2022年12月大學(xué)英語(yǔ)四級(jí)考試真題(第三套)

2022年12月大學(xué)英語(yǔ)四級(jí)考試真題(第3套)

PartIWriting(30minutes)

Directions:Inthistask,youaretowriteanessayonthenecessityofdevelopingsocialskillsforcollegestudents.Youwillhave30minutesforthetask.Youshouldwriteatleast120wordsbutnomorethan180

words.

PartⅡListeningComprehension(25minutes)

提示：2022年12月本套聽(tīng)力內(nèi)容第一二套相同，故而未重復(fù)顯示。

PartⅢReadingComprehension(40minutes)

SectionA

Directions:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewords

inthebankmorethanonce.

Phonesinfluenceallaspectsofteenagelife.Ninety-fivepercentofAmericansages13to17havea

smartphoneorhaveaccesstoone,andnearlyhalfreportusingtheinternet“almost26。”

Butasrecentsurveydataandinterviewshavesuggested,manyteensfindmuchofthattimetobeunsatisfyinglyspent.Continuous27shouldn'tbemistakenforendlessenjoyment.Anew28 representativesurveyabout“screentimeanddevicedistractions”fromthePewResearchCenterindicatesthatit'snotjustparentswhothinkteenagersareworryingly29fromtheirphones—manyteensthemselvesdotoo.Fifty-fourpercentofthe13-to-17-year-oldssurveyedsaidtheyspendtoomuchtime 30intheirphones.

VickyRideout,whorunsaresearchfirmthatstudieschildren'sinteractionswithmediaandtechnology,wasnotsurprisedbythisfinding.Shesaysit'shardly31toteenagers.“Theyaredealingwiththesamechallengesthatadultsare,asfarastheyarelivinginthe32ofatechenvironment

designedtosuckasmuchoftheirtimeontotheirdevicesaspossible,”Rideoutsays.

Thewayparentsinteractwithtechnologycan33thewaytheyinteractwiththeirkids.Rideoutthusthinksit'suptoparentstomodelgood34:Kidstendtotakenoteiftheirparentsputtheirphoneawayatdinnerorchargeitinanotherroomwhiletheysleep.Witnessinghabitslikethatcanhelpkids“realizethattheycan35somemorecontrolovertheirdevices,”shesays.

A)absorbed

B)addicted

C)behavior

D)constantly

E)context

F)exercise

G)inseparable

H)nationally

I)recruited

J)shape

K)solution

L)specific

M)summary

N)usage

O)vaguely

SectionB

Directions:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwitha

letter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.

EvilGenius

A)AfewyearsagoIfoundmyselfteachingauniversityclassonevil.Itwasforthird-yearcriminologystudentstohelpthemcontextualizetheoryandresearchwithincontroversialcurrenttopics.Itwasahugesuccess.Thedebateswereheatedandinteresting.Icouldscepeople'sviewschangewithinthecourseofasinglelecture.Overthepast13years,asastudent,lecturerandresearcher,I'veenjoyeddiscussingthescienceofevilwithanyonewillingtolisten.WhatIlikemostisdestroyingthecliche(陳詞濫調(diào))ofgoodandevil,andreplacingthemwithscientificinsight.Weneedamoreinformedwayofdiscussingbehaviorthatatfirstwecannot,orshouldnot,begintounderstand.

B)Withoutunderstanding,weriskdehumanizingothers,writingoffhumanbeingssimplybecausewedon'tcomprehendthem.Wemusttrytounderstandwhatwehavelabeledevil.Wetendtothinkevilissomethingthatotherpeopleare.Wethinkofourselvesas“goodpeople”,andevenwhenwedomorallywrongthings,weunderstandthecontextofourdecisions.Withothers,however,itisfareasiertowritethemoff.Iftheiractionsdeviate(偏離)substantiallyfromwhatweconsideracceptable,wemaylabelthemevil.Weneedtobecarefulwiththis.Callingsomeoneevilisoftensimilartosayingtheycannotchange,andperhapsaren'tevenahumanatall.However,whenyouactuallygomonster-hunting,andyoulookdeeplyatthepeoplebehindshockingbehavior,youmaybesurprised.

