大學(xué)生安全教育問(wèn)答題

1、夢(mèng)想不會(huì)辜負(fù)每一個(gè)努力的人2015年12月大學(xué)英語(yǔ)四級(jí)考試真題(第一套)Part IWriti ng(30 min utes)Directions: For this part, you are allowed 30 minutes to write an essay commenting on the saying Listening is more important than talking . ” You can cite examples to illustrate the importance of paying attention to others opinions. You

2、should write at least 20 words, but no more thar180 words.Part IIListe ning Comprehe nsion(25 min utes)Sectio n ADirectio n : In this sect ion, you will hear three n ews reports. At the end of each n ews report, you will hear two or three questi ons. Both the n ews report and the questions will be s

3、poken 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 1 with a single line through the cen tre.Questions 1 and 2 will be based on the following news item .1. A) Dismissing employe

4、es without giving advance notice.B) Check ing employees on li ne private messages at work.C) Mon itori ng employees performa nce on weeke nds.D) Clos ing employees social media duri ng work hours.2. A) He did well in handling his clients queries. B) He created a private acco unt for his fiance.eC) H

5、e won the case aga inst his employer rece ntly.D) He was fired because of break ing compa ny rules.Questions 3 and 4 will be based on the following news item.3. A) It is widely used in Kenya.B) It has bee n in creas ing in value.C) It makes poor people s life easier.D) It lowers the buying power of

6、the rich.4. A) It is a non -profit group located in Nairobi, Kenya.B) It works hard on replacing the national currency system.C) It in troduced a com munity curre ncy to a village in Ken ya.D) It makes a series of investigations on trade and jobs in Kenya.Questions 5 and 6 will be based on the follo

7、wing news item.5. A) Several states declared an econo mic emerge ncy.B) Many wome n are too old to get preg nant.C) Some babies were born with brain defects.D) Birth rates have fallen down greatly.6. A) 10B) 29C) 2,400D) 3,1007. A) A mosquito-bor ne virus.B) A severe chest in fectio n.C) The shortag

8、e of medici ne.D) Bacteria from Lati n America.Sectio n BDirections: In this section, you will hear two long conversations. At the end of each conv ersati on, you will hear four questi ons. Both the conv ersati on and the questions will be spoken only once. After you hear a question, you must choose

9、 the best answer from the four choices marked A), B), C), and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the cen tre.Conv ersati on OneQuestions 8 to 11 are based on the conversation you have just heard.8. A) It is used by more people tha n En glish.B) It is

10、more difficult to learn than English.C) It will be as commonly used as English.D) It will eventually become a world Ianguage.9. A) Its popularity with the com mon people.B) The effect of the In dustrial Revoluti on.C) The in flue nee of the British Empire.D) Its loa n words from many Ian guages.10.

11、A) It has a grow ing nu mber of n ewly coined words.B) It in cludes a lot of words from other Ian guages.C) It is the largest among all la nguages in the world.D) It can be easily picked up by overseas travelers.11. A) The En glish grammar is quite easy.B) It is greatly in flue need by Fren ch.C) It

12、 could be pronoun ced easily.D) It is attractive to En gla nd beg inn ers.Questions 12 to 15 are based on the conversation you have just heard.12. A) To place an order.B) To apply for a job.C) To retur n some goods.D) To make a complai nt.13. A) He works on a part-time basis for the compa ny.B) He h

13、as not worked in the sales departme nt for long.C) He is not familiar with the exact details of the goods.D) He has become somewhat impatie nt with the woma n.14. A) It is not his responsibility.B) It will be free for large orders.C) It depe nds on a nu mber of factors.D) It costs 15 more for expres

14、s delivery.15. A) Make inq uiries with some other compa ni es.B) Report the information to her superior.C) Pay a visit to the saleswoma n in charge.D) Ring back whe n she comes to a decisi on.Sectio n CDirecti ons: In this sect ion, you will hear three passage. At the end of each passage, you will h

15、ear some questions. Both the passage and the questions will be spoke n only on ce. After you hear a questi on, you must choose the best answer from the four choices marked A), B), C), and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the cen tre.Passage OneQuest

16、i ons 16 to 18 are based on the passage you have just heard.16. A) No one knows for sure whe n they came in to being.B) No one knows exactly where they were first made.C) No one knows for what purpose they were inven ted.D) No one knows what they will look like in the future.17. A) Measure the speed

17、 of wind.B) Give warnings of dan ger.C) Pass on secret messages.D) Carry ropes across rivers.18. A) To find out the strength of silk for kites.B) To test the effects of the light ning rod.C) To prove that light ning is electricity.D) To protect houses aga inst light ning.Passage TwoQuesti ons 19 to

18、22 are based on the passage you have just heard.19. A) She was born with a tale nt for Ian guages.B) She was tainted to be an interpreter.C) She can speak several la nguages.D) She enjoys teach ing Ian guages.20. A) They want to lear n as many foreig n Ian guages as possible.B) They have an intense

19、interest in cross-cultural interactions.C) They acquire an immu nity to culture shock.D) They would like to live abroad perma nen tly.21. A) She became an expert in horse raci ng.B) She lear ned to appreciate classical music.C) She was able to tran slate for a Germa n sports judge.D) She got a cha n

