浙江大学考博英语2010

浙江大学

2010年攻读博士学位研究生入学考试试题

考试科目英语编号

注意：答案必须写在答题纸上，写在试卷或草稿纸上均无效。

Section I Listening Comprehension (20marks, 1mark each)

Part A

Directions: You will hear a passage about Disneyland’s Opening Day in 1955. Listen and complete the sentences in questions 1-5 with the information you’ve heard .Write not more than 3 words in each numbered box. You will hear the recording twice. You now have 25 seconds to read the table below.

Part B

Directions: You will hear a passage about Harvard Extension School. Answer the questions 6-10 while you listen. Use not more than 5 words for each answer. You will hear the recording twice. You now have 25 seconds to read the questions.

Part C

Directions: Questions 11-13 are based on the following passage about John Grisham. You now have 15 seconds to read choices for questions 11-13.

11 A. A case of murder.

B. A case of rape.

C. His father’s experience.

D. His life on the farm.

12 A. It was popular at the time of publication.

B. It earned Grisham great fame.

C. It brought Grisham wealth.

D. It was carried by The New York Times as a series.

13 A. to achieve his life’s goal as a professional baseball player.

B. to coach children in baseball.

C. to see his childhood dream being realized in the children.

D. to provide facilities of baseball training.

Directions: Questions 14-16 are based on the following passage about Changes When Becoming Grandparents. You now have 15 seconds to read choices for questions 14-16. 14 A. He feels jealous.

B. He feels amazed.

C. He thinks it unnecessary.

D. He thinks it annoying.

15 A They get highly energetic.

B. They quiet down.

C. They want more sweets.

D. They go to bed.

16 A. They behave very well.

B. They like chocolate very much.

C. They receive toys from their grandparents.

D. They are having a lot of fun.

Directions: Questions 17-20 are based on the following passage about Ecotourism. You now have 15 seconds to read choices for questions 17-20.

17 A. It meant to have tourists help in the conversation of wildlife.

B. It meant to have wild species respond well to contact with human.

C. It meant to make wild species reduce stress and abnormal behavior.

D. It meant to make conservations more concerned with wildlife.

18 A. to really encourage people to protect wildlife and its habitat.

B. to strictly follow environmentally friendly polices.

C. to actually lack proper examination and official approval.

D. to seriously damage the habitats of endangered species.

19. A. It will disturb their life.

B. It will affect their health.

C. It will increase their stress.

D. It will threaten their survival.

20. A. to encourage people to manage endangered species.

B. to reduce the exposure of wildlife to human beings.

C. to help wild animals increase their fitness.

D. to prevent wildlife from catching human disease.

Section II Vocabulary (15marks, 1mark each)

Directions: There are 15 incomplete sentences in this section. For each sentences there are four choices marked A,B,C and D. Choose the ONE answer that best completes the sentence. Then mark the corresponding letter on Answer Sheet I with a single line through the center.

21. Like most foreigners, I ask a lot of questions, some of which are insultingly silly. But everyone I ______ has answered those questions with patience and honesty.

A. come across B. come by C. come over D. come into

22. Among picture books for 4-8 years olds, several outstanding works appeared that

combined original stories with ______ illustrations.

A. imaginable B. imaginative C. imaging D. imageless

23. As skies fill with millions of migrating birds, European scientists say the seasonal miracle appears to depend on a seeming ______ : The fatter the bird , the more efficiently it flies.

A. interruption B. description C. qualification D. contradiction

24. The party leader justified his subsequent re-election ______ that he had brought political stability and economic development to his country.

A. in the way B. by no means C. on the grounds D. to the extent

25. A leading British scholar has proposed translating Shakespeare into contemporary English ______ young audiences who are confused by jokes which are 400 years out of date.

A. in memory of B. at the cost of C. on behalf of D. for the benefit of

26. The objective of this popular consultation is to determine, ______, the final political status of the region, whether to remain of the country as a special district, or to part from it.

A. once upon a time B. once and again C. all at once D. once and for all

27. The _____ choice for a consumer, therefore, is the choice among the available ones that will enable him or her to maximize utility.

A. optimal B. optional C. optical D. optimistic

28. The Adult Vocational College is an opportunity to gain the right qualifications for various careers, for it offers an _____ range of subjects and courses.

