四级考前模考.docx

四级考前模考.docx

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四级考前模考

四级考前模考试卷

（二）

PartIWriting（30minutes）

Directions:

Forthispart,youareallowed30minutestowriteashortessayonthetopicofTheYoungWanttoBeLeaders.Youshouldwriteatleast120wordsaccordingtotheoutlinegivenbelow.

1.现在的年轻人普遍想当领导

2.人们对此有不同看法

3.我认为……

TheYoungWanttoBeLeaders

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PartIIReadingComprehension（SkimmingandScanning）（15minutes）

Directions:

Inthispart,youwillhave15minutestogooverthepassagequicklyandanswerthequestionsonAnswerSheet1.Forquestions1-7,choosethebestanswerfromthefourchoicesmarkedA）,B）,C）andD）.Forquestions8-10,completethesentenceswiththeinformationgiveninthepassage.

AsEnglishSpreads,IndonesiansFearforTheirLanguage

PaulinaSugiarto’sthreechildrenplayedtogetheratamallheretheotherday,chatteringnotinIndonesia’snationallanguage,butEnglish.TheirfluencyoftendrawsadmiringquestionsfromotherIndonesianparentsMs.Sugiartoencountersinthiscity’supscalemalls.

Butthechildren’sabilityinEnglishobscuredthefactthat,thoughbornandraisedinIndonesia,theywerestrugglingwiththeIndonesianlanguage,knownasBahasaIndonesia.Theirparents,whogrewupspeakingtheIndonesianlanguagebutwenttocollegeintheUnitedStatesandAustralia,talktotheirchildreninEnglish.AndthechildrenattendaprivateschoolwhereEnglishisthemainlanguageofinstruction.

“Theyknowthey’reIndonesian,”Ms.Sugiarto,34,said.“TheyloveIndonesia.Theyjustcan’tspeakBahasaIndonesia.It’stragic.”

Indonesia’slinguisticlegacyisincreasinglyunderthreatasgrowingnumbersofwealthyandupper-middle-classfamiliesshun（避开）publicschoolswhereIndonesianremainsthemainlanguagebutEnglishisoftentaughtpoorly.Theyareturning,instead,toprivateschoolsthatfocusonEnglishanddevotelittletime,ifany,toIndonesian.

ForsomeIndonesians,asmasteryofEnglishhasbecomeincreasinglytiedtosocialstanding,Indonesianhasbeenrelegatedtosecond-classstatus.Inextremecases,peopletakeprideinspeakingIndonesianpoorly.

TheglobalspreadofEnglish,withitssometimescorrosive（逐渐破坏的）effectsonlocallanguages,hascausedmuchhand-wringing（焦虑）inmanynon-English-speakingcornersoftheworld.Buttheimplicationsmaybemorefar-reachinginIndonesia,wheregenerationsofpoliticalleaderspromotedIndonesiantounitethenationandforgeanationalidentityoutofcountlessethnicgroups,ancientculturesanddisparatedialects.

Thegovernmentrecentlyannouncedthatitwouldrequireallprivateschoolstoteachthenation’sofficiallanguagetoitsIndonesianstudentsby2013.Detailsremainsketchy,though.

“Theseschoolsoperatehere,butdon’tofferBahasatoourcitizens,”saidSuyanto,whooverseesprimaryandsecondaryeducationattheEducationMinistry.

“Ifwedon’tregulatethem,inthelongrunthiscouldbedangerousforthecontinuityofourlanguage,”saidMr.Suyanto,wholikemanyIndonesiansusesonename.“Ifthisbigcountrydoesn’thaveastronglanguagetouniteit,itcouldbedangerous.”

TheseeminglyreflexivepreferenceforEnglishhasbeguntoattractcriticisminthepopularculture.Lastyear,awoman,whosefatherisIndonesianandhermotherAmerican,wascrownedMissIndonesiadespiteherpoorcommandofIndonesian.ThejudgeswerelatercondemnedinthenewsmediaandintheblogsforbeingimpressedbyherEnglishfluencyandfordisregardingthefactthat,despitegrowinguphere,sheneededinterpreterstotranslatethejudges’questions.

In1928,nationalistsseekingindependencefromDutchrulechoseIndonesian,aformofMalay,asthelanguageofcivicunity.WhileasmallpercentageofeducatedIndonesiansspokeDutch,Indonesianbecamethepreferredlanguageofintellectuals.

Eachlanguagehadasocialrank,saidAriefRachman,aneducationexpert.“IfyouspokeJavanese,youwerebelow,”hesaid,referringtothemainlanguageontheislandofJava.“IfyouspokeIndonesian,youwereabitabove.IfyouspokeDutch,youwereatthetop.”

Leaders,especiallySuharto,thegeneralwhoruledIndonesiauntil1998,enforcedteachingofIndonesianandcurbeduseofEnglish.

