1、专业英语四级模拟试卷 231及答案与解析 一、 PART I DICTATION (15 MIN) Directions: Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be read at normal speed, listen and try to understand the meaning. For the second and third readings, the passage
2、 will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be read at normal speed again and during this time you should check your work. You will then be given 2 minute SECTION A CONVERSATIONS Directions: In this section you will hear several conver
3、sations. Listen to the conversations carefully and then answer the questions that follow. 2 What is not true about the patient mentioned in the beginning? （ A） He came in for a routine physical checkup. （ B） He is going on vacation with his family. （ C） He feels in perfect health. （ D） He is only 36
4、 years old. 3 What is not mentioned when the doctor is describing what would happen if the patient were told about the truth of his conditions? （ A） They recover more slowly. （ B） They deteriorate faster. （ C） Perhaps they even commit suicide. （ D） They will hardly recover. 4 What does the woman mea
5、n when she talks about decisions about the end of life? （ A） Whether or not they should enter a hospital or have surgery. （ B） Where and with whom they should spend their remaining time. （ C） How they should bring their affairs to a close and take leave. （ D） All of the above. 5 How many Chinese Ame
6、ricans are there in the U.S. today? （ A） Less than 500,000. （ B） More than 500,000. （ C） Less than 5,000,000. （ D） More than 5,000,000. 6 Where is not the gathering place of Chinese Americans mentioned in the conversation? （ A） California. （ B） Washington. （ C） New York. （ D） Hawaii. 7 Which Chinato
7、wn might be the busiest and the most thriving one according to the conversation? （ A） San Francisco. （ B） Washington. （ C） Los Angles. （ D） Boston. 8 What is true about the English character? （ A） Receptive. （ B） Just. （ C） Impulsive. （ D） Trustful. 9 Where does Johnny come from? （ A） France. （ B） I
8、taly. （ C） Germany. （ D） Spain 10 Where is Mr. McCourts home? （ A） Liverpool. （ B） London. （ C） Manchester. （ D） New Castlee. 11 What did McCourt teach the girl? （ A） Reading. （ B） Writing. （ C） Speaking. （ D） Listening. SECTION B PASSAGES Directions: In this section, you will hear several passages.
9、 Listen to the passages carefully and then answer the questions that follow. 12 What is the authors main purpose in the passage? （ A） To prove that football is the worlds most important sport. （ B） To show that Argentina is better than others. （ C） To compare Scotland with Argentina. （ D） To explain
10、 the role of sport. 13 Why is Argentina world-famous according to the passage? （ A） Because of its large number of sports fans and supporters. （ B） Because of its successes in the football World Cup. （ C） Because of its obvious position on the map. （ D） Because of its excellence at most important sp
11、orts. 14 If a sportsman only thinks about winning, what will he be? （ A） He will fail to succeed. （ B） He will be successful. （ C） He will lose enjoyment. （ D） He will be irrational. 15 Car account for _ the greenhouse gases in the US. （ A） 50% （ B） 40% （ C） 25% （ D） 14% 16 Policymakers and industry
12、 have four options, not including _. （ A） reducing the emissions of vehicles （ B） reducing, the use of vehicles （ C） improving the price of the oil （ D） finding less polluting driving systems 17 According to the speaker, the only applicable and practical method is _. （ A） reducing the emissions of v
13、ehicles （ B） reducing the use of vehicles （ C） using electricity-powered vehicles （ D） limiting the production of vehicles 18 Why does the speaker think some students dont like history? （ A） History teachers dont care. （ B） Students are too lazy. （ C） The professors dont make it interesting. （ D） St
14、udents think history is not important. 19 What were Dr. Ninns lectures like? （ A） She was brief and to the point. （ B） She described things like a news reporter on the radio. （ C） She made the events sensible. （ D） She made history into a system. 20 How did John Adams make his living? （ A） He traine
15、d soldiers. （ B） He was a smith. （ C） He was a silversmith. （ D） He was a politician. 21 When were the first battles of the revolution fought? （ A） 1772. （ B） 1777. （ C） 1775. （ D） 1774. 22 What caused the disease? （ A） Bird. （ B） Mosquitoes. （ C） Encephalitis. （ D） Not clear. 23 Which one is not tr
16、ue? （ A） Thousands cases of this disease have been found in India. （ B） Most of the cases are found in northern province of Uttar Pradesh. （ C） More than 800 have died. （ D） Brent Burkholder is the leader of the Southeast Asia regional office of WHO. 24 Student demonstrators demanded _. （ A） the pre
17、sidents resignation （ B） early elections （ C） free elections （ D） severe punishment for corrupted officials 25 Belgrade police _. （ A） clashed with demonstrators of opposition parties （ B） stopped student demonstrators with cordons （ C） blocked demonstrators from approaching the president （ D） kept
