大学英语四级考试2006年 6 月真题
Part Ⅰ Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write a short essay on the topic of Students Selecting Their Lecturers. You should write at least 120 words following the outline given below:
Students Selecting Their Lecturers
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..
Early in the 20th century, most of the streets and roads in the U.S. were made of dirt, brick, and cedar wood blocks. Built for horse, carriage, and foot traffic, they were usually poorly cared for and too narrow to accommodate (容纳)automobiles.
With the increase in auto production, private turnpike (收费公路)companies under local authorities began to spring up, and by 1921 there were 387,000 miles of paved roads. Many were built using specifications of 19th century Scottish engineers Thomas Telford and John Macadam (for whom the macadam surface is named), whose specifications stressed the importance of adequate drainage. Beyond that, there were no national standards for size, weight restrictions, or commercial signs. During World War I, roads throughout the country were nearly destroyed by the weight of trucks. When General Eisenhower returned from Germany in 1919, after serving in the U.S. Army’s first transcontinental motor convoy (车队), he noted: “The old convoy had started me thinking about good, two-lane highways, but Germany’s Autobahn or motorway had made me see the wisdom of broader ribbons across the land”.
It would take another war before the federal government would act on a national highway system. During World War II, a tremendous increase in trucks and new roads were required. The war demonstrated how critical highways were to the defense effort: thirteen per cent of defense plants received all their supplies by truck, and almost all other plants shipped more than half of their products by vehicle. The war also revealed that local control of highways had led to a confusing variety of design standards. Even federal and state highways did not follow basic standards. Some states allowed trucks up to 36,000 pounds, while others restricted anything over 7,000 pounds. A government study recommended a national highway system of 33,920 miles, and congress passed the Federal-Aid Highway Act of 1944, which called for strict contract-controlled design criteria.
The interstate highway system was finally launched in 1956 and has been hailed as one of the greatest public projects of the century. To build its 44,000 mile web of highways, bridges, and tunnels, hundreds of unique engineering designs and solutions had to be worked out. Consider the many geographic features of the country: mountains, steep grades, wetlands, rivers, deserts and plains. Variables included the slope of the land, and the ability of the pavement to support the load. Innovative designs of roadways, tunnels, bridges, overpasses, and interchanges that could run through or bypass urban areas soon began to weave their way across the country, forever altering the face of America.
Long-span, segmented-concrete, cable-stayed bridges such as Hale Boggs in Louisiana and the Sunshine Skyway in Florida, and remarkable tunnels like Fort MC Henry in Maryland and Mr. Baker in Washington developed under the nation’s physical challenges. Traffic control systems and methods of construction developed under the interstate program soon influenced highway construction around the world, and were invaluable in improving the condition of urban streets and traffic patterns.
Today, the interstate system links every major city in the U.S. and the U.S. with Canada and Mexico. Built with safety in mind the highways have wide lanes and shoulders, dividing medians, or barriers, long entry and exit lanes, curves engineered for safe turns, and limited access. The death rate on highways is half that of all other U.S. roads (0.86 deaths per 100 million passenger miles compared to 1.99 deaths per 100 million on all other roads).
By opening the North American continent, highways have enabled consumer goods and services to reach people in remote and rural areas of the country, spurred the growth of suburbs, and provided people with greater options in terms of jobs, access to cultural programs, health care, and other benefits. Above all, the interstate system provides individuals with what they enrich most: personal freedom of mobility.
The interstate system has been an essential element of the nation’s economic growth in terms of shipping and job creation: more than 75 percent of the nation’s freight deliveries arrive by truck. And most products that arrive by rail or air use interstates for the last leg of the journey by vehicle.
Not only has the highway system affected the American economy by providing shipping routes, it has led to the growth of spin-off industries like service stations, motels, restaurants, and shopping centres. It has allowed the relocation of manufacturing plants and other industries from urban areas to rural.
By the end of the century there was an immense network of paved roads, residential streets, expressways, and freeways built to support millions of vehicles, the high way system was officially renamed for Eisenhower to honor his vision and leadership. The year construction began he said: “Together, the united forces of our communication and transportation systems are dynamic elements in the very name we bear United States. Without them, we would be a mere alliance of many separate parts.”
