2022年福建考研英语考试模拟卷（3）.docx

2022年福建考研英语考试模拟卷（3）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.Text 4Bold faced, with a hyphen and ending in the adjectival -ed, was coined by Shake speare in Henry VI, Part I, when Lord Talbot, rescuing his son on a French battlefield, spoke of his proud desire of bold-faced Victorie. It was picked up in the 19th century by typesetters to describe a type-like Clarendon, Antique or a thick version of Bodoni-that stood out confidently, even impudently, from the page. The adjective was used in an 1880 article in The New York Times (we were hyphenated then): One of the handbills distributed by the Ku Klux Klan, noted, a disapproving reporter, was printed in bold-faced type on yellow paper.Newspaper gossip columnists in the 30’s, to catch the reader’s eye, began using this bold type for the names that made news in what was then called cafe society (in contrast to high society, whose members claimed to prefer to stay out of those columns).In our time, the typeface metaphor was applied to a set of famous human faces. A fashion reporter-John Duka of The Times-was an early user of the phrase, as he wrote acerbically on Sept. 22, 1981: At the overheated parties at Calvin Klein’s apartment, Saks Fifth Avenue, Bergdorf Goodman and Studio 54, the bold-faced names said the week had been so crammed that they were feeling a little under the breath, you know. Rita Kempley of The Washington Post noted in 1987 the sought-after status of a bold-faced name in People magazine; by 1999, Alan Peppard of The Dallas Morning News recalled to Texas Monthly that he began with a social column, but now we live in an age of celebrity, and there are very few people who care about what the debutantes are doing. So I call it celebrity, society, famous people, rich people, bold-faced names.The New York Times, which never had, does not have and is grimly determined never to have a gossip column, introduced a people column in 2001. (When its current editor, Joyce Wadler, took a six-week break recently, she subheaded that item with a self-mocking Air Kiss! Smooch! Ciao!) The column covers the doings of celebrities, media biggies, fashion plates, show-biz stars, haut monde notables, perennial personages and others famous for their fame. Its confident, fashionable and modern moniker became the driving force behind the recent popularization of the phrase with the former compound adjective, now an attributive noun: Bold-faced Names.The contents of "people column" in The New York Times include（）Athe doings of celebrities.Bthe doings of media biggies, fashion plates.Cthe doings of show-biz stars, haut-monde notables, perennial personages.Dall of the above.2.The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would (1) if they had a lunch appointment with a friend, the average American student (2) lateness as 19 minutes after the (3) time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes.In an American university., students are expected to arrive at the appointed (4) Classes not only begin, but also end at the (5) time in the United States. In the Brazilian class, only a few students left the class at noon; many (6) past 12:30 to discuss questions. (7) arriving late may not be very important in Brazil, (8) is staying late. The (9) for these differences is complicated. People from Brazilian and North American (10) have different feeling about lateness. In Brazil, the students believe that a person who usually (11) than a person who is always (12) . In fact, .Brazilians expect a person with (13) or prestige to arrive late, while in the United States lateness is usually (14) disrespectful and unacceptable. (15) , if a Brazilian is late for an appointment with a North American , the American may misinterpret the (16) and become angry.As a result of his study, the professor learned that the Brazilian students were not being (17) to him. Instead, they were simply be having in the (18) way for a Brazilian student in Brazil. Eventually, the professor was able to (19) his own behavior so that he could feel (20) in the new culture.1（）Aat the timeBin no timeCahead of timeDon time3.The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would (1) if they had a lunch appointment with a friend, the average American student (2) lateness as 19 minutes after the (3) time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes.In an American university., students are expected to arrive at the appointed (4) Classes not only begin, but also end at the (5) time in the United States. In the Brazilian class, only a few students left the class at noon; many (6) past 12:30 to discuss questions. (7) arriving late may not be very important in Brazil, (8) is staying late. The (9) for these differences is complicated. People from Brazilian and North American (10) have different feeling about lateness. In Brazil, the students believe that a person who usually (11) than a person who is always (12) . In fact, .Brazilians expect a person with (13) or prestige to arrive late, while in the United States lateness is usually (14) disrespectful and unacceptable. (15) , if a Brazilian is late for an appointment with a North American , the American may misinterpret the (16) and become angry.As a result of his study, the professor learned that the Brazilian students were not being (17) to him. Instead, they were simply be having in the (18) way for a Brazilian student in Brazil. Eventually, the professor was able to (19) his own behavior so that he could feel (20) in the new culture.2（）AappearedBreportedCremainedDreturned4.The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would (1) if they had a lunch appointment with a friend, the average American student (2) lateness as 19 minutes after the (3) time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes.In an American university., students are expected to arrive at the appointed (4) Classes not only begin, but also end at the (5) time in the United States. In the Brazilian class, only a few students left the class at noon; many (6) past 12:30 to discuss questions. (7) arriving late may not be very important in Brazil, (8) is staying late. The (9) for these differences is complicated. People from Brazilian and North American (10) have different feeling about lateness. In Brazil, the students believe that a person who usually (11) than a person who is always (12) . In fact, .Brazilians expect a person with (13) or prestige to arrive late, while in the United States lateness is usually (14) disrespectful and unacceptable. (15) , if a Brazilian is late