英語四級真題及答案（精選2套）
在平平淡淡的日常中，我們需要用到考試真題的情況非常的多，借助考試真題可以更好地對被考核者的知識才能進行考察測驗。你所了解的考試真題是什么樣的呢？以下是小編為大家收集的英語四級真題及答案，希望對大家有所幫助。
英語四級真題及答案 1
Section A
Directions: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report 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.
Questions 1 and 2 are based on the news report you have just heard.
1. A) Her friend Erika. C) Her grandfather.
B) Her little brother. D) Her grandmother.
2. A) By taking pictures for passers-by. C) By selling lemonade and pictures.
B) By working part time at a hospital. D) By asking for help on social media.
Questions 3 and 4 are based on the news report you have just heard.
3. A) Finding cheaper ways of highway construction.
B) Generating electric power for passing vehicles.
C) Providing clean energy to five million people.
D) Testing the efficiency of the new solar panel.
4. A) They can stand the wear and tear of natural elements.
B) They can be laid right on top of existing highways.
C) They are only about half an inch thick.
D) They are made from cheap materials.
Questions 5 to 7 are based on the news report you have just heard.
5. A) Endless fighting in the region. C) Inadequate funding for research.
B) The hazards from the desert. D) The lack of clues about the species.
6. A) To observe the wildlife in the two national parks.
B) To identify the reasons for the lions’ disappearance.
C) To study the habitat of lions in Sudan and Ethiopia.
D) To find evidence of the existence of the “l(fā)ost lions”.
7. A) Lions walking. C) Some camping facilities.
B) Lions’ tracks. D) Traps set by local hunters.
Section B
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.
Questions 8 to 11 are based on the conversation you have just heard.
8. A) Her ‘lucky birthday’. C) Her wedding anniversary.
B) A call from her dad. D) A special gift from the man.
9. A) Gave her a big model plane. C) Took her on a trip overseas.
B) Bought her a good necklace. D) Threw her a surprise party.
10. A) The gift her husband has bought.
B) The trip her husband has planned.
C) What has been troubling her husband.
D) What her husband and the man are up to.
11. A) He will be glad to be a guide for the couple’s holiday trip.
B) He will tell the women the secret if her husband agrees.
C) He is eager to learn how the couple’s holiday turns out.
D) He wants to find out about the couple’s holiday plan.
Questions 12 to 15 are based on the conversation you have just heard.
12. A) They are sensitive to the dynamics of a negotiation.
B) They see the importance of making compromises.
C) They know when to adopt a tough attitude.
D) They take the rival’s attitude into account.
13. A) They know how to adapt. C) They know when to make compromises.
B) They know when to stop. D) They know how to control their emotion.
14. A) They are patient. C) They learn quickly.
B) They are good at expression. D) They uphold their principles.
15. A) Make clear ones intentions. C) Formulate ones strategy.
B) Clarify items of negotiation. D) Get to know the other side.
Section C
Directions: In this section, you will hear three 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), D). Then mark the corresponding letter on Answer
Sheet 1 with a single line through the centre.
Questions 16 to 18 are based on the passage you have just heard.
16. A) When Americas earliest space program started.
B) When the International Space Station was built.
C) How many space shuttle missions there will be.
D) How space research benefits people on Earth.
17. A) They accurately calculated the speed of the orbiting shuttles.
B) They developed objects for astronauts to use in outer space.
C) They tried to meet astronauts specific requirements.
D) They tried to make best use of the latest technology.
18. A) They are extremely accurate. C) They were first made in space.
B) They are expensive to make. D) They were invented in the 1970s.
Questions 19 to 21 are based on the passage you have just heard.
19. A) It was when her ancestors came to America.
B) People had plenty of land to cultivate then.
C) It marked the beginning of something new.
D) Everything was natural and genuine then.
20. A) They believed in working for goals. C) They had all kinds of entertainment.
B) They enjoyed living a living a life of ease. D) They were known to be creative.
