2022年大学英语四级模拟题及答案

1、全国大学英语四级模拟题1及答案Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write a short essay on the topic of To Get along with Your Roommates. You should write at least 120 words following the outline given below. 1. 室友之间的冲突在校园里常有发生 2. 冲突的重要因素 3. 室友之间如何和睦相处 To Get along wi

2、th Your Roommate 注意:此部分试题在答题卡 1 上。 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, mark Y (for YES) if the statement agrees with the inf

3、ormation 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 8-10, complete the sentences with the information given in the passage. Early Childhood Education Education To B

4、e More? was published last August. It was the report of the New Zealand Government?s Early Childhood Care and Education Working Group. The report argued for enhanced equity (公平) of access and better funding for childcare and early childhood education institutions. Unquestionably, that?s a real need

5、but since parents don?t normally send children to preschools until the age of three, are we missing out on the most important years of all? A 13year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 10

6、00 words most of the language they will use in ordinary conversation for the rest of their lives. Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human per

7、sonality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world. It is generally ac

8、knowledged that young people from poorer socioeconomic backgrounds tend to do less well in our education system. That?s observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational underachievement, anationwide program called Headstart? was

9、 launched in the United States in 1965. A lot of money was poured into it. It took children into preschool institutions at the age of three and was supposed to help the children of poorer families succeed in school. Despite substantial funding, results have been disappointing. It is thought that the

10、re are two explanations for this. First, the program began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, Headstart? children returned to the same disad

11、vantaged home environment. As a result of the growing research evidence of the importance of the first three years of a child?s life and the disappointing results from Headstart?, a pilot program was launched in Missouri in the US that focused on parents as the child?s first teachers. The Missouri?

12、program was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The fouryear pilot study included 380 families who were about to have their first child and who repres

13、ented a crosssection of socioeconomic status, age and family configurations (构造). They included singleparent and twoparent families, families in which both parents worked, and families with either the mother or father at home. The program involved trained parent educators visiting the parents? home

14、and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child?s intellectual, language, social and motorskill development. Periodic checkups of the child?s

15、 educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals. Parenteducators made personal visits to homes and monthly group meetings were held with other new parents to s

16、hare experience and discuss topics of interest. Parent resource centers, located in school buildings, offered learning materials for families and facilities for child. At the age of three, the children who had been involved in the Missouri? program were evaluated alongside a crosssection of children

17、 selected from the same range of socioeconomic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the program were significantly more advanced in language development than their peers, had made greater s

18、trides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the program was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability. Most

19、 important of all, the traditional measures of risk?, such as parents? age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the program performed equally well regardless of socioeconomic disadvant

20、ages. Child abuse was virtually eliminated. The one factor that was found to affect the child?s development was family stress leading to a poor quality of parentchild interaction. That interaction was not necessarily bad in poorer families. These research findings are exciting. There is growing evid

21、ence in New Zealand that children from poorer socioeconomic backgrounds are arriving at school less well developed and that our school system tends to perpetuate (使永存) that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in thei

22、r homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalized early childhood education. Education from the age of three to five is undoubt

23、edly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity. 1. The skills learned by children at age of three will be used in all their later learning in life. 2

24、. The Headstart? program finally succeeded in its aim. 3. The Missour? program supplied many forms of support and training to parents. 4. Most Missouri? program threeyearolds scored highly in areas such as listening, speaking, reasoning and interacting with others. 5. Missouri? program children of y

25、oung, uneducated, single parents scored less highly on the tests. 6. The richer families in the Missouri? program had higher stress levels. 7. Educational inequity cannot be overcome for children from different family backgrounds. 8. The aim of Headstart? program is to help children from poor famili

26、es overcome _. 9. The most effective way of helping children get off to the best possible start in life is _. 10. The concept of working with parents in their homes contrasts quite markedly with the report of the Early Childhood Core and _. Part IV Reading Comprehension (Reading in Depth) (25 minute

27、s) Section A Directions: In this section, there is a passage with ten blanks. You are requested to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by

28、 a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once. Questions 47 to 56 are based on the following passage. For many environmentalists, the world seems to be getting worse.

29、They have developed a hitlist of our main fears: natural resources are 47 out the population is ever growing, leaving less and less to eat species are becoming 48 in vast numbers, and the planet?s air and water are becoming ever more polluted. But a quick look at the facts shows a different picture.

30、 First, energy and other natural resources have become more 49 not less so, since the book The Limits to Growth? was published in 1972 by a group of scientists. Second, more food is now produced per 50 of the world?s population than at any time in history. Fewer people are 51 . Third, although speci

31、es are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 2550%, as has so often been 52 . And finally, most forms of environmental pollution either appear to have been 53 , or are transient associated with the early stages of industrialization and t

32、herefore best cured not by restricting economic growth, but by 54 it. One form of pollution the release of greenhouse gases that causes global warming does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to 55 a devastating (令人心神不安的) problem.