1. National standards for paved roads were in place by 1921.
2. General Eisenhower felt that the broad German motorways made more sense than the two-Lane highways of America.
3. It was in the 1950s that the American government finally took action to build a national highway system.
4. Many of the problems presented by the country’s geographical features found solutions in innovative engineering projects.
5. In spite of safety considerations, the death rate on interstate highways is still higher than that of other American roads.
6. The interstate highway system provides access between major military installations in America.
7. Service stations, motels and restaurants promoted the development of the inter-state highway system.
8. The greatest benefit brought about by the interstate system was_______.
9. Trucks using the interstate highways deliver more than_______.
10. The interstate system was renamed after Eisenhower in recognition_______.
Part III Listening Comprehension (35 minutes)
Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer; then make the corresponding letter on Answer Sheet 2 with a single line through the center..
11. A) The girls got on well with each other. B) It’s understandable that girls don’t get along.
C) She was angry with the other young stars. D) The girls lacked the courage to fight.
12. A) The woman does her own housework. B) The woman needs a housekeeper.
C) The woman’s house is in a mess. D) The woman works as a housekeeper.
13. A) The Edwards are quite well-off.
B) The Edwards should cut down on their living expenses.
C) It’ll be unwise for the Edwards to buy another house.
D) It’s too expensive for the Edwards to live in their present house.
14. A) The woman didn’t expect it to be so warm at noon.
B) The woman is sensitive to weather changes.
C) The weather forecast was unreliable.
D) The weather turned cold all of a sudden.
15. A) At a clinic. B) In a supermarket.
C) At a restaurant. D) In an ice cream shop.
16. A) The woman did not feel any danger growing up in the Bronx.
B) The man thinks it was quite safe living in the Bronx district.
C) The woman started working at an early age to support her family.
D) The man doesn’t think it safe to send an 8-year-old to buy things.
17. A) The man has never seen the woman before.
B) The two speakers work for the same company.
C) The two speakers work in the same floor.
D) The woman is interested in market research.
18. A) The woman can’t tolerate any noise. B) The man is looking for an apartment.
C) The man has missed his appointment. D) The woman is going to take a train trip.
Questions 19 to 21 are based on the conversation you have just heard.
19. A) To make a business report to the woman.
B) To be interviewed for a job in the woman’s company.
C) To resign from his position in the woman’s company.
D) To exchange stock market information with the woman.
20. A) He is head of a small trading company.
B) He works in an international insurance company.
C) He leads a team of brokers in a big company.
D) He is a public relations officer in a small company.
21. A) The woman thinks Mr. Saunders is asking for more than they can offer.
B) Mr. Saunders will share one third of the woman’s responsibilities.
C) Mr. Saunders believes that he deserves more paid vacations.
D) The woman seems to be satisfied with Mr. Saunders’ past experience.
Questions 22 to 25 are based on the conversation you have just heard.
22. A) She’s worried about the seminar. B) The man keeps interrupting her.
C) She finds it too hard. D) She lacks interest in it.
23. A) The lecturers are boring. B) The course is poorly designed.
C) She prefers Philosophy to English. D) She enjoys literature more.
24. A) Karen’s friend. B) Karen’s parents.
C) Karen’s lecturers. D) Karen herself.
25. A) Changing her major..
B) Spending less of her parents’ money.
C) Getting transferred to the English Department.
D) Leaving the university.
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 2 with a single line through the centre.
Questions 26 to 29 are based on the passage you have just heard.
26. A) Rent a grave. B) Burn the body.
C) Bury the dead near a church. D) Buy a piece of land for a grave.
27. A) To solve the problem of lack of land. B) To see whether they have decayed.
C) To follow the Greek religious practice. D) To move them to a multi-storey graveyard.
28. A) They should be buried lying down.
B) They should be buried standing up.
C) They should be buried after being washed.
D) They should be buried when partially decayed.
29. A) Burning dead bodies to ashes. B) Storing dead bodies in a remote place.
C) Placing dead bodies in a bone room. D) Digging up dead bodies after three years.
Questions 30 to 32 are based on the passage you have just heard.
30. A) Many foreign tourists visit the United States every year.
B) Americans enjoy eating out with their friends.
C) The United States is a country of immigrants.
D) Americans prefer foreign foods to their own food.
31. A) They can make friends with people from other countries.
B) They can get to know people of other cultures and their lifestyles.
C) They can practice speaking foreign languages there.
D) They can meet with businessmen from all over the world.
