发布时间 : 星期四 文章大学英语四级模拟卷二更新完毕开始阅读
大学英语四级模拟卷二
Part I Writing Directions:
Write a composition entitled A Letter in Reply to a Friend. You should write at least 120 words according to the outline given below in Chinese. 提示：假设你的好朋友李芳是大学四年级学生，正在考虑是考研究生继续深造还是大学毕业后就踏上工作岗位。请给她写封信表明你的态度。
Part II Listening Comprehension Section A
Questions 1 and 2 will be based on the following news item. 1. A. What we think about public transportation. C. A new way of public transportation. B. The improvement of public transportation. D. A specially built community. 2. A. Slowly and safe. B. Safe and fast. C. Fast and dangerous. D. Environmentally friendly and slowly. Questions 3and 4 will be based on the following news item.
3. A. Emigration of top students, poor infrastructure, and low demand. B. Emigration of all students, poor infrastructure, and high demand. C. Emigration of all students, poor infrastructure, and no funds. D. Emigration of top students, poor infrastructure, and no funds. 4. A. The issues are too serious. C. There are other difficult problems. B. There are no easy solutions. D. Education is important to economic development. Questions 5 to 7 are based on the following news items. 5. A. Many people go to work by bus. C. There are more and more cars on the roads. B. Governments can?t afford to solve the problem. D. No technology can control traffic conditions. 6. A. It can help reach an accident area faster. C. It can supervise emergency workers. B. It can avoid traffic accidents. D. It can solve traffic problems. 7. A. To reduce illegal phenomena on the road. C. To get visual information of the traffic. B. To produce safer and faster vehicles. D. To develop an intelligent system of road signals. Section B
Conversation One Questions 8 to 11 are based on the conversation you have just heard. 8. A. How to go abroad for study. C. How to look for a job after returning back from abroad. B. How to enjoy the freedom abroad. D. Re-entry Shock and how to minimize it. 9. A. Freedom from the stress of working. C. Freedom from the foreign culture. B. Freedom from social regulations. D. Freedom from the stress of study. 10. A. They don?t attend classes at all.
B. They participate in activities that their parents may be against. C. They stay out and never come back to school. D. They fell free to do what they like to do. 11. A. Be clear about what they?re going to do. C. Ignore the cultural norms of their home countries. B. Turn to their parents for advice. D. Turn to their friends for support.
Conversation Two Questions 12 to 15 are based on the conversation you have just heard. 12. A. The modem was broken. C. The Internet connection didn?t work. B. The computer couldn?t start properly. D. The instruction book was of no help.
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13. A. Changing for a new computer. C. Getting the computer repaired. B. Changing for a new modem. D. Calling for a repair person for the computer. 14. A. He doesn?t want to replace a computer for her. C. He wants to make the woman upset.
B. He doesn?t think the woman buy the computer from him. D. He tries to understand the problem. 15. A. The repair persons will go to check the computer in the woman?s house. B. The woman will get a new computer as replacement. C. The woman will bring the computer and get it checked.
D. The repair person will take back the computer and get it check. Section C
Passage One Questions 16 to 19 are based on the passage you have just heard. 16. A. It can think for itself. C. It has the mental ability of a two-year-old. B. It has eyes, ears and lips. D. It can express human feelings. 17. A. It can act like a mother. C. It can look after a two-year-old baby. B. It can do dangerous jobs. D. It can do entertaining work. 18. A. Working in the space stations. C. Watching television. B. Falling in love. D. Going to work instead of people. 19. A. Critical. B. Negative. C. Objective. D. Enthusiastic. Passage Two Questions 20 to 22 are based on the passage you have just heard. 20. A. He is too young to make a right decision. B. He doesn?t have enough experience. C. His decision is less important than others?.
D. He can be given good advice from a different perspective. 21. A. A friend with rich knowledge. C. Her teachers and advisors. B. A friend who has studied overseas. D. Her classmates. 22. A. Her friend has experiences about studying abroad. B. Her friend is a foreigner and familiar with local life.
C. Her friend can provide her with another perspective on herself. D. Her friend can decide her future career.
Passage Three Questions 23 to 25 are based on the passage you have just heard. 23. A. The reform of the retailing system. C. The dominance of selfishness. B. The worship of consumption. D. A new generation of upper class consumers. 24. A. Poverty still exists in a rich society.
B. Unrestricted population growth is the root of over-consumption. C. Traditional rituals are often neglected in the process of modernization. D. Moral values are sacrificed in pursuit of material satisfaction. 25. A. Continue to pursue material richness.
B. Focus on spiritual needs and give up the value of consumption. C. Keep consumption at a reasonable level.
D. Overcome poverty regardless of the exploitation of resources.
Part III Reading Comprehension
Section A Questions 26 to 35 are based on the following passage.
It seems individual cancer cells send out the same distress signals as wounds, tricking immune cells into helping them grow into tumours. The finding suggests that anti-inflammatory drugs could help to combat or prevent
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cancer. “Lifelong, if you take a small quantity of something that 26 inflammation (炎症), such as aspirin, it could reduce the risk of cancer,” says Adam Hurlstone of the University of Manchester, UK.
When tissue is wounded or infected it produces hydrogen peroxide. White blood cells called leukocytes (白血球) are among the first cells to react to this 27 , homing in to kill the infectious agent, clean up the mess and rebuild 28 tissue. At first, the tissue becomes inflamed, but this subsides as the wound is cleared and rebuilding continues. Now, a study in zebra fish shows that this process is also instigated (唆使) and sustained by tumour cells.
Hurlstone and colleagues 29 engineered zebra fish so that skin cells and leukocytes would slow different 30 under ultraviolet light. Some zebra fish were also engineered to have cancerous skin cells.
