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1、2023年湖北公共英语考试真题卷（8）本卷共分为1大题50小题，作答时间为180分钟，总分100分，60分及格。一、单项选择题（共50题，每题2分。每题的备选项中，只有一个最符合题意） 1.The human nose has given to the language of the world many interesting expressions. Of course, this is not surprising. Without the nose, obviously, we could not breathe or smell. It is the part of the face
2、 that gives a person special character. Cyrano de Bergerac said a large nose showed a great man courageous, courteous, manly and intellectual. A famous woman poet wished that she had two noses to smell a rose! Blaise Pascal, a French philosopher, made an interesting comment about Cleopatras nose. If
3、 it had been shorter, he said, it would have changed the whole face of the world! Historically, mans nose has had a principal role in his imagination. Man has referred to the nose in many ways to express his emotions. Expressions concerning the nose refer to human weakness: anger, jealousy and reven
4、ge. In English there are a number of phrases about the nose. For example, to hold up ones nose expresses a basic human feeling pride. People can hold up their noses at people, things, and places. The phrase, to be led around by the nose, shows mans weakness. A person who is led around by the nose le
5、ts other people control him. On the other hand, a person who follows his nose lets his instinct guide him. For the human emotion of rejection, the phrase to have ones nose put out of joint is very descriptive. The expression applies to persons who have been turned aside because of a competitor. Thei
6、r pride is hurt and they feel rejected. This expression is not new. It was used by Erasmus in 1542. This is only a sampling of expressions in English dealing with the nose. There are a number of others. However, it should be as plain as the nose on your face that the nose is more than an organ for b
7、reathing and smelling!Which of the following can be the best title of the passageAMans Nose Reflecting His Language AbilityBMans Nose and Interesting ExpressionsCAs Plain as the Nose on the FaceDFamous People Talking about Mans Nose 2.What does the man meanAThe woman can read the magazine on the tra
8、in.BThe woman should not board the train.CThere is no time to buy a magazine.DThey have to pay for the magazine. 3.Questions 22-25 are based on a job interview.What is the man interested in at the beginning of the conversationAHow the woman became an assistant manager so young.BHow the woman would d
9、eal with problems of authority.CWhether the woman minds him taking notes.DHow the woman deals with her boss. 4.Questions 14-17 are based on a dialogue between two friends about their holiday plans.What can we infer from the conversationAThe woman is married.BThe woman feels crazy about her big famil
10、y.CThe mans family members never get together.DThe woman feels excited about going home for the holidays. 5.Another common type of reasoning is the search for causes and results. We want to know whether cigarettes really do cause lung cancer, what causes malnutrition, the decay of cities, or the dec
11、ay of teeth. We are equally interested in effects: what is the effect of sculpture or lead in the atmosphere, of oil spills and raw sewage in rivers and the sea, of staying up late on the night before an examination Causal reasoning may go from cause to effect or from effect to cause. Either way, we
12、 reason from what we know to what we want to find out. Sometimes we reason from an effect to a cause and then on to another effect. Thus, if we reason that because the lights have gone out, the refrigerator wont work, we first relate the effect (lights out) to the cause (power off) and then relate t
13、hat cause to another effect (refrigerator not working). This kind of reasoning is called, for short, effect to effect. It is quite common to reason through an extensive chain of causal relations. When the lights go out we might reason in the following causal chain: lights out power off refrigerator
