[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14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 14及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write a short essay entitled There Is No End to Learning by commenting on the famous saying, “Education is not complete with graduation.“ You should write at least 120 words but no more than 180 wo

2、rds. Write your essay on Answer Sheet 1. There Is No End to Learning Section A （ A） The advertisement is printed fine and attractive to readers. （ B） $200 is really reasonable for a roundtrip between LA and NY. （ C） People must conform to some restrictions for cheap airfares. （ D） The flight time fo

3、r cheap airlines is usually at night. （ A） He has been on holiday. （ B） He has been on business. （ C） Hes been to the Great Lakes. （ D） He stayed in the office. （ A） Have a look at the menu. （ B） Read the instructions. （ C） Tell the woman a story. （ D） Give the woman a lesson. （ A） In April. （ B） In

4、 May. （ C） In July. （ D） Not decided yet. （ A） He is worried about the loss of the store. （ B） He wonders why the crazy action was conducted. （ C） He wonders what punishment the crazy man will get. （ D） He wishes that the broken glass had not injured anybody. （ A） He should be more positive toward h

5、is work. （ B） He should quit his job as soon as possible. （ C） He should find a more promising position. （ D） He should find a job of different field. （ A） Because he doesnt enjoy the dishes at Hilton. （ B） Because he isnt familiar with the way to Hilton. （ C） Because he believes the woman is not se

6、rious. （ D） Because he thinks dining at Hilton is too expensive. （ A） The man should phone the hotel for directions. （ B） The man can ask the department store for help. （ C） She doesnt have the hotels phone number. （ D） The hotel is just around the corner. （ A） In a drugstore. （ B） In a supermarket.

7、 （ C） On the phone. （ D） On the Internet. （ A） She is going to have dinner with the man. （ B） She is going back home for her parents anniversary. （ C） She is going to visit her friends in New Orleans. （ D） She is going to work over time in the office. （ A） The woman should be alert to heavy traffic.

8、 （ B） Many people go to the countryside at the weekend. （ C） The woman should guard against robbers on the way. （ D） Give him a call when the woman arrives home. （ A） To free his mind off work. （ B） To enrich himself. （ C） To make new friends. （ D） To kill the time. （ A） Expensive. （ B） Unusual. （ C

9、） Interesting. （ D） Relaxing. （ A） She started collecting stamps from her childhood. （ B） A good stamp collection can be built in a short time. （ C） A rare set of stamps is worth a lot of money. （ D） It is nearly impossible to collect a rare set of stamps. （ A） Electronics. （ B） Collecting umbrellas

10、. （ C） Collecting stamps. （ D） Playing golf or tennis. Section B （ A） By doing a part-time job. （ B） By serving in the army. （ C） By setting aside part of his salary. （ D） By changing his job for a better one. （ A） He was given the wrong blood by mistake. （ B） His organs broke down during the surger

11、y. （ C） He was too weak to have a surgery. （ D） He was seriously infected after the surgery. （ A） It turned out to be in vain. （ B） It was held back by his mother. （ C） He earned a lot of money through it. （ D） It helped the family to keep the house. （ A） He played well in the NBA. （ B） Back injurie

12、s interrupted his career. （ C） He now works for Nike. （ D） Maryland is his homeland. （ A） The early bird catches the worm. （ B） Small things can lead to large outcomes. （ C） Actions speak louder than words. （ D） Do nothing by halves. （ A） He respected and greeted everyone. （ B） He worked there for m

13、any years. （ C） They had a good memory. （ D） They were required to do so. （ A） He was too naughty. （ B） He looked down upon Mr. Lee. （ C） He destroyed pubic facilities with a rock. （ D） He didnt greet Mr. Lee when they met on the street. （ A） Serious burns. （ B） Great panic. （ C） Smoke and gases. （

14、D） Careless mistakes. （ A） Make sure their bedroom doors are open. （ B） Make sure their bedroom doors are closed. （ C） Make sure their windows are shut. （ D） Make sure their fuel gas are shut off. （ A） Scream and cry. （ B） Hide under beds. （ C） Flee the house. （ D） Seek their parents help. Section C

15、 26 In many countries, authority is seldom questioned, either because it is highly respected, or because it is feared. Sometimes, too, because【 B1】 _ has been important in certain societies for a long time, people have been trained never to question those in authority. In other countries, including

16、America, children are trained to question and search for answers. By the time students【 B2】 _ the age of 14 or 15, they may be developing exciting new ideas in all 【 B3】 _ of science and the arts. To encourage such creativity, there are many national prizes 【 B4】 _ students every year for their scie

17、ntific discoveries and artistic accomplishments. This interest in questioning and searching may【 B5】 _ some people as bad for young peoples manners, that young people lack respect for authority. This【 B6】 _may be created when visitors notice young Americans asking questions and arguing with older pe

