[外语类试卷]国家公共英语（五级）笔试模拟试卷82及答案与解析.doc

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1、国家公共英语（五级）笔试模拟试卷 82及答案与解析 Part A Directions: You will hear a talk. As you listen, answer Questions 1-10 by circling TRUE or FALSE. You will hear the talk ONLY ONCE. You now have 1 minute to read Questions 1-10. 1 Recurrent education is designed for full-time students to gain knowledge outside their

2、school study. （ A） Right （ B） Wrong 2 Recurrent education also provides learners such pastimes as reading or watching television. （ A） Right （ B） Wrong 3 In the United States, more than a fourth of the adult population join some form of recurrent education. （ A） Right （ B） Wrong 4 Pottery making or

3、speed reading are the recurrent education activities some people long to get in their leisure time. （ A） Right （ B） Wrong 5 People enroll-in some form of recurrent education activities to use the knowledge they learn. （ A） Right （ B） Wrong 6 The teaching in recurrent education is more advanced than

4、the teaching children receive from school. （ A） Right （ B） Wrong 7 A teacher often uses group discussions with children in school. （ A） Right （ B） Wrong 8 Except the four chief sources of recurrent education, no other organizations provide recurrent education for adults. （ A） Right （ B） Wrong 9 Adul

5、ts can earn credit for the equivalent of a high school or college education by GED or CLEP. （ A） Right （ B） Wrong 10 Recurrent education is a means through which adults get the chance to arm themselves with skills, knowledge and entertain themselves in their leisure time. （ A） Right （ B） Wrong Part

6、B Directions: You will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or D. You will hear the recording ONLY ONCE. 11 What would happen if you misuse your eyes? （ A） You may feel uncomfortable in various ways. （ B） You may have to wear glasses. （ C） You can let y

7、our eyes rest for a while. （ D） You can go and see a doctor. 12 What is said about the best distance between a book and our eyes when reading? （ A） It is 14 inches. （ B） It is hard to figure out. （ C） It varies from person to person. （ D） It depends on lighting conditions. 13 What is the talk mainly

8、 about? （ A） Good reading skills. （ B） Diseases related to eyes. （ C） Health guides for students. （ D） Proper eye-use in reading. 14 What are the speakers trying to do? （ A） Visit the new restaurant. （ B） Watch a parade. （ C） Have a picnic. （ D） Go to the beach. 15 How does the man feel about the ra

9、in? （ A） Excited. （ B） Confused. （ C） Afraid. （ D） Surprised. 16 What will the speakers probably do next? （ A） Go home. （ B） Go to a restaurant. （ C） Unpack the car. （ D） Put a dry blanket under the tree. 17 What food is not provided for most British children at school? （ A） A hot, cooked meal. （ B）

10、 A packed lunch. （ C） Burgers unfair. (41) is as if he (42) disappointed in them for not reading Greek though they have never studied the language. He deplores his childrens (43) of inventiveness, as if the ability to play was missing. In fact, (44) the tendency to play is built into the human speci

11、es, the actual ability to playto imagine, to invent, to elaborate on reality in a playful way and the ability to (45) fulfillment from it, these are skills that have to be (46) and developed. Such disappointment, however, is not only (47), it is also destructive. Sensing their parents disappointment

12、, children come to believe that they are. (48), lacking something, and that this (49) them less worthy of admiration and respect. Giving children the opportunity to develop new resources, to enlarge their horizons and discover the pleasures of doing things (50) their own is, on the other hand, a way

13、 to help children develop a confident feeling about themselves as capable and interesting people. Part A Directions: Read the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. 51 However important we may regard school life to

14、 be there is no gainsaying the fact that children spend more time at home than in the classroom. Therefore, the great influence of parents cannot be ignored or discounted by the teachers. They can become strong allies of the school personnel or they can consciously or unconsciously hinder and thwart

15、 curricular objectives. Administrators have been aware of the need to keep parents apprised of the newer methods used in schools. Many principals have conducted workshops explaining such matters as the reading readiness program, manuscript writing, and developmental mathematics. Moreover, the classr

