考研英語閱讀新題型 經(jīng)典題以及做題方法.doc

這個題型的區(qū)分度不太理想(錯一個等于錯兩個)，因此從改革這四年以來從來沒有被考過，但考生還是需要認(rèn)真準(zhǔn)備，了解其中的做題技巧。做這個題型的核心就在“銜接”這兩個字。一定要搞清楚段落與段落之間的關(guān)系。因為文章首段和末段是確定的，所以這個題型的解題步驟為：1)瀏覽給出的首末段。得出大意，重點查看兩者間的關(guān)系，預(yù)測中間可能的邏輯；2)把五個備選段落都瀏覽一遍，重點是段落的首末句；3)根據(jù)首段的末句，查到五個備選中能夠與之匹配的首句，確定答案；4)根據(jù)確定的答案，以該段落的末句再確定下段的首句，以此類推，解答所有題目。這個題型中特別注意的是在查找段與段之間的銜接時重點關(guān)注代詞。因為代詞往往指代前文出現(xiàn)過的名詞，所以如果備選項的段首出現(xiàn)了代詞，一定要注意在排序銜接時能否與前文相匹配。另外，各段之間的關(guān)系可能也會通過一些表示時間先后，次序先后或邏輯關(guān)系的詞匯進(jìn)行排列。概括標(biāo)題/信息匹配這兩個題型在一定意義上是一致的，都要求對副標(biāo)題和段落例子進(jìn)行匹配。07年考過一次，依然存在考的可能性，做這個題時把握住一個詞就行了：“主題詞”。在標(biāo)題和例子之間找到兩者相匹配的中心詞是整個做題過程中最重要的任務(wù)。1) 認(rèn)真研讀文章第一個副標(biāo)題前的一句話。因為文章往往很長，我們沒有辦法通讀，但是不閱讀文章我們就不能知道各個副標(biāo)題有何作用。因此不管是選標(biāo)題還是選例子，了解每個副標(biāo)的分類的依據(jù)很重要。在第一個副標(biāo)前往往就會明確說明各個副標(biāo)的作用，常會出現(xiàn)像tips, steps, measures, strategies等表示步驟，措施意思的詞匯；2)查看各個副標(biāo)(不管是作為選項還是文章內(nèi)容)，得出其中的核心概念，往往是名詞，這會是做題的重要依據(jù)；3)查看各個例子段落，重點看首末句，如果中間有出現(xiàn)對比轉(zhuǎn)折等等，那么對比轉(zhuǎn)折之后才是重點。從首末句或主題句中體會出整個段落的核心意思；4)確定答案。與第二個步驟中解析副標(biāo)相對比，看哪些中心詞是相匹配的，往往就是答案了，這里面會發(fā)現(xiàn)有的時候中心詞在標(biāo)題和例子中會重現(xiàn)，但更多的時候兩者會進(jìn)行同義轉(zhuǎn)化，這也是閱讀題中最常見的考點了，比如dealing變?yōu)閏oping with, theft變?yōu)閟teal,只要夠細(xì)心并掌握一定的詞匯發(fā)現(xiàn)它們應(yīng)該是沒有問題的。7(6)選5這是新題型中的重點，改革以來考了三次，必然是備考中重中之重。它是從文章中空出五個片斷或段落，后面為你提供6到7個選擇段落，要求你填到文中。這個題型在做法上有兩個基本原則：一、掃讀段首段尾，研讀空前空后。二、保證前后內(nèi)容意思連貫，邏輯一致。從這兩個原則出發(fā)，我們可以確定以下的解題步驟：1)掃讀文章的首末(原則上不會出現(xiàn)考題)，然后掃讀6-7個備選項，在這個過程中要確定各個段落的基本大意，至少要找到中心詞，中心詞一般指的是在段落行文中頻繁出現(xiàn)的名詞或名詞性短語；2)詞匯角度。因為是要填入文章的位置，從詞匯角度來講，如果有一個核心名詞在空前沒有出現(xiàn)，而在空后出現(xiàn)，那么我們可以認(rèn)為這個詞也必然會在選項中出現(xiàn)，簡而言之：空后出現(xiàn)的新名詞答案必然包含；3)結(jié)構(gòu)角度。因為行文是流暢和連貫的，所以在考查空前空后的內(nèi)容時，如果明顯出現(xiàn)了不一致甚至是相反或相對的邏輯，那么我們就可以認(rèn)為這層轉(zhuǎn)折的關(guān)系必然是在答案中體現(xiàn)的，所以在尋找答案時就要重點查找是否出現(xiàn)了轉(zhuǎn)折意味的詞匯或結(jié)構(gòu)，比如but, yet, however, nevertheless ；同樣，如果空前空后有內(nèi)在的因果，讓步等關(guān)系，這層關(guān)系也必然會在答案中得到體現(xiàn)；4)內(nèi)容角度。內(nèi)容是一定要連貫的，因此如果空前和空后的內(nèi)容相一致，我們可以認(rèn)為答案的內(nèi)容也必然和這兩者相一致，也就是說它也必然包含空前空后中包含的核心中心詞。以上提到的是做題的基本原則，在這個過程中需要一個一個地進(jìn)行匹配，同時在原則以外，文章中的句式特點也有能顯示段落或片斷間相互聯(lián)系的途徑：1)并列結(jié)構(gòu)。如果原文中的某個句式結(jié)構(gòu)和選項句式結(jié)構(gòu)如出一轍，形成排比、對稱等關(guān)系，則選項很有可能就是答案。這一原則也可幫助定位選項，再進(jìn)行排除；2)特殊符號。如果文章中和選項中都出現(xiàn)了一些特殊符號，比如說數(shù)字，貨幣，文中非主要信息的人名，地名，品牌名等，可以認(rèn)為這兩者之間的關(guān)系肯定較為緊密，該選項往往會是文中該部分的重點考查對象；3)指代詞匯。如前面提到的排序題一樣，如果內(nèi)容之間想要銜接到位的話，指代詞匯是一定相通的，因此，如果在選項中，特別是在一開頭的部分出現(xiàn)了代詞，那么考查代詞有可能的指代對象也會是我們做題的重要依據(jù)，這其中，指代詞的單復(fù)形式也要重點關(guān)注?？傊?，7(6)選5的題型最為關(guān)鍵的就是找到原文空前空后與選項銜接的地方，可以從詞匯，結(jié)構(gòu)，邏輯等角度入手，找到前后之間的關(guān)系。做新題型的時候一定要細(xì)心加耐心，最常犯的錯誤就是全文到處寫答案，文章和選項看了一遍又一遍，還是毫無頭緒，一定要在一開始的時候就有一個明確的做題步驟，這樣才能在保證準(zhǔn)確率的同時節(jié)省時間?？佳杏⒄Z閱讀新題型搞定這11篇模擬題就行了Directions:You are going to read a list of headings and a text about preparing in the academic community. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points) 一、A Physical Changes B Low Self-Esteem C Emerging Independence and Search for Identity D Emotional Turbulence E Interest in the Opposite Sex F Peer Pressure and ConformityThe transition to adulthood is difficult. Rapid physical growth begins in early adolescence typically between the ages of 9 and 13 and thought processes start to take on adult characteristics. Many youngsters find these changes distressing because they do not fully understand what is happening to them. Fears and anxieties can be put to rest by simply keeping an open line of communication and preparing for change before it occurs. The main issues that arise during adolescence are:(41) _A childs self worth is particularly fragile during adolescence. Teenagers often struggle with an overwhelming sense that nobody likes them, that theyre not as good as other people, that they are failures, losers, ugly or unintelligent. (42) _Some form of bodily dissatisfaction is common among pre-teens. If dissatisfaction is great, it may cause them to become shy or very easily embarrassed. In other cases, teens may act the opposite loud and angry in an effort to compensate for feelings of self-consciousness and inferiority. As alarming as these bodily changes can be, adolescents may find it equally distressing to not experience the changes at the same time as their peers. Late maturation can cause feelings of inferiority and awkwardness. (43) _Young people feel more strongly about everything during adolescence. Fears become more frightening, pleasures become more exciting, irritations become more distressing and frustrations become more intolerable. Every experience appears king-sized during adolescence. Youngsters having a difficult adolescence may become seriously depressed and/or engage in self-destructive behavior. Often, the first clue that a teenager needs professional help is a deep-rooted shift in attitude and behavior. Parents should be alert to the warning signs of personality change indicating that a teenager needs help. They include repeated school absences, slumping grades, use of alcohol or illegal substances, hostile or dangerous behavior and extreme withdrawal and reclusiveness.