2015年6月英语四级考试真题(第三套)

2015年6月大学英语四级考试真题(第3套)

Part I Writing(30 minutes)

Direction.s: For this part, you are allowed 30 minutes to write an essay based on the picture below.You should start your essay with a brief description of the picture and then comment on parents' role in their children's growth. You should write at least 120 words but no more than 180 words.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Section C

Directions: In this section, you will hoar a passage three times. When tho passage is read for tho first time, you should listen carefully for its general idea. When tho passage is read for tho second time, you are required to fill in tho blanks with tho exact words you have just hoard. Finally, when tho passage is read for tho third time, you should chock what you have written.

My favorite TV. show? "The Twilight Zone. " I26like the episode called "The Printer'sDevil. " It's about a newspaper editor who's being27 out of business by a big newspapersyndicate--you know, a group of papers28by the same people.He's about to29when he's interrupted by an old man who says his name is Smith. The editor

is not only offered $ 5,000 to pay off his newspaper's30, but this Smith character also offers hisservices for free. It turns out that the guy operates the printing machine with amazing speed, and soon he's turning out newspapers with31 The small paper is successful again. The editor is32athow quickly Smith gets his stories--only minutes after they happen--but soon he's presented with acontract to sign. Mr. Smith, it seems, is really the devil! The editor is frightened by this news, but he is more frightened by the idea of losing his newspaper, so he agrees to sign. But soon Smith is33the news even before it happens--and it's all terrible--one disaster after another. Anyway, there is a little more to tell, but I don't want to34the story for you. I really like these old episodes of "The Twilight Zone" because the stories are fascinating. They are not realistic. But then again, in a way they are, because they deal with35Part ill Reading Comprehension(40 minutes}

Section A

Directions: In this sectinm, 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 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. As a teacher, you could bring the community into your classroom in many ways. The parents and grandparents of your students are resources and36for their children. They can be37teachers of their own traditions and histories. Immigrant parents could talk about their country of38and why they emigrated to the United States. Parents can be invited to talk about their jobs or a community project. Parents, of course, are not the only community resources. Employees at local businesses and staff at community agencies have39information to share in classrooms. Field trips provide another opportunity to know the community. Many students don't have the opporttmity to40concerts or visit museums or historical sites except through field trips. A school district should have41for selecting and conducting field trips. Families must be made42of field trips and give permission for their children to participate. Through school projects, students can learn to be43in community projects ranging from planting trees to cleaning up a park to assisting elderly people. Students,44older ones, might conduct research on a community need that could lead to action by a city council or state government. Some schools require students to provide community service by45in a nursing home, child care center or government agency. These projects help students understand their responsibility to the larger

community.

A. Assets I. joining

B. Attend J. naturally

C. Aware K. observe

D. especially L. origin

E. Excellent M. recruited

F. Expensive N. up-to-date

G. guidelines O. volunteering

H. involved

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. Reaping the Rewards of Risk-Taking

A. Since Steve Jobs resigned as chief executive of Apple, much has been said about him as a peerless business leader who has created immense wealth for shareholders, and guided the design of hit products that are transforming entire industries, like music and mobile communications.

B. All true, but let's think different, to borrow the Apple marketing slogan of years back. Let's look at Mr. Jobs as a role model.

C. Above all, he is an innovator (创新者). His creative force is seen in products such as the iPod, iPhone, and iPad, and in new business models for pricing and distributing music and mobile software online. Studies of innovation come to the same conclusion: you can't engineer innovation, but you can increase the odds of it occurring. And Mr. Jobs' career can be viewed as a consistent pursuit of improving those odds, both for himself and the companies he has led. Mr. Jobs, of course, has enjoyed singular success. But innovation, broadly defined, is the crucial ingredient in all economic progress--higher growth for nations, more competitive products for companies, and

more prosperous careem for individuals. And Mr. Jobs, many experts say, exemplifies what works in the innovation game.

D. "We can look at and learn from Steve Jobs what the essence of American innovation is," says John Kao, an innovation consultant to corporations and governments. Many other nations, Mr. John Kao notes, axe now ahead of the United States in producing what are considered the raw materials of innovation. These include government financing for scientific research, national policies to support emerging industries, educational achievement, engineers and scientists graduated, even the speeds of Internet broadband service.

E. Yet what other nations typically lack, Mr. Kao adds, is a social environment that encourages diversity, experimentation, risk-taking, and combining skills from many fields into products that he calls "recombinant mash-ups (打碎重组)," like the iPhone, which redefined the smartphone category. "The culture of other countries doesn't support the kind of innovation that Steve Jobs exemplifies, as America does," Mr. John Kao says.

F. Workers of every rank are told these days that wide-ranging curiosity and continuous learning are vital to tturiving in the modern economy. Formal education matters, career counselors say, but real- life experience is often even more valuable.

G. An adopted child, growing up in Silicon Valley, Mr. Jobs displayed those traits early on. He wasfascinated by electronics as a child, building Heathkit do-it-yourself projects, like radios. Mr. Jobs dropped out of Reed College after only a semester and traveled around India in search of spiritual enlightenment, before returning to Silicon Valley to found Apple with his friend, Stephen Wozniak, an engineering wizard (奇才). Mr. Jobs was forced out of Apple in 1985, went off and founded two other companies, Next and Pixar, before returning to Apple in 1996 and becoming chiefexecutive in 1997.

