山西农业大学英语四级模拟试卷 答案

巍巍农学2018-06-29 09:35:19

>>>>以下是本次四级模拟考试答案,希望同学们有一个满意的答卷



山西农业大学英语四级模拟试卷 答案

【参考译文】

There has been a heateddiscussion about libraries at the age of information among people. Some people,especially the younger generation, challenge the value of conventionallibraries. When they need any information in their studies or work, they canturn to their computers for help. For this reason, they do not need to go to a libraryfor borrowing or returning one or two books.

While others, including mostold people as well as scholars, value libraries. They love libraries becausethey can enjoy peace and quietness in an isolated spiritual world. And theyalso have access to rare academic works needed for their studies in thelibraries.

In my view, conventionallibraries are still available though there is still much room for improving. Atthe Age of Information, as long as knowledge is respected and cherished,libraries won’t extinct from our lives. On the other hand, libraries should notrefuse the latest information technology, which will enable them to regainthose young readers.

【答案速查】

1~5 DCABD 6~10 CDADA 11~15 DBCCB

16~20 CDBCA 21~25 DDCBA

26、figure out 27、strangeness 28、detailed 29、come up with

30、monitored 31、selectively 32、hemisphere 33、make sense of

34、attempt 35、intense

36~40 BGCIK 41~45 NADLF 46~50 KNEJI

51~55 FALCD 56~60 ACBAB 61~65 BADDB


翻译】

In Beijing, there are numerous hutongs. Thelife of common people in hutongs brings endless charm to the ancient capital,Beijing. The hutong in Beijing is not only the living environment of commonpeople but also a kind of architecture. Usually, there is a courtyard complexinside hutong, with rooms shared by 4 to 10 families of about 20 people.Therefore, life in hutongs is full of friendliness and genuine humanity.Nowadays, with rapid social and economic development, many hutongs are replacedby new tall buildings. I hope hutongs can be preserved.

难点精析:

1.带来了无穷的魅力:翻译为bringendless charm to。

2.汉语习惯于用并列的散句或短语来表达一个语境,而英文习惯上用整句表述,句内不太重要的信息会用 | 介词短语或从句来补充说明,如本段中“胡同内有一个大杂院,房间够4到10个家庭的差不多20口人住”是:两个并列关系的汉语短句,翻译成英文时可将第二句用with介词结构表达出来,起补充说明的作用。

3.充满友善和人情味:翻译为full offriendliness and genuine humanity。

4.随着社会和经济的飞速发展:翻译为withrapid social and economic development,也是with介词短语的应用,在句中作伴随状语。

Section A

36.【解析】[B]save 本文主要讲理智的购物可以省很多钱的问题。你购买一件物品或者一份服务的方式真的可以给你省钱或者让你多花钱,所以此处空格填save,节省。

37.【解析】[G]simple 就拿吹风机作一个简单的例子??崭翊τ胹imple形容例子符合文章所表达的意思。

38.【解析】[C]best 如果你要买一个吹风机,当你选了一个外观你非常喜欢而且价格又是最便宜的,你一定认为你买了最好的东西。make the best buy即是说买了最好的东西。

39.【解析】[I]in 以怎样的价格用固定短语in price。最便宜的价格就是the cheapest in price。

40.【解析】[K]model 意为"样式,型"。当你把它买回家,你才发现它要花两倍于较贵的吹风机所花的时间来吹干你的头发。a more expensive model更贵的一款。

41.【解析】[N]adopt 意为"采用"。那么你外出购物时应该采用什么样的原则呢?adopt principles "采用原则",principles 需要用adopt 来搭配

42.【解析】[A]possession 意为"拥有物"。如果你保持你的家、你的车,或者任何一件值钱的物品处于一种良好的状态中,从长远的眼光来看你会省钱。

43.【解析】[D]appliance 意为"用品,器具"。在你买一个新的用品之前,先与有这个物品的人交流一下。

44.【解析】[L]item 在买一个贵的东西之前,要看好价格和正在出售的物品。item可用来指代物品。

45.【解析】[F]from 这个空格前是动词choose,从中作出选择即用介词from来搭配

Section A

46.K) 【题干译文】保持幽默感比贬低学生更能缓解课堂上的突发状况

  【定位】由题干中的sense ol humor,belittling you students和relieve a situation定位到原文K)段第一句:You've got to keep your sense of humour.which is a great way of relieving a situation.和最后一句:You can’t belittle them too much01"vou Carl really harm them.

