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Today I want to help you with a study reading method known as SQ3R. The letters stand for five steps in the reading (36) . Survey, Question, Read, Review, Recite. Each of the steps should be done carefully and in the order mentioned.In all study reading, a survey should be the first step: Survey means to look quickly. In study reading you need to look quickly at titles, words in darker or larger print, words with (37) letters, (38) and charts. Don’t stop to read complete sentences. Just look at the important (39) of the materials.The second step is question. Try to form questions based on your survey. Use the question words who, what, when, where, why and how.Now you are ready for the third step — Read. You will be reading the (40) and important words that you looked at in the (41) . But this time you will read the examples and (42) as well. Sometimes it is useful to take notes while you read. I have had students who (43) to underline important points, and it seemed to be just as useful as note-taking. What you should do, whether you take notes or underline, is to read actively. (44) .The fourth step is review. Remember the questions that you wrote down before you read the material. You should be able to answer them now. (45) . Concentrate on those. Also review material that you did not consider in your questions.The last step is recite. (46) . 43（）

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The above experiment shows that not all theinformation which is received can be retained for evena second. The information is taken in all right, and 67. immediately thereafter, most of it is lost and can notbe recalled. Only a small part can be retained forfuture use. Now this immediate-forgetting is not anisolated phenomenon occurs only in the psychological 68. laboratory. It is, rather, the fate of most of theinformation which human beings are constantlyreceiving. Information is taken in, and the bulk ofit vanishes within a second and so. On the whole, this 69. immediate-forgetting is advantageous. Most of theinformation taking in during the daily round is of 70. momentary value only. It serves to keep us abreastof the ever-changing relationships among 71. ourselves and our environment and, this servicerendered, its further retention would merely obstructthe ongoing flow of our activities. It is necessary 72. to retain every minute detail of immediately pastcircumstances; and indeed, if we did retain thesedetails this would deprive us freedom to consider the 73. detailed requirements of the present moment, in all oflife’ s activities, we take in, from one moment to thenext, a great deal of information which value is 74. restricted to the moment of its intake. So it isaltogether an economy such information be forgotten 75. immediately. It is an economy that is selected for 76. more lasting retention be only those minimaloutstanding characteristics likely to be of future value. 74（）

The above experiment shows that not all theinformation which is received can be retained for evena second. The information is taken in all right, and 67. immediately thereafter, most of it is lost and can notbe recalled. Only a small part can be retained forfuture use. Now this immediate-forgetting is not anisolated phenomenon occurs only in the psychological 68. laboratory. It is, rather, the fate of most of theinformation which human beings are constantlyreceiving. Information is taken in, and the bulk ofit vanishes within a second and so. On the whole, this 69. immediate-forgetting is advantageous. Most of theinformation taking in during the daily round is of 70. momentary value only. It serves to keep us abreastof the ever-changing relationships among 71. ourselves and our environment and, this servicerendered, its further retention would merely obstructthe ongoing flow of our activities. It is necessary 72. to retain every minute detail of immediately pastcircumstances; and indeed, if we did retain thesedetails this would deprive us freedom to consider the 73. detailed requirements of the present moment, in all oflife’ s activities, we take in, from one moment to thenext, a great deal of information which value is 74. restricted to the moment of its intake. So it isaltogether an economy such information be forgotten 75. immediately. It is an economy that is selected for 76. more lasting retention be only those minimaloutstanding characteristics likely to be of future value. 73（）

The above experiment shows that not all theinformation which is received can be retained for evena second. The information is taken in all right, and 67. immediately thereafter, most of it is lost and can notbe recalled. Only a small part can be retained forfuture use. Now this immediate-forgetting is not anisolated phenomenon occurs only in the psychological 68. laboratory. It is, rather, the fate of most of theinformation which human beings are constantlyreceiving. Information is taken in, and the bulk ofit vanishes within a second and so. On the whole, this 69. immediate-forgetting is advantageous. Most of theinformation taking in during the daily round is of 70. momentary value only. It serves to keep us abreastof the ever-changing relationships among 71. ourselves and our environment and, this servicerendered, its further retention would merely obstructthe ongoing flow of our activities. It is necessary 72. to retain every minute detail of immediately pastcircumstances; and indeed, if we did retain thesedetails this would deprive us freedom to consider the 73. detailed requirements of the present moment, in all oflife’ s activities, we take in, from one moment to thenext, a great deal of information which value is 74. restricted to the moment of its intake. So it isaltogether an economy such information be forgotten 75. immediately. It is an economy that is selected for 76. more lasting retention be only those minimaloutstanding characteristics likely to be of future value. 75（）

Today I want to help you with a study reading method known as SQ3R. The letters stand for five steps in the reading (36) . Survey, Question, Read, Review, Recite. Each of the steps should be done carefully and in the order mentioned.In all study reading, a survey should be the first step: Survey means to look quickly. In study reading you need to look quickly at titles, words in darker or larger print, words with (37) letters, (38) and charts. Don’t stop to read complete sentences. Just look at the important (39) of the materials.The second step is question. Try to form questions based on your survey. Use the question words who, what, when, where, why and how.Now you are ready for the third step — Read. You will be reading the (40) and important words that you looked at in the (41) . But this time you will read the examples and (42) as well. Sometimes it is useful to take notes while you read. I have had students who (43) to underline important points, and it seemed to be just as useful as note-taking. What you should do, whether you take notes or underline, is to read actively. (44) .The fourth step is review. Remember the questions that you wrote down before you read the material. You should be able to answer them now. (45) . Concentrate on those. Also review material that you did not consider in your questions.The last step is recite. (46) . 45（）