大学英语阅读理解精讲
⑴ 关于英语完形阅读的解题技巧
阅读理解答题四大基本技巧
⑵ 大学英语阅读理解题及解答
大学英语阅读理解题及解答
下面是我给大家提供的大学四级的英语阅读理解题以及答案解析，有兴趣的朋友可以练习一下哦!
第一篇：
Merchant and passenger ships are generally required to have a life preserver for every person aboard and in many cases, a certain percentage of smaller sizes for children. According to United States requirements, life preservers must design, reversible capable of being quickly adjusted to fit the uninitiated indivial, and must be so designed as to support the wearer in the water in an upright or slightly backward position.
Sufficient buoyancy(浮力) to support the wearer should be retained by the life preserver after 48 hours in the water, and it should be reliable even after long period of storage. Thus it should be made of materials resistant to sunlight, gasoline, and oils, and it should be not easily set on fire.?The position in which the life preserver will support a person who jumps or falls into the water is most important, as is its tendency to turn the wearer in the water from a face-down position to an upright or slightly backward position, with his face clear of the water, even when the wearer is exhausted or unconscious.
The method of adjustment to the body should be simple, and self-evident to uninitiated persons even in the dark under the confused conditions, which follow a disaster. Thus, the life be reversible that it is nearly impossible to get it on wrong. Catches, straps, and ties should be kept to a minimum. In addition, the life preserver must be adjustable to the wide variety of shapes and sizes of wearers, since this greatly affects the position of floating and the self-righting qualities. A suitable life also be comfortable to wear at all times, in and out of the water, not so heavy as to encourage to take it off on shipboard while the ship is in danger, nor so burdensome that it hinders a person in the water while trying to swim.
1. The passage is mainly about____.
A) the uses of life preservers
B) the design of life preservers
C) the materials for life preservers
D) the buoyancy of life preservers
2. According to the passage, a life be first of all ____.
A) adjustable B) comfortable C) self-evident D) self-righting
3. United States Coast Guard does NOT require the life preserver to be made ____.
A) with as few strings as possible
B) capable of being worn on both sides
C) according to each wearer's size
D) comfortable and light to wear
4. By “the uninitiated indivial” (Para. 1, Line. 4) the author refers to the person ____.
A) who has not been instructed how to use a life preserver
B) who has a little experience in using a life preserver
C) who uses a life preserver without permission
D) who becomes nervous before a disaster
5. What would happen if a person were supported by the life preserver in a wrong position?
A) The waves would move him backwards.
B) The water would choke him.
C) He would immediately sink to the bottom.
D) He would be exhausted or unconscious.
第二篇：
The table before which we sit may be, as the scientist maintains, composed of dancing atoms, but it does not reveal itself to us as anything of the kind, and it is not with dancing atoms but a solid and motionless object that we live. So remote is this “real” table——and most of the other “realities” with which science deals——that it cannot be discussed in terms which have any human value, and though it may receive our purely intellectual credence it cannot be woven into the pattern of life as it is led, in contradistinction to life as we attempt it. Vibrations in the ether(以太) are so totally unlike the color, purple that the gulf between them cannot be bridged, and they are, to all intents and purposes，not one but two separate things of which the second and less “real” must be the most significant for us. And just as the sensation which has led us to attribute all objective reality to a non-existent thing which we called “purple”is more important for human life than the conception of vibrations of a certain frequency; so too the belief in God; however ill founded, has been more important in the life of man than the germ theory of true the latter may be.
We may, if we like, speak of consequence, as certain mystics love to do, of the different levels or orders of truth. We may adopt what is essentially a Platonistic (布拉图式的) trick of thought and insist upon postulating the existence of external realities which correspond to the needs and modes of human feeling and which, so we may insist, have their being in some part of the universe unreachable by science. But to do so is to make an unwarrantable assumption and to be guilty of the metaphysical fallacy of failing to distinguish between a truth of feeling and that other sort of truth which is described as “truth of correspondence” and it is better perhaps, at least for those of us who have grown up in thought, to steer clear of such confusions and to rest content with the admission that, though the universe with which science deals is the real universe, yet we do not and cannot have any but fleeting and imperfect contacts with it; that the most important part of our lives-our sensations, emotions, desires and aspirations-take place in a universe of illusions which science can attenuate or destroy, but which it is powerless to enrich.
1. The author suggests that in order to bridge the puzzling difference between scientific truth and the world of illusion, the reader should____.
