2019年6月四级真题第一套附答案及听力材料

2019

年

6

月四级真题（第一套）答案附后面

Part I Writing

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 than 180 words.

Part II Listening Comprehension

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 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 1 and 2 are based on the news report you have just heard.

1.

A) He set a record by swimming to and from an island.

B) He celebrated ninth birthday on a small island.

C) He visited a prison located on a faraway island.

D) He swam around an island near San Francisco.

2.

A) He doubled the reward.

B) He set him an example.

C) He cheered him on all the way.

D) He had the event covered on TV.

Questions 3 and 4 are based on the news report you have just heard.

3.

A) To end the one-child policy.

B) To encourage late marriage.

C) To increase working efficiency.

D) To give people more time to travel.

4.

A) They will not be welcomed by young people.

B) They will help to popularize early marriage.

C) They will boost China’s economic growth.

D) They will not come into immediate effect.

Questions 5 to 7 are based on the news report you have just heard.

5.

A) Cleaning service in great demand all over the world.

B) Two ladies giving up well-paid jobs to do cleaning.

C) A new company to clean up the mess after parties.

D) Cleaners gainfully employed at nights and weekends.

6.

A) It takes a lot of time to prepare.

B) It leaves the house in a mess.

C) It makes party goers exhausted.

D) It creates noise and misconduct.

7.

A) Hire an Australian lawyer.

B) Visit the U.S. and Canada.

C) Settle a legal dispute.

D) Expand their business.

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 had a driving lesson.

B) He got his driver’s license.

C) He took the driver’s theory exam.

D) He passed the driver’s road test.

9.

A) He was not well prepared.

B) He did not get to the exam in time.

C) He was not used to the test format.

D) He did not follow the test procedure.

10.

A) They are tough.

B) They are costly.

C) They are helpful.

D) They are too short.

11.

A) Pass his road test the first time.

B) Test- drive a few times on highways.

C) Find an experienced driving instructor.

D) Earn enough money for driving lessons.

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

12.

A) Where the woman studies.

B) The acceptance rate at Leeds.

C) Leeds’ tuition for international students.

D) How to apply for studies at a university.

13.

A) Apply to an American university.

B) Do research on higher education.

C) Perform in a famous musical.

D) Pursue postgraduate studies.

14.

A) His favorable recommendations.

B) His outstanding musical talent.

C) His academic excellence.

D) His unique experience.

15.

A) Do a master’s degree.

B) Settle down in England.

C) Travel widely.

D) Teach overseas.

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) They help farmers keep diseases in check.

B) Many species remain unknown to scientists.

C) Only a few species cause trouble to humans.

D) They live in incredibly well-organized colonies.

17.

A) They are larger than many other species.

B) They can cause damage to people’s homes.

C) They can survive a long time without water.

D) They like to form colonies in electrical units.

18.

A) Deny them access to any food.

B) Keep doors and windows shut.

C) Destroy their colonies close by.

D) Refrain from eating sugary 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 viruses that may infect the human immune system.

D) The change in people’s immune system as they get older.

20.

A) Report their illnesses.

B) Offer blood samples.

C) Act as research assistants.

D) Help to interview patients.

21.

A) Strengthening people’s immunity to infection.

B)

Better understanding patients’ immune system.

C) Helping improve old people’s health conditions.

D) Further reducing old patients’ medical expenses.

Questions 22 to 25 are based on the passage you have just heard.

22.

A) His students had trouble getting on with each other.

B) A lot of kids stayed at school to do their homework.

C) His students were struggling to follow his lessons.

D) A group of kids were playing chess after school.

23.

A) Visit a chess team in Nashville.

B) Join the school’s chess te

am.

C) Participate in a national chess competition.

D) Receive training for a chess competition.

24.

A) Most of them come from low-income families.

B) Many have become national chess champions.

C) A couple of them have got involved in crimes.

D) Many became chess coaches after graduation.

25.

A) Actions speak louder than words.

B) Think twice before taking action.

C) Translate their words into action.

D) Take action before it gets too late.

Part III Reading Comprehension

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.

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 to 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 who 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. Manufacturers 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

C)

deputy

B)

contrast

I)

replace

J)

represent

D)

dominance

F)

knots

E)

fleets

K)

restrictive

L)

reward

M)

significant

G)

legislation

H)

migrated

N)

sponsor

O)

transmitted

Section B

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.

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 oven 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 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, and then complete retirement may have worked for our parents or even

grandparents, but it is not relevant today. We believe that to focus on longevity as primarily an

issue of aging is to miss its full implications. Longevity is not necessarily about being older for

longer. It is about living longer, being older later, and being younger longer.

36. An extended lifespan in the future will allow people to have more careers than now.

37. Just extending one’s career may have both positive and negative effects.

38. Nowadays, many Americans have on average delayed their marriage by some eight years.

39. Because of their longer lifespan, young people today no longer follow the pattern of life of

their parents or grandparents.

40. Many more people will be expected to live over 100 by the mid-21st century.

41. A longer life will cause radical changes in people’s approach to life.