[外语类试卷]国家公共英语（四级）笔试模拟试卷311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 311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. 0 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. 5 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 kind of proof did the man probably have when he bought the radio? （ A） A receipt and the cheque stub. （ B） The guarantee and the receipt. （ C） The radio and the box. （ D） The credit card and a receipt. 12 When did the man buy the radio? （ A） Last week. （ B） The day before

5、yesterday. （ C） Yesterday. （ D） This morning. 13 What is wrong with the radio? （ A） It has no instructions. （ B） It has run out of battery. （ C） The switch is in broken. （ D） The switch is the wrong position. 14 Why are “How To“ books in great demand in the United States? （ A） Because the rich do no

6、t always satisfy. （ B） Because many people read books only for pleasure. （ C） Because these books help Americans out of trouble. （ D） Because the books meet the needs of different readers. 15 What is one of the most popular types of books? （ A） The book that help people with their personal problems.

7、 （ B） The book that tell you how to earn more money. （ C） The book that tell you how to choose a job. （ D） The book that tell you how to make progress. 16 Which title best gives the ideas of the passage? （ A） Americans Like Reading. （ B） How To Book, a True Friend. （ C） How To Book Is Popular. （ D）

8、Americans Like Books. 17 What hasn t Devorah Day involved in? （ A） Madrigals. （ B） Folk. （ C） Rock. （ D） Opera. 18 What is Devorah Day going to sing in future? （ A） Continue to sing jazz. （ B） Transfer to opera. （ C） Whatever songs she is offered. （ D） She is not sure. 19 How is her family? （ A） It

9、doesnt have any musical background. （ B） It has many musicians. （ C） They pay much attention to Day s work. （ D） They didn t care about Day at all. 20 Which statement is true about Devorah Day? （ A） She starts singing as a jazz singer. （ B） The session for the album was done in 1999. （ C） Her family

10、 supports her work very much. （ D） She has faith in herself despite opposition of people around. Part A 20 Pay and productivity, it is generally assumed, should be related. But the relationship seems to weaken【 B1】 _people get older. Mental ability declines with age. That is the same for the brainy

11、and the dimand not【 B2】_for humans: it is measurable even for fruit flies. 【 B3】 _minds that keep lively will suffer less than the lazy. In general, the more education you have, the more productive your old【 B4】 _will be. Some【 B5】 _decline faster than others. According to most studies, people s num

12、erical and reasoning abilities are at their best in their 20s and early 30s.【 B6】 _abilitiesthose that depend on knowledgemay improve with age. For most workers, decreased abilities will【 B7】 _to lower productivity; only a minority will find know-how and knowledge outweighs their failing powers. Eve

13、n those employees who remain highly productive will be likely to shine only in a narrow【 B8】 _. Academics notice this. It is less clear that employers do. Studies of supervisors-ratings show no clear correlation【 B9】 _age and perceived productivity. When other employees-views are【 B10】 _into account

14、 though, the picture changes: these ratings suggest that workers in their 30s are the 【 B11】 _productive and hardworking, with scores falling thereafter. That is【 B12】 _up by studies of work samples; which find lower productivity among the oldest employees. A study for America s Department of Labor

15、showed job performance peaking at 35, and【 B13】 _declining. It varied by industry: the fall was slower in footwear, but faster in furniture. Intellectual occupations are harder to measure, but the picture is the same. Academics seem to publish【 B14】 _as they age. Painters, musicians and writers show

16、 the same tendency. Their output peaks in their 30s and 40s. The only【 B15】 _is female writers, who are most productive in their 50 s. 21 【 B1】 22 【 B2】 23 【 B3】 24 【 B4】 25 【 B5】 26 【 B6】 27 【 B7】 28 【 B8】 29 【 B9】 30 【 B10】 31 【 B11】 32 【 B12】 33 【 B13】 34 【 B14】 35 【 B15】 Part B Directions: Read

17、the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1. 35 However important we may regard school life to be, there is no denying the fact that children spend more time at home than in the classroom. Therefore, the great influenc

18、e of parents cannot be ignored or discounted by the teacher. They can become strong allies of the school personnel or they can consciously or unconsciously hinder and obstruct curricular objectives. Administrators have been aware of the need to keep parents informed of the newer method used in schoo

19、ls. Many principals have conducted workshops explaining such matters as the reading readiness program, manuscript writing, and developmental mathematics. Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. The many intervi

20、ews 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, suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the te

21、acher can help the parent convert his natural paternal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a yardstick or measuring cup at home, setting the clock, calculating mileage on a trip, and engaging in sc

22、ores 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 progress in mathematics and, at the same time, enjoying the work. Too often, however, teachers conferences with parents are d

23、evoted to petty accounts of children s offences, complaints about laziness and poor work habits, and suggestions for penalties and rewards at home. What is needed is a more creative approach in which the teacher, as a professional adviser, plants ideas in parents minds for the best utilization of th

24、e many hours that the child spends out of the classroom. In this way, the school and the home join forces in stimulating the fullest development of youngsters capacities. 36 A method of parent-teacher communication NOT mentioned or referred to by the author is （ A） home training （ B） demonstration l

25、esson （ C） parent-teacher interviews （ D） new progress report forms 37 It can be reasonably inferred that the author_. （ A） thinks that teachers of this generation are inferior to those of the last generation （ B） is satisfied with present relationships between home and school （ C） feels that the tr

26、aditional program in mathematics is slightly superior to the development program （ D） feels that parent-teacher interviews can be made much more constructive than they are at present 38 The author s primary purpose in writing this passage is to_. （ A） improve the teaching of mathematics （ B） tell pa

