2023年福建省莆田市涵江区考研《英语一》模拟试题含解析.doc

2023年福建省莆田市涵江区考研《英语一》模拟试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET. (10 points)Learning experiences happen to us throughout our lives, and not too long ago, I had one that I would like to 1 . This story began with a 2 three years ago. It's a story of pizza and being 3 of buying ice cream with a US $20 bill.I was going to Marblehead, Massachusetts, with my racing team on the highway and we were all 4 Luckily, we saw a rest area 5 . I had a brand-new US $ 20 bill, and I had 6 had that kind of cash before. Spending it on food 7 to me like throwing it away.We all rushed into the pizza line. 8 I got a cheese pizza and drink. Halfway through the 9 , I realized I had not actually 10 any money to the cashier. I felt terrible. I just couldn't go back to the cashier and 11 my stolen pizza. I would feel embarrassed.I was so upset that I refused to give myself the 12 of an ice cream in fear that someone would say, "Hey, Jeff, why don't you 13 the change from the pizza instead of that nice, new US $20 bill?" I was not so proud of my 14 now.For the next two years, whenever I was 15 of the "Pizza incident," I 16 my eyes and said to myself, "Not gonna think about it, not gonna think about it…"I think this 17 the saying, "A coward (懦夫) dies a thousand deaths, a hero dies 18 ." I was a coward and have felt 19 about that incident at least a thousand times. If I had been a "hero" and gone 20 up to pay for the pizza, then I would have felt a little embarrassed about it only once, or maybe twice.1、A．introduce B．perform C．share D．explain2、A．game B．trip C．party D．race3、A．afraid of B．fond of C．careless in D．eager for4、A．late B．hungry C．lost D．slow5、A．inside B．behind C．below D．ahead6、A．even B．once C．never D．ever7、A．proved B．showed C．turned D．seemed8、A．Gradually B．Finally C．Usually D．Lately9、A．meal B．journey C．talk D．job10、A．returned B．offered C．handed D．supplied11、A．give away B．give back C．ask for D．pay for12、A．pleasure B．chance C．idea D．effort13、A．find B．receive C．use D．return14、A．cash B．pizza C．ice cream D．change15、A．blamed B．warned C．told D．reminded16、A． fixed B．closed C．raised D．wiped17、A．brings B．concerns C．impresses D．reflects18、A．more B．less C．one D．none19、A．terrible B．puzzled C．nervous D．curious20、A．away B．back C．near D．outSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)Text 1Can training Your Working Memory Make You Smarter?We would all like to increase our cognitive(认知的)ability beyond the limits set by Mother Nature. So it’s no wonder that brain-training programmes—which typically focus on training our working memory—are a multibillion-dollar industry. But can this kind of training really make us smarter?Cognitive training sees the brain as a kind of muscle that can be made stronger with the right kind of practice. It consists of tasks or games carried out on computers or smart phones. Despite much research, there has so far been no agreement about its effectiveness. Some think that cognitive training increases a broad range of cognitive abilities, while others less optimistic.Yet we do know that some cognitive skills, such as working memory and intelligence, tend to go together and are predictors of real-life skills such as work performance. Thus, training one cognitive skill might lead to an improvement in many other cognitive and non-cognitive skills. That is exactly the underlying hypothesis(假设)on which working-memory training is based.To test this hypothesis, we examined all the studies about working-memory training we could find with normally developing children: 26 experiments and 1,601 total participants. Children represent an ideal test group: during childhood, skills are still at the beginning of their development. Thus, cognitive training is more likely to succeed with children than adults.The results were very clear. Working-memory training did not show any effect on children’s fluid intelligence, a person’s ability to solve new problems and adapt to new situations. It didn’t influence their academic achievement or other cognitive abilities, either. The only reliable effect was that children got better at what they trained to do. No more, no less. So performing working-memory tasks does seem to make you better at doing them. Nonetheless, the fact that participants got better at such tasks does not necessarily mean that their working-memory ability increased. They may just have learnt how to perform th。