2024年3月12日发(作者：)
20
20
年
9月
四
级
真
题
（第
2
套
）
Pa
式
I
Wri
tin
g
(30 minutes)
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
e"The use of PowerPoint is
becoming increasingly popular in class". You should write at least 120 words but no
·一一
more than 180 words.
Part Il
Listening Comprehension
(25 minutes)
说明：由千
2
0
2
0年
9
月四级考试全国共考了1套听力，本套真题听力与第1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田
Secti
on A
Reading Comprehension
(40 minutes)
Directions: In this section, there is a passage with ten blanks. You are requiri或toselect one word for
each blank from a list of c加icesgiven in a word bank following the passage. Read the
passage through carefully before making your c加 c加icein the bank is
诚叩ifiedby a letter. Please mark the corresponding letter for each item on A
邱
wer
Sheet 2 with a single line through the centre. You may not use any of the words in the
bank more than once.
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 therr 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,
qui
etness,
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 3
0
years. "Our job as designers is to reinforce the airline's brand and
make it more 2
9
, " he says. "But our primacy concern is to deliver an interior that一旦Q__
comfort
to create a pleasant envirorunent. "
"It's all about maldng the traveling
experience less _fil_ and blue is said to induce a feeling of
calm. W血esome of the budget airlines might use brighter, bolder 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andearthy for that reason. "
It's also a trend that emerged decades ago and has ___M__ stuck. "Blue became the color of choice
20
20
. 9
/
1
(第
2
套
）
because it's a conseIVative, agreeable, corporate shade that 35 being trustworthy and safe. That's
w�y you see it used in all of the older airlines like British Airways, " Nigel Goode added.
A)associated
B) coincidence
C) determined
D)drastically
E)
enormous
F)
imitate
G) indication
H)
integrate
I)maximizes
J)natural
K) p
ri
ncipal
L) recognizable
M) simply
N)s汀essful
0) symbolizes
Section B
Directions: In this sectio九，youare going to read a passage with ten st,atements attached to it. Each
statement cont,ains information given in one of the paragraphs. Identify the paragraph
from which the饥formationis derived. You may clwose a paragraph more than once.
Each
paragraph is marked with a
letter. Answer the questions by marking the
corresponding比t阮onAnswer 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-穸aderslearned. I was excited because I had asked to research
Chinese immigrants during that era. Gro咖gup in the San Francisco Bay Area, I had always known
that "San Francisco" translated to " Gold Moun呻"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.
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 sinlilar 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, to gain
from a multicultural curriculum. Students of color are more engaged and e皿bettergrades when
2(l.2Q.9 / ? . (第2套）
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, 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
mul廿culturaloften 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
一
LunarNew Ye如Redenvelopes! Lion
dancers!
一
butthey're quick to gwss ov窃（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 s也teeducators that influences what is taught in K-12 classrooms. Of�e
nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4%
Native American, and 1 % 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 S组teUniversity. 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 diversity 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 s
勋它
otypical(模式化的）roles, such as engineers.
H)Teachers with a multicultural background or training could perhaps overcome such cuniculum
challenges, but they're few and far between. In California, 66% of K-12 teachers are white,
compared with
a student popul啦onthat is
7
6% students of color. Na廿onwide,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 S也teUniversity. 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-Amenican issues-if not during school
hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a
day camp dedicated to Chinese culture and the Chinese-American community in Oaklan
d
,
20
2
0.
9/
3(
第
2
套
）
California. His studen岱，forinstance, will learn about how Chinese immigran岱builtthe railroads in
California, and even have a chance to " experience" it themselves: They w出raceeach other to
build a railroad model on the playgroud, with some studen岱beingforced to " work" longer and
faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he's
exposing the studen岱tohow Chinese Americans contributed to the U. S. , something that he didn't
get as a student gro咖gup 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 w诅bringethnic studies to all i区publichigh schools. Some school distri啦，includingSan
Francisco and Los Angeles, already offer ethnic studies at i区highschools
.
High schools in
Portland, Chicago , and elsewhere have either implemented or will soon introduce ethrlc studies
classes. And, as more high schools begin teaching it, the door could crack open for middle schools,
and, perhaps inevitably, elementary schools,
to incorporate a truly more multicultural curriculum.
Doing so will send an important message to the nation's youngest citizens: Whatever your race or
ethnicity, you matter. Your histo可 sto可matters.
36.W血ecultural holidays are celebrated, the坟justicesexperienced by Asian Americans are not
exposed in elementary school classrooms.
infonnation can be found about Chinese immigran岱inthe author's school library.
38.A middle school teacher is making a great effort to help studen岱learnabout the contributions made
by Chinese immigran岱toAmerica.
Asian Americans were included in the list of historical figures recommended for study in K-12
classrooms.
is an obvious lack of teachers with a multicultural perspective to meet the cw寸culum
challenges in America.
区ofethnic backgrounds learn better from a multicultural cuITiculum.
more and more high schools in America are including ethnic studies in their curriculums.
43.A study of some
K
-12 textbooks and teacher manuals showed that Asian Americans were
inadequately and improperly represented in them.
taldng a class in college, the author realized that a lot of information about Asian Americans
was left out of the textbooks he studied.
Asian-American studies professor placed greater emphasis on teacher training than on teachers'
background.
Section C
Directions: There are 2 passages切thissection. Each passage is followed by some questions or
U
九
fi
九
ishedstatements. For each
of them there are four choices marked A), B), C) and
D). You sho啦decideon the best choice a叫markthe correspo戒ingletter on Answer
Sheet 2 with a si
九
gleline through the c
幼
tre.
4
(第
2
套）
2
0.�o
.
_ 9 / __
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