15-16-2大英四级模拟题第1套试题

2015-2016-2大学英语四级模拟题第一套

Part One Writing

(30 minutes)

Directions:For this part, you are allowed 30 minutes to write a short essay. You should start your essay with a brief description of the picture and then express your views on the importance of reading literature. You should write at least 120 words but no more than 180 words.

Part II Listening Comprehension Section A

(25 minutes)

Directions:In this section, you will hear three news reports. At the end of each news report, you

will hear two or three questions. Both the news report and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Questions 1 and 2 will be based on the following news item.

1. A) A rocket has been successfully launched.

B) There was a rocket hitting the moon. C) A deep dark hole appeared on the moon D) There was an amazing finding made by LRO.

2. A) Some form of water existed on the moon.

’s South Pole.

B) The water on the moon was as much as in the desert. C) There was a lot of rocket remaining on the moon surface. D) A large area has been affected by the rocket.

Questions 3 and 4 will be based on the following news item.

3. A) Babies.

B) Old men. C) Young men. D) Doctors.

4. A) Because their babies are particularly weak.

B) Because the flu vaccines are too difficult to reach. C) Because the flu vaccines can be lifesaving for them. D) Because this is the decision made by the committee. Questions 5 to 7 will be based on the following news item.

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5. A) A lightning strike started the fire.

B) The Great Ocean Road attracted many tourists. C) Traffic was very busy on Christmas Day. D) Residents were forced to leave their homes.

6. A) The hot and windy weather might expand bushfires.

B) There will be a strong earthquake.

C) Their homes were destroyed by the fires on Christmas Day. D) The temperatures will fall down soon.

7. A) On Christmas Day.

B) On December 19th. D) On a windy day.

C) In winter. Section B

Directions:In this section, you will hear two long conversations. At the end of each conversation,

you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. Conversation One

Questions 8 to 11 are based on the conversation you have just heard.

8. A) To make the man feel happy.

B) To persuade the man to shop with his kids. C) To convince the man Christmas is worth spending. D) To prevent the man from spending too much shopping.

9. A) At a Christmas party.

B) Not long before Christmas. D) On some day of April. C) Enjoyment. D) Limiting his wife

D) Indifference. ’ s expense.

B) Trying to earn more money.

C) At the New Year

10. A) Expectation.

’ s Eve. B) Complaint.

11. A) Paying off Christmas bills.

C) Preparing for Christmas. Conversation Two

Questions 12 to 15 are based on the conversation you have just heard.

12. A) He doesn ’ t feel like dointg. i

B) He thinks it doesn D) It is not funny at all. C) Go cycling.

’ t suit him. D) Dine out.

C) It will take too much time.

13. A) Go hill walking.

B) Go swimming.

14. A) It has existed for a long time. B) It enjoys very good business. D) It is located on a busy street. B) He didn

’ t want to get a table himself.

C) The owner of the restaurant is an Italian.

15. A) He cannot get the meal ready so early.

C) He thinks it Section C

’ s too early to have lunchD. ) He has to go and see a relative before then.

Directions: In this section, you will hear three passages. At the end of each passage, you will hear

some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. Passage One

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Questions 16 to 18 are based on the passage you have just heard.

16. A) Cheap clothes.

B) Expensive clothes. C) Fashionable clothes. D) Casual clothes. B) They seldom lose their temper. D) They enjoy modern dances.

17. A) They enjoy loud music.

C) They want to have children. B) The speaker

18. A) The speaker goes to bed very late and her sister gets up early.

’ s twin sister often brings friends home and his annoys her.

’ t.

C) The speaker likes to keep things neat while her twin sister doesn D) They can ’ t agree on the color of the room and furniture. Passage Two

Questions 19 to 22 are based on the passage you have just heard.

19. A) The great number of people engaged in cigarette producing.

B) The rapid development of cigarette-making machines. C) The rapid development of cigarette-making factories. D) The increasing output of tobacco.

