2014年6月英语四级预测Model+Test+Two.doc

Model Test Two

Part I Writing (30 minutes.

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Part II Listening Comprehension (30 minutes. Section A

1. A. Buy his daughter new shoes.

B. Listen to his daughter's music

C. Respect his daughter's opinion.

D. Have a passion on music.

2. A. To buy cheese burgers.

B. To buy tomato sauce.

C. To buy hot dogs.

D. To buy potato sauce.

3. A. Go to the church with the man.

B. Go to a Christmas party.

C. Buy something special for supper.

D. Have a meal with her friend.

4. A. Sophia likes David very much.

C. David likes following Sophia.

B. Sophia always surprises everyone.

D. David often breaks Sophia's heart.

5. A. Their car is lemon color.

B. Their car is too bad.

C. He wants to eat a lemon.

D. He wants to go home.

6. A. Buy a present.

B. Listen to a record.

C. Buy some beans.

D. Keep a secret.

7. A. Ask for advice on make-up.

B. Treat lines and wrinkles.

C. Buy skin care products.

D. Design a collection of skin cream.

8. A. The woman's husband is a big soccer fan.

B. The woman's husband never eats or sleeps.

C. The man doesn't like the woman's lover.

D. The man is so crazy about watching soccer.

Questions 9 to 11 are based on the conversation you have just heard.

9. A. It is reserved for someone else.

B. It has been checked out by others.

C. The library doesn't have this book.

D. He is not qualified to borrow it.

10. A. Because she needs notice him when the book is available.

B. Because it is the registration requirement of the library.

C. Because the library provides home delivery service for him.

D. Because it is effective to remind readers of returning books in time.

11. A. It will be available next week.

B. It will be returned within a month.

C. It is booked at the present time.

D. It can be reserved after a month.

Questions 12 to 15 are based on the conversation you have just heard.

12. A. How to get a high salary.

B. How to improve working skills.

C. How to build self-confidence.

D. How to hunt for a job.

13. A. To know your strength and express yourself.

B. To get working experience as much as possible.

C. To know the HR of many companies better.

D. To do the jobs with low salaries but heavy work.

14. A. They want to have jobs with high salaries and easy work.

B. Many companies are unwilling to take time to train freshmen.

C. There are not sufficient job offers every year.

D. They are not good at putting theories into practice.

15. A. Because he may talk too much to the HR of the company.

B. Because he may have less confidence in the interview.

C. Because he may be lack of specialized skills.

D. Because he may care too much about the salary.

Section B

Passage One

Questions 16 to 19 are based on the passage you have just heard.

16. A Ask someone else.

B Skip them temporarily.

C. Look at the subtitles.

D. Stop and replay it.

17. A Watching it without the subtitles.

B. Listening without watching it.

C. Being familiar with the scenes.

D. Reading after the characters.

18. A Learn American English.

B. Ask experts for suggestions.

C. Think over which movie to be selected.

D. Glance over the movie for the plots.

19. A They may not understand everything about a movie.

B. It is also difficult for them to watch a movie without subtitles.

C. They can understand everything about a movie if they listen carefully.

D. It is not necessary for them to read subtitles of a movie.

Passage Two

Questions 20 to 22 are based on the passage you have just heard.

20. A. He fell into a fire and lost his hearing.

B. He went to America to learn sign language.

C. He stated to study at the Royal Institution for the Deaf.

D. He met his friend Thomas Hopkins.

21. A. Because he was invited by a French educator of the deaf.

B. Because he wanted to learn about how to teach the deaf.

C. Because he was invited by the Royal Institution for the Deaf.

D. Because he wanted to learn about Clerc.

22. A. They enjoyed the beautiful view on the Atlantic Ocean.

B. They discussed the difference between the deaf and the normal.

C. Clerc studied how to be a minister and Hopkins studied how to teach the deaf.

D. Clerc learned English and Hopkins learned sign language.

Passage Three

Questions 23 to 25 are based on the passage you have just heard.

