在职教育硕士英语二段落排序题全真模拟练习(含答案详解与做排序题的指导)

在职硕士英语二段落排序题全真模拟练习Directions:

The following paragraphs are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-E to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1.

[A] On the first Monday after the second Wednesday in December, the electors who have been chosen in November assemble in their respective state capitals to signal their preference. The future president and vice-president must receive at least 270 electoral votes, a majority of the total of 538, to win. Members of the electoral college have the moral, but not the legal, obligation to vote for the candidate who won the popular vote in their state. This moral imperative, plus the fact that electors are members of the same political party as the presidential candidate winning the popular vote, ensures that the outcome in the electoral college is a valid reflection of the popular vote in November.

[B] It is even possible for someone to win the popular vote, yet lost the presidency to another candidate. How? It has to do with the electoral college.

[C] The electoral college was created in response to a problem encountered during the Constitutional Convention of 1787, where delegates were trying to determine the best way to choose the president. The framers of the Constitution intended that the electors, a body of men chosen for their wisdom, should come together and choose on behalf of the people. In fact, the swift rise of political parties guaranteed that the electoral of the people. In fact, the swift rise of political guaranteed that the electoral system never worked as the framers had intended; instead, national parties, i. e. nationwide alliances of local interests, quickly came to dominate the election campaigns. The electors became mere figureheads representing the state branches of the parties who got them chosen, and their votes were predetermined and predictable.

[D] How are the electors chosen? Although there is some variation among states in how electors are appointed, generally they are chosen by the popular vote, always on the first Tuesday after the first Monday in November. Each political party in a state chooses a state of local worthies

to be members of the electoral college if the party?s presidential candidate wins at least a plurality of the popular vote in the state.

[E] How is the number of electors decided? Every state has one elector for each senator and representative it sends to Congress. States with greater populations therefore have more electors in the electoral college. All states have at least 3 electors, but California, the most populous state, has 54. The District of Columbia, though not a state, is also allowed to send three electors.

[F] How can one win the popular vote yet lose the presidency? Let?s simplify for the sake of argument: imagine that instead of 50 states America had only two. California and Montana. Now suppose that candidate A wins in California by 9,000,500 votes to 9,000,400; the

100-vote margin still gives him 54 electors. But then candidate A loses in Montana by 201,000 to 205,000, candidate B gets Montana?s electoral votes. The total number of votes for A is 9,210,500 and for B, 9,205,400; yet A, with 54 electoral votes out of 57, wins the election!

[G] America?s election day is 7 November. On the day citizens who wish to will cast their ballots for the presidential candidate they prefer. The result of this process is called the popular vote, and these days the winner of the popular vote is usually known shortly after the polls close. However, not one of the votes cast on Election Day actually goes directly to a particular candidate.

Order:

G → 41. → 42. → 43. → 44. → 45.

［试题分析］

这篇文章共分7段，[G]段和[F]段已分别被定为篇首段与篇尾段。

[G]段介绍了美国的大选日，并说每个投票的人都可以把票投给所喜欢的人，这叫普选。又说在普选中实际上没有一张票是直接投向具体的候选人的。[F]段解释了为什么会出现假选人在普选中获胜却得不到总统职位的原因，并举了例子加以说明。从首尾两段可以看出这是一篇介绍美国总统选举的文章，其中解释了一些美国特有的选取举办法。

[G]段末尾说，在普选中，实际上没有一张票是直接投向具体候选人的。这必然后引起人们的好奇。[B]段则继续讲了一个更惊人的情

况：某候选人在普选中获胜，但总统宝座却让别人得去了。显然[B]段是[G]段的继续，所以[B]段排在[G]段后，是41题的答案。

[B]段说，How? It has to do with the electoral college. [C]段开头说，The electoral college was created… 首尾呼应，表示[C]段应接在[B]段后，是42题的答案。

[C]段介绍了electoral college（选举团）的情况。成立选举团的初衷是：选出一些智囊人士，集中在一起组成选举团代表民意进行总统选举。实际上选举团从未像宪法制定者们希望的那样运作，他们被一些党派操纵，他们成了各州党派的代言人，他们的选票是预先定好了的。

