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大學(xué)英語(yǔ)CET6閱讀考前指導(dǎo)
If you find a path with no obstacles, it probably doesn’t lead anywhere.以下是小編為大家搜索整理的大學(xué)英語(yǔ)CET6閱讀考前指導(dǎo)，希望能給大家?guī)?lái)幫助!
大學(xué)英語(yǔ)CET6閱讀考前指導(dǎo)
The gift of being able to describe a face accurately is a rare one, as every experienced police officer knows to his cost. As the Lancet put it recently:” When we try to describe faces precisely words fail us, and we resort to identikit (拼臉型圖) procedures.”
Yet, according to one authority on the subject, we can each probably recognise more than 1,000 faces, the majority of which differ in fine details. This, when one comes to think of it, is a tremendous feat, though, curiously enough, relatively little attention has been devoted to the fundamental problems of how and why we acquire this gift for recognizing and remembering faces. Is it an inborn property of our brains, or an acquired one? As so often happens, the experts tend to differ.
Thus, some argue that it is inborn, and that there are “special characteristics about the brain’s ability to distinguish faces”. In support of this these they note how much better we are at recognizing a face after a single encounter than we are, for example, in recognizing an individual horse. On the other hand, there are those, and they are probably in the majority, who claim that the gift is an acquired one.
The arguments in favour of this latter view, it must be confessed, are impressive. It is a habit that is acquired soon after birth. Watch, for instance, how a quite young baby recognises his member by sight. Granted that his other senses help – the sound other voice, his sense of smell, the distinctive way she handles him. But of all these, sight is predominant. Formed at the very beginning of life, the ability to recognize faces quickly becomes an established habit, and one that is, essential for daily living, if not necessarily for survival. How essential and valuable it is we probably do not appreciate until we encounter people who have been deprived of the faculty.
This unfortunate inability to recognize familiar faces is known to all, but such people can often recognize individuals by their voices, their walking manners or their spectacles. With typical human ingenuity many of these unfortunate people overcome their handicap by recognizing other characteristic features.
1.It is stated in the passage that ______.
A.it is unusual for a person to be able to identify a face satisfactorily
B.the ability to recognize faces unhesitatingly is an unusual gift
C.quit a few people can visualize faces they have seen
D.few people can give exact details of the appearance of a face
2.What the author feels strange about is that _______.
A.people have the tremendous ability to recognize more than 1,000 faces
B.people don’t think much of the problem of how and why we acquire the ability to recognize and remember faces
C.people don’t realize how essential and valuable it is for them to have the ability to recognize faces
D.people have been arguing much over the way people recognize and remember faces
3.What is the first suggested explanation of the origin of the ability?
A.It is one of the characteristics peculiar to human beings.
B.It is acquired soon after birth.
C.It is something we can do from the very moment we are born.
D.It is learned from our environment and experiences.
4.According to the passage, how important is the ability to recognize faces?
A.It is useful in daily life but is not necessarily essential.
B.It is absence would make normal everyday life impossible.
C.Under certain circumstances we could not exist without it.
D.Normal social life would be difficult without it.
5.This passage seems to emphasize that ______.
A.the ability to recognize individuals is dependent on other senses as well as sight
B.sight is indispensable to recognizing individuals
C.the ability to recognise faces is a special inborn ability of the brain
D.the importance of the ability of recognize faces in fully appreciated by people.
答案：DBCBA
19
Scattered through the seas of the world are billions of tons of small plants and animals called plankton. Most of these plants and animals are too small for the human eye to see. They drift about lazily with the currents, providing a basic food for many larger animals. Plankton has been described as the equivalent of the grasses that grow on the dry land continents, and the comparison is an appropriate one. In potential food value however, plankton far outweighs that of the land grasses. One scientist has estimated that while grasses of the world produce about 49 billion tons of valuable carbohydrates each year. The sea’s plankton generates more than twice as much.
Despite its enormous food potential, little effort was made until recently to farm plankton as we farm grasses on land. Now marine scientists have at last begun to study this possibility, especially as the sea’s resources loom even more important as a means of feeding an expanding world population.
