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公共英語四級閱讀理解題型輔導
在學習和工作的日常里，我們會經常接觸并使用試題，通過試題可以檢測參試者所掌握的知識和技能。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四級閱讀理解題型輔導，歡迎閱讀與收藏。
公共英語四級閱讀理解題型輔導 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 考查對文章具體內容的的理解。通過對第一段具體事例的分析和總結，即可得出結論。
2.A 考查對不熟悉的詞語的推斷能力，通過上下文中的關鍵詞可以推斷該詞的意思。比如：internet, home page, down load the soft ware, online, email.這些詞都是和計算機密切相關的。
3.C 考查對不熟悉詞語的推斷能力。通過上下文可以得知，未來的作業需要通過網絡完成。
4.B 考查對文章具體內容的理解。通過文章中出現的關鍵詞TAILoR-MADE ASSIGMENTS 及其解釋可以得知未來的作業是量身訂做的。
5.A 考查邏輯推理能力和對文章具體內容的.理解。未來的作業將仍然是Laborioou 所以不是所有的學生都是fans of homework，文章當中也沒有提及傳統教育的命運.
公共英語四級閱讀理解題型輔導 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 到達頂/極點
4. conversant （with） 熟悉的，精通的
5. exercise 運用，實行，執行儀式
singular 卓越的，非凡的，獨一無二的
6. conjunction 結合，同時發生
7. omnipotence 全能，無限權/威力
8. Providence （大寫）指上帝，天道，天令
9. commonplace 平凡的，陳腐的
10. inquiry 調查，探究（真理，知識等）
11. doctrine 教義，學說，講義
12. correlative 相互關聯的
13. antithesis 對立面，對偶（修辭學中），對句
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.
[結構簡析] 破折號后面的內容（見難句譯注2）先撇開。這樣便于理解，整個句子是主謂表結構，前面一個問題句作主語，question后跟一個定語從句，和not less than連接的表語。
[參考譯文] 為什么歸納發和數學科學，在希臘文明達到頂點時首先快速發展后，兩千年內進展緩慢，現在哲學家對這個問題的興趣不亞于對這些科學很熟悉研究的對象。
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] 問什么在后來的二百年中自然科學數理科學積累起來，它們廣泛的超越了過去已知的一切，所以就把這些科學視為我們時代的產品。
3. arrested development 停滯發展（被制止了的發展）。
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] 或者我們是否應當把兩個階段的特點歸因于所謂的歷史的偶然性（意外事件）——歸因于客觀環境中相似（結合）的影響。這一點除非以指導一切的上帝的智慧和無限權利來解釋，否則難以解說清楚。
寫作方法與文章大意
這是篇議論文，論及科學探索的'方法，總體是因果寫法，具體分析又是對比寫法。作者采用問答方式探究為什么希臘文明頂峰之后兩千年，科技發展緩慢，而最近兩百年又迅速發展超越前人，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。
然后以現代用歸納法，古代用演繹法太狹隘說明科學總是在觀察，實驗，檢驗，證實中前進。但事實難以解釋慢和快的現象。最后以“對立”——事實和理論對立古代重視事實來解釋。然這兩者是對立的統一。真正的理論就是事實。事實，構成之間具邏輯聯系，就具有理論的一切正面特性。這種區分雖不足以解釋科學研究中真正方法，但奠定了良好的基礎，含有真正方法中的重要特性。
答案詳解
1. D. 科學研究/探索的方法。文章一開始就提出問題，為什么從希臘文化頂峰時期后兩千年來歸納法和數學科學發展如此緩慢，而后的兩百年又超越了前人，是應用新，舊方法關系還是其它（見難句譯注1，2）。第二段講埃及古代在科學探索中運用了演繹推理法，而現在應用了歸納法。這種解釋太狹隘，經仔細審核，難以很清晰地點明古代和現代科學教義和探究上明顯的差別。因為一切知識都基于觀察，通過分析，綜合，或綜合分析，歸納演繹推理，有可能的話，經過校正或經由演繹指導下再觀察而向前推進。第三段進一步闡明不用這些方法觀察，實驗;忽略相關事實，推理不慎;不能答出理論的結論，再用實驗或觀察來檢驗等或用得不全，不論在古代還是現代都會失敗。但這不能說明為什么現代科學具有較高的功效，通過什么方式方法，超越了前人，更不用說說明最近科學突飛猛進的原因。第四，五段涉及事實和理論的關系。
A. 數學的哲學，文內沒有提。 B. 近來科學的發展。 C. 事實的驗證，只是最后兩段提及驗證方法之作用。
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論。見難句譯注4，第一段最后一句話。
A. 兩個階段的相似性。 . 兩者都試圖應用歸納法。 D. 由于演繹法的衰落。
3. A. 后者需要證實。答案在第四，五段，死段試圖在事實的對立面和理論，或事實和思想中發現上述現象的解釋看起來有餓太狹隘，也會因模糊不清遭批評。因為，對立面不全面，事實和理論不是同類的事物。理論，如果是真正的理論，就是事實——一種特殊類別的事實，一般復雜，但仍是事實。而事實，從詞的狹義來說，如果很復雜，如果各成分中存在著邏輯的聯系，就具有理論的一切主要特征。第五段第二句，事實是一個提議，通過運用知識的源泉和經驗而證實的提議直接而又簡單。而理論，若是真理論，就有事實的一切特性（除非其證實只能通過非直接的，遙遠的和困難的方式方法），把理論轉成事實必須用簡單的核實，理論因此具有事實的一切特性。
B. 前者簡單。 C. 是現代科學家和古希臘的差異。 D. 幫助我們了解演繹法，三項都不對。
4. C. 是推理演繹科學，這個問題常識就能回答。
A. 歸納法科學。 B. 需要簡單證實。 D. 基于事實和理論。
5. B. 是一個悖論，見第四，五段注釋。
A. 比喻。 C. 對歸納法和演繹法的贊揚。 D. 雙關語。
公共英語四級閱讀理解題型輔導 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]根據題干中的時間、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的形式一致,表示目的`，只要將選項內容與原文第1句中的不定式結構內容相對照即可得出答案為A。
2.[D]此題考查語義及邏輯推理能力，關鍵在于理解brought the reality home to sb. (使某人了解到現實)及I knew the statistics, but...的隱含義“我知道統計數字，但是(沒想到會這么嚴重)”。再結合上文可知D的表述正確。C錯在黛安娜不是親身看到那些受害者之后才相信該統計數字的。
3.[B]第3段第1句指出，回到倫敦，她的觀點并沒有得到英國政府的一些官員的認可。黛安娜是支持banning landmines(禁止地雷)的，故英國政府的一些官員是反對禁止地雷，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外交部批準，而且事實上她對安哥拉的形勢和英國政府有關地雷的政策都很了解。”可知A、C、D的說法均不正確。
4.[A]此題關鍵在于理解第4段第1句中brush aside“無視,不顧，漠視”這個短語，A的paid no attention與brush aside同義,故選A。
5.[B]根據文章最后一句，黛安娜總結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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