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12月大學(xué)英語(yǔ)四級(jí)考試試卷
Part Ⅰ Writing
Direction：
For this part, you are allowed 30 minutes to write a short essay entitled Education PaysYou should write at least 120 words but no more than 180 words.
【答案及解析】
標(biāo)準(zhǔn)版：
The above bar chart clearly shows us education pays in 2010. We see that one with higher education background earns more money weekly than those with lower ones. For instance, the college students with no degree get paid$712 per week whereas those with a Bachelor’s degree can earn $1038.
Several reasons, in my opinion, can be identified to account for this phenomenon. To begin with, compared with those with comparatively lower education degree, people who have received higher education possess considerably wider knowledge, more remarkable learning and research ability, greater innovation and most of all, resourceful social network, all of which are essential to a high-income work. Also, the higher one’s education degree is, the bigger platform he will have to show his ability. For example, his college, university, or research institute will organize various job fairs for them to communicate face to face with employers.
This phenomenon tells us that education is a worthy investment. Therefore, substantial education investment should be strengthened while we, as college students, should study harder to build our country and strive for a better life for ourselves.
高分版：
Education Pays
Judging from the table, we can see that people’s income increases along with their education levels. Above all，the average college graduates earn much more than the typical high-school graduates.
The fact revealed by these data is obvious: a degree does bring distinctive financial benefits to its holders. But is it true that a degree alone can ensure a bright future? I don’t think so because, on the one hand, the financial value of high education depends heavily on what skills graduates can gain from it instead of the degree itself. After all, an employer only pays for your ability and performance, not for your certificate. On the other hand, the most valuable bless high education brings to graduates is the ability to learn quickly and efficiently. People received more education tend to keep lifelong learning habits after their graduation, which would help them gain more opportunities in their career path.
In conclusion, what accounts for education pays is not the degree alone, but the graduate’s ability and leaning habit.
【標(biāo)準(zhǔn)版點(diǎn)評(píng)】
這次四級(jí)作文出了圖表題，可能讓大家有些意外，但是四六級(jí)考察圖表作文已經(jīng)并不是第一次，早在2002年的時(shí)候就已經(jīng)出現(xiàn)過(guò)，是圖表+提綱的形式，圖表反應(yīng)的是大學(xué)生使用計(jì)算機(jī)的情況。由于備考時(shí)大家只是關(guān)注近幾年的題型，可能沒(méi)有關(guān)注到以往考察過(guò)圖表作文。
我們?cè)趥淇甲魑牡臅r(shí)候，一般會(huì)從以下幾個(gè)方面著手準(zhǔn)備，如何描述現(xiàn)象、如何分析原因、如何分析影響、如何給出解決措施、如何進(jìn)行觀點(diǎn)論戰(zhàn)等。其實(shí)，圖表作文也是從這幾個(gè)方面展開(kāi)，只是將第一段的描述現(xiàn)象改為描述圖表即可�？梢�(jiàn)，無(wú)論是考察哪種作文題，我們都可以將它轉(zhuǎn)化為我們熟悉的提綱式。
這次作文題目有兩個(gè)版本。題目都是Educational Pays(教育回報(bào))，一個(gè)版本的圖表顯示的是教育水平越高，收入越高，另一個(gè)版本的圖表顯示的是教育水平越高，失業(yè)率越低。
雖然圖表描述的具體內(nèi)容不同，但主題是一致的：教育是值得投資的。寫(xiě)作思路也是一致的。
兩篇范文都是采取三段式的描述方法。
第一段：描述圖表。先一句話引出圖表總體內(nèi)容The above bar chart clearly shows us … 然后具體描述現(xiàn)象We see that…。最后用for instance引出一些具體數(shù)據(jù)來(lái)例證現(xiàn)象。
第二段：分析原因。先寫(xiě)一個(gè)引出原因的句子，然后具體列舉一到兩個(gè)原因即可。由于字?jǐn)?shù)限制，原因不必列太多。
第三段：給出建議。先是總結(jié)這個(gè)現(xiàn)象This phenomenon tells us that education is a worthy investment.(教育值得投資)。然后是建議國(guó)家增大教育投資，以及個(gè)人要努力學(xué)習(xí)。
這種三段式的寫(xiě)作模式容易掌握，在考場(chǎng)中比較實(shí)用，建議大家仿寫(xiě)。
【高分版點(diǎn)評(píng)】
本次四級(jí)作文圍繞著同一個(gè)話題，education pay(教育回報(bào))，出現(xiàn)了兩個(gè)版本，一個(gè)是教育和失業(yè)率的關(guān)系，另一個(gè)是教育和收入的關(guān)系。就話題而言，命題難度并不高，選用的是貼近考生實(shí)際生活的熟悉話題。形式上則采取圖表作文的形式，圖表作文在四級(jí)考試中較少出現(xiàn)，很多考生可能剛拿到題目會(huì)束手無(wú)策，但是只要考生仔細(xì)閱讀題目，就不難發(fā)現(xiàn)，除了需要簡(jiǎn)單描述圖表之外，其寫(xiě)作思路和話題作文非常類(lèi)似。
寫(xiě)好這篇作文，主要抓住三點(diǎn)：
首先，描述圖表內(nèi)容。對(duì)于柱狀圖，抓住橫抽和縱軸之間的關(guān)系，對(duì)數(shù)字的變化趨勢(shì)進(jìn)行總體描述即可。用詞不宜超過(guò)總字?jǐn)?shù)的1/3。
