1、大学英语四级改革适用（阅读）模拟试卷 250及答案与解析 Section C 0 A new study shows a large gender gap on economic policy among the nations professional economists, a divide similar to the gender divide found in the general public. “As a group, we are pro-market.“ says Ann Mari May. co-author of the study and a University o
2、f Nebraska economist. “But women are more likely to accept government regulation and involvement in economic activity than our male colleagues.“ “Its very puzzling,“ says free market economist Veronique de Rugy of the Mercatus Center at George Mason University. “ Not a day goes by that I dont ask my
3、self why there are so few women economists on the free market side.“ A native of France, deRugy supported government intervention(干预 ) early in her life but changed her mind after studying economics. “We want many of the same things as liberals less poverty, more health care but have radically diffe
4、rent ideas on how to achieve it. “ Liberal economist Dean Baker, co-founder of the Center for Economic Policy and Research, says male economists have been on the inside of the profession, confirming each others anti-regulation views. Women, as outsiders, “are more likely to think independently or at
5、 least see people outside of the economics profession as forming their peer group,“ he says. The gender balance in economics is changing. One-third of economics doctorates (博士学位 ) now go to women. “More diversity is needed at the table when public policy is discussed,“ May says. Economists do agree
6、on some things. Female economists agree with men that Europe has too much regulation and that Wal-mart is good for society. Male economists agree with their female colleagues that military spending is too high. The genders are most divorced from each other on the question of equality for women. Male
7、 economists overwhelmingly think the wage gap between men and women is largely the result of individuals skills, experience and voluntary choices. Female economists overwhelmingly disagree by a margin of 4-to-1. The biggest disagreement: 76% of women say faculty opportunities in economics favor men.
8、 Male economists point the opposite way: 80% say women are favored or the process is neutral. 1 What is the finding of the new study? （ A） The gender divide is a big concern of the general public. （ B） Men and women understand economics quite differently. （ C） The gap between male and female economi
9、sts needs to be closed. （ D） Male and female economists disagree widely on economic policy. 2 What does Ann Man May say about female economists? （ A） They are strongly against male domination in the economics profession. （ B） They tend to support government intervention in economic activity. （ C） Th
10、ey usually play an active role in public policy-making. （ D） They are mostly strong advocates of free market economy. 3 What do we learn about economist Veronique de Rugy? （ A） She represents most female economists standpoint. （ B） She devotes herself to eliminating womens poverty. （ C） Her study of
11、 economics changed her view on governments role in economic activities. （ D） Her academic background helped her get into the inner circle of the economics profession. 4 What does Ann Mari May imply about public policy-making? （ A） More female economists should get involved. （ B） It should do justice
12、 to female economists studies. （ C） More attention should be paid to womens rights. （ D） It should aim at sustainable development. 5 On what issue do male and female economists differ most? （ A） Government regulation. （ B） Job creation. （ C） Military spending. （ D） Gender equality. 5 The number of p
13、ostgraduate students travelling from non-EU countries to study at UK universities has fallen for the first time in 16 years, fuelling fears that the governments immigration crackdown is discouraging thousands of the brightest students from continuing their studies in Britain. JoBeall, British Counci
14、l director of education and society, said the fall would cause alarm among UK vice-chancellors(大学行政主管 ). “The sector was expecting a decline in growth, but the actual reduction in postgraduate numbers is of real concern as international students make up the majority of numbers in many postgraduate c
15、ourses and research teams in science, technology, engineering and mathematics.“ “Attracting the brightest and most ambitious postgraduate and research students is critical if the UK is to maintain its quality reputation for research,“ Beall said. Universities get a third of their tuition (学费 ) fee r
16、evenue from non-EU students. There is growing fear among vice-chancellors that this revenue-as well as the cultural, academic and economic benefit international students bring-is being put at risk. Tim Westlake, director for the student experience at Manchester University, said students whose famili
17、es relied on them working in the UK after their studies to gain experience and repay the fees were starting to look elsewhere. Last month the home secretary, Theresa May, announced that embassy staff would interview more than 100 000 applicants in an attempt to prevent bogus (假冒的 ) ones entering the
18、 country. She also said immigrants were responsible for pushing up UK house prices. The comments followed the introduction of new limitations on students right to work during and after their studies. Beall said: “ Government statistics for the first time provide real evidence that the changes to UK
