四级答题技巧

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英语四级快速阅读做题技巧

大学英语四级快速阅读要求考生在15分钟内完成一篇1200字左右的文章和

后面的10道题，如何做到快速阅读呢?下面是我给大家整理的英语四级快速阅读

做题技巧，仅供参阅!

大学英语四级快速阅读的技巧

一、留意直接信息

小伙伴们在拿到题目通读全文的时候，要留意收集文章中直接表达出来的信

息。比方文章在描述一种现象的时候，直接表达出来自己对这种现象是持支持看

法还是反对看法，这些信息我们可以直接拿来回答看法题。除此之外，小伙伴们

要留意文章中出现的一些连词，比方说becau、reason表示缘由的词出现的时

候意味着因果关系即将出现我们可以直接划下来回答缘由类的题目;but、however

等转折性词出现的时候，小伙伴们要留意转折性词汇后面所表达的意思，这一般

就是的看法啦。

二、有的放矢

小伙伴们的考试的时间特殊紧急，我们在做题的时候也要合理的支配我们的

答题时间，有的放矢才能保证胜利。所以我们在做阅读的时候，能够快速地在文

章中找到答案才是最重要的。小伙伴们在通读全文之前，要先浏览一遍题目，抓

住每道题目的“题眼”，然后在通读全文的时候对应文章的相应部分，可能出现答

案的部分重点阅读，其他部分一带而过即可。

三、选择范围小的选项

小伙伴们在做题的.时候能够百分百的确定正确选项的时候很少，更多的时候

我们会在两个选项中迟疑不决，不知道到底哪一个才是正确选项。在这种状况下，

小伙伴们要选择涉及范围更小的那一个。大家要留意的是，题目所涉及的范围不

能大于文章涉及的范围，同理，选项涉及的范围一样不能大于文章所涉及的范围。

四、顺序作答

一般来说，题目的顺序是和文章展开的顺序相一致的，小伙伴们在做题的时

候，应当依据文章的顺序来对应相应的题目。当然偶尔也会有顺序不一致的状况

出现，这就需要小伙伴们睁大火眼金睛来辨别了。

五、合并相关信息

四级阅读的题目中，有些问题提问的不只是一个方面，这类题目考查的就是

小伙伴们整合信息的能力了。虽然说在一般状况下，我们的四级阅读是一个萝卜

一个坑，一道题目考查一个信息，但是还是会有复合型题目的出现。有些题目，

需要我们整合整篇文章的有用信息来作答，有的题目需要我们整合某几段的内容，

小伙伴们在做题的时候要提炼出每一段的主旨大意，这样在最终做题的时候，就

更方便我们得到答案了。

特别留意：

做题顺序，先看文章标题，直到文章主要内容，然后看第一小题，在小题部

分的定位词先圈出来，在回原文找。找到第一小题后，再看第二小题。看一个题，

作一个;不要把文章看完再做题，或题看完再读文章。

特别留意：比较简洁定位的词是：

A.不能用中心思想词定位，因为整篇文章都说的是它。

B.时间、数字、地点、大写字母的单词简洁定位。

C.比较长，难的名词简洁定位，好找。

D.定位词找2―3个就行，多了也记不住。最好是位置不同的两个词。

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一般推断N和NG的标准如下:

NO题:(l)信息与原文相反(2)将原文信息张冠李戴

(3)将原文中不确定的或未经证明的内容作为正确的或客观的来表述

(4)转变原文的条件、范围、频率、可能性等

NG题:(l)无中生有(2)以个别代替整体，即将原文所举例子的特殊现象推广

为普遍现象

(3)随便比较原文中提到的两个事物(4)将原文具体化，即题目中涉及的范围

小于原文涉及的范围

(5)原文中或某个人物的目标、目的、愿望、誓言等内容，在题目中作为客观

事实陈述

PromoteLearningandSkillsforYoungPeopleandAdults

Thisgoalplacestheemphasisonthelearningneedsofyoungpeopleandadults

sforfairaccesstolearningprogramsthatare

appropriate,andmentionslifeskillsparticularly.

Whythisgoal?

Educationisaboutgivingpeopletheopportunitytodeveloptheirpotential,their

esnotmerelymeanlearningnewknowledge,

recalledlife

skills-includingtheinnercapacitiesandthepracticalskillsweneed.

Manyoftheinnercapacities-oftenknownaspsycho-socialskills-cannotbe

mustratherbemodeledandpromotedaspartoflearning,andinparticularby

killshavetodowiththewaywebehave-towardsotherpeople,

towardsourlves,cludeskillsin

communicating,inmakingdecisionsandsolvingproblems,innegotiatingand

expressingourlves,

practicallifeskillsarethekindsofmanualskillsweneedforthephysicaltasksweface.

