四级信息匹配答案

四级信息匹配答案


【篇一：四级段落信息匹配技巧】

题目特点： 1. 时间紧任务重：要在最多15分钟的时间内，阅读完
1200词左右的文章并完成10道题目；

2. 材料题材广泛：阅读材料体裁大都为说明文、议论文，但题材广
泛涉及社会、文化、经 济、教育、环保、餐饮、家庭生活等方面；

3. 不按顺序出题：与精细阅读不同，段落匹配题的题目顺序与段落
先后顺序无关；

4. 题目段落不一一对应：虽然题目数量固定（10句话），但材料的
段落数量不定（少时只有9段， 多时甚至出现过19段），且有的段
落可能有不止有一句话对应，而有的段落会轮空；

5. 语言多以长难句为主：材料语言一般以复合句为主，句子结构复
杂，不易理解，生僻词汇多。

? 解题指导思想：

1. 严卡时间：无论备考还是考试，必须将时间严格控制在15分钟
以内，将速度放在第一位；

2. 不求甚解：绝不能通篇详细阅读文章内容并将其当阅读理解题来
做，匹配题的关键就在 于匹配，找到答案即可；

3. 切不可依赖排除法和顺序做题；

4. 学会找关键词和标记性词汇。

? 考前准备： 1. 过级备考神技——卡时间：模块化做题 （没有大块
时间把整套练习题做完？把散碎的时间利用起来，将套题中的模块
分词做完，严格要 求自己，时间到就停笔）；

2. 训练快速阅读技巧——scan：备考阅读练习时不再要 求自己一目
一词，训练自己囫囵吞枣的能力，一目一句一行，快速定位某个词
组；

3. 加大同义词组的积累：从套题做起，将套题中出现的生词积累在
一个词汇本上，并利用 词典，词汇软件将其同义词也罗列其中，共
同记忆；

4. 适当学习英语句法知识 ：备考时留意分析题目中句子的句架结构，
锻炼自己可以根据句架结构辨认出句子的主、谓和宾。

5. 广泛阅读：订阅china daily手机报，增加自己阅读量，扩充自
己的词汇量。

? 考中技巧：

一、 应试技巧

1．段落细节信息配对题 的陈述虽然都是文章细节信息，但是表述基
本都是围绕文章标题或者每一段落的主题进行描述的，通过快 速阅
读题干部分表述，可以迅速了解文章主旨大意。

如2015年6月卷一

46. some people propose laws be made to stop mcdonald’s
from attaching toys to its food specials for children.

47. fast- food firms may not be able to cope with pressures
from food regulation in the near future.

48. burger king will start to sell seattle’s best coffee to
increase sales.

49. some fast-food firms provide healthy food to give the

impression they are helping to tackle the obesity problem.

通过这四个题干中的关键词（mcdonald’s, fast-food firms,

pressures, increase sales, impression, tackle, the obesity
problem）,结合文章的标题the changes facing fast food,我们可
以很容易地了解到这篇文章主要的内容是在讲快餐业及快餐业目前
遇到的危机。

因此，即使题干中的每一个表述并不都是文章的主旨句，但是却都
与 文章的主题息息相关的。所以通过快速浏览题不失为在短时间内
掌握文章主旨大意的一种方法。

3. 重视逻辑关系，逻辑关系谓语文章的段落之间，句子之间以及句
子内部，包括：因果关 系：因为：because, in that, since, as, for,
because of , due to, owing to；所以：therefore, hence,
accordingly, as a result, consequently等；并列和递进关系and,
or, not only…but also, then,

moreover, in addition, in other words等;；转折关系but,
however, yet, instead, nevertheless等。

4. 重视特殊标点: 冒号，括号，破折号，这些标点后的内容都是对
前面信息的进一步解释。 二、 解题步骤

第一步，先读题干，再读文章。先易后难，在题干当中找出标记性
词汇，包括大写词、数字、 时间、地点，比较级与最高级、合成词
等（样子独特，出现频率低）；若没有标记性词汇，需要根据题干
确定关键词（一般是名词和动词），不要选那些和文章主题太相近
的词（太多），这一步是匹配 题成败的关键！

例1. 48. burger king will start to sell seattle’s best coffee to
increase sales.（2015年6月卷一）

mark words: burger king; seattle’s best.

如过题干没有非常显眼的标 记性词汇，就需要将题干中主、谓、宾
所在的关键词及重复率不高的词标记出来。

例2. 50. during the recession, many customers turned to fast
food to save money.

key words: recession; customers; save money

第二步，找到这些关键词所在的段落，有可能出现2到3个段落有
关键词，哪个段落复现的关 键词越多，越可能是答案；

例1. 通过确定这两个标记性关键词，快速浏览整个文章只 关注着两
个词，材料中只有g段，两个关键词都出现，材料原句如下：

“starbucks has sold rights to its seattle’s best coffee brand to
burger king, which will start selling it later this year.”

