2019 年 6 月大学英语四级考试真题(第 3 套).doc

1、 2019 年 6 月大学英语四级考试真题(第 3 套) Part I Writing (30 minutes) Directions: For this part, you are allowed 80 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

2、 no more than 180 words. _ _ _ _ _ _ Part II Listening Comprehension (25 minutes) 说明：由于 2019 年 6 月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完全一样， 只是顺序不一样，因此在本套真题中不再重复出现。 Part III Reading Comprehension (40 minutes) Section A Directions: In this section, there is a passage with ten blanks. Yo u are required to select

3、 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 t he corresponding letter f or each item on Answer Sheet 2 with a single line thro

4、ugh the centre. You may not use any of the words in the bank more than once. Questions 26 to 35 are base d on t he following passage. Ships are often sunk in order to create underwater reefs (暗礁) perfect for scuba diving (水肺式潜泳) and preserving marine 26 . Turkish authorities have j ust sunk some thi

5、ng a little different than a s hip, and it wouldnt nor mally ever touch water, an Airbus A300. The hollowed-out A300 was 27 of everything potentially har mful to t he environment a nd sunk off t he Aegean coast today. No t onl y will the sunken pla ne 28 t he perfect skeleton for artificial reef gro

6、wth, b ut authorities hope this new underwater attraction will bring tourists to the area. The pla ne 29 a total length of 54 me ters, where experienced scuba divers will 30 be able to ve nture through t he cabin a nd around t he planes 31 Aydi n Municipality bought t he plane from a private compa n

7、y for just under US $100, 000, but they hope to see a retur n on that 32 through t he 2019-06-CET4(第 3 套)-1 A.create I. intentionally B. depressed J. investment C. eventually K. revealing D.experiences L. stretches E. exploring M. stripped F. exterior N. territory G.habitats O. victim H. innovate Se

8、ction 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 marke

9、d with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. Make Stuff, Fail, And Learn While Youre At It A) Weve always been a hands-on, do it-yourself ki nd of nation. Ben Franklin, o ne of Americas founding fathers, didnt just invent the lightning rod. His creatio

10、ns include glasses, innovative stoves and more. B) Franklin, who was largely self-taught, may have been a genius, b ut he wasnt really an exception when it comes to American making and creativity. C) The personal computi ng revolution and philosophy of disruptive innovation of Silicon Valley grew, i

11、n part, out of the creations of t he Homebrew Co mp uter Cl ub, which was founded in a garage in Me nlo Park, California, in the mid-1970s. Members-including guys na med Jobs and Wo zniak-star ted making and inventing things they couldnt buy. D) So its no surprise that the Maker Move me nt today is

12、thriving in communities and so me schools across America. Making is available to ordinary people who arent tied to big companies, big defense labs or research universities. The ma ker philosophy echoes old ideas advocated by John Dewey, Montessori, and even ancient Greek philosophers, as we pointed

13、out recently. E) These ma ker spaces are often outside of classrooms, and are serving an i mporta nt educational function. T he Maker Move me nt is rediscovering learning by doing, w hich is Deweys phrase fro m 100 years ago. We are rediscovering Dewey and Montessori and a lot of the practices that

14、the y pioneered that have been forgotten or at least put aside. A maker space is a place which can be in a school, but it doesnt look like a classroom. It can be in a library. It can be out in the community. It has tools and materials. Its a place where you get to ma ke things based on yo ur interes

15、t and on wha t you, re learning to do. F) Ideas about learning by doing have struggled to become mai nstrea m 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. Its not ne

16、cessarily an efficient way to learn. We learn, in a sense, by trial and error. Learning from experience is something that takes ti me and patience. Its very individualized. If yo ur goal is to have standardized approaches to learning, where everybody learns the sa me thi ng at the sa me ti me in the

17、 sa me way, the n learning by doing doesnt really fit that mold anymore. Its not the world of textbooks. Its not the world of testing. 2019-06-CET4(第 3 套)-2 G) Learning by doing may no t be efficient, b ut it is effective. Project-based learning has grown in popularity with teachers and administrato

18、rs. However, project-based learning is no t ma king. Although there is a connection, there is also a distinction. T he difference lies in whether the project is in a sense defined and developed by the student or whether its assigned by a teacher. Well all get the kids to build a small boat. We are a

19、ll going to learn about X, Y, and Z. That tends to be o ne form of project-based learning. H) I really believe the core idea of ma king is to have an idea withi n yo ur heador yo u just borrow it from so meo neand begi n to develop it, repeat it and improve it. Then, realize that idea somehow. Tha t

20、 thing that yo u ma ke is valuable to yo u and yo u can share it with others. Im interested in how these things are expressions of that person, their ideas, and their interactions with the world. I) In so me ways, a lot of for ms of maki ng in school trivialize (使变得无足轻重) ma king. T he thing tha t yo

