1、大学英语四级（ 2013年 12月考试改革适用）模拟试卷 105及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to unite a short essay entitled Do One Thing at a Time, And Do It Well by commenting on the saying, “I can do many things well at a time if given chances.“ You should write at least120 words but no m
2、ore than 180 words. Do One Thing at a Time, And Do It Well Section A （ A） The woman has looked for Harry Potter in several bookstores. （ B） The woman has found Harry Potter in another bookstore. （ C） There is no Harry Potter in other bookstores yet. （ D） Harry Potter may be found in other bookstores
3、. （ A） A waitress. （ B） A cashier. （ C） A security. （ D） A secretary. （ A） He wants to pay. （ B） He doesnt want to eat out. （ C） He wants to eat somewhere else. （ D） He doesnt like Japanese food. （ A） At a publishing house. （ B） At a bookstore. （ C） At a supermarket. （ D） In Professor Jordans office
4、. （ A） Check the timetable. （ B） Set off earlier. （ C） Get on a later flight. （ D） Cancel the trip. （ A） The smiling faces. （ B） The big sunshine. （ C） The unhappy residents. （ D） The weather. （ A） Romantic stories. （ B） Books in the library. （ C） Love stories. （ D） Detective stories. （ A） The man d
5、idnt want the woman to have her hair cut. （ B） The woman followed the mans advice. （ C） The woman is wearing long hair now. （ D） The man didnt care if the woman had her hair cut. （ A） An apartment in the first floor. （ B） The nicest apartment downtown. （ C） A three-bedroom apartment. （ D） A two-bedr
6、oom apartment. （ A） He is the manager of the apartment. （ B） He is the womans husband. （ C） He is the owner of the apartment. （ D） He is the womans agent. （ A） The water fee is rather high. （ B） The electric is free of charge. （ C） The stove must be renewed. （ D） Gas is included in the rent. （ A） Sh
7、e thinks the apartment is too small. （ B） It is the first apartment she has seen. （ C） She wants her husband to see it too. （ D） The rent is too high for her to afford. （ A） He is curious. （ B） He is warm-hearted. （ C） He is impatient. （ D） He is absent-minded. （ A） It is the energy needed to boil t
8、he water. （ B） It is the energy needed to cool down something. （ C） It is the energy required to raise the temperature of something. （ D） It is the energy controlled by the temperature and the weather. （ A） Waters specific heat is higher than that of the sand. （ B） Waters specific heat is lower than
9、 that of the sand. （ C） Waters temperature changes faster than the sand. （ D） Water absorbs less energy than the sand to get hot. Section B （ A） Many countries dislike it. （ B） All countries observe it. （ C） It began with the Americans. （ D） It began with the Romans. （ A） To show how happy they were
10、. （ B） To drive away the evil spirits. （ C） To warn the thieves and robbers. （ D） To sell their drums and sticks. （ A） Sing and dance in the square till midnight. （ B） Throw pieces of pottery against friends houses. （ C） Kiss each other when the clock strikes midnight. （ D） Go from house to house an
11、d make noises. （ A） It is the favorite food of young people. （ B） It is the last food of the past year. （ C） It brings good luck to people. （ D） It is good for peoples health. （ A） They are not allowed to drink coffee. （ B） They think coffee does no good to them. （ C） They think coffee is too expens
12、ive. （ D） They should not drink coffee when working. （ A） Sleeping problems. （ B） Stomach problems. （ C） Bad emotions. （ D） High blood pressure. （ A） It improves ones brain function. （ B） It increases ones blood flow. （ C） It cleans the water of the bodys cells. （ D） It keeps one away from depressio
13、n. （ A） It is comfortable. （ B） It is best made. （ C） It causes no pollution. （ D） It makes less noise. （ A） Its battery is not powerful enough. （ B） Its battery is of enormous size. （ C） It costs too much money. （ D） It breaks down easily. （ A） Improve the batteries of electric cars. （ B） Increase
14、the number of electric cars. （ C） Design a new device for electric cars. （ D） Look for new ways to improve safety. Section C 26 If you wipe a finger across a household surface that hasnt been cleaned in the last few days, chances are youll【 B1】 _ with dust. Look around and youll find the stuff every
15、where, from the particles【 B2】 _ in the sunlight to the fine【 B3】_ of dirt coating TV screens, bookshelves, and car dashboards. Dust comes from everything and, like death and taxes, you cant avoid it. When things shoes, rocks, plants, socks, anything at all begin to【 B4】 _, they release tiny pieces
16、of themselves into the air. These【 B5】 _ bits settle everywhere, and because matter is always coming apart, dust production is a never-ending business. In a typical household, dust【 B6】 _ mainly of things such as dead insect parts, sheets of skin, food particles, and pieces of fabric. But not all du
17、st is the product of natural【 B7】 _; we create amazing quantities of dust everyday. For example, a single puff(吸 )of a cigarette contains an estimated four billion large dust particles. Industry of all sorts, from the【 B8】 _ of a piece of wood to large-scale steel manufacturing, creates particular k
