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1、2022年考博英语-江苏大学考前拔高综合测试题（含答案带详解）1. 单选题Before the bank was willing to lend him money, it had to _ that he was the true owner of the house.问题1选项A.verifyB.entrustC.acknowledgeD.grant【答案】A【解析】【选项释义】A. verify核实；证实 B. entrust委托；交托C. acknowledge承认 D. grant同意，准予【考查点】动词辨析。【解题思路】按照句意“在银行愿意借钱给他之前，必须_他是这幢房子的主人”可
2、知，空格处表示“证实，证明”符合句意，故该题选择A项。【干扰项排除】B、C、D项不符合句意。【句意】银行先得核实他确实是这幢房子的主人，然后才肯借钱给他。2. 单选题Despite their good service, most inns are less costly than hotels of _ standards.问题1选项A.equivalentB.alikeC.uniformD.likely【答案】A【解析】【选项释义】A. equivalent（价值、数量、意义、重要性等）相等的，相同的 B. alike相像；十分相似C. uniform一致的；统一的 D. likely可能
3、的；预料的【考查点】形容词辨析。【解题思路】根据句子可知，most inns are less costly than hotels（大多数小旅馆比酒店便宜）用到了比较级，而比较通常是在同等的条件下进行，所以空格处应该表示“相同的”，该题选择A项符合句意。【干扰项排除】B、C、D项不符合句意。【句意】尽管他们的服务很好，大多数小旅馆比同等标准的酒店便宜。3. 单选题The tests show the earlier in life a person hears a sound the longer it is _.问题1选项A.retainedB.preservedC.remainedD.r
4、eserved【答案】A【解析】【选项释义】A. retained保留 B. preserved保护C. remained保持；停留 D. reserved保留；贮备【考查点】动词辨析。【解题思路】分析句子，it指的是sound，根据longer可知，此处是说声音保留的时间越长，retain的牛津释义是to continue to hold（继续保持），该题选择A项符合句意。【干扰项排除】B项不符合句意；C项侧重保持一种状态或条件不变；D项侧重保留某种权利。【句意】测试表明，一个人在生活中听到声音的越早，它保留的时间就越长。4. 单选题And while the collapse of Rus
5、sias financial system is devastating to Russians, Omsk isnt Omaha.问题1选项A.destroyingB.betrayingC.wolfishD.unrelenting【答案】A【解析】【选项释义】A. destroying摧毁的；毁灭的 B. betraying出卖的；背叛的C. wolfish似狼的 D. unrelenting不缓和的；势头不减的【考查点】形容词辨析。【解题思路】devastating本意是“毁灭性的；令人震惊的”，由the collapse of Russias financial system（俄罗斯金融
6、体系的崩溃）可知，devastating在句中表示“毁灭性的”，A项词义与之相近，故该题选择A项。【干扰项排除】B、C、D项不符合划线单词词义。【句意】尽管俄罗斯金融体系的崩溃对俄罗斯人来说是毁灭性的，但鄂木斯克并非奥马哈。5. 不定项选择题We might marvel at the progress made in every field of study, but the methods of testing a persons knowledge and ability remain as primitive as ever they were. It really is extrao
7、rdinary that after all these years, educationists have still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations text what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing m
8、emory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a persons true ability and aptitude.As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success of failure in our society. Your whole futur
9、e may be decided in one fateful day. It doesnt matter that you werent feeling very well, or that your mother died. Little things like that dont count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination sys
10、tem expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of drop-outs: young people who are written off as utter failures before they have even embarked on a ca
11、reer? Can we be surprised at the suicide rate among students?A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations d
12、o not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and inste
13、ad of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.The results on which so much depends are often nothing
14、 more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word ca
15、rries weight. After a judges decision you have the right of appeal, but not after an examiners. There must surely be many simpler and more effective ways of assessing a persons true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: I were a teenage drop-out and now I are a teenage millionaire.1. The