21. A) Chatting with her ancestors. C) Polishing all the silver work.
B) Furnishing her country house. D) Doing needlework by the fire.
Questions 22 to 25 are based on the passage you have just heard.
22. A) Use a map to identify your location. C) Sit down and try to calm yourself.
B) Call your family or friends for help. D) Try to follow your footprints back.
23. A) You may find a way out without your knowing it.
B) You may expose yourself to unexpected dangers.
C) You may get drowned in a sudden flood.
D) You may end up entering a wonderland.
24. A) Look for food. C) Start a fire.
B) Wait patiently. D) Walk uphill.
25. A) Inform somebody of your plan. C) Check the local weather.
B) Prepare enough food and drink. D) Find a map and a compass.
Part Ⅲ Reading Comprehension ( 40 minutes )
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.
A rat or pigeon might not be the obvious choice to tend to someone who is sick, but these creatures have some 26 skills that could help the treatment of human diseases.
Pigeons are often seen as dirty birds and an urban 27 , but they are just the latest in a long line of animals that have been found to have abilities to help humans. Despite having a brain no bigger than the 28 of your index finger, pigeons have a very impressive 29__ memory. Recently it was shown that they could be trained to be as accurate as humans at detecting breast cancer in images.
Rats are often 30 with spreading disease rather than 31 it, but this long-tailed animal is highly 32 . Inside a rats nose are up to 1,000 different types of olfactory receptors （嗅覺感受器）, whereas humans only have 100 to 200 types. This gives rats the ability to detect __33 smells. As a result, some rats are being put to work to detect TB（肺結核）. When the rats detect the smell, they stop and rub their legs to 34 a sample is infected.
Traditionally, a hundred samples would take lab technicians more than two days to 35 , but for a rat it takes less than 20 minutes. This rat detection method doesnt rely on specialist equipment. It is also more accurate — the rats are able to find more TB infections and, therefore, save more lives.
A) associated I) slight
B) examine J) specify
C) indicate K) superior
D) nuisance L) suspicious
E) peak M) tip
F) preventing N) treated
G) prohibiting O) visual
H) sensitive
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.
Do In-Class Exams Make Students Study Harder?
Research suggests they may study more broadly for the unexpected rather than search for answers.
[A] I have always been a poor test-taker. So it may seem rather strange that I have returned to college to finish the degree I left undone some four decades ago. I am making my way through Columbia University, surrounded by students who quickly supply the verbal answer while I am still processing the question.
[B] Since there is no way for me to avoid exams, I am currently questioning what kind are the most taxing and ultimately beneficial. I have already sweated through numerous in-class midterms and finals, and now I have a professor who issues take-home ones. I was excited when I learned this, figuring I had a full week to do the research, read the texts, and write it all up. In fact, I was still rewriting my midterm the morning it was due. To say I had lost the thread is putting it mildly.
[C] As I was suffering through my week of anxiety, overthinking the material and guessing my grasp of it, I did some of my own polling among students and professors. David Eisenbach, who teaches a popular class on U.S. presidents at Columbia, prefers the in-class variety. He believes students ultimately learn more and encourages them to form study groups. “That way they socialize over history outside the class, which wouldn’t happen without the pressure of an in-class exam,” he explained, “Furthermore, in-class exams force students to learn how to perform under pressure, and essential work skill.”
[D] He also says there is less chance of cheating with the in-class variety. In 2012, 125 students at Harvard were caught up in a scandal when it was discovered they had cheated on a take-home exam for a class entitled “Introduction To Congress.” Some colleges have what they call an “honor code,” though if you are smart enough to get into these schools, you are either smart enough to get around any codes or hopefully, too ethical to consider doing so. As I sat blocked and clueless for two solid days, I momentarily wondered if I couldn’t just call an expert on the subject matter which I was tackling, or someone who took the class previously, to get me going.
