最新大学英语四级考试全真模拟试题四和答案

最新大学英语四级考试全真模拟试题四和答案 15. A) The clothes don’t look clean to him. B) He doesn’t intend to get the clothes. C) The woman can pick out her own clothes. D) The woman should stop staring at his clothes. 16. A) She won’t be able to come. B) She’s not going to graduate. C) She has a week to do the work. D) She’ll visit her sister in a week. 17. A) She thinks a hair dryer. B) She wants to know what’s making all the noise. C) She isn’t sure how practical the man’s gift is. D) She can’t hear anything when the hair dryer is on. 18. A) She hasn’t read the passage. B) She doesn’t understand it either. C) She cannot read it in darkness. D) She suggests that the man read it. Questions 19 to 22 are based on the conversation you have just heard. 19 A) She received an emergency call the previous day. B) She has never been to the city before. C) She would go there to spend the weekend with her sister. D) She was invited to attend her sister’s wedding. 20. A) In less than an hour. C) At 11:13. B) In a minute. D) At noon. 21. A) Someone to talk with. B) Interesting books to read. C) Something to eat and drink. D) Puzzles and crossword games. 22. A) Thirteen pennies. C) A pound. B) Fifty pennies. D) Half price. Questions 23 to 25 are based on the conversation you have just heard. 23. A) It’s rather expensive. B) It’s too small for the man. C) It has plenty of light. D) It doesn’t have many closets. 24. A) Each tenant is given a parking place. B) It’s difficult to find a parking place. C) The tenant has to pay to park. D) The tenant can use any space in the parking area. 25. A) He’s unimpressed by what the woman told him. B) He doubts he can afford it. C) He doesn’t think it’s suitable for him. D) He’s enthusiastic about it. 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 centre. Passage One Questions 26 to 28 are based on the passage you have just heard. 26. A) Their cost is very low. B) They can be used in many countries. C) The will not pollute the environment. D) They need little experimentation. 27. A) It gathers heat from the sun. B) It pushes a turbine in a dam. C) It causes winds to turn a windmill. D) It warms up the land along the coast. 28. A) Slowing down the Earth’s rotation. B) Harming the coastline. C) Changing the wave pattern. D) Polluting the water. Passage Two Questions 29 to 31 are based on the passage you have just heard. 29. A) A study of a research corporation. B) One of life’s essential. C) The reasons why people don’t like breakfast. D) Breakfast and human health. 30. A) Taking no breakfast does good to one’s health. B) Taking no breakfast does no harm to one’s health. C) Scientific evidence is not enough. D) Eating little in the morning is good for us. 31. A) Anyone without breakfast does improve his performance. B) Not having breakfast improve one’s performance. C) Having breakfast improve one’s performance. D) Performance is not related to whether having breakfast or not. Passage Three Questions 32 to 35 are based on the passage you have just heard. 32. A) How Ray Kroc made money for the brothers. B) How to start our own restaurant. C) A restaurant in California in 1948. D) How the McDonald’s business started and grew. 33. A) They wanted customers to pay less. B) Customers would get their meals quickly. C) They could use plastic plates. D) They didn’t need waiters and waitresses. 34. A) The food was delicious and healthful. B) It was quick and cheap. C) It was famous in the city. D) It was different and new. 35. A) They could make a lot of friends there. B) They liked the brothers. C) They enjoyed the food, the toys and the games there. D) Their parents asked them to go there. 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 to 43 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. Britain is changing more rapidly than ever before in her long history. In some respects the new British society (36) ____________ general world trends. In other respects it has kept its own (37) _________ flavor. British society is evolving, that is to say, developing and suiting itself to rapidly changing conditions. Evolution rather than revolution or violent change is a special (38) _________of the British way of life. This is shown in one way by how the British people vote at (39) ___________. The Conservative and Labor Parties have controlled the (40) __________ scene for the last fifty years, but today neither party can any longer be sure from which class or income group its (41) _________ will come. Not long ago you would have expected the working classes always to vote for the Labor Party. The word “labor” means “hard work” – (42) ___________hard work with the hands. The Labor Party is the party which is supposed to (43) __________ the “working man”. You would also have expected the upper and middle classes to vote for the Conservative Party. The word conservative means “keeping things as they are”. The Conservative Party (44) _______________________________________________________________________________. In some respects traditional British “class distinctions” are becoming less clear, and you can be less sure how people will vote. Many members of the middle class support social reform. Many ordinary working people (45)_______________________________________________________ __________________________________. But the old divisions between the classes remain. Many Conservatives fear that the sovereignty of Parliament is being threatened by the Trade Unions. Many workers are afraid that the Conservative bosses are trying to keep their wages down. But class feelings have not reached a personal level yet. (46) ____________________ _________________________________________________________________. 