23. A. They are healthier emotionally and physically.

B. They are more likely to be greedy for more money.

C. They are more likely to be depressed for higher goals.

D. They are more satisfied with people around them.

24. A. To raise a dog at home.

B. To note down things to be grateful for.

C. To chat with friends.

D. To listen to stories about gratitude.

25. A. Feeling more satisfied with your friends.

B. Having greater resistance to diseases.

C. Setting higher goals in your life.

D. Changing how you feel the world.

Section C

Old friends, they finish your sentences, they remember the cat that ran away when you were twelve, and they tell you the truth when you've had a bad 26 But mostly, they are always there for you--whether it's in person or via late night phone calls--through good times and bad times. But as the years pass, it becomes 27 difficult to see each other and to 28. Fortunately, my high school girl friends and I 29 long ago not to let this happen.

A few months ago, we met up for a three-day weekend in the American Southwest. We grew up together in Maine and have said for years that we should have an 30 event, yet it's often postponed or canceled due to schedule 31 Not this year. Four of us--two from San Francisco, one from Boston, one from Seattle--boarded planes 32 Santa Fe, the capital of the New Mexico, where one of the gang lives an 33 life and works for an art gallery. Two years ago, she moved there--escaped, rather--from the film industry in New York City, where she led a life that felt too fast, too unfulfilling. The artist in her longed for lively 34 and starry moonlit skies. She wanted to drive a truck on dusty roads, a trusty dog at her side, riding shotgun. She got all that. She is happy.

We were no longer girls 35 adults, no longer post-college grads. Yes, we are different, but we are also the same. The years of our youth say so.

Part III Reading Comprehension (40 minutes.

Section A

Questions 36 to 45 are based Oil the following passage．

The concept of man versus machine is at least as old as the industrial revolution, but this phenomenon tends to be most acutely felt during economic downturns and slow recoveries. Since technology has such a big 36 for eating up human jobs, this phenomenon will continue to restructure our economy in ways we can't immediately foresee.

When there is exponential (指数的. 37 in the price and performance of technology, jobs that were once thought to be 38 from automation suddenly become

threatened. This is a powerful argument, and a scary one. And yet, John Hagel, author of The Power of Pull and other books, says the argument misses the reason why these jobs are so vulnerable to technology in the first palce.

Hagel says we have designed jobs in the U.S. that tend to be tightly scripted and highly 39 ones that leave no room for individual initiative or creativity. In short, these are the types of jobs that machines can 40 much better than human beings. That is how we have put a giant 41 sign on the backs of American workers.

It's time to 42 the formula for how work is conducted, since we are still relying on a very 20thcentury 43 of work, Hagel says. In our 44 changing economy, we more than ever need people in the workplace who can take initiative and exercise their imagination to respond to 45 events. That's not something machines are good at. They are designed to perform very predictable activities.

A. appetite I. notion

B. calculate J. perform

C. competition K. rapidly

D. distinct L. reinvent

E. exceedingly M. standardized

F. immune N. target

G. improvement O. unexpected

H. norm

Section B

How to Reinvent College Rankings：Show the Data Students Need Most

A. All rankings are misleading and biased (有偏见的.. But they're also the only way to pick a school. I've heard those exact words dozens of times and inferred their sentiment hundreds more. They undoubtedly were a major contributing factor in the 250.000 applications to the too colleges this past year. With only 14,000 chances available, there will be a lot of disappointed families when decisions are announced in a few days. For 30 years, I've co-authored bestselling books and provocative articles about how to improve one's chances of being accepted at a "top" college.

B. The first edition of our book Getting In! revealed what went on behind the admission committees' closed doors，and introduced the concepts of packaging and positioning to the college-application vocabulary. The newest edition adapts the same principles to the digital age. But the core messagere mains: good colleges are not looking for the well-rounded kid--they're looking to put together thewell-rounded class.

