大学英语四级模拟试题一.docx
《大学英语四级模拟试题一.docx》由会员分享,可在线阅读,更多相关《大学英语四级模拟试题一.docx(18页珍藏版)》请在冰豆网上搜索。
大学英语四级模拟试题一
大学英语四级模拟试题一
Part1Writing(30minutes)
Directions:
Forthispart,youareallowed30minutestowriteashortessayonthetopicofToGetalongwithYourRoommates.Youshouldwriteat120worldsfollowingtheoutlinegivenbelow.
1.室友之间的冲突在校园内常有发生
2.冲突的主要原因
3.室友之间如何和睦相处
ToGetalongwithYourRoommate
注意:
此部分试题在答案卡1上
Part2ReadingComprehension(SkimmingandScanning)(15minutes)
Directions:
Inthispartyouwillhave15minutestogooverthepassagequicklyandanswerthequestionsonAnswersheet1
Fortquestions17,
Mark
Y(ForYES)ifthestatementagreeswiththeinformationgiveninthepassage;
N(forNO)ifthestatementcontradictstheinformationgiveninthepassage;
NG(forNOTGIVEN)iftheinformationisnotgiveninthepassage.
Forquestions8-10,
Completethesentenceswiththeinformationgiveinthepassage.
EarlyChildhoodEducation
‘EducationToBeMorewaspublishedlastAugust.ItwasthereportoftheNewZealandGovernment’sEarlyChildhoodCareandEducationWorkingGroup.Thereportarguedforenhancedequity(公平)ofaccessandbetterfundingforchildcareandearlychildhoodeducationinstitutions.Unquestionably,that’sarealneed#894;butsinceparentsdon’tnormallysendchildrentopreschoolsuntilltheofthree,arewemissingoutonthemostimportantyearsofall?
A13yearStudyofearlychildhooddevelopmentatHarvardUniversityhasshownthat,bytheageofthree,mostchildrenhavethepotentialtounderstandabout1000words-mostofthelanguagetheywilluseinordinaryconversationfortherestoftheirlives.Furthermore,researchhasshownthatwhileeverychildisbornwithanaturalcuriosity,itcanbesuppresseddramaticallyduringthesecondandthirdyearsoflife.Researchersclaimthatthehumanpersonalityisformedduringthefirsttwoyearsoflife,andduringthefirstthreeyearschildrenlearnthebasicskillstheywilluseinalltheirlaterlearningbothathomeandatschool.
Onceovertheageofthree,childrencontinuetoexpandonexistingknowledgeoftheworld.
Itisgenerallyacknowledgedthatyoungpeoplefrompoorersocioeconomicbackgroundstendtodolesswellinoureducationsystem.That’sobservednotjustinNewZealand,butalsoinAustralia,BritainandAmerica.Inanattempttoovercomethateducationalunderachievement,
Anationwideprogramcalled‘Headstart’waslaunchedintheUnitedStatesin1965.Alotofmoneywaspouredintoit.Ittookchildrenintopreschoolinstitutionsattheageofthreeandwassupposedtohelpthechildrenofpoorerfamiliessucceedinschool.Despitesubstantialfunding,resultshavebeendisappointing.Itisthoughtthattherearetwoexplanationsforthis.First,theprogrambegantoolate.Manychildrenwhoentereditattheageofthreewerealreadybehindtheirpeersinlanguageandmeasurableintelligence.Second,theparentswerenotinvolved.Attheendofeachday,‘Headstart’childrenreturnedtothesamedisadvantagedhomeenvironment.
Asaresultofthegrowingresearchevidenceoftheimportanceofthefirstthreeyearsofachild’slifeandthedisappointingresultsfrom‘Headstart’,apilotprogramwaslaunchedinMissouriintheUSthatfocusedonparentsasthechild’sfirstteachers.The‘Missouri’programwaspredicatedonresearchshowingthatworkingwiththefamily,ratherthanbypassingtheparents,isthemosteffectivewayofhelpingchildrengetofftothebestpossiblestartinlife.Thefouryearspilotstudyincluded380familieswhowereabouttohavetheirfirstchildandwhorepresentedacrosssectionofsocioeconomicstatus,ageandfamilyconfigurations(结构).Theyincludedsingleparentandtwoparentfamilies,familiesinwhichbothparentsworked,andfamilieswitheitherthemotherorfatherathome.
Theprograminvolvedtrainedparenteducatorsvisitingtheparents’homeandworkingwiththeparent,orparents,andthechild.Informationonchilddevelopment,andguidanceonthingstolookforandexpectasthechildgrowswereprovided,plusguidanceinfosteringthechild’sintellectual,language,socialandmotorskilldevelopment.Periodiccheckupsofthechild’seducationalandsensorydevelopment(hearingandvision)weremadetodetectpossiblehandicapsthatinterferewithgrowthanddevelopment.Medicalproblemswerereferredtoprofessionals.
Parenteducatorsmadepersonalvisitstohomesandmonthlygroupmeetingswereheldwithothernewparentstoshareexperienceanddiscusstopicsofinterest.Parentresourcecenters,locatedinschoolbuildings,offeredlearningmaterialsforfamiliesandfacilitiesforchild.
