昂立：考研英语阅读理解讲解篇

考研网

一、大纲要求
该部分由A、B两节组成（大纲中列出的C节英译汉在本书中单独），考查考生理解书面英语的能力。共25小题，每小题2分，共50分。
A节(20题)：主要考查考生理解主旨要义、具体信息、概念性含义，进行有关的判断、推理和引申，根据上下文推测生词的词义等能力。要求考生根据所提供的4篇(总长度约为1, 600词)文章的内容，从每题所给出的4个选项中选出最佳答案。考生在答题卡1上作答。
B节（5题）：主要考查考生对诸如连贯性、一致性等语段特征以及文章结构的理解。本部分有3种备选题型。每次考试从这3种备选题型中选择一种进行考查。考生在答题卡1上作答。
备选题型有：
1）本部分的内容是一篇总长度为500-600词的文章，其中有5段空白，文章后有6-7段文字。要求考生根据文章内容从这6-7段文字中进行选择，分别放进文章中的相应位置。
2)在一篇长度约500-600词的文章中，各段落的原有顺序已被打乱。要求考生根据文章内容和结构将所列段落(7-8个)重新排序，其中有2-3个段落在文章中的位置已给出。
3)在一篇长度约500词的文章前或后有6-7段文字或6-7个概括句或小标题。这些文字或标题分别是对文章中某一部分的概括、阐述或举例。要求考生根据文章内容，从这6-7个选项中选出最恰当的5段文字或5个标题填入文章的空白处。
二、能力要求
考生应能读懂选自各类书籍和报刊的不同类型的文字材料(生词量不超过所读材料总词汇量的3%)，还应能读懂与本人学习或工作有关的文献、技术说明和产品介绍等。根据所读材料，考生应能：
1）理解主旨要义；
2）理解文中的具体信息；
3）理解文中的概念性含义；
4）进行有关的判断、推引和引申；
5）根据上下文推测生词的词义；
6）理解文章的总体结构以及上下文之间的关系；
7）理解作者的意图、观点或态度；
8）区分论点和论据。
三、命题趋势
1）选材

