第三部分PETS四级知识运用专项模拟试题
Unit 1
Most Americans spend far more of their leisure time on the mass media than people in any other countries. (1) , most of us hear, e, (2) read some of the media while (3) other activities. Thus an (4) large number of our waking hours are spent with the mass media. (5) all the media, television is clearly (6) , with newspapers a clo cond, as a (7) of news and other information. Our (8) to all media is important, (9) , becau all of them contribute materials for the construction of that world in our heads. For most people, incread u of one medium does not (10) u of another. In fact, in certain cas, and especially for certain purpos, the more one us one medium, the more (11) one is to u others.
There are various (12) that can cau you to (13) itilrebookyourlf to the media (14) , avoiding much of the material with which you disagree. Some of that lective exposure is probably (15) the psychological pressure you feel to avoid the discomfort caud by confrontation with facts and ideas contrary to your beliefs, attitudes, or behavior. However, some lectiv
e exposure is not due to the pressure for consistency but to other factors, such as your age, education, and even the area in which you live and the people with whom you associate.
Quite a few sorts of factors that (16) your media experience is the social context of exposure: whether you are alone or with others when you are expod to a medium; whether you are at home, at the office, in a theater, and so on. The contexts are as much as a (17) part of the message you will (18) as film image on the screen or words on the page. In addition, that social context affects-both directly and indirectly-the media (19) to which you become expod. New friends or colleagues get you interested in different things. Other members of the family often lect media content (20) you would not have lected, and you become expod to it.
The various factors have so much influence on your media exposure that so little of that exposure is planned.
1.A. In addition B. Of cour C. Yet D. Already
2.A. nor B. either C. and D. or
3.A. subscribing to B. engaging in C. hanging on D. indulging in
4.A. extensively B. extremely C. specially D. constantly
5.A. At B. In C. Of D. For
6.A. magnificent B. significant C. dominant D. prominent
nks7.我不知道的英文A. origin B. ba C. discovery D. source
8.A. access B. exposure C. means D. expectation
9.A. therefore B. conquently C. however D. evidently
10.A. decrea B. subtract C. minimize D. degrade
you and me11.A. obliged B. likely C. probable D. partial
12.hypocriticalA. cas B. reasons C. situations D. factors
13.A. expo B. explore C. exploit D. expand
14.A. lectively B. lect C. lective D. lecting
15.A. with regard to B. as to C. due to D. in relation to
16.llwA. effect B. affect C. incline D. relate
17.A. overwhelming B. inevitable C. constant D. potential
18.A. fashion B. compo C. form D. pattern
bono>成考英语作文万能模板
19.A. content B. pleasure C. happiness D. sadness
20.A. what B. where C. that D. in that
Unit 2
The Carnegie Foundation report says that many colleges have tried to be things to all people”. In doing so, they have (1) catered (2) a narrow-minded careerism while failing to
(3) a global vision among their students. The current crisis, it (4) , does not derive (5) a legitimate desire to put learning (6) productive ends. The problem is that in too many academic fields, the work has no context; skills, ujs(7) being means, have become ends. Students are (8) a variety of (9) and allowed to (10) their way to a degree. (11) , driven by careerism, 〃the nation，s colleges and universities are more successful in providing credentials than in providing a quality education for their students”. The report concludes that the special challenge confronting the undergraduate college is one of shaping an ^integrated core" of common learning. Such a core would introduce students 〃to (12) knowledge, to connections across the disciplines, and in the end, to (13) of knowledge to life beyond the campus”.
Although the key to a good college is a high-quality (14) , the Carnegie study found that most colleges do very little to (15) good teaching. In fact, they do much to undermine it. As one professor obrved: "Teaching is important, we are told, and yet faculty know that rearch and publication (16) most. 〃 Not surprisingly, over the last twenty years colleges and universities have (17) to graduate half of their four-year degree candidates.
Faculty members who (18) themlves to teaching soon discover that they will not be granted tenure, promotion, or (19) salary increas. Yet 70 percent of all faculty say their interests lie more in teaching than in rearch. Additionally, a frequent complaint among young scholars is that "there is pressure to publish, " although there is (20) no interest among administrators or colleagues in the content of the publications.