Somewouldincludevocationalskillsundertheheadingoflifeskills-theabilitytolay

bricks,wclothes,reskillsbywhichpeople

mayearntheirlivelihoodandwhichareoftenavailabletoyoungpeopleleaving

,veryoftenyoungpeoplelearnpsycho-socialskillsastheylearnmore

ngvocationalskillscanbeastrategyforacquiringbothpractical

andpsycho-socialskills.

Weneedtoincreaourlifeskillsateverystageoflife,solearningthemmayhe

partofearlychildhoodeducation,ofprimaryandcondaryeducationandofadult

learninggroups.

Itsimportanceinlearning

LifeskillscanbeputintothecategoriesthattheJacquesDelorsreportsuggested;

itspokeoffourpillarsofeducation,whichcorrespondtocertainkindsoflifeskills:

Earningtoknow:Thinkingabilities:suchasproblem-solving,criticalthinking,

decision-making,understandingconquences.

Learningtobe:Personalabilities:suchasmanagingstressandfeelings,

lf-awareness,lf-confidence.

LearningtolivetogetherSocialabilities:suchascommunication,negotiation,

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teamwork

Learningtodo:Manualskills:practisingknow-howrequiredforworkandtasks

Intodaysworldalltheskillsarenecessary,inordertofacerapidchangein

ansthatitisimportanttoknowhowtogoonlearningaswerequire

tion,weneedtoknowhowtocopewiththeflood

needtolearnhowto

handlechangeinsocietyandinourownlives.

Itsnature

Lifeskillsarebothconcreteandabstract-practicalskillscanbelearneddirectly,

mple,alearnercantakeacourinlayingbricksandlearnthat

ifeskills,suchaslf-confidence,lf-esteem,andskillsforrelatingto

ouldbepart

ofanylearningprocess,whereteachersorinstructorsareconcernedthatlearners

shouldnotjustlearnaboutsubjects,butlearnhowtocopewithlifeandmakethe

mostoftheirpotential.

mple:

Learningliteracymayhaveabigimpactonlf-esteem,oncriticalthinkingoron

communicationskills;

Learningpracticalskillssuchasdriving,healthcareortailoringmayincrea

lf-confidence,teachproblem-solvingprocessorhelpinunderstanding

conquences.

Whetherthisistruedependsonthewayofteaching―whatkindsofthinking,

relationship-buildingandcommunicationtheteacherorfacilitatormodels

themlvesandpromotesamongthelearners.

Progresstowardsthisgoal

Itwouldrequiremeasuringtheindividualandcollectiveprogressinmakingthe

mostoflearningandoflife,orasssinghowfarhumanpotentialisbeingrealized,or

siertomeasurethe

developmentofpracticalskills,forinstancebycountingthenumberofstudentswho

r,thisstillmaynottellushoweffectively

theskillsarebeingud.

Thepsycho-socialskillscannoteasilybemeasuredbytestsandscores,but

ssinthisareahasoftenbeennotedby

chers

experienceoflife,ofteachingandofwhatcanbeexpectedfromeducationinthe

broadestnrveasastandardbywhichthegrowthanddevelopmentof

ndofasssmentisindividualand

mayneverappearininternationaltablesandcharts.

Currentchallenges

Thecurrentchallengesrelatetothedifficulties:

Weneedtorecognizetheimportanceoflifeskills-bothpracticaland

psycho-social-aspartofeducationwhichleadstothefulldevelopmentofhuman

potentialandtothedevelopmentofsociety;

Thelinksbetweenpsycho-socialskillsandpracticalskillsmustbemoreclearly

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spelledout,sothateducatorscanpromotebothtogetherandfindeffectivewaysto

dothis;

Sincelifeskillsaretaughtaspartofawiderangeofsubjects,teachersneedto

havetraininginhowtoputthemacrossandhowtomonitorlearnersgrowthinthe

areas;

Indesigningcurriculaandsyllabusforacademicsubjects,theremustbea

balancebetweencontentteachingandattentiontotheaccompanyinglifeskills;

Amoreconsciousanddeliberateefforttopromotelifeskillswillenablelearners

tobecomemoreactivecitizensinthelifeofsociety.