[E] Following the Harvard scandal, Mary Miller, the former dean of students at Yale, made an impassioned appeal to her school’s professors to refrain from take-hone exams. “Students risk health and well being, as well as performance in other end-of-term work, when faculty offers take-home exams without clear, time-limited boundaries,” she told me. “Research now shows that regular quizzes, short essays, and other assignments over the course of a term better enhance learning and retention.”
[F] Most college professors agree the kind of exam they choose largely depends on the subject. A quantitative-based one, for example, is unlikely to be sent home, where one could ask their older brothers and sisters to help. Vocational-type classes, such as computer science or journalism, on the other hand, are often more research-oriented and lend themselves to take-home testing. Chris Koch, who teaches “History of Broadcast Journalism” at Montgomery Community College in Rockville, Maryland, points out that reporting is about investigation rather than the memorization of minute details. “In my field, it’s not what you know—it’s what you know how to find out,” says Koch. “There is way too much information, and more coming all the time, for anyone to remember. I want my students to search out the answers to questions by using all the resources available to them.
[G] Students’ test-form preferences vary, too, often depending on the subject and course difficulty. “I prefer take-home essays because it is then really about the writing, so you have time to edit and do more research,” says Elizabeth Dresser, a junior at Barnard. Then there is the stress factor. Francesca Haass, a senior at Middlebury, says, “I find the in-class ones are more stressful in the short term, but there is immediate relief as you swallow information like mad, and then you get to forget it all. Take-homes require thoughtful engagement which can lead to longer term stress as there is never a moment when the time is up.” Meanwhile, Olivia Rubin, a sophomore at Emory, says she hardly even considers take-homes true exams. “If you understand the material and have the ability to articulate (說出) your thoughts, they should be a breeze.”
[H] How students ultimately handle stress may depend on their personal test-taking abilities. There are people who always wait until the last minute, and make it much harder than it needs to be. And then there those who, not knowing what questions are coming at them, and having no resources to refer to, can freeze. And then there are we rare folks who fit both those descriptions.
[I] Yes, my advanced age must factor into the equation (等式), in part because of my inability to
access the information as quickly. As another returning student at Columbia, Kate Marber, told
me, “We are learning not only all this information, but essentially how to learn again. Our
fellow students have just come out of high school. A lot has changed since we were last in
school.”
[J] If nothing else, the situation has given my college son and me something to share, When I
asked his opinion on this matter, he responded, “I like in-class exams because the time is
already reserved, as opposed to using my free time at home to work on a test,” he responded.
It seems to me that a compromise would be receiving the exam questions a day or two in
advance, and then doing the actual test in class the ticking clock overhead.
[K] Better yet, how about what one Hunter College professor reportedly did recently for her final
exam: She encouraged the class not to stress or even study, promising that, “It is going to be a
piece of cake.” When the students came in, sharpened pencils in hand, there was not a blue
book in sight. Rather, they saw a large chocolate cake and they each were given a slice.
36. Elderly students find it hard to keep up with the rapid changes in education.
37. Some believe take-home exams may affect students performance in other courses.
38. Certain professors believe in-class exams are ultimately more helpful to students.
39. In-class exams are believed to discourage cheating in exams.
40. The author was happy to learn she could do some exams at home.
41. Students who put off their work until the last moment often find the exams more difficult than
they actually are.
42. Different students may prefer different types of exams.
43. Most professors agree whether to give an in-class or a take-home exam depends on type of
course being taught.
44. The author dropped out of college some forty years ago.
45. Some students think take-home exams will eat up their free time.
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 46 and 50 are based on the following passage.
That people often experience trouble sleeping in a different bed in unfamiliar surroundings is a phenomenon known as the “first-night” effect. If a person stays in the same room the following night they tend to sleep more soundly. Yuka Sasaki and her colleagues at Brown University set out to investigate the origins of this effect.
