英語(yǔ)四級(jí)考試閱讀習(xí)題及答案解析
篇章詞匯題型的特點(diǎn)
篇章詞匯 考一篇長(zhǎng)度為 220 個(gè)單詞左右的文章，在文章當(dāng)中去除了 10 個(gè)單詞，后面由 15 個(gè)單詞選項(xiàng)，要求考生選擇正確的單詞填入文章。這種題型的測(cè)試重點(diǎn)在于把握文章的結(jié)構(gòu)，主要考查考生對(duì)諸如連貫性，一致性，邏輯聯(lián)系等語(yǔ)篇，語(yǔ)段整體特征以及單詞在實(shí)際語(yǔ)境中的理解，即要求考生在理解全文的基礎(chǔ)上弄清文章的宏觀結(jié)構(gòu)和具體細(xì)化到每個(gè)單詞的微觀理解。
篇章詞匯 VS 完形填空
應(yīng)該說(shuō)，篇章詞匯是完形填空的一種形式。完形填空的測(cè)試面更寬泛，涉及連詞，介詞等更多的語(yǔ)法知識(shí)，而篇章詞匯的考查項(xiàng)都是實(shí)詞。篇章詞匯更側(cè)重于從篇章層面考查對(duì)單詞的理解和應(yīng)用。另外一個(gè)較為明顯的區(qū)別就是，篇章詞匯是集合式選項(xiàng)，所有的選項(xiàng)都集中在一起;而完形填空是分組式選項(xiàng)，各道題目的選項(xiàng)互不干擾。
篇章詞匯 VS 詞匯題
篇章詞匯與原來(lái)的老題型詞匯題相比，更注重對(duì)詞匯的實(shí)際運(yùn)用的考查，從單一的一句話考查上升到篇章的理解。
Passage 2
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can __1__ performance at work and school. Cognitive researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on __2__ and gifts from others.
The latter view has gained many supporters, __3__ among educators. But the careful use of small __4__ rewards speaks creativity in grade school children, suggesting that properly presented inducements indeed __5__inventiveness, according to a study in the June Journal of Personality and Social Psychology.
If kids know theyre working for a reward and can focus on a relatively __6__ task, they show the most creativity, says Robert Eisenberger of the University of Delaware in Newark. But its easy to __7__ creativity by giving rewards for poor performance or creating too much anticipation for rewards.
A teacher who continually draws attention to rewards or who hands our high grades for __8__ achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and __9__ failing grades.
In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points to ward valued rewards, shows __10__ in raising efforts and creativity, the Delaware psychologist claims.
A)mental B)promise C)kill D)avoid
E)hope F)especially G)aid H)ordinary
I)approval J)monetary K)generally L)improve
M)challenging N)restore O)excellent
參考答案及解析:
1. 選 L )。 第一段主要提出了行為學(xué)家和認(rèn)知派研究專(zhuān)家對(duì)于額外獎(jiǎng)勵(lì)的不同看法，因此可以推出此處應(yīng)填與 destroy 意思相反的動(dòng)詞，可選項(xiàng)由 improve 和 aid ，但能與 performance 構(gòu)成動(dòng)賓搭配的只有 improve ，故排除 aid 。
2 . 選 I )。 由空格后的 and gift 可知此處應(yīng)填名詞。認(rèn)知派研究專(zhuān)家認(rèn)為，由于獎(jiǎng)勵(lì)助長(zhǎng)了人們期望從別人那得到 和物質(zhì)獎(jiǎng)勵(lì)的心理，而往往會(huì)破壞創(chuàng)造力，因此，選項(xiàng)中只有 approval 認(rèn)同符合題意。
3. 選 F )。 此處應(yīng)填副詞?？蛇x項(xiàng)有 generally 和 especially ，但從文章后面所舉的例子來(lái)理解，此處是為了突出強(qiáng)調(diào)教育家支持認(rèn)知派研究專(zhuān)家的看法，因此只有 especially 尤其，特別符合題意。
4. 選 J )。 此處應(yīng)填形容詞。由 But 轉(zhuǎn)折可知此句表明的觀點(diǎn)與認(rèn)知派研究專(zhuān)家 who study various aspects of mental life 的觀點(diǎn)物質(zhì)獎(jiǎng)勵(lì)有害相反，因此可以推出此處應(yīng)填的形容詞是表示物質(zhì)獎(jiǎng)勵(lì)的意思的詞，選項(xiàng)中只有 monetary 符合題意。
