当前位置：文档库 › 英语四级长篇阅读段落信息匹配题练习7

英语四级长篇阅读段落信息匹配题练习7

英语四级长篇阅读段落信息匹配题练习(7)

Section B

Directions：In this section，you are going to read a passage with ten statements attac hed to it．Each statement contains information given in one of the paragraphs．Identify th e paragraph from which the information is derived．You may choose a paragraph more th an once．Each paragraph is marked with a letter．Answer the questions by marking the c orresponding letter on Answer Sheet 2．

Promote Learning and Skills for Young People and Adults

A) This goal places the emphasis on the learning needs of young people and adults i n the context of lifelong learning．It calls for fair access to learning programs that are ap propriate，and mentions life skills particularly．

B)Education is about giving people the opportunity to develop their potential，their pe rsonality and their strengths．This does not merely mean learning new knowledge，but als o developing abilities to make the most of life．These are called life skills——including t he inner capacities and the practical skills we need．

C)Many of the inner capacities——often known as psych0—social skills——cannot be taught as subjects．They are not the same as academic or technical learnin9．They must rather be modeled and promoted as part of learning，and in particular by teachers．These skills have to do with the way we behave—towards other people，towards ourselves，towa rds the challenges and problems of life．

They include skills in communicating，in making decisions and solving problems，in negotiating and expressing ourselves，in thinking critically and understanding our feelings．

D)More practical life skills are the kinds of manual skills we need for the physical t asks we face．Some would include vocational skills under the heading of life skills——the ability to lay bricks．sew clothes，catch fish or repair a motorbike．These are skills by which people may earn their livelihood and which are often available to young people lea ving school．In fact，very often young people learn psycho-social skills as they learn mor e practical skills．Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills．

E)We need to increase our life skills at every stage of life，so learning them may be part of early child—hood education．of primary and secondary education and of adult lear

ning groups．Life skills can be put into the categories that the Jacques Delors report sugg ested；it spoke of four pillars of education，which correspond to certain kinds of life skill s—Learning to know：Thinking abilities：such as problem—solving，critical thinking，dec ision making，understanding consequences．Learning to be：Personal abilities：such as ma naging stress and feelings，self-awareness，self-confidence．Learning to live together：Soci al abilities：such as communication，negotiation，teamwork．Learning to do：Manual skil ls：practicing know-how required for work and tasks．

F)In today’s world all these skills are necessary, in order to face rapid change in soc iety．This means that it is important to know how to go on learning as we require new s kills for life and work．In addition，we need to know how to cope with the flood of inf ormation and turn it in to useful knowledge．We also need to learn how to handle change in society and in our own lives．

G)Life skills are both concrete and abstract—practical skills can be learned directly, a s a subject．For example, a learner can take a course in laying bricks and learn that skil l．Other life skills，such as self-confidence，self-esteem，and skills for relating to others or thinking critically cannot be taught in such direct ways．They should be part of any le arning process，where teachers or instructors are concerned that learners should not just le arn about subjects，but learn how to cope with life and make the most of their potential．

H)So these life skills may be learnt when learning other things．For example：Learni ng literacy may have a big impact on self-esteem，on critical thinking or on communicati on skills；Learning practical skills s ach as drivin9，healthcare or tailoring may increase s elf-confidence，teach problem—solving processes or help in understanding consequences．

I) Whether this is true depends on the way of teachin9—what kinds of thinkin9，relat ionship building and communication the teacher or facilitator models themselves and prom otes among the learners．

It would require measuring the individual and collective progress in making the most of learning and of life，or assessing how far human potential is being realized，or estimat ing how well people cope with change．It is easier to measure the development of practic al skills，for instance by counting the number of students who register for vocational skill s courses．However, this still may not tell us how effectively these skills are being used．

J)The psych0．social skills cannot easily be measured by tests and scores，but become visible in Chang behavior．Progress in this area has often been noted by teachers on re ports which they make to the parents of their pupils．The teacher’s experience of life，of teaching and of what can be expected from education in the broadest sense serve as a sta

ndard by which the growth and development of individuals can be assessed to some exten t．This kind of assessment is individual and may never appear in international tables and charts．

