2022年考博英语-重庆大学考前拔高综合测试题（含答案带详解）第197期

2022年考博英语-重庆大学考前拔高综合测试题（含答案带详解）1. 案例题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.Do the following statements agree with the information given in Reading Passage 2? In boxes 28 - 35 on your Answer Sheet.T (true) if the statement agrees with the informationF (false) if the statement contradicts the informationNG (not given) if there is no information on this in the passage1. For the earliest tribes the concept of sufficiency was more important than the concept of quantity.2. Indigenous Tasmanians used only four terms to indicate numbers of objects.3. Some peoples with simple number systems use body language to prevent misunderstanding of expressions of number.4. All cultures have been able to express large numbers clearly.5. The word “thousand” has Anglo-Saxon origins.6. In general, people in seventh-century Europe had poor counting ability.7. In the Tsimshian language, the number for long objects and canoes is expressed with the same word.8. The Tsimshian language contains both older and newer systems of counting.【答案】1.T2.F3.T4.F5.NG6.T7.F8.T【解析】1.根据文章第二段，“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?”，可知我们的祖先很少使用实际的数字；相反，他们考虑的更多的是足够了吗?而不是有多少。可判断出在早期社会，充分性的概念比数量的概念更为重要。所以表述正确。2.根据文章第三段，“The indigenous peoples of Tasmania were only able to count one, two, many;”，可知塔斯马尼亚的土著居民只用一、二和许多来计数，可判断出表述“塔斯马尼亚土著人只使用四个词来表示物体的数”是错误的。3.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，以帮助解决困惑。可判断出“一些拥有简单数字概念的人使用肢体语言来避免对数字表达的误解”“”表述正确。4.根据文章第四段，“The lack of ability of some cultures to deal with large numbers is not really surprising.”，可知有些文化缺乏处理大量数字的能力。可判断出表述错误。5.根据文章第四段，“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.”，可知teon这个词在盎格鲁撒克逊语中已经和tachund或hund互换了，所以100被表示为hund teontig，或者十乘以十。文中并没有提到千的表达，所以相关表述文章并没给出。6.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.”，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。可判断出总的来说，七世纪的欧洲人的计算能力很差。表述正确。7.根据文章第六段，“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,”，可知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：用于计数扁平物体和动物、圆形物体和时间、人、长物体和树木、独木舟和度量等，可判断出对于长物和独木舟并不是用同一个数字表示的，表述错误。8.根据文章第六段，“It seems that the last is a later development while the first six groups show the relics of an older system.”，可知最后一组似乎是后来的发展，而前六组则体现了一个更古老系统的痕迹。可判断出Tsimshian语言包含了旧的和新的计数系统。表述正确。2. 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。3. 写作题The graph below shows the different modes of transport used to travel to and from work in one European city in 1950, 1970 and 1990. Write a report for a university lecturer describing the information in the graph and giving possible reasons for the change of the modes.【答案】略4. 填空题Making Every Drop CountA The history of human civilization is entwined with the history of the ways we have learned to manipulate water resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.B During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40% of the worlds food. Nearly one fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water.C Yet there is a dark side to this picture, despite our progress, half of the worlds populations still suffers, with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, more than one billion people lack access to clean drinking water, some two and a half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20, 0000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems.D The consequences of our water policies extend beyond jeopardizing human health. Tens of millions of people have been forced to move from their homes often with little warning or compensation to make way for the reservoirs behind dams. More than 20% of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources have led to violence and continue to raise local, national and even international tensions.E At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority ensuring some for all，instead of more for some. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first, resort. This shift in philosophy has not been universally accepted, and it comes with strong opposition form some established water organizations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness.F Fortunatelyand unexpectedlythe demand for water is not rising as rapidly as some predicted. As a result, the pressure to build new water infrastructures has diminished over the past two decades. Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, demand has actually fallen.G What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th