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四级考试阅读技巧句子与段落匹配题,作文（30分钟）,翻译（30分钟）,听力（30分钟）,选词填空（7分钟）,深度阅读（20分钟）,长篇阅读（13分钟）,共130分钟,40分钟,作文(15%),翻译15%,听力(35%),选词填空5%,深度阅读20%,35%,长篇阅读10%,共710分及格425分,篇章后附有10个句子，每句一题。每句所含的信息出自篇章的某一段落，要求找出与每句所含信息相匹配的段落。有的段落可能对应两题，有的段落可能不对应任何一题。三个及三个以上的句子对应一个段落的情况没有出现过。,长篇阅读的文章基本都是专业题材的文章，可能会觉得很陌生，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相比做出正确选择。只是有题干和答案简单的同义词替换。,选材来源,NewScientistNewsweekTheNewYorkTimesTimeTheWashingtonPost,体裁方面题材方面,议论文说明文新闻评述记叙文,人文科学自然科学,题型归纳,细节辨认题，文字上和原文一样。（最简单）同义转述题，即文字上换了同义的表达。（简单）细节推断题，即句子是从原文某个细节推断出来。（较难）段意归纳题，即句子是某段文字意思的归纳。（较难）,匹配题阅读步骤:Step1（0.5-1min）,第一步：阅读文章标题和文章重要部位了解文章内容（Skimming）1、文章标题2、首段第一句话3、末段第一句话和最后一句话如果句子是非概括性的句子则不看。主要目的是了解topic和attitude,Example,简单浏览文章标题和文章重要部位，用时越短越好。大致了解文章内容。（Skimming）Title：TVLinkedtoLowerMarksFirstsentencesinFirstParagraph:Theeffectoftelevisiononchildrenhasbeendebated.NowthreenewstudiesFirstSentenceinLastParagraph:Lucasputstheresponsibilityforsquarelyonparents.,第二步：分析题目+查读（scanning）1）分析题目找出题目中的关键词和定位词。关键词是指题目简化后的中心词，最能表示出句子的含义。定位词是题目中的专有信息或特殊信息(数字、时间、地点、人物、特殊字体和特殊符号等），它能帮助定位到具体的段落。,阅读步骤:Step2（12min）,1.人名定位2.地点定位3.数字定位4.事件定位5.现象定位6.动作引语定位7.对象定位8.专有名词定位9.修饰语定位10.主题定位,阅读步骤:Step2（12min）,标红为关键词，下划线为定位词1.AccordingtoBorzekowski,childrenhavingchancestouseafamilycomputerarelikelytoacquirebetterresultsonthedifferenttests.2.ThereportsissuedintheArchivesofPediatricsThisfall,itwilladdclassesfromWellesley,GeorgetownandtheUniversityofTexas.Inall,12universitiesparticipateinEdX,WhichofferscertificatesforcourseCompletionandhassaidthatitplanstocontinuetoexpandnextyear,includingaddinginternationalschools.,ITheEdXassessmenttoolrequireshumanteachers,orgraders,tofirstgrade,100essaysoressayquestions.Thesystemthenusesvarietyofmachine-learningtechniquestotrainitselftobeabletogradeanynumberofessaysoranswers,orautomaticallyandalmostinstantly.ThesoftwarewillassignagradedependingonthescoringsystemCreatedbytheteacher,whetheritisalettergradeornumerical（数字的）rank.JEdXisnotthefirsttousetheautomatedassessmentandtechnology,whichdatestoearlycomputerinthe1960s.Thereisnowarangeofcompaniesofferingcommercialprogramstogradewrittentestanswers,andfourstates-Louisiana,NorthDakota,UtahandWestVirginiaAreusingsomeformofthetechnologyinsecondaryschools,Afifth,Indiana,hasexperitmentedwithit.Insomecasesthesoftwareisusedasasecondaryreader,tocheckthereliabilityofthehumangraders.,KButthegrowinginfluenceoftheEdXconsortiumtosetstandardsislikelytogivethetechnologyaboost.OnTuesday,StanfordannouncedthatitwouldworkwithEdXtodevelopajointeducationalsystemthatwillmakeuseoftheautomatedassessmenttechnology.LTwostart-ups,CourseraandUdacity,recentlyfoundedbyStanfordfacultymemberstocreatemassiveopenonlinecourses,orMOOCs,arealsocommittedtoautomatedassessmentsystemsbecauseofthevalueofinstantfeedback.Itallowsstudentstogetimmediatefeedbackontheirwork,sothatlearningturnsintoagame,withstudentsnaturally,gravitating（吸引）towardresubmittingtheworkuntiltheygetitright,saidDaphneKoller,Acomputerscientist,andafounderofCoursera.,MLastyeartheHewlettFoundation,agrant-makingorganizationsetupbyoneoftheHewlettPackardfoundersandhiswife,sponsoredtwo$100,000pricesaimedatimprovingsoftwarethatgradesessaysandshortanswers.Morethan150teamsenteredeachcategory.AwinnerofoneoftheHewlettcontests,VikParuchuri,washiredbyEdXtohelpdesignitsassessmentsoftware.NOneofourfocusesistohelpkidslearnhowtothinkcritically,saidVictorVuchic,aprogramofficerattheHewlettFoundation.Itsprobablyimpossibletodothatwithmultiple-choicetests.Thechallengeisthatthisrequireshumangraders,andsotheycostalotmoreandtheytakealotmoretime.,OMark.D.Shermis,aprofessorattheUniversityofAkroninOhio,supervisedtheHewlettFoundationscontestanautomatedessayscoringandwroteapaperabouttheexperiment.Inhisview,thetechnologythoughimperfecthasaplaceineducationalsightings.PWithincreasinglylargeclasses,itisimpossibleformostteacherstogivestudentsmeaningfulfeedbackonwritingassignments,hesaid.Plus,henoted,criticsofthetechnologyhastendedtocomefromthenationsbestuniversities,wherethelevelofteachingismuchbetterthanatmostschools.QOftentheycomefromveryfamousinstitutionswhere,infact,theydoamuchbetterjobofprovidingfeedbackthanamachineevercould,Dr.Shermissaid.“Thereseemstobealackofappreciationofwhatisactuallygoingonintherealworld.,(46)Someprofessionalsineducationarecollectingsignaturestovoicetheiroppositiontoautomatedessaygrading.(47)Usingsoftwaretogradestudentsessayssavesteacherstimeforotherwork.(48)TheHewlettcontestsaimatimprovingessaysgradingsoftware.(49)Thoughtheautomatedgradingsystemiswidelyusedinmultiple-choicetests,automatedessaysgradingisstillcriticizedbymanyeducators.(50)Somepeopledontbelievethesoftwaregradingsystemcandoasgoodajobashumangraders.,(51)Criticsofautomatedessayscoringdonotseemtoknowthetruerealitiesinlessfamousuniversities.(52)Criticsarguemanyimportantaspectofeffectivewritingcannotbemeasuredbycomputerratingprograms.