其次，要一句話揭示圖表背后的隱含意思，引入文章的立意。
最后，文章的立意可以采取兩種思路，保守的寫(xiě)法是直接闡釋產(chǎn)生現(xiàn)象的原因，如寫(xiě)失業(yè)率那篇范文;另一個(gè)則是，根據(jù)圖表上的結(jié)果，借題發(fā)揮，發(fā)表自己的觀點(diǎn)，如寫(xiě)收入的那篇范文。
Part II Reading Comprehension (Skimming and Scanning)
Why Integrity Matters
What is Integrity?
"Integrity" is defined as "adherence to moral and ethical principles; honesty." The key to integrity is consistency--not only setting high personal standards for oneself (honesty, responsibility, respect for others, fairness) but also living up to those standards each day. One who has integrity is bound by and follows moral and ethical standards even when making life's hard choices, choices which may be clouded by stress, pressure to succeed, or temptation.
What happens if we lie, cheat, steal, or violate other ethical standards? We feel disappointed in ourselves and ashamed. But a lapse of integrity also affects our relationships with others. Trust is essential in any important relationship, whether personal or professional. Who can trust someone who is dishonest or unfair? Thus, integrity must be one of our most important goals.
Risky Business
We are each responsible for our own decisions, even if the decision-making process has been undermined by stress or peer pressure. The real test of character is whether we can learn from our mistake, by understanding why we acted as we did, and then exploring ways to avoid similar problems in the future.
Making ethical decisions is a critical part of avoiding future problems. We must learn to recognize risks, because if we can't see the risks we're taking, we can't make responsible choices. To identify risks, we need to know the rules and be aware of the facts. For example, one who doesn't know the rules about plagiarism may accidentally use words or ideas without giving proper credit, or one who fails to keep careful research notes may unintentionally fail to quote and cite sources as required. But the fact that such a violation is "unintentional" does not excuse the misconduct. Ignorance is not a defense.
"But Everybody Does It"
Most people who get in trouble do know the rules and facts, but manage to fool themselves about the risks they’re taking by using excuses: "Everyone else does it," "I'm not hurting anyone," or "I really need this grade." Excuses can get very elaborate: "I know I'm looking at another's exam, even though I'm supposed to keep my eyes on my own paper, but that's not cheating because I'm just checking my answers, not copying." We must be honest about our actions, and avoid excuses. If we fool ourselves into believing we're not doing anything wrong, we can't see the real choice we're making--and that leads to bad decisions.
To avoid fooling yourself, watch out for excuses and try this test: Ask how you would feel if your actions were public, and anyone could be watching over your shoulder. Would you feel proud or ashamed of your actions? If you'd rather hide your actions, that's a good indication that you're taking a risk and rationalizing it to yourself.
Evaluating Risks
To decide whether a risk is worth taking, you must examine the consequences, in the future as well as right now, negative as well as positive, and to others as well as to yourself. Those who take risks they later regret usually focus on immediate benefits ("what's in it for me"), and simply haven't considered what might go wrong. The consequences of getting caught are serious, and may include a "0" on a test or assignment; an "F" in the class; Suspension or Dismissal from school; transcript notation; and a tarnished reputation. In fact, when you break a rule or law, you lose control over your life, and give others the power to impose punishment: you have no control over what that punishment might be. This is an extremely precarious and vulnerable position. There may be some matters of life and death, or highest principle, which might justify such a risk, but there aren't many things that fall in this category.
