2020 年 12 月大学英语四级考试真题(第 3 套) 进入互动练习 →

2020 年 12 月大学英语四级考试真题(第 3 套)

Part IWriting(30 minutes)

Directions: For this part, you are allowed 30 minutes to write on the topic Changes in the Way of Communication. You should write at least 120 words but no more than 180 words.

You should write at least 120 words but no more than 180 words.

Part IIListening Comprehension(25分钟)
Section A

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.

1. What is reported in the news?
A) Many people have been attacked by Devil Firefish.
B) The Mediterranean is a natural habitat of Devil Firefish.
C) Invasive species are driving away certain native species.
D) A deadly fish has been spotted in the Mediterranean waters.
2. What is the environmentalists concern about the spread of devil firefish in the Mediterranean?
A) It could badly pollute the surrounding waters.
B) It could pose a threat to other marine species.
C) It could disrupt the food chains there.
D) It could add to greenhouse emissions.
3. What will happen on World Car Free Day in Paris?
A) Cars will not be allowed to enter the city.
B) Pedestrians will have free access to the city.
C) About half of its city center will be closed to cars.
D) Buses will be the only vehicles allowed on its streets.
4. What motivated the mayor of Paris to promote the first World Car Free Day in her city?
A) The unbearable traffic noise.
B) The worsening global warming.
C) The ever-growing cost of petrol.
D) The rising air pollution in Paris.
5. What happened to the Philippine fisherman one day?
A) His house was burnt down in a fire.
B) Many of his possessions were stolen.
C) His good luck charm sank into the sea.
D) His fishing boat got wrecked on a rock.
6. What was the fisherman forced to do?
A) Change his fishing locations.
B) Find a job in a travel agency.
C) Sell the pearl he had kept for years.
D) Spend a few nights on a small island.
7. What did the fisherman learn from the tourist agent? In this section, you'll hear two long conversations.
A) His pearl could be displayed in a museum
B) His monstrous pearl was extremely valuable.
C) The largest pearl in the world weighs 14 pounds.
D) A New York museum has the world's biggest pearl.
Section B

Directions: In this section, you will hear two 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.

8. What do we learn about the woman's company?
A) It boasts a fairly long history.
B) It has over 50 business partners.
C) It has 75 offices around the world.
D) It produces construction materials.
9. What does the man say about his own company?
A) It was started by his father.
B) It has about 50 employees.
C) It is over 100 years old.
D) It is a family business.
10. What is the main problem with the man's company?
A) Outdated product design.
B) Loss of competitive edge.
C) Shortage of raw material supply.
D) Legal disputes in many countries.
11. What does the woman suggest doing to help the man's company?
A) Introducing innovative marketing strategies.
B) Seeking new ways to increase its exports.
C) Providing training for its staff members.
D) Conducting a financial analysis for it.
12. What do we learn about the woman from the conversation?
A) She is a real expert at house decorations.
B) She is really impressed by the man's house.
C) She is well informed about the design business.
D) She is attracted by the color of the sitting room.
13. Where did the man get his ideas for the project?
A) From a construction businessman.
B) From his younger brother Greg.
C) From home design magazines.
D) From a professional interior designer.
14. What did the man say about the project he recently completed?
A) The cost was affordable.
B) The style was fashionable.
C) The effort was worthwhile.
D) The effect was unexpected.
15. Why does the woman invite the man to her house next week? In this section, you'll hear three passages.
A) She'd like him to talk with Jonathan about a new project.
B) She'd like to show him around her newly-renovated house.
C) She wants to discuss the house decoration budget with him.
D) She wants him to share his renovation experience with her.
Section C

Directions: In this section you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played 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.

16. What does England spend an annual £3 million on?
A) Paying hospital bills for emergency cases.
B) Doing research on ear, nose and throat diseases.
C) Removing objects from patients' noses and ears.
D) Providing routine care for small children.
17. What do we learn from England's hospital episode statistics?
A) Children aged one to four are often more curious than older children.
B) Five- to nine-year-olds are the most likely to put things in their ears.
C) Many children like to put foreign objects in their mouths.
D) Many children like to smell things they find or play with.
18. What is generally believed to account for children putting things in their ears or noses?
A) They want to attract attention.
B) They tend to act out of impulse.
C) They are unaware of the potential risks.
D) They are curious about these body parts.
19. What did Re-Bicycle do to help Leila Rahimi?
A) It gave her a used bicycle.
B) It paid for her English lessons.
C) It delivered her daily necessities.
D) It provided her with physical therapy.
20. What is Re-Bicycle doing to help those in need?
A) Expanding bike-riding lessons.
B) Providing free public transport.
C) Offering walking tours to visitors.
D) Asking local people for donations.
21. What do we learn from the passage about Re-Bicycle?
A) It is a sports club.
B) It is a language school.
C) It is a counseling center.
D) It is a charity organization.
22. What do NASA scientists want to learn about?
A) How animals deal with lack of gravity.
B) How mice interact in a new environment.
C) How low gravity affects the human body.
D) How mice imitate human behavior in space.
23. What does the passage say about the mice at the beginning of the experiment?
A) They found the space in the cage too small to stay in.
B) They found it difficult to figure out where they were.
C) They were not used to the low-gravity environment.
D) They were not sensitive to the changed environment.
24. What was observed about the mice on the 11th day of the experiment?
A) They continued to behave as they did in the beginning.
B) They already felt at home in the new environment.
C) They had found a lot more activities to engage in.
D) They tried everything possible to escape from the cage.
25. What did the scientists find about the mice from the experiment? That's the end of Listening Comprehension.
A) They changed their routines in space.
B) They began to eat less after some time.
C) They behaved as if they were on Earth.
D) They repeated their activities every day.
Part IIIReading Comprehension(40分钟)
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 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.

