GEPT 中高級 — 閱讀練習
威威老師小提醒
中高級閱讀文章長度 400-500 字，題型包括：詞彙、段落填空（克漏字）、閱讀理解。重點是推論題和修辭目的題——光看字面意思不夠。
Part 1: 詞彙與結構（10 題）
Q1. The economic recovery has been _______ at best, with growth remaining well below pre-pandemic levels. (A) robust (B) tepid (C) explosive (D) unprecedented
Q2. The novel’s ambiguous ending has _______ much debate among literary critics. (A) sparked (B) extinguished (C) prevented (D) ignored
Q3. Despite the _______ evidence supporting the theory, some scientists remain skeptical. (A) flimsy (B) circumstantial (C) overwhelming (D) negligible
Q4. The dictator’s regime was characterized by widespread _______ of human rights. (A) protection (B) violations (C) celebrations (D) advancements
Q5. Her _______ approach to leadership inspired her team to achieve remarkable results. (A) authoritarian (B) inclusive (C) indifferent (D) chaotic
Q6. The professor’s lecture was so _______ that even attentive students struggled to follow. (A) lucid (B) entertaining (C) abstruse (D) brief
Q7. Climate change is having _______ effects on coastal communities worldwide. (A) negligible (B) profound (C) temporary (D) imaginary
Q8. The company’s decision to outsource production was _______ as a betrayal by employees. (A) celebrated (B) endorsed (C) perceived (D) ignored
Q9. Diplomats worked _______ for weeks to prevent the conflict from escalating. (A) sluggishly (B) tirelessly (C) carelessly (D) reluctantly
Q10. The artist’s work _______ traditional boundaries between painting and sculpture. (A) reinforces (B) transcends (C) ignores (D) creates
Part 2: 段落填空（10 題）
Passage 1: Universal Basic Income
In recent years, the concept of universal basic income (UBI) has gained (11) attention from policymakers and economists. UBI proposes that all citizens, (12) of employment status or wealth, receive a regular cash payment from the government. Proponents argue that UBI could (13) poverty, simplify welfare systems, and provide a safety net in an era of automation. (14), critics contend that UBI is prohibitively expensive and may discourage work. Several countries have conducted small-scale pilot programs to test its (15), with mixed results.
Q11. (A) negligible (B) considerable (C) decreasing (D) selective
Q12. (A) regardless (B) regarding (C) according (D) thanks
Q13. (A) exacerbate (B) sustain (C) alleviate (D) ignore
Q14. (A) Therefore (B) However (C) Moreover (D) For example
Q15. (A) cost (B) effectiveness (C) duration (D) popularity
Passage 2: Renewable Energy Transition
The transition to renewable energy is (16) both opportunities and challenges. On one hand, technologies like solar and wind power have become increasingly (17), making them competitive with fossil fuels. (18), the urgent need to address climate change has galvanized public support for clean energy investments. On the other hand, the transition faces significant (19), including infrastructure limitations, intermittency issues, and resistance from established industries. Successful transitions will require (20) policy frameworks, technological innovation, and societal commitment.
Q16. (A) avoiding (B) presenting (C) rejecting (D) hiding
Q17. (A) expensive (B) affordable (C) primitive (D) outdated
Q18. (A) Furthermore (B) Conversely (C) Despite this (D) Otherwise
Q19. (A) advantages (B) opportunities (C) obstacles (D) celebrations
Q20. (A) ad-hoc (B) coordinated (C) random (D) hostile
Part 3: 閱讀理解（15 題）
Reading 1: Article on Mental Health (Q21-Q25)
The Mental Health Crisis Among Young Adults
A growing body of research suggests that young adults today face an
unprecedented mental health crisis. Studies indicate that anxiety and
depression rates among individuals aged 18-29 have nearly doubled over
the past decade. While the COVID-19 pandemic certainly exacerbated these
issues, experts argue that the underlying causes are far more complex
and predate the pandemic.
One major factor is the pervasive influence of social media. Platforms
designed to foster connection have, paradoxically, contributed to feelings
of isolation and inadequacy. The constant comparison to curated, idealized
lives of others creates a sense of being "left behind." Furthermore,
algorithm-driven content can amplify negative emotions, creating echo
chambers of anxiety and despair.
