英語四級考試模擬題

—BandFour一、將自己的校名、、準考證號寫在答題卡1和答題卡2上。將本試卷代號劃在答題卡11和答題卡2均不得帶出考場。考試結束，監(jiān)考員收卷后考生才可離開。三、仔細讀懂題目的說明。四、在30分鐘內(nèi)做完答題卡1上的作文題?？忌粗噶钤诮又?0分鐘內(nèi)完成理解部分的試題。全部答題時間為130分鐘，不得拖延時間。HB-2B濃度的鉛筆在相應字母的中部劃一條橫線。正確方法是A[B]C]D]。使用其他符號答Part (30Directions:Forthispart,youareallowed30minutestowritealettertoexpressyourcongrat-ulationstooneofyourformerhighschoolclassmatesuponhisorhergraduationfromcollege.Youshouldwriteatleast120wordsbutnomorethan180words.:Part (30Directions:Inthissection,youwillhearthreenewsreports.Attheendofeachnewsreport,youwillheartwoorthreequestions.Boththenewsreportandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).Thenmarkthecorrespondinglet-teronAnswerSheet1withasinglelinethroughthecentre.Questions1and2willbebasedonthefollowingnews1.A) B)C) D)BecausethedriverwasBecausetheroadconditionwasBecausethebuslostBecausetherewasanoverloadofpassengersontheQuestions3and4willbebasedonthefollowingnewsBecauseitsgeographicalfeaturesarequiteuniquearoundtheBecauseitownsthemostbeautifulgardensintheBecauseitisthelargestcoalportontheBecauseitboastsofthelongesthistoryofhuman4.A) B)C) D)Questions5to7willbebasedonthefollowingnews3,0001

150D)230 -1-MoreforeignerstocometoMorejobopportunitiestobeAbetterreputationtobegainedforthe Anincreasingnumberofcommunitiestobe7.A) B) D)Directions:Inthissection,youwillheartwolongconversations.Attheendofeachconversa-tion,youwillhearfourquestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).Thenmarkthecorrespondinglet-teronAnswerSheet1withasinglelinethroughthecentre.Questions8to11arebasedontheconversationyouhavejustA)DoctorstherehavetoworkovertimeonafrequentDoctorshavetoservepatientscaughtin DoctorstherearemuchbusierthanthoseinotherDoctorsoftenfeeldepressedbythebadworkingA)TheymetwithoppositioninTheyhadlosttheirTheysurpassedtheoriginalTheyachievedsomeA)ToobeyspeedTolearndrivingrulesonceTostayawayfromheavyToleavehomealittlebitTobemorepatientontheQuestions12to15arebasedontheconversationyouhavejustShedoesherworkShelikesbigSheiswithShelovestobeaA) B)C) D)A)TeachingthechildhowtodistinguishpoisonfromKeeballoonsfarawayfromthelingthechildhowdangeroustheyThinkingfromthechild’sA)Useachild-proofRaiseapettokeepchildrenPutallthetoolsintoaTeachchildrentotakeupaninterestingDirections:Inthissection,youwillhearthreepassages.Attheendofeachpassage,youwillhearsomequestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.Questions16to18arebasedonthepassageyouhavejustA)Theydidn’tlikeMr.Theyweren’tasactiveascharactersinSenseandTheyappearedtobeveryTheyweren’tascleverasA) B)C) D)She’sunluckyinherloveQuestions19to21arebasedonthepassageyouhavejustA)BecausethechildisshyinBecausethechilddoesn’tlikethesmellofBecausethechildcomestofeeldepressedfromtimetoBecausethechildformsaclosebondwithfamilyA)Afterhe’shalfayearWhenhe’sabouttogotoAfterhe’salmost10Whenhe’saround2yearsA)BygettinghimtolistentopeacefulByholdingpartiesatBytakinghimtomeetnewBybuyinghimnewQuestions22to25arebasedonthepassageyouhavejustA)TheycalleditthegreatestbiographyintheTheythoughtthebiographywasTheydidn’tthinkhighlyoftheTheyweren’twell-offenoughtoaffordacopyoftheA) B)C) D)A) B)C) A)ItconveyseverydetailofJohnson’sItisrichinItcontainsmuchof alItmainlyfocusesonJohnson’sacademicPart (40Directions:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoiceinbankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.Questions26to35arebasedonthefollowingThedigitalrevolutionisgoingintoadecline,TimWaterstonetoldtheOxfordliryfes-tival.Well,it’sanattention-grabbingstatement,ideally26toourcultureofassertiveheadlines,butit’sprobablynottrue.That’snottosaythatthe27growthofdigitaltech-nologywillnecessarilycontinue,either,certainlynotinmarketsthatarealreadysaturated(飽和)withhandhelddevices.Why?Becausethefutureis—asWilliamGibsontoldusquitealongtimeago—not28distributed.Infact,ifonethingiseverywherethesedaysitwouldseemtobeproblematic.Forexample,eveninfairly29partsofKenyaanSMS-basedinformationservicecallediCowprovidesfarmerswithveterinaryadvicetailoredtoeachoftheiranimals,includingre-productivecalendarreminders,feeding30andmarketinformation.Therearefewerandfewerceswheredigitaltechnologyhasmadeno31—andwherethere’sadigitalde-vice,thereareebooks,atleastinpotential.Theyneednotbeanyone’s32methodofconsumingliture,butinsomesituationstheywillbethebestone.Inaway,publishersneedtolearnthemorerecentlessonsfrommusicandfilmandconsider,forexample,providingdig-italcopiesas33withhardbackeditions.Digitalwillcontinuetogrowforawhileatleast,andcontinuetoexist,becauseitis-ingpartoftheworldwe34atalevelbelowournotice,nomoreremarkableroadsorsupermarkets.Ebooksareheretostaybecausedigitalis,andquiteshortlywe’llstophavingthis35aboutpaperversusebooksbecauseitwillnolongermakealotofsense.:Directions:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.High-SchoolSportsAren’tKillingInherarticle,AmandaRipleyarguesthatschool-sponsoredsportsprogramsshouldbeseri-ouslycurtailed(削減).Shewritesthat,unlikemostcountriesthatoutperformtheUnitedStatesoninternationalassessments,Americanschoolsputtoomuchofanemphasisonath-letics.“Sportsareembedded(包含)inAmericanschoolsinawaytheyarenotalmostany-whereelse,”shewrites,“YetthisdifferencehardlyevercomesupindomesticdebatesaboutAmerica’sinternationalmediocrityineducation.”Americanstudent-athletesgainmanybenefitsfromparticipatinginsports,butthecoststheschoolscouldoutweightheirbenefits,sheargues.Inparticular,Ripleycontendsthatsportscrowdouttheacademicmissionsofschools:AmericashouldlearnfromSouthKoreaandFinlandandeveryothercountryinthetoptierofinternationaltestscores,allofwhomemphasizeathleticsfarlessinschool.Itmightwellbetruethatsportsarefarmoreingrained(根深蒂固的)inAmericanhighschoolsthaninothercountries.Butourreadingofinternationaltestscoresfindsnosupportfortheargumentagainstschoolathletics.Indeed,ourownresearchandthatofothersleadsustomaketheoppositecase.School-sponsoredsportsappeartoprovidebenefitsthatseemtoincrease,notdetractfrom,academicsuccess.Ripleyindulgesapopularobsessionwithinternationaltestscorecomparisons,whichshowwideandfrighteninggapsbetweentheUnitedStatesandothercountries.Sheignores,how-ever,thefactthatstatesvaryatleastasmuchintestscoresasdodevelopedcountries.A2011reportfromHarvardUniversityshowsthatMassachusettsproducesmathscorescom-parabletoSouthKoreaandFinland,whileMississippiscoresareclosertoTrinidadandTo-bago.Ripley’sthesisaboutsportsfallsapartinlightofthisfact.IfitistruethatsportsunderminetheacademicmissionofAmericanschools,wewouldex-pecttoseeanegativerelationshipbetweenthecommitmenttoathleticsandacademicachievement.However,theUniversityofArkansas’sDanielH.BowenandJayP.Greeneactuallyfindtheopposite.Theyexaminethisrelationshipbyyzingschools’sportswin-ningpercentagesaswellasstudent-athleticparticipationratescomparedtograduationratesandstandardizedtestscoreachievementoverafive-yearperiodforallpublichighschoolsinOhio.Controllingforstudentpovertylevels,demographics,anddistrictfinancialresources,bothmeasuresofaschool’scommitmenttoathleticsaresignificantly,positivelyrelatedtolowerdropoutratesaswellashighertestscores.Onemightthinkthiswouldleadschoolsobsessedwithwinningtodeemphasizeacademics.BowenandGreene’sresultscontradictthatargument.Alikelyexnationforthisresultisthatsuccessinsportsprogramsactuallyfacilitatesorreflectsgreatersocialcapitalwithinaschool’scommunity.RipleycitesthewritingsofrenownedsociologistJamesColeman,whoseresearchineduca-tionwasgroundbreaking.Colemaninhisearlyworkheldathleticsincontempt,arguingthattheycrowdedoutschools’academicmissions.Ripleyquoteshis1961study,TheAdolescentSociety,whereColemanwrites,“Altogether,thetrophycasewouldsuggesttotheinnocentvisitorthathewasenteringanathleticclub,notaneducationalinstitution.”However,inlaterresearchhewouldshowhowthesuccessofschoolsishighlydependentonwhathetermedsocialcapital,“thenorms,thesocialnetworks,andtherelationshipsbetweenadultsandchildrenthatareofvalueforthechild’sgrowingup.”Colemanfindsthatsocialcapitalishighlypredictiveofacademicsuccess.Hecomestoconclusionafterconductingsubstantialresearchontheremarkablylowdropoutratesatreli-giousprivateschools.