1、国家公共英语（四级）笔试模拟试卷 298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 most fundamental difference between plants and animals? （ A） Plants produce their own food but animals dont. （ B） Plant cells have a wall which is non-living in chemical nature but animal cells haven t. （ C） Plants are green but animals aren t. （ D） Plants cant move
5、 but animals can. 12 Which of the following is TRUE about plants? （ A） They have the power of locomotion. （ B） They have a wider range of foods than animals. （ C） They are very diverse in their external appearance. （ D） They are less sensitive than animals. 13 What can we infer from the passage? （ A
6、） Plants have more characteristics than animals. （ B） Animals have more characteristics than plants. （ C） Plants and animals are different in several ways. （ D） Plants and animals are less powerful than human beings. 14 What must you make sure when you load the cassette? （ A） That you open the recor
7、der. （ B） That you get the power supply. （ C） That you get the right side of the tape facing you. （ D） That you switch the recorder on. 15 What may the red thing do besides recording? （ A） Wipe off the sound on the tape. （ B） Play the recorder. （ C） Set the recorder to work. （ D） Stop the recorder.
8、16 What button do you press if you want to listen again what has been played? （ A） Pause button. （ B） Record button. （ C） Forward button. （ D） Rewind button. 17 What is Einstein s greatest contribution to human beings? （ A） His teaching. （ B） His theory of relativity. （ C） His theory on advanced mat
9、hematics. （ D） His research. 18 When did Einstein s family move to Munich? （ A） When he was 2 years 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
10、did Einstein explain Relativity to young students? （ A） Patiently. （ B） Intelligently. （ C） Indifferently. （ 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 Most worthw
11、hile careers require some kind of specialized training. Ideally, therefore, the choice of an【 C1】 _should be made even before the choice of a curriculum in high school. Actually ,【 C2】 _, most people make several job choices during their working lives,【 C3】 _because of economic and industrial change
12、s and partly to improve【 C4】 _positions. The “one perfect job“ does not exist. Young people should【 C5】 _enter into a broad flexible training program that will【 C6】 _them for a field of work rather than for a single【 C7】 _. Unfortunately many young people have to make career plans【 C8】 _benefit of h
13、elp from a competent vocational counselor or psychologist. Knowing【 C9】_about the occupational world, or themselves for that matter, then choose their lifework on a hit-or-miss【 C10】 _. Some drift from job to job. Others【 C11】_to work in which they are unhappy or for which they are not fitted. One c
14、ommon mistake is choosing an occupation for【 C12】 _real or imagined prestige. Too many high-school students or their parents for them choose the professional field,【 C13】 _both the relatively small proportion of workers in the professions and the extremely high educational and personal【 C14】 _. The
15、imagined or real prestige of a profession or a “white-collar“ job is【 C15】 _good reason for choosing it as lifework.【 C16】 _, these occupations are not always well paid. Since a large proportion of jobs are in mechanical and manual work, the【 C17】_of young people should give serious【 C18】 _to these
16、fields. Before making an occupational choice, a person should have a general idea of what he wants 【 C19】 _life and how hard he is willing to work to get it. Some people desire social prestige, others intellectual satisfaction. Some want security, others are willing to take【 C20】 _for financial gain
17、. Each occupational choice has its demands as well as its rewards. 21 【 C1】 （ A） identification （ B） entertainment （ C） accommodation （ D） occupation 22 【 C2】 （ A） however （ B） therefore （ C） though （ D） thereby 23 【 C3】 （ A） entirely （ B） mainly （ C） partly （ D） largely 24 【 C4】 （ A） its （ B） his （
18、 C） our （ D） their 25 【 C5】 （ A） since （ B） therefore （ C） furthermore （ D） forever 26 【 C6】 （ A） make （ B） fit （ C） take （ D） leave 27 【 C7】 （ A） job （ B） way （ C） means （ D） company 28 【 C8】 （ A） to （ B） for （ C） without （ D） with 29 【 C9】 （ A） little （ B） few （ C） much （ D） a lot 30 【 C10】 （ A） c
19、hance （ B） basis （ C） purpose （ D） opportunity 31 【 C11】 （ A） apply （ B） appeal （ C） stick （ D） turn 32 【 C12】 （ A） our （ B） its （ C） your （ D） their 33 【 C13】 （ A） concerning （ B） following （ C） considering （ D） disregarding 34 【 C14】 （ A） preference （ B） requirements （ C） tendencies （ D） ambitions
20、 35 【 C15】 （ A） a （ B） any （ C） no （ D） the 36 【 C16】 （ A） Therefore （ B） However （ C） Nevertheless （ D） Moreover 37 【 C17】 （ A） majority （ B） mass （ C） minority （ D） multitude 38 【 C18】 （ A） proposal （ B） suggestion （ C） consideration （ D） appraisal 39 【 C19】 （ A） towards （ B） against （ C） out of （
21、 D） without 40 【 C20】 （ A） turns （ B） parts （ C） choices （ D） risks 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 technologies computers,
22、 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 automobile. But never before have we experienced technologies that are evolving so rapidl
23、y, 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 to it as well. Institutions of every stripe are grappling to respond by adapting the
24、ir 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 colleges and universitiesthe pace of transformation has been relatively modest. Althou
25、gh 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, teaching largely continues to follow a classroom-centered, seat-based paradigm. H
26、owever, some major technology-aided teaching 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 1
27、8th 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 providing educational opportunities to the working class as well. Around the year of 1
28、900, 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-based change, even if it currently lags other sectors in some areas. We expect that
29、 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 and that new learning communities driven by information technology will allow univer
30、sities 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 good for those who pursue it but also a social good in terms of our nation s abilit
31、y 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 systems. 42 Many institutions adjust their strategies and activities in order to_. （
32、 A） make money （ B） change the relationship 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 stu
33、dents 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 （ B） the establishment of secular education （ C） the introduction of graduate educ
34、ation （ 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 have to read original source materials （ C） the way of communication （ D） training
35、 students for professional career 45 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
36、 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 further savings. House Democrats are also divided on revenue-raising measures. The S
37、enate 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 the money comes from remains the crucial problem. Apparently, the answer is strai
38、ghtforward: 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. This anomaly costs nearly $ 250bn a year in revenue enough to pay for universal coverage
39、, 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, not something to be feared. Many US workers have complained that if they lose their job,
40、 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 abolished as part of a larger reform which obliges insurers to offer affordable coverage to
41、 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 increase is inescapable. This one makes more sense than most. The President should say so.
42、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. For example, it seems that he now prefers an individual mandate to buy insurance. Le
43、t 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 s difficult to pass a bill （ D） U. S. will achieve universal health insurance 47 In
44、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 benefits. （ D） Ending taxing individual-purchased health insurance. 48 Why did the autho
45、r 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 employers to provide health insurance. （ D） Because the administration needed to raise revenu
46、e. 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 called for during the election campaign? （ A） Increasing tax. （ B） Obliging insurers
47、to offer affordable coverage to all people 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 y
48、ou 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, you can have two marshmallows when I get back. “ Then, the researcher left. Some ki
49、ds 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. 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 lon
