2020年09月英語四級真題第2套

1、2020年9月四級真題（第2套）Pa式 IWriting(30 mgnutes)Directions 氏r this part, you are allowed 30 minutes to write an essay on the use of PowerPoint (PPT) in class. You can start your essay with the s砌拓加eThe use of PowerPoint is becoming increasingly popularin class11. You should write at least 120words but no mo

2、re than 180 words.Part IILqstenqng Comprehension(25 mgnutes)Part IILqstenqng Comprehension(25 mgnutes)說明：由千2020年9月四級考試全國共考了 1套聽力，本套真題聽力與第1套內(nèi)容完全一樣，只*順序不一樣，因此在本套真題中不再重復(fù)出現(xiàn)。Part 田Section APart 田Section AReading Comprehension(40 mgnutes)Directions In this section, there is a passage with ten blanks. You

3、are requiri或to select one wordfor each blank from a list of cjQices given in a word bank following the passage. Read the passage through carefully before making your c加ices, fiach c加ice in the bank is 誠叩ified by a letter. Please marU the corresponding letter for each item on A邱wer Sheet 2 with a sin

4、gle line through the centre. You may not use any of the words in the bank more than once.li can be seen from the cheapest budget airlines to the worlds largest carriers Airlines across the globe 26 various shades of blue in their cabin seats and it is no 27 . There does appear to be some psychology

5、behind it. Blue is 28 with the positive qualities of trust, efficiency, quietness, coolness, reflection and calm.Nigel Goode is a leading aviation designer who works at a company which has been delivering aircraft interiors for airlines for 30 years. Ourjob as designers is to reinforce the airlines

6、brand and make it more 29 J he says. But our primacy concern is to deliver an interior that-comfort to create a pleasant enviroRUNent. 11It s all about maldng the traveling experience less _fil_ and blue is said to induce a feeling of calm. W 血 e some of the budget airlines might use brighter, bolde

7、r shades, most others go with softened tones. The 32 aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic,一旦and earthy for that reason.Its also a trend that emerged decades ago and has_M_stuck. Blue became thecolor of choicebecause its a conselVative, ag

8、reeable, corporate shade that 35 being trustworthy and safe. ThaVs wny you see it used in all ofthe olderairlines like British Airways/1 Nigel Goode added.I) maximizesJ) natural K)principalL) recognizable M)simply N)s 汀 essful O)symbolizesI) maximizesJ) natural K)principalL) recognizable M)simply N)

9、s 汀 essful O)symbolizesDirections In this section , you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs, fidentify the paragraph from which thefllformation is derived. You may clwose a paragraph more than once. Each p

10、aragraph is marked with a letter. Answer the questions by mafiking the corresponding比t阮on Answer Sheet 2.Why Are Asian Americans Missing from Our Textbooks?A) I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-窈 aders learne

11、d. I was excited because I had asked to research Chinese immigrants during that era. Gro咖g up in the San Francisco Bay Area, I had always known that HSan FranciscoHtranslated to Gold Moun口申” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in

12、the 1850s, eager to try their luck in the gold mines. Now Id have the chance to learn about them.B) My excitement was short-lived. I remember heading to the library with my class and asking for help. Irememberthe librarians hesitation. Shefinallyled me past row after row of books, to a corner of the

13、 library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nations first Chinatown. That was it.C) I finally had the opportun

14、ity to learn about Asian Aericans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped

15、by years of never reading, seeing, hearing, or learning about people who had a sinlilar background as me. Why, I wondered, werent the stories, histories, and contributions of Asian Americans taughtin K-12 schools, especially in the elementary schools? Why are they still not taught?D) Our students-As

16、ian, Latino, AfSican American, Native American, and, yes, white-stand to gain from a multicultural curriculUM. Students of color are more engaged and eHHbetter grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new

17、 perspectives.For decades, activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photograghs, or cre

18、ating a few supporting characters that happen to be ethnic-an improvement but superficial nonetheless. Elementary school classrooms celebrate cultural holidaysLunar New Ye如Red envelopes! Lion dancers! -but theyre quick to gwss ov竊（掩飾）the challenges and injustices that Asian Americans have faced. Mos

