2019三峽大學(xué)791綜合英語考研真題

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三峽大學(xué)

2019年碩士研究生入學(xué)考試試題（A卷）

科目代碼：791科目名稱:綜合英語

考試時間為3小時，卷面總分為150分

答案必須寫在答題紙上

I.ChoosetherightonefromA.B.C.Dforeachblank.（20分）

請按順序把答案寫在答題紙上。標(biāo)明題號！

1.Wouldyoumindtoanyone?

A.notmentioningitB.notmentionit

C.nottomentioningitD.nottomentionit

2.Meetmeatplaceyoudidyesterday.

A.such...asB.such...that

C.thesame...whereD.thesame...as

3.Youthedoorunlocked.Tomhadakey.

A.didn'tneedhaveleftB.needn'thaveleft

C.mustn'thaveleftD.couldn'thaveleft

4.Jimdidnotanswerbackhismothershouldbeangry.

A.soB.whichC.althoughD.lest

5.Vegetablesareusuallyrathercheap.

A.inseasonB.inaseasonC.intheseasonD.inseasons

6.Hedidnotsendhismotherabirthdaycardgotoherbirthdayparty.

A.norB.orC.neitherD.but

7.Hepreferredtocontinuehisworkrestonhisachievements.

A.ratherthanB.otherthan

C.betterthanD.morethan

8.Therearenineplanetsinthesolarsystem,arelargerthanourEarth.

A.someofthatB.someofwhose

C.someofwhichD.someofthem

9.Hisfathersaidsuchathingtohappen.

A.notoughttoallowB.oughtnottoallow

C.oughtnottobeallowedD.oughttonotbeallowed

10.NeitherJanenorhersistersaconsentformfortomorrow'sfieldtrip.

A.needB.needsC.isneedingD.hasneed

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11.Becarefulwhenyouhandlethisdevice,asitis.

A.valuelessB.pricelessC.costlessD.worthless

12.Tomygreatsurprise,hetheproblemataglance.

A.brokeinB.putinC.tookinD.drewin

13.Itisinevitablethatcertaintraditionalforceswillgetwhileweare

startingtheunprecedentedeconomicreforminChina.

A.inthewayB.ontheway

C.inourwayD.bytheway

14.Priormyarrival,JohnleftforLondon.

A.forB.onC.atD.to

15.Thepolicemanagedtodownthecriminalintheforests.

A.trackB.traceC.searchD.pursue

16.Toourdelight,shequicklyadaptedherselfthenewenvironment.

A.intoB.ofC.withD.to

17.Hisfewpersonalbelongingsmadeitpossibleforhimtomovefromplaceto

place.

A.ineaseB.ateaseC.witheaseD.witheasiness

18.Today,houseworkhasbeenmademucheasierbyelectrical.

A.facilitiesB.appliances

C.instrumentsD.equipment

19.Theweathertodaywillbetweenfineandcloudy.Therewillbenorain.

A.alterB.changeC.differD.alternate

20.Nowadaysadvertisingcostsarenolongerinreasonabletothetotal

costoftheproduct.

A.proportionB.correlation

C.connectionD.correspondence

II.Choosetherightwordfromthelistgivenbelowforeachblank.(10分)

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acceptconcentrateconsiderdistinguishencounter

intentionmixtureparticularlyprimarilysucceed

Toattempttopersuadebygivinggoodreasonsistogiveanargument.We

(1)manydifferenttypesofattemptstopersuade.Notalloftheseare

arguments,andoneofthethingsthatwewill(2)onearlyinthisbookis

howto(3)attemptstopersuadeinwhichthespeakerorwriterintendsto

putforwardanargument,fromthoseinwhichtheir(4)istopersuadeus

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bysomemeansotherthanargument.Criticalthinkersshould(5)be

interestedinargumentsandwhetherthey(6)inprovidinguswithgood

reasonsforactingorbelieving.Butwealsoneedto(7)non-argumentative

attemptstopersuade,aswemustbeabletodistinguishthesefromarguments.

Thisisnotalwaysstraightforward,(8)asmanyattemptstopersuade

involvea(9)ofvariousargumentativeandnon-argumentativetechniques

togetreadersandlistenersto(10)apointofviewortakeacertaincourse

ofaction.

