大学英语四级考试快速阅读理解题型万能解析（Universal analysis of rapid reading comprehension questions in CET four）This paper consists of small and small Lijiang contributionPdf documents may experience poor browsing on the WAP side. It is recommended that you first select TXT, or download the source file to the local view.September 2010Overseas English overseas EnglishA brief analysis of fast reading comprehension questions for CET fourLi Jing(School of foreign languages, Anhui Xinhua University, Anhui, Hefei 230039)Abstract: from the beginning of the second half of 2006, the National College English CET four full opening of the new syllabus, new questions, including fast reading is a new reform of university English four class examination questions, the purpose is to test the students reading skills, reading speed and the ability to browse. Reading comprehension has always been the focus and difficulty in CET four, and fast reading is very important. This paper on the level Four English test fast reading questions for analysis, then put forward the corresponding reading skills and how to cultivate students reading habits, so as to improve the students ability of fast reading. Key words: CET four; rapid reading comprehension; obstacle; skills; CLC number: H319; document identifier number: A; Article Number: 1009-5039 (2010) 09-0061-02After the reform, the reading test of CET four is divided into two parts, one is quick reading, the other is careful reading. The adjusted reading comprehension accounted for 35% of the total score, with an increase of 10% of the fast reading scores. Fast reading is part of a 1000 to 1200 words between the article with 10 questions, exercises for 15 minutes. The first seven questions are asked students to make yes or no, not, given judgments, that is, to determine whether the information in the title appeared in the article, or that the information is right or wrong. These seven questions examine the students ability to judge the details of the article. After the three is fill in, or select some sentences from the article, some information of this sentence is missing, according to the contents of the article will require students to complete the information, to form a complete sentence, which requires students to be able to quickly according to the information given to the location, find the information they need. In general, the quick reading section examines the students ability to read and train and locate them. This requires teachers to pay attention to the teaching of fast reading in the College English teaching and to train students quick reading skills, so as to improve students ability of quick reading comprehension.Universities are also hard to get rid of. Many students cant get rid of it when they are reading English. When they are reading, they need to read and translate sentence by sentence, and understand it by translating it into their mother tongue. This method of reading is a waste of time and must not be used when doing quick reading comprehension. In fact, only by reading the full text of the meaning group can we read quickly and understand it well.1.3 students guessing ability is poorMany students believe that the main reason for the low comprehension and slow reading in English reading is that they dont have enough vocabulary. There are many teachers counseling books will emphasize four English vocabulary, grade six, graduate exam vocabulary, that didnt have enough vocabulary to reach a certain level, can not make a corresponding level of reading comprehension. In fact, this understanding is biased. Even if the vocabulary of two students, their reading speed can also have a big gap. This is because the effect of reading comprehension and reading speed except vocabulary, there is also an important factor in students guessing ability. Being able to quickly guess the main meaning by context is important to speed reading.The current college students guessing ability is poor mainly in the following aspects: one is the students know little about word formation. Few students accept the teaching of word formation system in University, so that students lack the ability to deal with new words in the reading process; the two is the lack of analysis of the sentence structure, such as the word part of speech is determined by the structure of a sentence; the three is the lack of the ability to guess from the semantic context. In the course of actual English study, college students are too dependent on dictionaries and teachers for help. The word guessing ability did not get a positive guidance and training, affect the improvement of reading comprehension.1 major dyslexia encountered in rapid readingChinese students to learn English, because there is no suitable language environment, usually can not read a lot, so the reading speed is relatively slow, there is a certain degree of difficulty in completing the fast reading th