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1、2022-2023年考博英语-湖南农业大学模拟考试题（含答案解析）1. 单选题By the time you have completed the essential training, you _ exposed to virtually every new feature of the course.问题1选项A.will have beenB.will beC.would have beenD.would be【答案】A【解析】考查时态。A将来完成时，表示将来某一时间开始，并将继续完成的动作；B一般将来时，将来可能发生的事情；C过去将来完成时，表示从过去观点看将来某时某动作已完成；D过去
2、将来时，表示从过去的某一时间来看将来要发生的动作或呈现的状态。前面是由by the time引导的时间状语从句，且是现在完成时，根据时间状语从句主将从现的原则，所以答案选A。2. 单选题The two most important（ ）in making a cake are flour and sugar.问题1选项A.elementsB.componentsC.ingredientsD.constituents【答案】C【解析】考查名词辨析。A选项 elements“元素，要素”；B.选项components“部件，零件”；C选项ingredients“原料，材料”；D选项constitu
3、ents“成分”。句意：做蛋糕最重要的（）是面粉和糖。蛋糕与面粉和糖之间一个是成品，另一个是原料，所以这里答案选C。D选项特指化学成分，所以不能选。3. 单选题Having spent some time in the city, he had no trouble（ ）to the History Museum.问题1选项A.to find his wayB.finding his wayC.to have found his wayD.having found his way【答案】B【解析】考查非谓语动词的用法。句意：在这座城市待了一段时间后，他找历史博物馆完全没有问题。这里根据固定搭配
4、have trouble doing sth可以把A，C排除。D选项强调过去，但是从句意可知这里表示的是现在找博物馆没有问题，所以答案选B。4. 翻译题爱因斯坦（Einstein）曾把一位著名科学家的创造力归因为“他没上过学，因此保留了能自由思考的能力。”看起来爱因斯坦好像是在批评学校教育。实际上学校的功能是传授知识和文明，而不只是培养天才。如果学校只传授知识，就会破坏创造力和天才。但是，如果一个社会里都是天才，它就会解体。所以，学校教育要培养社会所需的各个层次的人才。【答案】Einstein once ascribed the creativity of a famous scientist
5、 to that “he has never went to the school, so he could retain the ability of thought.” It seems that he was criticizing the school education. In fact, the function of school is not cultivating geniuses but imparting knowledge and advancing civilization. If school is just a place to impart knowledge,
6、 peoples creativity and talent will be ruined. However, a society in which people are all talent would be broken down. So, school education should raise all-level geniuses that the society needs.5. 单选题The newly elected president has _ $13 million to the automobile industry for its survival.问题1选项A.pr
7、eparedB.promisedC.disposedD.pledged【答案】D【解析】考查动词辨析。A选项“准备”；B选项“许下，应允”；C选项“处理”；D选项“保证”。句意：新当选的总统（）花13亿元来拯救汽车产业。根据句意，空格中意思填“保证”最合适，pledge和promise都有保证的意思，但是pledge一般表公开场合的保证，意义比较严肃，promise只是承诺。总统说的保证肯定是比较严肃的，所以答案选D。6. 不定项选择题No one can be a great thinker who does not realize that as a thinker it is her f
8、irst duty to follow her intellect to whatever conclusions it may lead. Truth gains more even by the errors of one who with due study and preparation, thinks for himself, than by the true opinions of those who only hold them because they do not suffer themselves to think. Not that it is solely, or ch
9、iefly, to form great thinkers that freedom of thinking is required. On the contrary, it is as much or even more indispensable to enable average human beings to attain the mental stature which they are capable of. There have been and may again be great individual thinkers in a general atmosphere of m
10、ental slavery. But there never has been, nor ever will be, in that atmosphere an intellectually active people. Where any of heterodox speculation was for a time suspended, where there is a tactic convention that principles are not to be disputed: where the discussion of the greatest questions which
11、can occupy humanity is considered to be closed, we cannot hope to find that generally high scale of mental activity which has made some periods of history so remarkable. Never when controversy avoided the subjects which are large and important enough to kindle enthusiasm was the mind of a people sti
12、rred up from its foundations and the impulse given which raised even persons of the most ordinary intellect to something of the dignity of thinking beings.She who knows only her own side of the case knows little of that. Her reasons may be good, and no one may have been able to refute them. But if s
13、he is equally unable to refute the reasons of the opposite side; if she does not so much as know what they are, she has no ground for preferring either opinion. The rational position for her would be suspension of judgment, and unless she contents herself with that, she is either led by authority, o
14、r adopts, like the generality of the world, the side to which she feels the most inclination. Nor is it enough that she should hear the arguments of adversaries from her own teachers, presented as they state them, and accompanied by what they offer as refutations. That is not the way to do justice t
15、o the arguments, or bring them into real contact with her mind. She must be able to hear them from persons who actually believe them: who defend them in earnest, and do their very utmost for them. She must know them in their most plausible and persuasive form; she must feel the whole force of the difficulty which the true view of the subject has to encounter and dispose of: else she will never really possess herself of the portion of truth which meets and removes that difficulty. Ninety-nine in a hundred of what are called educated people are in this condition; e
