2017专四英语答案

专四英语阅读题

下面是我给大家提供的`专业四级的英语阅读题及答案，欢迎大家参考练习!

第一篇：

What we know of prenatal development makes all this attempt made by a mother to mold the character of her unborn child by studying poetry, art, or mathematics during pregnancy seem utterly impossible. How could such extremely complex influences pass from the mother to the child? There is no connection between their nervous systems. Even the blood vessels of mother and child do not join directly. An emotional shock to the mother will affect her child, because it changes the activity of her glands and so the chemistry her blood. Any chemical change in the mother's blood will affect the child for better or worse. But we can not see how a looking for mathematics or poetic genius can be dissolved in blood and produce a similar liking or genius in the child.

In our discussion of instincts we saw that there was reason to believe that whatever we inherit must be of some very simple sort rather than any complicated or very definite kind of behavior. It is certain that no one inherits a knowledge of mathematics. It may be, however, that children inherit more or less of a rather general ability that we may call intelligence. If very intelligent children become deeply interested in mathematics, they will probably make a success of that study.

As for musical ability, it may be that what is inherited is an especially sensitive ear, a peculiar structure of the hands or the vocal organs connections between nerves and muscles that make it comparatively easy to learn the movements a musician must execute, and particularly vigorous emotions. If these factors are all organized around music, the child may become a musician. The same factors, in other circumstance might be organized about some other center of interest. The rich emotional equipment might find expression in poetry. The capable fingers might develop skill in surgery. It is not the knowledge of music that is inherited, then nor even the love of it, but a certain bodily structure that makes it comparatively easy to acquire musical knowledge and skill. Whether that ability shall be directed toward music or some other undertaking may be decided entirely by forces in the environment in which a child grows up.

1. Which of the following statements is not true?

A. Some mothers try to influence their unborn children by studying art and other subjects during their pregnancy.

B. It is utterly impossible for us to learn anything about prenatal development.

C. The blood vessels of mother and child do not join directly.

D. There are no connection between mother's nervous systems and her unborn child's.

2. A mother will affect her unborn baby on the condition that ____.

A. she is emotionally shocked

B. she has a good knowledge of inheritance

C. she takes part in all kind of activities

D. she sticks to studying

3. According to the passage, a child may inherit____.

A. everything from his mother

B. a knowledge of mathematics

C. a rather general ability that we call intelligence

D. her mother's musical ability

4. If a child inherits something from his mother, such as an especially sensitive ear, a peculiar structure of the hands or of the vocal organs, he will ____.

A. surely become musician

B. mostly become a poet

C. possibly become a teacher

D. become a musician on the condition that all these factors are organized around music

5. Which of the following is the best title for the passage?

A. Role of Inheritance. B. An Unborn Child.

C. Function of instincts. D. Inherited Talents

第二篇：

The case for college has been accepted without question for more than a generation. All high school graduates ought to go, says conventional wisdom and statistical evidence, because college will help them earn more money, become "better" people, and learn to be more responsible citizens than those who don't go.

But college has never been able to work its magic for everyone. And now that close to half our high school graduates are attending, those who don't fit the pattern are becoming more numerous, and more obvious. College graduates are selling shoes and driving taxis; college students interfere with each other's experiments and write false letters of recommendation in the intense competition for admission to graduate school. Other find no stimulation in their studies, and drop out—often encouraged by college administrators.

Some observers say the fault is with the young people themselves—they are spoiled and they are expecting too much. But that is a condemnation of the students as a whole, and doesn't explain all campus unhappiness. Others blame the state of the world, and they are partly right. We have been told that young people have to go to college because our economy can't absorb an army of untrained eighteen-year-olds. But disappointed graduates are learning that it can no longer absorb an army of trained twenty-two-year-olds, either.

Some adventuresome educators and watchers have openly begun to suggest that college may not be the best, the proper, the only place for every young person after the completion of high school. We may have been looking at all those surveys and statistics upside down, it seems, and through the rosy glow of our own remembered college experiences. Perhaps college doesn't make people intelligent, ambitious, happy, liberal, or quick to learn things—may it is just the other way around, and intelligent, ambitious, happy, liberal, quick-learning people are merely the ones who have been attracted to college in the first place. And perhaps all those successful college graduates would have been successful whether they had gone to college or not. This is heresy to those of us who have been brought up to believe that if a little schooling is good, more has to be much better. But contrary evidence is beginning to mount up.

1.According to the author, ___.

A.people used to question the value of college education.

B.people used to have full confidence in higher education.

C.all high school graduates went to college.

D.very few high school graduates chose to go to college.

2.In the 2nd paragraph, "those who don't fit the pattern" refer to___.

A.high school graduates who aren't suitable for college education.

B.college graduates who are selling shoes and driving taxis.

C.college students who aren't any better for their higher education.

D.high school graduates who failed to be admitted to college.

3.The dropout rate of college students seems to go up because___.

A.young people are disappointed with the conventional way of teaching at college.

B.many people are required to join the army.

C.young people have little motivation in pursuing a higher education.

D.young people don't like the intense competition for admission to graduate school.

4.According to the passage, the problems of college education partly originate in the fact that___.

A.society cannot provide enough jobs for properly trained graduates.

B.High school graduates do not fit the pattern of college education.

C.Too many students have to earn their own living.

