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1、2022年宁夏大学英语考试模拟卷（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。）单 位：姓 名：考 号：题号单选题多项选择判断题综合题总分分值得分一、单项选择题（共5 0题，每题2分。每题的备选项中，只有一个最符合题意）1.Ho 11 ywood&r squo;s true heroes are losing their jobs.Stunt peop I e（替身演员）who entertained cinema-goers by falling for the sky,swimmingwith sharks and dr i ving fast cars
2、 have been replaced by technology.Aftergenerat ions of street f ights,high fa I lsv and sett i ng f i re to themseI ves,these peopIe have had nearly al I their work replaced by computers.Themost dangerous and costly stunts can now be achieved by mix ing computerpicture with Iive action.In the mid-19
3、90s there were 12,000 registeredstunt people,but more than half of them had difficulty finding work.Sometimes,six or seven teams would be working on a film.Then,aftera few days,the producers would come in and say,"You can gohome."The reason was simple:cost.C omputer techno Iogy made itposs
4、ible to create stunts which would either be too ex pensive or toodangerous to attempt.W ith the r i se of digital techno I ogy（数字技术），insurance companies became more reluctant to cover real stunts."Ifthey know it can be done safely with visual effects,the companies wi 11not insure real stunts,&q
5、uot;said a stunt person.Many in thei r industrybe Iieve stunt peopIe should deveI op ex pertise in the new technology,act ing as advisers on the vi rtuaI stunts.Some,however,think that stuntpeopIe can survive in thei r traditional careers.They be Ii eve thataudiences won’t accept stunts produc
6、ed by computers for too long.Which of the fol lowing is TRUE according to the passage()A.Computers wiI I surely make stunt peopIe lose jobs.B.The stunt peopIe should blame on the use of computer in making stunts.C.Computers make the job of the stunt peopIe more chai I enging.D.Audiences are losing i
7、nterest in the stunt peopI2.Competition with research in universities is very harmful to teaching.Therefore,it would be much more beneficial to teaching to develop a soundprogram of educational research.Such a program would improve teachingtheory and technique.It would also make clear what competenc
8、ies arerequired of a good teacher as well as help professors attainthem.Educational research should be required to meet the same standardsas scientific research,but it cannot be raised to those standards withoutcomparable support and duty.Competent educational research is no morea part-time activity
9、 than competent scientific research.The relativelytrivial(琐碎的)educational research so common in the universities isan inseparable result of trivial duties by the universities.Rather thanlook down upon such research,the professors have an obligation to seethat it is upgraded.Let no one think that edu
10、cational research is easy；it is concerned with no less than solving the complexities of the humanmind.There is no reason to believe that an effective theory and technologyof instruction is easier to achieve than controlled nuclear fusion.Itis certainly every bit as worthy.What is the authorJ s attit
11、ude towards trivial educational research()A.It should not be paid attention to by professors.B.It can be looked down upon by competent professors.C.It does not have the same duties with competent research.D.It does not need improvement.3.Hol lywood’s true heroes are losing their jobs.Stunt peo
12、pIe(替身演员）who entertained cinema-goers by falling for the sky,swimmingwith sharks and dr i ving fast cars have been replaced by technology.Aftergenerations of street fights,high fa I Is,and sett i ng f i re to themselves,these peopIe have had nearly al I their work replaced by computers.Themost dange
13、rous and costly stunts can now be achieved by mix ing computerpicture with Iive action.In the mid-1990s there were 12,000 registeredstunt people,but more than half of them had difficulty finding work.Sometimes,six or seven teams would be working on a film.Then,aftera few days,the producers would com
14、e in and say,"You can gohome."The reason was simple:cost.C omputer techno Iogy made itpossible to create stunts which would either be too ex pensive or toodangerous to attempt.W ith the rise of digital techno I ogy（数字技术），insurance companies became more reluctant to cover real stunts."
15、Ifthey know it can be done safely with visual effects,the companies wi 11not insure real stunts,"said a stunt person.Many in their industrybe Ii eve stunt peopIe should deveI op ex pertise in the new technology,act ing as advisers on the vi rtuaI stunts.Some,however,think that stuntpeopIe can s
16、urvive in thei r traditional careers.They be Ii eve thataudiences won’t accept stunts produced by computers for too long.The purpose of this passage is to（）A.promote the use of real stunts in the fiIm-makingB.describe the working scenes of the stunt peopIeC.recommend jobs to the stunt peopIeD.
