[外语类试卷]大学英语四级模拟试卷283及答案与解析.doc

《[外语类试卷]大学英语四级模拟试卷283及答案与解析.doc》由会员分享，可在线阅读，更多相关《[外语类试卷]大学英语四级模拟试卷283及答案与解析.doc（24页珍藏版）》请在麦多课文档分享上搜索。

1、大学英语四级模拟试卷 283 及答案与解析 一、 Part I Writing (30 minutes) 1 For this part, you are allowed 30 minutes to write a composition on My Approach to Personal Success. You should write at least 120 words following the outline given below. 1. The importance of the personal competence and success in life. 2. My e

2、xperience on my way to success. 3. My opinion on how to promote personal success. 二、 Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions attached to the passage. For questions 1-

3、7, mark： Y (for YES) if the statement agrees with the information given in the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 Bird Flu: Communicating the Risk The recommendations listed below

4、 are grounded in two convictions(信念 ): that motivating people to start taking bird flu seriously should be a top priority for government health departments, and that risk communication principles provide the best guidance on how to do so. Start where your audience starts. Telling people who believe

5、X that they ought to believe Y naturally provokes resistance. You cant ignore X and just say YY-Y-Y-Y. You cant simply tell people theyre wrong. Youve got to start where they are, with X, and empathically explain why X seems logical, why its widely believed, why you used to believe it too, and why,

6、surprisingly, Y turns out to be closer to the truth. The biggest barrier to sounding the alarm about bird flu is that its flu usually seen as a ho-hum(漠不关心的 ) disease. It would help if people stopped calling every minor respiratory infection “a touch of the flu“ but thats not going to happen. Empath

7、y is the only answer. Instead of ignoring the fact that people think flu is minor, or berating people for thinking that flu is minor, acknowledge that even some pubic health authorities use the term “flu“ in ways that minimize its seriousness. After making common cause with the public-“we have all i

8、gnored influenza for too long“-talk about how horrific the next flu pandemic(流行病 ) may be compared with the annual flu. Dont be afraid to frighten people. For most of the world right now, though, apathy(漠不 关心 )is the problem-not denial. We cant scare people enough about HSN1. WHO has been trying for

9、 over a year, with evermoredramatic appeals to the media, the public, and Member States. Until a pandemic begins, theres little chance well scare people too much. Research evidence wont protect you from criticism, of course. Fear appeals often provoke angry pushback from people questioning your moti

10、ves or your competence, accusing you of “crying wolf“ or provoking “warning fatigue“ or panicking the public. That happened after WHO Western Pacific Regional Director Shigeru Omi said that, in a worst case, a bird flu pandemic could kill up to 100 million people (a well-justified estimate). Of cour

11、se, there is a genuine downside to issuing warnings that turn out to be unnecessary. Although panic is unlikely and warning fatigue is temporary, there is some credibility loss, especially if the warnings were exaggerated or overconfident. But consider the alternative. Which is worse, being criticiz

12、ed for “unduly“ frightening people or being criticized for failing to warn people? Acknowledge uncertainty. When the first Thai bird flu outbreaks subsided(平息 ) in 2004, a senior public official said: “The first wave of bird flu outbreak has passed, but we dont know when the second wave will come, a

13、nd we dont trust the situation. So the Public Health Ministry is being as careful as possible.“ This exemplifies two risk communication principles: acknowledge uncertainty and dont overreassure. During Malaysias first outbreak, tests were pending regarding what strain of flu was killing the chickens

14、. Senior veterinary official Hawari Hussein said, “We know it is HS, but were hoping it wont be H5N1.“ This very brief comment not only acknowledges uncertainty; it also expresses wishes, another good crisis communication practice. Everyone shared Husseins hope, but feared the worst. Overconfident o

15、verreassurancc (“the situation is under control, everything is going to be fine“) is terrible risk communication. Paradoxically, people usually find it alarming. They sense its insincerity and become mistrustful even before they know the outcome. But overconfident warnings are also unwise. There is

16、so much we dont know about H5N1. How many people will it infect? How quickly will it spread? How long will it last? How long will it take for an effective vaccine to be available? Which countries and which people in those countries will get the vaccine first? How well will health care systems cope?

