2009考研英语历年真题阅读理解精读笔记（一）

tonymessi · 发表于 2008-7-9 22:41:11

众所周知，考研是人生的一次重新洗牌和重大机遇，而在考研的四门课程中，英语成了许多考生前进征途上的一只凶猛拦路虎和十分困难的羁跘与障碍。

详细分析历年考研英语试卷，又可以发现主要矛盾在于阅读（占60％的分数），故可谓：得阅读者得天下。阅读的60分细分为Part A、Part B 和Part C，其中Part A为四篇阅读理解，占40分，是阅读理解考试中的主战场。那么，阅读Part A有没有什么技巧呢？

技巧一：看懂

阅读理解其实主要考的是“阅读”之后的“理解”，所以，看得懂乃是第一项技巧。

任何一篇文章，若要能看懂它，至少需要两个条件：认识单词和看明白句子。单词就像盖房的砖瓦，考研词汇大约为5500个，这不是一个小数字，也并非三两天时间可以记住的，所以，考生必须先买一本考研英语词汇书进行系统、长期的学习和记忆。（推荐《考研英语词汇真题词频语境记忆》，该书打破了传统考研词汇书按字母顺序排序的做法，而是采用历年真题作为单词出现频率的统计依据，将所有大纲单词及超纲单词按照历年真题出现的频率从高到低排列，而且全部按照考过的不同词义配不同的真题例句，可以使学生用最少的时间获得最好的学习效果）。

拿到词汇书之后，首先用大约一周的时间把这些单词中你根本不认识的挑出来，如rear，tedious，deteriorate，plausible，jargon，isotope，……，（因为这些单词你可能完全不认识，看到之后两眼漆黑，所以称之为“黑”字）。“黑”字是阅读的头一个障碍，单词不认识，句子当然看不懂，所以，消灭“黑”字是当务之急。（争取用一个月左右的时间消灭它们！）

考研词汇中，除“黑”字外，还有大量意思非常明白的所谓“白”字，如：able，benefit，culture，space，topic，……。此类单词可一掠而过，除“黑”（完全不认识）和“白”（完全明白）字两类外，还有许多似会不会的“灰”字，如：treaty，tutor，sample，saddle，fuss，……。甚至还有大量你觉得会但其实并非如此的“灰”字，如：spring 除了“春天”之外，还当“泉水”、“弹簧”讲;account除了“帐户”，还作“原因;理由;解释;说明;报告;占……”解。affect除了“爱，深情”之外，还有“对……发生作用”之义。背诵单词时，一定要多看词汇书中所给的例句才能牢记其意义。

除单词外，有时句子太长也会对阅读造成致命的伤害，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，很多考生如坠五里雾中，不知所云。其实，看懂长难句有点像撒网捕鱼，收网时应收紧网绳（叫纲），渔网自然会合拢。不要去乱抓网眼（那叫目）。看长难句亦应该做到“纲举目张”，先找句子的骨架（主＋谓＋宾），再解决修饰成份（定、状等）。

此句it后为主句，但it不是其真正主语，叫形式主语，真正主语为后边的that从句，一般来说，英语的“主＋谓＋宾”也应像汉语那样按顺序放好，主语放谓语前，即：“只有最先进的电子过滤器才有成功的可能这一点可以被看得很明白。”（形式主语it不必译）但英译汉中，应尽量少用被动句型。所以，此句可译为：“可以很清楚地看出：只有最先进的电子过滤器才有可能获得成功”。

it前边不是句子的主要部分，而是一个由if 所引领的长长的状语从句。（如果说“主＋谓＋宾”是树干的话，定、状则像树叶，要繁杂和麻烦得多。）在整个if...这样一个句子构成的状语中，if you（主语）add （谓语）the effects to this（双宾语）为基本框架;那第二个宾语为何要倒过来呢？因为第一个宾语effects 后面跟了那么长那么多的定语。（注意：英语常将定语写在名词后，这一点与中文大相径庭：中文的定语一律放在名词前）

第一个定语为介词词组“of a sonar set ”，修饰effects，译为：“一套声纳设施的效果”;第二个定语为“mounted in the small nose”，过去分词当定语：“被安装在一个小鼻子上的”;第三个定语“of a torpedo”：“一个鱼雷的”;第四个定语“rushing...”译为：“以每小时80英里速度穿行于水里的”;后边还有一个“with...”(“plus...”为两逗号间的插入语) 英文定语在名词后，中文却将定语放在名词effects前边。若定语不止一个，常采用倒着翻译的方法，我们称之为“倒解连环”。

故整句意思为：

“如果你把带着巨大噪音和震动的、以每小时80英里速度穿过水中的一个鱼雷的鼻尖部位上所安装的一套声纳设备的效果也加进去考虑的话，再加上还有由电机部分所造成的外壳的震动，那么，可以清楚地看到：只有最先进的电子过滤器才有可能获得成功。”

这就是考研英语的实情，怪不得每年的百万考研大军中，过60分者寥寥无几，每年也只有18％左右，英语考得好的同学，前途自然也比其他人更为光明。

大家切记，英语的句子中，“主＋谓＋宾”基本与中文一致，是按顺序摆放的，而定、状语经常倒着放，又长又多，比主、谓、宾要难很多。定、状语放好了，句子才能看明白，想看懂阅读理解中的长难句，语法基本功一定要扎实。

