1、大学英语四级（2013 年 12 月考试改革适用）-试卷 213 及答案解析(总分：118.00，做题时间：90 分钟)一、Writing(总题数：2，分数：4.00)1.Part I Writing（分数：2.00）_2.For this part, you are allowed 30 minutes to write a short essay. You should start your essay with a brief description of the chart and then express your views on the college students choi
2、ce of reading materials. You should write at least 120 words but no more than 180 words. （分数：2.00）_二、Listening Comprehens(总题数：12，分数：50.00)3.Part II Listening Comprehension_4.Section A_A.A dog that runs on three legs.B.New robot dogs developed by scientists.C.New robots that can help people in natura
3、l disasters.D.New robots that can continue working when injured.A.They can do everything that people cant do.B.They will be improved in two years.C.They can work in dangerous situations.D.They can mend themselves when injured.A.It can help people cure diseases.B.It can make people feel happy.C.It ca
4、n help people lose weight.D.It can help to protect heart disease.A.One year.B.Three years.C.Four years.D.Thirty years.A.Six million.B.Ten million.C.Six billion.D.Ten billion.A.They are accustomed to smoking.B.They have too much stress.C.They are teenagers.D.They find it cool to smoke.A.On the improv
5、ement of education.B.On the improvement of infrastructure.C.On the treatment of tobacco-related diseases.D.On some illegal trade.5.Section B_A.Its difficult to obtain happiness.B.Happiness is a state of mind.C.Happiness is closely related to materials.D.People shouldnt always ask what happiness is.A
6、.They have no dreams.B.They dont feel being loved.C.They get used to what they have.D.They only cherish the material things.A.Gifts that are very expensive.B.Gifts that are beautiful.C.Gifts that are carefully chosen.D.Gifts that cant be easily broken.A.People should feel sorry for what they cant ha
7、ve.B.People will feel happy if they do better than what they expected.C.People ought to value what they havent got.D.People should always feel happy in their lifetime.A.Editor and writer.B.Editor and reader.C.Editor and publisher.D.Colleagues.A.Astonished.B.Excited.C.Doubtful.D.Anxious.A.To talk abo
8、ut the payment.B.To celebrate the good news.C.To make an appointment.D.To discuss the publication date.A.An important person is coming into his office.B.He has to answer another phone call.C.He needs to leave the office soon.D.His secretary wants to talk with him.6.Section C_A.Sipping a glass of win
9、e before getting into bed.B.Drinking a cup of tea one hour before sleep.C.Exercising one or two hours before bedtime.D.Taking a hot shower half an hour before bedtime.A.Listen to some quiet music.B.Get out of bed till being sleepy again.C.Try to relax our mind.D.Read some interesting articles.A.Appr
10、oaches to get a better nights sleep.B.The harm of lack of sleep.C.Effects of modern technology on sleep.D.Benefits of a good sleep.A.Her teacher found that she had great skill.B.She didnt have trouble at school any more.C.She could follow all the rules from then on.D.She found she could express hers
11、elf with painting.A.She deposited it in the bank.B.She gave it to the sick children.C.She contributed it to charitable organizations.D.She gave it out to those who needed it.A.He completed his biggest charity project until now.B.He got a message from Obama and lawmakers.C.He asked for help for those
12、 homeless children in America.D.He managed to raise tens of thousands dollars.A.He enjoyed community service work ever since he was very little.B.He once walked around with his little red wagon giving water after a hurricane.C.He made a project called “From My House to the White House“.D.He drove a
13、little red wagon when he collected money for homeless children.A.It doesnt work as expected.B.It can do harm to children.C.It can find out serious injuries.D.It can provide detailed image of the brain.A.Many children suffer greatly from brain injury.B.Many children are threatened by lung cancer.C.Ch
