[外语类试卷]国家公共英语（四级）笔试模拟试卷101及答案与解析.doc

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1、国家公共英语（四级）笔试模拟试卷 101及答案与解析 PART A Directions: For Questions 1-5, you will hear a conversation. While you listen, fill out the table with the information you have heard. Some of the information has been given to you in the table. Write only 1 word in each numbered box. You will hear the recording twi

2、ce. You now have 25 seconds to read the table below. 1 PART B Directions: For Questions 6-10, you will hear a passage. Use not more than 3 words for each answer. You will hear the recording twice. You now have 25 seconds to read the sentences and the questions below. 6 In a sudden and unexpected dev

3、elopment, the Dow-Jones Index fell by _. 7 Among other deeper reasons for the fall is a belief that next weeks American trade figures_. 8 On October 19th last year, prices on the New York stock exchange suffered their_. 9 The commission has made numerous proposals to regulate_. 10 The commission als

4、o wants a new high-level body to control American _. PART C Directions: You will hear three dialogues or monologues. Before listening to each one, you will have 5 seconds to read each of the questions which accompany it. While listening, answer each question by choosing A, B, C or D. After listening

5、, you will have 10 seconds to check your answer to each question. You will hear each piece ONLY ONCE. 11 How long did Emily Dickinson live in the house where she was born? （ A） Almost all her life. （ B） Less than half her life. （ C） Until 1830. （ D） Before 1872. 12 Which of the following is TRUE of

6、Emily Dickinson? （ A） She was not a productive poet. （ B） She saw many of her poems published. （ C） She was not a sociable person. （ D） She had contact only with a few poets. 13 When was Emily Dickinson widely recognized? （ A） After Henry James referred highly to her. （ B） After seven of her poems w

7、ere published. （ C） After her poems became known to others. （ D） After she had been dead for many years. 14 What is the woman doing when the man interrupts her? （ A） Taping some music. （ B） Watching a film. （ C） Making a video recording. （ D） Writing a letter. 15 Why is the woman so excited? （ A） Sh

8、e is going to study in another country. （ B） She received a letter from a Japanese friend. （ C） She just returned from a trip to Japan. （ D） She got a job at a travel agency. 16 Why does the woman feel grateful to Professer Mercheno? （ A） He helped her get into the program. （ B） He recorded some tap

9、es especially for her. （ C） He gave her a good grade in her Japanese class. （ D） He told her about an interesting movie to watch. 17 Why are we far from satisfied with our basic needs? （ A） Because we should save extra money for future expenditure. （ B） Because we have other wants in addition to our

10、 basic needs. （ C） Because we all enjoy reading books. （ D） Because man is never satisfied even if he has everything he wants. 18 What can be inferred from the passage? （ A） We should be satisfied with our life. （ B） We should develop good habits. （ C） A reliable income makes the satisfactory standa

11、rd of living possible. （ D） To provide for future expenditure is wise. 19 “Shelter“ refers to （ A） safe. （ B） shell. （ C） house. （ D） income. 20 “Expenditure“ means （ A） exercise. （ B） expense. （ C） style. （ D） cost. 一、 Section II Use of English (15 minutes) Directions: Read the following text. Choo

12、se the best word for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. 20 Man has been storing up useful knowledge about himself and the universe at the rate which has been spiraling upward for 10,000 years. The 【 21】 _ took a sharp upward leap with the invention of writing, but even 【 22

13、】 _ it remained painfully slow for several centuries. The next great leap forward 【 23】 _ knowledge acquisition did not occur 【 24】 _ the invention of movable type in the 15th century by Gutenberg and others. 【 25】 _ to 1500, by the most optimistic 【 26】 _ Europe was producing books at a rate of 100

14、0 titles per year. This means that it 【 27】 _ a full century to produce a library of 100,000 titles. By 1950, four and a half 【 28】 _ later, the rate had accelerated so sharply that Europe was producing 120,000 titles a year. 【 29】 _ once took a century now took only ten months. By 1960, a 【 30】 _ d

15、ecade later, the rate had made another significant jump, 【 31】 _ a centurys work could be finished in seven and a half months. 【 32】 _ , by the mid-sixties, the output of books on a world 【 33】 _ , Europe included, approached the prodigious figure of 900 titles per day. One can 【 34】 _ argue that ev

