大学英语四级考试模拟试题.docx

1、大学英语四级考试模拟试题2009年12月大学英语四级考试模拟试题(七) 2009-12-09【大 中 小】我要收藏我要评论(0)进入四级论坛Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on the topic of To Getalong with Your Roommates. You should write at least 120 words following the outline given below.1. 室友之间

2、的冲突在校园里常有发生2. 冲突的主要原因3. 室友之间如何和睦相处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 17, markY (fo

3、r YES) if the statement agrees with the information given in the passageN (for NO) if the statement contradicts the information given in the passageNG (for NOT GIVEN) if the information is not given in the passage.For questions 810,complete the sentences with the information given in the passage.Ear

4、ly Childhood EducationEducation To Be More was published last August. It was the report of the New ZealandGovernments 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. Un

5、questionably, thats a real need but since parents dont 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 po

6、tential 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. Researc

7、hers 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 t

8、he world. It is generally acknowledged that young people from poorer socioeconomic backgrounds tend to do less well in our education system. Thats observed not just in New Zealand, but also inAustralia, Britain and America. In an attempt to overcome that educational underachievement,anationwide prog

9、ram 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.

10、 It is thought that there are two explanations for this. First, the program began too late. Many children who entered it at the age ofthree were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, Headstart children retur

11、ned to the same disadvantaged home environment.As a result of the growing research evidence of the importance of the first three years of a childs life and the disappointing results from Headstart, a pilot program was launched inMissouri in the US that focused on parents as the childs first teachers

12、. 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

13、 and who represented a crosssection of socioeconomic status, age and family configurations (结构). 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

14、 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 childs intellectual, language, social and motorskill development. Periodic checkups o

15、f the childs 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.Parenteducatorsmade personal visits to homes and monthly group meetings were held with other new pa

16、rents 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

17、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 g

18、reater 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 abili

19、ty.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 achievementand language development. Children in the program performed equally well regardless of socioeconomic disad

20、vantages. Child abuse was virtually eliminated. The one factor that was found to affect the childs 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 ev

21、idence in New Zealand that children from poorer socioeconomic backgrounds are arriving at school less well developed and that ourschool 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 the

22、ir homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and EducationWorking 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 undoubt

23、edly 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.

24、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, une

25、ducated, 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 _.

26、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 III Listening Comprehension (35 minutes)Section ADirections: In this se

27、ction, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each section there will be a pause. During the pause, you must read t

28、he four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.11. A) To order some medicine for Aunt Margaret.B) To get some exercise.C) To buy some items.D) To see their aunt.12. A) Anyone ca

29、n do it.B) No one can do it.C) Alex can probably do it.D) Alex probably shouldnt do it.13. A) Tea is better than coffee.B) The man should switch to tea.C) There are two reasons not to drink coffee.D) The man shouldnt drink either.14. A) At a hairdressers. B) At a tailors.C) At a butchers. D) At a ph

30、otographers.15. A) Angry. B) Tired. C) Hungry. D) Disappointed.16. A) She would like some soup.B) Shes inviting the man to lunch.C) She wants to know if the man likes chicken.D) She ate lunch earlier.17. A) Very few people come to it.B) A good name hasnt been found for it.C) People dont like climbin

31、g the stairs to get there.D) She has decided to phone the ticket office.18. A) It was designed by modern artists.B) It will color black and white prints.C) Its merchandise must be carefully sorted through.D) Its best selection is of modern art prints.Questions 19 to 22 are based on the conversation

32、you have just heard.19. A) A class presentation theyre preparing.B) A television program the man is watching.C) Visiting a close fiend of theirs.D) Studying for a test.20. A) Hes taking a break from studying.B) He has already finished studying.C) He was assigned to watch a program by his professor.D) Hes finding out some information for a friend.21. A) He didnt know that she was enrolled in a mathematic