1、大学英语四级（ 2013年 12月考试改革适用）模拟试卷 210及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write a short essay entitled Test for Civil Servant based on the outline below. You should write at least 120 words but no more than 180 words. 1近几年兴 起了一股报考公务员的热潮。 2分析产生这一现象的原因。 3你的看法。 Section A （
2、 A） The pro-Iranian Hezbollah. （ B） The Palestinian group Hamas. （ C） The Irish Republican Army. （ D） The Basque separatist group ETA. （ A） Entering the United States legally. （ B） Freezing US financial assets abroad. （ C） Receiving support from other countries. （ D） Giving weapons to other terroris
3、t groups. （ A） Upgrade its network capacity. （ B） Improve customer services. （ C） Develop new products. （ D） Market more iPhones. （ A） Nationwide. （ B） Overseas. （ C） In large cities. （ D） In remote towns. （ A） A big fire erupted on the Nile River. （ B） Helicopters were used to evacuate people. （ C）
4、 Five people were taken to hospital for burns. （ D） A big fire took place on two floors. （ A） Electrical short-cut. （ B） Lack of fire-safety measures. （ C） Terrorism. （ D） Not known. （ A） It is well carried out. （ B） It is not straightly enforced. （ C） It haven t enacted. （ D） It is not suitable. Se
5、ction B （ A） He saw the office on his way home from work. （ B） A friend referred him to Dr. Carter s office. （ C） He found Dr. Carter s number in the phone book. （ D） He found Dr. Carter s number on the Internet. （ A） He has to pick up his tool kits. （ B） He has to take a bus home. （ C） He has to op
6、en his store in the morning. （ D） He has to pick up his kids. （ A） The man s telephone number is 647-0547. （ B） The man s telephone number is 603-0547. （ C） The man was scheduled to meet the doctor at 8:15 a.m. Thursday. （ D） The man was scheduled to meet the doctor at 8:00 a.m. Thursday. （ A） He hu
7、rt his knees when a tall ladder fell on him. （ B） He injured his ankle when he fell from a ladder. （ C） He sprained his hand when he fell off the roof of his house. （ D） His foot has a paint can on because he likes painting the house. （ A） He is early for classes. （ B） He has an accident on the road
8、. （ C） He always make troubles. （ D） He makes a complaint. （ A） He is late for classes too often. （ B） He has missed too many classes. （ C） He has failed in the exam again. （ D） He is a trouble maker at school. （ A） Students are going to take the final exam today. （ B） It s the last day Steve can dr
9、op the class with a full refund. （ C） Students have to hand in their reports today. （ D） It s the final day Steve can apply for a loan. （ A） Drop the class. （ B） Make up the missed lessons. （ C） Stop taking part time job. （ D） Transfer to another school. Section C （ A） Countries of America and Europ
10、e. （ B） Countries in the Middle East. （ C） Jewish countries. （ D） India. （ A） On January first. （ B） The first day of March. （ C） On Spring Festival. （ D） At the end of summer. （ A） People made noise in ancient times to drive away the evil spirits from the home. （ B） People made noise to welcome evi
11、l spirits. （ C） People made noise to drive away sadness. （ D） People made noise to be happier on New Year s Day. （ A） Most of the early diamond miners became wealthy later. （ B） Diamonds couldn t be formed without great heat and pressure of the volcano. （ C） The earliest known diamonds were discover
12、ed in the River Amazon. （ D） Explosions of the volcano can damage diamonds as well. （ A） Under the river bed. （ B） On the floor of the sea. （ C） In the volcanoes. （ D） At the foot of the mountains. （ A） Diamond Hunting. （ B） DiamondA Precious Stone. （ C） DiamondSymbol of Fortune. （ D） How Is Diamond
13、 Formed and Found? （ A） The development of electronic musical instruments. （ B） The relative costs of different types of musical instruments. （ C） The performance of classical music on synthesizers. （ D） The replacement of the harpsichord by the piano. （ A） At the beginning. （ B） In the middle. （ C）
14、 Near the end. （ D） Just after the end. （ A） He thinks it is too soon to tell. （ B） He disagrees with it. （ C） He is prized by it. （ D） He is alarmed by it. （ A） In the early nineteenth century. （ B） In the late nineteenth century. （ C） In the early twentieth century. （ D） In the late twentieth cent
15、ury. Section A 26 Today I would like to tell you about the effects of old age on health. Actually today a lot of【 C1】 _have taken place in the care of old people and old people s health is not nearly so bad as it used to be. Probably the most ignored disorder among old people is【 C2】 _. Maybe about
16、15% of older people【 C3】 _from this condition. A lot of it is caused by【 C4】 _. Although it is better now for old people, we have to admit that the body does change as we grow older. The【 C5】 _system starts to decline and there are changes in metabolism, lungs, the senses, the brain and the skin. So
17、 what should an old person do to【 C6】 _these changes? He or she should eat a【 C7】 _dietnot too much fatchicken or fish should be eaten rather than eggs or beef. Eat more high fibre and vitamin rich foods, such as【 C8】 _and fruit. The old person should give up smoking if he hasnt already done so. He
