環(huán)球時(shí)代：2006年英語專四考試模擬試卷
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
Text B
It is known that the brain shrinks as the body ages, but the effects on mental ability are different from person to person. Interestingly, in a study of elderly men and women, those who had more education actually had more brain shrinkage. “That may seem like bad news,” said study author Dr. Edward Coffey, a professor of psychiatry and neurology at Henry Ford Health System in Detroit. However, he explained, the finding suggests that education allows people to withstand more brain-tissue loss before their mental functioning begins to break down. The study is the first to provide biological evidence to support a concept called the “reserve” hypothesis, according to the researchers. In recent years, investigators have developed the idea that people who are more educated have greater cognitive reserves to draw upon as the brain ages; in essence, they have more brain tissue to spare.
Examining brain scans of 320 healthy men and women ages 66 to90, researchers found that for each year of education the subjects had, there was greater shrinkage of the outer layer of the brain known as the cortex. Yet on tests of cognition and memory, all participants scored in the range indicating normal. “Everyone has some degree of brain shrinkage,” Coffey said. “People lose 2.5 percent per decade starting in adulthood.” There is, however, a “remarkable range” of shrinkage among people who show no signs of mental decline, Coffey noted. Overall health, he said, accounts for some differences in brain size. Alcohol or drug use, as well as medical conditions such as diabetes and high blood pressure, contribute to brain-tissue loss throughout adulthood. In the absence of such medical conditions, Coffey said, education level helps explain the range of brain shrinkage exhibited among the mentally-fit elderly. The more-educated can withstand greater loss. Coffey and colleagues gauged shrinkage of the cortex by measuring the cerebrospinal fluid surrounding the brain. The greater the amount of fluid, the greater the cortical shrinkage.
Controlling for the health factors that contribute to brain injury, the researchers found that education was related to the severity of brain shrinkage. For each year of education from first grade on, subjects had an average of 1.77 milliliters more cerebrospinal fluid around the brain. For example, Coffey’s team reported, among subjects of the same sex and similar age and skull size, those with 16 years of education had 8 to 10 percent more cerebrospinal fluid compared with those who had four years of schooling. Of course, achieving a particular education level is not the definitive measure of someone’s mental capacity. And, said Coffey, education can be “a proxy for many things”. More-educated people, he noted, are often less likely to have habits, such as smoking, that harm overall health.
But, Coffey said that people should strive throughout life to keep their brains alert by exposing themselves to new experiences. Traveling is one way to stimulate the brain, and a less adventuresome way is to do crossword puzzles.
85．We can know from the first paragraph that___.
[A]Brains of the more-educated people may become more contracted when they get aged.
[B]Education may do harm to people’s brains.
[C]More educated people may suffer from brain tissue loss.
[D]The less educated can resort to more cognitive reserves when aged.
86． According to the second paragraph, it can be found by researchers that______.
[A]Only educated people suffer from brain shrinkage.
[B]The more the brain shrinks, the more abnormal people’s cognition and memory become.
[C] People might loss no mentality even with brain shrinkage.
[D] No brain-tissue loss will be induced by indulgence in alcohol
87． Which of the following is not mentioned in the text as one of the factors that may influence brain shrinkage?
[A]indulgence in drinking
[B]education
[C]emotional fluctuations
[D]hypertension
88． The text informs us that_____.
[A]Mental capacity is surely measured by education level.
[B]More－educated people never develop habits harmful to health
[C]People should keeping stimulating the brain to bear more brain-tissue loss.
[D]We should take less adventuresome way to stimulate the brain.
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