英語(yǔ)考級(jí)-2020年09月四級(jí)真題第2套

機(jī)密*啟用前大學(xué)英語(yǔ)四級(jí)考試COLLEGEENGLISHTEST—BandFour—(2020年9月第2套)試題冊(cè)敬告考生一、在答題前，請(qǐng)認(rèn)真完成以下內(nèi)容:1.請(qǐng)檢查試題冊(cè)背面條形碼粘貼條、答題卡的印刷質(zhì)量，如有問(wèn)題及時(shí)向監(jiān)考員反映，確認(rèn)無(wú)誤后完成以下兩點(diǎn)要求。2.請(qǐng)將試題冊(cè)背面條形碼粘貼條揭下后粘貼在答題卡1的條形碼粘貼框內(nèi)，并將姓名和準(zhǔn)考證號(hào)填寫在試題冊(cè)背面相應(yīng)位置。3.請(qǐng)?jiān)诖痤}卡1和答題卡2指定位置用黑色簽字筆填寫準(zhǔn)考證號(hào)、姓名和學(xué)校名稱，并用HB-2B鉛筆將對(duì)應(yīng)準(zhǔn)考證號(hào)的信息點(diǎn)涂黑。二、在考試過(guò)程中，請(qǐng)注意以下內(nèi)容:1.所有題目必須在答題卡上規(guī)定位置作答，在試題冊(cè)上或答題卡上非規(guī)定位置的作答一律無(wú)效。2.請(qǐng)?jiān)谝?guī)定時(shí)間內(nèi)在答題卡指定位置依次完成作文、聽(tīng)力、閱讀、翻譯各部分考試，作答作文期間不得翻閱該試題冊(cè)。聽(tīng)力錄音播放完畢后，請(qǐng)立即停止作答，監(jiān)考員將立即收回答題卡1，得到監(jiān)考員指令后方可繼續(xù)作答。3.作文題內(nèi)容印在試題冊(cè)背面，作文題及其他主觀題必須用黑色簽字筆在答題卡指定區(qū)域內(nèi)作答。4.選擇題均為單選題，錯(cuò)選、不選或多選將不得分，作答時(shí)必須使用HB-2B鉛筆在答題卡上相應(yīng)位置填涂，修改時(shí)須用橡皮擦凈。三、以下情況按違規(guī)處理:1.未正確填寫(涂)個(gè)人信息，錯(cuò)貼、不貼、毀損條形碼粘貼條。2.未按規(guī)定翻閱試題冊(cè)、提前閱讀試題、提前或在收答題卡期間作答。3.未用所規(guī)定的筆作答、折疊成毀損答題卡導(dǎo)致無(wú)法評(píng)卷。4.考試期間在非聽(tīng)力考試時(shí)間佩戴耳機(jī)。全國(guó)大學(xué)英語(yǔ)四、六級(jí)考試委員會(huì)

PartIWriting(30minutes)Directions:Forthispart,youareallowed30minutestowriteanessayontheuseofPowerPoint（PPT)inclass.Youcanstartyouressaywiththesentence“TheuseofPowerPointisbecomingincreasinglypopularinclass.”Youshouldwriteatleast120wordsbutnomorethan180words.PartIIListeningComprehension(25minutes)特別說(shuō)明：由于2020年9月四級(jí)考試全國(guó)共考了1套聽(tīng)力，本套聽(tīng)力試題同第1套試題一致，因此在本套真題中不再重復(fù)出現(xiàn)。PartⅢReadingComprehension(40minutes)SectionADirections：Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.Itcanbeseenfromthecheapestbudgetairlinestotheworld'slargestcarriers：Airlinesacrosstheglobe26variousshadesofblueintheircabinseats,anditisno27.Theredoesappeartobesomepsychologybehindit.Blueis28withthepositivequalitiesoftrust,efficiency,quietness,coolness,reflectionandcalm.NigelGoodeisaleadingaviationdesignerwhoworksatacompanywhichhasbeendeliveringaircraftinteriorsforairlinesfor30years.“Ourjobasdesignersistoreinforcetheairline’sbrandandmakeitmore29,”hesays.“Butourprimaryconcernistodeliveraninteriorthat30comforttocreateapleasantenvironment.”“It’sallaboutmakingthetravelingexperienceless31andblueissaidtoinduceafeelingofcalm.Whilesomeofthebudgetairlinesmightusebrighter,boldershades,mostothersgowithsoftenedtones.The32aimistocreateahome-likerelaxingfeel,soairlinestendtousesoftcolorsthatfeeldomestic,33andearthyforthatreason.”It'salsoatrendthatemergeddecadesagoandhas34stuck.“Bluebecamethecolorofchoicebecauseit’saconservative,agreeable,corporateshadethat35beingtrustworthyandsafe.That'swhyyouseeitusedinalloftheolderairlineslikeBritishAirways,”NigelGoodeadded.A)associatedI)maximizesB)coincidenceJ)naturalC)determinedK)principalD)drasticallyL)recognizableE)enormousM)simplyF)imitateN)stressfulG)indicationO)symbolizesH)integrateSectionBDirections：Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymakingthecorrespondingletteronAnswerSheet2.WhyAreAsianAmericansMissingFromOurTextbooks?[A]Istillremembermyfourth-gradesocialstudiesproject.OurclasswasstudyingtheGoldRush,somethingallCaliforniafourth-graderslearned.IwasexcitedbecauseIhadaskedtoresearchChineseimmigrantsduringthatera.GrowingupintheSanFranciscoBayArea,Ihadalwaysknownthat“SanFrancisco”translatedto“GoldMountain”inChinese.ThenamehadstuckeversinceChineseimmigrantsarrivedontheshoresofNorthernCaliforniainthe1850s,eagertotrytheirluckinthegoldmines.NowI’dhavethechancetolearnaboutthem.