A. additional B. excessive C. adequate D. extensive

29. It’s disturbing to note how many of crimes we do know about were detected _____, not by systematic inspections or other security procedures.

A. by accident B. on schedule C. in general D. at intervals

30. In calculating the daily calorie requirements for an individual, variations in body size, physical activity and age should be _____.

A. brought into practice B. taken into account

C. thrown light on D. looked down upon

31. The more a nation’s companies ______ factories abroad, the smaller that country’s recorded exports will be.

A. lie B. locate C. spot D. stand

32. The defence lawyer was questioning the old man who was one of the _____ of the murder committed last month.

A. witnesses B. audiences C. viewers D. observers

33. The belief that the universe is improving and that good will _____ triumph over evil prevails.

A. ultimately B. conclusively C. feasibly D. terminally

34. It was difficult to build a power station in the deep valley, but it _____ as we had hoped.

A. came off B. went off C. brought out D. made out

35. The local people were joyfully surprised to find the prices of vegetables no longer _____ according to the weather.

A. evaluated B. converted C. fluctuated D. modified

Section III Close Test (20marks, 1mark each)

Directions: There are 20 blanks in the following passage. For each blank there are four

choices marked A,B,C and D. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet I with a single line through the centre.

and social individuality. The American student is given a choice between relying on himself on others.

Scholastically, the fundamental difference is between the European lecture system and the American discussion system. The European system is both the strength and the limit of European education. The strength is the challenge the student to rely on himself; the system imposes a limit because it is , and at times even cruelly, qualitative: only a few are able to survive.

A second difference is the American campus, a term which has in Europe. There, the campus is formed by the various classrooms, faculty offices and laboratories. No extracurricular activities are carried on. The students and the professors go to the universities when they have classes and leave as soon as they are . The European universities provide no social life; on the , it creates an asocial atmosphere. The never organizes campus activities: everything is left to of the individual students.

of these considerations, I think I can answer the challenge of that pretty to the American educational system are two. The American students. me most about them is their conformity and their fear Perhaps campus by necessity to of and sympathize with the same idea? Nobody likes being alone, but it seems to me that American too much.

36. A. intellectual B. intangible C. inquisitive D. ingenious 37. A. and B. or C. from D. with 38. A. of B. to C. for D. with 39. A. strictly B. vigorously C. rigorous D. rigid 40. A. equation B. equal C. equator D. equivalent 41. A. exceptionally B. exclusively C. extraordinarily D. extensively 42. A. away B. out C. over D. in 43. A. contrary B. opposition C. contrast D. conversation 44. A. body B. unity C. structure D. constitution 45. A. creative B. initiative C. original D. imaginative 46. A. light B. accordance C. correspondence D. virtue 47. A. reactions B. responds C. replies D. reflections 48. A. involves B. concerns C. includes D. relates 49. A. appealed B. solicited C. struck D. astounded 50. A. dependence B. desolation C. reliance D. isolation 51. A. contends B. intends C. attends D. tends 52. A. reason B. excuse C. background D. cause 53. A. whether B. but C. if D. as 54. A. likely B. alike C. likelihood D. like 55. A. companion D. company B. fellowship C. mate

Section IV Reading Comprehension (20marks, 1mark each)

Directions: There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice and mark the corresponding letter on Answer Sheet I with a single line through the centre.

Passage 1

At all ages and at all stages of life, fear presents a problem to almost everyone. “We are largely the playthings of our fears,” wrote the British author Horace Walpole many years ago. “To one, fear of the dark; to another, of physical pain; to a third, of public ridicule; to a fourth, of poverty; to a fifth, of loneliness --- for all of us our particular creature waits in a hidden place.”

Fear is often a useful emotion. When you become frightened, many physical changes occur within your body. Your heartbeat and responses quicken; your pupils expand to admit more light; large quantities of energy-producing adrenaline(肾上腺素) are poured into your bloodstream. Confronted with a fire or accident, fear can fuel life-saving flight. Similarly, when a danger is psychological rather than physical, fear can force you to take self-protective measures. It is only when fear is disproportional to the danger at hand that it becomes a problem.

