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For the translation from English to Chinese, it is not tested as much recently. Generally, translating from English to Chinese can be done in three steps. The first step is to control the entire sentence structure; the second step is to determine the meaning of each word in Chinese; and the third step is to connect the Chinese words into a coherent sentence. For long sentences, they should be tackled part by part, dissecting each short phrase in the cloze test, and then compiling them into one long sentence. Also, attention should be paid to the scoring points in the cloze test. For example, in tenses, "He was boss." Chinese people often translate it as "他是老板" (He is the boss). It should actually be "他过去是老板" (He used to be the boss).
Short-answer questions are somewhat similar to writing in terms of answering methods, making them relatively easy to score. The difference is that for short-answer questions, you see the question stem and immediately answer it without reading all the questions first.
From 10:15 AM to 10:30 AM: Phrases
Four. Inference Questions
When previewing, two points should be grasped. First, the core words of each question; second, based on these core words, infer the framework of the story. This can help strengthen your confidence and better control the content of the writing while listening.
From 9:35 AM to 10:15 AM: Writing Understanding
Inference questions are relatively difficult, so remember not to over-infer. The characteristic of CET-4 inference is to get straight to the point — only one step of reasoning is needed. For example, in the January 2002 exam, there was an inference question: "What can be inferred from the essay?" The fourth paragraph mentioned, "In recent years, the number of people opposing fox hunting has sharply increased because they think fox hunting is too cruel." The correct answer is "Because they think fox hunting is too cruel, the number of people hunting foxes has decreased." Inference up to this step is sufficient. One of the distractors in the options said, "Hunting will cause conflicts between the poor and the rich." Many students over-inferred based on the information in the text mentioning "Hunting may cause conflicts between hunters and those opposing hunting," and "hunters are usually rich," leading to the conclusion "those opposing hunting are poor," thus selecting the distractor. However, the essay did not mention the poor.
Cloze tests require reliance on intuition first, and then attention to breakthrough points, such as tenses, logic, cause-effect relationships, transitions, and parallelism. These provide directions for finding answers. Attention should also be paid to fixed collocations of words.
Short-answer questions used to have five questions, but now there are eight. This is a change in recent years. Candidates should not be afraid because with the same amount of time, the increase in the number of questions means the questions become relatively easier. Many candidates want to use the language from the essay to answer the questions, but according to the rules, they cannot directly copy the original language. What should they do? I suggest candidates copy answers from the essay but not verbatim. Instead, extract the main phrases from the text, remove unnecessary words, or make partial revisions to the original text, such as changing pronouns, which will not result in deductions.
The syllabus stipulates that 35 minutes should be allocated for writing. Based on my experience, this is insufficient. According to statistics, excellent candidates average 35-38 minutes, average students need 40-42 minutes, and lower-level students require more than 45 minutes. Therefore, I recommend setting 40 minutes as the golden time for writing — within this time, speed and accuracy are most assured.
As mentioned earlier, 5 minutes were borrowed from the phrase section for writing. Thus, the phrase section should be completed within 15 minutes. Actually, if the candidate is proficient, 10-12 minutes would suffice.
I suggest candidates combine phrases with life when memorizing words. For instance, shrink, if you pay attention to life, it's easy to see its meaning as "clothes shrinking" on English instructions, and our exam questions are exactly about this. In the final month, the simplest way to improve scores in the phrase section is to review past exam questions. The repetition rate of past questions every year is still quite high. For example, overall, it has been tested twice continuously in recent years. The question stems haven't changed. Words like adapt to and ambitious are also constantly being tested. The current trend of CET-4 questions is increasingly focusing on phrases themselves, while testing grammar less and less. Therefore, reviewing an entire grammar book in the last month is not advisable.
Three. Attitude Questions
2011 CET-4 answers: http://www.2010sijidaan.com/
At 9:15 AM, the recording will start with a direction, allowing candidates to preview the answer options for Section A. During the preview, focus on common signal words. For example, if the word Tom appears in both options A and B, Hospital appears in option C, and both Tom and Hospital appear in option B, then B is likely the correct answer. There were several similar questions in the June 2003 exam. Of course, this isn't absolute, but it at least indicates: any option revealing the most information and having the most common signals is what you should focus on. Additionally, transitional words like "but" and "however" should be particularly noted.
Firstly, read the questions carefully. For example, in the June 2002 exam, the topic was about the impact of computers on college students, but one candidate wrote about their impact on minors instead. This shows lack of careful reading. Time allocation-wise, the first 5 minutes should accomplish two things. First, read the question carefully; second, create an outline. Spend the next 20 minutes writing, and the last 5 minutes checking. Never draft because there isn't enough time.
Additionally, answers don't necessarily have to be complete responses. Sometimes, just two or three words suffice. For example, in one year's short-answer question, "During which period were British drivers unrestricted by speed limits?" Some students answered, "It was from 1930 to 1934." Simply writing "1930~1934" would have been enough. Candidates should answer exactly what is asked.