17、introduce the difficult situation of the stunt peopIe at work4.Competition with research in universities is very harmful to teaching.Therefore,it would be much more beneficial to teaching to develop a soundprogram of educational research.Such a program would improve teachingtheory and technique.It w
18、ould also make clear what competencies arerequired of a good teacher as well as help professors attainthem.Educational research should be required to meet the same standardsas scientific research,but it cannot be raised to those standards withoutcomparable support and duty.Competent educational rese
19、arch is no morea part-time activity than competent scientific research.The relativelytrivial(琐碎的)educational research so common in the universities isan inseparable result of trivial duties by the universities.Rather thanlook down upon such research,the professors have an obligation to seethat it is
20、 upgraded.Let no one think that educational research is easy；it is concerned with no less than solving the complexities of the humanmind.There is no reason to believe that an effective theory and technologyof instruction is easier to achieve than controlled nuclear fusion.Itis certainly every bit as
21、 worthy.This passage is mainly about()A.competition with research in universitiesB.a sound program of educational researchC.standards of a sound program of educational researchD.competent educational research5.In this section you wi I I hear everything ONCE ONLY.Listen careful ly andthen answer the
22、questions that fol low.Mark the correct answer to eachquestion.Questions 6 and 7 are based on the fol lowing news.Most of the th i rty-thousand peopIe were about Mr.Sarkozy1 svictory.A.nervousB.worriedC.optimisticD.pessimistic6.In section B,you wi I I hear everything ONCE ONLY.Listen carefully andth
23、en answer the questions that fol low.Mark the correct answer to eachquestion.Questions 1 to 5 are based on an interview.What subject is Mr.P itt good atA.Art.B.French.C.German.D.Chemistry.7.Questions 9 and 10 are based on the fol lowing news.What is the feature of TATPA.It is an simple explosive.B.I
24、t is a military explosive.C.It is made in U.S.factories.D.It can be easily made indoors.8.In th is section there are several reading passages foI I owed by a totaIof twenty mu 11 i pIe-cho i ce questions.Read the passages carefully.BTEXT A(/B)n I do.To Americans those two words can-y great mean i ng
25、.They caneven change your I ife.Especial ly if you say them at your own wedding.Making wedding vows is I ike signing a contract.Now Amer icans dont rea11ythink marriage is a business deal.But marriage is serious business.It al I begins with engagement.Traditionally,a young man asks thefather of his
26、sweetheart for permission to marry her.If the father agrees,the man later proposes to her.Often he tries to surprise her by poppingthe question in a romant i c way.Sometimes the coup Ie just decidestogether that the time i s right to get marr ied.The man usually giveshis f iancee a diamond r ing as
27、a symboI of thei r engagement.They may beengaged for weeks,months or even years.As the big day approaches,bridalshowers and bachelor5 s parties provide many usefuI gifts.Today manycouples also receive counseIing during engagement.This prepares themfor the cha11enges of married Iife.At last it s time
28、 for the wedding.Although most weddings fol lowIong-heId traditions,there1 s s t ill room for American individual ism.For example,the usual place for a wedding is in a church.But some peopIeget marr ied outdoors in a scenic spot.A few even have the ceremony whilesky-diving or riding on horseback!The
29、 couple may invite hundreds ofpeopIe or just a few close friends.They choose their own style of colors,decorat i ons and mus i c dur i ng the ceremony.But some th i ngs rare I y change.The bride usually wears a beautiful,long white wedding dress.Shetraditionally wears nsomething oldf something new,s
30、omething borrowedand someth i ng blue1.The groom wears a forma I suit or tuxedo.Severalclose friends participate in the ceremony as attendants,including thebest man and the maid of honor.As the ceremony begins,the groom and his attendants stand with theminister,facing the audience.Music signals the
31、entrance of the bride,s attendants,foI I owed by the beaut i fuI bride.Nervously,the youngcouple repeats their vows.Traditional ly,they promise to love each otherfor better,for worse,for richer,for poorer,in sickness and in health1.But somet i mes the coup I e has composed thei r own vows.They give
32、each othera gold r ing to symbo I ize thei r marriage commitment.Final ly the ministerannounces the big moment:I now pronounce you man and wife.You may kissyour bride!HAt the wedding reception,the bride and groom greet their guests.Thenthey cut the wedding cake and feed each other a bite.Guests ming
33、le whi Ieenjoying cake,punch and other treats.Later the bride throws her bouquetof flowers to a group of single girls.Tradition says that the one whocatches the bouquet w ill be the next to marry.During the reception,playful friends decorate the couple*s car with tissue paper,tin cansand a Just Marr
