[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213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 213及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write a short essay. You should start your essay with a brief description of the chart and then express your views on the college students choice of reading materials. You should write at least 12

2、0 words but no more than 180 words. Section A （ A） A dog that runs on three legs. （ B） New robot dogs developed by scientists. （ C） New robots that can help people in natural disasters. （ D） New robots that can continue working when injured. （ A） They can do everything that people cant do. （ B） They

3、 will be improved in two years. （ C） They can work in dangerous situations. （ D） They can mend themselves when injured. （ A） It can help people cure diseases. （ B） It can make people feel happy. （ C） It can help people lose weight. （ D） It can help to protect heart disease. （ A） One year. （ B） Three

4、 years. （ C） Four years. （ D） Thirty years. （ A） Six million. （ B） Ten million. （ C） Six billion. （ D） Ten billion. （ A） They are accustomed to smoking. （ B） They have too much stress. （ C） They are teenagers. （ D） They find it cool to smoke. （ A） On the improvement of education. （ B） On the improve

5、ment of infrastructure. （ C） On the treatment of tobacco-related diseases. （ D） On some illegal trade. Section B （ A） Its difficult to obtain happiness. （ B） Happiness is a state of mind. （ C） Happiness is closely related to materials. （ D） People shouldnt always ask what happiness is. （ A） They hav

6、e no dreams. （ B） They dont feel being loved. （ C） They get used to what they have. （ D） They only cherish the material things. （ A） Gifts that are very expensive. （ B） Gifts that are beautiful. （ C） Gifts that are carefully chosen. （ D） Gifts that cant be easily broken. （ A） People should feel sorr

7、y for what they cant have. （ B） People will feel happy if they do better than what they expected. （ C） People ought to value what they havent got. （ D） People should always feel happy in their lifetime. （ A） Editor and writer. （ B） Editor and reader. （ C） Editor and publisher. （ D） Colleagues. （ A）

8、Astonished. （ B） Excited. （ C） Doubtful. （ D） Anxious. （ A） To talk about the payment. （ B） To celebrate the good news. （ C） To make an appointment. （ D） To discuss the publication date. （ A） An important person is coming into his office. （ B） He has to answer another phone call. （ C） He needs to le

9、ave the office soon. （ D） His secretary wants to talk with him. Section C （ A） Sipping a glass of wine before getting into bed. （ B） Drinking a cup of tea one hour before sleep. （ C） Exercising one or two hours before bedtime. （ D） Taking a hot shower half an hour before bedtime. （ A） Listen to some

10、 quiet music. （ B） Get out of bed till being sleepy again. （ C） Try to relax our mind. （ D） Read some interesting articles. （ A） Approaches to get a better nights sleep. （ B） The harm of lack of sleep. （ C） Effects of modern technology on sleep. （ D） Benefits of a good sleep. （ A） Her teacher found

11、that she had great skill. （ B） She didnt have trouble at school any more. （ C） She could follow all the rules from then on. （ D） She found she could express herself with painting. （ A） She deposited it in the bank. （ B） She gave it to the sick children. （ C） She contributed it to charitable organiza

12、tions. （ D） She gave it out to those who needed it. （ A） He completed his biggest charity project until now. （ B） He got a message from Obama and lawmakers. （ C） He asked for help for those homeless children in America. （ D） He managed to raise tens of thousands dollars. （ A） He enjoyed community se

13、rvice work ever since he was very little. （ B） He once walked around with his little red wagon giving water after a hurricane. （ C） He made a project called “From My House to the White House“. （ D） He drove a little red wagon when he collected money for homeless children. （ A） It doesnt work as expe

14、cted. （ B） It can do harm to children. （ C） It can find out serious injuries. （ D） It can provide detailed image of the brain. （ A） Many children suffer greatly from brain injury. （ B） Many children are threatened by lung cancer. （ C） Children suffer more from brain injury than from cancer. （ D） Chi

15、ldren have a high risk of developing cancer. （ A） When a child aged two has no broken bone in the skull. （ B） When a child aged ten lose consciousness. （ C） When a child aged one has no serious headache. （ D） When a child aged nine has normal mental activity. Section A 26 A new study suggests that t

