# 大学累计测评一：四级读写译原创综合卷
本课为原创大学书面英语能力课程，不对应统一的人教版大学教材或固定大学年级；不含听力。练习目标只反映本站材料掌握情况，不保证实际考试分数。
## 学习目标
1. 在未讲解过的材料中独立完成词汇填空、长篇匹配与仔细阅读。
2. 准确修订书面句子，并按信息点和写作量表完成汉译英与议论写作。
3. 依据本站100分量表定位薄弱项，不把正确率换算为CET报道分。
## 核心讲解
### 作答与计分
本卷为原创书面能力测评，**不是官方CET试卷，不含听力**。共32个编号题、100分：1—10词库填空每题1分（10）；11—20匹配每题2分（20）；21—25仔细阅读每题4分（20）；26—30句法修订每题2分（10）；31翻译20分；32写作20分。本站建议100分钟：阅读45、句法10、翻译20、写作25。首次先不查看答案。
80/100是本卷基础复习目标，95/100是更高的本站练习目标；开放题必须人工评分。达到目标也不能保证真实考试成绩。若错题集中在某技能，即使总分较高仍应回学对应课；不能把本卷百分比乘710。
### 材料一 词库填空
每词最多用一次，不变词形。A labels B curious C expensive D exchanged E gradually F reject G suitable H records I clearly J predict K confidence L preserve M frozen N essential O shortage
A village group created a seed library where residents could borrow small packets of vegetable seeds. The aim was to (1) ___ local varieties that were becoming difficult to find in ordinary shops. The group did not promise that every seed would grow in every garden. Instead, volunteers explained that different plants needed conditions that were (2) ___ for them.
Each packet carried (3) ___ showing the plant name and the year in which the seeds had been collected. Volunteers also kept written (4) ___ of where the seeds came from. This information helped them answer questions without relying entirely on one person's memory. At the first meeting, the process was explained (5) ___ so that newcomers knew what they were borrowing and what they were expected to return.
Some residents were simply (6) ___ about unfamiliar plants. Others had grown vegetables for years and wanted to share their experience. As the two groups worked together, beginners gained (7) ___ and became more willing to describe mistakes. An unsuccessful crop was treated as something to investigate, not a reason to blame the gardener.
Over the following months, residents (8) ___ both seeds and notes about their gardens. Participation increased (9) ___ rather than all at once. The organisers regarded accurate information as (10) ___ to the library's future. A large collection would have little value if nobody knew which seeds were reliable or how they had been stored.
### 材料二 长篇匹配
段落可重复使用，也可能不使用。
**[A]** A local archive invited residents to submit written memories of old shops. The aim was not to create a complete history immediately, but to preserve everyday experiences that official records rarely captured. Contributors could describe a place without knowing the exact year of every event. Staff kept uncertain dates marked as uncertain rather than filling gaps with guesses.
**[B]** The first form required every contributor to type a long account online. Some older residents had detailed memories but found the form difficult to use. The archive added printed forms that could be returned by post. Providing another route widened participation without assuming that age alone determined a person's ability to use technology.
**[C]** Several accounts gave different dates for the same shop's closure. Staff did not simply choose the most confident writer. They checked newspapers and business records, then noted where disagreement remained. Personal memories were valuable sources, but confidence and detail did not make every recollection automatically accurate.
**[D]** A student group suggested placing all submissions on a public website. Staff explained that some accounts named living individuals and included personal circumstances. Contributors were therefore asked what could be published, and some details were removed. Preserving a memory did not mean that every part of it had to become publicly searchable.
**[E]** The archive initially counted the total number of submissions as its main achievement. Later, staff noticed that most came from two well-organised neighbourhood groups. A large total did not guarantee a broad range of experiences. They began asking whose memories were missing and contacted organisations serving residents who had not yet contributed.
**[F]** Volunteers built a map linking accounts to former shop locations. Where an exact address was unknown, the map showed an approximate area and explained the uncertainty. It would have been visually neater to choose a precise point, but that would have made the evidence appear more definite than it was.
**[G]** A display in the public library used short extracts beside photographs of ordinary objects. The organisers hoped visitors would connect the objects with daily life rather than regard them only as old possessions. The labels identified the source of each extract so that readers could distinguish a resident's memory from an explanatory note written by staff.
**[H]** Keeping the collection usable required continuing work. Digital files had to be named consistently, and written permissions had to remain linked to the correct accounts. A volunteer manual explained these tasks. The archive treated documentation as part of preservation, not as paperwork that could be discarded once the stories were collected.
**[I]** A café offered to sponsor the project if its name appeared prominently on every page. The archive considered the funding but chose a smaller grant with fewer display conditions. This meant working more slowly, yet it allowed the collection's presentation to remain focused on the memories rather than on a sponsor's promotion.
**[J]** For the next stage, the team planned a small exhibition comparing memories of shopping with changes in transport. It would clearly separate residents' accounts from conclusions based on other records. The team did not claim that its collection represented every community in the town; it wanted the gaps to remain visible to future researchers.
