大学英语四级133及答案解析.doc

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1、大学英语四级 133 及答案解析(总分：746.59，做题时间：130 分钟)一、Writing (30 minutes)(总题数：1，分数：30.00)1.For this part ,you are required to write a composition about “What Would Happen If There Were No Power“ in three paragraphs. You are given the first sentence or part of the first sentence of each paragraph. Your compositi

2、on should be nm less than 120 words. Remember to write your composition neatly. 1. Ever since early the last century, electricity has become an essential part of our modern life. _. 2. If there were no electric power, _. 3. Therefore, _. （分数：30.00）_二、Reading Comprehensio(总题数：1，分数：71.00)Mathematics E

3、ducation of Japan Generally speaking, people emphasize that elementary school children should be taught just basic mathematic fundamentals and knowledge, such as basic calculation or understanding the names and the properties of simple diagrams. In such lessons, teachers teach mathematics lessons in

4、 a way that children do not think deeply about mathematical maters, that is, children just learn the procedures of calculation, the properties of diagrams, etc. I am sure that children should learn basic and fundamental skills and knowledge, however, such lessons do not promote interest and apprecia

5、tion of mathematical learning. I think that children do need to think for themselves and act for themselves through mathematics lessons in addition to mathematic fundamentals. Then, how can we foster childrens abilities to think and express themselves mathematically? I will present my fundamental id

6、eas and an actual record of lessons. Add Advanced Learning in Mathematics Curriculum or Develop the Curriculum Curriculum standards show explicitly minimum essentials that children have to learn in school. Japanese textbooks are written based on the curriculum standards and it has no extension becau

7、se of limitation. It is a teachers responsibility to lead his/her lesson to develop childrens thinking beyond the restrictions of the textbook. Furthermore, we need to plan advanced learning in our mathematics curriculum within limited teaching hours. This means that we should intersperse the curric

8、ulum standards with expanded content. Changing from “Knowledge Pouring-type Lessons“ to “Knowledge Creating-type Lessons“ Next, we teachers need to change our views of elementary mathematics lessons. We should try to change from traditional “Knowledge Pouring-type Lessons“ to “Knowledge Creating-typ

9、e Lessons“. Knowledge pouring-type lesson means a traditional and conventional style where teachers give children ready-made mathematics knowledge and concepts in a one-side way. On the contrary, knowledge creating-type lesson means that children create mathematics knowledge and concepts themselves.

10、 This change is needed for children as well as for teachers. It is important that children feel that learning mathematics is to create new mathematics thinking, while talking about mathematical maters together. The Way of Thinking About “Knowledge Creating-type Lessons“ The necessary condition to ap

11、prove “Knowledge Creating-type Lessons“ is the thought that elementary mathematics lessons consist of childrens constructive activities (the view of constructive learning). Constructive learning is done through childrens collaborative and interactive learning about each thought. Therefore, teachers

12、do not explicitly teach children their knowledge and skill but children grasp a problem themselves, pursue, and solve the problem. Thus, they create new knowledge themselves through the learning of problem solving, (but, I do not agree to what is called “New-New Math“, overemphasizing constructive l

13、earning without basic drills. Until now it has been said that such learning is only for advanced children; however, this method could be used to deepen mathematical understanding in low-level children also. The situation where the class includes various types of children all thinking together in mat

14、hematics lessons makes it possible to practice knowledge creating-type lessons. That is, in normal classrooms of mixed abilities, we can make use of childrens thoughts, developing their learning and creating new knowledge. Because of this we do not need to group children specially. The Role of Teach

15、er is to Draw Out Childrens Thoughts What is the way to be able to make use of low-level childrens thoughts as 1 stated in the above chapter? It means that childrens simple and natural questions and thoughts could be important elements of mathematics lessons. That is, childrens expressions, words, a

16、ttitudes, and responses could be elements that are integrated into mathematics lessons. Sometimes, childrens murmuring and mistakes can be important cues. The teacher needs the ability to draw out childrens expressions and to teach children how to express their thoughts. The teacher has to draw out

17、childrens thoughts, listen to them, and let children discuss them together, and by doing so expanding their thoughts. In other words, a teacher would act as a chair presiding over a lesson or as the coordinator of it. When to Advance Childrens Mathematical Thinking and Expression Abilities Although

