英語專業(yè)八級(jí)（考研）閱讀理解模擬試題及解析

英語專業(yè)ハ級(jí)考試閱讀理解模擬題成都理工大學(xué)工程技術(shù)學(xué)院外語系關(guān)英森編輯TOC\o"1-5"\h\z\o"CurrentDocument"GRE閱讀方法——教師筆記 4\o"CurrentDocument"英語ハ級(jí)閱讀理解模擬試題及解析ー 12\o"CurrentDocument"英語ハ級(jí)閱讀理解模擬試題及解析二 14\o"CurrentDocument"英語ハ級(jí)閱讀理解模擬試題及解析三 16\o"CurrentDocument"英語ハ級(jí)閱讀理解模擬試題及解析四 18\o"CurrentDocument"英語ハ級(jí)閱讀理解模擬試題及解析五 20\o"CurrentDocument"英語ハ級(jí)閱讀理解模擬試題及解析六 22\o"CurrentDocument"英語ハ級(jí)閱讀理解模擬試題及解析七 24\o"CurrentDocument"Text1 24\o"CurrentDocument"Test2 25\o"CurrentDocument"Text3 26\o"CurrentDocument"英語ハ級(jí)閱讀理解模擬試題及解析ハ 28\o"CurrentDocument"PartA 28\o"CurrentDocument"Text1 28\o"CurrentDocument"Text2 29\o"CurrentDocument"Text3 30\o"CurrentDocument"Text4 31\o"CurrentDocument"PartB 32\o"CurrentDocument"英語ハ級(jí)閱讀理解模擬試題及解析九 34\o"CurrentDocument"Textl 34\o"CurrentDocument"Text2 35\o"CurrentDocument"Text3 36\o"CurrentDocument"Text4 37\o"CurrentDocument"英語ハ級(jí)閱讀理解真題及名師解析十 39\o"CurrentDocument"Text1 39\o"CurrentDocument"Text3 41\o"CurrentDocument"Text4 42\o"CurrentDocument"Text5 43\o"CurrentDocument"Text6 45\o"CurrentDocument"考研英語閱讀理解模擬試題及解析H— 47\o"CurrentDocument"Text2 49\o"CurrentDocument"Text4 51\o"CurrentDocument"第一套題答案與考點(diǎn)解析 53\o"CurrentDocument"第二套題答案與考點(diǎn)解析 54\o"CurrentDocument"第三套題答案與考點(diǎn)解析 55\o"CurrentDocument"第四套題答案及考點(diǎn)解析 56\o"CurrentDocument"第五套題考點(diǎn)解析 57\o"CurrentDocument"第六套題答案及考點(diǎn)解析 58\o"CurrentDocument"第七套題目答案 59\o"CurrentDocument"第八套題目參考答案 59\o"CurrentDocument"第九套題目答案及考點(diǎn)解析 66\o"CurrentDocument"第十套題目答案及考點(diǎn)解析 72\o"CurrentDocument"第十一套題目答案 82GRE閱讀方法一教師筆記第一部分:基本知識(shí)※閱讀習(xí)慣:ー、先讀題目還是先讀文章?一定要先讀文章!二、切忌讀文章時(shí)查詞典三、不要逐字讀閱讀黃金法則:文章中讀到什么就是什么,不需要結(jié)合其他進(jìn)行推理。六先六后:1、先詞匯,后閱讀（一般剩余13分鐘閱讀,5分鐘小文章,長文章保證簡(jiǎn)單題?定做對(duì)）。2,先短文章,后長文章。3、先讀較熟悉的內(nèi)容的文章，后讀陌生的。4、先讀較易的,后讀難的。較易題包括：主題題,態(tài)度題，結(jié)構(gòu)題（?般總分式較多），簡(jiǎn)單的細(xì)節(jié)題（題干、答案均較短，且好定位。較難題包括：難細(xì)節(jié)題（特別是羅馬數(shù)字題），邏輯題，類比題。5、先框架，后細(xì)節(jié)。6、先排除再猜選（不得已而猜之時(shí)）?！忸}六大原則：1、有無之辯：文中沒提到的不選.2、正反之辯:一般是順序錯(cuò)誤?；蚴前l(fā)生時(shí)間先后順序錯(cuò)誤，或是邏輯順序錯(cuò)誤。3,主次之辯4、全偏之辯：不要以偏蓋全。5、寬窄之辯：不要拿范圍小的答案去對(duì)應(yīng)較大的概念。6、強(qiáng)弱之辯：態(tài)度題中特別需要注意,如：intense（強(qiáng)，表過度緊張）。XGRE文章閱讀的三大語言關(guān)系：1、moreover 順接關(guān)系furthermore,further,thus,inaddition等2、轉(zhuǎn)折關(guān)系however,but,yet,nevertheless,nonetheless,indeed,infact,practically,actually,virtually等however表不:①轉(zhuǎn)折②讓步：與形容詞和副詞作插入語時(shí)表讓步語氣③遞進(jìn)：在句末時(shí),看似是轉(zhuǎn)折,其實(shí)是將話不說的絕對(duì)化,并進(jìn)而將自己觀點(diǎn)進(jìn)行拓展。but/yet:①若在首段第二句或二段首句出現(xiàn)，則是在語氣、態(tài)度上的大轉(zhuǎn)折。②若在理論或現(xiàn)象剛剛說完之后，則對(duì)其的解釋是持負(fù)評(píng)價(jià)。3、讓步關(guān)系：（although,though不考）關(guān)鍵詞：do/may/have做助動(dòng)詞，表強(qiáng)調(diào);或表強(qiáng)調(diào)的詞，如：nodoubt,noproblem,absolutely等;而一般文章在強(qiáng)調(diào)后均會(huì)有一個(gè)讓步。第二部分:文章分類及各類文章易出題型分析文章一般出處:《大百科全書》等 長文章是縮寫,短文章是節(jié)選。ー、按題材分類:.人文科學(xué):包括文學(xué)評(píng)論,美術(shù),音樂,雕塑,哲學(xué),語言學(xué),宗教學(xué)出題思路:94年以后以短文章為主，以人文藝術(shù)和綜合為主，特別是以一人一文（ー個(gè)作者的一本書,或者ー個(gè)作者的ー篇文章）為主。注:在文學(xué)題材的文章中，出題者反對(duì)從意識(shí)形態(tài)的角度研究文學(xué)。他們認(rèn)為文學(xué)問題就應(yīng)該從文學(xué)角度研究。.社會(huì)科學(xué):包括歷史學(xué)，社會(huì)學(xué)，心理學(xué)，人類學(xué)，政治學(xué)，經(jīng)濟(jì)學(xué)（GRE中涉及還不是很多，GMAT中則每4篇中有2篇）出題角度:一般涉及民族（愛斯基摩熱門考過兩次），女權(quán)。但均為虛假關(guān)心，使得出題思路較為屮庸。出題思路：純學(xué)術(shù)研究的文章大大減少,民族、女權(quán)的實(shí)際社會(huì)問題大大增加。