[外语类试卷]大学英语四级模拟试卷850及答案与解析.doc

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1、大学英语四级模拟试卷 850及答案与解析 一、 Part I Writing (30 minutes) 1 You should write at least 120 words following the outline given below： 1. 面对工作市场中的剧烈竞争，许多大学生选择去中国的西部体验义务教学 2大学生选择去西部义务教学的好处 3作为大学生，我的看法 二、 Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have

2、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) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the

3、information is not given in the passage. 1 The Gulf between College Students and Librarians Students rarely ask librarians for help, even when they need it. This is one of the sobering truths the librarians have learned over the course of a two-year, five-campus ethnographic (人种学的 ) study examining

4、how students view and use their campus libraries. The idea of a librarian as an academic expert who is available to talk about assignments and hold their hands through the research process is, in fact, foreign to most students. Those who even have the word “librarian“ in their vocabularies often thi

5、nk library staff are only good for pointing to different sections of the stacks. The ERIAL (Ethnographic Research in Illinois Academic Libraries) project contains a series of studies conducted at Illinois Wesleyan, DePaul University, and Northeastern Illinois University, and the University of Illirr

6、oiss Chicago and Springfield campuses. Instead of relying on surveys, the libraries included two anthropologists (人类学者 ), along with their own staff members, to collect data using open-ended interviews and direct observation, among other methods. The goal was to generate data that, rather than being

7、 statistically significant yet shallow, would provide deep, subjective accounts of what students, librarians and professors think of the library and each oilier at those five institutions. Exploding the “Myth of the Digital Native“ The most alarming finding in the ERIAL studies was perhaps the most

8、predictable: when it comes to finding and evaluating sources in the Internet age, students are extremely Internet-dependent. Only 7 out of 30 students whom anthropologists observed at Illinois Wesleyan “ conducted what a librarian might consider a reasonably well-executed search,“ wrote Duke and And

9、rew Asher, an anthropology professor at Bucknell University, who led the project. Throughout the interviews, students mentioned Google 115 timesmore than twice as many times as any other database. The prevalence of Google in student research is well-documented, but the Illinois researchers found som

10、ething they did not expect: students were not very good at using Google. They were basically clueless about the logic underlying how the search engine organizes and displays its results. Consequently, the students did not know how to build a search that would return good sources. “ I think it really

11、 exploded this myth of the digital native, “ Asher said. “ Just because youve grown up searching things in Google doesnt mean you know how to use Google as a good research tool. “ Even when students turned to more scholarly resources, it did not necessarily solve the problem. Many seemed confused ab

12、out where in the constellation (云集 ) of library databases they should turn to locate sources for their particular research topic: Half wound up misusing databases a librarian “ would most likely never recommend for their topic. “ For example, “Students regularly used JSTOR, the sec ond-most frequent

13、ly mentioned database in student interviews, to try to find current research on a topic, not realizing that JSTOR does not provide access to the most recently published articles. “ Unsurprisingly, students using this method got either too many search results or too few. Frequently , students would b

14、e so discouraged they would change their research topic to something that requires a simple search. “ Many students described experiences of anxiety and confusion when looking for resourcesan observation that seems to be widespread among students at the five institutions involved in this study,“ Duk

15、e and Asher wrote. There was just one problem, Duke and Asher noted: “ Students showed an almost complete lack of interest in seeking assistance from librarians during the search process. “ Of all the students they observedmany of whom struggled to find good sources, to the point of despairnot one a

16、sked a librarian for help. In a separate study of students at DePaul, Illinois-Chicago, and Northeastern Illinois, other ERIAL researchers deduced several possible reasons for this. The most basic was that students were just as unaware of the extent of their own information illiteracy as everyone el

17、se. Some others overestimated their ability or knowledge. Another possible reason was that students seek help from sources they know and trust, and they do not know librarians. Many do not even know what the librarians are there for. Other students imagined librarians to have more research-oriented

18、knowledge of the library but still thought of them as glorified ushers. Influence of Professors and Librarians However, the researchers did not place the blame solely on students. Librarians and professors are also partially to blame for the gulf that has opened between students and the library empl

19、oyees who are supposed to help them, the ERIAL researchers say. Instead of librarians, whose relationship to any given student is typically ill-defined, students seeking help often turn to a more logical source: the person who gave them the assignmentand who, ultimately, will be grading their work.

