1、大学英语四级（ 2013年 12月考试改革适用）模拟试卷 19及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write an essay. You should start your essay with a brief description of the picture and then express your views on the importance of learning basic skills. You should write at least 120 words but n
2、o more than 180 words. Write your essay on Answer Sheet 1. Section A （ A） The man has left a good impression on her family. （ B） The mans jeans and T-shirts are stylish. （ C） The man should buy himself a new suit. （ D） The man can dress casually for the occasion. （ A） Its price. （ B） Its comfort. （
3、C） Its location. （ D） Its facilities. （ A） It is a routine offer. （ B） It is quite healthy. （ C） It is new on the menu. （ D） It is a good bargain. （ A） Read the notice on the window. （ B） Board the bus to Cleveland. （ C） Go and ask the staff. （ D） Get a new bus schedule. （ A） He is ashamed of his pr
4、esent condition. （ B） He is careless about his appearance. （ C） He changes jobs frequently. （ D） He shaves every other day. （ A） The woman had been fined many times before. （ B） The woman knows how to deal with the police. （ C） The woman had violated traffic regulations. （ D） The woman is good at fi
5、nding excuses. （ A） She got hurt in an accident yesterday. （ B） She has to go to see a doctor. （ C） She is black and blue all over. （ D） She stayed away from work for a few days. （ A） She will ask David to talk less. （ B） She will meet the man halfway. （ C） She is sorry the man will not come. （ D） S
6、he has to invite David to the party. （ A） Beautiful scenery in the countryside. （ B） A sport he participates in. （ C） Dangers of cross-country skiing. （ D） Pain and pleasure in sports. （ A） He cant find good examples to illustrate his point. （ B） He cant find a peaceful place to do the assignment. （
7、 C） He cant decide whether to include the effort part of skiing. （ D） He doesnt know how to describe the beautiful country scenery. （ A） New ideas come up as you write. （ B） Much time is spent on collecting data. （ C） A lot of effort is made in vain. （ D） The writers point of view often changes. （ A
8、） Having her bicycle repaired. （ B） Hosting an evening TV program. （ C） Lecturing on business management. （ D） Conducting a market survey. （ A） He repaired bicycles. （ B） He coached in a racing club. （ C） He worked as a salesman. （ D） He served as a consultant. （ A） He wanted to be his own boss. （ B
9、） He didnt want to be in too much debt. （ C） He didnt want to start from scratch. （ D） He found it more profitable. （ A） They are all the mans friends. （ B） They work five days a week. （ C） They are paid by the hour. （ D） They all enjoy gambling. Section B （ A） They shared mutual friends in school.
10、（ B） They had many interests in common. （ C） They shared many extracurricular activities. （ D） They had known each other since childhood. （ A） At a local club. （ B） At Joes house. （ C） At the boarding school. （ D） At the sports center. （ A） Durable friendships can be very difficult to maintain. （ B）
11、 One has to be respectful of other people in order to win respect. （ C） Social divisions will break down if people get to know each other. （ D） It is hard for people from different backgrounds to become friends. （ A） The art of Japanese brush painting. （ B） Some features of Japanese culture. （ C） Ch
12、aracteristics of Japanese artists. （ D） The uniqueness of Japanese art. （ A） To calm themselves down. （ B） To enhance concentration. （ C） To show their impatience. （ D） To signal lack of interest. （ A） How speakers can misunderstand the audience. （ B） How speakers can win approval from the audience.
