大学英语四级考试真题训练附答案解析.pdf

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1、大学英语四级考试真题训练附答案解析大学英语四级考试真题训练附答案解析学习犹如登山，有的人那么注重最终目标，有的人那么注重前进的过程，不管哪种，都有其各自丰富的内涵，无孰优劣孰之分，只要你觉得适合即可。以下是为大家搜索的大学真题训练附答案解析，希望能给大家带来帮助!更多精彩内容请及时关注我们!Questions 1 and 2 are based on the news report you havejust heard.1. A. To satisfy the curiosity of tourists.B. To replace two old stone bridges.C. To ena

2、ble tourists to visit Goat Island.D. To improve utility services in the state.2. A. Countless tree limbs.B. A few skeletons.C. Lots of wrecked boats and ships.D. Millions of coins on the bottom.Questions 3 and 4 are based on the news report you havejust heard.3. A. It suspended diplomatic relations

3、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. A. Advise Tunisian civilians on how to take safetyprecautions.B. Track down the organization responsible for theterrorist attack.C. Tra

4、in qualified security personnel for the Tunisiangovernment.D. Devise a monitoring system on the Tunisian borderwith Libya.Questions 5 to 7 are based on the news report you havejust heard.5. A. An environment-friendly battery.B. An energy-saving mobile phone.C. A plant-powered mobile phone charger.D.

5、 A device to help plants absorb sunlight.6. A. While sitting in their schools courtyard.B. While playing games on their phones.C. While solving a mathematical problem.D. While doing a chemical experiment.7. A. It increases the applications of mobile phones.B. It speeds up the process of photosynthes

6、is.C. It improves the reception of mobile phones.D. It collects the energy released by plants.Directions: In this section, you will hear two longconversations. At the end of each conversation,you willhear four questions. Both the conversation and thequestions will be spoken onlyonce. After you hear

7、aquestion, you must choose the best answer from the fourchoicesmarked A, B, C and D. Then mark the correspondingletter on Answer Sheet 1with a single line through thecentre.Questions 8 to 11 are based on the conversation youhave just heard.8. A. He visited the workshops in the Grimsby plant.B. He ca

8、lled 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 productionline.9. A. It is the most modern production line.B. It assembles super-intelligent robots.C. It has stopped working pletely.D. It is going to be upgraded soon.

9、10. A. To seek her permission.B. To place an order for robots.C. To request her to return at once.D. To ask for Toms phone number.11. A. She is on duty.B. She is having her day off.C. She is on sick leave.D. She is abroad on business.Questions 12 to 15 are based on the conversation youhave just hear

10、d.12. A. He saved a baby boys life.B. He wanted to be a superhero.C. He prevented a train crash.D. He was a witness to an aident.13. A. He has a 9-month-old boy.B. He is currently unemployed.C. He enjoys the interview.D. He mutes by subway.14. A. A rock on the tracks.B. A misplaced pushchair.C. A st

11、rong wind.D. A speeding car.15. A. She stood motionless in shock.B. She cried bitterly.C. She called the police at once.D. She shouted for help.Directions: In this section, you will hear threepassages. At the end of each passage, you will hearthree orfour questions. Both the passage and the question

12、s will bespoken only once.After you hear a question, you must choosethe best answer from the four choices markedA, B, C and D.Then mark the corresponding letter on Answer Sheet I withasingle line through the centre.Questions 16 to 18 are based on the passage you havejust heard.16. A. She inherited h

13、er family ice-cream business inBillings.B. She loved the ice-cream business more than teachingprimary school.C. She started an ice-cream business to finance herdaughters education.D. She wanted to have an ice-cream truck when she was alittle girl.17. A. To preserve a tradition.B. To amuse her daught

14、er.C. To help local education.D. To make some extra money.18. 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.Questions 19 to 21 are based on the passage you havejust heard.1

15、9. A. The reasons for imposing taxes.B. The various services money can buy.C. The various burdens on ordinary citizens.D. The function of money in the modem world.20. A. Educating and training citizens.B. Improving public transportation.C. Protecting peoples life and property.D. Building hospitals a

