2022年英語四級考試真題第三套

1、6月大學(xué)英語四級考試真題預(yù)測(第3套)Part I Writing(30 minutes)Direction.s: For this part, you are allowed 30 minutes to write an essay based on the picture below.You should start your essay with a brief description of the picture and then comment on parents role in their childrens growth. You should write at least 1

2、20 words but no more than 180 words._Section CDirections: In this section, you will hoar a passage three times. When tho passage is read for tho first time, you should listen carefully for its general idea. When tho passage is read for tho second time, you are required to fill in tho blanks with tho

3、 exact words you have just hoard. Finally, when tho passage is read for tho third time, you should chock what you have written.My favorite TV. show? The Twilight Zone. I26like the episode called The PrintersDevil. Its about a newspaper editor whos being27 out of business by a big newspapersyndicate-

4、you know, a group of papers28by the same people.Hes about to29when hes interrupted by an old man who says his name is Smith. The editoris not only offered $ 5,000 to pay off his newspapers30, but this Smith character also offers hisservices for free. It turns out that the guy operates the printing m

5、achine with amazing speed, and soon hes turning out newspapers with31 The small paper is successful again. The editor is32athow quickly Smith gets his stories-only minutes after they happen-but soon hes presented with acontract to sign. Mr. Smith, it seems, is really the devil! The editor is frighte

6、ned by this news, but he is more frightened by the idea of losing his newspaper, so he agrees to sign. But soon Smith is33the news even before it happens-and its all terrible-one disaster after another. Anyway, there is a little more to tell, but I dont want to34the story for you. I really like thes

7、e old episodes of The Twilight Zone because the stories are fascinating. They are not realistic. But then again, in a way they are, because they deal with35Part ill Reading Comprehension(40 minutesSection ADirections: In this sectinm, there is a passage with ten blanks. You are required to select on

8、e 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 Sheet2 with a single line through the

9、 centre. You may not use any of the words in the bank more than once. Questions 36 to 45 are based on the following passage. As a teacher, you could bring the community into your classroom in many ways. The parents and grandparents of your students are resources and36for their children. They can be3

10、7teachers of their own traditions and histories. Immigrant parents could talk about their country of38and why they emigrated to the United States. Parents can be invited to talk about their jobs or a community project. Parents, of course, are not the only community resources. Employees at local busi

11、nesses and staff at community agencies have39information to share in classrooms. Field trips provide another opportunity to know the community. Many students dont have the opporttmity to40concerts or visit museums or historical sites except through field trips. A school district should have41for sel

12、ecting and conducting field trips. Families must be made42of field trips and give permission for their children to participate. Through school projects, students can learn to be43in community projects ranging from planting trees to cleaning up a park to assisting elderly people. Students,44older one

13、s, might conduct research on a community need that could lead to action by a city council or state government. Some schools require students to provide community service by45in a nursing home, child care center or government agency. These projects help students understand their responsibility to the

14、 largercommunity.A. Assets I. joiningB. Attend J. naturallyC. Aware K. observeD. especially L. originE. Excellent M. recruitedF. Expensive N. up-to-dateG. guidelines O. volunteeringH. involvedSection BDirections: In this section, you are going to read a passage with ten statements attached to it. Ea

15、ch statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived.You may choose a paragraph more than once. Each paragraph is marked with a letter.Answer the questions by marking the corresponding letter on Answer Sheet 2.Reaping the Rewa

16、rds of Risk-TakingA. Since Steve Jobs resigned as chief executive of Apple, much has been said about him as a peerless business leader who has created immense wealth for shareholders, and guided the design of hit products that are transforming entire industries, like music and mobile communications.

17、B. All true, but lets think different, to borrow the Apple marketing slogan of years back. Lets look at Mr. Jobs as a role model.C. Above all, he is an innovator (創(chuàng)新者). His creative force is seen in products such as the iPod, iPhone, and iPad, and in new business models for pricing and distributing

18、music and mobile software online. Studies of innovation come to the same conclusion: you cant engineer innovation, but you can increase the odds of it occurring. And Mr. Jobs career can be viewed as a consistent pursuit of improving those odds, both for himself and the companies he has led. Mr. Jobs

19、, of course, has enjoyed singular success. But innovation, broadly defined, is the crucial ingredient in all economic progress-higher growth for nations, more competitive products for companies, and more prosperous careem for individuals. And Mr. Jobs, many experts say, exemplifies what works in the

20、 innovation game.D. We can look at and learn from Steve Jobs what the essence of American innovation is, says John Kao, an innovation consultant to corporations and governments. Many other nations, Mr. John Kao notes, axe now ahead of the United States in producing what are considered the raw materi

21、als of innovation. These include government financing for scientific research, national policies to support emerging industries, educational achievement, engineers and scientists graduated, even the speeds of Internet broadband service.E. Yet what other nations typically lack, Mr. Kao adds, is a soc