(53)Astheclasssizegrows,mostteachersareunabletogivestudentsvaluablecommentsastohowtoimprovetheirwritings.(54)Theautomatedassessmenttechnologyissometimesusedtodoublechecktheworkofhumangraders.(55)Studentsfindinstantfeedbackhelpsimprovetheirlearningconsiderably.,如何提高阅读技能,如何快速有效的阅读1）阅读时注意力要高度集中，不可走神，要有良好的心理素质，千万不能有畏难情绪。即看到生词不紧张不退缩，因为一个句子中的一两个生词一般不会影响你对这个句子的60%到70%的理解2）视域要宽每一眼看的词要尽量的多。我们阅读表面是用眼睛看，实际是用脑子读，眼睛只是起了照相机镜头的作用。努力使自己的眼睛变成“广角镜”，把尽可能多的词能一眼“尽收眼底”。(一眼扫过去，看一行也就两秒，大概了解讲的是什么就过，不要纠结细节),3）意群要长在每个视幅中不是让你把很多的单词都收进脑子，而是要善于从中摄取有意义的词组，这个有意义的词组就是意群。快速阅读者是半句或一句句地读。视幅大大加宽，停顿的间隙少而短，获取的都是有意义的词组，因而理解全句或全段就能做到水到渠成,如何提高阅读技能,如何提高阅读技能,以意群阅读举例：Successfulimprovementofyourreadingdependsuponyoureagernesstoimproveandyourwillingnesstopractice.如果你一个一个词来读这句话,你的视线就要在每个词上都要停留一次,影响阅读速度,单个词本身是不会产生任何意义的，只有与其他词联系起来，才能构成一定的意义，即将单个的词语按照自然的语法和意义关系组织起来构成一定意义的这一组词，就是意群（ideaunitsormeaningfulunits）。阅读时以意群为单位，而不是以词为单位来理解吸收。,如何提高阅读技能,如果以意群为单位,即：Successfulimprovementofyourreadingdependsuponyoureagernesstoimproveandyourwillingnesstopractice.这样,你的视线是在每个词组上停留,停留次数减少,意义比较连贯,即使你的视线在词组上停留的时间要比在一个单词上停留的时间稍微长一些,但因为意义容易理解,总体时间还是要比前者短,而且阅读质量提高了。其实，我扫读这段话时，我入心的只是红色部分&看这段话的时间只需要两秒,如何提高阅读技能,词组越长,阅读速度越快：Successfulimprovementofyourreadingdependsuponyoureagernesstoimproveandyourwillingnesstopractice.这样阅读的效果是你感觉阅读时,你的视线在跳跃,你的脑子来不及将英语翻译成中文,就已经理解了。其实说太多技巧也没用，这些技巧适合我却不一定适合你，你需要理解总结！适合自己的才算好嘛但一目十行真的是原则！,附：意群的具体划分,现将句子划分意群的一般原则归纳如下：1名词词组1）冠词+名词，例：acountry2）名词+名词，例：coumradeLi3）指示代词+名词，例：thisbook4）形容词+名词，例：naturalscience5）作形容词用的名词或分词+名词，例：NewYearsDaytheworkingclass,这部分你看看就行，只能算是参考做阅读没有那么多原则。自己读着习惯就好！,附：意群的具体划分,6）数词+名词，例：thirty-twonote-books7）数词+数词，例：223-twohundredandtwenty-three8）不定代词+名词，例：someink,附：意群的具体划分,2介词短语，例：fromnowonwithaneffort3副词短语，例：dayandnightfirstofall4副词+介词短语，例：earlyinthemorningfarintothenight5副词+动词，或动词+副词，例：quiteunderstandstudyhard6一些固定的动词词组，例：totakearesttohaveameetingtogetready,附：意群的具体划分,7联系动词+表语，例：beatschoolgrowquitewell8主语+谓语，这种句型用于简短语句时，一般划分为一个意群，例：HestandsupTheyareveryhappy9主语+谓语+宾语，这种句型用于简短语句时，划分为一个意群例：IcanspeakEnglishHegavemeabook,附：意群的具体划分,10简短的名词性从句，包括主语从句、表语从句和宾语从句，例：Thathewillcomehereiscertain.（主语从句）ThisishowhestudiesEnglish（表语从句）HetoldmewhereIcouldfindmybook（宾语从句）11简短的定语从句，例：Thisisafactorythatmakescloth,附：意群的具体划分,12简短的状语从句，可以放在句首或句末。放在句首时，从句后通常要用逗号；放在句末时，从句一般不用逗号，每个简短的状语从句分为一个意群，例：IwaitedtillhecomebackHecantcomebecauseheisillWeworkedfastsothatwefinishourplan,
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