大学英语四级考试简介课件 下半年大学英语四级考试简介(长篇阅读)

大家平时对四六级都十分关注，今天为大家整理了大学英语四级考试简介课件 下半年大学英语四级考试简介(长篇阅读)，下面就随炎炎英文培训网小编一起来看一下吧。

英语四级考什么内容有哪些

四级考试包括阅读、翻译、听力和作文四大板块。

听力包括：

短篇新闻、长对话、听力理解；阅读理解包括：词汇理解、长篇阅读和多项选择；翻译包括：汉译英。翻译共1题，考试时间30分钟。段落汉译英，翻译内容涉及中国的历史、文化、经济、社会发展等，长度为140~160个汉字。考试内容有词汇量、语法、阅读能力、交流能力、写作能力等。

四六级考试主要考核：

学生运用语言的能力，同时也考核学生对语法结构和词语用法的掌握程度。听写部分采用作答模式，听力材料会播放四遍。第一遍采用正常语速进行朗读，需要考生听懂大致内容。播放第二三遍时在语句衔接的地方，会留出15秒的空隙，第四遍会恢复正常语速，让考生们检查一下。

大学英语四级考试简介：

大学英语四级考试（College English Test Band 4，缩写：CET-4）是由国家教育部高等教育司主持的全国性英语考试，由全国大学英语四、六级考试委员会（1993年前名为“大学英语四、六级标准化考试设计组”）负责设计、组织、管理与实施。

大学英语四、六级标准化考试自1986年末开始筹备，1987年正式实施。CET-4每年举行两次，报名时间为每年6月份、12月份（每年时间略有不同）。其分数达到425分及以上即可报考CET-6。

大学四级英语考试内容

一、英语四级作文

说明：写作部分占整套试卷的15%，也就是106.5分。

在这部分你要达到63.9分为及格。

时间：30分钟

英语四级考试内容有哪些？如果你觉得第一个是听力，那你就大错特错了，在实际考试中，作文考试时间最早，为开考后的30分钟之内。很多学校甚至禁止考生在考作文的时间里翻看听力内容！

二、英语四级听力部分=248.5分

听力部分占整套试题的35%，除听力篇章外每个题都是7.1分。

1、短篇新闻7%共7小题，每小题7.1分。

2、长对话8%8个题目每小题7.1分。

3、听力篇章20%共10个小题，每小题14.2分。

时间：25分钟。 炎炎英文培训网

在这部分你要达到149分为及格，做对14个左右即可。

如果你现在还没有开始做真题或者练听力，那么，现在就可以开始了！

很多同学高考不考听力，所以导致听力基础很差，听不懂、听不清，甚至因为口语能力比较差，导致写不出正确单词。所以，一定要记得，提前开始练习。

三、英语四级阅读理解35%=248.5分

阅读部分占整套试题的35%，选词填空每题3.55分，其余每题都是7.1分。

1、选词填空5%，10个题，每小题3.55分2、长篇阅读10%10个题，每小题7.1分。

3、仔细阅读20%，10个题共2篇，一篇5个题，每小题14.2分。

时间：40分钟在这部分你要达到149分为及格，做对18个左右即可。

英语四级考试内容有哪些？这个是重头戏，一定要认真看哦！

阅读理解分数占比最高，难度也是最大的，这就是为什么一直强调基础弱的同学，选购巨微英语的《四级真题逐句精解》，讲解超级详细，是唯一一本将阅读文章进行拆解的真题书，在看文章的过程中，打牢基础，深化理解，学会基础语法知识！

四、英语四级翻译部分

汉译英15%，30分钟=106.5分

四级翻译只有汉译英，而且考察范围一般是中国传统文化或者中国社会发展，要求同学们日常生活中，一定要多多的积累单词哦！

2014下半年大学英语四级考试简介(长篇阅读)

2014下半年大学英语四级考试简介(长篇阅读)

