-
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
Ⅱ
Listening Comprehension
(25 minutes )
Section A
Directions:
In
this
section,
you
will
hear
three
news
reports.
At
the
end
of
each
newsreport,
you
will
hear
two
or
three
questions.
Both
the
news
report
and
thequestions will be
spoken only once. After you hear a question, you
mustchoose
the
best
answer
from
the
four
choices
marked
A,
B,
C
and
D
.Then
mark
the
corresponding letter on Answer Sheet I
with a single linethrough the centre.
Questions 1 and 2 are based on the news
report you have just heard.
1. A.
T
o satisfy the curiosity of tourists.
B. To replace two old stone bridges.
C. To enable tourists to visit Goat
Island.
D. T
o improve
utility services in the state.
2. A.
Countless tree limbs.
B. A
few skeletons.
C. Lots of wrecked boats
and ships.
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.
B.
An energy-saving mobile phone.
C. A
plant-powered mobile phone charger.
D.
A device to help plants absorb sunlight.
6. A. While sitting in their school's
courtyard.
B. While playing
games on their phones.
C. While solving
a mathematical problem.
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
onlyonce.
After
you
hear
a
question,
you
must
choose
the
best
answer
from
the
four
choicesmarked
A,
B,
C
and
D.
Then
mark
the
corresponding
letter on Answer Sheet 1with 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.
B. It assembles super-intelligent
robots.
C. It has stopped working
completely.
D. It is going to be
upgraded soon.
10. A. T
o
seek her permission.
B. To place an
order for robots.
C. To request her to
return at once.
D. T
o ask
for T
om's phone number.
11.
A. She is on duty.
B. She is having her
day off.
C. She is on sick leave.
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.
B. He wanted to be a superhero.
C. He prevented a train
crash.
D. He was a witness to an
accident.
13. A. He has a 9-month-old
boy.
B. He is currently unemployed.
C. He enjoys the interview.
D. He commutes by subway.
14. A. A rock on the tracks.
B. A misplaced pushchair.
C.
A strong wind.
D. A speeding car.
15. A. She stood motionless in shock.
B. She cried bitterly.
C.
She called the police at once.
D. She
shouted for help.
Section C
Directions:
In this section,
you will hear three passages. At the end of each
passage,
you
will
hearthree
or
four
questions.
Both
the
passage
and
the
questions
will
be
spoken
only you hear a question, you must choose the
best answer from
the four choices
markedA, B, C and D. Then mark the corresponding
letter on Answer
Sheet I with asingle
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. T
o preserve a
tradition.
B. T
o amuse her
daughter.
C. To help local
education.
D. T
o make some
extra money.
18. A. T
o raise
money for business expansion.
B. To
make her truck attractive to children.
C. To allow poor kids to have ice-cream
too.
D. T
o 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.
B. The various services money
can buy.
C. The various burdens on
ordinary citizens.
D. The function of
money in the modem world.
20. A.
Educating and training citizens.
B.
Improving public transportation.
C.
Protecting people's life and property.
D. Building hospitals and public
libraries.
21. A. By asking for
donations.
B. By selling public lands.
C. By selling government bonds.
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.
T
obacco.
B.
Potatoes.
C. Machinery.
D. Clothing.
25.
A. European history.
B. European
geography.
C. Small countries in
Europe.
D. T
ourist
attractions in Europe.
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
persevereaftersetbacks--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
mind-set
(
思维模式
).
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.
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
studentswitha
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.
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
geniuseswhowere 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.
They
were
taught
that
the
brain
is
like
a
muscle
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
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.
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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