16、he close interspecies bond that exists between humans and dogs may extend 27 000 or even 40 000 years back. Thats a【 C1】 _jump from 11 000 to 16 000 years ago, when dogs were【 C2】 _thought to have split from their wolf ancestors. Led by Harvard research fellow Pontus Skoglun, the authors of the stud

17、y【 C3】_DNA belonging to a 35 000-year-old Siberian wolf specimen. Their genomic analysis led them to【 C4】 _that the wolf was part of a population “that diverged from the common ancestor of present-day wolves and dogs very close in time to the【 C5】 _of the domestic dog lineage,“ according to an abstr

18、act. That means domesticated dogs may have been hanging out with humans during that same era, more than 20 000 years ago. The【 C6】 _for this finding was the discovery of the ancient bone, the abstract notes: The researchers made these【 C7】_based on a small piece of bone picked up during an expeditio

19、n to the Taimyr Peninsula in Siberia. Initially, they didnt realize the bone fragment came from a wolf at all; this was only【 C8】 _using a genetic test back in the laboratory. But wolves are common on the Taimyr Peninsula, and the bone could have easily【 C9】 _to a modern-day wolf. On a hunch, the re

20、searchers decided to radiocarbon date the bone anyway. It was only then that they realized what they had: a 35 000-year-old bone from an【 C10】 _Taimyr wolf. A)ancient F)discoveries K)inventions B)appearance G)dramatic L)preview C)belonged H)examined M)previously D)conclude I)impetus N)seldom E)deter

21、mined J)increasingly O)sudden 27 【 C1】 28 【 C2】 29 【 C3】 30 【 C4】 31 【 C5】 32 【 C6】 33 【 C7】 34 【 C8】 35 【 C9】 36 【 C10】 Section B 36 The Gulf Between College Students and Librarians A)Students rarely ask librarians for help, even when they need it. This is one of the sobering(令人警醒的 )truths the libr

22、arians have learned over the course of a two-year, five-campus ethnographic(人种学的 )study examining how students view and use their campus libraries. The idea of a librarian as an academic expert who is available to talk about assignments and hold their hands through the research process is, in fact,

23、foreign to most students. Those who even have the word “librarian“ in their vocabularies often think library staff are only good for pointing to different sections of the stacks. B)The ERIAL(Ethnographic Research in Illinois Academic Libraries)project contains a series of studies conducted at Illino

24、is Wesleyan, DePaul University, and Northeastern Illinois University, and the University of Illinoiss Chicago and Springfield campuses. Instead of relying on surveys, the libraries included two anthropologists(人类学家 ), along with their own staff members, to collect data using open-ended interviews an

25、d direct observation, among other methods. The goal was to generate data that, rather than being statistically significant yet shallow, would provide deep, subjective accounts of what students, librarians and professors think of the library and each other at those five institutions. C)The most alarm

26、ing finding in the ERIAL studies was perhaps the most predictable: when it comes to finding and evaluating sources in the Internet age, students are extremely Internet-dependent. Only 7 out of 30 students whom anthropologists observed at Illinois Wesleyan “conducted what a librarian might consider a

27、 reasonably well-executed search,“ wrote Duke and Andrew Asher, an anthropology professor at Bucknell University, who led the project. D)Throughout the interviews, students mentioned Google 115 times more than twice as many times as any other database. The prevalence of Google in student research is

28、 well-documented, but the Illinois researchers found something they did not expect: students were not very good at using Google. They were basically clueless about the logic underlying how the search engine organizes and displays its results. Consequently, the students did not know how to build a se

29、arch that would return good sources. “I think it really exploded this myth of the digital native,“ Asher said. “Just because youve grown up searching things in Google doesnt mean you know how to use Google as a good research tool. “ E)Even when students turned to more scholarly resources, it did not

30、 necessarily solve the problem. Many seemed confused about where in the constellation(云集 )of library databases they should turn to locate sources for their particular research topic: Half wound up misusing databases a librarian “would most likely never recommend for their topic.“ For example, “Stude

31、nts regularly used JSTOR, the second-most frequently mentioned database in student interviews, to try to find current research on a topic, not realizing that JSTOR does not provide access to the most recently published articles.“ Unsurprisingly, students using this method got either too many search