技巧二：选题

看懂文章之后，还有一个如何选题的问题，所以第二项技巧是选题问题。

众所周知，读完文章之后就要对文章后面的问题作出选择：是选A呢？还是选B、C？还是选D？许多考生说，文章有时看懂了，题就是选不对。其实选题也是大有技巧的，阅读的问题基本上分为五大类：

1.主旨题（又称中心思想题）：这类题基本上是问main idea，或best title是什么；也可以问作者写此文章的purpose何在；或问此文的conclusion可总结为什么。碰到这类题最简单的方法是把文中每段的首句串起来考虑。若是仅问其中某一段的中心思想为何，则可将该段的首、尾句加起来考虑。

2.词汇题（又称词语释义题）：这类题常问考生一些不认识、从未见过的一些生词或词组的意思是什么。解题技巧为参考上、下文，尤其是下文。因为下文常常是对该词的解释、说明、举例等等。

3.作者态度题：常问作者对某事是什么态度：主观（subjective）还是客观（objective）;肯定（positive）还是否定（negative）;赞成（approval）还是反对（opposition）等等。解题的关键是要看作者在文中用了什么样的口气。若用褒义词，显然是赞成。若用贬义词，显然是反对。若客观陈述，则是中性的立场，不偏不倚。注意：作者态度常常在转折词后表明出来。所以，but一词至关重要（还有类似的yet，however，although，nevertheless等）。

4.推理性问题：其典型词有两个：infer和imply。如：What can you infer from the story? 或What is the implied meaning of this sentence?

切记，推理性问题原文中没有现成的答案。答案是你自己推想出来的，但不能凭空瞎想，必须以原文中某句话或某个词语为依据去合理推测才能找到合适的答案。

注意：以上四种题型顶多占阅读理解考试总分的1/4左右，而其他约30分的题都属于以下提到的：细节性问题！

5.细节性问题：（声明：本书中没有指出题型的，大多为细节题）

此类题占阅读总分40分中的30分左右，因此十分重要。注意，这类问题与推理性问题截然相反，都可以从原文中找到答案，只不过为了迷惑考生，常常将原文进行改写，换一种说法。所以，照抄原文，一字不改的不一定就是答案，而与原文意思相同的，才是正确的。

除了将文章看懂，把题目选对之外，阅读理解还有两个非常重要的注意事项：速度与步骤。

技巧三：速度

大家都知道，仅仅把题选对是不够的，因为考试还有时间的限制。（你就算选对，每篇文章花一个小时那能行吗？！）记住，考试总共180分钟，四篇阅读最多占70～80分钟（即17～20分钟一篇），其余时间还要写作文、做翻译、英语知识运用等。

那么，对于速度过慢的考生，郭老师有什么建议呢？

第一、加大词汇量，这样读起来才会势如破竹，一气呵成。若生词太多，自然会磕磕跘跘，走不了太快。

第二、阅读中最忌讳的是一个字一个字地去读，那样又慢又差。正确的方法是用眼去抓句子的大致结构（叫意群阅读法）。还记得前面那个长难句吗？郭老师并没有孤零零地去看每一个词，而是先找到了it后面的主句，前头的if句虽然很长，只不过是个状语而已。而在主句中，我又抓住了它的主语that only the most advanced electronic filtering gives any chance of success和谓语can be seen。这种提纲挈领的读法，不仅可以使速度加快，更可以使准确率提高。

第三、考研是一场艰苦卓绝的拼搏。考研英语又比四、六级要难，所以保持头脑清醒和旺盛的斗志也至关重要。因此，考试前一天晚上的充足睡眠十分重要，可以在考场上保持敏锐、清醒的头脑，这对提高速度和专注精力大有裨益！

技巧四：步骤

阅读的步骤也十分重要。许多考生拿到文章之后从头读起，读完再去一个一个选答案。这种方法十分传统，叫整体阅读法。其优点是可以有一种全局感或整体感。缺点是文章太长，读后细节记不住，再去找答案又费劲又容易出错，许多细节都混淆在一起了，得分经常不高。郭老师建议同学们用一下查找阅读法：读完第一段就做第一题。然后看第二个问题问的什么，带着这个问题去看第二段，然后是第三段、第四段，依此类推。（注意，有一种问题可能此方法不太适用，那就是：主旨性问题）。查找式阅读法虽然把文章看得支离破碎，但得分往往很高，因为你刚看一段就去做一道题，这样记得住细节，抓得很准，广大考生不妨一试！

在开始研究历年真题阅读理解之前，有一件特别重要的事必须提醒广大读者：要使自己的阅读水平真正提高，必须先做题，后看答案和解析。如果顺序倒过来，阅读水平丝毫得不到提高。做题时间为一篇文章17至20分钟，Part A四篇文章时间控制在70~80分钟。下面，以最近考过的2008年全国硕士研究生入学统一考试英语试题中的阅读理解题为开篇，请同学们以这几篇真题阅读文章为练习，在规定的时间内，检测自己的真实水平。无论做的结果如何，都保持一种从零开始的心态，认真研读此书，一定会获益匪浅！

tonymessi · 发表于 2008-7-9 22:41:38

TEXT 1

While still catchingup 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 stressedout 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 oneshot deals. The wearandtear 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 governmentfunded research by restricting access to it-is making access to scientific results a reality. The Organization for Economic Cooperation and Development (OECD) was just issued a report describing the farreaching 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 socalled big deal, where institutional subscribers pay for access to a collection of online journal titles through sitelicensing agreements. There is openaccess publishing, typically supported by asking the author (or his employer) to pay for the paper to be published. Finally, there are openaccess archives, where organizations such as universities or international laboratories support institutional repositories. Other models exist that are hybrids of these three, such as delayed openaccess, 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 peerreview 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 governmentfunded research.

