-
2016
年
12
月大学
英语四级考试真题
(
第
2
套
)
Part I
Writing
(30 minutes)
Directions:
For this part,
you
are allowed 30 minutes
to write an
essay.
Suppose you have twooptions upon
graduation: one is to take a job in a
company
and
the
other
to
go
to
agraduate
school.
You
are
to
make
a
choice
between the two.
Write an essay to explain thereasons for your
choice.
You should write at least
120
words but no more than
180
words.
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 wordfor each
blank from a list of choices given
in a
word bank following the passage. Read thepassage
through carefully
before making your
choice in the bank isidentified by a
letter.
Please
mark
the
corresponding
letter
for
each
item
on
AnswerSheet
2
with
a
single
line
through
the
centre.
You
may
not
use
any
of
the
words
in thebank 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 now26heat at
twice the rate they did 18 years ago.
Around half of ocean heat intake since
1865 hastaken place since 1997,
researchers report online in Nature
Climate Change.
Warming
waters
are
known
to27
to
coral
bleaching
(
珊瑚白化
)
and
they
take
up
more
spacethan
cooler
waters,
raising
sea28While
the
top
of the
ocean
is
well
studied,
its
depths
are
moredifficult
to
29The
researchers
gathered 150 years of ocean temperature
data in order to get abetter30
of
heat
absorption
from
surface
to
seabed.
They
gathered
together
temperature readingscollected by
everything from a 19th century31 of
British naval ships to modem automated
oceanprobes. The extensive data
sources,32
with
computer
simulations
(
计算机模拟
),
created
atimeline
of
ocean
temperature
changes,
including
cooling
from
volcanic
outbreaks
and
warming fromfossil fuel33
About
35
percent
of
the
heat
taken
in
by
the
oceans
during
the
industrial
era now resides at a34 of more than 700
meters, the researchers found.
They
say
they're35whether
the
deep-seawarming
canceled
out
warming
at
the
sea's surface.
A. absorb
B. Combined
C. Contribute
D. depth
E. emissions
-
F. excursion
G.
explore
H. floor
I. heights
J. indifferent
K. levels
L. mixed
M. picture
N. unsure
O. voyage
Section B
Directions:
In this section, you are going to read
a passage with ten
statements attached
to it. Eachstatement contains information given in
one of the paragraphs. Identify the
paragraphfrom which the information
is
derived. You may choose a paragraph more than
paragraph is
marked with a the
questions by marking thecorresponding
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
aftersetbacks--as
a
psychology
graduate
student
at
Yale
University
in
the
1960s.
Animal
experiments
bypsychologists
at
the
University
of Pennsylvania had shown that after repeated
failures, most
animalsconclude that a
situation is hopeless and beyond their control.
After
such
an
experience
an
animaloften
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
soondiscovered,
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 doesthe
belief that lack of effort is to
blame.
When I told a group of school children who
displayedhelpless
behavior
that
a
lack
of
effort
led
to
their
mistakes
in
math,
they
learned
to keep tryingwhen
the problems got tough. Another group of helpless
children
who
were
simply
rewarded
fortheir
success
on
easier
problems
did
not
improve their ability to solve hard math problems.
Theseexperiments
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
--helplessversus mastery-oriented. I realized
these
different types of students not
only explain their failuresdifferently,
but
they
also
hold
different
of
helpless
ones
believeintelligence is a fixed
characteristic: you have only a certain
amount, and that's that. I call this
a
思维模式
).
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Mistakes crack their self-
confidence because they attribute errors toa
lack
of
ability,
which
they
feel
powerless
to
change.
They
avoid
challenges
because
challengesmake
mistakes
more
likely.
The
mastery-oriented children, on the other
hand, think intelligence isnot
fixed
and
can
be
developed
through
education
and
hard
work.
Such
children
believe
challengesare energizing rather than intimidating
(
令人生畏
);
they
offer opportunities to learn. Studentswith such a
growth mind-set
were destined
(
注定
) for greater academic
success and were quitelikely
to
outperform their counterparts.
E)
We
validated
these
expectations
in
a
study
in
which
two
other
psychologists
and
I
monitored
373students
for
two
years
during
the
transition to junior
high school, when the work gets more difficultand
the grading more strict, to determine
how their mind-sets might affect
their
math grades. At thebeginning of seventh grade, we
assessed the
students' mind-sets by
asking them to agree or disagreewith statements
such
as
intelligence
is
something
very
basic
about
you
that
you
can't
reallychange.
learning and
looked to see whathappened to their grades.
