環(huán)球時(shí)代：2006年英語(yǔ)專(zhuān)四考試模擬試卷
TEST FOR ENGLISH MAJORS
—GRADE FOUR—
TIME LIMIT: 130 MIN.
PART I DICTATION [15MIN.]
Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be read at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be read at normal speed again and during this time you should check your work. You will then be given 2 minutes to check through your work once more..
Please write the whole passage on ANSWER SHEET ONE.
PART II LISTENING COMPREHENSION [15MIN.] (略)
In Sections A, B and C you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your answer sheet.
SECTION A CONVERSATIONS
In this section you will hear several conversations. Listen to the conversations carefully and then answer the questions that follow.
SECTION B PASSAGES
In this section, you will hear several passages. Listen to the passages carefully and then answer the questions that follow.
SECTION C NEWS BROAOCAST
In this section, you will hear several news items. Listen to them carefully and then answer the questions that follow.
PART III CLOZE [15 MIN.]
Decide which of the choices given below would best complete the passage if inserted in the corresponding blanks. Mark the best choice for each blank on your answer sheet.
Interpersonal communication is your __________(1) interaction with others. Talking to a friend on campus, chatting to a friend on campus, chatting on the phone with a classmate about an __________(2) test, arguing the___________________(3) of a movie with friends, discussing strategies for accomplishing tasks __________(4), interviewing for a job, and planning the future __________(5) a loved one are all forms of interpersonal communication.
Effective interpersonal communication ___________(6) our sensitivity to others and to the situation. One goal of effective interpersonal communication is to maintain relationships, and forming __________(7) messages that accurately convey our ideas and feelings __________(8) not offending the other person is key __________(9) our success.
Effective interpersonal communication ___________(10) us. People who can clearly express their ideas, beliefs, and opinions become influential and ___________(11) control over what happens to them and to others that they __________(12). When we accurately and precisely __________(13) our thoughts, others gain a better __________(14) for our position. Their understanding and appreciation make it more likely that they will respond in __________(15) that are consistent with our needs.
Effective interpersonal communication helps us manage the __________(16) we create. Presenting ourselves in such a way that others will______________(17) and trust us is important in both public and private __________(18)—whether we’re communicating in a professional setting, __________(19) our interpersonal skills are vital to getting a job, holding a position, or rising in an organization, or in a private setting where we’re trying to __________(20) and maintain relationships.
31. [A] familiar [B] informal [C] intimate [D] close
32. [A] upcoming [B] final [C] mid-term [D] intermediate
33. [A] advances [B] strength [C] population [D] fondness
34. [A] at work [B] in work [C] under work [D] over work
35. [A] for [B] with [C] over [D] to
36. [A] describes [B] conveys [C] portrays [D] betrays
37. [A] sound [B] directory [C] diction [D] verbal
38. [A] if [B] when [C] while [D] as
39. [A] to [B] of [C] for [D] in
40. [A] empowers [B] reinforces [C] supports [D] sustains
41. [A] exhaust [B] exert [C] affect [D] enact
42. [A] care about [B] care for [C] care with [D] take to
43. [A] interpret [B] decipher [C] encode [D] decode
44. [A] assessment [B] evaluation [C] appreciation [D] appraisal
45. [A] approaches [B] methods [C] ways [D] ends
46. [A] impressions [B] practices [C] things [D] experiences
47. [A] respect [B] despise [C] mock [D] sneer at
48. [A] settings [B] locations [C] situations [D] circumstances
49. [A] when [B] where [C] how [D] if
50. [A] work [B] build [C] keep [D] retain
PART V READING COMPREHENSION [25MIN.]
In this section there are four passages followed by questions or unfinished statements, each with four suggested answers marked A, B, C and D. Choose the one that you think is the best answer.
Mark your answers on your answer sheet.
Text A
Intelligence tests have been involved in the promotion of eugenics, the idea that you could control the human race by selective breeding. Francis Galton - one of the pioneers of intelligence tests - was also a founding member of the Eugenics Society in the UK. The belief that intelligence is biologically determined in the make-up of the brain, and therefore to some extent genetically determined, is widely accepted. But a number of researchers over the years have used this idea to advocate social change. Using intelligence as one of their factors, Hernstein and Murray's controversial book, The Bell Curve (1994) argued that differences in IQ scores between racial groups reflect innate biological differences.
The Bell Curve is a graph that plots the range of IQ scores of an average population. However, it can be interpreted in many ways, and when the intelligence of the whole human race is in question, the stakes are high. Critics argue that the way intelligence is measured contains a high level of random variation and therefore it's impossible to generalize it all into one graph. However, belief in the Bell Curve and in the genetic, rather than social, basis for intelligence has unfortunately led to the propagation of many racist ideas. Evidence to suggest social factors are important in 'intelligence' is strong. The US military tested recruits to assign rank and found that black applicants scored lower than whites. However, analysis of the recruits were found to be due to educational differences; black recruits scored very low until the 1950s, when an increase in score corresponded to improved educational standards for all.
In spring 1998, Robert Plomin claimed to have discovered a gene linked with intelligence. More recently, the Human Genome Project is cautious when approaching areas implying racial differences since research actually shows greater genetic differences within races than between races. However, not all individuals are endowed with the same intelligence and many believe this must have something to do with our genes and the way they interact with the environment. Identical twins are more likely to obtain the same score in an IQ test than twins from two separate eggs that have a different genetic make up.
It is important to remember that genes work by interacting with the environment, so social factors will also influence intelligence. Intelligence tests may be more of an assessment of social factors, such as your educational background. Black children adopted into white middle class families score significantly higher on average than those in working class families- implying a cultural slant to tests. It is impossible to devise questions without some cultural or gender bias; boys tend to do better in spatial tests whereas girls score higher on linguistic tests. Better schooling, parenting and increased leisure time for activities are believed to have influenced improved IQ scores across the board. Good nutrition means an individual is able to function well both physically and mentally. Although many believe this plays a role in intelligence, it is very difficult to assess.
81． What is the text mainly about？
[A]The book of The Bell Curve
[B]factors that determine or influence intelligence
[C]IQ intelligence tests
[D]racial difference and racialism
82． According to paragraph 1, it is widely believed that___.
[A]The human race would be under control through different ways of upbringing .
[B]Intelligence is closely related to genes in some degree.
[C]Biological differences contribute a lot to different IQ scores between races.
[D]Eugenics employ IQ tests to promote eugenics.
83． The graph in the book of Bell Curve ____.
[A]introduce genetic factors as well as social ones in intelligence.
[B]is criticized by critics as unscientific and incomprehensive.
[C]is obviously meant to advocate racist ideas.
[D]strong evidence used by US military in analyzing recruits .
84．Which of the following is untrue according to the text?
[A]Racists employ the idea of genetic determination in intelligence to propagate racialism.
[B]According to the US military analysis, differences in IQ tests scores are caused by genetic factors.
[C]Blacks may be more genetically different between themselves than compared with whites.
[D]It is believed by many people that intelligence is related to our genes and their interaction with social factors.
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