大学四级-1857及答案解析.doc

1、大学四级-1857 及答案解析(总分：695.80，做题时间：90 分钟)一、Part Writing(总题数：1，分数：106.50)1.Directions: For this part, you are allowed 30 minutes to write an essay. You should start your essay with a brief description of the picture and then express your views on the education system. You should write at least 120 words

2、but no more than 180 words. Write your essay on Answer Sheet 1.（分数：106.50）_二、Part Listening Com(总题数：0，分数：0.00)三、Section A(总题数：4，分数：106.50)(1).A. Turn up the volume. B. Stop talking so much.C. Play the music more softly. D. Play different music.（分数：7.10）A.B.C.D.(2).A. He decided not to attend summer

3、school.B. He may have difficulty working and studying at the same time.C. Hes working hard so that he can afford to go to New York.D. Hes teaching school this summer.（分数：7.10）A.B.C.D.(3).A. The clothes dont look clean to him.B. He doesnt intend to get the clothes.C. He can pick out his own clothes.D

4、 The woman should stop staring at his clothes.（分数：7.10）A.B.C.D.(4).A. The woman should get another job.B. He wont have to wait much longer.C. The woman was mistaken.D. He was waiting in the wrong place.（分数：7.10）A.B.C.D.(5).A. Rewrite the paper. B. Ask the woman to do some typing.C. Read the newspap

5、er again. D. Check the paper for mistakes.（分数：7.10）A.B.C.D.(1).A. The transportation for the trip is free.B. The class didnt enjoy going on the field trip.C. Some people may not go on the trip.D. Everyone in the class has paid the fee.（分数：7.10）A.B.C.D.(2).A. He doesnt know how to turn the calculator

6、 on.B. He lost the womans calculator.C. He broke something the woman lent him.D. He cant help the woman tonight.（分数：7.10）A.B.C.D.(3).A. A salary cut. B. A real estate bargain.C. A rent increase. D. A vacation trip.（分数：7.10）A.B.C.D.(1).A. The reproductive cycle of barnacles. B. A new source of protei

7、n.C. Types of sea animals. D. The adhesive quality of barnacles.（分数：7.10）A.B.C.D.(2).A. They eat protein. B. They never move from one location.C. They cause erosion of rocks. D. They are found only in deep water.（分数：7.10）A.B.C.D.(3).A. It works on wet surfaces. B. Its stronger than synthetic glue.C.

8、 Its a nutritious source of protein. D. It has been used successfully by doctors.（分数：7.10）A.B.C.D.(1).A. The election for senator. B. The election for treasurer.C. The election for secretary. D. The election for president.（分数：7.10）A.B.C.D.(2).A. Theyre competing against each other in an election.B.

9、The man is writing the womans speech.C. The man is interviewing the woman.D. The woman is planning the mans campaign.（分数：7.10）A.B.C.D.(3).A. Make posters. B. Write a speech.C. Answer questions. D. Study chemistry.（分数：7.10）A.B.C.D.(4).A. Compare their lecture notes.B. Review the mans talk.C. Prepare

10、questions to ask candidates.D. Vote in the school election.（分数：7.10）A.B.C.D.四、Section B(总题数：0，分数：0.00)五、Passage One(总题数：1，分数：21.30)(1).A. Human personality. B. His conscious theory.C. His free will. D. Personality theory.（分数：7.10）A.B.C.D.(2).A. He was joking with Freud.B. He played in Freuds office.

11、C. He unconsciously revealed his intention of refusing to pay.D. He only made his empty promise to Freud.（分数：7.10）A.B.C.D.(3).A. Money. B. Jewish independence.C. University setting. D. Theory.（分数：7.10）A.B.C.D.六、Passage Two(总题数：1，分数：21.30)(1).A. 85 B. 100 C. 110 D. 125（分数：7.10）A.B.C.D.(2).A. can be p

12、redicted at birthB. stays the same throughout his lifeC. can be increased by educationD. is determined by his childhood（分数：7.10）A.B.C.D.(3).A. human brains differ considerablyB. the brain a person is born with is important in determining his intelligenceC. environment is crucial in determining a per

13、sons intelligenceD. persons having identical brains will have roughly the same intelligence（分数：7.10）A.B.C.D.七、Passage Three(总题数：1，分数：28.40)(1).A. That babies understand language before they can speak.B. That babies have simple mathematical skills.C. Babies preferences for different kinds of toys.D.

