2015年6月大學(xué)英語(yǔ)六級(jí)真題解析：閱讀考試部分

　　2015年6月大學(xué)英語(yǔ)六級(jí)真題解析：閱讀考試部分。2015年6月13日下午結(jié)束了大學(xué)英語(yǔ)六級(jí)的考試，各位經(jīng)歷整個(gè)春季備考洗禮的小勇士們?cè)诳紙?chǎng)上大多游刃有余的PK掉了這萬(wàn)變不離其宗的六級(jí)真題。為什么使用“萬(wàn)變不離其宗”這個(gè)詞?是因?yàn)槲覀冃聳|方的學(xué)員們的整個(gè)培訓(xùn)備考過(guò)程，使用的教材都是歷年的真題，這次的考試又一次依葫蘆畫(huà)瓢，這葫蘆就是我們的歷年真題啦。比如我們下面解析的這篇關(guān)于美國(guó)大學(xué)申請(qǐng)的Early decision的傳統(tǒng)閱讀，就是真題中2013年12月段落信息匹配中的ED和EA，更是我們?cè)诨A(chǔ)班一路走過(guò)給大家強(qiáng)調(diào)的偏好的文科問(wèn)題里面的校園教育類文章，熟悉的主題是不是讓各位在考場(chǎng)上心花怒放，信心倍增呢!不止如此，定位句和選項(xiàng)中的詞匯表達(dá)更是我們可以信手拈來(lái)噠!比如64題定位句跟選項(xiàng)中的be less likely to do結(jié)構(gòu)，看到--理解--秒掉，就是這么爽快的搞定，因?yàn)槲覀儚幕A(chǔ)班開(kāi)始就扎實(shí)的強(qiáng)化著大家高頻考點(diǎn)的理解與應(yīng)用，而A選項(xiàng)的refrain from與我們強(qiáng)化班補(bǔ)充教材中第六篇文章63題C選項(xiàng)refrain from making promises they cannot honor是一模一樣噠!小伙伴們解題就一馬平川了!但是最最重要的是，正確的解題姿勢(shì)我們學(xué)會(huì)了，考試的時(shí)候保持了做到了，所以就輕松順利地秒殺了所有的題目，so easy!

　　有時(shí)候，戰(zhàn)場(chǎng)上的自信就是來(lái)的毫無(wú)預(yù)期，但就是毫無(wú)畏懼。因?yàn)槲覀儚膫淇挤椒ǖ絺淇歼^(guò)程，都在新東方的陪伴下走在正確的道路上。接下來(lái)，我們就以下面的這篇仔細(xì)閱讀來(lái)重溫一下正確的解題姿勢(shì)。

　　Early decision - you apply to one school, and admission is binding - seems like a great choice for nervous applicants. Schools let in a higher percentage of early-decision applicants, which arguably means that you have a better chance of getting in. And if you do, you’re done with the whole agonizing process by December. But what most students and parents don’t realize is that schools have ulterior motives for offering early decision, and in many cases, it’s better for students to use nonbinding options like early action or to simply wait to apply at the regular time.

　　Early decision, since it`s binding, allows schools to fill their classes with qualified students; it allows admissions committees to select the students that are in particular demand for their college and know those students will come. It also gives schools a higher yield rate (the percentage of students admitted to attend the school), which is often used as one of the ways to measure college selectivity and popularity. In short, it’s a tremendously useful tool for colleges and universities.

　　The problem is that this process effectively shortens the window of time students have to make one of the most important decisions of their lives up to that point. Under regular admissions, seniors have until May 1 to choose which school to attend; early decision effectively steals six months from them, months that could be used to visit more schools, do more research, speak to current students and alumni and arguably make a more informed decision.

　　There are, frankly, an astonishing number of exceptional colleges and universities in America, and for any given student, there are a number of schools that are a great fit. When students become too fixated on a particular school early in the admissions process - especially if that school is a highly competitive school - that fixation can lead to severe disappointment if they don’t get in or, if they do, the possibility that they are now bound to go to a school that, given time for further reflection, may not actually be right for them.

　　Moreover, the advantage early decision seems to give its applicants is probably not so great as the numbers might imply, since recruited student athletes (whose admission is all but guaranteed) and legacies (who have a much higher chance of admission) tend to apply through early decision, and the quality of applicants in general tends to be higher. But insofar as early decision offers a genuine admissions edge, that advantage goes largely to students who already have numerous advantages. The students who use early decision tend to be those who have received higher-quality college guidance, usually a result of coming from a more privileged background (a private school or a higher-quality public school that can afford more and better guidance for its students). In this regard, there’s something of an ethical argument against early decision, as students from lower-income families are far less likely to have the admissions savvy to navigate the often confusing early deadlines.