14、not working temperature will rise milk will sour. In other words, we diagnose a succession of effects from the power failure, each becoming the cause of the next. Causes are classified as necessary, sufficient, or contributory. A necessary cause is one which must be present for the effect to occur,
15、as combustion is necessary to drive a gasoline engine. A sufficient cause is one which can produce an effect unaided, though there may be more than one sufficient cause: a dead battery is enough to keep a car from starting, but faulty spark plugs, or an empty gas tank will have the same effect. A co
16、ntributory cause is one which helps to produce an effect but cannot do so by itself, as running through a red light may help cause an accident, though other factors pedestrians or other cars in the intersection must also be present. In establishing or refuting a causal relation it is usually necessa
17、ry to show the process by which the alleged cause produces the effect. Such an explanation is called a causal process.According to the passage, to do the effect to effect reasoning is to reason _.Afrom cause to effectBfrom effect to causeCfrom effect to effect and on to causeDfrom effect to cause an
18、d on to another effect 6.Questions 18-21 are based on a dialogue between two friends about their vacation plans.What do we know about the woman from the dialogueAShe decides to stay at home during the holiday.BShe has never gone to the countryside to visit her grandparents.CShe is hard-working.DShe
19、doesnt enjoy her life. 7.It is, everyone agrees, a huge task that the child performs when he learns to speak, and the fact that he does so in so short a period of time challenges explanation. Language learning begins with (26) . Individual children (27) greatly in the amount of listening they do bef
20、ore they start speaking, and (28) starters are often long listeners. Most children will obey spoken (29) some time before they can speak, though the word obey is hardly (30) as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will
21、also ask questions by (31) and by making questioning noises. Any (32) to trace the development from the noises babies (33) to their first spoken words leads to (34) difficulties. It is (35) that they enjoy making noises, and that during the first few months one or two noises (36) themselves out as p
22、articularly (37) of delight, distress, sociability, and so on. But since these cannot be said to show the babys intention to (38) , they can hardly be regarded as early forms of language. It is agreed, too, that from about three months they (39) with sounds for enjoyment, and (40) by six months they
23、 are able to add new sounds to their (41) . This self-imitation leads on to (42) imitation of sounds made or words spoken to them (43) other people. The problem then (44) as to the point at (45) one can say that these imitations can be considered as speech.AvaryBchangeCdifferentiateDtransform 8.Wher
24、e are the two speakersAIn an office.BAt the mans house.CIn a hotel.DIn a restaurant. 9.Questions 22-25 are based on a job interview.Why does the woman think she will be suitable for the postABecause she has a great deal of experience in senior management.BBecause she has a lack of experience in seni
25、or management.CBecause she will bring a new approach to the job.DBecause she has a MBA. 10.The human nose has given to the language of the world many interesting expressions. Of course, this is not surprising. Without the nose, obviously, we could not breathe or smell. It is the part of the face tha
26、t gives a person special character. Cyrano de Bergerac said a large nose showed a great man courageous, courteous, manly and intellectual. A famous woman poet wished that she had two noses to smell a rose! Blaise Pascal, a French philosopher, made an interesting comment about Cleopatras nose. If it
27、had been shorter, he said, it would have changed the whole face of the world! Historically, mans nose has had a principal role in his imagination. Man has referred to the nose in many ways to express his emotions. Expressions concerning the nose refer to human weakness: anger, jealousy and revenge.