19、t students don t, for example, learn about the laws that for years excluded Asians from immigrating to the U. S. They dont hear the narratives of how and why Southeast Asian refugees （難民）had to rebuild their lives here.Research into what students learn in school has foundjust how much is missing in

20、their studies. In an analysis, Christine Sleeter, a profiessor in the College of Professional Studies at Califiornia State University, Monterey Bay, reviewed Californias history and social studies framework, the curriculum determined by s 也 te educators that influences what is taught in K-12 classro

21、oms. Ofe nearly 100 Americans recommended to be studied, 77% were whitef 18% African American, 4% Native American, and 1% Latino. None were Asian American.Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems.11 There hasnt been much progress, says Nichol

22、as Hartlep, an assistant professor at Metropolitan S組te University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures （fit 劣的模仿）at worst. The wide dfiversity of Asian Americans was overl

23、ooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in s勛它otypical （模式化的）roles, such as engineers.Teachers with a multicultural background or training could perhaps overcome such cuniculum challenges, but t

24、heyre few and far between. In California, 66% of K-12 teachers are white, compared with a student popul啦on that is 76% students of color. Nationwide, the gap is even greater. K isnt a requirement that teachers share the same racial or ethnic background as their students （but the imbalance poses chal

25、lenges, from the potential for unconscious bias to a lack of *knowledge or comfiort in discussing race and culture.How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco Stfete University. She added that its not so much abou

26、t tue teachers background, but about training. You can have a great curriculum but if you dont have teachers dedicated （專注于）to teaching it well, she saysf it wont work as well as you want it to.Some teachers are finding ways to expose students to Asian-Amenican issues-if not during school hours, the

27、n outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camg dedicated to Chinese culture and the Chinese-American community in Oakland,California. His student , for instance, will learn about how Chinese immigranfSbuilt the railroads in Califiornia, and even h

28、ave a chance to experience it themselves They w出race each other to build a railroad model on the playgroud, with some students being forced to work longerand faster and at cheaper wages. Wongf a middle school teacher during the school yearf hopes hes exposing the studenffito how Chinese Americans co

29、ntributed to the U. S.f something that he didnt get as a student groHg up in the San Francisco Bay Area. I planted the seeds early/ he says. Thats what Im hoping for.And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that w詛bring ethnic studies to

30、all i區(qū) public high schools. Some school district, including San Francisco and Los Angeles, already offer ethnic studies at i 區(qū) high schools. High schools inPortland, Chicago, and elsewhere have either implemented or will soon introduce ethnc studies classes. And, as more high schools begin teaching

31、it, the door could crack open for middle schools, and, pers inevitably, elementary schools, to incorporate a truly more multicultural curriculUM. n&iDoing so will send an important message to the nations youngest citizens Whatever your race or ethnicity, you matter. Your histo可matters. Your stonjmat

32、ters.36.W血36.W血e cultural holidays arecelebrated, the墳日 tices experienced by Asian Americans are notexposed in elementary school classrooms.Little infonnation can be found about Chinese immigran岱in the authors school library.A middle school teacher is making a great effort to help studenfSIearn abou

33、t the contributions made by Chinese immigran岱to America.No Asian Americans were included in the list of historical figures recommended for study in K-12 classrooms.There is an obvious lack of teachers with a multicultural perspective to meet the cw寸cuIum challenges in America.StudenIKof eLic backgro

34、unds learn better from a multicultural cuITiculUM.Now more and more high schools in America are including eLic studies in their curriculUMs.A study of some K-12 textbooks and teacher manuals showed that Asian Americans were inadequately and improperly represented in them.When taldng a class in colle

35、ge, the author realized that a lot of information about Asian Americans was left out of the textbooks he studied.An Asian-American studies profiessor placed greater emphasis on teacher training than on teachers1 background.Section CDirections There are 2 passages切this section. EacL passage is follow

36、ed by some questions or U#i九ished statements. For each of them there are four choices marked A), B), C) and D). You sho啦decide on the best choice a叫mark the correspo戒ing letter on Answer Sheet 2 with a single line through the c幼tre.Passage OneQuestions 46 to 50 are based on the following passage.Whe

