大学英语四级考试模拟试题10_6

大学英语四级考试模拟试10 COLLEGE ENGLISH MODEL TEST 10 Band Four Part I Writing(30minutes) Directions: For this part, you are allowed 30 minutes to write a composition on the topic "I Have a Dream..." You should write at least 120 words following the outline given below in Chinese: 1. 描述你的梦想…… 2. 讲述你选择这个作为梦想的原因。 Part II Reading Comprehension (Skimming and Scanning)(15minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly. Forquestions1-7, 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. How College Rankings Work Among the many methods people use to judge colleges and universities, few are as widely used as simple rankings. These lists, usually ordered by numerical scores or letter grades, are inherently appealing becaus e they’re easily understood and they tell us exactly where the authors think a given school stands. But they can also be confusing be-cause some magazine, book and online publishers use vastly different criteria when determining academic status. The most prominent set of college rankings in the United States is published by U.S. News & World Report. Every year since 1987, it has published its rankings in magazine form, and more recently in paperback guidebooks. The magazine now ranks graduate schools, too. Many schools use these rankings as part of their promotional materials, trumpeting a rise in standing, hanging celebratory banners or posting the good news on their websites. Some companies simply offer rankings of what they consider the best schools, with a variety of criteria used to calculate an overall score. Others break down lists of top schools into categories like academics, social life, small colleges, big colleges, liberal arts schools, public schools, undergraduate experience and happiest students. Besides U.S.News&WorldReport, other popular rankings include Princeton Review guidebooks and those produced by the Center for University Rankings, which rates research universities. Books like College Prowler offer an insider view from current students and recent graduates. These guidebooks present information about topics as varied as a school’s party scene. Several websites, like studentsreview.com, pro-vide college rankings completed by actual students, and these sites also offer a behind-the-scenes view with information not found in traditional guidebooks. In other countries, newspapers often provide rankings, such as Maclean’s annual guide to Canadian colleges and universities. The European Union has also published reports on universities that included rankings. In addition, News week published a list in August 2006 of the "Top 100 Global Universities". The list focuses on a school’s inter-national makeup, global impact, connections to other parts of the world and research accomplishments. Inevitably, most rankings are based on raw data, but the way that data are calculated and weighted varies significantly between publishers. Sometimes publishers receive the data directly from schools, as is the case with U.S.News & World Report. Others rely on data drawn from university websites, research foundations or academic organizations. For example, Vanguard’s college rankings, which focus on faculty quality, rely on data from the National Research Council. When examining college rankings, it’s important to l ook at what data the publication used and how it used the data. Many publications use other data sources or their own specialized surveys. Data that are commonly used in rankings include: ●SAT and ACT scores of incoming students ●Students’high school GPAs ●Acceptance rate ●Alumni donations ●Student-to-faculty ratio ●Graduation rate ●Financial aid ●Transfer rate (also called student retention) ●Average class size ●Quality of faculty, which may be measured by research grants and prizes awarded and the frequency of publications, among other factors. ●Results from surveys completed by students or administrators Although it’s clear that ranking methods differ between publications, some use more unusual criteria to determine college standings. For example, Washington Monthly, a political magazine, says that its rankings —echoing John F. Kennedy —"ask what colleges are doing for the country" rather than "what colleges can do for you". This list focuses on how schools contribute to "social mobility" or raising people up from poverty, as well as how they promote "an ethic of service to the country" and pursue "scientific and humanistic research". The Washington Monthly rankings also focus on how taxpayer money, such as in federal research grants, is used, and whether they consider that money well spent. Of course, the Internet now holds some influence over rankings, both in how they’re calculated and how they’re publicized. Some companies provide additional college and university information on subscription-only sites. Other organizations collect data from nontraditional sources like a school’s number of Google hits and links to the university’s website from the sites of other universities. This method of ranking is often called the G-Factor. Any discussion of how rankings are compiled inevitably leads back to U.S. News & World Report. Its rankings at-tract a lot of controversy. Let’s look at how they rank schools. U.S. News & World Report presents