大学英语四级阅读判断题

A. 大学英语四级，仔细阅读全错（10个阅读选择题），这个部分能得多少分啊我听说这样也可以得分啊。

你真悲催，仔细阅读题好像是一题14.2分，其他题目一般应该是7.1分。
如果有下次一定要图完再交卷，不要怕老师，大不了就被老师说说，一定不会按作弊处理的！
希望你通过！

B. 英语四级阅读每个选择题多少分

英语四级阅读理解分数:

快速阅读占总分的10%。， 71分，各7.1分，达到42.6分。

（1)词汇理解(选择单词专填空):10% = 71分，每题属7.1分，42.6分可接受。

（2)仔细阅读:15%(106.5分)，10分(10.65分)至63.9分，总分为177.5分。

(2)大学英语四级阅读判断题扩展阅读：

英语四级考试报名条件：

(1)考试对象限制在普通高校内部四年制或以上根据教育大纲修完大学英语四级的在校大学本科生或研究生；

(2) 同等程度的大专生或硕士研究生经所在学校同意，可在本校报名参加考试；

(3) 同等程度的夜大或函授大学学生经所在学校同意，可在本校报名参加考试；

从2007年1月的考试开始，大学英语四六级考试将不再对社会考生开放，只对在校大学生开放。

参考资料来源：网络-大学英语四级考试

C. 请问2011年的大学英语四级考试快速阅读是选择题还是判断对错

一般情况下（前几年的题都是这样子的），会有七道选择题，三道填空题，答案几乎都在原文中~而且题目在前边的一般答案也在文章的前面，以此类推，希望能帮到你！

D. 大学英语四级新题型中那个15个选10个的选词填空是0.5一个还是1分一个,只回答0.5还是1分以及在试卷中的比重

0.5一个。选词阅读10个，一个0.5％
作文15％（有14分、12分、8分、6分、2分和0分四个档次，用时专30分钟）
快速阅读10％(7个判断题属每个1％，3个填空题也是1％，单词拼写错误不给分，用时15分钟)
听力35％（短对话8个，每个1％，长对话8个，每个1％，短文10个，每个1％，填词7个，每个0.5％，3个句子分别为2％，2％，2.5％。用时35分钟）
篇章阅读20％+词汇阅读5％（传统阅读10个，一个2％，选词阅读10个，一个0.5％。用时25分钟）
完型填空10％（20个小题，一题0.5％。用时15分钟）
翻译5％（一题1％。用时5分钟）

E. 英语四级考试的选择题我都选对了，能得几分

按照卷子的答题顺序，分值分布情况是写作：106分，快速阅读：版71分，听力：249分，常规阅读：178分，选权词填空：71分，翻译：35分，合计710分。其中选择题型包括快速阅读71分，听力249分，常规阅读178分，假设选择题都选对，那么总分能达到498分。

但是有些题型是很难拿到满分的，比如听力，对英语熟练程度及反应能力要求较高。而且翻译也是比较容易拿分的题目，不要放弃。祝成功。

英语四级CET4考试入场前须知：

1、考试前，请各位考生务必检查自己的耳机，以确保其能正常使用，并准备好足够的电池!考场不提供无线耳机和电池。

2、请各位考生妥善保管好准考证，遗失不补!

3、准考证、学生证和身份证三证齐全方可进入考场。有遗失学生证或身份证者，请到所在系行政秘书兼辅导员处开具证明。无准考证或学生证、身份证两证均遗失者不得参加考试。

F. 英语四级，每种题型选择题多少个分值多少

大学英语四级考试分四个部分：听力理解、阅读理解、完型填空（或改错，现版在都是完型）、作文和翻权译。
听力部分35％满分为248.5分；阅读部分35％满分为248.5分；综合部分就是完型或改错部分占10%为71分；作文部分15％，翻译%5。
听力分值为35%，题型分为小对话、长对话、短文、复合式听写四种。听力考查部分听力对话占15%，8个选择题，短文部分20%
阅读注重考查能力。又分为仔细阅读25%和快速阅读10%。仔细阅读部分的文章减少至2篇，分数占全卷的20%，另外增加15选10的选词填空。选词填空的考查方式为：从一篇220字左右的文章中，留出10个单词的空格，从给出的15个备选单词中选出10个填入文章相应处。快速阅读要求在15分钟内完成一篇1200字左右的文章和后面的10道题

G. 大学英语四级快速阅读题的主旨判断题一般都是对的吧

主旨题一般是对的。NG一般只有一个的

H. 哪位大神有 大学英语四级快速阅读理解 新题型的练习题哪的都行，网址也行。麻烦发一个连接 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.
点击下载2013年12月大学英语四级样题及答案>>
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 (实习) 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 础 设 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 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. 大学英语4级快速阅读的单选题和以前的正误判断

do more practice