2022年重慶大學英語考試真題卷

（本卷共分為1大題50小題，作答時間為180分鐘，總分100分，60分及格。）

單位：姓名：考號:

題號單選題多項選擇判斷題綜合題總分

分值

得分

一、單項選擇題(共50題，每題2分。每題的備選項中，只有一個最符合題意)

1.{{B}}PassageTwo{{/B}}

Aftertheyear1958,amoremodernSupremeCourtagreedwithJustice

Helen.Inahistoricdecisionin1954itheldthatIawsthatforeingblack

studentstogotoraciallysegregatedschooIsviolatedtheUS

ConstitutionbecausesuchschoolscouldneverbeequaI.Theopinionof

theCourtwasthat"toseparate(bIackschooIchiIdren)from

other-solelybecauseoftheirracegeneratesafeelingofinferiority-

thatmayaffecttheirheartsandmindsinawayuniikelyevertobeundone".

TheSupremeCourt*sdecisionin1954ledtochangeswhichbrought

anendtothesystemofsegregatedpubIiceducationinthesouthernstates.

However,problemsinracerelationscontinuedtotroublethepubIic

schools,eventhoughschoolswerelegallydesegregatedthroughoutthe

country.

BlackAmericanswerestillmainlyintheIowestincomeand

occupationaIgroupsandfrequentlyIivedinsIumsinthenation,slargest

cities.ThepubIicschoolsintheseareaswerecomposedpredominantly

orentirelyofblackstudentsandoftensharedtheneighborhoodproblems

ofhighcrimeratesandotherformsofsociaIdisorder.TheschooIsin

thebIacksIumswereclearIyunequaItothoseinthepredominantIywhite.

middleclassneighborhoods.

TheprobIemofschooIswhereraciaIseparationresuItsfromthemakeup

ofneighborhoodsratherthanfromlawsrequiringsegregationexistsin

alIpartsoftheUnitedStates,notjustintheSouth.Numerousefforts

tosolvethisprobIemhavenotsucceededverywell.ThemostcontroversiaI

methodusedtodealwithunequalneighborhoodschoolswasthebusingof

schooIchiIdrenfromtheirhomeneighborhoodstoschooIsinmoredistant

neighborhoodsinordertoachieveagreatermixtureofblackandwhite

chiIdreninalIschools.

BlackchiIdrenfrompoororslumneighborhoodswerebusedtoschooI

inpredominantlywhitemiddleclassneighborhoods,andstudentsIiving

inthemiddle-classneighborhoodswerebusedintothepoorerblack

neighborhoodschools.AnewquestiondealingwithracialequaIityin

educationwasbroughttotheSupremeCourtinthelate1970s.Thequestion

deaItwiththeadmissionpoliciesofprofessionaIschooIssuchasmedicaI

andlawschools,whichareattachedtomanyofthenation'scolleges

anduniversities.SomeoftheseschooIshaveattemptedtodomorethan

treatalIappIicantsequaIly.Manyhavetriedinrecentyearstomake

upforpastdiscriminationagainstbIacksandotherminoritiesbysetting

asideacertainnumberofpIacesspecificallyforappIicantsfromthese

groups,thispracticecametobedescribedassettingminorityquotas,

loweringsomewhattheacademicstandardsforadmissionforaIimited

numberofminorityappIicants.

FromParagraph1,wecaninferthatJusticeHelenadvocated.

A.blackstudentstogotoraciallysegregatedschools

B.thatitwasunlawfultoforceNegrochildrentoattendracially

segregatedschools

C.thatblackstudentsshouldn'tattendschoolswithwhiteclassmates

D.thattheschoolsblackchildrenattendedwereoflittledifference

2.

{{B}{PassageTwo

Questions29to31arebasedontheconversationyouhavejustheard.H/B}}

A.HecanstaywithhisrelativesintheUS.

B.Hecanplayhide-and-seekwithAmericanboys.

C.Hemusthaveatemporaryhomeandgotoschool.

D.HeshouldbesentbacktoCuba.

3.

{{B}}PassageThree

Questions32to35arebasedontheconversationyouhavejustheard.{{/B}}

A.ItisdifficultforpeoplelivinginaStoneAgeculturetomoveinto

amodernworld.

B.Inventionisanewideatomodernpeople.

