1、大学英语四级模拟试卷 63及答案与解析 一、 Part I Writing (30 minutes) 1 For this part, you are allowed 30 minutes to write a composition on the topic Is Job-hopping Preferable? according to the following outline(given in English). Your composition should be no less than 120 words. Remember to write your composition on
2、 the Answer Sheet 1 clearly and neatly. 1. Some people tend to stick to one job in their lives. 2. Other people prefer changing jobs constantly. 3. My opinion. 二、 Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the pass
3、age quickly and answer the questions attached to the passage. For questions 1-7, mark： Y (for YES) if the statement agrees with the information given in the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in th
4、e passage. 2 Peoples of Britain Introduction The story of early Britain has traditionally been told in terms of waves of invaders displacing or annihilating(消灭 ) their predecessors. Archaeology suggests that this picture is fundamentally wrong. For over 10,000 years people have been moving intoand o
5、ut of Britain, sometimes in substantial numbers, yet there has always been a basic continuity of population. The gene pool of the island has changed, but more slowly and far less completely than implied by the old “invasion model“, and the notion of large-scale migrations, once the key explanation f
6、or change in early Britain, has been widely discredited. Before Roman times “Britain“ was just a geographical entity, and had no political meaning, and no single cultural identity. Arguably this remained generally true until the 17th century, when James I of England sought to establish a pan-British
7、 monarchy. Throughout recorded history the island has consisted of multiple cultural groups and identities. Many of these groupings looked outwards, across the seas, for their closest connections they did not necessarily connect naturally with their fellow islanders, many of whom were harder to reac
8、h than maritime neighbors in Ireland or continental Europe. It therefore makes no sense to look at Britain in isolation; we have to consider it with Ireland as part of the wider “Atlantic Archipelago“, nearer to continental Europe and, like Scandinavia, part of the North Sea world. First Peoples Fro
9、m the arrival of the first modern humans who were hunter-gatherers, following the retreating ice of the Ice Age northwards to the beginning of recorded history is a period of about 100 centuries, or 400 generations. This is a vast time span, and we know very little about what went on through those y
10、ears; it is hard even to fully answer the question, “Who were the early peoples of Britain?“, because they have left no accounts of themselves. We can, however, say that biologically they were part of the Caucasoid(高加索人种 ) population of Europe. The regional physical stereotypes familiar to us today,
11、 a pattern widely thought to result from the post-Roman Anglo-Saxa and Viking invasions red-headed people in Scotland, small, dark-haired folk in Wales and lanky blondes in southern England already existed in Roman times. Insofar as they represent reality, they perhaps attest the post-Ice Age peopli
12、ng of Britain, or the first farmers of 6,000 years ago. Before Rome: the “Celts“ the end of the Iron Age(roughly the last 700 years B.C., we get our first eye-witness accounts of Britain from Greco-Roman authors, not least Julius Caesar who invaded in 55 and 54 B.C. These reveal a mosaic of named pe
13、oples(Trinovantes, Silures, Cornovii, Selgovac, etc.), but there is little sign such groups had any sense of collective identity any more than the islanders of AD 1000 all considered themselves “Britons“. However, there is one thing that the Romans, modern archaeologists and the Iron Age islanders t
14、hemselves word all agree on: they were not Celts. This was an invention of the 18th century; the name was not used earlier. The idea canto from the discovery around 1700 that the non-English island tongues relate to that of the ancient continental Gauls, who really were called Celts. This ancient co
15、ntinental ethnic label was applied to the wider family of languages. But “Celtic“ was soon extended to describe insular monuments, art, culture and peoples, ancient and modern: island “Celtic“ identity was born, like Britishness, in the 18th century. Archaeologists widely agree on two things about t
16、he British Iron Age: its many regional cultures grew out of the preceding local Bronze Age, and did not derive from waves of continental “Celtic“ invaders. And secondly, calling the British Iron Age “Celtic“ is so misleading that it is best abandoned. Of course, there are important cultural similari
