长喜英语4级考前冲刺试题二(附答案)

4 级考前冲刺试题二Part I Writing (30 minutes)Directions:For this part, you are allowed 30 minutes to write a short essay entitled E-learning following the outline given below. You should write at least 150 words but no more than 200 words.1. 近年来网络学习越来越流行2. 产生这种现象的原因3. 分析其带来的好处E-learning________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________Part II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the fourchoices marked A), B), C) and D). For questions 8-10, complete the sentences with theinformation given in the passage.Generation joblessThe number of young people out of work globally is nearly as big as the population of the United States―Young people ought not to be idle. It is very bad for them,‖ said Margaret Thatcher in 1984. She was right: there are few worse things that society can do to its young than to leave them in limbo. Those who start their careers on the dole (失业救济金) are more likely to have lower wages and more spells of joblessness later in life, because they lose out on the chance to acquire skills and self-confidence in their formative years.Yet more young people are idle than ever. OECD figures suggest that 26m 15- to 24-year-olds in developed countries are not in employment, education or training; the number of young people without a job has risen by 30% since 2007. The International Labour Organisation reports that 75m young people globally are looking for a job. World Bank surveys suggest that 262m young people in emerging markets are economically inactive. Depending on how you measure them, the number of young people without a job is nearly as large as the population of America (311m).Two factors play a big part. First, the long slowdown in the West has reduced demand for labour, and it is easier to put off hiring young people than it is to fire older workers. Second, in emerging economies population growth is fastest in countries with dysfunctional (运转不良的) labour markets, such as India and Egypt.The result is an ―arc of unemployment‖, from southern Europe through north Africa and the Middle East to South Asia, where the rich world‘s recession meets the poor world‘s youthquake. The anger of the young jobless has already burst onto the streets in the Middle East. Violent crime, generally in decline in the rich world, is rising in Spain, Italy and Portugal—countries with startlingly high youth unemployment.Will growth give them a job?The most obvious way to tackle this problem is to reignite growth. That is easier said than done in a world plagued by debt, and is anyway only a partial answer. The countries where the problem is worst (such as Spain and Egypt) suffered from high youth unemployment even when their economies were growing. Throughout the recession companies have continued to complain that they cannot find young people with the right skills. This underlines the importance of two other solutions: reforming labour markets and improving education. These are familiar prescriptions, but ones that need to be delivered with both a new vigour and a new twist.Youth unemployment is often at its worst in countries with rigid labour markets. Cartelised industries, high taxes on hiring, strict rules about firing, high minimum wages: all these help condemn young people to the street corner. South Africa has some of the highest unemployment south of the Sahara, in part because it has powerful trade unions and rigid rules about hiring and firing. Many countries in the arc of youth unemployment have high minimum wages and heavy taxes on labour. India has around 200 laws on work and pay.Deregulating labour markets is thus central to tackling youth unemployment. But it will not be enough on its own. Britain has a flexible labour market and high youth unemployment. In countries with better records, governments tend to take a more active role in finding jobs for those who are struggling. Germany, which has the second-lowest level of youth unemployment in the rich world, pays a proportion of the wages of the long-term unemployed for the first two years. The Nordic countries provide young people with ―personalised plans‖ to getthem into employment or training. But these policies are too expensive to reproduce in southern Europe, with their millions of unemployed, let alone the emerging world. A cheaper approach is to reform labour-hungry bits of the economy—for example, by making it easier for small businesses to get licences, or construction companies to get approval for projects, or shops to stay open in the evening.The graduate glut (过剩)Across the OECD, people who left school at the earliest opportunity are twice as likely to be unemployed as university graduates. But it is unwise to conclude that governments should simply continue with the established policy of boosting the number of people who graduate from university. In both Britain and the United States many people with expensive liberal-arts degrees are finding it impossible to get decent jobs. In North Africa university graduates are twice as likely to be unemployed as non-graduates.What matters is