47.N)?!咎飧梢胛摹拷淌Σ挥Ω贸淌交萄?,因为有些不能被测试的东西可能对学生至关重要。

  【定位】由题干中的teach to a formula和matter to a student’s life定位到原文N)段第一句:You can't just teach to a formula.和第四句:The trouble is nothing that is really worthwhile Callbe tested.So the love of learning,connection with literature,having empathy(移情作用)一出ese are the things that reallymake a difference to someone’s life but of course they can’t be tested.

48.E)?!咎飧梢胛摹慷宰髡叨?,教学过程中的最大挑战就是时间不够用。

  【定位】由题干中的main challenge in teachin9定位到原文E)段前两句:.The major challenge in teachingis time.There’s not enough of it.

49.J)?!咎飧梢胛摹慷杂谧饕蹬牧亢艽蟮睦鲜此?,方法之一就是让学生们互相批改作业。

  【定位】由题干中的strategy和peermarkin9定位到原文J)段第二句:You have to develop strategiesespecially if you are teaching a subject which requires a lot ofmarkin9.和第四句:Get your pupils tO do peer markin9.which really can work.

50.I)?!咎馇б胛摹康贝砜翁蒙系淖纯鍪?,老师们应判断事情的轻重缓急。

  【定位】由题干中的things that happen in the classroom定位到原文I)段第一句:Don’t lose your sense of proportion over things thathappen in the classroom or in an observation that doesn’t go well.

51.F)?!咎飧梢胛摹孔黾嬷袄鲜κ沟米髡呖梢院侠淼嘏难饕?。

  【定位】由题干中的working part time和mark students’ assignments properly定位到原文F)段第一句:One of the benefits of being a part.time teacher is that I do have time to mark properly.

52.A)?!咎飧梢胛摹孔髡呦嘈潘咏淌橹谢竦昧俗畲蟮穆愀?。

  【定位】由题干中的most satisfaction from teachin9定位到原文A)段最后一句:I’m convinced that nothing else Imight have done would have given me so much pleasure and satisfaction,or fitted in SO well with family life.

53.L)?!咎飧梢胛摹垦梢耘卸铣鲆桓隼鲜κ欠袢劝淌诘目颇?。

  【定位】由题干中的students,a teacher和loves his subject定位到原文L)段最后一句:The kids really know if you do or don't

54.C)?!咎馇б胛摹孔髡呷衔凑战贪负推缆凼诳位嵩斐梢欢ǖ目翁盟鹗?。

  【定位】由题干中的formal work schemes and observation定位到原文C)段前两句:Anyone going into teaching nowwill be used to teaching to formal work scheme sand observation.I think it has raised standards in the profession butpersonally I feel the loss in the classroom.

55.D)?!咎飧梢胛摹慷宰髡叨?,对所授科目的热爱以及对学生所取得成功的关注会造就一名优秀的教师。

  【定位】由题干中的passion for a subject and interest in students’ Success定位到原文D)段前两句:For me.it’s the passion for your subject and interest in thesuccess of your students that matters more than how all the acronyms(首字母缩写词)add up.This is what will make you agood teacher.

听力原文

Section A

1.

W: Prof. Reagan, you look smart today! Anythingspecial?

M: I’m going to attend my cousin’s wedding. So it’s abig day.

Q: What do we learn about Prof. Reagan?

2.

W: There is a non-stop train for Washington and itleaves at 2:30.

M: It is faster than the 2 o’clock train. Besides, wecan have something to eat before getting on the train.

Q: What do we learn from the conversation?

3.

W: This is the second time this week my boss asked me to work extrahours. I’m glad to get a bigger paycheck, but I don’t want such a heavyschedule.

M: Better watch your step. A lot of people would like to trade placeswith you.

Q: What does the manimply the woman should do?

4.

W: Harvard or the state university, have you decided yet?

M: Well, I’d rather be a big fish in a small pond.

Q: Which university is the man likely to choose?

5.

W: I want to rent an apartment. I’d like two bedrooms with an airconditioner and a heating system.

M: All right. Have a seat, please. First of all, please tell me your nameand where you’d like to live.

Q: What does the man do?

6.

W: I got this in mymailbox today, but I don’t know what it is. Do you have any idea?

M: Oh, that’s yournumber for the new photocopier. It requires an access code. Everyone got one.

Q: What do we learnfrom the conversation?

7.

W: Can I borrow your calculus textbook? I left mine in the library, andit was gone when I went back.

