请选择 进入手机版 | 继续访问电脑版

英语家园

 找回密码
 注册

QQ登录

只需一步,快速开始

扫描二维码登录本站

超棒的英语学习网站快速提高英语水平本广告位招租

社区广播台

查看: 40|回复: 0
收起左侧

[考试] 2016 年 12 月大学英语四级考试(第2 套)真题

[复制链接]

汇报天数: 62 天

连续汇报: 42 天

[LV.6]常住居民II

积分排名 481

小学四年级

Rank: 5Rank: 5Rank: 5

坚持不懈

发表于 2018-12-3 08:27:58 | 显示全部楼层 |阅读模式
2016年 12 月大学英语四级考试(第2 套)Part I                                           Writing                                          (30 minutes)

Directwns: F r  this part, you are  allowed  30 minutes  to write an essay.  Suppose  you have  two       吵 仇 ons upon graduation: one is to work in astate-owned business and the other in a joint venture. You are to make a choice between the two. Write an essay to explain the reasonsfor your choice. You should妇 r ite  at least 120 words but no more than 180 words.

Part II                         ListeningComprehension                          (25 minutes)

Section A

Dx'.rectwns:  In  this  section,  you will  hear  three  news  reports.  At  the end of  each  news  report, you will heartwo or three questions. Both the news report and the questions 切 ill be spoken only once. After you heara question, you must choose the  bestanswer from the four choices  marked  A), B),  C)  and D).  Then  mark the corresponding  letter onAnswer Sheet 1 with a single line through thecentre.

Questions 1 and 2 are based on the news report youhave just heard.

1.  A) To satisfy the curiosity of tounsts.

B)   To replace two old stone bridges.

2.   A) Countless tree limbs.

B)   A few skeletons.

C)   To enable tourists to visit Goat Island.

D)   To improve utility services inthe state.

C)  Lots of wrecked boats and ships.

D)  Millions of coins on the bottom.

Questions 3 and 4 are based on the news report youhave just heard.

3.    A) It suspended diplomatic relationswith 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.   A) Advise Tunisian civilians onhow 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 theTunisian  border  with  Libya.

201 6-1 2 四 级 试题(笫 2 套)                            • 1 •

Questions5 to 7 are based on the news report you have just heard.

5.    A)  An environment-friendly battery.            C) A plant-powered mobile phone charger.

B)  An  energy-saving mobile phone.             D) A device to help plants absorb sunlight.

6.   A) While sitting in their school's courtyard.       C)While solving a mathematical problem.

B)  While playing games on their phones.   D) While doing a chemical experiment.

7.   A) It increases the applications of mobile phones.

B)  Itspeeds up the process ofphotosynthesis.

C)  Itimproves the reception of mobile phones.

D)  Itcollects the energy released by plants.

Section B

Directions: In th·is section,you will hear two long conversations. At the  end  of each conversation , you will hear four questions. Both the conversationand the questions will be spoken only once. After you hear a question, you mustchoose the best answer from thefour choicesmarked A), B),  C)  and D).  Then  mark the corresponding letter on Answer Sheet 1 with a single line throughthe centre.

Questions 8 to 11 arebased on the conversation you have just heard.

8.   A) He visited the workshops inthe Grimsby plant.

B)   He called the woman and left hera message.

C)   He used stand-ins asreplacements on all lines.

D)    He asked a technician to fix the broken production line.

9.   A) It is the most modernproduction line.

B) Itassembles super-intelligent robots.

IO.A) Toseek her permission.

B) Toplace an order for robots.

11.A) Sheis on duty.

B)   She is having her day off.

C)  It has stopped working completely.

D)  It is going to be upgraded soon.

C)  To request her to return at once.

D)    To ask for Tom's phone number.

C)  She is on sick leave.

D)    She is abroad on business.

Questions 12 to 15 arebased on the conversation you have just heard.

12.A) He saved a babyboy's life.

B) He wanted to be asuperhero.

13.A) Hehas a 9-month-old boy.

B) He iscurrently unemployed.

