[外语类试卷]大学英语四级（2013年12月考试改革适用）模拟试卷147及答案与解析.doc

1、大学英语四级（ 2013年 12月考试改革适用）模拟试卷 147及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write a short essay entitled On Urban Waterlogging(内涝 )following the outline given below. You should write at least120 words but no more than 180 words. 1如今不少大城市一下暴雨就出现城市内涝的现象 2出现这一现象的原因 3我对这一现象的看

2、法和建议 On Urban Waterlogging Section A （ A） Julias friends dont call her very often. （ B） Julia doesnt like talking with her friends. （ C） Julia likes chatting on the phone with her friends. （ D） Julia doesnt have many friends. （ A） In a library. （ B） In a book store. （ C） In a card store. （ D） In a 1

3、7th century building. （ A） Bring his ID card to buy the ticket. （ B） Go to Los Angeles by train. （ C） Get a ticket from other airlines. （ D） Buy the ticket at the airlines counter. （ A） He didnt work as hard as he was supposed to. （ B） He didnt pass the physics exam. （ C） He did better in an earlier

4、 exam. （ D） He found something wrong with the exam. （ A） It was disconnected due to late payment. （ B） It was broken by the man. （ C） It was taken back by the phone company. （ D） Its line was cut off. （ A） He used to be her doctor. （ B） There are better doctors than him in town. （ C） Its difficult t

5、o meet him. （ D） He is a good doctor. （ A） The band members have been working hard. （ B） The band members are being paid to play. （ C） The band will perform better in the future. （ D） The band has never performed wonderfully. （ A） He left his notes at home. （ B） He doesnt know where his notes are. （

6、 C） He doesnt want to lend his notes to her. （ D） He agrees to lend her his notes. （ A） A lot of preparation is needed before doing real climbing. （ B） Rock-climbing is not dangerous if you are strong enough. （ C） The man has chosen the class of rock-climbing. （ D） The man likes rock-climbing very m

7、uch. （ A） Hi-tech safety equipment ensures ones safety. （ B） One is safe if he is very careful. （ C） There are safety equipments prepared on the ground. （ D） A lot of people do rock-climbing and they are OK. （ A） She can make a lot of friends. （ B） She can learn mental discipline. （ C） She can get m

8、ore familiar with the man. （ D） She can lose weight. （ A） Take a climbing trip. （ B） Tell the woman once he has made a decision. （ C） Join the class. （ D） Join the class if the woman does. （ A） He hasnt enough money to go where he wants. （ B） He wants to visit many places. （ C） His family have diffe

9、rent ideas. （ D） He doesnt know his likes and dislikes. （ A） He plans to buy a new apartment. （ B） He is longing to spend his holiday in France. （ C） He wants to go fishing during the holiday. （ D） He doesnt care how much money to spend. （ A） Frame tent. （ B） Sleeping bags. （ C） A tin opener. （ D） N

10、othing at all. Section B （ A） Happy moods. （ B） Good memory. （ C） Proper reasoning. （ D） Some training. （ A） To improve old peoples memory and thinking ability. （ B） To test how long thinking skill lasts in trained older people. （ C） To help old people do daily work. （ D） To examine how long a well-

11、trained old people can live. （ A） Speed of finishing short training class. （ B） Speed of receiving and understanding information. （ C） Speed of learning memory and thinking skills. （ D） Speed of generating correct reasoning. （ A） They disappear after the training. （ B） They endure for five years. （

12、C） They last for a full ten years. （ D） They remain forever. （ A） Its strong currency. （ B） Its high cost of buying a car. （ C） Its beautiful environment. （ D） Its massive immigrants. （ A） Sydney. （ B） Paris. （ C） Tokyo. （ D） New York City. （ A） High renting fees. （ B） Costly traveling expenses. （ C

13、） High costs of groceries. （ D） High costs of education. （ A） Those who seldom sleep. （ B） Those who seldom drink. （ C） Those who often smoke. （ D） Those who often eat junk food. （ A） No smoking or drinking guarantees happiness. （ B） Kids with happy characters are less inclined to drink. （ C） Unhapp

14、y kids are more likely to be less healthy. （ D） Eating junk food worsens kids health. （ A） Eating fruits. （ B） Making friends. （ C） Drinking alcohol. （ D） Doing exercise. Section C 26 Teachers and parents normally call attention to the pictures when they read storybooks to preschool children But a s

