Question

For many people today, reading is no longer relaxation. To keep up their work they must read letters, reports, trade publications, interoffice communications, not to mention newspapers and magazines: a never-ending flood of words. In 1 a job or advancing in one, the ability to read and comprehend 2 can mean the difference between success and failure. Yet the unfortunate fact is that most of us are 3 readers. Most of us develop poor reading 4 at an early age, and never get over them. The main deficiency 5 in the actual stuff of language itself-words. Taken individually, words have 6 meaning until they are strung together into phrased, sentences and paragraphs. 7 , however, the untrained reader does not read groups of words. He laboriously reads one word at a time, often regressing to 8 words or passages. Regression, the tendency to look back over 9 you have just read, is a common bad habit in reading. Another habit which 10 down the speed of reading is vocalization—sounding each word either orally or mentally as 11 reads.

To overcome these bad habits, some reading clinics use a device called an 12 , which moves a bar (or curtain) down the page at a predetermined speed. The bar is set at a slightly faster rate 13 the reader finds comfortable, in order to “stretch” him.The accelerator forces the reader to read fast, 14 word-by-word reading, regression and subvocalization, practically impossible. At first 15 is sacrificed for speed. But when you learn to read ideas and concepts, you will not only read faster, 16 your comprehension will improve. Many people have found 17 reading skill drastically improved after some training. 18 Charlce Au, a business manager, for instance, his reading rate was a reasonably good 172 words a minute 19 the training, now it is an excellent 1,378 words a minute. He is delighted that how he can 20 a lot more reading material in a short period of time.

1.A.applying　 B.doing　　　 C.offering　 D.getting

2.A.quickly　 B.easily　　 C.roughly　 D.decidedly

3.A.good　　　 B.curious　　 C.poor　　　 D.urgent

4.A.training　 B.habits　　 C.situations D.custom

5.A.lies　　　 B.combines　 C.touches　 D.involves

6.A.some　　　 B.A lot　　　 C.little　　 D.dull

7.A.Fortunately B.In fact　　 C.Logically D.Unfortunately

8.A.reuse　　 B.reread　　 C.rewrite　 D.recite

9.A.what　　　 B.which　　　 C.that　　　 D.if

10.A.scales　 B.cuts　　　 C.slows　　 D.measures

11.A.some one B.one　　　　 C.he　　　　 D.reader

12.A.accelerator　　　　　　 B.actor　　 C.amplifier　 D.observer

13.A.then　　 B.as　　　　 C.beyond　　 D.than

14.A.enabling B.leading　　 C.making　　 D.indicating

15.A.meaning　 B.comprehension C.gist　 D.regression

16.A.but　　　 B.nor　　　　 C.or　　　　 D.for

17.A.our　　　 B.your　　　 C.their　　 D.such a

18.A.Look at　 B.Take　　　 C.Make　　　 D.Consider

19.A.for　　　 B.in　　　　 C.after　　 D.before

20.A.master　 B.go over　　 C.present　 D.get through

 

Answer 1

1. D 本句意思是“誰如果想謀得一份差事”。applying需加for,意思是“申請”；B.doing做；C.offering提供此三項均不符題意，　只有D.getting(獲得)適合。

2. A 本句意為“快速閱讀與理解的能力，是關(guān)系到成敗的關(guān)鍵所在”只有quickly與原意吻合。easily(容易地)；roughly (粗略地)；　decidedly(果斷地)均與原文內(nèi)容不符。

3. C 英語中，閱讀速度快的人稱為good reader，反之，就是poor reader。根據(jù)上下文的內(nèi)容，多數(shù)人都屬于poor reader，因此選poor(差的)。其它選項不妥。

4. B 此處的意思是“大多數(shù)人早期養(yǎng)成看書慢的習(xí)慣”因此選habits(習(xí)慣)。training (訓(xùn)練，培訓(xùn))；situations(形勢)；custom(風(fēng)俗習(xí)慣)。

5. A 此處說的是“主要的困難在于語言的自身要素，即單詞”。combines聯(lián)合；touches接觸；involves包括，這三項的詞義與原文不符。而lies與in構(gòu)成搭配，意為“在于”。

6. C 這里的意思是“如果單個地看這些字，它們并沒有什么意義”。some有點；A lot許多；dull單調(diào)的。此三項不合題意。只有l(wèi)ittle(很少)是否定詞，合乎邏輯。

7. D 此句意為“作者對未受過閱讀訓(xùn)練的人的不良習(xí)慣感到遺憾”。

Fortunately幸運地；In fact事實上；Logically合乎邏輯地,均不妥。

Unfortunately(不幸地)合乎句義。

8. B 此句意為“在閱讀時經(jīng)常重讀(反復(fù)讀)”因此，選reread重讀。reuse再使用；Rewrite改寫；recite背誦。

9. A 此處所填的詞既是look back over的賓語，又是you have just read的賓語，只有what能充當(dāng)這種雙重成分。

10. C scales down按比例減少；cuts down削減；此兩項不合題意。

measures不能與down搭配。只有slow與down搭配的意思“放慢”，在此合適。

11. B 本段前文已經(jīng)出現(xiàn)you，在此選one(泛指人們，我們，你)來代替you。some one無此用法。如果用reader，前面應(yīng)加定冠詞。he不能與該段邏輯一致。

12. A 此句意為“訓(xùn)練快速閱讀所使用的工具必然與提高閱讀速度有關(guān)”，因此選accelerator (快讀器)。actor演員；amplifier放大器；observer觀察者。

13. D 前面的faster決定了應(yīng)當(dāng)選than，構(gòu)成比較級。

14. C 此句意為“快速閱讀器迫使你加快閱讀速度，使你再也不能逐字閱讀，回顧前文內(nèi)容或者默讀”。enabling相當(dāng)于making possible；leading引導(dǎo)；indicating指出，表明。都不合題意。只有making (使，使得)最合適。

15. B 這里的意思是“速讀最初會影響理解”，所以選comprehension(理解力)。meaning意義，意思，指詞或詞組表示的意義；gist大意，要旨regression回顧

16. A 與前半句中的not only相呼應(yīng)，構(gòu)成句式“不僅……，而且……”，只有選but，而nor；or或for均不能構(gòu)成固定用法。

17. C 本句中的主語是第三人稱復(fù)數(shù)，物主代詞必然是their。

18. B take與后面的for instance構(gòu)成短語，意為：“以……例”，其它三項不能構(gòu)成搭配。

19. D 這里提到受訓(xùn)之前與受訓(xùn)之后進行比較,對比，因此選before。

20. D 此處意為：在較短時間內(nèi)，讀完眾多的材料。master掌握；go over復(fù)習(xí)；present呈現(xiàn)，展現(xiàn)；此三項均不妥；只有g(shù)et through (讀完)最恰當(dāng)。