32. A) The couple cook the dishes and the children help them.
B) The husband does the cooking and the wife serves as the waitress.
C) The mother does the cooking while the father and children serve the guests.
D) A hired cook prepares the dishes and the family members serve the guests.
Questions 33 to 35 are based on the passage you have just heard.
33. A) He took them to watch a basketball game.
B) He trained them to play European football.
C) He let them compete in getting balls out of a basket.
D) He taught them to play an exciting new game.
34. A) The players found the basket too high to reach.
B) The players had trouble getting the ball out of the basket.
C) The players had difficulty understanding the complex rules.
D) The players soon found the game boring.
35. A) By removing the bottom of the basket. B) By lowering the position of the basket.
C) By simplifying the complex rules. D) By altering the size of the basket..
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 numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.
For Americans, time is money. They say, “You only get so much time in this life, you’d better use it wisely.” The 36 will not be better than the past or present, as Americans are 37 to see things unless people use their time for constructive activities. Thus, Americans 38 a “well-organized” person, one who has a written list of things to do and a 39 for doing them. The ideal person is punctual and is 40 of other people’s time. They do not 41 people’s time with conversation or other activity that has no 42 beneficial outcome.
The American attitude toward time is not 43 shared by others, especially non-Europeans. They are more likely to regard time as 44 . One of the more difficult things many students must adjust to in the States is the notion that time must be saved whenever possible and used wisely every day.
In this context 45 . McDonald’s, KFC, and other fast food establishments are successful in a country where many people want to spend the least amount of time preparing and eating meals. As McDonald’s restaurants 46 , bringing not just hamburgers but an emphasis on speed, efficiency, and shiny cleanliness.
Part Ⅳ Reading Comprehension (Reading in Depth) (25 minutes)
Direction: 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 center. You may not use any of the words in the bank more than once.
Questions 47 to 56 are based on the following passage.
El Nino is the name given to the mysterious and often unpredictable change in the climate of the world. This strange 47 happens every five to eight years. It starts in the Pacific Ocean and is thought to be caused by a failure in the trade winds (信风), which affects the ocean currents driven by these winds. As the trade winds lessen in 48 , the ocean temperatures rise, causing the Peru current flowing in from the east to warm up by as much as 5℃.
The warming of the ocean has far-reaching effects. The hot, humid (潮湿的) air over the ocean causes severe 49 thunderstorms. The rainfall is increased across South America, 50 floods to Peru. In the West Pacific, there are droughts affecting Australia and Indonesia. So while some parts of the world prepare for heavy rains and floods, other parts face drought, poor crops and 51 .
El Nino usually lasts for about 18 months. The 1982-83 El Nino brought the most 52 weather in modern history. Its effect was worldwide and it left more than 2,000 people dead and caused over eight billion pounds 53 of damage. The 1990 El Nino lasted until June 1995. Scientists 54 this to be the longest El Nino for 2,000 years.
Nowadays, weather experts are able to forecast when an El Nino will 55 but they are still not 56 sure what leads to it or what affects how strong it will be.
A) estimate B) strength C) deliberately D) notify E) tropical
F) phenomenon G) stable H) attraction I) completely J) destructive
K) starvation L) bringing M) exhaustion N) worth O) strike
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.
Questions 57 to 61 are based on the following passage.
Communications technologies are far from equal when it comes to conveying the truth. The first study to compare honesty across a range of communication media has found that people are twice as likely to tell lies in phone conversations as they are in emails. The fact that emails are automatically recorded—and can come back to haunt (困扰) you—appears to be the key to the finding.
Jeff Hancock of Cornell University in Ithaca, New York, asked 30 students to keep a communications diary for a week. In it they noted the number of conversations or email exchanges they had lasting more than 10 minutes, and confessed to how many lies they told. Hancock then worked out the number of lies per conversation for each medium. He found that lies made up 14 per cent of emails, 21 per cent of instant messages, 27 percent of face-to-face interactions and an astonishing 37 percent of phone calls.
His results, to be presented at the conference on human computer interaction in Vienna, Austria, in April, have surprised psychologists. Some expected e-mailers to be the biggest liars, reasoning that because deception makes people uncomfortable, the detachment (非直接接触) of e-mailing would make it easier to lie. Others expected people to lie more in face-to-face exchanges because we are most practiced at that form of communication.
