北外四级考前冲刺模拟题（2）

北外四级考前冲刺模拟题（2）
Test 2
Part I Writing (30 minutes)
Directions:For this part, you are allowed 30 minutes to write A Letter of Complaint to the editor of a newspaper.
You have bought an English-Chinese Dictionary. You find it in poor quality, but the bookstore's service is even worse. You should write at least 120 words and pay attention to the form of the letter. Your letter should include the following contents: 1．事情的起因
2．与书店交涉的过程
3．呼吁服务行业提高服务质量
Part II Reading Comprehension (Skimming and Scanning) (15 minutes)
Preparing for Tests
Ideally it should be love of/earning, achievement, and self-improvement that prompts all learning. But the average student is probably motivated by a more tangible, immediate, and pressuring reason--the requirement to take and pass tests. Few high school students are not concerned with the aptitude and achievement tests that they must take to get into college. Even students not planning to attend college will take placement, adaptability, and promotion tests if they are to succeed in their field. Promotion in the armed services does not depend on physical prowess (本领) and length of service. It depends, instead, on the ability to study and pass promotional tests.
You need to understand the importance of tests, the best methods of preparation, the common sense required for both a physical and mental approach to them, how to read instructions
and questions correctly, and how to answer the way the test or teacher expects you to answer. This is one of the most valuable psychological benefits that can come from your education. Attitude Toward Tests
Dr. Francis P. Robinson in his book, Effective Study, poses a question: "Did you ever thank a teacher for giving a test?" At first glance you are not likely to find much in your thinking that would help inspire a "yes". The teacher spends a lot of time preparing the test questions. After you have taken the test, the teacher spends many hours carefully evaluating your paper. Mistakes are marked so that when your paper is returned you can go over them and perhaps write in corrections. Then you will pot make the same mistakes again.
Test as a Personal Battle
Do you, like many of your fellow students, consider the test or examination as a personal battle which the teacher wages in an attempt to defeat you, or do you see it as a contest in which one tries to outwit the other? If this is your attitude towards tests, you probably do one of two things when the teacher returns your paper to you. One, you throw it away without bothering to do more than glance through it to see where points were taken off. Or two, without checking an incomplete answer against the facts as studied, you approach the teacher and demand to know why points were taken off. This is the most negative of approaches. The difference in attitude can he .seen in the difference between two questions: "Why did you t ake off points on this question?” and “What should I have included that I did not?”
Fear of Taking Tests
Another attitude that you should avoid is that of fear. Fear of taking tests results in tension and disturbed thinking. These, in
turn, produce blind spots (not being able to remember answers you’re your knew ten minutes before the test) and careless mistakes. This fear also keeps people from venturing into new areas in life. They may visualize the new method, the better tool, or the strong bridge, but they hesitate until someone else realizes their dreams.
Fear prevents success on tests and examinations because fear conditions the mind for failure. Students who are afraid start in a state of confusion and disorder. Thus they throw away the advantages they have gotten by preparation. Students who approach tests with fear are almost always characterized by the following: (1) Their grade is considerably lower than their daily recitation grades, sometimes as much as twenty points lower. (2) They complain about the teacher---insufficient explanation, lack of detailed review, etc. (3) They find fault with the test materials---too long, not the type of questions expected and studied for, didn't understand the
wording of questions. (4) Their preparation consists of a frantic last-ditch effort. They suffer from loss of sleep almost to the point of total exhaustion, and often loss of important notes or review material just when they are needed most. (5) Fear drives these students to study for the test with another student. Invariably they choose a study companion who has the same attitude of
fear. Often the other student’s knowledge of the subject is only equal to, or perhaps less than, their own.
If you recognize two or more of these characteristics as behaviour patterns which you practice at test and examination time, you should change your attitude as quickly as possible. To continue them is to subject yourself to a climate of tension and
fear and to condition yourself for defeat.
A Positive Approach to Tests
A third attitude is wholly positive. It is the attitude of challenge, self-confidence, and content-reliability. Students who accept a test as a challenge to show the teacher the extent of their knowledge of the subject and to improve their grades are stimulated. This stimulation produces the energy needed to think clearly and to act with precision over a longer period of concentration than the daily recitation requires. The attitude of challenge is reflected by enterprising rather than burdensome preparation. Self-confidence develops from this adequate preparation. There is no room for tension and fear. Even a questionable answer is approached by a calculated reliability. The belief is that a worthwhile answer, although perhaps only partially correct, can be worked out. This attitude requires the relationship between student and teacher, and question and answer, always to be one of cooperative production rather than competitive destruction.
To adopt an attitude of challenge and self-confidence toward tests and examinations, you must first understand the real purposes of test.
Reasons for Tests
Motivation
From the student’s point of view, the first reason for tests is motivation. Few of us are self-disciplined and motivated enough to educate ourselves without direction and requirement. Being tested periodically on accumulated knowledge is a strong motivating force.
Chance to Show Knowledge
A second reason for tests is that they provide students with
a chance to show how much they have learned. Daily recitation does not provide such an opportunity. A test gives the students a chance to show their ability to organize and unify large volumes of material. This is not possible in preparing for day-to-day assignments.
Prediction of Future Tests
A third reason is that students gain insight into what the teacher considers most important. If test questions deal with main topics and essential principles, the student can accurately estimate the nature of future and larger tests.
Discovery of Weaknesses and Progress
A fourth important reason is that students can discover both their shortcomings and the extent of their progress. They can carefully study their errors and the general areas in which they occur. They can see a pattern to their errors. They can take steps to correct their weaknesses. They can measure their progress in that subject. And most important of all, they can measure whether or not their mental growth is keeping up with the demand of the subject.
Now that you understand the reasons for tests and examinations, and how they benefit both student and teacher, you should not groan when a test is announced. Do not approach it as a burdensome chore or with light indifference. Approach it with an honest and determined effort for self-improvement. If you manage this, your grade will manage itself.
注意：正式考试时候，此部分试题请在答题卡1上作答；8－10题在答题卡1上。