Attheageofthree,thechildrenwhohadbeeninvolvedinthe‘Missouri’programwereevaluatedalongsideacrosssectionofchildrenselectedfromthesamerangeofsocioeconomicbackgroundsandfamilysituations,andalsoarandomsampleofchildrenthatage.Theresultswerephenomenal.Bytheageofthree,thechildrenintheprogramweresignificantlymoreadvancedinlanguagedevelopmentthantheirpeers,hadmadegreaterstridesinproblemsolvingandotherintellectualskills,andwerefurtheralonginsocialdevelopment.Infact,theaveragechildontheprogramwasperformingatthelevelofthetop15to20percentoftheirpeersinsuchthingsasauditorycomprehension,verbalabilityandlanguageability.Mostimportantofall,thetraditionalmeasuresof‘risk’,suchasparents’ageandeducation,orwhethertheywereasingleparent,borelittleornorelationshiptothemeasuresofachievementandlanguagedevelopment.Childrenintheprogramperformedequallywellregardlessofsocioeconomicdisadvantages.Childabusewasvirtuallyeliminated.Theonefactorthatwasfoundtoaffectthechild’sdevelopmentwasfamilystressleadingtoapoorqualityofparent-childinteraction.Thatinteractionwasnotnecessarilybadinpoorerfamilies.
Theseresearchfindingsareexciting.ThereisgrowingevidenceinNewZealandthatchildrenfrompoorersocioeconomicbackgroundsarearrivingatschoollesswelldevelopedandthatourschoolsystemtendstoperpetuate(使永存)thatdisadvantage.Theinitiativeoutlinedabovecouldbreakthatcycleofdisadvantage.Theconceptofworkingwithparentsintheirhomes,orattheirplaceofwork,contrastsquitemarkedlywiththereportoftheEarlyChildhoodCareandEducationWorkingGroup.Theirfocusisongettingchildrenandmothersaccesstochildcareandinstitutionalizedearlychildhoodeducation.Educationfromtheageofthreetofiveisundoubtedlyvital,butwithoutasimilarfocusonparenteducationandonthevitalimportanceofthefirstthreeyears,someevidenceindicatesthatitwillnotbeenoughtoovercomeeducationalinequity.
1.Theskillslearnedbychildrenatageofthreewillbeusedinalltheirlaterlearninginlife.
2.The‘Headstart’programfinallysucceededinitsaim.
3.The‘Missour’programsuppliedmanyformsofsupportandtrainingtoparents.
4.Most‘Missouri’programthreeyearsold
scoredhighlyinareassuchaslistening,speaking,
reasoningandinteractingwithothers.
5.‘Missouri’programchildrenofyoung,uneducated,singleparentsscoredlesshighlyonthe
tests.
6.Thericherfamiliesinthe‘Missouri’programhadhigherstresslevels.
7.Educationalinequitycannotbeovercomeforchildrenfromdifferentfamilybackgrounds.
8.Theaimof‘Headstart’programistohelpchildrenfrompoorfamiliesovercome
____________________.
9.Themosteffectivewayofhelpingchildrengetofftothebestpossiblestartinlifeis
____________________.
10.Theconceptofworkingwithparentsintheirhomescontrastsquitemarkedlywiththereport
oftheEarlyChildhoodCoreand____________________.
PartIIIListeningComprehension(35minutes)
SectionA
Directions:
Inthissection,youwillhear8shortconversationsand2longconversations.Atthe
endofeachconversation,oneormorequestionswillbeaskedaboutwhatwassaid.Boththeconversationandthequestionswillbespokenonlyonce.Aftereachsectiontherewillbeapause.Duringthepause,youmustreadthefourchoicesmarkedA),B),C)andD),anddecidewhichisthebestanswer.ThenmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.
11.A)ToordersomemedicineforAuntMargaret.
B)Togetsomeexercise.
C)Tobuysomeitems.
D)Toseetheiraunt.
12.A)Anyonecandoit.
B)Noonecandoit.
C)Alexcanprobablydoit.
D)Alexprobablyshouldn’tdoit.
13.A)Teaisbetterthancoffee.
B)Themanshouldswitchtotea.
C)Therearetworeasonsnottodrinkcoffee.
D)Themanshouldn’tdrinkeither.
14.A)Atahairdresser’s.B)Atatailor’s.
C)Atabutcher’s.D)Ataphotographer’s.
15.A)Angry.B)Tired.C)Hungry.D)Disappointed.
16.A)Shewouldlikesomesoup.
B)She’sinvitingthemantolunch.
C)Shewantstoknowifthemanlikeschicken.
D)Sheatelunchearlier.
17.A)Veryfewpeoplecometoit.
B)Agoodnamehasn’tbeenfoundforit.
C)Peopledon’tlikeclimbingthestairstogetthere.
D)Shehasdecidedtophonetheticketoffice.
18.A)Itwasdesignedbymodernartists.
B)Itwillcolorblackandwhiteprints.
C)Itsmerchandisemustbecarefullysortedthrough.
D)Itsbestselectionisofmodernartprints.
Questions19to22arebasedontheconversationyouhavejustheard.
19.A)Aclasspresentationthey’repreparing.
B)Atelevisionprogramthemaniswatching.
C)Visitingaclosefiendoftheirs.
D)Studyingforatest.
20.A)He’stakingabreakfromstudying.
B)Hehasalreadyfinishedstudying.
C)Hewasassignedtowatchaprogrambyhisprofessor.
D)He’sfindingoutsomeinformationforafriend.
21.A)Hedidn’tknowthatshewasenrolledinamathematiccourse.
B)Hethoughtshepreferredtostudyalone.