1、国家公共英语（四级）笔试模拟试卷 295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 When was Twain born? （ A） 1865. （ B） 1825. （ C） 1835. （ D） 1845. 12 What job did Twain get on the Mississippi? （ A） Type-setter. （ B） Writer. （ C） River pilot. （ D） Reporter. 13 Why did Twain go to West? （ A） To prospect for silver and gold. （ B） To get away from the war and th
5、e army. （ C） Because of the outbreak of the Civil War. （ D） To travel. 14 How long does a master s degree take in Switzerland? （ A） One year. （ B） Two years. （ C） Three years. （ D） Four years. 15 Who has to choose from a booklet of fifty courses for study? （ A） Students specializing in computer scie
6、nce. （ B） Students studying for a bachelor s degree. （ C） Students doing Ph. D. （ D） Students studying for a master s degree. 16 Why does the speaker think the computer science education in Switzerland is particularly good? （ A） Because it is quite wide-ranging. （ B） Because there s more emphasis on
7、 applied Information Technology. （ C） Because there are more grants available. （ D） Because students can get money from the state. 17 Why did Jane want to go back to work? （ A） Because she was bored with her husband. （ B） Because she would like to help with the family s finances. （ C） Because she wa
8、s offered a good job. （ D） Because she was bored with her children. 18 How did Jane spend her days before she went back to work? （ A） Watching TV. （ B） Taking good care of her husband. （ C） Doing housework. （ D） Reading newspaper. 19 Between whom did the problem arise when Jane went back to work? （
9、A） Jane and the children. （ B） Jane and Bill. （ C） Bill and the children. （ D） Jane and the neighbour. 20 What does the story try to tell us? （ A） Parents should take good care of their children. （ B） Man and wife should share household duties. （ C） Women should never have their own careers. （ D） Wo
10、men should do all the housework. 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 All the wisdom of the ages, all the stories that have delighted mankind for centuries, are easily a
11、nd cheaply【 C1】 _to all of us【 C2】 _the covers of books but we must know how to avail ourselves【 C3】 _this treasure and how to get【 C4】 _from it. The most【 C5】 _people all over the world, are【 C6】_who have never discovered how【 C7】 _it is to read good books. I am very interested in people, in meetin
12、g them and【 C8】 _about them. Some of the most【 C9】 _people Ive met existed only in a writers imagination, then【 C10】 _the pages of his book, and tlien, again, in my imagination. Ive found in books new friends, new societies, new words. If I am interested in people, others are interested not so much
13、in who【 C11】 _in how. Who in the books includes everybody from science-fiction superman two hundred centuries in the future all the way back to the first【 C12】 _in history; how【 C13】 _everything from the ingenious explanations of Sherlock Holmes【 C14】_the discoveries of science and ways of teaching
14、manners to children. Reading can make our minds feel pleased , 【 C15】 _means that it is a little like a sport: your eagerness and knowledge and quickness【 C16】 _you a good reader. Reading is【 C17】 _, not because the writer is telling you something, 【 C18】_because it makes your mind work. Your own im
15、agination works together with the【 C19】 _or even goes beyond his. Your experience, 【 C20】 _his, brings you to the same or different conclusions, and your ideas develop as you understand his. 21 【 C1】 （ A） useful （ B） new （ C） readable （ D） available 22 【 C2】 （ A） in （ B） at （ C） within （ D） with 23
16、【 C3】 （ A） of （ B） with （ C） for （ D） in 24 【 C4】 （ A） the more （ B） the most （ C） the much （ D） the less 25 【 C5】 （ A） lucky （ B） fortunate （ C） unfortunate （ D） misfortune 26 【 C6】 （ A） these （ B） that （ C） this （ D） those 27 【 C7】 （ A） satisfied （ B） dissatisfied （ C） satisfying （ D） dissatisfyin