16、ery book is a net gain for the advancement of knowledge. Nevertheless we find that the accelerative 【 35】 _ in book publication does, in fact, crudely 【 36】 _ the rate at which man discovered new knowledge. For example, prior to Gutenberg 【 37】 _ 11 chemical elements were known. Antimony, the 12th,

17、was discovered 【 38】 _ about the time he was working on his invention. It was fully 200 years since the 11th, arsenic, had been discovered. 【 39】 _ the same rate of discovery continued, we would by now have added only two or three additional elements to the periodic table since Gutenberg. 【 40】 _ ,

18、in the 450 years after his time, certain people discovered some seventy additional elements. And since 1900 we have been isolating the remaining elements not at a rate of one every two centuries, but of one every three years. 21 【 21】 （ A） accumulation （ B） development （ C） knowledge （ D） rate 22 【

19、22】 （ A） so （ B） if （ C） then （ D） when 23 【 23】 （ A） to （ B） by （ C） from （ D） in 24 【 24】 （ A） until （ B） since （ C） when （ D） before 25 【 25】 （ A） As （ B） Due （ C） Prior （ D） Next 26 【 26】 （ A） examples （ B） estimates （ C） evidence （ D） evaluation 27 【 27】 （ A） would take （ B） bad taken （ C） was

20、taking （ D） would have taken 28 【 28】 （ A） decades （ B） centuries （ C） dozens （ D） years 29 【 29】 （ A） This （ B） These （ C） It （ D） What 30 【 30】 （ A） plain （ B） historic （ C） single （ D） eventful 31 【 31】 （ A） now that （ B） so that （ C） as （ D） when 32 【 32】 （ A） However （ B） But （ C） And （ D） Ther

21、efore 33 【 33】 （ A） scope （ B） sphere （ C） scale （ D） stretch 34 【 34】 （ A） so （ B） hardly （ C） accordingly （ D） therefore 35 【 35】 （ A） line （ B） circle （ C） diagram （ D） curve 36 【 36】 （ A） fit （ B） like （ C） resemble （ D） parallel 37 【 37】 （ A） about （ B） only （ C） more than （ D） less than 38 【 3

22、8】 （ A） in （ B） at （ C） on （ D） for 39 【 39】 （ A） As （ B） Had （ C） If （ D） With 40 【 40】 （ A） In addition （ B） In turn （ C） Instead （ D） In particular Part B Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1

23、. 40 In the 1920s demand for American farm products fell, as European countries began to recover from World War I and instituted austerity (紧缩 ) programs to reduce their imports. The result was a sharp drop in farm prices. This period was more disastrous for farmers than earlier times had been, beca

24、use farmers were no longer self-sufficient. They were paying for machinery, seed, and fertilizer, and they were also buying consumer goods. The prices of the items farmers bought remained constant, while prices they received for their products fell. These developments were made worse by the Great De

25、pression, which began in 1929 and extended throughout the 1939s. In 1929, under President Herbert Hoover, the Federal Farm Board was organized. It established the principle of direct interference with supply and demand, and it represented the first national commitment to provide greater economic sta

26、bility for farmers. President Hoovers successor attached even more importance to this problem. One of the first measures proposed by President Franklin D. Roosevelt when he took office in 1933 was the Agricultural Adjustment Act, which was subsequently passed by Congress. This law gave the Secretary

27、 of Agriculture the power to reduce production through voluntary agreements with farmers who were paid to take their land out of use. A deliberate scarcity of farm products was planned in an effort to raise prices. This law was declared unconstitutional by the Supreme Court on the grounds that gener

28、al taxes were being collected to pay one special group of people. However, new laws were passed immediately that achieved the same result of resting soil and providing flood-control measures, but which were based on the principle of soil conservation. The Roosevelt Administration believed that rebui

29、lding the nations soil was in the national interest and was not simply a plan to help farmers at the expense of other citizens. Later the government guaranteed loans to farmers so that they could buy farm machinery, hybrid (杂交 ) grain, and fertilizers. 41 What brought about the decline in the demand

30、 for American farm products? （ A） The impact of the Great Depression. （ B） The shrinking of overseas markets. （ C） The destruction caused by WWI. （ D） The increased exports of European countries. 42 The chief concern of the American government in the area of agriculture in the 1920s was （ A） to incr

31、ease farm production. （ B） to establish agricultural laws. （ C） to prevent farmers from going bankrupt. （ D） to promote the mechanization of agriculture. 43 The Agricultural Adjustment Act encouraged American farmers to （ A） reduce their scale of production. （ B） make full use of their land. （ C） ad

