[外语类试卷]大学英语四级模拟试卷639及答案与解析.doc

1、大学英语四级模拟试卷 639及答案与解析 一、 Part I Writing (30 minutes) 1 For this part, you are allowed 30 minutes to write a short essay on the topic of The Young Want to Be Leaders. You should write at least 120 words according to the outline given below. The Young Want to Be Leaders 二、 Part II Reading Comprehension

2、 (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions attached to the passage. For questions 1-7, mark： Y (for YES) if the statement agrees with the information given in the passage; N (for NO) if the statemen

3、t contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 Learning through Tests Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works be

4、tter than a number of other studying techniques. The research, published online Thursday in the journal Science, found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used tw

5、o other methods. One of those methods repeatedly studying the material is familiar to a large number of students who cram (临时死记硬背 ) before exams. The other having students draw detailed diagrams documenting what they are learning is prized by many teachers because it forces students to make connecti

6、ons among facts. These other methods not only are popular, the researchers reported; they also seem to give students the illusion that they know material better than they do. In the experiments, the students were asked to predict how much they would remember a week after using one of the methods to

7、learn the material. Those who took the test after reading the passage predicted they would remember less than the other students predicted but the results were just the opposite. “I think that learning is all about retrieving (回想 ), all about reconstructing our knowledge,“ said the lead author, Jeff

8、rey Karpicke, an assistant professor of psychology at Purdue University. “I think that were tapping into something fundamental about how the mind works when we talk about retrieval.“ Several cognitive scientists and education experts said the results were striking. The students who took the recall t

9、ests may “recognize some gaps in their knowledge,“ said Marcia Linn, an education professor at the University of California, Berkeley, “and they might revisit the ideas in the back of their mind or the front of their mind.“ When they are later asked what they have learned, she went on, they can more

10、 easily “retrieve it and organize the knowledge that they have in a way that makes sense to them.“ The researchers engaged 200 college students in two experiments, assigning them to read several paragraphs about a scientific subject how the digestive system works, for example. In the first experimen

11、t, the students were divided into four groups. One did nothing more than read the text for five minutes. Another studied the passage in four consecutive (连续的 ) five-minute sessions. A third group engaged in “concept mapping,“ in which, with the passage in front of them, they arranged information fro

12、m the passage into a kind of diagram, writing details and ideas in hand-drawn bubbles and linking the bubbles in an organized way. The final group took a “retrieval practice“ test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they re

13、read the passage and took another retrieval practice test. A week later all four groups were given a short-answer test that assessed their ability to recall facts and draw logical conclusions based on the facts. The second experiment focused only on concept mapping and retrieval practice testing, wi

14、th each student doing an exercise using each method. In this initial phase, researchers reported, students who made diagrams while consulting the passage included more detail than students asked to recall what they had just read in an essay. But when they were evaluated a week later, the students in

15、 the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory. Why retrieval testing helps is still unknown. Perhaps it is because by remembering information we

16、are organizing it and creating cues and connections that our brains later recognize. It may also be that the struggle involved in recalling something helps reinforce it in our brains. Maybe that is also why students who took retrieval practice tests were less confident about how they would perform a

17、 week later. “The struggle helps you learn, but it makes you feel like youre not learning,“ said Nate Kornell, a psychologist at Williams College. “You feel like: I dont know it that well. This is hard and Im having trouble coming up with this information.“ By contrast, he said, when rereading texts

18、 and possibly even drawing diagrams, “you say: Oh, this is easier. I read this already.“ The Purdue study supports findings of a series of recent research showing learning benefits from testing, including benefits when students get questions wrong. But by comparing testing with other methods, the st

19、udy goes further. “It really bumps it up a level of importance by contrasting it with concept mapping, which many educators think of as sort of the gold standard,“ said Daniel Willingham, a psychology professor at the University of Virginia. Although “its not totally obvious that this is shovel-read

20、y put it in the classroom and its good to go for educators this ought to be a big deal.“ Howard Gardner, an education professor at Harvard who advocates constructivism the idea that children should discover their own approach to learning, emphasizing reasoning over memorization said in an e-mail tha

21、t the results “throw down the gauntlet (挑战 ) to those progressive educators, myself included.“ “Educators who embrace seemingly more active approaches, like concept mapping,“ he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such active approaches.“ Tes

22、ting, of course, is a highly charged issue in education, drawing criticism that too much promotes rote learning (死记硬背 )， swallows valuable time for learning new things and causes excessive student anxiety. “More testing isnt necessarily better,“ said Dr. Linn, who said her work with California schoo

23、l districts had found that asking students to explain what they did in a science experiment rather than having them simply conduct the hands-on experiment a version of retrieval practice testing was beneficial. “Some tests are just not learning opportunities. We need a different kind of testing than

24、 we currently have,“ added Dr. Linn. Dr. Kornell said that “even though in the short term it may seem like a waste of time,“ retrieval practice appears to “make things stick in a way that may not be used in the classroom. “Its going to last for the rest of their schooling, and potentially for the re

25、st of their lives.“ 2 What did the study published in the journal Science reveal? （ A） Testing is a passive studying method. （ B） Test is the best way to assess peoples learning. （ C） Taking a test helps people learn better. （ D） More tests arent necessarily better for students. 3 According to the p

26、assage, the method of repeatedly studying the material_. （ A） shatters students confidence （ B） is very popular among students （ C） is highly praised by many teachers （ D） works better than concept mapping 4 What did Marcia Linn say about the students who took the recall tests? （ A） Their mind seems

