考研沖刺閱讀面面觀
第一部分：閱讀核心能力面面觀
在教學(xué)中，同學(xué)們?cè)陂喿x單項(xiàng)會(huì)遇到各種各樣的問(wèn)題，有單詞不會(huì)的，有句子太長(zhǎng)讀不懂的，有篇章讀完抓不住中心的，有時(shí)間來(lái)不及的，各種各樣的問(wèn)題出現(xiàn)，同學(xué)們不禁問(wèn)，閱讀我到底應(yīng)該怎么準(zhǔn)備?接下來(lái)就這個(gè)議題，我提出考研閱讀兩項(xiàng)最核心的備考能力，一是定位，二是同意替換。
我反復(fù)觀察一些同學(xué)的閱讀習(xí)慣，發(fā)現(xiàn)很多同學(xué)都是相同的閱讀習(xí)慣，拿到文章后先仔細(xì)的把文章閱讀一遍，然后開(kāi)始做題，憑借自己對(duì)文章的理解，完成后面的題目，這樣的同學(xué)，做了很多套題后仍然感覺(jué)進(jìn)步非常小，原因就在于，閱讀的思路不正確。
我們可以先來(lái)看一道題，來(lái)自考研1996年第一篇文章，里面的第三題這么寫(xiě)到According to the passage, one must write an account of himself before starting to find a job because ________.
A) that is the first step to please the employer
B) that is the requirement of the employer
C) it enables him to know when to sell his services
D) it forces him to become clearly aware of himself
許多同學(xué)在看了原文后選擇了C選項(xiàng)，我們一起來(lái)看看原文。原文這么說(shuō)到：In making a blueprint for a job, begin with yourself, for when you know exactly what you have to offer, you can intelligently plan where to sell your services.
許多同學(xué)選C選項(xiàng)的原因是，兩者講的幾乎沒(méi)有差別，只在細(xì)節(jié)上差了一個(gè)詞，原文中出現(xiàn)的是where to sell your services，題目中用的是when to sell his services，差異只在where和when這兩個(gè)詞上。直接做題的同學(xué)很難注意到這上面的差異，就可能直接選擇了干擾性極大的C選項(xiàng)，除非是瞬間記憶力及其出色的同學(xué)，否則我們確實(shí)很難單憑第一遍的記憶就看出這個(gè)細(xì)節(jié)上的差異，而這恰恰是考官最喜歡的出題思路，也就是通過(guò)改動(dòng)原文中的小細(xì)節(jié)來(lái)設(shè)置干擾項(xiàng)迷惑考生。針對(duì)這樣子的問(wèn)題，同學(xué)們第一條急需改變的閱讀思路便是，每道題目都要回到原文中找到出題的點(diǎn)，反復(fù)和選項(xiàng)進(jìn)行比對(duì)。我們簡(jiǎn)單的用兩個(gè)字概括便是，精讀!也就是大家第一條需要改變的閱讀思路就是，改泛讀為精讀，將對(duì)文章泛泛的理解改為對(duì)局部文本精細(xì)的研讀和比對(duì)。因此帶著問(wèn)題回原文中定位是考研第一個(gè)重要的能力。事實(shí)上，我總結(jié)了我們考研閱讀中遇到所有的題目，都只需要原文中的一句話就可以解題，也就是如果我們能夠利用題干中的定位詞找出每道題目的出題點(diǎn)，我們的閱讀量就可以大大減少，時(shí)間可以大大節(jié)省下來(lái)，我們的閱讀也變得非常有針對(duì)性。一篇考研文章后面只有五道題，對(duì)應(yīng)原文中的五句話，也就是大約100字不到的文本就足以應(yīng)付所有的考研閱讀后面的題目。而很多同學(xué)花了大量的時(shí)間去研究原文的意思，留給題目的時(shí)間非常少，事實(shí)上是犯了本末倒置的錯(cuò)誤。在考研閱讀考試中我們便已經(jīng)占據(jù)了絕對(duì)的優(yōu)勢(shì)!第一點(diǎn)定位決定了我們能否快速找到原文的出題句，但找到出題句只意味著我們成功了一半。
另一半來(lái)自哪里?就來(lái)自考研的第二個(gè)點(diǎn)，叫做同意替換。我們?nèi)魏慰佳虚喿x題的答案，事實(shí)上，都是對(duì)原文的同意表達(dá)，也就是采用不同的單詞，來(lái)表達(dá)同樣的意思。如果我們能識(shí)別出這里面的同意替換，也就找到了解題的最關(guān)鍵點(diǎn)。由此我們發(fā)現(xiàn)在備考考研過(guò)程中，我們需要積累的不光是一個(gè)個(gè)單一的詞匯，而是以組為單位的同意替換。一旦平時(shí)我們能多注意同意替換的積累，考試中遇到類似的同意替換，做題自然就能得心應(yīng)手!
