英语四级快速阅读.doc

2010年12月四级考试快速阅读命题剖析 做快速阅读，重要的是在熟悉其命题规律的基础上把握答题技巧。一般来说，快速阅读部分有以下几个明显的特点：快速阅读作为改革后出现的一种新题型，是考生在四级考试中遇到的第一道主观题，因此，它的答题状况，对考生整场考试的心态有至关重要的影响。其实，快速阅读看起来文章长，时间短，难度大，但实际上，它是所有题型中最容易的。正是因为篇幅长时间短的特点，所以并不要求考生将整篇文章都仔细读完。只要在原文中找到题干对应的点，便可以直接找出答案。可见，做快速阅读，重要的是在熟悉其命题规律的基础上把握答题技巧。快速阅读一般有10个题目，题型不固定：前7个题目可能是多项选择题，也可能是是非判断题（包括正确、错误和原文未提及三种情况)，而后3个题目一般是句子填空或完成句子，填入部分通常为名词短语，其长度一般不超过7个单词。新修订的四级考试大纲（2006修订版)对快速阅读有如下的要求和说明：快速阅读部分“采用12篇较长篇幅的文章或多篇短文，总长度约为1000词。要求考生运用略读和查读的技能从篇章中获取信息。略读考核学生通过快速阅读获取文章主旨大意或中心思想的能力，阅读速度约每分钟100词。查读考核学生利用各种提示，如数字、大写单词、段首句或句首词等快速查找特定信息的能力。快速阅读理解部分采用的题型有是非判断、句子填空、完成句子等”。一般来说，快速阅读部分有以下几个明显的特点：1.文章的体裁一般为说明文，有大标题，也可能有小标题；即使没有小标题，说明的层次也非常清楚；2.文章长度大约为10001200词，难度适中，基本没有超纲词汇；即使有超纲词汇，也不会影响阅读理解，或者会用汉语在原文中注明；3.文章的内容以科普知识居多，不要求完全理解，只要求能够通过略读或查读的方式找到题干的信息，并根据原文内容做出正确选择。4.命题的顺序基本与原文保持一致，其中以段落的首、尾句处为最常考的内容。5.无论何种题型，基本上都是以细节型题目为主，基本可以从原文直接找到答案。6.命题的正确选项基本上是对原文内容的语意转述或结构互换，错误选项是对原文内容的夸大、缩小、偷换表达或无中生有。快速阅读的命题特点和趋势有一定的稳定性。根据近几年来的命题特点预测，这次的题型很可能仍是“单项选择 + 句子填空”的形式，文章仍是一篇难度适中的说明文，内容可能会以社会生活、科普知识和教育文化等为主。鉴于快速阅读题量大、做题时间短的特点，特别为考生提供以下几点复习备考建议和做题指导：1.要熟练运用“定位法”。尤其要善于快速发现题干中的关键词或关键信息，在最短的时间内快速定位，并能够结合全文深入理解定位部分的内容；2.对于有小标题的文章，一定要预先弄清楚各个小标题自身的含义及其相互之间的关系；对于没有小标题的文章，要从整体上把握文章的脉络结构以及说明顺序等宏观内容；3.对于内容不熟悉或者难度较大的文章，不要企求向仔细阅读那样基本全懂，只要能在最短的时间内把各个题目理解清楚、并做出正确的选择即可。4.平时在阅读英文报纸或杂志时，尽量有意识地训练和培养自己快速阅读的习惯。2010年6月四六级快速阅读完成句子题：如何在不确定性中把握确定大学英语四六级考试自从在2006年相继进行了改革之后，就一直成为大学生颇为关注的焦点。仔细研究一下最新一次的2007年的考试，在四六级考试的快速阅读部分(Skimming and Scanning)都出现了一次小小的变化，而且这种变化是在四六级考试委员会没有以样题形式预先通知的情况下出现的，这就给考生在临场应试上设置了一个不大不小的障碍。在笔者的学生中，就有因此在考场上颇手忙脚乱了一把的。由此可见，改革后的四六级考试的阅读部分还处于一个不太稳定的时期。快速阅读部分的这种变化主要体现在两个方面：1、 由7道选择题替代了原先的4道判断题(即：YES/ NO/ NOT GIVEN题)2、 将完成句子题的数量由6道减少到了3道我们不去讨论这么变化的原因是什么，我们只关心应对这种变化的办法是什么。在这个不适应变化就会被淘汰的年代，我们只有在混沌中求发展、在乱世中求生存。只要四六级考试的考察重点不变，我们就可以以不变应万变。我们高兴地看到，最新一次的四六级考试的阅读部分所产生的变化正是向传统题型的一种回归：选择题是我们最愿意看到的一种题型，也是陪我们多少年摸爬滚打的老伙伴;新出现的完成句子题经过了几次考试的历练，出题风格也日趋成熟，更应该成为我们继选择题之外的另一支得分蓝筹股。接下来我们就重点谈一下如何既快又准地解决完成句子题。完成句子题的说明是这样的：complete the sentences with the information given in the passage。我们来分析一下，既然是complete，那就说明原先的句子是不完整的、是残缺的;with the information given in the passage，用原文给出的信息，也就说明了我们必须要返回原文，尽量用原文中的语言来作答，才能做到更为精准，更能切中要害。我们再来思考一个问题，一个英语的句子如果结构完整，那么句子中所包含的各个句子成分必须齐全。缺了任何一个成分，不仅句子的结构遭到了破坏，而且句子的含义也会出现残缺。完成句子题的题干本身就是一个有残缺的句子，所残缺的部分必定在原句中充当一定的句子成分。而我们知道，句子的成分问题就是我们高中学过的的主谓宾、主系表、定状补等语法问题，一但残缺部分的句子成分确定了，它的语法结构也就随之确定了。是添动词，介宾短语，还是形容词，是添名词性结构，还是一个从句，我们在构造答案之前都可以做到心中有数。从另外一个层次来看，残缺的成分也表达了一定的句子含义，所以残缺成分与句子中已知成分在含义上必然存在着紧密的逻辑关系。利用逻辑关系的严密性我们也可以对我们解题给予帮助。“利用语法确定形式，利用逻辑确定内容”，这两点就构成了我们解决完成句子题的关键：“查缺”“补漏”。 我们说一下具体的操作步骤：1、 查缺：查找题干中残缺的句子成分，同时关注残缺成分与已知成分之间的逻辑关系2、 补漏：返回原文，将题干中残缺的信息补全一 “查缺补漏”在快速阅读部分的应用例题1：Energy service contractors profit by taking a part of clients _.(2007年12月22日CET6，NO.8)解析： 查缺：不难看出句子残缺的应该是一个名词性结构，充当的是of的宾语。并且残缺成分还与clients构成了一种所属关系，表达的含义应该是“顾客的什么东西”。成分和逻辑关系都有了，我们剩下所要做的就是返回原文，将属于clients的东西找出来就可以了。 补漏：利用关键词Energy service contractors返回原文定位到了这样一句话：“Energy service contractors” will pay for retrofitting (翻新改造) in return for a share or the clients annual utility-bill savings.对比原文我们发现clients 之后的annual utility-bill savings正是我们要找的属于clients的东西。正确答案也就是“annual utility-bill savings”。这个时候我们发现，我们无需去了解原文句子的具体意思，只要对于题干的结构清晰，对于残缺成分与已知成分的逻辑关系清晰，即使看不懂原句我们也可以做对。