[外语类试卷]大学英语四级模拟试卷442及答案与解析.doc

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1、大学英语四级模拟试卷 442及答案与解析 一、 Part I Writing (30 minutes) 1 For this part, you are allowed 30 minutes to write a short essay entitled On Internet Celebrities. You should write at least 120 words following the outline given below. 1. 近年来出现了大量因不同原因而出名的网络名 人 2有人认为这是网络时代的进步，有人认为他们的出现是一种退步 3你的看法 二、 Part II Rea

2、ding 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 1-7, mark： Y (for YES) if the statement agrees with the information given in the passage; N (for N

3、O) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 How Should Teachers Be Rewarded? We never forget our best teachers-those who inspired us with a deeper understanding or an enduring passion, the ones we come bac

4、k to visit years after graduating, the educators who opened doors and altered the course of our lives. It would be wonderful if we knew more about such talented teachers and how to multiply their number. How do they come by their craft? What qualities and capacities do they possess? Can these abilit

5、ies be measured? Can they be taught? Perhaps above all:How should excellent teaching be rewarded so that the best teachers-the most competent, caring and compelling-remain in a profession known for low pay and low status? Such questions have become critical to the future of public education in the U

6、.S. Even as politicians push to hold schools and their faculty members responsible as never before for student learning, the nation faces a shortage of teaching talent. About 3.2 million people teach in U.S. public schools, but, according to an estimate made by economist William Hussar at the Nation

7、al Center for Education Statistics, the nation will need to recruit an additional 2.8 million over the next eight years owing to baby-boomer retirement, growing student enrollment and staff turnover (人员调整 )-which is especially rapid among new teachers. Finding and keeping high-quality teachers are k

8、ey to Americas competitiveness as a nation. Recent test results show that U.S. 10th-graders ranked just 17th in science among peers from 30 nations, while in math they placed in the bottom five. Research suggests that a good teacher is the single most important factor in boosting achievement, more i

9、mportant than class size, the dollars spent per student or the quality of textbooks and materials. Across the country, hundreds of school districts are experimenting with new ways to attract, reward and keep good teachers. Many of these efforts borrow ideas from business. They include signing bonuse

10、s for hard-to-fill jobs like teaching high school chemistry, housing allowances and what might be called combat pay for teachers who commit to working in the most distressed schools. But the idea gaining the most motivation-and controversy-is merit pay, which attempts to measure the quality of teach

11、ers work and pay teachers accordingly. Traditionally, public-school salaries are based on years spent on the job and college credits earned, a system favored by unions because it treats all teachers equally. Of course, everyone knows that not all teachers are equal. Just witness how hard parents try

12、 to get their kids into the best classrooms. And yet there is no universally accepted way to measure competence, much less the great charm of a truly brilliant educator. In its absence, policy-makers have focused on that current measure of all things educational: student test scores. In districts ac

13、ross the country, administrators are devising systems that track student scores back to the teachers who taught them in an attempt to assign credit and blame and, in some cases, target help to teachers who need it. Offering bonuses to teachers who raise student achievement, the theory goes, will imp

14、rove the overall quality of instruction, retain those who get the job done and attract more highly qualified candidates to the profession-all while lifting those all-important test scores. Such efforts have been encouraged by the Bush Administration, which in 2006 started a program that awards $99 m

15、illion a year in grants to districts that link teacher compensation to raising student test scores. Merit pay has also become part of the debate in Congress over how to improve the 2001 No Child Left Behind Act. Last summer, Barack Obama signed merit pay at a meeting of the National Education Associ

16、ation, the nations largest teachers union, so long as the measure of merit is “developed with teachers, not imposed on them and not based on some test score.“ Hillary Clinton says she does not support merit pay for individual teachers but does advocate performance-based pay on a schoolwide basis. It

17、s hard to argue against the notion of rewarding the best teachers for doing a good job. But merit pay has a long history in the U.S., and new programs to pay teachers according to test scores have already had an opposite effect in Florida and Houston. What holds more promise is broader efforts to tr

