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2016年12月大学英语四级考试真题(第2套)

Part ⅠWriting (30 minutes)

Directions: For this part, you are allowed 30 minutes to write an essay. Suppose you have two options upon graduation: one is to take a job in a company and the other to go to a graduate school. You are to make a choice between the two. Write an essay to explain the reasons for your choice. You should write at least 120 words but no more than 180 words.

PartⅡListening Comprehension (25 minutes)

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) To satisfy the curiosity of tourists. C) To enable tourists to visit Goat Island.

B) To replace two old stone bridges. D) To improve utility services in the state.

2. A) Countless tree limbs. C) Lots of wrecked boats and ships.

B) A few skeletons. D) Millions of coins on the bottom.

Questions 3 and 4 are based on the news report you have just heard.

3. A) It suspended diplomatic relations with Libya.

B) It urged tourists to leave Tunisia immediately.

C) It shut down two border crossings with Libya.

D) It launched a fierce attack against Islamic State.

4. A) Advise Tunisian civilians on how to take safety precautions.

B) Track down the organization responsible for the terrorist attack.

C) Train qualified security personnel for the Tunisian government.

D) Devise a monitoring system on the Tunisian border with Libya.

Questions 5 to 7 are based on the news report you have just heard.

5. A) An environment-friendly battery. C) A plant-powered mobile phone charger.

B) An energy-saving mobile phone. D) A device to help plants absorb sunlight.

6. A) While sitting in their school's courtyard. C) While solving a mathematical problem.

B) While playing games on their phones. D) While doing a chemical experiment.

7. A) It increases the applications of mobile phones.

B) It speeds up the process of photosynthesis.

C) It improves the reception of mobile phones.

D) It collects the energy released by plants.

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) He visited the workshops in the Grimsby plant.

B) He called the woman and left her a message.

C) He used stand-ins as replacements on all lines.

D) He asked a technician to fix the broken production line.

9. A) It is the most modern production line. C) It has stopped working completely.

B) It assembles super-intelligent robots. D) It is going to be upgraded soon.

10. A) To seek her permission. C) To request her to return at once.

B) To place an order for robots. D) To ask for Tom's phone number.

11. A) She is on duty. C) She is on sick leave.

B) She is having her day off. D) She is abroad on business.

Questions 12 to 15 are based on the conversation you have just heard.

12. A) He saved a baby boy's life. C) He prevented a train crash.

B) He wanted to be a superhero. D) He was a witness to an accident.

13. A) He has a 9-month-old boy. C) He enjoys the interview.

B) He is currently unemployed. D) He commutes by subway.

14. A) A rock on the tracks. C) A strong wind.

B) A misplaced pushchair. D) A speeding car.

15. A) She stood motionless in shock. C) She called the police at once.

B) She cried bitterly. D) She shouted for help.

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) and 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) She inherited her family ice-cream business in Billings.

B) She loved the ice-cream business more than teaching primary school.

C) She started an ice-cream business to finance her daughter's education.

D) She wanted to have an ice-cream truck when she was a little girl.

17. A) To preserve a tradition. C) To help local education.

B) To amuse her daughter. D) To make some extra money.

18. A) To raise money for business expansion. C) To allow poor kids to have ice-cream too.

B) To make her truck attractive to children. D) To teach kids the value of mutual support.

Questions 19 to 21 are based on the passage you have just heard.

19. A) The reasons for imposing taxes. C) The various burdens on ordinary citizens.

B) The various services money can buy. D) The function of money in the modem world.

20. A) Educating and training citizens. C) Protecting people's life and property.

B) Improving public transportation. D) Building hospitals and public libraries.

21. A) By asking for donations. C) By selling government bonds.

B) By selling public lands. D) By exploiting natural resources.

Questions 22 to 25 are based on the passage you have just heard.

22. A) It is located at the center of the European continent.

B) It relies on tourism as its chief source of revenues.

C) It contains less than a square mile of land.

D) It is surrounded by France on three sides.

23. A) Its beauty is frequently mentioned in American media.

B) Its ruler Prince Rainier married an American actress.

C) It is where many American movies are shot.

D) It is a favorite place Americans like to visit.

24. A) Tobacco. B) Potatoes. C) Machinery. D) Clothing.

25. A) European history. C) Small countries in Europe.

B) European geography. D) Tourist attractions in Europe.

Part ⅢReading 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.

Questions 26 to 35 are based on the following passage.

The ocean is heating up. That's the conclusion of a new study that finds that Earth's oceans now 26 heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.

Warming waters are known to 27 to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28 .While the top of the ocean is well studied, its depths are more difficult to 29 .The researchers gathered 150 years of ocean temperature data in order to get a better 30 of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 of British naval ships to modem automated ocean probes. The extensive data sources, 32 with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33

About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34 of more than 700 meters, the researchers found. They say they're 35 whether the deep-sea warming canceled out warming at the sea's surface.

