[外语类试卷]大学英语四级（2013年12月考试改革适用）模拟试卷110及答案与解析.doc

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1、大学英语四级（ 2013年 12月考试改革适用）模拟试卷 110及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write an essay based on the picture below. You should start your essay with a brief account of Chinese Fever in the World and then explain why so many foreigners are learning Chinese. You should w

2、rite at least 120 words but no more than 180 words. Write your essay on Answer Sheet 1. Section A （ A） Take the ten oclock bus. （ B） Come back in five minutes. （ C） Go to New York another day. （ D） Call the airport. （ A） She was using the wrong paint. （ B） She has run out of paintbrushes. （ C） She d

3、oesnt feel like going to class. （ D） She has dropped out of art and is now in drama. （ A） A concert. （ B） An art museum. （ C） A flower shop. （ D） A restaurant. （ A） The man could not wait to see Susan. （ B） Susan is eager to pass the information she knows. （ C） Susan talks to people only on the phon

4、e. （ D） The man always knows the latest news in town. （ A） Leave immediately. （ B） Watch the game on TV. （ C） Start to play. （ D） Eat a sandwich. （ A） She loves walking to work. （ B） She has to save money for her journey. （ C） She doesnt like the company she worked with. （ D） It took her too much ti

5、me to go to work. （ A） To put him through to the director. （ B） To have a talk with the director about his work. （ C） To arrange an appointment for him with the director. （ D） To go and see if the director can meet him right now. （ A） Detective stories. （ B） Stories about jail escapes. （ C） Love sto

6、ries. （ D） Stories about royal families. （ A） Lose-lose solutions are useful in keeping a successful marriage. （ B） To run a “win-win“ solution is hard. （ C） There is no success in marriage. （ D） Running a successful marriage involves many factors. （ A） They changed their ways of talking. （ B） They

7、change to another topic. （ C） They made their way to choose the wallpaper that is favored by both. （ D） They just stopped quarrelling. （ A） They dont want to be weak. （ B） They want to feel loved and respected. （ C） Controlling over another means winning arguments at home. （ D） They are lack of trus

8、t and insecurity. （ A） She makes the keypad dirty. （ B） She always drops crumbs off the computer keyboard. （ C） She always eats off a toilet seat. （ D） It is not clean. （ A） There are many difficulties in the examination. （ B） The examination is useless for the employees. （ C） The examination is to

9、tell people there are many bugs on keyboard. （ D） The examination is very successful. （ A） Wash hands after going to the toilet. （ B） Eat at the computer desks. （ C） Eat much at lunch. （ D） Touch the toilet door handle. （ A） The survey needs more than 4,000 people. （ B） A minority of people never cl

10、ean the keypad and the mouse. （ C） 10 people never clean their keypad and mouse. （ D） People never clean the keypad and mouse. Section B （ A） To measure the movement of waves in the ocean. （ B） To determine whether the Earths temperature is going up. （ C） To study the behavior of some sea animals. （

11、 D） To measure the depths of the ocean. （ A） To attract more sea animals to the testing site. （ B） To drive dangerous sea animals away from the testing site. （ C） To help trace the sea animals being tested. （ D） To determine how sea animals communicate with each other. （ A） They were frightened and

12、distressed. （ B） They swam away when the speaker was turned on. （ C） They swam closer to “examine“ the speaker when it was turned off. （ D） They didnt seem to be frightened and kept swimming near the speaker. （ A） The performance required for a certain job. （ B） The required behavior, knowledge and

13、skills. （ C） The training contents and methods required. （ D） The costs and the quality of the programme. （ A） The difference between a job description and job specification. （ B） The difference between what is taught, and how it is taught. （ C） The difference between the costs and the quality of th

14、e programme. （ D） The difference between the training contents and methods required. （ A） The training methods and the quality of the training staff. （ B） The performance of the trainees in the programme. （ C） The places where the training programmes take place. （ D） The way to evaluate the training

15、 programme. （ A） It means the year you take off and youll continue school with enough money. （ B） It means the year you have off between high school and college. （ C） It means the year you have off during your college life. （ D） It means the year you take off before high school. （ A） Because they wa