Some people are simply more vulnerable to fear than others. A visit to the newborn nursery of any large hospital will demonstrate that, from the moment of their births, a few fortunate infants respond calmly to sudden fear-producing situations such as a loudly slammed door. Yet a neighbor in the next bed may cry out with profound fright. From birth, he or she is more prone to learn fearful responses because he or she inherited a tendency to be more sensitive.

Further, psychologists know that our early experiences and relationships strongly shape and determine our later fears. A young man named Bill, for example, grew up with a father who regarded each adversity as a temporary obstacle to be overcome with imagination and courage. Using his father as a model, Bill came to welcome adventure and to trust his own ability to solve problem.

Phil’s dad, however, spent most of his time trying to protect himself and his family. Afraid to risk the insecurity of a job change, he remained unhappy in one position. He avoided long vacations because “the car might break down.” Growing up in such a home, Phil naturally learned to become fearful and tense.

56. In the last sentence of Paragraph 1, “our particular creature” refers to _______.

A. fear of something B. a fierce beast

C. physical pain D. public ridicule

57. Fear can be a useful emotion to us because it can _______.

A. stimulate many physical changes within our body

B. quicken our heartbeat and responses

C. pour large quantities of adrenaline into our bloodstream

D. help us respond quickly to danger and protect ourselves

58. Fear becomes a problem only when _______.

A. the danger is thought greater than it really is

B. the danger is more psychological than physical

C. one cannot stand the danger

D. one is not well prepared for it

59. Different responses of newborn infants to a loudly slammed door imply that ______.

A. some people are inherently more easily affected by danger

B. people’s response to stimuli is not an inherited feature

C. some people seem to be very sensitive to noise

D. people sometimes seem to turn a deaf ear to noise

60. Psychologists have found that our later fears are determined largely by our ______.

A. home education

B. school education

C. parents’ lifestyle

D. early experiences

Passage 2

Both civilization and culture are fairly modern words, having come into prominent use during the 19th century by anthropologists, historians, and literary figures. There has been a strong tendency to use them interchangeably as though they mean the same thing, but they are not the same.

Although modern in their usage, the two words derived from ancient Latin. The word civilization is based on the Latin civis, of a city. Thus civilization, in its most essential meaning, is the ability of people to live together harmoniously in cities, in social groupings. From this definition it would seem that certain insects, such as ants or bees, are also civilized. They live and work together in social groups. So do some microorganisms. But there is more to civilization, and that is what culture brings to it. So, civilization is inseparable form culture.

The word culture is derived from the Latin verb colere, “to till the soil”. But colere also has a wilder range of starting and promoting growth and development. One may cultivate a garden: one may also cultivate one’s interests, mind, and abilities. In its modern use the word culture refers to all the positive aspects and achievements of humanity that make mankind different from the rest of the animal world. Culture has grown out of creativity, a characteristic that seems to be unique to human beings.

One of the basic and best-known features of civilization and culture is the presence of tools. But more important than their simple existence is that the tools are always being improved and enlarged upon, a result for creativity. It took thousands of years to get from the first wheel to the latest, most advanced model of automobile.

It is the concept of humans as toolmakers and improves that differentiates them from other animals. A monkey may use a stick to knock a banana from a tree, but that stick will never, through a monkey’s cleverness, be modified into a hook or a ladder. Monkeys have never devised a spoken language, written a book, composed a melody, built a house, or painted a portrait. To say that birds build nests and beavers their dens is to miss the point. People once lived in caves, but their cleverness, imagination and creativity led them to progress beyond caves to buildings.

61. What does the author think of the words “civilization” and “culture”?

A. They are identical B. They are different concepts.

C. They can often be used interchangeably. D. They are denied different by different

people

62. According to the author the word “civilization” originally refers to ______.

A. people’s way of life in cities B. people’s ability to live together in cities

C. a type of social organizations D. an advanced level of social life

63. The Latin verb colere originally means “______”.

A. live in a city B. develop oneself

C. promote growth D. cultivate the land

64. The author believes that creativity _______.

A. is a unique feature of civilized beings

B. brings forth the improvement of tools

C. is the result of human development

D. helps the advance of culture

65. The author mentions monkeys in the last paragraph to show that _______.

A. monkeys are the same as birds

B. people once lived in caves like monkeys

C. monkeys can never develop into human beings

D. man is different from other animals such as monkeys

Passage 3

Job-related illnesses are growing in frequency. In 1985, there were 390,000 cases of illnesses that were job related, including lung and bladder(膀胱) cancers, skin ailments, emphysema(肺气肿), and heart disease. There were also 100,000 deaths. Many of these illnesses and deaths are attributable to chemically hazardous substances.