K)The current challenges relate to these difficulties：We need to recognize the import ance of life skills both practical and psycho-social as part of education which leads to t he full development of human potential and to the development of society．The links bet ween psycho—social skills and practical skills must be more clearly spelled out，so that e ducators can promote both together and find effective ways to do this．Since life skills ar e taught as part of a wide range of subjects，teachers need to have training in how to pu t them across and how to monit or learners’growth in these areas．

In designing curricula and syllabuses for academic subjects，there must be a balance between content teaching and attention to the accompanying life skills．A more conscious and deliberate effort to promote life skills will enable learners to become more active citiz ens in the life of society．

L) Governments should recognize and actively advocate for the transformational role of education in realizing human potential and in socio—economic development．Ensure tha t curricula and syllabuses address life skills and give learners the opportunity to make real -life applications of knowledge，skills and attitudes．Show how life skills of all kinds app ly in the world of work，for example，negotiating and communication skills，as well prac tical skills．Through initial and in-service teacher training，increase the use of active and participatory learning／teaching approaches．Examine and adapt the processes and content of education so that there is a balance between academic input and life skills developmen t．Make sure that education inspectors look not only for academic progress through teachi ng and learning，but also progress in the communication，modeling and application of li fe skills．Advocate for the links between primary and(early)secondary education because le arning life skills needs eight or nine years and recognize that the prospect of effective sec ondary education is an incentive to children，and their parents，to complete primary educ ation successfully．

M)Funding agencies should support research，exchange and debate．nationally and reg ionally,on ways of strengthening life skills education．Support innovative(创新的)teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about．Recognize the links betwee n primary and secondary education in ensuring that children develop strong life skills．Sup port，therefore，the early years of secondary education as part basic education．

N) As support to governments and in cooperation with other international agencies，U NESC0：Works to define life skills better and clarify what it means to teach and learn th em．Assists education. policy makers and teachers to develop and use a life skills approac h to education．Advocates for the links between a life skills approach to education and br oader society and human development．

46．The recognition of life skills as part of education will promote the development o f human potential and society．

47．The abilities to make the most of life consist of the inner capacities and the prac tical skills．

48．The progress in psycho—social skills can be measured by changed behavior．

49．Governments should examine and adapt the processes and content of education so as to balance the academic input and life skills development．

50．According to Jacques Delors，four pillars of education include learning to know, learning to be，learning to live together and learning to do．

51．The funding agencies should link primary education and secondary education to make sure that children develop strong life skills．

52．Learning literacy may exert an influence on self-esteem，critical thinking and co mmunication skills．

53．One function of UNESCO is to help educational policy makers and teachers to d evelop and use a life skills approach to education．

54．Learning vocational skills can be an approach to acquiring both practical and psy cho—social skills．

55．The abilities to manage stress and feelings，self-awareness，self-confidence are pe rsonal abilities

Section B

促进年轻人和成年人的学习和技能

A)这个目标以“终生学习”为背景，将重点放在年轻人和成年人的学习需要上。它提倡应有公平的机会去学习适当的课程，还特别提到生活技能。

B)教育要给人们发展潜能、个性和优势提供机会。【47】这并不仅仅意味着学习新知识，还指培养能力，充分地利用人生。内在能力和我们需要的实用技能，这些都被称为生活技能。

C)大部分的内在能力——经常被称作“心理社会技能”——是不能作为学科来教授的。它与学术或技术的学习不同，但必须作为学习的一部分来塑造和促进，尤其要由教师来做。这

些技能应该和我们的行为方式有关——我们如何对待他人，对待我们自己，对待生活的挑战和问题。它们包括沟通，决策和解决问题，协商和自我表达，批判性思考和理解我们的情感等方面的技能。

D)更实际的生活技能是那些我们进行体力劳动时需要的手工技能，包括生活技能里的职业技能，例如铺砖、缝纫、捕鱼或是修理摩托车的能力。这些是人们谋生的技能，也是离开学校的年轻人经常可以学习到的技能。事实上，年轻人在学习更实际的技能时，通常也就是在学习心理社会技能。【54】学习职业技能是可以同时掌握实际技能和心理社会技能的一种策略。