第二部分：閱讀核心技巧面面觀
考研中的閱讀，復(fù)習(xí)和臨場(chǎng)應(yīng)變能力又是兩碼事情，畢竟平時(shí)是在壓力較小緊迫感較低的狀況下完成的，但是臨場(chǎng)應(yīng)變能力顯然與此相去甚遠(yuǎn)，我告訴學(xué)生，考試只有兩個(gè)字：熟練。包括我們老師去考試，如果不熟練，照樣會(huì)遇到滑鐵盧。首先考研閱讀的時(shí)間大概是：每篇16分鐘最佳，最多可延長(zhǎng)至20分鐘左右。以下我們撰寫(xiě)了五步法，以飴讀者。拿到一篇文章，最基礎(chǔ)的請(qǐng)各位劃出段落序號(hào)以及各段首句。
第一步：閱讀首段，了解文章主題(Theme)(1-2分鐘)。
第二步：掃描題干，盡量找出題干能夠提供的信息(Key Words)(1分鐘)。定位詞的優(yōu)先考慮順序:1、首先標(biāo)出明確告訴位置的題目所在;2、專有名詞優(yōu)先，包括人名、地名、書(shū)名以及帶引號(hào)的詞等;3、數(shù)字、時(shí)間(包括某些介詞短語(yǔ));4、較長(zhǎng)、較復(fù)雜的詞組(名詞動(dòng)詞詞組優(yōu)先);5、重要的動(dòng)詞、形容詞或副詞;6、條件詞、因果詞、比較詞。
第三步：變速瀏覽原文，抓住中心 (7-8分鐘)。注意把握三個(gè)閱讀原則：原則一：首段原則(文章的第一段逐字讀明白，可以反復(fù)和回讀);原則二：首末句原則(其余各段的首尾句要細(xì)讀，其他各句正常閱讀即可);原則三： 路標(biāo) 原則。所謂路標(biāo)詞，就是表示作者思想銜接和轉(zhuǎn)折的功能詞匯。如：1、中心詞 2、轉(zhuǎn)折詞 3、態(tài)度詞 4、例證詞 5、列舉詞。
第四步：仔細(xì)審題，定位原文 (3-5分鐘)。原則一：關(guān)鍵詞定位原則;原則二：自然段定位原則;原則三：長(zhǎng)難句定位原則。請(qǐng)注意：注意一：關(guān)鍵詞在原文可能是原詞本身，也可能是關(guān)鍵詞的同義詞;注意二：?jiǎn)栐虻膯?wèn)題，一般問(wèn)主要原因(major reason);注意三： 邪惡的眼睛 (in the eyes of)，注意問(wèn)的是誰(shuí)的觀點(diǎn)和態(tài)度。
第五步：重疊選項(xiàng)，斟酌答案(3-5分鐘)。原則：不能僅憑借印象做題，考研閱讀的干擾項(xiàng)干擾性巨大，除了理解原文，分辨正確和錯(cuò)誤的選項(xiàng)也是一種重要的基本功。一般對(duì)原文進(jìn)行同義替換的是答案：同義替換的手段有：a)關(guān)鍵詞替換 b)變換句型 c)正話反說(shuō) d)語(yǔ)言簡(jiǎn)化。原則一：選最佳答案而不是正確答案。原則二：不放過(guò)任何一個(gè)選項(xiàng)：細(xì)讀每個(gè)選項(xiàng)，鑒于強(qiáng)干擾性，要求必須記住：選一個(gè)選項(xiàng)應(yīng)有選的理由，不選一個(gè)選項(xiàng)也應(yīng)有不選的理由。原則三：每個(gè)選項(xiàng)都當(dāng)成生命中最重要的句子。
第三部分：閱讀核心練習(xí)面面觀
接下來(lái)，老師精選了一道題目，非常適合以上的講解，請(qǐng)同學(xué)閱讀完以上的技巧，試著領(lǐng)會(huì)其中的奧妙，然后練習(xí)以下的題目，看看自己是否有很快的長(zhǎng)進(jìn)?
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) winter-born babies tend to have higher oxygen capacity, which increases soccer stamina; c) soccer-mad parents are more likely to conceive children in springtime, at the annual peak of soccer mania; d) non of the above.
