阅读命题特点 UhX)?'J w 文章不长,阅读量不大(200) fG,)`[eD!_ w 题目不难,词汇不难; t_"]n*zk1 w 题材以社会科学为主; "*T4%3dA w 命题规律性极强,反感觉性; c}G\F$ ·形式:
第一句是 “topic sentence”
>(\Z-I&YQ ·“choose the best one” as the answer
Gl6M(<f\5 ·思考命题思路,
题目与原文背景的关系 ~(x"Y\PEu ·从整体问题入手解决具体问题 PNB E ·通过已知信息猜测未知信息 W @]t 完型测试点: \LYNrL~?J w 1. 阅读理解能力(精读) s= bP@[Gj ·对文章整体的把握和理解;
,Zva^5 ·把握核心内容;
QB<~+dW ·把握主题和导向;
x>GxyVE ·把握上下句之间的逻辑关系;
^JY,K ·对一个句子内部的结构和意义的把握和理解 DmiZ"A w 2. 完型文章的结构特点: s?7"iE ·结构完整,
内容充实(
明确的主题,
完整的形式);
*cy!PF& ·体裁以议论文说明文为主,
偶尔夹叙夹议 Zq" ·总分对照的结构:
总述高度概括,
分述全面展开 ~F.kgX w 3. 考察英语知识运用的能力 pn p)- a*7 ·语法: 20%~30%
^0g!,L ·固定搭配: 10%
1xDh[:6
·词汇辨析和使用: 60%~70%
+GL[uxe" 解题步骤: Zo#c[9IaC 一. 整体通读, 从整体上把握文章, 抓住中心线索 %fIYWu`X ·重点读首句和首段; P{2j31u` ·重点读每一段的首句; <AN5>:k[pM ·读尾段、尾句 )ml#2XP!f ·扫读中间的部分 >Q2kXwN 二. 按段精读; 按段理解; 按段分析; 按段做题 6 2LLfD 三. 整体通读, 检查所选答案是否准确\合理 f>[{1M]n\ 上下文间主要的逻辑关系 Gx;
-1 w 并列关系: and, andalso, or, neither
…nor
…; either
…or
…; similarly, likewise, in the same way, that is to say, rather than,
fbW<c`L H w 递进关系: then,besides, other than, in addition,moreover, further more, what is more
cuh Z_l w 因果关系: because,for, since, as, therefore, hence, thus, so, consequently
4l@aga w 转折关系: but,however, on the other hand, on the contrary, by contrast, unfortunately
`RyH~4\; w 让步关系: although,though, even though, even if, in spite of, despite, nevertheless
Vx%!j& 解题思路 num2HtU&% 测试重点分析 L}VQc9"gc 词汇知识 B=HEi\55K w (1)
近义词 hu5o{8[ w (2)
形近词 `k-|G2 w (3)
固定搭配 *})Np0k w (4)
动词短语 [sl"\3) 句法结构 6o]j@o8V w 从句引导词的选择 (
!% w w 特殊虚拟语气形式 $pajE^d4V w 非谓语动词的辨异 )CD-c
z6n w 固定搭配中的选词 7!JBF{,= w 与比较有关的结构 oO9
yI^ w 从句的引导词问题 }1|FES w 非谓语动词的辨异 QPX3a8w* w 代词指称 zKQXmyO 语篇能力 [Uw3.CVh w 上下文的语气; J+=?taZ w 段落内的逻辑关系 7)*QX,4C w 篇章的连接:顺向连接——
逆向连接 (H-
kWT w 句子内部的连接:平行/
因果/
对比/
转折 $1n\jN yc0_7Im? 答题程序图示 `.F3&pA w 常识+一般性英语知识——全面理解语篇主题作为猜测的依据 5UvqE_
w 常识+主题+相关的语言知识——推断文章中被删除的信息 U98e=57N w 常识+主题+综合语言知识——判断还原后的文章是否完整合理 Z`>m `%$+rbo~ 常识+一般性英语知识——全面理解语篇主题作为猜测的依据 is`~C w Comparisons were drawn betweenthe development of television in the 20th century and the diffusion of printingin the 15th and 16th centuries.
4S*dNYc w Teachers need to be aware ofthe emotional, intellectual, and physical changes that young adults experience.