[E]段进一步讲了选举团的人员构成情总，所以是[C]段的继续，应排在[C]段后，是43题的答案。

[D]段进一步进了选举团成员是怎么选出来的。他们是由在某州的普选中得票多的总统候选人所在的政党，在该州内挑选出的当地的杰出人换。显然[D]段应排在[E]段后，是44题的答案。

[A]段讲选举进行的具体情况，及选举中获胜当总统的条件。[F]段以实便解释了为什么某候选人在普选中获胜却得不到总统职位的

原因，也回答了[B]段提出的问题，足以说明[A]段在[F]段前，是45题的答案。

［答案］

41. [B] 42. [C] 43. [E] 44. [D] 45. [A]

考研英语段落排序题全真模拟练习二

Directions:

The following paragraphs are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-E to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1.

[A] As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success or failure in our society. Your whole future may be decided in one fateful

day. It doesn?t matter that you weren?t feeling very well, or that your mother died. Little t hings like that don?t count; the exam goes on. No one can give off his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do.

[B] The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge?s decision you have the right of appeal, but not after an examiner?s.

[C] They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.

[D] The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of …drop-outs?; young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students?

[E] A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming.

[F] There must surely be many simpler and more effective ways of assessing a person?s true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: “I were a teenage drop-out and now I am a teenage millionaire.”

[G] We might marvel at the progress made in every field of study, but the methods of testing a person?s knowledge and ability remain as

primitive as ever they were. It really is extraordinary that after all these years educationists have still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person?s tru e ability and aptitude.

Order:

G → 41. → 42. → 43. → 44. → 45. → F

［试题分析］

这篇文章共有7段落，其中[G]和[F]段已分别确定为篇首段和篇尾段。[G]段说，对研究领域所取得的成果我们都可能发出赞叹，但是测试人的知识和能力的考试仍然像以往那样原始。令人不可理解的是经过了这么多年教育家们还没有找到更有效、更可靠的方法，仍然依赖考试。尽管有人声考试是为了测试你所学到的东西，但实际上人们都知道考试的结果适得其反。

从[G]段可以看出作者对考试是否定态度的。[F]段说，要想测试一个人真正的能力肯定有更为简单、更为有效的方法。作者甚至认为考试机构举办考试只不过是为了赚钱罢了。根据首尾两段，可以看出本篇文章是谈论考试，并且作者是不喜欢这种测试形式的，了解了这两点对重新安排段落的次序很在帮助。

[A]段说，考试的最大作用就是制造焦虑，因此考试维系着许多重大事伯，有可能一个人的未来就由几次考试来决定。不管你当时心情不好，或你的母亲刚刚去世，考试还是照旧进行。当一个人处于极度恐慌是经历了一个不眠之夜后，他是不可能发挥出最佳水平的。这一段紧接[G]段，诉说考试的弊端，街接紧密，所以[A]段是41题的答案。

[A]段指出了考试的弊端，下面一段有可能

会继续陈述考试的坏处或缺点，从余下的4段中找到[D]段。其中说到，孩子们从踏进校门的那一刻起就陷入残酷的竞争。在这种竞争中，成功和失败界限分明。对那些还没有开始自己的事业就被社会定为失败的人而辍学，你会感到惊讶吗？面对居高不下的学生自杀率你会吃惊吗？[D]段接着数落考试的弊病，所以42题的答案应当是[D]。

[E]段说，一种好的教育应该培养人们的独立思考能力，而考试制度却不是培养学生去独立思考，大纲规定了学生要学的东西，并鼓励学生去死记硬背。考试限制了学生的阅读量，考试鼓励填鸭式教学。

[C]段说，他们降低了教育水准，因为他们剥夺了教师们的自由。因为学生的考试成绩也是评判老师教学效果的标准，所以教师不是教授课程，而是把教学简化成训练学生的考试技巧。结果最成功的应试者不是知识最丰富的人，而是被迫掌握考试技巧最为熟练的人。

