2011英語(yǔ)六級(jí)備考：深度閱讀準(zhǔn)確解答4步走

　　大學(xué)英語(yǔ)六級(jí)考試(CET 6)閱讀由10%的快讀閱讀，5%的簡(jiǎn)答題和20%的深度閱讀構(gòu)成，而深度閱讀是考試重心之一，包括兩篇文章，做題時(shí)間為20分鐘左右，最多不能超過25分鐘，否則會(huì)影響其它題型解答的時(shí)間。

　　考生在面對(duì)六級(jí)閱讀詞匯量大、句子結(jié)構(gòu)復(fù)雜、題材多樣化這樣的難題時(shí)，如何能準(zhǔn)確解答關(guān)鍵在于兩點(diǎn)：一是如何在閱讀過程中準(zhǔn)確在文中標(biāo)記出需要查找的內(nèi)容的具體位置;二是如何在閱讀完題干之后能迅速在文中根據(jù)記憶或者閱讀時(shí)的標(biāo)注找出相關(guān)內(nèi)容。如果第一方面做的很好能大大減少第二步所花的時(shí)間。

　　深度閱讀以議論性的文章為主，文章脈絡(luò)清晰、整體框架明確。而且，議論性的文章并不一定要100%全部讀懂，沒有必要把每一句話的意思都弄清楚，把每一個(gè)細(xì)節(jié)都掌握。4-5個(gè)問題不可能覆蓋文章中每一個(gè)細(xì)節(jié)、每一句話。解題過程中，只要找到答案，因此六級(jí)閱讀的解題過程中，通常采用的解題方法是——

　　(1)瀏覽題目，推測(cè)全文主題

　　閱讀理解的五道題目之間通常都會(huì)有隱含的邏輯聯(lián)系，所以通過第一遍的初步瀏覽，有助于把握文章所談?wù)摰闹黝}，作出簡(jiǎn)單設(shè)想和推測(cè)。如

　　1. The phrase “emanate from” in Paragraph 1 most probably means “________”.

　　2. Which of the following is mentioned as one of the causes of bad breath?

　　3. According to the passage, alcohol has something to do with bad breath mainly because________.

　　4. Mouthwashes are not an effective cure for bad breath mainly because________.

　　5. We can infer from this passage that________.

　　第1、5題分別為猜詞題和推論題，沒有提供任何信息。不過第2、3、4題都提到了bad breath (難聞的口氣，口臭)，因此文章談?wù)摰闹黝}就非常清晰，對(duì)于后面的理解和解題會(huì)有幫助。

　　(2)判斷題型，確定題干關(guān)鍵詞

　　六級(jí)的深度閱讀主要考查主旨題、細(xì)節(jié)題、猜詞題、推論題和態(tài)度題等五種題型，重點(diǎn)考查細(xì)節(jié)題。細(xì)節(jié)題的關(guān)鍵詞主要有三類(1)顯性關(guān)鍵詞：大寫、數(shù)字、連字符單詞、序數(shù)詞等;(2)實(shí)意動(dòng)詞;(3)核心名詞和生詞。這一步對(duì)于接下來的瀏覽文章圈定關(guān)鍵詞至關(guān)重要。

　　(3)跳讀文章，尋找關(guān)鍵詞

　　瀏覽文章切忌試圖弄懂文中的每一個(gè)單詞。如果逐句翻譯會(huì)影響做題的速度，而且會(huì)忽略各題區(qū)域的尋找。跳讀的目的是要整體把握一下文章脈絡(luò)，找到每道題目中的關(guān)鍵詞，從而可以確定每道題目答案的所在位置。答案在文中一般情況都是依次而下順序出現(xiàn)。

　　(4)理解區(qū)域，排除干擾項(xiàng)

　　根據(jù)第三步尋找的區(qū)域，進(jìn)行深度的翻譯和理解，比較選項(xiàng)與文章的信息，注意選項(xiàng)的同義改寫、主動(dòng)被動(dòng)轉(zhuǎn)換，同時(shí)要當(dāng)心偷換概念、以偏概全等陷阱，依據(jù)選項(xiàng)一般不過于絕對(duì)(如出現(xiàn)never, only, all)等原理，排除干擾項(xiàng)，最終確定答案。

　　Passage One

　　For hundreds of millions of years, turtles (海龜) have struggled out of the sea to lay their eggs on sandy beaches, long before there were nature documentaries to celebrate them, or GPS satellites and marine biologists to track them, or volunteers to hand-carry the hatchlings (幼龜) down to the water’s edge lest they become disoriented by headlights and crawl towards a motel parking lot instead. A formidable wall of bureaucracy has been erected to protect their prime nesting on the Atlantic coastlines. With all that attention paid to them, you’d think these creatures would at least have the gratitude not to go extinct.

　　But Nature is indifferent to human notions of fairness, and a report by the Fish and Wildlife Service showed a worrisome drop in the populations of several species of North Atlantic turtles, notably loggerheads, which can grow to as much as 400 pounds. The South Florida nesting population, the largest, has declined by 50% in the last decade, according to Elizabeth Griffin, a marine biologist with the environmental group Oceana. The figures prompted Oceana to petition the government to upgrade the level of protection for the North Atlantic loggerheads from “threatened” to “endangered”—meaning they are in danger of disappearing without additional help.

