大學英語四級閱讀判斷題

A. 大學英語四級，仔細閱讀全錯（10個閱讀選擇題），這個部分能得多少分啊我聽說這樣也可以得分啊。

你真悲催，仔細閱讀題好像是一題14.2分，其他題目一般應該是7.1分。
如果有下次一定要圖完再交卷，不要怕老師，大不了就被老師說說，一定不會按作弊處理的！
希望你通過！

B. 英語四級閱讀每個選擇題多少分

英語四級閱讀理解分數:

快速閱讀占總分的10%。， 71分，各7.1分，達到42.6分。

（1)詞彙理解(選擇單詞專填空):10% = 71分，每題屬7.1分，42.6分可接受。

（2)仔細閱讀:15%(106.5分)，10分(10.65分)至63.9分，總分為177.5分。

(2)大學英語四級閱讀判斷題擴展閱讀：

英語四級考試報名條件：

(1)考試對象限制在普通高校內部四年制或以上根據教育大綱修完大學英語四級的在校大學本科生或研究生；

(2) 同等程度的大專生或碩士研究生經所在學校同意，可在本校報名參加考試；

(3) 同等程度的夜大或函授大學學生經所在學校同意，可在本校報名參加考試；

從2007年1月的考試開始，大學英語四六級考試將不再對社會考生開放，只對在校大學生開放。

參考資料來源：網路-大學英語四級考試

C. 請問2011年的大學英語四級考試快速閱讀是選擇題還是判斷對錯

一般情況下（前幾年的題都是這樣子的），會有七道選擇題，三道填空題，答案幾乎都在原文中~而且題目在前邊的一般答案也在文章的前面，以此類推，希望能幫到你！

D. 大學英語四級新題型中那個15個選10個的選詞填空是0.5一個還是1分一個,只回答0.5還是1分以及在試卷中的比重

0.5一個。選詞閱讀10個，一個0.5％
作文15％（有14分、12分、8分、6分、2分和0分四個檔次，用時專30分鍾）
快速閱讀10％(7個判斷題屬每個1％，3個填空題也是1％，單詞拼寫錯誤不給分，用時15分鍾)
聽力35％（短對話8個，每個1％，長對話8個，每個1％，短文10個，每個1％，填詞7個，每個0.5％，3個句子分別為2％，2％，2.5％。用時35分鍾）
篇章閱讀20％+詞彙閱讀5％（傳統閱讀10個，一個2％，選詞閱讀10個，一個0.5％。用時25分鍾）
完型填空10％（20個小題，一題0.5％。用時15分鍾）
翻譯5％（一題1％。用時5分鍾）

E. 英語四級考試的選擇題我都選對了，能得幾分

按照卷子的答題順序，分值分布情況是寫作：106分，快速閱讀：版71分，聽力：249分，常規閱讀：178分，選權詞填空：71分，翻譯：35分，合計710分。其中選擇題型包括快速閱讀71分，聽力249分，常規閱讀178分，假設選擇題都選對，那麼總分能達到498分。

但是有些題型是很難拿到滿分的，比如聽力，對英語熟練程度及反應能力要求較高。而且翻譯也是比較容易拿分的題目，不要放棄。祝成功。

英語四級CET4考試入場前須知：

1、考試前，請各位考生務必檢查自己的耳機，以確保其能正常使用，並准備好足夠的電池!考場不提供無線耳機和電池。

2、請各位考生妥善保管好准考證，遺失不補!

3、准考證、學生證和身份證三證齊全方可進入考場。有遺失學生證或身份證者，請到所在系行政秘書兼輔導員處開具證明。無准考證或學生證、身份證兩證均遺失者不得參加考試。

F. 英語四級，每種題型選擇題多少個分值多少

大學英語四級考試分四個部分：聽力理解、閱讀理解、完型填空（或改錯，現版在都是完型）、作文和翻權譯。
聽力部分35％滿分為248.5分；閱讀部分35％滿分為248.5分；綜合部分就是完型或改錯部分佔10%為71分；作文部分15％，翻譯%5。
聽力分值為35%，題型分為小對話、長對話、短文、復合式聽寫四種。聽力考查部分聽力對話佔15%，8個選擇題，短文部分20%
閱讀注重考查能力。又分為仔細閱讀25%和快速閱讀10%。仔細閱讀部分的文章減少至2篇，分數佔全卷的20%，另外增加15選10的選詞填空。選詞填空的考查方式為：從一篇220字左右的文章中，留出10個單詞的空格，從給出的15個備選單詞中選出10個填入文章相應處。快速閱讀要求在15分鍾內完成一篇1200字左右的文章和後面的10道題

G. 大學英語四級快速閱讀題的主旨判斷題一般都是對的吧

主旨題一般是對的。NG一般只有一個的

H. 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.
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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

I. 大學英語4級快速閱讀的單選題和以前的正誤判斷

do more practice