　　Students who have done their research and are confident that there’s one school they would be thrilled to get into should, under the current system, probably apply under early decision (unless their top-choice school has the option for early action). But for students who haven’t yet done enough research, or who are still constantly changing their minds on favorite schools, or who frequently second-guess major decisions, the early-decision system needlessly and prematurely narrows the field of possibility just at a time when students should be opening themselves to a whole range of thrilling options.

　　五道題目如下：

　　What are students obliged to do under early decision?

　　Why do schools offer early decisions?

　　What is said to be the problem with early decision for students?

　　Why are some people opposed to early decision?

　　What does the author advise college applicants to do?

　　重要的話語(yǔ)講三遍。我們?cè)谡n上強(qiáng)調(diào)過(guò)仔細(xì)閱讀的解題潛規(guī)則與核心就是下面的這三句話：活用題文同序原則;忠實(shí)于題干;忠實(shí)于原文。再結(jié)合我們強(qiáng)化班講過(guò)的定位原則，我們就可以輕松地把五個(gè)題目依次定位到文中劃線的五處句群處。

　　61. B. Attend the school once they are admitted.

　　early decision與題文同序的原則將解題信息鎖定到第一段，第一句的插入語(yǔ)you apply to one school, and admission is binding就是對(duì)early decision的解釋說(shuō)明，句中的you就是我們所謂主體的變寫(xiě)形式，對(duì)應(yīng)題干中的students，插入語(yǔ)的解釋部分告訴我們錄取和申請(qǐng)是 binding綁定的，繼續(xù)讀第二句，告訴我們“學(xué)校給予了提前申請(qǐng)者一個(gè)很大的錄取比率，雖有爭(zhēng)議，但卻給予了學(xué)生們一個(gè)更高的錄取可能性，錄取幾率”。

　　62. A. To make sure they get qualified students.

　　解題信息來(lái)自第二段第一句，early decision可以讓學(xué)校“充滿”資質(zhì)達(dá)標(biāo)資質(zhì)合格的學(xué)生，定位句中兩處平行的不定式結(jié)構(gòu)就對(duì)應(yīng)著答案的出處。最后一步就是去選項(xiàng)中找到對(duì)應(yīng)的重復(fù)等價(jià)詞匯與含義就解決了。

　　63. C. It allows them little time to make informed choice.

　　根據(jù)problem定位到第三段第一句，this process shortens the window of time，通過(guò)主干里的shorten與time就成功對(duì)應(yīng)出C選項(xiàng)，再用定位句中的time后面的后置定語(yǔ)從句與C選項(xiàng)做比較，進(jìn)一步確定我們的選擇。

　　64. D. It places students from lower-income families at a disadvantage.

　　題干中的oppose在定位句中以an ethical argument against early decision的形式出現(xiàn)。明顯對(duì)應(yīng)在倒數(shù)第二段最后一句話。

　　65. B. Avoid choosing early decision unless they are fully prepared.

　　最后一道題目，除了根據(jù)題干中的advise，college applicants定位外，這個(gè)題目也對(duì)應(yīng)了我們強(qiáng)調(diào)的轉(zhuǎn)折這個(gè)考點(diǎn)。定位在最后一段But之后。經(jīng)過(guò)對(duì)句子的分析與理解，就能夠改寫(xiě)出B這個(gè)選項(xiàng)。

　　六級(jí)考試已經(jīng)結(jié)束，這世上沒(méi)有一場(chǎng)考試是可以決定我們終身的。成，愉悅;暫敗，成長(zhǎng)。考試更多的對(duì)于我們來(lái)說(shuō)，是需要我們?cè)谶^(guò)往的準(zhǔn)備與考場(chǎng)歷練中總結(jié)反思自己，有所收獲就不枉來(lái)過(guò)。最后祝各位考生都取得理想的成績(jī)。

相關(guān)六級(jí)真題內(nèi)容推薦：
2015年6月英語(yǔ)六級(jí)考試翻譯：城市化篇
2015年6月英語(yǔ)六級(jí)答案：試卷一仔細(xì)閱讀二（滬江網(wǎng)校版）
2015年6月英語(yǔ)六級(jí)閱讀真題及答案
2014年12月英語(yǔ)六級(jí)翻譯真題：鄉(xiāng)村生活理想