1、大学英语四级模拟试卷 963及答案与解析 一、 Part I Writing (30 minutes) 1 Security or Privacy? 1近年来很多公共场合都安装了监控摄像头以保护人们的安全 2摄像头也对人们的隐私造成了一定的影响 3我的观点 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 ques
2、tions 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 information is not given in the passage. 2 Watch Consequences
3、 Of US-Libyan Relations US Secretary of State Condoleezza Rice announced on Monday that the United Stated decided to restore full diplomatic ties with Libya and clear the nation from the list of terrorism-supporting countries. The Libyan Government welcomed the decision. This means that the 25-year-
4、old US-Libyan confrontation comes to an end. Interpretation of this varies, the sudden announcement of the rapprochement is closely related to the issue of Irans nuclear bidding. Over a long period of time, Washington called Libya, together with Iran and others, a “rogue nation“, which allegedly sup
5、ported terrorism, and was one of the seven countries that could be subject to possible US nuclear strikes. The situation altered somewhat since the outbreak of the Iraqi War in 2003. The military forces of the United States and its allies toppled the Saddam Hussein regime with the excuse that Iraq w
6、ent in for weapons of mass destruction(WMD) programmes. They did so in hopes of making the regime a public example that would pressure others to give up their alleged WMD bidding. Iran took no heed of this and went on doing what it deemed should be done. Libya, however, was cooperative, abandoning i
7、ts so-called WMD programmes. For the co-operative attitude on the part of Libya, the United States gave some limited encouragement, restoring diplomatic representatives to the country in 2004. But restoration of full diplomatic relations did not occur because Libya, in the eyes of the United States,
8、 remained a “totalitarian“ country, running counter to Washingtons push for US-style freedom and democracy, even though Libyas co-operation in WMD issues was in the United States strategic interest. The deadlock over Irans nuclear bidding cornered the United States to a dilemma(进退两难的窘境 ): Military s
9、trikes are difficult to carry out right now and diplomatic means are yielding no significant results. It is in this context that US-Libyan ties were put on the agenda. The United States wanted to convey this message: US-Iranian ties could be restored if Iran follows Libyas example, despite the fact
10、that the United States dislikes the Iranian regime. The message is naturally not only for the ear of Iran and the Democratic Peoples Republic of Korea but also for other “rogue countries“Middle-East nations that are in the throes of transformation and some Latin American countries. The United States
11、, for instance, decided to impose arms embargo on Venezuela almost simultaneously while it announced rapprochement with Libya. The contrast between the punishment and reward helps bring home to other countries the intention that “those who obey survive, those do not perish“ in the US international s
12、trategy. To what extent this kind of “punishment and rewarding“ strategy would impact the Iran and DPRKs nuclear bidding and those “disobedient“ countries, such as Sudan and Venezuela, is worth keeping an eye on. Oil constitutes another important factor behind the rapprochement. As the second-larges
13、t oil producing country in Africa and an important nation located in the North, Libya enjoys unique geopolitical and economic value. Currently, the oil -rich Middle East is in chaos and the last thing the Bush administration wants is for the United States to become an “oil hostage“ to the Middle Eas
14、t, where the US Government is strenuously pushing for democratic transformation. The situation is compounded by the fact that some Latin American countries are increasingly tilting to the left, threatening to become an unstable energy-resources backyard for the United States. In view of all this, op
15、ening up new energy resources-supplying bases becomes a strategic imperative for the United States. More importantly, the United States could use Libya as its military and logistical foothold in the Middle East. So in this sense, both energy-strategy and geopolitical considerations loom large behind
16、 the restoration of US-Libyan diplomatic ties. But most importantly, both security interests and oil interests are at the service of a grander strategic goal-overhauling the United States African strategy. Since the end of the Cold War in the early 1990s, the US strategic focus has been shifting fro
