2022年9月四級(jí)考試真題（二）

PartIWriting~(SOmmutes)

Directions9〃ontheuseof

PowerPoint(PPT)inclass.Youcanstartyouressaywiththesentence“Theuseof

PowerPointisbecomingincreasinglypopularinclass〃.Youshouldwriteatleast120

wordsbutnomorethan180words.

PartIIListeningComprehension(25minutes)

說(shuō)明：2022年9月四級(jí)全國(guó)共考了兩套聽(tīng)力，本套與第一套相同，只是選項(xiàng)順序

不同，故不再重復(fù)。

PartIIIReadingComprehension(40minutes)

SectionA

Directions:Inthissection,thereisapassagewithtenblanks.Youarereuiredtoselect

onewordforeachblankfromalistofchoicesgiveninawordbankfollowingthe

passage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoice

inthebankisidentifiedbyaletter.Pleasemarkthecorrespondingletterforeachitem

onAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthe

wordsinthebankmorethanonce.

Itcanbeseenfromthecheapestbudgetairlinestotheworld'slargestcarriers:

Airlinesacrosstheglobe_26variousshadesofblueintheircabinseats,anditisno

27.Theredoesappeartobesomepsychologybehindit.Blueis28withthe

positiveualitiesoftrust,efficiency,uietness,coolness,reflectionandcalm.

NigelGoodeisaleadingaviationdesignerwhoworksatacompanywhichhas

beendeliveringaircraftinteriorsforairlinesfbr30years."Ourjobasdesignersisto

reinforcetheairline'sbrandandmakeitmore29hesays."Butourprimary

concernistodeliveraninteriorthat_30comforttocreateapleasantenvironment."

“It'sallaboutmakingthetravelingexperienceless31andblueissaidto

induceafeelingofcalm.Whilesomeofthebudgetairlinesmightusebrighter,bolder

shades,mostothersgowithsoftenedtones.The32aimistocreateahome-like

relaxingfeel,soairlinestendtousesoftcolorsthatfeeldomestic,33andearthyfor

thatreason."

It'salsoatrendthatemergeddecadesagoandhas34stuck."Bluebecamethe

colorofchoicebecauseit'saconservative,agreeable,corporateshadethat35being

trustworthyandsafe.That'swhyyouseeitusedinalloftheolderairlineslikeBritish

Airways/'NigelGoodeadded.

A)associatedI)maximizes

B)coincidenceJ)natural

C)determinedK)principal

D)drasticallyL)recognizable

E)enormousM)simply

F)imitateN)stressful

G)indication0)symbolizes

H)integrate

SectionB

Directions:Inthissection,youaregoingtoreadapassagewithtenstatements

attachedtoit.Eachstatementcontainsinfonnationgiveninoneoftheparagraphs.

Identifytheparagraphfromwhichtheinformationisderived.Youmaychoosea

paragraphmorethanonce.Eachparagraphismarkedwithaletter.Answerthe

uestionsbymarkingthecorrespondingletteronAnswerSheet2.

WhyAreAsianAmericansMissingfromOurTextbooks

A)Istillremembermyfourth-gradesocialstudiesproject.Ourclasswasstudyingthe

GoldRush,somethingallCaliforniafourth-graderslearned.Iwasexcitedbecause

IhadaskedtoresearchChineseimmigrantsduringthatera.GrowingupintheSan

FranciscoBayArea,Ihadalwaysknownthat“SanFrancisco“translatedto

“GoldMountain“inChinese.ThenamehadstuckeversinceChineseimmigrants

arrivedontheshoresofNorthernCaliforniainthe1850s,eagertotrytheirluckin

thegoldmines.NowI'dhavethechancetolearnaboutthem.

B)Myexcitementwasshort-lived.Irememberheadingtothelibrarywithmyclass

andaskingforhelp.Irememberthelibrarian'shesitation.Shefinallyledmepast

rowafterrowofbooks,toacomerofthelibrarywhereshepulledanoversized

bookofftheshelf.Shecheckedtheindexandturnedovertoapageaboutearly

ChineseimmigrantsinCalifornia.Thatwasalltherewasinmyentireschool

libraryinSanFrancisco,homeofthenation'sfirstChinatown.Thatwasit.

