1、国家公共英语（四级）笔试模拟试卷 238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 twi
2、ce. You now have 25 seconds to read the table below. 0 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 he
3、ar 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 eac
4、h piece ONLY ONCE. 11 According to the passage, the average I. Q. is_. （ A） 85 （ B） 100 （ C） 110 （ D） 125 12 This passage suggests that an individuals I. Q. _. （ A） can be predicted at birth （ B） stays the same throughout his life （ C） can be increased by education （ D） is determined by his childhoo
5、d 13 The best statement of the main idea of the passage is that_. （ A） human brains differ considerably （ B） the brain a person is born with is important in determining his intelligence （ C） environment is crucial in determining a persons intelligence （ D） persons having identical brains will have r
6、oughly the same intelligence 14 What has cloning bypassed? （ A） The nuclear transfer （ B） The process taking DNA （ C） The normal reproductive process （ D） The creation of cells 15 Whats the big breakthrough with Dolly, the first cloned animal? （ A） It makes a clone from an ordinary, adult cell. （ B）
7、 It makes the first normal and healthy cloned animal. （ C） It paves the way to the cloning of human beings. （ D） It makes a cloned animal with only mother. 16 Which country first passed the law banning human cloning? （ A） The United States （ B） The United Kingdom （ C） Switzerland （ D） Russia 17 Mark
8、 Twains letter about the Statue of Liberty_. （ A） represented a serious question as to the need for the statue （ B） was a put-on by a journalist （ C） raised a great deal of money （ D） poked fun at the French 18 How many years elapsed from the conception of the statue until its completion? （ A） 11 ye
9、ars （ B） 16 years （ C） 26 years （ D） 21 years 19 French engineering genius is seen in the Statue of Liberty in_. （ A） design of its base （ B） design of its stressed sheathing （ C） locating the statue without disrupting harbor traffic （ D） keeping the flame lit 20 The Statue of Libertys development e
10、mbarrassed Americans in the 1880s because （ A） they took so long to raise the money （ B） it was apparent the statue was mislocated （ C） its design was tasteless （ D） they felt that the concept was a waste of money 一、 Section II Use of English (15 minutes) Directions: Read the following text. Choose
11、the best word for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. 20 During the 1980s, unemployment and underemployment in some countries was as high as 90 percent. Some countries did not 21 enough food; basic needs in housing and clothing were not 22 . Many of these countries looked to
12、 the industrial processes of the developed nations 23 solutions. 24 , problems cannot always be solved by copying the industrialized nations. Industry in the developed nations is highly automated and very 25 . It provides fewer jobs than labor-intensive industrial processes, and highly 26 workers ar
13、e needed to 27 and repair the equipment. These workers must be trained, 28 many nations do not have the necessary training institutions. Thus, the 29 of importing industry becomes higher. Students must be sent abroad to 30 vocational and professional training. 31 , just to begin training ,the studen
14、ts must 32 learn English, French, German, or Japanese. The students then spend many years abroad, and 33 do not return home. All nations agree that science and technology 34 be shared. The point is: countries 35 the industrial processes of the developed nations need to look carefully 36 the costs, b
15、ecause many of these costs are 37 . Students from these nations should 38 the problems of the industrialized countries closely. 39 care, they will take home not the problems of science and technology, 40 the benefits. （ A） generate （ B） raise （ C） produce （ D） manufacture （ A） answered （ B） met （ C）
16、 calculated （ D） remembered （ A） for （ B） without （ C） as （ D） about （ A） Moreover （ B） Therefore （ C） Anyway （ D） However （ A） expensive （ B） mechanical （ C） flourishing （ D） complicated （ A） gifted （ B） skilled （ C） trained （ D） versatile （ A） keep （ B） maintain （ C） retain （ D） protect （ A） sine
17、（ B） so （ C） and （ D） yet （ A） charge （ B） price （ C） cost （ D） value （ A） accept （ B） gain （ C） receive （ D） absorb （ A） Frequently （ B） Incidentally （ C） Deliberately （ D） Eventually （ A） soon （ B） quickly （ C） immediately （ D） first （ A） some （ B） others （ C） several （ D） few （ A） might （ B） shou
18、ld （ C） would （ D） will （ A） adopting （ B） conducting （ C） receiving （ D） adjusting （ A） to （ B） at （ C） on （ D） about （ A） opaque （ B） secret （ C） sealed （ D） hidden （ A） tackle （ B） learn （ C） study （ D） manipulate （ A） In （ B） Through （ C） With （ D） Under （ A） except （ B） nor （ C） or （ D） but Par
