1、专业英语四级-205及答案解析 (总分：100.00，做题时间：90分钟)一、CLOZE(总题数：5，分数：100.00)A. asset B. delayed C. deviates D. equivalent E. identified F. intentions G. object H. overwhelming I. permanently J. prevalent K. simultaneously L. stems M. successively N. underlying O. visualizing Quite often, educators tell families of
2、 children who are learning English as a second language to speak only English, and not their native language, at home. Although these educators may have good 1 , their advice to families is misguided, and it 2 from misunderstandings about the process of language acquisition. Educators may fear that
3、children hearing two languages will become 3 confused and thus their language development will be 4 ; this concern is not documented in the literature. Children are capable of learning more than one language, whether 5 or sequentially (依次地). In fact, most children outside of the United States are ex
4、pected to become bilingual or even, in many cases, multilingual. Globally, knowing more than one language is viewed as an 6 and even a necessity in many areas. It is also of concern that the misguided advice that students should speak only English is given primarily to poor families with limited edu
5、cational opportunities, not to wealthier families who have many educational advantages. Since children from poor families often are 7 as at-risk for academic failure, teachers believe that advising families to speak English only is appropriate. Teachers consider learning two languages to be too 8 fo
6、r children from poor families, believing that the children are already burdened by their home situations. If families do not know English or have limited English skills themselves, how can they communicate in English? Advising non-English-speaking families to speak only English is 9 to telling them
7、not to communicate with or interact with their children. Moreover, the 10 message is that the familys native language is not important or valued.（分数：20.00）A. additional B. affect C. aptly D. assimilate E. circulation F. closely G. consistent H. enthusiasm I. identify J. impact K. penalty L. reward M
8、. simplifying N. suspending O. vulnerable Some performance evaluations require supervisors to take action. Employees who receive a very favorable evaluation may deserve some type of recognition or even a promotion. If supervisors do not acknowledge such outstanding performance, employees may either
9、lose their 11 and reduce their effort or search for a new job at a firm that will 12 them for high performance. Supervisors should acknowledge high performance so that the employee will continue to perform well in the future. Employees who receive unfavorable evaluations must also be given attention
10、. Supervisors must 13 the reasons for poor performance. Some reasons, such as a family illness, may have a temporary adverse 14 on performance and can be corrected. Other reasons, such as a bad attitude, may not be temporary. When supervisors give employees an unfavorable evaluation, they must decid
11、e whether to take any 15 actions. If the employees were unaware of their own deficiencies, the unfavorable evaluation can pinpoint (指出) the deficiencies that employees must correct. In this case, the supervisor may simply need to monitor the employees 16 and ensure that the deficiencies are correcte
12、d. If the employees were already aware of their deficiencies before the evaluation period, however, they may be unable or unwilling to correct them. This situation is more serious, and the supervisor may need to take action. The action should be 17 with the firms guidelines and may include reassigni
13、ng the employees to new jobs, 18 them temporarily, or firing them. A supervisors action toward a poorly performing worker can 19 the attitudes of other employees. If no 20 is imposed on an employee for poor performance, other employees may react by reducing their productivity as well.（分数：20.00）A. af
14、filiated B. attached C. contact D. contend E. continuous F. diminish G. endurance H. foster I. hazardous J. improved K. instantaneous L. intrinsic M. relatively N. shift O. similarly Cell phones provide instant access to people. They are creating a major 21 in the social experiences of both children
15、 and adolescents. In one recent U. S. survey, about half the teens polled said that their cell phone had 22 their communication with friends. Almost all said that their cell phone was the way they stayed in touch with peers, one-third had used the cell phone to help a peer in need, and about 80% sai
16、d the phone made them feel safer. Teenagers in Australia, 23 , said that their mobile phones provided numerous benefits and were an 24 part of their lives; some were so 25 to their phones that the researchers considered it an addiction. In Japan, too, researchers are concerned about cell phone addic
17、tion. Researchers in one study in Tokyo found that more than half of junior high school students used their phones to exchange e-mails with schoolmates more than 10 times a day. Cell phones 26 social connections with peers across time and space. They allow young people to exchange moment-by-moment e
18、xperiences in their daily lives with special partners and thus to have a more 27 sense of connection with friends. Cell phones also can 28 social tolerance because they reduce childrens interactions with others who are different from them. In addition to connecting peers, cell phones connect childre
19、n and parents. Researchers studying teenagers in Israel concluded that, in that 29 environment, mobile phones were regarded as security objects in parent-teen relationships important because they provided the possibility of 30 and communication at all times.（分数：20.00）A. advantages B. assess C. bothe
20、r D. conserved E. deduction F. discount G. embarrass H. features I. fluctuate J. indefinite K. insured L. major M. naturally N. potential O. simultaneously For investors who desire low risk and guaranteed income, U. S. Government bonds are a secure investment because these bonds have the financial b
21、acking and full faith and credit of the federal government. Municipal bonds, also secure, are offered by local governments and often have 31 such as tax-free interest. Some may even be 32 . Corporate bonds are a bit more risky. Two questions often 33 first-time corporate bond investors. The first is
22、 If I purchase a corporate bond, do I have to hold it until the maturity date? The answer is no. Bonds are bought and sold daily on 34 securities exchanges. However, if your bond does not have 35 that make it attractive to other investors, you may be forced to sell your bond at a 36 i. e., a price l
23、ess than the bonds face value. But if your bond is highly valued by other investors, you may be able to sell it at a premium, i. e., a price above its face value. Bond prices generally 37 inversely with current market interest rates. As interest rates go up, bond prices tall, and vice versa. Thus, l
24、ike all investments, bonds have a degree of risk. The second question is How can I 38 the investment risk of a particular bond issue? Standard & Poors and Moodys Investors Service rate the level of risk of many corporate and government bonds. And 39 , the higher the market risk of a bond, the higher
25、 the interest rate. Investors will invest in a bond considered risky only if the 40 return is high enough.（分数：20.00）A. accustomed B. carefully C. cautiously D. concrete E. credibility F. decayed G. desire H. dimensions I. eligible J. exposed K. indication L. occasions M. permanent N. sensitivity O.
