-
2016
年
12
，
月大学英语四级，
考试真题附答案，
（第二
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. To satisfy the curiosity of tourists.
B. To replace two old stone bridges.
C. To enable tourists to visit Goat
Island.
D. To 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.
To seek her permission.
B. To place an
order for robots.
C. To request her to
return at once.
D. To ask for Tom'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. To preserve a
tradition.
B. To amuse her daughter.
C. To help local education.
D. To make some extra money.
18. A. To raise money for business
expansion.
B. To make her truck
attractive to children.
C. To allow
poor kids to have ice-cream too.
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.
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.
Tobacco.
B. Potatoes.
C.
Machinery.
D. Clothing.
25.
A. European history.
B. European
geography.
C. Small countries in
Europe.
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
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
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.
We
then
assessed
their
beliefs
about
other
aspects
of
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.
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
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
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