2022年考博英语-重庆大学考试题库及全真模拟冲刺卷60（附答案带详解）

2022年考博英语-重庆大学考试题库及全真模拟冲刺卷（附答案带详解）1. 单选题NumerationOne of the first great intellectual feats of a young child is learning how to talk, closely followed by learning how to count. From earliest childhood we are so bound up with our system of numeration that it is a feat of imagination to consider the problems faced by early humans who had not yet developed this facility. Careful consideration of our system of numeration leads to the conviction that, rather than being a facility that comes naturally to a person, it is one of the great and remarkable achievements of the human race.It is impossible to learn the sequence of events that led to our developing the concept of number. Even the earliest of tribes had a system of numeration that, if not advanced was sufficient for the tasks that they had to perform. Our ancestors had little use for actual numbers; instead their considerations would have been more of the kind Is this enough? Rather than how many? When they were engaged in food gathering, for example. However, when early humans first began to reflect on the nature of things around them, they discovered that they needed an idea of number simply to keep their thoughts in order. As they began to settle, grow plants and herd animals, the need for a sophisticated number system became paramount. It will never be known how and when this numeration ability developed, but it is certain that numeration was well developed by the time humans had formed even semi-permanent settlements.Evidence of early stages of arithmetic and numeration can be readily found. The indigenous peoples of Tasmania were only able to count one, two, many; those of South Africa counted one, two, two and one, two twos, two twos and one, and so on. But in real situations the number and words are often accompanied by gestures to help resolve any confusion. For example, when using the one, two, many type of system, the word many would mean. Look at my hands and see how many fingers I am showing you. This basic approach is limited in the range of numbers that it can express, but this range will generally suffice when dealing with the simpler aspects of human existence.The lack of ability of some cultures to deal with large numbers is not really surprising. European languages, when traced back to their earlier version, are very poor in number words and expressions. The ancient Gothic word for ten, tachund, is used to express the number 100 as tachund tachund. By the seventh century, the word teon had become interchangeable with the tachund or hund of the Anglo-Saxon language, and so 100 was denoted as hund teontig, or ten times ten. The average person in the seventh century in Europe was not as familiar with numbers as we are today. In fact, to qualify as a witness in a court of law a man had to be able to count to nine!Perhaps the most fundamental step in developing a sense of number is not the ability to count, but rather to see that a number is really an abstract idea instead of a simple attachment to a group of particular objects. It must have been within the grasp of the earliest humans to conceive that four birds are distinct from two birds; however, it is not an elementary step to associate the number 4, as connected with four birds, to the number 4, as connected with four rocks. Associating a number as one of the qualities of a specific object is a great hindrance to the development of a true number sense. When the number 4 can be registered in the mind as a specific word, independent of the object being referenced, the individual is ready to take the first step toward the development of a notational system for numbers and, from there, to arithmetic.Traces of the very first stages in the development of numeration can be seen in several living languages today. The numeration system of the Tsimshian language in British Columbia contains seven distinct sets of words for numbers according to the class of the item being counted: for counting flat objects and animals, for round objects and time, for people, for long objects and trees, for canoes, for measures, and for counting when no particular object is being numerated. It seems that the last is a later development while the first six groups show the relics of an older system. This diversity of number names can also be found in some widely used languages such as Japanese.Intermixed with the development of a number sense is the development of an ability to count. Counting is not directly related to the formation of a number concept because it is possible to count by matching the items being counted against a group of pebbles, grains of corn, or the counters fingers. These aids would have been indispensable to very early people who would have found the process impossible without some form of mechanical aid. Such aids, while different, are still used even by the most educated in todays society due to their convenience. All counting ultimately involves reference to something other than the things being counted. At first it may have been grains or pebbles but now it is a memorised sequence of words that happen to be the names of the numbers.Complete each sentence with the correct ending, A-G, below.Write the correct letter A-G in boxes 23-27 on your Answer Sheet.1. A developed system of numbering（ ）.2. An additional hand signal（ ）.3. In seventh-century Europe, the ability to count to a certain number（ ）.4. Thinking about numbers as concepts separate from physical objects（ ）.5. Expressing number differently according to class of item（ ）.