E)在生活的每个阶段，我们都要提高自身的生活技能，因此，学习这些技能也许是早期儿童教育、中小学教育和成年教育的一部分。生活技能可被归入Jacques Delors报告所提出的分类；【50】该报告谈纠了教育的四个支在，这和某些生活技能相呼应：学习了解：思考能力，例如解决问题、批判性思维、决策、理解推理。学习生存：【55】个人能力，例妇应付压力和情绪、自我了解、自信。学习共存：社会能力，例如沟通、谈判、团队协作。学习动手：手工技能，具备完成工作和任务所需要的技能。

F)在当今世界，为了面对社会的迅速变化，所有这些技能都是必要的。这表明，当我们需要为生活和工作掌握新技能时，知道怎样继续学习是很重要的。另外，我们需要知道怎样应对潮水般的信息，并把它变成有用的知识。我们也需要学习如何应对社会和我们自己生活中所发生的变化。

G)生活技能既是具体的，又是抽象的。实用技能可以作为一门学科直接学习，例如，学习者可以选修一门铺砖的课程来学习这项技能。其他生活技能，例如自信、自尊，与他人相处的技能，或者批判性思维不可能以这样直接的方式习得。它们应该是所有学习过程的一部分。在这一过程里，教师或是讲师应该关心的是，学习者不仅在学习学科知识，而且还在学习如何应对生活，充分发挥他们的潜能。

H)因此，在学习其它东西时，就可以学习到这些生活技能。例如：【52】识字可能会对自尊、批判性思维或沟通技能有很大的影响，学习驾驶、保健或裁剪这类的实际技能可以增加自信，教导人们解决问题的过程，或者有助于人们理解逻辑推论。

I) 这一切是否如此取决于教学方式——教师或辅导者自己的以及他在学生中提倡的思维模式，人际关系类型和沟通方式。它要求衡量个人或集体在充分利用学习和生活上所取得的进步，或是评估人的潜能可以发挥到何种程度，或是估计人们应对变化的能力。衡量实际技能的发展更容易一些，例如，通过

计算注册学习职业技能课程的学生数量可知其发展。但是，这仍然不能告诉我们这些技能是否得到有效的利用。

J)【48】心理社会技能不能轻易她通过测试和分数来衡量，但是可以体现在发生了改变的行为方面。这方面的进步经常在教师写给学生父母的报告里提到。教师的生活经验、教学经验和最广泛意义上的教学期望值可以在一定程度上作为个人成长和发展评估的标准。这种评估是针对个人的，决不会在国际表格和图表里出现。

K)【46】目前的挑战与以下这些困难有关：我们需要认识到生活技能的重要性——包括实际技能和心理社会技能——它是教育的一部分，可以使人们的潜能得纠充分发挥并促进社会的发展。心理社会技能和实际技能之间的联系必须更清楚地被阐明，以便教育工作者能促进这两方面的发展，并为此找到有效的方法。既然生活技能是作为众多学科的一部分来进行教学，那么教师就需要接受培训，学会如何传授技能，如何检测学习者在这些领域的进步。在设计学科的课程和教学大纲时，要平衡学科内容教学和对相关生活技能的关注。更加有意识地努力提高生活技能，使学习者能够成为社会生活中更加活跃的公民。

L)政府应该对教育在实现人们潜能和社会经济发展方面所起到的改造作用给予认可和积极提倡；确保课程和教学大纲涉及生活技能的培养，并让学习者有机会在现实生活中运用知识和技能，并表现自己的见解；展现各种生活技能在工作中是如何应用的，例如，谈判、沟通技巧和实用技巧；通过教师的初始教学培训和在职培训，增加积极参与式的学习方法／教学方法的运用；【49】检查和调整教育的过程和内容，以便平衡知识的输八和生活技能的发展；确保督教员不仅检查在教与学中所取得的学习进步，还要检查在生活技能的沟通、塑造以及应用上的进步。由于学习生活技能需要花费八到九年的时间，应提倡把初级教育和(早期)中等教育联系起来，并意识到，良好的中等教育能给孩子们带来良好的前景，这对孩子和他们的家长来说都是一种让孩子完成初级教育阶段学习的激励因素。

M)资助机构应该支持为加强生活技能方式雨进行的全国性和地区性研究、交流和辩论；支持创新的教师培训，以便把提高生活技能作为学校教育的基本部分与课程科目结合起来；认识到初级教育和中等教育之间的联系，以保证孩子们培养良好的生活技能。因此，中等教育的初期阶段也是基础教育的一部分，应当予以支持。

