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1、2015年12月大学英语四级考试真题（第三套）Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay commenting on the saying “Never go out there to see what happens, go out there to make things happen.” You can cite examples to illustrate the importance of being participants ra
2、ther than mere onlookers in life. You should write at least 120 words but no more than 180 words.Part Listening Comprehension (25 minutes)（说明：由于2015年12月六级考试全国共考了2套听力，本套真题听力与前2套内容完全一样，只是顺序不一样，因此在本套真题中不再重复出现）Part Reading Comprehension (40 minutes)Section ADirections: In this section, there is a passag
3、e 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 ite
4、m 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.Questions 26 to 35 are based on the following passage.Children do not think the way adults do. For most of the first year of life, if something is out of sight, its out of mind. If
5、you cover a babys 26 toy with a piece of cloth, the baby thinks the toy has disappeared and stops looking for it. A 4-year-old may 27 that a sister has more fruit juice when it is only the shapes of the glasses that differ, not the 28 of juice.Yet children are smart in their own way. Like good littl
6、e scientists, children are always testing their child-sized 29 about how things work. When your child throws her spoon on the floor for the sixth time as you try to feed her, and you say, “Thats enough! I will not pick up your spoon again!” the child will 30 test your claim. Are you serious? Are you
7、 angry? What will happen if she throws the spoon again? She is not doing this to drive you 31 ; rather, she is learning that her desires and yours can differ, and that sometimes those 32 are important and sometimes they are not.How and why does childrens thinking change? In the 1920s, Swiss psycholo
8、gist Jean Piaget proposed that childrens cognitive (认知的) abilities unfold 33 , like the blooming of a flower, almost independent of what else is 34 in their lives. Although many of his specific conclusions have been 35 or modified over the years, his ideas inspired thousands of studies by investigat
9、ors all over the world.A) advocateB) amount C) confirmed D) crazy E) definite F) differencesG) favorite H) happeningI) ImmediatelyJ) NaturallyK) ObtainingL) PrimarilyM) ProtestN) RejectedO) theoriesSection BDirections: In this section, you are going to read a passage with ten statements attached to
10、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 Per
11、fect EssayA Looking back on too many years of education, I can identify one truly impossible teacher. She cared about me, and my intellectual life, even when I didnt. Her expectations were highimpossibly so. She was an English teacher. She was also my mother.B When good students turn in an essay, th
12、ey dream of their instructor returning it to them in exactly the same condition, save for a single word added in the margin of the final page: “Flawless.” This dream came true for me one afternoon in the ninth grade. Of course, I had heard that genius could show itself at an early age, so I was only
13、 slightly taken aback that I had achieved perfection at the tender age of 14. Obviously, I did what any professional writer would do; I hurried off to spread the good news. I didnt get very far. The first person I told was my mother.C My mother, who is just shy of five feet tall, is normally incredi
14、bly soft-spoken, but on the rare occasion when she got angry, she was terrifying. I am not sure if she was more upset by my hubris (得意忘形) or by the fact that my English teacher had let my ego get so out of hand. In any event, my mother and her red pen showed me how deeply flawed a flawless essay cou
15、ld be. At the time, I am sure she thought she was teaching me about mechanics, transitions (过渡), structure, style and voice. But what I learned, and what stuck with me through my time teaching writing at Harvard, was a deeper lesson about the nature of creative criticism.D First off, it hurts. Genui
16、ne criticism, the type that leaves a lasting mark on you as a writer, also leaves an existential imprint (印记) on you as a person. I have heard people say that a writer should never take criticism personally. I say that we should never listen to these people.E Criticism, at its best, is deeply person
17、al, and gets to the heart of why we write the way we do. The intimate nature of genuine criticism implies something about who is able to give it, namely, someone who knows you well enough to show you how your mental life is getting in the way of good writing. Conveniently, they are also the people w
18、ho care enough to see you through this painful realization. For me it took the form of my first, and I hope only, encounter with writers blockI was not able to produce anything for three years.F Franz Kafka once said: “Writing is utter solitude (独处), the descent into the cold abyss (深渊) of oneself.”