H. His path was unique, but innovation experts say the pattern of exploration is not unusual. "It's often people like Steve Jobs who can draw from a deep reservoir of diverse experiences that often generate breakthrough ideas and insights," says Hal Gregersen, a professor at the European Institute of Business Administration.

I. Mr. Gregersen is a co-author of a new book, The Innovator's DNA, which is based on an eight-year study of 5,000 entrepreneurs (创业者. and executives worldwide. His two collaborators and co- authors are Jeff Dyer, a professor at Brigham Young University, and Clayton Christensen, a professor at the Harvard Business School, whose 1997 book The Innovator's Dilemma popularized the concept of "disruptive ( 颠覆性的. innovation. "

J. The academics identify five traits that are common to the disruptive innovators: questioning, experimenting, observing, associating and networking. Their bundle of characteristics echoes the ceaseless curiosity and willingness to take risks noted by other experts. Networking, Mr. Hal Gregersen explains, is less about career-building relationships than a consistent search for new ideas. Associating, he adds, is the ability to make idea-producing connections by linking concepts from different disciplines.

K. "Innovators engage in these mental activities regularly," Mr. Gregersen says. "It's a habit for them. " Innovative companies, according to the authors, typically enjoy higher valuations in thestock market, which they call an "innovation premium (溢价). " It is calculated by estimating the share of a company's value that cannot be accounted for by its current products and cash flow. The innovation premium tries to quantify ( 量化. investors' bets that a company will do even better in the future because of innovation.

L. Apple, by their calculations, had a 37 percent innovation premium during Mr. Jobs' first term withthe company. His years in exile resulted in a 31 percent innovation discount. After his return, Applee's fortunes inmroved gradv at first, and imp)roved markedly starting in 2005, yielding a 52percent innovation premium since then.

M. There is no conclusive proof, but Mr. Hal Gregersen says it is unlikely that Mr. Jobs could havereshaped industries beyond computing, as he has done in his second term at Apple, without theexperience outside the company, especially at Pixar--the computer-animation (动画制作. studiothat created a string of critically and commercially successful movies, such as "Toy Story" and

N. Mr. Jobs suggested much the same thing during a commencement address to the graduating class atStanford University in 2005. "It turned out that getting fired from Apple was the best thing thatcould have ever happened to me," he told the students. Mr. Jobs also spoke of perseverance ( 坚持. and will power. "Sometimes life hits you in the head with a brick," he said. "Don't losefaith. "

O. Mr. Jobs ended his commencement talk with a call to innovation, both in one's choice of work andin one's life.Be curious, experiment, take risks, he said to the students.His advice wasemphasized by the words on the back of the final edition of The Whole Earth Catalog, which hequoted: "Stay hungry. Stay foolish. " "And," Mr. Jobs said, "I have always wished that formyself. And now, as you graduate to begin anew, I wish that for you. "

46. Steve Jobs called on Stanford graduates to innovate in his commencement address.

47. Steve Jobs considered himself lucky to have been fired once by Apple.

48. Steve Jobs once used computers to make movies that were commercial hits.

49. Many governments have done more than the US government in providing the raw materials for innovation.

50. Great innovators are good at connecting concepts from various academic fields.

51. Innovation is vital to driving economic progress.

52. America has a social environment that is particularly favorable to innovation.

53. Innovative ideas often come from diverse experiences.

54. Real-life experience is often more important than formal education for career success.

55. Apple's fortunes suffered from an innovation discount during Jobs' absence.

Section C

Directions: There are 2 passages in this section. Each passage is followed by some questions orunfinished 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 AnswerSheet 2 with a single line through the centre.Passage OneQuestions 56 to 60 are based on the following passage. Junk food is everywhere. We're eating way too much of it. Most of us know what we're doing andyet we do it anyway.So here's a suggestion offered by two researchers at the Rand Corporation: Why not take a lessonfrom alcohol control policies and apply them to where food is sold and how it's displayed?"Many policy measures to control obesity (肥胖症. assume that people consciously and rationallychoose what and how much they eat and therefore focus on providing information and more access tohealthier foods," note the two researchers. "In contrast," the researchers continue, "many regulations that don't assume people makerational choices have been successfully applied to control alcohol, a substance--like food--of whichimmoderate consumption leads to serious health problems. " The research references studies of people's behavior with food and

alcohol and results of alcoholrestrictions, and then lists five regulations that the researchers think might be pronfising if applied tojunk foods. Among them: Density restrictions: licenses to sell alcohol aren't handed out unplanned to all comers but areallotted (分配. based on the number of places in an area that already sell alcohol. These make alcoholless easy to get and reduce the number of psychological cues to drink. Similarly, the researchers say, being presented with junk food stimulates our desire to eat it. Sowhy not limit the density of food outlets, particularly ones that sell food rich in empty calories? Andwhy not limit sale of food in places that aren't primarily food stores? Display and sales restrictions: California has a rule prohibiting alcohol displays near the cashregisters in gas stations, and in most places you can't buy alcohol at drive-through facilities. Atsupermarkets, food companies pay to have their wares in places where they're easily seen. One couldremove junk food to the back of the store and ban them from the shelves at checkout lines. The othermeasures include restricting portion sizes, taxing and prohibiting special price deals for junk foods, andplacing warning labels on the products.