N)作为各国政府的支持者和其他国际组织的合作者，【53】联舍国教群文组织努力给“生活技能。下更好的定义，阐明这些技能的教学意义；【51】协助教育决策者和教师发扬和使用生活技能的教穿方法；提倡招生活技能的教育方法和更广义上的社会和人类发展联系在一起。

46．The recognition of life skills as part of education will promote the development o f human potential and society．

将生活技能作为教育的一部分将会促进个人潜力和社会的发展。

【解析】K)。细节题。由句中关键词life skills as part of education可定位至K)段第一

句。原文提到我

们需要认识到生活技能的重要性，它是教育的一部分，使人们的潜能和社会得到充分的发展。

47．The abilities to make the most of life consist of the inner capacities and the prac tical skills．

充分利用人生的能力包括内在能力和实用技能。

【解析】B)。细节题。根据句中关键词the abilities to make the most of life和the inn er capacities and the practical skills可定位在B)段后两句。末句中的these代指the abilities to make the most of life。

48．The progress in psycho-social skills Can be measured by changed behavior．

心理社会技能的进步能够通过被改变的行为来衡量。

【解析】J)。细节题。由句中关键词progress in psycho-social skills定位至J)段第一句。原文提到心理社会技能不能轻易地通过测试和分数来衡量，但是可以体现在发生了改变的行为方面。

49．Governments should examine and adapt the processes and content of education S O as to balance the academic input and life skills development．

政府应该检查和调整教育的过程和内容，以便平衡知识的输入和生活技能的发展。

【解析】L)。细节题。由句中关键词government和examine and adapt可定位至L)段。Examine and adapt the processes and content of education SO that there is a balance bet ween academic input and life skills development．(政府应该)检查和调整教育的过程和内容，以便平衡知识的输入和生活技能的发展。

50．According to Jacques Delors，foul,pillars of education include learning to know,le arning to be，learning to live together and learning to do．Jacques Delors认为教育的四大支柱是学习了解、学习生存、学习共存和学习动手。

【解析】E)。归纳题。根据句中关键词Jacques Delors和foul．pillars of education可定位在E)段。此段主旨是教育的四大支柱与某些生活技能相呼应。答题时可以通过跳读来获取信息，总结出教育的四大支柱为：学习了解、学习生存、学习共存和学习动手。

51．The funding agencies should link primary education and secondary education to make sure that children develop strong life skills．

资助机构应该把初等教育和中等教育联系起来，以确保孩子们发展出较强的生活技能。

【解析】N)。细节题。由句中关键词funding agencies可定位在N)段。原文提到资助机构应该认识到初级教育和中等教育之间的联系，以保证孩子们发展出良好的生活技能。原文是Recognize the links between primary and secondary education，而句中用的是link st h．with sth．的结构。

52．Learning literacy may exert an influence on self-esteem，critical thinking and co mmunication skills．识字能够在自尊、批判性思考和沟通技能方面产生影响。

【解析】H)。细节题。由句中关键词learning literacy可定位至H)段。原文提到读书识字可能对自尊、批判性思维或沟通技能有很大影响。

53．One function of UNESCO is to help educational policy makers and teachers to d evelop and use a life skills approach to education．

联合国教科文组织的一项功能就是帮助教育决策者和教师发扬和使用生活技能来进行教育。

【解析】N)。细节题。由句中关键词UNESC0可将答案定位在末段。原文提到“Assist s educational policymakers and teachers to develop and use a life skills approach to educa tion”。协助教育决策者和教师发扬和使用生活技能的教育方法。句中中把assist换成help。

54．Learning vocational skills can be an approach to acquiring both practical and psy cho-social skills．

学习职业技能是可以同时掌握实际技能和心理社会技能的一种途径。

【解析】D)。细节题。根据句中关键词learning vocational skills可将答案定位在D)段末句。学习职业技能是可以同时掌握实际技能和心理社会技能的一种策略。

55．The abilities to manage stress and feelings，self awareness，self-confidence are p ersonal abilities．应付压力和情绪、自我了解、自信的能力是个人能力。

【解析】E)。细节题。由句中关键词manage stress and feelings，self-awareness，self-co nfidence定位至E)段。原文提到处理压力、控制情绪和自我了解、自信都属于个人能力。

