2023年福建公共英语考试模拟卷（9）.docx
2023年福建公共英语考试模拟卷（9）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.BText 3/B Greek mythology is largely made up of stories about gods and goddesses, but it must not be read as a kind of Greek Bible, an account of the Greek religion. According to the most modern idea, a real myth has nothing to do with religion. It is an explanation of something in nature; how, for instance, any and everything in the universe came into existence: men, animals, this or that tree or flower, the sun, the moon, the stars, storms, eruptions, earthquakes, all that is and all that happens. Thunder and lightning ale caused when Zeus hurls his thunderbolt. A volcano erupts because a terrible creature is imprisoned in the mountain and every now and then struggles to get free. The Dipper (大熊星座), the constellation (星座) called also the Great Bear, does not set below the horizon because a goddess once was angry at it and decreed (命令) that it should never sink into the sea. Myths ale early science, the result of mens first trying to explain what they saw around them. But there are many so-called myths which explain nothing at all. These tales are pure entertainment, the sort of thing people would tell each other on a long winters evening. The story of Pygmalion (皮格马利翁) and Galatea is all example; it has no conceivable connection with any event in nature. Neither has the Quest of the Golden Fleece (录找金羊毛), nor Orpheus (奥菲士，竖琴圣手) and Eurydice, nor many another. This fact is now generally accepted; and we do not have to try to find in every mythological heroine the moon or the dawn and in every heros life a sun myth. The stories are early literature as well as early science. But religion is there, too. In the background, to be sure, but nevertheless plain to see. From Homer through the tragedians and even later, there is a deepening realization of what human beings need and what they must have in their gods.Myths are early science because they _. Aexplain the natural eventsBteach about the historyChave nothing to do with religionDreflect peoples expectations 2.B Text/B Reading involves looking at graphic symbols and formulating mentally the sounds and ideas they represent. Concepts of reading have changed U (26) /U over the centuries. During the 1950s and 1960s especially, increased attention has been devoted to U (27) /U the reading process. U (28) /U specialists agree that reading U (29) /U a complex organization of higher mental U (30) /U, they disagreeU (31) /U the exact nature of the process. Some experts, who regard language primarily as a code using symbols to represent sounds, U (32) /U reading as simply the decoding of symbols into the sounds they stand U (33) /U. These authorities U (34) /U that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is U (35) /U related to thinking, and that a child who pronounces sounds without U (36) /U their meaning is not truly reading. The reader, U (37) /U some, is not just a person with a theoretical ability to read but one who U (38) /U reads. Many adults, although they have the ability to read, have never read a book in its U (39) /U. By some expert they would not be U (40) /U as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one use. By the most U (41) /U and satisfactory definition, reading is the ability to U (42) /U the sound-symbols code of the language, to interpret meaning for various U (43) /U, at various rates, and at various levels of difficulty, and to do U (44) /U widely and enthusiastically. U (45) /U, reading is the interpretation of ideas through the use of symbols representing sounds and ideas. AofBaboutCforDinto 3.BText 3/B Greek mythology is largely made up of stories about gods and goddesses, but it must not be read as a kind of Greek Bible, an account of the Greek religion. According to the most modern idea, a real myth has nothing to do with religion. It is an explanation of something in nature; how, for instance, any and everything in the universe came into existence: men, animals, this or that tree or flower, the sun, the moon, the stars, storms, eruptions, earthquakes, all that is and all that happens. Thunder and lightning ale caused when Zeus hurls his thunderbolt. A volcano erupts because a terrible creature is imprisoned in the mountain and every now and then struggles to get free. The Dipper (大熊星座), the constellation (星座) called also the Great Bear, does not set below the horizon because a goddess once was angry at it and decreed (命令) that it should never sink into the sea. Myths ale early science, the result of mens first trying to explain what they saw around them. But there are many so-called myths which explain nothing at all. These tales are pure entertainment, the sort of thing people would tell each other on a long winters evening. The story of Pygmalion (皮格马利翁) and Galatea is all example; it has no conceivable connection with any event in nature. Neither has the Quest of the Golden Fleece (录找金羊毛), nor Orpheus (奥菲士，竖琴圣手) and Eurydice, nor many another. This fact is now generally accepted; and we do not have to try to find in every mythological heroine the moon or the dawn and in every heros life a sun myth. The stories are early literature as well as early science. But religion is there, too. In the background, to be sure, but nevertheless plain to see. From Homer through the tragedians and even later, there is a deepening realization of what human beings need and what they must have in their gods.The author, in regard to modem ideas on myth _. Ais impressed and agrees with themBrefuses to accept any of themCadds to them new points of viewDnone of the above 4.B Text/B Reading involves looking at graphic symbols and formulating mentally the sounds and ideas they represent. Concepts of reading have changed U (26) /U over the centuries. During the 1950s and 1960s especially, increased attention has been devoted to U (27) /U the reading process. U (28) /U specialists agree that reading U (29) /U a complex organization of higher mental U (30) /U, they disagreeU (31) /U the exact nature of the process. Some experts, who regard language primarily as a code using symbols to represent sounds, U (32) /U reading as simply the decoding of symbols into the sounds they stand U (33) /U. These authorities U (34) /U that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is U (35) /U related to thinking, and that a child who pronounces sounds without U (36) /U their meaning is not truly reading. The reader, U (37) /U some, is not just a person with a theoretical ability to read but one who U (38) /U reads. Many adults, although they have the ability to read, have never read a book in its U (39) /U. By some expert they would not be U (40) /U as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one use. By the most U (41) /U and satisfactory definition, reading is the ability to U (42) /U the sound-symbols code of the language, to interpret meaning for various U (43) /U, at various rates, and at various levels of difficulty, and to do U (44) /U widely and enthusiastically. U (45) /U, reading is the interpretation of ideas through the use of symbols representing sounds and ideas. AviewBlookCreassureDagree 5.B Text/B Reading involves looking at graphic symbols and formulating mentally the sounds and ideas they represent. Concepts of reading have changed U (26) /U over the centuries. During the 1950s and 1960s especially, increased attention has been devoted to U (27) /U the reading process. U (28) /U specialists agree that reading U (29) /U a complex organization of higher mental U (30) /U, they disagreeU (31) /U the exact nature of the process. Some experts, who regard language primarily as a code using symbols to represent sounds, U (32) /U reading as simply the decoding of symbols into the sounds they stand U (33) /U. These authorities U (34) /U that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is U (35) /U related to thinking, and that a child who pronounces sounds without U (36) /U their meaning is not truly reading. The reader, U (37) /U some, is not just a person with a theoretical ability to read but one who U (38) /U reads. Many adults, although they have the ability to read, have never read a book in its U (39) /U. By some expert they would not be U (40) /U as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one use. By the most U (41) /U and satisfactory definition, reading is the ability to U (42) /U the sound-symbols code of the language, to interpret meaning for various U (43) /U, at various rates, and at various levels of difficulty, and to do U (44) /U widely and enthusiastically. U (45) /U, reading is the interpretation of ideas through the use of symbols representing sounds and ideas. AbyBtoCoffDfor 6.B Text/B Reading involves looking at graphic symbols and formulating mentally the sounds and ideas they represent. Concepts of reading have changed U (26) /U over the centuries. During the 1950s and 1960s especially, increased attention has been devoted to U (27) /U the reading process. U (28) /U specialists agree that reading U (29) /U a complex organization of higher mental U (30) /U, they disagreeU (31) /U the exact nature of the process. Some experts, who regard language primarily as a code using symbols to represent sounds, U (32) /U reading as simply the decoding of symbols into the sounds they stand U (33) /U. These authorities U (34) /U that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is U (35) /U related to thinking, and that a child who pronounces sounds without U (36) /U their meaning is not truly reading. The reader, U (37) /U some, is not just a person with a theoretical ability to read but one who U (38) /U reads. Many adults, although they have the ability to read, have never read a book in its U (39) /U. By some expert they would not be U (40) /U as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one use. By the most U (41) /U and satisfactory definition, reading is the ability to U (42) /U the sound-symbols code of the language, to interpret meaning for various U (43) /U, at various rates, and at various levels of difficulty, and to do U (44) /U widely and enthusiastically. U (45) /U, reading is the interpretation of ideas through the use of symbols representing sounds and ideas. AcontentBcontendCcontemptDcontact 7.B Text/B Reading involves looking at graphic symbols and formulating mentally the sounds and ideas they represent. Concepts of reading have changed U (26) /U over the centuries. During the 1950s and 1960s especially, increased attention has been devoted to U (27) /U the reading process. U (28) /U specialists agree that reading U (29) /U a complex organization of higher mental U (30) /U, they disagreeU (31) /U the exact nature of the process. Some experts, who regard language primarily as a code using symbols to represent sounds, U (32) /U reading as simply the decoding of symbols into the sounds they stand U (33) /U. These authorities U (34) /U that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is U (35) /U related to thinking, and that a child who pronounces sounds without U (36) /U their meaning is not truly reading. The reader, U (37) /U some, is not just a person with a theoretical ability to read but one who U (38) /U reads. Many adults, although they have the ability to read, have never read a book in its U (39) /U. By some expert they would not be U (40) /U as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one use. By the most U (41) /U and satisfactory definition, reading is the ability to U (42) /U the sound-symbols code of the language, to interpret meaning for various U (43) /U, at various rates, and at various levels of difficulty, and to do U (44) /U widely and enthusiastically. U (45) /U, reading is the interpretation of ideas through the use of symbols representing sounds and ideas. AinexplicablyBinexpressiblyCinextricablyDinexpediently 8.B Text/B Reading involves looking at graphic symbols and formulating mentally the sounds and ideas they represent. Concepts of reading have changed U (26) /U over the centuries. During the 1950s and 1960s especially, increased attention has been devoted to U (27) /U the reading process. U (28) /U specialists agree that reading U (29) /U a complex organization of higher mental U (30) /U, they disagreeU (31) /U the exact nature of the process. Some experts, who regard language primarily as a code using symbols to represent sounds, U (32) /U reading as simply the decoding of symbols into the sounds they stand U (33) /U. These authorities U (34) /U that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is U (35) /U related to thinking, and that a child who pronounces sounds without U (36) /U their mea
