Differences between National English Test and CET-4 and CET-6
1, different types of questions, the national English test has oral test, but CET-4 and CET-6 don't. According to the actual needs of communicative competence tests at all levels, the national English proficiency test sets questions, which mainly include: objective questions-multiple choice questions, multiple choice questions and compatible questions; Semi-objective test questions-correcting mistakes, filling in the blanks, and simply summarizing; Subjective questions-thesis writing, translation, oral examination.
2. The practicality is different. Because the national English proficiency test pays more attention to the cultivation of communicative competence and interactive learning, learners can improve their English level in an all-round way, thus playing a greater role in practical application.
3. Social recognition is different. Because the National English Test was launched by the Ministry of Education, its authority is beyond doubt. Moreover, the Ministry of Education is vigorously promoting this kind of examination and making it the only standard for all employers in China to measure the English level of English majors.
4. Band 3 is roughly equivalent to Band 4, Band 4 is roughly equivalent to Band 6, and Band 5 standard is equivalent to the level at the end of the second year of college English major in China.
Expanding reading: problem-solving skills of English test questions
aural comprehension
1. Listening skills and strategies
Before listening: skim the topic, cut into the topic, underline the key points, and predict the content (determine the identity of the characters)
Listening: capture information, shorthand the main points, be targeted, discard the false and retain the true (short monologue, with a subject at the beginning and end, pay attention to 5W, 1H) when, where, what/which, who, why and how.
After listening: coherent memory, connection before and after, comprehensive consideration, and final decision.
Two. Fast recording ability
Mind: this ability is very suitable for solving the problem of listening part 1
Precautions:
1) Use shorthand symbols, such as:
↑ Up, Down, Left and Right = Equal
2) Invent and use the abbreviation of the letter EX- expensive LG- large equivalent-earthquake.
Three. Predictive skills
1. Dialogue prediction: When listening to dialogues, especially short dialogues of part1-5, candidates can make predictions according to the following wh- question:
1) Who are the two people talking?
2) What is the possible relationship between them?
3) When did they talk?
4) Where did the conversation take place?
5) Why do they have a dialogue?
6) What do they plan to do?
2. Discourse prediction: understanding the information provided and not provided by the speaker.
1) What facts did the speaker provide?
2) What facts did the speaker provide?
3. Predict with the opening sentence: The first sentence of English listening usually reveals the theme of the whole article, so everyone should be good at grasping the first sentence information of listening materials.
For example, there is a popular American saying that "time is money."
From the beginning of this sentence, we can predict the scope of information:
1) This is a topic about time.
2) The person involved is an American.
4. Listening characteristics and high score test-taking strategies
Topics are wide: shopping, eating, making phone calls, asking for directions, seeing a doctor, inviting, asking about the time, talking about the weather, holiday activities, buying tickets, etc. Its contents include news reports, social life, education and culture, local customs, historical geography, popular science knowledge, character stories and so on. High school English listening generally examines your ability to understand spoken English from the following aspects.
1. Understand the main idea and summarize the content of the topic.
This kind of test accounts for about 2 items in the listening test in senior high school, which requires us to have a comprehensive grasp of what we hear and grasp what the speaker is saying. Any dialogue or monologue revolves around a center, sometimes the main idea is obvious, and sometimes it needs to be summarized. Common ways to ask questions are:
What is this article mainly about?
What is the theme of this article?
What are these two speakers doing?
What are the two speakers talking about?
What is the dialogue about?
2. Capture the main details and confirm specific facts.
This kind of test questions account for about 8 small questions in high school listening test questions. It requires us to hear and understand the specific information related to the topic center and accurately understand the specific details, such as time, place, people, price, quantity, purpose, reason and result. At the same time, it also requires us to simply process the information we hear, such as numerical operation, time series, comparison and screening, synonymous transformation, causality and so on. Understanding specific information helps to grasp the topic content and understand the speaker's intention, which is the key content of listening test. Common ways to ask questions are:
Where is this woman going?
How does the man pay for the tickets?
What happened to that girl?
When does the lady plan to arrive?
What's the man's house number?
How many hours does Tom sleep a day?
Why do men thank women?
Which of the following is true?
3. Presume the dialogue background and determine the role relationship.
This kind of test questions account for about 5 small questions in the listening test questions in senior high school, which requires us to infer the professional identity of the two parties (or speakers), the relationship between them (or others), the time, place or occasion of the conversation, etc. Common ways to ask questions are:
Where did this conversation take place?
