6四级真题及解析卷二
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英语四级
真题及答案（卷二）
Part I Writing
1
、【题干】
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.
【答案】
An Impressive Activities-Visiting
In
order
to
help
us
students
to
enrich
life
and
broaden
horizon,
the
Student
Union
organized
a
meaningful
activity
on
last
weekend--visiting
the
local
farm,
by which we grasped much useful knowledge about agriculture.
The farm we visited is located in the suburb of Beijing and far away from
our school, which covers an area of 1000 square feet. Along with native foods
like rice and potatoes, the farmers on the farm grow many organic vegetables,
including corn, cucumbers, tomatoes and so forth. Besides, the farm breeds a
host
of
local
species
such
as
dairy
cattle,
geese,
chicken
by
modern
scientific
technique. One of the most impressive things for us is that by means of green
farming methods, the problem of environmental pollution has been effectively
alleviated.
This outdoors activity has a really deep impression for us. Not only did
it get us closer to the nature and relieve pressure from us, it also enhance
our professional knowledge about husbandry technology.
Part
Ⅲ
Reading Section A
The center of American automobile innovation has in the past decade moved
2,000 miles away. It has _____(27)from Detroit to Silicon Valley, where
self-driving vehicles are coming into life.
In a _____(28)to take production back to Detroit, Michigan lawmakers have
introduced _____(29)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.
_____(30)in
auto
research
and
development
is
under
attack
from
several states and countries which desire to _____(31)our leadership in
transportation.
We
can't
let
happen,
says
Senator
Mike
Kowall,
the
lead
_____(32)
of four bills recently introduced.
If
all
four
bills
pass
as
written,
they
would
_____(33)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 on-demand
_____(34)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 _____(35), California, home of
Silicon Valley, recently proposed far more _____(36)rules that would require
human drivers be ready to take the wheel, and commercial use of self-driving
technology.
27
、【题干】
_____.
【选项】
【答案】
H
28
、【题干】
_____.
【选项】
【答案】
A
29
、【题干】
_____.
【选项】
【答案】
G
30
、【题干】
_____.
【选项】
【答案】
D
31
、【题干】
_____.
【选项】
【答案】
I
32
、【题干】
_____.
【选项】
【答案】
N
33
、【题干】
_____.
【选项】
【答案】
J
34
、【题干】
_____.
【选项】
【答案】
E
35
、【题干】
_____.
【选项】
【答案】
B
36
、【题干】
_____.
【选项】
【答案】
K
Part
Ⅲ
Reading Section B
Make Stuff, Fail, And Learn While You're At It
[A]
We've
always
been
a
hands-on,
do-it-yourself
kind
of
nation.
Ben
Franklin,
one of America's founding fathers, didn't just invent the lightning rod. His
creations include glasses, innovative stoves and more.
[B] Franklin, who was largely self-taught, may have been a genius, but he
wasn't really an exception when it comes to American making and creativity.
[C] The personal computing revolution and philosophy of disruptive
innovation
of
Silicon
Valley
grew,
in
part,
out
of
the
creations
of
the
Homebrew
Computer Club, Which was founded in a garage in Menlo Park, California, in the
mid-1970s. Members
—
including guys named Jobs and Wozniak
—
started making
and inventing things they couldn't buy.
[D] So it's no surprise that the Maker Movement today is thriving in
communities and some schools across America. Making is available to ordinary
people who aren't tied to big companies, big defense labs or research
universities. The maker philosophy echoes old ideas advocated by John Dewey,
Montessori, and even ancient Greek philosophers, as we pointed out recently.
[E] These maker spaces are often outside of classrooms, and are
serving an
important educational function. The Maker Movement is rediscovering learning
by
doing,
which
is
Dewey's
phrase
from
100
years
ago.
We
are
rediscovering
Dewey
and Montessori and a lot of the practices that they pioneered that have been
forgotten
or
at
least
put
aside.
A
maker
space
is
a
place
which
can
be
in
a
school,
but it doesn't look like a classroom. It can be in a library. It can be out in
the community. It has tools and materials. It's a place where you get to make
things based on your interest and on what you're learning to do.
