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主题 : 武汉大学2006年考博英语
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勒沃库森幽灵进球:武汉大学2006年考博英语

武汉大学真题2006
(总分100, 考试时间90分钟)
Part Reading Comprehension ZIf  
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Directions: There are 5 reading passages inthis 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 shoulddecide on the best choice and mark your answer on the ANSWER SHEET byblackening the corresponding letter in the brackets. 6ys &zy  
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  Tides are created mainly by the pull of the moon on the earth. Themoon's pull causes water in the oceans to be a little deeper at a point closestto the moon and also at a point farthest from the moon, on the opposite side ofthe earth. These two tidal "waves" follow the apparent movement ofthe moon around the earth strike nearly every coastline at intervals of abouttwelve hours and twenty-five minutes. After reaching a high point, the water level goes down gradually for a little more thansix hours and then begins to rise toward a new high point. Hence, most coastlines have twotides a day, and the tides occur fifty minutes later each day. Differences inthe coastline and in channels in the ocean bottom may change the time that thetidal wave reaches different points along the same coastline. The difference inwater level between high and low tide varies from day to day according to therelative positions of the sun and the moon because the sun also exerts a pullon the earth, although it is only about half as strong as the pull of the moon.When the sun and the moon are pulling along the same line, the tides risehigher, and when they pull at right angles to one another, the tide is lower.The formation of the coastline and variations in the weather are additionalfactors which can affect the height of tides. Some sections of the coast areshaped in such a way as to cause much higher tides than are experienced inother areas. A strong wind blowing toward the shore may also cause tides to behigher. Q9~*<I> h;  
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  1.Which of the following may be concluded from the information presented in thepassage? 0O9Ni='Tn  
A Some coastlines do not have two tides eachday. z2MWN\?8  
B Tides usually rise to the same level dayafter day. ,VCyG:dw  
C Tides are not affected by the shape of acoastline. [email protected]\"U(*E  
D The sun has as much effect on tides asdoes the moon. M!/Cknm  
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2. The time that high tide occurs at aparticular place is affected by all of the following EXCEPT ______. Ont%eC\  
A tone position of the moon e8pG"`wM8  
B the direction of the wind ~rDZ?~%  
C channels in the sea bottom )+[ gd/<C.  
D variations in the coastline )Qe~ 8u@?  
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3. Which of the following is an accuratestatement about the pull of the sun on the earth? !ePr5On  
A It determines the time of high tide. ' 0J1vG~c  
B It is about twice the pull of the moon. A/u)# ^\  
C It determines the time of low tide. Hkwl>R$  
D It is about half the pull of the moon. |G?htZF  
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4. If the pull of the sun equaled the pullof the moon, tides would ______. do*EKo  
A sometimes be higher than they are now { OXFN;2  
B be the same height they are now )(ImL bM)  
C no longer be affected by the wind rEB @$C^  
D be of equal height all the time lu<xv  
  George Mason must rank with John Adams and James Madison as one of thethree Founding Fathers who left their personal imprint on the fundamental lawof the United States.He was the principal author of the Virginia Declaration of Rights, whichbecause of its early formation greatly influenced other state constitutionsframed during the Revolution and, through them, the Federal Bill of Rights of1791. Jtr"NS?a]  
  Yet Mason was essentially a private person with very little inclinationfor public office or the ordinary operation of politics beyond the countrylevel. His appearances in the Virginiacolonial and state legislatures were relatively brief, and not until 1787 didhe consent to represent his state at a continental or national congress orconvention. Polities was never more than a means for Mason. He was at all timesa man of public spirit, but politics was never a way of life, never for longhis central concern. It took a revolution to pry him away from home and familyat Gunston Hall, mobilize his skill and energy for constitutional construction,and transform him, in one brief moment of brilliant leadership, into astatesman whose work would endure to influence the lives and fortunes of those"millions yet unborn" of whom he and his generation of Americansspoke so frequently and thought so constantly. ]j`c]2EuP  
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5. The author ascribes importance to theVirginia Declaration of Rights primarily because ______. WU71/PYm`  
A Mason was its principal author [co% :xJu  
B it was later adopted as the Federal Billof Rights n ~shK<!C  
C through wide circulation it influencedthe writing of other state constitutions during the Revolution ?QFpv #4  
D through other state constitutions iteventually influenced the writing of the Federal Bill of Rights ";3zX k[#  
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6. The passage indicates that, for Mason,political activities were ______. P_*" dza  
A undertaken only when absolutely necessary 3E!|<q$ z  
B a fundamental and lifelong preoccupation &e#~<Wm82  
C something he successfully avoidedthroughout his life ]pH-2_  
D something to which he always wished todevote more time and attention 23RN}LU i  
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7. The author indicates that Mason'sbrilliant leadership ability ______. `$W_R[  
A was exercised throughout his life 1*9U1\z  
B has been recognized only by thegenerations that followed him VQ7 *Z5[1  
C was less important historically than hisbrilliance as a lawyer ZWc]$H ?  
D emerged powerfully, but for a brief timeonly A v2 08}Y  
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8. The author seems to be especiallyimpressed by the fact that ______. o<COm9)i  
A Mason, a responsible citizen, resistedfor so long the obligation to represent his state in politics 7UVzp v  
B Mason, having so little politicalinclination, turned out to be such an influential statesman mlJ!:WG  
C Mason was willing to leave home andfamily for public service 4dO~C  
D Mason could be a devoted family man and astatesman at the same time  @~!wDDS  
  People appear to be born to compute. The numerical skills of childrendevelop so early and so inexorably that it is easy to imagine an internal clockof mathematical maturity guiding their growth. Not long after learning to walkand talk, they can set the table with impressive accuracy--one plate, oneknife, one spoon, one fork, for each of the five chairs. Soon they are capableof noting that they have placed five knives, spoons, and forks on the tableand, a bit later, that this amounts to fifteen pieces of silverware. Havingthus mastered addition, they move on to subtraction. It seems almost reasonableto expect that if a child were secluded on a desert island at birth andretrieved seven years later, he or she could enter a second-grade mathematicsclass without any serius problems of intellectual adjustment. +n XK-g;)'  
   Ofcourse, the truth is not so simple. This century, the work of cognitivepsychologists has illuminated the subtle forms of daily learning on whichintellectual progress depends. Children were observed as they slowlygrasped--or, as the case might be bumped into- concepts that adults take forgranted, as they refused, for instance, to concede that quantity is unchangedas water pours from short stout glass into a tall thin one. Psychologists havesince demonstrated that young children, asked to count the pencils in a pile,readily report the number of blue or red pencils, but must be coaxed intofinding the total. Such studies have suggested that the rudiments ofmathematics are mastered gradually, and with effort. They have also suggestedthat the very concept of abstract numbers--the idea of a oneness, a twoness, athreenes that applies to any class of objects and is a prerequisite for doinganything more mathematically demanding than setting a table--is itself far frominnate. "Zl5<  
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9. What does the passage mainly discuss? Tn*9lj4  
A Trends in teaching mathematics tochildren. &PYK8}pBk3  
B The use of mathematics in childpsychology. rH_\ d?b  
C The development of mathematical abilityin children. gy#/D& N[  
D The fundamental concepts of mathematicsthat children must learn. PsnWWj?c  
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10. It con be inferred from the passagethat children onrmally learn simple counting ______. bM