英語四級新題型(閱讀)沖刺講義【新東方】

考試易犯的五大錯誤 翻譯高分攻略 新四級沖刺方略

第十一課時

   推理的兩點總結(jié)：      conclude — 1、如果該詞在第一題，通�？嘉恼轮黝}。2、如果該詞在中間題，通�？贾虚g段落的主題。3、如果該詞在第五題，通�？嘉恼轮黝}或者最后一段的主題。

Many a young person tells me he wants to be a writer. I always encourage such people, but I also explain that there's a big difference between "being a writer" and writing. In most cases these individuals are dreaming of wealth and fame, not the long hours alone at a typewriter. "You've got to want to write," I say to them, "not want to be a writer."
    The reality is that writing is a lonely, private and poor-paying affair. For every writer kissed by fortune there are thousands more whose longing is never rewarded. When I left a 20-year career in the U.S. Coast Guard to become a freelance writer（自由撰稿者）, I had no prospects at all: What I did have was a friend who found me my room in a New York apartment building. It didn't even matter that it was cold and had no bathroom. I immediately bought a used manual typewriter and felt like a genuine writer.
    After a year or so, however, I still hadn't gotten a break and began to doubt myself. It was so hard to sell a story that barely made enough to eat. But I knew I wanted to write. I had dreamed about it for years. I wasn't going to be one of those people who die wondering, What if? I would keep putting my dream to the test — even though it meant living with uncertainty and fear of failure. This is Shadowland of hope, and anyone with a dream must learn to live there.
56. The passage is meant to ________.
   A) warn young people of the hardships that a successful writer has to experience
   B) advise young people to give up their idea of becoming a professional writer
   C) show young people it's unrealistic for a writer to pursue wealth and fame
   D) encourage young people to pursue a writing career
57. What can be concluded from the passage?
   A) Genuine writers often find their work interesting and rewarding.
   B) A writer's success depends on luck rather than on effort.
   C) Famous writers usually live in poverty and isolation.
   D) The chances for a writer to become successful are small.
58. Why did the author begin to doubt himself after the first year of his writing career?
   A) He wasn't able to produce a single book.
   B) He hadn't seen a change for the better.
   C) He wasn't able to have a rest for a whole year.
   D) He found his dream would never come true.
59. " ... people who die wondering, What if?" (Line 3, Para. 3) refers to "those" ________.
   A) who think too much of the dark side of life
   B) who regret giving up their career halfway
   C) who think a lot without making a decision
   D) who are full of imagination even upon death
60. "Shadowland" in the last sentence refers to ________.
   A) the wonderland on often dreams about
   B) the bright future that one is looking forward to
   C) the state of uncertainty before one's final goal is reached
   D) a world that exists only in one's imagination

The speaker, a teacher from a community college, addressed a sympathetic audience. Heads nodded in agreement when he said, "High school English teachers are not doing their jobs." He described the inadequacies of his students, all high school graduates who can use language only at a grade 9 level. I was unable to determine from his answers to my questions how this grade 9 level had been established.
    My topic is not standards nor its decline（降低）. What the speaker was really saying is that he is no longer young; he has been teaching for sixteen years, and is able to think and speak like a mature adult.
    My point is that the frequent complaint of one generation about the one immediately following it is inevitable. It is also human nature to look for the reasons for our dissatisfaction. Before English became a school subject in the late nineteenth century, it was difficult to find the target of the blame for language deficiencies（缺陷）. But since then, English teachers have been under constant attack.
    The complainers think they have hit upon an original idea. As their own command of the language improves, they notice that young people do not have this same ability. Unaware that their own ability has developed through the years, they assume the new generation of young people must be hopeless in this respect. To the eyes and ears of sensitive adults the language of the young always seems inadequate.
    Since this concern about the decline and fall of the English language is not perceived as a generational phenomenon but rather as something new and peculiar to today's young people, it naturally follows that today's English teachers cannot be doing their jobs. Otherwise, young people would not commit offenses against the language.

