大學(xué)英語(yǔ)四級(jí)閱讀預(yù)測(cè)練習(xí)題（通用6篇）
大學(xué)英語(yǔ)四級(jí)考試是由國(guó)家教育部高等教育司主持的全國(guó)性英語(yǔ)考試，即CET-4。下面是小編收集整理的大學(xué)英語(yǔ)四級(jí)閱讀預(yù)測(cè)練習(xí)題（通用6篇），希望大家喜歡。
大學(xué)英語(yǔ)四級(jí)閱讀預(yù)測(cè)練習(xí)題 篇1
When Anwar out of the way, will Mahathir's war against foreign speculators actually help turn the economy around? The view of international financial analysts-foreigners-was largely pessimistic. Paul Krugman, from the Massachusetts Institute of Technology, has suggested that the kind of financial restriction imposed by the IMF may not always be appropriate-and that it might be necessary for countries like Malaysia to close the doors and pump up production to buy time for reforms. But after Mahathir took that advice, Krgman quickly addressed an open letter to the Malaysian leader, warning that capital controls can work only as a "stopgap measure(權(quán)宜之策)"while putting together more fundamental banking and business reforms. Capital control "put more power into the hands of administrators, and people are rightly worried about abuse of powers," says Simon Flint of Independent Economic Analysis in Singapore. "Intervention just leads to corruption."?
Mahathir has heard and rejected such arguments before. Since his days fighting the British colonialists, he has dreamed of creating a Malays-assertive, competitive, hardworking who could stand up and be proud. If nothing else, Mahathir and his business friends have always thought big-developing the world's tallest building, the biggest dam, an Asian Silicon Valley-anything to increase the sense of national pride. Two decades of big ideas and affirmative action policies have helped pull Malays up from poverty. Now Mahathir has lives to see the birth of his New Malay Man-and, in small irony, it has turned out to be Anwar. With all his confidence and worldly sophistication, Anwar epitomize (集中體現(xiàn)) the ideal Mahathir has sought all his life. Last week Mahathir moved to destroy his own creation, the rebel son who has stood beside the old nationalist as the answer to his dream.
1.Why did Paul Krugman regard capital controls as a stopgap measure?
A) Because he was largely pessimistic.
B) Because financial restrition is not appropriate.
C) Because it benefits foreign speculators.
D) Because in the long run, it will lead to abuse of powers.
2.What's the reaction of Mahathir when he heard "Intervention just leads to corruption."
A) He has rejected such arguments before.
B) He thought it right and accept it.
C) He regretted what he had done.
D) He moved to destroyed his own creation.
3.Mahathir has always thought something big to increase the sense of national pride which lies in ____.
A) the world's tallest building
B) the biggest dam
C) an Asian silicon valley
D) A, B and C
4.How long did it take his big ideas to help pull Malays up from poverty?
A) 10 years. B) 20 years.C) 12 years. D) 24 years.
5.Why did Mahathir move to destroy Anuar?
A) Because Anwar did not embody his ideal.
B) Because Anwar turned out to be a total failure.
C) Because Anwar has stood beside the old nationalist.
D) Because his dream become true.
答案與解析：
1.D。為什么Paul krugman 認(rèn)為資本控制不是權(quán)宜之計(jì)?細(xì)節(jié)題，也是因果關(guān)系題，在文中找出相應(yīng)的段落即可找到答案。文中提到"Capital controls put more power into the hands of adminis trators, and people are rightly worried about abuse of powers."由此可知選項(xiàng)D是對(duì)的。
2.A。當(dāng)他聽到"干預(yù)導(dǎo)致腐敗"時(shí)，Mahathir 的反應(yīng)如何?細(xì)節(jié)題。在文中找到相應(yīng)段落即可。文中提到"Mahathir has heard and rejected such arguments before."由此可知選項(xiàng)A是對(duì)的。
3.D。Mahathir 總想做一些大事來增強(qiáng)民族自豪感，這表現(xiàn)在____.細(xì)節(jié)題。在文中相應(yīng)段落即可找到答案。文中提到"Mahathir and his business friends have always thought big-developing the world's tallest building, the biggest dam, an Asian Silicon Valley-anything to increase the sense of national pride."由此可知選項(xiàng)D是對(duì)的。
4.B。他的"大"的想法幫助馬來西亞人擺脫貧困花了多長(zhǎng)時(shí)間?數(shù)字題，在文中相應(yīng)段落找到數(shù)字，注意decade 的意思。
文中提到"Two decades of big ideas and affirmative-action policies have helped pull Malays up from poverty. 由此可知，選項(xiàng)B是對(duì)的.。"
5.C。為什么Mahathir 提議毀掉Anwar?該題得從整體把握。首先Anwar是Mahathir 的夢(mèng)，他的兒子，后來則變成rebel son,因?yàn)?quot;the rebel son who has stood beside the old nationalist as the answer to his dream."由此可知，選項(xiàng)C是對(duì)的。
大學(xué)英語(yǔ)四級(jí)閱讀預(yù)測(cè)練習(xí)題 篇2
It’s very interesting to note where the debate about diversity(多樣化) is taking place. It is taking place primarily in political circles. Here at the College Fund, we have a lot of contact with top corporate(公司的) leaders; none of them is talking about getting rid of those instruments that produce diversity. In fact, they say that if their companies are to compete in the global village and in the global market place,diversity. In fact, they say that if their companies are to compete in the global village and in the global market place, diversity is an imperative. They also say that the need for talented, skilled Americans means we have to expand the pool of potential employees. And in looking at where birth rates are growing andat where the population is shifting, corporate America understands that expanding the pool means promotingpolicies that help provide skills to more minorities, more women and more immigrants. Corporate leaders know that if that does not occur in our society, they will not have the engineers, the scientists, the lawyers, or the business managers they will need.
