本课为原创大学书面英语能力课程，不对应统一的人教版大学教材或固定大学年级；不含听力。练习目标只反映本站材料掌握情况，不保证实际考试分数。
学习目标
区分文中事实、解释与作者建议，并为答案找到足够证据。
按阅读目的选择略读、寻读、精读，记录速度与理解而不只求快。
在本课主题中理解新增词块的语境用法，并把其中相关词项迁移到新的完整句子。
核心讲解
略读抓主题与段落功能；寻读寻找姓名、数字、限定条件；精读分析关键句与证据。三者不是互斥模式。限时做题时先读标题、首尾及题干，形成地图，再定位题目；遇到含否定、比较或结论的句子减速。精读复盘则把没理解的句子完整拆解。
数字不自动等于证明：如果自愿参加活动的人阅读更多，可能是本来爱读书的人更愿参加。没有可比的对照和必要信息，不宜断言活动造成全部提升。“一些人受益”不等于“所有人都受益”，“没有测量”也不等于“没有效果”。
原创阅读：A shelf outside the classroom
When a small college placed a shelf of free books outside a classroom, the aim was modest: to make reading easier between lessons. Students could take a book without filling in a form, and they were asked to return it or leave another one when convenient. The organisers did not record names. They hoped that removing paperwork would encourage students who rarely visited the main library to try a book.
After six weeks, the shelf had fewer novels and more textbooks than it had at the beginning. Several teachers regarded this as evidence that students preferred practical reading. Yet a volunteer offered another explanation. Novels were often small enough to carry home, whereas large textbooks were easier to leave on the shelf. The books remaining on the shelf might therefore reveal what people did not take, rather than everything they enjoyed reading.
To learn more, the organisers placed an anonymous question card beside the books. Of the forty students who answered it, twenty-seven said that they had taken at least one book. This was encouraging, but the organisers did not know how many other students had walked past the shelf. Nor could they tell whether the respondents read more than before. A student who already read every day might have taken a book without changing the time spent reading.
The organisers decided to continue the project for another term. Instead of declaring it a complete success, they planned to ask more focused questions about which books students finished and whether the shelf introduced them to unfamiliar subjects. The shelf had made access simpler. Its influence on reading habits remained a question worth investigating.
怎样复盘
先限时6分钟独立阅读与做题，这是本站训练时限，不是CET单篇规定。记录完成题数和正确题数。复盘再找每题证据，标出干扰项增加或删除了什么。隔一天不看答案，用三句复述“目的—证据限制—下一步”。速度上升而证据正确率下降，不算进步。
例题解析
题：Why is the number twenty-seven insufficient to show that the shelf increased reading time?
定位第三段最后两句。调查只知道部分回应者拿过书，既不知全体路过者数量，也未比较前后阅读时长。答案：Taking a book did not necessarily mean reading for longer than before. 不能答“because twenty-seven is too small”——样本规模不是此题文中最直接的逻辑缺口；即使人数更多，未测前后变化的问题仍存在。
本课词汇与搭配
下列为本课实际讲解的词项；词形变化及同一词的不同义项不等于新增独立词汇量。
| 词项 | 本课义项及用法 |
|---|---|
| modest | adj. 不大的／适度的；a modest aim |
| anonymous | adj. 匿名的；an anonymous survey |
| respondent | n. 回应调查的人 |
| reveal | v. 显示／揭示；reveal a pattern |
| investigate | v. 调查；investigate a question |
| unqualified | adj. 无保留的；unqualified enthusiasm |
词汇工坊
本表补足本课话题的读写词块，含中学承接和大学应用，不将每项都计为大学新词。先遮住中文解释推测例句，再用自己的句子替换人物、时间或对象。理解义项、掌握搭配、能够迁移是三项不同任务；下方两道迁移练习检验部分关键词块，不代表全部词项已自动掌握。
| 词项 | 义项与搭配 | 原创语境例句 |
|---|---|---|
| skim | 略读；skim a passage | Skim the passage to identify its general structure. |
| scan | 寻读；scan for a date | Scan for the date, then read the surrounding sentence. |
| intensive | 精细的；intensive reading | Intensive reading examines how the conclusion is supported. |
| extensive | 广泛的；extensive reading | Extensive reading introduces learners to varied topics. |
| assess | 评估；assess a claim | Assess the claim against the available evidence. |
| bias | 偏差；selection bias | Selection bias may arise when only keen readers respond. |
| representative | 有代表性的；a representative sample | A large sample is not automatically representative. |
| correlation | 相关关系；a correlation between | A correlation between two measures does not establish causation. |
| causation | 因果关系；establish causation | The survey alone cannot establish causation. |
| baseline | 基线；a baseline measure | A baseline measure shows the situation before a change. |
| replicate | 重复检验；replicate a finding | Another study would be needed to replicate the finding. |
| inference | 推断；a cautious inference | A cautious inference stays close to the evidence. |
| unsupported | 无依据的；an unsupported conclusion | The conclusion is unsupported by the passage. |
| provisional | 暂定的；a provisional conclusion | Treat the explanation as a provisional conclusion. |
练习
先独立完成，再核对答案；开放题须按要点人工评分，不以是否逐字等同范文评分。
1
第一段说明书架最初目的是哪项？A. Make reading more accessible. B. Replace the main library. C. Sell old textbooks. D. Measure every student’s reading speed.
2
为什么剩下的教材多不能直接证明大家更爱教材？用中文说明志愿者的另一个解释。
3
第三段的respondents指哪群人？A. All students. B. The forty students who answered the card. C. Only teachers. D. Everyone who borrowed a novel.
4
作者对项目的态度最接近：A. Unqualified enthusiasm. B. Cautious interest. C. Complete rejection. D. Indifference. 写证据短语。
5
判断信息状态：①学校记录了每名借书者姓名；②27名回应者拿过至少一本书；③书架令全校阅读时长平均增加20%。分别写“与原文矛盾／有依据／原文未给”。
6
用40—60个英文词概述项目结果，必须保留一个限制，不加外部数据。
7
词汇迁移：译：即使样本很大，它也未必有代表性，因为可能存在选择偏差。
8
词汇迁移：译：在缺少基线数据时，这个相关关系不足以证明因果，我们的推断应是暂定的。
参考答案与解析 · 完成练习后展开
参考答案与解析
1
A。首段make reading easier及removing paperwork支持。B擅加“替代”，C与free矛盾，D不是项目目标。
2
小说便于携回家，大教材更容易留在书架；书架上的剩余分布可能反映没被拿走的书，而非全部阅读喜好。文本把它作为解释可能性，未证明就是唯一原因。
3
B。respondents回指answered it的40名学生，不能泛化到全校或只限定27人。
4
B。continue the project说明关注；Instead of declaring it a complete success与remained a question体现谨慎。A绝对肯定、C完全否定、D漠不关心均不符。
5
①与原文矛盾，首段明确did not record names；②有依据，第三段twenty-seven…at least one；③原文未给，且作者明确尚不知阅读时间是否增加。没有数据不能写成“增加0%”。
6
The free shelf made books easier to access, and many survey respondents had taken one. However, the survey did not establish whether students spent more time reading. The organisers therefore continued the project while planning more focused questions about completed books and new interests. 评分10分：结果3、限制3、后续2、准确连贯2；不可把many respondents写成most students。
7
Even a large sample may not be representative because selection bias is possible. representative不能只按人数判断；may保留可能。6分：三项意义3，词汇2，句法1。
8
Without baseline data, this correlation is not enough to establish causation, so our inference should remain provisional. not enough限定证据强度，so接合理结果。6分：三项关系3，搭配2，句法1。