“DuringtheSuhartoera,BahasaIndonesiawastheonlylanguagethatwecouldseeorread.Englishwasatthebottomoftherank,”saidAimeeDawis,whoteachescommunicationsatUniversitasIndonesia.“Itwasusedtocreateanationalidentity,anditworked,becauseallofusspokeBahasaIndonesia.Nowthedilution（淡化）ofBahasaIndonesiaisnottheresultofadeliberategovernmentpolicy.It’sjustoccurringnaturally.”

WithIndonesia’sdemocratization（民主化）inthepastdecade,expertssay,EnglishbecamethenewDutch.Regulationswereloosened,allowingIndonesianchildrentoattendprivateschoolsthatdidnotfollowthenationalcurriculum,butofferedEnglish.Themoreexpensiveones,withtuitioncostingseveralthousanddollarsayear,usuallyemploynativespeakersofEnglish,saidElenaRacho,vicechairwomanoftheAssociationofNationalPlusSchools,anumbrellaorganizationforprivateschools.

Butwiththepopularityofprivateschoolsbooming,hundredshaveopenedinrecentyears,Ms.Rachosaid.Thelessexpensiveones,unabletohireforeigners,areoftenstaffedwithIndonesiansteachingallsubjectsinEnglish,ifoftenimperfectEnglish,sheadded.

ManychildrenattendingthoseschoolsendupspeakingIndonesianpoorly,expertssaid.UchuRiza—whoownsaprivateschoolthatteachesbothlanguages—saidsomeIndonesianswerewillingtosacrificeIndonesianforalanguagewithperceivedhigherstatus.

“Sometimestheylookdownonpeoplewhodon’tspeakEnglish,”shesaid.

Sheadded:

“Insomefamilies,thegrandchildrencannotspeakwiththegrandmotherbecausetheydon’tspeakBahasaIndonesia.That’ssad.”

AnnaSurtiAriani,apsychologistwhoprovidescounselingatprivateschoolsandinherownpractice,saidsomeparentsevendisplayed“anegativepride”thattheirchildrenspokepoorIndonesian.SchoolstypicallyadvisetheparentstospeaktotheirchildreninEnglishathomeeventhoughtheparentsmaybefarfromfluentinthelanguage.

“SometimestheparentsevenaskthebabysittersnottospeakinIndonesianbutinEnglish,”Ms.Arianisaid.

Itisasightoftenseeninthiscity’smallsonweekends:

IndonesianparentsaddressingtheirchildreninsometimeshaltingEnglish,followedbynanniesusingwhatEnglishwordstheyknow.

ButDellaRaymenaJovanka,30,amotheroftwopreschoolers,hasdevelopedmisgivings（担忧）.HersonFathiy,4,attendedanEnglishplaygroupandwasenrolledinakindergartenfocusingonEnglish;Ms.JovankaallowedhimtowatchonlyEnglishTVprograms.

TheresultwasthathersonrespondedtohisparentsonlyinEnglishandhaddifficultieswithIndonesian.Ms.Jovankawasconsideringsendinghersontoaregularpublicschoolnextyear.ButfriendsandrelativeswerepressinghertochooseaprivateschoolsothathersoncouldbecomefluentinEnglish.

AskedwhethershewouldratherhavehersonbecomefluentinEnglishorIndonesian,Ms.Jovankasaid,“Tobehonest,English.Butthiscanbecomeabigprobleminhissocialization.He’sIndonesian.HelivesinIndonesia.Ifhecan’tcommunicatewithpeople,it’llbeabigproblem.”

1.HowdoparentsinthemallreacttoPaulinaSugiarto’schildren’sfluentEnglish?

A）Theyareconfusedaboutthekids’nationality.

B）Manyofthemshowadmirationforit.

C）TheyfeellikemakingfriendswithSugiarto.

D）MostofthemworryaboutIndonesian.

2.Whatdoupper-middle-classpeopleincreasinglypreferfortheirchildrennowadays?

A）SchoolsindevelopedcountrieslikeAustralia.

B）Schoolsteachinginterpersonalcommunicationskills.

C）PublicschoolsthatfocusonIndonesian.

D）PrivateschoolsthatteachmainlyinEnglish.

3.WhathappensasEnglishspreadsglobally?

A）Itsometimesthreatslocallanguages.

B）Itdrivesmanylocalpeoplemad.

C）Itimproveslocalpeople’slivingstandards.

D）Ithelpsthrivingbilingualeducation.

4.AccordingtoMr.Suyanto,privateschoolsinIndonesia_______.

A）challengedthestatusofpublicschools

B）helpedpromotethetraditionalculture

C）coulddestroytheunityofthecountry

D）placedheavyfinancialburdensonparents

5.Whatdowelearnaboutlastyear’sMissIndonesia?

A）Shewascriticizedinthemedia.B）ShewasbroughtupinAmerica.

C）ShehaddifficultywithIndonesian.D）Shecame