Getting Away With It--Or Not
Those who don't get caught pay an even higher price. A cheater doesn't learn from the test, depriving him/herself of an education. Cheating undermines confidence and independence: the cheater is a fraud, and knows that without dishonesty, he/she would have failed. Cheating destroys self-esteem and integrity, leaving the cheater ashamed, guilty, and afraid of getting caught. Worst of all, a cheater who doesn't get caught the first time usually cheats again, not only because he/she is farther behind, but also because it seems "easier." This slippery slope of eroding ethics and bigger risks leads only to disaster. Eventually, the cheater gets caught, and the later he/she gets caught, the worse the consequences. Students have been dismissed from school because they didn't get this simple message: Honesty is the ONLY policy that works.
Cheating Hurts Others, Too
Cheaters often feel invisible, as if their actions "don't count" and don't really hurt anyone. But individual choices have a profound cumulative effect. Cheating can spread like a disease, and a cheater can encourage others just by being seen from across the room. Recent statistics suggest 30% or more of college students cheat. If a class is graded on a curve, cheating hurts others' grades. Even if there is no curve, cheating "poisons" the classroom, and others may feel pressured to join in. ("If I don't cheat, I can't compete with those who do.") Cheating also has a destructive impact on teachers. The real reward of good teaching is seeing students learn, but a cheater says, "I'm not interested in what you're trying to teach; all I care about is stealing a grade, regardless of the effect on others." The end result is a blatant and destructive attack on the quality of your education. Finally, cheating can hurt the reputation of the University, and harm those who worked hard for their degree.
Why Integrity Matters
If cheating becomes the norm, then we are in big trouble. We must rely on the honesty and good faith of others every day. If not, we couldn't put money in the bank, buy food, clothing, or medicine from others, drive across a bridge, get on a plane, go to the dentist--the list is endless. There are many examples of the vast harm that is caused when individuals forget or ignore the effect their dishonesty can have. The savings and loan scandal, the stock market and junk bond swindles, and, of course, Watergate, have undermined the faith of many Americans in the integrity of political and economic leaders and society as a whole. Such incidents take a tremendous toll on our nation's economy and our individual well-being. For example, but for the savings and loan debacle, there might be funds available to reduce the national debt and pay for education.
In sum, we all have a common stake in our school, our community, and our society. Our actions do matter. It is essential that we act with integrity in order to build the kind of world in which we want to live.
1. A person of integrity not only sets high moral and ethical standards but also _______.
A) sticks to them in their daily life
B) makes them known to others
C) understands their true values
D)sees that others also follow them
2. What role does integrity play in personal and professional relationships?
A) It helps to create team spirit
B) It facilitates communication
C) It is the basis of mutual trust
D) It inspires mutual respect
3. why must we learn to identify the risks we are going to take?
A. To ensure we make responsible choices.
B. To avoid being overwhelmed by stress.
C. so that we don’t break any rules.
D. so that we don’t run into trouble.
4. Violation of a rule is misconduct even if _______?
A. it has caused no harm.
B. it is claimed to be unintentional.
C. it has gone unnoticed.
D. it is committed with good intentions.
5. What should one do if he doesn’t wish to fool himself?
A. Avoid making excuses.
B. Listen to other people’s advice.
C. Make his intensions public.
D. Have others watch over his shoulder.
6. Those who take risks they regret later on _______.
A. will often become more cautious
B. are usually very aggressive
C. value immediate benefits most.
D. may lose everything in the end
7. According to the author, a cheater who doesn’t get caught right away will _______.
A) pay more dearly
B) become more confident
C) be widely admired
D) feel somewhat lucky
8. Cheaters at exam don’t care about their education, all they care about is how to _______
9. Integrity matters in that all social activities rely on people’s _______
10. Many Americans lost faith in the integrity of their political leaders as a result of _______.
Part III Listening Comprehension
Section A
Directions: In this section, 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 question there will be a pause. During the pause, you must read the 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.
W: I just heard about a really beautiful park in the east end of the town. There are a lot of roses in bloom.
M: Why don’t we walk over there and see for ourselves?
Q: What will the speakers probably do?
12.
M: My presentation is scheduled for 9:30 tomorrow morning at the lecture hall. I hope to see you there.
W: Oh, sorry. I was about to tell you that I have an appointment with my dentist at 9:00 o’clock tomorrow.
Q: What do we learn about the woman?
13.
W: How long have you been running this company?