14.A) Arock on the tracks.

B) A misplaced pushchair.

15.A) Shestood motionless in shock.

B)   She cried bitterly.

C)   He prevented a train crash.

D)    He was a witness to an accident.

C)   He enjoys the interview.

D)    He commutes by subway.

C)   A strong wind.

D)    A speeding car.

C)   She called the police at once.

D)   She shouted for help.

• 2 •

201 6-1 2 四 级 试题(笫2 套)

SectionC

D"irecbons : Jn t 如 s section , you will hear three passa g es 回 A t the end of each passage , you will hear three or four questions. Boththe passage and the questions will be spoken only once. After you hear aquestion, 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 singleline through the centre.

Questions16 to 18 are based on the passage you have just heard.

16.A) She inherited herfamily ice-cream business in Billings.

B)  She loved the ice-cream businessmore than teaching primary school.

C)   She started an ice-cream business to finance her daughter's education.

D)   She wanted to have an ice-creamtruck when she was a little girl.

17.A) To preserve atradition.

B)  To amuse her daughter.

18.A) Toraise money for business expansion.

C)    To help local education.

D)    To make some extra money.

B)  To make her truck attractive to children.

C)    To allow poor kids to have ice-cream too.

D)   To teach kids the value ofmutual suppor t 回

Questions 19 to 21 are based on the passage you have just heard.

19.A)  The reasons for imposing taxes.           C)The various burdens on ordinary citizens.

B)  The various  services  money can buy.   D)The function of money in the modern world.

20.A) Educating  and trainingcitizens.                C)Protecting people's life and property.

B)  Improving public transportation.             D) Building hospitals and public libraries.

21.A)  By asking for donations.                             C)By selling government bonds.

B) By  selling public lands.                               D) By exploitingnatural resources. Questions 22 to 25 are based on the passage you have just heard 。

22.A) It is located at the center of the Eµropeancontinent.

B)  It relies on tourism as itschief source of revenues.

C)    It contains less than a square  mile of land.

D)    It  issurrounded  by France  on three sides.

23.A) Its beauty isfrequently mentioned in American med 坻

B)  Its ruler Prince Rainier marriedan American actress.

C)   It iswhere  many American  movies areshot.

D)    It  is afavorite  place  Americans like to  visit.

24.A) Tobacco.                  B) Potatoes. 25.A) European history.

B)   European geography.

C)    Machinery.                  D) Clothing.

C)   Small countries in Europe.

D)    Tourist attractions in Europe.

2016-12   四 级 试题(第 2 套)                       。3 •

Part III                           Reading Comprehension                                (40 minutes)

Section A

Di'r.ecbons:  In  t如s sectwn,  there  zs  a  passage  with  ten  blanks.  You  are   required  to  select  one wordfor each blank from a list of choices given in a word bank J oll a 忒 i ng the passage. Read the passagethrough carefully before m a 如 ng your choices. Each choice in the bank is identified by a letter. Please mark thecorresponding Letter for each item on Answer Sheet 2 with a single line throughthe 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 anew study that finds that Earth's oceans now

26       heat at twice the rate they d 过 18 years ago. Around half of ocean  heat intake since 1865  has taken placesince 19 97 , researchers reportonline 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  well studied,  its depths  are more  difficult  to  29   .  The  researchers  gathered  150 years  of  ocean temperature data in ord_er to get a 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 ), creat ed a timeline of ocean temperaturechanges, including cooling from volcanic outbreaks and warming from fossil fuel33 .

