201712月大學(xué)英語四級(jí)真題與答案解析第二套

1、2016 年 12 月大學(xué)英語四級(jí)考試真題（第 2 套）Part IWriting（30 min utes）Directi ons: For this part,you are allowed 30 minu tes to write anessay.Suppose you have twoopti ons upon graduati on: one is to take a job in a companyandthe other to go to agraduate school. You are to make a choice betwee n the two. Writean ess

2、ay to expla in thereas ons for your choice.You should write at least120 words but no more tha n180words.Part 川Read ing Comprehe nsion（40 min utes）Sectio n ADirections:In this section,there is a passage with ten blanks. You arerequired to select one wordfor each bla nk from a list of choices give n i

3、n a word bankfollow ing the passage. Read thepassage through carefully before making yourchoices.Each choice in the bank isidentified by a letter. Please mark the correspondingletter for each item on AnswerSheet 2 with a single line through the centre. You maynot use any of the words in theba nk mor

4、e tha n on ce.Questio ns 26 to 35 are based on the follow ing passage.The ocean is heating up. Thats the conclusion of a new study that finds that Earthsocea ns no w26heat at twice the rate they did 18 years ago. Around half of ocea n heatin take since 1865 hastake n place since 1997, researchers re

5、port on li ne in NatureClimate Chan ge.Warmingwaters are known to27_ to coral bleaching（珊瑚白化） and they take up morespacethan cooler waters, raisingsea28While the top of the oceanis well studied,its depths are moredifficult to 29The researchersgathered 150 years of ocea n temperature data in order to

6、 get abetter30_of heat absorption from surface to seabed. They gathered together temperature readin gscollected by everythi ng from a 19th cen tury31 of _British n aval ships to modem automated ocea nprobes. The exte nsive datasources,32_with computer simulations （計(jì)算機(jī)模擬）,created atimeline of oceante

7、mperature changes, including cooling from volcanic outbreaks and warmingfromfossil fuel33 _About 35 perce nt of the heat take n in by the ocea ns duri ng the in dustrial era nowresides at a34 of more tha n 700 meters, the researchers found.They say theyre35whether the deep-seawarming canceled out wa

8、rming at the seassurface.A. absorbB. Comb inedC. Co ntributeD. depthE. emissi ons歡迎下載2F. excursi onG. exploreH. floorI.heightsJ. in differe ntK. levelsL. mixedM. pictureN. un sureO. voyage Sectio n BDirecti ons:In this sect ion, you are going to read a passage with tenstateme nts attached to it. Eac

9、hstateme nt contains in formatio n give n in one of theparagraphs. Ide ntify the paragraphfrom which the in formatio n is derived. You maychoose a paragraph more tha n on ce.Each paragraph is marked with a letter.A nswerthe questi ons by mark ing thecorresp onding letter on An swer Sheet 2.The Secre

10、t to Raisi ng Smart KidsA) I first began to investigate the basis of human motivation-and howpeople persevere aftersetbacks-asa psychology graduate student at YaleUniversity in the 1960s. Animal experiments bypsychologists at the Un iversity of Pennsylva nia had show n that after repeated failures,

11、most ani malsc on clude that a situation is hopeless and bey ond their con trol.After such an experie nee an ani malofte n rema ins passive eve n when it can effectcha nge-a state they called lear ned helpless ness.B) People can learn to be helpless, too. Whydo somestudents give up when theyencounte

12、r difficulty,whereas others who are no more skilled continue to strive and learn? Onean swer, I soon discovered, lay in peoples beliefs about why they had failed.C) In particular, attributing poor performance to a lack of ability depresses motivati onmore tha n doesthe belief that lack of effort is

13、to blame. Whe n I told a group of schoolchildre n who displayedhelplessbehavior that a lack of effort led to their mistakes in math, they learned to keep tryingwhe n the problems got tough. Ano ther group of helpless children who were simplyrewarded fortheir success on easier problems did not improv

14、e their ability to solve hardmath problems. Theseexperime ntsindicatedthat a focus on effort can help resolve helplessness andgen erate success.D) Later, I developed a broader theory of what separates the twogen eralclasses of learners-helplessversus mastery-oriented. I realized these differe nt typ

