大學英語深度閱讀例題詳解

1. 例析大學英語中的閱讀方法

Reading Groups of Words at Each Glance
It turns out that our eyes can only take in information when they are stopped. What feels like continuous motion is actually move-stop-read-move-stop-read, etc. You can easily verify this by sitting face to face with a partner, holding up a book and watching their eyes as they read. The key is to minimize the number of stops by maximizing the number of words you see at each stop as shown in Figure 6.1.
The person who uses the first eye movement pattern is actually looking at every word, one at a time. The person who uses the second is still looking at every word, but in groups. The person who uses the third eye movement pattern "notices" only a few key words and does so by reading both horizontally and vertically at the same time.

"But the first reader is going to comprehend the material much better than the third!" you may be thinking. Possibly, is my reply. If the third reader actually uses all three eye movement patterns, using the slower patterns very selectively, then he has a better chance of investing his mental energies on the material of most relevance to him.

"The art of becoming wise is the art of knowing what to overlook." William James

The smart reader is one who uses the third technique to scan the entire book (overview) or chapter (preview), and then comes back and uses some combination of the first two techniques to further explore the sections of most relevance.

Getting to both the second and third levels requires a visual reading strategy. You must silence subvocalization and learn to "trust your eyes". This involves shifting your mental reading process from "see->say->understand" to just "see->understand". One way to make this leap is to build up your visualization muscle using the exercises suggested in Chapter 3 and later on in this chapter.

One way to stop subvocalizing (saying words in your head while reading) is to increase the rate at which your eyes move across the page to the point where it is impossible to subvocalize. This means switching your reading strategy to a point whereby you notice gulps of words at each eye resting point. These gulps sometimes involve pulling words from multiple lines. When I did this recently, I noticed that I was still understanding what I was reading but in a different way. I caught myself thinking: "But now I'm not really reading." In other words, part of my mind still believed that the definition of reading was to look at every word and sound it out in my mind.

Another way to look at this issue of subvocalization is that you should develop multiple reading strategies, some of which may include subvocalization and some do not. You wouldn't want a car that only went one speed. You want to have multiple gears (i.e., reading styles) that can be applied based on the unique demands of each situation.

Reading More Selectively
The underlying principle is this:
As the amount of information increases in a given area,
there is an increasing need for the ability to scan that
information at a high level and to be highly selective
of the areas you choose to study in detail.

When I read anything, my objective is not to look at every word and picture as fast as I can. Rather, it is to identify and understand useful ideas as efficiently as possible, and then to either transfer this information to long term memory or note it for future reference.
Imagine arriving at a large lake and being told that somewhere in the water there is a buried treasure. To find that treasure, you could either put on your trunks and go for a swim, or jump in a high speed boat with radar programmed to detect the presence of anything resembling the treasure. This would allow you to do a fairly quick pass over the entire lake, noting areas that look promising, and then go back to each promising location, drop anchor, and go for a dive. You are much more likely to find the treasure because you will have eliminated huge portions of the lake very quickly.

When it comes to reading, your subconscious mind is your radar, and it is "programmed" when you invest time "self-communicating" the outcome you are trying to create.

Of course, when it comes to reading selectively, the most important thing is to make sure you are swimming in the right lake! Any time I'm presented with an information rich environment, such as a bookstore or a trade convention like COMDEX, I invest time up front getting clear on my goals, and then do some high speed scans over the entire terrain before diving into a single book or booth. It often takes discipline to finish the complete scan before stopping at an extremely promising location. Ray Dolby, inventor of Dolby noise rection, encourages would-be inventors not to jump at the first solution because sometimes the really elegant solution is right around the corner.

I have just described a rather left-brain approach to reading. Its complementary opposite is to allocate some time looking for the unexpected. The key to this strategy is to set a specific time limit, since we tend to ignore time when operating in right-brain mode. My experience suggests that without the discipline of setting specific time limits for "right-brain" mode activities, there is a tendency to avoid them in order to maintain personal ecology.

Layered Reading
In addition to using your subconscious mental radar, you can read books more selectively by using a layered reading approach. Here are four phases that commonly show up in layered reading strategies:

Overview: Look over the entire book at the rate of 1 second per page to determine its organization, structure and tone. Try to finish the overview in 5 minutes.
Preview: Should you decide to read further, preview the first chapter at the rate of 4 seconds per page. Pay particular attention to beginnings and endings such as the introction and conclusion, and the first sentences of paragraphs and sections. Mark key sections with Post-it tabs or a yellow marker.
Read: If any part of the chapter warrants closer attention, go back and read it at whatever speed seems appropriate.
Review: As discussed in the following section on memory, doing short reviews periodically after reading new ideas can significantly increase the amount of detailed information that makes it into long term memory.
There are several advantages to having seen every page of a document. It partially eliminates the intimidation of the unknown. It is also much easier to comprehend material at rapid speeds when your eyes have already seen the material twice, even if only briefly. And lastly, your right brain is a lot happier about the whole situation because it has at least some idea of the context or overall picture in which the material is being presented.

Saying that someone has one reading speed is like having a car that only goes one speed. Different material calls for different speeds. Layered reading is about being flexible in the strategy you use to extract useful ideas from written material.

