1、国家公共英语（四级）笔试模拟试卷 276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. 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 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 What is the conversation mainly about? （ A） A standard unit for measuring weight. （ B） How to care for precious metals. （ C） The value of precious metals. （ D） Using the metric system. 12 How is the weight used? （ A） To measure amounts of rainfall. （ B） To check the accuracy of
5、 scales. （ C） To observe changes in the atmosphere. （ D） To calculate the density of other metals. 13 What does Doctor Thomas probably think about the cost of the new weight? （ A） It is too high for such a light weight. （ B） It is difficult to judge the value of such an object. （ C） It is a small am
6、ount to pay for so much precious metal. （ D） It is reasonable for an object with such an important function. 14 Why does a newborn baby have to spend the first year of his life learning to listen? （ A） Because he likes learning. （ B） Because his hearing center is still immature. （ C） Because his ear
7、s are immature. （ D） Because he wants to know how to use his ears. 15 What s a newborn baby s reaction to a loud noise near him? （ A） Get angry. （ B） Look away. （ C） Begin crying. （ D） Ignore it. 16 When does a baby begin to use more vowels and consonants? （ A） When he is pleased. （ B） As he grows.
8、（ C） When he gets angry. （ D） When he hears other baby crying. 17 What is Einstein s greatest contribution to human beings? （ A） His teaching. （ B） His theory of relativity. （ C） His theory on advanced mathematics. （ D） His research. 18 When did Einstein s family move to Munich? （ A） When he was 2 y
9、ears old. （ B） When he was 14 years old. （ C） When he finished his study. （ D） When he became a teacher. 19 When did Einstein begin teaching? （ A） In 1901. （ B） In 1902. （ C） In 1910. （ D） In 1879. 20 How did Einstein explain Relativity to young students? （ A） Patiently. （ B） Intelligently. （ C） Ind
10、ifferently. （ D） Vividly. 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 Besides climate change, developing countries like China need to deal with energy【 C1】 _and environmental i
11、ssues: the development of sources of clean energy needs to be【 C2】 _line with their interests. Clean energy has been given greater prominence than ever before; it is seen as a new industrial【 C3】 _and【 C4】_of economic growth for the new century. The time for clean energy has come. In China, clean en
12、ergy is moving ahead at full speed. Take wind power as an example: China had【 C5】 _wind power generating capacity of 12.21 GW, making China the largest wind power generator in Asia and fourth in the world. But according to the research, one-third of wind power capacity is running【 C6】 _due to an ina
13、bility to get the power to the national【 C7】 _. India-like Chinarelies【 C8】 _on coal for its energy needs. This will only change if the funds and technology to develop clean energy, such as wind and nuclear power, are【 C9】 _. India will not choose clean energy【 C10】 _. Nuclear power is currently the
14、 most【 C11】 _of clean energy sources.【 C12】 _, if it is to be【 C13】 _on a large scale by developing nations, technological advances will be needed to make it competitive with coal. Compared【 C14】 _developed countries, developing countries have more【 C15】 _choices when it comes to energy structure. P
15、romoting economic growth requires【 C16】 _energyand coal, the cheapest and most【 C17】 _source of energy for many countriesis the【 C18】 _choice. Cheap coal means cheap electricity and a competitive economy. Rising electricity prices would cause public【 C19】 _and impact on standards of【 C20】 _. 21 【 C1
16、】 （ A） scarce （ B） scare （ C） scarcity （ D） scary 22 【 C2】 （ A） on （ B） in （ C） with （ D） along 23 【 C3】 （ A） revolution （ B） evolution （ C） advance （ D） development 24 【 C4】 （ A） resource （ B） reason （ C） root （ D） source 25 【 C5】 （ A） inspected （ B） inspired （ C） instigated （ D） installed 26 【 C6】
17、 （ A） effectively （ B） regularly （ C） slowly （ D） idle 27 【 C7】 （ A） net （ B） network （ C） grid （ D） mesh 28 【 C8】 （ A） mainly （ B） significantly （ C） majorly （ D） vitally 29 【 C9】 （ A） provident （ B） providential （ C） providing （ D） provided 30 【 C10】 （ A） by itself （ B） on its own （ C） voluntarily
18、 （ D） automatically 31 【 C11】 （ A） cheapest （ B） expensive （ C） competitive （ D） advanced 32 【 C12】 （ A） Therefore （ B） However （ C） Furthermore （ D） Otherwise 33 【 C13】 （ A） adopted （ B） adapted （ C） adaptable （ D） admitted 34 【 C14】 （ A） to （ B） with （ C） in （ D） upon 35 【 C15】 （ A） limited （ B） l
