2019年6月大学英语四级真题(第1套).doc

2019年6月大学英语四级真题完整版（第1套）

Part I Writing (30 minutes)

Directions: For this part, you are allowed 30 minutes to write a news report to your campus newspaper on a visit to a local farm organized by your Student Union. You should write at least 120 words but no more than180 words.

PartⅡ Listening Comprehension (25 minutes)
Section A
Directions: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report and then questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A），B), C) and D).Then mark the corresponding letter on Answer Sheet 1with a single line through the centre.

Questions 1 and 2 are based on the news report you have just heard.
1. A) He visited a prison located on a faraway island.
B) He swam around an island near San Francisco.
C) He celebrated his ninth birthday on a small island.
D) He set a record by swimming to and from an island.

2. A) He set him an example.
B) He doubled the reward.
C) He had the event covered on TV.
D) He cheered him on all the way.

Questions 3 and 4 are based on the news report you have just heard.
3. A) To give people more time to travel.
B) To increase working efficiency.
C) To encourage late marriage.
D) To end the one-child policy.

4. A) They will not come into immediate effect.
B) They will boost China’s economic growth.
C) They will help to popularize early marriage.
D) They will not be welcomed by young people.

Questions 5 and 6 are based on the news report you have just heard.
5. A) Cleaning service in great demand all over the world.
B) A new company to clean up the mess after parties.
C) Two ladies giving up well-paid jobs to do cleaning.
D) Cleaners gainfully employed at nights and weekends.

6. A) It leaves the house in a mess.
B) It takes a lot of time to prepare.
C) It makes party goers exhausted.
D) It creates noise and misconduct.

7. A) Visit the U.S. and Canada.
B) Hire an Australian lawyer.
C) Expand their business.
D) Settle a legal dispute.

Section B
Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A），B），C)and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Questions 8 to 11 are based on the conversation you have just heard.
8. A) He passed the driver’s road test.
B) He took the driver’s theory exam.
C) He got his driver’s license.
D) He had a driving lesson.

9. A) He was not well prepared.
B) He was not used to the test format.
C) He did not get to the exam in time.
D) He did not follow the test procedure.

10. A) They are too short.
B) They are tough.
C) They are costly.
D) They are helpful.

11. A) Earn enough money for driving lessons.
B) Find an experienced driving instructor.
C) Test-drive a few times on highways.
D) Pass his road test the first time.

Questions 12 to 15 are based on the conversation you have just heard.

12. A) The acceptance rate at Leeds.
B) Where the woman studies.
C) How to apply for studies at a university.
D) Leed’s tuition for international students.

13. A) Pursue postgraduate studies.
B) Do research on higher education.
C) Apply to an American university.
D) Perform in a famous musical.

14. A) His unique experience.
B) His academic excellence.
C) His outstanding musical talent.
D) His favorable recommendations.

15. A) Travel widely.
B) Teach overseas.
C) Do a master’s degree.
D) Settle down in England.

Section C
Directions: In this section, you will hear three passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Questions 16 to 18 are based on the passage you have just heard.
16. A) Many species remain unknown to scientists.
B) Only a few species cause trouble to humans.
C) They help farmers keep diseases in check.
D) They live in incredibly well-organized colonies.

17. A) They like to form colonies in electrical units.
B) They can survive a long time without water.
C) They can cause damage to people’s homes.
D) They are larger than many other species.

18. A) Refrain from eating sugary food.
B) Destroy their colonies close by.
C) Keep doors and windows shut.
D) Deny them access to any food.

Questions 19 to 21 are based on the passage you have just heard.
19. A) The function of the human immune system.
B) The cause of various auto-immune diseases.
C) The change in people’s immune system as they get older.
D) The viruses that may infect the human immune system.

20. A) Offer blood samples.
B) Help to interview patients.
C) Act as research assistants.
D) Report their illnesses.

21. A) Strengthening people’s immunity to infection.
B) Better understanding patients’ immune system.
C) Further reducing old patients’ medical expenses.
D) Helping improve old people’s health conditions.

Questions 22 to 25 are based on the passage you have just heard.
22. A) A group of kids were playing chess after school.
B) His students were struggling to follow his lessons.
C) A lot of kids stayed at school to do their homework.
D) His students had trouble getting on with each other.

23. A) Join the school’s chess team.
B) Visit a chess team in Nashville.
C) Receive training for a chess competition.
D) Participate in a national chess competition.

24. A) Many have become national chess champions.
B) Most of them come from low-income families.
C) A couple of them have got involved in crimes.
D) Many became chess coaches after graduation.

25. A) Think twice before taking action.
B) Actions speak louder than words.
C) Take action before it gets too late.
D) Translate their words into action.

Part Ⅲ Reading Comprehension ( 40 minutes)
Section A
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．
Questions 26 to 35 are based on the following passage.

