英语四级 2020年9月·第2套 · 真题整卷
按真题原卷顺序的全部题型，逐题型可进试卷排版、题目解析、原文精读；整卷可免费下载电子版（真题 PDF、解析版 PDF 与 Word）。
全卷构成
- Part I 写作
- Part II 听力
与 2020年9月第1套 共用本部分
- Part III Section A 完形填空（选词填空）
- Part III Section B 长篇阅读（信息匹配）
- Part III Section C (1) 阅读理解（四选一）
- Part III Section C (2) 阅读理解（四选一）
- Part IV 汉译英（段落翻译）
全卷客观题答案速查
英语四级2020年9月·第2套真题全卷客观题参考答案速查如下表，按卷面顺序逐题型列出；写作、翻译等主观题无标准答案，参考范文与逐题解析见对应题型解析页。
| 题型（卷面位置） | 参考答案 |
|---|---|
| 写作 Part I | 主观题 · 参考范文与逐题解析见 写作解析页 |
| 听力 Part II （1–25 题） | 1 A · 2 D · 3 C · 4 A · 5 B · 6 D · 7 B · 8 A · 9 D · 10 B · 11 C · 12 C · 13 B · 14 A · 15 C · 16 B · 17 A · 18 C · 19 A · 20 D · 21 D · 22 A · 23 B · 24 C · 25 C （与 2020年9月第1套 共用本部分） |
| 完形填空（选词填空） Part III Section A （26–35 题） | 26 H integrate · 27 B coincidence · 28 A associated · 29 L recognizable · 30 I maximizes · 31 N stressful · 32 K principal · 33 J natural · 34 M simply · 35 O symbolizes |
| 长篇阅读（信息匹配） Part III Section B （36–45 题） | 36 E · 37 B · 38 J · 39 F · 40 H · 41 D · 42 K · 43 G · 44 C · 45 I |
| 阅读理解（四选一） Part III Section C (1) （46–50 题） | 46 D · 47 C · 48 B · 49 A · 50 D |
| 阅读理解（四选一） Part III Section C (2) （51–55 题） | 51 C · 52 A · 53 B · 54 A · 55 D |
| 汉译英（段落翻译） Part IV | 主观题 · 参考范文与逐题解析见 汉译英（段落翻译）解析页 |
整卷试卷排版
四级 · 真题卷第2套 · 2020年9月
英语四级2020年9月·第2套真题
Directions: For 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 sentence “The use of PowerPoint is becoming increasingly popular in class.” You should write at least 120 words but no more than 180 words.
英语四级2020年9月·第2套真题
英语四级2020年9月·第2套真题
Directions: 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.
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 tones. 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.
A)associated
B)coincidence
C)determined
D)drastically
E)enormous
F)imitate
G)indication
H)integrate
I)maximizes
J)natural
K)principal
L)recognizable
M)simply
N)stressful
O)symbolizes
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 marking 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.
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, 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 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 dancers!—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 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 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 — 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 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 their 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 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 history matters. Your story matters.
36.
While cultural holidays are celebrated, the injustices experienced by Asian Americans are not exposed in elementary school classrooms.
37.
Little information can be found about Chinese immigrants in the author's school library.
38.
A middle school teacher is making a great effort to help students learn about the contributions made by Chinese immigrants to America.
39.
No Asian Americans were included in the list of historical figures recommended for study in K-12 classrooms.
40.
There is an obvious lack of teachers with a multicultural perspective to meet the curriculum challenges in America.
41.
Students of ethnic backgrounds learn better from a multicultural curriculum.
42.
Now 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.
44.
When taking a class in college, the author realized that a lot of information about Asian Americans was left out of the textbooks he studied.
45.
An Asian-American studies professor placed greater emphasis on teacher training than on teachers' background.
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You 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.
When was cleaning a crime? When you're doing it to create art, obviously. A number of street artists around the world have started expressing themselves through a practice known as reverse graffiti(涂鸦). They find dirty surfaces and paint them with images or messages using cleaning brushes or pressure hoses(高压水管). Either way, it's the same principle: the image is made by cleaning away the dirt. Each artist has their own individual style but all artists share a common aim: to draw attention to the pollution in our cities. The UK's Paul Curtis, better known as Moose, operates around Leeds and London and has been commissioned by a number of companies to make reverse graffiti advertisements.
Brazilian artist, Alexandre Orion, turned one of Sao Paulo's transport tunnels into an amazing wall painting in 2006 by getting rid of the dirt. Made up of a series of white skulls(颅骨), the painting reminds drivers of the effect their pollution is having on the planet. "Every motorist sits in the comfort of their car, but they don't give any consideration to the price their comfort has for the environment and consequently for themselves," says Orion.
The anti-pollution message of the reverse graffiti artists confuses city authorities since the main argument against graffiti is that it spoils the appearance of both types of property: public and private. This was what Leeds City Council said about Moose's work: "Leeds residents want to live in clean and attractive neighbourhoods. We view this kind of advertising as environmental damage and will take strong action against it." Moose was ordered to "clean up his act." How was he supposed to do this: by making all property he had cleaned dirty again?
