英語四級段落信息匹配題技巧及練習(xí)題

1、精選優(yōu)質(zhì)文檔-傾情為你奉上英語四級段落信息匹配題一、英語四級段落信息匹配題是什么？原快速閱讀理解調(diào)整為長篇閱讀理解，篇章長度和難度不變。篇章后附有10個(gè)句子，每句一題。每句所含的信息出自篇章的某一段落，要求考生找出與每句所含信息相匹配的段落。有的段落可能對應(yīng)兩題，有的段落可能不對應(yīng)任何一題。四級考試需要各位同學(xué)做的是，大家需要去看十個(gè)左右的段落，然后去匹配十個(gè)信息點(diǎn)。但是到六級當(dāng)中，我們的難度就要增加了，我們見到的情況是六級當(dāng)中變成了15個(gè)段落，去匹配十個(gè)信息點(diǎn)。但總體來看，不管題型怎么變，其實(shí)學(xué)習(xí)方法沒變，還是仍舊需要大家提高閱讀的能力，比如說讀文章的時(shí)候，是不是直接拿英語讀，如果讀快速閱讀

2、的時(shí)候，還是拿中文邊翻譯邊讀的話，會發(fā)現(xiàn)閱讀速度一直會比較慢，所以那么長的文章很難找到細(xì)節(jié)，所以大家一定要養(yǎng)成拿英語直接閱讀的這樣一種習(xí)慣，這樣才能保證我們的閱讀真正速度又快又準(zhǔn)。二、樣題：Section B Directions: 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 wh

3、ich 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. Universities Branch OutA) As never before in their long history, universities have become instruments of nati

4、onal competition as well as instruments of peace. They are the place of the scientific discoveries 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 go

5、ods, services, information and especially people has made universities a powerful force for 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 studen

6、ts from around the world who represent the entire range of cultures and values, sending their 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

7、benefit of all humanity. C) Of the forces shaping higher education none is more sweeping 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

8、. Most travel from one developed nation to another, but the flow from developing to developed 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 3

9、8 percent of those in the United Kingdom. And the number crossing borders for undergraduate 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 sc

10、ience and engineering are foreign-born, and in China many newly hired faculty members at the top research universities received their graduate education abroad. D) Universities are also encouraging students to spend some of their undergraduate years in another country. In Europe, more than 140,000 s

11、tudents participate in the Erasmus program each year, taking 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 (實(shí)習(xí)) abroad to prepare them for global careers. Yale and Harvard ha

12、ve led the way, offering every undergraduate at least one international 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 cou

13、ntry. Yale professor and Howard Hughes Medical Institute investigator 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 worki

14、ng in a 4,300-square-meter laboratory facility. Yale faculty 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 res

15、earch in China, and Chinese graduate students, postdoctors 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 main

16、frame computer and the integrated circuit of the 1960s to the Internet infrastructure (基礎(chǔ) 設(shè) 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 Sta

17、nford University, and Route 128 outside Boston has long housed 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 compani

18、es have set up shop around the university. 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 uns

19、teady. The budget of the National 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

20、 nation would be better served 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 n

21、ational interest by increasing 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 fore

22、ign students seeking admission 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

23、 unwelcoming to international 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

24、welcoming foreign students to 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 cherishe

25、d (珍視) values when they return 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. 注意：此部分試題請?jiān)诖痤}卡 2 上作答。46. American universities prepare their under

26、graduates 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 thre

27、aten 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. u

28、niversities 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 universiti

29、es have become a powerful force for global integration.55. When foreign students leave America, they will bring American values back to their home countries. 三、匹配題做題技巧1（一）信息段落匹配題信息段落匹配題也可稱為信息包含題,即 which paragraph contains the following information?這個(gè)題在很多考生眼里是難題中的難題，往往會選擇性放棄。其實(shí)通過練習(xí)這種題型，對外文閱讀有很大的幫助。（二

