考研英语阅读B段解题策略和备考建议

5、[答案][C]

[注释]

空格后面内容讲大约七十五百万年前，爬虫纪的结束，许多种类灭绝。取而代之的是哺乳类动物。我们可将这个物种交替的过程往前推，我们可知空格所在段落应涉及物种更替—有关爬虫纪的发展状况。联系选项只有[C]是有关爬虫纪的内容。

参考译文：

人类生活在地球上的很久又前，地球上有鱼、爬虫、鸟、昆虫、和一些哺乳动物。尽管这些动物里有些是现代生物的祖先，但其他的却已灭绝了，也就是说，它们现在已经没有后代了。1[B]然而，我们对它们了解很多是因为它们的骨骼和外壳作为化石保存在了岩石里，从这些岩石中我们可以看出它们的尺寸和形状，以及它们是如何行走的，以及他们所吃的食物的种类。

2[F]当一个动物死亡，它的尸体、骨骼和外壳常常被溪水带进湖泊海洋，之后由泥土覆盖。如果是生活在海里动物，那么它的尸体可能会下沉，被泥土覆盖，越来越多的泥土跌落覆盖在上面，直到骨骼或者外壳完全被包围保存起来。几乎所有我们知道的化石都是保存在由水作用形成的岩石里。这些化石里的动物大多数生活在水里或者靠近水的地区。因此，必然有许多我们还一无所知的动物、鸟类和昆虫生活在它左右。

3[E]已发现的遗留物中早期的都是生活在海洋中的相当简单的物种。后来的形状更复杂，当中有海合，有着长手臂、由一根通向底或岩石的长茎吸附的星鱼亲系。也有蟹类生物，它们的身体由角状物覆盖。身体部分每边有两对脚。一对是用来在沙底行走，另一对用来游泳。鱼上面有一双复合眼，通常有成千上万个透镜。

4[A]甲壳类动物在岩石里有很长的历史，许多不同的种类已为人类所知。这当中，菊石是很有趣和重要的种类。它们有一个由许多小室组成的壳，每一个代表它临时的家。当一个年幼的菊石长大，它就自己生成一个新室而封存原先那个。在多西特海滩的岩里可见到成千上万个这样的东西。

5[C]最初真正的脊椎动物是鱼，最早被发现在生活到三亿七千五百万年前。大约在三百百万年前，两栖动物即既能生活在陆地又能生活在水里的动物出现了。它们很大，有时有八英尺长。许多生在沼泽地里，那里也是煤炭断层形成的地方。两栖动物滋生了爬虫动物。在近一百五十百万年里这些是生活在陆地海洋和空气里的生物的最初形式。

在约七十五百万年前，爬虫纪过去，许多种类灭绝。哺乳动物迅速发展，我们可以追溯出许多熟悉动物的进化轨迹如大象和马。许多后来的哺乳动物尽管现在已经灭绝，但却为原始人所知，这在他们的壁画和骨骼雕刻中可以发现。

Sample two 排列段落的顺序

第二节选考题型之二--语段排序题

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。

的统计数字反映的情况真实，这说明D项“没有反映出经济的真实状况”之意也不对。A项的考点是单词“exclude(排除)”和“rebound(反弹)”以及短语“business cycle(商业周期)”；B项的考点是短语“fall short of(达不到)”和单词“anticipation(预期)”;C 项的考点是单词“meet(达到)”和短语“expectation(期望)”;D项的考点是单词“fail(没能)”和“reflect(反映)”以及短语“the true state of...(……的真实状况)”。

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

(三)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。

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。

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。

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。

一. 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-G 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 go 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 ace. 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.

Order:

G ______41 ______42 ______43 ______44 ______45 ______ F

41.C 42.E 43.A 44.B 45.D

二. 实战演习：

1. Exercise (本文中心是预测未来)

Directions:

[A].Over the years, societies have developed various ways to try to divine the future. Some groups attempted to acquire insight into events through magic or contact with the supernatural.

To do this, they might have read portents in the entrails of animals or in tea leaves. In ancient Rome, generals used these methods to calculate their likely success in upcoming battles. Reliance on patterns of stars as a means of predicting personal futures also developed early on.

