眾所周知，考研是人生的重新洗牌和重大機(jī)遇，而在考研的四門課程中，英語成了許多考生前進(jìn)征途上的一只兇猛攔路虎和十分困難的羈跘與障礙。
詳細(xì)分析歷年考研英語試卷，又可以發(fā)現(xiàn)主要矛盾在于閱讀(占60%的分?jǐn)?shù))，故可謂：得閱讀者得天下。閱讀的60分細(xì)分為Part A、Part B 和Part C，其中Part A為四篇閱讀理解，占40分，是閱讀理解考試中的主戰(zhàn)場。那么，閱讀Part A有沒有什么技巧呢?
技巧一：看懂
閱讀理解其實(shí)主要考的是“閱讀”之后的“理解”，所以，看得懂乃是第一項(xiàng)技巧。
任何一篇文章，若要能看懂它，至少需要兩個(gè)條件：認(rèn)識(shí)單詞和看明白句子。單詞就像蓋房的磚瓦，考研詞匯大約為5500個(gè)，這不是一個(gè)小數(shù)字，也并非三兩天時(shí)間可以記住的，所以，考生必須先買一本考研英語詞匯書進(jìn)行系統(tǒng)、長期的學(xué)習(xí)和記憶。(推薦《考研英語詞匯真題詞頻語境記憶》，該書打破了傳統(tǒng)考研詞匯書按字母順序排序的做法，而是采用歷年真題作為單詞出現(xiàn)頻率的統(tǒng)計(jì)依據(jù)，將所有大綱單詞及超綱單詞按照歷年真題出現(xiàn)的頻率從高到低排列，而且全部按照考過的不同詞義配不同的真題例句，可以使學(xué)生用少的時(shí)間獲得好的學(xué)習(xí)效果)。
拿到詞匯書之后，首先用大約一周的時(shí)間把這些單詞中你根本不認(rèn)識(shí)的挑出來，如rear，tedious，deteriorate，plausible，jargon，isotope，……，(因?yàn)檫@些單詞你可能完全不認(rèn)識(shí)，看到之后兩眼漆黑，所以稱之為“黑”字)?！昂凇弊质情喿x的頭一個(gè)障礙，單詞不認(rèn)識(shí)，句子當(dāng)然看不懂，所以，消滅“黑”字是當(dāng)務(wù)之急。(爭取用一個(gè)月左右的時(shí)間消滅它們!)
考研詞匯中，除“黑”字外，還有大量意思非常明白的所謂“白”字，如：able，benefit，culture，space，topic，……。此類單詞可一掠而過，除“黑”(完全不認(rèn)識(shí))和“白”(完全明白)字兩類外，還有許多似會(huì)不會(huì)的“灰”字，如：treaty，tutor，sample，saddle，fuss，……。甚至還有大量你覺得會(huì)但其實(shí)并非如此的“灰”字，如：spring 除了“春天”之外，還當(dāng)“泉水”、“彈簧”講;account除了“帳戶”，還作“原因;理由;解釋;說明;報(bào)告;占……”解。affect除了“愛，深情”之外，還有“對……發(fā)生作用”之義。背誦單詞時(shí)，一定要多看詞匯書中所給的例句才能牢記其意義。
除單詞外，有時(shí)句子太長也會(huì)對閱讀造成致命的傷害，如：
If you add to this the effects of a sonar set mounted in the small nose of a torpedo rushing through the water at speeds up to 80 miles per hour with its consequent noise and vibration，plus hullborne vibrations from the power plant，it can be seen that only the most advanced electronic filtering gives any chance of success.
看完此句，很多考生如墜五里霧中，不知所云。其實(shí)，看懂長難句有點(diǎn)像撒網(wǎng)捕魚，收網(wǎng)時(shí)應(yīng)收緊網(wǎng)繩(叫綱)，漁網(wǎng)自然會(huì)合攏。不要去亂抓網(wǎng)眼(那叫目)?？撮L難句亦應(yīng)該做到“綱舉目張”，先找句子的骨架(主+謂+賓)，再解決修飾成份(定、狀等)。
此句it后為主句，但it不是其真正主語，叫形式主語，真正主語為后邊的that從句，一般來說，英語的“主+謂+賓”也應(yīng)像漢語那樣按順序放好，主語放謂語前，即：“只有先進(jìn)的電子過濾器才有成功的可能這一點(diǎn)可以被看得很明白?！?形式主語it不必譯)但英譯漢中，應(yīng)盡量少用被動(dòng)句型。所以，此句可譯為：“可以很清楚地看出：只有先進(jìn)的電子過濾器才有可能獲得成功”。
it前邊不是句子的主要部分，而是一個(gè)由if 所引領(lǐng)的長長的狀語從句。(如果說“主+謂+賓”是樹干的話，定、狀則像樹葉，要繁雜和麻煩得多。)在整個(gè)if...這樣一個(gè)句子構(gòu)成的狀語中，if you(主語)add (謂語)the effects to this(雙賓語)為基本框架;那第二個(gè)賓語為何要倒過來呢?因?yàn)榈谝粋€(gè)賓語effects 后面跟了那么長那么多的定語。(注意：英語常將定語寫在名詞后，這一點(diǎn)與中文大相徑庭：中文的定語一律放在名詞前)
第一個(gè)定語為介詞詞組“of a sonar set ”，修飾effects，譯為：“一套聲納設(shè)施的效果”;第二個(gè)定語為“mounted in the small nose”，過去分詞當(dāng)定語：“被安裝在一個(gè)小鼻子上的”;第三個(gè)定語“of a torpedo”：“一個(gè)魚雷的”;第四個(gè)定語“rushing...”譯為：“以每小時(shí)80英里速度穿行于水里的”;后邊還有一個(gè)“with...”(“plus...”為兩逗號(hào)間的插入語) 英文定語在名詞后，中文卻將定語放在名詞effects前邊。若定語不止一個(gè)，常采用倒著翻譯的方法，我們稱之為“倒解連環(huán)”。
故整句意思為：
“如果你把帶著巨大噪音和震動(dòng)的、以每小時(shí)80英里速度穿過水中的一個(gè)魚雷的鼻尖部位上所安裝的一套聲納設(shè)備的效果也加進(jìn)去考慮的話，再加上還有由電機(jī)部分所造成的外殼的震動(dòng)，那么，可以清楚地看到：只有先進(jìn)的電子過濾器才有可能獲得成功?！?BR> 這就是考研英語的實(shí)情，怪不得每年的百萬考研大軍中，過60分者寥寥無幾，每年也只有18%左右，英語考得好的同學(xué)，前途自然也比其他人更為光明。
大家切記，英語的句子中，“主+謂+賓”基本與中文一致，是按順序擺放的，而定、狀語經(jīng)常倒著放，又長又多，比主、謂、賓要難很多。定、狀語放好了，句子才能看明白，想看懂閱讀理解中的長難句，語法基本功一定要扎實(shí)。
技巧二：選題
看懂文章之后，還有一個(gè)如何選題的問題，所以第二項(xiàng)技巧是選題問題。
眾所周知，讀完文章之后就要對文章后面的問題作出選擇：是選A呢?還是選B、C?還是選D?許多考生說，文章有時(shí)看懂了，題就是選不對。其實(shí)選題也是大有技巧的，閱讀的問題基本上分為五大類：
1.主旨題(又稱中心思想題)：這類題基本上是問main idea， 或best title是什么;也可以問作者寫此文章的purpose何在;或問此文的conclusion可總結(jié)為什么。碰到這類題簡單的方法是把文中每段的首句串起來考慮。若是僅問其中某一段的中心思想為何，則可將該段的首、尾句加起來考慮。
2.詞匯題(又稱詞語釋義題)：這類題常問考生一些不認(rèn)識(shí)、從未見過的一些生詞或詞組的意思是什么。解題技巧為參考上、下文，尤其是下文。因?yàn)橄挛某３Ｊ菍υ撛~的解釋、說明、舉例等等。
3.作者態(tài)度題：常問作者對某事是什么態(tài)度：主觀(subjective)還是客觀(objective);肯定(positive)還是否定(negative);贊成(approval)還是反對(opposition)等等。解題的關(guān)鍵是要看作者在文中用了什么樣的口氣。若用褒義詞，顯然是贊成。若用貶義詞，顯然是反對。若客觀陳述，則是中性的立場，不偏不倚。注意：作者態(tài)度常常在轉(zhuǎn)折詞后表明出來。所以，but一詞至關(guān)重要(還有類似的yet，however，although，nevertheless等)。
4.推理性問題：其典型詞有兩個(gè)：infer和imply。如：What can you infer from the story? 或What is the implied meaning of this sentence?
切記，推理性問題原文中沒有現(xiàn)成的答案。答案是你自己推想出來的，但不能憑空瞎想，必須以原文中某句話或某個(gè)詞語為依據(jù)去合理推測才能找到合適的答案。
注意：以上四種題型頂多占閱讀理解考試總分的1/4左右，而其他約30分的題都屬于以下提到的：細(xì)節(jié)性問題!
5.細(xì)節(jié)性問題：(聲明：本書中沒有指出題型的，大多為細(xì)節(jié)題)
此類題占閱讀總分40分中的30分左右，因此十分重要。注意，這類問題與推理性問題截然相反，都可以從原文中找到答案，只不過為了迷惑考生，常常將原文進(jìn)行改寫，換一種說法。所以，照抄原文，一字不改的不一定就是答案，而與原文意思相同的，才是正確的。
除了將文章看懂，把題目選對之外，閱讀理解還有兩個(gè)非常重要的注意事項(xiàng)：速度與步驟。
技巧三：速度
大家都知道，僅僅把題選對是不夠的，因?yàn)榭荚囘€有時(shí)間的限制。(你就算選對，每篇文章花一個(gè)小時(shí)那能行嗎?!)記住，考試總共180分鐘，四篇閱讀多占70～80分鐘(即17～20分鐘一篇)，其余時(shí)間還要寫作文、做翻譯、英語知識(shí)運(yùn)用等。
那么，對于速度過慢的考生，郭老師有什么建議呢?
第一、加大詞匯量，這樣讀起來才會(huì)勢如破竹，一氣呵成。若生詞太多，自然會(huì)磕磕跘跘，走不了太快。
第二、閱讀中忌諱的是一個(gè)字一個(gè)字地去讀，那樣又慢又差。正確的方法是用眼去抓句子的大致結(jié)構(gòu)(叫意群閱讀法)。還記得前面那個(gè)長難句嗎?郭老師并沒有孤零零地去看每一個(gè)詞，而是先找到了it后面的主句，前頭的if句雖然很長，只不過是個(gè)狀語而已。而在主句中，我又抓住了它的主語that only the most advanced electronic filtering gives any chance of success和謂語can be seen。這種提綱挈領(lǐng)的讀法，不僅可以使速度加快，更可以使準(zhǔn)確率提高。
第三、考研是一場艱苦卓絕的拼搏?？佳杏⒄Z又比四、六級要難，所以保持頭腦清醒和旺盛的斗志也至關(guān)重要。因此，考試前一天晚上的充足睡眠十分重要，可以在考場上保持敏銳、清醒的頭腦，這對提高速度和專注精力大有裨益!
技巧四：步驟
閱讀的步驟也十分重要。許多考生拿到文章之后從頭讀起，讀完再去一個(gè)一個(gè)選答案。這種方法十分傳統(tǒng)，叫整體閱讀法。其優(yōu)點(diǎn)是可以有一種全局感或整體感。缺點(diǎn)是文章太長，讀后細(xì)節(jié)記不住，再去找答案又費(fèi)勁又容易出錯(cuò)，許多細(xì)節(jié)都混淆在一起了，得分經(jīng)常不高。郭老師建議同學(xué)們用一下查找閱讀法：讀完第一段就做第一題。然后看第二個(gè)問題問的什么，帶著這個(gè)問題去看第二段，然后是第三段、第四段，依此類推。(注意，有一種問題可能此方法不太適用，那就是：主旨性問題)。查找式閱讀法雖然把文章看得支離破碎，但得分往往很高，因?yàn)槟銊偪匆欢尉腿プ鲆坏李}，這樣記得住細(xì)節(jié)，抓得很準(zhǔn)，廣大考生不妨一試!
在開始研究歷年真題閱讀理解之前，有一件特別重要的事必須提醒廣大讀者：要使自己的閱讀水平真正提高，必須先做題，后看答案和解析。如果順序倒過來，閱讀水平絲毫得不到提高。做題時(shí)間為一篇文章17至20分鐘，Part A四篇文章時(shí)間控制在70~80分鐘。下面，以近考過的2008年全國碩士研究生入學(xué)統(tǒng)一考試英語試題中的閱讀理解題為開篇，請同學(xué)們以這幾篇真題閱讀文章為練習(xí)，在規(guī)定的時(shí)間內(nèi)，檢測自己的真實(shí)水平。無論做的結(jié)果如何，都保持一種從零開始的心態(tài)，認(rèn)真研讀此書，一定會(huì)獲益匪淺!
TEXT 1
While still catchingup to men in some spheres of modern life, women appear to be way ahead in at least one undesirable category. “Women are particularly susceptible to developing depression and anxiety disorders in response to stress compared to men,”according to Dr. Yehuda, chief psychiatrist at New York’s Veteran’s Administration Hospital.
Studies of both animals and humans have shown that sex hormones somehow affects the stress response, causing females under stress to produce more of the trigger chemicals than do males under the same conditions. In several of the studies, when stressedout female rats had their ovaries (the female reproductive organs) removed, their chemical responses became equal to those of the males.
Adding to a woman’s increased dose of stress chemicals, are her increased “opportunities” for stress. “It’s not necessarily that women don’t cope as well. It’s just that they have so much more to cope with,” says Dr. Yehuda. “Their capacity for tolerating stress may even be greater than men’s,” she observes, “It’s just that they’re dealing with so many more things that they become worn out from it more visibly and sooner.”
Dr. Yehuda notes another difference between the sexes. “I think that the kinds of things that women are exposed to tend to be in more of a chronic or repeated nature. Men go to war and are exposed to combat stress. Men are exposed to more acts of random physical violence. The kinds of interpersonal violence that women are exposed to tend to be in domestic situations, by, unfortunately, parents or other family numbers, and they tend not to be oneshot deals. The wearandtear that comes from these longer relationships can be quite devastating.”
Adeline Alvarez married at 18 and gave birth to a son, but wad determined to finish college. “I struggled a lot to get the college degree. I was living in so much frustration that that was my escape to go to school, and get ahead and do better.” Later her marriage ended and she became a single mother. “It’s the hardest thing to take care of a teenager, have a job, pay the rent, pay the car payment, and pay the debt. I lived from paycheck to paycheck.”
Not everyone experiences the kinds of severe chronic stresses, Alvarez describes. But most women today are coping with a lot of obligations, with few breaks, and feeling the strain. Alvarez’s experience demonstrates the importance of finding ways to diffuse stress before it threatens your health and your ability to function.
21. Which of the following is true according to the first two paragraphs?
[A]Women are biologically more vulnerable to stress.
[B]Women are still suffering much stress caused by men.
[C]Women are more experienced than men in coping with stress.
[D]Men and women show different inclinations when faced with stress.
22. Dr. Yehuda’s research suggests that women
[A]need extra doses of chemicals to handle stress.
[B]have limited capacity for tolerating stress.
[C]are more capable of avoiding stress.
[D]are exposed to more stress.
23. According to Paragraph 4, the stress women confront tends to be
[A]domestic and temporary.
[B]irregular and violent.
[C]durable and frequent.
[D]trivial and random.
24. The sentence “I lived from paycheck to paycheck.”(Line 6, Para. 5) probably means that
[A]Alvarez cared about nothing but making money.
[B]Alvarez’s salary barely covered her household expenses.
[C]Alvarez got paychecks from different jobs.
[D]Alvarez paid practically everything by check.
25. Which of the following would be the best title for the text?
[A]Strain of Stress: No Way Out?
[B]Responses to Stress: Gender Difference
[C]Stress Analysis: What Chemicals Say
[D]Gender Inequality: Women Under Stress
TEXT 2
It used to be so straightforward. A team of researchers working together in the laboratory would submit the results of their research to a journal. A journal editor would then remove the authors’ names and affiliations from the paper and send it to their peers for review. Depending on the comments received, the editor would accept the paper for publication or decline it. Copyright rested with the journal publisher, and researchers seeking knowledge of the results would have to subscribe to the journal.
No longer. The Internet and pressure from funding agencies, who are questioning why commercial publishers are making money from governmentfunded research by restricting access to it-is making access to scientific results a reality. The Organization for Economic Cooperation and Development (OECD) was just issued a report describing the farreaching consequences of this. The report, by John Houghton of Victoria University in Australia and Graham Vickery of the OECD, makes heavy reading for publishers who have, so far, made handsome profits. But it goes further than that. It signals a change in what has, until now, been a key element of scientific endeavor.
The value of knowledge and the return on the public investment in research depends, in part, upon wide distribution and ready access. It is big business. In America, the core scientific publishing market is estimated at between $7 billion and $11 billion. The International Association of Scientific, Technical and Medical Publishers says that there are more than 2,000 publishers worldwide specializing in these subjects. They publish more than 1.2 million articles each year in some 16,000 journals.
This is now changing. According to the OECD report, some 75% of scholarly journals are now online. Entirely new business models are emerging; three main ones were identified by the report’s authors. This is the socalled big deal, where institutional subscribers pay for access to a collection of online journal titles through sitelicensing agreements. There is openaccess publishing, typically supported by asking the author (or his employer) to pay for the paper to be published. Finally, there are openaccess archives, where organizations such as universities or international laboratories support institutional repositories. Other models exist that are hybrids of these three, such as delayed openaccess, where journals allow only subscribers to read a paper for the first six months, before making it freely available to everyone who wishes to see it. All this could change the traditional form of the peerreview process, at least for the publication of papers.
