四級英語閱讀題庫文檔
閱讀題總共有三篇，包括一篇比較長的快速閱讀和兩篇正常的閱讀理解題，也就是專仔細閱讀。屬
四級考試每年的時間都不同，總體來說六月份有一次，十二月份也有一次，英語四級總分為710分，各個題型所佔的百分比如下：聽力理解部分分值比例為35％；其中聽力對話15％，聽力短文20％。閱讀理解部分分值比例為35％。
從05年6月起，記分體制全面進行改變，不可能一部分記分體制變，一部分記分體制不變，記分體制是從05年6月完成，也就是從這一次考試開始，根據高教司的要求，發成績報考單。
(1)四級英語閱讀題庫文檔擴展閱讀：
閱讀理解（考試時間：40分鍾）248．5分
測試內容：詞彙理解；題型：選詞填空；題目數量：10；分值比例：5％；每小題3．55分
測試內容：長篇閱讀；題型：匹配；題目數量：10；分值比例：10％；每小題7．1分。
測試內容：仔細閱讀；題型：選擇題（單選題）；題目數量：10；分值比例：20％；每小題14．2分。
⑵ 英語四級考試閱讀理解匹配題怎樣匹配
英語四級考試閱讀理解匹配題做題步驟：
首先要先仔細閱讀10個選項，畫出每個選項中的關鍵詞。10個選項的關鍵詞畫好之後，開始閱讀文章，大家注意，閱讀文章不是翻譯文章，所以不需要每一個點全部達到很深刻的理解，只需要知道大概意思即可，然後在腦海里和10個選項的關鍵詞進行匹配。
覺得這一段談到的內容和之前的某一個選項有很多重疊的內容，那就可以把選項拿出來和這段話進行對比，這樣最終選出答案。整體檢查，全部匹配完之後，每一個選項和匹配的段落再好好地檢查一下是不是真的一致。
慢工出細活，任何的投機取巧都導致事情弄巧成拙。所以建議大家在做這類題之前，先將前面的10道問題進行一個梳理，然後畫出每個問題的關鍵詞或者關鍵搭配，這樣就方便帶迴文章找出處，第一個加深你的印象，第二個能夠找到前後之間的一個邏輯關系，如果你在10道題中找到題目與題目之間有相同的信息，那麼，找出正確選項的可能性會高得多。
一定要去逐段去做題，而不是說你看一道題，就回到原文當中去找對應哪一段話，這樣很容易產生偏差。方向錯了，差之毫釐謬以千里，只有逐段做題的時候，你的效率或者說你的速度才是最快的。不要怕麻煩，你可以邊看邊用鉛筆勾選出關鍵詞、句，這看起來不會那麼混亂，方便篩選出正確答案。
段落匹配題內容比較多，很多同學看到這么多的段落內容就已經泄氣了，或者做題不認真，看到就選。新東方在線建議大家一定要保持良好的心態，做題突出一個慢字，段落匹配題一般情況下，難度並不大，大家不用過於擔心，認真去做，把分數拿到手。大家可以給自己定個目標， 10道題最少做對8道題，不要認為難度很大，十道題全對很常見，對自己多點信心。
⑶ 2019年12月英語四級閱讀模擬試題及答案
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⑷ 英語四級長篇閱讀有誰知道原題答案嗎
抓緊來時間練聽力，練到考前一周就不自要再聽了，現在可以將歷年真題仔仔細細的聽一遍，做題，如果時間充裕還可以拿這些對話、短文來聽寫，效果會更好；
另外，閱讀。閱讀主要是技巧考試，但畢竟現在閱讀的分值下降了，所以也不必太擔心。事跡讓，閱讀的核心技能就是「關鍵詞+迴文定位+同義替換」。關鍵詞是選項中的關鍵詞，然後拿這些關鍵詞回到文章中去定位，然後根據同義替換原則找出正確答案。
此外，寫作也很重要，屬於容易得分的題目，只要稍加練習都能提高不少。現在要對近幾年考過的題目進行練習。寫作最為重要的格式和框架，因為閱卷老師沒有什麼時間看你的具體內容，除非你想在寫作上得滿分。
完形填空基本上可以不用下功夫，因為這部分是考查的最為滲入和深合的部分，向短期提高有困難，而且分值還不多。
⑸ 英語四級 閱讀理解 ，求題目及答案解析
四級仔細閱讀答題技巧：
(1) 細節題
在做細節題時，首先應當仔細閱讀題目，弄清題目的具內體要求容，以及所給4個選項，然後在題目或選項中確定關鍵詞，再利用關鍵詞迴文章中定位，找出文章中相對應的細節性句子，與4個選項進行對照，以確定正確答案。
(2) 主旨題
首先要確定文章有無主題句，以及主題句在文章中的位置。文章的主題句通常位於首段或尾段，有時也出現在文章的中間段落。段落的主題句通常位於段首或段尾，有時也在段落的中間。
(3) 推理題
推理題在大學英語四級考試閱讀理解中是比較難的一類試題，切忌主觀臆斷，推理必須基於文章中的具體事實細節。做題時雖不能直接找到答案，但一定要在文中找到推測的依據，進行合理嚴密的推斷。
(4) 觀點態度題
在回答態度類問題時，對文章體裁的考查是一個非常重要的方面。一般來說，在說明文中作者的態度是客觀的(objective)或中立的(neutral);而在議論文中，作者的觀點才會顯得多種多樣。
⑹ 哪位大神有 大學英語四級快速閱讀理解 新題型的練習題哪的都行，網址也行。麻煩發一個連接 或
Section B
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
Universities Branch Out
A) As never before in their long history, universities have become instruments of national competition as well as instruments of peace. They are the place of the scientific discoveries that move economies forward, and the primary means of ecating the talent required to obtain and maintain competitive advantage. But at the same time, the opening of national borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability.