21、 u ma ke has no value to yo u. Once yo u are done de mo nstrati ng 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 its boring. It doesnt have the motivation of the student. Im n

22、ot saying that students s hould not learn concepts or not learn skills. The y do. But to really harness their motivation is to build upon their interest. Its to let the m be in control and to drive the car. K) Teachers should aim to build a supportive, creative environment for students to do this wo

23、rk. A very social environment, where the y are learning from each other. Whe n the y have a problem, it isnt the teacher necessarily co ming in to solve it. They are responsible for working through tha t problem. It might be they have to talk to other students in the class to help get an answer. L)

24、The teachers role is more of a coach or observer. Some ti mes, to people, it sounds like this is a dimi nished role for teachers. I thi nk its a heightened role. Youre creating this environment, like a ma ker space. Yo u have 20 kids doing different things. You are watching the m and really its the

25、huma n behaviors yo ure looking at. Are the y engaged? Are the y developing and repeating their project? Are they stumbling (受挫)? Do the y need so me thing tha t the y dont have? Can yo u help them be aware of where they are? M) My belief is that the goal of ma king is not to get every kid to be han

26、ds-on, but it enables us to be good learners. Its not the knowledge tha t is valuable; its the practice of learning new things and understanding how things wor k. These are processes that yo u are developing so tha t yo u are able, over time, to tackle more interesting problems, more challenging pro

27、blems-problems that require many people instead of one person, and many skills instead of one. N) If teachers keep it for m- free and student-led, it can still be tied to a curriculum and an educational plan. I thi nk a ma ker space is more like a library in tha t there are multiple subjects and mul

28、tiple things tha t yo u can learn. What see ms to be missing in school is how these subjects integrate, how they fit t together in any mea ni ngful way. Rather tha n saying, “This is science, over here is histor y,” I see schools taking this idea of projects and looking at: How do the y support chil

29、dren in hi gher level learning? O) I feel like this is a shift away from a subject matter-based curriculum to a more experiential 36. A maker space is where people make things according to their personal interests. 37. The teachers, role is enhanced in a ma ker space as they have to mo ni tor and fa

30、cilitate during the 2019-06-CET4(第 3 套)-3 process. 38. Coming up with an idea of ones 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 maki ng things by one

31、self. 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 versi

32、on of some ancient philosophical ideas. 45. Ma king is not taken seriously in school whe n students are asked to ma ke some thing mea ni ngless 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.

33、 For each of them there are four choices marked A), B), C) and D). Yo u 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 canno

34、t draw on the walls. But it mi ght be ti me to unlearn that trainingthis summer, a gro up of culture addicts, artists and co mmuni ty orga ni zers are inviting New Yorkers to write all over the walls of an old house on Governors Island. The project is called Writing On It All, and its a participator

35、y writing project and artistic e xperime nt that has happened on Governors Island every s umme r since 2013. “Most of the participants are people who are just walking by or are on the island for other reasons, or they j ust ki nd of happen to be there,” Alexandra Chasin, artistic director of Writing

36、 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 the me, and participants are given a variety of materials and promp ts and asked to cover surfaces with their thoughts and art.

37、This year, the progra ms range from one that tur ns the house into a collaborativeessay to one that explores the meani ng of exile. Governors Island is a national historic land mark district long used for military purposes. Now known as “New Yor ks shared space for art and play,” the island, w hich

38、lies between Manhattan a nd Brooklyn in Upper New York Ba y, is closed to cars but open to s u mmer 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, parti

39、cipants 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 e nds up getting written, some of the work that co mes out of the sessions has stuck with her. 46. What does the project Writing On It All invite people to do? A

40、. Unlearn their training in drawing. 2019-06-CET4(第 3 套)-4 B. Participate in a state graffiti show. C. Cover the walls of an old house with graffiti. 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.

41、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 mi nd. B. They expressed their thoughts in graffiti on the theme of each s

42、ession. C. They learned the techniques of collaborative writing. D. They were required to cooperate with other creators. 49. What kind of place is Governors 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

43、 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 ma

44、ny creative artists. D. It has created some meaningful artistic works. Passage Two Questions 51 to 55 are based on the following passage. Onli ne progra ms to fight depression are already commercially available. While they sound efficient and cost-saving, a recent study reports that they are not eff

45、ective, 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 us ual care patients receive from a primar y care

46、 doctor. Traditional CBT is considered an effective for m of tal k therapy for depression, helping people challenge ne ga tive thoughts and change the way they thi nk in order to c ha nge their mood and behaviors. However, online CBT progra ms have been gaini ng popularity, with the attraction of pr

47、oviding 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 gro up received only us

48、 ual care from a physician while the other two groups received usual care I from a physician plus one of two computerized CBT progra ms. 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). 2019-06-CET4(第 3 套)-5 particularly when people ar