英語(yǔ)閱讀理解

1>Themajorityofsuccessfulseniormanagersdonotcloselyfollowtheclassicalrationalmodelof

firstclarifyinggoals,assessingtheproblem,formulatingoptions,estimatinglikelihoodsofsuccess,

makingadecision,andonlythentakingactiontoimplementthedecision.Rather,intheir

day-by-daytacticalmaneuvers,theseseniorexecutivesrelyonwhatisvaguelytermedintuitionto

manageanetworkofinterrelatedproblemsthatrequirethemtodealwithambiguity,inconsistency,

novelty,andsurprise；andtointegrateactionintotheprocessofthinking.

Generationsofwritersonmanagementhaverecognizedthatsomepracticingmanagersrely

heavilyonintuition.Ingeneral,however,suchwritersdisplayapoorgraspofwhatintuitionis.

Someseeitastheoppositeofrationality;othersviewitasanexcusefbrcapriciousness.

Isenberg'srecentresearchonthecognitiveprocessesofseniormanagersrevealsthat

managers*intuitionisneitherofthese.Rather,seniormanagersuseintuitioninatleastfivedistinct

ways.First,theyintuitivelysensewhenaproblemexists.Second,managersrelyonintuitionto

performwell-learnedbehaviorpatternsrapidly.Thisintuitionisnotarbitraryorirrational,butis

basedonyearsofpainstakingpracticeandhands-onexperiencethatbuildskills.Athirdfunction

ofintuitionistosynthesizeisolatedbitsofdataandpracticeintoanintegratedpicture,ofteninan

Aha!experience.Fourth,somemanagersuseintuitionasacheckontheresultsofmorerational

analysis.Mostseniorexecutivesarefamiliarwiththeformaldecisionanalysismodelsandtools,

andthosewhousesuchsystematicmethodsfbrreachingdecisionsareoccasionallyleeryof

solutionssuggestedbythesemethodswhichruncountertotheirsenseofthecorrectcourseof

action.Finally,managerscanuseintuitiontobypassin-depthanalysisandmoverapidlyto

engenderaplausiblesolution.Usedinthisway,intuitionisanalmostinstantaneouscognitive

processinwhichamanagerrecognizesfamiliarpatterns.

Oneoftheimplicationsoftheintuitivestyleofexecutivemanagementisthatthinkingis

inseparablefromacting.Sincemanagersoftenknowwhatisrightbeforetheycananalyzeand

explainit,theyfrequentlyactfirstandexplainlater.Analysisisinextricablytiedtoactionin

thinking/actingcycles,inwhichmanagersdevelopthoughtsabouttheircompaniesand

organizationsnotbyanalyzingaproblematicsituationandthenacting,butbyactingand

analyzingincloseconcert.

Giventhegreatuncertaintyofmanyofthemanagementissuesthattheyface,senior

managersofteninstigateacourseofactionsimplytolearnmoreaboutanissue.Theythenusethe

resultsoftheactiontodevelopamorecompleteunderstandingoftheissue.Oneimplicationof

thinking/actingcyclesisthatactionisoftenpartofdefiningtheproblem,notjustofimplementing

thesolution.

1.Accordingtothetext,seniormanagersuseintuitioninallofthefollowingwaysEXCEPTto

[A]speedupofthecreationofasolutiontoaproblem.

[B]identifyaproblem.

[C]bringtogetherdisparatefacts.

[D]stipulatecleargoals.

2.Thetextsuggestswhichofthefollowingaboutthewritersonmanagementmentionedinline1,

paragraph2?

[A]Theyhavecriticizedmanagersfbrnotfollowingtheclassicalrationalmodelofdecision

analysis.

[B]Theyhavenotbasedtheiranalysesonasufficientlylargesampleofactualmanagers.

[C]Theyhavereliedindrawingtheirconclusionsonwhatmanagerssayratherthanonwhat

managersdo.

[D]Theyhavemisunderstoodhowmanagersuseintuitioninmakingbusinessdecisions.

3.Itcanbeinferredfromthetextthatwhichofthefollowingwouldmostprobablybeonemajor

differenceinbehaviorbetweenManagerX,whousesintuitiontoreachdecisions,andManagerY,

whousesonlyformaldecisionanalysis?

[A]ManagerXanalyzesfirstandthenacts；ManagerYdoesnot.

[B]ManagerXcheckspossiblesolutionstoaproblembysystematicanalysis；ManagerYdoes

not.

[C]ManagerXtakesactioninordertoarriveatthesolutiontoaproblem；ManagerYdoesnot.