注:①北美獨(dú)立戰(zhàn)爭(zhēng)也經(jīng)?？迹话悴粫?huì)涉及兩個(gè)國家之間的戰(zhàn)爭(zhēng)。明確反對(duì)：左派激進(jìn)主張,革命思想,社會(huì)大變革，趨同進(jìn)化論，達(dá)爾文的進(jìn)化論。②社會(huì)科學(xué)題材中,作者從來不把ー個(gè)普通的社會(huì)現(xiàn)象賦予重大意義,傾向于就事論事。一般套路：提出ー個(gè)現(xiàn)象，闡釋清楚;提出自己的觀點(diǎn)對(duì)其評(píng)價(jià)優(yōu)劣:最后把臼己的觀點(diǎn)說圓滿.生命科學(xué)：包括現(xiàn)代醫(yī)學(xué)，現(xiàn)代農(nóng)業(yè)，植物學(xué)，動(dòng)物學(xué)出題思路:94年后微觀生物學(xué)一般不考，只考宏觀方面，包括動(dòng)植物習(xí)性,生物群落，環(huán)境與人類活動(dòng)，生物圈等。.自然科學(xué):包括物理學(xué),化學(xué)，天文學(xué)，地質(zhì)學(xué)等。一般考空氣污染，汽車尾氣，002與溫室效應(yīng),臭氧與氣溫升高,森林砍伐，城市噪聲，厄爾尼諾。地質(zhì)學(xué)較?？肌３鲱}思路：一般不涉及專業(yè)知識(shí)，如果涉及的問題較難理解，則一般考題為:1、學(xué)科發(fā)展。2、科學(xué)家生平。注:?？辑h(huán)保,新材料發(fā)明。對(duì)新材料,新成果,新發(fā)明均為正態(tài)度★二、按文體分類:說明文：模式一般為:現(xiàn)象ーー結(jié)論——可能原因陳述——排除議論文：Argument一般是就已提出的觀點(diǎn)給出評(píng)價(jià)。如果不同意,或者是不完全同意，則作者需提出新主張。通常反駁或攻擊性評(píng)價(jià)較多。Presentation:一般是就一個(gè)事物或者是ー個(gè)現(xiàn)象提出自己的觀點(diǎn)、主張和解稱。全文無對(duì)立面。即使在文章末尾稍做讓步,也不影響文章的主態(tài)度?！锶唇Y(jié)構(gòu)分類:1、新舊觀點(diǎn)對(duì)比型:即新觀點(diǎn)==舊觀點(diǎn)（即+not）新舊觀點(diǎn)是對(duì)同一事物的不同意見舊觀點(diǎn)通常是在開始提出,而且通常是過去的觀點(diǎn)，或傳統(tǒng)的觀點(diǎn)，或沒有異議的觀點(diǎn)。特征詞如下：traditional,usually,manypeoplebelievethat,itisfrequentlyassumedthat..,ashadlongbeenthoughtthat...2、結(jié)論解釋型特征:首句必須是判斷句（不一定是判斷句式），一般也是包含作者態(tài)度和評(píng)價(jià)的句子。從第二句開始,每段前兩句即代表主要思想。、注:第二句或第二段首句不能對(duì)主句做出轉(zhuǎn)折評(píng)價(jià)（即句式上可有轉(zhuǎn)折連詞,但意思不可轉(zhuǎn)折）。3、現(xiàn)象解釋型特征:作者在前兩句會(huì)給出現(xiàn)象,下邊也會(huì)給出解釋。正評(píng)價(jià)的句子即為主題句。注:重點(diǎn)把握作者態(tài)度。4、問題回答型特征：文章前兩句或苜段給出ー個(gè)設(shè)問句,答案所在之處即為文章的topicsentence?；蛘呤侨羰拙涑霈F(xiàn)以下幾個(gè)單詞時(shí):task,problem,difficulty若給出ー個(gè)solution,則為topicsentence若給出幾個(gè)solutions,則給出正評(píng)價(jià)的solution所在即為topicsentence,.5、態(tài)度復(fù)雜型特征：圍繞文章focus不斷出現(xiàn)讓步和轉(zhuǎn)折現(xiàn)象,但從前不從后?？壳暗膽B(tài)度為主態(tài)度。做題時(shí)要抓主態(tài)度。第三部分:文章閱讀方法—?文章閱讀順序:.短文章讀一遍.長文章:讀兩遍第一遍:讀首末兩段和各段的首尾句,明確以下內(nèi)容1、文章主題（topicsentence）2,文章主態(tài)度3、全文的行文結(jié)構(gòu)第二遍:有選擇的閱讀。閱讀的部分包括以下內(nèi)容：1、特殊的語言現(xiàn)象2、大寫字母開頭的部分（如:特定的時(shí)間、地點(diǎn)、人物等）二.文章微觀閱讀方法：1、關(guān)于下定義和做解釋:做解釋的關(guān)鍵詞如下:（Dthatis②同位語（從句） ④括號(hào)③破折號(hào) ⑤引號(hào)⑥平行結(jié)構(gòu):如AandB（同義）,AorB（反義）2、雙重否定=肯定3、標(biāo)點(diǎn)符號(hào):⑴句號(hào):要把握句號(hào)前后的句子關(guān)系。⑵如果ー個(gè)長句用兩個(gè)逗號(hào)夾ー個(gè)句子，則其必為補(bǔ)充說明成分。通?，F(xiàn)身于：①非限制性定語從句②同位語（經(jīng)常用于考細(xì)節(jié)題）③獨(dú)立主格結(jié)構(gòu)（在作文中應(yīng)用時(shí)非常有用）⑶冒號(hào)⑷括號(hào):①解釋說明②解釋難詞⑸引號(hào):①強(qiáng)調(diào)作用②說反話③解釋⑹破折號(hào):兩個(gè)之間或ー個(gè)之后,為解釋說明成分⑺分號(hào)：①從語意上并列,分前后相同和前后相反兩種。②結(jié)構(gòu)上的分開:一般用來作提示，如表示列舉、并列關(guān)系等。4、虛擬語氣:虛擬語氣只能表達(dá)與事實(shí)相反的情況，反過來即是作者的重點(diǎn)所在和事實(shí)GRE中需掌握:⑴在條件句中的應(yīng)用①對(duì)過去的虛擬：表后悔及遺憾的態(tài)度②對(duì)現(xiàn)在或?qū)淼奶摂M：表期望的態(tài)度③錯(cuò)綜時(shí)間句（2）表愿望、命令、建議等：wish,wouldrather,hadrather,suggest,order,demand,propose,command,request,desire,insist等⑶表作者態(tài)度:should/would/could/might①表自己看法②表請(qǐng)求、邀請(qǐng)③表建議和勸告④表疑問：持懇切的態(tài)度5、比較的出現(xiàn)：有比較級(jí)出現(xiàn),則答案中一定有與原文中語言現(xiàn)象相對(duì)應(yīng)的說法。①最咼級(jí)的體現(xiàn)：primary,unparallel,most,best,all,none,any,first,last,never,always,uttermost,foremost等②唯一性的體現(xiàn)：sole,only,unique等③比較級(jí)的體現(xiàn)：as..as,more..than..,thesame…as…等注：有比較關(guān)系詞時(shí),如inclinedto,prefer,wouldrather等時(shí),要選擇有相同比較意義的。三.答案基本閱讀方法:文字對(duì)應(yīng)法將題干所問的事物（focus）回原文大致位置定位,然后看選項(xiàng)。