34、ied sign.When the reception i s over,the new I yweds runto their“decorated car and speed off.Many coup Ies take a honeymoon,a one-to-two-week vacat i on trip,to celebrate thei r new marriage.Almost every culture has rituals to signaI a change in one s Iife.Marriage is one of the most basic I ife cha
35、nges for peopIe of al I cultures.So it1 s no surpr ise to f ind many trad it ions about gett ing marr ied.evenin America.Yet each coup Ie foI Iows the traditions in a way that i suniquely thei r own.The word business1 occurs twice in the firs t paragraph,what does thesecond business1 1 meanA.Trade.B
36、.Affair.C.Duty.D.Right.9.B TEXT C(/B)In its modern form the concept of I iterature die not emerge ear I ierthan e i ghteenth century and was not fu lly deve I oped unt i I the n i neteenthcentury.Yet he conditions for its emergence had been developing sincethe Renaissance.The word itse lf came into
37、Engl ish use in the fourteenthcentury,following French and Latin precedents;its root was Latin I itter,a letter of the alphabet.Litterature,in the common ear ly spel I ing,wasthen in effect a condit ion of reading:of being abIe to read and of havingread.It was often close to the sense of modern I it
38、eracy,which was notin the Ianguage untiI the late nineteenth century,its introduction inpart made necessary b the movement of Iiterature to a different sense.The normal adjective associated with Iiterature was I iterate.Literaryappeared in the sense of read ing abi I ity and ex per ience in the seve
39、nteenthcentury,and did not acquire its spec i a Ii zed modern mean i ng untiI theeighteenth century.Literature as a new category was ten a specialization of the areaformer Iy categor ized as rhetor ic and grammar:a special i zat ion to readingand,in the material contex t of the deveIopment of printi
40、ng,to theprinted word and especial ly the book,It was eventual ly to become a moregeneral category than poetry or the ear I ier poesy,which had been generalterms for imaginative composition,but which in relation to thedeveIopment of Iiterature became predominantly specialized,from theseventeenth cen
41、tury,to metrical compos i t i on and espec i a I I y written andprinted metrical composition.B ut Iiterature was never pr imar ily theactive composition-the making1-which poetry had described.Asreading rather than writing,it was a category of different kind.Thecharacteristic use can be seen in B aco
42、n H.learned in al I I iterature anderudition,divine and humane-and as late as Johnson r,he had probablymore than common I iterature,as his son addresses him in one of his mostelaborate Latin poems.Literature,that is to say,was a category ofuse an condition rather than of production.It was a particul
43、arspecial ization of what had hitherto been seen as an activity or practice,and a specializationf in the circumstances,which was inevitably madein terms of soc i a I class.In its fi rst ex tended sense,beyond the baresense of 111 iteracy it was a definition of pol iten or“humane“learning,and thus sp
44、ecified a part interacted w ith a p e rs is t end emphasis on“lite ra tu re“as reading in he cla ssica l n I anguages.But s t ill,in hisf i rs t stage,in to the eighteenth century,Iite ra tu re was pr imar ily ageneralized soc i a I concept,expressing a c e rta in (m inority)level ofeducational achi
45、evement.This carded w ith it a potent i a I and eventuallyrealized a lte rn a tiv e d e fin itio n o f Iite ra tu re as“printed books:ntheobjects in and through which th is achievement was demonstrated.I t is im portant that,w ith in the terms o f th is deveIopment,I ite ra tu re normal ly incIuded
46、al I printed books.There was not necessarysp e c ia liz a tio n to im aginative works.L ite ra tu re was s t ill p rim a rilyreading a b ility and experience,and th is included philosophyv h istory,and essays as we I I as poems.Were the new e i ghteenth century noveIsI ite ra tu re That question was
47、 f ir s t approached,not by d e fin itio n o fth e ir mode or content,but by reference to the standards o f pol ite orhumane learning.Was drama Iite ra tu re This question was to exercisesuccessive generations,not because o f any substantial d iffic u lty butbecause o f the pract ical I im its o f h
48、e category.I f I ite ra tu re was reading,could a mode w ritte n fo r spoken performance be said to be I ite ra tu re,and if not,where was ShakespeareAt one level the d e fin itio n indicated by th is deveIopment haspersisted.L ite ra tu re lo st its ear Iie s t sense o f reading a b ility andreadin
49、g experience,and became an apparently o b jective category,o fprinted works o f a c e rta in qua I ity.The concerns o f a n I ite ra ry e d ito r1 1a MI ite ra ry supplement1 1 would s t ill be def ined in th is way.But threecomp Ii cat i ng tendencies can then be d i s t i ngu i shed:f ir s t,a s h
50、 ift from1 1 learning to ta ste or sensibi I ity 1 as a cr ite r ion def ining I ite ra ryqua Iity;second,an increasing spec i a Ii zat i on o f Iite ra tu re to“c re a tiv e”or H im aginative works;th i rd,a deveIopment o f the concepto f tra d itio nr,w ith in nationaI terms,re s u ltin g in the m