1、大学英语四级分类模拟题 398 及答案解析(总分：100.00，做题时间：90 分钟)一、Reading Comprehensio(总题数：0，分数：0.00)二、Section A(总题数：1，分数：30.00)Do you drink soda drinks? How often do you drink it? When I was young, I was an avid (热衷的) drinker of Coca-Cola and other soft drinks. Actually, I was pretty much a coke 1 . I could never get p
2、ast a day without drinking Coca-Cola. It was 2 for me to have days when I would finish almost a whole 1.5 liter coke bottle every day. As I grew up, I became more 3 of the importance to be healthy. I started to relook into my diet, including my essential drink of coke and soda. Over time, I realized
3、 coke is actually quite 4 to our health. Coke and soft drinks contain caffeine, which is a psychoactive stimulant drug. It can affect the central nervous system and 5 brain function, resulting in temporary changes in perception, mood, consciousness and behaviorso much so that I 6 why it even became
4、such an ubiquitous (无所不在的) drink! In 7 for a healthier life, I made the decision to quit drinking coke at 18. I started to slowly 8 Coca-Cola and soda drinks. When I reached my early 20s, they were almost 9 out of my diet. In the rare occasions where I do drink it, I would find the taste excessively
5、 sweet, acidic and unpalatable (unpleasant to taste). When I look back, it was 10 for me to even fathom (理解) myself putting so much of this chemical junk into my body when I was younger. A. abandon I. essential B. absorb J. exchange C. accidentally K. hard D. addict L. harmful E. alter M. normal F.
6、completely N. pursuit G. conscious O. wonder H. destroy（分数：30.00）三、Section B(总题数：1，分数：40.00)Belief in the Value of a College DegreeA. A national survey of young adults aged 18 to 25 from the nonprofit, nonpartisan opinion research organization Public Agenda finds that the vast majority of today“s yo
7、ung adultsthe African American, Hispanic or Latino, Asian American or whitestrongly believe in the value of higher education. Most of the young adults surveyed in Life After High School: Young People Talk about Their Hopes and Prospects report that their parents inspired the goal of going to college
8、 and most had a teacher in high school who took a strong personal interest in them and encouraged them to go on to college. Young People Have Strong Belief in College Education B. Across racial and ethnic lines, young Americans see going to college as a positive thing to do. 74% young adults agree t
9、hat college helps prepare you for the real world. 77% of African Americans, 81% of Hispanics, 85% of Asian Americans and 81% of whites said that people respect you more when they know you“ve graduated from college. These findings counter the belief of some that large numbers of minority youth despis
10、e (鄙视) academic success. Only 7% of young African Americans and 3% of young Hispanics surveyed say that graduating from college is something their circle of friends looks down on. But the survey confirms what national data showsgoing to college is still not commonplace for most African Americans and
11、 Hispanics. The African Americans and Hispanics (8% each) surveyed were less likely to have earned a bachelor“s degree than their Asian American (25%) and white (16%) peers. Substantial numbers believe their high school teachers and classes should have done a lot more to prepare them for college-lev
12、el work (51% African American, 48% Hispanic, 44% Asian American and 39% white). But they also held themselves accountable for poor preparation. 69% of African Americans, 75% of Hispanics, 70% of Asian Americans and 65% of whites admit that they themselves could have paid a lot more attention and wor
13、ked harder in high school. Positive Views Encouraged the Kids to Go to College C. Parents seem to be prime movers for getting kids to go to college. About six in ten said that their parents strongly expected them to go to college. Majorities of all groups point to a parent as the one person who has
14、been the most important influence on their decisions on issues like work and college. In terms of inspiration, teachers, coaches and other adult mentors also come in for some high marks. About seven in ten said they had a high school teacher who took a personal interest in them and encouraged them t
15、o go to college. D. As for high school counselors, the young people across all demographic groups surveyed indicated that counseling resources were stretched thin, with 53% saying there were not enough counselors in their high school. About half (52%) said their school counselors usually made an eff
16、ort to get to know them, while 47% said they usually felt like just another face in the crowd. Different Views E. Almost nine in ten (89%) agreed that college is not for everyone and a solid majority (57%) agreed that earning money instead of sitting in a classroom can be an advantage. But Life Afte
17、r High School raises serious questions about the future of young adults with no college degree. Compared to those with either a two-or-four-year degree, this group is less happy with their work situation and less focused on planning a future. Just one in five of these less-educated young adults said
