下载文档原格式
英语4级试题及答案一、听力理解（共20分）1. A) 根据所听对话，选择正确答案。
A) 选项AB) 选项BC) 选项CD) 选项D[答案] A2. B) 根据所听短文，回答以下问题。
a) 问题1：_____b) 问题2：_____[答案]a) 答案1b) 答案2二、阅读理解（共45分）1. 阅读下列短文，选择最佳答案。
A) 选项AB) 选项BC) 选项CD) 选项D[答案] C2. 阅读以下文章，回答下列问题。
a) 问题1：_____b) 问题2：_____[答案]a) 答案1b) 答案2三、词汇和语法结构（共25分）1. 从下列选项中选择最佳答案填空。
A) 选项AB) 选项BC) 选项CD) 选项D[答案] B2. 根据句子结构，选择正确的语法形式。
A) 选项AB) 选项BC) 选项CD) 选项D[答案] D四、完型填空（共20分）阅读下面的短文，从所给的选项中选择最佳答案填空。
A) 选项AB) 选项BC) 选项CD) 选项D[答案]1. A2. C3. B...20. D五、翻译（共10分）1. 将下列句子从中文翻译成英文。
中文句子：_____[答案] 英文翻译2. 将下列句子从英文翻译成中文。
英文句子：_____[答案] 中文翻译六、写作（共30分）根据所给题目写一篇不少于120词的短文。
题目：_____[范文]In recent years, with the development of technology, ...[评分标准]- 内容完整性：_____- 语言准确性：_____- 逻辑连贯性：_____请注意：以上内容仅为示例，具体试题及答案需根据实际考试内容进行编写。
4级英语阅读技巧答题技巧一：详略得当关于大学英语四级快速阅读测试来说，依据题目的"题眼'快速在文章中找到答案是最关键的，这样我们就要在阅读时注意详略得当。
克服精读精益求精的习惯，做到有信息处精读，无信息处略读，略读处一扫而过。
对所要解释或证实的观点的细节举例处或者通常有数个名词的并列项，它们不是完整的主谓宾的句子，因此无法与问题对应的具体罗列处，都可以略读。
那么题目中数字、人名等信息(题眼)在原文中对应的部分必须详读。
答题技巧二：显性信息查读的信息通常是显性信息，只要将问题在原文中进行准确定位就能得到正确答案，一般不必须要做推理。
答题技巧三：题文同序大学英语四级考试的快速阅读部分，问题顺序与原文顺序一致(有时推断题和填空题交汇处顺序不一致)，这就要求考生应该按照题目的顺序依次做题。
关于所有的四级快速阅读文章这个技巧都适用答题技巧四：分解对应分解对应四分法(快速阅读的解题核心)：快速将问题分解成4个部分(主A 谓B宾C+其他D)，与原文进行对比。
答题技巧五：一段一题、长段两题、平均分配大学英语四级考试的快速阅读的出题方式一般都为一段出一题、长段出两题，遵循平均分配题目所在位置的原则，在此也不做特别举例。
答题技巧六：选小不选大答题技巧八：主宾判定2如何做四级英语阅读理解第一篇阅读理解是选词填空形式的，首先我们可以快速的浏览一下文章，大致掌握一下文章内容，然后在开始填空选择词的时候，一定要依据语法先确定这个空要填的词是什么形式，是单数还是复数，是动词还是名词，是被动还是主动，然后在词框里先选出几个符合形式的词语选项来。
然后再依据文意，从你选出的几个词里在进行排除。
依据文章意思和上下文去排除和选择与文章相和的词语。
有的词的意思比较抽象，所以有的空就找不出合适的词，这是我们语言理解句子也要更意化一下，就是要去体会的这个句子的意思。
这样可能会更好一些。
第二个是这个段落匹配，这个我觉得不用先看一遍，因为文章也很长，看下来必须要很久。
大猫英语分级阅读级别
大猫英语分级阅读级别如下：
1. 预备级：粉阶，适合0-3岁零基础的小宝，每册由2-3或者5-6个单词组成的短句，难度和Raz、红火箭的预备级相当。
2. 幼儿园2级：红阶，适合4-6岁上幼儿园的小朋友，词汇量在30-40之间。
3. 3级和4级：黄阶和蓝阶，适合有一定基础和词汇量的7-8岁的小朋友。
4. 5级到6级：绿阶和橙阶，适合小学低年级的小朋友。
5. 7级到11级：适合小学高年级的儿童，已经可以比较流畅的进行英语分级阅读了。
以上是大猫英语分级阅读的级别，建议根据孩子的实际英语水平选择合适的级别进行阅读。
牛津阅读树4(30本)目录4-1 Nobody Got Wet.4-2 Poor Old Mum.4-3 The Weather Vane. 4-4 The Balloon.4-5 The Camcorder.4-6 The Wedding.4-7 Swap!4-8 The Flying Elephant. 4-9 Wet Paint.4-10 Everyone Got Wet. 4-11 The Dragon Dance. 4-12 The Scarf.4-13 Dad's Jacket.4-14 Stuck in the Mud. 4-15 The Den. 4-16 An Important Case.4-17 Look Smart.4-18 Tug of War.4-19 Adam Goes Shopping. 4-20 Adam's Car.4-21 Lucky the Goat.4-22 Mosque School.4-23 Yasmin's Dress.4-24 Yasmin and the Flood. 4-25 Come In!4-26 House for Sale.4-27 The New House.4-28 The Play.4-29 The Secret Room.4-30 The Storm.4-1 Nobody Got Wet.Dad got a boat.Everyone sat in the boat. Dad pushed the boat out.Oh no! Dad was stuck. Mum pulled Dad. Wilma pushed the boat.They went down the river. Nobody got wet. “What a good job!” said Mum.They had a picnic. It began to rain. But nobody got wet.The boat floated away. “Oh no!”gasped Mum. “Help me get the boat.”Mum pulled the boat in. “Don’t let me fall in,” said Mum.Mum didn’t get wet. “Nobody got wet,” said Dad. It was time to go home.Oh no! Everyone got wet!1.gasp[英] [ɡɑ:sp] vi.喘气，喘息；倒抽气；渴望vt.喘着气说出4-2 Poor Old Mum.It was sports day.Wilma was in the long jump. She came first.Wilf and Chip were in a race. They came second. “Hooray!” shouted Kipper.Dad was in the egg and spoon race. He came third. “Well done, Dad,” shouted Wilf.Mum was in a race. “Oh no!” said Wilma.Mum came last. “Poor old Mum,” said Wilf.Mum was disappointed. “What a shame!” said Dad.Dad put a blindfold on Mum. Wilf and Wilma had a surprise.“Good old Mum,” said everyone.2.long jump跳远3.shame[英] [ʃeim] n. 羞愧；羞辱；可耻的人；羞愧感4.blindfold[英] [ˈblaɪndˌfəʊld] n. 蒙眼的绷带[布等]；障眼物，蒙蔽人的事物4-3 The Weather Vane.Dad went to the building site. He took Wilf and Wilma.They looked at the crane. Wilma spoke to the man in the cab.A van came to the building site. It had a weather vane on the back.Wilf looked at the weather vane. Dad had an idea.Wilf jumped over the weather vane. “Be careful,” said Dad.“Take a photograph,” said Wilma. She jumped over the weather vane.The weather vane went on the roof. Wilf took a photograph.“See the weather vane,” said Wilf. “We’ve jumped over it,” said Wilma.“What a tall story!” said Biff. But wilf had a photograph. “See,” he said.5.building site[ˈbildiŋ sait]n.建筑工地6.crane[英] [krein]n.吊车，起重机；鹤7.cab[英] [kæb] n.出租车；（公共汽车、火车等的）司机室；驾驶室；出租马车8.vane[英] [veɪn] n.叶；风向标；瞄准板；反复无常的人9.weather vane[英] [ˈweðə veɪn]n.风标4-4 The Balloon.The children were outside. A hot air balloon went by.Mrs May had a secret. She told Wilf what it was. She wanted to go in a balloon.It was time to watch television. The television went wrong. “Oh no!” said Mrs May.The photocopier went wrong. “Oh blow!” said Mrs May.The computer went wrong. “Oh bother!” said Mrs May.Wilf and Wilma came home. They had a letter. The school wanted money. Wilf had an idea.Everyone liked Wilf’s idea. “It’s a good idea!” everyone said. Everyone bought tickets.Mrs May bought lots of trickets. She wanted to go in the balloon.Mrs May won the prize. She won a ride in the balloon. “Hooray!” said Wilf.Mrs May went up in the balloon. “Hooray,” shouted everyone.“It’s wonderful,” said Mrs May.Mrs May saw the stream. She saw the houses. She looked down at the park.She took this photograph.The school made lots of money. They bought lots of things.Mrs May was pleased. She gave Wilf a present.“Thank you,” said wilf.4-5 The Camcorder.Dad bought a camcorder.The children had a race. Dad made a video. “Smile everyone,” said Dad.Dad went to the sports day. He took the camcorder. He made a video of Wilma.It was Jo’s wedding. Dad took the camcorder. He made a video of the wedding.It was Mum and Dad’s anniversary. Wilma wanted to make a video.Dad showed Wilma the camcorder. “I t’s easy,” he said.Wilma made the video. “I t’s easy,” she said. “Smile please!” said Wilf.The children watched the race. They saw the sports day.They looked at Jo’s wedding. They laughed at Wilma’s video.They went to the tree house. Wilma wanted to make a video. Dad let her use the camcorder.Wilma made the video. She saw two men. They were burglars.The burglars were running away. Wilma made a video of them.“Call the police,” she shouted.Dad got the phone. He phoned the police. Wilma got the burglars on video.The police came. They looked at the video. “Well done!” they said.The police caught the burglars. “Thanks to Wilma,” said Dad.10.camcorder[英] [ˈkæmkɔ:də] n. 摄像录像机11.tree house n. 树上小屋，巢屋12.burglar[英] [ˈbə:ɡlə] n. 窃贼；破门盗窃者；夜盗4-6 The Wedding.Jo was Mum’s sister. She was getting married.Wilma was happy. She wanted to be a bridesmaid.Wilf was unhappy. He didn’t want to be a pageboy.The grandparents came. They came for the wedding. “What a journey!” they said.Mum made Wilma’s dress. Grandmother helped.Wilf looked at the material. “Oh no!” he thought.Grandmother made the cake. Wilma put a bride and groom on it. “I t’s wonderful,” said Jo.Wilma’s dress was finished. Biff and Chip came to see it.“I like weddings,” said Chip. “I don’t,” said Wilf.Jo took Wilf’s measurements. She gave them to Mum.Wilf was unhappy. He didn’t want to be a pageboy.Mum had been shopping. She had a surprise for Wilf. “What is it?” asked Wilf.“I t’s a suit,” said Mum. “You’re not a pageboy,” said Jo. “I t was a joke,” said Grandmother.It was the day of the wedding. Dad made a video. Biff took a photograph.Wilf liked this suit. He was glad he wasn’t a pageboy. He was happy. Everyone was happy.There was a big party. Everyone danced. “I like weddings,” said Wilf.“Will you get married?” asked Wilf. “I don’t know,” said Wilma.13.bridesmaid[英] [ˈbraɪdzˌmeɪd]n.