大学英语四级阅读练习

2024-07-29

大学英语四级阅读练习（精选6篇）

篇1：大学英语四级阅读练习

大学英语四级阅读练习带答案

The decline in moral standardswhich has long concerned social analystshas at last captured the attention of average Americans. And Jean Bethke Elshtain, for one, is glad.

The fact the ordinary citizens are now starting to think seriously about the nations moral climate, says this ethics (伦理学) professor at the University of Chicago, is reason to hope that new ideas will come forward to improve it.

But the challenge is not to be underestimated. Materialism and individualism in American society are the biggest obstacles. The thought that Im in it for me has become deeply rooted in the national consciousness, Ms. Elshtain says.

Some of this can be attributed to the disintegration of traditional communities, in which neighbors looked out for one another, she says. With todays greater mobility and with so many couples working, those bonds have been weakened, replaced by a greater emphasis on self.

In a 1996 poll of Americans, loss of morality topped the list of the biggest problems facing the U.S. and Elshtain says the public is correct to sense that: Data show that Americans are struggling with problems unheard of in the 1950s, such as classroom violence and a high rate of births to unmarried mothers.

The desire for a higher moral standard is not a lament (挽歌) for some nonexistent golden age, Elshtain says, nor is it a wishful (一厢情愿的) longing for a time that denied opportunities to women and minorities. Most people, in fact, favor the lessening of prejudice.

Moral decline will not be reversed until people find ways to counter the materialism in society, she says. Slowly, you recognize that the things that matter are those that cant be bought.

36. Professor Elshtain is pleased to see that Americans ________.

(A) have adapted to a new set of moral standards

(B) are longing for the return of the good old days

(D) are awakening to the lowering of their moral standards

37. The moral decline of American society is caused manly by ________.

(A) its growing wealth

(B) the self-centeredness of individuals

(D) the prejudice against women and minorities

38. Which of the following characterizes the traditional communities

(A) Great mobility.

(B) Concern for ones neighbors.

(D) Ever-weakening social bonds.

39. In the 1950s, classroom violence ________.

(A) was something unheard of

(B) was by no means a rare occurrence

(D) began to appear in analysts data

40. According to Elshtain, the current moral decline may be reversed ________.

(A) if people can return to the golden age

(B) when women and mean enjoy equal rights

(D) if less emphasis is laid on material things

36. D 37. B 38. B 39.A 40. D

In the 1960s, medical researchers Thomas Holmes and Richard Rahe developed a checklist of stressful events. They appreciated the tricky point that any major change can be stressful. Negative events like serious illness of a family member were high on the list, but so were some positive life-changing events, like marriage. When you take the Holmes-Rahe test you must remember that the score does not reflect how you deal with stressit

only shows how much you have to deal with. And we now know that the way you handle these events dramatically affects your chances of staying healthy.

By the early 1970s, hundreds of similar studies had followed Holmes and Rahe. And millions of Americans who work and live under stress worried over the reports. Somehow, the research got boiled down to a memorable message. Womens magazines ran headlines like Stress causes illness! If you want to stay physically and mentally healthy, the articles said, avoid stressful events.

But such simplistic advice is impossible to follow. Even if stressful events are dangerous, manylike the death of a loved oneare impossible to avoid. Moreover, any warning to avoid all stressful events is a prescription (处方) for staying away from opportunities as well as trouble. Since any change can be stressful, a person who wanted to be completely free of stress would never marry, have a child, take a new job or move.

The notion that all stress makes you sick also ignores a lot of what we know about people. It assumes were all vulnerable (脆弱的) and passive in the face of adversity (逆境). But what about human initiative and creativity Many come through periods of stress with more physical and mental vigor than they had before. We also know that a long time without change or challenge can lead to boredom, and physical and metal strain.

