英语专业八级(考研)阅读理解模拟试题及解析
专业英语八级(阅读)模拟试卷72(题后含答案及解析)
专业英语八级（阅读）模拟试卷72(题后含答案及解析) 题型有： 2. READING COMPREHENSIONPART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several passages followed by fourteen multiple-choice questions. For each multiple-choice question, there are four suggested answers marked [A] , [B], [C] and [D]. Choose the one that you think is the best answer.In last week’s Tribune, there was an interesting letter from Mr. J. Stewart Cook, in which he suggested that the best way of avoiding the danger of a” scientific hierarchy” would be to see to it that every member of the general public was, as far as possible, scientifically educated. At the same time, scientists should be brought out of their isolation and encouraged to take a greater part in politics and administration. As a general statement, I think most of us would agree with this, but I notice that, as usual, Mr. Cook does not define science, and merely implies in passing that it means certain exact sciences whose experiments can be made under laboratory conditions. Thus, adult education tends”to neglect scientific studies in favor of literary, economic and social subjects”,economics and sociology not being regarded as branches of science, apparently. This point is of great importance. For the word science is at present used in at least two meanings, but the whole question of scientific education is obscured by the current tendency to dodge from one meaning to the other. Science is generally taken as meaning either(a) the exact sciences, such as chemistry, physics, etc. ,or(b) a method of thought which obtains verifiable results by reasoning logically from observed fact. If you ask any scientist, or indeed almost any educated person, “What is science?”you are likely to get an answer approximating to(b). In everyday life, however, both in speaking and in writing, when people say “science”they mean(a). Science means something that happens in a laboratory: test-tubes, balances, Bunsen burners, microscopes. A biologist, an astronomer, perhaps a psychologist or a mathematician, is described as a “man of science”: no one would think of applying this term to a statesman, a poet, a journalist or even a philosopher. And those who tell us that the young must be scientifically educated mean, almost invariably, that they should be taught more about radioactivity, or the stars, or the physiology of their own bodies, rather than that they should be taught to think more exactly. This confusion of meaning, which is partly deliberate, has in it a great danger. Implied in the demand for more scientific education is the claim that if one has been scientifically trained one’s approach to all subjects will be more intelligent than if one had had no such training. A scientist’s political opinions, it is assumed, his opinions on sociological questions, on morals, on philosophy, perhaps even on the arts, will be more valuable than those of a layman. But a” scientist”, as we have just seen, means in practice a specialist in one of the exact sciences. It followsthat a chemist or physicist, as such, is politically more intelligent than a poet or a lawyer. And, in fact, there are already millions of people who do believe this. But is it really true that a “scientist”,in this narrower sense, is any likelier than other people to approach non-scientific problems in an objective way? There is not much reason for flunking so. Take one simple test—the ability to withstand nationalism. It is often loosely said that “Science is international”, but in practice the scientific workers of all countries line up behind their own governments with fewer scruples than are felt by the writers and the artists. The German scientific community, as a whole, made no resistance to Hitler. There were plenty of gifted men to do the necessary research on such things as synthetic oil, jet planes, rocket projectiles and the atomic bomb. On the other hand, what happened to German literature when the Nazis came to power? I believe no exhaustive lists have been published, but I imagine that the number of German scientists—Jew apart—who voluntarily exiled themselves or were persecuted by the regime was much smaller than the number of writers and journalists. More sinister than this, a number of German scientists swallowed the monstrosity of “racial science”. But does this mean that the general public should not be more scientifically educated? On the contrary! All it means is that scientific education for the masses will do little good, and probably a lot of harm, if it simply boils down to more physics, more chemistry, more biology, etc. to the detriment of literature and history. Its probable effect on the average human being would be to narrow the range of his thoughts and make him more than ever contemptuous of such knowledge as he did not possess: and his political reactions would probably be somewhat less intelligent than those of an illiterate peasant who retained a few historical memories and a fairly sound aesthetic sense. Clearly, scientific education ought to mean the implanting of a rational, skeptical, experimental habit of mind. It ought to mean acquiring a method—a method that can be used on any problem that one meets—and not simply piling up a lot of facts. Put it in those words, and the apologist of scientific education will usually agree. Press him further, ask him to particularize, and somehow it always turns out that scientific education means more attention to the exact sciences, in other words—more facts. The idea that science means a way of looking at the world, and not simply a body of knowledge, is in practice strongly resisted. I think sheer professional jealousy is part of the reason for this.1．We know from the second paragraph that the author considers the present definition of the word “science”______.A．ambiguousB．ambivalentC．questionableD．inappropriate正确答案：A解析：推断题。
专业英语八级(阅读)模拟试卷150含答案和解析
专业英语八级（阅读）模拟试卷150讲座会话听力大题型(1)So Roger Chillingworth—a deformed old figure, with a face that haunted men's memories longer than they liked—took leave of Hester Prynne, and went stooping away along the earth. He gathered here and there an herb, or grubbed up a root, and put it into the basket on his arm. His grey beard almost touched the ground, as he crept onward. Hester gazed after him a little while, looking with a half fantastic curiosity to see whether the tender grass of early spring would not be blighted beneath him, and show the wavering track of his footsteps, sere and brown, across its cheerful verdure. She wondered what sort of herbs they were, which the old man was so sedulous to gather. Would not the earth, quickened to by the sympathy of his eye, greet him with poisonous shrubs, of species hitherto unknown, that would start up under his fingers? Or might it suffice him, that every wholesome growth should be converted into something deleterious and malignant at his touch? Did the sun, which shone so brightly everywhere else, really fall upon him? Or was there, as it rather seemed, a circle of ominous shadow moving along with his deformity, whichever way he turned himself? And whitherwas he now going? Would he not suddenly sink into the earth, leaving a barren and blasted spot, where, in due course of time, would be seen deadly nightshade(颠茄), dogwood(山茱萸), henbane(天仙子), and whatever else of vegetable wickedness the climate could produce, all flourishing with hideous luxuriance? Or would he spread bat's wings and flee away, looking so much the uglier, the higher he rose towards heaven?(2)\1.According to Para. 1, people are most impressed by ChilUngworth’s______.(A)A. spiritB. figureC. ageD. appearance解析：推断题。