B) In response to the same forces that have driven the world economy, universities have become more self-consciously global: seeking students from around the world who represent the entire range of cultures and values, sending their own students abroad to prepare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative (合作的) research programs to advance science for the benefit of all humanity.
C) Of the forces shaping higher ecation none is more sweeping than the movement across borders. Over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in 2004. Most travel from one developed nation to another, but the flow from developing to developed countries is growing rapidly. The reverse flow, from developed to developing countries, is on the rise, too. Today foreign students earn 30 percent of the doctoral degrees awarded in the United States and 38 percent of those in the United Kingdom. And the number crossing borders for undergraate study is growing as well, to 8 percent of the undergraates at America』s best institutions and 10 percent of all undergraates in the U.K. In the United States, 20 percent of the newly hired professors in science and engineering are foreign-born, and in China many newly hired faculty members at the top research universities received their graate ecation abroad.
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D) Universities are also encouraging students to spend some of their undergraate years in another country. In Europe, more than 140,000 students participate in the Erasmus program each year, taking courses for credit in one of 2,200 participating institutions across the continent. And in the United States, institutions are helping place students in summer internships (實習) abroad to prepare them for global careers. Yale and Harvard have led the way, offering every undergraate at least one international study or internship opportunity—and providing the financial resources to make it possible.
E) Globalization is also reshaping the way research is done. One new trend involves sourcing portions of a research program to another country. Yale professor and Howard Hughes Medical Institute investigator Tian Xu directs a research center focused on the genetics of human disease at Shanghai』s Fudan University, in collaboration with faculty colleagues from both schools. The Shanghai center has 95 employees and graate students working in a 4,300-square-meter laboratory facility. Yale faculty, postdoctors and graate students visit regularly and attend videoconference seminars with scientists from both campuses. The arrangement benefits both countries; Xu』s Yale lab is more proctive, thanks to the lower costs of concting research in China, and Chinese graate students, postdoctors and faculty get on-the-job training from a world-class scientist and his U.S. team.
F) As a result of its strength in science, the United States has consistently led the world in the commercialization of major new technologies, from the mainframe computer and the integrated circuit of the 1960s to the Internet infrastructure (基 礎 設 施 ) and applications software of the 1990s. The link between university-based science and instrial application is often indirect but sometimes highly visible: Silicon Valley was intentionally created by Stanford University, and Route 128 outside Boston has long housed companies spun off from MIT and Harvard. Around the world, governments have encouraged ing of this model, perhaps most successfully in Cambridge, England, where Microsoft and scores of other leading software and biotechnology companies have set up shop around the university.
G) For all its success, the United States remains deeply hesitant about sustaining the research-university model. Most politicians recognize the link between investment in science and national economic strength, but support for research funding has been unsteady. The budget of the National Institutes of Health doubled between 1998 and 2003, but has risen more slowly than inflation since then. Support for the physical sciences and engineering barely kept pace with inflation ring that same period. The attempt to make up lost ground is welcome, but the nation would be better served by steady, predictable increases in science funding at the rate of long-term GDP growth, which is on the order of inflation plus 3 percent per year.
H) American politicians have great difficulty recognizing that admitting more foreign students can greatly promote the national interest by increasing international understanding. Adjusted for inflation, public funding for international exchanges and foreign-language study is well below the levels of 40 years ago. In the wake of September 11, changes in the visa process caused a dramatic decline in the number of foreign students seeking admission to U.S. universities, and a corresponding surge in enrollments in Australia, Singapore and the U.K. Objections from American university and business leaders led to improvements in the process and a reversal of the decline, but the United States is still seen by many as unwelcoming to international students.
I) Most Americans recognize that universities contribute to the nation』s well-being through their scientific research, but many fear that foreign students threaten American competitiveness by taking their knowledge and skills back home. They fail to grasp that welcoming foreign students to the United States has two important positive effects: first, the very best of them stay in the States and—like immigrants throughout history—strengthen the nation; and second, foreign students who study in the United States become ambassadors for many of its most cherished (珍視) values when they return home. Or at least they understand them better. In America as elsewhere, few instruments of foreign policy are as effective in promoting peace and stability as welcoming international university students.
注意:此部分試題請在答題卡 2 上作答。
46. American universities prepare their undergraates for global careers by giving them chances for international study or internship.
47. Since the mid-1970s, the enrollment of overseas students has increased at an annual rate of 3.9 percent.
48. The enrollment of international students will have a positive impact on America rather than threaten its competitiveness.
49. The way research is carried out in universities has changed as a result of globalization.
50. Of the newly hired professors in science and engineering in the United States, twenty percent come from foreign countries.
51. The number of foreign students applying to U.S. universities decreased sharply after September 11 e to changes in the visa process.
52. The U.S. federal funding for research has been unsteady for years.
53. Around the world, governments encourage the model of linking university-based science and instrial application.
54. Present-day universities have become a powerful force for global integration.
55. When foreign students leave America, they will bring American values back to their home countries.
答案：Section B
46. D 47. C 48. I 49. E 50. C
51. H 52. G 53. F 54. A 55. I
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