考研英語(yǔ)往年真題閱讀理解精讀筆記

考研英語(yǔ)歷年真題閱讀理解精讀筆記

眾所周知，考研是人生的一次重新洗牌和重大機(jī)遇，而在考研的四門(mén)課程中，英語(yǔ)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絆與障礙。

詳細(xì)分析歷年考研英語(yǔ)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PartA、PartB和PartC,其中PartA為四篇閱讀理解，占40分，是閱讀理解考試中的主戰(zhàn)

場(chǎng)。那么，閱讀PartA有沒(méi)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(mǎi)一本考研英語(yǔ)詞

匯書(shū)進(jìn)行系統(tǒng)、長(zhǎng)期的學(xué)習(xí)和記憶。（推薦《考研英語(yǔ)詞匯真題詞頻語(yǔ)境記憶》，該書(shū)打破了傳統(tǒng)考研詞匯書(shū)

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(guò)的不同詞義配不同的真題例句，可以使學(xué)生用最少的

時(shí)間獲得最好的學(xué)習(xí)效率）.

拿到詞匯書(shū)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(lái)，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(chēng)之為“黑”字）.

“黑”字是閱讀的頭一個(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(zhēng)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(lèi)單詞可一掠而過(guò)，除“黑”（完全不認(rèn)識(shí)）和“白”（完全明白）字兩類(lèi)外，還有許多似會(huì)不會(huì)的“灰”

字，：treaty,tutor,sample,saddle,fuss,.......。甚至還有大量你覺(jué)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(hù)”，還作“原因;理由;解釋;說(shuō)明;報(bào)告;占……”

解。affect除了“愛(ài)，深情”之外，還有“做作……”之義。背誦單詞時(shí)，一定要多看詞匯書(shū)中所給的例句

才能牢記其意義。

除單詞外，有時(shí)句子太長(zhǎng)也會(huì)對(duì)閱讀造成致命的傷害，如：

Ifyouaddtothistheeffectsofasonarsetmountedinthesmallnoseofatorpedorushingthroughthewateratspeeds

upto80milesperhourwithitsconsequentnoiseandvibration,plushullbornevibrationsfromthepowerplant,itcan

beseenthatonlythemostadvancedelectronicfilteringgivesanychanceofsuccess.

看完此句，很多考生如墜五里霧中，不知所云。其實(shí)，看懂長(zhǎng)難句有點(diǎn)像撒網(wǎng)捕魚(yú)，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(zhǎng)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(yǔ)，叫形式主語(yǔ)，真正主語(yǔ)為后邊的that從句，一般來(lái)說(shuō)，英語(yǔ)的“主

+謂+賓”也應(yīng)像漢語(yǔ)那樣按順序放好，主語(yǔ)放謂語(yǔ)前，即：“只有最先進(jìn)的電子過(guò)濾器才有成功的可能這一

點(diǎn)可以被看得很明白?！保ㄐ问街髡Z(yǔ)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：只有最先進(jìn)的電子過(guò)濾器才有可能獲得成功”.（形式主語(yǔ)it不必譯）

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(zhǎng)長(zhǎng)的狀語(yǔ)從句。（如果說(shuō)主十謂+賓是樹(shù)干的話(huà)，定、

狀則像樹(shù)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(yǔ)中，ifyou（主語(yǔ)）add（謂語(yǔ)）theeffect

tothis（雙賓語(yǔ)）為基本框架;那第二個(gè)賓語(yǔ)為何要倒過(guò)來(lái)呢？因?yàn)榈谝粋€(gè)賓語(yǔ)effects后面跟了那么長(zhǎng)那么多

的定語(yǔ)。（注意：英語(yǔ)常將定語(yǔ)寫(xiě)在名詞后，這一點(diǎn)與中文大相徑庭：中文的定語(yǔ)一律放在名詞前）

第一個(gè)定語(yǔ)為介詞詞組“ofasonarset",修飾effects,譯為：“一套聲納設(shè)施的效果”;第二個(gè)定語(yǔ)為"mounted

inthesmallnose",過(guò)去分詞當(dāng)定語(yǔ)：“被安裝在一個(gè)小鼻子上的"；第三個(gè)定語(yǔ)“ofatorpedo":"一個(gè)魚(yú)雷