(44) _There is tremendous pressure on adolescents to conform to the standards of their peers. This pressure toward conformity can be dangerous in that it applies not only to clothing and hairstyles; it may lead them to do things that they know are wrong.(45) _Adolescence marks a period of increasing independence that often leads to conflict between teenagers and parents. This tension is a normal part of growing up and for parents, a normal part of the letting-go process. Another normal part of adolescence is confusion over values and beliefs. This time of questioning is important as young people examine the values they have been taught and begin to embrace their own beliefs. Though they may adopt the same beliefs as their parents, discovering them on their own enables the young person to develop a sense of integrity.Although adolescence will present challenges for young people and their parents, awareness and communication can help pave the way for a smooth transition into this exciting phase of life.二Have you ever considered what makes a good boss good? The answer to that question is admittedly mercurial, as one persons view of a top-notch employer will differ from somebody elses. However, there are a number of traits, attitudes and abilities that are common to all good bosses. Moreover, the need for solid leadership skills is especially telling with smaller businesses.“Being a good boss is important in any organization, but its particularly important for small business,” says Rob Sheehan, director of executive education at the James MacGregor Burns Academy of Leadership at the University of Maryland. “With smaller businesses, you really have the opportunity to set the tone for the entire company.”Bearing in mind the importance of good leadership to business, consider the following lineup of skills, strategies and attributes:41. Be inclusive. With a smaller operation, its essential that everyone feels like an equal and involved part of the team. A good employer is certain to treat each employee fairly, not only in terms of salary and other forms of compensation, but also in how that employee is involved in the daily function of the business. Encourage feedback, innovation and creativity so employees feel genuinely engaged.42. Mission, not just money. Very few businesses operate out of sheer altruism, but thats not to say that turning a profit is the primary philosophical and practical focus. Rather, an effective boss establishes a genuine business mission. How that takes shape depends both on the business and on the overriding focus the boss wants to set. 43. Nothing to fear but fear itself. Many of us have had bosses who would be right at home with a knife next to their desk calendars. Make one mistake on the job and feel free to slip your head right in beneath the blade. Conversely, an effective boss encourages his or her employees not to be gun shy about occasional chaos along the road toward better job performance. 44. Its their careers, too. Dont forget that the people who work for you are looking to you to help them navigate and advance their careers. As I said, its not all about money. But it is all about making your employees see how to improve and create meaningful careers for themselves. 45. Made, not necessarily born. One final aspect of being a good boss is recognizing that much of what goes into being an effective leader is, in fact, learned behavior. Of course, there always have been and will be bosses who seem to have a flawless touch in leading and motivating. But for every natural, there are just as many top-flight bosses who got that way by attending management classes and seminars, reading books on effective leadership and, just as important, understanding that a good employer naturally attracts first-rate employees. A “Its important to use that different perspective to educate and encourage. But its also important, like a good coach, to