陕师大大学英语四级试题Word文件下载.docx

陕师大大学英语四级试题Word文件下载.docx

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陕西师范大学2010—2011学年第二学期补考试卷

大学英语四级

题号

一

二

三

四

五

六

总分

总分人

分数

答卷注意事项：

1、学生必须用蓝色（或黑色）钢笔、圆珠笔或签字笔直接在试题卷上答题。

2、答卷前请将密封线内的项目填写清楚。

3、字迹要清楚、工整，不宜过大，以防试卷不够使用。

4、本卷共6大题，总分为100分。

请注意：

考试一开始先进行PartⅢ听力部分的内容。

得分

评卷人

PartⅠWriting（15%）

Directions:

Forthispart,youareallowed30minutestowriteacompositiononthetopic:

UnemploymentuponGraduation.Youshouldwriteatleast120wordsfollowingtheoutlinegivenbelowinChinese.

1）许多大学生毕业后找不到工作

2）产生这一现象的原因

3）解决这一问题的方法

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PartⅡReadingComprehension（SkimmingandScanning）（10%）

Inthispart,gooverthepassagequicklyandanswerthequestions.

Forquestions1—7,mark

Y（forYES）ifthestatementagreeswiththeinformationgiveninthepassage;

N（forNo）ifthestatementcontradictstheinformationgiveninthepassage;

NG（forNOTGIVEN）iftheinformationisnotgiveninthepassage;

Forquestions8—10,completethesentenceswiththeinformationgiveninthepassage.

PreparingforTests

Ideallyitshouldbeloveoflearning,achievement,andself-improvementthatpromptsalllearning.Buttheaveragestudentisprobablymotivatedbyamoretangible,immediate,andpressuringreason—therequirementtotakeandpasstests.Fewhighschoolstudentsarenotconcernedwiththeaptitudeandachievementteststhattheymusttaketogetintocollege.Evenstudentsnotplanningtoattendcollegewilltakeplacement,adaptability,andpromotiontestsiftheyaretosucceedintheirfield.Promotioninthearmedservicesdoesnotdependonphysicalprowess（本领）andlengthofservice.Itdepends,instead,ontheabilitytostudyandpasspromotionaltests.Youneedtounderstandtheimportanceoftests,thebestmethodsofpreparation,thecommonsenserequiredforbothaphysicalandmentalapproachtothem,howtoreadinstructionsandquestionscorrectly,andhowtoanswerthewaythetestorteacherexpectsyoutoanswer.Thisisoneofthemostvaluablepsychologicalbenefitsthatcancomefromyoureducation.

AttitudeTowardTests

Dr.FrancisP.Robinsoninhisbook,EffectiveStudy,posesaquestion:

"

Didyoueverthankateacherforgivingatest?

"

Atfirstglanceyouarenotlikelytofindmuchinyourthinkingthatwouldhelpinspirea"

yes"

.Theteacherspendsalotoftimepreparingthetestquestions.Afteryouhavetakenthetest,theteacherspendsmanyhourscarefullyevaluatingyourpaper.Mistakesaremarkedsothatwhenyourpaperisreturnedyoucangooverthemandperhapswriteincorrections.Thenyouwillnotmakethesamemistakesagain.

TestasaPersonalBattle

Doyou,likemanyofyourfellowstudents,considerthetestorexaminationasapersonalbattlewhichtheteacherwagesinanattempttodefeatyou,ordoyouseeitasacontestinwhichonetriestooutwittheother?

Ifthisisyourattitudetowardstests,youprobablydooneoftwothingswhentheteacherreturnsyourpapertoyou.One,youthrowitawaywithoutbotheringtodomorethanglancethroughittoseewherepointsweretakenoff.Ortwo,withoutcheckinganincompleteansweragainstthefactsasstudied,youapproachtheteacheranddemandtoknowwhypointsweretakenoff.Thisisthemostnegativeofapproaches.Thedifferenceinattitudecanbeseeninthedifferencebetweentwoquestions:

“Whydidyoutakeoffpointsonthisquestion?

