1、大学英语四级模拟试卷 299及答案与解析 一、 Part I Writing (30 minutes) 1 For this part, you are allowed 30 minutes to write a composition on the topic: Should Private Cars Be Encouraged in China? You should write at least 120 words following the outline given below in Chinese. 1. 在中国，私人汽车拥有量在增加 2有些人赞成拥有私人汽车，有些人反对拥有私人汽
2、车 3你的观点 二、 Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions attached to the passage. For questions 1-7, mark： Y (for YES) if the statement agrees with the information given in
3、 the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 The Illusion of Progress by Lester R. Brown Lester R. Brown is a senior researcher at the Worldwatch Institute, which every year since 1984
4、 has produced a volume about the State of the World. Each year, this book updates information on poverty, overpopulation, air and water quality, agricultural land, and other world conditions. A respected sourcebook, it is consulted by the United Nations and other organizations concerned about protec
5、ting our world environment. The following reading is an excerpt from the first chapter of State of the World, 1992. For about four-fifths of human beings born since World War , life has seemed to be a time of continuous economic progress. The global economic production is about five times larger tha
6、n it was in 1950. The increase in economic growth every ten years has been similar to the increase from the beginning of civilization until 1950. World food production has also increased a great deal. This was a result of increased demand caused by population growth and rising wealth, and was made p
7、ossible by modern technology. The worlds grain harvest is 2.6 times larger than it was in 1950. No other generation of human beings has seen such large gains in production. Such gains would seem to be a cause for celebration, but instead there is a sense of illusion, a feeling that not so much progr
8、ess has been made. One reason for this is that our system of national accounting used to measure progress considers the loss in value of factories and equipment, but does not consider the using up of natural resources. Since mid-century, the world has lost nearly one-fifth of the topsoil from its cr
9、oplands, a fifth of its tropical rain forests, and tens of thousands of its plant and animal species. During this same period, atmospheric carbon dioxide (CO2) levels have increased by 13 percent, causing hotter summers. The protective ozone (臭氧 ) layer in the stratosphere has decreased by 2 percent
10、 worldwide and far more over Antarctica. Dead lakes and dying forests have resulted from industrialization. Historians in the twenty-first century may admire our economic performance but regret the environmental consequences. Throughout our lifetimes, economic trends have shaped environmental trends
11、, often affecting the earths natural resources and systems in ways not clear at the time. Now, as we enter the nineties, the reverse is also beginning to happen: environmental trends are beginning to shape economic trends. Environmental damage to the planet is beginning to affect harvests of food. T
12、he effects of losing 24 billion tons of topsoil each year are being felt in some of the worlds major food-producing regions. Recent studies indicate that air pollution is damaging crops in both auto-centered economies of the West and coal-burning economies of the East.Meteorologists cannot yet be ce
13、rtain, but the hotter summers and decreased rainfall of the eighties may be early indications of the greenhouse effect. Environmental damage undoubtedly was a cause of slower growth in world grain production during the eighties. The doubling of grain output mentioned above occurred between 1950 and
14、1984; since then, there has been no significant increase. The 1989 estimated harvest (1.67 billion tons) was up only i percent from that of 1984, which means that grain output per person is down nearly 7 percent. Large amounts of previously stored food have. been used up. In some areas, people have
15、consumed less food. Although five years is not long enough to indicate a long-term trend, this does show that the worlds farmers are finding it more difficult to keep up with growth in population. Nowhere is this clearer than in Africa, where the combination of high population growth and damage to c
16、roplands is decreasing grain production per person. A drop of 20 percent in production from 1967 has changed the continent into a grain importer, caused an increase in the regions foreign debt, and left millions of Africans hungry and physically weakened. In a 1991 report, World Bank economists desc