30、）兩套方案1.低目標(biāo)學(xué)生   實(shí)事就是如果閱讀考試目標(biāo)為6分的同學(xué)，這種題型可以放到最后做。一是通過做其它題目，可以推斷出一兩個(gè)答案所在段落；二是客觀題，可以通過一些技巧性的推測，爭取拿分。譬如，關(guān)于overview的信息往往在首段，句子包含aim, suggestion. future 等信息則較大概率在文章后半段。2.高目標(biāo)的學(xué)生  正面攻破既然是難題，那攻克這種題型對于想考高分的同學(xué)（尤其是想得到7分以上）意義會更大。如果遇到文章偏科普，中心句不明顯，建議考生還是放到最后再做。但大部分此類題型的文章還是邏輯清晰，可以正面攻破。（三）解決步驟：1. 扭轉(zhuǎn)做題思

31、維正面攻破先要扭轉(zhuǎn)做題思維，不是找到句子答案所在，而是判斷這句話在哪一段會出現(xiàn)。做過大量判斷題和匹配題的練習(xí)之后，我們往往形成定向思維，認(rèn)為文中一定有固定答案點(diǎn)。然而信息段落匹配題里的信息題干并非完全的同義轉(zhuǎn)換文中句子。所以我們首要明確，考官出這個(gè)題是要考察我們什么閱讀能力，我認(rèn)為不是細(xì)節(jié)閱讀能力，而是對文章框架思路的把握能力。例1 how cinema teaches us about other cultures? 如果找到句子包含的信息，即how 的內(nèi)容，那是相當(dāng)費(fèi)時(shí)間的，而且答案差不多涵蓋整段內(nèi)容。而其實(shí)我們只要知道哪段話講文化傳播就可以，并不需要知道方式即所謂的how。2預(yù)覽題干，明

32、確判斷詞所謂判斷詞，不等同于定位詞。判斷詞是指這句話獨(dú)一無二的信息點(diǎn)。例1中應(yīng)著眼于culture，而不要著眼于how .如題 the effects of the introduction of electronic delivery. 第一輪預(yù)覽時(shí)不要被effect 所干擾，而要對electronic 留下印象。再如題 details of the range of family types involved in an education program 判斷題是family types 而先不要在意details.3快速掌握文章脈絡(luò)既然不找，那怎么樣判斷呢？那就是通過閱讀中心句快速掌握

33、文章脈絡(luò)。中心句一般出現(xiàn)在首位句，轉(zhuǎn)折詞如but 或者因果關(guān)系聯(lián)接詞如 as a result 引領(lǐng)的第二句，或者問句后面的答句。一般建議在找到中心句后，讀一下末句，可以更精確地掌控段意。若無特別明顯的中心句，首尾句的閱讀也有助于理解段意。閱讀過程當(dāng)中，有的信息點(diǎn)明確可直接先去選出答案。這里我們也要明確要多看外文，掌握外文的行文思路。一般而言劍橋里的文章組織有三大類。一是按時(shí)間，如貨物運(yùn)輸，這是最簡單的。 二是按觀點(diǎn)原因發(fā)展瓶頸措施目標(biāo)的布局來分析一件事物。三是 偏科普的 夾雜很多不同派別的理論，這個(gè)相對而言比較難。4判斷信息所在段落最后當(dāng)然是判斷信息所在段落，能夠迅速找到信息所在句子當(dāng)然是最

34、好的。但其實(shí)這難度較大而且不一定是必須一步。譬如題reason why an education programme failed. 如果帶著找到reason 所在句子的思維的話就要把c段的段落看完。其實(shí)通過通覽全文，只要知道只有c部分才講到一個(gè)失敗的計(jì)劃，而c第二段中心句第二句很明確指明這段將作出失敗原因的解釋。所以可以通過failed 就可以推斷出c段。5充分利用信息段落匹配題節(jié)省回讀時(shí)間有同學(xué)會認(rèn)為把全文中心句看了有必要嗎？如果只為了4或5道信息段落匹配題，信價(jià)比的確不高。但往往其他題目題干信息答案點(diǎn)都出現(xiàn)在中心句或段落首位句，所以可以節(jié)省大量的信息搜索時(shí)間，考生可以通過上述的幾篇文章得