“Afterextensiveinvestigation,”heandhiscolleaguesconcludethattheprivate-schooleffect“wasnottheresultofgreatercurriculardemandsoranythingelsewithintheschool,butwasduetoadifferentrelationoftheschooltotheparentalcommuni-tyHeconcludesthatitisweeklygatheringsforreligiousservicesthatfacilitateincreasesinsocialcapital.AlthoughColemanneverstudiessportsfromthisaspect,webelieveschool-sponsoredsportingeventsprovideasecularized(世俗化的)equivalenttotheseweekly,religiousgatherings.Theseeventsprovidevenuesforparents,students,andteacherstocometogether,providingopportunitiesforincreasingsocialcapital.TheresearchresultsfromOhiosuggestthatthesevenuesbolster,ratherthandeter,academicmissions.Ofcoursecorrelationdoesnotimplycausation.Itmightbethatschoolswithwell-runath-leticprogramsbenefitfromsuperiorleadershipthatalsofostersbetteracademicresults.Or,putdifferently,schoolsthattendtobesuccessfulinonevenueareoftensuccessfulinothers.Muchmoreresearchiscertainlyneededonthetopic,butwetheorizethatsportscaninfactreinthemissionsofschoolsinwaysthatpotentiallyhelp,notharm,academicachieve-Theneedtobuildtrustandsocialcapitalisevenmoreessentialwhenschoolsareservingdisadvantagedandat-riskstudents.PerhapsthemostpromisingempiricalevidenceonthispointcomesfromaChicagoprogram.Inthisprogram,at-riskmalestudentsareassignedforayeartocounselorsandathleticcoacheswhodoubleasmalerolemodels.Inthispartner-ship,sportsareusedtoformbondsbetweentheboysandtheirmentorsandtoteachAccordingtoa2013evaluationconductedbytheCrimeLabattheUniversityofChicago,theprogramconcernedcreateslastingimprovementsintheboys’studyhabitsandgradepointaverages.Duringthefirstyearoftheprogram,studentswerefoundtobelesslikelytotransferschoolsorbeengagedinviolentcrime.Ifschool-sponsoredsportswerecompleyeliminatedtomorrow,manyAmericanstudentswouldstillhaveopportunitiestoparticipateinorganizedathleticselsewhere,muchliketheydoincountriessuchasFinland,andSouthKorea.Thesameisnotcertainwhenitcomestostudentsfrommoredisadvantagedbackgrounds.Reducingoreliminatingthesesportsop-portunitiesatschoolwouldmostlikelydeprivedisadvantagedstudentsofthebenefitsfromathleticparticipation,notleastofwhichistheopportunitytoinctwithpositiverolemod-elsoutsideofregularschoolhours.AnotherunfoundedcriticismthatRipleymakesisbringingupthestereotypethatathleticcoachesaretypicallylousyclassroomteachers.Educatorswhoseekemploymentatschoolsprimarilyforthepurposeofcoachingarelikelytoshirkteachingresponsibilities,theargu-mentgoes.Thedata,however,donotseemtoconfirmthisstereotype.Inthemostrigorousstudyontheclassroomresultsofhighschoolcoaches,theUniversityofArkansas’sscholarsfindthatathleticcoachesinFloridamostlytendtoperformjustaswellastheirnon-coachingcounterparts,withrespecttoraisingstudenttestscores.DespitenegativestereotypesaboutsportscultureandRipley’spresumptionthatacademicsandathleticsareatoddswithoneanother,webelievethatthegreaterbodyofevidenceshowsthatschool-sponsoredsportsprogramsappeartobenefitstudents.Successesontheyingfieldcancarryovertotheclassroomandviceversa.Moreimportantly,findingwaystoincreaseschoolcommunities’socialcapitalisimperativetothesuccessoftheschoolasawhole,notjusttheathletes.AmandaRipleyholdsthatsportsinAmericanschoolstakeuptoomuchtimewhichshouldhavebeenspentonacademicactivities.Theauthor’sresearchfindsthatsportsprogramsinschoolswillbenefitstudentsalotratherthanhaveadverseeffectsonstudents’academicperformance.JamesColemaninhislaterresearchshowsthatsocialcapitalgainedinattendingsportsprogramsisofmuchsignificancetochildren’sgrowth.ReducingsportsopportunitiesinAmericanschoolsmightinfluencestudentsfrompoorfamilybackgroundmorenegativelythanitdoesregularstudents. ThoughRipleyconsidersacademicsandsports