专业英语八级(阅读)模拟试卷149(题后含答案及解析)
专业英语八级（阅读）模拟试卷149(题后含答案及解析)题型有：1.B．Para. 4.C．Para. 7.D．Para. 8.正确答案：D解析：篇章题。
文章第一段首先对当前毕业生就业现状进行描述，随后通过数据介绍对比了不同专业毕业生的就业和薪酬水平。
第三段和第四段通过两位专家的观点指出很多人对大学教育的看法。
接着作者在第五段和第六段介绍了美国社会目前存在的“大学无用论”，并由此引到第七段，作者对大学教育价值的分析。
紧接着，作者在第八段用伦敦大学哲学教授的事例进行阐述，提出自己的观点，当具有职业导向的学位不再是就业的敲门砖时，学生们求学过程中的功利主义色彩就会被消解。
全文最后一段是作者申明主题思想的段落，因此[D]为答案。
如上所述，第一段仅是起始段，引出话题，故排除[A]；第四段阐述的是专家的观点而非作者的观点，故排除[B]；第七段讨论的是大学教育的价值，作者尚未表明自己的观点，故排除[C]。
知识模块：阅读(1)They make some of the world’s best-loved products. Their logos are instantly recognisable, their advertising jingles seared in shoppers’brains. For investors, they promise steady returns in turbulent times. They seem to be getting ever bigger: on June 30th Mondelez International made a $ 23 billion bid for Hershey to create the world’s biggest confectioner: and on July 7th Danone, the world’s largest yogurt maker, agreed to buy White Wave Foods, a natural-food group, for $ 12. 5 billion. Yet trouble lurks for the giants in consumer packaged goods(CPG), which also include firms such as General Mills, Nestle, Procter & Gamble and Unilever. As one executive admits in a moment of candour, “We’re kind of fucked. “(2)For a hint of the problem they face, take the example of Daniel Lubetzky, who began peddling his fruit-and-nut bars in health-food stores: his KIND bars are now ubiquitous, stacked in airports and Walmarts. Or that of Michael Dubin and Mark Levine, entrepreneurs irked by expensive razors, who began shipping cheaper ones directly to consumers five years ago. Their Dollar Shave Club now controls 5% of America’s razor market. (3)Such stories abound. From 2011 to 2015 large CPG companies lost nearly three percentage points of market share in America, according to a joint study by the Boston Consulting Group and IRI, a consultancy and data provider, respectively. In emerging markets local competitors are a growing headache for multinational giants. Nestle, the world’s biggest food company, has missed its target of 5 -6% sales growth for three years running. (4)For a time, size gave CPG companies a staggering advantage. Centralising decisions and consolidating manufacturing helped firms expand margins. Deep pockets meant companies could spend millions on a flashy television advertisement, then see sales rise. Firms distributed goods to a vast network of stores, paying for prominent placement onshelves. (5)Yet these advantages are not what they once were. Consolidating factories has made companies more vulnerable to the swing of a particular currency, points out Nik Modi of RBC Capital Markets, a bank. The impact of television adverts is fading, as consumers learn about products on social media and from online reviews. At the same time, barriers to entry are falling for small firms. They can outsource production and advertise online. Distribution is getting easier, too: a young brand may prove itself with online sales, then move into big stores. Financing mirrors the same trend: last year investors poured $ 3.3 billion into private CPG firms, according to CB Insights, a data firm—up by 58% from 2014 and a whopping 638% since 2011. (6)Most troublesome, the lumbering giants are finding it hard to keep up with fast-changing consumer markets. Ali Dibadj of Sanford C. Bernstein, a research firm, points out that some consumers in middle-income countries began by assuming Western products were superior. As their economies grew, local players often proved more attuned to shoppers’needs. Since 2004 big emerging economies have seen a surge of local and regional companies, according to data compiled by RBC. In China, for example, Yunnan Baiyao Group accounts for 10% of the toothpaste market, with sales growing by 45% each year since 2004. In Brazil Botica Comercial Farmaceutica sells nearly 30% of perfume. And in India Ghari Industries now peddles more than 17% of detergent. (7)In America and Europe, the world’s biggest consumer markets, many firms have been similarly leaden-footed. If a shopper wants a basic product, he can choose from cheap, store-brand goods from the likes of Aldi and Wabnart. But if a customer wants to pay more for a product, it may not be for a traditional big brand. This may be because shoppers trust little brands more than established ones. One-third of American consumers surveyed by Deloitte, a consultancy, said they would pay at least 10% more for the “craft” version of a good, a greater share than would pay extra for convenience or innovation. Interest in organic products has been a particular challenge for big manufacturers whose packages list such tasty-sounding ingredients as sodium benzoate and Yellow 6. (8)All this has provided a big opening for smaller firms. In recent years they contributed to a proliferation of new products. For instance, America now boasts more than 4,000 craft brewers, up by 200% in the past decade. For a sign of the times, look no further than Wilde, which sells snack bars made of baked meat. The bars, revolting to some, may appeal to the herd of weekend triathletes who want to eat like cave men. (9)Big companies have been trying to respond. One answer is to focus more. In 2014 Procter & Gamble said it would sell off or consolidate about 100 brands, to devote itself to top products such as Gillette razors and Tide detergent. Mondelez, the seller of Oreo biscuits and Cadbury’s chocolate, is spending more to understand who snacks on what, and why. (10)But the most notable strategy has been to buy other firms and cut costs. 3G, a Brazilian private-equity firm, looms over the industry. It has slashed budgets at Heinz, a 147-year-old company it bought in 2013: then Kraft, which it merged with Heinz in 2015: as well as Anheuser-Busch InBev, a beer behemoth poised to swallow SABMiller. Heinz’s profit margin widened from 18% to 28% in just two years, according to Sanford C. Bernstein. (11)Big firms are also acquiring or backing smaller rivals. In 2013 two American food companies and aFrench one—Campbell Soup, Hain Celestial and Danone—each snapped up a maker of organic baby food. Coca-Cola and Unilever, an Anglo-Dutch titan, have long bought companies outright or invested in them. Both General Mills and Campbell have launched their own venture-capital arms. (12)Such strategies may eventually make CPG firms even more like big pharmaceutical companies. They may invent few products themselves and instead either acquire small firms or join up with them, then handle marketing, distribution and regulation. That has worked decently well for drugmakers. Yet consumers are more fickle when buying skin cream than a patent-protected cancer drug. A CPG firm may pay a bundle to buy a startup, only to see its products prove a fad. And cutting costs expands margins, but may depress sales.(13)Despite such conundrums, executives remain bullish. Tim Cofer, Mondelez’s chief growth officer, maintains that wise cuts and reinvestment will position the firm well. “This is about the scale of a $ 30 billion global snacking powerhouse,”he declares, “and at the same time the speed, the agility, the dexterity”of a startup.(14)Others are gloomier. EY, a consultancy, recently surveyed CPG executives. Eight in ten doubted their company could adapt to customer demand. Kristina Rogers of EY posits that firms may need to rethink their business, not just trim costs and sign deals. “Is the billion-dollar brand,” she wonders, “still a robust model?”11．What does “They” refer to in the first sentence of Para. 1?A．Multi-national business corporations.B．Popular Food companies.C．Giant confectioners.D．Large CPG companies.正确答案：D解析：语义题。
