2012年12月英语四级真题及答案
For this part, you are allowed 30 minutes to write a short essay entitled
Education PaysYou should write at least 120 words but no more than 180 words.
Part II Reading Comprehension (Skimming and Scanning)
Why Integrity Matters
What is Integrity?
"Integrity" is defined as "adherence to moral and ethical principles; honesty."
The key to integrity is consistency--not only setting high personal standards for
oneself (honesty, responsibility, respect for others, fairness) but also living up
to those standards each day. One who has integrity is bound by and follows moral
and ethical standards even when making life's hard choices, choices which may be
clouded by stress, pressure to succeed, or temptation.
What happens if we lie, cheat, steal, or violate other ethical standards? We
feel disappointed in ourselves and ashamed. But a lapse of integrity also affects
our relationships with others. Trust is essential in any important relationship,
whether personal or professional. Who can trust someone who is dishonest or unfair?
Thus, integrity must be one of our most important goals.
Risky Business
We are each responsible for our own decisions, even if the decision-making
process has been undermined by stress or peer pressure. The real test of character
is whether we can learn from our mistake, by understanding why we acted as we did,
and then exploring ways to avoid similar problems in the future.
Making ethical decisions is a critical part of avoiding future problems. We must
learn to recognize risks, because if we can't see the risks we're taking, we can't
make responsible choices. To identify risks, we need to know the rules and be aware
of the facts. For example, one who doesn't know the rules about plagiarism may
accidentally use words or ideas without giving proper credit, or one who fails to
keep careful research notes may unintentionally fail to quote and cite sources as
required. But the fact that such a violation is "unintentional" does not excuse the
misconduct. Ignorance is not a defense.
"But Everybody Does It"
Most people who get in trouble do know the rules and facts, but manage to fool
themselves about the risks they’re taking by using excuses: "Everyone else does
it," "I'm not hurting anyone," or "I really need this grade." Excuses can get very
elaborate: "I know I'm looking at another's exam, even though I'm supposed to keep
my eyes on my own paper, but that's not cheating because I'm just checking my answers,
not copying." We must be honest about our actions, and avoid excuses. If we fool
ourselves into believing we're not doing anything wrong, we can't see the real choice
we're making--and that leads to bad decisions.
To avoid fooling yourself, watch out for excuses and try this test: Ask how you
would feel if your actions were public, and anyone could be watching over your
shoulder. Would you feel proud or ashamed of your actions? If you'd rather hide your
actions, that's a good indication that you're taking a risk and rationalizing it
to yourself.
Evaluating Risks
To decide whether a risk is worth taking, you must examine the consequences,
in the future as well as right now, negative as well as positive, and to others as
well as to yourself. Those who take risks they later regret usually focus on immediate
benefits ("what's in it for me"), and simply haven't considered what might go wrong.
The consequences of getting caught are serious, and may include a "0" on a test or
assignment; an "F" in the class; Suspension or Dismissal from school; transcript
notation; and a tarnished reputation. In fact, when you break a rule or law, you
lose control over your life, and give others the power to impose punishment: you
have no control over what that punishment might be. This is an extremely precarious
and vulnerable position. There may be some matters of life and death, or highest
principle, which might justify such a risk, but there aren't many things that fall
in this category.
Getting Away With It--Or Not
Those who don't get caught pay an even higher price. A cheater doesn't learn
from the test, depriving him/herself of an education. Cheating undermines confidence
and independence: the cheater is a fraud, and knows that without dishonesty, he/she
would have failed. Cheating destroys self-esteem and integrity, leaving the cheater
ashamed, guilty, and afraid of getting caught. Worst of all, a cheater who doesn't
get caught the first time usually cheats again, not only because he/she is farther
behind, but also because it seems "easier." This slippery slope of eroding ethics
and bigger risks leads only to disaster. Eventually, the cheater gets caught, and
the later he/she gets caught, the worse the consequences. Students have been
dismissed from school because they didn't get this simple message: Honesty is the
ONLY policy that works.
Cheating Hurts Others, Too
Cheaters often feel invisible, as if their actions "don't count" and don't really
hurt anyone. But individual choices have a profound cumulative effect. Cheating can
spread like a disease, and a cheater can encourage others just by being seen from
across the room. Recent statistics suggest 30% or more of college students cheat.
