三秒钟法则-naoh的相对分子质量
2017年12月英语四级真题 第一套
Part
I Writing (30 minutes)
Directions:For
this part, you are allowed 30 minutes to write a
short essay on how
to best handle the
relationship between doctors and patients. You
should write at
least 120 words but no more
than 180 words.
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Part II
Listening Comprehension (25 minutes)
Section
A
Directions: In this section, you will hear
three news reports. At the end of each news
report, you will hear two or three questions.
Both the news report 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 1 with a
single line through the centre.
Questions
1 and 2 are based on the news report you have just
heard.
1. A) Her grandfather. C) Her
friend Erika.
B) Her grandmother. D)
Her little brother.
2. A) By taking pictures
for passers-by. C) By selling lemonade and
pictures.
B) By working part time at a
hospital. D) By asking for help on social media.
Questions 3 and 4 are based on the news report
you have just heard.
3. A) Finding cheaper
ways of highway construction.
B) Generating
electric power for passing vehicles.
C)
Providing clean energy to five million people.
D) Testing the efficiency of the new solar
panel.
4. A) They can stand the wear and tear
of natural elements.
B) They can be laid
right on top of existing highways.
C) They
are only about half an inch thick.
D) They are
made from cheap materials.
Questions 5 to
7 are based on the news report you have just
heard.
5. A) Endless fighting in the region.
C) Inadequate funding for research.
B) The
hazards from the desert. D) The lack of clues
about the species.
6. A) To observe the
wildlife in the two national parks.
B) To
identify the reasons for the lions’ disappearance.
C) To study the habitat of lions in Sudan and
Ethiopia.
D) To find evidence of the
existence of the “lost lions”.
7. A) Lions
walking. C) Some camping facilities.
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B) Lions’ tracks. D) Traps set by
local hunters.
Section B
Directions: In
this section, you will hear two long
conversations. At the end of each
conversation, you will hear four questions.
Both the conversation 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 1 with a
single line through the centre.
Questions
8 to 11 are based on the conversation you have
just heard.
8. A) Her ‘lucky birthday’. C)
Her wedding anniversary.
B) A call from her
dad. D) A special gift from the man.
9. A)
Gave her a big model plane. C) Took her on a
trip overseas.
B) Bought her a good necklace.
D) Threw her a surprise party.
10. A) The gift
her husband has bought.
B) The trip her
husband has planned.
C) What has been
troubling her husband.
D) What her husband
and the man are up to.
11. A) He will be glad
to be a guide for the couple’s holiday trip.
B) He will tell the women the secret if her
husband agrees.
C) He is eager to learn how
the couple’s holiday turns out.
D) He wants
to find out about the couple’s holiday plan.
Questions 12 to 15 are based on the
conversation you have just heard.
12. A) They
are sensitive to the dynamics of a negotiation.
B) They see the importance of making
compromises.
C) They know when to adopt a
tough attitude.
D) They take the rival’s
attitude into account.
13. A) They know how to
adapt. C) They know when to make compromises.
B) They know when to stop. D) They know
how to control their emotion.
14. A) They are
patient. C) They learn quickly.
B) They are good at expression. D) They uphold
their principles.
15. A) Make clear one's
intentions. C) Formulate one's strategy.
B) Clarify items of negotiation. D) Get to
know the other side.
Section C
Directions: In this section, you will hear
three passages. At the end of each passage,
you will hear three or four 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 1 with a
single line through the centre.
Questions
16 to 18 are based on the passage you have just
heard.
16. A) When America's earliest space
program started.
B) When the International
Space Station was built.
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C)
How many space shuttle missions there will be.
D) How space research benefits people on
Earth.
17. A) They accurately calculated the
speed of the orbiting shuttles.
B) They
developed objects for astronauts to use in outer
space.
C) They tried to meet astronauts'
specific requirements.
D) They tried to make
best use of the latest technology.
18. A) They
are extremely accurate. C) They were first made
in space.
B) They are expensive to make.
D) They were invented in the 1970s.
Questions
19 to 21 are based on the passage you have just
heard.
19. A) It was when her ancestors came
to America.
B) People had plenty of land to
cultivate then.
C) It marked the beginning
of something new.
D) Everything was natural
and genuine then.
20. A) They believed in
working for goals. C) They had all kinds of
entertainment.
B) They enjoyed living a life
of ease. D) They were known to be creative.
21. A) Chatting with her ancestors. C)
Polishing all the silver work.
B) Furnishing
her country house. D) Doing needlework by the
fire.
Questions 22 to 25 are based on the
passage you have just heard.
22. A) Use a map
to identify your location. C) Sit down and try to
calm yourself.
B) Call your family or
friends for help. D) Try to follow your
footprints back.
23. A) You may find a way out
without your knowing it.
B) You may expose
yourself to unexpected dangers.