的”；第四個(gè)定語(yǔ)“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(yǔ)）英文定語(yǔ)在名詞后，中文卻將定語(yǔ)放在名詞effects前邊。若定語(yǔ)不止一個(gè)，常采用倒

著翻譯的方法，我們稱(chēng)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(guò)水中的一個(gè)魚(yú)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(huà)，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

有最先進(jìn)的電子過(guò)濾器才有可能獲得成功。”

這就是考研英語(yǔ)的實(shí)情，怪不得每年的百萬(wàn)考研大軍中，過(guò)60分者寥寥無(wú)幾，每年也只有18%左右，英語(yǔ)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(yǔ)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(yǔ)經(jīng)常倒著放，又長(zhǎng)

又多，比主、謂、賓要難很多。定、狀語(yǔ)放好了，句子才能看明白，想看懂閱讀理解中的長(zhǎng)難句，語(yǔ)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(wèn)題，所以第二項(xiàng)技巧是選題問(wèn)題。

眾所周知，讀完文章之后就要對(duì)文章后面的問(wèn)題作出選擇：是選A呢？還是選B、C?還是選D?許多考生

說(shuō)，文章有時(shí)看懂了，題就是選不對(duì)。其實(shí)選題也是大有技巧的，閱讀的問(wèn)題基本上分為五大類(lèi)：

1.主旨題（又稱(chēng)中心思想題）：這類(lèi)題基本上是問(wèn)mainidea,或besttitle是什么；也可以問(wèn)作者寫(xiě)此文章的

purpose何在；或問(wèn)此文的conclusion可總結(jié)為什么。碰到這類(lèi)題最簡(jiǎn)單的方法是把文中每段的首句串起來(lái)考

慮。若是僅問(wèn)其中某一段的中心思想為何，則可將該段的首、尾句加起來(lái)考慮。

2.詞匯題（又稱(chēng)詞語(yǔ)釋義題）：這類(lèi)題常問(wèn)考生一些不認(rèn)識(shí)、從未見(jiàn)過(guò)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?duì)該詞的解釋、說(shuō)明、舉例等等。

3.作者態(tài)度題：常問(wèn)作者對(duì)某事是什么態(tài)度：主觀(guān)（subjective）還是客觀(guān)（objective）;肯定（positive）還是否

定（negative）;贊成（approval）還是反對(duì)（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(duì)。若客觀(guān)陳述，則是中性的立場(chǎng)，不偏不倚。注意：

作者態(tài)度常常在轉(zhuǎn)折詞后表明出來(lái)。所以，but一詞至關(guān)重要（還有類(lèi)似的yet,however,although,nevertheless

等）.

4.推理性問(wèn)題：其典型詞有兩個(gè)：infer和imply。如：Whatcanyouinferfromthestory?Whatistheimplied

meaningofthissentence?

切記，推理性問(wèn)題原文中沒(méi)有現(xiàn)成的答案。答案是你自己推想出來(lái)的，但不能憑空瞎想，必須以原文中某句

話(huà)或某個(gè)詞語(yǔ)為依據(jù)去合理推測(cè)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(wèn)

題！

5.細(xì)節(jié)性問(wèn)題：（聲明：本書(shū)中沒(méi)有指出題型的，大多為細(xì)節(jié)題）

此類(lèi)題占閱讀總分40分中的30分左右，因此十分重要。注意，這類(lèi)問(wèn)題與推理性問(wèn)題截然相反，都可以從

原文中找到答案，只不過(guò)為了迷惑考生，常常將原文進(jìn)行改寫(xiě)，換一種說(shuō)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(duì)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(duì)是不夠的，因?yàn)榭荚囘€有時(shí)間的限制。（你就算選對(duì)，每篇文章花一個(gè)小時(shí)那能行

嗎？?。┯涀?，考試總共180分鐘，四篇閱讀最多占70?80分鐘（即17?20分鐘一篇），其余時(shí)間還要寫(xiě)作

文、做翻譯、英語(yǔ)知識(shí)運(yùn)用等。

那么，對(duì)于速度過(guò)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(lái)才會(huì)勢(shì)如破竹，一氣呵成。若生詞太多，自然會(huì)磕磕畔畔，走不了太快。

