15-16-2大英四级模拟题第1套试题

1、 2015-2016-2大学英语四级模拟题第一套 (30 minutes) Part One Writ ing 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 readi ng literature. You should write at least 12

2、0 words but no more tha n 180 words. The ImportHice of Resding Literature Jurr viwdEtff rr 褂 静i/r* Part II Liste ning Comprehe nsion(25 min utes) Section A Directions: In this sect ion, you will hear three n ews reports. At the end of each n ews report, you will hear two or three questi ons. Both th

3、e n ews report and the questi ons will be spoke n only once. After you hear a questio n, you must choose the best an swer from the four choices marked A), B), C) and D). Then mark the corresp onding letter on An swer Sheet 1 with a sin gle line through the cen tre. Questio ns 1 and 2 will be based o

4、n the follow ing n ews item. 1. A) A rocket has bee n successfully laun ched. B) There was a rocket hitting the moon. C) A deep dark hole appeared on the moon s South Pole. D) There was an amaz ing finding made by LRO. 2. A) Some form of water existed on the moon. B) The water on the moon was as muc

5、h as in the desert. C) There was a lot of rocket remai ning on the moon surface. D) A large area has bee n affected by the rocket. Questio ns 3 and 4 will be based on the follow ing n ews item. 3. A) Babies.B) Old men.C) Young me n.D) Doctors. 4. A) Because their babies are particularly weak. B) Bec

6、ause the flu vacci nes are too difficult to reach. C) Because the flu vacc ines can be lifesavi ng for them. D) Because this is the decisi on made by the committee. Questio ns 5 to 7 will be based on the follow ing n ews item. 5. A) A lightning strike started the fire. B) The Great Ocean Road attrac

7、ted 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 s

8、oon. 7. A) On Christmas Day.B) On December 19th. C) In winter.D) On a windy day. 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 hea

9、r 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 h

10、appy. 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. C) At the New Year s Eve. 10. A) Expectation.B) Complaint. 11. A) Paying off Christmas bills. C) Preparing for Ch

11、ristmas. Conversation Two B) Not long before Christmas. D) On some day of April. C) Enjoyment. D) Indifference. B) Trying to earn more money. D) Limiting his wife s expense. Questions 12 to 15 are based on the conversation you have just heard. 12. A) He doesn t feel like doing it. C) It will take to

12、o much time. 13. A) Go hill walking. B) Go swimming. 14. A) It has existed for a long time. C) The owner of the restaurant is an Italian. 15. A) He cannot get the meal ready so early. C) He thinks it B) He thinks it doesn t suit him. D) It is not funny at all. C) Go cycling. D) Dine out. B) It enjoy

13、s very good business. D) It is located on a busy street. B) He didn t want to get a table himself. s too early to have lunchD. ) He has to go and see a relative before then. Section C Directions: In this section, you will hear three passages. At the end of each passage, you will hear some questions.

14、 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 Questions 16 to 18 are base

15、d on the passage you have just heard. 16. A) Cheap clothes. B) Expensive clothes. C) Fashionable clothes. D) Casual clothes. 17. A) They enjoy loud music.B) They seldom lose their temper. C) They want to have children.D) They enjoy modern dances. 18. A) The speaker goes to bed very late and her sist

16、er gets up early. B) The speaker s twin sister often brings friends home and his annoys her. C) The speaker likes to keep things neat while her twin sister doesn t. 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

17、. 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. C) Seventy -five. D) Forty -six. 21. A) Income

18、, 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

19、 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 an

20、d 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. C) 10,000 degrees Centigrade.D) Over 2,000 degree Fahrenheit. 25. A) The sun casts it

21、s light to millions of other stars. B) Most of the sun 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 III Reading Comprehension (40 minutes) Section A Direc

22、tions: 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

23、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 once. Questio ns 26 to 35 are based on the follow ing passage. Pearls are valuable white gems from the ocea n. Actually they are produced by oys

24、ters, small shell fish living on the bottom of the ocean. Only some oysters will make pearls. Oysters 26pearls only when they are hurt, or injured, by san d. If a grain of sand en ters the oysters shell, it becomes 27because the rough gra in of sand irritates its 28, soft skin. The oyster tries to p

25、rotect itself by produci ng a white 29that looks like milk. The oyster covers the sand with a 30fluid 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 begi nning to 31. The white pearl grows slowly in side the oysters s