QIfinallyhadtheopportunitytolearnaboutAsianAmericanslikemyself,andhow

webecamepartofthefabricoftheUnitedStateswhenItookanintroductoryclass

onAsian-Americanhistoryincollege.Theclasswasarevelation.Irealizedhow

muchhadbeenmissinginmytextbooksasIgrewup.Myidentityhadbeen

shapedbyyearsofneverreading,seeing,hearing,orlearningaboutPeoplewho

hadasimilarbackgroundasme.Why,Iwondered,weren'tthestories,histories,

andcontributionsofAsianAmericanstaughtinK-12schools,especiallyinthe

elementaryschoolsWhyaretheystillnottaught

D）Ourstudents一Asian,Latino,AfricanAmerican,NativeAmerican,and,yes,

white一standtogainfromamulticulturalcurriculum.Studentsofcoloraremore

engagedandearnbettergradeswhentheyseethemselvesintheirstudies.

Researchhasalsofoundthatwhitestudentsbenefitbybeingchallengedand

exposedtonewperspectives.

E）Fordecades,activistshavecalledforschoolstoofferanti-racismormulticultural

cumcula.YetatraditionalAmericanK-12curriculumcontinuestobetaughtfrom

aEurocentricpointofview.Beingmulticulturaloftenfallbackonweaving

childrenofcolorintophotographs,orcreatingafewsupportingcharactersthat

happentobeethnic一animprovement,butsuperficialnonetheless.Elementary

schoolclassroomscelebrateculturalholidays—LunarNewYear!Redenvelopes!

Liondancers!—butthey9reuicktoglossover（掩飾）thechallengesand

injusticesthatAsianAmericanshavefaced.Moststudentsdon't,forexample,

learnaboutthelawsthatforyearsexcludedAsiansfromimmigratingtotheU.S.

Theydon'thearthenarrativesofhowandwhySoutheastAsianrefugees（難民）

hadtorebuildtheirliveshere.

F）Researchintowhatstudentslearninschoolhasfoundjusthowmuchismissingin

theirstudies.Inananalysis,ChristineSleeter,aprofessorintheCollegeof

ProfessionalStudiesatCaliforniaStateUniversity,MontereyBay,reviewed

California^historyandsocialstudiesframework,thecurriculumdetenninedby

stateeducatorsthatinfluenceswhatistaughtinK-12classrooms.Ofthenearly

100Americansrecommendedtobestudied,77%werewhite,18%African

American,4%NativeAmerican,and1%Latino.NonewereAsianAmerican.

G）Worse,whenAsianAmericansdomakeanappearanceinlessonbooks,itisoften

lacedwithproblems."Therehasn'tbeenmuchprogress,saysNicholasHartlep,

anassistantprofessoratMetropolitanStateUniversity.His2022studyofK-12

socialstudiestextbooksandteachermanualsfoundthatAsianAmericanswere

poorlyrepresentedatbest,andsubjectedtoracistcaricatures（拙劣的模仿）at

worst.ThewidediversityofAsianAmericanswasoverlooked;therewasvery

littlementionofSouthAsiansorPacificIslanders,forexample.Andchanceswere,

intheimages,AsianAmericansappearedinstereotypical（模式化的）roles,such

asengineers.

H）Teacherswithamulticulturalbackgroundortrainingcouldperhapsovercomesuch

curriculumchallenges,butthey9refewandfarbetween.InCalifornia,65%ofK-

12teachersarewhite,comparedwithastudentpopulationthatis75%studentsof

color.Nationwide,thegapisevengreater.Itisn'tareuirementthatteachersshare

thesameracialorethnicbackgroundastheirstudents,buttheimbalanceposes

challenges,fromthepotentialforunconsciousbiastoalackofknowledgeor

comfortindiscussingraceandculture.

DHowrareandethnicityistaughtiscrucial,saysAllysonTintiangco-Cubales,an

Asian-AmericanstudiesprofessoratSanFranciscoStateUniversity.Sheadded

thatit'snotsomuchabouttheteacher9sbackground,butabouttraining.uYoucan

haveagreatcurriculumbutifyoudon'thaveteachersdedicated(專(zhuān)注于)to

teachingitwell,“shesays,"itwon'tworkaswellasyouwantitto.〃

J)SometeachersarefindingwaystoexposestudentstoAsian-Americanissues——if

notduringschoolhours,thenoutsideofthem.Thissummer,WilsonWongwill

leadaclassofrisingfifth-gradersatadaycampdedicatedtoChinesecultureand

theChinese-AmericancommunityinOakland,California.Hisstudents,for

instance,willlearnabouthowChineseimmigrantsbuilttherailroadsinCalifornia,

andevenhaveachanceto“experience"itthemselves:Theywillraceeachother

tobuildarailroadmodelontheplayground,withsomestudentsbeingforcedto

“work"longerandfasterandatcheaperwages.Wong,amiddleschoolteacher

duringtheschoolyear,hopeshe'sexposingthestudentstohowChinese

AmericanscontributedtotheU.S.,somethingthathedidn'tgetasastudent

growingupintheSanFranciscoBayArea."Iplantedtheseedsearly,"hesays.