问题1选项A.was necessary in order to fulfill a civic role.B.was necessary when people began farming.C.was necessary for the development of arithmetic.D.persists in all societies.E.was used when the range of number words was restricted.F.can be traced back to early European languages.G.was a characteristic of early numeration systems.问题2选项A.was necessary in order to fulfill a civic role.B.was necessary when people began farming.C.was necessary for the development of arithmetic.D.persists in all societies.E.was used when the range of number words was restricted.F.can be traced back to early European languages.G.was a characteristic of early numeration systems.问题3选项A.was necessary in order to fulfill a civic role.B.was necessary when people began farming.C.was necessary for the development of arithmetic.D.persists in all societies.E.was used when the range of number words was restricted.F.can be traced back to early European languages.G.was a characteristic of early numeration systems.问题4选项A.was necessary in order to fulfill a civic role.B.was necessary when people began farming.C.was necessary for the development of arithmetic.D.persists in all societies.E.was used when the range of number words was restricted.F.can be traced back to early European languages.G.was a characteristic of early numeration systems.问题5选项A.was necessary in order to fulfill a civic role.B.was necessary when people began farming.C.was necessary for the development of arithmetic.D.persists in all societies.E.was used when the range of number words was restricted.F.can be traced back to early European languages.G.was a characteristic of early numeration systems.【答案】第1题:B第2题:E第3题:A第4题:C第5题:G【解析】1.根据文章第二段，“As they began to settle, grow plants and herd animals, the need for a sophisticated number system became paramount.”，可知当他们开始定居、种植植物和放牧动物时，对复杂的数字系统的需求变得至关重要。可判断出一种发达的数字系统对于开始农作的人们来说是非常有必要的。选项B符合题意。2.根据文章第三段，“But in real situations the number and words are often accompanied by gestures to help resolve any confusion.”，可知但在实际情况中，数字和单词往往伴随着手势，以帮助解决任何困惑。可判断出额外的手势信号也是有必要的，当数字有限时，可以帮助解除困惑。根据文章第四段，“European languages, when traced back to their earlier version, are very poor in number words and expressions.”，可知在数字单词和表达有限的情况可追溯到欧洲的语言的早期版本。可判断出当数字单词的范围被限制时，可以使用手势信号，这种情况可以追溯到早期的欧洲语言。选项E符合题意。3.根据文章第四段，“The average person in the seventh century in Europe was not as familiar with numbers as we are today. In fact, to qualify as a witness in a court of law a man had to be able to count to nine!”，可知七世纪欧洲的普通人对数字并不像我们今天这样熟悉。事实上，要想成为法庭上的证人，一个人必须能够数到九。可判断出在七世纪的欧洲，一定的数数能力是履行公民角色的必要条件。选项A符合题意。4.根据文章第五段，“When the number 4 can be registered in the mind as a specific word, independent of the object being referenced, the individual is ready to take the first step toward the development of a notational system for numbers and, from there, to arithmetic.”，可知当数字4在大脑中被看作一个独立于引用对象的特定概念时，就迈出了发展数字符号系统的第一步，然后开始发展成为算术。可判断出把数字看作是独立于物理对象的概念对于算术的发展是必要的。选项C符合题意。5.根据文章第六段，“Traces of the very first stages in the development of numeration can be seen in several living languages today. The numeration system of the Tsimshian language in British Columbia contains seven distinct sets of words for numbers according to the class of the item being counted.”，可知今天，我们可以在几种现存的语言中看到记数发展的最初阶段的痕迹。不列颠哥伦比亚省的Tsimshian语言的记数系统包含7组不同的单词，根据被计数物品的类别来表示数字。可判断出根据物体类别不同而用不同的数字表示是早期记数系统的一个特点。选项G符合题意。2. 填空题1What is drug? Most people probably think there is a perfect simple answer to this question. In fact, if one conducts a quick survey on any street corner, one finds that, according 2 to vast majority of people, there are two groups of drugs: 3 those prescribed by doctors and those people take for non-medical use. As medicine and the medical professions are 4 generally self-respectful, there arent any objections to the 5 use of prescribing drugs. What most people dont realize is that though prescribed drugs are usually beneficial, they can also present a serious problem. There were many people 6 addicted by tranquillizers before doctors began to prescribe 7 them: now there being literally millions who depend on them. 8 An acceptance of the use of drugs for non-medical reasons is 9 largely a matter of a culture. Some Eastern people think the use of alcohol with horror, mainly as a result of religious upbringing. However, these same people freely use marijuana 10 without a second thought, and this, in turn isnt accepted in western culture which accepts alcohol. In most western societies, the tea-or-coffee-break is now a part of life, and huge quantities of these drinks are consumed daily.【答案】1.perfect改为perfectly2.to vast majority of 改为to the vast majority of3.those people 改为those which/that people4.self-respectful改为respected5.prescribing改为prescribed6.by改为to7.there being 改为there are8.an 改为the9.a matter of a culture改为a matter of culture10.and 改为while【解析】1.