题型扫描
阅读理解为四级考试的重要题型之一,目的是测试学生通过阅读获取信息的能力,既要求准确,也要求有一定速度。所选文章的语言难度中等,不仅题材广泛,涵盖人物传记、社会、文化、日常知识、科普常识等,而且体裁多样,包括叙述文、说明文、议论文等。本题共包括3部分:选词填空、长篇阅读(信息匹配)和仔细阅读。
阅读方法点拨
一、速读方法
阅读中最常用的速读方法有略读(skimming)和查读(scanning)。这两种方法可以有效地在考试当中使用。
略读的目的是为了快速掌握阅读材料的结构和大意。比如在读报纸时会快速浏览报纸中所有的文章题目,然后决定仔细阅读其中某些文章,这就是一种略读。
对于文章的略读,一般来讲,主要步骤有:(1)阅读文章题目和副标题;(2)浏览文章中的小标题;(3)阅读文章的首段;(4)阅读文中每段的首句;(5)阅读文章的尾段。这样做的目的是能够迅速掌握文章大意及文章的结构。
查读的目的是为了在阅读材料中找寻需要的信息。查读时,一定要确定关键词,然后在阅读材料中寻找有关键词的地方,迅速浏览,找到自己需要的信息。比如在读报纸中的分类广告时,需要查找关于英语培训的广告,那么英语和培训就是关键词,带着这样的关键词查找它们所出现的地方,迅速判断是否是自己所需的信息。
二、单词积累
单词积累是英语阅读的基础能力,如何科学地积累单词?这需要我们掌握科学的单词记忆方法。
(一) 分类记忆法
分类记忆法就是把所学的单词分门别类,常见的分类有:词义、词性、拼读规则等。
1.词性归类。由粗到细,把单词按名词、动词、形容词、副词等分开。若需要还可进一步细分,如:把名词分成普通名词、专有名词、可数名词、不可数名词、个体名词、集体名词、物质名词、抽象名词。
2.词义归类。可按领域、部门、职业、种类、项目等进行分类。例如:
学科类:politics,Chinese,maths,English,physics,chemistry,history,geography,biology...
食物类:food,milk,bread,egg,rice,wheat,cake,apple,orange,potato,fish,meat...
(二) 构词记忆法
学习一些构词法的基本知识,学以致用,可以帮助记忆单词,扩大词汇量,可以记忆成串。
1.派生法:有的单词加上前缀或后缀,会形成一个新的单词,只要牢记住词根,同时记住前缀后缀的意思,一个或几个新词便记住了。例如:
care→ful→careful→carefully→careless→carelessly→carelessness
self→selfless→unself→unselfless
2.合成法:两个或更多的词合在一起组成一个合成词,该合成词的意思可根据构成的几个词的意思推断出来。例如:
(1)名词+名词:class+room→classroom
room+mate→roommate
(2)形容词+名词+ed:warm+heart+ed→warm-hearted
(3)数词+名词+形容词:five+year+old→five-year-old
(4)形容词+现在分词:good+looking→good-looking
3.转化法:有些单词,词形不变,词性却由一种转化为另一种。例如:
well n.井 adv.好地 adj.身体健康的
face n.脸,面 v.面对
water n.水 v.浇水
这些词即使词性发生了转化,读音并不变化,而以下一些词,词形不变,读音却发生了变化,一般情况下是清、浊音有变化或重音位置产生移动。例如:
use[juːs]n.→v.[juːz]
export['ekspɔːt]n.→v.[ɪk'spɔːt]
(三) 同类记忆法
把同义、近义的词(组)归为一类。例如:
(1)love,beautiful,handsome...(美好……)
(2)put on,have on,wear,dress...(穿……)
(3)like,love,prefer,enjoy...(喜爱……)
要注意以下两点:
(1)一定要按照相同词类划分归类,即名词对名词、形容词对形容词、动词对动词。
(2)要留意每对词或词组用法上的微妙区别。
同义、近义的词或词组有些可以互相替代,有些受不同场合和所修饰的词(名词或其他词类)的限制而不能相互代替,这就需要搞清它们在意思和用法上的区别。
(四) 对比记忆法
把词义相反、相对的词(组)放在一起,对比记忆。例如:cool—warm(凉—暖) cold—hot(冷—热)
early—late(早—迟) dawn—dust(黎明—黄昏)
(五) 相关记忆法
把语音(全部或一部分)、词形相关的词连在一起加以记忆,可以产生联想作用,达到触类旁通的效果。例如:
1.语音相关
new—knew buy—by
wood—noon—moon—choose—cool—foolish—fool—food—tooth—zoo
2.形态相关的词(组)、字母组合
at times(时而),at a time(一度)
behind time(误时),behind the times(不合时尚)
(六) 搭配记忆法
英语中有大量的以名词、介词、副词、动词等为中心的短语或固定词组,这些固定搭配往往难以从单词意义的简单总和来判断其意义。例如:
call v.
