Section B

　 　Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

　　Passage One

　 　I first met Joe Gans when we were both nine years old, which is probably the only reason he’s one of my best friends. If I had first met Joe as a freshman in high school, we wouldn’t even have had the chance to get to know each other. Joe is a day student, but I am a boarding student. We haven’t been in the same classes, sports, or extracurricular activities.

　　Nonetheless, I spend nearly every weekend at his house and we talk on the phone every night. This is not to say that we would not have been compatible if we had first met in our freshman year. Rather, we would not have been likely to spend enough time getting to know each other due to the lack of immediately visible mutual interests. In fact, to be honest, I struggle even now to think of things we have in common. But maybe that’s what makes us enjoy each other’s company so much.

　 　When I look at my friendship with Joe, I wonder how many people I’ve known whom I never disliked, but simply didn’t take the time to get to know. Thanks to Joe, I have realized how little basis there is for the social divisions that exist in every community. Since this realization, I have begun to make an even more determined effort to find friends in unexpected people and places.

　　Questions 16 to 18 are based on the passage you have just heard.

　　16. Why does the speaker say Joe Gans became one of his best friends?

　　17. Where does the speaker spend most of his weekends?

　　18. What has the speaker learned from his friendship with Joe?

　　Passage Two

　 　While Gail Opp-Kemp, an American artist, was giving a speech on the art of Japanese brush painting to an audience that included visitors from Japan, she was confused to see that many of her Japanese listeners had their eyes closed. Were they turned off because an American had the nerve to instruct Japanese in their own art form? Were they deliberately trying to signal their rejection of her?

　 　Opp-Kemp later found out that her listeners were not being disrespectful. Japanese listeners sometimes close their eyes to enhance concentration. Her listeners were showing their respect for her by chewing on her words.

　　Someday you may be either a speaker or a listener in a situation involving people from other countries or members of a minority group in North America. Learning how different cultures signal respect can help you avoid misunderstandings. Here are some examples:

　　In the deaf culture of North America, many listeners show applause not by clapping their hands but by waving them in the air.

　 　In some cultures, both overseas and in some minority groups in North America, listeners are considered disrespectful if they look directly at the speaker. Respect is shown by looking in the general direction but avoiding direct eye contact.

　　In some countries, whistling by listeners is a sign of approval, while in other countries, it is a form of insult.

　　Questions 19 to 21 are based on the passage you have just heard.

　　19. What did Opp-Kemp’s speech focus on?

　　20. Why do Japanese listeners sometimes close their eyes while listening to a speech?

　　21. What does the speaker try to explain?

　　Passage Three

　 　One of the greatest heartbreaks for firefighters occurs when they fail to rescue a child from a burning building because the child—frightened by smoke and noise—hides under a bed or in a closet and is later found dead.

　　Saddest of all is when children catch a glimpse of the masked firefighter but hide because they think they have seen a monster.

　　To prevent such tragedies, firefighter Eric Velez gives talks to children in his community, explaining that they should never hide during a fire. He displays firefighters’ equipment, including the oxygen mask, which he encourages his listeners to play with and put on. “If you see us,” Velez tells them, “don’t hide. We are not monsters. We have come to rescue you.”

　　Velez gives his presentations in English and Spanish. Growing up in San

　　Francisco, he learned Spanish from his immigrant parents.

　 　Velez—and other firefighters throughout North America who give similar presentations—will never know how many lives they save through their talks, but it’s a fact that informative speaking saves lives. For example, several months after listening to an informative speech, Pete Gentry in North Carolina rescued his brother, who was choking on food, by using the method taught by student speaker Julie Parris.

　 　In addition to saving lives, informative speakers help people learn new skills, solve problems, and acquire fascinating facts about the exciting world in which they live.

　　Questions 22 to 25 are based on the passage you have just heard.

　　22. Why do some children trapped in a burning building hide from masked firefighters?

　　23. What does the passage tell us about firefighter Eric Velez?

　　24. What do we learn about Pete Gentry?

　　25. What message is the speaker trying to convey?

　　Section C

　 　Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.