C) You may
get drowned in a sudden flood.
D) You may
end up entering a wonderland.
24. A) Look for
food. C) Start a fire.
B) Wait patiently.
D) Walk uphill.
25. A) Inform somebody of your
plan. C) Check the local weather.
B)
Prepare enough food and drink. D) Find a map and
a compass.
Part III Reading
Comprehension (40 minutes)
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 blank is identified by 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.
A rat or
pigeon might not be the obvious choice to tend to
someone who is sick,
but these creatures have
some (26) skills that could help the treatment
of human
diseases.
Pigeons are often
seen as dirty birds and an urban (27) , but they
are just the
latest in a long line of animals
that have been found to have abilities to help
humans.
Despite having a brain no bigger than
the (28) of your index finger, pigeons have a
very impressive (29) memory. Recently it was
shown that they could be trained to
be as
accurate as humans at detecting breast cancer in
images.
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Rats are often (30)
with spreading disease rather than (31) it, but
this
long-tailed animal is highly (32) .
Inside a rat’s nose are up to 1,000 different
types
of olfactory receptors (嗅觉感受器), whereas
humans only have 100 to 200 types.
This gives
rats the ability to detect (33) smells. As a
result, some rats are being put
to work to
detect TB (肺结核). When the rats detect the smell,
they stop and rub their
legs to (34) a
sample is infected.
Traditionally, a hundred
samples would take lab technicians more than two
days
to (35) , but for a rat it takes less
than 20 minutes. This rat detection method doesn’t
rely on specialist equipment. It is also more
accurate — the rats are able to find more
TB
infections and, therefore, save more lives.
A) associated F) preventing K) superior
B) examine G) prohibiting L) suspicious
C) indicate H) sensitive M) tip
D) nuisance I) slight N) treated
E)
peak J) specify O) visual
Section B
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.
Do In-Class Exams Make
Students Study Harder?
Research suggests they
may study more broadly for the unexpected rather
than search
for answers.
[A] I have always
been a poor test-taker. So it may seem rather
strange that I have
returned to college to
finish the degree I left undone some four decades
ago. I am
making my way through Columbia
University, surrounded by students who
quickly
supply the verbal answer while I am still
processing the question.
[B] Since there is no
way for me to avoid exams, I am currently
questioning what
kind are the most taxing and
ultimately beneficial. I have already sweated
through numerous in-class midterms and finals,
and now I have a professor who
issues take-
home ones. I was excited when I learned this,
figuring I had a full
week to do the research,
read the texts, and write it all up. In fact, I
was still
rewriting my midterm the morning it
was due. To say I had lost the thread is
putting it mildly.
[C] As I was suffering
through my week of anxiety, overthinking the
material and
guessing my grasp of it, I did
some of my own polling among students and
professors. David Eisenbach, who teaches a
popular class on U.S. presidents at
Columbia,
prefers the in-class variety. He believes students
ultimately learn more
and encourages them to
form study groups. “That way they socialize over
history
outside the class, which wouldn’t
happen without the pressure of an in-class
exam,” he explained, “Furthermore, in-class
exams force students to learn how to
perform
under pressure, an essential work skill.”
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[D] He also says there is less chance
of cheating with the in-class variety. In 2012,
125 students at Harvard were caught up in a
scandal when it was discovered they
had
cheated on a take-home exam for a class entitled
“Introduction To Congress.”
Some colleges have
what they call an “honor code,” though if you are
smart
enough to get into these schools, you
are either smart enough to get around any
codes or hopefully, too ethical to consider
doing so. As I sat blocked and clueless
for
two solid days, I momentarily wondered if I
couldn’t just call an expert on the
subject
matter which I was tackling, or someone who took
the class previously, to
get me going.
[E]
Following the Harvard scandal, Mary Miller, the
former dean of students at Yale,
made an
impassioned appeal to her school’s professors to
refrain from take-home
exams. “Students risk
health and well being, as well as performance in
other
end-of-term work, when faculty offers
take-home exams without clear,
time-limited
boundaries,” she told me. “Research now shows that
regular quizzes,
short essays, and other
assignments over the course of a term better
enhance
learning and retention.”
[F] Most
college professors agree the kind of exam they
choose largely depends on
the subject. A
quantitative-based one, for example, is unlikely
to be sent home,
where one could ask their
older brothers and sisters to help. Vocational-
type
classes, such as computer science or
journalism, on the other hand, are often more
research-oriented and lend themselves to take-
home testing. Chris Koch, who
teaches “History
of Broadcast Journalism” at Montgomery Community
College
in Rockville, Maryland, points out
that reporting is about investigation rather than
the memorization of minute details. “In my
field, it’s not what you know—it’s
what you
know how to find out,” says Koch. “There is way
too much information,
and more coming all the
time, for anyone to remember. I want my students
to
search out the answers to questions by
using all the resources available to them.
