2017年四級(jí)6月考試剛剛結(jié)束，很多考生考完以后非常關(guān)心這一次6月份四級(jí)考試真題答案。那么2017四級(jí)6月考試答案在哪里下載呢?下面是學(xué)習(xí)啦小編整理的2017四級(jí)六月考試答案的內(nèi)容，希望能夠幫到您。

　　2017四級(jí)六月考試答案真題：作文

　　作文題目：For this part, you are allowed 30 minutes to write an essay. Suppose you have two options upon graduation: one is to take a job in a company and the other to go to a graduate school. You are to make a choice between the two. Write an essay to explain the reasons for your choice. You should write at least 120 words but no more than 180 words.

　　參考范文：Upon graduation, virtually all college students will confront the problem of the career choice，which is truly a tough choice. Students' opinions differ greatly on this issue. Some hold that priority should be given to take a job, but others take the attitude that going to a graduate school is the most critical factor influencing their future career choices.

　　As to myself, I prefer the latter view. A higher educational background exerts a tremendous fascination on a great number of people, with no exception to me. This phenomenon that the graduates have difficulties in finding job after their graduation can easily be found anywhere in our daily life, especially on campus. On the one hand, with the improved high education of Chinese college students which directly brought the result that there are more and more graduates every year. On the contrary, job vacancies don’t increase that fast. More people, less food, which is the exact description of the hard condition. On the other hand, more and more people go on to pursue their master and doctor degree; more and more Chinese oversea students come back to China to hunt better working chances. It is sure that the competition is more and more fierce.

　　Therefore, it is high time that we took effective measures to improve our own competitiveness. That is the secret of success in the future employment market after our graduation.

　　2017四級(jí)六月考試答案真題：閱讀題A(卷二)

　　The ocean is heating up. That's the conclusion of a new study that finds that Earth's oceans now (27)heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.

　　Warming waters are known to (28)to coral bleaching(珊瑚白化) and they take up more space than cooler waters, raising sea (29). While the top of the ocean is studied, its depths are more difficult to (30)The researchers gathered 150 years of ocean temperature data in order to get better (31)of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century (32)of British naval ships to modern automated ocean probes. The extensive data sources, (33)with computer simulations(計(jì)算機(jī)模擬), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel (34).

　　About 35 percent of the heat taken in by the oceans during the industrial era now residents at a (35)of more than 700 meters, the researchers found. They say they're unsure(36)whether the deep-sea warming canceled out　warming at the sea's surface.

　　A absorb

　　B combined

　　C contribute

　　D depth

　　E emission

　　F.explore

　　G explore

　　H.floor

　　I.heights

　　J.indifferent

　　K level

　　L.mixed

　　M picture

　　N unsure

　　O voyage

　　參考答案：

　　(26)A absorb

　　(27)C contribute

　　(28)K level

　　(29)G explore

　　(30)M picture

　　(31)O voyage

　　(32)B combined

　　(33)E emission

　　(34)D depth

　　(35)N unsure

　　參考解析

　　文章第一句講到海洋正在升溫，不難推斷出第26題應(yīng)該是選absorb，absorb為吸收的意思。

　　be known to do sth, 由此可知第27題應(yīng)該選動(dòng)詞原形，再根據(jù)后面的to, 故將答案鎖定為contribute，contribute… to…意思為是……的原因，有助于;為……做貢獻(xiàn);為……捐款;為……撰稿。

　　raising…為結(jié)果狀語(yǔ)從句，意為導(dǎo)致了海平面的上升，故此空的答案為levels。

　　該句的前半句意思是海洋的表層(頂部)被研究得較為透徹，考生要謹(jǐn)記在做完形填空時(shí)，要做到上下文的對(duì)應(yīng)，比對(duì)一下就可得知該空應(yīng)該選擇study的近義詞，通觀所有的選項(xiàng)， 故選explore。

　　研究者搜集了150年的海洋溫度數(shù)據(jù)， 目的是要清晰地比對(duì)現(xiàn)在與過(guò)去的變化趨勢(shì)， 故不難推測(cè)出要做圖來(lái)進(jìn)行比對(duì)， 因此該空的答案為picture。

　　31空后面有naval ships這樣的字眼，故能聯(lián)想到該空應(yīng)該與ships有關(guān)，因此該空的答案為voyage。

　　能與介詞with搭配的形容詞，通觀所有的選項(xiàng)，只有combined，combined with意為結(jié)合， 該短語(yǔ)在句中做插入語(yǔ)。

　　Fossil fuel為礦物燃料，燃燒礦物燃料排放出的廢氣會(huì)導(dǎo)致溫室效應(yīng)， 故該空應(yīng)該選擇emissions。

　　More than 700 meters是一個(gè)長(zhǎng)度，再看前文，亦有提示----its depths, 故該空的答案為depth，at a depth of…意為在……的深度。

　　35空應(yīng)填入一個(gè)形容詞， 再結(jié)合后面的賓語(yǔ)從句的引導(dǎo)詞whether， 故將答案鎖定為unsure， 要注意sure和unsure的賓語(yǔ)從句的引導(dǎo)詞是不同的， sure的賓語(yǔ)從句引導(dǎo)詞為that， unsure的賓語(yǔ)從句的引導(dǎo)詞為whether， 類似的詞語(yǔ)還有doubt，考生要注意區(qū)分。

　　2017四級(jí)六月考試答案真題：閱讀題B(卷二)

　　The Secret to Raising Smart Kids

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

　　【答案】[F] As predicted, the students with a growth mind-set felt that learning was more important goal than getting good grades. In addition, they held hard work in high regard, They understood that even geniuses have to work hard. 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 who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that would study less in the future, try never to take that subject again and consider cheating on future tests.

　　38.Focusing on effort is effective in helping children overcome frustration and achieve success.

　　【答案】[C] In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve harm math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.

　　39.We can cultivate a growth mind-set in children by telling success stories that emphasize hard work love of learning.

　　【答案】[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses

　　Who were more or less born that way puts students in a fixed mind-set, but mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.

　　40.Students’ belief about the cause of their failure explains their attitude toward setbacks.

　　【答案】[F]As predicted, the students with a growth mind-set felt that learning was more important goal than getting good grades. In addition, they held hard work in high regard, They understood that even geniuses have to work hard. 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 who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that would study less in the future, try never to take that subject again and consider cheating on future tests.

　　41.In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.

　　【答案】[G] Such different outlook had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to the those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester-and the gap between the two groups continued to widen during the two years we followed them.

　　42.The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.

　　【答案】[E] We validated these expectations in a study in which two other psychologists and I monitored 373 student for two years during the transition to junior high school, when the 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 or disagree with statements such as "Your intelligence is something very basic about you that you can't really change." We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.

　　43.After failing again and again, most animals give up hope.

　　【答案】[A] I first began to investigate the basis of human motivation-and how people persevere after setbacks-as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change-a state they called learned helplessness.

　　44.Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.

　　【答案】[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article 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. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.

　　45.People with a fixed mind-set believe that one’s intelligence is unchangeable.

　　【答案】[D] Later, I developed a broader theory of what separates the two general classes of learners-helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that's that. I call this a "fixed mind-set(思維模式)."Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-orient children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges 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 great academic success and were quite likely to outperform their counterparts.

　　46.In the workplace, feedback may not be so welcome to managers with a fixed mind-set.

　　【答案】[H] A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.