A) try to rid himself of his world of illusion
B) accept his words as being one of illusion
C) apply the scientific method
D) learn to acknowledge both
2. Judging from the ideas and tone of the selection, one may reasonably guess that the author is ____.
A) a humanist B) a pantheist C) a nuclear physicist D) a doctor of medicine
3. According to this passage, a scientist would conceive of a “table” as being ____.
A) a solid motionless object
B) certain characteristic vibrations in “ether”
C) a form fixed in space and time
D) a mass of atoms in motion
4. The topic of this selection is____.
A) the distortion of reality by science
B) the confusion caused by emotions
C) Platonic and contemporary views of truth
D) the place of scientific truth in our lives
5. By “objective reality” (Last line, Para. 1) the author means____.
A) scientific reality
B) a symbolic existence
C) the viewer's experience
D) reality colored by emotion
>>>>>>答案与解析<<<<<<
第一篇：
1. B
文章主要讲述了救生衣的设计。间接题型段首主旨题。C项和D项都是对救生衣设计中设计材料的说明。A项为陷阱，指救生衣的用途，尽管开头提到，但范围不着边际。故只有B是正确选项。
2. D
根据文章，救生衣首先会自动扶正。事实细节题。本文第三段主要讨论救生衣落水位置，应设计的能“自动扶正”,或稍向后仰。B项是对材料的描述，范围太窄，而A和C不合题意，因此D是正确答案。
3. C
美国海岸巡逻队不需要救生衣根据穿戴者的尺寸生产。事实细节题。A项和B项都涉及method，其相关部分见最后一段第三句，A，B，D三项都是文章中提及的，C项与本题无关的'内容，因此应该选C。
4. A
“the uninitiated indivial”作者指的是不知道怎么使用救生衣的人。语义指代题。根据文章最后一段第一句，我们可推出“the uninitiated indivial”就是指的那些不知道怎么使用救生衣的人。故A是正确选项。
5. D
如果一个人没有正确使用救生衣，就会发生什么?细节辨别题。第三段第一句后半句中a face-down position和本题中的 in a wrong position相对应。因此选项D“他可能太累了或者是已经失去知觉”是正确答案。
第二篇：
1. B
作者暗示为了联系起科学世界和虚幻世界的不同点，把他的话当作一种假相。间接题型段尾结论题。根据第二段最后一句话，我们可推出B是正确答案。
2. A
由文章的观点及语气可推知作者是人文主义者。暗示推断题。文中第一段第一句后半句提到“...but a solid and motionless object that we live”由此我们可以推出该作者是一位人文主义者。
3. D
根据文章，科学家相信“table”就是一群运动的原子。直接题型语义指代题。根据第一段第一 句的前半句“...but it does not reveal itself to us as anything of the kind, and it is not with dancing atoms ...”我们可推出D是正确答案。
4. D
文章的主题为生活中科学真理的地位。段首主旨题。从第二段最后一句后半句“...that the most important part of our lives-our sensations, emotions, desires and aspirations-takes place in a universe of illusions which science can attenuate or destroy, but which it is powerless to enrich.”我们可以推断出本文只要讲了科学真理在现实生活中的地位。因而答案应选D。
5. A
对于作者，“objective reality”意味着科学现实。语义指代题。根据文章最后一段，我们可得知“objective reality”即科学现实的意思，因而，答案应该选A。
;⑶ 大学英语阅读理解
我来答 以下是我的心得（针对解题而不是欣赏文章）
中国的阅读是为应试而设记得 所以 答出题就是王道
由你说的来看 你的短暂性记忆不是太好 或者说没有外国人的思维方式 因而不懂他们的行文套路
阅读的解题方法是有套路的 没必要记住全部 像跳跃阅读这样的 根本没时间看全部 更别说记住了
就拿新东方讲的来说 他们可以让你在3个月内过雅思和托福不是夸口 是因为有方法
做阅读很多人的困境是单词和语法不懂 既然你都懂 那就是方法的问题
首先 外国人写东西（好的中国老师出题也是这个套路）是有方法的
（建议你买本新东方的阅读讲解 没多少钱 但相当实用）
方法具体应用太多 我这里只能点到为止：
拿到文章看类型 经济类 科普类 话题议论类等等 注意：一个文章的类型可能直接决定你的阅读方式（这个你最好看书了 三言两语说不清楚）
（不知道你是考雅思还是什么 因为不同的考试的文章设题可能不一样 有的设题是按文章顺序来的 有的不是 类型也可能不一）
