英语四级阅读，作为大学英语能力的重要评估指标，不仅检验了学生对词汇、语法的掌握，更考察了其阅读理解和信息筛选的能力。在全球化背景下，提升这一能力对于拓宽视野、增进跨文化交流至关重要。今天，小编将分享2020年9月大学英语四级阅读真题以及答案（卷二），希望能为大家提供帮助！
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.
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 F)imitate K)principal
B)coincidence G)indication L)recognizable
C)determined H)integrate M)simply
D)drastically I)maximizes N)stressful
E)enormous J)natural O)symbolizes
26.H)integrate 。 详解：动词辨析题。分析空格所在句子可知，本句缺少谓语动词，因此本空应填入动词。本句指出，世界上大大小小的航空公司的飞机内座椅都会用到蓝色，因此本空应填入含有“使用，利用”意义的动词，由此可知本题答案为H)integrate 使融入；结合在一起”。备选动词中，其他词义 均不符合句意，因此排除。
27.B)coincidence。详解：名词辨析题。空格前有限定词no,因此本空应填入名词。由下一句可知，所 有航空公司的座椅都会融入蓝色是有其心理学原因的，所以这不是巧合。由此可知，本空应填入含有 “巧合”意义的名词，故本题答案为B)coincidence“巧合”。备选名词中，其他词义均不符合句意，因此排除。
28.A)asociated。 详解：形容词辨析题。空格前有is,因此本空应填入形容词或动词的 ed 形式，且与 with搭配使用。空格前一句提到，航空公司的飞机座椅都会用到蓝色，其背后有心理学原因。本句揭 露原因，因为蓝色能让人联想到积极的品质，如信任、高效等。因此，本空应填入含有“联系到，联想 到”意义的形容词或动词的-ed 形式，故本题答案为A)associated “联想；联系”。在备选的形容词或动词的-ed 形式中，其他选项都不能与 with 搭配，因此排除。
29.L)reognizable。详解：形容词辨析题。空格前有more,而且空格作it的宾语补足语，因此本空应填入形容词。空格前的it指the airline's brand。由句意可知，Nigel Goode认为，设计师的工作是强化航空公司的品牌，从而使其认可度更高。因此本空应填入含有“可识别的，可区分的”意义的形容词， 由此确定本题答案为L)recognizable “可识别的，可承认的”。备选形容词中，其他词义均不符合句意，因此排除。
30.I)maximizes。 详解：动词辨析题。分析句子成分可知，空格所在部分是定语从句，先行词是an interior,作从句的主语，而该从句中没有谓语动词，又因为主语是第三人称单数，因此本空应填入动词的第三人称单数形式。由空格后面的to create a pleasant environment(以创造一个愉悦的环境)可知，飞机的内部应该让人感到十分舒适，因此本空应填入含有“提升，改善”意义的动词，而 I)maximizes“使增加到最大限度”最符合句意，因此确定答案。在备选的动词第三人称单数形式中，O)symbolizes 明显不符合句意，因此排除。
31.N)stressful 。 详解：形容词辨析题。空格前有less, 而且空格作the traveling experience的宾语补足语，因此本空应填入形容词。本段解释为什么飞机座椅采用蓝色。由 and 后面的句子可知，蓝色据说能产生镇静的感觉，也就是说为了让旅行体验不那么紧张，因此本空应填入含有“紧张的，有压力的”意义的形容词，由此确定本题答案为N)stressful “紧张的”。备选形容词中，其他词义均不符合句意，因此排除。
32.K)principal。 详解：形容词辨析题。空格前有定冠词the,后面是名词 aim,因此本空应填入形容 词。本句意为，_____目的是创造一种类似于家的、令人放松的感觉。而本段第一句也提到，所有都 是为了让旅行体验不那么紧张，由此可推断创造令人放松的感觉是主要的目的，因此本空应填入含有 “主要的”意义的形容词，故本题答案为K)principal“最重要的”。备选形容词中，其他词义均不符合句意，因此排除。
33.J)natural。 详解：形容词辨析题。空格前的feel作系动词，而且空格与domestic、earthy构成并列，因此本空应填入形容词。由句意可知，航空公司的主要目的是营造轻松的感觉，因此倾向于使用柔和的颜色，让人感到在家一样。因此本空应填入含有“轻松，放松”意义的形容词，而J)natural“自然 的”词义最接近，由此确定本题答案。备选形容词中，其他词义均不符合句意，因此排除。
34.M)simply。 详解：副词辨析题。空格处于谓语动词has stuck 之间，因此应填入副词。本句说明飞 机座椅采用蓝色有悠久的历史，数十年前就出现了， 一直留存到现在。stuck(原形是 stick)本义有“卡 住”的意思，说明选用蓝色就像被卡住一样，自然而然被保留下来，因此本空应填入含有“简单地”意义 的副词，故本题答案为M)simply “只不过；简单地”。备选副词中，D)drastically“剧烈地；急剧地”一 般用于说明改变的程度，与句意不符，因此排除。
35.O)symbolizes。 详解：动词辨析题。分析句子成分可知，空格所在部分是定语从句，先行词是“a… shade”,作从句的主语，而该从句中没有谓语动词，又因为主语是第三人称单数，因此本空应填入动词的第三人称单数形式。第一段最后一句提到，蓝色让人联想到信任、高效等积极品质。而本句又提到，蓝色 是一种保守、令人愉悦、企业性的颜色，______可以信赖和安全。所以本句也是在解释蓝色的象征意义，因此本空应填入含有“象征，代表”意义的动词第三人称单数形式，故本题答案为O)symbolizes“象 征”。在备选的动词第三人称单数形式中，I)maximizes明显不符合句意，因此排除。
