-
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 trivializ
e(
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】