Anders Ericsson, a 58-year-old psychology professor at Florida State University, says he believes strongly in non 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 goal, 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 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 closet 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
第一部分：閱讀核心能力面面觀
在教學(xué)中，同學(xué)們?cè)陂喿x單項(xiàng)會(huì)遇到各種各樣的問(wèn)題，有單詞不會(huì)的，有句子太長(zhǎng)讀不懂的，有篇章讀完抓不住中心的，有時(shí)間來(lái)不及的，各種各樣的問(wèn)題出現(xiàn)，同學(xué)們不禁問(wèn)，閱讀我到底應(yīng)該怎么準(zhǔn)備?接下來(lái)就這個(gè)議題，我提出考研閱讀兩項(xiàng)最核心的備考能力，一是定位，二是同意替換。
我反復(fù)觀察一些同學(xué)的閱讀習(xí)慣，發(fā)現(xiàn)很多同學(xué)都是相同的閱讀習(xí)慣，拿到文章后先仔細(xì)的把文章閱讀一遍，然后開(kāi)始做題，憑借自己對(duì)文章的理解，完成后面的題目，這樣的同學(xué)，做了很多套題后仍然感覺(jué)進(jìn)步非常小，原因就在于，閱讀的思路不正確。
我們可以先來(lái)看一道題，來(lái)自考研1996年第一篇文章，里面的第三題這么寫(xiě)到According to the passage, one must write an account of himself before starting to find a job because ________.
A) that is the first step to please the employer
B) that is the requirement of the employer
C) it enables him to know when to sell his services
D) it forces him to become clearly aware of himself
許多同學(xué)在看了原文后選擇了C選項(xiàng)，我們一起來(lái)看看原文。原文這么說(shuō)到：In making a blueprint for a job, begin with yourself, for when you know exactly what you have to offer, you can intelligently plan where to sell your services.
許多同學(xué)選C選項(xiàng)的原因是，兩者講的幾乎沒(méi)有差別，只在細(xì)節(jié)上差了一個(gè)詞，原文中出現(xiàn)的是where to sell your services，題目中用的是when to sell his services，差異只在where和when這兩個(gè)詞上。直接做題的同學(xué)很難注意到這上面的差異，就可能直接選擇了干擾性極大的C選項(xiàng)，除非是瞬間記憶力及其出色的同學(xué)，否則我們確實(shí)很難單憑第一遍的記憶就看出這個(gè)細(xì)節(jié)上的差異，而這恰恰是考官最喜歡的出題思路，也就是通過(guò)改動(dòng)原文中的小細(xì)節(jié)來(lái)設(shè)置干擾項(xiàng)迷惑考生。針對(duì)這樣子的問(wèn)題，同學(xué)們第一條急需改變的閱讀思路便是，每道題目都要回到原文中找到出題的點(diǎn)，反復(fù)和選項(xiàng)進(jìn)行比對(duì)。我們簡(jiǎn)單的用兩個(gè)字概括便是，精讀!也就是大家第一條需要改變的閱讀思路就是，改泛讀為精讀，將對(duì)文章泛泛的理解改為對(duì)局部文本精細(xì)的研讀和比對(duì)。因此帶著問(wèn)題回原文中定位是考研第一個(gè)重要的能力。事實(shí)上，我總結(jié)了我們考研閱讀中遇到所有的題目，都只需要原文中的一句話就可以解題，也就是如果我們能夠利用題干中的定位詞找出每道題目的出題點(diǎn)，我們的閱讀量就可以大大減少，時(shí)間可以大大節(jié)省下來(lái)，我們的閱讀也變得非常有針對(duì)性。一篇考研文章后面只有五道題，對(duì)應(yīng)原文中的五句話，也就是大約100字不到的文本就足以應(yīng)付所有的考研閱讀后面的題目。而很多同學(xué)花了大量的時(shí)間去研究原文的意思，留給題目的時(shí)間非常少，事實(shí)上是犯了本末倒置的錯(cuò)誤。在考研閱讀考試中我們便已經(jīng)占據(jù)了絕對(duì)的優(yōu)勢(shì)!第一點(diǎn)定位決定了我們能否快速找到原文的出題句，但找到出題句只意味著我們成功了一半。
另一半來(lái)自哪里?就來(lái)自考研的第二個(gè)點(diǎn)，叫做同意替換。我們?nèi)魏慰佳虚喿x題的答案，事實(shí)上，都是對(duì)原文的同意表達(dá)，也就是采用不同的單詞，來(lái)表達(dá)同樣的意思。如果我們能識(shí)別出這里面的同意替換，也就找到了解題的最關(guān)鍵點(diǎn)。由此我們發(fā)現(xiàn)在備考考研過(guò)程中，我們需要積累的不光是一個(gè)個(gè)單一的詞匯，而是以組為單位的同意替換。一旦平時(shí)我們能多注意同意替換的積累，考試中遇到類似的同意替換，做題自然就能得心應(yīng)手!
