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 two options upon graduation: one is to work in a state-owned business and the other in a joint venture. You are to make 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 180 words.
You should write at least 120 words but no more than 180 words.
Part IIListening Comprehension(25分钟)
Section A
Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C), and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.
1. Why does New York State want to turn off Niagara Falls?
A) To satisfy the curiosity of tourists.
B) To replace two old stone bridges.
C) To enable tourists to visit Goat Island.
D) To improve utility services in the state
2. What did people find when Niagara Falls was shut off in 1969?
A) Countless tree limbs.
B) A few skeletons.
C) Lots of wrecked boats and ships.
D) Millions of coins on the bottom.
3. What did the Tunisian government do after the gunmen's attack?
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.
4. What were German and American security experts expected to do in Tunisia?
A) Advise Tunisian civilians on how to take safety precautions.
B) Track down the organization responsible for the terrorist attack.
C) Train qualified security personnel for the Tunisian government.
D) Devise a monitoring system on the Tunisian border with Libya.
5. What did the three university students invent?
A) An environment-friendly battery.
B) An energy-saving mobile phone.
C) A plant-powered mobile phone charger.
D) A device to help plants absorb sunlight.
6. When did they get the idea for the invention?
A) While sitting in their school's courtyard.
B) While playing games on their phones.
C) While solving a mathematical problem.
D) While doing a chemical experiment.
7. What does the speaker say about the invention?
A) It increases the applications of mobile phones
B) It speeds up the process of photosynthesis.
C) It improves the reception of mobile phones.
D) It collects the energy released by plants.
Section B
Directions: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C), and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.
8. What did the man do before the telephone conversation?
A) He visited the workshops in the Grims by plant.
B) He called the woman and left her a message.
C) He used stand-ins as replacements on all lines.
D) He asked a technician to fix the broken production line.
9. What does the man say about line 3 in the Grimsby plant?
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.
10. What is the man's purpose in calling the woman?
A) To seek her permission.
B) To place an order for robots.
C) To request her to return at once.
D) To ask for Tom's phone number.
11. Where is the woman at the time of the conversation?
A) She is on duty.
B) She is having her day off.
C) She is on sick leave.
D) She is abroad on business.
12. What did Kerry Burke from New York Daily News say about the man?
A) He saved a baby boy's life.
B) He wanted to be a superhero.
C) He prevented a train crash.
D) He was a witness to an accident
13. What do we learn about the man from the conversation?
A) He has a 9-month-old boy.
B) He is currently unemployed.
C) He enjoys the interview.
D) He commutes by subway.
14. What caused the incident?
A) A rock on the tracks.
B) A misplaced pushchair.
C) A strong wind.
D) A speeding car.
15. How did the mother react when the incident occurred?
A) She stood motionless in shock.
B) She cried bitterly.
C) She called the police at once.
D) She shouted for help.
Section C
Directions: In this section you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.
16. What does a speaker say about Maria McCartney?
A) She inherited her family ice-cream business in Billings.
B) She loved the ice-cream business more than teaching primary school.
C) She started an ice-cream business to finance her daughter's education.
D) She wanted to have an ice-cream truck when she was a little girl.
17. Why does Maria go into the mobile ice cream business?
A) To preserve a tradition.
B) To amuse her daughter.
C) To help local education.
D) To make some extra money.
18. Why does Maria put a donation bucket in her truck?
A) To raise money for business expansion.
B) To make her truck attractive to children.
C) To allow poor kids to have ice-cream too.
D) To teach kids the value of mutual support
19. What does the speaker mainly talk about?
A) The reasons for imposing taxes.
B) The various serious money can buy.
C) The various burdens on ordinary citizens.
D) The function of money in the modern world.
20. What is most of the government money used for?
A) Educating and training citizens.
B) Improving public translation.
C) Protecting people's life and property.
D) Building hospitals and public libraries.
21. How did the government raise money to pay public bills in the past?
A) By asking for donations.
B) By selling public lands.
C) By selling government bonds.
D) By exploiting natural resources.
22. What does the speaker say about Monaco?
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.
23. Why did Monaco become familiar to Americans, according to the speaker?
A) Its beauty 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.
24. What is one of the products Andorra exports?
A) Tobacco.
B) Potatoes.
C) Machinery.
D) Clothing
25. What does the speaker mainly talk about?
A) European history.
B) European geography.