21. The result of Holmes-Rahes medical research tells us ________.

(A) the way you handle major events may cause stress

(B) what should be done to avoid stress

(D) how to cope with sudden changes in life

22. The studies on stress in the early 1970s led to ________.

(A) widespread concern over its harmful effects

(B) great panic over the mental disorder it could cause

(D) popular avoidance of stressful jobs

23. The score of the Holmes-Rahe test shows ________.

(A) how much pressure you are under

(B) how positive events can change your life

(D) how you can deal with life-changing events

24. Why is such simplistic advice (Line 1, Para. 3) impossible to follow

(A) No one can stay on the same job for long.

(B) No prescription is effective in relieving stress.

(D) You could be missing opportunities as well.

25. According to the passage people who have experienced ups and downs may become ____.

(A) nervous when faced with difficulties

(B) physically and mentally strained

(D) indifferent toward what happens to them

21. C 22. A 23. A 24.D 25.C

篇2：大学英语四级阅读练习

There are three main types of zones of contact: spreading contacts where plates move apart, converging contacts where plates move towards each other, and transform contacts where plates slide past each other. Newoceanic crust is formed along one or more margins of each plate by material issuing from deeper layers of the Earth’ s crust, for example, by volcanic eruptions (爆发) of lava (火山熔岩) at mid-ocean ridges. If at such a spreading contact the two plates support continents，a rift(裂缝) is formed that will gradually widen and become flooded by the tea. The Atlantic Ocean formed like this as the American and Afro-European plates moved in opposite directions. When two plates carrying continents collide, the continental blocks,too light to be drawn down, continue to float and therefore buckle (起褶皱) to form a mountain chain along the length of the margin of the plates.

练习题：

Choose correct answers to the question:

1.The Earth’s crust______.

A.can be classified into two types

B.is formed along the margins of the plates

C.consists of semi-molten rocks

D.is about 70 to 100 kilometers thick

2.The 15 plates of the Earth are formed from ___.

A.the oceanic crusts and continental crusts

B.the crusts and the mantle

C.the crusts and the top and solid part of the mantle

D.the continental crusts and the solid part of the mantle

3.Seriously-deformed zones appear _______

A.whenever the crusts move over mantle

B.when the plates move towards each other

C.in the narrow boundaries where two plates meet

D.to be the major topographical feature of the Earth

4.According to the second paragraph, the formation of the Atlantic Ocean is the example of_______.

A.spreading contacts

B.the influence of volcanic eruptions

C.converging contacts

D.transform contacts

5.This passage is probably_______.

A.a newspaper advertisement

B.a chapter of a novel

C.an excerpt from a textbook

D.a scientific report of new findings

答案解析

1.[A] 事实细节题。选项A与文章第1段第2句所述一致，为正确答案。此类题可采用排除法。根据第2段第2句的内容可以知道选项B所指的只是地壳中的一种.而不是所有地壳。选C与文章第1句的内容不符。选D的主语应该是地壳和上层的地幔，不仅仅是地壳。

2.[C] 推理判断题。此题可定位到第1段倒数第3句。题干中的15 plates是原文该句中的宾语，且该句的谓语中心词是consist of(由......组成)，题干的谓语是are formed from，这意思一致，但题目用的是被动语态。表明答案可从原文该句的主语得到。主语中的top和solid并列修饰part of the mantle。选项C为该句的同义替换，故正确。

3.[C] ~实细节题。选项C是对第1段最后一句的同义改写。文章中没有提到选项A中the crusts move over mantle 这种现象;选项B提到的现象在第2段第1句才讨论到，与题干无关;文中也没有提到严重变形的地区是地球的主要地形特征，因此选项D不正确。

4.[A] ~实细节题。第2段主要分成两部分：第一部分谈板块活动的三种形式，第二部分分别举例说明其中在说明spreading contacts时，引用了大西洋的例子：“The Atlantic Ocean formed like this...”，所以答案为A。