35、到答案。那有同學(xué)會問，與其這樣，還不如反過來先做別的題型，這樣也是一種方法，但不利于對文章思路整體性的把握。四、匹配題出題特點(diǎn)及應(yīng)試技巧匹配類題型有很多種，常見的種類有：1. 人名-觀點(diǎn)匹配；2. 地名-描述匹配；3. 句子-句子匹配；4. 分類題(Classification)；5. 段落-標(biāo)題匹配；6. 段落-細(xì)節(jié)匹配。其中前四種做題方法比較類似，而后兩種相對較復(fù)雜。這里將闡述前四種題型的做題方法。首先，還是讓我們來看一下這四種匹配題的出題特點(diǎn)： I. 所考內(nèi)容全部為細(xì)節(jié)和后兩種題型考察主旨不一樣，前四種題型主要考察的是考生對于文章細(xì)節(jié)的把握和理解。因此，這些題型的解題方法主要是先用Sca

36、n的方法定位出關(guān)鍵的段落。II. 出題不一定遵循順序原則上述四種匹配題型中，除了句子匹配題肯定按照順序原則出題之外，其它的題型有些是講順序原則的，有些則不講。大體上說來，如果一道題目的定位詞很明確，很容易在原文中找到信息，那么該題就講順序原則；反之亦然。其次，匹配題的解題步驟和方法：1. 劃出句子中的關(guān)鍵詞很多考生習(xí)慣于沖上來首先去找定位詞，但是這種方法是不對的。因?yàn)樵谟袑Ｓ忻~的匹配題里，定位詞是顯而易見的，尋找之前看一下即可；而在句子匹配題中，因?yàn)轭}干是按順序出題的，所以應(yīng)當(dāng)先把選項(xiàng)讀完，再看題干。由于人的短期記憶能力是有限的，在短時(shí)間內(nèi)無法記下所有的句子。因此需要尋找選項(xiàng)中的一些在最大程

37、度上概括整個(gè)選項(xiàng)的關(guān)鍵詞。2. 找出定位詞既然這些匹配題和判斷、填空、選擇等題目一樣考察的是考生對于細(xì)節(jié)的理解，那么這就決定了其做題方法：定位閱讀做題。在讀完選項(xiàng)之后，接下來就是尋找定位詞。對于人名-觀點(diǎn)和地名-描述這兩種題目來說，定位詞就是人名和地名。而對于句子匹配題來說，定位詞相對比較難找。很多同學(xué)傾向于把題干和選擇項(xiàng)里面的句子都劃出定位詞，但是殊不知選擇項(xiàng)是一個(gè)徹底的同義替換，而且里面肯定會有一些干擾項(xiàng)，因此選擇項(xiàng)并不能幫助定位，只有題干里的定位詞才會有用。因?yàn)榫渥悠ヅ漕}講順序原則，因此完全可以從最后一題著手，因?yàn)槿嗣沁@里最保險(xiǎn)的定位詞。找到最后一題所在段落后，再根據(jù)順序原則逆推。 3

38、.閱讀原文，選出答案這是選出答案的最后一步，也是最重要的一步。要注意，正確選項(xiàng)一定是原文的同義轉(zhuǎn)換，因此必須識別它們之間的轉(zhuǎn)換關(guān)系。匹配題選項(xiàng)里的同義轉(zhuǎn)換和選擇題選項(xiàng)里的同義轉(zhuǎn)換有很大的相似之處，除了大家比較熟悉的同義詞和同義句型轉(zhuǎn)換之外，還有一種同義轉(zhuǎn)換方式需要引起大家的注意，那就是名詞性從句和名詞短語之間的轉(zhuǎn)換。4.檢查答案這是針對句子匹配題而言的。很多考生在選完答案后都沒有這一步，導(dǎo)致很多低級錯(cuò)誤的產(chǎn)生。其實(shí)，只要對選出的答案和題干連在一起進(jìn)行通讀，那么很多錯(cuò)誤都是可以避免的。五、匹配題做題技巧3長篇閱讀要求考生的閱讀速度要快，辨別信息的能力要強(qiáng)，當(dāng)然，掌握一定的答題技巧也會對考試有所幫

