当前位置：优秀范文网>作文大全>写作指导>阅读答案>专四阅读练习试题及答案

专四阅读练习试题及答案

时间：2022-11-11 01:33:37 阅读答案我要投稿

相关推荐

专四阅读练习试题及答案

　　在学习、工作中，我们最少不了的就是试题了，借助试题可以对一个人进行全方位的考核。你所了解的试题是什么样的呢？下面是小编收集整理的专四阅读练习试题及答案，供大家参考借鉴，希望可以帮助到有需要的朋友。

专四阅读练习试题及答案

　　专四阅读练习试题及答案

　　Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adul who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs.

　　?? Anecdotal ( 名人轶事 ) reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Gold smith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy." Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated.

　　Some of these gifted people may have done poorly in school because their, gifts were not scholastic. Maybe we can account for Picasso in this way. But most fared poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: "Because I had found it difficult to attend to

　　anything less interesting than my own thoughts, I was difficult to teach.

　　" As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists. Nonconformity and stubbornness (and Yeatss level of arrogance and self-absorption) are like ly to lead to Conflicts with teachers.

　　When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy (神童) studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children, in Australia studied by Miraca Gross

　　had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.

　　26、he main point the author is making about schools is that

　　A) they should satisfy the needs of students from different family backgrounds

　　B) they are often incapable of catering to the needs of talented students

　　C) they should organize their classes according to the students ability

　　D) they should enroll as many gifted students as possible

　　27、The author quotes the remarks of one of Oliver Goldsmiths teachers

　　A) to provide support for his argument

　　B) to illustrate the strong will of some gifted children

　　C) to explain how dull students can also be successful

　　D) to show how poor Olivers performance was at school

　　28、Pablo Picasso is listed among the many gifted children who

　　A) paid no attention to their teachers in class

　　B) contradicted their teachers much too often

　　C) could not cope with their studies at school successfully

　　D) behaved arrogantly and stubbornly in the presence of their teachers

　　29、

　　A) mainly to parental help and their education at home

　　B) both to school instruction and to their parents coaching

　　C) more to their parents encouragement than to school training

　　D) less to their systematic education than to their talent

　　30、The root cause of many gifted students having bad memories of their

　　school years is that

　　A) their nonconformity brought them a lot of trouble

　　B) they were seldom praised by their teachers

　　C) school courses failed to inspire or motivate them

　　D) teachers were usually far stricter than their parents

　　参考答案：BACAC

　　拓展阅读

　　专四阅读真题及答案

　　SECTION A MULTIPLE CHOICE QUESTIONS

　　In this section there are three passages followed by ten multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO. PASSAGE ONE

　　(1)When I was twenty-seven years old, I was a mining-broker's clerk in San Francisco, and an expert in all the details of stock traffic. I was alone in the world, and had nothing to depend upon but my wits and a clean reputation; but these were setting my feet in the road to eventual fortune, and I was content with the prospect. My time was my own after the afternoon board, Saturdays, and I was accustomed to putting it in on a little sail-boat on the bay. One day I ventured too far, and was carried out to sea. Just at nightfall, when hope was about gone, I was picked up by a small ship which was bound for London. It was a long and stormy voyage, and they made me work my passage without pay, as a common sailor. When I stepped ashore in London my clothes were ragged and shabby, and I had only a dollar in my pocket. This money fed and sheltered me twenty-four hours. During the next twenty-four I went without food and shelter.

　　(2)About ten o'clock on the following morning, dirty and hungry, I was dragging myself along Portland Place, when a child that was passing, towed by a nurse-maid, tossed a big pear -minus one bite - into the gutter. I stopped, of course, and fastened my desiring eye on that muddy treasure. My mouth watered for it, my stomach craved it, my whole being, begged for it. But every time I made a move to get it some passing eye detected my purpose, and of course I straightened up then, and looked indifferent and pretended that I hadn't been thinking about the pear at all. This same thing kept happening and happening, and I couldn't get the pear.

