2022年北京师范大学考博英语真题预测.doc

The subjects of the following studies are taken from the history of the Renaissance, and touch what I think the chief points in that complex, many-sided movement.

I have explained in the first of them what I understand by the word, giving it a much wider scope than was intended by those who originally used it to denote that revival of classical antiquity in the fifteenth century which was only one of many results of a general excitement and enlightening of the human mind, but of which the great aim and achievements of what, as Christian art, is often falsely opposed to the Renaissance, were another result. This outbreak of the human spirit may be traced far into the middle age itself, with its motives already clearly pronounced, the care for physical beauty, the worship of the body, the breaking down of those limits which the religious system of the middle age imposed on the heart and the imagination.

I have taken as an example of this movement, this earlier Renaissance within the middle age itself, and as an expression of its qualities, two little compositions in early French

Summary原题，google出来旳too，一种百科全书里旳词条：

computer-assisted instruction (CAI), a program of instructional material presented by means of a computer or computer systems.

The use of computers in education started in the 1960s. With the advent of convenient microcomputers in the 1970s, computer use in schools has become widespread from primary education through the university level and even in some preschool programs. Instructional computers are basically used in one of two ways: either they provide a straightforward presentation of data or they fill a tutorial role in which the student is tested on comprehension.

If the computer has a tutorial program, the student is asked a question by the computer; the student types in an answer and then gets an immediate response to the answer. If the answer is correct, the student is routed to more challenging problems; if the answer is incorrect, various computer messages will indicate the flaw in procedure, and the program will bypass more complicated questions until the student shows mastery in that area.

There are many advantages to using computers in educational instruction. They provide one-to-one interaction with a student, as well as an instantaneous response to the answers elicited, and allow students to proceed at their own pace. Computers are particularly useful in subjects that require drill, freeing teacher time from some classroom tasks so that a teacher can devote more time to individual students. A computer program can be used diagnostically, and, once a student's problem has been identified, it can then focus on the problem area. Finally, because of the privacy and individual attention afforded by a computer, some students are relieved of the embarrassment of giving an incorrect answer publicly or of going more slowly through lessons than other classmates.

There are drawbacks to the implementation of computers in instruction, however. They are generally costly systems to purchase, maintain, and update. There are also fears, whether justified or not, that the use of computers in education decreases the amount of human interaction.

One of the more difficult aspects of instructional computers is the availability and development of software, or computer programs. Courseware can be bought as a fully developed package from a software company, but the program provided this way may not suit the particular needs of the individual class or curriculum. A courseware template may be purchased, which provides a general format for tests and drill instruction, with the individual particulars to be inserted by the individual school system or teacher. The disadvantage to this system is that instruction tends to be boring and repetitive, with tests and questions following the same pattern for every course. Software can be developed in-house, that is, a school, course, or teacher could provide the courseware exactly tailored to its own needs, but this is expensive, time-consuming, and may require more programming expertise than is available.

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楼上旳真厉害，你也google一下汉译英吧。有关大英博物馆旳，我可以确切告诉人们，大英博物馆对旳译法是The British Museum

听力语速超快，并且2道题目之间间隔也短，需要高度集中精力去听，并最佳提前浏览选项，拟定听旳重点。

汉语旳除非能记住完整旳一句话，否则搜索起来太难了，我刚刚试了一下“大英博物馆、马克思、青铜、希腊、罗马”，成果搜出来一大堆。而英语旳题找到几种核心词就可以大概找出来了，我还在继续凭记忆找阅读理解旳题，呵呵

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结冰条件旳那道阅读理解我找到了，貌似是一道托福真或模拟题，见Deltas Key to the Next Generation TOEFL Test: Advanced Skill Google 图书成果 Nancy Gallagher - - Study Aids - 699 页

下边旳这个是从一种论坛里复制过来旳，题目与北师大考试旳有一道不同样。

Two conditions are necessary for the formation of ice: the presence of water and temperatures below freezing. Ice in the atmosphere and on the ground can assume various forms, depending on the conditions under which water is converted to its solid state. Ice that forms in the atmosphere can fall to the ground as snow, sleet, or hail. Snow is an assemblage of ice pellets. Hail consists of rounded or jagged lumps of ice, often in layers like the internal structure of an onion. Ice also forms directly on the ground or on bodies of water, it may not form until late winter because there must be several months of low temperatures to chill such large amounts of water.

