大学英语四级考试10

大学英语四级考试标准预测试卷CET-4

Model Test Ten

Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write a composition on the topic: On Blind-date Show. You should write at least 120 words and base your composition on the outline given below:

Outline: 1.目前电视相亲节目很流行;

2.出现这种现象的原因是…;

3.我对此的看法.

注意：此部分试题请在答题卡2上作答。

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, choose the best answer from the four choices marked A, B, C and D. For questions 8-10，complete the sentences with the information given in the passage.

What Makes a High School Great?

For parents and students, high schools mean an often bewildering array of choices —small schools within larger schools, specialized charter (特许) and magnet schools for things ranging from fashion design to computer programming, even public boarding schools for budding physicists or artists. On the plus side (从好的方面讲), students get more adult attention and are less likely to be lost in the crowd. They can focus on subjects they really care about while still getting a grounding in the basics.

But some educators think this boutique approach comes with a cost: the loss of a common experience that brings everyone together under one big roof. Maintaining quality is another major obstacle.

Educators have been demanding reform for decades, and it has often seemed as if policy debates were the biggest obstacles to improvement. Reformers in the 1980s wanted to make all students college-ready with a rigorous core curriculum. A decade later, school choice and testing were the big buzzwords (流行行话), with some activists arguing that the entire public-school system should be dismantled. More recently, small schools—first proposed decades ago—have gained traction with funding from organizations like the Gates Foundation and the New Schools Venture Fund.

With our Best High Schools list, we think kids at those schools have an edge, no matter what their economic background are. But many schools not on our list are also challenging students in innovative ways—proof that the national experiment in high-school education is just beginning. Ask yourself, “What is high school really for?” Then look around at the options available to today’s teenagers:

Diverse and compelling answers abound. Here are some of them.

Create Good Citizens

Everyone pays for public schools, so it makes sense that a primary mission should be teaching students to participate in the democratic process. A generation ago many schools required civics (公民学) courses; far fewer do so today. “There is so much emphasis on preparing kids to survive economically,” says Constancia Warren, senior program officer and director of urban-high-school initiatives for the Carnegie Corp. of New York. “As a result, are we really preparing kids for citizenship?”

In the past decade, many schools have started requiring community service. The Caesar Chavez High School for Public Policy pushes that idea all the way to Capitol Hill, which, fortunately, is within walking distance. In addition to a rigorous college-prep curriculum, students work as interns in Congress, at think tanks and advocacy groups in Washington. As seniors, they write a thesis on a public-policy issue and give a presentation before an audience that forces them to defend their stand.

Chavez now has 500 students, the majority from low-income families. They’re budding activists like 17-year-old Eusevia Valdez, who had no idea what public policy was when she enrolled in the charter school as a freshman. Four years later, she not only understands public policy, she lives it. She wrote her senior thesis on flaws in immigration laws, something she understands from personal experience. Her parents are legal immigrants and she was born here, but the family has struggled to bring her older sisters and brothers to the United States from their native El Salvador. Her oldest sister was 21 before the paperwork was approved and, as a result, has been refused permission to immigrate. Her years at Chavez, she says, “taught me to fight for what I believe in.”

Celebrate Liberal Arts

Practical concerns—like helping kids figure out a career path—were not on the minds of the founders of Tempe Preparatory Academy in Arizona a decade ago. Instead, they created a charter school whose goal is to turn out students engaged in “the lifelong pur suit of truth, goodness and beauty,” according to the school handbook. For 330 students in grades 7 to 12, that means providing a strong foundation in the arts, science and the humanities. The curriculum is based on the Great Books concept—the basis of Western Civilization, starting with t he Greeks. “We don’t want kids to specialize,” says Daniel Scoggin, CEO of Great Hearts Preparatory Academies, the organization behind Tempe and two other similar schools in the Phoenix area. “We want them to get a broad, well-rounded education.” All stude nts take music, art, drama, math and science, languages (including Latin or Greek or a modern language), English and history.