M: That happened to me once. I’d almost given up on finding it until Ichecked it at the Lost-and-Found at the Information Desk downstairs in thelobby.

Q: What does the man suggest?

8.

W: I’m not feeling well these days and I need to find a doctor in town.Do you know anything about Tony Smith?

M: I’ve been going to him for years. I don’t see how you could do better.

Q: What does the man say about Tony Smith?

Conversation 1

W: Hello. I need to talk with someone about mydriver’s license.

M: Yes. How may I help you? Do you have adriver’s license, or do you need to get one?

W: Well, I’m not sure. You see, I have aninternational driver’s license.

M: Uh-uh. And how long will you be staying inthe United States?

W: Probably four years, until I finish mydegree.

M: Oh. Then you will need to get an Arizonadriver’s license.

W: Do I have to take a driver’s test to dothat?

M: Yes, you do. You need to come in and take awritten exam and an eye exam, and then you need to take a road test with aparallel parking test. Did you say that you are a student?

W: Yes, I’m a student at the university. Idon’t have ID with me, but I can get it.

M: Okay. Then you can apply for a limitedlicense. Just come back and show your student ID, and you can make applicationfor a five-year license.

W: Great. That’s what I want. So I don’t haveto take the driver’s test then.

M: Oh, yes, you do. The license only costs youten dollars. A regular license would cost you a lot more than that, but it isvalid for more than five years.

W: Why can’t I just use my internationaldriver’s license?

M: You could if you were just visiting lessthan a year. But as a student, you will be temporarily residing in our state.

W: Okay. So that’s why my friend can use hisinternational license, he is a tourist.

M: Right.

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

9. What kind of license does the woman have?

10. What is the difference between a regularlicense and a five-year license?

11. In what condition can the internationaldriver’s license be used in the United States?

Conversation 2

W: Can you sell yourself in two minutes? Go forit.

M: With my qualifications and experiences, Ifeel I am hardworking, responsible and diligent in many projects I undertake.Your organisation could benefit from my synthetical and interpersonal skills.

W: Why did you leave your last job?

M: Well, I’m hoping to get a better offer of abetter position. If an opportunity knocks, I will take it. I feel I havereached the “glass ceiling” in my current job. I feel there’s no opportunityfor advancement.

W: What makes you think you would be successfulin this position?

M: My graduate school training combined withinternship should qualify me for this particular job. I am quite sure I will besuccessful.

W: What personality traits do you admire, then?

M: I admire an honest, flexible, easy-goingperson who possesses the “can-do” spirit.

W: What leadership qualities have you developedas an administrational personnel?

M: I feel that I’m good at motivating peopleand leading them to work together as a team.

W: What do you find frustrating in a worksituation?

M: Sometimes the narrow-minded people who arenot receptive to new ideas make me feel frustrated.

W: How do you handle conflicts with yourcolleagues in your work?

M: I will try to present my new ideas in a moreclear and civilised manner in order to get my points across.

W: How long would you like to stay with thiscompany?

M: I will stay as long as I can continue tolearn and to grow in my field.

W: We will let you know the result probablynext Wednesday. I hope to give you the positive reply.

M: OK, thank you very much. Goodbye.

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

12. Which is the reason the man left his last job?

13. Why does the man think he is qualified?

14. What do we learn about the man?

15. When does the man feel frustrated?

Section B

Passage One

Barbara Jordan was a lawyer, educator and member of Congress. She waswell-known for her powerful, thoughtful speeches. In high school, Barbara hearda speech by a black woman lawyer. She decided to become a lawyer herself.Later, Miss Jordan attended the all-black college, Texas Southern University inHouston. She led a championship debating team, and became known for herspeaking skills. She finished at the top of her class. Then she went ontoBoston University Law School in Boston, Massachusetts. After she finished LawSchool, Miss Jordan returned to Texas. She began to work as a lawyer. She alsodiscovered she was interested in politics. In 1966, she decided to seek a seatin the Texas Senate and won. Barbara Jordan became the first black person toserve in the Texas Senate since 1883. After eight years in the Texas Senate,Miss Jordan campaigned for a seat in the United States House ofRepresentatives. She won and became the first woman and the first black to beelected to Congress to represent Texas. In Congress, Miss Jordan spoke for thepoor, for women, for African-Americans and Latin-Americans. She believesstrongly, however, in being loyal to her state and her political party. Sheconsidered the interests of the people of Texas before those of any othergroup. Then, in 1977, Miss Jordan returned to Texas. Barbara Jordan beganteaching about political values at the University of Texas. Her classes were sopopular that students had to be chosen from a long list.