### 材料三 仔细阅读
**A recipe is more than a list**
When a community centre invited residents to contribute family recipes, the organisers expected to produce a short booklet of ingredients and instructions. Instead, many submissions included stories: a dish prepared during a difficult winter, a method learned from a neighbour, or an ingredient replaced after a family moved to another region. The recipes recorded change as well as continuity.
An editor initially proposed removing the stories to make the booklet more efficient to use in a kitchen. A volunteer disagreed. The stories explained why a recipe mattered to the person who shared it. Removing them would produce clearer instructions but could erase part of the collection's purpose. The group decided to provide a short recipe first, followed by a separate account of its background.
Another difficulty concerned measurements. Some contributors wrote “a little” or “until it feels right”. The organisers did not silently invent precise quantities. Where possible, they asked contributors to clarify the instructions. If uncertainty remained, the booklet said so. The aim was to preserve contributors' knowledge faithfully, not to make an untested instruction appear certain.
The finished booklet was presented as a collection of personal food traditions, not as a guide to health or nutrition. Different versions of similar dishes were included without declaring one the only authentic recipe. For the organisers, preserving a tradition did not require pretending that it had never changed. It meant showing how people used, adapted and remembered it.
## 例题解析
计分示例（与本卷材料无关）：题目“把The information are clear改正并说明原因”，答案The information **is** clear得修订1分，说明information通常不可数、作单数主语得解释1分。只写is没有原因得1/2；意思合理且语法正确的开放题不要求逐字等同范文。
## 练习
先独立完成，再核对答案；开放题须按要点人工评分，不以是否逐字等同范文评分。
### 1
填材料一第1空。
### 2
填材料一第2空。
### 3
填材料一第3空。
### 4
填材料一第4空。
### 5
填材料一第5空。
### 6
填材料一第6空。
### 7
填材料一第7空。
### 8
填材料一第8空。
### 9
填材料一第9空。
### 10
填材料一第10空。
### 11
材料二哪段说明为了保留展示自主性，项目接受了金额较小但条件较少的资助？
### 12
哪段介绍增加纸质提交途径来降低线上表格造成的障碍？
### 13
哪段指出回忆日期冲突时应核对其他记录而非相信语气最肯定者？
### 14
哪段说明数字文件名与发布许可的持续管理属于保存工作的一部分？
### 15
哪段在地图上保留位置不确定性，而不为了美观制造精确点位？
### 16
哪段说明公开发布前要考虑被提及者的个人信息？
### 17
哪段指出投稿总数不能保证经历类型有广泛代表性？
### 18
哪段将来源标注用于区分个人回忆与员工说明？
### 19
哪段说明收集回忆不等于每一处细节都必须公开可检索？
### 20
哪段计划将购物回忆与交通变化比较，同时承认仍缺失某些群体经历？
### 21
材料三最恰当主旨是：A. A recipe booklet should prioritise standardised measurements over personal context. B. Family stories should replace cooking instructions in a useful collection. C. Recipes are culturally reliable only when one original version is identified. D. A recipe collection can preserve both practical knowledge and personal meaning.
### 22
为什么最终保留背景故事？A. They explained why dishes mattered to contributors. B. They allowed editors to avoid checking unclear measurements. C. They established a fixed historical origin for each recipe. D. They enabled editors to select the most authentic version.
### 23
面对含糊份量，组织者怎样做？A. Inferred quantities from comparable recipes. B. Kept ambiguous quantities without consulting contributors. C. Asked for clarification and retained uncertainty when necessary. D. Added exact quantities while labelling the book as a cultural collection.
### 24
“different versions”表明组织者：A. treated variation primarily as an error to correct. B. did not insist on one uniquely authentic version. C. chose the version most familiar to the editors. D. removed background stories to make the versions comparable.
### 25
哪项不能由材料推出？A. Some dishes changed after migration. B. The booklet separated instructions and background. C. The organisers avoided inventing precise quantities. D. The booklet demonstrated a medical benefit from each dish.
### 26
改正并说明：The number of returned packets have increased.
### 27
改正并说明：We look forward to share the results.
### 28
改正并说明：The archive was small, it contained useful records. 保留转折。
### 29
改正并说明：I wonder where is the original photograph.