Jm-bE 8b w Many theories concerning thecauses of juvenile delinquency (crimes committed by young people) focus eitheron the individual or on society as the major contributing influence.
w\ddC DZ 常识+主题+相关的语言知识——推断文章中被删除的信息 V L
;<+C~ w teenagers are especiallyself-conscious and need the 25___ that comes from
achieving success andknowing that their
accomplishments are 26___ by others.(2003)
I~
e,'] 25. A. assistance B. guidance C. confidence D.tolerance
|9]_<X[ic 26. A. claimed B. admired C. ignored D.surpassed
;ibOd
~ Other (37) ____causes of offensive acts include
frustration or failure in school, theincreased (38) ____ of
drugs and alcohol, and the growing (39) ____ of
childabuse and child neglect. (2004)
'6GW.; 37. [A] assessable [B] identifiable [C]negligible [D] incredible
;+rcT;_^/ 38. [A] expense [B] restriction [C]allocation [D] availability
'1b4nj|<m 39. [A] incidence [B] awareness [C] exposure [D] popularity
VJgYXPE
` ]l6niYVB2 完型填空总结 rVB\\ w 1、动词的切入点 ->2m/d4a w 切入点:找到相关的信息点,通过分析这些已知信息点,猜出未知的信息点,如何找到相关的信息点即为切入点。 9/dADJe0b (1)在语法上、意义上、逻辑上看主谓搭配的合适性,即看主语 Uwg*kJ3
H w Most theories of juvenile delinquencyhave focused on children from disadvantaged families, (26) ____ the fact thatchildren from wealthy homes also commit crimes. (2004)
%wN*Hu~E 26. [A] considering [B]ignoring [C] highlighting [D] discarding
C'a#.LM iIc/%<
; w Changes in the social structuremay indirectly (29) ____ juvenile crime rates. (2004)
K$5mDScoJ w 29. [A] affect [B] reduce [C] chock [D]reflect
Vj6w7hz (2)看宾语,看动宾搭配的合适性 0D&-BAzi w At the same time it is agreedthat all American, whatever their origins, must learn to _____ themselves tothe American way of life.
+Os9}uKf A. adapt B. modify C. reform D. convert
bCV_jR+ hZ-?-F?*@ w We are _____ our artists withour refusal to entertain ourselves in our incompetent ways.
8j}o\!H w A. slaughtering B. stumbling C. squeezing D.wrecking
1:Wl/9mL (3)根据动词后所跟的介词来判断 q:9CFAX0= w For example, changes in theeconomy that (30) ____ to fewer job opportunities for youth and risingunemployment (31) ____ make gainful employment increasingly difficult toobtain.
_xr@dK<
w 30. [A] point [B]lead [C] come [D] amount
<J-.,: w 31. [A] in general [B] on average [C] by contrast [D] at length
OXF/4Oe w This does not mean that adultsmust accept irresponsibility.
On the contrary, they can helpstudents acquire a sense of commitment by _____ for roles that are within their
capability and their attention spans and by having clearly statedrules.
8JU{]Z!G<; w A. making B.standing C. planning D. taking
];\XA;aOl} .GIygU_ 2.连接 op61-:q/ (1). 连接词的考查 p:3
V-$4X w Theories centering on theindividual suggest that children engage in criminal behavior (22) ____ theywere not sufficiently penalized for previous misdeeds or that they have learnedcriminal behavior through interactions with others.
- @t L]] w A. before B. unless C. until D.because
TbgIr w Theories focusing on the roleof society that children commit crimes in response to their failure to riseabove their socioeconomic status (25) ____ as a rejection of middle-classvalues.
d Y`P w A. or B. but rather C.but D. or else
x]vyt}oCmk w More families consist of oneparent households or two working parents; (34) ____, children are likely tohave less supervision at home (35) ____ was common in the traditional familypattern.
.7> g8 w 34. A. contrarily B. consequently
>Zh^,T={G w C. similarly D.simultaneously
O&r9+r1` w 35. A. than B. that C. which D.as
R{q<V uN w All these conditions tend toincrease the probability of a child committing a criminal act, (40) ____ adirect causal relationship has not yet been established.
LrdX^_,nt w 40. A. provided B. since C.although D. supposing
`:
9n
]xP 90gKGyxF 二. 因连接产生的逻辑关系的考查 o_cAelI[! 1. It provides fewer jobsthan labor-intensive industry processes, and highly 1
)_____ workers are needed to 2
)_____ and repair the equipment.
Pa"[&{ : w 1. A. gifted B.skilled C.trained D. versatile
i wI} w 2. A. keep B.maintain C. retain D.protect
%S<))G When the work is well done, a climate of accident-free operations is established, _____ time lost due to injuries is kept at a minimum.
w A. where B. how C.what D. unless
/l;_ xs Some press great emphasis on mechanical guarding, others stress safe work practices by _____ rules or regulations, _____ others depend on an emotional appeal to the workers.
A. constituting B.aggravating C. observing D. justifying
#=#bv` w A. Some B. Many C.Even D. Still
QT\"r T9# We used to understand innovation as something that truly changed the world or _____ made our lives easier.
