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2019 年 6 月大学英语四级考试真题（第一 套）
Part I Writing (30 minutes)
Directions: For this part, ou are allowed 30 minutes to write a news report to your
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campus newspaper on a volunteer activity organized b our Student Union to assist
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elderl people in the neighborhood. You should write at least 120 words but no more
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than] 80 words.
Part II Listening Comprehension (25 minutes)
Section A
Directions: In this section, ou will hear three news reports. At the end of each news
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report, ou will hear two or three questions. Both the news report and then questions will
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be spoken onl once. After ou hear a question, ou must choose the best answer from the
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four choices marked A), B), C) and DJ.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 be swimming to and from an island.
B)H e celebrated ninth birthda on a small island.
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C)H e visited a prison located on a farawa island.
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D)He swam around an island near San Francisco.
2. A) He doubled the reward. C)H e set him an example.
B)H e cheered him on all the wa . D) He had the event covered on TV.
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Questions 3 and 4 are based on the news report you have just heard.
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3. A)T o end the one-child polic . C)To mcrease workmg efficienc .
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B)To encourage late marriage. D)T o give people more time to travel.
4. A)T he will not be welcomed b oung people.
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B)T he will help to popularize earl marriage.
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C)T he will boost China's economic growth.
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D) The will not com into immediate effect.
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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 compan to clean up the mess after parties.
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D) Cleaners gainfull emplo ed at nights and weekends.
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6. A) It takes a lot of time to prepare. C)I t makes party goers exhausted.
B)It leaves the house m a mess. D) It creates n01se and misconduct.
7. A) Hire an Australian lawyer. C) Settle a legal dispute.
B) Visit the U.S. and Canada. D) Expand their business.
1Section 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. C)He took the driver's theory exam.
B)He got his driver's license. D)He passed the driver's road test.
9.A) He was not well prepared. C)He was not used to the test format.
B)He did not get to the exam in time. D)He did not follow the test procedure.
10.A) The are tough. C)The are helpful.
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B)The are costl . D)The are too short.
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11.A) Pass his road test the first time.
C)Find an experienced driving instructor.
B)Test-drive a few times on highwa s.
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D)Earn enough mone for driving lessons.
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Questions 12 to 15 are based on the conversation you have just heard.
12.A) Where the woman studies. C)Leeds'tuition for international students.
B)The acceptance rate at Leeds. D)How to appl for studies at a university.
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13.A)Appl to anA merican universit . C)Perform in a famous musical.
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B)Do research on higher education. D)Pursue postgraduate studies.
14.A) His favorable recommendations. C)His academic excellence.
B)His outstanding musical talent. D)His unique experience.
15.A) Do a master's degree. C)Travel widel .
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B) Settle down in England. 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) The help farmers keep diseases in check.
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B)Man species remain unknown to scientists.
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C) Onl a few species cause trouble to humans.
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D)The live in incredibl well-organized colonies.
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217. A) The are larger than man other species.
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B)T he can cause damage to people's homes.
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C)T he can survive a long time without water.
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D) The like t o form colomes m electrical units.
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18. A) Den them access to an food. C) Destro their colonies close b .
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B) Keep doors and windows shut. D) R e fram· from eatmg sugary food.
Questions 19 to 21 are based on the passage you have just heard.
19. A) The function of the human immune s stem.
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B)The cause of various auto-immune diseases.
C) The viruses that ma infect the human immune s stem.
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D) The change in people's immune s stem as the get older.
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20. A) Report their illnesses. C)Ac t as research assistants.
B)Offer blood samples. D) Help to interview patients.
21. A) Strengthening people's immunity to infection.
B) Better understanding patients'immune s stem.
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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 sta ed at school to do their homework.
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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 team.
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) Man have become national chess champions.
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C) A couple of them have got involved in crimes.
D) Man became chess coaches after graduation.
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25. A)A ctions speak louder than words.
B)T hink twice before taking action.
C)T ranslate their words into action.
D)T ake action before it gets too late.
Part III Reading Comprehension (40 minutes)
3Section 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 carefull before making our choices. Each choice in the bank
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is identified b a letter. Please mark the corresponding letter for each item on Answer
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Sheet 2 with a single line through the centre. You ma not use an of the words in the
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bank more than once.
Questions 26 to 35 are based on the following passage.
The center of American automobile innovation has in the ast decade moved 2,000
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miles awa . It has 26 from Detroit to Silicon Valley, where self-drivin vehicles are
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comin into life.
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In a 27 to take roduction back to Detroit, Michi an lawmakers have introduced
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篮that could make their state the best lace in the country, if not the world, to develo
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self-drivin vehicles and ut them on the road.