Where is this woman talking?
Where is the conversation most likely to take place?
When did the conversation take place?
Who do you think this woman might be?
What may be the relationship between speakers?
4. Understand the implication and try to find out the intention of the point of view.
This kind of test accounts for about 5 small items in the high school listening test. It requires us to hear the possible "implication" from the words, that is, to try to figure out the speaker's intention, viewpoint or attitude. Common ways to ask questions are:
What can we learn from the dialogue/speaker?
What can we know/learn about this woman?
What does this man mean?
What does the speaker want to tell us?
What are the possible outcomes of the dialogue?
Five. Summary of Common Listening Test Sites in College Entrance Examination
1. Numbers
Many listening materials involve numbers, such as year, date, price, quantity, etc. They will appear in the form of cardinal words, ordinal numbers, fractions, decimals, percentages, etc. This requires everyone to distinguish between various forms of numbers and be familiar with the relationship between numbers. For example: price reduction: 20% off, special price, special price, 15% off, special sale.
Original price: normal price, normal price
Growth: 10% growth in? 1/3 Climb in?
Decline: 23% fell below? Down by 5.5%?
Prompt 1: For telephone number, house number, flight number and license plate number, you can take dictation to record the required numbers.
Tip 2: For the problem of judging numbers, you need to judge the numbers that meet the meaning of the problem from two or more numbers you hear.
Tip 3: Inference usually involves four simple mathematical operations, and it takes a little calculation to get the correct answer.
Step 2: Location
Location-based questions mainly focus on the location, and the examination contents are mostly special questions starting with where, such as:
Where is the conversation most likely to take place?
Where is this conversation most likely to happen? When solving this kind of test questions, you need to have some accumulation and inference.
Tip 1: Be familiar with and accumulate common place names, such as the names of countries, capitals, big cities, famous landmark buildings, mountains and rivers, etc.
Tip 2: Be familiar with and accumulate words, phrases, sentence patterns and scenes related to various places.
infer
Inference questions not only include inferring numbers and places, but also often examine students' inferences about identity, relationships, attitudes, emotions and the causes of events. Generally speaking, such questions usually appear in short conversations.
Tip 1: Be familiar with and accumulate words, phrases, sentence patterns and scenes corresponding to different characters' identities and relationships, and make judgments according to the address forms and keywords provided by the dialogue content and the common sense of life during the exam.
Tip 2: Be familiar with and accumulate different meanings expressed by different pronunciations and intonations, as well as the implied information expressed by specific words, phrases and sentence patterns, and make accurate judgments.
Tip 3: Listen carefully to the whole process and cause and effect of the incident, select the essence from the rough, discard the false and keep the true, and find out the real cause of the incident.
reading comprehension
First, the theme of the topic
Words such as title, subject, theme, topic and theme are often used to set such questions.
1. Summary topic
Features: short and pithy, usually a phrase; Strong coverage, generally covering the meaning of the full text; The accuracy is strong, the expression range should be appropriate, and the semantic degree or color cannot be changed at will. Common propositional forms are:
What is the best title of this text?
The best title of this article is _ _.
Which of the following is the best title of this article?
Summarize the main points
Including finding the topic of the paragraph and the main idea of the article, the common propositional forms are:
What is the general idea of this article? Which of the following expresses the main idea? What is the topic discussed in the text?
The author of the story wants to tell us _ _ _ _. This article/text is mainly about _ _ _ _. What is this article mainly about?
Problem-solving skills
Reading comprehension articles are mostly argumentative and expository, and the structure of these two styles can be summarized as: asking questions-discussing problems-drawing conclusions or clarifying opinions. For this kind of article, grasping the topic sentence is the main way to quickly grasp the main idea of the article. Topic sentences usually appear at the beginning or end of an article. Topic sentences are characterized by conciseness and generalization. The position of topic sentences in the article mainly includes the following situations.
Located at the beginning of a paragraph: Generally speaking, the topic sentence of an article written by deduction is often at the beginning of the article, that is, first point out the theme, and then make a specific statement around it. Judging whether the first sentence is a topic sentence can analyze the relationship between the first sentence, the second sentence and the third sentence of a paragraph. If the first sentence is explained, discussed or described from the second sentence, then the first sentence is a topic sentence. In some paragraphs, there are obvious signal words that guide the details after the topic sentence, for example, the example of; First, second, next, last, last; First, in addition; One, the other; Some, others, etc. In reading, we should try to use the above signal words to determine the position of the topic sentence.