A. deliciously B.genuinely C. presumably D. virtually
lQG;WVqW You will find that college classes are very different from high school classes. You will have more work and responsibilities without being pushed as much. ___61____, you will have more freedom—freedom to choose what to study, when to study, or _____62____to study. You will need to exercise maximum self-discipline. This is the hardest kind of discipline because it is self-imposed (志愿的),and you have only yourself to ____63___. The decisions you make ___64____ your study habits will be a __65____ factor in your success, or lack of success in college.
61. A. On the other hand B.On the one hand C. Nevertheless D. Therefore
k]S`A,~
62. A. if B. whether C. why D.who
UDV6 ##$ 63. A. turn to B. answer to C. respond to D. act as
xOKf| 64. A. of B. to C. toward D. concerning
DiSU\?N2' 65. A.determining B. demanding C. deciding D. depending
pPJE.[)V/ Passage 1 q5~"8]Dls In 1924 America’sNational Research Council sent to engineer to supervise a series of experimentsat a telephone-parts factory called the Hawhtore Plant near Chicago. It hoped they would learn howstop-floor lighting __1__ workers productivity. Instead
,the studies ended__2__ giving their name to the“Hawhthome effect” the extremely influential idea the very__3__to beingexperimented upon changes subjects’ behavior.
QPKY9.Rvv The idea arose because of the__4__behavior of the women in the plant
.According to __5__of the experiments
.Their hourly output rose when lighting was increased
,but also when it was dimmed. It did not __6__whatwas done in the experiment; __7__sometmg was changed, productivity rose . A(n)__8__ that they were being experimented upon seemed to be __9__to alterworkers' behavior __10__ itself.
P>_ r6C After several decades
,the same data were __11__to the econometric analysis. Hawthorneexperiments has another surprise store__12__the description on record
,no
systematic __13__was found that levels of productivity were related tochanges in lighting.
-"}nm!j /5 It turns out that peculiar way of conducting theexperiments may be have led to __14__interpretation of what happed
.__15__
,lighting was always changed on a Sunday, When work started again onMonday, output __16__ rose compared with the previous Saturday and __17__ torise for the next couple of days .__18__ , a comparison with data for weekswhen there was no experimentation showed that output always went up On Monday,workers __19__to be diligent for the first few
days of the week in any case
,before __20__a plateau and then slackening off. This suggests that thealleged “Hawthorneeffect” is hard to pin down
mw~$;64;a XRXQ
7\n
J['i N`+@_.iBX
%APeQy"6#^
1. [A] affected
p`}G"DM [B]achieved
=Iy khrS [C]extracted
bkIQ?cl<at [D]restored
PF0A
U T 2. [A]at
W&e}*
[B]up
h4=7{0[ [C]with
7$7#z\VWu [D]Off
< [q{0, 3. [A]truth
fPab%>/T{ [B]sight
sg4TX?I [C]act
~-#8j3 J; [D]proof
5KL??ao- 4. [A]controversial
#F ;@Qi3z [B]perplexing
AV;x'H7G [C]mischievous
K#[z5 [D]ambiguous
imZ"4HnPP 5.[A]requirements
kNv/L$oG [B]explanations
%dq|)r [C]accounts
T49^ [D]assessments
C |P(,Xp 6[A]conclude
7-4S'rq+ [B]matter
#>O+!IH [C]indicate
f|&,SI ? [D]work
5.F/>?< 7[A]as far as
-~&T0dt~ [B]for fear that
UI74RP [C]in case that
;#ElJXS [D]so long as
ApqNV 8.[A]awareness
$DhW=(YM_a [B]expectation
*&$2us0%% [C]sentiment
JjnWv7W3$ [D]illusion
QI6=[
9.[A]suitable
<
L:}u! [B]excessive
~o8x3`CoF [C]enough
jDCf]NvOPM [D]abundant
,*g.?q@W2 10.[A]about
VVHL@ [B]for
4x?4[J~u[ [C]on
f- ~] [D]by
-5<G^AS 11.[A]compared
+"JQ5~7 [B]shown
Hzojv<c [C]subjected
K<?[^\ [D]conveyed
7x)32f" 12.[A]contrary to
$fQ'q3 [B]consistent with
k;pU8y6Y [C]parallel with
ZBXn&Gm [D]pearlier to
s+&iH 13.[A]evidence
qWb 8" [B]guidance
YbP}d&L [C]implication
*M+ CA_I( [D]source
drh,=M\F 14.[A]disputable
xHWD1> [B]enlightening
Wo<kKkx2 [C]reliable
CC XOxd [D]misleading
)C%S`d<%, 15.[A]In contrast
-59;Zn/ [B]For example
uAv'%/ [C]In consequence
I0(nRu<
[D]As usual
V; 1i/{ 16.[A]duly
=xRxr@ [B]accidentally
MTeCmFe0; [C]unpredictably
bC%}1wwh [D]suddenly
I8LoXY 17.[A]failed
*sq+ Vc( [B]ceased
XMm(D!6 [C]started
"Sd2VSLg
[D]continued
<77v8=as5 18. [A] because
UjH+BC+9`b [B]for
Df=zrs[" [C]but
`sJv? [D]despite
W0KSLxM 19. [A]attended
rI4N3d;C [B]tended
3R ZD=` [C]contended
02~GT_)$^ [D]pretended
MI*@^{G 20.[A]breaking
BxHfL8$1[$ [B]climbing
#GA6vJ4^s [C]surpassing
XOd [D]hitting
s&Ml1A : Ol1P Passage 2
LOlj8T8Z Historically, humans get serious about avoidingdisasters only after one has just struck them. __1__ that logic, 2006 shouldhave been a breakthrough year for rational behavior. With the memory of 9/11still __2__ in their minds, Americans watched hurricane Katrina, the mostexpensive disaster in U.S.history, on __3__ TV. Anyone who didn’t know it before should have learned thatbad things can happen. And they are made __4__ worse by our willful blindnessto risk as much as our __5__ to work together before everything goes to hell.
