四級(jí)快速閱讀配套練習(xí)答案解析

1、Passage 1Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1.For questions 17, choose the best answer from the four choices marked A, B, C and D. For questions 810, complete the sentences with the information given in the passa

2、ge.Another Intelligence Emotional intelligence as a theory was first brought to public attention by the book Emotional Intelligence, Why It can Matter More Than IQ by Daniel Goleman, but the theory itself is, in fact, attributed to two Americans, John D Mayer and Peter Salovey. What is emotional int

3、elligence exactly? According to Goleman, Emotional Intelligence consists of five key elements. The first is knowing ones own emotions: being able to recognize that one is in an emotional state and having the ability to identify which emotion is being experienced, even if it is not a particularly com

4、fortable feeling to admit to, e.g. jealously or envy. Emotional awareness can then lead to managing ones emotions. This involves dealing with emotions, like jealousy, resentment, anger, etc, that one may have difficulty accepting by, perhaps, giving oneself comfort food, or doing nice things when on

5、e is feeling low. Many people do this instinctively by buying chocolate or treating themselves; others are able to wrap themselves in positive thoughts or mother themselves. There are, of course, many people who are incapable of doing this, and so need to be taught. The third area is self-motivation

6、. Our emotions can simultaneously empower and hinder us, so it is important to develop the ability to control them. Strategies can be learnt whereby emotions are set aside to be dealt with at a later date. For example, when dealing with the success or good fortune of others, it is better not to supp

7、ress any negative emotion that arises. One just has to recognize it is there. And then one just needs to be extra careful when making decisions and not allow ones emotions to cloud the issue, by letting them dictate how one functions with that person. The separation of logic and emotion is not easy

8、when dealing with people. As social beings, we need to be able to deal with other people, which brings us to the next item on Golemans list, namely: recognizing emotions in other people. This means, in effect, having or developing “social radar”, ie learning to read the weather systems around indivi

9、dual or groups of people. Obviously, leading on from this is the ability to handle relationships. If we can recognize, understand and then deal with other peoples emotions, we can function better both socially and professionally. Not being tangible, emotions are difficult to analyze and quantify, co

10、mpounded by the fact that each area in the list above, does not operate in isolation. Each of us has misread a friends or a colleagues behavior to us and other people. The classic example is the shy person, categorized by some people as arrogant and distant and by others as lively and friendly and v

11、ery personable. How can two different groups make a definitive analysis of someone that is so strikingly contradictory? And yet this happens on a daily basis in all our relationships even to the point of misreading the behavior of those close to us! In the work scenario, this can cost money. And so

12、it makes economic sense for business to be aware of it and develop strategies for employing people and dealing with their employees. All common sense you might say. Goleman himself has even suggested that emotional intelligence is just a new way of describing competence; what some people might call

13、savior faire or savoir vivre. Part of the problem here is that society or some parts of society have forgotten that these skills ever existed and have found the need to re-invent them. But the emergence of Emotional Intelligence as a theory suggests that the family situations and other social intera

14、ctions where social skills were honed in the past are fast disappearing, so that people now sadly need to be re-skilled.1. Emotional Intelligence as a theory _.A was unheard of until the 1970sB is attributed to Daniel GolemanC consists of at least five key areasD is attributed to Mayer and Salovey2.

15、 Which is one way of controlling emotions?A To put them to the side to deal with later.B To use both logic and emotion.C To suppress the negative ones.D To hinder them.3. As well as being intangible, what is the problem with emotions?A They are difficult.B They are compounded.C They are difficult to

16、 qualify.D They do not operate in isolation.4. Misreading the behavior of others _.A is always expensiveB is a classic exampleC happens on a daily basisD is most common with those close to us5. Employers need to _.A save moneyB work scenarioC know about peoples emotionsD employ and deal with employe

17、es6. Goleman links Emotional Intelligence to _.A happiness B competenceC incompetenceD common sense7. The fact that the idea of Emotional Intelligence has emerged suggests that social interactivities_.A are honedB happen in the familyC need to be re-skilledD are becoming less frequent8. Knowing ones

