2015年12月英语四级阅读真题（第三套卷）
Part III Reading Comprehension (40 minutes)
Directions:
In this section, 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 a letter. Please mark the corresponding letter for each item on Answer Sheet 2 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.
Scholars of the information society are divided over whether social inequality decreases or increases in an information-based society, However, they generally agree with the idea that equality in the information society is 36 different from that of an industrial society. As informatization progresses in society, the cause and structural nature of social inequality changes as well.
It seems that the information society 37 the quantity of Information available to the members of a society by revolutionizing the Ways of using and exchanging information. But such a view is a 38 analysis based on the quantity of information supplied by various forms of the mass media. A different 39 is possible when the actual amount of information 40 by the user is taken into account. In fact, the more information 41 throughout the entire society, the wider the gap becomes between "information haves" and "information have-nots," leading to digital divide.
According to recent studies, digital divide has been caused by three major 42 classy, sex, and generation. In terms of class, digital divide exists among different types of workers and between the upper and middle classes and the lower class. With 43 to sex, digital divide exists between men and women. The greatest gap, however, is between the Net-generation, 44 with personal computers and the Internet, and the older generation, 45 to an industrial society.
注意： 此部分试题请在答题卡2上作答。
Directions: 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 with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
Joy: A Subject Schools Lack
Becoming educated should not require giving up pleasure.
A) When Jonathan Swift proposed, in 1729, that the people of Ireland eat their children, he insisted it would solve three problems at once: feed the hungry masses, reduce the population during a severe depression, and stimulate the restaurant business. Even as a satire (讽刺), it seems disgusting and shocking in America with its child-centered culture. But actually, the country is closer to his proposal than you might think.
B) If you spend much time with educators and policy makers, you’ll hear a lot of the following words: “standards,” “results,” “skills,” “self-control,” “accountability,” and so on. I have visited some of the newer supposedly “effective” schools, where children shout slogans in order to lean self-control or must stand behind their desk when they can’t sit still.
C) A look at what goes in in most classrooms these days makes it abundantly clear that when people think about education, they are not thinking about what it feels like to be a child, or what makes childhood an important and valuable stage of life in its own right.
D) I’m a mother of three, a teacher, and a developmental psychologist. So I’ve watched a lot of children-talking, playing, arguing, eating, studying, and being young. Here’s what I’ve come to understand. The thing that sets children apart from adults is not their ignorance, nor their lack of skills. It’s their enormous capacity for joy. Think of a 3-year-old lost in the pleasures of finding out what he can and cannot sink in the bathtub, a 5-year-old beside herself with the thrill of putting together strings of nonsensical words with her best friends, or an 11-year-old completely absorbed in a fascinating comic strip. A child’s ability to become deeply absorbed in something, and derive intense pleasure from that absorption, is something adults spend the rest of their lives trying to return to.
E) A friend told me the following story. One day, when he went to get his 7-year-old son from soccer practice, his kid greeted him with a downcast face and a sad voice. The coach had criticized him for not focusing on his soccer drills. The little boy walked out of the school with his head and shoulders hanging down. He seemed wrapped in sadness. But just before he reached the car door, he suddenly stopped, crouching (蹲伏) down to peer at something on the sidewalk. His face went down lower and lower, and then, with complete joy he called out, “Dad. Come here. This is the strangest bug I’ve ever seen. It has, like, a million legs. Look at this. It’s amazing.” He looked up at his father, his features overflowing with all those legs. This is the coolest ever.”
F) The traditional view of such moments is that they constitute a charming but irrelevant byproduct of youth――something to be pushed aside to make room for more important qualities, like perseverance (坚持不懈), obligation, and practicality. Yet moments like this one are just the kind of intense absorption and pleasure adults spend the rest of their lives seeking. Human lives are governed by the desire to experience joy. Becoming educated should not require giving up joy but rather lead to finding joy in new kinds of things: reading novels instead of playing with small figures, conducting experiments instead of sinking cups in the bathtub, and debating serious issues rather than stringing together nonsense words, for example. In some cases, schools should help children find new, more grown-up ways of doing the same things that are constant sources of joy: making art, making friends, making decisions.