C.Theabilitytobringtrainedpeopletogethertosolveproblemshows

manisbright.

D.Whatweneedisdemandsfromotherstoworkforabetterfuture.

4.

{{B}}H0WSATsWork{{/B}}

TestsareafactofIifethroughoutourschooIcareers,butoneof

themostimportant,and,tosomethescariest,ofthemalIistheSAT

-thatthree-hourexamthat*ssupposedtomeasureahighschooIstudent1

schanceofacademicsuccessinthefirstyearofcollege.Somecolleges

considerSATscoresmajorfactorsintheiradmissionprocess,while

othersviewhighschooIacademicperformance,alongwithrecommendations

ThenewerSAT11:SubjectTests,formerlytheCo11egeBoard

AchievementTests,areintendedtomeasureastudent1sknowledgeofa

particularsubject,suchasEnglish(writingorIiterature),historyand

sociaIsciences,mathematics(variouslevels),sciences,andIanguages

(Chinese,French,German,modernHebrew,Italian,Japanese,Latin,

Spanish,English).SomecollegesrequireoneormoreSATIItests,but

eveniftheyaren*trequired,SAT11testsscorescanhelpyoupresent

amorepersonalizedportfoliothatiIlustrateshowwe11youwouldfit

ataparticularschool.MostcollegesuseSAT11scoresnotforadmission

purposesbutforprogrampIacementandcounseling.SAT11testsaregiven

onasiightIydifferentschedulefromtheSATI.Generally,SATIItests

areonehourlongandconsistofmultiplechoicequestions.Thereare

exceptions.Forexample,theWritingTesthas40minutesof

mu11ipIe-choicequestionsanda20-minutewritingsample.

Todecidewhichsubjecttestshouldbetaken,first,makealistof

alIthecollegesyou'reconsidering.Thenreviewtheircatalogsor

websitestofindoutiftheyrequireSubjectTestscoresforadmission

and,ifso,whichones.UseyourIistofcolIegesandth?iradmission

requirementstohelpplanyourhighschoolcourseschedule.Forexample,

aco11egetowhichyouplantoapplymayrequireaIanguageSubjectTest

scoreormightexemptyoufromafirst-yearcourserequirementifyou

dowellonaIanguageSubjectTest.

Inaddition,theCo11egeBoardwebsitecanbesearchedforinformation

aboutSubjectTestrequirementsatspecificcolleges.

{{B}}WhenIstheSATTaken{{/B}}

Generally,thelatestyoucantakeyourSATsandbeeligiblefor

admissioninthenextacademicyearisinthefaIIofyoursenioryear

ofhighschooI.You,11wanttocheckappIicationdeadIinesatschools

inwhichyou'reinterestedtobesureyourscoreswi11makeitinon

time.(YoucanalsotakeadvantageoftheCo11egeBoard1snew

phone-for-resuItsservice.You*11bechargedafeebutyou,11getyour

scoresabout10daysearIier.)Increasingly,studentsaretakingtheSAT

inthesummerbeforetheirsenioryears,inthe11thgradeandevenas

earlyasthe10thgrade.

It,sveryimportanttoregisterearlyfortheSATtoavoidthedeadIine

rush,sincetestingsitescanfiIIupquicklyandforceyoutogotoone

fartheraway.(DeadIinesareusuaIlyaboutamonthorsixweeksbefore

theactuaItest).Youcanregisteronlinenowbutonceyou've

A.Becausetherewillbefewertestingsitesnearthedeadline.

B.Becausetheywillnothaveenoughtimetoprepareiftheyregistertoo

1atp.

C.Becausetherewi11usuallybetoomanypeopletakingthetestnearthe

deadline.

D.Becausetheycanonlyregisteronlineiftheydoittoolate.

5.

({B}}Questions11to18arebasedontheconversationyouhavejust

heard.{{/B}}

A.JoeboughtFred'scar.

B.Themanisjoking.

C.Fred'scarisnobgood.

D.ThemanwantsJack,scar.

6.{{B}}PassageTwo{{/B}}

Aftertheyear1958,amoremodernSupremeCourtagreedwithJustice

Helen.Inahistoricdecisionin1954itheldthatIawsthatforcingblack

studentstogotoraciallysegregatedschoolsviolatedtheUS

ConstitutionbecausesuchschoolscouldneverbeequaI.Theopinionof

theCourtwasthat"toseparate(bIackschooIchiIdren)from

other-solelybecauseoftheirracegeneratesafeeIingofinferiority-

thatmayaffecttheirheartsandmindsinawayunlikelyevertobeundone".