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.
Why Are Asian Americans Missing from Our Texthooks?
A)I still remember my fourth-grade social studies project.Our class was studying the Gold Rush, something all Califormia 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 Califomia 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% African American,4% NativeAmerican,and 1% 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 cthnic backgrornd 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 Tintiangoo-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 Califomia, 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 dtring 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.Califormia 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 its 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.
36.E) 译文：尽管庆祝了一些文化节日，亚裔美国人所面临的不公正并没有在小学中显露出来。
定位：由题干中的 cultural holidays,celebrated,injustices 和not exposed 定位到文章 E) 段第 四句：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.
详解：同义转述题。定位句提到，小学课堂庆祝一些文化性节日，农历新年，发红包，舞狮子，但 是这些只不过是聪明地掩饰了亚裔美国人面临的挑战和不公平。题干中的 not exposed 和定位句中的 gloss over 为同义转述，题干中的experienced 和定位句中的 faced 意思相近，故答案为E)。
37.B) 译文：在作者学校的图书馆里儿乎找不到关于中国移民的信息。
定位：由题干中的 the author's school library 定位到文章 B) 段第二至六句：I remember heading to the library with my class anc asking for help.I remember the librarian's hesitation She finally led me past row after row of books,to a comer 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 Califomia.That was all there was in my entire school library in San Francisco,home of the nation's first Chinatown.
详解：细节辨认题。定位句提到，我记得和同学们一起去图书馆寻求帮助。记得图书管理员的 犹豫。她最终带着我走过一排又一排的图书，停在了图书馆的一个角落，在那里她从架子上拉出了一本超大号的图书。她查阅了目录，然后翻到了一页关于早期来到加利福尼亚州的中国移民的 内容。这些就是在美国第一个唐人街的所在地旧金山的我校图书馆里能找到的所有。根据这段 描述可以看出，在作者学校的图书馆里，关于中国移民的信息少之又少，故答案为 B)。
38.J) 译文：一位中学老师正在尽其所能地帮助学生们了解中国移民者对美国所做的贡献。
定位：由题干中的A middle school teacher,learm about the contributions 和 Chinese immigrants定位到文章J)段倒数第三句：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.
详解：同义转述题。定位句提到，中学王老师，希望他能够用这种方式让学生们了解华裔美国 人对美国做出的贡献，这是他曾经还是旧金山湾区的学生时并未得到的。题干中的 Chinese immigrants 对应定位句中的Chinese Americans,题干中的help students learn about对应定位句 中的 he's exposing the students to,故答案为J)。
39.F) 译文：从幼儿园到12年级的基础教育体系并未将亚裔美国人列在建议学习的历史人物中。
定位：由题干中的 historical figures recommended for study 定位到文章F) 段最后两句：Of the nearly 100 Americans recommended to be studied,77%were white,18%African American, 4%Native American,and 1%Latino.None were Asian American.