But Hancock says it is also crucial whether a conversation is being recorded and could be reread, and whether occurs in real time. People appear to be afraid to lie when they know the communication could later be used to hold them to account, he says. This is why fewer lies appear in email than on the phone..
People are also more likely to lie in real time—in an instant message to phone call, say—than if they have time to think of a response, says Hancock. He found many lies are spontaneous (脱口而出的) responses to an unexpected demand, such as: “Do you like my dress?”
Hancock hopes his research will help companies work out the best ways for their employees to communicate. For instance, the phone might be the best medium for sales where employees are encouraged to stretch the truth. But, given his result, work assessment, where honesty is a priority, might be best done using email.
57. Hancock’s study focuses on_______ .
A) the consequences of lying in various communications media
B) the success of communications technologies in conveying ideas
C) people’s preference in selecting communications technologies
D) people’s honesty levels across a range of communications media
58. Hancock’s research finding surprised those who believed that_______.
A) people are less likely to lie in instant messages
B) people are unlikely to lie in face-to-face interactions
C) people are most likely to lie in e-mail communication
D) People are twice as likely to lie in phone conversations
59. According to the passage, why are people more likely to tell the truth through certain media of communication?
A) They are afraid of leaving behind traces of their lies.
B) They believe that honesty is the best policy.
C) They tend to be relaxed when using those media.
D) They are most practised at those forms of communication.
60. According to Hancock, the telephone is a preferable medium for promoting sales because_______.
A) salesmen can talk directly to their customers
B) salesmen may feel less restrained to exaggerate
C) salesmen can impress customers as being trustworthy
D) salesmen may pass on instant messages effectively
61. It can be inferred from the passage that_______.
A) honesty should be encouraged in interpersonal communications
B) more employers will use e-mails to communicate with their employees
C) suitable media should be chosen for different communication purposes
D) email is now the dominant medium of communication within a company
Questions 62 to 66 are based on the following passage.
In a country that defines itself by ideals, not by shared blood, who should be allowed to come, work and live here? In the wake of the Sept.11 attacks these questions have never seemed more pressing.
On Dec.11, 2001, as part of the effort to increase homeland security, Federal and local authorities in 14 states staged “Operation Safe Travel” —raids on airports to arrest employees with false identification (身份证明). In Salt Lake City there were 69 arrests. But those captured were anything but terrorists, most of them illegal immigrants from Central or South America. Authorities said the undocumented workers’ illegal status made them open to blackmail (讹诈) by terrorists. Many immigrants in Salt Lake City were angered by the arrests and said they felt as if they were being treated like disposable goods.
Mayor Anderson said those feelings were justified to a certain extent. “We’re saying we want you to work in these places, and we’re going to look the other way in terms of what our laws are, and then when it’s convenient for us, or when we can try to make a point in terms of national security, especially after Sept.11, then you’re disposable. There are whole families being uprooted for all of the wrong reasons,” Anderson said.
If Sept.11 had never happened the airport workers would not have been arrested and could have gone on quietly living in America, probably indefinitely. Ana Castro, a manager at a Ben & Jerry’s ice cream shop at the airport, had been working 10 years with the same false Social Security card when she was arrested in the December airport raid. Now she and her family are living under the threat of deportation (驱逐出境). Castro’s case is currently waiting to be settled. While she awaits the outcome, the government has granted her permission to work here and she has returned to her job at Ben Jerry’s..
62. According to the author, the United States claims to be a nation_______.
A) composed of people having different values B) encouraging individual pursuits
C) sharing common interests D) founded on shared ideals
63. How did the immigrants in Salt Lake City feel about “Operation Safe Travel”?
A) Guilty. B) Offended.
C) Disappointed. D) Discouraged.
64. Undocumented workers became the target of “Operation Safe Travel” because______.
A) evidence was found that they were potential terrorists
B) most of them worked at airports under threat of terrorist attacks
C) terrorists might take advantage of their illegal status
D) they were reportedly helping hide terrorists around the airport
65. By saying “we’re going to look the other way in terms of what our laws are” (Line 2, Para.3), Mayor Alderson means“_______”.
A) we will turn a blind eye to your illegal status
B) we will examine the laws in a different way
C) there are other ways of enforcing the law
D) the existing laws must not be ignored
66. What do we learn about Ana Castro from the last paragraph?
A) She will be deported sooner or later.