No one yet has seriously suggested that “planktonburgers” may soon become popular around the world. As a possible farmed supplementary food source, however, plankton is gaining considerable interest among marine scientists.
One type of plankton that seems to have great harvest possibilities is a tiny shrimplike creature called krill. Growing to two or three inches long, krill provide the major food for the giant blue whale, the largest animal ever to inhabit the Earth. Realizing that this whale may grow 100 feet and weigh 150 tons at maturity, it is not surprising that each one devours more than one ton of krill daily.
Krill swim about just below the surface in huge schools sometimes miles wide, mainly in the cold Antarctic. Because of their pink color, they often appear as a solid reddish mass when viewed from a ship or from the air. Krill are very high in food value. A pound of these crustaceans contains about 460 calories—about the same as shrimp or lobster, to which they are related.
If the krill can feed such huge creatures as whales, many scientists reason, they must certainly be contenders as new food source for humans.
1.Which of the following best portrays the organization of the passage?
A.The author presents the advantages and disadvantages of plankton as a food source.
B.The author quotes public opinion to support the argument for farming plankton.
C.The author classifies the different food sources according to amount of carbohydrate.
D.The author makes a general statement about plankton as a food source and then moves to a specific example.
2.According to the passage, why is plankton regarded to be more valuable than land grasses?
A.It is easier to cultivate.
B.It produces more carbohydrates.
C.It does not require soil.
D.It is more palatable.
3.Why does the author mention “planktonburgers”?
A.To describe the appearance of one type of plankton.
B.To illustrate how much plankton a whale consumes.
C.To suggest plankton as a possible food sources.
D.To compare the food values of beef and plankton.
4.What is mentioned as one conspicuous feature of krill?
A.They are the smallest marine animals.
B.They are pink in color.
C.They are similar in size to lobsters.
D.They have grass like bodies.