G) Building on a child’s ability to feel joy, rather than pushing it aside, wouldn’t be that hard. It would just require a shift in the education world’s mindset (思 维 模 式). Instead of trying to get children to work hard, why not focus on getting them to take pleasure in meaningful, productive activity, like marking things, working with others, exploring ideas, and solving problems? These focuses are not so different from the things in which they delight.
H) Before you brush this argument aside as rubbish, or think of joy as an unaffordable luxury in a nation where there is awful poverty, low academic achievement, and high dropout rates, think again. The more horrible the school circumstances, the more important pleasure is to achieving any educational success.
I) Many of the assignments and rules teachers come up with, often because they are pressured by their administrators, treat pleasure and joy as the enemies of competence and responsibility. The assumption is that children shouldn’t chat in the classroom because
instead, they should learn to delay gratification (快乐) so that they can pursue abstract goals, like going to college.
J) Not only is this a boring and awful way to treat children, it makes no sense educationally. Decades of research have shown that in order to acquire skills and real knowledge in school, kids need to want to learn. You can force a child to stay in his or her seat, fill out a worksheet, or practice division. But you can’t force the child to think carefully, enjoy books, digest complex information, or develop a taste for learning. To make that happen, you have to help the child find pleasure in learning――to see school as a source of joy.
K) Adults tend to talk about learning as unpleasant, but necessary and good for you. Why not instead think of learning as if it were food――something so valuable to humans that they have evolved to experience it as a pleasure?
注意：此部分试题请在答题卡2上作答。
46. It will not be difficult to make learning a source of joy if educators change their way of thinking.
47. What distinguishes children from adults is their strong ability to derive joy from what they are doing.
48. Children in America are being treated with shocking cruelty.
49. It is human nature to seek joy in life.
50. Grown-ups are likely to think that learning to children is what medicine is to patients.
51. Bad school conditions make it all the more important to turn learning into a joyful experience.
52. Adults do not consider children’s feeling when it comes to education.
53. Administrators seem to believe that only hard work will lead children to their educational goals.
54. In the so-called “effective” schools, children are taught self-control under a set of strict rules.
55. To make learning effective, educators have to ensure that children want to learn.
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.
Passage One
Question 56 to 60 are based on the following passage.
When it’s five o’clock, people leave their office. The length of the workday, for many workers, is defined by time. They leave when the clock tells them they’re done.
These days, the time is everywhere: not just on clocks or watches, but on cell-phones and computers. That may be a bad thing, particularly at work. New research shows on that clock-based work schedules hinder morale (士气) and creativity.
Clock-timers organize their day by blocks of minutes and hours. For example: a meeting from 9 am to 10 a.m., research from 10 a.m. to noon, etc. On the other hand, task-timers have a list of things they want to accomplish. They work down the list, each task starts when the previous task is completed. It is said that all of us employ a mix of both these types of planning.
What, then, are the effects of thinking about time in these different ways? Does one make us more productive? Better at the tasks at hand? Happier? In experiments conducted by Tamar Avnet and Anne-Laure Sellier, they had participants organize different activities―from project planning, holiday shopping, to yoga―by time or to-do list to measure how they performed under "clock time" vs "task time." They found clock timers to be more efficient but less happy because they felt little control over their lives. Task timers are happier and more creative, but less productive. They tend to enjoy the moment when something good is happening, and seize opportunities that come up.
The researchers argue that task-based organizing tends to be undervalued and under-supported in the business culture. Smart companies, they believes will try to bake more task-based planning into their strategies.
This might be a small change to the way we view work and the office, but the researchers argue that it challenges a widespread characteristic of the economy: work organized by clock time. While most people will still probably need, and be, to some extent, clock-timers, task-based timing should be used when performing a job that requires more creativity. It'll make those tasks easier, and the task-doers will be happier.
