大学英语四级试卷-4级考前冲刺试题一

4 级考前冲刺试题一Part IPart II Reading Comprehension (Skimming and Scanning) (15 minutes) Social media presents challenge to universities Universities have a new weapon in the battle to protect their reputations: thefriendly student bloggerA few days ago, Vshuf, an international student, posted a message on the Student Room discussion site. He/she wanted to know which university —Glasgow, Birmingham, Warwick, Nottingham or the Institution (sic) of Education would be the best place to study business. The academic reputation of the institution was important, but there was another consideration. “How are people like in these universities?” the post asked. “I have watched some videos about Warwick on YouTube and it seems to me that the people are snobby and arrogant in contrast to those from Nottingham.” Members were quick to defend Warwick, but Vshuf remained unconvinced.The thread highlights the difficulty that universities face in the age of social media. At a time when reputation is more important than ever because of higher student fees and greater global competition, the ability to manage their reputations is increasingly falling out of their hands.How to reach an increasingly networked generation that is more inclined to trust the opinion of their anonymous peers on the internet than official bodies such as universities was a problem discussed at last week’s Youth Strategy Marketing Conference 2011.Helen Pennack, head of marketing communications at the University of Leicester, says students now post queries on Facebook or the Student Room about open days or where to find their timetables, rather than simply contact the university directly. “When we do relationship marketing communications, we are trying to strike up a two-way dialogue with students and they are taking the conversation away from us and having it with other people,” she says. “How we make ourselves part of that conversation again is quite a challenge.”Her university has responded by setting up a system that allows students to sync(与……同步) communications from Leicester with their Facebook account. But she says universities also need to be present in other web spaces used by students, such as Twitter.Warwick, which appointed a digital and online communications manager last year, knows well the benefits of having a social media presence. “A year ago, an applicant tweeted, ‘Oh, no. I hear the University of Warwick is closing, what am I going to do?’” says Warwick’s spokesman, Peter Dunn. While this tweet could have caused huge problems if spread, the university was able to tweet back, “We’re still here, honest”.He says the communications team check what is being said about the university on social media once or twice a day, and responds if someone is confused or asking for information. But it depends on the forum. “If they are on the Student Room we assume they want to bitch (抱怨) about us behind our backs,” he says. “If it is on a much more public space like Twitter or Facebook, someone like us can see it and respond.”The challenge for universities is not only to know where to respond but when, and getting the tone right. “We are always careful about proactively intervening(主动干涉) in the conversation because that would be seen as rude,” says Pennack. “What is much more effective is if one of our students wades in there and puts somebody straight.”Some universities have already responded to this, she says, by having a group of students “primed to some extent to join the conversation and correct people where it is appropriate to do so”. It is not something Leicester has tried yet, but, she says, “we may consider it”.While Imperial College does not prime students, it does recruit a team of official student bloggers to write regularly about their experiences at the university. They are not paid or moderated, and are free to blog about whatever they like. But there are occasional prizes for the most frequent bloggers. Pamela Agar, head of digital media at Imperial, says the college could potentially ask them to blog on a particular subject, but had not done so yet.“They can and do say negative things about us,” she says. “When they do, it’s useful feedback.” It can also make the blogs more authentic, she says —something that is particularly important to the social media generation.Chris Fonseka, a third-year information systems student at Imperial, says he applied for a student blogger role because he was attracted by the idea of having a voice around campus. He blogs about his general activities at the university. He also receives regular emails from students and prospective (未来的) students anxious to put queries about accommodation or finances to a real student.He says he has never felt restricted in what he writes. “If I honestly felt negative about Imperial, I would write about it,” he says.Tom Ridgewell went a step further. While studying media at the University of Lincoln, he decided to create a television advertisement for the university and put it up on YouTube. “I labelled the videos as ‘banned’simply because it’s funnier to imagine that I actually showed them to a board of directors and got thrown out of the room. Also, videos generally do a little better with an exaggerated title.”Ian Richards, press officer at Lincoln, says the university only became aware of the