四级考前最新命制试卷二含答案.doc

大学英语四六级经验群 106926900本群为非盈利性质，禁止任何单位和个人在本群中出售任何考试答案 请互相监督四级考前最新命制试卷二Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay entitled On Dishonesty of College Students following the outline given below. You should write at least 120 words but no more than 180 words.1. 大学生诚信缺失事件不断发生2. 大学生诚信缺失的原因3. 对大学生诚信缺失的对策On Dishonesty of College Students_Part II Reading Comprehension (Skimming and Scanning) (15 minutes)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 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage. Foster Children & EducationHow you can create a positive educational experience for foster childrenMeet the challengesIts hard to overestimate the importance of education in the life of a foster child. The school experience can greatly affect the quality of a childs day-to-day life and the quality of her future when she leaves care. While in care, foster children need school as a point of stability in lives that can be battered by change. As adults, with less of a safety net than children from intact families, they need a strong educational foundation in order to support themselves. But when it comes to succeeding in school, foster children face unique challenges and obstacles beyond those faced by even their most economically disadvantaged non-foster peers. And busy child welfare professionals, foster parents, and birth parents may be distracted or overwhelmed, leaving no adult paying attention to a foster childs educational needs. Increasingly, researchers have documented these issues, and child welfare professionals have become aware of the need to pay closer attention to the education of children in the child welfare system. But the challenges can seem insurmountable (不可逾越的), requiring solutions so difficult and expensive that nothing can be done. Between 1999 and 2002, the Vera Institute of Justice and the New York City Administration for Childrens Services ran a pilot project, in partnership with the New York City Board of Education, to tackle those challenges. The project, Safe and Smart, provides lessons about the special issues foster children face in trying to get an education and suggests which responses designed to improve their outcomes can work and which might not. We are not suggesting replicating Safe and Smart but rather learning from its experience. Our key finding is that simple and inexpensive supports and tools can go a long way towards helping adults improve the school experience for youth in foster care.Recognizing the Challenge: How Are Foster Children Doing in School?Foster children lag behind their non-foster peers in school. Research over the past three decades has shown that, compared to the general school population, the half million foster children in the United States: have poorer attendance rates, are less likely to perform at grade level, are more likely to have behavior and discipline problems, are more likely to be assigned to special education classes, and are less likely to attend college.A 2001 study in the American School Board Journal found that foster children often repeat a grade and are twice as likely as the rest of the school population to drop out before graduation. And among all students who drop out of school, fewer foster children eventually earn their GED than non-foster dropouts. Staff at the Vera Institute of Justice found that foster children in New York City not only performed poorly compared to children citywide but also compared to children in their own economically distressed communities.The old assumption that foster children suffered from the same barriers as other economically disadvantaged children suggested that the only solution was to improve the school experience for all poor children and that there was nothing the child welfare system could do. But this recent research and our own experience in developing Safe and Smart suggest that child welfare professionals can address many of the special challenges that foster children face.Obstacles to Educational SuccessNo adult in the foster care system wants children to do poorly in school; they often just dont think about school very much. When we talked with foster children, many told us that the only time their foster parents, caseworkers, judges, or lawyers paid attention to how they were doing in school was when they were misbehaving or failing to attend. And sometimes they did not get noticed by the adults around them even then. School is forgotten or treated as a side issue as the adults worry about protecting children from neglect or abuse, finding them new homes, or transferring them if a placement does not work out. So the first challenge is to pay attention and to look at the special obstacles foster children face in trying to get an education, many of them inadvertently (不经意间) created by the adults.Lack of Continuity in EducationFor children in care, placement and subsequent changes in their foster care residence often means a change of school as well. Most research shows that transfers have a harmful effect on educational outcomes. The absence of required school records or other documents can lead to a delay in registering at the new school and a gap of days or weeks in learning. But less recognized is the effect of placement transfers on the child. Each transfer requires the child to adjust to new teachers and peers and to a curriculum that may differ considerably from her previous school. Too many transfers can cause a child to disengage and give up on school. Transfers also play havoc with (破坏) continuity of special services. Many jurisdictions are now making it a priority to keep children in their present school both when they enter care and if they experience multiple placements. Keeping school as a point of stability can help foster children succeed educationally and give them peers and caring adults to help them weather the changes at home.Requirements of the Child Welfare SystemThe foster care system makes many demands on those who are part of it, including the children. There are court appearances, sessions with counselors and therapists, and medical appointments that frequently conflict with school. Children in care told researchers at Vera that they missed tests and homework assignments because of scheduling conflicts and, therefore, fell behind in their school work.Judges and caseworkers should make it a priority to schedule appointments after school hours.Lack of Emphasis on EducationIf the systems responsible for the well-being of foster children child welfare, education, and the courts do not place a strong emphasis on the education of foster children and work together to promote success in school, education will fall through the cracks. Education planning should be a part of the initial discussions about placement when a child enters care and whenever that placement changes. In New York City, education plans are discussed at the conferences held within 72 hours of placement and again after 30 days. Education then becomes part of the plan.Low ExpectationsAll children respond to expectations, and when the adults in their lives expect them to do poorly, they often fulfill those expectations. Too often teachers, guidance counselors, and other school staff do not expect foster children to excel in school. Even