注意：此部分试题请在答题卡2上作答。
56. What does the author think of time displayed everywhere？
A) It makes everybody time-conscious.
B) It is a convenience for work and life.
C) If may have a negative effect on creative work.
D) It clearly indicates the fast pace of modern life.
57. How do people usually go about their work according to the author?
A) They combine clock-based and task-based planning.
B) They give priority to the most urgent task on hand.
C) They set a time limit for each specific task.
D) They accomplish their tasks one by one.
58. What did Tamar Avnet and Anne-Laure Sellier find in their experiments about clock-timers?
A) They seize opportunities as they come up.
B) Thev always get their work done in time.
C) They have more control over their lives.
D) They tend to be more productive.
59. What do the researchers say about today's business culture?
A) It does not support the strategies adopted by smart companies.
B) It does not attach enough importance to task-based practice.
C) It places more emphasis on work efficiency than on workers' lives,
D) It aims to bring employees' potential and creativity into full play.
60. What do the researchers suggest?
A) Task-based timing is preferred for doing creative work.
B) It is important to keep a balance between work and life.
C) Performing creative jobs tends to make workers happier.
D) A scientific standard should be adopted in job evaluation.
Passage Two
Questions 61 to 65 are based on the following passage.
Martha Stewart was charged, tried and convicted of a crime in 2004. As she neared the end of her prison sentence, a well-known columnist wrote that she was "paying her dues," and that "there is simply no reason for anyone to attempt to deny her right to start anew."
Surely, the American ideal of second chances should not be reserved only for the rich and powerful. Unfortunately, many federal and state laws impose post-conviction restrictions on a shockingly large number of Americans, who are prevented from ever fully paying their debt to society,
At least 65 million people in the United States have a criminal record. This can result in severe penalties that continue long after punishment is completed,
Many of these penalties are imposed regardless of the seriousness of the offense or the person's individual circumstances. Laws can restrict or ban voting, access to public housing, and professional and business licensing. They can affect a person's ability to get a job and qualification for benefits.
In all, more than 45,000 laws and rules serve to exclude vast numbers of people from fully participating in American life.
Some laws make senses No one advocates letting someone convicted of pedophilia (恋童癖) work in a school. But too often collateral (附随的) consequences bear no relation to public safety. Should a woman who possessed a small amount of drugs years ago be permanently unable to be licensed as a nurse?
These laws are also counterproductive, since they make it harder for people with criminal records to find housing or land a job, two key factors that reduce backsliding.
A recent report makes several recommendations, including the abolition of most post-conviction penalties, except for those specifically needed to protect public safety. Where the penalties are not a must, they should be imposed only if the facts of a case support it.
The point is not to excuse or forget the crime. Rather, it is to recognize that in America's vast criminal justice system, second chances are crucial. It is in no one's interest to keep a large segment of the population on the margins of society.
注意：此部分试题请在答题卡2上作答。
61. What does the well-known columnist's remark about Martha Stewart suggest?
A) Her past record might stand in her way to a new life.
B) Her business went bankrupt while she as in prison.
C) Her release from prison 'has drawn little attention.
D) Her prison sentence might have been extended.
62. What do we learn from the second paragraph about many criminals in America?
A) They backslide after serving their terms in prison.
B) They are deprived of chances to turn over a new leaf.
C) They receive severe penalties for committing minor offenses.
D) They are convicted regardless of their individual circumstances.
63. What are the consequences for many Americans with a criminal record?
A) They remain poor for the rest of their lives.
B) They are deprived of all social benefits.
C) They are marginalized in society.
D) They are deserted by their family.
64. What does the author think of the post-conviction laws and rules?
A) They help to maintain social stability
B) Some of them have long been outdated.
C) They are hardly understood by the public.
D) A lot of them have negative effects on society.
65. What is the author’s main purpose in writing the passage?
A) To create opportunities for criminals to reform themselves.
B) To appeal for changes in America's criminal justice system.
C) To ensure that people with a criminal record live a decent life．
D) To call people’s attention to prisoners’conditions in America.&
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2015年12月四级考试真题阅读及答案(1)
选词填空：
Questions 36 to 45 are based on the following passage.