pQOT\- bD Granted, someamount of delusion(
错觉)is probably part of the __6__ condition. In A.D. 63, Pompeii was seriouslydamaged by an earthquake, and the locals immediately went to work __7__, in thesame spot-until they were buried altogether by a volcano eruption 16 yearslater. But a __8__ of the past year in disaster history suggests that modernAmericans are particularly bad at __9__ themselves from guaranteed threats. Weknow more than we __10__ did about the dangers we face. But it turns __11__that in times of crisis, our greatest enemy is __12__ the storm, the quake orthe __13__ itself. More often it is ourselves.
lr&O@
5"oy So what hashappened in the year that __14__ the disaster on the Gulf Coast?In New Orleans,the Army Corps of Engineers has worked day and night to rebuild the floodwalls. They have got the walls to __15__ they were before Katrina, more orless. That’s not __16__,we can now say with confidence. But it may be all __17__can be expected from one year of hustle(
忙碌).
]6TX)1
Meanwhile, New Orleans officialshave crafted a plan to use buses and trains to __18__ the sick and thedisabled. The city estimates that 15,000 people will need a __19__ out. However,state officials have not yet determined where these people will be taken. The__20__ with neighboring communities are on going and difficult.
/_CSRi& 1. [A] To [B] By [C]On [D] For
A_<1}8{L 2. [A] fresh [B] obvious [C] apparent [D] evident
:H`Z.>K 3. [A] visual [B] vivid [C] live [D]lively
Kgu#Mi~ 4. [A] little [B] less [C]more [D] much
IL N0/eH 5. [A] reluctance [B] rejection [C] denial [D]decline
%eLf6|1x
6. [A] natural [B] world [C]social [D] human
,?Nc\Q<: 7. [A] revising [B] refining [C]rebuilding [D] retrieving
:} 9Lb)Yp 8. [A] review [B] reminder [C]concept [D] prospect
7T-}oNaJA\ 9. [A] preparing [B] protesting [C] protecting [D] prevailing
d@,3P)? 10. [A] never [B] ever [C]then [D] before
_!C'oG6s? 11. [A] up [B] down [C] over [D]out
zoI0oA 12. [A] merely [B] rarely [C]incidentally [D] accidentally
QX&1BKqWn 13. [A] surge [B] spur [C]surf [D] splash
osW"b"_f 14. [A] ensued [B] traced [C]followed [D] occurred
;,F:.
<P 15. [A] which [B] where [C]what [D] when
3QO*1P@q 16. [A] enough [B] certain [C]conclusive [D] final
=pR'XF% 17. [A] but [B] as [C]that [D] those
]0&ExD\4 18. [A] exile [B] evacuate [C]dismiss [D] displace
mYiIwm1cb( 19. [A] ride [B] trail [C]path [D] track
8.R~Ys* 20. [A] conventions [B] notifications [C] communications [D] negotiations
sFWH*kdP? YsXf+_._ Passage 3
(jB_uMuS According to BT’sfuturologist, Ian Pearson, these are among the developments scheduled for thefirst few decades of the new millennium(a period of 1
,000 years), whensupercomputers will dramatically accelerate progress in all areas of life.
biw2f~V Pearson has __1__together to work of hundreds of researchers around the world to produce a __2__millennium technology calendar that gives the latest dates when we can expecthundreds of key __3__ and discoveries to take place. Some of the biggestdevelopments will be in medicine, including an __4__ life expectancy and dozensof artificial organs __5__ into use between now and 2040.
