专业英语四级分类模拟314及答案解析.doc

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1、专业英语四级分类模拟314及答案解析 (总分：61.45，做题时间：90分钟)一、PART CLOZE(总题数：1，分数：25.00)Alengthen Btransformed Cincreasingly Dstretch Ehighly Fdefense Gsubscribed Hsuburb Imunicipal Jdispersed Kapproach Lsimultaneous Msuburban Nimprovements Oacceleration If by 1 is meant an urban margin that grows more rapidly than its

2、already developed interior, the process of suburbanization began during the emergence of the industrial city in the second quarter of the nineteenth century. Before that period the city was a small 2 compact cluster in which people moved about on foot and goods were conveyed by horse and cart. But t

3、he early factories built in the 1840s were located along waterways and near railheads at the edges of cities, and housing was needed for the thousands of people distracted by the prospect of employment. In time, the factories were surrounded by proliferating mill towns of apartments and row houses t

4、hat abutted the older, main cities. As a 3 against this encroachment and to 4 their tax bases, the cities appropriated their industrial neighbors. In 1854, for example, the city of Philadelphia annexed most of Philadelphia County. Similar 5 maneuvers took place in Chicago and in New York. Indeed, mo

5、st great cities of the United States achieved such status only by incorporating the communities along their borders. With the 6 of industrial growth came acute urban crowding and accompanying social stressconditions that began to 7 disastrous proportions when, in 1888, the first commercially success

6、ful electric traction line was developed. Within a few years the horse-drawn trolleys were retired and electric streetcar networks crisscrossed and connected every major urban area, fostering a wave of suburbanization that 8 the compact industrial city into a 9 metropolis. This first phase of mass-s

7、cale suburbanization was reinforced by the 10 emergence of the urban Middle Class, whose desires for homeownership in neighborhoods far from the aging inner city were satisfied by the developers of single-family housing tracts.（分数：25.00）二、PART READING COMPR(总题数：1，分数：20.00)SECTION A MULTIPLE-CHOICE Q

8、UESTIONS In this section there are several passages followed by ten multiple-choice questions. For each question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO. Passage One Certainly no creature in th

9、e sea is odder than the common sea cucumber. All living creature, especially human beings, have their peculiarities, but everything about the little sea cucumber seems unusual. What else can be said about a bizarre animal that, among other eccentricities, eats mud, feeds almost continuously day and

10、night but can live without eating for long periods, and can be poisonous but is considered supremely edible by gourmets? For some fifty million years, despite all its eccentricities, the sea cucumber has subsisted on its diet of mud. It is adaptable enough to live attached to rocks by its tube feet,

11、 under rocks in shallow water, or on the surface of mud flats. Common in cool water on both Atlantic and Pacific shores, it has the ability to suck up mud or sand and digest whatever nutrients are present. Sea cucumbers come in a variety of colors, ranging from black to reddish brown to sand color a

12、nd nearly white. One form even has vivid purple tentacles. Usually the creatures are cucumber shapedhence their nameand because they are typically rock inhabitants, this shape, combined with flexibility, enables them to squeeze into crevices where they are safe from predators and ocean currents. Alt

13、hough they have voracious appetites, eating day and night, sea cucumbers have the capacity to become quiescent and live at a low metabolic ratefeeding sparingly or not at all for long periods, so that the marine organisms that provide their food have a chance to multiply. If it were not for this fac

14、ulty, they would devour all the food available in a short time and would probably starve themselves out of existence. But the most spectacular thing about the sea cucumber is the way it defends itself. Its major enemies are fish and crabs. When attacked, it squirts all its internal organs into water

15、. It also casts off attached structures such as tentacles. The sea cucumber will eviscerate and regenerate itself if it is attacked or even touched; it will do the same if the surrounding water temperature is too high or if the water becomes too polluted. Passage Two At a scientific meeting at Rocke

16、feller University in May, Roger Buick of the University of Washington said that the 3.5 billion-year-old rocks in northwestern Australia hold traces of carbon that once made up living organisms. Even before Buicks discovery, ample evidence indicated that life on Earth began while our 4.5 billion-yea