阅读文章真题的来源主要是报刊、杂志和文献，体裁以新闻评述、说明文和议论文为主。其中报刊评论是首选对象，例如2005年的第二、三、第四篇阅读文章；2004年的第三、第四篇阅读文章；2003年的第一、第四篇文章。所以建议考生多注意这一类文章，平时有机会可以上网浏览相关的网页，增加阅读量。
选材主要来源：《Newsweek》、《Economist》、《Science》、《Times》等。
考研阅读文章长度每篇在390－450单词（04年平均411词，05年平均419词），以5段式文章居多（04年为4－7段，平均5段，05年全部是5段），句子数量为20－25句（04年平均23句，05年平均20句），超纲词比例较低（04年每篇7－12个，05年每篇不超过2个）。由此可见，考研阅读越来越趋于标准化，一方面减少超纲词数，而另一方面加大句子难度，目的在于更加准确地考察考生的阅读能力（而不是词汇量）。
2）测试重点
阅读理解多项选择题重点考查学生把握文章重点信息（major points）尤其是文章主旨大意的能力，即使是与细节信息有关的题，也要联系主题。而对Part B的几种备选题来说，对篇章结构的理解是解题的关键之所在。
因此，学会正确的阅读方法，通过把握重要的句子（段落首句），发现段落的上下文结构（利用引导词或关键词），并利用语篇分析手段（“问题－解答”式语篇结构）解析重点段落，达到有效解决问题的目的，是做好考研英语阅读的必由之路。
四、解题方法
1）多项选择题
1．浏览全文：（(二) 选考题型之一――句子填空题（7选5）
1) 出题特点
1．出题位置
该节分为两个部分：主干部分和选项部分。主干部分的原文约600词，其中有5段空白处—空白处的位置可能在段首、段落中间、段未，但不会是文章的第一句，一般情况下也不会是最后一句。选项部分为6或7文字，每段可能是一个句子，可能是两三个短句，也有可能是完整的段落。其中5段分属于主干部分的空白处。要求考生依据自己对文章的理解从选项中选择5段文字放回到文章中相应的5段空白处。
2．选项设置特点
非等额选项（题目5道，6-7个选项）
3．测试重点
考生需要认真搞清楚主干内容和结构上的关系和布局，从而分辨出选项部分从结构和内容上看是属于文章的哪个部分，并可以与空白处的上下文有机地衔接起来。一般情况下不可能有特别明显的词汇、句子等语言方面的提示，也并不要求考生过分关注某一具体的细节；而是要着眼于全文，在理解全文内容、文章结构、逻辑关系（如时间、地点、因果关系、从属关系等）的基础之上方能做出正确选择。
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2) 文章的结构
1. 描述性结构(主要介绍事物 、问题或倾向的特点，对人物的描述如传记，包括人身体特征、家庭背景、成长过程、个性爱好、成就贡献等内容进行描述、因此时间、地点往往是出题重点)；
2. 释义性结构(解释某一理论、学科、事物，主要用例子比喻类比阐述)；
3. 比较性结构(把两个人或事物功能、特点、优缺点进行对比)；
4. 原因性结构(这种结构主要分析事物的成因，客观的、主观的、直接的、间接的)；
5. 驳斥性结构(这种结构主要是先介绍一种观点，然后对其评论或驳斥，然后分析其优点缺点，危害性，最后阐明自己的观点)。
以上文章结构的知识其实反映了选择搭配题题型的出题原则。
3) 选择搭配题解题步骤
1. 阅读文章题目附近的句子，锁定目标答案可能的特征；
2. 阅读选择项，寻找特征词（即确定答案的线索词）；
特征词：代词、专用名词、连接词、数字、复数名词等；
4. 回头再去看原文，明确1-5位置。
5. 用代入法通读全文，检查答案是否合理。
注意事项：
(1)开头常是主题句，不行再看前和尾；
(2)中间不忘主题句，前瞻后望找启示；
(3)末尾常是下结论，也可排比和例子；
4) 选择搭配题的解题技巧
1. 就近原则寻找信息线索；
2. 选项中出现时间年代时，往往要注意与原文中年代的前后对应关系；
3. 选项中出现代词时，往往该选项往往不能放在首句，往往要注意指代成立的条件；
it可指代前面的单数名词或整个句子；
they或them指代前面的复数名词；
one指代前面的单数可数名词；
that指代前面的不可数名词或句子；
this指代前面的单数名词或句子。
4. 绝对常是干扰项，意思太泛太窄要小心；
5. 警惕无关离题词，两项相近有答案；
6. 选项对比原文时，与原文重复或同义改写的字越多的往往就是选项；
7. 总体观、相互补，做题不用按顺序，选做易后做难，莫忘近邻上下文；
8. 放在段首的句子（段首题）的特点：
(1) 包含“between…and, either…or, not only…but also”等并列连词；
(2) 由两个分句组成，其中一个包含“but, however, despite, though”等转折连词
(3) 复数名词时（如：… has many advantages），那么该段将是总分结构，其中提到的名词可能定是线索；
9. 放在段尾的句子有时也会有提示词（段尾题的特点）：
(1) 因果连词――therefore, thus, as a result, for this reason, hence 
(2) 总结性连词――in short, to sum up, to conclude, in a word
(3) 转折性连词――but, nevertheless
(4) 主旨句
(5) 排比句
(6) 例证句
5) 选择搭配题常考的逻辑关系词
并列和递进关系
1. 标志词
and, indeed, also, besides, almost, even, similarly, like, correspondingly, accordingly, in the same way, meanwhile, furthermore, moreover, too
2. 前后句子的名词或意思具有同指性
转折或让步的对立关系
1. 标志词
but, yet, however, although, though, while, whereas, despite, by contrast, on the contrary
2. 前后句子的名词同指，但句意对立，往往出现以下情况
a：褒贬对立
b：句式结构对立，前肯后否、前否后肯
例证关系
1. 标志词 ：for example, for instance，for one thing, to illustrate, as an illustration, that is, namely, verify
2. 出题模式
a: 总结说明例子(例证)，总结说明后往往伴有表例证关系的提示词：for example, for in stance，此时前面往往有复数名词或表述概念句子;
b: 例子(例证)总结说明。总结说明提前往往伴有提示词：thus , therefore, in conclusion, as a result。
定义关系
1. 有定义或释义关系的句子往往是文章或段落主题句，所以放段首或段尾
2. 下定义的方式有：
a：判断句：A is B
b：名词(被定义对象)+定语从句(定义内容)
c：名词+同位语
d：名词+be called+名词
e：by+名词(被定义对象)+be meant + 名词(定义内容)
3. 下定义时所伴随的过度词：
namely, in other words, that is to say, or rather
6) 选择搭配题通用的解题方法
1. 主旨解题法
2. 同现关系
3. 复现关系
4. 逻辑关系解题法
5. 数单词个数解题法
7) 选择搭配题大纲样题解析(Sample One)
Directions:
In the following article, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1.(10 points)
   Long before Man lived on the Earth, there were fishes, reptiles, birds, insects, and some mammals. Although some of these animals were ancestors of kinds living today, others are now extinct, that is, they have no descendants alive now. 41) [U]                  [/U].Very occasionally the rocks show impression of skin, so that, apart from color, we can build up a reasonably accurate picture of an animal that died millions of years ago. That kind of rock in which the remains are found tells us much about the nature of the original land, often of the plants that grew on it, and even of its climate.
42)  [U]                  [/U] .Nearly all of the fossils that we know were preserved in rocks formed by water action, and most of these are of animals that lived in or near water. Thus it follows that there must be many kinds of mammals, birds, and insects of which we know noting.
43)   [U]                  [/U] .There were also crablike creatures, whose bodies were covered with a horny substance. The body segments each had two pairs of legs, one pair for walking on the sandy bottom, the other for swimming. The head was a kind of shield with a pair of compound eyes, often with thousands of lenses. They were usually an inch or two long but some were 2 feet.
44)   [U]                  [/U] .Of these, the ammonites are very interesting and important. They have a shell composed of many chambers, each representing a temporary home of the animal. As the young grew larger it grew a new chamber and sealed off the previous one. Thousands of these can be seen in the rocks on the Dorset Coast.
45) [U]                  [/U] .
About 75 million years ago the Age of Reptiles was over and most of the groups died out. The mammals quickly developed, and we can trace the evolution of many familiar animals such as the elephant and horse. Many of the later mammals though now extinct, were known to primitive man and were featured by him in cave paintings and on bone carvings.
[A]The shellfish have a long history in the rock and many different kinds are known.
[B]Nevertheless, we know a great deal about many of them because their bones and shells have been preserved in the rocks as fossils, From them we can tell their size and shape, how they walked, the kind of food they ate.
[C]The first animals with true backbones were the fishes, first known in the rocks of 375 million years ago. About 300 million years ago the amphibians, the animals able to live both on land and in water, appeared. They were giant, sometimes 8 feet long, and many of them lived in the swampy pools in which our coal seam, or layer, or formed. The amphibians gave rise to the reptiles and for nearly 150 million years these were the principal forms of life on land, in the sea, and in the air.
[D]The best index fossils tend to be marine creature. There animals evolved rapidly and spread over large over large areas of the world.
[E]The earliest animals whose remains have been found were all very simple kinds and lived in the sea. Later forma are more complex, and among these are the sea-lilies, relations of the star-fishes, which had long arms and were attached by a long stalk to the sea bed, or to rocks.
[F]When an animal dies, the body, its bones, or shell, may often be carried away by streams into lakes or the sea and there get covered up by mud. If the animal lived in the sea its body would probably sink and be covered with mud. More and more mud would fall upon it until the bones or shell become embedded and preserved.
[G]Many factors can influence how fossils are preserved in rocks. Remains of an organism may be replaced by minerals, dissolved by an acidic solution to leave only their impression, or simply reduced to a more stable form.
［题解］
本篇介绍的是史前类动物。文章结构的脉络清晰：首先介绍什么是史前动物和我们研究史前动物的依据——化石，以及化石形成的过程。随后，作者即按照动物进化的顺序——我们可以见到其化石的最早的动物，水生壳类动物，脊椎类动物——逐一加以介绍。
   
