[外语类试卷]大学英语四级改革适用（阅读）模拟试卷23及答案与解析.doc

1、大学英语四级改革适用（阅读）模拟试卷 23及答案与解析 Section B 0 How to Make Attractive and Effective PowerPoint Presentations A)Microsoft PowerPoint has dramatically changed the way in which academic and business presentations are made. This article outlines few tips on making more effective and attractive PowerPoint prese

2、ntations. The Text B)Keep the wording clear and simple. Use active, visual language. Cut unnecessary words a good rule of thumb is to cut paragraphs down to sentences, sentences into phrases, and phrases into key words. Limit the number of words and lines per slide. Try the Rule of Five-five words p

3、er line, five lines per slide. If too much text appears on one slide, use the AutoFit feature to split it between two slides. Click within the placeholder to display the AutoFit Options button(its symbol is two horizontal lines with arrows above and below), then click on the button and choose Split

4、Text between Two Slides from the submenu. C)Font size for titles should be at least 36 to 40, while the text body should not be smaller than 24. Use only two font styles per slide one for the title and the other for the text. Choose two fonts that visually contrast with each other. Garamond Medium C

5、ondensed and Impact are good for titles, while Garamond or Tempus Sans can be used for the text body. D)Embed the fonts in your presentation, if you are not sure whether the fonts used in the presentation are present in the computer that will be used for the presentation. To embed the fonts:(1)On th

6、e File menu, click Save As.(2)On the toolbar, click Tools, click Save Options, select the Embed TrueType Fonts check box, and then select Embed characters in use only. E)Use colors sparingly; two to three at most. You may use one color for all the titles and another for the text body. Be consistent

7、from slide to slide. Choose a font color that contrasts well with the background. F)Capitalizing the first letter of each word is good for the title of slides and suggests a more formal situation than having just the first letter of the first word capitalized. In bullet point lines, capitalize the f

8、irst word and no other words unless they normally appear capped. Upper and lower case lettering is more readable than all capital letters. Moreover, current styles indicate that using all capital letters means you are shouting. If you have text that is in the wrong case, select the text, and then cl

9、ick Shift+F3 until it changes to the case style that you like. Clicking Shift+F3 toggles the text case between ALL CAPS, lower case, and Initial Capital styles. G)Use bold or italic typeface for emphasis. Avoid underlining, it clutters up the presentation. Dont center bulleted lists or text. It is c

10、onfusing to read. Left align unless you have a good reason not to. Run “spell check“ on your show when finished. The Background H)Keep the background consistent. Simple, light textured backgrounds work well. Complicated textures make the content hard to read. If you are planning to use many clips in

11、 your slides, select a white background. If the venue of your presentation is not adequately light-proof, select a dark-colored background and use any light color for text. Minimize the use of “bells and whistles“ such as sound effects, “flying words“ and multiple transitions. Dont use red in any fo

12、nts or backgrounds. It is an emotionally overwhelming color that is difficult to see and read. The Clips I)Animations are best used subtly; too much flash and motion can distract and annoy viewers. Do not rely too heavily on those images that were originally loaded on your computer with the rest of

13、Office. You can easily find appropriate clips on any topic through Google Images. While searching for images, do not use long search phrases as is usually done while searching the web-use specific words. J)When importing pictures, make sure that they are smaller than two megabytes and are in a jpg f

14、ormat. Larger files can slow down your show. Keep graphs, charts and diagrams simple, if possible. Use bar graphs and pie charts instead of tables of data. The audience can then immediately pick up the relationships. The Presentation K)If you want your presentation to directly open in the slide show

15、 view, save it as a slide show file using the following steps. Open the presentation you want to save as a slide show. On the File menu, click Save As. In the Save as type list, click PowerPoint Show. Your slide show file will be saved with a ppt file extension. When you double-click on this file, i

16、t will automatically start your presentation in slide show view. When youre done, PowerPoint automatically closes and you return to the desktop. If you want to edit the slide show file, you can always open it from PowerPoint by clicking Open on the File menu. L)Look at the audience, not at the slide