27、 to function less efficiently. （ B） They are more optimistic about their performance. （ C） They tend to study harder before and after the test. （ D） They reconstruct the knowledge in their own way. 5 In the first experiment, the students in the third group used the method of_. （ A） drawing detailed

28、diagrams （ B） reading the passage repeatedly （ C） reorganizing the passage （ D） taking a test before reading 6 In the initial phase of the second experiment, the students using retrieval practice_. （ A） did much better in the short-answer tests （ B） did better in drawing logical conclusions （ C） rec

29、alled less details than the other group （ D） preformed better than the concept mappers 7 Students who took retrieval practice tests were less confident about their performance due to （ A） the former failures （ B） the struggle involved （ C） the difficulty of the materials （ D） the competitors advanta

30、ges 8 According to Professor Daniel Willingham, by comparing testing with concept mapping, the Purdue study_. （ A） made testing a gold standard （ B） proved many educators correct （ C） increased the significance of testing （ D） stressed the importance of active learning 9 Howard Gardner said educator

31、s who advocated concept mapping were_ to prove that this approach was superior. 10 In education, too much testing is criticized for wasting students time for learning new things and causing_. 11 Dr. Linns work with California school districts indicated that some version of retrieval practice testing

32、 was not_to students. Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question t

33、here will be a pause. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer. （ A） He fell ill on the jet plane. （ B） He has been working too hard. （ C） He went to bed too late last night. （ D） He hasnt adapted to the new time yet. （ A） The man doe

34、snt have a strong enough will. （ B） The man loves horror films. （ C） The man will see the film anyway. （ D） The man studied for the whole night last night. （ A） Not to worry about the ticket. （ B） Buy a ticket at a higher price. （ C） Book an air ticket in advance. （ D） Wait for others to cancel thei

35、r booking. （ A） The young man had some unusual problems. （ B） The problem is common for young people. （ C） Its not common for young men to leave home. （ D） It was a problem for John when he left home. （ A） The man will have no choices left. （ B） The man had better go there quickly. （ C） The man shou

36、ld go when he has spare time. （ D） The books are a bit scratched and are of poor quality. （ A） She cant afford the time for the trip. （ B） She will manage to leave this month. （ C） She has to change the time for the trip. （ D） She hasnt decided where to go next month. （ A） It is located near a large

37、 residential area. （ B） It is open around-the-clock on weekends. （ C） It is the same as other banks in any way. （ D） It provides convenience and quality service. （ A） He will go to see a doctor about his coughing. （ B） He has had a heart attack because of smoking. （ C） He is coughing because of too

38、much smoking. （ D） He has a serious lung disease and heart attack already. （ A） Working overtime as a librarian. （ B） Writing papers for his classes. （ C） Meeting with his professors. （ D） Doing extra work in the chemistry lab. （ A） Do his research on closely-related topics. （ B） Spend more time in

39、the library. （ C） Write just one paper for all his classes. （ D） Drop one of his courses. （ A） She doesnt need any help. （ B） She knows hes very busy. （ C） Hes already helped her enough. （ D） He doesnt know enough chemistry. （ A） To ask for help finding a job. （ B） To ask him to give her some advice

40、. （ C） To invite him to go shopping with her later. （ D） To find out what hes doing during the summer. （ A） She might get a good job later. （ B） She could stay at a hotel at a discount. （ C） She might be able to get course credits for her work. （ D） It would give her a chance to make a lot of money

41、immediately. （ A） Its strictness about punctuality. （ B） Its long-hour work. （ C） Its expensive rent. （ D） Its lower pay. （ A） Visit the hotel. （ B） Work in the clothing store. （ C） Continue her job search for a while. （ D） Make extra money while taking classes. Section B Directions: In this section

42、, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D. （ A） A best-selling coffee. （ B） A special e

43、ducational program. （ C） Government support for schools. （ D） A new type of teacher-student relationship. （ A） To supply teachers with drinks. （ B） To do some research on nutrition. （ C） To raise money for school affairs. （ D） To develop students practical skills. （ A） She owns the schools coffee sh

44、op. （ B） She teaches at Dixie Heights High School. （ C） She sees that the drinks meet health standards. （ D） She manages the Dixie PIT program in Kenton County. （ A） 15%. （ B） 25%. （ C） 27%. （ D） 73%. （ A） It is a two-year-old cat. （ B） It likes to sleep in the sun. （ C） It often greets the passers-

45、by. （ D） It works in the Global Hair Salon. （ A） Busy Life for Pets （ B） Pets Join the Workforce （ C） Your Favorite Office Pets （ D） Pets Help Attract Customers （ A） Cycling around a lake. （ B） Motor racing in the desert. （ C） Playing basketball in a gym. （ D） Swimming in a sports center. （ A） It is

46、 popular in Portugal and Spain. （ B） It causes water shortages around the world. （ C） It pollutes the earth with chemicals and wastes. （ D） It needs water and electricity to keep its courses green. （ A） It is an outdoor sport. （ B） It improves our health. （ C） It uses fewer resources. （ D） It is rec

47、ommended by experts. （ A） To show people the function of major sports. （ B） To encourage people to go in for green sports. （ C） To discuss the major influence of popular sports. （ D） To introduce different types of environment-friendly sports. Section C Directions: In this section, you will hear a p

48、assage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 y

49、ou are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the 36 We generally view the family as being one of our most stable institutions; yet, our family system has【 B1】 _a number of changes in the past. Two hundred years ago, marriages were often arranged by parents, with economic【 B2】 _being the most important factor of who married whom. Two hundred years ago, divorce was【 B3