1、大学英语四级模拟试卷 349及答案与解析 一、 Part I Writing (30 minutes) 1 For this part, you are allowed thirty minutes to write a letter. Suppose you are a freshman from a poor family. You hope to apply for government student loan. Write a letter to the management of the university about this matter. You should write
2、at least 120 words and you should base your composition on the outline ( given in Chinese ) below. 假如你是一个刚刚入学的大学生，因家境困难想要申请助学贷款。就此问题给校方写一封信。 1说明想要贷款的愿望； 2需要贷款的原因； 3说明自己有偿还贷款的能力和信心。 二、 Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minute
3、s 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 GIVEN) if the informati
4、on is not given in the passage. 1 Whats Hot, Whats Not for 2006 This year marks not only the 50th anniversary of IRA but also the 10th year of the “Whats hot“ survey. Therefore, in addition to looking at whats “hot“ for 2006, we also devote some attention to changes in the field that have occurred s
5、ince we began the “hot“ list. List contains 14 “very hot“ topics The 2006 list contains 14 “very hot“ topics, more than any list since we began. However, no one topic was listed as “extremely hot“. The 14 “very hot“ topics were: adolescent literacy, comprehension, direct/explicit instruction, early
6、intervention, English as a second language/ English-language learners, fluency, high-stakes assessment, informational texts, literacy coaches/reading coaches, phonics, political/ policy influences on literacy, preschool literacy instruction, scientific evidence-based reading research and instruction
7、, and word meaning/ vocabulary. Before we comment on some of these topics, lets look at how this list is compiled. The survey This survey of literacy leaders has been conducted each year since 1996. Between May and September, 25 literacy leaders are interviewed, either in person or by phone. All are
8、 read a standard 178-word paragraph defining “hot“ and “not hot“. Basically, “hot“ refers to the level of attention a given topic is currently receiving. It is also explained that their ratings of “hot“ and “not hot“ do not necessarily reflect their personal interest, or lack thereof, in a given top
9、ic. After hearing the introductory paragraph, each respondent is asked to rate a given topic as “hot“ or “not hot“. Each respondent is then asked if the topic “should be hot“ or “should not be hot“. The resulting chart with the topics rated appears in the December/January issue of Reading Today. Con
10、structing the survey Each year the 25 literacy leaders who had responded to the list of topics the previous year are sent the previous years list and asked to make modifications, additions, and deletions. We enclose a self-addressed stamped envelope for them to send back their responses. If some of
11、the literacy leaders fail to respond, they are called or c-mailed and urged to respond. For the 2006 survey, 24 of the 2005 leaders eventually provided suggestions for additions, modifications, and deletions. Based on those suggestions, we constructed this years list. Two topics from 2005 were elimi
12、nated: decodable text and scripted instruction. One topic was added, critical literacy/reading. Like the year before, many of the 2005 literacy leaders also wanted gender issues in literacy eliminated, but because that topic has been on the list for a relatively short period of time, we decided to k
13、eep it for at least another year. Selecting the respondents We select each years respondents based on a number of criteria. The first and most important criterion is that they must have a national or international perspective on literacy. Thus, we often select those who are on the boards of prominen
14、t literacy organizations such as IRA, the National Reading Conference, and the College Reading Association. Some editors of the major journals in the field are usually included. We also select the literacy leaders from various geographical areas in the United States, from Canada, and from outside No
15、rth America. The percentage of IRA members in a given area determines the number of literacy leaders we interview from that area. For instance, the eastern region of the United States has approximately 27% of IRAs individual members. Therefore, we should probably interview about 7 literacy leaders f
16、rom the cast; this year we interviewed exactly seven literacy leaders from the east. In assembling our list, we also try to see that different job categories are represented (such as teachers, college professors, and administrators) and that the list is ethnically diverse. However, the main criterio
17、n for inclusion in the respondent group is still that the literacy-leader has knowledge of trends and issues at the national or international level. Analyzing the hottest topics Each year we take particular note of some of the hottest topics in the field. Of the 14 “very hot“ topics this year, nine
