四级阅读训练

Part II Reading Comprehension

(35 minutes)

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

Passage One

Questions 57 to 61 are based on the following passage.

I’ve been writing for most of my life. The book Writing Without Teachers introduced me to one distinction and one practice that has helped my writing processes tremendously. The distinction is between the creative mind and the critical mind. While you need to employ both to get to a finished result, they cannot work in parallel no matter how much we might like to think so.

Trying to criticize writing on the fly is possibly the single greatest barrier to writing that most of us encounter. If you are listening to that 5th grade English teacher correct your grammar while you are trying to capture a fleeting (稍纵即逝的) thought, the thought will die. If you capture the fleeting thought and simply share it with the world in raw form, no one is likely to understand. You must learn to create first and then criticize if you want to make writing the tool for thinking that it is.

The practice that can help you past your learned bad habits of trying to edit as you write is what Elbow calls “free writing.”In free writing, the objective is to get words down on paper non-stop, usually for 15-20 minutes. No stopping, no going back, no criticizing. The goal is to get the words flowing. As the words begin to flow, the ideas will come from the shadows and let themselves be captured on your notepad or your screen.

Now you have raw materials that you can begin to work with using the critical mind that you’ve persuaded to sit on the side and watch quietly. Most likely, you will believe that this will take more time than you actually have and you will end up staring blankly at the pages as the deadline draws near.

Instead of staring at a blank start filling it with words no matter how bad. Halfway through you available time, stop and rework your raw writing into something closer to finished product. Move back and forth until you run out of time and the final result will most likely be far better than your current practices.

57. When the author says the creative mind and the critical mind “cannot work in parallel”(Line 4, Para. 1) in the writing process, he means ________.

A) no one can be both creative and critical

B) they cannot be regarded as equally important

C) they are in constant conflict with each other

D) one cannot use them at the same time

58. What prevents people from writing on is ________.

A) putting their ideas in raw form

B) attempting to edit as they write

C) ignoring grammatical soundness

D) trying to capture fleeting thoughts

59. What is the chief objective of the first stage of writing?

A) To organize one’s thoughts logically.

B) To choose an appropriate topic.

C) To get one’s ideas down.

D) To collect raw materials.

60. One common concern of writers about “free writing”is that ________.

A) it overstresses the role of the creative mind

B) it takes too much time to edit afterwards

C) it may bring about too much criticism

D) it does not help them to think clearly

61. In what way does the critical mind help the writer in the writing process?

A) It refines his writing into better shape.

B) It helps him to come up with new ideas.

C) It saves the writing time available to him.

D) It allows him to sit on the side and observe.

Passage Two

Questions 62 to 66 are based on the following passage.

I don’t ever want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field dominated by men.

I was never very good at telling those stories because truthfully I never found them interesting. What I do find interesting is the origin of the universe, the shape of space-time and the nature of black holes.

At 19, when I began studying astrophysics, it did not bother me in the least to be the only woman in the classroom. But while earning my Ph.D. at MIT and then as a post-doctor doing space research, the issue started to bother me. My every achievement—jobs, research papers, awards—was viewed through the lens of gender (性别) politics. So were my failures. Sometimes, when I was pushed into an argument on left brain versus (相对于) right brain, or nature versus nurture (培育), I would instantly fight fiercely on my behalf and all womankind.

Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply to any and all provocations: I don’t talk about that anymore. It took me 10 years to get back the confidence I had at 19 and to realize that I didn’t want to deal with gender issues. Why should curing sexism be yet another terrible burden on every female scientist? After all, I don’t study sociology or political theory.

Today I research and teach at Barnard, a women’s college in New York City. Recently, someone asked me how may of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer, 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t dismiss those concerns. Still, I don’t tell them “war” stories. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women d riven by a love of science. And that’s a sight worth talking about.

62. Why doesn’t the author want to talk about being a woman scientist again?

A) She feels unhappy working in male-dominated fields.