lead your team by example. For instance, while you should point out mistakes by your employees, be sure to admit when you yourself make a mistake,” says Sheehan.B “You need to create an environment of integrity, trust and respect to make absolutely certain that everyone is treated fairly, regardless of the differences they may have,” says Sheehan.C “People can definitely develop good leadership capabilities,” says Sheehan. “To a certain degree, we all have innate traits that make us good bosses. All you really have to do is work to develop those traits to their utmost.”D If an employee has a goal of becoming a manager or running his or her own business someday, nurture that goal. Tell them the traits they need to work on to achieve their ultimate plans.E For instance, a restaurant owner may push speedy lunchtime service as a way of serving the time-strapped business community. By contrast, a medical supply outfit may emphasize how its products improve customers health. Not only can a clear mission（responsibility） serve to motivate employees, it can also infuse a sense of importance in their jobs. F “This requires a mentality that encourages learning rather than being afraid of making a mistake. Try something new and different, but know were not going to kill each other if things dont work out,” says Sheehan. “I was a swimmer in college and I swam fast when I imagined a shark was after me. I swam just as fast when I imagined I was in the Olympics. Its a question of what you want to focus on.”三、As more and more material from other cultures became available, European scholars came to recognize even greater complexity in mythological traditions. Especially valuable was the evidence provided by ancient Indian and Iranian texts such as the Bhagavad-Gita and the Zend-Avesta. From these sources it became apparent that the character of myths varied widely, not only by geographical region but also by historical period.（41） _He argued that the relatively simple Greek myth of Persephone reflects the concerns of a basic agricultural community, whereas the more involved and complex myths found later in Homer are the product of a more developed society.Scholars also attempted to tie various myths of the world together in some way. From the late 18th century through the early 19th century, the comparative study of languages had led to the reconstruction of a hypothetical parent language to account for striking similarities among the various languages of Europe and the Near East. These languages, scholars concluded, belonged to an Indo-European language family. Experts on mythology likewise searched for a parent mythology that presumably stood behind the mythologies of all the European peoples. （42） _For example, an expression like “maiden dawn” for “sunrise” resulted first in personification of the dawn, and then in myths about her.Later in the 19th century the theory of evolution put forward by English naturalist Charles Darwin heavily influenced the study of mythology. Scholars researched on the history of mythology, much as they would dig fossil-bearing geological formations, for remains from the distant past. （43） _Similarly, British anthropologist Sir James George Frazer proposed a three-stage evolutionary scheme in The Golden Bough. According to Frazers scheme, human beings first attributed natural phenomena to arbitrary supernatural forces (magic), later explaining them as the will of the gods (religion), and finally subjecting them to rational investigation (science).The research of British scholar William Robertson Smith, published in Lectures on the Religion of the Semites (1889), also influenced Frazer. Through Smiths work, Frazer came to believe that many myths had their origin in the ritual practices of ancient agricultural peoples, for whom the annual cycles of vegetation were of central importance. （44） _This approach reached its most extreme form in the so-called functionalism of British anthropologist A. R. Radcliffe-Brown, who held that every myth implies a ritual, and every ritual implies a myth.Most analyses of myths in the 18th and 19th centuries showed a tendency to reduce myths to some essential corewhether the seasonal cycles of nature, historical circumstances, or ritual. That core supposedly remained once the fanciful elements of the narratives had been stripped away. In the 20th century, investigators began to pay closer attention to the content of the narratives themselves. （45） _A