大学英语四级段落信息匹配题技巧

英语四、六级段落信息匹配题一、英语四级段落信息匹配题是什么？长篇阅读理解篇章后附有10个句子，每句一题。每句所含的信息出自篇章的某一段落，要求考生找出与每句所含信息相匹配的段落。有的段落可能对应两题，有的段落可能不对应任何一题。四级考试需要各位同学做的是，大家需要去看十个左右的段落，然后去匹配十个信息点。但是到六级当中，我们的难度就要增加了，我们见到的情况是六级当中变成了15个段落，去匹配十个信息点。但总体来看，不管题型怎么变，其实学习方法没变，还是仍旧需要大家提高阅读的能力，比如说读文章的时候，是不是直接拿英语读，如果读快速阅读的时候，还是拿中文边翻译边读的话，会发现阅读速度一直会比较慢，所以那么长的文章很难找到细节，所以大家一定要养成拿英语直接阅读的这样一种习惯，这样才能保证我们的阅读速度又快又准。二、信息匹配题难点分析 1. 考生难以按照阅读题一贯遵循的“顺序原则”解题。由于这一题型要求考生把细节信息与其所在的段落进行匹配，因此细节信息的排列绝对是“乱序的”，这就意味着考生从文章开头到结尾按顺序定位的方法是行不通的。

2. 题干信息复杂，考生难以迅速抓住要领。题干中的细节信息通常是极复杂和繁琐的名词短语或长难句，考生往往在寻找到合适的定位词之前，就已经被题干信息的复杂表述弄得晕头转向了。 3. 考生难以寻找到合适的定位词。即使考生能够读懂题干中晦涩难懂的细节信息，但也会在寻找定位词时遇到很大障碍。因为题干提供的细节信息中往往不会出现非常明显的定位词(如数字、时间、地点、人物、特殊字体和特殊符号等)。即使考生能够找到一个定位词，这一定位词也

通常和文章主题密切相关，会在文章中多次出现，因而也没有太大的意义。三、匹配题出题特点及应试技巧匹配类题型有很多种，常见的种类有：1）人名-观点匹配；2）.地名-描述匹配；3）句子-句子匹配；4）分类题(Classification)；5）段落-标题匹配；6段落-细节匹配。其中前四种做题方法比较类似，而后两种相对较复杂。这里将阐述前四种题型的做题方法。 1. 扭转做题思维

2019年12月英语四级阅读段落信息匹配训练及答案(8)

2019年12月英语四级阅读段落信息匹配训练及答案 (8) 段落信息匹配题是四六级改革之后的新题型，很多同学还不是很熟悉，以下是小编为同学们整理的英语四级长篇阅读段落信息匹配题练习，希望对各位有所协助。 The Art of Friendship A) One evening a few years ago I found myself in an anxiety. Nothing was really wrong my family and I were healthy, my career was busy and successful -- I was just feeling vaguely down and in need of a friend who could raise my spirits, someone who would meet me for coffee and let merant until the clouds lifted. I dialed my best friend, who now lives across the country in California, and got her voicemail. That's when it started to dawn on me -- lonesomeness was at the root of my dreariness. My social life had dwindled to almost nothing, but somehow until that moment I'd been too busy to notice. Now it hit me hard. My old friends, buddies since college or even childhood, know everything about me; when they left, they had taken my context with them. B) Research has shown the long-range negative consequences of social isolation on one's health. But my concerns were more short-term. I needed to feel understood right then in the way that only a girlfriend can understand you. I knew it would be wrong to expect my husband to replace my friends： He couldn't, and even if he could, to whom would I then complain about my husband? So I resolved to acquire

