2013年12月英语四级阅读真题及答案(卷一)

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 56 to 60 are based on the following passage.

In recent years, a growing body of research has shown that our appetite and food intake are influenced by a large number of factors besides our biological need for energy, including our eating environment and our perception of the food in front of us.

Studies have shown, for instance, that eating in front of the TV (or a similar distraction) can increase both hunger and the amount of food consumed. Even simple visual cues, like plate size and lighting, have been shown to affect portion size and consumption.

A new study suggested that our short-term memory also may play a role in appetite. Several hours after a meal, people's hunger levels were predicted not by how much they’d eaten but rather by how much food they'd seen in front of them—in other words, how much they remembered eating.

This disparity (盖弃）suggests the memory of our previous meal may have a bigger influence on our appetite than the actual size of the meal, says Jeffrey M. Brunstrom, a professor of experimental psychology at the University of Bristol.

"Hunger isn't controlled solely by the physical characteristics of a recent meal. We have identified an independent role for memory for that meal，" Brunstrom says. "This shows that the relationship between hunger and food intake is more complex than we thought."

These findings echo earlier research that suggests our perception of food can sometimes trick our body’s response to the food itself. In a 2011 study, for instance, people who drank the same 3S0-calorie (卡路里）milkshake on two separate occasions produced different levels of hunger-related hormones （荷尔蒙），depending on whether the shake’s label said it contained 620 or 140 calories. Moreover, the participants reported feeling more full when they thought they'd consumed a higher-calorie shake.

What does this mean for our eating habits? Although it hardly seems practical to trick ourselves into eating less, the new findings do highlight the benefits of focusing on our food and avoiding TV and multitasking while eating.

The so-called mindful-eating strategies can fight distractions and help us control our appetite, Brunstrom says.

注意：此部分试题请在答题卡2上作答。

56. What is said to be a factor affecting our appetite and food intake?

A) How we perceive the food we eat. C) When we eat our meals.

B) What ingredients the food contains. D) How fast we eat our meals.

57. What would happen at meal time if you remembered eating a lot in the previous meal?

A) You would probably be more picky about food.

B) You would not feel like eating the same food.

C) You would have a good appetite.

D) You would not feel so hungry.

58. What do we learn from the 2011 study?

A) Food labels may mislead consumers in their purchases.

B) Food labels may influence our body’s response to food.

C) Hunger levels depend on one's consumption of calories.

D) People tend to take in a lot more calories than necessary.

59. What does Brunstrom suggest we do to control our appetite?

A) Trick ourselves into eating less. C) Concentrate on food while eating.

B) Choose food with fewer calories. D) Pick dishes of the right size.

60. What is the main idea of the passage?

A) Eating distractions often affect our food digestion.

B) Psychological factors influence our hunger levels.

C) Our food intake is determined by our biological needs.

D) Good eating habits will contribute to our health.

Passage Two

Questions 61 to 65 are based on the following passage.

As a society we might want to rethink the time and money spent on education, so that these resources can benefit a greater percentage of the population. Ideally, both high schools and colleges can prepare individuals for the ever-changing roles that are likely to be expected of them.

High school degrees offer far less in the way of preparation for work than they might, or than many other nations currently offer, creating a growing skills gap in our economy. We encourage students to go on to college whether they are prepared or not, or have a clear sense of purpose or interest, and now have the highest college dropout rate in the world.

We might look to other countries for models of how high schools can offer better training, as well as the development of a work ethic (勤奋工作的美德）and the intellectual skills needed for continued learning and development. I recommend Harvard's 2011 "Pathways to Prosperity" report for more attention to the "forgotten half" (those who do not go on to college) and ideas about how to address this issue.

Simultaneously, the liberal arts become more important than ever. In a knowledge economy where professional roles change rapidly and many college students are preparing for positions that may not even exist yet, the skill set needed is one that prepares them for change and continued learning.

Learning to express ideas well in both writing and speech, knowing how to find information, and knowing how to do research are all-solid background skills for a wide variety of roles, and such training is more important than any particular major in a liberal arts college. We need to continue to value broad preparation in thinking skills ihat will serve for a lifetime.

Students also need to learn to work independently and to make responsible decisions. The lengthening path to adulthood appears exacerbated (惡化）by parental involvement in the college years. Given the rising investment in college education, parental concern is not surprising, but learning where and when to intervene (干预）will help students take more ownership of the outcomes of these increasingly costly educations.

注意：此部分试越请在答题卡2上作答。

61. What kind of education does the author think is ideal?

A) It benefits the great majority of the general population.

B) It prepares students to meet the future needs of society.

C) It encourages students to learn throughout their lives.

D) It ensures that students' expectations are successfully fulfilled.

