2007年、2008年、2009年考研英语(一)试题完整版合集附答案

2007年、2008年、2009年 考研英语（一）试题合集

(完整版附答案)

2007年全国硕士研究生入学统一考试英语试题

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)

By 1830 the former Spanish and Portuguese colonies had become independent nations. The roughly 20 million 大1家 of these nations looked 大2家 to the future. Born in the crisis of the old regime and Iberian Colonialism, many of the leaders of independence 大3家 the ideals of representative government, careers 大4家 to talent, freedom of commerce and trade, the 大5家 to private property, and a belief in the individual as the basis of society. 大6家 there was a belief that the new nations should be sovereign and independent states, large enough to be economically viable and integrated by a 大7家 set of laws.

On the issue of 大8家 of religion and the position of the church, 大9家, there was less agreement 大10家 the leadership. Roman Catholicism had been the state religion and the only one 大11家 by the Spanish crown. 大12家 most leaders sought to maintain Catholicism 大13家 the official religion of the new states, some sought to end the

大14家 of other faiths. The defense of the Church became a rallying 大15家 for the conservative forces.

The ideals of the early leaders of independence were often egalitarian, valuing equality of everything. Bolivar had received aid from Haiti and had 大16家 in return to abolish slavery in the areas he liberated. By 1854 slavery had been abolished everywhere except Spain’s 大17家 colonies. Early promises to end Indian tribute and taxes on people of mixed origin came much 大18家 because the new nations still needed the revenue such policies 大19家. Egalitarian sentiments were often tempered by fears that the mass of the population was 大20家 self-rule and democracy. 1. [A] natives

[B] inhabitants [C] peoples [D] individuals 2. [A] confusedly

[B] cheerfully [C] worriedly [D] hopefully 3. [A] shared

[B] forgot [C] attained [D] rejected 4. [A] related

[B] close [C] open [D] devoted 5. [A] access

[B] succession

[C] right [D] return 6. [A] Presumably

[B] Incidentally [C] Obviously [D] Generally 7. [A] unique

[B] common [C] particular [D] typical 8. [A] freedom

[B] origin [C] impact [D] reform 9. [A] therefore

[B] however [C] indeed [D] moreover 10. [A] with

[B] about [C] among [D] by 11. [A] allowed

[B] preached [C] granted [D] funded 12. [A] Since

[B] If [C] Unless [D] While 13. [A] as

[B] for [C] under [D] against 14. [A] spread

[B] interference [C] exclusion [D] influence 15. [A] support

[B] cry [C] plea [D] wish 16. [A] urged

[B] intended [C] expected [D] promised 17. [A] controlling

[B] former [C] remaining [D] original 18. [A] slower

[B] faster [C] easier [D] tougher 19. [A] created

[B] produced [C] contributed [D] preferred 20. [A] puzzled by

[B] hostile to [C] pessimistic about [D] unprepared for

Section II Reading Comprehension

Part A Directions:

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)

Text 1

If you were to examine the birth certificates of every soccer player in 2006’s World Cup tournament, you would most likely find a noteworthy quirk: elite soccer players are more likely to have been born in the earlier months of the year than in the later months. If you then examined the European national youth teams that feed the World Cup and professional ranks, you would find this strange phenomenon to be even more pronounced.

What might account for this strange phenomenon? Here are a few guesses: a) certain astrological signs confer superior soccer skills; b) winter-born babies tend to have higher oxygen capacity, which increases soccer stamina; c) soccer-mad parents are more likely to conceive children in springtime, at the annual peak of soccer mania; d) none of the above.

Anders Ericsson, a 58-year-old psychology professor at Florida State University, says he believes strongly in “none of the above.” Ericsson grew up in Sweden, and studied nuclear engineering until he realized he would have more opportunity to conduct his own research if he switched to psychology. His first experiment, nearly 30 years ago, involved memory: training a person to hear and then repeat a random series of numbers. “With the first subject, after about 20 hours of training, his digit span had risen from 7 to 20,” Ericsson recalls. “He kept improving, and after about 200 hours of training he had risen to over 80 numbers.” This success, coupled with later research showing that memory itself is not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one. In other words, whatever inborn differences two people may exhibit in their abilities to memorize, those differences are swamped by how well each person “encodes” the information. And the best way to learn how to encode information meaningfully, Ericsson determined, was a process known as deliberate practice. Deliberate practice entails more than simply repeating a task. Rather, it involves setting specific goals, obtaining immediate feedback and concentrating as much on technique as