如果某選項(xiàng)出現(xiàn)了和題干所問事物不在同一位置出現(xiàn)的詞匯,那么該選項(xiàng)必然錯(cuò)誤。四.答案閱讀方法:一）、縱向看選項(xiàng)：若有共同之處，拿公共元素回文章定位。Iftheessaydoesn'thavethecommonelement,thechoiceiswrong.二）、明確六種題型：1、主題題型2、態(tài)度題3、類比題4,細(xì)節(jié)題5、邏輯題6,結(jié)構(gòu)題三）、熟練運(yùn)用各種基本方法定位之后選項(xiàng)以定位所在處無關(guān)的必錯(cuò)。四）、如果選項(xiàng)是主從夏合句,先處理主句,再處理從句。五）、如果選項(xiàng)含有明確的最高級(jí)、唯一性、比較級(jí)。則如果選項(xiàng)正確，原文就必定有其相對(duì)應(yīng)的說法（但在否定句和疑問句中還要注意句子的意思）。第四部分:解題步驟、方法和技巧解題步驟:第一步:題目的定位一定要發(fā)現(xiàn)題目的focus；若focus關(guān)系到全文,則如下步驟：1、用特征詞定位：特征詞包括：時(shí)間、地點(diǎn)狀語,定語。2、若無特征詞,則找focus首次出現(xiàn)的地方。關(guān)鍵:先找到focus所在的一段（only）。第二步：進(jìn)行答案的通用排除。在看一遍后即有2?3個(gè)選項(xiàng)可排除。依靠：1、排除法:如排除不含關(guān)鍵詞的選項(xiàng),排除完全和主態(tài)度相反的選項(xiàng)等。2、做題的感覺。第三步：答案的定位而后將答案與文章中對(duì)應(yīng)句作同義改寫,選意思最相近的。注：所以在平時(shí)練習(xí)時(shí)要注意找出處。答案直選法：原文重現(xiàn)一同義修改ー-定狀不變即找到對(duì)應(yīng)的句子后，與答案ー起分析句子結(jié)構(gòu),主、謂、賓、補(bǔ)均可以變,只有定、狀這些限制時(shí)間發(fā)生唯一性的標(biāo)志不能變。a、列舉原則:如果原文出現(xiàn)了列舉現(xiàn)象，則不光要注意列舉對(duì)象，更要把握列舉對(duì)象背后的共性。注：這種共性一般出現(xiàn)在段落主題句中。b、列舉形式:1、名詞的列舉：同性質(zhì)2、句子的分散列舉：肯定在同一段中共性：主語一致性，發(fā)生的同時(shí)性3、重復(fù)式列舉：將A,B,C,D……列舉后,將某條（如A）再說一遍，則為重復(fù)。此時(shí),若問有誰不同,則肯定選A。第五部分：各種經(jīng)典題型總匯（主題型題總匯）ー、分類1、主題與作者態(tài)度相關(guān)題干標(biāo)志詞:mainidea,besttitle,primarypurpose,primaryconcert關(guān)鍵：①尋找主題句，并做同義改寫②選項(xiàng)的態(tài)度要與原文一致,尤其要注意原文的讓步語氣選項(xiàng)標(biāo)志詞:presentation:present,explain,pointout,describeargument:criticize,refute,correct,challenge,evaluate2、主題與作者態(tài)度無關(guān)題干標(biāo)志詞:maincontent,bestsummarize,focusprimarilyon作法：①對(duì)主題句進(jìn)行同義改寫②結(jié)合文章結(jié)構(gòu)套路（如:設(shè)問句、現(xiàn)象、問題等）做題注意:在做題之前要用通用排除法先過一遍①若出現(xiàn)文章具體細(xì)節(jié)和例子,此答案必錯(cuò)②若選項(xiàng)為長句（并列、主從復(fù)合句、獨(dú)立主格結(jié)構(gòu)等）做縮讀處理,先注意主句。③文章的focus一定出現(xiàn)在首段或第二段的首句，要從前不從后.文章題目:必須含有文章的focus而且限制范圍必須包括文章各個(gè)段落.閱讀對(duì)象：首先排除不可能被選的答案，然后再其余答案當(dāng)中選擇涉及范圍比較廣泛的，而且與文章內(nèi)容聯(lián)系最廣泛二、找主題句1、結(jié)合文章套路找如果文章首段出現(xiàn)：puzzle,difficulty,question,problem 則肯定將在下文出現(xiàn)其solution。有一一個(gè),則其為文章的主題。如有多個(gè)，則文章給出正評(píng)價(jià)的為主題。若文章開頭給出ー個(gè)現(xiàn)象，則須有explanation,此即為主題。③若文章開頭給出設(shè)問句,則答案即為主題句。④若文章開頭給出結(jié)論，而且沒有轉(zhuǎn)折，則此結(jié)論為主題句。⑤如果是新舊對(duì)比型，則新觀點(diǎn)為主題句。2、結(jié)合文章語言找:若在一段敘述之后出現(xiàn)了but,yet,however,actually,infact,indeed等，則在轉(zhuǎn)折后的內(nèi)容即為主題。②若文章開頭給出ー段舉例，則舉例之后的歸納總結(jié)即為主題句。（細(xì)節(jié)題總匯）ー、替換法應(yīng)用題步驟:1、排除直譯的答案2、先做定位,看原文完整的句子。最主要的目的在于找到原句的主語，而后做答案的排除，即答案當(dāng)中沒有句子主語的一律排除。3,做答案定位，將本體找出，用所考詞代替，翻譯句子，即為答案。二、舉例說明概述題1、形式:①用inorderto提問，要求用短語回答。一般用discuss,explain等回答。②用because,thereasonthat等提問，要求用句子回答。2、解法步驟:⑴給例子作定位⑵向前找觀點(diǎn)：①若在例子前一句或兩句話,則直接解題②若無,則在段落主題句找③若無,則找全文主題句注：一定要注意例子是支持還是反對(duì)句子的觀點(diǎn)!三、強(qiáng)對(duì)比取非題題干標(biāo)志：inferimply強(qiáng)對(duì)比題，指文中出現(xiàn)A、B兩種事物邏輯上:關(guān)鍵詞:unlike,incontrastto,sntraryto,bedistinguishedfrom等時(shí)間上:關(guān)鍵詞:now,nowadays,present,currentday,new,past,once,untilrecently等。此時(shí),問ー個(gè)東西怎樣會(huì)更好,即是找這個(gè)東西的不好之處。四.羅馬數(shù)字題（短文章中難，長文章中易）長文章中,選項(xiàng)一定要固定在一段之內(nèi)。注意:1、定位;2、看答案的順序;3、如果碰到文章中一個(gè)都沒有或?qū)Σ簧系?則全選。五?except題1、符合列舉原則2、若為不符合列舉原則,即出處不明顯的細(xì)節(jié)題，則與‘’能回答下列哪個(gè)問題”的題目類似，步驟如下;①先做一般疑問句,再做特殊疑問句順序?yàn)?howmany,howmuch,who,what,why,how③如果發(fā)現(xiàn)答案正確，則不用將剩余答案看完3,?？碱}型:Whichofthefollowinginformationcanbefoundinthepassage?Allofthefollowinginformationcanbefoundinthepassageexcept ?4、解題步驟:①縮小范圍，回原文定位；②若原文無明顯信息，或作者持明顯反對(duì)態(tài)度，則排除;③利用通用排除法排除。