At the end of the paragraph: Some articles will list facts at the beginning, and then expound the author's core argument through argumentation. Therefore, if the first sentence is not general and comprehensive, it is best to read the last sentence of the paragraph quickly to see if it has the characteristics of the topic sentence. If it has the characteristics of topic sentence, it is easy to determine the theme of the paragraph. Generally speaking, when an idea is difficult to explain clearly or be accepted by people, the topic sentence will not appear at the end of the paragraph. Students can make full use of the signal words that lead to the conclusion. For example, so, there, therefore, therefore; In short, in short; In a word, wait. Determine the position of the topic sentence at the end of the paragraph. When there is no obvious signal, students can add a signal word leading to the conclusion before the last sentence of the paragraph to determine whether it is a topic sentence.
In a paragraph: Sometimes a paragraph first introduces the background and details, then summarizes the above-mentioned contents or examples with a comprehensive or generalized sentence, and then discusses related issues in depth around the theme. Topic sentences in such articles often appear in the middle of paragraphs. To sum up, there are two main situations: first ask questions, then answer (topic sentences), and finally explain; Or, ask the question first, then point out the topic (topic sentence), and finally give an explanation.
Echo from beginning to end: the topic sentence appears at the beginning and end of the paragraph, forming a mode of calling first and then responding. These two topic sentences describe the same content, but they use different words, which not only emphasize the theme, but also appear flexible. These two sentences are not simple repetitions. The following topic sentences, either make a final comment on the theme, or summarize the main points, or leave it to the reader to think about.
There is no clear topic sentence: find a keyword (high frequency) summary.
pay attention to
One of the options in the new questions is interference, and students are prone to make the following three mistakes when solving such problems:
The expression (1) is too one-sided and only covers individual details of this paragraph;
(2) The expression is too general and beyond the content of this paragraph;
(3) the expression has nothing to do with the content of the paragraph, and there is no relevant basis in the paragraph.
Second, the details of understanding questions
The content of the examination mainly involves details such as examples and definitions in argumentative papers such as time, place, people, events, reasons, results and figures. The common feature of such questions is that the answers can generally be found in the article. Of course, the answer is not necessarily the original words in the article. You need to organize your own sentences to answer questions according to the information provided in the article.
1. Fact details → reading method
It can be divided into direct comprehension questions and indirect comprehension questions. The former usually asks questions by who, what, which, when, where, why and how, or judges right or wrong. The latter needs to be transformed from the original information, and its expression is different from the original. Common propositional forms are:
What can we learn from this article?
Except as mentioned below.
Which of the following is mentioned (not mentioned)?
Which of the following statements is true/wrong/wrong about ...?
2. Arrange the sequence questions → head-to-tail positioning method (find out the first and last events, and narrow the scope by exclusion method)
It often appears in narrative and explanatory texts, generally in the order of events. Common propositional forms are:
Which of the following is the correct order of …? Which of the following shows the signal path described in paragraph …?
3. Graph matching questions → Organize clues according to the graph
Question form: Give a chart and ask questions according to the chart.
4. Numerical calculation questions → (Methods: Examining questions → Finding details with questions → Comparative analysis and calculation)
You can find the relevant details directly, but you need to calculate to find the answer.
Third, reasoning and judgment questions
It mainly examines everyone's ability to understand the implied or deep meaning in the article. It requires candidates to make logical reasoning according to the content of the article, including the understanding of the author's point of view, the judgment of attitude, and the understanding of rhetoric, tone and implication. Keywords: inference (inference),
Express (symbol, hint), hint/hint (hint), conclude (conclusion), assume (hypothesis, hypothesis).
1. Detailed reasoning and judgment questions
Generally, we can infer and judge according to the information provided in the text or with the help of common sense of life. Common propositional forms are:
It can be inferred/concluded from the text that it is _ _ _ _ _ _ _ _.
The author hints/suggests _ _ _ _.
We can infer _ _ _ _ _.
Which of the following statements is implied but not stated?
2. Predictive reasoning judgment questions
According to the text, guess the next content or possible ending of the article. Common propositional forms are: What do you think will happen if/when …?
At the end of this article, the author may continue to write _ _ _ _
3. Guess the source or target audience of the article.
Common propositional forms are:
This article may be taken from _ _ _ _
This article is most likely to appear in _ _ _ _
Where could this passage come from?
4. Inference of writing intention, purpose and attitude
The author's mood and attitude are often not written directly in the article, but can only be understood from the author's choice of words and its modification methods by reading the article carefully.
