大學英語閱讀技巧英文

㈠ 大學英語四級長篇閱讀解題技巧

大學英語四級長篇閱讀解題技巧：先題後文,快速了解文章主旨;標記特專殊詞彙，快速定屬位題目;速讀文章，關注段首段尾，學會同義詞替換。

一、先題後文，快速了解文章主旨。

大學英語四級段落細節信息配對題的陳述都是文章細節信息，考生沒有時間通讀全文，通過快速瀏覽這種題目的題干不失為在短時間內掌握文章主旨大意的一種方法。

二、標記特殊詞彙，快速定位題目。

段落信息匹配題的文章篇幅較長，考生可以標記一些特殊詞，通過這些特殊詞彙來快速定位題干並匹配文章內容。

三、速讀文章，關注段首段尾，學會同義詞替。

大學英語四級考生在做題時可以速讀每一段，了解這一段的主要內容，著重關注一下段首段尾句和重點詞彙句，理清邏輯關系，考生要學會同義詞的替換。同意替換是閱讀類題目終極解決方案，它包括單詞或短語甚至句子用另一種含義表達的所有形式。

大學英語四級長篇閱讀解題技巧小編就總結到這里了，祝願各位考生都能認真備考，順利通過考試，更多關於大學英語四級考試的備考技巧，備考干貨，新聞資訊等內容，小編會持續更新。

㈡ 英語閱讀技巧與實踐答案

一、「心到」。在課堂上應聚精會神，一刻也不能懈怠，大腦要始終處於積極狀態，思維要活躍、思路要開闊，心隨老師走，聽懂每一句話，抓住每一個環節，理解每一個知識點，多聯想、多思考，做到心領神會。 二、「手到」。學英語，一定要做課堂筆記。因為人的記憶力是有限的，人不可能都過目不忘，記憶本身就是不斷與遺忘作斗爭的過程。常言說，「好腦筋不如爛筆頭」。老師講的知識可能在課堂上記住了，可是過了一段時間，就會忘記，所以，做好筆記很有必要。英語知識也是一點點積累起來的，學到的每一個單詞、片語以及句型結構，都記在筆記本上，甚至是書的空白處或字里行間，這對以後的復習鞏固都是非常方便的。 三、「耳到」。在課堂上，認真聽講是十分必要的，不但要專心聽老師對知識的講解，而且要認真聽老師說英語的語音、語調、重音、連讀、失去爆破、斷句等發音要領，以便培養自己純正地道的英語口語。聽見聽懂老師傳授的每一個知識點，在頭腦里形成反饋以幫助記憶；理解領會老師提出的問題，以便迅速作答，對比同學對問題的回答，以加深對問題的理解而取別人之長補自己之短。 四、「眼到」。在認真聽講的同時，還要雙眼緊隨老師觀察老師的動作、口形、表情、板書、繪圖、教具展示等。大腦里形成的視覺信息和聽覺信息相結合，印象就會更加深刻。 五、「口到」。學習語言，不張嘴不動口是學不好的，同學們最大的毛病是讀書不出聲，害羞不敢張嘴。同學們只是用眼看或默讀，這樣就只有視覺信息，而沒有聽覺信息在大腦里的反饋，當然記憶也不會太深刻，口部肌肉也得不到鍛煉，也就很難練就一口純正的英語。所以，要充分利用早晨頭腦清醒的時間，大聲朗讀；課堂上要勇躍回答老師提問、積極參與同學間討論和辯論，課下對不清楚的問題及時提出，要克服害羞心理，不恥下問。對學過的課文要多讀、勤讀、苦讀，可以跟錄音機讀，竭力模仿其語音語調以糾正發音，要讀得抑揚頓挫朗朗上口，一些精典文章最好能背得滾爪爛熟。利用一切可能的機會，練習英語口語，比如，與外教交流、參加「英語角」活動、與同學進行對話、講英語故事、唱英文歌曲、演英語短劇、進行詩歌朗誦等。除了對課本中的範文要細讀精讀之外，還要多看些適合我們學生的課外讀物，既可增長知識，又開闊了我們的視野，也提高了我們的閱讀水平。