26、translated Fear can be an effective way to change behavior. One study compared the effects of high-fear and low-fear appeals on changes in attitudes and behaviors related to dental hygiene. One group of subjects was shown awful pictures of 41 teeth and diseased gums; another group was shown less fri
27、ghtening materials such as plastic teeth, charts, and graphs. Subjects who saw the frightening materials reported more anxiety and a greater 42 to change the way they took care of their teeth than the low-fear group did. But were these reactions actually 43 into better dental hygiene practices? To a
28、nswer this important question, subjects were called back to the laboratory on two 44 (five days and six weeks after the experiment). They chewed disclosing wafers (牙疾诊断片) that give a red stain to any uncleaned areas of the teeth and thus provided a direct 45 of how well they were really taking care
29、of their teeth. The result showed that the high-fear appeal did actually result in greater and more 46 changes in dental hygiene. That is, the subjects 47 to high-fear warnings brushed their teeth more 48 than did those who saw low-fear warnings. However, to be an effective persuasive device it is v
30、ery important that the message not be too frightening and that people be given 49 guidelines to help them to reduce the cause of the fear. If this isnt done, they may reduce their anxiety by denying the message or the 50 of the communicator. If that happens, it is unlikely that either attitude or be
31、havior change will occur.（分数：20.00）专业英语四级-205答案解析 (总分：100.00，做题时间：90分钟)一、CLOZE(总题数：5，分数：100.00)A. asset B. delayed C. deviates D. equivalent E. identified F. intentions G. object H. overwhelming I. permanently J. prevalent K. simultaneously L. stems M. successively N. underlying O. visualizing Quite
32、 often, educators tell families of children who are learning English as a second language to speak only English, and not their native language, at home. Although these educators may have good 1 , their advice to families is misguided, and it 2 from misunderstandings about the process of language acq
33、uisition. Educators may fear that children hearing two languages will become 3 confused and thus their language development will be 4 ; this concern is not documented in the literature. Children are capable of learning more than one language, whether 5 or sequentially (依次地). In fact, most children o
34、utside of the United States are expected to become bilingual or even, in many cases, multilingual. Globally, knowing more than one language is viewed as an 6 and even a necessity in many areas. It is also of concern that the misguided advice that students should speak only English is given primarily
35、 to poor families with limited educational opportunities, not to wealthier families who have many educational advantages. Since children from poor families often are 7 as at-risk for academic failure, teachers believe that advising families to speak English only is appropriate. Teachers consider lea
36、rning two languages to be too 8 for children from poor families, believing that the children are already burdened by their home situations. If families do not know English or have limited English skills themselves, how can they communicate in English? Advising non-English-speaking families to speak
37、only English is 9 to telling them not to communicate with or interact with their children. Moreover, the 10 message is that the familys native language is not important or valued.（分数：20.00）解析：F。解析 由good可判断，空格处单词为名词。由空格处句首although可知，空格处句子与后半句意义相反。后句提及教育工作者给家人的意见是错误的。由此判断，教育工作者提出让孩子在家只说英语，不说母语的初衷是好的。结
