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大學(xué)英語(yǔ)四級(jí)閱讀精讀有哪些技巧
一、抓住重點(diǎn)，綜合分析
做閱讀題時(shí)，首先需要根據(jù)題干中的關(guān)鍵字在文中找到對(duì)應(yīng)的關(guān)鍵段落，有些同學(xué)能很幸運(yùn)地做到這一點(diǎn)，然后就開(kāi)始非常虔誠(chéng)地、逐字逐句地閱讀整個(gè)段落。但 是讀完之后，依舊是丈二和尚摸不著頭腦：“天哪，這段內(nèi)容在講些什么呀?”之所以會(huì)有這樣的疑問(wèn)，多半是因?yàn)闆](méi)有準(zhǔn)確地對(duì)內(nèi)容進(jìn)行結(jié)構(gòu)分析，也沒(méi)有理清其 中的邏輯關(guān)系。閱讀文章時(shí)，需要帶著“有色眼鏡”區(qū)別對(duì)待不同的內(nèi)容，千萬(wàn)不要一視同仁。例如，對(duì)于客觀描述只需略讀，有點(diǎn)印象即可;而對(duì)于表達(dá)作者意圖 的句子，則要仔細(xì)閱讀。接下來(lái)就告訴大家如何“厚此薄彼”吧。
A. 區(qū)分主要信息與次要信息
主要信息也就是段落的中心思想，常以主題句的形式出現(xiàn)，一般位于段落之首，也可位于段落之末。次要信息是指說(shuō)明中心思想的細(xì)節(jié)，緊跟在主題句之后或段落結(jié)論句之前。閱讀時(shí)，應(yīng)首先找出主題句。只有抓住了主題句，才能正確理解整段的含義。例如：
On June 17, 1774, the officials from Maryland and Virginia held a talk with the Indiansof the Six Nations. The Indians were invited to send boys to William and Mary College. In aletter the next day they refused the offer as follows:
本段中，第一、二句描述的是一個(gè)具體事件，信息量不大，可略看，而只需對(duì)劃線部分有一點(diǎn)印象即可;第三句話才表述了本文的話題：a letter… refused the offer。
B. 區(qū)分前期鋪墊和真實(shí)意圖
We know that you have a high opinion of the kind of learning taught in your colleges, and that the costs of living of our young men, while with you, would be very expensive to you. We are convinced that you mean to do us good by your proposal; and we thank you heartily. But you must know that different nations have different ways of looking at things, and you will therefore not be offended if our ideas of this kind of education happen not to be the same as yours.
本段第一、二句用的句型為We know that…和We are convinced that…，在文中起的是前期鋪墊的作用，而第三句But引出的different nations have different ways of looking at things才是作者要表達(dá)的觀點(diǎn)。這也是我們常說(shuō)的but、however等轉(zhuǎn)折詞之后經(jīng)常出考點(diǎn)。同學(xué)們?cè)陂喿x時(shí)，一定要將注意力放在這些表達(dá)“真實(shí)意圖”的句子上。
二、合理推斷，得出結(jié)論
依據(jù)合理推斷，得出正確結(jié)論，也是閱讀中的重要一環(huán)。所謂合理推斷是指對(duì)文章中提供的事實(shí)或暗示情況進(jìn)行估價(jià)、評(píng)判或推理。結(jié)論的正確性既依賴于閱讀材 料中的事實(shí)能否充分說(shuō)明其合理性，也取決于閱讀文章時(shí)是否認(rèn)真仔細(xì)、是否抓住要領(lǐng)。在分析過(guò)程中，還需要注意排除無(wú)關(guān)緊要的細(xì)節(jié)以及干擾推理的因素。例 如：
In the college-admissions wars, we parents are the true fighters. (主題句) We're pushing our kids to get good grade, take SAT preparatory courses and build resumes so they can get into the college of our first choice. I've twice been to the wars, and as I survey the battlefield, something different is happening. We see our kids' college background as a prize demonstrating how well we've raised them. But we can't acknowledge that our obsession is more about us than them. So we've contrived various justifications that turn out to be half-truths, prejudices or myths. It actually doesn't matter much whether Aron and Nicole go to Stanford.
Q: Why does the author say that parents are the true fighters in the college-admissions wars?
A) They have the final say in which university their children are to attend.
B) They know best which universities are most suitable for their children.
C) They have to carry out intensive surveys of colleges before children make an application.
D) They care more about which college their children go to than the children themselves.
根據(jù)題目要求，同學(xué)們應(yīng)獲取的信息是，為什么在高考錄取大戰(zhàn)中家長(zhǎng)們才是真正的戰(zhàn)士?根據(jù)關(guān)鍵詞true fighters定位到本段第一句，也是該段的主題句(In the college-admissions wars, we parents are the true fighters.)。隨后作者提供了一些與選擇無(wú)關(guān)的次要細(xì)節(jié)(第二句)。做題時(shí)，應(yīng)根據(jù)要求首先排除這些無(wú)關(guān)細(xì)節(jié)，節(jié)約時(shí)間。然后排除干擾推理的因素，如原文中提到survey the battlefield(第三句)，貌似與選項(xiàng)C中carry out intensive surveys相匹配，然而讀到第五句時(shí)(But we can't acknowledge that our obsession is more about us than them)，才恍然發(fā)現(xiàn)之前的第二、三、四句都只是鋪墊信息，作者的真實(shí)目的是想表達(dá)“我們對(duì)于上大學(xué)的癡迷程度遠(yuǎn)大于孩子們”，因此同學(xué)們可以得到這樣的結(jié)論“之所以說(shuō)家長(zhǎng)才是高考錄取大戰(zhàn)中的真正戰(zhàn)士，是因?yàn)榧议L(zhǎng)比孩子們更關(guān)心選擇哪所大學(xué)”，與選項(xiàng)D的陳述一致。
看到這里，大家對(duì)于如何提高閱讀效率，解答閱讀理解題應(yīng)有幾分把握了吧?概括起來(lái)其實(shí)只有兩點(diǎn)：一是通過(guò)泛讀提高閱讀速度，二是通過(guò)精讀提高準(zhǔn)確度。同學(xué)們做題時(shí)應(yīng)將這兩者巧妙地結(jié)合在一起，靈活運(yùn)用，那么攻克閱讀題則指日可待了。
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