16. Why did Barbara Jordan decideto become a lawyer?

17. What do we learnabout Barbara Jordan when she was in Congress?

18. What did BarbaraJordan do after she returned to Texas in 1977?

Passage Two

The motor vehicle has killed anddisabled more people in its history than any bomb or weapon ever invented. Muchof the blood on the street flows essentially from uncivil behavior of driverswho refuse to respect the legal and moral rights of others. So the slaughter onthe road may be regarded as a social problem.

In fact, the enemies of society onwheels are rather harmless people, just ordinary people acting carelessly, youmight say. But it is a principle both of law and common morality thatcarelessness is no excuse when one’s actions could bring death or damage toothers. A minority of these killers go even beyond carelessness to totalnegligence.

Researchers have estimated that asmany as 80 percent of all automobile accidents can be contributed to the psychologicalcondition of the driver. Emotional upsets can distort driver’s reactions, slowtheir judgment, and blind them to dangers that might otherwise be evident. Theexperts warn that it is vital for every driver to make a conscious effort tokeep one’s emotions under control.

Significant legal advances have beenmade towards safer driving in the past few years. Safety standards for vehiclehave been raised both at the point of manufacture and through periodicroad-worthiness inspections. In addition, speed limits have been lowered. Dueto these measures, the accident rate has decreased. The only real and lastingsolution, say the experts, is to convince people that driving is a skilled taskrequiring constant care and concentration. Those who fail to do all thesethings present a threat to those with whom they share the road.

Questions 19 to 21are based on the passage you have just heard.

19. Why are traffic accidents regarded as a socialproblem?

20. What legal measures have been taken towards safer drivingin the past few years?

21. What is the main purpose of the passage?

Passage Three

Years ago, when I was a young assistantprofessor at the Harvard Business School, I thought that the key to developingmanagerial leadership lay in raw brain power. Ithought the role of business schools was to develop future managers who knewall about the various functions of business.

My thinking gradually became tempered by livingand working outside the United States, and by serving seven years as a collegepresident. During my presidency of Babson College, I added several traits orskills that I felt a good manager must possess.

The first is the ability to express oneself ina clear, articulate fashion. Good oral and written communication skills areabsolutely essential if one is to be an effective manager.

Second, one must possess the required set ofqualities called leadership skills. To be a good leader one must understand andbe sensitive to people and be able to inspire them towards the achievement ofcommon goals.

Next, I concluded that effective managers mustbe broad human beings who not only understand the world of business, but alsohave a sense of the cultural, social, political, historical, and theinternational aspects of life and society. This suggests that the exposure tothe liberal arts and humanities should be part of every manager’s education.

Finally, as I pondered the business andgovernment related scandals that have occupied the front pages of newspapers,it became clear that a good manager in today’s world must have courage and astrong sense of integrity. You must know where to draw the line between rightand wrong.

Questions 22 to 25are based on the passage you have just heard.

22. What did the speaker use to think businessschools should do to produce managers?

23. What might have changed the speaker’sviewpoints?

24. What did the speaker stress as part ofmanager’s education?

25. What convinced the speaker that managers need asense of integrity?

Section C

You open yourfront door to find your boss — who is also a cat. The bizarre can seemcompletely normal when you’re dreaming, perhaps because parts of your braingive up trying to figure out what’s going on.

ArmandoD’Agostino of the University of Milan in Italy decided to investigate thestrangeness of dreams. His team asked 12 people to keep diaries in which theywere to write detailed accounts of seven dreams. When volunteers could rememberone, they were also told to record what they had done that day and come up withan unrelated fantasy story to accompany an image they were given.

A month later,the reports were read back to each of the dreamers while their brain activitywas monitored with an fMRI scanner. Both dreams and fantasies seemed toselectively activate a set of structures in the right hemisphere of the brainassociated with complex language processing. Curiously, the activity in thisarea appeared to decrease as the narrative became increasingly bizarre. It isalmost as if the brain is giving up trying to make sense of the dream, saysD’Agostino.

“It’s alegitimate theory,” says PatrickMcNamara at Boston University. He thinks bizarreness mayresult from the brain’s attempt to symbolise complex emotions as it tries tostore memories. “When emotions are intense, they are harder to symbolise, soperhaps the dreams are more likely to be bizarre,” he says.



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