四级英语讲座及试题与答案1 (4)

Part I Listening Comprehension (35 minutes) 35% 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 each 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. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. 1. A Go to an art exhibition. BDine out with an old friend. CAttend the opening night of a play. DSee his paintings on display. 2. ASherry has never talked in public. BSherry enjoys serious moments. CSherry probably is poor at giving speeches. DSherry must be good at giving speeches. 3. A To run into each other. BTo get bargains. CTo avoid the crowds. DTo join the crowds. 4. AShe rarely makes mistakes. BHer boss is hard to work with. CShe always tells others what she thinks. DShe regretted having replaced the secretary. 5. AHe no longer works here. BHe will have a business trip next Wednesday. CHell be back next Wednesday. DHe is on a vacation. 6. AFind a hotel nearby again in a few days. BAccommodate his parents in his dormitory. CAsk his parents not come until he finds a proper hotel. DPhone a hotel farther from the campus for a reservation. 7. AJohn is lying to his wife. BJohn is on the way home. CJohn will eat without meat. DJohn wont be able to come home for dinner. 8. AThey have to set off early. BThey go and climb Yellow Mountain. CThey have to catch the early train. DThey should not believe weather forecast. Questions 9 to 12 are based on the conversation you have just heard. 9. ASometimes it is interesting, sometimes it is boring. BIt is hard work, and she wants to change her job. CIt id an easy job, and she likes it. DSometimes it is hard, but sometimes it is quiet. 10. AA waiter. BA bank clerk. CA manager. DA lawyer. 11. AHusband and wife. BFriends. CStrangers. DColleagues. 12. AShe likes his job very much because he has the chance to get promotion. BShe likes his job because working in a bank is very nice. CShe dislike his job because he needs to move around from place to place. DShe dislike his job because it isnt quite on weekdays. Questions 13 to 15 are based on the conversation you have just heard. 13. ATo help the outstanding students go abroad. BTo help some poor college students earn more money. CTo help international students prepare to enter higher institutions. DTo provide work opportunities for graduates in the community. 14. AU.S. Culture. 2 BU.S. History. CBusiness English. DAfrican geography. 15. AA tuition list. BA kind of student visa. CAn application from to a course. DAn offer giving permission to a program. Section B 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). Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Passage One Questions 16 to 18 are based on the passage you have just heard. 16. AHaving snakes as pets. BDescribing the snakes. CObserving the habits of snakes. DFinding out the origin of snake myths. 17. ABecause this kind of snakes id sold in pet stores. BBecause people like to collect this kind of snake. CBecause this kind of snake lives in cultivated areas. DBecause this kind of snake is often found inside homes. 18. AIt is authentic. BIt is imaginative. CIt is complicated. DIt is dull. Passage Two Questions 19 to 21 are based on the passage you have just heard. 19. AGiven by the local government. BBorn by a large number of bitches. CBought from different cities and villages. DCaptured over grassland. 20. A11-week course for control duty. B11-week course for patrol duty. C9-week course for control duty. D9-week course for patrol duty. 21. ACatching runaway criminals. BScratching the hidden bombs. CPatrolling the dangerous town. DDrug sniffing or bomb sniffing. Passage Three Questions 22 to 25 are based on the passage you have just heard. 22. AAccidents and war. BDiseases and aging. CAccidents and aging. DHeart disease and war. 23. AMedicine. BBrain cells. 3 CThe Internet. DHuman organs. 24. ABecause heart disease will be far away from us. BBecause human brains can decide the final death. CBecause the basic materials of cells will last forever. DBecause human organs can be repaired by new medicine. 25. AHuman life will not last more than 120 years in the future. BHumans have to take medicine to build new skin cells now. CMuch needs to be done before humans can have a longer life. DWe have already solved the technical problems in building new cells. Section C Directions: In this section, you will hear a passage three times. 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 26 to 33 with the exact words you have just heard. For blanks numbered from 34 to 35 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written. There were twenty-three British universities in 1960. After a period of(26)_ in the 1960s, there are now forty-eight, (27)_the Open University and the Independent University of Buckingham. There are thirty-five in England, eight in Scotland, two in Northern Ireland, and one in Wales. They can be (28)_into three types. The (29)_universities of Oxford and Cambridge were set up in the twelfth century, but until the nineteenth century they were the only English universities and (30)_no places for women. However, another four universities were(31)_in Scotland in the fifteenth and sixteenth century. The second group of universities were(32)_created between 1850 and 1930. The third group(33)_of new universities founded after the Second World War, and later in the 1960s. Many of them were set in the