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2018年6月英语四级真题及答案第三套.doc
2018 年 6 月英语四级真题及答案第三套
Part I Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write a short essay on the
importance of speaking ability and how to develop it. You should write at least 120
words but no more than 180 words.
Part Ⅱ Listening Comprehension (25 minutes)
特别说明：由于四级考试全国共考了两套听力，本套真题听力与前两套内容相同，只是选项
顺序不同，故不再重复给出。
Part Ⅲ Reading Comprehension
(40 minutes)
Section A
Directions: In this section, there is a passage with ten blanks. You are required
to select one word for each blank from a list of choices given in a word bank following
the passage. Read the passage through carefully before making your choices. Each
choice in the bank is identified by a letter. Please mark the corresponding letter
for each item on Answer Sheet 2 with a single line through the centre. You may not
use any of the words in the bank more than once.
Neon (霓虹) is to Hong Kong as red phone booths are to London and fog is to San
Francisco. When night falls, red and blue and other colors 26 a hazy (雾蒙蒙的) glow
over a city lit up by tens of thousands of neon signs. But many of them are going
dark, 27 by more practical, but less romantic, LEDs (发光二极管).Changing building
codes, evolving tastes, and the high cost of maintaining those wonderful old signs
have businesses embracing LEDs, which are energy 28 , but still carry great cost.
“To me, neon represents memories of the past,” says photographer Sharon Blance,
whose series Hong Kong Neon celebrates the city’s famous signs. “Looking at the
signs now I get a feeling of amazement,mixed with sadness.”Building a neon sign
is an art practiced by
trained on the job to mold glass tubes into 30 shapes
and letters. They fill these tubes with gases that glow when 31 . Neon makes orange,
while other gases make yellow or blue. It takes many hours to craft a single
sign.Blance spent a week in Hong Kong and
32more than 60 signs; 22 of them
appear in the series that capture the signs lighting up lonely streets – an
that makes it easy to admire their colors and craftsmanship. “I love the
of neon,” says Blance. The signs do
beautiful, handcrafted, old-fashioned
29
33
34
nothing more than
most striking way possible.
35a restaurant, theater, or other business, but do so in the
A) alternative
I) photographed
B) approach
J) professionals
C) cast
K) quality
D) challenging
L) replaced
E) decorative
M) stimulate
F) efficient
N) symbolizes
G) electrified
O) volunteers
H) identify
Section B
Directions: 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.
Identify the paragraph from which the information is derived. You may choose a
paragraph more than once. Each paragraph is marked with a letter. Answer the
questions by marking the corresponding letter on Answer Sheet 2.
New Jersey School District Eases Pressure on Students – Baring an Ethnic Divide
A)
This fall, David Aderhold, the chief of a high-achieving school district near
Princeton, New Jersey, sent parents an alarming 16-page letter. The school district,
he said, was facing a crisis. Its students were overburdened and stressed out, having
to cope with too much work and too many demands. In the previous school year, 120
middle and high school students were recommended for mental health assessments and
40 were hospitalized. And on a survey administered by the district, students wrote
things like, “I hate going to school,” and “Coming out of 12 years in this district,
I have learned one thing: that a grade, a percentage or even a point is to be valued
over anything else.”
B)
With his letter, Aderhold inserted West Windsor-Plainsboro Regional School
District into a national discussion about the intense focus on achievement at elite
schools, and whether it has gone too far. At follow-up meetings, he urged parents
to join him in advocating a “whole child” approach to schooling that respects
“social-emotional development” and “deep and meaningful learning” over
academics alone. The alternative, he suggested, was to face the prospect of becoming
another Palo Alto, California, where outsize stress on teenage students is believed
to have contributed to a number of suicides in the last six years.
C)
But instead of bringing families together, Aderhold’s letter revealed a divide
in the district, which has 9,700 students, and one that broke down roughly along
racial lines. On one side are white parents like Catherine Foley, a former president
of the Parent-Teacher-Student Association at her daughter’s middle school, who has
come to see the district’s increasingly pressured atmosphere as opposed to learning.
“My son was in fourth grade and told me, ‘I’m not going to amount to anything
because I have nothing to put on my résumé,’” she said. On the other side are parents
like Mike Jia, one of the thousands of Asian-American professionals who have moved
to the district in the past decade, who said Aderhold’s reforms would amount to
a “dumbing down” of his children’s education. “What is happening here reflects
a national anti-intellectual trend that will not prepare our children for the
future,” Jia said.
About 10 minutes from Princeton and an hour and a half from New York City, West
D)
Windsor and Plainsboro have become popular bedroom communities for technology
entrepreneurs, researchers and engineers, drawn in large part by the public schools.
