2022年6月大学英语四级真题及答案-第二套.doc

6月大学英语四级真题预测及答案完整版（卷二）

Part I Writing

【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.

PartⅡ Listening Comprehension (25 minutes)
Section A
Directions: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report and then 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 1 and 2 are based on the news report you have just heard.

Question 1. What did the boy from Central California do according to the report?
A)He set a record be swimming to and from an island.
B)He celebrated ninth birthday on a small island.
C)He visited a prison located on a faraway island.
D)He swam around an island near San Francisco.

Question 2. What did the father do to encourage his son?
A)He doubled the reward.
B)He cheered him on all the way.
C)He set him an example.
D)He had the event covered on TV.

Questions 3 and 4 are based on the news report you have just heard.

Question 3: What was the purpose of the annual leave bonus in China?
A)To end the one-child policy.
B)To encourage late marriage.
C)To increase working efficiency.
D)To give people more time to travel.

Question 4: What do we learn about the new regulations?
A)They will not be welcomed by young people.
B)They will help to popularize early marriage.
C)They will boost China’s economic growth.
D)They will not com into immediate effect.

Questions 5 to 7 are based on the news report you have just heard.

Question 5: What is the news report mainly about?
A)Cleaning service in great demand all over the world.
B)Two ladies giving up well-paid jobs to do cleaning.
C)A new company to clean up the mess after parties.
D)Cleaners gainfully employed at nights and weekends.

Question 6: What is a common problem with a house party?
A)It takes a lot of time to prepare.
B)It leaves the house in a mess.
C)It makes party goers exhausted.
D)It creates noise and misconduct.

Question 7: What are Rebecca Foley and Catherine Ashurst planning to do?
A)Hire an Australian lawyer.
B)Visit the U.S. and Canada.
C)Settle a legal dispute.
D)Expand their business.

Section 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.
Question 8. What did the man do yesterday?
A)He had a driving lesson.
B)He got his driver’s license.
C)He took the driver’s theory exam.
D)He passed the driver’s road test.

Question 9. Why did he fail the exam the first time?
A)He was not well prepared.
B)He did not get to the exam in time.
C)He was not used to the test format.
D)He did not follow the test procedure.

Question 10. What does the man say about his driving lessons?
A)They are tough.
B)They are costly.
C)They are helpful.
D)They are too short.

Question 11. What does the man hope to do next?
A)Pass his road test the first time.
B)Test-drive a few times on highways.
C)Find an experienced driving instructor.
D)Earn enough money for driving lessons.

Questions 12 to 15 are based on the conversation you have just heard.
Question 12. What does the man want to know?
A)Where the woman studies.
B)The acceptance rate at Leeds.
C)Leeds’ tuition for international students.
D)How to apply for studies at a university.

Question 13. What is the man going to do?
A)Apply to an American university.
B)Do research on higher education.
C)Perform in a famous musical.
D)Pursue postgraduate studies.

Question 14. What might qualify the man for a scholarship at Leeds University?
A)His favorable recommendations.
B)His outstanding musical talent.
C)His academic excellence.
D)His unique experience.

Question 15. What is the woman planning to do after graduation?
A) Do a master’s degree.
B) Settle down in England.
C) Travel widely.
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.
Question 16. What does the passage say about ants?
A) They help farmers keep diseases in check.
B) Many species remain unknown to scientists.
C) Only a few species cause trouble to humans.
D) They live in incredibly well-organized colonies.

Question 17. What do we learn from the passage about carpenter ants?
A) They are larger than many other species.
B) They can cause damage to people’s homes.
C) They can survive a long time without water.
D) They like to form colonies in electrical units.

Question 18. What can we do to prevent ants from getting into our homes?
A) Deny them access to any food.
B) Keep doors and windows shut.
C) Destroy their colonies close by.
D) Refrain from eating sugary food.

Questions 19 to 21 are based on the passage you have just heard.
Question 19. What is the focus of the speaker’s research?
A) The function of the human immune system.
B) The cause of various auto-immune diseases.
C) The viruses that may infect the human immune system.
D) The change in people’s immune system as they get older.

Question 20. What are the volunteers asked to do in the research?
A) Report their illnesses.
B) Offer blood samples.
C) Act as research assistants.
D) Help to interview patients.

Question 21. What does the speaker say will be the impact of his research?
A) Strengthening people’s immunity to infection.
B) Better understanding patients’ immune system.
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.
Question 22 What did Ted Camarda notice one day after he started teaching at Killip elementary?
A) His students had trouble getting on with each other.
B) A lot of kids stayed at school to do their homework.
C) His students were struggling to follow his lessons.
D) A group of kids were playing chess after school.

Question 23 What are dozens of students from Camarda’s school going to do this week?
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.

Question 24 What do we learn about the students of Killip elementary?
A) Most of them come from low-income families.
B) Many have become national chess champions.
C) A couple of them have got involved in crimes.
D) Many became chess coaches after graduation.

Question 25 What have the students learned from Camarda?
A) Actions speak louder than words.
B) Think twice before taking action.
C) Translate their words into action.
D) Take action before it gets too late

Part Ⅲ Reading
Section A

The center of American automobile innovation has in the past decade moved 2,000 miles away. It has _____(26)from Detroit to Silicon Valley, where self-driving vehicles are coming into life.
In a _____(27)to take production back to Detroit, Michigan lawmakers have introduced _____(28)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.
"Michigan's _____(29)in auto research and development is under attack from several states and countries which desire to _____(30)our leadership in transportation. We can't let happen," says Senator Mike Kowall, the lead _____(31) of four bills recently introduced.
If all four bills pass as written, they would _____(32)a substantial update of Michigan's 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 _____(33)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 _____(34), California, home of Silicon Valley, recently proposed far more _____(35)rules that would require human drivers be ready to take the wheel, and commercial use of self-driving technology.

【选项】
A. bid B. contrast C. deputy D. dominance E. fleets
F. knots G. legislation H. migrated I. replace J. represent
K. restrictive L. reward M. significant N. sponsor O. transmitted

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,