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 1-7, mark Y (for YES) if the statement agrees with the information given in the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. For questions 8-10, complete the sentences with the information given in the passage. New Proposals on Youth Employment The unemployment rate in Japan continues to hover at around the 5% level, but the number of unemployed youths is exceptionally high compared to other age groups. The fluid situation is gradually taking root in society, with an increasing number of youths making a living as “freeters” (as young job-hoppers are called in Japan) or leaving and changing jobs even after they find employment. This youth employment problem is essentially a product of many companies’ guarded stance (姿态) on employment and the narrowing of employment opportunities for those seeking to work as regular employees. To deal with the youth employment problem, the government and relevant institutions have already presented various proposals for specific policies, such as to strengthen policies that can turn economic recovery into a vigorous increase of labor demand; while expanding job openings for regular employees, also to promote equal treatment of non-regular employees and secure opportunities for them to become regular employees so that the working styles of non-regular employees are not disadvantaged; from the earliest stage as possible, systematically to provide job preparatory education with a long-range outlook on career development. Some of these policies are actually being implemented, but they are not necessarily producing adequate results. For this reason, the following three new measures should be considered in addition to other measures being deliberated. Reform of employment and recruitment practices  It is important that high school graduates are given as many opportunities as possible to select an occupation. While completely abolishing the one-person-one-company system on one hand, on the other hand, employment and career guidance should begin when students enter high school so they are well able to select an occupation on their own judgment.  Also, the year after graduation should be regarded as a period of joint follow-up by schools and employment agencies. Especially in regard to unemployed graduates and freeters, each party should assess the situation and support the employment of those young people.  With respect to college students, internship opportunities, career counseling, and other guidance schemes should be implemented soon after they enter college to eventually enable them to make independent career decisions.  Companies should give due consideration to the academic accomplishment of students when screening job applicants, as that is the primary function of students. Universities should draw upon France’s baccalaureate system, for example, and introduce a system of university graduation examination or college academic certification test.  Finally, as a measure to expand employment opportunities, companies should amend their traditional practice of recruiting only prospective new graduates and open their doors to those who have already graduated. Enhancing career education and the role of industries  Career education aiming to cultivate work values should be a consecutive (连续的) program provided over an ample amount of time beginning in the primary, junior high, and high school compulsory education stage.  In addition to teaching students about the significance of working and about occupations in general, career education should also include a course on “work and daily living” as a comprehensive course aiming to prepare students to become working members of society. The course should deal with a broad range of topics relating to the work concept, such as rights and obligations stipulated in labor laws, as well as with the mechanics of the pension system and other social security institutions and with such immediate issues as the environment and energy. Such a course would help youths to select their own lifestyles, including how to achieve a good balance between work and private life.  The industrial community should form organizations of companies (such as NPOs) to address career education from a cross-cutting perspective and actively engage in activities to support the development of human resources for the next generation. For example, they are expected to develop and provide educational programs based on their unique technology and know-how, send personnel to schools, and offer funds and equipment.  In regional areas in Japan, activities to revitalize regional industries and promote new industries should be linked to model projects that incorporate regional characteristics and aim to foster and retain young people as future leaders of the region. For example, local governments could utilize the 500 or so young workers’ centers throughout Japan as the bases of such projects with the cooperation of regional businesses and schools. Proposal of a “career passport”  The “career passport” would function as a record of one’s career and as a certification for the utilization of various support measures. It would be issued to all youths over the age of 18 and would be a passport to continuous support valid up to the age of 30 to 35.  The passport would contain a record of job changes, part-time experiences, studies, certifications and self-development efforts, in addition to accomplishments achieved through participation in volunteer and NPO activities. In this respect, it would take the form of an electronic card to allow the input and accumulation of information through a digital format that can be accessed by the individual whenever necessary.  The passport would enable young workers to receive career counseling regularly or as necessary at job cafes that are being newly established or at the more than 500 young worker’s centers throughout Japan. They would also have the opportunity to check and evaluate their own careers, including part-time experiences, and effectively utilize various support programs for employment, capacity development and other areas necessary for developing their careers.  