22、ial environment that encourages diversity, experimentation, risk-taking, and combining skills from many fields into products that he calls recombinant mash-ups (打碎重組), like the iPhone, which redefined the smartphone category. The culture of other countries doesnt support the kind of innovation that

23、Steve Jobs exemplifies, as America does, Mr. John Kao says.F. Workers of every rank are told these days that wide-ranging curiosity and continuous learning are vital to tturiving in the modern economy. Formal education matters, career counselors say, but real- life experience is often even more valu

24、able.G. An adopted child, growing up in Silicon Valley, Mr. Jobs displayed those traits early on. He wasfascinated by electronics as a child, building Heathkit do-it-yourself projects, like radios. Mr. Jobs dropped out of Reed College after only a semester and traveled around India in search of spir

25、itual enlightenment, before returning to Silicon Valley to found Apple with his friend, Stephen Wozniak, an engineering wizard (奇才). Mr. Jobs was forced out of Apple in 1985, went off and founded two other companies, Next and Pixar, before returning to Apple in 1996 and becoming chiefexecutive in 19

26、97.H. His path was unique, but innovation experts say the pattern of exploration is not unusual. Its often people like Steve Jobs who can draw from a deep reservoir of diverse experiences that often generate breakthrough ideas and insights, says Hal Gregersen, a professor at the European Institute o

27、f Business Administration.I. Mr. Gregersen is a co-author of a new book, The Innovators DNA, which is based on an eight-year study of 5,000 entrepreneurs (創(chuàng)業(yè)者. and executives worldwide. His two collaborators and co- authors are Jeff Dyer, a professor at Brigham Young University, and Clayton Christen

28、sen, a professor at the Harvard Business School, whose 1997 book The Innovators Dilemma popularized the concept of disruptive ( 顛覆性旳. innovation. J. The academics identify five traits that are common to the disruptive innovators: questioning, experimenting, observing, associating and networking. The

29、ir bundle of characteristics echoes the ceaseless curiosity and willingness to take risks noted by other experts. Networking, Mr. Hal Gregersen explains, is less about career-building relationships than a consistent search for new ideas. Associating, he adds, is the ability to make idea-producing co

30、nnections by linking concepts from different disciplines.K. Innovators engage in these mental activities regularly, Mr. Gregersen says. Its a habit for them. Innovative companies, according to the authors, typically enjoy higher valuations in thestock market, which they call an innovation premium (溢

31、價(jià)). It is calculated by estimating the share of a companys value that cannot be accounted for by its current products and cash flow. The innovation premium tries to quantify ( 量化. investors bets that a company will do even better in the future because of innovation.L. Apple, by their calculations, h

32、ad a 37 percent innovation premium during Mr. Jobs first term withthe company. His years in exile resulted in a 31 percent innovation discount. After his return, Applees fortunes inmroved gradv at first, and imp)roved markedly starting in , yielding a 52percent innovation premium since then.M. There

33、 is no conclusive proof, but Mr. Hal Gregersen says it is unlikely that Mr. Jobs could havereshaped industries beyond computing, as he has done in his second term at Apple, without theexperience outside the company, especially at Pixar-the computer-animation (動畫制作. studiothat created a string of cri

34、tically and commercially successful movies, such as Toy Story andN. Mr. Jobs suggested much the same thing during a commencement address to the graduating class atStanford University in . It turned out that getting fired from Apple was the best thing thatcould have ever happened to me, he told the s

35、tudents. Mr. Jobs also spoke of perseverance ( 堅(jiān)持. and will power. Sometimes life hits you in the head with a brick, he said. Dont losefaith. O. Mr. Jobs ended his commencement talk with a call to innovation, both in ones choice of work andin ones life.Be curious, experiment, take risks, he said to

36、the students.His advice wasemphasized by the words on the back of the final edition of The Whole Earth Catalog, which hequoted: Stay hungry. Stay foolish. And, Mr. Jobs said, I have always wished that formyself. And now, as you graduate to begin anew, I wish that for you. 46. Steve Jobs called on St

37、anford graduates to innovate in his commencement address.47. Steve Jobs considered himself lucky to have been fired once by Apple.48. Steve Jobs once used computers to make movies that were commercial hits.49. Many governments have done more than the US government in providing the raw materials for

38、innovation.50. Great innovators are good at connecting concepts from various academic fields.51. Innovation is vital to driving economic progress.52. America has a social environment that is particularly favorable to innovation.53. Innovative ideas often come from diverse experiences.54. Real-life e

39、xperience is often more important than formal education for career success.55. Apples fortunes suffered from an innovation discount during Jobs absence.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions orunfinished statements. For each of them ther

40、e are four choices marked A, B, C. and D ). You should decide on the best choice and mark the corresponding letter on AnswerSheet 2 with a single line through the centre.Passage OneQuestions 56 to 60 are based on the following passage. Junk food is everywhere. Were eating way too much of it. Most of

41、 us know what were doing andyet we do it anyway.So heres a suggestion offered by two researchers at the Rand Corporation: Why not take a lessonfrom alcohol control policies and apply them to where food is sold and how its displayed?Many policy measures to control obesity (肥胖癥. assume that people con