16、nt to travel to broaden their horizon. （ B） Because they want to explore what they are interested in. （ C） Because they need to go back to serve military duty. （ D） Because they need to recover after twelve years of required education. （ A） They worry that their children will miss their friends. （ B

17、） They are worried about their childrens safety when traveling. （ C） They worry that their children cannot find their real interest. （ D） They worry that their children will choose not to go to college. （ A） It helps students explore their hobbies. （ B） It provides students with opportunities to do

18、field practice. （ C） It offers position to students in her company. （ D） It aims to help students plan the year they take off. Section C 26 Crime is increasing worldwide. There is every reason to believe the【 B1】_will continue through the next few decades. Crime rates have always been high in multic

19、ultural industrialized societies such as the United States, but a new【 B2】_has appeared on the world【 B3】 _ rapidly rising crime rates in nations that previously reported few offences.【 B4】 _such as robbery, rape, murder, and auto theft are clearly rising,【 B5】 _in eastern European countries such as

20、 Hungary and in【 B6】 _nations such as the United Kingdom. What is driving this crime【 B7】 _? There are no simple answers. Still, there are certain conditions【 B8】_with rising crime: increasing heterogeneity of population, greater cultural pluralism, higher immigration, democratization of governments

21、, changing national borders, greater【 B9】 _growth and the lack of accepted social ideas of right and wrong. These conditions are increasingly observable around the world. For instance, cultures that were previously isolated and homogenous(同种类的 ), such as Japan, Denmark, and Greece, are now facing th

22、e sort of【 B10】 _ that has been common in America for most of its history. Multiculturalism can be a rewarding, enriching experience, but it can also lead to a clash of values. Heterogeneity in societies will be the rule in the 21st century, and failure to recognize and plan for such diversity can l

23、ead to serious crime problems. 27 【 B1】 28 【 B2】 29 【 B3】 30 【 B4】 31 【 B5】 32 【 B6】 33 【 B7】 34 【 B8】 35 【 B9】 36 【 B10】 Section A 36 They go to one of the worlds most prestigious universities and pride themselves on their superior intellect but almost half of Cambridge students admit they are not

24、immune from the temptation to cheat and submit essays they find on Google, a survey suggests. The results of a(n) 【 C1】 _online poll of more than 1,000 students【 C2】_by the student newspaper Varsity found that 49 per cent of undergraduates pass other peoples work off as their own at some point durin

25、g their university【 C3】 _. Only 5 per cent said they had【 C4】 _been caught plagiarizing(剽窃 ). Academics in universities across the country have been【 C5】 _by their peers of turning a blind eye to the practice to【 C6】 _their institutions to improve their national and international ranking. One studen

26、t told Varsity, “Sometimes, when I am really fed up, I Google the essay【 C7】 _, copy and throw everything on to a blank word【 C8】 _and jiggle(微调 )the order a bit. They usually end up being the best essays.“ Law students were most prone to(倾向于 )plagiarism with 62 per cent of those questioned 【 C9】 _t

27、o breaking university rules. A university spokesman told Varsity that it regarded plagiarism as a “serious and potentially disciplinary offence which can lead to failure to obtain, or withdrawal of a【 C10】 _.“ He said the university was planning to introduce detection software to crack down on the p

28、roblem. A)scholarship B)submitting C)career D)title E)actually F)seemingly G)ensure H)conducted I)degree J)document K)promote L)accused M)confessed N)admitting O)anonymous 37 【 C1】 38 【 C2】 39 【 C3】 40 【 C4】 41 【 C5】 42 【 C6】 43 【 C7】 44 【 C8】 45 【 C9】 46 【 C10】 Section B 46 Promote Learning and Ski

29、lls for Young People and Adults A)This goal places the emphasis on the learning needs of young people and adults in the context of lifelong learning. It calls for fair access to learning programs that are appropriate, and mentions life skills particularly. B)Education is about giving people the oppo

30、rtunity to develop their potential, their personality and their strengths. This does not merely mean learning new knowledge, but also developing abilities to make the most of life. These are called life skills including the inner capacities and the practical skills we need. C)Many of the inner capac