26. In the first paragraph, the author discusses
[A] the background information of journal editing.
[B] the publication routine of laboratory reports.
[C] the relations of authors with journal publishers.
[D] the traditional process of journal publication.
27. Which of the following is true of the OECD report?
[A] It criticizes governmentfunded research.
[B] It introduces an effective means of publication.
[C] It upsets profitmaking journal publishers.
[D] It benefits scientific research considerably.
28. According to the text, online publication is significant in that
[A] it provides an easier access to scientific results.
[B] it brings huge profits to scientific researchers.
[C] it emphasizes the crucial role of scientific knowledge.
[D] it facilitates public investment in scientific research.
29. With the openaccess publishing model, the author of a paper is required to
[A] cover the cost of its publication.
[B] subscribe to the journal publishing it.
[C] allow other online journals to use it freely.
[D] complete the peerreview before submission.
30. Which of the following best summarizes the main idea of the passage?
[A] The Internet is posing a threat to publishers.
[B] A new mode of publication is emerging.
[C] Authors welcome the new channel for publication.
[D] Publication is rendered easier by online service.
TEXT 3
In the early 1960s Wilt Chamberlain was one of only three players in the National Basketball Association (NBA) listed at over seven feet. If he had played last season, however, he would have been one of 42. The bodies playing major professional sports have changed dramatically over the years, and managers have been more than willing to adjust team uniforms to fit the growing numbers of bigger, longer frames.
The trend in sports, though, may be obscuring an unrecognized reality: Americans have generally stopped growing. Though typically about two inches taller now than 140 years ago, today’s people-especially those born to families who have lived in the U.S. for many generations-apparently reached their limit in the early 1960s. And they aren’t likely to get any taller. "In the general population today, at this genetic, environmental level, we’ve pretty much gone as far as we can go," says anthropologist William Cameron Chumlea of Wright State University. In the case of NBA players, their increase in height appears to result from the increasingly common practice of recruiting players from all over the world.
Growth, which rarely continues beyond the age of 20, demands calories and nutrients-notably, protein-to feed expanding tissues. At the start of the 20th century, undernutrition and childhood infections got in the way. But as diet and health improved, children and adolescents have, on average, increased in height by about an inch and a half every 20 years, a pattern known as the secular trend in height. Yet according to the Centers for Disease Control and Prevention, average height-5′9″ for men, 5′4″for women-hasn’t really changed since 1960.
Genetically speaking, there are advantages to avoiding substantial height. During childbirth, larger babies have more difficulty passing through the birth canal. Moreover, even though humans have been upright for millions of years, our feet and back continue to struggle with bipedal posture and cannot easily withstand repeated strain imposed by oversize limbs. "There are some real constraints that are set by the genetic architecture of the individual organism," says anthropologist William Leonard of Northwestern University.
Genetic maximums can change, but don’t expect this to happen soon. Claire C. Gordon, senior anthropologist at the Army Research Center in Natick, Mass., ensures that 90 percent of the uniforms and workstations fit recruits without alteration. She says that, unlike those for basketball, the length of military uniforms has not changed for some time. And if you need to predict human height in the near future to design a piece of equipment, Gordon says that by and large, "you could use today’s data and feel fairly confident."
31. Wilt Chamberlain is cited as an example to
[A] illustrate the change of height of NBA players.
[B] show the popularity of NBA players in the U.S..
[C] compare different generations of NBA players.
[D] assess the achievements of famous NBA players.
32. Which of the following plays a key role in body growth according to the text?
[A] Genetic modification.
[B] Natural environment.
[C] Living standards.
[D] Daily exercise.
33. On which of the following statements would the author most probably agree?
[A] NonAmericans add to the average height of the nation.
[B] Human height is conditioned by the upright posture.
[C] Americans are the tallest on average in the world.
[D] Larger babies tend to become taller in adulthood.
34. We learn from the last paragraph that in the near future
[A] the garment industry will reconsider the uniform size.
[B] the design of military uniforms will remain unchanged.
[C] genetic testing will be employed in selecting sportsmen.
[D] the existing data of human height will still be applicable.
35. The text intends to tell us that
[A] the change of human height follows a cyclic pattern.
[B] human height is becoming even more predictable.
[C] Americans have reached their genetic growth limit.
[D] the genetic pattern of Americans has altered.
TEXT 4
In 1784, five years before he became president of the United States, George Washington, 52, was nearly toothless. So he hired a dentist to transplant nine teeth into his jaw-having extracted them from the mouths of his slaves
.
That’s far different image from the cherrytreechopping George most people remember from their history books. But recently, many historians have begun to focus on the roles slavery played in the lives of the founding generation. They have been spurred in part by DNA evidence made available in 1998, which almost certainly proved Thomas Jefferson had fathered at least one child with his slave Sally Hemings. And only over the past 30 years have scholars examined history from the bottom up. Works of several historians reveal the moral compromises made by the nation’s early leaders and the fragile nature of the country’s infancy. More significantly, they argue that many of the Founding Fathers knew slavery was wrong and yet most did little to fight it.
More than anything, the historians say, the founders were hampered by the culture of their time. While Washington and Jefferson privately expressed distaste for slavery, they also understood that it was part of the political and economic bedrock of the country they helped to create.
For one thing, the South could not afford to part with its slaves. Owning slaves was "like having a large bank account," says Wiencek, author of An Imperfect God: George Washington, His Slaves, and the Creation of America. The southern states would not have signed the Constitution without protections for the "peculiar institution," including a clause that counted a slave as threefifths of a man for purposes of congressional representation.
And the statesmen’s political lives depended on slavery. The threefifths formula handed Jefferson his narrow victory in the presidential election of 1800 by inflating the votes of the southern states in the Electoral College. Once in office, Jefferson extended slavery with the Louisiana Purchase in 1803; the new land was carved into 13 states, including three slave states.
Still, Jefferson freed Hemings’s children-though not Hemings herself or his approximately 150 other slaves. Washington, who had begun to believe that all men were created equal after observing the bravery of the black soldiers during the Revolutionary War, overcame the strong opposition of his relatives to grant his slaves their freedom in his will. Only a decade earlier, such an act would have required legislative approval in Virginia.
36. George Washington’s dental surgery is mentioned to
[A] show the primitive medical practice in the past.
[B] demonstrate the cruelty of slavery in his days.
[C] stress the role of slaves in the U.S. history.
[D] reveal some unknown aspect of his life.
37. We may infer from the second paragraph that
[A] DNA technology has been widely applied to history research.
[B] in its early days the U.S. was confronted with delicate situations.
[C] historians deliberately made up some stories of Jefferson’s life.
[D] political compromises are easily found throughout the U.S. history.
38. What do we learn about Thomas Jefferson?
[A] His political view changed his attitude towards slavery.
[B] His status as a father made him free the child slaves.
[C] His attitude towards slavery was complex.
[D] His affair with a slave stained his prestige.
39. Which of the following is true according to the text?
[A] Some founding Fathers benefit politically from slavery.
[B] Slaves in the old days did not have the right to vote.
[C] Slave owners usually had large savings accounts.
[D] Slavery was regarded as a peculiar institution.
40. Washington’s decision to free slaves originated from his
[A] moral considerations.
[B] military experience.
[C] financial conditions.
[D] political stand.
下面對1994年—2007年的考研英語真題閱讀理解Part A部分進(jìn)行深度剖析：
TEXT 1
If you were to examine the birth certificates of every soccer player in 2006’s World Cup tournament, you would most likely find a noteworthy quirk: elite soccer players are more likely to have been born in the earlier months of the year than in the later months.If you then examined the European national youth teams that feed the World Cup and professional ranks, you would find this strange phenomenon to be even more pronounced.
What might account for this strange phenomenon?Here are a few guesses: a) certain astrological signs confer superior soccer skills; b) winterborn babies tend to have higher oxygen capacity, which increases soccer stamina; c) soccermad parents are more likely to conceive children in springtime, at the annual peak of soccer mania; d)none of the above.
Anders Ericsson, a 58yearold psychology professor at Florida State University, says he believes strongly in “none of the above.”Ericsson grew up in Sweden, and studied nuclear engineering until he realized he would have more opportunity to conduct his own research if he switched to psychology.His first experiment, nearly 30 years ago, involved memory: training a person to hear and then repeat a random series of numbers.“With the first subject, after about 20 hours of training, his digit span had risen from 7 to 20,”Ericsson recalls.“He kept improving, and after about 200 hours of training he had risen to over 80 numbers.”
This success, coupled with later research showing that memory itself is not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one.In other words, whatever inborn differences two people may exhibit in their abilities to memorize, those differences are swamped by how well each person “encodes” the information.And the best way to learn how to encode information meaningfully, Ericsson determined, was a process known as deliberate practice.Deliberate practice entails more than simply repeating a task.Rather, it involves setting specific goals, obtaining immediate feedback and concentrating as much on technique as on outcome.
Ericsson and his colleagues have thus taken to studying expert performers in a wide range of pursuits, including soccer.They gather all the data they can, not just performance statistics and biographical details but also the results of their own laboratory experiments with high achievers.Their work makes a rather startling assertion: the trait we commonly call talent is highly overrated.Or, put another way, expert performers—whether in memory or surgery, ballet or computer programming—are nearly always made, not born.
21. The birthday phenomenon found among soccer players is mentioned to
[A]stress the importance of professional training.
[B]spotlight the soccer superstars in the World Cup.
[C]introduce the topic of what makes expert performance.
[D]explain why some soccer teams play better than others.
22. The word “mania” (Line 4, Paragraph 2) most probably means
[A]fun.
[B]craze.
[C]hysteria.
[D]excitement.
23. According to Ericsson, good memory
[A]depends on meaningful processing of information.
[B]results from intuitive rather than cognitive exercises.
[C]is determined by genetic rather than psychological factors.
[D]requires immediate feedback and a high degree of concentration.
24. Ericsson and his colleagues believe that
[A]talent is a dominating factor for professional success.
[B]biographical data provide the key to excellent performance.
[C]the role of talent tends to be overlooked.
[D]high achievers owe their success mostly to nurture.
25. Which of the following proverbs is closest to the message the text tries to convey?
[A] “Faith will move mountains.”
[B] “One reaps what one sows.”
[C] “Practice makes perfect.”
[D] “Like father, like son.”
注：1.本書單詞右上角標(biāo)注的數(shù)字是該單詞在歷年真題(1994年—2008年)中出現(xiàn)的次數(shù)。
2.單詞詞義前標(biāo)注的“①、②”等數(shù)字表示該單詞同一詞性的不同詞義。
3.在《考研英語詞匯真題詞頻語境記憶》精讀版中本書單詞均配有真題例句。
ability15[E5biliti]n.①能力，智能;②才能，才干
account 22[E5kaunt]n.①賬(目，戶);②敘述，說明;③價(jià)值，地位;v.(for)①說明，解釋;②占;③(take into )考慮;顧及
achieve12[E5tFi:v]v.①完成，實(shí)現(xiàn);②達(dá)到，達(dá)成，獲得
act11[Akt]v.①行動(dòng)，做事;②(on)起作用;③表演;④(for)代表，代替;n.①行為，動(dòng)作;②(一)幕;③法令，條例
annual5[5AnjuEl]a.每年的，年度的;n.年刊，年鑒
ballet1[5bAlei]n.芭蕾舞，芭蕾舞劇，芭蕾舞樂曲
capacity8[kE5pAsiti]n.①容量，容積;②能量，能力;③接受力;④生產(chǎn)力
certificate2[sE5tifikit]n.證(明)書，執(zhí)照
cognitive1[5kCgnitiv]a.認(rèn)知的，認(rèn)識(shí)的，有感知的
colleague4[5kCli:g]n.同事，同僚
conceive2[kEn5si:v]v.①(of)設(shè)想，構(gòu)思，想像;②以為;③懷胎，懷有
concentrate3[5kCnsentreit]v.①(on)集中，專心;②濃縮;n.濃縮物
conclude5[kEn5klu:d]v.①結(jié)束，終結(jié);②斷定，下結(jié)論;③締結(jié)，議定
conduct7[5kCndQkt]n.①行為，舉動(dòng)，品行;②引導(dǎo)，經(jīng)營，實(shí)施，處理;v.①引導(dǎo)，帶領(lǐng);②處理，管理;③指揮(樂隊(duì));④傳導(dǎo)，傳(熱，電等)
confer2[kEn5fE:]v.①商談，商議;②授予，賦予
convey3[kEn5vei]v.①運(yùn)送，搬運(yùn)，轉(zhuǎn)運(yùn);②傳達(dá)，傳播
data22[5deitE]n.(datum的復(fù)數(shù))資料，數(shù)據(jù)
deliberate2[di5libEreit]a.深思熟慮的，故意的
depend16[di5pend] v.(on)取決于，依靠，信賴，相信
detail7[5di:teil]n.細(xì)節(jié)，詳情;v.詳述
dominate3[5dCmineit]v.①支配，統(tǒng)治，控制;②占優(yōu)勢
elite4[ei5li:t]n.①[總稱]上層人士，掌權(quán)人物，實(shí)力集團(tuán);②出類拔萃的人(集團(tuán))，精英
engineering1[7endVi5niEriN]n.工程學(xué)
entail2[in5teil]vt.①需要，伴隨;②限定繼承
excitement2[ik5saitmEnt]n.刺激，激動(dòng)
exhibit2[ig5zibit]v.展出，陳列
experiment11[iks5perimEnt]n.試驗(yàn);v.(on)做實(shí)驗(yàn)
expert14[5ekspE:t] n.專家，能手;a.①熟練的，有經(jīng)驗(yàn)的;②專門的，專家的
factor12[5fAktE]n.因素，要素
feedback1[5fi:dbAk]n.反饋
genetic2[dVi5netik]a.遺傳的，起源的
immediate6[i5mi:djEt]a.①立即的，即時(shí)的;②直接的，接近的
importance10[im5pC:tEns]n.重要，重要性
information44[7infE5meiFEn]n.①通知，報(bào)告;②情報(bào)，信息
involve20[in5vClv]v.①卷入，陷入，連累;②包含，含有，涉及
laboratory3[lE5bCrEtEri]n.實(shí)驗(yàn)室
lead21[li:d]v.①領(lǐng)導(dǎo)，引導(dǎo);②，占首位;③(to)通向，導(dǎo)致，引起;④經(jīng)驗(yàn)，過(生活);n.帶領(lǐng)，引導(dǎo);n.鉛
means32[mi:nz]n.方法，手段
nuclear3[5nju:kliE]a.①核心的，中心的;②原子核的，核能的
nurture1[5nE:tFE]n.養(yǎng)育，教育，教養(yǎng)，營養(yǎng)品;vt.養(yǎng)育，給與營養(yǎng)物，教養(yǎng)
obtain11[Eb5tein]v.獲得，得到
opportunity11[7CpE5tju:niti]n.機(jī)會(huì)
outcome4[5autkQm]n.結(jié)果，成果
overlook3[7EuvE5luk]v.①看漏，忽略;②俯瞰，眺望;③寬容，放任
oxygen3[5CksidVEn]n.氧
paragraph66[5pArEgrB:f]n.①段，節(jié);②小新聞，短評
peak1[pi:k]n.①山頂，高點(diǎn);②峰，山峰;a.高峰的，高的
perfect5[5pE:fikt]a.①完善的，無瑕的;②完全的，十足的;v.使完美，改進(jìn)
performance5[pE5fC:mEns]n.①履行，執(zhí)行;②表演，演出;③性能，特性;④表現(xiàn)
phenomenon9[fi5nCminEn]n.[pl.phenomena]現(xiàn)象
process34[prE5ses]n.①過程，進(jìn)程;②工序，制作法;③工藝;v.加工，處理
professional15[prE5feFEnl]a.職業(yè)的，專業(yè)的，專門的;n.專家，專業(yè)人員
psychology7[sai5kClEdVi]n.心理學(xué)，心理
pursuit6[pE5sju:t]n.①追趕，追求;②職業(yè)，工作
random3[5rAndEm]a.隨機(jī)的，隨意的;n.隨機(jī)，隨意
range6[reindV]n.①范圍，距離，領(lǐng)域;②排列，連續(xù);③(山)脈;④爐灶;v.排列成行
rank2[rANk]n.①軍銜，社會(huì)階層;②排，橫列;v.①分等級，把…分類;②排列
reap1[ri:p]v.收割，收獲
recall3[ri5kC:l]v.①回憶，回想;②撤消，收回
result37[ri5zQlt]n.結(jié)果，成果，成績;v.①(in)導(dǎo)致，結(jié)果是;②(from)起因于，因…而造成
role22[rEul]n.①角色;②作用，任務(wù)
series5[5siEri:z]n.①一系列，連續(xù);②叢書
setting6[5setiN]n.①安置，安裝;②落山;③(固定東西的)柜架底座;④環(huán)境，背景
soccer4[5sCkE]n.足球
sow2[sEu]v.播種
span4[spAn]n.跨度，跨距
specific12[spi5sifik]a.①明確的，具體的;②特定的，特有的
startle2[5stB:tl]v.驚嚇，使吃驚
stress9[stres]n.①壓力，應(yīng)力;②重音;v.強(qiáng)調(diào)，著重
subject13[5sQbdVikt]n.①主題，題目;②學(xué)科，科目;③主語;a.(to)易遭…的，受…支配的;v.(to)使遭到，使服從
superior1[sju:5piEriE]a.①優(yōu)良的，卓越的;②(to)較…多的，優(yōu)于…;n.上級，長官
surgery3[5sE:dVEri]n.①外科，外科學(xué);②手術(shù)室，診療室
swamp1[swCmp]n.沼澤，沼地
switch4[switF]n.①開關(guān);②轉(zhuǎn)換;v.轉(zhuǎn)變，轉(zhuǎn)移
talent2[5tAlEnt]n.①才能，天資;②人才
tend26[tend]v.①趨向，往往是;②照料，看護(hù)
topic3[5tCpik]n.話題，主題，題目
trait3[treit]n.特征，特點(diǎn)，特性
word36[wE:d]n.①詞，單詞;②[常pl.]話;③消息，傳說;④諾言，保證;v.用言語表達(dá)
according47[E5kC:diN]ad.依照，根據(jù)
assertion2[E5sE:FEn]n.主張，斷言，聲明
astrological1[9AstrE5lCdVikl]
a.占星的， 占星術(shù)的
biographical1[baiEu5^rAfikEl]a.傳記的
concentration5[7kCnsen5treiFEn]n.集中，集合，合并
craze1[kreiz]n.狂熱
digit3[5didVit]n.從0到9的任一數(shù)字
encode2[in5kEud]vt.①把(電文.情報(bào)等)譯成電碼(或密碼);②編碼
genetically2[dVi5netikEli]ad.遺傳地
hysteria1[his5tiEriE]n.歇斯底里
inborn1[5in5bC:n]a.天生的， 生來的， 先天的
mania1[5meinjE, niE]n.狂躁， 狂熱
meaningful1[5mi:niNful] a.意味深長的
meaningfully1[5mi:niNfuli]ad.意味深長地
memorize3[5memEraiz] v.記住，記憶
noteworthy1[5nEutwE:Ti]a.值得注目的， 顯著的
overrate1[5EuvE5reit]vt.對…估價(jià)過高
performer2[pE5fC:mE(r)]n.表演者
proverb1[5prCvE(:)b]n.諺語
psychological4[7saikE5lCdVikEl]a.心理(上)的
quirk1[kwE:k]n.奇事，巧合
spotlight1[5spCtlait]n.聚光燈;vt.使矚目于
springtime1[5sprINtaIm] n.春天， 春季
stamina1[5stAminE]n.毅力， 精力
statistics6[stE5tistiks]n.統(tǒng)計(jì)學(xué)，統(tǒng)計(jì)表
superstar2[5sju:pEstB:]n.超級明星
tournament1[5tuEnEmEnt]n.比賽，錦標(biāo)賽，聯(lián)賽
難句1
If you were to examine the birth certificates of every soccer player in 2006’s World Cup tournament, you would most likely find a noteworthy quirk: elite soccer players are more likely to have been born in the earlier months of the year than in the later months.
