大学英语四级91及答案解析.doc

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1、大学英语四级 91 及答案解析(总分：746.56，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 allowed thirty minutes to write a composition on the topic Dont hesitate to say “No“. You should write at least 120 words and you should base your composition on the outline (given in Chinese) below:

2、 1别人请求帮助时，在什么情况下我们会说“不”。 2为什么有些人在该说“不”的时候不说“不”。 3该说“不”时不说“不”的坏处。 （分数：30.00）_二、Reading Comprehensio(总题数：1，分数：71.00)Mathematics Education of Japan Generally speaking, people emphasize that elementary school children should be taught just basic mathematic fundamentals and knowledge, such as basic calcu

3、lation or understanding the names and the properties of simple diagrams. In such lessons, teachers teach mathematics lessons in 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 th

4、at children should learn basic and fundamental skills and knowledge, however, such lessons do not promote interest and appreciation of mathematical learning. I think that children do need to think for themselves and act for themselves through mathematics lessons in addition to mathematic fundamental

5、s. Then, how can we foster childrens abilities to think and express themselves mathematically? I will present my fundamental ideas and an actual record of lessons. Add Advanced Learning in Mathematics Curriculum or Develop the Curriculum Curriculum standards show explicitly minimum essentials that c

6、hildren have to learn in school. Japanese textbooks are written based on the curriculum standards and it has no extension because 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

7、advanced learning in our mathematics curriculum within limited teaching hours. This means that we should intersperse the curriculum standards with expanded content. Changing from “Knowledge Pouring-type Lessons“ to “Knowledge Creating-type Lessons“ Next, we teachers need to change our views of eleme

8、ntary mathematics lessons. We should try to change from traditional “Knowledge Pouring-type Lessons“ to “Knowledge Creating-type 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

9、 way. On the contrary, knowledge creating-type lesson means that children create mathematics knowledge and concepts themselves. 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 talkin

10、g about mathematical maters together. The Way of Thinking About “Knowledge Creating-type Lessons“ The necessary condition to approve “Knowledge Creating-type Lessons“ is the thought that elementary mathematics lessons consist of childrens constructive activities (the view of constructive learning).

11、Constructive learning is done through childrens collaborative and interactive learning about each thought. Therefore, teachers 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

12、 through the learning of problem solving, (but, I do not agree to what is called “New-New Math“, overemphasizing constructive learning 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 understa

13、nding in low-level children also. The situation where the class includes various types of children all thinking together in mathematics 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, deve

14、loping their learning and creating new knowledge. Because of this we do not need to group children specially. The Role of Teacher 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

15、and natural questions and thoughts could be important elements of mathematics lessons. That is, childrens expressions, words, attitudes, and responses could be elements that are integrated into mathematics lessons. Sometimes, childrens murmuring and mistakes can be important cues. The teacher needs

16、the ability to draw out childrens expressions and to teach children how to express their thoughts. The teacher has to draw out 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 presidin

17、g over a lesson or as the coordinator of it. When to Advance Childrens Mathematical Thinking and Expression Abilities Although 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 m

18、athematical teaching materials that the teacher presents in, a lesson. When discovering new problems, they have to think about 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 a

19、nd express their thoughts and solutions. Moreover, to analyze the expression presented also can become a mater to think about together. 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 les

20、sons show continuous problem solving from problem to problem. Such lessons make it possible to draw out and encourage childrens 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 an

21、d expressions ability. Recently, it has been said loudly that we should reform our mathematics education. But frankly speaking, 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

22、has been actually reformed. The reason why lesson reform has been less successful may be that teachers have not considered much 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,

23、we need to reform our lessons into continuous problem solving lessons that foster childrens mathematical thinking and expression abilities. Through continuous practicing lessons that make children think and expression themselves mathematically, children acquire basic skills and knowledge. It is not

24、too much to say that basic mathematic fundamentals can be acquired through advanced learning and developing curriculum standards. Moreover, teachers also need to develop new teaching materials in order to create lessons fostering childrens mathematical thinking and expression abilities. It is import

25、ant that teachers study the subject of mathematics themselves and teach children mathematics creatively. （分数：71.00）(1).Japanese 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 Les

26、sons“ in the teaching of mathematics.（分数：7.10）A.YB.NC.NG(3).Knowledge Creating-type Lessons could only be applied to the advanced 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

27、 for children to discuss mathematical matters in class can foster their mathematical thinking and expressions ability.（分数：7.10）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 t

28、o 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 lesson.（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

29、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.3 hours.B.8 hoursC.6 hours.D.9 hours.A.Listening to some light music.B.Talking about a jazz record.C.Planning a concert.D.Talking about some of their favorite songs.A.She thanks the man for

30、 his offer.B.She thanks the man and accepts his offer.C.She is not pleased with the mans offer.D.She thanks the man but declines his offer.A.She doesnt think painting the wall is necessary.B.She wants their walls to be painted in a darker color.C.She wants their walls to be painted in a lighter colo