If a class is graded on a curve, cheating hurts others' grades. Even if there is
no curve, cheating "poisons" the classroom, and others may feel pressured to join
in. ("If I don't cheat, I can't compete with those who do.") Cheating also has a
destructive impact on teachers. The real reward of good teaching is seeing students
learn, but a cheater says, "I'm not interested in what you're trying to teach; all
I care about is stealing a grade, regardless of the effect on others." The end result
is a blatant and destructive attack on the quality of your education. Finally,
cheating can hurt the reputation of the University, and harm those who worked hard
for their degree.
Why Integrity Matters
If cheating becomes the norm, then we are in big trouble. We must rely on the
honesty and good faith of others every day. If not, we couldn't put money in the
bank, buy food, clothing, or medicine from others, drive across a bridge, get on
a plane, go to the dentist--the list is endless. There are many examples of the vast
harm that is caused when individuals forget or ignore the effect their dishonesty
can have. The savings and loan scandal, the stock market and junk bond swindles,
and, of course, Watergate, have undermined the faith of many Americans in the
integrity of political and economic leaders and society as a whole. Such incidents
take a tremendous toll on our nation's economy and our individual well-being. For
example, but for the savings and loan debacle, there might be funds available to
reduce the national debt and pay for education.
In sum, we all have a common stake in our school, our community, and our society.
Our actions do matter. It is essential that we act with integrity in order to build
the kind of world in which we want to live.
1. A person of integrity not only sets high moral and ethical standards but also
_______.
A) sticks to them in their daily life
B) makes them known to others
C) understands their true values
D)sees that others also follow them
2. What role does integrity play in personal and professional relationships?
A) It helps to create team spirit
B) It facilitates communication
C) It is the basis of mutual trust
D) It inspires mutual respect
3. why must we learn to identify the risks we are going to take?
A. To ensure we make responsible choices.
B. To avoid being overwhelmed by stress.
C. so that we don’t break any rules.
D. so that we don’t run into trouble.
4. Violation of a rule is misconduct even if _______?
A. it has caused no harm.
B. it is claimed to be unintentional.
C. it has gone unnoticed.
D. it is committed with good intentions.
5. What should one do if he doesn’t wish to fool himself?
A. Avoid making excuses.
B. Listen to other people’s advice.
C. Make his intensions public.
D. Have others watch over his shoulder.
6. Those who take risks they regret later on _______.
A. will often become more cautious
B. are usually very aggressive
C. value immediate benefits most.
D. may lose everything in the end
7. According to the author, a cheater who doesn’t get caught right away will
_______.
A) pay more dearly
B) become more confident
C) be widely admired
D) feel somewhat lucky
8. Cheaters at exam don’t care about their education, all they care about is
how to _______
9. Integrity matters in that all social activities rely on people’s _______
10. Many Americans lost faith in the integrity of their political leaders as
a result of _______.
Part III Listening Comprehension
Section A
Directions: In this section, you will hear 8 short conversations and 2 long
conversations. At the end of each conversation, one or more questions will be asked
about what was said. Both the conversation and the questions will be spoken only
once. After each question there will be a pause. During the pause, you must read
the four choices marked A), B), C) and D), and decide which is the best answer. Then
mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
11.
W: I just heard about a really beautiful park in the east end of the town. There
are a lot of roses in bloom.
M: Why don’t we walk over there and see for ourselves?
Q: What will the speakers probably do?
12.
M: My presentation is scheduled for 9:30 tomorrow morning at the lecture hall.
I hope to see you there.
W: Oh, sorry. I was about to tell you that I have an appointment with my dentist
at 9:00 o’clock tomorrow.
Q: What do we learn about the woman?
13.
W: How long have you been running this company?
M: Twenty years if you can believe that. I brought it from a small operation
to what it is today.
Q: What do we learn about the man?
14.
M: Have you read the news on the campus net? Susan has won the scholarship for
next year.
W: I knew she would from the very beginning. Such a brilliant and diligent girl!
She certainly deserves it.
Q: What does the woman mean?
15.
W: Taking a bus to Miami, it’s cheaper than going by train.
M: That’s true. But I’d rather pay a little more for the added comfort and
convenience.
Q: What does the man mean?
16.
M: I think it’s time we got rid of all this old furniture.
W: You’re right. We need to promote our image besides it’s not a real antique.
Q: What do the speakers mean?
17.
M: That was some storm yesterday. How was I afraid I couldn’t make it home.
W: Yeah, most of the roads to my house were flooded. I didn’t get home from
the lab until midnight.
Q: What do we learn from the conversation?
18.
W: My boys are always complaining that they’re bored.
