Part C
Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)
There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association。(46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47)Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world’s work is carried on receives little attention as compared with physical output。
But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance。(48)While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49)Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young。
(50)We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education—that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group。
Section III Writing
Part A
51. Directions:
Restrictions on the use of plastic bags have not been so successful in some regions. “White pollution ”is still going on. Write a letter to the editor(s) of your local newspaper to
1)give your opinions briefly and,
2) make two or three suggestions
You should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address。(10 points)
Part B
52. Directions:
In your essay, you should
1) describe the drawing briefly,
2) explain its intended meaning, and then
3) give your comments。
You should write neatly on ANSHWER SHEET 2. (20 points)
2009年全国硕士研究生入学考试英语试题答案与解析
Section I Use of English
Directions:
Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
Research on animal intelligence always makes me wonder just how smart humans are 1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is a(n) 4 in not being too terrifically bright。
Intelligence, it 5 , is a highpriced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning—a (an) 7 process—instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 。
Is there an adaptive value to 9 intelligence? That’s the question behind this new research. I like it. Instead of casting a wistful glance10at all the species we’ve left in the dust I.Q.wise, it implicitly asks what the real 11of our own intelligence might be. This is12the mind of every animal we’ve ever met。
Research on animal intelligence also makes me wonder what experiments animals would13on humans if they had the chance. Every cat with an owner, 14, is running a small-scale study in operant conditioning. We believe that15animals ran the labs, they would test us to16the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really17, not merely how much of it there is.18, they would hope to study a19question: Are humans actually aware of the world they live in?20 the results are inconclusive。
对动物智能进行的研究总是让我想了解人类到底有多聪明。不妨考虑一下卡尔·齐默周二发表在《科学时报》杂志上的对于果蝇实验的描述，那些学得比普通果蝇更聪明的果蝇往往寿命比较短。这让人想起比较暗淡的灯泡照明时间反而比较长，不那么聪明也有自身的优势。
事实证明，聪明是一种昂贵的选择。它需要更多的保养，消耗更多的燃料，起步慢，这是因为聪明依赖学习——一个渐进的过程——而不是本能。许多其他物种都能够学习，它们显然已经学会的一件事就是什么时候停止学习。
是否有一个有限聪明的适应值呢？这是该项研究背后的问题。我喜欢它。该研究不是要我们对那些在智力方面已被人类远远抛在后面的物种投以悲怜的眼光，而是含蓄地提出一个问题：人类智慧的真正代价可能是什么。而这是我们遇见所有动物都在思考的问题。
研究动物智能也让我想知道如果动物有机会的话，它们会对人类进行何种实验。例如，每一只有主人的猫都在进行一项有关操作性条件反射的小规模研究。我认为，如果让动物管理实验室的话，它们会对我们进行测试，来确定我们的忍耐度、我们的忠诚度、我们对地域的记忆力。它们将设法确定人类智慧的用途，而不仅仅是人类有多少智慧。更重要的是，它们希望研究一个基本问题：人类是否真正了解他们生活的这个世界？迄今为止，结果尚不确定。
1. ［A］Suppose［B］Consider［C］Observe［D］Imagine
2. ［A］tended［B］feared［C］happene
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