公共英語(yǔ)四級(jí)閱讀理解題型輔導(dǎo)

　　在學(xué)習(xí)和工作的日常里，我們會(huì)經(jīng)常接觸并使用試題，通過(guò)試題可以檢測(cè)參試者所掌握的知識(shí)和技能。那么你知道什么樣的試題才能有效幫助到我們嗎？以下是小編收集整理的公共英語(yǔ)四級(jí)閱讀理解題型輔導(dǎo)，歡迎閱讀與收藏。

　　公共英語(yǔ)四級(jí)閱讀理解題型輔導(dǎo) 1

　　A sixth grader settles downs to tackle her homework on a weekday afternoon in 2004. She is sitting on the bus with her laptop; logging on to the Internet to take a math-skills test in the school home page and get her own personalized assignment. She downloads the software she’ll need, seeks help from an online school librarian and emails the finished work to her teacher. Mom and dad check in from their office computer, comparing her scores with the class and the state averages.

　　Homework in the future may not any less laborious, but it will certainly be more wired. And as more children gain access to computers and the Net—75%of teens and 47% of kids aged 2 to 12 are expected to be online by 2002—schools and technology companies are responding with unique assignment and high-tech homework help for parents and kids. On the menu: TAILOR-MADE ASSIGNMENTS. The most profound way homework will change is that instead of everybody heading home with the same lesson; each student will sit down to an individual assignment. The school server, or central computer, will maintain information on each student’s progress and dole out the appropriate work when the child checks the Web page.

　　Keeping in touch. For students like high school junior Samantha Symonds of Pottstown, pa, the simple ease of getting assignments on line and turning in via emails is reason enough to take homework digital. Samantha, a competitive fencer, travels far from her school for tournament and boots up to stay on top of her assignment. Logging on in hotel rooms and airports, she gets copies of course lectures and lab assignments, emails her teacher when she is stumped and even takes tests on line. “You can actually focus on what you need to know rather than tracking down someone to answer your questions,” Samantha says.

　　Unlimited research. Kids are rapidly becoming experts at searching websites and CD-RoMS for research projects and wowing teachers with what they find. The most profound way homework will change is that instead of everybody heading home with the same lesson; each student will sit down to an individual assignment.

　　Wiring the Have-Nots. As computers become the homework to tool of choice, educators worry about children who don’t have access to the technology. “The kids who don’t have computers at home will be at such a fundamental disadvantage. It will be as if they don’t have a pen or paper,” says Ellyot Solovay, a professor at he university of Michigan. He’s just finished a study in which internet TVs were placed in the homes of a class of Detroit public-school students, and found it not only benefited the kids but boosted parental involvement as well.

　　Yet wining kids over to become fans of homework may take more than high-tech help. Annette Bitter’s seventh–graders love doing research on the laptops they got through a Microsoft study. “But of course there are always excuses” says Bitter, who keeps hearing a modern tale of woe. “The computer ate my homework.”

　　1.How will assignments in 2004 be finished?

　　A. Students will go to school and finish the school work assigned by teachers.

　　B. Middle school teachers will require students to type our all their assignments.

　　C. Different assignments will be given to students according ti their own will.

　　D. Staying at home, students can get their assignments through the Internet and email to their teachers after finishing them.

　　2. According to the passage, laptop probably refers to ____.

　　A. a small-sized portable computer

　　B. a newly-invented TV set

　　C. a kind of calculator

　　D. an old-fashioned private computer

　　3.What does the author mean by saying “it (homework) will certainly be more wired”?

　　A. More wires will be needed to finish homework.

　　B. homework is going to be done by wiring the house.

　　C. Students are expected to finish school work through the Internet.

　　D. Teachers will inform students of homework by phoning.

　　4.What kind of assignment will teachers give to students in 2004 according to the passage?

　　A. Less laborious than today’s homework.

　　B.Assignment given according to students’ different conditions.

　　C. Easy to complete with the help of online information.

　　D. work that are most entertaining to the students.

　　5.It is implied in the passage that _____

　　A. information technology enables education to vary from person to person.

　　B. assignment in 2004 will be more entertaining and less paining

　　C. all students are going to be fans of homework in the future.

　　D. traditional education is doomed to disappear

　　解析

　　1.D 考查對(duì)文章具體內(nèi)容的的理解。通過(guò)對(duì)第一段具體事例的分析和總結(jié)，即可得出結(jié)論。

　　2.A 考查對(duì)不熟悉的詞語(yǔ)的推斷能力，通過(guò)上下文中的關(guān)鍵詞可以推斷該詞的意思。比如：internet, home page, down load the soft ware, online, email.這些詞都是和計(jì)算機(jī)密切相關(guān)的。

