1、大学英语四级模拟试卷 859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 on the topic College English Teaching in China according to the following outline(given in Chinese). Your composition should be no less than 120 words. Remember to write your compos
2、ition on the Answer Sheet 1 clearly and neatly. 1. 有人认为中国在大学英语教学很不成功。 2. 失败的原因是 3. 我的建议 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 the passage. For questi
3、ons 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. 1 Adventures in Foreign Languages It could reasonably be argu
4、ed that, for those of us who live in the USA and speak English as our native tongue, there is very little motivation to learn a foreign language. We can travel for thousands of miles and still be surrounded by native English speakers. We can easily spend our entire lives without having any real need
5、 to speak another language. It is even possible to comfortably visit many tourist destinations around the globe, speaking only English. Clearly, learning a foreign language is a non-essential skill in our society. Benefits in learning a foreign language Nevertheless, learning a foreign language offe
6、rs several possible benefits. Some of the commonly stated benefits are: Fosters a feeling of international community, by promoting an awareness of other cultures and countries. Enriches our understanding of our own language, by bringing grammatical structures and word roots into sharper focus. This
7、may be especially true when studying languages that share linguistic elements with English. The study of linguistics, and learning to think and speak in another language, offers its own intrinsic pleasures and rewards. Language can be fun. Opens up the possibilities of reading non-English literature
8、. Expands global travel opportunities. Linguistic adventure I think these are good reasons, so I wanted to provide my children with some exposure to foreign languages. But what language should I teach? What language am I qualified to teach? I took four years of French in high school (and got straigh
9、t As), but I never reached any real level of fluency, and I have retained very little of the small amount of French I once knew. Is there any language that I could realistically learn/teach alongside my children? Id like to tell you about our linguistic adventures, and where we ended up. After a bit
10、 of research, I settled on Spanish for our first foray into foreign languages. But how should I teach it, given that I dont know Spanish myself? I know of one family who hired a full-time Spanish nanny to communicate to the children only in Spanish. It worked very effectively for them, but this was
11、not an option for my family. Another option would be to take my children once a week to a private instructor. Many families find this to be the most practical way to learn a foreign language. Yet I have also heard many families complain that their children have learned surprisingly little from such
12、classes. Perhaps they have learned a bit of vocabulary (colors, parts of the body, numbers, etc.), but they are still unable to express themselves in the second language, or construct any sentences beyond a few drilled-in, rehearsed phrases. Deciding on Esperanto So I went back to the drawing board
13、and did some more web research, looking for a language or method that would allow us to discover some of the joy that can come from learning a foreign language. By sheer luck, I stumbled across a little-known language, and within just a few hours of reading about it, I knew it was exactly what I was
14、 looking for! The language was Esperanto. When I tell people that were learning Esperanto, I usually get some strange looks. But thats okay. When I tell people we home school, I often get strange looks as well; Im used to doing things that are outside of the mainstream. And as with home schooling, i
15、t can be very difficult to sum up in a couple of sentences all the reasons why its so worth while, particularly to someone who may already have preconceptions to the contrary. Why is Esperanto unique? So for those of you who know very little about Esperanto, I hope youll indulge me for a moment. I w
16、ould like to explain some of the features that make it such a unique language, and elaborate on why I think it is such a wonderful pedagogical tool for exploring foreign languages. Esperanto was invented in 1887 by L. L. Zamenhof, a Polish physician. Invented? Yes, thats right, Esperanto was invente
17、d. Zamenhofs vision was that Esperanto would become the worlds second tongue, breaking down language barriers in Europe and throughout the world. Obviously, Esperanto has not (yet?) become the worlds common language, so in this respect, Esperanto did not live up to the dream of its creator. Because
18、of this, many people, if they have even heard of Esperanto at all, are only vaguely aware of it as some sort of “failed“ experiment in creating a common language. Nevertheless, the reality is that Esperanto has flourished, and only 120 years after its conception, is now studied and spoken by people
19、all over the globe. It lives and evolves just like other languages, and it can be used to express all facets of human thought and emotion. Yet a majority of these Esperanto speakers learned the language through self-directed study or correspondence courses! Although all languages require effort to l
20、earn, Esperanto is astonishingly simple when compared to a native language. The key to its simplicity is its consistency and regularity. For example, each letter has exactly one phonetic sound, no exceptions. Each word has the accent on the second-to-last syllable, no exceptions. All words ending in
21、 “o“ are nouns. All words ending in “a“ are adjectives. All words ending in “e“ are adverbs. Unlike many foreign languages, inanimate nouns are not categorized as “masculine“ or “feminine“. Verb conjugation is very straightforward, and there are no irregular verbs. Another key facet of Esperanto is
22、that it has a powerful system of word building, making it easy to form new words out of roots and affixes you already know. Since a large part of learning a language involves accumulating vocabulary, this word-building system means that in Esperanto you need to learn only, say, a tenth as many word
23、roots to ex press the same number of concepts as you would in another language. But simplicity is not reason enough to learn a language. So lets take a look at how Esperanto measures up in achieving the benefits of a foreign language program. Looking back at the list from the beginning of the articl
24、e, lets consider those issues point by point. Esperanto is an international language Belonging to no particular country, Esperanto is truly an international language. Within two months of beginning Esperanto, my kids were exchanging postcards in Esperanto with children from Russia, France, Sweden, P
