同等学力英语阅读高分秘籍讲义

同等学力英语申硕阅读高分秘籍主讲：范猛阅读理解解题步骤四步走1、扫描题干，划出关键词（1999年）Passage 6With the possible exception of equal rights, perhaps the most controversial issue across the United States today is the death penalty. Many argue that it is an effective deterrent （威慑）to murder, while others maintain there is no convincing evidence that the death penalty reduces the number of murders.The principal argument advanced by those opposed to the death penalty, basically, is that it is cruel and inhuman punishment, that it is the mark of a brutal society, and finally that it is of questionable effectiveness as a deterrent to crime anyway.In our opinion, the death penalty is a necessary evil. Throughout recorded history there have always been those extreme individuals in every society who were capable of terribly violent crimes such as murder. But some are more extreme than others.For example, it is one thing to take the life of another in a fit of blind rage, but quite another to coldly plot and carry out the murder of one or more people in the style of a butcher. Thus, murder, like all other crimes, is a matter of relative degree. While it could be argued with some conviction that the criminal in the first instance should be merely isolated from society, such should not be the fate of the latter type murderer.The value of the death penalty as a deterrent to crime may be open to debate. But the overwhelming majority of citizens believe that the death penalty protects them. Their belief is reinforced by evidence which shows that the death penalty deters murder. For example, from 1954 to 1963, when the death penalty was consistently imposed in California, the murder rate remained between three and four murders for each 100,000 population. Since 1964 the death penalty has been imposed only once, and the murder rate has risen to 10.4 murders for each 100,000 population. The sharp climb in the state's murder rate, which began when executions stopped, is no coincidence（巧合）. It is convincing evidence that the death penalty does deter many murderers. If the bill reestablishing the death penalty is vetoed（否决）, innocent people will be murdered —some whose lives may have been saved if the death penalty were in effect. This is literally a life or death matter. The lives of thousands of innocent people must be protected.26. The principal purpose of this passage is to ________.A. speak for the majorityB. initiate a vetoC. criticize the governmentD. argue for the value of the death penalty27. The passage attempts to establish a relationship between ________.A. the murder rate and the imposition of the death penaltyB. the effects of execution and the effects of isolationC. the importance of equal rights and that of the death penaltyD. executions and murders28. The author's response to those who urge the death penalty for all degrees of murder would most likelybe ________.A. negativeB. friendlyC. supportiveD. hostile29. In the passage the author is primarily concerned with ________.A. analyzing a problem objectivelyB. settling a disputeC. supporting a positionD. describing an event30. It can be inferred that the author thinks that ________.A. the death penalty is the most controversial issue in the United States todayB. the second type murderers (in Paragraph 4) should be sentenced to deathC. the veto of the bill reestablishing the death penalty is of little importanceD. the value of the death penalty as a deterrent to crime is not to be debated2.通读全文，抓住中心通读时把握两个重点：1.文章的首段2.其余各段的首尾句和转折处3.仔细审题，返回原文（1996年）Passage 1A proven method for effective textbook reading is the SQ3R method developed by Francis Robinson. The first step is to survey (the S step) the chapter by reading the title, introduction, section headings, summary and by studying any graphs, tables, illustrations or charts. The purpose of this step is to get an overview of the chapter so that you will know before you read what it will be about. In the second step (the Q step), for each section you ask yourself questions such as "What do I already know about this topic?" and "What do I want to know?" In this step you also take the section heading and turn it into a question. This step gives you a purpose for reading the section. The third step (the first of the 3 R's) is to read to find the answer to your questions. Then at the end of each section, before going on to the next section, you recite (the second of the 3 R's) the answers to the questions that you formed in the question step. When you recite you should say the information you want to learn out loud in your own words. The fifth step is done after you have completed steps 2, 3 and 4 for each section. You review (the last of the 3 R's) the entire chapter. The review is done much as the survey was in the first step. As you review, hold a mental conversation with yourself as you recite the information you selected as important to learn. The mental conversation could take the form of asking and answering the questions formed from the headings or reading the summary, which lists the main ideas in the chapter, and trying to fill in the details for each main idea.1. The passage implies that the SQ3R method ________.A. needs to be provenB. leaves much to be desiredC. turns out to be practicableD. cannot be used by every reader2. The SQ3R method consists of ________ steps.A. threeB. fourC. fiveD. seven3. According to the passage, the first step helps the readers ________.A. read first several paragraphsB. scan the whole chapterC. study the graphsD. get the theme of the chapter4. Which of the following is the fourth step?A. To question yourself.B. To read for information.C. To utter your answers.D. To draw a conclusion.5. Which of the following statements is true?A. In the last step, you should remember all the information.B. When you finish the last step, you will get both the main idea and the detailsC. The mental conversation involves answering the questions asked by the author.D. While you are holding a metal conversation you select the important information.时间分配总体时间是45分钟。