32、results or too few. Frequently, students would be so discouraged that they would change their research topic to something that requires a simple search. F)“Many students described experiences of anxiety and confusion when looking for resources an observation that seems to be widespread among student

33、s at the five institutions involved in this study,“ Duke and Asher wrote. There was just one problem, Duke and Asher noted: “Students showed an almost complete lack of interest in seeking assistance from librarians during the search process.“ Of all the students they observedmany of whom struggled t

34、o find good sources, to the point of despair not one asked a librarian for help. G)In a separate study of students at DePaul, Illinois-Chicago, and Northeastern Illinois, other ERIAL researchers deduced several possible reasons for this. The most basic was that students were just as unaware of the e

35、xtent of their own information illiteracy as everyone else. Some others overestimated their ability or knowledge. Another possible reason was that students seek help from sources they know and trust, and they do not know librarians. Many do not even know what the librarians are there for. Other stud

36、ents imagined librarians to have more research-oriented knowledge of the library but still thought of them as glorified ushers. H)However, the researchers did not place the blame solely on students. Librarians and professors are also partially to blame for the gulf that has opened between students a

37、nd the library employees who are supposed to help them, the ERIAL researchers say. Instead of librarians, whose relationship to any given student is typically ill-defined, students seeking help often turn to a more logical source: the person who gave them the assignment and who, ultimately, will be

38、grading their work. Because librarians hold little sway with students, they can do only so much to reshape students habits. They need professors help. Unfortunately, faculty may have low expectations for librarians, and consequently students may not be connected to librarians or see why working with

39、 librarians may be helpful. On the other hand, librarians tend to overestimate the research skills of some of their students, which can result in interactions that leave students feeling intimidated and alienated(疏远的 ). Some professors make similar assumptions, and fail to require that their student

40、s visit with a librarian before carrying on research projects. And both professors and librarians are liable to project an idealistic view of the research process onto students who often are not willing or able to fulfill it. I)By financial necessity, many of todays students have limited time to dev

41、ote to their research. Showing students the pool and then shoving them into the deep end is more likely to foster despair than self-reliance. Now more than ever, academic librarians should seek to “save time for the reader“. Before they can do that, of course, they will have to actually get students

42、 to ask for help. “That means understanding why students are not asking for help and knowing what kind of help they need,“ say the librarians. J)“This study has changed, profoundly, how I see my role at the university and my understanding of who our students are,“ says Lynda Duke, an academic librar

43、ian at Illinois Wesleyan. “Its been life-changing, truly.“ 37 None of the students observed in the ERIAL project asked a librarian for help when searching sources, even when they were in despair. 38 The librarians learned from a two-year, five-campus ethnographic study that students rarely turn to l

44、ibrarians for help. 39 The most important reason why students did not ask librarians for help was that they did not realize their own information illiteracy. 40 Open-ended interviews and direct observation were used in the ERIAL project to make a deep and subjective report. 41 Besides students, libr

45、arians and professors are also responsible for the gap between students and library employees. 42 Students rely heavily on the Internet to find sources. 43 Professors fail to connect students to librarians, because they have low expectations for librarians. 44 It surprised Illinois researchers that

46、students were not good at using Google. 45 Before librarians can realize the goal of “saving time for the reader“, they first should get students to ask for help. 46 Due to the absence of the newest articles, the frequently used database JSTOR does not necessarily help students solve their problems.

47、 Section C 46 As a volunteer, John Apollos is losing weight the old-fashioned way by eating less. Apollos has lowered his daily caloric intake 25% over the past eight months. The fat, not surprisingly, has melted away. But thats not the real reason Apollos and the other participants in the program a

48、re eating only three-quarters of what they used to. The researchers are trying to determine whether restricting food intake can slow the ageing process and extend our life span. “I feel better and lighter and healthier,“ says Apollos. “But if it could help you live longer, that would be pretty amazi

49、ng.“ The idea is counterintuitive: If we eat to live, how can starving ourselves add years to our lives? Yet decades of calorie-restriction studies involving organisms ranging from microscopic yeast to rats have shown just that. Last July a long-term study led by researchers at the University of Wisconsin, found that calorie restriction seemed to extend the lives of humanlike rhesus monkeys(恒河猴 )as well. The hungry primates fell victim to diabetes, heart and brain disease and cancer much less frequently than