37、n is cleaning walls a crime? When youre doing it to create art, obviously. A number of streetartists around the world have started expressing themselves through a practice known as reverse graiffiti (涂鴉) They find dirty surfaces and paint them with images or messages using cleaning brushes orpressur

38、e hoses (高壓水管).Either way, its the same principle： the image is made by cleaning away thedirt. Each artist has their own individual style but all artists share a common aim ： to draw attention to the pollution in our cities. The UICs Paul Curtis, better known as Moose, operates around Leeds and Lond

39、on and has been commissioned by a number of companies to make reverse graffiti advertisements.Brazilian artist, Alexandre Orion, turned one of Sao Paulos transport tunnels into an amazing wall painting in 2006 by getting rid of the dirt Made up of a series of white skulls (顱骨)，the painting reminds d

40、rivers of the effect their pollution is having on the planet. “ Every motorist sits in the comfort of their car, but they dont give any consideration to the price their comfort has for the environment and consequently for themselvessays Orion.The anti-pollution message of the reverse graffiti artist

41、s confuses city authorities since the main argument against graffiti is that it spoils the appearance of both types of property ： public and private. This was what Leeds City Council said about Mooses work ： “ Leeds residents want to live in clean and attractive neighbourhoods. We view this kind of

42、advertising as environmental damage and will take strong action against it. ” Moose was ordered to “ clean up his act. How was he supposed to do this ： i by making all property he had cleaned dirty again?iAs for the Brazilian artisfs work, the authorities were annoyed but could find nothing to charg

43、e him with. They had no other option but to clean the tunnel-but only the parts Alexandre had already cleaned. The artist merely continued his campaign on the other side. The city officials then decided to take drastic action. They not only cleaned the whole tunnel but every tunnel in Sao Paulo.What

44、 do we learn from the passage about reverse graffiti? A) It uses paint to create anti-pollution images.It creates a lot of trouble fbr local residents.It causes lots of distraction to drivers.It turns dirty walls into artistic works.What do reverse graffiti artists try to do?Publicise their artistic

45、 pursuit.Beautify the city environment.Raise public awareness of environmental pollution.Egress their dissatisfaction with local governments.What do we learn about Brazilian artist Alexandre Orion?He was good at painting white skulls.He chose tunnels to do his graffiti art.He suggested banning all p

46、olluting cars.He was fond of doing creative artworks.What does the author imply about Leeds City Councils decision?It is singly absurd.It is well-informed.It is rather unexpected.It is quite sensible.How did Sao Paulo city officials handle Alexandre Orions reverse graffiti?They made him clean all th

47、e tunnels in Sao Paulo.They took drastic action to ban all reverse graffiti.They charged him with polluting tunnels in the city.They made it impossible for him to practice his art.Passage TwoQuestions 51 to 55 are based on the following passage.The practice of paying children an allowance became pop

48、ular in America about 100 years ago. Nowadays, American kids on average receive about $ 800 per year in allowance. But the vast msuority of American parents who pay allowance tie it to the completion of housework. Although many parents believe that paying an allowance for completing chores benefits

49、their children, a range of experts expressed concern that tying allowance very closely to chores may not be ideal. In fact, the way chores work in many households worldwide points to another way.Suniya Luthar, a psychologist, is against paying kids for chores. Luthar is not opposed to giving allowan

50、ces, but she thinks its important to establish that chores are done not because they will lead to payment, but because they keep the household running. LuthaFs suggested approach to allowance is compatible with that of writer Ron Ueber, who advises that allowances be used as a means of showing child

51、ren how to save, give, and spend on things they care about Kids should do chores, he writes, ufor the same reason adults do, because the chores need to be done, and not with the expectation of compensation. nThis argument has its critics, but considering the way chores are undertaken around the wori

52、d may change peoples thinking. Professor David Laney of Utah State University has studied how families around the world handle chores. At about 18 months of age, Laney says, most children become eager to help their parents, and in many cultures, they begin helping with housework at that age. They begin with very simple tasks, but their responsibilities gradually increase. And they do these tasks without payment. Laney contrasts this with what happens in America. We deny our childrens bids to help until they are 6 or 7 years oldLaney says, “ wh