19、visa regulations may have discouraged many students from applying to the UK. and in particular postgraduate students who are so important to the UKs research output. The UK enjoys an excellent reputation around the world for the high quality of our education system, so the government needs to ensure
20、 that institutions have all the support they need to attract international students who make a tremendous academic, cultural and economic contribution to the UK.“ 6 What has caused the decline of the number of non-EU postgraduates in the UK? （ A） The increase in tuition and fees. （ B） The ever-risin
21、g living expenses. （ C） Changed immigration policies. （ D） Universities tightened budgets. 7 What is UK vice-chancellors biggest concern? （ A） How to obtain financial support from the government. （ B） How to keep the academic reputation of their institutions. （ C） How to prevent bogus applicants ent
22、ering their universities. （ D） How to stimulate the creativity of their research teams. 8 Why do UK universities try to attract postgraduate students from outside the EU? （ A） A substantial part of their revenue comes from non-EU students tuition and fees. （ B） Non-EU postgraduate students are usual
23、ly highly motivated. （ C） The number of UK postgraduate students has fallen sharply. （ D） Some of the postgraduate programmers are specially designed for non-EU students. 9 What were the expectations of some non-EU students families? （ A） Their children could enjoy the UKs cultural benefits. （ B） Th
24、eir children could find well-paying jobs upon their return. （ C） Their children could become established academically. （ D） Their children could work in the UK after graduation. 10 What does Beall suggest the UK government should do? （ A） Allow promising international students to work in research te
25、ams. （ B） Revise UK visa regulations to accommodate non-EU students. （ C） Give universities adequate support to attract non-EU students. （ D） Try to address the needs of international students in the UK. 10 In recent years, a growing body of research has shown that our appetite and food intake are i
26、nfluenced by a large number of factors besides our biological need for energy, including our eating environment and our perception of the food in front of us. Studies have shown, for instance, that eating in front of the TV ( or a similar distraction) can increase both hunger and the amount of food
27、consumed. Even simple visual cues, like plate size and lighting, have been shown to affect portion size and consumption. A new study suggested that our short-term memory also may play a role in appetite. Several hours after a meal, peoples hunger levels were predicted not by how much theyd eaten but
28、 rather by how much food theyd seen in front of them in other words, how much they remembered eating. This disparity(差异 ) suggests the memory of our previous meal may have a bigger influence on our appetite than the actual size of the meal, says Jeffrey M. Brunstrom, a professor of experimental psyc
29、hology at the University of Bristol. “Hunger isnt controlled solely by the physical characteristics of a recent meal. We have identified an independent role for memory for that meal,“ Brunstrom says. “This shows that the relationship between hunger and food intake is more complex than we thought.“ T
30、hese findings echo earlier research that suggests our perception of food can sometimes trick our bodys response to the food itself. In a 2011 study, for instance, people who drank the same 380-calorie(卡路里 ) milkshake on two separate occasions produced different levels of hunger-related hormones (荷尔蒙
31、 ) , depending on whether the shakes label said it contained 620 or 140 calories. Moreover, the participants reported feeling more full when they thought theyd consumed a higher-calorie shake. What does this mean for our eating habits? Although it hardly seems practical to trick ourselves into eatin
32、g less, the-new findings do highlight the benefits of focusing on our food and avoiding TV and multitasking while eating. The so-called mindful-eating strategies can fight distractions and help us control our appetite, Brunstrom says. 11 What is said to be a factor affecting our appetite and food in
33、take? （ A） How we perceive the food we eat. （ B） What ingredients the food contains. （ C） When we eat our meals. （ D） How fast we eat our meals. 12 What would happen at meal time if you remembered eating a lot in the previous meal? （ A） You would probably be more picky about food. （ B） You would not
34、 feel like eating the same food. （ C） You would have a good appetite. （ D） You would not feel so hungry. 13 What do we learn from the 2011 study? （ A） Food labels may mislead consumers in their purchases. （ B） Food labels may influence our bodys response to food. （ C） Hunger levels depend on ones co
35、nsumption of calories. （ D） People tend to take in a lot more calories than necessary. 14 What does Brunstrom suggest we do to control our appetite? （ A） Trick ourselves into eating less. （ B） Choose food with fewer calories. （ C） Concentrate on food while eating. （ D） Pick dishes of the right size.
