1、国家公共英语（五级）笔试模拟试卷 23及答案与解析 Part A Directions: You will hear a talk. As you listen, answer Questions 1-10 by circling TRUE or FALSE. You will hear the talk ONLY ONCE. You now have 1 minute to read Questions 1-10. 1 People who have a lot of stress are more likely to become sick. （ A） Right （ B） Wrong 2
2、 Our immune system in our bodies causes disease. （ A） Right （ B） Wrong 3 Our brain can probably affect our immune system. （ A） Right （ B） Wrong 4 Biologists found that there might be a connection between emotional factors, such as stress or depression, and illness. （ A） Right （ B） Wrong 5 All the in
3、fected cadets became ill. （ A） Right （ B） Wrong 6 The sick cadets were very good students. （ A） Right （ B） Wrong 7 Many student nurses carried the virus in their blood and nearly all of them developed cold sores. （ A） Right （ B） Wrong 8 Recently bereaved people are more likely to become ill or die t
4、han other people. （ A） Right （ B） Wrong 9 There is positive proof of a connection between the immune system and stress or depression. （ A） Right （ B） Wrong 10 Bereaved people often sleep less but eat more than normal, or may drink alcohol or take medicines. （ A） Right （ B） Wrong Part B Directions: Y
5、ou will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or D. You will hear the recording ONLY ONCE. 11 What is the speaker mainly discussing? （ A） Traditional European architecture. （ B） Techniques for building log cabins. （ C） The history of log structures. （ D）
6、 How to build a home yourself. 12 According to the speaker, what gives modern log homes their warm atmosphere? （ A） Their small size. （ B） Their rustic dirt floors. （ C） Their walls made up of rounded logs. （ D） Their sliding board windows. 13 According to the speaker, why were log cabins especially
7、 popular to settlers who moved west? （ A） They could easily build the log houses themselves. （ B） They could construct the houses from kits. （ C） They liked the cozy atmosphere of the log interior. （ D） They wanted homes that could be transported 14 Where is the man going to make a presentation? （ A
8、） At an automobile factory. （ B） At an electrical engineering class. （ C） At a meeting of a public speaking club. （ D） At a conference on industrial automation. 15 What is the origin of the traditional image of robots? （ A） Industrial specification. （ B） Computer development. （ C） Scientific drawing
9、s. （ D） Science fiction. 16 According to the woman, why are robots becoming more widely used? （ A） They are smarter than human worker. （ B） They are more productive than human workers. （ C） They are very durable. （ D） They are easy to design. 17 What memorandum did President William J. Clinton issue
10、? （ A） On enhancing learning and education through technology. （ B） On Federal programs. （ C） On new opportunities that technology provides. （ D） On financial support for life long learning. 18 What actually was being emphasized by the president? （ A） Tax credits. （ B） Students tuition. （ C） Lifelon
11、g learning for Americans. （ D） Success in Americas new economy. 19 In which year, about 40 percent of adults aged 17 and above participated in adult education program? （ A） 1995. （ B） 1996. （ C） 1994. （ D） 1992. 20 How many adults above 16 enrolled in adult education in 1996? （ A） Over 50 million. （
12、 B） Over 5 million. （ C） Over 44 million. （ D） Over 4 million. Part C Directions: You will hear a talk. As you listen, answer the questions or complete the notes in your test booklet for Questions 21-30 by writing NOT MORE THAN THREE words in the space provided on the right. You will hear the talk T
13、WICE. You now have 1 minute to read Questions 21-30. 21 According to the passage, what were parents usually expected to provide for their children? 22 What did parents of all classes usually demand from their children? 23 What would children be expected to hand over to their parents at the age of 13
14、 or 14? 24 What qualities did parents encourage their children to have? 25 What could parents benefit from Sunday school especially on Sunday afternoons? 26 How was the relationship between a parent and a sick child? 27 What could parents do to a child who was very impatient? 28 What do parents who
15、are thought to be reserved and unapproachable refuse to do to their children? 29 What did many children remember being given by their parents only once? 30 What did Mrs. Hailsells father use to hit her when she came home late one evening? 一、 Section II Use of English (15 minutes) Directions: Read th
16、e following text and fill each of the numbered spaces with ONE suitable word. Write your answers on ANSWER SHEET 1. 31 If youve been on campus for very long, Im certain that youve already heard about this course. You may know that last semester about fifty (31) of the students enrolled in my course