About  35percent  of  the heat taken in by the oceans during the industrial era now residesat  a 34 of  more than  700 meters,  the researchersfound.  They  say they're 35  whether  the deep-sea warming canceled out warming atthe sea's surface.

file:///C:/Users/ADMINI~1/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif

A)  absorb

E) emissions

I)    heights

M) picture

B)   combined

F) excursion

J) indifferent

N)unsure

C) contribute

G) explore

K) levels

0) voyage

D) depth

H) floor

L) mixed

file:///C:/Users/ADMINI~1/AppData/Local/Temp/msohtmlclip1/01/clip_image003.gif

file:///C:/Users/ADMINI~1/AppData/Local/Temp/msohtmlclip1/01/clip_image004.gif

Section B

Directions: In this section , you are going to reada passage with  ten statementsaltached  to it. Each statement containsinformation given  in one of  the paragraphs.  Ident 汀 y  the p a ra g ra p h 行 om which the information is derived. You may choose a paragraph more thanonce. Each paragraph is marked with a letter. Answer the questions by

marking  thecorresponding  letter  on Answer Sheet 2.

The Secret to  Raising Smart Kids

A)  I first beganto investigate the basis of human motivat ion —an d how people persevere after setback s—as a psychology graduate student at Yale University in the 1960s. Animal

•   4  。                                201 6-1 2 四 级 试题(第2 套)

experiments by psychologists at the University  of Pennsylvania  had  shown that  after repeated failures,most animals conclude that a situation is  hopeless  and beyond  t he 扛control. After such an experience ananimal often remains passive even when it  can effect  chang e 一 a state they called learned helplessness.

B)  People canlearn to be helpless,  too.  Why  dosome  students  give up  when  they encounter 小 ff icu lt y , whereas others who are no more skilled continue to striveand  learn?  One answer, I soon discovered, lay inpeople's beliefs about why they had failed.

C)   In particular,attributing poor performance to a lack of a b山 t y depresses motivation more than does the belief that lack of effort isto blame. When I told  a group  of school  children who displayedhelpless behavior 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 simplyrewarded for their success on easier problems did not improve their ab 山 t y to solve hard math problems. Theseexperiments indicated that a focus on effort can help resolve helplessness andgenerate success.

D)  Later, Ideveloped a broader theory of what separates the two general classes oflearners- helpless versus mastery-oriented. I realized these different types ofstudents not only explain their failures differently, but they also holddifferent "theories" of intelligence. The helpless ones believeintelligence is a fixed characteristic: you  have  only  acertain  amount,  and that's that.  I call  this a "fixed mind-set(思维模式) ." Mistakes crack their self-confidence because theyattribute

errors  to a  lack  of   ab山 t y ,  which  they  feel powerless  to  change. They  avoid challenges

because challenges make mistakes more likely. Themastery-oriented children, on the other hand, think intelligence is not fixedand can be developed through education and hard work. Such children believechallenges 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

greater academic success and were quite likely tooutperform their counterparts.

E)   We validatedthese expectations in a study in which two other psychologists and I monitored373 students for two years during tl).e transition to junior high school, whenthe  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 ordisagree with statements such as "Your intelligence is something verybasic about you that you can't really change."  We then  assessed  their beliefs  about other aspects oflearning and looked to see what happened to their grades.

F)   As predicted,the students with a growth mind-set felt that  learning  was a more  important goal than gettinggood grades. In addition, they held hard work in high regard. They  understood that even geniuses have to workhard. 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 whoheld a fixed mind-set, however, were concerned

2016-1 2 四 级 试 题(第 2 套)                       •5 •

about looking smart with less regard for learning.They had  negative  views of  effort, believing that havingto work hard was a sign of low a b 山 t y.They thought  that a person with talentor intelligence did not need to work hard to do well. Attributing a  bad grade  to their own lack ofability, those with a fixed mind-set said that they would study less in thefuture, try never to take that subject again and consider cheating on future tes ts 。

G)   Such differentoutlooks had a dramatic impact  onperformance.  At  the start of  junior  high, the math achievement test scores  of the  students  with  agrowth  mind-set  were comparable to those of students who displayed a fixed mind-set. But asthe  work became  more difficult, thestudents with a growth mind-set showed greater persistence.  As a  result,  their math grades overtook those of the other students by the end of thefirst  semester-and  the gap between the two groups continued towiden during the two years we followed them.

H)     A fixedmind-set can also hinder communication and progress in the  workplace and discourage or ignore constructive criticism and advice. Researchshows that managers who have a fixed mind-set are less likely to seek orwelcome feedback from their employees than are managers with a growth mind-set.