［B］ It introduces an effective means of publication.

［C］ It upsets profitmaking 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 openaccess 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 peerreview 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, undernutrition 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］ NonAmericans 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 cherrytreechopping 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 threefifths of a man for purposes of congressional representation.

And the statesmen's political lives depended on slavery. The threefifths 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.

tonymessi · 发表于 2008-7-9 22:42:08

下面对1994年—2007年的考研英语真题阅读理解Part A部分进行深度剖析：

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) 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)none of the above.

Anders Ericsson, a 58yearold 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.本书单词右上角标注的数字是该单词在历年真题（1994年—2008年）中出现的次数。

2.单词词义前标注的“①、②”等数字表示该单词同一词性的不同词义。

3.在《考研英语词汇真题词频语境记忆》精读版中本书单词均配有真题例句。

ability15［E5biliti］n.①能力，智能；②才能，才干

account 22［E5kaunt］n.①账（目，户）；②叙述，说明；③价值，地位；v.（for）①说明，解释；②占；③（take into ）考虑；顾及

achieve12［E5tFi:v］v.①完成，实现；②达到，达成，获得

act11［Akt］v.①行动，做事；②（on）起作用；③表演；④（for）代表，代替；n.①行为，动作；②（一）幕；③法令，条例

annual5［5AnjuEl］a.每年的，年度的；n.年刊，年鉴

ballet1［5bAlei］n.芭蕾舞，芭蕾舞剧，芭蕾舞乐曲

capacity8［kE5pAsiti］n.①容量，容积；②能量，能力；③接受力；④生产力

certificate2［sE5tifikit］n.证（明）书，执照

cognitive1［5kCgnitiv］a.认知的，认识的，有感知的

colleague4［5kCli:g］n.同事，同僚

conceive2［kEn5si:v］v.①（of）设想，构思，想像；②以为；③怀胎，怀有

concentrate3［5kCnsentreit］v.①（on）集中，专心；②浓缩；n.浓缩物

conclude5［kEn5klu:d］v.①结束，终结；②断定，下结论；③缔结，议定

conduct7［5kCndQkt］n.①行为，举动，品行；②引导，经营，实施，处理；v.①引导，带领；②处理，管理；③指挥（乐队）；④传导，传（热，电等）

confer2［kEn5fE:］v.①商谈，商议；②授予，赋予

convey3［kEn5vei］v.①运送，搬运，转运；②传达，传播

data22［5deitE］n.（datum的复数）资料，数据

deliberate2［di5libEreit］a.深思熟虑的，故意的

depend16［di5pend］ v.（on）取决于，依靠，信赖，相信

detail7［5di:teil］n.细节，详情；v.详述

dominate3［5dCmineit］v.①支配，统治，控制；②占优势

elite4［ei5li:t］n.①［总称］上层人士，掌权人物，实力集团；②出类拔萃的人（集团），精英

engineering1［7endVi5niEriN］n.工程学

entail2［in5teil］vt.①需要，伴随；②限定继承

excitement2［ik5saitmEnt］n.刺激，激动

exhibit2［ig5zibit］v.展出，陈列

experiment11［iks5perimEnt］n.试验；v.（on）做实验

expert14［5ekspE:t］ n.专家，能手；a.①熟练的，有经验的；②专门的，专家的

factor12［5fAktE］n.因素，要素

feedback1［5fi:dbAk］n.反馈

genetic2［dVi5netik］a.遗传的，起源的

immediate6［i5mi:djEt］a.①立即的，即时的；②直接的，最接近的

importance10［im5pC:tEns］n.重要，重要性

information44［7infE5meiFEn］n.①通知，报告；②情报，信息

involve20［in5vClv］v.①卷入，陷入，连累；②包含，含有，涉及

laboratory3［lE5bCrEtEri］n.实验室

lead21［li:d］v.①领导，引导；②领先，占首位；③（to）通向，导致，引起；④经验，过（生活）；n.带领，引导；n.铅

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.养育，教育，教养，营养品；vt.养育，给与营养物，教养

