大学英语四级考试
COLLEGE ENGLISH TEST
—Band Four—
(2020年9月第2套)
敬告考生
一、在答题前，请认真完成以下内容:
1. 请检查试题册背面条形码粘贴条、答题卡的印刷质量，如有问题及时向监考员反映，确认无误后完成以下两点要求。
2. 请将试题册背面条形码粘贴条揭下后粘贴在答题卡1的条形码粘贴框内，并将姓名和准考证号填写在试题册背面相应位置。
3. 请在答题卡1和答题卡2指定位置用黑签字笔填写准考证号、姓名和学校名称，并用HB-2B铅笔将对
应准考证号的信息点涂黑。
图书室工作计划二、在考试过程中，请注意以下内容:
1. 所有题目必须在答题卡上规定位置作答，在试题册上或答题卡上非规定位置的作答一律无效。
2. 请在规定时间内在答题卡指定位置依次完成作文、听力、阅读、翻译各部分考试，作答作文期间不得翻阅该试题册。听力录音播放完毕后，请立即停止作答，监考员将立即收回答题卡1，得到监考员指令后方可继续作答。
3. 作文题内容印在试题册背面，作文题及其他主观题必须用黑签字笔在答题卡指定区域内作答。2023年躲春的属相马
4. 选择题均为单选题，错选、不选或多选将不得分，作答时必须使用HB-2B铅笔在答题卡上相应位置填涂，修改时须用橡皮擦净。
空间留言代码祝福闪字三、以下情况按违规处理:
1. 未正确填写(涂)个人信息，错贴、不贴、毁损条形码粘贴条。
2. 未按规定翻阅试题册、提前阅读试题、提前或在收答题卡期间作答。
3. 未用所规定的笔作答、折叠成毁损答题卡导致无法评卷。
4. 考试期间在非听力考试时间佩戴耳机。
全国大学英语四、六级考试委员会
Part I Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write an essay on the online library. You can start your essay with the sentence “The online library is becoming increasingly popular.” 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2020年9月四级考试全国共考了1套听力，本套听力试题同第1套试题一致，因此在本套真题中不再重复出现。
Part Ⅲ Reading Comprehension (40 minutes)
Section A
Direction s：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.
极挑嘉宾摘二级植物
It can be seen from the cheapest budget airlines to the world's 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 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. “Our job as designers is to reinforce the airline’s brand and make it more 29,” he says. “But our primary concern is to deliver an interior that 30 comfort to create a pleasant environment.”
“It’s all about making the traveling experience less 31 and blue is said to induce a feeling of calm. While some of the budget airlines might use brighter, bolder shades, most others go with softened to
nes. The 32 aim is to create a home-like relaxing feel, so airlines tend to use soft colors that feel domestic, 33 and earthy for that reason.”
It's also a trend that emerged decades ago and has 34 stuck. “Blue became the color of choice because it’s a conservative, agreeable, corporate shade that 35 being trustworthy and safe. That's why you see it used in all of the older airlines like British Airways,” Nigel Goode added.
Section B今年冬奥会金牌榜
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 making the corresponding letter 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-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.d7200
[B] My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the 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 nation’s first Chinatown. That was it.
[C] I finally had the opportunity to learn about Asian Americans 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 by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
[D] Our students—Asian, Latino, African American, Native American, and, yes, white—stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
[E] For decades, a ctivists 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 photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion d
ancers!—but they’re quick to gloss over(掩饰)the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don't hear the narratives of how and why Southeast Asian refugees(难民) had to rebuild their lives here.
[F] Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% were African American, 4% were Native American, and 1% were Latino. None were Asian American.
[G] Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. “There hasn’t been much progress,” says Nicholas Hartlep, an assistant professor at Metropolitan State 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（拙劣的模仿）at worst. The wide div
ersity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical（模式化的）roles, such as engineers.
[H] Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
[I] How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. “You can have a great curriculum but if you don’t have teachers dedicated（专注于）to teaching it well,” she says, “it won’t work as well as you want it to.
[J] Some teachers are finding ways to expose students to Asian-American issues — i f not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-grader
s at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves: They will race each other to build a railroad model on the playground, with some students being forced to “work” longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U.S., something that he didn’t get as a student growing up in the San Francisco Bay Area. “I planted the seeds early,” he says. “That’s what I’m hoping for.
[K] And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door