　　3.C 考查對(duì)不熟悉詞語(yǔ)的推斷能力。通過(guò)上下文可以得知，未來(lái)的作業(yè)需要通過(guò)網(wǎng)絡(luò)完成。

　　4.B 考查對(duì)文章具體內(nèi)容的理解。通過(guò)文章中出現(xiàn)的關(guān)鍵詞TAILoR-MADE ASSIGMENTS 及其解釋可以得知未來(lái)的作業(yè)是量身訂做的。

　　5.A 考查邏輯推理能力和對(duì)文章具體內(nèi)容的.理解。未來(lái)的作業(yè)將仍然是Laborioou 所以不是所有的學(xué)生都是fans of homework，文章當(dāng)中也沒有提及傳統(tǒng)教育的命運(yùn).

　　公共英語(yǔ)四級(jí)閱讀理解題型輔導(dǎo) 2

　　Passage Three

　　Method of Scientific Inquiry

　　Why the inductive and mathematical sciences, after their first rapid development at the culmination of Greek civilization, advanced so slowly for two thousand years—and why in the following two hundred years a knowledge of natural and mathematical science has accumulated, which so vastly exceeds all that was previously known that these sciences may be justly regarded as the products of our own times—are questions which have interested the modern philosopher not less than the objects with which these sciences are more immediately conversant. Was it the employment of a new method of research, or in the exercise of greater virtue in the use of the old methods, that this singular modern phenomenon had its origin? Was the long period one of arrested development, and is the modern era one of normal growth? Or should we ascribe the characteristics of both periods to so-called historical accidents—to the influence of conjunctions in circumstances of which no explanation is possible, save in the omnipotence and wisdom of a guiding Providence?

　　The explanation which has become commonplace, that the ancients employed deduction chiefly in their scientific inquiries, while the moderns employ induction, proves to be too narrow, and fails upon close examination to point with sufficient distinctness the contrast that is evident between ancient and modern scientific doctrines and inquiries. For all knowledge is founded on observation, and proceeds from this by analysis, by synthesis and analysis, by induction and deduction, and if possible by verification, or by new appeals to observation under the guidance of deduction—by steps which are indeed correlative parts of one method; and the ancient sciences afford examples of every one of these methods, or parts of one method, which have been generalized from the examples of science.

　　A failure to employ or to employ adequately any one of these partial methods, an imperfection in the arts and resources of observation and experiment, carelessness in observation, neglect of relevant facts, by appeal to experiment and observation—these are the faults which cause all failures to ascertain truth, whether among the ancients or the moderns; but this statement does not explain why the modern is possessed of a greater virtue, and by what means he attained his superiority. Much less does it explain the sudden growth of science in recent times.

　　The attempt to discover the explanation of this phenomenon in the antithesis of “facts” and “theories” or “facts” and “ideas”—in the neglect among the ancients of the former, and their too exclusive attention to the latter—proves also to be too narrow, as well as open to the charge of vagueness. For in the first place, the antithesis is not complete. Facts and theories are not coordinate species. Theories, if true, are facts—a particular class of facts indeed, generally complex, and if a logical connection subsists between their constituents, have all the positive attributes of theories.

　　Nevertheless, this distinction, however inadequate it may be to explain the source of true method in science, is well founded, and connotes an important character in true method. A fact is a proposition of simple. A theory, on the other hand, if true has all the characteristics of a fact, except that its verification is possible only by indirect, remote, and difficult means. To convert theories into facts is to add simple verification, and the theory thus acquires the full characteristics of a fact.

　　1. The title that best expresses the ideas of this passage is

　　[A]. Philosophy of mathematics. [B]. The Recent Growth in Science.

　　[C]. The Verification of Facts. [C]. Methods of Scientific Inquiry.

　　2. According to the author, one possible reason for the growth of science during the days of the ancient Greeks and in modern times is

　　[A]. the similarity between the two periods.

　　[B]. that it was an act of God.

　　[C]. that both tried to develop the inductive method.

　　[D]. due to the decline of the deductive method.

　　3. The difference between “fact” and “theory”

　　[A]. is that the latter needs confirmation.

　　[B]. rests on the simplicity of the former.

　　[C]. is the difference between the modern scientists and the ancient Greeks.

　　[D]. helps us to understand the deductive method.

　　4. According to the author, mathematics is

　　[A]. an inductive science. [B]. in need of simple verification.

　　[C]. a deductive science. [D]. based on fact and theory.

　　5. The statement “Theories are facts” may be called.

　　[A]. a metaphor. [B]. a paradox.