女傧相，伴娘14.pageboy[英] [ˈpeɪdʒˌbɔɪ]n.头发内卷，小听差4-7 Swap!Nadim found a bat. It was broken.Nadim mended the bat. His dad helped. The bat looked good.Chip had a robot. The robot was broken.Chip liked Nadim’s bat. He swapped the robot for the bat.Nadim mended the robot. He painted it silver. The robot looked good.Biff had a skateboard. It had no wheels. Biff swapped it for the robot.Nadim mended the skateboard. He put on new wheels. “I t’s a good skateboard now,” he said.Wilma had a bike. The bike was broken. She swapped it for the skateboard.Nadim mended the bike. He painted it black. The bike looked good.“Not bad,” said Nadim.15.bat[英] [bæt] n. 蝙蝠；短棍，（棒球等的）球棒，（网球等的）球拍16.swap[英] [swɔp] vt. 用…替换，把…换成，掉换（过来）17.skateboard[英] [ˈskeɪtˌbɔ:d, -ˌbəʊrd] n. 滑板4-8 The Flying Elephant.Mum went shopping. She took the children.The children looked up. There was an elephant on the roof.The elephant looked funny. The elephant was fat.The children laughed. “Look at that fat elephant,” they said.“An elephant?” said Mum. “Don’t be silly.”There was a storm. The wind blew. It rained and rained.It was a bad storm. The wind was strong. It blew the elephant away.The children went to school. The elephant was in the playground. The children laughed.The children told Mrs May. “Look at that fat elephant,” they said.“An elephant?” said Mrs May. “Don’t be silly.”The children liked the fat elephant. They wanted it to stay.“Sorry,” said the man. “We want it back.”“Look at the fat elephant,” said Biff. “I t’s a flat elephant now,” said Wilma.4-9 Wet Paint.Dad was painting the back door. The children were outside.Floppy wanted to come in. He jumped up. He put his paws on the paint.Dad painted the door again. Biff kicked a ball. The ball hit the door.Dad painted the door again. Kipper pushed the door. He got paint on his hands.Dad was fed up. He painted the door again. “What a job!” said Dad.Biff and Chip had a pillow fight. The pillow split open. “Oh no!” said Biff.The wind blew. It blew the feathers. “Oh no!” said Chip. “Wet paint!”There was no wet paint. The door had gone. Dad had put up an old door.The back door was inside. “I t’s safe here,” said Dad.18.split[英] [split]vt.分裂；分开；<俚>（迅速）离开；分担过去式：split 过去分词：split 4-10 Everyone Got Wet.Dad looked at the water butt. The water butt was leaking.Mum looked at the hose. The hose was leaking. “Oh bother!” said Mum.Dad mended the water butt. He put a patch on it. “What a tricky job!” he said.The water butt burst. All the water came out. Dad got wet.Mum mended the hose. She put a patch on it. “What a tricky job!” she said.Mum put the hose on the tap. The top of the tap came off. Mum got very wet.Dad got a new water butt. He put it on the bricks.He got the hose. He filled up the water butt.The water butt fell over. The water poured out. Dad got wet again.Mum got a new hose. She joined it to the old hose. She wanted to water the roses.Kipper wanted to help. He turned the tap on. Mum got wet again. “Oh no!” said Mum.The children got the paddling pool. They put it on the grass.Dad got the new hose. Biff turned on the tap.No water came out of the hose. “Funny!” said Dad. He looked down the hose.Oh no! The children got wet.19.butt[英] [bʌt] n. 烟蒂，屁股；笑柄；（武器或工具的）粗大的一端；大酒桶20.water butt n. 集雨桶，大水桶21.patch[英] [pætʃ] n. 补丁，补片；碎片，碎屑；22.tricky[英] [ˈtrɪki:] adj. 狡猾的；（形势、工作等）复杂的；机警的；微妙的23.burst[英] [bə:st] vi. 爆裂，炸破；使爆炸；充满，塞满；爆发24.tap[英] [tæp] n. 龙头，阀门；塞子；25.paddling pool[英] [ˈpædlɪŋ pu:l] n. <英>（通常在公园中供孩子们玩水的）嬉水池；4-11 The Dragon Dance.Mrs May made a dragon. The children helped her.Mrs May painted the head. The children painted the body.The dragon had a long body. The children liked the dragon.They wanted to do the dragon dance.The children got inside the body. Mrs May helped them.“It’s made of paper,” said Mrs May. “Be careful.”Anneena was inside the head. “Be careful.,” said Mrs May. “Don’t tear the paper.”The mums and dads came. The children did the dragon dance.“What a good dragon,” said everyone.Oh no! The dragon dance went wrong. The dragon tore in half.The children were upset. “Never mind,” said Mrs May. “It was only made of paper.”Anneena’s mum had an idea. She told the mums and dads. “What a good idea,” they said.The mums and dads made a dragon. They made a long body. They made a big head.The dragon looked wonderful. The children were pleased.They wanted to do the dragon dande.The children went into town. They did the dragon dance.“Come to the school fair,” said Chip.“What a lot of people,” said Mrs May. “Thanks to the dragon.”26.Anneena27.tear[英] [tiə]vt.撕裂，撕碎；划伤；夺走，扯掉；过去式：tore 过去分词：torn 4-12 The Scarf.Anneena liked knitting. She made a scarf.Anneena’s mom helped her. The scarf was long and warm. “It’s a good scarf,” said Anneena.Biff and Chip came to play. It was a cold day.Anneena put on her scarf. “What a cold day!” she said.Biff looked at Anneena’s scarf. “What a long scarf!” she said.“I made it,” said Anneena. “I couldn’t stop knitting.”The children went to the park. They went to the pond. The pond was frozen. It had ice on it.Some children ran up. They pulled Anneena’s scarf.“Stop it!” shouted Anneena. “Stop it!” shouted Anneena’s mum.A boy went on the ice. The ice was dangerous.“Get off,” shouted Anneena’s mum. “The ice is not safe.”.Anneena’s mum couldn’t get the boy. She couldn’t go on the ice.Everyone was frightened. “Help!” shouted the boy.Anneena had a good idea. She took off her scarf. “Make a rope,” she said.Anneena’s mum made a rope. She made it out of scarves and coats. She threw it to the boy.Everyone pulled the rope. They pulled the boy out of the pond.The boy was safe. “Hooray!” shouted Anneena.“I am sorry!” said the boy. “Thank you.”“I ce is dangerous,” said Anneena.Anneena looked at her scarf. “I’m glad I made it long,” she said.28.knit[英] [nit] vt.& vi. 编织，编结；接合（折骨等）；4-13 Dad's Jacket.The children put some tables outside.They wanted to help children in Need. Chip made a poster. It said, “Help Children in Need”.Biff and Nadim had some plants. Kipper and Wilma had some clothes. Wilf had some books.Anneena had a good idea. She invented a game.Dad looked at Anneena’s game. “Let me have a go,” he said.A man put Dad’s jacket on. “I t’s a good fit,” he said.“It’s five pounds,” said Wilma. The man bought the jacket.Dad looked for his jacket. “Oh no!” said Wilma. “I’m sorry. A man bought it.”Dad ran after the man. “Stop!” he called. “That’s my jacket.”“No, it’s my jacket,” said the man. “Give me ten pounds for it.”“Oh no,” said Dad. He gave the man ten pounds. The man gave the jacket to Dad.The man gave Wilma ten pounds. “I t’s for Children in Need,” he said.29.poster[英] [ˈpəustə]n.海报，招贴，公告；招贴画30.have a go[英] [hæv əɡəu]企图，尝试；抱怨4-14 Stuck in the Mud.The children went for a walk. It was a muddy walk.“What a muddy path!” said Biff. “Baa! Baa!”“What was that?” asked Chip.“Baa! Baa!”“What was that?” asked Wilma.“I t’s a sheep,” said Dad. “Put Floppy on a lead.”“Oh no!” said Chip. “A sheep is stuck in the mud.”The sheep couldn’t get out. The mud was too deep.“Help me get it out,” said Dad. Dad went to help the sheep. He sank into the mud.Wilma and Chip went to help. They sank into the mud.Dad pushed. Wilma and Chip pulled. They got the sheep out. “Baa! Baa!” went the sheep.Wilma and Chip were muddy. Dad had lost a boot. Wilma went to get Dad’s boot.