　　(3)I was just getting desperate enough to brave all the shame, and to seize it, when a window behind me was raised, and a gentleman spoke out of it, saying: "Step in here, please."

　　(4)I was admitted by a man servant, and shown into a sumptuous room where a couple of elderly gentlemen were sitting. They sent away the servant, and made me sit down. They had just finished their breakfast, and the sight of the remains of it almost overpowered me. I could hardly keep my wits together in the presence of that food, but as I was not asked to sample it, I had to bear my trouble as best as I could.

　　(5)Now, something had been happening there a little before, which I did not know anything about until a good many days afterwards, but I will tell you about it now. Those two old brothers had been having a pretty hot argument a couple of days before, and had ended by agreeing to decide it by a bet, which is the English way of settling everything.

　　(6)You will remember that the Bank of England once issued two notes of a million pounds each, to be used for a special purpose connected with some public transaction with a foreign country. For some reason or other only one of these had been used and canceled; the other still lay in the vaults of the Bank. Well, the brothers, chatting along, happened to get to wondering what might be the fate of a perfectly honest and intelligent stranger who should be turned adrift in London without a friend, and with no money but that million-pound bank-note, and no way to account for his being in possession of it. Brother A said he would starve to death; Brother B said he wouldn't. Brother A said he couldn't offer it at a bank or anywhere else, because he would be arrested on the spot. So they went on disputing till Brother B said he would bet twenty thousand pounds that the man would live thirty days, anyway, on that million, and keep out of jail, too. Brother A took him up. Brother B went down to the Bank and bought that note. Then he dictated a letter, which one of his clerks wrote out in a beautiful round hand, and then the two brothers sat at the window a whole day watching for the right man to give it to. (7)I finally became the pick of them.

　　41. In Para. 1, the phrase "set my feet" probably means___________. A. put me aside B. start my journey C. prepare me D. let me walk

　　42. It can be concluded from Para. 2 that___________.

　　A. the man wanted to maintain dignity though starved B. the man could not get a proper chance to eat the pear C. the man did not really want the pear since it was dirty D. it was very difficult for the man to get the pear

　　43. Compared with Brother A, Brother B was more ___________ towards the effect of the one-million-pound bank-note on a total stranger. A. neutral B. negative C. reserved D. positive

　　PASSAGE TWO

　　(1)The concept of peace is a very important one in cultures all over the world. Think about how we greet people. In some languages, the phrases for greetings contain the word for peace. In some cultures we greet people by shaking hands or with another gesture to show that we are not carrying weapons—that we come in peace. And there are certain symbols which people in very different cultures recognize as representing peace. Let's look at a few of them.

　　The dove

　　(2)The dove has been a symbol of peace and innocence for thousands of years in many different cultures. In ancient Greek mythology it was a symbol of love and the renewal of life. In ancient Japan a dove carrying a sword symbolized the end of war.

　　(3)There was a tradition in Europe that if a dove flew around a house where someone was dying then their soul would be at peace. And there are legends which say that the devil can turn himself into any bird except for a dove. In Christian art, the dove was used to symbolize the Holy Ghost and was often painted above Christ's head.

　　(4)But it was Pablo Picasso who made the dove a modern symbol of peace when he used it on a poster for the World Peace Congress in 1949.

　　The rainbow

　　(5)The rainbow is another ancient and universal symbol, often representing the connection between human beings and their gods. In Greek mythology it was associated with Iris, the goddess who brought messages from the gods on Mount Olympus. In Scandinavian mythology the rainbow was a bridge between the gods and the earth. In the Bible a rainbow showed Noah that the Biblical flood was finally over, and that God had forgiven his people. In the Chinese tradition, the rainbow is a common symbol for marriage because the colours represent the union of yin and yang. Nowadays the rainbow is used by many popular movements for peace and the environment, representing the possibility of a better world in the future and promising sunshine after the rain.

　　Mistletoe

　　(6)This plant was sacred in many cultures, generally representing peace and love. Most people know of the tradition of kissing under the mistletoe at Christmas time, which probably comes from Scandinavian mythology. The goddess Freya's son was killed by an arrow made of mistletoe, so, in honour of him, she declared that it would always be a symbol of peace. It was often hung in doorways as a sign of friendship.