专八英语阅读理解题及答案详解
专八英语阅读理解题及答案详解专八英语阅读理解题及答案详解在学习、工作或生活中，大家都跟阅读理解题打过交道吧，借助阅读理解题人们可以反映客观事物、表达思想感情、传递知识信息。
以下是店铺为大家整理的专八英语阅读理解题及答案详解，仅供参考，大家一起来看看吧。
专八英语阅读理解题及答案详解篇1The Military Is InThings have really changed. Not only is the military standing tall again, it is staging a remarkable comeback in the quantity and quality of the recruits it is attracting. Recruiters, once denounced by antiwar students as “baby killers” and barred from campuses, are welcomed ever at elite universities. ROTC (Reserve Officer’s Training Corps) programs, that faltered during the Viet Nam era, when protesters were fire bombing their headquarters, are flourishing again. The military academies are enjoying a steady increase in applications.Certainly, the depressed economy has increased the allure of the jobs, technical training and generous student loans offered by the military. Students know that if they go in and become, say, nuclear weapons specialists, they can come out and demand a salary of $60,000 a year. Military salaries, while not always competitive with those paid for comparable jobs in the private sector, are more than respectable, especially considering the wide array of benefits that are available: free medical service, room and board, and PX (Post Exchange) privileges. Monthly pay for a recruit is $574; for a sergeant with four years services it is $906; for a major with ten years’ service it is $2,305. The services’ slick $175 million-a-year advertising campaign promisingadventure and fulfillment has helped win over the TV generation. Kids are walking down the school hallways chanting ‘Army, Navy, Air Force, Marines,’ just like in the commercials. And many military officials feel that the key difference is the enhanced patriotism among the nation’s youth. There is a return to the view that the military is an honorable profession. The days of a judge telling a miscreant to join the Army or go to jail are over. Recruiting for all four services combined is running at 101%of authorized goals. And the retention rate is now so high, that the services are refusing some re-enlistment applications and reducing annual recruiting target.The military academics are also enjoying halcyon years, attracting more and better-qualified students. Compared to private colleges, where tuition and expenses have been climbing sharply, the service schools are a real bargain: not only is tuition free, but recruits get allowances of up to $500 a mouth. It is reported 12,300 applicants are for the 1,450 positions in this year’s freshman class. Military academies are now just as selective as any of the best universities in the country.Nationwide, ROTC enrollment exceeds 105,000,a 64% increase over the 1974 figure. In the mid 70’s, the ROTC students refused to wear their uniforms on campus because they suffered all sorts of ridicule, if they did. Now if they wear them to class no one looks at them twice. To them, Viet Nam is ancient history, something the old folks talk about.1. What is the main idea of this passage?[A] The Military is in [B] The Military is up[C] The Military is down [D] The Military is on2. What was the attitude of the students in 1970’s towards the military?[A] Approval. [B] Indifferent. [C] Distaste. [D] Scolding.3. The phras e “come out” is closest in meaning to[A] “become visible”. [B] “begin to grow”.[C] “be made public”. [D] “gain a certain position”.4. Which one of the following is NOT mentioned as a reason to attract students.[A] Free tuition. [B] Spacious room.[C] Considerate allowance. [D] Technical training.答案详解：1. A. 军队又吃香了。
2023年英语专八新题型阅读模拟训练附详细答案解析
ENGLISH DEPARTMENT OF TOURISM OF CISISUMODEL TEST FOR ENGLISH MAJORS （1）-GRADE EIGHT-PART II READING COMPREHENSION [45 MIN]SECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are four passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONEFrom the Chrysler Corporation to the Central Intelligence Agency, cultural diversity programs are flourishing in American organizations today. Firms can no longer safely assume that every employee walking in the door has similar beliefs or expectations. Whereas North American white males may believe in challenging authority, Asians tend to respect and defer to it. In Hispanic cultures, people often bring music, food, and family members to work, a custom that U.S. businesses have traditionally not allowed. A job applicant who won't make eye contact during an interview may be rejected for being unapproachable, when according to her culture, she was just being polite.As a larger number of women, minorities, and immigrants enter the U.S. work force, the workplace is growing more diverse. It is estimated that by 2023 women will make up about 48 percent of the U.S. work force, and African Americans and Hispanics will each account for about 11 percent; by the year 2050, minorities will make up over 50 percent of the American population.Cultural diversity refers to the differences among people in a work force due to race, ethnicity, and gender. Increasing cultural diversity is forcing managers to learn to supervise and motivate people with a broader range of values systems. According to a recent survey by the American Management Association, half of all U.S. employers have established some kind of formal initiative to promote and manage cultural diversity. Although demographics isn't the only reason for the growth of these programs, it is a compelling one. An increasing number of organizationshave come to believe that diversity, like quality and customer service, is a competitive edge. A more diverse work force provides a wider range of ideas and perspectives and fosters creativity and innovation. Avenues for encouraging diversity include recruiting at historically black colleges and universities, training and development, mentoring, and revamped promotion review policies. To get out the message about their commitment to diversity, many organizations establish diversity councils made up of employees, managers and executives.Although many Fortune 500 companies are making diversity part of their strategic planning process, some programs stand out from the crowd.At Texas Instruments, strategies for enhancing diversity include an aggressive recruiting plan, diversity training, mentoring, and an incentive compensation program that rewards managers for fostering diversity. Each business unit has a diversity manager who implements these strategies and works closely with the company's Diversity Network. The network provides a forum of employees to share ideas, solicit support, and build coalitions.Convinced that strengthening diversity is a business imperative, Du Pont has established several programs to achieve that goal. In addition to training workshops and mentoring, Du Pont has established over 100 multicultural networks through which employees share work and life experiences and strive to help women and minorities reach higher levels of leadership and responsibility within the organization. Over half of Du Pont's new hires for professional and managerial positions are minorities and women.Disney World's director of diversity wants theme park guests to