份英语四级2.docx
《份英语四级2.docx》由会员分享,可在线阅读,更多相关《份英语四级2.docx(9页珍藏版)》请在冰豆网上搜索。
![份英语四级2.docx](https://file1.bdocx.com/fileroot1/2022-12/30/443a7670-b8df-4f30-9ca7-bd4f342adcac/443a7670-b8df-4f30-9ca7-bd4f342adcac1.gif)
份英语四级2
作文题目:
Forthispart,youareallowed30minutestowriteanessay.Supposeyouhavetwooptionsupongraduation:
oneistotakeajobinacompanyandtheothertogotoagraduateschool.Youaretomakeachoicebetweenthetwo.Writeanessaytoexplainthereasonsforyourchoice.Youshouldwriteatleast120wordsbutnomorethan180words.
参考范文:
Upongraduation,virtuallyallcollegestudentswillconfronttheproblemofthecareerchoice,whichistrulyatoughchoice.Students'opinionsdiffergreatlyonthisissue.Someholdthatpriorityshouldbegiventotakeajob,butotherstaketheattitudethatgoingtoagraduateschoolisthemostcriticalfactorinfluencingtheirfuturecareerchoices.
Astomyself,Ipreferthelatterview.Ahighereducationalbackgroundexertsatremendousfascinationonagreatnumberofpeople,withnoexceptiontome.Thisphenomenonthatthegraduateshavedifficultiesinfindingjobaftertheirgraduationcaneasilybefoundanywhereinourdailylife,especiallyoncampus.Ontheonehand,withtheimprovedhigheducationofChinesecollegestudentswhichdirectlybroughttheresultthattherearemoreandmoregraduateseveryyear.Onthecontrary,jobvacanciesdon’tincreasethatfast.Morepeople,lessfood,whichistheexactdescriptionofthehardcondition.Ontheotherhand,moreandmorepeoplegoontopursuetheirmasteranddoctordegree;moreandmoreChineseoverseastudentscomebacktoChinatohuntbetterworkingchances.Itissurethatthecompetitionismoreandmorefierce.
Therefore,itishightimethatwetookeffectivemeasurestoimproveourowncompetitiveness.Thatisthesecretofsuccessinthefutureemploymentmarketafterourgraduation.
PartⅢReadingSectionA(卷二)
Theoceanisheatingup.That'stheconclusionofanewstudythatfindsthatEarth'soceansnow(27)heatattwicetheratetheydid18yearsago.Aroundhalfofoceanheatintakesince1865hastakenplacesince1997,researchersreportonlineinNatureClimateChange.
Warmingwatersareknownto(28)tocoralbleaching(珊瑚白化)andtheytakeupmorespacethancoolerwaters,raisingsea(29).Whilethetopoftheoceanisstudied,itsdepthsaremoredifficultto(30)Theresearchersgathered150yearsofoceantemperaturedatainordertogetbetter(31)ofheatabsorptionfromsurfacetoseabed.Theygatheredtogethertemperaturereadingscollectedbyeverythingfroma19thcentury(32)ofBritishnavalshipstomodernautomatedoceanprobes.Theextensivedatasources,(33)withcomputersimulations(计算机模拟),createdatimelineofoceantemperaturechanges,includingcoolingfromvolcanicoutbreaksandwarmingfromfossilfuel(34).
About35percentoftheheattakeninbytheoceansduringtheindustrialeranowresidentsata(35)ofmorethan700meters,theresearchersfound.Theysaythey'reunsure(36)whetherthedeep-seawarmingcanceledout warmingatthesea'ssurface.