HI.Readthefollowingtextscarefullyandthenmakeacorrectchoiceto

answerthequestionsaftereachtext.(40分)

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TEXTA

TherearemanytheoriesaboutthebeginningofdramainancientGreece.The

onemostwidelyacceptedtodayisbasedontheassumptionthatdramaevolved

fromritual.Theargumentforthisviewgoesasfollows.Inthebeginning,human

beingsviewedthenaturalforcesoftheworld,eventheseasonalchanges,as

unpredictable,andtheysoughtthroughvariousmeans,tocontroltheseunknown

andfearedpowers.Thosemeasureswhichappearedtobringthedesiredresults

werethenretainedandrepeateduntiltheyhardenedintofixedrituals.Eventually

storiesarosewhichexplainedorveiledthemysteriesoftherites.Astimepassed

someritualswereabandoned,butthestories,latercalledmyths,persistedand

providedmaterialforartanddrama.

Thosewhobelievedthatdramaevolvedoutofritualalsoarguethatthose

ritescontainedtheseedoftheaterbecausemusic,dance,masks,andcostumes

werealmostalwaysused.Furthermore,asuitablesitehadtobeprovidedfor

performances,andwhentheentirecommunitydidnotparticipate,acleardivision

wasusuallymadebetweenthe"actingarea"andthe"auditorium”.Inaddition,

therewereperformers,and,sinceconsiderableimportancewasattachedto

avoidingmistakesintheenactmentofrites,religiousleadersusuallyassumedthat

task.Wearingmasksandcostumes,theyoftenimpersonatedotherpeople,

animals,orsupernaturalbeings,andmimedthedesiredeffect—successinhuntor

battle,thecomingrain,therevivaloftheSun-asanactormight.Eventuallysuch

dramaticrepresentationswereseparatedfromreligiousactivities.

Anothertheorytracesthetheater'soriginfromthehumaninterestin

storytelling.Accordingtothisview,tales(aboutthehunt,war,orotherfeats)are

graduallyelaborated,atfirstthroughtheuseofimpersonation,action,and

dialoguebyanarratorandthenthroughtheassumptionofeachoftherolesbya

differentperson.Acloselyrelatedtheorytracestheatertothosedancesthatare

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primarilyrhythmicalandgymnasticorthatareimitationsofanimalmovements

andsounds.

Questions1-5

1.Whatdoesthepassagemainlydiscuss?

A.Theoriginsoftheater.

B.Theroleofritualinmoderndance.

C.Theimportanceofstorytelling.

D.Thevarietyofearlyreligiousactivities.

A.Thereasondramaisoftenunpredictable.

B.Theseasonsinwhichdramaswereperformed.

C.Theconnectionbetweenmythsanddramaticplots.

D.Theimportanceofcostumesinearlydrama.

3.WhichofthefollowingisNOTmentionedasacommonelementoftheaterand

ritual?

A.Dance.B.Costumes.C.Music.D.Magic.

4.Accordingtothepassage,whatisthemaindifferencebetweenritualand

drama?

A.Ritualusesmusicwhereasdramadoesnot.

B.Ritualisshorterthandrama.

C.Ritualrequiresfewerperformersthandrama.

D.Ritualhasareligiouspurposeanddramadoesnot.

5.Whichofthefollowingstatementsdoesthepassagesupport?

A.Noonereallyknowshowthetheaterbegan.

B.Mythsarenolongerrepresenteddramatically.

C.Storytellingisanimportantpartofdance.

D.Dramaticactivitiesrequiretheuseofcostumes.

TEXTB

Itisimportanttoencourageareadinghabitsothatpeoplegrowupmentally

tobeabletofulfilltheirpotentialateverylevelfromvillagetouniversity.Itis

observedthattheeducationsectorinacountryshouldprovideafairlygood

informationinfrastructure,whichcanformasolidbaseonwhichinformation

servicescandevelop.Theimportanceoftheinformationresourcesisthattheyare

vitalfbreducationaldevelopmentandalso,thedevelopmentofareadinghabit.

Thereisaneed,therefore,toimproveaccesstobooksandotherinformational

resourcestothevarioususergroupsattherighttimeandappropriateform.

Thetaskofpromotingareadingcultureinacountryorsocietyisnotaneasy

one.Therefore,allthepartiesinboththeeducationalsectorandtheprivatesector

shouldcoordinatetheireffortstoachievethisgoal.Neitherasubsistencefarmer

noragraduatechemistcanfulfillhis/herpotentialwithoutthecognitivegrowth

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thatcomesfromreadingwidely.Peoplewillnotreadmorethantheirimmediate

needsiftheyarenotexposedtoreading,suchgrowthiseveryperson'sright.