14、ildren suffer more from brain injury than from cancer.D.Children have a high risk of developing cancer.A.When a child aged two has no broken bone in the skull.B.When a child aged ten lose consciousness.C.When a child aged one has no serious headache.D.When a child aged nine has normal mental activit
15、y.三、Reading Comprehensio(总题数：8，分数：60.00)7.Part III Reading Comprehension_8.Section A_A new study suggests that the close interspecies bond that exists between humans and dogs may extend 27 000 or even 40 000 years back. Thats a 1jump from 11 000 to 16 000 years ago, when dogs were 2thought to have s
16、plit from their wolf ancestors. Led by Harvard research fellow Pontus Skoglun, the authors of the study 3DNA belonging to a 35 000-year-old Siberian wolf specimen. Their genomic analysis led them to 4that the wolf was part of a population “that diverged from the common ancestor of present-day wolves
17、 and dogs very close in time to the 5of the domestic dog lineage,“ according to an abstract. That means domesticated dogs may have been hanging out with humans during that same era, more than 20 000 years ago. The 6for this finding was the discovery of the ancient bone, the abstract notes: The resea
18、rchers made these 7based on a small piece of bone picked up during an expedition to the Taimyr Peninsula in Siberia. Initially, they didnt realize the bone fragment came from a wolf at all; this was only 8using a genetic test back in the laboratory. But wolves are common on the Taimyr Peninsula, and
19、 the bone could have easily 9to a modern-day wolf. On a hunch, the researchers decided to radiocarbon date the bone anyway. It was only then that they realized what they had: a 35 000-year-old bone from an 10Taimyr wolf. A)ancient F)discoveries K)inventions B)appearance G)dramatic L)preview C)belong
20、ed H)examined M)previously D)conclude I)impetus N)seldom E)determined J)increasingly O)sudden（分数：20.00）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_10.Section B_The Gulf Between College Students and Librarians A)Students rarely ask librarians for help, even when they need it
21、. This is one of the sobering(令人警醒的)truths the librarians have learned over the course of a two-year, five-campus ethnographic(人种学的)study examining how students view and use their campus libraries. The idea of a librarian as an academic expert who is available to talk about assignments and hold thei
22、r hands through the research process is, in fact, foreign to most students. Those who even have the word “librarian“ in their vocabularies often think library staff are only good for pointing to different sections of the stacks. B)The ERIAL(Ethnographic Research in Illinois Academic Libraries)projec
23、t contains a series of studies conducted at Illinois Wesleyan, DePaul University, and Northeastern Illinois University, and the University of Illinoiss Chicago and Springfield campuses. Instead of relying on surveys, the libraries included two anthropologists(人类学家),along with their own staff members
24、, to collect data using open-ended interviews and direct observation, among other methods. The goal was to generate data that, rather than being statistically significant yet shallow, would provide deep, subjective accounts of what students, librarians and professors think of the library and each ot
25、her at those five institutions. C)The most alarming finding in the ERIAL studies was perhaps the most predictable: when it comes to finding and evaluating sources in the Internet age, students are extremely Internet-dependent. Only 7 out of 30 students whom anthropologists observed at Illinois Wesle
26、yan “conducted what a librarian might consider a reasonably well-executed search,“ wrote Duke and Andrew Asher, an anthropology professor at Bucknell University, who led the project. D)Throughout the interviews, students mentioned Google 115 timesmore than twice as many times as any other database.