“Help!” said Wilma. “Now I’m stuck!”4-15 The Den.The children were by the stream. Wilf had an idea.Wilf found some sticks. “Let’s make a den,” he said. “Put the sticks like this.”They all found some sticks. Chip found lots of branches and Wilma found some straw.Biff found some logs. “We can sit on them inside the den,” she said.The children sat in the den but it began to rain.The ran splashed into the den. “I’m getting wet,” said Kipper.“We’re all getting wet,” said Dad. “It’s time to go.”“Can we come back soon?” asked Biff.It rained all week. The children couldn’t go out to play.They wanted the rain to stop. They wanted to go back to the den.The rain stopped. The children went back to the den.“Oh no!” said Wilma. “We can’t play in the den!”“Shh!” said Wilf.31.den[英] [den] n. 兽穴；贼窝；简陋污秽的小室；32.branch[英] [brɑ:ntʃ] n. 树枝；分支；部门，分科；支流33.straw[英] [strɔ:] n. 稻草；麦秆；4-16 An Important Case.The children were outside. They were playing football.Wilf kicked the ball. It landed in a bush. “Sorry,” said Wilf.Wilf couldn’t get the ball. “I can get it,” said Kipper.Kipper found a case. “Look at this,” he said. “I found it in the bush.”Dad looked at the case. He couldn’t open it.Wilf looked at the case. “What can be in it?” he asked. “I t looks important.”“What is in it?” asked Wilma. “I don’t know,” said Chip, “but it looks very important.”“What is in the case?” asked Kipper.“I don’t know,” said Biff, “but it looks very ,very important.”“What is in this case?” asked Dad.“We don’t know,” said the police office, “but it is very important.”A man came in a big car. “Who is he?” asked Kipper.“I don’t know,” said Dad, “but he looks important.”The man took the case.“I t’s my case,” he said. “Thank you. It was stolen. It is very important.”The man got in the car. ‘Excuse me,” said Wilma. “What is in the case?”“Ah!” said the man. “My sandwiches.”4-17 Look Smart.Mum had been shopping.Biff had a new dress. Chip had a shirt and Kipper had a new top.Biff looked at the dress. “Put it on,” said Mum. “I want you to look smart.”Kipper looked at the top. “Put it on,” said Mum. “I want you to look smart.”“Come here, Chip,” said Mum. “Put on this shirt.”“I know ,” said Chip. “You want me to look smart.”Dad came in with a tray. He fell over a bag. A cup fell over.Some chocolate went over Kipper’s top. “Oh no!” said Kipper. “Chocolate all over my top.”Biff sat down. She sat on Mum’s lipstick. “Oh no!” said Biff. “Lipstick on my dress.”Floppy ran in with muddy paws. He jumped up at Chip.“Oh Floppy!” said Chip, “Mud all over my shirt.“I can put on my old top,” said Kipper. “No,” said Mum. “I want you all to look smart.”“Smart clothes,” said Mum. “Put them on.” The children put them on.They set off for the party. A lorry went by. Splash!“What a good job!” said Dad. “Nobody looks smart.”34.tray[英] [trei] n.盘子；35.smart[英] [smɑ:t] adj.聪明的；敏捷的；漂亮的；整齐的4-18 Tug of War.The children went to the park. They went with Mum and Dad.They went to the stream. Chip saw a rope. It was by a tree.Dad had an idea. “We can skip,” he said. He tied the rope to the tree.Dad and the children began to skip. “Go on, jump!” said Mum. “Jump! Jump! Jump!”They all jumped. They jumped too soon. Whoops! They all fell over.Mum had an idea. “Let’s have a tug of war,” she said.Dad threw up the rope over the stream. Mum went over the bridge.The children began to pull. Mum and Dad began to pull.“Easy,” said wilf , and he let go. Mum and Dad pulled and pulled.“Easy,” said wilma, and she let go. Mum and Dad pulled and pulled.“Easy,” said Biff and Chip , and they let go. “Pull , Dad!” called Wilma.“Easy,” said Kipper. “Look at me.” He pulled Mum and Dad into the stream.“Easy,” said the man.36.tug[英] [tʌɡ]n.猛拉，推力；绳索链条；4-19 Adam Goes Shopping.Mum and Dad went shopping.They took Adam and Yasmin.Mum wanted a kettle. Adam wanted to go home.Yasmin wanted some shoes. Adam was bored.Dad wanted a track suit. Adam was fed up.Adam was tired. He went into a tent.Mum and Dad looked for Adam. They couldn’t find him.Everyone looked for Adam.Adam was fast asleep.37.kettle[英] [ˈketl] n.（烧水用的）壶；小汽锅38.track suit[英] [træk sju:t]n.径赛服4-20 Adam's Car.Adam had a new car.He saw a car on television. It looked like his car.Adam had an idea.He went to the flour bin. He put flour on the car.He dropped the car. “Oh no!” said Adam.He looked in the flour. He couldn’t find the car.The bin fell over. The flour went everywhere.Mum was cross.Adam was sorry.39.flour[英] [ˈflauə]n.面粉40.bin[英] [bin]n.箱子，容器；4-21 Lucky the Goat.Adam and yasmin went on holiday.They stayed with Grandmother.Grandmother had a party. Everyone wanted to come.Grandmother had a kid goat. The kid was called Lucky.Yasmin looked after Lucky. She gave her a bottle.She gave her a cuddle. She played with her every day.The holiday was over. Yasmin was sad.Adam had spots. They couldn’t go on the aeroplane.“Chicken pox,” said the doctor. “Come back in two weeks.”“Lucky!” said Yasmin.41.cuddle[英] [ˈkʌdl] n.搂抱，拥抱42.chickenpox[英] [ˈtʃɪkɪnpɒks]n.水痘4-22 Mosque School.Yasmin went to a mosque school.Adam wanted to go. But he was too little.He wanted to look inside.Adam couldn’t see. He climbed on the lamp post.Adam got stuck. “Oh no!” said his Mum.“Help!” called Adam. Everyone ran to help.The firemen came. They got Adam out.“You can go to mosque school,” said Grandad.“Horray!” said Adam.43.mosque[英] [mɔsk] n.清真寺，伊斯兰教寺院44.stuck[英] [stʌk] v.刺(stick 的过去式及过去分词)4-23 Yasmin's Dress.Yasmin couldn’t sleep. The rain woke her up.Yasmin went downstairs. “Oh help!” she said.Mum and Dad came downstairs. “Oh help!” said Dad.The shop was flooded. Everything was wet.“What a mess!” said Yasmin. The cloth was wet.They took the clothe outside. “Hang it up to dry,” said Yasmin.Everyone helped. The sun came out.“I t looks lovely,” said everyone. “Let’s have a party,” said Yasmin.Everyone was happy.45.flood[英] [flʌd] vi. 涌出；为水淹没4-24 Yasmin and the Flood.Yasmin had a new dress. Her mum had made it. Yasmin put it on.Yasmin looked pretty. “Wha a pretty dress!” said Dad.Yasmin went to Gran’s. “Wha a pretty dress!” said everyone.Yasmin and Adam went to play. Adam got paint on his hands.Adam got paint on Yasmin’s dress. “Oh no!” said Yasmin.Yasmin was cross. Adam was upset.Grandfather got the paint off. Everyone was happy.4-25 Come In!Dad was painting the door. Mum went out.Wilf and Wilma came to play. “Come in,” said Dad.Three children came to the house. They came to play with Biff. “Come in,” said Biff.Four children came to the house. They came to play with Chip. “Come in,” said Chip.Five children came to play. They wanted to play with Kipper. “Come in,” said Kipper.Mum came home. “What a lot of children! What a mess!” she said.Mum looked for Biff ,Chip and Kipper. They were watching television. Mum was cross.Mum gave the children some biscuits. They all went home.Mum went outside. ‘Oh no!” said Mum.4-26 House for Sale.This house was for sale.Dad liked the house. Mum liked it too.Biff and Chip looked at the house. Everyone liked it. Kipper pulled the wallpaper.They went into a room. Everyone liked this room. Kipper looked up the chimney.Biff wanted this bedroom. It was a big room. Kipper jumped on the bed.Chip wanted this bedroom. It was a big room. Kipper sat on a chair.They went down the garden. They looked at the tree house. Kipper climbed the tree.Biff and Chip climbed the tree. They went in the tree house. Kipper pulled a can down.Everyone liked the house. Floppy liked it too.46.wallpaper[英] [ˈwɔ:lˌpeɪpə]n.