大學英語快速閱讀題題型
4級是嚴格按照順序，6級不一定，但不可能不按順序。要是不按順序，那就太難了。我做過不按順序的，超BT
B. 大學英語快速閱讀答案
額，買一個學習機查一下不就得了！！！
C. 大學英語四級快速閱讀的做題技巧
我不是權威，復但是我制願意把我的經驗分享一下，首先申明我四級考了571，不算很高，但是我有我自己的方法。我做快速閱讀往往直接看題目，先不看文章，做題時，抓重點詞，也就是特殊詞，比如說人名，一般都是大寫的，那麼你就直接去文章中找同樣的名字，只需稍微看一下上下文，就可以找到答案，還有特殊的數字，像$1,000這些，在文章中定會很明顯的，同樣去文章中找這些數字，你會有驚喜的，另外，在文章中找這些特殊詞也有規律的，題目的順序一般是按照文章中出現的先後順序來的，所以，第一題的話你就應該在前面幾段找，然後越往後依次再往後推，試試看，我相信你會有驚喜的
D. 大學英語快速閱讀的《大學英語快速閱讀》新版
基本信息
書 名： 《大學英語快速閱讀》作者： 吳新華，余詩龍主編
出 版 社： 武漢大學出版社
出版時間： 2010-1-1
字數： 186000
版次： 1
頁數： 157
印刷時間： 2010-1-1
開本： 16開
印次： 1
紙張： 膠版紙
I S B N ： 9787307053946
內容簡介
本書每單元由四篇文章組成，前兩篇為課內閱讀，由教師按規定的時間隨堂練習，有計劃、有步驟地培養學生的閱讀技能；後兩篇文章為課後閱讀，可作為課後作業和學生自主學習材料，進一步強化和鞏固課內所學的內容。 相信通過學習本教材，學生能更迅速和更有效地掌握英語閱讀技能。
目錄
Unit One Study Methods
In-Class Reading
Passage I Successful English Learning
Passage II Read Good Books
After-Class Reading
Passage I English Idioms
Passage II Reading for A's
閱讀技巧:辨識意見和態度
Unit Two Friend and Friendship
In-Class Reading
Passage I The Stages of Friendship
Passage II How to Nurture a Friendship
After-Class Reading
Passage I Arnold--My Best Friend
Passage II Friendship: A Story
閱讀技巧:頭腦成像
Unit Three Work and Life
In-Class Reading
Passage I Tips and Advice for Workaholics
Passage II Are We Having Fun
After-Class Reading
Passage I The Importance of Just Being There
Passage II The Joy of SOH0: Making a Life while Making a Living
閱讀技巧:區別事實與觀點
Unit Four War and Peace
In-Class Reading
Passage I World War II
Passage II My Lai Massacre and the Peace Protest Movement
After-Class Reading
Passage I Why We Never Need to Worry About World Peace
Passage II Welcome Home, Soldier
閱讀技巧:根據單詞構成猜詞悟意
Unit Five Ecation
In-Class Reading
Passage I Alt Ecation
Passage II Some Schools Are Leaving Recess Behind
After-Class Reading
Passage I High School Dropouts
Passage II Computers in Ecation
閱讀技巧:尋找主題句
Unit Six Car Culture
In-Class Reading
Passage I The Origin of the Automobile
Passage II Well, America: Is the Car Culture Working
After-Class Reading
Passage I Car Culture Captivates China
Passage II Trying to Save Kids in Hot Cars
閱讀技巧:如何讀出言外之意
Unit Seven Social Problems
In-Class Reading
Passage I Should Parents Become Big Brothers
Passage II Degrees, but No Jobs
After-Class Reading
Passage I Bullying at School: Tackling the Problem
Passage II African American Marriage in the 20th Century
閱讀技巧:辨認重要事實或細節
Unit Eight Business Matters
In-Class Reading
Passage I A Pension Plan
Passage II The Japanese Authorities Attempt to Clean Up thePachinko Business
After-Class Reading
Passage I The PC' s 25th Birthday
Passage II Pumping Up the Spare Tyre
閱讀技巧:如何理解篇章結構
Unit Nine Computer
In-Class Reading
Passage 1 The Wonderful Structure of a Microcomputer
Passage II Father of the Computer
After-Class Reading
Passage I Dealing with Computer Viruses
Passage II Computerized Supermarket
閱讀技巧:如何在閱讀中擴大視幅
Unit Ten Environmental Problems
In-Class Reading
Passage I Atmospheric Pollution
Passage II Ecological Effects of Road-Building
After-Class Reading
Passage I E1 Nino in 1997-1998
Passage II China's War with the Desert
閱讀技巧:理解修辭語言
E. 現在最新的大學英語四級考試快速閱讀的題型是哪種 是選擇，還是Y,N,NG這種題型。
你說的那種已經有好幾年沒有出現了，那是早期四級考試出現的，近幾年來都是前面版6個選擇題答權案基本和原文段落順序一樣，一般那答案在開頭和結尾就能找得到相近的。後面是4個填空（有填詞語或者填短語），也是對應相應的段落，基本上能原文重現，填詞變化偶爾是在答案後+S+ed+ing這樣的後綴。
F. 哪位大神有 大學英語四級快速閱讀理解 新題型的練習題哪的都行，網址也行。麻煩發一個連接 或
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 ecating 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 ecation 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 undergraate study is growing as well, to 8 percent of the undergraates at America』s best institutions and 10 percent of all undergraates 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 graate ecation abroad.
