1986至英语考研真题及答案精编版.doc

使用说明（必读）42009年全国硕士研究生入学统一考试英语试题5Section IIReading Comprehension5Part A5Part B9Part C11Section IIIWriting11Part A11Part B112009年考研英语真题答案122008年全国硕士研究生入学统一考试英语试题13Section IIReading Comprehension13Part A13Part B18Part C19Section IIIWriting20Part A20Part B202008年考研英语真题答案212007年全国硕士研究生入学统一考试英语试题21Section IIReading Comprehension21Part A21Part B26Part C28Section IIIWriting29Part A29Part B292007年考研英语真题答案292006年全国硕士研究生入学统一考试英语试题30Section IIReading Comprehension30Part A30Part B36Part C37Section IIIWriting38Part A38Part B382006年考研英语真题答案382005年全国硕士研究生入学统一考试英语试题40Section IIReading Comprehension40Part A40Part B45Part C46Section IIIWriting47Part A47Part B472005年考研英语真题答案482004年全国硕士研究生入学统一考试英语试题49Section IIIReading Comprehension49Part A49Part B54Section IVWriting552004年考研英语真题答案552003年全国硕士研究生入学统一考试英语试题56Section IIIReading Comprehension56Part A56Part B61Section IVWriting622003年考研英语真题答案632002年全国硕士研究生入学统一考试英语试题64Part A64Part B70Section IVWriting702002年考研英语真题答案712001年全国硕士研究生入学统一考试英语试题72Section IIIReading Comprehension72Section IVEnglish-Chinese Translation77Section VWriting782001年考研英语真题答案782000年全国硕士研究生入学统一考试英语试题79Section IIIReading Comprehension79Section IVEnglish-Chinese Translation84Section VWriting852000年考研英语真题答案851999年全国硕士研究生入学统一考试英语试题86Section IIIReading Comprehension86Section IVEnglish-Chinese Translation92Section VWriting921999年考研英语真题答案931998年全国硕士研究生入学统一考试英语试题94Section IIIReading Comprehension94Section IVEnglish-Chinese Translation99Section VWriting1001998年考研英语真题答案1011997年全国硕士研究生入学统一考试英语试题102Section IIIReading Comprehension102Section IVEnglish-Chinese Translation107Section VWriting1081997年考研英语真题答案1081996年全国硕士研究生入学统一考试英语试题109Section IIIReading Comprehension109Section IVEnglish-Chinese Translation114Section VWriting1151996年考研英语真题答案1151995年全国硕士研究生入学统一考试英语试题116Section IIIReading Comprehension116Section IVEnglish-Chinese Translation121Section VWriting1221995年考研英语真题答案1221994年全国硕士研究生入学统一考试英语试题122Section IIIReading Comprehension122Section IVEnglish-Chinese Translation127Section VWriting1281994年考研英语真题答案1281993年全国硕士研究生入学统一考试英语试题128Section IIReading Comprehension128Section VEnglish-Chinese Translation132Section VIWriting1331993年考研英语真题答案1331992年全国硕士研究生入学统一考试英语试题133Section IIReading Comprehension133Section VEnglish-Chinese Translation137Section VIWriting1381992年考研英语真题答案1381991年全国硕士研究生入学统一考试英语试题139Section IIReading Comprehension139Section VEnglish-Chinese Translation143Section VIWriting1431991年考研英语真题答案1441990年全国硕士研究生入学统一考试英语试题144Section IIReading Comprehension144Section VIIEnglish-Chinese Translation1461990年考研英语真题答案1471989年全国硕士研究生入学统一考试英语试题148Section IIReading Comprehension148Section VIIEnglish-Chinese Translation1511989年考研英语真题答案1521988年全国硕士研究生入学统一考试英语试题152Section IIReading Comprehension152Section VIIEnglish-Chinese Translation1551988年考研英语真题答案1561987年全国硕士研究生入学统一考试英语试题156Section IIReading Comprehension156Section VIIIEnglish-Chinese Translation1601987年考研英语真题答案1601986年全国硕士研究生入学统一考试英语试题161Section IIIReading Comprehension161Section VIIIEnglish-Chinese Translation1631986年考研英语真题答案163使用说明（必读）爱你需要理由么？1.本文件包括19862008年23套全国硕士研究生入学统一考试英语试题及答案。是我花费数百小时，反复逐字审校、多方考证制作而成。这是一份凝结着无限心血的、以当今世界一流技术精心打造的、美仑美奂至不可思议的、不论内容还是形式均堪称一流的、正确率接近词典级的文档！她囊括23年真题，可谓工程浩大，功在当代，利及千秋；她美观准确，引领中国互联网走向精致时代！本文档由大家学习网出品、首发。2.试题及答案均经无数遍仔细校对，是无比准确的电子版本（正确率基本接近词典级）。但错误肯定还有，请各位不吝指正（请来大家论坛本文档发布帖跟帖指正）。为了感谢大家的指正，为了打造真正词典级文档，为了大幅度提高中国人民尤其是中国考生的生活品质（窃以为，词典级真题文本是考研复习资料中最最重要的“基础设施”），本人筹措专款数千元用于奖励（应该是绰绰有余了），基本的奖励标准是：一个标点符号2元，一个单词3元，一个句子5元，错误、遗漏、多余等都算，每处错误当然只能奖励一次，当然奖给最先指正者。纠错必须在本文档发布帖跟帖指出（不是没有诚意，因为你发在别处我未必能看见啊，而且还有一个指正的先后顺序问题）。具体奖励办法请看专帖：错误标准和奖励办法。对于核实的错误，会立即改正，立即更新本文档，真正实现“有错知错，知错就改”的理想！3.本文档的意义，不仅在于方便广大考生备考，也在于方便广大教师、专家编著考研真题复习资料。对于考生，在电脑上学习英语的效率肯定会比书面上高，查单词，查资料非常方便，学习变成了一种享受！而且，对于做错的题目，或者尚有疑惑的题目，可以来本站很方便地提出，大家网已将每题一个帖子发好，你连题目都不用发，直接根据全部单题链接总目录（或者在考研英语区用6位数标准题号搜索，如2006年第5题的标准题号就是200605，1990年第18题就是199018）找到相应的题目，跟帖提问便是（请不要发新帖）！4.本文档版权归大家网所有，任何网站转载此文档时，不得将本文档用于商业用途，不得破坏本作品的完整性，不得清除本文档中大家学习网和作者标识，必须在明显位置清楚注明转自大家学习网，否则，自行承担一切法律后果！5.预祝大家轻松考出满意高分（简称“满分”，呵呵）！祝你成功！