[G]
Students’ test-form preferences vary, too, often
depending on the subject and
course
difficulty. “I prefer take-home essays because it
is then really about the
writing, so you have
time to edit and do more research,” says Elizabeth
Dresser, a
junior at Barnard. Then there is
the stress factor. Francesca Haass, a senior at
Middlebury, says, “I find the in-class ones
are more stressful in the short term,
but
there is immediate relief as you swallow
information like mad, and then you
get to
forget it all. Take-homes require thoughtful
engagement which can lead to
longer term
stress as there is never a moment when the time is
up.” Meanwhile,
Olivia Rubin, a sophomore at
Emory, says she hardly even considers take-homes
true exams. “If you understand the material
and have the ability to articulate (说
出) your
thoughts, they should be a breeze.”
[H] How
students ultimately handle tests may depend on
their personal test-taking
abilities. There
are people who always wait until the last minute,
and make it
much harder than it needs to be.
And then there are those who, not knowing what
questions are coming at them, and having no
resources to refer to, can freeze.
And then
there are we rare folks who fit both those
descriptions.
[I] Yes, my advanced age must
factor into the equation (等式), in part because of
my
inability to access the information as
quickly. As another returning student at
Columbia, Kate Marber, told me, “We are
learning not only all this information,
but
essentially how to learn again. Our fellow
students have just come out of high
school. A
lot has changed since we were last in school.”
[J] If nothing else, the situation has given
my college son and me something to share,
When
I asked his opinion on this matter, he responded,
“I like in-class exams
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because
the time is already reserved, as opposed to using
my free time at home to
work on a test,” he
responded. It seems to me that a compromise would
be
receiving the exam questions a day or two
in advance, and then doing the actual
test in
class with the ticking clock overhead.
[K]
Better yet, how about what one Hunter College
professor reportedly did recently
for her
final exam: She encouraged the class not to stress
or even study,
promising that, “It is going to
be a piece of cake.” When the students came in,
sharpened pencils in hand, there was not a
blue book in sight. Rather, they saw a
large
chocolate cake and they each were given a slice.
36. Elderly students find it hard to keep
up with the rapid changes in education.
37. Some believe take-home exams may affect
students' performance in other courses.
38. Certain professors believe in-class exams
are ultimately more helpful to students.
39. In-class exams are believed to discourage
cheating in exams.
40. The author was
happy to learn she could do some exams at home.
41. Students who put off their work until
the last moment often find the exams more
difficult than they actually are.
42.
Different students may prefer different types of
exams.
43. Most professors agree whether
to give an in-class or a take-home exam depends
on the type of course being taught.
44. The author dropped out of college some
forty years ago.
45. Some students think
take-home exams will eat up their free time.
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.
Passage One
Questions 46 to 50 are
based on the following passage.
That
people often experience trouble sleeping in a
different bed in unfamiliar
surroundings is a
phenomenon known as the “first-night” effect. If a
person stays in
the same room the following
night they tend to sleep more soundly. Yuka Sasaki
and
her colleagues at Brown University set out
to investigate the origins of this effect.
Dr.
Sasaki knew the first-night effect probably has
something to do with how
humans evolved. The
puzzle was what benefit would be gained from it
when
performance might be affected the
following day. She also knew from previous work
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conducted on birds and dolphins
that these animals put half of their brains to
sleep at a
time so that they can rest while
remaining alert enough to avoid predators (捕食者).
This led her to wonder if people might be
doing the same thing. To take a closer look,
her team studied 35 healthy people as they
slept in the unfamiliar environment of the
university’s Department of Psychological
Sciences. The participants each slept in the
department for two nights and were carefully
monitored with techniques that looked
at the
activity of their brains. Dr. Sasaki found, as
expected, the participants slept less
well on
their first night than they did on their second,
taking more than twice as long
to fall asleep
and sleeping less overall. During deep sleep, the
participants’ brains
behaved in a similar
manner seen in birds and dolphins. On the first
night only, the
left hemispheres (半球) of their
brains did not sleep nearly as deeply as their
right
hemispheres did.
Curious if the left
hemispheres were indeed remaining awake to process
information detected in the surrounding
environment, Dr. Sasaki re-ran the
experiment
while presenting the sleeping participants with a
mix of regularly timed
beeps (蜂鸣声) of the same
tone and irregular beeps of a different tone
during the
night. She worked out that, if the
left hemisphere was staying alert to keep guard in
a
strange environment, then it would react to
the irregular beeps by stirring people from
sleep and would ignore the regularly timed
ones. This is precisely what she found.
46. What did researchers find puzzling about
the first-night effect?
A) To what extent it
can trouble people. C) What circumstances may
trigger it.
B) What role it has played in
evolution. D) In what way it can be beneficial.
47. What do we learn about Dr. Yuka Sasaki
doing her research?
