专业英语四级（阅读）模拟试卷200 (题后含答案及解析)
题型有：    5. READING COMPREHENSION
PART V    READING COMPREHENSION
SECTION AIn this section there are several passages followed by ten multiple-choice questions. For each question, there are four suggested answers marked [A], [B], [C] and [D]. Choose the one that you think is the best answer.
    (1) The schoolmaster was leaving the village, and everybody seemed sorry. The miller at Cresscombe lent him the small white tilted cart and horse to carry his goods to the city of his destination, about twenty miles off, such a vehicle proving of quite sufficient size for the departing teacher’s effects. For the schoolhouse had been partly furnished by the managers, and the only cumbersome article possessed by the master, in addition to the packing-case of books, was a cottage piano.    …    (2) The blacksmith, the farm bailiff, and the schoolmaster himself were standing in perplexed attitudes in the parlour before the instr
ument. The master had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, the city he was bound for, since he was only going into temporary lodgings just at first.    (3) A little boy of eleven, who had been thoughtfully assisting in the packing, joined the group of men, and as they rubbed their chins he spoke up, blushing at the sound of his own voice: “Aunt have got a great fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir.”    (4) “A proper good notion,” said the blacksmith.    (5) “Sorry I am going, Jude?” asked the master kindly.    (6) Tears rose into the boy’s eyes, for he was not among the regular day scholars, who came unromantically close to the schoolmaster’s life, but one who had attended the night school only during the present teacher’s term of office. The regular scholars, if the truth must be told, stood at the present moment afar off, like certain historic disciples, indisposed to any enthusiastic volunteering of aid.    (7) The boy awkwardly opened the book he held in his hand, which Mr. Phillotson had bestowed on him as a parting gift, and admitted that he was sorry.    (8) “So am I,” said Mr. Phillotson.    (9) “Why do you go, sir?” asked the boy.    (10) “Ah—that would be a long story. You woul
dn’t understand my reasons, Jude. You will, perhaps, when you are older.”    (11) “I think I should now, sir.”    (12) “Well—don’t speak of this everywhere. YoUKnow what a university is, and a university degree? It is the necessary hallmark of a man who wants to do anything in teaching. My scheme, or dream, is to be a university graduate, and then to be ordained. By going to live at Christminster, or near it, I shall be at headquarters, so to speak, and if my scheme is practicable at all, I consider that being on the spot will afford me a better chance of carrying it out than I should have elsewhere.”    (13) The boy Jude assisted in loading some small articles, and at nine o’clock Mr. Phillotson mounted beside his box of books and other IMPEDIMENTA, and bade his friends good-bye.    (14) “I shan’t forget you, Jude,” he said, smiling, as the cart moved off. “Be a good boy, remember; and be kind to animals and birds, and read all you can. And if ever you come to Christminster remember you hunt me out for old acquaintance’ sake.”    (15) The cart creaked across the green, and disappeared round the corner by the rectory-house. The boy returned to the draw-well at the edge of the greensward, where he had left his buckets when he went to help his patron and teacher in the loading. There was a quiver i
n his lip now and after opening the well-cover to begin lowering the bucket he paused and leant with his forehead and arms against the framework, his face wearing the fixity of a thoughtful child’s who has felt the pricks of life somewhat before his time. The well into which he was looking was as ancient as the village itself, and from his present position appeared as a long circular perspective ending in a shining disk of quivering water at a distance of a hundred feet down. There was a lining of green moss near the top, and nearer still the hart’s-tongue fern.    (16) He said to himself, in the melodramatic tones of a whimsical boy, that the schoolmaster had drawn at that well scores of times on a morning like this, and would never draw there any more. “I’ve seen him look down into it, when he was tired with his drawing, just as I do now, and when he rested a bit before carrying the buckets home! But he was too clever to bide here any longer—a small sleepy place like this!”
 
1． The schoolmaster held a perplexed attitude towards his piano, because it became a ______ under his current condition.
A．white elephant
B．black sheep
C．dark horse
D．busy bee
正确答案：A
解析：原文第一段和第二段提到小学老师要离开的时候，最为笨重的物件就是一架竖式钢琴，而老师表示这件东西即使弄上车，他刚到目的地的时候也没有地方安顿它，所以大家都感到有些一筹莫展。可见这个东西拿着没用，丢弃又可惜，与A项“昂贵而无价值的东西”所表达的意思相符，故A项为答案。B项“害之马”，C项“黑马”，比喻实力难测的竞争者或出人意料的优胜者，D项“忙碌的蜜蜂”，比喻大忙人，均不符合文意，故排除。 
2． In Para. 2, the phrase “was bound for” is closest in meaning to ______.