foster parents, some of whom may have little formal education themselves, and caseworkers may expect nothing more than passing grades. Few foster children are encouraged to think about college; they are much more likely to be directed to vocational education programs. And few are encouraged to participate in the extra-curricular activities that are associated with higher academic achievement. Yet recent studies of older youth in foster care show that they often have high educational aspirations, resent the fact that more is not expected of them, and would benefit from adult encouragement.1. The school experience is especially important for a foster child because .A) it serves as the only way for the child to live a stable lifeB) it can greatly influence the quality of the childs futureC) it brings the child into an imaginary and adventurous worldD) it can help the child overcome their unique obstacles2. What is said about the project Safe and Smart?A) Its experience has been replicated by many children care centers in the US. B) It is a special course that is only oriented towards the needs of foster parents.C) It is a pilot project tackling the challenges in the education of foster children.D) It has raised public awareness about the importance of education for children.3. Three decades research shows that 500 thousand foster children in the US .A) have higher chances to go to college B) perform poorly compared to non-fostersC) seem to have strong self-disciplineD) are unlikely to drop out before graduation4. According to the old assumption, foster children .A) come from economically disadvantaged familiesB) benefit a great deal from the child welfare systemC) often have behavior and discipline problemsD) face the same challenges as other poor children5. Many of the obstacles that foster children face in trying to get an education .A) are neglected by the busy caretakers C) are extremely difficult to overcomeB) are created accidentally by the adults D) are an inevitable part of the society6. Many people dont recognize that placement transfers .A) can lead to a long gap of time in learningB) help children succeed academicallyC) make children more adaptable in lifeD) have a harmful effect on children in care7. What is attributed to their failure to finish homework assignments according to children in care?A) Scheduling conflicts. C) Constant changes in schools.B) Physical disabilities. D) Unstable family life.8. The author believes that the systems responsible for foster children should _ on the education of foster children.9. Usually foster parents and caseworkers only expect the foster child to _ in school.10. According to recent studies, _ do good to older foster children who have high educational aspirations.Part III Listening Comprehension (35 minutes)Section ADirections: 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.11. A) Mike deserves to study in Germany. B) There is no need for Mike to study German.C) Mike should leave home and live independently. D) Mike should decide for himself whether to study German.12. A) He prefers to live in other big cities. B) He does not like London very much. C) He comes from a place much smaller than London. D) He believes its more comfortable to live in London.13. A) They have bought the brown carpet. C) They should paint their furniture brown.B) He doesnt like the red carpet.D) The red carpet matches the brown furniture.14. A) It is too hard for her to be finished. C) It will be finished by Tuesday afternoon. B) She cant have it done by this Friday night. D) She cannot finish it until later in the week.15. A) To post notices on bulletin boards. C) To shop at nearby supermarkets. B) To place advertisements in newspaper. D) To apply for a job in the newspaper.16. A) He has difficulty in choosing between two articles. B) He feels its hard to calm himself down. C) He thinks both articles are too difficult to read. D) The articles are much longer than he expected.17. A) It is excellent. C) It is much too long. B) It is a disappointment. D) It is too complicated.18. A) He is often asked to go and see movies. C) He went to see the movie last month. B) He will go and see the new movie later. D) He doesnt want to see the movie.Questions 19 to 21 are based on the conversation you have just heard.19. A) It is a waste of time and energy.C) Children may get bad impact from it.B) It damages childrens eye sight.D) Children may learn new things from it.20. A) He often goes there to practice his oral English.B) He feels shy every time he begins to chat.C) He has made a lot of friends there.D) He spends all his spare time chatting there.21. A) People should glue to computer as long as they can.B) People should go get refreshed after surfing the net.C) People should always socialize with people online.D) People should keep fit online.Questions 22 to 25 are based on the conversation you have just heard.22. A) He has bought enough Christmas gifts. B) He has made the plans for Christmas celebrations.C) He has prepared some Christmas cards.D) He has done nothing for the Christmas.23. A) $250. B) $550. C) $750. D) $1,100.24. A) They dont have to go to school.C) They dont have to cook the big dinner.B) They dont have to worry about the shopping.D) They dont have to do their homework.25. A) He will decorate a tree by himself.C) He will do without a tree for the Christmas.B) He will borrow a tree from his neighbors.D) He will buy a decorated tree.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and 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 OneQuestions 26 to 28 are based on the passage you have just heard.26. A) They are patient and finish what they start.B) They are moody and become annoyed easily.C) They are stubborn and impulsive.D) They are conservative and stick to convention.27. A) People of blood type A.C) People of blood type O.B) People of blood type B.D) People of blood type AB.28. A) In 1911.B) In 1913.C) In 1930.D) In 1931Passage TwoQuestions 29 to 31 are based on the passage you have just heard.29. A) The color represents truth, peace and humanitarian.B) The color represents truth, love and coordination.C) The color represents peace, truth and coordination.D) The color represents peace, cooperation and truth.30. A) It can reduce the risk of heart disease.C) It can make a room look larger.B) It can increase blood pressure.D) It can balance other sharp colors.31. A) Dull.B) Horrible.C) Tranquil.D) Cool.Passage ThreeQuestions 32 to 35 are based on the passage you have just heard.32. A) Snap his finger and wave to the bar staff.B) Ring the bell hanging behind the counter.C) Show an expectant face with an empty glass.D) Hold a glass or some money and wave them around.33. A) It is very popular with British people.B) It takes a relatively long time before it is ready.C) Very few people can get accustomed to its taste.D) Whoever orders it should stand at the end of the queue.34. A) To treat them a glass of drink.C) To offer them some cash.B) To order one more glass of beer.D) To help them promote their bar.35. A) Funny stories in a British pub.C) Considerations of running a pub in Britain.B) Various etiquettes in British pubs.D) Ways of making friends in a pub.Section CDirections: 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