each school with a numerical score and ranks them accordingly, with schools divided into separate categories. They are: ●National universities ●Liberal arts colleges ●Master’s universities ●Comprehensive colleges ●Business programs ●Engineering programs The magazine provides further rankings for some categories based on regions or if a school awards doctoral degrees. I n calculating each score, U.S.News & World Report relies on data supplied to them by the schools they’re ranking. Each piece of data is measured differently in calculating the overall score. The composition of a score given to a school by U.S.News&WorldReportis as follows: ●5 percent: alumni donations ●5 percent: graduation rate (for liberal arts and national universities) ●10 percent: financial aid ●15 percent: faculty resources (which is a collection of factors like average class size and student-to-teacher ratio) ●15 percent: acceptance rate ●20 percent or 25 percent (depending on the school type): student retention ●25 percent: peer assessment of the performance of other schools, performed by the top three officials of each school That last part, the peer assessment, is the trickiest bit —and it’s one of the big reasons that U.S.News&WorldReportis one of the chief targets of the campaign against college rankings. 1. Rankings are the most widely used method to judge universities and colleges. 2. Every year since 1987, U.S.News&World Reporthas published rankings in magazines and guidebooks. 3. Research universities are rated by U.S.News& World Report and PrincetonReviewguidebooks. 4. Some websites provide a behind-the-scenes view with information which is absent from traditional guidebooks. 5. How a publication chooses and uses the data is crucial when examining the rankings. 6. Though different, the criteria used by various publications are not unusual. 7. The acceptance rate of better universities is usually low. 8. Rankings can be confusing because when ___________, some books and magazines may use different criteria. 9. The list published by Newsweek in August 2006 focuses on the universities’_________________ and research achievements. 10. ______________ is one of the main reasons that U.S.News& World Report is criticized fiercely by people against college rankings. Part III Reading Comprehension(Reading in Depth)(25minutes) 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. You may not use any of the words in the bank more than once. Questions 11 to 20 are based on the following passage. Most magazines you see on news-stands every day rely on freelance writers for their content. From fillers to features, most parts of a publication are fair games for 11 hoping to break in. You don’t have to have a cousin in the 12 world to see your name in print. But, you’ll have to 13 to the editor that you can write for his or her target audience, and the best way to learn how to do this is through research. Take note of the publ ication’s different departments, columns, and fillers. You will be more likely to get an editor’s attention if you pitch an idea that 14 fits an existing page. If you are part of the people the magazine targets, you may have an easier time getting your story 15 . For example, the first 16 I wrote was for College Bound magazine. I had just finished writing for that age group at my student paper, and I was 21 years old myself. It would have been quite a 17 to get published in Modern Maturity, so I didn’t eve n consider it. Selling this feature was quite 18 . It was a full three months later before I heard anything. I received a letter in the mail 19 me that my feature would be accepted. I signed a rights contract and four months later I 20 a check and two copies of the magazine with my feature as the cover story! A) declared B) publishing C) writers D) feature E) magazine F) perfectly G) teachers H) feat I)straightforward J) sold K) prove L) permanently M) informing N) received O) scary Section B Directions:There are 2 passages in this section. Each passage is followed by some questions or unfinished sentences. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Questions 21 to 25 are based on the following passage. The United States and the European Union are nearing completion of an agreement allowing law enforcement and security agencies to obtain private information —like credit card transactions, travel histories and Internet browsing habits —about people on the other side of the Atlantic Ocean. The potential agreement, as outlined in an internal report obtained by The New York Times, would represent a diplomatic breakthrough for American counter-terrorism officials, who have clashed with the European Union over demands for personal data. Europe generally has more stringent laws restricting how governments and businesses can collect and transfer such information. Negotiators, who have been meeting since February 2007, have largely agreed on draft language for 12 major issues central to a "binding international agreement", the report said. The pact would make clear that it is lawful for European governments and companies to transfer personal information to the United States, and vice versa. But the two sides are still at odds on several other matters, including whether European citizens should be