18、all the demonstrators away from the Parliament 26 The search for a cheap alternative fuel has led American scientists to study the potential of _. （ A） sunlight （ B） pure hydrogen gas （ C） pond water （ D） small stream 27 Where is the researches based in? （ A） Arizona deliberate avoidance of an appro
19、priate cliche sometimes produces even worse writing.“ In other words, Smith may be passionate but hes also sensible. In a section about “free-for-all verbs,“ for example, he acknowledges that “There is no law against inventing ones own verbs“ before citing a few funny instances of what happens when
20、“Things get a little out of hand,“ i.e. “Were efforting to work this out“ or “She tried to guilt him into returning the money.“ In the end, though, being sensible about language is in essence trying to insist that words mean what they properly mean and are used accordingly. Thus, for example, Smith
21、insists that “dialogue“ and “discussion“ are not synonyms and should not be used interchangeably; that “complimentary“ does not mean “free“; that “experience“ does not mean “feel“; that “facilitate“ does not mean “ease“; that “generate“ does not mean “produce“; that “lifestyle“ does not mean “life“.
22、 Smith obviously has spent a lot of time making notes about the ways in which we min and abuse our language, with results that are impressive in their thoroughness and depressing in their going to far. Occasionally he overlooks the obviousamong euphemisms he mentions “customer care representative“ b
23、ut not “courtesy call,“ and among the previously mentioned palsy-walsy language he inexplicably overlooks “Your call is important to us“but then, as he says at the outset, he intended to write a short book and as a result had to leave out many misdeeds. The ones he includes more than do the job. 86
24、Which of the following best describes junk English? （ A） Overblown. （ B） Complicated. （ C） Vulgar. （ D） Unfashionable, outdated. 87 The item “humbug“ in the last sentence of Para. 2 can be replaced by _. （ A） tempt or temptation （ B） deception, or trickery （ C） nonsense or rubbish （ D） mannerism, pr
25、etense 88 What is meant by “he doesnt swing blindly“ (Line 4, Paragraph 3)? （ A） Ken Smith provides sufficient examples for his criticism. （ B） Ken Smith hits junk English in the right point. （ C） Ken Smith acknowledges some positive side to junk English. （ D） Ken Smith bravely defends jargon, clich
26、es, euphemism and exaggeration. 89 According to the text, what is a “free-for-all verb“? （ A） An irregular verb like “grow“ or “speak“. （ B） A verb that is converted from a noun at will. （ C） A verb that is formed by taking off an affix from a noun. （ D） A verb that does not comply with grammatical
27、rules. 90 What would the author do with Ken Smiths Junk English? （ A） He would highly recommend it. （ B） He would recommend it with strong reservation. （ C） He is indifferent to it. （ D） He would hold it up as trash. 90 American hopes that pressure from the US will force Japan to suddenly dismantle
28、its trade barriers are almost certain to evaporate in disappointment. The fact is that Washington faces an obstacle far more formidable than a few power brokers in Tokyos government offices. Its not in line with the centuries-old, deep-ingrained Japanese customs. To move the Japanese government, Was
29、hington government must move an entire nation. So far the US has had only limited success despite congressional threats to retaliate. In an April 9 nationwide broadcast, Prime Minister Yasuhiro Nakasone urged the Japanese to buy more imported goods and unveiled a long-awaited three-year plan to ease
30、 import restrictions. But this program was far short of what Washington hoped to see. White House Chief of Staff Donald Regan said the Japanese offered “few new or immediate measures.“ While the plan did promise fewer shackles on imports of telecommunications gear, medicine and medical equipment, it
31、 offered no relief for American forest productswhich are among the most contentious trade issues. Nakasone gives every sign of being secure in his desire to reduce a Japanese surplus in trade with the US that hit 36.8 billion dollars in 1984 and could soon top billion. Yet to rely on any Japanese po
32、litical leader, no matter how popular he is at home, to reverse trade policies is to underestimate the culture and traditions that weigh heavily against a breakthrough. Big business and dozens of anonymous bureaucrats have as much power as Japans top elected leaders. “The whole concept that we can t
33、urn this around right now is obviously ridiculous,“ says an American trader who has lived and worked here since 1952. “The vested interests are being shaken and slowly moved, but at a pace too slow for the eye to follow.“ That view is echoed by a US diplomat closely involved in the efforts to open t
