四級(jí)配對(duì)閱讀特點(diǎn)及三大解題技巧.doc

新四級(jí)長(zhǎng)篇閱讀題型（段落信息匹配題）透析及解題技巧一、題型概述自2013年12月起，原快速閱讀調(diào)整為長(zhǎng)篇閱讀理解。篇章長(zhǎng)度和難度不變。篇章后附有10個(gè)句子，每句一題。每句所含的信息出自篇章的某一段落，要求考生找出與每句所含信息相匹配的段落。有的段落可能對(duì)應(yīng)兩題，有的段落則可能不對(duì)應(yīng)任何一題。同時(shí)，在試卷中的順序也由原來的第二部分調(diào)整到現(xiàn)在的第三部分。新舊題型對(duì)比如下：長(zhǎng)篇閱讀（新題型）快速閱讀（舊題型）文章長(zhǎng)度9001200詞9001200詞題材科普知識(shí)、社會(huì)文化和經(jīng)濟(jì)生活類文章科普知識(shí)、社會(huì)文化和經(jīng)濟(jì)生活類文章體裁說明文或議論文說明文或議論文難度與四級(jí)樣題相當(dāng)，每篇文章中的超綱詞不多于5個(gè)，如果是超綱詞，會(huì)在其后用括號(hào)注明其在文中的漢語意思與四級(jí)樣題相當(dāng)，每篇文章中的超綱詞不多于5個(gè)，如果是超綱詞，會(huì)在其后用括號(hào)注明其在文中的漢語意思考試時(shí)間15分鐘15分鐘所占分值10%10%設(shè)置題型信息匹配題多項(xiàng)選擇題+填空題題目數(shù)量10道10道根據(jù)四級(jí)樣卷可知，全文共計(jì)15個(gè)段落，對(duì)應(yīng)10道題，這意味著必然有5個(gè)段落不對(duì)應(yīng)任何題目。樣題中未出現(xiàn)一個(gè)段落對(duì)應(yīng)多個(gè)試題的現(xiàn)象，但今后的考試中很可能會(huì)出現(xiàn)這種情況，考生需注意。原快速閱讀考試時(shí)間是15分鐘，原深度閱讀（含簡(jiǎn)答題+仔細(xì)閱讀）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，大概為15分鐘。從四級(jí)大綱樣卷來看，長(zhǎng)篇閱讀主要考查段落信息匹配。段落信息匹配題有4個(gè)特點(diǎn)：1.絕對(duì)亂序；2.絕對(duì)同義轉(zhuǎn)換；3.通常超細(xì)節(jié)；4.通常無特殊印刷體。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)及無特殊印刷體意味著考生要死掉大量腦細(xì)胞去理解所讀到的每個(gè)信息，而無法快速地定位!二、新題型特點(diǎn)雖然從表面上看，命題人似乎把解答信息匹配題的方法之“門”堵死了，但事實(shí)上，他們還是善解人意地為考生打開了一扇解題之“窗”。這一題型固然有著不同于傳統(tǒng)閱讀解題方法的種種特點(diǎn)，但同時(shí)也有一些可以為考生所利用的新特點(diǎn)。下面就來分析這些新特點(diǎn)。題干中的細(xì)節(jié)信息往往反映文章的主旨或段落主題，考生可據(jù)此了解原文內(nèi)容。在信息匹配題中，題干中的信息雖然陳述的都是文章中的細(xì)節(jié)，但其內(nèi)容基本都是圍繞文章主題或是某一段落的主題進(jìn)行描述的。通過快速閱讀題干中的若干條細(xì)節(jié)信息，考生可以迅速了解文章的主旨大意，從而能夠在回頭閱讀原文時(shí)加快閱讀速度，節(jié)省定位時(shí)間。以2013年12月四級(jí)真題第二套為例46. Caplansuggeststhatkidswhodontloveschoolgotowork.47.Anincreasingnumberoffamiliesspendmoremoneyonhousesinagoodschooldistrict.48.Subsidizedloanstocollegestudentsareahugewasteofmoney, accordingtoone economist.49.Moreandmorekidsfindtheyfareworsewithacollegediploma.50.Forthosewhoarenotpreparedforhighereducation,goingtocollege isnotworthit.51.Overtheyearsthecostofacollegeeducationhasincreasedalmost by100%.52.Alawpassedrecentlyallowsmanystudentstopaynomorethanone tenthoftheirincome fortheircollegeloans.53.Middle-classAmericanshavehighlyvaluedagoodeducation.54.Morekidsshouldbeencouragedtoparticipateinprogramswhere theycanlearnnotonly jobskillsbutalsosocialskills.55.Overfiftypercentofrecentcollegegraduatesremainunemployedor unabletofinda suitablejob.通過讀這10個(gè)題干可知，文章主要內(nèi)容和college, education, money有關(guān)，因此在劃題干關(guān)鍵詞時(shí)應(yīng)盡量避免這3個(gè)字。