Dr. Sasaki knew the first-night effect probably has something to do with how humans evolved. The puzzle was what benefit would be gained from it when performance might be affected the following day. She also knew from previous work conducted on birds and dolphins that these animals put half of their brains to sleep at a time so that they can rest while remaining alert enough to avoid predators (捕食者). This led her to wonder if people might be doing the same thing. To take a closer look, her team studied 35 healthy people as they slept in the unfamiliar environment of the university’s Department of Psychological Sciences. The participants each slept in the department for two nights and were carefully monitored with techniques that looked at the activity of their brains. Dr. Sasaki found, as expected, the participants slept less well on their first night than they did on their second, taking more than twice as long to fall asleep and sleeping less overall. During deep sleep, the participants’ brains behaved in a similar manner seen in birds and dolphins. On the first night only, the left hemispheres (半球) of their brains did not sleep nearly as deeply as their right hemispheres did.
Curious if the left hemispheres were indeed remaining awake to process information detected in the surrounding environment, Dr. Sasaki re-ran the experiment while presenting the sleeping participants with a mix of regularly timed beeps (蜂鳴聲) of the same tone and irregular beeps of a different tone during the night. She worked out that, if the left hemisphere was staying alert to keep guard in a strange environment, then it would react to the irregular beeps by stirring people from sleep and would ignore the regularly timed ones. This is precisely what she found.
46. What did researchers find puzzling about the first-night effect?
A) To what extent it can trouble people. C) What circumstances may trigger it.
B) What role it has played in evolution. D) In what way it can be beneficial.
47. What do we learn about Dr. Yuka Sasaki doing her research?
A) She found birds and dolphins remain alert while asleep.
B) She found birds and dolphins sleep in much the same way.
C) She got some idea from previous studies on birds and dolphins
D) She conducted studies on birds’ and dolphins’ sleeping patterns.
48. What did Dr. Sasaki do when she first did her experiment?
A) She monitored the brain activity of participants sleeping in a new environment.
B) She recruited 35 participants from her Department of Psychological Sciences.
C) She studied the differences between the two sides of participants’ brains.
D) She tested her findings about birds and dolphins on human subjects.
49. What did Dr. Sasaki do when re-running her experiment?
A) She analyzed the negative effect of irregular tones on brains.
B) She recorded participants’ adaptation to changed environment.
C) She exposed her participants to two different stimuli.
D) She compared the responses of different participants.
50. What did Dr. Sasaki find about the participants in her experiment?
A) They tended to enjoy certain tones more than others.
B) They tended to perceive irregular beeps as a threat.
C) They felt sleepy when exposed to regular beeps.
D) They differed in their tolerance of irregular tones.
Passage Two
Questions 51 to 55 are based on the following passage.
It’s time to reevaluate how women handle conflict at work. Being overworked or over-committed at home and on the job will not get you where you want to be in life. It will only slow you down and hinder your career goals.
Did you know women are more likely than men to feel exhausted? Nearly twice as many women than men ages 18-44 reported feeling “very tired” or “exhausted”, according to a recent study.
This may not be surprising given that this is the age range when women have children. Its also the age range when many women are trying to balance careers and home. One reason women may feel exhausted is that they have a hard time saying "no." Women want to be able todo it all volunteer for school parties or cook delicious meals-and so their answer to any request is often “Yes, I can.”
Women struggle to say “no” in the workplace for similar reasons, including the desire to be liked by their colleagues. Unfortunately, this inability to say "no" may be hurting womens heath as well as their career.
At the workplace, men use conflict as a way to position themselves, while women often avoid conflict or strive to be the peacemaker, because they dont want to be viewed as aggressive or disruptive at work. For example, there’s a problem that needs to be addressed immediately, resulting in a dispute over should be the one to fix it. Men are more likely to face that dispute from the perspective of what benefits them most, whereas women may approach the same dispute from the perspective of whats the easiest and quickest way to resolve the problem-even
if that means doing the boring work themselves.
