1、国家公共英语（四级）笔试模拟试卷 326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 How many people applied but didnt run the race? （ A） 16,000. （ B） 10,000. （ C） 67000 （ D） 54000 12 Which of the following is NOT true? （ A） Most competitors did not finish the race within two hours. （ B） Most competitors were interested in the race. （ C） Most competitors were t
5、rying to run as fast as they could （ D） Most competitors wanted to know if they could run 26 miles. 13 Where did one of the runners fall down? （ A） 50 meters from the end. （ B） 15 meters from the end. （ C） 10 meters from the end. （ D） 5 meters from the end. 14 Which of the following is covered in BC
6、D International programs? （ A） Interviews with radio producers. （ B） A large variety of pop songs. （ C） News from the music library. （ D） Stories about the good old days. 15 Which program gives us the ideas behind the pop songs? （ A） The History of Pop. （ B） The Road to Music. （ C） Pop Words. （ D） A
7、bout the Big Hits. 16 For native speakers understanding English pop songs is （ A） effortless. （ B） impossible. （ C） difficult. （ D） unnecessary. 17 What is the occasion for the mans speech? （ A） Graduation. （ B） A class reunion. （ C） The dedication of a new building. （ D） The groundbreaking ceremony
8、 for a pedestrian walkway on campus. 18 In what aspect does State University remain the same? （ A） The main campus. （ B） The student population. （ C） The age-old ideals. （ D） The programs of the Division of Continuing Education. 19 Why was University Tower torn down? （ A） Because a bell tower was to
9、 the built on the site. （ B） Because it was found unsafe. （ C） Because a parking lot was to be constructed there. （ D） Because no one wanted to preserve it. 20 What is the main idea of the mans speech? （ A） Everything at State University has changed in the past ten years. （ B） Although the campus lo
10、oks the same, some things have changed at State University. （ C） In spite of the changes on the campus, the commitments of the State University remain the same. （ D） Everything has stayed the same at State University during the past ten years. 一、 Section II Use of English (15 minutes) Directions: Re
11、ad the following text. Choose the best word for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. 20 You may say that the business of marking books is going to slow down your reading. It probably will. That s one of the【 C1】 _for doing it. Most of us have been taken in by the notion that
12、speed of【 C2】 _ is a measure of our intelligence. There is no such things as the right【 C3】 _for intelligent reading. Some things should be【 C4】 _quickly and effortlessly, and some should be read slowly and even laboriously. The sign of intelligence 【 C5】 _reading is the ability to read different th
13、ings differently according to their worth. In the【 C6】 _of good books, the point is not to see how many of them can you get through, 【 C7】 _how many can you get through them how many you can【 C8】 _your own. A few friends are better than a thousand acquaintances. If this be your goal,【 C9】 _ it shoul
14、d be, you will not be impatient if it takes more time and effort to read a great book than a newspaper【 C10】 _. You may have another objection to【 C11】 _ books. You can t lend them to your friends【 C12】 _nobody else can read them【 C13】 _being distracted by your notes. What s more, you wont want to l
15、end them because a【 C14】 _copy is a kind of intellectual diary, and【 C15】 _it is almost like giving your mind away. If your friend hopes to read your Shakespeare, or The Federalist Papers, tell him, gently but firmly, to buy a copy. You will lend him your car or your coat but your books are as much
16、a part of you as your head or your heart. 21 【 C1】 22 【 C2】 23 【 C3】 24 【 C4】 25 【 C5】 26 【 C6】 27 【 C7】 28 【 C8】 29 【 C9】 30 【 C10】 31 【 C11】 32 【 C12】 33 【 C13】 34 【 C14】 35 【 C15】 Part A 35 A Set a Good Example for Your Kids B Build You Kids Work Skills C Place Time Limits on Leisure Activities D
17、 Talk about the Future on a Regular Basis E Help Kids Develop Coping Strategies F Help Your Kids Figure Out Who They Are G Build Your Kids Sense of Responsibility How Can a Parent Help? Mothers and fathers can do a lot to ensure a safe landing in early adulthood for their kids. E-ven if a job s star
18、ting salary seems too small to satisfy an emerging adult s need for rapid content, the transition from school to work can be less of a setback if the start-up adult is ready for the move. Here are a few measures, drawn from my book Ready or Not, Here Life Comes, that parents can take to prevent what
19、 I call “work-life unreadiness“ : 【 R1】 _ You can start this process when they are 11 or 12. Periodically review their emerging strengths and weaknesses with them and work together on any shortcomings, like difficulty in communicating well or collaborating. Also, identify the kinds of interests they