IsCollegeaWorthyInvestment?A)Whyarewespendingsomuchmoneyoncollege?Andwhyarewesounhappyaboutit?Weallseemtoagreethatacollegeeducationiswonderful,andyetstrangelyweworrywhen we see familiesinvestingsomuchinthissupposedlyessentialgood.Maybeitstimetoaskaquestion thatseemsalmostsacrilegious(大不敬的):isallthisinvestmentincollegeeducationreally worthit?B)Theanswer,Ifear,isno.Foranincreasingnumberofkids,theextratimeandmoneyspent pursuingacollegediplomawillleavethemworseoffthantheywerebeforetheysetfooton campus.C)Formyentireadultlife,agoodeducationhasbeenthemostimportantthingformiddle-class households.Myparentsspentmoreeducatingmysisterandmethantheyspentontheir house,andtheyrenottheonlyones.and,ofcourse,foranincreasingnumberoffamilies, mostofthecostoftheirhouseisactuallythecostoflivinginagoodschooldistrict.Questioningthevalueofacollegeeducationseemsabitlikequestioningthevalueof happiness,orfun.D)Theaveragepriceofallgoodsandserviceshasrisenabout50percent.Butthepriceofa collegeeducationhasnearlydoubledinthattime.Istheeducationthattodaysstudentsare gettingtwiceasgood?Arenewworkerstwiceassmart?Havetheybecomesomehowmassively moreexpensivetoeducate?E)Perhapsabit.RichardVedder,anOhioUniversityeconomicsprofessor,says, Ilookatthe data,andIseecollegecostsrisingfasterthaninflationuptothemid-1980sby1percenta year.NowIseethemrising3to4percentayearoverinflation.Whathashappened?The federalgovernmenthasstarteddroppingmoneyoutofairplanes. Aidhasincreased, subsidized(補(bǔ)貼的)loanshavebecomeavailable,andtheuniversitieshavegottenthemoney. EconomistBryanCaplan,whoiswritingabookabouteducation,agrees: Itsagiantwasteof resourcesthatwillcontinueaslongasthesubsidiescontinue.F)Promotionalliteratureforcollegesandstudentloansoftenspeaksofdebtasaninvestment inyourself.Butaninvestmentissupposedtogenerateincometopayofftheloans.More thanhalfofallrecentgraduatesareunemployedorinjobsthatdonotrequireadegree,and theamountofstudent-loandebtcarriedbyhouseholdshasincreasedmorethanfivetimes since1999.Thesegraduatesweretoldthatadiplomawasalltheyneededtosucceed,butit wontevengetthemoutofthesparebedroomatMomandDads.Formany,themostvisible resultoftheirfouryearsistheloanpayments,whichnowaveragehundredsofdollarsamonth onloanbalancesinthetensofthousands.G)Itstrueaboutthemoney-sortof.Collegegraduatesnowmake80percentmorethan peoplewhohaveonlyahigh-schooldiploma,andthoughtherearenopreciseestimates,the