see themselves reflected in the diversity of Disney's employees. Working to attract diverse employees, Disney hopes to convince them that the organization understands, respects, and values who they are. By holding a variety of diversity celebrations every year—including Dr. Martin Luther King's Birthday, Asian-Pacific Heritage Month, Hispanic Heritage Month, Disability Awareness Month, and Native American Heritage Month—Disney opens the door to this kind of understanding.What do we learn from strong, successful diversity program such as these, as well as similar programs at Microsoft, Xerox, Procter & Gamble and Digital Equipment Corporation? First, they can go a long way toward eliminating prejudice in the workplace and removing barriers to advancement. Second, to be more than just the latest corporate buzzword, diversity programs require commitment from the top and a culture that supports an inclusive environment.1.Which of the following is NOT mentioned as cultural diversity in the passage?A. Asian people tend to show submissiveness to their seniors.B. Spanish-speaking people enjoy gathering with their family members.C. African people try to avoid eye contact to show their respect.D. Americans might be innovators defying the experts in some fields.2.For a company to be successful in business, it should do all of the following EXCEPT to_________A. set up a division to supervise its employees.B. provide its clients with good services.C. guarantee the products it has produced.D. take in employees with different cultural background.3.It can be inferred from the last paragraph that diversity programs____________A. have been put into practice by dozens of big corporations.B. may provide the minorities with more chances.C. make no demand of managers.D. have an effect on employees' motivation.PASSAGE TWOMany thoughtful parents want to shield their children from feelings of guilt or shame in much the same way that they want to spare them from fear. Guilt and shame as methods of discipline are to be eschewed along with raised hands and leather straps. Fear, guilt and shame as methods of moral instruction are seen as failures in decent parenting. Parents want their children to be happy and how can you feel happy when you are feeling guilty, fearful or ashamed? If we were really convinced that using fear, guilt or shame as methods of discipline worked, though, we might be more ready to use them as techniques. But we aren't convinced that this is the case. We won't have more socially responsible people if fear, guilt and shame are part of their disciplinary diet as children. Instead, we will simply have unhappy people. Responsible behavior has nothing to do with the traditional methods of raising moral children.This doesn't mean that guilt isn't an important feeling. It is. Guilt helps keep people on the right moral track. But guilt is a derivative emotion, one that follows from having violated an internalized moral standard. This is far differentthan making someone feel guilty in order to create the standard in the first instance.My wife once edited a magazine about hunger. A view held by many associated with the sponsoring organization claimed: You can't get people to give money to starving children by making them feel guilty. So the magazine didn't show pictures of starving children, children with doleful eyes. Instead, there were photos of women in the fields, portraits of peasant farmers and pictures of political organizers. But the publishers weren't completely right about believing that guilt-inducing pictures don't lead to moral action. In fact, it was the graphic pictures of starving children in Somalia that called the world's attention to the dire situation there. The power of television is that it does bring images of others' tragedies directly into our home. No rational analysis can do the same. When we are moved to pity, we should also be moved to action.If we don't do anything, then we feel guilty. We become part of the problem we see and feel guilty for letting bad things happen to people. How can I, good person that I am, let this continue? What have pricked the conscience here are guilty feelings.Guilty feelings arise when we have violated a moral norm that we accept as valid. A person who feels guilty, notes philosopher Herbert Morris, is one who has internalized norms and, as such, is committed to avoiding wrong. The mere fact that the wrong is believed to have occurred, regardless of who bears responsibility for it, naturally causes distress. When we are attached to a person, injury to that person causes us pain regardless of who or what has occasioned the injury. We needn't believe that we had control over hurting (or not helping) another person in order to feel guilty.Psychologists Nico Frijda and Batja Mesquita of the University of Amsterdam find that people feel guilty about having harmed someone even when it was accidental. Nearly half the people they interviewed felt guilty for having caused unintended harm, such as hurting one's mother when leaving home to marry.Unintentional harm may lead to as strong guilty feelings as intentional harm. In other words, being careless is as much a source of guilt as intentional harm. We say, If only I had been more careful, If only I had paid more attention, If only I were a better driver. The fact that a court may not even bring charges against you in the first place may help to assuage some of the pain but it doesn't remove all the feelings of guilt.The feeling is useful in so far as it makes us more cautious, makes us better drivers or moves us to sociallyresponsible action. The sociopath never experiences such feelings and therefore poses a danger to society; the neurotic experiences so much of it that he can't function normally in society.Feeling guilty for harm you have caused when you aren't responsible is possible because there is a more generalized readiness to accept responsibility for your actions. Guilt arises when we think we have had choices and then have made the wrong moral choice. Guilt and responsibility appear to go together. If we do harm and feel no guilty, then we don't believe we are responsible for what we've done. This means that we see ourselves as victims—of circumstances, of coercion, of ignorance and so forth.Remember that people who think of themselves as victims do so because they believe they have no control over events in their lives. They don't feel responsible and therefore don't feel guilty either. Several tactics can be used in disavowing responsibility: following the crowd, it is someone else's problem, it was done under coercion.None of us is perfect and that we live in an imperfect world. This means that we can't avoid hurting others. If we accept this, then we have to accept guilty feelings as a consequence of being moral people.4. Which of the following statements about guilt might the writer agree with?A. Guilt is used as a method to discipline children.B. To set up a moral standard, you should feel guilty.C. Guilt is a feeling that comes with breaking some moral standard.D. The feeling of guilt often goes together with shame and fear.5. The publishers of the magazine mentioned in the third paragraph thinkA. guilt-inducing photos can bring on moral action.B. it's not sure whether guilt-inducing photos bring on moral action.C. guilt-inducing photos partially help bring on moral action.D. moral action has nothing to do with guilt-inducing photos.6. People