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2015年英語(yǔ)四級(jí)答題技巧：長(zhǎng)篇閱讀篇
一、題型概覽
(一)背景和考試綜合
快速閱讀有兩個(gè)變化：一是位置發(fā)生了變化，由原來(lái)的Part II調(diào)至Part III里的Section B, 即由原來(lái)的單獨(dú)部分，變成了與其他的閱讀理解放在一起;另一個(gè)變化就是題目形式的變化，由原來(lái)的多項(xiàng)選擇題變成了段落信息匹配題。這一變化更挑戰(zhàn)考生對(duì)于文章的理解程度和信息定位的能力，應(yīng)該說(shuō)是加大了難度。
四級(jí)考試中快速閱讀調(diào)整為長(zhǎng)篇閱讀順應(yīng)了時(shí)代發(fā)展的要求。該題型主要考查段落信息匹配。在篩選信息的過(guò)程中，要求考生在把握文章整體的基礎(chǔ)上，對(duì)文章的一些細(xì)節(jié)進(jìn)行整理、歸納以及同義轉(zhuǎn)換。這意味著考生不僅要讀懂文章，還要對(duì)所掌握的信息進(jìn)行加工處理。
(二)文章特點(diǎn)
通過(guò)試卷可知，長(zhǎng)篇閱讀的文章長(zhǎng)度、難度、體裁、題材、題目數(shù)量、考試時(shí)間、所占分值等都不變。
(三)試題特點(diǎn)
1.題干中的細(xì)節(jié)信息往往反映文章的主旨和段落主題。通過(guò)快速地閱讀題干中的若干細(xì)節(jié)信息，考生可以迅速了解原文的主旨大意。
2.題干提供的細(xì)節(jié)信息中往往暗含一些說(shuō)明文或議論文所必需的邏輯關(guān)系，考生可以利用這種關(guān)系預(yù)先對(duì)一些表達(dá)進(jìn)行排序，這對(duì)于解答信息匹配題有著非常重要的意義。
3.提干提供的信息表達(dá)中通常包括如下三類：能夠指示開(kāi)頭段的詞，如overview, introduction, initiation, main idea, definition 等;能夠指示結(jié)尾段的詞，如future, solution, conclusion, suggestion, summary 等;能夠幫助考生回原文定位的特殊詞，如rate, ration, proportion, percentage, number, figure, statistical demographics 等。
4.有些試題題干中的細(xì)節(jié)信息往往會(huì)和原文的其他某一題目聯(lián)系密切，考生可通過(guò)先解答原文的其他題目來(lái)獲得解答題目的線索和提示性信息。
樣題分析：
Section B
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains in information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
文章大意：本文主要講述大學(xué)在增強(qiáng)國(guó)家實(shí)力和促進(jìn)國(guó)際化交流等方面的巨大作用。A段總括全文，指出當(dāng)代大學(xué)對(duì)國(guó)家強(qiáng)盛和世界和平起著至關(guān)重要的作用。B-E段講述各個(gè)大學(xué)自覺(jué)走上全球化道路。F-I段講研究型大學(xué)促成了美國(guó)的騰飛，但仍有諸多因素制約這種大學(xué)的發(fā)展。
46. American universities prepare their undergraduates for global careers by giving them chances for international study or internship.
解析：定位到D段第3、4句：And in the United States, institutions are helping place students in summer internships(實(shí)習(xí)) abroad to prepare them for global careers. Yale and Harvard have led the way, offering every undergraduate at least one international study or internship opportunity—and providing the financial resources to make it possible.
47. Since the mid-1970s, the enrollment of overseas students has increased at an annual rate of 3.9 percent.
解析：定位到C段第2句：Over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in 2004.
48. The enrollment of international students will have a positive impact on America rather than threaten its competitiveness.