　　Almost every child, on the first day he sets foot in a school building, is smarter, more (26) curious, less afraid of what he doesn’t know, better at finding and

　　(27) figuring things out, more confident, resourceful (机敏的), persistent and

　 　(28) independent than he will ever be again in his schooling – or, unless he is very unusual and very lucky, for the rest of his life. Already, by paying close attention to and (29) interacting with the world and people around him, and without any school-type formal instruction, he has done a task far more difficult, complicated and (30) abstract than anything he will be asked to do in school, or than any of his teachers has done for years. He has solved the (31) mystery of language. He has discovered it – babies don’t even know that language exists – and he has found out how it works and learned to use it (32) appropriately. He has done it by exploring, by experimenting, by developing his own model of the grammar of language, by

　　(33) trying it out and seeing whether it works, by gradually changing it and

　 　(34) refining it until it does work. And while he has been doing this, he has been learning other things as well, including many of the (35) “concepts” that the schools think only they can teach him, and many that are more complicated than the ones they do try to teach him.

　　参考答案

　　作文略。

　　1)作文评分标准

　　本题满分为15分，成绩分为六个档次：13-15分、10-12分、7-9分、4-6分、1-3分和0分。各档次的评分标准见下表：

　　档次评 分 标 准

　　13-15分　　切题。表达思想清楚，文字通顺、连贯，基本上无语言错误，仅有个别小错。

　　10-12分　　切题。表达思想清楚，文字较连贯，但有少量语言错误。

　　7-9分　　基本切题。有些地方表达思想不够清楚，文字勉强连贯;语言错误相当多，其中有一些是严重错误。

　　4-6分　　基本切题。表达思想不清楚，连贯性差。有较多的严重语言错误。

　　1-3分　　条理不清，思路紊乱，语言支离破碎或大部分句子均有错误，且多数为严重错误。

　　0分　　未作答，或只有几个孤立的词，或作文与主题毫不相关。

　　2)翻译评分标准

　　本题满分为15分，成绩分为六个档次：13-15分、10-12分、7-9分、4-6分、1-3分和0分。各档次的评分标准见下表：

　　档次评 分 标 准

　　13-15分　　译文准确表达了原文的意思。用词贴切，行文流畅，基本上无语言错误，仅有个别小错。

　　10-12分　　译文基本上表达了原文的意思。文字通顺、连贯，无重大语言错误。

　　7-9分　　译文勉强表达了原文的意思。用词欠准确，语言错误相当多，其中有些是严重语言错误。

　　4-6分　　译文仅表达了一小部分原文的意思。用词不准确，有相当多的严重语言错误。

　　1-3分　　译文支离破碎。除个别词语或句子，绝大部分文字没有表达原文意思。

　　0分　　未作答，或只有几个孤立的词，或译文与原文毫不相关。

　　Part II Listening Comprehension

　　Section A

　　1. D 2. C 3. D 4. C 5. B

　　6. C 7. A 8. D 9. B 10. C

　　11. A 12. B 13. C 14. A 15. A

　　Section B

　　16. D 17. B 18. C 19. A 20. B

　　21. C 22. A 23. B 24. D 25. B

　　Section C

　　26. curious 27. figuring things out

　　28. independent 29. interacting with

　　30. abstract 31. mystery

　　32. appropriately 33. trying it out

　　34. refining 35. concepts

　　Part III Reading Comprehension

　　Section A

　　36. E 37. C 38. O 39. H 40. M

　　41. N 42. J 43. K 44. I 45. F

　　Section B

　　46. D 47. C 48. I 49. E 50. C

　　51. H 52. G 53. F 54. A 55. I

　　Section C

　　56. A 57. D 58. C 59. D 60. B

　　61. D 62. B 63. C 64. A 65. B

　　Part IV Translation

　 　Paper cutting is one of China’s most popular traditional folk arts. Chinese paper cutting has a history of more than 1,500 years. It was widespread particularly during the Ming and Qing Dynasties. People often beautify their homes with paper cuttings. During the Spring Festival and wedding celebrations, in particular, paper cuttings are used to decorate doors, windows and rooms in order to enhance the joyous atmosphere. The color most frequently used in paper cutting is red, which symbolizes health and prosperity. Chinese paper cutting is very popular around the world and it is often given as a present to foreign friends.

​　　1)CET 4答题卡1样张正面

　　

 

　　2)CET 4答题卡1样张背面

　　

 

　　3)CET 4答题卡2样张正面

　　

 

　　4)CET 4答题卡2样张背面