四级阅读完型英语词汇阅读练习（附答案）（部分附讲解及翻译）.doc

（一）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( 认识派的 ) 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( 刺激 ) 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 uPwith 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)promiseC)killD)avoidE)hope F)especiallyG)aidH)ordinaryI)approval J)monetaryK)generallyL)improveM)challengingN)restoreO)excellentAnswers:1. 选 L 第一段主要提出了行为学家和认知派研究专家对于额外奖励的不同看法，因此可以推出此处应填与 destroy 意思相反的动词，可选项由 improve 和 aid ，但能与 performance 构成动宾搭配的只有 improve ，故排除 aid 。2. 选 I 由空格后的 and gift 可知此处应填名词。认知派研究专家认为，由于奖励助长了人们期望从别人那得到 和物质奖励的心理，而往往会破坏创造力，因此，选项中只有 approval “认同”符合题意。3. 选 F 此处应填副词。可选项有 generally 和 especially ，但从文章后面所举的例子来理解，此处是为了突出强调教育家支持认知派研究专家的看法，因此只有 especially “尤其，特别”符合题意。4. 选 J 此处应填形容词。由 But 转折可知此句表明的观点与认知派研究专家 who study various aspects of mental life 的观点“物质奖励有害”相反，因此可以推出此处应填的形容词是表示“物质奖励”的意思的词，选项中只有 monetary 符合题意。5. 选 G 此处应填动词。由 But 转折可知，此举表明的观点与前者即行为学家所持的观点一致，原文为“适当地给予奖励刺激确实 创造力”，选项中只有 aid “有助于（刺激）”符合题意。6. 选 M 此处应填形容词。从原文来看，如果孩子们知道他们在为获得奖励而努力，并能专注于相对 的任务，他们就会表现出很大的创造力，因此只有 challenging 符合题意。7. 选 C 由 it its easy to do 结构可知，此处应填动词。由此句中 But 转折与前一句中 show the most creativity 可以推出，此处应填的词应与 show he most 表达的意思相反，且与 destroy 意思相近，故选项中只有 kill 符合题意。8. 选 H 此处应填形容词。由此句中 high grades 和 uninspired 可以推出此处应填的词应与 high 形成对比，故只有 ordinary 符合。9. 选 N 由空格前的 and 可知，此处应填动词。可选项有 avoid 和 restore ，但由 tighten 可推出，既然是使平分标准严格，那么就会有高分和低分，也会有不及格，故只有 restore “恢复”符合题意。 avoid “避免（不及格）”不符合原文意思。10. 选 B 很明显此处应填名词。原文为“实行所谓象征性奖励，在努力提高学生创造力方面有 ，”可选项有 promise 和 hope ，而 hope 是一般人主观的愿望，希望，但此处强调的是“ 有实现的可能性，有前景”，故排除 hope 而选 promise 。导读：Psychologists take opposing views( 意为“持有相反的观点”，即说明了心理学家们对于外在的奖励会怎样影响一个人的动力与创造力，持有截然不同的看法 ) 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( 认识派的 ) 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 （ 意为“表示，表达”，在此应理解为“刺激” ） creativity in grade school children, suggesting that properly presented inducements( 刺激 ) 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 uPwith uninspired students （ A teacheruninspired students 。 这是一个复杂的复合句。主句的主语是 Eisenberger ， 谓语是 holds ， 宾语是省略了 that 的从句，即是 A teacher ends uPwith uninspired students, 而由 or 连接的两个由 who 引导的定语从句，则是都是用来修饰 A teacher ） , Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten （ 意为“拉紧”，但在此处应理解为“严格” ） grading standards and N)restore failing grades.In early grades, the use of so-called token economies, in which students handle challengingproblems and receive performance-based points to ward valued rewards, shows B)promise in raising efforts and creativity, the Delaware psychologist （ 值得就是 Robert Eisenberger ， 因此可推知最后三段都是 Robert Eisenberger 在对文章开头提出的两种不同观点进行论述) claims.全文翻译：心理学家们对于外在的奖励从热情的称赞到冰冷冷的金钱刺激，会怎样影响一个人的动力与创造力，持有截然不同的看法。研究行为和结果之间关系的行为学家认为：奖励能够提高人们的工作和学习表现。研究各种精神生活方面的认知派研究专家却认为：由于奖励助长了人们期望得到别人认同的心理和对物质奖励的依赖心理，往往会破坏创造力。后一种观点博得了很多人 , 特别是教育界人士的支持 . 然而据 六月份刊载的一篇论文却指出 : 谨慎地使用少量的金钱奖励会激发小学生的创造力 , 这表明适当地给予物质刺激确实有助于激发创造力 .“如果孩子们知道他们在为获得奖励而努力，而且能专注于较有挑战性的任务，他们就会表现出很大的创造力，”位于 Newark 的特拉华大学的罗伯特 . 艾森贝格说，“但是如果孩子表现不佳也给予奖励，或是造成孩子对奖励过分期待，就很容易扼杀创造力。”