详解：细节辨认题。定位句提到，在将近100位被建议学习的美国人中，77%为白人，18%为非 裔美国人，4%为印第安人，1%为拉丁美洲人。没有一位是亚裔美国人。根据前文的语境，该句中 提到的是从幼儿园到12年级的基础教育领域中被学习的历史人物，总结该段内容，即基础教育领 域中所学习的历史人物并不包括亚商美国人，故答案为F)。
40.H)译文：拥有多文化视角的老师的显著稀缺性导致无法应对美国的课程挑战。
定位：由题干中的lack of teachers,a multicultural perspective和curriculum challenges定位到文章H)段第一句：Teachers with a multicultural background or training could perhaps overcome such cumiculum challenges,but they're few and far between.
详解：细节辨认题。定位句提到，有着多文化背景或是经过这种培训的老师或许能够克服这种 课程挑战，但是他们非常稀少。言外之意，这类老师目前是稀缺的，因此课程挑战依旧存在。题干中的lack对应定位句中的 few and far between,故答案为H)。
41.D)译文：有着种族背景的学生能够从多文化融合的课程中学到更多。
定位：由题干中的ethnic backgrounds,learn better和a multicultural curriculum定位到文章D)段第一、二句：Our students-Asian,Latino,African American,Native American,and,yes,white—stand to gain from a multicultural curiculum.Students of color are more engaged and earn better grades when they see themselves in their studies.
详解：细节辨认题。定位句提到，我们的学生亚洲人、拉丁美洲人、非裔美国人、印第安人， 白种人在一起从跨文化课程中有所收获。当有色人种的学生们在学习过程中看到了关于自己的内容，往往会更加专注而且取得更好的成绩。也就是说，在这种多文化融合的课程中，有色人种的学生收获更大。题干中的 leam better对应定位句中的more engaged and earn better grades, 故答案为D)。
42.K)译文：现如今越来越多的美国高中正在将种族研究纳入其课程体系。
定位：由题干中的 high schools in America 和 including ethnic studies in their curiculums 定 位到文章 K) 段第二至四句：Califomia 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 its high schools.High schools in Porland,Chicago,and elsewhere have either implemented or will soon introduce ethnic studies classes.
详解：细节辨认题。定位句提到，去年加利福尼亚州的立法者通过了一项法案，将使种族研究 进入公立高中。包括旧金山和洛杉矶的学区，已经开始在高中提供种族研究课程。波特兰、芝加哥以及其他地区的高中已经执行亦或马上开始种族研究课。概括起来即，越来越多的美国高中正 在将种族研究纳入其课程体系，故答案为K)。
43.G) 译文：对一些基础教育领域教材和教师手册的研究表明亚商美国人在其中被不恰当地描述。
定位：由题干中的some K-12 textbooks and teacher manuals,Asian Americans 和 inadequately and improperly represented 定位到文章G) 段第三句：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.
详解：细节辨认题。定位句提到，他在2016年对于幼儿园至12年级的基础教育教科书和教师 手册的研究中指出，往好了说是亚裔美国人被描述得非常恶劣，往坏了说是他们被种族主义丑化了。可以概括为，基础教育教科书和教师手册中对亚裔美国人的描述是非常恶劣的。题干中的 inadequately and improperly对应定位句中的poorly,故答案为G)。
44.C)译文：上了大学的课程后，作者意识到很多关于亚裔美国人的信息在他所学的教科书中是缺失的。
定位：由题干中的 taking a class in college,information about Asian Americans 和 left out of the textbooks 定位到文章 C) 段第一至三句：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.
详解：同义转述题。定位句提到，当我参加了大学的一门关于亚裔美国人历史的入门课程，我 最终有机会了解了像我一样的亚商美国人，以及我们是如何成为美国的一部分的。这门课程揭露 了真相。我意识到伴随我长大的教科书中缺少了多少信息。综合定位句可以看出作者在上了大 学课程后了解了更多关于亚裔美国人的信息，同时也发现在其基础教育阶段对此信息的缺失。题 干中的was left out是定位句中had been missing的同义转述，故答案为C)。
45.I) 译文：一位研究亚裔美国人的教授认为相比教师背景而言，应更加强调教师培训。
定位：由题干中的 An Aslan-American studies professor,teacher tralring 和 teachers background 定位到文章I) 段第一、二句：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.