F) As predicted, the students with a
growth mind-set felt that learning
was
a
more
important
goal
thangetting
good
grades.
In
addition,
they
held
hard
work
in
high
regard.
They
understood
that
evengeniuses
have
to
work
hard.
Confronted
by
a
setback
such
as
a
disappointing
test
grade,
studentswith a growth
mind-set said they would study harder or try a
different
strategy.
The
students
whoheld
a
fixed
mind-set,
however,
were
concerned about looking
smart with less regard for had
negative views of effort, believing
that having to work hard was a sign
of
low
thought
that
a
person
with
talent
or
intelligence
did
not
need
to
work
hard
to
do
uting
a
bad
grade
to
their
own
lack
of ability, those with a fixed mind-set
said that they wouldstudy 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
mathachievement
test
scores
of
the
students
with
a
growth mind-set were comparable to those
ofstudents who displayed a
fixed
mind-set.
But
as
the
work
became
more
difficult,
the
students
witha
growth
mind-set
showed
greater
persistence.
As
a
result,
their
math
grades
overtook
those
of
theother
students
by
the
end
of
the
first
semester--and
the gap
between the
two groups
continued
towiden during the
two years we
followed them.
H) A fixed mind-set can also hinder
communication and progress in the
workplace and discourage orignore
constructive criticism and advice.
Research
shows
that
managers
who
have
a
fixed
mind-setare
less likely
to
seek or welcome feedback
from their employees than are managers with a
growthmind-set.
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I) How do we transmit a
growth mind-set to our children? One way is by
telling
stories
aboutachievements
that
result
from
hard
work.
For
instance, talking about mathematical
geniuses whowere more or less born
that
way
puts
students
in
a
fixed
mind-set,
but
descriptions
of
greatmathematicians 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
themind
as
a
learning
machine.
I
designed
an
eight-session
workshop
for
91
students
whose
mathgrades
were
declining
in
their
first
year
of
junior
-eight
of
the
students
receivedinstruction in study skills
only, whereas the others attended a
combination of study skills sessionsand
classes in which they learned
about
the
growth
mind-
set
and
how
to
apply
it
to
schoolwork.
Inthe
growth
mind-set classes,
students read and discussed an article entitled
Can Grow YourBrain.
that
gets stronger with use and thatlearning prompts
the brain to grow
new
connections.
From
such
instruction,
many
students
beganto
see
themselves
as
agents
of
their
own
brain
development.
Despite
being
unaware
that there weretwo types of
instruction, teachers reported significant
motivational
changes
in
27%
of
the
childrenin
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
istypically
the
result
of
years
of
passion
and
dedication and not something that flows naturally
from agift.
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
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Directions:
There
are
2
passages
in
this
section.
Each
passage
is
followed
by
some
questions
orunfinished
statements.
For
each
of
them
there
are
four
choices
marked
A.,
B.,
C.
AndD
.
You
should
decide
on
the
best
choice
and
mark
the
corresponding
letter
on
AnswerSheet
2
with
a
single
line
through
the
centre.
Passage One
Questions 46 to 50 are based on the
following passage.
commodities
which
arenowhere
necessaries
of
life,
which
have
become
objects
of
almost
universal
consumption,
and
whichare,
therefore,
extremely popular
subjects of taxation.
Two and a haft
centuries on, most countries impose some sort of
tax on
alcohol
and
tobacco.
Withsurging
obesity
levels
putting
increasing
strain
on public health
systems, governments around the worldhave 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 afall 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 thatconsumers
were avoiding it by crossing the border to Germany
to satisfy their desire for cheaper,
fattierfare.
The food industry has, in
general, been firmly opposed to such direct
government
eless,
the
renewed
focus
on
waistlines
means
that
industry
groups
are
under
pressure
todemonstrate
their
products
are
healthy as well as
tasty.
Over
the
past
three
decades,
the
industry
has
made
some
efforts
to
improve
the quality of
itsofferings. 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
ofsugar, salt or fat in a product, or by finding
an alternative ingredient. More
recently, however, somecompanies have
been investing money in a more
ambitious undertaking: learning how to
adjust
thefundamental
make-up
of
the
food
they
sell.
For
example,
having
salt on the outside,
but none on theinside, 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
amulti-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
beneeded. 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.
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