18、inds of dust. In short, dust is all around, ever, in the air we breathe. Because its particles are so small, dust is highly【 B9】 _. Westward winds regularly blow dust from the Sahara desert across the Atlantic and into the【 B10】 _ above American coastal towns, where it contributes to some thrilling
19、sunsets. 27 【 B1】 28 【 B2】 29 【 B3】 30 【 B4】 31 【 B5】 32 【 B6】 33 【 B7】 34 【 B8】 35 【 B9】 36 【 B10】 Section A 36 Would you be happier if you spent more time discussing the state of the world and the meaning of life and less time talking about the weather? It may sound counterintuitive(违反直觉的 ), but p
20、eople who spend more of their day having deep discussions and less time engaging in small talk seem to be happier, said Matthias Mehl, a psychologist at the University of Arizona who published a study on the【 C1】 _. “We found this so interesting, because it could have gone the other way it could hav
21、e been, Dont worry, be happy as long as you surf on the【 C2】 _level of life youre happy, and if you go into the essential depths youll be unhappy,“ Dr. Mehl said. But, he【 C3】 _, deep conversation seemed to hold the【 C4】 _to happiness for two main reasons: both because human beings are driven to fin
22、d and create【 C5】_in their lives, and because we are social animals who want and need to【 C6】_with other people. “By engaging in meaningful conversations, we manage to impose meaning on a(n) 【 C7】 _pretty chaotic world,“ Dr. Mehl said. “And interpersonally, as you find this meaning, you bond with yo
23、ur interactive partner, and we know that interpersonal connection and integration is a core【 C8】 _foundation of happiness.“ Dr. Mehls study was small and doesnt【 C9】 _a cause-and-effect relationship between the kind of conversations one has and ones happiness. But thats the【 C10】_next step, when he
24、will ask people to increase the number of deep conversations they have each day and cut back on small talk, and vice versa. A)proposed B)contact C)otherwise D)shallow E)calculated F)subject G)prove H)planned I)connect J)love K)fundamental L)nevertheless M)meaning N)fantastic O)key 37 【 C1】 38 【 C2】
25、39 【 C3】 40 【 C4】 41 【 C5】 42 【 C6】 43 【 C7】 44 【 C8】 45 【 C9】 46 【 C10】 Section B 46 Music in higher education: what is it worth? A)Music has found itself increasingly central in the subject controversy surrounding higher education(HE). Recent data showed the total number of Universities and Colleg
26、es Admissions Service entries to study music rose by 3.5% in the 2013 cycle, following significant increases in applications for medical-related sciences, mathematical sciences, computer sciences, engineering and economics. Yet numbers of prospective higher education applicants who studied music A-l
27、evel fell last year by 7%. B)Many music educators speak of feeling marginalized(边缘化 ), with their subject excluded from the Ebacc(英国文凭考试 )and noticeably absent from the Stem grouping(science, technology, engineering and maths) absent too from the Russell Groups approved list of “facilitating subject
28、s“(ones that will “keep a wide range of degree courses and career options open to you“). C)The value of studying music in higher education in the context of the economically-charged narrative on education provided the background to a recent roundtable discussion held at the Royal Academy of Music an
29、d involving senior figures from higher education, sixth-form education and the arts industry. All participants in the roundtable agreed that studying music at higher education equips students with a range of transferable skills that are of inestimable(不可估量的 )value in the workplace. Music education a
30、nd cultural value D)Contributing under the Chatham House rule, which allows comments to be reported freely, panel members began by disagreeing over the relationship between music education and cultural value. “We are beginning to look at the question of music education from the other end of the tele
31、scope, not so much in terms of what happens during the period of education, but afterwards,“ said one contributor. E)One speaker argued that the relationship between music education and cultural value was not necessarily a direct one. “Many of those who add cultural value to the country do so becaus
32、e there is value here already. Our cultural value is increased by a critical mass coming from all over the world that wants to be part of our scene. The role musical education plays in cultural value, or to put it crudely, what we are producing in terms of the economy, is probably falling rather tha
33、n increasing.“ This comment was contested by another member of the panel, who cited the increasing numbers of foreign students studying music at UK institutions, and personal evidence from those who claimed that paying more to study in the UK was worth it for the extra value they gained from being e
