2020年9月四级真题（第2套）Part IWriting(30 minutes)(PPT)in class.You can start your essay with the sentence"The use of PowerPoint isbecoming increasingly popular in class".You should write at least 120 words but nomore than 180 words.Listening Comprehension(25 minutes)说明：由于2020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。PartⅢReading Comprehension(40 minutes)Section ADirections:In this section,there is a passage with ten blanks.You are required to select one word foreach blank from a list of choices given in a word bank following the passage.Read thepassage through carefully before making your choices.Each choice in the bank isidentified by a letter.Please mark the corresponding letter for each item on AnswerSheet 2 with a single line through the centre.You may not use any of the words in thebank more than once.It can be seen from the cheapest budget airlines to the world's largest carriers:Airlines across theglobe 26 various shades of blue in their cabin seats,and it is no 27.There does appear to besome 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 deliveringaircraft interiors for airlines for 30 years."Our job as designers is to reinforce the airline's brand andmake it more 29,"he says."But our primary concern is to deliver an interior that 30 comfortto create a pleasant environment.""It's all about making the traveling experience less 31 and blue is said to induce a feeling ofcalm.While some of the budget airlines might use brighter,bolder shades,most others go withsoftened tones.The 32 aim is to create a home-like relaxing feel,so airlines tend to use soft colorsthat 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 choicebecause it's a conservative,agreeable,corporate shade that 35 being trustworthy and safe.That'swhy you see it used in all of the older airlines like British Airways,"Nigel Goode added.A)associatedI)maximizesB)coincidenceJ)naturalC)determinedK)principalD)drasticallyL)recognizableE)enormousM)simplyF)imitateN)stressfulG)indicationO)symbolizesH)integrateSection BDirections:I this section,you are going to read a passage with ten statements attached to it.Eachstatement contains information given in one of the paragraphs.Identify the paragraphfrom which the information is derived.You may choose a paragraph more than once.Each paragraph is marked with a letter.Answer the guestions by marking thecorresponding 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 Califomia fourth-graders learned.I was excited because I had asked to researchChinese immigrants during that era.Growing up in the San Francisco Bay Area,I had always knownthat "San Francisco"translated to "Gold Mountain"in Chinese.The name had stuck ever sinceChinese immigrants arrived on the shores of Northern Califomia in the 1850s,eager to try their luckin 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 ofthe library where she pulled an oversized book off the shelf.She checked the index and turned overto a page about early Chinese immigrants in Califoria.That was all there was in my entire schoollibrary in San Francisco,home of the nation's first Chinatown.That was it.C)I finally had the opportunity to leam about Asian Americans like myself,and how we became part ofthe fabric of the United States when I took an introductory class on Asian-American history incollege.The class was a revelation.I realized how much had been missing in my textbooks as Igrew up.My identity had been shaped by years of never reading,seeing,hearing,or leaming aboutpeople who had a similar background as me.Why,I wondered,weren't the stories,histories,andcontributions of Asian Americans taught in K-12 schools,especially in the elementary schools?Whyare they still not taught?.D)Our students-Asian,Latino,African American,Native American,and,yes,white-stand to gainfrom a multicultural curriculum.Students of color are more engaged and earn better grades whenthey see themselves in their studies.Research has also found that white students benefit by beingchallenged and exposed to new perspectives.E)For decades,activists have called for schools to offer anti-racism or multicultural curricula.Yet atraditional American K-12 curriculum continues to be taught from a Eurocentric point of view.Beingmulticultural often falls back on weaving children of color into photographs,or creating a fewsupporting characters that happen to be ethnic-an improvement,but superficial nonetheless.Elementary school classrooms celebrate cultural holidays-Lunar New Year!Red envelopes!Liondancers!-but they're quick to gloss over (the challenges and injustices that Asian Americanshave faced.Most students don't,for example,learn about the laws that for years excluded Asiansfrom immigrating to the U.S.They don't hear the narratives of how and why Southeast Asianrefugees(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.Inan analysis,Christine Sleeter,a professor in the College of Professional Studies at California StateUniversity,Monterey Bay,reviewed California's history and social studies framework,thecurriculum determined by state educators that influences what is taught in K-12 classrooms.Of thenearly 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 withproblems."There hasn't been much progress,"says Nicholas Hartlep,an assistant professor atMetropolitan State University.His 2016 study of K-12 social studies textbooks and teacher manualsfound that Asian Americans were poorly represented at best,and subjected to racist caricatures劣的模仿)at worst.The wide diversity of Asian Americans was overlooked;there was very littlemention of South Asians or Pacific Islanders,for example.And chances were,in the images,AsianAmericans appeared in stereotypical(模式化的)roles,such as engineers.H)Teachers with a multicultural background or training could perhaps overcome such curriculumchallenges,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 evengreater.It isn't a requirement that teachers share the same racial or ethnic background as theirstudents,but the imbalance poses challenges,from the potential for unconscious bias to a lack ofknowledge or comfort in discussing race and culture.I)How race and ethnicity is taught is crucial,says Allyson Tintiangco-Cubales,an Asian-Americanstudies professor at San Francisco State University.She added that it's not so much about theteacher's background,but about training."You can have a great curriculum but if you don't haveteachers dedicated(专注于)to teaching it well,"she says,“it won't work as well as you wantitto.”J)Some teachers are finding ways to expose students to Asian-Amenican issues-if not during schoolhours,then outside of them.This summer,Wilson Wong will lead a class of rising fifth-graders at aday camp dedicated to Chinese culture and the Chinese-American community in Oakland,