1、大学英语四级（2013 年 12月考试改革适用）-试卷 184及答案解析(总分：118.00，做题时间：90 分钟)一、Writing(总题数：2，分数：4.00)1.Part I Writing（分数：2.00）_2.For this part, you are allowed 30 minutes to write an essay commenting on the statement “We can learn more from people at a higher level than us (like teachers) than from people who are at t
2、he same level as us.“ Do you agree or disagree? You can cite examples to illustrate your viewpoint. You should write at least 120 words but no more than 180 words.（分数：2.00）_二、Listening Comprehens(总题数：12，分数：50.00)3.Part II Listening Comprehension_4.Section A_A.Happy life the seniors enjoy nowadays.B.
3、Problems of the aging population.C.A survey about economic growth.D.The rapid pace of retirements now.A.5.B.6.C.20.D.34.A.Fewer meat products will go to developed countries.B.Both environment and public health will be threatened.C.Peoples income will decrease in developing countries.D.The pace of ur
4、banization will slow down a bit.A.Consumer class rises in developing countries.B.Four-footed livestock are easier to raise.C.Farm animals often provide nutrients.D.People are fond of milk, cheese and meat.A.They had an exact man-like appearance.B.They were more intelligent than humans.C.They could f
5、inish most housework for us.D.They could do many things like people.A.Its arms and hands have great strength.B.It can learn complicated operations by itself.C.It can play soccer with elementary students.D.It can teach students knowledge of robotics.A.They train children to learn integrated subjects.
6、B.They improve students learning interest and efficiency.C.They can be used as suitable learning tools for children.D.They can free children from their daily homework.5.Section B_A.Supportive.B.Opposed.C.Pessimistic.D.Neutral.A.It has no difference from other cells.B.It can only become a certain typ
7、e of cell.C.It cant become a kidney cell.D.It maintains and repairs the body.A.They can develop into human organ.B.They are able to cure cancer.C.They help to recreate stem cells.D.They are able to create new DNA.A.They dont know about the benefits of the research.B.The research goes against their r
8、eligious beliefs.C.The research costs too much money.D.They insist that the research is against nature.A.It uses new technology.B.It is installed with a robot.C.It is as clever as human.D.It can talk with people.A.He does the work of making maps.B.He is reliable on giving directions.C.He is a Geogra
9、phic specialist.D.He knows more than a computerized map.A.They will tell drivers the accident on the road ahead.B.They will remind drivers if there is only a little oil left.C.They will help drivers sheer off in the opposite direction.D.They will give an alarm if drivers get too close to other cars.
10、A.He couldnt find the way.B.His car ran out of oil.C.He came at rush hour.D.His watch was slow.6.Section C_A.Resolve tough social and economic problems.B.Raise the major international challenges.C.Collect different world views together.D.Encourage people to seek happiness.A.It will help to look at t
11、he role of governments in culture.B.It will create a new platform to protect environment.C.It will help society to develop and grow.D.It will solve the pressing economic, social and environmental issues.A.Think about how to connect people around the world.B.To attract large number of international t
12、alent together.C.Discuss how cultural policy can be enriched.D.To share ideas of tackling cultural problems.A.It is organized by Scotlands government.B.It strengthens friendships among nations.C.It may be the greatest cultural festival.D.It is a unique gathering in the world.A.How to paint something
13、.B.Who the painter Grand Wood was.C.Why a painting is popular.D.Simple farmers living in America.A.Because the design was too strong.B.Because the painting looked like a photograph.C.Because the painting was too simple.D.Because the painting seemed to laugh at farmers.A.The painting was making fun o
14、f people.B.The painting was a symbol of the US.C.The painting expressed an understanding of people.D.The painting showed the strength of American farmers.A.All languages have equal values.B.Some languages need more efforts to learn.C.Some languages are certainly more important.D.English is the most
15、important language worldwide.A.They predominate the English world.B.They are unable to adapt to the competitive world.C.They invest more time in learning a foreign language.D.They may face a depressing economic future.A.To do business effectively.B.To meet others requirement.C.To improve linguistic
16、skills.D.To promote proficiency in English.三、Reading Comprehensio(总题数：8，分数：60.00)7.Part III Reading Comprehension_8.Section A_If youre in charge of Christmas dinner, with all its interconnected tasks and challenges of timing when to preheat the oven, whether to put the potatoes in before the eggswhy
17、 not write down every 1that needs doing, in order, then do them, checking them off as you go? That can be very helpful. The Checklist Manifesto, written by the journalist and doctor Atul Gawande, shows the importance of checklist when hospital doctors are 2to tick off items on checklists as they car