not just number of years of education people get, but its content. This means expanding the study of science and technology and closing the gap between the world of education and the world of work—for example by upgrading vocational and technical education and by forging closer relations between companies and schools. Germany‘s long-established system of vocational schooling and apprenticeships does just that. Other countries are following suit: South Korea has introduced ―meister‖ schools, Singapore has boosted technical colleges, and Britain is expanding apprenticeships and trying to improve technical education.Closing the gap will also require a change of attitude from business. Some companies, ranging from IBM and Rolls-Royc e to McDonald‘s and Premier Inn, are improving their training programmes, but the fear that employees will be poached (挖走) discourages firms from investing in the young. There are ways of getting around the problem: groups of employers can co-operate with colleges to design training courses, for example. Technology is also reducing the cost of training: programmes designed around computer games can give youngsters some virtual experience, and online courses can help apprentices combine on-the-job training with academic instruction.The problem of youth unemployment has been getting worse for several years. But there are at last some reasons for hope. Governments are trying to address the mismatch between education and the labour market. Companies are beginning to take more responsibility for investing in the young. And technology is helping democratise education and training. The world has a real chance of introducing an education-and-training revolution worthy of the scale of the problem.1. What is said about young people who go on the dole?A) Their salaries tend to be lower later in life.B) They can get a job very soon if seeking one.C) They have more chances to receive training.D) They usually feel wounded in their self-respect.2. Globally, the number of young man without a job _______.A) has decreased thanks to the recovery of the economyB) has more to do with the population growth in the WestC) is much smaller than that of older worker who get firedD) is almost as big as the population of the United States3. In Spain, Italy and Portugal, high youth unemployment results in _______.A) family breakdownB) rising violent crimeC) economic collapseD) change of government4. According to the author, tackling youth unemployment through economic growth _______.A) is the only way for poor regionsB) is a good idea but difficult to doC) works better in wealthy countriesD) proves to be the least effective way5. Companies‘ complaint about the lack of young people with the right skills shows that _______.A) firms are demanding more of the youthB) it is useless to work with renewed vigourC) it is important to reform labour marketsD) young people should try to go to colleges6. What partly accounts for the high unemployment in South Africa?A) Low minimum wages.B) Light taxes on firing.C) Strict hiring and firing rules.D) Lack of powerful labor unions.7. According to the author, the Nordic countries‘ policies on youth unemployment _______.A) are cheap and should be adopted worldwideB) only solve short-term unemployment problemsC) fail to help reduce the unemployment ratesD) are not applicable for developing countries8. Many university graduates‘ being more likely to be jobless than no n-graduates shows that the _____________________ of education and its length are both important.9. To bridge the education-work gape, the author suggests _____________________ between companies and schools.10. For fear that employees will leave, many companies are reluctant to _____________________.Part III Listening Comprehension(35 minutes)Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both theconversation and the questions will be spoken only once. After each question there will be apause. During the pause, you must read the four choices marked A), B), C) and D), anddecide which is the best answer. Then mark the corresponding letter on Answer Sheet 2with a single line through the centre.11. A) He fell ill on the jet plane. C) He went to bed too late last night.B) He has been working too hard. D) He hasn‘t adapted to th e new time yet.12. A) The man doesn‘t have a strong enough will.B) The man loves horror films.C) The man will see the film anyway.D) The man studied for the whole night last night.13. A) Not to worry about the ticket. C) Book an air ticket in advance.B) Buy a ticket at a higher price. D) Wait for others to cancel their booking.14. A) The young man had some unusual problems.B) The problem is common for young people.C) It‘s not common for young men to leave home.D) It was a problem for John when he left home.15. A) The man will have no choices left.B) The man had better go there quickly.C) The man should go when he has spare time.D) The books are a bit scratched and are of poor quality.16. A) She can‘t afford the time for the trip. C) She has to change the time for the trip.B) She will