C. What were revelations in 1983 are common knowledge today--at least among

college-bound students, parents, and counselors. They also don't have to be told that the odds of getting into a "highly selective" school are ridiculously low. Brown and Dartmouth will each accept about 9 percent of applicants; Cornell, Northwestern, and Georgetown about 16 percent. And Harvard, Yale, and Stanford? Forget about it: less than 7 percent!

D. Wanting to attend a "name" school isn't illogical. And there is nothing illogical in parents wanting a better return on their investment. A college's brand value--whether that school's name will be recognized and open employers' door.

E. Colleges, counselors, and parents talk a lot about finding the right "fit" between a school and a student. In reality, the process is dominated by reputation. The problem is that college reputation shave been controlled by rankings. Far too many "highly ranked" colleges are gaming the rankings and trying to attract more and more applicants--when the particular college is actually a poor "fit" for many of the kids applying. Colleges want to attract and reject more kids because that "selectivity" improves the institution's ranking. College presidents publicly complain there are too many college rankings. Privately, they admit they have to provide the data that feed that maw (大胃口.. They can't afford to be left off a rankings list. The real losers in this system are students and their parents. A bad fit is costly, not just in dollars, but in time, energy, and psychological well-being.

F. The emphasis should be on finding the right fit. But finding the right fit is not east. Subjective guide books like Edward Fiske's--originally titled the New York Times Selective Guide to Colleges--are very useful and consciously do not include rankings. Ted changed his three-category rating system to make it more difficult to simply add "stars" and rank-list colleges. Even families who can afford to visit lots of colleges and endure the backward-walking tours find that carious personalities soon blur in their memory.

G. Thus it is not surprising that anxious, busy parents turn to rankings for shorthand comfort. Unfortunately, the data that U, S. News and other media companies are collecting are largely irrelevant. As a result, the rankings they generate are not meaningless, just misleading. Some examples: U. S. News places a good deal of emphasis on the percentage of faculty who hold a" terminal degree"--typically a Ph.

D. Unfortunately, a terminal degree does not correlate (相关的.in any way with whether that professor is a good teacher. It also doesn't improve that professor's accessibility to students. In fact, there is usually such a correlation: the more senior the professor, the less time they have for undergraduates.

H. U.S. News' second most heavily weighted factor--after a college's six-year graduation rate--is a peer assessment of colleges by college presidents and admissions deans. You read that right: administrators are asked to evaluate colleges

that are competitive with their own school. If not an complete conflict of interest, this measure is highly suspect.

I. Even some seemingly reasonable "inputs" are often meaningless. U.S. News heavily weights the number of classes with fewer than 20 students. But small classes are like comfort food., it is what high-school kids are familiar with. They have never sat in a large lecture hall with a very interesting speaker. So it is not something they could look forward or value.

J. While most rankings suffer from major problems in criteria(标准. and inputs, the biggest problem is simpler: all the ranking systems use weightings that reflect the editors' personal biases. Very simply，some editors' priorities are undoubtedly going be different from what is important to me. Assuredly preferences are different from my kids', And both will differ markedly from our neighbors' objectives.

K. Colleges say they truly want to attract kids for whom the school will be a good fit. To make good on that promise, colleges need to provide families with insight, not just information； and they need to focus on outputs, not. just inputs. Collecting and sharing four sets of very different data would be a good start； Better insight into the quality of education a student will get on that campus. Colleges need to share the exam scores for all students applying to medical school, law school, business school, and graduate programs. These tests reflect not just the ability of the kids who've gone to that college, but what they've learned in the three-plus years they've attended. Colleges need to assess a campus "happiness" coefficient (系数.. A happy campus is a more productive learning environment; and one that has a lower incidence of alcohol and drug abuse. The full debt that families incur (招致. ; not just student debt. The salaries of graduates one, five, and 10 years after graduation.

L. A fifth useful metric is what employers--both nationally and regionally--think of graduates from particular colleges. Hiring preferences are a useful proxy (代表.for reputation.