解析：定位到I段第1句：Most Americans recognize that universities contribute to the nation’s well-being through their scientific research, but many fear that foreign students threaten American competitiveness by taking their knowledge and skills back home. They fail to grasp that welcoming foreign students to the United States has two important positive effects: first, the very best of them stay in the States and—like immigrants throughout history—strengthen the nation;
49. The way research is carried out in universities has changed as a result of globalization.
解析：定位到E段：Globalization is also reshaping the way research is done.
50. Of the newly hired professors in science and engineering in the United States, twenty percent come from foreign countries.
解析：定位到C段末句：In the United States, 20 percent of the newly hired professors in science and engineering are foreign-born, and in China many newly hired faculty members at the top research universities received their graduate education abroad.
51. The number of foreign students applying to U.S. universities decreased sharply after September 11 due to changes in the visa process.
解析：定位到H段第3句：In the wake of September 11, changes in the visa process caused a dramatic decline in the number of foreign students seeking admission to U.S. universities, and a corresponding surge in enrollments in Australia, Singapore and the U.K.
52. The U.S. federal funding for research has been unsteady for years.
解析：定位到G段第2句：Most politicians recognize the link between investment in science and national economic strength, but support for research funding has been unsteady.
53. Around the world, governments encourage the model of linking university-based science and industrial application.
解析：定位到F段第2、3句：The link between university-based science and industrial application is often indirect but sometimes highly visible: …. Around the world, governments have encouraged copying of this model, perhaps most successfully in Cambridge, England, where Microsoft and scores of other leading software and biotechnology companies have set up shop around the university.
54. Present-day universities have become a powerful force for global integration.
解析：定位到A段第末句：But at same time, the opening of national borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability.
55. When foreign students leave America, they will bring American values back to their home countries.
解析：定位到I段第3句：…and second, foreign students who study in the United States become ambassadors for many of its most cherished values when they return home.
根據(jù)四級(jí)樣卷可知，全文共計(jì)9個(gè)段落，對(duì)應(yīng)10題，這意味著必有一段對(duì)應(yīng)兩題。事實(shí)上，從答案來(lái)看，其中有兩個(gè)段落分別對(duì)應(yīng)了兩道題，有一個(gè)段落不對(duì)應(yīng)任何題。
原快速閱讀的考試時(shí)間是15分鐘，原深度閱讀(含選詞填空+仔細(xì)閱讀)的考試時(shí)間是25分鐘，而調(diào)整后的閱讀理解(含選詞填空+長(zhǎng)篇閱讀+仔細(xì)閱讀)考試時(shí)間是40分鐘，由此可推出新題型長(zhǎng)篇閱讀的考試時(shí)間基本不變，大概15分鐘。
從樣卷來(lái)看，長(zhǎng)篇閱讀主要考查段落信息匹配題。段落信息匹配題有4個(gè)特點(diǎn)：
1.絕對(duì)亂序：如第一個(gè)題干對(duì)應(yīng)的并不是原文的第一段，而是第四段。
2.絕對(duì)同義轉(zhuǎn)換：如第49題題干中的“change”為E段首句中 “reshape”的同義轉(zhuǎn)換。
3.通常超細(xì)節(jié)：如第47題題干中的 “since the mid-1970s”, “3.9 percent”, 第50題題干中的 “twenty percent” 都是考查學(xué)生對(duì)數(shù)字這一小細(xì)節(jié)是否注意。
4.通常無(wú)特殊印刷體。
從這4大特點(diǎn)我們足以看出這類題的難度：絕對(duì)亂序意味著考生不能按“題文同序”原則逐一解題;同義轉(zhuǎn)換、超細(xì)節(jié)及無(wú)特殊印刷體意味著考生要費(fèi)大量腦細(xì)胞去理解所讀到的每個(gè)信息，無(wú)法快速地定位!