18、ry out routine but critical procedures. In one trial, the rate of infections from intravenous (静脉内的) drips fell from 11% of all patients to zero 3because staff were compelled to work through a checklist of no-brainer items, such as 4their hands. A more recent study, which included UK hospitals, sugg
19、ested that wider use of checklists might 540% of deaths during treatment. Unlike in medicine, the 6uses of checklists in everyday lifea list for holiday packing, for instance, arent usually matters of life and death. The idea of making a checklist is so stupidly obvious that it seems impossible it c
20、ould have so 7an effect. But the truth is that all life, not just medicine, is 8complex: if highly trained intensive-care specialists can forget a 9step, its sure that anyone might. Besides, the step-by-step structure of checklists can narrow your 10to the next action. All you have to remember is to
21、 “do the next right thing“. Then the next, and the next.A) action E) increasingly I) request M) subjectB) crucial F) normally J) required N) vastC) focus G) potential K) shaking O) washingD) gradual H) prevent L) simply（分数：20.00）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_1
22、0.Section B_Music in higher education: what is it worth?A Music 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 cycl
23、e, following significant increases in applications for medical-related 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 marginal
24、ized (边缘化), with their subject excluded from the Ebacc (英国文凭考试) and 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
25、 open to you“).C The value of studying music in higher education 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
26、 the arts industry. All participants in the roundtable agreed that 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 valueD Contributing under the Chatham House rule, which allow
27、s comments to be reported freely, panel members began by disagreeing 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
28、, but afterwards,“ said one contributor.E One speaker argued that 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 critica
29、l mass coming from all over the world that wants to be part of our 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, w
30、ho cited the increasing numbers of foreign students studying music 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 go
31、vernment to promote musical participation in 2011-12 and, more recently, 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
32、the back of a British mess of fees, poor fund and a scratchy targeted 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 collaborati
33、on, analysis, work ethic, sympathy, innovation and performing 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
34、a music graduate,“ noted one commentator. “We need to break up 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 gro
35、wing frustration among the panel concerning both the role of 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 contr
36、ibutor. “The value of HE music itself has been clouded by the 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
37、 people, but we keep saying society does not understand,“ added another. “Why? Either because we cant assert our own value, or because we refuse to engage with society.“Education accessJ Despite general consensus as to the inherent cultural-economic value of musical study, there was considerable dis
38、content around the table about its accessibility. One speaker 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
39、(专项的) money for music hubs (活动中心) beyond 2015, pointing out 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.
40、K In this context, the facilitating subjects of Russell Group 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
41、 league tables. This, two speakers agreed, was directing first 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 los
42、s of students from postgraduate study in the next five years 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 ca
43、n pull people into music through linking the ideas, science, 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.“（分数：20.00）(1).Panel members in the discussion had different opinions about the rela
44、tionship between music education and cultural value.（分数：2.00）填空项 1:_(2).Compared with their European and American peers, UK institutions lack enough political and financial support.（分数：2.00）填空项 1:_(3).Last year, the number of students who study music A-level decreased.（分数：2.00）填空项 1:_(4).Russell Gro
45、ups facilitating subjects received severe criticism as they are driving students away from music study in higher education.（分数：2.00）填空项 1:_(5).The value of music study in higher education shouldnt be justified from a non-musical point of view.（分数：2.00）填空项 1:_(6).More and more foreign students come t
46、o UK universities to study music.（分数：2.00）填空项 1:_(7).The absence of music subject from Ebacc and Stem grouping gives some music educators a sense of marginalization.（分数：2.00）填空项 1:_(8).Its warned that the postgraduate students who study music might decrease in the next five years.（分数：2.00）填空项 1:_(9).Collaboration and innovation are among the s