一、题型概览

（一）背景和考试综合 快速阅读有两个变化：一是位置发生了变化，由原来的Part II调至Part III里的Section B, 即由原来的单独部分，变成了与其他的阅读理解放在一起；另一个变化就是题目形式的变化，由原来的多项选择题变成了段落信息匹配题。这一变化更挑战考生对于文章的理解程度和信息定位的能力，应该说是加大了难度。 四级考试中快速阅读调整为长篇阅读顺应了时代发展的要求。该题型主要考查段落信息匹配。在筛选信息的过程中，要求考生在把握文章整体的基础上，对文章的一些细节进行整理、归纳以及同义转换。这意味着考生不仅要读懂文章，还要对所掌握的信息进行加工处理。

（二）文章特点 通过试卷可知，长篇阅读的文章长度、难度、体裁、题材、题目数量、考试时间、所占分值等都不变。

（三）试题特点

1.题干中的细节信息往往反映文章的主旨和段落主题。通过快速地阅读题干中的若干细节信息，考生可以迅速了解原文的主旨大意。

2.题干提供的细节信息中往往暗含一些说明文或议论文所必需的逻辑关系，考生可以利用这种关系预先对一些表达进行排序，这对于解答信息匹配题有着非常重要的意义。

3.提干提供的信息表达中通常包括如下三类：能够指示开头段的词，如overview, introduction, initiation, main idea, definition 等；能够指示结尾段的词，如future, solution, conclusion, suggestion, summary 等；能够帮助考生回原文定位的特殊词，如rate, ration, proportion, percentage, number, figure, statistical demographics 等。

4.有些试题题干中的细节信息往往会和原文的其他某一题目联系密切，考生可通过先解答原文的其他题目来获得解答题目的线索和提示性信息。

样题分析： Section B 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：本文主要讲述大学在增强国家实力和促进国际化交流等方面的巨大作用。A段总括全文，指出当代大学对国家强盛和世界和平起着至关重要的作用。B-E段讲述各个大学自觉走上全球化道路。F-I段讲研究型大学促成了美国的腾飞，但仍有诸多因素制约这种大学的发展。 46. American universities prepare their undergraduates for global careers by giving them chances for international study or internship. 解析：定位到D段第3、4句：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 financial resources to make it possible. 47. Since the mid-1970s, the enrollment of overseas students has increased at an annual rate of 3.9 percent. 解析：定位到C段第2句：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. 48. The enrollment of international students will have a positive impact on America rather than threaten its competitiveness. 解析：定位到I段第1句：Most Americans recognize that universities contribute to the nation’s 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 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; 49. The way research is carried out in universities has changed as a result of globalization. 解析：定位到E段：Globalization is also reshaping the way research is done. 50. Of the newly hired professors in science and engineering in the United States, twenty percent come from foreign countries. 解析：定位到C段末句：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 received their graduate education abroad. 51. The number of foreign students applying to U.S. universities decreased sharply after September 11 due to changes in the visa process. 解析：定位到H段第3句：In the wake of September 11, changes in the visa process 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. 52. The U.S. federal funding for research has been unsteady for years. 解析：定位到G段第2句：Most politicians recognize the link between investment in science and national economic strength, but support for research funding has been unsteady. 53. Around the world, governments encourage the model of linking university-based science and industrial application. 解析：定位到F段第2、3句：The link between university-based science and industrial application is often indirect but sometimes highly visible: …. 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. 54. Present-day universities have become a powerful force for global integration. 解析：定位到A段第末句：But at 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, mutual understanding and geopolitical stability. 55. When foreign students leave America, they will bring American values back to their home countries. 解析：定位到I段第3句：…and second, foreign students who study in the United States become ambassadors for many of its most cherished values when they return home. 根据四级样卷可知，全文共计9个段落，对应10题，这意味着必有一段对应两题。

事实上，从答案来看，其中有两个段落分别对应了两道题，有一个段落不对应任何题。 原快速阅读的考试时间是15分钟，原深度阅读（含选词填空+仔细阅读）的考试时间是25分钟，而调整后的阅读理解（含选词填空+长篇阅读+仔细阅读）考试时间是40分钟，由此可推出新题型长篇阅读的考试时间基本不变，大概15分钟。 从样卷来看，长篇阅读主要考查段落信息匹配题。