确定为答案。

例2. 确定关键词recession, customers, save money后，快速浏
览整个文章，发现只有d段和e段出现recession和cust omers,进
一步对比，只有d段有save money字眼，确定为答案。

第三步，筛选2到3个备选项，进一步阅读判断得出答案。大部分
题目只能找到一个备选项，不用进行第 三步了。

三、 注意事项：

(一) 读题干

1. 匹配题的题干特点：

题干涉及原文某细节——直接匹配；

题干改写原文关键词——同义替换。

2. 标记重要信息

标记明确信息（mark words）：具体数字（时间，年份，数据等），
专有词（大写），斜体字，引用语；

标记关键信息（key words）：句子主干（主语，谓语，宾语，名
词和动词）；重复率不高的词；

(二) 读文章

1. 文章标题概况文章话题，可帮助理解。

2. 着重读每段的句首句尾——写作结构：总分，分总

【篇二：英语四级段落信息匹配题技巧及练习题】


>一、英语四级段落信息匹配题是什么？

原快速阅读理解调整为长篇阅读理解，篇 章长度和难度不变。篇章
后附有10个句子，每句一题。每句所含的信息出自篇章的某一段落，

要求考生找出与每句所含信息相匹配的段落。有的段落可能对应两
题，有的段落可能不对 应任何一题。四级考试需要各位同学做的是，
大家需要去看十个左右的段落，然后去匹配十个信息点。但 是到六
级当中，我们的难度就要增加了，我们见到的情况是六级当中变成
了15个段落，去匹配 十个信息点。但总体来看，不管题型怎么变，
其实学习方法没变，还是仍旧需要大家提高阅读的能力，比 如说读
文章的时候，是不是直接拿英语读，如果读快速阅读的时候，还是
拿中文边翻译边读的话 ，会发现阅读速度一直会比较慢，所以那么
长的文章很难找到细节，所以大家一定要养成拿英语直接阅读 的这
样一种习惯，这样才能保证我们的阅读真正速度又快又准。

二、样题：

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 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.

universities branch out

a) 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 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) 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
courses 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 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 developing 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 america’s 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 the continent. 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.

e) globalization is also reshaping the way research is done.
one new trend involves sourcing portions of a research
program to another country. yale professor and howard
hughes medical institute investigator tian xu directs a research
center focused on the genetics of human disease at
shanghai’s fudan university, in collaboration with faculty
colleagues from both schools. the shanghai center has 95
employees and graduate students working 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; xu’s yale lab is more productive, thanks to the
lower costs of conducting research 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 mainframe computer and the
integrated circuit of the 1960s to the internet infrastructure (基
础 设 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 stanford 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 companies 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 unsteady. 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 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
national 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 foreign students seeking admission
to u.s. universities, and a corresponding surge in eollments 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 unwelcoming to international students.

i) 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; and second, foreign students who study
in the united states become ambassadors for many of its most
cherished (珍视) 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：此部分试题请在答题卡 2 上作答。

46. american universities prepare their undergraduates for
global careers by giving them chances for international study
or internship.

47. since the mid-1970s, the eollment of overseas students
has increased at an annual rate of 3.9 percent.

48. the eollment of international students will have a positive
impact on america rather than threaten 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.
universities 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 universities 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、匹配题做题技巧1

（一）信息段落匹配题

信息段落匹配题也可称为信息包含题,即 which paragraph
contains the following information?

这个题在很多考生眼里是难题中的难题，往往会选择性放弃。其 实
通过练习这种题型，对外文阅读有很大的帮助。

（二）两套方案

1.低目标学生实事就是

如果阅读考试目标为6分的同学，这种题型可以放到最 后做。一是
通过做其它题目，可以推断出一两个答案所在段落；二是客观题，
可以通过一些技巧 性的推测，争取拿分。譬如，关于overview的信
息往往在首段，句子包含aim, suggestion. future 等信息则较大概
率在文章后半段。

2.高目标的学生 正面攻破

既然是难题，那攻克这种题型对于想考高分的同学（尤其是想得到
7分以上）意义会更大。

如果遇到文章偏科普，中心句不明显，建议考生还是放到最后再做。
但大部分此类题型的文章 还是逻辑清晰，可以正面攻破。

（三）解决步骤：

1. 扭转做题思维

正面攻破先要扭转做题思维，不是找到句子答案所在，而是判断这
句 话在哪一段会出现。做过大量判断题和匹配题的练习之后，我们
往往形成定向思维，认为文中一定有固定 答案点。然而信息段落匹
配题里的信息题干并非完全的同义转换文中句子。所以我们首要明
确， 考官出这个题是要考察我们什么阅读能力，我认为不是细节阅
读能力，而是对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 的内容，那是相当费时间的，而且答案差不
多涵盖整段内容。而其实我们只要知道哪段话讲文化传播就可以，
并不需要知道方式即所谓的h ow。

2．预览题干，明确判断词

所谓判断词，不等同于定位词。判 断词是指这句话独一无二的信息
点。例1中应着眼于culture，而不要着眼于how .如题 the effects
of the introduction of electronic delivery. 第一轮预览时不要被

effect 所干扰，而要对electronic 留下印象。再如题 details of the
range of family types involved in an education program 判断题
是family types 而先不要在意details.