[D]ManagerYdrawsonyearsofhands-onexperienceincreatingasolutiontoaproblem；

ManagerXdoesnot.

4.Thetextprovidessupportfbrwhichofthefollowingstatements?

[A]Managerswhorelyonintuitionaremoresuccessfulthanthosewhorelyonformaldecision

analysis.

[B]Managerscannotjustifytheirintuitivedecisions.

[C]Managers1'intuitionworkscontrarytotheirrationalandanalyticalskills.

[D]Intuitionenablesmanagerstoemploytheirpracticalexperiencemoreefficiently.

5.Whichofthefollowingbestdescribestheorganizationofthefirstparagraphofthetext?

[A]Anassertionismadeandaspecificsupportingexampleisgiven.

[B]Aconventionalmodelisdismissedandanalternativeintroduced.

[C]Theresultsofrecentresearchareintroducedandsummarized.

[D]Twoopposingpointsofviewarepresentedandevaluated.

1.「答案」D

「考點(diǎn)解析」這是一?道歸納推導(dǎo)題。本題題干中的seniormanagers暗示本題的答案信息在

第三段，因?yàn)榈谌问拙浒}干中的seniormanagers.通過(guò)仔細(xì)閱讀和理解本段中所談

到的五點(diǎn)，我們可推導(dǎo)出本題的正確選項(xiàng)是選項(xiàng)D.本題選項(xiàng)A、B、C所涉及的內(nèi)容分別在本

段的第五點(diǎn)、第一點(diǎn)和第三點(diǎn)提到?？忌诮忸}時(shí)一定要學(xué)會(huì)認(rèn)真歸納和總結(jié)原文所表達(dá)的

每一層含義。

2.「答案」D

「考點(diǎn)解析」這是一道句間關(guān)系題。題干已將本題的答案信息圈定在第二段。本段中的第二

句是本題答案信息的最主要來(lái)源，通過(guò)閱讀和理解此句,我們可推導(dǎo)出本題的正確選項(xiàng)是D.

考生在解題時(shí)一定要適當(dāng)理解上下句之間的關(guān)系。

3.「答案」C

「考點(diǎn)解析」本題是一道審題定位題。題干中的whousesintuitiontoreachdecisions

暗示本題的答案信息在第四段,因?yàn)榈谒亩问拙浜泻皖}干中whousesintuitiontoreach

decisions大致相同的theintuitivestyleofexecutivemanagement,,通過(guò)仔細(xì)閱讀和

理解第四段的每一句話，我們可發(fā)現(xiàn)第四段的第一句話都在強(qiáng)調(diào)act（行動(dòng)），可見(jiàn)本題的正

確選項(xiàng)應(yīng)該是強(qiáng)調(diào)行動(dòng)的選項(xiàng)C.本題的答案信息來(lái)源是第四段的第二句話。考生在解題時(shí)

一定要首先準(zhǔn)確地審題定位,然后要善于歸納和理解原文中的中心主旨信息。

4.「答案」D

「考點(diǎn)解析」本題是一道審題定位題。題干中并沒(méi)有明確指出本題答案信息在原文的準(zhǔn)確位

置。在這種情況下，考生往往迷失解題思路。在考生迷失解題思路時(shí)一定要牢記全文中心主

旨，并且抓住各段的核心句。本文的中心主旨句在第一段的尾句。如果考生能夠抓住第一段

的尾句,并結(jié)合第三段的第四、五句,就可以推導(dǎo)出本題的正確選項(xiàng)應(yīng)該是D.考生在解題時(shí)，

尤其是在迷失解題思路時(shí),一定要首先抓全文的中心主旨句，同時(shí)還要抓一些明確表示啟承

轉(zhuǎn)合關(guān)系的句子結(jié)構(gòu)。

5.「答案」B

「考點(diǎn)解析」本題是一道段落結(jié)構(gòu)題。第一句話中的donot和第二句句首的ralher是破解

本題的關(guān)鍵。抓住這兩個(gè)關(guān)鍵就可以推導(dǎo)出本題的正確選項(xiàng)應(yīng)該是B.考生在解題時(shí)一定要

注意表示否定的詞語(yǔ)以及表示啟承轉(zhuǎn)合的詞語(yǔ),更要注意句子之間的相互關(guān)系。

2、RogerRosenblattsbookBlackFiction,inattemptingtoapplyliteraryratherthansociopolitical

criteriatoitssubject,successfullyalterstheapproachtakenbymostpreviousstudies.As

Rosenblattnotes,criticismofBlackwritinghasoftenservedasapretextforexpoundingonBlack

history.AddisonGayleusrecentwork,forexample,judgesthevalueofBlackfictionbyovertly

politicalstandards,ratingeachworkaccordingtothenotionsofBlackidentitywhichitpropounds.