A) absorb F) excursion K) levels

B) combined G) explore L) mixed

C) contribute H) floor M) picture

D) depth I) heights N) unsure

E) emissions J) indifferent O) voyage

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 Secret to Raising Smart Kids

A) I first began to investigate the basis of human motivation--and how people persevere after setbacks--as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change--a state they called learned helplessness.

B) People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people's beliefs about why they had failed.

C) In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.

D) Later, I developed a broader theory of what separates the two general classes of learners--helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different "theories" of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that's that. I call this a "fixed mind-set (思维模式)." Mistakes crack their serf-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating(令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined(注定) for greater academic success and were quite likely to outperform their counterparts.

E) We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students' mind-sets by asking them to agree or disagree with statements such as "Your intelligence is something very basic about you that you can't really change." We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.

F) As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.

G) Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester--and the gap between the two groups continued to widen during the two years we followed them.

H) A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.

I) How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.

J) In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled "You Can Grow Your Brain." They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.

K) Research is converging (汇聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.

36. The author's experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.

37. Focusing on effort is effective in helping children overcome frustration and achieve success.

38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.

39. Students' belief about the cause of their failure explains their attitude toward setbacks.

40. In the author's experiment, students with a growth mind-set showed greater perseverance in solving difficult math problems.

41. The author conducted an experiment to find out about the influence of students' mind-sets on math learning.

42. After failing again and again, most animals give up hope.

43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.

44. People with a fixed mind-set believe that one's intelligence is unchangeable.

45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.

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 2with a single line through the centre.

Passage One

Questions 46 to 50 are based on the following passage.

"Sugar, alcohol and tobacco," economist Adam Smith once wrote, "are commodities which

are nowhere necessaries of life, which have become objects of almost universal consumption, and which are, therefore, extremely popular subjects of taxation."

Two and a half centuries on, most countries impose some sort of tax on alcohol and tobacco. With surging obesity levels putting increasing strain on public health systems, governments around the world have begun to toy with the idea of taxing sugar as well.

Whether such taxes work is a matter of debate. A preliminary review of Mexico's taxation found a fall in purchases of taxed drinks as well as a rise in sales of untaxed and healthier drinks. By contrast, a Danish tax on foods high in fats was abandoned a year after its introduction, amid claims that consumers were avoiding it by crossing the border to Germany to satisfy their desire for cheaper, fattier fare.

The food industry has, in general, been firmly opposed to such direct government action. Nonetheless, the renewed focus on waistlines means that industry groups are under pressure to demonstrate their products are healthy as well as tasty.

Over the past three decades, the industry has made some efforts to improve the quality of its offerings. For example, some drink manufacturers have cut the amount of sugar in their beverages.

Many of the reductions over the past 30 years have been achieved either by reducing the amount of sugar, salt or fat in a product, or by finding an alternative ingredient. More recently, however, some companies have been investing money in a more ambitious undertaking: learning how to adjust the fundamental make-up of the food they sell. For example, having salt on the outside, but none on the inside, reduces the salt content without changing the taste.

While reformulating recipes (配方) is one way to improve public health, it should be part of a multi-sided approach. The key is to remember that there is not just one solution. To deal with obesity, a mixture of approaches--including reformulation, taxation and adjusting portion sizes--will be needed. There is no silver bullet.

46. What did Adam Smith say about sugar, alcohol and tobacco?

A) They were profitable to manufacture.

B) They were in ever-increasing demand.

C) They were subject to taxation almost everywhere.

D) They were no longer considered necessities of life.

47. Why have many countries started to consider taxing sugar?

A) They are under growing pressure to balance their national budgets.

B) They find it ever harder to cope with sugar-induced health problems.

C) The practice of taxing alcohol and tobacco has proved both popular and profitable.

D) The sugar industry is overtaking alcohol and tobacco business in generating profits.

48. What do we learn about Danish taxation on fat-rich foods?

A) It did not work out as well as was expected.

B) It gave rise to a lot of problems on the border.

C) It could not succeed without German cooperation.

D) It met with firm opposition from the food industry.

49. What is the more recent effort by food companies to make foods and drinks both healthy and tasty?

A) Replacing sugar or salt with alternative ingredients.

B) Setting a limit on the amount of sugar or salt in their products.

C) Investing in research to find ways to adapt to consumers' needs.

D) Adjusting the physical composition of their products.

50. What does the author mean by saying, at the end of the passage, "There is no silver bullet" (Line 4, Para. 7)?

A) There is no single easy quick solution to the problem.

B) There is no hope of success without public cooperation.

C) There is no hurry in finding ways to solve the obesity problem.

D) There is no effective way to reduce people's sugar consumption.