19、t 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. 40 Imagine a world in which there was suddenly no emotion a world in which human beings could feel no love or happiness, no terror or hate. Try to imagi
20、ne the consequences of such a transformation. People might not be able to stay alive: knowing neither joy nor pleasure, neither anxiety nor fear, they would be as likely to repeat acts that hurt them as acts that were beneficial. They could not learn: they could not benefit from experience because t
21、his emotionless world would lack rewards and punishments. Society would soon disappear: people would be as likely to harm one another as to provide help and support. Human relationships would not exist: in a world without friends or enemies, there could be no marriage, affection among companions, or
22、 bonds among members of groups. Societys economic underpinnings would be destroyed: since earning $ 10 million would be more pleasant than earning $ 10, there would be no incentive to work. In fact, there would be no incentives of any kind. For as we will see, incentives imply a capacity to enjoy th
23、em. In such a world, the chances that the human species would survive are next to zero, because emotions are the basic instrument of our survival and adaptation. Emotions structure the world for us in important ways. As individuals, we categorize objects on the basis of our emotions. True we conside
24、r the length, shape, size, or texture, but an objects physical aspects are less important than what it has done or can do to us hurt us, surprise us, anger us or make us joyful. We also use categorizations coloured by emotions in our families, communities, and overall society. Out of our emotional e
25、xperiences with objects and events comes a social feeling of agreement that certain things and actions are “good“ and others are “bad“, and we apply these categories to every aspect of our social life from what foods we eat and what clothes we wear to how we keep promises and which people our group
26、will accept. In fact, society exploits our emotional reactions and attitudes, such as loyalty, morality, pride, shame, guilt, fear and greed, in order to maintain itself. It gives high rewards to individuals when perform important tasks such as surgery, makes heroes out of individuals for unusual or
27、 dangerous achievements such flying fighter planes in a war, and uses the legal and penal system to make people afraid to engage in antisocial acts. 41 The reason why people might not be able to stay alive in a world without emotion is that （ A） they would not be able to tell the texture of objects
28、（ B） they would not know what was beneficial and what was harmful to them （ C） they would not be happy with a life without love （ D） they would do things that hurt each others feeling 42 According to the passage, peoples learning activities are possible because they_. （ A） believe that emotions are
29、fundamental for them to stay alive （ B） benefit from rewarded for doing the right thing （ C） know what is vital to progress of society （ D） enjoy being rewarded for doing the right thing 43 It can be inferred from the passage that the economic foundation of society is dependent on_. （ A） the ability
30、 to make money （ B） the will to work for pleasure （ C） the capacity to enjoy incentives （ D） the categorizations of our emotional experiences 44 Emotions are significant for mans survival and adaptation because_. （ A） they provide the means by which people view the size or shape of objects （ B） they
31、 are the basis for the social feeling of agreement by which society is maintained （ C） they encourage people to perform dangerous achievements （ D） they generate more love than hate among people 45 The emotional aspects of an object are more important than its physical aspects in that they_. （ A） he
32、lp society exploit its members for profit （ B） encourage us to perform important tasks （ C） help to perfect the legal and penal system （ D） help us adapt our behaviour to the world surrounding us 45 Real policemen hardly recognize any resemblance between their lives and what they see on TV. The firs
33、t difference is that a policemans real life revolves round criminal law. He has to know exactly what actions are crimes and what evidence can be used to prove them in court. He has to know nearly as much law as a professional lawyer, and what is more, he has to apply it on his feet, in the dark and
34、rain, running down a street after someone he wants to talk to. Little of his time is spent in chatting, he will spend most of his working life typing millions of words on thousands of forms about hundreds of sad, unimportant people who are guilty of stupid, petty crimes. Most television crime drama