16、nd public libraries.21. A. By asking for donations.B. By selling public lands.C. By selling government bonds.D. By exploiting natural resources.Questions 22 to 25 are based on the passage you havejust heard.22. A. It is located at the center of the Europeancontinent.B. It relies on tourism as its ch

17、ief source of revenues.C. It contains less than a square mile of land.D. It is surrounded by France on three sides.23. A. Its beauty is frequently mentioned in Americanmedia.B. Its ruler Prince Rainier married an American actress.C. It is where many American movies are shot.D. It is a favorite place

18、 Americans like to visit.24. A. Tobao.B. Potatoes.C. Machinery.D. Clothing.25. A. European history.B. European geography.C. Small countries in Europe.D. Tourist attractions in Europe.Directions: In this section, there is a passage withten blanks. You are required to select one wordfor eachblank from

19、 a list of choices given in a word bank followingthe passage. Read thepassage through carefully beforemaking your choices.Each choice in the bank isidentified bya letter. Please mark the corresponding letter for eachitem on AnswerSheet 2 with a single line through the centre.You may not use any of t

20、he words in thebank more than once.Questions 26 to 35 are based on the following passage.The ocean is heating up. Thats the conclusion of a newstudy that finds that Earths oceans now26heat at twice therate they did 18 years ago. Around half of ocean heatintake since 1865 hastaken place since 1997, r

21、esearchersreport online 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 gathered150 years of ocean temperature data

22、 in order to getabetter30 of heat absorption from surface to seabed. Theygathered together temperature readingscollected byeverything from a 19th century31 of British naval ships tomodem automated oceanprobes. The extensive data sources,32with puter simulations ( 计算机模拟), created atimeline ofocean te

23、mperature changes, including cooling from volcanicoutbreaks and warming fromfossil fuel33About 35 percent of the heat taken in by the oceansduring the industrial era now resides at a34 of more than700 meters, the researchers found. They saytheyre35whether the deep-seawarming canceled out warmingat t

24、he seas 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 apassage with ten statements attached to it. Eachstatementcontains infor

25、mation given in one of the paragraphs.Identify the paragraphfrom which the information is derived.You may choose a paragraph more than once.Each paragraph ismarked with a letter.Answer the questions by markingthecorresponding letter on Answer Sheet 2.The Secret to Raising Smart KidsA) I first began

26、to investigate the basis of humanmotivation-and how people persevere aftersetbacks-as apsychology graduate student at Yale University in the 1960s.Animal experiments bypsychologists at the University ofPennsylvania had shown that after repeated failures, mostanimalsconclude that a situation is hopel

27、ess and beyondtheir control. After such an experience an animaloftenremains passive even when it can effect change-a statethey called learned helplessness.B) People can learn to be helpless, too. Why do somestudents give up when they encounter difficulty,whereasothers who are no more skilled continu

28、e to strive and learn?One answer, I soondiscovered, lay in peoples beliefs aboutwhy they had failed.C) In particular, attributing poor performance to alack of ability depresses motivation more than doesthebelief that lack of effort is to blame. When I told a groupof school children who displayedhelp

29、less behavior that alack of effort led to their mistakes in math, they learnedto keep tryingwhen the problems got tough. Another group ofhelpless children who were simply rewarded fortheir suesson easier problems did not improve their ability to solvehard math problems. Theseexperiments indicated th

30、at a focuson effort can help resolve helplessness and generate suess.D) Later, I developed a broader theory of whatseparates the two general classes of learners-helplessversus mastery-oriented. I realized these differenttypes of students not only explain theirfailuresdifferently, but they also hold

31、differenttheories of intelligence.The helpless onesbelieveintelligence is a fixed characteristic: you haveonly a certain amount, and thats that. I call this afixedmind-set (思维模式). Mistakes crack their self-confidencebecause they attribute errors toa lack of ability, whichthey feel powerless to chang

32、e. They avoid challengesbecause challengesmake mistakes more likely. The mastery-oriented children, on the other hand, think intelligenceisnot fixed and can be developed through education and hardwork. Such children believe challengesare energizing ratherthan intimidating (令人生畏); they offer opportun

33、ities tolearn. Studentswith such a growth mind-set were destined(注定) for greater academic suess and were quitelikely tooutperform their counterparts.E) We validated these expectations in a study in whichtwo other psychologists and I monitored 373students for twoyears during the transition to junior