18、ansform the profession by combining merit pay with more opportunities for professional training and support, thoughtful assessments of how teachers do their jobs and new career paths for top teachers. To the business-minded people who are increasingly running the nations schools, theres an obvious s

19、olution to the problems of teacher quality and teacher turnover: offer better pay for better performance. The challenge is deciding who deserves the extra cash. Merit-pay movements in the 1920s, 50s and 80s turned to failure just because of that question, as the perception grew that bonuses were awa

20、rded to principalspets. Charges of unfairness, along with unreliable funding and union opposition, sank such experiments. But in an era when states are testing all students annually, theres a new, less subjective window onto how well a teacher does her job. As early as 1982, University of Tennessee

21、statistician Sanders seized on the idea of using student test data to assess teacher performance. Working with elementary-school test results in Tennessee, he devised a way to calculate an individual teachers contribution to student progress. Essentially, his method is this: he takes three or more y

22、ears of student test results, projects a trajectory (轨迹 ) for each student based on past performance and then looks at whether, at the end of the year, the students in a given teachers class tended to stay on course, soar above expectations or fall short. Sanders uses statistical methods to adjust f

23、or flaws and gaps in the data. “Under the best circumstances,“ he claims, “we can reliably identify the top 10% to 30% of teachers.“ Sanders devised his method as a management tool for administrators, not necessarily as a basis for performance pay. But increasingly, thats what it is used for. Today

24、he heads a group at the North Carolina-based software firm SAS, which performs value-added analysis for North Carolina, Ohio, Pennsylvania, Tennessee and districts in about 15 other states. Most use it to measure schoolwide performance, but some are beginning to use value-added calculations to deter

25、mine bonuses for individual teachers. 2 Teaching is an occupation known for_. （ A） high status （ B） low salary （ C） good welfare （ D） great ability 3 Whats the key factor to strengthen achievement for a school? （ A） A good teacher. （ B） The class size. （ C） Finance. （ D） Textbooks. 4 Merit pay attem

26、pts to pay teachers according to _. （ A） the length of working year （ B） number of titles attained （ C） their working performance （ D） profit they made for school 5 Student test scores have become the key measure of teachersperformance due to _. （ A） the lack of well-accepted standards （ B） the abse

27、nce of federal funding （ C） strong theoretical support （ D） past successful experience 6 How does Hillary Clinton think about the merit pay? （ A） She is planning to cancel the merit pay program. （ B） She advocates the merit pay for individual teachers. （ C） She agrees the school staff should be paid

28、 based on performance. （ D） She supports that teachers are paid based on working experience. 7 What has been the result of the merit pay program in Florida and Houston? （ A） It has improved the quality of instruction. （ B） It has provided more professional trainings. （ C） It has had an positive effe

29、ct on education. （ D） It has turned out to be a failure. 8 Merit-pay movements in the past didnt succeed because _. （ A） the schools couldnt decide how much should a good teacher be paid （ B） more and more schools were run by business-minded people （ C） unfairness was created when deciding who shoul

30、d get the extra money （ D） the government didnt give enough support to the movement 9 The annual tests for students bring a new,_way to measure the teaching quality. 10 Based on the test results in Tennessee, Sanders devised a way to measure how a teacher_to student progress. 11 Sandersmethod was at

31、 first created as a management tool for administrators rather than_. 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 about what was said. Both the conversation and the questions

32、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） Ask Susan to help her. （ B） Type the data quickly. （ C） Hand in the data. （ D） Extend the due date. （ A） In a garden.