(1)call at(some place)访问;拜访
(2)call for help呼救;求助
(3)call for sb.接走某人;去接某人
(4)call in(a doctor)请(一位医生)
(5)call on sb.拜访某人
(七) 语境、情景记忆法
这个方法因人而异,因为各人的思路不尽相同,联想不同。如有的人走在路上,就能联想到“before,behind,right,left,north,east,next,stop,turn to...,at the end,red(light),street,shop”等。
三、猜词法
在阅读的时候,常常会遇到一些生词,影响我们的阅读速度,其实大部分生词的意思都可以通过上下文的关系猜出来,下面就介绍一些猜词的技巧:
1.通过因果关系猜词
通过因果关系猜词,首先是找出生词与上下文之间的逻辑关系,然后才能猜词。有时文章借助关联词(如“because,as,since,for,so,thus,as a result,of course,therefore”等)表示前因后果。
2.通过同义词和反义词的关系猜词
通过同义词猜词,一是要看由“and”或“or”连接的同义词词组;二是看在进一步解释的过程中使用的同义词。
3.通过构词法猜词
掌握一些常用的词根、前缀、后缀等语法知识,对单词的记忆和理解有很大的帮助。
4.通过定义或释义关系来推测词义
But sometimes,no rain falls for a long,long time.Then there is a dry period,or drought.
从“drought”所在句子的上文我们得知很久不下雨,于是便有一段干旱的时期,即“drought”,由此可见“drought”意思为“久旱,旱灾”,而“a dry period”和“drought”是同义语。这种同义或释义关系常由“is,or,that is,in other words,be called”或破折号等来表示。
5.通过描述猜词
描述即作者为帮助读者更深更感性地了解某人或某物而对该人或该物做出的外在相貌或内在特征的描写。例如:“The penguin is a kind of sea bird living in the South Pole.It is fat and walks in a funny way.Although it cannot fly,it can swim in the icy water to catch the fish.”从例句的描述中可以得知“penguin”是一种生活在南极的鸟类,后面更详尽地描述了该鸟类的生活习性。
掌握了上述猜词的技巧后,在阅读理解时自然就能通过猜出单词词义而理解文章,从而做好文章后的练习,也提高了阅读理解能力。
四、长难句的理解
(一) 复合句
复合句指的是含有两个或更多的主谓结构的句子,其中有一个(或更多)主谓结构充当句子的某一(些)成分,如主语、宾语、表语、定语、状语、同位语等。主语从句、宾语从句、表语从句、同位语从句、定语从句和状语从句都属于复合句。
1.状语从句
时间状语从句表示时间,常用的关联词有“when,until,as,after,before,once,since,as long as,whenever”等。
(1)When you cross a main road,you must be careful.
(2)He went out to play football after he had finished his homework.
地点状语从句表示地点,常用的关联词有“where,wherever,anywhere”等。
(1)Put it where you found it.
(2)Sit down wherever you like.
(3)Anywhere she goes,he goes too.
原因状语从句表示原因或理由,常用的关联词有“because,as,since,in that”等。
(1)I eat ice-cream so much because I like sweet food.
(2)As I didn't know the way,I asked a policeman.
(3)Since you won't help me,I'll ask someone else.
条件状语从句表示真实的或现实的条件,引导从句所用的关联词有“if,unless,suppose,in case(that),in the event,as(so)long as”等。
(1)You'll be late,unless you hurry.
(2)Suppose we are late,what will he say?
(3)In the event that our team wins,there will be a party.
(4)In case it rains,do not expect me.(www.xing528.com)
让步状语从句表示“虽然,尽管,即使”等概念,使句子具有对比的因素。常用的关联词有“although,though,even if,even though,not that(=although...not)”等,置于主语之前或之后。
(1)Although you feel very ill right now,this is still a common disease.
(2)Though he has lived for years in London,he writes in French.
结果状语从句表示结果,常由连词“so...that,such(a/an)...that,so that,such that”等引导,置于主语之后。
(1)She was so frightened about the dog that she cried.
