2023年大学英语四级模拟题及答案.doc

全国大学英语四级模拟题1及答案
Part I Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write a short essay on the topic of To Get along with Your Roommates. You should write at least 120 words following the outline given below.
1. 室友之间旳冲突在校园里常有发生
2. 冲突旳重要原因
3. 室友之间怎样和睦相处
To Get along with Your Roommate
注意:此部分试题在答题卡 1 上。
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 questions on Answer sheet 1.
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.
For questions 8-10,
complete the sentences with the information given in the passage.
Early Childhood Education
„Education To Be More? was published last August. It was the report of the New Zealand
Government?s Early Childhood Care and Education Working Group. The report argued for
enhanced equity (公平) of access and better funding for childcare and early childhood education institutions. Unquestionably, that?s a real need; but since parents don?t normally send children to
preschools
until the age of three, are we missing out on the most important years of all? A 13year
study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words – most of the
language they will use in ordinary conversation for the rest of their lives. Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world. It is generally acknowledged that young people from poorer socioeconomic
backgrounds
tend to do less well in our education system. That?s observed not just in New Zealand, but also in
Australia, Britain and America. In an attempt to overcome that educational underachievement, anationwide program called „Headstart? was launched in the United States in 1965. A lot of money
was poured into it. It took children into preschool
institutions at the age of three and was
supposed to help the children of poorer families succeed in school.
Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the program began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, „Headstart? children returned to the same disadvantaged
home environment.
As a result of the growing research evidence of the importance of the first three years of a child?s life and the disappointing results from „Headstart?, a pilot program was launched in
Missouri in the US that focused on parents as the child?s first teachers. The „Missouri? program
was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The fouryear
pilot study included 380 families who were about to have their first child and who represented a crosssection
of socioeconomic
status, age and family configurations (构造). They
included singleparent
and twoparent
families, families in which both parents worked, and
families with either the mother or father at home.
The program involved trained parent educators visiting the parents? home and working with
the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child?s
intellectual, language, social and motorskill
development. Periodic checkups
of the child?s educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals. Parenteducators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centers, located in school buildings, offered learning materials for families and facilities for child. At the age of three, the children who had been involved in the „Missouri? program were
evaluated alongside a crosssection
of children selected from the same range of socioeconomic
backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the program were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the program was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.
Most important of all, the traditional measures of „risk?, such as parents? age and education, or
whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the program performed equally well regardless of socioeconomic
disadvantages. Child abuse was virtually eliminated. The one factor that was
found to affect the child?s development was family stress leading to a poor quality of parentchild
interaction. That interaction was not necessarily bad in poorer families.
These research findings are exciting. There is growing evidence in New Zealand that children from poorer socioeconomic
backgrounds are arriving at school less well developed and that our
school system tends to perpetuate (使永存) that disadvantage. The initiative outlined above could
break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalized early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.
1. The skills learned by children at age of three will be used in all their later learning in life. 2. The „Headstart? program finally succeeded in its aim.
3. The „Missour? program supplied many forms of support and training to parents.
4. Most „Missouri? program threeyearolds
scored highly in areas such as listening, speaking,
reasoning and interacting with others.
5. „Missouri? program children of young, uneducated, single parents scored less highly on the
tests.
6. The richer families in the „Missouri? program had higher stress levels.
7. Educational inequity cannot be overcome for children from different family backgrounds. 8. The aim of „Headstart? program is to help children from poor families overcome
____________________.
9. The most effective way of helping children get off to the best possible start in life is ____________________.
10. The concept of working with parents in their homes contrasts quite markedly with the report of the Early Childhood Core and ____________________.
Part IV Reading Comprehension (Reading in Depth) (25 minutes)
Section A
Directions: In this section, there is a passage with ten blanks. You are requested 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 corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.
Questions 47 to 56 are based on the following passage.
For many environmentalists, the world seems to be getting worse. They have developed a hitlist
of our main fears: natural resources are 47 out; the population is ever growing, leaving less and less to eat; species are becoming 48 in vast numbers, and the planet?s
air and water are becoming ever more polluted.