详解：同义转述题。定位句提到，旧金山州立大学的亚裔美国人教授阿利森说，如何教授种族 主义是至关重要的。她补充说道，这并不关乎教师的背景，而是培训。题干中的“not so much about…but about…”对应定位句中的“placed greater emphasis on…”,故答案为I)。
Section C
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 is cleaning walls 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 graffti (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 citics.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 Lceds 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.
46. 关于反向涂鸦，我们能从本文中了解到什么?
A) 它使用颜料来创作反对污染的图案。
B) 它给当地市民造成了很多困扰。
C) 它使司机分散了很多注意力。
D) 它把肮脏的墙变成了艺术作品。
定位：由题于中的 reverse grafhti定位到首段第四、五句；They fnd 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.
详解：事实细节题。文章首段第四、五句指出，他们找到一些有污垢的墙面，然后用清洁刷或高压水 管在上面画上图像或文字。不管用哪种方式，原则是一样的：这个图像是通过擦去污垢来画上的。由此可知反向涂鸦肮脏的墙变成了艺术作品，故答案为D)。
[干扰项排除]首段第四句提到，街头艺术家找到一些有污垢的墙面，然后用清洁刷或高压水管在上 面画上图像或文字，而非颜料，故排除A) 项；首段第六句提到，所有的画家都有一个共同的目的；提醒 人们注意我们城市里的污染。而非给当地市面造成困扰，故排除B) 项；文章第二段提及一条交通隧道 里创造的反向涂鸦壁画旨在提醒司机他们的污染对地球造成的影响，但这并不能说明反向涂鸦会分散司机的注意力，故排除C)项。
47.反向涂鸦艺术家想要做什么?
A) 宣传他们的艺术追求。
B) 美化城市环境。
C) 提高公众对于环境污染的意识。
D) 表达他们对于当地政府的不满。
定位：由题干中的 reverse grafiti artists定位到第一段第六句：Each artist has their own individual style but all artists share a common aim:to draw attention to the pollution in our cities.
详解：事实细节题。文章首段第六句提到，所有的画家都有一个共同的目的；提醒人们注意我们城 市里的污染。由此可知，反向涂鸦艺术家想提高公众对于环境污染的意识，故答案为C)。
[干扰项排除] A) 项文中没有提及，故排除；B) 项反向涂鸦虽然产生美化城市的结果，这并非是反向 涂鸦艺术家的目的，故排除；D) 项文中没有提及，故排除。
48. 关于巴西艺术家亚历山大·奥利恩我们了解到了什么?
A) 他擅长画白色的颅骨。
B) 他选择了在隧道创作他的涂鸦艺术。
C) 他建议禁止所有污染环境的汽车。
D) 他喜欢创作艺术作品。
定位：由题干中的 Brazilian artist Alexandre Orion 定位到第二段第一句：Brazilian artist, Alexandre Orion,tumed one of Sao Paulo's transport tunnels into an amazing wall painting in 2006 by getting rid of the dirt.
详解：推理判断题。文章第二段第一句指出，巴西艺术家亚历山大·奥利恩，在2006时通过清除灰 尘圣保罗的一条交通隧道变成了一副令人惊叹的壁画。由此可见，亚历山大·奥利恩他选择了在隧道来创作他的涂鸦艺术。故答案为B)。
[干扰项排除]本段第二句指出亚历山大·奥利恩创造的反向涂鸦是由一系列的白色头骨构成的画。根据此信息无法推出亚历山大·奥利恩擅长画白色的颅骨，故排除A); 本段最后一句话指出，奥利恩说，每一位汽车驾驶员舒服地坐在他们的车里，但是他们没有丝毫考虑到他们的舒适给环境以及从而 给他们自身带来的代价。奥利恩确实提倡司机要注意到环境污染问题，但根据本句话，无法推出奥利恩建议禁止所有污染环境的汽车，C) 为过度推理，故排除；本段只是指出亚历山大·奥利恩创造的反 向涂鸦是由一系列的白色头骨构成的画。无法推断他喜欢创作艺术作品，D) 为过度推理，故排除。
49.关于利兹市政府的决定作者暗示了什么?
