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1、2022年考博英语-云南大学考前拔高综合测试题（含答案带详解）1. 单选题These（ ）salespersons of insurance will be introduced to relevant regulations and business strategies.问题1选项A.prospectiveB.perspectiveC.respectiveD.protective【答案】A【解析】考查形容词辨析。A选项prospective“未来的、预期的”；B选项perspective “透视的”；C选项respective“分别的、各自的”；D选项protective“保护的”，句意为
2、：本课程将向这些保险业务人员介绍相关法规和业务策略。因此A选项符合题意。2. 单选题The magician picked out several people（ ）from the audience and asked them to help him with the performance.问题1选项A.by accidentB.on occasionC.at randomD.on average【答案】C【解析】考查固定结构。by accident“意外的”；on occasion“有时”；at random“胡乱的、随便的”；on average“平均的”。本句意为“魔术师随意的从观
3、众中挑选一些人帮助他表演”，at random符合句意，因此选C。3. 单选题48. When a liquid or gas is heated from below, the fluid tends （ ）into cylindrical rolls.问题1选项A.its organizationB.to organize itselfC.and is organizedD.organizing【答案】B【解析】固定搭配题。固定搭配tend to do sth.表示“倾向于做”，B选项正确。4. 单选题While I could not（ ）the words outside the th
4、ick glass windows, their middle fingers spoke loudly.问题1选项A.wear outB.set outC.make outD.find out【答案】C【解析】考查语义关系。A选项wear out“耗尽、疲乏”；B选项set out “动身、出发”；C选项make out“理解、辨认”；D选项find out“查明、找出”，句意为：厚厚的玻璃窗外的话我听不清，但他们的中指竖了起来。因此选项C符合题意。5. 单选题When the governor of the province arrived in the town hall he was
5、immediately surrounded by local officials who tried every way to ingratiate themselves （ ）the governor.问题1选项A.withB.ofC.intoD.under【答案】A【解析】考查固定搭配。ingratiate oneself with sb. “奉承某人，讨好某人”。当省长到达大厅时，他立刻被当地官员那些想讨好他的官员团团围住了。选项A符合题意。6. 单选题NASA is casting a net in the space shuttle investigation as to what
6、 caused the spacecraft to swing out of control and（ ）moments before it was to land.问题1选项A.disassembleB.disembarkC.neglectedD.discarded【答案】B【解析】考查动词辨析。A选项disassemble“拆开、分散”；B选项disembark“登陆、上岸”；C选项neglected“忽视、疏忽”；D选项discarded“丢弃”，句意为：美国国家航空航天局正在对航天飞机展开调查，以查明是什么原因导致航天飞机在着陆前失控。B选项符合句意。7. 翻译题Read the fo
7、llowing passage and then translate the underlined sentence into Chinese.By charting out the typical cognitive development of children, Swiss psychologist Jean Piaget has heavily influenced how psychologists delineate the progress of juvenile psychological growth. Beginning in the 1920s and up until
8、his death in 1980, he studied the errors school children made on various tests and realized that children of the same age made the same kinds of reasoning errors. Based on these recurring patterns, he identified stages in a childs cognitive development, beginning from infancy and extending through a
9、dulthood. Essentially, he proposed that there was a common timetable by which children initially develop simple cognitive skills and gradually refine them into more abstract ways of thinking. While more recent theories on the matter suggest that there is more overlap among these stages and that diff
10、erent environments affect childrens progress. Piauet s theory was nonetheless extremely important to initial studies of cognitive development. According to Piaget, the first stage that children go through is the sensorimotor stage, an eventful and complex period that Piaget further divided into six
11、sub-stages. The sensorimotor stage begins at birth and lasts roughly until the child is two years old. During this time, the child experiences the world through his senses and motor skills, and he will initially develop and master the basic reflexes of infants, such as grasping, sucking, looking, an
12、d listening. Moreover, the infants begin to develop the fundamentals of basic cognitive functions. He develops awareness of himself and of subjects as separate entities and begins to manipulate his external environment, usually by kicking, moving objects, and chewing on toys.The child also learns th
13、at certain actions will have certain effects, and he may perform an action to recreate these effects. For instance, he may accidentally suck his thumb and find it pleasurable, so he repeatedly sucks his thumb to experience the pleasure again. Finally, the child also shows the basic capacity for unde
14、rstanding symbols, and he develops a rudimentary use of language toward the end of this stage, most notably by identifying parents with words like “Mama” and “Dada”. In the next stage, the preoperational stage (ages 2-7) the child expands his capacity for symbolic thinking, and he can envision the e
15、nvironment and manipulate it with his imagination. Imagination thus develops more fully, as seen in the childs tendency to role-play other people (like his parents, firefighters, ect.), and to pretend that objects are other things, like pretending that a broom is a horse. This Stage is marked by two other distinctive characteristics. The first is egocentrism.While Childs language develops more fully for the purpose of social interaction, his thought process is still limited by individual experiences, and these cognitive limitation
