剑桥英语五级考试词汇选择题精练及详解

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剑桥英语五级考试词汇选择题精练及详解

剑桥英语五级考试词汇选择题精练及详解

导语：想要积累更多的词汇，就要多做习题，这样才能巩固词汇。下面是我提供的剑桥英语五级考试词汇选择题精练，做完记得对答案哦!

1. I‘ve got into the of watching TV as soon as I get home.

A. habit

B. practice

C. custom

D. exercise

2. We fail one student per year on 。

A. maximum

B. minimum

C. average

D. level

3. I hardly see around here.

A. nobody

B. somebody

C. anybody

D. no one

4. Her performance got mixed 。

A. speech

B. review

C. ideas

D. thoughts

5. The child is really highly 。

A. music

B. musical

C. musician

D. museum

【参考答案】

1. A2. C3. C4. B5. B

【知识点】

1. 句意：我已经养成了一到家就看电视的习惯。

Habit， practice， custom这三个名词一般含义都为“习惯”。

habit指个人的“习惯”，通常用于表示做事、思考问题或行为举止的不自觉的方式方法。

practice既可表示个人的'也可表示社会的“习惯”，这种“习惯”从性质上看是一种反复不断的或是有先把性的行为或者方法。

custom具有habit和practice的一切含义，些外，custom还指长期而广泛采用的行为或方法，即风欲习惯，它不仅有指导意义，而且具有必须遵循的意义。

exercise：练习;训练。

固本题选A. habit。

2. 句意：我们平均每年有一个学生不及格。

on (an) average：通常;按平均，average可以不与定冠词连用。

on the level：诚实地，直率地，level必须与定冠词连用。

固本题选C. average。

3. 句意：这附近我几乎看不到一个人。

no body与no one adj. 没有任何人;

somebody：有人;某人，常用于肯定句;

anybody：任何人，常用于否定句或疑问句。

本题中的副词hardly含否定意义，后面应用anybody，固选C。

4. 句意：她的演出所得评论毁誉参半。本题考查近意词辨析。

speech：发言;说话的能力;言语

review：评论，指就某作品或表演等的内容、优缺点等发表个人意见

ideas：想法;念头

thoughts：想法;看法;念头

5. 句意：这个孩子的音乐天分确实很高。

此处应填形容词，选项中只有musical能用做形容词，且符合题意，故B为正确答案。

;

北京外国语大学硕士研究生《英语能力测试（写作）》考试试题

《英语能力测试(写作)》是北京外国语大学英语语言文学硕士研究生专业的重要考试科目，英语学院研究生教育包括英语文学、语言学与应用语言学、翻译学、美国研究、英国研究、澳大利亚研究、加拿大研究和爱尔兰研究等方向，重视系统的专业知识传授和严格的研究方法训练。课程设置旨在夯实英语功底，拓展学术视野，培养具有人文素养、独立研究能力和开拓精神的高级外语专门人才。北京外国语大学硕士研究生《英语能力测试(写作)》考试试题如下：

I. Summarize the main points in the following article (in about 200 words) and write a commentary (in about 500 words) on the issue under discussion, relating it to Chinese reality. (70 points)

Gregory Currie, a professor of philosophy at the University of Nottingham, recently argued that we ought not to claim that literature improves us as people, because there is no “compelling evidence that suggests that people are morally or socially better for reading Tolstoy” or other great books.

Actually, there is such evidence. Raymond Mar, a psychologist at York University in Canada, and Keith Oatley, a professor emeritus of cognitive psychology at the University of Toronto, reported in studies published in 2006 and 2009 that individuals who often read fiction appear to be better able to understand other people, empathize with them and view the world from their perspective. This link persisted even after the researchers factored in the possibility that more empathetic individuals might choose to read more novels. A 2010 study by Mar found a similar result in young children: the more stories they had read to them, the keener their “theory of mind,” or mental model of other people’s intentions.

“Deep reading”—as opposed to the often superficial reading we do on the Web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.

Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions—Should I click on this link or not—allowing him to remain fully immersed in the narrative.

That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.

None of this is likely to happen when we’re reading online. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the Web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. For example, Britain’s National Literacy Trust earlier released the results of a study of 34,910 young people aged 8 to 16. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.

To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of Proust and the Squid: The Story and Science of the Reading Brain. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual.

The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.

This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to “meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they’ve never been, a place only deep reading can take them.

II. Write an essay (in about 600 words) on the topic below. Your essay should be clear in structure, logical in reasoning and accurate and appropriate in language. (80 points)

Topic

Literature is a nation’s unique cultural heritage and a passage to understanding the soul of the nation. In your opinion, in what ways are Chinese writers important in cross cultural dialogue between China and the West and what role can they play in this endeavour

考研政策不清晰？同等学力在职申硕有困惑？院校专业不好选？点击底部官网，有专业老师为你答疑解惑，211/985名校研究生硕士/博士开放网申报名中：

剑桥英语五级考试词汇选择题精练及详解

剑桥英语五级考试词汇选择题精练及详解

导语：想要积累更多的词汇，就要多做习题，这样才能巩固词汇。下面是我提供的剑桥英语五级考试词汇选择题精练，做完记得对答案哦!

