閱讀理解是大學英語四級考試的重難點，考生有必要掌握一些閱讀理解題的做題技巧。為此本站小編為大家帶來大學英語四級考試的閱讀理解題的單體技巧。
一、注意直接資訊
小夥伴們在拿到題目通讀全文的時候，要留意收集文章中直接表達出來的資訊。比如文章在描述一種現象的時候，作者直接表達出來自己對這種現象是持支援態度還是反對態度，這些資訊我們可以直接拿來回答態度題。除此之外，小夥伴們要注意文章中出現的一些連詞，比如說because、reason表示原因的詞出現的時候意味著因果關係即將出現我們可以直接劃下來回答原因類的題目;but、however等轉折性詞出現的時候，小夥伴們要留意轉折性詞彙後面所表達的意思，這一般就是作者的態度啦。
二、有的放矢
小夥伴們的考試的時間非常緊張，我們在做題的時候也要合理的安排我們的答題時間，有的放矢才能保證成功。所以我們在做閱讀的時候，能夠快速地在文章中找到答案才是最重要的。小夥伴們在通讀全文之前，要先瀏覽一遍題目，抓住每道題目的“題眼”，然後在通讀全文的時候對應文章的相應部分，可能出現答案的部分重點閱讀，其他部分一帶而過即可。
三、選擇範圍小的選項
小夥伴們在做題的時候能夠百分百的確定正確選項的時候很少，更多的時候我們會在兩個選項中猶豫不決，不知道到底哪一個才是正確選項。在這種情況下，小夥伴們要選擇涉及範圍更小的那一個。大家要注意的是，題目所涉及的範圍不能大於文章涉及的'範圍，同理，選項涉及的範圍一樣不能大於文章所涉及的範圍。
四、順序作答
一般來說，題目的順序是和文章展開的順序相一致的，小夥伴們在做題的時候，應該按照文章的順序來對應相應的題目。當然偶爾也會有順序不一致的情況出現，這就需要小夥伴們睜大火眼金睛來辨認了。
五、合併相關資訊
四級閱讀的題目中，有些問題提問的不只是一個方面，這類題目考查的就是小夥伴們整合資訊的能力了。雖然說在一般情況下，我們的四級閱讀是一個蘿蔔一個坑，一道題目考查一個資訊，但是還是會有複合型題目的出現。有些題目，需要我們整合整篇文章的有用資訊來作答，有的題目需要我們整合某幾段的內容，小夥伴們在做題的時候要提煉出每一段的主旨大意，這樣在最後做題的時候，就更方便我們得到答案了。
英語四級閱讀理解題的十大答題技巧1、段落資訊匹配題先看題目後看文章。看題目時，關鍵詞的選擇很重要，直接決定你能否快速找到，找對段落。不要只選擇一個關鍵詞定位;要選擇特殊詞彙定位(大寫，數字，連字元等);不要選擇文章的核心詞作為第一關鍵詞定位。
2、注意段落資訊匹配題的題幹中經常把數字寫成英文的形式，而非阿拉伯數字，這樣來形成干擾。請考生務必看清。比如：2013年12月的題目中用的是half，原文給的是50%;題目中用的是one tenth，原文寫的是 10%.
3、段落資訊匹配題中，題目與原文出現同義替換時，正確機率最高。在某段出現某題乾的原詞時，不要貿然選擇，關注一下其他資訊有沒有在該段落出現。
4、選詞填空最後完成，一定要優先完成你百分百確認詞性的空格。不確定詞性的先跳過。
5、選詞填空一定要優先考慮固定搭配，比如：make contribution to;have an impact/effect on這樣的高頻片語考過多次。
6、仔細閱讀定位是關鍵。根據出題順序與行文順序一致的原則，確定大體段落。較難題目中會出現題干與原文同義替換的情況，那麼該同義替換的句子可能就是定位的句子。
7、段落推斷題中(含有infer/conclude/imply/indicate/learn的題目)，答案一般在轉折處或者在段落末句。
8、含有絕對性詞彙的選項錯誤機率較高。如：no，all，only，must，little，always，none.