obtain11［Eb5tein］v.获得，得到

opportunity11［7CpE5tju:niti］n.机会

outcome4［5autkQm］n.结果，成果

overlook3［7EuvE5luk］v.①看漏，忽略；②俯瞰，眺望；③宽容，放任

oxygen3［5CksidVEn］n.氧

paragraph66［5pArEgrB:f］n.①段，节；②小新闻，短评

peak1［pi:k］n.①山顶，最高点；②峰，山峰；a.高峰的，最高的

perfect5［5pE:fikt］a.①完善的，无瑕的；②完全的，十足的；v.使完美，改进

performance5［pE5fC:mEns］n.①履行，执行；②表演，演出；③性能，特性；④表现

phenomenon9［fi5nCminEn］n.［pl.phenomena］现象

process34［prE5ses］n.①过程，进程；②工序，制作法；③工艺；v.加工，处理

professional15［prE5feFEnl］a.职业的，专业的，专门的；n.专家，专业人员

psychology7［sai5kClEdVi］n.心理学，心理

pursuit6［pE5sju:t］n.①追赶，追求；②职业，工作

random3［5rAndEm］a.随机的，随意的；n.随机，随意

range6［reindV］n.①范围，距离，领域；②排列，连续；③（山）脉；④炉灶；v.排列成行

rank2［rANk］n.①军衔，社会阶层；②排，横列；v.①分等级，把…分类；②排列

reap1［ri:p］v.收割，收获

recall3［ri5kC:l］v.①回忆，回想；②撤消，收回

result37［ri5zQlt］n.结果，成果，成绩；v.①（in）导致，结果是；②（from）起因于，因…而造成

role22［rEul］n.①角色；②作用，任务

series5［5siEri:z］n.①一系列，连续；②丛书

setting6［5setiN］n.①安置，安装；②落山；③（固定东西的）柜架底座；④环境，背景

soccer4［5sCkE］n.足球

sow2［sEu］v.播种

span4［spAn］n.跨度，跨距

specific12［spi5sifik］a.①明确的，具体的；②特定的，特有的

startle2［5stB:tl］v.惊吓，使吃惊

stress9［stres］n.①压力，应力；②重音；v.强调，着重

subject13［5sQbdVikt］n.①主题，题目；②学科，科目；③主语；a.（to）易遭…的，受…支配的；v.（to）使遭到，使服从

superior1［sju:5piEriE］a.①优良的，卓越的；②（to）较…多的，优于…；n.上级，长官

surgery3［5sE:dVEri］n.①外科，外科学；②手术室，诊疗室

swamp1［swCmp］n.沼泽，沼地

switch4［switF］n.①开关；②转换；v.转变，转移

talent2［5tAlEnt］n.①才能，天资；②人才

tend26［tend］v.①趋向，往往是；②照料，看护

topic3［5tCpik］n.话题，主题，题目

trait3［treit］n.特征，特点，特性

word36［wE:d］n.①词，单词；②［常pl.］话；③消息，传说；④诺言，保证；v.用言语表达

according47［E5kC:diN］ad.依照，根据

assertion2［E5sE:FEn］n.主张，断言，声明

astrological1［9AstrE5lCdVikl］

a.占星的，占星术的

biographical1［baiEu5^rAfikEl］a.传记的

concentration5［7kCnsen5treiFEn］n.集中，集合，合并

craze1［kreiz］n.狂热

digit3［5didVit］n.从0到9的任一数字

encode2［in5kEud］vt.①把（电文.情报等）译成电码（或密码）；②编码

genetically2［dVi5netikEli］ad.遗传地

hysteria1［his5tiEriE］n.歇斯底里

inborn1［5in5bC:n］a.天生的，生来的，先天的

mania1［5meinjE, niE］n.狂躁，狂热

meaningful1［5mi:niNful］ a.意味深长的

meaningfully1［5mi:niNfuli］ad.意味深长地

memorize3［5memEraiz］ v.记住，记忆

noteworthy1［5nEutwE:Ti］a.值得注目的，显著的

overrate1［5EuvE5reit］vt.对…估价过高

performer2［pE5fC:mE(r)］n.表演者

proverb1［5prCvE(:)b］n.谚语

psychological4［7saikE5lCdVikEl］a.心理（上）的

quirk1［kwE:k］n.奇事，巧合

spotlight1［5spCtlait］n.聚光灯；vt.使瞩目于

springtime1［5sprINtaIm］ n.春天，春季

stamina1［5stAminE］n.毅力，精力

statistics6［stE5tistiks］n.统计学，统计表

superstar2［5sju:pEstB:］n.超级明星

tournament1［5tuEnEmEnt］n.比赛，锦标赛，联赛

难句1If 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.

［语法分析］本句的基本句型为：虚拟条件句+主句+同位语从句；主句为you would...find a...quirk；其前为一个由if引导的虚拟条件句，其后为一个同位语从句，对a noteworthy quirk进行说明；

［本句难点］本句由两个从句和一个主句组成,相对简单;

［方法对策］首先抓住主句,然后再分析其他分句即可;主句中的quirk意为“怪事,奇怪的事情”;

［例句精译］如果你能查看一下2006年世界杯比赛的每一个足球运动员的出生证的话，你就极可能发现一个值得注意的怪事。这些足球精英们可能出生在每年年初的几个月份而非年末的几个月份。

难句2If 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.

［语法分析］本句结构为：条件从句+主句，主句的主干为：you would find + 宾语+宾语补足语；

［本句难点］本句句子结构比较简单;本句中feed意为“提供,输送”,pronounced作形容词用,意为“显著的,明显的”;

［方法对策］对个别词汇要根据上下文确定其在文中的意思,不可单纯套用常用的意思;

［例句精译］

如果你再来查看一下为世界杯和其他一些专业级别的比赛准备后备力量的欧洲各国青年队的情况，你将会发现这一奇怪的现象更为突出。

难句3This 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.

［语法分析］本句主要结构为:主语+谓语+双宾语，主语为This success，谓语为led，其后为两个宾语，一为Erisson，一为to conclude，conclude后为that引导的宾语从句；

［本句难点］本句中两个逗号之间的内容为插入语,影响阅读;整句包含双宾语和从句,稍复杂;

［方法对策］两个逗号之间的插入语第一次略过不读,抓住句子主干,然后再分析宾语和从句;

［例句精译］

这次成功，再加上其后表明记忆绝非由遗传因素决定的研究，终于导致埃瑞克森做出了结论——记忆这种行为更属于一种后天培养而非是先天的天赋。

难句4Their 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.

