2016年英語四級閱讀：長篇閱讀技巧篇

【長篇閱讀解題技巧】

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整體把握文章的結(jié)構(gòu)和脈絡(luò)，熟悉文章的寫作思路，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，而不是漫無目的地在全文的每個段落里搜尋。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)羅人才和開展工作，同時大學(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部分以后，根據(jù)每個題目的內(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。理解題目內(nèi)容的關(guān)鍵是：抓句子的主干。冗長的句子，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，這類詞是題目和文章談?wù)摰膶ο?，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就是一個專有名詞，可以在原文中直接找到。

【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，時間會嚴(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，不用腦會導(dǎo)致忽視同義轉(zhuǎn)換，不用手(筆)會使我們處于走馬觀花的狀態(tài)，然后會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

如果沒吃透題干，就無法準(zhǔn)確判斷關(guān)鍵詞或中心詞，就有可能對原文的重要信息沒感覺。一般來說，題干關(guān)鍵詞或中心詞為實詞以及一些數(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，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)，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。

【真題解析】

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孩子的大腦的影響。A、B段提出主題：使用媒體對孩子的大腦會造成影響。C-E段通過各種研究說明使用媒體對大腦有什么影響。F、G段分別介紹了兩種觀點。最后兩段說明了作者的觀點以及他如何解決這一問題。

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)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(不公正的對待) and that the real problem lies in the hyperprotective way we parent today.

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