Althoughfictionassuredlyspringsfrompoliticalcircumstances,itsauthorsreacttothose

circumstancesinwaysotherthanideological,andtalkingaboutnovelsandstoriesprimarilyas

instrumentsofideologycircumventsmuchofthefictionalenterprise.RosenblattMsliterary

analysisdisclosesaffinitiesandconnectionsamongworksofBlackfictionwhichsolelypolitical

studieshaveoverlookedorignored.

WritingacceptablecriticismofBlackfiction,however,presupposesgivingsatisfactory

answerstoanumberofquestions.Firstofall,isthereasufficientreason,otherthanthefacial

identityoftheauthors,togrouptogetherworksbyBlackauthors?Second,howdoesBlackfiction

makeitselfdistinctfromothermodemfictionwithwhichitislargelycontemporaneous?

RosenblattshowsthatBlackfictionconstitutesadistinctbodyofwritingthathasanidentifiable,

coherentliterarytradition.LookingatnovelswrittenbyBlackoverthelasteightyyears,he

discoversrecurringconcernsanddesignsindependentofchronology.Thesestructuresare

thematic,andtheyspring,notsurprisingly,fromthecentralfactthattheBlackcharactersinthese

novelsexistinapredominantlywhiteculture,whethertheytrytoconformtothatcultureorrebel

againstit.

BlackFictiondoesleavesomeaestheticquestionsopen.Rosenblatt"sthematicanalysis

permitsconsiderableobjectivity;heevenexplicitlystatesthatitisnothisintentiontojudgethe

meritofthevariousworks-yethisreluctanceseemsmisplaced,especiallysinceanattemptto

appraisemighthaveledtointerestingresults.Forinstance,someofthenovelsappeartobe

structurallydiffuse.Isthisadefect,oraretheauthorsworkingoutof,ortryingtoforge,adifferent

kindofaesthetic?Inaddition,thestyleofsomeBlacknovels,likeJeanToomernsCane,vergeson

expressionismorsurrealism;doesthistechniqueprovideacounterpointtotheprevalentthemethat

portraysthefateagainstwhichBlackheroesarepitted,athemeusuallyconveyedbymore

naturalisticmodesofexpression?

Inspiteofsuchomissions,whatRosenblattdoesincludeinhisdiscussionmakesforanastute

andworthwhilestudy.BlackFictionsurveysawidevarietyofnovels,bringingtoourattentionin

theprocesssomefascinatingandlittle-knownworkslikeJamesWeldonJohnsonusAutobiography

ofanEx-ColoredMan.Itsargumentistightlyconstructed,anditsforthright,lucidstyleexemplifies

levelheadedandpenetratingcriticism.

l.Theauthorofthetextisprimarilyconcernedwith.

[A]evaluatingthesoundnessofaworkofcriticism.

[B]comparingvariouscriticalapproachestoasubject.

[C]discussingthelimitationsofaparticularkindofcriticism.

[D]summarizingthemajorpointsmadeinaworkofcriticism.

2.TheauthorofthetextbelievesthatBlackFictionwouldhavebeenimprovedhadRosenblatt

[A]evaluatedmorecarefullytheideologicalandhistoricalaspectsofBlackfiction.

[B]attemptedtobemoreobjectiveinhisapproachtonovelsandstoriesbyBlackauthors.

[C]exploredingreaterdetailtherecurrentthematicconcernsofBlackfictionthroughoutits

history.

[D]assessedtherelativeliterarymeritofthenovelsheanalyzesthematically.

3.Theauthor'sdiscussionofBlackFictioncanbebestdescribedas.

[A]pedanticandcontentious.

[B]criticalbutadmiring.

[C]ironicanddeprecating.

[D]argumentativebutunfocused.

4,TheauthorofthetextemploysallofthefollowinginthediscussionofRosenblatt'sbook

EXCEPT：.

[A]rhetoricalquestions.

[B]specificexamples.

[C]comparisonandcontrast.

[D]definitionofterms.

5.TheauthorofthetextreferstoJamesWeldonJohnsonusAutobiographyofanEx-ColoredMan

mostprobablyinorderto.

[A]pointoutaffinitiesbetweenRosenblatf'smethodofthematicanalysisandearliercriticism.

