1、 2021 年年 6 月大学英语月大学英语四四级考试真题级考试真题 (第第 3 套套) Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write an essay titled “Do violent video games increase aggression?”. The statement given below is for your reference. You should write at least 120 words but no more than
2、180 words. With technology advancing daily and pressure mounting steadily, an increasing number of people show more interest in playing video games. At the same time, there has been widespread public debate over whether violence depicted in video games can trigger real-world violence. On the one han
3、d, some people hold the view that playing video games can make people get relaxed and help them relieve pressure. But on the other hand, there is a link between violence in video games and real-world aggression. This is due to the fact that young players are not mature enough and are vulnerable to m
4、isleading information and wrong values hidden in violent games. For instance, some teenagers who have the experience of playing first-person shooter games tend to resolve a conflict with classmates in a violent way. Thus, playing violent games can make players, especially teenagers more aggressive i
5、n thinking and behaviors. In conclusion, it is of utmost importance to take actions to counteract the negative effects mentioned above. Perhaps the first step is that teenagers should be educated to stay away from violent video games as soon as possible. 【解析解析】 这篇作文需要就题目给出的问题 Do violent video games
6、increase aggression?发表自己的看法。开头段引出相关的现象和讨论的问题。主体段用正反论证的方式来回答题目的疑问，并重点围绕玩暴力游戏会让人们变得暴力展开。 聚焦到青少年群体去解释其中的原因， 并举例子来进行论证。结尾段重申立场并给出建议。 Part II Listening Comprehension (25 minutes) Section A Directions: In this section, you will hear three news reports. At the end of each news report, you will hear two or
7、three questions. Both the news report and the questions will be spoken only once. After you hear a question, 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 single line through the centre. Questions 1 and 2 a
8、re based on the news report you have just heard. Questions 3 and 4 are based on the news report you have just heard. Questions 5 to 7 are based on the news report you have just heard. Section B Directions: In this section, you will hear two long conversations. At the end of each conversation, you wi
9、ll hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, 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 single line through the centre. Questions 8
10、 to 11 are based on the conversation you have just heard. Questions 12 to 15 are based on the conversation you have just heard. Section C Directions: In this section, you will hear three passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions w
11、ill be spoken only once. After you hear a question, 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 single line through the centre. Questions 16 to 18 are based on the passage you have just heard. Questions 1
12、9 to 21 are based on the passage you have just heard. Questions 22 to 25 are based on the passage you have just heard. Part III Reading Comprehension (40 minutes) Section A Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list
13、 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 item on Answer Sheet 2 with a single line through the centre. You may not use any of
14、 the words in the bank more than once. 暂时未找到题源暂时未找到题源 A) E) experience I) roughly M) B) commonplace F) J) routinely N) C) confess G) option K) shining O) wonder D) desperate H) prompted L) Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each
15、 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 question by marking the corresponding letter on Answer Sheet 2. The start of hig
16、h school doesnt have to be stressful A This month, more than 4 million students across the nation will begin high school. Many will do well. But many will not. Consider that nearly two-thirds of students will experience the “ninth-grade shock,” which refers to a dramatic drop in a students academic
17、performance. Some students cope with this shock by avoiding challenges. For instance, they may drop rigorous coursework. Others may experience a hopelessness that results in failing their core classes, such as English, science and math. B This should matter a great deal to parents, teachers and poli
18、cymakers. Ultimately it should matter to the students themselves and society at large, because students experience of transitioning（过渡） to ninth grade can have long-term consequences not only for the students but for their home communities. We make these observations as research psychologists who ha
19、ve studied how schools and families can help young people thrive. C In the new global economy, students who fail to finish ninth grade with passing grades in college preparatory coursework are very unlikely to graduate on time and go on to get jobs. One study has calculated that the lifetime benefit
20、 to the local economy for a single additional student who completes high school is half a million dollars or more. This is based on higher earnings and avoided costs in health care, crime, welfare dependence and other things. D The consequences of doing poorly in the ninth grade can impact more than
21、 students ability to find a good job. It can also impact the extent to which they enjoy life. Students lose many of the friends they turned to for support when they move from eighth to ninth grade. One study of ninth grade students found that 50 percent of friendships among ninth graders changed fro
22、m one month to the next, signaling striking instability in friendships. E In addition, studies find the first year of high school typically shows one of the greatest increases in depression of any year over the lifespan. Researchers think that one explanation is that ties to friends are broken while
23、 academic demands are rising. Furthermore, most adult cases of clinical depression first emerge in adolescence（青春期）. The World Health Organization reports that depression has the greatest burden of disease, in terms of the total cost of treatment and the loss of productivity. F Given all thats ridin
24、g on having a successful ninth grade experience, it pays to explore what can be done to improve the academic, social and emotional challenges of the transition to high school. So far, our studies have yielded one main insight: Students beliefs about change their beliefs about whether people are stuc
25、k one way forever, or whether people can change their personalities and abilities are related to their ability to cope, succeed academically and maintain good mental health. Past research has called these beliefs “mindsets（思维模式）,” with a “fixed mindset” referring to the belief that people cannot cha
26、nge and a “growth mindset” referring to the belief that people can change. G In one recent study, we examined 360 adolescents beliefs about the nature of “smartness” that is, their fixed mindsets about intelligence. We then assessed biological stress responses for students whose grades were dropping
27、 by examining their stress hormones（荷尔蒙）. Students who believed that intelligence is fixed that you are stuck being “not smart” if you struggle in school showed higher levels of stress hormones when their grades were declining at the beginning of ninth grade. If students believed that intelligence c
28、ould improve that is to say, when they held more of a growth mindset of intelligence they showed lower levels of stress hormones when their grades were declining. This was an exciting result because it showed that the bodys stress responses are not determined solely by ones grades. Instead, declinin
29、g grades only predicted worse stress hormones among students who believed that worsening grades were a permanent and hopeless state of affairs. H We also investigated the social side of the high school transition. In this study, instead of teaching students that their smartness can change, we taught
30、 them that their social standing that is, whether you are bullied or excluded or left out can change over time. We then looked at high school students stress responses to daily social difficulties. That is, we taught them a growth mindset about their social lives. In this study, students came into t
31、he laboratory and were asked to give a public speech in front of upper-year students. The topic of the speech was what makes one popular in high school. Following this, students had to complete a difficult mental math task in front of the same upper-year students. I Experiment results showed that st
32、udents who were not taught that people can change showed poor stress responses. When these students gave the speech, their blood vessels contracted and their hearts pumped less blood through the body both responses that the body shows when it is preparing for damage or defeat after a physical threat
33、. Then they gave worse speeches and made more mistakes in math. But when students were taught that people can change, they had better responses to stress, in part because they felt like they had the resources to deal with the demanding situation. Students who got the growth mindset intervention（干预）
34、showed less-contracted blood vessels and their hearts pumped more blood both of which contributed to more oxygen getting to the brain, and, ultimately, better performance on the speech and mental math tasks. J These findings lead to several possibilities that we and others are investigating further.