壁纸，墙纸4-27 The New House.A van came to the house.“What a big van!” said Chip. “What a big man!” said Kipper.The man looked at the things. “What a lot of things!” he said.Mum and Dad helped the man. They put things in the van. “What a job!” said Dad.The children helped too. Kipper put his toys in the van. Biff and Chip put the go-cart in.They put a box in the van. “What a big box!” said Biff. “What a job!” said everyone.“Goodbye,” said Biff. “Goodbye,” said Chip. “Come and play soon,” they said.The van went to the new house. Dad looked at Biff and Chip “Oh no!” said Biff and Chip.“What a job!” they said.4-28 The Play.Biff and Chip went to school. They went with Wilf and Wilma.Biff and Chip liked Mrs May. They were in her class.Wilf liked Mrs May. He was in her class too.It was story time. The story was the Wizard of Oz. It was about a girl and her dog.The girl was Dorothy. There was a storm. The wind blew the house away.Dorothy met the Scarecrow. She met the Tin Man. She met the Lion. Dorothy met a witch.There was a storm. It was playtime. The children couldn’t play outside.The children played inside. They played The Wizard of Oz. Mrs May liked the little play.Mrs May put on a play. The play was Wizard of Oz. Wilf’s mum helped Mrs May.Chip was the Tin Man. Wilf was the lion. Biff was a witch.Wilf’s dad helped Mrs May. He painted a house. The children helped him.The mums and dads came. They liked the play. “What a good play!” they said.The children liked the play. They gave Mrs May some folwers. “I t was good fun,” said Wilf.It was time to go home. There was a storm. “I t’s like the play,” said Chip.47.wizard[英] [ˈwizəd] n. （尤指故事中的）男巫；术士；<褒>有特殊才干的人，奇才adj.出色的，极好的；巫术的，巫师的adj. 出色的，极好的；巫术的，巫师的48.Dorothy[ˈdɔrəθi] n. 桃乐茜（女子名）[女子名] 多萝西Dorothea的变体；49.witch[英] [witʃ] n. 女巫，巫婆；4-29 The Secret Room.Biff and Chip liked the new house. They helped Mum and Dad.Mum put wallpaper on the wall. Chip helped her. Dad painted a door. Biff helped him.Biff was in her room. Dad looked at the wallpaper. Biff wanted new wallpaper.They went to the wallpaper shop. Biff looked at the wallpaper. She liked this wallpaper.Mum and Dad pulled the wallpaper off. Biff and Chip helped. “What a job!’ said Chip.Biff found a door. The door was stuck.Mum opened the door. She found a room. Everyone looked inside.Mum went into the secret room. She found a little house.“I t looks like our house,” said Mum.Biff opened the little house. Everyone looked inside.“I t looks like our house inside,” said Biff.Kipper found a little dog. “Look at this little dog,” said Kipper.“I t looks like our dog. It looks like Floppy.”Chip found three little children. “Look at the children,” said Chip. “They look like us.”Biff liked the bedroom. She liked the secret room too.Dad painted the secret room. Biff put things inside.Biff was in bed. She was fast asleep. She dreamed about the little children.4-30 The Storm.Wilf and Wilma came to the house. They came to play.The children went outside. They climbed the tree.They looked in the tree house. “What a mess!” said Biff.Dad helped the children. He mended the roof. Biff and Wilma mended the door.Chip and Wilf painted the tree house. Wilf painted the door. Chip painted the walls.The tree house looked good. The children put things inside.They had a party in the tree house.It was bedtime. Biff was in her room. Biff looked outside. There was a storm.It was time for school. Wilf and Wilma came. “What a storm!” said Mum.The wind blew. The rain came down. “What a storm!” said Mrs May.It was time to go home. The mums and dads came. “What a wind!” they said.“Oh no!” said Biff. The tree was down. “What a mess1” said Kipper.The children climbed on the tree. Floppy barked and barked.Floppy found something. It was a box.Everyone looked at the box. Mum opened it. They found a key inside.Chip wanted the box. He put it in his room.。
大学英语4级试题及答案一、听力理解（共15分）1. A) 4:30 p.m. B) 5:00 p.m. C) 5:30 p.m.2. A) At a bookstore. B) At a supermarket. C) At a library.3. A) He is a professor. B) He is a student. C) He is a librarian.4. A) She was late. B) She got lost. C) She missed the bus.5. A) To visit her parents. B) To go shopping. C) To attend a meeting.二、阅读理解（共20分）1. What is the main idea of the passage?A) The importance of sleep.B) The effects of sleep deprivation.C) The benefits of taking naps.2. According to the author, what is the best time to take a nap?A) In the morning.B) In the afternoon.C) In the evening.3. What does the word "insomnia" mean in the context of the passage?A) Sleepwalking.B) Difficulty falling asleep.C) Snoring.4. Which of the following is NOT a suggested solution to sleep problems?A) Regular exercise.B) Avoiding caffeine.C) Sleeping in on weekends.5. What is the author's conclusion about sleep?A) It is essential for overall health.B) It should be sacrificed for work.C) It is a waste of time.三、词汇与结构（共20分）1. The weather turned out to be very good, so we decided to _______ our plans.A) call offB) put offC) take off2. Despite his lack of experience, he managed to _______ the project on time.A) carry outB) carry onC) carry away3. The company has _______ a new policy to improve employee satisfaction.A) implementedB) complicatedC) complicated4. She was so _______ in her work that she didn't hear the doorbell.A) absorbedB) distractedC) bored5. The teacher asked the students to _______ their essays before submitting them.A) reviseB) reviewC) revise四、完形填空（共20分）1. A) However B) Therefore C) Moreover2. A) surprised B) disappointed C) excited3. A) despite B) because C) although4. A) opportunity B) challenge C) advantage5. A) eventually B) immediately C) suddenly五、翻译（共25分）1. 随着科技的发展，人们的生活方式发生了巨大的变化。
xx年公共英语考试试题pets4级阅读精选xx下半年pets考试时间将近，下面为大家提供全国英语等级考试四级pets4精选阅读试题，希望能帮助大家更好的复习，备战xx年9月的考试。
I remember the way the light touched her hair. She turned her head, and our eyes met, a momentary awareness in that raucous fifth grade classroom. I felt as though I' d been struck a blow under the heart Thus began my first love affair.Her name was Rachel, and I mooned my way through the grade and high school, stricken at the mere sight of her, tongue-tied in her presence. Does anyone, anymore, linger in the shadows of evening, drawn by the pale light of a window--her window--like some hapless summer insect?That delirious swooning, asexual but urgent and obsessive, that made me awkward and my voice crack, is like some impossible dream now.I would catch sight of her, walking down an aisle of trees to or from school, and I' d bee paralyzed. She always seemed so poised, so self-possessed. At home, I' d relive each encounter,writhing at the thought of my inadequacies. We eventually got acquainted and socialized as we entered our adolescence, she knew I had a case on her, and I sensed her affectionate tolerance for me. "Going sready" implied amaturity we still lacked. Her Orthodox Jewish upbringing and myown Catholic scruples imposed an inhibited grace that made even kissing a distant prospect, however fervently desired. I managed to hold her once at a dance-chaperoned, of course. Our embrace made her giggle, a sound so trusting that I hated myself for what I' d been thinking. At any rate,my love for Rachel remained unrequited. We graduated from high school, she went on to college,and I joined the Army.When World War II engulfed us, I was sent overseas. For a time we corresponded, and her letters were the highlight of those