Passage Two

Questions 51 to 55 are based on the following passage.

You may have heard some of the fashion industry horror stories: models eating tissues or cotton balls to hold off hunger, and models collapsing from hunger-induced heart attacks just seconds after they step off the runway.

Excessively skinny models have been a point of controversy for decades, and two researchers say a model's body mass should be a workplace health and safety issue. In an editorial released Monday in the American Journal of Public Health, Katherine Record and Bryn Austin made their case for government regulation of the fashion industry.

The average international runway model has a body mass index (BMI) under 16--low enough to indicate starvation by the World Health Organization's standard. And Record and Austin are worried not just about the models themselves, but about the vast number of girls and women their images influence,

"Especially girls and teens," says Record. "Seventy percent of girls aged 10 to 18 report that they define perfect body image based on what they see in magazines." That's especially worrying, she says, given that anorexia (厌食症) results in more deaths than does any other mental illness, according to the National Institute of Mental Health.

It's commonly known that certain diseases are linked with occupations like lung disease in coal miners. Professional fashion models are particularly vulnerable to eating disorders resulting from occupational demands to maintain extreme thinness.

Record's suggestion is to prohibit agents from hiring models with a BMI below 18.

In April, France passed a law setting lower limits for a model's weight. Agents and fashion houses who hire models with a BMI under 18 could pay $ 82,000 in fines and spend up to 6 months in jail. Regulating the fashion industry in the United States won't be easy, Record says. But with the new rules in France, U.S. support could make a difference. "A designer can't survive without participating in Paris Fashion Week", she says, adding," Our argument is that the same would be true of New York Fashion Week. "

51. What do Record and Austin say about fashion models' body mass?

A) It has caused needless controversy. C) It is the focus of the modeling business.

B) It is but a matter of personal taste. D) It affects models' health and safety.

52. What are Record and Austin advocating in the Monday editorial?

A) A change in the public's view of female beauty.

B) Government legislation about models' weight.

C) Elimination of forced weight loss by models.

D) Prohibition of models eating non-food stuff.

53. Why are Record and Austin especially worried about the low body mass index of models?

A) It contributes to many mental illnesses.

B) It defines the future of the fashion industry.

C) It has great influence on numerous girls and women.

D) It keeps many otherwise qualified women off the runway.

54. What do we learn about France's fashion industry?

A) It has difficulty hiring models. C) It allows girls under 18 on the runway.

B) It has now a new law to follow. D) It has overtaken that of the United States.

55. What does Record expect of New York Fashion Week?

A) It will create a completely new set of rules. C) It will differ from Paris Fashion Week.

B) It will do better than Paris Fashion Week. D) It will have models with a higher BMI.

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.

在中国文化中，黄颜色是一种很重要的颜色，因为它具有独特的象征意义。在封建(feudal)社会中，它象征统治者的权力和权威。那时，黄色是专为皇帝使用的颜色，皇家宫殿全都漆成黄色，皇袍总是黄色的，而普通老百姓是禁止穿黄色衣服的。在中国，黄色也是收获的象征。秋天庄稼成熟时，田野变得一片金黄。人们兴高采烈，庆祝丰收。

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大学英语四级考试真题及答案(绝对完整） Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minute to write a short essay on the topic of students selecting their lectures. You should write at least 120 words following the outline given bellow: 1. 越来越多的博物馆免费对外开放的目的是什么？ 2. 也会带来一些问题 3. 你的看法？ Part II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A),B),C) and D). For questions 8-10, complete the sentences with the information given in the passage. How Do You See Diversity? As a manager, Tiffany is responsible for interviewing applicants for some of the positions with her company .During one interview, she noticed that the candidate never made direct eye contact. She was puzzled and somewhat disappointed because she liked the individual otherwise. He had a perfect resume and gave good responses to her questions, but the fact that he never looked her in the eye said “untrustworthy,” so she decided to offer the job to her second choice. “It wasn’t until I attended a diversity workshop that I realized the person we passed over was the perfect person,” Tiffany confesses. What she hadn’t known at the time of the interview was that the candidate’s “different” behavior was simply a cultural misunderstanding . He was an Asian-American raised in a household where respect for those in authority was shown by averting(避开) your eyes. “I was just thrown off by the lack of ye contact; not realizing it was cultural,” Tiffany says. “I missed out ,but will not miss that opportunity again.” Many of us have had similar encounters with behaviors we perceive as different. As the world becomes smaller and our workplaces more diverse, it is becoming essential to expand our under-standing of others and to reexamine some of our false assumptions . Hire Advantage At a time when hiring qualified people is becoming more difficult ,employers who can eliminate invalid biases(偏爱) from the process have a distinct advantage .My company, Mindsets LLC ,helps organizations and individuals see their own blind spots . A real estate recruiter we worked with illustrates the positive difference such training can make .