Here are some additional suggestions for reading more selectively:

Focus on key words and ignore filler words. As discussed in the previous chapter, most of the meaning in sentences is transferred by a few key words. Many times it is unnecessary to read all the "is's" and "the's".
Skip what you already know. As you transfer more and more knowledge from an area into long term memory, the sections you can skip will become larger and thus accelerate your journey along the compound learning curve.
Skip material that doesn't apply to you.
Skip material that seems particularly confusing and come back to it if necessary after reading other sections. Books are linear while their subject matter is often multi-dimensional. As Hannah Arendt put it, "Nothing we use or hear or touch can be expressed in words that equal what we are given by the senses." It may be far easier to understand the material in light of information that follows. Giving your subconscious time to incubate the material might help as well.

2. 大學英語閱讀理解

我來答 以下是我的心得（針對解題而不是欣賞文章）
中國的閱讀是為應試而設記得 所以 答出題就是王道
由你說的來看 你的短暫性記憶不是太好 或者說沒有外國人的思維方式 因而不懂他們的行文套路
閱讀的解題方法是有套路的 沒必要記住全部 像跳躍閱讀這樣的 根本沒時間看全部 更別說記住了
就拿新東方講的來說 他們可以讓你在3個月內過雅思和托福不是誇口 是因為有方法
做閱讀很多人的困境是單詞和語法不懂 既然你都懂 那就是方法的問題
首先 外國人寫東西（好的中國老師出題也是這個套路）是有方法的
（建議你買本新東方的閱讀講解 沒多少錢 但相當實用）
方法具體應用太多 我這里只能點到為止：
拿到文章看類型 經濟類 科普類 話題議論類等等 注意：一個文章的類型可能直接決定你的閱讀方式（這個你最好看書了 三言兩語說不清楚）
（不知道你是考雅思還是什麼 因為不同的考試的文章設題可能不一樣 有的設題是按文章順序來的 有的不是 類型也可能不一）
讀段 端首很可能決定一段用不用讀不讀 端首 段尾 以及有關聯的段中關鍵句是讀的重點（有關聯指轉折了 遞進了之類的）
每個文章都有一個 TS（中心句） 每個段也有 說白了就是段意(看看這方面的書能有所了解）不必要一絲不差的找出 甚至可以自己總結 但是對做題有幫助
注意找點 端首已經告訴你要講什麼了 底下的Firstly,moreover...只是看一眼 知道就行了 都是舉例子的看什麼啊
注意轉折詞 大學英語的轉折和高中不一樣 很可能一個However把前面的全否定 那之前的我就一個字都不管 反正都是萬惡的 需要批判的 是錯的 這個需要看專業的書了 因為這個和行文有關
注意拿筆畫 大不了擦了 畫出關鍵句
多熟悉英語文章思路 因為現在出題都是很正統的了 像什麼否論立論型 現象討論型等等 直接決定作者的傾向 那題目也應該是這樣的答案
另外越是難的閱讀 越可能舍棄大段而注意小詞 一個代表作者傾向的副詞可能就是答案
哎 這么說太籠統了 不如買本專業書
我的建議是別買那種全是文章 之後就答案 最多一個解釋 在第幾段第幾句話
而是買相新東方那樣的 講解題方法的 之後有對應類型的文章讓你練的
沒多少錢的 而且很受用
不行就給我發消息 再聯系我
希望對你有幫助 累死我了

3. 求三篇大學英語閱讀理解題

2008年大學英語四級閱讀理解試題三篇附答案

There are three kinds of goals: short-term,medium-range and long-term goals.
Short-range goals are those that usually deal with current activities,which we can apply on a daily basis.Such goals can be achieved in a week or less,or two weeks,or possible months.It should be remembered that just as a building is no stronger than its foundation ,out long-term goals cannot amount to very munch without the achievement of solid short-term goals.Upon completing our short-term goals,we should date the occasion and then add new short-term goals that will build on those that have been completed.

The intermediate goals bukld on the foundation of the short-range goals.They might deal with just one term of school or the entire school year,or they could even extend for several years.Any time you move a step at a time,you should never allow yourself to become discouraged or overwhelmed. As you complete each step,you will enforce the belief in your ability to grow adn succeed.And as your list of completion dates grow,your motivation and desire will increase.

Long-range goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing.We should never allow a long-term goal to limit us or our course of action.
1.Our long-term goals mean a lot__.
a.if we complete our short-range goals
b.if we cannot reach solid short-term goals
c.if we write down the dates
d.if we put forward some plans

2.New short-term goals are bulid upon__.
a.two years
b.long-term goals
c.current activities
d.the goals that have been completed

3.When we complete each step of our goals ,__.
a.we will win final success
b.we are overwhelmed
c.we should build up confidence of success
d.we should strong desire for setting new goals

4.Once our goals are drawn up,__.
a.we should stick to them until we complete them
b.we may change our goals as we have new ideas and opportunities
c.we had better wait for the exciting news of success
d.we have made great decision

5.It is implied but not stated in the passage that ___.
a.those who habe long-term goals will succeed
b.writing down the dates may discourage you
c.the goal is only a guide for us to reach our desination
d.every should have a goal

答案：adcbc

There are two factors which determine an indivial's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an indivial will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the indivial—the sort of environment in which he is reared. If an indivial is handicapped envionmentally ,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.

