《四级-长篇阅读(匹配题)方法篇.docx》由会员分享，可在线阅读，更多相关《四级-长篇阅读(匹配题)方法篇.docx（9页珍藏版）》请在三一文库上搜索。
1、如果您需要使用本文档，请点击下载按钮下载!长篇阅读考察的核心是“找匹配”，即要把文后的选项句与文中的来源段落匹配起来。这种考法其实并不要求你一定要把选项句和文章都完全看懂，而是要能敏锐地意识到选项句中的信息在文中的出现与对应。由于这个部分的做题时间可能相对紧张，因此做题步骤和要点很重要。下面我们来整理一下。一、 阅读文章标题、题注等，获取全文话题长篇阅读的文章与选词填空和仔细阅读文章最不同的，在于长篇阅读的文章有标题。有些可能还有小标题、题注（大标题下、正文之前的一两句话，常为斜体）。在正式开始看选项、看文章之前，记得把大小标题、题注信息快速阅读一下，看完它们，你就能了解文章的话题了；之后的阅
2、读和解题也有了大方向。二、 阅读选项，标注选项定位词然后，我们先将文后的十个选项句阅读一遍。注意，这一步的目的并不是要记住十个句子所有的信息，我们也不可能把十个句子都背下来。但是我们希望能在每个句子中都挑选出一至两组定位词，方便我们待会扫读文章时快速注意到句子的出现和对应。毫无疑问地，定位词应该要具有如下特点：1. 稳定：这个词最好要在文中能以原样重现2. 醒目：这个词最好要容易在文中被发现、识别3. 独特：这个词最好不要在文中出现太多次下面我们总结常见的几类选项句中效果较好的定位词。1. 数字、时间例如：Since the mid-1970s, the enrollment of overs
3、eas students has increased at anannual rate of 3.9 percent. (四级大纲样题-47)这句话中的时间概念mid-1970s和数字3.9 percent就是很好的定位词。在文中肯定会重现，而且容易识别。这样，当之后在扫读文章，看到某段中出现这两个概念时，就可以初步确定这个句子的来源。2. 人名、地名、机构等大写专有名词、合成词等例如：Around the world, governments encourage the model of linking university-based science and industrial appl
4、ication. (四级大纲样题-53)这句话中的合成词university-based science就是很好的定位词，本身是比较专业的概念不易被替换，合成词的形式也使得其比较容易被发现。扫读文章时若发现某个段落含有这个词，则很可能该段即是这句话的来源。以上这两类，在原文中出现时往往都会是原样的形式，因为这些词都不容易被用其它词或说法进行同义改写、替换。另外，它们形式上也都较醒目，在文章中出现时，比较容易被识别。由于这两类词一般是作为论据或举例使用，因此出现频率也不会太高。3. 其它方便寻找的名词、动词、形容词若是没有前两类词的，则可以考虑选项句中其它的实词，特别是名词及名词性词组，这些词被
5、替换的可能性较小，相对容易原样重现；类似地，不易被替换的动词、形容词也可以考虑。例如：Around the world, governments encourage the model of linking university-based science and industrial application. (四级大纲样题-53) 这句话中除了university-based science之外，名词词组industrial application也是很好的定位词。这两个词构成的这个说法比较专业，被替换的可能性小。1 / 8如果您需要使用本文档，请点击下载按钮下载!另外，优先考虑与文章话题
6、相关度小的词或词组；因为与文章话题相关度大、或是意思差距近的词或词组很可能在文中出现很多，对确定来源段意义不大。例如：American universities prepare their undergraduates for global careers by giving them chances for international study or internship. (四级大纲样题-46)这句话中的American universities虽然是大写专有名词，但定位价值很小。注意到这篇文章的大标题即是University Branch Out，可知全文都与美国大学有关，那么这个概念
7、很可能在许多段落、甚至每个段落都出现，不利于我们确定要某个确定段落。相比之下，internship这个比较专业的名词概念难被改写，则是更有效的定位词。4. 具有态度或方向的表达选项句中的某个词或词组若是带有明显态度或倾向的，把其凸显的态度或倾向也标注出来（正或是负）。这也有助于待会儿确定选项句与段落的对应。5. 最高级、绝对性表达等选项句中若有形容词、副词的最高级的，文中必然也会有最高级。而最高级说法一般只有如下三种可能：最高级本身、most+形容词、形容词-est，都是比较容易被看到的。一些程度很深、带有绝对性意味的词也类似，在文中必须有类似词或词组出现、且易被注意到。三、 扫读全文，确定选
8、项句的来源段落完成对选项的阅读和标注之后，便可以展开对文章的阅读。阅读文章时，按照文章的自然行文顺序，逐段往下阅读即可。记住：你并不需要看懂每句话、每个词，你需要时刻关注的，是刚才选项句中所标注的定位词是否在某个段落中出现了！有可能是它本身重现，也有可能是被同义替换为近义词或表达重现。例如刚才提到的Since the mid-1970s, the enrollment of overseas students has increased at an annual rate of 3.9 percent. (四级大纲样题-47) 这句话最终出现在原文C段中，对应的是C段的Over the pas
9、t three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.9 percent. 可以看到，句子中的an annual rate of 3.9 percent（3.9%的年度比率）在原文中完全重现了。而since the mid-1970s（从70年代中期开始）在原文中则对应同义的over the past three decades（过去三十年），overseas students（海外学生）在原文中则对应同义的students l
10、eaving home to study abroad（离开家庭去海外学生的学生），enroll（注册人数）和increase（增加）分别对应number（数量）和grow（增长）。一旦看到某段落重现了某选项句所标注的定位词，要马上将此选项句的说法带入该段落中，确定此选项句的所有信息是否在该段落中全部得到体现。一定要确认此段落确实包括了此选项句的所有信息，才可能将选项句和段落对应起来。也就是说，不要只看到定位词重现、就草率地确定来源段！这样很容易走入出题人设置的陷阱。比如刚才提到的Since the mid-1970s, the enrollment of overseas students
11、has increased at an annual rate of 3.9 percent. (四级大纲样题-47) 有些同学可能会将enrollment选为定位词，这未尝不可（尽管从定位价值上，明显这句话中其它两个数字更好）。然后你就会发现，enrollment这个词原样出现在了H段中。H段中有这样一句话：changes in the visa process caused a dramatic decline in the number of foreign students seeking admission to U.S. universities, and a correspond
12、ing surge in enrollments in Australia, Singapore and the U.K。但是明显，这句话除了有enrollment这个词外，其它说法与选项句47都完全不同。事实上H段也没有任何与选项句47重合的信息。因此，3 / 8如果您需要使用本文档，请点击下载按钮下载!H段并非是选项句47的来源段落。总的来说，几个步骤中，对选项定位词的确定无疑最为关键；这决定了之后在扫读文章时，你是否能快速、高效地看准选项所出自的段落。而定位词的选择事实上在仔细阅读的做题步骤中也是很关键的一个环节。请你在阅读到下面仔细阅读的解题要点时，还要再好好复习一下哦。附：长篇阅读大
13、纲样题Section BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains 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
14、marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.Universities Branch Out. A) As never before in their long history, universities have become instruments of national competition as well as instruments of peace. They are the place of the scientific disco
15、veries that move economies forward, and the primary means of educating the talent required to obtain and maintain competitive advantage. 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
16、global integration, mutual understanding and geopolitical stability. . B) 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 th
17、eir own students abroad to prepare 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. . C) Of the forces shaping higher education none is more sweeping