19、imitless （ C） maximal （ D） minimal 36 【 C16】 （ A） expensive （ B） much （ C） competitive （ D） cheap 37 【 C17】 （ A） absurd （ B） abundance （ C） absent （ D） abundant 38 【 C18】 （ A） good （ B） best （ C） first （ D） last 39 【 C19】 （ A） discord （ B） content （ C） discontent （ D） discomfort 40 【 C20】 （ A） life
20、（ B） living （ C） live （ D） lives 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. 40 Nowadays, our society is being reshaped by information technologiescomputers, telecommunications networks, and ot
21、her digital systems. Of course, our society has gone through other periods of dramatic change before, driven by such innovations as the steam engine, railroad, telephone, and automobile. But never before have we experienced technologies that are evolving so rapidly, altering the constraints of time
22、and space, and reshaping the way we communicate, learn, and think. The rapid development of digital technologies creates not only more opportunities for the society but challenges to it as well. Institutions of every stripe are grappling to respond by adapting their strategies and activities. It is
23、no exaggeration to say that information technology is completely changing the relationship between people and knowledge. But ironically, at the most knowledge-based entitiesthe colleges and universitiesthe pace of transformation has been relatively modest. Although research has been transformed by i
24、nformation technology in many ways, and it is increasingly used for student and faculty communications, other higher-education functions have remained almost unchanged. For example, teaching largely continues to follow a classroom-centered, seat-based paradigm. However, some major technology-aided t
25、eaching experiments are emerging, and some factors suggest that digital technologies may e-ventually drive significant change throughout academia. American academia has undergone significant change before. The establishment of secular education began during the 18th century and the Land-Grant Colleg
26、e Act of 1862 resulted in another transformation. That Act created institutions serving agriculture and industries; academia was no longer just for the wealthy but charged with providing educational opportunities to the working class as well. Around the year of 1900, the introduction of graduate edu
27、cation began to expand the role of the university in training students for careers both scholarly and professional. Higher education has already experienced significant technology-based change, even if it currently lags other sectors in some areas. We expect that the new technology will eventually i
28、mpose a profound impact on university s teaching by freeing the classroom from its physical and temporal bounds and by providing students with access to original source materials and that new learning communities driven by information technology will allow universities to better teach students how t
29、o be critical analyzers and consumers of information. The information society has greatly expanded the need for university-level education; lifelong learning is not only a private good for those who pursue it but also a social good in terms of our nation s ability to maintain a vibrant democracy and
30、 support a competitive workforce. 41 Which of the followings does not belong to information technologies? （ A） Laptop （ B） Telephone （ C） Telecommunication networks. （ D） Digital systems. 42 Many institutions adjust their strategies and activities in order to_. （ A） make money （ B） change the relati
31、onship between people and knowledge （ C） take advantage of the opportunities provided by digital technologies （ D） adapt to the development of digital technologies 43 The phrase “higher-education functions“(Line 4, Paragraph 3)probably means_. （ A） increasing students ability （ B） broaden students h
32、orizons （ C） enriching students knowledge （ D） the way of teaching 44 The transformation resulted from the Land-Grant College Act of 1862 was_. （ A） the popularization of education （ B） the establishment of secular education （ C） the introduction of graduate education （ D） the appearance of a compet
33、itive workforce 45 Information technology will have an impact on the following aspects except_. （ A） freeing the constraints of time and space on classroom （ B） the chance students have to read original source materials （ C） the way of communication （ D） training students for professional career 45
34、Now the politics of US health reform is in a mess but the odds on a bill passing in the end are improving. It will not be a tidy thing, but if it moves the country close to universal health insurance the administration will call it a success. At this moment, that point of view may seem too optimisti