wagepremium(高出的部分)foranoutstandingschoolseemstobeevenhigher.Butthatsnot trueofeverystudent.ItsveryeasytospendfouryearsmajoringinEnglishliteratureandcome outnomoreemployablethanyouwerebeforeyouwentin.Conversely,chemicalengineers straightoutofschoolcaneasilymakealmostfourtimesthewagesofanentry-level high-schoolgraduate.H)JamesHeckman,theNobelPrize-winningeconomist,hasexaminedhowthereturnson educationbreakdownforindividualswithdifferentbackgroundsandlevelsofability. Evenwith thesehighprices,yourestillfindingahighreturnforindividualswhoarebrightand motivated,hesays.Ontheotherhand, ifyourenotcollegeready,thentheanswerisno,its notworthit.Expertstendtoagreethatfortheaveragestudent,collegeisstillworthittoday,buttheyalsoagreethattherapidincreaseinpriceiseatingupmoreandmoreofthepotential return.Forborderlinestudents,tuition(學(xué)費(fèi))risecanpushthosereturnsintonegative territory.I)Everyoneseemstoagreethatthegovernment,andparents,shouldberethinkinghowwe investinhighereducationandthatemployersneedtorethinktheincreasinguseofcollege degreesascrudescreeningtoolsforjobsthatdontreallyrequirecollegeskills. Employers seeingasurplusofcollegegraduatesandlookingtofilljobsarejustaddingthatrequirement. saysVedder. Infact,acollegedegreebecomesajobrequirementforbecomingabar-tender.J)Wehavestartedtoseesomechangeonthefinanceside.Alawpassedin2007allowsmany studentstocaptheirloanpaymentat10percentoftheirincomeandforgivesanybalance after25years.Butofcourse,thatdoesntcontrolthecostofeducation!Itjustshiftsitto taxpayers.Italsoencouragesgraduatestochooselower-payingcareers,whichreducesthe financialreturntoeducationstillfurther. Youresubsidizingpeopletobecomepriestsand poetsandsoforth,saysHeckman. Youmaythinkthatsagoodthing,oryoumaynot. Eitherwayitwillbeexpensiveforthegovernment.K)Whatmightbealotcheaperisputtingmorekidstowork.Caplannotesthatworkalsobuilds valuableskills -probablymorevaluableforkidswhodontnaturallylovesittinginaclassroom. Heckmanagreeswholeheartedly: Peoplearedifferent,andthoseabilitiescanbeshaped.Thats whatwevelearned,andpublicpolicyshouldrecognizethat.L)Heckmanwouldliketoseemoreapprenticeship-style (學(xué)徒式)programs,where kids can learn intheworkplace-learnnotjustspecificjobskills,but thekindofsoft skills, like gettingto workontimeandgettingalongwithateam-thatarecrucialforcareersuccess. Itsabout havingmentors(指導(dǎo)者)andhavingworkplace-basededucation,hesays. TimeandagainIve seenexamplesofthiskindofprogramworking.M)Ah,buthowdowegettherefromhere?Withbetterpublicpolicy,hopefully,butalsoby makingbetterindividualdecisions. Historicallymarketshavebeenable to handlethesethings, tosaysVedder. andIthinkeventuallymarketswillhandlethisone.Ifitdoesntimprovesoon, peoplearegoingtowakeupandask,WhyamIgoingtocollege?