As for the Brazilian artist's work, the authorities were annoyed but could find nothing to charge him with. They had no other option but to clean the tunnel—but only the parts Alexandre had already cleaned. The artist merely continued his campaign on the other side. The city officials then decided to take drastic action. They not only cleaned the whole tunnel but every tunnel in Sao Paulo.
46.
What do we learn from the passage about reverse graffiti?
A)It uses paint to create anti-pollution images.
B)It creates a lot of trouble for local residents.
C)It causes lots of distraction to drivers.
D)It turns dirty walls into artistic works.
47.
What do reverse graffiti artists try to do?
A)Publicise their artistic pursuit.
B)Beautify the city environment.
C)Raise public awareness of environmental pollution.
D)Express their dissatisfaction with local governments.
48.
What do we learn about Brazilian artist Alexandre Orion?
A)He was good at painting white skulls.
B)He chose tunnels to do his graffiti art.
C)He suggested banning all polluting cars.
D)He was fond of doing creative artworks.
49.
What does the author imply about Leeds City Council's decision?
A)It is simply absurd.
B)It is well-informed.
C)It is rather unexpected.
D)It is quite sensible.
50.
How did Sao Paulo city officials handle Alexandre Orion's reverse graffiti?
A)They made him clean all the tunnels in Sao Paulo.
B)They took drastic action to ban all reverse graffiti.
C)They charged him with polluting tunnels in the city.
D)They made it impossible for him to practice his art.
Passage Two
Questions 51 to 55 are based on the following passage.
The practice of paying children an allowance became popular in America about 100 years ago. Nowadays, American kids on average receive about $800 per year in allowance. But the vast majority of American parents who pay allowance tie it to the completion of housework. Although many parents believe that paying an allowance for completing chores benefits their children, a range of experts expressed concern that tying allowance very closely to chores may not be ideal. In fact, the way chores work in many households worldwide points to another way.
Suniya Luthar, a psychologist, is against paying kids for chores. Luthar is not opposed to giving allowances, but she thinks it's important to establish that chores are done not because they will lead to payment, but because they keep the household running. Luthar's suggested approach to allowance is compatible with that of writer Ron Lieber, who advises that allowances be used as a means of showing children how to save, give, and spend on things they care about. Kids should do chores, he writes, "for the same reason adults do, because the chores need to be done, and not with the expectation of compensation."
This argument has its critics, but considering the way chores are undertaken around the world may change people's thinking. Professor David Lancy of Utah State University has studied how families around the world handle chores. At about 18 months of age, Lancy says, most children become eager to help their parents, and in many cultures, they begin helping with housework at that age. They begin with very simple tasks, but their responsibilities gradually increase. And they do these tasks without payment. Lancy contrasts this with what happens in America. "We deny our children's bids to help until they are 6 or 7 years old," Lancy says, "when many have lost the desire to help and then try to motivate them with payment. The solution to this problem is not to try to use money as an incentive to do housework, but to get children involved in housework much earlier, when they actually want to do it."
51.
What do some experts think about paying children for doing chores?
A)It may benefit children in more ways than one.
B)It may help children learn the worth of labor.
C)It may not turn out to be the best thing to do.
D)It may not be accepted by low-income parents.
52.
According to Suniya Luthar, doing chores will help children learn to ____.
A)share family responsibilities
B)appreciate the value of work
C)cultivate the spirit of independence
D)manage domestic affairs themselves
53.
What does Ron Lieber think should be the goal of giving children allowances?
A)To help to strengthen family ties.
B)To teach them how to manage money.
C)To motivate them to do more housework.
D)To show parents' appreciation of their help.
54.
What does David Lancy say about 18-month-olds?
A)They have a natural instinct to help around the house.
B)They are too young to request money for what they do.
C)They should learn to understand family responsibilities.
D)They need a little incentive to get involved in housework.
55.
What does David Lancy advise American parents to do?
A)Set a good example for children in doing housework.
B)Make children do housework without compensation.
C)Teach children how to do housework.
D)Accept children's early bids to help.
英语四级2020年9月·第2套真题
Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.