［语法分析］第一句为简单句，冒号后面的部分是assertion的同位语，同位语从句主干为：the trait...is...，其中包含一个定语从句修饰the trait；第二句的主干为expert performers...are...made，not born，or和put another way 是插入语；

［本句难点］从句和插入语比较难;

［方法对策］首先分析句子主干,然后分析其他成分,难句就迎刃而解了;

［例句精译］

他们的工作得到了一个相当惊人的结论：我们称之为天才的这种东西其实是过于夸张了。换言之：无论是在记忆力或是在外科手术方面，无论是在芭蕾舞或是在电脑编程方面，杰出人才几乎都是后天培养的，而非天生。

21.［答案］C

［解析］本文试图回答一个问题：天才是如何出现的？是先天天生还是后天培养？科学家安德森· 埃瑞克森经研究得出结论：“聪明在于勤奋，天才在于积累”。本题问：（首段）提到这些欧洲优秀的球员的生日目的何在？答案显然是C 引出一个话题那就是：“是什么成就了他们优异成绩的表现？”本答案十分明显，因为第二段文章的首句就提示了我们“这一奇怪现象的原因何在？”故可以肯定的排除A、B、D (见问题的汉语译文)。21题还告诉我们，查找式阅读是很省时且精准的一个阅读方法，不必看到全文再来回答21题，因为22题问的“mania”一词，已经属于第二段了。

22.［答案］B

［解析］本题一看即可知是词汇性问题。切记：词汇性问题要看上下文。Mania这个生词上文有mad一词，这就提醒我们应该首选mad一词的同义词crazy（名词为craze）至于(A) fun好玩(C) hysteria兴奋( D) excitement激动,均不如(B) craze疯狂，含义更深刻、更贴切。

23.［答案］A

［解析］根据科学家埃瑞克森的研究“好记忆”应是“后天的培养”（cognitive exercise）有意识地去练习而非“先天的天生”(intuitive one先天的本能)。而后天的培养是指对信息进行有意义的“编码记忆”（注：有点像“联想记忆”）。故应选A：对信息进行有意义的加工处理！B和C均谈的是先天因素，错！至于D仅谈到了总结反馈和高度集中，不够完整，因为要练习记忆力的提高，首先要“（在心中）设定特定的目标”才行。

24.［答案］D

［解析］埃瑞克森等科学家认为有杰出成就的人大都把成功归因于后天的培养和教育（nurture）而非先天天生的。而这正是选项D的答案。由此可见，阅读理解的真谛还在于“看懂”文章（这需要词汇和长难句两方面的基本功）至于选项A、B、C请参考后边的译文。

25.［答案］C

［解析］A信心重要;B种瓜得瓜;C天才在于勤奋聪明在于积累；D有其父必有其子，这四个说法中只有C更符合本文的主题。

如果你能查看一下2006年世界杯比赛的每一个足球运动员的出生证的话，你就极可能发现一个值得注意的怪事。这些足球精英们可能出生在每年年初的几个月份而非年末的几个月份。如果你再来查看一下为世界杯和其他一些专业级别的比赛准备后备力量的欧洲各国青年队的情况，你将会发现这一奇怪的现象更为突出。

这一奇怪的现象原因何在？下面是一些猜想答案：A有某些天赋的东西使人如此;B冬季出生的孩子有较高的携氧能力，这就增加了他们踢足球的耐力;C狂热的球迷父母更容易在春天生孩子因为那是每年足球运动疯狂的巅峰;D以上原因都不是。

美国佛罗里达州立大学58岁的心理学教授安德森·艾瑞克森说他坚信第四种选择“以上都不是”。埃瑞克森生于瑞典，学习核子工程学专业。直到有一天他意识到，如果他转向心理学机会就会更多一些。于是他在30年前进行了他的首次关于记忆方面的实验：训练别人聆听并重复随意所念的一系列数字。后来埃瑞克森回忆道:我的第一个接受实验者经过大约20小时的培训之后，从记住7个数字上升到了20个数字。他继续坚持提高，经过200小时的培训，能记住80个以上的数字了。

这次成功，再加上其后表明记忆绝非由遗传因素决定的研究，终于让埃瑞克森做出了结论——记忆这种行为更属于一种后天培养而非是先天的天赋。换言之，无论两个人在记忆力方面展现多么大的差别，这些差别都可能被他们（后天学到的）对信息的“编码记忆”方面的能力超越。而学习对信息进行有意义的“编码记忆”的最佳方法是进行“有意义的练习”（这一过程）。“有意义的练习”不仅是简单的重复。相反，他需要我们（在心中）设定特定的目标，事后及时反馈和总结以及高度集中才行：不仅集中于技巧，也集中于结果。

埃瑞克森和其他同事们由此也开始了对各行各业的表现优异者的研究。其中也包括足球行业。他们搜索到了尽其所能搜集到的资料：不仅包括这些人的表现的数据和其传记资料，也包括了科学家们对这些杰出者们进行的实验数据。他们的工作得到了一个相当惊人的结论：我们称之为天才的这种东西其实是过于夸张了。换言之：无论是在记忆力或是在外科手术方面，无论是在芭蕾舞或是在电脑编程方面，杰出人才几乎都是后天培养的，而非天生。