5. [C] 主旨大意题。由本文的语言风格和描述内容可以判定这篇文章既不是商业性的，也不是文学性的同时文中叙述的内容具有科普性质，不可能是太前沿性的，因此A、B、D三项都不正确，选项C为此题答案。

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篇3：高中英语阅读课文练习设计

而针对阅读文章的“练习”是启发式教学的重要方式之一，它是一种高效的辅助教学方式，它能调动学生的积极性和主动性，对所学的内容有着强化记忆、深化理解、启迪思维的作用。

在阅读课文教学过程中，无论是精读文章还是泛读文章，应该设计什么样的题目来抓住课文文本特点，调动学生的积极性和主动性，强化所学内容，引导学生独立阅读，更好地阅读，是高中英语教师非常重视的一个问题。我在实践中，总结归纳了以下几种类型，并针对这些分类，进行课文练习设计。

一、“整体感知”类

无论是精读还是泛读，高中生的阅读课文都要从课文文本的“整体感知”入手。在通读课文的基础上，教师可根据课文特点，设计多种形式的练习，让学生整体把握文本的主要内容，培养学生的信息捕捉能力、语言概括能力等素养。

1. 了解大意，概括主题大意。

在高中英语的阅读课上，教师要求学生从阅读文章中获得大意，其目的是了解课文内容的概要。这一过程旨在培养学生快速阅读的技巧和获取文章整体信息的能力。

例如阅读SEFC Book 4B Unit 5“Theme Parks Futuroscope——Excitement and Learning”时，学生通过Skimming就能很快找出各段的段落大意，如下：

Paragraph 1:what I did at Futuroscpe

Paragraph 2:a general description of the park

Paragraph 3:general information about how to visit the park

2. 提取信息，以时间为主线，掌握事件或者故事梗概。

如SEFC Book 1B Unit 2“English around the World”中，我要求学生在快速浏览文章后按照时间顺序找出相应时间的真实信息。根据班级学生的成绩情况，要求独立完成，或是小组完成。教师也可以先给出时间顺序，以降低难度。

通过该练习，培养学生搜寻信息的能力，小组活动则会降低任务的难度，同时培养学生互相合作共同解决问题的能力。

During the 5thcentury AD:English was based more on German.

Between about AD 800 and 1150:English was influenced by Danish and French invaders.

By the 1600s:Shakespeare used a wider vocabulary than ever before.

1620:British settlers moved to American in the“Mayflower”.

From the 18thcentury:British colonized Australia.

1765-1947:English spoken in India.

By 19thcentury:Dictionaries standardized the spelling of English.

3. 通读全文，理解文章结构。

文章结果是对文章提纲挈领式的理解。理解了文章结构，对整篇文章就有了整体的深入理解了。还以SEFC Book 1B Unit 2“English around the World”为例，我让学生看文章，关注文章结构，然后问学生：

文章1—5段之间的关系如何?(1—2概述英语的使用，3—5段介绍英语逐步发生变化。)

文章的中心在哪个段落?(3段的首句。)

4. 速读速记，抓住重点信息。

阅读时学生的任务是：快速阅读全文，理清文章脉络，抓住重点信息，如：when, where, who, what, how, why。对此，教师可以设计问题，也可以设计填空。如SEFC Book 1B Unit 3“Journey Down the Mekong”一文，可以设计如下问题：

What is the travel story about?

Why would people want to see rivers?What do rivers provide?

How do people make use of rivers in their daily life?