20、ee to visit several Europea n coun tries.22. A) Take part in a cooking competition.B) Taste the beef and give her comme nt.C) Teach vocabulary for food in En glish.D) Give cook ing less ons on Wester n food.Passage ThreeQuesti ons 23 to 25 are based on the passage you have just heard.23. A) He had o

21、nly a third-grade educati on.B) He once threatened to kill his teacher.C) He ofte n helped his mother do housework.D) He grew up in a poor sin gle-pare nt family.24. A) Careless.B) Stupid.C) Brave.D) Active.25. A) Watch educati onal TV programs on ly.B) Write two book reports a week.C) Help with hou

22、sework.D) Keep a diary.Part 川Reading Comprehension(40 minutes)Sectio n ADirections : In this section, there is a passage with ten blanks. You are required to select one word for each bla nk from a list of choices give n in a word bank followi ng the passage. Read the passage through carefully before

23、 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 sin gle line through the cen ter. You may not use any of the words in the bank more tha n on ce.Questio ns 26 to 35 are based on the follow ing passage

24、.Scholars of the in formatio n society are divided over whether social in equality decreases or in creases in an in formati on-based society. However, they gen erally agree with the idea that in equality in the in formatio n society is 26 differe nt from that of an in dustrial society. As in formati

25、o n progressesi n society, the causea nd structural n ature of social in equality cha nges as well.It seems that the in formatio n society 27 the qua ntity of in formatio n available to the members of a society by revolutionizing the ways of using and exchanging information. But such a view is a 28

26、analysis based on the quantity of information supplied by various forms of the mass media. A differe nt 29 is possible whe n the actual amount of information 30 by the user is taken into account. In fact, the more in formatio n 31 throughout the en tire society, the wider the gap becomes betwee n“ i

27、nformation haves” and“ informaibkolshaveeading to digital idide.Accord ing to rece nt studies, digital divide has bee n caused by three major 32 class, sex, and gen erati on. In terms of class, digital divide exists among differe nt types of workers and betwee n the upper and middle classes and the

28、lower class. With 33 to sex, digital divide exists between men and women. The greatest gap, however, is betwee n the Net-ge nerati on, 34 with pers onal computers and the Intern et, and the older gen eratio n, 35 to an in dustrial society.A) accustomedI) flowsB) acquiredJ) fun dame ntallyC) assembly

29、K) in terpretati onD) attributeL) passiveE) champi onsM) regardF) eleme ntsN) respectivelyG) expandsO) superficialH) familiarSectio n BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs.

30、Ide ntify the paragraph from which the in formatio n is derived. You may choose a paragraph more tha n on ce. Each paragraph is marked with a letter. Answer the question by marking the corresponding letter on An swer Sheet 2.Joy: A Subject Schools LackBeco ming educated should not require giving up

31、pleasure.A When Jon atha n Swift proposed, in 1729, that the people of Irela nd eat their childre n, he in sisted it would solve three problems at on ce: feed the hungry masses, reduce the populati on duri ng a severe depressi on, and stimulate the restaura nt bus in ess. Eve n as asatire (諷朿 U), it

32、 seems disgusti ng and shock ing in America with its childcentered culture. But actually, the country is closer to his proposal than you might thi nk.B If you spend much time with educators and policy makers, youll hear a lot of thefollowing words: “standards results “skills ”,control ”：accountabili

33、ty” ,and so on. I have visited some ofthe newer supposedly “ effective ” schools, where childre n shout sloga ns in order to lear n self-c on trol or must sta nd behi nd their deskwhen they can t sit still.C A look at what goes on in most classrooms these days makes it abundantly clear that when peo

34、ple think about education, they are not thinking about what it feels like to be a child, or what makes childhood an important and valuable stage of life in its own right.veD I m a mother of three, a teacher, and a developmental psychologist. So Ia lot of children-talking, playing, arguing, eating, s

35、tudying, and being younHere s what I ve come to understand. The thing that sets children apart fromtadu not their ignorance, nor their lack of skills. It s their enormous capacity for joyhink of a 3-year-old lost in the pleasures of finding out what he can and cannot sink in the bathtub, a 5-year-ol

36、d beside herself with the thrill of putting together strings ofnonsen sical words with her best frien ds, or an 11-year-old completely absorbed in a fasc in at ing comic strip.A child s ability to become deeply absorbed in someth ing, and derive intense pleasure from that absorption, is something ad

37、ults spend the rest of their lives trying to return to.E A friend told me the following story. One day, when he went to get his 7-year-old son from soccer practice, his kid greeted him with a dow ncast face and a sad voice. The coach had criticized him for not focusing on his soccer drills. The litt

38、le boy walked out of the school with his head and shoulders hanging dow n. He seemed wrapped in sad ness. But just before he reached the car door, he sudde nly stopped, crouch ing （蹲伏）dow n to peer at somethi ng on the sidewalk. His face went dow n lower and lower, and the n, with complete joy he ca