18、should also do regular【 C9】 _at least half an hour, three times a week. No section of the【 C10】 _can benefit more from exercise than the elderly. A)floatation B)combat C)pervasive D)improvements E)immune F)depression G)suffer H)population I)balanced J)vegetables K)over-medication L)determined M)cont
19、empt N)exercise O)regularly 27 【 C1】 28 【 C2】 29 【 C3】 30 【 C4】 31 【 C5】 32 【 C6】 33 【 C7】 34 【 C8】 35 【 C9】 36 【 C10】 Section B 36 TV Linked to Lower Marks A)The effect of television on children has been debated ever since the first sets were turned on. Now three new studies find that too much tube
20、 time can lower test scores, retard(妨碍 )learning and even predict college performance. The reports appear in the July issue of the Archives of Pediatrics & Adolescent Medicine. B)In the first report, researchers studied the effect that having a TV in a child s bedroom can have on third graders. “We
21、looked at the household media environment in relation to academic achievement on mathematics, reading and language arts tests,“ said study author Dina Borzekowski, an assistant professor at Johns Hopkins Bloomberg School of Public Health. C)Borzekowski and her colleague, Dr. Thomas Robinson of Stanf
22、ord University, collected data on 386 third graders and their parents about how much TV the children watched, the number of TV sets, computers and video game consoles in the household and where they were. They also collected data on how much time the children spent using the different media, as well
23、 as the time spent doing homework and reading. The researchers found that the media in the household, where it is and how it is used can have a profound effect on learning. “We found that the household media environment has a very close association with performance on the different test scores,“ Bor
24、zekowski said. D)“A child who has a TV in his or her bedroom is likely to have a score that is eight points lower on a mathematics test compared to a child who doesnt have a TV in the bedroom,“ she noted. These children also scored lower on the reading and language arts tests. However, children who
25、have access to a home computer are likely to have higher scores on each of the tests compared with children who dont have access to a home computer, Borzekowski noted. E)The reasons why TV has this negative effect are not clear, Borzekowski said. “When there s TV in the bedroom, parents are less lik
26、ely to have control over the content and the amount watched,“ Borzekowski said. “They are also unable to know how early or how late the set is on. This seems to be associated with kids performance on academic tests.“ Borzekowski believes that content and the time the TV is on may be the primary reas
27、ons for its negative effect. “If the TV is in the family room, then parents can see the content of what children are watching,“ she said. “Parents can choose to sit alongside and watch, or turn the set off. A simple and straightforward, positive parenting strategy is to keep the TV out of the childs
28、 bedroom, or remove it if its already there.“ F)In the second report, Dr. Robert Hancox from the University of Otago in Dunedin, New Zealand, and colleagues found, regardless of your intelligence or social background, if you watch a lot of TV during childhood, you are a lot less likely to have a col
29、lege degree by your mid-20s. In their study, the researchers followed 1,037 people born in 1972 and 1973. Every two years, between the ages of 5 and 15, they were asked how much television they watched. The researchers found that those who watched the most television during these years had earned fe
30、wer degrees by the time they were 26. “We found that the more television the child had watched, the more likely they were to leave school without any qualifications,“ Hancox said in a prepared statement. “Those who watched little television had the best chance of going on to university and earning a
31、 degree.“ G)Hancoxs team found that watching TV at an early age had the most effect on graduating from college. “An interesting finding was that although teenage viewing was strongly linked to leaving school without any qualifications, it was earlier childhood viewing that had the greatest impact on
32、 getting a degree,“ he said. “This suggests that excessive television in younger children has a long-lasting adverse effect on educational performance.“ H)In the third paper, Frederick Zimmerman and Dr. Dimitri Christakis from the University of Washington report that, for very young children, watchi
33、ng TV can result in lower test scores in mathematics, reading recognition and reading comprehension. “We looked at how much television children watched before age 3 and then at ages 3 to 5,“ Zimmerman said. “We found that for children who watched a small amount of TV in the earlier years, there was
