15-16-2大英四級(jí)模擬題第1套試題

1、2015-2016-2大學(xué)英語四級(jí)模擬題第一套part one writing (30 minutes)directions: for this part, you are allowed 30 minutes to write a short essay. you should start your essay with a brief description of the picture and then express your views on the importance of reading literature. you should write at least 120 wor

2、ds but no more than 180 words. part ii listening comprehension           (25 minutes)section adirections: in this section, you will hear three news reports. at the end of each news report, youwill hear two or three questions. both the news report and the

3、questions will be spoken onlyonce. after you hear a question, you must choose the best answer from the four choicesmarked a), b), c) and d). then mark the corresponding letter on answer sheet 1 with asingle line through the centre.questions 1 and 2 will be based on the following news item.1. a) a ro

4、cket has been successfully launched. b) there was a rocket hitting the moon. c) a deep dark hole appeared on the moons south pole. d) there was an amazing finding made by lro.2. a) some form of water existed on the moon.b) the water on the moon was as much as in the desert. c) there was a lot of roc

5、ket remaining on the moon surface.d) a large area has been affected by the rocket.questions 3 and 4 will be based on the following news item.3. a) babies. b) old men.c) young men.d) doctors.4. a) because their babies are particularly weak. b) because the flu vaccines are too difficult to reach. c) b

6、ecause the flu vaccines can be lifesaving for them. d) because this is the decision made by the committee.questions 5 to 7 will be based on the following news item.5. a) a lightning strike started the fire. b) the great ocean road attracted many tourists. c) traffic was very busy on christmas day. d

7、) residents were forced to leave their homes.6. a) the hot and windy weather might expand bushfires.             b) there will be a strong earthquake. c) their homes were destroyed by the fires on christmas day. d) the temperatures will fall dow

8、n soon. 7. a) on christmas day.b) on december 19th. c) in winter.d) on a windy day.section bdirections: in this section, you will hear two long conversations. at the end of each conversation,you will hear four questions. both the conversation and the questions will be spoken onlyonce. after you hear

9、 a question, you must choose the best answer from the four choicesmarked a), b), c) and d). then mark the corresponding letter on answer sheet 1 with asingle line through the centre.conversation onequestions 8 to 11 are based on the conversation you have just heard.8. a) to make the man feel happy.

10、        b) to persuade the man to shop with his kids.    c) to convince the man christmas is worth spending.    d) to prevent the man from spending too much shopping.9. a) at a christmas party.b) not long before christmas. c)

11、 at the new years eve.                        d) on some day of april.10. a) expectation.b) complaint.             c) enjoyment.d)

12、 indifference.11. a) paying off christmas bills.b) trying to earn more money. c) preparing for christmas.d) limiting his wifes expense.conversation twoquestions 12 to 15 are based on the conversation you have just heard.12. a) he doesnt feel like doing it.b) he thinks it doesnt suit him. c) it

13、will take too much time.d) it is not funny at all.13. a) go hill walking.b) go swimming.c) go cycling.d) dine out.14. a) it has existed for a long time.                     b) it enjoys very

14、 good business. c) the owner of the restaurant is an italian.d) it is located on a busy street.15. a) he cannot get the meal ready so early.     b) he didnt want to get a table himself. c) he thinks its too early to have lunch.d) he has to go and see a relative before then.section cdi

15、rections: in this section, you will hear three passages. at the end of each passage, you will hearsome questions. both the passage and the questions will be spoken only once. after you heara question, you must choose the best answer from the four choices marked a), b), c) and d).then mark the corres

16、ponding letter on answer sheet 1 with a single line through the centre.passage onequestions 16 to 18 are based on the passage you have just heard.16. a) cheap clothes.b) expensive clothes.c) fashionable clothes.d) casual clothes.17. a) they enjoy loud music.      b) the

17、y seldom lose their temper. c) they want to have children.d) they enjoy modern dances.18. a) the speaker goes to bed very late and her sister gets up early. b) the speakers twin sister often brings friends home and his annoys her. c) the speaker likes to keep things neat while her twin sister doesnt

18、. d) they cant agree on the color of the room and furniture.passage twoquestions 19 to 22 are based on the passage you have just heard.19. a) the great number of people engaged in cigarette producing. b) the rapid development of cigarette-making machines. c) the rapid development of cigarette-making

19、 factories. d) the increasing output of tobacco.20. a) forty-three. b) thirty-one. c) seventy-five. d) forty-six.21. a) income, years of schooling and job type. b) family background and work environment. c) education and mood. d) occupation and influence of family members.22. a) city people smoke le

