大学英语第四册模拟试卷
-
大学英语第四册模拟
试卷
Part I. Reading Comprehension
(40%)
Directions:
There
are
4
reading
passages
in
this
section.
Each
passage
is
followed
by
some
questions. For each question there are four
suggested answers marked
A, B, C and D.
Choose the best answer to each question.
Passage 1
Eye contact
is a
nonverbal technique that
helps
the speaker
“
sell
”
his or
her
ideas
to
an
audience.
Besides
its
persuasive
powers,
eye
contact
helps
hold
listener
interest.
A
successful
speaker
must
maintain
eye
contact
with
an
audience.
To
have
good
rapport
（关系）
with listeners, a
speaker should maintain direct eye contact for at
least 75 percent
of
the
time. Some
speakers
focus exclusively on their
notes. Others
gaze over
the
heads
of
their
listeners.
Both
are
likely
to
lose
audience
interest
and
esteem.
People
who
maintain eye contact
while speaking, whether from a podium
（讲台）
or from across the
table,
are
“
regarded
not
only
as
exceptionally
well-disposed
by
their
target
but
also
as
more believable and
earnest.
”
To
show
the
potency
of
eye
contact
in
daily
life,
we
have
only
to
consider
how
passers-by
behave
when
their
glances
happen
to
meet
on
the
street.
At
one
extreme
are
those
people who feel obliged to smile when they make
eye contact. At the other extreme
are
those
who
feel
awkward and
immediately
look away.
To
make eye contact,
it seems,
is to make a certain link with someone.
Eye contact with an
audience also lets a speaker know and monitor the
listeners. It is,
in
fact,
essential
for
analyzing
an
audience
during
a
speech.
Visual
cues
（暗示）
from
audience
members can
indicate that a speech
is
dragging, that
the speaker
is dwelling on
a particular
point
for too
long, or that
a particular point requires
further
explanation.
As
we
have
pointed
out,
visual
feedback
from
listeners
should
play
an
important
role
in
shaping a speech as it is delivered.
1.
This passage is mainly concerned with
____.
A. the importance of
eye contact.
B.
the potency of nonverbal technique
C.
successful speech delivery
D. an effective way to gain
visual feedbacks.
2.
According to
the passage, a good speaker must ____.
A.
“
sell
”
his or her ideas to an audience
B. maintain direct eye contact with
listeners
C. be very persuasive and
believable
D. be exceptionally well-
disposed
3.
The word
“
target<
/p>
”
in the
last
sentence of the
first paragraph can best be replaced by
____.
A.
“
destination
”
B.
“
goal
”
C.
“
a
udience
”
D.
“
f
ollowers
”
1
4.
In daily
life, when the
glances of two passers-by
happen to
meet,
these
two persons
will inevitably ____.
A.
smile to each other
B. feel awkward and
look away immediately
C. try to make a
conversation with each other
D. none of
the above
5.
Eye contact
with an
audience, according
to
the author,
has all
the
following benefits
for the speaker EXCEPT that it
doesn’t
____.
A.
help the speaker to control the audience.
B. help the speaker to gain audience
interest and esteem
C. help the speaker
to know whether he is talking too much about a
certain point.
D. help the
speaker to analyze his audience when he is
beginning his speech.
Passage 2
There
were
several
reasons
why
the
Industrial
Revolution
started
in
Great
Britain
rather than in
France, the other great powers of the
day
.
In the
first place,
Britain
had the
money
necessary to
finance the
larger enterprises.
Engl
and’s
supremacy on the seas
had
encouraged commerce, and Englishmen
had
been
amassing wealth through the
commerce and industry
. The newly rich
class in that country
was
not
the
aristocratic
group,
but
merchants
and
businessmen
who
were
willing
to
devote
themselves
to
industry
and
scientific
agriculture.
The
wealth
of
France,
on
the
other
hand,
was
largely
in the
hands of
the
nobility
, and they
were
not
willing
to do the
necessary work to develop
industry
.
In
the
second
place,
Great
Britain
had
undertaken
very
early
the
manufacturing
of
inexpensive and
more
practical products
for which there
would be ever-growing demand
from
the
people,
especially
the
new
middle
class.