The things people make, and the way they make them, determine how cities grow and decline, and

influence how empires rise and fall. So, any disruption to the world's factories __26__. And that

disruption is surely coming. Factories are being digitised, filled with new sensors and new computers to

make them quicker, more __27__, and more efficient.

Robots are breaking free from the cages that surround them, learning new skills and new ways of

working. And 3D printers have long __28__ a world where you can make

anything, anywhere, from a

computerised design. That vision is __29__ closer to reality. These forces

will lead to cleaner factories,

producing better goods at lower prices, personalised to our individual needs and desires. Humans will be

__30__ many of the dirty, repetitive, and dangerous jobs that have long

been a __31__ of factory

life.

Greater efficiency __32__ means fewer people can do the same work. Yet

factory bosses in many

developed countries are worried about a lack of skilled human workers—and see __33__ and robots as a

solution. But economist Helena Leurent says this period of rapid change in manufacturing is a __34__

opportunity to make the world a better place. "Manufacturing is the one system where you have got the

biggest source of innovation, the biggest source of economic growth, and the biggest source of great jobs in

the past. You can see it changing. That's an opportunity to __35__ that

system differently, and if we

can, it will have tremendous significance. "

A) automationB) concernsC) enormouslyD) fantasticE) fascinatedF) featureG) flexibleH) inevitablyI) interactionJ) leaningK) mattersL) movingM) promisedN) shapeO) spared
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.