D.College administrators encourage students to drop out.

5.In this passage the author argues that___.

A.more and more evidence shows college education may not be the best thing for high school graduates.

B.College education is not enough if one wants to be successful.

C.College education benefits only the intelligent, ambitious, and quick-learning people.

D.Intelligent people may learn quicker if they don't go to college.

>>>>>>参考答案<<<<<<

第一篇：BACDA

第二篇：BCCAA

1. Tom has been a vegetarian ____principle for years .

A. in

B. on

C. for

D. by

2. When I got out of the car and walked about among them, __2__one old man who shook his head disapprovingly, they all began to cheer .

A. see that

B. except that

C. provided that

D. except for

3. ____The water left in the kettle, the doctor put several things he unwrapped from a handkerchief.

A. At

B. To

C. Within

D. Into

4. I am ____grateful for the many kindnesses you have shown my son.

A. excessively

B. much

C. certainly

D. exceedingly??

5. The ____of AIDS has led to an expansion in research seeking a cure.

A. innovation

B. selection

C. proliferation

D. conviction

6. I am sorry I have no time at present to ____more detail or give you an account of other cities of interest.?

A. bring into

B. take into

C. come into

D. go into ?

7. When the idea of winning in sports is carried to excess, ____competition can turn into disorder and violence.

A. honestly

B. honest

C. honorable

D. honorary

8. Unless all the members agree to ____to the plan there may be further development in the course of action.?

A. tumble

B. stick

C. come

D. adjust?

9. You must pay import ____on certain goods brought into this country.

A. money

B. fees

C. bills

D. duties??

10. We expect Mr. White will ____Class One when Miss Jane retires.

A. take over

B. take up

C. take off

D. take to

1. B) 【句意】 多年来，汤姆一直是一个按原则行事的素食者。

【难点】 on principle意为“根据行为准则;按照原则”;in principle 意为“原则上;基本上;大体上”。for和by不与principle搭配。

2. D) 【句意】 当我下车走在他们中间的时候，除了一个老头不满地摇了摇头，大家都开始欢呼。

【难点】 except for意为“除…以外”，后接名词;see that意为“留意…;负责…;务必…”;except that意为“除去…之外”后接句子;provided that意为“倘若，在…条件下”。

3. D) 【句意】 那位医生打开手帕里包着的几样东西，放入了壶内剩下的水里。

【难点】 为强调放入水中，把地点状语放到了句首。

4. D) 【句意】 我非常感激你给我儿子的那么多照顾。

【难点】 exceedingly意为“非常，极其”;excessively意为“过多地，过分地”;much常以too much,so much,very much的形式出现;certainly意为“无疑地;一定”。

5. C) 【句意】 爱滋病的扩散使得人们做更多的研究工作去寻找治疗的.方法。

【难点】 proliferation意为“激增;扩散”;innovation意为“革新，创新”;selection意为“选择;选拔”;conviction意为“定罪，判罪”。

6. D) 【句意】 对不起，我眼下没时间讲得更细，也不能把其它旅游城市给你进行一个描述。

【难点】 go into意为“叙述;讨论”;bring后面很少加into; take into和come into与本题意不符。

7. C) 【句意】 当竞争意识发展到极端时，荣誉可能变成混乱和暴力。

【难点】 honorable意为“荣誉的，光荣的”;honestly是副词，意为“诚实地”，不能修饰名词，honest虽能修饰名词，但其意义不合题意;honorary意为“(学位、称号等)作为一种荣誉而授予的，名誉的”。

8. B) 【句意】 除非所有成员都同意坚持这个计划，否则行动过程中会有进一步改进。

【难点】 stick to意为“坚持;坚守”;tumble to意为“突然察觉”;come to意为“降临，发生”;adjust to意为“调整;适应”。

9. D) 【句意】 带入本国的某些商品要交进口税。

【难点】 duties意为“税，关税”;bill意为“帐单”;fee意为“费”。

10. A) 【句意】 我们希望珍妮小姐退休后，怀特先生能够接管一班。

【难点】 take over意为“接收，接管”;take up意为“开始采用;采取，承担”;take off意为“脱去;拿掉”;take to意为“开始从事;开始沉湎于”。

我感觉是选择D。句中有否定词。

D。这个that 放在句子中可以省略。

D，that。

首先排除which，空格是在后面句子里作表语，BCD都可以，但主句中出现了no longer，所以选that更有道理。

that的用法有：

1、that用作指示代词的意思是“那,那个”。可指前面提到的那件事,也可指在空间或时间上较另一事物远的事物或人,还可指要表明的或要提及的事物、想法等。

2、that用作关系代词时,指人或事物,同时又在从句中充当句子成分。that偶尔也可引导非限制性定语从句。

3、that还常用以代替who, whom, which,但that...which中的that用做关系代词的先行词。

4、that用作连词时可引导主语从句、宾语从句、表语从句、同位语从句和状语从句。

that名词性从句：

1、引导宾语从句。及物动词后的引导词that可省略。

2、 引导主语从句。通常采用it作形式主语的句型。

3、引导表语从句。The trouble is that we are short of money.

4、引导同位语从句。引导同位语从句的that和引导定语从句的that是不同的。前者只起语法作用，在从句中不作任何成分；而后者在定语从句中作主语、宾语或表语。