6月英語(yǔ)四級(jí)考試真題第三套

1、2015年6月大學(xué)英語(yǔ)四級(jí)考試真題(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 children's growth. You should wri

2、te at least 120 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 bl

3、anks with tho 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 Printer'sDevil. " It's about a newspaper editor who'

4、s being27 out of business by a big newspapersyndicate-you know, a group of papers28by the same people.He's about to29when he's interrupted by an old man who says his name is Smith. The editoris not only offered $ 5,000 to pay off his newspaper's30, but this Smith character also offers hi

5、sservices for free. It turns out that the guy operates the printing machine with amazing speed, and soon he's 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 he's presented with aco

6、ntract to sign. Mr. Smith, it seems, is really the devil! The editor is frightened 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 it's all terrible-one disaster after another. Anyway, there

7、 is a little more to tell, but I don't want to34the story for you. I really like these 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 minutesSe

8、ction ADirections: In this sectinm, there is a passage with ten 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 lette

9、r. Please mark the corresponding letter for each item on Answer Sheet2 with a single line through the 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 wa

10、ys. The parents and grandparents of your students are resources and36for their children. They can be37teachers 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

11、 community project. Parents, of course, are not the only community resources. Employees at local businesses and staff at community agencies have39information to share in classrooms. Field trips provide another opportunity to know the community. Many students don't have the opporttmity to40concer

12、ts or visit museums or historical sites except through field trips. A school district should have41for selecting 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 pr

13、ojects ranging from planting trees to cleaning up a park to assisting elderly people. Students,44older ones, 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, c

14、hild care center or government agency. These projects help students understand their responsibility to the 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. involvedSe

15、ction BDirections: In this section, you are going to read a passage with ten statements attached to it. Each 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

16、 with a letter.Answer the questions by marking the corresponding letter on Answer Sheet 2.Reaping the Rewards 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

17、 the design of hit products that are transforming entire industries, like music and mobile communications.B. All true, but let's think different, to borrow the Apple marketing slogan of years back. Let's look at Mr. Jobs as a role model.C. Above all, he is an innovator (創(chuàng)新者). His creative fo

18、rce is seen in products such as the iPod, iPhone, and iPad, and in new business models for pricing and distributing music and mobile software online. Studies of innovation come to the same conclusion: you can't engineer innovation, but you can increase the odds of it occurring. And Mr. Jobs'

19、 career can be viewed as a consistent pursuit of improving those odds, both for himself and the companies he has led. Mr. Jobs, of course, has enjoyed singular success. But innovation, broadly defined, is the crucial ingredient in all economic progress-higher growth for nations, more competitive pro

20、ducts for companies, and more prosperous careem for individuals. And Mr. Jobs, many experts say, exemplifies what works in the 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 a

21、nd governments. Many other nations, Mr. John Kao notes, axe now ahead of the United States in producing what are considered the raw materials of innovation. These include government financing for scientific research, national policies to support emerging industries, educational achievement, engineer

22、s and scientists graduated, even the speeds of Internet broadband service.E. Yet what other nations typically lack, Mr. Kao adds, is a social environment that encourages diversity, experimentation, risk-taking, and combining skills from many fields into products that he calls "recombinant mash-

23、ups (打碎重組)," like the iPhone, which redefined the smartphone category. "The culture of other countries doesn't support the kind of innovation that Steve Jobs exemplifies, as America does," Mr. John Kao says.F. Workers of every rank are told these days that wide-ranging curiosity a

24、nd continuous learning are vital to tturiving in the modern economy. Formal education matters, career counselors say, but real- life experience is often even more valuable.G. An adopted child, growing up in Silicon Valley, Mr. Jobs displayed those traits early on. He wasfascinated by electronics as

25、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 spiritual enlightenment, before returning to Silicon Valley to found Apple with his friend, Stephen Wozniak, an engineering wizard (奇才).

26、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 1997.H. His path was unique, but innovation experts say the pattern of exploration is not unusual. "It's often people like Ste

27、ve 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 of Business Administration.I. Mr. Gregersen is a co-author of a new book, The Innovator's DNA, which is based on

28、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 Christensen, a professor at the Harvard Business School, whose 1997 book The Innovator's Dilemma popularized the co

29、ncept of "disruptive ( 顛覆性的. innovation. "J. The academics identify five traits that are common to the disruptive innovators: questioning, experimenting, observing, associating and networking. Their bundle of characteristics echoes the ceaseless curiosity and willingness to take risks note

30、d 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 connections by linking concepts from different disciplines.K. "Innovators engage in these m

31、ental activities regularly," Mr. Gregersen says. "It's a habit for them. " Innovative companies, according to the authors, typically enjoy higher valuations in thestock market, which they call an "innovation premium (溢價(jià)). " It is calculated by estimating the share of a c

32、ompany's 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, had a 37 percent innovation premium during

33、 Mr. Jobs' first term withthe company. His years in exile resulted in a 31 percent innovation discount. After his return, Applee's fortunes inmroved gradv at first, and imp)roved markedly starting in 2005, yielding a 52percent innovation premium since then.M. There is no conclusive proof, bu