20. A) Forty-three.

B) Thirty-one. D) Forty-six.

C) Seventy-five.

21. A) Income, years of schooling and job type.

B) Family background and work environment. C) Education and mood.

D) Occupation and influence of family members.

22. A) City people smoke less than people living on farms.

B) Better-educated men tend to smoke more heavily than other men. C) Better-educated women tend to smoke more heavily than other women. D) A well-paid man is likely to smoke more packs of cigarettes per day. Passage Three

Questions 23 to 25 are based on the passage you have just heard.

23. A) The speed and journey of the fastest rocket soaring to the sun.

B) The brightness of the sun and its distance from the earth. C) The size and heat of the sun compared with other stars. D) The total heat and time a column of ice needs to melt.

24. A) 93 million degrees Centigrade.

B) 10,000 degrees Fahrenheit. D) Over 2,000 degree Fahrenheit.

C) 10,000 degrees Centigrade.

B) Most of the sun

25. A) The sun casts its light to millions of other stars.

’ s heat and light are received on the earth.

C) More resources from the sun will make the earth even prosperous. D) Appropriate amount of heat and light makes life on the earth possible. Part IIIReading Comprehension Section A Directions:

In this section, there is a passage with ten blanks. You are required to select one

word fore each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than

(40 minutes)

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once.

Questions 26 to 35 are based on the following passage.

Pearls are valuable white gems from the ocean. Actually they are produced by oysters, small shell fish living on the bottom of the ocean.

Only some oysters will make pearls. Oysters 26 _____ pearls only when they are hurt, or injured, by sand. If a grain of sand enters the oyster's shell, it becomes 27 _____ because the rough grain of sand irritates its 28 ______, soft skin.

The oyster tries to protect itself by producing a white 29______ that looks like milk. The oyster covers the sand with a 30______ fluid which protects itself. Later the white liquid becomes hard and forms a shell, or a bead, around the sand. At this time a pearl is beginning to 31_____. The white pearl grows slowly inside the oyster's shell. Usually, it takes about six or seven years for the oyster to produce a pearl.

Of course, not all oysters produce pearls even though most oysters 32_____ take sand into their shells. Only sand which the oyster cannot get rid of will 33______ it. In other words, if an oyster \"swallows\" some sand, it will try to \"split it out\". If the oyster cannot get rid of the sand, thenit will produce the white fluid to protect itself. 34 ______, only about one in a thousand oysters will produce a pearl; fewer than 1 percent.

35 ______, some pearl manufacturers have discovered how to make oysters produce pearls.These pearl manufacturers—such as the Mikimoto Company in Japan—try to produce pearls instead of finding them. A) However D) hurt G) smooth J) milky M) occasionally Section B

B) Therefore E) Actually H) liquid K) form N) compose

C) produce F) rough I) solid L) irritate O) harm

Directions:In this section, you are going to read a passage with ten statements attached to it.

Each statement contains information given in one of the paragraphs. Identify the

paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Write the corresponding letter for each statement on Answer Sheet 2.

No, Seriously: No Excuses

A. In the early days of the education reform movement, a decade or so ago, you'd often hear from reformers a powerful rallying cry,\"No excuses.\" For too long, they said, poverty had been used as an excuse by complacent (自满的 ) educators and bureaucrats who refused to believe that poor students could achieve at high levels. Reform-minded school leaders took the opposite approach, insisting that students in the South Bronx should be held to the same standards as kids in Scarsdale. Amazingly enough, those high expectations often paid off, producing test results at some low-income urban schools that would impress parents in any affluent suburb,

B. Ten years later, you might think that reformers would be feeling triumphant. Spurred in part by the Obama administration's Race to the Top initiative, many states have passed laws reformers have long advocated: allowing for more charter schools, weakening teachers' tenure ( 终生职

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位) protections, compensating teachers in part based on their students performance. But in fact, the mood in the reform camp seems increasingly anxious and defensive.