[B]Myexcitementwasshort-lived.Irememberheadingtothelibrarywithmyclassandaskingforhelp.Irememberthelibrarian’shesitation.Shefinallyledmepastrowafterrowofbooks,toacornerofthelibrarywhereshepulledanoversizedbookofftheshelf.ShecheckedtheindexandturnedovertoapageaboutearlyChineseimmigrantsinCalifornia.ThatwasalltherewasinmyentireschoollibraryinSanFrancisco,homeofthenation’sfirstChinatown.Thatwasit.[C]IfinallyhadtheopportunitytolearnaboutAsianAmericanslikemyself,andhowwebecamepartofthefabricoftheUnitedStateswhenItookanintroductoryclassonAsian-Americanhistoryincollege.Theclasswasarevelation.IrealizedhowmuchhadbeenmissinginmytextbooksasIgrewup.Myidentityhadbeenshapedbyyearsofneverreading,seeing,hearing,orlearningaboutpeoplewhohadasimilarbackgroundasme.Why,Iwondered,weren’tthestories,histories,andcontributionsofAsianAmericanstaughtinK-12schools,especiallyintheelementaryschools?Whyaretheystillnottaught?[D]Ourstudents—Asian,Latino,AfricanAmerican,NativeAmerican,and,yes,white—standtogainfromamulticulturalcurriculum.Studentsofcoloraremoreengagedandearnbettergradeswhentheyseethemselvesintheirstudies.Researchhasalsofoundthatwhitestudentsbenefitbybeingchallengedandexposedtonewperspectives.[E]Fordecades,?activistshavecalledforschoolstoofferanti-racismormulticulturalcurricula.YetatraditionalAmericanK-12curriculumcontinuestobetaughtfromaEurocentricpointofview.Beingmulticulturaloftenfallsbackonweavingchildrenofcolorintophotographs,orcreatingafewsupportingcharactersthathappentobeethnic—animprovement,butsuperficialnonetheless.Elementaryschoolclassroomscelebrateculturalholidays—LunarNewYear!Redenvelopes!Liondancers!—butthey’requicktoglossover(掩飾)thechallengesandinjusticesthatAsianAmericanshavefaced.Moststudentsdon’t,forexample,learnaboutthelawsthatforyearsexcludedAsiansfromimmigratingtotheU.S.Theydon'thearthenarrativesofhowandwhySoutheastAsianrefugees(難民)hadtorebuildtheirliveshere.[F]Researchintowhatstudentslearninschoolhasfoundjusthowmuchismissingintheirstudies.Inananalysis,ChristineSleeter,aprofessorintheCollegeofProfessionalStudiesatCaliforniaStateUniversity,MontereyBay,reviewedCalifornia’shistoryandsocialstudiesframework,thecurriculumdeterminedbystateeducatorsthatinfluenceswhatistaughtinK-12classrooms.Ofthenearly100Americansrecommendedtobestudied,77%werewhite,18%wereAfricanAmerican,4%wereNativeAmerican,and1%wereLatino.NonewereAsianAmerican.[G]Worse,whenAsianAmericansdomakeanappearanceinlessonbooks,itisoftenlacedwithproblems.“Therehasn’tbeenmuchprogress,”saysNicholasHartlep,anassistantprofessoratMetropolitanStateUniversity.His2016studyofK-12socialstudiestextbooksandteachermanualsfoundthatAsianAmericanswerepoorlyrepresentedatbest,andsubjectedtoracistcaricatures（拙劣的模仿）atworst.ThewidediversityofAsianAmericanswasoverlooked;therewasverylittlementionofSouthAsiansorPacificIslanders,forexample.Andchanceswere,intheimages,AsianAmericansappearedinstereotypical（模式化的）roles,suchasengineers.[H]Teacherswithamulticulturalbackgroundortrainingcouldperhapsovercomesuchcurriculumchallenges,butthey’refewandfarbetween.InCalifornia,65%ofK-12teachersarewhite,comparedwithastudentpopulationthatis75%studentsofcolor.Nationwide,thegapisevengreater.Itisn’tarequirementthatteacherssharethesameracialorethnicbackgroundastheirstudents,buttheimbalanceposeschallenges,fromthepotentialforunconsciousbiastoalackofknowledgeorcomfortindiscussingraceandculture.[I]Howraceandethnicityistaughtiscrucial,saysAllysonTintiangco-Cubales,anAsian-AmericanstudiesprofessoratSanFranciscoStateUniversity.Sheaddedthatit’snotsomuchabouttheteacher’sbackground,butabouttraining.