[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126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 126及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write a short essay based on the picture below. You should start your essay with a brief description of the picture and then express your views on Chinese Style of Crossing Streets. You should wri

2、te at least 120 words but no more than 180 words. Write your essay on Answer Sheet 1. Section A （ A） He will return from Berlin in ten days. （ B） He is studying German in Berlin. （ C） He is having a vacation in Berlin. （ D） He is planning to go back to Berlin in a year. （ A） Buy two book shelves. （

3、B） Find a larger room. （ C） Rearrange some furniture. （ D） Change the dining table for a new one. （ A） The job was not well paid. （ B） The working time was unsuitable. （ C） The company was not very famous. （ D） The job was very dangerous. （ A） He was not dramatic enough. （ B） He played his part quit

4、e well. （ C） He exaggerated his part. （ D） He performed better than the secretary. （ A） It was boring. （ B） It was entertaining. （ C） It was touching. （ D） It was encouraging. （ A） The teacher reviewed a previous lesson. （ B） The teacher taught a new lesson. （ C） The teacher postponed the class unti

5、l Friday. （ D） The teacher made the students have an academic meeting. （ A） He forgot about the birthday party. （ B） He didnt know about the birthday party. （ C） He didnt find his cell phone last night. （ D） He was too busy to remember the birthday party. （ A） She watched the TV program at a friends

6、 house. （ B） She doesnt like talking about the TV programs. （ C） She is upset that she missed the TV program. （ D） She doesnt think the TV program was funning. （ A） Hes explaining the language laboratory. （ B） He wants to know where the tapes are. （ C） Hes showing her a new tape recorder. （ D） Hes r

7、ecording her voice on a tape. （ A） It needs to have more French lesson tapes. （ B） It needs to have its controls repaired. （ C） It is different from all the other laboratories. （ D） It can be operated rather easily. （ A） Change her class schedule. （ B） Fill out a job application. （ C） Organize tapes

8、 on the shelves. （ D） Work on the French lessons. （ A） There arent enough cabinets. （ B） There is too much noise. （ C） Office supplies are taking up space. （ D） Some teaching assistants dont have desks. （ A） To get help with the course. （ B） To chat with Jack socially. （ C） To hand in their assignme

9、nts. （ D） To practice giving interviews. （ A） Give Jack a different office. （ B） Complain to the department head. （ C） Move the supplies to the storage room. （ D） Try to get a room to use for meetings. （ A） He thinks it is useless. （ B） He will think about it later. （ C） He thinks it might work. （ D

10、） He has no idea about it. 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. （ D） To measure the depths of the ocean. （ A） To attract more sea animals to the testing site. （ B） T

11、o 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 distressed. （ B） They swam away when the speaker was turned on. （ C） They swam closer to “examine“ t

12、he 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 skills. （ C） The training contents and methods required. （ D） The costs and the quality of the progr

13、amme. （ 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 the programme. （ D） The difference between the training contents and methods required. （ A） The traini

14、ng 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 programme. （ A） It means the year you take off and youll continue school with enough money. （ B） It

15、 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 want to travel to broaden their horizon. （ B） Because they want to explore what they are interested in

16、. （ 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） They are worried about their childrens safety when traveling. （ C） They worry that their children

17、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 field practice. （ C） It offers position to students in her company. （ D） It aims to help students pl

18、an the year they take off. Section C 26 Many university students dislike studying history because there is little to get excited about when historical events are presented in a boring manner. However, I will never forget my American History professor, Dr. Williamson. Each year leaped from the page o

19、f our text and became as real as the daily news report on the radio. My【 B1】_lecture concerned the American Revolution. Dr. Williamson set the mood for the story by【 B2】 _Paul Revere, a well-known【 B3】 _. working in his shop. The American colonists were angry because of the British control over thei