17、ribed the continuation of recent trends as a “nightmare scenario.“ In both Africa and Latin America, food consumption per person is lower today than it was when the decade began. Infant death rates a good indicator of malnutrition appear to have increased in many countries in Africa and. Latin Ameri
18、ca, reversing the previous trend of decrease. Nations in which there are data to indicate this rise in infant death rate include Brazil, the Dominican Republic, El Salvador, Ghana, Madagascar, Mexico, Peru, Uruguay, and Zambia. 2 This essay is taken from the State of the World, a sourcebook publishe
19、d by the United Nations, which updates information each year on such world conditions as poverty, overpopulation, air and water quality and agricultural land. （ A） Y （ B） N （ C） NG 3 The latter part of the 20th century has seen a continuous increase in economic growth, but such achievements, accordi
20、ng to L.R. Brown, do not necessarily make up a cause for celebration. （ A） Y （ B） N （ C） NG 4 The main measure of economic growth is faulty in that our system of national accounting includes only loss in value of factories and equipment but does not consider loss of natural resources as a negative f
21、actor. （ A） Y （ B） N （ C） NG 5 With an increase in world food production, people in Africa and Latin America today eat more food than they did a decade ago. （ A） Y （ B） N （ C） NG 6 Scientists in general believe that croplands, forests, and grasslands will supply enough raw materials, food, and fuel
22、to guarantee further economic growth in the years to come. （ A） Y （ B） N （ C） NG 7 According to our current way of accounting, countries that over-cut forests are doing better economically than countries that keep the same number of trees. （ A） Y （ B） N （ C） NG 8 Since the early 1990s environmental
23、trends have started to affect our economic trends, with the effects of losing large amounts of topsoil being felt. （ A） Y （ B） N （ C） NG 9 Meteorologists suspect that the hotter summers and decreased rainfall of the 1980s might be _. 10 This essay is mainly concerned with _. 11 By the “Illusion of P
24、rogress“ the author means that _. Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After eac
25、h question there will be a pause. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer. （ A） At 4:15. （ B） At 4:00. （ C） At 4:45. （ D） At 5:00. （ A） Hell try hard to attend the conference. （ B） He has to go somewhere else. （ C） He doesnt like com
26、mitments. （ D） He has forgotten the conference call. （ A） He is working in a hospital. （ B） He is doing business with his brother now. （ C） He is going to graduate from college in July. （ D） He is going to do business with his brother. （ A） Rest a few hours. （ B） Go to the concert immediately. （ C）
27、Send an e-mail. （ D） Go to get some tickets for the concert. （ A） At the hotel. （ B） At the railway station. （ C） At the airport. （ D） At the cinema. （ A） Lisa is having a hard time in school. （ B） Lisa is expecting a baby. （ C） Lisa is often very tired. （ D） Lisa is very busy this term. （ A） 6.80.
28、（ B） 7.20. （ C） 6.30. （ D） 3.15. （ A） It ran into another car. （ B） It fell into a river. （ C） It was badly damaged. （ D） It left the road and landed in a field. （ A） The class was added at the last minute at the request of many students. （ B） Many of the students dropped the class the first day it
29、opened. （ C） A signature of the teacher was required for the registration of the class. （ D） It was a compulsory class for college senior students. （ A） He failed to get the teachers signature in time. （ B） He got sick the next day. （ C） He did not turn in the add slip the first day the class opened
30、. （ D） He took too many classes. （ A） He was dropped from a class he really liked. （ B） The requirements for the class were ridiculous. （ C） The teacher refused to take into consideration his special condition. （ D） He could not carry out his plans as expected. （ A） He is applying for a job at a sum
31、mer camp. （ B） His telephone is out of order. （ C） He is writing a character reference for Ben. （ D） He is replying to Bens letter. （ A） Ben would do a better job in a restaurant. （ B） It is not worthwhile to write a reference for Ben. （ C） Ben will only do the things he enjoys. （ D） Though a troubl
32、emaker, Ben often gets along with children well. （ A） He is conceited. （ B） He likes to play practical jokes. （ C） He hates to do what he dislikes. （ D） All of the above. （ A） Peter tries to present a positive reference. （ B） Peter will give a true picture of Ben in the reference. （ C） Peter will no