able to sue the United States government for its handling of their personal data, the report said. The report, which lays out the progress of the talks and lists the completed draft language, was jointly written by the negotiators from the United States Homeland Security, Justice and State Departments, and by their European Union counterparts. The talks grew out of two conflicts over information-sharing after the September 2001 terrorist attacks. The United States government demanded access to customer data held by airlines flying out of Europe and by a consortium, known as Swift, which tracks global bank transfers. American investigators wanted the data so they could look for suspicious activities. But several European countries objected, citing violations of their privacy laws. Each dispute frayed diplomatic relations and required difficult negotiations to resolve. American and European Union officials are trying to head off future confrontations "by finding common ground on privacy and by agreeing not to impose conflicting obligations on private companies," said Stewart A. Baker, the assistant secretary for policy at the Department of Home-land Security, who is involved in the talks. "Globalization means that more and more companies are going to get caught between U.S. and European law,"he said. 21. What is the agreement between the United States and the European Union about? A) Some regulations of credit card transactions, travel histories and Internet browsing habits. B) To improve the economic cooperation in agriculture, manufacture industry, and service industry. C) Some special agencies can get private information from each other. D) To strengthen the management on immigration and travel industry. 22. What can we learn from the second paragraph? A) The potential agreement will be reported in The New York Times. B) The U.S. security officials have the same opinion with the European Union over demands for personal data. C) The potential agreement will be a diplomatic break-through for American counter-terrorism officials. D) Europe shouldn’t have so strict laws on the information governments and businesses can collect and transfer. 23. What will the contract of the agreement make clear? A) The draft language for 12 major issues central to a "binding international agreement". B) The legality of transferring personal information for both the U.S. and the European governments and companies. C) Some details about the agreement, which weren’t written on the draft. D) The negotiators’ names and the beginning time of the meeting. 24. What is the other conflict besides the U.S. tracking global bank transfers? A) The U.S. access to customer data held by airlines flying out of Europe. B) Europe has the right to refuse to offer some inner information. C) The U.S. privilege of selling information to other countries. D) Europe has the responsibility to make sure the accuracy of the information. 25. What does Stewart A. Baker mean by saying "Globalization means that more and more companies are going to get caught between U.S. and European law"? A) More companies will benefit from the U.S. and European law. B) U.S. and European law will not impose conflicting obligations on private companies. C) U.S. and European law will find common ground on privacy. D) With the enlargement of the effect of U.S. and European law, more companies will have to obey it. Passage Two Questions 26 to 30 are based on the following passage. T he term IQ, or Intelligence Quotient, generally describes a score on a test that rates the subject’s cognitive ability as compared to the general population. IQ tests use a standardized scale with 100 as the median score. On most tests, a score between 90 and 110 or the median plus or minus 10 indicates average intelligence. A score above 130 indicates exceptional intelligence and a score below 70 may indicate mental retardation. Like their predecessors, modern tests do take into account the age of a child when determining an IQ score. Children are graded relative to the population at their developmental level. IQ tests are designed to measure your general ability to solve problems and understand concepts. This includes reasoning ability, problem-solving ability, the ability to perceive relationships between things and the ability to store and retrieve information. IQ tests measure this general intellectual ability in a number of different ways. They may test: the ability to visualize manipulation of shapes; the ability to solve problems;the ability to complete sentences or recognize words when letters have been rearranged or removed; the ability to recall things presented either visually or aurally. Most people perform better on one type of question than on others, but experts have determined that people who ex-cel in one category do similarly well in the other categories, and if someone does poorly in any one category, he/she al-so does poorly in the others. Based on this, these experts theorize there is one general element of intellectual ability that determines other specific cognitive abilities. The best tests, therefore, feature questions from many categories of intellectual ability so that the test isn’t weighted toward one specific skill. IQ tests measure your ability to understand ideas, not the quantity of your knowledge; learning new information does not automatically increase your IQ. Learning may exercise your mind, however, which could help you to develop greater cognitive skills, but scientists do not fully under-stand this relationship. The scientists are still in the dark about the connection between learning and mental ability, as are the workings of the brain and the nature of intellectual ability. Intellectual ability does seem to depend more on genetic factors than on environmental factors, but most experts agree that environment plays some significant role in its development. 