35、c. Last Friday, the Democratic leadership in the House of Representatives had hoped to produce a finished bill. But they failed, because the party s fiscal conservatives demanded further savings. House Democrats are also divided on revenue-raising measures. The Senate is dealing with the same proble
36、ms: how to contain the cost of expanded insurance coverage, and how to pay for what remains, so that the reform adds nothing to the budget deficit over the course of 10 years. Where the money comes from remains the crucial problem. Apparently, the answer is straightforward: tax employer-provided hea
37、lth benefits. At present, an employer in the U. S. is free from paying tax if he pays the health insurance while an individual purchaser has to buy it with after-tax dollars. This anomaly costs nearly $ 250bn a year in revenueenough to pay for universal coverage, and then some. Yet many Democrats in
38、 both the House and the Senate oppose to ending it. Will there be a breakthrough in terms of that aspect? However, to get employers out of health insurance should be an aim, not something to be feared. Many US workers have complained that if they lose their job, their health insurance will go with i
39、t and tying insurance to employment will undoubtedly worsen the insecurity. What about high-risk workers who are thrown on to the individual market? If the tax break were abolished as part of a larger reform which obliges insurers to offer affordable coverage to all people regardless of pre-existing
40、 conditions, it will not be a problem. It s true this change needs to increase tax, and many people in Congress are reluctant to contemplate in any form. But some kind of increase is inescapable. This one makes more sense than most. The President should say so. His Republican opponent John McCain ca
41、lled for this change during the election campaign and Mr Obama and other Democrats assailed the idea. So what? Mr. Obama has changed his ideas on other aspects of health reform. For example, it seems that he now prefers an individual mandate to buy insurance. Let us see a similar flexibility on taxi
42、ng employer-provided insurance. 46 According to the author, _. （ A） the politics of U. S. health reform is a total failure （ B） there is no possibility of passing a bill （ C） it s difficult to pass a bill （ D） U. S. will achieve universal health insurance 47 In the author s opinion, which of the fol
43、lowing is “revenue-raising measures“? （ A） Tax employer-provided health benefits. （ B） Tax individual-purchased health insurance. （ C） Ending taxing employer-provided health benefits. （ D） Ending taxing individual-purchased health insurance. 48 Why did the author say that to get employers out of hea
44、lth insurance should be an aim? （ A） Because employers evaded paying taxes. （ B） Because tying insurance to employment was bad to workers. （ C） Because it s illegal for employers to provide health insurance. （ D） Because the administration needed to raise revenue. 49 What does the author feel about
45、President s preference to an individual s buying insurance? （ A） Going back on his word. （ B） Stubborn. （ C） Flexible. （ D） Short-sighted. 50 What “change“ did John McCain once called for during the election campaign? （ A） Increasing tax. （ B） Obliging insurers to offer affordable coverage to all pe
46、ople regardless of pre-existing conditions. （ C） Insurance should be bought by individual instead of being provided by employers. （ D） To get employers out of health insurance. 50 According to Peter Salovey, Yale psychologist and author of the term EQ, IQ gets you hired and EQ gets you promoted. Sal
47、ovey tells of a simple test. Some four-year-old kids were invited into a room and were given the following instruction: “ You can have this marshmallow right now; or if you wait, you can have two marshmallows when I get back. “ Then, the researcher left. Some kids grabbed for the treat as soon as th
48、e researcher was out the door, while others waited for the researcher to return. By the time the kids reached high school, significant differences appeared between the two groups. The kids who held out for two marshmallows were better adjusted, more popular, more adventurous, more confident, and mor
49、e dependable than kids in the quick gratification group. The latter group was also more likely to be lonely, more easily frustrated, more stubborn, more likely to buckle under stress, and more likely to shy away from challenges. When both groups took scholastic aptitude tests, the “hold out group“ walloped the “quick gratification group“ by 210 points(the test scores range from a minimum of 200 points to a maximum of 800, with an average f