二、“课文导读”类

在整体感知的基础上，对阅读文章的解读无需面面俱到，应精选学习内容，并根据特点，从独立完成和小组合作两个角度来思考和设计导读练习，让学生在自主阅读和小组合作中进行有效的阅读实践。

1.“自主”的独立练习设计。

“自主”就是要放手让学生带着自己的兴趣、爱好和问题进行个性化的阅读。让学生通过自己的比较发现，从而得到独特的感悟体会。

每篇阅读文章前都有Pre-reading和读后的阅读练习，引导学生进行课前预习，能边读边思考并在书上解答相关的问题。有的文章，教师也可同时设计一些题目，帮助学生深入理解课文。

SEFC Book 4B Unit 2的一篇阅读文章是“Chemical or Organic Farming”，关于化肥危害和有机耕作的知识。文章的大意是：在上半个世纪中，农民更多的是使用化肥进行农业耕作，他们认为这样可以增产和抵制庄稼病虫害。但是，科学家们发现长期地使用化肥会对土地甚至人类的健康带来破坏性的影响。随后，一些农民开始采用各种方法进行土地的有机耕作，并认识到有机耕作的益处。

教师可以根据实际情况，设计一些问题，让学生谈谈他们的看法：

(1) Why are chemical fertilizers so popular in farming today?

(2) What problems can be caused by using chemical fertilizers?

(3) What is organic farming?

(4) What is the main reason for using organic farming methods?

教师可以提醒学生不要只是口头回答问题，而应该用自己的话写出完整的句子。这样既可以帮助学生理清思路，还可以加强对文中信息的记忆、加工和处理能力。

2. 合作“讨论”的练习设计。

略读课文强调培养学生的独立阅读能力，但对于一些靠学生个体较难完成的重点、难点问题，可以进行小组合作探究。教师在设计练习时，可以是图文结合，解读难点;或是提炼特点，表格呈现;或是品头论足，展现人物，反思自身。也可以是引导整理，推理想象。在设计合作作业时，教师一定要强调学生分工合作，人人有责，从而更好地培养学生的团队意识和合作能力。

SEFC Book 1B Unit 1“Anne’s Best Friend”中，学习完课文之后，教师可以选取与课文内容相关的话题让学生进行讨论。可以问学生：

Imagine you have to go into hiding like Anne and he family.What would you miss most?Why?What would you do?Why?

这样可以使学生体验语境、实践语言，并在语言运用的过程中得到情感态度方面的培养。学生在讨论中更能感受到安妮对自由生活的向往，对大自然的热爱，对友情的渴望，通过反思自身的生活状态，学生会更懂得珍惜生命、珍惜日常生活中美好的点滴，并保持乐观向上的生活态度。

在课堂讨论中，学生的心态是开放自由的，不再感到学习是压力、是负担。在心理安全的状态下，学生的思维能力从潜能状态进入活动状态，因而能引起他们极大的兴趣、激发内在动机。

三、“拓展积累”类

教材中许多文章都是极好的学习材料，语言特点鲜明，词汇丰富。好材料可以让学生学习模仿，日积月累，厚积薄发。

1. 通过朗读、模仿练习、背诵，感悟人文及真情告白。

在学习了SEFC Book 1B Unit 1“Anne’s Best Friend”后，教师还可以对课文进行结构和文体风格方面的分析，摘出优美的词句、常用的连接词及地道的表达方式，让学生通过模仿练习，甚至背诵，在阅读中学习并欣赏英语语言的美感，感受主人公乐观自信的人生态度、纯洁美丽的心灵。如：

I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.

The dark, rainy evening, the wind, the thundering clouds held me entirely in their power;it was the first time in a year and a half that I’d seen the night face to face...

2. 发挥想象，文本再造。

在此类练习设计中，教师可以按照教材要求，让学生写一篇课文的摘要。教师可指导学生按照课文中的指示步骤进行，分四步。在这个练习中，重点在于让学生运用自己的语言，即转换一种方式写出课文的大意。教师可先让学生独立完成，并提供学生适当的帮助，如：提示段落大意、提示语法知识点等。之后选取范文供班级其他同学借鉴。

3. 适当补充，迁移阅读。

本着以课内带课外、以一篇带多篇的策略，教师可以在课文阅读后，补充相关的文章让学生独立阅读，可以是主旨一致的，比如阅读了SEFC Book 1B Unit 1“Friendship”后，可以补充一些有关友谊的谚语，可以补充描写友谊的文章，甚至诗歌。也可以根据学生的实际英语水平，选取结构相似的、写法相近的文本供学生进行比较阅读。