C. Last month, Diane Ravitch, an education scholar who has emerged as the most potent critic of the reform movement, wrote an Op Ed for this newspaper arguing that raising high poverty schools to consistently high levels of proficiency is much more difficult and less common than reformers make it out to be. When politicians hold up specific schools in low income neighborhoods as success stories, Ravitch wrote, those successes often turn out, on closer examination, to be less spectacular than they appear. She mentioned the Bruce Randolph School in Denver, which President Obama singled out as an example of \"what good schools can do,\" and the Urban Prep Academy in Chicago's Englewood neighborhood. Each school graduates a very high percentage of its seniors, but, Ravitch said, test scores at those schools suggested that students were below average in the basic academic skills necessary for success in college and in life.

D. The backlash(激烈反应 ) was quick and intense. Duncan said that Ravitch was \"insulting all of the hardworking teachers, principals and students all across the country who are proving her wrong every day. \" Jonathan Alter, a columnist for Bloomberg View, wrote that she was \"sliming reformers\" and later, when he and Ravitch appeared together on a Denver radio show, accused her of \"abusing statistics\" in her analysis of the schools achievement test scores. E. The Bruce Randolph school, Alter explained, \"should not be compared to other Colorado schools in affluent neighborhoods\" ; to consider Randolph's scores alongside those of white, middle class schools was like \"comparing apples and oranges.\" Instead, he argued, the school should be judged on the \"stunning\" fact that its ninth grade writing proficiency rates had doubled since 2007, improving to 15 percent of the class from 7 percent, and that its ninth grade math proficiency rates had risen to 14 percent of the class from 5 percent.

F. A week later, the founder of Urban Prep, Tim King, took to the Huffington Post to defend his school against Ravitch's charges. King acknowledged that just 17 percent of his 11th grade students passed the statewide achievement test last year, while in the Chicago public schools as a whole, the comparable figure was 29 percent. But echoing Alter's fruit metaphor, he wrote thatRavitch was comparing \"apples to grapefruits\" by holding the students at Urban Prep, who are almost all black males from low-income families, to the standards of \" children from all across Chicago. \"

Q. To point out the obvious: These are excuses. In fact, they are the very same excuses for failure that the education reform movement was founded to oppose. (If early reformers believed in anything, it was that every student is an apple. ) And not only are they excuses;they aren't even particularly persuasive ones. By any reasonable measure, students at Bruce Randolph are doing very badly. The average ACT score at Randolph last year was 14, the second lowest average of any high school in Denver, placing students in the bottom 10 percent of ACT test takers nationwide. In the middle school, composite scores on state tests put students at the first percentile(百分位 ) in reading and writing (meaning that at 99 percent of Colorado schools, students are scoring better, and at the fifth percentile in math.As for Urban Prep: demographic data show that the school's students are not, in fact, disadvantaged grapefruits among well to do apples when compared with the city's student population as a whole; 84 percent of its students are low income and 99. 8 percent arenonwhite, while in Chicago public schools, 86 percent of students are low income and 91 percent are nonwhite.

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H. We can quibble (推托 )about fruit all day, but a more productive response would be to recommit to the principle that 15 (or 17) percent proficiency just isn't good enough, no matter where you live. To acknowledge this fact is not to say that reform is doomed; it is not blaming students or insulting teachers. It is merely reminding ourselves that the 83 percent of 11th grade students at Urban Prep who didn't pass the state exam, and the 85 percent of 9th grade students at Bruce Randolph who didn't pass the state writing test, deserve better.

I. So why are some reformers resorting to excuses? Most likely for the same reason that urban educators from an earlier generation made excuses: successfully educating large numbers of low income kids is very, very hard. But it is not impossible, as reformers have repeatedly demonstrated on a small scale. To achieve systemwide success, though, we need a shift in strategy.

