1、大学英语四级模拟试卷 629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 entitled Students Driving to School. You should write at least 120 words according to the outline given below. 1目前有不少大学生开车上学 2人们对此看法不一 3你的看法 Students Driving to School 二、 Part II Re
2、ading 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 passage; N (for
3、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 Social media presents challenge to universities Universities have a new weapon in the battle to protect their reputations: the friendly student blogger A few da
4、ys ago, Vshuf, an international student, posted a message on the Student Room discussion site. He/she wanted to know which university Glasgow, Birmingham, Warwick, Nottingham or the Institution (sic) of Education would be the best place to study business. The academic reputation of the institution w
5、as important, but there was another consideration. “How are people like in these universities?“ the post asked. “I have watched some videos about Warwick on YouTube and it seems to me that the people are snobby and arrogant in contrast to those from Nottingham.“ Members were quick to defend Warwick,
6、 but Vshuf remained unconvinced. The thread highlights the difficulty that universities face in the age of social media. At a time when reputation is more important than ever because of higher student fees and greater global competition, the ability to manage their reputations is increasingly fallin
7、g out of their hands. How to reach an increasingly networked generation that is more inclined to trust the opinion of their anonymous peers on the internet than official bodies such as universities was a problem discussed at last weeks Youth Strategy Marketing Conference 2011. Helen Pennack, head of
8、 marketing communications at the University of Leicester, says students now post queries on Facebook or the Student Room about open days or where to find their timetables, rather than simply contact the university directly. “When we do relationship marketing communications, we are trying to strike u
9、p a two-way dialogue with students and they are taking the conversation away from us and having it with other people,“ she says. “How we make ourselves part of that conversation again is quite a challenge.“ Her university has responded by setting up a system that allows students to sync (与 同步 ) comm
10、unications from Leicester with their Facebook account. But she says universities also need to be present in other web spaces used by students, such as Twitter. Warwick, which appointed a digital and online communications manager last year, knows well the benefits of having a social media presence. “
11、A year ago, an applicant tweeted, Oh, no. I hear the University of Warwick is closing, what am I going to do?“ says Warwicks spokesman, Peter Dunn. While mis tweet could have caused huge problems if spread, the university was able to tweet back, “Were still here, honest“. He says the communications
12、team check what is being said about the university on social media once or twice a day, and responds if someone is confused or asking for information. But it depends on the forum. “If they are on the Student Room we assume they want to bitch (抱怨 ) about us behind our backs,“ he says. “If it is on a
13、much more public space like Twitter or Facebook, someone like us can see it and respond.“ The challenge for universities is not only to know where to respond but when, and getting the tone right. “We are always careful about proactively intervening (主动干涉 ) in the conversation because that would be s
14、een as rude,“ says Pennack. “What is much more effective is if one of our students wades in there and puts somebody straight.“ Some universities have already responded to this, she says, by having a group of students “primed to some extent to join the conversation and correct people where it is appr
15、opriate to do so“. It is not something Leicester has tried yet, but, she says, “we may consider it“. While Imperial College does not prime students, it does recruit a team of official student bloggers to write regularly about their experiences at the university. They are not paid or moderated, and a
16、re free to blog about whatever they like. But there are occasional prizes for the most frequent bloggers. Pamela Agar, head of digital media at Imperial, says the college could potentially ask them to blog on a particular subject, but had not done so yet. “They can and do say negative things about u
17、s,“ she says. “When they do, its useful feedback.“ It can also make the blogs more authentic, she says something that is particularly important to the social media generation. Chris Fonseka, a third-year information systems student at Imperial, says he applied for a student blogger role because he w
18、as attracted by the idea of having a voice around campus. He blogs about his general activities at the university. He also receives regular emails from students and prospective (未来的 ) students anxious to put queries about accommodation or finances to a real student. He says he has never felt restric
19、ted in what he writes. “If I honestly felt negative about Imperial, I would write about it,“ he says. Tom Ridgewell went a step further. While studying media at the University of Lincoln, he decided to create a television advertisement for the university and put it up on YouTube. “I labelled the vid
20、eos as banned simply because its funnier to imagine that I actually showed them to a board of directors and got thrown out of the room. Also, videos generally do a little better with an exaggerated title.“ Ian Richards, press officer at Lincoln, says the university only became aware of the advertise
21、ments once they were an online hit and Google alerts showed people were blogging about them. “We didnt know what to make of them, but when students were talking about them on open days we felt it was something totally left field, but a bit of a blessing for us.“ Ridgewell has since been commissioned
22、 to carry out work for the marketing department. How far universities should try to control what members of their community say about them on social media is something some have already faced with academic bloggers. In 2006, Erik Ringmar resigned from his lecturing post at the London School of Econo
23、mics after the university objected to him posting a speech critical of the university on his blog. But, while institutions are paying increasing attention to what is said about them on the web, most recognise that there is little they can do about it. “Is it realistic to control every word thats out
24、 there about us?“ asks Richards. “I dont think so.“ 2 In the post, Vshuf asked about several institutions_. （ A） competitive strength （ B） tuition fees （ C） academic reputation （ D） social activities 3 What do we learn about universities in the age of social media? （ A） They are seeking cooperation