20、ss than people living on farms. b) better-educated men tend to smoke more heavily than other men. c) better-educated women tend to smoke more heavily than other women. d) a well-paid man is likely to smoke more packs of cigarettes per day.passage threequestions 23 to 25 are based on the passage you

21、have just heard.23. a) the speed and journey of the fastest rocket soaring to the sun. b) the brightness of the sun and its distance from the earth. c) the size and heat of the sun compared with other stars. d) the total heat and time a column of ice needs to melt.24. a) 93 million degrees centigrad

22、e.b) 10,000 degrees fahrenheit. c) 10,000 degrees centigrade.d) over 2,000 degree fahrenheit.25. a) the sun casts its light to millions of other stars. b) most of the suns heat and light are received on the earth. c) more resources from the sun will make the earth even prosperous. d) appropriate amo

23、unt of heat and light makes life on the earth possible.part iii reading comprehension (40 minutes)section adirections:in this section, there is a passage with ten blanks. you are required to select one word fore each blank from a list of choices given in a word bank following the passage. read the p

24、assage through carefully before making your choices. each choice in the bank is identified by 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 26 to 35 are based

25、 on the following passage. pearls are valuable white gems from the ocean. actually they are produced by oysters, small shell fish living on the bottom of the ocean. only some oysters will make pearls. oysters 26 _ pearls only when they are hurt, or injured, by sand. if a grain of sand enters the oys

26、ter's shell, it becomes 27 _ because the rough grain of sand irritates its 28 _, soft skin. the oyster tries to protect itself by producing a white 29 _ that looks like milk. the oyster covers the sand with a 30 _ fluid which protects itself. later the white liquid becomes hard and forms a shell

27、, or a bead, around the sand. at this time a pearl is beginning to 31 _. the white pearl grows slowly inside the oyster's shell. usually, it takes about six or seven years for the oyster to produce a pearl. of course, not all oysters produce pearls even though most oysters 32 _ take sand into th

28、eir shells. only sand which the oyster cannot get rid of will 33 _ it. in other words, if an oyster "swallows" some sand, it will try to "split it out". if the oyster cannot get rid of the sand, then it will produce the white fluid to protect itself. 34 _, only about one in a tho

29、usand oysters will produce a pearl; fewer than 1 percent.35 _, some pearl manufacturers have discovered how to make oysters produce pearls. these pearl manufacturers such as the mikimoto company in japan try to produce pearls instead of finding them.a) howeverb) thereforec) produced) hurte) actually

30、f) roughg) smoothh) liquidi) solidj) milkyk) forml) irritatem) occasionallyn) composeo) harmsection bdirections: in this section, you are going to read a passage with ten statements attached to it.each statement contains information given in one of the paragraphs. identify theparagraph from which th

31、e information is derived. you may choose a paragraph more thanonce. each paragraph is marked with a letter. write the corresponding letter for eachstatement on answer sheet 2.no, seriously: no excusesa. in the early days of the education reform movement, a decade or so ago, you'd often hear from

32、 reformers a powerful rallying cry, "no excuses." for too long, they said, poverty had been used as an excuse by complacent (自滿的) educators and bureaucrats who refused to believe that poor students could achieve at high levels. reform-minded school leaders took the opposite approach, insis

33、ting that students in the south bronx should be held to the same standards as kids in scarsdale. amazingly enough, those high expectations often paid off, producing test results at some low-income urban schools that would impress parents in any affluent suburb,b. ten years later, you might think tha

34、t reformers would be feeling triumphant. spurred in part by the obama administration's race to the top initiative, many states have passed laws reformers have long advocated: allowing for more charter schools, weakening teachers' tenure (終生職 位) protections, compensating teachers in part base

35、d on their students performance. but in fact, the mood in the reform camp seems increasingly anxious and defensive.c. last month, diane ravitch, an education scholar who has emerged as the most potent critic of the reform movement, wrote an op ed for this newspaper arguing that raising high poverty

36、schools to consistently high levels of proficiency is much more difficult and less common than reformers make it out to be. when politicians hold up specific schools in low income neighborhoods as success stories, ravitch wrote, those successes often turn out, on closer examination, to be less spect

37、acular than they appear. she mentioned the bruce randolph school in denver, which president obama singled out as an example of "what good schools can do," and the urban prep academy in chicago's englewood neighborhood. each school graduates a very high percentage of its seniors, but, r

38、avitch said, test scores at those schools suggested that students were below average in the basic academic skills necessary for success in college and in life.d. the backlash(激烈反應(yīng)) was quick and intense. duncan said that ravitch was "insulting all of the hardworking teachers, principals and stu

39、dents all across the country who are proving her wrong every day. " jonathan alter, a columnist for bloomberg view, wrote that she was "sliming reformers" and later, when he and ravitch appeared together on a denver radio show, accused her of "abusing statistics" in her anal

