1、大学英语四级（ 2013年 12月考试改革适用）模拟试卷 234及答案与解析 一、 Part I Writing 1 Directions： For this part， you are allowed 3D minutes to write a composition on the topic Changes of English Test in Gaokao You should write at least 120 words but no more than 180 words Outlines are given below in Chinese： 1从 2016年起，高考的英语科考
2、试将发生变化。单次考试将改为多次；据说分值也可能从 150分降低到 100分； 2此消息引起广泛关注，引发各种猜测； 3你对此的看法。 Section A （ A） It was proposed by a group of immigrants. （ B） Mr. Obama had carried out the reform successfully. （ C） Illegal immigrants would soon be given citizenship. （ D） It aims to address the issue of illegal immigrants. （ A）
3、Eight years. （ B） Five years. （ C） Thirteen years. （ D） Eleven years. （ A） To help around farm. （ B） To entertain tourists. （ C） To be sold for money. （ D） To be a vehicle. （ A） Elephants under eight do not have to be registered. （ B） There is an adult demand for wild elephants. （ C） The value of ad
4、ult elephants soars all of a sudden. （ D） There is no relevant restrictions on smuggling elephants. （ A） On Monday. （ B） On Tuesday. （ C） On Wednesday. （ D） On Saturday. （ A） At least 17. （ B） At least 24. （ C） At least 21. （ D） At least 41. （ A） Many people took part in the search and rescue. （ B）
5、The cause of the explosions has been determined. （ C） Rescues were stopped on Thursday. （ D） The explosions did not destroy the building. Section B （ A） Tobacco advertisement. （ B） Tobacco companies. （ C） Smoking men. （ D） Smoking women. （ A） 14 000. （ B） 15 000. （ C） 140 000. （ D） 1 400 000. （ A） A
6、 light cigarette contains low nicotine. （ B） Smoking a light cigarette is different from smoking a regular one. （ C） Women who smoke light cigarettes want to get higher levels of nicotine. （ D） Tobacco companies advertise cigarettes as “light“ to obscure smoking risks. （ A） Macho or cool expression.
7、 （ B） Social and culture events. （ C） Sports and entertainment. （ D） Social and political issues. （ A） His brother. （ B） His mother. （ C） His father. （ D） His sister. （ A） By train and by car. （ B） By plane and by coach. （ C） By train and by bus. （ D） By bus and by plane. （ A） Short hair. （ B） Glass
8、es. （ C） Moustache. （ D） Beard. （ A） In the third room on the right. （ B） In the Common Room. （ C） In a room at this end. （ D） In Room 501. Section C （ A） How much exercise they get every day? （ B） What they are most worried about? （ C） How long their parents accompany them daily? （ D） What entertai
9、nment they are interested in? （ A） Get enough entertainment. （ B） Have more activities. （ C） Receive early education. （ D） Have regular checkups. （ A） Be no place for play. . （ B） Be near a common area. （ C） Have no TV sets. （ D） Have a computer for study. （ A） To look for two of her close friends.
10、（ B） To stay at home and study. （ C） To share an apartment with friends. （ D） To move out and live alone. （ A） She couldnt find a good place to stay. （ B） Her friend and she couldnt afford the rent. （ C） A friend left her for the sake of job. （ D） She quarreled with her friends. （ A） Because her hom
11、e was far way form school. （ B） Because her parents asked her to do so. （ C） Because she was bored living outside. （ D） Because the place where she lived caught fire. （ A） Because she was disappointed in the college. （ B） Because she kept moving all the time and couldnt concentrate on studying. （ C）
12、 Because her home was too far away from school and it was inconvenient. （ D） Because she was not interested in study at all. （ A） Italian people. （ B） German people. （ C） British people. （ D） French people. （ A） Wash the dishes. （ B） Have her own meal. （ C） Make plans for other activities. （ D） Serv
13、e some wine. （ A） Odd. （ B） Crazy. （ C） Regular. （ D） Romantic. Section A 26 In a small school on the South Side of Chicago, 40 children between the ages of five and six sit quietly learning in a classroom. In【 C1】 _ of each of them is a computer running software called Reading Eggs. Some are readin
14、g a short story, others【 C2】 _ sentences with words they are learning. As they complete each task they move through a cartoon map that shows how far they have【 C3】 _ in reading and writing. Along the way they collect eggs which they can use to buy objects in the game, such as items to【 C4】 _ their a
15、vatars apartment. Now and then a child will be taken【 C5】 _ for scheduled reading periods with one of the two monitoring teachers. The director says this sort of teaching, blending software with human【 C6】 _ , helps her pupils learn faster. It also allows teachers at this school to spend more time t
16、eaching and less time【 C7】 _ written work and leading pupils through dull drills of words and numbers. The idea that technology can revolutionize (彻底改变；使革命化 ) education is not new. In the 20th century almost every new【 C8】 _ was supposed to have big implications for schools. In many classrooms, comp
17、uters have been used to improve【 C9】 _ and keep pupils engaged But they did not transform learning in the way their boosters predicted. It is wise, therefore, to be skeptical about the claims made for the current wave of innovation. Yet there are also【 C10】 _ to believe that a profound shift is occu