66. The speaker the author mentioned in the passage believed that ________.
   A) the language of the younger generation is usually inferior to that of the older generation
   B) the students had a poor command of English because they didn't work hard enough
   C) he was an excellent language teacher because he had been teaching English for sixteen years
   D) English teachers should be held responsible for the students' poor command of English
67. In the author's opinion, the speaker ________.
   A) gave a correct judgement of the English level of the students
   B) had exaggerated the language problems of the students
   C) was right in saying that English teachers were not doing their jobs
   D) could think and speak intelligently
68. The author's attitude towards the speaker's remarks is ________.
   A) neutral                       C) critical
   B) positive                      D) compromising
69. It can be concluded from the passage that ________.
   A) it is justifiable to include English as a school subject
   B) the author disagrees with the speaker over the standard of English at Grade 9 level
   C) English language teaching is by no means an easy job
   D) Language improvement needs time and effort
70. In the passage the author argues that ________.
   A) it is unfair to blame the English teachers for the language deficiencies of the students
   B) young people would not commit offences against the language if the teachers did their jobs properly
   C) to eliminate language deficiencies one must have sensitive eyes and ears
   D) to improve the standard of English requires the effort of several generations

     infer — 1、如果用該詞提問的題目，題干的信息比較多，比較具體，則利用細節(jié)題的方法來解。2、如果題干的信息不多，不具體，則利用文章主題或段落主題找答案。

Questions 66 to 70 are based on the following passage:

    Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive（認知學派的）researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others.
    The latter view has gained many supporters, especially among educators. But the careful use of small monetary（金錢的）rewards sparks creativity in grade-school children, suggesting that properly presented inducements（刺激）indeed aid inventiveness, according to a study in the June Journal of Personality and Social Psychology.
    "If kids know they're working for a reward and can focus on a relatively challenging task, they show the most creativity," says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to kill creativity by giving rewards for poor performance or creating too much anticipation for rewards."
    A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing grades.
    In earlier grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.

66. Psychologists are divided with regard to their attitudes toward ________.
   A) the choice between spiritual encouragement and monetary rewards
   B) the amount of monetary rewards for student's creativity
   C) the study of relationship between actions and their consequences
   D) the effects of external rewards on students' performance
67. What is the response of many educators to external rewards for their students?
   A) They have no doubts about them.         C) They approve of them.
   B) They have doubts about them.            D) They avoid talking about them.
68. Which of the following can best raise students' creativity according to Robert Eisenberger?
   A) Assigning them tasks they have not dealt with before.
   B) Assigning them tasks which require inventiveness.
   C) Giving them rewards they really deserve.
   D) Giving them rewards they anticipate.
69. It can be inferred from the passage that major universities are trying to tighten their grading standards because they believe ________.
   A) rewarding poor performance may kill the creativity of students
   B) punishment is more effective than rewarding
   C) failing uninspired students helps improve their overall academic standards
   D) discouraging the students' anticipation for easy rewards is a matter of urgency
70. The phrase "token economies" (Line 1, Para. 5) probably refers to ________.
   A) ways to develop economy               C) approaches to solving problems
   B) systems of rewarding students            D) methods of improving performance

    新四級考試中，簡答和翻譯是二選一的題型。因此可以明確，題目不會太多，也不會太難。
    簡答題的考察手段：通過五個題或者八個題進行考察。
第三部分  簡答題全真試題

評分原則及標準

    根據(jù)“通知”要求，簡答題安排在“閱讀理解”部分之后。
    1．簡答題要求考生在讀懂文章的基礎上，用正確簡短語言回答問題。在評分時應同時考慮內(nèi)容和語言。每題滿分為2分，最代為0分
    2．給分標準
    2分——答出全部內(nèi)容，語言正確
    1分——答出部分內(nèi)容，語言正確
    0分——沒有答對問題
   3．扣分標準
    （1）語言有錯誤扣0.5分（不包括引起歧義的，可以辨識的拼寫錯誤），每題由于語言錯誤扣分不能超過0.5分。
    （2）涉及無關內(nèi)容者扣0.5分；其答案中有相互矛盾的內(nèi)容，則內(nèi)容相互矛盾的部分均不得分；
    （3）整句原封不動照般應扣分；照搬一句扣0.5分；照搬兩句及兩句以上者扣2分；
    （4）答案超過10個單詞要扣分

    時間要求：不超過5分鐘。

    做題方法：先看題目，再讀文章。看一題，做一題。

Unit 1

Part IV  Short Answer Questions

(15 minutes)
Directions: In this part there is a short passage with five questions or incomplete statements. Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words (not exceeding 10 words).