31、r.D.She doesnt like white color.A.Hes fine.B.Hes unhappy.C.Hes still sick in bed.D.Hes better.A.Jim survived an accident.B.Jim was killed in an accident.C.Jim fell down from a bike.D.Jims bike was accidentally lost.A.Shes surprised to meet Andrew.B.She hasnt seen Andrew recently.C.Andrew and her are

32、 close friends.D.Andrew has changed a lot.A.Steve was ashamed of himself because he didnt win a gold medal.B.Steve didnt win a gold medal because he didnt do his best.C.Steve failed in the competition.D.Steve didnt win a gold medal at the Olympics.四、Section B(总题数：2，分数：10.00)A.Friday.B.Saturday.C.Sun

33、day.D.Monday.A.English.B.History.C.Biology.D.Geology.A.The mans list is longer.B.The womans list is longer.C.Their reading list is of the same length.D.Not given.A.2.B.3.C.4.D.5.A.For a presentation at a seminar.B.For an assignment by her professor.C.For a thesis required by the course.D.For an unde

34、rstanding about Dickens.A.Because she always finds the lecture boring.B.Because she has great interest in philosophy.C.Because she doesnt like the works of Dickens.D.Because she sees poor job opportunities with a degree of the course.A.Mary herself.B.Her professor.C.Her parents.D.Her friends.A.Suppo

35、rtive.B.Angry.C.Indifferent.D.Frustrated.A.4 yearsB.5 yearsC.8 yearsD.at least 9 yearsA.biologyB.chemistryC.philosophyD.medicineA.Each student must pass a national examination.B.Students who do best in the studies have a greater chance.C.They can seek to enter a number of medical schools.D.Chances t

36、o gain the entrance are many.A.How to distinguish peoples faces.B.How to describe peoples personality.C.How to distinguish people both inward and outward.D.How to differ good persons from bad persons.A.To give an example that both human beings and animals can recognize faces.B.To tell how a skilled

37、writer could describe all the features of different people.C.To indicate how pigeons and people look different.D.To show how faces are like fingers.A.Physician.B.Psychologist.C.Fictional writer.D.Historian.A.His physical appearance and his action.B.His way of speaking and behaving.C.His learning and

38、 behavior.D.His way of acting and thinking.A.Around 1 p. m.B.Around 7 p. m.C.From late morning hours until shortly before noon.D.From 5 p. m. to 7 p. m.A.Around 1 p. m.B.Around 7 p. m.C.In the later-morning hours.D.At 5 p. m.A.Doctors thought that the human body lives in a stable state.B.The science

39、 of chronobiology is sparking a medical revolution.C.More people die of heart attacks on mornings than on evenings.D.Chronobiology helps us improve our health and survive.六、Section C(总题数：1，分数：10.00)Whenever you see an old film, even one made as (36) 1as ten yeas ago, you cannot help being (37) 2by t

40、he appearance of the women taking part. Their (38) 3and make-up look dated; their skirts look either too long or too short; their general appearance is, in fact, slightly (39) 4. The men taking part in the film, on the other hand, are clearly (40) 5. There is nothing about their appearance to sugges

41、t that they belong to an (41) 6different age. This (42) 7is created by changing fashions. Over the years, the great (43) 8of men have successfully resisted all the attempts to make them change their style of dress. The same cannot be said for women (44) 9. This year, they decide in their arbitrary f

42、ashion. Next year the law is reversed and far from taking exception, no one is ever mildly surprised. And women all over the world rush to obey. Changing fashions are nothing more than the deliberate creation of waste. (45) 10. Fashion designers are rarely concerned with vital things like warmth, co

43、mfort and durability. They are only interested in outward appearance and (46) 11, providing they look right. （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)The fitness movement that began in the late 1960s and early 1970s

44、 centered around aerobic exercise (有氧操). Millions of individuals became engaged in a variety of aerobic activities, and literally thousands of health spas developed around the country to capitalize (获利) on this emerging interest in fitness, particularly aerobic dancing for females. A number of fitne

45、ss spas existed prior to this aerobic fitness movement, even a national chain with spas in most major cities. However, their focus was not on aerobics, but rather on weight-training programs designed to develop muscular mass, strength, and endurance in their primarily male enthusiasts. These fitness

46、 spas did not seem to benefit financially from the aerobic fitness movement to better health, since medical opinion suggested that weight-training programs offered few, ff any, health benefits. In recent years, however, weight training has again become increasingly popular for males and for females.

47、 Many current programs focus not only on developing muscular strength and endurance but on aerobic fitness as well. Historically, most physical-fitness tests have usually included measures of muscular strength and endurance, not for health-related reasons, but primarily because such fitness components have been related to performance in athletics. However, in recent years, evidence has shown that training programs designed primarily to improve muscular strength and endurance might also offer some health benefits as well. The American Colleg