20、 keep coming back to, as these offer clues to the careers that will fit them best. 【 R2】 _ Kids need a range of authentic role models as opposed to members of their clique, pop stars and vaunted athletes. Have regular dinner-table discussions about people the family knows and how they got where they
21、 are. Discuss the joys and downsides of your own career and encourage your kids to form some ideas about their own future. When asked what they want to do, they should be discouraged from saying “I have no idea. “ They can change their minds 200 times, but having only a foggy view of the future is o
22、f little good. 【 R3】 _ Teachers are responsible for teaching kids how to learn; parents should be responsible for teaching them how to work. Assign responsibilities around the house and make sure homework deadlines are met. Encourage teenagers to take a part-time job. Kids need plenty of practice de
23、laying gratification and deploying effective organizational skills, such as managing time and setting priorities. 【 R4】 _ Playing video games encourages immediate content. And hours of watching TV shows with canned laughter only teaches kids to process information in a passive way. At the same time,
24、 listening through earphones to the same monotonous beats for long stretches encourages kids to stay inside their bubble instead of pursuing other endeavors. All these activities can prevent the growth of important communication and thinking skills and make it difficult for kids to develop the kind
25、of sustained concentration they will need for most jobs. 【 R5】 _ They should know how to deal with setbacks, stresses and feelings of inadequacy. They should also learn how to solve problems and resolve conflicts, ways to brainstorm and think critically. Discussions at home can help kids practice do
26、ing these things and help them apply these skills to everyday life situations. What about the son or daughter who is grown but seems to be struggling and wandering aimlessly through early adulthood? Parents still have a major role to play, but now it is more delicate. They have to be careful not to
27、come across as disappointed in their child. They should exhibit strong interest and respect for whatever currently interests their fledging adult (as naive or ill con ceived as it may seem) while becoming a partner in exploring options for the future. Most of all, these new adults must feel that the
28、y are respected and supported by a family that appreciates them. 36 【 R1】 37 【 R2】 38 【 R3】 39 【 R4】 40 【 R5】 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 resha
29、ped 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 automobile. But never before have we experience
30、d 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 to it as well. Institutions of every strip
31、e 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 colleges and universitiesthe pace of transfo
32、rmation 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, teaching largely continues to follow a
33、classroom-centered, seat-based paradigm. However, 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 establishme
34、nt 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 providing educational opportunities to the w
35、orking 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-based change, even if it currently lags o
36、ther 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 and that new learning communities driven b
37、y 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 good for those who pursue it but also a s
38、ocial 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 systems. 42 Many institutions adjust their
39、 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 to the development of digital technologies 43 The phrase “higher-education functions“(Line 4, Paragr
40、aph 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 （ B） the establishment of secular educat
41、ion （ 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 have to read original source materials （
42、 C） the way of communication （ D） training 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 wi
43、ll 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 further savings. House Democrats are also
44、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 the money comes from remains the crucia
45、l 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. This anomaly costs nearly $ 250bn a year in re
46、venue 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, not something to be feared. Many US workers ha
47、ve 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 abolished as part of a larger reform which oblige
48、s 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 increase is inescapable. This one makes more sens
49、e 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. For example, it seems that he now prefers an individual mandate to buy insurance. Let us see a similar flexibility on taxing employer-provided insurance. 46 According to the