Children do not think the way adults do. For most of the first year of life, if something is out of sight, it&s out of mind. if you cover a baby&s__36__toy with a piece of cloth, the baby thinks the toy has disappeared and stops looking for it. A 4-year-old man__37__, that a sister has more fruit juice when it is only the shapes of the glasses that differ, not the __38__ of the juice.
Yet children are smart in their own way. Like good little scientists,children are always testing their child-sized __39__ about how things work.When your child throws her spoon on the floor for the sixth time as you try to feed her, and you say, &That&s enough! I will not pick up your spoon again!&the child will__40__ test your claim. Are you serious? Are you angry? What will happen if she throws the spoon again? She is not doing this to drive you__41__;rather, she is learning
that her desires and yours can differ, and that sometimes those__42__ are important and sometimes they are not.
How and why does children&s thinking change? In the 1920s, Swiss psychologist Jean Piaget proposed that children&s cognitive abilities unfold__43__,like the blooming of a flower, almost independent of what else is__44__ in their lives. Although many of his specific conclusions have been__45__ or modified over the years, his ideas inspired thousands of studies by investigators all over the world.
A) advocate B) amount C) confirmed
D) crazy E) definite F) differences
G) favorite H) happening I) immediately
J) naturally K) obtaining L) primarily
M) protest N) rejected O) theories
长篇阅读：
Directions: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 with a letter. Answer the question by marking the corresponding letter on Answer Sheet 2.
The Perfect Essay
A) Looking back on too many years of education, I can identify one truly impossible teacher. She cared about me,and my intellectual life, even when I didn&t. Her expectations were high impossibly so. She was an English teacher. She was also my mother.
B) When good students turn in an essay, they dream of their instructor returning it to them in exactly the same condition, save for a single word added in the margin of the final page:&Flawless.& This dream came true for me one afternoon in the ninth grade. Of course, I had heard that genius could show itself at an early age, so I was only slightly taken aback that I had achieved perfection at the tender age of14. Obviously, I did what any professi I hurried off to spread the good news. I didn&t get very far. The first person I told was my mother.
C) My mother, who is just shy of five feet tall, is normally incredibly soft-spoken, but on the rare occasion when she got angry, she was terrifying. I am not sure if she was more upset by my hubris(得意忘形) or by the fact that my English teacher had let my ego get so out of hand. In any event, my mother and her red pen showed me how deeply flawed a flawless essay could be. At the time, I am sure she thought she was teaching me about mechanics, transitions(过渡), structure, style and voice. But what I learned, and what stuck with me through my time teaching writing at Harvard, was a deeper lesson about the nature of creative criticism.
D) Fist off, it hurts. Genuine criticism, the type that leaves a lasting mark on you as a writer, also leaves an existential imprint(印记) on you as a person. I have heard people say that a writer should never take criticism personally. I say that we should never listen to these people.
E) Criticism, at its best, is deeply personal, and gets to the heart of why we write the way we do. The intimate nature of genuine criticism implies something about who is able to give it, namely, someone who knows you well enough to show you how your mental life is getting in the way of good writing. Conveniently, they are also the people who care enough to see you through this painful realization. For me it took the form of my first, and I hope only, encounter with writer&s block&I was not able to produce anything for three years.
F) Franz Kafka once said:& Writing is utter solitude(独处), the
descent into the cold abyss(深渊) of oneself. &My mother&s criticism had shown me that Kafka is right about the cold abyss, and when you make the introspective (内省的) decent that writing requires you are out always pleased by what you find.& But, in the years that followed, her sustained tutoring suggested that Kafka might be wrong about the solitude. I was lucky enough to find a critic and teacher who was willing to make the journey of writing with me. &It is a thing of no great difficulty,& according to Plutarch, &to raise objections against another man&s speech, it i but to produce a better in its place is a work extremely troublesome.& I am sure I wrote essays in the later years of high school without my mother&s guidance, but I can&t recall them. What I remember, however, is how we took up the &extremely troublesome&work of ongoing criticism.