J. The reformers policy goals are, in most cases, quite worthy. Yes, contracts should be renegotiated so that the best teachers are given incentives (激励，鼓励 ) to teach in the poorest schools, and yes, school systems should extend the school day and school year for low income students, as many successful charter schools have done. But these changes are not nearly sufficient. As Paul Reville, the Massachusetts secretary of education, wrote recently in Education Week, traditional reform strategies \"will not, on average, enable us to overcome the barriers to student learning posed by the conditions of poverty. \" Reformers also need to take concrete steps to address the whole range of factors that hold poor students back. That doesn't mean sitting around hoping for Utopian social change. It means supplementing classroom strategies with targeted, evidencebasedinterventions outside the classroom: working intensively with the most disadvantaged families to improve home environments for young children; providing high quality early childhood education to children from the neediest families; and, once school begins, providing low income students with a robust system of emotional and psychological support, as well as academic support.

K. School reformers often portray these efforts as a distraction from their agenda — something for someone else to take care of while they do the real work of wrestling with the teachers unions. But in fact, these strategies are essential to the success of the school reform movement. Pretending they are not is just another kind of excuse.

26. In Chicago public schools, the percentage of low-income students is higher than that of Urban

Prep.

27. To acknowledge that 15 (or 17) percent proficiency just isn't good enough is reminding

ourselves that those who didn't pass the state exam deserve better.

28. Those strategies for helping low incomes out are essential to the success of the school reform

movement.

29. Urban educators from an earlier generation made excuses that successfully educating large

numbers of low income kids is very hard but not impossible.

30. The ninthgrade math proficiency rates of Bruce Randolph School had risen by 9 percent. 31. Diane Ravitch was charged with \"abusing statistics\" on a Denver radio show. 32. Reformers need to provide low income students with a robust system of emotional,

psychological supports and academic support.

33. Diane Ravitch thought that raising high-poverty schools to consistently high levels of

proficiency is much more difficult and less common than what reformers expect.

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34. The students at Urban Prep are almost all black males from low income families.

35. Allowing for more charter schools, weakening teachers' tenure protections and compensating

teachers in part based on their students' performance are long-term goals for reformers. Section C

Directions:There are 2 passages in this section. Each passage is followed by some questions or

unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet1with a single line through the centre. Passage One

Questions 46 to 50 are based on the following passage.

What does the typical American or Canadian usually eat? Most people think that the typical North American diet consists of fast foods — hamburgers and French fries. It also includes convenience foods, usually frozen or canned, \"junk food\without much food value — candy, potato chips, cereal with lots of sugar but no vitamins — and so on. This diet is very high in sugar, salt, fat, and cholesterol ( 胆固醇 ) and the choice of food does not provide much good nutrition. However, eating habits are changing. North Americans are becoming more interested in good health, and nutrition is an important part of health. People are eating less red meat and fewer eggs, and they are eating more chicken and fish. They know that chicken and fish are better for their health than meat or eggs because these foods do not contain much fat or cholesterol. Some foods might cause health problems, and people want to stay away from them.

For health reasons, many people are also buying more fresh vegetables. They may eat them without cooking them first, or they might cook them quickly in very little water because they want to keep the vitamins.

The \"typical\" North American diet now includes food from many different countries. More ethnic restaurants are opening in big cities in the United States and Canada. Foods from Japan, Thailand, Mexico, West Africa, China, and India are very popular.

How are we going to eat in the future? We will probably continue to eat more fish and vegetables and less meat. We will still buy convenience foods, but frozen foods will be better for our health, and canned foods will have

less salt and sugar. Our \"junk food\" in the future is not

really going to be \"junk\" at all, because instead of candy bars we are going to eat \"nutrition bars\" with a lot of vitamins and protein. In the future, our diet will probably be even more interesting and healthful than it is now.

36. What does

“ junk food ” refer to?

B) The food which cooks well.

D) The food which contains less sugar.

A) The food which can be served fast. C) The food which is short of nutrition.