41．文章一开始，作者告诉我们，早在人类出现以前地球上就许多物种，现在有些物种的后代依然生存，而另外一些则没有留下后裔。在本题空白处后面文章又说岩石上偶尔会留下数百万年前就死掉了的动物精确的印记。显然，空白处应该是关于岩石与灭绝了的动物之间的关系（7个选项中有A﹑B﹑E﹑G四项提到了“rock”, 但另外大三项意思上不符）。此外，空白处前面的“extinct”和“no descendant”均为否定意义和表达，而空白处的后面“accurate”和“much”则为肯定意义的表达；这意味着空白处的内容应该有一个结构上的“转折—只有B项符合这一条件。所以正确答案只能是B。
   
42．本题考查寻找特征词的能力。在该题中，根据就近原则在该题后的句子中找到“the fossils”和“water action”为特征词。“the fossils”说明“ fossils”一词是至少是第二次出现，因为它前面加了定冠词the，通过仔细观察并不难发现，42以及其前面的内容中都没有fossils，这就确定fossils一词必定出现在41，42中。根据意群相一致原则，在42中必定要与“water action”同现或复现的语言点。综上所述，只有同时满足以上两个条件的选项才是正确答案。虽然G项一开始就有“how fossils are preserved”, 与上文和下文似乎都是相吻合的；但是G项后面讲的是动物遗体上的有机组织“organism”可能转达化成几种形式，而本题空白处后面的内容则告诉人们“Nearly all of the fossils that we know were preserved in rocks formed by water action”(岩石中几乎所有的化石都是由于水作用泥沙对于化石保存下来所起的作用—与上下文相符合。
   
43．本题选择的特征词是“also”。“also”表并列关系，这就证明在43前面的句子中应当与also后的crab-like creatures相并列，即空白处显然有关于另一动物的内容；从本段开始，文章转向讨论由低级高级变化（进化）中的动物。E项开始的部分是“The earliest animals whose remains have been found…”, 符合文章写作的顺序。B项与上文相符，但与下文不符，且与全文结构不相吻合。
44．本题选择的特征词是these以及与其具有同指关系的ammonites 和They 。通过阅读44以后的两个句子不难发现，these，ammonites ，They是指同一事物，意即有“shell”的事物。同时44后一开始就有“Of these, …”, 也就是说，空白部分应该有“some, several, many”或类似的词，答案只能是A。由于文中有了“The first animals”, 为避免句式上的重复，作者改变句子起始的模式—这种做法很多见，因而也是考生阅读和写作中应该注意的。
45．该题目是一道简单试题，一方面这是一道段落题，这就决定了有可能选最长的选项为答案，另一方面根据就近原则在下一段首句中发现的About 75 million years ago成为我们解题的关键。从文章的整体结构看，这里需要一个内容的“高潮”：前面几段，动物都在不断的进化，而下文中“About 75 million years ago the Age of Reptiles was over”, 这里需要有一个“交代”。只有C项符合这一条件；同时，“reptile”在本题空白处前文章中从没有提到，在下文中又没有作为新信息，因而作为正确答案的选项中一定有这个词，只有C项中有“The amphibians gave rise to the reptiles for nearly 150 million years these were the principal forms of life on land, in the sea, and in the sea, and in the air”。所以正确答案只能是C。