39、助。考生在做題時(shí)需要注意以下幾個(gè)方面： 1. 縮小尋找范圍。首先要讀懂所給的句子，找到句子的關(guān)鍵詞，帶著這些關(guān)鍵詞去瀏覽全篇文章，找到它們所涉及的相關(guān)內(nèi)容后，再研讀細(xì)節(jié)，最終確定此句是否和該段匹配，這樣可以減少閱讀量，節(jié)省時(shí)間。 2. 注意字句的形式變化。在長篇閱讀中尋找相關(guān)信息的難度很大程度上取決于考生對字句形式變化的辨識能力。需要注意三種變化形式：題干只對原文中個(gè)別單詞或詞組進(jìn)行同義改寫或轉(zhuǎn)述；題干對原文中整句話進(jìn)行同義改寫或轉(zhuǎn)述；題干對原文中幾句話或整段內(nèi)容進(jìn)行綜合概括或推斷。這就對考生的單詞量、對某一單詞多重釋義的了解以及對句意的概括或推斷能力提出了新要求。 3. 在首次閱讀的過程中如

40、果不能確定某些單句是否與該段落相匹配，最好做個(gè)記號，以便第二次閱讀時(shí)更有針對性。第二次閱讀的目的：一是檢查已初步確定的段落與單句是否確實(shí)匹配；二是完成第一遍閱讀中尚未解答的題目。 4. 注意時(shí)間的合理使用，不要為確定某個(gè)細(xì)節(jié)問題而浪費(fèi)大量的時(shí)間。 六、2013英語四級考試改革：長篇閱讀解題方法四六級考試改革后，原來的快速閱讀調(diào)整為長篇閱讀段落信息匹配題題型，關(guān)于這一題型的備考，不少同學(xué)可能不知道如何下手。在英語教研看來，該題型的解題基本思路是：先快速地將題干讀一下，劃出關(guān)鍵詞;然后采用skimming和scanning的方式通讀原文，匹配信息。本文將結(jié)合英語四六級改革樣卷深入探討如何判斷關(guān)鍵詞

41、，為同學(xué)們指點(diǎn)迷津。 【如何判斷關(guān)鍵詞】什么是關(guān)鍵詞呢?關(guān)鍵詞是用來幫助我們定位信息的詞匯。最理想的情況是：我們依靠所劃的關(guān)鍵詞迅速定位到信息所在的段落，從而得到答案。這就要求我們所劃的關(guān)鍵詞是獨(dú)一無二的，它只出現(xiàn)在原文的某一個(gè)段落。那么什么樣的詞才有這個(gè)特點(diǎn)呢?我們結(jié)合英語四六級改革樣卷來總結(jié)一下關(guān)鍵詞的類型。 表1四級樣卷長篇閱讀 表2六級樣卷長篇閱讀 【關(guān)鍵詞的類型】1. 一些拼寫較長的詞，比如如：internship，competitiveness，globalization，integration，sustainability，innovative，immigration等。這些詞屬

42、于低頻詞，一般不會大篇幅地出現(xiàn)。利用這些詞可以高效地查找匹配段落。另外，這些詞有時(shí)會作為生詞在文中標(biāo)注出來，像internship，在原文中用斜體印刷，并以括號備注中文。我們選它做關(guān)鍵詞，瞬間就能找到原文出處了。2. 數(shù)字，包括年代、百分比、特殊事件等。如四級樣卷中的：mid-1970s, 3.9 percent，20 percent，September 11等。教研君利用這些數(shù)字進(jìn)行定位，測得的準(zhǔn)確率是100%哦!3. 以連字符連接的特殊詞匯。如：university-based，one-child。這些詞是由兩個(gè)(或三個(gè))單詞連接的新詞，一般當(dāng)成形容詞使用。三個(gè)單詞的例子如：hard-to

43、-grasp難以理解的。這些詞也屬于低頻詞，一般不會大篇幅出現(xiàn)。需要注意的是有時(shí)候我們需要將這些詞拆開來定位，如one-child在原文中是沒有的，原文是這樣的“They often compromise by having just one child. ”這里的one child就不是整體作為形容詞使用了。4. 研究、報(bào)告、書籍型詞匯，如：report，study，books等。一般來說研究、報(bào)告等內(nèi)容都是易考點(diǎn)，這些信息經(jīng)常出現(xiàn)在特定的段落里，所以根據(jù)這些詞匯作為關(guān)鍵詞也很容易定位。5. 最高級，如best，worst，most等。如六級第54題，關(guān)鍵詞之一為the best solut