Tempe’s rigorous program impresses other educators. “It feels like a private prep school,” says Stephanie Saroki, education analys t for the Philanthropy Roundtable, “but it’s free and avail able to kids living in a lower-middle-class area.” The school is s o popular that there’s a lottery for admissions. The education is a hard six years, but worth it, says senior Joseph Irvine, 17. “They don’t just feed us information,” he says. “They teach us how to learn.”

Prepare for Work

Most high-paying jobs require some education beyond a high-school diploma, but kids from many families often struggle to get a college education. Early-college high schools can get them on track. By

taking a combination of high-school and college courses over four or five years, students graduate with both a high-school diploma and an associate’s degree—the equivalent of the first two years of college—at no additional cost. From there, they can enter the work force or finish the last two years of college. In North Carolina, governor Mike Easley is expanding that concept to include students from all of the state’s 100 counties by 2008 (there are just 13 of these scho o ls now). North Carolina’s Lea rn and Earn schools, Easley says, are based on the theory that if you learn more, you earn more. “In North Carolina, a lot of people grew up expecting to work in the textile mills, just like their parents did, and their grandpa rents did,” says Easley. “But now, those jobs have gone to Asia.” Education is the answer, he says, “We’re trying to create the best work force in the world.”

Help Boys and Girls Succeed Separately

The first American public high school, established in Boston in 1821, was only for boys. But as the high-school movement spread, new schools quickly became coed (男女同校的）, says David Tyack, an education historian at Stanford University. “Almost right from the beginning, society believed in integration by sex,” he says. Now a small group of educators — bolstered by studies that show boys and girls learn differently —are turning to single-sex classrooms as a way to re-engage students, especially in low-income communities. One of the first to gain national attention was the Young Women’s Leadership School in New York’s East Harlem, now considered one of the best public schools in the city. Research on the effect of single-sex schools is mixed, and there are no studies on single-sex classrooms in schools. Experts who study single-sex schools say there’s considerable evidence that smaller class sizes would help just as much, especially for middle-class kids. But for boys from poor families, that extra attention and focus can make a difference, says Cornelius Riordan, a sociology professor at Providence College who is directing a study on single-sex schools for the U.S. Department of Education.

Reach Out to Everyone

Creating a connection is even more important for kids at the opposite end of the economic spectrum who desper ately need to be brought under the tent. Denver’s Street School’s west campus serves about 50 students who have previously failed at high school because of drugs, fighting, pregnancy or other personal problems. It’s a “second chance”school, with students referred by counselors, pastors, probation officers or social workers. The Denver school is one of 43 Street Schools around the country whose missi on is to reach students in trouble. Despite the students’ difficult backgrounds, the school is surprisingly violence-free. Founder Tom Tillapaugh says that’s because the kids know that if they’re kicked out, they won’t be allowed back in. The school is fai th-based; there’s chapel once a week. That’s as important to the school’s success as behavior rules, says Tillapaugh. He hopes to teach them that “someone created me for a purpose — I matter,” along with the basics of math and reading. This year, the Street School will graduate at last seven seniors—kids who made the most out of their second chance. That’s the ki nd of success that could put any school at the top of the list.

注意：此部分试题请在答题卡1上作答。

1. The passage gives some___________.

A. description of what a high school is like

B. introduction of some great high schools

C. principle of making high school great

D. suggestion of establishing a high school

2. Many schools which are not on the Best High Schools list are also challenging students in_______.

A. creative ways

B. disciplinary ways

C. traditional ways

D. restrictive ways

3. According to the passage, high schools which would like to prepare kids to survive economically care less about __________.

A. creating good citizens

B. celebrating liberal arts

C. preparing for work

D. reaching out to everyone

4. In Tempe Preparatory Academy, which of the following is not on the subject list?

A. arts

B. science

C. engineering

D. the humanities

5. Students can graduate with both a high-school diploma and an associate’s degree of college by taking

a combination of high-school and college courses for about __________.

A. less than four years

B. four or five years

C. five or six years

D. over seven years

6. What is the theoretical basis for North Carolina’s Learn and Earn schools?

A. T heory of the lifelong pursuit of truth, goodness and beauty.

B. T heory of teaching students how to learn.

C. T heory that if you learn more, you earn more.

D. T heory that someone created me for a purpose.

7. What do you know about the first American public high school?

A. I t was established initially only for girls.

B. I t was established open to both girls and boys.

C. I t was established initially only for boys.

D. I t adopted single-sex classroom teaching when established.

8. A small group of educators are beginning to regard single-sex classrooms as a way to re-engage students, especially in __________.