18、 emotions involves both _.9. The ability to recognize emotions in other people is like _.10. Handling relationships is the key to _.答案解析：Passage 1【結(jié)構(gòu)剖析】議論文。文章首先引出情感智商這個(gè)理論的相關(guān)情況，接著具體闡述情感智商的五大內(nèi)涵。1.【線索詞】theory 【定位處】首段首句【解 析】選D。本題涉及到情感智商這個(gè)理論的提出。首段首句提出，這個(gè)理論首次引起公眾注意的是在戈?duì)柭臅?shū)發(fā)表之后，然后話鋒一轉(zhuǎn)，事實(shí)上，這個(gè)理論本身是由彼得塞拉維和約翰梅

19、耶兩名美國(guó)人提出的，所以這個(gè)理論的提出還是應(yīng)該歸功于這兩位美國(guó)人，故答案為D。情感智商包含五大內(nèi)涵，故排除C?！驹O(shè)題處】轉(zhuǎn)折處設(shè)題2.【線索詞】controlling emotions【定位處】第二段倒數(shù)第四句和第五句【解 析】選A。本題涉及到控制情緒的一種方法。該段倒數(shù)第四句提到，最重要的是要有能力控制情緒，接下來(lái)就提出控制情緒的方法：把它們先放到一邊，過(guò)一段時(shí)間再處理，故答案為A。其他幾項(xiàng)表述錯(cuò)誤?！驹O(shè)題處】舉例處設(shè)題3.【線索詞】intangible 【定位處】第三段第五句【解 析】選D。本題涉及到情感智商是無(wú)形資產(chǎn)的問(wèn)題。該段第五句提到，情緒不是有形資產(chǎn)（tangible），很難分析和

20、量化（analyze and quantify），它是以上所列出的幾點(diǎn)的綜合（compounded），并不能孤立處理（does not operate in isolation），intangible意為“有形資產(chǎn)”，故答案為D?！驹O(shè)題處】事實(shí)處設(shè)題4.【線索詞】Misreading the behavior 【定位處】第三段倒數(shù)第二句【解 析】選C。本題涉及到對(duì)他人行為的誤解。該段倒數(shù)第二句提到，然而這卻發(fā)生在我們所有人際關(guān)系的日?；A(chǔ)（happens on a daily basis）甚至誤解那些和我們很親近的人的行為！，本句中的this指的是破折號(hào)后的misreading the beh

21、avior，故選C。其他三項(xiàng)都是對(duì)文章的誤解。【設(shè)題處】破折號(hào)處設(shè)題5.【線索詞】Employers 【定位處】第三段末句【解 析】選C。本題涉及到雇主的情況。該段末句提到，And so it makes economic sense for business to be aware of it and develop strategies for employing people and dealing with their employees，也就是說(shuō)，雇主因?yàn)樯婕暗焦べY，應(yīng)該對(duì)雇員的情商進(jìn)行考查，故答案為C?！驹O(shè)題處】舉例處設(shè)題6.【線索詞】Goleman links Emotional

22、 Intelligence 【定位處】倒數(shù)第二段第二句【解 析】選B。本題涉及到戈?duì)柭鼘?duì)情感智商的看法。該段第二句提到，戈?duì)柭约荷踔猎窠ㄗh，情感智商僅僅是描述能力的一種新方法，所以說(shuō)，戈?duì)柭鼘⑶楦兄巧膛c能力練習(xí)在一起，故答案為B。【設(shè)題處】觀點(diǎn)處設(shè)題7.【線索詞】social interactivities 【定位處】末段【解 析】選D。本題涉及到情感智商理論的出現(xiàn)與社會(huì)合作行為的關(guān)系。該段提到，但是情感智商作為理論的出現(xiàn)說(shuō)明了過(guò)去在家庭環(huán)境和其他社會(huì)關(guān)系中占據(jù)重要地位的社交技能正在快速的消失，故答案為D?！驹O(shè)題處】觀點(diǎn)處設(shè)題8.【線索詞】Knowing ones emotions 【定位

23、處】首段末句【解 析】recognition and identification。本題涉及到自我情緒認(rèn)知的內(nèi)容。該段末句提到，情感智商包括五大內(nèi)涵：第一是自我認(rèn)知，即能夠認(rèn)識(shí)（recognize）到自己的情緒狀態(tài)，有能力辨別（identify）自己正在經(jīng)歷的情緒，甚至承認(rèn)嫉妒不是一種特別令人舒服的情感，本題需要填名詞形式，所以需要填recognize和identify的名詞形式：recognition and identification?！驹O(shè)題處】事實(shí)處設(shè)題9.【線索詞】recognize emotions in other people 【定位處】第三段首句【解 析】having soc

