大學(xué)英語六級(jí)閱讀題型怎么做高分
大家在做英語六級(jí)考試復(fù)習(xí)時(shí)，大學(xué)英語六級(jí)閱讀要怎么做才能拿高分呢?為此百分網(wǎng)小編為大家?guī)泶髮W(xué)英語六級(jí)閱讀題型。
大學(xué)英語六級(jí)閱讀題型
段落信息匹配題
這個(gè)題型在考試時(shí)一定要注意時(shí)間的控制，不要影響了后面的答題時(shí)間。
段落信息匹配題答題時(shí)要從兩方面入手：
1、先看題再看文章，能夠?qū)⒏嗪?jiǎn)單的題先做出來，簡(jiǎn)單題全部處理完畢之后，剩下的難題可以再重新回到文章當(dāng)中再去找那些已經(jīng)被挑剩下的段落。
2、關(guān)鍵詞定位：特別注意題干中的數(shù)字、特殊的人名地名等，在原文中很可能換到直接對(duì)應(yīng)的。
仔細(xì)閱讀題
1. 認(rèn)真閱讀五道題，確定題型，找出關(guān)鍵詞;
2. 粗略瀏覽文章，確定每道題目的位置(找不到定位，通過依次而下確定范圍);
3. 理解定位明確區(qū)域，對(duì)比選項(xiàng)，切忌過度推導(dǎo);
4. 定位不明確，注意區(qū)域中舉例、標(biāo)點(diǎn)、轉(zhuǎn)折等語言現(xiàn)象;
5. 每篇文章做題時(shí)間10-12分鐘
選詞填空題
1.選詞填空題答題時(shí)首先要給選項(xiàng)分詞性(n. v. a. ad.)
2.根據(jù)每空前后信息判斷空格處所需詞匯的詞性
3.把對(duì)應(yīng)詞性選項(xiàng)逐一帶回原文，含義通順，時(shí)態(tài)主謂搭配一致者為正確答案。
考試中把選詞填空放到最后做，充裕時(shí)間留給精讀。
大學(xué)英語六級(jí)閱讀題型練習(xí)題
Questions 61 to 65 are based on the following passage.
There is plenty of complaints about how social media--texting in particular--may beharming children's social and intellectual development. But a new study suggests thatconstant instant messaging (IM'ing)and texting among teens may also provide benefits,particularly for those who are introverted( 內(nèi)向的).
British researchers studied instant messages exchanged by 231 teens, aged 14 to 18. All ofthe participants were "regular" or "extensive" IM'ers. In the U. S., two thirds of teens useinstant messaging services regularly, with a full third messaging at least once every day.
The researchers analyzed 150 conversations in the study, and reported the results in thejournal Computers in Human Behavior. In 100 of these chats, the study participant beganIM'ing while in a negative emotional state such as sadness, distress or anger. The rest wereconversations begun when the participant was feeling good or neutral. After the chat,participants reported about a 20% reduction in their distress--not enough to completelyeliminate it, but enough to leave them feeling better than they had before reaching out.
"Our findings suggest that IM'ing between distressed adolescents and their peers mayprovide emotional relief and consequently contribute to their well-being," the authors write,noting that prior research has shown that people assigned to talk to a stranger either in reallife or online improved their mood in both settings, but even more with IM. And people who talkwith their real-life friends online also report feeling closer to them than those who justcommunicate face-to-face, implying a strengthening of their bond.
Why would digital communication trump human contact? The reasons are complex, butmay have something to do with the fact that users can control expression of sadness andother emotions via IM without revealing emotional elements like tears that some mayperceive as embarrassing or sources of discomfort. Studies also show that the anonymity( 匿名) of writing on a device blankets the users in a sense of safety that may prompt people tofeel more comfortable in sharing and discussing their deepest and most authentic feelings.Prior research has shown that expressive writing itself can "vent" emotions and provide asense of relief--and doing so knowing that your words are reaching a sympathetic friend mayprovide even more comfort and potentially be the rapeutic. Researchers also found thatintroverted participants reported more relief from IM conversations when they were distressedthan extraverts ( 內(nèi)向的) did. As Susan Cain, author of Quiet: The Power of Introverts in aWorld that Can't Stop Talking, wrote recently for TIME: Introverts are often brimming overwith thoughts and care deeply for their friends, family and colleagues. But even the mostsocially skilled introverts sometimes long for a free pass from socializing or talking on thephone. This is what the Internet offers : the chance to connect--but in measured doses andfrom behind a screen.