27、rents to pay more attention to the guidance of teachers in the matter （ C） help ensure that every child s capacities are fully developed when leaving school （ D） urge the use of a much underused resource-the parent 39 The phrase “an important role in enlightening parents“ in the third paragraph most

28、 probably means an important role in_. （ A） causing parents to understand （ B） persuading parents （ C） understanding parents （ D） discussing with parents 40 The attitude of the author towards the role of parents is_. （ A） positive （ B） negative （ C） doubtful （ D） unclear 40 Often referred to as “the

29、 heart of a factoring organization“ , the credit department is responsible for granting credit to clients customers and for collecting the accounts receivable purchased by the factor. When factored clients submit customer orders for credit approval, the credit department analyzes the financial condi

30、tion and credit worthiness of the customer, and then makes a decision to approve or decline the order. The department must then monitor the condition of approved customers and collect all due receivables. Careful credit checking and effective collection procedures in this department can greatly redu

31、ce the risks inherent in factoring. As the head of the credit department, the credit manager is responsible for seeing that the department operates effectively. He must develop the factor s credit policies in consultation with senior factoring associates, and he is in overall command of everything f

32、rom credit and collections to bankruptcy and liquidations. If the factor is a commercial bank division, the credit manager is a bank s vice president, and credit policy must also be approved by top management of the bank. Assisting the credit manager may be several supervisors who have credit respon

33、sibilities of their own and who also oversee the analysis and approval of customer orders by the credit specialists. Credit supervisors typically spend about eighty percent of their time handling large customer orders. If a customer order exceeds a supervisors credit authority, he is responsible for

34、 making recommendations to the credit manager. A supervisor also reviews a subordinate s credit decision if the subordinate is unsure of the extent of the credit risk or if a client questions a particular credit decision. In extremely large credit exposures, supervisors bear the responsibility for a

35、nalyzing the credit position of the customers and deciding on credit limits. To do this, they must regularly obtain current data from various credit information sources. They must also have extensive contact with each customer to determine operational performance and progress. Frequently, supervisor

36、s are called upon to give advice on what should be done to improve a company s financial condition. Meeting all these responsibilities requires that each supervisor continuously observe and study the industries with which he is concerned, so that he is capable of anticipating market changes which ma

37、y affect his accounts. A supervisor s major challenge is to maintain a fine balance between the demands of clients that all their customer orders be approved and the questionable financial position of some of the customers. In reviewing any credit decision, a supervisor must be capable of weighing a

38、 variety of elements , including the possibility of losing the client, the customer s credit position, and the extent of any possible loss. 41 What is the main idea of the passage? （ A） The credit manager s responsibility. （ B） The supervisors responsibility. （ C） The working procedures of a credit

39、department. （ D） The command and control in the credit department. 42 Which of the following is NOT true? （ A） The credit policy can be a part of a commercial bank s policy. （ B） The credit policy rests only with the credit manager. （ C） The supervisors are the helping hands of the credit manager. （

40、 D） A credit manager of the credit department is not necessarily a bank s leading person. 43 By “a customer order“ , the customer is most probably trying to get_. （ A） some goods from the factor （ B） some money from the factor （ C） some goods from the factor s client （ D） some money from the factor

41、s client 44 “Credit exposures“ probably means “_“. （ A） uncovered risks （ B） approved limits （ C） expected sums （ D） protected sources 45 The word “anticipating“ (Para. 4, Sent. 5)can be safely replaced by “_“. （ A） bringing （ B） preventing （ C） protecting （ D） expecting 45 Bill Gates, the billionai

42、re Microsoft chairman without a single earned university degree, is by his success raising new doubts about the worth of the business world s favorite academic title: the MBA (Master of Business Administration). The MBA, a 20th century product, always has borne the mark of lowly commerce and greed o

43、n the tree-lined campuses ruled by purer disciplines such as philosophy and literature. But even with the recession apparently cutting into the hiring of business school graduates, about 79,000 people were expected to receive MBAs in 1993. This is nearly 16 times the number of business graduates in

44、1960, a testimony to the widespread assumption that the MBA is vital for young men and women who want to run companies some day. “ If you are going into the corporate world it is still a disadvantage not to have one, “ said Donald Morrison, professor of marketing and management science. “But in the

45、last five years or so, when someone asks, Should I attempt to get an MBA? The answer a lot more is: It depends. “ The success of Bill Gates and other non-MBAs, such as the late Sam Walton of Wal-Mart Stores Inc. , has helped inspire self-conscious debates on business school campuses over the worth o

46、f a business degree and whether management skills can be taught. The Harvard Business Review printed a lively, fictional exchange of letters to dramatize complaints about business degree holders. The article called MBA hires “extremely disappointing“ and said “MBAs want to move up too fast, they don

47、t understand politics and people, and they aren t able to function as part of a team until their third year. But by then, they re out looking for other jobs. “ The problem, most participants in the debate acknowledge, is that the MBA has acquired an image of future riches and power far beyond its ac

48、tual importance and usefulness. Enrollment in business schools exploded in the 1970s and 1980s and created the assumption that no one who pursued a business career could do without one. The growth was fueled by a drive against the anti-business values of the 1960s and by the women s movement. Busine

49、ss people who have hired or worked with MBAs say those with the degrees often know how to analyze systems but are not so skillful at motivating people. “ They don t get a lot of grounding in the people side of the business“ , said James Shaffer, vice-president and principal of the Towers Perrin Management Consulting Firm. 46 According to Paragraph 2, what is the general attitude towards business on campuses dominated by pur