　　(7)The ancient Druids believed that hanging mistletoe in your doorway protected you from evil spirits. Tribes would stop fighting for a period of time if they found a tree with mistletoe. But you will never see mistletoe in a Christian church - it is banned because of its associations with pagan religion and superstition.

　　The olive branch

　　(8)The olive tree has always been a valuable source of food and oil. In Greek mythology, the goddess Athena gave the olive tree to the people of Athens, who showed their gratitude by naming the city after her. But no one knows for sure when or why it began to symbolize peace. There is probably a connection with ancient Greece. Wars between states were suspended during the Olympic Games, and the winners were given crowns of olive branches. The symbolism may come from the fact that the olive tree takes a long time to produce fruit, so olives could only be cultivated successfully in long periods of peace. Whatever the history, the olive branch is a part of many modern flags symbolizing peace and unity. One well-known example is the United Nations symbol.

　　The ankh

　　(9)The ankh is an ancient symbol which was adopted by the hippie movement in the 1960s to represent peace and love. It was found in many Asian cultures, but is generally associated with ancient Egypt. It represented life and immortality. Egyptians were buried with an ankh, so that they could continue to live in the "afterworld". The symbol was also found along the sides of the Nile, which gave life to the people. They believed that the ankh could control the flow of the river and make sure that there was always enough water.

　　44. Which of the following is the best title for the passage? A. Concept of Peace. B. Origin of Peace Symbols. C. Popular Peace Symbols. D. Cultural Difference of Peace.

　　45. The rainbow represents the connection between human beings and their gods in all the following countries

　　EXCEPT___________. A. Sweden B. Greece C. Finland D. China

　　46. In North Europe mistletoe was often hung in doorways to indicate___________. A. friendship B. love C. kinship D. honour

　　47. The origin of the ankh can date back to___________. A. the Nile B. the "afterworld" C. the hippie movement D. ancient Egypt

　　PASSAGE THREE

　　(1)Two sides almost never change: That you can manipulate people into self-sufficiency and that you can punish them into good citizenship.

　　(2)The first manifests itself in our tireless search for the magical level at which welfare grants are big enough to meet basic needs but small enough to make low-paid work attractive. The second has us looking to the criminal justice system to cure behavior that is as much as anything the result of despair.

　　(7)Not only can we never find the "perfect" punishment, our search for optimum penalties is complicated by our desire for fairness: to let the punishment fit the crime. The problem is that almost any punishment - even the disgrace of being charged with a crime - is sufficient to deter the middle class, while for members of the underclass, probation may be translated as "I beat it."

　　(8)So how can you use the system - welfare or criminal justice - to produce the behavior we want? The answer, I suspect is: You can't.

　　(9)We keep trying to use welfare and prison to change people - to make them think and behave the way we do - when the truth is the incentives work only for those who already think the way we do: who view today's action with an eye on the future.

　　(10)We will take lowly work (if that is all that's available) because we believe we can make bad jobs work for us. We avoid crime not because we are better people but because we see getting caught as a future-wrecking disaster. We are guided by a belief that good things will happen for us in the future if we take proper care of the present. Even under the worst of circumstances, we believe we are in control of our lives.

　　(11)And we have trouble understanding that not everybody believes as we believe. The welfare rolls, the prisons and the mean streets of our cities are full of people who have given up on their

　　(3)The welfare example is well known. We don't want poor people to live in squalor or their children to be malnourished. But we also don't want to subsidize the indolence of people who are too lazy to work. The first impulse leads us to provide housing, food stamps, medical care and a cash stipend for families in need. The second gets us to think about "workforce".

　　(4)We've been thinking about it for two reasons: the "nanny" problems of two high-ranking government officials (who hired undocumented foreigners as household helpers, presumably because they couldn't find Americans to do the work) and President Clinton's proposal to put a two-year limit on welfare.