A) She found birds and
dolphins remain alert while asleep.
B) She
found birds and dolphins sleep in much the same
way.
C) She got some idea from previous
studies on birds and dolphins
D) She conducted
studies on birds’ and dolphins’ sleeping patterns.
48. What did Dr. Sasaki do when she first did
her experiment?
A) She monitored the brain
activity of participants sleeping in a new
environment.
B) She recruited 35
participants from her Department of Psychological
Sciences.
C) She studied the differences
between the two sides of participants’ brains.
D) She tested her findings about birds and
dolphins on human subjects.
49. What did Dr.
Sasaki do when re-running her experiment?
A)
She analyzed the negative effect of irregular
tones on brains.
B) She recorded participants’
adaptation to changed environment.
C) She
exposed her participants to two different stimuli.
D) She compared the responses of different
participants.
50. What did Dr. Sasaki find
about the participants in her experiment?
A)
They tended to enjoy certain tones more than
others.
B) They tended to perceive irregular
beeps as a threat.
C) They felt sleepy when
exposed to regular beeps.
D) They differed in
their tolerance of irregular tones.
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Passage Two
Questions 51 to 55
are based on the following passage.
It’s
time to reevaluate how women handle conflict at
work. Being overworked or
over-committed at
home and on the job will not get you where you
want to be in life.
It will only slow you down
and hinder your career goals.
Did you know
women are more likely than men to feel exhausted?
Nearly twice
as many women than men ages 18-44
reported feeling “very tired” or “exhausted”,
according to a recent study.
This may not
be surprising given that this is the age range
when women have
children. It’s also the age
range when many women are trying to balance
careers and
home. One reason women may feel
exhausted is that they have a hard time saying
“no.” Women want to be able to do it all—
volunteer for school parties or cook
delicious
meals— and so their answer to any request is often
“Yes, I can.”
Women struggle to say “no” in
the workplace for similar reasons, including the
desire to be liked by their colleagues.
Unfortunately, this inability to say “no” may be
hurting women’s heath as well as their career.
At the workplace, men use conflict as a way
to position themselves, while
women often
avoid conflict or strive to be the peacemaker,
because they don’t want to
be viewed as
aggressive or disruptive at work. For example,
there’s a problem that
needs to be addressed
immediately, resulting in a dispute over who
should be the one
to fix it. Men are more
likely to face that dispute from the perspective
of what benefits
them most, whereas women may
approach the same dispute from the perspective of
what’s the easiest and quickest way to resolve
the problem — even if that means
doing the
boring work themselves.
This difference in
handling conflict could be the deciding factor on
who gets
promoted to a leadership position and
who does not. Leaders have to be able to
delegate and manage resources wisely —
including staff expertise. Shouldering more
of
the workload may not earn you that promotion.
Instead, it may highlight your
inability to
delegate effectively.
51. What does the
author say is the problem with women?
A)
They are often unclear about the career goals to
reach.
B) They are usually more committed at
home than on the job.
C) They tend to be
over-optimistic about how far they could go.
D) They tend to push themselves beyond the limits
of their ability.
52. Why do working women of
child-bearing age tend to feel drained of energy?
A) They struggle to satisfy the demands of
both work and home.
B) They are too devoted
to work and unable to relax as a result.
C)
They do their best to cooperate with their
workmates.
D) They are obliged to take up
too many responsibilities.
53. What may hinder
the future prospects of career women?
A)
Their unwillingness to say “no”.
B) Their
desire to be considered powerful.
C) An
underestimate of their own ability.
D) A
lack of courage to face challenges.
54. Men
and woman differ in their approach to resolving
workplace conflicts in
that___.
A) women
tend to be easily satisfied
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B)
men are generally more persuasive
C) men
tend to put their personal interests first
D) women are much more ready to compromise
55.
What is important to a good leader?
A) A
dominant personality. C) The courage to admit
failure
B) The ability to delegate. D) A
strong sense of responsibility.
Part IV
Translation (30 minutes)
Directions: For this part, you are allowed 30
minutes to translate a passage from
Chinese
into English. You should write your answer on
Answer Sheets 2.
华山位于华阴市,据西安120公里。华山是秦岭的一
部分,秦岭不仅分割陕
南与陕北,也分隔华南与华北。与从前人们常去朝拜的泰山不同,华山过去很少<
br>有人光临,因为上山的道路极其危险。然而,希望长寿的人却经常上山,因为山
上生长着许多药草
,特别是一些稀有的药草。自上世纪90年代安装缆车以来,
参观人数大大增加。
9
油客网-西班牙语字母表
物理用英语怎么说-evolv
角色怎么读-岔怎么读
任何的拼音-死于的英语
玉柱-双桅船
kobold-pronounce的名词
三月雪-过程英语
劈腿是指什么-西安少儿英语培训
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