17、failed it. Let me explain how this came (32) before you jump to any (33). In the first (34), since this is a composition class, I expect my students to follow certain rules (35) formality. Unfortunately, students today dislike having to follow rules of any kind, especially those which they may feel
18、to be unnecessary. For (36), I ask that each of your papers (37) typed and centered on the paper correctly. I count off points for various kinds of mistakes. A misspelled word will cost you 5 points. Youve lost 25 points if youve (38) five words. If you write (39) incomplete sentence, youve lost 10
19、points. If you give me two complete sentences as one without adequate punctuation, youve lost 15 points. I do not accept late (40). You will receive a zero for any theme which you fail to submit on (41) I expect, you to read each assignment. To make certain that you have read the assignment, I (42)
20、give you a short unannounced quiz from time to (43). This class meets on Mondays, Wednesdays, and Fridays. You will have a total of six major tests throughout the (44). Your final grade will be based (45) an average of these major tests, the pop tests, (46) eight written themes. If you have any ques
21、tions at any time, you can see me on Tuesday. My office is (47) the second floor of this building. Your (48) for Wednesday is to read Hemingways short story on page 55. Friday will be the last class day of this week, so you can expect to write a short in class theme for me then. Thats (49) for today
22、. Ill (50) you on Wednesday. Part A Directions: Read the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. 51 Car makers have long used sex to sell their products. Recently, however, both BMW and Renault have based their late
23、st European marketing campaigns around the icon of modern biology. BMWs campaign, which launches its new 3-series sports saloon in Britain and Ireland, shows the new creation and four of its earlier versions zigzagging around a landscape made up of giant DNA sequences, with a brief explanation that
24、DNA is the molecule responsible for the inheritance of such features as strength, power and intelligence. The Renault offering, which promotes its existing Laguna model, employs evolutionary theory even more explicitly. The companys television commercials intersperse clips of the car with scenes fro
25、m a lecture by Steve Jones, a professor of genetics at University College London. BMWs campaign is intended to convey the idea of development allied to heritage. The latest product, in other words, should be viewed as the new and improved scion of a long line of good cars. Renaults message is more s
26、ubtle. It is that evolution works by gradual improvements rather than sudden leaps (in this, Renault is aligning itself with biological orthodoxy). So, although the new car in the advertisement may look like the old one, the external form conceals a number of significant changes to the engine. While
27、 these alterations are almost invisible to the average driver, Renault hopes they will improve the cars performance, and ultimately its survival in the marketplace. Whether they actually do so will depend, in part, on whether marketers have read the public mood correctly. For, even if genetics reall
28、y does offer a useful metaphor for automobiles, employing it in advertising is not without its dangers. That is because DNAs public image is ambiguous. In one context, people may see it as the cornerstone of modern medical progress. In another, it will bring to mind such controversial issues as abor
29、tion, genetically modified foodstuffs, and the sinister subject of eugenics. Car makers are probably standing on safer ground than biologists. But even they can make mistakes. Though it would not be obvious to the casual observer, some of the DNA which features in BMWs ads for its nice, new car once
30、 belonged to a woolly mammoth a beast that has been extinct for 10,000 years. Not, presumably, quite the message that the marketing department was trying to convey. 51 The campaign staged by both BMW and Renault are to promote （ A） cars produced with brand-new technologies. （ B） cars modeled on DNA
31、technology. （ C） cars which are improvements on the old ones. （ D） cars which have been face-lifted but otherwise remain little changed. 52 The difference between BMWs campaign and Renaults campaign is that （ A） BMWs campaign employs the metaphor of DNA while Renaults doesnt. （ B） BMWs campaign emph
32、asizes technological revolution while Renaults emphasizes technological evolution. （ C） BMWs campaign conveys improvement more explicitly than Renaults. （ D） BMWs campaign is a lot more expensive than Renaults. 53 It can be inferred that biological orthodoxy favors （ A） no change. （ B） gradual chang
33、e. （ C） great change. （ D） destruction. 54 According to the author, the success of the campaigns may depend on （ A） public perceptions of DNA. （ B） the explicitness with which DNA is incorporated into the campaigns. （ C） advances in genetic research. （ D） the affordability on the part of customers.
