2018考研英語(yǔ)閱讀解題技巧
閱讀作為考研英語(yǔ)的重中之重，下面是小編為大家整理的2018考研英語(yǔ)閱讀解題技巧，歡迎參考~
答案都在文中
總結(jié)英語(yǔ)閱讀理解的考題題型不難發(fā)現(xiàn)，大部分考察的都是細(xì)節(jié)，即對(duì)文中某一段、某一句話(huà)、甚至某一個(gè)單詞和短語(yǔ)的理解，同時(shí)也考主旨，即對(duì)整篇文章主旨大意的理解。不管是哪種考察方式，都講究一個(gè)“準(zhǔn)”字，也就是說(shuō)，所謂的理解，都是建立在忠實(shí)于原文的基礎(chǔ)之上的，既不會(huì)很淺顯，也不會(huì)過(guò)分延伸。要想理解的精準(zhǔn)，就必須要回到原文，答案都在文章中。正確的答案雖然不是照搬原文，但也一般是原文的另一種表達(dá)方式，不會(huì)有很大的偏差或延伸。因此，做閱讀理解過(guò)程中，一定不要“腦洞大開(kāi)”，天馬行空地想當(dāng)然，任性地做出主觀臆斷，老老實(shí)實(shí)回到文章中去找答案才是正解。
帶著問(wèn)題讀文章
由于考場(chǎng)上時(shí)間有限，而閱讀又是一項(xiàng)需要深耕細(xì)作的精細(xì)活兒，要想正確快速地理解文章，有時(shí)需要一些技巧。建議考研的小伙伴，做閱讀理解之前先把問(wèn)題快速瀏覽一遍，這樣能對(duì)文章要講的內(nèi)容大致有了一個(gè)了解，同時(shí)又知道了問(wèn)題是在問(wèn)什么，然后帶著這些問(wèn)題去讀文章，在閱讀到考點(diǎn)所在的部位時(shí)，就能快速敏感地做出應(yīng)答。不僅答題速度能提升，準(zhǔn)確率也有保證。
巧用定位法
有時(shí)我們需要借助一些方法來(lái)快速精準(zhǔn)地在原文中找到考察點(diǎn)。一般來(lái)說(shuō)，一篇文章中，考點(diǎn)的分布是有規(guī)律可循的。比如說(shuō)，考點(diǎn)和題目對(duì)應(yīng)的順序一般是一致的，比如第一題的考點(diǎn)出現(xiàn)在了第二段，那么第二題的考點(diǎn)出現(xiàn)的第一段的可能性就不太大，往往是在第二段之后。當(dāng)然，主旨考察題例外，它需要你讀完文章有一個(gè)整體的把 握。又比如，如果題目中出現(xiàn)了一些比較顯眼的名詞或數(shù)字，尋找這些名詞或數(shù)字，你也能很快在文中找到相對(duì)應(yīng)的考點(diǎn)。再比如，文章的'開(kāi)頭、結(jié)尾、段落轉(zhuǎn)折處、舉例說(shuō)明處，都是比較容易出考點(diǎn)的地方，閱讀時(shí)可以特別留意一下。
拓展閱讀：2017考研英語(yǔ)閱讀材料:Those who can
IMAGINE a job where excellence does nothing to improve your pay or chances of promotion, and failure carries little risk of being sacked. Your pay is low for your qualifications―but at least the holidays are long, and the pension is gold-plated.
Teaching ought to be a profession for hard-working altruists who want to improve children's life prospects. But all too often school systems seem designed to attract mediocre timeservers. Many Mexican teachers have inherited their jobs; Brazilian ones earn less than other public servants, and retire much earlier. Each school-day a quarter of Indian teachers play truant. In New York it is so hard to sack teachers that even those accused of theft or assault may be parked away from pupils, doing “administrative tasks” on full pay, sometimes for years.
You can find outstanding individuals in the worst school systems. But, as lazy and incompetent teachers get away with slacking, the committed ones often lose motivation. In America and Britain surveys find plummeting morale. Jaded British teachers on online forums remind each other that it is just a few months till the long summer break―and just a few years till retirement. No wonder so many children struggle to learn: no school can be better than those who work in it.
Yet it is possible to persuade the hardworking and ambitious to teach. Finland pays teachers modestly but manages them well; ten graduates apply for each training place. South Korea recruits teachers from the top 5% of school-leavers and promises them fat pay cheques. In both countries teachers are revered―and results are among the world's best.
Even where the profession is in disrepute, high-flyers can be lured into the classroom. Teach for America, which sends star graduates from elite universities for two-year stints in rough schools, is being copied around the globe. Private employers snap up its alumni―but many stay in teaching. Teach First, Britain's version, has helped raise standards in London and is one of the country's most prestigious graduate employers. Such schemes are small, but show that when teaching is recast as tough and rewarding, the right sort clamour to join.
Spreading the revolution to the entire profession will mean dumping the perks cherished by slackers and setting terms that appeal to the hardworking. That may well mean higher pay―but also less generous pensions and holidays. Why not encourage teachers to use the long vacation for catch-up classes for pupils who have fallen behind? Stiffer entry requirements would raise the job's status and attract better applicants. Pay rises should reward excellence, not long service. Underperformers should be shown the door.
