[外语类试卷]国家公共英语（四级）笔试模拟试卷243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 243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 PART C Directions: You will he

3、ar 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, you will have 10 seconds to check your answer to each question. You will hear eac

4、h piece ONLY ONCE. 11 What is the meaning of “Skating on thin ice“? （ A） One may be doing something quite difficult. （ B） One may be doing something quite risky. （ C） One may be doing something quite annoying. （ D） One may be doing something impossible. 12 When somebody told you that you will “cut n

5、o ice“ with him, what did he mean? （ A） You will not persuade him. （ B） You are getting nowhere with him. （ C） You cannot sell your ice to him. （ D） You should not waste time cutting ice with him. 13 When the game is really over, which idiom can we use? （ A） The game is on ice. （ B） Skating on thin

6、ice. （ C） To cut no ice. （ D） To break the ice. 14 Why did the police officer stop the driver? （ A） The driver exceeded the speed limit. （ B） The driver didnt stop at the zebra crossing. （ C） The officer was conducting a routine check. （ D） The officer found the cars brake lights were out. 15 Why di

7、d the driver mention his wifes cousins husband? （ A） To prove his connection with the officer. （ B） To show himself as an influential man. （ C） To influence the police officer. （ D） To establish a new friendship. 16 What did the police officer threaten to do? （ A） Give the driver a ticket. （ B） Take

8、 the driver to court. （ C） Retain the drivers car. （ D） Take the driver to the police station. 17 Mark Twains letter about the Statue of Liberty_. （ A） represented a serious question as to the need for the statue （ B） was a put-on by a journalist （ C） raised a great deal of money （ D） poked fun at t

9、he French 18 How many years elapsed from the conception of the statue until its completion? （ A） 11 years （ B） 16 years （ C） 26 years （ D） 21 years 19 French engineering genius is seen in the Statue of Liberty in_. （ A） design of its base （ B） design of its stressed sheathing （ C） locating the statu

10、e without disrupting harbor traffic （ D） keeping the flame lit 20 The Statue of Libertys development embarrassed Americans in the 1880s because （ A） they took so long to raise the money （ B） it was apparent the statue was mislocated （ C） its design was tasteless （ D） they felt that the concept was a

11、 waste of money 一、 Section II Use of English (15 minutes) Directions: Read the following text. Choose the best word for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. 20 During the 1980s, unemployment and underemployment in some countries was as high as 90 percent. Some countries did n

12、ot 21 enough food; basic needs in housing and clothing were not 22 . Many of these countries looked to the industrial processes of the developed nations 23 solutions. 24 , problems cannot always be solved by copying the industrialized nations. Industry in the developed nations is highly automated an

13、d very 25 . It provides fewer jobs than labor-intensive industrial processes, and highly 26 workers are needed to 27 and repair the equipment. These workers must be trained, 28 many nations do not have the necessary training institutions. Thus, the 29 of importing industry becomes higher. Students m

14、ust be sent abroad to 30 vocational and professional training. 31 , just to begin training ,the students must 32 learn English, French, German, or Japanese. The students then spend many years abroad, and 33 do not return home. All nations agree that science and technology 34 be shared. The point is:

15、 countries 35 the industrial processes of the developed nations need to look carefully 36 the costs, because many of these costs are 37 . Students from these nations should 38 the problems of the industrialized countries closely. 39 care, they will take home not the problems of science and technolog

16、y, 40 the benefits. （ A） generate （ B） raise （ C） produce （ D） manufacture （ A） answered （ B） met （ C） calculated （ D） remembered （ A） for （ B） without （ C） as （ D） about （ A） Moreover （ B） Therefore （ C） Anyway （ D） However （ A） expensive （ B） mechanical （ C） flourishing （ D） complicated （ A） gifte

17、d （ B） skilled （ C） trained （ D） versatile （ A） keep （ B） maintain （ C） retain （ D） protect （ A） sine （ B） so （ C） and （ D） yet （ A） charge （ B） price （ C） cost （ D） value （ A） accept （ B） gain （ C） receive （ D） absorb （ A） Frequently （ B） Incidentally （ C） Deliberately （ D） Eventually （ A） soon （ B