5. 選 G )。 此處應(yīng)填動(dòng)詞。由 But 轉(zhuǎn)折可知，此舉表明的觀點(diǎn)與前者即行為學(xué)家所持的觀點(diǎn)一致，原文為適當(dāng)?shù)亟o予獎(jiǎng)勵(lì)刺激確實(shí) 創(chuàng)造力，選項(xiàng)中只有 aid 有助于符合題意。
6. 選 M )。 此處應(yīng)填形容詞。從原文來(lái)看，如果孩子們知道他們?cè)跒楂@得獎(jiǎng)勵(lì)而努力，并能專(zhuān)注于相對(duì) 的任務(wù)，他們就會(huì)表現(xiàn)出很大的創(chuàng)造力，因此只有 challenging 符合題意。
7. 選 C )。 由 it its easy to do 結(jié)構(gòu)可知，此處應(yīng)填動(dòng)詞。由此句中 But 轉(zhuǎn)折與前一句中 show the most creativity 可以推出，此處應(yīng)填的詞應(yīng)與 show he most 表達(dá)的意思相反，且與 destroy 意思相近，故選項(xiàng)中只有 kill 符合題意。
8. 選 H )。 此處應(yīng)填形容詞。由此句中 high grades 和 uninspired 可以推出此處應(yīng)填的詞應(yīng)與 high 形成對(duì)比，故只有 ordinary 符合。
9 . 選 N )。 由空格前的 and 可知，此處應(yīng)填動(dòng)詞?？蛇x項(xiàng)有 avoid 和 restore ，但由 tighten 可推出，既然是使平分標(biāo)準(zhǔn)嚴(yán)格，那么就會(huì)有高分和低分，也會(huì)有不及格，故只有 restore 恢復(fù)符合題意。 avoid 避免不符合原文意思。
10 . 選 B )。 很明顯此處應(yīng)填名詞。原文為實(shí)行所謂象征性獎(jiǎng)勵(lì)，在努力提高學(xué)生創(chuàng)造力方面有 ，可選項(xiàng)有 promise 和 hope ，而 hope 是一般人主觀的愿望，希望，但此處強(qiáng)調(diào)的是 有實(shí)現(xiàn)的可能性，有前景，故排除 hope 而選 promise 。
導(dǎo)讀：
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can L)improve performance at work and school. Cognitive researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on I)approval and gifts from others.
The latter view has gained many supporters, F)especially among educators. But the careful use of small J)monetary rewards speaks creativity in grade school children, suggesting that properly presented inducements indeed G)aid inventiveness, according to a study in the June Journal of Personality and Social Psychology.
If kids know theyre working for a reward and can focus on a relatively M)challenging task, they show the most creativity, says Robert Eisenberger of the University of Delaware in Newark. But its easy to C)kill creativity by giving rewards for poor performance or creating too much anticipation for rewards.
A teacher who continually draws attention to rewards or who hands our high grades for H)ordinary achievement ends up with uninspired students , Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and N)restore failing grades.
In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points to ward valued rewards, shows B)promise in raising efforts and creativity, the Delaware psychologist claims.
全文翻譯：
心理學(xué)家們對(duì)于外在的獎(jiǎng)勵(lì)從熱情的稱(chēng)贊到冰冷冷的金錢(qián)刺激，會(huì)怎樣影響一個(gè)人的動(dòng)力與創(chuàng)造力，持有截然不同的看法。研究行為和結(jié)果之間關(guān)系的行為學(xué)家認(rèn)為：獎(jiǎng)勵(lì)能夠提高人們的工作和學(xué)習(xí)表現(xiàn)。研究各種精神生活方面的認(rèn)知派研究專(zhuān)家卻認(rèn)為：由于獎(jiǎng)勵(lì)助長(zhǎng)了人們期望得到別人認(rèn)同的心理和對(duì)物質(zhì)獎(jiǎng)勵(lì)的依賴(lài)心理，往往會(huì)破壞創(chuàng)造力。
后一種觀點(diǎn)博得了很多人 , 特別是教育界人士的支持 . 然而據(jù) 個(gè)性和社會(huì)心理學(xué)期刊 六月份刊載的一篇論文卻指出 : 謹(jǐn)慎地使用少量的金錢(qián)獎(jiǎng)勵(lì)會(huì)激發(fā)小學(xué)生的創(chuàng)造力 , 這表明適當(dāng)?shù)亟o予物質(zhì)刺激確實(shí)有助于激發(fā)創(chuàng)造力 .
