Question

Now let us look at how we read. When we read a printed text, our eyes move across a page in short, jerky movement. We recognize words usually when our eyes are still when they fixate. Each time they fixate, we see a group of words. This is known as the recognition span or the visual span. The length of time in which the eyes stop ---the duration of the fixation ----varies considerably from person to person. It also varies within any one person according to his purpose in reading and his familiarity with the text. Furthermore, it can be affected by such factors as lighting and tiredness.

Unfortunately, in the past, many reading improvement courses have concentrated too much on how our eyes move across the printed page. As a result of this misleading emphasis on the purely visual aspects of reading, numerous exercises have been devised to train the eyes to see more words at one fixation. For instance, in some exercises, words are flashed on to a screen for, say, a tenth or a twentieth of a second. One of the exercises has required students to fix their eyes on some central point, taking in the words on either side. Such word patterns are often constructed in the shape of rather steep pyramids so the reader takes in more and more words at each successive fixation. All these exercises are very clever, but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently. Reading requires the ability to understand the relationship between words. Consequently, for these reasons, many experts have now begun to question the usefulness of eye training, especially since any approach which trains a person to read isolated words and phrases would seem unlikely to help him in reading a continuous text.

1.The time of the recognition span can be affected by the following facts except ________ .

A. the length of a group of words.

B. lighting and tiredness.

C. one’s familiarity with the text.

D. one’s purpose in reading.

2.The author may believe that reading ______.

A. demands an deeply-participating mind.

B. demands more mind than eyes.

C. requires a reader to take in more words at each fixation.

D. requires a reader to see words more quickly.

3.What does the author mean by saying “but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently.” in the second paragraph?

A. The reading exercises mentioned can’t help to improve an efficient reading.

B. The reading exercises mentioned has done a great job to improve one’s ability to see words.

C. The ability to see words is not needed when an efficient reading is conducted.

D. The reading exercises mentioned can’t help to improve both the ability to see or comprehend words.

4.Which of the following is NOT true?

A. The emphasis on the purely visual aspects is misleading.

B. The eye training will help readers in reading a continuous text.

C. The visual span is a word or a group of words we see each time.

D. Many experts began to question the efficiency of eye training.

5.The tune of the author in writing this article is ________.

　　A. pessimistic  B. optimistic   C. critical  D. neutral

 

Answer 1

【答案】

 

1.A

2.A

3.A

4.B

5.C

【解析】

試題分析：

1..判斷題。第一段It also varies within any one person according to his purpose in reading and his familiarity with the text. Furthermore, it can be affected by such factors as lighting and tiredness.

可知注視的持續時間長短，人與人之間是不同的，跟一個人的閱讀目的、對材料的熟悉程度、光線、疲勞度均有關系。故選A

2.細節題。從第二段Reading requires the ability to understand the relationship between words. Consequently, for these reasons, many experts have now begun to question the usefulness of eye training可知閱讀是需要理解單詞之間關系的能力，許多的專家也開始質疑那種純粹在視覺跨度內訓練接受更多單詞的方法，故通過排除法選A，閱讀需要一種深度理解的思維。

3.推斷題。從本句的句意及上下文的理解可知，提高人們看單詞的能力只是一方面，它與提高人們有效閱讀的能力是完全不同的。可知這些閱讀練習并不能幫助提高有效的閱讀能力。文中并沒有講到這些閱讀練習已經對提高看單詞的能力有了很大的幫助。故選A

4.判斷題。從最后一句可知，很多專家開始質疑這些眼力訓練的無用性，尤其是因為任何訓練一個人如何來閱讀孤立單詞和短語的方法都將視為不可能幫助他理解整個文章。可知答案B不正確。

5.推斷題。同樣從最后一句可知，作者的觀點是批判的，故選C

考點：說明文

點評：文章較難，本文主要說明了傳統閱讀訓練的方法只重在提高視覺跨度內接受更多單詞的能力，而這種訓練在作者看來是一中徒勞，是一種誤導，因為閱讀需要的是理解單詞之間關系的能力。文章長句子較多，給理解造成了一定障礙，學生在答題時要結合題目和文章一起進行理解作者意思，最終得出合情合理的答案。