38、合选项可知，intentions“意图，目的”符合语境，表示教育工作者可能有好的意图。解析：L。解析 it在句中为主语，空格处单词应为谓语动词，且使用第三人称单数，与from搭配使用。备选项中能与from搭配的有stems“起源”和deviates“背离，偏离”。将选项一一代入，stems符合语境，表示：他们的建议源于对语言习得过程的误解，与上文的“建议是误导性的”逻辑一致。故答案为L。解析：I。解析 由结构“become+空格单词+confused(形容词)”可知，此处应填入副词。备选项为：Ipermanently“永久，永远”；Ksimultaneously“同时”；Msuccessive
39、ly“接连，连续”，语境为：教育工作者可能担心孩子会将听到的两种语言 -|_|-混淆。将选项一一代入，permanently“永久，永远”符合语境，表示“永久混淆”。故答案为I。解析：B。解析 由will be可知，空格处单词可能为形容词或动词被动式。前文提及，孩子们会混淆听到的两种语言，由此判断，他们的语言能力发展会受到影响，填入的词应表示消极意义。选项delayed“推迟”符合语境，表示“语言发展延迟”的意思。故答案为B。解析：K。解析 由whether.or.的结构可知，空格处的单词应是与sequentially“依次地”意义相对的副词，选项simultaneously“同时”符合语境，
40、表示“不管是同时学习还是依次学习”的意思。故答案为K。解析：A。解析 由an可知，空格处单词为元音开头的名词。由语境可知，懂得一门以上的语言应是好事。选项asset“优点，长处”符合语境。故答案为A。解析：E。解析 由结构“are+空格单词+as”可知，空格处单词为形容词或动词被动式。语境为：贫困家庭的孩子通常 -|_|-学业很可能会失败。结合选项，identified“被认为，被视为”符合语境。故答案为E。解析：H。解析 由be too结构可知，空格处单词为形容词。句中的learning和believing共同作为consider的宾语，后文中提及老师认为孩子们已为他们的家庭所累(are b
41、urdened)，空格处所在的句子应同样表示消极的意义，即学习两种语言对他们来说有压力和困难。备选的形容词中，overwhelming“令人不知所措的”符合句意。故答案为H。解析：D。解析 由“is+空格单词+to”可知，空格处单词为形容词。语境为：建议母语非英语的家庭只说英语 -|_|-告诉他们不要与孩子交流或互动。可以看出，前后两个分句，意义对等。备选项中，equivalent“相当的，相等的”符合语境。故答案为D。解析：N。解析 空格处应填入形容词，修饰message。后文提及家庭的母语不重要或没有价值，是前文提及的“在家不讲母语”的建议的言外之意。选项中implying“隐含，暗含”符
42、合语境。故答案为N。A. additional B. affect C. aptly D. assimilate E. circulation F. closely G. consistent H. enthusiasm I. identify J. impact K. penalty L. reward M. simplifying N. suspending O. vulnerable Some performance evaluations require supervisors to take action. Employees who receive a very favorable
43、 evaluation may deserve some type of recognition or even a promotion. If supervisors do not acknowledge such outstanding performance, employees may either lose their 11 and reduce their effort or search for a new job at a firm that will 12 them for high performance. Supervisors should acknowledge hi
44、gh performance so that the employee will continue to perform well in the future. Employees who receive unfavorable evaluations must also be given attention. Supervisors must 13 the reasons for poor performance. Some reasons, such as a family illness, may have a temporary adverse 14 on performance an
45、d can be corrected. Other reasons, such as a bad attitude, may not be temporary. When supervisors give employees an unfavorable evaluation, they must decide whether to take any 15 actions. If the employees were unaware of their own deficiencies, the unfavorable evaluation can pinpoint (指出) the defic
46、iencies that employees must correct. In this case, the supervisor may simply need to monitor the employees 16 and ensure that the deficiencies are corrected. If the employees were already aware of their deficiencies before the evaluation period, however, they may be unable or unwilling to correct th
47、em. This situation is more serious, and the supervisor may need to take action. The action should be 17 with the firms guidelines and may include reassigning the employees to new jobs, 18 them temporarily, or firing them. A supervisors action toward a poorly performing worker can 19 the attitudes of
48、 other employees. If no 20 is imposed on an employee for poor performance, other employees may react by reducing their productivity as well.（分数：20.00）解析：H。解析 空格处填入名词，做lose的宾语。由后文中的并列结构reduce their effort“不那么努力”和search for a new job“找份新工作”可知，空格处信息应该是管理者没有认可员工的突出表现所带来的负面影响。选项中enthusiasm“热情”符合语境。故答案为H。
49、解析：L。解析 由“will+空格单词+them”可知，空格处单词应为动词原形。空格处单词与for构成搭配，结合备选项，reward“奖励，奖赏”符合语境，reward sb. for sth. “给以奖励”。故答案为L。解析：I。解析 由“must+空格单词+the reason”可知，此处填入动词原形。语境为：绩效评估不佳的员工也应该受到关注，管理者应该 -|_|-其表现不佳的原因。备选动词中，identify“确定，识别，辨认”符合语境，表示找到其表现不佳的原因。故答案为I。解析：J。解析 由空格前的形容词temporary和adverse可知，此处应填入名词。语境为：有些原因，如家人生病，可能会对员工的表现有暂时不利的 -|_|-。名词备选项中impact