18、were also “very hot“ or “extremely hot“ last year. They were: comprehension, direct/explicit instruction, English as a second language/English-language learners, fluency, high-stakes assessment, literacy coaches/reading coaches, phonics, political / policy influences on literacy, and scientific evid
19、ence-based reading research and instruction. Five topics rated as “hot“ last year have since moved up to “very hot.“ They are: adolescent literacy, early intervention, informational resets, preschool literacy instruction, and word meaning/vocabulary. An encouraging fact is that the overwhelming majo
20、rity of the respondents agree that all five of these topics “should be hot“. The fact that early intervention was not rated “very hot“ last year is probably a fluke because it has been “very hot“ for each of the other nine years of the survey. However, it will be interesting to observe what will hap
21、pen to phonemic awareness. For the first time in 10 years, this topic slipped from the “very hot“ category. Since 2003, the majority of our respondents have felt that this topic was receiving too much attention (i. e. , it “should not be hot“). Like last year, legislation in the United States (polit
22、ical/policy influences on literacy) has probably had a major influence on the hottest topics. Comprehension, fluency, word meaning/ vocabulary, and phonics form the basis for much of the recommended reading instruction in the Bush reading initiatives. Also targeted are very young children (early int
23、ervention and preschool literacy instruction) and children whose first language is not English (English as a second language / English-language learners). States and districts must also demonstrate that they are using valid and reliable measures in their accountability measures (high-stakes assessme
24、nt). Many of the advocated programs also make extensive use of explicit, teacher-directed instruction (direct/explicit instruction). All of the programs and methods must demonstrate a strong scientific research base (scientific evidence-based reading research and instruction). Although the reading l
25、egislation of the Bush administration affected the topics on the “hot“ list, it was the meta-analysis of the research done by the National Reading Panel (a href=“http:/ www. nationalreadingpanel. org“ www. nationalreadingpanel, org) that laid the groundwork for this legislation. The National Reading
26、 Panel looked at studies using scientific evidence-based research methodology and identified five areas that had sufficient research to justify drawing some positive conclusions: comprehension, fluency, phonemic awareness, phonics, and word meaning/ vocabulary. Four of these topics were rated “very
27、hot“ in this years survey., and for the first time phonemic awareness slipped out of the “very hot“ category. The National Reading Panel did find that 18 hours (total) of instruction in phonemic awareness was probably enough for most children. Most of our respondents also believed that instruction i
28、n word meaning/vocabulary was more deserving of attention, and, for the first time in 10 years, that topic is rated “very hot.“ Adolescent literacy is a new addition to the “very hot“ list, and undoubtedly the Bush legislation also contributed to the increased attention for this topic. As part of th
29、e No Child Left Behind legislation, millions of dollars have been proposed for a High School Initiative, and money has actually been allocated for a striving readers program. Also contributing to the attention on adolescent literacy is the funding being provided from private sources such as the Bill
30、 and Melinda Gates Foundation. Many believe that the IRA position statement on adolescent literacy has served as a catalyst for this increased emphasis. Goals of the survey In the early years of this survey, we would often receive communications from readers alleging that publication of lists such a
31、s this contributes to a “bandwagon effect“ with researchers and teachers focusing only on the hottest topics. We always took pains to explain that the term “hot“ was not synonymous with the word “important“. That distinction became clearer when we added the “should be hot“ arid “should not be hot“ c
32、olumns in 2000. The purpose of the survey has always been to acquaint readers with those issues that are receiving attention, thus perhaps encouraging them to investigate these topics in more depth. We also hope that the discrepancies between the “hot“ list and the “should be hot“ list will encourag