But a quick look at the facts shows a different picture. First, energy and other natural resources have become more 49 not less so, since the book „The Limits to Growth? was
published in 1972 by a group of scientists. Second, more food is now produced per 50 of the world?s population than at any time in history. Fewer people are 51 . Third, although
species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 25~50%, as has so often been 52 . And finally, most forms of environmental pollution either appear to have been 53 , or are transient – associated with
the early stages of industrialization and therefore best cured not by restricting economic growth, but by 54 it. One form of pollution – the release of greenhouse gases that causes global
warming – does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to 55 a devastating (令人心神不安旳) problem. A bigger
problem may well turn out to be an inappropriate response to it.
Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and some factors seem to cause this disjunction between 56 and reality. A) pose I) starving
B) exaggerated J) head
C) accelerating K) running
D) extinct L) predicted
E) exist M) abundant
F) perception N) conception
G) wealthy O) reducing
H) magnified
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 57 to 61 are based on the following passage.
Most conceptions of the process of motivation begin with the assumption that behavior is, at least in part, directed towards the attainment of goals or towards the satisfaction of needs or motives. Accordingly, it is appropriate to begin our consideration of motivation in the work place by examining the motives for working. Simon points out that an organization should be able to secure the participation of a person by offering him inducements(引诱)which contribute in some
way to at least one of his goals. The kinds of inducements offered by an organization are varied, and if they are effective in maintaining participation they must necessarily be based on the needs of the individuals.
Maslow examines in detail what these needs are. He points out not only that there are many needs ranging from basic physiological drives such as hunger to a more abstract desire for selfrealization,
but also that they are arranged in a hierarchy( 等级制度)w hereby the lowerorder
needs must to a large degree be satisfied before the higherorder
ones come into play.
One of the most obvious ways in which work organizations attract and retain members is through the realization that economic factors are not the only inducement for working as indicated by Morse and Weiss. In line with the social respect and selfrealization
needs discussed by Maslow,
factors such as associations with others, selfrespect
gained through the work, and a high interest
value of the work can serve effectively to induce people to work.
57. According to Maslow, a work organization is able to motivate people to work by _______. A) satisfying their physiological needs
B) satisfying their selfrealization
needs
C) satisfying hierarchy of their higherorder
need
D) first satisfying their lowerorder
needs
58. Lowerorder
needs concern a person?s _______.
A) essential physical needs C) selfrealization
B) selfrespect
D) working relationships with others
59. Which of the following is NOT a higher need that attracts people to work? A) Association with others. C) Interest value of the work.
B) Possibility of earning a good salary. D) Cultivation of selfrespect.
60. Which of the following statements may be supported by Morse and Weiss? A) Physiological needs are the most basic.
B) There is a hierarchy of needs that must be met.
C) Economic factors are the greatest inducement.
D) Personal esteem and the gaining of power is the most important factor.
61. Simon points out that ________.
A) the needs of individuals range from hunger to selfrealization
B) economic factors are not the only inducement for working
C) effective inducements must be based on what individuals want
D) inducements must not be too varied
Passage Two
Questions 62 to 66 are based on the following passage.
The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning. The university imparts information, but it imparts it imaginatively. At least, this is the function which it should perform for society. A university which fails in this respect has no reason for existence. This atmosphere of excitement, arising from imaginative consideration, transforms knowledge. A fact is no longer a burden on the memory, it is energizing as the poet of our dreams and as the architect of our purposes.
Imagination is not to be divorced from the facts: it is a way of illuminating the facts. It works by eliciting the general principles which apply to the facts, as they exist, and then by an intellectual survey of alternative possibilities which are consistent with those principles. It enables men to construct an intellectual vision of a new world, and it preserves the zest of life by the suggestion of satisfying purposes.
Youth is imaginative, and if the imagination be strengthened by discipline, this energy of imagination can in great measure be preserved through life. The tragedy of the world is that those who are imaginative have but slight experience, and those who are experienced have feeble imagination. Fools act on imagination without knowledge; pedants(学究)act on knowledge
without imagination. The task of universi