In recent years, the trend in CET-4 questions has been a reduction in direct theme-related questions, but an increase in indirect applications of the theme. Generally, the theme of the essay is given in the first two paragraphs. Therefore, the concluding and opinion-based content in these paragraphs deserves special attention. Even if the theme itself isn't directly tested, it is often used indirectly. According to recent question types, the possibility of the theme being presented in the first sentence of the entire text is still significant, and the turning-point language in the first paragraph might become a test point.
After entering the examination room at 9:10, you can open the test paper, and at 9:15, formal answering begins. What should be done during these 5 minutes? Many students use this time to preview the writing questions, often looking at Section A first and then Section B. I believe this is incorrect; the order should be reversed. Because the dialogues in Section A often involve borrowing items, etc., which everyone is very familiar with, they are clear at a glance and easy to recall. Section B, however, is the more challenging part, so I recommend using these 5 minutes solely to look at Section B.
In the phrase section, generally, half of the questions can be answered within 20 seconds, and approximately 5 questions might take half a minute or a minute. Overall, 15 minutes is sufficient.
Before the exam, we can focus on some commonly used phrases and pay attention to their abbreviations to ensure accurate and quick recording of necessary information during writing. For example, "necessary" can be represented as "nec," etc.
Since we use 40 minutes for writing, we need to borrow 5 extra minutes from the phrase section. Within these 40 minutes, I propose the concept of "22+18." Many candidates spend 22-25 minutes on the first two essays. If you use 22 minutes, this is reasonable; don't panic, because the first two essays help you enter the exam state, and the process will accelerate when doing the last two essays.
One. Detail Questions
Students should infer the meaning of a word in the text based on the context, considering two major categories: parallel relationships and transitional relationships. A common mistake students make is judging based on just one sentence. For example, CET-4 once tested the word "hold back," meaning "to prevent." It's hard to determine this meaning from the sentence alone. However, the second sentence contains "on the contrary," thereby determining that the word after "on the contrary" is the opposite of "held back." From the essay, the word after "on the contrary" is "enrich," meaning "to enrich or improve." Thus, we deduce that "held back" means "not improving." Regarding parallel relationships, in the 1997 exam, there was an essay about a child learning to speak. It tested the meaning of "challenge explanation." In the relevant paragraph, there was a key word "and," indicating that the two sentences are parallel. From "huge task" before "and," we can infer the meaning of the tested phrase in the text, which is "no easy job."
Since CET-4 exams are approaching, the time arrangement in the exam room plays a crucial role in successfully passing the exam. Here is a plan for the exam time schedule for candidates' reference:
In CET-4 exams, the attitudes expressed by the author are generally affirmative or negative, with little likelihood of a neutral stance. Therefore, candidates should pay attention to whether the author uses affirmative or negative language. For attitude-expressing phrases like positive, negative, optimistic, pessimistic, candidates should master them proficiently. For example, objective means "objective," but many candidates misinterpret it as "opposite," easily causing misselection.
In CET-4 exams, detail questions account for the largest proportion, around 60%. In the January 2004 exam, detail questions made up 70%. If your writing ability is not too bad, detail questions should be manageable. Just find the overlapping similar parts in the original text based on the information provided in the question stem. We can locate answers quickly by identifying time, place, and names in the original text. We can also locate answers by identifying a concentrated topic. For example, in the January 2002 exam, there was a question: "Through what method can American morality be reversed?" Here, there wasn't a good time or place to locate, but "reversing morality" was a good topic for positioning. Based on this topic, the answer could be found in the last paragraph.
From 10:40 AM to 11:00 AM: Writing
The largest number of questions, accounting for 60% or so. In the January 2004 exam, detail questions accounted for 70%. If your writing skills aren't too bad, detail questions should be doable. Just find the overlapping similar parts in the original text based on the question stem information. We can locate answers quickly by identifying time, place, and names in the original text. We can also locate answers by identifying a concentrated topic. For example, in the January 2002 exam, there was a question: "Through what method can American morality be reversed?" Here, there wasn't a good time or place to locate, but "reversing morality" was a good topic for positioning. Based on this topic, the answer could be found in the last paragraph.
Objective questions are now entirely completed. Worth mentioning is the method of filling out the answer sheet. There are three ways: fill in one question at a time; fill in a portion at a time; or fill in everything at the end. The first method wastes time. According to the principle of assembly-line work, filling in all at once is the fastest. The third method, though fast, poses a risk if one mistakenly fills in the wrong spot, affecting subsequent answers. Here, we recommend the second method: after completing one type of question, fill in the corresponding section.
CET-4 writing is relatively tight on time, requiring finding answers in the shortest possible time, so methods are crucial. Many students prefer to read first and then answer questions. I suggest first looking at the question stems behind, then reading the essay with purpose.