14、The influence of television on babies.（分数：7.10）A.B.C.D.(2).A. Staring at the dolls longer. B. Crying loudly.C. Blinking their eyes rapidly. D. Reaching for the dolls.（分数：7.10）A.B.C.D.(3).A. Theyre born with the ability.B. Theyre exceptionally intelligent.C. They learned it from playing with dolls.D.

15、 Theyve learned it from their parents.（分数：7.10）A.B.C.D.(4).A. Language acquisition may be negatively affected.B. Babies used in experiments often develop emotional problems.C. Parents may force their children to learn at too early an age.D. Early coaching will interfere with creativity.（分数：7.10）A.B.

16、C.D.八、Section C(总题数：1，分数：71.00)As you begin your study of the heavens, you may feel that the odds of your making any impact on the field of (26) are impossibly low. But in fact important (27) can come from students work. You may have heard from the media that the examples of one of the most illusive

17、 objects in the (28) the Brown Dwarf, were found by a 27-year-old student Clare Briadger. Scientists all over the world had been searching for more than 50 years and yet the (29) was made by someone still in (30) school, when Ms. Briadger (31) a paper at the meeting of the American Astronomical Soci

18、ety, her talk was for me the (32) of the meeting. There was (33) agreement that what she had found was indeed the illusive Brown Dwarf. For those of you who dont yet know, Brown Dwarves are these gaseous bodies that are too (34) to be planets, but not massive enough to ignite into full-grown stars.

19、While others spent their time studying what shows up big and bright in the heavens, Briadger searched for the small and faint. She (35) about 2 years at a computer scanning and classifying pinpoints of light within clusters of stars. She sometimes worked 100 hours in a single week. Then finally she

20、was able to isolate a number of points that seemed to be actual Brown Dwarf. Her discovery may help to explain how stars form and thus answer some of our questions about the ultimate fate of the universe.（分数：71.00）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_九、Part Reading C

21、ompr(总题数：0，分数：0.00)十、Section A(总题数：1，分数：35.50)Most people feel the need to make sure everyone in a group is comfortable before they start a business meeting. This pre-discussed conversationsmall talkcan cover a wide range of topics, some of (36) may not be related to agenda for the meeting. In most

22、countries, building personal connections is a (37) first step in making sure that business goes smoothly. People often use this phase of interaction to observe and assess the character of their colleagues.In the Middle East, business men like to get to know new (38) before starting a meeting. They o

23、ften judge peoples response to certain topics by (39) their eyes, so they need to be able to sit or stand very close to the person. Small talk tends to continue until the people involved are comfortable enough to move close to one another. In Latin American and Asian countries, people also want to (

24、40) if an acquaintance can be trusted. For them, business is conducted with an individual, not a company, so its important to have an honest (41) before any business is discussed.In the United States, (42) , most business people prefer an extremely limited small talk period. When they arrive for a m

25、eeting, they expect to begin the business discussion (43) away, perhaps after just a few minutes of greetings and (44) Most Americans feel that time is as valuable as money, so talking extensively about the weather, hobbies, or the plane trip is (45) as a waste of time. They are likely to become imp

26、atient if the subject turns away from the business of the day.A. however I. determineB. which J. immenseC. qualify K. introductionsD. acquaintances L. crucialE. provoke M. loanF. observing N. seenG. hint O. rightH. relationship（分数：35.50）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_

27、填空项 1:_十一、Section B(总题数：1，分数：56.80)Small Classs MagicA. The question “Are smaller classes better than larger classes?“ continues to be debated among teachers (and their unions), administrators, and parents as well as in the research community. The issue persists because of the powerful common-sense

28、appeal of small classes to alleviate problems indigenous to our classrooms.B. Small classes are an integral component of nationally subsidized programs including special education classes for disruptive or learning-disabled students and Title I interventions for children living in poverty. Small cla

29、sses or small groups working with one teacher or tutor also are a key element of programs targeted most often at students at risk, for example, Success for All (Slavin, et al., 1990; Slavin regular (R) with an enrollment range of 22 to 26 pupils; or regular with a full-time teacher aide (RA. with 22

30、 to 26 pupils. Teachers also were assigned at random to the class groups. Teachers in the STAR classrooms received no special instructions of any sort, and the duties of teacher aides were not prescribed but were left to the teachers discretion.G. Classes remained the same type (S, R or RA. for 4 ye