M: Twenty years if you can believe that. I brought it from a small operation to what it is today.
Q: What do we learn about the man?
14.
M: Have you read the news on the campus net? Susan has won the scholarship for next year.
W: I knew she would from the very beginning. Such a brilliant and diligent girl! She certainly deserves it.
Q: What does the woman mean?
15.
W: Taking a bus to Miami, it’s cheaper than going by train.
M: That’s true. But I’d rather pay a little more for the added comfort and convenience.
Q: What does the man mean?
16.
M: I think it’s time we got rid of all this old furniture.
W: You’re right. We need to promote our image besides it’s not a real antique.
Q: What do the speakers mean?
17.
M: That was some storm yesterday. How was I afraid I couldn’t make it home.
W: Yeah, most of the roads to my house were flooded. I didn’t get home from the lab until midnight.
Q: What do we learn from the conversation?
18.
W: My boys are always complaining that they’re bored.
M: Why don’t you get them into some team sports? My son and daughter play soccer every Saturday. And they both look forward to it all week.
Q: What does the man mean?
Section A
11.
答案：C. Go to the park to enjoy the flowers.
點(diǎn)評(píng)：對(duì)話中女士介紹了一處漂亮的公園，從男士的回答“為什么不去看看呢?”可以判斷，接下去兩人可能會(huì)去這個(gè)公園。see for 看見(jiàn)
12.
答案：C. She cannot attend the presentation.
點(diǎn)評(píng)：從對(duì)話中可知，女士九點(diǎn)要去看牙醫(yī)，無(wú)法參加男士的講座了。
13.
答案：B. He is a very successful businessman.
點(diǎn)評(píng)：從對(duì)話中可知，男士經(jīng)營(yíng)這家公司20年了，而且成功把公司從一家小公司發(fā)展到了現(xiàn)在較大的規(guī)模。run v. 經(jīng)營(yíng)，管理
14.
答案：D. She has every confidence in Susan.
點(diǎn)評(píng)：從對(duì)話中可知，女士一直很看好Susan, 覺(jué)得她肯定能拿到獎(jiǎng)學(xué)金。sb. deserves it. 某人應(yīng)得的。
15.
答案：D. It is worth the money taking a train to Miami.
點(diǎn)評(píng)：從對(duì)話中可知，坐車(chē)去邁阿密比火車(chē)便宜，但火車(chē)更舒適便捷。
16.
答案：C. The old furniture should be replaced.
點(diǎn)評(píng)：從對(duì)話中可知，男士和女士都認(rèn)為應(yīng)該把舊家具換掉，以改善形象。對(duì)話中有些生詞，但不影響對(duì)主要含義的把握，可以忽略。
get rid of 處理掉
17.
答案：B. The man got home late due to the storm.
點(diǎn)評(píng)：從對(duì)話中可知，昨天有暴風(fēng)雨，女士擔(dān)心自己回不了家，男士直到半夜才回家。
18.
答案：A. The woman’s sons might enjoy team sports.
點(diǎn)評(píng)：從對(duì)話中可知，男士建議女士可以讓自己的兒子們參加一些團(tuán)隊(duì)運(yùn)動(dòng)，這樣他們就不會(huì)覺(jué)得無(wú)聊了。
Questions 19 to 21 are based on the conversation you have just heard.
W: I don’t know what to do. I can’t seem to get anyone in the hospital to listen to my complaints and this outdated equipment is dangerous. Just look at it.
M: Hmm, uh, are you trying to say that it presents a health hazard?
W: Yes, I am. The head technician in the lab tried to persuade the hospital administration to replace it, but they are trying to cut costs.
M: You are pregnant, aren’t you?
W: Yes, I am. I made an effort to get my supervisor to transfer me to another department, but he urged me not to complain too loudly. Because the administration is more likely to replace me than an X-ray equipment, I’m afraid to refuse to work. But I’m more afraid to expose my unborn child to the radiation.
M: I see what you mean. Well, as your union representative, I have to warn you that it would take quite a while to force management to replace the old machines and attempt to get you transferred may or may not be successful.
W: Oh, what am I supposed to do then?
M: Workers have the legal right to refuse certain unsafe work assignments under two federal laws, the Occupation or Safety and Health Act and the National Labor Relations Act. But the requirements of either of the Acts may be difficult to meet.
W: Do you think I have a good case?
M: If you do lose your job, the union will fight to get it back for you along with back pay, your lost income. But you have to be prepared for a long wait, maybe after two years.