1. The writer introduces three major attitudes towards tests and the reasons to take tests.
2. Taking a test as a battle is a positive attitude towards tests
that every student should have.
3. Fear of tests may even result in good performance in a test.
4. To take a test as a challenge or opportunity to show your teacher how well you have learned is
a positive attitude towards tests.
5. Tests can motivate students to learn.
6. Tests may help teachers know how well the students have learned.
7. From tests, students can know whether they have made progress or not.
8. Through tests students can learn how much _____________.
9. Students will discover their _____________ in tests.
10. When students know about the reasons for tests, they will approach them with _____________.
Part III Listening Comprehension (35minutes)
注意：正式考试时候，此部分试题请在答题卡2上作答。

d11. A) The dinner was a disaster, B) The soup was perfect. C) The dinner was a success. D) The soup spoilt the dinner.
C12. A) The man's notes are not very good. B) The man doesn't want to tend the woman his notes. C) The woman doesn't have to borrow notes from the man. D) The woman should have come to the lecture earlier.
D13. A) In a department store. B) At a book shop. C) At a booking office. D) In a restaurant. C14. A) T o go to the bathroom.
B) Not to disturb her. C) To answer the door. D) To fix the door bell.
C15. A) How the police tried to catch the robbers. B) How the robbers robbed the bank.
C) How the robbers escaped.D) How much money had been robbed from the bank.
D16. A) She is longing for a holiday. B) She is sick.C) She is daydreaming. D) She is longing for her home.
A17. A) The woman's boss. B) The woman's husband. C) The woman's friend. D) The woman's father. B18. A) To pass the exam.
B) To wish him good luck.C) T o cross her fingers. D) To do nothing. Questions 19 to 22 are based on the conversation you have just heard.
C19. A) A T-shirt. B) A sweatshirt. C) A sweater. D) A pair of man's pants.
B20. A) It is the wrong size. B) It is stained.C) It has loose thread. D) It is too fancy.
A21. A) To return his money. B) To exchange the item. C) To give him store credit. D) To compensate him for the item. C22. A) The customer didn't follow the instructions for using the item. B) The item was on clearance.C) The man no longer has the store receipt. D) It is beyond the returning duration.
Questions 23 to 25 are based on the conversation you have just heard.
23. A) 15 minutes. B) 30 minutes. C) 45 minutes. D) 60 minutes.
24. A) There isn't a room available at that time, B) A speaker is coming to address the students.
C) Language testing will take longer than expected. D) Lunch will not be ready until much later.
25. A) 12:45 p.m. B) 1:30 p.m. C) 2:00 p.m. D) 2:15 p.m.
Section B
注意：正式考试时候，此部分试题请在答题卡2上作答。