20、r lives. Revere felt that war between the British and the colonists was【 B4】 _. Then Dr. Williamson told us about Revere【 B5】 _the Charles River from Boston on April 18, 1775. I can see the professor now as he【 B6】 _his hand to his forehead, as if he were looking across the Charles River to the Old

21、North Church in Boston. Suddenly, Revere【 B7】 _two lanterns, a【 B8】 _which meant that the British would attack by sea. He jumped on his horse to warn the villagers of the attack, Professor Williamson【 B9】 _us that the first battles of the American Revolution were fought at Concord and at Lexington,

22、Massachusetts, the year before【 B10】 _was signed in 1776. Never before had history seemed so alive to me and all because a professor cared enough to put his heart into his teaching. 27 【 B1】 28 【 B2】 29 【 B3】 30 【 B4】 31 【 B5】 32 【 B6】 33 【 B7】 34 【 B8】 35 【 B9】 36 【 B10】 Section A 36 Videoconferenc

23、ing is nothing more than a television set or PC monitor with a camera. Through the video conferencing, not only your voice but also your face, the surroundings and any other graphic and physical【 C1】 _can be captured and transmitted through the communication system with or without wires. Of course,

24、when you go into the details, the technology involved is very【 C2】 _and the subject matter littered with jargon. Such as ISDN(Integrated Services Digital Network), POTS(Plain Old Telephone Service)or the【 C3】 _behind bandwidth, latency and is ochrony which are used to explain how videoconferencing w

25、orks. Good people communication is【 C4】 _in any business, and the more interaction you can achieve, the more likely it is that your【 C5】 _will be the right ones. Videoconferencing not only allows you to speak to people in different locations, but also note【 C6】 _expressions and gestures that let you

26、 know what the other person is really thinking. Meetings are made more【 C7】 _by sharing documents and computer applications that a simple telephone cannot【 C8】 _.【 C9】 _. organizations are discovering the competitive advantages and the power of videoconferencing. With advances in performance, econom

27、ical pricing, the ability to【 C10】 _essential meeting tools and connectivity to global telephone networks and standardized videoconferencing protocols, videoconferencing is now a practical reality for any organization. A)Fortunately B)effective C)images D)articulate E)facial F)manage G)decsions H)co

28、nnect I)advanced J)integrate K)progressive L)concepts M)pictures N)Increasingly O)important 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 Skills for Young People and Adults A)This goal places the emphasis on the learning

29、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 opportunity to develop their potential, their personality and their strengths. This

30、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 capacities often known as psycho-social skills cannot be taught as subjects. They are

31、 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 ourselves, towards the challenges and problems of life. They include skills in co

32、mmunicating, 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 for the physical tasks we face. Some would include vocational skills under the he

33、ading 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 fact, very often young people learn psycho-social skills as they learn more pract

34、ical 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 childhood education, of primary and secondary education and of adult learning groups. L

35、ife 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 problem-solving, critical thinking, decision making, understanding consequences. L

36、earning 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 skills: practicing know-how required for work and tasks. F)In todays world all t

37、hese 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 the flood of information and turn it into useful knowledge. We also need to lea

38、rn 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 learn that skill. Other life skills, such as self-confidence, self-esteem, and s

39、kills 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 about subjects, but learn how to cope with life and make the most of their potential.

40、 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 driving, healthcare or tailoring may increase self-confidence, teach problem-solvi

41、ng 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 promotes among the learners. It would require measuring the individual and collec

42、tive 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 skills, for instance by counting the number of students who register for vocational s

43、kills 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 in this area has often been noted by teachers on reports which they make to the p

44、arents 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 assessed to some extent. This kind of assessment is individual and may never appear in i

45、nternational 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 development of human potential and to the development of society. The links between

46、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 subjects, teachers need to have training in how to put them across and how to monitor le

47、arners 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 effort to promote life skills will enable learners to become more active citizens

48、 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 syllabuses address life skills and give learners the opportunity to make real-life applic

49、ations 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 there is a balance between academic input and life skills development. Make sure