17、ties and connections between Britain, Ireland and continental Europe, reflecting intimate contacts and undoubtedly the movement of some people, but the same could be said for many other periods of history. Britain and the Romans The Roman conquest, which started in AD 43, illustrates the profound cu
18、ltural and political impact that small numbers of people can have in some circumstances, for the Romans did not colonise the islands of Britain to any significant degree. To a population of around three million, their army, administration and carpet-baggers added only a few percent. The provinces to
19、wns and villas were overwhelmingly built by native people again the wealthy adopting the new international culture of power. Greco-Roman civilisation displaced the “Celtic“ culture of Iron Age Europe. These islanders actually became Romans, both culturally and legally(the Roman citizenship was more
20、a political status than an ethnic identity). By AD 300, almost everyone in “Britannia“ was Roman, legally and culturally, even though of native descent and still mostly speaking “Celtic“ dialects. Roman rule saw profound cultural change, but emphatically without any mass migration. However, Rome onl
21、y ever conquered half the island. The future Scotland remained beyond Roman government, although the nearby presence of the empire had major effects. The kingdom of the Picts appeared during the third century AD, the first of a series of statelets which, during the last years and collapse of Roman p
22、ower, developed through the merging of the “tribes“ of earlier times. The “Dark Ages“ In western and northern Britain, around the western seas, the end of Roman power saw the reassertion of ancient patterns, i.e. continuity of linguistic and cultural trends reaching back to before the Iron Age. Yet
23、in the long term, the continuous development of a shifting mosaic of societies gradually tended(as elsewhere in Europe) towards larger states. The western most parts of the old province, where Roman ways had ant displaced traditional culture, also participate these trends, creating small kingdoms wh
24、ich would develop, under pressure from the Saxons, into the Welsh and Cornish regions. The fate of the rest of the Roman province was very different: after imperial power collapsed about 410 AD Romanised civilisation swiftly vanished. By the sixth century, most of Britannia was taken over by “German
25、ic“ kingdoms. There was apparently complete discontinuity between Roman Britain and Anglo-Saxon England; it was once believed that the Romano-British were slaughtered or driven west by hordes(游牧部落 )of invading AngloSaxons, part of the great westward movement of “barbarians“ overwhelming the western
26、empire. However, there was no such simple displacement of “Celts“ by “Germans“. Conclusion How many settlers actually crossed the North Sea to Britain is disputed, although it is clear that they eventually mixed with substantial surviving native populations which, in many areas, apparently formed th
27、e majority. As with the adoption of “Celtic“ cultural traits in the Iron Age, and then Greco-Roman civilisation, so the development of Anglo-Saxon England marks the adoption of a new politically ascendant culture; that of the “Germanic barbarians“. Contrary to the traditional idea that Britain origi
28、nally possessed a “Celtic“ uniformity, which first Roman, then Saxon and other invaders disrupted, in reality Britain has always been home to multiple peoples. While its population has shown strong biological continuity over millennia, the identities the islanders have chosen to adopt have undergone
29、 some remarkable changes. Many of these have been due to contacts and conflicts across the seas, not least as the result of episodic, but often very modest, arrivals of newcomers. 2 The British predecessors have been displaced or annihilated by waves of invaders. （ A） Y （ B） N （ C） NG 3 Before Roman
30、 times, without political meaning or single cultural identity, “Britain“ was just a geographical entity. （ A） Y （ B） N （ C） NG 4 The first modern humans were a group of hunter-gatherers who came to Britain because the melting ice makes their residence uninhabitable. （ A） Y （ B） N （ C） NG 5 The only
31、thing that the Romans, modem archaeologists and the Iron Age islanders themselves all agreed on is that the origin of British people is not Celts. （ A） Y （ B） N （ C） NG 6 The island “Celtic“ identity was invented in the 18th century. （ A） Y （ B） N （ C） NG 7 Because calling the British Iron Age “Celt
32、ic“ is very misleading, the archaeologists suggest that it had better not be accepted. （ A） Y （ B） N （ C） NG 8 Due to the significant colonization of Britain by the Romans, profound cultural and political impact have been imposed on Britain after the Roman conquest. （ A） Y （ B） N （ C） NG 9 Most of t