茶拥有5000年的历史。传说，神农氏(Shen Nong)喝开水时，几片野树叶子落进壶里开水顿时散发出宜人的香味。他喝了几口，觉得很提神。茶就这样发现了。自此，茶在中国开始流行。茶园遍布全国，茶商变得富有。昂贵、雅致的茶具成了地位的象征。今天，茶不仅是一种健康的饮品，而且是中国文化的一个组成部分。越来越多的国际游客一边品茶，一边了解中国文化。
关于英语四级 2020年9月·第2套 真题（整卷）的常见问题
- 2020年9月英语四级真题第2套的阅读部分由哪几种题型构成？
- 2020年9月英语四级真题第2套的阅读部分由三种题型构成：选词填空1篇、长篇阅读（信息匹配）1篇、仔细阅读（四选一）2篇，另有写作1篇和汉译英翻译1篇。仔细阅读题量最多，共2篇8段落型短文。
- 2020年9月英语四级真题第2套阅读一共有多少道编号小题？
- 2020年9月英语四级真题第2套阅读共20道编号小题：长篇阅读（信息匹配）10题、两篇仔细阅读各5题（第46至50题、第51至55题）合计10题。选词填空为10空、写作与翻译不计入编号选择题。
- 2020年9月英语四级真题第2套的阅读文章难度（CEFR）如何分布？
- 2020年9月英语四级真题第2套的4篇阅读文章按CEFR分为B2和C1两档：B2占3篇（选词填空飞机座椅、反涂鸦艺术、家务零花钱），C1占1篇，即长篇阅读《Why Are Asian Americans Missing From Our Textbooks?》。整体以B2为主，长篇阅读难度最高。
- 2020年9月英语四级真题第2套的阅读文章总词量有多少？
- 2020年9月英语四级真题第2套4篇阅读文章总词量约1957词。其中长篇阅读《Why Are Asian Americans Missing From Our Textbooks?》最长，约1036词；两篇仔细阅读分别约348词和349词；选词填空飞机座椅短文约224词。
- 2020年9月英语四级真题第2套选词填空短文里哪些词出现最频繁？
- 2020年9月英语四级真题第2套选词填空短文围绕飞机座椅配色展开，高频词是 airline（出现7次）、blue（4次），以及 use、shade（各3次）。这些词共同指向文章主题——航空公司为何普遍在客舱座椅上采用蓝色。
- 2020年9月英语四级真题第2套的翻译考的是什么内容？
- 2020年9月英语四级真题第2套翻译考的是「茶」的汉译英。中文原文讲茶拥有5000年历史、传说神农氏喝开水时野树叶落入壶中散发香味而发现了茶，此后茶园遍布全国、茶商致富，昂贵雅致的茶具成为地位象征，如今茶既是健康饮品也是中国文化的组成部分。属于中国文化类翻译题材。
- 2020年9月英语四级真题第2套的作文题目是什么？
- 2020年9月英语四级真题第2套的写作题要求就「课堂中使用 PowerPoint（PPT）」写一篇短文，并指定用首句 "The use of PowerPoint is becoming increasingly popular in class." 开头，字数120至180词，限时30分钟。属于校园学习现象类命题作文。
- 2020年9月英语四级真题第2套的长篇阅读（信息匹配）讲的是什么？
- 2020年9月英语四级真题第2套长篇阅读题为《Why Are Asian Americans Missing From Our Textbooks?》（为何教科书里没有亚裔美国人），探讨美国K-12课程中亚裔美国人历史长期缺失的问题：作者回忆小学查资料只找到一本书，引用学者研究指出推荐学习的近百位美国人中亚裔为零，并介绍教师培训、多元文化课程与族裔研究立法等改进尝试。C1难度、约1036词。
- 2020年9月英语四级真题第2套第46到50题的仔细阅读讲的是什么？
- 2020年9月英语四级真题第2套第46至50题的仔细阅读讲「反向涂鸦」（reverse graffiti）：街头艺术家通过清洗脏污墙面作画来唤起人们对城市污染的关注。文中提到英国艺术家 Moose 受商业委托作画、巴西艺术家 Alexandre Orion 在圣保罗隧道用白色骷髅图案提醒司机污染危害，以及市政当局对这类作品的矛盾态度。约348词、B2难度。
- 2020年9月英语四级真题第2套第51到55题的仔细阅读讲的是什么？
- 2020年9月英语四级真题第2套第51至55题的仔细阅读讲「给孩子做家务发零花钱」：美国孩子平均每年约得800美元零花钱，多数家长把零花钱与家务挂钩，但心理学家 Suniya Luthar、作家 Ron Lieber 与犹他州立大学教授 David Lancy 等专家认为不宜将零花钱与家务过度绑定，主张让孩子在约18个月大主动想帮忙时就参与家务。约349词、B2难度。
- 2020年9月英语四级真题第2套的选词填空短文讲的是什么？
- 2020年9月英语四级真题第2套选词填空短文讲「飞机客舱座椅为什么大多是蓝色」：从廉价航空到大型承运商普遍在座椅上采用各种蓝色调，因为蓝色关联信任、效率、平静等积极心理感受，能让旅行体验不那么紧张。文章选自英国《每日电讯报》网站，约224词。
- 2020年9月英语四级真题第2套的阅读文章都选自哪些来源？
- 2020年9月英语四级真题第2套阅读文章来源可考：选词填空飞机座椅一文选自英国《每日电讯报》（telegraph.co.uk）2018年报道；长篇阅读亚裔美国人教科书一文选自 psmag.com 2017年文章；家务零花钱一文选自《大西洋月刊》（theatlantic.com）2018年文章；反向涂鸦一文节选自书籍《Art and Creativity》。
- 2020年9月英语四级真题第2套翻译「茶」的参考译文在哪里看？
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