26、hell. Usually, it takes about six or seve n years for the oyster to produce a pearl. Of course, not all oysters produce pearls eve n though most oysters32take sand into their shells. Only sand which the oyster cannot get rid of will 33it. In other words, if an oyster swallows some san d, it will try

27、 to split it out. If the oyster cannot get rid of the sand, then it will produce the white fluid to protect itself. 34, only about one in a thousand oysters will produce a pearl; fewer tha n 1 perce nt. 35, some pearl manufacturers have discovered how to make oysters produce pearls. These pearl manu

28、facturers such as the Mikimoto Compa ny in Japa n try to produce pearls in stead of finding them. A) However B) Therefore C) produce D) hurt E) Actually F) rough G) smooth H) liquid I) solid J) milky K) form L) irritate M) occasi on ally N) compose O)harm Section B Directions: In this sect ion, you

29、are going to read a passage with ten stateme nts attached to it. Each stateme nt contains in formatio n give n in one of the paragraphs. Ide ntify the paragraph from which the in formatio n is derived. You may choose a paragraph more tha n once. Each paragraph is marked with a letter. Write the corr

30、esp onding letter for each stateme nt on An swer Sheet 2. No, Seriously: No Excuses A. In the early days of the education reform movement, a decade or so ago, youd often hear from reformers a powerful rally ing cry, No excuses. For too long, they said, poverty had bee n used as an excuse by complace

31、 nt (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, in sisti ng that stude nts in the South Bronx should be held to the same sta ndards as kids in Scarsdale. Amaz in gly eno ugh, those hi

32、gh expectati ons ofte n paid off, producing test results at some low -income urban schools that would impress parents in any afflue nt suburb, B. Ten years later, you might think that reformers would be feeli ng triumpha nt. Spurred in part by the Obama adm ini strati ons Race to the Top in itiative

33、, many states have passed laws reformers have long advocated: allowing for more charter schools, weakening teachers tenure ( 终生职 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. L

34、ast 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

35、 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 exa

36、mple of what good schools can do, and the Urban Prep Academy in Chicagos 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

37、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 slimin

38、g 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 ; t

39、o consider Randolphs 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 pe

40、rcent, 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 Ravitchs charges. King acknowledged that just 17 percent of his 11th grade studen

41、ts passed the statewide achievement test last year, while in the Chicago public schools as a whole, the comparable figure was 29 percent. But echoing Alters fruit metaphor, he wrote that Ravitch was comparing apples to grapefruits by holding the students at Urban Prep, who are almost all black males

42、 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

43、student is an apple. ) And not only are they excuses; they arent 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

44、 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

45、Urban Prep: demographic data show that the schools students are not, in fact, disadvantaged grapefruits among well to do apples when compared with the citys student population as a whole; 84 percent of its students are low income and 99. 8 percent are nonwhite, while in Chicago public schools, 86 pe

46、rcent of students are low income and 91 percent are nonwhite. 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 isnt good enough, no matter where you live. To acknowledge this fact is not to say

47、 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 didnt pass the state exam, and the 85 percent of 9th grade students at Bruce Randolph who didnt pass the state writing test, deserve

48、 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

49、 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 s

50、hould 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 aver

51、age, 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 doesnt mean sitting around hoping for Utopian social change. It means supplementing clas

52、sroom strategies with targeted, evidence based interventions 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 begi

53、ns, providing low income students with a robust system of emotional and psychological support, as well as academic support. someth K. School reformers often portray these efforts as a distraction from their agenda someone else to take care of while they do the real work of wrestling with the teacher

54、s 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. 36. In Chicago public schools, the percentage of low -income students is higher than that of Urban Prep. 37. To acknowledge that 15 (or 17) perc

55、ent proficiency just isnt good enough is reminding ourselves that those who didnt pass the state exam deserve better. 38. Those strategies for helping low incomes out are essential to the success of the school reform movement. 39. Urban educators from an earlier generation made excuses that successf

56、ully educating large numbers of low income kids is very hard but not impossible. 40. The ninthgrade math proficiency rates of Bruce Randolph School had risen by 9 percent. 41. Diane Ravitch was charged with abusing statistics on a Denver radio show. 42. Reformers need to provide low income students

57、with a robust system of emotional, psychological supports and academic support. 43. 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. 44. The students at Urban Prep are almost all bla

58、ck males from low income families. 45. 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 follow

59、ed 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 Sheet 1 with a single line through the centre. Passage One Questions 46 to 50 are based on the following p

60、assage. 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