2013年12月英语四级考试真题试卷(套)
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Part II Listening Comprehension.(30 minutes)
Part III Reading Comprehension.(40 minutes)
Section C
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.
57、Questions57-66are based on the following passage.
In recent years, a growing body of research has shown that our appetite and food intake are influenced by a large number of factors besides our biological need for energy, including our eating environment and our perception of the food in front of us.
Studies have shown, for instance, that eating in front of the TV (or a similar distraction) can increase both hunger and the amount of food consumed. Even simple visual cues, like plate size and fighting, have been shown to affect portion size and consumption.
A new study suggested that our short-term memory also may play a role in appetite. Several hours after a meal, people's hunger levels were predicted not by how much they'd eaten but rather by how much food they'd seen in front of them in other words, how much they remembered eating..
This disparity (差异) suggests the memory of our previous meal may have a bigger influence on our appetite than the actual size of the meal. says Jeffrey M. Brunstrom, a professor of experimental psychology at the Univerity of Bristol.
"Hunger isn't controlled solely by the physical characteristics of a recent meal. We have identified an
independent role for memory for that meal,'" Brunstrom says. "This shows that the relation_ship between hunger and food intake is more complex than we thought. ""
These findings echo earlier research that suggests our perception of food can sometimes trick our body's response to the food itself. In a 2011 study, for instance, people who drank the same 380-calorie(卡路里) milkshake on two separate occasions produced different levels of hunger-related hormones (荷尔蒙), depending on whether the shake's label said it contained 620 or 140 calories. Moreover, the participants reported feeling more full when they thought they'd consumed a higher-calorie shake.
What does this mean for our eating habits? Although it hardly seems practical to trick ourselves into eating less. the new fmdings do highlight the benefits of focusing on our food and avoiding TV and multitasking while eating.
The so-called mindful-eating strategies can fight distractious and help us control our appetite,
Brunstrom says.
What is said to be a factor affecting our appetite and food intake?
A．How we perceive the food we eat.
B．what ingredients the food contains.
C．When we eat our meals.
D．How fast we eat our meals.
58、 what would happen at meal time if you remembered eating a lot in the previous meal?
A．You would probably be more picky about food.
B．You would not feel like eating the same food.
C．You would have a good appetite.
D．You would not feel so hungry.
59、 What do we learn from the 2011 study?
A．Food labels may mislead consumers in their purchases.
B．Food labels may influence our body's response to food.
C．Hunger levels depend on one's consumption of calories.
D．People tend to take in a lot more calories than necessary.
60、 What does Brunstrom suggest we do to control our appetite?
A．Trick ourselves into eating less.
B．Choose food with fewer calories.
C．Concentrate on food while eating.
D．Pick dishes of the right size.
61、What is the main idea of the passage?
A．Eating distractions often affect our food digestion.
B．Psychological factors influence our hunger levels.
C．Our food intake is determined by our biological needs.
D．Good eating habits will contribute to our health.
62、
Questions62-71are based on the following passage.
As a society we might want to rethink the time and money spent on education, so that these resources can benefit a greater percentage of the population. Ideally, both high schools and colleges can prepare individuals for the ever-changing roles that are likely to be expected of them.
High school degrees offer far less in the way of preparation for work than they might, or than many other nations currently offer, creating a growing skills gap in our economy. We encourage students to go
on to college whether they are prepared or not, or have a clear sense of purpose or interest, and now have the highest college dropout rate in the world.
We might look to other countries for models of how high schools can offer better training, as well as the development of a work ethic ( 勤奋工作的美德 ) and the intellectual skills needed for continued learning and development. I recommend Harvard's 2011 "Pathways to Prosperity" report for more attention to the "forgotten half" (those who do not go on to college) and ideas about how to address this issue.
Simultaneously, the liberal arts become more important than ever. In a know.ledge economy where professional roles change rapidly and many college students are preparing for positio~_s that may not even exist yet, the skill set needed is one that prepares them for change and continued learning.
Learning to express ideas well in both writing and speech, knowing how to find information, and knowing how to do research are all solid background skills for a wide variety of roles, and such training is more important than any particular major in a liberal arts college. We need to continue to value broad preparation in thinking skills that will serve for a lifetime.
Students also need to learn to work independently and to make responsible decisions. The lengthening path to adulthood appears exacerbated (恶化) by parental involvement in the college years. Given the rising investment in college education, parental concern is not surprising, but learning where and when to intervene (干预 ) will help students take more ownership of the outcomes of these increasingly costly educations.
What kind of education does the author think is ideal?
A．It benefits the great majority of the general population.
B．It prepares students to meet the future needs of society.
C．It encourages students to learn throughout their lives.
D．It ensures that students' expectations are successfully fulfilled.
63、 What does the author say is the problem with present high school education?
A．Ignoring the needs of those who don't go to college.
B．Teaching skills to be used right after graduation only.
C．Giving little attention to those having difficulty learning.
D．Creating the highest dropout rate in the developed world.
64、 What characterizes a knowledge economy according to the passage?
A．People have to receive higher education to qualify for a professional position.
B．Students majoring in liberal arts usually have difficulty securing a job.
C．New positions are constantly created that require people to keep learning.
D．Colleges fmd it hard to teach students how to cope with the changing economy.
65、 What does the author think a liberal arts college should focus on?
A．Solid background knowledge in a particular field.
B．Practical skills urgently needed in current society.
C．Basic skills needed for change and lifelong learning.
D．Useful thinking skills for advanced academic research.
66、 what suggestion does the author offer to parents?
A．Rethinking the value of higher education.
B．Investing wisely in their children's education.
C．Helping their children to bring their talent into full play.
