[外语类试卷]国家公共英语（四级）笔试模拟试卷52及答案与解析.doc

1、国家公共英语（四级）笔试模拟试卷 52及答案与解析 PART A Directions: For Questions 1-5, you will hear a conversation. While you listen, fill out the table with the information you have heard. Some of the information has been given to you in the table. Write only 1 word in each numbered box. You will hear the recording twic

2、e. You now have 25 seconds to read the table below. 1 PART B Directions: For Questions 6-10, you will hear a passage. Use not more than 3 words for each answer. You will hear the recording twice. You now have 25 seconds to read the sentences and the questions below. 6 Where did the Olympic competiti

3、ons start? 7 The 19th century saw the beginning of 8 Olympic gymnastics medals are usually won by men between the ages of 9 In competitions only women perform on the 10 What is the performance that both men and women do? PART C Directions: You will hear three dialogues or monologues. Before listenin

4、g to each one, you will have 5 seconds to read each of the questions which accompany it. While listening, answer each question by choosing A, B, C or D. After listening, you will have 10 seconds to check your answer to each question. You will hear each piece ONLY ONCE. 11 Which is not mentioned in t

5、he passage as an aspect that farming activities are damaging? （ A） Soil. （ B） Human population. （ C） Forests. （ D） Water Supplies. 12 How can the group carry out their studies? （ A） By using satellite images, maps, etc. （ B） By studying specific farming methods. （ C） By studying the variation of hum

6、an population. （ D） By analyzing the quality of crops. 13 According to this passage, why the farming activities can affect the animals? （ A） By fuming them farming. （ B） By affecting the quality of soil. （ C） By adding chemicals and polluting the waterways. （ D） By affecting the environments they li

7、ve in. 14 Why are American scientists developing these maps? （ A） To estimate the extreme weather. （ B） To develop the satellite technology. （ C） To improve agricultural output. （ D） To learn how to change information to maps more efficiently. 15 How can the satellites catch the information about th

8、e soil? （ A） By turning the intensity of sunshine into maps; （ B） By analyzing the recent weather report. （ C） By capturing the microwave radiation from the soil. （ D） By analyzing information provided by ground observation centers. 16 What is the future work planned to do? （ A） To acquire informati

9、on from satellites more efficiently. （ B） To realize full coverage of area the satellite passes over （ C） To build more ground observation centers. （ D） To compare satellite information with those from ground. 17 What is the purpose of analyzing the speed of sound through the Pacific Ocean? （ A） To

10、determine whether the Earths temperature is going up. （ B） To study the behavior of some sea animals. （ C） To measure the depth of the ocean. （ D） To measure the movement of the ocean. 18 What was the reason that made the experiment nearly cancel? （ A） The loudness of the sound waves. （ B） The fear

11、of sea animals. （ C） The fear of the confusion and harm caused by sound waves. （ D） The noise of the experiment. 19 For what purpose were radio transmitter used? （ A） To attract more sea animals to the testing site. （ B） To drive dangerous sea animals away from the testing site. （ C） To help track t

12、he sea animals being tested. （ D） To determine how sea animals communicate with each other. 20 What was the reaction of the sea animals in the sound tests? （ A） They were frightened and distressed. （ B） They swam away when the speaker was turned on. （ C） They swam closer to“ examine“ the speaker whe

13、n it was turned off. （ D） They didnt seem to be frightened and kept swimming near the speaker. 一、 Section II Use of English (15 minutes) Directions: Read the following text. Choose the best word for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. 20 Predictions of many robots in industr

14、y have yet come true. For ten years or more, manufacturers of big robots have explained how their machines can make industry more competitive and productive. The maker for 【 21】 _ robots is oversupplied now, and the driving force of the robotics (机器人学 ) revolution is 【 22】 _ to be with makers of mac

15、hines that handle a few kilos at most. “Heavy-robot manufacturers are in some difficulty 【 23】 _ finding customers. They are offering big 【 24】 _ just to get in the door. There has been a 【 25】_ growth everywhere in the numbers of robots, so we admit we are either deceiving 【 26】 _ or that the marke

16、t is slowly growing. “said John Reekie, chairman of Colen Robotics. “The following things must happen 【 27】 _ the robotics revolution to occur. We must achieve widespread robot literacy. 【 28】 _ there has been a computer 【 29】 _ program, there must be a robot literacy program. 【 30】 _ , some kind of