33、he provinces towns and villas were built by the wealthy people who had adopted the new _. 10 In some provinces, the Romanised civilisation quickly disappeared after the imperial power of the Romans broke down around_. 11 The adoption of a new politically ascendant culture as the characteristic of th
34、e development of Anglo-Saxon England is that of the _. Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken
35、 only once. After each question there will be a pause. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer. （ A） In a park. （ B） In a cinema. （ C） In a supermarket. （ D） In a theatre. （ A） She will miss Jane very much when Jane leaves. （ B） She
36、asks the man to buy a gift for Jane on behalf of her. （ C） She feel indifferent about Janes leaving. （ D） She would quit her job too if she were Jane. （ A） He enjoyed using his new camera. （ B） He left his camera at the airport. （ C） He left his camera in his friends ear. （ D） He lost his camera on
37、his trip. （ A） Save money for a car. （ B） Buy a new car. （ C） Purchase a used car. （ D） Get a second car. （ A） A pair of trousers. （ B） A suit. （ C） A coat. （ D） A blouse. （ A） The woman is having a job interview. （ B） The woman is asking for a promotion. （ C） The woman is applying for a job. （ D） T
38、he woman is being given an examination. （ A） The products that the salesman was selling were not good. （ B） It was hard to get rid of the salesman. （ C） The salesman kept making stops on the way. （ D） It was a waste of time to talk about the products. （ A） Brother and sister. （ B） Doctor and patient
39、. （ C） Teacher and student. （ D） Interviewer and interviewee. （ A） He is an average driver. （ B） He is a skilled driver. （ C） He is below average. （ D） He is a green hand. （ A） It will take about twenty minutes to get to the museum. （ B） The woman is a tourist in the city. （ C） Traffic is very heavy
40、 at that time. （ D） The museum closes at around seven oclock. （ A） It is a fantastic place to have a cheap meal. （ B） The owner of the restaurant uses pictures for decoration. （ C） It offers meals at an average price. （ D） The food served is more than other places. （ A） From a friend. （ B） On the te
41、levision. （ C） In the local newspaper. （ D） On the radio. （ A） Having the right qualifications and experience. （ B） Working from ten in the morning until two in the afternoon. （ C） Writing an advertisement for the local newspaper. （ D） Serving a firm in spare time. （ A） She has no job yet. （ B） She
42、works for a small firm. （ C） She is a consultant engineer. （ D） She works for the man. （ A） An advertisement in the paper. （ B） The details of a possible job. （ C） A small firm of consultant engineers. （ D） An interview for waitress job. Section B Directions: In this section, you will hear 3 short p
43、assages. 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. （ A） Gathering non-relevant materials. （ B） Stealing another persons
44、idea. （ C） Sharing notes with someone else. （ D） Handing in assignments late. （ A） In the students own words. （ B） In direct quotations. （ C） In short phrases. （ D） In shorthand. （ A） It should be assimilated thoroughly. （ B） It should be enclosed in quotation marks. （ C） It should be paraphrased by
45、 the student. （ D） It should be authorized by the author. （ A） They read poetry aloud. （ B） They delivered a speech. （ C） They took objective tests. （ D） They discussed questions with expert in a particular field. （ A） There are more candidates than before. （ B） The modern industry is developing slo
46、wly. （ C） The written examinations are much easier than before. （ D） The written examinations are more objective than the spoken ones. （ A） The objective test always deals with the personal opinions. （ B） The objective test is timed exactly by electric clocks. （ C） The question of the objective test
47、 has only one correct answer. （ D） The objective test resembles a group of workers at an automobile factory. （ A） Good looks. （ B） Clever brains. （ C） Sweet personality. （ D） Willingness to serve. （ A） They should be at the age of 18 to 23. （ B） They should have the bachelor degree. （ C） They should
48、 speak fluent mother tongue and English. （ D） They should be single. （ A） Because they can prepare and serve meals. （ B） Because they know how to take care of children. （ C） Because they have received proper training. （ D） Because they know the theory of flying. （ A） The career of an air hostess. （
49、B） How to go air-traveling. （ C） The knowledge of an aircraft in detail. （ D） A newspaper advertisement of Japan Air Lines. Section C Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing inform