㈢ 大學英語四級的閱讀理解技巧

你好，我是一名英語老師，關於英語閱讀學習方法，要抓住兩個個重點。

1、詞彙方面：詞彙是英語學習的基礎。

很多學生反映，在閱讀過程中覺得有些單詞非常面熟，可卻不知道是什麼意思，所以整篇文章理解起來記憶不知所雲，造成閱讀障礙。如果考試大綱要求記憶的詞彙沒有掌握的話，在通篇理解文章時就會困難重重。高效閱讀的方法需要訓練，是一種眼腦相互協調的高效率學習方法，一般情況下，培養閱讀者直接把視覺器官感知的文字元號轉換成意義，消除頭腦中潛在的發聲現象，形成眼腦直映，結合記憶訓練，用以提高學習效率。

由於大家平時對快速閱讀接觸不多，可以通過直接訓練，訓練大腦和眼睛的協調能力，去年，有學者推薦《精英特速讀記憶訓練》作為假期學生學習計劃中，以為軟體練習30個小時就能使閱讀速度提高5-10倍左右，學習每天練習1-2個小時，兩個星期就能取得很好的效果，普通人300字每分鍾左右的閱讀速度會達到3000字每分鍾的閱讀速度，記憶力也相應的快速提升。這個建議得到了中央教科所心理研究室原主任、多年從事腦心理研究的專家朱法良的高度認可，目前我們學習很多班級開展的假期速讀速記訓練課程，用的就是《精英特快速閱讀記憶訓練系統》。

2、為了節省時間在做閱讀的時候應該切忌：
（1）閱讀時不要逐字逐句的翻譯，這樣會導致閱讀速度的降低，要快速閱讀整篇文章，把握文章大意。
（2）不要一句話反復閱讀，即閱讀時碰到一時不理解的句子就一遍一遍地沉浸在閱讀那個句子當中，反復琢磨。其實完全沒有必要，因為要選對答案並不意味著對原文的每個句子都要讀懂，抓住一些重點句子就夠了，正確的做法是，以理解整個段落和整篇文章為主，在涵蓋出題點的句子上用心捉摸。上文中提到的《精英特速讀記憶》，超級速讀訓練同時就順帶訓練了記憶，而超級記憶部分的思維導圖對全面閱讀文章後，抓出文章脈絡和重點有良好的作用。所以建議大家可以嘗試著學習一下。

如果是正在考試或者正在忙著備考的學生，我建議學習一下《精英特》，能夠提高記憶力和學習效率，《精英特速讀》也是我們協會認可的。希望你早日進步！

㈣ 例析大學英語中的閱讀方法

Reading Groups of Words at Each Glance
It turns out that our eyes can only take in information when they are stopped. What feels like continuous motion is actually move-stop-read-move-stop-read, etc. You can easily verify this by sitting face to face with a partner, holding up a book and watching their eyes as they read. The key is to minimize the number of stops by maximizing the number of words you see at each stop as shown in Figure 6.1.
The person who uses the first eye movement pattern is actually looking at every word, one at a time. The person who uses the second is still looking at every word, but in groups. The person who uses the third eye movement pattern "notices" only a few key words and does so by reading both horizontally and vertically at the same time.

"But the first reader is going to comprehend the material much better than the third!" you may be thinking. Possibly, is my reply. If the third reader actually uses all three eye movement patterns, using the slower patterns very selectively, then he has a better chance of investing his mental energies on the material of most relevance to him.

"The art of becoming wise is the art of knowing what to overlook." William James

The smart reader is one who uses the third technique to scan the entire book (overview) or chapter (preview), and then comes back and uses some combination of the first two techniques to further explore the sections of most relevance.

Getting to both the second and third levels requires a visual reading strategy. You must silence subvocalization and learn to "trust your eyes". This involves shifting your mental reading process from "see->say->understand" to just "see->understand". One way to make this leap is to build up your visualization muscle using the exercises suggested in Chapter 3 and later on in this chapter.

One way to stop subvocalizing (saying words in your head while reading) is to increase the rate at which your eyes move across the page to the point where it is impossible to subvocalize. This means switching your reading strategy to a point whereby you notice gulps of words at each eye resting point. These gulps sometimes involve pulling words from multiple lines. When I did this recently, I noticed that I was still understanding what I was reading but in a different way. I caught myself thinking: "But now I'm not really reading." In other words, part of my mind still believed that the definition of reading was to look at every word and sound it out in my mind.

Another way to look at this issue of subvocalization is that you should develop multiple reading strategies, some of which may include subvocalization and some do not. You wouldn't want a car that only went one speed. You want to have multiple gears (i.e., reading styles) that can be applied based on the unique demands of each situation.

Reading More Selectively
The underlying principle is this:
As the amount of information increases in a given area,
there is an increasing need for the ability to scan that
information at a high level and to be highly selective
of the areas you choose to study in detail.