33、A bigger problem may well turn out to be an inappropriate response to it. Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and some factors seem to cause this disjunction between 56 and reality. A) pose I) starving B) exaggerated J) head C) acc

34、elerating K) running D) extinct L) predicted E) exist M) abundant F) perception N) conception G) wealthy O) reducing H) magnified 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 m

35、arked 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 57 to 61 are based on the following passage. Most conceptions of the process of motivation begin with the assumption that beh

36、avior is, at least in part, directed towards the attainment of goals or towards the satisfaction of needs or motives. Accordingly, it is appropriate to begin our consideration of motivation in the work place by examining the motives for working. Simon points out that an organization should be able t

37、o secure the participation of a person by offering him inducements(引诱)which contribute in some way to at least one of his goals. The kinds of inducements offered by an organization are varied, and if they are effective in maintaining participation they must necessarily be based on the needs of the i

38、ndividuals. Maslow examines in detail what these needs are. He points out not only that there are many needs ranging from basic physiological drives such as hunger to a more abstract desire for selfrealization, but also that they are arranged in a hierarchy( 级别制度)w hereby the lowerorder needs must t

39、o a large degree be satisfied before the higherorder ones come into play. One of the most obvious ways in which work organizations attract and retain members is through the realization that economic factors are not the only inducement for working as indicated by Morse and Weiss. In line with the soc

40、ial respect and selfrealization needs discussed by Maslow, factors such as associations with others, selfrespect gained through the work, and a high interest value of the work can serve effectively to induce people to work. 57. According to Maslow, a work organization is able to motivate people to w

41、ork by _. A) satisfying their physiological needs B) satisfying their selfrealization needs C) satisfying hierarchy of their higherorder need D) first satisfying their lowerorder needs 58. Lowerorder needs concern a person?s _. A) essential physical needs C) selfrealization B) selfrespect D) working

42、 relationships with others 59. Which of the following is NOT a higher need that attracts people to work? A) Association with others. C) Interest value of the work. B) Possibility of earning a good salary. D) Cultivation of selfrespect. 60. Which of the following statements may be supported by Morse

43、and Weiss? A) Physiological needs are the most basic. B) There is a hierarchy of needs that must be met. C) Economic factors are the greatest inducement. D) Personal esteem and the gaining of power is the most important factor. 61. Simon points out that _. A) the needs of individuals range from hung

44、er to selfrealization B) economic factors are not the only inducement for working C) effective inducements must be based on what individuals want D) inducements must not be too varied Passage Two Questions 62 to 66 are based on the following passage. The justification for a university is that it pre

45、serves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning. The university imparts information, but it imparts it imaginatively. At least, this is the function which it should perform for society. A university which fai

46、ls in this respect has no reason for existence. This atmosphere of excitement, arising from imaginative consideration, transforms knowledge. A fact is no longer a burden on the memory, it is energizing as the poet of our dreams and as the architect of our purposes. Imagination is not to be divorced

47、from the facts: it is a way of illuminating the facts. It works by eliciting the general principles which apply to the facts, as they exist, and then by an intellectual survey of alternative possibilities which are consistent with those principles. It enables men to construct an intellectual vision

48、of a new world, and it preserves the zest of life by the suggestion of satisfying purposes. Youth is imaginative, and if the imagination be strengthened by discipline, this energy of imagination can in great measure be preserved through life. The tragedy of the world is that those who are imaginativ

49、e have but slight experience, and those who are experienced have feeble imagination. Fools act on imagination without knowledge pedants(学究)act on knowledge without imagination. The task of university is to weld together imagination and experience. 62. The main theme of the passage is _. A) the acces

50、s to knowledge in university B) the function of universities C) the role of imagination in our lives D) the relationship between imagination and experience 63. According to the passage, the justification for a university is that _. A) it presents facts and experience to young and old B) it imparts k

51、nowledge to imaginative people C) it combines imagination with knowledge and experience D) it enables men to construct an intellectual vision of the world 64. The word “eliciting” in paragraph 2 probably means _. A) applying C) drawing forth B) challenging D) preserving 65. Which of the following is

52、 NOT discussed as one of the things imagination can do? A) It makes our life exciting and worthwhile. B) It helps us to understand the world. C) It helps us to formulate Laws about the facts. D) It provides inspiration to the artists. 66. According to the author, the tragedy of the world is that _.

53、A) our energy of imagination cannot be preserved B) our imagination is seldom disciplined C) we grow old inevitably D) too many people are either fools or pedants Part V Cloze (15 minutes) Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B),

54、C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. In a telephone survey of more than 2,000 adults, 21% said they believed the sun revolved (旋 转) around the e

55、arth. An _67_ 7% did not know which revolved around _68_ I have no doubt that _69_ all of these people were _70_ in school that the earth revolves around the sun _71_ may even have written it _72_ a test. But they never _73_ their incorrect mental models of planetary (行星的) _74_ because their everyda

56、y observations didn?t support _75_ their teachers told them: People see the sun “moving” _76_ the sky as morning turns to night, and the earth seems stationary (静止的) _77_ that is happening. Students can learn the right answers _78_ heart in class, and yet never combined them _79_ their working model

57、s of the world. The objectively correct answer the professor accepts and the _80_ personal understanding of the world can _81_ side by side, each unaffected by the other. Outside of class, the student continues to sue the _82_ model because it has always worked well _83_ that circumstance. Unless pr

58、ofessors address _84_ errors in students? personal models of the world, students are not _85_ to replace them with the _86_ one. 67. A) excessive B) extra C) additional D) added 68. A) what B) which C) that D) other 69. A) virtually B) remarkably C) ideally D) preferably 70. A) learned B) suggested

59、C) taught D) advised 71. A) those B) these C) who D) they 72. A) on B) with C) under D) for 73. A) formed B) altered C) believed D) thought 74. A) operation B) position C) motion D) location 75. A) how B) which C) that D) what 76. A) around B) across C) on D) above 77. A) since B) so C) while D) for

60、 78. A) to B) by C) in D) with 79. A) with B) into C) to D) along 80. A) adult?s B) teacher?s C) scientist?s D) student?s 81. A) exist B) occur C) survive D) maintain 82. A) private B) individual C) personal D) own 83. A) in B) with C) on D) for 84. A) general B) natural C) similar D) specific 85. A