读段 端首很可能决定一段用不用读不读 端首 段尾 以及有关联的段中关键句是读的重点（有关联指转折了 递进了之类的）
每个文章都有一个 TS（中心句） 每个段也有 说白了就是段意(看看这方面的书能有所了解）不必要一丝不差的找出 甚至可以自己总结 但是对做题有帮助
注意找点 端首已经告诉你要讲什么了 底下的Firstly,moreover...只是看一眼 知道就行了 都是举例子的看什么啊
注意转折词 大学英语的转折和高中不一样 很可能一个However把前面的全否定 那之前的我就一个字都不管 反正都是万恶的 需要批判的 是错的 这个需要看专业的书了 因为这个和行文有关
注意拿笔画 大不了擦了 画出关键句
多熟悉英语文章思路 因为现在出题都是很正统的了 像什么否论立论型 现象讨论型等等 直接决定作者的倾向 那题目也应该是这样的答案
另外越是难的阅读 越可能舍弃大段而注意小词 一个代表作者倾向的副词可能就是答案
哎 这么说太笼统了 不如买本专业书
我的建议是别买那种全是文章 之后就答案 最多一个解释 在第几段第几句话
而是买相新东方那样的 讲解题方法的 之后有对应类型的文章让你练的
没多少钱的 而且很受用
不行就给我发消息 再联系我
希望对你有帮助 累死我了
⑷ 2019年大学英语四级阅读技巧
英语四级复习重在方法与技巧，抓住重点难点复习，效率才能提高，下面来看为大家总结的XX年大学英语四级阅读技巧，希望能够帮助大家。
掌握了连接词与连接语，就能更好的了解一篇阅读理解的思路，所脊谈以了解这些连接词源野并与连接语的不同功能，那么做阅读题时你也能拥有更清晰的框架，锁定重点。连接词与连接语可以分为以下三类：
1.表明事件发生的时间顺序：根雹迹据这些词理清事物的发展顺序
then, first, at once, next, after that, previously(先前), while, when, the following day, etc.
2.表明文章的组织结构
1) 罗列(listing): firstly, in the first place, secondly, thirdly, last/finally, etc.
2) 阐述，举例(illustrating): for example/ for instance, to illustrate, an example/ instance of this is, let's take…., take… for example, etc.
3) 重申，进一步说明(re-stating): in other words, that is to say, to put it another way, let me put it this way, or rather, namely, etc.
4) 谈及，提及(referring): in this respect, in that connection, as we said, apart from this, etc.
5) 返回之前话题(resuming): to resume, to return to the previous point, getting back to the argument, etc.
6) 总结(summarizing):文章主旨观点句一般都出现在以下词之后
to sum up, in short, it amounts to this, what i have been saying is this, etc.
7) 强调(emphasizing): it is worth noting, i would like to direct your attention to, let us consider, we must now turn to, i shall begin by, etc.
1) 进一步论证观点(introcing further evidence): moreover, furthermore, in addition, what's more, as well, etc.
2) 引入原因(cause): because (of), since, owing to, on account of, e to, as a result of, etc.
3) 表示结果(effect): as a result, hence, therefore, consequently, thus, so, etc.
4) 表示转折(contrasting): in / by contrast, on the contrary, on the other hand, nevertheless, whereas, while, yet, however, but, etc.
5) 表示对比(comparison): in like manner, likewise, in the same way, similarly, in comparison with, etc.
6) 表示目的(purpose): to this end, for this purpose, with this in mind, in order to, so that, etc.
7) 二次解释(intensification): indeed, in fact, in any event / case, at no time, to tell the truth, etc
在掌握了上面这些连接词和连接语之后，想必大家做阅读理解时会更有把握。大家一定要培养对这些连接词的敏感度，其后的重要信息不要放过，重点阅读。或者可以在试卷上用笔圈出这些连接词，以便定位答案。
⑸ 大学英语四级的阅读理解技巧
一、大纲的要求，对主体细节推理以及态度题有所把握，对阅读速度的要求：每分钟70个单词。
二、四级文章本身的特点：
1、结构：
1)文科文章常有的一些结构
A、现象解释型(文章一开始给出一个现象然后对现象进行解释，一般都会在第一段的末句是一个问句，段末是问号。就是要我们寻找回答，问题就是一个现象，我们就要寻找解释，来做主题。)解释即为文章的主题所在。常被考到的有：现象本身;解释;作者对解释的评价。
理科文章解释主题常有两种方式：1)罗列式的 2)用实验来解释主题
文中加引号的词，表明该词在原文中有特定的含义，表达并非最表面的意思