36、 15 What is the main idea of the passage? （ A） Eating distractions often affect our food digestion. （ B） Psychological factors influence our hunger levels. （ C） Our food intake is determined by our biological needs. （ D） Good eating habits will contribute to our health. 15 As a society we might want
37、 to rethink the time and money spent on education, so that these resources can benefit a greater percentage of the population. Ideally, both high schools and colleges can prepare individuals for the ever-changing roles that are likely to be expected of them. High school degrees offer far less in the
38、 way of preparation for work than they might, or than many other nations currently offer, creating a growing skills gap in our economy. We encourage students to go on to college whether they are prepared or not, or have a clear sense of purpose or interest, and now have the highest college dropout r
39、ate in the world. We might look to other countries for models of how high schools can offer better training, as well as the development of a work ethic (勤奋工作的美德 ) and the intellectual skills needed for continued learning and development. I recommend Harvards 2011 “Pathways to Prosperity“ report for
40、more attention to the “forgotten half“ (those who do not go on to college) and ideas about how to address this issue. Simultaneously, the liberal arts become more important than ever. In a knowledge economy where professional roles change rapidly and many college students are preparing for positions
41、 that may not even exist yet, the skill set needed is one that prepares them for change and continued learning. Learning to express ideas well in both writing and speech, knowing how to find information, and knowing how to do research are all solid background skills for a wide variety of roles, and
42、such training is more important than any particular major in a liberal arts college. We need to continue to value broad preparation in thinking skills that will serve for a lifetime. Students also need to learn to work independently and to make responsible decisions. The lengthening path to adulthoo
43、d appears exacerbated by parental involvement in the college years. Given the rising investment in college education, parental concern is not surprising, but learning where and when to intervene(干预 ) will help students take more ownership of the outcomes of these increasingly costly educations. 16 W
44、hat kind of education does the author think is ideal? （ A） It benefits the great majority of the general population. （ B） It prepares students to meet the future needs of society. （ C） It encourages students to learn throughout their lives. （ D） It ensures that students expectations are successfully
45、 fulfilled. 17 What does the author say is the problem with present high school education? （ A） Ignoring the needs of those who dont go to college. （ B） Teaching skills to be used right after graduation only. （ C） Giving little attention to those having difficulty learning. （ D） Creating the highest
46、 dropout rate in the developed world. 18 What characterizes a knowledge economy according to the passage? （ A） People have to receive higher education to qualify for a professional position. （ B） Students majoring in liberal arts usually have difficulty securing a job. （ C） New positions are constan
47、tly created that require people to keep learning. （ D） Colleges find it hard to teach students how to cope with the changing economy. 19 What does the author think a liberal arts college should focus on? （ A） Solid background knowledge in a particular field. （ B） Practical skills urgently needed in
48、current society. （ C） Basic skills needed for change and lifelong learning. （ D） Useful thinking skills for advanced academic research. 20 What suggestion does the author offer to parents? （ A） Rethinking the value of higher education. （ B） Investing wisely in their childrens education. （ C） Helping
49、 their children to bring their talent into full play. （ D） Avoiding too much intervention in their childrens education. 大学英语四级改革适用（阅读）模拟试卷 250答案与解析 Section C 【知识模块】 仔细阅读 1 【正确答案】 D 【知识模块】 仔细阅读 2 【正确答案】 B 【知识模块】 仔细阅读 3 【正确答案】 C 【知识模块】 仔细阅读 4 【正确答案】 A 【知识模块】 仔细阅读 5 【正确答案】 D 【知识模块】 仔细阅读 【知识模块】 仔细阅读 6 【正确答案】 C 【知识模块】 仔细阅读 7 【正确答案 】 B 【知识模块】 仔细阅读 8 【正确答案】 A 【知识模块】 仔细阅读 9 【正确答案】 D 【知识模块】 仔细阅读 10 【正确答案】 C 【知识模块】 仔细阅读 【知识模块】 仔细阅读 11 【正确答案】 A 【知识模块】 仔细阅读 12 【正确答案】 D 【知识模块】 仔细阅读 13 【正确答案】 B 【知识模块】 仔细阅读 14 【正确答案】 C 【知识模块】 仔细阅读 15 【正确答案】 B 【知识模 块】 仔细阅读 【知识模块】 仔细阅