B) She is allowed to study permanently.
C) Her case has been dropped
D) Her fate remains uncertain.
Part Ⅴ Cloze (15 minutes)
Directions：There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Do you wake up every day feeling too tired, or even upset? If so, then a new alarm clock could be just for you. The clock, called Sleep Smart, measures your sleep cycle, and waits 67 you to be in your lightest phase of sleep 68 rousing you. Its makers say that should 69 you wake up feeling refreshed every morning.
As you sleep you pass 70 a sequence of sleep: states—light sleep, deep sleep and REM (rapid eye movement)sleep—that 71 approximately every 90 minutes. The point in that cycle at which you wake can 72 how you feel later, and may 73 have a greater impact than how much or little you have slept. Being roused during a light phase 74 you are more likely to wake up energetic.
Sleep Smart 75 the distinct pattern of brain waves 76 during each phase of sleep, via a headband equipped 77 electrodes (电极) and a microprocessor. This measures the electrical activity of the wearer’s brain, in much the 78 way as some machines used for medical and research 79 , and communicates wirelessly with a clock unit near the bed. You 80 the clock with latest time at 81 you want to be wakened, and it 82 duly (适时地) wakes you during the last light sleep phase before that.
The 83 was invented by a group of students at Brown University in Rhode Island 84 a friend complained of waking up tired and performing poorly on a test. “ 85 sleep deprived people ourselves, we started thinking of 86 to do about it”, says Eric Shashoua, a recent college graduate and now chief executive officer of Axon Sleep Research Laboratories, a company created by the students to develop their idea.
67. A) beside B) near C) for D) around
68. A) upon B) before C) towards D) till
69. A) ensure B) assure C) require D) request
70. A) through B) into C) about D) on
71. A) reveals B) reverses C) resumes D) repeats
72. A) effect B) affect C) reflect D) perfect
73. A) already B) every C) never D) even
74. A) means B) marks C) says D) dictates
75. A) removes B) relieves C) records D) recalls
76. A) proceeded B) produced C) pronounced D) progressed
77. A) by B) of C) with D) over
78. A) familiar B) similar C) identical D) same
79. A) findings B) prospects C) proposals D) purposes
80. A) prompt B) program C) plug D) plan.
81. A) where B) this C) which D) that
82. A) then B) also C) almost D) yet
83. A) claim B) conclusion C) concept D) explanation
84. A) once B) after C) since D) while
85. A) Besides B) Despite C) To D) As
86. A) what B) how C) whether D) when
Part Ⅵ Translation (5 minutes)
Directions: Complete the sentences on Answer Sheet 2 by translating into English the Chinese given in brackets.
87. Having spent some time in the city, he had no trouble___________ (找到去历史博物馆的路).
88. ______________(为了挣钱供我上学), mother often takes on more work than is good for her.
89. The professor required that ______________ (我们交研究报告) by Wednesday.
90. The more you explain, ________________(我愈糊涂).
91. Though a skilled worker, ______________(他被公司解雇了)last week because of the economic crisis.
Part Ⅰ Writing
根据提示信息可以判断本文为提纲式作文，据此可以把文章分为三段。首段介绍文章的主题“Some universities give students freedom to choose their own lecturers for some courses”。第二段进行事实说明，分析学生选择老师可能考虑的因素：教学风格(teaching style)、学术水平(academics)、个性(personality)、作业要求(assignments)等。由于篇幅有限，考生不能一一列举。应从中选取比较有代表性的、易于表达的，使用firstly，secondly…等词进行逻辑组织。第三段是结论段，从事情的两面性指出其positive and negative effects。
Students Selecting Their Lecturers
An increasing number of universities are undertaking some changes by giving their students freedom to choose their own lecturers for some courses. This practice, ever since it comes out, has been very popular with students.
There are several factors influencing students’ choice of the lecturers. Firstly, an ideal lecturer should have an interesting and humorous teaching style, so that students can learn their subjects in a relaxed and pleasant atmosphere. Secondly, a diverse academic background is also preferred since a knowledgeable teacher can greatly enlarge students’ scope of knowledge. Last but not least, a teacher with an agreeable personality is also desirable to students.