switheachotherinAmericanschools,school-organizedsportsprogramsactuallybenefitstudentsinmanyways.Bya2013study,sportsprogramsarehelpfulinimprovingmalestudents’studyhabitsandtheiracademicperformance.InastudyattheUniversityofArkansas,BowenandGreenefindthatthemoreopportuni-tiesstudentshavetodosports,thelessfrequentlytheywilldropoutofschool.Sportseventsperformthefunctionasoccasionsforparents,studentsandteacherstomeettogetherandhelpstudentsincreasetheirsocialcapital.A2011researchatHarvardUniversityindicatesthatstudentsinsomeAmericanstatesgainmathscorescomparabletocountriesknownforstudents’goodacademicperformance.MalestudentsparticipatinginaChicagosportsprogramfindthatsportsmayserveasabridgeforthemtoformpositiverelationshipswiththeircoachesandtolearnDirections:Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.Questions46to50arebasedonthefollowingToday,yetanotherstudyemergedthatprovescausesdepression,andthemoresomeoneusesit,themoredepressedheorshe es.ThisnewstudycomesfromtheUni-versityofMichigan,whereresearchersobserved82usersduringatwoweekperiod.Theyfoundthatthemoretimea spendson,themorehisorherfeelingsofwell-beingdecreaseandfeelingsofdepressionincrease.EthanKross,theleadresearcherontheproject,exined,“Onthesurface,providesaninvaluableresourceforfulfillingsuchneedsbyallowingpeopletoinstantlycon-nect…Ratherthanenhancingwell-being,however,thesefindingssuggestthatmayundermineit.”Infact,notonlydoescausedepression,italsocauseswhat’sknownasthe“fearofmissingout.”Thisismarkedbythefeelingsofinadequacysomeoneexperienceswhentheyseemembersoftheirsocialcirclespostingphotosoffabulousvacations,expensivepur-chasesandevenadorablechildren.Feelingsoflousyandresentmentoftenpervadewhenobservingthepositivethingsinothers’lives.Whilethisstudysamplehappenstobeverysmall,therehavebeennumerousotherstud-iesthatprovethesamephenomenon.InSweden,researchersattheUniversityofGothenburgstudied1,011peopleandfound“resultsshowedthatusagehadasignificantnegativerelationshipwithself-esteem.Inotherwords,theresultsindicatedthatuserswhospendmoretimeonhavelowerself-esteem.”Thoseresearchersonthatstudydidnote,though,thatafteradjustingforcertainfactors,thesignificanceoftheself-esteempiecebecamecorrelativeratherthancausal,becausethelackofself-esteemcouldbecausedbyotherthingssuchasgenderorlowsocioeconomicsta-Besideslowself-esteemanddepression,hasalsobeenproventocausenarcis-sism(自戀).InthestudydoneattheUniversityofMichigan,researchersfoundthatolderormiddle-agedusersweremorelikelytofueltheirnarcissismbyusing,postingpic-turesofthemselvesandcurating(管理theirownimagetogainapprovalfromtheirpeers.”WhatcanbeinferredfromthestudyattheUniversityofToofewsamplesareobservedintheInformationonisdepressingtosomeUsingsocialmediawebsitescausespsychologicalLoggingontoisnolongerawayforpeopletoWhatisEthanKross’attitudetowards B)C) D)Accordingtothetext,users’“fearofmissingout”comes theirneedstobeconnectedtotheirfeelingsofinsecurityabouttheirawfulexperiencewiththeirtheirdesiretoseethedarksidesofothers’TheSwedishresearchindicates TheSwedishhaveapoorselfesanightmareforquiteanumberofusersUsinghassomebadsideeffectsonUsingeasilyproduceslousyandresentmentamongWhatdoesthetextmainlytalkCausesforthelackofhappinessamongmodernEffectsofsocialnetworkingonpeople’sProblemsinhandlingpeople’ssocialQuestions51to55arebasedonthefollowingWhydopeoplefeelsorushed?Partofthisisaperceptionproblem.Onaverage,peopleinrichcountrieshavemoreleisuretimethantheyusedto.Theproblem,then,islesshowmuchtimepeoplehavethanhowtheyseeit.Eversinceaclockwasfirstusedtosynchronize（使同步）laborinthe18thcentury,timehasbeenunderstoodinrelationtomoney.Oncehoursarefinanciallyfied,peopleworrymoreaboutwasting,savingorusingthemprofitably.Wheneconomiesgrowand esrise,everyone’stime esmorevaluable.Andthemorevaluablesomething es,thescarceritseems.Individualisticcultureswhichemphasizeachievementoveraffiliation（從屬關系）helpcultivatethistime-is-moneymindset.Thiscreatesanurgencytomakeeverymomentcount,notesHarryTriandis,asocialpsychologistattheUniversityofIllinois.Larger,wealthycities,withtheirhigherwageratesan