21本文提到足球运动员的生日现象是要：。

［A］强调职业训练的重要性。

［B］我们密切关注世界杯赛中的足球超级明星。

［C］引出一个话题，那就是：是什么成就了他们的优异表现？

［D］解释为什么一些足球队踢的比另一些好。

22（第二段四行的）“mania” 一词的最可能的意思是：。

［A］好玩［B］疯狂［C］兴奋［D］激动

23按照埃瑞克森的理论，好的记忆。

［A］取决于对信息进行有意义的加工处理。

［B］来自先天而非后天练习。

［C］由基因而非其他心理因素所决定。

［D］需要及时的总结反馈和高度的集中精力。

24埃瑞克森及其同事们相信。

［A］对于专业方面的成功来讲，天才是最主要的因素。

［B］个人传记资料提供了解释优秀表现的关键性答案。

［C］天才所起的作用被人们所忽视了。

［D］有杰出成就的人大都把成功归因于后天的培养训练。

25下面哪个谚语在意思上最接近于本文所试图传递的信息：。

［A］“人心齐，泰山移”

［B］“种瓜得瓜，种豆得豆”

［C］“天才在于勤奋，聪明在于积累”

［D］“有其父必有其子”

tonymessi · 发表于 2008-7-9 22:42:34

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 StanfordBinet 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 lowstress conditions, but under highstress conditions，IQ was negatively correlated with leadership—that is, it predicted the opposite.Anyone who has toiled through SAT will testify that testtaking 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，实现；②达到，达成，获得