advertisements once they were an online hit and Google alerts showed people were blogging about them. “We didn’t know what to make of them, but when students were talking about them on open days we felt it was something totally left field, but a bit of a blessing for us.” Ridgewell has since been commissioned to carry out work for the marketing department.How far universities should try to control what members of their community say about them on social media is something some have already faced with academic bloggers. In 2006, Erik Ringmar resigned from his lecturing post at the London School of Economics after the university objected to him posting a speech critical of the university on his blog.But, while institutions are paying increasing attention to what is said about them on the web, most recognise that there is little they can do about it.“Is it realistic to control every word that’s out there about us?” asks Richards.“I don’t think so.”1. In the post, Vshuf asked about several institutions’ _______.A) competitive strength C) academic reputationB) tuition fees D) social activities2. What do we learn about universities in the age of social media?A) They are seeking cooperation of foreign schools.B) They find it harder to manage their reputation.C) They have difficulty in balancing their budget.D) They are able to recruit more international students.3. When having questions about things like their timetables, students tend to _______.A) communicate with their instructors directlyB) contact the public office set by the universityC) call or email another student for the informationD) post messages and seek help on the internet4. According to Helen Pennack, to respond to the challenge, universities need to _______.A) have a social media presence C) restrict the use of social mediaB) own a Facebook or Twitter account D) talk with students face-to-face5. Peter Dunn assumes those who post messages on the Student Room intend to _______.A) get an immediate response from a real studentB) update the information about their universitiesC) help establish a good reputation for their universitiesD) complain about universities without their knowing6. What is said about the official student bloggers recruited by Imperial College?A) They will correct people if they are wrong.B) They are not restricted in what they write.C) They are asked to blog on a particular subject.D) They get low pay for sharing their experiences.7. Pamela Agar holds that official student bloggers’ saying negative things about Imperial can _______.A) turn off prospective students C) make the blogs more trustworthyB) ruin the university’s reputation D) draw an angry response from the viewer8. Chris Fonseka wanted to be a student blogger because blogging about his university was an ______________________________ idea to him.9. The University of Lincoln only noticed the ads when they were ______________________________ and provoked people’s discussion. 10. Erik Ringmar quit the job at the London School of Economics due to his blog which ______________________________ the university.Part III Listening Comprehension (35 minutes)Section A11. A) He read the newspaper. C) He listened to a radio report.B) He read the cabinet report. D) His secretary telephoned him.12. A) Lower the rent of his apartment. C) Rent his apartment to the local newspaper.B) Put an advertisement in a newspaper. D) Find a potential renter during the in-season.13. A) To have a rest. C) To take cold drugs.B) To see a doctor. D) To listen carefully.14. A) She will treat the man tonight.B) She’d like to lend money to the man.C) The man will also have lots of money soon.D) The man shouldn’t have spent all his money.15. A) The company will beat other companies in business.B) The failure of the football team was just as expected.C) The company will not sponsor the football team.D) The football team fell short of the company’s expectations.16. A) They are short of hands. C) They will not hire more people.B) The man needs more chances. D) The man will have a chance to take a holiday.17. A) Results of genetic research. C) The way to get the blood sample.B) The blood sample collection. D) Religious concern about genetic research.18. A) He has no choice but to go home in a minute.B) He is unable to have a drink with the woman.C) He’ll join the woman after the report is finished.D) He’s very happy to accept the woman’s invitation.Questions 19 to 22 are based on the conversation you have just heard.19. A) To ask for help finding a job.B) To ask him to give her some advice.C) To invite him to go shopping with her later.D) To find out what he’s doing during the summer.20. A) She might get a good job later.B) She could stay at a hotel at a discount.C) She might be able to get course credits for her work.D) It would give her a chance to make a lot of money immediately.21. A) Its strictness about punctuality. C) Its expensive rent.B) Its long-hour work. D) Its lower pay.22. A) Visit the hotel. C) Continue her job search for a while.B) Work in the clothing store. D) Make extra money while taking classes.Questions 23 to 25 are based on the conversation you have just heard.23. A) The agents failed to deliver the wine.B) The consumers are not satisfied with the wine.C) The wine isn’t of the same brand as she ordered.D) The goods can’t get through