17、 artificial intelligence needs to be 【 31】_ .“ Colen makes educational robots and machine tools. It is small 【 32】 _ with companies like ASEA or Fujitsu Fanuc. But Colen with others in departments in universities such as Surrey, Manchester, and Durham possess an advantage 【 33】_ the giants. The big

18、companies sell very expensive 【 34】 _ , to businesses with expert knowledge in automation. The 【 35】 _ companies make robots for teaching people, and now they have realized that there is a need for small, 【 36】 _ robots that they can meet. The little companies either bring their educational machines

19、 【 37】 _ an industrial standard or design from the start. One technique that they all adopt is to choose 【 38】 _ components where possible. The major cost of making 【 39】 _ their models is the electronics, which will fall in price. There is 【 40】 _ scope for reductions in mechanical costs. The use o

20、f standard parts, which are easily replaced, should give these robots a mechanical life of something in the order of five years. 21 【 21】 （ A） small （ B） educational （ C） big （ D） business 22 【 22】 （ A） claimed （ B） called （ C） thought （ D） told 23 【 23】 （ A） to （ B） with （ C） over （ D） in 24 【 24】

21、（ A） money （ B） discounts （ C） prices （ D） costs 25 【 25】 （ A） exciting （ B） encouraging （ C） satisfying （ D） disappointing 26 【 26】 （ A） ourselves （ B） customers （ C） companies （ D） us 27 【 27】 （ A） to （ B） for （ C） in （ D） with 28 【 28】 （ A） As if （ B） Even though （ C） Just as （ D） Although 29 【 2

22、9】 （ A） custom （ B） literacy （ C） poem （ D） tradition 30 【 30】 （ A） However （ B） Finally （ C） Whereas （ D） Because 31 【 31】 （ A） capable （ B） possible （ C） probable （ D） available 32 【 32】 （ A） compared （ B） comparing （ C） contrasted （ D） contrasting 33 【 33】 （ A） than （ B） above （ C） over （ D） from

23、 34 【 34】 （ A） tools （ B） robots （ C） machines （ D） electronics 35 【 35】 （ A） other （ B） big （ C） little （ D） robot 36 【 36】 （ A） expensive （ B） artificial （ C） educational （ D） low-cost 37 【 37】 （ A） up to （ B） on （ C） in （ D） about 38 【 38】 （ A） mechanical （ B） standard （ C） cheap （ D） small 39 【

24、39】 （ A） much （ B） many （ C） both （ D） some 40 【 40】 （ A） more （ B） less （ C） no （ D） least Part B Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1. 40 In the second half of the twentieth century, many coun

25、tries of the South began to send students to the industrialized countries for further education. They urgently needed supplies of highly trained personnel to implement a concept of development based on modernization. But, unfortunately, many of these students decided to stay on in the developed coun

26、tries when they had finished their training. At the same time, many professionals who did return home but no longer felt at ease there also decided to go back to the countries where they had studied. This migration was encouraged by developed countries which offered attractive conditions to keep the

27、 services of those they had trained-people whose training had often been paid for by their home country. In the 1960s, some Latin American countries tried to solve this problem by setting up special“ re turn“ programs to encourage their professionals to come back home. These programs received suppor

28、t from international bodies such as the International Organization for Migration, which in 1947 enabled over 1600 qualified scientists and technicians to return to Latin America. In the t980s and 1990s, “temporary return programs were set up in order to make the best use of trained personnel occupyi

29、ng strategic positions in the developed countries. This gave rise to the United Nations Development Programs Transfer of Knowledge through Expatriate Nationals, which encourages technicians and scientists to work in their own countries for short periods. But the brain drain from these countries incr

30、eases in response to the new laws of the international market in knowledge. The rich countries are far better placed than the developing countries to attract and/or to keep trained personnel. Recent studies forecast that the most developed countries are going to need more and more highly qualified p

31、rofessionals-around twice as many as their educational systems will be able to produce, or so it is thought. As a result there is an urgent need for developing countries which send students a broad to give preference to fields where they need competent people to give muscle to their own institutions

32、, in stead of encouraging the training of people who may not come back because there are no professional outlets for them. The countries of the South must not be content with institutional structures that simply take back professionals sent abroad, and they must introduce flexible administrative pro

