考研英语 7 选 5 新型阅读理解题技巧与例子.doc

考研英语新型阅读理解题 7选5 技巧与策略一、考题的本质内容-文章的句子之间逻辑的理解，以及句组之间文字关系的 理解二、方法与技巧：（）1.略读。略读就是快速阅读。目的是通过浏览全文的方法，了解文章的大意和主旨，对文 章的内容有个总的概念和印象。具体地说，就是略去细节部分，不花时间琢磨难句 和生词，重点阅读开头段、结尾段以及每段的首句和结尾句。2.寻读。寻读或查读的目的是要有目标地去找出文章中某些特定的信息或回答阅读理解题 所需要的事实或依据。因此，查读时，也要以很快的速度扫视文章，注意与答题内 容有关的词句；与内容无关或关系不大的部分则可一带而过。3.细读。在含有所需信息的段落或句子中要找到准确的内容，不但需要进一步重点细读有 关的词语和句子，理解其表层意义，还需要对句子进行分析、归纳、推理，从而 了解句子的真正内涵，做出符合逻辑的判断，回答较为复杂的问题。在细读中遇 到不熟悉的词语，可通过联系上下文，根据有关常识、背景知识以及利用构词规 则来猜测词义。如果遇到难以理解的或结构复杂的长句，可借助语法知识，通过 分析句子的结构，搞清主谓关系、指代关系以及修饰与被修饰关系等，从而达到 更为深刻准确的理解。（二） 1.快速阅读全文要点词句与段落。例如：连接词、转折词等，掌握全文大意。 2.边读边做。重点阅读空白处附近的句子，先易后难，可使用带人排除法。 3.重新做。重做你确定的题，检查已做的是否符合逻辑关系。（三）根据试题所在的不同位置确定不同的解题策略1.如果问题在段首 通常是段落主题句。认真阅读后文内容，根据段落一致性原则，查找同 义词或其他相关的词，推断出主题句。 与后文是并列、转折、因果关系等。着重阅读后文第一两句，锁定线索 信号词，然后在选项中查找相关特征词。通常正确答案的最后一句与空白 后的第一句在意思上是紧密衔接的，因此这两句间会有某种的衔接手段， 尤其当选项是几句话时。比如，如果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。 段落间的过渡句。这时要前瞻后望找启示，即阅读上一段结尾部分，通常 正确答案与上一段结尾有机地衔接起来，并结合下一段内容，看所选的答 案是否将两段内容连贯起来。2.如果问题在段尾 空白前的一句或两句是重点语句，重点阅读以锁定关键词。 通常是结论、概括性语句。注意在选项中查找表示结果、结论、总结等的 信号词，如therefore, as a result, thus, hence, in short, to sum up,to conclude, in a word等词语，选项中也可发现前文的同义词句。 与前文是转折或对比关系。此时要注意在选项中查找表示转折、对比的关 联词 与前文是并列或排比关系。在这种情况下，通常是该段落要求补全说明本 段主题的其他细节，因此根据段落一致性原则，在原文和选项中找到相关 的特征词。 所选答案是引出下一段的内容。如果在选项中找不出与前文之间的关联， 此时可考虑与下一段开头是否有一定的衔接。认真阅读下一段开头几句， 看是否与选项的最后一句紧密连接起来。 如果第一段的段尾是空白，要认真阅读，看此处是细节还是主题。通常文 章第一段要提出文章的主题，如果在段尾提出主题，会用一些信号词如转 折词引出来，正确答案中应有这样的特征词。3.如果问题是一整个自然段 这个段落应该是承上启下，而且自成一体，即有一个段落的中心，因 此可重点阅读选项中较长的选项，以此类推直至找到正确答案。 着重阅读前一段结尾和后一段开头的一两句查找相关的线索，而且重 要线索通常会在后一段开头，因此后一段开头往往比前一段结尾更为 重要。 分析段落之间的逻辑关系及内容的连贯性，注意段落间的衔接手段。将 选项代入原文，如果前后内容连贯，符合逻辑，就能得出正确答案。例子：2010教育部考试中心考研英语模拟试题(新题型8)研究生考试网更新人：婷婷 更新时间：2009-11-3Directions: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)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 e