G) There are two ways to interpret Plutarch when he suggests that a critic should be able to produce &a better in its place.& In a straightforward sense, he could mean that a critic must be more talented than the artist she critiques(评论). My mother was well covered on this count. But perhaps Plutarch is suggesting something slightly different, something a bit closer to MarcusCicero&s claim that one should &criticize by creation, not by finding fault.&Genuine criticism creates a precious opening for an author to become better on this own terms&a process that is often extremely painful, but also almost always meaningful.
H) My mother said she would help me with my writing, but fist I had myself. For each assignment, I was write the best essay I could. Real criticism is not meant to find obvious mistakes, so if she found any&the type I could have found on my own&I had to start from scratch. From scratch. Once the essay was &flawless,& she would take an evening to walk me through my errors. That was when true criticism, the type that changed me as a person, began.
I) She criticized me when I included little-known references and professional jargon(行话). She had no patience for brilliant but irrelevant figures of speech. &Writers can&t bluff(虚张声势) their way through ignorance.& That was news to me&I would need to find another way to structure my daily existence.
J) She trimmed back my flowery language, drew lines through my exclamation marks and argued for the value of restraint in expression. &John,& she almost whispered. I learned in to hear her:&I can&t hear you when you shout at me.& So I stopped shouting and bluffing, and slowly my writing improved.
K) Somewhere along the way I set aside my hopes of writing that flawless essay. But perhaps I missed something important in my mother&s lessons about creativity and perfection. Perhaps the point of writing the flawless essay was not to give up, but to never willingly finish. Whitman repeatedly reworded &Song of Myself& between 1855 and 1891.Repeatedly. We do our absolute best wiry a piece of writing, and come as close as we can to the ideal. And, for the time being, we settle. In critique,however, we are forced to depart, to give up the perfection we thought we had achieved for the chance of being even a little bit better.
This is the lesson I took from my mother. If perfection were possible, it would not be motivating.
46. The author was advised against the improper use of figures of speech.
47. The author&s mother taught him a valuable lesson by pointing out lots of flaws in his seemingly perfect essay.
48. A writer should polish his writing repeatedly so as to get closer to perfection.
49. Writers may experience periods of time in their life when they just can&t produce anything.
50. The author was not much surprised when his school teacher marked his essay as &flawless&.
51. Criticizing someone&s speech is said to be easier than coming up
with a better one.
52. The author looks upon his mother as his most demanding and caring instructor.
53. The criticism the author received from his mother changed him as a
54. The author gradually improved his writing by avoiding fact language.
55. Constructive criticism gives an author a good start to improve his
仔细阅读：
Could you reproduce Silicon Valley elsewhere, or is there something unique about it?
It wouldn&t be surprising if it were hard to reproduce in other countries, because you couldn't reproduce it in most of the US either.
What does it take to make a Silicon Valley?
It&s the right people. If you could get the right ten thousand people to move from Silicon Valley to Buffalo, Buffalo would become Silicon Valley.
You only need two kinds of people to create a technology hub (中心):rich people and nerds (痴迷科研的人).
Observation bears this out. Within the US, towns have become start up hubs if and only if they have both rich people and nerds. Few start ups happen in Miami, for example, because although it&s full of rich people, it has few nerds. It&s not the kind of place nerds like.
Whereas Pittsburgh has the opposite problem: plenty of nerds, but no rich people. The top US Computer Science departments are said to be MIT,
Stanford, Berkeley, and Carnegie-Mellon. MIT yielded Route 128. Stanford and Berkeley yielded Silicon Valley. But what did Carnegie-Mellon yield in Pittsburgh? And what happened in Ithaca, home of Cornell University,
which is also high on the list.
I grew up in Pittsburgh and went to college at Cornell, so I can answer for both. The weather is terrible, particularly in winter, and there&s
no interesting old city to make up for it, as there is in Boston. Rich
people don&t want to live in Pittsburgh or Ithaca. So while there are
plenty of hackers (电脑迷)who could start start ups, there&s no one to invest in them.
