| 考博易错题（2019/6/26） |
| 第1题：One day I ______ a newspaper article about the retirement of anEnglish professor at a nearby state college. A、came across B、came about C、came after D、came at |
| 【单选题】： |
| 第2题： This style of writing, incidentally, is suggestive of what is called the "newsreel technique" of John dos Passos. A．reminiscent B．collective C．forgettable D．advisable |
| 【单选题】： |
| 第3题：{{B}}Passage Five{{/B}} Colloquial speech often passes into standard speech. Some slang also passes into standard speech, but other slang expressions enjoy momentary popularity followed by obscurity. In some cases, the majority never accepts certain slang phrases but nevertheless retains them in their collective memories.Every generation seems to require its own set of words to describe familiar objects and events. It has been pointed out by a number of linguists that three cultural conditions are necessary for the creation of a large body of slang expressions. First, the introduction and acceptance of new objects and situations in the society; second, a diverse population with a large number of subgroups; third, association among the subgroups and the majority population. Finally, it is worth noting that the terms "standard", "colloquial," and "slang" exist only as abstract labels for scholars who study language. Only a tiny number of the speakers of any language will be aware that they are using colloquial or slang expressions. Most speakers ofEnglish will, during appropriate situations, select and use all three types of expressions. |
| 第4题： 4 It didn’t happen overnight. The problem of polluted air has been festering for centu ries. Suddenly the problem of air pollution is becoming critical and is erupting right before our eyes. Not only do our eyes burn as they focus through murky air, but when the air clears, we see trees and vegetation dying. We must realize that this destruction can no lon ger be pinned to some mysterious cause. The one major culprit is air pollution. Today’s air pollution is an unfortunate by-product of the growth of civiliza tion.Civilized mall desires goods that require heavy industrialization and mass produc tion. Machines and factories sometimes pollute and taint the air with substances that are dangerous to man and the environment. These substances include radioactive dust, salt spray, herbicide and pesticide aerosols, liquid droplets of acidic matter, gases, and sometimes soil particles. These materials can act alone to irritate objects and forms of life. More dangerously, they join together to act upon the environment. Only lately have we begun recognizing some of their dangerous consequences. Scientists have not yet been able to obtain a complete report on the effects of air pollu tion on trees. They do know, however, that sulfur dioxide, fluorides, and ozone destroy trees and that individual trees respond differently to the numerous particulate and gaseous pollutants. Sometimes trees growing in a single area under attack by pollutants will show symptoms of iniury or will die while their neighbors remain healthy. Scientists believe this difference in response depends on the kind of tree and its genetic makeup. Other factors, such as the tree’s stage of growth and nearness to the pollution source, the amount of pol lutant, and the length of the pollution attack also play a part. In short, whether or not a tree dies as a result of air pollution depends on a combination of host and environmental factors. For the most part, air pollutants injure trees. To conifers, which have year-round needles, air pollution causes early balding. In this event, trees cannot maintain normal food production levels. Undemourished and weakened, they are open to attack by a host of insects, diseases, and other environmental stresses.Death often follows. Air pollution may also cause hardwoods to lose their leaves.Because their leaves are borne only for a partion of the year and are replaced the following year, air pollution injury to hardwoods may not be so severe. Air pollution causes the most damage to______.A．hardwoods B、conifers C．fruit trees D．fluorides |
| 【单选题】： |
| 第5题：The mid-sixties saw the start of a project that, along with other similar research, was to teach us a great deal about the chimpanzee minD、This was project Washoe, conceived by Trixie andAllen Gardner. They purchased an infant chimpanzee and began to teach her the signs ofASL, theAmerican Sign Language used by the deaf. Twenty years earlier another husband and wife team, Richard andCathy Hayes, had tried, with an almost total lack of success, to teach a young chimp, Vikki, to talk. The Hayes’s undertaking taught us a test about the chimpanzee mind, but Vikki, although she did well in IQ tests, and was clearly an intelligent youngster, could not learn human speech. The Gardners, however, achieved spectacular success with their pupil, Washoe. Not only did she learn signs easily, but she quickly began to string them together in meaningful ways. It was clear that each sign evoked, in her mind, a mental image of the object it representeD、 If, for example, she was asked, in sign language, to fetch an apple, she would go and locate an apple that was out of sight in another room. Other chimps entered the project, some starting their lives in deaf signing families before joining Washoe.And finally Washoe adopted an infant, Loulis. He came from a lab where no thought of teaching signs had ever penetrateD、When he was with Washoe he was given no lessons in language acquisition--not by humans, anyway. Yet by the time" he was eight years olD、he had made fifty-eight signs in their correct contexts. How did he learn them Mostly, it seems, by imitating the behavior of Washoe and the other three signing chimps,Dar, Moja and Tam. Sometimes, though, he received tuition from Washoe herself. One day, for example, she began to swagger about bipedally, hair bristling, signing food! food! food! in great excitement. She had seen a human approaching with a bar of chocolate. Loulis, only eighteen months old, watched passively. Suddenly Washoe stopped her swaggering, went over to him, took his hand, and moulded the sign for food (fingers pointing towards mouth).Another time, in a similar context, she made the sign for chewing gum, but with her hand on his body. On a third occasion Washoe picked up a small chair, took it over to Loulis, set it down in front of him, and very distinctly made the chair sign three times, watching him closely as she did so. The two food signs became incorporated into Loulis’s vocabulary but the sign for chair did not. Obviously the priorities of a young chimp are similar to those of a human child! Chimpanzees who have been taught a language can combine signs creatively in order to describe objects for which they have no symbol. Washoe, for example, puzzled her caretakers by asking, repeatedly, for a rock berry.Eventually it transpired that she was referring to brazil nuts which she had encountered for the first time a while before.Another language- trained chimp described a cucumber as a green banan A、They can even invent signs. Lucy, as she got older, had to be put on a leash for her outings. One day, eager to set off but having no sign for leash, she signaled her wishes by holding a crooked index finger to the ring on her collar. This sign became part of her vocabulary. The main idea of Paragraph 2 can be summarized as: A、chimps can also be taught to imitate their elders B．like human beings, chimps can also learn some sign language through self-taught C．young chimps can be clever enough to watch and learn D．a young chimp is similar to a human child in intelligence development to know the nature of some objects |
| 【单选题】： |