段落信息匹配题有4个特点：

1.绝对乱序：如第一个题干对应的并不是原文的第一段，而是第四段。

2.绝对同义转换：如第49题题干中的“change”为E段首句中 “reshape”的同义转换。

3.通常超细节：如第47题题干中的 “since the mid-1970s”, “3.9 percent”, 第50题题干中的 “twenty percent” 都是考查学生对数字这一小细节是否注意。

4.通常无特殊印刷体。

从这4大特点我们足以看出这类题的难度：绝对乱序意味着考生不能按“题文同序”原则逐一解题；同义转换、超细节及无特殊印刷体意味着考生要费大量脑细胞去理解所读到的每个信息，无法快速地定位！ 答题技巧 1.整体把握文章的脉络至关重要。 段落信息匹配题的题目的顺序与文章的行文顺序完全不符，这就要求考生在阅读文章时整体把握文章的结构和脉络，熟悉文章的写作思路，基本能做到理解每题的中心思想后，能大体定位到文章的相应部分，而不是漫无目的地在全文的每个段落里搜寻。

如样题中的文章：首先引出话题；中间部分主要谈论两方面的内容—大学在全球网罗人才和开展工作，同时大学也在重塑研究方法；最后是大学全球化的影响和作用。把文章这样分成四个部分以后，根据每个题目的内容，就可以找到大体的位置。 2.准确理解题目的内容是前提。 每一道题都是原文信息的再现或转述，只有理解了题目所述内容，才能做好后面的段落信息定位。理解题目内容的关键是：抓句子的主干。冗长的句子，只要抓住了其主干，就不难理解句子的主要含义了。 3.找准题目中的定位关键词是关键。 每一道题都是原文信息的再现或转述，只要找准关键词才能准确定位到原文的段落中。关键词多为：a. 名词或名词短语，这类词是题目和文章谈论的对象，同义替换的可能性较小，是比较可靠的定位关键词，如样题中第46题中的American universities, global careers, internship 都可以在原文中直接找到；b.数字，如数量、年份等，这类词同义替换的可能性非常小，是较理想的定位关键词，如样题中第47题中的3.9 percent, 是原文信息的再现；c. 专有名词，如人名、地名、机构名、特殊物质等，这类词几乎没有同义替换或转述的可能性，是非常理想的定位关键词，如样题中第55题中的Danah Boyd就是一个专有名词，可以在原文中直接找到。 二、高分技巧 段落信息匹配题的一般解题步骤是：读题并确定关键词（中心词）——去原文中定位关键词——分析定位句——分析题干——确定答案。具体的解题技巧如下： 1.用“打包”方法对付乱序 把整组题全部一次性吃透，然后去原文从头到尾定位。否则，考生如果按照顺序逐题解答，时间会严重不足，是文章一遍看下来，能找到所有的信息。此外，考生应该注意定位原文的过程中，一定要脑、眼和手并用：眼是肯定要用的，不用脑会导致忽视同义转换，不用手（笔）会使我们处于走马观花的状态，然后会怀疑自己是不是漏掉了信息而反复地看。 2.“吃透”题干准确判断关键词（中心词）至关重要 如果没吃透题干，就无法准确判断关键词或中心词，就有可能对原文的重要信息没感觉。一般来说，题干关键词或中心词为实词以及一些数字、专有名词等。 3.在解题的先后顺序上，采用先易后难的策略 采用由易到难的解题策略，可以提升考生的解题信心。对于那些答题线索较少的题干细节信息，考生可留在最后再解答。在解答这类较难的题目时，考生可快速阅读原文中仍未选过的段落的主题句（通常为第一句、第二句或最后一句），然后根据段落大意与题干中的细节信息进行匹配。 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：本文主要介绍了使用媒体对孩子的大脑的影响。A、B段提出主题：使用媒体对孩子的大脑会造成影响。C-E段通过各种研究说明使用媒体对大脑有什么影响。F、G段分别介绍了两种观点。最后两段说明了作者的观点以及他如何解决这一问题。 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(与正题无关的) 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(饱和的) 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段倒数第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（调动）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(不公正的对待) and that the real problem lies in the hyperprotective way we parent today.

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