例题2：Many environmentalists maintain the view that conservation has much to do with _(2007年12月22日CET6，NO.9)解析： 查缺：这道题的残缺成分同样应该是一个名词性结构，充当的是with的宾语。在逻辑上残缺成分通过一个much to do with与conservation形成密不可分的关联关系。返回原文，找到with的宾语，找到与conservation存在联系的名词，本道题就告成功。 补漏：根据关键词Many environmentalists和conservation我们定位到了原文中的这句话：In many peoples minds, conservation is still associated with self-denial. Many environmentalists still push that view. that view自然指代的是上面的conservation is still associated with self-denial这句话。很明显，with的宾语就是self-denial，在逻辑上self-denial和conservation也通过associated with联系了起来，而且associated with正是much to do with的同义转换，所以这道题的正确答案就是“self-denial”。 大学英语四级(cet4)快速阅读的技能和技巧 15分钟做完，先看小标题（现只看2-3个，多了也记不住），再通过1-7 小题的题干的名词、动词找出原句来做，特别注意：做题顺序，先看文章标题，直到文章主要内容，然后看第一小题，在小题部分的定位词先圈出来，在回原文找。找到第一小题后，再看第二小题。看一个题，做一个；不要把文章看完再做题，或题看完再读文章。特别注意：比较容易定位的词是：A. 不能用中心思想词定位，因为整篇文章都说的是它。B. 时间、数字、地点、大写字母的单词容易定位。C. 比较长，难的名词容易定位，好找。D. 定位词找2-3个就行，多了也记不住。最好是位置不同的两个词。一般判断N和NG的标准如下:NO题: (l)信息与原文相反 (2)将原文信息张冠李戴(3)将原文中不确定的或未经证实的内容作为正确的或客观的来表述(4)改变原文的条件、范围、频率、可能性等NG题: (l)无中生有 (2)以个别代替整体，即将原文所举例子的特殊现象推广为普遍现象(3)随意比较原文中提到的两个事物 (4)将原文具体化，即题目中涉及的范围小于原文涉及的范围(5)原文中作者或某个人物的目标、目的、愿望、誓言等内容，在题目中作为客观事实陈述Promote Learning and Skills for Young People and AdultsThis goal places the emphasis on the learning needs of young people and adults in the context of lifelong learning. It calls for fair access to learning programs that are appropriate, and mentions life skills particularly.Why this goal?Education is about giving people the opportunity to develop their potential, their personality and their strengths. This does not merely mean learning new knowledge, but also developing abilities to make the most of life. These are called life skills-including the inner capacities and the practical skills we need.Many of the inner capacities-often known as psycho-social skills-cannot be taught as subjects. They are not the same as academic or technical learning. They must rather be modeled and promoted as part of learning, and in particular by teachers. These skills have to do with the way we behave-towards other people, towards ourselves, towards the challenges and problems of life. They include skills in communicating, in making decisions and solving problems, in negotiating and expressing ourselves, in thinking critically and understanding our feelings. More practical life skills are the kinds of manual skills we need for the physical tasks we face. Some would include vocational skills under the heading of life skills-the ability to lay bricks, sew clothes, catch fish or repair a motorbike. These are skills by which people may earn their livelihood and which are often available to young people leaving school. In fact, very often young people learn psycho-social skills as they learn more practical skills. Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills.We need to increase our life skills at every stage of life, so learning them may he part of early childhood education, of primary and secondary education and of adult learning groups.Its importance in learningLife skills can be put into the categories that the Jacques Delors report suggested; it spoke of four pillars of education, which correspond to certain kinds of life skills: Earning to know: Thinking abilities: such as problem-solving, critical thinking, decision-making, understanding consequences.Learning to be: Personal abilities: such as managing stress and feelings, self-awareness, self-confidence.Learning to live together Social abilities: such as communication, negotiation, teamworkLearning to do: Manual skills: practising know-how required for work and tasksIn todays world all these skills are necessary, in order to face rapid change in society. This means that it is important to know how to go on learning as we require new skills for life and work. In addition, we need to know how to cope with the flood of information and turn it into useful knowledge. We also need to learn how to handle change in society and in our own lives.Its nature Life skills are both concrete and abstract-practical skills can be learned directly, as a subject. For example, a learner can take a course in laying bricks and learn that skill. Other life skills, such as self-confidence, self-esteem, and skills for relating to others or thinking critically cannot be taught in such direct ways. They should be part of any learning process, where teachers or instructors are concerned that learners should not just learn about subjects, but learn how to cope with life and make the most of their potential.So these life skills may be learnt when learning other things. For example:Learning literacy may have a big impact on self-esteem, on critical thinking or on communication skills;Learning practical skills such as driving, healthcare or tailoring may increase self-confidence, teach problem- solving processes or help in understanding consequences.本文来源:考试大网Whether this is true depends on the way of teaching -what kinds of thinking, relationship-building and communication the teacher or facilitator models themselves and promotes among the learners. Progress towards this goalIt would require measuring the individual and collective progress in making the most of learning and of life, or assessing how far human potential is being realized, or estimating how well people cope with change. It is easier to measure the development of practical skills, for instance by counting the number of students who register for vocabonal skills courses. However, this still may not tell us how effectively these skills are being used.The psycho-social skills cannot easily be measured by tests and scores, but become visible in changed behavior. Progress in this area has often been noted by teachers on reports which they make to the parents of their pupils. The teachers experience of life, of teaching and of what can be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assessed to some extent. This kind of assessment is individual and may never appear in international tables and charts.Current challengesThe current challenges relate to these difficulties:We need to recognize the importance of life skills-both practical and psycho-social-as part of education which leads to the full development of human potential and to the development of society;The links between psycho-social skills and practical skills must be more clearly spelled out, so that educators can promote both together and find