13、 （ C） How listeners in different cultures show respect. （ D） How different Western and Eastern art forms are. （ A） They mistake the firefighters for monsters. （ B） They do not realize the danger they are in. （ C） They cannot hear the firefighters for the noise. （ D） They cannot see the firefighters
14、because of the smoke. （ A） He teaches Spanish in a San Francisco community. （ B） He often teaches children what to do during a fire. （ C） He travels all over America to help put out fires. （ D） He provides oxygen masks to children free of charge. （ A） He is very good at public speaking. （ B） He resc
15、ued a student from a big fire. （ C） He gives informative talks to young children. （ D） He saved the life of his brother choking on food. （ A） Kids should learn not to be afraid of monsters. （ B） Informative speeches can save lives. （ C） Carelessness can result in tragedies. （ D） Firefighters play an
16、 important role in America. Section C 26 Almost every child, on the first day he sets foot in a school building, is smarter, more【 B1】 _, less afraid of what he doesnt know, better at finding and【 B2】_, more confident, resourceful (机敏的 ), persistent and【 B3】 _than he will ever be again in his school
17、ing or, unless he is very unusual and very lucky, for the rest of his life. Already, by paying close attention to and【 B4】 _the world and people around him, and without any school-type formal instruction, he has done a task far more difficult, complicated and【 B5】 _than anything he will be asked to
18、do in school, or than any of his teachers has done for years. He has solved the【 B6】 _of language. He has discovered it babies dont even know that language exists and he has found out how it works and learned to use it【 B7】 _. He has done it by exploring, by experimenting, by developing his own mode
19、l of the grammar of language, by【 B8】 _and seeing whether it works, by gradually changing it and【 B9】_it until it does work. And while he has been doing this, he has been learning other things as well, including many of the “【 B10】 _ ” that the schools think only they can teach him, and many that ar
20、e more complicated than the ones they do try to teach him. 27 【 B1】 28 【 B2】 29 【 B3】 30 【 B4】 31 【 B5】 32 【 B6】 33 【 B7】 34 【 B8】 35 【 B9】 36 【 B10】 Section A 36 One in six. Believe it or not, thats the number of Americans who struggle with hunger. To make tomorrow a little better, Feeding America,
21、 the nations largest【 C1】_hunger-relief organization, has chosen September as Hunger Action Month. As part of its 30 Ways in 30 Days program, its asking【 C2】 _across the country to help the more than 200 food banks and 61,000 agencies in its network provide low-income individuals and families with t
22、he fuel they need to【 C3】 _. Its the kind of work thats done every day at St. Andrews Episcopal Church in San Antonio. People who【 C4】 _at its front door on the first and third Thursdays of each month arent looking for God theyre there for something to eat. St. Andrews runs a food pantry (食品室 ) that
23、【 C5】 _the city and several of the【 C6】_towns. Janet Drane is its manager. In the wake of the【 C7】 _, the number of families in need of food assistance began to grow. It is【 C8】 _that 49 million Americans are unsure of where they will find their next meal. Whats most surprising is that 36% of them l
24、ive in【 C9】_where at least one adult is working. “It used to be that one job was all you needed,” says St. Andrews Drane. “The people we see now have three or four part-time jobs and theyre still right on the edge【 C10】 _.” A) accumulate I) households B) circling J) recession C) communities K) repor
25、ted D) competition L) reviewed E) domestic M) serves F) financially N) surrounding G) formally O) survive H) gather 37 【 C1】 38 【 C2】 39 【 C3】 40 【 C4】 41 【 C5】 42 【 C6】 43 【 C7】 44 【 C8】 45 【 C9】 46 【 C10】 Section B 46 Universities Branch Out A) As never before in their long history, universities h
26、ave become instruments of national competition as well as instruments of peace. They are the place of the scientific discoveries that move economies forward, and the primary means of educating the talent required to obtain and maintain competitive advantage. But at the same time, the opening of nati
27、onal borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability. B) In response to the same forces that have driven the world economy, universities have become more self-cons
28、ciously global: seeking students from around the world who represent the entire range of cultures and values, sending their own students abroad to prepare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative (合作的 ) research progr
29、ams to advance science for the benefit of all humanity. C) Of the forces shaping higher education none is more sweeping than the movement across borders. Over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.9 percent, from 800,000
30、 in 1975 to 2.5 million in 2004. Most travel from one developed nation to another, but the flow from developing to developed countries is growing rapidly. The reverse flow, from developed to developing countries, is on the rise, too. Today foreign students earn 30 percent of the doctoral degrees awa
31、rded in the United States and 38 percent of those in the United Kingdom. And the number crossing borders for undergraduate study is growing as well, to 8 percent of the undergraduates at Americas best institutions and 10 percent of all undergraduates in the U.K. In the United States, 20 percent of t
32、he newly hired professors in science and engineering are foreign-born, and in China many newly hired faculty members at the top research universities received their graduate education abroad. D) Universities are also encouraging students to spend some of their undergraduate years in another country.