艾森贝格认为：一名教师如果总是把注意力放在奖励上，或是对于学生的一般表现也给高分，最终会扼杀学生们的灵感。作为后一种观点的一个例证，艾森贝格指出，主要的几所大学都在为尽力严格评分标准和恢复不及格分而不断努力。这位来自特拉华大学的心理学家认为：在较低的年级里，实行所谓的奖励体系，即根据学生处理有挑战性问题的表新给其判定分数，以决定学生能否得到有价值的奖励。这一有价值的奖励的标准机制在激发学生努力提高其创造力方面还是非常可取的。（二）Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were, to the text and gets answers. In the light of these he puts _1_ questions, and so on.For most of the time this “conversation” goes on below the level of consciousness. At times, however, we become _2_ of it. This is usually when we are running into difficulties, when mismatch is occurring between _3_ and meaning. When successful matching is being experienced, our question of the text continues at the unconscious level.Different people _4_ with the text differently. Some stay very close to the words on the page, others take off imaginatively from the words, interpreting, criticizing, analyzing and examining. The former represents a kind of comprehension which is _5_ in the text. The latter represents _6_ levels of comprehension. The balance between these is important, especially for advanced readers.There is another conversation which from our point of view is _7_ important, and that is to do not with what is read but with how it is read. We call this a “process” conversation as _8_ to a “content” conversation. It is concerned not with meaning but with the _9_ we employ in reading. If we are an advanced reader our ability to hold a process conversation with a text is usually pretty well _10_. Not so our ability to hold a content conversation.A)opposedB)converseC)equallyD)writtenE)developed F)strategiesG)comparedH)awakeI)higherJ)expectationsK)dealL)absolutelyM)awareN)betterO)furtherAnswers:1. 选 O 很明显此处应填形容词。可选项有 higher 和 further ，原文为“根据答案反复提出。问题“，但 higher 一般强调的是层次上的高低，因此不能用来修饰 question ，故只有 further “更进一步的”符合题意。2. 选 M 此处应填形容词且能与 of 构成固定搭配。可选项有 awake 和 aware ，由前一句中 below the level of consciousness （即 unconsciousness ）和此句中 however 转折可以推出，此处应填与 consciousness 意思相近的形容词，故排除 awake “警觉的”，而选 aware 。3. 选 J 由空格后的 and meaning 可知，此处应填名词，与 meaning 构成并列结构。原文为“我们会意识到沟通的存在，通常是在我们遇到难题或 与文章意思不符的时候”，故只有 expectations “所猜测的意思”符合题意。4. 选 B 很明显此处应填动词且能与 with 搭配。可选项有 converse 和 deal ，从句意来理解，不同的人 文章不同，但由于文章主要说明的是读者与文章之间的沟通方式，故排除 deal “处理”而选 converse “谈话。5. 选 D 因关系代词 which 指代的是 comprehension ，可知此处应填动词的被动形式。但由 The former 和 the words on he page 可推出前一种人是从文中的字词去理解文章，而字词只能是被写在文中，因此只有 written 符合题意。6. 选 I 此处应填形容词。由 The former 和 The latter 可知，此处是将两种人的对话方式进行比较，故可选项有 higher 和 better ，但由前面提到的后一种人对文章所做的 interpreting，criticizing，analyzing and examining 可知，这些都属于对文章更高层次的理解，因此选 higher 。7. 选 C 显然此处应填副词。可选项有 equally 和 absolutely ，但由 another 可推出，文章是在分别说明两种对话方式，而没有突出哪个更重要，故排除 absolutely 而选 equally 。8. 选 A 此处是将“ process ” conversation 与“ content ” conversation 形成对比，故可选项有 opposed 和 compared ，但 as opposed to 是固定搭配，因此排除 compared 。9. 选 F 从句子结构来看，此处缺的是 employ 的宾语，再从选项中看，能与 employ 形成动宾搭配且符合题意的只有 strategies ，故选 strategies 。10. 选 E 此处应填动词的被动形式。选项中有 developed “提高，加强”和 compared “比较”能与 ability 构成动宾搭配，但从句意理解，通常高级读者与文章进行“程序对话”的能力 ，故只有 developed 符合题意。