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"Michi an's 29 in auto research and develo ment is under attack from several
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states and countries which desire to 30 our leadershi in trans ortation. We can't let
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ha en," sa s Senator Mike Kowall, the lead 31 of four bills recentl introduced.
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If all four bills ass as written, the would 32 a substantial u date of Michi an's
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2013 law that allowed the testin of self-drivin vehicles in limited conditions.
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Manufactru er would have nearl total freedom to test their self-drivin technology on
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ublic roads. The would be allowed to send rou s of self-drivin cars on cross-state
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road tri s, and even set on-demand____]]. of self-drivin cars, like the one General
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Motors and L ft are buildin .
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Lawmakers in Michi an clearl want to make the state read for the commercial
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a lication of self-drivin technolo . In 34 , California, home of Silicon Valle ,
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recentl ro osed far more 35 rules that would require human drivers be read to take
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the wheel, and commercial use of self-drivin technology.
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A) bid I) re lace
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B) contrast J) re resent
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C) de uty k) restrictive
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D) dominance L) reward
E) fleets M) si nificant
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F) knots N) s onsor
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G) le islation 0) transmitted
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H) mi rated
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Section B
Directions: In this section, ou are going to read a passage with ten statements attached
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to each statement contains information given in one of the paragraphs. ]dent抄the
paragraph from which the information is derived. You ma choose a paragraph more than
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once. Each paragraph is marked with a letter. Answer the questions b marking the
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corresponding letter on Answer Sheet 2.
4How Work Will Change When Most of Us Live to 100
[A] Toda in the United States there are 72,000 centenarians(百岁老人）.Worldwide,
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Probabl 450,000. If current trends continue, then b 2050 there will be more than a
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million in the US alone. According to the work of Professor James Vau el and his
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co-researchers, 50% of babies born in the US in 2007 have a life ex ectanc of 104 or
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more. Broadl the same holds for the UK, German , France, Ital and Canada, and for
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Ja an 50% of 2007 babies can ex ect to live to 107.
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[B] Understandabl , there are concerns about what this means for ublic finances
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given the associated health and ension challenges. These challenges are real, and societ
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urgentl needs to address them. But it is also im ortant to look at the wider icture of
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what ha ens when so man eo le live for 100 ears. It is a mistake to sim l equate
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longevit (长寿） with issues of old age. Longer lives have im lications for all of life, not
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just the end of it.
[C] Our view is that if man eo le are living for longer, and are healthier for longer,
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then this will result in an inevitable redesign of work and life. When eo le live longer,
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the are not onl older for longer, but also ounger for longer. There is some truth in the
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sa ing that "70 is the new 60" or "40 the new 30." If ou age more slowl over a longer
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time eriod, then ou are in some sense ounger for longer.
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[D] But the changes go further than that. Take, for instance, the age at which eo le
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make commitments such as bu ing a house, getting married, having children, or starting a
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career. These are all fundamental commitments that are now occurring later in life. In
1962, 50% of Americans were married b age 21. B 2014, that milestone(里程碑）had
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shifted to age 29.
[E] While there are numerous factors behind these shifts, one factor is surel a
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growing realization for the oung that the are going to live longer. O tions are more
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valuable the longer the can be held. So if ou believe ou will live longer, then o tions
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become more valuable, and earl commitment becomes less attractive. The result is that
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the commitments that reviousl characterized the beginning of adulthood are now being
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dela ed, and new atterns of behavior and a new stage of life are emerging for those in
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their twenties.
[F] Longevit also ushes back the age of retirement, and not onl for financial
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reasons. Yes, unless eo le are re ared to save a lot more, our calculations suggest that
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if ou are now in our mid-40s, then ou are likel to work until our earl 70s; and if
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ou are in our earl 20s, there is a real chance ou will need to work until our late 70s
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or ossibl even into our 80s. But even if eo le are able to economicall su ort a
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retirement at 65, over thirty ears of otential inactivit is harmful to cognitive(认知的）
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and emotional vitality. Man eo le ma sim l not want to do it.
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[G] And et that does not mean that sim l extending our careers is a ealing. Just
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lengthening that second stage of full-time work ma secure the financial assets needed for
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a 100- ear life, but such ersistent work will inevitabl exhaust recious intangible assets
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such as roductive skills, vitality, ha iness, and friendshi .
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[H] The same is true for education. It is im ossible that a single shot of education,
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administered in childhood and earl adulthood, will be able to su ort a sustained,
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60- ear career. If ou factor in the rojected rates of technological change, either our
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5skills will become unnecessary, or our industry outdated. That means that everyone will,
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at some oint in their life, have to make a number of major reinvestments in their skills.