35、 First, we are working to replicate（复制） these findings in more diverse school communities. We want to know in which types of schools and for which kinds of students these growth mindset ideas help young people adapt to the challenges of high school. We also hope to learn how teachers, parents or sch
36、ool counselors can help students keep their ongoing academic or social difficulties in perspective. We wonder what would happen if schools helped to make beliefs about the potential for change and improvement a larger feature of the overall school culture, especially for students starting the ninth
37、grade. 【参考答案】 36. E In addition, studies find the first year of high school typically shows one of the greatest increases in depression of any year over the lifespan. 37. G This was an exciting result because it showed that the bodys stress responses are not determined solely by ones grades. 38. J T
38、hese findings lead to several possibilities that we and others are investigating further. First, we are working to replicate（复制） these findings in more diverse school communities. We want to know in which types of schools and for which kinds of students these growth mindset ideas help young people a
39、dapt to the challenges of high school. We also hope to learn how teachers, parents or school counselors can help students keep their ongoing academic or social difficulties in perspective. 39. C One study has calculated that the lifetime benefit to the local economy for a single additional student w
40、ho completes high school is half a million dollars or more. 40. H In this study, instead of teaching students that their smartness can change, we taught them that their social standingthat is, whether you are bullied or excluded or left outcan change over time. 41. E The World Health Organization re
41、ports that depression has the greatest burden of disease, in terms of the total cost of treatment and the loss of productivity. 42. D One study of ninth grade students found that 50 percent of friendships among ninth graders changed from one month to the next, signaling striking instability in frien
42、dships. 43. A Consider that nearly two-thirds of students will experience the “ninth-grade shock,” which refers to a dramatic drop in a students academic performance. 44. I Experiment results showed that students who were not taught that people can change showed poor stress responses. 45. F Given al
43、l thats riding on having a successful ninth grade experience, it pays to explore what can be done to improve the academic, social and emotional challenges of the transition to high school. 【解析】 36 E 解析：根据题干关键词定位在 E 段第 1 句。 题干：The number of people experiencing depression shows a sharp increase in the
44、 first year of high school. 原文：In addition, studies find the first year of high school typically shows one of the greatest increases in depression of any year over the lifespan. 同义复现总结：题干中的 the first year of high school 在原文中同义复现。 同义替换总结： shows a sharp increase（题干） = shows one of the greatest increas
45、es（原文） ； experiencing depression（题干） = in depression（原文） 。 37 G 解析：根据题干关键词定位在 G 段倒数第 2 句。 题干：According to one study, students academic performance is not the only decisive factor of their stress responses. 原文：This was an exciting result because it showed that the bodys stress responses are not deter
46、mined solely by ones grades. 同义复现总结：题干中的 stress responses 在原文中同义复现。 同义替换总结： According to one study（题干）= This was an exciting result + it showed that（原文） ； students academic performance is not the only decisive factor（题干）= are not determined solely by ones grades（原文） 。 38 J 解析：根据题干关键词定位在 J 段。 题干： Res
47、earchers would like to explore further how parents and schools can help ninth graders by changing their mindset. 原文：These findings lead to several possibilities that we and others are investigating further. First, we are working to replicate（复制） these findings in more diverse school communities. We
48、want to know in which types of schools and for which kinds of students these growth mindset ideas help young people adapt to the challenges of high school. We also hope to learn how teachers, parents or school counselors can help students keep their ongoing academic or social difficulties in perspec
49、tive. 同义复现总结：题干中的 mindset 在原文中同义复现。 同义替换总结： to explore further（题干）= are investigating further（原文） ； parents and schools（题干）= parents or school counselors（原文） ； help ninth graders（题干）= help young people（原文） 。 39 C 解析：根据题干关键词定位在 C 段第 2 句。 题干：According to one study, each high school graduate contribute
50、s at least 500,000 dollars to the local economy. 原文：One study has calculated that the lifetime benefit to the local economy for a single additional student who completes high school is half a million dollars or more. 同义复现总结：题干中的 to the local economy 在原文中同义复现。 同义替换总结： According to one study（题干）= One