the customs.24. A) Sometimes they are unreliable. C) On the whole they can be trusted.B) Obviously they have made a mistake. D) Generally speaking, they are very helpful.25. A) To ask the switchboard operator to take the message.B) To have the operator connect him to another office.C) To tell his forwarding agents to investigate the stuck goods.D) To send her enough amount of wine as quickly as possible.Section BPassage OneQuestions 26 to 28 are based on the passage you have just heard.26. A) He told no one about his disease.B) He worked hard to pay for his medication.C) He depended on the nurses in his final days.D) He had stayed in the hospital since he fell ill.27. A) She wanted to obey her mother.B) She found no one willing to listen to her.C) She thought it was shameful to have AIDS.D) She was afraid of being looked down upon.28. A) To remember her father.B) To draw people’s attention to AIDS.C) To show how little people knew about AIDS.D) To tell people about the sufferings of her father.Passage TwoQuestions 29 to 32 are based on the passage you have just heard.29. A) Your eyesight. C) The mechanical condition of your car.B) Your driving ability. D) Your knowledge of traffic regulations.30. A) To practice driving with an experienced driver.B) To drive under normal highway condition.C) To have the car checked by the license officer.D) To use it as an identification card.31. A) The license office provides the test vehicle.B) The examiner shows how to start, stop or park.C) The examiner watches you driving in your car.D) The test is carried out where there is little traffic.32. A) Drivers-to-be. C) License examiners.B) Traffic regulation makers. D) Policemen.Passage ThreeQuestions 33 to 35 are based on the passage you have just heard.33. A) She felt tired of taking care of patients.B) She had suffered a lot of mental pressure.C) She needed the right time to look after her children.D) She wanted to earn more money to support her family.34. A) They look like people raising pigs. C) They never do their work carefully.B) They look down upon cleaners. D) They always make a mess intheir offices.35. A) Light-hearted because of her fellow workers.B) Happy because the building is fully lit.C) Tired because of the heavy workload.D) Bored because time passed slowly.Section CMany businesses, such as department stores, restaurants, hotels and airline companies, use a credit system for selling their products and (36) _________.In a credit system, the seller (37) _________ to sell something to the buyer without (38) _________ receiving cash. The buyer (39) _________ the goodsor services immediately and (40) _________ to pay for them later. This “buy-now-pay-later” credit system is quite old. People have been buying things on credit for centuries. But (41) _________ people use credit cards. There aretwo types of credit cards. One type is (42) _________ directly by a store to a customer. Many large department stores issue credit cards to their customers.The store credit card can be used to make (43) _________ only at a particular store. The other kind of credit card is issued by a credit company. (44)___________________________________________________________________. If you have a major credit card, you can buy airplane ticket, stay at hotels,and eat at restaurants with it. (45)___________________________________________________________________. So if you want a credit card from a credit company, you generally have to make an application at a bank. (46)___________________________________________________________________. Part IV Reading Comprehension (Reading in Depth) (25 minutes)Section AQuestions 47 to 56 are based on the following passage.Distance learning has moved far away from the traditional correspondence course, aimed at the individual student working 47 . The global reach of the Internet makes it possible to 48 geographically-scattered students in a 49 classroom. Methods such as multimedia, video-conferencing and the Internet will 50 allow students both to proceed at their own pace, and to interact with one another and their teachers.Even without taking the technology to its limits, the idea of education as a lifelong process is catching on throughout the 51 world. Already, working adults who pursue their studies part-time make up roughly half of students taking college courses in the United States.However, there is 52 in scholarly circles about how far the new technology should be used for teaching academic subjects in which personal contacts between teacher and students are still vital. Britain’s Open University, for example, a world leader in distance education, has embraced information technology 53 , believing it to be no 54 for books and the exchange of ideas at live tutorials and summer schools.But the Open University is also moving with the tide. It has set up a “knowledge media institute” to explore ways of adopting information technology. Some teachers are concerned about this trend, arguing that the heavy investment that students are 55 to make in computer and communications equipment 56 the concept of “open”. Cost, of course, is an important factor in many developing countries, where few people have computers or even phones. Rather than uniting the world, the new technologies could lead to societies of information haves and have-nots.A) lonely