(2)The news worried him so much that he didn't sleep at all for the whole night.
2.定语从句
定语从句(Attributive Clause)在句中做定语,修饰一个名词或代词,被修饰的名词、词组或代词即先行词。定语从句通常出现在先行词之后,由关系词(关系代词或关系副词)引出。关系代词有“who,whom,whose,that,which”等,关系副词有“when,where,why”等。
“who,whom,that”代替的先行词是人的名词或代词。例如:
He is the man whom I saw yesterday.
“whose”用来指人或物,(只用作定语,若指物,它还可以同“of which”互换)。例如:
Please pass me the book whose(of which)cover is green.
关系副词“when,where,why”的含义相当于“介词+which”结构,因此常常和“介词+which”结构交替使用。例如:
Beijing is the place where(in which)I was born.
非限制性定语从句。例如:
He seems not to have grasped what I meant,which greatly upsets me.
3.名词性从句
(1)主语从句
It is+名词+that从句
It is+形容词+that从句
It+动词+that从句
It is+过去分词+that从句
It is said that...据说……
It is well known that...众所周知……
It is believed that...人们相信……
It is thought that...人们认为……
It must be pointed out that...必须指出……
It must be admitted that...必须承认……
(2)同位语从句
同位语从句用于对前面的名词作进一步解释,一般跟在名词“fact,hope,idea,news,doubt,suggestion,information,opinion,decision,discovery,truth,promise,statement,problem,rule”等后面。
(二) 长句
在大学英语四六级的阅读理解当中长句是让我们感到很困难的句子,长句的明显特点就是句子比较长,一个句子往往有三四行,甚至一个句子就是一段。长句之所以长,主要有以下几个原因:
1.从句多又长
一个主句带多个从句,从句中又有从句。应对方法:首先找到主句的主体部分(即主语、谓语和宾语),再确定从句的主体部分,注意阅读时一层一层进行,先把同一层次的内容看完,再看下一层次的内容。例如:阅读文章中有这样一句话:
A survey of new stories in 1996 reveals that the antiscience tag has been attached to many other groups as well,from authorities who advocated the elimination of the last remaining stocks of smallpox virus to Republicans who advocated decreased funding for basic research.
1996年进行的一次对新书的调查显示,反科学的标签也被贴在了很多别的人群身上,包括提倡根除残余的天花病毒的权威机构,以及提倡削减基础科学研究资金的民主党人。
2.插入成分
阅读所选文章的一大特点就是喜欢用插入语,比如,用插入语交代某句话是谁说的,说话人是什么身份;或是用插入语来修饰、解释、补充前面的内容等。从形式上看,插入语的出现有明显标志:用双破折号与主句隔开或者用双逗号与主句隔开。应对方法:读句子时,先不要理会插入语,先把主句的意思看完,然后再看插入部分。例如:一篇阅读文章中有这样一句话:
Today,stepladders carry labels several inches long that warn,among other things,that you might—surprise!—fall off.
这个句子的阅读顺序应该是:第一层“stepladders carry labels several inches long that”,第二层是“that warn that you might fall off”,最后再看两个插入的部分“among other things”和“surprise”!
分词状语就是指用“doing”或“done”引导的伴随状语、原因状语等;独立主格结构有时由“with”引导,看似主谓结构,但实际上并没有真正的谓语部分。由于这些成分的干扰,不仅增加了句子的长度,而且使人很容易错把它们当成主句。在这里,我们不去仔细研究它们的语法构成,而主要研究一下在阅读时怎样分辨主句和这些从属部分。
应对方法:主句最重要的特征就是有完整的主谓结构,尤其是独立的谓语部分。例如:文章中有这样一句话:“With as many as 120 varieties in existence,discovering how cancer works is not easy.”