The History of the Lunch Box
A) It was made of shiny, bright pink plastic with a Little Mermaid sticker on the front, and I carried it with me nearly every single day. My lunch box was one of my first prized possessions, a proud statement to everyone in my kindergarten: "I love Mermaid-Ariel on my lunch box."
B) That bulky container served me well through my first and second grades, until the live-action version of 101 Dalmatians hit theaters, and I needed the newest red plastic box with characters like Pongo and Perdita on the front. I know I'm not alone here—I bet you loved your first lunch box, too.
C) Lunch boxes have been connecting kids to cartoons and TV shows and super-heroes for decades. But it wasn't always that way. Once upon a time, they weren't even boxes. As schools have changed in the past century, the midday meal container has evolved right along with them.
D) Let's start back at the beginning of the 20th century—the beginning of the lunch box story, really. While there were neighborhood schools in cities and suburbs, one-room schoolhouses were common in rural areas. As grandparents have been saying for generations, kids would travel miles to school in the countryside (often on foot).
E) "You had kids in rural areas who couldn't go home from school for lunch, so bringing your lunch wrapped in a cloth, in oiled paper, in a little wooden box or something like that was a very long standing rural tradition," says Paula Johnson, head of food history section at the Smithsonian National Museum of American History in Washington, D.C.
F) City kids, on the other hand, went home for lunch and came back. Since they rarely carried a meal, the few metal lunch buckets on the market were mainly for tradesmen and factory workers.
G) After World War II, a bunch of changes reshaped schools—and lunches. More women joined the workforce. Small schools consolidated into larger ones, meaning more students were farther away from home. And the National School Lunch Act in 1946 made cafeterias much more common. Still, there wasn't much of a market for lunch containers—yet. Students who carried their lunch often did so in a re-purposed bucket or tin of some kind.
H) And then everything changed in the year of 1950. You might as well call it the Year of the Lunch Box, thanks in large part to a genius move by a Nashville-based manufacturer, Aladdin Industries. The company already made square metal meal containers, the kind workers carried, and some had started to show up in the hands of school kids.
I) But these containers were really durable, lasting years on end. That was great for the consumer, not so much for the manufacturer. So executives at Aladdin hit on an idea that would harness the newfound popularity of television. They covered lunch boxes with striking red paint and added a picture of TV and radio cowboy Hopalong Cassidy on the front.
J) The company sold 600,000 units the first year. It was a major "Ah-ha!" moment, and a wave of other manufacturers jumped on board to capitalize on new TV shows and movies. "The Partridge Family, the Addams Family, the Six Million Dollar Man, the Bionic Woman—everything that was on television ended up on a lunch box," says Allen Woodall. He's the founder of the Lunch Box Museum in Columbus, Georgia. "It was a great marketing tool because kids were taking that TV show to school with them, and then when they got home they had them captured back on TV," he says.
K) And yes, you read that right: There is a lunch box museum, right near the Chattahoochee River. Woodall has more than 2,000 items on display. His favorite? The GreenHornet lunch box, because he used to listen to the radio show back in the 1940s.
L) The new trend was also a great example of planned obsolescence, that is, to design a product so that it will soon become unfashionable or impossible to use and will need replacing. Kids would beg for a new lunch box every year to keep up with the newest characters, even if their old lunch box was perfectly usable.
M) The metal lunch box craze lasted until the mid-1980s, when plastic took over. Two theories exist as to why. The first and most likely is that plastic has simply become cheaper. The second theory possibly an urban myth is that concerned parents in several states proposed bans on metal lunch boxes, claiming kids were using them as "weapons" to hit one another. There's a lot on the internet about a state-wide ban in Florida, but a few days worth of digging by a historian at the Florida State Historical Society found no such legislation. Either way, the metal lunch box was out.
N) The last few decades have brought a new lunch box revolution, of sorts. Plastic boxes changed to lined cloth sacks, and eventually, globalism brought tiffin containers from India and bento boxes from Japan. Even the old metal lunch boxes have regained popularity. "I don't think the heyday (鼎盛时期) has passed," says D. J. Jayasekara, owner and founder of lunchbox.com, a retailer in Pasadena, California. "I think it has evolved. The days of the ready-made, 'you stick it in a lunch box and carry it to school' are kind of done."
O) The introduction of backpacks changed the lunch box scene a bit, he adds. Once kids started carrying book bags, that bulky traditional lunch box was hard to fit inside. "But you can't just throw a sandwich in a backpack," Jayasekara says. "It still has to go into a container." That is, in part, why smaller and softer containers have taken off—they fit into backpacks.
P) And don't worry—whether it's a plastic bento box or a cloth bag, lunch containers can still easily be covered with popular culture. "We keep pace with the movie industries so we can predict which characters are going to be popular for the coming months," Jayasekara says. "You know, kids are kids."
36. Lunch containers were not necessary for school kids in cities. ______
37. Putting TV characters on lunch boxes proved an effective marketing strategy. ______
38. Smaller lunch boxes are preferred because they fit easily into backpacks. ______
39. Lunch boxes have evolved along with the transformation of schools. ______
40. Around the beginning of the nineteen fifties, some school kids started to use metal meal containers. ______
41. School kids are eager to get a new lunch box every year to stay in fashion. ______
42. Rural kids used to walk a long way to school in the old days. ______
43. The author was proud of using a lunch box in her childhood. ______
44. The most probable reason for the popularity of plastic lunch boxes is that they are less expensive. ______
45. The durability of metal meal containers benefited consumers. ______
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

A growing number of U. S. bike riders are attracted to electric bikes for convenience, health benefits

and their fun factor. Although ebikes first appeared in the 90s, cheaper options and longer-lasting

batteries are breathing new life into the concept.

Established bike companies and startups are embracing ebikes to meet demand. About 34 million

ebikes were sold worldwide last year, according to data from eCycleElectric Consultants. Most were sold

in Europe and China, where the bikes already have exploded in popularity. Recently, the U. S. market

has grown to 263,000 bikes, a 25% gain from the prior year.

The industry is benefiting from improved batteries as suppliers over the years developed technology

for laptops, smartphones and electric cars. In 2004, the price of batteries used on ebikes fell, spurring

European sales.

But lower cost options are emerging, too. This month, three U. S. bike-share companies, Motivate,

LimeBike and Spin, announced electric bicycles will be added to their fleets. New York-based Jump Bikes

is already operating an electric bikeshare in Washington, D. C., and is launching in San Francisco

Thursday. Rides cost $ 2 for 30 minutes.

The system works like existing dockless bike-share systems, where riders unlock bikes through a

smartphone app. "This is the beginning of a long-term shift away from regular pedal (踏板) to electric

bikes," said Jump Bikes CEO Ryan Rzepecki. "When people first jump on an ebike, their face lights up.

It's exciting and joyful in a way that you don't get from a regular bike. "

Two years ago, CEO Chris Cocalis of Pivot Cycles, which sells high-end mountain bikes, found that

U. S. bike shops weren't interested in stocking ebikes. Some retailers warned Cocalis that they'd drop the

brand if it came out with an electric bike.