will feel painful when a person_____ is hurt no matter what causes the injury.A. they knowB. they loveC. they hateD. they value7. The writer mentions_____ as a pair to indicate that people should have moderate feelings of guilt.A. eccentric people and fashionable peopleB. overanxious people and less sociable peopleC. sociable people and healthy peopleD. reserved people and radical people8. Which of the following is NOT an excuse some people make for denying their responsibility?A. They went with the stream.B. They were misled by others.C. They were forced to do it.D. Other people should bear the blame.PASSAGE THREEHigh, high above the North Pole, on the first day of 1969, two professors of English literature approached each other at a combined velocity of 1,200 miles’ hour. They were protected from the thin, cold air by the pressurized cabins of two Boeing 707s, and from the risk of collision by the prudent arrangement of the international air corridors. Although they had never met, the two men were known to each other by name. They were, in fact, in process of exchanging posts for the next six months, and in an age of more leisurely transportation the intersection of their respective routes might have been marked by some interesting human gesture: had they waved, for example, from the decks of two ocean liners crossing in mid-Atlantic, each man simultaneously focusing a telescope, by chance, on the other, with his free hand; or, more plausibly, a little mime of mutual appraisal might have been played out through the windows of two railway compartments halted side by side at the same station somewhere in Hampshire or the Mid-West, the more self-conscious party relieved to feel himself, at last, moving off, only to discover that it is the other man's train that is moving first...However, it was not to be. Since the two men were in airplanes, and one was bored and the other frightened of looking out of the window; since, in any ease, the planes were too distant from each other to be mutually visible with the naked eye, the crossing of their paths at the still point of the turning world passed unremarked by anyone other than the narrator of this duplex chronicle.“Duplex” as well as having the general meaning of two-fold applies in the jargon of electrical telegraphy to systems in which messages are sent simultaneously in opposite directions. Imagine, if you will, that each of these two professors of English Literature is connected to his native land, place of employment and domestic hearth by an infinitely elastic cord of emotions, attitudes and values: a cord which stretches and stretches almost to the point of invisibility, but never quite to breaking-point, as he hurtles through the air at 600 miles per hour. Imagine that when the two men alight in each other’s' territory, and go about their business and pleasure, whatever vibrations are passed back by one to his native habitat will be felt by the other, and vice versa, and thus return to the transmitter subtlymodified by the response of the other party; may, indeed, return to him along the other party's cord of communication, which is, after all anchored in the place where he has just arrived.One of these differences we can take in at a glance from our privileged narrative altitude (higher than that of any jet).It is obvious, from his stiff, upright posture, and fulsome gratitude to the stewardess serving him a glass of orange juice, that Philip Swallow, flying westward, is unaccustomed to air travel; while to Morris Zapp, slouched in the seat of his eastbound aircraft, chewing a dead cigar (a hostess has made him extinguish it) and glowering at the meager portion of ice dissolving in his plastic tumbler of bourbon, the experience of long-distance air travel is tediously familiar. Philip Swallow has, in fact, flown before; but so seldom, and at such long intervals9that on each occasion he suffers the same trauma, an alternating current of fear and re-assurance that charges and relaxes his system in a persistent and exhausting rhythm.While he is on the ground, preparing for his journey, he thinks of flying with exhilaration: soaring up, up and away into the blue sky, cradled in aircraft that seem, from a distance, effortlessly at home in that element, as though sculpted from the sky itself. This confidence begins to fade a little when he arrives at the airport and winces at the shrill screaming of jet engines. In the sky the planes look very small. On the runways they look very big. Therefore, close up they should look even bigger but in fact they don't. His own plane, for instance, just outside the window of the assembly lounge, doesn't look quite big enough for all the people who are going to get into it. This impression is confirmed when he passes through the tunnel into the cabin of the aircraft, a cramped tube full of writhing limbs. But when he, and the other passengers, are seated, well-being returns. The seats are 80 remarkably comfortable that one feels quite content to stay put, but it is reassuring that the aisle is free should one wish to walk up it. There is soothing music playing. The lighting is restful. A stewardess offers him the morning paper. His baggage is safely stowed away in the plane somewhere, or if it is not, that isn't his fault, which is the main thing. Flying is, after all, the only way to travel.9. When the writer talks about two ships and two trains, in fact he is_________A. recalling his past experience.B. expressing his regret over his past time.C. imagining what might have happened in the past.D. reminding the reader that we owe our convenience to them.10. According to the passage, _____connects the two professors with their motherlands.A. a springy ropeB.an invisible feelingC. a series of eventsD. telecommunication11. The word “fulsome” in the third paragraph probably means_________A. polite.B. superfluous.C. insincere.D. euphemistic.PASSAGE FOUROur next task is to consider the policies and principles a ruler ought to follow in dealing with his subjects or with his friends. Since I know many people have written on this subject, I am concerned it may be thought presumptuous for me to write on it as well, especially since what I have to say, as regards this question in particular, will differ greatly from the recommendations of others. But my hope is to write a book that will be useful, at least to those who read it intelligently, and so I thought it sensible to go straight to a discussion of how things are in real life and not waste time with a discussion of an imaginary world. For many authors have constructed imaginary republics and principalities that have never existed in practice and never could; for the gap between how people actually behave and how they ought to behave is so great that anyone who ignores everyday reality in order to live up to an ideal will soon discover he has been taught how to destroy himself, not how to preserve himself. For anyone who wants to act the part of a good man in all circumstances will bring about his own ruin, for those he has to deal with will not all be good. So it is necessary for a ruler, if he wants to hold on to Power, to learn how not to be good, and to know when it is and when it is not necessary to use this knowledge.Let us leave to one side, then all discussion of imaginary rulers and talk about practical realities. I maintain that all men, when people talk about them, and especially rulers, because they