9. Experts who study single-sex schools say there’s good evidence that smaller class sizes would help just as much, especially for____________.

10. For kids at the opposite end of the economic spectrum, who desperately need to be brought under

education, it is even more important to ________________________.

Part III Listening Comprehension (35 minutes) Section A

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 mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

注意：此部分试题请在答题卡2上作答。

11. A. The pear B. The dessert C. The weather D. The cold

12. A. She must be good at giving speeches.

B. She has never talked in public.

C. She enjoys serious moments.

D. She probably is poor at giving speeches.

13. A. Bill’s brothe r B. Bill’s wife

C. Bill’s father-in-law

D. Bill’s father

14. A. She can borrow someone else’s gun. B. She can use his gun.

C. She should have a gun of herself.

D. She can’t borrow his gun.

15. A. To the bank B. To a bookstore C. To a grocer’s D. To a restaurant

16. A. She thanked the man for buying her the skirt.

B. Her boyfriend presented it to her as a gift.

C. She bought the skirt on her birthday.

D. It was a wedding gift from her friends.

17. A. The couple was involved in an accident.

B. Their car has to be replaced.

C. The man had the car repaired.

D. Their car was stolen and the man found it.

18. A. Their outgoing personality. B. Their work environment.

C. Their healthy lifestyle.

D. Their usual food and drink

Questions 19 to 22 are based on the conversation you have just heard.

19. A. A birthday present. B. A class assignment.

C. A detective story.

D. A jewelry store robbery.

20. A. The professor did not like her story.

B. She was taking too many courses.

C. She did not like the topic she had chosen for her paper.

D. She had trouble finishing her assignment.

21. A. Take some extra time.

B. Put down whatever ideas she has first.

C. Do some work for another course.

D. Write the story ending first.

22. A. To do research for her story. B. To go shopping.

C. To meet her professor.

D. To take a break from her work.

Questions 23 to 25 are based on the conversation you have just heard.

23. A. The annual inflation rate in Britain.

B. The pocket money British children get.

C. The things British children spend money on.

D. The rising cost of raising a child in Britain.

24. A. It goes down during economic recession.

B. It enables children to live better.

C. It often rises higher than inflation.

D. It has gone up 25% in the past decade.

25. A. Save up for their future education.

B. Buy their own shoes and socks.

C. Pay for small personal things.

D. Make donations when necessary.

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 read the four choices marked A, B, C, and D, and decide which is the best answer, Then mark the corresponding letter on Answer Sheet 2with a single line through the centre.

Passage One

Questions 26 to 28 are based on the passage you have just heard.

26. A. Its protection is often neglected by children.

B. It cannot be fully restored once damaged.

C. There are various ways to protect it.

D. There are many false notions about it.

27. A. It will gradually weaken the eyes of adults.

B. It may make the wearer feel tired.

C. It can lead to the loss of vision in children.

D. It can permanently change the eye structure.

28. A. It can never be done even with high technology.

B. It can only be partly accomplished now.

C. It is a major achievement in eye surgery.

D. It is the best way to restore damaged eyesight.

Passage Two

Questions 29 to 31 are based on the passage you have just heard.

29. A. They think they should follow the current trend.

B. Nursing homes are well-equipped and convenient.

C. They have jobs and other commitments.

D. Adult day-care centers are easily accessible.

30. A. They don’t want to use up all their life savings.

B. They would like to spend more time with them.

C. They fear they will regret it afterwards.

D. They don’t want to see their husbands poorly treated.

31. A. Provide professional standard care.

B. Be frank and seek help from others.

C. Be affectionate and cooperative.

D. Make full use of community facilities.

Passage Three

Questions 32 to 35 are based on the passage you have just heard.