9、仔細閱讀要重點注意轉折處(but/however/yet)資訊以及遞進關係(moreover/also/furthermore/in addition)資訊。
10、當在兩個選項間徘徊不定時，重新審題，比對兩個選項與對應句資訊，同義替換的選項或與原文主旨一致的選項可能是正確答案。
英語四級閱讀理解練習題A new analysis of federal money that public schools receive for low-income students shows that a record number of the nation’s school districts will receive less in the coming academic year than they did for theone just ended.
For the 2005-2006 school year, spending under the Department of Education’s Title I program, which helps low-achieving children in high-poverty areas, is increasing by 3.2 percent, to $12.6 billion. But because of population shifts, growing numbers of poor children, newer census data and complex formulas that determine how the money is divided, more than two-thirds of the districts, or 8,843, will not receive as much financing as before.
The analysis, based on data from the department, was made by the Center on Education Policy, a group advocating for public schools. A similar study by the group last year showed that 55 percent of the schools would receive less money than they did in the previous year.
“It’s an alarming number,” said Tom Fagan, a former department official who conducted the analysis. “It’s clear that the amount of overall increase is not keeping pace with the number of poor kids.”
Susan Aspey, a department spokeswoman, defended the spending levels for Title I，saying, “President Bush and Congress have invested record amounts of funding to help the nation’s neediest students.”
But Mr. Fagan said the increasing number of districts that are losing money is making it harder for the schools to meet the goals of the federal No Child Left Behind Act, the Bush administration’s signature education program, which measures progress through annual tests in math, reading and science. That is giving critics of the program more grounds to accuse the administration of not sufficiently financing the program while demanding greater results.
Title I provides the largest component of financing for No Child Left Behind.
“The federal government is concentrating more money in fewer districts," said John F. Jennings, the president and chief executive of the Center on Education Policy. “It means there is lots of anger and lots of tension. They’re asking us to do more and more with less and less.”
練習題：
Choose correct answers to the question:
it is indicated in the passage, the new analysis _____.
ied the federal money spent on low-income students
d at promoting the establishment of more public schools
ed that about half the schools would receive less money
conducted by the Department of Education’s Title I program
h of the following factors does NOT lead to the result that more than two-thirds of thedistricts will get more poorly financed?
le often move from one place to another.
e are more children from poor families.
way of distributing money has changed.
ding under the Title I program decreased.
n Aspey looks at the funding by the government with _______.
icism
ent
fference
ctation
rding to Tom Fagan, ______.
government has done its best to finance the poor children
goals of No Child Left Behind Act are difficult to realize
way of measuring progress by annual tests should be changed
Bush government shouldn’t have approved the Title I program
the government concentrates more money in fewer districts, _____.
poor children will get benefited
public schools will have to be closed
will arouse more people’s dissatisfaction
Child Left Behind Act will be realized sooner
1.[A] 事實細節題。本題考査對長句的理解。從第1段首句中的“…of…”這一結構可知這個最新分析是要研究聯邦政府資金問題的。所以排除B。由第3段第1句可知這項最新分析是由the Center on Education Policy 進行的，因此排除選項D。根據第3段最後一句，選項C中show的行為主體應為similar study。
2.[D] 事實細節題。本題考查因果關係。第2段第2句指出有三個原因造成超過2/3的地區得到的資金減少，選項A、B、C是對這三個原因的近義改寫，但其中選項C與原句的形式分別最大，容易造成誤選。
3.[B] 觀點態度題。本題考查文人物的觀點。蘇珊·阿斯貝的觀點態度只能從第5段推斷出，從這一段中的defended和record amount of funding可知她對教育部的撥款數是認同的。選項A和C都是貶義詞，不可 能表達她的觀點;選項D雖是褒義詞,但蘇珊是在陳述已發生的事實，而不是發表對教育部的期望。
4.[B] 推理判斷題。本題考查對複合句的理解。由文中第6段第1句中的harder... to meet...可知選項B正確。選項C最具干擾性，要排除這個干擾，關鍵是要理解第6段第1句中由which引導的非限制性定語從句的作 用。這個從句是對前面“the Bush administration’s signature education program”的附加事實資訊，不屬於湯姆·法甘的看法。
5.[C] 推理判斷題。根據第6段第1句可知選項A和D與事實不符。最後一段倒數第2句中的anger和tension兩詞，可推斷人們對此表示不滿。