（態(tài)度題總匯）ー、表達(dá)作者態(tài)度的方式1、判斷句式:linkword或者be+形容詞2、主動(dòng)詞:表示負(fù)評(píng)價(jià)的有:fail,ignore,overestimate,underestimate,exaggerate,misrepresent等3、focus的定語修飾語4、單獨(dú)的形容詞、副詞,尤其是當(dāng)有括號(hào)標(biāo)志時(shí)。5、在主題句中有如下詞seem,perhaps,appear,probably,maybe等時(shí)，就會(huì)弱化作者的態(tài)度，特別是最咼級(jí)。二、讓步語氣does/do/may之后2、在ー個(gè)理論或現(xiàn)象后出現(xiàn)的絕對(duì)化的詞語后，一般會(huì)跟讓步語氣。3、文章中特意強(qiáng)調(diào)“我本不想……”4、文章在ー個(gè)態(tài)度給出后,緊接著又給出一個(gè)相反的說法。三、一篇文章只有一個(gè)作者態(tài)度的，其態(tài)度一定在主題句當(dāng)中1、把握文章結(jié)構(gòu)，從前不從后2、末段的態(tài)度不是主題態(tài)度四、下面的詞不可能用語表達(dá)GRE文章的意思,不能作為正確答案的主詞。1、態(tài)度較過的①態(tài)度過輕或過弱的:lighthearted,indifference,jocular,facetious,resigned,ambiguous②態(tài)度過差的:offensive,insincere,condemnation,callous,derision,envious,indignation,defiance,spiteful,cynical,scornful③態(tài)度過好的:fervent,adulatory,fanatical語氣絕對(duì)化的:complete,entire,total,unmitigated,unrestrained,unchecked,admittedly（類比題總匯）ー、特點(diǎn):1、好定位;2、給出的現(xiàn)象容易理解;3、答案的區(qū)分度比較大二、做題方法;做模糊對(duì)應(yīng),把所給對(duì)象的邏輯關(guān)系弄清楚邏輯關(guān)系特征如下;1、正反比2、先后比3、虛擬語氣4、讓步語氣5、特殊的語言現(xiàn)象6抽象的邏輯關(guān)系（結(jié)構(gòu)題總匯）—全文結(jié)構(gòu)題把握各段苜句看清末段尾句掌握全文態(tài)度通常情況;總分總（尾段有in8ndusion,insum,ingeneral）總分二段落內(nèi)部結(jié)構(gòu)只需把握段落句間關(guān)系通常是觀點(diǎn)ー--例子（邏輯題總匯）題干iftrue/known/possible,wecanassume/support/weaken做法;1通過題干回原文定位找到現(xiàn)象而題下當(dāng)中已經(jīng)有了結(jié)論我們需要在現(xiàn)象和結(jié)論之間找到條件2排除之后的答案我們需要做帶回的工作3是條件的就是假設(shè)題的答案加強(qiáng)條件的是支持題的答案拆除條件是削弱題的答案第六部分:特別之處總匯如果文章中給出兩個(gè)相反的觀點(diǎn),A+和A一,而后緊接著給出了例甲和例乙。則例甲證明A+,例乙不會(huì)去證明Aー。例乙有兩種情況;1、證明A的不完整性。2、證明A的特殊地方,如在某些情況下的特殊應(yīng)用。argue表明陳述的觀點(diǎn)本身存在爭(zhēng)議assume表明陳述的觀點(diǎn)沒有爭(zhēng)議定語從句中一般有考點(diǎn)如果原文中出現(xiàn)了例子,要繞過例子關(guān)注之前的概括或之后的總結(jié)。ー、內(nèi)部細(xì)節(jié)例子;看段落主題句二、全文舉例;看全文主題若文章出現(xiàn)類比、比喻等語言現(xiàn)象,則要把雨點(diǎn)放在本體（如果本體內(nèi)容不清楚,則先看喻體）。在原文中若出現(xiàn)了一個(gè)問題，ー個(gè)困難,一個(gè)謎,那么主題題答案的第一個(gè)主動(dòng)詞要用解釋的說法，如;explain等。在原文中出現(xiàn)ー個(gè)現(xiàn)象或者是一個(gè)事實(shí),則主題題的主動(dòng)詞要用describe等。英語ハ級(jí)閱讀理解模擬試題及解析一Themajorityofsuccessfulseniormanagersdonotcloselyfollowtheclassicalrationalmodeloffirstclarifyinggoals,assessingtheproblem,formulatingoptions,estimatinglikelihoodsofsuccess,makingadecision,andonlythentakingactiontoimplementthedecision.Rather,intheirday-by-daytacticalmaneuvers,theseseniorexecutivesrelyonwhatisvaguelytermedintuitiontomanageanetworkofinterrelatedproblemsthatrequirethemtodealwithambiguity,inconsistency,novelty,andsurprise；andtointegrateactionintotheprocessofthinking.Generationsofwritersonmanagementhaverecognizedthatsomepracticingmanagersrelyheavilyonintuition.Ingeneral,however,suchwritersdisplayapoorgraspofwhatintuitionis.Someseeitastheoppositeofrationality;othersviewitasanexcuseforcapriciousness.Isenberg*srecentresearchonthecognitiveprocessesofseniormanagersrevealsthatmanagers*intuitionisneitherofthese.Rather,seniormanagersuseintuitioninatleastfivedistinctways.First,theyintuitivelysensewhenaproblemexists.Second,managersrelyonintuitiontoperformwell-learnedbehaviorpatternsrapidly.Thisintuitionisnotarbitraryorirrational,butisbasedonyearsofpainstakingpracticeandhands-onexperiencethatbuildskills.Athirdfunctionofintuitionistosynthesizeisolatedbitsofdataandpracticeintoanintegratedpicture,ofteninanAha!experience.Fourth,somemanagersuseintuitionasacheckontheresultsofmorerationalanalysis.Mostseniorexecutivesarefamiliarwiththeformaldecisionanalysismodelsandtools,andthosewhousesuchsystematicmethodsforreachingdecisionsareoccasionallyleeryofsolutionssuggestedbythesemethodswhichruncountertotheirsenseofthecorrectcourseofaction.Finally,managerscanuseintuitiontobypassin-depthanalysisandmoverapidlytoengenderaplausiblesolution.Usedinthisway,intuitionisanalmostinstantaneouscognitiveprocessinwhichamanagerrecognizesfamiliarpatterns.Oneoftheimplicationsoftheintuitivestyleofexecutivemanagementisthatthinkingisinseparablefromacting.Sincemanagersoftenknowwhatisrightbeforetheycananalyzeandexplainit,theyfrequentlyactfirstandexplainlater.Analysisisinextricablytiedtoactioninthinking/actingcycles,inwhichmanagersdevelopthoughtsabouttheircompaniesandorganizationsnotbyanalyzingaproblematicsituationandthenacting,butbyactingandanalyzingincloseconcert.Giventhegreatuncertaintyofmanyofthemanagementissuesthattheyface,seniormanagersofteninstigateacourseofactionsimplytolearnmoreaboutanissue.Theythenusetheresultsoftheactiontodevelopamorecompleteunderstandingoftheissue.Oneimplicationofthinking/actingcyclesisthatactionisoftenpartofdefiningtheproblem,notjustofimplementingthesolution.Accordingtothetext,seniormanagersuseintuitioninallofthefollowingwaysEXCEPTtoSpeedupofthecreationofasolutiontoaproblem.Identifyaproblem.Bringtogetherdisparatefacts.Stipulatecleargoals.ThetextsuggestswhichofthefollowingaboutthewritersonmanagementmentionedinlineI,paragraph2?IA|Theyhavecriticizedmanagersfornotfollowingtheclassicalrationalmodelofdecisionanalysis.[B]Theyhavenotbasedtheiranalysesonasufficientlylargesampleofactualmanagers.|C|Theyhavereliedindrawingtheirconclusionsonwhatmanagerssayratherthanonwhatmanagersdo.[D]Theyhavemisunderstoodhowmanagersuseintuitioninmakingbusinessdecisions.ItcanbeinferredfromthetextthatwhichofthefollowingwouldmostprobablybeonemajordifferenceinbehaviorbetweenManagerX,whousesintuitiontoreachdecisions,andManagerY,whousesonlyformaldecisionanalysis4?ManagerXanalyzesfirstandthenacts；ManagerYdoesnot.ManagerXcheckspossiblesolutionstoaproblembysystematicanalysis；ManagerYdoesnot.ManagerXtakesactioninordertoarriveatthesolutiontoaproblem；ManagerYdoesnot.ManagerYdrawsonyearsofhands-onexperienceincreatingasolutiontoaproblem；ManagerXdoesnot.Thetextprovidessupportforwhichofthefollowingstatements?Managerswhorelyonintuitionaremoresuccessfulthanthosewhorelyonformaldecisionanalysis.Managerscannotjustifytheirintuitivedecisions.Managers"intuitionworkscontrarytotheirrationalandanalyticalskills.|D]Intuitionenablesmanagerstoemploytheirpracticalexperiencemoreefficiently.Whichofthefollowingbestdescribestheorganizationofthefirstparagraphofthetext?Anassertionismadeandaspecificsupportingexampleisgiven.Aconventionalmodelisdismissedandanalternativeintroduced.|C]Theresultsofrecentresearchareintroducedandsummarized.[D]Twoopposingpointsofviewarepresentedandevaluated.