六級(jí)閱讀包括：快讀閱讀(占全卷10%)，簡(jiǎn)短回答(占全卷5%)，精讀(占全卷20%)。六級(jí)精讀共包括兩篇文章，做題時(shí)間為20分鐘左右，最多勿超過25分鐘。六級(jí)精讀詞匯量大、句子結(jié)構(gòu)復(fù)雜，因而準(zhǔn)確解答關(guān)鍵在于兩點(diǎn)：定位和理解。通常采用的解題方法是：(1)閱讀題干，推斷文章主題;(2)確定題型，找出關(guān)鍵詞;(3)瀏覽文章，圈定關(guān)鍵詞;(4)理解區(qū)域，對(duì)比選項(xiàng)。

　　請(qǐng)?jiān)?2分鐘內(nèi)完成以下題目：

　　The percentage of immigrants (including those unlawfully present) in the United states has been creeping upward for years. At 12.6 percent, it is now higher than at any point since the mid1920s.

　　We are not about to go back to the days when Congress openly worried about inferior races polluting America’s bloodstream. But once again we are wondering whether we have too many of the wrong sort newcomers. Their loudest critics argue that the new wave of immigrants cannot, and indeed do not want to, fit in as previous generations did.

　　We now know that these racist views were wrong. In time, Italians, Romanians and members of other so-called inferior races became exemplary Americans and contributed greatly, in ways too numerous to detail, to the building of this magnificent nation. There is no reason why these new immigrants should not have the same success.

　　Although children of Mexican immigrants do better, in terms of educational and professional attainment, than their parents UCLA sociologist Edward Telles has found that the gains don’t continue. Indeed, the fouth generation is marginally worse off than the third James Jackson, of the University of Michigan, has found a similar trend among black Caribbean immigrants, Tells fears that Mexican-Americans may be fated to follow in the footsteps of American blacks-that large parts of the community may become mired(陷入)in a seemingly permanent state of poverty and Underachievement. Like African-Americans, Mexican-Americans are increasingly relegated to (降入)segregated, substandard schools, and their dropout rate is the highest for any ethnic group in the country.

　　We have learned much about the foolish idea of excluding people on the presumption of the ethnic/racial inferiority. But what we have not yet learned is how to make the process of Americanization work for all. I am not talking about requiring people to learn English or to adopt American ways; those things happen pretty much on their own, but as arguments about immigration hear up the campaign trail, we also ought to ask some broader question about assimilation, about how to ensure that people , once outsiders , don’t forever remain marginalized within these shores.

　　That is a much larger question than what should happen with undocumented workers, or how best to secure the border, and it is one that affects not only newcomers but groups that have been here for generations. It will have more impact on our future than where we decide to set the admissions bar for the latest ware of would-be Americans. And it would be nice if we finally got the answer right.

　　1. How were immigrants viewed by U.S. Congress in early days?

　　A) They were of inferior races.

　　B) They were a Source of political corruption.

　　C) They were a threat to the nation’s security.

　　D) They were part of the nation’s bloodstream.

　　2. What does the author think of the new immigrants?

　　A) They will be a dynamic work force in the U.S.

　　B) They can do just as well as their predecessors.

　　C) They will be very disappointed on the new land.

　　D) They may find it hard to fit into the mainstream.

　　3. What does Edward Telles’ research say about Mexican-Americans?

　　A) They may slowly improve from generation to generation.

　　B) They will do better in terms of educational attainment.

　　C) They will melt into the African-American community.

　　D) They may forever remain poor and underachieving.

　　4. What should be done to help the new immigrants?

　　A) Rid them of their inferiority complex.

　　B) Urge them to adopt American customs.

　　C) Prevent them from being marginalized.

　　D) Teach them standard American English.

　　5. According to the author, the burning issue concerning immigration is_______.

　　A) How to deal with people entering the U.S. without documents

　　B) How to help immigrants to better fit into American society

　　C) How to stop illegal immigrants from crossing the border

　　D) How to limit the number of immigrants to enter the U.S.

　　Reading in Depth

　　1. A 2.B 3.D 4.C 5.B

　　簡(jiǎn)單解析：

　　本文的五個(gè)題目中都提及了new immigrants，因而文章主題是談“美國(guó)新移民”的問題。

　　第一題利用關(guān)鍵詞U.S. Congress，定位在文章第二段首句。題干中還有一個(gè)重要的信息詞in early days，是對(duì)第二段首句中的go back to the days的改寫，因此答案就在二段首句。

　　第二題的關(guān)鍵詞the new immigrants定位在文章三段末句，意思是為什么這些新移民就不能擁有同樣的成功。因此在作者看來新移民同樣可以和他們的先人一樣。

　　第三題通過題干關(guān)鍵詞Edward Telles和Mexican-Americans定位在文章第四段的第三句。

　　第四題則利用依次而下的順序出題原則，可以定位在文章倒數(shù)第二段中。由于定位區(qū)域比較寬泛，可以利用出題原則幫助進(jìn)一步定位，文章倒數(shù)第二段中連續(xù)出現(xiàn)兩次轉(zhuǎn)折but，因此段落重心應(yīng)該是as arguments about immigration hear up the campaign trail, we also ought to ask some broader question about assimilation, about how to ensure that people, once outsiders, don’t forever remain marginalized within these shores.而題干中考查如何幫助新移民，和此句中的we also ought to近義改寫，因此“如何確保這些外來移民不會(huì)永遠(yuǎn)邊緣化”，和C同義。

　　第五題可以用the burning issue定位在文章最后一段首句。

關(guān)注"566四六級(jí)"微信，第一時(shí)間獲取查分信息！

英語(yǔ)四六級(jí)題庫(kù)【手機(jī)題庫(kù)下載】 | 微信搜索"566四六級(jí)"

　　相關(guān)推薦：

　　2015年6月英語(yǔ)六級(jí)翻譯高頻詞匯分類匯總

　　2015年6月英語(yǔ)六級(jí)翻譯新題型備考練習(xí)題匯總

　　2015年6月英語(yǔ)六級(jí)翻譯新題型練習(xí)及譯文匯總