kytwo

（三）、选考题型之二――段落排序题

该题型是一个排序题。要求考生将一组段落排序，使其意思通顺。这就要求考生在阅读各个段落时要把握它们的中心大意，并且将各段的段落大意整合，理清它们之间的逻辑顺序。
1) 排序题的解题步骤
1. 仔细阅读已经给出的答案，寻找其中得逻辑关系，并且在卷子上划去已经给出得两个答案。
2. 阅读选项和原文，确定目标答案的位置
3. 通读全文，确定语篇模式，检查答案是否合理。
2) 把握文章语篇模式
经典语篇模式一：话题+问题+解决办法
阅读指导：这类文章多属叙述性的说明文。文章往往是先提出某个领域或某个方面出现的问题，然后分析问题，最后提出或陈述解决的办法。这类文章的结构可能多种多样，但只要我们善于识别“问题——分析——解决办法”这些主要步聚，就能把握文章的主线。
经典语篇模式二：列举
阅读指导：列举(listing) 是常见的段落写作方式，其特点就好比我们列一个清单。作者用列举的方式来呈现事实、观点、理由、原因等。列举涉及大量的事实或细节，在有明确的表示列举的信号词的情况下(如：First、Second、Third、Finally)比较容易把握；但在没有这类信号词时，考生有时会因头绪繁多而难以把握。但实际上，列举总是逐项或分层次进行的，无论有没有信号词，我们只要清楚有哪几个层次，在心里给它们标个序号，纷繁的内容就会变得井然有序。
经典语篇模式三：结果原因/现象成因
阅读指导：探讨某种现象的原因的文章是考试阅读中经常遇到的。它属于说明文。这类文章往往先引入某种现象或状况：可能是社会现象或某一方面问题的状况，也可能是自然现象，然后探讨为什么会有这种现象或状况，即产生的原因。在阅读这类文章时首先要确定讨论的现象或状况，然后梳理清楚作者所列举的若干原因。
经典语篇模式四：对比与比较
阅读指导：对比(contrast)和比较(comparison)模式的文章也是考试阅读中经常出现的。文章通过对比或比较来说明两个事物间的不同之处或某些相似点。对比或比较的写作方式一般有两种：一种是分开比较模式，即先论述甲事物的特点或状况再论述乙事物的，可简述为“A+B”模式；另一种为交替比较模式，即对事物的几个方面进行逐项比较，可简述为“A/B+A/B”模式。在阅读这类文章时要注意文章在哪几个方面进行了比较，哪些是不同点，哪些是相同点。
经典语篇模式五：议题+观点+论证
阅读指导：这类文章往往是作者就某一话题发表自己的观点，然后加以论证。阅读这类文章要注意以下几点：①文章的话题是什么？②作者就这一问题提出了什么样的观点？③作者用了哪些主要事实来证明自己的观点？
经典语篇模式六：错误观点+异议+证明/议论
阅读指导：这类文章在考试阅读中出现频率很高，属于论说文中的驳论。作者通常在文章一开始就介绍一种对某一问题的流行观点，然后表示异议或直接表明不同的观点。接着用事实论证流行观点的错误所在或通过议论驳斥流行观点，支持自己的论点。在阅读这种类型的文章时我们要注意以下几点：①所引述的流行观点或他人的观点是什么？②作者的观点或态度是什么？是赞成还是反对？要注意区分作者的观点和他人的观点。一般来说，一些转折词语往往是作者的观点和流行的观点的分界线，如：However、But、 Nevertheless、As a matter of fact等。③作者用了哪些论据来反驳流行的观点或证明自己的观点
3) 排序题的解题技巧
1. 按照大纲样题所给的情况，如果五道题目全部选择同一个答案的话，这种题目就至少可以做对一道，获得2分。
4. 按照大纲样题所给的情况，这种题目往往只需要做对四个就可以了，最后一个答案不用做就水到渠成。
5. 如果在给出两个正确答案的情况下，如果最后剩余两个答案没有做出，而自己又没有太大把握，为了保险起见，可以在最后的两个答案中任意选择一个字母，两道题目均选此字母，这样至少可以选对一道题。
6. 这种题目在做对一道的情况下，每道题目可以选择的概率分别是P51 , P41 , P31 , P21, P11
在这种数学概率的情况下，对于我们的提示就是尽量先确定答案线索比较明确的题目的答案。不用按照题目的顺序答题。
4) 大纲样题
Directions:
The following paragraphs are given in a wrong order for Questions 41-45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-E to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1. (10 points)
［A］“I just don’t know how to motivate them to do a better job. We’re in a budget crunch and I have absolutely no financial rewards at my disposal. In fact, we’ll probably have to lay some people off in the near future. It’s hard for me to make the job interesting and challenging because it isn’t －it’s boring, routine paperwork, and there isn’t much you can do about it.
［B］“Finally, I can’t say to them that their promotions will hinge on the excellence of their paperwork. First of all, they know it’s not true. If their performance is adequate, most are more likely to get promoted just by staying on the force a certain number of years than for some specific outstanding act. Second, they were trained to do the job they do out in the streets, not to fill out forms. All through their career it is the arrests and interventions that get noticed.
［C］“I’ve got a real problem with my officers. They come on the force as young, inexperienced men, and we send them out on the street, either in cars or on a beat, They seem to like the contact they have with the public, the action involved in crime prevention, and the apprehension of criminals. They also like helping people out at fires, accidents, and other emergencies.
［D］“Some people have suggested a number of things like using conviction records as a performance criterion. However, we know that’s not fair－too many other things are involved. Bad paperwork increases the chance that you lose in court, but good paperwork doesn’t necessarily mean you’ll win. We tried setting up team competitions based on the excellence of the reports, but the guys caught on to that pretty quickly. No one was getting any type of reward for winning the competition, and they figured why should they labor when there was no payoff.”
［E］“The  problem occurs when they get back to the station. They hate to do the paperwork, and because they dislike it, the job is frequently put off or done inadequately. This lack of attention hurts us later on when we get to court. We need clear, factual reports. They must be highly detailed and unambiguous. As soon as one part of a report is shown to be inadequate or incorrect, the rest of the report is suspect. Poor reporting probably causes us to lose more cases than any other factor.
［F］“So I just don’t know What to do. I’ve been groping in the dark in a number of years. And I hope that this seminar will shed some light on this problem of mine and help me out in my future work.”
［G］A large metropolitan city government was putting on a number of seminars for administrators, managers and/or executives of various departments throughout the city. At one of these sessions the topic to be discussed was motivation－how we can get public servants motivated to do a good job. The difficulty of a police captain became the central focus of the discussion.