1. I‘ve got into the of watching TV as soon as I get home.

A. habit

B. practice

C. custom

D. exercise

2. We fail one student per year on 。

A. maximum

B. minimum

C. average

D. level

3. I hardly see around here.

A. nobody

B. somebody

C. anybody

D. no one

4. Her performance got mixed 。

A. speech

B. review

C. ideas

D. thoughts

5. The child is really highly 。

A. music

B. musical

C. musician

D. museum

【参考答案】

1. A2. C3. C4. B5. B

【知识点】

1. 句意：我已经养成了一到家就看电视的习惯。

Habit， practice， custom这三个名词一般含义都为“习惯”。

habit指个人的“习惯”，通常用于表示做事、思考问题或行为举止的不自觉的方式方法。

practice既可表示个人的'也可表示社会的“习惯”，这种“习惯”从性质上看是一种反复不断的或是有先把性的行为或者方法。

custom具有habit和practice的一切含义，些外，custom还指长期而广泛采用的行为或方法，即风欲习惯，它不仅有指导意义，而且具有必须遵循的意义。

exercise：练习;训练。

固本题选A. habit。

2. 句意：我们平均每年有一个学生不及格。

on (an) average：通常;按平均，average可以不与定冠词连用。

on the level：诚实地，直率地，level必须与定冠词连用。

固本题选C. average。

3. 句意：这附近我几乎看不到一个人。

no body与no one adj. 没有任何人;

somebody：有人;某人，常用于肯定句;

anybody：任何人，常用于否定句或疑问句。

本题中的副词hardly含否定意义，后面应用anybody，固选C。

4. 句意：她的演出所得评论毁誉参半。本题考查近意词辨析。

speech：发言;说话的能力;言语

review：评论，指就某作品或表演等的内容、优缺点等发表个人意见

ideas：想法;念头

thoughts：想法;看法;念头

5. 句意：这个孩子的音乐天分确实很高。

此处应填形容词，选项中只有musical能用做形容词，且符合题意，故B为正确答案。

;

北京外国语大学硕士研究生《英语能力测试（写作）》考试试题

《英语能力测试(写作)》是北京外国语大学英语语言文学硕士研究生专业的重要考试科目，英语学院研究生教育包括英语文学、语言学与应用语言学、翻译学、美国研究、英国研究、澳大利亚研究、加拿大研究和爱尔兰研究等方向，重视系统的专业知识传授和严格的研究方法训练。课程设置旨在夯实英语功底，拓展学术视野，培养具有人文素养、独立研究能力和开拓精神的高级外语专门人才。北京外国语大学硕士研究生《英语能力测试(写作)》考试试题如下：

I. Summarize the main points in the following article (in about 200 words) and write a commentary (in about 500 words) on the issue under discussion, relating it to Chinese reality. (70 points)

Gregory Currie, a professor of philosophy at the University of Nottingham, recently argued that we ought not to claim that literature improves us as people, because there is no “compelling evidence that suggests that people are morally or socially better for reading Tolstoy” or other great books.

Actually, there is such evidence. Raymond Mar, a psychologist at York University in Canada, and Keith Oatley, a professor emeritus of cognitive psychology at the University of Toronto, reported in studies published in 2006 and 2009 that individuals who often read fiction appear to be better able to understand other people, empathize with them and view the world from their perspective. This link persisted even after the researchers factored in the possibility that more empathetic individuals might choose to read more novels. A 2010 study by Mar found a similar result in young children: the more stories they had read to them, the keener their “theory of mind,” or mental model of other people’s intentions.

“Deep reading”—as opposed to the often superficial reading we do on the Web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.

Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions—Should I click on this link or not—allowing him to remain fully immersed in the narrative.

That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.

None of this is likely to happen when we’re reading online. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the Web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. For example, Britain’s National Literacy Trust earlier released the results of a study of 34,910 young people aged 8 to 16. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.

To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of Proust and the Squid: The Story and Science of the Reading Brain. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual.

The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.

This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to “meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they’ve never been, a place only deep reading can take them.

II. Write an essay (in about 600 words) on the topic below. Your essay should be clear in structure, logical in reasoning and accurate and appropriate in language. (80 points)

Topic

Literature is a nation’s unique cultural heritage and a passage to understanding the soul of the nation. In your opinion, in what ways are Chinese writers important in cross cultural dialogue between China and the West and what role can they play in this endeavour

考研政策不清晰？同等学力在职申硕有困惑？院校专业不好选？点击底部官网，有专业老师为你答疑解惑，211/985名校研究生硕士/博士开放网申报名中：