快速阅读技巧与练习.docx

1、快速阅读技巧与练习 快速阅读技巧与练习 大学英语四级考试快速阅读技巧讲解和真题分析 一、 快速阅读基本技巧介绍 阅读速度的提高， 也就是查阅和略读技术的掌握。 1. 查阅或寻读(Scanning)， 即带着问题去寻找答案。 这种阅读方法常用于查找时间、 地点、电话号码、 新闻报纸、 电视节目及所需文献材料。 用眼睛快速扫描线索词(clue words)所限定的部分， 直到查到所需资料。 2. 略读(Skimming)， 即跳过不重要的细节， 抓住文章的主要内容， 以尽可能快的速度进行阅读。 略读的要点可以概括如下： (1) 首先看一下文章标题， 然后读完第一、 二段， 尽量抓住选文的主要情节、

2、 论点及写作风格； (2) 读其他段落时， 由于主题句(topic sentence)大部分都是第一句或最后一句， 所以只读第一句和最后一句， 再用眼睛尽快捕捉一些重要的信息， 如事实(facts)、 数据(number, data)等，一般也就足以了解该段的大意和线索了； (3) 细心读最后一段， 因为最后一段通常是文章的总结； (4) 略读时我们要注意 but, and, also, yet, however, though, furthermore, thus, hence 等逻辑信号词， 因为这些词往往指示逻辑的转换和发展。 当读到这些词时， 应将阅读速度放慢， 细心地读完这些句子，

3、把它所突出的内容抓住。 当然， 有时我们可根据需要， 决定是否跳过某些细节。 二、 快速阅读具体技巧介绍 要想提高阅读速度， 关键是要多读， 广阅博览， 熟能生巧。 练多了， 速度就上去了。 当然，提高阅读速度也有一些具体的方法和技巧， 现在此作以下简要介绍。 1.首要的条件是具有较强的理解能力， 这就要靠扎实的语言基础(词汇、 语法、 阅读知识等)。 2. 克服不好的阅读习惯。 (1) 视幅小， 即所谓抠读。 阅读时一个字一个字地看， 而不是按意群读， 一目数词； (2) 回视， 即来回看已经读过的内容， 不断反复； (3) 纠缠语言细节， 读读停停， 即阅读时或因作记录或因查生词等多次停下

4、来； (4) 有声朗读。 3. 计时阅读。 在阅读训练过程中， 应自始至终计时。 每次训练 810 分钟即可。 4. 多做泛读。 泛读就是广泛阅读大量的各种类型书刊， 由易到难， 由简到繁， 偱序渐进。 自己可确定一个读书定额， 如每天读 10 页， 持之以恒， 必能收到明显的效果。 5. 成组视读。 训练成组视读 就是要逐步改变一眼只看一个单词的阅读习惯， 扩大视幅，培养扫视意群的能力， 达到一目数词， 三分之一行或半行。 6. 关键词阅读， 即阅读时， 着重读那些决定整句意思的关键词， 其他词一扫而过即可。 三、 快速阅读的做题步骤和方法 考生要做好这部分试题， 就得具备一定的阅读方法，

5、大家可以参考下面的做题步骤。 1. 先看题目 定方向。 由于时间比较紧张， 我们必须带着问题有选择有方向地读文章。 这就要求考生先看题目再看文章。 题目中的时间数字或专有名词， 是最应利用的信息， 因为这些信息比较明显， 很容易在原文中找到相关内容。 如果没有这些信息， 可以根据题目的中心话题在原文中寻读。 2. 主次分明看文章。 在原文搜索相关信息时， 各段首末应该是阅读重点， 另外转折、 比较等重要语言现象都是重要的出题点。 相反， 同义说明的内容， 举例的内容， 以及人物身份说明的内容， 都是我们略读的部分。 3. 补充题目 靠原文。 快速阅读的最后三题是补充完整的题目， 要求填写的只是

6、个别单词。 而这些单词一般是原文中的单词， 所以只要考生找到了 原文的相关信息， 就可以正确填写。 值得注意的是， 快速阅读的 10 个题目 总体是按照顺序在原文设置答案， 但是个别补充完整的题目可能会打乱出题顺序。 特别注意： 1. 做题顺序： 先看文章标题， 知道文章主要内容， 然后看第一小题， 把第一小题的定位词先圈出来， 再回原文找。 找到第一小题后， 再看第二小题。 看一个题， 做一个题， 不要把文章全部看完再做题， 或把题全部看完再读文章。 2. 定位词： 1) 不能用中心思想词定位， 因为整篇文章都说的是它； 2) 时间、 数字、 地点、大写字母的单词容易定位； 3) 比较长、

7、难的名词容易定位， 好找； 4) 定位词找两到三个就行， 多了也记不住。 最好是位置不同的两个词。 四、 真题详解 (2007 年 12 月 试题) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For quest

8、ions 8-10, complete the sentences with the information given in the passage. Universities Branch Out As never before in their long story, universities have become instruments of national competition as well as instruments of peace. They are the place of the scientific discoveries that move economies