3．快速掌握文章脉络

既然不找，那怎么样判断呢？那就是通过阅读中心句快速掌 握文章
脉络。中心句一般出现在首位句，转折词如but 或者因果关系联接
词如 as a result 引领的第二句，或者问句后面的答句。一般建议在
找到中心句后，读一下末句，可以更精 确地掌控段意。若无特别明
显的中心句，首尾句的阅读也有助于理解段意。阅读过程当中，有
的 信息点明确可直接先去选出答案。这里我们也要明确要多看外文，
掌握外文的行文思路。一般而言剑桥里 的文章组织有三大类。一是
按时间，如货物运输，这是最简单的。 二是按观点—原因—发展—
瓶颈—措施—目标的布局来分析一件事物。三是 偏科普的 夹杂很多
不同派别的理论，这个相对而言比较难。

4．判断信息所在段落

最后当然是判断信息所在段落，能够迅速找到信息所在句子当然是
最好的。但其实这难度较大 而且不一定是必须一步。譬如题reason
why an education programme failed. 如果带着找到reason 所在
句子的思维的话就要把c段的 段落看完。其实通过通览全文，只要
知道只有c部分才讲到一个失败的计划，而c第二段中心句第二句< br>很明确指明这段将作出失败原因的解释。所以可以通过failed 就可
以推断出c段。

5．充分利用信息段落匹配题节省回读时间

有同学会认为把全文中心句看了有必要吗？如果只为了4或5道信
息段落匹配题，信价比的确 不高。但往往其他题目题干信息答案点
都出现在中心句或段落首位句，所以可以节省大量的信息搜索时间 ，
考生可以通过上述的几篇文章得到答案。那有同学会问，与其这样，
还不如反过来先做别的题 型，这样也是一种方法，但不利于对文章
思路整体性的把握。

四、匹配题出题特点及应试技巧

匹配类题型有很多种，常见的种类有：1. 人名- 观点匹配；2. 地名-
描述匹配；

3. 句子-句子匹配；4. 分类题(classification)；5. 段落-标题匹配；6.
段落-细节匹配。其中前四 种做题方法比较类似，而后两种相对较复
杂。这里将阐述前四种题型的做题方法。

首先，还是让我们来看一下这四种匹配题的出题特点：

i. 所考内容全部为细节

和后两种题型考察主旨不一样，前四种题型主要考察的是考生对于文章细节的把握和理解。因此，这些题型的解题方法主要是先用
scan的方法定位出关键的段落。

【篇三：英语四级段落信息匹配题做题技巧】


=txt>阅读 部分原来的快速阅读理解在改革后调整为长篇阅读理解。
该题型阅读文章的长度和难度较之从前没有太大 的改变，文章后面
有十个句子，每个句子所含的信息出自文章的某个段落，要求考生
分别找出与 这十个句子相匹配的段落，所以该题型也可简称为段落
信息匹配题。这个题型的难点在于所给的句子与文 章的段落不是一
一对应的关系：有的段落可能对应其中的两个句子，有的段落则可
能不对应任何 一个句子。从改革后的四级样题来看，该题型的阅读
文章篇幅较长，而考生的做题时间只有十分钟。在这 种情况下，考
生应利用一些阅读技巧来加快解题速度。我们建议考生从以下两方
面来着手。
第一，仔细阅读文章每个段落的首句和尾句。

段落的首句和尾句往往 能提供与该段落主题相关的信息，阅读首、
尾句能帮助考生大致了解每个段落的主要内容，进而帮助考生 快速
找到与句子相匹配的段落。以四级考试样题为例，根据e段的首句
“globalizat ion is also reshaping the way research is done”，考
生可以很快判断出这个段落与第49题的句子“the way research is
carried out in universities has changed as a result of
globalization”表达的意思相近，由此考生可以判断出第49 题的句
子与段落e相匹配。又如，根据i段的首句“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”，考生大致可以推断出第55题
的句子“when foreign students leave america, they will bring
american values back to their home countries”所表达的信息在
该段可能找到。再细看 一下，考生便可在段落中看到这样的信息：“?
and second, foreign students who study in the united states
become ambassadors for many of its most cherished (珍视)

values when they return home.”由此考生可以断定第55题与段落
i相匹配。

其次，划出题干定位词，通过回原文寻读的方法查找与题干句子相
匹配的段落。

题 干句子中出现的专有名词(人名、地名、组织名、报刊杂志名等)、
时间、数字以及关键名词(组)等都 可以作为定位答案的题干定位词。
考生可以回原文找含有定位词的句子，然后对照该句子与题干句子，< br>如果两个句子意思相同或相近，则该句子所在的段落便是答案。以
样题的第47题为例，该题的题 干句子如下：“since the mid-1970s,
the eollment of overseas students has increased at an annual
rate of

3.9 percent.”考生可以用特征明显的两个数字the mid-1970s和
3.9 percent作为题干定位词回原文定位，并可迅速找到与之匹配的
c段的第二句：“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.”考生由此确定该题答案为c。