The team found that the cancerous skin cells secreted (分泌) hydrogen peroxide (过氧化氢), 31 leukocytes which helped them on their way to becoming a tumour. When the team 32 hydrogen peroxide production in the zebra fish, the leukocytes were no longer attracted to cancerous cells and the cancer colonies reduced in 33 . More alarmingly, the researchers found that healthy skin cells 34 to the cancerous ones also produced hydrogen peroxide, suggesting that cancer cells 35 co-opt them into triggering inflammation.
A. adjacent B. blocked C. changed D. colors E. damaged F. figure G. genetically H. hue I. hurtful J. number K. somehow L. somewhat M. summoning N. suppresses O. trigger
Section B A.
The Gulf Between College Students and Librarians
Students rarely ask librarians for help, even when they need it. This is one of the sobering (令人警醒的) truths the librarians have learned over the course of a two-year, five-campus ethnographic (人种学的) study examining how students view and use their campus libraries. The idea of a librarian as an academic expert who is available to talk about assignments and hold their hands through the research process is, in fact, foreign to most students. Those who even have the word “librarian” in their vocabularies often think library staff are only good for pointing to different sections of the stacks.
The ERIAL (Ethnographic Research in Illinois Academic Libraries) project contains a series of studies conducted at Illinois Wesleyan, DePaul University, and Northeastern Illinois University, and the University of Illinois?s Chicago and Springfield campuses. Instead of relying on surveys, the libraries included two anthropologists (人类学家), along with their own staff members, to collect data using open-ended interviews and direct observation, among other methods. The goal was to generate data that, rather than being statistically significant but shallow, provided deep, subjective accounts of what students, librarians and professors think of the library and each other at those five institutions.
The most alarming finding in the ERIAL studies was perhaps the most predictable: when it comes to finding and evaluating sources in the Internet age, students are extremely Internet-dependent. Only 7 out of 30 students whom anthropologists observed at Illinois Wesleyan “conducted what a librarian might consider a reasonably well-executed search,” wrote Duke and Andrew Asher, an anthropology professor at Bucknell University, who led the project.
Throughout the interviews, students mentioned Google 115 times -- more than twice as many times as any other database. The prevalence of Google in student research is well-documented, but the Illinois researchers found something they did not expect: students were not very good at using Google. They were basically clueless about the logic underlying how the search engine organizes and displays its results. Consequently, the students did not
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B.
C.
D.
know how to build a search that would return good sources. “I think it really exploded this myth of the ?digital native,? ” Asher said. “Just because you?ve grown up searching things in Google doesn?t mean you know how to use Google as a good research tool.”
E. Even when students turned to more scholarly resources, it did not necessarily solve the problem. Many seemed
confused about where in the constellation (云集) of library databases they should turn to locate sources for their particular research topic: Half wound up using databases a librarian “would most likely never recommend for their topic.” For example, “Students regularly used JSTOR, the second-most frequently mentioned database in student interviews, to try to find current research on a topic, not realizing that JSTOR does not provide access to the most recently published articles.” Unsurprisingly, students using this method got either too many search results or too few. Frequently, students would be so discouraged they would change their research topic to something that requires a simple search.
F. “Many students described experiences of anxiety and confusion when looking for resources -- an observation
that seems to be widespread among students at the five institutions involved in this study,” Duke and Asher wrote. There was just one problem, Duke and Asher noted: “Students showed an almost complete lack of interest in seeking assistance from librarians during the search process.” Of all the students they observed -- many of whom struggled to find good sources, to the point of despair -- not one asked a librarian for help.
G. In a separate study of students at DePaul, Illinois-Chicago, and Northeastern Illinois, other ERIAL researchers
deduced several possible reasons for this. The most basic was that students were just as unaware of the extent of their own information illiteracy as everyone else. Some others overestimated their ability or knowledge. Another possible reason was that students seek help from sources they know and trust, and they do not know librarians. Many do not even know what the librarians are there for. Other students imagined librarians to have more research-oriented knowledge of the library but still thought of them as glorified ushers.
H. However, the researchers did not place the blame solely on students. Librarians and professors are also partially
to blame for the gulf that has opened between students and the library employees who are supposed to help them, the ERIAL researchers say. Instead of librarians, whose relationship to any given student is typically ill-defined, students seeking help often turn to a more logical source: the person who gave them the assignment—and who, ultimately, will be grading their work. Because librarians hold little sway with students, they can do only so much to reshape students? habits. They need professors? help. Unfortunately, faculty may have low expectations for librarians, and consequently students may not be connected to librarians or see why working with librarians may be helpful. On the other hand, librarians tend to overestimate the research skills of some of their students, which can result in interactions that leave students feeling intimidated and alienated (疏远的). Some professors make similar assumptions, and fail to require that their students visit with a librarian before carrying on research projects. And both professors and librarians are liable to project an idealistic view of the research process onto students who often are not willing or able to fulfill it.
I. By financial necessity, many of today?s students have limited time to devote to their research. Showing students
the pool and then shoving them into the deep end is more likely to foster despair than self-reliance. Now more than ever, academic librarians should seek to “save time for the reader”. Before they can do that, of course, they will have to actually get students to ask for help. “That means understanding why students are not asking for help and knowing that kind of help they need,” say the librarians.
J. “This study has changed, profoundly, how I see my role at the university and my understanding of who our
students are”, says Lynda Duke, an academic librarian at Illinois Wesleyan. “It?s been life-changing, truly.”
36. None of the students observed in the ERIAL project asked a librarian for help was when searching resources, even when they were in despair.
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