1、国家公共英语（四级）笔试历年真题试卷汇编 7及答案与解析 PART A Directions: For Questions 1-5, you will hear a conversation. While you listen, fill out the table with the information you have heard. Some of the information has been given to you in the table. Write only 1 word in each numbered box. You will hear the recording t
2、wice. You now have 25 seconds to read the table below. 1 PART B Directions: For Questions 6-10, you will hear a passage. Use not more than 3 words for each answer. You will hear the recording twice. You now have 25 seconds to read the sentences and the questions below. 6 PART C Directions: You will
3、hear three dialogues or monologues. Before listening to each one, you will have 5 seconds to read each of the questions which accompany it. While listening, answer each question by choosing A, B, C or D. After listening, you will have 10 seconds to check your answer to each question. You will hear e
4、ach piece ONLY ONCE. 11 What are the two seasonings used by most Americans? （ A） Salt and chili. （ B） Oregano and ketchup. （ C） Pepper and ketchup. （ D） Garlic and salt. 12 What do experts say about American diet? （ A） Americans eat too many vegetables. （ B） Americans should eat more beef. （ C） Fatt
5、y beef is good for us. （ D） Americans eat too much beef. 13 In what way is American food different from food of other countries? （ A） American food is dull and tasteless. （ B） American food has few spices beside salt, pepper and ketchup. （ C） Americans have different kinds of food served at meals. （
6、 D） Americans prefer well-seasoned beef. 14 What does the speaker warn the students against doing? （ A） Stealing another person s ideas. （ B） Handing in assignments late. （ C） Sharing notes with someone else. （ D） Gathering non-relevant materials. 15 According to the speaker, how should most of the
7、notes be taken? （ A） In shorthand. （ B） In short phrases. （ C） In the student s own words. （ D） In direct quotation. 16 How does the speaker say the direct quotation should be used? （ A） It should be enclosed in quotation marks. （ B） It should be assimilated thoroughly. （ C） It should be authorized
8、by the source. （ D） It should be paraphrased by the author. 17 What is the woman s tone of voice when she first sees the man? （ A） Relieved. （ B） Sarcastic. （ C） Sad. （ D） Apologetic. 18 What are the students doing when the man arrives in the class? （ A） Having a class discussion. （ B） Giving presen
9、tations. （ C） Drawing graphs. 19 What classes are the man and the woman probably taking? （ A） Fashion design. （ B） Chemistry. （ C） Business. （ D） Art appreciation. 20 How much time do the man and the woman have before they address the class? （ A） Less than ten minutes. （ B） About twenty minutes. （ C
10、） Over an hour. （ D） Forty-five minutes. 一、 Section II Use of English (15 minutes) Directions: Read the following text. Choose the best word for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. 20 In addition to the established energy sources such as gas, coal, oil and nuclear, there are
11、 a number of other sources that we ought to consider. Two of these are hydroelectric and tidal power. These two sources are【 C1】 _in that they are both renewable.【 C2】 _, hydropower is more widely used than tidal. In【 C3】 _, a substantial amount of electricity is already produced in HEP (hydroelectr
12、ic power)stations worldwide,【 C4】_tidal stations are still in the very early【 C5】 _of development. As far as geographical【 C6】 _is concerned, HEP projects are to be found on lakes and rivers, while tidal【 C7】 _are constructed only at river mouths where tidal【 C8】 _is great. Unfortunately these are【
13、C9】 _in number. At present HEP stations are found mainly in Norway, Canada, Sweden and Brazil, whereas tidal plants are in【 C10】 _in France, Russia and China. As regards capital【 C11】 _, both require very high investment. On the other hand, generating【 C12】 _are quite low in both cases. In fact, a l
14、arge scale HEP plant is capable of producing power more【 C13】 _than conventional sources, such as coal, oil and nuclear plants. Tidal power also compares【 C14】 _with nuclear and oil generated electricity,【 C15】 _the amount of money on production.【 C16】 _HEP stations, tidal constructions have a long
15、life【 C17】 _. It is estimated that they can operate for over 100 years. With respect to【 C18】 _of supply, tidal stations【 C19】 _from HEP ones in that they often can only supply power【 C20】 _. HEP stations, however, provide a constant supply of electricity. 21 【 C1】 （ A） compatible （ B） parallel （ C）
16、 similar （ D） identical 22 【 C2】 （ A） Furthermore （ B） However （ C） Hence （ D） Otherwise 23 【 C3】 （ A） addition （ B） brief （ C） general （ D） fact 24 【 C4】 （ A） provided （ B） since （ C） whereas （ D） though 25 【 C5】 （ A） stages （ B） periods （ C） years （ D） sessions 26 【 C6】 （ A） location （ B） position