[B]clarifythepointaboutexpressionisticstylemadeearlierinthepassage.

[C]qualifytheassessmentofRosenblatf'sbookmadeinthefirstparagraphofthepassage.

[D]giveaspecificexampleofoneoftheaccomplishmentsofRosenblatf'swork.

1、「答案」A

「考點(diǎn)解析」這是一道中心主旨題。通過(guò)閱讀本文各段尤其是首段第一句和尾段第一句，我

們可以推斷出本題的正確選項(xiàng)應(yīng)該是突出“evaluating"（評(píng)價(jià)）詞的選項(xiàng)A.考生在解

題時(shí)一定要注意段落的中心主旨句，以及每句話所表達(dá)的內(nèi)含和作用。

2、「答案」D

「考點(diǎn)解析」這是一道審題定位與反推題。從本題題干中的“wouldhavebeenimproved"

可推斷出考生要在原文中尋找到談?wù)撃骋环矫妗安蛔恪钡牡胤?。尾段首句的“such

omissions"（這樣的忽略）暗示本題的答案信息來(lái)源應(yīng)該在倒數(shù)第二段。通過(guò)仔細(xì)閱讀和

理解倒數(shù)第二段，可將本題的答案信息來(lái)源確定在倒數(shù)第二段的第二句。根據(jù)倒數(shù)第二段第

二句的內(nèi)容進(jìn)行反推，就可得出本題的正確選項(xiàng)是D.考生在解題時(shí)一定要具備利用上下段

之間的關(guān)系迅速審題定位的能力，更要具備反推即逆向思維的能力。

3、「答案」B

「考點(diǎn)解析」這是?道歸納推導(dǎo)題。從本題的題干可以看出本題的答案信息來(lái)源不局限于某

一段或某一句，而是涉及全文的從頭至尾.但是只要抓住全文的中心主旨句就可以得出本題

的正確答案B.本文的中心主旨句是第一段的首句和尾段的首句。考生在解題時(shí)一定要抓住

中心主旨句，并且對(duì)它們所表達(dá)的內(nèi)容要進(jìn)行分析和歸納。

4、「答案」D

「考點(diǎn)解析」這是一道寫作手法題型?本題型旨在考察考生的語(yǔ)言基本功。這是一道較難的

題目。本題A、B、C所涉及的內(nèi)容可分別在第三段的第二、三句、第四段的第三句以及第一

段的第三句里找到。第一段的第三句涉及B和C兩個(gè)選項(xiàng)。選項(xiàng)D"definitionofterms"

（給詞語(yǔ)下定義）在原文中沒(méi)有涉及，故本選項(xiàng)是正確答案。考生在解題時(shí)?定要注意英文

中常見(jiàn)的寫作手段。

5、「答案」D

「考點(diǎn)解析」這是一道例（舉）證題。通過(guò)題干中的"WeldonJohnson，'sAutobiographyof

anEx-ColoredMan"可將本題的答案信息來(lái)源迅速確定在尾段的第二句，本句中的“l(fā)ike”

（例如）一詞暗示本題的正確選項(xiàng)應(yīng)該是含有“specificexample”的選項(xiàng)D.考生在解題

時(shí)一定要注意原文中某些關(guān)鍵詞的應(yīng)用和理解。

3、Proponentsofdifferentjazzstyleshavealwaysarguedthattheirpredecessor'smusicalstyledid

notincludeessentialcharacteristicsthatdefinejazzasjazz.Thus,1940nsswingwasbelittledby

beboppersofthe1950nswhowerethemselvesattackedbyfreejazzesofthe1960ns.The

neoboppersofthe1980nsand1990Hsattackedalmosteverybodyelse.ThetitanicfigureofBlack

saxophonistJohnColtranehascomplicatedtheargumentsmadebyproponentsofstylesfrom

bebopthroughneobopbecauseinhisownmusicaljourneyhedrewfromallthosestyles.His

influenceonalltypesofjazzwasimmeasurable.Attheheightofhispopularity,Coltranelargely

abandonedplayingbebop,thestylethathadbroughthimfame,toexploretheouterreachesof

jazz.

Coltranehimselfprobablybelievedthattheonlyessentialcharacteristicofjazzwas

improvisation,theoneconstantinhisjourneyfrombeboptoopen-endedimprovisationsonmodal,

Indian,andAfricanmelodies.Ontheotherhand,thisdoggedstudentandprodigioustechnician一

whoinsistedonspendinghourseachdaypracticingscalesfromtheorybooks-wasneverableto

jettisoncompletelytheinfluenceofbebop,withitsfastandelaboratechainsofnotesand

ornamentsonmelody.

