1、大学英语四级模拟试卷 758及答案与解析 一、 Part I Writing (30 minutes) 1 Aid Education in China 1每年有许多优秀大学生去贫困地区支教 2支教活动的意义 3你的看法 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
2、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 information is not given in the passage. 2 Why the workforce is important Pictu
3、re of the global workforce Based on new analyses of national censuses, labour surveys and statistical sources, WHO estimates there to be a total of 59.2 million full-time paid health workers worldwide. These workers are in health enterprises whose primary role is to improve health(such as health pro
4、grammes operated by government or nongovernmental organizations) plus additional health workers in non-health organizations(such as nurses staffing a company or school clinic). Health service providers constitute about two thirds of the global health workforce, while the remaining third is composed
5、of health management and support workers. Workers are not just individuals but are integral parts of functioning health teams in which each member contributes different skills and performs different functions. Countries demonstrate enormous diversity in the skill mix of health teams. The ratio of nu
6、rses to doctors ranges from nearly 8:1 in the African Region to 1.5:1 in the Western Pacific Region. Among countries, there are approximately four nurses per doctor in Canada and the United States of America, while Chile, Peru, El Salvador and Mexico have fewer than one nurse per doctor. The spectru
7、m of essential worker competencies is characterized by imbalances as seen, for example, in the dire(可怕的 ) shortage of public health specialists and health care managers in many countries. Typically, more than 70% of doctors are male while more than 70% of nurses are female a marked gender imbalance.
8、 About two thirds of the workers are in the public sector and one third in the private sector. Driving forces: past and future Workers in health systems around the world are experiencing increasing stress and insecurity as they react to a complex array of forces some old, some new. Demographic(人口统计学
9、的 )and epidemiological transitions drive changes in population-based health threats to which the workforce must respond. Financing policies, technological advances and consumer expectations can dramatically shift demands on the workforce in health systems. Workers seek opportunities and job security
10、 in dynamic health labour markets that are part of the global political economy. The spreading HIV/AIDS epidemic imposes huge work burdens, risks and threats. In many countries, health sector reform under structural adjustment capped public sector employment and limited investment in health worker e
11、ducation, thus drying up the supply of young graduates. Expanding labour markets have intensified professional concentration in urban areas and accelerated international migration from the poorest to the wealthiest countries. The consequent workforce crisis in many of the poorest countries is charac
12、terized by severe shortages, inappropriate skill mixes, and gaps in service coverage. WHO has identified a threshold in workforce density below which high coverage of essential interventions, including those necessary to meet the health-related Millennium Development Goals(MDGs), is very unlikely. B
13、ased on these estimates, there are currently 57 countries with critical shortages equivalent to a global deficit of 2.4 million doctors, nurses and midwives. The proportional shortfalls axe greatest in sub-Sabaran Africa, although numerical deficits are very large in South -East Asia because of its
14、population size. Paradoxically, these insufficiencies often coexist in a country with large numbers of unemployed health professionals. Poverty, imperfect private labour markets, lack of public funds, bureaucratic red tape and political interference produce this paradox of shortages in the midst of
15、underutilized talent. Skill mix and distributional imbalances compound todays problems. In many countries, the skills of limited yet expensive professionals are not well matched to the local profile of health needs. Critical skills in public health and health policy and management are often in defic
16、it. Many workers face daunting working environments poverty-level wages, unsupportive management, insufficient social recognition, and weak career development. Almost all countries suffer from maldistribution characterized by urban concentration and rural deficits, but these imbalances are perhaps m
17、ost disturbing from a regional perspective. The WHO Region of the Americas, with 10% of the global burden of disease, has 37% of the worlds health workers spending more than 50% of the worlds health financing, whereas the African Region has 24% of the burden but only 3% of health workers commanding