Aabsorb
Bcombined
Ccontribute
Ddepth
Eemission
F.explore
Gexplore
H.floor
I.heights
J.indifferent
Klevel
L.mixed
Mpicture
Nunsure
Ovoyage
参考答案:
(26)Aabsorb
(27)Ccontribute
(28)Klevel
(29)Gexplore
(30)Mpicture
(31)Ovoyage
(32)Bcombined
(33)Eemission
(34)Ddepth
(35)Nunsure
参考解析
文章第一句讲到海洋正在升温,不难推断出第26题应该是选absorb,absorb为吸收的意思。
beknowntodosth,由此可知第27题应该选动词原形,再根据后面的to,故将答案锁定为contribute,contribute…to…意思为是……的原因,有助于;为……做贡献;为……捐款;为……撰稿。
raising…为结果状语从句,意为导致了海平面的上升,故此空的答案为levels。
该句的前半句意思是海洋的表层(顶部)被研究得较为透彻,考生要谨记在做完形填空时,要做到上下文的对应,比对一下就可得知该空应该选择study的近义词,通观所有的选项,故选explore。
研究者搜集了150年的海洋温度数据,目的是要清晰地比对现在与过去的变化趋势,故不难推测出要做图来进行比对,因此该空的答案为picture。
31空后面有navalships这样的字眼,故能联想到该空应该与ships有关,因此该空的答案为voyage。
能与介词with搭配的形容词,通观所有的选项,只有combined,combinedwith意为结合,该短语在句中做插入语。
Fossilfuel为矿物燃料,燃烧矿物燃料排放出的废气会导致温室效应,故该空应该选择emissions。
Morethan700meters是一个长度,再看前文,亦有提示----itsdepths,故该空的答案为depth,atadepthof…意为在……的深度。
35空应填入一个形容词,再结合后面的宾语从句的引导词whether,故将答案锁定为unsure,要注意sure和unsure的宾语从句的引导词是不同的,sure的宾语从句引导词为that,unsure的宾语从句的引导词为whether,类似的词语还有doubt,考生要注意区分。
PartⅢReadingSectionB(卷二)
TheSecrettoRaisingSmartKids
37.Theauthor'sexperimentshowsthatstudentswithafixedmind-setbelievehavingtoworkhardisanindicationoflowability.
【答案】[F]Aspredicted,thestudentswithagrowthmind-setfeltthatlearningwasmoreimportantgoalthangettinggoodgrades.Inaddition,theyheldhardworkinhighregard,Theyunderstoodthatevengeniuseshavetoworkhard.Confrontedbyasetbacksuchasadisappointingtestgrade,studentswithagrowthmind-setsaidtheywouldstudyharderortryadifferentstrategy.Thestudentswhoheldafixedmind-set,however,wereconcernedaboutlookingsmartwithlessregardforlearning.Theyhadnegativeviewsofeffort,believingthathavingtoworkhardwasasignoflowability.Theythoughtthatapersonwithtalentorintelligencedidnotneedtoworkhardtodowell.Attributingabadgradetotheirownlackofability,thosewithafixedmind-setsaidthatwouldstudylessinthefuture,trynevertotakethatsubjectagainandconsidercheatingonfuturetests.
38.Focusingoneffortiseffectiveinhelpingchildrenovercomefrustrationandachievesuccess.
【答案】[C]Inparticular,attributingpoorperformancetoalackofabilitydepressesmotivationmorethandoesthebeliefthatlackofeffortistoblame.WhenItoldagroupofschoolchildrenwhodisplayedhelplessbehaviorthatalackofeffortledtotheirmistakesinmath,theylearnedtokeeptryingwhentheproblemsgottough.Anothergroupofhelplesschildrenwhoweresimplyrewardedfortheirsuccessoneasierproblemsdidnotimprovetheirabilitytosolveharmmathproblems.Theseexperimentsindicatedthatafocusoneffortcanhelpresolvehelplessnessandgeneratesuccess.
39.Wecancultivateagrowthmind-setinchildrenbytellingsuccessstoriesthatemphasizehardworkloveoflearning.
【答案】[I]Howdowetransmitagrowthmind-settoourchildren?
