度大学英语四级真命题及答案解析第二套Word下载.docx
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度大学英语四级真命题及答案解析第二套Word下载.docx
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oneistotakeajobinacompanyandtheothertogotoagraduateschool.Youaretomakeachoicebetweenthetwo.Writeanessaytoexplainthereasonsforyourchoice.Youshouldwriteatleast120wordsbutnomorethan180words.
PartⅢ
ReadingComprehension
(40minutes)
SectionA
Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.
Questions26to35arebasedonthefollowingpassage.
Theoceanisheatingup.That'
stheconclusionofanewstudythatfindsthatEarth'
soceansnow26heatattwicetheratetheydid18yearsago.Aroundhalfofoceanheatintakesince1865hastakenplacesince1997,researchersreportonlineinNatureClimateChange.
Warmingwatersareknownto27tocoralbleaching(珊瑚白化)andtheytakeupmorespacethancoolerwaters,raisingsea28Whilethetopoftheoceaniswellstudied,itsdepthsaremoredifficultto29Theresearchersgathered150yearsofoceantemperaturedatainordertogetabetter30ofheatabsorptionfromsurfacetoseabed.Theygatheredtogethertemperaturereadingscollectedbyeverythingfroma19thcentury31ofBritishnavalshipstomodemautomatedoceanprobes.Theextensivedatasources,32withcomputersimulations(计算机模拟),createdatimelineofoceantemperaturechanges,includingcoolingfromvolcanicoutbreaksandwarmingfromfossilfuel33
About35percentoftheheattakeninbytheoceansduringtheindustrialeranowresidesata34ofmorethan700meters,theresearchersfound.Theysaythey'
re35whetherthedeep-seawarmingcanceledoutwarmingatthesea'
ssurface.
A.absorb
B.Combined
C.Contribute
D.depth
E.emissions
F.excursion
G.explore
H.floor
I.heights
J.indifferent
K.levels
L.mixed
M.picture
N.unsure
O.voyage
SectionB
Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.
TheSecrettoRaisingSmartKids
A)Ifirstbegantoinvestigatethebasisofhumanmotivation--andhowpeoplepersevereaftersetbacks--asapsychologygraduatestudentatYaleUniversityinthe1960s.AnimalexperimentsbypsychologistsattheUniversityofPennsylvaniahadshownthatafterrepeatedfailures,mostanimalsconcludethatasituationishopelessandbeyondtheircontrol.Aftersuchanexperienceananimaloftenremainspassiveevenwhenitcaneffectchange--astatetheycalledlearnedhelplessness.
B)Peoplecanlearntobehelpless,too.Whydosomestudentsgiveupwhentheyencounterdifficulty,whereasotherswhoarenomoreskilledcontinuetostriveandlearn?
Oneanswer,Isoondiscovered,layinpeople'
sbeliefsaboutwhytheyhadfailed.
C)Inparticular,attributingpoorperformancetoalackofabilitydepressesmotivationmorethandoesthebeliefthatlackofeffortistoblame.WhenItoldagroupofschoolchildrenwhodisplayedhelplessbehaviorthatalackofeffortledtotheirmistakesinmath,theylearnedtokeeptryingwhentheproblemsgottough.Anothergroupofhelplesschildrenwhoweresimplyrewardedfortheirsuccessoneasierproblemsdidnotimprovetheirabilitytosolvehardmathproblems.Theseexperimentsindicatedthatafocusoneffortcanhelpresolvehelplessnessandgeneratesuccess.
D)Later,Idevelopedabroadertheoryofwhatseparatesthetwogeneralclassesoflearners--helplessversusmastery-oriented.Irealizedthesedifferenttypesofstudentsnotonlyexplaintheirfailuresdifferently,buttheyalsoholddifferent"
theories"
ofintelligence.Thehelplessonesbelieveintelligenceisafixedcharacteristic:
youhaveonlyacertainamount,andthat'
sthat.Icallthisa"
fixedmind-set(思维模式)."