Q19. What does the woman complain about?
Q20. What has the woman asked her supervisor to do?
Q21. What does the man say about the two federal laws?
Q22. What will the union do if the woman loses her job
Questions 22 to 25 are based on the conversation you have just heard.
W: Mr. Green, is it fair to say that negotiation is an art?
M: Well, I think it’s both an art and science. You can prepare for a negotiation quite scientifically, but the execution of the negotiation has quite a lot to do with one’s artistic quality. The scientific part of a negotiation is in determining your strategy. What do you want out of it? What can you give? Then of course there are tactics. How do you go about it? Do you take an opening position in a negotiation which differs from the eventual goal you are heading for? And then of course there are the behavioral aspects.
W: What do you mean by the behavioral aspects?
M: Well, that’s I think where the art comes in. In your behavior, you can either be an actor. You can pretend that you don’t like things which you are actually quite pleased about. Or you can pretend to like things which you are quite happy to do without. Or you can be the honest type negotiator who’s known to his partners in negotiation and always plays everything straight. But the artistic part of negotiation I think has to do with responding immediately to cues one gets in the process of negotiation. These can be verbal cues or even body language. This is where the artistic quality comes in.
W: So really, you see two types of negotiator then, the actor or the honest one.
M: That’ right. And both can work. I would say the honest negotiator can be quite effective in some circumstances. In other circumstances you need an actor.
Q23. When is a scientific approach best embodied in a negotiation according to the man?
Q24. In what way is a negotiator like an actor according to the man?
Q25. What does the man say about the two types of negotiator?
Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 2 with a single line through the center.
Passage 1
Questions 26 to 28 are based on the passage you have just heard.
Since I started working part-time at a grocery store, I have learned that a customer is more than someone who buys something. To me, a customer is a person whose memory fails entirely once he or she starts to push a shopping cart. One of the first things customers forget is how to count. There is no other way to explain how so many people get in their express line, which is clearly marked 15 items or less, with 20, 25 or even a cart load of items. Customers also forget why they came to the store in the first place. Just as I finish ringing up an order, a customer will say, “Oops, I forgot to pick up a fresh loaf of bread. I hope you don’t mind waiting while I go get it.” Five minutes later, he is back with the bread, a bottle of milk, and three rolls of paper towels. Strange as it seems, customers also seem to forget that they have to pay for their groceries. Instead of writing a check or looking for a credit card while I am ringing up the groceries, my customers will wait until I announce the total. Then, in surprise, she says, “Oh no, what did I do with my check book?” After 5 minutes of digging through her purse, she borrows my pen because she’s forgotten hers. But I have to be tolerant of customers because they pay my salary, and that’s something I can’t afford to forget.
Q26. What does the speaker say about customers’ entering the grocery store?
答案：A. They behave as if their memories have failed totally.
Q27. Which customers are supposed to be in the express line?
答案： D. Those with 15 items or less.
Q28. What does the speaker say some customers do when they arrive at the check-out counter?
答案：B. Go back and pick up more items.
Q29. What does the speaker say about his job at the end of the talk?
答案： A. It requires tolerance.
點(diǎn)評(píng)：本篇短文主要講述了作者在一家雜貨店兼職工作的經(jīng)歷和感受，并深刻地體會(huì)到顧客不僅僅是來(lái)商店買(mǎi)東西的人。作者認(rèn)為，當(dāng)顧客推起一輛購(gòu)物車(chē)時(shí)，所有的事情就拋之腦后了。他們不會(huì)算計(jì)一件商品值多少錢(qián)，他們忘了自己來(lái)商店要買(mǎi)什么，他們甚至忘記要為商品付錢(qián)，他們不知道東西買(mǎi)夠沒(méi)有就去收銀臺(tái)排隊(duì)結(jié)賬，當(dāng)收銀員開(kāi)始掃顧客的商品時(shí)，顧客又會(huì)跑回去拿很多商品回來(lái)，更需要收銀員提醒付錢(qián)，但這都是作者作為收銀員所應(yīng)忍受的，因?yàn)椤邦櫩褪巧系邸�，這是作者不敢忘記也是從這次經(jīng)歷中學(xué)到的事情。
這篇文章基本上沒(méi)有生僻的詞匯，以敘述為主。但是其中有幾個(gè)短語(yǔ)需要關(guān)注：grocery store意為“雜貨店”;ring up意為“用收銀機(jī)記錄收入的錢(qián)，收銀機(jī)掃條形碼”;credit card意為“信用卡”。理解了這些詞，對(duì)聽(tīng)力的整體理解會(huì)有提升。
Passage 2
Questions 29 to 31 are based on the passage you have just heard.