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[I] It seems likel , then, that the traditional three-stage life will evolve into multi le
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stages containing two, three, or oven more different careers. Each of these stages could
otentiall be different. In one the focus could be on building financial success and
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ersonal achievement, in another on creating a better work/life balance, still another on
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ex loring and understanding o tions more full , or becoming an inde endent roducer,
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et another on making a social contribution. These stages will s an sectors, take eo le to
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different cities, and rovide foundation for building a wide variety of skills.
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[J] Transitions between stages could be marked with sabbaticals (休假） as eo le
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find time rest and recharge their health, re-invest in their relationshi s, or im rove their
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skills. At times, these breaks and transitions will be self-determined, at others the will be
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forced as existing roles, firms, or industries cease to exist.
[K] A multi-stage life will have rofound changes not just in how ou manage our
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career, but also in our a roach to life. An increasingl im ortant skill will be our
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ability to deal with change and even welcome it. A three-stage life has few transitions,
while a multi-stage life has man . That is wh being self-aware, investing in broader
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networks of friends, and being o en to new ideas will become even more crucial skills.
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[L] These multi-stage lives will create extraordinary variety across grou s of eo le
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sim l because there are so man wa s of sequencing the stages. More stages mean more
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ossible sequences.
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[M] With this variety will come the end of the close association of age and stage. I n
a three-stage life, eo le leave university at the same time and the same age, the tend to
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start their careers and famil at the same age, the roceed through middle management
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all roughl the same time, and then move into retirement within a few ears of each other.
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In a multi-stage life, ou could be an undergraduate at 20, 40, or 60; a manager at 30, 50,
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or 70; and become an inde endent roducer at an age.
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[N] Current life structures, career aths, educational choices, and social norms are
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out of tune with the emerging reality of longer lifes ans. The three-stage life of full-time
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education, followed b continuous work, and then com lete retirement ma have worked
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for our arents or even grand arents, but it is not relevant toda . We believe that to focus
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on longevit as rimaril an issue of aging is to miss its full im lications. Longevity is
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not necessaril about being older for longer. It is about living longer, being older later,
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and being ounger longer.
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36. An extended lifes an in the future will allow eo le to have more careers than
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now.
37. Just extending one's career ma have both ositive and negative effects.
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38. Nowada s, man Americans have on average dela ed their marriage b some
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eight ears.
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39. Because of their longer lifes an, oung eo le today no longer follow the attern
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of life of their arents or grand arents.
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640.Man more people will be expected to live over 100 b the mid-21st century.
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41.A longer life will cause radical changes in people's approach to life.
42. Fast technological change makes it necessary for one to constantl upgrade their
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skills.
43. Man people ma not want to retire earl because it would do harm to their
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mental and emotional well-being.
44.The close link between age and stage ma cease to exist in a multi-stage life.
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45. People living a longer and healthier life will have to rearrange their work and
life.
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), BJ,
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.
In the classic marriage vow (霄约），couples promise to sta together in sickness and
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in health. But a new stud finds that the risk of divorce among older couples rises when
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the wife-not the husband becomes seriousl ill.
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"Married women diagnosed with a serious health condition ma find themselves
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struggling with the impact of their disease while also experiencing the stress of divorce,"
said researcher Amelia Karraker.
Karraker and co-author Kenzie Latham anal zed 20 ears of data on 2,717 marriages
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from a stud conducted b Indiana University since 1992. At the time of the first
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interview, at least one of the partners was over the age of 50.
The researchers examined how the onset (发生） of four serious ph sical illnesses
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affected marriages. The found that, overall, 31 % of marriages ended in divorce over the
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period studied. The incidence of new chronic (慢性的） illness onset increased over time
as will, with more husbands than wives developing serious health problems.
"We found that women are doubl vulnerable to marital break-up in the face of
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illness," Karraker said. "The 're more likel to be widowed, and if the 're the noes who
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become ill, the 're more likel to get divorced."
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While the stud didn't assess wh divorce in more likel when wives but not
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husbands become seriousl ill, Karraker offers a few possible reasons. "Gender norms
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and social expectations about caregiving man make it more difficult for men to provide
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care to sick spouses," Karraker said. "And because of the imbalance in marriage markets,
especiall in older ages, divorced men have more choices among prospective partners
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than divorced women."
Given the increasing concern about health care costs for the aging population,
7Karraker believes polic makers should be aware of the relationship between disease and
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risk of divorce.
"Offering support services to spouses caring for their other halves ma reduce
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marital stress and prevent divorce at older ages," she said. "But it's also important to
recognize that the pressure to divorce ma be health-related and that sick ex-wives ma
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need additional care and services to prevent worsening health and increased health costs."