导读：Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were（ 意为“可以说，姑且这么说”，有打比方的性质 ） , to the text and gets answers. In the light of these he puts O)furtherquestions, and so on. For most of the time this “conversation” goes on below the level of consciousness. At times（ 意为“有时“与 most of the time 形成对比，因此很容易推出第 2 题应填的词 ） , however, we become M)aware of it. This is usually when we are running into difficulties, when mismatch is occurring between J)expectations and meaning. When successful matching is being experienced, our question of the text continues at the unconscious level. Different people B)conversewith the text differently. Some stay very close to the words on the page（ 意为“与单词保持很近距离”，即不注意单词本身的意思 ） , others take off（ 意为“离开”，在这指匆匆略过单词，即不注重单词本身的意思 ） imaginatively from the words, interpreting, criticizing, analyzing and examining. The former represents a kind of comprehension which is D)written in the text. The latter represents I)higher levels of comprehension. The balance between these is important, especially for advanced readers. There is another conversation which from our point of view isC)equally important, and that is（ There is anotherand that is 。 其中由“ that” 可知本文一共谈到了两种对话方式，第一种即是第一段中提到的对文章反复提问的方式，第二种就是此处提到的关于怎样读的方式。句中 which 和 that 指代的都是 conversation ） to do not with what is read but with how it is read. We call this a “process” conversation as A)opposed to a “content” conversation. It is concerned not with meaning but with the F)strategies we employ in reading. If we are an advanced reader our ability（ If we areour ability 。 其中 If 引导的是条件壮语从句， to hold a process conversation with a text 作后置定语修饰句子的主语 our ability 。 ） to hold a process conversation with a text is usually pretty well E)developed. Not so our ability to hold a content conversation.全文翻译：阅读可以看出是读者和文章之间的一种沟通。可以说，读者对文章提出问题并得到解答，由此再提出新的问题，如此反复。大多数时候，这种沟通是在无意识中进行的，然而，有时候我们也会意识到沟通的存在，通常是在我们提到难题或猜测与文章意思不符时。如果我们做出的猜测正确，对文章的提问会继续在无意识中进行。不同读者与文章对话的方式也不同。有些人侧重读懂字词意义，而有些人匆匆越过字词，发挥想象力，对文章做出自己的阐释，评判一番，做出分析，深入研究。前者代表了拘泥字面的理解方式，后者代表了更深层次的理解。掌握这两者之间的平衡很重要，对高级读者而言更是如此。还有另一种对话，我们认为同样重要，这种对话不是有关读什么，而是有关怎样读的问题。与“内容对话”相对我们称其为“程序对话”，程序对话关心的不是文字意义，而是阅读方法。通常高级读者与文章进行“程序对话”的能力很强，而与文章进行“内容对话”的能力却一般。篇章词汇题型的特点篇章词汇 （ Banked Cloze ）考一篇长度为 220 个单词左右的文章，在文章当中去除了 10 个单词，后面由 15 个单词选项，要求考生选择正确的单词填入文章。这种题型的测试重点在于把握文章的结构，主要考查考生对诸如连贯性，一致性，逻辑联系等语篇，语段整体特征以及单词在实际语境中的理解，即要求考生在理解全文的基础上弄清文章的宏观结构和具体细化到每个单词的微观理解。篇章词汇 VS 完形填空 应该说，篇章词汇是完形填空的一种形式。完形填空的测试面更宽泛，涉及连词，介词等更多的语法知识，而篇章词汇的考查项都是实词（动词，名词，形容词，副词）。篇章词汇更侧重于从篇章层面考查对单词的理解和应用。另外一个较为明显的区别就是，篇章词汇是集合式选项，所有的选项都集中在一起；而完形填空是分组式选项，各道题目的选项互不干扰。篇章词汇 VS 词汇题 篇章词汇与原来的老题型词汇题相比，更注重对词汇的实际运用的考查，从单一的一句话考查上升到篇章的理解。