56. What does the author say about junk food?

A. People should be educated not to eat too much.

B. It is widely consumed despite its ill reputation.

C. Its temptation is too strong for people to resist.

D. It causes more harm than is generally realized.

57. What do the Rand researchers think of many of the policy measures to control obesity?

A. They should be implemented effectively.

B. They provide misleading information.

C. They are based on wrong assumptions.

D. They help people make rational choices.

58. Why do policymakers of alcohol control place density restrictions?

A. Few people are able to resist alcohol's temptations.

B. There are already too many stores selling alcohol.

C. Drinldng strong alcohol can cause social problems.

D. Easy access leads to customers' over-consumption~

59. What is the purpose of California's rule about alcohol display in gas stations?

A. To effectively limit the density of alcohol outlets.

B. To help drivers to give up the habit of drinking.

C. To prevent possible traffic jams in nearby areas.

D. To get alcohol out of drivers' immediate sight.

60. What is the general guideline the Rand researchers suggest about junk food control?

A. Guiding people to make rational choices about food.

B. Enhancing people's awareness of their own health.

C. Borrowing ideas from alcohol control measures.

D. Resorting to economic, legal and psychological means.

Passage Two

Questions 61 to 65 are based on the following passage.Kodak's decision to file for bankruptcy (破产. protection is a sad, though not unexpected, turningpoint for a leading American corporation that pioneered consumer photography and dominated the filmmarket for decades, but ultimately failed to adapt to the digital revolution. Although many attribute Kodak's downfall to "complacency ( 自满)," that explanation doesn'tacknowledge the lengths to which the company

went to reinvent itself. Decades ago, Kodak anticipatedthat digital photography would overtake film--and in fact, Kodak invented the first digital camera in1975--but in a fateful decision, the company chose to shelf its new discovery to focus on its traditionalfilm business. It wasn't that Kodak was blind to the future, said Rebecca Henderson, a professor at HarvardBusiness School, but rather that it failed to execute on a strategy to confront it. By the time thecompany realized its mistake, it was too late.Kodak is an example of a firm that was very much aware that they had to adapt, and spent a lot ofmoney trying to do so, but ultimately failed. Large companies have a difficult time switching to newmarkets because there is a temptation to put existing assets into the new businesses.

Although Kodak anticipated the inevitable rise of digital photography, its corporate

culture was too rooted in the successes of the past for it to make the clean break necessary to fullyembrace the future. They were a company stuck in time. Their history was so important to them. Nowtheir history has become a liability.Kodak's downfall over the last several decades was dramatic. In 1976, the company commanded90% of the market for photographic film and 85% of the market for cameras. But the 1980s broughtnew competition from Japanese film company Fuji Photo, which undermined Kodak by offering lowerprices for film and photo supplies. Kodak's decision not to pursue the role of official film for the 1984Los Angeles Olympics was a major miscalculation. The bid went instead to Fuji, which exploited itssponsorship to win a permanent foothold in the marketplace.

61. What do we learn about Kodak?

A. It went bankrupt all of a sudden.

B. It is approaching its downfall.

C. It initiated the digital revolution in the film industry.

D. It is playing the dominant role in the film market.

62. Why does the author mention Kodak's Invention of the first digital camera?

A. To show its early attempt to reinvent itself.

B. To show its effort to overcome complacency.

C. To show its quick adaptation to the digital revolution.

D. To show its will to compete with Japan's Fuji Photo.

63. Why do large companies have difficulty switching to new markets?

A. They find it costly to give up their existing assets.

B. They tend to be slow in confronting new challenges.

C. They are unwilling to invest in new technology.

D. They are deeply stuck in their glorious past.

64. What does the author say Kodak's history has become?

A. A burden.

B. A mirror.

C. A joke.

D. A challenge.

65. What was Kodak's fatal mistake?

A. Its blind faith in traditional photography.

B. Its failure to see Fuji Photo's emergence.

C. Its refusal to sponsor the 1984 Olympics.

D. Its overconfidence in its corporate culture.

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 Sheet 2.

在西方人心目中，和中国联系最为密切的基本食物是大米。长期以来，大米在中国人的饮食中占据很重要的地位，以至于有谚语说“巧妇难为无米之炊”。中国南方大多种植水稻，人们通常以大米为主食；而华北大部分地区因为过于寒冷或过于干燥，无法种植水稻，那里的主要作物是小麦。在中国，有些人用面粉做面包，但大多数人用面粉做馒头和面条。

2015年6月大学英语四级考试真题答案与详解

(第3套)

Part IWriting

这是一篇四级考试中常见的图画作文。图片中展现的是一个女孩告诉妈妈她考入了妈妈心中理想的学校，其寓意是揭露现如今的家长为孩子做重大决定的普遍现象。

做自己命运的主人

正如图片中生动描绘的那样，一个女孩正在告诉她的妈妈：“好消息，我被你选择的大学录取了。”但讽刺的是，“你选择的”这几个字揭露了一个事实，那就是这个刚刚被实现的梦想并不属于这个女孩。