[語法分析]本句的基本句型為：虛擬條件句+主句+同位語從句;主句為you would...find a...quirk;其前為一個(gè)由if引導(dǎo)的虛擬條件句，其后為一個(gè)同位語從句，對a noteworthy quirk進(jìn)行說明;
[本句難點(diǎn)]本句由兩個(gè)從句和一個(gè)主句組成,相對簡單;
[方法對策]首先抓住主句,然后再分析其他分句即可;主句中的quirk意為“怪事,奇怪的事情”;
[例句精譯] 如果你能查看一下2006年世界杯比賽的每一個(gè)足球運(yùn)動(dòng)員的出生證的話，你就極可能發(fā)現(xiàn)一個(gè)值得注意的怪事。這些足球精英們可能出生在每年年初的幾個(gè)月份而非年末的幾個(gè)月份。
難句2
If you then examined the European national youth teams that feed the World Cup and professional ranks, you would find this strange phenomenon to be even more pronounced.
[語法分析]本句結(jié)構(gòu)為：條件從句+主句，主句的主干為：you would find + 賓語+賓語補(bǔ)足語;
[本句難點(diǎn)]本句句子結(jié)構(gòu)比較簡單;本句中feed意為“提供,輸送”,pronounced作形容詞用,意為“顯著的,明顯的”;
[方法對策]對個(gè)別詞匯要根據(jù)上下文確定其在文中的意思,不可單純套用常用的意思;
[例句精譯]
如果你再來查看一下為世界杯和其他一些專業(yè)級別的比賽準(zhǔn)備后備力量的歐洲各國青年隊(duì)的情況，你將會(huì)發(fā)現(xiàn)這一奇怪的現(xiàn)象更為突出。
難句3
This success, coupled with later research showing that memory itself is not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one.
[語法分析]本句主要結(jié)構(gòu)為:主語+謂語+雙賓語，主語為This success，謂語為led，其后為兩個(gè)賓語，一為Erisson，一為to conclude，conclude后為that引導(dǎo)的賓語從句;
[本句難點(diǎn)]本句中兩個(gè)逗號(hào)之間的內(nèi)容為插入語,影響閱讀;整句包含雙賓語和從句,稍復(fù)雜;
[方法對策]兩個(gè)逗號(hào)之間的插入語第略過不讀,抓住句子主干,然后再分析賓語和從句;
[例句精譯]
這次成功，再加上其后表明記憶絕非由遺傳因素決定的研究，終于導(dǎo)致埃瑞克森做出了結(jié)論——記憶這種行為更屬于一種后天培養(yǎng)而非是先天的天賦。
難句4
Their work makes a rather startling assertion: the trait we commonly call talent is highly overrated.Or, put another way, expert performers—whether in memory or surgery, ballet or computer programming—are nearly always made, not born.
[語法分析]第一句為簡單句，冒號(hào)后面的部分是assertion的同位語，同位語從句主干為：the trait...is...，其中包含一個(gè)定語從句修飾the trait;第二句的主干為expert performers...are...made，not born，or和put another way 是插入語;
[本句難點(diǎn)]從句和插入語比較難;
[方法對策]首先分析句子主干,然后分析其他成分,難句就迎刃而解了;
[例句精譯]
他們的工作得到了一個(gè)相當(dāng)驚人的結(jié)論：我們稱之為天才的這種東西其實(shí)是過于夸張了。換言之：無論是在記憶力或是在外科手術(shù)方面，無論是在芭蕾舞或是在電腦編程方面，杰出人才幾乎都是后天培養(yǎng)的，而非天生。
21.[答案]C
[解析]本文試圖回答一個(gè)問題：天才是如何出現(xiàn)的?是先天天生還是后天培養(yǎng)?科學(xué)家安德森· 埃瑞克森經(jīng)研究得出結(jié)論：“聰明在于勤奮，天才在于積累”。本題問：(首段)提到這些歐洲優(yōu)秀的球員的生日目的何在?答案顯然是C 引出一個(gè)話題那就是：“是什么成就了他們優(yōu)異成績的表現(xiàn)?”本答案十分明顯，因?yàn)榈诙挝恼碌氖拙渚吞崾玖宋覀儭斑@一奇怪現(xiàn)象的原因何在?”故可以肯定的排除A、B、D (見問題的漢語譯文)。21題還告訴我們，查找式閱讀是很省時(shí)且精準(zhǔn)的一個(gè)閱讀方法，不必看到全文再來回答21題，因?yàn)?2題問的“mania”一詞，已經(jīng)屬于第二段了。
22.[答案]B
[解析] 本題一看即可知是詞匯性問題。切記：詞匯性問題要看上下文。Mania這個(gè)生詞上文有mad一詞，這就提醒我們應(yīng)該首選mad一詞的同義詞crazy(名詞為craze) 至于(A) fun好玩(C) hysteria興奮( D) excitement激動(dòng),均不如(B) craze瘋狂，含義更深刻、更貼切。
23.[答案]A
[解析]根據(jù)科學(xué)家埃瑞克森的研究“好記憶”應(yīng)是“后天的培養(yǎng)”(cognitive exercise)有意識(shí)地去練習(xí)而非“先天的天生”(intuitive one先天的本能)。而后天的培養(yǎng)是指對信息進(jìn)行有意義的“編碼記憶”(注：有點(diǎn)像“聯(lián)想記憶”)。故應(yīng)選A：對信息進(jìn)行有意義的加工處理!B和C均談的是先天因素，錯(cuò)!至于D僅談到了總結(jié)反饋和高度集中，不夠完整，因?yàn)橐毩?xí)記憶力的提高，首先要“(在心中)設(shè)定特定的目標(biāo)”才行。
24.[答案]D
[解析]埃瑞克森等科學(xué)家認(rèn)為有杰出成就的人大都把成功歸因于后天的培養(yǎng)和教育(nurture)而非先天天生的。而這正是選項(xiàng)D的答案。由此可見，閱讀理解的真諦還在于“看懂”文章(這需要詞匯和長難句兩方面的基本功)至于選項(xiàng)A、B、C請參考后邊的譯文。
25.[答案]C
[解析]A信心重要;B種瓜得瓜;C天才在于勤奮 聰明在于積累;D有其父必有其子，這四個(gè)說法中只有C更符合本文的主題。
如果你能查看一下2006年世界杯比賽的每一個(gè)足球運(yùn)動(dòng)員的出生證的話，你就極可能發(fā)現(xiàn)一個(gè)值得注意的怪事。這些足球精英們可能出生在每年年初的幾個(gè)月份而非年末的幾個(gè)月份。如果你再來查看一下為世界杯和其他一些專業(yè)級別的比賽準(zhǔn)備后備力量的歐洲各國青年隊(duì)的情況，你將會(huì)發(fā)現(xiàn)這一奇怪的現(xiàn)象更為突出。
這一奇怪的現(xiàn)象原因何在?下面是一些猜想答案：A有某些天賦的東西使人如此;B冬季出生的孩子有較高的攜氧能力，這就增加了他們踢足球的耐力;C狂熱的球迷父母更容易在春天生孩子因?yàn)槟鞘敲磕曜闱蜻\(yùn)動(dòng)瘋狂的巔峰;D以上原因都不是。
美國佛羅里達(dá)州立大學(xué)58歲的心理學(xué)教授安德森·艾瑞克森說他堅(jiān)信第四種選擇“以上都不是”。埃瑞克森生于瑞典，學(xué)習(xí)核子工程學(xué)專業(yè)。直到有一天他意識(shí)到，如果他轉(zhuǎn)向心理學(xué)機(jī)會(huì)就會(huì)更多一些。于是他在30年前進(jìn)行了他的首次關(guān)于記憶方面的實(shí)驗(yàn)：訓(xùn)練別人聆聽并重復(fù)隨意所念的一系列數(shù)字。后來埃瑞克森回憶道:我的第一個(gè)接受實(shí)驗(yàn)者經(jīng)過大約20小時(shí)的培訓(xùn)之后，從記住7個(gè)數(shù)字上升到了20個(gè)數(shù)字。他繼續(xù)堅(jiān)持提高，經(jīng)過200小時(shí)的培訓(xùn)，能記住80個(gè)以上的數(shù)字了。
這次成功，再加上其后表明記憶絕非由遺傳因素決定的研究，終于讓埃瑞克森做出了結(jié)論——記憶這種行為更屬于一種后天培養(yǎng)而非是先天的天賦。換言之，無論兩個(gè)人在記憶力方面展現(xiàn)多么大的差別，這些差別都可能被他們(后天學(xué)到的)對信息的“編碼記憶”方面的能力超越。而學(xué)習(xí)對信息進(jìn)行有意義的“編碼記憶”的佳方法是進(jìn)行“有意義的練習(xí)”(這一過程)。“有意義的練習(xí)”不僅是簡單的重復(fù)。相反，他需要我們(在心中)設(shè)定特定的目標(biāo)，事后及時(shí)反饋和總結(jié)以及高度集中才行：不僅集中于技巧，也集中于結(jié)果。
埃瑞克森和其他同事們由此也開始了對各行各業(yè)的表現(xiàn)優(yōu)異者的研究。其中也包括足球行業(yè)。他們搜索到了盡其所能搜集到的資料：不僅包括這些人的表現(xiàn)的數(shù)據(jù)和其傳記資料，也包括了科學(xué)家們對這些杰出者們進(jìn)行的實(shí)驗(yàn)數(shù)據(jù)。他們的工作得到了一個(gè)相當(dāng)驚人的結(jié)論：我們稱之為天才的這種東西其實(shí)是過于夸張了。換言之：無論是在記憶力或是在外科手術(shù)方面，無論是在芭蕾舞或是在電腦編程方面，杰出人才幾乎都是后天培養(yǎng)的，而非天生。
21本文提到足球運(yùn)動(dòng)員的生日現(xiàn)象是要：。
[A]強(qiáng)調(diào)職業(yè)訓(xùn)練的重要性。
[B]我們密切關(guān)注世界杯賽中的足球超級明星。
[C]引出一個(gè)話題，那就是：是什么成就了他們的優(yōu)異表現(xiàn)?
[D]解釋為什么一些足球隊(duì)踢的比另一些好。
22(第二段四行的)“mania” 一詞的可能的意思是：。
[A]好玩
[B]瘋狂
[C]興奮
[D]激動(dòng)
23按照埃瑞克森的理論，好的記憶。
[A]取決于對信息進(jìn)行有意義的加工處理。
[B]來自先天而非后天練習(xí)。
[C]由基因而非其他心理因素所決定。
[D]需要及時(shí)的總結(jié)反饋和高度的集中精力。
24埃瑞克森及其同事們相信。
[A]對于專業(yè)方面的成功來講，天才是主要的因素。
[B]個(gè)人傳記資料提供了解釋優(yōu)秀表現(xiàn)的關(guān)鍵性答案。
[C]天才所起的作用被人們所忽視了。
[D]有杰出成就的人大都把成功歸因于后天的培養(yǎng)訓(xùn)練。
25下面哪個(gè)諺語在意思上接近于本文所試圖傳遞的信息：。
[A]“人心齊，泰山移”
[B]“種瓜得瓜，種豆得豆”
[C]“天才在于勤奮，聰明在于積累”
[D]“有其父必有其子”
TEXT 2
For the past several years, the Sunday newspaper supplement Parade has featured a column called “Ask Marilyn.”People are invited to query Marilyn vos Savant, who at age 10 had tested at a mental level of someone about 23 years old; that gave her an IQ of 228—the highest score ever recorded.IQ tests ask you to complete verbal and visual analogies, to envision paper after it has been folded and cut, and to deduce numerical sequences, among other similar tasks.So it is a bit confusing when vos Savant fields such queries from the average Joe (whose IQ is 100) as.What’s the difference between love and fondness?Or what is the nature of luck and coincidence? It’s not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.
Clearly, intelligence encompasses more than a score on a test.Just what does it mean to be smart?How much of intelligence can be specified, and how much can we learn about it from neurology, genetics, computer science and other fields?
The defining term of intelligence in humans still seems to be the IQ score, even though IQ tests are not given as often as they used to be.The test comes primarily in two forms: the StanfordBinet Intelligence Scale and the Wechsler Intelligence Scales(both come in adult and children’s version).Generally costing several hundred dollars, they are usually given only by psychologists, although variations of them populate bookstores and World Wide Web.Superhigh scores like vos Savant’s are no longer possible, because scoring is now based on a statistical population distribution among age peers, rather than simply dividing the mental age by the chronological age and multiplying by 100.Other standardized tests, such as the Scholastic Assessment Test (SAT) and the Graduate Record Exam (GRE), capture the main aspects of IQ tests.
Such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues Robert J. Sternberg.In his article “How Intelligent Is Intelligence Testing?”, Sternberg notes that traditional tests best assess analytical and verbal skills but fail to measure creativity and practical knowledge, components also critical to problem solving and life success.Moreover, IQ tests do not necessarily predict so well once populations or situations change.Research has found that IQ predicted leadership skills when the tests were given under lowstress conditions, but under highstress conditions，IQ was negatively correlated with leadership—that is, it predicted the opposite.Anyone who has toiled through SAT will testify that testtaking skill also matters, whether it’s knowing when to guess or what questions to skip.
26. Which of the following may be required in an intelligence test?
[A]Answering philosophical questions.
[B]Folding or cutting paper into different shapes.
[C]Telling the differences between certain concepts.
[D]Choosing words or graphs similar to the given ones.
27. What can be inferred about intelligence testing from paragraph 3?
[A]People no longer use IQ scores as an indicator of intelligence.
[B]More versions of IQ tests are now available on the Internet.
[C]The test contents and formats for adults and children may be different.
[D]Scientists have defined the important elements of human intelligence.
28. People nowadays can no longer achieve IQ scores as high as vos Savant’s because
[A]the scores are obtained through different computational procedures.
[B]creativity rather than analytical skills is emphasized now.
[C]vos Savant’s case is an extreme one that will not repeat.
[D] the defining characteristic of IQ tests has changed.
29. We can conclude from the last paragraph that
[A]test scores may not be reliable indicators of one’s ability.
[B]IQ scores and SAT results are highly correlated.
[C]testing involves a lot of guesswork.
[D]traditional tests are out of date.
30. What is the author’s attitude towards IQ tests?
[A]Supportive.
[B]Skeptical.
[C]Impartial.