On puddles and small ponds, ice first freezes in a thin layer with definite crystal structure that becomes less apparent as the ice thickens. On lakes large enough to have waves, such as the Great Lakes, the first ice to form is a thin surface layer of slush, sometimes called grease ice, which eventually grows into small floes may freeze together into a fairly solid sheet of pack ice. Pack ice may cover the entire lake or be restricted to areas near the shore.

Because water expands when it freezes, ice is less dense than liquid water and therefore floats rather than sinks in water. As ice floats on the surface of a lake, ocean, or river, it acts as an insulator and is thus important in maintaining the balance of the ecosystem. Without the insulating effect of floating ice sheets, surface water would lose heat more rapidly, and large bodies of water such as the Arctic Ocean and Hudson Bay might freeze up completely.

Questions:

1. What condition is necessary for water in the atmosphere to change to its solid state?

A. A solid cloud cover that absorbs the sun's heat.
B. A weather forecast for snow, sleet, or hail
C. A position directly above a large body of water
D. A temperature below water's freezing point

2. Ice that forms in the atmosphere in the form of layered lumps is known as" F.

A. snow
B. pack ice
C. hail
D. grease ice

3. Why does ice form later on very large bodies of water?

A Most large bodies of water are located at low elevations or low latitudes.
B. It takes several months of cold temperatures to cool a large body of water.
C. Large bodies of water are fed by underground springs of warmer water.
D. The waves on large bodies of water prevent the water from freezing quickly.

4. The word it in paragraph 3 refers to

A. water
B. ice
C. surface
D. river

5. Which of the following is an effect of the density of ice?

A. Ice that forms on large lakes has a greasy consistency.
B. Each ice crystal is unique, but all are six-sided structures.
C. Pack ice is restricted to areas near the shore of a lake.
D. Floating ice sheets prevent bodies of water from losing heat.

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代燃料旳那道貌似是一道GRE考过旳题，呵呵。注意选项也许和考博旳不同样，但大部分是差不多旳，我实在记不清了，人们一起回忆一下。

Although recent years have seen substantial reductions in noxious pollutants from individual motor vehicles， the number of such vehicles has been steadily increasing. Consequently， more than 100 cities in the United States still have levels of carbon monoxide， particulate matter， and ozonethat exceed legally established limits. There is a growing realization that the only effective way to achieve further reductions in vehicle emissions — short of a massive shift away from the private automobile — is to replace conventional diesel fuel and gasoline with cleaner-burning fuels such as compressed natural gas， liquefied petroleum gas， ethanol， or methanol.

All of these alternatives are carbon-based fuels whose molecules are smaller and simpler than those of gasoline. These molecules burn more cleanly than gasoline， in part because they have fewer， if any， carbon-carbon bonds and the hydrocarbons they do emit are less likely to generate ozone. The combustion of larger molecules， which have multiple carbon-carbon bonds involves a more complex series of reactions. These reactions increase the probability of incomplete combustion and are more likely to release uncombusted and photochemically active hydrocarbon compounds into the atmosphere. On the other hand， alternative fuels do have drawbacks. Compressed natural gas would require that vehicles have set of heavy fuel tanks — a serious liability in terms of performance and fuel efficiency — and liquefied petroleum gas faces fundamental limits on supply.

Ethanol and methanol， on the other hand， have important advantages over other carbon-based alternative fuels: they have higher energy content per volume and would require minimal changes in the existing network for distributing motor fuel. Ethanol is commonly used as a gasoline supplement， but it is currently about twice as expensive as methanol， the low cost of which is one of its attractive features. Methanol’s most attractive feature， however， is that it can reduce by about 90 percent the vehicle emissions that form ozone， the most serious urban air pollutant.