62. What does the author say is the problem with present high school education?

A) Ignoring the needs of those who don't go to college.

B) Teaching skills to be used right after graduation only.

C) Giving little attention to those having difficulty learning.

D) Creating the highest dropout rate in the developed world.

63. What characterizes a knowledge economy according to the passage?

A) People have to receive higher education to qualify for a professional position.

B) Students majoring in liberal arts usually have difficulty securing a job.

C) New positions are constantly created that require people to keep learning.

D) Colleges find it hard to teach students how to cope with the changing economy.

64. What does the author think a liberal arts college should focus on?

A) Solid background knowledge in a particular field.

B) Practical skills urgently needed in current society.

C) Basic skills needed for change and lifelong learning.

D) Useful thinking skills for advanced academic research.

65. What suggestion docs the author offer to parents?

A) Rethinking the value of higher education.

B) Investing wisely in their children's education.

C) Helping their children lo bring their talent into full play.

D) Avoiding too much intervention in their children’s education.

Section C

Passage One

参考译文

(56) (60)近年来,越来越多的研究表明:除了对能量的生理需要外,人们的食欲和食物摄取受到诸多 因素的影响,包括人们的饮食环境和对面前食物的认知。

研究表明，例如,在电视机(或者类似的消遣)前饮食能够同时增加饥饿感和食物的摄取量。即使是筒 单的视觉信号，比如餐盘的尺寸和灯光,也被证实会对食物分量和摄取量造成影响。

(60)新的研究显示人们的短期记忆同样对食欲起作用。(57)饭后几小时,决定人们饥饿程度的不是 他们已食用的食物量,而是他们吃饭时面前所见到的食物量,换言之,是他们所记得的食物量。

布里斯托大学实验心理学教授Jeffrey M. Brunstrom认为:这种差异表明人们之前的饮食记忆对食 欲造成的影响可能超过食物的真实数量对食欲造成的影响。

"饥饿程度不仅仅与最近所食食物的特征有关。我们已经确认了最近饮食在记忆中的独立作用 Brunstrom说,"这表明饥饿程度和食物摄取之间的关系要比我们想象的复杂得多。"

这些发现印证了早期的研究。(60)早期研究表明，人们对食物的认知有时会欺骗身体对食物作出反应.例如：（58)在2011年的一项研究中,参与者在两个不同场合食用了同样含有380卡路里的奶昔,但是 根据奶昔标签上标注的是620卡路里还是140卡路里,参与者分泌出了不同水平的与饥饿相关的荷尔蒙。 而且,根据报告，当参与者认为自己食用了高卡路里的奶昔时,他们感觉更饱。

这对于人们的饮食习惯意味着什么呢？尽管新发现在让人减少饮食方面显得不切实除,但是确实能使人们认识到专注于食物、避免饮食时看电视或同时进行多项活动的益处。

(59)Brunstrom说,所谓的"用心饮食"策略能够对抗干扰,帮助人们控制食欲。

56. 【定位】由题干中的appetite和food intake定位 到首段第一句。

A) 【精析】事实细节题。文章开篇指出了人们的食欲 和食物摄取受到诸多因素的影响，包括人们的饮 食环境和对面前食物的认知,故答案为A)。

57. 【定位】由题干中的remembered和previous meal 定位到第三段第二句。

D)【精析】推理判断题。定位句指出,饭后几小时,决定人们饥饿程度的不是他们已食用的食物量，而是他们吃饭时面前所见到的食物量,也就是说,影响人们饥饿程度的是他们记忆中的食物量而不是胃里的食物量。由此可推断,记忆对饮食造成影 响，如果记忆中上顿饭吃了很多,那么不管是不是 真的吃了很多,都不会感觉太饿,故答案为D)。

58. 【定位】由题干中的2011 study定位到第六段第 二句。

B) 【精析】细节归纳题。定位句详细描述了 2011年 的一项研究。在研究中，参与者在两个不同场合 食用了相同卡路里的奶昔，但是奶昔标签上分别 标注了 620卡路里和140卡路里,结果显示,根据 标注的中路里含量,参与者分泌了不同水平的与 饥饿相关的荷尔蒙，而且当食用了标注620卡路 里的奶昔时,他们感觉更饱。实际上两份奶昔的 卡路里含量是相同的，由于标签标注的不同,让人产生自我暗示,使人体对食物产生了不同的反应。 故答案为B)。

59. 【定位】由题干中的control our appetite定位到文

章最后一句。

C)【精析】细节归纳题。定位句指出，所谓的"用心饮 食"策略能够对抗干扰,帮助人们控制食欲。也就 是Brunstrom建议我们通过"用心饮食"策略控制 饮食用心饮食"和前文中提到的"专注于食物" 相照应,故答案为C)。