+axpIjI' Pearson also__6__ a breakthrough in computer human links. "By linking __7__ to ournervous system, computers could pick up __8__ we feel and, hopefully, simulate__9__ too so that we can start to __10__ full sensory environments, rather likethe holidays in Total Recall or the Star Trek holodeck," he says.
q'~F6$kv5 But that, Pearsonpoints __11__, is only the start of man-machine __12__:"It will be thebeginning of the long process of integration that will __13__ lead to a fullyelectronic human before the end of the next century."__14__ his research,Pearson is able to put dates to most of the breakthroughs that can bepredicted. However, there are still no __15__ for when faster-than-light travelwill be __16__, or when human cloning will be perfected, or when time travelwill be possible.
h|S6LgB Buthe does __17__ social problems as a result of technological advances. A boom inneighborhood surveillance cameras will, for example, __18__ problems in 2010,while the arrival of synthetic __19__ robots will mean people may not be ableto __20__ between their human friends and the droids. And home appliances willalso become so smart that controlling and operating them will result in thebreakout of a new psychological disorder-kitchen rage.
0?d}Oj 1. [A]taken [B]pieced [C]kept [D]made
]6 ]Nr 2. [A]complicated [B]delicate [C]subtle [D]unique
T)"LuC#C 3. [A]breakthroughs [B]findings [C]events [D]incidents
o$,Dh?l 4. [A]expanded [B]extended [C]enlarged [D]enriched
]iL>Zxex 5. [A]being [B]becoming [C]carrying [D]coming
:ncR7:Z 6. [A]schedules [B]plans [C]predicts [D]designs
L-\o zp 7. [A]directly [B]instantly [C]precisely [D]automatically
sLh %k 8. [A]that [B]how [C]what [D]all
n:d7 Tv1Z8 9. [A]thinking [B]hearing [C]sight [D]feeling
a'm\6AW2) 10. [A]form [B]develop [C]find [D]undertake
EM&;SQ;C9 11. [A]out [B]at [C]to [D]toward
F;@A2WD 12. [A]program [B]production [C]experiment [D]integration
?}g#Mc 13. [A]finally [B]ultimately [C]utterly [D]absolutely
~GZpAPg* 14. [A]Through [B]Though [C]During [D]By
N)H
_4L 15. [A]forecasts [B]articles [C]stories [D]meetings
Sx^4Y\\ 16. [A]advisable [B]affordable [C]available [D]valuable
!O-9W=NJ 17. [A]solve [B]arose [C]exercise [D]expect
7,![oY[ 18. [A]confront [B]cause [C]witness [D]collect
!W ,pjW%Y 19. [A]lovely [B]likely [C]lifelike [D]lively
e//q`?ys 20. [A]distinguish [B]differ [C]diagnose [D]deviate
lq%6~va GE0,d Passage 4
A_vf3 *q Practically all people (21) a desire to predict their future (22) .People seem inclined to (23) this task using causal reasoning. First, wegenerally (24) that future circumstances are (25) caused or conditioned bypresent (26) . We learn that getting an education will (27) how much money weearn later in life and that swimming beyond the reef may bring an unhappy (28)with a shark.
r-+S^mOE] Second,people also learn that such (29) of cause and effect are probabilistic innature. That is, the effects occur more often when the causes occur than whenthe causes are (30) -but not always. (31), students learn that studying hard(32) good grades in most instances, but not every time. Science makes theseconcepts of causality and probability more explicit and (33) techniques fordealing (34) them more rigorously than does causal human inquiry. It sharpensthe skills we already have by making us more conscious, rigorous, and explicitin our inquiries.
N=X(G( In looking atordinary human inquiry, we need to (35) between prediction and understanding.Often, we can make predictions without understanding. And often, even if wedon’t understand why, we are willing to act (36) the basis of a demonstratedpredictive ability.
%ut7T
!Jp Whateverthe primitive drives or instincts that (37) human beings, satisfying themdepends heavily on the ability to predict future circumstances. The attempt topredict is often played in a (38) of knowledge and understanding. If you canunderstand why things are related to one another, why certain regular patterns(39), you can predict better than if you simply observe and remember thosepatterns. Thus, human inquiry aims (40) answering both “what” and “why”questions, and we pursue these goals by observing and figuring out.