61. What is the finding of the new study by British researchers?
A) Instant messaging will hinder children's social and intellectual development.
B) Introverted teens may benefit from constant instant messaging.
C) Two thirds of Amebean teens use instant messaging every day.
D) American teens aged 14 to 18 are extensive instant messaging users.
62. What can be inferred from the results of the study?
A) Teens are more likely to send instant messages when feeling distressed.
B) Instant messaging can help completely remove teens' negative emotions.
C) Chat via instant messaging services makes participants feel good or calm.
D) Constant instant messaging can help teens control their negative emotions.
63. According to the authors of Computers in Human Behavior,
A) talking to strangers on the Internet can improve the mood
B) face-to-face talk can strengthen the bond between friends
C) people often feel closer to real-life friends than to net friends
D) teens feeling bad can benefit from talks via instant messaging
64. What does the digital communication enable users to do?
A) Avoid embarrassment and discomfort.
C) Share and discuss more information.
B) Produce more expressive writings.
D) Find more sympathetic friends.
65. What does Susan Cain say about introverts?
A) They do not reveal their thoughts to friends, family and colleagues.
B) They tend to feel more distressed about IM conversations than extraverts.
C) They are more skillful at the art of socializing than extraverts.
D) They at times desire to socialize or talk via social media.
參考答案
61.B)。本題考查英國科學(xué)家的新發(fā)現(xiàn)。由定位句可知，有一項(xiàng)新的研究表明，經(jīng)常性的即時(shí)通訊和短信交流也可能有正面效應(yīng)，尤其是對(duì)于那些內(nèi)向的青少年而言，故答案為B)。
62.A)。本題考查對(duì)最新研究結(jié)果的理解。由定位句可知，研究人員分析了l50條對(duì)話，并在《計(jì)算機(jī)在人類行為研究中的應(yīng)用》雜志上發(fā)表了研究結(jié)果。其中100條對(duì)話顯示，當(dāng)研究對(duì)象處于悲傷、痛苦或憤怒等消極情緒中時(shí)，他們就開始用信息聊天，故答案為A)。
63.D)。本題主要考查對(duì)句意的理解。由定位句可知，研究表明青少年與同伴之間通過即時(shí)通訊進(jìn)行情感交流或許能安撫悲痛情緒，因此有助于他們提高幸福感。也就是說，心情不好的青少年可以獲益于即時(shí)通訊聊天，故本題答案為D)。