19、 My mothers criticism had shown me that Kafka is right about the cold abyss, and when you make the introspective (内省的) descent that writing requires you are not always pleased by what you find. But, in the years that followed, her sustained tutoring suggested that Kafka might be wrong about the soli
20、tude. I was lucky enough to find a critic and teacher who was willing to make the journey of writing with me. “It is a thing of no great difficulty,” according to Plutarch, “to raise objections against another mans speech, it is a very easy matter; but to produce a better in its place is a work extr
21、emely troublesome.” I am sure I wrote essays in the later years of high school without my mothers guidance, but I cant recall them. What I remember, however, is how she took up the “extremely troublesome” work of ongoing criticism.G There are two ways to interpret Plutarch when he suggests that a cr
22、itic should be able to produce “a better in its place.” In a straightforward sense, he could mean that a critic must be more talented than the artist she critiques (评论). My mother was well covered on this count. But perhaps Plutarch is suggesting something slightly different, something a bit closer
23、to Marcus Ciceros claim that one should “criticize by creation, not by finding fault.” Genuine criticism creates a precious opening for an author to become better on his own termsa process that is often extremely painful, but also almost always meaningful.H My mother said she would help me with my w
24、riting, but first I had to help myself. For each assignment, I was to write the best essay I could. Real criticism is not meant to find obvious mistakes, so if she found anythe type I could have found on my ownI had to start from scratch. From scratch. Once the essay was “flawless,” she would take a
25、n evening to walk me through my errors. That was when true criticism, the type that changed me as a person, began.I She criticized me when I included little-known references and professional jargon (行话). She had no patience for brilliant but irrelevant figures of speech. “Writers cant bluff (虚张声势) t
26、heir way through ignorance.” That was news to meI would need to find another way to structure my daily existence.J She trimmed back my flowery language, drew lines through my exclamation marks and argued for the value of restraint in expression. “John,” she almost whispered. I leaned in to hear her:
27、 “I cant hear you when you shout at me.” So I stopped shouting and bluffing, and slowly my writing improved.K Somewhere along the way I set aside my hopes of writing that flawless essay. But perhaps I missed something important in my mothers lessons about creativity and perfection. Perhaps the point
28、 of writing the flawless essay was not to give up, but to never willingly finish. Whitman repeatedly reworked “Song of Myself” between 1855 and 1891. Repeatedly. We do our absolute best with a piece of writing, and come as close as we can to the ideal. And, for the time being, we settle. In critique
29、, however, we are forced to depart, to give up the perfection we thought we had achieved for the chance of being even a little bit better. This is the lesson I took from my mother: If perfection were possible, it would not be motivating.36. The author was advised against the improper use of figures
30、of speech.37. The authors mother taught him a valuable lesson by pointing out lots of flaws in his seemingly perfect essay.38. A writer should polish his writing repeatedly so as to get closer to perfection.39. Writers may experience periods of time in their life when they just cant produce anything
31、.40. The author was not much surprised when his school teacher marked his essay as “flawless”.41. Criticizing someones speech is said to be easier than coming up with a better one.42. The author looks upon his mother as his most demanding and caring instructor.43. The criticism the author received f
32、rom his mother changed him as a person.44. The author gradually improved his writing by avoiding fancy language.45. Constructive criticism gives an author a good start to improve his writing.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfi
33、nished 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 Questions 46 to 50 are based on the following passage.Could you reproduce S
34、ilicon Valley elsewhere, or is there something unique about it?It wouldnt be surprising if it were hard to reproduce in other countries, because you couldnt reproduce it in most of the US either. What does it take to make a Silicon Valley?Its the right people. If you could get the right ten thousand
35、 people to move from Silicon Valley to Buffalo, Buffalo would become Silicon Valley.You only need two kinds of people to create a technology hub (中心): rich people and nerds (痴迷科研的人).Observation bears this out. Within the US, towns have become startup hubs if and only if they have both rich people an
36、d nerds. Few startups happen in Miami, for example, because although its full of rich people, it has few nerds. Its not the kind of place nerds like.Whereas Pittsburgh has the opposite problem: plenty of nerds, but no rich people. The top US Computer Science departments are said to be MIT, Stanford,
37、 Berkeley, and Carnegie-Mellon. MIT yielded Route 128. Stanford and Berkeley yielded Silicon Valley. But what did Carnegie-Mellon yield in Pittsburgh? And what happened in Ithaca, home of Cornell University, which is also high on the list?I grew up in Pittsburgh and went to college at Cornell, so I
38、can answer for both. The weather is terrible, particularly in winter, and theres no interesting old city to make up for it, as there is in Boston. Rich people dont want to live in Pittsburgh or Ithaca. So while there are plenty of hackers (电脑迷) who could start startups, theres no one to invest in th
39、em.Do you really need the rich people? Wouldnt it work to have the government invest in the nerds? No, it would not. Startup investors are a distinct type of rich people. They tend to have a lot of experience themselves in the technology business. This helps them pick the right startups, and means t
40、hey can supply advice and connections as well as money. And the fact that they have a personal stake in the outcome makes them really pay attention.46. What do we learn about Silicon Valley from the passage? A) Its success is hard to copy anywhere else. B) It is the biggest technology hub in the US.
41、 C) Its fame in high technology is incomparable. D) It leads the world in information technology.47. What makes Miami unfit to produce a Silicon Valley? A) Lack of incentive for investment. B) Lack of the right kind of talents. C) Lack of government support. D) Lack of famous universities.48. In wha
42、t way is Carnegie-Mellon different from Stanford, Berkeley and MIT? A) Its location is not as attractive to rich people. B) Its science departments are not nearly as good. C) It does not produce computer hackers and nerds. D) It does not pay much attention to business startups.49. What does the auth
43、or imply about Boston? A) It has pleasant weather all year round. B) It produces wealth as well as high-tech. C) It is not likely to attract lots of investors and nerds. D) It is an old city with many sites of historical interest.50. What does the author say about startup investors? A) They are espe
44、cially wise in making investments. B) They have good connections in the government. C) They can do more than providing money. D) They are rich enough to invest in nerds.Passage TwoQuestions 51 to 55 are based on the following passage.Its nice to have people of like mind around. Agreeable people boos
45、t your confidence and allow you to relax and feel comfortable. Unfortunately, that comfort can hinder the very learning that can expand your company and your career.Its nice to have people agree, but you need conflicting perspectives to dig out the truth. If everyone around you has similar views, yo
46、ur work will suffer from confirmation bias (偏颇).Take a look at your own network. Do your contacts share your point of view on most subjects? If yes, its time to shake things up. As a leader, it can be challenging to create an environment in which people will freely disagree and argue, but as the say
47、ing goes: From confrontation comes brilliance.Its not easy for most people to actively seek conflict. Many spend their lives trying to avoid arguments. Theres no need to go out and find people you hate, but you need to do some self-assessment to determine where you have become stale in your thinking
48、. You may need to start by encouraging your current network to help you identify your blind spots.Passionate, energetic debate does not require anger and hard feelings to be effective. But it does require moral strength. Once you have worthy opponents, set some ground rules so everyone understands responsibilities and boundaries. The objective of this debating game is not to win but to get to the truth that will allow you to move faster, farther