Now that sales are taking off, the vast majority of bike dealers are asking Cocalis when he'll make an

ebike available. "There's a tremendous opportunity to get a generation of people for whom suffering isn't

their thing," Cocalis said. "Ebike riders get the enjoyable part of cycling without the massive suffering of

climbing huge hills. "

46. What do we learn from the passage about ebikes?
A) Their health benefits and fun values outweigh their cost.
B) They did not catch public attention in the United States until the 1990s.
C) They did not become popular until the emergence of improved batteries.
D) Their widespread use is attributable to people's environmental awareness.
47. What brought about the boost in ebike sales in Europe at the beginning of the century?
A) Updated technology of bike manufacture.
B) The falling prices of ebike batteries.
C) Changed fashion in short-distance travel.
D) The rising costs for making electric cars.
48. What is the prospect of the bike industry according to Ryan Rzepecki?
A) More will be invested in bike battery research.
B) The sales of ebikes will increase.
C) It will profit from ebike sharing.
D) It will make a difference in people's daily lives.
49. What prevented Chris Cocalis from developing ebikes sooner?
A) Retailers' refusal to deal in ebikes.
B) High profits from conventional bikes.
C) Users' concern about risks of ebike riding.
D) His focus on selling costly mountain bikes.
50. What makes Chris Cocalis believe there is a greater opportunity for ebike sales?
A) The further lowering of ebike prices.
B) The public's concern for their health.
C) The increasing interest in mountain climbing.
D) The younger generation's pursuit of comfortable riding.
Passage Two

The terms "global warming" and "climate change" are used by many, seemingly interchangeably. But

do they really mean the same thing?

Scientists shaped the history of the terms while attempting to accurately describe how humans

continue to alter the planet. Later, political strategists adopted the terms to influence public opinion.

In 1975, geochemist Wallace Broecker introduced the term "climate change" in an article published

by Science. In 1979, a National Academy of Sciences report used the term "global warming" to define

increases in the Earth's average surface temperature, while "climate change" more broadly referred to the

numerous effects of this increase, such as sea-level rise and ocean acidification (酸化).

During the following decades, some industrialists and politicians launched a campaign to sow doubt in

the minds of the American public about the ability of fossil-fuel use, deforestation and other human

activities to influence the planet's climate.

Word use played a critical role in developing that doubt. For example, the language and polls expert

Frank Luntz wrote a memo encouraging the use of "climate change" because the phrase sounded less scary

than "global warming," reported the Guardian.

However, Luntz's recommendation wasn't necessary. A Google Ngram Viewer chart shows that by

1993 climate change was already more commonly used in books than global warming. By the end of the

next decade both words were used more frequently, and climate change was used nearly twice as often as

global warming.

NASA used the term "climate change" because it more accurately reflects the wide range of changes

to the planet caused by increasing amounts of greenhouse gases in the atmosphere.

The debate isn't new. A century ago, chemist Svante Arrhenius started one of the first debates over

the potential for humans to influence the planet's climate. Arrhenius calculated the capability of carbon

dioxide to trap heat in the Earth's atmosphere, but other chemists disagreed. Some argued that humans

weren't producing enough greenhouse gases, while others claimed the effects would be tiny. Now, of

course, we know that whatever you call it, human behavior is warming the planet, with grave

consequences ahead.

51. Why did politicians use the two terms "global warming" and "climate change"?
A) To sway public opinion of the impact of human activities on Earth.
B) To more accurately describe the consequences of human activities.
C) To win more popular votes in their campaign activities.
D) To assure the public of the safety of existing industries.
52. As used in a National Academy of Sciences report, the term "climate change" differs from "global warming" in that.
A) it sounds less vague.
B) it looks more scientific.
C) it covers more phenomena
D) it is much closer to reality
53. What did industrialists of the late 20th century resort to in order to mislead Americans?
A) Made-up survey results.
B) Hired climate experts.
C) False research findings.
D) Deliberate choice of words.
54. Why did NASA choose the term "climate change"?
A) To obtain more funds.
B) For greater precision.
C) For political needs.
D) To avoid debate.
55. What is the author's final conclusion?
A) Global warming is the more accurate term.
B) Accuracy of terminology matters in science.
C) Human activities have serious effects on Earth.
D) Politics interferes with serious scientific debate.
Part IVTranslation(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.

鱼是春节前夕餐桌上不可或缺的一道菜,因为汉语中"鱼"字的发音与"余"字的发音相同。正由于这个象征性的意义,春节期间鱼也作为礼物送给亲戚朋友。鱼的象征意义据说源于中国传统文化。中国人有节省的传统,他们认为节省得愈多,就感到愈为安全。今天,尽管人们愈来愈富裕了,但他们仍然认为节省是一种值得弘扬的美德。