MJ+]\( `p.O 1. [A] exhibit [ B] exaggerate [C] examine [D]exceed
IT~pp_6g 2. [A]contexts [B]circumstances [C]cases [D]intuitions
8aSH0dX 3. [A]underestimate [B]undermine [C]undertake [D] undergo
EhBYmc"& 4. [A]recall [B]recede [C]reckon [D]recognize
M9aVE)*!I 5. [A]somehow [B]somewhat [C]someone [D]something
%!;6h^@ 6. [A] one [B]ones [C]one’s [D] oneself
tbP
;iK' 7. [A]effect [B]affect [C]affection [D]decide
h5.>};"@' 8. [A]meeting [B]occurrence [C]encounter [D]sighting
N))G/m3 9. [A]patterns [B]designs [C]arrangements [D]pictures
cI Byv I- 10. [A]absence [B]absent [C]accent [D]access
u9 yXHf 11. [A]Thus [B]So that [C]However [D] In addition
@9wug!, 12. [A]producing [B]produces [C]produce [D] produced
Gpauy=4f 13. [A]prevent [B]produce [C]provide [D]predict
6_w;dnVA 14. [A]for [B]at [C]in [D] with
q ["T6 15. [A]distinguish [B]distinct [C]distort [D]distract
=n}+p>\s 16. [A]at [B]on [C]to [D] under
zeZ}P>C 17. [A]motion [B]motive [C]motivate [D]activate
dIUg
e`O9 18. [A]contour [B]contact [C]contest [D] context
^q uv`d 19. [A]happen [B]occur [C]occupy [D]incur
iw$n*1M 20. [A]at [B]on [C]to [D] beyond
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第一章 考博英语阅读理解大纲要求
2.
阅读理解(40
%) T%\f$jh6 本部分测试考生在规定时间内通过阅读获取信息的能力,即对阅读材料的细节、事实、要点、作者观点和态度的理解能力。题材包括社会、文化、史地、科普及人物传记等内容,体裁涉及叙事、议论、描述、说明和应用文等。该部分给出4
篇约500
单词的文章,每篇文章后面附5
个问题,每个问题设四个备选答案。要求考生根据文章内容从每题选出一个最佳选项。 O'G, !P6\-. 第二章 考博英语阅读理解解题步骤
阅读理解文章均为500
字左右的短文,测试考生的七种能力,语篇的理解能力和是否把握作者的推理过程。熟悉议论文、记叙文、说明文和应用文文章体裁特点、篇章结构,有利于分清主次,抓住重点,判断出考题中的正确选项。 n;eK2+}] 议论文的特点是对客观事物进行分析和评论,重点放在论点及论证方面,主题往往比较明确,通常开头点明主题,表明作者的观点和态度,其后段落围绕主题展开。一篇短文如果有若干个论点,要弄清楚哪个是主论点、哪个是次论点或分论点以及主次论点之间的论证关系。议论文常见的推理方法有:归纳法:由个别到一般:先设前提,通过例证归纳出结论。演绎法:由—
般到个别:先提出—
般性的论断,再逐步提出支持该论断的证据,最后推出结论。阅读议论文的关键是要抓住作者的结论和观点,以及作者对具他观点的态度。 Q0}Sju+HX 说明文是对客观事物的性质、特征、形状、构成、功能等进行介绍和解说。完全客观地描述,不带有个人感情色彩。说明文常见的几种写作方法有:下定义、举例证、析因果、分类别、作对比等。阅读说明文体裁的文章要把握短文的中心,掌握作者是从何角度、采用什么方法加以说明的,注意事实和数据。 wd/"! A4( 短文一般有以下几种结构模式: h zh%ML3L 1
.现象——
解释——
意义。 !/6`<eQ
` 2
.现象——
后果——
建议。 dz6i~& 3
.问题——
原因——
解决。 m 8Q[+_:$H 4
.问题——
例证——
结论。 Z5vpo$l 5
.理论——
定义——
举例。 ;JK!dzi} 6
.理论——
重要性——
做法。 7%-+7O 3ud 7
.事物——
特点——
意义。 k_2W*2'S 8
.事物——
优缺点——
结论。 &s|&cT 9
.事物——
别人观点——
作者观点。 c&+p{hH+ 阅读时需抓住主题句。—
般来讲,文章的第一段和最后一段是文章主题的阐明和总结,而每—
段的第一句和最后一句又往往是该段的主题和总结。 d
rJ<&1O
SLa\F %D(%
lh2 解题步骤 +=5Dt7/| 三步走 \&&jzU2 1. 第一步:通读全文,抓住中心。(不推荐采用先看题目后读文章的做法) Kh!h_ 在此过程中,注意把握三个阅读原则: YlZe ⑴原则一:1∶1原则(通读时间与做题时间对等) QT;mCD=OD ⑵原则二:首段原则(不要怕重复和回读)首段的作用:①中心段 ②抛砖引玉 $6ZO
V/0 ⑶原则三:首末句原则,即除首段和末段,其余各段的首末句一定要读懂,其他各句正常阅读 Yxal% 2. 第二步:仔细审题,返回原文。 .@Z-<P" 3. 第三步:重叠选项,得出答案。具体来讲,可以设原文意思为A,选项意思为B 2Mc}>UI?eO 若A=B,则B为正确答案; (W<n<sl:- 若A、B不相关,则B不为正确答案,即原文没有提到的,一定不是答案;
6wzTX8 若B为A的反面,即B与A矛盾,则B不为正确答案; 6$}hb|j 若A的内容包含B,则B为正确答案; ?(cbZ#( o 若B的内容包含A,则B不为正确答案,属于扩大范围的错误; @
(UacFO 若A、B有交集不重叠,则B不为正确答案。 A~CQ@ 必须记住:选一个选项应有选的理由,不选一个选项也应有不选的理由。 3H0~?z_ IH;+pN Passage 1
-Mb`I >= The molecules of carbon dioxide in the Earth's atmosphere affect theheat balance of the Earth by acting as a one-way screen. Although thesemolecules allow radiation at visible wavelengths, where most of the energy ofsunlight is concentrated, to pass through, they absorb some of thelonger-wavelength, infrared emissions radiated from the Earth's surface,radiation that would otherwise be transmitted back into space. For the Earth tomaintain a constant aver-age temperature, such emissions from the planet must balanceincoming solar radiation. If there were no car-bon dioxide in the atmosphere,heat would escape from the Earth much more easily. The surface temperaturewould be so much lower that the oceans might be a solid mass of ice.