［题解］
这篇样题在7个段落中已给出篇首和篇尾段落在文章的位置。通过对文章首末段的阅读，我们明显可以看出本文的结构属于现象问题解决型。
首段说的是：一个大都市的市政府召开各部门管理人员研讨会。有一个研讨会讨论的话题是如何激励公务员做好工作。在讨论中，一位警察局警长遇到的难题成了谈论的焦点。除了这段话，其他段的话都有引号，表明是某人说的话。尾段说到：“所以我不知道如何是好。多年来我一直在黑暗中探索。我希望这次研讨会能给我的难题带来启示，能帮我应对未来的工作。”很明显，这是发言的总结句。结合第一段的内容，我们可以知道，引号里的话是警察局警长的话，而整篇文章主要讲的是他面临的难题。
接着，我们看A到E段，哪一段像发言的起始段呢？这就要看是哪一段把讨论的话题引入。我们可以主要看每段的第一句话。我们会发现［C］段第一句话直截了当地点出话题：“I’ve got a real problem with my officers”，而且与首段的最后一句连接自然，所以我们可以判定41题空中应该填 ［C］。
［C］段的第一句话后，警长开始评价他的队员。 这一段的内容较为正面。因为警长说“有一个难题”，按逻辑顺序，下一段落应该出现转折，提出职员中存在的问题。依照这样的思路，我们在剩下 的段落中寻找，可以发现下一段选［E］连接最自然。［C］段先表扬职员对公众的事积极、热心，但是“The problem occurs when they get back to the station”(一回到警局问题就出现了)。什么问题呢？“They hate to do the paperwork…”警长说出了问题的关键——他们不喜欢写公文。警长还进一步说明了问题带来的麻烦。说明了问题，警长又是怎么去解决的呢？他的解决方式是否奏效？顺着这个思路，我们可以找出下两段的顺序是［A］项和［B］项。警长是毫无办法。难道就一点办法都没有吗？其他人是怎么看的？在［D］段中，警长提到有人建议通过胜诉记录来评价， 他们也进行过小组之间的比赛，但是没有什么效果。所以，警长殷切地希望能在研讨会上得到启发和帮助。按照这样的思路，这些段落就组成了一篇通顺、完整的文章。
考生在做这样的题型时，如果没有把握，可以多列出几种可能的顺序，然后根据这些顺序重读文章，看是否思路顺畅。完成此类题目关键是把握文章的主要话题和基本的逻辑顺序。
［答案］
41.C   42.E   43.A   44.B  45.D

kyone

(四)、选考题型之三――信息匹配题
这一题型主要考查考生区分论点、论据，把握论点论据一致性的能力。如样题所示，该题型要求考生根据文章的内容，从多个选项中找到能支持相应论点的论据。这就要求考生理解各个论点/观点的重点和含义，并能找出与论点一致的论据。
1) 信息匹配题的解题步骤
考生阅读时可按照卷面排列的自然顺序先看六个试题选项后读短文，也可在阅读短文后再看试题选项 。根据实际经验，笔者认为先看试题选项效率更高一些。因为试题选项中的六分之五是最后确答案，可以通过试题选项迅速理解文章大意，从而准确建立宏观主旨观念，进而有效的做到“抓大放小”。考生读后可以首先了解试题的内容，这样在阅读时可以做到目标明确 ，有的放矢，尽量减少盲目阅读对时间的耗费。具体做法可分为以下几步进行：
(1)仔细阅读六个试题选项，正确理解每个选项的意思。对于谈论相似主体的选项，需区别内容的相同处和不同处，并牢记体现不同处的关键词语。
(2)快速浏览短文，依靠标题迅速抓住每篇短文的主题。浏览过程中若发现答题所需的具体信息，在词语或句子下面划线并标上所答的题号，以初步敲定。对那些暂时无法肯定的可暂且放置一边，留待第二次阅读时解决。
(3)第二次阅读短文时必须有针对性，主要为了解决两个问题：一是仔细检查已初步认定的内容与单句是否匹配；二是找到第一遍浏览时尚未找到的信息。
(4)为确保准确无误，若有时间可再次将选项从短文中已选择的内容进行比较，检查有无谬误或疏漏之处。
2) 做信息匹配题时应当注意的问题
实际操作过程中，考生需注意以下几个问题：
第一，把握好用于此项的时间，防止前松后紧。
第二，阅读时要始终目的明确，凡是与问题部分无关的内容可以暂时略去不看，以免耗费宝贵的时间和精力。
第三，在快速浏览短文时，要特别注意所给的标题获黑体字，这无疑是把握各篇短文主题的最佳途径，它们犹如门牌号码，可使我们在查找信息时直入大门，免走弯路。最后，阅读问题部分的六个选项时，要抓住每选项的核心意义，这样有利用我们在查阅时迅速对号入座，减少误差。

3) 信息匹配题的解题技巧
(1) 收缩寻找范围
首先看清楚第一组例句问题和最后一道问题，之后找到两者所提问的内容在文中的位置，然后你会发现通常整组问题的答案都在此之间。用这个方法，你可省掉不少时间。
(2) 注意文字或句子的形式变化
在文章中寻找答案的难度取决于你对字句的形式变化的认识能力。
需要注意三种形式：
第一种：同义、相同的词或词组
第二种：同义、相似的字
第三种：同义、有很大差异的词或词组
a) department stores=department stores(第一类)
b) joined by=linked by(第二类)
c) walkways above and below the ground=over_thestreet crossings and unde rground walkways(第三类)
(3) 留意数字
数字的位置是最容易找的，如果问题提及过，用寻找关键字的方法就能找到答案。记住，数字有时候也可用英语表达出来。
4) 大纲样题
Directions:
You are going to read a text about the tips on resume writing, followed by a list of examples. Choose the best example from the list A-F for each numbered subheading (41-45).There is one extra example which you do not need to use. Mark your answers on ANSWER SHEET 1.(10 points)
The main purpose of a resume is to convince an employer to grant you an interview. There are two kinds. One is the familiar“tombstone”that lists where you went to school and where you’ve worked in chronological order. The other is what I call the “functional”resume－descriptive, fun to read, unique to you and much more likely to land you an interview.
It’s handy to have a “tombstone”for certain occasions. But prospective employers throw away most of those unrequested “tombstone” lists, preferring to interview the quick rather than the dead.
What follows are tips on writing a functional resume that will get read－a resume that makes you come alive and look interesting to employers.

