大学英语四级第二套真题和答案.docx
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大学英语四级第二套真题和答案.docx
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大学英语四级第二套真题和答案
2016年12月大学英语四级第二套真题和答案
2016年12月大学英语四级试题(第二套)
PartIWriting(30minutes)
(请于正式开考后半小时内完成该部分,之后将进行听力考试)
Directions:
Forthispart,youareallowed30minutestowriteanessay.Supposeyouhavetwooptionsupongraduation:
oneistotakeajobinacompanyandtheothertogotoagraduateschool.Youaretomakeachoicebetweenthetwo.Writeanessaytoexplainthereasonsforyourchoice.Youshouldwriteatleast120wordsbutnomorethan180words.
PartIIListeningComprehension(25minutes)
SectionA
Directions:
Inthissection,youwillhearthreenewsreports.Attheendofeachnewsreport,youwillheartwoorthreequestions.Boththenewsreportandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C).ThenmarkthecorrespondingletterontheAnswersheet1withasinglelinethroughthecentre.
Questions1and2arebasedonthenewsreportyouhavejustheard.
1.A)Tosatisfythecuriosityoftourists.C)ToenabletouriststovisitGoatIsland.
B)Toreplacetwooldstonebridges.D)Toimproveutilityservicesinthestate
2.A)Countlesstreelimbs.C)Lotsofwreckedboatsandships.
B)Afewskeletons.D)Millionsofcoinsonthebottom.
Questions3and4arebasedonthenewsreportyouhavejustheard
3.A)ItsuspendeddiplomaticrelationswithLibya.
B)IturgedtouriststoleaveTunisiaimmediately.
C)ItshutdowntwobordercrossingswithLibya.
D)ItlaunchedafierceattackagainstIslamicState.
4.A)AdviseTunisianciviliansonhowtotakesafetyprecautions.
B)Trackdowntheorganizationresponsiblefortheterroristattack.
C)TrainqualifiedsecuritypersonnelfortheTunisiangovernment.
D)DeviseamonitoringsystemontheTunisianborderwithLibya.
Questions5to7arebasedonthenewsreportyouhavejustheard.
5.A)Anenvironment-friendlybattery.C)Aplant-poweredmobilephonecharger.
B)Anenergy-savingmobilephone.D)Adevicetohelpplantsabsorbsunlight.
6.A)Whilesittingintheirschool'scourtyard.C)Whilesolvingamathematicalproblem.
B)Whileplayinggamesontheirphones.D)Whiledoingachemicalexperiment.
7.A)Itincreasestheapplicationsofmobilephones
B)Itspeedsuptheprocessofphotosynthesis.
C)Itimprovesthereceptionofmobilephones.
D)Itcollectstheenergyreleasedbyplants.
SectionB
Directions:
Inthissection,youwillheartwolongconversations.Attheendofeachconversation,youwillhearfourquestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromfourchoicemarkedA),B),C)andD).ThenmarkthecorrespondingletteranAnswersheet1withasinglelinethoughthecentre.
Question8to11arebasedontheconversationyouhavejustheard.
8.A)HevisitedtheworkshopsintheGrimsbyplant.
B)Hecalledthewomanandleftheramessage.
C)Heusedstand-insasreplacementsonalllines.
D)Heaskedatechniciantofixthebrokenproductionline.
9.A)Itisthemostmodernproductionline.C)Ithasstoppedworkingcompletely
B)Itassemblessuper-intelligentrobots.D)Itisgoingtobeupgradedsoon.
10.A)Toseekherpermission.C)Torequesthertoreturnatonce.
B)Toplaceanorderforrobots.D)ToaskforTom'sphonenumber.
11.A)Sheisonduty.C)Sheisonsickleave.
B)Sheishavingherdayoff.D)Sheisabroadonbusiness.
Question12to15arebasedontheconversationyouhavejustheard.
12.A)Hesavedababyboy'slife.C)Hepreventedatraincrash.
B)Hewantedtobeasuperhero.D)Hewasawitnesstoanaccident
13.A)Hehasa9-month-oldboy.C)Heenjoystheinterview.
B)Heiscurrentlyunemployed.D)Hecommutesbysubway.
14.A)Arockonthetracks.C)Astrongwind.
B)Amisplacedpushchair.D)Aspeedingcar.
15.A)Shestoodmotionlessinshock.C)Shecalledthepoliceatonce.
B)Shecriedbitterly.D)Sheshoutedforhelp.
SectionC
Directions:
Inthissection,youwillhearthreepassages.Attheendofeachpassage,youwillhearthreeorfourquestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.
Questions16to18arebasedonthepassageyouhavejustheard.
16.A)Sheinheritedherfamilyice-creambusinessinBillings.
B)Shelovedtheice-creambusinessmorethanteachingprimaryschool.
C)Shestartedanice-creambusinesstofinanceherdaughter'seducation.
D)Shewantedtohaveanice-creamtruckwhenshewasalittlegirl.
17.A)Topreserveatradition.C)Tohelplocaleducation.
B)Toamuseherdaughter.D)Tomakesomeextramoney.
18.A)Toraisemoneyforbusinessexpansion.C)Toallowpoorkidstohaveice-creamtoo.