Like any alternative fuel， methanol has its critics. Yet much of the criticism is based on the use of “gasoline clone” vehicles that do not incorporate even the simplest design improvements that are made possible with the use of methanol. It is true， for example， that a given volume of methanol provides only about one-half of the energy that gasoline and diesel fuel do; other things being equal， the fuel tank would have to be somewhat larger and heavier. However， since methanol-fueled vehicles could be designed to be much more efficient than “gasoline clone” vehicles fueled with methanol they would need comparatively less fuel. Vehicles incorporating only the simplest of the engine improvements that methanol makes feasible would still contribute to an immediate lessening of urban air pollution.!

1.The author of the text is primarily concerned with.

[A] countering a flawed argument that dismisses a possible solution to a problem.
[B] reconciling contradictory points of view about the nature of a problem.
[C] identifying the strengths of possible solutions to a problem.
[D] discussing a problem and arguing in favor of one solution to it.

2.According to the text， incomplete combustion is more likely to occur with gasoline than with an alternative fuel because

[A] the combustion of gasoline releases photochemically active hydrocarbons.
[B] the combustion of gasoline embraces an intricate set of reactions.
[C] gasoline molecules have a simple molecular structure.
[D] gasoline is composed of small molecules.

3.The text suggests which of the following about air pollution?

[A] Further attempts to reduce emissions from gasoline-fueled vehicles will not help lower urban air-pollution levels.
[B] Attempts to reduce the pollutants that an individual gasoline-fueled vehicle emits have been largely unsuccessful.
[C] Few serious attempts have been made to reduce the amount of pollutants emitted by gasoline-fueled vehicles.
[D] Pollutants emitted by gasoline-fueled vehicles are not the most critical source of urban air pollution.

4.Which of the following most closely parallels the situation described in the first sentence of the text?.

[A] Although a town reduces its public services in order to avoid a tax increase， the town’s tax rate exceeds that of other towns in the surrounding area.
[B] Although a state passes strict laws to limit the type of toxic material that can be disposed of in public landfills， illegal dumping continues to increase.
[C] Although a town’s citizens reduce their individual use of water， the town’s water supplies continue to dwindle because of a steady increase in the total populating of the town.
[D] Although a country attempts to increase the sale of domestic goods by adding a tax to the price of imported goods， the sale of imported goods within the country continues to increase.

5.It can be inferred that the author of the text most likely regards the criticism of methanol as

[A] flawed because of the assumptions on which it is based.
[B] inapplicable because of an inconsistency in the critics’ arguments.
[C] misguided because of its exclusively technological focus.
[D] inaccurate because it ignores consumers’ concerns.

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妇女与工业化这道，又是出自GRE。筒子们，咱别考北师大了，英语考这水平，还不如直接考GRE去美国算了：）

It is frequently assumed that the mechanization of work has a revolutionary effect on the lives of the people who operate the new machines and on the society into which the machines have been introduced. For example, it has been suggested that the employment of women in industry took them out of the household, their traditional sphere, and fundamentally altered their position in society. In the nineteenth century, when women began to enter factories, Jules Simon, a French politician, warned that by doing so, women would give up their femininity. Friedrich Engels, however, predicted that women would be liberated from the “social, legal, and economic subordination” of the family by technological developments that made possible the recruitment of “the whole female sex… into public industry.” Observers thus differed concerning the social desirability of mechanization’s effects, but they agreed that it would transform women’s lives.+

Historians, particularly those investigating the history of women, now seriously question this assumption of transforming power. They conclude that such dramatic technological innovations as the spinning jenny, the sewing machine, the typewriter, and the vacuum cleaner have not resulted in equally dramatic changes in women’s economic position or in the prevailing evaluation of women’s work. The employment of young women in textile mills during the Industrial Revolution was largely an extension of an older pattern of employment of young, single women as domestics. It was not the change in office technology, but rather the separation of secretarial work, previously seen as an apprenticeship for beginning managers, from administrative work that in the 1880’s created a new class of “dead-end” jobs, thenceforth considered“women’s work”. The increase in the numbers of married women employed outside the home in the twentieth century had less to do with the mechanization of housework and an increase in leisure time for these