24、ial radar。本題涉及到認(rèn)知他人情緒的問(wèn)題。該段首句提到，認(rèn)知他人的情緒。也就是說(shuō)，事實(shí)上，擁有或發(fā)展“社會(huì)雷達(dá)”（social radar），也就是說(shuō)學(xué)會(huì)讀懂周?chē)后w和個(gè)體的“天氣系統(tǒng)”?！驹O(shè)題處】比喻處設(shè)題10.【線索詞】Handling relationships 【定位處】第三段第四句【解 析】better social and professional functioning.。本題涉及到處理人際關(guān)系的關(guān)鍵。該段第四句提到，如果我們能夠認(rèn)知、理解然后處理他人的情感，我們就能在社會(huì)關(guān)系和專(zhuān)業(yè)技能上發(fā)揮的更好?！驹O(shè)題處】虛擬處設(shè)題Passage 2Directions: In th

25、is part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 17, choose the best answer from the four choices marked A, B, C and D. For questions 810, complete the sentences with the information given in the passage.Education Study Finds

26、U. S. Falling BehindTeachers in the United States earn less relative to national income than their counterparts in many industrialized countries, yet they spend far more hours in front of the classroom, according to a major new international study.The salary differentials are part of a pattern of re

27、latively low public investment in education in the United States compared with other member nations of the Organization for Economic Cooperation and Development, a group in Paris that compiled the report. Total government spending on educational institutions in the United States slipped to 4.8 perce

28、nt of gross domestic product in 1998, falling under the international average 5 percent for the first time. “The whole economy has grown faster than the education system,” Andreas Schleicher, one of the reports authors, explained. “The economy has done very well, but teachers have not fully benefit.

29、” The report, due out today, is the sixth on education published since 1991 by the organization of 30 nations, founded in 1960, and now covering much of Europe, North America, Japan, South Korea, Australia and New Zealand.In addition to the teacher pay gap, the report shows the other countries have

30、begun to catch up with the United States in higher education: college enrollment has grown by 20 percent since 1995 across the group, with one in four young people now earning degrees. For the first time, the United States college graduation rate, now at 33 percent, is not the worlds highest. Finlan

31、d, the Netherlands, New Zealand and Britain have surpassed it.The United States is also producing fewer mathematics and science graduates than most of the other member states. And, the report says, a college degree produces a greater boost in income here while the lack of a high school diploma impos

32、es a bigger income penalty. “The number of graduates is increasing, but that stimulates even more of a demand there is no end in sight,” Mr. Schleicher said. “The demand for skill, clearly, is growing faster than the supply that is coming from schools and colleges.” The report lists the salary for a

33、 high school teacher in the United States with 15 years experience as $36,219, above the international average of $31,887 but behind seven other countries and less than 60 percent of Switzerlands $62,052. Because teachers in the Unites States have a heavier classroom load teaching almost a third mor

34、e hours than their counterparts abroad their salary per hour of actual teaching is $35, less than the international average of $41 (Denmark, Spain and Germany pay more than $50 per teaching hour, South Korea $77). In 1994, such a veteran teacher in the United States earned 1.2 times the average per

35、capita income whereas in 1999 the salary was just under the national average. Only the Czech Republic, Hungary, Iceland and Norway pay their teachers less relative to national income; in South Korea, teachers earn 2.5 times the national average. Teacher pay accounts for 56 percent of what the United

36、 States spends on education, well below the 67 percent average among the group of countries.The new data come as the United States faces a shortage of two million teachers over the next decade, with questions of training, professionalism and salaries being debated by politicians local and national.