Economic uncertainty also plays a significant role. Young adults today
face skyrocketing housing costs, stagnant wages, and the burden of
student debt. Many feel that the traditional markers of adult success
— stable employment, homeownership, financial independence — are
increasingly out of reach. This sense of foreclosure of opportunities
contributes to chronic stress and a diminished sense of future possibility.
Climate anxiety adds another layer to the crisis. Young people are
acutely aware of the existential threats posed by climate change, yet
feel powerless to enact meaningful change. The cognitive dissonance
between awareness and inaction creates a pervasive sense of helplessness.
Addressing this crisis requires multifaceted approaches. Mental health
services must be more accessible and destigmatized. Schools and
workplaces need to prioritize mental wellbeing alongside productivity.
Policymakers must address the structural issues — economic inequality,
climate inaction — that fuel young people's despair. Without
comprehensive intervention, the consequences for individuals and
society will be profound.
Q21. What is the author’s main argument? (A) Mental health issues among young adults are rare. (B) The COVID-19 pandemic caused all mental health problems. (C) Multiple complex factors contribute to a mental health crisis among young adults. (D) Mental health services are sufficient.
Q22. According to the passage, social media contributes to mental health issues by: (A) Bringing people closer together. (B) Creating idealized comparisons that lead to inadequacy. (C) Promoting positive content only. (D) Reducing screen time.
Q23. What does “foreclosure of opportunities” most likely mean in the third paragraph? (A) The expansion of opportunities. (B) The closing off of paths to success. (C) The introduction of new careers. (D) The increase in homeownership.
Q24. According to the passage, climate anxiety creates: (A) A sense of empowerment. (B) A sense of helplessness. (C) Economic prosperity. (D) Better mental health.
Q25. What does the author propose as a solution? (A) Ignoring the crisis. (B) Multifaceted approaches addressing structural issues. (C) Increasing social media use. (D) Banning mental health services.
Reading 2: Editorial on Education (Q26-Q30)
Rethinking Standardized Testing
For decades, standardized tests have been treated as the gold standard
in evaluating student performance and college readiness. However, mounting
evidence suggests that this approach is fundamentally flawed and may even
be counterproductive.
Proponents of standardized testing argue that such tests provide objective
measures that allow for fair comparisons across diverse educational
contexts. They claim that without these benchmarks, it would be impossible
to identify struggling students or hold schools accountable. Furthermore,
standardized tests, they contend, prepare students for the kind of
high-stakes assessments they will face throughout their lives.
These arguments, however, ignore several critical issues. First,
standardized tests systematically disadvantage students from lower
socioeconomic backgrounds. Wealthy families can afford expensive test
preparation services, giving their children significant advantages.
This perpetuates educational inequality rather than addressing it.
Second, the obsession with test scores narrows curricula and teaching
approaches. Schools, under pressure to maximize test performance, often
neglect subjects and skills that aren't directly measured — creativity,
critical thinking, collaboration, and emotional intelligence. Yet these
are precisely the skills most valued in today's complex workplace.
Third, standardized tests measure only a narrow slice of human capability.
They cannot capture leadership potential, creative problem-solving, or
the ability to navigate ambiguous situations. By privileging what is
easily measurable, we risk producing graduates who are well-prepared for
tests but ill-equipped for life.
Several universities have begun experimenting with test-optional
admissions policies, with promising results. Initial data suggest that
these institutions are admitting more diverse student bodies without
sacrificing academic quality. This experiment deserves to be expanded.
Standardized testing, while easier to administer, comes at significant
costs. It is time to develop more holistic, equitable assessment
approaches that better serve students and society.
Q26. What is the author’s stance on standardized testing? (A) Strongly supportive. (B) Critical and questioning. (C) Indifferent. (D) Confused.
Q27. According to the passage, standardized tests disadvantage students from lower socioeconomic backgrounds because: (A) Test questions are biased against them. (B) Wealthy families can afford expensive test preparation. (C) They are not allowed to take the tests. (D) Tests are too short.