hold positions of authority, are described in terms of qualities that are inextricably linked to censure or to praise. So one man is described as generous, another as a miser; one is called open-handed, another tight-fisted; one man is cruel, another gentle; one untrustworthy9another reliable; one effeminate and cowardly, another bold and violent; one sympathetic, another self-important; one promiscuous, another monogamous; one straightforward, another duplicitous; one tough, another easy-going; one serious, another cheerful; one religious, another atheistically; and so on.Now I know everyone will agree that if a ruler could have all the good qualities I have listed and none of the bad ones, then this would be an excellent state of affairs. But one cannot have all the good qualities, nor always act in a praiseworthy fashion, for we do not live in an ideal world. You have to be canny enough to avoid being thoughtto have those evil qualities that would make it impossible for you to retain power; as for those that are compatible with holding on to power, you should avoid them if you can; but if you cannot, then you should not worry too much if people say you have them. Above all, do not be upset if you are supposed to have those vices a ruler needs if he is going to stay securely in power, for, if you think about it, you will realize there are some ways of behaving that are supposed to be virtuous, but would lead to your downfall, and others that are supposed to be wicked，but will lead to your welfare and peace of mind.12. The word “presumptuous” in the first paragraph probably means__________A. showing dishonesty.B. showing rebellion.C. showing submission.D. showing disrespect.13. If a ruler follows other authors' suggestion, he mightA. try his best to be a good egg all the time.B. understand the importance of an authoritative statement.C. try to gain great fame and high prestige.D. know when to be kind and when to be cruel.14.In the book, the author's discussion most likely focuses onA. presenting a real world to his readers.B. describing an ideal society to his readers.C. explaining how to construct a perfect system.D. illustrating what a wise ruler should do. SECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in Section A. Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO.PASSAGE ONE15. Why does the author mention Du Pont’s diversity programs in the sixth paragraph?PASSAGE TWO16. What does the word “assuage” in the seventh paragraph mean?PASSAGE THREE17. Why did the two professors of English literature take their flights?18. What does “the same trauma” refer to in the third paragraph?19. When does Philip Swallow feel comfortable?PASSAGE FOUR20. What is the generally accepted state of highest perfection for a ruler?21. What does a ruler need if he wants to secure the power in his own hands?22. What would be a suitable title for the passage?参考答案及解析1参考答案：C细节题。
专业英语八级(阅读)模拟试卷132(题后含答案及解析)
专业英语八级（阅读）模拟试卷132(题后含答案及解析)题型有： 2. READING COMPREHENSIONPART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several passages followed by fourteen multiple-choice questions. For each multiple-choice question, there are four suggested answers marked [A] , [B], [C] and [D]. Choose the one that you think is the best answer.A recent article indicated that business schools were going to encourage the study of ethics as part of the curriculum. If graduate schools have to discover ethics, then we are truly in serious trouble. I no more believe that ethics can be taught past the age of 10 than I believe in the teaching of so-called creative writing. There are some things that you are born with, or they are taught by your parents, your priest or your grade-school teacher, but not in college or in graduate school. I believe that businesses should go back to basics in recruiting, should forget about the business schools and recruit the best young liberal arts students we can find. The issue of ethics, both in business and in politics, takes on a sharper focus in the money culture of a service economy than in our earlier industrial days. For the businessmen and the politicians, virtually the only discipline that can be applied is ethical. Financial scandals are not new, nor is political corruption. However, the potential profit, and the ease with which they can be made from insider trading, market manipulation, conflict-of-interest transactions and many other illegal or unethical activities are too great and too pervasive to be ignored. At the same time, those institutions that historically provided the ethical basis to the society—the family, the church and the primary school—are getting weaker and weaker. Hence, our dilemma. The application of ethics, as well as overall judgment, is made even more difficult by the increasing application of rapidly changing technology to major problems in our society. How does a layman deal with the questions raised by “Star Wars”, genetic engineering, AIDS and the myriad issues relating to the availability and affordability of life-saving drugs and other medical technology? It is clear that one cannot abdicate to the technocrats the responsibility of making judgment on these issues. Two important risks accompany the discarding of our value system when dealing with a money culture and high technology. The first risk is that more people will turn to radical religion and politics. People always search for frameworks that provide a certain amount of support. If they do not find it in their family, in their school, in their traditional church or in themselves, they will turn to more absolute solutions. The second risk is the polarization of society. We have created hundreds of paper millionaires and quite a few billionaires. But alongside the wealth and glamour of Manhattan and Beverly Hills, we have seen the growth of a semipermanent or permanent underclass. The most important function of higher education is toequip the individual with the capacity to compete and to fulfill his or her destiny. A critically important part of this capacity is the ability to critically evaluate a political process that is badly in need of greater public participation. This raises the issue of teaching ethics in graduate schools. Ethics is a moral compass. Ideally, it should coincide with enlightened self-interest, not only to avoid jail in the short run but to avoid social upheaval in the long run. It must be embedded early, at home, in grade school, in church. It is highly personal. I doubt it can be taught in college. Yet what is desperately needed in an increasingly complex world dominated by technicians is the skepticism and the sense of history that a liberal arts education provides. History, philosophy, logic, English, and literature are more important to deal with today’s problems than great technical competence. These skills must combine with an ethical sense acquired early in life to provide the framework needed to make difficult judgments. We most certainly need the creativity of great scientific minds. But all of us cannot be technical experts, nor do we need to be. In the last analysis, only judgment, tempered by a sense of history and a healthy skepticism of cant and ideology will give us the wherewithal to make difficult choices.1．Why are ethical rules more difficult to apply today?A．Because business is no longer a matter of interpersonal act.B．Because the movement of capital has become the result of all activities.C．Because people are not knowledgeable enough to make sensible judgment.D．Because making profits has become dominant in doing all businesses.正确答案：C解析：推断题。