“with”引导的是一个独立主格结构,在这个句子中作原因状语,也就是说“因为现存癌症的种类有120种之多,所以……”。这句话的主语是由一个复杂的动名词短语充当的,即“discovering how cancer works”。由于这句话的状语较长,主语又是这样的一个复杂结构,所以大家往往感到找不到这个句子的主干。实际上,只要抓住谓语动词就很容易找到句子主干。由于单纯“doing”的形式是不可以作谓语的,所以在这个句子里,“discovering”就绝不可能是谓语。它是一个动名词,相当于名词的用法,因此它是作主语的,“works”虽然是谓语,但它是“how cancer works”这个从句中的谓语,而不是主句的谓语。所以,主句的谓语只有“is”。
(三) 真题实例
1.Even if they know what the company is up to,they still have no idea what they're paying for Facebook because people don't really know what their personal data is worth.(2012.6.阅读.Text 2)
【译文】即使他们知道Facebook的所作所为,他们仍然不清楚自己为使用Facebook所付出的代价,因为他们并不清楚个人信息的真正价值。
【析句】本例句是英语长句中的一种典型句型,即分句—主句—分句结构。句首是“even if”引导的让步状语从句,句中是主句“they still have no idea what they are paying for”,主句中又包含“what”引导的宾语从句,句末是“because”引导的原因状语从句,“know”后也是“what”引导的宾语从句。
2.He noticed that mortality rates for violent and accidental deaths throughout the Western world have remained oddly static throughout the whole of the century,despite all the technological advances and increases in safety standards that have happened in that time.(2012.12.阅读.Text 1)
【译文】他注意到,奇怪的是,本世纪以来,尽管科技不断进步,安全标准持续提高,在西方国家由于暴力和事故引起的死亡率一直没有变化。
【析句】本例句的句型是主句—从句(主句+各种从句)。句子主干为“he noticed that”宾语从句,宾语从句中主句为“mortality rates have remained static,despite”为介词,不引导从句,意思是“不管,尽管,任凭”,后面可跟名词、动词-ing或句子。但是“despite”引导的名词短语中,“safety standards”后是“that”引导的定语从句。
3.Scientists at the Duke University Medical Center made a 15-year study of 500 persons personalities and found,somewhat to their surprise,that people with a suspicious or mistrustful nature die prematurely far more often than people with a sunny disposition.(2012.12.阅读.Text 1)
【译文】杜克大学医学中心的科学家对500人的性格进行了15年的研究,发现性格多疑、缺乏信任的人比起阳光开朗的人更容易英年早逝。这个结果令他们惊讶不已。
【析句】本句的句型是主句(从句)—and—主句(从句)。“and”连接两个并列的主句,前句为“Scientists made a 15-year study of 500 personalities”,后句为“found+that”引导的宾语从句,宾语从句含有副词“often”的比较级。“found”后,“somewhat to their surprise”作插入语修饰“found”。
4.This has been due,in part,to the Bill and Melinda Gates Foundation,which has invested$1.8 billion in American high schools,helping to open about 1,000 small schools—most of them with about 400 kids each,with an average enrollment of only 150 per grade.(2012.阅读.Text 1)
【译文】某种意义上说,这要归功于比尔和梅琳达·盖茨基金会向美国高中投资18亿美元,以帮助创办1 000所小型学校,其中大部分学校仅收400名学生,每个年级平均只招收150人。
【析句】复合句。主句“This has been due,in part to the Bill...Foundation”,其中“in part”作插入语,插在了短语“due to”中间。紧跟主句的是“which”引导的非限制性定语从句“which has invested...schools”。“helping to open 1,000 small schools”为现在分词引导目的状语,且破折号后是对前句的进一步解释说明,“most of them”后带有两个“with”伴随状语。
5.And most noticeable of all,there is the phenomenon of large urban and suburban high schools that have split up into smaller units of a few hundred,generally housed in the same grounds that once boasted thousands of students all marching to the same band.(2012.阅读.Text 1)
【译文】最引人注意的是这种现象:较大的城市和郊区高中已经分成几百个更小型的学校。这些学校通常位于统一场地,一度有上千名学生同时去往同一个乐队。
【析句】复合句。主句“there is the phenomenon of...schools,that have split into...hundred”作“high schools”的定语从句,“housed in the same grounds”为过去分词作定语,最后“the same grounds”后也有“that”引导的定语从句修饰。
6.We are all seeking the same thing,which is schools that better serve our children and our nation by encouraging students to tackle tough subjects under the guidance of gifted teachers.(2012.阅读.Text 1)
【译文】我们都有着同样的追求,那就是学校通过鼓励学生在资质优秀的教师的指导下解决难题,更好地为我们的孩子和国家服务。
【析句】复合句。主句“We are all seeking the same thing”,紧随其后的是“which”引导的非限制性定语从句“which is schools that better serve our children and our nation by encouraging students to tackle tough subjects...”,具体来看,非限制性定语从句中,主句为“which is schools,that better serve...”为定语从句修饰“schools”,“by encouraging...”为介词短语作方式状语。
7.Global warming is causing more than 300,000 deaths and about$125 billion in economic losses each year,according to a report by the Global Humanitarian Forum,an organization led by Annan,the former United Nations secretary general.(2011.阅读.Text 2)
【译文】据由联合国前秘书长安南领导的全球人道主义论坛提出的一项报告称,如今全球变暖每年导致30多万人死亡以及价值约1 250亿美元的经济损失。
