1、国家公共英语（四级）笔试模拟试卷 291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 kind of proof did the man probably have when he bought the radio? （ A） A receipt and the cheque stub. （ B） The guarantee and the receipt. （ C） The radio and the box. （ D） The credit card and a receipt. 12 When did the man buy the radio? （ A） Last week. （ B） The day before
5、yesterday. （ C） Yesterday. （ D） This morning. 13 What is wrong with the radio? （ A） It has no instructions. （ B） It has run out of battery. （ C） The switch is in broken. （ D） The switch is the wrong position. 14 Why are “How To“ books in great demand in the United States? （ A） Because the rich do no
6、t always satisfy. （ B） Because many people read books only for pleasure. （ C） Because these books help Americans out of trouble. （ D） Because the books meet the needs of different readers. 15 What is one of the most popular types of books? （ A） The book that help people with their personal problems.
7、 （ B） The book that tell you how to earn more money. （ C） The book that tell you how to choose a job. （ D） The book that tell you how to make progress. 16 Which title best gives the ideas of the passage? （ A） Americans Like Reading. （ B） How To Book, a True Friend. （ C） How To Book Is Popular. （ D）
8、Americans Like Books. 17 According to the speaker, what should the listeners do as soon as possible? （ A） Find a roommate. （ B） Hand in applications. （ C） Go to Spanish house. （ D） Buy a meal ticket for the cafeteria. 18 Which type of housing allows cooking? （ A） Women s dorms. （ B） Men s dorms. （ C
9、） Family housing. （ D） International houses. 19 Which place has no more room for students? （ A） Coed dorms. （ B） Family student housing. （ C） International houses. （ D） Spanish house. 20 What will the listeners probably do next? （ A） Visit the type of housing they like. （ B） Move into the housing. （
10、 C） Fill out forms. （ D） Buy a meal ticket. 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 Comparisons were drawn between the development of television in the 20th century and the
11、 diffusion of printing in the 15th and 16th centuries. Yet much has happened【 C1】 _. As was discussed before , it was not【 C2】 _the 19th century that the newspaper became the dominant pre-electronic【 C3】 _, following in the wake of the pamphlet and the book and in the【 C4】 _of the periodical. It was
12、 during the same time that the communications revolution【 C5】 _up, beginning with transport, the railways and leading【 C6】 _through the telegraph, the telephone, radio and motion pictures【 C7】 _the 20th century world of the motor car and the airplane. Not everyone sees that process in【 C8】 _. It is
13、important to do so. It is generally recognized, 【 C9】 _, that the introduction of the computer in the early 20th century, 【 C10】 _by the invention of the integrated circuit during the 1960s, radically changed the process, 【 C11】 _its impact on the media was not immediately【 C12】 _. As time went by,
14、computers became smaller and more powerful, and they became personal too, as well as【 C13】 _, with display becoming sharper and storage【 C14】 _increasing. They were thought of, like people,【 C15】 _generations, with the distance between generations much【 C16】 _. It was within the computer age that th
15、e term information society began to be widely used to describe the【 C17】 _within which we now live. The communications revolution has【 C18】 _both work and leisure and how we think and feel both about place and time, but there have been【 C19】 _views about its economic, political, social and cultural
16、implications. Benefits have been weighed【 C20】_harmful outcomes. And generalizations have proved difficult. 21 【 C1】 （ A） between （ B） before （ C） since （ D） later 22 【 C2】 （ A） after （ B） by （ C） during （ D） until 23 【 C3】 （ A） means （ B） method （ C） medium （ D） measure 24 【 C4】 （ A） process （ B） c
17、ompany （ C） light （ D） form 25 【 C5】 （ A） gathered （ B） speeded （ C） worked （ D） picked 26 【 C6】 （ A） on （ B） out （ C） over （ D） off 27 【 C7】 （ A） of （ B） for （ C） beyond （ D） into 28 【 C8】 （ A） concept （ B） dimension （ C） effect （ D） perspective 29 【 C9】 （ A） indeed （ B） hence （ C） however （ D） the
18、refore 30 【 C10】 （ A） brought （ B） followed （ C） stimulated （ D） characterized 31 【 C11】 （ A） unless （ B） since （ C） lest （ D） although 32 【 C12】 （ A） apparent （ B） desirable （ C） negative （ D） plausible 33 【 C13】 （ A） institutional （ B） universal （ C） fundamental （ D） instrumental 34 【 C14】 （ A） ab
19、ility （ B） capability （ C） capacity （ D） faculty 35 【 C15】 （ A） by means of （ B） in terms of （ C） with regard to （ D） in line with 36 【 C16】 （ A） deeper （ B） fewer （ C） nearer （ D） smaller 37 【 C17】 （ A） context （ B） range （ C） scope （ D） territory 38 【 C18】 （ A） regarded （ B） impressed （ C） influen
20、ced （ D） effected 39 【 C19】 （ A） competitive （ B） controversial （ C） distracting （ D） irrational 40 【 C20】 （ A） above （ B） upon （ C） against （ D） with 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
21、. 40 Nowadays, our society is being reshaped by information technologies computers, telecommunications networks, and other 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 automo
22、bile. But never before have we experienced technologies that are evolving so rapidly, altering the constraints of time 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 t
23、o it as well. Institutions of every stripe are grappling to respond by adapting their strategies and activities. It is no exaggeration to say that information technology is completely changing the relationship between people and knowledge. But ironically, at the most knowledge-based entities the col