German-born British scholar Max Mller concluded that the Rig-Veda of ancient India-the oldest preserved body of literature written in an Indo-European language-reflected the earliest stages of an Indo-European mythology. M ller attributed all later myths to misunderstandings that arose from the picturesque terms in which early peoples described natural phenomena.B The myth and ritual theory, as this approach came to be called, was developed most fully by British scholar Jane Ellen Harrison. Using insight gained from the work of French sociologist Emile Durkheim, Harrison argued that all myths have their origin in collective rituals of a society.C Austrian psychoanalyst Sigmund Freud held that mythslike dreamscondense the material of experience and represent it in symbols.D This approach can be seen in the work of British anthropologist Edward Burnett Tylor. In Primitive Culture (1871), Tylor organized the religious and philosophical development of humanity into separate and distinct evolutionary stages.E The studies made in this period were consolidated in the work of German scholar Christian Gottolob Heyne, who was the first scholar to use the Latin term myths (instead of fibula, meaning “fable”) to refer to the tales of heroes and gods. F German scholar Karl Otfried M ller followed this line of inquiry in his Prolegomena to a Scientific Mythology, 1825).四A Many studies conclude that children with highly involved fathers, in relation to children with less involved fathers, tend to be more cognitively and socially competent, less inclined toward gender stereotyping, more empathic, and psychologically better adjusted. Commonly, these studies investigate both paternal warmth and paternal involvement and find-using simple correlations-that the two variables are related to each other and to youth outcomes.B Boys seemed to conform to the sex-role standards of their culture when their relationships with their fathers were warm, regardless of how “masculine” the fathers were, even though warmth and intimacy have traditionally been seen as feminine characteristics. A similar conclusion was suggested by research on other aspects of psychosocial adjustment and on achievement: Paternal warmth or closeness appeared beneficial, whereas paternal masculinity appeared irrelevant.C The critical question is: How good is the evidence that fathers amount of involvement, without taking into account its content and quality, is consequential for children, mothers, or fathers themselves? The associations with desirable outcomes found in much research are actually with positive forms of paternal involvement, not involvement per se. Involvement needs to be combined with qualitative dimensions of paternal behavior through the concept of “positive paternal involvement” developed here.D Commonly, researchers assessed the masculinity of fathers and of sons and then correlated the two sets of scores. Many behavioral scientists were surprised to discover that no consistent results emerged from this research until they examined the quality of the father-son relationship. Then they found that when the relationship between masculine fathers and their sons was warm and loving, the boys were indeed more masculine. Later, however, researchers found that the masculinity of fathers per se did not seem to make much difference after all. As summarized by:E The second domain in which a substantial amount of research has been done on the influence of variations in father love deals with father involvement, that is, with the amount of time that fathers spend with their children (engagement), the extent to which fathers make themselves available to their children (accessibility), and the extent to which they take responsibility for their childrens care and welfare (responsibility). F It is unclear from these studies whether involvement and warmth make independent or joint contributions to youth outcomes. Moreover, “caring for” children is not necessarily the same thing as “caring about” them. Indeed, Lamb concluded from his review of studies of paternal involvement that it was not the simple fact of paternal engagement (i.e., direct interaction with the child), availability, or responsibility for child care that was associated with these outcomes. Rather, it appears that the quality of the father-child relationship made the greatest difference. J. H. Pleck reiterated this conclusion when he wrote:G Research by Veneziano and