问题中出现了一开始就提到的现象时，答案通常针对文章主题。
B、问题解决方案型(文章一开始给出一个问题，对问题给出一个解决方案。典型的文章：2001年6月的第一篇文章。问题—problem 第一问题本身考一道题，第二造成问题的原因是，第三问题的解决方案是，第四作者对解决方案的态度，正评价还是副评价，肯定还是否定。思路比较固定，只要是解决方案一般都是不行的。)
C、结论解释型(在文科文章的数量是最大的。文章一开始给出一结论，然后对结论进行解释，数量极多。)
2)理科文章的结构
A、现象解释型(结构与文科文章不一样，理科文章首句出问号，常暗示指现象，有现象就要寻找解释。)
B、问题解决方案型(成果型在理科文章里很多，2001-6)
C、实验型文章(文科文章可以颠三倒四的把问题反复地说，理科文章一般比较客观，要说明问题一般用实验来说。)
2、体裁，以说明和议论为主。
原因：四级和四级以上的文章具有的特征——academic学术性的，学术性的文章用记叙文说不清楚，只能用说明和议论。说明文：作者没有太多的观点，只给出一些数据和事实，让你自己去推理、综合。
启发：1、关注重点不同。对于说明文而言注意文中的定义、概念、重要数据和细节。对于议论文而言注意作者的结论和观点。主要是看作者支持什么反对什么。
2、文章的重心。四级文章无论说明议论，四级文章的重心一般靠前。两种模式：A、一根主线，一开始就摆出文章的主题。对一个方面进行具体论述。B、花开两朵，各表一枝。文章一开始就出现两个概念或者两个方面，文章论述两个方面一般答案里也包含两个方面。
3、句子结构复杂
常见的难句类型：1、多重复合句，重点是以it为形式主语的复合句。要很开地看出重心，主要注意抓主干和断句。(主谓宾)
2)多重并列句，一般并列句可以用and来连接，另一种是肯定否定形式的并列句，比如：not……but ， not only……but also， but 和but also 后面的才是作者强调的。
3)经典被动句
4)倒装句典型结构主要是主系表结构倒装为表系主结构。方法：第一看系动词，第二看第一个词，如果第一个词有形容词性而又不修饰别的词，就肯定是个表语。一般是为了强调表语，所以倒装。This is of great importance. 倒装为 ： Of great importance is …… of great 是形容词变名词。
5)双重否定=肯定
6)比较结构 more……than 在more之后才是重点 ， less……than 在than后面的是重点.
段首出现比较级一般都会出题的。
三、如何准备英语四级阅读
1、练习阅读方法，提高阅读速度。
传统的三种方法：1)先看文章后作题。是用这种方法应注意三点：①注意文章中心与作者基本观点，即抓大的放小的。②注意重要细节的位置，第一遍阅读时在了解主题之后知道某个东西在哪里，胜过你知道他是什么。③阅读速度稍快。不能过分沉迷于原文，速度要快一点。
2)先看问题再读文章 要抓对重点适用于文章：①难度较大的文章 ②只包含一两段的流水账文章。流水账文章段落少层次感较差，可以先看题目看清问题，确定大概的位置。③细节题较多的文章。缺点：对主题把握不够明确。
3)读一层意思做一道题，读文章做题交叉进行。
本方法适用于：1、段落较多的文章 2、阅读速度较慢的同学。
注意事项：①每次阅读一小段或者一长段的一半;②阅读速度比第一种阅读方法要稍慢一些，力求弄清本段意思3每次读新的内容之前，最好把接下来要回答的问题要先看一下。每篇文章为9分钟，读原文要5分钟，做题要4分钟
注意不良的阅读习惯：1. 逐词指读(正确方法要读意群) 2.出声阅读
2、分析句子结构注意句子的主干，其他可以不看
3、熟悉体型
主题 (main mainly primary primarily中心思想 写作目的 标题)
细节(定位原文关注考试原则)
词意(包括指带 上下文推断词义词根 )
推理(细节性推理题 infer题型 conclude题型)
态度(表示态度的首段选项的含义)
⑹ 6月大学英语六级真题及答案解析「阅读理解」
Section A选词填空
Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on ,Answer Street 2 with a single line through the centre. You may not use any of the words in the bank more than once.
Questions 26 to 35 are based on the following passage.
Pursuing a career is an essential part of adolescent development. "The adolescent becomes an alt when he26__________ a real job." To cognitive researchers like Piaget, althood meant the beginning of an27__________ .
Piaget argued that once adolescents enter the world of work, their newly acquired ability to form hypotheses allows them to create representations that are too ideal. The28__________ of such ideals, without the tempering of the reality of a job or profession, rapidly leads adolescents to become29__________ of the non-idealistic world and to press for reform in a characteristically adolescent way. Piaget said: "True adaptation to society comes30__________ when the adolescent reformer attempts to put his ideas to work."