16、oom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. Many interviews carried on during the year as well as new ways of reporting pupils progress, can significantly aid in achieving a harmonious interplay between school and home. To illustrate,

17、 suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent sublimate his natural paternal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buyin

18、g the food, using a yardstick or measuring cup at home, setting the clock, calculating mileage on a trip, and engaging in scores of other activities that have a mathematical basis. If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory p

19、rogress in mathematics and, at the same time, enjoying the work. Too often, however, teachers conferences with parents are devoted to petty accounts of childrens misdemenanors, complaints about laziness and poor work habits, and suggestions for penalties and rewards at home. What is needed in a more

20、 creative approach in which the teacher, as a professional adviser, plants ideas in parents minds for the best utilization of many hours that the child spends out of the classroom. In this way, the school and the home join forces in fostering the fullest development of youngsters capacities. 51 What

21、 is the central idea of the passage? （ A） Home training is more important than school training. （ B） Teachers can and should help parents to understand and further the objectives of the school. （ C） The mathematics program can be implemented at home in many ways. （ D） Parents have a responsibility t

22、o help students to do their homework. 52 The author directly discusses the fact that _. （ A） parents drill their children too much in arithmetic （ B） a father can have his son help him construct articles at home （ C） a parents misguided efforts can be redirected to proper channels （ D） there is no s

23、ufficient individual instruction in the classroom 53 It can be reasonably inferred that the author _. （ A） is satisfied with present relationships between home and school （ B） feels that the traditional program is slightly superior to the developmental program （ C） believes that schools are lacking

24、in guidance personnel （ D） feels that parent-teacher interviews can be made much more constructive than they are at home 54 A method of parent-teacher communication NOT mentioned or referred to by the author is _. （ A） classes for parents （ B） new progress report forms （ C） parent-teacher interviews

25、 （ D） demonstration lesson 55 From the passage we can infer that the author is a(n) _. （ A） professor of education （ B） elementary school teacher （ C） parent （ D） student 56 The molecules of carbon dioxide in the Earths atmosphere affect the heat balance of the Earth by acting as a one-way screen. A

26、lthough these molecules allow radiation at visible wavelengths, where most of the energy of sunlight is concentrated, to pass through, they absorb some of the longer-wavelength, infrared emissions radiated from the Earths surface, radiation that would otherwise be transmitted back into space. For th

27、e Earth to maintain a constant average temperature, such emissions from the planet must balance incoming solar radiation. If there were no carbon dioxide in the atmosphere, heat would escape from the Earth much more easily. The surface temperature would be so much lower that the oceans might be a so

28、lid mass of ice. Today, however, the potential problem is too much carbon dioxide. The burning of fossil fuels and the cleaning of forests have increased atmospheric carbon dioxide by about 15 percent in the last hundred years and we continue to add carbon dioxide to the atmosphere. Could the increa

29、se in carbon dioxide cause a global rise in average temperature, and could such a rise have serious consequences for human society? Mathematical models that allow us to calculate the rise in temperature as a function of the increase indicate that the answer is probably “yes“. Under present condition

30、s a temperature of -8 can be observed at an altitude of 5 to 6 kilometers above the Earth. Below this altitude (called the radiating level), the temperature increases by about 6 per kilometer approaching the Earths surface, where the average temperature is about 15 . An increase in the amount of car

31、bon dioxide means that there are more molecules of carbon dioxide to absorb infrared radiation. As the capacity of the atmosphere to absorb infrared radiation increase, the radiating level and the temperature of the surface must rise. One mathematical model predicts that doubling the atmosphere carb

32、on dioxide would raise the global mean surface temperature by 2.5 . This model assumes that the atmospheres relative humidity remains constant and the temperature decreases with altitude at a rate of 6.5 per kilometer. The assumption of constant relative humidity is important, because water vapor in

33、 the atmosphere is another efficient absorber of radiation at infrared wavelengths. Because warm air can hold more moisture than cool air, the relative humidity will be constant only if the amount of water vapor in the atmosphere increases as the temperature rises. Therefore, more infrared radiation