32. A. Conflicts between labor and management.

B. Rights and responsibilities of company employees.

C. Common complaints made by office workers.

D. Health and safety conditions in the workplace.

33. A. Replace its out-dated equipment.

B. Improve the welfare of affected workers.

C. Follow government regulations strictly.

D. Provide extra health compensation.

34. A. They sought help from union representatives.

B. They quit work to protect their unborn babies.

C. They requested to transfer to a safer department.

D. They wanted to work shorter hours.

35. A. To protest against the poor working conditions.

B. To attract the attention from the media.

C. To show how they love winter sports.

D. To protect themselves against the cold weather.

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 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.

注意：此部分试题请在答题卡2上作答。

A couple of months ago, I went to a department store to buy a few things for the house. I needed a set of (36) for the living room, two table lamps, a rug and several cushions. I asked them to (37) the things as soon as possible, but they said that they were unable to send them out until 20 days later. After about 3 weeks, I (38) only the curtains and lamps. I

was a little (39) when I didn’t receive all the items I had bought. But nevertheless, I was eager to see what the curtains and lamps looked like. I first opened the (40) with the curtains. I had bought a lovely (41)__________blue, and instead they had sent me a horrible dark purple. Well, you can just (42)_________how angry I was. Then I opened the boxes with the lamps. They were exactly what I’d (43)___________. But one of the lamp shades was damaged. (44)_______________ _________________________________________________________________________________. They promised to come and (45)_______________________________________________________. It has been two weeks since my complaint. (46)____________________________________________ __________________________________________________________________________________.

Part IV Reading Comprehension (Reading in Depth) (25 minutes) Section A

Directions: In this section, there is a passage with 10 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.

After work and sleep, watching TV is our most common everyday activity. But that habit could be deadly, according to a recent research.

Dr. Frank Hu and his colleagues report that too much TV time was 47 with increases in the risk of developing diabetes (糖尿病) and heart problems and the risk of death from any 48 .

Hu’s study finds that too much TV watching is related to decreased physical activity, increased 49 of foods, and increased caloric intake (热量摄取).

That is, every hour you spend on the couch is another hour you’re not 50 . And TV watching tends to promote other 51 activities like eating more junk food and fewer fresh fruits and vegetables. All of these are known risk factors for diabetes and heart disease, conditions that can contribute to 52 death.

Most studies show that people who watch a lot of TV tend to exercise less. That means it’s important for doctors to start asking their patients not only about how 53 active they are, but about how much time they spend in front of the TV. And it’s a good idea for doctors to give advice not only about exercise but about how to 54 TV watching.

That may be easier said than done, given Americans’ seeming addiction to TV. Many people, especially kids, don’t just 55 themselves to the television set; they’re also watching on their mobile devices and computers. That makes TV a hard habit to 56 , but one that may ultimately save lives.

注意：此部分试题请在答题卡2上作答。

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 center.

Passage One

Questions 57 to 61 are based on the following passage.

The word “conservation” has a thrifty (节俭的) meaning. To conserve is to save and to protect, to leave what we ourselves enjoy in such a good condition that others may also share the enjoyment. Our forefathers had no idea that human population would increase faster than the supplies of raw materials; most of them, even until very recently, had the foolish idea that the treasures were “limitless” and “inexhaustible”. Most of the citizens of earlier generations knew little or nothing about the complicated and delicate system that runs all through nature, and which means that, as in a living body, an unhealthy conditions of one part will sooner or later be harmful to all the others.

Fifty years ago nature study was not part of the school work; scientific forestry was a new idea; timber was still cheap because it could be brought in any quantity from distant woodlands; soil destruction and river floods were not national problems; nobody had yet studied long-term climatic cycles in relation to proper land use; even the word “conservation” had nothing o f the meaning that it has for us today.

For the sake of ourselves and those who will come after us, we must now set about repairing the mistakes of our forefathers. Conservation should, therefore, be made a part of everyone’s daily life. To know about the water table (地下水位) in the ground is just as important to us as a knowledge of the basic arithmetic formulas. We need to know why all watersheds (上游源头森林地带集水区) need the protection of plant life and why the running current of streams and rivers must be made to yield their full benefit to the soil before they finally escape to the sea. We need to be taught the duty of planting trees as well as of cutting them. We need to know the importance of big, mature trees, because living space for most of man’s fellow cre atures on this planet is figured not only in square measure of surface but also in cubic volume above the earth. In brief, it should be our goal to restore as much of the original beauty of nature as we can.

