-
2016
年
12
月大学
英语四级试题（第二套）
Part I
Writing
（
30m
inutes
）
（请于正式开考后半小时内完成该部分，之后将进行听力考试）
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.
Part II
Listening 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
）
. Then mark the
corresponding letter on the
Answer
sheet1
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
GoatIsland.
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 four
choice marked A
）
，
B
）
，
C
）
and
D
）
.Then mark the
corresponding letter an
Answer
sheet1
with a single line
though the centre.
Question8 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)Itis 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.
Question12 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
< br>）
，
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 serious money
can buy. D)The function of money in the modern
world.
20.
A)Educating and
training citizens.
C)Protecting
people
’
s life and property.
C)Improving public translation.
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
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.
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 studied, its depths are
more difficult to
(29)
The researchers gathered 150 years
of ocean temperature data in order to
get 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
modern
automated ocean
probes. The extensive data sources,
(32)
with computer simulation
s(
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
residents
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
D)depth
E)emission
H)floor
I)heights
J)indifferent
M)picture
N)unsure
O)voyage
Section B
Directions
：
In
this section
，
you
are gonging 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
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
harm
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
思维模式
).
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-orient
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
great 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
student
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
something very basic about you
that you can't really change.
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 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 would study less in the future,
try never to take
that subject again
and consider cheating on future tests.
[
G
] Such
different outlook 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
the 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 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 love of learning.
39
.Students’ belief about
the cause of their failure explains their attitude
toward setbacks.
40
.In
the
author’s experiment, student 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 maked A
）
，
B
）
，
C
< br>）
and
D
）
.You should
decide on the best choice and mark the
corresponding letter on
Answer Sheet2
with a single line through the centre.
Passage One
Questions 46 to
50 are based on the following passage.
alcohol
and
tobacco,
economist
Adam
Smith
once
wrote,
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
if
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
manufactures
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.
have many
countries started to consider taxing sugar?
A)They are
under growing pressures to balance their national
budgets.
B)They
find it ever harder to cope with sugar-induced
health problems.
C)They 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.
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.
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.
does the author mean
by saying, at the end of the passage,
bullet
A)There is no single easy quick
solution to the problem.
B)There is no hope of success without
public cooperation.
C)There is on 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
workspace
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.
that they define
perfect body image based on what they see in
magazines.
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