现如今的一个普遍现象是父母为孩子做很多决定，甚至在他们人生的重大转折点，包括选择大学和专业、找工作或是结婚：很多原因可以解释这一现象。首先，父母总是认为他们可以比孩子做出更明智的决定。而且，对于家里的独生子女，父母给予了太多的关注。此外，父母让孩子做他们想让孩子做的事情，好像这是实现他们自己未实现的梦想的唯一途径。 对青少年来说，人生道路很漫长。他们最终要自己做决定。而成为自己命运的主人是成长过程中的一大步。

主题词汇

play a negative role

扮演一个不好的角色

focus ol1关注

control 控制

unreasonable 不合理的

realize one’S drea m 实现某人的梦想

psychologically

心理上

句式拓展 1．More and more modem parents play a negative role in their children’s growth ．越来越多的现代家长在孩子的成长过程中 扮演一个不好的角色。 2．Childrenshouldgrowina psychologically happy environment and realize their own dreams ．孩子们应该在一 个心理上快乐的环境中成长并且实现他们自己的梦想。

Part IIListening Comprehension[说明：本套试题的听力部分由往年真题听力优化而来。]

1. W: What are you doing in here, sir? Didn't you see the "Private" sign over there?

M: I'm sorry. I didn't notice it when I came in. I'm looking for the manager's office.

Q: What do we learn from the conversation?

2. W: Mike, what's the problem? You've known for months the report is due today.

M: I know, but I'm afraid I need another few days. The data is hard to interpret than I expected. Q: What does the man mean?

3. W: Excuse me, Tony. Has my parcel from New York arrived?

M: Unfortunately, it's been delayed due to the bad weather.

Q: What is the woman waiting for?

4. W: Pam said we won't have the psychology test until the end of next week.

M: Ellen, you should know better than to take Pain's words for anything.

Q: What does the man imply about Pam?

5. W: Tom, would you please watch my suitcase for a minute? I need to go make a quick phone call.

M: Yeah, sure. Take your time. Our train doesn't leave for another twenty minutes.

Q: What does the man mean?

6. M: Frankly, Mary is not what I'd call easy-going.

W: I see. People in our neighborhood fmd it hard to believe she's my twin sister.

Q: What does the woman imply?

7. M: How soon do you think this can be cleaned?

W: We have same day service, sir. You can pick up your suit after five o'clock.

Q: Where does the conversation most probably take place?

8. W: I really enjoy that piece you just played on the piano. I bet you get a lot of requests for it. M: You said it. People just can't get enough of it.

Q: What do we learn from the conversation?

W: Good afternoon, Mr. Jones. I am Teresa Chen, and I'll be interviewing you. How are you today?

M: I am fine, thank you. And you, Miss Chen?

W: Good, thanks. (9. Can you tell me something about your experience in this ldnd of work?

hi: (9. Well, for several years, I managed a department for the Brownstone Company in Detroit, Michigan. Now I work part-time because I also go to school at night. I'm getting a business degree.

W: Oh, how interesting. Tell me, (10. why do you want to leave your present job?

M: (10. I'll finish school in a few months, and I'd like a full-time position with more responsibility. W: And why would you like to work for our company?

M: Because I know your company's work and I like it.

W: ( 11 . Could you please tell me about your special skills and interests?

M：(11)Of course．I'm good at computers and I can speak Spanish．I used to take classes in Spanish at thelocal college．And I like traveling a lot．

W：Can you give me any references?

M：Yes，certainly．You can talk to Mr．McCaw，my boss，at the Brownstone Company．I could also give youthe nalries and numbers of several of my teachers．

W：AⅡright，Mr．Jones，(12)and would you like to ask me any questions?

M：(12)Yes,1 wonder when I'll be informed about my application for the job．

W：Well，we'll let you know as soon as possible．Let’s stay in touch．Thank you very much for coruing thisafternoon．

M：Thank you．

10．Why does the mail want to leave his present job?

11．What is the mall interested in?

12．What question did the mall ask the woman?

M：Lisa，Lisa!Over here，darling!It’S wonderful to see you．Oh．Lisa．you look marvelous．W：Oh，Paul，you look tire dI Two months away in the capital?Patti，I think you，ve been working too hard．

M：I'm fme。The city is very hot this time of the year．It’S good to get back to some fresh air．You know．

(13)Lisa,what they say about pregn an two menreally—is true．

W：What’S that，Paul?

M：（13)They say they l—ook beautiful．

W：Well，I had a lot of tension while you’v e been stud姐ng hard on your couie in D．C．

M：Oh?

W：Oh，don’t worry，all from a man over 50．Father has told all his business friends the good news about the

baby．And the phone hash’t stopped ringin9．

M：Oh，look，darlin9．There’S a taxi．

W：Paul，tell rile about the special project you mentioned Oil the phone．You sounded very excited about it l

M：You know，I've learned a lot from the project．I'm surplised that was still in business．

W：(14)That's because we have a wonderful sales manager--you!