大学英语四级试卷-英语四级考试模拟题及答7

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Calculate for a moment what could be done with even a part of those hours. Five thousand hours, I am told, are what a typical college undergraduate spends working on a bachelor's degree. In 10,000 hours you could have learned enough to become an astronomer or engineer. You could have learned several languages fluently. If it appealed to you, you could be reading Homer in the original Greek or Dostoyevsky in Russian. If it didn't, you could have walked around the world and written a book about it. The trouble with television is that it discourages concentration. Almost anything interesting and rewarding in life requires some constructive, consistently applied effort. The dullest, the least gifted of us can achieve things that seem miraculous to those who never concentrate on anything. But Television encourages us to apply no effort. It sells us instant gratification(满意). It diverts us only to divert, to make the time pass without pain. Television's variety becomes a narcotic(麻醉的), nor a stimulus. Its serial, kaleidoscopic (万花筒般的)exposures force us to follow its lead. The viewer is on a perpetual guided tour: 30 minutes at the museum, 30 at the cathedral, 30 for a drink, then back on the bus to the next attraction—except on television., typically, the spans allotted arc on the order of minutes or seconds, and the chosen delights are more often car crashes and people killing one another. In short, a lot of television usurps(篡夺;侵占) one of the most precious of all human gifts, the ability to focus your attention yourself, rather than just passively surrender it. Capturing your attention—and holding it—is the prime motive of most television programming and enhances its role as a profitable advertising vehicle. Programmers live in constant fear of losing anyone's attention—anyone's. The surest way to avoid doing so is to keep everything brief, not to strain the attention of anyone but instead to provide constant stimulation through variety, novelty, action and movement. Quite

大学英语四级匹配题详解

大学英语四级匹配题详解 Pleasure Group Office【T985AB-B866SYT-B182C-BS682T-STT18】

长篇阅读——匹配题 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. Passage 1 Paper — More than Meets the Eye A) We are surrounded by so much paper and card that it is easy to forget just how complex it is. There are many varieties and grades of paper materials, and it is fairly easy to spot the varieties, it is far more difficult to spot the grades. B) It needs to be understood that most paper and card is manufactured for a specific purpose, so that whilst the corn-flake packet may look smart, it is clearly not something destined for the archives. It is made to look good, but only needs a limited life span. It is also much cheaper to manufacture than high grade card. C) Paper can be made from an almost endless variety of cellulose（纤维素化合物）-based material which will include many woods, cottons and grasses of which is an example and from where we get the word "paper". Many of these are very specialized, but the of paper making has been from soft wood and cotton or , with the bulk being wood-based. Paper from Wood D) In order to make wood into paper it needs to be broken down into fine strands. Firstly by powerful and then boiled with strong alkalies(碱) such as caustic soda, until a fine of fibers is produced. It is from this pulp that the final product is made, relying on the bonding together of the cellulose into layers. That, in a very small nutshell, is the essence of paper making from wood. However, the reality is rather more complicated. In order to give us our white paper and card, the makers will add and other materials such as china clay and additional chemicals. E) A further problem with wood is that it contains a material that is not cellulose. Something called . This is essential for the tree since it holds the cellulose fibres together, but if it is incorporated into the manufactured paper it presents archivists with a problem. Lignin eventually breaks down and releases acid products into the paper. This will weaken the bond between the cellulose fibers and the paper will become brittle and look rather brown and careworn. We have all seen this in old newspapers and cheap paperback books. It has been estimated that most paperback books will have a life of no greater than fifty years, not what we need for our archives. F) Since the lignin can be removed from the paper pulp during manufacture, the obvious question is "why is it left in the paper". The answer lies in the fact that lignin makes up a considerable part of the tree. By leaving the lignin in the pulp a papermaker can increase his paper yield from a tree to some 95%. Removing it means a yield of only 35%. It is clearly uneconomic to remove the lignin for many paper and card applications. It also means, of course, that lignin-free paper is going to be more expensive. G) However, it is nevertheless what the must look for in his supplies. There is no point whatsoever in carefully placing our valuable artifacts in paper or card that is going to their . Acid is particularly harmful to photographic materials, causing them to fade and in some cases simply vanish! H) So, how do we tell a piece of suitable paper or card from one that is unsuitable You cannot do it by simply looking, and rather disappointingly, you cannot always rely on the label. "Acid-free" might be true inasmuch as a test on the paper may indicate that it is a neutral material at this time. But lignin can take years before it starts the inevitable process of breaking down, and in the right conditions it will speed up enormously. I) Added to this, as I have indicated earlier, paper may also contain other materials added during manufacture such as bleach, china clay, chemical whiteners and size. This looks like a bleak picture, and it would be but for the fact that there are suppliers who will