Passage One
Questions 26 to 28 are based on the passage you have just heard.
26. A) A shirt. B) An alarm clock. C) A woolen blanket. D) A suitcase.
27. A) Because he forgot one of his suitcases.
B) Because he was suspected of carrying something dangerous.
C) Because he wanted to go out to smoke.
D) Because he had lost his passport.
28. A) They felt surprised. B) They felt funny.
C) They felt curious. D) They felt shocked.
Passage Two
Questions 29 to 31 are based on the passage you have just heard.
29. A) Talking.
B) Communication and memory.
C) Singing.
D) Finding the way.
30. A) Arrange objects according to the colour.
B) Tell one object from another.
C) Collect and store thousands of seeds in autumn, and find them later in winter.
D) Combine words in the right order.
31. A) To have more knowledge about nature.
B) To put forward an explanation for birds' abilities.
C) To better understand how a human brain processes information.
D) To better understand birds.
Passage Three
Questions 32 to 35 are based on the passage you have just heard.
32. A) He didn't like physics any more.
B) His eyesight was too poor.
C) He had to work to support himself.
D) Physics was too hard for him.
33. A) He found his job boring.
B) He was not qualified to be an engineer.
C) He wanted to travel.
D) He was not happy with the new director.
34. A) He wanted to work with his friend.
B) He wanted to go to Spain.
C) He was rejected by the engineering firm he had applied to.
D) He enjoyed traveling around the world.
35. A) He enjoyed teaching English.
B) The owner of the school promised him a good position.
C) He wanted to earn more money to support his family.
D) He could earn more money as a teacher than as a travel agent.
Section C
注意：正式考试时候，此部分试题在答题卡2上；请在答题卡2上作答。

Increasing numbers of farmers are growing genetically engineered crops. A new report also says that the total land area where such crops are grown is increasing.
Genetic engineering is the technology of changing the genes of living things. Genes are parts of (36) that control (37) and development. A changed gene directs a plant or other (38} to do things it normally does not do. For example, a plant may be genetically engineered to (39) sects.
There is plenty of (40) information about genetically engineered crops. Critics of genetic engineering say the
technology is a threat to human health and the environment.
The new report (41) that farmers grew genetically engineered crops on more than 52 million hectares of farmland last year. That (42) an increase in land area of 19 percent (43) to the year before.
(44)
_____________________________________________. Four countries grew 99 percent of all genetically engineered crops last year. The United States grew 68 percent of the world total. Argentina grew 22 percent. Canada was next with 6 percent.
The report says soybeans were the most common genetically engineered crop. They were grown on 33 million hectares of farmland. Other common genetically engineered crops were corn and cotton.
(45)
____________________________________________________________________ ____.
The scientists say the genes were found in wild corn growing in the mountains of southern Mexico.
(46)
____________________________________________________________________ ________.
Part IV Reading Comprehension (Reading in Depth) (25 minutes)
Section A
Questions 47 to 56 are based on the following passage.
We can see how the product life cycle works by looking at the introduction of instant coffee. When it was introduced, most people did not like it as well as “regula r” coffee and it took several years to gain general _ 47 (introduction stage). At one
point, though, 48 coffee grew rapidly in popularity and many brands were introduced (stage of rapid growth). After a while people became 49 to one brand and sales leveled off (stage of maturity). Sales went into a 50 decline when freeze-dried coffees were introduced (stage of decline). The importance of the product life cycle to marketers is this: Different stages in the product life cycle call for different strategies. The goal is to ..51 product life so that sales and profits do not decline. One strategy is called market modification. It means that 52 managers look for new users and market sections. Did you know, e.g. that the backpacks that so many students carry today were _ 53 designed for the military? Market modification also means searching for 54 usage among present customers or going for a different market, such as senior citizens. A marketer may re-position the product to 55 to new market sections. Another product 56 strategy is called product modification. It involves changing product quality, features, or style to attract new users or more usage from present users.
注意：正式考试时候，此部分试题请在答题卡2上作答。