M. The last piece in enabling families to find a better fit will come from entrepreneurs. Some smart "kid" will develop an online tool that will allow students and parents to take this new college-reported data and assign weighting factors to the characteristics that are important to them. The tool would then generate a customized ranking of colleges that reflects the family's priorities--not some editor's.

N. Colleges may complain about the rankings, but they are complicit (串通一气的. in keeping them. It is reminiscent (怀旧的. of the classic Claude Raines line in Casablanca: "I'm shocked, shocked to find that gambling is going on in here!" ff colleges really want kids for whom their college is a good fit, they will collect

and publish the types of honest data that will give families a better basis for smart decisions.

46. The rankings generated on the basis of data collected by U.S. News and other media companies are misleading.

47. It is more productive to study in a happy campus that has a lower rate of happening of alcohol and drug abuse.

48. Usually, it's true that a more senior professor may have less time to teach undergraduates.

49. There is no doubt that the rankings of colleges is the major factor for most of the applicants to choose the top colleges.

50. It is common knowledge for students, parents, and counselors that the possibility to be enrolled by a highly selective school is faint.

51. The reputation of colleges can be represented by hiring preference of employers to graduates from particular college both national and regional wide.

52. The biggest problem of the ranking systems in standards and inputs is that they are biased by the editors' personal view.

53. If colleges do want to enroll suitable students, they will gather and publish honest data that will provide families with a better basis for smart decisions.

54. According to the newest edition of the book Getting In!, good colleges hope to gather students for a well-rounded class.

55. Colleges wish to attract and reject more applicants, because selectivity enhances their ranking.

Section C

Passage One

Questions 56 to 60 are based on the following passage.

There was a time when college was a place where young adults could expand their horizons. But as tuitions increase, student debt mounts and job prospects for recent graduates remain uncertain, today, students and parents say college should prepare students for a good job.

87.9% of freshmen this year say a very important reason for going to college is ' to be able to get a better job," according to an annual survey by UCLA's Cooperative institutional Research Program. And parents are more likely to strongly agree that vocational school--or no college at al-provides a better pathway to a good job than does a liberal arts education, says a survey by Inside Higher Ed, a trade publication.

The number of schools awarding more than hag of their bachelor's degrees in liberal-arts disciplines, such as history, literature and philosophy, has decreased, from 212 in 1990 to 130 last year, research by Vicki Baker, a professor Albion College in Michigan, shows.

Meanwhile, governors of Texas, Florida, Wisconsin and, most recently, North Carolina, argue that public universities should focus on majors, especially in the fields of science, technology, engineering and math that will meet their state's workforce needs. Even President Obama has made jobs central to his higher-education agenda.

Supporters of the liberal arts say criticisms are based on outdated stereotypes. Many liberal arts colleges, including Shimer, have increased opportunities for internships (实习..North Carolina's Davidson College will start a program this summer that will connect graduating seniors with paid fellowships at non-profits. Wake Forest University in Winston-Salem, N. C., posts data so students can see where graduates with their major shave landed jobs--including art history majors at Sotheby's Deloitte Consulting and Kate Spade.

On the other hand, more than 35 business schools last month met to talk about how to incorporate; the liberal arts into their courses. "There's a sense that business education has become too narrow and isn't preparing graduates adequately--for career success, certainly--but also more broadly for lives as engaged citizens," says Judith Samuelson of the non-profit Aspen Institute's Business and Society program which organized the meeting.