31、ars, until the pupils were in grade 3. A new teacher was assigned at random to the class each year. Standardized achievement tests (Stanford Achievement Tests or SATs) were administered to all participating students at the end of each school year. Also, curriculum-based tests (Basic Skills First or

32、BSF) reflecting the states instructional objectives in reading and mathematics were administered at the end of grades 1, 2 and 3. Finally, a measure of motivation and self-concept intended for young children also was administered to each pupil. In all, about 7,500 pupils in more than 300 classrooms

33、participated in the 4-year longitudinal study.H. The main analysis of STAR outcomes consisted of four cross-sectional analyses, one at the end of each school year. The statistical methods were variations of common confirmatory procedures for evaluating experimental outcomes, for example, analysis of

34、 variance, multivariate analysis of variance, and analysis-of-covariance procedures. In addition to tests of significance, “effect size“ measures were derived each year for all students and for white and minority students separately. Four primary results were reported consistently across the 4 years

35、 of analysis:Differences among the three class types were highly statistically significant for all sets of achievement measures and for every measure individually. In every case, the significance was attributable to the superior performance of children in small classes, and not to classes with full-

36、time teacher aides.With only minor exception, there was no significant interaction with school location or sex of the pupil. A significant small-class advantage was found in inner-city, urban, suburban and rural schools alike and the advantage of small classes was found both for males and females.In

37、 each year of the study, some of the benefits of small classes were found to be greater for minority students than for non minorities, or greater for students attending inner-city schools.No differences were found among class types on the motivational scales.I. In sum due to the magnitude of the Pro

38、ject STAR longitudinal experiment the design, and the care with which it was executed, the results are clear, a clear small-class advantage was found for inner-city, urban, suburban and rural schools; for males and females, and for white and students alike. The few significant interactions found mal

39、es, and for white and minority students alike. The few significant interactions found each year indicated greater small-class advantages for minority or inner-city students. Targeting small classes in particular schools or districts may provide the greatest benefits at a cost that is contained, alth

40、ough it, may also mean denying the benefits to other students or cost that is contained, although it may also mean denying the benefits to other students or schools.（分数：56.80）(1).7,500 pupils are involved in the study.（分数：7.10）填空项 1:_(2).Small Class Size program is facing the embarrassment.（分数：7.10）

41、填空项 1:_(3).Small class has gained the positive effects in former studies.（分数：7.10）填空项 1:_(4).There are three class types in the kindergarten.（分数：7.10）填空项 1:_(5).Project STAR has been conducted for five years.（分数：7.10）填空项 1:_(6).We gain clear results from the Project STAR longitudinal experiment the

42、design, and the care.（分数：7.10）填空项 1:_(7).Four primary results were reported throughout 4 year analyses.（分数：7.10）填空项 1:_(8).Small classes have greater benefits for students attending inner-city schools.（分数：7.10）填空项 1:_十二、Section C(总题数：0，分数：0.00)十三、Passage One(总题数：1，分数：71.00)Human language is the subj

43、ect of endless scientific investigation, but the gestures that accompany speech are a surprisingly neglected area. It is sometimes jokingly said that the way to render an Italian speechless is to tie his wrists together, but almost everyone moves their hands in meaningful ways when they talk. Susan

44、Goldin-Meadow of the University of Chicago, however, studies gestures carefullyand not out of idle curiosity. Introspection suggests that gesturing not only helps people communicate but also helps them to think. She set out to test this, and specifically to find out whether gestures might be used as

45、 an aid to childrens learning. It turns out, as she told the American Association for the Advancement of Science (AAAS), that they can.The experiment she conducted involved balancing equations. Presented with an equation of the form 2+3+4=x+4, written on a blackboard, a child is asked to calculate t

46、he value of x. In the equations Dr. Goldin-Meadow always made the last number on the left the same as the last on the right; so x was the sum of the first two numbers. Commonly, however, children who are learning arithmetic will add all three of the numbers on the left to arrive at the value of x.In

47、 her previous work Dr. Goldin-Meadow had noted that children often use spontaneous gestures when explaining how they solve mathematical puzzles. So to see if these hand-movements actually help a child to think, or are merely descriptive, she divided a group of children into two and asked them to balance equations.One group was asked to gesture while doing so. A second was asked not to. Both groups were then given a lesson in how to solve problems of this sort.As Dr. Goldin-Meadow suspected, the first group learnt more from the lesson than the second. By observing their gestures she refi