TwostylisticcharacteristicsshapedthewayColtraneplayedthetenorsaxophone:hefavored

playingfastrunsofnotesbuiltonamelodyanddependedonheavy,regularlyaccentedbeats.The

firstledColtranetosheetsofsound,,whereheracedfasterandfaster,pile-drivingnotesintoeach

othertosuggeststackedharmonies.Thesecondmeantthathissenseofrhythmwasalmostas

closetorockastobebop.

ThreerecordingsillustrateColtraneusenergizingexplorations.RecordingKindofBluewith

MilesDavis,Coltranefoundhimselfoutsidebop,exploringmodalmelodies.Hereheplayed

surging,lengthysolosbuiltlargelyaroundrepeatedmotifs—anorganizingprincipleunlikethat

offreejazzsaxophoneplayerOrnetteColeman,whomodulatedoralteredmelodiesinhissolos.

OnGiantSteps,Coltranedebutedasleader,introducinghisowncompositions.Herethesheetsof

sound,downbeataccents,repetitions,andgreatspeedarepartofeachsolo,andthevarietyofthe

shapesofhisphrasesisunique.ColtraneMssearchingexplorationsproducedsolidachievement.

MyFavoriteThingswasanotherkindofwatershed.HereColtraneplayedthesopranosaxophone,

aninstrumentseldomusedbyjazzmusicians.Musically,theresultswereastounding.Withthe

sopranonspipingsound,ideasthathadsoundeddarkandbroodingacquiredafeelingofgiddy

fantasy.

WhenColtranebeganrecordingfortheImpulse!Label,hewasstillsearching.Hismusic

becameraucous,physical.Hisinfluenceonrockerswasenormous,includingJimiHendrix,the

rockguitarist,who,followingColtrane,raisedtheextendedguitarsolousingrepeatedmotifstoa

kindofrockartform.

1、Theprimarypurposeofthetextisto

[A]discusstheplaceofColtraneintheworldofjazzanddescribehismusicalexplorations.

[B]examinethenatureofbebopandcontrastitwithimprovisationaljazz.

[C]analyzethemusicalsourcesofColtrane*'sstyleandtheirinfluenceonhiswork.

[D]acknowledgetheinfluenceofColtranensmusiconrockmusicandrockmusicians.

2>Whichofthefollowingbestdescribestheorganizationofthefourthparagraph?

[A]Athesisreferredtoearlierinthetextismentionedandillustratedwiththreespecificexamples.

[B]Athesisisstatedandthreeexamplesaregiveneachsuggestingthatacorrectionneedstobe

madetoathesisreferredtoearlierinthetext.

[C]Athesisreferredtoearlierinthetextismentioned,andthreeexamplesarepresentedand

rankedinorderoftheirsupportofthethesis.

[D]Athesisisstated,threeseeminglyopposingexamplesarepresented,andtheirunderlying

correspondenceisexplained.

3、Accordingtothetext,JohnColtranedidallofthefollowingduringhiscareerEXCEPT

[A]improviseonmelodiesfromanumberofdifferentcultures.

[B]performasleaderaswellassoloist.

[C]spendtimeimprovinghistechnicalskills.

[D]eliminatetheinfluenceofbeboponhisownmusic.

4^AccordingtothetextamajordifferencebetweenColtraneandotherjazzmusicianswasthe

[A]degreetowhichColtraneHsmusicencompassedallofjazz.

[B]repetitionofmotifsthatColtraneusedinhissolos.

[C]numberofhisowncompositionsthatColtranerecorded.

[D]indifferenceColtranemaintainedtomusicaltechnique.

5^Intermsofitstoneandform,thetextcanbestbecharacterizedas

[A]dogmaticexplanation.

[B]indignantdenial.

[C]enthusiasticpraise.

[D]speculativestudy.

1、「答案」A

「考點(diǎn)解析」本題是一道中心主旨題。第一段的倒數(shù)第一、二句是全文的中心主旨句，全文

就是根據(jù)這兩句話展開(kāi)論述的。抓住這兩句話就可以找出本題的正確選項(xiàng)A.考生在解題時(shí),

尤其是破解中心主旨題時(shí)，一定要先找出全文的中心主旨句.