The importance of environment in determining an indivial's intellingence can be demonstrated by the case history of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old , their parents died, and they were placed in separate foster homes. Peter was reated by parents of low intelligence in an isolatedcommunity with poor ecational pooprtunities.Mark was reared inthe home of well-to-do parents who had been to college. He was read to as a child , sent to good schools, and given every opportunity to be stimulated intellectually.This enviromental difference continued until the twins were in their late teens, when they were giben tesets to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities , the twins , having identical brains,would have tested at roughly the same level.

1.This selection can best be titled_________.
a.Measuring Your Intelligence
b.Intelligence and Environment
c.The Case of Peter and Mark
d.How the brain Influences Intelligence

2.The beststatement of the main idea of this passage is that _____.
a.human brains differ considerably
b.the brain a person is born with is improtant in determining his intelligence
c.environment is crucial in determining a person's intelligence
d. persons having identical brains will have roughly the same intelligence

3.According to the passage , the average I.Q.is _____.
a.85
b.100
c.110
d.125

4.The case history of the twins appears to support the conclusion that _______.
a.indivial with identical brains seldom test at same level
b.an indivial's intelligence is determined only by his enviroment
c.lack of opportunity blocks the growth of intelligence
d.changes of enviroment proce changes in the structure of the brain

5.This passage suggests that an indivial 's I.Q.______.
a.can be predicted at birth
b.stays the same throuthout his life
c.can be increased by ecation
d.is determined by his childhood
答案：bcbcc

The economy of the United states after 1952 was the econnomy of a well-fed,almost fully employed people. Despit occasional alarms, the country escaped any postwar depression and lived in a state of boom. A n economic survey of the year 1955, a typical year of the 1950』, may be typical as illustrating the rapid economic growth of the decade. The national output was value at 10 percent above that of 1954 (1955 output was estimated at 392 billion dollars). The proction of manufacturers was about 40 percent more than it had averaged in the years immediately following World War 2. The country』s business spent about 30billion dollars for new factories and machinery. National income available for spending was almost a third greater than it had been it had been in 1950. Consumers spent about 256 billion dollars; that is about 700 million dollars a day ,or about twenty-five million dollars every hour , all round the clock. Sixty-five million people held jobs and only a little more than two million wanted jobs but could not find them . Only agriculture complained that it was not sharing in the room. To some observers this was an ominous echo of the mid-1920』s . As farmer』s shre of their procts declined , marketing costs rose. But there were , among the observers of the national economy, a few who were not as confident as the majority . Those few seemed to fear that the boom could not last and would eventually lead to the oppsite-depression.

1. What is the best title of the passage?
a. The Agriculatural Trends of 1950』s
b. The Unemployment Rate of 1950』s
c. U.S. Economy in the 50』s
d. The Federal Budget of 1952

2. In Line 4 , the word 「boom」 could best be replaced by______.
a. nearby explosion
b. thunderous noise
c. general public support
d. rapid economic growth

3. It can be inferred the national from the passage that most people in the United States in 1955 viewed the national economy with an air of _________.
a. confidence
b. confusion
c. disappointment
d. suspicion

4. Which of the following were LEAST satisfied with the national economy in the 1950』s?
a. Economists
b. Frmaers
c. Politicians
d. Steelworkers

5. The passage states that incom available for spending in the U.S. was greater in 1955 than in 1950 . How much was it ?
a. 60％
b. 50％
c. 33％
d. 90％

答案：cdabc

4. 急！！大學英語四級深度閱讀如何提高深度閱讀的正確率

最好是先做後面的閱讀，最後在跳過來做選詞填空，因為這個實在是很難，比六級的都難，得回分也不高，答就算最後沒時間也沒什麼的。做閱讀的時候一定要給自己嚴格的控制時間，閱讀和聽力之間你必須要有一項是可以得高分。

5. 大學英語閱讀

三篇，一篇閱讀填空，兩篇傳統閱讀。...大學英語六級閱讀理解第三部分是內仔細閱讀，又稱為深容度閱讀，占據20%的分值，有兩篇450~500字的文章，每篇文章後面有5道題，考查考生對文章具體信息和主旨大意的能力以及根據所讀材料進行推理判斷的能力。該部分常考題型有四個：事實細節題、推理判斷題、主旨大意題和觀點態度題。

6. 2011年12月大學英語四級考試深度閱讀做題技巧

根據個人而定 你覺得哪種方法適合你就用那方法

7. 大學英語六級做深度閱讀有什麼好方法，或竅門，求過了的高分大師指點！

先看題，找關鍵詞和關鍵句，然後看文。一般情況下，一段一題。按照考試要求的閱讀時間，每天掐時間做閱讀，提高速度。

8. 大一的英語深度閱讀題

1. G power
2. J advantage
3. M charm
4. L relationship
5. F date
6. H related
7. E plenty
8. A based
9. N Finally
10. C salespeople