This difference in handling conflict could be the deciding factor on who gets promoted to a leadership position and who does not. Leaders have to be able to delegate and manage resources wisely – including staff expertise. Shouldering more of the workload may not earn you that promotion. Instead, it may highlight your inability to delegate effectively.
51. What does the author say is the problem with women?
A) They are often unclear about the career goals to reach.
B) They are usually more committed at home than on the job.
C) They tend to be over-optimistic about how far they could go.
D) They tend to push themselves beyond the limits of their ability.
52. Why do working women of child-bearing age tend to feel drained of energy?
A) They struggle to satisfy the demands of both work and home.
B) They are too devoted to work and unable to relax as a result.
C) They do their best to cooperate with their workmates.
D) They are obliged to take up too many responsibilities.
53. What may hinder the future prospects of career women?
A) Their unwillingness to say “no”.
B) Their desire to be considered powerful.
C) An underestimate of their own ability.
D) A lack of courage to face challenges.
54. Men and woman differ in their approach to resolving workplace conflicts in that______.
A) women tend to be easily satisfied
B) men are generally more persuasive
C) men tend to put their personal interests first
D) women are much more ready to compromise
55. What is important to a good leader?
A) A dominant personality. C) The courage to admit failure
B) The ability to delegate. D) A strong sense of responsibility.
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.
答案速查
Section A 26—30 KDMOA 31—35 FHICB
Section B 36—40 IECDB 41—45 HGFAJ
Section C 46—50 DCACB 51—55 DAACB
英語四級真題及答案 2
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.
Resilience Is About How You Recharge, Not How You Endure
[A] As constant travelers and parents of a 2-year-old, we sometimes fantasize about how much work we can do when one of us gets on a plane, undistracted by phones, friends, or movies. We race to get all our ground work done: packing, going through security, doing a last-minute work call, calling each other, then boarding the plane. Then, when we try to have that amazing work session in flight, we get nothing done. Even worse, after refreshing our email or reading the same studies over and over, we are too exhausted when we land to soldier on with (繼續(xù)處理) the emails that have inevitably still piled up.
[B] Why should flying deplete us? We’re just sitting there doing nothing. Why can’t we be tougher, more resilient (有復原力的) and determined in our work so we can accomplish all of the goals we set for ourselves? Based on our current research, we have come to realize that the problem is not our hectic schedule or the plane travel itself; the problem comes from a misconception of what it means to be resilient, and the resulting impact of overworking.
[C] We often take a militaristic, “tough” approach to resilience and determination like a Marine pulling himself through the mud, a boxer going one more round, or a football player picking himself up off the ground for one more play. We believe that the longer we tough it out, the tougher we are, and therefore the more successful we will be. However, this entire conception is scientifically inaccurate.
[D] The very lack of a recovery period is dramatically holding back our collective ability to be resilient and successful. Research has found that there is a direct correlation between lack of recovery and increased incidence of health and safety problems. And lack of recovery—whether by disrupting sleep with thoughts of work or having continuous cognitive arousal by watching our phones—is costing our companies $62 billion a year in lost productivity.
[E] And just because work stops, it doesn’t mean we are recovering. We “stop” work sometimes at 5pm, but then we spend the night wrestling with solutions to work problems, talking about our work over dinner, and falling asleep thinking about how much work we’ll do tomorrow. In a study just released, researchers from Norway found that 7.8% of Norwegians have become workaholics(工作狂). The scientists cite a definition of “workaholism” as “being overly concerned about work, driven by an uncontrollable work motivation, and investing so much time and effort in work that it impairs other important life areas.”
[F] We believe that the number of people who fit that definition includes the majority of American workers, which prompted us to begin a study of workaholism in the U.S. Our study will use a large corporate dataset from a major medical company to examine how technology extends our working hours and thus interferes with necessary cognitive recovery, resulting in huge health care costs and turnover costs for employers.