Likewise, I don’t hear people in the academy saying.”Let’s go backward. Let’s go back to the good old days, when we had a meritocracy(不拘一格選人才)” (which was never true-we never had a meritocracy, although we’ve come closer to it in the last 30 years.) I recently visited a great little college in New York where the campus has doubled its minority population in the last six years. I talked with an African American who has been a professor there for a long time, and she remembers that when she first joined the community, there were fewer than a handful of minorities on campus. Now, all of us feel the university is betterbecause corporate board rooms or on college campuses.
練習(xí)題：
Choose correct answers to the question:
1.The word”imperative”(Line5,Para.1) most probably refers to something _____
A.Superficial
B.remarkable
C.debatable
D.essential
2.Which of the following groups of people still differ in their views on diversity?
A. Minorities.
B. Politicians.
C. Professors.
D. Managers.
3.High corporate leaders seem to be in favor of promoting diversity so as to ______
A. lower the rate of unemployment
B. win equal politica
大學(xué)英語(yǔ)四級(jí)閱讀預(yù)測(cè)練習(xí)題 篇3
The best known and loved of all our many Christmas songs SilentNight was written in Oberndorf, a tiny village in Bavarian mountains. On Christmas eve, 1818, Oberndorf had been 67 by a severe snowstorm, but 68 the inhabitants cheerfully prepared for the Christmas 69 Then they discovered, to their 70 , that the organ (風(fēng)琴) had broken 71 .
A village schoolmasterand church 72 knew how unhappy the people in the villagewould be, for music was the 73 of all their celebration. So he went to thepriest and 74 that the priest write a75 song for the Christmas celebration that could be sung 76 any preparation. The priest promised to do his 77 Towards evening hewent 78 theschoolmaster with the lovely words of the song Silent Night. Then theschoolmaster composed a melody to 79 the words. On Christmas morning, the beautiful 80 was sung for the first time, A guitar was the 81 accompaniment (伴奏) and the words "Silent night, Holy night, all is calm, all is bright " 82 pure and clear in the Bavarian air. Thesong was not 83 to England until one hundredyears later. 84 have changed, but"Silent Night" has remained. It is still sung 85 comers of the world where people 86 thebirth of Jesus Christ.
67. A) isolated
B) covered
C) enclosed
D) surrounded
68. A) later
B) still
C) yet
D) also
69. A) eve
B) season
C) time
D) festivities
70. A) encouragement
B)amusement
C) disappointment
D) surprise
71. A) in
B) off
C) away
D) down
72. A) goer
B) organist
C) pianist
D) choirmaster
73. A) center
C) heart
B) middle
D) midst
74. A) suggested
B) ordered
C) claimed
D) agreed
75. A) complicated
B) similar
C) same
D) special
76. A) for
B) without
C) along
D) except
77. A) work
B) job
C) best
D) good
78. A) home
B) to the home of
C) to home of
D) to home
79. A) fill in
B) equip
C) fit
D) prove
80. A) music
B) carol
C) words
D) melody
81. A) merely
C) once
B) solely
D) only
82. A) sounded
B) heard
C) sung
D) appeared
83. A) taken
B) sung
C) brought
D) forwarded
84. A) Days
B) Times
C) Years
D) Period
85. A) in all
B) at all
C) on all
D) all over
86. A) memorize
B) commemorate
C) recognize
D) remember
【答案解析】
67. A
68. B
69. D
70. C
71. D
72. B
73. C
74. A
75. D
76. B
77. C
78. B
79. C
80. B
81. D
82. A
83. C
84. B
85. A
86. B
大學(xué)英語(yǔ)四級(jí)閱讀預(yù)測(cè)練習(xí)題 篇4
Part II Reading Comprehension
(35 minutes)
Directions: There are 4 passages in this part. 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 the Answer Sheet with a single line through the center.