Of course, youthful idealism is often courageous, and no one likes to give up dreams. Perhaps, taken31__________ out of context, Piaget's statement seems harsh. What he was32__________ , however, is the way reality can modify idealistic views. Some people refer to such modification as maturity. Piaget argued that attaining and accepting a vocation is one of the best ways to modify idealized views and to mature.
As careers and vocations become less available ring times of33__________ , adolescents may be especially hard hit. Such difficult economic times may leave many adolescents34__________ about their roles in society. For this reason, community interventions and government job programs that offer summer and vacation work are not only economically __35__ but also help to stimulate the adolescent's sense of worth.
A. automatically
B. beneficial
C. capturing
D. confused
E. emphasizing
F. entrance
G. excited
H. existence
I. incidentally
J. intolerant
K. occupation
L. promises
M. recession
N. slightly
O. undertakes
Section B段落匹配
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.
Can societies be rich and green?
[A] our economies are to flourish, if global poverty is to be eliminated and if the well-being of the world's people enhanced—not just in this generation but in succeeding generations—we must make sure we take care of the natural environment and resources on which our economic activity depends." That statement comes not, as you might imagine, from a stereotypical tree-hugging, save-the-world greenie (环保主义者), but from Gordon Brown, a politician with a reputation for rigour, thoroughness and above all, caution.
[B] A surprising thing for the man who runs one of the world's most powerful economies to say? Perhaps; though in the run-up to the five-year review of the Millennium (千年的)Goals, he is far from alone. The roots of his speech, given in March at the roundtable meeting of environment and energy ministers from the G20 group of nations, stretch back to 1972, and the United Nations Conference on the Human Environment in Stockholm.
[C] "The protection and improvement of the human environment is a major issue which affects the well-being of peoples and economic development throughout the world," read the final declaration from this gathering, the first of a sequence which would lead to the Rio de Janeiro Earth Summit in 1992 and the World Development Summit in Johannesburg three years ago.
[D] Hunt through the reports prepared by UN agencies and development groups—many for conferences such as this year's Millennium Goals review—and you will find that the linkage between environmental protection and economic progress is a common thread.
[E] Managing ecosystems sustainably is more profitable than exploiting them, according to the Millennium Ecosystem Assessment. But finding hard evidence to support the thesis is not so easy. Thoughts turn first to some sort of global statistic, some indicator which would rate the wealth of nations in both economic and environmental terms and show a relationship between the two.
[F] If such an indicator exists, it is well hidden. And on reflection, this is not surprising; the single word "environment" has so many dimensions, and there are so many other factors affecting wealth—such as the oil deposits—that teasing out a simple economy-environment relationship would be almost impossible.
[G] The Millennium Ecosystem Assessment, a vast four-year global study which reported its initial conclusions earlier this year, found reasons to believe that managing ecosystems sustainably— working with nature rather than against it—might be less profitable in the short term, but certainly brings long-term rewards.
[H] And the World Resources Institute (WRI) in its World Resources 2005 report, issued at the end of August, proced several such examples from Africa and Asia; it also demonstrated that environmental degradation affects the poor more than the rich, as poorer people derive a much higher proportion of their income directly from the natural resources around them.
[I] But there are also many examples of growing wealth by trashing the environment, in rich and poor parts of the world alike, whether through unregulated mineral extraction, drastic water use for agriculture, slash-and-burn farming, or fossil-fuel-guzzling (大量消耗) transport. Of course, such growth may not persist in the long term—which is what Mr. Brown and the Stockholm declaration were both attempting to point out. Perhaps the best example of boom growth and bust decline is the Grand Banks fishery. For almost five centuries a very large supply of cod (鳕鱼) provided abundant raw material for an instry which at its peak employed about 40,000 people, sustaining entire communities in Newfoundland. Then, abruptly, the cod population collapsed. There were no longer enough fish in the sea for the stock to maintain itself, let alone an instry. More than a decade later, there was no sign of the ecosystem re-building itself. It had, apparently, been fished out of existence; and the once mighty Newfoundland fleet now gropes about frantically for crab on the sea floor.
[J] There is a view that modem humans are inevitably sowing the seeds of a global Grand Banks-style disaster. The idea is that we are taking more out of what you might call the planet's environmental bank balance than it can sustain; we are living beyond our ecological means. One recent study attempted to calculate the extent of this "ecological overshoot of the human economy", and found that we are using 1.2 Earth's-worth of environmental goods and services—the implication being that at some point the debt will be called in, and all those services—the things which the planet does for us for free-will grind to a halt.
