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1、12019 年 6 月大学英语四级考试真题（第三套）2019 年 6 月大学英语四级考试真题（第三套）Part IWriting(30 minutes)Directions: For this part, you are allowed 30 minutes to write a news report toyour campusnewspaper on a visit to a Hope elementary school organized by your StudentUnion. You should write at least 120 words but no more than
2、180 words.Part Listening Comprehension(25 minutes)说明：说明：2019 年年 6 月四级考试全国共考了月四级考试全国共考了 2 套听力，本套真题听力与第套听力，本套真题听力与第 2 套内容完全一样。套内容完全一样。Part IIIReading Comprehension(40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required to select one wordfor each blank fro
3、m a list of choices given in a word bank following the passage. Read the passagethrough carefully before making your choices. Each choice in the bank is identified by a letter.Please mark the corresponding letter for each itemon Answer Sheet 2with a single linethrough the centre. You may not use any
4、 of the words in the bank more than onceQuestions 26 to 35 are based on the 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 just sunk something a little differentthan a ship, and it would
5、nt normally ever touch water, an Airbus A300. The hollowed-out A300was 27 of everything potentially harmful to the environment and sunk off the Aegean coast today.Not only will the sunken plane28the perfect skeleton for artificial reef growth, tut authoritieshope this new underwater attraction will
6、bring tourists to the area.The plane 29 a total length of 54 meters, where experienced scuba divers will 30be able toventure through the cabin and around the planes31 . Aydin Municipality bought the plane froma private company for just under US$100,000, but they hope to see a return on that 32 throu
7、gh thetourism industry. Tourism throughout Turkey is expected to fall this year as the country has beenthe 33 of several deadly terrorist attacks. As far as sunken planes go, this Airbus A300 is thelargest 34 sunk aircraft ever.Taking a trip underwater and 35 the inside of a sunken A300 would be qui
8、te 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 ascuba divers paradise (天堂).A) createI) intentionallyB) depressedJ) investmentC) eventuallyK) re
9、vealingD) experiencesL) stretchesE) exploringM) strippedF) exteriorN) territoryG) habitatsO) victimH) innovate2Section BDirections: In this section, you are going to read a passage with ten statements attached to eachstatement contains information given in one of the paragraphs. Identify the paragra
10、ph from whichthe information is derived. You may choose a paragraph more than once. Each paragraph ismarked with a letter. Answer the questions by marking the corresponding letteron AnswerSheet 2.Make Stuff, Fail, And Learn While YoureAt ItA. Weve always been a hands-on, do-it-yourself kind of natio
11、n. Ben Franklin, one ofAmericas founding fathers, didnt just invent the lightning rod. His creations include glasses,innovative stoves and more.B. Franklin, who was largely self-taught, may have been a genius, but he wasnt really anexception when it comes to American making and creativity.C. The per
12、sonal computing revolution and philosophy of disruptive innovation of SiliconValley grew, in part, out of the creations of the Homebrew Computer Club, Which was founded ina garage in Menlo Park, California, in the mid-1970s. Members including guys named Jobs andWozniak started making and inventing t
13、hings they couldnt buy.D. So its no surprise that the Maker Movement today is thriving in communities and someschools across America. Making is available to ordinary people who arent tied to big companies,big defense labs or research universities. The maker philosophy echoes old ideas advocated byJo
14、hn Dewey, Montessori, and even ancient Greek philosophers, as we pointed out recently.E. These maker spaces are often outside of classrooms, and are serving an importanteducational function. The Maker Movement is rediscovering learning by doing, which is Deweysphrase from 100 years ago. We are redis
15、covering Dewey and Montessori and a lot of the practicesthat they pioneered that have been forgotten or at least put aside. A maker space is a place whichcan be in a school, but it doesnt look like a classroom. It can be in a library. It can be out in thecommunity. It has tools and materials. Its a
16、place where you get to make things based on yourinterest and on what youre learning to do.F. Ideas about learning by doing have struggled to become mainstream educationally, despitebeing old concepts from Dewey and Montessori, Plato and Aristotle, and in the American Contcxt,Ralph Emerson, on the va
17、lue of experience and self-reliance. Its not necessarily an efficient wayto learn. We learn, in a sense, by trial and error. Learning from experience is something that takestime and patience. Its very individualized. If your goal is to have standardized approaches tolearning, where everybody learns
18、the same thing at the same time in the same way, then learningby doing doesnt really fit that mold anymore. Its not the world of textbooks. Its not the world oftesting.G. Learning by doing may not be efficient, but it is effective. Project-based learning hasgrown in popularity with teachers and admi
19、nistrators. However, project-based learning is notmaking. Although there is a connection, there is also a distinction. The difference lies in whetherthe 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
20、 all going to learn about X, Y, and Z. That tendsto 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 justborrow it from someone and begin to develop it , repeat it and improve it. Then, realize that3idea somehow. That thing
21、that you make is valuable to you and you can share it with others. Iminterested in how these things are expressions of that person, their ideas, and their interactionswith the world.I. In some ways, a lot of forms of making in school trivialize （使变得无足轻重） making. Thething that you make has no value t
22、o you. Once you are done demonstrating whatever concept wasin the textbook, you throw away the pipe cleaners, the cardboard tubes.J. Making should be student-directed and student-led, otherwise its boring. It doesnt havethe motivation of the student. Im not saying that students should not learn conc
23、epts or not learnskills. They do. But to really harness their motivation is to build upon their interest. Its to let thembe in control and to drive the car.K. Teachers should aim to build a supportive, creative environment for students to do thiswork. A very social environment, where they are learni