analogy2［E5nAlEdVi］n.比拟，类比

analytical1［7AnE5litikEl］ a.分析的，分解的

argue19［5B:gju:］v.①争论，辩论；②认为，主张，论证；③说服

aspect8［5Aspekt］n.①样子，外表，面貌；②（问题等的）方面

assess4［E5ses］v.估价，评价

attitude14［5Atitju:d］ n.①（to，towards）态度，看法；②姿势

author69［5C:WE］n.①作者；②创始人

available18［E5veilEbl］a.①可用的，可得到的；②可以见到的，随时可来的

average17［5AvEridV］n.平均（数）；a.①平均的；②普通的，一般的；v.平均，均分

bias7［5baiEs］n./v.（使有）偏见，偏心，偏袒

capacity8［kE5pAsiti］n.①容量，容积；②能量，能力；③接受力；④生产力

capture4［5kAptFE］n.捕获，俘虏；v.①吸引（注意）；②记录；③俘虏

characteristic8［7kAriktE5ristik］a.（of）特有的，独特的；n.特征，特性

coincidence2［kEu5insidEns］n.①巧合，巧事；②一致，符合

column2［5kClEm］n.①圆柱，柱状物；②列；③（报刊中的）专栏

component4［kEm5pEunEnt］n.①组成部分；②成分；③部件；a.组成的，合成的

concept15［5kCnsept］n.概念，观念，思想

conclude5［kEn5klu:d］v.①结束，终结；②断定，下结论；③缔结，议定

confuse9［kEn5fju:z］v.使混乱，混淆

critical7［5kritikEl］a.①批评的，评论的；②危急的，紧要的；③临界的；④重要的，关键的

deduce2［di5dju:s］v.（from）演绎，推断

define7［di5fain］v.①给…下定义；②限定，规定；③解释，阐述

element5［5elimEnt］n.①元素；②组成部分；③人员，分子

emphasize6［5emfEsaiz］v.强调

extreme4［iks5tri:m］a.①末端的，尽头的；②极度的，极端的；n.①极端；②最大程度；③极度（状态）

feature9［5fi:tFE］n.①特征，特色；②（报纸或杂志）特写；③容貌，面貌；v.给显著地位

field5［fi:ld］n.①田，田野；②场地；③专业，领域；④实地；野外

figure10［5figE］n.①体形；②数字；③图形；④人物；v.（out）算出，估计，推测

format1［5fC:mAt］n.设计，安排，样式；v.使格式化

genetic2［dVi5netik］a.遗传的，起源的

graduate3［5grAdjueit］n.（大学）毕业生，获（学士）学位者；v.①（使）（大学）毕业；②获学位；a.①毕了业的；②研究生的

graph2［grB:f］n.图表，曲线图

infer21［in5fE:］v.推论，推断

intelligence13［in5telidVEns］n.①智力，聪明；②理解力；③情报，消息，报导

intelligent4［in5telidVEnt］a.聪明的，明智的

involve20［in5vClv］v.①卷入，陷入，连累；②包含，含有，涉及

knowledge 15［5nClidV］n.①知识，学识；②知道，了解

leadership4［5li:dEFip］n.领导

measure14［5meVE］v.测量；n.①尺寸，大小；②［常pl.］措施，办法；③法案，法律规定

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性质，本性，天性

note9［nEut］n.①笔记，记录；②按语，注释；③便条，短笺；④钞票，纸币；⑤暗示，建议v.①记下，摘下；②表明，认为

numerical2［nju(:)5merikEl］a.数字的，用数表示的；a.数字的，用数字表示的

object5［5CbdVikt］n.①物体；②客体，对象；③目的，目标；④宾语；v.（to）反对

obtain11［Eb5tein］v.获得，得到

obvious13［5CbviEs］a.明显的，显而易见的

parade1［pE5reid］n.游*，检阅；v.（使）列队行进，游*

paragraph66［5pArEgrB:f］n.①段，节；②小新闻，短评

pattern11［5pAtEn］n.①模式，式样；②图案，图样；v.仿制，模仿

peer2［piE］n.同等的人，贵族；vi.凝视，窥视；vt.与…同等，封为贵族

philosopher8［fi5lCsEfE］n.哲学家，哲人

practical7［5prAktikEl］a.实际的，实用的

predict13［pri5dikt］v.预言，预测，预告

procedure4［prE5si:dVE］n.程序，手续，步骤

reliable5［ri5laiEbl］a.可靠的

result37［ri5zQlt］n.结果，成果，成绩；v.①（in）导致，结果是；②（from）起因于，因…而造成

scale3［skeil］n.①刻度，标度；②天平，磅秤；③比例尺；④规模；⑤音阶；⑥鱼鳞

school 44［sku:l］n.①学校；②（大学里的）学院，系；③学派，流派

science58［5saiEns］n.①科学；②学科

score8［skC:］n.①得分，分数；②二十；v.得（分），记（…的）分数

sequence1［5si:kwEns］n.①先后，次序；②连续，数列

shape2［Feip］n.①形状，外形；②情况，状态；③种类；v.成型，塑造

skeptical2［5skeptikEl］a.怀疑性的，好怀疑的，无神论的

skip1［skip］v.跳，蹦，急速改变，跳读，遗漏，跳跃；n.跳跃

solve9［sClv］v.解决，解答

specify2［5spesifai］v.指定，详细说明

statistical2［stE5tistikl］a.统计的，统计学的

stress9［stres］n.①压力，应力；②重音；v.强调，着重

suit4［sju:t］v.①合适，适合；②相配，适应；n.①一套西服；②诉讼

supplement2［5sQplimEnt］n.①补充；②增刊；③附录；v.增刊，补充

testify1［5testifai］v.（to）说明，证实

variation2［7vZEri5eiFEn］n.①变化，变动；②变种，变异

verbal3［5vE:bEl］a.①用言辞的，用文字的；②口头的；③动词的

version2［5vE:FEn］n.①型，版本；②译本，译文；③说法，看法；④（某种）形式

visual2［5viVjuEl］a.看的，视觉的

web12［web］n.网，蜘蛛网

word36［wE:d］n.①词，单词；②［常pl.］话；③消息，传说；④诺言，保证；v.用言语表达

assessment2［E5sesmEnt］n.估价，被估定的金额

bookstore1［5bukstC:(r)］n.书店

chronological1［7 krCnE5lCdVikEl］a.按年代顺序排列的

computational1［7kCmpju(:)5teiF(E)n(E)l］a.计算的

correlated1［7kCrE5leitid］

a.有相互关系的

creativity5［7kri:ei5tivEti］n.创造力，创造

distribution6［7distri5bju:FEn］n.分配，分发，配给物

elude1［i5lju:d, i5lu:d］v.躲避

encompass2［in5kQmpEs］v.包围，环绕，包含

envision1［in5viVEn］vt.想象，预想

folding1［fEuldiN］a.可折叠的

fondness1［`fCndnIs］n.爱好，溺爱

given22［5giv(E)n］a.特定的，假设的

guesswork1［5^eswE:k］n.臆想，猜测

impartial2［im5pB:FEl］a.公平的，不偏不倚的

indicator4［5indikeitE］n.指示器

negatively1［5negEtivli］ad.否定地，消极地

neurology1［njuE5rClEdVi］n.神经学，神经病学

philosophical1［7filE5sCfikEl］a.哲学的

populate3［5pCpjuleit］v.居住，构成…人口

primarily2［5praimErili］ad.首先，起初，主要地，根本上

psychologist2［psai5kClEdVist］n.心理学者

query2［5kwiEri］n.质问，询问；v.询问

scholastic1［skE5lAstik］a.学校的，学者的；n.学究，学生

standardize4［5stAndEdaiz］vt.使符合标准，使标准化

superhigh1［5sju:pE5hai］a.超高的

toil1［tCil］n.辛苦，苦工；vi.跋涉，苦干

traditional7［trE5diFEn(E)l］a.传统的，惯例的，口传的，传说的

visualize2［5vizjuElaiz］v.想像，显现

难句1It’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.

［语法分析］

本句中It为形式主语，真正主语是其后how引导的主语从句，主语从句中主语是the capacity（to...and to...）,谓语是suits，宾语是one,其后的to...为宾语补足语，其中，questions后面又跟一个that引导的定语从句；

［本句难点］主句和从句均比较复杂,

［方法对策］需要仔细分析,抓住句子主干,然后再分析其他辅助成分;

［例句精译］人们非常不清楚的是：（智商考试）这种在心里想像物体的形状或数字模式的能力，怎么能回答一些已经困惑了最优秀的诗人和哲学家多年的这样一些问题呢？

26.［答案］D

［解析］26题问：智力测试要做什么样的题？

从首段文章中可得知：智力考试考人们的想象（to envision）、推断（to deduce）一些图形或数字的能力；或进行文字和图像的类比，当然不用回答哲学问题A；也不要你动手去折叠或去剪一张纸B；C文中并未提到。关于首段的末句，虽然与问题无关，但要彻底看懂它，对今后的阅读理解，显然是有益处的。

句中：It为主语(形式主语)，is not 为谓语，obvious为宾语（或称为表语）。本句可译为：“人们非常不清楚的是（How...）”。在主语从句中，how为引导词，这个主语从句中的“主+谓+宾”分别是the capacity(主)+suits(谓) +one to answer questions(双宾语)。