18、 than the movement across borders. 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. Most travel from one developed nation to another, but the flow from developing to deve
19、loped countries is growing rapidly. The 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 undergradu
20、ate study is growing as well, to 8 percent 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
21、 the top research universities received their graduate education abroad.4 / 8如果您需要使用本文档，请点击下载按钮下载!. D) 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
22、courses for credit in one of 2,200 participating institutions across 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 int
23、ernational study or internship opportunityand providing the financial resources to make it possible. . E) 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 in
24、vestigator Tian Xu directs a research center focused on the genetics of 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 facility. Yale facult
25、y, postdoctors and graduate students visit regularly and attend videoconference seminars with scientists from both campuses. The arrangement benefits both countries; Xus Yale lab is more productive, thanks to the lower costs of conducting research in China, and Chinese graduate students, postdoctors
26、 and faculty get on-the-job training from a world-class scientist and his U.S. team. . F) As a result of its strength in science, the United States has consistently led the world in the commercialization of major new technologies, from the mainframe computer and the integrated circuit of the 1960s t
27、o 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 highly visible: Silicon Valley was intentionally created by Stanford University, and Route 128 outside Boston has long hou
28、sed companies spun off from MIT and Harvard. 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. 4 / 8如果您需要使用本文档，
29、请点击下载按钮下载!. G) 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 strength, but support for research funding has been unsteady. The budget of the Nation
30、al 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. The attempt to make up lost ground is welcome, but the nation would be better served
31、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. . H) American politicians have great difficulty recognizing that admitting more foreign students can greatly promote the national interest by increasin
32、g 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 process caused a dramatic decline in the number of foreign students seeking admissio
33、n to U.S. universities, and a corresponding surge in enrollments in Australia, Singapore and the U.K. Objections from American university and business leaders led to improvements in the process and a reversal of the decline, but the United States is still seen by many as unwelcoming to international
34、 students.I) 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 knowledge and skills back home. They fail to grasp that welcoming foreign students to
35、the United States has two important positive effects: first, the very best of them stay in the States andlike immigrants throughout historystrengthen the nation; and second, foreign students who study in the United States become ambassadors for many of its most cherished (珍视) values when they return
36、 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.5 / 8如果您需要使用本文档，请点击下载按钮下载!注意:此部分试题请在答题卡 2 上作答。46. American universities prepare their undergradu
37、ates for global careers by giving them chances for international study or internship. 47. Since the mid-1970s, the enrollment of overseas students has increased at an annual rate of 3.9 percent. 48. The enrollment of international students will have a positive impact on America rather than threaten
38、its competitiveness. 49. The way research is carried out in universities has changed as a result of globalization. 50. Of the newly hired professors in science and engineering in the United States, twenty percent come from foreign countries. 51. The number of foreign students applying to U.S. univer
39、sities decreased sharply after September 11 due to changes in the visa process. 52. The U.S. federal funding for research has been unsteady for years. 53. Around the world, governments encourage the model of linking university-based science and industrial application. 54. Present-day universities have become a powerful force for global integration. 55. When foreign students leave America, they will bring American values back to their home countries.参考答案：DCIEC HGFAI （注：可编辑下载，若有不当之处，请指正，谢谢!） 6 / 8