[D]Biased.
ability15[E5biliti]n.①能力，智能;②才能，才干
achieve12[E5tFi:v]v.①完成，實(shí)現(xiàn);②達(dá)到，達(dá)成，獲得
analogy2[E5nAlEdVi]n.比擬，類比
analytical1[7AnE5litikEl] a.分析的，分解的
argue19[5B:gju:]v.①爭論，辯論;②認(rèn)為，主張，論證;③說服
aspect8[5Aspekt]n.①樣子，外表，面貌;②(問題等的)方面
assess4[E5ses]v.估價(jià)，評價(jià)
attitude14[5Atitju:d] n.①(to，towards)態(tài)度，看法;②姿勢
author69[5C:WE]n.①作者;②創(chuàng)始人
available18[E5veilEbl]a.①可用的，可得到的;②可以見到的，隨時(shí)可來的
average17[5AvEridV]n.平均(數(shù));a.①平均的;②普通的，一般的;v.平均，均分
bias7[5baiEs]n./v.(使有)偏見，偏心，偏袒
capacity8[kE5pAsiti]n.①容量，容積;②能量，能力;③接受力;④生產(chǎn)力
capture4[5kAptFE]n.捕獲，俘虜;v.①吸引(注意);②記錄;③俘虜
characteristic8[7kAriktE5ristik]a.(of)特有的，獨(dú)特的;n.特征，特性
coincidence2[kEu5insidEns]n.①巧合，巧事;②一致，符合
column2[5kClEm]n.①圓柱，柱狀物;②列;③(報(bào)刊中的)專欄
component4[kEm5pEunEnt]n.①組成部分;②成分;③部件;a.組成的，合成的
concept15[5kCnsept]n.概念，觀念，思想
conclude5[kEn5klu:d]v.①結(jié)束，終結(jié);②斷定，下結(jié)論;③締結(jié)，議定
confuse9[kEn5fju:z]v.使混亂，混淆
critical7[5kritikEl]a.①批評的，評論的;②危急的，緊要的;③臨界的;④重要的，關(guān)鍵的
deduce2[di5dju:s]v.(from)演繹，推斷
define7[di5fain]v.①給…下定義;②限定，規(guī)定;③解釋，闡述
element5[5elimEnt]n.①元素;②組成部分;③人員，分子
emphasize6[5emfEsaiz]v.強(qiáng)調(diào)
extreme4[iks5tri:m]a.①末端的，盡頭的;②極度的，極端的;n.①極端;②大程度;③極度(狀態(tài))
feature9[5fi:tFE]n.①特征，特色;②(報(bào)紙或雜志)特寫;③容貌，面貌;v.給顯著地位
field5[fi:ld]n.①田，田野;②場地;③專業(yè)，領(lǐng)域;④實(shí)地;野外
figure10[5figE]n.①體形;②數(shù)字;③圖形;④人物;v.(out)算出，估計(jì)，推測
format1[5fC:mAt]n.設(shè)計(jì)，安排，樣式;v.使格式化
genetic2[dVi5netik]a.遺傳的，起源的
graduate3[5grAdjueit]n.(大學(xué))畢業(yè)生，獲(學(xué)士)學(xué)位者;v.①(使)(大學(xué))畢業(yè);②獲學(xué)位;a.①畢了業(yè)的;②研究生的
graph2[grB:f]n.圖表，曲線圖
infer21[in5fE:]v.推論，推斷
intelligence13[in5telidVEns]n.①智力，聰明;②理解力;③情報(bào)，消息，報(bào)導(dǎo)
intelligent4[in5telidVEnt]a.聰明的，明智的
involve20[in5vClv]v.①卷入，陷入，連累;②包含，含有，涉及
knowledge 15[5nClidV]n.①知識(shí)，學(xué)識(shí);②知道，了解
leadership4[5li:dEFip]n.領(lǐng)導(dǎo)
measure14[5meVE]v.測量;n.①尺寸，大小;②[常pl.]措施，辦法;③法案，法律規(guī)定
moreover9[mC:5rEuvE]conj./ad.再者，加之，而且
multiply1[5mQltiplai]v.①(by)乘，使相乘;②倍增，增加，繁殖
nature14[5neitFE]n.①自然界，大自然;②性質(zhì)，本性，天性
note9[nEut]n.①筆記，記錄;②按語，注釋;③便條，短箋;④鈔票，紙幣;⑤暗示，建議v.①記下，摘下;②表明，認(rèn)為
numerical2[nju(:)5merikEl]a.數(shù)字的，用數(shù)表示的;a.數(shù)字的，用數(shù)字表示的
object5[5CbdVikt]n.①物體;②客體，對象;③目的，目標(biāo);④賓語;v.(to)反對
obtain11[Eb5tein]v.獲得，得到
obvious13[5CbviEs]a.明顯的，顯而易見的
parade1[pE5reid]n.*，檢閱;v.(使)列隊(duì)行進(jìn)，*
paragraph66[5pArEgrB:f]n.①段，節(jié);②小新聞，短評
pattern11[5pAtEn]n.①模式，式樣;②圖案，圖樣;v.仿制，模仿
peer2[piE]n.同等的人，貴族;vi.凝視，窺視;vt.與…同等，封為貴族
philosopher8[fi5lCsEfE]n.哲學(xué)家，哲人
practical7[5prAktikEl]a.實(shí)際的，實(shí)用的
predict13[pri5dikt]v.預(yù)言，預(yù)測，預(yù)告
procedure4[prE5si:dVE]n.程序，手續(xù)，步驟
reliable5[ri5laiEbl]a.可靠的
result37[ri5zQlt]n.結(jié)果，成果，成績;v.①(in)導(dǎo)致，結(jié)果是;②(from)起因于，因…而造成
scale3[skeil]n.①刻度，標(biāo)度;②天平，磅秤;③比例尺;④規(guī)模;⑤音階;⑥魚鱗
school 44[sku:l]n.①學(xué)校;②(大學(xué)里的)學(xué)院，系;③學(xué)派，流派
science58[5saiEns]n.①科學(xué);②學(xué)科
score8[skC:]n.①得分，分?jǐn)?shù);②二十;v.得(分)，記(…的)分?jǐn)?shù)
sequence1[5si:kwEns]n.①先后，次序;②連續(xù)，數(shù)列
shape2[Feip]n.①形狀，外形;②情況，狀態(tài);③種類;v.成型，塑造
skeptical2[5skeptikEl]a.懷疑性的，好懷疑的，無神論的
skip1[skip]v.跳，蹦，急速改變，跳讀，遺漏，跳躍;n.跳躍
solve9[sClv]v.解決，解答
specify2[5spesifai]v.指定，詳細(xì)說明
statistical2[stE5tistikl]a.統(tǒng)計(jì)的，統(tǒng)計(jì)學(xué)的
stress9[stres]n.①壓力，應(yīng)力;②重音;v.強(qiáng)調(diào)，著重
suit4[sju:t]v.①合適，適合;②相配，適應(yīng);n.①一套西服;②訴訟
supplement2[5sQplimEnt]n.①補(bǔ)充;②增刊;③附錄;v.增刊，補(bǔ)充
testify1[5testifai]v.(to)說明，證實(shí)
variation2[7vZEri5eiFEn]n.①變化，變動(dòng);②變種，變異
verbal3[5vE:bEl]a.①用言辭的，用文字的;②口頭的;③動(dòng)詞的
version2[5vE:FEn]n.①型，版本;②譯本，譯文;③說法，看法;④(某種)形式
visual2[5viVjuEl]a.看的，視覺的
web12[web]n.網(wǎng)，蜘蛛網(wǎng)
word36[wE:d]n.①詞，單詞;②[常pl.]話;③消息，傳說;④諾言，保證;v.用言語表達(dá)
assessment2[E5sesmEnt]n.估價(jià)，被估定的金額
bookstore1[5bukstC:(r)]n.書店
chronological1[7 krCnE5lCdVikEl]a.按年代順序排列的
computational1[7kCmpju(:)5teiF(E)n(E)l]a.計(jì)算的
correlated1[7kCrE5leitid]
a.有相互關(guān)系的
creativity5[7kri:ei5tivEti]n.創(chuàng)造力，創(chuàng)造
distribution6[7distri5bju:FEn]n.分配，分發(fā)，配給物
elude1[i5lju:d, i5lu:d]v.躲避
encompass2[in5kQmpEs]v.包圍，環(huán)繞，包含
envision1[in5viVEn]vt.想象， 預(yù)想
folding1[fEuldiN]a.可折疊的
fondness1[`fCndnIs]n.愛好， 溺愛
given22[5giv(E)n]a.特定的，假設(shè)的
guesswork1[5^eswE:k]n.臆想，猜測
impartial2[im5pB:FEl]a.公平的，不偏不倚的
indicator4[5indikeitE]n.指示器
negatively1[5negEtivli]ad.否定地，消極地
neurology1[njuE5rClEdVi]n.神經(jīng)學(xué)， 神經(jīng)病學(xué)
philosophical1[7filE5sCfikEl]a.哲學(xué)的
populate3[5pCpjuleit]v.居住，構(gòu)成…人口
primarily2[5praimErili]ad.首先，起初，主要地，根本上
psychologist2[psai5kClEdVist]n.心理學(xué)者
query2[5kwiEri]n.質(zhì)問， 詢問;v.詢問
scholastic1[skE5lAstik]a.學(xué)校的， 學(xué)者的;n.學(xué)究，學(xué)生
standardize4[5stAndEdaiz]vt.使符合標(biāo)準(zhǔn)，使標(biāo)準(zhǔn)化
superhigh1[5sju:pE5hai]a.超高的
toil1[tCil]n.辛苦， 苦工;vi.跋涉，苦干
traditional7[trE5diFEn(E)l]a.傳統(tǒng)的，慣例的，口傳的，傳說的
visualize2[5vizjuElaiz]v.想像，顯現(xiàn)
難句1
It’s not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.
[語法分析]
本句中It為形式主語，真正主語是其后how引導(dǎo)的主語從句，主語從句中主語是the capacity(to...and to...),謂語是suits，賓語是one,其后的to...為賓語補(bǔ)足語，其中，questions后面又跟一個(gè)that引導(dǎo)的定語從句;
[本句難點(diǎn)]主句和從句均比較復(fù)雜,
[方法對策]需要仔細(xì)分析,抓住句子主干,然后再分析其他輔助成分;
[例句精譯]人們非常不清楚的是：(智商考試)這種在心里想像物體的形狀或數(shù)字模式的能力，怎么能回答一些已經(jīng)困惑了優(yōu)秀的詩人和哲學(xué)家多年的這樣一些問題呢?
26.[答案]D
[解析]26題問：智力測試要做什么樣的題?
從首段文章中可得知：智力考試考人們的想象(to envision)、推斷(to deduce)一些圖形或數(shù)字的能力;或進(jìn)行文字和圖像的類比，當(dāng)然不用回答哲學(xué)問題A;也不要你動(dòng)手去折疊或去剪一張紙B;C文中并未提到。關(guān)于首段的末句，雖然與問題無關(guān)，但要徹底看懂它，對今后的閱讀理解，顯然是有益處的。
句中：It為主語(形式主語)，is not 為謂語，obvious為賓語(或稱為表語)。本句可譯為：“人們非常不清楚的是(How...)”。在主語從句中，how為引導(dǎo)詞，這個(gè)主語從句中的“主+謂+賓”分別是the capacity(主)+suits(謂) +one to answer questions(雙賓語)。
27.[答案]C
[解析]問題：關(guān)于智商測試，從第三段中我們可以得出什么結(jié)論 ?注意，只看第三段就可以，這一段說到，智力測試目前主要有兩種形式：斯坦福比奈智力量表和威斯勒智力量表(而兩者都有成人版考試和兒童版考試)。所以我們可知成人考試和兒童考試的內(nèi)容和形式有所不同，C項(xiàng)正確，其他三個(gè)選項(xiàng)都不對。
28.[答案]A
[解析]問題：人們?nèi)缃褚呀?jīng)很難達(dá)到薩文特的高分了，因?yàn)?A)現(xiàn)在的分?jǐn)?shù)是通過不同的計(jì)算模式得出的，選(A)的依據(jù)是原文的“因?yàn)槿缃竦牡梅质腔谕g人的統(tǒng)計(jì)學(xué)人口的分布情況，而非(原來的)簡單用實(shí)際年齡去除心理年齡再乘以100”。其他兩個(gè)選項(xiàng)：(B)現(xiàn)在的考試更注重人們的創(chuàng)造能力而非分析問題的能力;(D)智力測試的定性已經(jīng)改變。至于(C)薩文特的測試只是一個(gè)特例，無法復(fù)制，文章從未提及。
29.[答案]A
[解析]從28題的分析我們可以看出：(A)現(xiàn)在的考試分?jǐn)?shù)，依然不能反映出人們的實(shí)際能力，是正確的答案。這一點(diǎn)，從后一段原文中可清楚看到。選項(xiàng)(D)說這種考試已經(jīng)過時(shí)，與原文矛盾，因?yàn)楝F(xiàn)在的這種考試仍在采用。選項(xiàng)(C)說，此類考試包含大量猜想工作是第一段的內(nèi)容。而29題問到的是：根據(jù)后一段，我們可以得出什么結(jié)論?選項(xiàng)(B)說考試與分?jǐn)?shù)和SAT結(jié)果高度相關(guān)。
30.[答案]B
[解析]注意，問作者態(tài)度，應(yīng)該找But一詞。原文末段有兩個(gè)“But”。第一個(gè)But fail to measure creativity and practical knowledge.(此類考試不能測出人們的創(chuàng)造能力和實(shí)用知識(shí))，第二個(gè)But under highstress conditions,...(但在壓力大時(shí)，他預(yù)測的結(jié)果適得其反)由此可知，作者懷疑或不贊成此類智力考試。
過去幾年，《星期日報(bào)》的增刊《檢閱》開設(shè)了一個(gè)名叫“詢問瑪麗琳”的專欄。人們被邀請去詢問瑪麗琳·沃斯·薩文特——她在10歲時(shí)測試的智力水平達(dá)到別人23歲時(shí)的水平，這使得她的智商高達(dá)228(是有記錄的高水平)。進(jìn)行智商測試時(shí)，你要做的題目有詞語類比，圖形類比，想象一張紙張被折疊，剪切后的形狀，演繹數(shù)字序列，以及其他類似的項(xiàng)目。所以，當(dāng)沃斯·薩文特面對普通人(其智商為100)提出的像“愛與喜歡之間的區(qū)別是什么?”或者“運(yùn)氣與巧合的本質(zhì)是什么?”這樣的問題時(shí)，她感到有點(diǎn)困惑。設(shè)想物體，判斷數(shù)字類型的能力如何使一個(gè)人能夠回答難倒了一些杰出的詩人和哲學(xué)家的問題，這種關(guān)系并不明顯。
很明顯，智力包含的不只是測試所得的分?jǐn)?shù)。而聰明意味著什么?有多少智力可以界定?我們能夠從神經(jīng)學(xué)、遺傳學(xué)、計(jì)算機(jī)科學(xué)以及其他領(lǐng)域了解多少智力?
即使人們并不像以前那樣經(jīng)常進(jìn)行智商測試，確定一個(gè)人的智力似乎還是靠智商測試的結(jié)果。智商測試主要表現(xiàn)為兩種形式：斯坦福—比奈智力量表和韋克斯勒智力量表(兩種都有成人和兒童測試類型)。由于這些測試一般要花費(fèi)幾百美元，所以通常只有心理學(xué)家才進(jìn)行這些測試，盡管這些測試的變體在書店和萬維網(wǎng)上也隨處可見。得到像沃斯·薩文特這樣的超高分?jǐn)?shù)再也不可能了，因?yàn)楝F(xiàn)在的分?jǐn)?shù)依據(jù)的是相同年齡者的統(tǒng)計(jì)學(xué)群體分布狀況，而不是簡單地將智力年齡除以生理年齡在乘以100。其他標(biāo)準(zhǔn)化測試，比如學(xué)術(shù)水平測驗(yàn)考試以及研究生入學(xué)考試，其實(shí)也包含了智商測試的主要方面。
羅博特·J·斯頓伯格認(rèn)為，這樣的標(biāo)準(zhǔn)測試不可能評估在學(xué)校和生活中取得成功所需的所有重要因素。在其名為《智商測試有多智能》這篇文章中，斯頓伯格指出，傳統(tǒng)的測試恰當(dāng)?shù)卦u估了分析能力和語言表達(dá)能力，但沒有測量創(chuàng)造力和實(shí)踐能力，這些也是解決問題、在生活中取得成功的關(guān)鍵因素。而且，一旦統(tǒng)計(jì)對象和或環(huán)境發(fā)生變化，智商測試就不一定預(yù)測得那么準(zhǔn)確。研究發(fā)現(xiàn)，如果在低壓力狀況下進(jìn)行智商測試，那么這種測試就可以預(yù)測領(lǐng)導(dǎo)才能，但是，在高壓力狀況下，智商測試所得的結(jié)果與領(lǐng)導(dǎo)才能的關(guān)系則為負(fù)相關(guān)，也就是說，它預(yù)測的結(jié)果與事實(shí)是相反的。任何經(jīng)歷過學(xué)術(shù)水平測驗(yàn)考試的人都會(huì)認(rèn)為，應(yīng)試技巧也很重要，無論是知道何時(shí)應(yīng)該進(jìn)行推測還是知道應(yīng)該忽略什么題目。
26.在智力測試中，下面哪一些是我們需要做的題。
[A]回答一些哲學(xué)問題。
[B]把紙折疊或者剪裁成不同的形狀。
[C]區(qū)別某些概念的不同。
[D]選出與所給的文字和圖表相近似的東西。
27. 從第三段中我們可以得出什么樣的推測。
[A]人們不再用智力測試分?jǐn)?shù)作為他們智力標(biāo)準(zhǔn)的指標(biāo)了。
[B]互聯(lián)網(wǎng)上現(xiàn)在有更多智力考試可以搜到。
[C]成人考試和兒童考試的內(nèi)容和形式可能會(huì)有所不同。
[D]科學(xué)家們已經(jīng)判定了人類智力的重要元素。
28.人們?nèi)缃褚押茈y得到像沃斯·薩文特那樣的高智商分?jǐn)?shù)了，因?yàn)椤?BR> [A]現(xiàn)在的分?jǐn)?shù)是通過不同計(jì)算模式得出的。
[B]現(xiàn)在的考試更注重人們的創(chuàng)造能力而非分析問題的能力。
[C]薩文特的例子是一個(gè)特例，無法復(fù)制。
[D]智力測試的定性已經(jīng)改變。
29.我們可以從末段中得出結(jié)論。
[A]測試分?jǐn)?shù)不一定是人們能力的可靠標(biāo)準(zhǔn)
[B]智商分?jǐn)?shù)與SAT結(jié)果是高度相關(guān)的
[C]考試包含大量的猜想工作
[D]傳統(tǒng)的測試已經(jīng)過時(shí)了
30.作者對這種智商測試的態(tài)度是什么?