17、How well will national and international economies cope? And how well will civil society cope? Bird flu experts and risk communicators cannot answer these questions. But we can and should raise them, acknowledging our uncertainty at every turn. Share dilemmas. Sharing dilemmas is a lot like acknowle

18、dging uncertainty. Not only are we unsure about what will happen; were also unsure about what to do. Everyone finds this hard to admit. But dilemmasharing has huge advantages: It humanizes the organization by letting the pain of difficult decisions show. It gives people a chance to make suggestions

19、and be part of the process. It moderates the conflict between opposing recommendations. It reduces the outrage if you turn out to be wrong. Dilemma-sharing does raise some anxiety at first, but it allies with the publics resourceful, mature side. This leads to better buy-in and better coping down th

20、e road. The most important bird flu dilemma at the moment is stockpiling(储备 ). If we stockpile H5 antigen(抗原 ) or an H5N1 vaccine (once it exists), that may save millions of lives if a pandemic materializes. But a vaccine is no magic solution. We probably cant make and distribute enough vaccine for

21、most of the world. And what if there is no pandemic? Or what if the virus mutates(突变 ) or drifts a lot, and the vaccine proves minimally useful? Is this really a good use of scarce health dollars, especially in developing countries? Maybe we should stockpile antiviral drugs. But theyre expensive, an

22、d who knows how well they will work against the actual pandemic strain that arises? The worst response to the stockpiling dilemma is also the most tempting: Stockpile only a little vaccine and some antivirals and imply that you have enough. Some officials are already engaging in this kind of over re

23、assurance. The risk communication answer: Share the dilemma and let the public help you decide. Give people things to do. One reason sometimes given for not alarming the public is that theres nothing for people to do anyway. A Jan. 13, 2005 Wall Street Journal article quoted Canadian infectious dise

24、ase expert Richard Schabas as saying: “Scaring people about avian influenza accomplishes nothing, because were not asking people to do anything about it. “ But the error isnt scaring people. The error is failing to realize and say how much they can do to prepare. Helping resolve government policy di

25、lemmas is just the beginning. Thailand, for example, has trained almost a million volunteers to reach out to every village in the country to inform people about the risks and signs of bird flu and how to try to protect themselves and their flocks. Many companies, hospitals, schools, and local govern

26、ments around the world are starting to plan for “business continuity“ in the event of a pandemic. Even cognitive and emotional rehearsal learning about HSN1 and thinking about what a pandemic might be like and how youd cope is a kind of preparedness and a kind of involvement. The WHO outbreak guidel

27、ines say, “If possible, representatives of the public should be brought into the decision-making process. Risk communication messages should include information about what the public can do to make themselves safer. “ 2 This passage mainly gives government health departments some advice on how they

28、should communicate the risk of bird flu. （ A） Y （ B） N （ C） NG 3 The biggest barrier to sounding the alarm about bird flu is that people usually take flu seriously. （ A） Y （ B） N （ C） NG 4 WHO Western Pacific Regional Director Shigeru Omi said that a bird flu pandemic had killed a lot of Asian peopl

29、e. （ A） Y （ B） N （ C） NG 5 During Malaysias first outbreak, tests were pending regarding what strain of flu was killing the chickens. （ A） Y （ B） N （ C） NG 6 Overconfident over reassurance is wonderful risk communication. （ A） Y （ B） N （ C） NG 7 Dilemma-sharing cant give people a chance to make sugg

30、estions and be part of the process. （ A） Y （ B） N （ C） NG 8 Dilemma-sharing does raise some anxiety at first, but it allies with the publics resourceful, mature side. （ A） Y （ B） N （ C） NG 9 The error of what Richard Schabas said is failing to realize and say how much they can do_. 10 Helping resolv

31、e government policy dilemmas is_. 11 Risk communication messages should include information about what the public can do to_. Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked abou

32、t what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer. （ A） She is not interested in the article. （ B） She has given the

33、man much trouble. （ C） She would like to have a copy of the article. （ D） She doesnt want to read the article. （ A） He saw CN Tower he visited on TV. （ B） He has visited CN Tower twice. （ C） He has visited CN Tower once. （ D） He will visit the CN Tower in June. （ A） The woman has trouble getting alo

