TEM4

TEM4

听写15分

第一，考前要充分了解听写的形式，最好进行一次模拟实践，体会全过程。

第二，在听第一遍时，重点听主题思想和重点词，掌握全文大意，不要一听录音就写，因为这样急着写，也许能写出前边的单词或句子，却有可能不知全文的大意；听写的第二遍和第三遍朗读是以意群为单位重复的，在第二遍朗读录音时，要以意群为单位去理解。因时间关系，不可能一词一词地全部写下，所以要分清主次信息，抓句型和关键词（主语、谓语等），在听第三遍时，再把其他部分，如修饰语、定冠词等遗漏内容补上，若有些词还来不及写，可先用一些自己认识的缩略形式，甚至特殊符号代替，等最后一遍核查时或结束前的两分钟检查时间时再补写出原形。听写的评分不是以写出的单词多少，而是先以是否把原文的主要意思表达清楚，然后以是否有大小错误，如单复数，大小写、遗漏冠词等，来决定扣分的不同。此外，如果在听的过程中有个别词或词组一下子反应不出来，就不要苦苦纠缠单个的词，要跟着录音进行下一意群的听写，因为听写评阅标准把全文根据15个意群分割成15分，每个意群最多扣一分，所以某个意群中的个别单词或词组的错误或遗漏不会影响其他意群的得分。而对于听不懂的单词，不妨先根据读音写下音标，等回头检查时再想。

第三，运用期待语法的作用，听之前，根据题目展开联想，调集大脑中储存的相关信息，同时仔细理解第一句，因为首句常是主题句，后边的句子围绕它进一步展开，这样，可以适当缩小范围，更快地进入状态。

第四，听写是一项综合性的语言技能，包含了诸如听、写、词汇量、语法结构、篇章理解、记忆力等各方面，因此，提高听写能力，关键就是加强各种相关知识和技能的训练。这也就牵涉到平时对各门功课的学习。如提高听力水平，熟悉英美国家人士的说话和语音语调的差异是必要条件，但同时，如何把接收到的信息转化为自己的并写下来，则要求其他能力的配合，如对词汇的掌握及熟练程度、词语搭配知识等。同时还要运用语法知识，有时即使没听出来，也可补写出来，如单复数和时态等；还可利用逻辑推理能力，因为所听材料都是有意义的和独立成文的，因此，检查中如发现不合逻辑思维的句子，就可以肯定所写有误，进而改正。

第五，听写是个相对机械、容易操作的测试手段，但提高听写决非一朝一夕，靠突击就可以如愿以偿的。加强相关能力训练，能够间接促进听写水平；同时，有计划和有目的地反复实践听写，也可以巩固各项语言知识，发展运用知识的技巧，促使语言知识向语言交际能力转化。

第六，还要注意书写的整洁、清晰，用指定水笔按要求书写，以便于评阅。

最后，我们介绍TEM4听写的评分标准。听写标准主要根据意群和词组，把短文分为15小节，每节1分。听写评阅采用扣分法，每节最多扣1分。重复错误扣一次。根据评分需要，听写中出现的错误分为两类：小错误和大错误。小错误包括大小写、标点符号错误、冠词错误、单复数错误等；大错误包括漏写单词、添加单词、替换单词、时态错误等。每个小错误扣0.25分，每个大错误扣0.5分。

听力理解30‘

第一，要克服心理障碍。心理因素对人的现场发挥有很大的影响，特别在听力考试中，由于考场的紧张气氛，加之录音只放一遍，不能复听，常使考生产生畏惧心理。考生在听之前，生怕听不懂，听觉紧张，越紧张就越不能专心；还有的考生遇到未听懂或未完全听懂的题就不知所措，或有个别词汇一下子听不出而绞尽脑汁地想，影响对接下来内容的注意力。对此，考生首先要安定好自身情绪，集中精力，轻松愉快地

做好听力测试前的一切准备，尤其是心理准备。在听不懂的情况下，学会放弃，即快速猜测一个答案（因为答错不倒扣分），然后开始阅读下一道题的内容，准备下一题。若总是高度紧张，不切实际地想不丢一分，那就会背上包袱，导致能听懂的也没有去听。为此，考生平时要有意识地训练自己的心理素质，参加一些模拟考试，培养对考场的适应能力，增加自信心。

第二，听力部分测试考生获取口头信息的能力。英语可分成诸如书面语、正式、非正式和口语体等语域。它们在用词、句法等方面都有所不同，因此考生不仅要熟悉英式、美式英语不同的语音、语调和单词，而且在学习书面语的同时，注意口头语的表达方式，及其用词、句型结构和升降调所表示的不同的感情色彩。

