文档雅思阅读题

第二部分雅思考试八大题型之标题对应题DAY1题型讲解标题对应属于雅思阅读中非常特殊的一种题型，它是典型的主旨考查题，不同于雅思阅读中的其他细节考查题型。一段话的标题（heading）往往就是这段话的主旨，或者说这段话的中心思想。而要确定段落的中心思想，就不能从某个细节入手，而应考虑整个段落的结构和框架，这样才能得出正确的答案。这种题型对学生的词汇量、语感和整体把握的能力要求较高，所以要求我们在做这种题目的时候要注意整体把握，而不是只抠细节。解题技巧1.先将例子所在的选项从选项列表中划掉。注意：虽然Heading题的选项肯定比题目个数多，但是选项是一定不会重复使用的。原因很简单，每段话都有一个不同的主旨，只对应一个标题；如果重复，那就意味着两个不同的段落主旨相同，这是不可能的，因为若主旨相同肯定会合成一段而非分成两段。所以，若题目中出现了这样的提示：Youmayuseanyheadingmorethanonce,根本不用管，这是个陷阱。2.对于Heading题，我们要先读文章，再看选项，读一段话，做一道题。注意：这种题目不宜先看选项，因为这是一种主旨归纳题而不是细节考查题，最怕先入为主，选项中有很多干扰项，看了之后会影响大家客观地理解段落真正的主旨。3.读每段话时，要抓住该段的主题句或中心词。正确答案往往是主题句的改写或包含相应段落的中心词。4.某段话的答案确定后，将它的选项从选项列表中划去。5.这种题目中的干扰项往往是段落中未展开说明的细节，有时候我们可以适当使用排除法，以缩小选择范围。备注：1）所有的标题只会用一次；2）问句一般不会是主题句（起过渡作用）；3）举例子的句子不会是主题句；4）若遇到某个段落的标题不能确定时，务必先做其他段落，以免造成“连锁错误”，即错一个往往就意味着错两个。实战演练Youareadvisedtospendabout20minutesonQuestions1-6.Pleasechoosethemostsuitableheadingsforparagraphslistedbelow.NB:Therearemoreheadingsthanparagraphs,soyouwillnotusethemall.Youmayuseanyheadingmorethanonce.ListofHeadingsAnimportantformoftransportationThegreatindustrializationinthe20thcenturyTheperceivedadvantagesofmasstransitsystemsComplicatedandpoliticalfactorsMoreefficientandcomfortablemasstransitsystemsWhatisacarculturecountryFeweroperatorsbutmorepassengersThedeclinein1970anditsreasonsFrom1920stoearly1970sThedefinitionofmasstransitThegrowingenvironmentconcernsandthenewsystemsMasstransitsystemsintheUSA1.ParagraphA:2.ParagraphB:3.ParagraphC:4.ParagraphD:5.ParagraphE:theUnitedStates,patronageofmasstransitgrewsteadilyfrom1990(sixbillionpassengersperyear)to1927(over17billion),butplummetedduringtheGreatDepression.PatronagegrewagainduringWorldWarII,peakingin1946at23billionriders,butthendroppedsteadilyeveryyearuntilthemildrenaissanceofpublictransitintheearly1970s.DThetotalnumberofridersin1970waslessthanthatof1910.Thereasonsforthesedeclinesarecomplexandoftenpolitical.LosAngeles,forexample,hadover1,000milesoftrolleyandinterurbanlinesbefore1930;thissystemwastakenoverbyaprivatecompany,dismantled,andreplacedwithnoisy,pollutingandcomparativelyslowbuses.Sincefewpeoplechosetoridethem,costsrose,therebycuttingthenumberofpassengersfurther.Toreducecosts,privatecompanieseliminatedoutlyingbranchesandsmallerstations.Thesetrends,alongwithinexpensivegasoline,suburbanandhighwaydevelopment,thedeteriorationofoldersubwaylines,andthegreaterfreedomcarsoffered,helpedturntheUnitedStatesintoacarculture.EHowever,asthepublichasgrownincreasinglyconcernedovertheimpactofcarsontheenvironmentandthequalityoflifeinurbanareas,thereisgrowingsupportforthedevelopmentofmoreefficientandcomfortablemasstransitsystems.ModelsforsuchsystemsweredevelopedinEuropeandJapan.TrainsintheParisMetro,forexample,operateonrubbertiresandcanreachspeedsof48mph(77km/h).SmallercitiesarewatchingdevelopmentsinEdmonton,Canada,whichbuilta7.2kmrapidtransitsystemoflightweighttrainsatacostof$65millioninsteadofaddingfivenewfreewaysattentimesthecost.FIntheUnitedStates,effortstoupgrademasstransitsystemshaveexperiencedmixedresults.Thetrendhasbeenawayfromprivateownership;by1999over90%ofNorthAmericanmasstransitwaspubliclyownedandmanaged.TheBART(BayAreaRapidTransit)systemservingSanFranciscoandneighboringcitiesmaintainedserviceduringthe1989earthquake,butithasneverattractedthenumberofridersoriginallyanticipated.WashingtonD.C.’sMetrosystem(144millionridersin1988)includedawiderareaofserviceandmoreefficientschedules.Currentlybusesaccountfor60%ofmasstransitridersintheUntiedStates;innovationssuchasarticulatedbusesandreservedlanesonhighwaysarebalancedbytheproblemsofnoise,airpollutionandtraffic.Theissueofmasstransithascomefullcircle;itisonceagainacentralsocialandpoliticalissue.答案与解析答案为x。该段首句为下定义，是主题句。答案为iii。该段的首句是主题句，此后各句中的feweroperators,bettertrainedandmorestrictlylicensedandsupervised,carryafarhigherpassengerload,offerfuelsavings,carrymoreefficientengines等词全部都是正向的，说明该段在讨论masstransitsystems的好处。答案为ix。第一句说到了masstransportation的history与工业化、城市化等密切相关。后来提到了from1920stoearly1970s全球各个城市中masstransportation的情况。答案为viii。该段的第一句起导入性作用，第二句是主题句，下边各句都是对具体原因的描述。答案为xi。该段的第一句为主题句。答案为xii。DAY2技巧进阶根据英语文章常见的段落展开形式，现为大家提供三大解题思路：首尾句思路，中心词思路，方向性思路。1.首尾句思路对与大部分的议论文来说，段落中通常会有三要素：论点、论据和论证，所以找到了论点就找到了该段的主题句，而正确答案通常为主题句的改写。主题句其实就是这段的中心句，它在段落中起着提纲挈领的作用，它的意思就是该段想表达的中心思想。这里要注意一个非常重要的原则——首句原则，即段落的主题句通常位于句首。据统计，主题句落在段首的可能性超过50%，落在第二句的可能性超过20%，落在最后一句的可能性超过20%。需要明白的是，有时候第一句是个过渡性或描述性的句子，主题句有可能放在了该段的第二句。所以，我们要重点把握一段话的第一句、第二句和最后一句，这就是所谓的首尾句思路。2.中心词思路对于说明文和部分议论文来说，有时候段落中并不一定有主题句，但通常会有一个核心的说明对象，而这个说明对象在文中通常会重复多次。所以，扫读全段后如果找不到明显的一句话可以概括本段主旨（多数在段首），即没有主题句，但发现该段的很多话中出现了意义相同或相近的词，那么这个词即为中心词。中心词往往和该段的中心思想有很大的关系，所以正确选项中很可能会包含该词或其同义变化。3．方向性思路除了上面两种情况之外，还有一种可能性，即段落主题句出现在段落中间。为应对此种情况，现提供第三种解题思路：方向性思路。这一思路要求大家先读懂段落的第一句，并假设这一句就是本段的主题句（因为这种情况的可能性最大），然后快速浏览后边的句子，如果后边的句子和第一句方向相同（比第一句具体或围绕第一句进行说明），则该句必然是主题句的扩展句，此时第一句依然是主题句；但是，如果后边的句子明显和第一句话方向相反，则第一句不再是主题句，而转折后的句子才是这段话的主题句。接下来，再带着新的主题句往下按同样的方法浏览，直到最终确定该段的主旨。那么，句子间的方向到底是同向还是反向该如何去判断呢？其实很简单，利用段落中出现的“逻辑关系信号词”来确定就行了。具体说来，这种“信号词”可分为以下两大类：1）表示前后方向相反的“信号词”转折/让步关系：while,but,however,yet,ontheotherhand,despite,though,otherwise,inspiteof,onthecontrary,instead,rather,although,eventhough,insteadof,whereas,nonetheless…对比关系：more,less…than,unlike,as…as,than,comparedwith,incontrast,while2）表示前后方向相同的“信号词”并列关系：AandB,not…nor…,first/second/third,similarly,aswellas,alternatively,ontheotherhand,too,also,likewise,one…theother…递进关系：moreover,inaddition,additionally,besides,notonly…butalso,andthen,whatismore,even,further…因果关系：asaresult,thus,so,inthatcase,therefore,consequently,itfollowsthat,admittedly,thereby,eventually,the…顺序关系：firstly/secondly/thirdly,then,next,finally,atlast,intheend,foronething,foranotherthing…举例关系：forexample