9、 forward, and the primary means of educating the talent required to obtain and maintain competitive advantages. But at the 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, mutua

10、l understanding and geopolitical stability. In response to the same forces that have driven the world economy, universities have become more self-consciously global: seeking students from around the world who represent the entire range of cultures and values, sending their own students abroad to pre

11、pare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative(合作的)research programs to advance science for the benefit of all humanity. Of the forces shaping higher education none is more sweeping than the movement across borders. Ov

12、er the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.0 percent, from 800,000 in 1975 to 2.5 million in 2004. Most travel from one developed nation to another, but the flow from developing to developed countries is growing rapidly. T

13、he reverse flow, from developed to developing countries, is on the rise, too. Today foreign students earn 30 percent of the doctoral degrees awarded in the United States and 38 percent of those in the United Kingdom. And the number crossing borders for undergraduate study is growing as well, to 8 pe

14、rcent of the undergraduates at Americas best institutions and 10 percent of all undergraduates in the U.K. 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 receiv

15、ed their graduate education abroad. Universities are also encouraging students to spend some of their undergraduate years in another country. In Europe, more than 140,000 students participate in the Erasmus program each year, taking courses for credit in one of 22,000 participating institutions acro

16、ss the continent. And in the United States, institutions are helping place students in summer internships(实习) 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 financ

17、ial resources to make it possible. Globalization is also reshaping the way research is done. One new trend involves sourcing portions of a research program to another country. Yale professor and Howard Hughes Medical Institute investigator Tian Xu directs a research centre focused on the genetics of

18、 human disease at Shanghais Fudan University, in collaboration with faculty colleagues from both schools. The Shanghai center has 95 employees and graduate students working in a 4,300-square-meter laboratory seminars with scientists from both campuses. The arrangement benefits both countries; Xus Ya

19、le lab is more productive, thanks to the lower costs of conducting research in China, and Chinese graduate students, postdoctors and faculty get on-the-job training from a world-class scientist and his U.S. team. As a result of its strength in science, the United States has consistently led the worl

20、d in the commercialization of major new technologies, from the mainframe computer and integrated circuit of the 1960s to the Internet infrastructure (基础设施) and applications software of the 1990s. The link between university-based science and industrial application is often indirect but sometimes hig

21、hly visible: Silicon Valley was intentionally created by Stanford University, and Route 128 outside Boston has long housed companies spun off from MIT and Harvard. Around the world, governments have encouraged copying of his model, perhaps most successfully in Cambridge, England, where Microsoft and

22、 scores of other leading software and biotechnology companies have set up shop around the university. For all its success, the United States remains deeply hesitant about sustaining the research university model. Most politicians recognize the link between investment in science and national economic

23、 strength, but support for research funding has been unsteady. The budget of the National Institutes of Health doubled between 1998 and 2003, but has risen more slowly than inflation since then. Support for the physical sciences and engineering barely kept pace with inflation during that same period

24、. The attempt to make up lost ground is welcome, but the nation would be better served by steady, predictable increases in science funding at the rate of long-term GDP growth, which is on the order of inflation plus 3 percent per year. American politicians have great difficulty recognizing that admi

25、tting more foreign students can greatly promote the national interest by increasing international understanding. Adjusted for inflation, public funding for international exchanges and foreign-language study is well below the levels of 40 years ago. In the wake of September 11, changes in the visa pr

26、ocess 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. Objections from American university and the business leaders led to improvements in the process and a reversal of th

27、e decline, but the United States is still seen by many as unwelcoming to international students. Most Americans recognize that universities contribute to the nations well-being through their scientific research, but many fear that foreign students threaten American competitiveness by taking their kn

28、owledge 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; and second, foreign students who study in the United

29、 States become ambassadors for many of its most cherished (珍视) values when they return home. Or at least they understand them better. In America as elsewhere, few instruments of foreign policy are as effective in promoting peace and stability as welcoming international university students. 1. From t

30、he first paragraph we know that present-day universities have become _. A) more and more research-oriented B) in-service training organizations C) more popularized than ever before D) a powerful force for global integration 2. Over the past three decades, the enrollment of overseas students has incr

31、eased _. A) by 2.5 million B) by 800,000 C) at an annual rate of 3.0 percent D) at an annual rate of 8 percent 3. In the United States, how many of the newly hired professors in science and engineering are foreign-born? A) 10%. B) 20%. C) 30%. D) 38%. 4. How do Yale and Harvard prepare their undergr

32、aduates for global careers? A) They organize a series of seminars on world economy. B) They offer them various courses in international politics. C) They arrange for them to participate in the Erasmus program. D) They give them chances for international study or internship. 5. An example illustrating the general trend of universities globalization is _. A) Yales collaboration with Fudan University on genetic research B) Yales helping Chinese universities to launch research projects C) Yales student exchange program with European institutions D) Yales establishing branch campus