M: Why don’t you get them into some team sports? My son and daughter play soccer
every Saturday. And they both look forward to it all week.
Q: What does the man mean?
Questions 19 to 21 are based on the conversation you have just heard.
W: I don’t know what to do. I can’t seem to get anyone in the hospital to listen
to my complaints and this outdated equipment is dangerous. Just look at it.
M: Hmm, uh, are you trying to say that it presents a health hazard?
W: Yes, I am. The head technician in the lab tried to persuade the hospital
administration to replace it, but they are trying to cut costs.
M: You are pregnant, aren’t you?
W: Yes, I am. I made an effort to get my supervisor to transfer me to another
department, but he urged me not to complain too loudly. Because the administration
is more likely to replace me than an X-ray equipment, I’m afraid to refuse to work.
But I’m more afraid to expose my unborn child to the radiation.
M: I see what you mean. Well, as your union representative, I have to warn you
that it would take quite a while to force management to replace the old machines
and attempt to get you transferred may or may not be successful.
W: Oh, what am I supposed to do then?
M: Workers have the legal right to refuse certain unsafe work assignments under
two federal laws, the Occupation or Safety and Health Act and the National Labor
Relations Act. But the requirements of either of the Acts may be difficult to meet.
W: Do you think I have a good case?
M: If you do lose your job, the union will fight to get it back for you along
with back pay, your lost income. But you have to be prepared for a long wait, maybe
after two years.
Q19. What does the woman complain about?
Q20. What has the woman asked her supervisor to do?
Q21. What does the man say about the two federal laws?
Q22. What will the union do if the woman loses her job
Questions 22 to 25 are based on the conversation you have just heard.
W: Mr. Green, is it fair to say that negotiation is an art?
M: Well, I think it’s both an art and science. You can prepare for a negotiation
quite scientifically, but the execution of the negotiation has quite a lot to do
with one’s artistic quality. The scientific part of a negotiation is in determining
your strategy. What do you want out of it? What can you give? Then of course there
are tactics. How do you go about it? Do you take an opening position in a negotiation
which differs from the eventual goal you are heading for? And then of course there
are the behavioral aspects.
W: What do you mean by the behavioral aspects?
M: Well, that’s I think where the art comes in. In your behavior, you can either
be an actor. You can pretend that you don’t like things which you are actually quite
pleased about. Or you can pretend to like things which you are quite happy to do
without. Or you can be the honest type negotiator who’s known to his partners in
negotiation and always plays everything straight. But the artistic part of
negotiation I think has to do with responding immediately to cues one gets in the
process of negotiation. These can be verbal cues or even body language. This is where
the artistic quality comes in.
W: So really, you see two types of negotiator then, the actor or the honest one.
M: That’ right. And both can work. I would say the honest negotiator can be
quite effective in some circumstances. In other circumstances you need an actor.
Q23. When is a scientific approach best embodied in a negotiation according to
the man?
Q24. In what way is a negotiator like an actor according to the man?
Q25. What does the man say about the two types of negotiator?
Section B
Directions: In this section, you will hear 3 short passages. At the end of each
passage, you will hear some questions. Both the passage and the questions will be
spoken only once. After you hear a question, you must choose the best answer from
the four choices marked A), B), C) and D). Then mark the corresponding letter on
Answer Sheet 2 with a single line through the center.
Passage 1
Questions 26 to 28 are based on the passage you have just heard.
Since I started working part-time at a grocery store, I have learned that a
customer is more than someone who buys something. To me, a customer is a person whose
memory fails entirely once he or she starts to push a shopping cart. One of the first
things customers forget is how to count. There is no other way to explain how so
many people get in their express line, which is clearly marked 15 items or less,
with 20, 25 or even a cart load of items. Customers also forget why they came to
the store in the first place. Just as I finish ringing up an order, a customer will
say, “Oops, I forgot to pick up a fresh loaf of bread. I hope you don’t mind waiting
while I go get it.” Five minutes later, he is back with the bread, a bottle of milk,
and three rolls of paper towels. Strange as it seems, customers also seem to forget
that they have to pay for their groceries. Instead of writing a check or looking
for a credit card while I am ringing up the groceries, my customers will wait until
I announce the total. Then, in surprise, she says, “Oh no, what did I do with my
check book?” After 5 minutes of digging through her purse, she borrows my pen because
she’s forgotten hers. But I have to be tolerant of customers because they pay my
salary, and that’s something I can’t afford to forget.
Q26. What does the speaker say about customers’ entering the grocery store?