The center of American automobile innovation has in the past decade moved 2,000 miles away. It has __26__ from Detroit to Silicon Valley, where self-driving vehicles are coming into life.
In a __27__ to take production back to Detroit, Michigan lawmakers have introduced __28__that could make their state the best place in the country, if not the world, to develop self-driving vehicles and put them on the road.
“Michigan’s __29__ in auto research and development is under attack from several states and countries which desire to __30__ our leadership in transportation. We can’t let that happen,” says Senator Mike Kowall, the lead __31__ of four bills recently introduced.
If all four bills pass as written, they would __32__ a substantial update of Michigan’s 2013 law that allowed the testing of self-driving vehicles in limited conditions. Manufacturer would have nearly total freedom to test their self-driving technology on public roads. They would be allowed to send groups of self-driving cars on cross-state road trips, and even set up on-demand __33__ of self- driving cars, like the one General Motors and Lyft are building.
Lawmakers in Michigan clearly want to make the state ready for the commercial application of self-driving technology. In __34__, California, home of Silicon Valley, recently proposed far more __35__ rules that would require human drivers be ready to take the wheel, and ban commercial use of self-driving technology.

A) bid E) fleets I) replace M) significant
B) contrast F) knots J) represent N) sponsor
C) deputy G) legislation K) restrictive O) transmitted
D) dominance H) migrated L) reward

Section B
Directions: In this section, you are going to read a passage with ten statements attached to 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.

How Work Will Change When Most of Us Live to 100

[A] Today in the United States there are 72,000 centenarians（百岁老人）. Worldwide, probably 450,000. If current trends continue, then by 2050 there will be more than a million in the US alone. According to the work of Professor James Vaupel and his co-researchers, 50% of babies born in the US in 2007 have a life expectancy of 104 or more. Broadly the same holds for the UK, Germany, France, Italy and Canada, and for Japan 50% of 2007 babies can expect to live to 107.

[B] Understandably, there are concerns about what this means for public finances given the associated health and pension challenges. These challenges are real, and society urgently needs to address them. But it is also important to look at the wider picture of what happens when so many people live for 100 years. It is a mistake to simply equate longevity（长寿）with issues of old age. Longer lives have implications for all of life, not just the end of it.

[C] Our view is that if many people are living for longer, and are healthier for longer, then this will result in an inevitable redesign of work and life. When people live longer, they are not only older for longer, but also younger for longer. There is some truth in the saying that “70 is the new 60” or “40 the new 30.” If you age more slowly over a longer time period, then you are in some sense younger for longer.

[D] But the changes go further than that. Take, for instance, the age at which people make commitments such as buying a house, getting married, having children, or starting a career. These are all fundamental commitments that are now occurring later in life. In 1962, 50% of Americans were married by age 21. By 2014, that milestone（里程碑）had shifted to age 29.

[E] While there are numerous factors behind these shifts, one factor is surely a growing realization for the young that they are going to live longer. Options are more valuable the longer they can be held. So if you believe you will live longer, then options become more valuable, and early commitment becomes less attractive. The result is that the commitments that previously characterized the beginning of adulthood are now being delayed, and new patterns of behavior and a new stage of life are emerging for those in their twenties.

[F] Longevity also pushes back the age of retirement, and not only for financial reasons. Yes, unless people are prepared to save a lot more, our calculations suggest that if you are now in your mid-40s, then you are likely to work until your early 70s; and if you are in your early 20s, there is a real chance you will need to work until your late 70s or possibly even into your 80s. But even if people are able to economically support a retirement at 65, over thirty years of potential inactivity is harmful to cognitive（认知的）and emotional vitality. Many people may simply not want to do it.

[G] And yet that does not mean that simply extending our careers is appealing. Just lengthening that second stage of full-time work may secure the financial assets needed for a 100-year life, but such persistent work will inevitably exhaust precious intangible assets such as productive skills, vitality, happiness, and friendship.

[H] The same is true for education. It is impossible that a single shot of education, administered in childhood and early adulthood, will be able to support a sustained, 60-year career. If you factor in the projected rates of technological change, either your skills will become unnecessary, or your industry outdated. That means that everyone will, at some point in their life, have to make a number of major reinvestments in their skills.

[I] It seems likely, then, that the traditional three-stage life will evolve into multiple stages containing two, three, or even more different careers. Each of these stages could potentially be different. In one the focus could be on building financial success and personal achievement, in another on creating a better work/life balance, still another on exploring and understanding options more fully, or becoming an independent producer, yet another on making a social contribution. These stages will span sectors, take people to different cities, and provide a foundation for building a wide variety of skills.

[J] Transitions between stages could be marked with sabbaticals（休假）as people find time to rest and recharge their health, re-invest in their relationships, or improve their skills. At times, these breaks and transitions will be self-determined, at others they will be forced as existing roles, firms, or industries cease to exist.

[K] A multi-stage life will have profound changes not just in how you manage your career, but also in your approach to life. An increasingly important skill will be your ability to deal with change and even welcome it. A three-stage life has few transitions, while a multi-stage life has many. That is why being self-aware, investing in broader networks of friends, and being open to new ideas will become even more crucial skills.

[L] These multi-stage lives will create extraordinary variety across groups of people simply because there are so many ways of sequencing the stages. More stages mean more possible sequences.

[M] With this variety will come the end of the close association of age and stage. In a three-stage life, people leave university at the same time and the same age, they tend to start their careers and family at the same age, they proceed through middle management all roughly the same time, and then move into retirement within a few years of each other. In a multi-stage life, you could be an undergraduate at 20, 40, or 60; a manager at 30, 50, or 70; and become an independent producer at any age.

[N] Current life structures, career paths, educational choices, and social norms are out of tune with the emerging reality of longer lifespans. The three-stage life of full-time education, followed by continuous work, a