15、tudy suggests that calling attention to the words and letters on the page may【 B1】 _ better readers. The two-year study【 B2】 _children who were read to this way in class with children who were not. Those whose teachers most often discussed the print showed【 B3】 _ higher skills in reading, spelling a

16、nd understanding. These results were found one year and even two years later. The author of the study says most preschool teachers would find this method【 B4】_and wouldneed only a small change in the way they teach. They already read storybooks in class. The only difference would be【 B5】 _attention

17、to the printed text. If you get children to pay attention to letters and words, it【 B6】 _that they will do better at word【 B7】 _ and spelling. But the research suggests that very few parents and teachers do this in a 【 B8】 _way. There are different ways that adults can talk to children about print.

18、They can point to a letter and discuss it, and even【 B9】 _the shape with a finger. They can point out a word: “This is dog.“ They can discuss the meaning of the print or how the words tell the story. And they can talk about the【 B10】 _of the print for instance, showing how words are written left to

19、right in English. 27 【 B1】 28 【 B2】 29 【 B3】 30 【 B4】 31 【 B5】 32 【 B6】 33 【 B7】 34 【 B8】 35 【 B9】 36 【 B10】 Section A 36 When it comes to using technology to promote education, the prevailing wisdom has been that more is better. Over the past decade, universities have invested heavily to add equipm

20、ents into the classroom. But there is little【 C1】 _that these equipments enhance learning and, critics argue, they might actually【 C2】 _it, making both students and teachers passive. What if classrooms were【 C3】 _to the pre-Internet days of wooden tables and chalk? Jose Bowen, dean of the Meadows Sc

21、hool of the Arts at Southern Methodist University, has taken technology out of the classroom. He wants his【 C4】 _to “teach naked,“ meaning without the aid of any machines. Classroom time should be【 C5】 _for discussions with the professor, aimed at teaching students to think critically, argue, and ra

22、ise new questions. Bowen, who teaches music, delivers content via podcasts(播客 ), which students must listen to on their own time. He then tests them on the material before every class and uses class time for discussions. Hes been teaching the same material for 25 years, but since he【 C6】 _this new m

23、ethod, his students have been more engaged and scored better on exams. College students asked by researchers to list what motivates them have【 C7】_. emphasized teacher enthusiasm, organization, and harmonious relationship, while naming lack of【 C8】 _participation as a major negative factor. Technolo

24、gy has a place in education, but it should be used【 C9】 _by students outside the classroom. That gives them more time to absorb【 C10】 _via podcast or video, and frees teachers to spend class time coaching students in how to apply the material rather than simply absorb it. A)consistently B)restored C

25、)evidence D)improve E)faculty F)coach G)creative H)course I)lectures J)implemented K)active L)reserved M)persistently N)hinder O)independently 37 【 C1】 38 【 C2】 39 【 C3】 40 【 C4】 41 【 C5】 42 【 C6】 43 【 C7】 44 【 C8】 45 【 C9】 46 【 C10】 Section B 46 Music in higher education: what is it worth? A)Music

26、has found itself increasingly central in the subject controversy surrounding higher education(HE). Recent data showed the total number of Universities and Colleges Admissions Service entries to study music rose by 3.5% in the 2013 cycle, following significant increases in applications for medical-re

27、lated sciences, mathematical sciences, computer sciences, engineering and economics. Yet numbers of prospective higher education applicants who studied music A-level fell last year by 7%. B)Many music educators speak of feeling marginalized(边缘化 ), with their subject excluded from the Ebacc(英国文凭考试 )a

28、nd noticeably absent from the Stem grouping(science, technology, engineering and maths) absent too from the Russell Groups approved list of “facilitating subjects“(ones that will “keep a wide range of degree courses and career options open to you“). C)The value of studying music in higher education

29、in the context of the economically-charged narrative on education provided the background to a recent roundtable discussion held at the Royal Academy of Music and involving senior figures from higher education, sixth-form education and the arts industry. All participants in the roundtable agreed tha

30、t studying music at higher education equips students with a range of transferable skills that are of inestimable(不可估量的 )value in the workplace. Music education and cultural value D)Contributing under the Chatham House rule, which allows comments to be reported freely, panel members began by disagree

