PETS三级全真模拟试题二（四）a
分类: PETS公共英语
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the aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words a phrases, for their meaning, almost without noticing the shapes of these separate letters.
when a good reader is at work, he does not look at letters, nor even at words, one by or however quickly; he takes in the meaning of two, three, or four words at a time, in a single moment. watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops. the eyes a very good reader move quickly, taking long jumps and making very short halts (停顿 ); the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. some times, when he meets a difficulty, he even goes backwards to see again what has already be looked at once.
the teacher ' 9 task is therefore clear: it is to train his pupils to take in several words at a glance (one "eye jump") and remove the necessity forgoing backwards to read something a second time.
this shows at once that letter-by-letter, or syllable-by-syllable (音节) , or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. it is wrong because such a method ties the pupil' s eye down to a very short jump. moreover, a very. short jump too short to provide any meaning or sense; and it will be found that having struggled with three four words separately, the pupil has to look at them again, all together and in one group, in order get the meaning of the whole phrase.
56. which of the following is closest in meaning to the first paragraph?
[ a ] pupils should be trained to reach quickly the stage of reading without having to
concentrate on the separate symbols.
[b] pupils should look at each printed symbol for its meaning as well as for its shape.
[ c ] teachers should help their pupils avoid looking at the shape of the printed symbols.
[d] teachers should tell their pupils the different stages of their study.
57. in a single moment, a good reader picks up_________.
[ a ] several words [ b ] several phrases
[ c ] several sentences [ d ] several lines
58. according to the passage, which of the following is false?
[a] the eyes of a good reader make short halts and long jumps.
[ b] the eyes of a bad reader take in the meaning of one word at a time.
[ c] the eyes of a bad reader take only short jumps.
[d] the eyes of a good reader move steadily.
59. one may have to read something a second time if_________.
[ a ] there is enough time [ b ] one reads too fast
[ c ] the passage is very long [d] one reads word by word
60. the main idea of the last paragraph is that _________.
[a] word-by-word reading is highly inefficient
[ b ] the pupil ' s eyes should focus on groups of syllables instead of single syllables
[ c ] pupils have to move their eyes back and forth when reading
[d] finger-pointing in reading helps the pupil concentrate on meaning
the aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words a phrases, for their meaning, almost without noticing the shapes of these separate letters.
when a good reader is at work, he does not look at letters, nor even at words, one by or however quickly; he takes in the meaning of two, three, or four words at a time, in a single moment. watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops. the eyes a very good reader move quickly, taking long jumps and making very short halts (停顿 ); the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. some times, when he meets a difficulty, he even goes backwards to see again what has already be looked at once.
the teacher ' 9 task is therefore clear: it is to train his pupils to take in several words at a glance (one "eye jump") and remove the necessity forgoing backwards to read something a second time.
this shows at once that letter-by-letter, or syllable-by-syllable (音节) , or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. it is wrong because such a method ties the pupil' s eye down to a very short jump. moreover, a very. short jump too short to provide any meaning or sense; and it will be found that having struggled with three four words separately, the pupil has to look at them again, all together and in one group, in order get the meaning of the whole phrase.
56. which of the following is closest in meaning to the first paragraph?
[ a ] pupils should be trained to reach quickly the stage of reading without having to
concentrate on the separate symbols.
[b] pupils should look at each printed symbol for its meaning as well as for its shape.
[ c ] teachers should help their pupils avoid looking at the shape of the printed symbols.
[d] teachers should tell their pupils the different stages of their study.
57. in a single moment, a good reader picks up_________.
[ a ] several words [ b ] several phrases
[ c ] several sentences [ d ] several lines
58. according to the passage, which of the following is false?
[a] the eyes of a good reader make short halts and long jumps.
[ b] the eyes of a bad reader take in the meaning of one word at a time.
[ c] the eyes of a bad reader take only short jumps.
[d] the eyes of a good reader move steadily.
59. one may have to read something a second time if_________.
[ a ] there is enough time [ b ] one reads too fast
[ c ] the passage is very long [d] one reads word by word
60. the main idea of the last paragraph is that _________.
[a] word-by-word reading is highly inefficient
[ b ] the pupil ' s eyes should focus on groups of syllables instead of single syllables
[ c ] pupils have to move their eyes back and forth when reading
[d] finger-pointing in reading helps the pupil concentrate on meaning