[外语类试卷]大学英语四级模拟试卷750及答案与解析.doc

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1、大学英语四级模拟试卷 750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 My View on Charity. You should write at least 120 words following the outline given below. 1近日，有些从事慈善事业的个人及机构受到人们的批评 2出现这 种现象的原因 3我的看法 My View on Charity 二、 Part II Reading

2、 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 NO) i

3、f the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 Learning through Tests Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, a

4、nd it works better than a number of other studying techniques. The research, published online Thursday in the journal Science, found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than studen

5、ts who used two other methods. One of those methods repeatedly studying the material is familiar to a large number of students who cram (临时死记硬背 ) before exams. The other having students draw detailed diagrams documenting what they are learning is prized by many teachers because it forces students to

6、 make connections among facts. These other methods not only are popular, the researchers reported; they also seem to give students the illusion that they know material better than they do. In the experiments, the students were asked to predict how much they would remember a week after using one of t

7、he methods to learn the material. Those who took the test after reading the passage predicted they would remember less than the other students predicted but the results were just the opposite. “I think that learning is all about retrieving (回想 ), all about reconstructing our knowledge,“ said the lea

8、d author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that were tapping into something fundamental about how the mind works when we talk about retrieval.“ Several cognitive scientists and education experts said the results were striking. The students who too

9、k the recall tests may “recognize some gaps in their knowledge,“ said Marcia Linn, an education professor at the University of California, Berkeley, “and they might revisit the ideas in the back of their mind or the front of their mind.“ When they are later asked what they have learned, she went on,

10、 they can more easily “retrieve it and organize the knowledge that they have in a way that makes sense to them.“ The researchers engaged 200 college students in two experiments, assigning them to read several paragraphs about a scientific subject how the digestive system works, for example. In the f

11、irst experiment, the students were divided into four groups. One did nothing more than read the text for five minutes. Another studied the passage in four consecutive (连续的 ) five-minute sessions. A third group engaged in “concept mapping,“ in which, with the passage in front of them, they arranged i

12、nformation from the passage into a kind of diagram, writing details and ideas in hand-drawn bubbles and linking the bubbles in an organized way. The final group took a “retrieval practice“ test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes

13、. Then they reread the passage and took another retrieval practice test. A week later all four groups were given a short-answer test that assessed their ability to recall facts and draw logical conclusions based on the facts. The second experiment focused only on concept mapping and retrieval practi

14、ce testing, with each student doing an exercise using each method. In this initial phase, researchers reported, students who made diagrams while consulting the passage included more detail than students asked to recall what they had just read in an essay. But when they were evaluated a week later, t

15、he students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory. Why retrieval testing helps is still unknown. Perhaps it is because by remembering i

16、nformation we are organizing it and creating cues and connections that our brains later recognize. It may also be that the struggle involved in recalling something helps reinforce it in our brains. Maybe that is also why students who took retrieval practice tests were less confident about how they w

17、ould perform a week later. “The struggle helps you learn, but it makes you feel like youre not learning,“ said Nate Kornell, a psychologist at Williams College. “You feel like: I dont know it that well. This is hard and Im having trouble coming up with this information.“ By contrast, he said, when r

18、ereading texts and possibly even drawing diagrams, “you say: Oh, this is easier. I read this already.“ The Purdue study supports findings of a series of recent research showing learning benefits from testing, including benefits when students get questions wrong. But by comparing testing with other m

19、ethods, the study goes further. “It really bumps it up a level of importance by contrasting it with concept mapping, which many educators think of as sort of the gold standard,“ said Daniel Willingham, a psychology professor at the University of Virginia. Although “its not totally obvious that this

20、is shovel-ready put it in the classroom and its good to go for educators this ought to be a big deal.“ Howard Gardner, an education professor at Harvard who advocates constructivism the idea that children should discover their own approach to learning, emphasizing reasoning over memorization said in

21、 an e-mail that the results “throw down the gauntlet (挑战 ) to those progressive educators, myself included.“ “Educators who embrace seemingly more active approaches, like concept mapping,“ he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such active ap

22、proaches.“ Testing, of course, is a highly charged issue in education, drawing criticism that too much promotes rote learning (死记硬背 )， swallows valuable time for learning new things and causes excessive student anxiety. “More testing isnt necessarily better,“ said Dr. Linn, who said her work with Ca

23、lifornia school districts had found that asking students to explain what they did in a science experiment rather than having them simply conduct the hands-on experiment a version of retrieval practice testing was beneficial. “Some tests are just not learning opportunities. We need a different kind o

24、f testing than we currently have,“ added Dr. Linn. Dr. Kornell said that “even though in the short term it may seem like a waste of time,“ retrieval practice appears to “make things stick in a way that may not be used in the classroom. “Its going to last for the rest of their schooling, and potentia

25、lly for the rest of their lives.“ 2 What did the study published in the journal Science reveal? （ A） Testing is a passive studying method. （ B） Test is the best way to assess peoples learning. （ C） Taking a test helps people learn better. （ D） More tests arent necessarily better for students. 3 Acco

26、rding to the passage, the method of repeatedly studying the material_. （ A） shatters students confidence （ B） is very popular among students （ C） is highly praised by many teachers （ D） works better than concept mapping 4 What did Marcia Linn say about the students who took the recall tests? （ A） Th

27、eir mind seems to function less efficiently. （ B） They are more optimistic about their performance. （ C） They tend to study harder before and after the test. （ D） They reconstruct the knowledge in their own way. 5 In the first experiment, the students in the third group used the method of_. （ A） dra