　　[C]. an appraisal of the inductive and deductive methods.

　　[D]. a pun.

　　Vocabulary

　　1. inductive 歸納法

　　induction n.歸納法

　　2. deductive 演繹法

　　deduction n.演繹法

　　3. culmination 到達(dá)頂/極點(diǎn)

　　4. conversant （with） 熟悉的，精通的

　　5. exercise 運(yùn)用，實(shí)行，執(zhí)行儀式

　　singular 卓越的，非凡的，獨(dú)一無(wú)二的

　　6. conjunction 結(jié)合，同時(shí)發(fā)生

　　7. omnipotence 全能，無(wú)限權(quán)/威力

　　8. Providence （大寫）指上帝，天道，天令

　　9. commonplace 平凡的，陳腐的

　　10. inquiry 調(diào)查，探究（真理，知識(shí)等）

　　11. doctrine 教義，學(xué)說(shuō)，講義

　　12. correlative 相互關(guān)聯(lián)的

　　13. antithesis 對(duì)立面，對(duì)偶（修辭學(xué)中），對(duì)句

　　14. coordinate 同等的，并列的

　　15. subsist 生存，維持生活

　　16. attribute 特征，屬性

　　17. connote 意味著，含蓄（指詞內(nèi)涵）

　　難句譯注

　　1. Why the inductive and mathematical sciences, after their first rapid development at the culmination of Greek civilization, advanced so slowly for two thousand years are questions which have interested the modern philosopher not less than the objects with which these sciences are more immediately conversant.

　　[結(jié)構(gòu)簡(jiǎn)析] 破折號(hào)后面的內(nèi)容（見難句譯注2）先撇開。這樣便于理解，整個(gè)句子是主謂表結(jié)構(gòu)，前面一個(gè)問(wèn)題句作主語(yǔ)，question后跟一個(gè)定語(yǔ)從句，和not less than連接的表語(yǔ)。

　　[參考譯文] 為什么歸納發(fā)和數(shù)學(xué)科學(xué)，在希臘文明達(dá)到頂點(diǎn)時(shí)首先快速發(fā)展后，兩千年內(nèi)進(jìn)展緩慢，現(xiàn)在哲學(xué)家對(duì)這個(gè)問(wèn)題的興趣不亞于對(duì)這些科學(xué)很熟悉研究的對(duì)象。

　　2. …—and why in the following two hundred years a knowledge of natural and mathematical science has accumulated, which so vastly exceeds all that was previously known that these sciences may be justly regarded as the products of our own times—…

　　[參考譯文] 問(wèn)什么在后來(lái)的二百年中自然科學(xué)數(shù)理科學(xué)積累起來(lái)，它們廣泛的超越了過(guò)去已知的一切，所以就把這些科學(xué)視為我們時(shí)代的產(chǎn)品。

　　3. arrested development 停滯發(fā)展（被制止了的發(fā)展）。

　　4. Or should we ascribe the characteristics of both periods to so-called historical accidents—to the influence of conjunctions in circumstances of which no explanation is possible, save in the omnipotence and wisdom of a guiding Providence?

　　[參考譯文] 或者我們是否應(yīng)當(dāng)把兩個(gè)階段的特點(diǎn)歸因于所謂的歷史的偶然性（意外事件）——?dú)w因于客觀環(huán)境中相似（結(jié)合）的影響。這一點(diǎn)除非以指導(dǎo)一切的上帝的智慧和無(wú)限權(quán)利來(lái)解釋，否則難以解說(shuō)清楚。

　　寫作方法與文章大意

　　這是篇議論文，論及科學(xué)探索的'方法，總體是因果寫法，具體分析又是對(duì)比寫法。作者采用問(wèn)答方式探究為什么希臘文明頂峰之后兩千年，科技發(fā)展緩慢，而最近兩百年又迅速發(fā)展超越前人，其原因在哪里?是采用新，舊方法所致，歷史之偶然性，還是上天安排。

　　然后以現(xiàn)代用歸納法，古代用演繹法太狹隘說(shuō)明科學(xué)總是在觀察，實(shí)驗(yàn)，檢驗(yàn)，證實(shí)中前進(jìn)。但事實(shí)難以解釋慢和快的現(xiàn)象。最后以“對(duì)立”——事實(shí)和理論對(duì)立古代重視事實(shí)來(lái)解釋。然這兩者是對(duì)立的統(tǒng)一。真正的理論就是事實(shí)。事實(shí)，構(gòu)成之間具邏輯聯(lián)系，就具有理論的一切正面特性。這種區(qū)分雖不足以解釋科學(xué)研究中真正方法，但奠定了良好的基礎(chǔ)，含有真正方法中的重要特性。