M：Thanks．But that’S not t he problem at all．Lisa，Our little company，and it is little compared to the giants in

the city·(15)Our little company's in danger．We are out of date．We needt0expand,ff we don't,we will

beswaled up by one of the giants．

13. What do we learn about Lisa?

14. What do we learn about the man from the conversation?

15. What does the man say about his company?

(16)Fannington,Utah,is a more pleasant community since a local girls'4-H club improved Main Stree—t．H girls worked to clean a 72一foot curbside that Was covered with weeds．rocks and trash．(17)Eachmember volunteered to clean up and to dig and plant five flats of flowers．They alSO took turns in watering．

weeding and maintaining the plot．(18)Participation in this project helped the girls develop a n—ew—attitudetowards the appearalnce of their own homes；they've learned how to work with tools，and improve their Workhabits．One mother said that before her daughter Was involved in this project。she would not even pull a weed．The experience on Main Street stimulated self-inlprovement。and encouraged members to take pride in theirhome grounds and in the total community．City O蚯cials cooperated with the 4．H members in planting trees．building cooking facilities，picnic tables，swings and public restrooms．ne 4一H girls planted trees and tookcare of them during the early stages of growth．The total park project needed more plantings in the followingyears．(19)Members of the 4-H club agreed to follow the project through to completion,because they receivesatisfaction from the results of constructive work．The project is a growing one and has spread from the parkto the school and the shopping center．Trees and flowers have all been planted in the shopping center，makingthe atmosphere pleasant．

16. What do we learn about Main Street in Farmington?

17. What did the 4-H club members do about the curbside?

18. What have the 4-H girls learned from the project?

19. Why did the 4-H girls agree to follow the park project through to completion?

According to a survey on reading conducted in 2001 by the U. S. National Education Association. youngAmericans say reading is important, more important than computers and science. (20. Over 50% of the 12- to18-year-olds interviewed said they enjoy reading a lot.79% find it stim ating and interesting. And 87% thinkit is relaxing. About 68% of those surveyed disagree with the opinion that reading is boring or old-fashioned.Over haft the teenagers interviewed said they read more than ten books a year. The results also showedthat middle school students read more books than high schoolers. (21 . Over 66% of teens like to read fiction,such as novels and stories. Only 26% were interested in non-fiction',.such as history books.64% of studentslisted reading stories about people my own age as their favorite topic. (21. Mysteries and detective storiescame second on the list at 53%. Just under 50% said they were interested in reading about their own cultureand tradition. Of the teenagers who participated in the survey,49% said that libraries are where they get mostof their books. However, many complain that their school libraries do not have enough up-to-date interestingbooks and magazines. Even though many teenagers in the U. S. enjoy reading, they still have other interests.

(22. When asked which activity would be the most difficult to give up for a week,48% said listening tomusic. TV would be difficult to give up for 25% of those surveyed.

ed.

20. What does the survey on teenager reading show?

21. What books are most popular among teenagers according to the survey?

22. What activity do teenagers find the most difficult to give up for a week?

Thank you for coming, everyone. ( 23 . Today's presentation will show how we see the development of themotor car in the short to medium term, and that is why we have invited all of you here today. Let's start withpower. It's clear that petrol-driven engines have no future. Already there are many alternative fuel vehicles onthe market, powered by anything from solar power to natural gas. Some independent thinkers have evenproduced cars that run on vegetable oil. But as we all know, of all these alternative fuel vehicles, the mostpractical are electric vehicles. (24. Sure, in the past electric vehicles have their problems, namely, a limiteddriving range and very few recharging points, which limited their use.(25. Now, however, recentdevelopments in electric vehicle technology mean they can match conventional petrol engines in terms ofperformance and safety. Let's not forget that electric vehicles are cleaner. Plus, importantly, the power sourceis rechargeable, so this does not involve using any valuable resources. Moving on to communications, verysoon, cars will be linked to GPS satellites, so they'll do all the driving for you. "What controls the main for theusers will be audio-based. So, for example, you'll just have to say "a bit warmer", and the air conditioningwill adjust automatically. You'll also be able to receive e-mail, music and movies, all via an internet link. Sojust type in the destination you want, sit back, sleep, watch a movie, whatever.

23. What is the presentation mainly about?

24. What used to rest~ct the use of electric vehicles?

25. What does the speaker say about electric vehicles of today?

26. especiallyc

27. driven

28. owned的名词papers的定语。0wned意为“拥有”。

mitsuicide配，意为“自杀”。

30. debts负债”。

31.shockingheadlinesc震惊的大标题”。

32. amazed

意为“对……感到吃惊”。

33. reporting“报道”。

34.3trill1

35. human nature

作为一名老师，你可以用很多种方法把社区搬到你的教室里。学生的父母和祖父母对孩子们来说走贫源又是(36)资产。他们可以成为传授其个人传统和历史的(37)优秀老师。外来移民的家长可以谈论他们(38)本土国以及他们为什么要移民到美国。家长们可以被邀请来谈论他们的工作或是一个社区项目。当然，家长们并不是唯一的社区资源。当地企业的员工或是社区机构人员都有着(39)最新的信息可以在课堂中分享。

实地考察为我们提供了另一个了解社区的机会。很多学生除了通过实地考察，没有机会(40)参加音乐会或是参观博物馆和历史景点。一个学区应该有选择和实施实地考察的(41)指导方针。每个家庭应该对实地考察(42)有一定认识且允许孩子参加。通过校园的项目，学生们可以学习(43)参与一些社区活动，从植树到清理公园再到帮助老年人。学生们，(44)尤其是年龄大一些的，可以进行可能会使市政府或州政府采取行动的社区需求方面的调研。一些学校要求学生提供社区服务，比如在养老院、幼儿托管所或是政府机构里(45)做志愿服务。这些项目有助于学生们理解他们对更大社区的责任.