manage to leave this month. D) She hasn‘t decided where to go next month.17. A) It is located near a large residential area.B) It is open around-the-clock on weekends.C) It is the same as other banks in any way.D) It provides convenience and quality service.18. A) He will go to see a doctor about his coughing.B) He has had a heart attack because of smoking.C) He is coughing because of too much smoking.D) He has a serious lung disease and heart attack already.Questions 19 to 22 are based on the conversation you have just heard.19. A) Go to summer school. C) Stay at home.B) Take a vacation. D) Earn some money.20. A) They hired someone to stay in their home.B) They left their pets with neighbors.C) They rented their house to a student.D) They asked their gardener to watch their home.21. A) Walking the dog. C) Watching the children.B) Cutting the grass. D) Feeding the fish.22. A) They attend a house-sit ter‘s party.C) They interview a house-sitter‘s friends.B) They check a house-sitter‘s references. D) They look at a house-sitter‘s transcripts.Questions 23 to 25 are based on the conversation you have just heard.23. A) Writing reports for them. C) Helping them deal with daily existence.B) Teaching them foreign languages. D) Introducing work for them.24. A) They don‘t have support networks.B) They cannot cope with the difficulties in their lives.C) The woman is famous for helping others.D) People from their nationality refuse to help them.25. A) They were surprised at the flavors.B) They could find food they know and love.C) There was at least one Chinese restaurant in every China town.D) Americans have different foods.Section BDirections:In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and questions will be spoken only once. Afteryou hear a question, you must choose the best answer from the four choices markedA), B), C) and D). Then mark the corresponding letter on Answer Sheet 2with asingle line through the centre.Passage OneQuestions 26 to 29 are based on the passage you have just heard.26. A) To do some research. C) To pay for his college education.B) To support his family. D) To help his partner expand business.27. A) It stood at an unfavorable place.B) It lowered the prices to promote sales.C) It lacked control over the quality of sandwiches.D) It made no profits due to poor management.28. A) They had enough money to do it.B) They had succeeded in their business.C) They wanted to make others believe that they were successful.D) They wished to meet the increasing demand of customers.29. A) Learning by trial and error. C) Finding a good partner.B) Making friends with suppliers. D) Opening chain stores.Passage TwoQuestions 30 to 32 are based on the passage you have just heard.30. A) To exchange ideas. C) To achieve success in life.B) To prove their value. D) To overcome their fear of silence.31. A) About whatever they have prepared. C) About learning something new.B) About whatever they want to do. D) About getting on well.32. A) To explain why people keep talking.B) To persuade people to stop making noises.C) To encourage people to join in conversations.D) To discuss why people like talking about weather.Passage ThreeQuestions 33 to 35 are based on the passage you have just heard.33. A) Bettering his way of life.B) Improving his surroundings.C) Modifying the face of the planet.D) Altering the physical features of the earth.34. A) When the ecological balance of the river is lost.B) When people consume more fish than they used to.C) When large numbers of algae, fish and birds are killed.D) When the production of marine petroleum is increased.35. A) Ecologists. C) Businessmen.B) Industrialists. D) Environmentalists.Section CDirections:In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for thesecond time, you are required to fill in the blanks numbered from 36 to 43 with the exactwords you have just heard. For blanks numbered from 44 to 46 you are required to fill inthe missing information. For these blanks, you can either use the exact words you havejust heard or write down the main points in your own words. Finally, when the passage isread for the third time, you should check what you have written.Today we are going to practice evaluating the main tool used when addressing groups — the (36) _________. There are three main elements that combine to create either a positive or negative (37) _________ for listeners. They can (38) _________ in a voice that is pleasing to listen to and can be used effectively, or they can create a voice that doesn‘t hold the attention, or even worse causes an (39) _________ reaction. The three elements are volume, pitch and pace.When talking about volume, keep in mind that a good speaker will adjust to the size of both the room and the audience. Of course, with an (40) _________ device like a microphone, the speaker can use a (41) _________ tone. But speakers should not be (42) _________ on it. A good speaker can speak loudly without shouting.The second element — pitch — is related to the highness and lowness of the sounds. High pitches are for most people more