A) 很荒谬。
B) 非常有见地。
C) 很出人意料。
D) 非常明智。
定位：由题干中的 Leeds City Council's decision 定位到第三段第二、三、四、五句：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?
详解：观点态度题。第三段第二至五句提到，利兹市政府对于“糜鹿”(Moose) 的作品的评价：“利 兹市民想要生活在干净和有魅力的社区里。我们认为这种广告是一种对环境的破坏，我们会采取强硬 措施来抵制它。”“麋鹿”(Moose) 被要求“清除他的作品”。他该怎么做呢，要把他清理的端壁再弄脏 吗?由此可见，对于已经创造好的反向涂鸦作品，无法再清除，故作者对于利兹市政府的决定很荒谬， 故答案为A)。
[干扰项排除]根据定位句，同时排除其他选项。
50.圣保罗市官员是如何处理亚历山大·奥利恩的反向涂鸦的?
A) 他们让他清理了圣保罗的所有隧道。
B) 他们采取了强硬措施禁止所有的反向涂鸦。
C) 他们控告他污染了城市里的隧道。
D) 他们让他不能继续他的艺术。
定位：由题干中的 Sao Paulo city officials 定位到最后一段最后一句：They not only cleaned the whole tunnel but every tunnel in Sao Paulo.
详解：推理判断题。最后一段最后一句指出，圣保罗的官员决定不仅清理了整个隧道，而且把圣保 罗的每一条隧道都清理了。由此可知，隧道清理干净了，奥利恩就无法在隧道进行反向涂鸦创造了。
圣保罗的官员让奥利恩不能继续他的艺术，故答案为D)。
[干扰项排除]最后一段第二句指出，官员没有别的选择，只能把隧道清理了，但也只是清理了亚历山大已经清理的那一部分。而非让亚历山大自己亲自去清理，故排除A); 最后一段倒数第二句指 出，市政府官员决定采取强硬措施(drastic action),即清理了该市所有的隧道，而非禁止反向涂鸦创作，故排除 B); 最后一段第一句指出，对于那位巴西艺术家的作品，当局非常恼怒，但是找不到任何理 由向他提出控告，故排除C)。
Passage Two
Questions 51 to 55 are hased on the following passage.
The practice of paying children an allowance became popular in America about 100 years ago. Nowadays,American kids on average reccive about S 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 hildren do housework without compensation.
C)Teach children how to do housework.
D)Accept children's early bids to help.
51.专家是怎么署待给孩子钱让他们做家务的?
A) 它给孩子的益处不止一种。
B) 它能帮助孩子学会劳动的价值。
C) 它可能不是最好的办法。
D) 它可能不会被低收入父母接纳。
定位：由题干中的 paying children for doing chores 定位到首段第四句：Although mary 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.
详解：事实细节题。文章首段第四句指出，虽然很多父母认为因为完成家务活而给孩子零用钱对他 们的孩子来说是有益的，很多专家担心把零用钱和做家务联系地太紧密了可能不是很理想。由此可 知，专家认为给孩子钱让他们做家务可能不是最好的办法。故答案为C) 。题干中的the best thing 对 应原文中的 ideal。
[干扰项排除]首段第四句提到，很多父母认为因为完成家务活而给孩子零用钱对他们的孩子来说是 有益的，而非专家的看法，故排除A) 项；首段第三句提到大多数美国家长给孩子零用钱会把它和完成 家务活联系在一起。但并未指出专家认为这样会让孩子懂得劳动的价值，故排除B) 项；原文并未提及 低收入家庭，故排除 D) 项。
52. 根据苏妮娅·卢瑟的说法，做家务能帮孩子学会
A) 分担家庭责任
B) 领会工作的价值
C) 培养独立精神
D) 自己管理家庭事务
定位：由题干中的 Suniya Luthar 定位到第二段第一、二句：Suniya Luthar,a psychologst,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.