12月英语四级长篇阅读匹配试题

12月英语四级长篇阅读匹配试题2016年12月英语四级长篇阅读匹配试题 BeingObjectiveonClimateChange https://www.wendangku.net/doc/758755123.html,stweek，CraigRucker,aclimate-changeskepticandtheexecutivedirectorofanonprofitorganizatio ncalledtheCommitteeforaConstructiveTomorrow(CFACT)，tweetedaquotationsupposedlytakenfroma1922editionoftheWashin gtonPost： “Withinafewyearsitispredictedduetoicemeltthese awillrise&ma kemostcoastalcitiesuninhabitable.”Theintent，ofcourse，wastopokefunatcurrentheadlinesaboutclimatechange. B.Rucker’sorganizationisamemberoftheCoolerHeadsCoalitio n，anumbrellaorganizationoperatedbytheCompetitiveEnterpriseIns titute，anonprofitthatpridesitselfonitsoppositiontoenvironmentalist s.Ruckerhimselfispartofanetworkofbloggers，op-cdwriters，andpolicy-shopexecutiveswhoarguethatclimatechangeiseitherahoaxorallex ampleofleft- winghysteria.Surfacingoldnewspaperclipsisoneoftheirfavorite games.Theyalsomakesubstantiveargumentsaboutclimatepolicy,bu tthesnipingmaybemoreeffective.Thereisnostrongerrhetoricalto olthanridicule. C.Inthiscase， Ruckcr’sridiculeseemsmisplaced.Afterspendingafewminutespok ingaroundonline，

大学英语四级匹配题详解

大学英语四级匹配题详解 Pleasure Group Office【T985AB-B866SYT-B182C-BS682T-STT18】

长篇阅读——匹配题 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. Passage 1 Paper — More than Meets the Eye A) We are surrounded by so much paper and card that it is easy to forget just how complex it is. There are many varieties and grades of paper materials, and it is fairly easy to spot the varieties, it is far more difficult to spot the grades. B) It needs to be understood that most paper and card is manufactured for a specific purpose, so that whilst the corn-flake packet may look smart, it is clearly not something destined for the archives. It is made to look good, but only needs a limited life span. It is also much cheaper to manufacture than high grade card. C) Paper can be made from an almost endless variety of cellulose（纤维素化合物）-based material which will include many woods, cottons and grasses of which is an example and from where we get the word "paper". Many of these are very specialized, but the of paper making has been from soft wood and cotton or , with the bulk being wood-based. Paper from Wood D) In order to make wood into paper it needs to be broken down into fine strands. Firstly by powerful and then boiled with strong alkalies(碱) such as caustic soda, until a fine of fibers is produced. It is from this pulp that the final product is made, relying on the bonding together of the cellulose into layers. That, in a very small nutshell, is the essence of paper making from wood. However, the reality is rather more complicated. In order to give us our white paper and card, the makers will add and other materials such as china clay and additional chemicals. E) A further problem with wood is that it contains a material that is not cellulose. Something called . This is essential for the tree since it holds the cellulose fibres together, but if it is incorporated into the manufactured paper it presents archivists with a problem. Lignin eventually breaks down and releases acid products into the paper. This will weaken the bond between the cellulose fibers and the paper will become brittle and look rather brown and careworn. We have all seen this in old newspapers and cheap paperback books. It has been estimated that most paperback books will have a life of no greater than fifty years, not what we need for our archives. F) Since the lignin can be removed from the paper pulp during manufacture, the obvious question is "why is it left in the paper". The answer lies in the fact that lignin makes up a considerable part of the tree. By leaving the lignin in the pulp a papermaker can increase his paper yield from a tree to some 95%. Removing it means a yield of only 35%. It is clearly uneconomic to remove the lignin for many paper and card applications. It also means, of course, that lignin-free paper is going to be more expensive. G) However, it is nevertheless what the must look for in his supplies. There is no point whatsoever in carefully placing our valuable artifacts in paper or card that is going to their . Acid is particularly harmful to photographic materials, causing them to fade and in some cases simply vanish! H) So, how do we tell a piece of suitable paper or card from one that is unsuitable You cannot do it by simply looking, and rather disappointingly, you cannot always rely on the label. "Acid-free" might be true inasmuch as a test on the paper may indicate that it is a neutral material at this time. But lignin can take years before it starts the inevitable process of breaking down, and in the right conditions it will speed up enormously. I) Added to this, as I have indicated earlier, paper may also contain other materials added during manufacture such as bleach, china clay, chemical whiteners and size. This looks like a bleak picture, and it would be but for the fact that there are suppliers who will

大学英语四级阅读题段落匹配练习题

大学英语四级阅读题段落匹配练习题难点： 1、顺序原则被打乱 2、题目本身涉及长难句 3、定位词不明显 4、对应数量关系不唯一做题步骤： 1、先题后文 2、逐段做题 3、拒绝投机取巧