On
the
other
hand,
France
produced
articles
in
the
luxury
class.
These
could
never
be
turned
out
in
quantities
because
they
demanded
individuality
.
England
was
the
producer
of
goods
that
were
produced
in
quantities, and
if
she could
find a cheaper
means of producing them,
her
markets
would
grow. So she was
ready
for
methods
that
would
make
it
possible
to
manufacture
in
large
quantities.
In
the third place, for a long time England had large
numbers of semiskilled workers.
When
the
feudal
system
broke
down
in
England
and
the
manors
were
turned
to
sheep
raising,
numbers
of
Englishmen
went
to
the
towns.
There
they
engaged
in
weaving,
making shoes, wood
carving and many other occupations that developed
skills. When the
industrial revolution
began, these
men were available
for the
work on the new
machines.
Moreover
they
were
free
men
who
could
move
from
place
to
place
as
the
need
for
workers
arose.
This
had
not
been
the
case
in
France,
which
was
still
chiefly
and
agricultural country
with peasants bound to their masters in many ways
so they could not
easily move to the
cities.
In
the
fourth
place,
coal
was
abundant
in
Great
Britain,
and
a
large
amount
of
this
cheap fuel was necessary for running
the factories. There was coal in northern France,
too,
but France was
late
in tapping
such resources
because really everyone depended directly
2
or indirectly
on farming for his living.
6.
Britain had
the money necessary to develop industry because
_____.
A) Britain was much
wealthier than France at that time
B)
Britain government encouraged the development of
industry
C) The merchants and
businessmen were willing to finance the industry
D) The aristocratic group was willing
to develop the industry
7.
According to
the passage, French people attached importance to
_____.
A) the quantities of the articles
B) the individuality of the articles
C) the practicality of the articles
D) the price of the articles
8.
Which of the following statements is
true?
A) The wealth of France was
largely in the hands of new middle
class.
B) French people were
bound to the new machines.
C) France
was more likely to produce goods in qualities.
D) France could not get free workers
necessary to the industry
.
9.
When the
industrial revolution began, Englishmen _____.
A) were busy amassing wealth through
commerce and industry
B) had found a
cheaper means of producing goods needed in
qualities
C) depended on farming for
their living
D) could move from place
to place as the need for workers arose
10.
What can be
inferred from the passage?
A) The demand
for luxury goods was limited.
B)
Industrial Revolution was the result of the
interaction of various factors.
C)
French people farming to industry and commerce.
D) Coal was very important to people’s
life.
Passage 3
Another common
type of
reasoning
is the search
for
causes and results. We
want to
know whether cigarettes really do cause
lung cancer, what causes malnutrition, the decay
of
cities, or the decay of
teeth. We
are equally
interested
in effects:
what
is
the
effect of
sulphur or
lead
in the atmosphere, of oil spills and
raw sewage
in rivers and
the sea, of
staying up late
on the night before an examination?
Causal
reasoning
may
go
from
cause
to
effect
or
from
effect
to
cause.
Either
way
,
we reason
from what we know
to what we
want to
find out. Sometimes
we
reason
from
an
effect
to
a
cause
and
then
on
to
another
effect.
Thus,
if
we
reason
that
because
the
lights have
gone out, the
refrigerator
won
’
t
work,
we
first
relate the effect
(lights
out) to
the
cause
(power
off)
and
then
relate
that
cause
to
another
effect
(refrigerator
not
working). This kind of
reasoning is called, for short, effect to effect.
It is quite common to
reason
through
an
extensive
chain
of
causal
relations.
When
the
lights
out
we
might
3
reason
in
the
following
causal
chain:
lights
out
---power
off---refrigerator
not
working---temperature
will
rise---milk
will
sour.
In
other
words,
we
diagnose
a
succession of effects from the power
failure, each becoming the cause of the next.
Causes
are
classified
as
necessary
,
sufficient,
or
contributory
.
A
necessary
cause
is
which
must
be
present
for
the
effect
to
occur,
as
combustion
is
necessary
to
drive
a
gasoline
engine.
A
sufficient
cause
is
one
which
can
produce
an
effect
unaided,
though
there
may
be
more than one sufficient cause: a
dead battery
is enough to keep a car
from
a
starting,
but
faulty
spark
plugs
or
an
empty
gas
tank
will
have
the
same
effect.