B) She is fed up with the issue of gender discrimination.

C) She is not good at telling stories of the kind.

D) She finds space research more important.

63. From Paragraph 2, we can infer that people would attribute the author’s failures to ________.

A) the very fact that she is a woman

B) her involvement in gender politics

C) her over-confidence as a female astrophysicist

D) the burden she bears in a male-dominated society

64. What did the author constantly fight against while doing her Ph.D. and post-doctoral research?

A) Lack of confidence in succeeding in space science.

B) Unfair accusations from both inside and outside her circle.

C) People’s stereotyped attitude toward female scientists.

D) Widespread misconceptions about nature and nurtured.

65. Why does the author feel great satisfaction when talking about her class?

A) Female students no longer have to bother about gender issues.

B) Her students’performance has brought back her confidence.

C) Her female students can do just as well as male students.

D) More female students are pursuing science than before.

66. What does the image the author presents to her students suggest?

A) Women students needn’t have the concerns of her generation.

B) Women have more barriers on their way to academic success.

C) Women can balance a career in science and having a family.

D) Women now have fewer problems pursuing a science career.

Unit 19

57. D 58. B 59. C 60.B 61. A

62. D 63. A 64. C 65.D 66. C

来源:https://www.wendangku.net/doc/655296354.html,/cet4/201205/182635.shtml

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43、G。 experiences 空格左为主语southern Africa，空格内应该为动词的第三人称单词形式，结合语义，选G，“南非经历着干燥的天气。 44、M。 reduce 空格左为情态动词，空格内必须为动词原形，填reduce“减少”符合原题。 45、K。 populations 空格与左边的large fish 共同构成动词support的宾语，只能选一个名词来作为名词词组，故选K，“大量的鱼群”。 【参考答案及解析】 61题，定位到第一段最后一句“varies by culture”，所以答案选A——They are culture-related。 62题，由题干的大写名词Russian定位到第二段和第三段。第二段的“Russian， for example， began to wake up about a half-hour later each day”这个句是干扰句，起得晚不一定睡得早，所以答案推不出“他们比其他地方的人睡得更久”。然后看到第三段“Russia’s other late nights and early mornings generally coincided with public holidays”，所以答案为C——They don’t sleep much on holidays。 63题，题干问的是欧洲人缺乏睡眠的major cause主要原因是什么，由题干的大写名词Europeans’ loss定位到倒数第二段的“compared to Germans， Italians， and the French， who stayed up around an hour and a half later on various days throughout the summer to watch the Cup”，原文的Germans，Italians， and the French就是题干中“Europeans”的同义改写，而他们stayed up就是为了to watch the Cup，所以说他们缺乏睡眠的原因便是C选项——The World Cup。

大学英语四级阅读理解解题技巧知识讲解

大学英语四级阅读理解解题技巧

大学英语四级选词填空和快速阅读复习攻略 选词填空: 首先:预览选项，了解词义并把选项分为四大类词性:名词n，动词v，形容词a，副词ad，在每个选项后作词性的简要标记; 其次:精读全文开头，把握文章主题，并以三个空或一个段落为一个单位，利用前后文判断每空的词性; 第三:把对应词性的选项逐一带回原文，含义通顺，时态、主谓搭配一致的为正确选项。 记背选词填空选项的重点范围: 1.历年曾经考过的复合式听写的单词 2.历年曾经考过的完形填空的选项，仔细阅读态度题的选项 3.历年曾经考过的真题中的高频词汇 快速阅读: 建议做题方法:读题干并确定关键词(中心词)--去原文中定位关键词--分析定位句--分析题干--确定答案。 首先用“打包”方法对付乱序: 把整组题全部一次性吃透，然后去原文从头到尾定位。否则，考生如果按顺序逐题解答，时间会严重不足，最好是文章一遍看下来，能找到所有的信息。此外，考生应该注意定位原文的过程中，一定要脑、眼和手并用:眼是肯定要用的，不用脑会导致忽视同义转换，不用手(笔)会使我们处于走马观花的状态，然后会怀疑自己是不是漏掉了信息而不停地看。 其次:“吃透”题干，准确判断关键词(中心词)至关重要。如果没吃透题干，就无法准确判断关键词或中心词，就可能对原文中的重要信息没感觉。一般来说，题干关键词或中心词为实词以及一些数字、专有名词等。 最后，在解题的先后顺序上，采用先易后难的策略。采用由易到难的解题策略，可以提升考生的解题信心。对于那些答题线索较少的题干细节信息，考生可留在最后再解答。在解答这类较难的题目时，考生可快速阅读原文中仍未选过的段落的主题句(通常为第一句、第二句或最后一句)，之后根据段落大意与题干中的细节信息进行匹配。