C)AsachildIusedtolovetheScooby-Doocartoons.Arrivingintheir“MysteryMachine”,thegangwouldhavetofindamonsterwhowasterrorizinganeighborhood.Theywouldrunaroundlookingforcluesandattheendunmaskthebadguy.Itwasalwaysanormalpersoninacostume.Therewerenomonsters.LiketheScoobycrew,wemayfindourselveshuntingforaneasyfix,onewordforpeoplewhodobadthings.Butifwetakeagoodlook,theword‘evil'isinsufficient—therearenosimpleexplanationsforwhyhumansdobadthings:insteadtherearemany,andtheyareallmarvelously

different.

D)Evilistypicallyreferredtowhenthereisdeviancefromsocialnorms:formaldevianceistheviolationoflaws,liketheft,murder,andattacks,whileinformaldevianceinvolvesviolationsofsocialnorms,likelying.Evilbehavioristypicallythoughttoembraceoneorbothforms.However,deviancecanalsodescribeabehaviorthatsimplydiffersfromthenorm.

E)Perhapsthisiswherewecanfindthegoodsideofourbadside.Deviatingfromthenormcanmakeus

villains(惡棍),butitcanalsomakeusheroes.Achilddeviatesfromsocialpressureswhentheystandupforanotherchildbeingbulliedinschool.Asoldierdeviateswhentheychoosenottofolloworderstokillaninnocentcivilian.Anemployeeinabigtechcompanydeviateswhentheyexposeitswrongdoings.

F)Creativityisalsoadeviation.Here,too,thingsarecomplex.Thinkingcreativelyhasgivenusmodernmedicine,technologyandmodernpoliticalstructures,butithasalsogivenuspoisonandnuclearweapons.Greatbenefitandgreatharmcancomefromthesamehumantendency.

G)Inaresearchpaper,EvilGenius,publishedin2014,thebehavioralscientistsFrancescaGinoandScottWiltermuthwantedtoexaminewhetherpeoplewhobehaveunethicallyinonetaskaremorecreativethanothersonasubsequenttask,evenaftercontrollingfordifferencesinbaselinecreativeskills.Theunethicalbehaviortheychosewasdishonesty.

H)Overfiveexperimentsresearchersgaveparticipantstasksinwhichtheycouldcheat.Inonestudy,theyweregivenmatrixes(矩陣)andhadtofindtwonumbersthataddedupto10.Participantswereaskedtoself-reporthowwelltheydidattheendofthestudy:59%cheatedbysayingthattheysolvedmorematrixesthantheyactuallyhad.

IAftereachtask,theresearchersmeasuredparticipants'performanceontheRemoteAssociatesTest.Thisshowsparticipantsthreewordsatatimethatappeartobeunrelated,andthepersonhastothinkofafourthwordthatisassociatedwithallofthem.Forexample,youmightget“Fox,Man,Peep”,or“Dust,Cereal,Fish”.Inordertofindthelinkingwords(“Hole”forthefirst,“Bowl”forthesecond)youneedtobecreative.Themoreyougetright,themorecreativeyouarethoughttobebecauseyouhavecomeupwithuncommonassociations.

J)Foreveryoneofthefivestudies,theyfoundthesamething—participantswhocheatedinthefirsttaskdidbetteronthecreativitytask.Why?Likeotherformsofunethicalbehavior,lyingmeansbreakingrules.Itinvolvesbeingdeviant,goingagainstthesocialprinciplethatpeopleshouldtellthetruth.Similarly,beingcreativeinvolves“thinkingoutsidethebox”,deviatingfromexpectations.Theyinvolvesimilarthoughtpatterns,sostimulatingonestimulatestheother.Canwelearnfromthis?Perhaps.Tobemorecreative,wecouldtrylyinginacontrolledenvironment.Findonlinelogicgamesandcheatatthem,playScrabble(拼字游戲)withadictionary,orwriteastoryaboutsomethingthatisuntrue?Suchtaskscangetourbrainsthinkingflexibly,beyondournormalcomfortzone.Thisisnotacalltobecomeacompulsive(強(qiáng)迫性的)liar,butacontrolledliar.