A
contributory cause
is one
which
helps to produce an effect but
cannot
do so by
itself, as
running
through
a
red
light
may
help
cause
an
accident,
though
other
factors---pedestrians
or other cars in the intersection ---must also be
present.
In
establishing
or
refuting
a
casual
relation
it
is
usually
necessary
to
show
the
process by
which the alleged
cause produces the effect. Such an explanation
is
called a
causal process.
11. What the author discussed in the
previous section is most probably about ____ .
A. relationship between cause and
results
B. classification of reasoning
C. some other common types of reasoning
D. some special type of reasoning
12. According
to the passage, to do the
“
effect to
effect
”
reasoning is to
reason ____.
A. from cause to effect
B. from effect to cause
C. from effect to effect and on to
cause
D. from effect
to cause and on to another effect
13. A necessary cause is ____.
A. one without which it is
impossible for the effect to occur.
B. one of the causes that can produce
the effect
C. one that is enough to
make the effect occur
D. none of them
14.
Y
our refrigerator
is
not working and
you
have
found that
the electric
power
has been
cut off. The power
failure is a ____.
A.
necessary cause
B.
sufficient cause
C. contributory cause
D. none of them
15. This passage mainly
discusses ____.
A. causal reasoning
B. various types of
reasoning
C. classification of causes
D. the causal process
Passage 4
I
hear
many
parents
complaining
that
their
teen-age
children
are
rebelling.
I
wish
it
4
were
so.
At
your
age
you
ought
to
be
growing
away
from
your
parents.
You
should
be
learning to stand on
your
own
two
feet. But take a
good
look at
the
present
rebellion. It
seems
that teen-agers are all taking the same way of
showing that they disagree with their
parents.
Instead
of
striking
out
boldly
on
their
own,
most
of
them
are
clutching
at
one
another
’
s hands
for reassurance.
They
claim
they
want
to
dress
as
they
please.
But
they
all
wear
the
same
clothes.
They
set
off
in
new
directions
in
music.
But
somehow
they
all
end
up
huddled
round
listening to the same
record. Their reason for thinking or acting in
thus-and-such a way is
that
the
crowd
is
doing
it.
They
have come out of their
cocoon
（蚕茧）
---into
a
larger
cocoon.
It
has
become
harder
and
harder
for
a
teen-ager
to
stand
up
against
the
popularity
wave
and
to
go
his
or
her
own
way.
Industry
has
firmly
carved
out
a
teen-age
market.
These
days
every
teen-
ager
can
learn
from
the
advertisements
what
a
teen-ager
should
have
and
be.
And
many
of
today
’
s
parents
have
come
to
award
high
marks
for
the
popularity of their children. All this
adds up to a great barrier for the teen-ager who
wants
to find his or her own path.
But the barrier is worth
climbing over. The path is worth following. You
may want to
listen to classical
music
instead of going
to a party. You
may
want to collect rocks when
everyone else
is collecting
records.
You
may
have
some
thoughts that
you
don’t
care to
share at once
with
your classmates. Well,
go to
it. Find yourself. Be yourself.
Popularity
will
come
—
with
the
people
who
respect
you
for
who
you
are.
That
’
s
the
only
kind
of
popularity that really
counts.
16. The
author
’
s purpose in writing
this passage is to tell ____.
A. readers how to be popular with
people around
B. teen-agers how to
learn to decide things for themselves
C. parents how to control and guide
their children
D. people how to
understand and respect each other
17. According to
the author,
many
teenagers think they
are brave enough
to act on their
own, but, in fact, most of them ____.
A. have much difficulty
understanding each other
B. lack
confidence
C. dare not cope with
problems single-handed
D. are very much
afraid of getting lost
18.
Which of the following is NOT true according to
the passage?
A. There is no popularity
that really counts.
B. What
many parents are
doing
is
in
fact
hindering their children
from
finding their
own paths.
C. It
is not necessarily bad for a teen-ager to disagree
with his or her classmates.
D. Most
teen-agers claim
that
they
want
to do
what
they
like
to, but
they are actually
doing the
same.
5