2. 有关词义和句义的理解
考查某个词或句子的含义也是常见的一类题型。这类题常见的提问方式如下：The word X in Line A, Para. B refers to ____. / What does someone mean by“doing some-thing”(Line A, Para. B)? / By saying something, someone means _____.
这类题的出发点有两种可能。一种是考查某个较难的单词或某个语法结构较复杂的句子的含义。这时大家可以根据构词法，分析句子成分，联系上下文等得出答案。但是这种类型的考查在四级考试中出现的可能性很小。阅读考查的主要是理解，所以第二种是考查某个单词的具体所指或某句话的具体含义。这类题需要大家联系上下文来理解。但具体该如何联系，给大家提出一些参考建议。有些学者认为，一篇文章之所以成为文章，是因为有五种衔接手段，即指称、省略、替代、连接和词汇衔接。如果能较好地理解文章中用于表现这些功能的词的具体含义，理解某个词或句子的含义就会容易得多。指称是指语篇中的一个成分作为另一个成分的参照点。英语中的人称代词、指示代词以及表示比较的词都可以在语篇中起到衔接作用。在考试中往往考查的是某个名词性物主代词的含义。省略指把语篇中某个成分省去不提。它是避免重复、突出新信息并使语篇上下紧凑的一种语法手段。省略的目的是为了让表达更加简洁、流畅。但对于我们这些英语是非母语的人来说，这种省略就容易形成阅读上的障碍。一般来说，一个句子中被省略的成分通常都可以从语境中找到。替代是用一个替代词替代一个相应的成分。它与省略联系紧密。常用的替代词有one，do，same，so等。连接是通过连接成分体现语篇中的各种逻辑关系的手段。连接成分常常是一些表示增补、转折、因果、时间等关系的连词、副词或介词短语。连接使得篇章的句子或命题关系显性化。词汇衔接是指通过语篇词汇的重复、近义、反义、上下义和同现等词汇手段来达到语篇语义的联系。它是衔接中最突出、最重要的形式。若是考查一句话的意思，还要特别注意这句话中关键词的意思。
(To be continued)
Tryout
1. I don’t ever want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field dominated by men. I was never very good at telling those stories because truthfully I never found them interesting. Q: Why doesn’t the author want to talk about being a woman scientist again?
(CET-4,2007年6月)
A) She feels unhappy working in male-dominated fields.
B) She is fed up with the issue of gender discrimination.
C) She is not good at telling stories of the kind.
D) She finds space research more important.
2. The reality that has blocked my path to become the typical successful student is that engineering and the liberal arts simply don’t mix as easily as I assumed in high school. Individually they shape a person in very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study is difficult.
Q: The word"they" in"... together they threaten to confuse."(Line 8) refers to _____.(CET-4,2001年1月)
A) engineering and the liberal arts
B) reality and noble ideals
C) flexibility and a value system
D) practicality and rationality
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