浙江大学 2009 年 真题[font=ëîìå, sans-serif]
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2009 年攻读博士学位研究生入学考试试题
Section Ⅰ listening comprehension (20marks, 1mark each)
The Olympics of Ancient Greece
Although records cannot verify games earlier than 776 B.C., the contests in Homer ’s Iliad indicate a much earlier competitive tradition. Held in honor of Zeus in the city of Olympia for four days every fourth summer, the Olympic games were the oldest and most prestigious of four great ancient Greek athletic festivals, which also included the Pythian games at Delphi, the Isthmian at Corinth, and the Nemean at Argos (the Panathenaea at Athens was also important). The Olympics reached their height in the 5th–4th cent. B.C.; thereafter they became more and more professionalized until, in the Roman period, they provoked much censure. They were eventually discontinued by Emperor Theodosius I of Rome, who condemned them as a pagan spectacle, at the end of the 4th cent. A.D. f2iA5 rCV] Among the Greeks, the games were nationalistic in spirit; states were said to have been prouder of Olympic victories than of battles won. Women, foreigners, slaves, and dishonored persons were forbidden to compete. Contestants were required to train faithfully for 10 months before the games, had to remain 30 days under the eyes of officials in Elis, who had charge of the games, and had to take an oath that they had fulfilled the training requirements before participating. At first, the Ol ympic games were confined to running, but over time new events were added: the long run (720 B.C.), when the loincloth was abandoned and athletes began competing naked; the pentathlon, which combined running, the long jump, wrestling, and discus and spear throwing (708 B.C.); boxing (688 B.C.); chariot racing (680 B.C.); the pankration (648 S;K5JBX0# B.C.), involving boxing and wrestling contests for boys (632 B.C.); and the foot race with armor
(580 B.C.).
Greek women, forbidden not only to participate in but also to watch the Olympic games, held games of their own, called the Heraea. Those were also held every four years but had fewer events than the Olympics. Known to have been conducted as early as the 6th cent. B.C., the Heraea games were discontinued about the time the Romans conquered Greece. Winning was of prime importance in both male and female festivals. The winners of the Olympics (and of the Heraea) were crowned with chaplets of wild olive, and in their home city-states male champions were also awarded numerous honors, valuable gifts, and privileges. :|a$[g5
Section Ⅱ vocabulary (15marks, 1mark each)
Section Ⅲ cloze test (20 marks, 1 mark each)
Teachers need to be aware of the emotional, intellectual, and physical changes that young
adults experience. And they also need to give serious 21 to how they can best 22 such changes. Growing bodies need movement and 23, but not just in ways that emphasize competition. 24 they are adjusting to their new bodies and a whole host of new intellectual and emotional challenges, BZOB\Ym
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浙江大学 2009 年 真题[font=ëîìå, sans-serif]
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teenagers are especially self-conscious and need the 25 that comes from achieving success and
knowing that their accomplishments are 26 by others. However, the typical teenage lifestyle is already filled with so much competition that it would be 27 to plan activities in which there are more winners than losers, 28 , publishing newsletters with many student-written book reviews,29 student artwork, and sponsoring book discussion clubs. A variety of small clubs can provide 30 opportunities for leadership, as well as for practice in successful 31 dynamics. Making friends is extremely important to teenagers, and many shy students need the 32 of some kind of organization with a supportive adult 33 visiblein the background. 0[ZB ^ In these activities, it is important to remember that the young teens have 34 attention spans. A variety of activities should be organized 35 participants can remain active as long as they want and then go on to 36 else without feeling guilty and without letting the other participants 37. This does not mean that adults must accept irresponsibilit y.38 they can help students acquire a sense of commitment by 39 for roles that are within their 40 and their attention spans and b y shaving clearly stated rules. (B0QBDj!
36.[A]thought [B]idea [C]opinion [D]advice
37.[A]strengthen [B]accommodate [C]stimulate [D]enhance
38.[A]care [B]nutrition [C]exercise [D]leisure
39.[A]If [B]Although [C]Whereas [D]Because
40.[A]assistance [B]guidance [C]confidence [D]tolerance
41.[A]claimed [B]admired [C]ignored [D]surpassed
42.[A]improper [B]risky [C]fair [D]wise
43.[A]in effect [B]as a result [C]for example [D]in a sense
44.[A]displaying [B]describing [C]creating [D]exchanging
45.[A]durable [B]excessive [C]surplus [D]multiple
46.[A]group [B]individual [C]personnel [D]corporation
47.[A]consent [B]insurance [C]admission [D]securit y
48.[A]particularly [B]barel y [C]definitely [D]rarely
49.[A]similar [B]long [C]different [D]short
50.[A]if onl y [B]now that [C]so that [D]even if
51.[A]everything [B]anything [C]nothing [D]something
52.[A]off [B]down [C]out [D]alone
53.[A]On the contrary [B]On the average [C]On the whole [D]On the other hand
54.[A]making [B]standing [C]planning [D]taking
55.[A]capabilities [B]responsibilities [C]proficiency [D]efficiency
Section Ⅳ reading comprehension (20 marks, 1mark each)
Passage ⅰ[font=ëîìå, sans-serif]
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关于球撞击拍子,不同的拍子,不同的撞击位置声音不同,欢迎跟帖指正[font=ëîìå, sans-serif]
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时间的相对变化,做了几组实验,不同的条件下,人们感觉 [font=ëîìå, sans-serif]1[font=ëîìå, sans-serif] 秒的时间长短不同。[font=ëîìå, sans-serif]
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浙江大学 2009 年 真题[font=ëîìå, sans-serif]
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Architects are hopeless when it comes to deciding whether the public will view their designs
as marvels or monstrosities, according to a study by Canadian psychologists. They say designers should go back to school to learn about ordinary people’s tastes.
Many buildings that appeal to architects get the thumbs down from the public. Robert Gifford
of the University of Victoria in British Columbia decided to find out whether architects understand public preferences and simply disagree with them, or fail to understand the lay person’s view.
With his colleague graham brown, he asked 25 experienced architects to look at photos of 42 large buildings in the US, Canada, Europe and Hong Kong. The architects predicted how the public would rate the buildings on a scale of 1 to 10, where 1 represented “terrible” and 10 "R\D:Olb# “excellent”. a further 27 people who were not architects also scored the buildings out of 10. In
addition, eightarchitects gave their own personal ratings of the buildings.
The three groups tended to agree among themselves on a building’s merits. And architects correctly predicted that lay people would on average rate buildings higher than they did themselves. but for individual buildings, the architects’ perceptions of what the lay people would think were often way off the mark. “Some architects are quite good at predicting lay preferences, but others are not onl y poor at it, they get it backwards.” says Gifford. d;nk>6<| For instance, architects gave the Stockley Park building b-3 offices in London a moderate rating of 5.2. They thought the public would like it much better, predicting a rating of 6.3. But the public actually disliked the offices, and gave it 4.7. Gifford thinks that lay people respond to specific features of buildings, such as durability and originality, and hopes to pin down what they are. |AXV4{j_i “Architects in architecture school need to be taught how lay people think about buildings,”
Gifford concludes. He doesn’t think designers should pander to the lowest common denominator,but suggests they should aspire towards buildings that appeal to the public and architects alike, such as the bank of china building in Hong Kong. t&i