注意：此部分试题请在答题卡2上作答。

57. What is the author’s attitude towards the current situation in the exploitation of natural resources?

A. Positive.

B. Neutral.

C. Suspicious.

D. Critical.

58. According to the author, what was the greatest mistake of our forefathers?

A. They had no idea about scientific forestry.

B. They had little or no sense of environmental protection.

C. They were not aware of the significance of nature study.

D. They had no idea of how to make good use of raw materials.

59. It can b e inferred from the passage that earlier generations didn’t realize_________.

A. the interdependence of water, soil and living things

B. the importance of the proper land use

C. the harmfulness of soil destruction and river floods

D. the extraordinary rapid growth of population

60. With a view to correcting the mistakes of our forefathers, what measure does the author suggest

taking?

A. We plant more trees.

B. We be taught environmental science, as well as the science of plants.

C. Environmental education be directed towards everyone.

D. We return to nature.

61. What does the author imply by saying “… living space ... is figured ... but also in cubic volume

above the earth”?

A. Our living space on the earth is getting smaller and smaller.

B. Our living space should be measured in cubic volume.

C. We need to take some measures to protect space.

D. We must create better living conditions for both birds and animals.

Passage Two

Questions 62 to 66 are based on the following passage.

While still in its early stages, welfare reform has already been judged a great success in many states —at least in getting people off welfare. It’s estimated that more than 2 million people have left the rolls since 1994.

In the past four years, welfare rolls in Athens County have been cut in half. But 70 percent of the people who left in the past two years took jobs that paid less than $6 an hour. The result is the Athens County poverty rate still remains at more than 30 percent — twice the national average.

For advocates (代言人) for the poor, that’s an indication that much more needs to be done.

“More people are getting jobs, but it’s not making their lives any better,” says Kathy Lai rn, a policy analyst at the Center on Budget and Policy Priorities in Washington.

A center analysis of U.S. Census data nationwide found that between 1995 and 1996, a greater percentage of single, female-headed households were earning money on their own, but that average income for these households actually went down.

But for many the fact that poor people are able to support themselves almost as well without government aid as they did with it is in itself a huge victory.

“Welfare was a poison. It was a toxin (毒素) that was poisoning the family,” says Robert Rector, a

welfare-reform policy analyst. “The reform is changing the moral climate in low-income communities. It’s beginning to rebuild the work ethic (道德观), which is muc h more important.”

Mr. Rector and others argued that “Once the habit of dependency is cracked, the country can make other policy chang es aimed at improving living standards.”

注意：此部分试题请在答题卡2上作答。

62. What can be seen from the passage?

A. The author believes the reform has reduced the government’s burden.

B. The author insists that welfare reform is doing little good for the poor.

C. The author is overenthusiastic about the success of welfare reform.

D. The author considers welfare reform to be fundamentally successful.

63. Why aren’t people enjoying better lives when they have jobs?

A. Because many families are divorced.

B. Because government aid is now rare.

C. Because their wages are low.

D. Because the cost of living is rising.

64. What is worth noting from the example of Athens County?

A. Greater efforts should be made to improve people’s living standards.

B. 70 percent of the people there have been employed for two years.

C. 50 percent of the population no longer relies on welfare.

D. The living standards of most people are going down.

65. According to the passage, what is the aim of the welfare reform?

A. To save welfare funds.

B. To rebuild the work ethic.

C. To provide more jobs.

D. To cut government expenses.

66. According to the passage, before the welfare reform was carried out, _____________.

A. the poverty rate was lower

B. the average living standards were higher

C. the average workers were paid higher wages

D. the poor used to rely on more government aid

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. 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 center.

注意：此部分试题请在答题卡2上作答。

Part VI Translation (5 minutes) Directions: Complete the sentences on Answer Sheet 2 by translating into English the Chinese given in brackets.

注意：此部分试题请在答题卡2上作答，只需写出译文部分。

87. The government announced safety equipment _______________________________(不应该每年

只检查一次).

