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1、2013 年英语六级考试阅读理解的特殊解题技巧年英语六级考试阅读理解的特殊解题技巧阅读解题特殊技巧1 确立主题，明确主旨。圈定关键，找出主线。2 扫读文章，定位关键。跳读剩余，删除多余。3 无词定位，分析选项。逻辑判断，排除干扰。4 顽固不化，无法推出，各段首末，进行反推。扫读文章，定位关键关键词的特点：1 名词或名词词组(人名，地名,时间，数字都是特别好找的)。2 如名词重复太多，或不突出，也可以找动词。3 实在没有选择之下，也可以考虑用题目中的形容词和副词作为关键词。4 注意，用过的关键词在另外一道题目就不要再用了。5 词组永远比一个单词好用，因为比较容易找。扫读的目的：了解文章的大意和主
2、题思想，并对文章的结构有个总的概念。提示：扫读时，应特别注意关键词，因为它们往往是出题的地方，解题的关键。找到关键词，要标记题号，不然回头再找就麻烦了。跳读剩余，删除多余(特指非出题部分)找到文章中的无关范围以后，立即删除不需要阅读的部分，不要浪费时间。就算有难 题，需要再次阅读文章内容，而且要通过推理、判断、弄清文章中“字里行间”潜在意思。 可借助这个手段，减少阅读份量，加强对重点的分析，以达到针对题目的透彻理解。不需要阅读的部分：1 题目后段落通过最后一题所在的位置，判断文章后面的段落是没有出题，如果没有出题，就全部 省略不看。要特别注意，最后一题是否主题题，如果是，要回到文章开头找答案，
3、然后判 断倒数第二题所在地。2 例子先不看例子的存在是为了前面的句子，更重要的是看例子前句的内容。可是当题目中涉及了 例子涉及的内容的时候，要仔细阅读。3 地点，特别是连续的地点不看，属于无法考核的内容。4 人物介绍不看，也是不考内容，具体如下：名字(人物介绍，可以省略不看)、所作所为等。有时人物介绍可以帮助我们拓宽解题 思路，可是绝对不能作为我们选择答案的唯一依据。5 插入语不看(括号里为不看的内容)主语，(插入语)，谓语;主语谓语，(插入语)，补语。6 排比先不看，除非考到，再仔细看。7 according to 后面的内容是表示消息来源，可以不看。According to 在句子开头就划
4、 到逗号，在句尾就直接划到句号。Anne Whitney, a sophomore (大学二年级学生) at Colorado State University, first had a problem taking tests when she began college. “I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the qu
5、estions correctly. I would blank out because of nervousness and fear. I couldnt think of the answer. My low grades on the tests did not show what I knew to the teacher. “ Another student in biology had similar experiences. He said, “My first chemistry test was very difficult. Then, on the second tes
6、t, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldnt even write them down!“These two young students were experiencing something called test anxiety.
7、 Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the l
8、ow grades. Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universit
9、ies, students take tests to measure their anxiety. If the tests show (heir anxiety is high, the students can take short courses to help them deal with (heir tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling
10、their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test.An expert at the University of California explains, “ With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better contr
11、ol during their tests. Almost all have some improvement. With some, the improvement is very great. “26. To “blank out“ is probably_.A. to be like a blanket B. to be sure of an answerC. to be unable to think clearly D. to show knowledge to the teacher27. Poor grades are usually the result of_.A. poor
12、 sleeping habit B. lazinessC. lack of sleep D. inability to form good study habits28. Test anxiety has been recognized as_.A. an excuse for laziness B. the result of poor study habitsC. a real problem D. something that cannot be changed29. To deal with this problem, students say they want to_.A. tak
13、e a short course on anxietyB. read about anxietyC. be able to manage or understand their anxietyD. take tests to prove they are not anxious30. A University of California advisor said_.A. all students could overcome the anxiety after taking a special test anxiety programB. almost all students felt less stress after taking a University of California advising courseC. students found it difficult to improve even though they had taken a special test anxiety courseD. students found it easy to relax as soon as they entered a University of California advising course26. C 27. D 28. C 29. A 30. B