    In Britain, the old Road Traffic Act restricted speeds to 2 m.p.h. (miles per hour) in towns and 4 m.p.h. in the country. Later Parliament increased the speed limit to 14 m.p.h. But by 1903 the development of the car industry had made it necessary to raise the limit to 20 m.p.h. By 1930, however, the law was so widely ignored that speeding restrictions were done away with altogether. For five years motorists were free to drive at whatever speeds they liked. Then in 1935 the Road Traffic Act imposed a 30 m.p.h. speed limit in built-up areas, along with the introduction of driving test and pedestrian crossing.
    Speeding is now the most common motoring offence in Britain. Offences for speeding fall into three classes: exceeding the limit on a restricted road, exceeding on any road the limit for the vehicle you are driving, and exceeding the 70 m.p.h. limit on any road A restricted road is one where the street lamps are 200 yards apart, or more.
    The main controversy （爭論）surrounding speeding laws is the extent of their safety value. The Ministry of Transport maintains that speed limits reduce accidents. It claims that when the 30 m.p.h. limit was introduced in 1935 there was a fall of 15 percent in fatal accidents. Likewise, when the 40 m.p.h. speed limit was imposed on a number of roads in London in the late fifties, there was a 28 percent reduction in serious accidents. There were also fewer casualties（傷亡）in the year after the 70 m.p.h. motorway limit was imposed in 1966.
    In America, however, it is thought that the reduced accident figures are due rather to the increase in traffic density. This is why it has even been suggested that the present speed limits should be done away with completely, or that a guide should be given to inexperienced drivers and the speed limits made advisory, as is done in parts of the USA.

Questions:（注意：答題盡量簡短，超過10個詞要扣分。每條橫線限寫一個英語單詞，標點符號不占格。）

71. During which period could British motorists drive without speed limits?
   _____________ _____________ _____________ _____________ _____________
   _____________ _____________ _____________ _____________ _____________
72. What measures were adopted in 1935 in addition to the speeding restrictions?
   _____________ _____________ _____________ _____________ _____________
   _____________ _____________ _____________ _____________ _____________
73. Speeding is a motoring offence a driver commits when he ________________.
   _____________ _____________ _____________ _____________ _____________
   _____________ _____________ _____________ _____________ _____________
74. What is the opinion of British authorities concerning speeding laws?
   _____________ _____________ _____________ _____________ _____________
   _____________ _____________ _____________ _____________ _____________
75. What reason do Americans give for the reduction in traffic accident?
   _____________ _____________ _____________ _____________ _____________
   _____________ _____________ _____________ _____________ _____________

Unit 2

Part IV  Short Answer Questions

(15 minutes)
Directions: In this part there is a short passage with five questions or incomplete statements. Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words (not exceeding 10 words).

    Would-be language teachers everywhere have one thing in common: they all want some recognition of their professional status and skills, and a job. The former requirement is obviously important on a personal level, but it is vital if you are to have any chance of finding work
    Ten years ago, the situation was very different. In virtually every developing country, and in many developed countries as well, being a native English speaker was enough to get you employed as an English teacher.
    Now employers will only look at teachers who have the knowledge, the skills and attitudes to teach English effectively. The result of this has been to raise non-native English teachers to the same status as their native counterparts（相對應的人）—something they have always deserved but seldom enjoyed. Non-natives are now happy—linguistic discrimination（語言上的歧視）is a thing of the past.
    An ongoing research project, funded by the University of Cambridge, asked a sample of teachers, teacher educators and employers in more than 40 countries whether they regard the native/non-native speakers distinction as being at all important. "NO" was the answer. As long as candidates could teach and had the required level of English, it didn't matter who they were and where they came form. Thus, a new form of discrimination—this time justified because it singled out the unqualified—liberated the linguistically oppressed（受壓迫的）. But the Cambridge project did more than just that: it confirmed that the needs of native and non-native teachers are extremely similar.

Questions:（注意：答題盡量簡短，超過10個詞要扣分。每條橫線限寫一個英語單詞，標點符號不占格。）

S1. The selection of English teachers used to be mainly based on _____________.
   _____________ _____________ _____________ _____________ _____________
   _____________ _____________ _____________ _____________ _____________
S2. What did non-native English teachers deserve but seldom enjoy?
   _____________ _____________ _____________ _____________ _____________
   _____________ _____________ _____________ _____________ _____________
S3. What kind of people can now find a job as an English teacher?
   _____________ _____________ _____________ _____________ _____________
   _____________ _____________ _____________ _____________ _____________
S4. What is the result of the "new form of discrimination" (Line 5, Para. 4)?
   _____________ _____________ _____________ _____________ _____________
   _____________ _____________ _____________ _____________ _____________
S5. The phrase "the linguistically oppressed" (Line 6, Para. 4) refers to those who were ________,
   _____________ _____________ _____________ _____________ _____________
   _____________ _____________ _____________ _____________ _____________

注意四級的簡答題關鍵在于：1、看清題干。2、注意要求。

簡答題需要注意的問題：1、單數(shù)和復數(shù)的錯誤。2、時態(tài)的錯誤。3、不能重復題干。4、不能照搬照抄原文，要去掉無效單詞。

大學英語四級篇章詞匯結(jié)構(gòu)題全攻略

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