24、ng from each other. When they have aproblem, it isnt the teacher necessarily coming in to solve it. They are responsible for workingthrough that problem. It might be they have to talk to other students in the class to help get ananswer.L. The teachers role is more of a coach or observer. Sometimes,
25、to people, it sounds like thisis a diminished rote for teachers. I think its a heightened role. Youre ereating this environment,like a maker space. You have 20 kids doing different things. You are watching them and really itsthe human behaviors youre looking at . Are they engaged? A they developing
26、and repeating theirproject? Are they stumbling (受挫)？ Do they need something that they dont have? Can you helpthem 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 enable usto be good learners. Its not the knowledge that is valuable, It
27、s the practice of learning new thingsand understanding how things work. These are processes that you are developing sothat you areable, over time, to tackle more interesting problems, more challenging problemsproblems thatrequire many people instead of one person, and many skills instead of one.N. I
28、f teachers keep it form-free and student-led, it can still be tied to a curriculum and aneducational plan. I think a maker space is more like a like a library in that there are multiplesubjects and multiple things that you can learn. What seems to be missing in school is how thesesubjects integrate,
29、 how they fit together in any meaningful way. Rather than saying, This isscience, over here is history,I see schools taking this idea of projects and looking at: How do theysupport children in higher level learning?O. I feel like this is a shift away form a subject matter-based curriculum to a moree
30、xperiential curriculum or learning. Its still in its early stages, but I think its shifting around notwhat kids learn but how they learn.36.Amaker 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 fac
31、ilitateduring the process.38.Coming up with an idea of ones own or improving one from others is key to the conceptof 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 un
32、less students are able to take charge.442.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.
33、45.Making is not taken seriously in school when students are asked to make somethingmeaningless to them based on textbooks.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions orunfinished statements. For each of them there are four choices marked A),
34、 B), C) and D). Youshould decide on the best choice and mark the corresponding letteron Answer Sheet 2with asingle line through the centre.Passage OneQuestions 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 unlearnthat tr
35、ainingthis summer, group of culture addicts, artists and community organizers are invitingNew 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 participatory writing project and artisticexperiment that has happened on Governors
36、 Island every summer since 2013.“Most of the participants are people who are just walking by or are on the island for otherreasons, or they just kind of happen to be there,” Alexandra Chasin, artistic director of Writing OnItAll, tells S.The 2016 season runs through June 26 and features sessions fac
37、ilitated by everyone fromdancers to domestic workers. Each session has a theme, and participants are given a variety ofmaterials and prompts and asked to cover surfaces with their thoughts and art. This year, theprograms range from one that turns the house into a collaborative essay to one that expl
38、ores themeaning of exile.Governors Island is a national historic landmark district long used for military purposes.Now known as “New Yorks shared space for art and play,” the island, which lies betweenManhattan and Brooklyn in Upper New York Bay, is closed to cars but open to summer touristswho flck
39、 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 theactivity of writing, rather th
40、an the text that ends up getting written, some of the work that comesout of the sessions has stuck with her.“One of the sessions that moved me the most was state violence on black women and blackgirls,” says Chasin, explaining that in one room, people wrote down the names of those killedbecause of i
41、t. “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.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.
42、547.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 whateve
43、r 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 Governors Island?A) It is a historic site that attracts tourists and
44、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 hel
45、ped expand the influence of graffiti art.C) It has started the career of many creative artists.D) It has created some meaningful artistic works.Passage TwoQuestions 51 to 55 are based on the following passage.Online programs to fight depression are already commercially available. While they soundeff
46、icient and cost-saving, a recent study reports that they are not effective, primarily becausedepressed 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) andfound that it was no more effective in treating de
47、pression than the usual care patients receive froma primary care doctor.Traditional CBT is considered an effective form of talk therapy for depression, helpingpeople challenge negative thoughts and change the way they think in order to change their moodand behaviors. However, online CBT programs hav
48、e been gaining popularity, with the attractionof providing low-cost help wherever someone has access to a computer.A team of researchers from the University of Y ork conducted a randomized(随机的) controltrial with 691 depressed patients from 83 physician practices across England. The patients werespli
49、t into three groups: one group received only usual care from a physician while the other twogroups 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, severityand duration of depressio
50、n, and use of antidepressants(抗抑郁药).After four months, the patients using the computerized CBT programs had no improvementin depression levels over the patients who were only getting usual care from their doctors.“Its an important, cautionary note that we shouldnt get too carried away with the idea