From the last three graduating classes, 16 seniors were admitted to MIT. It produces
Science Olympiad winners, classically trained musicians and students with perfect
SAT scores.
E)
The district has become increasingly popular with immigrant families from China,
India and Korea. This year, 65 percent of its students are Asian-American, compared
with 44 percent in 2007. Many of them are the first in their families born in the
United States. They have had a growing influence on the district. Asian-American
parents are enthusiastic supporters of the competitive instrumental music program.
They have been huge supporters of the district’s advanced mathematics program,
which once began in the fourth grade but will now start in the sixth. The change
to the program, in which 90 percent of the participating students are Asian-American,
is one of Aderhold’s reforms.
F)
Asian-American students have been eager participants in a state program that
permits them to take summer classes off campus for high school credit, allowing them
to maximize the number of honors and Advanced Placement classes they can take,
another practice that Aderhold is limiting this school year. With many
Asian-American children attending supplementary instructional programs, there is
a perception among some white families that the elementary school curriculum is being
sped up to accommodate them.
G)
Both Asian-American and white families say the tension between the two groups
has grown steadily over the past few years, as the number of Asian families has risen.
But the division has become more obvious in recent months as Aderhold has made changes,
including no-homework nights, an end to high school midterms and finals, and an
initiative that made it easier to participate in the music program.
Jennifer Lee, professor of sociology at the University of California, Irvine,
H)
and an author of The Asian American Achievement Paradox, says misunderstandings
between first-generation Asian-American parents and those who have been in this
country longer are common. What white middle-class parents do not always understand,
she said, is how much pressure recent immigrants feel to boost their children into
the middle class.“They don’t have the same chances to get their children internships
(实习职位) or jobs at law firms,” Lee said. “So what they believe is that their
children must excel and beat their white peers in academic settings so they have
the same chances to excel later.”
I)
The issue of the stresses felt by students in elite school districts has gained
attention in recent years as schools in places like Newton, Massachusetts, and Palo
Alto have reported a number of suicides. West Windsor-Plainsboro has not had a
teenage suicide in recent years, but Aderhold, who has worked in the district for
seven years and been chief for the last three years, said he had seen troubling
signs.
In
( 描绘 )
an overburdened child who was being scolded for earning an A, rather than an A+,
on a math exam. In the image, the mother scolds the student with the words, “Shame
on you!” Further, he said, the New Jersey Education Department has flagged at least
two pieces of writing on state English language assessments in which students
expressed suicidal thoughts.
assignment,
depicted
middle
school
student
a
recent
art
a
J)
The survey commissioned by the district found that 68 percent of high school
honor and Advanced Placement students reported feeling stressed about school
“always or most of the time.” “We need to bring back some balance,” Aderhold
said. “You don’t want to wait until it’s too late to do something.”
K)
Not all public opinion has fallen along racial lines. Karen Sue, the
Chinese-American mother of a fifth-grader and an eighth-grader, believes the
competition within the district has gotten out of control. Sue, who was born in the
United States to immigrant parents, wants her peers to dial it back. “It’s become
an arms race, an educational arms race,” she said. “We all want our kids to achieve
and be successful. The question is, at what cost?”
36. Aderhold is limiting the extra classes that students are allowed to take off
campus.
37. White and Asian-American parents responded differently to Aderhold’s appeal.
38. Suicidal thoughts have appeared in some students' writings.
39. Aderhold’s
Asian-American students most.
reform
of
the
advanced
mathematics
program
will
affect
40. Aderhold appealed for parents’ support in promoting an all-round development
of children, instead of focusing only on their academic performance.
41. One Chinese-American parent thinks the competition in the district has gone too
far.
42. Immigrant parents believe that academic excellence will allow their children
equal chances to succeed in the future.
43. Many businessmen and professionals have moved to West Windsor and Plainsboro
because of the public schools there.
44. A number of students in Aderhold’s school district were found to have
stress-induced mental health problems.
45. The tension between Asian-American and white families has increased in recent
years.
Section C
Directions: There are 2 passages in this section. Each passage is followed by some
questions or unfinished statements. For each of them there are four choices marked
A), B), C) and D). You should decide on the best choice and mark the corresponding
letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 46 to 50 are based on the following passage.
For thousands of years, people have known that the best way to understand a concept
is to explain it to someone else. “While we teach, we learn,” said Roman philosopher
Seneca. Now scientists are bringing this ancient wisdom up-to-date. They’re
documenting why teaching is such a fruitful way to learn, and designing innovative
ways for young people to engage in instruction.
Researchers have found that students who sign up to tutor others work harder to
understand the material, recall it more accurately and apply it more effectively.