第二、閱讀中最忌諱的是一個(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(zhǎng)難句嗎？郭老師并沒(méi)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(zhǎng)，只不過(guò)是個(gè)狀語(yǔ)而已。而在主句中，我又抓住了它的主語(yǔ)thatonlythemostadvanced

electronicfilteringgivesanychanceofsuccess和謂語(yǔ)canbeseen。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(chǎng)艱苦卓絕的拼搏?？佳杏⒄Z(yǔ)又比四、六級(jí)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(chǎng)上保持敏銳、清醒的頭腦，這對(duì)提高速度和專(zhuān)

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(zhǎng)，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(wèn)題問(wèn)的什么，帶著這個(gè)問(wèn)題去看第二段，然后是第三段、第四段，依此類(lèi)推。

（注意，有一種問(wèn)題可能此方法不太適用，那就是：主旨性問(wèn)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(kāi)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(guò)來(lái)，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，PartA四篇文章時(shí)間控制在70~80分鐘。下面，以最近考過(guò)的2007年全國(guó)碩士研究生入學(xué)統(tǒng)一考試英

語(yǔ)試題中的閱讀理解題為開(kāi)篇，請(qǐng)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(cè)自己的真實(shí)

水平。無(wú)論做的結(jié)果如何，都保持一種從零開(kāi)始的心態(tài)，認(rèn)真研讀此書(shū)，一定會(huì)獲益匪淺！

2007考研英語(yǔ)真題閱讀理解

TEXT1

Ifyouweretoexaminethebirthcertificatesofeverysoccerplayerin2006'sWorldCuptournament,youwouldmost

likelyfindanoteworthyquirk:elitesoccerplayersaremorelikelytohavebeenbornintheearliermonthsoftheyear

thaninthelatermonths.IfyouthenexaminedtheEuropeannationalyouthteamsthatfeedtheWorldCupand

professionalranks,youwouldfindthisstrangephenomenontobeevenmorepronounced.

Whatmightaccountforthisstrangephenomenon?Hereareafewguesses:a)certainastrologicalsignsconfer

superiorsoccerskills;b)winter-bornbabiestendtohavehigheroxygencapacity,whichincreasessoccerstamina;c)

soccer-madparentsaremorelikelytoconceivechildreninspringtime,attheannualpeakofsoccermania;d)noneof

theabove.

AndersEricsson,a58-year-oldpsychologyprofessoratFloridaStateUniversity,sayshebelievesstronglyin”none

oftheabove."EricssongrewupinSweden,andstudiednuclearengineeringuntilherealizedhewouldhavemore

opportunitytoconducthisownresearchifheswitchedtopsychology.Hisfirstexperiment,nearly30yearsago,

involvedmemory:trainingapersontohearandthenrepeatarandomseriesofnumbers.nWiththefirstsubject,

afterabout20hoursoftraining,hisdigitspanhadrisenfrom7to20,“Ericssonrecalls."Hekeptimproving,and

afterabout200hoursoftraininghehadrisentoover80numbers."

Thissuccess,coupledwithlaterresearchshowingthatmemoryitselfisnotgeneticallydetermined,ledEricssonto

concludethattheactofmemorizingismoreofacognitiveexercisethananintuitiveone.Inotherwords,whatever

inborndifferencestwopeoplemayexhibitintheirabilitiestomemorize,thosedifferencesareswampedbyhowwell

eachperson"encodes"theinformation.Andthebestwaytolearnhowtoencodeinformationmeaningfully,

Ericssondetermined,wasaprocessknownasdeliberatepractice.Deliberatepracticeentailsmorethansimply

repeatingatask.Rather,itinvolvessettingspecificgoals,obtainingimmediatefeedbackandconcentratingasmuch

ontechniqueasonoutcome.