[E]段与[C]段以讲教学为主，着墨在教师身上。很明显[C]段应排在[E]段之后，所以[E]段是43题的答案，[C]段是44题的答案。

[B]段讲，结果至关重要的考试只不过是某个匿名主考官的主观评价。主考官们也是人，他们会累、会饿，也会出错，但是他们必须在规定的时间内判定写得乱糟糟的试卷。前面讲了考试、学生、教师，这段讲考试的主考官，最后一段又讲，相信有一种更简单、更有效的测试方法，所以很显然[B]段应该在[F]段之前，所以[B]段应该是45题的答案。

［答案］

41. [A] 42. [D] 43. [E] 44. [C] 45. [B]

考研英语段落排序题全真模拟练习三

Directions：

The following paragraphs are given in a wrong order. For Questions 41—45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A—E to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1. (10 points)

[A] “I just don?t know how to motivate them to do a better job. We?re in a budget crunch and I have absolutely no financial rewards at my disposal. In fact, we?ll probably have to lay some people off in the near future. It?s hard for me to make the job inter esting and challenging because it isn?t —it?s boring, routine paperwork, and there isn?t much you can do about it. ”

[B] “Finally, I can?t say to them that their promotions will hinge on the excellence of their paperwork. First of all, they know it?s not true. If their performance is adequate, most are more likely to get promoted

just by staying on the force a certain number of years than for some specific outstanding act. Second, they were trained to do the job they do out in the streets, not to fill out forms. All through their career it is the arrests and interventions that get noticed. ”

[C] “I?ve got a real prob lem with my officers. They come on the force as young, inexperienced men, and we send them out on the street, either in cars or on a beat. They seem to like the contact they have with the public, the action involved in crime prevention, and the apprehension of criminals. They also like helping people out at fires, accidents, and other emergencies. ”

[D] “Some people have suggested a number of things like using conviction records as a performance criterion. However, we know that?s not fair — too many other things are involved. Bad paperwork increases the chance that you lose in court, but good paperw ork doesn?t necessarily mean you?ll win. We tried setting up team competitions based on the excellence of the reports, but the guys caught on to that pretty quickly. No one was getting any type of reward for winning the competition, and they figured why sh ould they labor when there was no payoff. ”

[E] “The problem occurs when they get back to the station. They hate to do the paperwork, and because they dislike it, the job is frequently put off or done inadequately. This lack of attention hurts us later on when we get to court. We need clear, factual reports. They must be highly detailed and unambiguous. As soon as one part of a report is shown to be inadequate or incorrect, the rest of the report is suspect. Poor reporting probably causes us to lose more cases than any other factor. ”

[F] “So I just don?t know what to do. I?ve been groping in the dark in a number of years. And I hope that this seminar will shed some light on this problem of mine and help me out in my future work.”

[G] “A large metropolitan city government was putting on a number of seminars for administrators, managers and/or executives of various departments throughout the city. At one of these sessions the topic to be discussed was motivation -- how we can get public servants motivated to do a good job. The difficulty of a police captain became the central focus of the discussion. ”

Order:

G → 41.→ 42.→ 43.→ 44.→ 45.→ F

［答案］：41-45 CEABD

步骤一、理解给定的段落确定文章的文体与结构。

理解给定的段落内容(段落中间有转折词，看转折词所在句；无转折词看段首句、第二句，有时包含段尾句)，重点关注动作内容。

第G段：

A large metropolitan city government was putting on a number of seminars for administrators, managers and/or executives of various departments throughout the city. At one of these sessions the topic to be discussed was motivation -- how we can get public servants motivated to do a good job.

利用名词主体论动作决定论提炼信息为：was putting on a number of seminars “举行一系列的论坛”；the topic to be discussed was motivation “供讨论的主题是主动性”. 表明该段叙述“议题”，确定本文是议论文。

步骤二、理解供排序的段落确定段落的内容方向。

理解供排序段落内容(段落中间有转折词，看转折词所在句；无转折词看段首句、第二句，有时包含段尾句)，重点关注动作内容。

第A段：“I just don?t know how to motivate them to do a better job. We?re in a budget crunch and I have absolutely no financial rewards at my disposal.