24、leges and universitiesthe pace of transformation has been relatively modest. Although research has been transformed by information technology in many ways, and it is increasingly used for student and faculty communications, other higher-education functions have remained almost unchanged. For example
25、, teaching largely continues to follow a classroom-centered, seat-based paradigm. However, some major technology-aided teaching experiments are emerging, and some factors suggest that digital technologies may eventually drive significant change throughout academia. American academia has undergone si
26、gnificant change before. The establishment of secular education began during the 18th century and the Land-Grant College 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 prov
27、iding educational opportunities to the working class as well. Around the year of 1900, the introduction of graduate education began to expand the role of the university in training students for careers both scholarly and professional. Higher education has already experienced significant technology-b
28、ased change, even if it currently lags other sectors in some areas. We expect that the new technology will eventually impose 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 an
29、d that new learning communities driven by information technology will allow universities to better teach students how to 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 g
30、ood for those who pursue it but also a social good in terms of our nation s ability to maintain a vibrant democracy and support a competitive workforce. 41 Which of the followings does not belong to information technologies? （ A） Laptop （ B） Telephone （ C） Telecommunication networks. （ D） Digital sy
31、stems. 42 Many institutions adjust their strategies and activities in order to_. （ A） make money （ B） change the relationship between people and knowledge （ C） take advantage of the opportunities provided by digital technologies （ D） adapt the development of digital technologies 43 The phrase “highe
32、r-education functions“ (Line 4, Paragraph 3) probably means_. （ A） increasing students ability （ B） broaden students horizons （ 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 （
33、 B） the establishment of secular education （ C） the introduction of graduate education （ D） the appearance of a competitive 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 h
34、ave to read original source materials （ C） the way of communication （ D） training students for professional career 45 Now the politics of US health reform are 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 universa
35、l health insurance the administration will call it a success. At this moment, that point of view may seem too optimistic. 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 fu
36、rther savings. House Democrats are also divided on revenue-raising measures. The Senate is dealing with the same problems: 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
37、 does the money come from remains the crucial problem. Apparently, the answer is straightforward: tax employer-provided health 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. Th
38、is anomaly costs nearly $ 250bn a year in revenue enough to pay for universal coverage, and then some. Yet many Democrats in 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, no
39、t something to be feared. Many US workers have complained that if they lose their job, their health insurance will go with it 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 aboli
40、shed as part of a larger reform which obliges insurers to offer affordable coverage to all people regardless of pre-existing 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 incre
41、ase is inescapable. This one makes more sense than most. The president should say so. His Republican opponent John McCain called 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
42、. For example, it seems that he now prefer an individual mandate to buy insurance. Let us see a similar flexibility on taxing 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
43、 s difficult to pass a bill （ D） U. S. will achieve universal health insurance 47 In the author s opinion, which of the following is “revenue-raising measures“? （ A） Tax employer-provided health benefits. （ B） Tax individual-purchased health insurance. （ C） Ending taxing employer-provided health ben
44、efits. （ D） Ending taxing individual-purchased health insurance. 48 Why did the author say that to get employers out of health 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 employer
45、s to provide health insurance. （ D） Because the administration needed to raise revenue. 49 What does the author feel about 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
46、called for during the election campaign? （ A） Increasing tax. （ B） Obliging insurers to offer affordable coverage to all people regardless of preexisting conditions. （ C） Insurance should be bought by individual instead of being provided by employers. （ D） To get employers out of health insurance. 5
47、0 According to Peter Salovey, Yale psychologist and author of the term EQ, IQ gets you hired and EQ gets you promoted. Salovey 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,
48、 you can have two marshmallows when I get back. “ Then, the researcher left. Some kids grabbed for the treat as soon as the 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
49、. The kids who held out for two marshmallows were better adjusted, more popular, more adventurous, more confident, and more 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 “qui