17、m Europe and the Middle East to Central Asia and the Asia-Pacific region, but Africa, a kind of “strategic vacuum area,“ has gone largely ignored. In the latter half of the Clinton administration, the US Government made diplomatic attempts to strengthen US-African relations, manifested by former US
18、President Bill Clintons 12-day Africa tour. But the efforts were largely watered down by a new leader in the White House and the impacts of the terror attacks on September 11, 2001. As a result, US -African ties have made little progress over the last few years. By contrast, other major world countr
19、ies have made impressive advances in Africa, taking advantage of the United States non- action. Britain, France and Italy, which have traditional ties with African countries, enjoy inherent advantages in advancing relations there. China, traditionally friendly toward Africa, also enjoys a solid foun
20、dation in promoting Sino-African ties. The most pressing strategic task for the United States is, therefore, to attach great strategic importance to Africa. It is against this grand strategic backdrop that the restoration of full diplomatic ties with Libya, which still has defective human fights rec
21、ords by US standards, was effected. The United States overseas strategy puts strategic interests first, and sidelines other factors like involving values of democracy and human rights till later on. Libya naturally has its own strategic considerations-improving relations with the United States as so
22、on as possible so that its big-country status among African countries and in the Arab world can be restored. Where Africa is going is a question that haunts the international community. It poses a strategic question African countries themselves must answer as well. With the major world players, poli
23、tical as well as economic, casting their eyes on Africa, African countries face challenges and are also presented with historical opportunities. Will a chain reaction in African-US relations be triggered off by the restoration of US-Libyan diplomatic ties and by the United States increasing strategi
24、c input in the continent? This is a subject worth closely watching and following. 2 Libya had ever been regarded as one of the terrorism-supporting countries before. （ A） Y （ B） N （ C） NG 3 Before the announcement of the rapprochement to Libya, Libya together with Iran are the only two countries tha
25、t could be subject to possible US nuclear strike. （ A） Y （ B） N （ C） NG 4 Libya has never gone in for weapons of mass destruction programmes, while Iran has done it. （ A） Y （ B） N （ C） NG 5 US will soon begin military attacks on Venezuela as a punishment to that country. （ A） Y （ B） N （ C） NG 6 The
26、other reason that US decided to restore full diplomatic ties with Libya is that Libya is the second-largest oil producing country in Africa. （ A） Y （ B） N （ C） NG 7 Latin American will continue to be the stable energy-resources backyard for the United States. （ A） Y （ B） N （ C） NG 8 Before 1990, the
27、 US strategic focus is on Europe and the Middle East. （ A） Y （ B） N （ C） NG 9 By taking advantage of the United States _, other major powers of the world have made great progress in the relationship with African countries. 10 There is still a obstacle in front of the full diplomatic ties between US
28、and Libya: the country has still _. 11 Since those major powers are shifting their strategic focus to Africa, African countries are presented with historical opportunities while at the same time they will also _. Section A Directions: In this section, you will hear 8 short conversations and 2 long c
29、onversations. 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 four choices marked A, B, C and D, and decide which
30、 is the best answer. （ A） $5. （ B） $6. （ C） $4.8. （ D） $5.40. （ A） Waitress and customer. （ B） Hostess and guest. （ C） Husband and wife. （ D） Manager and secretary. （ A） The man was offering his seat to the woman. （ B） The woman was buying some jam and sardines. （ C） The man suggested the woman get
31、off the bus. （ D） The woman was complaining to the man for a seat. （ A） A new library. （ B） A new school. （ C） A new hospital. （ D） A new airport. （ A） The neighbor shouldnt listen to music at night. （ B） The neighbor probably wont turn down the music. （ C） He doesnt think the music is very loud. （
32、D） They should move to another place. （ A） At the doctors office. （ B） At a drug store. （ C） At a restaurant. （ D） At home. （ A） There is little breeze. （ B） The room is on fire. （ C） The man is bothered by the smoke. （ D） Women are not permitted in this room. （ A） He feels sorry for those students.