K)Inadditiontobenefitsforcreativity,deviancecanbeagoodthinginotherways.EvenPhilipZimbardo,theauthoroftheStanfordprisonexperiment,whoshowedhoweasilywecanbeledtobehavebadly,believesthatthefutureofdevianceresearchmayliemoreinunderstandingextremepro-socialbehavior,suchasheroism.Likeevil,weoftenviewheroismasonlyapossibilityforoutliers—forpeoplewhoareabnormal.ButZimbardoasks:“Whatifthecapabilitytoactheroicallyisalsofundamentallyordinaryandavailabletoallofus?”Somesayweshouldnevermeetourheroes,lesttheydisappointuswhenwefindouthownormaltheyare.Butthisshouldbeliberating,notdisappointing.Weareallcapableofbehavinglikeoutliers.It'stimeforustounderstanddeviance,andrealizeitspotentialforgoodaswellasforharm.

36.Abehaviorthatdoesnotconformtosocialnormsmaybedescribedasbeingdeviant.

37.Variousexperimentsfoundthatparticipantswhocheatedintheinitialtaskperformedbetterinthecreativitytest.

38.Peoplemaybesimplyconsideredeviliftheirbehaviorsaremorallyunacceptabletous.

39.Theresearchpublishedbytwoscientistswasintendedtoexaminetherelationshipbetweendishonesty

andcreativity.

40.Theauthor'slecturessparkedlivelydiscussionsinhisclass.

41.Theresearcherstestedtheparticipants'creativitybyaskingthemtoplayawordgame.

42.Itistimewerealizedthatdeviancemaybecapableofdoingbothgoodandharmtoindividualsandsociety.

43.Thereasonsforpeople'sevilbehaviorscanbeexplainedinmorewaysthanone.

44.Themathtaskinoneexperimentwasdesignedtotestparticipants'tendencytocheat.45.Somecreativeideashaveturnedouttodoharmtohumansociety.

SectionC

Directions:Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).Youshoulddecideonthe

bestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.PassageOne

Questions46to50arebasedonthefollowingpassage.

Eventhoughwearelivinginanagewheregrowingoldisthoughtofasaninevitablemisery,thisdoctorhasbeenchangingthegameforseniorsoverthelast25years.

Itallstartedin1991whentheHarvard-educatedphysicianwastransferredfromworkinginastressfulemergencyroomtobeingthemedicaldirectorofanursinghomeinupstateNewYork.Thedepressingandregimented(嚴(yán)格管制的)environmentgothimthinkingonwhatexactlycouldimprovetheresidents'conditions

Eventhoughanimalsinnursinghomeswereillegalatthetime,Dr.BillThomastookachance.Basedonahunch(直覺(jué)),hebroughtintwodogs,fourcats,hens,rabbits,100birds,amultitudeofplants,aflowergarden,andavegetablepatch.

Thechangewasdramatic.Therewasa50%dropinmedicalprescriptionsalongwithadramaticdecreaseindeathrates—butmostimportantly,theresidentsweresimplyhappier.

Dr.Thomas'sapproach,namedtheEdenAlternative,hasdrivennursinghomestoallowamoreautonomous(自主的)andcreativelivingspacefortheirelderly.Iterasesthebeliefthatgrowingoldmeansgrowinguseless.Heencouragesresidentstothinkoftheirageasanenrichingnewphaseofliferatherthantheendofit.

Thomas,nowaspeakerandauthorofseveralbooks,alsocreatedsmall,independently-runresidenceswiththeirownbedroomsandbathrooms,andhehasbeenpreachingasingularmessagethatgettingoldisnotabadthing.

“Withinsixweeks,theyhadtosendatruckaroundtopickupallthewheelchairs,”ThomastoldtheWashingtonPost.“Youknowwhymostpeopleinnursinghomesusewheelchairs?Becausethebuildingsaresobig.”

The56-year-olddoctor'smethodshavebeenadoptedinAustralia,Japan,Canada,andAmericawithenormoussuccess.LastyearhepublishedSecondWind:NavigatingthePassagetoaSlower,Deeper,andMoreConnectedLife,aguideonhowtoshiftourperspectivesonagingandgrowth.

HeiscurrentlytravelingthroughNorthAmericaperformingwithhisguitarandhisenthusiasmonhisAgeofDisruptionTour.

