amuse2009年12月大学英语四级模拟题之六(无听力附答案)

2021年1月21日发(作者：鱼肉)
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Part I Writing (30 minutes)



Directions: For this part, you are allowed 30 minutes to write an Address of Welcome.
You should write at least 120 words following the outline given below.


学生会邀请了来自某大学的李教授作一个关于计算机人工智能的演讲。
作为主持人，
你
在演讲前作一个开场白。请写一份简明的欢迎词。
(1.
简明介绍演讲者
;2.
计算机人工智能
的作用
;3.
表示欢迎等
)


Address of Welcome

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)



Directions: In this part, you will have 15 minutes to go over the passage quickly and
answer the questions on Answer sheet 1.


For questions 1-7, mark


Y (for YES) if the statement agrees with the information given in the passage;


N (for NO) if the statement contradicts the information given in the passage;


NG (for NOT GIVEN) if the information is not given in the passage.


For questions 8-10, complete the sentences with the information given in the
passage.
































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New Proposals on Youth Employment
















The unemployment rate in Japan continues to hover at around the 5% level, but the
number of unemployed youths is exceptionally high compared to other age groups. The
fluid situation is gradually taking root in society, with an increasing number of youths
making a living as
changing jobs even after they find employment. This youth employment problem is
essentially a product of many companies' guarded stance (
姿态
) on employment and the
narrowing of employment opportunities for those seeking to work as regular employees.


To deal with the youth employment problem, the government and relevant institutions
have already presented various proposals for specific policies, such as to strengthen
policies that can turn economic recovery into a vigorous increase of labor demand; while
expanding job openings for regular employees, also to promote equal treatment of
non-regular employees and secure opportunities for them to become regular employees
so that the working styles of non-regular employees are not disadvantaged; from the
earliest stage as possible, systematically to provide job preparatory education with a
long-range outlook on career development. Some of these policies are actually being
implemented, but they are not necessarily producing adequate results. For this reason,
the following three new measures should be considered in addition to other measures
being deliberated.


Reform of employment and recruitment practices



It is important that high school graduates are given as many opportunities as possible
to select an occupation. While completely abolishing the one- person-one-company
































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system on one hand, on the other hand, employment and career guidance should begin
when students enter high school so they are well able to select an occupation on their own
judgment.
Also, the year after graduation should be regarded as a period of joint follow-up by
schools and employment agencies. Especially in regard to unemployed graduates and
freeters, each party should assess the situation and support the employment of those
young people.


With respect to college students, internship opportunities, career counseling, and
other guidance schemes should be implemented soon after they enter college to
eventually enable them to make independent career decisions.


Companies should give due consideration to the academic accomplishment of
students when screening job applicants, as that is the primary function of students.
Universities should draw upon France's baccalaureate system, for example, and introduce
a system of university graduation examination or college academic certification test.


Finally, as a measure to expand employment opportunities, companies should
amend their traditional practice of recruiting only prospective new graduates and open
their doors to those who have already graduated.


Enhancing career education and the role of industries


Career education aiming to cultivate work values should be a consecutive (
连续的
)
program provided over an ample amount of time beginning in the primary, junior high, and
high school compulsory education stage.
































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In addition to teaching students about the significance of working and about
occupations in general, career education should also include a course on
living
members of society. The course should deal with a broad range of topics relating to the
work concept, such as rights and obligations stipulated in labor laws, as well as with the
mechanics of the pension system and other social security institutions and with such
immediate issues as the environment and energy. Such a course would help youths to
select their own lifestyles, including how to achieve a good balance between work and
private life.


The industrial community should form organizations of companies (such as NPOs) to
address career education from a cross-cutting perspective and actively engage in
activities to support the development of human resources for the next generation. For
example, they are expected to develop and provide educational programs based on their
unique technology and know-how, send personnel to schools, and offer funds and
equipment.


In regional areas in Japan, activities to revitalize regional industries and promote new
industries should be linked to model projects that incorporate regional characteristics and
aim to foster and retain young people as future leaders of the region. For example, local
governments could utilize the 500 or so young workers' centers throughout Japan as the
bases of such projects with the cooperation of regional businesses and schools.
Proposal of a

































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The
for the utilization of various support measures. It would be issued to all youths over the
age of 18 and would be a passport to continuous support valid up to the age of 30 to 35.


The passport would contain a record of job changes, part-time experiences, studies,
certifications and self- development efforts, in addition to accomplishments achieved
through participation in volunteer and NPO activities. In this respect, it would take the form
of an electronic card to allow the input and accumulation of information through a digital
format that can be accessed by the individual whenever necessary.


