英语四级week4

英语四级w e e k4 -CAL-FENGHAI.-(YICAI)-Company One1
Week Four
Part I Gap-filling
Young people tend to be critical of their parents at times and blame them for most of the misunderstandings between them. I think it is true that parents often underestimate their teenage children and also 1 how they themselves felt when young.
For example, young people like doing things on spur of the moment：it is one of their ways of showing that they can accept a 2. Older people worry more 3；most of them plan things ahead, at least in the back of their minds, and do not like their plans to be upset by something 4.
So my advice to you is this：when you want to borrow the family car or get your mother to mend something for you, you will have better success if you can possibly ask in advance.
Young people also make it harder for their parents to trust them because they like to 5 them. They say things like ‘Everybody we know drives at ninety miles an hour, ’ or ‘We’ve all decided we won’t study for our final examinations—it’s 6．’
Young people often irritate their parents with their choices in clothes and hairstyles, in entertainers and music. This is not their main 7. They feel cut off from the adult world, into which they have not yet been accepted. So they 8 a culture and society of their own. Then, if it turns out that their music or entertainers or vocabulary or clothes or hairstyles irritate their parents, this gives them 9 enjoyment. They feel they are 10, at least in a small way, and that they are leaders in style and taste.
[A]create [B]worse
[C]additional
[D]superior [E]challenge
[F]recall
[G]importantly [H]unexpected
[I]shock
[J]easily [K]benefit
[L]motive
[M]forget [N]helpful
[O]useless
Part II Detailed reading
Passage One
Professor Smith recently persuaded 35 people, 23 of them women, to keep a diary of all their absent-minded actions for a fortnight. When he came to analyse their embarrassing lapses (差错) in a scientific report, he was surprised to find that nearly all of them fell into a few groupings, Nor did the lapses appear to be entirely random (随机的).
One of the women, for instance, on leaving her house for work one morning threw her dog her earrings and tried to fix a dog biscuit on her ear. “the explanation for this is that the brain is like a computer,”explains the professor. “People programme themselves to do certain activities regularly. It was the woman’s custom every morning to throw her dog two biscuits and then put on her earrings. But somehow the action got reversed in the programme,” About one in twenty of the incidents the volunteers reported were these “programme assembly failures.”
Altogether the volunteers logged 433 unintentional actions that they found themselves doing—an average of twelve each, There appear to be peak periods in the day when we are at our zaniest (荒谬可笑的). These are two hours some time between eight a.m. and noon, between four and six p.m. with a smaller peak between eight and ten p.m. “Among men the peak seems to be when a changeover in brain ‘programmes’ occurs, as for instance between going to and from work.”Women on average reported slightly more lapses—12.5 compared with 10.9 for men—probably because they were more reliable reporters.
A startling finding of the research is that the absent-minded activity is a hazard of doing things in which we are skilled. Normally, you would expect that skill reduces the number of errors we make. But trying to avoid silly slips by concentrating more could make things a lot worse—even dangerous.
1. In his study Professor Smith asked the subjects ________.
A) to keep track of people who tend to forget things C) to analyse their awkward experiences scientifically
B) to report their embarrassing lapses at random D) to keep a record of what they did unintentionally
2. Professor Smith discovered that ________.
A) certain patterns can be identified in the recorded incidents
B) many people were too embarrassed to admit their absent-mindedness
C) men tend to be more absent-minded than women
D) absent-mindedness is an excusable human weakness
3. “Programme assembly failures” (Line 6, Para. 2) refers to the phenomenon that people ________.
A) often fail to programme their routines beforehand C) unconsciously change the sequence of doing things
B) tend to make mistakes when they are in a hurry D) are likely to mess things up if they are too tired
4. We learn from the third paragraph that ________.
A) absent-mindedness tends to occur during certain hours of the day
B) women are very careful to perform actions during peak periods
C) women experience more peak periods of absent-mindedness
D) men’s absent-mindedness often results in funny situations
5. It can be concluded from the passage that ________.
A) people should avoid doing important things during peak periods of lapses
B) hazards can be avoided when people do things they are good at
C) people should be careful when programming their actions
D) lapses cannot always be attributed to lack of concentration
Passage Two
It’s no secret that many children would be healthier and happier with adoptive parents than with the parents that nature dealt them. That’s especially true of children who remain in abusive homes because the law blindly favors biological parents. It’s also true of children who suffer for years in foster homes (收养孩子的家庭) because of parents who can’t or won’t care for them but refuse to give up custody (监护) rights.
Fourteen-year-old Kimberly Mays fits neither description, but her recent court victory could eventually help children who do. Kimberly has been the object of an angry custody baffle between the man who raised her and her biological parents, with whom she has never lived. A Florida judge ruled that the teenager can remain with the only father she’s ever known and that her biological parents have “no legal claim” on her.