41. Put yourself first:
In order to write a resume others will read with enthusiasm, you have to feel important about yourself.
42. Sell what you can do, not who you are:
Practice translating your personality traits, character, accomplishments and achievements into skill areas. There are at least five thousand skill areas in the world of work.
Toot your own horn!
Many people clutch when asked to think about their abilities. Some think they have none at all! But everyone does, and one of yours may just be the ticket an employer would be glad to punch－if only you show it.
43. Be specific, be concrete, and be brief!
Remember that “brevity is the best policy.”
44. Turn bad news into good:
Everybody has had disappointments in work. If you have to mention yours, look for the positive side.
45. Never apologize:
If you’ve returning to the work force after fifteen years as a parent, simply write a short paragraph(summary of background)in place of a chronology of experience. Don’t apologize for working at being a mother; it’s the hardest job of all. If you have no special training or higher education, just don’t mention education.
The secret is to think about the self before you start writing about yourself. Take four or five hours off, not necessarily consecutive, and simply write down every accomplishment in your life, on or off the job, that made you feel effective. Don’t worry at first about what it all means. Study the list and try to spot patterns. As you study your list, you will come closer to the meaning: identifying your marketable skills. Once you discover patterns, give names to your cluster of accomplishments (leadership skills, budget management skills, child development skills etc.) Try to list at least three accomplishments under the same skills heading. Now start writing your resume as if you mattered. It may take four drafts or more, and several weeks, before you’ve ready to show it to a stranger(friends are usually too kind)for a reaction. When you’ve satisfied, send it to a printer; a printed resume is far superior to photocopies. It shows an employer that you regard job hunting as serious work, worth doing right.
Isn’t that the kind of person you’d want working for your?
［A］A woman who lost her job as a teacher’s aide due to a cutback in government funding wrote: “Principal of elementary school cited me as the only teacher’s aide she would rehire if government funds became available.”
［B］One resume I received included the following: “invited by my superior to straighten out our organization’s accounts receivable. Set up orderly repayment schedule, reconciled accounts weekly, and improved cash flow 100 per cent. Rewarded with raise and promotion.” Notice how this woman focuses on results, specifies how she accomplished them, and mentions her reward－all in 34 words.
［C］For example, if you have a flair for saving, managing and investing money, you have money management skills.
［D］An acquaintance complained of being biased when losing an opportunity due to the statement “Ready to learn though not so well educated”.
［E］One of my former colleagues, for example, wrote resumes in three different styles in order to find out which was more preferred. The result is, of course, the one that highlights skills and education background.
［F］A woman once told me about a cash-flow crisis her employer had faced. She’d agreed to work without pay for three months until business improved. Her reward was her back pay plus a 20 percent bonus. I asked why that marvelous story wasn’t in her resume. She answered, “It wasn’t important.” What she was really saying of course was “I’m not important.”
［题解］
这篇文章就如何写好个人简历提出了自己的看法。文章用黑体小标题给出了具体的建议，要求考生选出相应的例子。
首先，我们要通读全文，了解大意。作者在文中强调的简历应该是“functional”，应该是读起来有趣，具有个性的。在文章中，作者给出了具体的招数。每个着数都有小标题，解释和举例。在这儿，考生应该明白的是，英语文章中的小标题不一定等同于论点或段落总结句。小标题一般都较短，较简洁，有些小标题为了吸引读者的注意力，用词较夸张，或者只突出文章的一方面。所以考生在做题时，不能慌慌张张地看了小标题就去找答案。应该结合正文理解观点的含义。
第一点，“Put yourself first”。字面意思是把自己往前放。什么意思呢？下面的句子进行了解释，“要想让自己的简历使读的人充满热情，那么你首先就要觉得自己是个人物”。选项中哪个能进一步说明这一点呢？论证方法是这样的。作者举例说明时，可能从正面角度，也可能从反面角度。［F］就是从反面说明了第一个观点。作者通过例子说明，不要认为自己做过的事情不值一提，瞧不起自己的人别人又怎么会重视呢？
第二点，“Sell what you can do, not who you are ”。要强调能力而不是性格。下面的文字进一步说明了。“要学会把自己的个性和成就诠释成具体的技能，世界上有至少5000种技能”(意思是，你总能找出一种自己拥有的技能)。文后的例子中只有［C］项最贴切，“例如，如果你有节约、投资、管理钱财的天分，那么你拥有理财的能力。”
第三点，“Be specific, be concrete, and briefly!”一言以蔽之：简洁。哪个选项说明了这一点呢？［B］项这一个成功的例子说明了这点，一位女士仅用了34个词就把重点说明白了。
第四点，“Turn bad news into good”(将坏消息变成好消息)。这不是要让人颠倒黑白，下面解释道：“每个人在工作中总有不尽如人意的地方。如果要提到这些事，那么从积极、正面的角度去看。”［A］选项就是一个正面的例子。一个女助教因为政府缩减资金而被解雇地。这似乎不大光彩，但是这位女士谈起此事时却用了另一个角度，“校长说了，如果政府的资金够的话，她第一个重聘的就是我”，字里行间洋溢着自信。
第五点，“Never apologize”(不要道歉)。下面的文字举例说明了，要扬长避短。每个人都有短处，没有必要为自己的短处羞愧。求职就是要让雇主看到自己的闪光点，个人简历不是进行道歉的地方。［D］项以一个失败的例子说明了这一点：作者的一位朋友说他求职时遭到了歧视，因为他的简历中写了“好学，但教育程度不高”。
［答案］
41.F 42.C 43.B 44.A 45.D
四、选考题型之四----------概括大意题