名词：A.assets资产，财产；G.guidelines指导方针；L.origin起源

动词：B.attend参加；H.involved包含；涉及；I.joining加入；K.observe观察；M.recruited 招募；O.volunteerin9自愿(做某事)

形容词：C.aware意识到的；E.excellent优秀的；F.expensive昂贵的；H.involved有关的；N.up—to．date最新的副词：D.especially尤其；J.naturally自然地

36.Aassets

为名词，故空格处也应填入一个名词。前句中提到，作为一名老师，你可以用很多种方法把社区搬到你的教室。父母和祖父母是孩子们的资源，且后文中又表述了他们可以教给孩子们的东西，结合resources和备选名词可知，assets“资产，财产”为答案。备选的名词中，9uidelines 意为“指导方针”，origin意为“起源”，均不适合来解释父母和祖父母的角色，不符合句意，故均排除。

37. E. excellent

词。除去空格处的词义外，句意为：他们可以成为传授其个人传统和历史的老师。用某个形容词来修饰teachers，备选的形容词中，只有excellent“优秀的”符合句意，故为答案。备选的形容词中，aware“意识到的”、expensive“昂贵的”、involved“有关的”和up—to—date“最新

的”均不可修饰teachers，故均排除。

38. L. origin

词。country of origin为固定搭配，意思是“起源国，原产国”，这里指的是移民的本土国，故0rigin“起源”为答案。备选的名词中，guidelines意为“指导方针”，显然不符合句意，故排除。

39. N. up-to-dateo

为形容词。该句句意为：当地企业的员工或是社区机构人员都有着一信息可以在课堂中分享。根据常识判断，和上文中提到的家长相比，企业的员工和社区机构人员能够给孩子们带来更前沿的信息，而up-t0date“最新的”恰好符合句意，故为答案。备选的形容词中，aware“意识到的”、expensive“昂贵的”和involved“有关的”均不符合句意，故均排除。

40. B. attend

为动词原形。此处意思是很多学生没有机会去参加音乐会，故attend“参加”为答案。备选的动词原形observe意为“观察”，不符合句意，故排除。

41. G. guidelines

故该空格处应为名词。上文中提到了实地考察给学生们带来的好处。再根据整句句意一个学区应该有选择和实施实地考察的——。故guidelines“指导方针”为答案。

42. C. awareo

主动语态，此处应是be——0f，故推测空格处为形容词。固定搭配be aware of意为“知道，有一定认识”，符合句意，故答案为aware“意识到的”。

43. H. involved

填入一个

形容词。根据句中后面部分的ranging from planting trees to cleaning up a park…可知这些都是社区活动。固定搭配be involved in意为“参与”，符合句意，故答案为involved“有关的”。备选的形容词expensive“昂贵的”不符合句意，故排除。

44. D. especially

填入副词。分析旬意可知，students显然是一个大的范围，而older ones则为其中一个部分，因此是在具体举例或是特殊强调，只有especially“尤其”能够起到这样的作用，由此确定答案。备选副词naturally“自然地”不符合句意，故排除。

45.volunteering

词的现在分词形式。该句前半部分为学校要求学生提供社区服务，而后半部分具体列举在养老院、幼儿托管所或是政府机构，根据常识判断，学生在这几个地方提供的一般都是志愿者服务，因此volunteerin9“自愿(做某事)”，符合句意，故为答案。备选的动名词中，joinin9意为“加入”，但是join in意思是“加入，参加”，不符合句意，故排除。

收获冒险带来的回报

A.自从史蒂夫·乔布斯辞去苹果公司的首席执行官职务，他无与伦比的商业领袖的身份为人

称道，他为股东创造了巨大的财富，并且引导设计了变革整个音乐和移动通讯行业的拳头产品。

B.这一切都是真的，但是，让我们换一种想法，借用一下苹果公司多年前的营销口号。让我们把乔布斯先生视为一住行为榜样。

C.首先，他是一个创新者。他的创造力在诸如iPod，iPhone和iPad这样的产品中可见一斑，以及在对音乐和在线手机软件进行定价和推销的新商业模式中得以体现。对于创新的研究会得出相同的结论：你无法策划创新，但是你可以增加它发生的可能性。而乔布斯先生的事业可以被视为对增加这种可能性的不断追求，不仅是为了他自己，同时也是为了他所领导的公司。当然，乔布斯先生也非常享受这种非凡的成功。(51)但是创新，广泛地定义为所有经济进步的关键要素——给国家带来更快的发展，让公司拥有更多有竞争力的产品，给个人带来更兴旺的事业。很多专家说，乔布斯先生为我们展示了在创新游戏中是什么在起作用。

D.一位为企业和政府提供创新咨询的顾问约翰·高说：“我们可以从史蒂夫·乔布斯那里看到并学习到美国创新的本质是什么。”(49)他指出，目前很多其他国家在生产创新的原材料方面领先于美国。这些包括政府对于科研方面的资金支持、国家对于新兴产业的政策扶持、教育上的成果、工程师和科学家的培养，甚至还有互联网宽带服务的网速。