C) Small countries in Europe.
D) Tourist attractions in Europe.
Part IIIReading Comprehension(40分钟)
Section A
Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.
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
ocean heat intake since 1865 has taken place since 1997, researchers report online in
Nature Climate Change.
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, its depths are more difficult to __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 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__ percent of the heat taken in by the oceans during the industrial era now
residents at a __34__ of more than 700 meters, the researchers found. They
say they're
__35__ whether the deep-sea warming canceled out warming at the sea's
surface.
A) AbsorbB) CombinedC) ContributeD) DepthE) EmissionF) ExcursionG) ExploreH) FloorI) HeightsJ) IndifferentK) LevelsL) MixedM) PictureN) UnsureO) Voyage
Section B
Directions: 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 letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
The Secret to Raising Smart Kids
A) 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 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) People can learn to be helpless, too. Why do some students give up when 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 to 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 helpless 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 two 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 certain 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 children, 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); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for great academic success and were quite likely to outperform their counterparts.
E) We validated these expectations in a study in which two other psychologists and I monitored 373 students for two 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 statements such as "Your intelligence is something very basic about you that 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 more 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 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. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they 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 math 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 students 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 who 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 mathematical 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 learning 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 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 Your Brain." They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. 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 with only 9% of students in the control group.
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 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 and love of learning. ______
39. Students' belief about the cause of their failure explains their attitude toward setbacks. ______
40. In the author's experiment, 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 one's intelligence is unchangeable. ______
45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set. ______
Section C
Directions: 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 decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
"Sugar, alcohol and tobacco," economist Adam Smith once wrote, "are
commodities which are nowhere necessaries 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 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 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 action. 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 have 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 ambitious 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 multi-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.
46. What did Adam Smith say about sugar, alcohol and 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 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 Danish 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 and 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 the 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 no hurry in finding ways to solve the obesity problem.
D) There is no effective way to reduce people's sugar consumption.
Passage Two
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 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 starvation by the World Health Organization's standard.
And Record and Austin are worried not just about the models themselves, but about
the vast number of girls and women their images influence.
"Especially girls and teens", says Record. "Seventy percent of girls aged 10 to 18
report that they define perfect body image based on what they see in magazines."
That's especially worrying, she says, given that anorexia (厌食症) results in more
deaths than does any other mental illness, according to the National Institute of
Mental Health.
It's commonly known that certain diseases are linked with occupations like lung
disease in coal miners. Professional fashion models are particularly vulnerable to
eating disorders resulting from occupational demands to maintain extreme thinness.
Record's suggestion is to prohibit agents from hiring models with a BMI below
18.
In April, France passed a law setting lower limits for a model's weight. Agents
and fashion houses who hire models with BMI under 18 could pay $82,000 in fines
and spend up to 6 months in jail. Regulating the fashion industry in the United States
won't be easy, Record says. But with the new rules in France, U.S. support could
make a difference. "A designer can't survive without participating in Paris Fashion
Week", she says, adding, "Our argument is that the same would be true of New York
Fashion Week."
51. What do Record and Austin say about fashion models' body mass?
A) It has caused needless controversy.
B) It is the focus of the modeling business.
C) It is but a matter of personal taste.
D) It affects models' health and safety.
52. What are Record and Austin advocating in the Monday editorial?
A) A change in the public's view of female beauty.
B) Government legislation about models' weight.
C) Elimination of forced weight loss by models.
D) Prohibition of models eating non-food stuff.
53. Why are Record and Austin worried about the low body mass index of models?
A) It contributes to many mental illnesses.
B) It defines the future of the fashion industry.
C) It has great influence on numerous girls and women.
D) It keeps many otherwise qualified women off the runaway.
54. What do we learn about France's fashion industry?
A) It has difficulty hiring models.
B) It has now a new law to follow.
C) It allows girls under 18 on the runway.
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 rules.
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.
Part IVTranslation(30 minutes)
Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.
在中国文化中,黄颜色是一种很重要的颜色,因为它具有独特的象征意义。在封建(feudal)社会中,它象征统治者的权力和权威。那时,黄色是专为皇帝使用的颜色,皇家宫殿全都漆成黄色,皇袍总是黄色的,而普通老百姓是禁止穿黄色衣服的。在中国,黄色也是收获的象征。秋天庄稼成熟时,田野变得一片金黄。人们兴高采烈,庆祝丰收。