Q27. Which customers are supposed to be in the express line?
Q28. What does the speaker say some customers do when they arrive at the check-out
counter?
Q29. What does the speaker say about his job at the end of the talk?
Passage 2
Questions 29 to 31 are based on the passage you have just heard.
The speech delivery style of Europeans and Asians tends to be very formal.
Speakers of these cultures often read oral presentations from carefully written
manuscripts. On the other hand, American speakers are generally more informal
relative to speakers in other cultures. American audiences prefer natural,
spontaneous delivery that conveys a lively sense of communication. They don’t
relate well to speakers who read from a manuscript. If you use an outline of your
ideas instead of a prepared text, your speech will not only sound more natural, but
you will also be able to establish better relationship with your listeners and keep
their attention. The language and style you use when making an oral presentation
should not be the same as the language and style you use when writing. Well-written
information, that is meant to be read, does not work as well when it is heard. It
is, therefore, important for you to adapt written texts or outlines for presentations.
Good speakers are much more informal when speaking than when writing. They also use
their own words and develop their own speaking styles. Whenever possible, they use
short words. Listeners appreciate it when speakers use simple, everyday words in
a presentation. One advantage is that it’s much easier for speakers to pronounce
short words correctly. Another is that long and sophisticated vocabulary choices
make listening more difficult.
Question 30 to 32
30. What does the speaker say American audiences prefer?
31. What should one pay attention to when making an oral presentation?
32. What does the speaker focus on in the talk?
Passage 3
Questions 32 to 35 are based on the passage you have just heard.
Let children learn to judge their own work. A child learning to talk does not
learn by being corrected all the time. If corrected too much, he will stop talking.
He compares a thousand times a day the difference between language as he uses it
and language as those around him use it. Bit by bit, he makes the necessary changes
to make his language like other people’s. In the same way, kids learning to do all
the other things they learn without adult teachers, to walk, run, climb, ride a bike,
play games, compare their own performance with what more skilled people do, and
slowly make the needed changes. But in school we never give a child a chance to detect
his mistakes. We do it all for him. We act as if we thought he would never notice
a mistake unless it was pointed out to him. Soon he becomes dependent on the expert.
We should let him do it himself. Let him figure out, with the help of other children
if he wants it, what this word says, what is the answer to that problem, whether
this is a good way of saying or doing this or that. If right answers need to be given,
as in mathematics or science, give him the answer book. Let him correct his own papers.
Why should we teachers waste time on such tedious work? Our job should be to help
children when they tell us that they can’t find a way to get the right answer.
Question 33 to 35
33. How does a child learn to do something according to the speaker?
34. What belief do teachers commonly hold according to the speaker?
35. What does the speaker imply about the current way of teaching?
Section C
Directions: In this section, you will hear a passage three times. When the
passage is read for the first time, you should listen carefully for its general idea.
When the passage is read for the second time, you are required to fill in the blanks
numbered from 36 to43 with the exact words you have just heard. For blanks numbered
from 44 to 46 you are required to fill in the missing information. For these blanks,
you can either use the exact words you have just heard or write down the main points
in your own words. Finally, when the passage is read for the third time, you should
check what you have written.
(听力原文)Time is, for the average American, of utmost importance. To the
foreign visitor, Americans seem to be more concerned with getting things
accomplished on time (according to a predetermined schedule) than they are with
developing deep interpersonal relations. Schedules, for the American, are meant to
be planned and then followed in the smallest detail. It may seem to you that most
Americans are completely controlled by the little machines they wear on their wrists,
cutting their discussions off abruptly to make it to their next appointment on time.
Americans’ language is filled with references to time, giving a clear indication
of how much it is valued. Time is something to be “on,” to be “kept,” “filled,”
“saved,” “wasted,” “gained,” “planned,” “given,” “made the most of,”
even “killed.” The international visitor soon learns that it is considered very
rude to be late -- even by 10 minutes -- for an appointment in America. Time is so
valued in America, because by considering time to be important one can clearly
achieve more than if one “wastes” time and doesn’t keep busy. This philosophy
has proven its worth. It has enabled Americans to be extremely productive, and
productivity itself is highly valued in America. Many American proverbs stress the
value of guarding time, using it wisely, and setting and working toward specific
goals. Americans believe in spending their time and energy today so that the fruits
of their labor may be enjoyed at a later time.
Part IV Reading Comprehension (Reading in Depth)
Section A
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 by a letter. Please mark the corresponding letter