33、e our readers to be more active advocates for the best literacy practices in their own schools and political arenas. Perhaps educators can take advantage of the attention being received by some of these issues and make needed changes in their schools. Thus, in 2006, because adolescent literacy and l
34、iteracy coaches/reading coaches are both “very hot topics, now might be the time to request a reading specialist/literacy coach for the high school level - striking when the iron is hot, as the clich6 goes. In addition, our respondents would agree that these are two irons that “should be hot“. 2 Thi
35、s survey of literacy leaders has been conducted for ten years since 1996 and it has been well received. （ A） Y （ B） N （ C） NG 3 We select each years respondents based on a number of criteria. The most important is their job categories. （ A） Y （ B） N （ C） NG 4 Phonemic awareness is one of the five to
36、pics which were rated as “hot“ last year and have since moved up to “very hot“ this year. （ A） Y （ B） N （ C） NG 5 The goal of the survey has been to acquaint readers with those issues that are receiving attention, thus perhaps encouraging them to investigate these topics in more depth. （ A） Y （ B） N
37、 （ C） NG 6 Some advocated programs also try to make extensive use of implicit, indirect instruction (indirect/implicit instruction). （ A） Y （ B） N （ C） NG 7 Politics has great influence on the list of hot topics. This can be seen from these hot topics this year: early intervention, preschool literac
38、y instruction and English as a second language/ English-language learners. （ A） Y （ B） N （ C） NG 8 Contributing to the attention on adolescent literacy is the Bush legislation and the funding being provided from private sources. （ A） Y （ B） N （ C） NG 9 After each respondent is asked to _ as “hot“ or
39、 “not hot“, they are then asked if the topic “should be hot“ or “should not be hot.“ 10 Most of our respondents also believed that instruction in word meaning/vocabulary was more deserving of attention, and, _ , that topic is rated “very hot“. 11 Discrepancies between the “hot“ list and the “should
40、be hot“ list will encourage our readers to be more active advocates for the best literacy practices _. 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 t
41、he conversation 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） A publisher. （ B） A writer. （ C） An automobile engineer （ D） An advertiser. （ A） To
42、a movie. （ B） For shopping. （ C） On a two-week trip. （ D） On a short visit to his neighbours. （ A） 7:53. （ B） 7:55. （ C） 7:58. （ D） 8:05. （ A） They cant afford to buy a video-recorder. （ B） They cant afford to buy a new camera. （ C） They can afford to buy another video-recorder. （ D） They can afford
43、 to buy a new camera. （ A） Mike takes only black and white pictures. （ B） Mike owns a lab that develops pictures. （ C） Mike has his black and white films developed. （ D） Mike does part of his own film developing. （ A） Their son will be a little bit affected. （ B） Their son will not take the examinat
44、ion owing to the weather. （ C） The weather will affect their son severely. （ D） The weather will not make any difference to their son. （ A） Because she goes to work near her house. （ B） Because she likes to stay late. （ C） Because she dreams a lot every night. （ D） Because she is busy at home. （ A）
45、She is in a hotel. （ B） She is in a hospital. （ C） She is in a hoarding school. （ D） She is in a restaurant. （ A） She turned him down. （ B） She agreed to meet him. （ C） She didnt say anything. （ D） She was very excited to date him. （ A） Its very expensive, （ B） Its quite cheap. （ C） Its perfect in s
46、ervice. （ D） It has a fancy environment. （ A） Linda didnt turn up. （ B） The man forgot to meet Linda on Friday. （ C） The man met another girl. （ D） Linda had a date with another man. （ A） They have to rush on and off the bus. （ B） They have to fight their way in and out. （ C） They have to jump on an
47、d off the bus. （ D） They have to push and press their way onto the bus and off the bus. （ A） She fell down. （ B） She was knocked down by others. （ C） She got a seat. （ D） She was taken care of by the two young guys. （ A） He wants to save money. （ B） He likes cycling. （ C） He doesnt want to see those
48、 rude behaviors on the bus. （ D） Buses are always crowded. （ A） Manners young people should have. （ B） Good deeds of the young. （ C） Bad behavior in the society. （ D） Rude manners of young people on buses. Section B Directions: In this section, you will hear 3 short passages. At the end of each pass
49、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） Because they had no religious freedom. （ B） Because they wanted to travel in the Mayflower. （ C） Because they wanted to establish a new religion: （ D） Because they wanted to live in the new land. （ A） Different from that of England. （ B） Similar to that of England. （ C） Difficult to