[K] Whether this is right, and if so where and when the ecological axe will fall, is hard to determine with any precision—which is why governments and financial institutions are only beginning to bring such risks into their economic calculations. It is also the reason why development agencies are not
united in their view of environmental issues; while some, like the WRI, maintain that environmental progress needs to go hand-in-hand with economic development, others argue that the priority is to build a thriving economy, and then use the wealth created to tackle environmental degradation.
[L] This view assumes that rich societies will invest in environmental care. But is this right? Do things get better or worse as we get richer? Here the Stockholm declaration is ambiguous. "In the developing countries," it says, "most of the environmental problems are caused by under-development." So it is saying that economic development should make for a cleaner world? Not necessarily; "In the instrialized countries, environmental problems are generally related to instrialisation and technological development," it continues. In other words, poor and rich both over-exploit the natural world, but for different reasons. It's simply not true that economic growth will surely make our world cleaner.
[M] Clearly, richer societies are able to provide environmental improvements which lie well beyond the reach of poorer communities. Citizens of wealthy nations demand national parks, clean rivers, clean air and poison-free food They also, however, use far more natural resources—fuel, water (all those baths and golf courses) and building materials.
[N] A case can be made that rich nations export environmental problems, the most graphic example being climate change. As a country's wealth grows, so do its greenhouse gas emissions. The figures available will not be completely accurate. Measuring emissions is not a precise science, particularly when it comes to issues surrounding land use; not all nations have released up-to-date data, and in any case, emissions from some sectors such as aviation are not included in national statistics. But the data is exact enough for a clear trend to be easily discernible. As countries become richer, they proce more greenhouse gases; and the impact of those gases will fall primarily in poor parts of the world.
[O] Wealth is not, of course, the only factor involved. The average Norwegian is better off than the average US citizen, but contributes about half as much to climate change. But could Norway keep its standard of living and yet cut its emissions to Moroccan or even Ethiopian levels? That question, repeated across a dozen environmental issues and across our diverse planet, is what will ultimately determine whether the human race is living beyond its ecological means as it pursues economic revival.
注意：此部分试题请在答题卡2上作答。
36. Examples show that both rich and poor countries exploited the environment for economic progress.
37. Environmental protection and improvement benefit people all over the world.
38. It is not necessarily true that economic growth will make our world cleaner.
39. The common theme of the UN reports is the relation between environmental protection and economic growth.
40. Development agencies disagree regarding how to tackle environment issues while ensuring economic progress.
41. It is difficult to find solid evidence to prove environmental friendliness generates more profits than exploiting the natural environment.
42. Sustainable management of ecosystems will prove rewarding in the long run.
43. A politician noted for being cautious asserts that sustainable human development depends on the natural environment.
44. Poor countries will have to bear the cost for rich nations's economic development.
45. One recent study warns us of the danger of the exhaustion of natural resources on Earth.
Section C仔细阅读
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A. , B. , C. and D.. You should decide on the best choice and mark the corresponding letter on Answer sheet with a single line through the centre.
Passage One
Questions 46 to 50 are based on the following passage.
Interactive television advertising, which allows viewers to use their remote controls to click on advertisements, has been pushed for years. Nearly a decade ago it was predicted that viewers of "Friends", a popular situation comedy, would soon be able to purchase a sweater like Jennifer Aniston's with a few taps on their remote control. "It's been the year of interactive television advertising for the last ten or twelve years," says Colin Dixon of a digital-media consultancy.
So the news that Cablevision, an American cable company, was rolling out interactive advertisements to all its customers on October 6th was greeted with some skepticism. During commercials, an overlay will appear at the bottom of the screen, prompting viewers to press a button to request a free sample or order a catalogue. Cablevision hopes to allow customers to buy things with their remote controls early next year.
Television advertising could do with a boost. Spending fell by 10% in the first half of the year. The popularization of digital video recorders has caused advertisers to worry that their commercials will be skipped. Some are turning to the Internet, which is cheaper and offers concrete measurements like click-through rates—especially important at a time when marketing budgets are tight. With the launch of interactive advertising, "many of the dollars that went to the Internet will come back to the TV," says David Kline of Cablevision. Or so the instry hopes.
In theory, interactive advertising can engage viewers in a way that 30-second spots do not Unilever recently ran an interactive campaign for its Axe deodorant (除臭剂), which kept viewers engaged for more than three minutes on average.
The amount spent on interactive advertising on television is still small. Magna, an advertising agency, reckons it will be worth about $138 million this year. That falls far short of the billions of dollars people once expected it to generate. But DirecTV, Comcast and Time Warner Cable have all invested in it. A new effort led by Canoe Ventures, a coalition of leading cable providers, aims to make interactive advertising available across America later this year. BrightLine iTV, which designs and sells interactive ads, says interest has surged: it expects its revenues almost to triple this year. BSkyB, Britain's biggest satellite-television service, already provides 9 million customers with interactive ads.