（三）There is a popular belief among parents that schools are no longer interested inspelling .No school I have taught in has ever _ spelling or considered it unimportantas a basic skill. There are, however , vastly different ideas about how to teach it , or howmuch _ it must be given over general language development and writing ability. Theproblem is , how to encourage a child to express himself freely and _ in writing without holding him back with the complexities of spelling?If spelling become the only focal point of his teachers interest, clearly a _4_child will be likely to “play safe”. He will tend to write only words within his spelling range,choosing to avoid _5_ language. Thats why teachers often _6_ the early use ofdictionaries and pay attention to content rather than technical ability.I was once shocked to read on the bottom of a sensitive piece of writing abouta personal experience ：“ This work is _7_ !There are far too many spelling errors andyour writing is illegible( 难以辨认的 ).” It may have been a sharP_8_ of the pupilstechnical abilities in writing, but it was also a sad reflection on the teacher who had omittedto read the essay, which _9_ some beautiful expressions of the childs deePfeelings.The teacher was not wrong to draw attention to the errors, but if his priorities had centredon the childs ideas, an expression of his disappointment with the presentation would havegiven the pupil more _10_ to seek improvement.A)priority B)criticism C)contained D)clearlyE)adventurous F ） discourage G)motivation H)terribleI)ignored J)difficult K)encourage L)expressedM)confidently N)bright O)motive L)expressedAnswers:1. 选 I ）。 由该句中的 has 可知，此处应填动词过去式，且表达的含义应和后面的 considerunimportant 相近，故应排除 contained 和 expressed而选择 ignored 。2. 选 A ）。 此处应填名词，但能与后面 over 构成固定搭配的名词只有 priority ，故排除 了 criticism 和 motivation 。3. 选 M). 由空格前面的 and 可知，此处应填副词和 freely 并列。从句意来理解，在没有拼写困难的情况下，怎样鼓励学生自由且 地表达自己，选项中只有 confidently “自信地“符合题意。4. 选 N ）。 很明显这里应填形容词，选项中 terrible ， difficult 后接事物名词 something ，只有 adventurous 和 bright 可用来形容 somebody （ child )，再由后面的play safe“不冒险”，可排除adventurous而选择bright。5. 选 E ）。 由前一句中的 be likely to “ play safe ”和空格前的 avoid可以推知，此处所填词的意思应与play safe表达的意思相反，故选项中只有adventurous符合题意。6. 选 K ）。 很明显此处应填动词的一般现在时，可选项有 encourage和 persuade 。由 Thats why 知本句与前一句构成因果关系，而前一句说的是学生往往会用他们拼写范围内的词写文章，从而选择避免用那些不会的词，故由此可推知此句应理解为老师鼓励学生用字典，因此排除 persuade 而选encourage。7. 选 H ）。 此处应填形容词。由空格后面的 too many spelling errors和illegible可知，这篇文章是写的很糟，而不是很难理解。故排除difficult而选terrible。8. 选 B ）。 此处应填名词。由后半句中 a sad reflection on the teacher可知，前半句是在指责学生，故选项中只有criticism符合题意。9. 选 C ）。 此处填动词过去式，本句中由 which 引导的从句是对 essay的解释，剩余选项中 contained 和 expressed ，根据句意，文章 儿童内心感受的一些好的表达，故只有 contained 符合题意。10. 选 G ）。 此处应填名词。根据句意，如果老师更注重学生思想的表达的话，会给学生更大的动力去寻求提高；故排除 motive “动机，原因”而选 motivation 。导读：There is a popular belief among parents that schools are no longer interested in spelling.No school I have taught in has everI)ignored spelling or considered it unimportant （ Noschooleverconsidered it unimportant 其中 I have taught in 作定语修饰 school“我教书的学校” ，“ it ” 指代的即为 spelling ， 可以看出作者要说的是学校没有忽视spelling ） as a basic skill. There are, however （ 句意转折说明问题不在于学校是否重视拼写而是 how to teach it ） , vastly different ideas about how to teach it, or how muchA)priority it must be given over general language development and writing ability. The problemis, how to encourage a child to express himself freely and M)confidently