- 相關(guān)推薦
大學(xué)英語(yǔ)四級(jí)筆試題
現(xiàn)如今，許多人都需要跟試題打交道，試題有助于被考核者了解自己的真實(shí)水平。大家知道什么樣的試題才是規(guī)范的嗎？以下是小編為大家收集的大學(xué)英語(yǔ)四級(jí)筆試題，希望對(duì)大家有所幫助。
大學(xué)英語(yǔ)四級(jí)筆試題 1
Promote Learning and Skills for Young People and Adults
A)This goal places the emphasis on the learning needs of young people and adults in the context of lifelong learning.It calls for fair access to learning programs that are appropriate，and mentions life skills particularly.
B)Education is about giving people the opportunity to develop their potential，their personality and their strengths.This does not merely mean learning new knowledge，but also developing abilities to make the most of life.These are called life skills——including the inner capacities and the practical skills we need.
C)Many of the inner capacities——often known as psych0—social skills——cannot be taught as subjects.They are not the same as academic or technical learning.They must rather be modeled and promoted as part of learning，and in particular by teachers.These skills have to do with the way we behave—towards other people，towards ourselves，towards the challenges and problems of life.
They include skills in communicating，in making decisions and solving problems，in negotiating and expressing ourselves，in thinking critically and understanding our feelings.
D)More practical life skills are the kinds of manual skills we need for the physical tasks we face.Some would include vocational skills under the heading of life skills——the ability to lay bricks.sew clothes，catch fish or repair a motorbike.These are skills by which people may earn their livelihood and which are often available to young people leaving school.In fact，very often young people learn psycho-social skills as they learn more practical skills.Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills.
E)We need to increase our life skills at every stage of life，so learning them may be part of early child—hood education.of primary and secondary education and of adult learning groups.Life skills can be put into the categories that the Jacques Delors report suggested;it spoke of four pillars of education，which correspond to certain kinds of life skills—Learning to know：Thinking abilities：such as problem—solving，critical thinking，decision making，understanding consequences.Learning to be： Personal abilities：such as managing stress and feelings，self-awareness，self-confidence.Learning to live together：Social abilities：such as communication，negotiation，teamwork.Learning to do： Manual skills：practicing know-how required for work and tasks.
F)In today’s world all these skills are necessary, in order to face rapid change in society.This means that it is important to know how to go on learning as we require new skills for life and work.In addition，we need to know how to cope with the flood of information and turn it in touseful knowledge.We also need to learn how to handle change in society and in our own lives.
G)Life skills are both concrete and abstract—practical skills can be learned directly, as a subject.For example, a learner can take a course in laying bricks and learn that skill.Other life skills，such as self-confidence，self-esteem，and skills for relating to others or thinking critically cannot be taught in such direct ways.They should be part of any learning process，where teachers or instructors are concerned that learners should not just learn about subjects，but learn how to cope with life and make the most of their potential.
H)So these life skills may be learnt when learning other things.For example：Learning literacy may have a big impact on self-esteem，on critical thinking or on communication skills;Learning practical skills s ach as drivin9，healthcare or tailoring may increase self-confidence，teach problem—solving processes or help in understanding consequences.
I)Whether this is true depends on the way of teachin9—what kinds of thinkin9，relationship building and communication the teacher or facilitator models themselves and promotes among the learners.
It would require measuring the individual and collective progress in making the most of learning and of life，or assessing how far human potential is being realized，or estimating how well people cope with change.It is easier to measure the development of practical skills，for instance by counting the number of students who register for vocational skills courses.However, this still may not tell us how effectively these skills are being used.
J)The psych0.social skills cannot easily be measured by tests and scores，but become visible in Chang behavior.Progress in this area has often been noted by teachers on reports which they make t.the parents of their pupils.The teacher’s experience of life，of teaching and of what can be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assessed to some extent.This kind of assessment is individual and may never appear in international tables and charts.
K)The current challenges relate to these difficulties：We need to recognize the importance of life skills————both practical and psycho-social—————as part of education which leads to the full development of human potential and to the development of society.The links between psycho—social skills and practical skills must be more clearly spelled out，so that educators can promote both together and find effective ways to do this.Since life skills are taught as part of a wide range of subjects，teachers need to have training in how to put them across and how to monitor learners’ growth in these areas.
In designing curricula and syllabuses for academic subjects，there must be a balance between content teaching and attention to the accompanying life skills.A more conscious and deliberate effort to promote life skills will enable learners to become more active citizens in the life of society.
L)Governments should recognize and actively advocate for the transformational role of education in realizing human potential and in socio—economic development.Ensure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge，skills and attitudes.Show how life skills of all kinds apply in the world of work，for example，negotiating and communication skills，as well practical skills.Through initial and in-service teacher training，increase the use of active and participatory learning/teaching approaches.Examine and adapt the processes and content of education so that there is a balance between academic input and life skills development.Make sure that education inspectors look not only for academic progress through teaching and learning，but also progress in the commmunication， modeling and application of life skills.Advocate for the links between primary and(early.secondary education because learning life skills needs eight or nine years and recognize that the prospect of effective secondary education is an incentive to children，and their parents，to complete primary education successfully.
M)Funding agencies should support research，exchange and debate.nationally and regionally,on ways of strengthening life skills education.Support innovative(創(chuàng)新的teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about.Recognize the links between primary and secondary education in ensuring that children develop strong life skills.Support，therefore，the early years of secondary education as part basic education.