　　(5)Maybe something useful will come of Clinton's idea, but I'm not all that hopeful. It looks to me like one more example of trying to manipulate people into taking care of themselves.

　　(6)On the criminal justice side, we hope to make punishment tough enough to discourage crime but not so tough as to clog our prisons with relatively minor offenders. Too short a sentence, we fear, will create contempt for the law. Too long a sentence will take up costly space better used for the violent and unremorseful.

　　(8)So how can you use the system - welfare or criminal justice - to produce the behavior we want? The answer, I suspect is: You can't.

　　(11)And we have trouble understanding that not everybody believes as we believe. The welfare rolls, the prisons and the mean streets of our cities are full of people who have given up on their future. Without hope for the future, hard work at a low-paid job makes no sense. Working hard in school, or pleasing a boss, or avoiding pregnancy makes no sense. The deadly disease is hopelessness. The lawlessness and poverty are only the obvious symptoms.

　　(12)I'm not advocating that we stop looking for incentives to move poor people toward self-sufficiency or that we stop punishing people for criminal behavior. There will always be some people who need help and some who deserve to be in jail.

　　(13)All I'm saying is that the long-term answer both to welfare and the crime that plagues our communities is not to fine tune the welfare and criminal justice systems but to prevent our children from getting the disease of despair.

　　(14)If we encourage our young people to believe in the future, and give them solid evidence for believing, we'll find both crime and poverty shrinking to manageable proportions.

　　48. What is the author's attitude towards Clinton's proposal to welfare? A. Pessimistic. B. Optimistic. C. Suspicious. D. Sarcastic.

　　49. It can be inferred from Para. 7 that optimum penalties are___________to the underclass. A. useless B. hopeless C. frightening D. humiliating

　　50. Which of the following is the most appropriate title for the passage?

　　A. Lawlessness and Poverty. B. Criminal Justice System. C. Welfare Grants. D. Disease of Despair.

　　SECTION B SHORT ANSWER QUESTIONS

　　In this section there are five short answer questions based on the passages in Section A. Answer the questions with NO more than TEN words in the space provided on ANSWER SHEET TWO. PASSAGE ONE

　　51. In Para. 4, what does the man mean by saying "I had to bear my trouble"?

　　52. What can be inferred from the last sentence of the passage?

　　PASSAGE TWO

　　53. Why does the UN use the olive branch in its symbol?

　　PASSAGE THREE

　　54. According to the author, what balance should we keep in welfare?

　　55. What does the author mean by saying "Even under the worst of circumstances, we believe we are in control of our lives" (Para. 10)?

　　参考答案

　　PART V READING COMPREHENSION

　　41-50: BADBD ADCBD

　　51.Keep wits together in the presence of that food.

　　52.The author was given the million-pound bank-note.

　　53.It symbolizes peace and unity.

　　54.Meeting basic needs and making low-paid work.

　　55.Good things will happen by taking care of the present.

　　专四阅读练习题附答案解析

　　For a long time, researchers have tried to nail down just what shapes us--or what, at least, shapes us most. And over the years, they've had a lot of exclamation moments. First it was our parents, particularly our mothers. Then it was our genes. Next it was our peers, who show up last but hold great sway. And all those ideas were good ones--but only as far as they went.

　　Somewhere, there was a sort of temperamental dark matter exerting an invisible gravitational pull of its own. More and more, scientists are concluding that this unexplained force is our siblings.

　　From the time we are born, our brothers and sisters are our collaborators and co-conspirators, our role models and cautionary tales. They are our scolds, protectors, goads, tormentors, playmates, counselors, sources of envy, objects of pride. They teach us how to resolve conflicts and how not to; how to conduct friendships and when to walk away from them. Sisters teach brothers about the mysteries of girls; brothers teach sisters about the puzzle of boys. Our spouses arrive comparatively late in our lives; our parents eventually leave us. Our siblings may be the only people we'll ever know who truly qualify as partners for life. "Siblings," says family sociologist Katherine Conger, "are with us for the whole journey."

