INTERNALTIONAL ENGLISH LANGUAGE
TESTING SYSTEM
ACADEMIC READING
TEST 1
TIME ALLOWED: 1 hour
NUMBER OF QUESTIONS: 40
READING PASSAGE 1
You should spend about 20 minutes on Questions 1 – 13 which are bad on Reading Passage 1 below.
IMPROVING READING SPEED It is safe to say that almost anyone can double his speed of reading while maintaining equal or even higher comprehension. In other words, anyone can improve the speed with which he gets what he wants from his reading.
The average college student reads between 250 and 350 words per minute on fiction and non-technical materials. A "good" reading speed is around 500 to 700 words per minute, but some people can read a thousand words per minute or even faster on the materials. What makes the difference? There are three main factors involved in improving reading speed: (1) the desire to improve, (2) the willingness to try new techniques and (3) the motivation to practice.
Learning to read rapidly and well presuppos that you have the necessary vocabulary and comprehension skills. When you have advanced on the reading comprehension materials to a level at which you can understand college-level materials, you will be ready to begin speed reading practice in earnest.
Understanding the role of speed in the reading process is esntial. Rearch has shown a clo relation between speed and understanding. For example, in checking progress charts of thousands of individuals taking reading training, it has been found in most cas that an increa in rate has been paralleled by an increa in comprehension, and that where rate has gone down, comprehension has also decread. Most adults are able to increa their rate of reading considerably and rather quickly without lowering comprehension.
Some of the facts which reduce reading rate:
(a)limited perceptual , word-by-word reading;
(b)slow perceptual reaction time, i.e., slowness of recognition and respon to the
material;
(c)vocalization, including the need to vocalize in order to achieve comprehension;
(d)faulty eye movements, including inaccuracy in placement of the page, in return
sweep, in rhythm and regularity of movement, etc.;
(e)regression, both habitual and as associated with habits of concentration
(f)lack of practice in reading, due simply to the fact that the person has read very
ghettolittle and has limited reading interests so that very little reading is practiced in the daily or weekly schedule.
Since the conditions act also to reduce comprehension increasing the reading rate through eliminating them is likely to result in incread comprehension as well. This is an entirely different matter from simply speeding up the rate of reading without reference to the conditions responsible for the slow rate. In fact, simply speeding the
rate especially through forced acceleration, may actually result, and often does, in making the real reading problem more vere. In addition, forced acceleration may even destroy confidence in ability to read. The obvious solution, then is to increa rate as a part of a total improvement of the whole reading process.
A well planned program prepares for maximum increa in rate by establishing the necessary conditions. Three basic conditions include:
catwalk1.Eliminate the habit of pronouncing words as you read. If you sound out words
in your throat or whisper them, you can read slightly only as fast as you can read aloud. You should be able to read most materials at least two or three times faster silently than orally.
2.Avoid regressing (rereading). The average student reading at 250 words per
minute regress or rereads about 20 times per page. Rereading words and phras is a habit which will slow your reading speed down to a snail's pace.
Furthermore, the slowest reader usually regress most frequently. Becau he reads slowly, his mind has time to wander and his rereading reflects both his inability to concentrate and his lack of confidence in his comprehension skills.
3.Develop a wider eye-span. This will help you read more than one word at a
glance. Since written material is less meaningful if read word by word, this will help you learn to read by phras or thought units.
Poor results are inevitable if the reader attempts to u the same rate indiscriminately for all types of
material and for all reading purpos. He must learn to adjust his rate to his purpo in reading and to the difficulty of the material he is reading. This ranges from a maximum rate on easy, familiar, interesting material or in reading to gather information on a particular point, to minimal rate on material which is unfamiliar in content and language structure or which must be thoroughly digested. The effective reader adjusts his rate; the ineffective reader us the same rate for all types of material.
Rate adjustment may be overall adjustment to the article as a whole, or internal adjustment within the article. Overall adjustment establishes the basic rate at which the total article is read; internal adjustment involves the necessary variations in rate for each varied part of the material. As an analogy, you plan to take a 100-mile mountain trip. Since this will be a relatively hard drive with hills, curves, and a mountain pass, you decide to take three hours for the total trip, averaging about 35 miles an hour. This is your overall rate adjustment. However, in actual driving you may slow down to no more than 15 miles per hour on some curves and hills, while speeding up to 50 miles per hour or more on relatively straight and level ctions. This is your internal rate adjustment. There is no t rate, therefore, which the good reader follows inflexibly in reading a particular lection, even though he has t himlf an overall rate for the total job.
In keeping your reading attack flexible, adjust your rate nsitivity from article to article. It is equally important to adjust your rate within a given article. Practice the techniques until a flexible reading rate becomes cond nature to you.forty
hubble—Adapted from:
Questions 1 - 4
Choo the appropriate letters A – D and write them in boxes 1 – 4 on your answer sheet.
1. Which of the following is not a factor in improving your reading speed?全国一卷2020
(A). willing to try new skills英文地址怎么写
(B). motivation to improve
provement
(C). desire to practice
(D). hesitate to try new techniques
2. Understanding college level materials is a prerequisite for
儿童英语培训哪个好(A). learning to comprehend rapidly.
(B). having the necessary vocabulary.
(C). beginning speed reading.
(D). practicing comprehension skills.
3. For most people
(A). a decrea in comprehension leads to a decrea in rate.
(B). a decrea in rate leads to a increa in comprehension.
(C). an increa in rate leads to an increa in comprehension.
(D). an increa in rate leads to a decrea in comprehension.
4. Speeding up your reading rate through forced acceleration often results in
(A). reducing comprehension.
kiss the rain mp3(B). increasing comprehension.
(C). increasing your reading problem.
(D). reducing your reading problem.
Questions 5 – 9哈尔滨培训机构
Complete the table below. Choo NO MORE THAN THREE WORDS from the