　　答案詳解

　　1. D. 科學(xué)研究/探索的方法。文章一開始就提出問(wèn)題，為什么從希臘文化頂峰時(shí)期后兩千年來(lái)歸納法和數(shù)學(xué)科學(xué)發(fā)展如此緩慢，而后的兩百年又超越了前人，是應(yīng)用新，舊方法關(guān)系還是其它（見難句譯注1，2）。第二段講埃及古代在科學(xué)探索中運(yùn)用了演繹推理法，而現(xiàn)在應(yīng)用了歸納法。這種解釋太狹隘，經(jīng)仔細(xì)審核，難以很清晰地點(diǎn)明古代和現(xiàn)代科學(xué)教義和探究上明顯的差別。因?yàn)橐磺兄�識(shí)都基于觀察，通過(guò)分析，綜合，或綜合分析，歸納演繹推理，有可能的話，經(jīng)過(guò)校正或經(jīng)由演繹指導(dǎo)下再觀察而向前推進(jìn)。第三段進(jìn)一步闡明不用這些方法觀察，實(shí)驗(yàn);忽略相關(guān)事實(shí)，推理不慎;不能答出理論的結(jié)論，再用實(shí)驗(yàn)或觀察來(lái)檢驗(yàn)等或用得不全，不論在古代還是現(xiàn)代都會(huì)失敗。但這不能說(shuō)明為什么現(xiàn)代科學(xué)具有較高的功效，通過(guò)什么方式方法，超越了前人，更不用說(shuō)說(shuō)明最近科學(xué)突飛猛進(jìn)的原因。第四，五段涉及事實(shí)和理論的關(guān)系。

　　A. 數(shù)學(xué)的哲學(xué)，文內(nèi)沒有提。 B. 近來(lái)科學(xué)的發(fā)展。 C. 事實(shí)的驗(yàn)證，只是最后兩段提及驗(yàn)證方法之作用。

　　2. B. 是上天的安排，這是作家在用方法論等失敗后得出的結(jié)論。見難句譯注4，第一段最后一句話。

　　A. 兩個(gè)階段的相似性。 . 兩者都試圖應(yīng)用歸納法。 D. 由于演繹法的衰落。

　　3. A. 后者需要證實(shí)。答案在第四，五段，死段試圖在事實(shí)的對(duì)立面和理論，或事實(shí)和思想中發(fā)現(xiàn)上述現(xiàn)象的解釋看起來(lái)有餓太狹隘，也會(huì)因模糊不清遭批評(píng)。因?yàn)椋瑢?duì)立面不全面，事實(shí)和理論不是同類的事物。理論，如果是真正的理論，就是事實(shí)——一種特殊類別的事實(shí)，一般復(fù)雜，但仍是事實(shí)。而事實(shí)，從詞的狹義來(lái)說(shuō)，如果很復(fù)雜，如果各成分中存在著邏輯的聯(lián)系，就具有理論的一切主要特征。第五段第二句，事實(shí)是一個(gè)提議，通過(guò)運(yùn)用知識(shí)的源泉和經(jīng)驗(yàn)而證實(shí)的提議直接而又簡(jiǎn)單。而理論，若是真理論，就有事實(shí)的一切特性（除非其證實(shí)只能通過(guò)非直接的，遙遠(yuǎn)的和困難的方式方法），把理論轉(zhuǎn)成事實(shí)必須用簡(jiǎn)單的核實(shí)，理論因此具有事實(shí)的一切特性。

　　B. 前者簡(jiǎn)單。 C. 是現(xiàn)代科學(xué)家和古希臘的差異。 D. 幫助我們了解演繹法，三項(xiàng)都不對(duì)。

　　4. C. 是推理演繹科學(xué)，這個(gè)問(wèn)題常識(shí)就能回答。

　　A. 歸納法科學(xué)。 B. 需要簡(jiǎn)單證實(shí)。 D. 基于事實(shí)和理論。

　　5. B. 是一個(gè)悖論，見第四，五段注釋。

　　A. 比喻。 C. 對(duì)歸納法和演繹法的贊揚(yáng)。 D. 雙關(guān)語(yǔ)。

　　公共英語(yǔ)四級(jí)閱讀理解題型輔導(dǎo) 3

　　It came as something of a surprise when Diana, Princess of Wales, made a trip to Angola in 1997, to support the Red Cross campaign for a total ban on all anti-personnel landmines. Within hours of arriving in Angola, television screens around the world were filled with images of her comforting victims injured in explosions caused by landmines. "I knew the statistics," she said. "But putting a face to those figures broughtthe reality home to me; like when I met Sandra, a 13-year-old girl who had lost her leg, and people like her."

