2022 年 06 月大学英语四级考试真题（第 2 套）

Questions __26__ to __35__ are based on the following passage.

If you've ever looked at the ingredients list while grocery shopping, chances are you've seen the term "natural flavors". But have you taken a __26__ to consider what these natural flavors actually are?

Most of us might think that "natural flavors" are, well, naturally good for us. A recent study in the journal Appetite found that when the word "natural" appears on packaging, people __27__ that the food within is indeed healthier. In truth, natural flavors do not __28__ much, at least chemically speaking, from their flavor-boosting __29__ : artificial flavors. Both can be made in a lab by trained flavorists, but artificial flavors use chemicals to give a product a __30__ smell or taste.

Natural flavors come from plant or animal __31__ like fruit, vegetable, meat, fish or milk that is then processed or refined in some way. In short, natural flavors are __32__ from plants and animals to create specific flavors for processed foods. But that does not __33__ make it easier to tell what is really in your food. Because the Food and Drug Administration (FDA) has not __34__ the term, companies can use it to refer to pretty much anything derived from a plant or animal. And natural flavors can also include a variety of chemical additives, such as preservatives. The FDA doesn't require companies to reveal what additional chemicals a specific item __35__ .

So if you want to know for certain what you're getting with your groceries, you might want to stick to the farmers' market.

Social media can be a powerful communication tool for employees, helping them to collaborate, share ideas and solve problems. Research has shown that 82% of employees think social media can improve work relationships and 60% believe it can support decision-making processes. These beliefs contribute to a majority of workers connecting with colleagues on social media, even during work hours.

Employers typically worry that social media is a productivity killer; more than half of U.S. employers reportedly block access to social media at work. In my research with 277 employees of a healthcare organization I found these concerns to be misguided. Social media doesn't reduce productivity nearly as much as it kills employee retention.

In the first part of the study I surveyed the employees about why and how they used platforms like Facebook, Twitter, or Linkedln. Respondents were then asked about their work behaviors, including whether they felt motivated in their jobs and showed initiative at work. I found employees who engage in online social interactions with co-workers through social media blogs tend to be more motivated and come up with innovative ideas. But when employees interact with individuals outside the organization, they are less motivated and show less initiative.

In the second part of the study I found 76% of employees using social media for work took an interest in other organizations they found on social media. When I examined how respondents expressed openness to new careers and employers, I found that they engaged in some key activities including researching new organizations and making new work connections.

These findings present a dilemma for managers: employees using social media at work are more engaged and more productive, but they are also more likely to leave your company. Managers should implement solutions that neutralize the retention risk caused by social media.

They can create social media groups in which employees will be more likely to collaborate and less likely to share withdrawal intentions or discussions about external job opportunities. Managers can also use social media to directly reduce turnover (跳槽) intentions, by recognizing employees' accomplishments and giving visibility to employees' success stories.

In the coming era of budget cuts to education, distance learning could become the norm.

The temptation for those in charge of education budgets to trade teachers for technology could be so strong that they ignore the disadvantages of distance learning. School facilities are expensive to build and maintain, and teachers are expensive to employ. Online classes do not require buildings and each class can host hundreds of people simultaneously, resulting in greater savings, thus increasing the temptation of distance education for those concerned more about budgets than learning. But moving away from a traditional classroom in which a living, breathing human being teaches and interacts with students daily would be a disaster. Physically attending school has hidden benefits: getting up every morning, interacting with peers, and building relationships with teachers are essential skills to cultivate in young people. Moreover, schools should be more than simple institutions of traditional learning. They are now places that provide meals. They are places where students receive counseling and other support.

Those policy-makers are often fascinated by the latest technology in education and its potential to "transform" education overnight. But online education does not allow a teacher to keep a struggling student after class and offer help. Educational videos may deliver academic content, but they are unable to make eye contact or assess a student's level of engagement. Distance education will never match the personal teaching in a traditional classroom. In their first 18 years of life, American children spend only 9% of their time in school. Yet teachers are expected to prepare them to be responsible citizens, cultivate their social skills, encourage successful time management, and enhance their capacity to flourish in an increasingly harsh labor market. Given these expectations, schools should not become permanently "remote".

The power of the classroom is rooted in the humanity of the people gathered in the same place, at the same time. Personal teaching is about teachers showing students a higher path, and about young people going through the process together. Technology, no matter how advanced, should simply be a tool of a good teacher.