The speech delivery style of Europeans and Asians tends to be very formal. Speakers of these cultures often read oral presentations from carefully written manuscripts. On the other hand, American speakers are generally more informal relative to speakers in other cultures. American audiences prefer natural, spontaneous delivery that conveys a lively sense of communication. They don’t relate well to speakers who read from a manuscript. If you use an outline of your ideas instead of a prepared text, your speech will not only sound more natural, but you will also be able to establish better relationship with your listeners and keep their attention. The language and style you use when making an oral presentation should not be the same as the language and style you use when writing. Well-written information, that is meant to be read, does not work as well when it is heard. It is, therefore, important for you to adapt written texts or outlines for presentations. Good speakers are much more informal when speaking than when writing. They also use their own words and develop their own speaking styles. Whenever possible, they use short words. Listeners appreciate it when speakers use simple, everyday words in a presentation. One advantage is that it’s much easier for speakers to pronounce short words correctly. Another is that long and sophisticated vocabulary choices make listening more difficult.
Question 30 to 32
30. What does the speaker say American audiences prefer?
答案：D. A natural and spontaneous style of speech.
31. What should one pay attention to when making an oral presentation?
答案： B. Differences in style between writing and speaking.
32. What does the speaker focus on in the talk?
答案：A. The key to becoming a good speaker.
點(diǎn)評(píng)：本篇文章重點(diǎn)分析了成為一名優(yōu)秀的演講者的關(guān)鍵因素。歐洲人和亞洲人的演講風(fēng)格往往是趨于比較正式的，而美國(guó)人的演講風(fēng)格是自然、自發(fā)、生動(dòng)地傳遞表達(dá)信息，這也正是聽(tīng)眾所喜歡的方式。同時(shí)，做口頭報(bào)告時(shí)應(yīng)注意寫(xiě)作和口語(yǔ)所要求的風(fēng)格差異，有了這樣的認(rèn)識(shí)后，你才能在今后的演講中運(yùn)用簡(jiǎn)短貼近生活的言語(yǔ)表達(dá)自己的想法，形成自己的演講風(fēng)格，成為一名優(yōu)秀的演講者。
這篇文章相對(duì)簡(jiǎn)單，沒(méi)有出現(xiàn)太難的生詞，較容易理解。整個(gè)內(nèi)容就圍繞一個(gè)主題展開(kāi)，清晰明了，只要能抓住此主題線索，整篇文章的結(jié)構(gòu)就一目了然了。
Passage 3
Questions 32 to 35 are based on the passage you have just heard.
Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He compares a thousand times a day the difference between language as he uses it and language as those around him use it. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, kids learning to do all the other things they learn without adult teachers, to walk, run, climb, ride a bike, play games, compare their own performance with what more skilled people do, and slowly make the needed changes. But in school we never give a child a chance to detect his mistakes. We do it all for him. We act as if we thought he would never notice a mistake unless it was pointed out to him. Soon he becomes dependent on the expert. We should let him do it himself. Let him figure out, with the help of other children if he wants it, what this word says, what is the answer to that problem, whether this is a good way of saying or doing this or that. If right answers need to be given, as in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such tedious work? Our job should be to help children when they tell us that they can’t find a way to get the right answer.
Question 33 to 35
33. How does a child learn to do something according to the speaker?
34. What belief do teachers commonly hold according to the speaker?
35. What does the speaker imply about the current way of teaching?
Section C
Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.
(聽(tīng)力原文)Time is, for the average American, of utmost importance. To the foreign visitor, Americans seem to be more concerned with getting things accomplished on time (according to a predetermined schedule) than they are with developing deep interpersonal relations. Schedules, for the American, are meant to be planned and then followed in the smallest detail. It may seem to you that most Americans are completely controlled by the little machines they wear on their wrists, cutting their discussions off abruptly to make it to their next appointment on time. Americans’ language is filled with references to time, giving a clear indication of how much it is valued. Time is something to be “on,” to be “kept,” “filled,” “saved,” “wasted,” “gained,” “planned,” “given,” “made the most of,” even “killed.” The international visitor soon learns that it is considered very rude to be late -- even by 10 minutes -- for an appointment in America. Time is so valued in America, because by considering time to be important one can clearly achieve more than if one “wastes” time and doesn’t keep busy. This philosophy has proven its worth. It has enabled Americans to be extremely productive, and productivity itself is highly valued in America. Many American proverbs stress the value of guarding time, using it wisely, and setting and working toward specific goals. Americans believe in spending their time and energy today so that the fruits of their labor may be enjoyed at a later time.