A．was appealed to
B．set off for
C．was talking about
D．dwelt temporarily
正确答案：B
解析：设问词组位于原文第二段最后一句中的定语从句he was bound for之中，修饰限定之前的the city。而从上下文可知老师就要离开这个村子，到城市里去求学，可见be bound for的意思是“即将前往”，故B项为答案，同时排除A项、C项和D项。 
3． The action of “rubbed their chins” in Para. 3 indicates that the group of men ______.
A．was getting frustrated
B．was at their wits’ end
C．felt tired of the packing
D．thought the work was tedious
正确答案：B
解析：设问词组出现在原文第三段第一句。该句之前的文章说到老师有一件笨重的东西，是一架钢琴。老师如果将这件东西带走，则无处安置，不知道拿它怎么办才好，直到裘德说可以把这件东西放在姑婆的柴房，大家才表示赞同，可见之前“摩挲下巴”这个动作表示人们一筹莫展，故B项为答案。文章没有信息显示这些人对于老师出发前的打包整理感到厌倦或疲惫，因此可排除C项和D项；尽管大家一时没有想到办法，但是并没有表现出沮丧，因此排除A项。 
    (1) It’s no secret that Brits love to talk about the weather. It’s essentially a national pastime. This is a country, for instance, where the Shipping Forecast is a beloved institution, even among the vast majority of Brits whose livelihoods don’t depend on the sea.    (2) All of this talk about weather has led to a number of words that enliven British English. Take “Northern nanny”, which describes cold hail and windstorm coming from the north, or “moor-gallop”, a sudden squall on a moor. Lexicographer Susan Rennie says tha
t English dialects are “rich in weather words and I love ‘dinderex’, a Devon term for a bolt of lightning which literally means ‘thunder-axe’.”    (3) As the U.K. is marked by a high density of regional accents and dialects, many of these words are very local. It’s clear that there are geographically specific patterns to the use of weather words. One example comes from the BBC’s Voices project, which in 2005 aimed to map current patterns in language use. This showed that the UK’s 10 favorite words to describe a light rain included ‘picking’, although this is mainly used in a few parts of Wales.    (4) “It is not surprising that there are far more words for bad weather in both English and Scots than for good weather,” says Rennie. “Partly this is because, over the centuries, our ancestors have encountered more distinct types of rain, wind and snow than sunshine. But it also reflects the potential dangers posed by bad weather and the need for exact and unambiguous communication.”    (5) Weather words aren’t just many and diverse—they also show a whimsical attitude towards language. After all, Brits love wordplay. This fascination with language games extends to the way Brits talk about the weather. Describing a storm as a “hurly-burly” is one example. The onomatopoeia of “feefle”, a Sco
ts word for snow swirling around a corner, is another.    (6) Weather is compared to food, as with “custard wind” (cold, easterly winds on England’s northeast coast). It’s likened to animals, for instance a “cat’s nose” (cool north-westerly wind), or “raining cats and dogs” (the exact etymology is contested, but the phrase has English origins).    (7) Whimsical weather words aren’t the sole purview of the British. Other variants of English also have plenty. There’s “sugar weather” in Canada, to describe the cold weather that gets maple syrup running, and “toad-strangler” (very heavy rain) along the Gulf Coast of the U.S.    (8) But many of these colourful words aren’t used very often these days. It is noted that when it comes to regionally specific terms, like Nottingham’s “goose fair morning” to describe a bright but cool daybreak, many have probably fallen out of common usage as people have become detached from or less dependent on the weather for their fortunes.    (9) Clifford Sofield, senior assistant editor of the Oxford English Dictionary, says that three types of weather-related words tend to sound comical to the ears of English speakers. Firstly, “words that sound peculiar to a person are ones that they’re not familiar with or words that they have heard but haven’t used themselves.” These include terms th
at were once used more widely, but now have become regionalisms. For example, “airish” (for cool weather) is now mainly used in Scotland—and the southern U.S.    (10) Secondly, words and usages that have become obsolete strike us as odd. Shakespeare used “naughty” to describe the weather in King Lear; a University of Liverpool research project which is examining historical records of U.K. weather events has uncovered examples of the weather being described as mischievous or misbehaving. But it would be eccentric to refer to a naughty wind today.    (11) Finally, Sofield says, there are weather words that are new or sound like they’re new. “Mizzling” might seem like a neologism combining mist and drizzling, but it actually derives from the Dutch “miezelen” (drizzle) — which itself may stem from words for “urinate”.    (12) Creativity—when it comes to creating weather expressions—is unlikely to stop any time soon. One example, from the last 20 or 30 years, is the term “lumps of rain” to describe heavy, thick rainfall. So if centuries of linguistic history (or U.K. weather) have shown us anything, it’s that the future of British English will continue to include many words for piano怎么读“letty” , “stoating” or “specking”—that is, many words for rain.
