2010年浙江大學(xué)考博英語真題

Section I Listening Comprehension (25marks, 1 mark each)

(略)

Section II Vocabulary (15 marks, 1 mark each)

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

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 old, 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translating Shakespeare into contemporary English      young audiences who are confused by jokes which are 400 years out of date.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 DI Close Test (15 marks, 1 mark each)

Directions: There are 15 blacks 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 the Answer Sheet with a single line through the center.

The character of European education demands that the student develop __36__ and social individuality. The American student is given a choice between relying on himself __37__ 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__38__the student to rely on himself; the system imposes a limit because it is__39__, and at times even cruelly, qualitative: only a few are able to survive.

A second difference is the American campus, a term which has no __40__ in Europe. There, the campus is formed __41__ 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 __42__. The European universities provide no social life; on the __43__, it creates an asocial atmosphere. The student __44__ never organizes campus activities: everything is left to the __45__ of the individual students.

In the __46__ of these considerations, I think I can answer the challenge of that pretty coed, though my answer is bound to be incomplete. My__47__ to the American educational system are two. The first__48__American students. What __49__ me most about them is their conformity and their fear of __50__. Perhaps campus life __51__ by necessity to conformity. Almost every student belongs to at least two organizations. What is the __52__ of this associative mania, __53__not the basic to be supported by people who think__54__ and sympathize with the same idea? Nobody likes being alone, but it seems to me that American students like __55__ 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        B. fellowship     C. mate D. company

Section IV Reading Comprehension (20 marks, 1 mark 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 the Answer sheet I with a single line through the centre.

Passage One

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 （腎上腺素）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 has 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 Two

Both civilization and culture are fairly modem 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 modem 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 from culture.

The word culture is derived from the Latin verb colere, “to till the soil”. But colere also has a wider range of meanings. It may, like civis, mean inhabiting a town or village. But most of its definitions suggest a process c-f starting and promoting growth and development. One may cultivate a garden; one may also cultivate one’s interests, mind, and abilities. In its modem 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 of 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 improvers 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 differently 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 Three

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（肺氣腫）, 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（貧血）when they work with chemicals contained in TNT, or types of antimalarial drugs（抗瘧藥）.

Recent research also suggests that presence of a defective gene on the eleventh chromosome（染色體）reduces the body's ability to remove excess cholesterol（膽固醇）deposits from artery walls（動(dòng)脈壁）, thus predisposing carriers of the gene to coronary artery（冠狀動(dòng)脈）disease. Presumably, individuals with this genetic anomaly（異常）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 at 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 Four

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 movement 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, 1,000 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 equality

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

72.The expression "saddled with" in Line 10 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 (25 marks)

Directions: Translate the following into English. Write your English version on the Answer sheet IL

一直以來，哈佛大學(xué)要求在校本科生除了自己的主修專業(yè)課程之外，還要修習(xí)一系列課程，以確保他們 受到的本科教育涵蓋了寬泛的研究課題和研究方法。哈佛大學(xué)新的通識(shí)教育項(xiàng)目(general education program)大膽地致力于將學(xué)生在課堂上學(xué)到的知識(shí)與校園圍墻外的生活、甚至畢業(yè)后的生活聯(lián)系起來。 通識(shí)教育課程的內(nèi)容和其他的課程內(nèi)容具有相連性，但教學(xué)方式并不一樣。通識(shí)教育課程的目的不是將 學(xué)生帶入一門學(xué)科，而是將一門學(xué)科融入學(xué)生的生活。通識(shí)教育項(xiàng)目把藝術(shù)和科學(xué)與學(xué)生們面臨的21 世紀(jì)的世界以及畢業(yè)后的生活聯(lián)系起來，讓學(xué)生了解哈佛大學(xué)所有的研究課題和研究技巧。

通識(shí)教育課程由本科生主修專業(yè)課程之外的一系列課程組成，從而取代了過去30多年來一直實(shí)行的核心 課程體系(core system)。目前，有很多的通識(shí)教育課是由經(jīng)過較大修改的核心課程轉(zhuǎn)化而來，其他諸如“生 命的定義，從夸克(quark)到意識(shí)”這類課程就是全新的了。這些新課程將課堂學(xué)習(xí)和其更廣泛的含義聯(lián) 系起來，不僅是跨學(xué)科的，還超越了課堂本身。其中有些課程還是由不同系別的教授聯(lián)合授課的。

在新的課程體系中，學(xué)生必須在八大課程類別中各選擇一門課程。這種新的體系鼓勵(lì)教授們以校外教學(xué)、 動(dòng)手實(shí)驗(yàn)、客座演講和其他新穎模式進(jìn)行大膽創(chuàng)新，當(dāng)然也同樣鼓勵(lì)學(xué)生去大膽創(chuàng)新。

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