四、“课外实践”类

阅读文章的练习设计，不能只局限于课堂教学，也应考虑课外学习。阅读练习的内容可以与教材内容相联系，也可以与学生生活相结合，也可以与社会活动相“接轨”。

1. 课前预习，收集材料。

在学习阅读文章前，让学生去收集与课文内容相关的一些资料，了解文章背景。

如：在学SEFC Book 1B Unit 2“English around the World”前，可以让学生找出几个以英语为官方语言的国家，比如：美国、英国、澳洲、加拿大、印度、新加坡、新西兰、南非等，并知道在地图上的位置。上课时，可以在黑板上挂出世界题图，然后让学生来找。

2. 复述采访，口语交际。

SEFC Book 2B Unit 2“The Olympic Games”中有个采访对话的录音。教师可以先安排学生听录音，模仿其语音、语调，对于学生的口语表达是一个很好的训练机会。接着设计练习让学生体验一下采访的全过程。比如，教师可以启发学生模仿课文中的访谈形式，但是把访谈的方向倒过来，变成Li Yan采访Pausanias，学生站在现代人的角度，想好至少五个问题，通过向Pausanias提问了解古代奥运会的情况。

3. 小组合作，综合展示

SEFC Book 6B Unit 4“Global Warming”的略读文章是欧阳光给关爱地球组织杂志的一封电子邮件，请求帮助。杂志回信指出，群策群力，问题可解。他们提出了几个具体措施。阅读之后，我让学生就文中提出的建议进行讨论，并让学生提出更多的建议。这样他们就有了充分的材料去完成写的任务：设计一个海报，介绍减少空气中二氧化碳含量的方法。

Fight global warming

Cut down on energy.Cut down on carbon dioxide.

●If not using an electrical item, turn it off.

●If you suddenly feel cold, don’t turn the heat up, put on a jacket instead.%

●Walk or ride a bike and save fossil fuels.

●Recycle paper, cardboard and newspapers.

●Buy products made from recycled materials.

●Buy energy-saving products like low energy light bulbs.

●Plant more trees to absorb carbon dioxide.

●Tell your friends about global warming.

总之，在阅读课文教学中，教师要结合文本特点，有效设计练习，从而培养学生良好的阅读习惯，提高学生的兴趣和综合运用英语的能力，发展他们的多元智能，提高他们的全面素质。

参考文献

[1]普通高中课程标准试验教科书教师教学用书 (Book1—6) .人民教育出版社.

[2]徐建平.浅谈英语阅读技能的培养.江西煤炭科技, 2004.03.

篇4：英语写作练习和英语阅读课教学

一、英语阅读课堂上写作练习的必要性

提高英语写作水平的前提有两条：一是增加写作课，上好写作课。另一条是重视语篇教学，加强写作环节。现在，全国大多数高等院校英语课程的设置不尽合理，因此，第一条无论从师资还是时间方面来说，都有一定的实际困难。而如果教师能领略到在阅读课教学中加强写作训练的深层内涵，就会充分利用第二条，在有限的时间内改变写作落后的面貌。

