1、大学英语四级模拟试卷 627及答案与解析 一、 Part I Writing (30 minutes) 1 For this part, you are allowed 30 minutes to write a short essay on the topic of The Young Want to Be Leaders. You should write at least 120 words according to the outline given below. 1现在的年轻人 普遍想当领导 2人们对此有不同看法 3我认为 The Young Want to Be Leaders 二
2、、 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 the pass
3、age; 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 Learning through Tests Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually help
4、s people learn, and it works better than a number of other studying techniques. The research, published online Thursday in the journal Science, found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week
5、later than students who used two other methods. One of those methods repeatedly studying the material is familiar to a large number of students who cram (临时死记硬背 ) before exams. The other having students draw detailed diagrams documenting what they are learning is prized by many teachers because it f
6、orces students to make connections among facts. These other methods not only are popular, the researchers reported; they also seem to give students the illusion that they know material better than they do. In the experiments, the students were asked to predict how much they would remember a week aft
7、er using one of the methods to learn the material. Those who took the test after reading the passage predicted they would remember less than the other students predicted but the results were just the opposite. “I think that learning is all about retrieving (回想 ), all about reconstructing our knowled
8、ge,“ said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that were tapping into something fundamental about how the mind works when we talk about retrieval.“ Several cognitive scientists and education experts said the results were striking. The
9、 students who took the recall tests may “recognize some gaps in their knowledge,“ said Marcia Linn, an education professor at the University of California, Berkeley, “and they might revisit the ideas in the back of their mind or the front of their mind.“ When they are later asked what they have lear
10、ned, she went on, they can more easily “retrieve it and organize the knowledge that they have in a way that makes sense to them.“ The researchers engaged 200 college students in two experiments, assigning them to read several paragraphs about a scientific subject how the digestive system works, for
11、example. In the first experiment, the students were divided into four groups. One did nothing more than read the text for five minutes. Another studied the passage in four consecutive (连续的 ) five-minute sessions. A third group engaged in “concept mapping,“ in which, with the passage in front of them
12、, they arranged information from the passage into a kind of diagram, writing details and ideas in hand-drawn bubbles and linking the bubbles in an organized way. The final group took a “retrieval practice“ test. Without the passage in front of them, they wrote what they remembered in a free-form ess
13、ay for 10 minutes. Then they reread the passage and took another retrieval practice test. A week later all four groups were given a short-answer test that assessed their ability to recall facts and draw logical conclusions based on the facts. The second experiment focused only on concept mapping and
14、 retrieval practice testing, with each student doing an exercise using each method. In this initial phase, researchers reported, students who made diagrams while consulting the passage included more detail than students asked to recall what they had just read in an essay. But when they were evaluate
15、d a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory. Why retrieval testing helps is still unknown. Perhaps it is because
16、 by remembering information we are organizing it and creating cues and connections that our brains later recognize. It may also be that the struggle involved in recalling something helps reinforce it in our brains. Maybe that is also why students who took retrieval practice tests were less confident
17、 about how they would perform a week later. “The struggle helps you learn, but it makes you feel like youre not learning,“ said Nate Kornell, a psychologist at Williams College. “You feel like: I dont know it that well. This is hard and Im having trouble coming up with this information. “ By contras
18、t, he said, when rereading texts and possibly even drawing diagrams, “you say: Oh, this is easier. I read this already. “ The Purdue study supports findings of a series of recent research showing learning benefits from testing, including benefits when students get questions wrong. But by comparing t
19、esting with other methods, the study goes further. “It really bumps it up a level of importance by contrasting it with concept mapping, which many educators think of as sort of the gold standard,“ said Daniel Willingham, a psychology professor at the University of Virginia. Although “its not totally
20、 obvious that this is shovel-ready put it in the classroom and its good to go for educators this ought to be a big deal.“ Howard Gardner, an education professor at Harvard who advocates constructivism the idea that children should discover their own approach to learning, emphasizing reasoning over m
21、emorization said in an e-mail that the results “throw down the gauntlet (挑战 ) to those progressive educators, myself included.“ “Educators who embrace seemingly more active approaches, like concept mapping,“ he continued, “are challenged to devise outcome measures that can demonstrate the superiorit
22、y of such active approaches.“ Testing, of course, is a highly charged issue in education, drawing criticism that too much promotes rote learning (死记硬背 ), swallows valuable time for learning new things and causes excessive student anxiety. “More testing isnt necessarily better,“ said Dr. Linn, who sa
23、id her work with California school districts had found that asking students to explain what they did in a science experiment rather than having them simply conduct the hands-on experiment a version of retrieval practice testing was beneficial. “Some tests are just not learning opportunities. We need
24、 a different kind of testing than we currently have,“ added Dr. Linn. Dr. Kornell said that “even though in the short term it may seem like a waste of time,“ retrieval practice appears to “make things stick in a way that may not be used in the classroom. “Its going to last for the rest of their scho
25、oling, and potentially for the rest of their lives.“ 2 What did the study published in the journal Science reveal? （ A） Testing is a passive studying method. （ B） Test is the best way to assess peoples learning. （ C） Taking a test helps people learn better. （ D） More tests arent necessarily better f