TheSupremeCourt*sdecisionin1954ledtochangeswhichbrought

anendtothesystemofsegregatedpubIiceducationinthesouthernstates.

However,problemsinracerelationscontinuedtotroublethepubIic

schools,eventhoughschoolswereIega11ydesegregatedthroughoutthe

country.

BlackAmericanswerestillmainlyinthelowestincomeand

occupationaIgroupsandfrequentlyIivedinsIumsinthenation,slargest

cities.ThepubIicschooIsintheseareaswerecomposedpredominantly

orentirelyofblackstudentsandoftensharedtheneighborhoodproblems

ofhighcrimeratesandotherformsofsociaIdisorder.TheschooIsin

theblacksIumswereclearlyunequaItothoseinthepredominantlywhite,

middleclassneighborhoods.

TheprobIemofschooIswhereraciaIseparationresuItsfromthemakeup

ofneighborhoodsratherthanfromlawsrequiringsegregationexistsin

alIpartsoftheUnitedStates,notjustintheSouth.Numerousefforts

tosolvethisprobIemhavenotsucceededverywell.ThemostcontroversiaI

methodusedtodealwithunequalneighborhoodschoolswasthebusingof

schooIchiIdrenfromtheirhomeneighborhoodstoschooIsinmoredistant

neighborhoodsinordertoachieveagreatermixtureofblackandwhite

chiIdreninalIschools.

BlackchiIdrenfrompoororslumneighborhoodswerebusedtoschooI

inpredominantlywhitemiddleclassneighborhoods,andstudentsIiving

inthemiddle-classneighborhoodswerebusedintothepoorerblack

neighborhoodschools.AnewquestiondeaIingwithracialequaIityin

educationwasbroughttotheSupremeCourtinthelate1970s.Thequestion

deaItwiththeadmissionpoliciesofprofessionaIschooIssuchasmedicaI

andlawschools,whichareattachedtomanyofthenation1scolleges

anduniversities.SomeoftheseschooIshaveattemptedtodomorethan

treatalIapplicantsequally.Manyhavetriedinrecentyearstomake

upforpastdiscriminationagainstbIacksandotherminoritiesbysetting

asideacertainnumberofpIacesspecificallyforapplicantsfromthese

groups,thispracticecametobedescribedassettingminorityquotas,

loweringsomewhattheacademicstandardsforadmissionforaIimited

numberofminorityapplicants.

In1954,theraciallysegregatedschooIwasgraduallyoutofexistence

A.Southernstates

B.America

C.NewYork

D.NorthernStates

7.

{{B}}PassageOne{{/B}}

Thereisaphenomenainthepresent.Theaveragenumberofauthors

onscientificpapersisskyrocketing.Whatisthemainreasonforit

That,spartlybecauselabsarcbigger,problemsaremorecompIicated,

andmoredifferentsubspecialtiesareneeded.Butit'salsobecauseUS

governmentagenciesIiketheNationaIInstitutesofHealth(NIH)have

startedtopromote"teamsciencen.AsphysicsdeveIopedinthepost-WorId

War11era,federalfundsbuiltexpensivenationalfaciIities,andthese

servedassurfacesonwhichcollaborationscouldcrystalIizenaturally.

Yetmultipleauthorship-howevergooditmaybeinotherways-

presentsforjournalsandfortheinstitutionsinwhichtheseauthors

work.Forthejournals,longIistsofauthorsarehardtodeaIwithin

themselves.ButthoselongIistsgiverisetomoreseriousquestions

whensomethinggoeswrongwiththepaper.Ifthereisresearchmisconduct,

shouldtheliabilitybejointandseveral,accruingtoalIauthorsIf

not,thenhowshoulditbeaIlocatedamongthemIfthereisanhonest

mistakeinonepartoftheworkbutnotinothers,howshouldanevaluator

aimhisorherreview

Variouspracticalorimpracticalsuggestionshaveemergedduringthe

Iong-standingdebateonthisissue.OneisthateachauthorshouIdprovide,

andthejournalshouldthenpubIish,anaccountofthatauthor*s

particularcontributiontothework.Butadifferentviewoftheproblem,

andperhapsofthesolution,comesaswegettouniversitycommitteeon

appointmentsandpromotions,whichiswheretheauthorshiprubberreally

meetstheroad.HalfaIifetimeofinvoIvementwiththisprocesshas

taughtmehowmuchauthorshipmattars.Ihavewatchedcommittees

attemptingtodecodesequencesofnames,agonizeoverwhetheramuchcited

paperwasreallythecandidate1sworkoracoauthor*s,andsendback

recommendationsaskingformorespecificityaboutthedivisionof

responsibiIity.