Ericssonandhiscolleagueshavethustakentostudyingexpertperformersinawiderangeofpursuits,including

soccer.Theygatherallthedatatheycan,notjustperformancestatisticsandbiographicaldetailsbutalsotheresultsof

theirownlaboratoryexperimentswithhighachievers.Theirworkmakesaratherstartlingassertion:thetraitwe

commonlycalltalentishighlyoverrated.Or,putanotherway,expertperformers-whetherinmemoryorsurgery,

balletorcomputerprogramming-arenearlyalwaysmade,notbom.

21.Thebirthdayphenomenonfoundamongsoccerplayersismentionedto

[A]stresstheimportanceofprofessionaltraining.

[B]spotlightthesoccersuperstarsintheWorldCup.

[C]introducethetopicofwhatmakesexpertperformance.

[D]explainwhysomesoccerteamsplaybetterthanothers.

22.Theword“mania”(Line4,Paragraph2)mostprobablymeans

[A]fun.

[B]craze.

[C]hysteria.

[D]excitement.

23.AccordingtoEricsson,goodmemory

[A]dependsonmeaningfulprocessingofinformation.

[B]resultsfromintuitiveratherthancognitiveexercises.

[C]isdeterminedbygeneticratherthanpsychologicalfactors.

[D]requiresimmediatefeedbackandahighdegreeofconcentration.

24.Ericssonandhiscolleaguesbelievethat

[A]talentisadominatingfactorforprofessionalsuccess.

[B]biographicaldataprovidethekeytoexcellentperformance.

[C]theroleoftalenttendstobeoverlooked.

[D]highachieversowetheirsuccessmostlytonurture.

25.Whichofthefollowingproverbsisclosesttothemessagethetexttriestoconvey?

[A]"Faithwillmovemountains."

[B]"Onereapswhatonesows."

[C]"Practicemakesperfect."

[D]"Likefather,likeson."

Text2

Forthepastseveralyears,theSundaynewspapersupplementParadehasfeaturedacolumncalled"AskMarilyn."

PeopleareinvitedtoqueryMarilynvosSavant,whoatage10hadtestedatamentallevelofsomeoneabout23years

old;thatgaveheranIQof228-thehighestscoreeverrecorded.IQtestsaskyoutocompleteverbalandvisual

analogies,toenvisionpaperafterithasbeenfoldedandcut,andtodeducenumericalsequences,amongothersimilar

tasks.SoitisabitconfusingwhenvosSavantfieldssuchqueriesfromtheaverageJoe(whoseIQis100)as.What's

thedifferencebetweenloveandfondness?Orwhatisthenatureofluckandcoincidence?It*snotobvioushowthe

capacitytovisualizeobjectsandtofigureoutnumericalpatternssuitsonetoanswerquestionsthathaveeludedsome

ofthebestpoetsandphilosophers.

Clearly,intelligenceencompassesmorethanascoreonatest.Justwhatdoesitmeantobesmart?Howmuchof

intelligencecanbespecified,andhowmuchcanwelearnaboutitfromneurology,genetics,computerscienceand

otherfields?

ThedefiningtermofintelligenceinhumansstillseemstobetheIQscore,eventhoughIQtestsarenotgivenasoften

astheyusedtobe.Thetestcomesprimarilyintwoforms:theStanford-BinetIntelligenceScaleandtheWechsler

IntelligenceScales(bothcomeinadultandchildren'sversion).Generallycostingseveralhundreddollars,theyare

usuallygivenonlybypsychologists,althoughvariationsofthempopulatebookstoresandWorldWideWeb.

SuperhighscoreslikevosSavant'sarenolongerpossible,becausescoringisnowbasedonastatisticalpopulation

distributionamongagepeers,ratherthansimplydividingthementalagebythechronologicalageandmultiplyingby

100.Otherstandardizedtests,suchastheScholasticAssessmentTest(SAT)andtheGraduateRecordExam(GRE),

capturethemainaspectsofIQtests.

Suchstandardizedtestsmaynotassessalltheimportantelementsnecessarytosucceedinschoolandinlife,argues

RobertJ.Sternberg.InhisarticleHHowIntelligentIsIntelligenceTesting?",Sternbergnotesthattraditionaltests

bestassessanalyticalandverbalskillsbutfailtomeasurecreativityandpracticalknowledge,componentsalso

criticaltoproblemsolvingandlifesuccess.Moreover,IQtestsdonotnecessarilypredictsowelloncepopulationsor

situationschange.ResearchhasfoundthatIQpredictedleadershipskillswhenthetestsweregivenunderlow-stress

conditions,butunderhigh-stressconditions.IQwasnegativelycorrelatedwithleadership-thatis,itpredictedthe

opposite.AnyonewhohastoiledthroughSATwilltestifythattest-takingskillalsomatters,whetherit'sknowing

whentoguessorwhatquestionstoskip.

