上海新东方四级模考试卷
Part II Reading Comprehension (35 minutes)
Directions: There are 4 passages in this part. 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 the Answer Sheet with a single ling through the centre.
Passage 1
This issue of the writer’s identity is one aspect of writing that makes it so complex a task. Because your written language is form of communication divorced from your physical presence in most instance, who “you” are on the page is open to question. This written matter on the page isn’t “you”, and yet it does have some unique characteristic, personality, belief, or values. As reader, we cannot assume that the voice speaking to us through prose in identical to the actual author. The actual author of a piece of writing and the authorial voice that author has assumed in the writing are not necessarily, or even usually, the same.
This phenomenon has implication for you as a writer. It means that writing can be a liberating activity, one that frees you from your usual social self and voice. This is probably one of writing’s most appealing features, and many account for the vast numbers of people who enjoy writing for themselves, without the slightest intention of seeking publication or an audience beyond their own eyes. Awareness of writing on the level also carries a kind of responsibility with it, however. As a college student, you are asked to write with this understanding of writing. It’s not that instructions are uninterested in your personal opinion in your essays; rather, you are expected to understand writing on a more sophisticated or perhaps more professional level. In your essays, in most academic contexts, you will be expected to employ this notice of authorial voice, and to express your views whatever they are.
In most of your academic courses, college students are expected to have all skill of assuming different authorial voices to meet your different writing situations. It is perhaps human nature to assume that the reason one instructor gave you an A on an essay and another instructor gave you a C on paper that had similar demands, in term of writing difficulty, was because one instructor liked you or liked what you had to stay in the paper, and the another had personal or ideological reasons for grading the paper down—the instructor disagreed with you and so lowered the grade. But the issue may actually not be one of unfair or inconsistent standards; it may be an issue more related to your writing authorial voice.
1. The author voice is .
[A] the actual voice of the author
[B] the voice which speaks to readers through the writing
[C] the voice the same author uses in his other writing
[D] the written matter which the author employs on the very page
2. According to the author, many people enjoy writing for themselves because writing .
[A] can free one from any kind of social responsibility
[B] often frees the person who write from hid usual social itself
[C] can make anyone who wants to be famous popular society
[D] can appeal to vast audience
3. According to the last paragraph, instructors .
[A] may be unfair to their students in some cases
[B] have inconsistent standards in getting student’s papers
[C] usually emphasize more on personal idea in a paper
[D] usually emphasize more on the authorial voice used in a paper
4. We can infer that in writing papers it’s most important for college student to .
[A] assume appropriate authorial voices
[B] express their personal ideas clearly
[C] have a good understanding of the instructors’ demands
[D] know the instructors’ personal views beforehand
5. The best title for this passage might be .
[A] Writer’s Identity
[B] Actual Author
[C] Liberating Activity
[D] Authorial Voice
Passage 2
Internet, E-mail and similar electronic connections offer a far wider ground for scholarly communication, because a researcher can post the beginnings of a theory, receive comments on it from peers, incorporate new ideas and alter the details over and over until it is right. Electronic networks enable scholarly publishing to imitate the intellectual process more closely. The unit of transaction will become the idea, not just a collection of articles.
This dynamic, fluid progression of an idea—which is known as “scholarly shywriting” —is possible, Harnad says, because the speed and reach of electronic messaging “more closely match the natural biological” speed of human thought.” When he writes a paper, says Harnad, he is able instantly to incorporate the forces of the Net into the creative process. In one part of his computer will be E-mailed comments from colleagues, in another will be his own notes, in yet another to a commentator or ask a question, all as if they were in the same room. This new form of scholarship could cause problems with copyrights, however. With so many voices involved in the production of a new idea, it is more difficult than ever to pin down exactly who should receive credit for it.
Some scholar believe that the storage of documents as disembodied electronic signals will gradually alter the structure of knowledge. “Manuscripts” will increasingly be “live”, changing from day to day as the author returns to the computer and other scholars offer their comments in the margins. It will be possible to update and massage document without increased cost, so that—in some fields, at least—the notion of a bound book could become obsolete. Even the ideas of authorship could change.
In the long run, the new information technologies may fundamentally alter creativity itself. Nowadays, much of the process of scholarship—the testing of an idea and the subsequence peer commentary—takes place in private; only the publication of a final manuscript is a public event.
Then, what about scientific journals? At a wider level, there seems to be growing acknowledgement that the main role of journals in future will be to provide research papers with a guarantee of quality and added editorial value—in terms of making the science more readable, and placing it within a wider perspective for example—while their traditional role as a distribution outlet will become less important.
6. Which of the following is the best basic characteristic of scholarly communication?
[A] Scholars can receive E-mailed comments from colleague.