2、I■答案」C

「考點(diǎn)解析」這是一道例（舉）證與細(xì)節(jié)理解題。第四段第一句明確指出“三張唱片為科

爾特蘭尼富有活力的探索提供了證明”。這說(shuō)明第四段將講述三個(gè)例子用來(lái)說(shuō)明在前一段即

第三段所提出的論點(diǎn)。另外這三個(gè)例子是按著先后順序給出的，因此本題的正確選項(xiàng)是C.

考生在解題時(shí)要注意段落之間的相互關(guān)系，更要注意句子之間的相互關(guān)系。

3、「答案」D

「考點(diǎn)解析」這是一道細(xì)節(jié)理解題型。本題屬于比較難的題型，因?yàn)楸绢}的涉及面比較廣。

本題A、B、C選項(xiàng)的內(nèi)容分別在第二段第一句、第四段第三四句和第二段第二句提到過(guò)。故

本題的正確選項(xiàng)應(yīng)該是D.其實(shí)這道題表面上非常難，但是對(duì)于善于捕捉全文中心主旨句的

同學(xué)來(lái)講確比較容易，因?yàn)閺牡谝欢蔚谒木涞脑驙钫Z(yǔ)從句中就可以推導(dǎo)出本題的正確答案

D.考生在解題時(shí)應(yīng)時(shí)時(shí)牢記全文的中心主旨句。

4、「答案」A

考點(diǎn)解析」本題是一道審題定位題型。根據(jù)本題題干中的"otherjazzmusicians"可將本

題的答案信息來(lái)源定位在第一段的第一至四句，因?yàn)樵谶@四句話中提到了其它的爵士音樂(lè)

家。第?段第四句的狀語(yǔ)從句明確指出了“Coltrane”與其它音樂(lè)家的不同在于他吸收了各

種風(fēng)格的爵士音樂(lè)。故本題的正確答案應(yīng)該是A.考生在解題時(shí)應(yīng)重視審題定位。

5、「答案」C

「考點(diǎn)解析」本題是一道歸納推導(dǎo)題型。細(xì)心的同學(xué)可從本文作者在論述時(shí)使用的詞語(yǔ)中推

導(dǎo)出本題的正確答案C.例如作者在第一段第四句的主語(yǔ)上使用了"titanicfigure"：在

第五句使用了“hisinfluence-wasimmeasurable”；在最后一段的第三句使用了“his

influence…wasenormousw,這都反映了作者的aenthusiasticpraise”?？忌诮忸}

時(shí)要重視原文作者在表達(dá)觀點(diǎn)時(shí)的遣詞造句。

4、Manyobjectsindailyusehaveclearlybeeninfluencedbyscience,buttheirformand

function,theirdimensionsandappearance,weredeterminedby

technologists,artisans,designers,inventors,andengineers—usingnonscientificmodesofthought.

Manyfeaturesandqualitiesoftheobjectsthatatechnologistthinksaboutcannotbereducedto

unambiguousverbaldescriptions;theyaredealtwithinthemindbyavisual,nonverbalprocess.In

thedevelopmentofWesterntechnology,ithasbeennonverbalthinking,byandlarge,thathasfixed

theoutlinesandfilledinthedetailsofourmaterialsurroundings.Pyramids,cathedrals,androckets

existnotbecauseofgeometryorthermodynamics,butbecausetheywerefirstapictureinthe

mindsofthosewhobuiltthem.

Thecreativeshapingprocessofatechnologist*^mindcanbeseeninnearlyeveryartifactthat

exists.Forexample,indesigningadieselengine,atechnologistmightimpressindividualwaysof

nonverbalthinkingonthemachinebycontinuallyusinganintuitivesenseofrightnessandfitness.

Whatwouldbetheshapeofthecombustionchamber?Whereshouldbevalvesbeplaced?

Shouldithavealongorshortpiston?Suchquestionshavearangeofanswersthataresupplied

byexperience,byphysicalrequirements,bylimitationsofavailablespace,andnotleastbyasense

ofform.Somedecisionssuchaswallthicknessandpindiameter,maydependonscientific

calculations,butthenonscientificcomponentofdesignremainsprimary.

Designcourses,then,shouldbeanessentialelementinengineeringcurricula.Nonverbal

thinking,acentralmechanisininengineeringdesign,involvesperceptions,thestock-in-tradeofthe

artist,notthescientist.Becauseperceptiveprocessesarenotassumedtoentailhardthinking,

nonverbalthoughtissometimesseenasaprimitivestageinthedevelopmentofcognitive

processesandinferiortoverbalormathematicalthought.Butitisparadoxicalthatwhenthestaff

oftheHistoricAmericanEngineeringRecordwishedtohavedrawingsmadeofmachinesand

isometricviewsofindustrialprocessesforitshistoricalrecordofAmericanengineering,theonly

collegestudentswiththerequisiteabilitieswerenotengineeringstudents,butratherstudents

attendingarchitecturalschools.