17、s, whenever possible. If using a laser pointer, dont move it too fast. For example, if circling a number on the slide, do it slowly. Never point the laser at the audience. Black out the screen(use “B“ on the keyboard)after the point has been made, to put the focus on you. Press the key again to cont

18、inue your presentation. M)You can use the shortcut commandCtrlP to access the Pen tool during a slide show. Click with your mouse and drag to use the Pen tool to draw during your slide show. To erase everything youve drawn, press the E key. To turn off the Pen tool, pressEsconce. Miscellaneous N)Mas

19、ter Slide Set-Up: The “master slide“ will allow you to make changes that are reflected on every slide in your presentation. You can change fonts, colors, backgrounds, headers, and footers at the “master slide“ level. First, go to the “View“ menu. Pull down the “Master“ menu. Select the “slide master

20、“ menu. You may now make changes at this level that meet your presentation needs. 1 When making the PowerPoint, the wording of the text should be simple. 2 When importing pictures, make sure that they are smaller than 2MB. 3 A more formal situation is capitalizing the first letter of each word. 4 Ce

21、ntering bulleted lists or text is confusing to read. 5 The ways in which academic and business presentations are made have been changed by Microsoft PowerPoint. 6 Pressing the E key can help you to erase everything you ve drawn. 7 In each slide, the font styles for the title and the text should cont

22、rast with each other. 8 In order to meet your presentation needs, you can make changes at the “slide master“ level. 9 Sound effects should be used as less frequently as possible. 10 When making the presentation, you should look at the audience as possible as you can. 10 Education Study Finds U. S. F

23、alling Behind A)Teachers in the United States earn less relative to national income than their counterparts in many industrialized countries, yet they spend far more hours in front of the classroom, according to a major new international study. B)The salary differentials are part of a pattern of rel

24、atively low public investment in education in the United States compared with other member nations of the Organization for Economic Cooperation and Development, a group in Paris that compiled the report. Total government spending on educational institutions in the United States slipped to 4.8 percen

25、t of gross domestic product in 1998, falling under the international average 5 percent for the first time. C)“The whole economy has grown faster than the education system,“ Andreas Schleicher, one of the reports authors, explained. “The economy has done very well, but teachers have not fully benefit

26、ed.“ The report, due out today, is the sixth on education published since 1991 by the organization of 30 nations, founded in 1960, and now covering much of Europe, North America, Japan, South Korea, Australia and New Zealand. D)In addition to the teacher pay gap, the report shows the other countries

27、 have begun to catch up with the United States in higher education: college enrollment has grown by 20 percent since 1995 across the group, with one in four young people now earning degrees. For the first time, the United States college graduation rate, now at 33 percent, is not the worlds highest.

28、Finland, the Netherlands, New Zealand and Britain have surpassed it. E)The United States is also producing fewer mathematics and science graduates than most of the other member states. And, the report says, a college degree produces a greater boost in income here while the lack of a high school dipl

29、oma imposes a bigger income penalty. “The number of graduates is increasing, but that stimulates even more of a demand there is no end in sight,“ Mr. Schleicher said. “The demand for skill, clearly, is growing faster than the supply that is coming from schools and colleges.“ F)The report lists the s

30、alary for a high school teacher in the United States with 15 years experience as $36,219, above the international average of $31,887 but behind seven other countries and less than 60 percent of Switzerlands $62,052. Because teachers in the Unites States have a heavier classroom load teaching almost

31、a third more hours than their counterparts abroad their salary per hour of actual teaching is $35, less than the international average of $41(Denmark, Spain and Germany pay more than $50 per teaching hour, South Korea $77). In 1994, such a veteran teacher in the United States earned 1.2 times the av

32、erage per capita income whereas in 1999 the salary was just under the national average. Only the Czech Republic, Hungary, Iceland and Norway pay their teachers less relative to national income; in South Korea, the actual teaching salary is 2.5 times that of the national average. Teacher pay accounts

33、 for 56 percent of what the United States spends on education, well below the 67 percent average among the group of countries. G)The new data come as the United States faces a shortage of two million teachers over the next decade, with questions of training, professionalism and salaries being debate