5.The author mentions all of the following as reasons why plankton could be considered a human food source except that it is ___.
A.high in food value.
B.in abundant supply in the oceans.
C.an appropriate food for other animals.
D.free of chemicals and pollutants.
答案：DBCBD
六級(jí)考前30天閱讀復(fù)習(xí)6招
一、考前30天，復(fù)習(xí)重點(diǎn)以做歷年真題為主
在最后這30天，閱讀部分相對(duì)于聽(tīng)力、完形還是有很大的提升空間。在最后的這30天中，一切都要以真題為主導(dǎo)。就是以我們過(guò)去考過(guò)的，新六級(jí)和新四級(jí)真題為主導(dǎo)。因?yàn)檎骖}能非常好地告訴我們一個(gè)方向，就是說(shuō)會(huì)考什么題材，包括什么教育類的，還是環(huán)境類的，還是經(jīng)濟(jì)類的文章，會(huì)通過(guò)真題，大家可以總結(jié)出來(lái)。這樣有助于大家在考試中一個(gè)很好的發(fā)揮。特別要說(shuō)舉個(gè)例子，在我們過(guò)去的四、六級(jí)考試，只要考了教育類的文章，一般都會(huì)涉及到美國(guó)或者英國(guó)的教育體制，一些弊端或問(wèn)題，一般會(huì)在文章的最后對(duì)這個(gè)問(wèn)題提出一些解決的辦法。你只要把真題解決好了，一般來(lái)說(shuō)在考試對(duì)文章的主題就會(huì)把握地非常清楚。所以說(shuō)做真題對(duì)我們來(lái)說(shuō)還是有很大的幫助的。
那么在最后一個(gè)月當(dāng)中，我們不太建議把所有重心都放在背單詞上面。其實(shí)閱讀理解對(duì)單詞的確有一定的要求，但是單詞并不是最主導(dǎo)的。在整個(gè)考試當(dāng)中，單詞在聽(tīng)力當(dāng)中會(huì)有一個(gè)更好的體現(xiàn)出來(lái)。所以說(shuō)我不建議大家最后一個(gè)月，花大量的時(shí)間來(lái)背單詞。更好地還是以做題為主。
二、四、六級(jí)閱讀考試以細(xì)節(jié)題為主導(dǎo)，選擇答案時(shí)不要進(jìn)行推導(dǎo)，更多地只是以文章信息為主導(dǎo)來(lái)選擇一個(gè)原文的信息或者是同義改寫(xiě)的信息，以提高選項(xiàng)的正確率
相信很多同學(xué)都遇到這樣的問(wèn)題，明明4個(gè)選項(xiàng)，排除了A和B，剩下了C和D，該是C的時(shí)候總是選的D，那么原因是這樣的，為什么我們四、六級(jí)考試的時(shí)候，你總會(huì)感覺(jué)這個(gè)是對(duì)的，但是多想起來(lái)就會(huì)選錯(cuò)。原因是四、六級(jí)考試主要還是以細(xì)節(jié)題為主導(dǎo)，所謂的細(xì)節(jié)題呢就是它考的是文章的一些細(xì)節(jié)信息，并不對(duì)文章的細(xì)節(jié)做一個(gè)引申或是延續(xù)。
三、六級(jí)考試就是考一個(gè)表層的信息，所以四、六級(jí)考試的選項(xiàng)只是對(duì)原文的單詞進(jìn)行改寫(xiě)。
比如說(shuō)原文是主導(dǎo)語(yǔ)態(tài)，到選項(xiàng)里變成了被動(dòng)語(yǔ)態(tài)。或者把單詞就是進(jìn)行一個(gè)同義的改寫(xiě)。本來(lái)這個(gè)單詞這樣一個(gè)表達(dá)意思，那可能到選項(xiàng)里是另外一個(gè)單詞來(lái)表達(dá)，但意思是一樣的。就是說(shuō)它不需要進(jìn)行推導(dǎo)的，所以說(shuō)你為什么多想就會(huì)選錯(cuò)，因?yàn)槟氵x了一個(gè)推導(dǎo)項(xiàng)。而事實(shí)上只要選擇一個(gè)表層信息就可以了。所以大家在做題的過(guò)程當(dāng)中，切記的一點(diǎn)就是，在四、六級(jí)閱讀考試當(dāng)中不要進(jìn)行推導(dǎo)，更多地只是以文章信息為主導(dǎo)來(lái)選擇一個(gè)原文的信息或者是同義改寫(xiě)的信息就可以了。這樣一般就不會(huì)選錯(cuò)了。
四、采用題干核心詞匯定位法，巧妙選擇正確答案；同時(shí)，考前30天的單詞復(fù)習(xí)，以歷年真題選項(xiàng)中的單詞為主
其實(shí)閱讀理解對(duì)詞匯考核的要求呢，四級(jí)是4500，六級(jí)是5500。那么就算有的同學(xué)考四、六級(jí)，你把我們四、六級(jí)單詞都背完，可能也達(dá)不到考試閱讀的要求，因?yàn)槲覀兛荚囈欢〞?huì)有10%到15%的超綱詞匯。就說(shuō)詞匯這個(gè)問(wèn)題是永遠(yuǎn)都不能解決的，關(guān)鍵是在考試當(dāng)中怎么去回避詞匯這個(gè)問(wèn)題。