[A]支持的
[B]懷疑的
[C]公平的
[D]偏見的
詳細(xì)分析歷年考研英語試卷，又可以發(fā)現(xiàn)主要矛盾在于閱讀(占60%的分?jǐn)?shù))，故可謂：得閱讀者得天下。閱讀的60分細(xì)分為Part A、Part B 和Part C，其中Part A為四篇閱讀理解，占40分，是閱讀理解考試中的主戰(zhàn)場。那么，閱讀Part A有沒有什么技巧呢?
技巧一：看懂
閱讀理解其實(shí)主要考的是“閱讀”之后的“理解”，所以，看得懂乃是第一項(xiàng)技巧。
任何一篇文章，若要能看懂它，至少需要兩個(gè)條件：認(rèn)識(shí)單詞和看明白句子。單詞就像蓋房的磚瓦，考研詞匯大約為5500個(gè)，這不是一個(gè)小數(shù)字，也并非三兩天時(shí)間可以記住的，所以，考生必須先買一本考研英語詞匯書進(jìn)行系統(tǒng)、長期的學(xué)習(xí)和記憶。(推薦《考研英語詞匯真題詞頻語境記憶》，該書打破了傳統(tǒng)考研詞匯書按字母順序排序的做法，而是采用歷年真題作為單詞出現(xiàn)頻率的統(tǒng)計(jì)依據(jù)，將所有大綱單詞及超綱單詞按照歷年真題出現(xiàn)的頻率從高到低排列，而且全部按照考過的不同詞義配不同的真題例句，可以使學(xué)生用少的時(shí)間獲得好的學(xué)習(xí)效果)。
拿到詞匯書之后，首先用大約一周的時(shí)間把這些單詞中你根本不認(rèn)識(shí)的挑出來，如rear，tedious，deteriorate，plausible，jargon，isotope，……，(因?yàn)檫@些單詞你可能完全不認(rèn)識(shí)，看到之后兩眼漆黑，所以稱之為“黑”字)?！昂凇弊质情喿x的頭一個(gè)障礙，單詞不認(rèn)識(shí)，句子當(dāng)然看不懂，所以，消滅“黑”字是當(dāng)務(wù)之急。(爭取用一個(gè)月左右的時(shí)間消滅它們!)
考研詞匯中，除“黑”字外，還有大量意思非常明白的所謂“白”字，如：able，benefit，culture，space，topic，……。此類單詞可一掠而過，除“黑”(完全不認(rèn)識(shí))和“白”(完全明白)字兩類外，還有許多似會(huì)不會(huì)的“灰”字，如：treaty，tutor，sample，saddle，fuss，……。甚至還有大量你覺得會(huì)但其實(shí)并非如此的“灰”字，如：spring 除了“春天”之外，還當(dāng)“泉水”、“彈簧”講;account除了“帳戶”，還作“原因;理由;解釋;說明;報(bào)告;占……”解。affect除了“愛，深情”之外，還有“對……發(fā)生作用”之義。背誦單詞時(shí)，一定要多看詞匯書中所給的例句才能牢記其意義。
除單詞外，有時(shí)句子太長也會(huì)對閱讀造成致命的傷害，如：
If you add to this the effects of a sonar set mounted in the small nose of a torpedo rushing through the water at speeds up to 80 miles per hour with its consequent noise and vibration，plus hullborne vibrations from the power plant，it can be seen that only the most advanced electronic filtering gives any chance of success.
看完此句，很多考生如墜五里霧中，不知所云。其實(shí)，看懂長難句有點(diǎn)像撒網(wǎng)捕魚，收網(wǎng)時(shí)應(yīng)收緊網(wǎng)繩(叫綱)，漁網(wǎng)自然會(huì)合攏。不要去亂抓網(wǎng)眼(那叫目)?？撮L難句亦應(yīng)該做到“綱舉目張”，先找句子的骨架(主+謂+賓)，再解決修飾成份(定、狀等)。
此句it后為主句，但it不是其真正主語，叫形式主語，真正主語為后邊的that從句，一般來說，英語的“主+謂+賓”也應(yīng)像漢語那樣按順序放好，主語放謂語前，即：“只有先進(jìn)的電子過濾器才有成功的可能這一點(diǎn)可以被看得很明白?！?形式主語it不必譯)但英譯漢中，應(yīng)盡量少用被動(dòng)句型。所以，此句可譯為：“可以很清楚地看出：只有先進(jìn)的電子過濾器才有可能獲得成功”。
it前邊不是句子的主要部分，而是一個(gè)由if 所引領(lǐng)的長長的狀語從句。(如果說“主+謂+賓”是樹干的話，定、狀則像樹葉，要繁雜和麻煩得多。)在整個(gè)if...這樣一個(gè)句子構(gòu)成的狀語中，if you(主語)add (謂語)the effects to this(雙賓語)為基本框架;那第二個(gè)賓語為何要倒過來呢?因?yàn)榈谝粋€(gè)賓語effects 后面跟了那么長那么多的定語。(注意：英語常將定語寫在名詞后，這一點(diǎn)與中文大相徑庭：中文的定語一律放在名詞前)
第一個(gè)定語為介詞詞組“of a sonar set ”，修飾effects，譯為：“一套聲納設(shè)施的效果”;第二個(gè)定語為“mounted in the small nose”，過去分詞當(dāng)定語：“被安裝在一個(gè)小鼻子上的”;第三個(gè)定語“of a torpedo”：“一個(gè)魚雷的”;第四個(gè)定語“rushing...”譯為：“以每小時(shí)80英里速度穿行于水里的”;后邊還有一個(gè)“with...”(“plus...”為兩逗號(hào)間的插入語) 英文定語在名詞后，中文卻將定語放在名詞effects前邊。若定語不止一個(gè)，常采用倒著翻譯的方法，我們稱之為“倒解連環(huán)”。
故整句意思為：
“如果你把帶著巨大噪音和震動(dòng)的、以每小時(shí)80英里速度穿過水中的一個(gè)魚雷的鼻尖部位上所安裝的一套聲納設(shè)備的效果也加進(jìn)去考慮的話，再加上還有由電機(jī)部分所造成的外殼的震動(dòng)，那么，可以清楚地看到：只有先進(jìn)的電子過濾器才有可能獲得成功?！?BR> 這就是考研英語的實(shí)情，怪不得每年的百萬考研大軍中，過60分者寥寥無幾，每年也只有18%左右，英語考得好的同學(xué)，前途自然也比其他人更為光明。
大家切記，英語的句子中，“主+謂+賓”基本與中文一致，是按順序擺放的，而定、狀語經(jīng)常倒著放，又長又多，比主、謂、賓要難很多。定、狀語放好了，句子才能看明白，想看懂閱讀理解中的長難句，語法基本功一定要扎實(shí)。
技巧二：選題
看懂文章之后，還有一個(gè)如何選題的問題，所以第二項(xiàng)技巧是選題問題。
眾所周知，讀完文章之后就要對文章后面的問題作出選擇：是選A呢?還是選B、C?還是選D?許多考生說，文章有時(shí)看懂了，題就是選不對。其實(shí)選題也是大有技巧的，閱讀的問題基本上分為五大類：
1.主旨題(又稱中心思想題)：這類題基本上是問main idea， 或best title是什么;也可以問作者寫此文章的purpose何在;或問此文的conclusion可總結(jié)為什么。碰到這類題簡單的方法是把文中每段的首句串起來考慮。若是僅問其中某一段的中心思想為何，則可將該段的首、尾句加起來考慮。
2.詞匯題(又稱詞語釋義題)：這類題常問考生一些不認(rèn)識(shí)、從未見過的一些生詞或詞組的意思是什么。解題技巧為參考上、下文，尤其是下文。因?yàn)橄挛某３Ｊ菍υ撛~的解釋、說明、舉例等等。
3.作者態(tài)度題：常問作者對某事是什么態(tài)度：主觀(subjective)還是客觀(objective);肯定(positive)還是否定(negative);贊成(approval)還是反對(opposition)等等。解題的關(guān)鍵是要看作者在文中用了什么樣的口氣。若用褒義詞，顯然是贊成。若用貶義詞，顯然是反對。若客觀陳述，則是中性的立場，不偏不倚。注意：作者態(tài)度常常在轉(zhuǎn)折詞后表明出來。所以，but一詞至關(guān)重要(還有類似的yet，however，although，nevertheless等)。
4.推理性問題：其典型詞有兩個(gè)：infer和imply。如：What can you infer from the story? 或What is the implied meaning of this sentence?
切記，推理性問題原文中沒有現(xiàn)成的答案。答案是你自己推想出來的，但不能憑空瞎想，必須以原文中某句話或某個(gè)詞語為依據(jù)去合理推測才能找到合適的答案。
注意：以上四種題型頂多占閱讀理解考試總分的1/4左右，而其他約30分的題都屬于以下提到的：細(xì)節(jié)性問題!
5.細(xì)節(jié)性問題：(聲明：本書中沒有指出題型的，大多為細(xì)節(jié)題)
此類題占閱讀總分40分中的30分左右，因此十分重要。注意，這類問題與推理性問題截然相反，都可以從原文中找到答案，只不過為了迷惑考生，常常將原文進(jìn)行改寫，換一種說法。所以，照抄原文，一字不改的不一定就是答案，而與原文意思相同的，才是正確的。
除了將文章看懂，把題目選對之外，閱讀理解還有兩個(gè)非常重要的注意事項(xiàng)：速度與步驟。
技巧三：速度
大家都知道，僅僅把題選對是不夠的，因?yàn)榭荚囘€有時(shí)間的限制。(你就算選對，每篇文章花一個(gè)小時(shí)那能行嗎?!)記住，考試總共180分鐘，四篇閱讀多占70～80分鐘(即17～20分鐘一篇)，其余時(shí)間還要寫作文、做翻譯、英語知識(shí)運(yùn)用等。
那么，對于速度過慢的考生，郭老師有什么建議呢?
第一、加大詞匯量，這樣讀起來才會(huì)勢如破竹，一氣呵成。若生詞太多，自然會(huì)磕磕跘跘，走不了太快。
第二、閱讀中忌諱的是一個(gè)字一個(gè)字地去讀，那樣又慢又差。正確的方法是用眼去抓句子的大致結(jié)構(gòu)(叫意群閱讀法)。還記得前面那個(gè)長難句嗎?郭老師并沒有孤零零地去看每一個(gè)詞，而是先找到了it后面的主句，前頭的if句雖然很長，只不過是個(gè)狀語而已。而在主句中，我又抓住了它的主語that only the most advanced electronic filtering gives any chance of success和謂語can be seen。這種提綱挈領(lǐng)的讀法，不僅可以使速度加快，更可以使準(zhǔn)確率提高。
第三、考研是一場艱苦卓絕的拼搏?？佳杏⒄Z又比四、六級要難，所以保持頭腦清醒和旺盛的斗志也至關(guān)重要。因此，考試前一天晚上的充足睡眠十分重要，可以在考場上保持敏銳、清醒的頭腦，這對提高速度和專注精力大有裨益!
技巧四：步驟
閱讀的步驟也十分重要。許多考生拿到文章之后從頭讀起，讀完再去一個(gè)一個(gè)選答案。這種方法十分傳統(tǒng)，叫整體閱讀法。其優(yōu)點(diǎn)是可以有一種全局感或整體感。缺點(diǎn)是文章太長，讀后細(xì)節(jié)記不住，再去找答案又費(fèi)勁又容易出錯(cuò)，許多細(xì)節(jié)都混淆在一起了，得分經(jīng)常不高。郭老師建議同學(xué)們用一下查找閱讀法：讀完第一段就做第一題。然后看第二個(gè)問題問的什么，帶著這個(gè)問題去看第二段，然后是第三段、第四段，依此類推。(注意，有一種問題可能此方法不太適用，那就是：主旨性問題)。查找式閱讀法雖然把文章看得支離破碎，但得分往往很高，因?yàn)槟銊偪匆欢尉腿プ鲆坏李}，這樣記得住細(xì)節(jié)，抓得很準(zhǔn)，廣大考生不妨一試!
在開始研究歷年真題閱讀理解之前，有一件特別重要的事必須提醒廣大讀者：要使自己的閱讀水平真正提高，必須先做題，后看答案和解析。如果順序倒過來，閱讀水平絲毫得不到提高。做題時(shí)間為一篇文章17至20分鐘，Part A四篇文章時(shí)間控制在70~80分鐘。下面，以近考過的2008年全國碩士研究生入學(xué)統(tǒng)一考試英語試題中的閱讀理解題為開篇，請同學(xué)們以這幾篇真題閱讀文章為練習(xí)，在規(guī)定的時(shí)間內(nèi)，檢測自己的真實(shí)水平。無論做的結(jié)果如何，都保持一種從零開始的心態(tài)，認(rèn)真研讀此書，一定會(huì)獲益匪淺!
TEXT 1
While still catchingup to men in some spheres of modern life, women appear to be way ahead in at least one undesirable category. “Women are particularly susceptible to developing depression and anxiety disorders in response to stress compared to men,”according to Dr. Yehuda, chief psychiatrist at New York’s Veteran’s Administration Hospital.
Studies of both animals and humans have shown that sex hormones somehow affects the stress response, causing females under stress to produce more of the trigger chemicals than do males under the same conditions. In several of the studies, when stressedout female rats had their ovaries (the female reproductive organs) removed, their chemical responses became equal to those of the males.
Adding to a woman’s increased dose of stress chemicals, are her increased “opportunities” for stress. “It’s not necessarily that women don’t cope as well. It’s just that they have so much more to cope with,” says Dr. Yehuda. “Their capacity for tolerating stress may even be greater than men’s,” she observes, “It’s just that they’re dealing with so many more things that they become worn out from it more visibly and sooner.”
Dr. Yehuda notes another difference between the sexes. “I think that the kinds of things that women are exposed to tend to be in more of a chronic or repeated nature. Men go to war and are exposed to combat stress. Men are exposed to more acts of random physical violence. The kinds of interpersonal violence that women are exposed to tend to be in domestic situations, by, unfortunately, parents or other family numbers, and they tend not to be oneshot deals. The wearandtear that comes from these longer relationships can be quite devastating.”
Adeline Alvarez married at 18 and gave birth to a son, but wad determined to finish college. “I struggled a lot to get the college degree. I was living in so much frustration that that was my escape to go to school, and get ahead and do better.” Later her marriage ended and she became a single mother. “It’s the hardest thing to take care of a teenager, have a job, pay the rent, pay the car payment, and pay the debt. I lived from paycheck to paycheck.”
Not everyone experiences the kinds of severe chronic stresses, Alvarez describes. But most women today are coping with a lot of obligations, with few breaks, and feeling the strain. Alvarez’s experience demonstrates the importance of finding ways to diffuse stress before it threatens your health and your ability to function.
21. Which of the following is true according to the first two paragraphs?
[A]Women are biologically more vulnerable to stress.
[B]Women are still suffering much stress caused by men.
[C]Women are more experienced than men in coping with stress.
[D]Men and women show different inclinations when faced with stress.
22. Dr. Yehuda’s research suggests that women
[A]need extra doses of chemicals to handle stress.
[B]have limited capacity for tolerating stress.
[C]are more capable of avoiding stress.
[D]are exposed to more stress.
23. According to Paragraph 4, the stress women confront tends to be
[A]domestic and temporary.
[B]irregular and violent.
[C]durable and frequent.
[D]trivial and random.
24. The sentence “I lived from paycheck to paycheck.”(Line 6, Para. 5) probably means that
[A]Alvarez cared about nothing but making money.
[B]Alvarez’s salary barely covered her household expenses.
[C]Alvarez got paychecks from different jobs.
[D]Alvarez paid practically everything by check.
25. Which of the following would be the best title for the text?
[A]Strain of Stress: No Way Out?
[B]Responses to Stress: Gender Difference
[C]Stress Analysis: What Chemicals Say
[D]Gender Inequality: Women Under Stress
TEXT 2
It used to be so straightforward. A team of researchers working together in the laboratory would submit the results of their research to a journal. A journal editor would then remove the authors’ names and affiliations from the paper and send it to their peers for review. Depending on the comments received, the editor would accept the paper for publication or decline it. Copyright rested with the journal publisher, and researchers seeking knowledge of the results would have to subscribe to the journal.
No longer. The Internet and pressure from funding agencies, who are questioning why commercial publishers are making money from governmentfunded research by restricting access to it-is making access to scientific results a reality. The Organization for Economic Cooperation and Development (OECD) was just issued a report describing the farreaching consequences of this. The report, by John Houghton of Victoria University in Australia and Graham Vickery of the OECD, makes heavy reading for publishers who have, so far, made handsome profits. But it goes further than that. It signals a change in what has, until now, been a key element of scientific endeavor.
The value of knowledge and the return on the public investment in research depends, in part, upon wide distribution and ready access. It is big business. In America, the core scientific publishing market is estimated at between $7 billion and $11 billion. The International Association of Scientific, Technical and Medical Publishers says that there are more than 2,000 publishers worldwide specializing in these subjects. They publish more than 1.2 million articles each year in some 16,000 journals.
This is now changing. According to the OECD report, some 75% of scholarly journals are now online. Entirely new business models are emerging; three main ones were identified by the report’s authors. This is the socalled big deal, where institutional subscribers pay for access to a collection of online journal titles through sitelicensing agreements. There is openaccess publishing, typically supported by asking the author (or his employer) to pay for the paper to be published. Finally, there are openaccess archives, where organizations such as universities or international laboratories support institutional repositories. Other models exist that are hybrids of these three, such as delayed openaccess, where journals allow only subscribers to read a paper for the first six months, before making it freely available to everyone who wishes to see it. All this could change the traditional form of the peerreview process, at least for the publication of papers.
26. In the first paragraph, the author discusses
[A] the background information of journal editing.