34、d by politicians local and national. Joost Eff, an international expert at the American Association of Colleges of Teacher Education, said training for teachers is comparable among most of the nations in the study, and that they are all dealing with similar issues of raising standards and increasing

35、 professionalism. H)Though the United States lags behind in scores on standardized tests in science and mathematics, students here get more instruction in those subjects, the report shows. The average 14-year-old American spent 295 hours in math and science classes in 1999, far more than the 229 int

36、ernational average; only Austria(370 hours), Mexico(367)and New Zealand(320)have more instruction in those subjects. Middle-schoolers here spend less time than their international counterparts studying foreign languages and technology, but far more hours working on physical education and vocational

37、skills. High school students in the United States are far more likely to have part-time jobs: 64 percent of Americans ages 15 to 19 worked while in school, compared with an international average of 31 percent(only Canada and the Netherlands, with 69 percent, and Denmark, with 75 percent, were higher

38、). I)One place the United States spends more money is on special services for the disabled and the poor. More than one in four children here are in programs based on incomeonly five other countries serve even 1 in 10 and nearly 6 percent get additional resources based on physical or mental handicaps

39、, twice or three times the rate in other countries. J)The report shows a continuing shift in which the United States is losing its status as the most highly educated among the nations. The United States has the highest level of high school graduates ages 55 to 64, but falls to fifth, behind Norway,

40、Japan, South Korea, the Czech Republic and Switzerland, among ages 25 to 34. Among college graduates, it leads in the older generation but is third behind Canada and Japan in the younger cohort(一群 ). While the portion of Americans with high school diplomas remains at 88 percent across age groups, th

41、e average age among member countries is rising. It has gone from 58 percent of those ages 45 to 54, to 66 percent of those ages 35 to 44 and 72 percent of those ages 25 to 34. A higher percentage of young people in Norway, Japan, South Korea, the Czech Republic and Switzerland have degrees than in t

42、he United States. K)“The U.S. has led the development in college education and making education sort of accessible for everyone,“ Mr. Schleicher said. “Its now becoming the norm.“ 11 When the number of graduates in the U.S. increases, the demand for them is rising. 12 The new study shows that the ac

43、tual teaching salary per hour in the U.S. is $35. 13 Those who have high school diplomas in the U. S. account for 88 percent of the Americans of all ages. 14 It is for the special services for the disabled and the poor that the United States pays more money than other OECD countries. 15 According to

44、 Mr. Schleicher, the U.S. is becoming the norm in making education accessible for everyone and college education. 16 Middle-schoolers spend less time in studying foreign languages and technology. 17 Compared with those in other countries, high school students in the U.S. spend more time in doing mor

45、e part-time job. 18 New Zealand surpasses the U.S.in college graduation rate for the first time. 19 The U.S. governments spending on education is 4.8%, less than international average in 1998. 20 The economy has grown fast, but teachers have not fully benefit from it, said Andreas Schleicher. 20 Def

46、initions of Obesity A)How does one define when a person is considered to be obese and not just somewhat overweight? Height-weight tables give an approximate guideline as to whether one is simply overweight or has passed into the obese stage. B)The World Health Organization recommends using a formula

47、 that takes into account a persons height and weight. The “Body Mass Index“(BMI)is calculated by dividing the persons weight in kilograms by the square of their height in meters, and is thus given in units of kg/m2. A BMI of 18.5-24.9 is considered to be the healthiest. A BMI of between 25 and 29.9

48、is considered to be overweight, while a BMI of over 30 is considered to be obese. C)However, it is recognized that this definition is limited as it does not take into account such variables as age, gender and ethnic origin, the latter being important as different ethnic groups have very different fa

49、t distributions. Another shortcoming is that it is not applicable to certain very muscular people such as athletes and bodybuilders, who can also have artificially high BMIs. Agencies such as the National Cholesterol Education Program(NCEP)in the USA and the International Diabetes Foundation(IDF)are starting to define obesity in adults simply in terms of waist circumference. Health Effects of Obesity D)Over 2000 years ago, the Greek physician Hippocrates wrote that “persons who are naturally very fat are apt to die earlier than those who are slender“. This ob