E.(52)但是，高先生补充说，其他国家明显缺少的是一种鼓励多样性、实验、冒险和把多种不同领域的技能融入到产品之中的他称之为“打碎重组”的社会环境。正如iPhone，重新定义了智能手机的范畴。他说：“其他国家的文化并不会像美国那样支持乔布斯所示范的创新。”

F.如今所有行业的工作人员都被告知广泛的好奇心和不断的学习对振兴现代经济至关重要。

(54)职业顾问说，正规教育很重要，但是真实的生活经历通常甚至更有价值。

G.乔布斯先生是一个被领养的孩子，在硅谷长大，他很早便表现出了那些品质。他小时候就对电子产品着迷，建立Heathldt自己动手项目，比如收音机。他仅仅上了一个学期的课便从瑞德学院辍学，从此便游历印度寻找灵感，之后才回到硅谷和他的朋友史蒂芬·沃兹涅克，一个工程界的奇才，共同创办了苹果公司。乔布斯在1985年被迫离开了苹果公司，之后创办了另外两家公司——Next和Pixar，他在1996年再次回到苹果公司，并于1997年成为了首席执行官。

H.他的道路是不同寻常的，但是创新专家说这种探索模式是正常的。(53)欧洲企业管理研究院的一名教授赫尔·葛瑞格森说：“通常正是像乔布斯这样可以从多种经历中有所借鉴的人才能经常产生突破性的想法和见解。”

I.葛瑞格森先生是《创新者的DNA)这本新书的合著者。这本书是基于对全球5，000位创业者和高管们长达八年的研究写成的。该书的另两位合著者为杨百翰大学的教授杰夫·代尔和哈佛商学院的教授克莱顿·克里斯坦森，后者l997年出版的书《创新者的困境》普及了“颠覆性创新”的概念。

J.学术界发现了颠覆性创新者的五个共同特点：质疑、实验、观察、联想和建立关系网。这些特点的总与其他专家所提到的不断的好奇心和勇于冒险相呼应。赫尔·葛瑞格森解释说，这里的建立关系网，并不是构建事业关系，而是对于新想法的不断探求。(50)他补充说，联想指的是通过将不同学科的概念联系到一起：从而丝盛能够产生新想法的关联的能力。

K.葛瑞格森先生说：“创新者会定期参与这种脑力活动，这是他们的一种习惯。”据书的作者说，创新型公司确实会在股票市场中获得更高的估价，他们称之为“创新溢价”。它是通过对公司股价的估算，而不是通过对其现有的产品或是资金流来计算的。创新溢价试图量化投资者因公司的创新而赌公司将来会更好的预期。

L.通过他们的计算，苹果公司在乔布斯先生掌管的第一阶段有37％的创新溢价。(55)他离开的时间里发生了31％的创新折价。在他曰归之后，苹果公司的财富在一开始逐渐增长，从2005年开始显著地增长，从那时起便达到了52％的创新溢价。

M)这并没有真凭实据，但赫尔·葛瑞格森说，乔布斯先生如果没有离开苹果公司之后的经历，(48)尤其是在制作了一系列重要的、成功的商业电影如《玩具总动员》和《飞屋环游记》的Par动画制作工作室的那段时间，那么他在苹果公司的第二阶段内就不可能彻底改造这个产业.

N.乔布斯先生在2005年斯坦福大学的毕业典礼上说过大致相同的话=(47)他告诉学生：“事实证明被苹果公司辞退是我遇到的最好的事情了：”他也提到了坚持和意志力：他说：“有时候生活会给你当头一棒。不要失去信念。”

O.(46)乔布斯先生通过对创新的呼吁结束了典礼致辞，倡导大家在择业和生活上都要创新：他对学生们说，要有好奇心、敢于实践和冒险。他引用了《全球目录》最终版的封底上的文字“求知若饥，虚心若愚”对这些建议进行了强调。他补充道：“我经常希望自己是这样，而现在，鉴于你们已经毕业了，要重新开始，我希望你们也是这样。”

46. Steve Jobs called on Stanford graduates to innovateinhiscommencement address.

O. Mr. Jobs ended his commencement talk with a call to innovation, both in one's choice of work and in one's life. Be curious,experiment,take risks,he said to the students. His advice was emphasized by the words on the back of the final edition of The Who/e Earth Catalog, which he quoted: "Stay hungry. Stay foolish. " "And," Mr. Jobs said, "I have always wished that for myself. And now, as you graduate to begin anew, I wish that for you. "

47. Steve Jobs considered himself lucky to have been fired once by Apple.

N. Mr.Jobssuggestedmuchthesamethingduringa commencement address to the graduating class at StanfordUniversity in 2005."It turned out that getting fired fromApple was the best thing that could have ever happened tome," he told the students.Mr.Jobs also spokeofper'severance (坚持. and will power."Sometimes life hitsyou in the head with a brick," he said. "Don't lose faith. "

48. Steve Jobs once used computers to make movies that were commercial hits.

M. There is no conclusive proof, but Mr. Hal Gregersen says it is unlikely that Mr. Jobs could have reshaped industries beyond computing, as he has done in his second term at Apple,without theexperienceoutside thecompany, especially at Pixar--the computer-animation ( 动画制作)studio that created a string of critically and commerciallysuccessful movies, such as "Toy Story" and "Up. "

49. Many governmentshavedonemore than the US government inproviding the raw materials forinnovation.

D. "We can look at and learn from Steve Jobs what the essence ofAmerican innovation is,"John Kao,an innovation consultant to corporations and governments.Many othernations, Mr. John Kao notes, are now ahead of the United States in producwhat are considered the raw materials ofinnovation. These include government financing for scientific research, national policies to support emerging industries, educational achevement, engineers and scientists graduated, even the speeds of Interuet broadband service.