18、we might say we can do it in every lesson stage, it is first clear that we can encourage children when to ask questions. Children discover new problems when facing various mathematical teaching materials that the teacher presents in, a lesson. When discovering new problems, they have to think about

19、it in many ways and express their thoughts. Next, their abilities can be developed at the stage where they pursue their problem cooperatively. Then, they have to think out and express their thoughts and solutions. Moreover, to analyze the expression presented also can become a mater to think about t

20、ogether. Therefore, It is important that we teachers lead children to discover other new problems after they solve the previous problem. That is, knowledge creating-type lessons show continuous problem solving from problem to problem. Such lessons make it possible to draw out and encourage childrens

21、 thinking and expressions. The point is that we let children think about and discuss mathematical matters, which can be a method to foster childrens mathematical thinking and expressions ability. Recently, it has been said loudly that we should reform our mathematics education. But frankly speaking,

22、 we cannot say it has been very fruitful. Various proposals have been made about how to teach mathematics lessons, however, I have not heard mathematics classroom in school has been actually reformed. The reason why lesson reform has been less successful may be that teachers have not considered much

23、 of childrens thoughts and feelings in mathematics lessons until now. Therefore, we need to accept and consider childrens thinking and expression much more. In other words, we need to reform our lessons into continuous problem solving lessons that foster childrens mathematical thinking and expressio

24、n abilities. Through continuous practicing lessons that make children think and expression themselves mathematically, children acquire basic skills and knowledge. It is not too much to say that basic mathematic fundamentals can be acquired through advanced learning and developing curriculum standard

25、s. Moreover, teachers also need to develop new teaching materials in order to create lessons fostering childrens mathematical thinking and expression abilities. It is important that teachers study the subject of mathematics themselves and teach children mathematics creatively. （分数：71.00）(1).Japanese

26、 mathematics textbooks are too limited by the curriculum standards.（分数：7.10）A.YB.NC.NG(2).The author prefers “Knowledge Pouring-type Lessons“ to “Knowledge Creating-type Lessons“ in the teaching of mathematics.（分数：7.10）A.YB.NC.NG(3).Knowledge Creating-type Lessons could only be applied to the advanc

27、ed children.（分数：7.10）A.YB.NC.NG(4).The first time in a class to advance childrens thinking and expression abilities is when they ask questions.（分数：7.10）A.YB.NC.NG(5).Chances for children to discuss mathematical matters in class can foster their mathematical thinking and expressions ability.（分数：7.10）

28、A.YB.NC.NG(6).The reform of mathematics education has been fruitful.（分数：7.10）A.YB.NC.NG(7).To be a good mathematical teacher, the teacher himself/herself should also learn to be creative.（分数：7.10）A.YB.NC.NG(8).The chief concern of the author in this essay is how to foster childrens_in mathematics le

29、sson.（分数：7.10）_(9).Mathematic lessons of “Knowledge Creating-type“ consist of childrens_.（分数：7.10）_(10).To date, there hasnt been much improvement in mathematics lesson due to the fact that few teachers have considered the childrens_.（分数：7.10）_三、Listening Comprehens(总题数：1，分数：15.00)A.The man wants to

30、 attend tomorrows show.B.There arent any tickets left for tonights show.C.There arent any tickets left for tomorrows show.D.The man doesnt want to attend tomorrows show.A.The woman insists on going out.B.The woman doesnt like watching TV.C.The man promised her a gift on her birthday.D.The man is too

31、 tired to go out.A.The woman is meeting the man at the airport.B.The man is seeing the woman off.C.They are complaining about the poor airport service.D.They are discussing their plan for Christmas.A.To put him through to the director.B.To have a talk with the director about his work.C.To arrange an

32、 appointment for him with the director.D.To go and see if the director can meet him right now.A.She does not agree with Jack.B.Jacks performance is disappointing.C.Most people will find basketball boring.D.She shares Jacks opinion.A.It is quite cold in London now.B.The man is planning to visit Londo

33、n.C.The woman will stay in London for a long time.D.The woman likes the weather in London very much.A.The woman doesnt think it is exciting to travel by air.B.Theyll stay at home during the holidays.C.They are offered some plane tickets for their holidays.D.Theyll be flying somewhere for their vacat