我们来看一看阅读与写作的关系。阅读与写作读涉及到意义。阅读是意义的理解过程，而写作则是意义的创作过程。写作是运用从阅读中习得的语言知识和写作技巧把自己的思想表达出来的书面交际形式。在习作过程中，一方面，做为精选阅读材料的课文是练习写作的基础。一般来讲，阅读课本所选文章的特点表现为篇章结构严密，用词规范准确，信息冗余度小。这些书面语言的基本特征使得阅读课本无疑成为写作起步的最好样板。另外，阅读是信息输入的主要途径之一，它能使学生从阅读文章中获得有用的词语、句型和篇章结构方式，从而成为学生学习写作的源泉和基础。另一方面，写作本身要求学生用词准确，造句规范，文理通顺，表达思想清楚，谋篇布局合理。因此，学生只有大量有效地阅读，才能达到写作的基本要求。在不断的习作过程中，一些对于阅读理解来说至关重要的基本概念，如主题句、中心思想、论点、论据、情节和顺序等等，会得到反复加深和强化，习作的过程无形中成了练习阅读理解的过程，这对学生的阅读理解能力的提高会起到极大的推动作用。而阅读理解能力的加深又会反过来促进学生写作水平的提高。可见，阅读与写作练习的关系十分密切，二者相互作用，互为促进。阅读是写作的基础和源泉，写作是体现和提高阅读效果的最好途径。由此可见，坚持正确的语篇阅读教学，并在阅读课教学过程中进行写作练习，是加强写作最可行的方法之一。

二、阅读课教学怎样结合写作练习进行

所谓阅读课结合写作练习进行，主要指的是篇章教学结合写作练习进行，这又可以从分析篇章和巩固篇章两方面进行。

（一）结合篇章分析

写作练习的内容是多方面的，其中有的内容可以结合篇章分析进行。例如：确定段落的中心句（Thetopicsentence）和中心句中的中心意思（Thecontrollingidea）一般说来，英语文章中，每一个正规的段落都有一个中心句，该段落就根据这个中心句和其中思想发展其脉络。段落中的事实、例子、数据、解释、定义等等都是为这个中心句和中心思想服务的。实践证明，结合中心句和中心句中的意思分析文章段落机构，既能培养学生归纳综合的能力，又能提高其写作的总体水平。

根据篇章的结构和内容列提纲：众所周知，酝酿是写好文章的基础，而提纲是反映酝酿成果的一种好形式。所谓列提纲是指把每一个段落分成三个方面的内容，即主要意思（Themainidea），次要意思（Thesub-idea）和细节（Thedetails）.每一个段落中只有一个mainidea，但可能有两个或几个sub-idea，每个sub-idea中可能有一个或几个detail，也可能一个没有，这都要视具体段落而定。通过文章的提纲，我们不仅可以了解文章宏观结构，还可以清楚信息运行与分布规律；识别篇章衔接标志（dicoursemarkers）及其功能等等。了解这些知识，无异于把握了文章的大动脉。通过列提纲分析篇章，可以帮助学生写作时布局谋篇，写出条理清楚、层次分明、逻辑性强的好文章。

信息技术与数学课程整合的一点探索

平遥县洪善学区东山湖学校师丽芳

关键词：信息技术、数学课程、整合

教育部在《基础教育课程改革纲要（试行）》中指出：大力推进信息技术在教学过程中的普遍应用，促进信息技术与学科课程的整合，逐步实现教学内容的呈现方式、学生的学习方式、教师的教学方式和师生互动方式的变革，充分发挥信息技术的优势，为学生的学习和发展提供丰富多彩的教育环境和有力的学习工具。

因此，在信息技术与数学课程整合的过程之中，如何探索信息技术在数学教育教学中的运用，发挥信息技术这一先进教育技术的作用，更好地驾驭这种新式的教育教学手段，就成了我们广大教育工作者的重要任务。

一、信息技术与数学课程整合的内涵

信息技术与课程整合是指在已有课程的学习活动中结合信息技术，把信息技术、信息资源、信息方法、人力资源和课程内容有机结合，共同完成课程教学任务的一种新型教学方式。信息技术与小学数学课程整合的内涵是在先进的教学理念理论指导下，把以计算机及网络为核心的信息技术作为促进学生自主学习的认知工具与情感激励工具、丰富的教学环境创设工具，并将这些工具全面地运用到数学学科的教学过程中，使各种教学资源、各个教学要素和教学环节，经过组合、重构，相互融合，在整体优化的基础上产生聚集效应，从而促进传统的教师为中心的教学结构与教学模式的根本变革，达到培养学生创新精神与实践能力的目标。