答題技巧
1.整體把握文章的脈絡(luò)至關(guān)重要。
段落信息匹配題的題目的順序與文章的行文順序完全不符，這就要求考生在閱讀文章時(shí)整體把握文章的結(jié)構(gòu)和脈絡(luò)，熟悉文章的寫(xiě)作思路，基本能做到理解每題的中心思想后，能大體定位到文章的相應(yīng)部分，而不是漫無(wú)目的地在全文的每個(gè)段落里搜尋。如樣題中的文章：首先引出話題;中間部分主要談?wù)搩煞矫娴膬?nèi)容—大學(xué)在全球網(wǎng)羅人才和開(kāi)展工作，同時(shí)大學(xué)也在重塑研究方法;最后是大學(xué)全球化的影響和作用。把文章這樣分成四個(gè)部分以后，根據(jù)每個(gè)題目的內(nèi)容，就可以找到大體的位置。
2.準(zhǔn)確理解題目的內(nèi)容是前提。
每一道題都是原文信息的再現(xiàn)或轉(zhuǎn)述，只有理解了題目所述內(nèi)容，才能做好后面的段落信息定位。理解題目?jī)?nèi)容的關(guān)鍵是：抓句子的主干。冗長(zhǎng)的句子，只要抓住了其主干，就不難理解句子的主要含義了。
3.找準(zhǔn)題目中的定位關(guān)鍵詞是關(guān)鍵。
每一道題都是原文信息的再現(xiàn)或轉(zhuǎn)述，只要找準(zhǔn)關(guān)鍵詞才能準(zhǔn)確定位到原文的段落中。關(guān)鍵詞多為：a. 名詞或名詞短語(yǔ)，這類詞是題目和文章談?wù)摰膶?duì)象，同義替換的可能性較小，是比較可靠的定位關(guān)鍵詞，如樣題中第46題中的American universities, global careers, internship 都可以在原文中直接找到;b.數(shù)字，如數(shù)量、年份等，這類詞同義替換的可能性非常小，是較理想的定位關(guān)鍵詞，如樣題中第47題中的3.9 percent, 是原文信息的再現(xiàn);c. 專有名詞，如人名、地名、機(jī)構(gòu)名、特殊物質(zhì)等，這類詞幾乎沒(méi)有同義替換或轉(zhuǎn)述的可能性，是非常理想的定位關(guān)鍵詞，如樣題中第55題中的Danah Boyd就是一個(gè)專有名詞，可以在原文中直接找到。
二、高分技巧
段落信息匹配題的一般解題步驟是：讀題并確定關(guān)鍵詞(中心詞)——去原文中定位關(guān)鍵詞——分析定位句——分析題干——確定答案。具體的解題技巧如下：
1.用“打包”方法對(duì)付亂序
把整組題全部一次性吃透，然后去原文從頭到尾定位。否則，考生如果按照順序逐題解答，時(shí)間會(huì)嚴(yán)重不足，最好是文章一遍看下來(lái)，能找到所有的信息。此外，考生應(yīng)該注意定位原文的過(guò)程中，一定要腦、眼和手并用：眼是肯定要用的，不用腦會(huì)導(dǎo)致忽視同義轉(zhuǎn)換，不用手(筆)會(huì)使我們處于走馬觀花的狀態(tài)，然后會(huì)懷疑自己是不是漏掉了信息而反復(fù)地看。
2.“吃透”題干準(zhǔn)確判斷關(guān)鍵詞(中心詞)至關(guān)重要
如果沒(méi)吃透題干，就無(wú)法準(zhǔn)確判斷關(guān)鍵詞或中心詞，就有可能對(duì)原文的重要信息沒(méi)感覺(jué)。一般來(lái)說(shuō)，題干關(guān)鍵詞或中心詞為實(shí)詞以及一些數(shù)字、專有名詞等。
3.在解題的先后順序上，采用先易后難的策略
采用由易到難的解題策略，可以提升考生的解題信心。對(duì)于那些答題線索較少的題干細(xì)節(jié)信息，考生可留在最后再解答。在解答這類較難的題目時(shí)，考生可快速閱讀原文中仍未選過(guò)的段落的主題句(通常為第一句、第二句或最后一句)，然后根據(jù)段落大意與題干中的細(xì)節(jié)信息進(jìn)行匹配。
例：Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains in information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
文章大意：本文主要介紹了使用媒體對(duì)孩子的大腦的影響。A、B段提出主題：使用媒體對(duì)孩子的大腦會(huì)造成影響。C-E段通過(guò)各種研究說(shuō)明使用媒體對(duì)大腦有什么影響。F、G段分別介紹了兩種觀點(diǎn)。最后兩段說(shuō)明了作者的觀點(diǎn)以及他如何解決這一問(wèn)題。