“Youcanhaveagreatcurriculumbutifyoudon’thaveteachersdedicated（專注于）toteachingitwell,”shesays,“itwon’tworkaswellasyouwantitto.[J]SometeachersarefindingwaystoexposestudentstoAsian-Americanissues?—?ifnotduringschoolhours,thenoutsideofthem.Thissummer,WilsonWongwillleadaclassofrisingfifth-gradersatadaycampdedicatedtoChinesecultureandtheChinese-AmericancommunityinOakland,California.Hisstudents,forinstance,willlearnabouthowChineseimmigrantsbuilttherailroadsinCalifornia,andevenhaveachanceto“experience”itthemselves:Theywillraceeachothertobuildarailroadmodelontheplayground,withsomestudentsbeingforcedto“work”longerandfasterandatcheaperwages.Wong,amiddleschoolteacherduringtheschoolyear,hopeshe’sexposingthestudentstohowChineseAmericanscontributedtotheU.S.,somethingthathedidn’tgetasastudentgrowingupintheSanFranciscoBayArea.“Iplantedtheseedsearly,”hesays.“That’swhatI’mhopingfor.[K]And,despitesetbacks,thetidemayfinallybeturning.Californialegislatorspassedabilllastyearthatwillbringethnicstudiestoallitspublichighschools.Someschooldistricts,includingSanFranciscoandLosAngeles,alreadyofferethnicstudiesatitshighschools.HighschoolsinPortland,Chicago,andelsewherehaveeitherimplementedorwillsoonintroduceethnicstudiesclasses.And,asmorehighschoolsbeginteachingit,thedoorcouldcrackopenformiddleschools,and,perhapsinevitably,elementaryschools,toincorporateatrulymoremulticulturalcurriculum.Doingsowillsendanimportantmessagetothenation’syoungestcitizens:Whateveryourraceorethnicity,youmatter.Yourhistorymatters.Yourstorymatters.36.Whileculturalholidaysarecelebrated,theinjusticesexperiencedbyAsianAmericansarenotexposedinelementaryschoolclassrooms.37.LittleinformationcanbefoundaboutChineseimmigrantsintheauthor’sschoollibrary.38.AmiddleschoolteacherismakingagreatefforttohelpstudentslearnaboutthecontributionsmadebyChineseimmigrantstoAmerica.39.NoAsianAmericanswereincludedinthelistofhistoricalfiguresrecommendedforstudyinK-12classrooms.40.ThereisanobviouslackofteacherswithamulticulturalperspectivetomeetthecurriculumchallengesinAmerica.41.Studentsofethnicbackgroundslearnbetterfromamulticulturalcurriculum.42.NowmoreandmorehighschoolsinAmericaareincludingethnicstudiesintheircurriculums.43.AstudyofsomeK-12textbooksandteachermanualsshowedthatAsianAmericanswereinadequatelyandimproperlyrepresentedinthem.44.Whentakingaclassincollege,theauthorrealizedthatalotofinformationaboutAsianAmericanswasleftoutofthetextbookshestudied.45.AnAsian-Americanstudiesprofessorplacedgreateremphasisonteachertrainingthanonteachers’background.SectionCDirections：Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.PassageOneQuestions46to50arebasedonthefollowingpassage.Wheniscleaningwasacrime?Whenyou’redoingittocreateart,obviously.Anumberofstreetartistsaroundtheworldhavestartedexpressingthemselvesthroughapracticeknownasreversegraffiti(涂鴉).Theyfinddirtysurfacesandpaintthemwithimagesormessagesusingcleaningbrushesorpressurehoses(高壓水管).Eitherway,it'sthesameprinciple:theimageismadebycleaningawaythedirt.Eachartisthastheirownindividualstylebutallartistsshareacommonaim:todrawattentiontothepollutioninourcities.TheUK’sPaulCurtis,betterknownasMoose,operatesaroundLeedsandLondonandhasbeencommissionedbyanumberofcompaniestomakereversegraffitiadvertisements.Brazilianartist,AlexandreOrion,turnedoneofSaoPaulo'stransporttunnelsintoanamazingwallpaintingin2006bygettingridofthedirt.Madeupofaseriesofwhiteskulls(顱骨),thepaintingremindsdriversoftheeffecttheirpollutionishavingontheplanet.