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2019年6月英语四级真题及答案第三套.doc
2019 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 news report to your
campus newspaper on a volunteer activity organized by your Student Union to assist
elderly people in the neighborhood. 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.
26
28
the
perfect
Ships are often sunk in order to create underwater reefs (暗礁) perfect for scuba
diving (水肺式潜泳) and preserving marine
. Turkish authorities have just
sunk something a little different than a ship, and it wouldn’t normally ever touch
water, an Airbus A300. The hollowed-out A300 was 27 of
potentially
harmful to the environment and sunk off the Aegean coast today. Not only will the
sunken plane
but
authorities hope this new underwater attraction will bring tourists to the area.
a total length of 54 meters, where experienced scuba divers will
be able to venture through the cabin and around the plane’s
. Aydin Municipality bought the plane from a private company for just under
US$100,000, but they hope to see a return on that
32 through the tourism
industry. Tourism throughout Turkey is expected to fall this year as the country
of several deadly terrorist attacks. As far as sunken
has been the
The plane
30
31
everything
skeleton
for
artificial
reef
growth,
29
33
Taking a trip underwater and
planes go, this Airbus A300 is the largest
ever.
the inside of a sunken A300 would be quite
an adventure,and that is exactly what Turkish authorities are hoping this attraction
will make people think. Drawing in adventure seekers and experienced divers, this
new artificial Airbus reef will be a scuba diver’s paradise (天堂).
35
34
sunk
aircraft
A) create
I) intentionally
B) depressed
J) investment
C) eventually
K) revealing
D) experiences
L) stretches
E) exploring
M) stripped
F) exterior
G) habitats
H) innovate
N) territory
O) victim
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.
Make Stuff, Fail, And Learn While You’re At It A)
We’ve always been a hands-on,
do-it-yourself kind of nation. Ben Franklin, one of America’s founding fathers,
didn’t just invent the lightning rod. His creations include glasses, innovative
stoves and more.
Franklin, who was largely self-taught, may have been a genius, but he wasn’t
B)
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 Homebrew Computer Club,
which was founded in a garage in Menlo Park, California, in the mid-1970s. Members
– including guys named Jobs and Wozniak – started making and inventing things they
couldn’t buy.
So it’s no surprise that the Maker Movement today is thriving in communities
D)
and some schools across America. Making is available to ordinary people who aren’t
tied to big companies, big defense labs or research universities. The maker
philosophy echoes old ideas advocated by John Dewey, Montessori, and even ancient
Greek philosophers, as we pointed out recently.
These maker spaces are often outside of classrooms, and are serving an important
E)
educational function. The Maker Movement is rediscovering learning by doing, which
is John Dewey’s phrase from 100 years ago. We are rediscovering Dewey and Montessori
and a lot of the practices that they pioneered that have been forgotten or at least
put aside. A maker space is a place which can be in a school, but it doesn’t look
like a classroom. It can be in a library. It can be out in the community. It has
tools and materials. It’s a place where you get to make things based on your interest
and based on what you’re learning to do.
F)
Ideas about learning by doing have struggled to become mainstream educationally,
despite being old concepts from Dewey and Montessori, Plato and Aristotle, and in
the American context, Ralph Emerson, on the value of experience and self-reliance.
It’s not necessarily an efficient way to learn. We learn, in a sense, by trial and
error. Learning from experience is something that takes time and patience. It’s
very individualized. If your goal is to have standardized approaches to learning,
where everybody learns the same thing at the same time in the same way, then learning
by doing doesn’t really fit that mold anymore. It’s not the world of textbooks.
It’s not the world of testing.
Learning by doing may not be efficient, but it is effective. Project-based
G)
learning has grown in popularity with teachers and administrators. However,
project-based learning is not making. Although there’s 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 be 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 and improve
it. Then, realize that idea somehow. That thing that you make is valuable to you
and you can share it 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 (使变得无足轻重)
making. The thing that you make has no value to you. Once you are done demonstrating
whatever concept was in the textbook, you throw away the pipe cleaners, the straws,
the cardboard tubes.
J)
Making should be student-directed and student-led, otherwise it’s boring. It
doesn’t have the motivation of the student. I’m not saying that students should
not learn concepts or not learn skills. They do. But to really harness their
motivation is to build upon their interest. It’s to let them be in control and to
drive the car.
Teachers should aim to build a supportive, creative environment for students
K)
to do this work. A very social environment, where they are learning from each other.
When they have 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 like this is a diminished role for teachers. I think it’s a heightened role.
You’re creating 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? Are they developing 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 are?
M)
My belief is that the goal of making is not to get every kid to be hands-on,
but it enables us to be good learners. It’s not the knowledge that is valuable,
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 skills instead of one.
N)
If teachers keep it form-free and student-led, it can still be tied to a
curriculum and an educational plan. I think a maker space is more like a library
in that there are multiple subjects and multiple things that you can learn. What
seems to be missing in school is how do these subjects integrate, how they fit
together in 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 a higher level learning?
O)
I feel like this is a shift away from subject matter-based 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.
37. The teachers’ role is enhanced in a maker space as they have to monitor and
facilitate during the process.
38. Coming up with an idea of one’s own or improving one from others is key to the
concept of making.
39. Contrary to structured learning, learning by doing is highly individualized.
40. America is a nation known for the idea of making things by oneself.
41. Making will be boring unless students are able to take charge.
42. Making can be related to a project, but it is created and carried out by students
themselves.