34、high school, when thework gets more difficultand the grading more strict, todetermine how their mind-sets might affect their mathgrades. At thebeginning of seventh grade, we assessed thestudents mind-sets by asking them to agree or disagreewithstatements such as Your intelligence is something veryba

35、sic about you that you cant reallychange. We thenassessed their beliefs about other aspects of learning andlooked to see whathappened to their grades.F) As predicted, the students with a growth mind-setfelt that learning was a more important goal thangettinggood grades. In addition, they held hard w

36、ork in highregard. 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 harderor try a different strategy. The students whoheld a fixedmind-set, however, were concerned about looking smart

37、withless regard for learning.They had negative views of effort,believing that having to work hard was a sign of lowability.They thought that a person with talent orintelligence did not need to work hard to dowell.Attributing a bad grade to their own lack of ability,those with a fixed mind-set said t

38、hat they wouldstudy lessin the future, try never to take that subject again andconsider cheating on future tests.G) Such different outlooks had a dramatic impact onperformance. At the start of junior high, themathachievement test scores of the students with a growthmind-set were parable to those ofs

39、tudents who displayed afixed mind-set. But as the work became more difficult, thestudents witha growth mind-set showed greater persistence.As a result, their math grades overtook those of theotherstudents by the end of the first semester-and the gapbetween the two groups continued towiden during the

40、 twoyears we followed them.H) A fixed mind-set can also hinder munication andprogress in the workplace and discourage orignoreconstructive criticism and advice. Research shows thatmanagers who have a fixed mind-setare less likely to seekor wele feedback from their employees than are managerswith a g

41、rowthmind-set.I) How do we transmit a growth mind-set to our children?One way is by telling stories aboutachievements that resultfrom hard work. For instance, talking about mathematicalgeniuses whowere more or less born that way puts studentsin a fixed mind-set, but descriptions ofgreatmathematician

42、s who fell in love with math anddeveloped amazing skills produce a growth mind-set.J) In addition, parents and teachers can help childrenby providing explicit instruction regarding themind as alearning machine. I designed an eight-session workshop for91 students whose mathgrades were declining in th

43、eir firstyear of junior high.Forty-eight of the studentsreceivedinstruction in study skills only, whereas theothers attended a bination of study skills sessionsandclasses in which they learned about the growth mind-set andhow to apply it to schoolwork. Inthe growth mind-setclasses, students read and

44、 discussed an article entitledYou Can Grow YourBrain. They were taught that the brainis like a muscle that gets stronger with use andthatlearning prompts the brain to grow new connections.From such instruction, many students beganto see themselvesas agents of their own brain development. Despite bei

45、ngunaware that there weretwo types of instruction, teachersreported significant motivational changes in 27% of thechildrenin the growth mind-set workshop as pared with only9% of students in the control group.K) Research is converging (会聚) on the conclusion thatgreat aomplishment and even genius isty

46、pically the resultof years of passion and dedication and not something thatflows naturally from agift.36. The authors experiment shows that students with afixed mind-set believe having to work hard is an indicationof low ability.37. Focusing on effort is effective in helping childrenovere frustratio

47、n and achieve suess.38. We can cultivate a growth mind-set in children bytelling suess stories that emphasize hard work and love oflearning.39. Students belief about the cause of their failureexplains their attitude toward setbacks.40. In the authors experiment, students with a growthmind-set showed

48、 greater perseverance in solving difficultmath problems.41. The author conducted an experiment to find outabout the influence of students mind-sets on math learning.42. After failing again and again, most animals give uphope.43. Informing students about the brain as a learningmachine is a good strat

49、egy to enhance their motivation forlearning.44. People with a fixed mind-set believe that onesintelligence is unchangeable.45. In the workplace, feedback may not be so wele tomanagers with a fixed mind-set.Questions 46 to 50 are based on the following passage.Sugar, alcohol and tobao, economist Adam

50、 Smith oncewrote, are modities which arenowhere necessaries of life,which have bee objects of almost universal consumption, andwhichare, therefore, extremely popular subjects of taxation.Two and a haft centuries on, most countries impose somesort of tax on alcohol and tobao. Withsurging obesitylevel