2023年12月英語(yǔ)四級(jí)真題(第3套)

htthttps:/zhent.urnnvocaularcomPAGE12023年12月大學(xué)英語(yǔ)四級(jí)考試真題（第3套）PartI (30Directions:Supposetheuniversitynewspaperisinvitingsubmissionsfromthestudentsforitscomingeditiononacampuseventthathasimpressedthemmost.nowtowriteanessayforsubmission.willhave30minutestowritetheshouldwriteatleast120butnomorethan180words.PartII ListeningComprehension (25minutes)提示：2023年12月四級(jí)全國(guó)只考兩套聽(tīng)力，本套聽(tīng)力內(nèi)容與第一二套相同，故本套未重復(fù)顯示。PartIII ReadingComprehension (40minutes)SectionADirections:Inthissection,thereisapassagewithtenblanks.requiredtoselectoneforeachblankfromalistofchoicesgiveninabankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.EachchoiceinthebankisidentifiedbyaPleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.maynotuseanyoftheinthebankthanonce.Whenpeoplesetouttoimprovetheirhealth,theyusuallytakeafamiliarpath:startingahealthydiet,gettingbettersleep,anddoingregularexercise.Eachofthesebehaviorsisimportant,ofcourse,buttheyall26onphysicalhealth—andagrowingbodyofresearchsuggeststhatsocialhealthisjustas,ifnotmore,importantto27well-being.OnerecentstudypublishedinthejournalPLOSONE,forexample,foundthatthestrengthofaperson’ssocialcirclewasabetter28ofself-reportedstress,happinessandwell-beinglevelsthanfitnesstrackerdataonphysicalactivity,heartrateandsleep.Thatfindingsuggeststhatthe“29self”representedbyendlessamountsofhealthdatadoesn’ttellthewhole30.There’salsoaqualifiedself,whichiswhoIam,whataremyactivities,mysocialnetwork,andalloftheseaspectsarenot31inanyofthesemeasurements.Thisideaissupportedbyplentyof32research.Studieshaveshownthatsocialsupport—whetheritcomesfromfriends,familymembersoraspouse—is33associatedwithbettermentalandphysicalhealth.Arichsociallife,thesestudiessuggest,canlowerstresslevels,improvemood,encouragepositivehealthbehaviorsanddiscouragedamagingones,boosthearthealthandimproveillness34rates.baeeagrlyepecialyfocusindicatoroveralpreachebaeeagrlyepecialyfocusindicatoroveralpreachedpriorpromptpuzzequantfiedrecoeryM.reflecedstorystronglySectionBDirections:Inthissection,yougoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.maychooseaparagraphthanonce.EachparagraphismarkedwithaAnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.andsocialnetworkingAsaparentoftwoboysatprimaryschool,Iworryabouttheissuesassociatedwithteenagersandsocialmedia.Newspapersareconstantlyfilledwithfrighteningaccountsofdrugaddictionandaggressivebehavioursupposedlycausedbyviolentvideogames.Butevenwhentheseaccountstouchonrealconcerns,theydonotreallyreflectthegreatmassofeverydayteenagesocialbehaviour:theonlinechat,thetexting,thesurfing,andtheemergenceofanewteenagespherethatisconducteddigitally.Newtechnologiesalwaysprovokegenerationalpanic,whichusuallyhasmoretodowithadultfearsthanwiththelivesofteenagers.Inthe1930s,parentsworriedthatradiowasgaining“anirresistibleholdoftheirchildren”.Inthe80s,thegreatdangerwastheSony(隨身聽(tīng)).Whenyoulookattoday’sdigitalactivity,thefactsaremuchmorepositivethanyoumightexpect.”Indeed,socialscientistswhostudyyoungpeoplehavefoundthattheirdigitalusecanbeinventiveandevenbeneficial.Thisistruenotjustintermsoftheirsociallives,buttheireducationtoo.Soifyouuseatonofsocialmedia,doyoubecomeunable,orunwilling,toengageinface-to-facecontact?Theevidencesuggestsnot.ResearchbyAmandaLenhartofthePewResearchCentre,aU.S.thinktank,foundthatthemostpassionatetextersarealsothekidsmostlikelytospendtimewithfriendsinperson.Oneformofsocialisingdoesn’treplacetheother.Itexpandsit.