對(duì)于閱讀的復(fù)習(xí)，考生們應(yīng)該在沖刺階段繼續(xù)熟悉文章的讀法，因?yàn)闀r(shí)間有限，且每篇文章后面僅考五道題目，也就意味著考生實(shí)際上也沒有必要通讀全文，所以考場(chǎng)上的制勝關(guān)鍵就在于你是否能在短時(shí)間內(nèi)迅速處理完文章了。

下面以09年9月的第三篇中口真題文章為例，來為大家解讀應(yīng)如何在短時(shí)間內(nèi)抓住最重要的信息。

IT’S Monday morning, and you’re having trouble waking your teenagers. You’re not alone. Indeed, each morning, few of the country’s 17 million high school students are awake enough to get much out of their first class, particularly if it starts before 8 a.m. Sure, many of them stayed up too late the night before, but not because they wanted to.
第一段一上來就是些瑣碎的現(xiàn)象描述，很明顯只是為了引出主題，考生完全可將其略過。

Research shows that teenagers’ body clocks are set to a schedule that is different from that of younger children or adults. This prevents adolescents from dropping off until around 11 p.m., when they produce the sleep-inducing hormone melatonin, and waking up much before 8 a.m. when their bodies stop producing melatonin.
第二段話開頭黑體字部分告訴我們，這里是一個(gè)結(jié)論句，閱讀文章可略的是具體論據(jù)，但抽象論點(diǎn)是一定要把握的。接下來的內(nèi)容是具體解釋，不用讀的太仔細(xì)了。

The result is that the first class of the morning is often a waste, with as many as 28 percent of students falling asleep, according to a National Sleep Foundation poll. Some are so sleepy they don’t even show up, contributing to failure and dropout rates.
第三段開頭也是一樣，結(jié)論句部分要仔細(xì)讀，接下來的數(shù)字則不用太關(guān)注。

Here’s an idea: stop focusing on testing and instead support changing the hours of the school day, starting it later for teenagers and ending it later for all children. Indeed, no one does well when they’re sleep-deprived, but insufficient sleep among children has been linked to obesity and to learning issues like attention deficit/hyperactivity disorder. You’d think this would spur educators to take action, and a few have.
第四段話開頭的idea告訴我們，作者不僅在文章當(dāng)中分析了現(xiàn)象，還闡述了解決問題的方案，可以細(xì)讀。

In 2002, high schools in Jessamine County in Kentucky pushed back the first bell to 8:40 a.m., from 7:30 a.m. Attendance immediately went up, as did scores on standardized tests, which have continued to rise each year. Districts in Virginia and Connecticut have achieved similar success. In Minneapolis and Edina, Minn., which instituted high school start times of 8:40 a.m. and 8:30 a.m. respectively in 1997, students’ grades rose slightly and lateness, behavioral problems and dropout rates decreased. Later is also safer. When high schools in Fayette County in Kentucky delayed their start times to 8:30 a.m., the number of teenagers involved in car crashes dropped, even as they rose in the state.
第五段話里面劃?rùn)M線部分，大家可以明顯看出全是在列舉例子而已，可以略掉。

So why hasn’t every school board moved back that first bell? Well, it seems that improving teenagers’ performance takes a back seat to more pressing concerns: the cost of additional bus service, the difficulty of adjusting after-school activity schedules and the inconvenience to teachers and parents.
第六段話作者分析為什么這么好的措施不是全部學(xué)校在執(zhí)行呢？因?yàn)樗麄冴P(guān)注的并非是青少年的利益。

But few of these problems actually come to pass, according to the Center for Applied Research and Educational Improvement at the University of Minnesota. In Kentucky and Minnesota, simply flipping the starting times for the elementary and high schools meant no extra cost for buses.
而第七段話的but就再次指示了作者的意圖，作者始終認(rèn)為應(yīng)該推遲一大早上課的時(shí)間，不要那么早就讓青少年起床。

There are other reasons to start and end school at a later time. According to Paul Reville, a professor of education policy at Harvard and chairman of the Massachusetts Board of Education, “Trying to cram everything our 21st-century students need into a 19th-century six-and-a-half-hour day just isn’t working.” He says that children learn more at a less frantic pace, and that lengthening the school day would help “close the achievement gap between disadvantaged students and their better-off peers.”
最后一段話開頭更是強(qiáng)調(diào)了整篇文章的主旨，接下來的專家頭銜和直接引用全部可以略去不看，“He says that”開始的間接引用可以再看一下。

這樣整篇文章看下來，其實(shí)要看的也沒多少了，大大節(jié)省考生的閱讀時(shí)間，提高了我們的閱讀效率，讓我們把更多的時(shí)間可以放在題目的操作上。在沖刺階段，請(qǐng)大家反復(fù)體會(huì)這樣的閱讀方式。
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