25、oland, and Uzbekistan. I am delighted that they have had this opportunity to feel connected to people from all over the globe. My children dont expect everyone to learn English; nor do they expect to learn every other language. But they are eager to communicate with anyone willing to meet them halfw
26、ay. Most of the Esperanto word roots are derived from Latin. This means that you can en joy very similar English vocabulary-building benefits by learning Esperanto, with a small fraction of the effort. Furthermore, Esperanto uses grammar-coded word endings to make the parts of speech and grammatical
27、 structure of each sentence exceptionally clear. Since Esperanto is only a century old, there is not a huge body of Esperanto-only literature. Nevertheless, there are over a hundred original Esperanto novels and collections of poetry, as well as many outstanding translations of works from other coun
28、tries. Esperanto magazines report current events from the perspectives of people all over the world. By learning Esperanto, you become part of an international “club“ of people genuinely interested in meeting and communicating with people from other lands. There are lists you can obtain of Esperanti
29、sts from countries around the world, eager to host visitors, and give them an insiders look at their culture and community. I know several Esperantists who have used these lists to travel the world inexpensively, making new friends, and seeing the world in a decidedly non-touristy way. I can hear so
30、me of you thinking, “It sounds interesting, but 1 really, really want my kids to learn Spanish (or French, or Japanese, or whatever). We dont have time to spend on Esperanto.“ Amazingly, study after study has shown that learning Esperanto has no cost! For example, in one study, a control group of hi
31、gh school students took four years of French, while the experimental group took one year of Esperanto followed by three years of French. At the end of high school, the experimental group had greater fluency in French! In other words, the benefits they gained from studying Esperanto more than offset
32、the time lost from studying another language. 2 The passage focuses on the need for Americans to Learn foreign languages. （ A） Y （ B） N （ C） NG 3 The writer believes that Americans do not learn foreign languages largely because they are lazy. （ A） Y （ B） N （ C） NG 4 The writer believes that learning
33、 a foreign language can help a person understand their own language better. （ A） Y （ B） N （ C） NG 5 Most Americans, like the writer, learn French at high school. （ A） Y （ B） N （ C） NG 6 Most Esperanto speakers learnt it by traveling and meeting other Esperanto speakers. （ A） Y （ B） N （ C） NG 7 Esper
34、anto is most popular with Europeans. （ A） Y （ B） N （ C） NG 8 Learning Esperanto has been demonstrated to help with learning other foreign languages. （ A） Y （ B） N （ C） NG 9 The writer discovered Esperanto while doing _ on foreign language learning. 10 Esperanto can be considered as a neutral languag
35、e because it belongs to _. 11 It is possible to get _ of Esperanto speakers and visit them. 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 conversa
36、tion 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） Go out to work. （ B） Listen carefully to John. （ C） Be calm and patient. （ D） Do the easiest th
37、ing. （ A） He doesnt like to talk. （ B） He is a very kind man. （ C） He is friendly. （ D） He is not a pleasant person. （ A） The doctor won t see her tomorrow. （ B） The doctor is busy tomorrow. （ C） The doctor is busy all day today. （ D） The doctor will see her today. （ A） Young people are too quick in
38、 making decisions. （ B） Young people seldom stay long on the same job. （ C） Young people lose their jobs easily. （ D） Young people are too eager to succeed. （ A） She felt it was tiring. （ B） She felt it was very nice. （ C） She thought it took less time. （ D） She thought it was expensive. （ A） They a
39、re having breakfast. （ B） They are eating some fruit. （ C） They are preparing a hot soup. （ D） They are drinking cold milk. （ A） The woman doesnt want to spend Christmas with the man. （ B） The woman is going home for Christmas party. （ C） The woman has not been invited to the Christmas party. （ D） T
40、he woman is going to spend Christmas abroad. （ A） By ear. （ B） By bus. （ C） By place. （ D） By train. （ A） She sat back and relaxed. （ B） She decided to retire. （ C） She entered university. （ D） She worked out a new English program. （ A） Bring a great deal of useful experience to the university. （ B）
41、 Improve human relationship in the university. （ C） Bring a fear of aging among young people. （ D） Improve the reputation of the university. （ A） She is learning English and drama. （ B） She is learning how to teach minority students. （ C） She is learning how to make sound judgment. （ D） She is learn
42、ing to perceive, not to judge. （ A） When shes bored. （ B） When there is a good program on. （ C） After midnight. （ D） After swimming. （ A） He felt boring about the TV program. （ B） He lost his meal tickets in the cafeteria. （ C） He missed a good TV program. （ D） His TV was broken that night. （ A） Bec
43、ause he lost fifty dollars. （ B） Because he wasted his time. （ C） Because his brain wasnt very active. （ D） Because he watched just one program. （ A） part of the brain is not used at all. （ B） Part of the brain becomes more passive. （ C） It takes longer to process visual information. （ D） It process
44、es complex information less actively. 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
45、 choices marked A, B, C and D. （ A） To forbid grazing on marginal lands. （ B） To plant more trees on marginal lands. （ C） To establish good ground cover. （ D） To graze animals rotationally. （ A） The prison gates always open. （ B） Its prisoner can work outside. （ C） The prison has no armed guards. （
46、D） The prison is open to the public. （ A） The prisoners are provided with jobs on release. （ B） Its prisoners are seldom made to work overtime. （ C） It is run on the principle of trusting prisoners. （ D） It has no security measures. （ A） One year. （ B） Two years. （ C） Thirteen years. （ D） Fourteen y
47、ears. （ A） Every glance has its significance. （ B） A glance conveys more meaning than words. （ C） A gaze longer than 3 seconds is unacceptable. （ D） Staring at a person is an expression of interest. （ A） Look into another passengers eyes. （ B） Signal you are not a threat to anyone. （ C） Keep a dista
48、nce from other passengers. （ D） Avoid eye contact with other passengers. （ A） Depressed. （ B） Uneasy. （ C） Curious. （ D） Amused. （ A） Proper behavior in situations. （ B） The limitations of eye contact. （ C） The exchange of ideas through eye contact. （ D） The role of eye contact in interpersonal comm
49、unication. Section C Directions: 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. 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 34 Accom