18、less than 1% of world health expenditure. The exodus of skilled professionals in the midst of so much unmet health need places Africa at the epicentre of the global health workforce crisis. This crisis has the potential to deepen in the coming years. Demand for service providers will escalate marked
19、ly in all countries rich and poor. Richer countries face a future of low fertility and large populations of elderly people, which will cause a shift towards chronic and degenerative diseases with high care demands. Technological advances and income growth will require a more specialized workforce ev
20、en as needs for basic care increase because of families declining capacity or willingness to care for their elderly members. Without massively increasing training of workers in this and other wealthy countries, these growing gaps will exert even greater pressure on the outflow of health workers from
21、 poorer regions. In poorer countries, large cohorts of young people(1 billion adolescents) will join an increasingly ageing population, both groups rapidly urbanizing. Many of these countries are dealing with unfinished agendas of infectious disease and the rapid emergence of chronic illness complic
22、ated by the magnitude of the HIV/AIDS epidemic. The availability of effective vaccines and drugs to cope with these health threats imposes huge practical and moral imperatives to respond effectively. The chasm is widening between what earl be done and what is happening on the ground. Success in brid
23、ging this gap will be determined in large measure by how well the workforce is developed for effective health systems. These challenges, past and future, are well illustrated by considering how the workforce must be mobilized to address specific health challenges. The MDGs target the major poverty-l
24、inked diseases devastating poor populations, focusing on maternal and child health care and the control of HIV/AIDS, tuberculosis and malaria. Countries that are experiencing the greatest difficulties in meeting the MDGs, many in sub-Saharan Africa, face absolute shortfalls in their health workforce
25、. Major challenges exist in bringing priority disease programmes into line with primary care provision, deploying workers equitably for universal access to HIV/AIDS treatment, scaling up delegation to community workers, and creating public health, strategies for disease prevention. Chronic diseases,
26、 consisting of cardiovascular and metabolic diseases, cancers, injuries, and neurological and psycho logical disorders, are major burdens affecting rich and poor populations alike. New paradigms of care are driving a shift from acute tertiary hospital care to patient-centred, home-based and team-dri
27、ven care requiring new skills, disciplinary collaboration and continuity of care as demonstrated by innovative approaches in Europe and North America. Risk reduction, moreover, depends on measures to protect the environment and the modification of lifestyle factors such as diet, smoking and exercise
28、 through behaviour change. Health crises of epidemics, natural disasters and conflict are sudden, often unexpected, but invariably recurring. Meeting the challenges requires coordinated planning based on sound information, rapid mobilization of workers, command and control responses, and intersector
29、al collaboration with nongovernmental organizations, the military, peacekeepers and the media. Specialized workforce capacities are needed for the surveillance of epidemics or for the reconstruction of societies torn apart by ethnic conflict. The quality of response, ultimately, depends upon workfor
30、ce preparedness based on lo cal capacity backed by timely international support. These examples illustrate the enormous richness and diversity of the workforce needed to tackle specific health problems. The tasks and functions required are extraordinarily demanding, and each must be integrated into
31、coherent national health systems. All of the problems necessitate efforts beyond the health sector. Effective strategies therefore require all relevant actors and organizations to work together. 2 According to the report, there is a total of 59.2 million paid health workers worldwide. （ A） Y （ B） N
32、（ C） NG 3 The ratio of nurses to doctors is much higher in African Region than that in the Western Pacific Region. （ A） Y （ B） N （ C） NG 4 Latin American Regions ratio of nurses to doctors is lower than 1:1. （ A） Y （ B） N （ C） NG 5 Health workers are experiencing more and more stresses. （ A） Y （ B）
