1、大学英语四级模拟试卷 305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 entitled Parental Hopes and Personal Desires. You are given the first sentence of each paragraph. You should write at least 120 words, not including the words given. 1. Obligations
2、to our parents are very important. 2. Sometimes, obligations to parents cause people much distress. 3. Wed better find a way which can make ourselves happy while pleasing our parents at the same time. 二、 Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you
3、 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 the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIV
4、EN) if the information is not given in the passage. 1 Preparing for Tests Ideally it should be love of learning, achievement, and self-improvement that prompts all learning. But the average student is probably motivated by a more tangible, immediate, and pressuring reason the requirement to take and
5、 pass tests.Few high school students are not concerned with the aptitude and achievement tests that they must take to get into college.Even students not planning to attend college will take placement, adaptability, and promotion tests if they are to succeed in their field. Promotion in the armed ser
6、vices does not depend on physical prowess (本领 ) and length of service. It depends, instead, on the ability to study and pass promotional tests. You need to understand the importance of tests, the best methods of preparation, the common sense required for both a physical and mental approach to them,
7、how to read instructions and questions correctly, and how to answer the way the test or teacher expects you to answer. This is one of the most valuable psychological benefits that can come from your education. Attitude Toward Tests Dr. Francis P. Robinson in his book, Effective Study, poses a questi
8、on: “Did you ever thank a teacher for giving a test?“At first glance you are not likely to find much in your thinking that would help inspire a “yes“. The teacher spends a lot of time preparing the test questions. After you have taken the test, the teacher spends many hours carefully evaluating your
9、 paper. Mistakes are marked so that when your paper is returned you can go over them and perhaps write in corrections. Then you will not make the same mistakes again. Test as a Personal Battle Do you, like many of your fellow students, consider the test or examination as a personal battle which the
10、teacher wages in an attempt to defeat you, or do you see it as a contest in which one tries to outwit the other? If this is your attitude towards tests, you probably do one of two things when the teacher returns your paper to you. One, you throw it away without bothering to do more than glance throu
11、gh it to see where points were taken off. Or two, without checking an incomplete answer against the facts as studied, you approach the teacher and demand to know why points were taken off. This is the most negative of approaches. The difference in attitude can be seen in the difference between two q
12、uestions: “Why did you take off points on this question?“ and“What should I have included that I did not?“ Fear of Taking Tests Another attitude that you should avoid is that of fear. Fear of taking tests results in tension and disturbed thinking.These, in turn, produce blind spots (not being able t
13、o remember answers that your knew ten minutes before the test) and careless mistakes. This fear also keeps people from venturing into new areas in life. They may visualize the new method, the better tool, or the strong bridge, but they hesitate until someone else realizes their dreams. Fear prevents
14、 success on tests and examinations because fear conditions the mind for failure. Students who are afraid start in a state of confusion and disorder. Thus they throw away the advantages they have gotten by preparation. Students who approach tests with fear are almost always characterized by the follo
15、wing: (1) Their grade is considerably lower than their daily recitation grades, sometimes as much as twenty points lower. (2) They complain about the teacher insufficient explanation, lack of detailed review, etc. (3) They find fault with the test materials too long, not the type of questions expect
16、ed and studied for, didnt understand the wording of questions. (4) Their preparation consists of a frantic last-ditch effort. They suffer from loss of sleep almost to the point of total exhaustion, and often loss of important notes or review material just when they are needed most. (5) Fear drives t
17、hese students to study for the test with another student. Invariably they choose a study companion who has the same attitude of fear. Often the other students knowledge of the subject is only equal to, or perhaps less than, their own. If you recognize two or more of these characteristics as behaviou
18、r patterns which you practise at test and examination time, you should change your attitude as quickly as possible. To continue them is to subject yourself to a climate of tension and fear and to condition yourself for defeat. A Positive Approach to Tests A third attitude is wholly positive. It is t
19、he attitude of challenge, self-confidence, and content-reliability. Students who accept a test as a challenge to show the teacher the extent of their knowledge of the subject and to improve their grades are stimulated. This stimulation produces the energy needed to think clearly and to act with prec
20、ision over a longer period of concentration than the daily recitation requires. The attitude of challenge is reflected by enterprising rather than burdensome preparation. Self-confidence develops from this adequate preparation. There is no room for tension and fear. Even a questionable answer is app
21、roached by a calculated reliability. The belief is that a worthwhile answer, although perhaps only partially correct, can be worked out. This attitude requires the relationship between student and teacher, and question and answer, always to be one of cooperative production rather than competitive de
22、struction. To adopt an attitude of challenge and self-confidence toward tests and examinations, you must first understand the real purposes of test. Reasons for Tests Motivation From the students point of view, the first reason for tests is motivation. Few of us are self-disciplined and motivated en
23、ough to educate ourselves without direction and requirement. Being tested periodically on accumulated knowledge is a strong motivating force. Chance to Show Knowledge A second reason for tests is that they provide students with a chance to show how much they have learned. Daily recitation does not p
24、rovide such an opportunity. A test gives the students a chance to show their ability to organize and unify large volumes of material. This is not possible in preparing for day-to-day assignments. Prediction of Future Tests A third reason is that students gain insight into what the teacher considers
