201712月大學英語四級真題與答案解析第二套

1、2016年12月大學英語四級考試真題（第2套） Part IWriting （30 minutes） Directions: For this part,you are allowed 30 minutes to write anessay.Suppose you have twooptions upon graduation: one is to take a job in a companyand the other to go to agraduate school. You are to make a choice between the two. Write an essay to

2、explain thereasons for your choice.You should write at least 120 words but no more than 180words.Part mReading Comprehension （40 minutes） Section ADirections: 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

3、 bank following the passage. Read thepassage through carefully before making your choices.Each 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

4、 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 repor

5、t online in Nature Climate Change.Warmingwaters are known 1027 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 researchersgathered 150 years of ocean temperature data in order to ge

6、t 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 （計算機模擬），created atimeline of ocean temperatur

7、e 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 a

8、t the sea's surface.A. absorb B. Combined C. Contribute D. depth E. emissionsF. excursionG. exploreH. floorI. heightsJ. indifferentK. levelsL. mixedM. picture N. unsure O. voyage Section B Directions:In this section, you are going to read a passage with tenstatements attached to it. Eachstatemen

9、t contains information given in one of the paragraphs. Identify the paragraphfrom 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 thecorresponding letter on Answer Sheet 2.The Secret to Raising Smart K

10、idsA) I first began to investigate the basis of human motivation-and how people persevere aftersetbacks-asa psychology graduate student at YaleUniversity in the 1960s. Animal experiments bypsychologistsat theUniversity of Pennsylvania had shown that after repeated failures, most animalsconclude that

11、 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. Whydo somestudents give up when they encounter difficulty,whereas others who are

12、no more skilled continue to strive and learn? Oneanswer, 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 s

13、chool 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

14、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 t

15、heir failuresdifferently, but they also hold different "theories" of intelligence.The helpless ones believeintelligence is a fixed characteristic: you have only a certain amount, and that's that. I call this a"fixed mind-set (思維模式)."Mistakes crack their self-confidence becaus

16、e 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 be

17、lieve 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

18、 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-se

19、ts by asking them to agree or disagreewith statements such as "Your 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

20、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 woul

21、d study harder or try a different strategy. The students whoheld 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 intel

22、ligence 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 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

23、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 becamemore difficult, the students witha growth mind-set showedgreater persistence. As a result, their

24、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 a

25、nd 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 storiesaboutachievements that resultfrom hard work.

26、 Forinstance, talking about mathematical geniuses whowere more or less born that way puts students in a fixed mind-set,but descriptions ofgreatmathematicians 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 pr

27、oviding 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 high.Forty-eight of the students receivedinstruction in study skills only, whereas the others attended a combinatio

28、n 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 "You Can Grow YourBrain. " They were taught that the brain is like a muscle that gets stro

29、nger 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 t

30、he childrenin the growth mind-set workshop as compared with only 9% of students in the control group.K) Research is converging (匯 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

31、.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 helpingchildren overcomefrustration and achieve success.38. We can cultivate a growth mind-set in children by telling success

32、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 co

33、nducted 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 fi

34、xed 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 CDirections: There are 2 passages in this section. Each passage is followed by somequestions orunfinished statements. For each of them there

35、 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 OneQuestions 46 to 50 are based on the following passage."Sugar, alcohol and tobacco," economist Adam Smith once

36、wrote," are 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

37、 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 r

38、ise 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, b

39、een firmly opposed to such direct government action.Nonetheless, the renewed focus on waistlines meansthat industry groups are under pressure todemonstrate their products are healthy as well as tasty.Over the past three decades, the industry has madesomeefforts to improve the quality of itsofferings

40、. 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 hav

41、e 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 （酉己方）is one way to improve publ

42、ic 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 sug

43、ar, 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.47. Why have many countries started to consider taxing sugar?A. They are under growing press

44、ure to balance their national budgets.B. They find it ever harder to cope with sugar-induced health problems.C. The 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.48. What do we lear

45、n 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.49. What is the more recent effort by food companies to

46、 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.50.

47、 What does the author meanby saying, at the end of the passage, "There is no silver bullet" ( Line 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 no hurry in finding ways to solve the obesity problem

48、.D. There is no effective way to reduce people's sugar consumption.Passage TwoQuestions 51 to 55 are based on the following passage.You may have heard some of the fashion industry horror stories: models eating tissues or cottonballs to hold off hunger, and models collapsing from hunger-induced h

49、eart attacks just seconds afterthey step off the runway.Excessively skinny models have been a point of controversy for decades, and two researchers saya model's body mass should be a workplace health and safety issue. In an editorial released Mondayinthe American Journal of Public Health, Kather

50、ine Record and Bryn Austin made their case forgovernment regulation of the fashion industry.The average international runway model has a body mass index (BMI) under 16-low enough toindicate starvation by the World Health Organization's standard. And Record and Austin are worried notjust about th

51、e models themselves, but about the vast number of girls and women their images influence."Especially girls and teens," says Record. "Seventy percent of girls aged 10 to 18 report that theydefine perfect body image based on what they see in magazines. " That's especially worry

52、ing, she says,given that anorexia （厭食癥）results in more deaths than does any other mental illness, according tothe National Institute of Mental Health.It's commonlyknownthat certain diseases are linked with occupations like lung disease in coalminers. Professional fashion models are particularly

53、vulnerable to eating disorders resulting fromoccupational demands to maintain extreme thinness.Record's suggestion is to prohibit agents from hiring models with a BMI below 18.In April, France passed a law setting lower limits for a model's weight. Agents and fashion houseswho hire models wi

54、th a BMI under 18 could pay $ 82,000 in fines and spend up to 6 months in jail.Regulating the fashion industry in the United States won't be easy, Record says. But with the new rulesin France, U.S. support could make a difference. "A designer can't survive without participating inParis

55、Fashion Week", she says, adding," Our argument is that the same would be true of New YorkFashion Week."51. What do Record and Austin say about fashion models' body mass?A. It has caused needless controversy.B. It is but a matter of personal taste.C. It is the focus of the modeling

56、 business.D. It affects models' health and safety.52. What are Record and Austin advocating in the Monday editorial?A. A change in the public's view of female beauty.B. Government legislation about models' weight.C. Elimination of forced weight loss by models.D. Prohibition of models eat

57、ing non-food stuff.53. Why are Record and Austin especially worried about the low body mass index of models?A. It contributes to many mental illnesses.B. It defines the future of the fashion industry.C. It has great influence on numerous girls and women.D. It keeps many otherwise qualified women off

58、 the runway.54. What do we learn about France's fashion industry?A. It has difficulty hiring models.B. It has now a new law to follow.C. It allows girls under 18 on the runway.D. It has overtaken that of the United States.55. What does Record expect of New York Fashion Week?A. It will create a c

59、ompletely new set of rules.B. It will do better than Paris Fashion Week.C. It will differ from Paris Fashion Week.D. It will have models with a higher BMI. Part IVTranslation(30 minutes )Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese intoEnglish. You should write your answer on Answer Sheet 2.在中國文化中，黃顏色是一種很重要的顏色，因為它具有獨特的象征意義。在圭 蝗(feudal)社會中，它象征統(tǒng)治者的權力和權威。那時，黃色是專為皇帝使用的 顏色，皇家宮殿全都漆成黃色，皇袍總是黃色的，而普通老百姓是禁止穿黃色衣 服的