Do you really need the rich people? Wouldn&t it work to have the government invest the nerds?No, it would not. Start up investors are a distinct type of rich people. They tend to have a lot of experience
themselves in the technology business. This helps them pick the right start ups, and means they can supply advice and connections as well as
money. And the fact that they have a personal stake in the outcome makes them really pay attention.
56. What do we learn about Silicon Valley from the passage?
A) Its success is hard to copy any where else.
B) It is the biggest technology hub in the US.
C) Its fame in high technology is incomparable.
D) It leads the world in information technology.
57. What makes Miami unfit to produce a Silicon Valley?
A) Lack of incentive for investments.
B) Lack of the right kind of talents.
C) Lack of government support.
D) Lack of famous universities.
58. In that way is Carnegie-Mellon different from Stanford, Berkeley and
A) Its location is not as attractive to rich people
B) Its science department are not nearly as good
C) It does not produce computer hackers and nerds
D) It does not pay much attention to business start ups
59. What does the author imply about Boston?
A) It has pleasant weather all year round.
B) It produces wealth as well as high-tech
C) It is not likely to attract lots of investor and nerds.
D) It is an old city with many sites of historical interest.
60. What does the author say about start up investors?
A) They are especially wise in making investments.
B) They have good connections in the government.
C) They can do more than providing money.
D) They are enough to invest in nerds.
It&s nice to have people of like mind around. Agreeable people boost
your confidence and allow you to relax and feel comfortable.
Unfortunately, that comfort can hinder the very learning that can expand your company and your career.
It&s nice to have people agree, but you need conflicting perspectives to dig out the truth. If everyone around you has similar views, your work will suffer from confirmation bias. (偏颇)
Take a look at your own network. Do you contacts share your point of view on most subjects? It yes, it&s time to shake things up. As a leader, it can be challenging to create an environment in which people will freely disagree and argue, but as the saying goes: From confrontation comes brilliance.
It&s not easy for most people to actively seek conflict. Many spend their lives trying to avoid arguments. There&s no need to go out and find people you hate, but you need to do some self-assessment to determine where you have become stale in your thinking. You may need to start by encouraging your current network to help you identify your blind spots.
Passionate, energetic debate does not require anger and hard feelings to be effective. But it does require moral strength. Once you have worthing opponents, set some ground rules so everyone understands responsibilities and boundaries. The objective of this debating game is not to win but to get to the truth that will allow you to move faster,and better.
Fierce debating can hurt feelings,particularly when strong personalities are involved. Make sure your check in with your opponents so that they are not carrying the emotion of the battles beyond the battlefield. Break the tension with smiles and humor to reinforce the idea that this is friendly discourse and that all are working toward a common goal.Reword all those involved in the debate sufficiently when the goals are reached. Let your sparring partners (拳击陪练) know how much you appreciate their contribution. The more they feel appreciated, the more they&ll be willing to get into the ring next time.
61.What happens when you have like-minded people around you all the while?
A) It will help your company expand more rapidly.
B) It will be create a harmonious working atmosphere.
C) It may prevent your business and career from advancing.
D) It may make you fell uncertain about your own decision.
62.What does the author suggest leaders do?
A) Avoid arguments with business partners.
B) Encourage people to disagree and argue.
C) Build a wide and strong business network.
D) Seek advice from their worthy competitors.
63.What is the purpose of holding a debate?
A) To find out the truth about an issue.
B) To build up people&s moral strength.
C) To remove misunderstandings.
D) To look for worthy opponents.
64.What advice does the author give to people engaged in a fierce debate?
A) They listen carefully to their opponents' views.
B) They slow due respect for each other's beliefs.
C) They present their views clearly and explicitly.
D) They take care not to hurt each other's feelings.
65.How should we treat our rivals after a successful debate?
A) Try to make peace with them.
B) Try to make up the differences.
C) Invite them to the ring next time.
D) Acknowledge their contribution.
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