46.What can we learn about marriage vows from the passage?
A) The ma not guarantee a lasting marriage.
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B) The are as binding as the used to be.
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C) The are not taken seriousl an more.
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D) The ma help couples tide over hard times.
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4 7. What did Karraker and co-author Kenzie Latham find about elderl husbands?
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A) The are generall not good at taking care of themselves.
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B) The can become increasingl vulnerable to serious illnesses.
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C) The can develop different kinds of illnesses just like their wives.
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D) The are more likel to contract serious illnesses than their wives.
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48.What does Karraker sa about women who fall ill?
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A) The are more likel to be widowed.
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B) The are more likel to get divorced.
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C) The are less likel to receive good care.
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D) The are less likel to bother their spouses.
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49. Wh is it more difficult for men to take care of their sick spouses according to
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Karraker?
A) The are more accustomed to receiving care.
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B) The find it more important to make mone for the famil .
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C) The think it more urgent to fulfill their social obligations.
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D) The expect society to do more of the job.
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50.What does Karraker think is also important?
A) Reducing marital stress on wives.
B) Stabilizing old couples'relations.
C) Providing extra care for divorced women.
D) Making men pa for their wives'health costs.
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Passage Two
Questions 51 to 55 are based on the following passage.
If ou were like most children, ou probabl got upset when our mother called ou
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b a sibling's(兄弟姐妹的）name. How could she not know ou? Did it mean she loved
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ou less?
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Probabl not. According to the first research to tackle this topic head-on, misnaming
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the most familiar people in our life is a common cognitive (认知的）error that has to do
with how our memories classify and store familiar names.
The stud , published online in April in the journal Memory and Cognition, found
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8that the "wron " name is not random but is invariabl fished out from the same
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relationshi ond: children, siblin s, friends. The stud did not examine the ossibilit of
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dee s cholo ical si nificance to the mistake, sa s s cholo ist David Rubin, "but it
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does tell us who's in and who's out of the rou ."
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The stud also found that within that rou , misnamin s occurred where the names
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shared initial or internal sounds, like Jimm and Joanie or John and Bob. Ph sical
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resemblance between eo le was not a factor. Nor was ender.
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The researchers conducted five se arate surve s of more than 1,700 eo le. Some of
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the surve s included onl colle e students; others were done with a mixed-a e o ulation.
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Some asked subjects about incidents where someone close to them—famil or
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friend—had called them b another erson's name. The other surve s asked about times
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when subjects had themselves called someone close to them b the wron name. All the
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surve s found that eo le mixed u names within relationshi rou s such as
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randchildren, friends and siblin s but hardl ever crossed these boundaries.
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In eneral, the stud found that under raduates were almost as likel as old eo le to
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make this mistake and men as likel as women. Older eo le and this mistake and men as
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likel as women. Older eo le and women made the mistake sli htl more often, but that
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ma be because rand arents have more randchildren to mix u than arents have
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children. Also, mothers ma call on their children more often than fathers, iven
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traditional ender norms. There was no evidence that errors occurred more when the
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misnamer was frustrated, tired or angry.
51.How mi ht eo le often feel when the were misnamed?
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A) Unwanted. B) Unha .
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C) Confused. D) Indifferent.
52.What did David Rubin's research find about misnamin ?
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A) It is related to the wa our memories work.
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B) It is a ossible indicator of a faulty memory.
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C) It occurs mostl between kids and their friends.
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D) It often causes misunderstandin s amon eo le.
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5 3. What is most likel the cause of misnamin ?
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A) Similar ersonality traits. B) Similar s ellin s of names.
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C) Similar h sical a earance. D) S· · 1 lar ronunciation of names.
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54.What did the surve s of more than 1,700 subjects find about misnamin ?
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A) It more often than not hurts relationshi s.
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B) It hardl occurs across ender boundaries.
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C) It is most frequentl found in extended families.
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D) It most often occurs within a relationshi rou s.
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55.Wh do mothers misname their children more often than fathers?
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A) The suffer more frustrations.
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B) The become worn out more often.
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C) The communicate more with their children.
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D) They enerall take on more work at home.
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9Part IV Translation (30 minutes)
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.
灯笼起源于东汉， 最初主要用于照明。 在唐代， 人们用红灯笼来庆祝安定的生
活。从那时起，灯笼在中国的许多地方流行起来。灯笼通常用色彩鲜艳的薄纸制
作，形状和尺寸各异。 在中国传统文化中， 红灯笼象征生活美满和生意兴隆， 通常
在春节、 元宵节和国庆等节日期间悬挂。 如今， 世界上许多其他地方也能看
到红灯笼。
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