Problemsofthiskindchangetheargument,supportingthecasefor

askingauthorstodefinetheirownroIes.AfteralLifquaIityjudgments

aboutindividuaIsaretobemadeonthebasisoftheirpersonal

contributions,thenthejudgesbetterknowwhattheydid.Butifquestions

ariseaboutthevalidityoftheworkasawhole,whetheraschaIIenges

toitsconductorasevaluationsofitsinfluenceinthefield,ateam

isateam,andthemembersshouldsharethecreditortheblame.

Accordingtothepassage,authorshipisimportantwhen.

A.practicalorimpracticalsuggestionsoftheauthorsarcconsidered

B.appointmentsandpromotionsoftheauthorsareinvolved

C.evaluatorsneedtoreviewthepublicationoftheauthors

D.thepublicationoftheauthorshasbeconcmuch-cited

8.

{{B}}H0WSATsWork{(/B)}

TestsareafactofIifethroughoutourschooIcareers,butoneof

themostimportant,and,tosomethescariest,ofthemalIistheSAT

-thatthree-hourexamthat1ssupposedtomeasureahighschooIstudent,

schanceofacademicsuccessinthefirstyearofcollege.Someco11eges

considerSATscoresmajorfactorsintheiradmissionprocess,while

othersviewhighschooIacademicperformance,alongwithrecommendations

andextracurricularactivities,equaIly,orevenmoreimportantIy.No

matterwhereyou1reheaded,ifyou*reahighschoolstudent,theSAT

isimportanttoyoubecausemostcoIIegesrequirestudentstoreport

eitherSATorACTAssessment(anothertest)scores.

{{B}}WhatIstheSAT{{/B}}

Firstofall,SATnolongerstandsforScholasticAptitudeTest(學

術性傾向測驗)，theoriginalnameofthetestwhenitwasintroducedin

1941.AIthoughyoumaystillseethatnameoccasionaIIy,theCoIlegeBoard,

thenot-for-profiteducationaIassociationthatsponsorstheSATs,

decidedtolettheacronymstandonitsownasawayofaddressing

controversyaboutthemeaningoftheword''aptitude".TheCo11egeBoard

alsorejectedthealternative"ScholasticAssessmentTest".(English

teachersprobabIypointedoutthatthisnamewasredundant,since

assessmentmeanstest.)

TheSATImeasuresverbalandmathreasoningabilitiesthatyou'

vedeveIopedthroughoutyourschooIyears.Themultiple-choicetest,

deveIopedbythenot-for-profitEducationaITestingService,isintended

toletstudentsdemonstratetheirverbalandmathabiIitieswithout

regardtothekindofschooIingthey*vehad.AccordingtotheCo11ege

Board,thetestlooksforastudent,sabiIitytounderstandandanalyze

writtenmaterial,todrawinferences,todifferentiateshadesofmeaning,

todrawconclusionsandsolvemathproblemsalIskillsthatarenecessary

forsuccessincollegeandtheworkworld.

TheAmericanCollegeTesting(ACT).Assessment,whichwasintroduced

in1959,isanalternativetotheSATthatvirtuallyalIcollegesand

universitiesnowaccept.Developersofthetesttoutitforits

curricuIum-basedquestions,sayingthattheirtestismoredirectly

reIatedtowhatisactuallytaughtinhighschooI.