第三，精听与泛听的有机结合。精听就是在高度集中精力的情况下尽量把所听到的语言材料完全听懂，泛听指广泛地听各种不同类型、风格和不同来源渠道的声音材料。精听重“质”，泛听抓“量”。在听力考试中, 既要求能准确无误地听出某些重要的数据、年代、人名、地名及事实，又要求把握大意，这就必须在训练中把精听与泛听结合起来。听不同题材、不同内容、不同性别和不同语音语调，甚至于同一单词的不同读音。只有坚持不懈地长期进行两者的结合，才能稳步提高听力技能。

第四，预测在听力理解中非常重要。预测能帮助提高识别速度，而识别速度是听力理解的关键之一。合理地运用预测技巧可以减少记忆负荷，缩小搜索范围，提高听的效率，同时还可以降低难度，消除紧张心理，增强自信心。为提高预测能力，在平时的训练中，考生就要养成预测的习惯。即利用听之前的短暂时间，快速浏览问题及选项，分析一下选项之间的关系，从中预测要听的对话或文章等的主题和可能提出的问题，以便带着问题、有的放矢地捕捉期待的信息内容。这样在听的过程中就能快速、准确地作出判断。在各部分题目前，试题册上都印有一段题目指令，磁带上也录有相应指令，由于这部分指令每年考试都基本相同，考生只要熟悉这些内容，就可以利用播放指令的时间，做好预测。

完型15‘

第一，对短文的理解不是简单的词义、句义相加。考生不能满足于表面意义，而要深刻领悟所选短文作者写作的意图和风格。不同的作者对相同的事件会有不同的观点和表现方法，而考生就应该领会这种文章的基调，并按这一基调选择恰当的词语填空。例如，同样在表面上进行褒扬的两篇文章，如果基调分别是讽刺与赞颂，那么它们的选词将截然不同。这在总结性的语段中表现得特别明显。

第二，在充分理解的基础上再进行选择填空。实义词的填空与理解上下文关系密切，也与词汇识别有重要关系。考生应当注重词语搭配关系，在句内理解、语篇理解的基础上进行选择。而结构词的填空虽然与语法测试更为接近，但是在许多情况下，连词、关系代词、介词等也必须结合语篇来选择。

第三，建议考生先浏览全文，掌握大意，再充分运用逻辑推理，进行细节上的分析。特别要注意部分待选项可能在上下文，尤其是在下文中，出现提示。考生可阅读前后的句子，寻找相关的信息词。

第四，要注意选择最佳选择项。部分干扰项在上下文中或许是可能的，但考生必须进行比较，以得出最佳的选择项。平时学习中尽量多使用英英词典，而非英汉词典，以便更好地理解和搭配使用的词汇。

第五，既要反对不究其原因只顾答案的治学作风，也要反对那种不考虑上下文只期望作出单纯的语法解释的倾向。要注意在平时阅读优秀文章时积累正确的语感，并且适当地依赖这种语感进行选择。

第六，训练完形填空不一定都采用多项选择的形式，可以采用填空的方式。考生不妨在练习时先不看选择项，自行用适当单词填空，并试着填入不止一个可能的答案。当然，填空题的难度大大高于选择题，但它却是更富于挑战性、效果更好的适应性练习。

词汇15‘

考生既不可以脱离词汇进行空泛的句法结构学习，也切不可以为有了一定的词汇量，就一定能够清楚表达意思了。考生可以通过大量的阅读，增加词汇量和语法的感性知识，但也必须辅之以必要的语法理论，获得相当的理性知识。在同时拥有感性和理性知识的基础上，才有可能形成正确的语言直觉。目前，国内语法教学的权威著作应当数上海外语教育出版社出版的章振邦等先生编著的《新编英语语法教程》，以及系列配套的《新编英语语法》，考生可以参阅。本部分试题以正式书面语语法为规范，因而许多虽见应用但不正规的形式是作为干扰项存在的。考生必须有清晰的文体意识，严格区分口语语法和正式书面语语法，区分非标准英语语法和标准英语语法。要侧重正规语法的学习，重视语言的规范性，不能仅仅满足于交际内容的初步表达。

不论语法还是词汇部分都要注重知识结构掌握的灵活性，不可以偏概全，只知其一不知其二。以suggest 为例，如作“建议”解释时，其后确应使用虚拟语气或should，然而作“显示，暗示”解释时，其后却应使用陈述语气。例如，Her_______expression suggested that she was angry。要灵活处理每一道考题，切不可死搬硬套条条框框。这种灵活性当然要建立在全面掌握知识的基础上。而就命题来看，历年试题的面也是尽可能广泛的，不仅是词汇，语法点也是少有重复的。这更对考生提出了较高的要求。

具体说来，根据历年的考试结果数据分析，部分词汇和以下几个语法点是考生的薄弱环节，失分较多，希望予以足够的重视: 动词的时体态式，比较结构，关系词以及多词动词等等。例如:

This company has now introduced a policy_______pay rises are related to performance at work.