17、g 28 【 C8】 （ A） to find out （ B） finding out （ C） to find （ D） finding 29 【 C9】 （ A） remarkable （ B） notorious （ C） hostile （ D） rude 30 【 C10】 （ A） on （ B） in （ C） off （ D） with 31 【 C11】 （ A） like （ B） and （ C） or （ D） as 32 【 C12】 （ A） number （ B） point （ C） part （ D） figure 33 【 C13】 （ A） recove
18、rs （ B） discovers （ C） uncovers （ D） covers 34 【 C14】 （ A） to （ B） in （ C） until （ D） into 35 【 C15】 （ A） that （ B） which （ C） what （ D） as 36 【 C16】 （ A） do （ B） convert （ C） impose （ D） make 37 【 C17】 （ A） fun （ B） funny （ C） uninteresting （ D） exhausting 38 【 C18】 （ A） and （ B） for （ C） since （ D
19、） but 39 【 C19】 （ A） the author （ B） the authors （ C） the compiler （ D） the compilers 40 【 C20】 （ A） comparing with （ B） compared with （ C） comparing to （ D） compared by Part B Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answer
20、s on ANSWER SHEET 1. 40 However important we may regard school life to be, there is no denying the fact that children spend more time at home than in the classroom. Therefore, the great influence of parents cannot be ignored or discounted by the teacher. They can become strong allies of the school p
21、ersonnel or they can consciously or unconsciously hinder and obstruct curricular objectives. Administrators have been aware of the need to keep parents informed of the newer method used in schools. Many principals have conducted workshops explaining such matters as the reading readiness program, man
22、uscript writing, and developmental mathematics. Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. The many interviews carried on during the year as well as new ways of reporting pupils progress, can significantly aid in
23、achieving a harmonious interplay between school and home. To illustrate, suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent convert his natural paternal interest into productive channels. He might be pers
24、uaded to let Junior participate in discussing the family budget, buying the food, using a yardstick or measuring cup at home, setting the clock, calculating mileage on a trip, and engaging in scores of other activities that have a mathematical basis. If the father follows the advice, it is reasonabl
25、e to assume that he will soon realize his son is making satisfactory progress in mathematics and, at the same time, enjoying the work. Too often, however, teachers conferences with parents are devoted to petty accounts of children s offences, complaints about laziness and poor work habits, and sugge
26、stions for penalties and rewards at home. What is needed is a more creative approach in which the teacher, as a professional adviser, plants ideas in parents minds for the best utilization of the many hours that the child spends out of the classroom. In this way, the school and the home join forces
27、in stimulating the fullest development of youngsters capacities. 41 A method of parent-teacher communication NOT mentioned or referred to by the author is （ A） home training. （ B） demonstration lesson. （ C） parent-teacher interviews. （ D） new progress report forms. 42 It can be reasonably inferred t
28、hat the author （ A） thinks that teachers of this generation are inferior to those of the last generation. （ B） is satisfied with present relationships between home and school. （ C） feels that the traditional program in mathematics is slightly superior to the development program. （ D） feels that pare
29、nt-teacher interviews can be made much more constructive than they are at present. 43 The author s primary purpose in writing this passage is to （ A） improve the teaching of mathematics. （ B） tell parents to pay more attention to the guidance of teachers in the matter. （ C） help ensure that every ch
30、ild s capacities are fully developed when leaving school. （ D） urge the use of a much underused resource-the parent. 44 The phrase “an important role in enlightening parents“ in the third paragraph most probably means an important role in （ A） causing parents to understand. （ B） persuading parents.