【參考答案】46-55KCEBHDJCLF2、題干提供的細(xì)節(jié)信息中往往暗含一些說明文所必需的邏輯關(guān)系，考生可以利用這種關(guān)系預(yù)先對(duì)一些表述進(jìn)行排序。長(zhǎng)篇閱讀的文章一般為說明文或議論文，而這類文章最顯著的特點(diǎn)就是具有嚴(yán)密的邏輯性。所以，在介紹一個(gè)新事物時(shí)，文章通常會(huì)采用循序漸進(jìn)、前因后果的方法來敘述，而根據(jù)這種邏輯進(jìn)行解題之前的預(yù)先排序?qū)τ诮獯鹦畔⑵ヅ漕}有著非常重要的意義。3、題干提供的信息表述中通常會(huì)出現(xiàn)一些具有特殊意義的指示性詞語，這類詞語雖然不是通常意義上的定位關(guān)鍵詞，但其特殊含義可將考生的注意力指向原文的開頭、結(jié)尾或是某個(gè)具有特殊特征的段落。這些詞通常包括如下三類： 開頭段的詞，如overview，introduction，initiation，main idea，definition等； 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，ratio，proportion，percentage，number，figure，statistical demographics, financial income, revenue, salary等?？忌軌蛲ㄟ^這些指示性詞語縮小回原文定位的范圍，從而快速判定其所在細(xì)節(jié)信息對(duì)應(yīng)的原文段落。三、3大解題技巧段落信息匹配題的一般解題步驟是：讀題干并確定關(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，能找到所有的信息。此外，考生應(yīng)該注意定位原文的過程中，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不停地看。2、“吃透”題干，準(zhǔn)確判斷關(guān)鍵詞（中心詞）至關(guān)重要。如果沒吃透題干，就無法準(zhǔn)確判斷關(guān)鍵詞或中心詞，就可能對(duì)原文中的重要信息沒感覺。一般來說，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的段落的主題句(通常為第一句、第二句或最后一句），之后根據(jù)段落大意與題干中的細(xì)節(jié)信息進(jìn)行匹配。四、難點(diǎn)與答題策略四級(jí)信息匹配題的難點(diǎn)主要在于：文章較長(zhǎng)；部分段落有干擾性（兩個(gè)段落提到了相同的主題）。題干中不涉及專有名詞或數(shù)字（即使有數(shù)字也與原文不一致）等定位詞，傳統(tǒng)的定位法不再適用。針對(duì)這些新特點(diǎn)，考生需要把握以下解題策略。1、做題步驟：文章內(nèi)容多，信息量大，題文不同序，對(duì)考生的短時(shí)記憶是一大考驗(yàn)，考生可以采用此方法進(jìn)行應(yīng)對(duì)，具體為：第一步 瀏覽文章題目和文章首段，獲取文章大意。第二步 瀏覽前5個(gè)題干，劃出每個(gè)題干句子的核心詞，如數(shù)字、時(shí)間、大寫的專有名詞、名詞或名詞詞組、特殊的動(dòng)詞、副詞、形容詞、特殊符號(hào)等（注意可能并非是定位詞）。第三步 回原文掃讀查找關(guān)鍵詞（注意同義詞改寫），判斷與前5個(gè)題干匹配的段落。第四步 劃出后5個(gè)題干的核心詞，可找2-3個(gè)，以便二次定位。 掃讀未選段落的首句，根據(jù)題干中的核心詞尋找匹配的段落。第五步 關(guān)注段落結(jié)構(gòu)，細(xì)節(jié)句通常在段落中部，主旨句在段落首尾。2、語句核心詞提煉的方法語句核心詞提煉是英文閱讀的必備技能之一，是提高閱讀效率的必經(jīng)途徑。要想獲得該能力，需要考生在明了基本原理的基礎(chǔ)上，配以大量練習(xí)方可，但這一能力確實(shí)值得考生花大力氣訓(xùn)練。簡(jiǎn)單說來，這一方法有些類似于縮句練習(xí)。比如樣卷的第53題，在做題時(shí)可以在句子上快速劃出其核心主干：Compared with younger ones, older societies tend to be less innovative and take fewer risks.因此可以簡(jiǎn)化為older societiesless innovative，方便在做題時(shí)查找和進(jìn)行短時(shí)記憶。3、干擾段落排除的方法有時(shí)會(huì)出現(xiàn)連續(xù)兩個(gè)或兩個(gè)以上段落講述同一問題的現(xiàn)象，這時(shí)就需要考生在提煉語句核心詞的時(shí)候，要