27.［答案］C

［解析］问题：关于智商测试，从第三段中我们可以得出什么结论？注意，只看第三段就可以，这一段说到，智力测试目前主要有两种形式：斯坦福比奈智力量表和威斯勒智力量表（而两者都有成人版考试和儿童版考试）。所以我们可知成人考试和儿童考试的内容和形式有所不同，C项正确，其他三个选项都不对。

28.［答案］A

［解析］问题：人们如今已经很难达到萨文特的高分了，因为（A）现在的分数是通过不同的计算模式得出的，选（A）的依据是原文的“因为如今的得分是基于同龄人的统计学人口的分布情况，而非（原来的）简单用实际年龄去除心理年龄再乘以100”。其他两个选项：(B)现在的考试更注重人们的创造能力而非分析问题的能力；（D）智力测试的定性已经改变。至于（C）萨文特的测试只是一个特例，无法复制，文章从未提及。

29.［答案］A

［解析］从28题的分析我们可以看出：（A）现在的考试分数，依然不能反映出人们的实际能力，是正确的答案。这一点，从最后一段原文中可清楚看到。选项（D）说这种考试已经过时，与原文矛盾，因为现在的这种考试仍在采用。选项（C）说，此类考试包含大量猜想工作是第一段的内容。而29题问到的是：根据最后一段，我们可以得出什么结论？选项（B）说考试与分数和SAT结果高度相关。

30.［答案］B

［解析］注意，问作者态度，应该找But一词。原文末段有两个“But”。第一个But fail to measure creativity and practical knowledge.(此类考试不能测出人们的创造能力和实用知识)，第二个But under highstress conditions,...（但在压力大时，他预测的结果适得其反）由此可知，作者怀疑或不赞成此类智力考试。

过去几年，《星期日报》的增刊《检阅》开设了一个名叫“询问玛丽琳”的专栏。人们被邀请去询问玛丽琳·沃斯·萨文特——她在10岁时测试的智力水平达到别人23岁时的水平，这使得她的智商高达228（是有记录的最高水平）。进行智商测试时，你要做的题目有词语类比，图形类比，想象一张纸张被折叠，剪切后的形状，演绎数字序列，以及其他类似的项目。所以，当沃斯·萨文特面对普通人（其智商为100）提出的像“爱与喜欢之间的区别是什么？”或者“运气与巧合的本质是什么？”这样的问题时，她感到有点困惑。设想物体，判断数字类型的能力如何使一个人能够回答难倒了一些最杰出的诗人和哲学家的问题，这种关系并不明显。

很明显，智力包含的不只是一次测试所得的分数。而聪明意味着什么？有多少智力可以界定？我们能够从神经学、遗传学、计算机科学以及其他领域了解多少智力？

即使人们并不像以前那样经常进行智商测试，确定一个人的智力似乎还是靠智商测试的结果。智商测试主要表现为两种形式：斯坦福—比奈智力量表和韦克斯勒智力量表（两种都有成人和儿童测试类型）。由于这些测试一般要花费几百美元，所以通常只有心理学家才进行这些测试，尽管这些测试的变体在书店和万维网上也随处可见。得到像沃斯·萨文特这样的超高分数再也不可能了，因为现在的分数依据的是相同年龄者的统计学群体分布状况，而不是简单地将智力年龄除以生理年龄在乘以100。其他标准化测试，比如学术水平测验考试以及研究生入学考试，其实也包含了智商测试的主要方面。

罗博特·J·斯顿伯格认为，这样的标准测试不可能评估在学校和生活中取得成功所需的所有重要因素。在其名为《智商测试有多智能》这篇文章中，斯顿伯格指出，传统的测试最恰当地评估了分析能力和语言表达能力，但没有测量创造力和实践能力，这些也是解决问题、在生活中取得成功的关键因素。而且，一旦统计对象和或环境发生变化，智商测试就不一定预测得那么准确。研究发现，如果在低压力状况下进行智商测试，那么这种测试就可以预测领导才能，但是，在高压力状况下，智商测试所得的结果与领导才能的关系则为负相关，也就是说，它预测的结果与事实是相反的。任何经历过学术水平测验考试的人都会认为，应试技巧也很重要，无论是知道何时应该进行推测还是知道应该忽略什么题目。

26.在智力测试中，下面哪一些是我们需要做的题。

［A］回答一些哲学问题。

［B］把纸折叠或者剪裁成不同的形状。

［C］区别某些概念的不同。

［D］选出与所给的文字和图表相近似的东西。

27. 从第三段中我们可以得出什么样的推测。

［A］人们不再用智力测试分数作为他们智力标准的指标了。

［B］互联网上现在有更多智力考试可以搜到。

［C］成人考试和儿童考试的内容和形式可能会有所不同。

［D］科学家们已经判定了人类智力的重要元素。

28.人们如今已很难得到像沃斯·萨文特那样的高智商分数了，因为。

［A］现在的分数是通过不同计算模式得出的。

［B］现在的考试更注重人们的创造能力而非分析问题的能力。

［C］萨文特的例子是一个特例，无法复制。

［D］智力测试的定性已经改变。

29.我们可以从末段中得出结论。

［A］测试分数不一定是人们能力的可靠标准

［B］智商分数与SAT结果是高度相关的

［C］考试包含大量的猜想工作

［D］传统的测试已经过时了

30.作者对这种智商测试的态度是什么？

［A］支持的［B］怀疑的［C］公平的［D］偏见的

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