countryside. (34)_. A very small number of students leave university without finishing their courses. (35)_. Most students tend to live on campus, while others may rent houses outside the university. Until recently few British students chose universities near their parents homes, and many seemed to prefer those in the South of England. But financial costs are now changing these choices. Part Reading Comprehension (Skimming and Scanning)(15 minutes) 10% Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 36-42, 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 information is not given in the passage. For questions 43-45, complete the sentences with the information given in the passage. New Proposals on Youth Employment The unemployment rate in Japan continues to hover at around the 5% level, but the number of unemployed youths is exceptionally high compared to other age groups. The fluid situation is gradually taking root in society, with an increasing number of youths making a living as “freeters“ (as young job-hoppers are called in Japan) or leaving and changing jobs even after they find employment. 4 This youth employment problem is essentially a product of many companies guarded stance (姿态) on employment and the narrowing of employment opportunities for those seeking to work as regular employees. To deal with the youth employment problem, the government and relevant institutions have already presented various proposals for specific policies, such as to strengthen policies that can turn economic recovery into a vigorous increase of labor demand; while expanding job openings for regular employees, also to promote equal treatment of non-regular employees and secure opportunities for them to become regular employees so that the working styles of non-regular employees are not disadvantaged; from the earliest stage as possible, systematically to provide job preparatory education with a long-range outlook on career development. Some of these policies are actually being implemented, but they are not necessarily producing adequate results. For this reason, the following three new measures should be considered in addition to other measures being deliberated. Reform of employment and recruitment practices It is important that high school graduates are given as many opportunities as possible to select an occupation. While completely abolishing the one-person-one-company system on one hand, on the other hand, employment and career guidance should begin when students enter high school so they are well able to select an occupation on their own judgment. Also, the year after graduation should be regarded as a period of joint follow-up by schools and employment agencies. Especially in regard to unemployed graduates and freeters, each party should assess the situation and support the employment of those young people. With respect to college students, internship opportunities, career counseling, and other guidance schemes should be implemented soon after they enter college to eventually enable them to make independent career decisions. Companies should give due consideration to the academic accomplishment of students when screening job applicants, as that is the primary function of students. Universities should draw upon Frances baccalaureate system, for example, and introduce a system of university graduation examination or college academic certification test. Finally, as a measure to expand employment opportunities, companies should amend their traditional practice of recruiting only prospective new graduates and open their doors to those who have already graduated. Enhancing career education and the role of industries Career education aiming to cultivate work values should be a consecutive (连续的) program provided over an ample amount of time beginning in the primary, junior high, and high school compulsory education stage. In addition to teaching students about the significance of working and about occupations in general, career education should also include a course on “work and daily living“ as a comprehensive course aiming to prepare students to become working members of society. The course should deal with a broad range of topics relating to the work concept, such as rights and obligations stipulated in labor laws, as well as with the mechanics of the pension system and other social security institutions and with such immediate issues as the environment and energy. Such a course would help youths to select their own lifestyles, including how to achieve a good balance between work and private life. 5 The industrial community should form organizations of companies (such as NPOs) to address career education from a cross-cutting perspective and actively engage in activities to support the development of human resources for the next generation. For example, they are expected to develop and provide educational programs based on their unique technology and know-how, send personnel to schools, and offer funds and equipment. In regional areas in Japan, activities to revitalize regional industries and promote new industries should be linked to model projects that incorporate regional characteristics and aim to foster and retain young people as future leaders of the region. For example, local governments could utilize the 500 or so young workers centers throughout Japan as the bases of such projects with the