56. What do we learn about college from the first paragraph?

A. It can help young adults broaden their horizons.

C. People has changed their requirement of it.

B. It cannot prepare graduates for a good job now.

D. People cannot afford its mounting tuitions.

57. What does the survey by Inside Higher Ed reveal?

A. The freshmen of college dropped 87.9% this year.

B. All people go to college for getting a better job.

C. Parents prefer vocational school to college now.

D. Liberal arts education is more popular now.

58. According to the research by Vicki Baker,

A. more than haft of colleges award bachelor's degrees in liberal-arts disciplines

B. the number of liberal-arts disciplines decreased from 212 in 1990 to 130 last year

C. colleges have decreased the proportion of bachelor's degrees in liberal-a~ disciplines

D. colleges have decreased the number of liberal-arts courses by more than half

59. Some state governors argue that colleges should

A. pay more attention to job-oriented majors

B. increase students' opportunities for internships

C. make graduates see where they can land jobs with their majors

D. help graduating seniors find internships at non-profits

60. Why do some business schools want to incorporate the liberal arts into their courses?

A. Their education cannot guarantee a successful career to graduates.

B. Their education cannot prepare graduates adequately for future lives.

C. Their education is too narrow to prepare graduates as engaged citizens.

D. Their education is too broad to provide graduates with career success.

Passage Two

Questions 61 to 65 are based on the following passage.

Recently the Barbican museum in London held an exhibition called the Rain Room. During the time this exhibition was open, my Twitter stream was filled with photos of people standing in the Rain Room, accompanied by the caption(标题) “Rain Room @ The Barbican!” and a location attachment to prove that they were indeed in the Rain Room.

This got me thinking. What were people actually saying by Tweeting about their visit? I think all they were doing was meeting the obligation that we have to share. Not sharing in the sense of treasuring a moment with people close to us, but sharing in the sense of "notify the world that I am doing a thing". It's not sharing; it's showing off. When we log in to Facebook or Twitter we see an infinitely updating tream of people enjoying themselves. It's not real life, because people only post about the good things whereas all the dull or deep stuff doesn't get mentioned. But despite this obvious fact, it subconsciously makes us feel like everyone is having a better time than us.

This is the curse of our age. We walk around with the tools to capture extensive data about our surroundings and transmit them in real-time to every acquaintance we've made. We end "up with adimin is hed perception of reality because we're more concerned about choosing a good Instagram filter for our meal than how it tastes.

I don't that that it's inherently wrong to want to keep the world updated about what you're doing. But when you go through life robotically posting about everything you do, you're not a human being. You're just a prism(棱镜) that takes bits of light and sound and channels them into the Cloud.

The key thing to remember is that you are not enriching your experiences by sharing them online; you're detracting (转移) from them because all your efforts are focused on making them look attractive too they people. Once you stop seeing things through the eyes of the people following you on Twitter or Facebook or instagram, you can make your experiences significant, because you were there and you saw the sights and smelled the smells and heard the sounds, not because, you snapped a photo of it through a half-inch camera lens.

61. What do we learn from the first two paragraphs?

A. Rain Room exhibition received a large audience in London.

B. Most of people feel obligated to share their experience with Mends.

C. Many people want to notify others of their experience by Tweeting.

D. All people having gone to the Rain Room took pictures.

62. It seems to the author that

A. Facebook or Twitter is a good place where we share personal experience

B. people seldom show depressing stuff on the social networking websites

C. most of people tend to show off that they are having a better time than others

D. sharing experience on the social networking websites is not real life

63. By talking of "a good Instagram filter for our meal" (Line 3 -4, Pare.4), the author wants to show

A. we are surrounded by various tools to capture our daily data

B. we are more concerned about how our life seems to be to others

C. we transmit our experience immediately to everybody we know

D. we gain more extensive perception of reality with digital tools64. What kind of behavior does the author consider wrong?

A. Informing the world of what you are doing.

B. Posting about everything you do robotically.

C. Keeping your friends updated about the digital tools.

D. Channeling your personal photos into the Cloud.

65. What suggestion does the author give in the last paragraph?

A. Enrich your experiences by sharing them online.

B. Make efforts to make your life attractive to others.

C. Stop externalizing your personal experience.

D. Record the details of what you see, smell and hear.

Part IV Translation (30 minutes)

香港中文大学成立于1963年，是一所研究型综合大学，以“结合传统与现代，融汇中国与西方”为创校使命。40多年来，它一直致力于弘扬中华传统文化，坚持双语(bilingual)教育，并推行独特的书院制度(college system)，在香港教育界卓然而立。其校园占地134公顷(hectare)．是世界』二最美丽的校园之一。灵活的学分制赋予学生更大的学习自主权。它的多元教育有助于充分发挥每一个学生的潜能。

Key to Model Test Two

Part I Writing

范文点评

Part Ⅱ Listening Comprehension

Section A 1.