This practice undoubtedly has lots of positive effects on the present college education, as it can encourage students to take an active part in study and urges teachers to improve their teaching quality. However, it can inevitably bring some negative effects. For instance, some teachers may try to cater to the students’ interest to increase the popularity of their lessons, while ignoring the teaching plan, which may lead to the opposite direction of high education quality.
【丰富的短语】cater to满足;lead to导致;be popular with受欢迎;have effects on对……有影响
本文行文过程中尝试着变换不同的句式，让文章读起来不那么枯燥。多种时态交叉使用，使作者思想清晰明了。如：“Firstly, an ideal lecturer should have an interesting and humorous teaching style, so that students can learn their subjects in a relaxed and pleasant atmosphere. Secondly, a diverse academic background is also preferred since a knowledgeable teacher can greatly enlarge students’ scope of knowledge.”逻辑性强，语言功底深，为文章增添了亮点。
借助逻辑关联词，如since，as，however等，以及顺序关联词，如firstly，secondly，last but not least等，可使论述连贯，思路清晰易懂。文中最后一句是非限定性定语从句 “which may lead to the opposite direction of high education quality”，它的使用突出了作者鲜明的态度，且言简意赅，紧扣提纲。
考生在本次四级考试写作过程中主要会出现一个问题：主题不明确。主题不明确的原因未必在于审题不当，而是由于不会写主题句。主题句如果过于宽泛概括，会影响考生集中精力阐述主题，甚至使考生下笔千言却离题万里。如本次写作过程中有些考生将主题句写成“possible ways to make the teaching more attractive”或“how to help students study better”等都会使论述偏离主题。避免此问题的办法是参照提纲写主题句，围绕主题句展开讨论。
1. Students can learn more professional knowledge what can give them best help in their future work.
【纠错】该句的主干成分为Students can learn more professional knowledge，其后的成分从语法结构上看应为knowledge的定语，what引导名词性从句不能充当定语，此处的引导词应为which或that。另外，learn一般不与konwledge搭配，说“学习知识”一般用get/acquire knowledge。
【改正】Students can get more professional knowledge which/that can give them best help in their future work.
2. Any university, that is blind to students’ interest in study, may fail to improve its education quality.
【改正】Any university, which is blind to students’ interest in study, may fail to improve its education quality.
3. Some people believe that students pay a lot of attention to their lecturers even if they value their college education.
【纠错】even if意为“即使，纵然”，该词的使用令该句的逻辑出现混乱，因为even if作连词引导让步状语从句，如I will leave this company, even if I have to pay a high price. (纵然我会付出很大代价，我也要离开这家公司。)从逻辑上看，they value their college education应为前句的原因或条件。
【改正】Some people believe that students pay a lot of attention to their lecturers since they value their college education.
另外，考生在使用固定短语时的错误也比较普遍。如“在校园里”应为on campus，很多考生误写成in campus;“令人满意地”应为to one’s satisfaction，考生误用to one’s satisfied;“相比之下”应使用by contrast，考生误用by the contrast等等，不胜枚举。
1. emphasize → put / lay emphasis on 强调
Universities should lay emphasis on students’ cultivation of their professional skills. 大学应该注重培养学生的职业技能。
2. face → confront 面对
However, teachers are confronted with more pressure to increase the popularity of their lessons. 然而教师面临着提高学生对自己课程的喜欢度的巨大压力。
3. good → beneficial / positive 好，有益的
The practice of giving students more freedom to choose their lecturers for some courses has produced lots of positive effects. 学生自由选择某些课程的任课教师这一举措已经产生了好的效果。
1. Teachers may put more emphasis on exerting their influence on students. 老师会更加注重对学生施加影响。
2. There is no denying that this practice will appeal to students. 不可否认这一举措对学生很有吸引力。
3. A teacher who is skillful in delivering his lecture can undoubtedly inspire the mind of students. 一个授课熟练的老师毫无疑问会激发学生的灵感。
4. The freedom entitled to students can help them get into the role of being responsible for their study. 赋予学生的自由会帮助学生更好地为自己的学习负责。
5. We should take the possible side-effects into consideration. 我们应该考虑其负面影响。
contributive a. 有帮助的
controversial a. 有争议的
diverse a. 多种多样的
entitle v. 给……权利
flexible a. 灵活的
inspire v. 鼓舞，激发
pressure n. 压力
quality-oriented education 素质教育
academic performance 学习成绩
be confronted with 面临，面对
development of personality 个性发展
teaching method 教学方法