18、rring. A) intervention F) ways K) efficiency B) building G) furnish L) progressed C) aside H) front M) reasons D) invention I) build N) back E) method J) marking O) doing 27 【 C1】 28 【 C2】 29 【 C3】 30 【 C4】 31 【 C5】 32 【 C6】 33 【 C7】 34 【 C8】 35 【 C9】 36 【 C10】 Section B 36 Public Views on the Anti-
19、Terrorism Act ( Canada) A) This report is part of the ongoing efforts undertaken by the Research and Statistics Division of the Department of Justice Canada to help inform the Parliamentary review of the Anti-Terrorism Act which is mandated to take place within three years of the Act receiving Royal
20、 Assent. The Anti-Terrorism Act was proclaimed into law by the Parliament of Canada in December 2001. B) As a first phase, the Research and Statistics Division undertook a focus group study in March 2003 to examine how minority groups viewed the different provisions of the Anti-Terrorism Act. This w
21、as done in response to concerns that the Acts provisions might lead to certain minority groups being unfairly targeted. As a second phase, the Research and Statistics Division sought to obtain the views and examine the attitudes of the Canadian population in general with regard to the Anti-Terrorism
22、 Act. The firm Millward Brown Goldfarb was contracted to conduct focus group discussions and analyze the results. A total of 22 focus group sessions were held between February 2 and March 5, 2004, in Toronto, Ottawa, Winnipeg, Montreal, Calgary, Regina, Vancouver, Quebec City, and Halifax. C) Focus
23、group participants were first selected using random sampling procedures based on telephone lists available for the locations. Participants in each city were then divided into 2 age groups: Group 1 was comprised of participants between the ages of 18 and 39, and Group 2 of participants 40 and over. I
24、n all, 196 male and female participants over the age of 18, with varying social and educational backgrounds, were selected. Sessions of approximately 2 hours in duration were conducted in English and French. D) The moderators guide for the focus group sessions consisted of a modified version of the
25、one designed for the first study; it was adapted for the general public. The focus group discussions centered on the following seven areas: awareness of the anti-terrorism legislation; reaction to the definition of terrorism; reaction to the listing of terrorist entities; reaction to the financing o
26、f terrorists; reaction to new investigative and preventive arrest powers; reaction to some mechanisms associated with investigative and preventive arrest powers; and impact of the Anti-Terrorism Act on individuals, families, and communities. Materials for each of these areas of discussion were distr
27、ibuted to participants prior to the discussion on each area. Key Findings E) Awareness of the anti-terrorism legislation was generally low, with about only half of the participants in each group saying, when prompted, that they were aware of some aspects of the legislation. There was also low recall
28、 of pre-9/11 Canadian terrorist incidents; post-9/11 terrorist incidents outside of Canada were mentioned more often. The general feeling was that terrorist incidents in Canada prior to September 11, 2001, would have been dealt with under the Criminal Code; however, there was uncertainty as to what
29、aspect of the Code would apply to terrorism. Participants were generally aware of heightened airport and border security measures, as well as tougher immigration procedures post 9/11. F) Although many participants felt that the brief overview of the Anti-Terrorism Act was too broad and somewhat vagu
30、e, there was general support for the concept of legislation. Participants felt it was a step in the right direction, and some felt a certain level of comfort knowing that it was in place. There was a general assumption among participants that Canadas Anti-Terrorism Act was less severe than similar l
31、egislation in both the United States and the United Kingdom. G) The brief description and the accompanying previsions had a general appeal; however, they also gave rise to varying degrees of concern. H) The definition of a terrorist activity was well received, with participants appreciating the fact
32、 that it was broad and, therefore, would not exclude any potential terrorist group. However, some expressed concern that the broadness of the definition might lead to non-terrorist groups (such as environmentalists, labor union activists, and anti-globalization protestors) being unjustly defined as
33、terrorists. I) While participants generally felt that the provision regarding the listing of terrorist entities was a necessary evil, concerns emerged over labeling individuals or groups as terrorists before they have a chance to appeal. This concerned several participants who saw it as reversing th