r@_`ob RW; Today, however, the potential problem is too much carbon dioxide.The burning of fossil fuels and the clearing of forests have increasedatmospheric carbon dioxide by about 15 percent in the last hundred years, andwe continue to add carbon dioxide to the atmosphere. Could the increase incarbon dioxide cause a global rise in average temperature, and could such arise have serious consequences for human society?
s2*^ PG Mathematical models that allow us to calculate the rise intemperature as a function of the increase indicate that the answer is probablyyes. Under present conditions a temperature-of--18
℃can be observed at an altitude of 5 to 6 kilometers above theEarth. Below this altitude (called the radiating level), the temperatureincreases by about 6
℃ perkilometer approaching the Earth's surface, where the average temperature isabout 15
℃. An increase in the amount of carbondioxide means that there are more molecules of carbon dioxide to absorbinfrared radiation. As the capacity of the atmosphere to absorb infraredradiation increases, the radiating level and the temperature of the surfacemust rise. One mathematical model predicts that doubling the atmospheric carbondioxide would raise the global mean surface temperature by 2.5
℃.This model assumes that the atmosphere's relative humidity remains constant andthe temperature decreases with altitude at a rate of 6.5
℃per kilometer. The assumption of constant relative humidity is important,because water vapor in the atmosphere is another efficient absorber ofradiation at infrared wavelengths. Because warm air can hold more moisture thancool air, the relative humidity will be constant only if the amount of watervapor in the atmosphere increases as the temperature rises. Therefore, moreinfrared radiation would be absorbed and reradiated back to the Earth'ssurface. The resultant warming at the surface could be expected to melt snowand ice, reducing the Earth's reflectivity. More solar radiation would then beabsorbed, leading to a further increase in temperature.
TS
Q/{=r :nuMakZZ
1. The primarypurpose of the passage is to
wG1A]OJl1 (A) warn of thedangers of continued burning of fossil fuels
F d:A^] (B) discuss thesignificance of increasing the amount of carbon dioxide in the atmosphere
dMAd-q5{ (C) explain how aconstant temperature is maintained on the Earth's surface
2Uf}gG) (D) describe theways in which various atmospheric and climatic conditions contribute to theEarth's weather
\vBpH'hR,' U"} ml 2. According tothe passage, the greatest part of the solar energy that reaches the Earth is
=='~g~ (A) concentratedin the infrared spectrum
Z
h?1+Sz& (B) concentratedat visible wavelengths
i^[yGXtW (C) absorbed bycarbon dioxide molecules
DP=4<ES%+ (D) absorbed byatmospheric water vapor
y*,3P0*z FF:Y7wXW 3. According tothe passage, atmospheric carbon dioxide performs all of the following functionsEXCEPT
b?#k (A) absorbingradiation at visible wavelengths
0*66m:C2 (B) absorbing outgoingradiation from the Earth
s2t'jIB (C) helping toretain heat near the Earth's surface
\Uun2.K (D) helping tomaintain a constant average temperature on the Earth's surface
4qtjP8Zv[ #un#~s
7Q 4. Which of thefollowing best describes the author's attitude toward the increasing amount ofcarbon dioxide in the atmosphere and its consequences?
