新 东 方 大 学 英 语 四 级 考 试
全国统一模拟冲刺试卷
COLLEGE ENGLISH TEST
— Band Four —
试 题 册
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敬告考生
一、在答题前，请认真完成以下内容：
1. 请检查试题册背面条形码粘贴条、答题卡的印刷质量，如有问题及时向监考员反映，确认无误后完成以下两点要求。 2. 请将试题册背面条形码粘贴条揭下后粘贴在答题卡 1 的条形码粘贴框内，并将姓名和准考证号填写在试题册背面相应位置。 3. 请在答题卡 1 和答题卡 2 指定位置用黑色签字笔填写准考证号、姓名和学校名称，并用 HB-2B 铅笔将对应准考证号的信息点涂黑。 二、在考试过程中，请注意以下内容：
1. 所有题目必须在答题卡上规定位置作答，在试题册上或答题卡上非规定位置的作答一律无效。 2. 请在规定时间内在答题卡指定位置依次完成作文、听力、阅读、翻译各部分考试，作答作文期间不得翻阅该试题册。听力录音播放完毕后，请立即停止作答，监考员将立即收回答题卡 1，得到监考员指令后方可继续作答。 3. 作文题内容印在试题册背面，作文题及其他主观题必须用黑色签字笔在答题卡指定区域内作答。 4. 选择题均为单选题，错选、不选或多选将不得分，作答时必须使用 HB-2B 铅笔在答题卡上相应位置填涂，修改时须用橡皮擦净。 三、以下情况按违规处理：
1. 未正确填写（涂）个人信息，错贴、不贴、毁损条形码粘贴条。 2. 未按规定翻阅试题册、提前阅读试题、提前或在收答题卡期间作答。 3. 未用所规定的笔作答、折叠或毁损答题卡导致无法评卷。 4. 考试期间在非听力考试时间佩戴耳机。
Part III Reading Comprehension (40 minutes)
Section A
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Directions: In this section, there is a passage with ten blanks. You are required 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 Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.
Would you enjoy a truly unique hotpot experience? If so, you could be 26 served by robots. A famous hotpot chain has gained even more 27 since it opened its intelligent restaurant in downtown Beijing in October 2018. Patrons eager to visit the establishment often have to wait an average of two hours to get a seat.
There are 18 automatic “machine arms” that constantly work in an intelligent dish sorting room that is between 0 and 4 degrees. They are 28 of processing up to 8,000 dishes each day. Windows 29 guests across the 93-table dining hall to see the operation from start to finish. The flavor of the hotpot is one of the most important factors. Customers can choose from six 30 of spiciness, and flavor consultants help advise when patrons face the 31 of choosing between moderately spicy and eye-watering, extremely spicy hotpot. Once the decision is made, the thick soup is seasoned by the automatic flavoring machine.
Within 10 minutes after customers 32 their orders on iPads, six dish dispatching robots carry the meat and vegetables to the dining tables by tag location technology. Each dish-dispatching robot can operate for an entire day after being 33 for one night.
The operation of the restaurant is helped by two intelligent systems. One accurately copes with customers’ 34 , added and urgent orders, analyzes the data of the restaurant, monitors the operation condition of the equipment, provides maintenance of the software and 35 the food inventory and expiry date. The other is an energy management system, which calculates and analyzes the energy consumption including water, electricity and fuel gas of the restaurant.
A) capable B) dilemma C) merely D) warmly E) checks F) canceled G) popularity H) levels
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Section B
Directions: In this section, you are going to read a passage with ten statements attached to it.
Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
Can Happiness Be Exported?
[A] Finland has emerged as the happiest nation in the world, and not for the first time. The Nordic country, home to just 5.5 million people, scooped top spot in the UN’s World Happiness Report—which ranks countries by how content their citizens perceive themselves to be—in both 2019 and 2018. Furthermore, it has consistently ranked in the top 10—since the first report in 2012.
[B] Despite severe and prolonged winters, Finns’ positive outlook is boosted by low levels of crime, access to nature, affordable childcare, heavily subsidized healthcare and, crucially, free education. Compulsory school education begins at seven, which is late when compared with British children, who begin in the year they turn five, and the U.S., where children enroll before six. Standardized testing does not exist in Finland and students are encouraged to explore their strengths, rather than compete, in a more relaxed environment, which education experts say can have a lifelong positive impact. [C] John Helliwell, editor of the World Happiness Report, said that Finnish children posting the highest scores in the OECD’s PISA education rankings first attracted international attention to the country’s school system. “The same thing is now happening for happiness, with respect to life as a whole,” he said. He said the country’s top educators had ensured that the “system move beyond the achievement of test scores to the development of happy and well-adjusted (适应良好的) children and adults.”
[D] One entrepreneurial Finnish school is now branching out overseas, exporting its lessons globally in a bid to spread, and sell, this happiness. Tests, competition and ranking are all avoided by Helsinki International Schools (HEI), an institution with seven outposts in China, Australia and South Korea, which aims to make “high-quality early childhood education ... accessible for as many children as possible.” It says its concept has proved such a success that six additional branches have opened since the first one in the Inner Mongolian city of Baotou in 2017, catering for 300 children aged three to six. It is now planning new initiatives in Argentina, Saudi Arabia and Kuwait.