Todevelopareadinghabitandfbrgethelinkbetweenpeoplewithbasic

literacyskillsandbooks,itisnecessaryforlibrariesandotherstakeholdersto

reachouttothepeople.Librarianswillhavetotakebookstothepeoplerather

thanwaitingforpeopletovisitthemiftheyreallywantthepeopletoread.Itis

alsonecessarytoprovidematerials,whichareenjoyableandentertainingsothat

peoplemaybemotivatedtoread.

Librariansmustlearntostepoutoftheirsecuredomainsandgetcloserto

thegrassroots.Ifwegivepeoplewhattheywantratherthanwhatwethinkthey

shouldhavetheywillstartreading.Theirliteracyskillswillgrowandyieldfruit

ratherthanwastingawayforlackofuse.Finallyandmostimportantofall,itis

necessarytospreadtheword,tocreateageneralawarenessofbookstothe

mentalgrowthoftheindividualandtotheeconomicgrowthofthenation.Itis

necessarymostofalltogivebookstothepeople,togiveplentyofbooks,which

arebotheasyandinteresting,andtoprovidethesesinamannerthatisculturally

acceptable.Oncepeopledevelopareadinghabit,theywillpassiton,thedemand

forbookswillgrowandthecitizensofanationwillbeabletorealizetheir

ambition.

Questions6—10

6.Whereisthispassagemostlikelytobefound?

A.Inanentryfromanencyclopedia.

B.Intheconclusionofanacademicarticle.

C.Inadraftofanactivitybrochure.

D.Inatranscriptofatelevisioninterview.

7.Accordingtoparagraph1,itisimportantthat.

A.theeducationsectorinacountryshouldencouragepeopletoread.

B.peopleshouldgrowupmentallytobeabletofulfilltheirpotential.

C.theinformationresourcesshouldbemoreeffectivelyused.

D.governmentshouldbuymorebooksandotherinformationalforstudents.

8.Accordingtothesecondandthirdparagraphs,itisbelievedthat.

A.peopletendtoreadnomorethantheyneed.

B.peoplehavetherightnotgotolibrarywhentheydon'tneedto.

C.librariansshouldencouragepeopletodonatetolocallibraries.

D.librariesareplacesfbrpeopletogettoknoweachother.

9.Accordingtothelastparagraph,theauthorclaimsthat.

A.librariansshouldtakemoretimeindoingoutdooractivities.

B.librariansshouldstepoutoftheirofficesandtalktothelocalpeople.

C.itisnecessaryfbrasocietytocreateageneralawarenessofbooks.

D.itisessentialforasocietytohavemorepeoplereadinginlibraries.

10.Ingeneral,thepassageismeantto.

A.encouragepeopletoreadmore.

B.encouragegovernmentauthoritiestoestablishmorelibraries.

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C.encouragethesocietytocultivateareadinghabit.

D.encouragelibrarianstoplayamoreimportantroleinthecommunity.

TEXTC

Likeseveralotherluxurybrands,D&Gwasclearlyattemptingto“l(fā)ookeast”

byhostingashowinShanghaiandpromotingitwithadsspecificallyaimedat

Chineseconsumers.Aspost-recessionWesternmarketshaveshrunk,Chinaand

theMiddleEasthavebecomethelargestandmostinfluentialconsumersof

European-madeluxuryandconsequently,theirproductsandmarketingand

attentiongoestowardsthesecountries.BrandsalsowooChineseconsumersby

hiringChinesemodelstobethefaceoftheirbrandinthecountryinsteadof

relyingonwhiteHollywoodstars.In2016,theEconomistevenwroteabouthow

Asiantasteforornatejewelleryhastranslatedintoluxurybrandsdesigningbigger

pieces.

Atfirstglance,there'snothingnewaboutmultinationalcorporations

tweakingtheirproductstosuitaparticularmarket'stastes-Coca-Colaand

McDonaldsaretheenduringexamplesofsuchlocalization.Butfashion,

especiallyluxuryfashion,worksdifferently-ordiduntilveryrecently.While

cheap,fast-movingproductsassumethatthe"'customerisking"，fashion

designersareputonpedestalsfromwheretheygettodictatewhatacustomer

wants,shapingaspirationsacrosstheworld.