 
4． Which of the following is true of British weather words?
A．They are only used in limited areas.
B．Most are used to describe bad weather.
C．They are barriers to clear communication.
D．They reflect Brits’ attitude towards life.
正确答案：D
解析：作者在开篇第一、二句就指出英国人喜欢谈论天气，甚至成为一种全民的消遣，而第五段第一句说到英国的天气词汇众多而且十分丰富，显示出一种对语言的古怪态度，可见这些天气词汇显示出英国人对生活的态度，故D项为答案。A项“它们只是在有限的地区使用”是对第三段首句的曲解，原文的意思是很多天气词汇是带有地方彩的，各地有自己的特殊语汇，而天气词汇作为一个整体，并非只在有限的地方使用，故排除A项；第四段第
一句说到描述坏天气的词汇比描述好天气的要多，但是不能由此判断大多数天气词汇都是描述坏天气的，故排除B项；第四段最后一句说到这些天气词汇的创造，恰恰是为了达到准确不含糊交流的效果，故排除C项。 
5． The example of “goose fair morning” in Para. 8 indicates the influence of ______ on the lexicon.
A．weather condition constraints
B．natural environment variations
C．social economy development
D．changed life routines
正确答案：C
解析：原文第八段指出一些有趣的天气词汇现在已经鲜有人用了。其中第二句中讲到“鹅市早晨”这个词汇已不再使用，是因为人们摆脱了天气限制，不再依赖天气决定其财富了。因
此这个词汇可以反映出社会经济的发展对词汇的影响，因此答案为C项。A项“天气条件的限制”与原文意思正好相反，故先排除；B项“自然环境的变化”和D项“改变了的日常生活”在文中均没有涉及，故排除。 
6． About weather words, Mr. Sofield has explored the following aspects EXCEPT ______.
A．the prevalence of their usage
B．their epochal character
C．the creativity of people
D．the origin of the words
正确答案：C
解析：原文第九段第三句提到有些词汇曾经广泛使用，而今变成地方性的用语，可见舍菲尔德的探讨涉及到了使用的广泛性，故排除A项；而第十段提到有些词汇是废弃不用的，过
去经常使用的说法，如今可能听起来很奇怪，可见他也涉及到了时代特点，故排除B项；第十一段中讲到有些词是新创的，并澄清了对词源可能产生的误解，可见D项也应排除；而舍菲尔德虽然提到了新创词汇，但目的主要还是说明词源，而不是人们的创造力，C项在文中没有依据，故为答案。 
7． What is the implied message of the author in the last paragraph?
A．The influence of nature on lexica will persist.
B．British people are still engaged in word-play.
C．Language innovation is fading in Britain.
D．There are too many words for rain in history.
正确答案：A
解析：原文最后一段第一句说，对于天气的表达方式的创造不会很快停止，而作者在举例的时候提到，无论是过去的二三十年，还是更早的几个世纪，都一直在产生大量关于雨的
说法，而未来亦会如此，可见只要自然特点不改变，这种词汇创新就会一直进行下去，由此足以看出自然对于词汇的影响将持续下去，故A项为答案。这一段中没有提到文字游戏的问题，故排除B项；作者提到长期和短期内英国人关于雨的词汇创新，并指出这种创造不会停止，因此C项“语言创新在英国逐渐凋敝”与原文不符，故排除；作者并没有对关于雨的说法是否过多表态或评价，故排除D项。 

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