60. 【定位】由题干中的main idea定位到各部分主题 句。如第一段的第一句、第三段的第一句、第六段 的第一句和最后一句。

B)【精析】主旨大意题。全文可分为三个部分,第一 部分提出论点——人们的食欲和食物摄取受到包括环境和对食物的认知等诸多因素的影响。第二部分引用相关科学研究论证这些影响因素，特别 指出饮食环境、对食物的记忆、食物包装上的标签 对人产生的心理暗示作用影响饮食。最后一部分 提出通过专注饮食来控制食欲的建议。对食物及 饮食环境的认知，对食物的记忆，食物标签产生的 心理暗示等都属于心理因素,统观全文,作者一直 围绕心理因素对食欲的影响展开论述，故答案 为B)。

Passage two

参考译文

我们的社会应该反思花费在教育上的时间和金钱,以便这些资源能使更多的人受益。(61)理想上,高中和大学都应该能培养可以适应未来角色变化的学生。

(62)高中学历所提供给学生的就业准备远比预期少,或者远比目前其他国家所提供的少,因而造成了 经济中不新扩大的技能差距。不管学生有没有做好准备,有没有明确的目标或兴趣,我们都鼓励他们继续读大学,因而产生了自前世界上最高的大学辍学率。

我们可以借鉴其他国家的做法,学习高中阶段如何提供更好的培训，同时培养学生勤奋工作的美德及 继续学习和发展所需的心智技能。我向大家推荐哈佛大学2011年"迈向繁荣之路"报告,来更多地关注 "被遗忘的一半"(那些没上大学的人)以及解决这一问题的观点。

同时,人文科学比以往任何阶段都更重要。(63)在知识型经济中，职业角色迅速变化,很多大学生为 之准备的职位甚至可能还不存在,他们所需的是能让他们适应变化和继续学习的技能组合。

(64)学会在书面和口头陈述中很好地表达观点,知道如何寻找信息及如何作调查研究都是为适应各 种不同角色所应具备的扎实的背景技术。在文理学院,此类的培训比任何一门专业都重要。我们需要继续重视并广泛培养将会終生受益的思维技能。

学生们还需要学会独立学习,学会做出负责任的决定。由于家长在大学阶段的参与,通向成年的漫长 道路看起来好像更长了。考虑到对大学教育不断攀升的投资,家长的担心也不足为奇，(65)但是学会如何地进行干预将会有助于学生享受这些日益昂责的教育所带来的成果。

答案详解

61. 【定位】由题干中的ideal定位到第一段第二句。

B) 【精析】语义理解题。定位句指出:理想上,高中和 大学都应该能培养学生适应未来角色的变化。此 句表明在未来社会中，人们的角色会不断发生变 化,理想的教育就是能培养适应这种变化的人才，也就是说,理想的教育可以满足未来社会的需求，故答案为B)。

62. 【定位】由题干中的problem, high school定位到第二段。

D)【精析】事实细节题。作者在文章第二段论述了目 前高中教育的问题,如提供给学生的就业准备不 足,造成了经济中不断扩大的技能差距。盲目鼓 励学生读大学造成了目前世界上最高的大学綴学 率,故答案为D)。

63. 【定位】由题干中的knowledge economy定位到 第四段第二句。

C) 【精析】细节推断题。定位句提到，在知识型经济 中,职业角色变化迅速,很多大学生为之准备的职位甚至可能还不存在。由此可推断,知识型经济 的特征是职业的迅速变化,新的职位不断地被创 造,有些读书时还不存在的职位可能在毕业时出 现,届时,在学校里学到的知识就远远不够了，因此人们需要持续学习来适应这些不断被创造出的 新职位，故答案为C)。

64.【定位】由题干中的liberal arts college定位到第 五段第一句。

C)【精析】细节归纳题。文章第五段提到在文理学 院,这些培训比任何一门专业都重要。"这些培训"指上文提到的"学会在口失和书面陈述中很好 地表达观点，知道如何寻找信息并且知道如何作 调査研究",而这些技能培训是为了适应未来的变 化，故答案为C)。

65.【定位】由题干中的suggestion和parents定位到 文章最后一句。

【精析】细节归纳题。最后一段提到由于家长在 大学阶段的参与，通向成年的漫长道路看起来好 像更长了 ",这句话我们可以理解为家长在大学阶 段过多参与孩子的教育会影响孩子的成长。文章 最后指出"学会何时何地进行干预将会有助于学生享受这些日益昂贵的教育所带来的成果。"也就是说，作者建议家长学会适当的参与，避免过多的干预,这样才能使孩子更好地成长,使教育取得更 大的成效,故答案为D)。