[B] This speed of electronic messaging will become much faster.
[C] The idea will become the unit of communication.
[D] Scholars can send off a thought to a commentator.
7. By “scholarly shywriting”, the author means that scholars .
[A] get new ideas from discussions through electronic networks
[B] have their scientific papers openly published on the Net
[C] are free to express their ideas on the Net
[D] create, polish and publish their ideas on the line
8. Which of the following is not the advantage “scholarly skywriting” provides?
[A] Avoidance of copyright problems.
[B] Swift transmission of thought.
[C] Utilization of other individual’s wisdom.
[D] Easy updating of manuscripts.
9. Which of the following statements does the author support?
[A] Electronic publishing will eventually take the place of traditional journals.
[B] The process of scholarship will change greatly in a world of electronic networks.
[C] Electronic publishing will become the major means of scholarly communication.
[D] Scholarly skywriting will be the most important skill for most scientists.
10. It can be inferred from the text that scholarly writing will be .
[A] a sheer private communication among scholar
[B] a secret and dynamic process
[C] an public event with the involvement of many scholars
[D] more difficult to have a final result
Passage 3
Things aren’t always as they appear, a fact of life confirmed for me firsthand in 1990, just after I received my Ph.D. in physics. I had just started a temporary postdoctoral position at a major laboratory and had the opportunity to talk with scientists whose postdoctoral fellowships were ending. Although my advisers had warned me that finding a permanent position in science would be difficult, what I discovered was shocking—even the best young scientists I knew were having difficulty securing permanent employment. So it was both puzzling and disturbing to see press reports claiming that American didn’t have enough scientists.
These alarming reports were epidemic in 1990. Frequently the news stories had stories had hyperbolic (夸张的) headlines like SHORTAGE OF SCIRNTISTS APPROACHES A CRISIS AS MORE STUDENTS DROP OF THE FIELD, and they often quoted National Science Foundation(NSF) officials. For a government obsessed with international competitiveness, stories of a shortage of scientists and engineers were terrifying, especially because they appeared to come from a trusted source—NSF. The U.S. apparently made no effort to set the record straight. Amazingly, the NSF’s director, Erich Bloch, used the shortage idea to argue for increase in the foundation’s budget.
The National Science Foundation’s behavior was rather puzzling. The official presumably knew that the job market was tight—yet they claimed just the opposite. Clearly, something had to be done to alert policymakers to the plight (困难的处境) of my friends. So I created the Young Scientists’ Network (YSN) . At first the YSN operated as a weekly newsletter—distributed by electronic mail to about 30 physicists—with information about jobs, press reports and calls for political action. As time passed, the membership increased and the newsletter evolved presented our concerns to science-policy leaders in face-to-face meetings. In the spring of1992 this political activity ultimately led me to testify at a congressional hearing about the NSF’s apparent advocacy of the scientist-shortage notion—an idea that YSN members had then regarded as the Myth.
Congress, heavily influenced by the Myth, passed the immigration Act of 1990, which included special provisions that increase immigration quotas for people with technical degrees. Thanks in large part to the efforts of the YSN, the policymakers now realize that the immigration program is a bad idea and have already inserted language into a new immigration bill that modifies the previous law, and the House of Representative is expected to concur.
Killing the Immigration Act will not improve the job market. Over the next few years the demand for scientists and engineers will probably remain week, because of corporate and government budget constraints.
11. It is started in the text in 1990 .
[A] Ph.D. holders could not find permanent positions in society
[B] U.S science policymakers were influence by the scientists-shortage notion
[C] NSF was misled by stories of a shortage of scientist and engineers
[D] the public was terrified by the fact that American didn’t have enough time
12. Which of the following statements is true about the NSF?
[A] Its advocacy of the scientist-shortage notion is not true.
[B] It even made effort to eliminate the Congress’s scientist-shortage fever.
[C] It advocated the shortage idea in order to enroll foreign scientist.
[D] It influenced Congress in the modification of the immigration Act of 1990.
13. Which of the following statements is true about the YSN?
[A] It started as a daily forum by means of electronic mail.
[B] It has become an influence force in science policy-making.
[C] It has succeeded in making the NSF charge its wrong idea.
[D] It has helped many young scientists out of their plight.
14. It can be inferred from the text that Ph.D. holders .
[A] especially those with postdoctoral positions are badly needed in American
[B] will have a better prospect in the job market over the next few years
[C] would be in great trouble without the efforts of the YSN
[D] would not be in great trouble without the efforts of the YSN
15. The best title of the text would be .
[A] Young Scientists “Network: an Electronic Forum.
[B] Shortage of Scientists: a Serious Crisis in the U.S.