26.Whichofthefollowingmayberequiredinanintelligencetest?

[A]Answeringphilosophicalquestions.

[B]Foldingorcuttingpaperintodifferentshapes.

[C]Tellingthedifferencesbetweencertainconcepts.

[D]Choosingwordsorgraphssimilartothegivenones.

27.Whatcanbeinferredaboutintelligencetestingfromparagraph3?

[A]PeoplenolongeruseIQscoresasanindicatorofintelligence.

[B]MoreversionsofIQtestsarenowavailableontheInternet.

[C]Thetestcontentsandformatsforadultsandchildrenmaybedifferent.

[D]Scientistshavedefinedtheimportantelementsofhumanintelligence.

28.PeoplenowadayscannolongerachieveIQscoresashighasvosSavant'sbecause.

[A]thescoresareobtainedthroughdifferentcomputationalprocedures.

[B]creativityratherthananalyticalskillsisemphasizednow.

[C]vosSavant'scaseisanextremeonethatwillnotrepeat.

[D]thedefiningcharacteristicofIQtestshaschanged.

29.Wecanconcludefromthelastparagraphthat

[A]testscoresmaynotbereliableindicatorsofone*sability.

[B]IQscoresandSATresultsarehighlycorrelated.

[C]testinginvolvesalotofguesswork.

[D]traditionaltestsareoutofdate.

30.Whatistheauthor'sattitudetowardsIQtests?

[A]Supportive.

[B]Skeptical.

[C]Impartial.

[D]Biased.

Text3

Duringthepastgeneration,theAmericanmiddle-classfamilythatoncecouldcountonhardworkandfairplayto

keepitselffinanciallysecurehasbeentransformedbyeconomicriskandnewrealities.Nowapinkslip,abad

diagnosis,oradisappearingspousecanreduceafamilyfromsolidlymiddleclasstonewlypoorinafewmonths.

Injustonegeneration,millionsofmothershavegonetowork,transformingbasicfamilyeconomics.Scholars,

policymakers,andcriticsofallstripeshavedebatedthesocialimplicationsofthesechanges,butfewhavelookedat

thesideeffect:familyriskhasrisenaswell.Today'sfamilieshavebudgetedtothelimitsoftheirnewtwo-paycheck

status.Asaresult,theyhavelosttheparachutetheyoncehadintimesoffinancialsetback-aback-upearner(usually

Mom)whocouldgointotheworkforceiftheprimaryearnergotlaidofforfellsick.This"added-workereffect"

couldsupportthesafetynetofferedbyunemploymentinsuranceordisabilityinsurancetohelpfamiliesweatherbad

times.Buttoday,adisruptiontofamilyfortunescannolongerbemadeupwithextraincomefroman

otherwise-stay-at-homepartner.

Duringthesameperiod,familieshavebeenaskedtoabsorbmuchmoreriskintheirretirementincome.Steelworkers,

airlineemployees,andnowthoseintheautoindustryarejoiningmillionsoffamilieswhomustworryaboutinterest

rates,stockmarketfluctuation,andtheharshrealitythattheymayoutlivetheirretirementmoney.Formuchofthe

pastyear,PresidentBushcampaignedtomoveSocialSecuritytoasavings-accountmodel,withretireestradingmuch

oralloftheirguaranteedpaymentsforpaymentsdependingoninvestmentreturns.Foryoungerfamilies,thepicture

isnotanybetter.Boththeabsolutecostofhealthcareandtheshareofitbornebyfamilieshaverisen-andnewly

fashionablehealth-savingsplansarespreadingfromlegislativehallstoWal-Martworkers,withmuchhigher

deductiblesandalargenewdoseofinvestmentriskforfamilies'futurehealthcare.Evendemographicsareworking

againstthemiddleclassfamily,astheoddsofhavingaweakelderlyparent-andalltheattendantneedforphysical

andfinancialassistance-havejumpedeightfoldinjustonegeneration.