20、Because librarians hold little sway with students, they can do only so much to reshape students habits. They need professors help. Unfortunately, faculty may have low expectations for librarians, and consequently students may not be connected to librarians or see why working with librarians may be h

21、elpful. On the other hand, librarians tend to overestimate the research skills of some of their students, which can result in interactions that leave students feeling intimidated and alienated (疏远的 ). Some professors make similar assumptions, and fail to require that their students visit with a libr

22、arian before carrying on research projects. And both professors and librarians are liable to project an idealistic view of the research process onto students who often are not willing or able to fulfill it. By financial necessity, many of todays students have limited time to devote to their research

23、. Showing students the pool and then shoving them into the deep end is more likely to foster despair than self-reliance. Now more than ever, academic librarians should seek to “ save time for the reader“. Before they can do that, of course, they will have to actually get students to ask for help. “

24、That means understanding why students are not asking for help and knowing what kind of help they need,“ say the librarians. “ This study has changed, profoundly, how I see my role at the university and my understanding of who our students are,“ says Lynda Duke, an academic librarian at Illinois Wesl

25、eyan. “ Its been life-changing, truly. “ 2 What have the librarians learned from a two-year five-campus ethnographic study? （ A） Library computers are frequently hacked. （ B） Students rarely turn to librarians for help. （ C） Rare collection books are often destroyed. （ D） Important book pages are of

26、ten torn down. 3 What is the special research method used in the ERIAL project? （ A） Open-ended interviews and direct observation. （ B） Detailed survey questions and phone interview. （ C） Computer analysis and data accumulation. （ D） Repeated experiments and result comparison. 4 What is the most ala

27、rming finding in the ERIAL studies? （ A） Students ignorance of library resources. （ B） Students prejudice against the librarians. （ C） Students heavy reliance on the Internet. （ D） Students poor command of search engines. 5 What finding fell out of the expectation of the Illinois researchers? （ A） G

28、oogle was the most frequently mentioned database. （ B） Many students thought little of Google. （ C） Google was students only choice. （ D） Students did bad in using Google. 6 According to the researchers, what is the problem with JSTOR? （ A） Some of its articles are charged. （ B） It doesnt offer the

29、newest articles. （ C） Its download speed is not stable. （ D） It contains misleading information. 7 When searching for resources, many students have experienced the feeling of_. （ A） helplessness and despair （ B） anxiety and confusion （ C） happiness and excitement （ D） comfort and satisfaction 8 Acco

30、rding to the separate study, why dont students ask librarians for help? （ A） They dont realize their information inadequacy. （ B） They feel shamed to ask questions in the library. （ C） They consider the librarians as book keepers. （ D） They dont like depending on the guidance. 9 As to the gap betwee

31、n students and library employees, besides students, _should also be blamed. 10 The faculty fail to connect students to librarians, because they have_. 11 Before librarians can realize the goal of “saving time for the reader“ , they first should get students to_. Section A Directions: In this section

32、, 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 each question there will be a pause. During the pause, you must read the f

33、our choices marked A, B, C and D, and decide which is the best answer. （ A） Oxford Street. （ B） Buckingham Palace. （ C） Trafalgar Square. （ D） Kings Cross. （ A） That she will go away. （ B） That she will be sorry. （ C） That she will not quit her job. （ D） That she will not buy him a present. （ A） She

34、 doesnt think tile man could finish it. （ B） She doesnt think the man worked hard enough. （ C） She doesnt think it is the mans fault. （ D） She doesnt like the idea of going to parties. （ A） Shes worried that the man will miss next weeks deadline. （ B） She doesnt know when the deadline for tuition pa