[C] Scientist-Shortage Fever Prevails over the U.S
[D] Shortage of Scientists: a Far Cry from Reality
Passage 4
By the year 2100, global temperatures are expected to rise by between 0.8 and 3.5 degree Celsius. That may not seem like much, but, such an increase in temperature would cause a rise in sea levels large enough to put the lives of up to 100 million people at risk. Widespread flooding, as well as drought in other areas, could cause mass migrations as areas become uninhabitable. Tropical diseases would almost certainly spread northwards, causing wider-ranging and mostly adverse impacts on human health, with significant loss of life.
For the first time in the scientific community, there is total agreement that activity of humans is at least partly responsible for the problem—specifically the emission of greenhouse gases like carbon dioxide, which is released by the burning of wood, coal and petroleum products. Reducing harmful emission is just one area in which the United Nations Intergovernmental Panel is decidedly optimistic. For one thing, in the short term it might not prove that difficult. Efficiency improvements alone could cut energy needs by such as 30 percent at virtually no extra cost and, in developed countries, emission reductions of up to60 percent “are technically feasible”. In the longer term, harmful emission will be reduced as the world changes over to cheaper, less environmentally damaging energy sources.
So, if it is economically and technically feasible to reduce harmful emissions, why is almost nothing being done? There are two main reasons. The first stems from the uncertainly about how hot the planet is going to get. The current estimate is extremely broad—between 0.8 and3.5 degree Celsius by 2100. If the former prediction is accurate, it may be that we can adapt to it without difficulty. If, on the other hand, the latter is closer to reality, complete rethinking of the world’ energy supplies is already long overdue.
This leads directly to the second problem—the time scale involved. It is difficult to get people to act when predictions may take between 50 and 100 years to materialize. For politicians, who face elections every half decade or so, preventative action against a future threat—the magnitude of which is still very uncertain—carries heavy political risks. Even if politicians in the developed world were to be forced into action, what of the developing world, which is economically dependent on fossil fuels? Should it reduce emissions, and suffer the consequences, because of mistakes made by the developed world?
One suggest is that developing countries be given allowances above the current emission standards. This would enable them to meet their industrialized needs and ultimately help them to fiancé environmentally sound technologies. This would seem the only realistic way of getting agreement from developing countries—a vital requirement because, if preventive action is going to work “you really do have to have everyone on board”
16. Which of the following is the direct consequence of the temperature increase?
[A] A rise in sea levels.
[B] Widespread flooding.
[C] Mass migration.
[D] Adverse impacts on human health.
17. What is the people’s general attitude towards the rise of global temperature?
[A] They have confidence in dealing with it effectively.
[B] They are optimistic and not hasty in taking immediate actions.
[C] They are anxious but they can do almost nothing about it.
[D] They are uncertain so they take a wait-and-see attitude.
18. As to reducing harmful emissions of fossil fuels, the author thinks that .
[A] it is difficult for both developed countries and developing countries
[B] it is absolutely urgent for both developed countries and developing countries
[C] it is necessary in developed countries but not in developing countries
[D] it is more acceptable in developed countries than in developing countries
19. Which of the following is the author’s attitude toward the issue?
[A] Concerned.
[B] Neutral.
[C] Worried.
[D] Indifferent.
20. What structural organization does the text adopt?
[A] Putting forward a problem→suggesting solutions→conclusion.
[B] Introduction→putting forward a problem→analyzing it→conclusion.
[C] Introduction→putting forward a problem→suggesting solutions→conclusion.
[D] Putting forward a problem→analyzing it→suggesting solutions.
Part III Vocabulary (20 minutes)
Directions: There are 30 incomplete sentences in this part. For each sentence there are four choices marked A), B), C) and D). Choose the ONE answer that best completes the sentence. Then mark the corresponding letter on the Answer Sheet with a single line through the center.