grinding endless years. Once she sent me a snapshot of herself in a bathing suit, which drove me to the wildest of fantasies. I mentioned the possibility of marriage in my next letter, and almost immediately her replies became less frequent, less personal. Her Dear John latter finally caught UD with me while I was awaiting discharge. She gently explained the impossibility of a marriage between us. Looking back on it, I must have recovered rather quickly, although for the first few months I believed I didn' t want to five. Like Rachel, I found someone else, whom I learned to love with a deep and permanent mitment that has lasted to this day.46. Aording to the passage, how old was the author when his first love affair began?A. Before he entered his teens.B.In his early teens.C. In his middle teens.D. When he was just out of his teens.47. How did the author behave as a boy in love?A. His first love motivated him toward hard study.B.His first love evoked sentimental memories.C. He was overpowered by wild excitement and passion.D.. He fulfilled his expectations and desires.48. Aording to the passage, what held them back from a loving kiss?A. Her Jewish origin did not allow it.B.His Catholic adherence forbade it.C. They were not sure whether it was proper or ethicalto kiss in line with their religiousdecorum.D. Kissing was found to be inelegant or evendistasteful.49. Aording to the passage, what was Rachel' s response to the author' s tender affection before the war?A. She recognized and aepted his love affectionately.B.She thwarted his affection by flatly turning him down.C. She fondly permitted him to adore her without losing her own heart to' him.D. She didn"t care for him at all and only took delight in playing with his feelings.50. Which of the following best describes the organization of the passage?A. Statement and example.B.Cause and effect.C. Order of importance..D. Linear description.我依然记得阳光洒在她头发上的样子。
国家地理分级阅读
国家地理分级阅读是一种根据文章内容的难易程度将阅读材料分级的方法。
这种方法可以帮助读者根据自己的阅读能力选择适合自己水平的文章，从而提高阅读理解和语言能力。
在国家地理分级阅读系统中，文章被分为不同的级别，通常从1级到5级，每个级别的文章难度逐渐增加。
每个级别都有对应的词汇量、句子结构和文章长度的要求。
以下是对每个级别的一般描述：
1级：简单的句子和常见词汇，适合初学者和正在学习英语的人阅读。
2级：简单的句子和常见词汇，适合初学者和正在学习英语的人阅读。
3级：句子结构和词汇量稍微复杂，适合有一定英语基础的读者。
4级：较复杂的句子结构和词汇，适合具备一定英语阅读能力的读者。
5级：复杂的句子结构和高级词汇，适合具备较高英语阅读能力的读者。
国家地理分级阅读系统通常会提供对应级别的阅读材料，读者可以根据自己的水平选择适合的文章进行阅读和学习。
这种方法有助于渐进式地提高阅读能力，提升词汇量和理解能力。
请注意，实际的国家地理分级阅读系统可能有所不同，具体的级别和描述可能因不同的阅读材料而有所调整。
建议使用具体的分级阅读系统进行阅读，以获得更准确和有效的阅读训练。
1989年1月大学英语四级(CET-4)真题试卷Passage OneMore than 30,000 drivers and front seat passengers are killed or seriously injured each year. At the speed of only 30 miles per hour it is the same as falling from a third-floor windows. Wearing a seat belt saves lives; it reduces your chance of death or serious injury by more than half.Therefore drivers or front seat passengers over 14 in most vehicles must wear a seat belt. If you do not, you could be fined up to ￡50. it will not be up to the drivers to make sure you wear your belt. But it will be the driver‟s responsibility to make sure that children under 14 do not ride in the front unless they are wearing a seat belt of some kind.However, you do not have to wear a seat belt if you reversing your vehicle; or you are making a local delivery or collection using a special vehicle; or if you have a valid medical certificate which excuses you from wearing it. Make sure these circumstances apply to you before you decide not to wear you seat belt. Remember you may be taken to court for not doing so, and you may be fined if you cannot prove to the court that you have been excused from wearing it.21. This text is taken from ___D___.A) a medical magazineB) a police reportC) a legal documentD) a government information booklet22. Wearing a seat belt in a vehicle ___C___.A) reduces road accidents by more than halfB) saves lives while driving at a speed up to 30 miles per hourC) reduces the death rate in traffic accidentsD) saves more than 15,000 lives each year23. It is the driver‟s responsibility to ____B____.A) make the front seat passenger wear a seat beltB) make the front seat children under 14 wear a seat beltC) stop children riding in the front seatD) wear a seat belt each time he drives24. According to the text, which of the following people riding in the front dos not haveto wear a seat belt?AA) Someone who is backing into a parking space.B) Someone who is picking up the children from the local school.C) Someone who is delivering invitation letters.D) Someone who is under 14.25. For some people, it may be better ____B____.A) to wear a seat belt for health reasonsB) not to wear a seat belt for health reasonsC) to get valid medical certificate before wearing a seat beltD) to pay a fine rather than wear a seat beltPassage TwoIf you want to stay young, sit down and have a good think. This is the research finding of a team of Japanese doctors, who say that most of our brains are not getting enough exercise—and as a result, we are ageing unnecessarily soon.Professor Taiju Matsuzawa wanted to find out why otherwise healthy farmers in northern Japan appeared to be losing their ability to think and reason at a relatively early age, and how the process of ageing could be slowed down.With a team of colleagues at Tokyo National University, he set about measuring brain volumes of a thousand people of different ages and varying occupations.Computer technology enabled the researchers to obtain precise measurements of the volume of the front and side sections of the brain, which relate to intellect (智能) and emotion, and determine the human character. (The rear section of the brain, which controls functions like eating and breathing, does not contract with age, and one can continue living without intellectual or emotional faculties.)Contraction of front and side parts—as cells die off—was observed I some subjects in their thirties, but it was still not evident in some sixty- and seventy-year-olds.Matsuzawa concluded from his tests that there is a simple remedy to the contraction normally associated with age—using the head.The findings show in general terms that contraction of the brain begins sooner in people in the country than in the towns. Those least at risk, says Matsuzawa, are lawyers, followed by university professors and doctors. White collar workers doing routine work in government offices are, however, as likely to have shrinking brains as the farm worker, bus driver and shop assistant.Matsuzawa‟s findings show that thinking can prevent the brain from shrinking. Blood must circulate properly in the head to supply the fresh oxygen the brain cells need. “The best way to maintain good blood circulation is through using the brain,” he says, “Think hard and engage in conversation. Don‟t rely on pocket calculators.”26. The team of doctors wanted to find out __A______.A) why certain people age sooner than othersB) how to make people live longerC) the size of certain people‟s brainsD) which people are most intelligent27. On what are their research findings based?CA) A survey of farmers in northern Japan.B) Tests performed on a thousand old people.C) The study of brain volumes of different peopleD) The latest development of computer technology.28. The doctor‟s test show that ____D____.A) our brains shrink as we grow olderB) the front section of the brain does not shrinkC) sixty-year-olds have the better brains than thirty-year-oldsD) some people‟s