Mistakescracktheirself-confidencebecausetheyattributeerrorstoalackofability,whichtheyfeelpowerlesstochange.Theyavoidchallengesbecausechallengesmakemistakesmorelikely.Themastery-orientedchildren,ontheotherhand,thinkintelligenceisnotfixedandcanbedevelopedthrougheducationandhardwork.Suchchildrenbelievechallengesareenergizingratherthanintimidating(令人生畏);
theyofferopportunitiestolearn.Studentswithsuchagrowthmind-setweredestined(注定)forgreateracademicsuccessandwerequitelikelytooutperformtheircounterparts.
E)WevalidatedtheseexpectationsinastudyinwhichtwootherpsychologistsandImonitored373studentsfortwoyearsduringthetransitiontojuniorhighschool,whentheworkgetsmoredifficultandthegradingmorestrict,todeterminehowtheirmind-setsmightaffecttheirmathgrades.Atthebeginningofseventhgrade,weassessedthestudents'
mind-setsbyaskingthemtoagreeordisagreewithstatementssuchas"
Yourintelligenceissomethingverybasicaboutyouthatyoucan'
treallychange."
Wethenassessedtheirbeliefsaboutotheraspectsoflearningandlookedtoseewhathappenedtotheirgrades.
F)Aspredicted,thestudentswithagrowthmind-setfeltthatlearningwasamoreimportantgoalthangettinggoodgrades.Inaddition,theyheldhardworkinhighregard.Theyunderstoodthatevengeniuseshavetoworkhard.Confrontedbyasetbacksuchasadisappointingtestgrade,studentswithagrowthmind-setsaidtheywouldstudyharderortryadifferentstrategy.Thestudentswhoheldafixedmind-set,however,wereconcernedaboutlookingsmartwithlessregardforlearning.Theyhadnegativeviewsofeffort,believingthathavingtoworkhardwasasignoflowability.Theythoughtthatapersonwithtalentorintelligencedidnotneedtoworkhardtodowell.Attributingabadgradetotheirownlackofability,thosewithafixedmind-setsaidthattheywouldstudylessinthefuture,trynevertotakethatsubjectagainandconsidercheatingonfuturetests.
G)Suchdifferentoutlookshadadramaticimpactonperformance.Atthestartofjuniorhigh,themathachievementtestscoresofthestudentswithagrowthmind-setwerecomparabletothoseofstudentswhodisplayedafixedmind-set.Butastheworkbecamemoredifficult,thestudentswithagrowthmind-setshowedgreaterpersistence.Asaresult,theirmathgradesovertookthoseoftheotherstudentsbytheendofthefirstsemester--andthegapbetweenthetwogroupscontinuedtowidenduringthetwoyearswefollowedthem.
H)Afixedmind-setcanalsohindercommunicationandprogressintheworkplaceanddiscourageorignoreconstructivecriticismandadvice.Researchshowsthatmanagerswhohaveafixedmind-setarelesslikelytoseekorwelcomefeedbackfromtheiremployeesthanaremanagerswithagrowthmind-set.
I)Howdowetransmitagrowthmind-settoourchildren?
Onewayisbytellingstoriesaboutachievementsthatresultfromhardwork.Forinstance,talkingaboutmathematicalgeniuseswhoweremoreorlessbornthatwayputsstudentsinafixedmind-set,butdescriptionsofgreatmathematicianswhofellinlovewithmathanddevelopedamazingskillsproduceagrowthmind-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-setinchildrenbytellingsuccessstoriesthatemphasizehardworkandloveoflearning.
39.Students'
beliefaboutthecauseoftheirfailureexplainstheirattitudetowardsetbacks.
40.Intheauthor'
sexperiment,studentswithagrowthmind-setshowedgreaterperseveranceinsolvingdifficultmathproblems.
41.Theauthorconductedanexperimenttofindoutabouttheinfluenceofstudents'
mind-setsonmathlearning.
42.Afterfailingagainandagain,mostanimalsgiveuphope.
43.Informingstudentsaboutthebrainasalearningmachineisagoodstrategytoenhancetheirmotivationforlearning.
44.Peoplewithafixedmind-setbelievethatone'
sintellig
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