點擊下載2013年12月大學英語四級樣題及答案>>
D) Universities are also encouraging students to spend some of their undergraate 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 (實習) abroad to prepare them for global careers. Yale and Harvard have led the way, offering every undergraate 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 graate students working in a 4,300-square-meter laboratory facility. Yale faculty, postdoctors and graate students visit regularly and attend videoconference seminars with scientists from both campuses. The arrangement benefits both countries; Xu』s Yale lab is more proctive, thanks to the lower costs of concting research in China, and Chinese graate 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 礎 設 施 ) and applications software of the 1990s. The link between university-based science and instrial 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 ing 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 ring 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 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 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:此部分試題請在答題卡 2 上作答。
46. American universities prepare their undergraates 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 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 e 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 instrial 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.
答案：Section B
46. D 47. C 48. I 49. E 50. C
51. H 52. G 53. F 54. A 55. I
G. 急求 新視野大學英語快速閱讀第二版 的答案，是是快速閱讀的答案，百度文庫沒有。。。
你好
網路文庫一般都是有的
沒有的話借上屆的課本
謝謝採納
H. 大學英語快速閱讀1答案
很高興為你解答。
我是一名英語老師，我學習快速閱讀，以我個人的經驗，告訴你讀書的好處和如何快速讀書希望對你有用。
1、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，用在緊張的學習或者備考階段，也用於經常學習的過程，用以提高學習效率。
2、由於大家平時對快速閱讀接觸不多，所以學習起來不容易。舉個例子，網上有很多的方法可以學習，不過大多局限與理論學習，比較難以學成。當然，學習過程中，也可以通過直接訓練，訓練大腦和眼睛的協調能力，整體說，這樣的方法更為實際。去年，有學者推薦精英特速讀記憶訓練時說道，一般情況下用軟體進行訓練，30小時左右的學習，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。我和我兒子去年就一直學習精英特快速閱讀到現在，她的速度在6000字每分鍾左右，我的速度在4000字每分鍾左右。學習效率提.升大。
3、快速閱讀主要針對考試或者學習的人，能.夠成倍的提高記憶力和學習效率，幫助考試成.功。實際經驗，精英特提高到3000字的閱讀速度和提高3-5倍的記憶力是很有可能的。當然，訓練是必須經歷的過程，沒有訓練就不會有提高，不同的人，也有不一樣的經歷，希望我的經歷對你有用。
希望我的回答幫助到你。
I. 全新版大學英語快速閱讀4答案解析
網路文庫解析非常完整。請在以下網址前添加http://。
wenku..com/link?url=TU20lVzC7oWqfu5_PMI1uN52gr4e_Jo-CJSPVM1Kd2CGnRFfym_-zeat6gaeuZytHVwn7LtOqe
J. 英語四級考試的快速閱讀和仔細閱讀分別包含幾篇
為快速閱讀1篇，仔細閱讀4篇。
大學英語四級考試題型分布要求寫作（15%，短文寫作），詞彙理解（選詞填空 5%），長篇閱讀（匹配 10%），仔細閱讀（單項選擇 20%），漢譯英（段落翻譯 15%）。
聽力理解部分分值比例為35%；其中聽力對話15%，聽力短文20%。聽力對話部分包括短對話和長對話的聽力理解；聽力短文部分包括選擇題型的短文理解和復合式聽寫。完型填空部分分值比例為10%。完型填空部分採用單項選擇題型，改錯部分的要求是辨認錯誤並改正。
(10)大學英語快速閱讀題題型擴展閱讀：
大學英語四級考試的相關要求規定：
1、大學英語四、六級考試的原始分數在經過加權、等值處理後，參照常模轉換為均值為500、標准差為70的常模正態分數。同時，四、六級考試不設及格線，考試合格證書改為成績報告單。
2、四、六級考試單項分的報道分為四個部分，這四個部分以及各部分所佔的分值比例分別為：英語四級各檔的分數分布是：聽力（35%）249分、閱讀（35%）249分、綜合（10%）70分、寫作和翻譯（20%）142分。
3、四、六級的單項報道分也是常模正態分數，但參照的常模是相應的單項常模。因此，單項報道分能夠報道考生在各單項常模群體中所處的百分位置。