34、he Japanese market to American goods, Washingtons main solution to the ballooning trade ambulance. “Japan is a relationship society rather than a transactional one,“ he says. “You cannot alter that kind of a system with a television speech or a few general proposals, no matter how well-intended they
35、 are.“ Beyond specific tariffs or other official barriers to imports, experts here say that the US faces these obstacles. Nearly total domination of the Japanese market by a few dozen giant conglomerates that strongly oppose even token competitionbe it from abroad or emerging domestic firms. An elit
36、e, thickly layered bureaucracy that historically has drafted laws and regulations as well as enforced them, and both of these powers would be threatened by trade reforms. A longtime relationship between business and government that critics say fosters collusion and hinders foreign entry into domesti
37、c markets. 91 Which of the following would be the best title for the text? （ A） Trade War between Japan and the US （ B） Its time to Remove Japanese Trade Barrier （ C） The US Desires to Reduce a Japanese Surplus in Trade （ D） Why Japan Wont Submit to US Trade Demands 92 The word “shackles“ in the las
38、t sentence of the first paragraph most probably means _. （ A） restrictions （ B） emphases （ C） considerations （ D） weights 93 It can be inferred from the text, the Japanese Prime Ministers plan to relieve import restrictions would _. （ A） offer no relief for all of the American products in the near f
39、uture （ B） probably fall far short of the US businessmans expectation （ C） allow American goods to enter the Japanese trade markets quickly （ D） succeed considerably in breaking down the Japanese trade barriers 94 According to the text, the main factor working against any immediate entry into Japane
40、se market is _. （ A） the rapid development of the Japanese economy （ B） tradition, culture, and a deeply rooted bureaucracy （ C） the Japanese determination to keep up its surplus （ D） the Japanese political intentions and their trade policies 95 Which of the following is NOT mentioned as one of the
41、trade obstacles in the text? （ A） Resistance from a large number of big enterprises against foreign competition. （ B） Hindrance of business and government to imported goods that threaten domestic markets. （ C） Finn support for import restrictions among Japanese workers, one of the powerful political
42、 forces. （ D） Historically formed bureaucracy which makes laws and regulations and enforces them. 95 Surprisingly enough, modern historians have rarely interested themselves in the history of the American South in the period before the South began to become self-consciously and distinctively “Southe
43、rn“the decades after 1815. Consequently, the cultural history of Britains North American Empire in the seventeenth and eighteenth centuries has been written almost as if the Southern colonies had never existed. The American culture that emerged during the Colonial and Revolutionary eras has been dep
44、icted as having been simply an extension of New England Puritan culture. However, Professor Davis has recently argued that the South stood apart from the rest of American society during the early period, following its own unique pattern of cultural development. The case for Southern distinctiveness
45、rests upon two related premises: first, that the cultural similarities among the five Southern colonies were far more impressive than the differences, and second, that what made those colonies alike also made them different from the other colonies. The first, for which Davis offers an enormous amoun
46、t of evidence, can be accepted without major reservations; the second is far more problematic. What makes the second premise problematic is the use of the Puritan colonies as a basis for comparison. Quite properly, Davis decries the excessive influence ascribed by historians to the Puritans in the f
47、ormation of American culture. Yet Davis inadvertently adds weight to such ascriptions by using the Puritans as the standard against which to assess the achievements and contributions of Southern colonials. Throughout, Davis focuses on the important, and undeniable, differences between the Southern a
48、nd Puritan colonies in motives for and patterns of early settlement, in attitudes toward nature and native Americans, and in the degree of receptivity to metropolitan cultural influences. However, recent scholarship has strongly suggested that those aspects of early New England culture that seem to
49、have been most distinctly Puritan, such as the strong religious orientation and the communal impulse, were not even typical of New England as a whole, but were largely confined to the two colonies of Massachusetts and Connecticut. Thus, what in contrast to the Puritan colonies appears to Davis to be peculiarly Southernacquisitiveness, a