46.WhathasBillThomasbeendoingforaquarterofacentury?

A)Transformingpeople'slifestyle.

B)HonoringhisHarvardeducation.

C)Changingpeople'sphilosophyoflife.

D)Shiftingpeople'sperspectiveonaging.

47.WhydidBillThomastrysomethingdifferentinthenursinghome?

A)Hewantedtomakeitmorepleasantforseniors.

B)HewantedtoapplyhisHarvardtrainingtopractice.

C)Hefeltithisdutytorevolutionizeitsmanagement.

D)Hefeltdisappointedworkingintheenvironment.

48.WhatdowelearnaboutBillThomasbringinganimalsandplantsintothenursinghome?A)Hemadeamessofthenursinghome.

B)Hedidsomethingallprofessionalswoulddo.

C)Hewoninstantsupportfromthestateauthorities.

D)Heactedinviolationofthestatelaw.

49.WhathasBillThomasbeenpersistentlyadvocating?

A)Goodhealthisnotjustaprivilegeoftheyoung.

B)Nursinghomesshouldbestrictlylimitedinsize.

C)Gettingoldisbynomeanssomethingmiserable.

D)Residencesforseniorsshouldberunindependently.

50.HowisBillThomas'snewconceptreceived?

A)Itisgaininggroundinmanycountries.

B)Itisbeingheatedlydebatedworldwide.

C)Itisconsideredrevolutionaryeverywhere.

D)Itiswinningapprovalfromthegovernment.

PassageTwo

Questions51to55arebasedonthefollowingpassage.

Researchshowsthatindevelopedcountries,moreaffluentandeducatedpeopletendtoconsumehigher-qualitydiets—includingmorefruitsandvegetables,fishandwholegrains.Onthecontrary,economicallydisadvantagedpeoplereportdietsthatarenutrient-poorandenergy-dense.Theyarelesslikelytohavefood-purchasinghabitsthatconformtopublichealthrecommendations.

Thesedietarydifferencesareoftenaccompaniedbyhigherratesofobesityanddiabetesamonglower-incomepeople.Thisrelationshipbetweensocialclassanddietqualityandhealthisextensivelydocumented.However,theresearchdoesnotexplainwhythisisthecase—aquestionthathassignificantimplicationsfordesigningeffectivepoliciesandinitiativestoimprovedietsandpreventchronicdiseases.

Public-healthinitiativestopromotehealthydietsoftenfocusonprovidingnutritioneducationandrecipes(食譜).Theseapproaches,however,oftenpresumelessfoodliteracy(i.e.foodknowledgeandskills)amonglow-incomepeople.Areunhealthydietsreallytheresultofpoorchoices,limitedfoodskillsandknowledge?

Researchsuggeststhatadultsinfood-insecurehouseholdsarejustaslikelyasthoseinfood-securehouscholdstoadjustrecipestomakethemmorehealthy.Theyarealsojustasproficientinfoodpreparationandcookingskills.Thereisnoindicationthatincreasingfoodskillsorbudgetingskillswillreducefoodinsecurity.

Instead,disadvantagedgroupsareconstrainedbytheireconomic,materialandsocialcircumstances.Forexample,lowincomeisthestrongestpredictoroffoodinsecurityinCanada,whereoneineighthouseholdsexperiencesinsufficientaccesstonutritiousfoods.

It'swell-establishedthatfoodpricesareanimportantdeterminantoffoodchoice.Low-income

householdsreportthattheyfinditdifficulttoadoptdietaryguidelinesbecausefoodpricesareabarriertoimprovingtheirdiets.

Whenresearchersestimatethecostofdietspeopleactuallyeat,higher-qualitydietsaretypicallymorecostly.

Whilethismaybeso,itdoesnot,initself,provethathealthydietsarenecessarilymoreexpensiveorcost-prohibitive.Afterall,notallsocioeconomicallydisadvantagedpeopleconsumepoordiets.

Wecaneasilythinkofanumberoffoodsandrecipesthatarebothinexpensiveandnutritious.Theinternetisfullofrecipesfor“eatingwellonabudget.”

51.Whatcanwelearnfromresearchondietsindevelopedcoun