17、r-old planet was very young. Simple organisms certainly flourished between 2 billion and 3 billion years ago, and claims of older evidence of life have periodically surfaced. But none have been universally embraced, and Buicks claim is so new that other scientists havent fully reviewed it. Yet even

18、if the geologist is right about his rocks, his discovery would leave unanswered one of lifes biggest mysteries: how life actually arose. While creationists attribute that spark of life to the hand of God, scientists are convinced theres a natural explanation. Yet as close as theyve come to pinning i

19、t down, some admit the particulars may never be fully resolved. Others are convinced that were edging closer to an answerand to settling one of the oldest and most contentious questions in science and religion. To solve the riddle of genesis, biologists, astronomers, geologists, and chemists are att

20、acking the problem from all angleseven trying to re-create life from scratch. In recent years, institutions, including Harvard University, the Georgia Institute of Technology, and McMaster University in Canada, have formed origins institutes to probe the deepest history of life on Earthand to search

21、 for life in the heavens. The field is going through a minirenaissance, says chemical biologist Gerald Joyce of the Scripps Research Institute in La Jolla, Calif. According to scientists, life began when chemistry begat biologythat is, when simple molecules assembled into more complex molecules that

22、 then began to self-replicate. But rocks that might harbor traces of such genesis events simply dont exist, says Buick. During Earths opening act, space debris and cataclysmic volcanic upheavals destroyed the evidence, like an arsonist torching his tracks. The oldest known rocks are about 4 billion

23、years old, yet even they formed roughly half a million millenniums after our planets surface cooled and water first pooled into shallow seas. Scientists widely suspect that life began during that long, undocumented interval. Theories about where and how life began range from the sublime to the bizar

24、re. One camp says that deep-sea vents known as black smokers nurtured the first life. In the late 1970s, a team of researchers from Oregon State University unexpectedly discovered whole ecosystems thriving around a hot vent on the Pacific seafloor. Such vents, where molten rock from inside the Earth

25、s mantle heats seawater to as much as 660 degrees Fahrenheit, could have provided the energy and basic organic molecules needed to spark life. Another camp believes that icenot boiling waterserved as the cradle of life. Even the coldest ice contains seams of liquid. These watery pockets could have a

26、cted as test tubes for the earliest organic reactions. Experiments show that units of RNA the genetic material that was probably the forerunner to better-known DNAspontaneously string themselves together in ice, supporting this theory. Still other scientists point to the skies. They argue that meteo

27、rites carrying amino acids and other important molecules seeded Earth with the necessary ingredient for life. Supporting the idea: high concentrations of amino acids inside meteorites (陨星) found on Earth and in gas clouds in space. A wilder offshoot of this theory, called panspermia (胚种论), suggests

28、that whole bacterialife itselffirst evolved on Mars and then hitched a ride to Earth via small pieces of the Red Planet blasted here by asteroid or comet impacts. But no life has been found on Mars, and the one claim of fossil bacteria in a Martian meteorite, made by NASA scientists in 1996, has bee

29、n almost universally rejected. Passage Three Among the plains Indians, two separate strains of decorative art evolved: the figurative, representational art created by the men of the tribe, and the geometric, abstract art crafted by the women. According to Dunn and Highwater, the artists sex governed

30、 both the kind of article to be decorated and the style to be followed in its ornamentation. Thus, the decorative works created by tribesmen consistently depict living creatures (men, horses, buffalo) or magical beings (ghosts and other supernatural life-forms). Those created by women, however, are

31、clearly nonrepresentational: no figures of men or animals appear in this classically geometric art. Art historians theorize that this abstract, geometric art, traditionally the prerogative of the women, predates the figurative art of the men. Descending from those aspects of Woodland culture that ga

32、ve rise to weaving, quillwork, and beadwork, it is a utilitarian art, intended for the embellishment of ordinary, serviceable objects such as parfleche (生牛皮) boxes, saddlebags, and hide robes. The abstract designs combine classical geometric figures into formal patterns, a ring of narrow isosceles (

