2020年09月英語四級(jí)真題第2套

2020年9月大學(xué)英語四級(jí)真題試卷（第2套）PartIWritingDirections:Forthispart,youareallowed30minutestowriteanessayontheuseofPowerPoint(PPT)inclass.Youcanstartyouressaywiththesentence“TheuseofPowerPointisbecomingincreasinglypopularinclass”.Youshouldwriteatleast120wordsbutnomorethan180words.PartⅡListeningComprehension(25minutes)與第一套同，略PartⅢReadingComprehension(40minutes)SectionADirections:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.Itcanbeseenfromthecheapestbudgetairlinestotheworld’slargestcarriers:Airlinesacrosstheglobe26_____variousshadesofblueintheircabinseats,anditisno27_____.Theredoesappeartobesomepsychologybehindit.Blueis28_____withthepositivequalitiesoftrust,efficiency,quietness,coolness,reflectionandcalm.NigelGoodeisaleadingaviationdesignerwhoworksatacompanywhichhasbeendeliveringaircraftinteriorsforairlinesfor30years.“Ourjobasdesignersistoreinforcetheairline’sbrandandmakeitmore29_____,”hesays.“Butourprimaryconcernistodeliveraninteriorthat30_____comforttocreateapleasantenvironment.”“It’sallaboutmakingthetravelingexperienceless31_____andblueissaidtoinduceafeelingofcalm.Whilesomeofthebudgetairlinesmightusebrighter,boldershades,mostothersgowithsoftenedtones.The32_____aimistocreateahome-likerelaxingfeel,soairlinestendtousesoftcolorsthatfeeldomestic,33_____andearthyforthatreason.”It’salsoatrendthatemergeddecadesagoandhas34_____stuck.“Bluebecamethecolorofchoicebecauseit’saconservative,agreeable,corporateshadethat35_____beingtrustworthyandsafe.That’swhyyouseeitusedinalloftheolderairlineslikeBritishAirways,”NigelGoodeadded.A)associatedF)G)H)I)imitateK)L)M)N)principalrecognizablesimplystressfulsymbolizesB)C)coincidencedeterminedindicationintegratemaximizesnaturalD)drasticallyE)enormousJ)O)SectionBDirections:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.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,toacornerofthelibrary

whereshepulledanoversizedbookofftheshelf.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’thearthenarrativesofhowandwhySoutheastAsianrefugeeshadtorebuildtheirliveshere.F)Researchintowhatstudentslearninschoolhasfoundjusthowmuchismissingintheirstudies.Inananalysis,ChristineSleeter,aprofessorintheCollegeofProfessionalStudiesatCaliforniaStateUniversity,MontereyBay,reviewedCalifornia’shistoryandsocialstudiesframework,thecurriculumdeterminedbystateeducatorsthatinfluenceswhatistaughtinK-12classrooms.Ofthenearly100Americansrecommendedtobestudied,77%werewhite,18%AfricanAmerican,4%NativeAmerican,and1%Latino.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,andevenhaveachance

to“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.SectionCDirections:Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.PassageOneQuestions46to50arebasedonthefollowingpassage.

Wheniscleaningwallsacrime?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.“Everymotoristsitsinthecomfortoftheircar,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)B)Itusespainttocreateanti-pollutionimages.C)Itcauseslotsofdistractiontodrivers.Itcreatesalotoftroubleforlocalresidents.D)Itturnsdirtywallsintoartisticworks.47.Whatdoreversegraffitiartiststrytodo?A)B)C)D)Publicisetheirartisticpursuit.Beautifythecityenvironment.Raisepublicawarenessofenvironmentalpollution.Expresstheirdissatisfactionwithlocalgovernments.48.WhatdowelearnaboutBrazilianartistAlexandreOrion?A)B)Hewasgoodatpaintingwhiteskulls.Hechosetunnelstodohisgraffitiart.D)Hewasfondofdoingcreativeartworks.C)Hesuggestedbanningallpollutingcars.49.WhatdoestheauthorimplyaboutLeedsCityCouncil’sdecision?A)B)Itissimplyabsurd.C)Itiswell-informed.D)ItItisratherunexpected.isquitesensible.50.HowdidSaoPaulocityofficialshandleAlexandreOrion’sreversegraffiti?A)B)C)D)TheymadehimcleanallthetunnelsinSaoPaulo.Theytookdrasticactiontobanallreversegraffiti.Theychargedhimwithpollutingtunnelsinthecity.Theymadeitimpossibleforhimtopracticehisart.PassageTwoQuestions51to55arebasedonthefollowingpassage.ThepracticeofpayingchildrenanallowancebecamepopularinAmericaabout100yearsago.Nowadays,Americankidsonaveragereceiveabout$800peryearinallowance.ButthevastmajorityofAmericanparentswhopayallowancetieittothecompletionofhousework.Althoughmanyparentsbelievethatpayinganallowanceforcompletingchoresbenefitstheirchildren,arangeofexpertsexpressedconcernthattyingallowanceverycloselytochoresmaynotbeideal.Infact,thewaychoresworkinmanyhouseholdsworldwidepointstoanotherway.SuniyaLuthar,apsychologist,isagainstpayingkidsforchores.Lutharisnotopposedtogivingallowances,butshethinksit’simportanttoestablishthatchoresaredonenotbecausetheywillleadto

payment,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,“whenmanyhavelostthedesireto