I)    How do wetransmit a growth mind-set to our children? One way is by telling stories aboutachievements that result from hard work. For instance, talking aboutmathematical geniuses who were more or less born that way puts students in afixed mind-set, but descriptions of great mathematicians who fell in love withmath and developed amazing skills produce a growth mind-set.

J)   In addition,parents and teachers can help children by  providing  explicit instruct10n regarding the mind as a learning machine. I designed aneight-session workshop fo,r 91 students whose math grades were declining intheir first year of junior high. For ty 飞 ig h t of the students received instruction in studyskills only, whereas the others attended a combination of study skills sessions and classes in which they learnedabout the growth mind-set and how to apply it to schoolwork. In the growth mind-set  classes, students  read and discussed anarticle 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. Despitebeing unaware that there were two types of instruction, teachers reportedsignificant motivational changes in 27 % of the children in the growth mind-set workshop ascompared with only 9 % ofstudents 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 g廿t.

36.     The author's experiment shows that  students with  a  fixed mind-set  believe  having to  work hard is an indication oflow ability.

•  6 •                                                      2016-1 2 四 级 试题(第 2 套)

37.     Focusing on effort is effectivein helping children overcome frustration and achieve success.

38.     We cancultivate a growth mind-set in children by telling  success  stories that  emphasize hard work and loveof learning.

39.     Students'belief about the cause of their failure explains their attitudetoward setbacks.

40.     In the author'sexperiment,  students  with a  growth  mind-set showed  greater  perseverance in solving difficult math problems.

41.     The authorconducted an experiment  to find  out about  the  influence of  students'mind-sets on math learning.

42.     Aft er 如 lin gagain and again, most animals give up hope.

43.    Informingstudents about the brain as a learning machine is a good strategy to enhance the 订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 welcometo managers with a fixed mind-set.

Section C

Directions: There are 2 p assages in this section. Each passageis followed by some questions or unfinished statements. For each of them  there are four choices marked  A), B),  C) and D). You should decideon the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

Passage One

Questions 46 to 50 are based on the followingpassage.

"Sugar, alcohol and tobacco,"economist  Adam  Smith once  wrote,  "are commodities which are nowhere necessaries of life, which have becomeobjects of almost universal consumption, and which are, therefore, extremelypopular subjects of taxation."

Two and a half centuries on, most countries imposesome sort  of  tax on  alcohol  and tobacco. With surging obesity levelsputting increasing strain on public health systems, governments around theworld have begun to toy with the idea of taxing sugar as well.

Whether such taxes work is a matter of debate. Apreliminary review of Mexico's taxation found a fall in purchases of taxeddrinks as well as a rise  in  sales of  untaxed  and healthier drinks. By contrast, a Danish tax on foods high in fats wasabandoned  a  year after  its introduction, amid  claims that consumers  were avoiding it  by crossing  the border  to Germany to satisfytheir desire for cheaper, fattier fare.

The food industry has, in general, been firmlyopposed to such direct government action. Nonetheless, the renewed focus onwaistlines means that industry groups are under pressure to demonstrate theirproducts are healthy as well as tasty.

Over the past three decades, the industry has madesome efforts to improve the quality of its

201 6-1 2四 级 试 题( 第 2 套)                            。 7 •

offerings. For example, some drink manufacturershave cut the amount of sugar in their beverages.

Many of the reductions over the past 30 years havebeen 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  ambit10us undertaking: learning how to adjustthe fundamental make-up of  the  food they  sell.  For example, having salt on the outside, but none on the inside, reduces thesalt content without changing the taste.

While reformulatingrecipes( 配 方 ) is one way to improve public health, it should bepart

of a multi-sided approach. The key is to rememberthat there is not just  onesolution.  To  deal with obesity, a mixture of app ro aches —in cludingreformulation, taxation and adjusting portion sizes will be needed. There is nosilver bullet.