33、 （ B） He considers the punishment excessive. （ C） He thinks it good to punish those students. （ D） He disapproves of what the professor did. （ A） 10 or 11. （ B） 14 or 15. （ C） 12 or 13. （ D） 19. （ A） In Manchester. （ B） In London. （ C） In Birmingham. （ D） In Belfast. （ A） This afternoon. （ B） This e
34、vening. （ C） Tomorrow morning. （ D） Tomorrow afternoon. （ A） Right now. （ B） This evening. （ C） This afternoon. （ D） Tomorrow morning. （ A） One hour. （ B） Haft an hour. （ C） Around 20 minutes. （ D） As long as Susan wishes. Section B Directions: In this section, you will hear 3 short passages. At the
35、 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） Because they want to avoid using words like “old“ and “aged“. （ B） Because they
36、 know the United States is a country of old people. （ C） Because they are fighting against old age. （ D） Because they wish that they could be turned younger. （ A） There is better medical care. （ B） The retirement age has changed. （ C） Living conditions are improved. （ D） Families are getting smaller
37、. （ A） Because they have no other way of spending money. （ B） Because they are happy to accept the fact that they are old. （ C） Because they know the governments money will cover the costs. （ D） Because they think its worth any amount of money to look young. （ A） They often take place in the major i
38、ndustries. （ B） British trade unions are more powerful. （ C） There are more trade union members in Britain. （ D） Britain has less working days through strikes every year. （ A） Such strikes are against the British law. （ B） Such strikes are unpredictable. （ C） Such strikes involve workers from differ
39、ent trades. （ D） Such strikes occur frequently these days. （ A） Trade unions in Britain are becoming more popular. （ B） Most strikes in Britain are against the British law. （ C） Unofficial strikes in Britain are easier to deal with now. （ D） Employer-worker relations in Britain have become tenser. （
40、 A） In 1890. （ B） In 1850. （ C） A hundred years ago. （ D） A thousand years ago. 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
41、 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 31 There are 【 B1】 _w
42、ays you can find out about the countries and places you wish to visit. You can talk to friends who have 【 B2】 _to the places. Or you can go and see a 【 B3】 _film about them. Or you can read travel books. There are three kinds of travel books. The first are those that give a personal, 【 B4】 _ account
43、 of travels which the author has 【 B5】 _made himself. If they are 【 B6】_and have a good index then they can be useful to you when you are 【 B7】_your travels. The second kind are those books whose purpose is to give a purely objective 【 B8】 _of things to be done and seen. If a well-read, cultured per
44、son has written such a book then it is even more useful. It can be classified as a selective guide book. The third kind are 【 B9】 _. If they are good, they will, in addition to their factual information, give an analysis or an interpretation. Like the first kind they can be inspiring and entertainin
45、g. 【 B10】 _. Whatever kind travel book you choose, you must note its date of publication 【 B11】 _; you must also make sure the contents are well presented and easy to find. 32 【 B1】 33 【 B2】 34 【 B3】 35 【 B4】 36 【 B5】 37 【 B6】 38 【 B7】 39 【 B8】 40 【 B9】 41 【 B10】 42 【 B11】 Section A Directions: In t
46、his section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the cor
47、responding letter for each item with a single line through the center. You may not use any of the words in the bank more than once. 42 Language barriers present a variety of challenges for children of any age. In Houston a lone, bilingual education programs have helped many grade-school students【 S1
48、】 _the trials that accompany not being able to speak English. In the past, such vital curriculum was not always readily【 S2】 _for children who needed it. One person who experienced the【 S3】 _of school life without a bilingual program was UH education professor Yolanda Padr6n. As a child, Padr6n and
49、her family moved from Cuba to the United States. Settling in Land over, Mass., she was placed into elementary school, but had no working【 S4】_of English. With that, she found herself at a【 S5】 _disadvantage. “When I came here, I was in the fifth grade, but because I didnt speak English, they put me back a year,“ she said. “We lived there for about six months before we moved to Houston. When I came here, I still didnt speak English, so