Onewayisbytellingstoriesaboutachievementsthatresultfromhardwork.Forinstance,talkingaboutmathematicalgeniuses
Whoweremoreorlessbornthatwayputsstudentsinafixedmind-set,butmathematicianswhofellinlovewithmathanddevelopedamazingskillsproduceagrowthmind-set.
40.Students’beliefaboutthecauseoftheirfailureexplainstheirattitudetowardsetbacks.
【答案】[F]Aspredicted,thestudentswithagrowthmind-setfeltthatlearningwasmoreimportantgoalthangettinggoodgrades.Inaddition,theyheldhardworkinhighregard,Theyunderstoodthatevengeniuseshavetoworkhard.Confrontedbyasetbacksuchasadisappointingtestgrade,studentswithagrowthmind-setsaidtheywouldstudyharderortryadifferentstrategy.Thestudentswhoheldafixedmind-set,however,wereconcernedaboutlookingsmartwithlessregardforlearning.Theyhadnegativeviewsofeffort,believingthathavingtoworkhardwasasignoflowability.Theythoughtthatapersonwithtalentorintelligencedidnotneedtoworkhardtodowell.Attributingabadgradetotheirownlackofability,thosewithafixedmind-setsaidthatwouldstudylessinthefuture,trynevertotakethatsubjectagainandconsidercheatingonfuturetests.
41.Intheauthor’sexperiment,studentwithagrowthmind-setshowedgreaterperseveranceinsolvingdifficultmathproblems.
【答案】[G]Suchdifferentoutlookhadadramaticimpactonperformance.Atthestartofjuniorhigh,themathachievementtestscoresofthestudentswithagrowthmind-setwerecomparabletothethoseofstudentswhodisplayedafixedmind-set.Butastheworkbecamemoredifficult,thestudentswithagrowthmind-setshowedgreaterpersistence.Asaresult,theirmathgradesovertookthoseoftheotherstudentsbytheendofthefirstsemester-andthegapbetweenthetwogroupscontinuedtowidenduringthetwoyearswefollowedthem.
42.Theauthorconductedanexperimenttofindoutabouttheinfluenceofstudents’mind-setsonmathlearning.
【答案】[E]WevalidatedtheseexpectationsinastudyinwhichtwootherpsychologistsandImonitored373studentfortwoyearsduringthetransitiontojuniorhighschool,whentheworkgetsmoredifficultandthegradingmorestrict,todeterminehowtheirmind-setsmightaffecttheirmathgrades.Atthebeginningofseventhgrade,weassessedthestudents'mind-setsbyaskingthemtoagreeordisagreewithstatementssuchas"Yourintelligenceissomethingverybasicaboutyouthatyoucan'treallychange."Wethenassessedtheirbeliefsaboutotheraspectsoflearningandlookedtoseewhathappenedtotheirgrades.
43.Afterfailingagainandagain,mostanimalsgiveuphope.
【答案】[A]Ifirstbegantoinvestigatethebasisofhumanmotivation-andhowpeoplepersevereaftersetbacks-asapsychologygraduatestudentatYaleUniversityinthe1960s.AnimalexperimentsbypsychologistsattheUniversityofPennsylvaniahadshownthatafterrepeatedfailures,mostanimalsconcludethatasituationishopelessandbeyondtheircontrol.Aftersuchanexperienceananimaloftenremainspassiveevenwhenitcaneffectchange-astatetheycalledlearnedhelplessness.
44.Informingstudentsaboutthebrainasalearningmachineisagoodstrategytoenhancetheirmotivationforlearning.
【答案】[J]Inaddition,parentsandteacherscanhelpchildrenbyprovidingexplicitinstructionregardingthemindasalearningmachine,Idesignedaneight-sessionworkshopfor91studentswhosemathgradesweredecliningintheirfirstyearofjuniorhigh.Forty-eightofthestudentsreceivedinstructioninstudyskillsonly,whereastheothersattendedacombinationofstudyskillssessionsandclassesinwhichtheylearnedaboutthegrowthmind-set