“Kidsstillspendtimefacetoface,”Lenhartsays.Indeed,astheygetolderandaregivenmorefreedom,theyofteneaseuponsocialnetworking.Earlyon,thewebistheir“thirdspace”,butbythelateteens,replacedinreactiontogreaterindependence.TheyhavetobeonFacebook,toknowgoingonamongfriendsandbuttheyareambivalent(有矛盾心理的)aboutit,saysRebeccaEynon,aresearchfellowattheOxfordInternetInstitute,whohasinterviewedabout200Britishteenagersoverthreeyears.Astheygainexperiencewithlivingonline,theybegintoadjusttheirbehaviour,strugglingwithnewcommunicationskills,astheydointherealworld.Parentsarewrongtoworrythatkidsdon’tcareaboutInfact,theyspendhourschangingFacebooksettingsorusingquick-deletesharingtools,suchasSnapchat,tominimisetheirtraces.OrtheypostaphotographonInstagram,haveapleasantconversationwithfriendsandthendeleteitsothatnotracesremain.Thisisnottosaythatkidsalwaysusegoodjudgment.Likeeveryoneelse,theymakemistakes—sometimesseriousones.Butworkingouthowtobehaveonlineisanewsocialskill.Whilethere’splentyofdramaandmessinessonline,itisnot,formostteens,acycleofnon-stopabuse:aPewstudyfoundonly15%ofteenssaidsomeonehadbulliedthemonlineinthelast12months.Butsurelyallthisshort-formwritingisaffectingliteracy?Certainly,teachersTheysaythatkidsuseoverlycasuallanguageandtext-speakinwriting,anddon’thaveasmuchpatienceforlongreadingandcomplexarguments.studiesoffirst-yearcollegepaperssuggesttheseanxietiesmaybepartlybasedonmisguidednostalgia(懷舊).WhenStanfordUniversityscholarAndreaLunsfordgathereddataontheratesoferrorsin“freshmancomposition”papersgoingbackto1917,shefoundthattheywerevirtuallyidenticaltoButevenaserrorratesstayedstable,studentessayshaveblossomedinsizeandcomplexity.Theyarenowsixtimeslongerand,unlikeolder“whatIdidthissummer”essays,theyofferargumentssupportedbyevidence.Why?Computershavevastlyincreasedtheabilityofstudentstogatherinformation,sampledifferentpointsofviewandwritemorefluidly.WhenlinguistNaomiBaronstudiedstudents’instantmessagingeventhereshefoundsurprisinglyrareusageofshortformssuchas“u”for“you”,andasstudentsgotolder,theybegantowriteinmoregrammaticalsentences.Thatisbecausetheywanttoappearmoreadult,andtheyknowhowadultsareexpectedtowrite.Clearly,teachingteensformalwritingisstillcrucial,buttextingprobablyisn’tdestroyingtheirabilitytolearnit.Itisprobablytruethatfewerkidsareheavyreaderscomparedwithtwogenerationsago,whencheappaperbacksboostedratesofreading.Butevenbackthen,aminorityofpeople—perhaps20%—werelifelongheavyreaders,anditwascablenottheinternet,thatstruckablowatthatcultureinthe1980s.Still,15%ormoreofkidsarefoundtobedeeplybookish.Infact,theonlineworldofferskidsremarkableopportunitiestobecomeliterateandcreativebecauseyoungpeoplecannowpublishideasnotjusttotheirfriends,buttotheworld.Anditturnsoutthatwhentheywriteforstrangers,theirsenseof“authenticaudience”makesthemworkharder,pushthemselvesfurther,andcreatepowerfulnewcommunicativeforms.Fewwoulddenythattoomuchtimeonlinecanbeharmful.Someofthedangersareemotional:hurtingsomeonefromadistanceisnotthesameashurtingthemfacetoface.Ifwe’rethelegalenvironmentwillchangetomaketeenagers’onlineliveslesslikelytohauntthemlateron.Justlastweek,CaliforniapassedalawallowingminorstodemandthatinternetfirmserasetheirdigitalpastandtheEUhasconsideredsimilarlegislation.Distractionisalsoaseriousissue.Whenkidsswitchfromchattomusictohomework,theyareindeedlikelytohavetroubledoingeachtaskwell.Andstudiesshowthatpupilsdon’tfact-checkinformationonline—“smartsearching”isaskillschoolsneedtoteachalsotruethattoomuchsocialnetworkingandgameplayingcancutintoschoolworkandsleep.Thisispreciselywhyparentsstillneedtosetfirmboundariesaroundit,aswithanyotherdistraction.Sowhat’sthebestwaytocope?Thesameboringoldadvicethatappliestoeverythinginparenting:moderation.RebeccaEynonarguesthatkeytomodelgoodbehaviour.Parentswhostarenon-stopattheirphonesanddon’treadbooksarelikelytobreedkidswhowilldothesame.Asweoughttobecarefulaboutourownbehaviour.Researchhasfoundtheuseofdigitaltechnologybenefitsnotonlyteenagers’sociallivesbutalsotheirstudies.Itisurgentthatschoolsteachkidshowtoverifyonlineinformation.Studentsnowwritelongerandmorecomplexessaysthantheircounterpartsinpreviousdecadeswhiletheerrorratesremainunchanged.Newspaperreportsofteenagersgiveafalsepictureoftheirbehaviour.Parentsareadvisedtomindtheirowndigitalbehaviourandsetagoodexamplefortheirkids.Contrarytoparents’belief,kidstryhardtoleaveasfewtracesaspossibleontheweb.Students’abilitytolearnformalwritingisunlikelytobeaffectedbytexting.Historically,newtechnologieshavealwayscausedgreatfearsamongparents.Thereadingculturewasseriouslyaffectedbycabletelevisionsomefourdecadesago.Teacherssaythatkids’writingistoocasual,usinglanguagecharacteristicoftextmessages.SectionCDirections:There2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherefourchoicesmarkedA),B),C)andD).shoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.PassageOneQuestions46to50arebasedonthefollowingpassage.Inthehistoryofhorseracing,fewhorseshavecapturedtheaffectionoftheBritishpubliclikeRedRum.threedecadesafterhisretirement,heisstilloneofthebest-knownandmostbelovedracehorsesofalltime.RedRumwaspassedaroundtoseveralownersbeforebeingpurchasedforNoelLeTheagentwhomadethepurchasewasthenow-legendaryhorsetrainerDonald“Ginger”McCain.Itwasn’tapparentatthetime,butRedRumhadaseriousbonediseaseinhisfoot.Formanyhorses(andmanytrainers)thiswouldmeantheendofaracingcareerbeforeitevenbegan.ForGingerandRedRum,though,itwasjustanobstacletogreatnessthathadtobeovercome.Redtruetalentcameoutinsteeplechases(障礙賽馬).Hispower,speedandjumpingabilitycarriedhimtohisfirstGrandNationaltitlein1973.Theverynextyear,RedRumreturnedtotakehissecondtitle.HewasthefirsthorsetotakesuccessivefirstssinceReynoldstownin1935-1936.RedspiritandgracehadalreadybeguntocharmtheleaguesofGrandNationalfans.Inthefollowingtwoyears,RedRumlostoutonthetitle,cominginsecondbothtimes.Whenhereturnedin1977totryagain,hewaslargelyregardedaspasthisprime.Hewas12yearsoldandnotexpectedtoplacehighly.Hesurprisedsportingfansaroundtheworldwhenhecameinaremarkable25lengthsaheadofthenearesthorse,takinghisthirdGrandNationalwin.thisRedthirdwinisknownasoneofthegreatestmomentsinhorseracinghistory.RedRumwasheadedfortheGrandNationalonceagainin1978butsufferedaninjuryinoneofhisheelsshortlybeforetherace.Hewasretiredsoonafter,buthispubliclifeandfamebynomeansdecreasedwiththeendofhiscareer.RedRumtraveledalloverthecountryforvariousengagements.Heoftenledpre-raceparadesatAintreeRacecourseandwasapopularguestatcharitybenefitsandpublicevents.WhatdowelearnfromthepassageaboutRedRumtheracehorse?Hecapturedpublicaffectionlongbeforehewonnationaltitles.HewonenormousfameandlovefromBritishpeople.Hebecameamyththreedecadesafterhisretirement.Heowedhisgreatsuccesstoseveralwell-knownhorsetrainers.WhatdidtheseriousbonediseaseinRedfootmeantohimselfandhistrainer?Itwassimplyahindrancetheyhadtogetovertoexcel.Itwassurelyadisadvantagethoughnotconsideredfatal.Itwasactuallytheendofaracingcareerthathadjustbegun.Itwasreallyamajorobstaclehardtoovercomeontheirown.WhatdoestheauthorsayRedRumdidwithhispower,speedandjumpingability?HewonhisfirstGrandNationaltitleat12.Hetooktwofirstssuccessivelyin1935-1936.Hesurprisedsportingfansworldwidein1973.HetookthreeGrandNationalwinsinthe1970s.WhatdidpeoplegenerallythinkofRedRumwhenhereturnedtotheracecoursein1977?Hehadalreadypassedthepeakofhisracinglife.HewouldhavenorivalinGrandNationalsteeplechases.HehadlosthischarmwiththeleaguesofGrandNationalfans.Hecouldbeexpectedtorepeathisgloryintheprimeofhiscareer.WhatbecameofRedRumafterhiscareerended?Hesufferedfromseverepaininaheel.Hespentalmostallhistimetraveling.Helivedonvariouscharitybenefits.Heremainedfamousandpopular.PassageQuestions51to55arebasedonthefollowingpassage.Peopleinbusinessoftenmakedecisionsbasedontheirownpersonalfeelingsorinstincts.Itisquitehorrifyingtoseepeoplebeingguidedbysomeunknownforce.Buthowwiseisit,really,toletyourinstinctsdriveyourdecisions?Inthedecision-makingprocess,relyingoninstinctsonlymakessensewhenyouhaveavastexperiencetosupportyou.Simply“feeling”thatsomethingisrightorshouldbedoneishighlysubjectiveandcandrownyou.Ontheotherhand,thereisamorerationalapproachtomakingdecisions.Dataandanalysishavelongbeenassociatedwithinformeddecisions.Thesereducethelikelihoodoferrorsandincreasethechancesofsuccess.Big,systematicdataismostlythefoundationofmostofourdecisions,personalandbusinessalike.Butwithitsextremeusabilitycomesacomplication:whatdoyoudoifyoustronglyfeelsomethingshouldnotbedone,evenifthedatainsiststhatitshould?Thisseeminglyeasyquestioniswhatdrivestheneedtounderstandtherelationshipbetweeninstinctsanddatainthedecision-makingprocess.Withoutmakingthingscomplicated,thesolutiontothisdilemmaisusingdataandinstinctsinconjunctiontoarriveatthebestpossibledecisions.Instinctivedecisionsarealwaysbackedbypreviousexperiencesorinformation,whichacknowledgesthatinstinctivedecisionshaveworkedinthepast.Decisionsarenotaboutmakingthechoiceandbravingtheconsequencesbecauseyouwanttoblindlytrustyourinstincts.Theyareaboutcombiningyourinnerwisdomwiththeknowledgeofsystematicdatatomakethebestdecisions.Sometimes,rationalanalysisanddataareimpracticaltobeemployedincertainsituations.Absenceofdefinitivecriteria,andtimeandresourceconstraints,andnovelsi