英語ハ級(jí)閱讀理解模擬試題及解析二RogerRosenblatt'sbookBlackFiction,inattemptingtoapplyliteraryratherthansociopoliticalcriteriatoitssubject,successfullyalterstheapproachtakenbymostpreviousstudies.AsRosenblattnotes,criticismofBlackwritinghasoftenservedasapretextforexpoundingonBlackhistory.AddisonGayle'srecentwork,forexample,judgesthevalueofBlackfictionbyovertlypoliticalstandards,ratingeachworkaccordingtothenotionsofBlackidentitywhichitpropounds.Althoughfictionassuredlyspringsfrompoliticalcircumstances,itsauthorsreacttothosecircumstancesinwaysotherthanideological,andtalkingaboutnovelsandstoriesprimarilyasinstrumentsofideologycircumventsmuchofthefictionalenterprise.Rosenblatt'sliteraryanalysisdisclosesaffinitiesandconnectionsamongworksofBlackfictionwhichsolelypoliticalstudieshaveoverlookedorignored.WritingacceptablecriticismofBlackfiction,however,presupposesgivingsatisfactoryanswerstoanumberofquestions.Firstofall,isthereasufficientreason,otherthanthefacialidentityoftheauthors,togrouptogetherworksbyBlackauthors?Second,howdoesBlackfictionmakeitselfdistinctfromothermodernfictionwithwhichitislargelycontemporaneous?RosenblattshowsthatBlackfictionconstitutesadistinctbodyofwritingthathasanidentifiable,coherentliterarytradition.LookingatnovelswrittenbyBlackoverthelasteightyyears,hediscoversrecurringconcernsanddesignsindependentofchronology.Thesestructuresarethematic,andtheyspring,notsurprisingly,fromthecentralfactthattheBlackcharactersinthesenovelsexistinapredominantlywhiteculture,whethertheytrytoconformtothatcultureorrebelagainstit.BlackFictiondoesleavesomeaestheticquestionsopen.Rosenblatt'sthematicanalysispermitsconsiderableobjectivity;heevenexplicitlystatesthatitisnothisintentiontojudgethemeritofthevariousworks?Dyethisreluctanceseemsmisplaced,especiallysinceanattempttoappraisemighthaveledtointerestingresults.Forinstance,someofthenovelsappeartobestructurallydiffuse.Isthisadefect,oraretheauthorsworkingoutof,ortryingtoforge,adifferentkindofaesthetic?Inaddition,thestyleofsomeBlacknovels,likeJeanToomey'sCane,vergesonexpressionismorsurrealism;doesthistechniqueprovideacounterpointtotheprevalentthemethatportraysthefateagainstwhichBlackheroesarepitted,athemeusuallyconveyedbymorenaturalisticmodesofexpression?Inspiteofsuchomissions,whatRosenblattdoesincludeinhisdiscussionmakesfbranastuteandworthwhilestudy.BlackFictionsurveysawidevarietyofnovels,bringingtoourattentionintheprocesssomefascinatingandlittle-knownworkslikeJamesWeldonJohnson'sAutobiographyofanEx-ColoredMan.Itsargumentistightlyconstructed,anditsforthright,lucidstyleexemplifieslevelheadedandpenetratingcriticism.Theauthorofthetextisprimarilyconcernedwith.Evaluatingthesoundnessofaworkofcriticism.Comparingvariouscriticalapproachestoasubject.Discussingthelimitationsofaparticularkindofcriticism.Summarizingthemajorpointsmadeinaworkofcriticism.TheauthorofthetextbelievesthatBlackFictionwouldhavebeenimprovedhadRosenblatt.EvaluatedmorecarefullytheideologicalandhistoricalaspectsofBlackfiction.AttemptedtobemoreobjectiveinhisapproachtonovelsandstoriesbyBlackauthors.|C]ExploredingreaterdetailtherecurrentthematicconcernsofBlackfictionthroughoutitshistory.[D]Assessedtherelativeliterarymeritofthenovelsheanalyzesthematically.Theauthor'sdiscussionofBlackFictioncanbebestdescribedas.Pedanticandcontentious.|B|Criticalbutadmiring.Ironicanddeprecating.Argumentativebutunfocused..TheauthorofthetextemploysallofthefollowinginthediscussionofRosenblatt'sbookEXCEPT：Rhetoricalquestions.Specificexamples.Comparisonandcontrast.Definitionofterms..TheauthorofthetextreferstoJamesWeldonJohnson'sAutobiographyofanEx-ColoredManmostprobablyinorderto.pointoutaffinitiesbetweenRosenblatt'smethodofthematicanalysisandearliercriticism.Clarifythepointaboutexpressionisticstylemadeearlierinthepassage.QualifytheassessmentofRosenblatt'sbookmadeinthefirstparagraphofthepassage.