　　The Princess concluded with a simple message: "We must stop landmines". And she used every opportunity during her visit to repeat this message.

　　But, back in London, her views were not shared by some members of the British government, which refused tosupport a ban on these weapons. Angry politicians launched an attack On the Princess in the press. They described her as "very ill-informed" and a "loose cannon (亂放炮的人)

　　The Princess responded by brushing aside the Criticisms: "This is a distraction (干擾) we do not need. AllI’m trying to do is help."

　　Opposition parties, the media and the public immediately voiced their Support for the Princess. To make matters worse for the government, it soon emerged that the Princess trip had been approved by the Foreign Office, and that she was in fact very well-informed about both the situation in Angola and the British governments policy regarding landmines. The result was a severe embarrassment for the government.

　　To try and limit the damage, the Foreign Secretary, Malcolm Rifkidnd, claimed that the Princess views on landmines were not very different from government policy, and that it was "working towards" a worldwide ban.The Defence Secretary, Michael Portillo, claimed the matter was "a misinterpretation or misunderstanding." -

　　For the Princess, the trip to this war-torn country was an excellent opportunity to use her popularity to show the world how much destruction and suffering landmines can cause. She said that the experience had also given her the chance to get closer to people and their problems.

　　練習(xí)題：

　　Choose correct answers to the question:

　　1. Princess Diana paid a visit to Angola in 1997 _____

　　A. to clarify the British governments stand on landmines

　　B. to establish her image as a friend of landmine victims

　　C. to investigate the sufferings of landmine victims there

　　D. to voice her support for a total ban of landmines

　　2. What did Diana mean when she said "... putting a face to those figures brought the realityhome to me" (Line 5, Para. 1)?

　　A. Meeting the landmine victims in person made her believe the statistics.

　　B. She just couldn’t bear to meet the landmine victims face to face.

　　C. The actual situation in Angola made her feel like going back home.

　　D. Seeing the pain of the victims made realize the seriousness of the situation.

　　3. Some members of the British government criticized Diana because _____

　　A. she had not consulted the government before the visit

　　B. she was ill-informed of the governments policy

　　C. they were actually opposed to banning landmines

　　D. they believed that she had misinterpreted the situation in Angola

　　4. How did Diana respond to the criticisms?

　　A. She made more :appearances on TV.

　　B. She paid no attention to them.

　　C. She rose to argue with her opponents.

　　D. She met the 13-year-old girl as planned.

　　5. What did Princess Diana think of her visit to Angola?

　　A. It had caused embarrassment to the British government.

　　B. It had greatly promoted her popularity.

　　C. It had brought her closer to the ordinary people.

　　D. It had affected her relations with the British government.

　　參考答案

　　1.[A]根據(jù)題干中的時(shí)間、人名可以馬上找到信息源為文章第1句，其中的不定式正好與選項(xiàng)的形式一致,表示目的`，只要將選項(xiàng)內(nèi)容與原文第1句中的不定式結(jié)構(gòu)內(nèi)容相對(duì)照即可得出答案為A。

　　2.[D]此題考查語(yǔ)義及邏輯推理能力，關(guān)鍵在于理解brought the reality home to sb. (使某人了解到現(xiàn)實(shí))及I knew the statistics, but...的隱含義“我知道統(tǒng)計(jì)數(shù)字，但是(沒想到會(huì)這么嚴(yán)重)”。再結(jié)合上文可知D的表述正確。C錯(cuò)在黛安娜不是親身看到那些受害者之后才相信該統(tǒng)計(jì)數(shù)字的。

　　3.[B]第3段第1句指出，回到倫敦，她的觀點(diǎn)并沒有得到英國(guó)政府的一些官員的認(rèn)可。黛安娜是支持banning landmines(禁止地雷)的，故英國(guó)政府的一些官員是反對(duì)禁止地雷，因此答案選B。而從第5段第2句“……黛安娜王妃出訪已獲英國(guó)外交部批準(zhǔn)，而且事實(shí)上她對(duì)安哥拉的形勢(shì)和英國(guó)政府有關(guān)地雷的政策都很了解。”可知A、C、D的說(shuō)法均不正確。

　　4.[A]此題關(guān)鍵在于理解第4段第1句中brush aside“無(wú)視,不顧，漠視”這個(gè)短語(yǔ)，A的paid no attention與brush aside同義,故選A。

　　5.[B]根據(jù)文章最后一句，黛安娜總結(jié)其出訪安哥拉的意義，B中的brought her closer to the ordinary people是原文get closer to people and their problems的同義改寫。

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