A) attached I} executive
B) marketing J ) extension
C) production K) slight
D) acceptance L) tremendous
E) originally M) finance
F) capability N) appeal
G) instant O) extend
H) increased
Section B
Passage One
Questions 57 to 61 are based on the following passage.
It is called softwood used to build houses, but these days it is producing nothing but hard feelings. In the United States, about 30% of such softwood comes from Canada. But on March 22nd, the Department of Commerce announced that it would impose a tariff (关税) of around 29% on Canadian softwood. The Americans contend that Canada is subsidizing (给予补助金) its timber industry, and dumping wood on to its neighbour for sale at prices that do not cover its production cost.
Canadians hotly deny this, and the two sides are hiring experts to fire each other. In Canada the provincial governments own forests, and have considerable freedom in pricing their “stumpage”, as standing trees are oddly called. American critics say the Canadians give away those uncut trees and estimate that Canadian logging companies pay as much as 60% less for standing trees than they would if the market set the price.
However, the Canadian experts concerned argue that stumpage fees cover only a small portion of what it costs a Canadian company to send lumber (木材') across the border and these companies have to build their own roads, reforest logged lands, and pay the cost of planning their sales. They feel they price their timber competitively. It is worth noting that for years American companies were themselves accused of receiving subsidies; stumpage prices for trees cut down on federal land were long criticized as too low. Then they were quiet on the subject. Now most American-produced lumber comes from private forests but government subsidies are cancelled.
In Seattle, Robb Dunn, president of a chain of ten lumber stores, says his customers will just have to put up with higher prices. Some reckon the tariff will increase new-home prices by as much as $ l, 500. That may be a bit high. And rising interest
rates may slow the American housing market, cutting demand.
The two sides hope to continue talks. One way out might be an agreement under which Canada taxes its lumber companies until it reforms its pricing policies to America's satisfaction. But Mr. Allan, for one, is not optimistic. The United States, he says, has not negotiated in good faith.
注意：正式考试时候，此部分试题请在答题卡2上作答。

57. Why do Americans feel unhappy about Canadian softwood?
A) It is sold at a subsidized price.
B ) It produces hard feelings between the two countries.
C) It dominates the American softwood market.
D) Thirty percent of Canadian softwood comes into America.
58. It can be learned from the passage that ________
A) Canadian central government sets the prices for its forests
B) the uncut trees are given to companies for free
C) Canadian companies pay 60% less for softwood export
D) American logging companies once received subsidies from their government
59. What is Canadians' answer to Americans' accusation?
A) Stumpage fees at present are high rather than low.
B) No protection is received from Canadian government.
C) Raising stumpage fees will not solve the problem.
D) Lumber price includes many other costs.
60. The reason for the Americans' silence on their own lumber today is that ________
A)'they no longer exist
B) Americans apply a double standard
C) little lumber comes from federal land
D) private forests completely control the market
61. What will probably happen because of this trade war?
A) Demand for wooden houses will fall.
B) Customers will have to pay high prices.
C) Canada will place higher tax on lumber industry.
D) The U,S. will negotiate the matter in good faith.
Passage Two
Questions 62 to 66 are based on the following passage.
Since Word War II, there has been a clearly noticeable trend, especially among the growing group of college students, toward early marriage. Many youths begin dating in the first stages of adolescence, "go steady" through high school, and map before their formal education has been completed. In some quarters, there is much clucking (咯咯叫) of middle-aged tongues over the ways of "wayward youth". However, emotional maturity is no respecter of birthdays; it does not arrive automatically at twenty-one or twenty-five. Some achieve it surprisingly early, while others never do even in three-score years and ten.
Many students are marrying as an escape, not only from an unsatisfying home life, but also from their own personal problems of isolation and loneliness. And it can almost be put down as a dictum (格言) that any marriage entered into as an escape cannot prove entirely successful. The sad fact is that marriage seldom solves one's problems; more often, it merely accentuates them. Furthermore, it is doubtful whether the home as an institution is capable of carrying all that the young are seeking to put into it; one might say in theological terms, that they are forsaking one idol only to worship another. Young people correctly understand that their parents are wrong in believing that "success" is the ultimate good, but they wrongly believe that they themselves have found the true centre of life's
meaning. Their expectations of marriage are essentially utopian (乌托邦的) and therefore incapable of fulfillment. They want too much, and tragic disillusionment is often bound to follow.
Shall we, then, join the chorus of "Miseries" over early marriage? One cannot generalize: All
early marriages are not bad any more than all the later ones are good. Satisfactory marriages are
determined not by age but by the emotional maturity of the partners. Therefore, each case must be
judged on its own merits (优点). If the early marriage is not an escape, if it is entered into with
relatively few illusions or false expectations, and if it is economically feasible, why not? Good
marriages can be made from sixteen to sixty, and so can bad ones.
注意：正式考试时候，此部分试题请在答题卡2上作答。

