2019年6月大學(xué)英語四級真題及答案-第二套

1、2019 年 6 月大學(xué)英語四級真題及答案完整版（卷二）Part I Writing【題干】Directions: For this part, you are allowed 30 minutes to write a news reportto your campus newspaper on a visit to a local farm organized by your Student Union. You should write at least 120 words but no more than180 words.An Impressive Activities-Visiti

2、ngIn order to help us students to enrich life and broaden horizon, the StudentUnion organized a meaningful activity on last weekend-visitingthe local farm, bywhich we grasped much useful knowledge about agriculture.The farm we visited is located in the suburb of Beijing and far away from our school,

3、 which covers an area of 1000 square feet. Along with native foods like rice and potatoes, the farmers on the farm grow many organic vegetables,including corn,cucumbers, tomatoes and so forth. Besides, the farm breeds a host of local species such as dairy cattle, geese, chicken by modern scientific

4、technique. One of the most impressive things for us is that by means of green farming methods, the problem of environmental pollution has been effectively alleviated.This outdoors activity has a really deep impression for us. Not only did it get us closer to the nature and relieve pressure from us,

5、it also enhance our professional knowledge about husbandry technology.Part n Listening Comprehension (25 minutes)Section ADirections: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report and then questions will

6、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 are based on the news report you have just heard.Question 1. Wha

7、t did the boy from Central California do according to the report A)He set a record be swimming to and from an island.B)He celebrated ninth birthday on a small island.C)He visited a prison located on a faraway island.D)He swam around an island near San Francisco.Question 2. What did the father do to

8、encourage his son A)He doubled the reward.B)He cheered him on all the way.C)He set him an example.D)He had the event covered on TV.Questions 3 and 4 are based on the news report you have just heard.Question 3: What was the purpose of the annual leave bonus in ChinaA)To end the one-child policy.B)To

9、encourage late marriage.C)To increase working efficiency.D)To give people more time to travel.Question 4: What do we learn about the new regulationsA)They will not be welcomed by young people.B)They will help to popularize early marriage.C)They will boost China s economic growth.D)They will not com

10、into immediate effect.Questions 5 to 7 are based on the news report you have just heard.Question 5: What is the news report mainly aboutA)Cleaning service in great demand all over the world.B)Two ladies giving up well-paid jobs to do cleaning.C)A new company to clean up the mess after parties.D)Clea

11、ners gainfully employed at nights and weekends.Question 6: What is a common problem with a house partyA)It takes a lot of time to prepare.B)It leaves the house in a mess.C)It makes party goers exhausted.D)It creates noise and misconduct.Question 7: What are Rebecca Foley and Catherine Ashurst planni

12、ng to doA)Hire an Australian lawyer.B)Visit the . and Canada.C)Settle a legal dispute.D)Expand their business.Section BDirections: In this section, you will hear two long conversations. At the end ofeach conversation, you will hear four questions. Both the conversation and thequestions will be spoke

13、n only once. After you hear a question, you must choose thebest 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 to 11 are based on the conversation you have just heard.Question 8. What did th

14、e man do yesterdayA)He had a driving lesson.B)He got his driver s license.C)He took the driver s theory exam.D)He passe d the driver s road test.Question 9. Why did he fail the exam the first timeA)He was not well prepared.B)He did not get to the exam in time.C)He was not used to the test format.D)H

15、e did not follow the test procedure.Question 10. What does the man say about his driving lessonsA)They are tough.B)They are costly.C)They are helpful.D)They are too short.Question 11. What does the man hope to do nextA)Pass his road test the first time.B)Test-drive a few times on highways.C)Find an

16、experienced driving instructor.D)Earn enough money for driving lessons.Questions 12 to 15 are based on the conversation you have just heard.Question 12. What does the man want to knowA)Where the woman studies.B)The acceptance rate at Leeds.C)Leeds tuition for int ernational students.D)How to apply f

17、or studies at a university.Question 13. What is the man going to doA)Apply to an American university.B)Do research on higher education.C)Perform in a famous musical.D)Pursue postgraduate studies.Question 14. What might qualify the man for a scholarship at Leeds UniversityA)His favorable recommendati

18、ons.B)His outstanding musical talent.C)His academic excellence.D)His unique experience.Question 15. What is the woman planning to do after graduationA) Do a mas ter s degree.B) Settle down in England.C) Travel widely.D) Teach overseas.Section CDirections: In this section, you will hear three passage

19、s. At the end of each passage, you will hear three or four questions. Both the passage 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 onAnswer Sheet 1 with a sin

20、gle line through the centre.Questions 16 to 18 are based on the passage you have just heard.Question 16. What does the passage say about antsA) They help farmers keep diseases in check.B) Many species remain unknown to scientists.C) Only a few species cause trouble to humans.D) They live in incredib