第二部分：閱讀核心技巧面面觀
考研中的閱讀，復(fù)習(xí)和臨場(chǎng)應(yīng)變能力又是兩碼事情，畢竟平時(shí)是在壓力較小緊迫感較低的狀況下完成的，但是臨場(chǎng)應(yīng)變能力顯然與此相去甚遠(yuǎn)，我告訴學(xué)生，考試只有兩個(gè)字：熟練。包括我們老師去考試，如果不熟練，照樣會(huì)遇到滑鐵盧。首先考研閱讀的時(shí)間大概是：每篇16分鐘最佳，最多可延長(zhǎng)至20分鐘左右。以下我們撰寫(xiě)了五步法，以飴讀者。拿到一篇文章，最基礎(chǔ)的請(qǐng)各位劃出段落序號(hào)以及各段首句。
第一步：閱讀首段，了解文章主題(Theme)(1-2分鐘)。
第二步：掃描題干，盡量找出題干能夠提供的信息(Key Words)(1分鐘)。定位詞的優(yōu)先考慮順序:1、首先標(biāo)出明確告訴位置的題目所在;2、專有名詞優(yōu)先，包括人名、地名、書(shū)名以及帶引號(hào)的詞等;3、數(shù)字、時(shí)間(包括某些介詞短語(yǔ));4、較長(zhǎng)、較復(fù)雜的詞組(名詞動(dòng)詞詞組優(yōu)先);5、重要的動(dòng)詞、形容詞或副詞;6、條件詞、因果詞、比較詞。
第三步：變速瀏覽原文，抓住中心 (7-8分鐘)。注意把握三個(gè)閱讀原則：原則一：首段原則(文章的第一段逐字讀明白，可以反復(fù)和回讀);原則二：首末句原則(其余各段的首尾句要細(xì)讀，其他各句正常閱讀即可);原則三： 路標(biāo) 原則。所謂路標(biāo)詞，就是表示作者思想銜接和轉(zhuǎn)折的功能詞匯。如：1、中心詞 2、轉(zhuǎn)折詞 3、態(tài)度詞 4、例證詞 5、列舉詞。
第四步：仔細(xì)審題，定位原文 (3-5分鐘)。原則一：關(guān)鍵詞定位原則;原則二：自然段定位原則;原則三：長(zhǎng)難句定位原則。請(qǐng)注意：注意一：關(guān)鍵詞在原文可能是原詞本身，也可能是關(guān)鍵詞的同義詞;注意二：?jiǎn)栐虻膯?wèn)題，一般問(wèn)主要原因(major reason);注意三： 邪惡的眼睛 (in the eyes of)，注意問(wèn)的是誰(shuí)的觀點(diǎn)和態(tài)度。
第五步：重疊選項(xiàng)，斟酌答案(3-5分鐘)。原則：不能僅憑借印象做題，考研閱讀的干擾項(xiàng)干擾性巨大，除了理解原文，分辨正確和錯(cuò)誤的選項(xiàng)也是一種重要的基本功。一般對(duì)原文進(jìn)行同義替換的是答案：同義替換的手段有：a)關(guān)鍵詞替換 b)變換句型 c)正話反說(shuō) d)語(yǔ)言簡(jiǎn)化。原則一：選最佳答案而不是正確答案。原則二：不放過(guò)任何一個(gè)選項(xiàng)：細(xì)讀每個(gè)選項(xiàng)，鑒于強(qiáng)干擾性，要求必須記住：選一個(gè)選項(xiàng)應(yīng)有選的理由，不選一個(gè)選項(xiàng)也應(yīng)有不選的理由。原則三：每個(gè)選項(xiàng)都當(dāng)成生命中最重要的句子。
第三部分：閱讀核心練習(xí)面面觀
接下來(lái)，老師精選了一道題目，非常適合以上的講解，請(qǐng)同學(xué)閱讀完以上的技巧，試著領(lǐng)會(huì)其中的奧妙，然后練習(xí)以下的題目，看看自己是否有很快的長(zhǎng)進(jìn)?
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) winter-born babies tend to have higher oxygen capacity, which increases soccer stamina; c) soccer-mad parents are more likely to conceive children in springtime, at the annual peak of soccer mania; d) non of the above.
Anders Ericsson, a 58-year-old psychology professor at Florida State University, says he believes strongly in non 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 goal, 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 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 closet 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