in writing with outholding him back with the complexities of spelling?If spelling become the only focal point of his teachers interest, clearly a N)bright childwill be likely to “play safe”( 这里的关键是理解 “ play safe” 的意思，从后句“只写他会写的单词”可以看出他是怕拼错，故 play safe 即为“为了保险” ) . He will tend to write onlywords within his spelling range, choosing to avoid E)adventurous language. Thats whyteachers often K)encourage the early use of dictionaries and pay attention to content ratherthan technical ability （ spelling ability ） .I was once shocked to read on the bottom of a sensitive piece of writing about a personalexperience ：“ This work( 根据后面一句的解释，可知 this work 指的是 your writing 故第7 题填的词应和 illegible 感情色彩保持一致 ) is H)terrible !There are far too many spellingerrors and your writing is illegible( 难以辨认的 ).” It may have been a sharPB) criticismof the pupils technical abilities in writing, but it was also a sad reflection （ 表明了作者不赞同的态度，他看到的是文章中包含的好的表达，并且说明只有这样才能激励学生不断进步 ） on theteacher who had omitted to read the essay, which C)contained some beautiful expressions ofthe childs deePfeelings. The teacher was not wrong to draw attention to the errors, but if hispriorities had centred on the childs ideas, an expression of his disappointment with the presentationwould have given the pupil more G)motivation to seek improvement.全文翻译：家长们普遍认为中学现在已不再关注单词的正确拼写了。但我所教过的学校从来没有忽视过拼写，或就一种基本技能来说从没有认为它不重要。然而对于怎么来教拼写或者是从提高整个语言的发展和写作能力方面来说，把拼写放在什么样优先的地位存在着许多不同的看法。所存在的问题是，在写作当中怎样鼓励孩子不要让复杂的拼写来影响他流畅地，自信地表达自己的思想。如果字的拼写成为老师关心的惟一焦点，很明显，聪明的孩子很可能就会为“保险起见”，只写一些他会写的字，避免因冒险而出错的语言。那就是为什么老师常常鼓励学生很早就要使用字典，而且写作时重视内容而非拼写技能。有一次我非常震惊，在一篇描写个人经历的感情细腻的文章后面读到了这些话：“这篇糟透了！单词拼写错误太多。自己很难辨认！”这对于一个学生的写作技能也许是一次尖锐的批评，但它同时也悲哀地反映出那位老师忽视了去阅读一篇包含了表达孩子内心感情的文章。老师注意到了这些问题并没有错，但是如果他把重点放在关注孩子的思想上，只表示出他对孩子的拼写错误有点失望，就会给学生更大的动力去进一步提高。（四）Sport is not only physically challenging, but it can also be mentally challenging. Criticismfrom coaches, parents, and other teammates, as well as pressure to win can create an excessiveamount of _1_ or stress for young athletes. Stress can be physical, emotional, or psychologicaland research has indicated that it can lead to burnout. Burnout has been described as _2_ orquitting of an activity that was at one time enjoyable.The early years of development are _3_ years for learning about oneself. The sport settingis one where valuable experiences can take place. Young athletes can, for example, learn how to_4_ with others, make friends, and gain other social skills that will be used throughout their lives.Coaches and parents should be aware, at all times, that their feedback to youngsters can _5_affect their children. Youngsters may take their parents and coaches criticisms to heart and find aflaw（缺陷）in themselves.Coaches and parents should also be _6_ that youth sport participation does not become workfor children. That outcome of the game should not be more important than the _7_ of learning thesport and other life lessons. In todays youth sport setting, young athletes may be worrying moreabout w