Policyoptions―whatgovernmentsshoulddo

Recognizeandactivelyadvocateforthetransformationalroleofeducationin

realizinghumanpotentialandinsocio-economicdevelopment;

Ensurethatcurriculaandsyllabusaddresslifeskillsandgivelearnersthe

opportunitytomakereal-lifeapplicationsofknowledge,skillsandattitudes;

Showhowlifeskillsofallkindsapplyintheworldofwork,forexample,

negotiatingandcommunicationskills,aswellpracticalskills;

Throughinitialandin-rviceteachertraining,increatheuofactiveand

participatorylearning/teachingapproaches;

Examineandadapttheprocessandcontentofeducationsothatthereisa

balancebetweenacademicinputandlifeskillsdevelopment;,Makesurethat

educationinspectorslooknotonlyforacademicprogressthroughteachingand

learning,butalsoprogressinthecommunication,modelingandapplicationoflife

skills;

Advocateforthelinksbetweenprimaryand(early)condaryeducation

becaulearninglifeskillsneedightornineyearsandrecognizethattheprospect

ofeffectivecondaryeducationisanincentivetochildren,andtheirparents,to

completeprimaryeducationsuccessfully.

Policyoptions―whatfundingagenciesshoulddo

Supportrearch,exchangeanddebate,nationallyandregionally,onwaysof

strengtheninglifeskillducation;

Supportinnovative(创新的)teachertraininginordertocombinelifeskills

promotionintosubjectsacrossthecurriculumandasafundamentalpartofwhat

schoolandeducationareabout;

Recognizethelinksbetweenprimaryandcondaryeducationinensuringthat

childrendevelopstronglifeskills;

Support,therefore,theearlyyearsofcondaryeducationaspartbasic

education.

WhatUNESCOisdoing

Assupporttogovernmentsandincooperationwithotherinternationalagencies,

UNESCO:

Workstodefinelifeskillsbetterandclarifywhatitmeanstoteachandlearn

them;

Assistducationalpolicymakersandteacherstodevelopandualifeskills

approachtoeducation;

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Advocatesforthelinksbetweenalifeskillsapproachtoeducationandbroader

societyandhumandevelopment.

做题顺序，先看文章标题，直到文章主要内容，然后看第一小题，在小题部

分的定位词先圈出来，在回原文找。找到第一小题后，再看第二小题。看一个题，

作一个;不要把文章看完再做题，或题看完再读文章。

theinnercapacitieswhichcannotbetaughtassubjectsareoften

knownaspsycho-socialskills.

定位词：长单词innercapacities或者psycho-socialskills

文章第1个小标题whythisgoal?下第二段首句。答案选Y。

onalskillsaremorefundamentalthanpsycho-socialskillsbecau

vocationalskillsdeterminepeopleslivelihood.

定位词：Vocationalskills或fundamental,定位词每次只需要找2―3个，多了

记不住。

文章第1个小标题whythisgoal?下第2段最终2句。原文各个部分都说到，

但是原文没作比较，选NG。

tellhoweffectivelyavocationalskillisbeingudbycountinghow

manystudentsregisterforthecour.

定位词：effectively，vocational，register并且只能在第2小题后面找。

文章第4个小标题progresstowardsthisgoal下首段第2句、3句。与原文表

达相反，选N。

gressinpsycho-socialskillscanbemeasuredintermsofchanged

behaviors.

定位词：changedbehaviors.并且只能在第3小题后面找。

文章第4个小标题progresstowardsthisgoal下第2段第一句。与原文表达相

反，选Y。

hechallengesfacingthelearnersistopromotetheirlifeskillsmore

consciouslyanddeliberately.

定位词：challenges和consciouslyanddeliberately

文章第5个小标题currentchallenges部分最终一段，是原文的同义互换，选

Y。

ernmentwillensurethatallcurriculagiventothelearnerswillbe

relatedtolifeskills.

定位词：curricula，government

文章第6个小标题Policyoptions部分第二段，文章指出政府要确保生活技能，

但没提到两者是否有关联。NG

ctionofUNESCOistoleadthegovernmentsandotherinternational

agenciestopromotelifeskills.

定位词：UNESC，有专知名词、大写字母单词为首选定位词。

文章最终一个小标题WhatUNESCOisdoing部分的第一段，原文是support

作用，不是lead作用，选Y。

第8小题可能在第7小题前，甚至文章前部分，但第9、10小题确定在第8

小题后。

litiesthatwecanmakethemostoflifeconsistof.

定位词：abilities，makethemostoflife

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文章第1个小标题whythisgoal?下第1段第2、3句。答案填：theinner

capacities,thepracticalskillsweneed

rningtodoskillsarealsocalledmanualskills,whichareto.

定位词：learningtodo,manualskills

第二个小标题Itsimportanceinlearning部分倒数第二段。答案：practi

know-howrequiredforworkandtasks

留意原文为practising，答案要改为practi，用动词，就犹如2021年12月

四级真题原句是lookback,答案要是lookingback.

ernmentmustexamineandadapttheprocessandcontentof

educationinordertogainabalancebetween.

定位在第6个小标题policyoptions下的第5段，答案：academicinputand

lifeskillsdevelopment

英语四级快速阅读做题技巧