An obvious approach to reducing occupational illnesses is to rid the workplace of the chemical agents or toxins that are the source of many of the problems. However, sometimes that is not financially feasible or technically possible. An alternative approach is to capitalize on the fact that not all individuals are equally susceptible to health hazards in the workplace. For example, until the early 1970s when strict safety standards were introduced, all workers in shipbuilding plants were exposed to excessively high levels of asbestos(石棉) dust, yet only some have, or will develop, respiratory problems such as asbestosis, lung cancer, and emphysema.

Researchers have begun only a certain portion to attack the puzzling problem of work groups that are “hyper susceptible” to particular chemical agents or toxins. One approach is to use genetic information as a means of differentiating between those who will and will not have adverse reactions to the toxin. At present, there are several known genetic markers that signal an individual’s predisposition to developing health problems in the presence of certain working conditions. For example, people with a pair of genes deficient in an enzyme called G-6-PD are more likely than others to experience a breakdown of red blood cells and consequent anemia(贫血) when they work with chemicals contained in TNT, or types of antimalarial drugs(抗疟药).

Recent research also suggests that presence of a defective gene on the eleventh chromosome(染色体) reduces the body’s ability to remove excess cholesterol(胆固醇) deposits from artery walls(动脉壁), thus predisposing carries of the gene to coronary artery(冠状动脉) disease. Presumably, individuals with this genetic anomaly(异常) would be

more likely to have heart problems when stressful job situations are encountered than those without it.

Accordingly, genetic screening is based on the premise that individuals have different genetic markers and some of these differences can be used to predict predisposition to occupational diseases. There is some evidence that certain companies have used the genetic screening to control the incidence of job-related illnesses. Some of the companies also had taken action as a result of the tests, including warning employees about potential health problems, transferring employees, suggesting that employees seek other jobs, using the data for replacement purposes, or changing the production process.

66. The author states in the passage that chemically dangerous substances in the workplace _______.

A. have nothing to do with occupational illnesses

B. are responsible for many occupational illnesses

C. play a minor role in bringing about such occupational diseases as lung cancer and emphysema

D. usually give rise to skin ailments

67. The author gives an example of workers in shipbuilding plants _______.

A. to show that workers are usually subject to bad working conditions

B. to prove there were no safety standards before 1970

C. to warn workers against respiratory problems

D. to show that not all workers exposed to chemically dangerous substances are liable to occupational illnesses

68. How many occupational diseases are listed in this passage?

A. Six B. Seven

C. Eight D. Nine

69. According to the passage, when a person has a defective gene on the eleventh chromosome, he or she is in the risk of developing _____.

A. coronary artery disease B. pulmonary disease

C. respiratory disease D. bladder cancer

70. This passage is mainly about _____.

A. how to reduce job-related disease

B. the incidence of job-related diseases

C. genetic testing and the prevention of job-related diseases

D. the functions of genetic markers

Passage 4

The work that women do has always been fundamental to the global economy. But their contribution hasn’t registered with traditional economic institutions because so much of it has been nonmonetary. In fact, one common economic term for nonmonetary work is inactivity. It’s that attitude that has made women’s work invisible. No wonder the battle cry of the women’s was equality.

By moving into the world of paid work, in rich countries at least, women have indeed upped their visibility. But I doubt that you could make a very conclusive case that they have become equal to men. The United Nations estimated in 1993 that economic equality between the sexes would take, at the pace then prevailing, 1000 years to achieve. The media love

female high fliers, the handful of company directors and CEOs who are trotted out time and again as evidence of the gains women have made. But they are not truly representative of the average working woman, saddled with a double burden as she tries to balance her job with life as a mother and homemaker.

This balancing act is a formula for unfulfillment. It would have been far more equitable for women in the long run if it was the nonmonetary work that had been shared out --- if , for example, men spent more than a fraction of the time with their children that their wives do. And I believe that , in practice, most women would prefer simple fairness to economic equality. As my friend Hazel Henderson says, our kids didn’t want to see us turn into the best bloody men.