如果孩子們知道他們?cè)跒楂@得獎(jiǎng)勵(lì)而努力，而且能專(zhuān)注于較有挑戰(zhàn)性的任務(wù)，他們就會(huì)表現(xiàn)出很大的創(chuàng)造力，位于 Newark 的特拉華大學(xué)的羅伯特 . 艾森貝格說(shuō)，但是如果孩子表現(xiàn)不佳也給予獎(jiǎng)勵(lì)，或是造成孩子對(duì)獎(jiǎng)勵(lì)過(guò)分期待，就很容易扼殺創(chuàng)造力。
艾森貝格認(rèn)為：一名教師如果總是把注意力放在獎(jiǎng)勵(lì)上，或是對(duì)于學(xué)生的一般表現(xiàn)也給高分，最終會(huì)扼殺學(xué)生們的靈感。作為后一種觀點(diǎn)的一個(gè)例證，艾森貝格指出，主要的幾所大學(xué)都在為盡力嚴(yán)格評(píng)分標(biāo)準(zhǔn)和恢復(fù)不及格分而不斷努力。
這位來(lái)自特拉華大學(xué)的心理學(xué)家認(rèn)為：在較低的年級(jí)里，實(shí)行所謂的獎(jiǎng)勵(lì)體系，即根據(jù)學(xué)生處理有挑戰(zhàn)性問(wèn)題的表新給其判定分?jǐn)?shù)，以決定學(xué)生能否得到有價(jià)值的獎(jiǎng)勵(lì)。這一有價(jià)值的獎(jiǎng)勵(lì)的標(biāo)準(zhǔn)機(jī)制在激發(fā)學(xué)生努力提高其創(chuàng)造力方面還是非?？扇〉摹?/p>
篇章詞匯題型的特點(diǎn)
篇章詞匯 考一篇長(zhǎng)度為 220 個(gè)單詞左右的文章，在文章當(dāng)中去除了 10 個(gè)單詞，后面由 15 個(gè)單詞選項(xiàng)，要求考生選擇正確的單詞填入文章。這種題型的測(cè)試重點(diǎn)在于把握文章的結(jié)構(gòu)，主要考查考生對(duì)諸如連貫性，一致性，邏輯聯(lián)系等語(yǔ)篇，語(yǔ)段整體特征以及單詞在實(shí)際語(yǔ)境中的理解，即要求考生在理解全文的基礎(chǔ)上弄清文章的宏觀結(jié)構(gòu)和具體細(xì)化到每個(gè)單詞的微觀理解。
篇章詞匯 VS 完形填空
應(yīng)該說(shuō)，篇章詞匯是完形填空的一種形式。完形填空的測(cè)試面更寬泛，涉及連詞，介詞等更多的語(yǔ)法知識(shí)，而篇章詞匯的考查項(xiàng)都是實(shí)詞。篇章詞匯更側(cè)重于從篇章層面考查對(duì)單詞的理解和應(yīng)用。另外一個(gè)較為明顯的區(qū)別就是，篇章詞匯是集合式選項(xiàng)，所有的選項(xiàng)都集中在一起;而完形填空是分組式選項(xiàng)，各道題目的選項(xiàng)互不干擾。
篇章詞匯 VS 詞匯題
篇章詞匯與原來(lái)的老題型詞匯題相比，更注重對(duì)詞匯的實(shí)際運(yùn)用的考查，從單一的一句話考查上升到篇章的理解。
Passage 2
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can __1__ performance at work and school. Cognitive researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on __2__ and gifts from others.
The latter view has gained many supporters, __3__ among educators. But the careful use of small __4__ rewards speaks creativity in grade school children, suggesting that properly presented inducements indeed __5__inventiveness, according to a study in the June Journal of Personality and Social Psychology.