[B] the publication routine of laboratory reports.
[C] the relations of authors with journal publishers.
[D] the traditional process of journal publication.
27. Which of the following is true of the OECD report?
[A] It criticizes governmentfunded research.
[B] It introduces an effective means of publication.
[C] It upsets profitmaking journal publishers.
[D] It benefits scientific research considerably.
28. According to the text, online publication is significant in that
[A] it provides an easier access to scientific results.
[B] it brings huge profits to scientific researchers.
[C] it emphasizes the crucial role of scientific knowledge.
[D] it facilitates public investment in scientific research.
29. With the openaccess publishing model, the author of a paper is required to
[A] cover the cost of its publication.
[B] subscribe to the journal publishing it.
[C] allow other online journals to use it freely.
[D] complete the peerreview before submission.
30. Which of the following best summarizes the main idea of the passage?
[A] The Internet is posing a threat to publishers.
[B] A new mode of publication is emerging.
[C] Authors welcome the new channel for publication.
[D] Publication is rendered easier by online service.
TEXT 3
In the early 1960s Wilt Chamberlain was one of only three players in the National Basketball Association (NBA) listed at over seven feet. If he had played last season, however, he would have been one of 42. The bodies playing major professional sports have changed dramatically over the years, and managers have been more than willing to adjust team uniforms to fit the growing numbers of bigger, longer frames.
The trend in sports, though, may be obscuring an unrecognized reality: Americans have generally stopped growing. Though typically about two inches taller now than 140 years ago, today’s people-especially those born to families who have lived in the U.S. for many generations-apparently reached their limit in the early 1960s. And they aren’t likely to get any taller. "In the general population today, at this genetic, environmental level, we’ve pretty much gone as far as we can go," says anthropologist William Cameron Chumlea of Wright State University. In the case of NBA players, their increase in height appears to result from the increasingly common practice of recruiting players from all over the world.
Growth, which rarely continues beyond the age of 20, demands calories and nutrients-notably, protein-to feed expanding tissues. At the start of the 20th century, undernutrition and childhood infections got in the way. But as diet and health improved, children and adolescents have, on average, increased in height by about an inch and a half every 20 years, a pattern known as the secular trend in height. Yet according to the Centers for Disease Control and Prevention, average height-5′9″ for men, 5′4″for women-hasn’t really changed since 1960.
Genetically speaking, there are advantages to avoiding substantial height. During childbirth, larger babies have more difficulty passing through the birth canal. Moreover, even though humans have been upright for millions of years, our feet and back continue to struggle with bipedal posture and cannot easily withstand repeated strain imposed by oversize limbs. "There are some real constraints that are set by the genetic architecture of the individual organism," says anthropologist William Leonard of Northwestern University.
Genetic maximums can change, but don’t expect this to happen soon. Claire C. Gordon, senior anthropologist at the Army Research Center in Natick, Mass., ensures that 90 percent of the uniforms and workstations fit recruits without alteration. She says that, unlike those for basketball, the length of military uniforms has not changed for some time. And if you need to predict human height in the near future to design a piece of equipment, Gordon says that by and large, "you could use today’s data and feel fairly confident."
31. Wilt Chamberlain is cited as an example to
[A] illustrate the change of height of NBA players.
[B] show the popularity of NBA players in the U.S..
[C] compare different generations of NBA players.
[D] assess the achievements of famous NBA players.
32. Which of the following plays a key role in body growth according to the text?
[A] Genetic modification.
[B] Natural environment.
[C] Living standards.
[D] Daily exercise.
33. On which of the following statements would the author most probably agree?
[A] NonAmericans add to the average height of the nation.
[B] Human height is conditioned by the upright posture.
[C] Americans are the tallest on average in the world.
[D] Larger babies tend to become taller in adulthood.
34. We learn from the last paragraph that in the near future
[A] the garment industry will reconsider the uniform size.
[B] the design of military uniforms will remain unchanged.
[C] genetic testing will be employed in selecting sportsmen.
[D] the existing data of human height will still be applicable.
35. The text intends to tell us that
[A] the change of human height follows a cyclic pattern.
[B] human height is becoming even more predictable.
[C] Americans have reached their genetic growth limit.
[D] the genetic pattern of Americans has altered.
TEXT 4
In 1784, five years before he became president of the United States, George Washington, 52, was nearly toothless. So he hired a dentist to transplant nine teeth into his jaw-having extracted them from the mouths of his slaves
.
That’s far different image from the cherrytreechopping George most people remember from their history books. But recently, many historians have begun to focus on the roles slavery played in the lives of the founding generation. They have been spurred in part by DNA evidence made available in 1998, which almost certainly proved Thomas Jefferson had fathered at least one child with his slave Sally Hemings. And only over the past 30 years have scholars examined history from the bottom up. Works of several historians reveal the moral compromises made by the nation’s early leaders and the fragile nature of the country’s infancy. More significantly, they argue that many of the Founding Fathers knew slavery was wrong and yet most did little to fight it.
More than anything, the historians say, the founders were hampered by the culture of their time. While Washington and Jefferson privately expressed distaste for slavery, they also understood that it was part of the political and economic bedrock of the country they helped to create.
For one thing, the South could not afford to part with its slaves. Owning slaves was "like having a large bank account," says Wiencek, author of An Imperfect God: George Washington, His Slaves, and the Creation of America. The southern states would not have signed the Constitution without protections for the "peculiar institution," including a clause that counted a slave as threefifths of a man for purposes of congressional representation.
And the statesmen’s political lives depended on slavery. The threefifths formula handed Jefferson his narrow victory in the presidential election of 1800 by inflating the votes of the southern states in the Electoral College. Once in office, Jefferson extended slavery with the Louisiana Purchase in 1803; the new land was carved into 13 states, including three slave states.
Still, Jefferson freed Hemings’s children-though not Hemings herself or his approximately 150 other slaves. Washington, who had begun to believe that all men were created equal after observing the bravery of the black soldiers during the Revolutionary War, overcame the strong opposition of his relatives to grant his slaves their freedom in his will. Only a decade earlier, such an act would have required legislative approval in Virginia.
36. George Washington’s dental surgery is mentioned to
[A] show the primitive medical practice in the past.
[B] demonstrate the cruelty of slavery in his days.
[C] stress the role of slaves in the U.S. history.
[D] reveal some unknown aspect of his life.
37. We may infer from the second paragraph that
[A] DNA technology has been widely applied to history research.
[B] in its early days the U.S. was confronted with delicate situations.
[C] historians deliberately made up some stories of Jefferson’s life.
[D] political compromises are easily found throughout the U.S. history.
38. What do we learn about Thomas Jefferson?
[A] His political view changed his attitude towards slavery.
[B] His status as a father made him free the child slaves.
[C] His attitude towards slavery was complex.
[D] His affair with a slave stained his prestige.
39. Which of the following is true according to the text?
[A] Some founding Fathers benefit politically from slavery.
[B] Slaves in the old days did not have the right to vote.
[C] Slave owners usually had large savings accounts.
[D] Slavery was regarded as a peculiar institution.
40. Washington’s decision to free slaves originated from his
[A] moral considerations.
[B] military experience.
[C] financial conditions.
[D] political stand.
下面對1994年—2007年的考研英語真題閱讀理解Part A部分進(jìn)行深度剖析：
TEXT 1
If you were to examine the birth certificates of every soccer player in 2006’s World Cup tournament, you would most likely find a noteworthy quirk: elite soccer players are more likely to have been born in the earlier months of the year than in the later months.If you then examined the European national youth teams that feed the World Cup and professional ranks, you would find this strange phenomenon to be even more pronounced.
What might account for this strange phenomenon?Here are a few guesses: a) certain astrological signs confer superior soccer skills; b) winterborn babies tend to have higher oxygen capacity, which increases soccer stamina; c) soccermad parents are more likely to conceive children in springtime, at the annual peak of soccer mania; d)none of the above.
Anders Ericsson, a 58yearold psychology professor at Florida State University, says he believes strongly in “none of the above.”Ericsson grew up in Sweden, and studied nuclear engineering until he realized he would have more opportunity to conduct his own research if he switched to psychology.His first experiment, nearly 30 years ago, involved memory: training a person to hear and then repeat a random series of numbers.“With the first subject, after about 20 hours of training, his digit span had risen from 7 to 20,”Ericsson recalls.“He kept improving, and after about 200 hours of training he had risen to over 80 numbers.”
This success, coupled with later research showing that memory itself is not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one.In other words, whatever inborn differences two people may exhibit in their abilities to memorize, those differences are swamped by how well each person “encodes” the information.And the best way to learn how to encode information meaningfully, Ericsson determined, was a process known as deliberate practice.Deliberate practice entails more than simply repeating a task.Rather, it involves setting specific goals, obtaining immediate feedback and concentrating as much on technique as on outcome.
Ericsson and his colleagues have thus taken to studying expert performers in a wide range of pursuits, including soccer.They gather all the data they can, not just performance statistics and biographical details but also the results of their own laboratory experiments with high achievers.Their work makes a rather startling assertion: the trait we commonly call talent is highly overrated.Or, put another way, expert performers—whether in memory or surgery, ballet or computer programming—are nearly always made, not born.
21. The birthday phenomenon found among soccer players is mentioned to
[A]stress the importance of professional training.
[B]spotlight the soccer superstars in the World Cup.
[C]introduce the topic of what makes expert performance.
[D]explain why some soccer teams play better than others.
22. The word “mania” (Line 4, Paragraph 2) most probably means
[A]fun.
[B]craze.
[C]hysteria.
[D]excitement.
23. According to Ericsson, good memory
[A]depends on meaningful processing of information.
[B]results from intuitive rather than cognitive exercises.
[C]is determined by genetic rather than psychological factors.
[D]requires immediate feedback and a high degree of concentration.
24. Ericsson and his colleagues believe that
[A]talent is a dominating factor for professional success.
[B]biographical data provide the key to excellent performance.
[C]the role of talent tends to be overlooked.
[D]high achievers owe their success mostly to nurture.
25. Which of the following proverbs is closest to the message the text tries to convey?
[A] “Faith will move mountains.”
[B] “One reaps what one sows.”
[C] “Practice makes perfect.”
[D] “Like father, like son.”
注：1.本書單詞右上角標(biāo)注的數(shù)字是該單詞在歷年真題(1994年—2008年)中出現(xiàn)的次數(shù)。
2.單詞詞義前標(biāo)注的“①、②”等數(shù)字表示該單詞同一詞性的不同詞義。
3.在《考研英語詞匯真題詞頻語境記憶》精讀版中本書單詞均配有真題例句。
ability15[E5biliti]n.①能力，智能;②才能，才干
account 22[E5kaunt]n.①賬(目，戶);②敘述，說明;③價(jià)值，地位;v.(for)①說明，解釋;②占;③(take into )考慮;顧及
achieve12[E5tFi:v]v.①完成，實(shí)現(xiàn);②達(dá)到，達(dá)成，獲得
act11[Akt]v.①行動(dòng)，做事;②(on)起作用;③表演;④(for)代表，代替;n.①行為，動(dòng)作;②(一)幕;③法令，條例
annual5[5AnjuEl]a.每年的，年度的;n.年刊，年鑒
ballet1[5bAlei]n.芭蕾舞，芭蕾舞劇，芭蕾舞樂曲
capacity8[kE5pAsiti]n.①容量，容積;②能量，能力;③接受力;④生產(chǎn)力
certificate2[sE5tifikit]n.證(明)書，執(zhí)照
cognitive1[5kCgnitiv]a.認(rèn)知的，認(rèn)識(shí)的，有感知的
colleague4[5kCli:g]n.同事，同僚
conceive2[kEn5si:v]v.①(of)設(shè)想，構(gòu)思，想像;②以為;③懷胎，懷有
concentrate3[5kCnsentreit]v.①(on)集中，專心;②濃縮;n.濃縮物
conclude5[kEn5klu:d]v.①結(jié)束，終結(jié);②斷定，下結(jié)論;③締結(jié)，議定
conduct7[5kCndQkt]n.①行為，舉動(dòng)，品行;②引導(dǎo)，經(jīng)營，實(shí)施，處理;v.①引導(dǎo)，帶領(lǐng);②處理，管理;③指揮(樂隊(duì));④傳導(dǎo)，傳(熱，電等)
confer2[kEn5fE:]v.①商談，商議;②授予，賦予
convey3[kEn5vei]v.①運(yùn)送，搬運(yùn)，轉(zhuǎn)運(yùn);②傳達(dá)，傳播
data22[5deitE]n.(datum的復(fù)數(shù))資料，數(shù)據(jù)
deliberate2[di5libEreit]a.深思熟慮的，故意的
depend16[di5pend] v.(on)取決于，依靠，信賴，相信
detail7[5di:teil]n.細(xì)節(jié)，詳情;v.詳述
dominate3[5dCmineit]v.①支配，統(tǒng)治，控制;②占優(yōu)勢
elite4[ei5li:t]n.①[總稱]上層人士，掌權(quán)人物，實(shí)力集團(tuán);②出類拔萃的人(集團(tuán))，精英
engineering1[7endVi5niEriN]n.工程學(xué)
entail2[in5teil]vt.①需要，伴隨;②限定繼承
excitement2[ik5saitmEnt]n.刺激，激動(dòng)
exhibit2[ig5zibit]v.展出，陳列
experiment11[iks5perimEnt]n.試驗(yàn);v.(on)做實(shí)驗(yàn)
expert14[5ekspE:t] n.專家，能手;a.①熟練的，有經(jīng)驗(yàn)的;②專門的，專家的
factor12[5fAktE]n.因素，要素
feedback1[5fi:dbAk]n.反饋
genetic2[dVi5netik]a.遺傳的，起源的
immediate6[i5mi:djEt]a.①立即的，即時(shí)的;②直接的，接近的
importance10[im5pC:tEns]n.重要，重要性
information44[7infE5meiFEn]n.①通知，報(bào)告;②情報(bào)，信息
involve20[in5vClv]v.①卷入，陷入，連累;②包含，含有，涉及
laboratory3[lE5bCrEtEri]n.實(shí)驗(yàn)室
lead21[li:d]v.①領(lǐng)導(dǎo)，引導(dǎo);②，占首位;③(to)通向，導(dǎo)致，引起;④經(jīng)驗(yàn)，過(生活);n.帶領(lǐng)，引導(dǎo);n.鉛
means32[mi:nz]n.方法，手段
nuclear3[5nju:kliE]a.①核心的，中心的;②原子核的，核能的
nurture1[5nE:tFE]n.養(yǎng)育，教育，教養(yǎng)，營養(yǎng)品;vt.養(yǎng)育，給與營養(yǎng)物，教養(yǎng)
obtain11[Eb5tein]v.獲得，得到
opportunity11[7CpE5tju:niti]n.機(jī)會(huì)
outcome4[5autkQm]n.結(jié)果，成果
overlook3[7EuvE5luk]v.①看漏，忽略;②俯瞰，眺望;③寬容，放任
oxygen3[5CksidVEn]n.氧
paragraph66[5pArEgrB:f]n.①段，節(jié);②小新聞，短評
peak1[pi:k]n.①山頂，高點(diǎn);②峰，山峰;a.高峰的，高的
perfect5[5pE:fikt]a.①完善的，無瑕的;②完全的，十足的;v.使完美，改進(jìn)
performance5[pE5fC:mEns]n.①履行，執(zhí)行;②表演，演出;③性能，特性;④表現(xiàn)
phenomenon9[fi5nCminEn]n.[pl.phenomena]現(xiàn)象
process34[prE5ses]n.①過程，進(jìn)程;②工序，制作法;③工藝;v.加工，處理
professional15[prE5feFEnl]a.職業(yè)的，專業(yè)的，專門的;n.專家，專業(yè)人員
psychology7[sai5kClEdVi]n.心理學(xué)，心理
pursuit6[pE5sju:t]n.①追趕，追求;②職業(yè)，工作
random3[5rAndEm]a.隨機(jī)的，隨意的;n.隨機(jī)，隨意
range6[reindV]n.①范圍，距離，領(lǐng)域;②排列，連續(xù);③(山)脈;④爐灶;v.排列成行
rank2[rANk]n.①軍銜，社會(huì)階層;②排，橫列;v.①分等級，把…分類;②排列
reap1[ri:p]v.收割，收獲
recall3[ri5kC:l]v.①回憶，回想;②撤消，收回
result37[ri5zQlt]n.結(jié)果，成果，成績;v.①(in)導(dǎo)致，結(jié)果是;②(from)起因于，因…而造成
role22[rEul]n.①角色;②作用，任務(wù)
series5[5siEri:z]n.①一系列，連續(xù);②叢書
setting6[5setiN]n.①安置，安裝;②落山;③(固定東西的)柜架底座;④環(huán)境，背景
soccer4[5sCkE]n.足球
sow2[sEu]v.播種
span4[spAn]n.跨度，跨距
specific12[spi5sifik]a.①明確的，具體的;②特定的，特有的
startle2[5stB:tl]v.驚嚇，使吃驚
stress9[stres]n.①壓力，應(yīng)力;②重音;v.強(qiáng)調(diào)，著重
subject13[5sQbdVikt]n.①主題，題目;②學(xué)科，科目;③主語;a.(to)易遭…的，受…支配的;v.(to)使遭到，使服從
superior1[sju:5piEriE]a.①優(yōu)良的，卓越的;②(to)較…多的，優(yōu)于…;n.上級，長官
surgery3[5sE:dVEri]n.①外科，外科學(xué);②手術(shù)室，診療室
swamp1[swCmp]n.沼澤，沼地
switch4[switF]n.①開關(guān);②轉(zhuǎn)換;v.轉(zhuǎn)變，轉(zhuǎn)移
talent2[5tAlEnt]n.①才能，天資;②人才
tend26[tend]v.①趨向，往往是;②照料，看護(hù)
topic3[5tCpik]n.話題，主題，題目
trait3[treit]n.特征，特點(diǎn)，特性
word36[wE:d]n.①詞，單詞;②[常pl.]話;③消息，傳說;④諾言，保證;v.用言語表達(dá)
according47[E5kC:diN]ad.依照，根據(jù)
assertion2[E5sE:FEn]n.主張，斷言，聲明
astrological1[9AstrE5lCdVikl]
a.占星的， 占星術(shù)的
biographical1[baiEu5^rAfikEl]a.傳記的
concentration5[7kCnsen5treiFEn]n.集中，集合，合并
craze1[kreiz]n.狂熱
digit3[5didVit]n.從0到9的任一數(shù)字
encode2[in5kEud]vt.①把(電文.情報(bào)等)譯成電碼(或密碼);②編碼
genetically2[dVi5netikEli]ad.遺傳地
hysteria1[his5tiEriE]n.歇斯底里
inborn1[5in5bC:n]a.天生的， 生來的， 先天的
mania1[5meinjE, niE]n.狂躁， 狂熱
meaningful1[5mi:niNful] a.意味深長的
meaningfully1[5mi:niNfuli]ad.意味深長地
memorize3[5memEraiz] v.記住，記憶
noteworthy1[5nEutwE:Ti]a.值得注目的， 顯著的
overrate1[5EuvE5reit]vt.對…估價(jià)過高
performer2[pE5fC:mE(r)]n.表演者
proverb1[5prCvE(:)b]n.諺語
psychological4[7saikE5lCdVikEl]a.心理(上)的
quirk1[kwE:k]n.奇事，巧合
spotlight1[5spCtlait]n.聚光燈;vt.使矚目于
springtime1[5sprINtaIm] n.春天， 春季
stamina1[5stAminE]n.毅力， 精力
statistics6[stE5tistiks]n.統(tǒng)計(jì)學(xué)，統(tǒng)計(jì)表
superstar2[5sju:pEstB:]n.超級明星
tournament1[5tuEnEmEnt]n.比賽，錦標(biāo)賽，聯(lián)賽
難句1
If you were to examine the birth certificates of every soccer player in 2006’s World Cup tournament, you would most likely find a noteworthy quirk: elite soccer players are more likely to have been born in the earlier months of the year than in the later months.