Still, it’s very much a trend to focus on the global economic impact of women, particularly as it’s felt in the small-scale initiatives that women have established around the world. Dealing directly with economically marginalized communities and cooperatives around the globe, I’ve seen how women hold a society together. Economic opportunity means much more to them than money. It also fosters the fundamentals of self-esteem: education, health care, cultural continuity and the chance to protect the past while shaping a future.

A sense of community is one of the so-called “feminine” values that ethical business thinkers put forward in their quest for new paradigms. These values reflect intimate personal and cultural attributes that are in many ways the reverse of the global-market syndrome, which is all about distance, impersonality and the movement of capital regardless of human consequence. You don’t have to wonder what would happen if we could feminize economic activity and economic relations. There is already plenty of evidence in the work of some pioneering female thinkers whose concern about the society their children will inherit promises to fundamentally change global economics.

In fact most of the financial sector’s innovative thinking on socially responsive investing has come from women. Why am I not surprised? Globalization is a mug’s game being played in a Man’s world. I can imagine a day when compassion counts as much as cash flow. After all, the challenges that confront the business world already demand a holistic perspective. And who is going to be best equipped to face that future?

71. According to the writer, most women _______.

A. want to demonstrate how responsible they are in doing business

B. are ignorant of the global economy

C. just seek simple fairness rather than quality

D. are fed up with their husbands’ spending less time their children

72.The expression “saddled with” in Line10 of Paragraph 2 means _______.

A. let down B. put up with C. played up D. burdened with

73. The fifth paragraph suggests that in economic activity and economic relations, women ______.

A. are much more compassionate than men

B. are less qualified than men

C. can make a lot of intimate friends

D. attach much importance to economic consequences

74. By saying “Globalization is a mug’s game being played in a man’s world”, the writer means _______.

A. it is men who can really have the economic globalization materialized

B. men are unlikely to succeed in economic globalization

C. men do not take economic globalization seriously

D. it is a piece of cake for men to globalize the world economy

75. The writer implies in the last paragraph that the persons who are going to be best equipped in world economy are _______.

A. university students B. futurists C. men D. women

Section V Translation (25marks)

Directions: Translate the following into English. Write your English version on Answer Sheet II.

一直以来，哈佛大学要求在校本科生除了自己的主修专业课程之外，还要修习一系列课程，以确保他们受到的本科教育涵盖了宽泛的研究课题和研究方法。哈佛大学新的通识教育项目（general education program）大胆地致力于将学生在课堂上学到的知识与校园围墙外的生活、甚至毕业后的生活联系起来。通识教育课程的内容和其他的课程内容具有相连性，但教学方式并不一样。通识教育课程的目的不是将学生带入一门学科，而是将一门学科融入学生的生活，通识教育项目把艺术和科学与学生面临的21世纪的世界以及毕业后的生活联系起来，让学生了解哈佛大学所有的研究课题和研究技巧。

通识教育课程由本科生主修专业课程之外的一系列课程组成，从而取代了过去30多年来一直实行的核心课程体系（core system）。目前，有很多的通识教育课是由经过较大修改的核心课程转化而来，其他诸如“生命的定义：从夸克(quark)到意识”这类课程就是全新的了。这些课程将课堂学习和其更广泛的含义联系起来，不仅是跨学科的，还超越了课堂本身。其中有些课程还是由不同系列的教授联合授课的。

在新的课程体系中，学生必须在八大课程类别中各选择一门课程。这种新的体系鼓励教授们以校外教学、动手实验、客座演讲和其他新颖模式进行大胆创新，当然也同样鼓励学生去大胆创新。

2010浙江大学考博英语真题答案：

Section 1 Listening

PART A:

1. July 18,1955

2. drinking fountains dry

3. Black Sunday

4. admission ticket

5. life time passes

PART B

6. the Harvard Extension School

7. distance learning on the web

8. 700

9. 1910

10. create a university Extension

PART C

11-20 BDC BAA ACDB

Section II

21-25 ABDCD 26-30 DADAB 31-35 BAACC

Section III

36-40 ABCAD 41-45 BCAAB 46-50 AAACD 51-55 DDBBA Section IV

56-60 ADAAD 61-65 BBDBD 66-70 BDCAC 71-75 CDABD