阁明俊2008年10月8日2009年全国硕士研究生入学统一考试英语试题Section IIReading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks. But dont bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, theyre there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an executive change consultant for Professional Thinking Partners. “But we are taught instead to decide, just as our president calls himself the Decider. ” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which were unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system that anyone can do anything,” explains M. J. Ryan, author of the 2006 book “This Year I Will.” and Ms. Markovas business partner. “Thats a lie that we have perpetuated, and it fosters commonness. Knowing what youre good at and doing even more of it creates excellence.” This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by being A. casual B. familiar C. mechanical D. changeable. 22. The researchers have discovered that the formation of habit can be A. predicted B. regulated C. traced D. guided 23.” ruts”(in line one, paragraph 3) has closest meaning to A. tracks B. series C. characteristics D. connections24. Ms. Markovas comments suggest that the practice of standard testing ?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree that A. ideas are born of a relaxing mindB. innovativeness could be taught C. decisiveness derives from fantastic ideasD. curiosity activates creative minds Text 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom or at least confirm that hes the kids dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a familys geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA. But some observers are skeptical, “There is a kind of false precision being hawked by people claiming they are doing ancestry testing,” says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a fathers line or mitochondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies dont rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation. 26.In paragraphs 1 and 2 , the text shows PTKs _.Aeasy availabilityBflexibility in pricing C successful promotion D popularity with households27. PTK is used to _.Alocate ones birth placeBpromote genetic researchC identify parent-child kinship D choose children for adoption 28. Skeptical observers believe that ancestry testing fails to_.Atrace distant ancestors B rebuild reliable bloodlinesC fully use genetic information D achieve the claimed accuracy 29. In the last paragraph ,a problem commercial genetic testing faces is _.Adisorganized data collection B overlapping database building 30. An appropriate title for the text is most likely to be_.AFors and Againsts of DNA testing B DNA testing and Its problemsCDNA testing outside the lab D lies behind DNA testing Text 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industrys work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments dont force it. After all, thats how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didnt have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanitys productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesnt constrain the ability of the developing worlds workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isnt developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries _.A is subject groundless doubts B has fallen victim of bias C is conventional downgradedD has been overestimated 32. It is stated in paragraph 1 that construction of a new education system _.Achallenges economists and politicians Btakes efforts of generations C demands priority from the government D requires sufficient labor force 33.A major difference between the Japanese and U.S workforces is that _.A the Japanese workforce is better disciplined B the Japanese workforce is more productive Cthe U.S workforce has a better education D the U.S workforce is more organize 34. The author quotes the example of our ancestors to show that education emerged _.A when people had enough time B prior to better ways of finding food C when people on longer went hung D as a result of pressure on government 35. According to the last paragraph ,