”and“WhatshouldIhaveincludedthatIdidnot?

”

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FearofTakingTests

Anotherattitudethatyoushouldavoidisthatoffear.Fearoftakingtestsresultsintensionanddisturbedthinking.These,inturn,produceblindspots（notbeingabletorememberanswersthatyouknewtenminutesbeforethetest）andcarelessmistakes.Thisfearalsokeepspeoplefromventuringintonewareasinlife.Theymayvisualizethenewmethod,thebettertool,orthestrongbridge,buttheyhesitateuntilsomeoneelserealizestheirdreams.

Fearpreventssuccessontestsandexaminationsbecausefearconditionsthemindforfailure.Studentswhoareafraidstartinastateofconfusionanddisorder.Thustheythrowawaytheadvantagestheyhavegottenbypreparation.Studentswhoapproachtestswithfeararealmostalwayscharacterizedbythefollowing:

（1）Theirgradeisconsiderablylowerthantheirdailyrecitationgrades,sometimesasmuchastwentypointslower.

（2）Theycomplainabouttheteacher—insufficientexplanation,lackofdetailedreview,etc.（3）Theyfindfaultwiththetestmaterials—toolong,notthetypeofquestionsexpectedandstudiedfor,didn'

tunderstandthewordingofquestions.（4）Theirpreparationconsistsofafranticlast-ditcheffort.Theysufferfromlossofsleepalmosttothepointoftotalexhaustion,andoftenlossofimportantnotesorreviewmaterialjustwhentheyareneededmost.（5）Feardrivesthesestudentstostudyforthetestwithanotherstudent.Invariablytheychooseastudycompanionwhohasthesameattitudeoffear.Oftentheotherstudent'

sknowledgeofthesubjectisonlyequalto,orperhapslessthan,theirown.

Ifyourecognizetwoormoreofthesecharacteristicsasbehaviourpatternswhichyoupractiseattestandexaminationtime,youshouldchangeyourattitudeasquicklyaspossible.Tocontinuethemistosubjectyourselftoaclimateoftensionandfearandtoconditionyourselffordefeat.

APositiveApproachtoTests

Athirdattitudeiswhollypositive.Itistheattitudeofchallenge,self-confidence,andcontent-reliability.Studentswhoacceptatestasachallengetoshowtheteachertheextentoftheirknowledgeofthesubjectandtoimprovetheirgradesarestimulated.Thisstimulationproducestheenergyneededtothinkclearlyandtoactwithprecisionoveralongerperiodofconcentrationthanthedailyrecitationrequires.Theattitudeofchallengeisreflectedbyenterprisingratherthanburdensomepreparation.Self-confidencedevelopsfromthisadequatepreparation.Thereisnoroomfortensionandfear.Evenaquestionableanswerisapproachedbyacalculatedreliability.Thebeliefisthataworthwhileanswer,althoughperhapsonlypartiallycorrect,canbeworkedout.Thisattituderequirestherelationshipbetweenstudentandteacher,andquestionandanswer,alwaystobeoneofcooperativeproductionratherthancompetitivedestruction.

Toadoptanattitudeofchallengeandself-confidencetowardtestsandexaminations,youmustfirstunderstandtherealpurposesoftest.

ReasonsforTests

Motivation

Fromthestudent'

spointofview,thefirstreasonfortestsismotivation.Fewofusareself-disciplinedandmotivatedenoughtoeducateourselveswithoutdirectionandrequirement.Beingtestedperiodicallyonaccumulatedknowledgeisastrongmotivatingforce.

ChancetoShowKnowledge

Asecondreasonfortestsisthattheyprovidestudentswithachancetoshowhowmuchtheyhavelearned.Dailyrecitationdoesnotprovidesuchanopportunity.Atestgivesthestudentsachancetoshowtheirabilitytoorganizeandunifylargevolumeso