36. foreign
37. accomplished
38. interpersonal
39. detail.
40. controlled
41. abruptly
42. references
43. indication
44. it is considered very rude to be late -- even by 10 minutes -- for an appointment in America.
45. It has enabled Americans to be extremely productive, and productivity itself is highly valued in America.
46. Americans believe in spending their time and energy today so that the fruits of their labor may be enjoyed at a later time.
【點(diǎn)評(píng)】本文討論的是美國(guó)人的時(shí)間觀念。開(kāi)頭提出美國(guó)人非�？粗貢r(shí)間規(guī)劃，以至于到了被認(rèn)為“手表控制人”的地步，接下來(lái)從語(yǔ)言角度給出證明，最后又從原因角度解釋說(shuō)明。
本文的難點(diǎn)在于，開(kāi)頭有長(zhǎng)難句，包含插入語(yǔ)、比較級(jí)等，容易造成困擾。而在語(yǔ)言角度探討時(shí)，有給出一系列動(dòng)詞，容易出現(xiàn)漏聽(tīng)及注意力分散。同時(shí)，utmost, abruptly, reference, philosophy, productivity等較難詞匯也會(huì)帶來(lái)一定困擾。
空格整體分布較為均勻，除第三段兩空間隔較近，第二個(gè)容易錯(cuò)過(guò)外，其它空填寫(xiě)時(shí)間均較為充足。所填詞語(yǔ)格式比較重要，如-ed，-s等均是不可漏過(guò)的細(xì)節(jié)。
Part IV Reading Comprehension (Reading in Depth)
Section A
Directions: In this section, there is a passage with ten blanks. You are required 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 is based on the following passage.
So many people use the cell phones so frequently every day. But 47 little is certain about the health effects of its use. Manufacturers 48 that cell phones meet government standards for safe radio-frequency radiation emission, but enough studies are beginning to document a possible 49 in rare brain tumors (腦瘤)，headaches and behavioral disorders in children to cause concern. So far, the evidence isn’t 50 on whether the use of cell phones 51 to any increased risk of cancer . In a new trial, researchers asked 47 volunteers to 52 in a project to censure glucose (葡萄糖) consumption in the brain by scanning the brain to see how cells use energy. For both 50-minute scans, the volunteers had a cell phone 53 to each ear. During the first scan, the devices were turned off, but for the second scan, the phone on the right ear was 54 on and received a recorded-message call, although the volume was muted(消音)so the noise wouldn’t bias the results. The results of the second scan showed that the 55 of the brain nearest to the device had higher rates of glucose consumption than the rest of the brain. The study shows that cell phones can change brain activity, and 56 a whole new avenue for scientific inquiry, though it doesn’t say anything about whether cell-phone radiation can cause cancer.
注意：此部分試題請(qǐng)?jiān)诖痤}卡2上作答。
A)conclusive I)mission
B)contributes J)participate
C)derive K)particular
D)expresses L)provides
E)fixed M)regions
F)immensely N)surprisingly
G)increase O)switched
H)maintain
Part V Cloze (15 minutes)
注意：此部分試題請(qǐng)?jiān)诖痤}卡2上作答
Strong emotional bonds between mothers andinfants increase children’s willingness to explore the world—an effect that hasbeen observed 67 the animal kingdom, in people, monkeys and even spiders. Themore secure we are in our 68 to Mom, the more likely we are to try new thingsand take risks. Now researchers are discovering that this effect continues intoadulthood. A 69 reminder of Mom’s touch or the sound of her voice on the phoneis 70 to change people’s minds and moods, 71 their decision making inmeasurable ways.
In a study 72 online in April inPsychological Science, undergraduate business students had to choose betweensafe bets and risky gambles—a bond with a guaranteed 4 percent yearly 73 or a riskier stockoption, for example. In half the cases, the experimenters patted the students74 on the back of the shoulder for about one second 75 providing verba l(口頭的)instructions about the study. Both male and female students who were touched bya female experimenter were 76 more likely to choose the risky alternative 77were those who had not been touched or were patted by male experimenters. Thereassuring(寬慰的)touch of a woman may have induced early associations, 78 the sameopenness to exploration that is observed in young children of 79 mothers,explains Jonathan Levav, a business professor at Columbia University and leadauthor of the study.