When I read anything, my objective is not to look at every word and picture as fast as I can. Rather, it is to identify and understand useful ideas as efficiently as possible, and then to either transfer this information to long term memory or note it for future reference.
Imagine arriving at a large lake and being told that somewhere in the water there is a buried treasure. To find that treasure, you could either put on your trunks and go for a swim, or jump in a high speed boat with radar programmed to detect the presence of anything resembling the treasure. This would allow you to do a fairly quick pass over the entire lake, noting areas that look promising, and then go back to each promising location, drop anchor, and go for a dive. You are much more likely to find the treasure because you will have eliminated huge portions of the lake very quickly.

When it comes to reading, your subconscious mind is your radar, and it is "programmed" when you invest time "self-communicating" the outcome you are trying to create.

Of course, when it comes to reading selectively, the most important thing is to make sure you are swimming in the right lake! Any time I'm presented with an information rich environment, such as a bookstore or a trade convention like COMDEX, I invest time up front getting clear on my goals, and then do some high speed scans over the entire terrain before diving into a single book or booth. It often takes discipline to finish the complete scan before stopping at an extremely promising location. Ray Dolby, inventor of Dolby noise rection, encourages would-be inventors not to jump at the first solution because sometimes the really elegant solution is right around the corner.

I have just described a rather left-brain approach to reading. Its complementary opposite is to allocate some time looking for the unexpected. The key to this strategy is to set a specific time limit, since we tend to ignore time when operating in right-brain mode. My experience suggests that without the discipline of setting specific time limits for "right-brain" mode activities, there is a tendency to avoid them in order to maintain personal ecology.

Layered Reading
In addition to using your subconscious mental radar, you can read books more selectively by using a layered reading approach. Here are four phases that commonly show up in layered reading strategies:

Overview: Look over the entire book at the rate of 1 second per page to determine its organization, structure and tone. Try to finish the overview in 5 minutes.
Preview: Should you decide to read further, preview the first chapter at the rate of 4 seconds per page. Pay particular attention to beginnings and endings such as the introction and conclusion, and the first sentences of paragraphs and sections. Mark key sections with Post-it tabs or a yellow marker.
Read: If any part of the chapter warrants closer attention, go back and read it at whatever speed seems appropriate.
Review: As discussed in the following section on memory, doing short reviews periodically after reading new ideas can significantly increase the amount of detailed information that makes it into long term memory.
There are several advantages to having seen every page of a document. It partially eliminates the intimidation of the unknown. It is also much easier to comprehend material at rapid speeds when your eyes have already seen the material twice, even if only briefly. And lastly, your right brain is a lot happier about the whole situation because it has at least some idea of the context or overall picture in which the material is being presented.

Saying that someone has one reading speed is like having a car that only goes one speed. Different material calls for different speeds. Layered reading is about being flexible in the strategy you use to extract useful ideas from written material.

Here are some additional suggestions for reading more selectively:

Focus on key words and ignore filler words. As discussed in the previous chapter, most of the meaning in sentences is transferred by a few key words. Many times it is unnecessary to read all the "is's" and "the's".
Skip what you already know. As you transfer more and more knowledge from an area into long term memory, the sections you can skip will become larger and thus accelerate your journey along the compound learning curve.
Skip material that doesn't apply to you.
Skip material that seems particularly confusing and come back to it if necessary after reading other sections. Books are linear while their subject matter is often multi-dimensional. As Hannah Arendt put it, "Nothing we use or hear or touch can be expressed in words that equal what we are given by the senses." It may be far easier to understand the material in light of information that follows. Giving your subconscious time to incubate the material might help as well.