31、ities often known as psycho-social skills cannot be taught as subjects. They are not the same as academic or technical learning. They must rather be modeled and promoted as part of learning, and in particular by teachers. These skills have to do with the way we behave towards other people, towards o

32、urselves, towards the challenges and problems of life. They include skills in communicating, in making decisions and solving problems, in negotiating and expressing ourselves, in thinking critically and understanding our feelings. D)More practical life skills are the kinds of manual skills we need f

33、or the physical tasks we face. Some would include vocational skills under the heading of life skills the ability to lay bricks, sew clothes, catch fish or repair a motorbike. These are skills by which people may earn their livelihood and which are often available to young people leaving school. In f

34、act, very often young people learn psycho-social skills as they learn more practical skills. Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills. E)We need to increase our life skills at every stage of life, so learning them may be part of early childho

35、od education, of primary and secondary education and of adult learning groups. Life skills can be put into the categories that the Jacques Delors report suggested; it spoke of four pillars of education, which correspond to certain kinds of life skills Learning to know: Thinking abilities: such as pr

36、oblem-solving, critical thinking, decision making, understanding consequences. Learning to be: Personal abilities: such as managing stress and feelings, self-awareness, self-confidence. Learning to live together: Social abilities: such as communication, negotiation, teamwork. Learning to do: Manual

37、skills: practicing know-how required for work and tasks. F)In todays world all these skills are necessary, in order to face rapid change in society. This means that it is important to know how to go on learning as we require new skills for life and work. In addition, we need to know how to cope with

38、 the flood of information and turn it in to useful knowledge. We also need to learn how to handle change in society and in our own lives. G)Life skills are both concrete and abstract practical skills can be learned directly, as a subject. For example, a learner can take a course in laying bricks and

39、 learn that skill. Other life skills, such as self-confidence, self-esteem, and skills for relating to others or thinking critically cannot be taught in such direct ways. They should be part of any learning process, where teachers or instructors are concerned that learners should not just learn abou

40、t subjects, but learn how to cope with life and make the most of their potential. H)So these life skills may be learnt when learning other things. For example: Learning literacy may have a big impact on self-esteem, on critical thinking or on communication skills; Learning practical skills such as d

41、riving, healthcare or tailoring may increase self-confidence, teach problem-solving processes or help in understanding consequences. I)Whether this is true depends on the way of teaching what kinds of thinking, relationship building and communication the teacher or facilitator models themselves and

42、promotes among the learners. It would require measuring the individual and collective progress in making the most of learning and of life, or assessing how far human potential is being realized, or estimating how well people cope with change. It is easier to measure the development of practical skil

43、ls, for instance by counting the number of students who register for vocational skills courses. However, this still may not tell us how effectively these skills are being used. J)The psycho-social skills cannot easily be measured by tests and scores, but become visible in changed behavior. Progress

44、in this area has often been noted by teachers on reports which they make to the parents of their pupils. The teachers experience of life, of teaching and of what can be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assesse

45、d to some extent. This kind of assessment is individual and may never appear in international tables and charts. K)The current challenges relate to these difficulties: We need to recognize the importance of life skills both practical and psycho-social as part of education which leads to the full dev

46、elopment of human potential and to the development of society. The links between psycho-social skills and practical skills must be more clearly spelled out, so that educators can promote both together and find effective ways to do this. Since life skills are taught as part of a wide range of subject

47、s, teachers need to have training in how to put them across and how to monitor learners growth in these areas. In designing curricula and syllabuses for academic subjects, there must be a balance between content teaching and attention to the accompanying life skills. A more conscious and deliberate

48、effort to promote life skills will enable learners to become more active citizens in the life of society. L)Governments should recognize and actively advocate for the transformational role of education in realizing human potential and in socio-economic development. Ensure that curricula and syllabus

49、es address life skills and give learners the opportunity to make real-life applications of knowledge, skills and attitudes. Show how life skills of all kinds apply in the world of work, for example, negotiating and communication skills, as well practical skills. Through initial and in-service teacher training, increase the use of active and participatory learning/teaching approaches. Examine and adapt the processes and content of education so that ther