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1、2016年12月四级考试真题(第二套)Part IWriting(30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay.Suppose you have two options upon graduation: One is to find a job somewhere and the other to start a bus in ess of your own. You are to make a decisi on. Write an essay to explai n th
2、e reasons for your decision. You should write at least 120 words but no more than 180 words.Part II Liste ning Comprehe nsion (30 min utes)Part IIIRead ing Comprehe nsion(40 mi nutes)Sectio n ADirections:In this section, there is a passage with ten blanks. You are required toselect one word for each
3、 bla nk from a list of choices give n in a word bank follow ing the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresp onding letter for each item onAn swer Sheet 2 with a sin gle line through the cen tre
4、. You may not use any of the words in the bank more tha n on ce.Questio ns 26 to 35 are based on the follow ing passage.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 ocea n he
5、at in take since 1865 has take n place since 1997, researchers report on li ne in Nature Climate Chan ge.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, itsdepths are more difficult to (
6、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
7、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 perce nt of the heat take n in by the ocea ns duri ng the in dustrial era now reside nts at a (34) of more tha n
8、700 meters, the researchers found. They say they're (35) whether the deep-sea warmi ng can celed out warmi ng at the sea's surface.A) absorbB) comb inedC) con tributeD) depthE) emissionF) exploreG) exploreH) floorI) heightsJ) indifferentK) levelL) mixedM) pictureN) unsureO) voyageSection BDi
9、rections : In this section, you are going 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
10、 letter. Answer the question by marking the corresponding letter on Answer Sheet 2.The Secret to Raising Smart KidsA 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
11、 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
12、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 soon discovered, lay in people's beliefs about why they had failed.C In particular, attributing poor performance t
13、o 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 he
14、lpless 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 t
15、wo 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 certai
16、n amount, and that's that. I call this a "fixed mind-set( 思维模式 )."Mistakes 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 childre
17、n, 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 ）;E We validated these expectations in a study in which two other psychologists and I monitored373 student for tw
18、o 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 sta
19、tements such as "Your intelligence is something very basic aboutyouthat you can't really change." We then assessed their beliefs 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 mo
20、re 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
21、 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
22、. 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 mat
23、h achievement test scores of the students with a growth mind-set were comparable to 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 stud
24、ents 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 wh
25、o 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 mathemati
26、cal 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 lea
27、rning 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
28、 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 YoBrain. ”They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new c
29、onnections. 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 wit
30、h only 9% of students in the controlgroup.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.36. The author's experiment shows that students with
31、 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 love of learning.39. S
32、tudents ' belief about the causeeoirfftahilure explains their attitude toward setbacks.40. In the author 'exsperiment, student 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 st u
33、dents ' m-insdets 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 bel ieve that one ' s intelligence is unch
34、angeable.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 some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should
35、 decide on the best choice and mark the corresponding letter on Answer Sheet 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 wrote, "are commodities which are nowhere neces
36、saries 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
37、 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
38、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 a
39、ction.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 ha
40、ve 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 ambitio
41、us 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 mult
42、i-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.注意：此部分试题请在答题卡 2 上作答。46. What did Adam Smith say about sugar, alcohol and
43、 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 pressures to balance
44、 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.48. What do we learn about Danis
45、h 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 make foods a
46、nd 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. What does th
47、e author mean by 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 on hurry in finding ways to solve the obesity problem.D) There is n
48、o 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 cotton balls to hold off hunger, and models collapsing from hunger-induced heart attacks
49、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 enough to indicate starv