46.     What did Adam Smith say aboutsugar, 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 considerednecessities of life.

47.     Why have many countries startedto consider taxing sugar?

A)  They are under growing pressureto balance their national budgets.

B)  They find 口 ever harder to cope with sugar-induced health problems.

C)    The practice of taxing alcohol and tobacco has proved both popular and profitable.

D)  The sugar industry is overtakingalcohol and tobacco business in generating profits.

4.8.    ¥That 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 ofproblems on the border.

C)   It could not succeed withoutGerman 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 alt,ernative ingredients.

B)  Setting a limit on the amount ofsugar or salt in their products.

C)  Investing in research to find waysto adapt to consumers'needs.

D)  Adjusting the physicalcomposition of their products.

50.  What does the author mean by saying, at the end of thepassage, "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 findingways to solve the obesity problem.

D)   There is no effective way to reduce people's sugar consumption.

。 8  •                                                       201 6-1 2 四 级 试题(第2 套 )

Passage Two

Questions 51 to 55 are based on the followingpassage.

You may have heard some of the fashion industryhorror stories: models eating tissues or cotton balls to hold off hunger, andmodels collapsing from hunger-induced heart attacks just seconds after theystep off the runway.

Excessively skinny models have been a point ofcontroversy for  decades,  and two researchers say  a  model's body  mass  should be  a  workplace health  and  safety issue.  In  an 呻 torial released Monday in the American ] ournalof  Public  Health, Katherine  Record  and Bryn Austin made their case forgovernment regulation of the fashion industry.

The average internationalrunway model has a body mass index (BMI) under 16—low

enough to indicate starvation by the World HealthOrganization's standard. And Record and Austin are worried not just about themodels themselves, but about  the vastnumber  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 imagebased 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 theNational Institute of Mental Health.

It's commonly known that certain diseases arelinked with occupations like lung disease in coal miners. Professional fashion models are particularlyvulnerable to eating disorders resulting from occupational demands to maintainextreme thinness.

Record's suggestion is topro h 心 t agents from hiring models with a BMIbelow 18.

In April, France passed a law setting lower limitsfor a model's weight.  Agents  and fashion houses who hire models with a BMIunder 18 could  pay  $82,000 in  fines  and spend  up  to  6months 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 survivewithout  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  but a  matter  of personal taste.

C)  Itis the focus of the modeling business.

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 weightloss by models.

D)  Prohibition of models eatingnon-food stuff.

201 6-1 2 四 级 试题(第 2 套)                        • 9 •

file:///C:/Users/ADMINI~1/AppData/Local/Temp/msohtmlclip1/01/clip_image005.gif

53.   Why are Record and Austin especially worried about the low body massindex of models?

A)  It contributes to many mental illnesses.

B)  It defines the future of thefashion industry.

C)   It has great influence on numerousgirls and women.

D)   It keeps many otherwise qualified women off the runway.

.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 setof rules.

B)It will do better than ParisFashion Week.

C)  It will 小 Her from Paris Fashion Week.

D)   It will have models with ahigher BMI.

Part IV                                  Translation                                   (30 minutes)

Directions : For t 如 s part, youareallowed 30 minutes totranslate a passage from Chinese into English. You should write your answer onAnswer Sheet 2.随着中国的改革开放,如今很多年轻人都喜欢举行西式婚礼。新娘在婚礼上穿着白色婚纱,因为白色被认为是纯洁的象征。然而,在中国传统文化中,白色经常是葬礼上使用的颜色。因此 务必记住,白花一定不要用作祝人康复的礼物,尤其不要送给老年人或危重病人。同样,礼金也不能装在白色的信封里,而要装在红色的信封里。

• 10•                                                       2016-1 2 四级试题(第2 套)


上一篇:答案:2016年12月大学英语四级真题(卷一)
下一篇:2016 年 12 月大学英语四级考试答案与解析(第2 套)
您需要登录后才可以回帖 登录 | 注册

本版积分规则

随便看看 精彩图片 帖子导读 联系管理
快速回复 返回顶部 返回列表