二、信息技术与数学课程整合的意义

1.信息技术与数学课程整合可以激

发学生学习数学的兴趣

数学是研究数量关系与空间形式的一门学科，学科所体现的知识结构的严谨性与抽象性，及其自身的难度，往往令学生望而生畏，慢慢地产生了抵触、厌学情绪。现代多媒体信息技术具有动感的画面、丰富的色彩、美妙的音乐、高密度的信息等多方面的优势，在这些优势的吸引下，学生的注意力就被集中起来了，并进而关注课堂的教学内容，在此基础上会形成对数学学习的兴趣，这样数学教学便有了成功的第一步。

2.信息技术与数学课程整合有助于培养数学思维能力

数学偏重于逻辑推理，偏重于培养学生的抽象思维能力。利用信息技术支持下的动画演示，生活中的数学问题的情景再现，可以让学生从具体问题到抽象概念，从特殊问题到一般规律，逐步通过自己的发现、探究去思考数学、学习数学。观察在数学学习中，特别在几何知识学习过程中的作用很重要，学生从看图到认识图形都离不开观察。在传统教学方式中，运用教具让学生观察，常常因为学生观察的角度不同和不能随心所欲的活动，因而达不到理想的观察结果。例如，在教学圆锥的体积时，为了让学生认识圆锥的高先让学生发表意见后，演示：以直角三角形的一条直角边为轴，快速将三角形旋转一周。引导学生观察并想象：在快速旋转时三角形会形成一个什么形体？这个形体的高在哪里？由于电脑画面能动静结合，刺激着学生的感官，让学生仔细观察，引发学生的思维，这样让学生观察并建立了清晰的圆锥高的概念，这样提高学生的专注力，让学生在轻松输快中掌握了知识。

3.充分发挥学生的主体作用。

借助信息技术，让学生充分参与创造性的教学过程，以培养其独立思考、积极探索的习惯，发展其创新意识，体现了以人为本的新课标教学理念。以往那种只重视公理、定义等的灌输，忽视了知识体系结构的形成过程的教学，根本无法适应现代教育的要求。通过多种信息技术的应用，让学生自主发现数学真理，经历知识产生和发现的过程，体会数学的价值。借助计算机的多媒体功能，让学生亲身感受数学之美。这些都是以往的常规教学方式所无法做到的。

篇5：6月大学英语四级阅读练习、答案

Not all sounds made by animals serve as language, and we have only to turn to that extraordinary discovery of echolocation (回声定位) in bats to see a case in which the voice plays a strictly practical role.

To get a full appreciation of what this means we must turn first to some recent human inventions. Everyoneknows that if he shouts near a wall or a mountainside, an echo will come back. The further off this solid obstacle, the longer time it will take for the return of the echo. A sound made by tapping on the main body of a ship will be reflected from the sea bottom, and by measuring the time interval between the taps andthe receipt of the echoes the depth of the sea at that point can be calculated. So was born the echo-sounding equipment, now in general use in ships. Every solid object will reflect a sound, varying according to the size and nature of the object. A shoal of fish will do this. So it is a comparatively simple step fromlocating the sea bottom to locating a shoal of fish. With experience, and with improved equipment, it is now possible not only to locate fish but to tell if it is herring, cod, or other well-known fish, by the pattern of its echo.

A few years ago it was found that certain bats emit squeaks (吱吱声) and by receiving ’he echoes they could locate and steer clear of obstacles--or locate flying insects on which they feed. This echolocation in bats is often compared with radar, the principle of which is similar.

练习题：

Choose correct answers to the question:

1.The main purpose of this passage is to ______.