25、of foreign schools. （ B） They find it harder to manage their reputation. （ C） They have difficulty in balancing their budget. （ D） They are able to recruit more international students. 4 When having questions about things like their timetables, students tend to_. （ A） communicate with their instruct
26、ors directly （ B） contact the public office set by the university （ C） call or email another student for the information （ D） post messages and seek help on the internet 5 According to Helen Pennack, to respond to the challenge, universities need to_. （ A） have a social media presence （ B） own a Fac
27、ebook or Twitter account （ C） restrict the use of social media （ D） talk with students face-to-face 6 Peter Dunn assumes those who post messages on the Student Room intend to_. （ A） get an immediate response from a real student （ B） update the information about their universities （ C） help establish
28、 a good reputation for their universities （ D） complain about universities without their knowing 7 What is said about the official student bloggers recruited by Imperial College? （ A） They will correct people if they are wrong. （ B） They are not restricted in what they write. （ C） They are asked to
29、blog on a particular subject. （ D） They get low pay for sharing their experiences. 8 Pamela Agar holds that official student bloggers saying negative things about Imperial can_. （ A） turn off prospective students （ B） ruin the universitys reputation （ C） make the blogs more trustworthy （ D） draw an
30、angry response from the viewer 9 Chris Fonseka wanted to be a student blogger because blogging about his university was an_idea to him. 10 The University of Lincoln only noticed the ads when they were_and provoked peoples discussion. 11 Erik Ringmar quit the job at the London School of Economics due
31、 to his blog which_the university. 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 ea
32、ch 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） Catch a later train. （ B） Ask the hotel staff for help. （ C） Wake up as early as he can. （ D） Put the telephone near the bed. （ A） Some beef from the su
33、permarket. （ B） Some milk from the supermarket. （ C） Some stamps from the post office. （ D） A parcel from the post office. （ A） He needs to make phone calls to his friends. （ B） His phone was disconnected outside the country. （ C） Using the email will decrease his telephone expenses. （ D） His friend
34、s would rather hear his sound on the phone. （ A） In Chicago. （ B） In Boston. （ C） In Washington. （ D） In Manchester. （ A） To take his philosophy course. （ B） To switch to the Honors section. （ C） To ask about her grades in papers and exams. （ D） To hear his suggestions for graduate courses. （ A） He
35、doesnt want Jenny to get into trouble. （ B） He doesnt agree with the womans remark. （ C） He thinks Jennys workload too heavy at college. （ D） He believes most college students are running wild. （ A） No news is good news. （ B） The mans family has forgotten him. （ C） The woman works in the post office
36、. （ D） The man expects to hear from his family. （ A） The cause of the flood. （ B） The effects of the flood. （ C） Floods of the past twenty years. （ D） The heroic fight against a flood. （ A） Water. （ B） Crops. （ C） Money. （ D） Trees. （ A） It would have a bad effect on the local people. （ B） The local
37、 people do not want to sell any land. （ C） The government doesnt allow land to be sold. （ D） There isnt enough money available to buy land. （ A） Two local people. （ B） A local person and a reservation worker. （ C） Two reservation workers. （ D） A reporter and a reservation worker. （ A） Go to summer s
38、chool. （ B） Take a vacation. （ C） Stay at home. （ D） Earn some money. （ A） They hired someone to stay in their home. （ B） They left their pets with neighbors. （ C） They rented their house to a student. （ D） They asked their gardener to watch their home. （ A） Walking the dog. （ B） Cutting the grass.
39、（ C） Watching the children. （ D） Feeding the fish. （ A） They attend a house-sitters party. （ B） They check a house-sitters references. （ C） They interview a house-sitters friends. （ D） They look at a house-sitters transcripts. Section B Directions: In this section, you will hear 3 short passages. At
40、 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 marked A, B, C and D. （ A） They might have watched a lot of TV. （ B） They must be uninterested in math
41、. （ C） They may be unable to go to college. （ D） They might have had computers in their bedrooms. （ A） Poorly motivated 26-year-olds watch more TV. （ B） Habits of TV watching reduce learning interest. （ C） TV watching leads to lower education levels of the 15-year-olds. （ D） The connection between T
42、V and education levels is difficult to explain. （ A） More time should be spent on computers. （ B） Children should be forbidden from watching TV. （ C） TV sets shouldnt be allowed in childrens bedrooms. （ D） Further studies on high-achieving students should be done. （ A） Neither has any clear winner.
43、（ B） Neither can be put to an end. （ C） Both can continue for generations. （ D） Both are about where to draw the line. （ A） They want to give orders to the other. （ B） They want to know more than the other. （ C） They want to gain respect from the other. （ D） They want to get the other to behave prop
44、erly. （ A） Solutions for the parent-teen problems. （ B） Future of the parent-teen relationship. （ C） Causes for the parent-teen conflicts. （ D） Examples of the parent-teen war. （ A） Cycling around a lake. （ B） Motor racing in the desert. （ C） Playing basketball in a gym. （ D） Swimming in a sports ce
45、nter. （ A） It is popular in Portugal and Spain. （ B） It causes water shortages around the world. （ C） It pollutes the earth with chemicals and wastes. （ D） It needs water and electricity to keep its courses green. （ A） It is an outdoor sport. （ B） It improves our health. （ C） It uses fewer resources
46、. （ D） It is recommended by experts. （ A） To show people the function of major sports. （ B） To encourage people to go in for green sports. （ C） To discuss the major influence of popular sports. （ D） To introduce different types of environment-friendly sports. Section C Directions: In this section, y
47、ou 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. For blanks numbered
48、 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 We generally view the family as being one of our most stable institutions; yet, our family system has【 B1】 _a number of changes in the pas
49、t. Two hundred years ago, marriages were often arranged by parents, with economic【 B2】 _being the most important factor of who married whom. Two hundred years ago, divorce was【 B3】_; now, more than one out of three marriages are in【 B4】 _. Two hundred years ago, women did not work out of the home, and children were an economic【 B5】_; now nearly 50 percent of married women work outside the home, and children are a【 B6】 _responsibility. In our【 B7】 _