　　Within the scientific community, siblings have not been wholly ignored, but research has been limited mostly to discussions of birth order.Older sibs were said to be strivers;younger ones rebels;middle kids the lost souls.The stereotypes were broad，if not entirely untrue，and there the discussion mostly ended.

　　But all that’s changin9.At research centers in the U.S.，Canada，Europe and elsewhere，investigators are launching a wealth of new studies into the sibling dynamic，looking at ways brothers and sisters steer one another int0—or away from--risky behavior how they form a protective buffer(减震器)against family upheaval;how they educate one another about the opposite sex;how all siblings compete for family recognition and come to terms--or blows--over such impossibly charged issues as parental favoritism.

　　From that research，scientists are gaining intriguing insights into the people we become as adults.Does the manager who runs a harmonious office call on the peacemaking skills learned in the family playroom? Does the student struggling with a professor who plays favorites summon up the coping skills acquired from dealing with a sister who was Daddy’s girl? Do husbands and wives benefit from the inter—gender negotiations they waged when their most important partners were their sisters and brothers? All that is under investigation.“Siblings have just been off the radar screen until now，”says Conger.But today serious work is revealing exactly how our brothers and sisters influence us.

　　1.The beginning of the passage indicates that

　　A.researchers have found out what shapes us.

　　B.our peer is the last factor influencing us.

　　C.what researchers found contributes in a limited way.

　　D.what researchers found is good and trustworthy.

　　2.In the third paragraph, the author tries to demonstrate that our siblings

　　A.offer us much useful information.

　　B.have great influences on us.

　　C.are the ones who love us completely.

　　D.accompany us throughout our life.

　　3.In scientific community, previous research on siblings

　　A.mostly focused on the sibling order.

　　B.studied the characteristics of the kids.

　　C.studied the matter in a broad sense.

　　D.wasn’t believable and the discussion ended.

　　4.Which of the following is NOT sibling dynamic?

　　A.A brother cautions his sister against getting into trouble.

　　B.Sisters have quarrels with each other.

　　C.Siblings compete for parental favoritism.

　　D.Older kids in a family try hard to achieve.

　　5.From the last paragraph，we can conclude that

　　A.managers learned management skills from the family playroom.

　　B.spouses learned negotiation skills from their siblings.

　　C.studies on siblings are under the way。

　　D.studies on siblings need thorough investigation.

　　答案解析：

　　1.[C]细节判断题。第1段指出了研究人员研究什么塑造我们，并取得了一些成果，最后一句“但这仅仅是就目前的研究而言”表明目前研究的局限性，C 表达了这个含义。由第1段可知，研究者还在探索到底是什么塑造了我们，故A错误;该段倒数第2句提到虽然我们的同龄人出现得最晚，但是影响却最深刻，故B 也错了;trustworthy在文中没有依据，故排除D。

　　2.[B]段落大意题。第3段讲到了兄弟姐妹在我们生活中扮演的各种角色对我们生命的影响，故选B;A“提供给我们有用的信息”属段落细节，不是作者在第3段想要说明的问题;C“完完全全爱我们的人”过于绝对且在文中找不到对应信息点;D“伴随我们一生”只是影响我们的一个方面，故D也可排除。

　　3.[A]细节判断题。根据scientific community定位到第4段首句。由该句but转折处可知答案应为A。第2句提到年长的、年小的、中间的孩子共有的定式，并没有对他们的个性特征进行研究，故B排除;最后一句说这种定式很普遍，但并不意味着从广义上来研究兄弟姐妹对我们的影响，故C排除;D在文中没有依据。

　　4.[D] 细节判断题。根据sibling dynamic定位到第5段。本题可用排除法。A、B对应steer away from risky behavior;C在该段提及，也属sibling dynamic。D在第4段有提到，但不属于sibling dynamic。

　　5.[C]细节推断题。末段倒数第3旬提到All that is under investigation，C与此同义，为正确答案。A、B只是该段中的个别例证;最后一句提到要进一步研究兄弟姐妹是如何影响我们的，D项的表述与原文有出入。

【专四阅读练习试题及答案】相关文章：