大学英语四级阅读理解试题40篇(含答案)

大学英语四级阅读理解试题40篇之一（含答案） There are three kinds of goals: short-term,medium-range and long-term goals. Short-range goals are those that usually deal with current activities,which we can apply on a daily basis.Such goals can be achieved in a week or less,or two weeks,or possible months.It should be remembered that just as a building is no stronger than its foundation ,out long-term goals cannot amount to very munch without the achievement of solid short-term goals.Upon completing our short-term goals,we should date the occasion and then add new short-term goals that will build on those that have been completed. The intermediate goals bukld on the foundation of the short-range goals.They might deal with just one term of school or the entire school year,or they could even extend for several years.Any time you move a step at a time,you should never allow yourself to become discouraged or overwhelmed. As you complete each step,you will enforce the belief in your ability to grow adn succeed.And as your list of completion dates grow,your motivation and desire will increase. Long-range goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing.We should never allow a long-term goal to limit us or our course of action. 1.Our long-term goals mean a lot______. A.if we complete our short-range goals B.if we cannot reach solid short-term goals C.if we write down the dates D.if we put forward some plans 2.New short-term goals are bulid upon______. A.two years B.long-term goals C.current activities D.the goals that have been completed 3.When we complete each step of our goals ,______. A.we will win final success B.we are overwhelmed C.we should build up confidence of success D.we should strong desire for setting new goals 4.Once our goals are drawn up,_______. A.we should stick to them until we complete them B.we may change our goals as we have new ideas and opportunities C.we had better wait for the exciting news of success D.we have made great decision 5.It is implied but not stated in the passage that ______. A.those who habe long-term goals will succeed B.writing down the dates may discourage you C.the goal is only a guide for us to reach our desination D.every should have a goal 答案：adcbc 大学英语四级阅读理解试题40篇之二（含答案） The economy of the United states after 1952 was the econnomy of a well-fed,almost fully employed people. Despit occasional alarms, the country escaped any postwar depression and lived in a state of boom. A n economic survey of the year 1955, a typical year of the 1950’s, may be

(完整版)英语四级阅读试题及答案详解1

英语四级阅读试题及答案详解1 Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were, to the text and gets answers. In the light of these he puts __1__ questions, and so on. For most of the time this “conversation” goes on below the level of consciousness. At times, however, we become __2__ of it. This is usually when we are running into difficulties, when mismatch is occurring between __3__ and meaning. When successful matching is being experienced, our question of the text continues at the unconscious level. Different people __4__ with the text differently. Some stay very close to the words on the page, others take off imaginatively from the words, interpreting, criticizing, analyzing and examining. The former represents a kind of comprehension which is __5__ in the text. The latter represents __6__ levels of comprehension. The balance between these is important, especially for advanced readers. There is another conversation which from our point of view is __7__ important, and that is to do not with what is read but with how it is read. We call this a “process” conversation as __8__ to a “content” conversation. It is concerned not with meaning but with the __9__ we employ in reading. If we are an advanced reader our ability to hold a