Q28. Which of the following skills, according to the author, are NOT measured by standardized tests? (A) Creativity and critical thinking. (B) Collaboration and emotional intelligence. (C) Leadership potential. (D) All of the above.
Q29. The author mentions test-optional admissions to: (A) Argue against alternative assessment. (B) Show that diverse student bodies can be admitted without sacrificing quality. (C) Criticize universities. (D) Recommend more standardized tests.
Q30. The phrase “well-prepared for tests but ill-equipped for life” suggests: (A) Tests prepare students for life. (B) There is a gap between test performance and life skills. (C) Life is easier than tests. (D) Tests are necessary for success.
Reading 3: Scientific Article (Q31-Q35)
The Microbiome Revolution
Scientific understanding of the human body has undergone a remarkable
shift in recent decades. We now recognize that we are not solitary
organisms but rather complex ecosystems, hosting trillions of
microorganisms — bacteria, viruses, fungi — collectively known as
the microbiome. This community of microbes plays crucial roles in
human health, far beyond what scientists previously imagined.
The gut microbiome, in particular, has emerged as a focal point of
research. Beyond aiding digestion, gut bacteria produce vitamins,
regulate immune function, and even influence brain chemistry. Recent
studies have linked microbiome composition to conditions ranging from
obesity and diabetes to anxiety and depression. The "gut-brain axis"
— the bidirectional communication between the digestive system and
the brain — represents one of the most exciting frontiers in
neuroscience.
Diet plays a critical role in shaping the microbiome. Diverse,
fiber-rich diets foster diverse microbial communities, which are
generally associated with better health outcomes. Conversely, the
modern Western diet — high in processed foods, sugar, and saturated
fats — appears to reduce microbial diversity, potentially contributing
to chronic diseases.
These findings have profound implications for medicine. Personalized
nutrition, based on individual microbiome profiles, may revolutionize
how we approach health and disease. Fecal microbiota transplants —
the transfer of stool from healthy donors to patients — have shown
remarkable success in treating certain conditions, demonstrating the
therapeutic potential of microbiome manipulation.
However, this field remains in its infancy. While research has
established correlations, causal relationships are often difficult
to establish. Moreover, the complexity of the microbiome — with
its thousands of species interacting in countless ways — challenges
traditional reductionist scientific approaches.
Despite these challenges, the microbiome revolution promises to
transform our understanding of health. We are not isolated individuals
but holobiont — composite organisms whose health depends on the
delicate balance of countless microbial partners.
Q31. What is the main idea of the passage? (A) Microbes are dangerous to human health. (B) The microbiome plays significant roles in human health and disease. (C) Humans should eliminate all bacteria from their bodies. (D) Diet has no effect on the body.
Q32. What does the “gut-brain axis” refer to? (A) The structure of the digestive system. (B) The bidirectional communication between the gut and brain. (C) A medical procedure. (D) A type of bacteria.
Q33. According to the passage, the modern Western diet: (A) Increases microbial diversity. (B) Reduces microbial diversity. (C) Has no effect on the microbiome. (D) Is the healthiest diet.
Q34. What is a challenge mentioned in the field of microbiome research? (A) Lack of interest from scientists. (B) Difficulty establishing causal relationships. (C) The microbiome is too simple. (D) No technology is available.
Q35. What does “holobiont” suggest about humans? (A) We are isolated organisms. (B) We are composite organisms whose health depends on microbial partners. (C) We don’t need bacteria. (D) We are unique among animals.