18、 they love their job, compared with 31% of those with degrees. Seven in ten with limited education said they are in their current job more by chance than by design, compared to 56% of young workers with degrees. Lack of parental encouragement seems to play a big role. By a 35-point margin, young wor
19、kers with less education are less likely than the more educated to say their parents strongly expected them to go to college (32% vs. 67%). By a 22-point margin they are less likely to point to a parent as their number one source of guidance (47% vs. 69%). F. Those without college degrees are more l
20、ikely to say they could have worked harder in school (78% of the less educated said this compared to 62% with degrees). While conventional wisdom may hold that those without college degrees didn“t have mentors in high school, majorities said they did, in fact, have a high school teacher or coach who
21、 took an interest and inspired them. Differences About Education Related to Men and Women G. This research suggests that young women have internalized the worth of post-secondary education more than young men have. Young men are more likely to say they didn“t attend or complete college because they
22、had enough of school (32% vs. 22% of young women), and were more likely to say they didn“t complete additional education because they preferred to work and make money (56% vs. 42%). In contrast, seven in ten (69%) young women who went to college said they really enjoy being in school, whereas a sign
23、ificantly smaller majority of young men (58%) who went to college said the same thing. Summary: Hopes, Inspiration and Trade-offs H. Perhaps the most heartening message from Life After High School is that the vast majority of today“s young adultsacross racial and ethnic linesbelieve that higher educ
24、ation is a way to earn both society“s respect and insure the career advancement and financial security. According to the young adults themselves, parents are the most important adults who inspire them to get a higher education. Pointedly, those young people who don“t continue on after high school ar
25、e much less likely to say their parents expected them to go to college or that their parents are their most important source of guidance. I. The findings indicate that African American and Hispanic young people are far more likely than their white peers to say they had to compromise on their choice
26、of college due to financial constraints. Finally, the report states few would deny that many individuals shape constructive, honorable and satisfying lives without higher education, and there is a useful debate about whether all young people need or will even tolerate more schooling after high schoo
27、l. Even so, it is worth asking how comfortable we are with the haphazard, let-the-chips-fall-where-they-may career path so many young people who aren“t in college seem to be pursuing.（分数：40.00）(1).78% of the less-educated admit that they did not study as hard as they should in school.（分数：4.00）(2).Th
28、e survey conducted by Public Agenda shows that parents and teachers are important in inspiring young adults to go to college.（分数：4.00）(3).Some African American and Hispanic young people had to compromise on their choice of college for economic reasons.（分数：4.00）(4).In fact, high school counselors do
29、not play a great role in inspiring students to get to college.（分数：4.00）(5).The national data shows it“s not general for most African Americans and Hispanics to go to college.（分数：4.00）(6).Only one in five of the less-educated young adults are satisfied with their current job.（分数：4.00）(7).Compared wit
30、h young men, young women who went to college are more likely to enjoy being in school.（分数：4.00）(8).The vast majority of people agreed that not everyone is suitable for college.（分数：4.00）(9).Many today“s young adults think that higher education can help them earn society“s respect and insure the caree
31、r advancement and financial security.（分数：4.00）(10).51% of African American young adults think that their high school didn“t prepare them well for college-level work.（分数：4.00）四、Section C(总题数：0，分数：0.00)五、Passage One(总题数：1，分数：15.00)Personality may play only a small part in leadership effectiveness but
32、there is no doubt that some leaders have a certain magic that leaves peers envious and followers entranced (使着迷). If you could bottle this leadership X-factorcharisma (魅力)the queue of interested executives would be a long one. But what qualities can these often highly successful leaders be said to p
33、ossess? “As individuals, charismatic leaders have highly developed communication skills, including the ability to convey emotions easily and naturally to others,“ says Ronald Riggio, professor of leadership and organizational psychology. “They are able to inspire and arouse the emotions of followers