利用名词主体论动作决定论提炼信息为：motivate them to do a better job“鼓励他们作好工作”；budget crunch“预算危机”；no financial rewards“经济奖励”. 表明该段叙述“(自己的)对策”

第B段：“Finally, I can?t say to them that their promotions will hinge on the excellence of their paperwork. First of all, they know it?s not true.

利用名词主体论提炼信息为：promotions will hinge on the excellence of their paperwork.“升职与文字工作的好坏有关”。表明该段叙述“(自己的)对策”

第C段：“I?ve got a real problem with my officers. They come on the force as young, inexperienced men, and we send them out on the street, either in cars or on a beat. 利用名词主体论提炼信息为：real problem“实质问题” send them out on the street“派他们到街上”。表明该段叙述“问题(派出去)”

第D段：“Some people have suggested a number of things like using conviction records as a performance criterion.

利用名词主体论提炼信息为：Some people“一些人”；suggested“建议”；performance criterion“评价表现的标准”。表明该段叙述“(他人的)对策”

第E段：“The problem occurs when they get back to the station. They hate to do the paperwork, and because they dislike it, the job is frequently put off or done inadequately.

利用名词主体论提炼信息为：problem“问题”；get back to the station“回到警察局”。表明该段叙述“问题(回局里)”

步骤三、按照文章结构及段落内容准确排序。

利用文章结构，结合以各个段落的内容，准确将段落排序。

因此：正确的顺序为C—E---A---B---D

解题理论分析：

名词主体论---结构决定论

名词主体论：段落的主要内容和大意体现在段落的主题句中，而且，句子的内容体现在句子的主语、宾语主体上。因此，为了提高解题效率，考生可以通过句子的主语和宾语的名词把握句子、段落或篇章的含义。即，名词主体论。

结构决定论：段落排序题的文章结构特点与阅读理解大体一致，一般来说，有六种相对固定的结构形式。因此，在利用名词主题论理解每个段落内容之后，可以利用文章结构，将段落准确排序。

常见的文章结构顺序包含：

一. 议论文

1.议题---问题---原因---对策

2.议题---问题---对策---结论(未来)

3.议题---问题---对策---结论(过去)

4.反面话题---驳斥观点---原因---观点—展望未来

二. 说明文

1.积极事物---优点---缺点---展望未来

2.消极事物---缺点---优点---回顾过去

三. 叙事文

按照时间先后顺序排序。包含时间，时态和动作。

解题步骤分析：

步骤一、理解给定的段落确定文章的文体与结构。

理解给定的段落内容(段落中间有转折词，看转折词所在句；无转折词看段首句、第二句，有时包含段尾句)，重点关注动作内容。

步骤二、理解供排序的段落确定段落的内容方向。

理解供排序段落内容(段落中间有转折词，看转折词所在句；无转折词看段首句、第二句，有时包含段尾句)，重点关注动作内容。

步骤三、按照文章结构及段落内容准确排序。

利用文章结构，结合以各个段落的内容，准确将段落排序。

英语段落排序题解题技巧

第一节大纲分析及样题解读

阅读理解新题型——排序题大纲：大纲所列的第二种备选题型实际上是一种纯纯粹粹的排序题。在一篇长度约500～600词的文章中，各段落的原有顺序已被打乱。要求考生根据文章内容和结构将所列段落（7～8个）重新排序，其中2～3个段落在文章中的位置已给出。这样的题型要求考生在阅读各个段落的同时一定要把握住各个段落的中心思想，并将各段大意进行整合，理清它们之间的逻辑关系。