|D|giveaspecificexampleofoneoftheaccomplishmentsofRosenblatt'swork.英語ハ級(jí)閱讀理解模擬試題及解析三BernardBailynhasrecentlyreinterpretedtheearlyhistoryoftheUnitedStatesbyapplyingnewsocialresearchfindingsontheexperiencesofEuropeanmigrants.Inhisreinterpretation,migrationbecomestheorganizingprincipleforrewritingthehistoryofpreindustrialNorthAmerica.Hisapproachrestsonfourseparatepropositions.ThefirstoftheseassertsthatresidentsofearlymodemEnglandmovedregularlyabouttheircountryside;migratingtotheNewWorldwassimplyanaturalspillover.AlthoughatfirstthecoloniesheldlittlepositiveattractionfortheEnglish,theywouldratherhavestayedhomebytheeighteenthcenturypeopleincreasinglymigratedtoAmericabecausetheyregardeditasthelandofopportunity.Secondly,Bailynholdsthat,contrarytothenotionthatusedtoflourishinAmericahistorytextbooks,therewasneveratypicalNewWorldcommunity.Forexample,theeconomicanddemographiccharacterofearlyNewEnglandtownsvariedconsiderably.Bailyn'sthirdpropositionsuggesttwogeneralpatternsprevailingamongthemanythousandsofmigrants:onegroupcameasindenturedservants,anothercametoacquireland.Surprisingly,Bailynsuggeststhatthosewhorecruitedindenturedservantswerethedrivingforcesoftransatlanticmigration.ThesecolonialentrepreneurshelpeddeterminethesocialcharacterofpeoplewhocametopreindustrialNorthAmerica.Atfirst,thousandsofunskilledlaborerswererecruited;bythe1730's,however,Americanemployersdemandedskilledartisans.Finally,Bailynarguesthatthecolonieswereahalf-civilizedhinterlandoftheEuropeanculturesystem.HeisundoubtedlycorrecttoinsistthatthecolonieswerepartofanAnglo-Americanempire.ButtodividetheempireintoEnglishcoreandcolonialperiphery,asBailyndoes,devaluestheachievementsofcolonialculture.Itistrue,asBailynclaims,thathighcultureinthecoloniesnevermatchedthatinEngland.Butwhatofseventeenth-centuryNewEngland,wherethesettlerscreatedeffectivelaws,builtadistinguisheduniversity,andpublishedbooks?BailynmightrespondthatNewEnglandwasexceptional.However,theideasandinstitutionsdevelopedbyNewEnglandPuritanshadpowerfuleffectsonNorthAmericanculture.AlthoughBailyngoesontoapplyhisapproachtosomethousandsofindenturedservantswhomigratedjustpriortotherevolution,hefailstolinktheirexperiencewiththepoliticaldevelopmentoftheUnitedStates.Evidencepresentedinhisworksuggestshowwemightmakesuchaconnection.TheseindenturedservantsweretreatedasslavesfortheperiodduringwhichtheyhadsoldtheirtimetoAmericanemployers.Itisnotsurprisingthatassoonastheyservedtheirtimetheypassedupgoodwagesinthecitiesandheadedwesttoensuretheirpersonalindependencebyacquiringland.Thus,itisinthewestthatapeculiarlyAmericanpoliticalculturebegan,amongcolonistswhoweresuspiciousofauthorityandintenselyanti-aristocratic.1WhichofthefollowingstatementsaboutmigrantstocolonialNorthAmericaissupportedbyinformationinthetext?AlargerpercentageofmigrantstocolonialNorthAmericacameasindenturedservantsthanasfreeagentsinterestedinacquiringland.Migrantswhocametothecoloniesasindenturedservantsweremoresuccessfulatmakingalivelihoodthanwerefarmersandartisans.MigrantstocolonialNorthAmericaweremoresuccessfulatacquiringtheirownlandduringtheeighteenthcenturythanduringtheseventeenthcentury.Bythe1730's,migrantsalreadyskilledinatradewereinmoredemandbyAmericanemployersthanwereunskilledlaborers.2TheauthorofthetextstatesthatBailynfailedto[A]GivesufficientemphasistotheculturalandpoliticalinterdependenceofthecoloniesandEngland.