[語法分析]本句的基本句型為：虛擬條件句+主句+同位語從句;主句為you would...find a...quirk;其前為一個(gè)由if引導(dǎo)的虛擬條件句，其后為一個(gè)同位語從句，對a noteworthy quirk進(jìn)行說明;
[本句難點(diǎn)]本句由兩個(gè)從句和一個(gè)主句組成,相對簡單;
[方法對策]首先抓住主句,然后再分析其他分句即可;主句中的quirk意為“怪事,奇怪的事情”;
[例句精譯] 如果你能查看一下2006年世界杯比賽的每一個(gè)足球運(yùn)動(dòng)員的出生證的話，你就極可能發(fā)現(xiàn)一個(gè)值得注意的怪事。這些足球精英們可能出生在每年年初的幾個(gè)月份而非年末的幾個(gè)月份。
難句2
If you then examined the European national youth teams that feed the World Cup and professional ranks, you would find this strange phenomenon to be even more pronounced.
[語法分析]本句結(jié)構(gòu)為：條件從句+主句，主句的主干為：you would find + 賓語+賓語補(bǔ)足語;
[本句難點(diǎn)]本句句子結(jié)構(gòu)比較簡單;本句中feed意為“提供,輸送”,pronounced作形容詞用,意為“顯著的,明顯的”;
[方法對策]對個(gè)別詞匯要根據(jù)上下文確定其在文中的意思,不可單純套用常用的意思;
[例句精譯]
如果你再來查看一下為世界杯和其他一些專業(yè)級別的比賽準(zhǔn)備后備力量的歐洲各國青年隊(duì)的情況，你將會(huì)發(fā)現(xiàn)這一奇怪的現(xiàn)象更為突出。
難句3
This success, coupled with later research showing that memory itself is not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one.
[語法分析]本句主要結(jié)構(gòu)為:主語+謂語+雙賓語，主語為This success，謂語為led，其后為兩個(gè)賓語，一為Erisson，一為to conclude，conclude后為that引導(dǎo)的賓語從句;
[本句難點(diǎn)]本句中兩個(gè)逗號(hào)之間的內(nèi)容為插入語,影響閱讀;整句包含雙賓語和從句,稍復(fù)雜;
[方法對策]兩個(gè)逗號(hào)之間的插入語第略過不讀,抓住句子主干,然后再分析賓語和從句;
[例句精譯]
這次成功，再加上其后表明記憶絕非由遺傳因素決定的研究，終于導(dǎo)致埃瑞克森做出了結(jié)論——記憶這種行為更屬于一種后天培養(yǎng)而非是先天的天賦。
難句4
Their work makes a rather startling assertion: the trait we commonly call talent is highly overrated.Or, put another way, expert performers—whether in memory or surgery, ballet or computer programming—are nearly always made, not born.
[語法分析]第一句為簡單句，冒號(hào)后面的部分是assertion的同位語，同位語從句主干為：the trait...is...，其中包含一個(gè)定語從句修飾the trait;第二句的主干為expert performers...are...made，not born，or和put another way 是插入語;
[本句難點(diǎn)]從句和插入語比較難;
[方法對策]首先分析句子主干,然后分析其他成分,難句就迎刃而解了;
[例句精譯]
他們的工作得到了一個(gè)相當(dāng)驚人的結(jié)論：我們稱之為天才的這種東西其實(shí)是過于夸張了。換言之：無論是在記憶力或是在外科手術(shù)方面，無論是在芭蕾舞或是在電腦編程方面，杰出人才幾乎都是后天培養(yǎng)的，而非天生。
21.[答案]C
[解析]本文試圖回答一個(gè)問題：天才是如何出現(xiàn)的?是先天天生還是后天培養(yǎng)?科學(xué)家安德森· 埃瑞克森經(jīng)研究得出結(jié)論：“聰明在于勤奮，天才在于積累”。本題問：(首段)提到這些歐洲優(yōu)秀的球員的生日目的何在?答案顯然是C 引出一個(gè)話題那就是：“是什么成就了他們優(yōu)異成績的表現(xiàn)?”本答案十分明顯，因?yàn)榈诙挝恼碌氖拙渚吞崾玖宋覀儭斑@一奇怪現(xiàn)象的原因何在?”故可以肯定的排除A、B、D (見問題的漢語譯文)。21題還告訴我們，查找式閱讀是很省時(shí)且精準(zhǔn)的一個(gè)閱讀方法，不必看到全文再來回答21題，因?yàn)?2題問的“mania”一詞，已經(jīng)屬于第二段了。
22.[答案]B
[解析] 本題一看即可知是詞匯性問題。切記：詞匯性問題要看上下文。Mania這個(gè)生詞上文有mad一詞，這就提醒我們應(yīng)該首選mad一詞的同義詞crazy(名詞為craze) 至于(A) fun好玩(C) hysteria興奮( D) excitement激動(dòng),均不如(B) craze瘋狂，含義更深刻、更貼切。
23.[答案]A
[解析]根據(jù)科學(xué)家埃瑞克森的研究“好記憶”應(yīng)是“后天的培養(yǎng)”(cognitive exercise)有意識(shí)地去練習(xí)而非“先天的天生”(intuitive one先天的本能)。而后天的培養(yǎng)是指對信息進(jìn)行有意義的“編碼記憶”(注：有點(diǎn)像“聯(lián)想記憶”)。故應(yīng)選A：對信息進(jìn)行有意義的加工處理!B和C均談的是先天因素，錯(cuò)!至于D僅談到了總結(jié)反饋和高度集中，不夠完整，因?yàn)橐毩?xí)記憶力的提高，首先要“(在心中)設(shè)定特定的目標(biāo)”才行。
24.[答案]D
[解析]埃瑞克森等科學(xué)家認(rèn)為有杰出成就的人大都把成功歸因于后天的培養(yǎng)和教育(nurture)而非先天天生的。而這正是選項(xiàng)D的答案。由此可見，閱讀理解的真諦還在于“看懂”文章(這需要詞匯和長難句兩方面的基本功)至于選項(xiàng)A、B、C請參考后邊的譯文。
25.[答案]C
[解析]A信心重要;B種瓜得瓜;C天才在于勤奮 聰明在于積累;D有其父必有其子，這四個(gè)說法中只有C更符合本文的主題。
如果你能查看一下2006年世界杯比賽的每一個(gè)足球運(yùn)動(dòng)員的出生證的話，你就極可能發(fā)現(xiàn)一個(gè)值得注意的怪事。這些足球精英們可能出生在每年年初的幾個(gè)月份而非年末的幾個(gè)月份。如果你再來查看一下為世界杯和其他一些專業(yè)級別的比賽準(zhǔn)備后備力量的歐洲各國青年隊(duì)的情況，你將會(huì)發(fā)現(xiàn)這一奇怪的現(xiàn)象更為突出。
這一奇怪的現(xiàn)象原因何在?下面是一些猜想答案：A有某些天賦的東西使人如此;B冬季出生的孩子有較高的攜氧能力，這就增加了他們踢足球的耐力;C狂熱的球迷父母更容易在春天生孩子因?yàn)槟鞘敲磕曜闱蜻\(yùn)動(dòng)瘋狂的巔峰;D以上原因都不是。
美國佛羅里達(dá)州立大學(xué)58歲的心理學(xué)教授安德森·艾瑞克森說他堅(jiān)信第四種選擇“以上都不是”。埃瑞克森生于瑞典，學(xué)習(xí)核子工程學(xué)專業(yè)。直到有一天他意識(shí)到，如果他轉(zhuǎn)向心理學(xué)機(jī)會(huì)就會(huì)更多一些。于是他在30年前進(jìn)行了他的首次關(guān)于記憶方面的實(shí)驗(yàn)：訓(xùn)練別人聆聽并重復(fù)隨意所念的一系列數(shù)字。后來埃瑞克森回憶道:我的第一個(gè)接受實(shí)驗(yàn)者經(jīng)過大約20小時(shí)的培訓(xùn)之后，從記住7個(gè)數(shù)字上升到了20個(gè)數(shù)字。他繼續(xù)堅(jiān)持提高，經(jīng)過200小時(shí)的培訓(xùn)，能記住80個(gè)以上的數(shù)字了。
這次成功，再加上其后表明記憶絕非由遺傳因素決定的研究，終于讓埃瑞克森做出了結(jié)論——記憶這種行為更屬于一種后天培養(yǎng)而非是先天的天賦。換言之，無論兩個(gè)人在記憶力方面展現(xiàn)多么大的差別，這些差別都可能被他們(后天學(xué)到的)對信息的“編碼記憶”方面的能力超越。而學(xué)習(xí)對信息進(jìn)行有意義的“編碼記憶”的佳方法是進(jìn)行“有意義的練習(xí)”(這一過程)。“有意義的練習(xí)”不僅是簡單的重復(fù)。相反，他需要我們(在心中)設(shè)定特定的目標(biāo)，事后及時(shí)反饋和總結(jié)以及高度集中才行：不僅集中于技巧，也集中于結(jié)果。
埃瑞克森和其他同事們由此也開始了對各行各業(yè)的表現(xiàn)優(yōu)異者的研究。其中也包括足球行業(yè)。他們搜索到了盡其所能搜集到的資料：不僅包括這些人的表現(xiàn)的數(shù)據(jù)和其傳記資料，也包括了科學(xué)家們對這些杰出者們進(jìn)行的實(shí)驗(yàn)數(shù)據(jù)。他們的工作得到了一個(gè)相當(dāng)驚人的結(jié)論：我們稱之為天才的這種東西其實(shí)是過于夸張了。換言之：無論是在記憶力或是在外科手術(shù)方面，無論是在芭蕾舞或是在電腦編程方面，杰出人才幾乎都是后天培養(yǎng)的，而非天生。
21本文提到足球運(yùn)動(dòng)員的生日現(xiàn)象是要：。
[A]強(qiáng)調(diào)職業(yè)訓(xùn)練的重要性。
[B]我們密切關(guān)注世界杯賽中的足球超級明星。
[C]引出一個(gè)話題，那就是：是什么成就了他們的優(yōu)異表現(xiàn)?
[D]解釋為什么一些足球隊(duì)踢的比另一些好。
22(第二段四行的)“mania” 一詞的可能的意思是：。
[A]好玩
[B]瘋狂
[C]興奮
[D]激動(dòng)
23按照埃瑞克森的理論，好的記憶。
[A]取決于對信息進(jìn)行有意義的加工處理。
[B]來自先天而非后天練習(xí)。
[C]由基因而非其他心理因素所決定。
[D]需要及時(shí)的總結(jié)反饋和高度的集中精力。
24埃瑞克森及其同事們相信。
[A]對于專業(yè)方面的成功來講，天才是主要的因素。
[B]個(gè)人傳記資料提供了解釋優(yōu)秀表現(xiàn)的關(guān)鍵性答案。
[C]天才所起的作用被人們所忽視了。
[D]有杰出成就的人大都把成功歸因于后天的培養(yǎng)訓(xùn)練。
25下面哪個(gè)諺語在意思上接近于本文所試圖傳遞的信息：。
[A]“人心齊，泰山移”
[B]“種瓜得瓜，種豆得豆”
[C]“天才在于勤奮，聰明在于積累”
[D]“有其父必有其子”
TEXT 2
For the past several years, the Sunday newspaper supplement Parade has featured a column called “Ask Marilyn.”People are invited to query Marilyn vos Savant, who at age 10 had tested at a mental level of someone about 23 years old; that gave her an IQ of 228—the highest score ever recorded.IQ tests ask you to complete verbal and visual analogies, to envision paper after it has been folded and cut, and to deduce numerical sequences, among other similar tasks.So it is a bit confusing when vos Savant fields such queries from the average Joe (whose IQ is 100) as.What’s the difference between love and fondness?Or what is the nature of luck and coincidence? It’s not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.
Clearly, intelligence encompasses more than a score on a test.Just what does it mean to be smart?How much of intelligence can be specified, and how much can we learn about it from neurology, genetics, computer science and other fields?
The defining term of intelligence in humans still seems to be the IQ score, even though IQ tests are not given as often as they used to be.The test comes primarily in two forms: the StanfordBinet Intelligence Scale and the Wechsler Intelligence Scales(both come in adult and children’s version).Generally costing several hundred dollars, they are usually given only by psychologists, although variations of them populate bookstores and World Wide Web.Superhigh scores like vos Savant’s are no longer possible, because scoring is now based on a statistical population distribution among age peers, rather than simply dividing the mental age by the chronological age and multiplying by 100.Other standardized tests, such as the Scholastic Assessment Test (SAT) and the Graduate Record Exam (GRE), capture the main aspects of IQ tests.
Such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues Robert J. Sternberg.In his article “How Intelligent Is Intelligence Testing?”, Sternberg notes that traditional tests best assess analytical and verbal skills but fail to measure creativity and practical knowledge, components also critical to problem solving and life success.Moreover, IQ tests do not necessarily predict so well once populations or situations change.Research has found that IQ predicted leadership skills when the tests were given under lowstress conditions, but under highstress conditions，IQ was negatively correlated with leadership—that is, it predicted the opposite.Anyone who has toiled through SAT will testify that testtaking skill also matters, whether it’s knowing when to guess or what questions to skip.
26. Which of the following may be required in an intelligence test?
[A]Answering philosophical questions.
[B]Folding or cutting paper into different shapes.
[C]Telling the differences between certain concepts.
[D]Choosing words or graphs similar to the given ones.
27. What can be inferred about intelligence testing from paragraph 3?
[A]People no longer use IQ scores as an indicator of intelligence.
[B]More versions of IQ tests are now available on the Internet.
[C]The test contents and formats for adults and children may be different.
[D]Scientists have defined the important elements of human intelligence.
28. People nowadays can no longer achieve IQ scores as high as vos Savant’s because
[A]the scores are obtained through different computational procedures.
[B]creativity rather than analytical skills is emphasized now.
[C]vos Savant’s case is an extreme one that will not repeat.
[D] the defining characteristic of IQ tests has changed.
29. We can conclude from the last paragraph that
[A]test scores may not be reliable indicators of one’s ability.
[B]IQ scores and SAT results are highly correlated.
[C]testing involves a lot of guesswork.
[D]traditional tests are out of date.
30. What is the author’s attitude towards IQ tests?
[A]Supportive.
[B]Skeptical.
[C]Impartial.
