大学英语四级模拟试题一.docx

1、大学英语四级模拟试题一大学英语四级模拟试题一Part1 Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on the topic of To Get along with Your Roommates. You should write at 120 worlds following the outline given below.1室友之间的冲突在校园内常有发生2冲突的主要原因3室友之间如何和睦相处To Get along with Your Ro

2、ommate 注意：此部分试题在答案卡1上Part 2 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 Fort questions 17,Mark Y (For YES) if the statement agrees with the information given in

3、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 give in the passage.Early Childhood Education Education To Be More was published l

4、ast August. It was the report of the New Zealand Governments Early Childhood Care and Education Working Group. The report argued for enhanced equity (公平) of access and better funding for childcare and early childhood education institutions. Unquestionably, thats a real need#894; but since parents do

5、nt normally send children to preschools untill the of three, are we missing out on the most important years of all?A 13 year Study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words-most of the lan

6、guage they will use in ordinary conversation for the rest of their lives. Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed durin

7、g the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school.Once over the age of three, children continue to expand on existing knowledge of the world.It is generally acknowledged that young peop

8、le from poorer socioeconomic backgrounds tend to do less well in our education system. Thats observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational underachievement,A nationwide program called Headstart was launched in the United Stat

9、es in 1965. A lot of money was poured into it. It took children into preschool institutions at the age of three and was supposed to help the children of poorer families succeed in school. Despite substantial funding, results have been disappointing. It is thought that there are two explanations for

10、this. First, the program began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, Headstart children returned to the same disadvantaged home environment.As

11、a result of the growing research evidence of the importance of the first three years of a childs life and the disappointing results from Headstart, a pilot program was launched in Missouri in the US that focused on parents as the childs first teachers. The Missouri program was predicated on research

12、 showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four years pilot study included 380 families who were about to have their first child and who represented a cross section of socioec

13、onomic status, age and family configurations (结构). They included single parent and two parent families, families in which both parents worked, and families with either the mother or father at home.The program involved trained parent educators visiting the parents home and working with the parent, or

14、 parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the childs intellectual, language, social and motor skill development. Periodic checkups of the childs educational and sensory develop

15、ment (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.Parent educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topi

16、cs of interest. Parent resource centers, located in school buildings, offered learning materials for families and facilities for child.At the age of three, the children who had been involved in the Missouri program were evaluated alongside a cross section of children selected from the same range of

17、socioeconomic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the program were significantly more advanced in language development than their peers, had made greater strides in problem solving and oth

18、er intellectual skills, and were further along in social development. In fact, the average child on the program was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability. Most important of all, the traditiona

19、l measures of risk, such as parents age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the program performed equally well regardless of socioeconomic disadvantages. Child abuse was virtually eli

20、minated. The one factor that was found to affect the childs development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.These research findings are exciting. There is growing evidence in New Zealand that children fr

21、om poorer socioeconomic backgrounds are arriving at school less well developed and that our school system tends to perpetuate (使永存) that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work,

22、contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalized early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar fo

23、cus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.1. The skills learned by children at age of three will be used in all their later learning in life.2. The Headstart program finally succee

24、ded in its aim.3. The Missour program supplied many forms of support and training to parents.4. Most Missouri program three years oldscored highly in areas such as listening, speaking,reasoning and interacting with others.5. Missouri program children of young, uneducated, single parents scored less

25、highly on thetests.6. The richer families in the Missouri program had higher stress levels.7. Educational inequity cannot be overcome for children from different family backgrounds.8. The aim of Headstart program is to help children from poor families overcome_.9. The most effective way of helping c

26、hildren get off to the best possible start in life is_.10. The concept of working with parents in their homes contrasts quite markedly with the reportof the Early Childhood Core and _.Part III Listening Comprehension (35 minutes)Section ADirections: In this section, you will hear 8 short conversatio

27、ns and 2 long conversations. At theend 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),

28、 and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.11. A) To order some medicine for Aunt Margaret.B) To get some exercise.C) To buy some items.D) To see their aunt.12. A) Anyone can do it.B) No one can do it.C) Alex can p

29、robably do it.D) Alex probably shouldnt do it.13. A) Tea is better than coffee.B) The man should switch to tea.C) There are two reasons not to drink coffee.D) The man shouldnt drink either.14. A) At a hairdressers. B) At a tailors.C) At a butchers. D) At a photographers.15. A) Angry. B) Tired. C) Hu

30、ngry. D) Disappointed.16. A) She would like some soup.B) Shes inviting the man to lunch.C) She wants to know if the man likes chicken.D) She ate lunch earlier.17. A) Very few people come to it.B) A good name hasnt been found for it.C) People dont like climbing the stairs to get there.D) She has deci

31、ded to phone the ticket office.18. A) It was designed by modern artists.B) It will color black and white prints.C) Its merchandise must be carefully sorted through.D) Its best selection is of modern art prints.Questions 19 to 22 are based on the conversation you have just heard.19. A) A class presen

32、tation theyre preparing.B) A television program the man is watching.C) Visiting a close fiend of theirs.D) Studying for a test.20. A) Hes taking a break from studying.B) He has already finished studying.C) He was assigned to watch a program by his professor.D) Hes finding out some information for a friend.21. A) He didnt know that she was enrolled in a mathematic course.B) He thought she preferred to study alone.