21、ly well-organized colonies.Question 17. What do we learn from the passage about carpenter antsA) They are larger than many other species.B) They can cause damage to people s homes.C) They can survive a long time without water.D) They like to form colonies in electrical units.Question 18. What can we

22、 do to prevent ants from getting into our homesA) Deny them access to any food.B) Keep doors and windows shut.C) Destroy their colonies close by.D) Refrain from eating sugary food.Questions 19 to 21 are based on the passage you have just heard.Question 19. What is the focus of the speaker s research

23、A) The function of the human immune system.B) The cause of various auto-immune diseases.C) The viruses that may infect the human immune system.D) The change in people s immune system as they get older.Question 20. What are the volunteers asked to do in the researchA) Report their illnesses.B) Offer

24、blood samples.C) Act as research assistants.D) Help to interview patients.Question 21. What does the speaker say will be the impact of his researchA) Strengthening people s immunity to infection.B) Better understanding patients immune system.C) Helping improve old people s health conditions.D) Furth

25、er reducing old patients medical expenses.Questions 22 to 25 are based on the passage you have just heard.Question 22 What did Ted Camarda notice one day after he started teaching at Killip elementaryA) His students had trouble getting on with each other.B) A lot of kids stayed at school to do their

26、 homework.C) His students were struggling to follow his lessons.D) A group of kids were playing chess after school.Question 23 What are dozens of students from Camarda s school going to do this week A) Visit a chess team in Nashville.B) Join the school s chess team .C) Participate in a national ches

27、s competition.D) Receive training for a chess competition.Question 24 What do we learn about the students of Killip elementaryA) Most of them come from low-income families.B) Many have become national chess champions.C) A couple of them have got involved in crimes.D) Many became chess coaches after

28、graduation.Question 25 What have the students learned from CamardaA) Actions speak louder than words.B) Think twice before taking action.C) Translate their words into action.D) Take action before it gets too late.Part m ReadingSection AThe center of American automobile innovation has in the past dec

29、ade moved 2,000 miles away. It has (26)from Detroit to Silicon Valley, where self-driving vehiclesare coming into life.In a (27)to take production back to Detroit, Michigan lawmakers have introduced(28)that could make their state the best place in the country, if not the world, to develop self-drivi

30、ng vehicles and put them on the road."Michigan's (29)in auto research and development is under attack from severalstates and countries which desire to (30)our leadership in transportation. Wecan't let happen," says Senator Mike Kowall, the lead (31) of four billsrecently introduced

31、.If all four bills pass as written, they would (32)a substantial update ofMichigan's 2013 law that allowed the testing of self-driving vehicles in limited conditions. Manufacturer would have nearly total freedom to test their self-driving technology on public roads. They would be allowed to send

32、 groups of self-drivingcars on cross-state road trips, and even set on-demand (33)of self-driving cars,like the one General Motors and Lyft are building.Lawmakers in Michigan clearly want to make the state ready for the commercial application of self-driving technology. In (34), California, home of

33、SiliconValley, recently proposed far more (35)rules that would require human driversbe ready to take the wheel, and commercial use of self-driving technology.【選項】A. bid B. contrast C. deputy D. dominance E. fleetsF. knots G. legislation H. migrated I. replace J. representK. restrictive L. reward M.

34、significant N. sponsor O. transmittedSection BMake Stuff, Fail, And Learn While You're At ItA We've always been a hands-on, do-it-yourselfkind of nation. Ben Franklin, oneof America's founding fathers, didn't just invent the lightningrod. His creationsinclude glasses, innovative stov

35、es and more.B Franklin, who was largely self-taught, may have been a genius, but he wasn't really an exception when it comes to American making and creativity.C The personal computing revolution and philosophy of disruptive innovation of Silicon Valley grew, in part, out of the creations of the

36、Homebrew Computer Club, Which was founded in a garage in Menlo Park, California, inthe mid-1970s. Members including guys namedJobs and Wozniak started making and inventing things they couldn't buy.D So it's no surprise that the Maker Movement today is thriving in communitiesand some schools

37、across America. Making is available to ordinary people who aren't tied to big companies, big defense labs or research universities.The makerphilosophy echoes old ideas advocated by John Dewey, Montessori, and even ancientGreek philosophers, as we pointed out recently.E These maker spaces are oft

38、en outside of classrooms, and are serving an important educational function. The Maker Movement is rediscovering learning by doing, which is Dewey's phrase from 100 years ago. Weare rediscovering Dewey and Montessori and a lot of the practices that they pioneered that have been forgotten or at l

39、east put aside. A maker space is a place which can be in a school, but it doesn't look likea classroom. It can be in a library. It can be out in the community. It has toolsand materials. It's a place where you get to make things based on your interest and on what you're learning to do.F