17、 （ C） situation （ D） condition 27 【 C7】 （ A） patterns （ B） designs （ C） plans （ D） schemes 28 【 C8】 （ A） variation （ B） balance （ C） frequency （ D） stability 29 【 C9】 （ A） small （ B） few （ C） rare （ D） scarce 30 【 C10】 （ A） operation （ B） production （ C） procession （ D） action 31 【 C11】 （ A） spendin
18、g （ B） planning （ C） financing （ D） saving 32 【 C12】 （ A） expenditures （ B） benefits （ C） costs （ D） profits 33 【 C13】 （ A） expensively （ B） consistently （ C） periodically （ D） cheaply 34 【 C14】 （ A） conveniently （ B） beneficially （ C） advantageously （ D） favorably 35 【 C15】 （ A） on account of （ B）
19、in terms of （ C） regardless of （ D） in spite of 36 【 C16】 （ A） Like （ B） Except （ C） Regarding （ D） With 37 【 C17】 （ A） application （ B） endurance （ C） expectancy （ D） extension 38 【 C18】 （ A） concentration （ B） continuity （ C） conformity （ D） conductivity 39 【 C19】 （ A） develop （ B） differ （ C） dep
20、art （ D） derive 40 【 C20】 （ A） interchangeably （ B） immediately （ C） intermittently （ D） intensively Part A 40 Jill Ker Conway, president of Smith, echoes the prevailing view of contemporary technology when she says that “ anyone in todays world who doesnt understand data processing is not educated
21、“ But she insists that the increasing emphasis on these matters leave certain gaps. Says she: “ The very strongly utilitarian emphasis in education, which is an effect of man-made satellites and the cold war, has really removed from this culture something that was very profound in its 18th and 19th
22、century roots, which was a sense that literacy and learning were ends in themselves for a democratic republic. “ In contrast to Platos claim for the social value of education, a quite different idea of intellectual purposes was advocated by the Renaissance humanists. Overjoyed with their rediscovery
23、 of the classical learning that was thought to have disappeared during the Dark Ages, they argued that the imparting of knowledge needs no justification religious, social, economic, or political. Its purpose, to the extent that it has one, is to pass on from generation to generation the corpus of kn
24、owledge that constitutes civilization. “ What could man acquire, by virtuous striving, that is more valuable than knowledge?“asked Erasmus, perhaps the greatest scholar of the early 16th century. That idea has acquired a tradition of its own. “The educational process has no end beyond itself, “ said
25、 John Dewey. “It is its own end. “ But what exactly is the corpus of knowledge to be passed on? In simpler times, it was all included in the medieval universities Quadrivium (arithmetic, geometry, astronomy, music)and Trivium(grammar, rhetoric, logic). As recently as the last century, when less than
26、 5% of Americans went to college at all, students in New England establishments were compelled mainly to memorize and recite various Latin texts, and crusty professors angrily opposed the introduction of any new scientific discoveries or modern European languages. “They felt, “said regretfully Charl
27、es Francis Adams, Jr. , the Union Pacific Railroad president who devoted his later years to writing history, “that a classical education was the important distinction between a man who had been to college and a man who had not been to college, and that anything that diminished the importance of this
28、 distinction was essentially revolutionary and tended to anarchy. “ 41 The first paragraph shows that Jill Ker Conway accepts utilitarian emphasis in education 42 Education for educations sake was probably opposed by 43 The idea that education transmits knowledge is dated back to 44 It can be inferr
29、ed that Charles Francis Adams, Jr. 45 According to the third paragraph, which of the following is true? Part B Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1. 45 Inflation has just exploded. The real prob
30、lem is that we have an underlying rate of inflation an impetus of wages chasing prices of maybe 9 percent that is heading towards 10 percent. There also have been tremendous shocks in energy, food and housing prices, making it worse. By the end of the year, we will be in a situation where year in, y
31、ear out, we can look forward to at least 10 percent inflation. And the question will be: How much worse will oil, food and housing prices make that? The situation has degenerated to the point that the only way to turn it around is to think of some very extreme changes in policy. A policy of graduali
32、sm, where youre talking about a mild recession and another 1 to 2 million people unemployed, wont make much difference. Postponing action just means that inflation presses further and is even more difficult to deal with. You have to start with revenue and monetary restraint. All the burden now is on
33、 monetary policy. We should shift to a much more restrictive revenue policy and an easier monetary policy. To be significant, the 1981 budget should be cut by at least 20 billion dollars from 616 billion President Carter proposed. Thats a major cut in government programs and very hard to do. Its imp