brains have contracted more than other people‟s29. The word “subjects” in Paragraph 5means ____C____.A) something to be consideredB) branches of knowledge studiedC) persons chosen to be studied in an experimentD) any member of a state except the supreme ruler30. According to the passage, which people seem to age slower than the others?AA) Lawyers.B) Farmers.C) Clerks.D) Shop assistants.Passage ThreeOn June 17, 1744, the officials from Maryland and Virginia held a talk with the Indians of the Six Nations. The Indians were invited to send boys to William and Mary College. In a letter the next day the refused the offer as follows:We know that you have a high opinion of the kind of learning taught in your colleges, and that the costs of living of our young men, while with you, would be very expensive to you. We are convinced that you mean to do us good by your proposal; and we thank you heartily. But you must know that different nations have different ways of looking at things, and you will therefore not be offended if your ideas of this kind of education happen not t be the same as yours. We have had some experience of it. Severalof our young people were formerly brought up at the colleges of the northern provinces: they were taught all your sciences; but, when they came back to us, they were bad runners, ignorant of every means of living in the woods…they were totally good for nothing.We are, however, not the less obliged by your kind offer, though we refuse to accept it; and, to show our grateful sense of it, if the gentlemen of Virginia will send up a dozen of their sons, we will take care of their education, teach them in all we know, and make men of them.31. The passage is about ____C____.A) the talk between the Indians and the officialsB) the colleges of northern provincesC) the educational values of the IndiansD) the problems of the Americans in the mid-eighteenth century32. The Indians‟ chief purpose in writing the letter seems to be to ___A_____.A) politely refuse a friendly offerB) express their opinion on equal treatmentC) show their prideD) describe Indian customs33. According to the letter, the Indians believed that ______D__.A) it would be better for their boys to receive some schoolingB) they were being insulted by the offerC) they knew more about science than the officialsD) they had a better way of educating young men34. Different from the officials‟ view of education, the Indians though ___B_____.A) young women should also be educatedB) they had different goals of educationC) they taught different branches of scienceD) they should teach the sons of the officials first35. The tone of the letter as a whole is best described as ____C____.A) angryB) pleasantC) politeD) inquiringPassage FourIn what now seems like the prehistoric times of computer history, the earth‟s postwar era, there was quite a wide-spread concern that computers would take over the world from man one day. Already today, less than forty years later, as computers are relieving us of more and more of the routine tasks in business and in our personal lives, we are faced with a less dramatic but also less foreseen problem. People tend to be over-trusting of computers and are reluctant to challenge their authority. Indeed, they behave as if they were hardly aware that wrong buttons may be pushed, or that a computer may simply malfunction (失误).Obviously, there would be no point in investing in a computer if you had to check all its answers, but people should also rely on their own internal computers and check the machine when they have the feeling that something has gone wrong.Questioning and routine double-checks must continue to be as much a part of good business as they were in pre-computer days. Maybe each computer should come with the warning: for all the help this computer may provide, it should not be seen as a substitute for fundamental thinking and reasoning skills.36. What is the main purpose of this passage?DA) To look back to the early days of computers.B) To explain what technical problems may occur with computers.C) To discourage unnecessary investment in computers.D) To warn against a mentally lazy attitude towards computers.37. According to the passage, the initial concern about computers was that they might_B_______.A) change our personal livesB) take control of the worldC) create unforeseen problemsD) affect our businesses38. The passage recommends those dealing with computers to ____A____.A) be reasonably doubtful about themB) check all their answersC) substitute them for basic thinkingD) use them for business purposes only39. The passage suggests that the present-day problem with regard to computers is____B____.A) challengingB) psychologicalC) dramaticD) fundamental40. It can be inferred from the passage that the author would disapprove of ___D_____.A) investment in computersB) the use of on e‟s internal computerC) double-check on computersD) complete dependence on computers for decision-making1990年1月大学英语四级(CET-4)真题试卷Passage OneOceanography has been defined as “The application of all sciences to the study of the sea”.Before the nineteen century, scientists with an interest in the sea were few and far between. Certainly Newton considered some theoretical aspects of it in his writings, but he was reluctant to go to sea to further his work.For most people the sea was remote, and with the exception of early intercontinental travelers or others who earned a living from the sea, there was little reason to ask many questions about it, let alone to ask what lay beneath the surface. The first time that question “What is at the bottom of th e oceans?” had to be answered with any commercial consequence was when the laying of a telegraph cable from Europe to America was proposed. The engineers had to know the depth profile (起伏形状) of the route to estimate the length of cable that had to be manufactured.It was to Maury of the US Navy that the Atlantic Telegraph Company turned, in 1853, for information on this matter. In the 1840s, Maury had been responsible for encouraging voyages during which soundings (测声) were taken to investigate the depths of the North Atlantic and Pacific Oceans. Later, some of his findings aroused much popular interest in his book The Physical Geography of the Sea.The cable was laid, but not until 1866 was the connection made permanent and reliable. At the early attempts, the cable failed and when it was taken out for repairs it was found to be covered in living growths, a fact which defied contemporary scientific opinion that there was no life in the deeper parts of the sea.Within a few years oceanography was under way. In 1872 Thomson led a scientific expedition (考察), which lasted for four years and brought home thousands of samples from the sea. Their classification and analysis occupied scientists for years and led to a five-volume report, the last volume being published in 1895.21. The proposal to lay a telegraph cable from Europe to America made oceanographicstudies take on ___C_____.A) an academic aspectB) a military aspectC) a business aspectD) an international aspect22. It was ____D____ that asked Maury for help in oceanographic studies.A) the American NavyB) some early intercontinental travelersC) those who earned a living from the seaD) the company which proposed to lay an undersea cable23. The aim of the voyages Maury was responsible for