Butthesetastemakersarenotinfallibleinthewaytheyusedtobe.Designers

can'tcontroltheirmessagingandimageastightlyastheycouldearlier.Nowwe

getsocialmediaaccountsinadditiontothehighlymanufacturedadcampaigns.

Thisgivesusamuchmoredetailedpictureofwhowearebuyingfrom-and

makesiteasierfbrustospotthehypocrisiesbetweenrevenue-drivendecisions

(likehiringmoreChinesemodels)andpersonalbiases(likeracisttweets).

Nobodywantstofeelinsultedandhumiliatedforwhotheyarewhenthey

interactwithyouasapersonorwithyourproducts.Whenwebuysomething-

especiallysomethingaspirationalandnotutilitarian-we'reconsumingalot

morethantheproduct.It'smostlyabouthowitmakesusfeel-andthatemotion

ismuddiedwhenwesuspect,orworseknow,thattheproductthatwewantcomes

fromapersonorplacewhodoesnotvalueus.

Movingawayfromtheindividuallevel,we'relivinginamomentthafsa

peculiarmixoflocalandglobal.Whilewefeelgloballyconnectedtolotsof

differentpeopleandthingsacrosstheworld,nationalpridenowfiguresasalarge

partofourpoliticalandpersonalidentities-thisistrueofIndiaandChina

especially-andthat9ssomewhatunderstandablebecausefbrcenturiesbeforethis

academia,art,culture,cuisineandfashionweredominatedbyideasthatpainted

thispartoftheworldasinferior.Andnowthere'sspacefbrustosay“Hey,we

arenotokaywithsuchshallow,one-sideddepictionsofus."Andthafswhyold

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tropeslikegrey,rundownvisualsofChinaorreferencestosnakecharmersin

Indiaelicitsuchvividresponsesfromus.

Thereality,ofcourse,goesevendeeperthanthefactthatChinaisoneofthe

biggestconsumersofEuropeanluxury.Infact,anumberofgrandoldEuropean

brandsarenowpartly,andinsomecasesmostly,ownedbyChinesecompanies.

WhenD&Greleasessuchads,theunderlyingjibeisclear-Chinaremains

“backward"and"uncultured“inthebrand'simagination.Thefarceisalsoself-

evident一D&Gapparentlythinksitsbiggestmarketandwealthiestcustomersare

miredinpedantismandthusincapableofcosmopolitan.

Chineseconsumers9calltoboycottshowsthatifbrandstreatthemas

nothingmorethanaconglomerationofwallets,thenthey'llrespondinthesame

way-byclosingthosewallets.

Questions11-15

11.Accordingtothepassage,westernluxurybrandssuchasD&GhireChinese

modelstobethefaceoftheirbrandinChina.

A.tomakeChineseconsumershappy.

B.tomaketheirbrandinternationallyattractive.

C.tolaunchdialogueswithChineseculture.

D.tocompetewithChineseluxurybrands.

12.Peopleconsumealotmorethantheproductwhen.

A.theybuysomethingthatisexpensive.

B.theybelievethattheproductissave.

C.theyspendmoremoneythantheyusuallydo.

D.theybuysomethingnotoutofnecessity.

13.Theauthorseemstosuggestthat.

A.Westernluxurybrandsmistakenlypicturestheircultureassuperior.

B.nationalpridecausesageneralhatredtowardwesternbrandsinChina.

C.D&GmakeamistakeinhiringChinesemodels.

D.anumberofgrandoldEuropeanbrandsarenolongersuccessful.

14.Accordingtothepassage,ChineseconsumersboycottD&G'sfashionshow

because.

A.D&Gisnolongersomethingreallyluxury.

B.D&GdoesnotshowenoughrespecttoChineseconsumers.

C.D&GarenolongersuperiortoChinesebrands.

D.D&GisterriblywrongincommentingontheChinese'snationalpride.

15.Whichofthefollowingcanberegardedas"shallow,one-sideddepictions”of

China?

A.Chinesemodelsusingwesternproducts.

B.grey,rundownpicturesofChinesepeople.

C.WesternvisitorsinChinesecountryside.

D.modernfashionshowsinShanghai.

