英语学习四级资料.docx
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英语学习四级资料.docx
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英语学习四级资料
四级专题辅导资料
【课堂讲解版】
一、阅读理解5篇----【第1页】
二、快速阅读3篇----【第9页】
三、写作----【第17页】
四、改错4篇----【第25页】
五、阅读填词4篇----【第28页】
六、简短回答问题1篇----【第30页】
七、汉译英50题----【第31页】
八、完型填空6篇----【第33页】
九、听力----【第39页】
一、阅读理解5篇(每篇10分钟)【此部分请不要提前预习,课堂上限时做!
】
Passageone
Questions1-5arebasedonthefollowingpassage.
ExaminationshavealongerhistoryinChinathaninanyothercountry,yetitistodayanissuearoundinwhichcontroversyflourishes.Ateachstageoftheirschoolliveschildrenarefacedwithexams:
examstoenterjuniormiddleschool,seniormiddleschool,vocationalschool,collegesanduniversities.Asaresultofhavingconstantlytothinkofthesehurdlesfacingthemchildrenfindthemselvesunderconstantpressure,unabletotaketimeofffromstudyingexam-orientedsubjectstorelaxwithfriendsortodevelopotherinterests.Withinschooltheconcentrationonexamsuccessleadstotheneglectofcourseswhicharenotcentraltotheexaminationsandamethodofteachingandlearningwhichemphasizestrainingtheabilitytodowellintestsbutneglectsdevelopingtheabilitytothinkcreatively.
Despitesuchcriticismtheexaminationsystemstillhasitsdefenders.Withoutit,theyargue,howcanweteststudents’abilitiesandevaluatetheeffectivenessofteachersandschools?
Theybelievethattheyprovidetheonlyobjectivewayofselectingstudentsandreducetheexerciseofunfairback-doorpracticestogainadvantageforchildrenonthebasisofinfluenceorcorruption.Examinationsarealsofelttooffertheimpetustostudentstomastertheirsubjectinawayinwhichtheyotherwisemightnot.“Whiletoomuchanxietycanbeabadthing,alittleanxietycanstimulatestudentstolearnbetterthanifleftwithoutanytesttopass,”saysLiJie,aleadingadvocateofthevalueoftesting.“IcanrememberthingsnowwhichgivemegreatpleasurewhichIdoubtIwouldhavelearnedatthetimeifIhadnothadtodosofortheexaminations.”
1.WhichofthefollowingstatementsaboutexaminationsinChinaiscorrect?
A)Peoplecanmakemoneyoutofexaminations.
B)Onlystudentsoftodayhavetotakeexaminations.
C)Studentshavetolearnmoreabouthistorythanaboutanyother
subjects.
D)Peoplehavedifferentopinionsconcerningthevalueofexaminations.
2.Whatisapossibleresultifstudentspaytoomuchattentiontoexaminations?
A)Studentsneglectthoseexam-orientedsubjects.
B)Studentsareunabletorelaxwithfriendsortodevelopotherinterests.
C)Teachersneglectthetrainingofstudents’abilitytodowellintests.
D)Studentsonlypayattentiontothedevelopmentoftheirabilitytothinkcreatively.
3.WhichofthefollowinghasNOTbeenmentionedastheadvantageofexaminations?
A)Examinationsaretheonlyobjectivewayofselectingstudents.
B)Examinationsaretheonlyobjectivewaytoeliminatetheproblemofcorruption.
C)Examinationscantellusthattoomuchanxietycanbeabadthing.
D)Examinationscanbetterstimulatestudentstostudy.
4.Accordingtothepassage,whyaresomepeopleagainstexams?
A)Theyaremeaningless.
B)Theywillmakestudentslearnsomethinguseless.
C)Theyarebelievedtocausestressforthestudents.
D)Theyarenotrelatedtotherealityoflife.
5.Whichofthefollowingisanacceptablesummaryoftheorganizationofthispassage?
A)Discussingaproblemineducation.
B)Refutingalongheldopinion.
C)Persuadingpeopletobelieveanidea.
D)Presentingacontroversialissueandargumentsfrombothsides.
PassageTwo
Questions1-5arebasedonthefollowingpassage.
Anopinionpollwasconductedintheearly1990’stoascertaintheculturalattitudesofresidentsoffivecountriesinWesternEurope(Britain,France,Italy,SpainandGermany).Onethousandpeople,formingarepresentativesampleoftheadultpopulation,fromeachofthefiveparticipatingcountriesereinterviewed.Theresultofthepollsuggestthatthoughthereisgeneralagreementthatculturecanbedefinedasadistinctpartoflife,theirarecleardifferencesintheviewsofvariousEuropeannations.
Thepollassumedthatliterature,history,science,thearts,law,economicsandsoonwouldberegardedassignificantcomponentsofculturebyallparticipantsbutitsetouttoexaminetheareaswhichtheydeemedthemostimportantformsofculturalexpression.Inaddition,thepollrequiredintervieweestoindicateinaquestionnairethetypeofeducationtheyconsideredmostappropriateforthemodernworld,thebestchannelsofknowledgeandtheartstheymostvalued.TheintervieweeswerealsoaskedwhichEuropeancountriestheyfoundmostattractivefromaculturalpointofview.