in the 1840s was ___D_____.A) to make some sounding experiments in the oceansB) to collect samples of sea plants and animalsC) to estimate the length of cable that was neededD) to measure the depths of the two oceans24. “Defied” in the 5th paragraph probably means “___C_____”.A) doubtedB) gave proof toC) challengedD) agreed to25. This passage is mainly about ____A____.A) the beginnings of oceanographyB) the laying of the first undersea cableC) the investigation of ocean depthsD) the early intercontinental communicationsPassage TwoNormally a student must attend a certain number of courses in order to graduate, and each course which he attends gives him a credit which he may count towards a degree. In many American universities the total work for a degree consists of thirty-six courses each lasting for one semester. A typical course consists of three classes per week for fifteen weeks; while attending a university a student will probably attend four or five courses during each semester. Normally a student would expect to take four years attending two semesters each year. It is possible to spread the period of work for the degree over a longer period. It is also possible for a student to move between one university and another during his degree course, though this is not in fact done as a regular practice.For every course that he follows a student is given a grade, which is recorded, and the record is available for the student to show to prospective employers. All this imposes a constant pressure and strain of work, but in spite of this some students still find time for great activity in student affairs. Elections to positions in student organizations arouse much enthusiasm. The effective word of maintaining discipline is usually performed by students who advise the academic authorities. Any student who is thought to have broken the rules, for example, by cheating has to appear before a student court. With the enormous numbers of students, the operation of the system does involve a certain amount of activity. A student who has held one of these positions of authority is much respected and it will be of benefit to him later in his career.26. Normally a student would at least attend ____B____ classes each week.A) 36B) 20C) 12D) 1527. According to the first paragraph an American student is allowed __B______.A) to live in a different universityB) to take a particular course in a different universityC) to live at home and drive to classesD) to get two degrees from two different universities28. American university students are usually under pressure of work because___A_____.A) their academic performance will affect their future careersB) they are heavily involved in student affairsC) they have to observe university disciplineD) they want to run for positions of authority29. Some students are enthusiastic for positions in student organizations probablybecause _____C___.A) they hate the constant pressure strain of their studyB) they will then be able to stay longer in the universityC) such positions help them get better jobsD) such positions are usually well paid30. The student organizations seem, to be effective in ___D_____.A) dealing with the academic affairs of the universityB) ensuring that the students observe university regulationsC) evaluating students‟ performance by bringing them before a courtD) keeping up the students‟ enthusiasm for social activitiesPassage ThreeDo you find getting up in the morning so difficult that it‟s painful? This migh t be called laziness, but Dr. Kleitman has a new explanation. He has proved that everyone has a daily energy cycle.During the hours when you labor through your work you may say that you‟re “hot”. That‟s true. The time of day when you feel most energetic i s when your cycle of body temperature is at its peak. For some people the peak comes during the afternoon. For others it comes in the afternoon or evening. No one has discovered why this is so, but it leads to such familiar monologues (自言自语) as: “Get up, John! You‟ll be late for work again!” The possible explanation to the trouble is that John is at his temperature-and-energy peak in the evening. Much family quarrelling ends when husbands and wives realize what these energy cycles mean, and which cycle each member of the family has. You can‟t change your energy cycle, but you can learn to make your life fit it better. Habit can help, Dr. Kleitman believes. Maybe you‟re sleepy in the evening but feel you must stay up late anyway. Counteract (对抗) your cycle to some extent by habitually staying up later than you want to. If our energy is low in the morning but you have an important job to do early in the day, rise before your usual hour. This won‟t change your cycle, but you‟ll get up steam (鼓起干劲) and work better at your low point.Get off to a slow start which saves your energy. Get up with a leisurely yawn and stretch. Sit on the edge of the bed a minute before putting your feet on the floor. Avoid the troublesome search for clean clothes by laying them out the night before. Whenever possible, do routine work in the afternoon and save tasks requiring more energy or concentration for your sharper hours.31. If a person finds getting up early a problem, most probably __D______.A) he is a lazy personB) he refuses to follow his own energy cycleC) he is not sure when his energy is lowD) he is at his peak in the afternoon or evening32. Which of the following may lead to family quarrels according to the passage?AA) Unawareness of energy cycles.B) Familiar monologues.C) A change in a family member‟s energy cycle.D) Attempts to control the energy cycle of other family members.33. If one wants to work more efficiently at his low point in the morning, he should_____C___.A) change his energy cycleB) overcome his lazinessC) get up earlier than usualD) go to bed earlier34. You are advised to rise with a yawn and stretch because it will ___A_____.A) help to keep your energy for the day‟s workB) help you to control your temper early in the dayC) enable you to concentrate on your routine workD) keep your energy cycle under control all day35. Which of the following statements is NOT TRUE?BA) Getting off to work wit a minimum effort helps save one‟s energy.B) Dr. Kleitman explains why people reach their peaks at different hours of day.C) Habit helps a person adapt to his own energy cycle.D) Children have energy cycles, too.Passage FourWe find that bright children are rarely held back by mixed ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把…按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do theirbest, not their least, and we give them every encouragement to attain this goal.36. In the passage the au thor‟s attitude towards “mixed-ability teaching” is ____C____.A) criticalB) questioningC) approvingD) objective37. By “held back” (Line 1) the author means “___D_____”A) made to remain in the same classesB) forced to study I the lower classesC) drawn to their studiesD) prevented from advancing38. The author argues that a teacher‟s chief concern should be the development of thestudent‟s ____B____.A) personal qualities and social skillsB) total personalityC) learning ability and communicative skillsD) intellectual ability39. Which of the following is NOT MENTIONED in the third paragraph?DA) Group work gives pupils the opportunity to learn to work together with other.B) Pupils also