“Everymotoristssitsinthecomfortoftheircar,buttheydon'tgiveanyconsiderationtothepricetheircomforthasfortheenvironmentandconsequentlyforthemselves,”saysOrion.Theanti-pollutionmessageofthereversegraffitiartistsconfusescityauthoritiessincethemainargumentagainstgraffitiisthatitspoilstheappearanceofbothtypesofproperty:publicandprivate.ThiswaswhatLeedsCityCouncilsaidaboutMoose'swork:“Leedsresidentswanttoliveincleanandattractiveneighbourhoods.Weviewthiskindofadvertisingasenvironmentaldamageandwilltakestrongactionagainstit.”Moosewasorderedto“cleanuphisact.”Howwashesupposedtodothis:bymakingallpropertyhehadcleaneddirtyagain?AsfortheBrazilianartist’swork,theauthoritieswereannoyedbutcouldfindnothingtochargehimwith.Theyhadnootheroptionbuttocleanthetunnel—butonlythepartsAlexandrehadalreadycleaned.Theartistmerelycontinuedhiscampaignontheotherside.Thecityofficialsthendecidedtotakedrasticaction.TheynotonlycleanedthewholetunnelbuteverytunnelinSaoPaulo.46.Whatdowelearnfromthepassageaboutreversegraffiti?A)Itusespainttocreateanti-pollutionimages.B)Itcreatesalotoftroubleforlocalresidents.C)Itcauseslotsofdistractiontodrivers.D)Itturnsdirtywallsintoartisticworks.47.Whatdoreversegraffitiartiststrytodo?A)Publicisetheirartisticpursuit.B)Beautifythecityenvironment.C)Raisepublicawarenessofenvironmentalpollution.D)Expresstheirdissatisfactionwithlocalgovernments.48.WhatdowelearnaboutBrazilianartistAlexandreOrion?A)Hewasgoodatpaintingwhiteskulls.B)Hechosetunnelstodohisgraffitiart.C)Hesuggestedbanningallpollutingcars.D)Hewasfondofdoingcreativeartworks.49.WhatdoestheauthorimplyaboutLeedsCityCouncil’sdecision?A)Itissimplyabsurd.B)Itiswell-informed.C)Itisratherunexpected.D)Itisquitesensible.50.HowdidSaoPaulocityofficialshandleAlexandreOrion’sreversegraffiti?A)TheymadehimcleanallthetunnelsinSaoPaulo.B)Theytookdrasticactiontobanallreversegraffiti.C)Theychargedhimwithpollutingtunnelsinthecity.D)Theymadeitimpossibleforhimtopracticehisart.PassageTwoQuestions51to55arebasedonthefollowingpassage.ThepracticeofpayingchildrenanallowancebecamepopularinAmericaabout100yearsago.Nowadays,Americankidsonaveragereceiveabout$800peryearinallowance.ButthevastmajorityofAmericanparentswhopayallowancetieittothecompletionofhousework.Althoughmanyparentsbelievethatpayinganallowanceforcompletingchoresbenefitstheirchildren,arangeofexpertsexpressedconcernthattyingallowanceverycloselytochoresmaynotbeideal.Infact,thewaychoresworkinmanyhouseholdsworldwidepointstoanotherway.SuniyaLuthar,apsychologist,isagainstpayingkidsforchores.Lutharisnotopposedtogivingallowances,butshethinksit’simportanttoestablishthatchoresaredonenotbecausetheywillleadtopayment,butbecausetheykeepthehouseholdrunning.Luthar’ssuggestedapproachtoallowanceiscompatiblewiththatofwriterRonLieber,whoadvisesthatallowancesbeusedasameansofshowingchildrenhowtosave,give,andspendonthingstheycareabout.Kidsshoulddochores,hewrites,“forthesamereasonadultsdo,becausethechoresneedtobedone,andnotwiththeexpectationofcompensation.”Thisargumenthasitscritics,butconsideringthewaychoresareundertakenaroundtheworldmaychangepeople’sthinking.ProfessorDavidLancyofUtahStateUniversityhasstudiedhowfamiliesaroundtheworldhandlechores.Atabout18monthsofage,Lancysays,mostchildrenbecomeeagertohelptheirparents,andinmanycultures,theybeginhelpingwithhouseworkatthatage.Theybeginwithverysimpletasks,buttheirresponsibilitiesgraduallyincrease.Andtheydothesetaskswithoutpayment.LancycontraststhiswithwhathappensinAmerica.“Wedenyourchildren’sbidstohelpuntiltheyare6or7yearsold,”Lancysays,“whenmanyhave