33、（ B） In the woods. （ C） At a post office. （ D） At a flower shop. （ A） Newly-launched products. （ B） Drug users. （ C） Survey results. （ D） Public figures. （ A） He should understand the general idea first. （ B） He should slow down reading. （ C） He should not try to read too slowly. （ D） He should mark

34、 time carefully. （ A） The woman was blamed for being careless. （ B） The man thought it could be avoided by anyone. （ C） The man thought the woman did it on purpose. （ D） The woman stamped on the mans toes by chance. （ A） Extremely good. （ B） Not so much fun. （ C） Very foolish. （ D） Quite tedious. （

35、A） He prefers the football stadium. （ B） He agrees with the woman. （ C） The dining hall isnt large enough. （ D） The light isnt bright enough. （ A） She doesnt like Jason. （ B） She would prefer not to go. （ C） Jason is always a nice man. （ D） She would like to go. 20 What do we learn about the mans ce

36、llo? （ A） It was specially made for him by his uncle. （ B） He got it from his uncle. （ C） He has been using it since the age of eight. （ D） A cello maker gave it to him as a present. 21 What is the size of the mans cello when he began to learn? （ A） Half size. （ B） Two-thirds size. （ C） Full size. （

37、 D） Three-fifths size. 22 How does the man do with his cello when hes traveling? （ A） He reserves a seat for it. （ B） He leaves it at home. （ C） He ships it by express. （ D） He shares the seat with it. 23 What is the mans attitude toward the stem cell research? （ A） Supportive. （ B） Opposed. （ C） Pe

38、ssimistic. （ D） Neutral. 24 What do we learn about a stem cell? （ A） It has no difference from other cells. （ B） It can only become a certain type of cell. （ C） It cant become a kidney cell. （ D） It maintains and repairs the body. 25 Why do some people oppose stem cell research according to the man?

39、 （ A） They dont know about the benefits of the research. （ B） The research goes against their religious beliefs. （ C） The research costs too much money. （ D） They insist that the research is against nature. 26 What do we learn about a“smart“car according to the woman? （ A） It uses new technology. （

40、B） It is installed with a robot. （ C） It is as clever as human. （ D） It can talk with people. Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a

41、 question, you must choose the best answer from the four choices marked A, B, C and D. 27 What is the purpose of Tommy Carters research? （ A） To find the similarity of soybeans in the world. （ B） To protect soybeans against dry condition. （ C） To collect materials for their papers. （ D） To study the

42、 impact of global warming. 28 Why did Tommy Carter go to China for his soybean research? （ A） China is the only country to grow soybeans. （ B） China is the ancestral home of soybeans. （ C） China has a long history of growing soybeans. （ D） China has different kinds of soybeans. 29 What do we learn a

43、bout the five germplasms Tommy Carters team found? （ A） They produce the same yield in different locations. （ B） They are suitable to grow only in the United States. （ C） They produce better quality soybeans under dry weather. （ D） They have better production under drought conditions. 30 What does t

44、he speaker tell us about todays Americans? （ A） They like mass produced things. （ B） They design things themselves and sell them. （ C） They make clothes and tools for themselves. （ D） They use crafts to decorate their homes. 31 According to the speaker,in what places are those large fairs held? （ A）

45、 In shopping centers or churches. （ B） In community or parking lots. （ C） On playgrounds or country grounds. （ D） In public parks or on county grounds. 32 What do the craft fairs offer to the children? （ A） Candies and toys. （ B） Clothes and gifts. （ C） Rides and shows. （ D） Rides and foods. 33 Acco

46、rding to the research by Dove,how long did men spend on DIY each week? （ A） 4.7 hours. （ B） 6.9 hours. （ C） 5.1 hours. （ D） 1.5 hours. 34 What does the speaker say about typhoons? （ A） They can be good if they happen in summer. （ B） They occur only in South China sea. （ C） They can usually be seen a

47、round the Pacific Ocean. （ D） They happen in spring most often. 35 In what condition does a typhoon begin? （ A） When the warmer air meets with the cooler air. （ B） When the wind moves faster than 30 meters a second. （ C） When the seawater evaporates into the air. （ D） When the air gets warmer and wa

48、rmer. 36 What do we learn about the“eye“of a typhoon? （ A） It is the most active part of a typhon. （ B） It moves faster than 40 meters a second. （ C） It is fight in the middle of a typhoon. （ D） It is the most dangerous part of a typhoon. Section C Directions: In this section, you will hear a passag

49、e 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 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 36 Since we are social beings, the quality of our l