专业英语八级(阅读)模拟试卷135(题后含答案及解析)
专业英语八级（阅读）模拟试卷135(题后含答案及解析)题型有：1. Then Carlos Westez died. Westez was the last speaker of the native American language Catawba. With him passed away the language itself. The death of Westez was mourned not just by professional linguists, but more generally by advocates of cultural diversity. Writing in The Independent of London, Peter Popham warned that “when a language dies”we lose “the possibility of a unique way of perceiving and describing the world”. What particularly worries people like Popham is that many other languages are likely to follow the fate of Catawba. Aore is a language native to one of the islands of the Pacific state of Vanuatu. When the island’s single inhabitant dies, so will the language. Ironically, the status of Gafat, an Ethiopian language spoken by fewer than 30 people, has been made more precarious thanks to the efforts of linguists attempting to preserve it. A language researcher took two speakers out of their native land, whereupon they caught cold and died. Of the 6,000 extant languages in the world, more than 3,000 will disappear over the next century. Linguist Jean Aitcheson believes that “this massive disappearance of so many languages will be an irretrievable loss”. Popham compares this loss to the “death of untold species of plants and insects”from rainforest destruction. Warning of the “impact of a homogenizing monoculture upon our way of life,” he worries about the “spread of English carried by American culture, delivered by Japanese technology”and the “hegemony of a few great transnational languages: Chinese, Spanish, Russian, Hindi.”Yet the whole point of a language is to enable communication. A language spoken by one person is not a language at all. It is a private conceit, like a child’s secret code. Carlos Westez might well have had “a unique way of perceiving the world,” but it was so unique that only he had access to it. However happy Westez might have been talking to himself, to everyone else in the world he may as well have been talking gibberish. It is, of course, enriching to learn other languages and delve into other cultures. But it is enriching not because different languages and cultures are unique, but because making contact across barriers of language and culture allows us to expand our own horizons and become more universal in our outlook. Cultural homogenization is something to be welcomed, not feared. The more universally we can communicate, the more dynamic our culture will be. It is not being parochial to believe that the more people to speak English—or Spanish, Chinese, or Hindi—the better it would be. The real chauvinists are surely those who worry about the spread of “American culture”and “Japanese technology”. The idea that particular languages embody unique visions of the world derives from the romantic concept of cultural difference, a concept that underlies much of contemporary thinking about multiculturalism. “Each nation speaks in the manner it thinks,” Johann Gottfried von Herder argued in the 18th century, “and thinks in the manner it speaks.”For Herder the nature of a people was expressed through its V olksgeist—the unchanging spirit of a people refined through history. Language was particularly crucial to the delineation of a people, because “in it dwells its entire world of tradition, history, religion, principles of existence; its whole heart and soul.”Herder’s V olksgeist became transformed into racial makeup, an unchanging substance, the foundation of all physical appearance and mental potential, and the basis for division and difference within humankind. The contemporary argument for the preservation of linguistic diversity, liberally framed though it may be, draws on the same philosophy that gave rise to racial difference. “Nobody can suppose that it is not more beneficial for a Breton or a Basque to be a member of the French nationality, admitted on equal terms to all the privileges of French citizenship...than to sulk on his own rocks, the half-savage relic of past times, revolving in his own little mental orbit, without participation or interest in the general movement of the world.”So wrote John Stuart Mill, more than a century ago. “The same applies,” he added, “to the Welshman or the Scottish Highlander as members of the British nation. “It would have astonished him that, as we approach a new era, there are those who think that sulking on your own rock is a state worth preserving.1．Peter Popham is afraid that________.A．some languages are in peril of extinctionB．some languages are losing their own featuresC．some languages are replaced by their dialectsD．some languages are facing great challenges正确答案：A解析：推断题。
专业英语八级(阅读)模拟试卷146(题后含答案及解析)
专业英语八级（阅读）模拟试卷146(题后含答案及解析)题型有： 2. READING COMPREHENSIONPART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several passages followed by fourteen multiple-choice questions. For each multiple-choice question, there are four suggested answers marked [A] , [B], [C] and [D]. Choose the one that you think is the best answer.(1)Being told I would be expected to talk here, I inquired what sort of talk I ought to make. They said it should be something suitable to youth—something didactic, instructive, or something in the nature of good advice. Very well. I have a few things in my mind which I have often longed to say for the instruction of the young: for it is in one’s tender early years that such things will best take root and be most enduring and most valuable. First, then, I will say to you my young friends—and I say it beseechingly, urgingly—(2)Always obey your parents, when they are present. This is the best policy in the long run, because if you don’t, they will make you. Most parents think they know better than you do, and you can generally make more by humoring that superstition than you can by acting on your own better judgment. (3)Be respectful to your superiors, if you have any, also to strangers, and sometimes to others. If a person offend you, and you are in doubt as to whether it was intentional or not, do not resort to extreme measures: simply watch your chance and hit him with a brick. That will be sufficient. If you shall find that he had not intended any offense, come out frankly and confess yourself in the wrong when you struck him: acknowledge it like a man and say you didn’t mean to. Yes, always avoid violence: in this age of charity and kindliness, the time has gone by for such things. Leave dynamite to the low and unrefined. (4)Go to bed early, get up early—this is wise. Some authorities say get up with the sun: some say get up with one thing, others with another. But a lark is really the best thing to get up with. It gives you a splendid reputation with everybody to know that you get up with the lark: and if you get the right kind of lark, and work at him right, you can easily train him to get up at half past nine, every time—it’s no trick at all. (5)Now as to the matter of lying, you want to be very careful about lying: otherwise you are nearly sure to get caught. Once caught, you can never again be in the eyes to the good and the pure, what you were before. Many a young person has injured himself permanently through a single clumsy and ill finished lie, the result of carelessness born of incomplete training. Some authorities hold that the young