35、is about finding the criminal: as soon as hes arrested, the story is over. In real life, finding criminals is seldom much of a problem. Except in very serious cases like murders and terrorist attacks little effort is spent on searching. Having made an arrest, a detective really starts to work. He ha
36、s to prove his case in court and to do that he often has to gather a lot of difference evidence. At third big difference between the drama detective and the real one is the unpleasant pressures: first, as members of a police force they always have to behave absolutely in accordance with the law; sec
37、ondly, as expensive public servants they have to get results. They can hardly ever do both. Most of the time some of them have to break the rules in small ways. If the detective has to deceive the world, the world often deceives him. Hardly anyone he meets tells him the truth. And this separation th
38、e detective feels between himself and the rest of the world is deepened by the simple-mindedness as he sees it of citizens, social workers, doctors, law-makers, and judges, who, instead of eliminating crime punish the criminals less severely in the hope that this will make them reform. The result, d
39、etectives feel, is that nine-tenths of their work is recatching people who should have stayed behind bars. This makes them rather cynical. 46 A policeman has to be trained in criminal law because_. （ A） he must be able to tell when and where a crime is committed （ B） he must justify the arrests he m
40、akes of criminals （ C） he must behave as professional lawyers do （ D） he must work hard to help reform criminals 47 What is the most suitable word that describes the work of a policeman according to the passage? _ （ A） Distressing. （ B） Dramatic. （ C） Dangerous. （ D） Demanding. 48 According to the p
41、assage, policemen spend most of their time and efforts_. （ A） consulting the rules of law （ B） collecting and providing evidence （ C） tracking and arresting criminals （ D） patrolling the street, rain or shine 49 Whats the policemans biggest headache? （ A） He has to justify his arrests while unable t
42、o provide sufficient evidence in most cases. （ B） He has to provide the best possible public service at the least possible expense. （ C） He has to get the most desirable results without breaking the law in any way. （ D） He can hardly find enough time to learn criminal law while burdened with numerou
43、s criminal cases. 50 Why do policemen feel separated from the rest of the world? （ A） Because they feel superior to simple-minded people around them. （ B） Because they are suspicious of the people around them. （ C） Because they do not receive due support from society. （ D） Because they find people i
44、nsincere to them. 50 Opinion polls are now beginning to show an unwilling general agreement that, whoever is to blame and whatever happens from now on, high unemployment is probably here to stay. This means we shall have to find ways of sharing the available employment more widely. But we need to go
45、 further. We must ask some fundamental questions about the future of work. Should we continue to treat employment as the norm? Should we not create conditions in which many of us can work for ourselves, rather than for an employer? Should we not aim to revive the household and the neighbourhood, as
46、well as the factory and the office, as centres of production and work? The industrial age has been the only period of human history in which most peoples work has taken the form of jobs. The industrial age may now be coming to an end, and some of the changes in work patterns which it brought about m
47、ay have to be reversed. This seems a discouraging thought. But, in fact, it could offer the prospect of a better future for work. Universal employment, as its history shows, has not meant economic freedom. Employment became widespread when the enclosures of the 17th and 18th centuries made many peop
48、le dependent on paid work by depriving them of the use of the land, and thus of the means to provide a living for themselves. Then the factory system destroyed the cottage industries and removed work from peoples homes. Later, as transport improved, first by rail and then by road, people travelled l
49、onger distances to their places of employment until, eventually, many peoples work lost all connection with their home lives and places in which they lived. Meanwhile, employment put women at a disadvantage. It became customary for the husband to go out paid employment, leaving the unpaid work of the home and family to his wife. All this may now have to change. The time has certainly come to switch some efforts and resources away from the impractical goal of creating jobs for all, to the urgent practical