28、In English there are a number of phrases about the nose. For example, to hold up ones nose expresses a basic human feeling pride. People can hold up their noses at people, things, and places. The phrase, to be led around by the nose, shows mans weakness. A person who is led around by the nose lets o
29、ther people control him. On the other hand, a person who follows his nose lets his instinct guide him. For the human emotion of rejection, the phrase to have ones nose put out of joint is very descriptive. The expression applies to persons who have been turned aside because of a competitor. Their pr
30、ide is hurt and they feel rejected. This expression is not new. It was used by Erasmus in 1542. This is only a sampling of expressions in English dealing with the nose. There are a number of others. However, it should be as plain as the nose on your face that the nose is more than an organ for breat
31、hing and smelling!It can be inferred from the passage that _.Athe human nose is the most important organBmans nose has been the source of human imaginationCa perfect individual would seldom feel proud, lose temper or envy othersDnot until recently did man link his nose with the expression of his emo
32、tions 11.Another common type of reasoning is the search for causes and results. We want to know whether cigarettes really do cause lung cancer, what causes malnutrition, the decay of cities, or the decay of teeth. We are equally interested in effects: what is the effect of sculpture or lead in the a
33、tmosphere, of oil spills and raw sewage in rivers and the sea, of staying up late on the night before an examination Causal reasoning may go from cause to effect or from effect to cause. Either way, we reason from what we know to what we want to find out. Sometimes we reason from an effect to a caus
34、e and then on to another effect. Thus, if we reason that because the lights have gone out, the refrigerator wont work, we first relate the effect (lights out) to the cause (power off) and then relate that cause to another effect (refrigerator not working). This kind of reasoning is called, for short
35、, effect to effect. It is quite common to reason through an extensive chain of causal relations. When the lights go out we might reason in the following causal chain: lights out power off refrigerator not working temperature will rise milk will sour. In other words, we diagnose a succession of effec
36、ts from the power failure, each becoming the cause of the next. Causes are classified as necessary, sufficient, or contributory. A necessary cause is one which must be present for the effect to occur, as combustion is necessary to drive a gasoline engine. A sufficient cause is one which can produce
37、an effect unaided, though there may be more than one sufficient cause: a dead battery is enough to keep a car from starting, but faulty spark plugs, or an empty gas tank will have the same effect. A contributory cause is one which helps to produce an effect but cannot do so by itself, as running thr
38、ough a red light may help cause an accident, though other factors pedestrians or other cars in the intersection must also be present. In establishing or refuting a causal relation it is usually necessary to show the process by which the alleged cause produces the effect. Such an explanation is calle
39、d a causal process.A necessary cause is _.Aone without which it is impossible for the effect to occurBone of the causes that can produce the effectCone that is enough to make the effect occurDNone of them. 12.Which kind of dessert does the woman like mostAWatermelon.BPudding.CIce-cream.DAll of the a
40、bove. 13.In the seventeenth century, European soldiers who came across some Indian groups in the western Great Lakes found that several native tribes were living in the area without a formal leadership system. They appeared to be quite friendly with each other without a formal authority! Not only di
41、d the Indians appear to lack a formal system of authority, but they also deeply hated any efforts to control their actions. All members of the tribes knew what was required of them by lifelong familiarity with the tasks of the area. These tasks tended to be simple, since the Indians rate of social c
42、hange was slow. Thus, although subgroups such as soldiers had recognized leaders, no real authority was required. Rather than giving direct orders (which were considered rough), members of the tribes would arouse others to action by examples. It would be difficult, if not impossible, to carry out su
43、ch a system in our own society. Most of us have grown up under one authority or another for as long as we can remember. Our parents, our teachers, our bosses, our government all have the recognized right under certain conditions to tell us what to do. The authority is so much a part of our culture t
44、hat it is hard for us to imagine a workable society without it. We have been used to relying on authority to get things done and would probably be uncomfortable with the Indian methods of examples on a large scale. Of course, the major reason why the Indian system would not be suitable for us is tha
45、t our society is too large. The number of tasks that various members of our society have to perform often under tight time and resource limitations could not be treated by the Indian system. In modern societies, the formal authority system is necessary to achieve any social objectives.Which of the f
46、ollowing statements is correct according to the passageAFrom 1710 to 1780, European soldiers came across some Indian groups in the western Great Lakes.BEuropean soldiers were quite friendly to the Indian groups.CThe Indian groups had no leaders.DThe Indian groups were friendly to each other without
47、a formal leadership system. 14.What is the probable relationship between the two speakersACustomer and saleswoman.BNeighbors.CPassenger and airline hostess.DGuest and receptionist. 15.It is, everyone agrees, a huge task that the child performs when he learns to speak, and the fact that he does so in so short a period of time challenges explanation. Language learning begins with (26) . Individual children (27) greatly in the amount of listening they do before they start speaking, and (28) starters are often long listeners. Most children wi