Reading comprehension skills of CET-4.

Characteristics of answers to reading comprehension questions

By studying the previous reading comprehension questions of CET-4 and CET-6, we find that there are some general rules to follow in the four listed options. If candidates understand, are familiar with and master these rules, they can find the "sixth sense" when doing the questions and reach the level of so-called supernormal play. If candidates don't have time to read articles, they can use these rules to choose many correct options in despair.

(1) The answer with absolute modal particles is generally not the correct answer. These modal particles are: must, always, never, most, all, only, have to, any, no, very complete, nothing, Hardy and so on.

(2) The modal particles that are uncertain in the options are generally the correct answers. These modal particles are: can, can, may, should, universal, possible, most, how much, relative, like, possible, whether it is necessary, and so on.

(3) Copying the original text in the option is generally not an answer item, and synonymous substitution is generally an option.

(4) If the central idea of the article is expressed comprehensively and to the point, the option is generally the answer item.

(5) The concrete and superficial (literal meaning) in the options is generally not the answer item, but the general, abstract and profound meaning is the answer item.

(six) options that are more common sense and easy to understand are generally not options; Seemingly unreasonable, it is often the right option that is difficult to understand at the moment.

Article 2:

Characteristics of interference terms in various problems

Reporters' comprehension questions generally adopt five forms: gist, factual details, judgment vocabulary, logical reasoning and the author's attitude. If candidates master the characteristics of these types of interference items, it will also help to eliminate interference items and make correct choices.

(1) Main ideas, main viewpoints and characteristics of interference items.

(1) covers the meaning of the full text, but it is too general;

(2) Its content is too narrow to cover the full text, and it is only a part of the content of the article, or just a detail of the content of the article;

(3) It has nothing to do with the content of the article, or is contrary to the content of the article.

(2) The characteristics of the interference term of the detail problem.

(1) is contrary to the original sentence;

(2) Half of the original content is the same and half is different;

(3) Similar to the original sentence but too absolute;

(4) It is not mentioned at all in the original text.

(C) the characteristics of interference items in logical reasoning questions

(1) is not based on the facts of the article or the logic of the context (sentence).

(2) Although reasoning can be based on the facts or internal logic provided by the article, it is too inferential and too general.

(4) The characteristics of the interference items of the viewpoint and attitude questions Looking at the previous reading comprehension questions of CET-4 and CET-6, when examining students' speculations about the author's viewpoints and attitudes, the correct options are either positive, praised or appreciated (such as positive, supportive, useful, interesting and acknowledged). ) or negative, critical, derogatory (such as disturbing, critical, negative, disapproving, etc.). Therefore, the neutral words in this kind of questions (such as indirect, ambiguous, neutral, humorous, distant and inevitable) are generally interference items.

In recent years, articles reflect phenomena closely related to society, and most of them are worrying, so the author is more critical of these social phenomena.

Article 3:

Reading in an emergency.

To do a good job in reading comprehension, the most ideal step is to browse five questions quickly and get a general understanding of what each question asks and what each alternative sentence means. Then skim the full text with dry questions, grasp the main content and main points in the read material as quickly as possible, find out where the content of each of the five questions is in the article, and make some corresponding marks. Then start answering questions one by one. If you can't choose any questions on the basis of skimming, go to the corresponding place in the text and read carefully until you choose the correct answer. After all the five questions are finished, finally connect the five answers to see if there are obvious logical obstacles or conflicts. If yes, modify it in time; If not, you can do the next article. However, if the candidates really don't have enough time and still have one or two articles to do, how can they see the answer in this emergency? Here are some quick-start tips.

(1) Read only the sentences at the beginning and end of the paragraph to understand the main meaning. Generally speaking, the central idea of an article or the theme of a paragraph is often expressed by the sentences at the beginning and end of the paragraph. Candidates can quickly find these topic sentences and answer questions.

(2) If the questions are mainly examples, famous quotations and special symbols (such as colons, quotation marks and dashes), candidates can only look at the sentences before and after the examples, famous speeches and symbols, and then mark the questions.

(3) If the topic is only for a certain paragraph, candidates can answer the question only by reading the paragraph, instead of waiting for the article to be finished before answering the question, in case they have to hand in the paper at that time, and the questions they will do will be guessed because of lack of time.