Fromthemiddle-classfamilyperspective,muchofthis,understandably,looksfarlesslikeanopportunityto

exercisemorefinancialresponsibility,andagooddealmorelikeafrighteningaccelerationofthewholesaleshiftof

financialriskontotheiralreadyoverburdenedshoulders.Thefinancialfallouthasbegun,andthepoliticalfalloutmay

notbefarbehind.

31.Today*sdouble-incomefamiliesareatgreaterfinancialriskinthat

[A]thesafetynettheyusedtoenjoyhasdisappeared.

[B]theirchancesofbeinglaidoffhavegreatlyincreased.

[C]theyaremorevulnerabletochangesinfamilyeconomics.

[D]theyaredeprivedofunemploymentordisabilityinsurance.

32.AsaresultofPresidentBush'sreform,retiredpeoplemayhave

[A]ahighersenseofsecurity.

[B]lesssecuredpayments.

[C]lesschancetoinvest.

[D]aguaranteedfuture.

33.Accordingtotheauthor,health-savingsplanswill

[A]helpreducethecostofhealthcare.

[B]popularizeamongthemiddleclass.

[C]compensateforthereducedpensions.

[D]increasethefamilies*investmentrisk.

34.Itcanbeinferredfromthelastparagraphthat

[A]financialriskstendtooutweighpoliticalrisks.

[B]themiddleclassmayfacegreaterpoliticalchallenges.

[C]financialproblemsmaybringaboutpoliticalproblems.

[D]financialresponsibilityisanindicatorofpoliticalstatus.

35.Whichofthefollowingisthebesttitleforthistext?

[A]TheMiddleClassontheAlert

[B]TheMiddleClassontheCliff

[C]TheMiddleClassinConflict

[D]TheMiddleClassinRuins

Test4

Itneverrainsbutitpours.Justasbossesandboardshavefinallysortedouttheirworstaccountingandcompliance

troubles,andimprovedtheirfeeblecorporationgovernance,anewproblemthreatenstoearnthem-especiallyin

America-thesortofnastyheadlinesthatinevitablyleadtoheadsrollingintheexecutivesuite:datainsecurity.Left,

untilnow,toodd,low-levelITstafftoputright,andseenasaconcernonlyofdata-richindustriessuchasbanking,

telecomsandairtravel,informationprotectioninnowhighontheboss'sagendainbusinessofeveryvariety.

Severalmassiveleakagesofcustomerandemployeedatathisyear-fromorganizationsasdiverseasTimeWarner,the

AmericandefensecontractorScienceApplicationsInternationalCorpandeventheUniversityofCalifornia,

Berkeley-haveleftmanagershurriedlypeeringintotheirintricateITsystemsandbusinessprocessesinsearchof

potentialvulnerabilities.

"Dataisbecominganassetwhichneedstobeguardedasmuchasanyotherasset,"saysHaimMendelsonof

StanfordUniversity'sbusinessschool."Theabilitytoguardcustomerdataisthekeytomarketvalue,whichthe

boardisresponsibleforonbehalfofshareholders".Indeed,justasthereistheconceptofGenerallyAccepted

AccountingPrinciples(GAAP),perhapsitistimeforGASP,GenerallyAcceptedSecurityPractices,suggestedEli

NoamofNewYork'sColumbiaBusinessSchool."Settingtheproperinvestmentlevelforsecurity,redundancy,and

recoveryisamanagementissue,notatechnicalone,"hesays.

Themysteryisthatthisshouldcomeasasurprisetoanyboss.Surelyitshouldbeobvioustothedimmestexecutive

thattrust,thatmostvaluableofeconomicsassets,iseasilydestroyedandhugelyexpensivetorestore-andthatfew

thingsaremorelikelytodestroytrustthanacompanylettingsensitivepersonaldatagetintothewronghands.