difficult to listen to, so in general, the speaker should use the lower (43) _________ of the voice. (44) ___________________________________________________________________.The third element, pace — this is how fast or slow words and sounds are articulated — should also be varied. (45) ___________________________________________________________________. Pauses ought to be used to signal transitions or create anticipation. It can be very effective when moving from one topic to another (46) ___________________________________________________________________.Part IV Reading Comprehension (Reading in Depth) (25 minutes)Section ADirections:In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read thepassage through carefully before making your choices. Each choice in the bank isidentified by a letter. Please mark the corresponding letter for each item on AnswerSheet 2 with a single line through the centre. You may not use any of the words in thebank more than once.Questions 47 to 56 are based on the following passage.―Against boredom the gods themselves fight in vain.‖ The saying let us find 47 in these words as we struggle to keep ourselves entertained on the condition of boredom. An academic has set out toprove that boredom — far from being a bad thing — is a 48 occurring emotion that should not be suppressed. Dr Richard Ralley, a psychology 49 at Edge Hill College in Ormskirk, Lancashire, has begun a study of boredom. He said: ―Boredom can be a good thing. In p sychology we think of emotion as being 50 . Fear, anger and jealousy all serve a purpose but they‘re painted in a bad light even though they exist for a reason. It‘s the same with boredom, which also has a bad 51 .‖ We get 52 because we get sick when we have nothing to do and feel the need to be productive. We feel bad when we‘re not 53 and that‘s what boredom is 54 with.Boredom is something; it‘s not just 55 off. It can be useful. When there‘s nothing rewarding going on we conserve energy, so that when we want to 56 we can. There‘s a balance between doing something that‘s rewarding and doing something that‘s rewarding but not being happy about doing it.Boredom is natural. You needn‘t force yourself to avoid having it. You can control it in a way that can get yourself to do something challenging. It is natural, so let‘s deal with it.A) switching I) naturallyB) productive J) associatedC) name K) constructiveD) functional L) consciouslyE) lecturer M) anxiousF) comfort N) cooperatedG) re-engage O) re-employH) boredSection BDirections:There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. 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 Sheet2 with a single line through the centre.Passage OneQuestions 57 to 61 are based on the following passage.In an essay entitled ―Making It in America,‖ the a uthor Adam Davidson relates a joke from cotton country about just how much a modern textile mill has been automated: The average mill has only twoemployees today, ―a man and a dog. The man is there to feed the dog, and the dog is there to keep the man awa y from the machines.‖Davidson‘s article is one of a number of pieces that have recently appeared making the point that the reason we have such stubbornly high unemployment and sagging (下降的) middle-class incomes today is largely because of the big drop in demand because of the Great Recession, but it is also because of the advances in both globalisation and the information technology revolution, which are more rapidly than ever replacing labour with machines or foreign workers.In the past, workers with average skills, doing an average job, could earn an average lifestyle. But, today, average is officially over. Being average just won‘t earn you what it used to. It can‘t when so many more employers have so much more access to so much more above average cheap foreign labour, cheap robotics, cheap software, cheap automation and cheap genius. Therefore, everyone needs to find their extra — their unique value contribution that makes them stand out in whatever is their field of employment.Yes, new technology has been eating jobs forever, and always will. As they say, if horses could have voted, there never would have been cars. But there‘s been an acceleration. As Davidson notes, ―In the 10 years ending in 2009, US) factories shed workers so fast that they eras ed almost all the gains of the previous 70 years; roughly one out of every three manufacturing jobs — about 6 million in total —disappeared.