15、esof stude nts not only expla in their failuresdiffere ntly, but they also hold differenttheories of intelligence.Thehelpless onesbelieve in tellige nce is a fixed characteristic: you have only a certa inamount, and thats that. I call this afixed min d-set ( Mistakes cracktheir self-c on fide nee be

16、cause they attribute errors toalack of ability, which they feel powerless to change. They avoid challe nges becausechalle ngesmake mistakes more likely. The mastery-oriented children, on the otherhand, think intelligence isnot fixed and can be developed through education and hard思維模式）.歡迎下載3work. Suc

17、h children believe challengesare energizing rather than intimidating (令人生畏);they offer opport un ities to lear n. Stude ntswith such a growth mi nd-set were destined ( 注定)for greater academic success and were quitelikely to outperform their counterparts.E) We validated these expectations in a study

18、in which two other psychologists and Imonitored 373students for two years during the transition to junior high school, whenthe work gets more difficultandthe grading more strict, to determine how their mind-sets might affect their mathgrades. At thebeg inning of seve nth grade, we assessed the stude

19、 nts min d-sets byask ing them to agree or disagreewith stateme nts such as Your intelligenceissomething very basic about you that you cantreallycha nge. We the n assessed their beliefs about other aspects of learning andlooked to see whathappe ned to their grades.F) As predicted, the stude nts with

20、 a growth min d-set felt that lear ningwas a more important goal thangetting good grades. In addition, they held hard work inhigh regard. They understood that evengeniuses have to work hard. Confronted by asetback such as a disappointingtest grade,stude ntswith a growth min d-set said they would stu

21、dy harder or try a different strategy.The students whoheld a fixed mind-set, however, were concerned about look ingsmart with less regard for lear nin g.They had negative views of effort, believing thathaving to work hard was a sign of low ability.They thought that a pers on with tale nt orin tellig

22、e ncedidnot need to work hard to do well.Attributinga bad grade to their own lackof ability, those with a fixed min d-set said that they wouldstudy less in the future, trynever to take that subject again and consider cheating on future tests.G) Such differe nt outlooks had a dramatic impact on perfo

23、rma nce. At thestart of junior high, the mathachievement test scores of the students with a growth mind-set were comparable to those ofstude nts who displayed a fixed mind-set. But as thework becamemore difficult, the students witha growth mind-set showedgreaterpersistence.As a result, their math gr

24、adesovertook those of theother students by the end of the firstsemester-andthe gap between the two groups continued towiden during the two years we followedthem.H) A fixed min d-set can also hin der com muni cati on and progress in the workplaceand discourage orig nore con structive criticism and ad

25、vice.Research shows that managers who have a fixed mind-setare less likely to seek orwelcome feedback from their employees tha n are man agers with a growthm in d-set.I) How do we tran smit a growth min d-set to our childre n? One way is bytelling stories aboutachievements that resultfrom hard work.

26、 Forin sta nee, talk ing about mathematical geni uses whowere more or less born that wayputs students in a fixed mind-set,but descriptions ofgreatmathematicia ns who fell in love with math and developed amaz ing skillsproduce a growth min d-set.歡迎下載4J) In additi on, pare nts and teachers can help ch

27、ildre n by providi ngexplicitinstructionregarding themind as a learning machine. I designedan eight-sessionworkshop for 91 students whose mathgrades were decliningin their first year of junior high.Forty-eight of the stude nts receivedinstruction in studyskills only, whereas the others attended a co

28、mb in ati on of study skills sessi onsandclasses in which they learned about the growth min d-set and how to apply it toschoolwork. In the growth mind-set classes, students read and discussed an articleentitled You Can Grow YourBrain. They were taught that the brain is like a musclethat gets stron g

29、er with use and thatlear ning prompts the brain to grow newconnections.From such instruction, many students beganto seethemselves as agents of their own brain development. Despite being unaware thatthere weretwo types of in structio n, teachers reported sig ni fica nt motivationalchanges in 27%of th

30、e childrenin the growth mind-set workshop as compared with only9% of stude nts in the con trol group.K) Research is converging (匯聚) on the conclusion that great accomplishment andeven genius istypically the result of years of passion and dedicati on and not something that flows n aturally from agift