A.which

B.where

C.whethe

D.what

Half the excuses she gives are not true, but she always seems to_______them.

A.get on with

B.get away with

C.get up from

D.get in on

上述题目分别涉及关系词和多词动词，得分率竟不足其他题目的五分之一！此外，考生更应根据本人的实际情况，进行一些分类的诊断性练习，以便及时地查漏补缺，从整体上提高英语的实用水平，决不要盲目地埋头于题海之中，以应付考试为最终目的。

阅读25分钟

二、阅读中的词汇问题

阅读是获取词汇和语法知识的重要途径之一。对于学生来说，英语阅读尤为重要。无论是精读还是泛读，阅读可以扩大词汇量、增强语感、获取语法知识，而不仅仅是为了获取信息。

阅读中的词汇问题一向是影响阅读速度和阅读效率的一个大问题。许多学生甚至将自己英语阅读能力不强归咎于词汇量小。应该说，词汇量的大小直接影响到阅读的成功与否，而阅读是扩大词汇量的一个主要途径。

1.跳过生词: 许多读者在阅读时仔细阅读每个单词，希望能看懂所有的意思，唯恐遗漏意思。这一则减

慢了阅读速度，二来也往往会由于一两个单词不熟悉，进而影响对全文的理解和读者的心态。事实上，不知道一两个单词的意义不会影响对整句或全文的理解。有时，该单词的意义会在下文中得到解释，所以固执地停留在某些单词意义上是得不偿失的。

2.仔细搜寻相关线索:在许多阅读文章中，尤其是具有文学性的文章，上下文的线索并不一定是显而易见的。单词的意义往往是隐含在比喻或陈述语句之中，也可能与读者的生活经验有关。有时作者并没有在以后的句子或段落里给更多的线索。在这种情况下，读者就必须反复阅读该句，去挖掘各种可能解释。我们可以使用替换的方法将几种答案一一放入原句，看看从逻辑上、语法上和意义上哪一个最贴切。请阅读下句，你能猜测出specious的意思吗？

3.从词根、词的前后缀来获得意思: 另外一个重要的识别词意方法，是分析单词的构成。英语中大量单词具有前后缀，许多单词原本来自于拉丁语和希腊语。

三、快速阅读

快速阅读是一个良好的阅读习惯，是阅读能力高低的重要标志，在当前信息高度发达的社会里，具备快速捕捉信息的能力显得尤为重要。用英语作为媒介的信息浩如烟海，如果不能快速阅读英语文章、资料，我们就失去了有力的竞争工具。因此，《大纲》明确规定，既要重视阅读理解的准确性，又要对阅读的速度提出要求。

速读能力需要通过正确的训练方法才能提高。应该说，这与语言的其他能力，包括词汇量的大小没有必然联系。没有经过训练的话，词汇量大的人也不见得就读得比词汇量小的人快。一个经过速读训练的读者，往往能在阅读速度上比训练前提高一倍。速读能帮助读者更快地获取信息，提高阅读效率。

1.跳读（skimming）

2.寻读（scanning）

3.快速阅读应注意的问题

四、阅读考试技巧

参加阅读考试是展示考生英语阅读能力的机会，是平时语言能力积累、阅读技巧提高的一次检阅。阅读能力真正提高了，考试成绩也会相应提高。在TEM4阅读考试中考生可以注意以下几点。

1.先看试题，后读文章

第一，可以先阅读试题，这样对于所要求的内容就心里有底。同时，考生可以带着明确的目的去阅读，这样寻找效率比起盲目地通读全文要高得多。第二，通过浏览试题，往往可以在正式阅读文章前就了解该文章的题材、大致涉及的时代背景或文章语言难度。如果有了这些信息，正式阅读时就可省去预读。同时心理上也有了准备，这可以大大节省实际阅读的时间。第三，在阅读部分中不是所有的试题都是用于测试考生对整篇短文的理解能力。有些问题询问的是细节性内容，比如某个情节、某个人物等等。这种情况下，先阅读试题可以省去通读全文，用寻读的方法就会找到正确答案，省下时间做其他需要细读的试题。

2.注意观察问题的类型

了解试题类型有助于正确理解试题的要求，以便采用相应的阅读方法。阅读理解题的种类多样，但概括起来不外乎下面几种:

1)细节题——根据文章的内容、信息进行提问。譬如以what, which, when, where, why等开头的问题。其他常用的结构还有: according to the passage, ... the story tells us that ...