27、The prevalence of Google in student research is well-documented, but the Illinois researchers found something they did not expect: students were not very good at using Google. They were basically clueless about the logic underlying how the search engine organizes and displays its results. Consequent
28、ly, the students did not know how to build a search that would return good sources. “I think it really exploded this myth of the digital native,“ Asher said. “Just because youve grown up searching things in Google doesnt mean you know how to use Google as a good research tool. “ E)Even when students
29、 turned to more scholarly resources, it did not necessarily solve the problem. Many seemed confused about where in the constellation(云集)of library databases they should turn to locate sources for their particular research topic: Half wound up misusing databases a librarian “would most likely never r
30、ecommend for their topic.“ For example, “Students regularly used JSTOR, the second-most frequently mentioned database in student interviews, to try to find current research on a topic, not realizing that JSTOR does not provide access to the most recently published articles.“ Unsurprisingly, students
31、 using this method got either too many search results or too few. Frequently, students would be so discouraged that they would change their research topic to something that requires a simple search. F)“Many students described experiences of anxiety and confusion when looking for resourcesan observat
32、ion that seems to be widespread among students at the five institutions involved in this study,“ Duke and Asher wrote. There was just one problem, Duke and Asher noted: “Students showed an almost complete lack of interest in seeking assistance from librarians during the search process.“ Of all the s
33、tudents they observedmany of whom struggled to find good sources, to the point of despairnot one asked a librarian for help. G)In a separate study of students at DePaul, Illinois-Chicago, and Northeastern Illinois, other ERIAL researchers deduced several possible reasons for this. The most basic was
34、 that students were just as unaware of the extent of their own information illiteracy as everyone else. Some others overestimated their ability or knowledge. Another possible reason was that students seek help from sources they know and trust, and they do not know librarians. Many do not even know w
35、hat the librarians are there for. Other students imagined librarians to have more research-oriented knowledge of the library but still thought of them as glorified ushers. H)However, the researchers did not place the blame solely on students. Librarians and professors are also partially to blame for
36、 the gulf that has opened between students and the library employees who are supposed to help them, the ERIAL researchers say. Instead of librarians, whose relationship to any given student is typically ill-defined, students seeking help often turn to a more logical source: the person who gave them
37、the assignmentand who, ultimately, will be grading their work. Because librarians hold little sway with students, they can do only so much to reshape students habits. They need professors help. Unfortunately, faculty may have low expectations for librarians, and consequently students may not be conn
38、ected to librarians or see why working with librarians may be helpful. On the other hand, librarians tend to overestimate the research skills of some of their students, which can result in interactions that leave students feeling intimidated and alienated(疏远的). Some professors make similar assumptio
39、ns, and fail to require that their students visit with a librarian before carrying on research projects. And both professors and librarians are liable to project an idealistic view of the research process onto students who often are not willing or able to fulfill it. I)By financial necessity, many o
40、f todays students have limited time to devote to their research. Showing students the pool and then shoving them into the deep end is more likely to foster despair than self-reliance. Now more than ever, academic librarians should seek to “save time for the reader“. Before they can do that, of cours
41、e, they will have to actually get students to ask for help. “That means understanding why students are not asking for help and knowing what kind of help they need,“ say the librarians. J)“This study has changed, profoundly, how I see my role at the university and my understanding of who our students
42、 are,“ says Lynda Duke, an academic librarian at Illinois Wesleyan. “Its been life-changing, truly.“（分数：20.00）(1).None of the students observed in the ERIAL project asked a librarian for help when searching sources, even when they were in despair.（分数：2.00）填空项 1:_(2).The librarians learned from a two
43、-year, five-campus ethnographic study that students rarely turn to librarians for help.（分数：2.00）填空项 1:_(3).The most important reason why students did not ask librarians for help was that they did not realize their own information illiteracy.（分数：2.00）填空项 1:_(4).Open-ended interviews and direct observ
44、ation were used in the ERIAL project to make a deep and subjective report.（分数：2.00）填空项 1:_(5).Besides students, librarians and professors are also responsible for the gap between students and library employees.（分数：2.00）填空项 1:_(6).Students rely heavily on the Internet to find sources.（分数：2.00）填空项 1:_
45、(7).Professors fail to connect students to librarians, because they have low expectations for librarians.（分数：2.00）填空项 1:_(8).It surprised Illinois researchers that students were not good at using Google.（分数：2.00）填空项 1:_(9).Before librarians can realize the goal of “saving time for the reader“, they first should get students to ask for help.（分数：2.00）填空项 1:_(10).Due to the absence of the newest articles, the frequently used database JSTOR does not necessarily help students solve their problems.（分数：2.00）填空项 1:_11.Section C_As a volunteer, J