I) uniteB) debate J) conflictsC) substantial K) concernedD) substitute L) industrializedE) cautiously M) virtualF) contradicts N) expectedG) global O) aloneH) increasinglySection BPassage OneQuestions 57 to 61 are based on the following passage.In an experiment published last month, researchers from the University of Illinois recruited schoolchildren, ages 9 and 10 and asked them to run on a treadmill, hoping to learn more about how fitness affects the immature human brain.The researchers sorted the children, based on their treadmill runs, into highest-, lowest- and median-fit categories. Only the most- and least-fit groups continued in the study (to provide the greatest contrast). Both groups completed a series of cognitive (认知的) challenges. Finally, the children’s brains were scanned, using MRI technology to measure the volume of specific areas.Previous studies found that fitter kids generally scored better on such tests. And in this case, too, those children performed better on the tests. But the MRIs provided a clearer picture of how it might work. They showed that fit children had significantly larger basal ganglia, a key part of the brain that aids in maintaining attention and “executive control”. Since both groups of children had similar socioeconomic backgrounds, body mass index and other variables, the researchers concluded that being fit had enlarged that portion of their brains.The findings arrive at an important time. For budgetary and administrative reasons, school boards are reducing physical education, while on their own, children grow increasingly sluggish (懒散的). Roughly a quarter of children participate in zero physical activity outside of school.At the same time, evidence accumulates about the positive impact of even small amounts of aerobic (有氧的) activity. Past studies found that “just 20 minutes of walking” before a test raised children’s scores, even if the children were otherwise unfit or overweight.But it’s the neurological (神经的) impact of sustained aerobic fitness in young people that is especially compelling. A years-long Swedish study published last year found that, among more than a million 18-year-old boys who joined the army, better fitness was correlated with higher IQs, even among identical twins. The fittest of them were also more likely to go on to profitable careers than the least fit, rendering them less likely to live in their parents’ basements.No correlation was found between muscular strength and IQ scores. There’s no evidence that exercise leads to a higher IQ, but the researcherssuspect that aerobic exercise, not strength training, produces specific growth factors and proteins that stimulate the brain.57. The purpose of the University of Illinois experiment was to figure out .A) schoolchildren’s cognitive developmentB) the fitness levels of today’s school childrenC) the effect of exercise on children’s brainsD) the structure of immature human brains58. The University of Illinois experiment was different from previous studiesin that .A) its researchers categorized the children only by fitness levelsB) it highlighted the importance of students’ running on a treadmillC) it showed how being fit affects children’s performance on the testsD) it asked the subjects to complete tests that were beyond their levels59. What conclusion did researchers from the University of Illinois draw?A) Basal ganglia helped maintain attention.B) Fitness enlarged children’s basal ganglia.C) Overweight affected children’s complex memory.D) Kids with similar backgrounds performed similarly.60. What did the Swedish study published last year reveal?A) People who were unfit were more likely to live a miserable life.B) Boys who served in the army would have better job prospects.C) Soldiers’ IQ scores were strongly influenced by strength training.D) The fitter the young adults were, the higher IQs they would have.61. What does the author try to tell us in this passage?A) Aerobic exercise can make children smarter.B) Schools are responsible for children’s fitness.C) Military training should be taken seriously.D) Running on a treadmill is the best way of exercise.Passage TwoQuestions 62 to 66 are based on the following passage.Until last spring, Nia Parker and the other kids in her neighborhood commuted to school on Bus 59. But as fuel rose, the school district needed to find a way to cut its transportation costs. So the school’s busing company redrew its route map, eliminating Nia’s bus altogether. Now, Nia and her neighbors travel the half mile to school via a “walking school bus” — a group of kids, supervised by an adult or two, who make the walk together.Like the rest of us, school districts are feeling pinched by rising fuel costs —and finding new ways to adapt. The price of diesel fuel has gone up 34 percent in the past two years. For the typical American school district, bus bills total 5 percent of the budget. As administrators look to trim, busing is an inviting target, since it doesn’t affect classroom instruction (or test scores). More than one third of school administrators have eliminated bus stops or routes in order to stay within budget.Many parents are delighted to see their kids walking to school, partly because many did so themselves: according to a 1969 survey, nearly half of school kids walked or biked to school, compared