31、.36. The authors experime nt shows that stude nts with a fixed min d-set believe having to work hard is an in dicati on of low ability.37.Focusing on effort is effective in helpingchildrenovercomefrustrati on and achieve success.38. We can cultivate a growth mind-set in children by telling success s

32、tories thatemphasize hard work and love of lear ning.39. Stude nts belief about the cause of their failure expla ins their attitude towardsetbacks.40. In the authors experiment, students with a growth mind-set showed greaterpersevera nee in solvi ng difficult math problems.41. The author con ducted

33、an experime nt to find out about the in flue nee of stude ntsmin d-sets on math lear ning.42. After faili ng aga in and aga in, most ani mals give up hope.43. Informing stude nts about the brain as a lear ning machi ne is a good strategy toenhance their motivatio n for lear ning.44. People with a fi

34、xed mind-set believe that ones intelligence is un cha ngeable.45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.Sectio n CDirections:There are 2 passages in this section. Each passage is followedby somequestions orunfinishedstatements. For each of them there are

35、fourchoices marked A., B., C. AndD . You should decide on the best choice and mark thecorresponding letteron AnswerSheet 2 with a single line throughthe cen tre.Passage OneQuestions 46 to 50 are based on the following passage.Sugar, alcohol and tobacco, econo mist Adam Smith once wrote, are commodit

36、ies歡迎下載5which arenowhere necessariesof life, which have becomeobjects of almost universalconsumption, and whichare, therefore,extremely popular subjects of taxati on.Two and a haft cen turies on, most coun tries impose some sort of tax on alcohol andtobacco. Withsurging obesity levels putting increa

37、sing strain on public health systems,gover nments around the worldhave beg un to toy with the idea of tax ing sugar as well.Whether such taxes work is a matter of debate. A prelim inary review of Mexicos taxation found afall in purchases of taxed drinks as well as a rise in sales of untaxed andhealt

38、hier drinks. By contrast,a Danish tax on foods high in fats was aba ndoned a yearafter its in troduct ion, amid claims thatc on sumers were avoidi ng it by cross ing theborder to Germa ny to satisfy their desire for cheaper, fattierfare.The food in dustry has, in gen eral, bee n firmly opposed to su

39、ch direct governmentaction.Nonetheless,the renewed focus on waistlines meansthatindustrygroups are under pressure todemonstrate their products arehealthy as well as tasty.Over the past three decades, the industry has madesomeefforts to improve the qualityof itsofferi ngs. For example, some drink man

40、u facturers have cut the amount of sugarin their beverages.Many of the reduct ions over the past 30 years have bee n achieved either by reducingthe amount ofsugar, salt or fat in a product, or by finding an alter native in gredie nt.More rece ntly, however, somecompa nies have been investing money i

41、n a moreambitious undertaking: learning how to adjust thefundamental make-up of the foodthey sell. For example, having salt on the outside, but none on the in side, reduces thesalt content without cha nging the taste.While reformulatingrecipes （ 配方） is one way to improve public health,it should be p

42、art of amulti-sided approach. The key is to remember that there is not justone solution.To deal with obesity,a mixture ofapproaches-includingreformulation,taxationand adjustingportionsizes-will ben eeded. There is no silver bullet.46. What did Adam Smith say about sugar, alcohol and .tobacco?A. They

43、 were profitable to manu facture.B. They were in ever- in creas ing dema nd.C. They were subject to taxati on almost everywhere.D. They were no Ion ger con sidered n ecessities of life.47. Why have many coun tries started to con sider tax ing sugar?A. They are un der grow ing pressure to bala nee th

44、eir n ati onal 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 in dustry is overtak ing alcohol and tobacco bus in ess in generatingprofits.48. What do we lear n about Dan

45、 ish taxatio n 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 Germa n cooperati on.歡迎下載6D. It met with firm opposition from the food industry.49. What is the more rece nt effort by food compa nies to

46、 make foods and drinks bothhealthy and tasty?A. Replaci ng sugar or salt with alter native in gredie nts.B. Setting a limit on the amount of sugar or salt in their products.C. In vest ing in research to find ways to adapt to con sumers n eeds.D. Adjusti ng the physical compositi on of their products