34、ion.A.She didnt like the books the man bought.B.There wasnt a large selection at the bookstore.C.The man bought a lot of books.D.She wanted to see what the man bought.四、Section B(总题数：2，分数：10.00)A.Searching for reference material.B.Watching a film of the 1930s.C.Writing a course book.D.Looking for a

35、job in a movie studio.A.Its too broad to cope with.B.Its a bit outdated.C.Its controversial.D.Its of little practical value.A.At the end of the online catalogue.B.At the Reference Desk.C.In The New York Times.D.In the Readers Guide to Periodical Literature.A.A bus accident.B.A drivers fault.C.Calami

36、ties and rescues.D.A successful rescue.A.Jimmy.B.Most passengers.C.The bus driver.D.The driver of the van.A.Bad weather.B.Drunken driving.C.Too much traffic.D.Wrong traffic signals.A.To learn the chemical elements in the Ice Age for the last ten thousand years.B.To learn the pattern of solar wind ac

37、tivity for the last ten thousand years.C.To learn the composition of different trees for the last ten thousand years.D.To learn whats being happening on the suns surface for the last ten thousand years.A.The lifecycle of trees.B.The number of trees.C.The intensity of solar burning.D.The quality of a

38、ir.A.It affects the growth of trees.B.It has been increasing since the Ice Age.C.It is determined by the chemicals in the air.D.It follows a certain cycle.A.The threat of poisonous desert animals and plants.B.The exhaustion of energy resources.C.The destruction of oil wells.D.The spread of the black

39、 powder from the fires.A.The underground oil resources have not been affected.B.Most of the desert animals and plants have managed to survive.C.The oil lakes soon dried up and stopped evaporating.D.The underground water resources have not been polluted.A.To restore the normal production of the oil w

40、ells.B.To estimate the losses caused by the fires.C.To remove the oil left in the desert.D.To use the oil left in the oil lakes.A.To examine the chemical elements in the Ice Age.B.To look into the pattern of solar wind activity.C.To analyze the composition of different trees.D.To find out the origin

41、 of carbon-14 on Earth.A.The lifecycle of trees.B.The number of trees.C.The intensity of solar burning.D.The quality of air.A.It affects the growth of trees.B.It has been increasing since the Ice Age.C.It is determined by the chemicals in the air.D.It follows a certain cycle.六、Section C(总题数：1，分数：10.

42、00)American society is not nap friendly. In fact, says David Dinges, a sleep (36) 1at the University of Pennsylvania School of Medicine. “Theres even a (37) 2against admitting we need sleep.“ Nobody wants to be caught napping or found (38) 3at work. To quote a proverb: “Some sleep five hours, nature

43、 requires seven, laziness nine and (39) 4eleven.“ The way not to fall at work is to take naps when you need them. “We have to totally change our (40) 5toward napping“, says Dr. William Dement of Stanford University, the godfather of sleep research. Last year a national commission led by Dement (41)

44、6an “American sleep debt“ which one member said was as important as the national debt. The commission was (42) 7about the dangers of sleepiness: people causing (43) 8accidents or falling while driving. This may be why we have a new sleep policy in the White House. According to recent reports, the Pr

45、esident is trying to take a half hour nap every afternoon. (44) 9. We seem to have “a mid-afternoon quiet phase“ also called “a secondary sleep gate“. (45) 10. Clearly, we were born to nap. We Superstars of Snooze dont nap to replace lost shut eye or to prepare for a night shift. Rather, we “snack“

46、on sleep, whenever, wherever and at whatever time we feel like it. (46) 11. （分数：10.00）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_七、Reading Comprehensio(总题数：2，分数：355.00)It is hard to get any agreement on the accurate meaning of the term “social class“. In everyday li

47、fe, people tend to have a different approach to those they consider their equals from that which they assume with people they consider higher or lower than themselves in the social scale. The criteria we use to “place“ a new acquaintance(熟人) , however, are a complex mixture of factors. Dress, way of speaking, area of residence in a given city or province, education and manners all play a part. In Greece, after the sixth-century B. C. , there was a growing conflict between the