31、ing over the relationship between music education and cultural value. “We are beginning to look at the question of music education from the other end of the telescope, not so much in terms of what happens during the period of education, but afterwards,“ said one contributor. E)One speaker argued tha

32、t the relationship between music education and cultural value was not necessarily a direct one. “Many of those who add cultural value to the country do so because there is value here already. Our cultural value is increased by a critical mass coming from all over the world that wants to be part of o

33、ur scene. The role musical education plays in cultural value, or to put it crudely, what we are producing in terms of the economy, is probably falling rather than increasing.“ This comment was contested by another member of the panel, who cited the increasing numbers of foreign students studying mus

34、ic at UK institutions, and personal evidence from those who claimed that paying more to study in the UK was worth it for the extra value they gained from being educated here. Another pointed to the legally binding commitments made by government to promote musical participation in 2011-12 and, more r

35、ecently, the National Plan for Music. F)However, others around the table did acknowledge that UK institutions lacked the political backing enjoyed by their European peers or the financial power of America, “only just paying the bills on the back of a British mess of fees, poor fund and a scratchy ta

36、rgeted portion of HE funding,“ as one panellist put it. Instrumental or natural? G)The discussion over what skills music graduates hold, both on academic or vocational courses, was noticeably more one-sided. High-end ability in collaboration, analysis, work ethic, sympathy, innovation and performing

37、 well under pressure were cited by numerous contributors as those that were compulsory in any decent music student. “The qualities one would be after in a work-force suitable to meet the challenges of todays economy are all those found in a music graduate,“ noted one commentator. “We need to break u

38、p this myth that musicians are self-prevailing and just create more musicians,“ added anothertop city firms, accountancy organisations and computing companies as among those who favour music graduates as potential employees. H)There was growing frustration among the panel concerning both the role of

39、 higher education institutions in promoting music and the continued justification of musical study from a non-musical perspective. “Its time for music departments to wake up and promote more clearly their value and benefits,“ said one contributor. “The value of HE music itself has been clouded by th

40、e panic over school music. We dont sell music at HE by saying it will make you more literate, or better at maths. It has an inborn value.“ I)“People in music know what highly skilled music students can do, and what music adds to the lives of people, but we keep saying society does not understand,“ a

41、dded another. “Why? Either because we cant assert our own value, or because we refuse to engage with society.“ Education access J)Despite general consensus as to the inherent cultural-economic value of musical study, there was considerable discontent around the table about its accessibility. One spe

42、aker commented on the decreasing number of music students at top institutions coming from backgrounds other than “music specialist schools, and private schools“. Another complained about the lack of focus from government regarding ring-fenced(专利的 )money for music hubs(活动中心 )beyond 2015, pointing out

43、 the risk of increased private outsourcing, uneven regional provision and, ultimately, a situation in which only those with financial advantage can access musical training to a standard that will enable them to pursue it to higher education. K)In this context, the facilitating subjects of Russell Gr

44、oup universities came under harsh criticism from some commentators, who argued that there was disagreement over their significance among leading universities, misunderstanding by schools and hijacking(劫持 )by government in the latest round of league tables. This, two speakers agreed, was directing fi

45、rst generation students away from music at higher education by disconnecting the subject from a perspective on higher education dominated by tuition fees and employability. L)A general note of warning was sounded by one about the upcoming loss of students from postgraduate study in the next five yea

46、rs as a result of financial pressures, and all agreed that higher education departments needed to do more to just utter the value of music in a public forum. “We need to reconnect music with the world of ideas,“ one panelist concluded. “We can pull people into music through linking the ideas, scienc

47、e, film and literature that surround the context of musical creation. We must not fall back into isolation, but rather communicate the obvious value of music.“ 47 Panel members in the discussion had different opinions about the relationship between music education and cultural value. 48 Compared wit

48、h their European and American peers, UK institutions lack enough political and financial support. 49 Last year, the number of students who study music A-level decreased. 50 Russell Groups facilitating subjects received severe criticism as they are driving students away from music study in higher edu

49、cation. 51 The value of music study in higher education shouldnt be justified from a non-musical point of view. 52 More and more foreign students come to UK universities to study music. 53 The absence of music subject from Ebacc and Stem grouping gives some music educators a sense of marginalization. 54 Its warned that the postgraduate students who study music might decrease in the next five years. 55 Collaboration and innovation are among the skills that decent music s