四川师范大学考博英语真题（2019-2023年）

四川师范大学2023年考博英语真题

一、汉译英（25分）

近日，中共中央办公厅、国务院办公厅印发了《关于进一步减轻义务教育阶段学生作业负担和校外培训负担的意见》，并发出通知，要求各地区各部门结合实际认真贯彻落实。

总体要求。全面压减作业总量和时长，减轻学生过重作业负担。提升学校课后服务水平，满足学生多样化需求。坚持从严治理，全面规范校外培训行为。大力提升教育教学质量，确保学生在校内学足学好。强化配套治理，提升支撑保障能力。扎实做好试点探索，确保治理工作稳妥推进。精心组织实施，务求取得实效。

二、英译汉（25分）

Earlier this week, Ocado, an online supermarket in the UK, told customers that it had “limited capacity” in transporting ice cream. Why? Because the price of natural gas in British Gas has risen sharply, which has hit the supply of CO in Britain. This has led to a decrease in the supply of dry ice used by supermarkets to keep food refrigerated (small trucks), so there is no ice cream available.

The Nmini crisis has been quickly resolved, at least for now. However, this does not mean that you should not worry. This event is a time mark of our dependence on fossil fuels. Despite our optimistic attitude towards wind and solar energy, the use of oil and natural gas permeates every aspect of our economic and social life in a certain way. This will be the case for decades to come.

Mike Bemers Lee elaborates on this challenge in his recently updated book “Without Planet B”. When we talk about the transition from fossil fuels to clean energy, we are not discussing the amount of energy we currently use and producing it in different ways. On the contrary, our goals are always moving. The more energy we can obtain, the more energy we use, even though our efficiency is increasing.

Energy usage will continue to rise, and energy transformation often takes a long time and will never end. We just pile up news resources on top of the old ones. The traditional biomass used in the world (such as wood) is similar to 100 years ago. We are busy waiting. This will change. But it won’t be as fast as you think at night. In 2019, renewable energy met 33%of our new power generation needs. This is the beginning. But 40% of the energy comes from natural gas.

四川师范大学2019年考博英语真题

Part I Reading Comprehension (30%, 1.5 points each)

Directions: Read Passage One and Passage Two. Answer the questions below each passage by choosing A, B, C or D. Please write your answers on the ANSWER SHEET.

Passage One

In cooperative learning, students help other students within groups of four to five persons in an effort to reach goals. Adaptations of cooperative learning can be effective at many age levels from the late elementary grades up through adult levels. It can be used in both second-and foreign-language teaching situations.

In cooperative learning there is an interdependence established among the students in each group as they strive for the achievement of group or individual objectives. This technique draws from both behaviorism and humanism. On the one hand, it frequently offers group rewards (in the form of points or grades) as its prime motivation; on the other, it urges students to develop more fully their own individual identities while respecting those of others. It must be remembered, however, that the students should be cognitively able to handle its challenges in whatever situations the teacher wishes to incorporate it.

The results of studies done on cooperative learning indicate great potential for some aspects of the method to produce academic success, especially in classes of mixed ethnicity. In almost all the studies (89%) in which group rewards were based on individual achievement, there were noted achievement gains. On the other hand, in studies in which only individual grades were given, or a group grade was given based on a group product, achievement was roughly the same as that found in the control classes. Moreover, several studies indicated that medium to low achievers seem to benefit most and that their accomplishments were not made to the detrimental of high achievers.

One drawback of cooperative learning, if it is used extensively at beginning to intermediate levels with second or foreign-language students, is the possibility of early fossilization. It is reported that students who are not proficient in the target language do not provide adequate models for each other. This is not to say, however, that all nonnative peer grouping should be avoided. On the contrary, such groups can provide comfortable environments in which the students can practice giving output and negotiating for meaning. The danger, it would seem, comes when nonnative peers are the major source of input during the language acquisition process. Though learners cannot provide each other with the accurate grammatical and sociolinguistic input that native speakers can provide them, learners can offer each other genuine communicative practice, including the negotiations for meaning that may aid second language acquisition.

1. Cooperative learning can be effectively adapted, according to the passage, at many age levels except _______.

A. the kindergarten level

B. the elementary level

C. the middle school level

D. the university level

2. Cooperative learning, according to the passage, is theoretically based on ______.

A. grammatical theory

B. behaviorism theory

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