Yet there are doubts whether people watching television, a "lean back" medium, crave interaction. Click-through rates have been high so far (around 3-4%, compared with less than 0.3% online), but that may be a result of the novelty. Interactive ads and viewers might not go well together.
46. What does Colin Dixon mean by saying "It's been the year of interactive television advertising for the last ten or twelve years(Lines 4-5, Para. 1)?
A. Interactive television advertising will become popular in 10-12 years.
B. Interactive television advertising has been under debate for the last decade or so.
C. Interactive television advertising is successful when incorporated into situation comedies.
D. Interactive television advertising has not achieved the anticipated results.
47. What is the public's response to Cablevision's planned interactive TV advertising program?
A. Pretty positive.
B. Totally indifferent.
C. Somewhat doubtful.
D. Rather critical.
48. What is the impact of the wide use of digital video recorders on TV advertising?
A. It has made TV advertising easily accessible to viewers.
B. It helps advertisers to measure the click-through rates.
C. It has placed TV advertising at a great disadvantage.
D. It enables viewers to check the sales items with ease.
49. What do we learn about Unilever's interactive campaign?
A. It proves the advantage of TV advertising.
B. It has done well in engaging the viewers.
C. It helps attract investments in the company.
D. It has boosted the TV advertising instry.
⑺ 大学英语阅读理解
C【第一段第三行，apparently these are consideres old subjects...很明显阅读与写作被视为老旧的学科，与版选项C中的outdated(过时的)相符】
B 【第二段权中第一句话就问到，他们在学什么？紧接着后面说，答案在书店找到了--建立至自尊意识】
B 【贯穿全文，作者并没有对现在的教学方式产生消极的暗示，并且全文都在写自尊这个教学目标，选项B符合题意】
B 【倒数第三段中，作者对沟通这个次进行了解释，单词占据比重较少，但并不代表不重要，因此B选项错误】
D【prose散文，journal期刊杂志，novel小说，review评论】
⑻ 大学英语阅读技巧和方法
大学英语阅读技巧和方法
大学英语考试中有大量的阅读理解，学生考试时总是觉得时间不够用，这就要求学生不光在质量上下功夫，更要在速度上下功夫。下面是我分享的大学英语阅读技巧和方法，欢迎大家阅读！
一、具备扎实的语言基本功
首先，必须有一定的词汇量。各级考试中阅读文章的生词量不超过3%，就四级考试而言其衡量标准即大纲中所规定的4200个单词（以及由这些词构成的常用词组1600条和按基本构词法构成的生词）。切实掌握好大纲所要求的这4200个单词及其词组是有效阅读的基本保证。而词汇和阅读也是相辅相成的，随着日常英语泛读的增加，词汇也相应的越积越多，英语综合理解能力也会增强。
其次，还应有扎实的语法知识，否则难句、长句、复杂句或惯用法就难以顺利、准确、快速阅读下去，所以说，扎实的语法知识及其运用能力是有效阅读的基本前提。
二、掌握一定的阅读技巧
1.整体性
考生必须在十分有限的时间内运用略读、扫读、跳读等技巧快速阅读，搜寻关键词、主题句，捕捉时空、顺序、情节、人物、观点，并且理清文章脉络，把握语篇实质。
进行快速阅读时，首先用“略读、扫读”的方法快速浏览全文，了解其中心思想、全文大意、语篇结构、段落模式等。再“跳读”，就是指眼光从一个“字群”跳到另一个“字群”进行识读(字群是由多个单词组成的)，这个过程眼球按“凝视－跳跃－凝视”的程序进行连续、不断运动，如The woman in /the red coat/was reading a book.