Ifcoursesindesign,whichinastronglyanalyticalengineeringcurriculumprovidethe

backgroundrequiredforpracticalproblem-solving,arenotprovided,wecanexpecttoencounter

sillybutcostlyerrorsoccurringinadvancedengineeringsystems.Forexample,earlymodelsof

high-speedrailroadcarsloadedwithsophisticatedcontrolswereunabletooperateinasnowstorm

becauseafansuckedsnowintotheelectricalsystem.Absurdrandomfailuresthatplague

automaticcontrolsystemsarenotmerelytrivialaberrations;theyareareflectionofthechaosthat

resultswhendesignisassumedtobeprimarilyaprobleminmathematics.

l.Inthetext,theauthorisprimarilyconcernedwith

[A]identifyingthekindsofthinkingthatareusedbytechnologists.

[B]stressingtheimportanceofnonverbalthinkinginengineeringdesign.

[C]proposinganewrolefornonscientificthinkinginthedevelopmentoftechnology.

[D]contrastingthegoalsofengineerswiththoseoftechnologists.

2.Itcanbeinferredthattheauthorthinksengineeringcurriculaare

[A]strengthenedwhentheyincludecoursesindesign.

[B]weakenedbythesubstitutionofphysicalsciencecoursesforcoursesdesignedtodevelop

mathematicalskills.

[C]strongbecausenonverbalthinkingisstillemphasizedbymostofthecourses.

[D]strongdespitetheerrorsthatgraduatesofsuchcurriculahavemadeinthedevelopmentof

automaticcontrolsystems.

3.Whichofthefollowingstatementsbestillustratesthemainpointofthefirsttwoparagraphsof

thetext?

[A]Whenamachinelikearotaryenginemalfunctions,itisthetechnologistwhoisbestequipped

torepairit.

[B]Eachcomponentofanautomobile-forexample,theengineorthefueltank-hasashape

thathasbeenscientificallydetenninedtobebestsuitedtothatcomponentsfunction.

[C]Atelephoneisacomplexinstrumentdesignedbytechnologistsusingonlynonverbalthought.

[D]Thedistinctivefeaturesofasuspensionbridgereflectitsdesigner'sconceptualizationaswell

asthephysicalrequirementsofitssite.

4.Whichofthefollowingstatementswouldbestserveasanintroductiontothetext?

[A]Theassumptionthattheknowledgeincorporatedintechnologicaldevelopmentsmustbe

derivedfromscienceignoresthemanynonscientificdecisionsmadebytechnologists.

[B]Analyticalthoughtisnolongeravitalcomponentinthesuccessoftechnologicaldevelopment.

[C]Asknowledgeoftechnologyhasincreased,thetendencyhasbeentolosesightoftheimportant

roleplayedbyscientificthoughtinmakingdecisionsaboutform,arrangement,andtexture.

[D]Amovementinengineeringcollegestowardatechnicianusdegreereflectsademandfbr

graduateswhohavethenonverbalreasoningabilitythatwasoncecommonamongengineers.

5.TheauthorcallsthepredicamentfacedbytheHistoricAmericanEngineeringRecord

paradoxical(line6,paragraph3)mostprobablybecause

[A]thepublicationneededdrawingsthatitsownstaffcouldnotmake.

[B]architecturalschoolsofferedbutdidnotrequireengineeringdesigncoursesfortheirstudents.

[C]collegestudentswerequalifiedtomakethedrawingswhilepracticingengineerswerenot.

[D]engineeringstudentswerenottrainedtomakethetypeofdrawingsneededtorecordthe

developmentoftheirowndiscipline.