33、t write the character reference. （ D） Ben will get the job at a childrens summer camp. Section C Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second ti
34、me, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the 26 Lets procee
35、d to the main exhibit hall and look at some of the actual vehicles that played a【 B1】 _role in speeding up mail【 B2】 _. Consider how long it used to take to send a letter across a【 B3】 _short distance. Back in the 160Os, it took two weeks on horseback to get a letter from Boston to New York. a dista
36、nce of about 260 miles. Crossing a river was also a 【 B4】 _. Ferry service was so【 B5】_that a carrier would sometimes wait hours just to catch a ferry. For journeys inland there was always a stagecoach but the ride was by no means【 B6】_because it had to be shared with other passengers. The post offi
37、ce was pretty【 B7】 _about some ways. In the 19th century, in the southwestern【 B8】 _, for instance, camels were brought in to help to get mail through. In Alaska, reindeer were used. (44) Well stop here a minute so that you can enter this replica of a railway mail Car.【 B10】 _ .In fact, the United S
38、tates transported most bulk of mail by train for nearly 100 years. The first airmail service didnt start until 1918. Please take a few moments to 100k around. I hope youll enjoy your tour. And as you continue on your own, may I suggest you visit our impressive philatelic (集邮的 )collection? 【 B11】 _.
39、27 【 B1】 28 【 B2】 29 【 B3】 30 【 B4】 31 【 B5】 32 【 B6】 33 【 B7】 34 【 B8】 35 【 B9】 36 【 B10】 37 【 B11】 Section A Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read t
40、he passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item with a single line through the center. You may not use any of the words in the bank more than once. 37 In the same way that a child must be a
41、ble to move his arms and legs before he can learn to walk, the child must physiologically (在生理学方面 ) be【 S1】 _of producing and experiencing particular emotions before these emotions can be【 S2】_through learning. Psychologists have found that there are two basic【 S3】_by which learning takes place. One
42、 kind of learning is called “classical conditioning.“ This occurs when one event or stimulus is【 S4】 _ paired with, or followed by, a reward or【 S5】 _. It is through classical conditioning that a child learns to【 S6】 _his mothers face and voice with happiness and love, for he learns that this person
43、 provides food and comfort. Negative emotions are learned in a similar【 S7】 _ The second kind of learning is called “operant conditioning.“ This occurs when an individual learns to do things that produce rewards in his【 S8】 _and learns not to do things that produce punishments. For example, if a mot
44、her always【 S9】 _to her baby when he cries and cuddles (搂抱 ) him until he is quiet, she may teach him that if he cries he will get attention from mother. Thus, the baby will learn to increase his crying in order to have his mother more. Every day, we grow and have new experiences. We constantly lear
45、n by reading, watching television,【 S10】 _with other people, and so forth. This learning affects our emotions and leads us to like some people and dislike others. A) personage B) interacting C) fashion D) associate E) occasionally F) adheres G) modified H) capable I) improved J) processes K) consist
46、ently L) appreciation M) attends N) punishment O) environment 38 【 S1】 39 【 S2】 40 【 S3】 41 【 S4】 42 【 S5】 43 【 S6】 44 【 S7】 45 【 S8】 46 【 S9】 47 【 S10】 Section B Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them t
47、here are four choices marked A, B, C and D. You should decide on the best choice. 47 Emotional intelligence skills are synergistic (起协同作用的 ) with cognitive ones: top performers have both. The more complex the job, the more emotional intelligence matters if only because a deficiency in these abilitie
48、s can hinder the use of whatever technical expertise or intellect a person may have. Take, for example, an executive who had just been brought in to run a 65 million, family owned business, the first president from outside the family. A researcher, using an interview method to assess the executives
49、ability to handle cognitive complexity, determined his capacity was the very highest a “level six,“ someone smart enough, theoretically, to be CEO of a global firm or head of a country. But during that interview the conversation turned to why he had to leave his previous job: He had been fired because he had failed to confront subordinates and hold them responsible fo