### 30
改正并说明：After reading the account, the date seemed uncertain. 用we明确读材料的人。
### 31
汉译英（20分）：这个社区正在收集居民关于老街的回忆。参与者可以在线填写表格，也可以提交纸质材料。为了尊重个人意愿，组织者在公开故事之前会确认哪些信息可以发布。这些回忆有助于了解当地生活，但并不代表所有居民的经历。
### 32
写作（20分，120—160词）：Should communities preserve everyday personal memories as well as official records? 明确立场，至少两条相关理由或一条理由加展开例子，并说明一项局限或保护措施。
## 参考答案与解析
### 1
**L preserve**。保存当地品种；to后原形，目标不是reject拒绝。1分。
### 2
**G suitable**。conditions suitable for them，适合植物的条件。1分。
### 3
**A labels**。包装上的标签显示名称年份；与后面written records不同，先辨对象。1分。
### 4
**H records**。keep written records of来源；复数记录。1分。
### 5
**I clearly**。修饰explained，说明新人能理解流程；frozen为形容词，不适合作方式副词；gradually已由第9空rather than all at once限定。1分。
### 6
**B curious**。be curious about对……好奇；不是expensive about。1分。
### 7
**K confidence**。beginners gained confidence，与更愿谈错误连接。1分。
### 8
**D exchanged**。过去叙事，居民交换种子和笔记。1分。
### 9
**E gradually**。rather than all at once明确“逐渐而非一下子”。1分。
### 10
**N essential**。regard A as essential to B，把准确信息视为关键。键L G A H I B K D E N；不用C F J M O。1分。
### 11
**I**。smaller grant/fewer display conditions与保持展示重点对应。2分。
### 12
**B**。printed forms returned by post为替代途径。2分。
### 13
**C**。checked newspapers and business records，不凭confidence选。2分。
### 14
**H**。文件命名与permissions关联是持续preservation。2分。
### 15
**F**。approximate area并解释不确定性。2分。
### 16
**D**。living individuals/personal circumstances及发布许可。2分。
### 17
**E**。大部分投稿来自两个组织，数量不等于广泛代表。2分。
### 18
**G**。labels identified source，区分memory与staff note。2分。
### 19
**D**。保存不等于publicly searchable，与第16题允许同段。2分。
### 20
**J**。未来展览比较transport，并承认非every community。键I B C H F D E G D J；A未选。2分。
### 21
**D**。全文协调操作知识和个人/文化意义。A把编辑最初的效率建议误作最终立场，B把保留故事误作替代说明，C与并列不同版本相反。4分。
### 22
**A**。第二段explained why a recipe mattered。B把故事价值混同测量核查，C添固定起源，D与保留不同版本而不裁定唯一正宗相反。4分。
### 23
**C**。第三段ask…clarify；uncertainty remained则明示。A/D添加未核实数量，B遗漏回访澄清步骤。4分。
### 24
**B**。without declaring one the only authentic recipe直接支持。4分。
### 25
**D**。最后明确not a guide to health or nutrition；医学功效完全未证。其他三项均有直接证据。4分。
### 26
The number of returned packets **has** increased. 修订1分；主语中心词number单数1分。
### 27
We look forward to **sharing** the results. 修订1分；look forward to中的to是介词，后接-ing1分。
### 28
The archive was small, **but** it contained useful records. 或…small; however,…。正确改连接/标点1分；说明逗号不能单独拼接独立分句且有转折1分。
### 29
I wonder **where the original photograph is**. 修订1分；间接问句用陈述语序1分。
### 30
After reading the account, **we found the date uncertain**. 或After we read the account, the date seemed uncertain to us。正确修订1分；说明原非谓语逻辑主语不能是date，日期不会阅读材料1分。
### 31
The community is collecting residents’ memories of the old street. Participants can complete a form online or submit paper materials. To respect individual wishes, the organisers will confirm which information may be published before making the stories public. These memories can help people understand local life, but they do not represent the experiences of all residents.
20分：正在收集/对象4；两途径4；尊重意愿/先确认再发布5；帮助了解/非全体4；句法搭配标点3。可接受old neighbourhood/street依原文“老街”语义，written accounts/paper submissions；未经确认不得写所有故事已获许可。
### 32
示例：Communities should preserve everyday memories alongside official records. Formal documents can show when a building opened or a road changed, but personal accounts can explain how people experienced those events. A memory of a local shop, for example, may reveal why it mattered to a neighbourhood.
These accounts can also include voices that appear rarely in official files. However, a vivid memory is not automatically accurate, and no small collection represents everyone. Organisers should check uncertain details where possible and make remaining gaps clear. They should also ask contributors what may be published, especially when a story mentions other people.
The purpose is not to replace official history with personal stories. It is to keep different kinds of evidence available so that future readers can understand local life more fully and question the collection thoughtfully.
20分：立场任务4；相关理由及展开6；限制/保护4；组织2；语言4。合理反对无边界公开但支持谨慎保存亦可满分。累计总分100，复盘时按六部分分别记录，不换算CET710。
## 测后词汇回学
下列为本课实际讲解的词项；词形变化及同一词的不同义项不等于新增独立词汇量。
| 词项 | 本课义项及用法 |
| --- | --- |
| seed | n. 种子；a packet of seeds |
| variety | n. 品种；local varieties |
| archive | n. 档案馆／档案；a local archive |
| recollection | n. 回忆；an uncertain recollection |
| approximate | adj. 大约的；an approximate location |
| extract | n. 摘录；a short extract |
| continuity | n. 延续；change and continuity |
| authentic | adj. 真实／正宗的；an authentic account |