{{B}}What*stheSAT11{{/B}}

ThenewerSATII:SubjectTests,formerlytheCollegeBoard

AchievementTests,areintendedtomeasureastudent'sknowledgeofa

particularsubject,suchasEnglish(writingorIiterature),historyand

sociaIsciences,mathematics(variouslevels),sciences,andlanguages

(Chinese,French,German,modernHebrew,Italian,Japanese,Latin,

Spanish,English).SomecollegesrequireoneormoreSAT11tests,but

eveniftheyaren,trequired,SATIItestsscorescanheIpyoupresent

amorepersonalizedportfoliothatiIlustrateshowweIIyouwouldfit

ataparticularschooI.MostcoIIegesuseSAT11scoresnotforadmission

purposesbutforprogrampIacementandcounseling.SAT11testsaregiven

onasIightIydifferentschedulefromtheSATI.Generally,SAT11tests

areonehourlongandconsistofmultiplechoicequestions.Thereare

exceptions.Forexample,theWritingTesthas40minutesof

mu11ipIe-choicequestionsanda20-minutewritingsample.

Todecidewhichsubjecttestshouldbetaken,first,makealistof

alIthecollegesyou'reconsidering.Thenreviewtheircatalogsor

websitestofindoutiftheyrequireSubjectTestscoresforadmission

and,ifso,whichones.UseyourIistofcollegesandtheiradmission

requirementstohelpplanyourhighschoolcourseschedule.ForexampIe,

aco11egetowhichyouplantoapplymayrequireaIanguageSubjectTest

scoreormightexemptyoufromafirst-yearcourserequirementifyou

dowellonaIanguageSubjectTest.

Inaddition,theCo11egeBoardwebsitecanbesearchedforinformation

aboutSubjectTestrequirementsatspecificcolleges.

{{B}}WhenIstheSATTaken{{/B}}

GeneraIly,thelatestyoucantakeyourSATsandbeeligiblefor

admissioninthenextacademicyearisinthefa11ofyoursenioryear

ofhighschooI.You,11wanttocheckappIicationdeadIinesatschooIs

inwhichyou*reinterestedtobesureyourscoreswiIImakeitinon

time.(YoucanaIsotakeadvantageoftheCoIIegeBoard1snew

phone-for-resuItsservice.You'11bechargedafeebutyou'11getyour

scoresabout10daysearIier.)Increasingly,studentsaretakingtheSAT

inthesummerbeforetheirsenioryears,inthe11thgradeandevenas

earlyasthe10thgrade.

It'sveryimportanttoregisterearlyfortheSATtoavoidthedeadIine

rush,sineetestingsitescanfiIIupquicklyandforceyoutogotoone

fartheraway.(DeadIinesareusuallyaboutamonthorsixweeksbefore

theactuaItest).Youcanregisteronlinenowbutonceyou've

A.Afterseveralyearsofstudy.

B.Immediatelywhenyoufinishthecourse,

C.Whenyouhavealargeinformationsource.

D.Rightafteraholidaywhenyourmindisrefreshed.

9.

{{B}}PassageOne{{/B}}

Thereisaphenomenainthepresent.Theaveragenumberofauthors

onscientificpapersisskyrocketing.Whatisthemainreasonforit

That'spartlybecauselabsarcbigger,problemsaremorecompIicated,

andmoredifferentsubspecialtiesareneeded.Butit,salsobecauseUS

governmentagenciesIiketheNationaIInstitutesofHealth(NIH)have

startedtopromote"teamscience".Asphysicsdevelopedinthepost-WorId

War11era,federalfundsbuiltexpensivenationalfaciIities,andthese

servedassurfacesonwhichcollaborationscouldcrystalIizenaturally.

Yetmultipleauthorship-howevergooditmaybeinotherways-

presentsforjournalsandfortheinstitutionsinwhichtheseauthors

work.Forthejournals,longIistsofauthorsarehardtodeaIwithin

themselves.ButthoselongIistsgiverisetomoreseriousquestions

whensomethinggoeswrongwiththepaper.Ifthereisresearchmisconduct,

shouIdtheliabilitybejointandseveraI,accruingtoaIIauthorsIf

not,thenhowshoulditbeaIlocatedamongthemIfthereisanhonest

mistakeinonepartoftheworkbutnotinothers,howshouldanevaluator

aimhisorherreview

Variouspracticalorimpracticalsuggestionshaveemergedduringthe

Iong-standingdebateonthisissue.OneisthateachauthorshouIdprovide,

andtheJournalshouldthenpubIish,anaccountofthatauthor1s

particularcontributiontothework.Butadifferentviewoftheproblem,

andperhapsofthesolution,comesaswegettouniversitycommitteeon

appointmentsandpromotions,whichiswheretheauthorshiprubberreally

meetstheroad.HalfaIifetimeofinvoIvementwiththisprocesshas

taughtmehowmuchauthorshipmattars.Ihavewatchedcommittees

attemptingtodecodesequencesofnames,agonizeoverwhetheramuchcited

paperwasreallythecandidate*sworkoracoauthor,s,andsendback

recommendationsaskingformorespecificityaboutthedivisionof

responsibiIity.