32、just the prices of their farm products. （ D） be self-sufficient in agricultural production. 44 The Supreme Court rejected the Agricultural Adjustment Act because it believed that the Act （ A） might cause greater scarcity of farm products. （ B） didnt give the Secretary of Agriculture enough power. （

33、C） would benefit neither the government nor the farmers. （ D） benefited one group of citizens at the expense of others. 45 It was claimed that the new laws passed during the Roosevelt Administration were aimed at （ A） reducing the cost of farming. （ B） conserving soil in the long-term interest of th

34、e nation. （ C） lowering the burden of farmers. （ D） helping farmers without shifting the burden onto other taxpayers. 45 Education is primarily the responsibility of the states. State constitutions set up certain standards and rules for the establishment of school. State laws require children to go

35、to school until they reach a certain age. The actual control of the schools, however, is usually a local matter. The control of the schools does not usually come directly from the local government. In each of the three types of city government, public schools are generally quite separate and indepen

36、dent. They cooperate with local officials but are not dominated by the municipal government. Most Americans believe that schools should be free of political pressures. They believe that the separate control of the school systems preserves such freedom. Public schools are usually maintained by school

37、 districts. The state often sets the district boundaries. Sometimes the school district has the same boundaries as the city. Sometimes it is larger than the city. In the South, county boards of education members are elected. In some places they are appointed by the mayor or city council. The state l

38、egislature decides which method should be used. Most district boards of education try to give all pupils a chance to get a good education. A good education prepares a person to live a better life. It helps him to become a better citizen. Nearly all states give financial aid to local school districts

39、. State departments of education offer other kinds of aid. States offer help with such things as program planning and the school districts. The federal government also helps. The National Defense Education Act allows school districts to get financial aid for certain purposes. The Elementary and Seco

40、ndary Education Act of 1965 added many other kinds of financial help. But neither the state nor the federal government dictates school policy. This is determined by local school boards. 46 Which of the following law is related to education? （ A） The National Defense Education Act. （ B） The Elementar

41、y and Secondary Education Act. （ C） The Independence Act. （ D） Both A and B. 47 How did the state control education? （ A） By setting up certain standard and rules. （ B） By requesting the children to go to schools until they are of certain age. （ C） Either A or B. （ D） Both A and B. 48 How did they p

42、reserve the freedom of the schools from political pressure? （ A） By uniting all the schools into a union. （ B） By having the federal administration. （ C） By having separate and independent control. （ D） By cooperating with the state government. 49 People favor the independence of school for the reas

43、on that （ A） people believe that it will ensure the existence of freedom. （ B） people believe that it will deprive the school of the financial aid. （ C） local government can rid itself from the financial burden. （ D） state government is not willing to exert its effort on it. 50 The school district i

44、s likely to be all of the following EXCEPT （ A） larger than city district. （ B） larger than the state district. （ C） the same as the city district. （ D） Both A and C. 50 Karen Rusa was a 30-year-old woman and the mother of four children. For the past several months Karen had been experiencing repeti

45、tive thoughts that centered around her childrens safety. She frequently found herself imagining that a serious accident had occurred; she was unable to put these thoughts out of her mind. On one such occasion she imagined that her son, Alan, had broken his leg playing football at school. There was n

46、o reason to believe that an accident had occurred, but she kept thinking about the possibility until she finally called the school to see if Alan was all right. Even after receiving their assurance that he had not been hurt, she described herself as being somewhat surprised when he later arrived hom

47、e unharmed. Karen also noted that her daily routine was seriously hampered by an extensive series of counting work that she performed throughout each day. Specific numbers had come to have a special meaning to her; she found that her preoccupation with these numbers was hampering her ability to perf

48、orm everyday activities. One example was grocery shopping. Karen believed that if she selected the first item on the shelf, something terrible would happen to her oldest child. If she selected the second item, some unknown disaster would fall on her second child, and so on for the four children. Kar

49、ens preoccupation with numbers extended to other activities, most notable the pattern in which she smoked cigarettes and drank coffee. If she had one cigarette; she believed that she had to smoke at least tour in a row, or one of her children would be harmed in some way. If she drank one cup of coffee, she felt compelled to drink tour. Karen acknowledged the unreasonableness of these rules, but, nevertheless, maintained that she fel