43. The author suggests incorporating the idea of a maker space into a school
curriculum.
44. The maker concept is a modern version of some ancient philosophical ideas.
45. Making is not taken seriously in school when students are asked to make something
meaningless to them based on textbooks.
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.
Most kids grow up learning they cannot draw on the walls. But it might be time to
unlearn that training – this summer, group of culture addicts, artists and community
organizers are inviting New Yorkers to write all over the walls of an old house on
Governor’s Island.
The project is called Writing On It All, and it’s a participatory writing project
and artistic experiment that has happened on Governor’s Island every summer since
2013.
“Most of the participants are people who are just walking by or are on the island
for other reasons, or they just kind of happen to be there,” Alexandra Chasin,
artistic director of Writing On It All, tells Smithsonian.com.
The 2016 season runs through June 26 and features sessions facilitated by everyone
from dancers to domestic workers. Each session has a theme, and participants are
given a variety of materials and prompts and asked to cover surfaces with their
thoughts and art. This year, the programs range from one that turns the house into
a collaborative essay to one that explores the meaning of exile.
Governor’s Island is a national historic landmark district long used for military
purposes. Now known as “New York’s shared space for art and play,” the island,
which lies between Manhattan and Brooklyn in Upper New York Bay, is closed to cars
but open to summer tourists who flock for festivals, picnics, adventures, as well
as these “legal graffiti (涂鸦)” sessions.
The notes and art scribbled (涂画) on the walls are an experiment in self-expression.
So far, participants have ranged in age from 2 to 85. Though Chasin says the focus
of the work is on the activity of writing, rather than the text that ends up getting
written, some of the work that comes out of the sessions has stuck with her.
“One of the sessions that moved me the most was state violence on black women and
black girls,” says Chasin, explaining that in one room, people wrote down the names
of those killed because of it. “People do beautiful work and leave beautiful
messages.”
46. What does the project Writing On It All invite people to do?
A) Unlearn their training in drawing.
C) Cover the walls of an old house with
graffiti.
B) Participate in a state graffiti show.
D)
Exhibit
their
artistic
creations in an old house.
47. What do we learn about the participants in the project?
A) They are just culture addicts.
B) They are graffiti enthusiasts.
C) They are writers and artists.
D) They are mostly passers-by.
48. What did the project participants do during the 2016 season?
A)
They were free to scribble on the walls whatever came to their mind.
B)
They expressed their thoughts in graffiti on the theme of each session.
C)
They learned the techniques of collaborative writing.
D)
They were required to cooperate with other creators.
49. What kind of place is Governor’s Island?
A)
It is a historic site that attracts tourists and artists.
B)
It is an area now accessible only to tourist vehicles.
C)
It is a place in Upper New York Bay formerly used for exiles.
D)
It is an open area for tourists to enjoy themselves year round.
50. What does Chasin say about the project?
A)
It just focused on the sufferings of black females.
B)
It helped expand the influence of graffiti art.
C)
It has started the career of many creative artists.
It has created some meaningful artistic works.
D)
Passage Two
Questions 51 to 55 are based on the following passage.
Online programs to fight depression are already commercially available. While they
sound efficient and cost-saving, a recent study reports that they are not effective,
primarily because depressed patients are not likely to engage with them or stick
with them.
The study looked at computer-assisted cognitive (认知的) behavioral therapy (CBT)
and found that it was no more effective in treating depression than the usual care
patients receive from a primary care doctor.
Traditional CBT is considered an effective form of talk therapy for depression,
helping people challenge negative thoughts and change the way they think in order
to change their mood and behaviors. However, online CBT programs have been gaining
popularity, with the attraction of providing low-cost help wherever someone has
access to a computer.
A team of researchers from the University of York conducted a randomized (随机的)
control trial with 691 depressed patients from 83 physician practices across England.
The patients were split into three groups: one group received only usual care from
a physician while the other two groups received usual care from a physician plus
one of two computerized CBT programs. Participants were balanced across the three
groups for age, sex, educational background, severity and duration of depression,
and use of antidepressants (抗抑郁药).
After four months, the patients using the computerized CBT programs had no
improvement in depression levels over the patients who were only getting usual care
from their doctors.
“It’s an important, cautionary note that we shouldn’t get too carried away with
the idea that a computer system can replace doctors and therapists,” says
Christopher Dowrick, a professor of primary medical care at the University of
Liverpool. “We do still need the human touch or the human interaction, particularly
when people are depressed.”
Being depressed can mean feeling “lost in your own small, negative, dark world,”
Dowrick says. Having a person, instead of a computer, reach out to you is particularly
important in combating that sense of isolation. “When you’re emotionally
vulnerable, you’re even more in need of a caring human being ,” he says.
51. What does the recent study say about online CBT programs?
A)
Patients may not be able to carry them through for effective cure.
B)
Patients cannot engage with them without the use of a computer.
C)
They can save patients trouble visiting physicians.
D)
They have been well received by a lot of patients.
52. What has made online CBT programs increasingly popular?
A)
Their effectiveness in combating depression.
B)
The low efficiency of traditional talk therapy.
C)
Their easy and inexpensive access by patients.
D)
The recommendation by primary care doctors.
53. What is the major finding by researchers at the University of York?
A)
Online CBT programs are no more effective than regular care from physicians.
B)
The process of treating depression is often more complicated than anticipated.
C)
The combination of traditional CBT and computerized CBT is most effective.
D)
Depression is a mental condition which is to be treated with extreme caution.
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