语法题。根据句子结构，可知要用副词修饰形容词simple，应该将perfect改为perfectly。句意：大多数人可能认为这个问题有一个非常简单的答案。2.固定搭配。根据固定搭配the majority of “大多数，大部分”，可知将to vast majority of 改为to the vast majority of “绝大多数”。句意：对于绝大多数人来说，有两类药品。3.语法题。根据句子结构，people take for non-medical use为定语从句，先行词为those，所以应该添加关系代词which/that，在定语从句中作take的宾语。句意：医生开的药和非医疗用途的药。4.词汇题。Self-respectful “有自尊心的”。根据句意：医学和医学专业通常是受尊敬的。所以应该改为respected “受尊敬的”。5.词汇题。Prescribing drugs中prescribing 修饰drugs，处方药物，应该用过去分词作定语修饰drugs，prescribed drugs “处方药”。句意：由于医学和医学专业受到普遍的尊重，人们并不反对使用处方药。6.固定搭配。根据固定搭配be addicted to “对上瘾，沉溺于”，句意：有许多人对镇静剂上瘾。7.语法题。根据句子结构，可知there be 句型表示 “有”，根据定语从句中的depend，句子为一般现在时态，所以用there are。句意：现在有数百万人依赖镇定剂。8.语法题。根据the use of drugs，可知此处应表示特指，特指对非医疗用途药品的使用。所以用定冠词the。句意：对非医疗用途药物使用的接受很大程度上是一种文化问题。9.语法题。不可数名词前不能用冠词an/a，culture为不可数名词，所以应该去掉a。句意：对非医疗用途药物使用的接受很大程度上是一种文化问题。10.上下文逻辑关系题。上文提到这些人毫不犹豫地自由使用大麻，而下文提到这在西方文化中是不被接受的，可知上下文构成对比关系。And为并列连词，应该用表对比的连词while。句意：这些人毫不犹豫就随意吸食大麻，而这在接受酒精的西方文化中是不被接受的。3. 写作题Some people say that the best preparation for life is learning to be cooperative. Others take the opposite view and say that learning to be competitive is the best preparation. Write a composition of about 150 words to tell which one you agree and explain why.【答案】略4. 填空题Persistent bullying is one of the worst experiences a child can face. How can it be prevented? Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education.Here the reports on his findings.Section ABullying can take a variety of forms, from the verbalbeing taunted or called hurtful namesto the physicalbeing kicked or shovedas well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.Section BBullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimized pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.Section CUntil recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. “There is no bullying at this school” has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: “There is not much bullying here, but when it occurs we have a clear policy for dealing with it.”Section DThree factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted “before and after” evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.Section EEvidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time not just imposed from the head teachers office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short term effects; it should be an addition to policy work, not a substitute.There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as “no blame”, can be useful in changing the behaviour of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.Section FWith these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullyingand the consequent improvement in pupil happinessis surely a worthwhile objective.Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 22-26 on your answer sheet.What steps should schools take to reduce bullying?The most important step is for the school authorities to produce a（1）which makes the schools attitude towards bullying quite clear. It should include detailed（2）as to how the school and its staff will react if bullying occurs.In addition, action can be taken through the（3）. This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion. On its own, however, it is insufficient to bring about a permanent solution.Effective work can also be done with individual pupils and small groups. For example, potential（4）of bullying can be trained to be more self-confident. Or again, in dealing with group bullying, a “no blame” approach, which avoids confronting the offender too directly, is often effective.Playground supervision will be more effective if members of staff are trained to recognize the difference between bullying and mere（5）.【答案】1.policy2.guidelines3.curriculum4.victims5.playful fighting【解析】1.根据文章Section E第一句“Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs”，证据表明解决欺凌问题最关键的一步是制定一项关于欺凌的政策，明确欺凌的含义，并给出明确的指导方针，如果欺凌一旦发生应该如何应对。可判断出对于学校权威来说，最重要的事情是制定政策。句意：对于学校当局来说，最重要的一步是制定一项政策，使学校明确对待欺凌的态度。所以答案为policy。2.根据文章Section E第一句“saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs”，应该明确欺凌的定义，并且对于应对措施给出详细的指导。句意：它应该包括详细的指导，关于欺凌发生时学校和其他工作人员应该如何行动。所以答案为guidelines。3.根据文章Section E第二段“There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness”，可以通过课程的许多方式来处理这个问题，比如使用录像、戏剧和文学。这有助于提高意识。可判断出可以通过课程来采取行动和举措，以此提高意识，鼓励讨论，在初期发挥作用。句意：此外，可以通过课程采取行动。所以答案为curriculum。4.根据文章Section E第三段“There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as no blame”，有一些针对个别小学生和小组行动的方法。对于容易受伤害的学生进行自信心训练是有效的，也可以采取对于群体的特定措施，如“不责备”等。可判断出举措之一是针对那些易受欺凌的小学生的。句意：潜在的欺凌受害者可以参加自信心训练，而变得更自信。所以答案为victims。5.根据文章Section E“Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting”。在运动场上的工作也很重要。其中一个有用的措施就是在培训午餐时段，让监督人检查并区分欺凌和嬉戏打斗。故应填入playful fighting。句意：如果监督工作人员能区分欺凌和单纯的嬉戏打斗，训练场上的监督将会更有效。5. 填空题Every week hundreds of CVs(简历) land on our desks. We ve seen it all: CVs printed on pink paper, CVs that are 10 (1) pages long and CVs with silly mistakes in first paragraph. A (2) good CV is your passport to ail interview and, ultimate, to the job you want.Initial impressions are vital, and a badly presented CV (3) could mean acceptance, regardless of whats in it. (4) Here are a few ways to avoid end up on the reject pile. Print you