Thecurrentstateofaffairsmayhavebeenencouraged-thoughnotjustified-bythelackoflegalpenalty(inAmerica,

butnotEurope)fordataleakage.UntilCaliforniarecentlypassedalaw,Americanfirmsdidnothavetotellanyone,

eventhevictim,whendatawentastray.Thatmaychangefast:lotsofproposeddata-securitylegislationisnowdoing

theroundsinWashington,D.C.Meanwhile,thetheftofinformationaboutsome40millioncredit-cardaccountsin

America,disclosedonJune17th,overshadowedahugelyimportantdecisionadayearlierbyAmerica'sFederalTrade

Commission(FTC)thatputscorporateAmericaonnoticethatregulatorswillactiffirmsfailtoprovideadequatedata

security.

36.Thestatement:"Itneverrainsbutitpours"isusedtointroduce

[A]thefiercebusinesscompetition.

[B]thefeebleboss-boardrelations.

[C]thethreatfromnewsreports.

[D]theseverityofdataleakage.

37.AccordingtoParagraph2,someorganizationschecktheirsystemstofindout

[A]whetherthereisanyweakpoint.

[B]whatsortofdatahasbeenstolen.

[C]whoisresponsiblefortheleakage.

[D]howthepotentialspiescanbelocated.

38.InbringinguptheconceptofGASPtheauthorismakingthepointthat

[A]shareholders*interestshouldbeproperlyattendedto.

[B]informationprotectionshouldbegivendueattention.

[C]businessesshouldenhancetheirlevelofaccountingsecurity.

[D]themarketvalueofcustomerdatashouldbeemphasized.

39.AccordingtoParagraph4,whatpuzzlestheauthoristhatsomebossesfailto

[A]seethelinkbetweentrustanddataprotection.

[B]perceivethesensitivityofpersonaldata.

[C]realizethehighcostofdatarestoration.

[D]appreciatetheeconomicvalueoftrust.

40.ItcanbeinferredfromParagraph5that

[A]dataleakageismoresevereinEurope.

[B]FTC*sdecisionisessentialtodatasecurity.

[C]Californiatakestheleadinsecuritylegislation.

[D]legalpenaltyisamajorsolutiontodataleakage.

下面對(duì)1994年-2006年的考研英語(yǔ)真題閱讀理解PartA部分進(jìn)行深度剖析:

2006考研英語(yǔ)真題閱讀理解精讀筆記

TEXT1

Inspiteof"endlesstalkofdifference,"Americansocietyisanamazingmachineforhomogenizingpeople.

Thereis"thedemocratizinguniformityofdressanddiscourse,andthecasualnessandabsenceofdeference'*

characteristicofpopularculture.Peopleareabsorbedinto"acultureofconsumption"launchedbythe19

th-centurydepartmentstoresthatoffered"vastarraysofgoodsinanelegantatmosphere.Insteadofintimateshops

cateringtoaknowledgeableelite"thesewerestores"anyonecouldenter,regardlessofclassorbackground.This

turnedshoppingintoapublicanddemocraticact."Themassmedia,advertisingandsportsareotherforcesfor

homogenization.

Immigrantsarequicklyfittingintothiscommonculture,whichmaynotbealtogetherelevatingbutishardly

poisonous.WritingfortheNationalImmigrationForum,GregoryRodriguezreportsthattoday'simmigrationis

neitheratunprecedentedlevelsnorresistanttoassimilation.In1998immigrantswere9.8percentofpopulation;in

1900,13.6percent.Inthe10yearspriorto1990,3.1immigrantsarrivedforevery1,000residents;inthe10years

priorto1890,9.2foreveryl,000.Now,considerthreeindicesofassimilation-language,homeownershipand

intermarriage.

The1990CensusrevealedthatHamajorityofimmigrantsfromeachofthefifteenmostcommoncountriesoforigin

spokeEnglish'well'or"verywell'aftertenyearsofresidence.HThechildrenofimmigrantstendtobebilingual

andproficientinEnglish."Bythethirdgeneration,theoriginallanguageislostinthemajorityofimmigrant

families."HencethedescriptionofAmericaasa"graveyard”forlanguage.By1996foreign-bornimmigrants

whohadarrivedbefore1970hadahomeownershiprateof75.6percent,higherthanthe69.8percentrateamong

native-bornAmericans.