[E] “We soon realized that if we could make this model work in Inner Mongolia, it would probably work anywhere,” Milla Kokko, HEI Schools CEO, said. “Clearly Finland has something valuable to offer people around the world.” The idea is to collaborate with overseas educationalists rather than export Finnish educators, she added.
[F] HEI Schools recruits, trains and works with local partners to create and run pre-schools which reflect the Finnish model, also using Finnish designers and architects to build inspiring spaces. “We started by building this very holistic package that people outside of Finland can
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operate. If the model was based on finding Finnish teachers to run it, we would eventually run out,” the CEO laughed. [G] Kokko said that research shows that children learn most effectively when they are enthusiastic about the subject. “But it’s very difficult in competitive environments to say ‘just relax and let the children find their own interests.’ “I would say that Finland is not a very competitive society so it has been easier to implement this. When you have the culture to try that, you see that it works, but having a culture of competition and ranking-based models makes it more difficult.”
[H] Helliwell agreed, adding: “Education in Finland has not always been first-rate; there were many important reforms introduced several decades ago, something they try to show that good education is not culture or nation-specific, but can be developed anywhere. Being Finns, and good at sharing (something else that can be emulated and learned), they were responsive to outside interest, and willing to help others to improve their education systems.”
[I] Unlike in Finland, the ‘satellite’ schools are not free. HEI Schools Marketing Communications Manager Pamela Lewis believed that national operators decide on their own fees but are “typically ... landing on fees suitable for the) local middle class.”
[J] Riikka Hofmann, a lecturer at Cambridge University, where she researches educational change, said: “The reasons for the success of any education system are always complex, contextual and there is always the danger of post-hoc (事后归因的) explanation.” She added that the interesting thing about Finland’s education system is that “it was not developed into its current form in order to tick boxes of success, but in order to be supportive of all children’s learning.”
[K] Hofmann said that “we do not know whether things that work in one cultural and policy setting will work the same way in another” but pointed out that HEI Schools is instead trying to allow for its model to develop in a “co-constructive” way through its implementation by teachers in different countries. [L] One place with an almost completely opposed educational culture is South Korea, where emphasis is placed on academic achievement. Seolmi Lee, a parent at an HEI school in Seoul, said she had come to seek an alternative model after majoring in early childhood education herself. She felt South Korean education was stuck in a traditional system where children operated within a “set framework with fixed answers.” She had been impressed that “in Finnish education, children independently take the initiative to decide what kind of activity they would like to do, find answers within the play they choose, and finish the activity without a set time or framework.”
[M] HEI Schools also uses Finnish designers and architects to build inspiring spaces. By doing so, children “gained a huge sense of accomplishment and self-confidence, which eventually leads to the happiness of living.” Every parent wanted their child to be happy, Lee said, adding: “I want to teach my child that happiness is something that she has to make herself, rather than somebody making it for her.” [N] Studies consistently prove a solid foundation in early years has a lasting, lifelong impact,
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according to Sue Palmer, a former head teacher, literacy expert and author of many books including “Toxic Childhood.” Palmer said: “My admiration for the Finns is for their education in general and the trust they put in teachers, but specifically for their absolutely remarkable pre-school provision.” [O]
Palmer strongly believes the later starting age is key to Finland’s success and
would like to see more countries follow suit. Two thirds of countries start school at six, 12% at 4-5 and just over a fifth—22%—at seven, she said. “Nobody in Finland expects children to be reading and writing formally until they are seven which means they get four years of play and early years’ pedagogy (教育). “There are a lot of children who are simply not developmentally ready and if you force them you can create a lot of problems.”
36. HEI works hard to set up new schools overseas to provide high-quality education to young children in different countries, with an eye to let children lead a happy childhood life.
37. According to the HEI CEO, it’s not possible to assign Finnish teachers to run preschools established in other countries since there’s a limited number of Finnish teachers.
38. John Helliwell thinks it’s a good thing for Finns to develop their education well and then share their experience with people in other countries to improve education there. 39. Sue Palmer thinks highly of how much the Finns invest in their early childhood education, which in return gives all their children a good start in their life journey. 40. Sue Palmer recommends that children begin their education at a later age and after they are intellectually ready, otherwise there will be serious problems.
41. Seolmi Lee believes there are some problems with education in South Korea, since it aims to focus on children’s academic achievement, rather than cultivate their independence and interest in study.
42. According to Milla Kokko, it is sensible for HEI schools to make the Finnish model of early education work well in other countries by cooperating with educationalists there. 43. According to Riikka Hofmann, the Finnish education system has always been focusing solely on its efforts to facilitate all children’s learning, rather than on setting up standards for their study.
44. Education experts in Finland believe that it would do good to children if they begin their schooling at a much later age and they receive their education in a relaxed environment in school.
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新东方大学英语四级考试全国统一模拟冲刺试卷-阅读理解