64.A)。本題考查電子通訊對(duì)人們交流的益處。由定位句可知，在電子通訊過程中，用戶可以控制好悲傷及其他情緒的表達(dá)，因?yàn)榧磿r(shí)通訊可以隱藏諸如眼淚等讓人覺得尷尬或不適的情感元素，故本題答案為A)。
65.D)。本題考查蘇珊·凱恩對(duì)內(nèi)向者的即時(shí)通訊聊天的觀點(diǎn)。由定位句可知，即使社交能力最強(qiáng)的內(nèi)向者有時(shí)候也會(huì)渴望在社交或打電話時(shí)能應(yīng)對(duì)自如，故本題答案為D)。
提高英語六級(jí)閱讀的技巧
1、以綱為綱——重視大綱解析對(duì)刷題的作用
《大綱》確定了考試考什么，我們需要復(fù)習(xí)到什么程度，對(duì)我們來說是一種明確的指引。
《大綱》中對(duì)考研英語閱讀理解部分的要求是這樣的：閱讀理解主要考查考生理解主旨要義、具體信息、概念性含義，進(jìn)行有關(guān)的判斷、推理和引申，根據(jù)上下文推測(cè)生詞的詞義等能力。要求考生根據(jù)所提供的4篇(總長度約為1600詞)文章的內(nèi)容，從每題所給出的5個(gè)選項(xiàng)中選出最佳答案。
實(shí)際上作為一名合格的碩士研究生，對(duì)大家在英語方面的要求就是必須能讀懂各類書籍、報(bào)刊不同類型的文字材料，能夠領(lǐng)會(huì)主旨——理解文中的具體信息——進(jìn)行一些判斷、推理和引申——根據(jù)上下文推測(cè)生詞的含義——理解文章的總體結(jié)構(gòu)以及上下文之間的關(guān)系——理解作者的意圖、觀點(diǎn)或態(tài)度，是從一個(gè)簡(jiǎn)單框架到具體內(nèi)容的.更高更深的要求。上述要求也就對(duì)應(yīng)著每一篇閱讀理解所考察的：文章主題、信息分析、生詞含義、作者態(tài)度等內(nèi)容，理清了這個(gè)邏輯關(guān)系，我們做題的方向才會(huì)更加清晰和明確。
按照正確的思路去復(fù)習(xí)，其實(shí)我們可以獨(dú)立解決許多復(fù)習(xí)中的難題。
2刷題關(guān)鍵——對(duì)真題閱讀做精讀
英文和中文的閱讀文章確有不同，這是中西方邏輯不同決定的。
英文總喜歡采取總分結(jié)構(gòu)，將主要信息觀點(diǎn)羅列在前面，而不是向中文有欲揚(yáng)先抑等各種各樣含蓄的手法，通常英文的首段是我們把控的重點(diǎn)之一。全篇是這樣，每段也如此，重要信息很少出現(xiàn)在末尾或一段中間某個(gè)不起眼的小位置(當(dāng)然不完全排除)，對(duì)應(yīng)的策略便是一開始就通讀/瀏覽全文，掌握大意，找到每一段的中心句。
部分細(xì)節(jié)題我們要回到原文去回看具體內(nèi)容，進(jìn)行檢索性閱讀，尤其是主題句、細(xì)節(jié)、難句理解等內(nèi)容。每一次做閱讀可能會(huì)有不一樣的節(jié)奏，因?yàn)闀r(shí)間有限，我們終極目標(biāo)是找到每一個(gè)選擇題符合疑問回答的選項(xiàng)，只需在信息點(diǎn)上花時(shí)間即可，而沒有一定的時(shí)間節(jié)奏。為了找到準(zhǔn)確信息，尤其要注意出現(xiàn)頻率最多的單詞和短語。
在考試過程中。應(yīng)該根據(jù)實(shí)際需要，把控每一個(gè)閱讀內(nèi)容所花費(fèi)的時(shí)間，該快則快，該慢則慢。閱讀題實(shí)際也是對(duì)應(yīng)變和反應(yīng)能力的一種考察。
等到九月份，我們將真題做了數(shù)十篇，閱讀量積累了以后，再做題就沒有那么棘手了;當(dāng)然很多英語水平比較好的學(xué)生也是這樣，看到一篇閱讀，能夠掌握文章的行文方式，了解作者意圖，預(yù)測(cè)內(nèi)容。這都是一種時(shí)間和功夫的積累。
3簡(jiǎn)單技巧總結(jié)
考試無非就是出題人設(shè)下陷阱和埋伏，等你撞到自己的知識(shí)誤區(qū)里。不懂得將自己快速積累實(shí)力，見招拆招也是可以的。我們可以從出題人角度去分析考題設(shè)置的關(guān)鍵，巧妙破解眾多關(guān)卡。畢竟考研考試那么多年，出題套路是不變的，我們只要做學(xué)會(huì)避開危險(xiǎn)、選擇正確選項(xiàng)就可以了。
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