44、ion。然而僅憑此關(guān)鍵詞我們可能無法迅速地找到答案，因?yàn)樵牡谋硎鍪莟he most effective method，用的詞匯是完全不一樣的。這時(shí)，我們還需要增加一個(gè)關(guān)鍵詞pension，幫助我們定位。這就提醒我們在平常的閱讀中應(yīng)多關(guān)注最高級出現(xiàn)的地方，因?yàn)樗３Ｊ强键c(diǎn)。6. 除了以上所列的承載主要信息的名詞，形容詞等。如：funding，unsteady , values，employers，older workers，reforms，shortage，war，immigration，rich countries等。這些詞的判斷需要大家多加練習(xí)與體會。七、信息匹配題做題技巧4難點(diǎn)分析段落信

45、息匹配題之所以讓考生聞之色變，主要在于這種題目打破了解答閱讀題目的一貫思路，具體體現(xiàn)在如下四個(gè)方面。1.       考生難以按照閱讀題一貫遵循的“順序原則”解題。由于這一題型要求考生把細(xì)節(jié)信息與其所在的段落進(jìn)行匹配，因此細(xì)節(jié)信息的排列絕對是“亂序的”，這就意味著考生從文章開頭到結(jié)尾按順序定位的方法是行不通的。2.       題干信息復(fù)雜，考生難以迅速抓住要領(lǐng)。題干中的細(xì)節(jié)信息通常是極復(fù)雜和繁瑣的名詞短語或長難句，考生往往在尋找到合適的定位詞之前，就已經(jīng)被題干信息的復(fù)雜表述

46、弄得暈頭轉(zhuǎn)向了。3.       考生難以尋找到合適的定位詞。即使考生能夠讀懂題干中晦澀難懂的細(xì)節(jié)信息，但也會在尋找定位詞時(shí)遇到很大障礙。因?yàn)轭}干提供的細(xì)節(jié)信息中往往不會出現(xiàn)非常明顯的定位詞(如數(shù)字、時(shí)間、地點(diǎn)、人物、特殊字體和特殊符號等)。即使考生能夠找到一個(gè)定位詞，這一定位詞也通常和文章主題密切相關(guān)，會在文章中多次出現(xiàn)，因而也沒有太大的意義。4.       考生難以按照慣常的排除法來排除選項(xiàng)。一般來說，英語類考試中的搭配題多是一對一進(jìn)行搭配的，考生如果能夠成功選出一對，

47、那么就可以排除一個(gè)選項(xiàng)。但在段落信息匹配題中，題目中通常還包含這樣一條要求：“You may choose a paragraph more than once. ”這也就是說，題干中所列舉的不同的細(xì)節(jié)信息可能對應(yīng)的是原文中的同一個(gè)段落。這樣的話，即使考生已經(jīng)判斷出某一條細(xì)節(jié)信息對應(yīng)原文的B段，但在對其他細(xì)節(jié)信息進(jìn)行匹配時(shí)，也無法排除答案B。而且通常來說，只要題干中出現(xiàn)這條提示，那么往往都會出現(xiàn)兩條細(xì)節(jié)信息對應(yīng)原文同一段的情況。從上述的四個(gè)特點(diǎn)不難看出，命題人的思路是希望考生能夠從頭到尾讀一遍原文，從宏觀和微觀兩個(gè)方面全面把握原文的結(jié)構(gòu)和細(xì)節(jié)信息，然后再開始解題。題型新特點(diǎn)雖然從表面上看，命題