18、） quickly （ C） immediately （ D） first （ A） some （ B） others （ C） several （ D） few （ A） might （ B） should （ C） would （ D） will （ A） adopting （ B） conducting （ C） receiving （ D） adjusting （ A） to （ B） at （ C） on （ D） about （ A） opaque （ B） secret （ C） sealed （ D） hidden （ A） tackle （ B） learn （ C） stu

19、dy （ D） manipulate （ A） In （ B） Through （ C） With （ D） Under （ A） except （ B） nor （ C） or （ D） but 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. 40 Six years later, in an about-face, the FBI admi

20、ts that federal agents fired tear gas canisters capable of causing a fire at the Branch Davidian compound near Waco, Texas in 1993. But the official said the firing came several hours before the structure burst into flames, killing 80 people including the Davidians leader, David Koresh. “In looking

21、into this, weve come across information that shows some canisters that can be deemed pyrotechnic in nature were fired hours before the fire started,“ the official said. “Devices were fired at the bunker, not at the main structure where the Davidians were camped out.“ The Federal Bureau of Investigat

22、ion maintains it did not start what turned to be a series of fiery bursts of flames that ended a 51-day standoff between branch members and the federal government. “This doesnt change the bottom line that David Koresh started the fire and the government did not,“ the official said. “It simple shows

23、that devices that could probably be flammable were used in the early morning hours.“ The law enforcement official said the canisters were fired not at the main structure where the Davidian members were camped out but at the nearby underground bunker. They bounced off the bunkers concrete roof and la

24、nded in an open field well, the official said. The canisters were fired at around 6 a.m. , and the fire that destroyed the wooden compound started around noon, the official said. The official also added that other tear gas canisters used by agent that day were not flammable or potentially explosive.

25、 While Coulson denied the grenades played a role in starting the fire, his statement marked the first time that any U. S. government official has publicly contradicted the governments position that federal agents used nothing on the final day of the siege at Waco that could have sparked the fire tha

26、t engulfed the compound. The cause of the fiery end is a major focus of an ongoing inquiry by the Texas Rangers into the Waco siege. 41 The FBI official has NOT admitted that_. （ A） the canisters were fired at the main structure （ B） the canisters were fired hours before the fire started （ C） federa

27、l agents fired tear gas canisters capable of causing a fire （ D） other tear gas canisters that were not flammable or potentially explosive were also used 42 From the passage, what information can be inferred about the event in 1993? （ A） The compound was blown up by the FBI agents. （ B） The compound

28、 burst into flames at dawn. （ C） The federal government besieged the compound for 51 days before the tragedy occurred. （ D） About 80 people were killed in the event except the Davidians leader, David Koresh. 43 After reading the passage, how much do you know about the compound near Waco? （ A） About

29、51 people lived in the compound at the time of the event in 1993. （ B） It consisted of a main structure and a bunker. （ C） It was built of stone. （ D） It was a schoolhouse. 44 Coulsons speech has_. （ A） made the matter even more complicated and confusing （ B） been approved by the government （ C） met

30、 sharp criticism （ D） brought the whole matter into broad daylight 45 The attitude of the narrator towards this message is_. （ A） neutral （ B） bitter （ C） excited （ D） expectant 45 Imagine a world in which there was suddenly no emotion a world in which human beings could feel no love or happiness, n

31、o terror or hate. Try to imagine the consequences of such a transformation. People might not be able to stay alive: knowing neither joy nor pleasure, neither anxiety nor fear, they would be as likely to repeat acts that hurt them as acts that were beneficial. They could not learn: they could not ben

32、efit from experience because this emotionless world would lack rewards and punishments. Society would soon disappear: people would be as likely to harm one another as to provide help and support. Human relationships would not exist: in a world without friends or enemies, there could be no marriage,