34、e well-known and respected concept of “innocent until proven guilty.“ J) In general, the provision regarding the financing of terrorism made sense to participants. However, there was great concern over the maximum sentence of 10 years for being found guilty of this offence; it was seen as being too
35、lenient. The reporting obligation also concerned participants, as it places the responsibility on individuals to report potential activities and subjects them and their families to what they view as a considerable amount of risk. K) The provision bestowing new investigative and preventive arrest pow
36、ers on the police was generally seen in a positive light, although there was some concern expressed about the possibility of it leading to the invasion of the privacy of innocent citizens as well as the potential for abuse by the police. Some were also concerned about the potential targeting of mino
37、rity groups. L) The sunset clause, associated with the investigative and preventive arrest provision, was generally understood and participants felt that it was a good tool for monitoring police use of the new powers. A few participants in each group thought the sunset clause meant that the terroris
38、m legislation would disappear in five years. M) The obligation of reporting to Parliament was also seen as a good tool to prevent police abuse of their new powers. However, some participants felt that initially there should be multiple reporting obligations. N) Overall, participants felt that the ri
39、sks associated with the Anti-Terrorism Act and the new powers it bestows on the police were acceptable in light of the protection the Act affords to the country and its citizens, although the level of safety they felt did not change after learning about the provisions of the Act, since they did not
40、feel unsafe to begin with. O) The majority of participants said that the Act has had no direct impact on them, apart from them having to wait longer at the border or in line for ticketing or security at airports, which can primarily be attributed to post-9/11 security measures rather than to the Act
41、 itself. A few participants stated that they had friends or relatives adversely affected by post-9/11 security measures, with experiences ranging from being pulled over at the border to being deported from the United States. In these cases, the individuals affected were said to be members of visible
42、 minority groups. 37 To obtain the views and examine the attitudes of the Canadian population is the main task of the focus group study. 38 Its generally assumed that Canadas Anti-Terrorism Act was lenient, compared with similar legislation in other nations of the neighborhood. 39 Participants were
43、generally supportive to new investigative and preventive arrest powers of the police, apart from a few minor doubts. 40 After the Anti-Terrorism Act was proclaimed into law, it still needs a couple of years to receive Royal Assent. 41 The broadness of the definition of a terrorist activity might cau
44、se injustice among non-terrorist groups. 42 The general feeling was that prior to September 11, 2001, terrorist incidents in Canada would have been categorized under the Criminal Code. 43 Citizens were obliged to report potential terrorists activities, which may put an enormous amount of stress on t
45、hem. 44 Its said that the Act itself has not directly influenced most participants daily life, except for heightened airport and border security measures. 45 The concept of the legislation was appreciated and supported, for it was standing ready for the right direction. 46 Participants felt that the
46、 sunset clause would be a good tool to limit the excess power of the police. Section C 46 Cleaning up our air may have made us healthier. A new analysis shows that the number of storms falls when pollution rises, and increases when pollution drops. Further tightening of present pollution controls “
47、could reduce aerosols (气溶胶；悬浮颗粒 ) so quickly that we have record numbers of tropical storms for the next decade or two“ , says Nick Dunstone of the Met Office Hadley Centre in Exeter, UK. Earlier studies found no connection between storm numbers and aerosols ability to cool the surface by scattering
48、 light in the open air. But aerosols also increase the brightness and lifetime of low-level marine clouds. When Nick Dunstone of the Met Office Hadley Centre in Exeter, UK, added this effect into his climate models, the simulated clouds cooled the surface more than expected. Historically, this cooli
49、ng effect has been strongest in the north Atlantic. Cooling the north Atlantic reduces the energy available to power hurricanes. It also shifts rising and falling air currents further south, increasing wind shear in the Atlantic hurricane nursery. This extra wind shear tears nascent storms apart before they can gain strength. In this way, Dunstone says, changes in aerosol emissions appear to drive cyclical variations in north Atlantic tropical storms. These variations have long been attributed to natural variation
