1、大学英语四级卷二真题 2016 年 12 月及答案解析(总分：710.00，做题时间：120 分钟)一、Part I Writing (30 m(总题数：1，分数：106.50)1.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 mak
2、e 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 180words.（分数：106.50）_二、Part (总题数：3，分数：49.70)Questions 1 and 2 are based on the news report you have just heard.（分数：14.20）A.To satisfy the curiosity of tourists.B.To
3、 replace two old stone bridges.C.To enable tourists to visit Goat Island.D.To improve utility services in the state.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.（分数：14.2
4、0）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.A.Advise Tunisian civilians on how to take safety precautions.B.Track down the organization responsible
5、 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.（分数：21.30）A.An environment-friendly battery.B.An energy-saving mobile phone.C.A
6、plant-powered mobile phone charger.D.A device to help plants absorb sunlight.A.While sitting in their schools courtyard.B.While playing games on their phones.C.While solving a mathematical problem.D.While doing a chemical experiment.A.It increases the applications of mobile phones.B.It speeds up the
7、 process of photosynthesis.C.It improves the reception of mobile phones.D.It collects the energy released by plants.三、Section B(总题数：2，分数：56.80)Questions 8 to 11 are based on the conversation you have just heard.（分数：28.40）A.He visited the workshops in the Grimsby plant.B.He called the woman and left
8、her a message.C.He used stand-ins as replacements on all lines.D.He asked a technician to fix the broken production line.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.A.To seek her permission.B.To
9、 place an order for robots.C.To request her to return at once.D.To ask for Toms phone number.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.（分数：28.40）A.He saved a baby boys life.B.He
10、 wanted to be a superhero.C.He prevented a train crash.D.He was a witness to an accident.A.He has a 9-month-old boy.B.He is currently unemployed.C.He enjoys the interview.D.He commutes by subway.A.A rock on the tracks.B.A misplaced pushchair.C.A strong wind.D.A speeding car.A.She stood motionless in
11、 shock.B.She cried bitterly.C.She called the police at once.D.She shouted for help.四、Section C(总题数：3，分数：142.00)Questions 16 to 18 are based on the passage you have just heard.（分数：42.60）A.She inherited her family ice-cream business in Billings.B.She loved the ice-cream business more than teaching pri
12、mary school.C.She started an ice-cream business to finance her daughters education.D.She wanted to have an ice-cream truck when she was a little girl.A.To preserve a tradition.B.To amuse her daughter.C.To help local education.D.To make some extra money.A.To raise money for business expansion.B.To ma
13、ke 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.（分数：42.60）A.The reasons for imposing taxes.B.The various services money can buy.C.The various burdens on ordinary
14、 citizens.D.The function of money in the modem world.A.Educating and training citizens.B.Improving public transportation.C.Protecting peoples life and property.D.Building hospitals and public libraries.A.By asking for donations.B.By selling public lands.C.By selling government bonds.D.By exploiting
15、natural resources.Questions 22 to 25 are based on the passage you have just heard.（分数：56.80）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.A.Its b
16、eauty 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.A.Tobacco.B.PotatoesC.MachineryD.ClothingA.European history.B.European geography.C.Small countries in Eu
17、rope.D.Tourist attractions in Europe.五、Part (总题数：1，分数：35.50)Questions 26 to 35 are based on the following passage. The ocean is heating up. Thats the conclusion of a new study that finds that Earths oceans now26heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865
18、 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 1
19、50 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 simulati
20、ons ( 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 theyre35whet
21、her the deep-seawarming canceled out warming at the seas 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（分数：35.50）A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.
22、O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.六、Section B(总题数：1，分数：71.00)The Secret to Raising Smart Kid
23、s 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 t
24、hat 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 w
25、ho are no more skilled continue to strive and learn? One answer, I soondiscovered, lay in peoples 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
26、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 m
27、ath 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 expl
28、ain their failuresdifferently, but they also hold different “theories“ of intelligence.The helpless ones believeintelligence is a fixed characteristic: you have only a certain amount, and thats that. I call this a“fixed mind-set (思维模式). “ Mistakes crack their self-confidence because they attribute e
29、rrors 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 challengesar
30、e 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 a
31、nd 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
32、agree or disagreewith statements such as “Your intelligence is something very basic about you that you cant 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 le
33、arning 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 s
34、trategy. 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 intelligence did not need to work hard t
35、o 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 performance. At the start of junio
36、r 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 th
37、eother 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
38、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
39、 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 instruc
40、tion 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 combination of study skills sessio
41、nsand 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 stronger with use and thatlearning pro
42、mpts 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
43、 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.（分数：71.00）(1).The authors experi
44、ment shows that students with a fixed mind-set believe having to work hard is an indication of low ability. （分数：7.10）A.B.C.D.E.F.G.H.I.J.K.(2).Focusing on effort is effective in helping children overcome frustration and achieve success. （分数：7.10）A.B.C.D.E.F.G.H.I.J.K.(3).We can cultivate a growth mi
45、nd-set in children by telling success stories that emphasize hard work and love of learning. （分数：7.10）A.B.C.D.E.F.G.H.I.J.K.(4).Students belief about the cause of their failure explains their attitude toward setbacks. （分数：7.10）A.B.C.D.E.F.G.H.I.J.K.(5).In the authors experiment, students with a grow
46、th mind-set showed greater perseverance in solving difficult math problems. （分数：7.10）A.B.C.D.E.F.G.H.I.J.K.(6).The author conducted an experiment to find out about the influence of students mind-sets on math learning. （分数：7.10）A.B.C.D.E.F.G.H.I.J.K.(7).After failing again and again, most animals giv
47、e up hope. （分数：7.10）A.B.C.D.E.F.G.H.I.J.K.(8).Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.（分数：7.10）A.B.C.D.E.F.G.H.I.J.K.(9).People with a fixed mind-set believe that ones intelligence is unchangeable. （分数：7.10）A.B.C.D.E.F.G.H.
48、I.J.K.(10).In the workplace, feedback may not be so welcome to managers with a fixed mind-set. （分数：7.10）A.B.C.D.E.F.G.H.I.J.K.七、Section C(总题数：2，分数：142.00)Passage One Questions 46 to 50 are based on the following passage. “Sugar, alcohol and tobacco,“ economist Adam Smith once wrote,“ are commodities
49、 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 revi