B)Tomakehertruckattractivetochildren.D)Toteachkidsthevalueofmutualsupport
Questions19to21arebasedonthepassageyouhavejustheard.
[E]WevalidatedtheseexpectationsinastudyinwhichtwootherpsychologistsandImonitored373studentfortwoyearsduringthetransitiontojuniorhighschool,whentheworkgetsmoredifficultandthegradingmorestrict,todeterminehowtheirmind-setsmightaffecttheirmathgrades.Atthebeginningofseventhgrade,weassessedthestudents'mind-setsbyaskingthemtoagreeordisagreewithstatementssuchas"Yourintelligenceissomethingverybasicaboutyouthatyoucan'treallychange."Wethenassessedtheirbeliefsaboutotheraspectsoflearningandlookedtoseewhathappenedtotheirgrades.
[F]Aspredicted,thestudentswithagrowthmind-setfeltthatlearningwasmoreimportantgoalthangettinggoodgrades.Inaddition,theyheldhardworkinhighregard,Theyunderstoodthatevengeniuseshavetoworkhard.Confrontedbyasetbacksuchasadisappointingtestgrade,studentswithagrowthmind-setsaidtheywouldstudyharderortryadifferentstrategy.Thestudentswhoheldafixedmind-set,however,wereconcernedaboutlookingsmartwithlessregardforlearning.Theyhadnegativeviewsofeffort,believingthathavingtoworkhardwasasignoflowability.Theythoughtthatapersonwithtalentorintelligencedidnotneedtoworkhardtodowell.Attributingabadgradetotheirownlackofability,thosewithafixedmind-setsaidthatwouldstudylessinthefuture,trynevertotakethatsubjectagainandconsidercheatingonfuturetests.
[G]Suchdifferentoutlookhadadramaticimpactonperformance.Atthestartofjuniorhigh,themathachievementtestscoresofthestudentswithagrowthmind-setwerecomparabletothethoseofstudentswhodisplayedafixedmind-set.Butastheworkbecamemoredifficult,thestudentswithagrowthmind-setshowedgreaterpersistence.Asaresult,theirmathgradesovertookthoseoftheotherstudentsbytheendofthefirstsemester-andthegapbetweenthetwogroupscontinuedtowidenduringthetwoyearswefollowedthem.
[H]Afixedmind-setcanalsohindercommunicationandprogressintheworkplaceanddiscourageorignoreconstructivecriticismandadvice.Researchshowsthatmanagerswhohaveafixedmind-setarelesslikelytoseekorwelcomefeedbackfromtheiremployeesthanaremanagerswithagrowthmind-set.
[I]Howdowetransmitagrowthmind-settoourchildren?
Onewayisbytellingstoriesaboutachievementsthatresultfromhardwork.Forinstance,talkingaboutmathematicalgeniuses
Whoweremoreorlessbornthatwayputsstudentsinafixedmind-set,butmathematicianswhofellinlovewithmathanddevelopedamazingskillsproduceagrowthmind-set.
[J]Inaddition,parentsandteacherscanhelpchildrenbyprovidingexplicitinstructionregardingthemindasalearningmachine,Idesignedaneight-sessionworkshopfor91studentswhosemathgradesweredecliningintheirfirstyearofjuniorhigh.Forty-eightofthestudentsreceivedinstructioninstudyskillsonly,whereastheothersattendedacombinationofstudyskillssessionsandclassesinwhichtheylearnedaboutthegrowthmind-setandhowtoapplyittoschoolwork.Inthegrowthmind-setclasses,studentsreadanddiscussedanarticleentitled“YouCanGrowYourBrain.”Theyweretaughtthatthebrainislikeamusclethatgetsstrongerwithuseandthatlearningpromptsthebraintogrownewconnections.Fromsuchinstruction,manystudentsbegantoseethemselvesasagentsoftheirownbraindevelopment.Despitebeingunawarethatthereweretwotypesofinstruction,teachersreportedsignificantmotivationalchangesin27%ofthechildreninthegrowthmind-setworkshopascomparedwithonly9%ofstudentsinthecontrolgroup.
[K]Researchisconverging(汇聚)ontheconclusionthatgreataccomplishmentandevengeniusistypicallytheresultofyearsofpassionanddedicationandnotsomethingthatflowsnaturallyfromagift.
36.Theauthor'sexperimentshowsthatstudentswithafixedmind-setbelievehavingtoworkhardisanindicationoflowability.
37.Focusingoneffortiseffectiveinhelpingchildrenovercomefrustrationandachievesuccess.
38.Wecancultivateagrowthmind-setinchildrenbytellingsuccessstoriesthatemphasizehardworkloveoflearning.
39.Students’beliefaboutthecauseoftheirfailureexplainstheirattitudetowardsetbacks.
40.Intheauthor’sexperiment,studentwithagrowthmind-setshowedgreaterperseveranceinsolvingdifficultmathproblems.
41.Theauthorconductedanexperimenttofindoutabouttheinfluenceofstudents’mind-setsonmathlearning.
42.Afterfailingagainandagain,mostanimalsgiveuphope.
43.Informingstudentsaboutthebrainasalearningmachineisagood
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