31、（ C） understanding parents. （ D） discussing with parents. 45 The attitude of the author towards the role of parents is （ A） positive. （ B） negative. （ C） doubtful. （ D） unclear. 45 A rose by any other name may smell as sweet, but if it s not red or yellow, it doesnt sell. According to James Crowe, c
32、hief executive of the Worcester based research company, Scintilla, the color of a product can dictate the strength of its sales. His company has pioneered a method of testing consumer response to color which he claims can predict, with 90% accuracy, sales of a new product for up to 18 months after t
33、he launch. The method, “Chromtest“ , has been used to test everything from ladies dresses to sunglasses. Clients include Parsifal Lager, Amir Fashions, Coloroll Wallpaper and Meadowcourt China. Color, says Mr. Crowe, is critical in ensuring product acceptance. It is not merely a case of choosing an
34、acceptable primary color shades, tones and texture can all have a bearing on the consumer s final choice. “ We could take 10 colors, each with six shades and virtually guarantee that two of the shades would be most popular with 80% of the people interviewed, “ he said. “ Products are associated with
35、 lifestyle: most kitchens are now in wood so if you make toasters you dont want a color that is unsuitable. “ Mr. Crowe, a former lecturer at the Institute of Marketing, formed Scintilla in 1992 with the help of a $ 5, 000 second mortgage. First year turnover was $ 100, 000. This year with 30 staff
36、it will be ten times that. Chromtest, which was developed with the help of Crowe s artist wife, Susanne, now accounts for around 70% of turnover and provides most of the profits. Crowe admits that British companies still have their doubts, though he says a few retailers now insist that products are
37、color screened before they are allowed on their shelves. He contrasts this with European manufacturers who commission over half the company s works. European tests do vary dramatically, however, and Crowe argues that, as with branding, color and design for pan-European products carry numerous pitfal
38、ls. For example, a recent test of a brown dinner service in Britain, Germany and France shows that while consumers in the first two countries like the product, Parisians will not eat off brown plates. 46 Scintilla was the first company to （ A） sell red and yellow roses. （ B） measure customer respons
39、e to color. （ C） give lecturers on marketing. （ D） develop a method to predict business turnover. 47 Who initiated Scintilla? （ A） Mr. Chrom. （ B） Mr. Scintilla. （ C） Mr. Amir. （ D） Mr. Crowe. 48 According to Chromtest, color can strongly influence the （ A） price of products. （ B） sales of products.
40、 （ C） quality of products. （ D） image of companies. 49 Crowe set up Scintilla with （ A） $ 10, 000 gift from his wife. （ B） $5, 000 loan. （ C） $ 10, 000 share capital. （ D） $ 5, 000 retained earnings. 50 “Parisians will not eat off brown plates“ means they dislike to eat （ A） brown plates. （ B） besid
41、e brown plates. （ C） food served on brown plates. （ D） without brown plates. 50 Often referred to as “ the heart of a factoring organization“ , the credit department is responsible for granting credit to clients customers and for collecting the accounts receivable purchased by the factor. When facto
42、red clients submit customer orders for credit approval, the credit department analyzes the financial condition and credit worthiness of the customer, and then makes a decision to approve or decline the order. The department must then monitor the condition of approved customers and collect all due re
43、ceivables. Careful credit checking and effective collection procedures in this department can greatly reduce the risks inherent in factoring. As the head of the credit department, the credit manager is responsible for seeing that the department operates effectively. He must develop the factors credi
44、t policies in consultation with senior factoring associates, and he is in overall command of everything from credit and collections to bankruptcy and liquidations. If the factor is a commercial bank division, the credit manager is a banks vice president, and credit policy must also be approved by to
45、p management of the bank, Assisting the credit manager may be several supervisors who have credit responsibilities of their own and who also oversee the analysis and approval of customer orders by the credit specialists. Credit supervisors typically spend about eighty percent of their time handling
46、large customer orders. If a customer order exceeds a supervisors credit authority, he is responsible for making recommendations to the credit manager. A supervisor also reviews a subordinate s credit decision if the subordinate is unsure of the extent of the credit risk or if a client questions a pa
47、rticular credit decision. In extremely large credit exposures, supervisors bear the responsibility for analyzing the credit position of the customers and deciding on credit limits. To do this, they must regularly obtain current data from various credit information sources. They must also have extens
48、ive contact with each customer to determine operational performance and progress. Frequently, supervisors are called upon to give advice on what should be done to improve a company s financial condition. Meeting all these responsibilities requires that each supervisor continuously observe and study
49、the industries with which he is concerned, so that he is capable of anticipating market changes which may affect his accounts. A supervisors major challenge is to maintain a fine balance between the demands of clients that all their customer orders be approved and the questionable financial position of some of the customers. In reviewing any credit decision, a supervisor must be capable of weighing a variety of elements, including the possibility of