2)主旨题——询问有关文章主要内容、中心大意、作品基调、作者态度、目的等。譬如: What does the passage mainly discuss? Which of the following is the more appropriate title for the passage?等。

3)推理题——要求考生就已获得的信息进行推理，得出原文字面上未出现的答案。常见的问题有Which of the following can be inferred from the passage about ... What does the passage imply? The main purpose of this passage is to ...等等。

4)指代题——用于测试考生对具体词义或指代关系的识别能力。其题类经常为: The work “attribute” in line 6 means ... What does the underlined phrase in line 38 refer to?

3.正确处理速度与理解的关系

阅读的主要目的是对篇章的理解。因此，理解应该是第一位的。但是许多考生为了获得对文章较准确的理解，不惜反复阅读同一段落，导致整体阅读速度下降，最后无法完成所有的阅读任务。TEM4考试对学生阅读的精确度和速度都有要求，要求学生达到每分钟120词左右的阅读速度。

考生在阅读时要合理安排时间，既要保证一定精确度，又要兼顾阅读速度。我们建议考生在正式阅读之前，先把整个阅读部分翻阅一下：看看一共有几篇文章，哪篇文章后的问题最多或最少，哪篇文章的主题熟悉或不熟悉，哪篇文章文字看上去较难，做到心里有数。然后根据翻阅结果，均衡地支配时间。对于一些主题熟悉、文字不难且试题量少的文章，要尽快阅读，不必反复查看，把时间节省下来为阅读其他难度较大的文章创造条件。

如果做题时遇难题，或看不懂文章中的某些句子，考生应先做其他题或其他部分。在完成其他试题后，如有时间，再来做这些没有把握的试题。千万不能为了一道题或一段文字而停滞不前，影响整个阅读部分。

4.重视阅读文章的总体结构安排

阅读中了解文章的总体结构是非常重要的。主旨题固然需要读者对文章的总体结构有较全面的了解，而细节题也需要我们了解文章的结构。因为只有这样，读者才能更快、更准确地找到所需的信息点。那么，我们如何了解文体的总体结构呢？

首先，我们应特别注意和仔细阅读文章的第一段。通常作者会在开场白里简述文章的大意、对所涉及事物的观点以及如何阐述或证实观点。在这里我们常常可以看到诸如There are three reasons ...的句子。这类句子告诉我们文章的框架。

如果在第一段没有找到类似的句子，可以观察最后一段。有时作者会总结性地告诉读者以上段落讲述的内容。借此，我们也能获得作者的大体思路。如果读者无法在首段或末段内找到表示结构的现成句子，那就需要在文章的其他部分寻找有关线索和信号词。以下为一些常见的信号词。

1）列举事实的信号词:

firstly, secondly, thirdly ... (排序)

for example, for instance ... (举例)

whats more, moreover, furthermore ... (渐进)

in the first place, for one thing ... (列举系列事实)

2)表示意义转折的信号词:

however, yet, nonetheless, nevertheless ... (语气转折)

on the other hand, conversely ... (与事实相反的一方面)

in contrast ... (与前述对立)

One other side of the question is ..., Another possibility would be ..., It must be also considered that ... (介绍“另一种观点”)

总而言之，考生在平时要扩大阅读范围，积累阅读经验；在考试时要灵活运用各种阅读技巧，这样才能在考试中取得满意的成绩。

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acquaintance n. 相识，熟人 acrobat n. (走钢丝的)杂技演员，随机应变者，翻云覆雨者 acronym n. 首字母的缩写词 acupuncture n. 针刺疗法 acute adj. 敏锐的，激烈的，严重的[医]急性的，剧烈 adapter n. 适配器，改编者 addict n. 入迷的人，有瘾的人 adhere vi. 粘附，胶着，坚持v. 坚持◆adhere to坚持；坚信；忠于adherence n. 粘着，忠诚，坚持 adjacent adj. 邻近的，接近的◆be adjacent to接近 admiral n. 海军上将，舰队司令，旗舰

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