大学英语四级模拟卷二

1、大学英语四级模拟卷二Part I WritingDirections:Write a composition entitled A Letter in Reply to a Friend . You should write at least 120 words according to the outline given below in Chinese.提示： 假设你的好朋友李芳是大学四年级学生， 正在考虑是考研究生继续深造还是大学毕业后就踏上工作岗位。请给她写封信表明你的态度。Part II Listening ComprehensionSection AQuestions 1 and

2、2 will be based on the following news item.1. A. What we think about public transportation.C. A new way of public transportation.B. The improvement of public transportation.D. A specially built community.D. Environmentally friendly and slowly.2. A. Slowly and safe. B. Safe and fast. C. Fast and dang

3、erous.Questions 3and 4 will be based on the following news item.3. A. Emigration of top students, poor infrastructure, and low demand.B. Emigration of all students, poor infrastructure, and high demand.C. Emigration of all students, poor infrastructure, and no funds.D. Emigration of top students, po

4、or infrastructure, and no funds.4. A. The issues are too serious.8. There are no easy solutions.Questions 5 to 7 are based on the following news items.5. A. Many people go to work by bus.8. Governments can?t afford to solve the problem.6. A. It can help reach an accident area faster.8. It can avoid

5、traffic accidents.7. A. To reduce illegal phenomena on the road.8. To produce safer and faster vehicles.Section B9. There are other difficult problems.10. Education is important to economic development.C. There are more and more cars on the roads.D. No technology can control traffic conditions.C. It

6、 can supervise emergency workers.D. It can solve traffic problems.C. To get visual information of the traffic.D. To develop an intelligent system of road signals.四级模拟卷二7Conversation One Questions 8 to 11 are based on the conversation you have just heard.8. A. How to go abroad for study.C.How to look

7、 for a job after returning back from abroad.8. How to enjoy the freedom abroad.D.Re-entry Shock and how to minimizeit.9. A. Freedom from the stress of working.C.Freedom from the foreign culture.8. Freedom from social regulations.D.Freedom from the stress of study.10. A. They don ?t attend classes at

8、 all.B. They participate in activities that their parents may be against.C. They stay out and never come back to school.D. They fell free to do what they like to do.11. A. Be clear about what they ?re going to do.C. Ignore the cultural norms of their home countries.8. Turn to their parents for advic

9、e.D. Turn to their friends for support.Conversation Two Questions 12 to 15 are based on the conversation you have just heard.12. A. The modem was broken.C. The Internet connection didn ?t work.B. The computer couldn ?t start properly.D. The instruction book was of no help.13. A. Changing for a new c

10、omputer.C.Getting the computer repaired.8. Changing for a new modem.D.Calling for a repair person for the computer.14. A. He doesn?t want to replace a computer for her. C. He wants to make the woman upset.8. He doesn?t think the woman buy the computer from him. D. He tries to understand the problem.

11、15. A. The repair persons will go to check the computer in the woman ?s house.B. The woman will get a new computer as replacement.C. The woman will bring the computer and get it checked.D. The repair person will take back the computer and get it check.Section CPassage One Questions 16 to 19 are base

12、d on the16. A. It can think for itself.8. It has eyes, ears and lips.17. A. It can act like a mother.8. It can do dangerous jobs.18. A. Working in the space stations.8. Falling in love.19. A. Critical.B. Negative.passage you have just heard.C. It has the mental ability of a two-year-old.D. It can ex

13、press human feelings.C. It can look after a two-year-old baby.D. It can do entertaining work.C. Watching television.D. Going to work instead of people.C. Objective.D. Enthusiastic.Passage Two Questions 20 to 22 are based on the passage you have just heard.20. A. He is too young to make a right decis

14、ion.B. He doesn?t have enough experience.C. His decision is less important than others ?.D. He can be given good advice from a different perspective.21. A. A friend with rich knowledge.C. Her teachers and advisors.8. A friend who has studied overseas.D. Her classmates.22. A. Her friend has experienc

15、es about studying abroad.B. Her friend is a foreigner and familiar with local life.C. Her friend can provide her with another perspective on herself.D. Her friend can decide her future career.Passage Three Questions 23 to 25 are based on the passage you have just heard.23. A. The reform of the retai

16、ling system.C. The dominance of selfishness.8. The worship of consumption.D. A new generation of upper class consumers.24. A. Poverty still exists in a rich society.B. Unrestricted population growth is the root of over-consumption.C. Traditional rituals are often neglected in the process of moderniz

17、ation.D. Moral values are sacrificed in pursuit of material satisfaction.25. A. Continue to pursue material richness.B. Focus on spiritual needs and give up the value of consumption.C. Keep consumption at a reasonable level.D. Overcome poverty regardless of the exploitation of resources.Part III Rea

18、ding ComprehensionSection A Questions 26 to 35 are based on the following passage.It seems individual cancer cells send out the same distress signals as wounds, tricking immune cells into helping them grow into tumours. The finding suggests that anti-inflammatory drugs could help to combat or preven