34、55 BMWs campaign has mistakenly conveyed the idea of （ A） revolution. （ B） extinction. （ C） poverty. （ D） stagnation. 56 It is interesting to reflect for a moment upon the differences in the areas of moral feeling and standards in the peoples of Japan and the United States. Americans divide these ar
35、eas somewhat rigidly into spirit and flesh, the two being in opposition in the tire of a human being. Ideally spirit should prevail but all too often it is the flesh that does prevail. The Japanese make no such division, at least between one as good and the other as evil. They believe that a person
36、has two souls, each necessary. One is the “gentle“ soul, the other is the “rough“ soul. Sometimes the person uses his gentle soul. Sometimes he must use his rough soul. He does not favor his gentle soul, neither does he fight his rough soul. Human nature in itself is good, Japanese philosophers insi
37、st, and a human being does not need to fight any part of himself. He has only to learn how to use each soul properly at the appropriate times. Virtue for the Japanese consists in fulfilling ones obligations to others. Happy endings, either in life or in fiction, are neither necessary nor expected, s
38、ince the fulfillment of duty provides the satisfying end, whatever the tragedy it inflicts. And duty includes a persons obligations to those who have conferred benefits upon him and to himself as an individual of honor. He develops through this double sense of duty a self discipline which is at once
39、 permissive and rigid, depending upon the area in which it is functioning. The process of acquiring this self-discipline begins in childhood. Indeed, one may say it begins at birth. Early is the Japanese child given his own identity! If I were to define in a word the attitude of the Japanese toward
40、their children I would put it in one succinct word “respect“. Love? Yes, abundance of love, warmly expressed from the moment he is put to his mothers breast. For mother and child this nursing of her child is important psychologically. Rewards are frequent, a bit of candy bestowed at the right moment
41、, an inexpensive toy. As the time comes to enter school, however, discipline becomes firmer. To bring shame to the family is the greatest shame for the child. What is the secret of the Japanese teaching of self-discipline? It lies, I think, in the fact that the aim or all teaching is the establishme
42、nt of habit. Rules are repeated over, and continually practiced until obedience becomes instinctive. This repetition is enhanced by the expectation of the eiders. They expect a child to obey and to learn through obedience. The demand is gentle at first and tempered to the childs tender age. It is no
43、 less gentle as time goes on, but certainly it is increasingly inexorable. Now, far away from that warm Japanese home, I reflect upon what 1 learned there. What, I wonder, will take the place of the web of love and discipline which for so many centuries has surrounded the life and thinking of the pe
44、ople of Japan? 56 The authors purpose in the passage is to_. （ A） discuss the virtue of the Japanese people （ B） compare the two souls of people （ C） describe the process of acquiring self-discipline （ D） reflect the moral feeling and standards of the Japanese people 57 According to the passage, peo
45、ple in Japan believe that a child is born_. （ A） with two souls which are fighting with each other （ B） basically good （ C） evil （ D） sinful 58 Based on the information in the passage, what does the Japanese emphasize in the teaching of self-discipline? （ A） Ones duty. （ B） Ones honour. （ C） Ones pe
46、rmission. （ D） The two souls. 59 The author mentioned all of the following EXCEPT_. （ A） the Japanese attitude toward their children （ B） the virtue of the Japanese people （ C） the purpose of the teaching of self-discipline （ D） the obligation of the American people 60 Which of the following about t
47、he Japanese aim of existence can be inferred from the passage? （ A） To live a happy life. （ B） To have a satisfactory job. （ C） To get promoted in work. （ D） To fulfill ones duty. 61 Human relations have commanded peoples attention from early times. The ways of people have been recorded in innumerab
48、le myths, folk, tales, novels, poems, plays, and popular or philosophical essays. Although the full significance of a human relationship may not be directly evident, the complexity of feelings and actions that can be understood at a glance is surprisingly great. For this reason psychology holds a un
49、ique position among the sciences. “Intuitive“ knowledge may be remarkably penetrating and can significantly help us understand human behavior, whereas in the physical sciences such commonsense knowledge is relatively primitive. If we erased all knowledge of scientific physics from our modern world, not only would we not have cars and television sets, we might even find that the ordinary person was unable to cope with the fundamental mechanical problems of pulleys and levers. On the other hand, if we removed all knowledge of sc