A. describe that animals can make different sounds

B. prove that animals’ voices can play practical roles

C. inspire the readers to make more inventions

D. startle the readers with some shocking facts

2. The discovery of echolocation may help with all of the following EXCEPT

A. measuring the depth of the sea

B. distinguishing different kinds of fish

C. improving the functions of radaar

D. varying the size and nature of an object

3. By saying “A shoal of fish will do this”(Lines 6-7, Para. 2), the author means ________.

A. only one special kind of fish can reflect sounds

B. only one special kind of fish can be used to help locate a ship

C. a large group of fish can reflect sounds

D. a large group of fish can be used to help locate a ship

4. As it is discussed in the passage, the squeaks of bats can be functionally compared with ________.

A. human languages

B. a mountainside

C. a shoal of fish

D. taps on a ship

5. Which of the following statements can be inferred from the passage?

A. Animals are more intelligent than humans.

B. Humans are more intelligent than animals.

C. Animals are often compared with human inventions.

D. Humans are often inspired by animals.

1.[B] 主旨大意题。文章第1段就点明主题，明确指出以蝙蝠为例，动物发出的声音有实际作用，只有B可以概括文章的这个写作目的。

2.[C] 事实细节题。本题考査列举处，可用排除法解答。A、B、C在文中都有相关提及。D利用第2段中的varying制造干扰。在原文中，指的是回声因障碍物的不同而不同，而D偷换概念、曲解文意，D中的varying为及物动词，意为“改变”,显然不可能是回声定位的发现带来的功效。

3.[C] 词义推断题。本题考查对shoal的词义推测及代词this的理解。依据第2段最后几句话,可推测出a shoal of fish指的是“海里的一群鱼”;this则是指上一句提到的“任何固体都可以反射声音”，因此这句话表明一大群鱼就能像一个固体一样反射声音。

4.[D] 推理判断题。根据最后一段可知，蝙蝠发出吱吱声可以探测障碍物的`距离，而第2段也指出轻敲船体可测知海底的距离，因此在功能上,D与蝙蝠的吱吱声相同。A中的human languages在文中未提到;B和C在文中各自的例子中充当的都是障碍物的角色，因此都不正确。

篇6：大学英语四级阅读理解练习题

The words used to describe women are used as instrument by feminist sociolinguists to denote an inherent sexism in the English language.Word pairs such as master and mistress and sir and madam,they claim ,epitomize such sexism.All of the words in question once held positive connotations but,while the masculine (男性的)forms have retained their respectable associations,the feminine forms have undergone pejoration and now imply sexual promiscuity(混杂) and other negative characteristics.Feminist researchers assume that such pejoration indicate that the status of women in English-speaking society is relatively low.

These researchers also find fault with the use of masculine words to describe unisex entities .For example ,they feel that there is nothing inherently mainly about mankind, the best man for the job,or the common man.Similarly,the use of such constructions as the “the average students is worried about his grades” indicate to these researchers an inherent sexism in English that is reflective of the cultures in which they are produced .

Carolyn Jacobson ,author of Non-sexist Language has proposed a solution to this conundrum(难题).She advocates the elimination of all sexed words in favor of gender-neutral terms.No longer should we refer to actors and actresses or waiters and waitresses, as such dichotomies(男女有别) allow for the possibility of negative connotations being associated with the feminine designation.Likewise,she believes that phrases such as mankind should give way to human kind and that the use of the masculine pronoun as the default should be abandoned in favor of neutral constructions.Thus, when sexism is eliminated from the English language ,the culture will be more amenable to he deliverance of women as well .

1. The primary purpose of this passage is to_____

A compare and contrast ideology in various cultures

B prove a commonly held belief to be wrong

C describe a problem and a possible solution

D analyze the historical origins of a modern situation

2 According to the passage,gender-neutral constructions should be advocated because_____

A the elimination of sexism in the English language will precede the elimination of sexism in the culture

B they are more grammatically sound than sexed structures

C unisex terms are less awkward in casual speech

D sex-specific terms always carry negative connotations

3 The author refers to mankind ,the best man for the job,and the common man in order to_____

A demonstrate the superiority of males in English-speaking society