"That'swhatTmhopingfor."

K)And,despitesetbacks,thetidemayfinallybeturning.Californialegislatorspassed

abilllastyearthatwillbringethnicstudiestoallitspublichighschools.Some

schooldistricts,includingSanFranciscoandLosAngeles,alreadyofferethnic

studiesatitshighschools.HighschoolsinPortland,Chicago,andelsewherehave

eitherimplementedorwillsoonintroduceethnicstudiesclasses.And,asmore

highschoolsbeginteachingit,thedoorcouldcrackopenformiddleschools,and,

perhapsinevitably,elementaryschools,toincoiporateatrulymoremulticultural

curriculum.Doingsowillsendanimportantmessagetothenation'syoungest

citizens:Whateveryourraceorethnicity,youmatter.Yourhistorymatters.Your

storymatters.

36.Whileculturalholidaysarecelebrated,theinjusticesexperiencedbyAsian

Americansarenotexposedinelementaryschoolclassrooms.

37.LittleinformationcanbefoundaboutChineseimmigrantsintheauthor'sschool

library.

38.Amiddleschoolteacherismakingagreatefforttohelpstudentslearnaboutthe

contributionsmadebyChineseimmigrantstoAmerica.

39.NoAsianAmericanswereincludedinthelistofhistoricalfiguresrecommended

forstudyinK-12classrooms.

40.Thereisanobviouslackofteacherswithamulticulturalperspectivetomeetthe

curriculumchallengesinAmerica.

41.Studentsofethnicbackgroundsleambetterfromamulticulturalcurriculum.

42NowmoreandmorehighschoolsinAmericaareincludingethnicstudiesintheir

cumculums.

43.AstudyofsomeK-12textbooksandteachermanualsshowedthatAsian

Americanswereinadeuatelyandimproperlyrepresentedinthem.

44.Whentakingaclassincollege,theauthorrealizedthatalotofinformationabout

AsianAmericanswasleftoutofthetextbookshestudied.

45.AnAsian-Americanstudiesprofessorplacedgreateremphasisonteachertraining

thanonteachers9background.

SectionC

Directions:Thereare2passagesinthissection.Eachpassageisfollowedbysome

uestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA)f

B）,C）andD）.Youshoulddecideonthebestchoiceandmarkthecorrespondingletter

onAnswerSheet2withasinglelinethroughthecentre.

Passageone

uestions46to50arebasedonthefollowingpassage.

WheniscleaningwallsacrimeWhenyou'redoingittocreateart,obviously.A

numberofstreetartistsaroundtheworldhavestartedexpressingthemselvesthrougha

practiceknownasreversegraffiti（涂鴉）.Theyfinddirtysurfacesandpaintthemwith

imagesormessagesusingcleaningbrushesorpressurehoses（高壓水管）.Eitherway,

it'sthesameprinciple:theimageismadebycleaningawaythedirt.Eachartisthas

theirownindividualstylebutallartistsshareacommonaim:todrawattentiontothe

pollutioninourcities.TheUK'sPaulCurtis,betterknownasMoose,operatesaround

LeedsandLondonandhasbeencommissionedbyanumberofcompaniestomake

reversegraffitiadvertisements.

Brazilianartist,AlexandreOrion,turnedoneofSaoPaulo'stransporttunnelsinto

anamazingwallpaintingin2022bygettingridofthedirt.Madeupofaseriesofwhite

skulls（顱骨），thepaintingremindsdriversoftheeffecttheirpollutionishavingonthe

planet."Everymotoristsitsinthecomfortoftheircar,buttheydon'tgiveany

considerationtothepricetheircomforthasfortheenvironmentandconseuentlyfor

themselves,“saysOrion.