learn to develop their reasoning abilities.C) Group work provides pupils with the opportunity to learn to be capableorganizers.D) Pupils also learn how to participate in teaching activities.40. The author‟s purpose in writing this passage is to ____A____.A) argue for teaching bright and not-so-bright pupils in the same classB) recommend pair work and group work for classroom activitiesC) offer advice on the proper use of the libraryD) emphasize the importance of appropriate formal classroom teaching1990-6 Passage OneYou are a German living in Berlin. One day you‟re walking down the street, minding your own business, when suddenly a stranger approached with a smile on his face. After stopping you, he holds a small electronic device close to his face and speaks slowly into it, saying, in English: “Can you tell me where I can buy some sauerkraut?”What should you do? (a) Run away; (b) Call the police; or, (c) Listen closely for the device to say, in German, “Konnen Sie mir bitte sager, which Sauerkraut Kaufen Kann?”The most appropriate response would be (c) because the person in front of you is only a tourist trying to enjoy himself. The device is said to he the world‟s first portable transistor—a hand-held microcomputer that—at the same time converts one spoken language into another.The four-pound battery-operated product is called the V oice, and it is the creation of Advanced Products and Technologies an American electronics company. When the V oice is introduced in the United States in late April—at a price of $1,500—it will be capable of converting spoken English into Italian, German, French and Spanish. The product comes with separate cartridges (盒式储存器) for each of the four languages, which can be changed when the user travels from one country to another. The item will be sold in Europe soon after the U.S. Introduction, with cartridges that covert Italian, German, French and Spanish into English.The V oice uses a microchip (微型集成块) and artificial Intelligence to translate Languages. It is started by voice command and produces voice output through a built-in speaker. Then the user makes a statement or asks a question, the V oice immediately repeats what has been said in another Language.21. The stranger holding the V oice seems to be ___C_____.A) asking for some informationB) greeting the GermanC) amusing himselfD) practising his German22. The German sentence “Konnen Sie Kann?” means __D______.A) “Why don‟t you ask the policeman.”B) “Would you listen closely for the device to say?”C) “Can you say it again, please?”D) “Can you tell me where I can buy some sauerkraut?”23. The word “speaker” in the last paragraph refers to ____B____.A) the person who speaks to the deviceB) a component part of the V oiceC) the person who speaks GermanD) the speech produced by the V oice24. Which of the following is NOT TRUE?CA) The voice is an invention of an electronics company.B) The voice is a hand-held translator.C) The voice is new product in wide use.D) The voice is mainly a microcomputer.25. The V oice can translate _____D___.A) from German into any of the other four languages mentionedB) from and into English by using the same cartridgesC) between any two of the above-mentioned languagesD) from English into any of the other four languages or the other way roundPassage TwoComputers may one day turn night into day—with good old, natural sunlight.Colossal computer-controlled mirrors, thousands of feet across, may one day orbit the earth, reflecting sunlight onto a darkened United States.Some Scientists say that 16 of these mirrors, each about a half mile across, could aim their reflected light at one area on the earth that was about 200 miles by 300 miles. That much light would equal about 56 moons.The mirrors would be so high that they could catch the sun‟s light as it was shining on the other side of the earth. The mirrors could orbit—thousands of miles high—at the same speed as the earth turns on its axis (轴). That way, the mirrors would always be over the same spot.The aluminum-coated (涂铝的), plastic mirrors could be folded up and packed into a spaceship, according to the scientists. Once released a few hundred miles in space, the mirrors, powered by a solar-powered engine, could mark the rest of the trip into space on their own.The scientists say that the computer-controlled mirrors could also be made to tilt (倾斜) slowly, so the reflected sunlight would sweep slowly along the surface of the earth. For example, as night fell, the mirrors could be tilted to light up Boston. Later on, as darkness spread slowly westward. Chicago, for example, then San Francisco could be lit up. The reflected sunlight would allow these cities to save up electricity. And in emergencies, such as power-failures, the mirrors could light up the affected area.What no one knows yet is what effect this artificial daytime would have on plants, animals, and humans. Would it confuse some animals and harm plants that are used to regular day-night cycles? The scientists recommend that studies be done to find out what had effects there might be.26. The word “colossal” in Line 3 most likely means ____D____.A) nuclear-poweredB) orbitingC) giantD) spinning27. Which of the following is NOT TRUE of the mirrors?BA) They would be made of plastic and coated with aluminum.B) They could be launched directly into space.C) They would stay in the same position over the earth.D) They could reflect sunlight to a large area on the earth.28. The reflected light should sweep slowly along the surface of the earth because themirrors ___D_____.A) would be operated by solar-powered enginesB) would orbit thousands of miles high to catch the sun‟s lightC) could move around the earth at the same speed as the earth turns on its axisD) could be made to adjust their angles29. The purpose for turning night into day is to ___C_____.A) confuse animals and plantsB) light up more citiesC) save energy and deal with emergenciesD) enable people to work longer hours30. The writer of this passage _____A___.A) gives an objective account of the mirrorsB) seems to be much worried about the effect of the mirrorsC) is in favour of the wide use of the mirrorsD) suggests that artificial daylight is harmful to living beingPassage ThreeAs supplier of most of the food we eat and of raw materials for many industrial processes, agriculture is clearly an important area of the economy. But the industrial performance of agriculture is even more important than this. For in nations where the productivity of farmers is low, most of the working population is needed to raise food and few people are available for production of investment goods or for other activities required for economic growth. Indeed, one of the factors related most closely to the per capital income (人均收入) of a nation is the fraction of its population engaged in farming. In the poorest nations of the world more than half of the population lives on farms. This compares sharply with less than 10 per cent in Western Europe and less than 4 per cent in the United States.In short, the course of economic development in general depends in a fundamental way on the performance of farmers. This performance in turn, depends on how agriculture is organized and on the economic environment, or market structure, within which it function. In the following pages the performance of American agriculture is。