62. Middle-aged people seem to view the trend toward early marriage as _______.
A) a healthy sign
B) an indication of growing responsibility on the part of youth
C) perfectly natural by today's standards
D)an indication of immaturity of today's youth
63. The author suggests that many of today’s early marriages are a result of _______
A) escapism
B) theological advocating
C) lack of education
D) social development
64. The word "accentuate" (Line 4, Para. 2) most probably
means _______.
A) worsen
B) threaten
C) create
D) dissolve
65. The author states that the home as an institution is _______.
A) incapable of being the basic unit of society
B) unworthy of worship
C) a solution to most of young people's problems
D) probably incapable of being what many young people expect it to be
66. It can be learned from the passage that _______.
A) early marriage makes no difference to the beginning of miseries
B) a satisfactory marriage often depends on mutual emotional maturity of the couple
C) "success" is the ultimate good for the youth
D) young people should marry without illusions
Part V Cloze (15 minutes)
We know that the people in our family, school, and peer group affect the person we 67 . In addition, the mass media, 68 television, affects our social development. Since every person's experiences and environment are somewhat different, does this mean that all people are completely 69 from each other? 70 are there some aspects that all people share? For example, do people the world over 71 similar feelings, and do they express them in the same way? 72 , scientists have concluded that people anger, fear, disgust, happiness, surprise, and sadness. Moreover, people everywhere can easily 73 these emotions in the facial expressions. This apparent 74 means that much of our emotional life is
universal --- rather than culturally variable --- and that the display of emotion is biologically programmed 75 determined by our environment.
But even if the reality of emotions is rooted 76 our biology, there are three ways 77 emotional life differs throughout the world. First, 78 causes a specific emotion varies from one society to another. 79 people define a particular situation as an insult (causing anger), a loss (calling forth sadness), or a mystical event (causing surprise) depends on the cultural surroundings of the individual.
Second, people conform 80 the norms of their culture when displaying emotion. Every society has rules about when, where, and 81 an individual may show certain emotions. 82 , people in the United States typically expect children to express emotions to parents, though adults are taught to guard their emotions in front of children.
Third, a society affects how people cope with emotions. Some societies encourage the expression of feelings, 83 others require a calmer style of behaviour. For example, in America, when someone 84 an old friend after a long period of time, the two may hug each other. In other countries, they may only shake hands. Societies also display 85 male/female differences in this regard. In England, most people consider emotional expression as a sign of weakness in men. In other societies, 86 , this emotional expression is even respected.
67. A) grow B) like C) become D) expect
68. A) absolutely B) particularly C) undoubtedly D) inevitably
69. A) distinct B) apparent C) distant D) desperate.
70. A) Otherwise B) Whether C) Or D) And
71. A) show B) share C) obtain D) earn
72. A) Though B) In general C) In fact D) On the factory
73. A) recognize B) see C) realize D) define
74. A) difference B) style C) expression D) similarity
75. A) instead of B) rather than C) more than D) far from
76. A) at B) from C) in D) with
77. A) in which B) at which C) to which D) for which
78. A) that B) which C) who D) what
79. A) How B) Why C) Whether D) When
80. A) at B) to C) with D) for
81. A) for whom B) with whom C) to whom D) at whom
82. A) For instance B) Such as C) However D) Moreover
83. A) where B) when C) or D) while
84. A) anticipates B) recognizes C) encounters D) waits
85. A) magnificent B) efficient C) effective D) significant
86. A) rather B) whatever C) however D) in addition Part VI: Translation (5 minutes)
注意：正式考试时候，此部分试题在答题卡2上，请在答题卡2 上作答。

87. The houses in that city are sold _____________________ (贵得多) than we previously
expected．
88. _____________________ (我想强调的)is not the process but the result．
89. Professor Smith's devotion to teaching has _____________________ (留下深刻印象)On
all his students ．
90. _____________________ (信不信由你)，he finished the report all by himself ．
91. Because of the rising cost，we spent _____________________ (两倍的钱)on the project as
Had been planned．。