When asking about the purpose of writing, the words that often appear in the options are: explanation, proof, persuasion, suggestion, comment, praise, criticism, entertainment, argument and debate.
When asking questions about mood and attitude, the words that often appear in the options are: neutrality (neutrality), sympathy (sympathy), satisfaction (satisfaction), friendliness (friendliness), enthusiasm (enthusiasm), subjectivity (subjectivity) and objectivity (objectivity). Be practical, pessimistic, optimistic, critical, suspicious, hostile, indifferent and disappointed.
Common propositional forms are:
The purpose of this text is _ _ _ _
What is the author's main purpose in writing this article? By referring to …, the author aims to show that _ _ _ _
What is the author's attitude towards …?
What does the author think of …?
The author's tone in this passage is _ _ _ _ _.
Solution skills
Inference question is to examine people's ability to analyze, synthesize and induce logical reasoning through the text information on the surface of the article. Reasoning and judgment must be based on facts and must not be subjective.
(1) You can't choose what is directly stated in those articles. You should choose the option inferred from the articles.
(2) Inference is not a guess out of thin air, but an inference of the unknown based on the known; When making the correct answer, you must find the basis or reason in the text.
③ Be loyal to the original text and take the facts and clues provided by the article as the basis. You can't replace the author's ideas with your own; Don't judge from the original text.
Fourth, guess the meaning of words.
Test center:
(1) Guess the meaning of words, phrases and sentences.
② Define polysemous words or phrases in the text.
(3) Judge the object of pronouns. Common propositional forms are:
The underlined words/phrases in the second paragraph mean _ _ _ _ _.
"It/they" in the last sentence means _ _ _ _ _.
The word "..." (line 6. Paragraph 2) roughly means _ _ _ _ _.
The word "..." (line 6. Paragraph 2) is best replaced by which of the following?
Which of the following is closest to the word "…" in meaning?
Solution skills
1. Guess words through causality.
The first is to find out the logical relationship between new words and context, and then guess the words. Sometimes articles will use related words (such as because, as, since, for, so, therefore, as a result, of course, there, etc. ) to express the cause and effect.
For example, you shouldn't blame him for it, because it's not his fault. The reason expressed in the sentence for (not his fault) can be guessed. Blame means "blame".
2. Guess words through the relationship between synonyms and antonyms
Guess words with synonyms. First look at synonym phrases connected by and or, such as happy and gay. Even if we don't know the word gay, we can know that it means happiness. Second, look at the synonyms used in the process of further explanation. For example, with the help of spacecraft, humans know something about Venus, Mars and Jupiter. Venus, Mars and Jupiter in this sentence are all new words, but as long as you know the planet, you can guess that these words all belong to the meaning of "planet".
Guess words through antonyms. Look at the conjunctions or adverbs that indicate the turning relationship, such as but, while, how, etc. The second is to look at words that are collocated with not or express negative meanings, such as: he is so homely and not as handy as his brother at all. There is no basis at all ... it is easy for us to infer the meaning of homely, that is, not handsome or beautiful.
3. Guess words according to word formation
Judging the meaning of new words according to the knowledge of word formation such as prefix, suffix, compound words and derivatives. She can't be rich. ("UN" means no, so it means "unlikely". )
4. Infer the meaning of words by defining or explaining relationships.
For example: But sometimes, it doesn't rain for a long time. Then there is the drought, or drought. From the above sentence, we know that it hasn't rained for a long time, so there was a period of drought, which means "long drought" and "great drought" Drought period and drought are synonymous. This synonymous or explanatory relationship is often expressed by is, or, in other words, by being called or dashes.
5. Inferring the meaning of words through syntactic functions
For example: bananas, oranges, pineapples, coconuts and other fruits that grow in warm areas. If pineapple and coconut are new words, we can judge their general meaning from their position in the sentence. It is not difficult to see that pineapple, coconut, banana and orange belong to the same category, so they are two kinds of fruits, specifically pineapple and coconut.
6. Guess the words according to the description
Description is the author's description of the external appearance or internal characteristics of people or things. For example, a penguin is a seabird that lives in the Antarctic. It's fat and walks funny. Although it can't fly, it can swim in cold water to catch fish. From the description of the example, we can know that penguin is a bird that lives in the Antarctic. The living habits of this bird will be described in more detail later.
7. Guess words according to common sense
For example, the door was too low and his head hit the lintel. )
She crept out of the room for fear of waking the baby.