2.

3.

4.

5.

6.

7.

8.

Conversation One

9.

10.

11.

Conversation Two

12.

13.

14.

15.

Passage One

17.

18.

19.

Passage Two

21.

22.

Passage Three

2014年6月英语四级仔细阅读真题(总三套题)及答案

2014年6月英语四级仔细阅读真题（第一套）及 答案 Passage One Questions 56 to 60 are based on the following passage. When young women were found to make only 82 percent of what their male peers do just one year out of college, many were at a loss to explain it. All the traditional reasons put forward to interpret the pay gap-that women fall behind when they leave the workforce to raise kids, for example, or that they don't seek as many management roles-failed to justify this one. These young women didn't have kids yet. And because they were just one year removed from their undergraduate degrees, few of these women yet had the chance to go after (much less decline) leadership roles. But there are other reasons why the pay gap remains so persistent. The first is that no matter how many women may be getting college degrees, the university experience is still an unequal one. The second is that our higher education system is not designed to focus on the economic consequences of our students' years on campus. Now that women are the majority of college students and surpass men in both the number of undergraduate and advanced degrees awarded, one might think the college campus is a pretty equal place. It is not. Studies show that while girls do better than boys in high school, they start to trail off during their college years. They enroll in different kinds of classes, tend to major in less rigorous (非常严格的) subjects, and generally head off with less ambitious plans. As a result, it's not surprising that even the best educated young women enter the workplace with a slight disadvantage. Their college experience leaves them somewhat confused, still stumbling (栽倒) over the dilemmas their grandmothers' generation sought to destroy. Are they supposed to be pretty or smart? Strong or sexy (性感的) All their lives, today's young women have been pushed to embrace both perfection and passion-to pursue science and sports, math and theater-and do it all as well as they possibly can. No wonder they are not negotiating for higher salaries as soon as they get out of school. They are too exhausted, and too scared of failing. 56. Traditionally, it is believed that women earn less than men because ______. A) they have failed to take as many rigorous courses B) they do not feel as fit for management roles C) they feel obliged to take care of their kids at home D) they do not exhibit the needed leadership qualities 57. What does the author say about America's higher education system? A) It does not offer specific career counseling to women. B) It does not consider its economic impact on graduates. C) It does not take care of women students' special needs. D) It does not encourage women to take rigorous subjects. 58. What does the author say about today's college experience? A) It is different for male and female students. B) It is not the same as that of earlier generations. C) It is more exhausting than most women expect. D) It is not so satisfying to many American students. 59. What does the author say about women students in college? A) They have no idea how to bring out their best. B) They drop a course when they find it too rigorous. C) They are not as practical as men in choosing courses. D) They don't perform as well as they did in high school. 60. How does the author explain the pay gap between men and women fresh from college?

2014年12月英语四级真题及答案第三套

2014年12月英语四级真题及答案第三套 Part I Writing ( 30 minutes. ) Directions: For this part, you are allowed 30 minutes to write a short essay about a classmate of yours who has influenced you most in college. You should state the reasons and write at least 120 words but no more. than 180 words. 注意：此部分试题请在答题卡1上作答。 Part II Listening Comprehension ( 30 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 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 1 with a single line through the centre. 注意：此部分试题请在答题卡1上作答。 1. A. Give his ankle a good rest. B. Treat his injury immediately. C. Continue his regular activities. D. Be careful when climbing steps. 2. A. On a train. B. On a plane. C. In a theater. D. In a restaurant. 3. A. A tragic accident. B. A sad occasion. C. Smith's unusual life story. D. Smith's sleeping problem. 4. A. Review the details of all her lessons. 、 B. Compare notes with his classmates.

2014年12月英语四级真题及答案

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