Theanti-pollutionmessageofthereversegraffitiartistsconfusescityauthorities

sincethemainargumentagainstgraffitiisthatitspoilstheappearanceofbothtypesof

property:publicandprivate.ThiswaswhatLeedsCityCouncilsaidaboutMoose's

work:"Leedsresidentswanttoliveincleanandattractiveneighborhoods.Weviewthis

kindofadvertisingasenvironmentaldamageandwilltakestrongactionagainstit."

Moosewasorderedto“cleanuphisact."Howwashesupposedtodothis:bymaking

allpropertyhehadcleaneddirtyagain

AsfortheBrazilianartisfswork,theauthoritieswereannoyedbutcouldfind

nothingtochargehimwith.Theyhadnootheroptionbuttocleanthetunnel——butonly

thepartsAlexandrehadalreadycleaned.Theartistmerelycontinuedhiscampaignon

theotherside.Thecityofficialsthendecidedtotakedrasticaction.Theynotonly

cleanedthewholetunnelbuteverytunnelinSaoPaulo.

46.Whatdowelearnfromthepassageaboutreversegraffiti

A)Itusespainttocreateanti-pollutionimages.C)Itcauseslotsofdistractionto

drivers.

B)Itcreatesalotoftroubleforlocalresidents.D)Itturnsdirtywallsintoartistic

works.

47.Whatdoreversegraffitiartiststrytodo

A)Publicisetheirartisticpursuit.

B)Beautifythecityenvironment.

C)Raisepublicawarenessofenvironmentalpollution.

D)Expresstheirdissatisfactionwithlocalgovernments.

48.WhatdowelearnaboutBrazilianartistAlexandreOrion

A)Hewasgoodatpaintingwhiteskulls.C)Hesuggestedbanningall

pollutingcars.B)Hechosetunnelstodohisgraffitiart.D)Hewas

fondofdoingcreativeartworks.

-10-

49.WhatdoestheauthorimplyaboutLeedsCityCouncil'sdecision

A)Itissimplyabsurd.C)Itisratherunexpected.

B)Itiswell-informed.D)Itisuite

sensible.

50.HowdidSaoPaulocityofficialshandleAlexandreOrion'sreversegraffiti

A)TheymadehimcleanallthetunnelsinSaoPaulo.

B)Theytookdrasticactiontobanallreversegraffiti.

C)Theychargedhimwithpollutingtunnelsinthecity.

D)Theymadeitimpossibleforhimtopracticehisart.

PassageTwo

uestions51to55arebasedonthefollowingpassage.

ThepracticeofpayingchildrenanallowancebecamepopularinAmericaabout

100yearsago.Nowadays,Americankidsonaveragereceiveabout$800peryearin

allowance.ButthevastmajorityofAmericanparentswhopayallowancetieittothe

completionofhousework.Althoughmanyparentsbelievethatpayinganallowancefor

completingchoresbenefitstheirchildren,arangeofexpertsexpressedconcernthat

tyingallowanceverycloselytochoresmaynotbeideal.Infact,thewaychoresworkin

manyhouseholdsworldwidepointstoanotherway.

SuniyaLuthar,apsychologist,isagainstpayingkidsforchores.Lutharisnot

opposedtogivingallowances,butshethinksit'simportanttoestablishthatchoresare

donenotbecausetheywillleadtopayment,butbecausetheykeepthehousehold

running.Luthar'ssuggestedapproachtoallowanceiscompatiblewiththatofwriter

RonLieber,whoadvisesthatallowancesbeusedasameansofshowingchildrenhow

tosave,give,andspendonthingstheycareabout.Kidsshoulddochores,hewrites,

"forthesamereasonadultsdo,becausethechoresneedtobedone,andnotwiththe

expectationofcompensation.”

Thisargumenthasitscritics,butconsideringthewayareundertakenaroundthe

worldmaychangepeople'sthinking.ProfessorDavidLaneyofUtahStateUniversity

hasstudiedhowfamiliesaroundtheworldhandlechores.Atabout18monthsofage,

Laneysays,mostchildrenbecomeeagertohelptheirparents,andinmanycultures,

theybeginhelpingwithhouseworkatthatage.Theybeginwithverysimpletasks,but

theirresponsibilitiesgraduallyincrease.Andtheydothesetaskswithoutpayment.

LaneycontraststhiswithwhathappensinAmerica,"Wedenyourchildren'sbidsto

helpuntiltheyare6or7yearsold,“Laneysays,"whenmanyhavelostthedesireto

helpandthentrytomotivatethemwithpayment.Thesolutiontothisproblemisnotto

trytousemoneyasanincentiv