37、Joost Yff, an international expert at the American Association of Colleges of Teacher Education, said training for teachers is comparable among most of the nations in the study, and that they are all dealing with similar issues of raising standards and increasing professionalism.Though the United St

38、ates lags behind in scores on standardized tests in science and mathematics, students here get more instruction in those subjects, the report shows. The average 14-year-old American spent 295 hours in math and science classes in 1999, far more than the 229 international average; only Austria (370 ho

39、urs), Mexico (367) and New Zealand (320) have more instruction in those subjects.Middle-schoolers here spend less time than their international counterparts studying foreign languages and technology, but far more hours working on physical education and vocational skills. High school students in the

40、United States are far more likely to have part-time jobs: 64 percent of Americans ages 15 to 19 worked while in school, compared with an international average of 31 percent (only Canada and the Netherlands, with 69 percent, and Denmark, with 75 percent, were higher).One place the United States spend

41、s more money is on special services for the disabled and the poor. More than one in four children here are in programs based on income only five other countries serve even 1 in 10 and nearly 6 percent get additional resources based on physical or mental handicaps, twice or three times the rate in ot

42、her countries.The report shows a continuing shift in which the United States is losing its status as the most highly educated among the nations. The United States has the highest level of high school graduates ages 55 to 64, but falls to fifth, behind Norway, Japan, South Korea, the Czech Republic a

43、nd Switzerland, among ages 25 to 34. Among college graduates, it leads in the older generation but is third behind Canada and Japan in the younger cohort (一群). While the portion of Americans with high school diplomas remains at 88 percent across age groups, the average age among member countries is

44、rising. It has gone from 58 percent of those ages 45 to 54, to 66 percent of those ages 35 to 44 and 72 percent of those ages 25 to 34. A higher percentage of young people in Norway, Japan, South Korea, the Czech Republic and Switzerland have degrees than in the United States. “The U.S. has led the

45、development in college education and making education sort of accessible for everyone,” Mr. Schleicher said. “Its now becoming the norm.”1. Compared with their counterparts in many industrialized countries, the U.S. teachers _.A earn less B work longerC are younger D are smarter 2. The U.S. governme

46、nt spent _ of its GDP on education in 1998.A 4.8% B 5% C less than 4.8% D more than 5%3. What do we learn about Finland from the passage?A It enjoys the highest college graduation rate.B It surpasses the U.S. in college graduation rate.C It enjoys a 20-percent increase in college enrollment.D It has

47、 more young people earning degrees that British.4. When the number of graduates in the U.S. increases, _.A they have not enough jobs to doB they suffer a drop in initial salariesC the demand for them is risingD more college students drop their study5. The new study shows that the actual teaching sal

48、ary per hour in the U.S. is _.A $35 B $41 C $50 D $776. What does the report say about the U.S. students study of science and mathematics?A They score higher on tests in those subjects than other subjects.B They are not smart in those subjects.C They get most instruction in those subjects in the OEC

49、D.D They spend more time in those subjects than international average.7. Compared with those in other OECD countries, high school students in the U.S. spend more time in _.A doing part-time jobsB foreign languages and technologyC in physical education and vocational skillsD in science and mathematic

50、s8. It is for the special services for _ that the United States pays more money than other OECD countries.9. Those who have high school diplomas in the U. S. account for _ of the Americans of all ages.10. According to Mr. Schleicher, the U.S. is becoming the norm in making education accessible for e

51、veryone and _.答案解析Passage 2【結(jié)構(gòu)剖析】說(shuō)明性報(bào)道。本文通過(guò)經(jīng)濟(jì)合作與發(fā)展組織的一份調(diào)查報(bào)告引出美國(guó)教育滯后的問(wèn)題。分別從美國(guó)的教師收入、國(guó)家教育資金投入水平、美國(guó)畢業(yè)生比例的比較等來(lái)說(shuō)明美國(guó)教育已經(jīng)喪失了領(lǐng)先地位的優(yōu)勢(shì)。1.【線索詞】the U.S. teachers 【定位處】第一段【解 析】選B。本題涉及到美國(guó)教師與其他發(fā)達(dá)國(guó)家的教師的工作相關(guān)情況的比較。第一段說(shuō)相對(duì)于國(guó)民收入而言，美國(guó)教師工資比其他發(fā)達(dá)國(guó)家同行少，絕對(duì)值是不是少文中并沒(méi)有提到，所以排除A。該句明確提到了他們花在教室里的時(shí)間比該組織其他成員國(guó)的教師多，故答案為B?！驹O(shè)題處】比較處設(shè)題2.【線索詞