[B|DescribecarefullyhowmigrantsofdifferentethnicbackgroundspreservedtheircultureintheUnitedStates.[C]TakeadvantageofsocialresearchontheexperiencesofcolonistswhomigratedtocolonialNorthAmericaspecificallytoacquireland.[DJRelatetheexperienceofthemigrantstothepoliticalvaluesthateventuallyshapedthecharacteroftheUnitedStates.3Whichofthefollowingbestsummarizestheauthor'sevaluationofBailyn'sfourthproposition?Itistotallyimplausible.Itispartiallyacceptable.Itishighlyadmirable.Itiscontroversialthoughpersuasive.4Accordingtothetext,BailynandtheauthoragreeonwhichofthefollowingstatementsaboutthecultureofcolonialNewEngland?HighcultureinNewEnglandneverequaledthehighcultureofEngland.TheculturalachievementsofcolonialNewEnglandhavegenerallybeenunrecognizedbyhistorians.ThecolonistsimitatedthehighcultureofEngland?anddidnotdevelopaculturethatwasuniquelytheirown.ThesoutherncoloniesweregreatlyinfluencedbythehighcultureofNewEngland.5TheauthorofthetextwouldbemostlikelytoagreewithwhichofthefollowingstatementsaboutBailyn'swork?BailynunderestimatestheeffectsofPuritanthoughtonNorthAmericanculture.BailynoveremphasizestheeconomicdependenceofthecoloniesonGreatBritain.Bailyn'sdescriptionofthecoloniesaspartofanAnglo-Americanempireismisleadingandincorrect.BailynfailedtotesthispropositionsonaspecificgroupofmigrantstocolonialNorthAmerica.英語ハ級(jí)閱讀理解模擬試題及解析四AsGilbertWhite,Darwin,andothersobservedlongago,allspeciesappeartohavetheinnatecapacitytoincreasetheirnumbersfromgenerationtogeneration.Thetaskforecologistsistountangletheenvironmentalandbiologicalfactorsthatholdthisintrinsiccapacityforpopulationgrowthincheckoverthelongrun.Thegreatvarietyofdynamicbehaviorsexhibitedbydifferentpopulationmakesthistaskmoredifficult：somepopulationsremainroughlyconstantfromyeartoyear；othersexhibitregularcyclesofabundanceandscarcity；stillothersvarywildly,withoutbreaksandcrashesthatareinsomecasesplainlycorrelatedwiththeweather,andinothercasesnot.Toimposesomeorderonthiskaleidoscopeofpatterns,oneschoolofthoughtproposesdividingpopulationsintotwogroups.Theseecologistspositthattherelativelysteadypopulationshavedensity-dependentgrowthparameters；thatis,ratesofbirth,death,andmigrationwhichdependstronglyonpopulationdensity.Thehighlyvaryingpopulationshavedensity-independentgrowthparameters,withvitalratesbuffetedbyenvironmentalevents；theseratesfluctuateinawaythatiswhollyindependentofpopulationdensity.Thisdichotomyhasitsuses,butitcancauseproblemsiftakentooliterally.Foronething,nopopulationcanbedrivenentirelybydensity-independentfactorsallthetime.Nomatterhowseverelyorunpredictablybirth,death,andmigrationratesmaybefluctuatingaroundtheirlong-termaveragesjftherewerenodensity-dependenteffects,thepopulationwould,inthelongrun,eitherincreaseordecreasewithoutbound(barringamiraclebywhichgainsandlossescanceledexactly)〇Putanotherway,itmaybethatonaverage99percentofalldeathsinapopulationarisefromdensity-independentcauses,andonlyonepercentfromfactorsvaryingwithde