在閱讀當(dāng)中，詞匯是非常好回避的。因?yàn)檎麄�(gè)四、六級(jí)考試最主導(dǎo)的核心做題方法就是，通過(guò)讀題干，因?yàn)轭}干當(dāng)中的詞匯一般都是常規(guī)詞匯，甚至說(shuō)你只要高三畢業(yè)都能讀懂四、六級(jí)考試的題干，所以你知道把題干部分的核心詞匯找出來(lái)進(jìn)行定位就可以了。但如果我們定位到了這個(gè)地方之后，那你就可以把你所定位的地方去讀懂，那么這個(gè)時(shí)候可能會(huì)遇到單詞，但沒(méi)有關(guān)系，我剛才講過(guò)了我們四、六級(jí)閱讀理解考試考的是細(xì)節(jié)題，考的是文章表層信息，因此當(dāng)你找到了這個(gè)地方之后呢，你就去對(duì)選項(xiàng)，看哪個(gè)選項(xiàng)是對(duì)文章里單詞的同義改寫(xiě)就行了。所以在這個(gè)過(guò)程當(dāng)中，你回避掉了很多很多的詞匯，并不需要知道說(shuō)每個(gè)單詞是什么意思。那為什么我們很多同學(xué)在平時(shí)的考試中很期待詞匯，他特別想知道文章總體每句話都在講什么，而事實(shí)上四、六級(jí)考試就考了5個(gè)題目所對(duì)應(yīng)的5個(gè)區(qū)。并不需要知道文章里的每一句話是什么含義。因此，很多單詞的存在是沒(méi)有任何價(jià)值的。就是大家一定要知道的一條就是四、六級(jí)考試的核心就是找這道題目考的這個(gè)詞對(duì)應(yīng)的位置為第一步，然后再去理解你所找到的位置是第二步，第三步是對(duì)應(yīng)你所找到的位置和選項(xiàng)，最后呢選出一個(gè)選項(xiàng)是不需要推導(dǎo)的。就是單詞的表層信息就可以了。所以，單詞的確是很重要，但它并不是我們所想的最重要的一部分。
所以我建議大家最后這段時(shí)間，把四、六級(jí)考過(guò)的，我們改革之后考過(guò)的所有文章中的選項(xiàng)里面的單詞去檢查一下。因?yàn)槲覀兛荚嚨倪x項(xiàng)里的單詞是反復(fù)出現(xiàn)的，比如說(shuō)像我們過(guò)去的幾次考試，文章中每次都出現(xiàn)一個(gè)詞叫“practice”。就這個(gè)單詞在我們過(guò)去的幾次考試中每次都出現(xiàn)。所以像這種單詞大家通過(guò)查選項(xiàng)就能夠鞏固下來(lái)。那么有助于大家在考試中發(fā)揮得更好一些。所以呢，這個(gè)單詞不是最主要的問(wèn)題。
五、通過(guò)題目確定答案所在位置，采取局部定位閱讀法，做到即確準(zhǔn)又提高做題速度
我們考試的時(shí)候閱讀理解的確是時(shí)間不夠，那么四、六級(jí)考試改革后呢，一篇文章只能是8分鐘的時(shí)間，而通常情況下要讀上一篇300-500字的文章，至少需要大概10分鐘左右。所以說(shuō)在考試中，四、六級(jí)考試說(shuō)白了就是拼個(gè)速度問(wèn)題。
那么如何能夠更好地去做完這個(gè)閱讀，還能做得很準(zhǔn)確，閱讀理解的第一步就是什么，就是先局部去找這個(gè)題目答案的位置。通過(guò)讀5個(gè)題目先找到位置，因?yàn)槟銜?huì)發(fā)現(xiàn)找到這個(gè)位置后你會(huì)發(fā)現(xiàn)，5道題目對(duì)應(yīng)了5個(gè)地方，這5個(gè)地方并不涵蓋文章100%的信息，可能這5個(gè)地方只涵蓋40%的信息。你只要把這40%讀懂就可以了。所以為什么說(shuō)你要想做快啊，或把題目做準(zhǔn)了最主要的問(wèn)題，首先還是要找對(duì)這個(gè)題目所對(duì)應(yīng)的位置。也就拿我們的專業(yè)術(shù)語(yǔ)來(lái)說(shuō)，也就叫定位的問(wèn)題。就如果你把題目定得越準(zhǔn)，當(dāng)然你做得就越快，那么答案出來(lái)得也就越準(zhǔn)確。所以我們很多同學(xué)在平時(shí)做題時(shí)會(huì)發(fā)現(xiàn)，我文章讀懂了，為什么題目全錯(cuò)了？就是因?yàn)槟銜?huì)發(fā)現(xiàn)就是因?yàn)槟阄恼氯x懂之后，你四個(gè)選項(xiàng)在文章里面全部都有體現(xiàn)出來(lái)，所以這時(shí)候你就不知道該怎么排除了。但如果你的題目要是定位得很準(zhǔn)，你就知道答案就在這個(gè)區(qū)域當(dāng)中，所以四個(gè)選項(xiàng)你一看，發(fā)現(xiàn)有3個(gè)選項(xiàng)的區(qū)別沒(méi)有體現(xiàn)，就會(huì)知道應(yīng)該選哪一個(gè)。這樣的話就會(huì)又快又準(zhǔn)了。所以說(shuō)還是定位為主的。
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