Student teachers score higher on tests than pupils who’re learning only for their
own sake. But how can children, still learning themselves, teach others? One answer:
They can tutor younger kids. Some studies have found that first-born children are
more intelligent than their later-born siblings (兄弟姐妹). This suggests their
higher IQs result from the time they spend teaching their siblings. Now educators
are experimenting with ways to apply this model to academic subjects. They engage
college undergraduates to teach computer science to high school students, who in
turn instruct middle school students on the topic.
But the most cutting-edge tool under development is the “teachable agent” – a
computerized character who learns, tries, makes mistakes and asks questions just
like a real-world pupil. Computer scientists have created an animated (动画的)
figure called Betty’s Brain, who has been “taught” about environmental science
by hundreds of middle school students. Student teachers are motivated to help Betty
master certain materials. While preparing to teach, they organize their knowledge
and improve their own understanding. And as they explain the information to it, they
identify problems in their own thinking.
Feedback from the teachable agents further enhances the tutors’ learning. The
agents’ questions compel student tutors to think and explain the materials in
different ways, and watching the agent solve problems allows them to see their
knowledge put into action.
Above all, it’s the emotions one experiences in teaching that facilitate learning.
Student tutors feel upset when their teachable agents fail, but happy when these
virtual pupils succeed as they derive pride and satisfaction from someone else's
accomplishment.
46. What are researchers rediscovering through their studies?
A) Seneca’s thinking is still applicable today.
C)
Human
intelligence
tends to grow with age.
B) Better learners will become better teachers. D)
Philosophical
thinking
improves instruction.
47. What do we learn about Betty’s Brain?
A) It is a character in a popular animation.
C) It is a cutting-edge app in
digital games.
B) It is a teaching tool under development. D) It is a tutor for computer
science students.
48. How does teaching others benefit student tutors?
A)
It makes them aware of what they are strong at.
B)
It motivates them to try novel ways of teaching.
C)
It helps them learn their academic subjects better.
D)
It enables them to better understand their teachers.
49. What do students do to teach their teachable agents?
A)
They motivate them to think independently.
B)
They ask them to design their own questions.
C)
They encourage them to give prompt feedback.
D)
They use various ways to explain the materials.
50. What is the key factor that eases student tutors’ learning?
A) Their sense of responsibility.
C) The learning strategy acquired.
B) Their emotional involvement. D) The teaching experience gained.
Passage Two
Questions 51 to 55 are based on the following passage.
A new batch of young women – members of the so-called Millennial ( 千 禧 的 )
generation – has been entering the workforce for the past decade. At the starting
line of their careers, they are better educated than their mothers and grandmothers
had been – or than their young male counterparts are now. But when they look ahead,
they see roadblocks to their success. They believe that women are paid less than
men for doing the same job. They think it’s easier for men to get top executive
jobs than it is for them. And they assume that if and when they have children, it
will be even harder for them to advance in their careers.
While the public sees greater workplace equality between men and women now than it
did 20–30 years ago, most believe more change is needed. Among Millennial women,
75% say this country needs to continue making changes to achieve gender equality
in the workplace, compared with 57% of Millennial men. Even so, relatively few young
women (15%) say they have been discriminated against at work because of their gender.
As Millennial women come of age they share many of the same views and values about
work as their male counterparts. They want jobs that provide security and flexibility,
and they place relatively little importance on high pay. At the same time, however,
young working women are less likely than men to aim at top management jobs: 34% say
they’re not interested in becoming a boss or top manager; only 24% of young men
say the same. The gender gap on this question is even wider among working adults
in their 30s and 40s, when many women face the trade-offs that go with work and
motherhood.
These findings are based on a new Pew Research Center survey of 2,002 adults,
including 810 Millennials (ages 18–32), conducted Oct. 7–27, 2013. The survey
finds that, in spite of the dramatic gains women have made in educational attainment
and labor force participation in recent decades, young women view this as a man’s
world – just as middle-aged and older women do.
51. What do we learn from the first paragraph about Millennial women starting their
careers?
A)
They can get ahead only by striving harder.
B)
They expect to succeed just like Millennial men.
C)
They are generally quite optimistic about their future.
D)
They are better educated than their male counterparts.
52. How do most Millennial women feel about their treatment in the workplace?
A) They are the target of discrimination.
improving.
C)
They
think
it
needs
further
B) They find it satisfactory on the whole.
ignored.
D)
They
find
their
complaints
53. What do Millennial women value most when coming of age?
A) A sense of accomplishment.
C) Rewards and promotions.
B) Job stability and flexibility.
D) Joy derived from work.
54. What are women in their 30s and 40s concerned about?
A) The welfare of their children.
C) The fulfillment of their dreams in life.
B) The narrowing of the gender gap. D) The balance between work and family.
55. What conclusion can be drawn about Millennial women from the 2013 survey?
A)
They still view this world as one dominated by males.
B)
They account for half the workforce in the job market.
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