The ruling, though it may yet be reversed, sets aside the principle that biology is the primary determinant of parentage. That’s an important development, one that’s long overdue.
Shortly after birth in December 1978, Kimberly Mays and another infant were mistakenly switched and sent home with the wrong parents. Kimberly’s biological parents, Ernest and Regina Twigg, received a child who died of a heart disease in 1988. Medical tests showed that the child wasn’t the Twiggs’ own daughter, but Kimt only was, thus sparking a custody battle with Robert Mays. In 1989, the two families agreed that Mr. Mays would maintain custody with the Twiggs getting visiting fights. Those rights were ended when Mr. Mays decided that Kimberly was being harmed.
The decision to leave Kimberly with Mr. Mays rendered her suit debated. But the judge made clear that Kimberly did have standing to sue (起诉) on her own behalf. Thus he made clear that she was more than just property to be handled as adults saw fit.
Certainly, the biological link between parent and child is fundamental. But biological parents aren’t always preferable to adoptive ones, and biological parentage does not convey an absolute ownership that cancels all the rights of children.
6. What was the primary consideration in the Florida judge’s ruling?
A) The biological link. B) The child’s benefits. C) The traditional practice. D) The parents’
feelings.
7. We can learn from the Kimberly case that ________.
A) children are more than just personal possessions of their parents
B) the biological link between parent and child should be emphasized
C) foster homes bring children more pain and suffering than care
D) biological parents shouldn’t claim custody rights after their child is adopted
8. The Twiggs claimed custody rights to Kimberly because ________.
A) they found her unhappy in Mr. Mays’ custody C) they were her biological parents
B) they regarded her as their property D) they felt guilty about their past mistake
9. Kimberly had been given to Mr. Mays ________.
A) by sheer accident B) out of charity C) at his request D) for better care
10. The author’s attitude towards the judge’s ruling could be described as ________.
A) doubtful B) critical C) cautious D)
supportive
Cloze
There are more than forty universities in Britain — nearly twice as many as in 1960s. During the 1960s eight 67 new ones were founded, and ten other new ones were created by 68 old colleges of technologies into universities. In the same period the 69 of students more than doubled, from 70,000 to more than 200,000. By 1973 about 10% of men 70 from eighteen to twenty-one were in universities and about 5% of women. All the universities are 71 institutions. Each has its own governing councils, 72 some local businessmen and local politicians as 73 as a few academics. The state began to give 74 to them fifty years ago，and by 1970 each university derived nearly all its 75 from state grants. Students have to pay fees and living costs, 76 every student may receive from the local authority of the place where he lives a personal grant which is enough to pay his full 77 , including lodging and food unless his parents are 78 . Most students 79 jobs in the summer for about six weeks, but they do
not 80 do outside work during the 81 year. The Department of Education takes 82 for the payment which covers the whole 83 of the universities, but it does not exercise direct control. It can have an important influence 84 new developments through its power to 85 funds, but it takes the advice of the University Grants Committee, a body which is mainly 86 of academics.
67. [A] essentially [B] completely [C] remarkably
[D] comparatively
68. [A] altering [B] transferring [C] converting
[D] varying
69. [A] amount [B] quantity [C] population
[D] number
70. [A] counted [B] aged [C] seemed [D] lived
71. [A] public [B] individual [C] private [D] personal
72. [A] including [B] consisting [C] making [D] taking
73. [A] good [B] long [C] little [D] well
74. [A] grants [B] pensions [C] revenues
[D] degrees
75. [A] payments [B] charges [C] profits
[D] funds
76. [A] and [B] but [C] or
[D] so
77. [A] costs [B] prices [C] fees [D] fares
78. [A] poor [B] generous [C] kind-hearted
[D] rich
79. [A] earn [B] take [C] derive
[D] offer
80. [A] obviously [B] surprisingly [C] normally [D] particularly
81. [A] professional [B] intellectual [C] rational [D] academic
82. [A] responsibility [B] advice [C] duty [D] pleasure 93. [A] damages [B] waste [C] expenses [D] salaries
84. [A] over [B] to [C] on [D] for
85. [A] collect [B] contribute [C] distribute [D] gather
86. [A] consisted [B] composed [C] made [D] taken
Translation
87. But for his help, I ___________________________________(我不可能这么早完成).
88. I don’t mind your (延期做出决定) ________________________ the decision as long as it is not too late.
89. Over a third of the population was estimated (无法获得)________________________________ to
the health service.
90. It is no good waiting for the bus, __________________________________ (我们不妨走回家吧）.
91. Last week, Tom and his friends celebrated his twentieth birthday, ___________________________
(尽情地唱歌跳舞).。