40、Ideas about learning by doing have struggled to become mainstream educationally, despite being old concepts from Dewey and Montessori, Plato and Aristotle, and inthe American Contcxt, Ralph Emerson, on the value of experience and self-reliance.It's not necessarily an efficient way to learn. We l

41、earn, in a sense, by trial anderror. Learning from experience is something that takes time and patience. It's very individualized. If your goal is to have standardized approaches to learning,whereeverybody learns the same thing at the same time in the same way, then learning by doing doesn't

42、 really fit that mold anymore. It's not the world of textbooks. It's not the world of testing.G Learning by doing may not be efficient, but it is effective. Project-basedlearning has grown in popularity with teachers and administrators. However, project-based learning is not making. Although

43、 there is a connection, there is also a distinction. The difference lies in whether the project is in a sense defined and developed by the student or whether it's assigned by a teacher. We'll all get the kids to build a small boat. We are all going to learn about X, Y, and Z. That tends to b

44、e one form of project-based learning.H I really believe the core idea of making is to have an idea within your head or you just borrow it from someone and begin to develop it , repeat it andimprove it. Then, realize that idea somehow. That thing that you make is valuable to you and you can share it

45、with others. I'm interested in how these things are expressions of that person, their ideas, and their interactions with the world.I In some ways, a lot of forms of making in school trivialize（ 使變得無足輕重）making.The thing that you make has no value to you. Once you are done demonstrating whatever c

46、oncept was in the textbook, you throw away the pipe cleaners, the cardboard tubes.J Making should be student-directed and student-led, otherwise it's boring. Itdoesn't have the motivationof the student.I'm not saying that students should notlearn concepts or not learn skills. They do. Bu

47、t to really harness their motivation is to build upon their interest. It's to let them be in control and to drive the car.K Teachers should aim to build a supportive, creative environment for studentsto do this work. A very social environment, where they are learning from each other. When they h

48、ave a problem, it isn't the teacher necessarily coming in to solve it.They are responsible for working through that problem. It might be they have to talk to other students in the class to help get an answer.L The teacher's role is more of a coach or observer. Sometimes, to people, it sounds

49、 like this is a diminished rote for teachers. I think it's a heightened role. You're ereating this environment, like a maker space. You have 20 kids doing different things. You are watching them and really it's the human behaviors you're looking at. Are they engaged A they developing

50、 and repeating their project Are they stumbling （ 受挫 ） Do they need something that they don't have Can you help them be aware of where they areM My belief is that the goal of making is not to get every kid to be hands-on, but it enable us to be good learners. It's not the knowledge that is v

51、aluable, It's the practice of learning new things and understanding how things work. These are processes that you are developing so that you are able, over time, to tackle more interesting problems, more challenging problems problems that require many people instead of one person, and many skill

52、s instead of one.N If teachers keep it form-free and student-led, it can still be tied to acurriculum and an educational plan. I think a maker space is more like a like a library in that there are multiple subjects and multiple things that you can learn. Whatseems to be missing in school is how thes

53、e subjects integrate,how they fit togetherin any meaningful way. Rather than saying, This is science, over here is history,' I see schools taking this idea of projects and looking at: How do they support children in higher level learningO I feel like this is a shift away form a subject matter-ba

54、sed curriculum to a more experiential curriculum or learning. It's still in its early stages, but I think it's shifting around not what kids learn but how they learn.36. A maker space is where people make things according to their personal interests. teachers' role is enhanced in a maker

55、 space as they have to monitor and facilitate during the process.up with an idea of one's own or improving one from others is key to the conceptof making.to structured learning, learning by doing is highly individualized.is a nation known for the idea of making things by oneself.will be boring u

56、nless students are able to take charge.can be related to a project, but it is created and carried out by students themselves.author suggests incorporating the idea of a maker space into a school curriculum. maker concept is a modern version of some ancient philosophical ideas.is not taken seriously

57、in school when students are asked to make something meaningless to them based on textbooks.Section CPassage OneQuestions 47 to 51 are based on the following passage.In the classic marriage vow（誓約），couples promise to stay together in sickness and in health. But a new study finds that the risk of divo

58、rce among older couples rises when the wife-not the husband becomes seriously ill."Married women diagnosed with a serious health condition may find themselves struggling with the impact of their disease while also experiencing the stress of divorce," said researcher Amelia Karraker.Karrake

59、r and co-author Kenzie Latham analyzed 20 years of data on 2,717 marriages from a study conducted by Indiana University since 1992. At the time of the first interview, at least one of the partners was over the age of 50.The researchers examined how the onset（ 發(fā)生 ）of four serious physical illnesses affected marriages. The