该题型考查的是考生把握主旨大意，进行概括总结的能力。如样题所示，该题型要求考生为文章中的若干段落选出最恰当的小标题。其实，就是要求考生选出最能概括段落主题或要点的标题。
1) 题型要求
文章由若干段话组成，要求给每段话归纳段落大意，意即找出该段的中心思想、主旨。
本题型不是让你写出每段话的段落大意，这样不好评判对错。而是要求从选项中选择。 在现在的考试中，选项的数目往往大大多于文章中段落的数目，也就是说，有很1-2个干扰选项。
2) 解题方法
每个选项最多只能用一次，也就是说，两个段落的段落大意不可能是一个选项。这是因为不同段落的主旨肯定是不同的，原文将它们分为不同的段落，就是要分别说不同的内容。如果两段的主旨相同，即表达的中心思想一致，应该将它们合为一段，是没有必要分为两段。
在解题过程，先看选项，寻找关键词，确定所考段落：
1．如果选项中的关键词与某段的核心词汇重合，那该选项可能是正确答案。
2．确定所考段落，未考段落可暂时不必阅读。读文章的时候，不要一下把文章全读完，而是读一段话，做一道题。假如原文的第一段的小标题已找到，那么，先读第二段，然后到选项列表中找该段话的小标题。然后再读第三段，同样处理，直至完成。这样做，不仅速度快，而且准确率高。
3．读每段话时，要抓住该段话的主题句和核心词汇。正确答案常常是主题句的改写。读每段话时，并不是该段话全要仔细阅读。这样，既浪费时间，也不容易抓住重点。应该抓住该段话的主题句。段落的主题句在第一句的可能性超过50%，段落的主题句在第二句的 可能性为20%，段落的主题句在最后一句的可能性超过20%。也就是说，按照上述方法做这种题型，读完该段话的第一句，就能在选项中找出该段话的小标题，这种可能性超过50% 。整段话都需要阅读的可能性不到10%。
4．某段话的答案确定后，将它的选项从选项中划去。
5．如果答案不确定，先将可能正确的选项全部选出。
6．干扰选项的特点是与主题不符。
7．如果主题句比较复杂(如复合句)，应重点看主句部分。
主题句中，常常有如下的句式：
Although/While/Despite/Despite the fact..., 中文意思是：“虽然…，但是…” 。前面是个让步状语从句，后面是主句，要说明的观点在主句中。
例如某段话的主题句为：
However, despite the importance of the recruitment decision and the range of sophisticated and more objective selection techniques available, including the use of  psychometric tests, assessment centres etc., many organisations are still prepared to make this decision on the basis of a single 30 to 45 minutes unstructured interview.
译文：虽然招收新人的决定很重要而且有很多成熟的和更客观的选择技巧，很多单位仍然 准备基于30到45分钟的无组织的面试来做出决定。
讲解：这句比较复杂，不好理解。应重点看主句部分many organisations are still prepa red to make this decision on the basis of a single 30 to 45 minutes unstructured interview。
正确答案为：The unstructured interview and its validity。