33、cedures to encourage them to return. If they do not do this, the brain drain is bound to continue. 41 Why did many countries of the South send students to the developed countries? （ A） Because these countries need trained personnel to develop their countries. （ B） Because the developed countries nee

34、d more qualified professionals. （ C） Because these students can stay on in the developed countries after the training. （ D） Because these countries want to establish friendly relationship with the developed countries. 42 What methods have been taken by the developing countries to encourage trained p

35、ersonnel to return? （ A） To fine those who do not come back. （ B） To set up special “return“ programs. （ C） To ask for help from the International Organization for Migration. （ D） To require the developed countries not to offer jobs to those who do not return. 43 What does“ brain drain“ ( Line 4, Pa

36、ragraph 4) mean? （ A） The exhaustion of the power of thinking. （ B） The exhaustion of highly qualified professionals in a country. （ C） The highly qualified professionals borrowed from other countries. （ D） The movement of highly qualified people toward more favorable environments. 44 What can be in

37、ferred from the last paragraph? （ A） Developed countries will employ more qualified professionals from the countries of the South. （ B） If no effective methods are adopted by the countries of the South, brain drain will not stop. （ C） The educational systems in the developed countries are not very e

38、fficient. （ D） It is of no use that the developing countries encourage their trained professionals to return. 45 What does the author advise the developing countries to do in order to stop brain drain? （ A） To increase the payment to qualified professionals. （ B） To provide good working conditions.

39、（ C） To adopt flexible administrative procedures. （ D） To confine qualified professionals by using institutional restrictions. 45 The Type A behavior is characterized by strong ambition, competitiveness, and a sense of time urgency. Type As tended to be engaged in a perpetual attempt to achieve as m

40、uch as possible in the least time even though their goals were often unrealistic. Persons With these traits tend to have a significantly high rate of heart problems, and the standard risk factors of smoking and high blood pressure are significantly higher in Type As. The most extensive attempt to mo

41、dify Type A behavioral patterns has been carded out in the San Francisco Bay area, where 600 men who have suffered heart attacks are participating in an ongoing study. The treatment consists of a variety of approaches which are intended to modify both the perception of stress and the reaction to str

42、ess. Subjects have been taught to observe their own behavior to change and manage their thinking a bout once-stressful occurrences, making them neutral by interpreting them in ways that do not evoke stress. Thus instead of fuming about the time they are wasting in a traffic jam, Type As ought to thi

43、nk about the opportunity to think over their days activities. They also have been told to adopt new, relaxing hobbies that are entirely separate from their careers, and they are learning procedures that will al low them to modify their physiological reactions through such techniques as deep muscle r

44、elaxation and learning to slow down physical activity. Still, there is no definitive evidence to date showing that reductions in Type A characteristics result invariably in a decrease in heart disease risk. Moreover, it is unclear just which aspect of Type A behavior is the crucial one, or whether i

45、t is a complex of several behaviors, all part of the Type A pat tern ,that is associated with the increased risk. In other words ,we still do not know specifically what it is about Type A behaviors that leads to heart problems, and until we do, programs that attempt to de crease the risk must use re

46、latively expensive and time-consuming procedures, modifying essentially all manifestations of the Type A pattern. Moreover, programs which emphasize the importance of work and achievement. For these reasons, treatment programs that are designed to alter Type A behaviors may be facing an uphill battl

47、e. Despite the difficulty in implementing treatment programs to reduce the Type A behavior pattern, such attempts illustrate quite clearly the role that social psychologists can play in the treatment of health problems. 46 What is the attitude of the author towards the Type A behavior? （ A） Optimist

48、ic. （ B） Worried. （ C） Unrealistic. （ D） Indifferent. 47 What can we learn from Paragraph 3? （ A） Subjects are supposed to modify the perception of stress and their reaction to it. （ B） Subjects are supposed to relax themselves in stressful conditions. （ C） Subjects are supposed to learn to slow dow

49、n physical activity. （ D） Subjects are supposed to adopt new hobbies that are separate from their careers. 48 What does“ fume“ (Line 3, Paragraph 3 ) mean? （ A） To feel very angry. （ B） To feel depressed. （ C） To feel happy. （ D） To feel disappointed. 49 Why do the treatment programs designed to change Type A behaviors face difficulties? （ A） Because the treatment programs are too expensive. （ B） Because the treatment programs consume too much time. （ C） Because it is unclear w