㈤ 大學英語閱讀理解技巧（答案最好都是英文的）請大家幫幫忙

其實不要總想著投機取巧，總是想找捷徑，努力發現自己的方法是最好的方法和技巧

㈥ 大學英語學習技巧

總有學生問道：「老師，能不能講講英語學習的一些技巧？比如，記單詞的技巧、答題的技巧、尤其是那些能讓我們這些基礎較差的人能快速提高分數的技巧。」有時，學生問完這個問題之後，我都有點想笑，在此並無冒犯之意，只是覺得老師還沒有這個本事，讓大家在學習英語至少10年的期間內所漏掉的內容在一兩天、甚至是一兩個星期內全部補齊。
第一，大學英語四、六級以及考研英語等這些跟課程設置緊密相關的考試，其內容絕對沒有超出過教學大綱。換句話說，如果從一開始學習英語到該考試的時間為止，對我們所講教材都能熟練掌握的話，參加這些考試並且拿高分是肯定沒有問題的。所以，建議大家不要好高騖遠，先把教材內容吃透，再考慮去擴展詞彙或擴大閱讀量。
第二，學習英語到底有沒有技巧可言呢？絕對有。例如：聽力、閱讀理解、寫作等題型都有一定的考點，只要仔細研讀並背誦這些考點所涉及的單詞、語法、考察點等，是可以讓一個人的分數有所提高的。尤其是重點放在重點內容之上，會讓你事半功倍，因為有些詞彙或語法過於簡單或困難，都不是考點，所以會節省你的精力。天津英語教育資訊
第三，此文章之重點。在講述技巧之前，一定要了解所有的技巧是有一定的基礎的，那就是對於老師總結出來的知識點一定要進行背誦、盡量做到舉一反三。舉一簡單例子，老師告訴你聽力考試時會經常有「銀行」這一場景的內容，而且也總結了常用詞彙如，savings account儲蓄賬戶， open an account開賬戶， deposit money存錢， withdraw money取錢， interest利息， cash a check兌現支票， credit card信用卡等。這些就是技巧，但剩下的工作就是學生必須要死記硬背，現在不會沒關系，但要保證，看過老師總結的技巧之後，能夠對這些詞彙熟練掌握，並能在聽力過程中快速反應過來就已經是有很大很大的進步了

㈦ 大學英語閱讀技巧

這句話的結構確實很詭異，以下是我的解釋~~
Mark my word記住我的話（這句簡內單）
said Catherine凱璱琳說（這句是插入語，翻譯時容可把它提前或放後）
接下來的就是難點了，遇到復合句及長難句，先找謂語動詞
個人覺得don't是後半句的謂語動詞
所以前面的them……heads這些的都是由簡單句組成的四個並列句
而don't後直接加i know it，這是很明顯的倒裝句的形式，換過來就是I don't knom it。而前面一直都是用復數，這里卻出現了單數形式的it，所以它其實是指代前面的並列句所構成的一件事
這句話如果變成 Catherine said,mark my word,I don't know it that them boards are too old,them nails are slippery as worms,gonna crack in two,gonna fall and bust our heads.就沒那麼玄乎了
意思是：凱瑟琳說，記住我的話，我不知道那些板子那麼老，那些釘子像蟲子一樣光滑，並且將要裂成兩半掉下來砸中我們的頭。

㈧ 做英語閱讀理解有哪些技巧

做英語閱讀理解的技巧有：

1、若針對舉例子、人物言論出題，需要查找例子以及人物所說的句子前後的內容，然後與各選項逐一核對。

2、在出現一些關鍵詞,如however，but，moreover, therefore，thus時，要特別注意句子前後意義的轉折、遞進、因果等關系。

3、細節理解題的答案一般是同義替換項或者同義轉換。

4、選項中有絕對語氣詞的一般不是答案。如: must,never, the most, all, merely, only, have to, any, no，completely，none, 等。但不是絕對，也有例外。

5、注意選項中的副詞、形容詞和介詞短語等與原文是否一致。如:must, may, often，should, usually,might, most，more or less，likely，all, never, few等存在程度不同，經常被偷換,往往被忽視。

6、注意干擾項特點：與原文內容相反；與原文內容一半相符，一半不同;敘述過於絕對化；原文沒有提及。

(8)大學英語閱讀技巧英文擴展閱讀：

閱讀積累要提高閱讀水平，詞彙量與短語量非常重要。所以要提高閱讀水平，我們就得學會積累詞語。我們不妨這么做：在通讀全文後看第二遍，遇到生詞盡可能根據上下文來猜，仍猜不出意思的，就查詞典，然後將這些詞抄寫在一本可隨身攜帶的小本子上。

每當有空時，就拿出這個小本子來背誦記憶。這樣做不但不費時，而且效果也很好。因為不時地接觸、反復地記憶，詞彙量會增加得很快。

另外，句子都能看懂，但讀完文章印象卻不深，這就牽涉到對文章框架結構的整體理解。首先，要重視文章的標題和文章的首句，因為文章的標題或首句就是文章的主題，文章的內容就是圍繞主題展開的；

其次，文章的結尾句往往是這篇文章的結論或作者寫這篇文章的用意所在；再次，善於標注文章關鍵句，可以幫助你掌握文章的全貌，理解文章的主題。很多題目就是圍繞它們而設計的。