1.「答案」B

「考點(diǎn)解析」這是一道中心主旨題。本題的正確答案信息點(diǎn)在原文第?段的倒數(shù)第二句，該

句強(qiáng)調(diào)*'nonverbalthinking"的重要性。可見(jiàn)本題的正確選項(xiàng)應(yīng)該是B.考生在破解中心

主旨題時(shí)一定要首先找出原文的中心主旨句。

2.「答案」A

「考點(diǎn)解析」這是一道反推題。根據(jù)題干中的wengineeringcurricula”可將本題的正確

答案信息來(lái)源確定在原文的第三段第一句。該句中“should”■■詞的理解十分重要。

“should”是“應(yīng)該做”而實(shí)際上確“沒(méi)有做”。根據(jù)“should”一詞并且結(jié)合第三段第一

句進(jìn)行反推即逆向思維，可得出本題的正確選項(xiàng)是A.考生在解題時(shí)應(yīng)該重視關(guān)鍵的語(yǔ)言信

號(hào)詞，更要加強(qiáng)反推的能力。

3.「答案」D

「考點(diǎn)解析」本題是一道細(xì)節(jié)歸納推導(dǎo)題。其實(shí)只要考生抓住第一段中的中心主旨句（倒數(shù)

第二句）和第二段中的中心主旨句（倒數(shù)第一句），就不難尋找出本題的正確答案D.要想知

道某一段的主要含義就要首先找出該段的中心主旨句。另外考生在破解此類題型時(shí)還要善于

根據(jù)中心主旨句進(jìn)行合理的邏輯推導(dǎo)。

4.「答案」A

「考點(diǎn)解析」這是一道中心主旨題。如果考生抓住了全文的中心主旨句（第一段的倒數(shù)第二

句）以及每段的中心主旨句（例如第二段的倒數(shù)第一句），就不難尋找出本題的正確選項(xiàng)A,

因?yàn)樵撨x項(xiàng)所強(qiáng)調(diào)的內(nèi)容與這些中心主旨句所表達(dá)的內(nèi)容是相互一致的?？忌谄平庵行闹?/p>

旨題型時(shí)一定要具備尋找和理解中心主旨句的能力。

5.「答案」D

「考點(diǎn)解析」本題是一道細(xì)節(jié)推導(dǎo)題。題干已經(jīng)將本題的答案信息確定在第三段的尾句，該

句強(qiáng)調(diào)的是uengineeringstudents”在教育方面的缺陷，因此本題的正確選項(xiàng)應(yīng)該是D.

如果考生在理解此句時(shí)有困難，可借助于本段的主題句（第三段第一句）來(lái)破解本題。第三

段第一句強(qiáng)調(diào)的是"engineeringcurricula,,缺乏“designcourses”。這句話同樣是表

明"engineeringstudents"在教育方面的缺失。考生在破解此類題型時(shí)一定要善于總結(jié)和

歸納原文的信息。

5>AsGilbertWhite,Darwin,andothersobservedlongago,allspeciesappeartohavetheinnate

capacitytoincreasetheirnumbersfromgenerationtogeneration.Thetaskforecologistsisto

untangletheenvironmentalandbiologicalfactorsthatholdthisintrinsiccapacityforpopulation

growthincheckoverthelongrun.Thegreatvarietyofdynamicbehaviorsexhibitedbydiflbrent

populationmakesthistaskmoredifficult：somepopulationsremainroughlyconstantfromyear

toyear；othersexhibitregularcyclesofabundanceandscarcity；stillothersvarywildly,with

outbreaksandcrashesthatareinsomecasesplainlycorrelatedwiththeweather,andinother

casesnot.

Toimposesomeorderonthiskaleidoscopeofpatterns,oneschoolofthoughtproposes

dividingpopulationsintotwogroups.Theseecologistspositthattherelativelysteadypopulations

havedensity-dependentgrowthparameters；thatis,ratesofbirth,death,andmigrationwhich

dependstronglyonpopulationdensity.Thehighlyvaryingpopulationshavedensity-independent

growthparameters,withvitalratesbuffetedbyenvironmentalevents；theseratesfluctuateina

waythatiswhollyindependentofpopulationdensity.

Thisdichotomyhasitsuses,butitcancauseproblemsiftakentooliterally.Foronething,

nopopulationcanbedrivenentirelybydensity-independentfactorsallthetime.Nomatterhow

severelyorunpredictablybirth,death,andmigrationratesmaybefluctuatingaroundtheir

long-termaverages,iftherewerenodensity-dependenteffects,thepopulationwould,inthe

longrun,eitherincreaseordecreasewithoutbound（barringamiraclebywhichgainsandlosses

canceledexactly）oPutanotherway,itmaybethatonaverage99percentofalldeathsina

populationarisefromdensity-independentcauses,andonlyonepercentfromfactorsvarying

withdensity.Thefactorsmakinguptheonepercentmayseemunimportant,andtheircausemay

becorrespondinglyhardtodetermine.Yet,whetherrecognizedornot,theywillusually

determinethelong-termaveragepopulationdensity.

Inordertounderst