Theresultsofthepollshowinterestingdifferencesbetweentheparticipatingnationsintermsofwhichcomponentsofculturetheyregardasmostimportantformsofculturalexpression.FortheFrenchandItalians,literaturecomeswellatthetopofthelist.Incontrast,mathematicsisgivenprioritybytheBritishandeconomics/politicsbytheGermans.HistoryoccupiessecondplacefortheFrench,theItaliansandGermansbutisgivenverylowprioritybytheBritish.FortheSpanishthesefourareasaremoreorlessequal,withmathematicshavingaslightedge.
Itseemsthatmembersofeachcountryinthesurveyhaveacommondefinitionofculturebutthatdefinitionvariesfromcountrytocountry.Thevariationstendtosupportthenationalstereotypeswehaveofoneanother.TheFrenchandItaliansareliterarypeoples,theBritishscientificandtheGermanspracticalandhard-working.
Francehasthedistinction,accordingtotheresultsofthepoll,ofbeingthecountrywhichprovokesmostinterestfromitsBritish,ItalianandGermanneighbors.SpanishintervieweesindicatedmoreinterestinItalythaninFrance.TheFrenchalsoplacedItalyfirst.ItalyoccupiessecondplaceforboththeBritishandtheGermans.Itwouldseem,then,thatthe“literary”nationsofFranceandItalyaremoreculturallyexcitingthanthescientificBritishorthepracticalGermans!
TheviewofeducationinthefivecountriesisparticularlyilluminatinginviewofthehighculturalprioritygiventoliteraturebybothItalyandFrancebecausethereisgeneralagreementamongthemajorityofthe5,000intervieweesthatschoolingshouldprovidescientificandtechnicaleducationratherthanattempttoinculcateliteraryandartisticculture.
Theresidentsofthefivecountriesofthesurveysharetheviewthatbooksarethebestwayofbroadeningknowledge.TheFrench,Germans,andItaliansidentifyradioandtelevisionasthesecondbestmeansofimprovingknowledgebutfortheBritishandSpanishtravelisinsecondplaceandconversationanddiscussioninthirdplace.
Thepollconfirmsthat,thoughtherearebroadsimilaritiesamongthenationssurveyed,theBritish,French,Italians,SpanishandGermansdonotshareidenticalculturalpreferencesandclassifications.Thereare,itwouldseem,specificnationalcharacteristics.
1.Whatisthepassagemainlyabout?
A)Itisaboutpeople’spreferenceinsparetime.
B)Itisaboutapollinterviewingpeople’sculturalattitudes.
C)Itisaboutapollinvestigatingpeople’sviewtowardtheirneighboringcountries.
D)Itisabouteditorialcriticizingculturesindifferentcountries.
2.WhichofthefollowingisNOTincludedinthequestionsdirectedtotheinterviewees?
A)Doyouthinkliterature,history,science,thearts,law,economicsandsoonshouldberegardedassignificantcomponentsofculture?
B)Whatkindofeducationismostappropriateforthemodernworld?
C)Whatarethebestchannelsofknowledgeandtheartsyoumostvalue?
D)WhichEuropeancountriesaremostattractivefromaculturalpointofview?
3.Whichofthefollowingstatementsabout“themostimportantformsofculturalexpression”isNOTcorrect?
A)TheFrenchandItaliansconsiderliteraturemoreimportantthanotherformsofculturalexpression.
B)MathematicsisconsideredmostimportantbytheBritishandtheGermans.
C)IntheeyesoftheFrench,theItaliansandGermans,historyismoreimportantthanthatintheeyesoftheBritish.
D)FortheSpanish,mathematicsissomewhatmoreimportantthanliterature,historyandeconomics/politics.
4.WhichcountryareBritish,Italian,SpanishandGermanintervieweesmostinterestedin?
A)France.
B)Italy.
C)Theydonotshareinterests.
D)Neitherofthetwomentionedabove.
5.Whichofthefollowingisregardedasthebestwayofbroadeningknowledgebymostpeopleinthisinterview?
A)Conversation.
B)Books.
C)Travel.
D)Radioandtelevision.
PassageThree
Questions1-5arebasedonthefollowingpassage.
InatimeoflowacademicachievementbychildrenintheUnitedStates,manyAmericansareturningtoJapan,acountryofhighacademicachievementandeconomicsuccess,forpossibleanswers.However,theanswersprovidedbyJapanesepreschoolsarenottheonesAmericansareexpectedtofind.InmostJapanesepreschools,surprisinglylittleemphasisisputonacademicinstruction.Inoneinvestigation,300Japaneseand210Americanpreschoolteachers,childdevelopmentspecialists,andparentswereaskedaboutvariousaspectsofearlychildhoodeducation.Only2percentoftheJapaneserespondents(答问卷者)listed“togivechildrenagoodstartacademically”asoneoftheirtopthreereasonsforasocietytohavepreschools.Incontrast,overhalftheAmericanrespondentschosethisasoneoftheirtopthreechoices.Topreparechildrenforsuccessfulcareersinfirstgradeandbeyond,Japaneseschoolsdonotteachreading,writing,andmathematics,butratherskillssuchaspersistence,concentration,andtheabilitytofunctionasamemberofagroup.ThevastmajorityofyoungJapanesechildrenaretaughttoreadathomebytheirparent
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