Standing in the way, almost everywhere, are the union s. Their willingness to back shirkers over strivers should not be underestimated: in Washington, DC, when the schools boss (a Teach for America alumna) offered teachers much higher pay in return for less job security, their union balked.
But against the union s is a growing coalition: the leaders in public administration and private enterprise who have been through Teach for America and its ilk. They know what it takes to succeed in difficult schools, and what it would take for success to become the norm. They know that what good teachers want most of all is good colleagues. As they become more numerous and influential, they need to argue for a new deal for teachers. The good ones deserve it―and pupils do, too.
參考譯文:
想象一下，一個(gè)工作卓越人士無(wú)須做什么事情即可提高你的工資或晉升的機(jī)會(huì)，出現(xiàn)故障被解雇的風(fēng)險(xiǎn)很小。你的工資低于你的資歷，但至少假期長(zhǎng)，養(yǎng)老金是“鍍金”般有保障的。
教學(xué)應(yīng)該是一個(gè)為想要改善兒童的生活前景勤勞的利他主義者的專(zhuān)業(yè)。但很多時(shí)候?qū)W校系統(tǒng)似乎旨在吸引平庸的趨炎附勢(shì)之人。許多墨西哥教師繼承了他們的工作;巴西那些教師收入低于其他公務(wù)人員，并提前退休了。每所學(xué)校一天四分之一的印度教師罷工。在紐約很難解雇教師，即使是那些被指控偷竊或侵犯遠(yuǎn)離學(xué)生的教師，有時(shí)多年全薪做“管理任務(wù)”。
您可以在最?lèi)毫拥膶W(xué)校系統(tǒng)找到先進(jìn)個(gè)人。但是，由于懶惰和無(wú)能的教師逃脫松弛，負(fù)責(zé)的教師往往失去動(dòng)力。在美國(guó)和英國(guó)的調(diào)查發(fā)現(xiàn)士氣一落千丈。在網(wǎng)上論壇疲倦不堪的的英國(guó)老師提醒對(duì)方，堅(jiān)持到漫長(zhǎng)的暑假僅僅只有短短數(shù)月，并且直到退休只有短短幾年。難怪這么多孩子努力學(xué)習(xí)：沒(méi)有學(xué)�？梢员饶切┖⒆釉谶@工作得更好。
然而，有可能說(shuō)服勤奮和雄心勃勃的教導(dǎo)者。芬蘭支付教師的薪酬不多，但他們善于管理; 10名畢業(yè)生申請(qǐng)每次實(shí)習(xí)的地方。韓國(guó)從高中畢業(yè)生中排名前5%里抽取學(xué)生進(jìn)行教師招聘，并承諾他們充沛的工資。在這兩個(gè)國(guó)家的教師受到崇敬――其結(jié)果是世界上最好的。
即使在專(zhuān)業(yè)是聲名狼藉，成功人士可以被引誘成為教師。為美國(guó)而教，使得精英大學(xué)的星級(jí)畢業(yè)生兩年都就職于水平較差的學(xué)校，這種情況在全球各地都在效仿出現(xiàn)。人雇主搶購(gòu)校友，但很多都停留在教學(xué)。教育首先，英國(guó)方面，有助于提高在倫敦標(biāo)準(zhǔn)，倫敦是全國(guó)最負(fù)盛名的畢業(yè)生的雇主之一。這些計(jì)劃雖小，但是顯示當(dāng)教育被改寫(xiě)為堅(jiān)韌和獎(jiǎng)勵(lì)，學(xué)校將會(huì)進(jìn)行正確排序。
傳播革命理念給整個(gè)行業(yè)將意味著被逃避工作之人和頭腦清醒者所珍視并吸引勤勞者珍惜的額外津貼。這可能意味著更高的薪水――也不太豐厚的退休金和節(jié)假日。為什么不鼓勵(lì)教師利用長(zhǎng)假對(duì)已經(jīng)落后的學(xué)生進(jìn)行補(bǔ)課教育?更嚴(yán)厲的入學(xué)要求會(huì)提高工作的地位和吸引更好的申請(qǐng)人。加薪應(yīng)獎(jiǎng)勵(lì)優(yōu)秀者，而非長(zhǎng)期的工作服務(wù)。表現(xiàn)不佳應(yīng)該被掃地出門(mén)。
路上，幾乎無(wú)處不在是工會(huì)組織。他們卸責(zé)于奮斗者之上的意愿不容小覷：在華盛頓，當(dāng)學(xué)校的老板(一個(gè)做教師，校友)提供教師高得多的薪酬以換取較少的工作保障，他們的工會(huì)猶豫不決。
但對(duì)工會(huì)是一個(gè)不斷增長(zhǎng)的聯(lián)盟：在公共管理和民營(yíng)企業(yè)的領(lǐng)導(dǎo)者經(jīng)歷過(guò)為美國(guó)和其同類(lèi)而教授。他們知道如何才能在困難的學(xué)校成功，怎樣做才能成功成為常態(tài)。他們知道，好教師最希望的還是不錯(cuò)的同事。當(dāng)他們變得越來(lái)越多，具有影響力，他們需要爭(zhēng)取教師的新協(xié)議。好人應(yīng)該得到它，學(xué)生們也同樣如此。
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