　　Which raises the obvious question: what else do these turtles want from us, anyway? It turns out, according to Griffin, that while we have done a good job of protecting the turtles for the weeks they spend on land (as egg-laying females, as eggs and as hatchlings), we have neglected the years spend in the ocean. “The threat is from commercial fishing,” says Griffin. Trawlers (which drag large nets through the water and along the ocean floor) and longline fishers (which can deploy thousands of hooks on lines that can stretch for miles) take a heavy toll on turtles.

　　Of course, like every other environmental issue today, this is playing out against the background of global warming and human interference with natural ecosystems. The narrow strips of beach on which the turtles lay their eggs are being squeezed on one side by development and on the other by the threat of rising sea levels as the oceans warm. Ultimately we must get a handle on those issues as well, or a creature that outlived the dinosaurs (恐龍) will meet its end at the hands of humans, leaving our descendants to wonder how creature so ugly could have won so much affection.

　　1. We can learn from the first paragraph that ________.

　　A.human activities have changed the way turtles survive

　　B.efforts have been made to protect turtles from dying out

　　C.government bureaucracy has contributed to turtles’ extinction

　　D.marine biologists are looking for the secret of turtles’ reproduction

　　2. What does the author mean by “Nature is indifferent to human notions of fairness” (Line 1, Para. 2)?

　　A.Nature is quite fair regarding the survival of turtles.

　　B.Turtles are by nature indifferent to human activities.

　　C.The course of nature will not be changed by human interference.

　　D.The turtle population has decreased in spite of human protection.

　　3. What constitutes a major threat to the survival of turtles according to Elizabeth Griffin?

　　A.Their inadequate food supply.

　　B.Unregulated commercial fishing.

　　C.Their lower reproductively ability.

　　D.Contamination of sea water

　　4. How does global warming affect the survival of turtles?

　　A.It threatens the sandy beaches on which they lay eggs.

　　B.The changing climate makes it difficult for their eggs to hatch.

　　C.The rising sea levels make it harder for their hatchlings to grow.

　　D.It takes them longer to adapt to the high beach temperature.

　　5. The last sentence of the passage is meant to ________.

　　A.persuade human beings to show more affection for turtles

　　B.stress that even the most ugly species should be protected

　　C.call for effective measures to ensure sea turtles’ survival

　　D.warn our descendants about the extinction of species

　　Passage Two

　　There are few more sobering online activities than entering data into college-tuition calculators and gasping as the Web spits back a six-figure sum. But economists say families about to go into debt to fund four years of partying, as well as studying, can console themselves with the knowledge that college is an investment that, unlike many bank stocks, should yield huge dividends.

　　A 2008 study by two Harvard economists notes that the “l(fā)abor-market premium to skill”—or the amount college graduates earned that’s greater than what high-school graduate earned—decreased for much of the 20th century, but has come back with a vengeance (報(bào)復(fù)性地) since the 1980s. In 2005, The typical full-time year-round U.S. worker with a four-year college degree earned $50,900, 62% more than the $31,500 earned by a worker with only a high-school diploma.

　　There’s no question that going to college is a smart economic choice. But a look at the strange variations in tuition reveals that the choice about which college to attend doesn’t come down merely to dollars and cents. Does going to Columbia University (tuition, room and board $49,260 in 2007-08) yield a 40% greater return than attending the University of Colorado at Boulder as an out-of-state student ($35,542)? Probably not. Does being an out-of-state student at the University of Colorado at Boulder yield twice the amount of income as being an in-state student ($17,380) there? Not likely.

　　No, in this consumerist age, most buyers aren’t evaluating college as an investment, but rather as a consumer product—like a car or clothes or a house. And with such purchases, price is only one of many crucial factors to consider.

　　As with automobiles, consumers in today’s college marketplace have vast choices, and people search for the one that gives them the most comfort and satisfaction in line with their budgets. This accounts for the willingness of people to pay more for different types of experiences (such as attending a private liberal-arts college or going to an out-of-state public school that has a great marine-biology program). And just as two auto purchasers might spend an equal amount of money on very different cars, college students (or, more accurately, their parents) often show a willingness to pay essentially the same price for vastly different products. So which is it? Is college an investment product like a stock or a consumer product like a car? In keeping with the automotive world’s hottest consumer trend, maybe it’s best to characterize it as a hybrid (混合動(dòng)力汽車); an expensive consumer product that, over time, will pay rich dividends.

　　6. What’s the opinion of economists about going to college?

　　A.Huge amounts of money is being wasted on campus socializing.

　　B.It doesn’t pay to run into debt to receive a college education.

　　C.College education is rewarding in spite of the startling costs.

　　D.Going to college doesn’t necessarily bring the expected returns.

　　7. The two Harvard economists note in their study that, for much of the 20th century, ________.

　　A.enrollment kept decreasing in virtually all American colleges and universities

　　B.the labor market preferred high-school to college graduates

　　C.competition for university admissions was far more fierce than today

　　D.the gap between the earnings of college and high-school graduates narrowed

　　8. Students who attend an in-state college or university can ________.

　　A.save more on tuition

　　B.receive a better education

　　C.take more liberal-arts courses

　　D.avoid traveling long distances

　　9. In this consumerist age, most parents ________.

　　A.regard college education as a wise investment

　　B.place a premium on the prestige of the College

　　C.think it crucial to send their children to college

　　D.consider college education a consumer product

　　10. What is the chief consideration when students choose a college today?

　　A.Their employment prospects after graduation.

　　B.A satisfying experience within their budgets.

　　C.Its facilities and learning environment.

　　D.Its ranking among similar institutions.

　　參考答案：

　　1.B 2.D 3.B 4.A 5.C 6.C 7.D 8.A 9.D 10.B