详解：事实细节题。文章第二段第一、二句提到，心理学家苏妮娅·卢瑟反对因为做家务而给孩子钱。卢瑟不反对给孩子零用钱，但是她认为应该明确不是因为能得到钱而做家务，而是因为做家务才能 让一个家庭正常运转。由此可知，苏妮娅·卢瑟认为做家务能帮孩子学会分担家庭责任，故答案为A)。
[干扰项排除]B) 项文中没有提及，故排除；本段第三句指出，卢瑟建议的获取零用钱的方法与作家 罗恩·利伯一致。罗恩·利伯建议零用钱被用作一种向孩子展示如何节省、给予和花在在乎的东西上 的方法。根据此句话，无法推断出做家务可培养孩子的独立精神，故排除C) 项；第二段第二句指出，卢瑟不反对给孩子零用钱，但是她认为应该明确不是因为能得到钱而做家务，而是因为做家务才能让一 个家庭正常运转。但并未提及做家务可令自己管理家庭事务，D) 项为过度推理，故排除。
53. 罗恩·利伯认为给孩子零用钱的目的应该是什么?
A) 帮助加强家庭纽带。
B) 教会他们如何管理金钱。
C) 激励他们做更多的家务。
D) 表达父母对他们的帮忙的感激。
定位：由题干中的 Ron Lieber定位到第二段第三、四句：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."
详解：推理判断题。文章第二段第三、四句指出罗恩·利伯建议零用钱被用作一种向孩子展示如何节 省、给予和花在在乎的东西上的方法。孩子们应该做家务，他写道：“和成人的理由一样，因为家务应该 做，而不是为了期望得到补偿。”由此可见，罗恩·利伯认为零花钱教会孩子如何管理金钱，故答案为B) 。 (p干扰项排除 罗恩·利伯并未提及有关零花钱可增强家庭纽带，故排除 A); 本段第四句指出，罗恩·利伯认为孩子们应该做家务，他写道：“和成人的理由一样，因为家务应该做。但并未指出零花钱 可激励孩子做更多的家务，C) 为过度推理，故排除；D) 项原文并未提及，故排除。
54.大卫·兰西说18个月的孩子会怎么样?
A) 他们本能地想在家里帮忙。
B) 他们太小了不能因为做了什么而要钱。
C) 他们应该学会理解家庭责任。
D) 他们需要一点动力来参与家务。
定位：由题干中的 David Lancy 和18-month-olds定位到第三段第三、四句：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.
详解：推理判断题。第三段第三句提到，在大约18个月的时候，兰西说，大多数孩子会渴望帮助父 母。由此可见，18个月的大的孩子本能地想在家里帮忙。故答案为A)。
[干扰项排除]兰西并未提及18个月的大的孩子太小了不能因为做了什么而要钱，故排除B); 本段 第四句指出在很多文化中，孩子也在18个月大就从很简单的任务开始，但是他们的责任会逐渐增长。 兰西并未提及18个月的大的孩子就应该学会理解家庭责任，故排除 C); 本段第七、八句指出，在美国， 直到孩子六七岁，失去了帮忙的意愿，家长再以报酬的方法来刺激他们，这个并非针对18个月孩子的 做法，故排除 D)。
55.大卫·兰西建议美国父母怎么做?
A) 在做家务方面给孩子树立好榜样。
B) 让孩子无偿做家务。
C) 教孩子如何做家务。
D) 接受孩子早期想帮忙的尝试。
定位：由题干中的 David Lancy和 advise 定位到第三段最后一句：The solution to this problem is not to try to use money as an incentive to do housework,but to get children involve in housework much earlier,when they actually want to do it."
详解：推理判断题。最后一段最后一句指出，兰西认为不要用钱来作为做家务的动力，而是在孩子 真的想做家务的时候，让孩子更早地参与其中。由此可知，兰西认为美国家长应接受孩子早期想帮忙 的尝试，故答案为D)。
[干扰项排除] 原文并未提及美国父母在做家务方面给孩子树立好榜样，故排除 A); 最后一段最后 一句指出，兰西认为这个问题解决的方法不是企图用钱来作为做家务的动力，而是让孩子更早地参与 家务，在他们真的想做的时候，而非让孩子无偿做家务，B)曲解了本句话，故排除B);C) 项并未提及， 故排除。