33、affection among companions, or bonds among members of groups. Societys economic underpinnings would be destroyed: since earning $ 10 million would be more pleasant than earning $ 10, there would be no incentive to work. In fact, there would be no incentives of any kind. For as we will see, incentive

34、s imply a capacity to enjoy them. In such a world, the chances that the human species would survive are next to zero, because emotions are the basic instrument of our survival and adaptation. Emotions structure the world for us in important ways. As individuals, we categorize objects on the basis of

35、 our emotions. True we consider the length, shape, size, or texture, but an objects physical aspects are less important than what it has done or can do to us hurt us, surprise us, anger us or make us joyful. We also use categorizations coloured by emotions in our families, communities, and overall s

36、ociety. Out of our emotional experiences with objects and events comes a social feeling of agreement that certain things and actions are “good“ and others are “bad“, and we apply these categories to every aspect of our social life from what foods we eat and what clothes we wear to how we keep promis

37、es and which people our group will accept. In fact, society exploits our emotional reactions and attitudes, such as loyalty, morality, pride, shame, guilt, fear and greed, in order to maintain itself. It gives high rewards to individuals when perform important tasks such as surgery, makes heroes out

38、 of individuals for unusual or dangerous achievements such flying fighter planes in a war, and uses the legal and penal system to make people afraid to engage in antisocial acts. 46 The reason why people might not be able to stay alive in a world without emotion is that （ A） they would not be able t

39、o tell the texture of objects （ B） they would not know what was beneficial and what was harmful to them （ C） they would not be happy with a life without love （ D） they would do things that hurt each others feeling 47 According to the passage, peoples learning activities are possible because they_. （

40、 A） believe that emotions are fundamental for them to stay alive （ B） benefit from rewarded for doing the right thing （ C） know what is vital to progress of society （ D） enjoy being rewarded for doing the right thing 48 It can be inferred from the passage that the economic foundation of society is d

41、ependent on_. （ A） the ability to make money （ B） the will to work for pleasure （ C） the capacity to enjoy incentives （ D） the categorizations of our emotional experiences 49 Emotions are significant for mans survival and adaptation because_. （ A） they provide the means by which people view the size

42、 or shape of objects （ B） they are the basis for the social feeling of agreement by which society is maintained （ C） they encourage people to perform dangerous achievements （ D） they generate more love than hate among people 50 The emotional aspects of an object are more important than its physical

43、aspects in that they_. （ A） help society exploit its members for profit （ B） encourage us to perform important tasks （ C） help to perfect the legal and penal system （ D） help us adapt our behaviour to the world surrounding us 50 Specialisation can be seen as a response to the problem of an increasin

44、g accumulation of scientific knowledge. By splitting up the subject matter into smaller units, one man could continue to handle the information and use it as the basis for further research. But specialisation was only one of a series of related developments in science affecting the process of commun

45、ication. Another was the growing professionalisation of scientific activity. No clear-cut distinction can be drawn between professionals and amateurs in science; exceptions can be found to any rule. Nevertheless, the word “amateur“ does carry a connotation that the person concerned is not fully inte

46、grated into the scientific community and, in particular, may not fully share its values. The growth of specialisation in nineteenth century, with its consequent requirement of a longer, more complex training, implied greater problems for amateur participation in science. The trend was naturally most

47、 obvious in those areas of science based especially on a mathematical or laboratory training, and can be illustrated in terms of the development of geology in the United Kingdom. A comparison of British geological publications over the last century and a half reveals not simply an increasing emphasi

48、s on the primacy of research, but also a changing definition of what constitutes an acceptable research paper. Thus, in the nineteenth century, local geological studies represented worthwhile research in their own right; but, in the twentieth century, local studies have increasingly become acceptabl

49、e to professionals only if they incorporate, and reflect on, the wider geological picture. Amateurs, on the other hand, have continued to pursue local studies in the old way. The overall result has been to make entrance to professional geological journals harder for amateurs, a result that has been reinforced by the widespread introduction of refereeing, first by national journals in the nineteenth century and then by several local geological journals in the twentieth century. As a logical consequence of this develop