要养成默读习惯，使注意力集中在文字符号上。要纠正唇读、心读和喉读等做法，并消除读音和心音。阅读研究揭示，眼、脑可以直映阅读内容，因为词的意义在字形之中，而不是在声音之中。快速阅读的信息变换方式为：书面信息→眼睛扫描信息→大脑记忆中枢的信息。
2.具体化
（1）详读细节，抓住主要事实
对文章有了大概了解之后，可分段细读。这时，应注意细节，处理语言点，抓住主要事实，关键信息，揭示文章结构的内在联系，帮助深化理解。
在做阅读理解题时，尤其是当文章篇幅较长，涉及到历史、人文、科普等较晦涩的内容时，建议先快速浏览一下问题，然后带着问题有重点地去阅读文章；阅读中遇到与问题相关部分时可作一些标记。文章读完后，再一一回答问题。在读题时，可根据题干信息划出中心词，先用“跳读”的方法找到与问题相关的内容，若难以确定答案，再用“细读”的方法进行一定的推敲；在有些情况下，可能要对文章或文章的一部分重新“略读”后才能得出答案（当然，速度要比第一次略读更快）。这样，不仅可以节约做题的时间，还可大大提高答题的正确率。
当文章为一段幽默故事、寓言和新闻等内容时，应学会巧用五个“W”，即Who, What, When, Where和Why。在答题时，可边读文章边做记号，把其中的人物、事件、时间、地点、原因等信息一一划出来，对全文的梗概有了清晰的掌握。有关数字、价格、方式即How many, How much, How等信息也是非常重要的。
（2）理顺思路，把握文章脉络
文章绝不是互不相干的句子杂乱无章的堆砌。时空顺序、逻辑线索和情感脉络，是词汇、语句、文段能蕴为整体、凝为语篇的催化剂、凝结剂。对课文中这些东西的把握，是对语篇的整体吸收，是对词汇生命、语句灵气和文段力量的体验。
作者为文，总是有脉可循。如记叙文多以人物为中心，以时间或空间为线索，按事件的发生、发展、结局展开故事；论述文则包含论点、论据、结论三大要素，通过解释、举例来阐述观点。可根据文章的特点，详读细节，以动词、时间、地点、事件、因果等为线索，找出关键词语，运用“画图列表法”，勾画出一幅完整清晰的文章主题和细节的认知图，还可利用语法过渡词，语气转折词及时态等，抓住文章脉络。
（3）逻辑推理，做好深层理解
在实际阅读中，有时作者并未把意图说出来，阅读者要根据字面意思，通过语篇逻辑关系，研究细节的暗示，推敲作者的态度，理解文章的寓义。这就是通常所说的深层理解。深层理解主要包括归纳概括题（中心思想，加标题等）和推理判断题，是阅读理解中的难点。深层理解是一种创造性的思维活动。它必须忠实于原文；要以文章提供的事实和线索为依据，立足已知推断未知，不能凭空想象，随意揣测；它要求读者对文字的表面信息进行分析、挖掘和逻辑推理，不能就事论事，以偏概全。只有吃透文章的字面意思，推理才有前提和基础。推理题在提问中常用的词有：infer，imply，suggest，indicate等。
在这方面，除了多进行一些专门的训练外，还应注意扩大的知识面，多了解有关文化因素方面的知识。
（4）猜词悟义，扫除阅读拦路虎
在阅读中，至关重要的是对文章快速的`综合理解。在阅读过程中，自然会遇到许多生词。许多人立即翻阅字典，查找词义。其实，查生词次数过多不仅影响阅读理解，而且影响阅读情绪，查字典成为有效阅读的障碍。所以要学会根据上下文进行猜测，这样既能提高了阅读速度，又形成了一种能力，这也是英语阅读的关键所在。培养猜词的能力是外语学习中十分重要而有意义的一个环节。只要从总体上把握了文章，不用认识每一个单词也能照样理解整篇文章。
但是，在英语阅读中，若遇到了关键的词句且影响对文章的理解，则要使用手中的工具书，自行查阅解决学习中遇到的困难。
利用各种已知信息推测、判断词义是一项重要的阅读技巧。在实践中，可以灵活运用，综合运用上面提到的几种猜测技巧，排除生词的障碍，顺利理解文章的思想内容，提高阅读速度。
三、阅读习惯
首先，不良的阅读习惯会影响阅读速度，而不良阅读习惯主要来自口、眼、手的多余动作，如指读、频繁的回视、重读。
其次，阅读时要去掉杂念，心绪要安定，精神要专一，要形成一种惬意的顺向心理。遇到困难一定要沉着冷静，从容不迫。这样才能对所读的文章印象清晰，理解深刻。
最后，读完一篇文章后，对文章的段落结构、中心思想、人物事件、论点论据要做到心中有数。对文章的评价分析，一定要坚持“词不离句，句不离篇”，要理解文章作者的原意，而不能按你自己的意愿去想当然。
俗话说“冰冻三尺，非一日之寒。”英语阅读能力的培养是一个循序渐进的复杂过程，要养成每天阅读英语的习惯。扎实的语言基础来自平时严格的基本功训练和长期的知识积累。只要平时刻苦用功，打下扎实的英语知识基础，又掌握了较科学的阅读技巧和方法，阅读能力一定会逐步提高。
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