47、.50. What does the author meanby saying, at the end of the passage, There is nosilver bullet ( Line 4, Para.7)?A. There is no sin gle easy quick soluti on to the problem.B. There is no hope of success without public cooperati on.C. There is no hurry in finding ways to solve the obesity problem.D. Th

48、ere is noeffective way to reduce peoples sugar con sumpti on.Passage TwoQuestio ns 51 to 55 are based on the follow ing passage.You may have heard some of the fashi on in dustry horror stories: models eati ngtissues or cotton balls to hold off hun ger, and models collaps ing from hunger-in ducedhear

49、t attacks just sec onds afterthey step off the run way.Excessively skinny models have bee n a point of con troversy for decades, and tworesearchers saya mode ls body mass should be a workplace health and safety issue.In an editorial released Mon day in the America n Jour nal of Public Health, Kather

50、ineRecord and Bryn Austin made their case forgover nment regulati on of the fashi on industry.The average intern ati onalrun way model has a body mass in dex (BMI) un der16-low eno ugh toin dicate starvati on by the World Health Orga ni zatio ns sta ndard.And Record and Austi n are worried no tjust

51、about the models themselves, but aboutthe vast nu mber of girls and wome n their images in flue nee.Especially girls and tee ns, says Record. Seve nty perce nt of girls aged 10 to 18report that theydefine perfect body image based on what they see in magazines. Thats especially worrying, she says,giv

52、en that anorexia（厭食癥） results in more deaths tha n does any other men tai ill ness, accord ing totheNati onal In stitute of Men tai Health.Its commonlyknownthat certain diseases are linked with occupations like lung diseasein coal min ers. Professi onal fashi on models are particularly vuln erable t

53、o eati ngdisorders result ing fromoccupati onal dema nds to mai ntai n extreme thi nn ess.Records suggesti on is to prohibit age nts from hiri ng models with a BMI below 18.In April, France passeda law sett inglower limits for a models weight.Age nts and fashi on houseswho hire models with a BMI un

54、der 18 could pay $ 82,000in fines and spe nd up to 6 mon ths in jail.Regulati ng the fashi on in dustry in the United States wont be easy, Record says. But with the new rulesi n Fran ce, U.S. supportcould make a differe nee. A desig ner cant survive without participati ng in Paris Fashion Week, she

55、says, add in g, Our argume nt is that the same would be true of NewYorkFashi on Week.51. What do Record and Aust in say about fashi on models body mass?歡迎下載7A. It has caused n eedless con troversy.B. It is but a matter of pers onal taste.C. It is the focus of the modeli ng bus in ess.D. It affects m

56、odels health and safety.52. What are Record and Austi n advocat ing in the Mon day editorial?A. A change in the publics view of female beauty.B. Gover nmen t legislati on about models weight.C. Elimination of forced weight loss by models.D. Prohibition of models eating non-food stuff.53. Why are Rec

57、ord and Aust in especially worried about the low body mass in dex ofmodels?A. It con tributes to many men tal ill nesses.B. It defines the future of the fashion industry.C. It has great in flue nee on nu merous girls and wome n.D. It keeps many otherwise qualified wome n off the run way.54. What do

58、we lear n about Fran ces fashi on in dustry?A. It has difficulty hiri ng models.B. It has now a new law to follow.C. It allows girls un der 18 on the run way.D. It has overtaken that of the United States.55. What does Record expect of New York Fashion Week?A. It will create a completely new set of r

59、ules.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.PartIVTran slatio n(30 min utes )Directi ons:For this part, you are allowed 30 minu tes to tran slate apassage from Chinese intoEnglish.You should write your answer on

60、 AnswerSheet 2.在中國文化中，黃顏色是一種很重要的顏色，因?yàn)樗哂歇?dú)特的象征意義。在圭 蝗(feudal)社會(huì)中，它象征統(tǒng)治者的權(quán)力和權(quán)威。那時(shí)，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。在中國，黃色也是收獲的象征。秋天莊稼成熟時(shí)，田野變得一片金黃。人 們興高采烈，慶祝豐收。2016 年 12 月大學(xué)英語四級(jí)考試真題答案與詳解(第 2 套)Part IWrit ing范文點(diǎn)評(píng) 高分范文Going to Graduate School Is a Better Choice1If given two options after