Passage One
Questions 11 to 15 are based on the following passage.
Scratchy throats, stuffy noses and body aches all spell misery, but being able to tell if the cause is a cold or flu (流感) may make a difference in how long the misery lasts.
The American Lung Association (ALA) has issued new guidelines on combating colds and the flu, and one of the keys is being able to quickly tell the two apart. That’s because the prescription drugs available for the flu need to be taken soon after the illness sets in. As for colds, the sooner a person starts taking over-the-counter remedy, the sooner relief will come.
The common cold and the flu are both caused by viruses. More than 200 viruses can cause cold symptoms, while the flu is caused by three viruses—flu A, B and C. There is no cure for either illness, but the flu can be prevented by the flu vaccine (疫苗), which is, for most people, the best way to fight the flu, according to the ALA.
But if the flu does strike, quick action can help. Although the flu and common cold have many similarities, there are some obvious signs to look for.
Cold symptoms such as stuffy nose, runny nose and scratchy throat typically develop gradually, and adults and teens often do not get a fever. On the other hand, fever is one of the characteristic features of the flu for all ages. And in general, flu symptoms including fever and chills, sore throat and body aches come on suddenly and are more severe than cold symptoms.
The ALA notes that it may be particularly difficult to tell when infants and preschool age children have the flu. It advises parents to call the doctor if their small children have flu-like symptoms.
Both cold and flu symptoms can be eased with over-the-counter medications as well. However, children and teens with a cold or flu should not take aspirin for pain relief because of the risk of Reye syndrome (綜合癥)，a rare but serious condition of the liver and central nervous system.
There is, of course, no vaccine for the common cold. But frequent hand washing and avoiding close contact with people who have colds can reduce the likelihood of catching one.
11. According to the author, knowing the cause of the misery will help ________.
A) shorten the duration of the illness
B) the patient buy medicine over the counter
C) the patient obtain cheaper prescription drugs
D) prevent people from catching colds and the flu
12. We learn from the passage that ________.
A) one doesn’t need to take any medicine if he has a cold or the flu
B) aspirin should not be included in over-the-counter medicines for the flu
C) delayed treatment of the flu will harm the liver and central nervous system
D) over-the-counter drugs can be taken to ease the misery caused by a cold or the flu
13. According to the passage, to combat the flu effectively, ________.
A) one should identify the virus which causes it
B) one should consult a doctor as soon as possible
C) one should take medicine upon catching the disease
D) one should remain alert when the disease is spreading
14. Which of the following symptoms will distinguish the flu from a cold?
A) A stuffy nose.考試大的美女編輯們
B) A high temperature.
C) A sore throat.
D) A dry cough
15. If children have flu-like symptoms, their parents ________.
A) are advised not to give them aspirin
B) should watch out for signs of Reye syndrome
C) are encouraged to take them to hospital for vaccination
D) should prevent them from mixing with people running a fever
Passage Two
Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答問卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (強(qiáng)調(diào)個(gè)性發(fā)展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
16. We learn from the first paragraph that many Americans believe ________.
A) Japanese parents are more involved in preschool education than American parents
B) Japan’s economic success is a result of its scientific achievements
C) Japanese preschool education emphasizes academic instruction
D) Japan’s higher education is superior to theirs
17. Most Americans surveyed believe that preschools should also attach importance to ________.
A) problem solving
B) group experience
C) parental guidance
D) individually-oriented development
18. In Japan’s preschool education, the focus is on ________.
A) preparing children academically
B) developing children’s artistic interests
C) tapping children’s potential
D) shaping children’s character
19. Free play has been introduced in some Japanese kindergartens in order to ________.
A) broaden children’s horizon
B) cultivate children’s creativity
C) lighten children’s study load
D) enrich children’s knowledge
20. Why do some Japanese parents send their children to university-based kindergartens?
A) They can do better in their future studies.
B) They can accumulate more group experience there.
C) They can be individually oriented when they grow up.
D) They can have better chances of getting a first-rate education.