2014 -6 46.Authors still published in printed versions will be considered important ones. 47.Some people are still in favor of printed books because of the sense of touch they can provide. 48.The radio business has changed greatly and now attracts more listeners. 49.Contrary to many peoples prediction of its death.the film industry survived. 50.Remarkable changes have taken place in the book business. 51.Old technology sometimes continues to exist because of its reliability. 52.The increase of e-book sales will force the book business to make changes not seen for centuries. 53.A new technology is unlikely to take the place of an old one without a clear advantage. 54.Paperbacks of popular literature are more likely to be replaced by e-books. 55.A house with a fireplace has a stronger appeal to buyers. 2013-12 46.Caplan suggests that kids who dont love school go to work. 47.An increasing number of families spend more money on houses in a good school district.. 48.Subsidized loans to college students are a huge waste of money. according to one economist. 49.More and more kids find they fare worse with a college diploma. 50.For those who are not prepared for higher education.going to college is not worth it. 51.Over the years the cost of a college education has increased almost by 100%. 52.A law passed recently allows many students to pay no more than one tenth of their income for their college loans. 53.Middle-class Americans have highly valued a good education. 54.More kids should be encouraged to participate in programs where they can learn not only job skills but also social skills. 55.Over fifty percent of recent college graduates remain unemployed or unable to find a suitable job. 2013-12 The rise of the sharing economy A）Last night 40.000 people rented accommodation from a service that offers 250.000 rooms in 30.000 cities in 192 countries.They chose their rooms and paid for everything online.But their beds were provided by private individuals.rather than a hotel chain.Hosts and guests were matched up by Airbnb.a firm based in San

大学英语四级信息匹配练习题

大学英语四级信息匹配练习题一 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. 长篇阅读 Preparing for Computer Disasters A) Summary: When home office computers go down, many small businesses grind to a halt. Fortunately, taking steps to recover from disasters and minimize their effects is quite straightforward. B) Fires, power surges, and floods, they're all facts of life. We read about them in the morning paper and see them on the evening news. We sympathize with the victims and commiserate over their bad luck. We also shake our heads at the digital consequences—melted computers, system failures, destroyed data. Yet, somehow, many of us continue to live by that old mantra of denial: "It won't happen to me." Well, the truth is, at some point you'll probably have to deal with at least one disaster. That's just how it goes, and in most aspects of our lives we do something about it. We buy insurance. We stow away provisions. We even make disaster plans and run drills. But for some reason, computer disaster recovery is a blind spot for many of us. It shouldn't be. Home computers contain some of our

英语四级长篇阅读段落信息匹配题练习3

英语四级长篇阅读段落信息匹配题练习(3) Section B Directions: In this section, you are going to read a passage with ten statements attach ed to it. Eachstatement contains information given in one of the paragraphs. Identify the p aragraph 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 corres ponding letter on Answer Sheet 2. TV Linked to Lower Marks A) The effect of television on children has been debated ever since the first sets wer e turned on. Now three new studies find that too much tube time can lower test scores, r etard learning and even predict college performance. The reports appear in the July issue of the Archives of Pediatrics & Ado-lescent Medicine. B) In the first report, researchers studied the effect that having a TV in a child's bed room can have on third graders. "We looked at the household media environment in relati on to academic achievementon mathematics, reading and language arts tests," said stu dy author Dina L.G. Borzekowski, an as-sistant professor at Johns Hopkins Bloomberg Sc hool of Public Health. C) Borzekowski and her colleague, Dr. Thomas Robinson of Stanford University, coll ected data on386 third graders and their parents about how much TV the children watche d, the number of TV sets, computers and video game consoles in the household and wher e they were. They also collected data on how much time the children spent using the diff erent media, as well as the time spent doing homework and reading. The researchers foun d that the media in the household, where it is and how it is used can have a profound e ffect on learning. "We found that the household media environment has a very close asso ciation with performance on the different test scores," Borzekowski said. D) "A child who has a TV in his or her bedroom is likely to have a score that is e ight points lower on a mathematics test compared to a child who doesn't have a TV in t he bedroom," she noted. These children also scored lower on the reading and language art s tests. However, children who have ac-cess to a home computer are likely to have higher scores on each of the tests compared with children who don't have access to a home co mputer, Borzekowski noted.