解答與詳解
Part 1: 詞彙與結構
| 題號 | 答案 | 解析 |
|---|---|---|
| 1 | (B) tepid | tepid = 溫和、不熱烈，符合「成長低於 pre-pandemic」 |
| 2 | (A) sparked | spark debate = 引發辯論 |
| 3 | (C) overwhelming | Despite + 反向，「儘管壓倒性證據」 |
| 4 | (B) violations | 獨裁 → 侵犯人權 |
| 5 | (B) inclusive | 「啟發團隊」→ 包容性 |
| 6 | (C) abstruse | 連專心學生都跟不上 = 晦澀 |
| 7 | (B) profound | 氣候變遷 → 深遠影響 |
| 8 | (C) perceived | 被視為背叛 |
| 9 | (B) tirelessly | 防止衝突 → 不眠不休 |
| 10 | (B) transcends | 超越邊界 |
Part 2: 段落填空
| 題號 | 答案 | 解析 |
|---|---|---|
| 11 | (B) considerable | 受到關注 → 顯著的 |
| 12 | (A) regardless | regardless of = 不論 |
| 13 | (C) alleviate | 減緩貧困 |
| 14 | (B) However | 對比轉折 |
| 15 | (B) effectiveness | 測試「效果」 |
| 16 | (B) presenting | 帶來機會與挑戰 |
| 17 | (B) affordable | 與化石燃料競爭 → 可負擔 |
| 18 | (A) Furthermore | 補充說明 |
| 19 | (C) obstacles | 重大「障礙」 |
| 20 | (B) coordinated | 「協調」政策 |
Part 3: 閱讀理解
| 題號 | 答案 | 解析 |
|---|---|---|
| 21 | (C) | 文章主旨：多重複雜因素 |
| 22 | (B) | 「curated, idealized lives」造成不足感 |
| 23 | (B) | foreclosure = 機會被關上 |
| 24 | (B) | helplessness 在文中明確 |
| 25 | (B) | “Multifaceted approaches” + 結構問題 |
| 26 | (B) | 整篇都在批判 standardized testing |
| 27 | (B) | 「expensive test preparation services」 |
| 28 | (D) | 三個都沒被測量 |
| 29 | (B) | test-optional 證明能維持品質 |
| 30 | (B) | 測試與生活技能間有落差 |
| 31 | (B) | 文章主旨 |
| 32 | (B) | “bidirectional communication” |
| 33 | (B) | “appears to reduce microbial diversity” |
| 34 | (B) | “causal relationships are often difficult” |
| 35 | (B) | “composite organisms whose health depends” |
計分
| 部分 | 題數 | 每題分數 | 總分 |
|---|---|---|---|
| 詞彙 | 10 | 4 | 40 |
| 段落填空 | 10 | 4 | 40 |
| 閱讀理解 | 15 | 4.67 | 70 |
| 合計 | 35 | - | 150 |
分數解讀：
- 120-150 → 中高級紮實，挑戰 Mock 1
- 100-119 → 還可以，加強推論題
- 80-99 → 基礎不夠，回到中級
- 80 以下 → 先準備中級
中高級閱讀技巧
1. 詞彙題：學術 vs. 一般
中高級詞彙題考的是「學術精準度」：
一般 → 中高級替換
big problem → significant issue
help → facilitate / alleviate
show → demonstrate / illustrate
think → contend / posit
2. 段落填空：邏輯關係詞
看到 However / On the other hand → 對比
看到 Furthermore / Moreover → 補充
看到 Therefore / Consequently → 因果
看到 For instance / Specifically → 舉例
3. 閱讀理解：四大題型
| 題型 | 解題重點 |
|---|---|
| 主旨題 (Main idea) | 通常在第一段或最後一段 |
| 細節題 (Detail) | 回原文找關鍵字定位 |
| 推論題 (Inference) | 「最可能」「暗示」→ 找線索而非字面 |
| 修辭題 (Rhetorical) | 「為什麼提到 X」→ 看上下文目的 |
4. 推論題的「合理跳躍」
原文：Wealthy families can afford expensive test preparation.
題目：What does this suggest about wealth?
✅ 合理推論：Wealth gives an advantage in tests.
❌ 過度推論：All wealthy people are better than poor people.
推論要「貼近原文」，不要過度延伸。
威威老師的最後叮嚀
中高級閱讀的決勝點是「閱讀速度 + 推論能力」。
訓練方法：
- 每週讀 2 篇 The Atlantic / The Economist
- 不查字典讀第一遍 —— 訓練從上下文猜字義
- 第二遍標記推論題 —— 問自己：作者的言外之意是什麼？
- 整理高頻學術字 —— 不是看到什麼背什麼，而是高頻才背
中高級不是中級的延伸，是質的飛躍。三個月內每週讀 2 篇學術文章，你的閱讀能力會質變。加油！