第二节排序题实用答题技巧

一、文章结构的总体特点

一篇完整的文章首先要提出主题，即一个包含所写的主旨要义，也叫中心思想。一般来说，一篇文章至少分三个层次：主题、中心思想和次中心思想。考生应从宏观把握不同文体（记叙文、描写文、说明文和议论文）的基本特征。

a、记叙文行文思路

事件的叙述连贯并符合逻辑，通常按照时间顺序展开。事件之间通常使用一些过渡性词语来连接。文中细节逐渐引向事件发生、发展的高潮部分。

b、描写文：

描写文强调的是人的感受，人的视觉、听觉、触觉、味觉和嗅觉的几大感官感受。人物描写通过他或她所说的或所做的反映人的性格、思想和感情；地点描写应该按照一定的顺序展开，由远到近或由近到远，由左至右或由右至左，由上到下或由下到上。这些能够给我们提供一定线索，快速捕获答案；景物描写通常包括三个主要部分：背景、人物和行为。

c、说明文

说明文阐述事物的原理、起因和可能的后果。说明文的行文中常出现下列规律：举例说明，分析过程，比较和对比，分类以及因果分析等。说明文的基本模块是：引言部分，文章主体，结束段。结束段的行文多以下列方式展现：用立意新颖的句式重述主题，或总结文章的要点，或者重述加总结。

d、议论文

议论文是人们交流思想的一种重要形式，其最终目的是说服听众或读者接受某个观点。议论文要用逻辑和论据来影响别人的看法或行动，而不是仅仅依靠动之以情，据理力争。其行文规则为：提出论点，充分和恰当地提出论据并论证论点，得出结论。

二、段与段的关系及句与句的关系

段与段的关系及句与句的关系是整体和部分的关系。段与段的关系种类繁多，如comparision and contrast，cause and effect，testimony，associating，track switching等；句与句的关系只要把握英语语段的常见连接词语和句型即可，如表转折关系的however，nevertheless，but，in spite of，regardless of ，despite等，表因果关系的therefore，thus，so ，on account of ，due to ，thanks to，owning to ，by reason of，BECause of，now that ，for that ，in that等。考生要系统总结这些行文的线索词，做题时才能够眼观六路，从容应对。

三、连贯性、一致性等语段特征的认定

认定行文中的连贯性、一致性等语段特征对于快速准确地做好选择搭配题至关重要。考生要事先熟悉并掌握各种各样确保语段连贯性与一致性的关联词。举例如下：

使用时间、空间或重要程度的顺序等表达文章组织结构的过渡性词语：first，next，after，before，meanwhile，immediately，finally等。在语段方面，英语的各种行文也经常采用重复关键词的方法来连接文章的各个部分，同时也会使用平行结构来表达重要程度程度相似的信息。而这些都是我们快速搜寻的解题线索。

四、排序题具体的解题方法

1.从已知段落出发，提炼全文主线

不管给出的段落是文章中的第几自然段，考生都应该认真研究，准确把握这些段落的意思，因为这里才是考生可以着力的地方。段落中一般都会有主题句，而这些主题句的位置又经常出现在段首或段尾，所

以，考生一定要重点阅读已知段落的首尾句。即使没有明显的主题句，考生也应该自己概括，因为这两、三个“路标”是太重要了。

2.概括各段大意，标出重点内容

备选的段落有长有短，不管情况如何，一定要概括出段落大意，如有可能，可以用汉语迅速地将大意简明扼要地写下来。另外，如果时间紧张，考生也可以将重要的句子划出来，但千万不要划得过多，否则，连自己都不知道哪个句子是重点了。

3.尊重行文规范，把握不同文体

答题时一定要考虑不同文体的行文思路，这对答题的速度很有帮助。记叙文、说明文、议论文各有各的写作方法，那么，我们在重新组装它们的时候也应该将上文所讲的各种文体的行文特征考虑进去。

4.坚持主题连贯性，段落之间有脉络

一篇文章中主题的阐述有其一定的连贯性，比如，如果第一段落的主语是they或任何一个其他名词，第二段中的主语也可能还是该词，而不会变来变去。段落之间的主题是相对稳定的。考生完全可以循着“主题”这根线索摸下去，中间尽量不要更换，如果讨论该主题的几个段落都已选完，再考虑其他的主题。

5、弄懂各段首尾句，单独拿出读一读

在时间非常紧的情况下，考生也可以尝试着利用下面这个“歪门邪道”试上一试，那就是只读每段的段首和段尾句，利用段落连贯性的特点来简化自己的阅读任务。这种阅读方法虽然省时间，但是准确率不高，考生应谨慎使用。