19、tcancer. "Lifelong, if you take a small quantity of something that 26 inflammation （炎症），such as aspirin, it could reduce the risk of cancer,AdaM' Huriytone of the University of Manchester, UK.When tissue is wounded or infected it produces hydrogen peroxide. White blood cells called leukocyt

20、es （白血 球）are among the first cells to react to this 27, homing in to kill the infectious agent, clean up the mess andrebuild 28 tissue. At first, the tissue becomes inflamed, but this subsides as the wound is cleared and rebuilding continues. Now, a study in zebra fish shows that this process is als

21、o instigated （唆使）and sustained by tumour cells.Hurlstone and colleagues 29 engineered zebra fish so that skin cells and leukocytes would slow different 30 under ultraviolet light. Some zebra fish were also engineered to have cancerous skin cells.The team found that the cancerous skin cells secreted

22、（分泌）hydrogen peroxide （过氧化氢）, 31 leukocytes which helped them on their way to becoming a tumour. When the team32 hydrogen peroxideproduction in the zebra fish, the leukocytes were no longer attracted to cancerous cells and the cancer colonies reduced in 33.More alarmingly, the researchers found that

23、 healthy skin cells 34 to the cancerous ones also produced hydrogen peroxide, suggesting that cancer cells 35 co-opt them into triggering inflammation.A. adjacentB. blockedC. changedD. colorsE. damagedF. figureG. geneticallyH. hueI. hurtfulJ. numberK. somehowL. somewhatM. summoningN. suppressesO. tr

24、iggerSection BThe Gulf Between College Students and LibrariansA. Students rarely ask librarians for help, even when they need it. This is one of the sobering （令人警醒的 ）truths the librarians have learned over the course of a two-year, five-campus ethnographic （人种学的）study examining how students view and

25、 use their campus libraries. The idea of a librarian as an academic expert who is available to talk about assignments and hold their hands through the research process is, in fact, foreign to most students. Those who even have the worda librarian " in their vttcabuibiries stHenare onlygood for

26、pointing to different sections of the stacks.B. The ERIAL （Ethnographic Research in Illinois Academic Libraries） project contains a series of studies conducted at Illinois Wesleyan, DePaul University, and Northeastern Illinois University, and the University of Illinois?s Chicago and Springfield camp

27、uses. Instead of relying on surveys, the libraries included two anthropologists （人类学家 ）,along with their own staff members, to collect data using open-ended interviews and direct observation, among other methods. The goal was to generate data that, rather than being statistically significant but sha

28、llow, provided deep, subjective accounts of what students, librarians and professors think of the library and each other at those five institutions.C. The most alarming finding in the ERIAL studies was perhaps the most predictable: when it comes to finding and evaluating sources in the Internet age,

29、 students are extremely Internet-dependent. Only 7 out of 30 students whom anthropologists observed at Illinois Wesleyan“ conducted what a librarian might consider a reasonabwell- executed search, " wrote Duke and Andrew Asher, an anthropology professoBucknell University, who led the project.D.

30、 Throughout the interviews, students mentioned Google 115 times - more than twice as many times as any other database. The prevalence of Google in student research is well-documented, but the Illinois researchers found something they did not expect: students were not very good at using Google. They

31、were basically clueless about the logic underlying how the search engine organizes and displays its results. Consequently, the students did notknow how to build a search that would return good sources. “ I think it really exploded this myth of the ,digital native,? ” Asher said. “ Just because you?v

32、e grown up searching things in Google doesn?t mean you know how to use Google as a good research tool.”E. Even when students turned to more scholarly resources, it did not necessarily solve the problem. Many seemed confused about where in the constellation （云集） of library databases they should turn

33、to locate sources for theirparticular research topic: Half wound up using databa ses a librarian “ would most likely never recommend for their topic. ” For example, “ Students regularly u,sethdeJsSeTcOonRd-most frequently mentioned database in student interviews, to try to find current research on a

34、 topic, not realizing that JSTOR does not provide access to the most recently published articles. ” Unsurprisingly, students using this method got either too many search results or too few. Frequently, students would be so discouraged they would change their research topic to something that requires

35、 a simple search.F. “ Many students described experiences of anxiety and confusion when looking for resources - an observation that seems to be widespread among students at the five institutions involved in this study, ” Duke and Asher wrote. There was just one problem, Duke and Asher noted: “ Stude

36、ntsshowed an almost complete lack of interest in seeking assistance from librarians during the search process.” Of all the-s- tudents theymany of whom struggled to find good sources, to the point of despair - not one asked a librarian for help.G. In a separate study of students at DePaul, Illinois-C

37、hicago, and Northeastern Illinois, other ERIAL researchers deduced several possible reasons for this. The most basic was that students were just as unaware of the extent of their own information illiteracy as everyone else. Some others overestimated their ability or knowledge. Another possible reaso

