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2017年GRE閱讀模擬題二
1800 Thomas Dilworth’s New Guide to the English Dialogue was being widely used to teach reading in the United States. Dilworth's primer, unlike earlier ones, stressed the importance of children’s understanding what they read. While it is in fact unlikely that children would have recognized all the vocabulary Dilworth used, that was at least his stated goal. Dilworth recognized that primers should enable children to decode words from print with the form of language they already knew: speech. In contrast, many earlier authors assumed that, just as introductory Latin texts taught children an unknown language, introductory English texts should teach English as if it, too, were an unknown language.
1. According to the passage, the “earlier authors” adopted a model for English instruction that
A. mirrored the practice used in Latin instruction
B. was originally formulated by Dilworth
C. was less esoteric than that adopted by Dilworth
D. stressed familiarity with the peculiarities of English spelling
E. emphasized the importance of fluent and articulate speech
2. The author of the passage would probably agree with which of the following criticisms of English primers predating Dilworth’s?
A. Their Latinate grammatical terms poorly described the structures of English.
B. They failed to make effective use of the knowledge of language a child already possessed.
C. Their texts typically focused on subject matter that held little intrinsic interest for their readers.
D. They neglected to teach the language in a sufficiently systematic way.
E. They required a pedagogical method that few American teachers of the era possessed.
1
1800 Thomas Dilworth’s New Guide to the English Dialogue was being widely used to teach reading in the United States.
1800 年，T D 的 < New Guide to the English Dialogue > 被廣泛用于美國的閱讀教材。
2
Dilworth's primer, unlike earlier ones, stressed the importance of children’s understanding what they read.
不像早期作者，D 的入門讀物，重在強(qiáng)調(diào)孩子對所讀材料的理解。
3
While it is in fact unlikely that children would have recognized all the vocabulary Dilworth used, that was at least his stated goal.
盡管實際上孩子們未必認(rèn)識 D 所用的每一個單詞，但至少這是他的既定目標(biāo)。
4
Dilworth recognized that primers should enable children to decode words from print with the form of language they already knew: speech.
D 認(rèn)識到，入門讀物應(yīng)該讓孩子能夠把印刷品上的字詞，解碼為他們已知的語言形式：口語。
5
In contrast, many earlier authors assumed that, just as introductory Latin texts taught children an unknown language, introductory English texts should teach English as if it, too, were an unknown language.
與之相對地，許多更早的作者認(rèn)為，就像介紹拉丁語的教材教授孩子們一門未知的語言，介紹英文的教材也應(yīng)該把英語作為一門新語言來教。
1. According to the passage, the “earlier authors” adopted a model for English instruction that
A. mirrored the practice used in Latin instruction
B. was originally formulated by Dilworth
C. was less esoteric than that adopted by Dilworth
D. stressed familiarity with the peculiarities of English spelling
E. emphasized the importance of fluent and articulate speech
選 A
根據(jù)句 5：
In contrast, many earlier authors assumed that, just as introductory Latin texts taught children an unknown language, introductory English texts should teach English as if it, too, were an unknown language.
2. The author of the passage would probably agree with which of the following criticisms of English primers predating Dilworth’s?
A. Their Latinate grammatical terms poorly described the structures of English.
B. They failed to make effective use of the knowledge of language a child already possessed.
C. Their texts typically focused on subject matter that held little intrinsic interest for their readers.
D. They neglected to teach the language in a sufficiently systematic way.
E. They required a pedagogical method that few American teachers of the era possessed.
選 B
問我們作者的某種態(tài)度，首先遵循一個原則：作者的態(tài)度必須來自文段陳述的觀點或事實，或者根據(jù)這些觀點及事實引出的推論，沒有這種根據(jù)，再像的選項也不選。
具體到本題，問我們作者可能同意哪一種對比 D 更早的英語入門讀物作者的批評。
回顧文章，作者有沒有直接批評 D 以前的其他作家?
沒有。
但作者明確表示過兩點：1，D 和其他早期作者不同;2，D 注重培養(yǎng)孩子把書面印刷信息轉(zhuǎn)化為口語來理解。
綜合來看，選 B。
A 未知信息。文中沒涉及過 Latinate grammatical terms 。
C 干擾項。文章討論的始終是教學(xué)思想，即要怎么教孩子閱讀，沒有討論過這些初級閱讀的寫作對象或主題，subject matter 亂入。
D 強(qiáng)干擾項。作者的確可能不認(rèn)同其他早期作者的教材編寫策略，但作者從未批評他們不夠系統(tǒng)有效，我們甚至無法推出，作者認(rèn)為 D 的方法系統(tǒng)有效的推論。
E 看到 American teachers 你就知道，這個選項是湊數(shù)的。
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