35、yment is. （ C） The man should have paid his tuition a week ago. （ D） The man has all week to pay his tuition. （ A） She wants to move to the new apartment. （ B） She doesnt want to move to the new apartment. （ C） She likes the newly built student dormitory. （ D） She likes the idea of moving into the d

36、ormitory. （ A） He has never been to the laboratory. （ B） He wants to stop and ask for directions. （ C） The woman wont be late. （ D） The program in the laboratory has already begun. （ A） He thinks children are normally silly. （ B） He thinks we arc short of good childrens books. （ C） He thinks we need

37、 to produce more interesting books. （ D） He thinks children have no taste at all. （ A） There would be some problems for the man to secure a ticket. （ B） There would be no problem for the man to secure a ticket. （ C） There might be some extra tickets available for the man. （ D） The man should book th

38、e ticket even earlier. （ A） He was studying. （ B） He was making noises. （ C） He was nodding off. （ D） He was looking for a book. （ A） It is interesting. （ B） It is boring. （ C） It is exciting. （ D） It is challenging. （ A） Because Professor Rivers is interested in womens studies. （ B） Because Profess

39、or Rivers is fond of Professor Anderson. （ C） Because Professor Rivers knows little in this area. （ D） Because Professor Rivers has a lot of spare time. （ A） Looking at some photographs. （ B） Selling cameras. （ C） Teaching a photography class. （ D） Repairing camera equipment. （ A） He has a professio

40、nal photographer take pictures for him. （ B） He doesnt think he knows. （ C） He doesnt have a flash attachment. （ D） He thinks a big camera would be too much trouble. （ A） It focuses automatically. （ B） It has a lot of specialized lenses. （ C） It is easy to load. （ D） It advances the film automatical

41、ly. （ A） He cant find good subjects to photograph. （ B） His indoor shots are too dark. （ C） His pictures are often blurry. （ D） His camera is too old for good detail. Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both

42、 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） Upstairs. （ B） A rubbish container. （ C） Outside the window. （ D） Pieces of paper under the bed. （ A） In the middle of his sleep. （ B）

43、When he opened the door. （ C） Just as he turned off the light. （ D） After he washed and went to bed. （ A） He went to work. （ B） He closed the door. （ C） He went to bed again. （ D） He didnt go to bed until the next morning. （ A） 9 percent. （ B） 15 percent. （ C） 90 percent. （ D） 150 percent. （ A） They

44、 must pay more than out-of-state students. （ B） Only a few are accepted. （ C） They are not eligible for scholarships. （ D） Their scholarships are very small. （ A） More jobs are available for graduates. （ B） More funds re used to sponsor colleges. （ C） Students with a liberal arts degree may expect t

45、o earn. （ D） Public colleges did not increase their tuition. （ A） Anyone who is ill. （ B） Women who need the knowledge of law. （ C） Both men and women who have problems at work. （ D） Female students who have problems at college. Section C Directions: In this section, you will hear a passage three ti

46、mes. 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

47、 to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the 33 Our brains have been processing sophisticated information via our senses for millions of years. So why is it we are still【 B1】 _ to lies? Why arent we better at discover

48、ing the deception of others? The language of the face is【 B2】 _. Almost our first sight as new-born baby is our mothers face smiling at us. Not only are we immediately【 B3】 _ to respond to faces, but right away we can also【 B4】 _ surprise, pleasure and distress. The constant visual dialogue, as pare

49、nt and child【 B5】 _ expressions back and forth, is【 B6】 _ for the young brain. It is how we build a【 B7】 _ of other minds-we feel happy when we smile, so someone else smiling must be【 B8】 _ the same. 【 B9】 _, says Paul Ekman, a leading researcher in the subject. “Wherever you are, anger, happiness, fear, disgust sadness and surprise look the same.“ But we make all sorts of false assumptions about faces. Attractive people, for instance, may get the ben