52、】GDP; 1998 【定位處】第二段最后一句【解 析】選A。本題涉及到美國(guó)政府在1998年對(duì)教育的投入情況。該段末句中提到，1998年時(shí)美國(guó)教育資金投入的只占gross domestic product (國(guó)內(nèi)生產(chǎn)總值)的4.8%，低于5%的國(guó)際平均水平，故答案為A?！驹O(shè)題處】數(shù)字處設(shè)題3.【線索詞】Finland 【定位處】第四段最后兩句【解 析】選B。本題涉及到芬蘭的教育情況。該段倒數(shù)第二句提到，美國(guó)高校畢業(yè)率不再居世界之首，最后一句說(shuō)有幾個(gè)國(guó)家超過(guò)了它，其中有芬蘭，B為原文的同義轉(zhuǎn)述，故為答案。文中沒(méi)有對(duì)芬蘭和其他幾個(gè)國(guó)家比較，故排除A。20%是經(jīng)合組織的高校招生平均增長(zhǎng)率，文中沒(méi)有提

53、及芬蘭是多少，排除C，同理排除D?！驹O(shè)題處】列舉處設(shè)題4.【線索詞】the number of graduates 【定位處】第五段倒數(shù)第二句【解 析】選C。本題涉及到美國(guó)高校學(xué)生畢業(yè)率上升所引起的問(wèn)題。該段倒數(shù)第二句Mr. Schleicher指出，畢業(yè)生數(shù)量在增加，這同時(shí)激發(fā)了對(duì)graduates更大的需求，C表達(dá)的正是此意，故為答案?！驹O(shè)題處】引言處設(shè)題5.【線索詞】the actual teaching salary【定位處】第六段第二句【解 析】選A。本題涉及到美國(guó)教師的課時(shí)費(fèi)。該段第二句提到，各國(guó)教師實(shí)際課時(shí)費(fèi)的具體數(shù)字：其中提到了美國(guó)教師的實(shí)際課時(shí)費(fèi)是$35，故答案為A?！驹O(shè)題處

54、】數(shù)字處設(shè)題6.【線索詞】science and mathematics 【定位處】第八段第一句 【解 析】選C。本題涉及到美國(guó)學(xué)生的科學(xué)和數(shù)學(xué)時(shí)間學(xué)習(xí)分配問(wèn)題。該段第一句指出，盡管美國(guó)學(xué)生的science和mathematics考試分?jǐn)?shù)很低，但他們得到的指導(dǎo)卻很多，故答案為C?！驹O(shè)題處】轉(zhuǎn)折處設(shè)題7.【線索詞】high school students; spare time 【定位處】第九段【解 析】選C。本題涉及到美國(guó)學(xué)生的時(shí)間分配。第八段講的是中學(xué)生在課堂上的時(shí)間分配，本段講的明顯是學(xué)生課外時(shí)間的分配情況。由第一句可知，與其他OECD國(guó)家相比，美國(guó)中學(xué)生花在體育和職業(yè)技能上的時(shí)間更多。課

55、外打工的時(shí)間也較多，但是還有幾個(gè)國(guó)家比美國(guó)更高，所以排除A，選C?！驹O(shè)題處】比較處設(shè)題8.【線索詞】the United States pays more money 【定位處】第十段第一句【解 析】the disabled and the poor。本題涉及到美國(guó)與經(jīng)合組織其他成員國(guó)的經(jīng)費(fèi)投入比較。該段第一句講到了美國(guó)將更多的錢(qián)用在了什么地方。題干使用了強(qiáng)調(diào)句型結(jié)構(gòu)it isthat。答案可以直接從原文攝?。簍he disabled and the poor?！驹O(shè)題處】細(xì)節(jié)處設(shè)題9.【線索詞】high school diplomas【定位處】倒數(shù)第二段第四句【解 析】88 percent。本題涉及到美國(guó)高中畢業(yè)生的比例。本句講到了美國(guó)人擁有高中畢業(yè)文憑的比率。不分年齡段 (across age groups)的美國(guó)人，即題干中所說(shuō)的the Americans of all ages (所有年齡段的美國(guó)人)，故答案為88 percent。【設(shè)題處】數(shù)字處設(shè)題10.【線索詞】Mr. Schleicher 【定位處】最后一段【解 析】college educat