34、t 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(dòng)畫(huà)制作. studiothat created a string of critically and commercially su

35、ccessful movies, such as "Toy Story" andN. Mr. Jobs suggested much the same thing during a commencement address to the graduating class atStanford University in 2005. "It turned out that getting fired from Apple was the best thing thatcould have ever happened to me," he told the

36、students. Mr. Jobs also spoke of perseverance ( 堅(jiān)持. and will power. "Sometimes life hits you in the head with a brick," he said. "Don't losefaith. "O. Mr. Jobs ended his commencement talk with a call to innovation, both in one's choice of work andin one's life.Be curi

37、ous, experiment, take risks, he said to 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 g

38、raduate to begin anew, I wish that for you. "46. Steve Jobs called on Stanford 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 governme

39、nts have done more than the US government in providing the raw materials for 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 innova

40、tion.53. Innovative ideas often come from diverse experiences.54. Real-life experience is often more important than formal education for career success.55. Apple's fortunes suffered from an innovation discount during Jobs' absence.Section CDirections: There are 2 passages in this section. Ea

41、ch passage is followed by some questions orunfinished 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 AnswerSheet 2 with a single line through the centre.Passage OneQuestions 56 to 60 are based on

42、the following passage. Junk food is everywhere. We're eating way too much of it. Most of us know what we're doing andyet we do it anyway.So here's a suggestion offered by two researchers at the Rand Corporation: Why not take a lessonfrom alcohol control policies and apply them to where f

43、ood is sold and how it's displayed?"Many policy measures to control obesity (肥胖癥. assume that people consciously 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,

44、" the researchers continue, "many regulations that don't assume people makerational choices have been successfully applied to control alcohol, a substance-like food-of whichimmoderate consumption leads to serious health problems. " The research references studies of people's b

45、ehavior with food and alcohol and results of alcoholrestrictions, and then lists five regulations that the researchers think might be pronfising if applied tojunk foods. Among them: Density restrictions: licenses to sell alcohol aren't handed out unplanned to all comers but areallotted (分配. base

46、d 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. Similarly, the researchers say, being presented with junk food stimulates our desire to eat it. Sowhy not limit the density of food outlets, partic

47、ularly ones that sell food rich in empty calories? Andwhy not limit sale of food in places that aren't primarily food stores? Display and sales restrictions: California has a rule prohibiting alcohol displays near the cashregisters in gas stations, and in most places you can't buy alcohol at

48、 drive-through facilities. Atsupermarkets, food companies pay to have their wares in places where they're easily seen. One couldremove junk food to the back of the store and ban them from the shelves at checkout lines. The othermeasures include restricting portion sizes, taxing and prohibiting s

49、pecial 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. It is widely consumed despite its ill reputation.C. Its temptation is too strong for people to resist.D. It causes more harm t

50、han 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 misleading information. C. They are based on wrong assumptions.D. They help people make rational choices.58. Why do policymaker

51、s of alcohol control place density restrictions?A. Few people are able to resist alcohol's temptations.B. There are already too many stores selling alcohol.C. Drinldng strong alcohol can cause social problems.D. Easy access leads to customers' over-consumption59. What is the purpose of Calif

52、ornia's 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 traffic jams in nearby areas.D. To get alcohol out of drivers' immediate sight.60. What is the general guidelin

53、e the Rand researchers suggest about junk food control?A. Guiding people to make rational choices about food.B. Enhancing people's awareness of their own health.C. Borrowing ideas from alcohol control measures.D. Resorting to economic, legal and psychological means.Passage TwoQuestions 61 to 65

54、are based on the following passage.Kodak's decision to file for bankruptcy (破產(chǎn). protection is a sad, though not unexpected, turningpoint for a leading American corporation that pioneered consumer photography and dominated the filmmarket for decades, but ultimately failed to adapt to the digital

55、revolution. Although many attribute Kodak's downfall to "complacency ( 自滿(mǎn) )," that explanation doesn'tacknowledge the lengths to which the company went to reinvent itself. Decades ago, Kodak anticipatedthat digital photography would overtake film-and in fact, Kodak invented the fir

56、st digital camera in1975-but in a fateful decision, the company chose to shelf its new discovery to focus on its traditionalfilm business. It wasn't that Kodak was blind to the future, said Rebecca Henderson, a professor at HarvardBusiness School, but rather that it failed to execute on a strate

57、gy 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 companies have a difficult time switching to newmarkets because there i

58、s 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 necessary to fullyembrace the future. They were a company stuck in tim

59、e. Their history was so important to them. Nowtheir history has become a liability.Kodak's downfall over the last several decades was dramatic. In 1976, the company commanded90% of the market for photographic film and 85% of the market for cameras. But the 1980s broughtnew competition from Japanese film company Fuji Photo, which undermined Kodak by offering lowerprices for film and photo supplies. Kodak's decision not to pursue the role of official film for the 1984Los Angeles Olympics was a major miscalculation. The