The passport would enable young workers to receive career counseling regularly or
as necessary at job cafes that are being newly established or at the more than 500 young
worker's centers throughout Japan. They would also have the opportunity to check and
evaluate their own careers, including part- time experiences, and effectively utilize various
support programs for employment, capacity development and other areas necessary for
developing their careers.


In addition to the above, a vocational scholarship system should be created to
provide financial support for educational courses and school expenses to all young people
who have graduated school-including the unemployed, freeters, and displaced workers-so
that they may voluntarily prepare themselves for a job or develop their working capacities.


1. The youth frequent job changes result in many companies' guarded stance on their
employment.


2. To offer different job opportunities to both youth regular and non- regular
employees.
































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3. Employment and career guidance should be part of high school curriculum.


4. Companies should revise their policies to recruit both new and old graduates.


5. The school course should deal with a broad range of topics relating to the work
concept such as job hunting and hopping.


6. There are about 500 youth centers in some local areas.


7. The career passport contains part-time experiences, studies, certificate and
self-development except job- hopping.


8. College education should enable students to make ____________________.


9. Companies should provide educational program and send personnel to schools
and offer ____________________.
10. In order to provide young people with financial support, we should create
________________________.
Part III Listening Comprehension (35 minutes)
Part IV Reading Comprehension (Reading in Depth) (25 minutes)



Section A


Directions: In this section, there is a passage with ten blanks. You are requested to
select one word for each blank from a list of choices given in a word bank following the
passage. Read the passage through carefully before making your choices. Each choice in
the bank is identified by a letter. Please mark the corresponding letter for each item on
































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Answer Sheet 2 with a single line through the centre. You may not use any of the words in
the bank more than once.


Questions 47 to 56 are based on the following passage.



Once the world embraced the automobile, the days of depending on horses, bicycles,
ferries, and trains quickly slipped into the past. People were __47__ with the speed of the
automobile but they were also enjoying the personal freedom that the automobile gave
them. Owning a car gave people the freedom to go anyplace a road __48__. This allowed
people to travel at anytime and at their own __49__. This independence gave the car a
popular edge over buses and trains.


The popularity of the automobile made it the __50__ of the transportation system.
The automobile changed our lives when it created a giant industry that offered more and
more jobs. The automobile made it possible for people to live in areas __51__ from their
work place. This caused cities to grow and made suburban living more convenient. Of
course, with more places to go, more __52__ roads had to be built. The automobile
caused a __53__ effect. Jobs increased, industries grew, new industries developed, and
cities appeared. Today the automobile industry continues to offer many __54__. Jobs are
plentiful in this industry and improvements continue to be made to the automobile with
new technologies.


We have come a long way from that first __55__ carriage because of the cooperative
efforts of many people in the last century. It will be interesting to see what the future holds
for the automobile. We have already seen signs of the use of solar energy in this area. As
long as man has a brain, the future of the automobile is __56__.
































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A) backbone I) opportunities















B) infinite J) snowball


C) further K) definite


D) background L) developed


E) led M) farther


F) enjoyed N) impressed


G) horseless O) pace


H) developing


Section B



Directions: There are 2 passages in this section. 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
Answer Sheet 2 with a single line through the centre.


Passage One



Questions 57 to 61 are based on the following passage.


If you want to teach your children how to say sorry, you must be good at saying it
yourself, especially to your own children. But how you say it can be quite tricky.
































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If you say to your children
rry I got angry with you, but …

headache
for his bad behavior in expecting an apology.


Another method by which people appear to apologize without actually doing so is to
say
yourself to get upset by what the other person has done.


Then there is the general, all covering apology, which avoids the necessity of
identifying a specific act that was particularly hurtful or insulting, and which the person
who is apologizing should promise never to do again. Saying
does not commit a person to any specific improvement.


These pseudo-apologies are used by people who believe saying sorry shows
weakness. Parents who wish to teach their children to apologize should see it as a sign of
strength, and therefore not resort to these pseudo-apologies.


But even when presented with examples of genuine contrition, children still need help
to become aware of the complexities of saying sorry. A three-year-old might need help in
understanding that other children feel pain just as he does, and that hitting a playmate
over the head with a heavy toy requires an apology. A six-year-old might need reminding
that spoiling other children's expectations can require an apology. A 12-year-old might
need to be shown that raiding the biscuit tin without asking permission is acceptable, but
that borrowing a parent's clothes without permission is not.
57. If a mother adds
































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