【析句】主句是“Global warming is causing...deaths and...losses”,简单句。我们重点看一下后面的修饰部分,“according to”为复合介词,“a report”为介词宾语,“an organization led by Annan”作“the Global Humanitarian Forum”的同位语,句末的“the former UN secretary”又作“Annan”的同位语。
8.Roger Pielke Jr.,a political scientist at the University of Colorado,Boulder,who studies disaster trends,said the Forum's report was“a methodological embarrassment”because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable regions.(2011.阅读.Text 2)
【译文】在科罗拉多大学波尔德分校研究灾难规律的政治科学家小罗杰·皮尔克称人道主义论坛的这项报告是“一个方法论上的难题”,因为没有办法区分是与人为因素有关的全球变暖造成的死亡或经济损失还是弱势地区由于人口和经济增长导致的更大的损失。
【析句】复合句。主干是“Roger said+that”引导的宾语从句,主语“Roger”后,“a political scientist”作同位语,紧随其后的是“who studies disaster trends”定语从句修饰“a political scientist”。宾语从句中,主句为“the Forum's report was‘a methodological embarrassment’”,“because”引导原因状语从句“there was no way to distinguish deaths or economic losses...amid larger losses...,”两个“losses”后分别有分词作定语。
9.In a press release describing the report,Mr.Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases.(2011.阅读.Text 2)
【译文】在这项报告的新闻发布会上,安南强调双方协商的重要性,从而将工作重点放在增加从富裕地区到贫困地区的资金流动以帮助降低贫困地区面对气候灾害的脆弱性,同时继续控制温室气体的排放。
【析句】复合句。主句“Mr.Annan stressed the need...to focus on...to help reduce...”,主谓宾基本结构后有两个递进的不定式短语作目的状语,“to focus on increasing the flow...”和“to help reduce their vulnerability...”,最后是“while”引导的时间状语从句。
10.These days,children are robbed of these ancient freedoms,due to problems like crime,traffic,the loss of the open spaces and odd new perceptions about what is best for children,that is to say,things that can be bought,rather than things that can be found.(2010.阅读.Text 1)
【译文】如今,由于诸多问题如犯罪频发、交通拥挤、空地缺乏以及奇怪的关于什么对于孩子最好的新观点——能买到的而不是孩子发现的东西,孩子们被剥夺了这种古老的自由。
【析句】复合句。主句“children are robbed of these ancient freedoms,due to problems like...odd new perceptions about...”这句中,“due to”作原因状语,“like”这里是介词。“about”后“what is best for children”是“about”的宾语从句,“that is to say”作插入语,最后有两个“that”引导的定语从句修饰“things”并由“rather than”连接。
11.Higher up the ladder,where a pay cut is usually more significant,the demand for scientists with a wealth of experience in industry is forcing universities to make the transition to academia more attractive,according to Lee.(2010.阅读.Text 2)
【译文】李认为,越往象牙塔的高处走,薪酬就降得越明显。但是,由于大学需要大量行业经验丰富的研究人员,这就迫使学校提高转向大学做学术的吸引力。
【析句】主句的主干是“the demand for scientists...is forcing universities to make...”,具体说来,“with a wealth of experience...”作伴随状语。这个句子难理解的部分在前面,“Higher up the ladder,where a pay cut is more significant”,要注意“the ladder”不是生活中的“梯子”,在这里含有指代意义,尤其指代职场上职位、地位的高低。“higher up the ladder”在结构上是形容词短语作伴随,并且还有“where”引导的非限制性定语从句修饰。
12.They weren't looking for cured meats,organic produce or beautiful presentation;they were looking for whatever they could get their hands on,and this prioritization of quantity over quality prevailed for decades,meaning a generation was brought up with food that couldn't compete with neighboring France,Italy,Belgium or Spain.(2011.阅读.Text 1)
【译文】他们不会去找腌肉或有机产品,也不会在意菜肴摆放是否漂亮,他们只会寻找任何能得到的食物。这种数量优于质量的做法持续了好几十年,这意味着这一代人所吃的食物是无法与邻近的法国、意大利、比利时或是西班牙相提并论的。
【析句】整句话由两个分句组成,重点在后一分句。主干由“and”连接两个句子组成,前句“they were looking for whatever they could get their hands on”,有两点需要注意:一是“whatever”引导“for”的宾语从句,二是短语“get one's hands on”意为“得到某物”;后句“and this prioritization of quantity over quality prevailed for decades”,抽象名词“prioritization”作主语,后面是“meaning”现在分词作伴随,“meaning”后有宾语从句“a generation was brought up with food”,并且“food”后是“that”引导的定语从句。
五、段落大意的理解
(一) 段落结构
1.因果结构:在说明文或议论文中,事物的因果关系常被用来作为展开段落的方法。先讲原因,后给结果或者是先给结果,后讲原因。还有一些段落在原因显而易见的情况下可以只集中说明结果;相反,还有一些段落则只涉及原因。例如:
When I went to senior middle school,I was eager to continue studying English;however,my experience in senior school was very different from before.While my former teacher had been patient with all the students,my new teacher quickly punished those who gave incorrect answers.Whenever we answered incorrectly,she pointed a long stick at us and,shaking it up and down,shouted,“No!No!No!”It didn't take me long to lose my eagerness to answer question.Not only did I lose my joy in answering question but also I totally lost my desire to say anything at all in English.