33、 In Europe, more than 140,000 students participate in the Erasmus program each year, taking courses for credit in one of 2,200 participating institutions across the continent. And in the United States, institutions are helping place students in summer internships (实习 ) abroad to prepare them for glo
34、bal careers. Yale and Harvard have led the way, offering every undergraduate at least one international study or internship opportunityand providing the financial resources to make it possible. E) Globalization is also reshaping the way research is done. One new trend involves sourcing portions of a
35、 research program to another country. Yale professor and Howard Hughes Medical Institute investigator Tian Xu directs a research center focused on the genetics of human disease at Shanghais Fudan University, in collaboration with faculty colleagues from both schools. The Shanghai center has 95 emplo
36、yees and graduate students working in a 4,300-square-meter laboratory facility. Yale faculty, postdoctors and graduate students visit regularly and attend videoconference seminars with scientists from both campuses. The arrangement benefits both countries; Xus Yale lab is more productive, thanks to
37、the lower costs of conducting research in China, and Chinese graduate students, postdoctors and faculty get on-the-job training from a world-class scientist and his U.S. team. F) As a result of its strength in science, the United States has consistently led the world in the commercialization of majo
38、r new technologies, from the mainframe computer and the integrated circuit of the 1960s to the Internet infrastructure (基础设施 ) and applications software of the 1990s. The link between university-based science and industrial application is often indirect but sometimes highly visible: Silicon Valley w
39、as intentionally created by Stanford University, and Route 128 outside Boston has long housed companies spun off from MIT and Harvard. Around the world, governments have encouraged copying of this model, perhaps most successfully in Cambridge, England, where Microsoft and scores of other leading sof
40、tware and biotechnology companies have set up shop around the university. G) For all its success, the United States remains deeply hesitant about sustaining the research-university model. Most politicians recognize the link between investment in science and national economic strength, but support fo
41、r research funding has been unsteady. The budget of the National Institutes of Health doubled between 1998 and 2003, but has risen more slowly than inflation since then. Support for the physical sciences and engineering barely kept pace with inflation during that same period. The attempt to make up
42、lost ground is welcome, but the nation would be better served by steady, predictable increases in science funding at the rate of long-term GDP growth, which is on the order of inflation plus 3 percent per year. H) American politicians have great difficulty recognizing that admitting more foreign stu
43、dents can greatly promote the national interest by increasing international understanding. Adjusted for inflation, public funding for international exchanges and foreign-language study is well below the levels of 40 years ago. In the wake of September 11, changes in the visa process caused a dramati
44、c decline in the number of foreign students seeking admission to U.S. universities, and a corresponding surge in enrollments in Australia, Singapore and the U.K. Objections from American university and business leaders led to improvements in the process and a reversal of the decline, but the United
45、States is still seen by many as unwelcoming to international students. I) Most Americans recognize that universities contribute to the nations well-being through their scientific research, but many fear that foreign students threaten American competitiveness by taking their knowledge and skills back
46、 home. They fail to grasp that welcoming foreign students to the United States has two important positive effects: first, the very best of them stay in the States andlike immigrants throughout historystrengthen the nation; and second, foreign students who study in the United States become ambassador
47、s for many of its most cherished (珍视 ) values when they return home. Or at least they understand them better. In America as elsewhere, few instruments of foreign policy are as effective in promoting peace and stability as welcoming international university students. 47 American universities prepare
48、their undergraduates for global careers by giving them chances for international study or internship. 48 Since the mid-1970s, the enrollment of overseas students has increased at an annual rate of 3.9 percent. 49 The enrollment of international students will have a positive impact on America rather
49、than threaten its competitiveness. 50 The way research is carried out in universities has changed as a result of globalization. 51 Of the newly hired professors in science and engineering in the United States, twenty percent come from foreign countries. 52 The number of foreign students applying to U.S. universities decreased sharply after September 11 due to changes in the visa process. 53 The U.S. federal funding for research has been uns
