六级阅读平时训练及考前准备

六级阅读平时训练及考前准备（精选3篇）

六级阅读平时训练及考前准备 篇1

一、平时训练

阅读应该多做多练才会有好的效果。我觉得平时的阅读训练应该做到以下几点：

1、积累单词。(大纲要求六级应该领会和掌握的单词有5300个，其中复用式掌握的应该有2800个，以及一定量的常用词组。如果词汇量没有达到一定程度，势必会影响阅读的速度。因此，既然阅读的基础是单词，那么平时一定多积累单词，尤其针对一些专业性强的文章多记专业词汇，至少要有一定的印象。因为许多的专业词汇都不是原来的本意，常常有大的变动，如果不知道的话会影响对整篇文章的理解。要扩大词汇量不可以死记硬背，而是要大量地阅读。在阅读中提高自己的词汇量。同时还要刻意地去增大自己的词根、词缀数量，这样可以提高自己猜词的成功率，以提高自己的阅读速度和理解的正确性。

2、挑选一本好的阅读练习册，应该是有详细答案题解的那种。可以让老师或者英语成绩比较好的朋友建议好的阅读书籍，不要盲目的拿一本书就开始做，这样不但没有提高反而会浪费大量的时间。要好好地利用这本练习册，反复练习，认真地把做过的每一篇阅读文章弄明白，分析清楚长句、难句。

3、静心。做阅读的时候切忌心烦，一定要心平气和，在遇到难句、难词时更要心静，认真分析句子，不要在做题时动来动去，这样会影响精神的集中。

4、认真勾画关键句子和关键词语。开始时可能勾画得并不那么准确，但一定要坚持下去。开始的时候不要烦划出的词语多，因为最初的时候对关键词句把握不准，但经过刻意的练习，多做几次，自然而然就知道考点和关键词句在什么地方了。

5、平时还要注意积累背景知识。六级的阅读多是常识性的知识，多多积累，在遇到的时候就可以更加清楚地把握全文了。但一定不要在读文章的时候加入自己的个人感情，一就是一，二就是二，不可以自己发挥。

二、考前训练

针对六级的考前阅读训练，我的经验是一本历年来的真题集就足够了，要利用好历年来的真题，熟悉了真题，就等于熟悉了出题人的思路。针对出题人的思路的训练可以训练自己对六级阅读的语感和思路，减少在读懂了文章的情况下做错题的几率，尤其是那种常常在两个答案中二选一时出错的考生，真题的训练可以大大提高正确率。用真题去训练针对六级的阅读方法和速度，是在短时间里提高六级阅读速度和做题正确率的一个较好的方法。

考前训练在一个“精”字上，要有针对性才会有飞跃。首先应对历年来的真题认真地全做一遍。这一步主要是为了对六级的阅读理解题有一个总体的认识。然后，挑出难段、难题反复地做，认真分析文章的结构、主旨大意及作者的态度观点，分析难句子的结构、用词、修辞手法，同时结合题目看其考点有什么特点。要总结自己常常出错的地方，是没有读懂文章还是做题的思路不正确，找到原因才会有对症下药的可能性。如果是没有读懂文章，我建议还是应该再集中训练一下自己的阅读技巧；如果是读懂文章却没有做对题目，我认为应该认认真真地再仔细研究历年来的真题。虽然现在有很多书在不同程度上对这些做了分析，但我认为，自己做一遍效果比较好一些，能加深理解。

我在考前一个月中间做了三遍阅读的历年真题，可以说到后来看见题目我都能想起考点和答案是什么。我觉得这样做的好处很多，最重要的是使我熟悉了出题人的思路，在比较模糊的两个答案中间通常是要靠对出题人的思路和感觉来做对题的。

三、心理状态

考试必须有一个正常的心态。许多考生经常说六级有多难多难，但我觉得六级并不难，关键看自己怎么给自己定位。考前一定要对自己有一个严格的要求，要相信自己的实力，要在心理上战胜自己，然后再按部就班地努力，自然也就会考出一个理想的分数。

六级考前突破训练8 篇2

（点击右键“另存为”可下载语音）Model Test Eight????

PartⅠ Listening Comprehension (20 minutes)?

Directions: In this section, you will hear 10 short conversations.At the end of each conversation, a question will be asked about what was said. Both the conversation and the question will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D) and decide which is the best answer. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.?

1.A) It is very pleasant. B) It is hot.?C) It is cold. D) It is rainy.?

2.A) Both of them enjoyed it. ?

B) Neither of them liked it.?

C) He liked it but his wife didn’t.?

D) He wife liked it but he didn’t.?

3.A) $100. B) $150. C) $200. D) $250.?

4.A) A teacher. B) A friend.?C) The woman herself. D) The woman’s mother.?

5.A) Mary wouldn’t call the woman again.?

B) Mary didn’t call.?

C) Mary would call next time she came to town.?

D) That she hoped to come for dinner next time she came to town.

?

6. A) Paul’s science teacher.?

B) Paul’s failing his science course.?

C) Paul’s problem in the course of science.?

D) Paul’s special help in school science.?

7. A) Sells insurance.?

B) He is a professional musician.?

C) Lives on unemployment.?

D) Sells violins.?

8. A) At his new apartment.?

B) The other day.?

C) On the other side of town.?

D) On the street.?

9. A) Go to the library.?

B) The library closes at 10.?

C) The library closes at 11.?

D) Get together.?

10. A) It ran into another car.?

B) It fell into a river.?

C) It was badly damaged.?

D) It left the road and stopped in a field.?

六级阅读考前补习3 篇3

Test Three

1

A well?stablished distinction in memory theory is that between short?erm and long?erm memory. The former refers to our ability to do such things as remember telephone numbers long enough to dial them; the latterDconcerns the wide range of ways in which experiences can affect behavior many years later. Given the two different kinds of ability, it is reasonable to hypothesize that each is represented differently in the brain. An experiment was designed to test the hypothesis that long?erm memory implies a chemical change in the brain cells while short?erm memory involves patterns of impulses in circuits of nerve cells.?

One group of rats were taught to run through a maze. Five minutes after learning the task, they were cooled to 5℃, the temperature at which all electrical activity in the brain ceases. They were then kept at this temperature for 15 minutes before being allowed to return to their normal temperature. They were then run through the maze, again.?

A second group of rats were taught to run the same maze, and then immediately cooled to 5℃ for 15 minutes. After being allowed to return to their normal temperature, an attempt was made to run the second group through the maze again. It was found that rats in the first group had no difficulty with the maze the second time, suggesting that they did not have to relearn the task. Rats in the second group which was cooled immediately after learning the maze, on the other hand, could not negotiate the maze successfully, i.e., they apparently could not remember what they had learned.?

It was concluded from this experiment that short?erm memory (in rats, at least ) is unlike long?erm memory. Short?erm memory involves electrical impulses since at a temperature where electrical activity ceases, there is no memory. Long?erm memory, in contrast, is unaffected by the disruption of electrical activity and may involve structural changes in brain cells.