D．Avoiding too much intervention in their children's education.
Part III Reading Comprehension.(40 minutes)
Section C
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.
57、Questions57-66are based on the following passage.
In recent years, a growing body of research has shown that our appetite and food intake are influenced by a large number of factors besides our biological need for energy, including our eating environment and our perception of the food in front of us.
Studies have shown, for instance, that eating in front of the TV (or a similar distraction) can increase both hunger and the amount of food consumed. Even simple visual cues, like plate size and fighting, have been shown to affect portion size and consumption.
A new study suggested that our short-term memory also may play a role in appetite. Several hours after a meal, people's hunger levels were predicted not by how much they'd eaten but rather by how much food they'd seen in front of them in other words, how much they remembered eating..
This disparity (差异) suggests the memory of our previous meal may have a bigger influence on our appetite than the actual size of the meal. says Jeffrey M. Brunstrom, a professor of experimental psychology at the Univerity of Bristol.
"Hunger isn't controlled solely by the physical characteristics of a recent meal. We have identified an
independent role for memory for that meal,'" Brunstrom says. "This shows that the relation_ship between hunger and food intake is more complex than we thought. ""
These findings echo earlier research that suggests our perception of food can sometimes trick our body's response to the food itself. In a 2011 study, for instance, people who drank the same 380-calorie(卡路里) milkshake on two separate occasions produced different levels of hunger-related hormones (荷尔蒙), depending on whether the shake's label said it contained 620 or 140 calories. Moreover, the participants reported feeling more full when they thought they'd consumed a higher-calorie shake.
What does this mean for our eating habits? Although it hardly seems practical to trick ourselves into eating less. the new fmdings do highlight the benefits of focusing on our food and avoiding TV and multitasking while eating.
The so-called mindful-eating strategies can fight distractious and help us control our appetite,
Brunstrom says.
What is said to be a factor affecting our appetite and food intake?
A．How we perceive the food we eat.
B．what ingredients the food contains.
C．When we eat our meals.
D．How fast we eat our meals.
58、 what would happen at meal time if you remembered eating a lot in the previous meal?
A．You would probably be more picky about food.
B．You would not feel like eating the same food.
C．You would have a good appetite.
D．You would not feel so hungry.
59、 What do we learn from the 2011 study?
A．Food labels may mislead consumers in their purchases.
B．Food labels may influence our body's response to food.
C．Hunger levels depend on one's consumption of calories.
D．People tend to take in a lot more calories than necessary.
60、 What does Brunstrom suggest we do to control our appetite?
A．Trick ourselves into eating less.
B．Choose food with fewer calories.
C．Concentrate on food while eating.
D．Pick dishes of the right size.
61、What is the main idea of the passage?
A．Eating distractions often affect our food digestion.
B．Psychological factors influence our hunger levels.
C．Our food intake is determined by our biological needs.
D．Good eating habits will contribute to our health.
62、
Questions62-71are based on the following passage.
As a society we might want to rethink the time and money spent on education, so that these resources can benefit a greater percentage of the population. Ideally, both high schools and colleges can prepare individuals for the ever-changing roles that are likely to be expected of them.
High school degrees offer far less in the way of preparation for work than they might, or than many other nations currently offer, creating a growing skills gap in our economy. We encourage students to go
on to college whether they are prepared or not, or have a clear sense of purpose or interest, and now have the highest college dropout rate in the world.
We might look to other countries for models of how high schools can offer better training, as well as the development of a work ethic ( 勤奋工作的美德 ) and the intellectual skills needed for continued learning and development. I recommend Harvard's 2011 "Pathways to Prosperity" report for more attention to the "forgotten half" (those who do not go on to college) and ideas about how to address this issue.
Simultaneously, the liberal arts become more important than ever. In a know.ledge economy where professional roles change rapidly and many college students are preparing for positio~_s that may not even exist yet, the skill set needed is one that prepares them for change and continued learning.
Learning to express ideas well in both writing and speech, knowing how to find information, and knowing how to do research are all solid background skills for a wide variety of roles, and such training is more important than any particular major in a liberal arts college. We need to continue to value broad preparation in thinking skills that will serve for a lifetime.
Students also need to learn to work independently and to make responsible decisions. The lengthening path to adulthood appears exacerbated (恶化) by parental involvement in the college years. Given the rising investment in college education, parental concern is not surprising, but learning where and when to intervene (干预 ) will help students take more ownership of the outcomes of these increasingly costly educations.
What kind of education does the author think is ideal?
A．It benefits the great majority of the general population.
B．It prepares students to meet the future needs of society.
C．It encourages students to learn throughout their lives.
D．It ensures that students' expectations are successfully fulfilled.
63、 What does the author say is the problem with present high school education?
A．Ignoring the needs of those who don't go to college.
B．Teaching skills to be used right after graduation only.
C．Giving little attention to those having difficulty learning.
D．Creating the highest dropout rate in the developed world.
64、 What characterizes a knowledge economy according to the passage?
A．People have to receive higher education to qualify for a professional position.
B．Students majoring in liberal arts usually have difficulty securing a job.
C．New positions are constantly created that require people to keep learning.
D．Colleges fmd it hard to teach students how to cope with the changing economy.
65、 What does the author think a liberal arts college should focus on?
A．Solid background knowledge in a particular field.
B．Practical skills urgently needed in current society.
C．Basic skills needed for change and lifelong learning.
D．Useful thinking skills for advanced academic research.
66、 what suggestion does the author offer to parents?
A．Rethinking the value of higher education.
B．Investing wisely in their children's education.
C．Helping their children to bring their talent into full play.
D．Avoiding too much intervention in their children's education.
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