34、 through their emotional expressiveness and verbal skills.“ “They connect with followers because they seem to truly understand others“ feelings and concerns.“ “And they are great role models because they have the ability to engage others socially and display appropriate role-playing skills that allo
35、w them to walk the talk,“ Professor Riggio says. “One quality we like in our leaders is that they should really represent us. We think someone is more charismatic, the more they represent our collective identity,“ Professor Van Knippenberg says. In this way, a charismatic leader is somehow a larger-
36、than-life version of ourselves. Academics say that charismatic leaders also manage to stand out from the crowd. They might do this by being unconventional or by taking a different approach to problem-solving, for example. “They are up for new things, and they are not stuck in the status quo (现状). Th
37、ey are open to out-of-the-box thinking, etc. An optimistic, energetic quality helps us to see leadership qualities in them and makes us open to their influence,“ he says. “A lot of charismatic leadership, and leadership in general, is very contextual. It“s really good in entrepreneurial firms. It“s
38、also good for turnarounds if the organization is in a bad state because it inspires,“ says Kai Peters, the chief executive of Ashridge Business School. But not every organization needs a charismatic leader. Leaders loaded with the X-factor can be narcissistic (自恋的), self-glorifying, exploitative and
39、 authoritarian (专制的). As Peters says, “Where it is a problem is where you have “look at me, I“m a star“.“（分数：15.00）(1).What do we learn from the first paragraph?（分数：3.00）A.Most executives don“t have charisma in leadership.B.The competition among charming executives is cruel.C.Many executives are lon
40、ging to own charisma.D.The success of leaders usually depends on charisma.(2).The charismatic leaders become great role models due to their _.（分数：3.00）A.proper role-playing skillsB.marvelous problem-solving abilityC.subtle emotional expressivenessD.unconventionality in the crowd(3).What kind of lead
41、ers does Professor Knippenberg think would be welcomed by us?（分数：3.00）A.The one who has a heroical image.B.The one who is a collective version of us.C.The one who can speak for us.D.The one who resembles us in characteristics.(4).What does Professor Knippenberg think makes us inclined to accept char
42、ismatic leaders“ impact?（分数：3.00）A.Their out-of-the-box thinking.B.Their optimistic and energetic quality.C.Our own creative thought.D.Their open mind.(5).What“s Peters“ attitude towards the contextual feature of charismatic leadership?（分数：3.00）A.Critical.B.Approved.C.Neutral.D.Suspicious.六、Passage
43、Two(总题数：1，分数：15.00)Facing mounting pressure to raise students“ scores on standardized tests, schools are provoking kids to work harder by offering them clear-cut incentives. With the help of businesses, schools are also giving away cars, iPods, coveted (梦寐以求的) seats to basketball games, andin a grow
44、ing number of casescold, hard cash. The appeal of such programs is obvious, but the consequences of tying grades to goods are still uncertain. It“s been a common tradition in middle-class families to reward top grades with cash as a way to teach that success in school leads to success in life. But f
45、or many disadvantaged minority children, the long-term benefits of getting an education are not so clear, according to experts. No one knows for sure how well cash and other big-ticket rewards work in education in the long run. But there are plenty of critics who say that “bribing“ kids could have n
46、egative effects. It“s worth experimenting with cash incentives but that tying them to perfect attendance or success on a test is not a worthwhile goal, says Virginia Shiller, a clinical psychologist. “I“d rather see rewards based on effort and responsibility - things that will lead to success in lif
47、e,“ she says. Even if rewards don“t lead to individual achievement on a test, they could have a meaningful effect in the school. Charles McVean, a businessman and philanthropist (慈善家), started a tutoring program which pays higher-achieving students 10 an hour to tutor struggling classmates and divid
48、es them into teams. During the course of the year, students bond and compete. The team posting the highest scores wins the top cash prize of 100. McVean calls the combination of peer tutoring, competition, and cash incentives a recipe for “nothing less than magic.“ For its part, the Seminole County
49、Public Schools system in Florida plans to continue its report card incentive program through the rest of the school year. The local McDonald“s restaurants help the cash-strapped district by paying the 1,600 cost of printing the report card. “There are many ways we try to spur students to do well, and sometimes it“s through the stomach, and sometimes it“s the probability of students winning a car. One size doesn“t fit all.“ says Regina Klaers, the district spokeswoman.（分数：15.00）(1).Why do schools offer students material rewards?（分数：3.00）A.To encourage students to manage money.B.