48、人似乎把解答段落信息匹配題的方法之“門”堵死了，但事實(shí)上，他們還是善解人意地為考生打開了一扇解題之“窗”。這一題型固然有著不同于傳統(tǒng)閱讀解題方法的種種特點(diǎn)，但同時(shí)也有一些可以為考生所利用的新特點(diǎn)。下面我們就來分析這些新特點(diǎn)。1.         題干中的細(xì)節(jié)往往會反映文章主旨或段落主題，考生可據(jù)此了解原文內(nèi)容。在段落信息匹配題中，題干中的信息雖然陳述的都是文章中的細(xì)節(jié)，但其內(nèi)容基本都是圍繞文章主題或是某一段落的主題進(jìn)行描述的。通過快速閱讀題干中的若干條細(xì)節(jié)信息，考生可以迅速了解原文的主旨大意，從而能夠在回頭閱讀原文

49、時(shí)加快閱讀速度，節(jié)省定位時(shí)間。2.題干提供的細(xì)節(jié)信息中往往暗含一些說明文所必須的邏輯關(guān)系，考生可以利用這種關(guān)系預(yù)先對一些表述進(jìn)行排序。3.       題干提供的信息表述中通常會出現(xiàn)一些具有特殊意義的指示性詞匯，這類詞匯雖然不是通常意義上的定位關(guān)鍵詞，但其特殊含義可將考生的注意力指向原文的開頭、結(jié)尾或是某個(gè)具有特殊特征的段落。這些詞通常包括如下三類：能夠指示開頭段的詞匯(如overview、introduction、initiation、main idea、definition等)；能夠指示結(jié)尾段的詞(如overview、future

50、、 solution、conclusion、suggestion、summary等)；能夠幫助考生回原文定位的特殊詞匯(如rate、ratio、proportion、percentage等詞往往對應(yīng)含“%”的段落；number、figure、statistical demographics等詞往往對應(yīng)數(shù)字集中的段落；financial、income、revenue、salary等詞往往對應(yīng)含諸如“$”“￥”等貨幣符號的段落)?？忌軌蛲ㄟ^這些指示性詞匯縮小回原文定位的范圍，從而快速判定4.       題干中的細(xì)節(jié)信息往往會和原文的其

51、他閱讀題目聯(lián)系密切，考生可通過先解答原文的其他題目來獲得解答段落信息匹配題的線索和提示性信息。八，匹配題解題技巧5根據(jù)上述的這些特點(diǎn)分析，考生可以采用一些有針對性的解題技巧，以化繁為簡、有效解題。1.       在做段落信息匹配題時(shí)，考生首先要仔細(xì)閱讀原文的主標(biāo)題、副標(biāo)題或者題目給出的相關(guān)圖片，迅速掌握文章主題。接下來，考生要快速瀏覽題干中提供的若干條細(xì)節(jié)信息，劃出關(guān)鍵詞(以名詞和形容詞為主)，進(jìn)一步了解文章大意以及所要尋找的細(xì)節(jié)信息。最后，在可能的情況下，考生可以根據(jù)說明文常有的邏輯順序?qū)?xì)節(jié)信息進(jìn)行分類和位置預(yù)判。2. 

52、;      如果段落信息匹配題為閱讀部分的第一道題目，考生可先做其他題型的題目，然后再回頭做段落信息題?？忌陬A(yù)覽題干提供的細(xì)節(jié)信息時(shí)，要尋找是否有在已經(jīng)閱讀段落范圍內(nèi)的細(xì)節(jié)信息，先完成這部分題目；然后再根據(jù)細(xì)節(jié)信息表述當(dāng)中可能出現(xiàn)的指示性用詞找到相對應(yīng)的段落，解答相關(guān)的題目。3.       對于那些答題線索較少的題干細(xì)節(jié)信息，考上可留在最后解答。在解答這部分題目時(shí)，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），之后根據(jù)段落大意與題干中的細(xì)節(jié)信息進(jìn)行

53、匹配。四級新題型-信息匹配題模擬題Passage One Universities Branch OutA) 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 discoveries that move economies forward, and the primary means of educating

54、 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 global integration, mutual understanding and geopolitical stability. B

55、) 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 their own students abroad to prepare them for global careers, offering cou

56、rses 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 than the movement across borders. Over the past three decades the number

57、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 developed countries is growing rapidly. The reverse flow, from developed to de

58、veloping 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 undergraduate study is growing as well, to 8 percent of the undergraduates at Americ

59、as 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 the top research universities received their graduate education abroad 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 courses for credit in one of 2,200 participating institutions across th