33、N （ C） NG 6 It is because of HIV/AIDS that the supply of young graduates are drying up. （ A） Y （ B） N （ C） NG 7 It is quite possible that the health workers in America must involves some immigrants from Asia and Africa. （ A） Y （ B） N （ C） NG 8 African Region has spent more of world health expenditur
34、e because they has heavier burden of disease. （ A） Y （ B） N （ C） NG 9 Around the world, there is a _ of 2,400,000 million doctors, nurses and midwives. 10 Maternal and child health care and the control of HIV/AIDS, tuberculosis and malaria are some main devastating diseases which the MDGs are _. 11
35、To meet the health crises of epidemics, natural disasters and conflict, we need joint efforts based on sound information, _ command and control responses, and intersectoral collaboration with nongovernmental organizations, the military, peacekeepers and the media. Section A Directions: In this secti
36、on, 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 each question there will be a pause. During the pause, you must read the
37、 four choices marked A, B, C and D, and decide which is the best answer. （ A） He has just seen a film in the cinema. （ B） He already took a picture of the lake. （ C） He doesnt have any more film. （ D） He doesnt want to waste his film. （ A） He doesnt like his new school. （ B） He feels very lonely now
38、. （ C） He has no time to make new friends. （ D） He has adapted easily to his new school. （ A） She should help him rewrite the plan. （ B） He shouldnt give vent to his anger with her. （ C） She feels responsible for his bad mood. （ D） He shouldnt rewrite the plan again. （ A） He got his good relationshi
39、p to get favors. （ B） He is very pleased with the Professors teaching. （ C） He likes the professor very mush. （ D） He has been working hard. （ A） At a railway station. （ B） In a post office. （ C） In a bank. （ D） In a book store. （ A） The exam was easier than before. （ B） It is hard to get a high mar
40、k in the exam. （ C） She is sure that she will do it better in the next exam. （ D） The man got a bad scores. （ A） He cant think of a better idea than Andys. （ B） He thinks Andys idea is new to him. （ C） He thinks that he has a better idea. （ D） He thinks that it isnt good enough. （ A） She often has a
41、 lovely day when she reads. （ B） She eats well when she reads. （ C） She has more ability to manage life. （ D） Time goes faster when she reads. （ A） To find out how clever monkeys were. （ B） To test the intelligence of different animals. （ C） To tell the difference between man and the monkey. （ D） To
42、 find out how monkeys search for food. （ A） To give the monkey a surprise. （ B） To see how the monkey are from a box. （ C） To see how soon the monkey could find it. （ D） To find out how the monkey would open the box. （ A） By looking through the keyhole. （ B） By looking through the window. （ C） By ta
43、king pictures of the monkey. （ D） By hiding himself behind the box. （ A） Thank you. I will help to call the doctor. （ B） Thank you. Enjoy your stay. （ C） Thank you. But I am afraid I should emphasize again. （ D） Thank you. You are very smart. Section B Directions: In this section, you will hear 3 sh
44、ort 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 marked A, B, C and D. （ A） They invented “Fiji time“ for visitors. （ B） They stick to
45、a traditional way of life. （ C） They like to travel from place to place. （ D） They love taking adventures abroad. （ A） Marco was 15 years old when be set out on his first journey. （ B） Marco left Italy with his sister and brother. （ C） Marco wanted to become the Mongolian ruler. （ D） Marco was appoi
46、nted an important official by Khan. （ A） Because they thought he was still in China. （ B） Because they thought he was put into prison. （ C） Because they thought he was working for the Chinese government. （ D） Because they thought he had died. （ A） A prisoner. （ B） An enemy. （ C） Marco Polo. （ D） A C
47、hinese writer. （ A） 11:00 a.m. （ B） 1:00 p.m. （ C） 3:00 p.m. （ D） 5:00 a.m. （ A） He thinks the phone call is urgent. （ B） He will be angry. （ C） He will be disappointed. （ D） He will be tired. （ A） To have a talk with him. （ B） To discuss a problem with him. （ C） To inform him their decision. （ D） T
48、o tell him a problem. （ A） He thought they were mad. （ B） He didnt take it seriously. （ C） He called in the police to talk with the natives. （ D） He believed there was a fight and called the police at once. Section C Directions: In this section, you will hear a passage three times. When the passage
49、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 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 32 In a competitive economy, the consumer usually has the choice of several different 【 B1】 _ of the same produc