If kids know theyre working for a reward and can focus on a relatively __6__ task, they show the most creativity, says Robert Eisenberger of the University of Delaware in Newark. But its easy to __7__ creativity by giving rewards for poor performance or creating too much anticipation for rewards.
A teacher who continually draws attention to rewards or who hands our high grades for __8__ achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and __9__ failing grades.
In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points to ward valued rewards, shows __10__ in raising efforts and creativity, the Delaware psychologist claims.
A)mental B)promise C)kill D)avoid
E)hope F)especially G)aid H)ordinary
I)approval J)monetary K)generally L)improve
M)challenging N)restore O)excellent
參考答案及解析:
1. 選 L )。 第一段主要提出了行為學(xué)家和認(rèn)知派研究專(zhuān)家對(duì)于額外獎(jiǎng)勵(lì)的不同看法，因此可以推出此處應(yīng)填與 destroy 意思相反的動(dòng)詞，可選項(xiàng)由 improve 和 aid ，但能與 performance 構(gòu)成動(dòng)賓搭配的只有 improve ，故排除 aid 。
2 . 選 I )。 由空格后的 and gift 可知此處應(yīng)填名詞。認(rèn)知派研究專(zhuān)家認(rèn)為，由于獎(jiǎng)勵(lì)助長(zhǎng)了人們期望從別人那得到 和物質(zhì)獎(jiǎng)勵(lì)的心理，而往往會(huì)破壞創(chuàng)造力，因此，選項(xiàng)中只有 approval 認(rèn)同符合題意。
3. 選 F )。 此處應(yīng)填副詞。可選項(xiàng)有 generally 和 especially ，但從文章后面所舉的例子來(lái)理解，此處是為了突出強(qiáng)調(diào)教育家支持認(rèn)知派研究專(zhuān)家的看法，因此只有 especially 尤其，特別符合題意。
4. 選 J )。 此處應(yīng)填形容詞。由 But 轉(zhuǎn)折可知此句表明的觀點(diǎn)與認(rèn)知派研究專(zhuān)家 who study various aspects of mental life 的觀點(diǎn)物質(zhì)獎(jiǎng)勵(lì)有害相反，因此可以推出此處應(yīng)填的形容詞是表示物質(zhì)獎(jiǎng)勵(lì)的意思的詞，選項(xiàng)中只有 monetary 符合題意。
5. 選 G )。 此處應(yīng)填動(dòng)詞。由 But 轉(zhuǎn)折可知，此舉表明的觀點(diǎn)與前者即行為學(xué)家所持的觀點(diǎn)一致，原文為適當(dāng)?shù)亟o予獎(jiǎng)勵(lì)刺激確實(shí) 創(chuàng)造力，選項(xiàng)中只有 aid 有助于符合題意。
6. 選 M )。 此處應(yīng)填形容詞。從原文來(lái)看，如果孩子們知道他們?cè)跒楂@得獎(jiǎng)勵(lì)而努力，并能專(zhuān)注于相對(duì) 的任務(wù)，他們就會(huì)表現(xiàn)出很大的創(chuàng)造力，因此只有 challenging 符合題意。
7. 選 C )。 由 it its easy to do 結(jié)構(gòu)可知，此處應(yīng)填動(dòng)詞。由此句中 But 轉(zhuǎn)折與前一句中 show the most creativity 可以推出，此處應(yīng)填的詞應(yīng)與 show he most 表達(dá)的意思相反，且與 destroy 意思相近，故選項(xiàng)中只有 kill 符合題意。
8. 選 H )。 此處應(yīng)填形容詞。由此句中 high grades 和 uninspired 可以推出此處應(yīng)填的詞應(yīng)與 high 形成對(duì)比，故只有 ordinary 符合。
9 . 選 N )。 由空格前的 and 可知，此處應(yīng)填動(dòng)詞?？蛇x項(xiàng)有 avoid 和 restore ，但由 tighten 可推出，既然是使平分標(biāo)準(zhǔn)嚴(yán)格，那么就會(huì)有高分和低分，也會(huì)有不及格，故只有 restore 恢復(fù)符合題意。 avoid 避免不符合原文意思。
10 . 選 B )。 很明顯此處應(yīng)填名詞。原文為實(shí)行所謂象征性獎(jiǎng)勵(lì)，在努力提高學(xué)生創(chuàng)造力方面有 ，可選項(xiàng)有 promise 和 hope ，而 hope 是一般人主觀的愿望，希望，但此處強(qiáng)調(diào)的是 有實(shí)現(xiàn)的可能性，有前景，故排除 hope 而選 promise 。
導(dǎo)讀：
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can L)improve performance at work and school. Cognitive researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on I)approval and gifts from others.