34、consider able beneficial effect compared to children who watched a lot of TV.“ I)For children aged 3 to 5, the effect was not as clear, Zimmerman said. “There were some beneficial effects of watching TV on reading, but no beneficial effects for math or vocabulary,“ he noted. “The worst pattern was t
35、o watch more than three hours of TV before age 3. Those kids had a significant disadvantage compared to the other kids.“ Parents should follow the American Academy of Pediatrics recommendation, which is no TV for children under 2, Zimmerman said. “Personally, I feel the cutoff should be children und
36、er 3, because there is just not any good content for children under 3.“ J)One expert believes that TV can have both positive and negative effects, but it all depends on what children are watching. “Content matters,“ said Deborah Linebarger, an assistant professor at the University of Pennsylvania, w
37、ho co-authored an accompanying editorial. “Educational content has been found to be related to performance on school readiness tests, higher grades when they are teenagers, whereas, non-educational content tends to be associated with lower academic performance.“ K)Another expert agrees. “TV watching
38、 takes up space that could be used by more useful things,“ said Dr. Christopher Lucas, a clinical coordinator at the Early Childhood Evaluation and Treatment Program at the New York University Child Study Center. “TV is not necessarily toxic, but is something that has to be done in moderation: somet
39、hing that balances the other needs of the child for healthy development.“ L)Lucas puts the responsibility for how much TV kids watch and what they watch squarely on parents. “The amount of TV watching certainly has a link with the reduced amount of time reading or doing homework,“ he said. “The key
40、is the amount of control parents have in limiting the amount of access. Get the TV out of the bedroom: be aware of what is being watched: limit the amount of TV watching.“ 37 According to Borzekowski, children having chances to use a family computer are likely to acquire better results on the differ
41、ent tests. 38 The reports issued in the Archives of Pediatrics & Adolescents Medicine find that watching too much TV leads to poor performance in school. 39 Watching more than three hours of TV before age 3 has bad effect on kids. 40 According to the second report, the chance for one to acquire a co
42、llege degree depends on the amount of his TV watching during childhood. 41 In Deborah L. Lingbargers opinion, educational content is helpful for teenagers to get better results on school readiness tests. 42 The environment of family media greatly affects childrens test scores according to the first
43、report. 43 Borzekowski believes that TVs negative effect on childrens marks may mainly lie in what children watch on TV and how much time they spend on it. 44 Lucas thinks parents should take the responsibility to supervise kids TV watching. 45 According to the recommendation from American Academy o
44、f Pediatrics, children under 2 should watch no TV. 46 Hancox thinks earlier childhood TV watching affects ones acquiring a college degree most. Section C 46 What you can remember from age 3 may help improve aspects of your life far into adulthood. Children who have the ability to recall and make sen
45、se of memories from daily lifethe first day of preschool, the time the cat diedcan use them to better develop a sense of identity, form relationships and make sound choices in adolescence and adulthood, new research shows. While the lives of many youngsters today are heavily documented in photos and
46、 video on social media and stored in families digital archives(档案馆 ), studies suggest photos and videos have little impact. Parents play a bigger role in helping determine not just how many early memories children can recall, but how children interpret and learn from the events of their earliest exp
47、eriences. Children whose parents encourage recalling and storytelling about daily events show better coping and problem-solving skills by their preteens, and fewer symptoms of depression, research shows. Some memories help build a sense of self-continuity(自我延续 ), or personal identity, says a 2011 st
48、udy. People recall these memories when they “want to feel that I am the same person that I was before“, or “when I want to understand how I have changed from who I was before“. A hurricane survivor, for example, might recall the memory as proof that she can survive tough experiences and grow stronge
49、r as a result. Other memories serve a directive function, and guide behavior. People recall these when making decisions or to avoid repeating past mistakes. A person whose dog was killed by a car is likely to call on that memory when deciding to keep pets on a leash. A third type, social-bonding memories, involve relationships with others. People recall these when they want to strengthen relationships or form new ties, the study says. A college student who participated in a different study c