88. I want to get your help and wish this _________________________ (可以说服你改变想法).

89. Military strength is often achieved ____________________________________ (以国家经济的健

康发展为代价).

90. _____________________________________ (万一有紧急事情), give me a call before I leave for

work.

91. I want to confirm the time ____________________________________ (什么时间方便来拜访你).

大学英语四级专项训练

大学英语四级专项训练——选词填空 （一） Americans are proud of their variety and individualty, yet they love and respect few things more than a uniform. Why are uniforms so __1__ in the United States Among the arguments for uniforms, one of the first is that in the eyes of most people they look more __2__ than civilian（百姓的）clothes. People have become conditioned to __3__ superior quality from a man who wears a uniform. The television repairman who wears a uniform tends to __4__ more trust than one who appears in civilian clothes. Faith in the __5__ of a garage mechanic is increased by a uniform. What an easier way is there for a nurse, a policeman, a barber, or a waiter to __6__ professional identity（身份）than to step out of uniform Uniforms also have many __7__ benefits. They save on other clothes. They save on laundry bills. They are often more comfortable and more durable than civilian clothes. Primary among the arguments against uniforms is their lack of variety and the consequent loss of __8__ experienced by people who must wear them. Though there are many types of uniforms, the wearer of any particular type is generally stuck with it, without __9__, until retirement. When people look alike, they tend to think, speak, and act __10__, on the job at least. [A]skill [B]popular [C]get [D]change [E]similarly 、[F]professional [G]character [H]individuality [I] inspire [J] differently [K]expect [L]practical [M] recall [N] lose [O] ordinary （二） 、 Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can __1__ performance at work and school. Cognitive( 认识派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on __2__ and gifts from others. The latter view has gained many supporters, __3__ among educators. But the careful use of small __4__ rewards speaks creativity in grade school children, suggesting that properly presented inducements( 刺激) indeed __5__inventiveness, according to a study in the June Journal of Personality and Social Psychology. “If kids know they’re working f or a reward and can focus on a relatively __6__ task, they show the most creativity,” says Robert Eisenberger of the University of Delaware in Newark. “But it’s easy to __7__ creativity by giving rewards for poor performance or creating too much anticipation for rewards.

大学英语四级考试语法：—定语从句

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大学英语四级考试语法指导

大学英语四级考试语法指导 名词性从句中的虚拟语气 第一节：宾语从句(Subordinate Clasue)中的虚拟语气 一、在动词wish后的宾语从句中的虚拟语气 在动词wish后的宾语从句中的虚拟语气，常省去宾语从句的引导词that。 一)、对现在情况的虚拟(与现在的事实相反)： 从句用过去式或过去进行式(时间上是同时的)。其句子结构为：宾语从句的谓语be和were(was)，实义动词用过去式。例： 1. I wish (that可省略,下同)I knew the answer to the question.(wish, 动词过去式knew)我希望知道这个答案。(事实上是不知道) 2. I wish it were spring in my hometown all the year around.(wish, were)但愿我的家乡四季如春。(事实上不可能) 3. I wish I were a bird.(wish, were)但愿我是只小鸟。(事实上不可能) 4. When she was at the party,she wished she were at home.(wished,过去虚拟动词were)(事实上并不在家) 5. Now that he is in China, he wishes he understood Chinese.(wishes,过去虚拟动词understood)

现在他在中国，他希望能懂得中文。(事实上并不懂) 6. When we begin the trip, they will wish they were with us.(will wish,过去虚拟动词were)(事实上并不和我们在一起) 二)、对过去情况的虚拟(和过去的事实相反)： 用wish表示对过去事情的遗憾。其句子结构为：宾语从句的谓语用过去完成时，或would, could, might+现在完成时。例： 1. I wish (that可省略，下同)I hadn't wasted so much time. 我后悔不该浪费这么多时间。(事实上已浪费了) 2. He wishes he hadn't lost the chance. 他真希望没有失去机会。(其实已失去) 3. We wished he had spoken to us. (wished，had + spoken)(事实上他并没同我们讲) 4. I wish you had called earlier. (wish, had + called)(事实上已迟了) 5. They will wish they had listened to us sooner. (will wish,had + listened)(事实上并不如此)