26. In determining an IQ score, _______________. A) the subject’s cognitive ability is compared with his / her former performance B) the children’s age is taken into consideration C) 100 is treated as the standard score D) children of various developmental levels are tested 27. From the description of the IQ tests, we can see that they may test ________. A) drawing and language ability B) memory and originality ability C) psychological and spatial ability D) memory ability and spatial ability 28. What can we learn from the third paragraph? A) A person who does poorly in one category is not necessarily poor in other categories. B) Experts got the conclusion that learning new information can automatically increase your IQ. C) The general intellectual ability can determine specific cognitive abilities to some extent. D) Whether a person can do well in one category is not decided by IQ. 29. What is considered to be the best IQ tests? A) Tests that measure the general factor of intelligence. B) Tests that also test the quantity of the subject’s knowledge. C) Tests that help the subject to increase his/her IQ. D) Tests that include as many abilities as possible. 30. What is known to be certain about intellectual ability? A) The relationship between learning and intellectual ability. B) The connection between the workings of the brain and the nature of intellectual ability. C) Environment does play a role in the development of intellectual ability. D) Genetic factors are the determining factors of intellectual ability. Part IV Cloze(15 minutes) Directions:There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D). You should choose the ONE that best fits into the passage. As far as I know, no computer or technology ever got any of us a raise, landed us that dream job, or put that special joy in our lives that can only come from relationships with others. All these great things are made possible by a 31 different type of networking: human networking. And not the kind that has given "networking"a bad 32 —that superficial, insincere stuff. No, I’m talking about the true art of networki ng, based 33 respectful and caring rela-tionships that 34 mutual success. For each and every thing you want to 35 in life, a raise, a love, a job —there will be at least one person on the other end deciding 36 to give you or help you get what you want. Everything we do can only be accom-plished 37 and with other people. Simply put, success, of any kind, 38 relationships. Just think of the 39 of Mar-garet Wheatley, "Relationships are all there is. Nothing ex-ists in 40 . We have to stop pretending that we can make it 41 ." The most common 42 people make when building re-lationships for their 43 success is treating business con-tacts differently from personal friends. Aren’t your col-leagues always more helpful when you’re in need? I 44 your work will become easier and more joyful if you make 45 of your business relationships personal. How to do it? The same way you make 46 friends. Build trust through intimacy; show them that 47 being professional, you’re also human. 48 the small talk and go deep into what really matters —your dreams or fears, your children or the business issues that keep you 49 at night. I don’t think for a 50 that they’ll think anything less of you. In fact, usually the opposite happens. 31. A) hardly B) seldom C) completely D) slightly 32. A) job B) name C) time D) idea 33. A) upon B) within C) above D) with 34. A) promise B) promote C) protect D) propose 35. A) create B) maintain C) achieve D) experience 36. A) that B) where C) what D) whether 37. A) through B) by C) without D) over 38. A) acquires B) requires C) inquires D) enquires 39. A) words B) questions C) answers D) actions 40. A) connection B) whole C) isolation D) individual 41. A) together B) right C) alone D) anyway 42. A) misfortune B) misery C) misuse D) mistake 43. A) study B) family C) career D) marriage 44. A) guarantee B) hope C) advise D) recommend 45. A) less B) much C) more D) least 46. A) genuine B) false C) stupid D) clever 47. A) besides B) except C) apart D) unless 48. A) Start B) Skim C) Skip D) Scan 49. A) down B) up C) off D) back 50. A) day B) week C) moment D) month Part V Translation(5 minutes) Directions:Complete the sentences by translating into English the Chinese given in brackets. 51. They are _________ (定于到达) in about three hours. 52. Several years in the army _________________ (使迈克成为了真正的男子汉). 53. He said that ____________ (谁犯了法) deserves punishment. 54. She was very excited that she finally got the pay and said __________ (这次她做东). 55. After graduation, she _________________ (以当师为生).