[D]Biased.
ability15[E5biliti]n.①能力，智能;②才能，才干
achieve12[E5tFi:v]v.①完成，實(shí)現(xiàn);②達(dá)到，達(dá)成，獲得
analogy2[E5nAlEdVi]n.比擬，類比
analytical1[7AnE5litikEl] a.分析的，分解的
argue19[5B:gju:]v.①爭論，辯論;②認(rèn)為，主張，論證;③說服
aspect8[5Aspekt]n.①樣子，外表，面貌;②(問題等的)方面
assess4[E5ses]v.估價(jià)，評價(jià)
attitude14[5Atitju:d] n.①(to，towards)態(tài)度，看法;②姿勢
author69[5C:WE]n.①作者;②創(chuàng)始人
available18[E5veilEbl]a.①可用的，可得到的;②可以見到的，隨時(shí)可來的
average17[5AvEridV]n.平均(數(shù));a.①平均的;②普通的，一般的;v.平均，均分
bias7[5baiEs]n./v.(使有)偏見，偏心，偏袒
capacity8[kE5pAsiti]n.①容量，容積;②能量，能力;③接受力;④生產(chǎn)力
capture4[5kAptFE]n.捕獲，俘虜;v.①吸引(注意);②記錄;③俘虜
characteristic8[7kAriktE5ristik]a.(of)特有的，獨(dú)特的;n.特征，特性
coincidence2[kEu5insidEns]n.①巧合，巧事;②一致，符合
column2[5kClEm]n.①圓柱，柱狀物;②列;③(報(bào)刊中的)專欄
component4[kEm5pEunEnt]n.①組成部分;②成分;③部件;a.組成的，合成的
concept15[5kCnsept]n.概念，觀念，思想
conclude5[kEn5klu:d]v.①結(jié)束，終結(jié);②斷定，下結(jié)論;③締結(jié)，議定
confuse9[kEn5fju:z]v.使混亂，混淆
critical7[5kritikEl]a.①批評的，評論的;②危急的，緊要的;③臨界的;④重要的，關(guān)鍵的
deduce2[di5dju:s]v.(from)演繹，推斷
define7[di5fain]v.①給…下定義;②限定，規(guī)定;③解釋，闡述
element5[5elimEnt]n.①元素;②組成部分;③人員，分子
emphasize6[5emfEsaiz]v.強(qiáng)調(diào)
extreme4[iks5tri:m]a.①末端的，盡頭的;②極度的，極端的;n.①極端;②大程度;③極度(狀態(tài))
feature9[5fi:tFE]n.①特征，特色;②(報(bào)紙或雜志)特寫;③容貌，面貌;v.給顯著地位
field5[fi:ld]n.①田，田野;②場地;③專業(yè)，領(lǐng)域;④實(shí)地;野外
figure10[5figE]n.①體形;②數(shù)字;③圖形;④人物;v.(out)算出，估計(jì)，推測
format1[5fC:mAt]n.設(shè)計(jì)，安排，樣式;v.使格式化
genetic2[dVi5netik]a.遺傳的，起源的
graduate3[5grAdjueit]n.(大學(xué))畢業(yè)生，獲(學(xué)士)學(xué)位者;v.①(使)(大學(xué))畢業(yè);②獲學(xué)位;a.①畢了業(yè)的;②研究生的
graph2[grB:f]n.圖表，曲線圖
infer21[in5fE:]v.推論，推斷
intelligence13[in5telidVEns]n.①智力，聰明;②理解力;③情報(bào)，消息，報(bào)導(dǎo)
intelligent4[in5telidVEnt]a.聰明的，明智的
involve20[in5vClv]v.①卷入，陷入，連累;②包含，含有，涉及
knowledge 15[5nClidV]n.①知識(shí)，學(xué)識(shí);②知道，了解
leadership4[5li:dEFip]n.領(lǐng)導(dǎo)
measure14[5meVE]v.測量;n.①尺寸，大小;②[常pl.]措施，辦法;③法案，法律規(guī)定
moreover9[mC:5rEuvE]conj./ad.再者，加之，而且
multiply1[5mQltiplai]v.①(by)乘，使相乘;②倍增，增加，繁殖
nature14[5neitFE]n.①自然界，大自然;②性質(zhì)，本性，天性
note9[nEut]n.①筆記，記錄;②按語，注釋;③便條，短箋;④鈔票，紙幣;⑤暗示，建議v.①記下，摘下;②表明，認(rèn)為
numerical2[nju(:)5merikEl]a.數(shù)字的，用數(shù)表示的;a.數(shù)字的，用數(shù)字表示的
object5[5CbdVikt]n.①物體;②客體，對象;③目的，目標(biāo);④賓語;v.(to)反對
obtain11[Eb5tein]v.獲得，得到
obvious13[5CbviEs]a.明顯的，顯而易見的
parade1[pE5reid]n.*，檢閱;v.(使)列隊(duì)行進(jìn)，*
paragraph66[5pArEgrB:f]n.①段，節(jié);②小新聞，短評
pattern11[5pAtEn]n.①模式，式樣;②圖案，圖樣;v.仿制，模仿
peer2[piE]n.同等的人，貴族;vi.凝視，窺視;vt.與…同等，封為貴族
philosopher8[fi5lCsEfE]n.哲學(xué)家，哲人
practical7[5prAktikEl]a.實(shí)際的，實(shí)用的
predict13[pri5dikt]v.預(yù)言，預(yù)測，預(yù)告
procedure4[prE5si:dVE]n.程序，手續(xù)，步驟
reliable5[ri5laiEbl]a.可靠的
result37[ri5zQlt]n.結(jié)果，成果，成績;v.①(in)導(dǎo)致，結(jié)果是;②(from)起因于，因…而造成
scale3[skeil]n.①刻度，標(biāo)度;②天平，磅秤;③比例尺;④規(guī)模;⑤音階;⑥魚鱗
school 44[sku:l]n.①學(xué)校;②(大學(xué)里的)學(xué)院，系;③學(xué)派，流派
science58[5saiEns]n.①科學(xué);②學(xué)科
score8[skC:]n.①得分，分?jǐn)?shù);②二十;v.得(分)，記(…的)分?jǐn)?shù)
sequence1[5si:kwEns]n.①先后，次序;②連續(xù)，數(shù)列
shape2[Feip]n.①形狀，外形;②情況，狀態(tài);③種類;v.成型，塑造
skeptical2[5skeptikEl]a.懷疑性的，好懷疑的，無神論的
skip1[skip]v.跳，蹦，急速改變，跳讀，遺漏，跳躍;n.跳躍
solve9[sClv]v.解決，解答
specify2[5spesifai]v.指定，詳細(xì)說明
statistical2[stE5tistikl]a.統(tǒng)計(jì)的，統(tǒng)計(jì)學(xué)的
stress9[stres]n.①壓力，應(yīng)力;②重音;v.強(qiáng)調(diào)，著重
suit4[sju:t]v.①合適，適合;②相配，適應(yīng);n.①一套西服;②訴訟
supplement2[5sQplimEnt]n.①補(bǔ)充;②增刊;③附錄;v.增刊，補(bǔ)充
testify1[5testifai]v.(to)說明，證實(shí)
variation2[7vZEri5eiFEn]n.①變化，變動(dòng);②變種，變異
verbal3[5vE:bEl]a.①用言辭的，用文字的;②口頭的;③動(dòng)詞的
version2[5vE:FEn]n.①型，版本;②譯本，譯文;③說法，看法;④(某種)形式
visual2[5viVjuEl]a.看的，視覺的
web12[web]n.網(wǎng)，蜘蛛網(wǎng)
word36[wE:d]n.①詞，單詞;②[常pl.]話;③消息，傳說;④諾言，保證;v.用言語表達(dá)
assessment2[E5sesmEnt]n.估價(jià)，被估定的金額
bookstore1[5bukstC:(r)]n.書店
chronological1[7 krCnE5lCdVikEl]a.按年代順序排列的
computational1[7kCmpju(:)5teiF(E)n(E)l]a.計(jì)算的
correlated1[7kCrE5leitid]
a.有相互關(guān)系的
creativity5[7kri:ei5tivEti]n.創(chuàng)造力，創(chuàng)造
distribution6[7distri5bju:FEn]n.分配，分發(fā)，配給物
elude1[i5lju:d, i5lu:d]v.躲避
encompass2[in5kQmpEs]v.包圍，環(huán)繞，包含
envision1[in5viVEn]vt.想象， 預(yù)想
folding1[fEuldiN]a.可折疊的
fondness1[`fCndnIs]n.愛好， 溺愛
given22[5giv(E)n]a.特定的，假設(shè)的
guesswork1[5^eswE:k]n.臆想，猜測
impartial2[im5pB:FEl]a.公平的，不偏不倚的
indicator4[5indikeitE]n.指示器
negatively1[5negEtivli]ad.否定地，消極地
neurology1[njuE5rClEdVi]n.神經(jīng)學(xué)， 神經(jīng)病學(xué)
philosophical1[7filE5sCfikEl]a.哲學(xué)的
populate3[5pCpjuleit]v.居住，構(gòu)成…人口
primarily2[5praimErili]ad.首先，起初，主要地，根本上
psychologist2[psai5kClEdVist]n.心理學(xué)者
query2[5kwiEri]n.質(zhì)問， 詢問;v.詢問
scholastic1[skE5lAstik]a.學(xué)校的， 學(xué)者的;n.學(xué)究，學(xué)生
standardize4[5stAndEdaiz]vt.使符合標(biāo)準(zhǔn)，使標(biāo)準(zhǔn)化
superhigh1[5sju:pE5hai]a.超高的
toil1[tCil]n.辛苦， 苦工;vi.跋涉，苦干
traditional7[trE5diFEn(E)l]a.傳統(tǒng)的，慣例的，口傳的，傳說的
visualize2[5vizjuElaiz]v.想像，顯現(xiàn)
難句1
It’s not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.
[語法分析]
本句中It為形式主語，真正主語是其后how引導(dǎo)的主語從句，主語從句中主語是the capacity(to...and to...),謂語是suits，賓語是one,其后的to...為賓語補(bǔ)足語，其中，questions后面又跟一個(gè)that引導(dǎo)的定語從句;
[本句難點(diǎn)]主句和從句均比較復(fù)雜,
[方法對策]需要仔細(xì)分析,抓住句子主干,然后再分析其他輔助成分;
[例句精譯]人們非常不清楚的是：(智商考試)這種在心里想像物體的形狀或數(shù)字模式的能力，怎么能回答一些已經(jīng)困惑了優(yōu)秀的詩人和哲學(xué)家多年的這樣一些問題呢?
26.[答案]D
[解析]26題問：智力測試要做什么樣的題?
從首段文章中可得知：智力考試考人們的想象(to envision)、推斷(to deduce)一些圖形或數(shù)字的能力;或進(jìn)行文字和圖像的類比，當(dāng)然不用回答哲學(xué)問題A;也不要你動(dòng)手去折疊或去剪一張紙B;C文中并未提到。關(guān)于首段的末句，雖然與問題無關(guān)，但要徹底看懂它，對今后的閱讀理解，顯然是有益處的。
句中：It為主語(形式主語)，is not 為謂語，obvious為賓語(或稱為表語)。本句可譯為：“人們非常不清楚的是(How...)”。在主語從句中，how為引導(dǎo)詞，這個(gè)主語從句中的“主+謂+賓”分別是the capacity(主)+suits(謂) +one to answer questions(雙賓語)。
27.[答案]C
[解析]問題：關(guān)于智商測試，從第三段中我們可以得出什么結(jié)論 ?注意，只看第三段就可以，這一段說到，智力測試目前主要有兩種形式：斯坦福比奈智力量表和威斯勒智力量表(而兩者都有成人版考試和兒童版考試)。所以我們可知成人考試和兒童考試的內(nèi)容和形式有所不同，C項(xiàng)正確，其他三個(gè)選項(xiàng)都不對。
28.[答案]A
[解析]問題：人們?nèi)缃褚呀?jīng)很難達(dá)到薩文特的高分了，因?yàn)?A)現(xiàn)在的分?jǐn)?shù)是通過不同的計(jì)算模式得出的，選(A)的依據(jù)是原文的“因?yàn)槿缃竦牡梅质腔谕g人的統(tǒng)計(jì)學(xué)人口的分布情況，而非(原來的)簡單用實(shí)際年齡去除心理年齡再乘以100”。其他兩個(gè)選項(xiàng)：(B)現(xiàn)在的考試更注重人們的創(chuàng)造能力而非分析問題的能力;(D)智力測試的定性已經(jīng)改變。至于(C)薩文特的測試只是一個(gè)特例，無法復(fù)制，文章從未提及。
29.[答案]A
[解析]從28題的分析我們可以看出：(A)現(xiàn)在的考試分?jǐn)?shù)，依然不能反映出人們的實(shí)際能力，是正確的答案。這一點(diǎn)，從后一段原文中可清楚看到。選項(xiàng)(D)說這種考試已經(jīng)過時(shí)，與原文矛盾，因?yàn)楝F(xiàn)在的這種考試仍在采用。選項(xiàng)(C)說，此類考試包含大量猜想工作是第一段的內(nèi)容。而29題問到的是：根據(jù)后一段，我們可以得出什么結(jié)論?選項(xiàng)(B)說考試與分?jǐn)?shù)和SAT結(jié)果高度相關(guān)。
30.[答案]B
[解析]注意，問作者態(tài)度，應(yīng)該找But一詞。原文末段有兩個(gè)“But”。第一個(gè)But fail to measure creativity and practical knowledge.(此類考試不能測出人們的創(chuàng)造能力和實(shí)用知識(shí))，第二個(gè)But under highstress conditions,...(但在壓力大時(shí)，他預(yù)測的結(jié)果適得其反)由此可知，作者懷疑或不贊成此類智力考試。
過去幾年，《星期日報(bào)》的增刊《檢閱》開設(shè)了一個(gè)名叫“詢問瑪麗琳”的專欄。人們被邀請去詢問瑪麗琳·沃斯·薩文特——她在10歲時(shí)測試的智力水平達(dá)到別人23歲時(shí)的水平，這使得她的智商高達(dá)228(是有記錄的高水平)。進(jìn)行智商測試時(shí)，你要做的題目有詞語類比，圖形類比，想象一張紙張被折疊，剪切后的形狀，演繹數(shù)字序列，以及其他類似的項(xiàng)目。所以，當(dāng)沃斯·薩文特面對普通人(其智商為100)提出的像“愛與喜歡之間的區(qū)別是什么?”或者“運(yùn)氣與巧合的本質(zhì)是什么?”這樣的問題時(shí)，她感到有點(diǎn)困惑。設(shè)想物體，判斷數(shù)字類型的能力如何使一個(gè)人能夠回答難倒了一些杰出的詩人和哲學(xué)家的問題，這種關(guān)系并不明顯。
很明顯，智力包含的不只是測試所得的分?jǐn)?shù)。而聰明意味著什么?有多少智力可以界定?我們能夠從神經(jīng)學(xué)、遺傳學(xué)、計(jì)算機(jī)科學(xué)以及其他領(lǐng)域了解多少智力?
即使人們并不像以前那樣經(jīng)常進(jìn)行智商測試，確定一個(gè)人的智力似乎還是靠智商測試的結(jié)果。智商測試主要表現(xiàn)為兩種形式：斯坦福—比奈智力量表和韋克斯勒智力量表(兩種都有成人和兒童測試類型)。由于這些測試一般要花費(fèi)幾百美元，所以通常只有心理學(xué)家才進(jìn)行這些測試，盡管這些測試的變體在書店和萬維網(wǎng)上也隨處可見。得到像沃斯·薩文特這樣的超高分?jǐn)?shù)再也不可能了，因?yàn)楝F(xiàn)在的分?jǐn)?shù)依據(jù)的是相同年齡者的統(tǒng)計(jì)學(xué)群體分布狀況，而不是簡單地將智力年齡除以生理年齡在乘以100。其他標(biāo)準(zhǔn)化測試，比如學(xué)術(shù)水平測驗(yàn)考試以及研究生入學(xué)考試，其實(shí)也包含了智商測試的主要方面。
羅博特·J·斯頓伯格認(rèn)為，這樣的標(biāo)準(zhǔn)測試不可能評估在學(xué)校和生活中取得成功所需的所有重要因素。在其名為《智商測試有多智能》這篇文章中，斯頓伯格指出，傳統(tǒng)的測試恰當(dāng)?shù)卦u估了分析能力和語言表達(dá)能力，但沒有測量創(chuàng)造力和實(shí)踐能力，這些也是解決問題、在生活中取得成功的關(guān)鍵因素。而且，一旦統(tǒng)計(jì)對象和或環(huán)境發(fā)生變化，智商測試就不一定預(yù)測得那么準(zhǔn)確。研究發(fā)現(xiàn)，如果在低壓力狀況下進(jìn)行智商測試，那么這種測試就可以預(yù)測領(lǐng)導(dǎo)才能，但是，在高壓力狀況下，智商測試所得的結(jié)果與領(lǐng)導(dǎo)才能的關(guān)系則為負(fù)相關(guān)，也就是說，它預(yù)測的結(jié)果與事實(shí)是相反的。任何經(jīng)歷過學(xué)術(shù)水平測驗(yàn)考試的人都會(huì)認(rèn)為，應(yīng)試技巧也很重要，無論是知道何時(shí)應(yīng)該進(jìn)行推測還是知道應(yīng)該忽略什么題目。
26.在智力測試中，下面哪一些是我們需要做的題。
[A]回答一些哲學(xué)問題。
[B]把紙折疊或者剪裁成不同的形狀。
[C]區(qū)別某些概念的不同。
[D]選出與所給的文字和圖表相近似的東西。
27. 從第三段中我們可以得出什么樣的推測。
[A]人們不再用智力測試分?jǐn)?shù)作為他們智力標(biāo)準(zhǔn)的指標(biāo)了。
[B]互聯(lián)網(wǎng)上現(xiàn)在有更多智力考試可以搜到。
[C]成人考試和兒童考試的內(nèi)容和形式可能會(huì)有所不同。
[D]科學(xué)家們已經(jīng)判定了人類智力的重要元素。
28.人們?nèi)缃褚押茈y得到像沃斯·薩文特那樣的高智商分?jǐn)?shù)了，因?yàn)椤?BR> [A]現(xiàn)在的分?jǐn)?shù)是通過不同計(jì)算模式得出的。
[B]現(xiàn)在的考試更注重人們的創(chuàng)造能力而非分析問題的能力。
[C]薩文特的例子是一個(gè)特例，無法復(fù)制。
[D]智力測試的定性已經(jīng)改變。
29.我們可以從末段中得出結(jié)論。
[A]測試分?jǐn)?shù)不一定是人們能力的可靠標(biāo)準(zhǔn)
[B]智商分?jǐn)?shù)與SAT結(jié)果是高度相關(guān)的
[C]考試包含大量的猜想工作
[D]傳統(tǒng)的測試已經(jīng)過時(shí)了
30.作者對這種智商測試的態(tài)度是什么?
[A]支持的
[B]懷疑的
[C]公平的
[D]偏見的