effective ways to do this;Since life skills are taught as part of a wide range of subjects, teachers need to have training in how to put them across and how to monitor learners growth in these areas;In designing curricula and syllabuses for academic subjects, there must be a balance between content teaching and attention to the accompanying life skills;A more conscious and deliberate effort to promote life skills will enable learners to become more active citizens in the life of society.Policy options-what governments should doRecognize and actively advocate for the transformational role of education in realizing human potential and in socio-economic development;Ensure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge, skills and attitudes;Show how life skills of all kinds apply in the world of work, for example, negotiating and communication skills, as well practical skills;Through initial and in-service teacher training, increase the use of active and participatory learning/teaching approaches;Examine and adapt the processes and content of education so that there is a balance between academic input and life skills development; ,Make sure that education inspectors look not only for academic progress through teaching and learning, but also progress in the communication, modeling and application of life skills;Advocate for the links between primary and (early) secondary education because learning life skills needs eight or nine years and recognize that the prospect of effective secondary education is an incentive to children, and their parents, to complete primary education successfully.Policy options-what funding agencies should doSupport research, exchange and debate, nationally and regionally, on ways of strengthening life skills education;Support innovative (创新的) teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about;Recognize the links between primary and secondary education in ensuring that children develop strong life skills;Support, therefore, the early years of secondary education as part basic education.What UNESCO is doingAs support to governments and in cooperation with other international agencies, UNESCO:Works to define life skills better and clarify what it means to teach and learn them;Assists educational policy makers and teachers to develop and use a life skills approach to education;Advocates for the links between a life skills approach to education and broader society and human development.做题顺序，先看文章标题，直到文章主要内容，然后看第一小题，在小题部分的定位词先圈出来，在回原文找。找到第一小题后，再看第二小题。看一个题，作一个；不要把文章看完再做题，或题看完再读文章。1. Many of the inner capacities which cannot be taught as subjects are often known as psycho-social skills.定位词：长单词inner capacities或者psycho-social skills文章第1个小标题why this goal?下第二段首句。答案选Y。2. Vocational skills are more fundamental than psycho-social skills because vocational skills determine peoples livelihood.定位词：Vocational skills或fundamental,定位词每次只需要找2-3个，多了记不住。文章第1个小标题why this goal?下第2段最后2句。原文各个部分都说到，但是原文没作比较，选NG。3. One can tell how effectively a vocational skill is being used by counting how many students register for the course.定位词：effectively，vocational，register并且只能在第2小题后面找。文章第4个小标题progress towards this goal下首段第2句、3句。与原文表达相反，选N。4. Th