with only 16 percent in 2001. Modern parents have been leery of (对……存有戒心) letting kids walk to school for fear of traffic, crime or simple bullying, but with organized adult supervision, those concerns have diminished.Schools and busing companies are finding other ways to save. In rural areas where busing is a must, some schools have even chosen four-day school weeks. Busing companies instruct drivers to eliminate extra stops from routes and to turn off the engine while idling. They are also using computer software to determine the most fuel-efficient routes, which aren’t always the shortest ones.There could be downsides, however, to the busing cutbacks. If every formerly bused student begins walking to school, it’s an environmental win—but if too many of their parents decide to drive them instead, the overall carbon footprint can grow. Replacing buses with many more parent-driven cars can also increase safety risks: A 2002 report concluded students are 13 times safer on a school bus than in a passenger car, since buses have fewer accidents and withstand them better due to their size. And some students complain about the long morning hikes, particularly when the route containsa really big hill.62. What do we learn about the “walking school bus” from the passage?A) It is a heavy burden on the traffic.B) It does not consume fuel at all.C) It is very popular with school kids.D) It aims to keep children strong and healthy.63. As regards walking to school, modern parents seem much concerned about .A) the sudden changes in the routeB) their children’s physical conditionsC) their children’s safety on the wayD) the distance their kids have to take64. What do some schools do in order to save on transportation costs?A) They choose to shorten the school week.B) They stop giving drivers good training.C) They eliminate routes or take the shortest routes.D) They switch to buses which are more fuel-efficient.65. What may eventually happen with the busing cutbacks?A) More students may choose to take public transportation.B) The safety of school buses may be decreased sharply.C) Competition among bus companies may become fiercer.D) There may be an increase in carbon dioxide emissions.66. The author’s attitude towards busing cutbacks is .A) critical B) favorable C) objective D) indifferent Part V Cloze (15 minutes)Population aging is a triumph of civilization. It is the 67 consequence of attaining desired smaller family sizes and longer lives, with many living beyond 100 years. This achievement, 68 , requires vital social and economic adjustments 69 expected future demographic (人口的) realities. In particular, population aging raises critical issues 70 economic growth, employment and retirement, 71 , health care and social support services. As a population ages, the 72 of elderly increases, and that of children decreases. For much of the past, children outnumbered(超过) the elderly by a factor of more than six to one. Today the ratio has 73 to 67. A) indispensable C) inevitableB) potential D) incredible68. A) however C) otherwiseB) yet D) moreover69. A) at C) overB) with D) to70. A) as for C) far fromB) such as D) by far71. A) donations C) salariesB) earnings D) pensions72. A) portion C) proportionB) rate D) percentage73. A) declined C) descendedB) lessened D) slipped74. A) But C) AndB) Or D) So75. A) multiply C) assumeB) exceed D) reveal76. A) account C) regardB) call D) make77. A) occasion C) excuseabout three children per one older person. 74 within the next few decades, perhaps by 2060, the world’s elderly population will begin to 75 the population of children, when each group is expected to 76 for slightly less than one-fifth of the world population. Developed countries have already moved well along this transformation. But a notable 77 the comparatively young U.S. population, where the number of children is 50% 78 than those aged 65 and older.Developing countries are now 79 a similar aging process, but 80 a much faster pace. Many developing countries that have experienced rapid fertility(人口出生率) are passing through this transition in a 81 of 25 years or less. As a(n) 82 of such rapid changes, accommodating the necessary social and economic adjustments to older population age structures will likely be 83 more difficult for developing countries.The wide 84 of consequence of population aging is of mounting 85 and significance for more developed countries — and are also 86 a worry for less developed countries.B) expectation D) exception78. A) smaller C) fewerB) greater D) superior79. A) going by C) going throughB) going under D) going with80. A) at C) byB) on D) within81. A) extension C) rankB) scale D) span82. A) development C) contrastB) consequence D) influence83. A) even C) justB) still D) only84. A) amount C) rangeB) extent D) scope85. A) care C) considerationB) attention D) concern86. A) completely C) sincerelyB) increasingly D) absolutelyPart VI 87. If I had been on the spot then, I ___________________________ (绝对不会错过这个机会).88. Achievements in education should not ___________________________(纯粹用考试结果来衡量).89. Having settled in that remote area, the young man quickly___________________________ (适应了那里恶劣的天气).90. They have a good knowledge of English but little___________________________ (他们懂德语).91. She felt keenly thrilled ___________________________ (一想到要见他).。