The latter view has gained many supporters, F)especially among educators. But the careful use of small J)monetary rewards speaks creativity in grade school children, suggesting that properly presented inducements indeed G)aid inventiveness, according to a study in the June Journal of Personality and Social Psychology.
If kids know theyre working for a reward and can focus on a relatively M)challenging task, they show the most creativity, says Robert Eisenberger of the University of Delaware in Newark. But its easy to C)kill creativity by giving rewards for poor performance or creating too much anticipation for rewards.
A teacher who continually draws attention to rewards or who hands our high grades for H)ordinary achievement ends up with uninspired students , Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and N)restore failing grades.
In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points to ward valued rewards, shows B)promise in raising efforts and creativity, the Delaware psychologist claims.
全文翻譯：
心理學(xué)家們對(duì)于外在的獎(jiǎng)勵(lì)從熱情的稱(chēng)贊到冰冷冷的金錢(qián)刺激，會(huì)怎樣影響一個(gè)人的動(dòng)力與創(chuàng)造力，持有截然不同的看法。研究行為和結(jié)果之間關(guān)系的行為學(xué)家認(rèn)為：獎(jiǎng)勵(lì)能夠提高人們的工作和學(xué)習(xí)表現(xiàn)。研究各種精神生活方面的認(rèn)知派研究專(zhuān)家卻認(rèn)為：由于獎(jiǎng)勵(lì)助長(zhǎng)了人們期望得到別人認(rèn)同的心理和對(duì)物質(zhì)獎(jiǎng)勵(lì)的依賴(lài)心理，往往會(huì)破壞創(chuàng)造力。
后一種觀點(diǎn)博得了很多人 , 特別是教育界人士的支持 . 然而據(jù) 個(gè)性和社會(huì)心理學(xué)期刊 六月份刊載的一篇論文卻指出 : 謹(jǐn)慎地使用少量的金錢(qián)獎(jiǎng)勵(lì)會(huì)激發(fā)小學(xué)生的創(chuàng)造力 , 這表明適當(dāng)?shù)亟o予物質(zhì)刺激確實(shí)有助于激發(fā)創(chuàng)造力 .
如果孩子們知道他們?cè)跒楂@得獎(jiǎng)勵(lì)而努力，而且能專(zhuān)注于較有挑戰(zhàn)性的任務(wù)，他們就會(huì)表現(xiàn)出很大的創(chuàng)造力，位于 Newark 的特拉華大學(xué)的羅伯特 . 艾森貝格說(shuō)，但是如果孩子表現(xiàn)不佳也給予獎(jiǎng)勵(lì)，或是造成孩子對(duì)獎(jiǎng)勵(lì)過(guò)分期待，就很容易扼殺創(chuàng)造力。
艾森貝格認(rèn)為：一名教師如果總是把注意力放在獎(jiǎng)勵(lì)上，或是對(duì)于學(xué)生的一般表現(xiàn)也給高分，最終會(huì)扼殺學(xué)生們的靈感。作為后一種觀點(diǎn)的一個(gè)例證，艾森貝格指出，主要的幾所大學(xué)都在為盡力嚴(yán)格評(píng)分標(biāo)準(zhǔn)和恢復(fù)不及格分而不斷努力。
這位來(lái)自特拉華大學(xué)的心理學(xué)家認(rèn)為：在較低的年級(jí)里，實(shí)行所謂的獎(jiǎng)勵(lì)體系，即根據(jù)學(xué)生處理有挑戰(zhàn)性問(wèn)題的表新給其判定分?jǐn)?shù)，以決定學(xué)生能否得到有價(jià)值的獎(jiǎng)勵(lì)。這一有價(jià)值的獎(jiǎng)勵(lì)的標(biāo)準(zhǔn)機(jī)制在激發(fā)學(xué)生努力提高其創(chuàng)造力方面還是非?？扇〉摹?/p>