34、ossible if you save defense and all the programs indexed for changes in the cost of living. So it means cuts across the board in every area including the indexed programs, such as Social Security and food stamps. State and local-government revenue-sharing programs are another major candidate. Youve
35、also got to reopen the 1980 budget and cut that. Then I would favor wage and price controls to break the impetus of the wage-price interaction. In order to get quick results, Id set the standard around 5 or 6 percent for both wages and prices. Basically, youre aiming to cut the rate of inflation in
36、half the first year. There would be no exceptions, but you would focus on large corporations and major labor settlements. For the special sectors where the big shocks have occurred, controls wont work. Instead, you need additional policies in each one of those areas. There are no cheap or easy solut
37、ions to the inflation problem. My answer is to take all the things that everybody wants to do, and instead of choosing among them, do all of them. Weve got to think in terms of a comprehensive program. 46 In the authors opinion, the high inflation rate in the US was accompanied by （ A） energy crises
38、. （ B） mounting wages. （ C） housing shortage. （ D） shrinking market. 47 The only way to reverse the worsening situation seems to be （ A） a policy of gradualism. （ B） sacrifice of public interests. （ C） radical changes of policy. （ D） postponing of drastic actions. 48 We can learn from the fourth par
39、agraph that （ A） a substantial cut in annual revenue is called for. （ B） defense and social welfare programs should undergo cuts. （ C） we should leave intact programs for bettering peoples living. （ D） we should exercise less control over monetary policy. 49 The phrase“special sectors“ (line 1, para
40、graph 7)most probably refers to （ A） energy, food and housing. （ B） indexed programs. （ C） social security and food stamps. （ D） large corporations and labor settlements. 50 What is the text mainly about? （ A） The defect of US monetary system. （ B） The causes of ever-worsening inflation in the US. （
41、 C） Prospects for the US economic situation. （ D） A comprehensive settlement of inflation in the US. 50 For centuries the most valuable of African resources for Europeans were the slaves, but these could be obtained at coastal ports, without any need for going deep inland. Slavery had been an establ
42、ished institution in Africa. Prisoners of war had been enslaved, as were also debtors and individuals guilty of serious crimes. But these slaves usually were treated as part of the family. They had clearly defined rights, and their slave status was not necessarily inherited. Therefore it is commonly
43、 argued that Africas traditional slavery was mild compared to the trans-Atlantic slave trade organized by the Europeans. This argument, however, can be carried too far. In the most recent study of this subject, some scholars warned against the illusion that“ cruel and dehumanizing enslavement was a
44、monopoly of the West. Slavery in its extreme forms, including the taking of life, was common to both Africa and the West. The fact that African slavery had different origins and consequences should not lead us to deny what it was the exploitation and control of human beings. “ Neither can it be deni
45、ed that the wholesale shipment of Africans to the slave plantations of the Americas was made possible by the participation of African chiefs who rounded up their fellow Africans and sold them as a handsome profit to European ship captains waiting along the coasts. Granting all this, the fact remains
46、 that the trans-Atlantic slave trade conducted by the Europeans was entirely different in quantity and quality from the traditional type of slavery that had existed within Africa. From the beginning the European variety was primarily an economic institution rather than social, as it had been in Afri
47、ca. Western slave traders and slave owners were acted on by purely economic considerations, and were quite ready to work their slaves to death if it was more profitable to do so than to treat them more mercifully. This inhumanity was reinforced by racism when the Europeans became involved in the Afr
48、ican slave trade on a large scale. Perhaps as a subconscious rationalization they gradually came to look down on Negroes as inherently inferior, and therefore destined to serve their white masters. Rationalization also may have been involved in the Europeans use of religion to justify the traffic in
49、 human beings. It was argued, for instance, that enslavement assured the conversion of the African evil-believing religions to the true faith as well as to civilization. 51 In the first paragraph, the author argues that （ A） the Europeans were innocent in the trade of African slaves. （ B） slavery in Africa and in the West was the same in nature. （ C） the view in the most recent studies of enslavement is baseless. （ D） slaves had been treated even more cruelly