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8．如果主题句中有show和suggest等词，应重点看其后的宾语从句。
show，suggest是“表明”、“说明”的意思，其后的宾语从句往往是要说明的观点，是该 段话的主旨。
例某段话的主题句为：
Despite the significant increase in the number of women with dependent children who are in the paid workforce, Australian research studies over the last 15 years are consistent in showing that divisions of labor for family work are very rigid indeed.
译文：虽然有孩子的妇女参加工作的数目显著上升，但过去15年澳大利亚的研究一致表明 ，家庭工作的劳动分工实际上是非常固定的。
讲解：这句话比较复杂，不好理解。按照前面的注意事项，应重点看主句部分。主句部分 中，有show的类似结构：showing that，所以，其后的宾语从句是要说明的观点，是该段话 的主旨。正确答案应是divisions of labour for family work are very rigid indeed 的 改写。其中，关键词是rigid，在本句中的意思是固定不变的。正确答案为：The uncha nged role of the female parent。
请注意：正确选项中的unchanged是原文主题句中的关键词rigid的同义词。
9．如果主题句是not only... but also句型，应重点看but also后面的部分。not only... but also的意思是“不仅…而且…”，常用来承上启下。not only后面的部分是“承上”，即上一段的主旨，but also后面的部分是“启下”，即本段话的主旨。 所以，应重点看but also后面的部分。
例某段话的主题句为：
Diversity exists not only between cultures, but also within a single culture.
译文：多样性不仅存在于不同的文化之间，而且还存在于同一文化之中。
讲解：本句用来承上启下。not only后面的部分是“承上”，即上一段的主旨是：多样性存在于不同的文化之间，but also后面的部分是“启下”，即本段话的主旨是：多样性存在于 同一文化之中。正确答案为：Variation within cultures。
请注意：正确选项中的Variation是原文主题句中Diversity的同义词。这也说明，正确答案 常常是主题句的改写。
10．问句不会是主题句
问句通常作为引题，是过渡性的句子。所以，在做Headings题时，如果某个段落的第一句、 第二句或最后一句的问句，应该忽略，不用阅读，肯定不是主题句。
例如某段话的第一句为：
Should police assume all the responsibility for ensuring a rapid response?
译文：警察应该承担快速反应的全部责任吗?
讲解：此句虽然是该段话的第一句，但因为是问句，所以不用看，肯定不是主题句，直接看该段话的第二句即可。
11．举例子的句子不会是主题句
英文文章讲究以理服人，经常用例证即举个例子来论述自己的观点。所以，在阅读文章中，经常有以For example开始的句子。请同学们注意，举例子的句子是用来解释说明观点的，它不会是段落的主题句。所以，在做Headings题时，如果某个段落的第一句、第二句或最后一句是举例子的句子，应该忽略，不用阅读，肯定不是主题句。
例：For example, it has been demonstrated that rapid response leads to a greater likelihood of arrest only if responses are in the order of 1-2 minutes after a call is received by the police.
译文：例如，只有警察在接到电话1-2分钟之后做出的快速反应才更有可能抓住罪犯。
讲解：这是一个以For example开始的举例子的句子，所以不用看，肯定不是主题句。
12．正确答案应是主题句的改写，与主题句特别一致的选项应引起怀疑。
正确答案应是主题句的改写，所以与主题句中的某些词特别一致的选项应不是正确答案。
例如某段话的第一句(主题句)为：
Overall, female students outnumbered male students in the survey.
有一个选项为：
Female Students
原句的意思是：在调查中，女学生的数目超过男学生的数目。
上述选项只提到了女学生，所以，它不对。应用本条件规律，你会发现它与主题名中的词f emale students一模一样，所以也应该怀疑它不是正确选项。
正确选项为：Gender
Gender的意思是“性别”。在主题句中并没有这个词，可见正确答案应是主题句的改写。
例如某段话的第一句(主题句)为：
While student visa holders took either 10-29 week or 40 week courses, most students on working holiday and tourist visas took courses of less than 10 weeks, or from 10 to 19 weeks in length.
容易误选的选项为：
Visas
正确选项为：
Length of Courses
13．如果需要阅读整个段落，应重点阅读该段落中的重点词句。
并不是每个段落都有主题句，有10%左右的Headings是必须阅读整段才能找出的。受英语水平的限制，如果阅读整个段落有困难，应重点阅读段落中的如下内容：
1)反复出现的词
2)括号里的词
3)引号里的词
4)黑体字
5)斜体字
3) 大纲样题
Directions:
You are going to read a list of headings and a text about plagiarism 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)
［A］What to do as a student?
［B］Various definitions of plagiarism
［C］Ideas should always be sourced
［D］Ignorance can be forgiven
［E］Plagiarism is equivalent to theft
［F］The consequences of plagiarism
Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person’s ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one’s ideas. Simply stated, plagiarism is“the wrongful appropriation or purloining, and publication as one’s own of the ideas, or the expression of ideas of another.”
41._______________________________________________________
The penalties for plagiarism vary from situation to situation. In many universities, the punishment may range from failure in a particular course to expulsion from the university. In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept. Such social pressures and copyright laws require writers to give scrupulous attention to documentation of their sources.
42._______________________________________________________
Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars’ ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students’ inexactness in identifying sources properly. They are plagiarism by accident, by ignorance, and by intention.
43._______________________________________________________
Plagiarism by accident, or oversight, sometimes is the result of the writer’s inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished.
44._______________________________________________________
Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation-note-taking, quoting, footnoting, listing bibliography－are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. Although ‘there is no copyright in news, or in ideas, only in the expression of them, the writer cannot plead ignorance when his sources for ideas are challenged.
45._______________________________________________________
The most serious kind of academic thievery is plagiarism by intention. The writer, limited by his laziness and dullness, copies the thoughts and language of others and claims them for his own. He not only steals, he tries to deceive the reader into believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention.
The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their indebtedness to their sources. Students, as developing scholars, writers, teachers, and professional leaders, should recognize and assume their responsibility to document all sources from which language and thoughts are borrowed. Other members of the profession will not only respect the scholarship, they will admire the humility and honesty.
［题解］
这篇文章的结构属于现象、问题解决型，内容是关于学术抄袭，作者主要介绍了什么是抄袭，它的后果，以及建设性的建议。整篇文章层次分明，语言简练。
文章第1段给抄袭下了定义。
第2段的第一句话已经暗示了41题的答案，“The penalties for plagiarism vary from situation to situation.” 中penalties是plagiarism的结果，而在6个选项中，［F］项中的The consequences of plagiarism (抄袭的后果)刚好与penalties相对应。
下1段又说到，学生们应该避免抄袭。而造成抄袭又可以分为3种情况：偶然、无知和故意。接下来的几段就是对这3种情况的进一步介绍。了解了这些段落的大意，考生就可以选出剩下的答案了。
42题目所在段落中的首句有Students一词, 与选项A中的student相对应。该文中除了最后一段，就只有第三段中有Students一词了。
也许考生在43题和44题上会选错，看到44题所处段落中有“ignorance”这个词就选了［D］。但是该段强调的是作者都应该学会标注引用的来源，如果没有标注，免不了要受到抨击。43题所处段落中说，这种抄袭的情况是最轻的一种，是可以饶恕的，所以［D］选项最贴切。
［答案］
41.F  42.A  43.D   44.C  45.E

供稿：

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