Problemsofthiskindchangetheargument,supportingthecasefor

askingauthorstodefinetheirownroIes.Aftera111ifquaIityjudgments

aboutindividuaIsaretobemadeonthebasisoftheirpersonal

contributions,thenthejudgesbetterknowwhattheydid.Butifquestions

ariseaboutthevalidityoftheworkasawhole,whetheraschaIlenges

toitsconductorasevaluationsofitsinfluenceinthefield,ateam

isateam,andthemembersshouldsharethecreditortheblame.

Whethermultipleauthorsofapapershouldbetakencollectivelyor

individuallydependson

A.whetherjudgmentsaremadeaboutthepaperoritsauthors

B.whetheritisthecreditortheblamethattheauthorsneedtoshare

C.howmanyauthorsareinvolvedinthepaper

D.wherethepaperhasbeenpublished

10.{{B})PassageTwo{{/B}}

Aftertheyear1958,amoremodernSupremeCourtagreedwithJustice

Helen.Inahistoricdecisionin1954itheldthatlawsthatforeingblack

studentstogotoraciallysegregatedschoolsviolatedtheUS

ConstitutionbecausesuchschoolscouldneverbeequaI.Theopinionof

theCourtwasthat"toseparate(bIackschooIchiIdren)from

other-solelybecauseoftheirracegeneratesafeeIingofinferiority-

thatmayaffecttheirheartsandmindsinawayuniikelyevertobeundone".

TheSupremeCourt,sdecisionin1954ledtochangeswhichbrought

anendtothesystemofsegregatedpubIiceducationinthesouthernstates.

However,problemsinracerelationscontinuedtotroublethepubIic

schools,eventhoughschoolswereIegaIIydesegregatedthroughoutthe

country.

BlackAmericanswerestillmainlyinthelowestincomeand

occupationaIgroupsandfrequentlyIivedinsIumsinthenation,slargest

cities.ThepubIicschooIsintheseareaswerecomposedpredominantly

orentirelyofblackstudentsandoftensharedtheneighborhoodproblems

ofhighcrimeratesandotherformsofsociaIdisorder.Theschoolsin

thebIacksIumswereclearlyunequaItothoseinthepredominantlywhite,

middleclassneighborhoods.

TheprobIemofschooIswhereraciaIseparationresuItsfromthemakeup

ofneighborhoodsratherthanfromlawsrequiringsegregationexistsin

alIpartsoftheUnitedStates,notjustintheSouth.Numerousefforts

tosolvethisprobIemhavenotsucceededverywell.ThemostcontroversiaI

methodusedtodealwithunequalneighborhoodschoolswasthebusingof

schooIchiIdrenfromtheirhomeneighborhoodstoschooIsinmoredistant

neighborhoodsinordertoachieveagreatermixtureofblackandwhite

chiIdreninalIschools.

BlackchiIdrenfrompoororsIumneighborhoodswerebusedtoschooI

inpredominantlywhitemiddleclassneighborhoods,andstudentsIiving

inthemiddle-classneighborhoodswerebusedintothepoorerblack

neighborhoodschooIs.AnewquestiondeaIingwithracialequaIityin

educationwasbroughttotheSupremeCourtinthelate1970s.Thequestion

deaItwiththeadmissionpoliciesofprofessionaIschooIssuchasmedicaI

andlawschools,whichareattachedtomanyofthenation*scolleges

anduniversities.SomeoftheseschooIshaveattemptedtodomorethan

treatalIapplicantsequally.Manyhavetriedinrecentyearstomake

upforpastdiscriminationagainstbIacksandotherminoritiesbysetting

asideacertainnumberofplacesspecificallyforapplicantsfromthese

groups,thispracticecametobedescribedassettingminorityquotas,

loweringsomewhattheacademicstandardsforadmissionforaIimited

numberofminorityapplic