42、sciously and rationallychoose what and how much they eat and therefore focus on providing information and more access tohealthier foods, note the two researchers. In contrast, the researchers continue, many regulations that dont assume people makerational choices have been successfully applied to co

43、ntrol alcohol, a substance-like food-of whichimmoderate consumption leads to serious health problems. The research references studies of peoples behavior with food and alcohol and results of alcoholrestrictions, and then lists five regulations that the researchers think might be pronfising if applie

44、d tojunk foods. Among them: Density restrictions: licenses to sell alcohol arent handed out unplanned to all comers but areallotted (分派. based on the number of places in an area that already sell alcohol. These make alcoholless easy to get and reduce the number of psychological cues to drink. Simila

45、rly, the researchers say, being presented with junk food stimulates our desire to eat it. Sowhy not limit the density of food outlets, particularly ones that sell food rich in empty calories? Andwhy not limit sale of food in places that arent primarily food stores? Display and sales restrictions: Ca

46、lifornia has a rule prohibiting alcohol displays near the cashregisters in gas stations, and in most places you cant buy alcohol at drive-through facilities. Atsupermarkets, food companies pay to have their wares in places where theyre easily seen. One couldremove junk food to the back of the store

47、and ban them from the shelves at checkout lines. The othermeasures include restricting portion sizes, taxing and prohibiting special price deals for junk foods, andplacing warning labels on the products.56. What does the author say about junk food?A. People should be educated not to eat too much.B.

48、It is widely consumed despite its ill reputation.C. Its temptation is too strong for people to resist.D. It causes more harm than is generally realized.57. What do the Rand researchers think of many of the policy measures to control obesity?A. They should be implemented effectively.B. They provide m

49、isleading information. C. They are based on wrong assumptions.D. They help people make rational choices.58. Why do policymakers of alcohol control place density restrictions?A. Few people are able to resist alcohols temptations.B. There are already too many stores selling alcohol.C. Drinldng strong

50、alcohol can cause social problems.D. Easy access leads to customers over-consumption59. What is the purpose of Californias rule about alcohol display in gas stations?A. To effectively limit the density of alcohol outlets.B. To help drivers to give up the habit of drinking.C. To prevent possible traf

51、fic jams in nearby areas.D. To get alcohol out of drivers immediate sight.60. What is the general guideline the Rand researchers suggest about junk food control?A. Guiding people to make rational choices about food.B. Enhancing peoples awareness of their own health.C. Borrowing ideas from alcohol co

52、ntrol measures.D. Resorting to economic, legal and psychological means.Passage TwoQuestions 61 to 65 are based on the following passage.Kodaks decision to file for bankruptcy (破產(chǎn). protection is a sad, though not unexpected, turningpoint for a leading American corporation that pioneered consumer phot

53、ography and dominated the filmmarket for decades, but ultimately failed to adapt to the digital revolution. Although many attribute Kodaks downfall to complacency ( 自滿 ), that explanation doesntacknowledge the lengths to which the company went to reinvent itself. Decades ago, Kodak anticipatedthat d

54、igital photography would overtake film-and in fact, Kodak invented the first digital camera in1975-but in a fateful decision, the company chose to shelf its new discovery to focus on its traditionalfilm business. It wasnt that Kodak was blind to the future, said Rebecca Henderson, a professor at Har

55、vardBusiness School, but rather that it failed to execute on a strategy to confront it. By the time thecompany realized its mistake, it was too late.Kodak is an example of a firm that was very much aware that they had to adapt, and spent a lot ofmoney trying to do so, but ultimately failed. Large co

56、mpanies have a difficult time switching to newmarkets because there is a temptation to put existing assets into the new businesses.Although Kodak anticipated the inevitable rise of digital photography, its corporate culture was too rooted in the successes of the past for it to make the clean break n

57、ecessary to fullyembrace the future. They were a company stuck in time. Their history was so important to them. Nowtheir history has become a liability.Kodaks downfall over the last several decades was dramatic. In 1976, the company commanded90% of the market for photographic film and 85% of the mar

58、ket for cameras. But the 1980s broughtnew competition from Japanese film company Fuji Photo, which undermined Kodak by offering lowerprices for film and photo supplies. Kodaks decision not to pursue the role of official film for the 1984Los Angeles Olympics was a major miscalculation. The bid went i

59、nstead to Fuji, which exploited itssponsorship to win a permanent foothold in the marketplace.61. What do we learn about Kodak?A. It went bankrupt all of a sudden.B. It is approaching its downfall.C. It initiated the digital revolution in the film industry.D. It is playing the dominant role in the f

60、ilm market.62. Why does the author mention Kodaks Invention of the first digital camera?A. To show its early attempt to reinvent itself.B. To show its effort to overcome complacency.C. To show its quick adaptation to the digital revolution.D. To show its will to compete with Japans Fuji Photo.63. Wh