34、 would be absorbed and reradiated back to the Earths surface. The resultant warming at the surface could be expected to melt snow and ice, reducing the Earths reflectivity. More solar radiation would then be absorbed, leading to a further increase in temperature. 56 According to the passage, the gre

35、atest part of the solar energy that reaches the Earth is _. （ A） concentrated at visible wavelengths （ B） absorbed by carbon dioxide molecules （ C） absorbed by atmospheric water vapor （ D） reflected back to space by snow and ice 57 According to the passage, atmospheric carbon dioxide performs all of

36、 the following functions EXCEPT _. （ A） absorbing radiation at visible wavelengths （ B） absorbing infrared radiation （ C） absorbing outgoing radiation from the Earth （ D） helping to retain heat near the Earths surface 58 Which of the following best describes the authors attitude toward the increasin

37、g amount of carbon dioxide in the atmosphere and its consequences? （ A） Incredulous. （ B） Interested but skeptical. （ C） Angry yet resigned. （ D） Objective yet concerned 59 It can be concluded from information contained in the passage that the average temperature at an altitude of 1 kilometer above

38、the Earth is about _. （ A） 15 （ B） 9 （ C） 25 （ D） -18 60 According to the passage, which of the following is true of the last hundred years? （ A） Fossil fuels were burned for the first time. （ B） The average temperature at the Earths surface has become 2 cooler. （ C） The amount of carbon dioxide in

39、the atmosphere has increased measurably. （ D） The amount of farmland worldwide has doubled. 61 Foods are overwhelmingly the most advertised group of all consumer products in the United States. Food products lead in expenditures for network and spot television advertisements, discount coupons, tradin

40、g stamps, contests, and other forms of premium advertising. In other media newspapers, magazines, newspaper supplements, billboards, and radio food advertising expenditures rank near the top. Food manufacturers spend more on advertising than any other manufacturing group, and the nations grocery sto

41、res rank first among all retailers. Through the 1970s, highly processed foods have accounted for the bulk of total advertising. Almost all coupons, electronic advertising, national printed media advertising, consumer premiums (other than trading stamps) as well as most push promotion come from proce

42、ssed and packaged food products. In 1978, breakfast cereals, soft drinks, candy and other desserts, oils and salad dressings, coffee, and prepared foods accounted for only an estimated 20 percent of the consumer food dollar. Yet these items accounted for about one half of all media advertising. By c

43、ontrast, highly perishable foods such as unprocessed meats, poultry, fish and eggs, fruits and vegetables, and diary products accounted for over half of the consumer food-at-home dollar. Yet these products accounted for less than 8 percent of national media advertising in 1978, and virtually no disc

44、ount coupons. These products tend to be most heavily advertised by the retail sector in local newspaper, where they account for an estimated 40 percent of retail grocery newspaper ads. When measured against total food-at-home expenditures, total measured food advertising accounts for between 3 and 3

45、.7 cents out of every dollar spent on food in the nations grocery stores. A little less than one cent of this amount is accounted for by electronic advertising (mostly television) while incentives account for 0.6 cents. The printed media account for 0.5 cents and about one-third of one cent is compr

46、ised of discount coupon redemptions. The estimate for the cost of push promotion ranges from 0.7 to 1.4 cents. This range is necessary because of the difficulty in separating non-promotional aspects of direct selling transportation, technical, and other related services. Against this gross consumer

47、cost must be weighed the joint products or services provided by advertising. In the case of electronic advertising, the consumer who views commercial television receives entertainment, while readers of magazines and newspapers receive reduced prices on these publications. The consumer pays directly

48、for some premiums, but also receive nonfood merchandise as an incentive to purchase the product. The “benefits“ must, therefore, be subtracted from the gross cost to the consumer to fully assess the net cost of advertising. Also significant are the impacts of advertising on food demand, nutrition, a

49、nd competition among food manufacturers. The bulk of manufacturers advertising is concentrated on a small portion of consumer food products. Has advertising changed the consumption of these highly processed products relative to more perishable foods such as meats, produce, and dairy products? Has the nutritional content of the U.S. food consumption been influenced by food advertising? Has competition among manufacturers and retailers been enhanced or weakened by advertising? These are important questions and warrant c