[G] The misconception of resilience is often bred from an early age. Parents trying to teach their children resilience might celebrate a high school student staying up until 3am to finish a science fair project. What a distortion of resilience! A resilient child is a well-rested one. When an exhausted student goes to school, he risks hurting everyone on the road with his impaired driving; he doesn’t have the cognitive resources to do well on his English test; he has lower self-control with his friends; and at home, he is moody with his parents. Overwork and exhaustion are the opposite of resilience and the bad habits we acquire when we’re young only magnify when we hit the workforce.
[H] As Jim Loehr and Tony Schwartz have written, if you have too much time in the performance zone, you need more time in the recovery zone, otherwise you risk burnout. Gathering your resources to “try hard” requires burning energy in order to overcome your currently low arousal level. It also worsens exhaustion. Thus the more imbalanced we become due to overworking, the more value there is in activities that allow us to return to a state of balance. The value of a recovery period rises in proportion to the amount of work required of us.
[I] So how do we recover and build resilience? Most people assume that if you stop doing a task like answering emails or writing a paper, your brain will naturally recover, so that when you start again later in the day or the next morning, you’ll have your energy back. But surely everyone reading this has had times when you lie in bed for hours, unable to fall asleep because your brain is thinking about work. If you lie in bed for eight hours, you may have rested, but you can still feel exhausted the next day. That’s because rest and recovery are not the same thing.
[J] If you’re trying to build resilience at work, you need adequate internal and external recovery periods. As researchers Zijlstra, Cropley and Rydstedt write in their 2014 paper: “Internal recovery refers to the shorter periods of relaxation that take place within the frames of the work day or the work setting in the form of short scheduled or unscheduled breaks, by shifting attention or changing to other work tasks when the mental or physical resources required for the initial task are temporarily depleted or exhausted. External recovery refers to actions that take place outside of work—e.g. in the free time between the work days, and during weekends, holidays or vacations.” If after work you lie around on your bed and get irritated by political commentary on your phone or get stressed thinking about decisions about how to renovate your home, your brain has not received a break from high mental arousal states. Our brains need a rest as much as our bodies do.
[K] If you really want to build resilience, you can start by strategically stopping. Give yourself the resources to be tough by creating internal and external recovery periods. Amy Blankson describes how to strategically stop during the day by using technology to control overworking. She suggests downloading the Instant or Moment apps to see how many times you turn on your phone each day. You can also use apps like Offtime or Unplugged to create tech free zones by strategically scheduling automatic airplane modes. The average person turns on their phone 150 times every day. If every distraction took only 1 minute, that would account for 2.5 hours a day.
[L] In addition, you can take a cognitive break every 90 minutes to charge your batteries. Try to not have lunch at your desk, but instead spend time outside or with your friends—not talking about work. Take all of your paid time off, which not only gives you recovery periods, but raises your productivity and likelihood of promotion.
[M] As for us, we’ve started using our plane time as a work-free zone, and thus time to dip into the recovery phase. The results have been fantastic. We are usually tired already by the time we get on a plane, and the crowded space and unstable internet connection make work more challenging. Now, instead of swimming upstream, we relax, sleep, watch movies, or listen to music. And when we get off the plane, instead of being depleted, we feel recovered and ready to return to the performance zone.
36. It has been found that inadequate recovery often leads to poor health and accidents.
37. Mental relaxation is much needed, just as physical relaxation is.
38. Adequate rest not only helps one recover, but also increases one’s work efficiency.
39. The author always has a hectic time before taking a flight.
40. Recovery may not take place even if one seems to have stopped working.
41. It is advised that technology be used to prevent people from overworking.
42. Contrary to popular belief, rest does not equal recovery.
43. The author has come to see that his problem results from a misunderstanding of the meaning of resilience.
44. People’s distorted view about resilience may have developed from their upbringing.
45. People tend to think the more determined they are, the greater their success will be.
答案：
36.D
37. J
38. L
39. A
40. E
41. K
42. I
43.B
44. G
45. C
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