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TEXTD

DavidHutchisonbringsawealthofresearchandreflectiontohishighly

readableandpersonalexplicationoftheconceptofplaceineducation.As

educators,wethink,write,andtalkalotaboutwhattoteachandhowstudents

learn,butweseldompaymuchattentiontowhereteachingandlearningtake

place.Yes,weknowithappensinschools,inclassrooms,labs,andevenin

auditoriums,studyhalls,andgymnasiums.Butmoreoftenthannot,theseplaces

areinvisiblebackdrops,takenforgrantedlocationsthatareconstructedasneutral

spaceswefillinwithoureducationalactivities.Inthisbook,DavidHutchison

helpsustoseemoreclearlytheimportanceofplaceineducation.

Place,forHutchison,isamultidimensionalconcept.Initsmostrudimentary

form,itisanindividualperceptionofandfeelingtowardapartofhisorher

world.Thesaying“There'snoplacelikehome^^capturesthissenseofaperson's

emotionaltiestoplace.Wefondlyrememberplacesinourpastsuchashomes,

churches,streets,playgrounds,fields,streams,andwoods.Ofcourse,wealso

remembernegativeplaceslikeMrs.Smith'scoldandhostilethird-grade

classroomorthedentist9soffice.Ouremotionalreactionstoplacearecrucialin

determininghowweactinsuchplaces.Wheneducatorsattendtothisdimension

ofplace,theycanmoreclearlyseewhatmightbeneededtomaketheplaceof

educationamorecongenialoneforstudents.

Then,too,thereisthepedagogicalandideologicaldimensionofeducational

places.Forexample,aschoolorclassroomthatisconsciouslydesignedto

underwriteaphilosophyofeducationthatbelieveschildrenshouldbeactive

learners,collaboratingwithfellowstudentsintheirlearning,willlookandfeel

quitedifferentfromonedesignedtoplacetheteacherinauthorityasthe

transmitterofsubjectmatter.Hutchisonlooksatplacewithregardtosuch

pedagogicalandideologicalstancesasdisciplinaryinitiation,citizenship

education,inquirylearning,developmentalcongruency,communitystudy,and

globaleducation.

Wealsotalkandthinkofplaceastheproperplaceofsomethinginrelation

tootherthings.Thus,wethinkandtalkabouttheplaceofeducationina

democraticsocietyorinatechnological/globaleconomyorinachangingworld.

Totalkoftheproperaimsofeducationinsocietyistotalkabouttheplaceof

educationinthelargerschemeofthings.Thissetsthedirectionforeducating

childrenandlargelydetermineswhatwillbelearnedinourschoolsandhowthey

willbebuiltandfurnished.

Usingthisbroadunderstandingofplace,Hutchisonnicelyweavesthe

historicalwiththecontemporary.HediscussesPestalozzi,Froebel,Montessori,

Waldorf,andopeneducation.Hesketchestheimpactofseveral20th-century

movements,eventsandideasincludingsocialreconstructionism,thelaunchingof

Sputnik,humancapitaltheory,theNationatRiskreport,andschoolchoice.He

alsodealswithschoolarchitecture,classroomdesign,andthecurrentchallenge

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ofrenewingtheinfrastructureofAmericanschools.Oneofhismostimportant

contributionsishisdiscussionofcyberspaceasavirtualeducationalplaceandthe

challengeitpresentstousnowandfbrthefuture.Healsoraisescrucialquestions

aboutthepublicplaceofeducationinsociety.

Questions16-20

16.Thispassagecanbebestdescribedas.

A.asummaryofatheoryofplaceineducation.

B.areviewofanacademicbookonplaceofeducation.

C.aneditorialcallingforanewresearchinthefieldofeducation.

D.acriticalessayontheconceptofplaceineducation.

17.Accordingtothepassage,DavidHutchison.

A.seldompaymuchattentiontowhereteachingandlearningtakeplace.

B.doesnottalktoomuchabouthistoryofeducation.

C.believesthatplacehasmulti-levelmeaningineducation.

D.doesnotlikeMrs.Smith'scoldandhostilethird-gradeclassroom.

18.ThereadershouldNOTexpecttofindinHutchison'sbook.

A.howtodesignaschoolbuildingorclassroom

B.howtoteachstudentstodesignschoolbuildings

C.howclassroomarrangementeffectteachersandstudents

D.howprincipalsshouldimproveschoolinfrastructure

19.Accordingtoparagraph3,thedesignofaschoolorclassroom.

A.could