cooperation of regional businesses and schools. Proposal of a “career passport“ The “career passport“ would function as a record of ones career and as a certification for the utilization of various support measures. It would be issued to all youths over the age of 18 and would be a passport to continuous support valid up to the age of 30 to 35. The passport would contain a record of job changes, part-time experiences, studies, certifications and self-development efforts, in addition to accomplishments achieved through participation in volunteer and NPO activities. In this respect, it would take the form of an electronic card to allow the input and accumulation of information through a digital format that can be accessed by the individual whenever necessary. The passport would enable young workers to receive career counseling regularly or as necessary at job cafes that are being newly established or at the more than 500 young workers centers throughout Japan. They would also have the opportunity to check and evaluate their own careers, including part- time experiences, and effectively utilize various support programs for employment, capacity development and other areas necessary for developing their careers. In addition to the above, a vocational scholarship system should be created to provide financial support for educational courses and school expenses to all young people who have graduated school- including the unemployed, freelance, and displaced workers-so that they may voluntarily prepare themselves for a job or develop their working capacities. 36. The youth frequent job changes result in many companies guarded stance on their employment. 37. To offer different job opportunities to both youth regular and non-regular employees. 38. Employment and career guidance should be part of high school curriculum. 39. Companies should revise their policies to recruit both new and old graduates. 40. The school course should deal with a broad range of topics relating to the work concept such as job hunting and hopping. 41. There are about 500 youth centers in some local areas. 42. The career passport contains part-time experiences, studies, certificate and self-development except job-hopping. 43. College education should enable students to make _. 44. Companies should provide educational program and send personnel to schools and offer _. 6 45. In order to provide young people with financial support, we should create _. Part III Reading Comprehension (Reading in Depth) (25 minutes) 20% Section A Directions: In this section, there is a short passage with 5 questions or incomplete statements. Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words on Answer Sheet 2. Questions 46 to 55 are based on the following passage. Once the world embraced the automobile, the days of depending on horses, bicycles, ferries, and trains quickly slipped into the past. People were _46_ with the speed of the automobile but they were also enjoying the personal freedom that the automobile gave them. Owning a car gave people the freedom to go anyplace a road _47_. This allowed people to travel at anytime and at their own _48_. This independence gave the car a popular edge over buses and trains. The popularity of the automobile made it the _49_ of the transportation system. The automobile changed our lives when it created a giant industry that offered more and more jobs. The automobile made it possible for people to live in areas _50_ from their work place. This caused cities to grow and made suburban living more convenient. Of course, with more places to go, more _51_ roads had to be built. The automobile caused a _52_ effect. Jobs increased, industries grew, new industries developed, and cities appeared. Today the automobile industry continues to offer many _53_. Jobs are plentiful in this industry and improvements continue to be made to the automobile with new technologies. We have come a long way from that first _54_ carriage because of the cooperative efforts of many people in the last century. It will be interesting to see what the future holds for the automobile. We have already seen signs of the use of solar energy in this area. As long as man has a brain, the future of the automobile is _55_. A) backbone I) opportunities B) infinite J) snowball C) further K) definite D) background L) developed E) led M) farther F) enjoyed N) impressed G) horseless O) pace H) developing Section B Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Passage One Questions 56 to 60 are based on the following passage. 7 If you want to teach your children how to say sorry, you must be good at saying it yourself, especially to your own children. But how you say it can be quite tricky. If you say to your children “Im sorry I got angry with you, but “ what follows that “but“ can render the apology ineffective: “I had a bad day“ or “your noise was giving me a headache “ leaves the person who has been injured feeling that he should be apologizing for his bad behavior in expecting an apology. Another method by which people appear to apologize without actually doing so is to say “Im sorry youre upset“; this suggests that you are somehow at fault for allowing yourself to get upset by what the other person has done. Then there is the general, all covering apology, which avoids the necessity of identifying a specific act that was particularly hurtfu