‖There will always be change — new jobs, new products, new services. But the one thing we know for sure is that with each advance in globalisation and the IT revolution, the best jobs will require workers to have more and better education to make themselves above average.In a world where average is officially over, there are many things we need to do to buttress (支持) employment, but nothing would be more important than passing some kind of GI Bill for the 21st century that ensures that every American has access to post-high school education.57. The joke in the first paragraph is used to illustrate _______.A) the impact of technological advancesB) the alleviation of job pressureC) the shrinkage of textile millsD) the decline of middle-class incomes58. According to the passage, to be a successful employee, one needs to______.A) work on cheap softwareB) ask for a moderate salaryC) adopt an average lifestyleD) contribute something unique59. The quotation in Paragraph 4 explains that ______.A) gains of technology have been erasedB) job opportunities are disappearing at a high speedC) factories are making much less money than beforeD) new jobs and services have been offered60. According to the author, to reduce unemployment, the most important is to ______.A) accelerate the IT revolutionB) ensure more education for peopleC) advance economic globalisationD) pass more bills in the 21st century61. What does the author mainly talk about in the passage?A) New law takes effect.B) Technology goes cheap.C) Average is over.D) Recession is bad.Passage TwoQuestions 62 to 66 are based on the following passage.Europe is not a gender-equality Navina (极乐世界). In particular, the corporate workplace will never be completely family-friendly until women are part of senior management decisions, and Europe‘s top corporate-governance positions remain overwhelmingly male. Indeed, women hold only 14% of positions on European corporate boards.The European Union is now considering legislation to compel corporate boards to maintain a certain proportion of women – up to 60%. This proposed mandate was born of frustration. Last year, European Commission Vice President Viviane Reding issued a call to voluntary action. Reding invited corporations to sign up for gender balance goals of 40% female board membership. But Reding‘s appeal in Europe was considered a failure: only 24 companies took it up.Do we need quotas to ensure that women can continue to climb the corporate ladder fairly as they balance work and family?―Personally, I don‘t like quotas,‖ Reding said recently. ―But I like what the quotas do.‖ Quotas get action: the y ―open the way to equality and they break through the glass ceiling,‖ according to Reding, a result seen in France and other countries with legally binding provisions on placing women in top business positions.I understand Reding‘s reluctance – and her f rustration. I don‘t like quotas either; they run counter to my belief in meritocracy(英才管理制). But, when one considers the obstacles to achieving the meritocratic ideal, it does look as if a fairer world must be temporarily ordered.After all, four decades of evidence has now shown that corporations in Europe as well as the US are evading the meritocratic hiring and promotion of women to top positions – no matter how much ―soft pressure‖ is put upon them. When women do break through to the summit of corporat e power –as, for example, Sheryl Sandberg recently did at Facebook –they garner(获得) massive attention precisely because they remain the exception to the rule.If appropriate public policies were in place to help all women – whether CEOs or their childre n‘s caregivers – and all families, Sandberg would be no more newsworthy than any other highly capable person living in a more just society.62. In the European corporate workplace, generally_____.A) women take the leadB) men have the final sayC) corporate governance is overwhelmedD) senior management is family-friendly63. What is said about t he European Union‘s intended legislation?A) It is a reflection of gender balance.B) It is a reluctant choice.C) It is a response to Reding‘s call.D) It is only a voluntary action.64. According to Viviane Reding, quotas may help women ______.A) get top business positionsB) see through the glass ceilingC) balance work and familyD) anticipate legal results65. The author‘s attitude toward Reding‘s appeal is one of _________.A) skepticismB) objectivenessC) indifferenceD) approval66. Women entering top management become headlines due to the lack of ______.A) more social justiceB) massive media attentionC) suitable public policiesD) greater ―soft pressure‖Part V Cloze (15 minutes)Directions:There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE thatbest fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with asingle line through the centre.The stress of returning to work on a Monday morning can 67 a dangerous increase in blood pressure, according to a study. The Tokyo Wome n‘s Medical University study shows blood pressure 68 are higher than at any other time of the week.It may explain 69 deaths from heart attacks and strokes tend to 70 on a Monday morning. There are 20% more heart attacks on Mondays than on any other day. Heart disease is Britain‘s biggest 71 . Around 270,000 people 72 a heart attack every year and nearly one in three die before they even reach 67. A) initiate C) attributeB) result D) trigger68. A) writings C) readingsB) listening D) hearings69. A) how C) whenB) why D) that70. A) hit C) rushB) peak D) lift71. A) ally C) neighborB) word D) killer72. A) receive C) sufferB) suffice D) strain73. A) home C) hotelB) airport D) hospital74. A) influences C) affects。