N)As support to governments and in cooperation with other international agencies，UNESC0：Works to define life skills better and clarify what it means to teach and learn them.Assists education. policy makers and teachers to develop and use a life skills approach to education.Advocates for the links between a life skills approach to education and broader society and human development.
根據(jù)以上內(nèi)容，回答46-56題。
The recognition of life skills as part of education will promote the development of human potential and society.
47、The abilities to make the most of life consist of the inner capacities and the practical skills.
48、The progress in psycho—social skills can be measured by changed behavior.
49、Governments should examine and adapt the processes and content of education so as to balance the academic input and life skills development.
50、According to Jacques Delors，four pillars of education include learning to know, learning to be， learning to live together and learning to do.
51、The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.
52、Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.
53、One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.
54、Learning vocational skills can be an approach to acquiring both practical and psycho—social skills.
55、The abilities to manage stress and feelings，self-awareness，self-confidence are personal abilities.
答案解析：
46-55 KBJLE NHNDE
大學(xué)英語(yǔ)四級(jí)筆試題 2
Wise buying is a positive way in which you can make your money go fuller.The way you go about purchasing an article or a service can actually___36____you money or can add to the cost.Take the___37____example of a hairdryer, If you are buying a hairdryer，you might think that you are making the___38____ buy if you choose one whose look you like and which is also the cheapest___39____price.But when you get it home you may find that it takes twice as long as a more expensive___40____to dry your hair.The cost of the electricity plus the cost of your time could well make your hairdryer the most expensive one of all.
So what principles should you___41____when you go out shopping?If you keep your home.your car or any valuable____42___in excellent condition，you’11 be saving money in the long run.Before you buy a new____43___，talk to someone who owns one.If you can.use it or borrow it to check it suits your particular purpose.Before you buy an expensive___44____，or a service，do check the price and what is on offer.If possible.choose____45___three items or three estimates
A.spossession
B.save
C.best
D.appliance
E.material
F. from
G.simple
H.with
I.in
J.element
K. model
L.item
M.easy
N.adopt
O.reasonable
答案解析：36-45 BGCIK NADLF
大學(xué)英語(yǔ)四級(jí)筆試題 3
Teaching children to read well from the start is the most important task of elementary schools. But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven ineffective. The staying power of the “l(fā)ook-say” or “whole-word” method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.
The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, “l(fā)earning how to learn” activities recommended by advocates (倡導(dǎo)者)of “open” classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these “Run-Spot-Run” readers.
However, in 1955, Rudolf Flesch touched off what has been called “the great debate” in beginning reading. In his best-seller Why Johnny Can’t Read, Flesch indicted(控訴)the nation’s public schools for miseducating students by using the look-say method. He said – and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed – that another approach to beginning reading, founded on phonics(語(yǔ)音學(xué)), is far superior.
Systematic phonics first teachers children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.
36. The author feels that counting on educators to teach reading correctly is _____________.
A) only logical and natural B) the expected position
C) probably a mistake D) merely effective instruction
37. The author indicts the look-say reading approach because _________________.
A) it overlooks decoding B) Rudolf Flesch agrees with him
C) he says it is boring D) many schools continue to use this method
38. One major difference between the look-say method of learning reading and the phonics method is _______________.
A) look-say is simpler B) Phonics takes longer to learn
C) look-say is easier to teach D) phonics gives readers access to far more words
39. The phrase “touch-off” (Para 3, Line 1) most probably means _____________.
A) talk about shortly B) start or cause
C) compare with D) oppose
40. According to the author, which of the following statements is true?
A) Phonics approach regards whole-word method as unimportant.
B) The whole-word approach emphasizes decoding.
C) In phonics approach, it is necessary and logical to employ decoding.
D) Phonics is superior because it stresses the meaning of words thus the vast majority of most common words can be learned.
答案解析:
36. C)本題的線索是第一段的第二句話，其中的relying on educators與題干中的counting on educators 完全是同樣的意思。
37. A) 作者先在第一段的最后一句說(shuō)“l(fā)ook-say”或“whole-word”的閱讀教學(xué)方法是失敗的，第二段分析了這種方法失敗的原因，是因?yàn)樗?“stresses the meaning of words over the meaning of letters, thinking over decoding…”
38. D) 文章在最后一段談到了phonics method的特點(diǎn)和好處，本題線索見該段的第二句話“Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned”，可見這種方法能使學(xué)習(xí)者獲得更大的詞匯量。
39. B) 本題要求利用上下文猜測(cè)單詞的意思。根據(jù)第二段的'最后一句，在1963年以前，出版的東西都是教授使用whole-word的方法的，緊接著用了轉(zhuǎn)折詞 however，說(shuō)在1955年，Rudolf Flesch“touched off”一場(chǎng)爭(zhēng)論，因此此處的touch off必然是“引起”的意思。
40. C) 本題要求有較好的綜合能力才能做得既快又準(zhǔn)。從第二段中綜合出whole-word閱讀方法的特點(diǎn)：強(qiáng)調(diào)單詞的意思、沒有decoding;由此即可知 B)、D)是錯(cuò)的;在文章的最后一句話，作者指出Phonics does not devalue the importance of thinking about the meaning of words and sentences，所以A)也是不對(duì)的。
【大學(xué)英語(yǔ)四級(jí)筆試題】相關(guān)文章：
大學(xué)英語(yǔ)四級(jí)閱讀理解經(jīng)典模擬試題及答案11-23
大學(xué)英語(yǔ)四級(jí)口語(yǔ)考試試題構(gòu)成12-09
大學(xué)英語(yǔ)期末試題及答案11-23
2017英語(yǔ)四級(jí)翻譯模擬試題及答案11-23