34、ng with the professor. （ B） The woman regrets having taken up much of the professors time. （ C） The woman knows the professor has been busy. （ D） The woman knows the professor has run into trouble. （ A） He doesnt enjoy business trips as much as he used to. （ B） He doesnt think he is capable of doing

35、 the job. （ C） He thinks the pay is too low to support his family. （ D） He wants to spend more time with his family. （ A） The man thought the paper was easy. （ B） They both had a hard time writing the paper. （ C） The woman thought the paper was easy. （ D） Neither of them has finished the assignment

36、yet. （ A） In the park. （ B） Between two buildings. （ C） In his apartment. （ D） Under a huge tree. （ A） Its awfully boring. （ B） Its really exciting. （ C） Its very exhausting. （ D） Its quite challenging. （ A） A movie. （ B） A lecture. （ C） A play. （ D） A speech. （ A） It is exciting. （ B） It is crazy.

37、（ C） It is violent. （ D） It is hard. （ A） The players use a round ball in the game. （ B） The players cannot pass the ball with their hands. （ C） The game is a rugby game. （ D） The players use an elliptic ball in the game. （ A） Both prefer soccer to American football. （ B） Both prefer American footba

38、ll to soccer. （ C） Belinda disagrees with Martin. （ D） It is not clear from the conversation. （ A） Shes in a meeting. （ B） Shes out of the office. （ C） Shes talking with another customer. （ D） Shes spending her holiday. （ A） A list of software products. （ B） A picture of the newest computers. （ C） A

39、n introduction about the products. （ D） Information on after-sales service. （ A） 2:30 pm. （ B） 3:30 pm. （ C） 4:30 pm. （ D） 5:00 pm. （ A） 560-1288. （ B） 560-1828. （ C） 560-2187. （ D） 560-1287. Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, you will

40、hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D. （ A） It depends on inheritance. （ B） School education plays a major role. （ C） Its influenced more by environment t

41、han by genes. （ D） The power of parents proves to be a greater contribution. （ A） In language learning. （ B） In formal education. （ C） In learning patterns. （ D） In cultivating curiosity. （ A） Because both have a limited supply of air, water, and other resources. （ B） Because the Earth moves around

42、the sun as fast as a spaceship. （ C） Because we can travel to outer space. （ D） Because the Earth never stops moving. （ A） About 80 miles per second. （ B） About 70 miles per second. （ C） About 18 miles per second. （ D） About 17 miles per second. （ A） Because the Earth is heavily polluted. （ B） Becau

43、se nature cannot recycle its resources. （ C） Because there are more and more people living on the Earth. （ D） Because no more new resources can be added. （ A） Nature has changed our environment over the years. （ B） We must avoid wasting resources and polluting our environment. （ C） Our resources are

44、 nearly used up. （ D） Trips to other planets will help eliminate pollution. Section C Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are

45、 required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the 32 Education is too impor

46、tant to take seriously. When people take anything too seriously, they put on blinders, which cause them to miss the important【 B1】 _of what is going on around them. They develop “tunnel vision, which limits and【 B2】 _their perception of【 B3】_. Education is too important to be limited by those who ha

47、ve【 B4】 _to wear blinders and develop tunnel vision. I believe the accountability movement has【 B5】 _many educators to take education too seriously. When we take education too seriously, we put【 B6】 _tests scores above children, we put lesson plans above teachers, and we put on our blinders, only to

48、 see a【 B7】 _small segment of the child-that segment that can be【 B8】 _easily rather than looking at the child as a whole.【 B9】 _. How can we take off our blinders? How can we eliminate tunnel vision to see the whole child? How can we not take everything so seriously? My recommendation is simply to

49、laugh, teach and laugh. Psychologists have long believed that negative motions cause negative chemical changes in the body. We know the opposite is also true.【 B10】 _Laughter actually relaxes the muscles, allows the heartbeat, and lowers blood pressure. Laughter stirs the inside and gets the endocrine system moving, which can be quite beneficial in alleviating disease.【 B11】 _. 33 【 B1】 34 【 B2】 35 【 B3】 36 【 B4】 37 【 B5】 38 【 B6】 39 【 B7】 4