大学英语四级真题与答案解析第二套.docx

1、大学英语四级真题与答案解析第二套2016年12月大学英语四级考试真题(第2套)Part IWriting (30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay. Suppose you have twooptions upon graduation: one is to take a job in a company and the other to go to agraduate school. You are to make a choice between the two.

2、Write an essay to explain thereasons for your choice. You should write at least 120 words but no more than 180words.Part Reading 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 choice

3、s given in a word bank following the passage. Read thepassage through carefully before making your 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

4、than once.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 hastaken place since 1997, researchers report onli

5、ne 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 150 years of ocean temperature data in order to get a

6、better30 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 ( 计算机模拟), created atimeline of ocean temperature

7、 changes, including cooling from volcanic outbreaks and warming fromfossil fuel33About 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 theyre35whether the deep-seawarming canceled out warming at the s

8、eas surface.A. absorbB. CombinedC. ContributeD. depthE. emissionsF. excursionG. exploreH. floorI. heightsJ. indifferentK. levelsL. mixedM. pictureN. unsureO. voyageSection BDirections: In this section, you are going to read a passage with ten statements attached to it. Eachstatement contains informa

9、tion given in one of the paragraphs. Identify the paragraphfrom which the information is derived. You may choose a paragraph more than paragraph is marked with a the questions by marking thecorresponding letter on Answer Sheet 2.The Secret to Raising Smart KidsA) I first began to investigate the bas

10、is 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 that a situation is hopeless and beyond th

11、eir 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 who are no more skilled continue to strive

12、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 of school children who displayedhelpless beh

13、avior 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 problems. Theseexperiments indicated tha

14、t 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 their failuresdifferently, but they also

15、hold different theories of helpless ones believeintelligence is a fixed characteristic: you have only a certain amount, and thats that. I call this afixed mind-set (思维模式). Mistakes crack their self-confidence because they attribute errors toa lack of ability, which they feel powerless to change. The

16、y 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 challengesare energizing rather than intimidating (令人生畏); they offer opportunit

17、ies 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 and I monitored 373students for two years during the transition to ju

18、nior 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 agree or disagreewith statements such as Your intelligence is someth

19、ing 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 learning was a more important goal thangetting good grades. In addition, t

20、hey 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 strategy. The students whoheld a fixed mind-set, however, were concerned

21、about looking smart with less regard for had negative views of effort, believing that having to work hard was a sign of low thought that a person with talent or intelligence did not need to work hard to do a bad grade to their own lack of ability, those with a fixed mind-set said that they wouldstud

22、y 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 junior high, the mathachievement test scores of the students with a growth mind-set were comparable to those ofstudents wh

23、o 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 theother students by the end of the first semester-and the gap between the two groups continued towiden during the two

24、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 managers who have a fixed mind-setare less likely to seek or welcome feedback from their employees than are managers w

25、ith 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 mathematical geniuses whowere more or less born that way puts students in a fixed mind-set, but descriptions of greatma

26、thematicians 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 themind as a learning machine. I designed an eight-session workshop for 91 students whose mathgrades were

27、declining in their first year of junior of the students receivedinstruction in study skills only, whereas the others attended a combination 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 r

28、ead 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 prompts the brain to grow new connections. From such instruction, many students beganto see themselves as agents of their own brain development.

29、 Despite being unaware that there weretwo types of instruction, teachers reported significant motivational changes in 27% of the childrenin the growth mind-set workshop as compared with only 9% of students in the control group.K) Research is converging (汇聚) on the conclusion that great accomplishmen

30、t and even genius istypically the result of years of passion and dedication and not something that flows naturally from agift.36. The authors 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 helpin

31、g children overcome frustration and achieve success.38. We can cultivate a growth mind-set in children by telling success 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 authors experiment,

32、students 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 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 fixed mind-set believe that ones intelligence is unchangeable.45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.Section