In addition to the above, a vocational scholarship system should be created to provide financial support for educational courses and school expenses to all young people who have graduated school—including the unemployed, freeters, and displaced workers—so that they may voluntarily prepare themselves for a job or develop their working capacities. 1. The youth frequent job changes result in many companies’ guarded stance on their employment. 2. To offer different job opportunities to both youth regular and non-regular employees. 3. Employment and career guidance should be part of high school curriculum. 4. Companies should revise their policies to recruit both new and old graduates. 5. The school course should deal with a broad range of topics relating to the work concept such as job hunting and hopping. 6. There are about 500 youth centers in some local areas. 7. The career passport contains part-time experiences, studies, certificate and self-development except job-hopping. 8. College education should enable students to make ____________________. 9. Companies should provide educational program and send personnel to schools and offer ____________________. 10. In order to provide young people with financial support, we should create ________________ ________. Part III Listening Comprehension (35 minutes) 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 section 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. Part IV Reading Comprehension (Reading in Depth) (25 minutes) Section A Directions: In this section, there is a passage with ten blanks. You are requested 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 are based on the following passage. Once the world embraced the automobile, the days of depending on horses, bicycles, ferries, and trains quickly slipped into the past. People were __47__ with the speed of the automobile but they were also enjoying the personal freedom that the automobile gave them. Owning a car gave people the freedom to go anyplace a road __48__. This allowed people to travel at anytime and at their own __49__. This independence gave the car a popular edge over buses and trains. The popularity of the automobile made it the __50__ of the transportation system. The automobile changed our lives when it created a giant industry that offered more and more jobs. The automobile made it possible for people to live in areas __51__ from their work place. This caused cities to grow and made suburban living more convenient. Of course, with more places to go, more __52__ roads had to be built. The automobile caused a __53__ effect. Jobs increased, industries grew, new industries developed, and cities appeared. Today the automobile industry continues to offer many __54__. Jobs are plentiful in this industry and improvements continue to be made to the automobile with new technologies. We have come a long way from that first __55__ carriage because of the cooperative efforts of many people in the last century. It will be interesting to see what the future holds for the automobile. We have already seen signs of the use of solar energy in this area. As long as man has a brain, the future of the automobile is __56__. A) backbone I) opportunities B) infinite J) snowball C) further K) definite D) background L) developed E) led M) farther F) enjoyed N) impressed G) horseless O) pace H) developing Section B Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Passage One Questions 57 to 61 are based on the following passage. If you want to teach your children how to say sorry, you must be good at saying it yourself, especially to your own children. But how you say it can be quite tricky. If you say to your children “I’m sorry I got angry with you, but …” what follows that “but” can render the apology ineffective: “I had a bad day” or “your noise was giving me a headache ” leaves the person who has been injured feeling that he should be apologizing for his bad behavior in expecting an apology. Another method by which people appear to apologize without actually doing so is to say “I’m sorry you’re upset”; this suggests that you are somehow at fault for allowing yourself to get upset by what the other person has done. Then there is the general, all covering apology, which avoids the necessity of identifying a specific act that was particularly hurtful or insulting, and which the person who is apologizing should promise never to do again. Saying “I’m useless as a parent” does not commit a person to any specific improvement. These pseudo-apologies are used by people who believe saying sorry shows weakness. Parents who wish to teach their children to apologize should see it as a sign of strength, and therefore not resort to these pseudo-apologies. But even when presented with examples of genuine contrition, children still need help to become aware of the complexities of saying sorry. A three-year-old might need help in understanding that other children feel pain just as he does, and that hitting a playmate over the head with a heavy toy requires an apology. A six-year-old might need reminding that spoiling other children’s expectations can require an apology. A 12-year-old might need to be shown that raiding the biscuit tin without asking permission is acceptable, but that borrowing a parent’s clothes without permission is not. 57. If a mother adds “but” to an apology, _______. A) she doesn’t feel that she should have apologized B) she does not realize that the child has been hurt C) the child may find the apology easier to accept D) the child may feel that he owes her an apology 58. According to the author, saying “I’m sorry you’re upset” most probably means “_______”. A) You have good reason to get upset B) I’m aware you’re upset, but I’m not to blame C) I apologize for hurting your feelings D) I’m at fault for making you upset 59. It is not advisable to use the general, all-covering apology because _______. A) it gets one into the habit of making empty promises