37. North Americans are changing their eating habits because now ______.

A) they are paying more attention to food nutrition B) they can produce more chicken and fish C) food prices are becoming higher and higher

D) food problems are becoming more and more serious

38. What eating habit are some North Americans getting into?

A) Eating fresh vegetables and fruits only.

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B) Eating more raw fresh vegetables. C) Eating food full of vitamins.

D) Eating out in different foreign restaurants.

39. What will happen to the foods in North America in the future?

A) More convenient foods will be produced.

B) The canned foods will be without salt and sugar. C) The \"junk food\" will no longer exist. D) The diet we have will be all healthful.

40. Which of the following would be the best title for the passage?

A) Different Eating Habits C) Foods in North America Passage Two

B) The Popular Western Foods

D) Changes in Diet of North Americans

Questions 51 to 55 are based on the following passage.

For many African people, life changed dramatically in recent years. This is especially true far the Tuareg people of north-central Africa. Historically, the Tuaregs led the life of nomads ( camels, carrying goods between Arab Africa in the north and black Africa in the south.

The Tuaregs were a light-skinned Berber people, with a culture and language of their own. Europeans called them the \"blue men\" of the desert because they dressed all in blue, even their shoes. They were well known for their great skill in finding their way across the open desert with the only stars to guide them. They were also known for their independent spirit. In fact, they loved the nomad way of life. National borders had no meaning for them in the desert. Duringthe eighteenth and nineteenth centuries, Africa was divided up and ruled by various European countries, but this did not affect the Tuaregs, who continued to move freely.

In the middle-twentieth century, however, there were big changes in Africa. In many countries, black Africans began to break free of European rule and set up their own governments. As the new governments gained power, national borders became more important and it became more difficult for the Tuaregs to travel and trade.

At the same time, another big change had come to the area. People were beginning to use motor vehicles for traveling across the desert. Cars and trucks were faster and more efficient than camels. Thus, the Tuaregs caravans lost their important role in the desert. The old way of life was now definitely over.

The question was how could the Tuaregs now make a living? They noticed that the people living near water holes could plant vegetable gardens and suffered less from the drought. Soon Tuaregs began to settle down near the old watering places in the desert. They began to grow vegetables and fruit trees.

Now many of Tuaregs miss their caravan days and some dream of teaching their children the old ways, but instead, they are teaching them to be farmers.

41. Where are Tuareg people living now?

游牧民 ),

people without permanent home. They traveled across the Sahara Desert in caravans (商队) of

A) In the Sahara Desert. C) In south Africa. A) they had light skin

B) In north Africa. D) In north-central Africa. B) they all dressed in blue

42. The distinctive feature of the Tuareg people was that______.

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C) they spoke their own language D) they led a unique way of life

43. What was the situation of Africa in the middle-twentieth century?

A) Europeans and black Africans set up their own borders. B) Africa was divided up and controlled by European powers. C) Many African countries were out of control of Europeans. D) There were fierce battles between black Africans and Europeans.

44. What is the main factor that made the Tuaregs caravans lose their importance?

A) Black Africans set up their own governments.

B) People used motor vehicles for transportation in the desert. C) The Tuaregs lost their important traveling tool — camels. D) National borders became important in Africa.

45. Tuaregs are now living their lives by______.

A) setting down to grow vegetables and fruits B) moving from one water hole to another C) carrying goods with cars and trucks D) teaching their children how to be farmers Part IV Translation

(30 minutes)

Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2. 苏州是座水城，也是一座园林

(gardens)城市，因此它被称作“东方的威尼斯”

。14 世纪到

20 世纪的明、 清两个朝代， 是园林建造全盛时期， 那时曾经一度有超过 200 座的私家园林。 私家园林和皇家园林风格迥异。 私家园林通常面积要更小， 同时它们具有多种功能， 如寄宿、 聚会还有观光。 2007 年，苏州古典园林被联合国教科文组织 (UNESCO) 列入《世界遗产名 录》 (World Cultural Heritages) 。

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