Foreign-bornAsiansandHispanics"havehigherratesofintermarriagethandoUS-bornwhitesandblacks."By

thethirdgeneration,onethirdofHispanicwomenaremarriedtonon-Hispanics,and41percentofAsian-American

womenaremarriedtonon-Asians.

RodrigueznotesthatchildreninremotevillagesaroundtheworldarefansofsuperstarslikeArnoldSchwarzenegger

andGarthBrooks,yetHsomeAmericansfearthatimmigrantslivingwithintheUnitedStatesremainsomehow

immunetothenation'sassimilativepower."

AretheredivisiveissuesandpocketsofseethingangerinAmerica?Indeed.Itisbigenoughtohaveabitof

everything.ButparticularlywhenviewedagainstAmerica'sturbulentpast,today'ssocialindiceshardlysuggesta

darkanddeterioratingsocialenvironment.

21.Theword"homogenizing"(Line2,Paragraph1)mostprobablymeans.

[A]identifying[B]associating[C]assimilating[D]monopolizing

22.Accordingtotheauthor,thedepartmentstoresofthe19thcentury.

[A]playedaroleinthespreadofpopularculture

[B]becameintimateshopsforcommonconsumers

[C]satisfiedtheneedsofaknowledgeableelite

[D]oweditsemergencetothecultureofconsumption

23.ThetextsuggeststhatimmigrantsnowintheUS.

[A]areresistanttohomogenization

[B]exertagreatinfluenceonAmericanculture

[C]arehardlyathreattothecommonculture

[D]constitutethemajorityofthepopulation

24.WhyareArnoldSchwarzeneggerandGarthBrooksmentionedinParagraph5?

[A]TOprovetheirpopularityaroundtheworld.

[B]Torevealthepublic'sfearofimmigrants.

[C]Togiveexamplesofsuccessfulimmigrants.

[D]TOshowthepowerfulinfluenceofAmericanculture.

25.Intheauthor'sopinion,theabsorptionofimmigrantsintoAmericansocietyis.

[A]rewarding[B]successful[C]fruitless[D]harmful

大綱單詞注：1.本書(shū)單詞右上角標(biāo)注的數(shù)字是該單詞在歷年真題（1994年-2007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(yǔ)詞匯真題詞頻語(yǔ)境記憶》精讀版中本書(shū)單詞均配有真題例句。

absence1[5AbsEns]n.①缺席，不在場(chǎng)；②缺乏，沒(méi)有

act9[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

amaze5[E5meiz]v.使驚奇，使驚愕，使驚嘆

array2[E5rei]n.①一系列，大量；②排列；v.排列

assimilate2[E5simileit]v.①（被）吸收，（被）消化；②（使或被）同化

associate3[E5sEuFieit]v.①（with）使聯(lián)系，使聯(lián)合；②交往，結(jié)合；n.合作人，伙伴，同事，同行；a.

副的

atmosphere3[5AtmEsfiE]n.①大氣（層）；②空氣；③氣氛，環(huán)境

author65[5C:WE]n.①作者；②創(chuàng)始人

background6[5bAkgraund]n.背景，經(jīng)歷

cater1：5keitE]vi.備辦食物，滿(mǎn)足（需要），投合

census4[5sensEs]n.人口普查（調(diào)查）

constitute4[5kCnstitju:t]v.組成，構(gòu)成

consumption4[kEn5sQmpFEn]n.消費(fèi)（量），消耗

culture19：5kQltFE]n.①修養(yǎng)，教養(yǎng)；②文化，文明

democratic6[7demE5krAtik]a.民主的

department5[di5pB:tmEnt]n.①部，局，處，科，部門(mén)；②系，學(xué)部

description6[dis5kripFEn]n.①描寫(xiě)，形容；②種類(lèi)

deteriorate1[di5tiEriEreit]v.（使）惡化，（使）變壞

discourse1[dis5kC:s,5diskC:s]n.演講，論述，論文，講道，談話(huà)，談?wù)?；vi.談?wù)?，演說(shuō)

elegant3[5eligEnt]a.優(yōu)雅的，優(yōu)美的，精致的

elevate2[5eliveit]v.抬起