50. Great innovatorsare goodat connecting concepts from various academic fields.

J. The academics identify five traits that are common to thedisruptive innovators: questioning, experimenting, observing,associating and networking.Their bundle of characteristics echoes the ceaseless curiosity and willingness to take risks noted by other working,Mr.Hal Gregersenexplains, is less about career-building relationships than a consistent search for new ideas. Associating, he adds, is the ability to make idea-producing connections cncepts from different disciplines.

51. Innovation is vital todriving economicprogress.

C. Above all, he is an innovator (创新者). His creative force is seen inproducts such as the iPod, iPhone, and iPad, and in new business modelsfor pricing and distributing music and mobile software online. Studies ofinnovation come to the same conclusion: you can't engineer innovation, butyou can increase the odds of it occtwring. And Mr. Jobs' career can beviewed as a consistent pursuit of improving those odds, both for himself and the companies he has led. Mr. Jobs, of course, has enjoyed singularsuccess. But innovation, broadly defined, is the erncial gredlent in alleeonomirogress--higher growth for nations, more competitive productsfor companies, and more prosperous careers for individuals. And Mr. Jobs, many experts say, exemplifies what works in the innovation game.

52, America has a social environmentflint is particularly favorable toinnowation.

E. Yet what other nation,s ack, Mr. Kao adds, is a socialenvironment that encottra ges diversity, experimentations, risk-taking, aad combining skills from many fields into products thathe calls " recombinant mash-ups ( 打碎重组. ,ke theiPhone, which redefined the smartphon.e category. "The cplture

of other countries doesn't support the kind of innovation thatSteve Jobs exemplifies, as America does." Mr. John Kao says.

53. Innovative ideas often come fromdiveme experiences.

H.His path was unique, but innovation experts say the pattern of exploration is not unusual. "It's often people like Steve Jobswho can draw from a deep reservoir of diverse experiences that often generate breakthrough ideas and insights," says Hal Gregemen, a professor at the European Institute of BusinessAdministration.

54. Real-life experience is often more important than formal education for career success.

F. Workers of every rank are told these days that wide-ranging curiosity and continuous learning are vital to thriving in the modern economy. Formal education matters, career counselorssay, but real-llfe experience is often even morevaluable.

55. Apple's fortunes suffere from an innovation discount during Jobs' absence.

L . Apple, by their calculations, had a 37 percentinnovation premium during Mr. Jobs' first term withthe company. His years in exile resulted in a 31percent innovation discount.After his return,Apple's fortunes improved gradually at first, andimproved markedly starting in 2005, yielding a 52percent innovation premium since then.

(56)垃圾食品无处不在。我们吃得实在是太多了。我们中的大多数人明明知道自己在做什么，但是还依然这么做。

(60)因此兰德公司的两住研究员提出以下建议：为什么不借鉴控酒政策，并将其运用到食品的出售场所和摆放模式上呢?

(57)“很多控制肥胖症的政策措施都假定人们能够有意识并理性地选择吃什么、吃多少，因此这些政策措施重点在于提供有关健康食品的信息和获取渠道，”两位研究者提到。(57)“相反，”研究人员继续说道，“很多没有假定人们会做出理性选择的规章条例已成功地应用于酒精管控：和食品一样，酒精是一种无节制摄取会导致严重健康问题的物质。”

该研究参考了有关人们饮食和饮酒行为的研究成果以及对酒精管控的效果，然后列举出五项研究者认为有望实施到垃圾食品上的规定。其中包括：

(58)密度限制：售酒许可证不是毫无计划地颁发给所有申请者，而是基于某一地区现有售酒场所的数量分配的。这使人们不那么容易买到酒，以此减少饮酒的心理暗示。同样，研究者说，看到垃圾食品就能刺激人们吃的欲望。因此，为何不限制食品销售点的密度，尤其是出售那些富含空热量的食品呢?为何不限制那些不是主要经营食品的商店里面的食品销售呢?

(59)摆放与出售限制：加利福尼亚州规定加油站不得将酒类摆放在收银台附近，而且在大部分地区，你在提供免下车服务的场所买不到酒类。在超市里，食品公司花钱将其产品放在消费者易见的区域。因此，可以将垃圾食品转移到商店的后面，并禁止将其摆放在结账队伍旁的货架上。其他的措施还包括限制食物量、向垃圾食品征税、禁止垃圾食品特价销售以及在产品上贴警告标志。

56. B。

57. C.。

58. D。

会问题”均未在原文中提及，故排除。59．D。

60．C。

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