專(zhuān)業(yè)技術(shù)人員以英語(yǔ)為工具，主要通過(guò)閱讀獲取相關(guān)學(xué)科和專(zhuān)業(yè)的信息，因此，全國(guó)專(zhuān)業(yè)技術(shù)職稱(chēng)英語(yǔ)等級(jí)考試也主要是考閱讀理解。從考試題型來(lái)看，主要是多項(xiàng)選擇題。該題型在職稱(chēng)英語(yǔ)等級(jí)考試中占15題，45分(占總分的45%)。另外，全國(guó)專(zhuān)業(yè)技術(shù)職稱(chēng)英語(yǔ)等級(jí)考試中還采用了閱讀判斷、概括大意與完成句子、補(bǔ)全短文和選擇填空等題型，它們實(shí)質(zhì)上也是考核閱讀能力的題型。由此可見(jiàn)，為了通過(guò)全國(guó)專(zhuān)業(yè)技術(shù)職稱(chēng)英語(yǔ)等級(jí)考試，必須掌握最基本的閱讀技能，努力提高閱讀理解能力。

　　☆ 了解闡述主旨的事實(shí)和細(xì)節(jié)

　　為了準(zhǔn)確理解每篇文章或每段文章的中心思想，我們必須要找到與中心思想有關(guān)的事實(shí)和細(xì)節(jié)。一個(gè)好的作者必然會(huì)引用事實(shí)、或分析原因、或?qū)Ρ仁挛镩g的關(guān)系等以論證自己的論點(diǎn)。常用以提問(wèn)這類(lèi)事實(shí)和細(xì)節(jié)的問(wèn)題有兩種。一種是要求找出文章中的重要事實(shí)或細(xì)節(jié)，這些常與wh0，when，where，which或why有關(guān)。另一種問(wèn)題是辨認(rèn)哪些細(xì)節(jié)在文章中沒(méi)被提及。這些問(wèn)題常有except，not(mentioned/true)，least等。例如：

　　1. What causes ?

　　2. Some people do sth. because__________

　　3. Sb. is … because ________.

　　4. Why does the author mention ...?

　　5. Which of the following best characterizes the main feature of...?

　　6. Where in the passage does the author describe...?

　　7. Which of the following does the author want to illustrate in discussing ...?

　　8. What time does the writer think is ?

　　9. What does the author pay least attention to?

　　10. Which of the following is not a result of _______?

　　11. All of the following may be ... except ________.

　　12. Which of the following is not mentioned?

　　13. Which of the following statements is true ?

　　14. The author states all of the items listed except_______.

　　為了正確回答這一類(lèi)題目，讀者往往要采用各種閱讀方法和解題技巧，也就是綜合解題法。在通讀全文、掌握文章的中心大意的基礎(chǔ)上，首先要仔細(xì)看懂問(wèn)題，明確問(wèn)的是什么，然后按照題意進(jìn)行尋讀，找到正確答案的根據(jù)。外語(yǔ)學(xué)習(xí)網(wǎng)

　　例1

　　Ours has become a society of employees. A hundred years or so ago only one out of every five Americans at work was employed, i.e., worked for somebody else. Today only one out of five is not employed but working for himself. And when fifty years ago "being employed" meant working as a factory laborer or as a farmhand, the employee of today is increasingly a middle-class person with a substantial formal education, holding a professional or management job requiring intellectual and technical skills. Indeed, two things have characterized American society during these last fifty years: middle-class and upper-class employees have been the fastest-growing groups in our working population -growing so fast that the industrial worker, that oldest child of the Industrial Revolution, has been losing in numerical importance despite the expansion of industrial production.

　　Yet you will find little if anything written on what it is to be an employee. You can find a great deal of very dubious advice on how to get a job or how to get a promotion. You can also find a good deal of work in a chosen field, whether it will be the mechanist's trade or bookkeeping. Every one of these trades requires different skills, sets different standards, and requires a different preparation. Yet they all have employeeship in common. And increasingly, especially in the large business or in government, employeeship is more important to success than the special professional knowledge or skill. Certainly more people fail because they do not know the requirements of being an employee than because they do not adequately possess the skills of their trade; the higher you climb the ladder, the more you get into administrative or executive work, the greater the emphasis on ability to work within the organization rather than on technical abilities or professional knowledge.