@Oe!*|?mS (A) Incredulous
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K (B) Objective yetconcerned
U88-K1G (C) Interested butskeptical
>|jSd2_p (D) Angry yetresigned
=F2e*?a3 -DwqoWZ 5. According tothe passage, which of the following is true of the last hundred years?
4&I
BNc,sn (A) Fossil fuelswere burned for the first time.
K'[H`x^ (B) Greateramounts of land were cleared than at any time before.
^E&':6( (C) The averagetemperature at the Earth's surface has become 2
℃cooler.
@,i_
KN6C (D) The amount ofcarbon dioxide in the atmosphere has increased measurably.
MIPmsEdBi Passage 2
*bu/Ko] The historian Frederick J. Turner wrote in the 1890's that theagrarian discontent that had been developing steadily in the United States sinceabout 1870 had been precipitated by the closing of the internal frontier--thatis, the depletion of available new land needed for further expansion of theAmerican farming system. Not only was Turner's thesis influential at the time,it was later adopted and elaborated by other scholars, such as John D. Hicks inThe Populist Revolt (1931). Actually, however, new lands were taken up forfarming in the United Statesthroughout and beyond the nineteenth century. In the 1890's, when agrariandiscontent had become most acute, 1,100,000 new farms were settled, which was500,000 more than had been settled during the previous decade. After 1890,under the terms of the Homestead Act and its successors, more new land wastaken up for farming than had been taken up for this purpose in the UnitedStates up until that time. It is true that a high proportion of the newlyfarmed land was suitable only for grazing and dry farming, but agriculturalpractices had become sufficiently advanced to make it possible to increase theprofitability of farming by utilizing even these relatively barren lands.
~c7}eTJd" The emphasis given by both scholars and statesmen to the presumeddisappearance of the American frontier helped to obscure the great importanceof changes in the conditions and consequences of international trade thatoccurred during the second half of the nineteenth century. In 1869 the SuezCanal was opened and the first transcontinental railroad in the United Stateswas completed. An extensive network of telegraph and telephone communicationswas spun: Europe was connected by submarine cable with the United States in 1866 and with South America in 1874. By about 1870 improvements in agriculturaltechnology made possible the full exploitation of areas that were most suitablefor extensive farming on a mechanized basis. Huge tracts of land were beingsettled and farmed in Argentina,Australia, Canada, and in the American West, and theseareas were joined with one another and with the countries of Europeinto an interdependent market system.
MF/359r)Et As a consequence, agrarian depressions no longer were local ornational in scope, and they struck several nations whose internal frontiers hadnot vanished or were not about to vanish. Between the early 1870's and the1890's, the mounting agrarian discontent in America paralleled the almostuninterrupted decline in the prices of American agricultural products onforeign markets. Those staple-growing farmers in the United States who exhibited thegreatest discontent were those who had become most dependent on foreign marketsfor the sale of their products. Insofar as Americans had been deterred fromtaking up new land for farming, it was because market conditions had made thisperiod a perilous time in which to do so.
EB'(%dH 8=x{>&Jr 6. The author isprimarily concerned with
yyJ4r}TE (A) showing that acertain interpretation is better supported by the evidence than is analternative explanation
N%{&%C 6{ (B) developing analternative interpretation by using sources of evidence that formerly had beenunavailable
"J(#|v0 (C) questioning theaccuracy of the evidence that most scholars have used to counter the author'sown interpretation
pX
]K- (D) reviewing theevidence that formerly had been thought to obscure a valid interpretation
wXf_2qB9 x0wy3+GZc 7. According tothe author, changes in the conditions of international trade resulted in an
E 5PefD\m (A)underestimation of the amount of new land that was being famed in the United States
HqXaT6#/ (B) emphasis onthe importance of market forces in determining the prices of agriculturalproducts
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<DW7 (C) overexpansionof the world transportation network for shipping agricultural products
c #+JG (D) extension ofagrarian depressions beyond national boundaries
H aI &Mbpv)V8 8. The authorimplies that the change in the state of the American farmer's morale during thelatter part of the nineteenth century was traceable to the American farmer'sincreasing perception that the
{,p<!Jq~G (A) development ofthe first transcontinental railroad in the United States occurred at theexpense of the American farmer
b`E'MX_ m (B) Americanfarming system was about to run out of the new farmland that was required forits expansion.
yjZxD[
Z (C) prices ofAmerican agricultural products were deteriorating especially rapidly ondomestic markets
n'ft@7>%h (D) proceeds fromthe sales of American agricultural products on foreign markets wereunsatisfactory
P
X?!R4S ;bq_Y/" 9. According to thepassage, which of the following occurred prior to 1890?
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