38、n was that students seek help from sources they know and trust, and they do not know librarians. Many do not even know what the librarians are there for. Other students imagined librarians to have more research-oriented knowledge of the library but still thought of them as glorified ushers.H. Howeve

39、r, the researchers did not place the blame solely on students. Librarians and professors are also partially to blame for the gulf that has opened between students and the library employees who are supposed to help them, the ERIAL researchers say. Instead of librarians, whose relationship to any give

40、n student is typically ill-defined, students seeking help often turn to a more logical source: the person who gave them the assignment and who, ultimately, will be grading their work. Because librarians hold little sway with students, they can do only so much to reshape students ? habits. They need

41、professors? help. Unfortunately, faculty may have low expectations for librarians, and consequently students may not be connected to librarians or see why working with librarians may be helpful. On the other hand, librarians tend to overestimate the research skills of some of their students, which c

42、an result in interactions that leave students feeling intimidated and alienated （疏 远的 ）. Some professors make similar assumptions, and fail to require that their students visit with a librarian before carrying on research projects. And both professors and librarians are liable to project an idealist

43、ic view of the research process onto students who often are not willing or able to fulfill it.I. By financial necessity, many of today ?s students have limited time to devote to their research. Showing students the pool and then shoving them into the deep end is more likely to foster despair than se

44、lf-reliance. Now more than ever, academic librarians should seek to “save time for the reader”. Before they can do that, of course, they will have to actually get students to ask for help. “That means understanding why students are not asking for help and knowing that kind of help they need, ” say t

45、he librarians.J. “This study has changed, profoundly, how I see my role at the university and my understanding of who our students are”, says Lynda Duke, an academic librarian at Illinois Wesleyan. “It?s been life-changing, truly. ”36. None of the students observed in the ERIAL project asked a libra

46、rian for help was when searching resources,even when they were in despair.37. The librarians learned from a two-year, five-campus ethnographic study that students rarely turn to librarians for help.38. The most important reason why students did not ask librarians for help was that they did not reali

47、ze their own information illiteracy.39. Open-ended interviews and direct observation were used in the ERIAL project to make a deep and subjective report.40. Besides students, librarians and professors are also responsible for the gap between students and library employees.41. Students rely heavily o

48、n the Internet to find sources.42. Professors fail to connect students to librarians, because they have low expectations for librarians.43. It surprised Illinois researchers that students were not good at using Google.44. Before librarians can realize the goal of“saving time for the reader ”, they f

49、irst should get students to ask forhelp.45. Due to the absence of the newest articles, the frequently used database JSTOR does not necessarily help students solve their problems.Section CPassage one Questions 46 to 50 are based on the following passage.A new study shows that students learn much bett

50、er through an active, iterative (反复的) process that involvesworking through their misconceptions with fellow students and getting immediate feedback from the instructor.The research was conducted by a team at the University of British Columbia(UBC), Vancouver, in Canada, led by physics Nobelist Carl

51、Wieman. In this study, Wieman trained a postdoc, Louis Deslauriers, and a graduate student, Ellen Schelew, in an educational approach, called “ deliberatepractice,?that asks students to think like scientists and puzzle out problems during class. For 1 week, Deslauriers and Schelew took over one sect

52、ion of an introductory physics course for engineering majors, which met three times for 1 hour. A tenured physics professor continued to teach another large section using the standard lecture format. The results were dramatic: After the intervention, the students in the deliberate practice section d

53、id more than twice as well on a 12-question multiple-choice test of the material as did those in the control section They were also more engaged and a post study survey found that nearly all said they would have liked the entire 15-Week course to have been taught in the more interactive manner.“ It?

54、s almost certainly the case that lectures have been ineffective for centuries . But now we? ve figured out a better way to teach ” that makes students an active participant in the process, Wieman says. The “ deliberate practice method begins with the instructor giving students a multiple-choice ques

55、tion on a particular concept, which the students discuss in small groups before answering electronically. Their answers reveal their grasp of the topic, which the instructor deals with in a short class discussion before repeating the process with the next concept.While previous studies have shown th

56、at this student-centered method can be more effective than teacher-1ed instruction, Wieman says this study attempted to provide“a particularly clean comparison.to measure exactly whatcan be learned inside the classroom. ” He hopes the study persuades faculty members to stop delivering traditional le

57、ctures and ,switch over?to a more interactive approach More than 55 courses at Colorado across several departments now offer that approach, he says, and the same thing is happening gradually at UBC.46. What do we know about the study led by Carl Wieman in the second paragraph?A. Students need to tur

58、n to scientists for help if they have trouble.B. An introductory physics course was given to physics majors.C. Students were first taught in the “ deliberate practice approac” h.D. A professor continued to teach the same section with the traditional lectures.47. The results of the research reveal that.A. students performed better on a test in the experimental sectionB. students seemed to be more engaged in the control sectionC. students preferred the traditional lectures to deliberate practiceD. The entire 15-we