34、ducated here. Another pointed to the legally binding commitments made by government to promote musical participation in 2011-12 and, more recently, the National Plan for Music. F)However, others around the table did acknowledge that UK institutions lacked the political backing enjoyed by their Europ
35、ean peers or the financial power of America, “only just paying the bills on the back of a British mess of fees, poor fund and a scratchy targeted portion of HE funding,“ as one panellist put it. Instrumental or natural? G)The discussion over what skills music graduates hold, both on academic or voca
36、tional courses, was noticeably more one-sided. High-end ability in collaboration, analysis, work ethic, sympathy, innovation and performing well under pressure were cited by numerous contributors as those that were compulsory in any decent music student. “The qualities one would be after in a work-f
37、orce suitable to meet the challenges of todays economy are all those found in a music graduate,“ noted one commentator. “We need to break up this myth that musicians are self-prevailing and just create more musicians,“ added anothertop city firms, accountancy organisations and computing companies as
38、 among those who favour music graduates as potential employees. H)There was growing frustration among the panel concerning both the role of higher education institutions in promoting music and the continued justification of musical study from a non-musical perspective. “Its time for music department
39、s to wake up and promote more clearly their value and benefits,“ said one contributor. “The value of HE music itself has been clouded by the panic over school music. We dont sell music at HE by saying it will make you more literate, or better at maths. It has an inborn value.“ I)“People in music kno
40、w what highly skilled music students can do, and what music adds to the lives of people, but we keep saying society does not understand,“ added another. “Why? Either because we cant assert our own value, or because we refuse to engage with society.“ Education access J)Despite general consensus as to
41、 the inherent cultural-economic value of musical study, there was considerable discontent around the table about its accessibility. One speaker commented on the decreasing number of music students at top institutions coming from backgrounds other than “music specialist schools, and private schools“.
42、 Another complained about the lack of focus from government regarding ring-fenced(专利的 )money for music hubs(活动中心 )beyond 2015, pointing out the risk of increased private outsourcing, uneven regional provision and, ultimately, a situation in which only those with financial advantage can access musica
43、l training to a standard that will enable them to pursue it to higher education. K)In this context, the facilitating subjects of Russell Group universities came under harsh criticism from some commentators, who argued that there was disagreement over their significance among leading universities, mi
44、sunderstanding by schools and hijacking(劫持 )by government in the latest round of league tables. This, two speakers agreed, was directing first generation students away from music at higher education by disconnecting the subject from a perspective on higher education dominated by tuition fees and emp
45、loyability. L)A general note of warning was sounded by one about the upcoming loss of students from postgraduate study in the next five years as a result of financial pressures, and all agreed that higher education departments needed to do more to just utter the value of music in a public forum. “We
46、 need to reconnect music with the world of ideas,“ one panelist concluded. “We can pull people into music through linking the ideas, science, film and literature that surround the context of musical creation. We must not fall back into isolation, but rather communicate the obvious value of music.“ 4
47、7 Panel members in the discussion had different opinions about the relationship between music education and cultural value. 48 Compared with their European and American peers, UK institutions lack enough political and financial support. 49 Last year, the number of students who study music A-level de
48、creased. 50 Russell Groups facilitating subjects received severe criticism as they are driving students away from music study in higher education. 51 The value of music study in higher education shouldnt be justified from a non-musical point of view. 52 More and more foreign students come to UK univ
49、ersities to study music. 53 The absence of music subject from Ebacc and Stem grouping gives some music educators a sense of marginalization. 54 Its warned that the postgraduate students who study music might decrease in the next five years. 55 Collaboration and innovation are among the skills that decent music students must hold. 56 It is believed by numerous people that the accessibility of musical study is far from satisfying. Section C 56 A new