1. When he lost all his hope, he uttered a _______.
A. song B. sin C. sigh D. scream
2. You can always see ________ facilities in public places for people who are often disabled mentally or physically.
A. deserved B. reserved C. preserved D. observed
3. The police tried to find every little bit ___________ to prove his motivation of murder.
A. evidence B. track C. proof D. approach
4. The patient sank into ___________ when he was acknowledged of his infection with HIV.
A. decrease B. loss C. failure D. despair
5. Heart _________ is proved to be the most frequent causes of death directly followed by cancer.
A. disease B. disorder C. attack D. malfunction
6. China dishes _________ heat longer than metal pans do.
A. hold B. retain C. take D. transmit
7. The two companies signed a(n) ________ yesterday to begin their cooperation in electronic product production.
A. contract B. contact C. file D. article
8. He is so busy that what he has for meal every day is either instant noodles or ________ biscuits.
A. depressed B. compressed C. squeezed D. stuffed
9. After an entire day of exhausting climbing, his legs finally ___________.
A. gave up B. gave in C. gave out D. gave away
10. Every student with an average score over 90 can be ____________ to a free ticket to Disneyland.
A. allowed B. granted C. appointed D. entitled
11. It is our country’s _________ policy to handle international affairs in a peaceful manner.
A. consolidated B. constitutional C. consistent D. conservative
12. We went round the parking _______ for several time trying to find a spot to park our car, but in vain.
A. lot B. scene C. position D. district
13. The reform __________ much criticism from the general public.
A. brought in B. brought about C. brought over D. brought down
14. The _________ between two countries often results from the failure to negotiate.
A. stress B. intensity C. tension D. strain
15. The old man came to the security office to __________ his lost watch.
A. proclaim B. complain C. request D. claim
16. The girl was often finding _________ with her boyfriend, which led to their breaking-up.
A. flaw B. errors C. fault D. defect
17. This article _______ more attention to the problem of cultural interference in foreign language teaching and leaning.
A. cares for B. call for C. applies for D. allows for
18. The boy took his winning for _________ and quitted training.
A. granted B. real C. luck D. credited
19. Jack failed in the physics exam again ____________ all the efforts he spent.
A. in case of B. in spite of C. in charge of D. in that
20. The transformation of the economic structure of the country has greatly _______ the life of its people.
A. effected B. affected C. brightened D. infected
21. He was so ________ in the work that he didn’t even notice the shaking of the house.
A. concentrated B. focused C. absorbed D. attracted
22. Please come twenty minutes in advance ___________ we leave early.
A. now that B. so that C. but that D. in case
23. He tried everything possible to ______ a passing score from his professor.
A. attain B. sustain C. purchase D. trap
24. The ______ of an empty hat may discourage the kind people, which is a theory well understood by all beggars.
A. sight B. look C. view D. scene
25. _________ are provided by the banks to encourage people to buy houses and cars.
A. Incomes B. Salaries C. Loans D. Insurances
26. The case is rather _________ and is not easy to deal with.
A. rough B. fascinating C. tough D. strong
27. SARS virus is said to be easily _________ from one to another.
A. transplanted B. transported C. transferred D. transmitted
28. Anyone will be denied __________ to the school computer lab after they graduate.
A. approach B. access C. trip D. use
29. To find a case ____ point to support the theory requires much research work.
A. in B. on C. about D. at
30. She was pale but _______ enough to control herself.
A. quite B. calm C. still D. well
Part IV Short Answer Questions (15 minutes)
Directions: In this part there is a short passage with five questions or incomplete statements. Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words (not exceeding 10 words.)
Would be language teachers everywhere have one thing in common: they all want some recognition of their professional status and skills, and a job. The former requirement is obviously important on a personal level, but it is vital if you are to have any chance of finding work.
Ten years ago, the situation was very different. In virtually every developing country, and in many developed countries as well, being a native English speaker was enough to get you employed as an English teacher.
Now employers will only look at teachers who have the knowledge, the skills and attitudes to teach English effectively. The result of this has been to raise non-native English teachers to the same status as their native counterparts (相对应的人) – something they have always deserved but seldom enjoyed. Non-natives are now happy – linguistic discrimination (语言上的歧视) is a thing of the past.
An ongoing research project, funded by the University of Cambridge, asked a sample of teachers, teacher educators and employers in more than 40 countries whether they regard the native/non-native speakers distinction as being at all important. “NO” was the answer. As long as candidates could teach and had the required level of English, it didn’t matter who they were and where they came from. Thus, a new form of discrimination – this time justified because it singled out the unqualified – liberated the linguistically oppressed (受压迫的). But the Cambridge project did more than just that: it confirmed that the needs of native and non-native teachers are extremely similar.
Questions: (注意：答题尽量简短，超过10个词要扣分。每条横线限写一个英语单词，标点符号不占格。)
S1. The selection of English teachers used to be mainly based on ___________.
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
S2. What did non-native English teachers deserve but seldom enjoy?
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
S3. What kind of people can now find a job as an English teacher?
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
S4. What is the result of the “new form of discrimination” (Line 5, Para.4)?
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
S5. The phrase “the linguistically oppressed” (Line 6, Para.4) refers to those who were _______.
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
Part V Writing (30 minutes)
In this part, you are allowed 30 minutes to compose a letter of about 120 words. Your letter has to be based on the following directions.
Directions:
You have just spent a weekend staying at the Seasons Hotel. When you get home you find that you have left a bag at the hotel.
Write to the manager of the hotel and enquire whether the bag has been found. Give some relevant information about the bag and its contents. Ask the manager to contact you immediately if the bag is found and tell him/her how the bag can be sent to you
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