for an appointment with a North American , the American may misinterpret the (16) and become angry.As a result of his study, the professor learned that the Brazilian students were not being (17) to him. Instead, they were simply be having in the (18) way for a Brazilian student in Brazil. Eventually, the professor was able to (19) his own behavior so that he could feel (20) in the new culture.4（）AdefinedBregardedCdescribedDexpected5.The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would (1) if they had a lunch appointment with a friend, the average American student (2) lateness as 19 minutes after the (3) time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes.In an American university., students are expected to arrive at the appointed (4) Classes not only begin, but also end at the (5) time in the United States. In the Brazilian class, only a few students left the class at noon; many (6) past 12:30 to discuss questions. (7) arriving late may not be very important in Brazil, (8) is staying late. The (9) for these differences is complicated. People from Brazilian and North American (10) have different feeling about lateness. In Brazil, the students believe that a person who usually (11) than a person who is always (12) . In fact, .Brazilians expect a person with (13) or prestige to arrive late, while in the United States lateness is usually (14) disrespectful and unacceptable. (15) , if a Brazilian is late for an appointment with a North American , the American may misinterpret the (16) and become angry.As a result of his study, the professor learned that the Brazilian students were not being (17) to him. Instead, they were simply be having in the (18) way for a Brazilian student in Brazil. Eventually, the professor was able to (19) his own behavior so that he could feel (20) in the new culture.3（）AinstantBminuteCmomentDhour6.The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would (1) if they had a lunch appointment with a friend, the average American student (2) lateness as 19 minutes after the (3) time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes.In an American university., students are expected to arrive at the appointed (4) Classes not only begin, but also end at the (5) time in the United States. In the Brazilian class, only a few students left the class at noon; many (6) past 12:30 to discuss questions. (7) arriving late may not be very important in Brazil, (8) is staying late. The (9) for these differences is complicated. People from Brazilian and North American (10) have different feeling about lateness. In Brazil, the students believe that a person who usually (11) than a person who is always (12) . In fact, .Brazilians expect a person with (13) or prestige to arrive late, while in the United States lateness is usually (14) disrespectful and unacceptable. (15) , if a Brazilian is late for an appointment with a North American , the American may misinterpret the (16) and become angry.As a result of his study, the professor learned that the Brazilian students were not being (17) to him. Instead, they were simply be having in the (18) way for a Brazilian student in Brazil. Eventually, the professor was able to (19) his own behavior so that he could feel (20) in the new culture.6（）AcountriesBcustomsCculturesDcontinent7.The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would (1) if they had a lunch appointment with a friend, the average American student (2) lateness as 19 minutes after the (3) time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes.In an American university., students are expected to arrive at the appointed (4) Classes not only begin, but also end at the (5) time in the United States. In the Brazilian class, only a few students left the class at noon; many (6) past 12:30 to discuss questions. (7) arriving late may not be very important in Brazil, (8) is staying late. The (9) for these differences is complicated. People from Brazilian and North American (10) have different feeling about lateness. In Brazil, the students believe that a person who usually (11) than a person who is always (12) . In fact, .Brazilians expect a person with (13) or prestige to arrive late, while in the United States lateness is usually (14) disrespectful and unacceptable. (15) , if a Brazilian is late for an appointment with a North American , the American may misinterpret the (16) and become angry.As a result of his study, the professor learned that the Brazilian students were not being (17) to him. Instead, they were simply be having in the (18) way for a Brazilian student in Brazil. Eventually, the professor was able to (19) his own behavior so that he could feel (20) in the new culture.7（）AdiscussedBagreedCdecidedDsettled8.The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would (1) if they had a lunch appointment with a friend, the average American student (2) lateness as 19 minutes after the (3) time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes.In an American university., students are expected to arrive at the appointed (4) Classes not only begin, but also end at the (5) time in the United States. In the Brazilian class, only a few students left the class at noon; many (6) past 12:30 to discuss questions. (7) arriving late may not be very important in Brazil, (8) is staying late. The (9) for these differences is complicated. People from Brazilian and North American (10) have different feeling about lateness. In Brazil, the students believe that a person who usually (11) than a person who is always (12) . In fact, .Brazilians expect a person with (13) or prestige to arrive late, while in the United States lateness is usually (14) disrespectful and unacceptable. (15) , if a Brazilian is late for an appointment with a North American , the American may misinterpret the (16) and become angry.As a result of his study, the professor learned that the Brazilian students were not being (17) to him. Instead, they were simply be having in the (18) way for a Brazilian student in Brazil. Eventually, the professor was able to (19) his own behavior so that he could feel (20) in the new culture.10（）AprobableBspecialCappropriateDparticular9.The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would (1) if they had a lunch appointment with a friend, the average American student (2) lateness as 19 minutes after the (3) time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes.In an American university., students are expected to arrive at the appointed (4) Classes not only begin, but also end at the (5) time in the United States.