考研英语阅读七大“干扰项”特点

1、文档编码 : CC4K7J8R6C4 HA4N8X7L3X4 ZC4D5D6C6A2考 研 英 语 ： 阅 读 七 大 “ 干 扰 项 ” 特 点 错误选项,也叫干扰项, 也戏称陷阱,是出题者 中国出题专家 的拿手好戏； 对错选项的分析从某种角度来说比正确选项更有意义； 由于在实际做题时, 我们 做的 大部分工作是排除三个错误选项；有时问题集中在两个选项上,我们明明 知道答案就在这两个选项中,可是很难判定到底哪个是错的； 干扰项的形式与计策 总的来说, 干扰项从语言和内容两方面欺诈大家； 虽然花样许多, 但总是有 些规律可循的； 出题者在编错误选项时, 就像一个大骗子, 试想骗子的伎俩有哪 些

2、呢？第一是把假的说成真的,所谓以假乱真,其次是真真假假,虚虚实实,所 谓掉包,再次是夸大其词,或以偏概全,一会儿把苹果说成灵丹妙药,一会儿又 说灵丹妙药根本不存在； 对干扰项的计策有以下 7 种： 1,合理项：文章中没提到,利用生活常识编造出来的选项同； 对 策：做题不行凭空想象,一切都要从文中找依据；在相当多的情形下“项不是 解”； 2,断章取义：使用文章中显现的词语或类似的结构仿造； 计策： 原词越多,对的可能性越小； 3,小动作：错误选项和原文句子几乎一样,但在微小之处做了手脚, 改动了几个小词,使中意思和原文不相符； 仅要看大意,更要看细节； 计策：认真,认真,再认真！不 4,以偏概全

3、：就是用文章中的细节片面的, 次要的观点回答疑题； 对 策：时刻要有一种博大的胸襟； 5,张冠李戴 把一个事物的特点说成是另一个事物的特点, 把他人的观 点说成是作者的观点 ,正反倒置 把作者观点的反面说成是作者的观点 ,因果 倒置 把因说成果,把果说成因 ； 计策：头脑清晰； 6,过度引申：考研测试推理才能是很正常的,但有相当多的选项,过 度推理,超出文章的范畴； 计策：把握好分寸； 第 1 页,共 5 页7,字面意思：被测试的单词或短语,实际 深层 含义和表面上个别词 汇的意思不同；出题者常常用表面意思作为干扰项； 计策：字面意思不是解； 例如 Aimlessness has hardly

4、 been typical of the postwar Japan whose productivity and social harmony are the envy of the United States and Europe. But increasingly the Japanese are seeing a decline of the traditional work-moral values. Ten years ago young people were hardworking and saw their jobs as their primary reason for b

5、eing,but now Japan has largely fulfilled its economic needs, and young people don t know where they should go next. The coming of age of the postwar baby boom and an entry of women into the male-dominated job market have limited the opportunities of teen-agers who are alreadyquestioning the heavy pe

6、rsonal sacrifices involved in climbing Japans rigid social ladder to good schools and jobs. In a recent survey, it was found that only students were fully satisfied with percent of Japanese school life, comparedwith their jobs than did their counterparts in the 10 other countries surveyed. While oft

7、en praised by foreigners for its emphasis on the basics, Japanese education tends to stress test taking and mechanical learning over creativity and self-expression. “Those things that do not show up in the test scores personality, ability, courage or humanity are completely ignored, ” says Toshiki K

8、aif u, chairman of the ruling Liberal Democratic Party s education committee. “Frustration against this kind of thing leads kids to drop out and run wild. ” Last year Japan experienced 2,125 incidents of school violence, including 929 assaults on teachers. Amid the outcry, many conservative leaders

9、are seeking a return to the prewar emphasis on moral education. Last year Mitsuo Setoyams, who was then education minister, 第 2 页,共 5 页raised eyebrows when he argued that liberal reforms introduced by the American occupation a uthorities after World War had weakened the “Japanese morality of respect

10、 for parents. ” But that may have more to do with Japanese life- styles. “In Japan, ”says educator Yoko Muro, “it s never a question of whether you enjoy your job and your life, but only how much you can endure. ” With economic growth has come centralization; fully 76 percent of Japans 119 million c

11、itizens live in cities where community and the extended family have been abandoned in favor of isolated, two generation households. Urban Japanese have long endured lengthy commutes travels to and from work and crowded living conditions, but as the old group and family values weaken, the discomfort

12、is beginning to tell. In the past divorce rate, while still well below that of the decade, the Japanese United States, has increased by more than 50 percent, and suicides have increased by nearly one-quarter. 可读性： 34.9 难度： 12 级 1,In the Westerner s eyes, the postwar Japan was A under aimless develop

13、ment. a positive example. D on the decline. C a rival to the West. 2, According to the author, what may chiefly be responsible for the moral decline of Japanese society. A Womens participation in social activities is limited. More workers are dissatisfied with their jobs. C Excessive emphasis has be

14、en placed on the basics. D The life-style has been influenced by Western values. 3, Which of the following is true according to the author. A Japanese education is praised for helping the young climb the social ladder. Japanese education is characterized by mechanical learning as well as creativity.

15、 C Morestress should be placed on the cultivation 第 3 页,共 5 页of creativity. D Dropping out leads to frustration against test taking. 解析： 1, “缺乏目标从来就不是战后日本的典型特点,日本国的生产 率和社会的和谐令欧美人仰慕”,可见战后日本是一个正面榜样,故正确； A 小动作： 把 关键词保留下来, 但 hardly 去掉了, 结果意思大 相径庭,原文的否定变成了确定； C 字面意思： envy 仰慕,嫉妒 的字面 意思； D 断章取义：使用中“ declin

16、e ”编造； ； 末句：日 2,题干关键词为 chiefly 和 be responsible for 本训练大臣说过, 二战后占据日本的美国当局进行自由化改革减弱了日本人敬重 父母的道德观； ：但是, 这 道德 也计与日本人的生活方式关系更大； 将两句联在一起看,作者认为日本社会道德下降的主要缘由是： D “生活方式受了西方价值观的影响”,故 D 正确； A 正反倒置； 提到女性进入男性占主导位置的人才市场, 和 A 正好相反, 而且A 也是符合生活常识的合理项； 以偏概全； 借用了 末句的完整意思,但是该句不是观点,而是一次调查结果,是详细的事实,并非 全部； C 以偏概全； ：由于重视基础学问,所以忽视了其他方面 的训练； ：但是,这 道德下降 或许与日本人的生活方式关系更大； 所以 C 是次要缘由； 3, ：“尽管由于强调基础训练而受到外国人的颂扬,但是日本 训练往往强调应试和机械性学习而忽视制造性及自我表现”, 作者示意日本训练 更应当强调制造才能的培育,所以 C 正确； A 断章取义； 将 中“ climbing social ladder ”和 中“ often praised by foreigners for ”拼在一起唬人； 小动作；将 中 over 改成 as well