[F] Ideas about learning by doing have struggled to become mainstream
educationally, despite
being old concepts from Dewey and
Montessori,
Plato and
Aristotle,
and
in
the
American
Contcxt,
Ralph
Emerson,
on
the
value
of
experience
and self-reliance. It's not necessarily an efficient way to learn. We learn,
in
a
sense,
by
trial
and
error.
Learning
from
experience
is
something
that
takes
time
and
patience.
It's
very
individualized.
If
your
goal
is
to
have
standardized
approaches to learning, where everybody learns the same thing at the same time
in the same way, then learning by doing doesn't really fit that mold anymore.
It's not the world of textbooks. It's not the world of testing.
[G] Learning by doing may not be efficient, but it is effective.
Project-based
learning
has
grown
in
popularity
with
teachers
and
administrators.
However,
project-based learning
is
not
making.
Although
there is
a connection,
there is also a distinction. The difference lies in whether the project is in
a
sense
defined
and
developed
by
the
student
or
whether
it's
assigned
by
a
teacher.
We'll all get the kids to build a small boat. We are all going to learn about
X, Y, and Z. That tends to be one form of project- based learning.
[H]
I
really believe the
core idea of making
is
to have an
idea within
your
head
—
or you just borrow it from someone
—
and begin to develop it , repeat
it and improve it. Then, realize that idea somehow. That thing that you make
is
valuable
to
you
and
you
can
share
it
with
others.
I'm
interested
in
how
these
things
are
expressions
of
that
person,
their
ideas,
and
their
interactions
with
the world.
[I] In some ways, a lot of forms of making in school trivialize(
使变得无
足轻重
)making. The thing that you make has no value to you. Once you are done
demonstrating whatever concept was in the textbook, you throw away the pipe
cleaners, the cardboard tubes.
[J]
Making
should
be
student-directed
and
student-led,
otherwise
it's
boring.
It
doesn't
have
the
motivation
of
the
student.
I'm
not
saying
that
students
should
not learn concepts or not learn skills. They do. But to really harness their
motivation is to build upon their interest. It's to let them be in control and
to drive the car.
[K] Teachers should aim to build a supportive, creative environment for
students to do this work. A very social environment, where they are learning
from
each
other.
When
they
have
a
problem,
it
isn't
the
teacher
necessarily
coming
in
to
solve
it.
They
are
responsible
for
working
through
that
problem.
It
might
be they have to talk to other students in the class to help get an answer.
[L]
The
teacher's
role
is
more
of
a
coach
or
observer.
Sometimes,
to
people,
it
sounds
like
this
is
a
diminished
rote
for
teachers.
I
think
it's
a
heightened
role. You're ereating this environment, like a maker space. You have 20 kids
doing
different
things.
You
are
watching
them
and
really
it's
the
human
behaviors
you're looking at. Are they engaged? A they developing and repeating their
project?
Are
they
stumbling
(
受挫
)?
Do
they
need
something
that
they
don't
have?
Can you help them be aware of where they are?
[M]
My
belief
is
that
the
goal
of
making
is
not
to
get
every
kid
to
be
hands-on,
but it enable us to be good learners. It's not the knowledge that is valuable,
It's
the
practice
of
learning
new
things
and
understanding
how
things
work.
These
are
processes
that
you
are
developing
so
that
you
are
able,
over
time,
to
tackle
more interesting problems, more challenging problems
—
problems that require
many people instead of one person, and many skills instead of one.
[N] If teachers keep it form-free and student-led, it can still be tied to
a
curriculum
and
an educational plan. I think a
maker
space is
more
like a
like
a library in that there are multiple subjects and multiple things that you can
learn. What seems to be missing in school is how these subjects integrate, how
they
fit
together
in
any
meaningful
way.
Rather
than
saying,
‘
This
is
science,
over here is history,' I see schools taking this idea of projects and looking
at: How do they support children in higher level learning?
[O]
I
feel
like
this
is
a
shift
away
form
a
subject
matter- based
curriculum
to a more experiential curriculum or learning. It's still in its early stages,
but I think it's shifting around not what kids learn but how they learn.
37.
【题干】
A maker space is where people make things according to their
personal interests.
【选项】
【答案】
E
38.
【题干】
The teachers' role is enhanced in a maker space as they have to
monitor and facilitate during the process.
【选项】