-
2016
年
12
月大学
英语四级试题（第二套）
Part
I
Writing
（
30minutes
）
（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.
B) To replace two old stone
bridges.
C) To enable
tourists to visit GoatIsland.
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.
C)
While
solving
a
mathematical
6.
A) While sitting in their school's
courtyard.
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.
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.
C) To request
her to return at once.
D) To
ask for Tom's phone number.
B) To place an order for robots.
11.
A) She is on duty.
C)
She is on sick leave.
D) She is abroad on business.
B) She is having her day
off.
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.
B) He is currently
unemployed.
14.
A) A rock on
the tracks.
B)
A misplaced pushchair.
C) He enjoys the interview.
D) He commutes by subway.
C) A strong wind.
D) A speeding car.
15.
A) She stood motionless
in shock.
C) She called the police at
once.
B) She cried bitterly.
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.
B)To amuse her daughter.
C)To help local
education.
D)To make some
extra money.
C)To
allow
poor
kids
to
have
ice-cream
D) She shouted
for help.
18.
A)To raise money for business
expansion.
too.
B)To make her truck attractive to
children.
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.
D)To
teach
kids
the
value
of
mutual
B)The various serious money can buy.
D)The function of money in the modern
world.
20.
A)Educating and training citizens.
C)Improving public
translation.
21.
A)By asking
for donations.
B)By selling public
lands.
C)Protecting
people
’
s life and
property.
D)Building
hospitals and public libraries.
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.
C) Small countries in
Europe.
D) Tourist
attractions in Europe.
B)European geography.
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
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
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
B)combined
G)explore
L)mixed
C)contribute
H)floor
D)depth
E)emission
F)excursion
K)levels
Section B
I)heights
J)indifferent
O)voyage
M)picture
N)unsure
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
mind-
set(
思维模式
).
crack
their
self-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-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.
author's
experiment shows that students with a fixed mind-
set believe having to work hard
is an
indication of low ability.
on effort is effective in helping
children overcome frustration and achieve
success.
can
cultivate a growth mind-set in children by telling
success stories that emphasize hard
work love of learning.
’ belief about the cause of their
failure explains their attitude toward
setbacks.
the
author’s experiment, student with a
growth mind-set showed greater perseverance in
solving difficult math
problems.
author
conducted an experiment to find out about the
influence of students’ mind
-sets on
math learning.
failing again and again, most animals
give up hope.
students
about
the
brain
as
a
learning
machine
is
a
good
strategy
to
enhance
their
motivation for learning.
with a fixed
mind-
set believe that one’s
intelligence is unchangeable.
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,
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 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
-
-
-
-
-
-
-
-
-
上一篇：商店名称英文翻译集锦
下一篇：室内设计中英文对照外文翻译文献