33、等边的) triangles arranged on the background of large central circle creates the well-known feather and circle pattern. Created in bold primary colors (red, yellow, blue), sometimes black or green, and often outlined in dark paint or glue size, these nonrepresentational designs are nonetheless intricat

34、ely detailed. Although the abstract decorations crafted by the women are visually striking, they pale in significance when compared to the narrative compositions created by the men. Created to tell a story, these works were generally heroic in nature, and were intended to commemorate a bold and cour

35、ageous exploit or a spiritual awakening. Unlike realistic portraits, the artworks emphasized action, not physical likeness. Highwater describes their making as follows. These representational works were generally drafted by a group of menoften the individuals who had performed the deeds being record

36、edwho drew on untailored hide robes and tepee liners made of skins. The paintings usually filled the entire field; often they were conceived at different times as separate pictorial vignettes documenting specific actions. In relationship to each other, these vignettes (小插图) suggest a narrative. The

37、tribesmens narrative artwork depicted not only warlike deeds but also mystic dreams and vision quests. Part of the young males rite of passage into tribal adulthood involved his discovering his own personal totem or symbolic guardian. By fasting or by consuming hallucinatory (幻想的) substances, the yo

38、uth opened himself to the revelation of his mystery object, a symbol that could protect him from both natural and supernatural dangers. What had been in the early 1700s a highly individualistic, personal iconography changed into something very different by the early nineteenth century. As Anglos cam

39、e west in ever greater numbers, they brought with them new materials and new ideas. Just as European glass beads came to replace native porcupine quills in the womens applied designs, cloth eventually became used as a substitute for animal hides. The emphasis of plains artwork shifted as well: tribe

40、s people came to create works that celebrated the solidarity of Indians as a group rather than their prowess as individuals. Passage Four Education, says Aristotle, is the creation of a sound mind in a sound body. It encompasses in itself the all round development of an individual. The success of sp

41、reading education to the widest possible area lies in the way it is imparted. With the ever changing technology scenario, the methods of imparting education too have been undergoing changes. But education itself is an age old process, rather as old as the human race itself. It was mans education thr

42、ough Nature, our greatest teacher, that he learned how to make fire by rubbing stones or invented the wheal to make tasks easier. Education in real earnest helps us in restraining the objectionable predisposition(天性) in ourselves. The aims of education have been categorized variously by different sc

43、holars. While Herbert Spencer believed in the complete-living aim, Herbert advocated the moral aim. The complete living aim signifies that education should prepare us for life. This view had also been supported by Rousseau and Mahatma Gandhi. They believed in the complete development or perfection o

44、f nature. All round development has been considered as the first and foremost aim of education. At the same time education ensures that there is a progressive development of innate abilities. Pestalozzi is of the view Education is natural, harmonious and progressive development of mans innate powers

45、. Education enables us to control, give the right direction and the final sublimation(升华) of instincts. It creates good citizens. It helps to prepare the kids for their future life. Education inculcates certain values and principles and also prepares a human being for social life. It civilizes the m

46、an. The moral aim of Herbart states that education should ingrain moral values in children. He is of the view that education should assist us in curbing our inferior whims and supplant them with superior ideas. This moral aim has also been stressed upon by Gandhi in the sense of formation of charact

47、er. The preachers of this aim do not undermine the significance of knowledge, vocational training or muscular strength. But simultaneously they have also laid stress on their view that the undisclosed aim of education is to assist development of moral habits. Then there is the social aim which means

48、 that education should produce effective individuals in the sense that they realize their responsibilities towards the society. And we all know that man is a social being. The interactive ability is a must as it is through interaction that we come to know of our responsibilities. Edmund Burke asks a

49、nd he himself answers: What is education? A parcel of books? Not at all, but an intercourse with the world, with men and with affairs.（分数：19.95）(1).According to the passage, why is the shape of sea cucumbers important? (Passage One)（分数：1.33）A.It helps them to digest their food.B.It helps them to protect themselves from danger.C.It makes it easier for them to move through the mud.D.It makes them attractive to fish.(2).The fourth paragrap