46. According to a 2009 study, people who did a lot of media multitasking made more fault on the test.
解析：定位于C段第2句：But a 2009 study found that when extraneous(與正題無(wú)關(guān)的) information was presented, participants who (on the basis of their answers to a study questionnaire) did a lot of media multitasking performed worse on a test than those who don’t do much media multitasking.
47. In order to help his son get more sleep, the author forbids his son to use electronic devices after 9:30 p.m.
解析：定位于I段第2、3句：I’ve set some rules that are designed to aid his social and cognitive development: no Facebook during school, and no electronic devices after 9:30 p.m. The latter prohibition is designed to help him get more sleep, which, according to some studies, is when our brains prune connections among neurons. Preserving and speeding up the ones that matter and flushing out the ones that don’t.
48. The saturated media universe may have weakened our top-down focus.
解析：定位于D段第二句：We obviously need both for survival, whether in the wilds of prehistory or while crossing a street today, but our saturated(飽和的) media universe has perhaps privileged the latter form and is wiring our kids’ brains differently.
49. 8 to 18 years old children spend about 11 hours using media per day if each content stream is counted separately.
解析：定位于B段第3、4句：A Kaiser Family Foundation report released last year found that on average, children ages 8 to 18 spend 7 hours and 38 min. a day using entertainment media. And if you count each content stream separately- a lot kids, for example, text while watching TV—they are logging almost 11 hours of media usage a day.
50. According to Stone, adolescents may do better than their parent generation on learning how to prioritize tasks.
解析：定位于G段：Stone has observed something similar in technology use among adolescents:….. Perhaps this is a sign that our kids will be better than we are at learning how to prioritize tasks—something that will come in handy when they become workers and spouses and parents.
51. Focused learners can do high-level thinking and may get well-paying jobs more probably.
解析：定位于E段：Multitaskers’ reliance on rote habit would be all well and good if we want our offspring to work on assembly lines, but to do the kind of high-level thinking that experts agree will be key to getting well-paying jobs, we’d better exercise our collective hippocampus.
52. Multiple interruptions during kids’ sleep time may lead to trouble on their cognition and body the next day.
解析：定位于I段：Even if kids get 9 to 10 hours of sleep but sustain multiple interruptions—from, say, a buzzing iPhone next to the pillow—they will suffer cognitively and feel tired the next day.
53. What the author worries about is that his kids’ online activity may have bad effect on their brains.
解析：定位于A段倒數(shù)第2句：What I worry about, as a sociobiologist, is not what my kids are doing on the Internet but what all this connectivity is doing to their brains.
54. According to UCLA scientists, the focusers and the multitaskers rely on different parts of their brain in learning.
解析：定位于E段第2句：In 2006, UCLA scientists showed that multitaskers and focused learners deploy(調(diào)動(dòng))different parts of the brain when they learn the same thing.
55. According to Danah Boyd, the hyperprotective way parents behave is the real reason for kids’ continuous partial attention.
解析：定位于F段第1句：Some technology observers, like Danah Boyd, a fellow at Harvard’s Berkman Center for Internet and Society, claim that social media are getting a bum rap(不公正的對(duì)待) and that the real problem lies in the hyperprotective way we parent today.
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