26、or students. 3 According to the passage, the method of repeatedly studying the material_. （ A） shatters students confidence （ B） is very popular among students （ C） is highly praised by many teachers （ D） works better than concept mapping 4 What did Marcia Linn say about the students who took the re
27、call tests? （ A） Their mind seems to function less efficiently. （ B） They are more optimistic about their performance. （ C） They tend to study harder before and after the test. （ D） They reconstruct the knowledge in their own way. 5 In the first experiment, the students in the third group used the m
28、ethod of_. （ A） drawing detailed diagrams （ B） reading the passage repeatedly （ C） reorganizing the passage （ D） taking a test before reading 6 In the initial phase of the second experiment, the students using retrieval practice_. （ A） did much better in the short-answer tests （ B） did better in dra
29、wing logical conclusions （ C） recalled less details than the other group （ D） preformed better than the concept mappers 7 Students who took retrieval practice tests were less confident about their performance due to （ A） the former failures （ B） the struggle involved （ C） the difficulty of the mater
30、ials （ D） the competitors advantages 8 According to Professor Daniel Willingham, by comparing testing with concept mapping, the Purdue study_. （ A） made testing a gold standard （ B） proved many educators correct （ C） increased the significance of testing （ D） stressed the importance of active learni
31、ng 9 Howard Gardner said educators who advocated concept mapping were_to prove that this approach was superior. 10 In education, too much testing is criticized for wasting students time for learning new things and causing_. 11 Dr. Linns work with California school districts indicated that some versi
32、on of retrieval practice testing was not_to students. 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
33、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） He has decided how to spend his money. （ B） He wishes he could pay for his daily bills now. （ C） He has already saved enough money to
34、 travel around Africa. （ D） He has decided to save the money to pay his tuition next year. （ A） Buy the suit in cash. （ B） Buy the suit at no discount. （ C） Pay in credit card. （ D） Draw cash from the account. （ A） The restaurant has been available since Christmas. （ B） She promises there will be a
35、table available at 7:00 （ C） She is not sure whether there is a table available at that time. （ D） Theyd wait to check if there is any table available on Christmas. （ A） Rock and roll music is her favorite. （ B） She does not enjoy classical music. （ C） She rarely listens to popular music. （ D） She i
36、s not interested in rock and roll music. （ A） He was absent from the class. （ B） The subject is difficult to pass. （ C） He didnt work hard in the subject. （ D） The professor gives poor lectures. （ A） He has his leg broken. （ B） He wants to join the party. （ C） He parts with his girlfriend. （ D） He g
37、ets along well with Cathy. （ A） French is easy to learn. （ B） The man should give up. （ C） The man should continue with his study. （ D） The man should talk with his French friends often. （ A） The woman should finish her paper first. （ B） They should not stop working on the paper. （ C） Hed like to po
38、stpone working on the paper. , （ D） It wont take long to finish the paper tomorrow. （ A） He failed in a power test yesterday. （ B） He never expected himself to be happy. （ C） It was because of his fathers fault. （ D） He missed about 30 minutes of a program. （ A） His mothers use of the washing machin
39、e. （ B） His fathers turning on the microwave oven. （ C） His long hours of watching TV. （ D） The switch on of two air-conditioners. （ A） Watch a ball game on TV. （ B） Take part in a basketball final. （ C） Ask his neighbor to check the power. （ D） Not use any electric appliances any more. （ A） To ask
40、for help finding a job. （ B） To ask him to give her some advice. （ C） To invite him to go shopping with her later. （ D） To find out what hes doing during the summer. （ A） She might get a good job later. （ B） She could stay at a hotel at a discount. （ C） She might be able to get course credits for he
41、r work. （ D） It would give her a chance to make a lot of money immediately. （ A） Its strictness about punctuality. （ B） Its long-hour work. （ C） Its expensive rent. （ D） Its lower pay. （ A） Visit the hotel. （ B） Work in the clothing store. （ C） Continue her job search for a while. （ D） Make extra mo
42、ney while taking classes. Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, 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 mar
43、ked A, B, C and D. （ A） A best-selling coffee. （ B） A special educational program. （ C） Government support for schools. （ D） A new type of teacher-student relationship. （ A） To supply teachers with drinks. （ B） To do some research on nutrition. （ C） To raise money for school affairs. （ D） To develop
44、 students practical skills. （ A） She owns the schools coffee shop. （ B） She teaches at Dixie Heights High School. （ C） She sees that the drinks meet health standards. （ D） She manages the Dixie PIT program in Kenton County. （ A） 15%. （ B） 25%. （ C） 27%. （ D） 73%. （ A） It is a two-year-old cat. （ B）
45、It likes to sleep in the sun. （ C） It often greets the passers-by. （ D） It works in the Global Hair Salon. （ A） Busy Life for Pets （ B） Pets Join the Workforce （ C） Your Favorite Office Pets （ D） Pets Help Attract Customers （ A） To do some research. （ B） To support his family. （ C） To pay for his co
46、llege education. （ D） To help his partner expand business. （ A） It stood at an unfavorable place. （ B） It lowered the prices to promote sales. （ C） It lacked control over the quality of sandwiches. （ D） It made no profits due to poor management. （ A） They had enough money to do it. （ B） They had suc
47、ceeded in their business. （ C） They wanted to make others believe that they were successful. （ D） They wished to meet the increasing demand of customers. （ A） Learning by trial and error. （ B） Making friends with suppliers. （ C） Finding a good partner. （ D） Opening chain stores. Section C Directions
48、: 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 time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard.
49、 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 36 Whats the furthest you have ever cycled? Perhaps you cycle to school or to work, or maybe at most a short cycling trip with friends? How would you feel about spending months on the road traveling【 B1】 _from the UK to China, by bike? For British cyclist Pete Jones, camping rough an