大學(xué)英語(yǔ)四級(jí)閱讀預(yù)測(cè)練習(xí)題 篇5
Few creations of big technology capture the imagination like giant dams。 Perhaps it is humankind’s long suffering at the mercy of flood and drought that makes the idea of forcing the waters to do our bidding so fascinating。 But to be fascinated is also， sometimes， to be blind。 Several giant dam projects threaten to do more harm than good。
The lesson from dams is that big is not always beautiful。 It doesn’t help that building a big， powerful dam has become a symbol of achievement for nations and people striving to assert themselves。 Egypt’s leadership in the Arab world was cemented by the Aswan High Dam。 Turkey’s bid for First World status includes the giant Ataturk Dam。
But big dams tend not to work as intended。 The Aswan Dam， for example， stopped the Nile flooding but deprived Egypt of the fertile silt that floods left — all in return for a giant reservoir of disease which is now so full of silt that it barely generates electricity。
And yet， the myth of controlling the waters persists。 This week， in the heart of civilized Europe， Slovaks and Hungarians stopped just short of sending in the troops in their contention over a dam on the Danube。 The huge complex will probably have all the usual problems of big dams。 But Slovakia is bidding for independence from the Czechs， and now needs a dam to prove itself。
Meanwhile， in India， the World Bank has given the go—ahead to the even more wrong—headed Narmada Dam。 And the bank has done this even though its advisors say the dam will cause hardship for the powerless and environmental destruction。 The benefits are for the powerful， but they are far from guaranteed。
Proper， scientific study of the impacts of dams and of the costs and benefits of controlling water can help to resolve these conflicts。 Hydroelectric power and flood control and irrigation are possible without building monster dams。 But when you are dealing with myths， it is hard to be either proper， or scientific。 It is time that the world learned the lessons of Aswan。 You don’t need a dam to be saved。
1、The third sentence of paragraph 1 implies that ____。
A、people would be happy if they shut their eyes to reality
B、he blind could be happier than the sighted
C、over—excited people te
大學(xué)英語(yǔ)四級(jí)閱讀預(yù)測(cè)練習(xí)題 篇6
Part II Reading Comprehension
(35 minutes)
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 2 with a single line through the centre.
Passage One
Questions 57 to 61 are based on the following passage.
“Tear ‘em apart!” “Kill the fool!” “Murder the referee (裁判)!”考試大的美女編輯們
These are common remarks one may hear at various sporting events. At the time they are made, they may seem innocent enough. But let’s not kid ourselves. They have been known to influence behavior in such a way as to lead to real bloodshed. Volumes have been written about the way words affect us. It has been shown that words having certain connotations (含義) may cause us to react in ways quite foreign to what we consider to be our usual humanistic behavior. I see the term “opponent” as one of those words. Perhaps the time has come to it from sports terms.
The dictionary meaning of the term “opponent “is “adversary “: “enemy “; “one who opposes your interests.” “Thus, when a player meets an opponent, he or she may tend to treat that opponent as an enemy. At such times, winning may dominate one’s intellect, and every action, no matter how gross, may be considered justifiable. I recall an incident in a handball game when a referee refused a player’s request for a time out for a glove change because he did not considered then wet enough. The player proceeded to rub his gloves across his wet T-shirt and then exclaimed. “Are they wet enough now?”
In the heat of battle, players have been observed to throw themselves across the court without considering the consequences that such a move might have on anyone in their way. I have also witnessed a player reacting to his opponent’s international and illegal blocking by deliberately hitting him with the ball as hard as he could during the course of play. Off the court, they are good friends. Does that make any sense? It certainly gives proof of a court attitude which departs from normal behavior.
Therefore, I believe it is time we elevated (提升) the game to the level where it belongs thereby setting an example to the rest of the sporting world. Replacing the term “opponent” with “associate” could be an ideal way to start.
The dictionary meaning of the term “associate” is “colleague”; “friend”; “companion.” Reflect a moment! You may soon see and possibly feel the difference in your reaction to the term “associate” rather than “opponent.”
57. Which of the following statements best expresses the author’s view?
A) Aggressive behavior in sports can have serious consequences.
B) The words people use can influence their behavior.
C) Unpleasant words in sports are often used by foreign athletes.
D) Unfair judgments by referees will lead to violence on the sports field.
58. Harsh words are spoken during games because the players ________.
A) are too eager to win{考{試大}
B) are usually short-tempered and easily offended
C) cannot afford to be polite in fierce competition
D) treat their rivals as enemies
59. What did the handball player do when he was not allowed a time out to change his gloves?
A) He refused to continue the game.
B) He angrily hit the referee with a ball.
C) He claimed that the referee was unfair.
D) He wet his gloves by rubbing them across his T-shirt.
60. According to the passage, players, in a game, may ________.
A) deliberately throw the ball at anyone illegally blocking their way
B) keep on screaming and shouting throughout the game
C) lie down on the ground as an act of protest
D) kick the ball across the court with force
61. The author hopes to have the current situation in sports improved by ________.
A) calling on players to use clean language on the court
B) raising the referee’s sense of responsibility
C) changing the attitude of players on the sports field
D) regulating the relationship between players and referees
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