To further 80 that a woman’s touchlinks feelings of security 81 risk taking, the researchers asked a 82 group ofundergraduates to make financial decisions after a writing exercise. Half ofthem wrote about a time they felt secure and supported, whereas the 83 halfwrote about feeling insecure and alone. Evoking (喚起) a 84 ofinsecurity made students in the latter group 85 receptive to the gentleshoulder pats from female experimenters and much more willing to take a risk—just as achild leaving for a field trip might steal one last reassuring hug 86 Mombefore stepping on the bus.
67. A) by B) up C) above D) across
68. A) concern B) attachment C) treatmentD) appeal
69. A) bare B) unique C) mere D) just
70. A) enough B) ready C) easy D) quick
71. A) generating B) regulating C)affecting D) refining
72. A) exhibited B) published C) appearedD) advertised
73. A) return B) expense C) cost D) prize
74. A) seemingly B) strongly C) partly D)lightly
75. A) if B) so C) while D) whereas
76. A) rather B) far C) further D) pretty
77. A) than B) as C) which D) that
78. A) intending B) inferring C) inspiring D)instructing
79. A) supportive B) lively C) strict D)respectful
80. A) enable B) ensure C) consent D)confirm
81. A) beyond B) with C) for D) along
82. A) relative B) competitive C) differentD) successive
83. A) next B) other C) minor D) opposite
84. A) hint B) clue C) chain D) sense
85. A) especially B) specially C) securelyD) entirely
86. A) toward B) into C) of D) from
PartVI Translation (5minutes)
Part Ⅵ Translation Directions: Complete the sentences by translating into English the Chinese given in brackets. Please write your translation on Answer Sheet 2.
注意：此部分試題清在答題卡2上作答，只需寫(xiě)出譯文部分。
87. I finally got the job I dreamed about. Never before in my life(我感到如此激動(dòng))!
88. Yesterday Jane left the meeting early. Otherwise, she (可能會(huì)說(shuō)一些后來(lái)會(huì)懊悔的話).
89. With the noisy going on outside the classroom, I had great difficulty(集中注意力復(fù)習(xí)功課).
90. This is the first time I (聽(tīng)到他們用法語(yǔ)交流).
91. All the information you need to apply for your visa is (可以免費(fèi)獲取).
【答案及解析】
87. had I felt so excited
【解析】本題考查過(guò)去完成時(shí)及倒裝句。第一句話是過(guò)去時(shí)，第二句話可知其行為發(fā)生在過(guò)去之前，由此得出第二句話為過(guò)去完成時(shí)態(tài)，其結(jié)構(gòu)為“had done”;第二句第一個(gè)詞為“Never”否定詞，因此句子主謂要倒裝。
88.could have said somethingthat she might regret later
【解析】本題考查過(guò)去時(shí)態(tài)的虛擬語(yǔ)氣。第二句是對(duì)過(guò)去行為一種推測(cè)，而事實(shí)上行為并未發(fā)生，因第一句話的時(shí)態(tài)是過(guò)去時(shí)，可判斷此句是對(duì)過(guò)去的虛擬，其主句的構(gòu)成為“主語(yǔ)+could+have +過(guò)去分詞”。另外注意本句“后來(lái)會(huì)懊悔的”這個(gè)修飾語(yǔ)，通常翻譯成一個(gè)簡(jiǎn)短的定語(yǔ)從句來(lái)修飾中心詞。
89.in focusing on reviewing the lessons
【解析】本題考查短語(yǔ)固定搭配。”has / have difficult in doing something”,表示做什么有困難。本題表示無(wú)法集中注意力復(fù)習(xí)功課�！皬�(fù)習(xí)功課”通常的表達(dá)有 “review the lessons”, “go over the lessons”。
90.have heard them communicating with each other in French.
【解析】本題考查使役動(dòng)詞的用法以及現(xiàn)在完成時(shí)。表示第幾次做某事 ，本句謂語(yǔ)是“is”一般現(xiàn)在時(shí)，那么主句用現(xiàn)在完成時(shí)”have done”;“聽(tīng)到某人做某事”的固定表達(dá)為”hear sb. doing sth.”
91. available for free
【解析】本題固定表達(dá)。”be available “，意思為“可得到的，可獲得的”;“免費(fèi)”用介詞結(jié)構(gòu)”for free”。
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