18、ople. However, this is because many Americans have different attitudes toward authority that may【 B7】 _other areas of the world. In a work or business situation, ideas are freely and【 B8】 _ discussed and argued. It is vital to remember that it is the persons ideas that are being questioned, not the【

19、 B9】 _ himself. The two are quite separate. The purpose of the searching, questioning, and arguing is to find the facts in a【 B10】 _ situation, and therefore a solution, so that the work of the business can progress in the most effective manner possible. 27 【 B1】 28 【 B2】 29 【 B3】 30 【 B4】 31 【 B5】

20、32 【 B6】 33 【 B7】 34 【 B8】 35 【 B9】 36 【 B10】 Section A 36 A lot of people instinctively believe without really knowing that poor readers are not especially smart. A new study by researchers at the Yale School of Medicine and the University of California at Davis explains how it is that【 C1】 _bright

21、 and accomplished people can have great difficulty reading. What gets in the way of many peoples ability to read is word blindness. It is an unexpected difficulty in reading in people who have the intelligence and motivation thought to be necessary to be【 C2】 _readers. The brains of people with word

22、 blindness have difficulty taking images that they see or hear and turning it into【 C3】 _language, explained researcher Sally E. Shaywitz. This means that someone with word blindness not only has【 C4】 _reading but may also have difficulty speaking quickly. Typical readers can【 C5】 _recognize words a

23、fter seeing them a few times; those with word blindness dont. The new study【 C6】 _evidence for the first time showing that the【 C7】_between IQ and reading over time is not the same for readers with word blindness as it is for typical readers. In people without word blindness, intelligence and readin

24、g do in fact connect and can【 C8】 _each other over time. But in those with word blindness, IQ and reading are not【 C9】 _over time and do not have an affect on each other. “People expect that if you are a very good reader you must be very smart and if you dont read well you must not be so smart,“ sai

25、d Shaywitz. “Word blindness is a paradox(矛盾 )because it violates that【 C10】 _,“ she said. “You can NOT be a great reader and be exceptionally smart.“ A)conclusion B)fluent C)understandable D)exceedingly E)automatically F)provides G)influence H)trouble I)linked J)proves K)considerate L)selectively M)

26、assumption N)relationship O)contacted 37 【 C1】 38 【 C2】 39 【 C3】 40 【 C4】 41 【 C5】 42 【 C6】 43 【 C7】 44 【 C8】 45 【 C9】 46 【 C10】 Section B 46 How Should Teachers Be Rewarded? A)We never forget our best teachers those who inspired us with a deeper understanding or an enduring passion, the ones we com

27、e back to visit years after graduating, the educators who opened doors and altered the course of our lives. B)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

28、 abilities 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? C)Such questions have become critical to the future of public educatio

29、n in the U.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

30、the National 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 teach

31、ers are key 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 achievemen

32、t, more important than class size, the dollars spent per student or the quality of textbooks and materials. D)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 sig

33、ning bonuses 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 quali

34、ty of teachers work and pay teachers accordingly. E)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 har

35、d parents try 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, policymakers have focused on that current measure of all things educational: student test scores. In

36、districts across 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 go

37、es, will improve 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. F)Such efforts have been encouraged by the Bush Administration, which in 2006 started a program tha

38、t awards $99 million 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 Ed

39、ucation Association, 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 school

40、wide basis. G)Its 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 broad

41、er efforts to transform 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. H)To the business-minded people who are increasingly running the nations schools, t

42、heres an obvious solution 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 tha

43、t bonuses were awarded to principals pets. Charges of unfairness, along with unreliable funding and union opposition, sank such experiments. I)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, Uni

44、versity of Tennessee 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

45、takes three or more years 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

46、methods to adjust for flaws and gaps in the data. “Under the best circumstances,“ he claims, “we can reliably identify the top 10% to 30% of teachers.“ J)Sanders devised his method as a management tool for administrators, not necessarily as a basis for performance pay. But increasingly, thats what i

47、t is used for. Today 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

48、calculations to determine bonuses for individual teachers. 47 Student test scores have become the key measure of teachers performance due to the lack of well-accepted standards. 48 The merit pay program in Florida and Houston has turned out to be a failure. 49 The annual tests for students bring a n

49、ew, less subjective way to measure the teaching quality. 50 The key factor to strengthen achievement for a school is a good teacher. 51 Value-added calculations have been used to determine the bonuses a teacher deserves. 52 Teaching is an occupation known for low salary. 53 Sanders method was at first created as a management tool for administrators rather than a basis for performance pay. 54 Merit pay attempts to pay teachers according to thei