2.时间顺序结构:事件的发生、发展过程都是有时间的。在头脑中有了一个明确的时间顺序,也就是事件的连续性,有助于快速地理解和抓住中心思想。例如:
The radio clicked on.Rock music blasted forth.Like a shot,the music woke Sandy.She looked at the clock;it was 6:15 A.M.Sandy sang along with the words as she lay listening to her favorite radio station.
3.一般到个别结构:大多数的段落以主题句开头,开门见山,点明主题,然后给出具体细节,或是用理由和实例来论证主题。例如:
I now know he participated in some things vicariously through me,his only son.When I played ball(poorly),he“played”too.When I joined the Navy he“joined”too.And when I came home on leave,he saw to it that I visited his office.Introducing me,he was really saying,“This is my son,but it is also me,and I could have done this,too,if things had been different.”Those words were never said aloud.
4.对比结构:文章中为了描述一种不熟悉的事物或观念,常常把它们与我们所熟悉的事物或观念相对比,或者把过去的事物与现在的事物相对比。如果熟悉作者的这种笔法,有助于使我们快速地捕捉到中心意思和具体细节。例如:
While there are many differences between high school and college,I'd have to say that the most important ones all involve freedom.Everyone has to attend high school,at least until tenth grade,so very often you find classes where the students aren't serious about learning.College is exactly the opposite.People are there voluntarily because they want to learn and improve themselves.As a result college students are much more serious and interested.Another major difference is that colleges don't enforce arbitrary rules.In high school you need a pass to be in the hallway during class,and you can't leave a classroom without permission.On the other hand,college students can go where they please.
5.分类结构:分类是根据事物的特点分别归类。这样组合段落的目的是为了分清每一种类的性质。例如:
In ferreting the interests of people in space,we are aware that there are probably three reasons.Firstly,it is a plan of looking for other places to hold the overcrowded population on this earth.Secondly,it is the curiosity of mankind to urge the scientists for the research work,because they desire too eagerly the coming of the day when they can travel freely in space.Thirdly,we are reminded of the mineral sources which are not sufficient to provide for the needs on the earth,so we try every effort to go to other planets in the hope for searching for new resources.
(二) 抓段落大意
抓住每段的主题句或段落核心词,重点关注各段首句、第二句和末句。通常来讲,学术性文章的阐述思路主要有两种:演绎型(Deductive)和归纳型(Inductive)。演绎型的思路为先表达论点,接下来以一些例子或论据对论点进行支持,所以演绎思路的文章,主题句多数为各段首句即论点句。有时,文章中间段落的首句可能仅起到过渡作用,这时主题句往往是第二句。而归纳型的思路是先列出大量论据,然后最后总结出一个核心观点,所以归纳思路的文章,主题句往往为末句。综上所述,首句、第二句和末句就顺理成章地成为主题句所在位置概率最高的3句话。其中,首句又尤为重要,因为演绎思路明显更为大多数西方人所青睐。
阅读文章中最典型的3种主题句类型为:(1)定义型主题句。代表句式为:This is,That is,...is called/known as/defined as...,namely等。(2)总结性主题句。代表句式为:...show/indicate/imply/suggest/demonstrate that...等。(3)强调型主题句。这种类型的主题句常常出现在发明、学科或演变发展型文章中,代表句式为:...stress/emphasize/focus on/concentrate on等。
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