[B]Although this is the most conservative approach to using history to predict the future, it is often the most accurate. However, each of these attempts to use history as a basis for predicting the future is inherently flawed. Therefore, they do not provide entirely accurate descriptions of the future. Perhaps this is why some people continue to prefer fortune-tellers and astrological charts to predictions based on historical events.

[C]. Well before the considerable decline of beliefs in magic by the 18th century, however, human societies had also developed ways to think about the future in clearer relation to historical time.

That is, they became aware that their societies had pasts, and they tried to relate those pasts to the future. Most of the forecasts we deal with today, such as those that inform military or business policy, actively use history because the forecasters assume a connection among past, present, and future events. As we will see, the types of connections on which predictions are based, as well as the success rate of those predictions, vary hugely. However, the need to assess predictions applies regardless.

[D]. Three major types of predictive modes, or history-to-future thinking, exist. The first mode to arise, and one that is still widely used today, is based on assumptions about the recurrence of historical events and patterns. Analysts who employ this predictive mode assume that certain types of past developments will happen again, and that by understanding history, they can better handle future recurrences. This thinking lies behind the familiar phrase, “Those who do not know the past are condemned to repeat it.” The second predictive mode to develop, and by far the most dramatic, involves assumptions about a phenomenon called historical disruption. In this mode, prediction highlights the belief that some force is about to radically change the course of history, and therefore, the future. The third predictive mode, not necessarily the newest but certainly the one developed most systematically during the past century, involves looking to recent history for the trends that are likely to continue in the future.

[E].In order to predict the future by means of stars. They have invented a new way called astrology. Astrology, the study of how events on earth correspond to the positions and movements of astronomical bodies, was a key science in classical China, Greece, and Rome, and in the Islamic Middle East. Although astrology and astronomy went their separate ways during the 1500s, as late as the 17th century many Europeans consulted astrologers to calculate the fate of an imminent wedding or a sign of illness. For many years, scientists have rejected the principles of astrology. Even so, millions of people continue to believe in or practice it.

[F].With the three major prediction forms at our disposal, all of them plausible and widely used, why does the future continue to elude us? Why are so many predictions wrong? Many seem plausible at the time they are made- even the 1940s forecast that by the 1970s everyone would be riding around in helicopters rather than cars and the predictions during the 1970s that communes would replace individual families and youth would become a revolutionary force. Why are we still wrong?

[G].Humans have long been interested in predicting the future. It is impossible to know when groups of people became aware that what happens in the future is likely to differ from what is happening at the present moment, but realize this they did.

Order:

G ______41 ______42 ______43 ______44 ______45 ______ F

Sample Three 已知论点求论据

一、大纲解读

语段论据匹配题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。

二、基础知识必备

在某一标题或主题的限定下面展开论述，一般情况下可以采用的方法如下：

1分类法：这种方法常用于阐述某一概念。它通过对概念中所包括的事物进行分门别类，分别加以叙述，使考生对于这一概念获得更为清晰的认识。如：标题中有“various forms of communication”等词，那么，作者就可能将其分为oral speech, sign language, body language 或other forms of nonlinguistic language来加以阐述。

2例证法：即举例法，指用典型、具体而生动的事例来说明、阐述一个观点，支持文章标题。此种方法通常用于主题比较抽象的文章中，通过使抽象意义具体化而使文章通俗易懂并有说服力。如：讲如何学习，就可能举几个类似于如何记单词的例子来使文章更加生动、具体。

3列举法：就是在文章中用一个细节来对标题所体现的主题思想进行说明的方法。列举法的使用会使文章显得思路清晰，有条有理。

4因果法：即通过分析事物发展的原因和结果将文章标题阐述清楚的一种方法。因果法有两种；先因后果法和先果后因法。顾名思义，就是原因和结果在段落中出现的顺序不同。

5比较、对比法：即在文章中找出两个或两个以上不同种类的事物之间的共同点或不同点进行阐述的方法。比较对比法有两种具体写作方法：一是进行整体的比较和对比，二是进行逐项的比较和对比。

三、解题思路指引

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，因为试题选项中的六分之五是正确答案，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

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