28、wing detailed diagrams （ B） reading the passage repeatedly （ C） reorganizing the passage （ D） taking a test before reading 6 In the initial phase of the second experiment, the students using retrieval practice_. （ A） did much better in the short-answer tests （ B） did better in drawing logical conclu

29、sions （ C） recalled less details than the other group （ D） preformed better than the concept mappers 7 Students who took retrieval practice tests were less confident about their performance due to （ A） the former failures （ B） the struggle involved （ C） the difficulty of the materials （ D） the compe

30、titors advantages 8 According to Professor Daniel Willingham, by comparing testing with concept mapping, the Purdue study_. （ A） made testing a gold standard （ B） proved many educators correct （ C） increased the significance of testing （ D） stressed the importance of active learning 9 Howard Gardner

31、 said educators who advocated concept mapping were_ to prove that this approach was superior. 10 In education, too much testing is criticized for wasting students time for learning new things and causing_. 11 Dr. Linns work with California school districts indicated that some version of retrieval pr

32、actice testing was not_to students. 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 will be spoken only once. After e

33、ach 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） Helen was telling a lie. （ B） Helen has already come back from London. （ C） Helen wasnt in London that day. （ D） The woman wasnt being sincere. （ A） Mr

34、. Howard is honest. （ B） Mr. Howard looks honest. （ C） Mr. Howard looks dishonest. （ D） Mr. Howard is dishonest. （ A） The man regrets having taken up much of the professors time. （ B） The man has trouble getting along with the professor. （ C） The man knows the professor has been busy. （ D） The man k

35、nows the professor has run into trouble. （ A） They had so much free time to talk on the phone for that long. （ B） They talked on the phone for too long. （ C） He always talks on the phone for that long if it is toll free. （ D） He wants to know what they talked about. （ A） In the laundry. （ B） In the

36、tailors. （ C） At home. （ D） In the department store. （ A） Stay in a cinema for a night. （ B） Study harder and take the exam once again. （ C） Go out to see a movie. （ D） Get a good nights sleep so hell feel better. （ A） He doesnt know how to take pictures. （ B） He already took a picture of the waterf

37、all. （ C） He doesnt think the waterfall is beautiful. （ D） He couldnt take pictures for the woman. （ A） Study harder in order to keep up with others. （ B） Get some exercise. （ C） Go to see a film. （ D） Do homework at school. （ A） A notice on the bulletin board. （ B） A book for a class the man is tak

38、ing. （ C） A chemistry class that is being taught. （ D） The library reserve desk. （ A） He is starting the course Late. （ B） The subject is difficult for him. （ C） The professor is very reserved. （ D） The book is difficult to read. （ A） Check out a chemistry book. （ B） Make copies of all the pages in

39、the book. （ C） Put a notice on the bulletin board. （ D） Look for a copy of the book on the reserve shelf. （ A） To go boating on the St. Lawrence River. （ B） To go sightseeing in Quebec Province. （ C） To call on a friend in Quebec City. （ D） To attend a wedding in Montreal. （ A） Study the map of Queb

40、ec Province. （ B） Find more about Quebec City. （ C） Brush up on her French. （ D） Learn more about the local customs. （ A） Its most beautiful in summer. （ B） It has many historical buildings. （ C） It was greatly expanded in the 18th century. （ D） its the only French-speaking city in Canada. Section B

41、 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 question, you must choose the best answer from the four choices marked A, B, C and D. （ A） He got inju

42、red. （ B） He was exhausted. （ C） He was knocked down. （ D） He could no longer stand the pain. （ A） A sand beach. （ B） A deep valley. （ C） A high mountain. （ D） A grain of sand. （ A） To avoid failure. （ B） To avoid lasting sufferings. （ C） To avoid being blamed on a minor fault. （ D） To avoid anxiety

43、, worry and regret. （ A） It has been proven to be the best pain-killer. （ B） It is a possible cure for heart disease. （ C） It can help lower high body temperature effectively. （ D） It reduces the chance of death for heart surgery patients. （ A） It keeps blood vessels from being blocked. （ B） It spee

44、ds up their recovery after surgery. （ C） It increases the blood flow to the heart. （ D） It adjusts their blood pressure. （ A） It is harmful to heart surgery patients with stomach bleeding. （ B） It should not be taken by heart surgery patients before the operation. （ C） It will have considerable side

45、 effects if taken in large doses. （ D） It should not be given to patient immediately after the operation. （ A） Children reared under average conditions possess average intelligence. （ B） Lack of opportunity prevents the growth of intelligence. （ C） An individuals intelligence is determined chiefly b

46、y his environment. （ D） Changes of environment produce changes in the brain structure. （ A） 85. （ B） 100. （ C） 40. （ D） 125. （ A） To test the role of environment in the development of intelligence. （ B） Because their parents were too poor to support them. （ C） Because their parents passed away. （ D）

47、 To find out how well twins grow in separate homes. （ A） Brain structure and opportunity. （ B） Brain and intelligence. （ C） Birth and education. （ D） Birth and environment. Section C Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you sh

48、ould 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, y

49、ou can either use the exact words you have just heard or write down the 35 A new tropical storm has formed in the Caribbean, matching a 72-year-old record for the highest number of Atlantic storms in a single season. Tropical Storm Wilma is the 21st【 B1】_storm of the 2005 season and is【 B2】 _to become a hurricane be- fore heading to Mexicos Yucatan peninsula and possibly the battered U. S. Gulf【 B3】 _by the end of the week. The last time this many s