39、lled out, Come here. Thkad. is the strangest bug I ve ever seen. It has, like, a milliohdegsat this. It s amazing. ”e looked up at his father, his features overflowing with energy and delight. Can t we stay here for just a minute? I want to find out what he does with all those legs. This is the cool

40、est ever.F The traditional view of such moments is that they constitute a charming but irreleva nt byproduct of youth-someth ing to be pushed aside to make room for more importa nt qualities, like persevera nce（堅(jiān)持不懈）,obligati on, and practicality. Yet moments like this one are just the kind of inten

41、se absorption and pleasure adults spe nd the rest of their lives seek ing. Huma n lives are gover ned by the desire to experie nee joy. Beco ming educated should not require giving up joy but rather lead to finding joy in new kinds of thin gs: readi ng no vels in stead of playi ng with small figures

42、, con duct ing experime nts in stead of sinking cups in the bathtub, and debat ing serious issues rather tha n stri nging together nonsense words, for example. In some cases, schools should help childre n find n ew, more grow n-up ways of doing the same things that are constant sources of joy: makin

43、g art, making friends, making decisi ons.G Buildi ng on a child s ability to feel joy, rather tha n pushi ng it aside, would nt bethat hard. It would just require a shift in the educati on worldmin dset （思維模 s式）.In stead of trying to get childre n to work hard, why not focus on gett ing them to take

44、 pleasure in meanin gful, productive activity, like mak in g thin gs, worki ng with others, exploring ideas, and solving problems? These focuses are not so differe nt from the thi ngs in which they delight.H Before you brush this argume nt aside as rubbish, or thi nk of joy as an un affordable luxur

45、y in a n ati on where there is awful poverty, low academic achieveme nt, and high dropout rates, think again. The more horrible the school circumstances, the more importa nt pleasure is to achiev ing any educati onal success.I Many of the assig nments and rules teachers come up with, ofte n because

46、they arepressured by their administrators, treat pleasure and joy as the enemies of compete nee and resp on sibility. The assumpti on is that childre n should n t chat in the classroom becauseit hin ders hard work; in stead, they should learn to delay gratification （快樂(lè)）so that they can pursue abstra

47、ct goals, like going to college.J Not only is this a boring and awful way to treat children, it makes no sense educatio nally. Decades of research have show n that in order to acquire skills and real knowledge in school, kids need to want to learn. You can force a child to stay in his or her seat, f

48、ill out a worksheet, or practice division. But you can t forhe t child to think carefully, enjoy books, digest complex information, or develop a taste for learning. To make that happen, you have to help the child find pleasure in lear nin g-to see school as a source of joy.K Adults tend to talk abou

49、t learning as if it were medicine: unpleasant, but necessary and good for you. Why not in stead thi nk of lear ning as if it were food someth ing so valuable to huma ns that they have evolved to experie nee it as a pleasure?L Joy should not be trained out of childre n or left for after-school progra

50、ms. The moredifficult a child s life circumstances, the more important it is for that child to findjoy in his or her classroom. “ Pleasure ” is not a dirty word. And it doesn t run countto the goals of public educati on. It is, in fact, the prec on diti on.36. It will not be difficult to make learni

51、ng a source of joy if educators change their way of thi nking.37. What disti nguishes childre n from adults is their stro ng ability to derive joy from what they are doing.38. Children in America are being treated with shocking cruelty.39. It is huma n n ature to seek joy in life.40. Grown-ups are l

52、ikely to think that learning to children is what medicine is to patients.41. Bad school con diti ons make it all the more importa nt to turn lear ning into a joyful experie nee.42. Adults do not consider children s feelings when it comes to education.43. Administrators seem to believe that only hard

53、 work will lead children to their educatio nal goals.44. In the so-called “effective ” schools, children are taug-dbsetbl under a set ofstrict rules.45. To make learning effective, educators have to ensure that children want to learn.Sectio n CDirections: There are 2 passages in this section. Each p

54、assage is followed by somequesti ons or unfini shed stateme nts. 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 2with a single line through the cen tre.Passage OneQuestions 46 to 50 are based on

55、 the following passage.When it s five o clock, people leave theirThfectength of the workday, for many workers, is defined by time.They leave when the clock tells them they re done.These days, the time is everywhere: not just on clocks or watches, but on cellphones and computers. That may be a bad th

56、ing, particularly at work. New research shows that clock-based work schedules hin demorale (士氣)and creativity.Clock-timers orga nize their day by blocks of mi nu tes and hours. For example: a meeting from9 a.m.to 10 a.m. research from 10 a.m.to noon, etc. On the other hand, task-timers have a list o

57、f things they want to accomplish. They work down the list, each task starts whe n the previous task is completed. It is said that all of us employ a mix of both these types of pla nning.What, the n, are the effects of thi nking about time in these differe nt ways? Does one make us more productive? B

58、etter at the tasks at hand? Happier? In experime nts con ducted by Tamar Avnet and Ann e-Laure Sellier, they had participa nts orga nize differe nt activities-from project pla nning, holiday shopp ing, to yoga-by time or to-do list to measure how they performed under“ clock time ” vs“ task tinge.” They fcclock timers to be more efficient but less happy because they felt little control over their lives. Task ti