25、most important. If test questions deal with main topics and essential principles, the student can accurately estimate the nature of future and larger tests. Discovery of Weaknesses and Progress A fourth important reason is that students can discover both their shortcomings and the extent of their pr
26、ogress. They can carefully study their errors and the general areas in which they occur. They can see a pattern to their errors. They can take steps to correct their weaknesses. They can measure their progress in that subject. And most important of all, they can measure whether or not their mental g
27、rowth is keeping up with the demand of the subject. Now that you understand the reasons for tests and examinations, and how they benefit both student and teacher, you should not groan when a test is announced. Do not approach it as a burdensome chore or with light indifference. Approach it with an h
28、onest and determined effort for self-improvement. If you manage this, your grade will manage itself. 2 The writer introduces three major attitudes towards tests and the reasons to take tests. （ A） Y （ B） N （ C） NG 3 Taking a test as a battle is a positive attitude towards tests that every student sh
29、ould have. （ A） Y （ B） N （ C） NG 4 Fear of tests may even result in good performance in a test. （ A） Y （ B） N （ C） NG 5 To take a test as a challenge or opportunity to show your teacher how well you have learned is a positive attitude towards tests. （ A） Y （ B） N （ C） NG 6 Tests can motivate student
30、s to learn. （ A） Y （ B） N （ C） NG 7 Tests may help teachers know how well the students have learned. （ A） Y （ B） N （ C） NG 8 From tests, students can know whether they have made progress or not. （ A） Y （ B） N （ C） NG 9 Through tests students can learn how much _. 10 Students will discover their _ in
31、 tests. 11 When students know about the reasons for tests, they will approach them with _. 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 conversat
32、ion and the questions will be spoken only once. After each 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） In the garden. （ B） In the living room. （ C） In the bedroom. （ D） In the garage. （ A） Peter didn
33、t go to Mr Johnsons class. （ B） Peter found a hat in Mr Johnsons class. （ C） Peter lost a hat in Mr Johnsons class. （ D） Peter hasnt found Mr Johnsons hat yet. （ A） It is very pleasant. （ B） It is cold. （ C） It is hot. （ D） It is rainy. （ A） It has been a good day. （ B） Thats the place we are going
34、to. （ C） Weve finished our days work. （ D） The store is closed for the day. （ A） She began to like it more after learning more. （ B） She will major in organic chemistry. （ C） It was difficult to learn everything. （ D） She got better grades at the end of the class. （ A） On foot. （ B） By bus. （ C） By
35、car. （ D） By train. （ A） Three years ago. （ B） This year. （ C） Last year. （ D） During December. （ A） An ashtray. （ B） Teacups? （ C） A tablecloth. （ D） A vase. （ A） The English examination system. （ B） The improvement in English education. （ C） The English school system. （ D） The curriculum of Englis
36、h schools. （ A） The classrooms are too small. （ B） The size of the class is too big. （ C） There are not enough teachers. （ D） The facilities are too old. （ A） Children used to take an exam at the age of eleven to decide if they could go on to a grammar school or a secondary school. （ B） The present
37、school system can perfectly satisfy the particular needs of each child. （ C） Much has been done to improve the students ability to read and write. （ D） English schools have placed sufficient emphasis on broadening the students horizons. （ A） He wanted to fight against the Americans. （ B） He wanted t
38、o visit George Washington. （ C） He wanted to do business with the Americans. （ D） He wanted to help the American Revolution. （ A） Eighteen. （ B） Sixteen. （ C） Twenty. （ D） Nineteen. （ A） Congress accepted him as a volunteer. （ B） He became an officer as soon as he arrived. （ C） He met Washington and
39、 became his personal aide. （ D） Both A and C. （ A） Beans. （ B） Cookies. （ C） French fries. （ D） Potato chips. （ A） To know what to write about the term paper. （ B） To ask for an extension for the paper. （ C） To ask for a sick leave. （ D） To enquire where to get the reference materials. （ A） Fill in
40、a special form. （ B） Give valid reasons. （ C） Give, in person, the completed form to the dean. （ D） Get the doctors signature on the completed form. （ A） Miranda hasnt started writing her paper yet. （ B） The examination is postponed. （ C） Miranda comes to the professors office the second day after s
41、he leaves the hospital. （ D） Mirada is allowed to choose between writing a paper and taking an examination. （ A） On Tuesday next week. （ B） On Wednesday next week. （ C） The coming Friday. （ D） On Saturday. Section B Directions: In this section, you will hear 3 short passages. At the end of each pass
42、age, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D. （ A） The horse is blind in the right eye. （ B） The horse is blind in the left eye. （ C） The horse is
43、blind in both of its eyes. （ D） The horse is not blind. （ A） George Washington. （ B） The neighbor. （ C） The police officer. （ D） Someone who was not mentioned in this passage. Section C Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you
44、 should listen carefully for its general idea. When the passage is read for the second time, 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
45、, you can either use the exact words you have just heard or write down the 32 American society is not nap-friendly. In fact, theres even a【 B1】 _against admitting we need sleep. Nobody wants to be caught napping or found asleep at the Switch. To quote an【 B2】 _ proverb: “Some sleep five hours, natur
46、e requires seven, laziness nine and【 B3】 _eleven.“ Wrong. The way not to fall a sleep at the switch is to take naps when you need them. “We have to【 B4】 _change our attitude toward napping,“ says Dr. William Dement of Stanford University, the【 B5】 _of sleep research. Last year a national commission
47、led by Dement【 B6】 _an “American sleep debt,“ which one member said was as important as the national debt. The commission was concerned about the dangers of【 B7】 _: people causing industrial accidents or falling asleep while driving. About 60 percent of American【 B8】 _nap when given the opportunity.
48、【 B9】_ Clearly, we were born to nap. 【 B10】 _,particularly if youre supposed to be doing something else. And, we should all note, 【 B11】 _. 33 【 B1】 34 【 B2】 35 【 B3】 36 【 B4】 37 【 B5】 38 【 B6】 39 【 B7】 40 【 B8】 41 【 B9】 42 【 B10】 43 【 B11】 Section A Directions: In this section, there is a passage w
49、ith 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 the 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. 43 We find that bright children are rarely held back by mixed-abi