out not to lie at all. That of course, is putting it rather stronger than necessary: still while I cannot go quite so far as that, I do maintain, and I believe I am right, that the young ought to be temperate in the use of this great art until practice and experience shall give them that confidence, elegance, and precision which alone can make the accomplishment graceful and profitable. Patience, diligence,painstaking attention to detail—these are requirements: these in time, will make the student perfect: upon these only, may he rely as the sure foundation for future eminence. Think what tedious years of study, thought, practice, experience, went to the equipment of that peerless old master who was able to impose upon the whole world the lofty and sounding maxim that “Truth is mighty and will prevail”—the most majestic compound fracture of fact which any of woman born has yet achieved. For the history of our race, and each individual’s experience, are sewn thick with evidences that a truth is not hard to kill, and that a lie well told is immortal. There is in Boston a monument of the man who discovered anesthesia: many people are aware, in these latter days, that that man didn’t discover it at all, but stole the discovery from another man. Is this truth mighty, and will it prevail? Ah no, my hearers, the monument is made of hardy material, but the he it tells will outlast it a million years. An awkward, feeble, leaky he is a thing which you ought to make it your unceasing study to avoid: such a lie as that has no more real permanence than an average truth. Why, you might as well tell the truth at once and be done with it. A feeble, stupid, preposterous lie will not live two years—except it be a slander upon somebody. It is indestructible, then of course, but that is no merit of yours. A final word: begin your practice of this gracious and beautiful art early—begin now. If I had begun earlier, I could have learned how. (6)There are many sorts of books: but good ones are the sort for the young to read. Remember that. They are a great, an inestimable, and unspeakable means of improvement. Therefore be careful in your selection, my young friends: be very careful: confine yourselves exclusively to Robertson’s Sermons, Baxter’s Saint’s Rest, The Innocents Abroad, and works of that kind. (7)But I have said enough. I hope you will treasure up the instructions which I have given you, and make them a guide to your feet and a light to your understanding. Build your character thoughtfully and painstakingly upon these precepts, and by and by, when you have got it built, you will be surprised and gratified to see how nicely and sharply it resembles everybody else’s.1．According to the author, the youth should try to follow parents’advice in that______.A．parents can make the best policiesB．the young should avoid conflictsC．parents’ advice is usually beneficialD．parents always have better judgment正确答案：C解析：细节题。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
英语专业八级考试阅读理解模拟题成都理工大学工程技术学院外语系关英森编辑GRE阅读方法——教师笔记 (4)英语八级阅读理解模拟试题及解析一 (12)英语八级阅读理解模拟试题及解析二 (14)英语八级阅读理解模拟试题及解析三 (16)英语八级阅读理解模拟试题及解析四 (18)英语八级阅读理解模拟试题及解析五 (20)英语八级阅读理解模拟试题及解析六 (22)英语八级阅读理解模拟试题及解析七 (24)Text 1 (24)Test 2 (25)Text 3 (26)英语八级阅读理解模拟试题及解析八 (28)Part A (28)Text 1 (28)Text 2 (29)Text 3 (30)Text 4 (31)Part B (32)英语八级阅读理解模拟试题及解析九 (34)Text 1 (34)Text 2 (35)Text 3 (36)Text 4 (37)英语八级阅读理解真题及名师解析十 (39)Text 1 (39)Text 2 (40)Text 3 (41)Text 4 (42)Text 5 (43)Text 6 (45)考研英语阅读理解模拟试题及解析十一 (47)Text 1 (47)Text2 (49)Text3 (50)Text4 (51)第一套题答案与考点解析 (53)第二套题答案与考点解析 (54)第三套题答案与考点解析 (55)第四套题答案及考点解析 (56)第五套题考点解析 (57)第六套题答案及考点解析 (58)第七套题目答案 (59)第八套题目参考答案 (59)第九套题目答案及考点解析 (66)第十套题目答案及考点解析 (72)第十一套题目答案 (82)GRE阅读方法——教师笔记第一部分：基本知识※阅读习惯：一、先读题目还是先读文章？一定要先读文章！二、切忌读文章时查词典三、不要逐字读阅读黄金法则：文章中读到什么就是什么，不需要结合其他进行推理。
六先六后：1、先词汇，后阅读（一般剩余13分钟阅读，5分钟小文章，长文章保证简单题一定做对）。
2、先短文章，后长文章。
3、先读较熟悉的内容的文章，后读陌生的。
4、先读较易的，后读难的。
较易题包括：主题题，态度题，结构题（一般总分式较多），简单的细节题（题干、答案均较短，且好定位）。
较难题包括：难细节题（特别是罗马数字题），逻辑题，类比题。
5、先框架，后细节。
6、先排除再猜选（不得已而猜之时）。
※解题六大原则：1、有无之辩：文中没提到的不选。
2、正反之辩：一般是顺序错误。
或是发生时间先后顺序错误，或是逻辑顺序错误。
3、主次之辩4、全偏之辩：不要以偏盖全。
5、宽窄之辩：不要拿范围小的答案去对应较大的概念。
6、强弱之辩：态度题中特别需要注意。
如：intense（强，表过度紧张）。
※GRE文章阅读的三大语言关系：1、moreover——顺接关系furthermore, further, thus, in addition等2、转折关系however, but, yet, nevertheless, nonetheless, indeed, in fact, practically, actually, virtually 等however表示：①转折②让步：与形容词和副词作插入语时表让步语气③递进：在句末时，看似是转折，其实是将话不说的绝对化，并进而将自己观点进行拓展。
but/yet:①若在首段第二句或二段首句出现，则是在语气、态度上的大转折。
②若在理论或现象刚刚说完之后，则对其的解释是持负评价。
3、让步关系：（although, though不考）关键词：do/may/have做助动词，表强调；或表强调的词，如：no doubt, no problem, absolutely等；而一般文章在强调后均会有一个让步。
第二部分：文章分类及各类文章易出题型分析文章一般出处：《大百科全书》等长文章是缩写，短文章是节选。
一、按题材分类：1. 人文科学：包括文学评论，美术，音乐，雕塑，哲学，语言学，宗教学出题思路：94年以后以短文章为主，以人文艺术和综合为主，特别是以一人一文（一个作者的一本书，或者一个作者的一篇文章）为主。
注：在文学题材的文章中，出题者反对从意识形态的角度研究文学。
他们认为文学问题就应该从文学角度研究。
2. 社会科学：包括历史学，社会学，心理学，人类学，政治学，经济学（GRE中涉及还不是很多，GMAT 中则每4篇中有2篇）出题角度：一般涉及民族（爱斯基摩热门考过两次），女权。
但均为虚假关心，使得出题思路较为中庸。
出题思路：纯学术研究的文章大大减少，民族、女权的实际社会问题大大增加。
注：①北美独立战争也经常考，但一般不会涉及两个国家之间的战争。
明确反对：左派激进主张，革命思想，社会大变革，趋同进化论，达尔文的进化论。
②社会科学题材中，作者从来不把一个普通的社会现象赋予重大意义，倾向于就事论事。
一般套路：提出一个现象，阐释清楚；提出自己的观点对其评价优劣；最后把自己的观点说圆满3. 生命科学：包括现代医学，现代农业，植物学，动物学出题思路：94年后微观生物学一般不考，只考宏观方面，包括动植物习性，生物群落，环境与人类活动，生物圈等。
4. 自然科学：包括物理学，化学，天文学，地质学等。
一般考空气污染，汽车尾气，CO2与温室效应，臭氧与气温升高，森林砍伐，城市噪声，厄尔尼诺。
地质学较常考。
出题思路：一般不涉及专业知识，如果涉及的问题较难理解，则一般考题为：1、学科发展。
2、科学家生平。
注：常考环保，新材料发明。
对新材料，新成果，新发明均为正态度★二、按文体分类：说明文：模式一般为：现象——结论——可能原因陈述——排除议论文：Argument一般是就已提出的观点给出评价。
如果不同意，或者是不完全同意，则作者需提出新主张。
通常反驳或攻击性评价较多。
Presentation：一般是就一个事物或者是一个现象提出自己的观点、主张和解释。
全文无对立面。
即使在文章末尾稍做让步，也不影响文章的主态度。
★三、按结构分类：1、新旧观点对比型：即新观点== 旧观点（即+not）新旧观点是对同一事物的不同意见旧观点通常是在开始提出，而且通常是过去的观点，或传统的观点，或没有异议的观点。
特征词如下：traditional, usually, many people believe that, it is frequently assumed that…,as had long been thought that…2、结论解释型特征：首句必须是判断句（不一定是判断句式），一般也是包含作者态度和评价的句子。
从第二句开始，每段前两句即代表主要思想。
`注：第二句或第二段首句不能对主句做出转折评价（即句式上可有转折连词，但意思不可转折）。
3、现象解释型特征：作者在前两句会给出现象，下边也会给出解释。
正评价的句子即为主题句。
注：重点把握作者态度。
4、问题回答型特征：文章前两句或首段给出一个设问句，答案所在之处即为文章的topic sentence。
或者是若首句出现以下几个单词时：task, problem, difficulty若给出一个solution，则为topic sentence若给出几个solutions，则给出正评价的solution所在即为topic sentence。
5、态度复杂型特征：围绕文章focus不断出现让步和转折现象，但从前不从后。
靠前的态度为主态度。
做题时要抓主态度。
第三部分：文章阅读方法一．文章阅读顺序：1．短文章读一遍2．长文章：读两遍第一遍：读首末两段和各段的首尾句，明确以下内容1、文章主题（topic sentence）2、文章主态度3、全文的行文结构第二遍：有选择的阅读。
阅读的部分包括以下内容：1、特殊的语言现象2、大写字母开头的部分（如：特定的时间、地点、人物等）二．文章微观阅读方法：1、关于下定义和做解释：做解释的关键词如下：①that is②同位语（从句）④括号③破折号⑤引号⑥平行结构：如A and B(同义),A or B（反义）2、双重否定=肯定3、标点符号：⑴句号：要把握句号前后的句子关系。
⑵如果一个长句用两个逗号夹一个句子，则其必为补充说明成分。
通常现身于：①非限制性定语从句②同位语（经常用于考细节题）③独立主格结构（在作文中应用时非常有用）⑶冒号⑷括号：①解释说明②解释难词⑸引号：①强调作用②说反话③解释⑹破折号：两个之间或一个之后，为解释说明成分⑺分号：①从语意上并列，分前后相同和前后相反两种。
②结构上的分开：一般用来作提示，如表示列举、并列关系等。
4、虚拟语气：虚拟语气只能表达与事实相反的情况，反过来即是作者的重点所在和事实GRE中需掌握：⑴在条件句中的应用①对过去的虚拟：表后悔及遗憾的态度②对现在或将来的虚拟：表期望的态度③错综时间句⑵表愿望、命令、建议等：wish, would rather, had rather, suggest, order, demand, propose, command, request, desire, insist等⑶表作者态度： should/would/could/might①表自己看法②表请求、邀请③表建议和劝告④表疑问：持恳切的态度5、比较的出现：有比较级出现，则答案中一定有与原文中语言现象相对应的说法。
①最高级的体现：primary, unparallel, most, best, all, none, any, first, last, never, always, uttermost, foremost等②唯一性的体现：sole, only, unique等③比较级的体现：as…as, more…than…, the same…as…等注：有比较关系词时，如inclined to ,prefer, would rather等时，要选择有相同比较意义的。
三．答案基本阅读方法：文字对应法将题干所问的事物（focus）回原文大致位置定位，然后看选项。
如果某选项出现了和题干所问事物不在同一位置出现的词汇，那么该选项必然错误。
四．答案阅读方法：一）、纵向看选项：若有共同之处，拿公共元素回文章定位。
If the essay doesn’t have the common element, the choice is wrong.二）、明确六种题型：1、主题题型2、态度题3、类比题4、细节题5、逻辑题6、结构题三）、熟练运用各种基本方法定位之后选项以定位所在处无关的必错。
四）、如果选项是主从复合句，先处理主句，再处理从句。
五）、如果选项含有明确的最高级、唯一性、比较级。
则如果选项正确，原文就必定有其相对应的说法（但在否定句和疑问句中还要注意句子的意思）。