40、ysis of the schools achievement test scores.e. the bruce randolph school, alter explained, "should not be compared to other colorado schools in affluent neighborhoods" ; to consider randolph's scores alongside those of white, middle class schools was like "comparing apples and ora

41、nges." instead, he argued, the school should be judged on the "stunning" fact that its ninth grade writing proficiency rates had doubled since 2007, improving to 15 percent of the class from 7 percent, and that its ninth grade math proficiency rates had risen to 14 percent of the clas

42、s from 5 percent.f. a week later, the founder of urban prep, tim king, took to the huffington post to defend his school against ravitch's charges. king acknowledged that just 17 percent of his 11th grade students passed the statewide achievement test last year, while in the chicago public school

43、s as a whole, the comparable figure was 29 percent. but echoing alter's fruit metaphor, he wrote that ravitch was comparing "apples to grapefruits" by holding the students at urban prep, who are almost all black males from low-income families, to the standards of " children from a

44、ll across chicago. "q. to point out the obvious: these are excuses. in fact, they are the very same excuses for failure that the education reform movement was founded to oppose. (if early reformers believed in anything, it was that every student is an apple. ) and not only are they excuses; the

45、y aren't even particularly persuasive ones. by any reasonable measure, students at bruce randolph are doing very badly. the average act score at randolph last year was 14, the second lowest average of any high school in denver, placing students in the bottom 10 percent of act test takers nationw

46、ide. in the middle school, composite scores on state tests put students at the first percentile(百分位) in reading and writing (meaning that at 99 percent of colorado schools, students are scoring better, and at the fifth percentile in math. as for urban prep: demographic data show that the school'

47、s students are not, in fact, disadvantaged grapefruits among well to do apples when compared with the city's student population as a whole; 84 percent of its students are low income and 99. 8 percent are nonwhite, while in chicago public schools, 86 percent of students are low income and 91 perc

48、ent are nonwhite.h. we can quibble (推托) about fruit all day, but a more productive response would be to recommit to the principle that 15 (or 17) percent proficiency just isn't good enough, no matter where you live. to acknowledge this fact is not to say that reform is doomed; it is not blaming

49、students or insulting teachers. it is merely reminding ourselves that the 83 percent of 11th grade students at urban prep who didn't pass the state exam, and the 85 percent of 9th grade students at bruce randolph who didn't pass the state writing test, deserve better.i. so why are some refor

50、mers resorting to excuses? most likely for the same reason that urban educators from an earlier generation made excuses: successfully educating large numbers of low income kids is very, very hard. but it is not impossible, as reformers have repeatedly demonstrated on a small scale. to achieve system

51、wide success, though, we need a shift in strategy.j. the reformers policy goals are, in most cases, quite worthy. yes, contracts should be renegotiated so that the best teachers are given incentives (激勵(lì)，鼓勵(lì)) to teach in the poorest schools, and yes, school systems should extend the school day and sch

52、ool year for low income students, as many successful charter schools have done. but these changes are not nearly sufficient. as paul reville, the massachusetts secretary of education, wrote recently in education week, traditional reform strategies "will not, on average, enable us to overcome th

53、e barriers to student learning posed by the conditions of poverty. " reformers also need to take concrete steps to address the whole range of factors that hold poor students back. that doesn't mean sitting around hoping for utopian social change. it means supplementing classroom strategies

54、with targeted, evidence based interventions outside the classroom: working intensively with the most disadvantaged families to improve home environments for young children; providing high quality early childhood education to children from the neediest families; and, once school begins, providing low

55、 income students with a robust system of emotional and psychological support, as well as academic support.k. school reformers often portray these efforts as a distraction from their agendasomething for someone else to take care of while they do the real work of wrestling with the teachers unions. bu

56、t in fact, these strategies are essential to the success of the school reform movement. pretending they are not is just another kind of excuse.36. in chicago public schools, the percentage of low-income students is higher than that of urban prep.37. to acknowledge that 15 (or 17) percent proficiency

57、 just isn't good enough is reminding ourselves that those who didn't pass the state exam deserve better.38. those strategies for helping low incomes out are essential to the success of the school reform movement.39. urban educators from an earlier generation made excuses that successfully ed

58、ucating large numbers of low income kids is very hard but not impossible.40. the ninthgrade math proficiency rates of bruce randolph school had risen by 9 percent.41. diane ravitch was charged with "abusing statistics" on a denver radio show.42. reformers need to provide low income student

59、s with a robust system of emotional, psychological supports and academic support.43. diane ravitch thought that raising high-poverty schools to consistently high levels of proficiency is much more difficult and less common than what reformers expect.44. the students at urban prep are almost all black males fr