,forinstance,suchas,like,say,toillustrate实战演练Youareadvisedtospendabout20minutesonQuestions1-6.Pleasechoosethemostsuitableheadingsforparagraphslistedbelow.NB:Therearemoreheadingsthanparagraphs,soyouwillnotusethemall.Youmayuseanyheadingmorethanonce.ListofHeadingsiTheroleofvideoviolenceiiThefailureofgovernmentpolicyiiiReasonsfortheincreasedrateofbullyingivResearchintohowcommonbullyingisinBritishschoolsvThereactionfromschoolstoenquiriesaboutbullyingviTheeffectofbullyingonthechildreninvolvedviiDevelopmentsthathaveledtoanewapproachbyschoolsSectionASectionBSectionCSectionDYoushouldspendabout20minutesonQuestions27-40,whicharebasedonReadingPassage3onthefollowingpages.Persistentbullyingisoneoftheworstexperiencesachildcanface.Howcanitbeprevented?PeterSmith,ProfessorofPsychologyattheUniversityofSheffield,directedtheSheffieldAnti-BullyingInterventionProject,fundedbytheDepartmentforEducation.Herehereportsonhisfindings.ABullyingcantakeavarietyofforms,fromtheverbal-beingtauntedorcalledhurtfulnames-tothephysical-beingkickedorshoved-aswellasindirectforms,suchasbeingexcludedfromsocialgroups.AsurveyIconductedwithIreneWhitneyfoundthatinBritishprimaryschoolsuptoaquarterofpupilsreportedexperienceofbullying,whichinaboutoneintencaseswaspersistent.Therewaslessbullyinginsecondaryschools,withaboutoneintwenty-fivesufferingpersistentbullying,butthesecasesmaybeparticularlyrecalcitrant.BBullyingisclearlyunpleasant,andcanmakethechildexperiencingitfeelunworthyanddepressed.Inextremecasesitcanevenleadtosuicide,thoughthisisthankfullyrare.Victimisedpupilsaremorelikelytoexperiencedifficultieswithinterpersonalrelationshipsasadults,whilechildrenwhopersistentlybullyaremorelikelytogrowuptobephysicallyviolent,andconvictedofanti-socialoffences.CUntilrecently,notmuchwasknownaboutthetopic,andlittlehelpwasavailabletoteacherstodealwithbullying.Perhapsasaconsequence,schoolswouldoftendenytheproblem.‘Thereisnobullyingatthisschool'hasbeenacommonrefrain,almostcertainlyuntrue.Fortunatelymoreschoolsarenowsaying:‘Thereisnotmuchbullyinghere,butwhenitoccurswehaveaclearpolicyfordealingwithit.'DThreefactorsareinvolvedinthischange.Firstisanawarenessoftheseverityoftheproblem.Second,anumberofresourcestohelptacklebullyinghavebecomeavailableinBritain.Forexample,theScottishCouncilforResearchinEducationproducedapackageofmaterials,ActionAgainstBullying,circulatedtoallschoolsinEnglandandWalesaswellasinScotlandinsummer1992,withasecondpack,SupportingSchoolsAgainstBullying,producedthefollowingyear.InIreland,GuidelinesonCounteringBullyingBehaviourinPost-PrimarySchoolswaspublishedin1993.Third,thereisevidencethatthesematerialswork,andthatschoolscanachievesomething.Thiscomesfromcarefullyconducted‘beforeandafter'evaluationsofinterventionsinschools,monitoredbyaresearchteam.InNorway,afteraninterventioncampaignwasintroducednationally,anevaluationofforty-twoschoolssuggestedthat,overatwo-yearperiod,bullyingwashalved.TheSheffieldinvestigation,whichinvolvedsixteenprimaryschoolsandsevensecondaryschools,foundthatmostschoolssucceededinreducingbullying.EEvidencesuggeststhatakeystepistodevelopapolicyonbullying,sayingclearlywhatismeantbybullying,andgivingexplicitguidelinesonwhatwillbedoneifitoccurs,whatrecordswillbekept,whowillbeinformed,whatsanctionswillbeemployed.Thepolicyshouldbedevelopedthroughconsultation,overaperiodoftime-notjustimposedfromtheheadteacher'soffice!Pupils,parentsandstaffshouldfeeltheyhavebeeninvolvedinthepolicy,whichneedstobedisseminatedandimplementedeffectively.Otheractionscanbetakentobackupthepolicy.Therearewaysofdealingwiththetopicthroughthecurriculum,usingvideo,dramaandliterature.Theseareusefulforraisingawareness,andcanbestbetiedintoearlyphasesofdevelopment,whiletheschoolisstartingtodiscusstheissueofbullying.Theyarealsousefulinrenewingthepolicyfornewpupils,orrevisingitinthelightofexperience.Butcurriculumworkalonemayonlyhaveshort-termeffects;itshouldbeanadditiontopolicywork,notasubstitute.Therearealsowaysofworkingwithindividualpupils,orinsmallgroups.Assertivenesstrainingforpupilswhoareliabletobevictimsisworthwhile,andcertainapproachestogroupbullyingsuchas‘noblame',canbeusefulinchangingthebehaviourofbullyingpupilswithoutconfrontingthemdirectly,althoughothersanctionsmaybeneededforthosewhocontinuewithpersistentbullying.Workintheplaygroundisimportant,too.Onehelpfulstepistotrainlunchtimesupervisorstodistinguishbullyingfromplayfulfighting,andhelpthembreakupconflicts.Anotherpossibilityistoimprovetheplaygroundenvironment,sothatpupilsarelesslikelytobeledintobullyingfromboredomorfrustration.FWiththesedevelopments,schoolscanexpectthatatleastthemostseriouskindsofbullyingcanlargelybeprevented.Themoreeffortputinandthewiderthewholeschoolinvolvement,themoresubstantialtheresultsarelikelytobe.Thereductioninbullying-andtheconsequentimprovementinpupilhappiness-issurelyaworthwhileobjective.答案与解析答案为iv。原文：“在我和IreneWhitney开展的一项调查中，我们发现在英国小学中，有四分之一的小学生有过受欺凌的经历，其中十例中有一例为持续受到欺凌。中学的欺凌现象要好一些，大约二十五例中有一例是持续受到欺凌，但是在这些情况中，受欺凌者可能反抗极其强烈。”对应选项iv“对英国学校欺凌现象的研究”。2．答案为vi。原文：“欺凌显然是很不愉快的，而且会使经历过的孩子产生自贬和沮丧情绪。……”因此答案应为选项vi“欺凌行为对孩子的影响”。3.答案为v.原文：“可能由此产生的一个现象就是学校经常会否认这一问题。……”对应选项v“学校对于欺凌现象的反应”。4.答案为vii。原文：“导致这一变化有三个原因。第一是对欺凌问题严重性的认识；第二，在英国有一些帮助处理欺凌的资源。……第三，有证据表明，这些材料发挥了作用，学校也因此在反欺凌方面取得一些成绩。……”因此答案应为选项vii“学校对付欺凌新办法的发展”。DAY3实战演练TheNatureofDisputesQuestions14-18ReadingPassage1,”TheNatureofDisputes”has6sections.Choosethemostsuitableheadingforeachsectionfromthelistofheadings(ixii)below.Writetheappropriatenumbers(ixii)inboxes1418onyouranswersheet.ListofHeadingsiThecostofadjudicationiiHandlingrightsbaseddisputesiiiPunishingactsofaggressionivTheroleofdependenceindisputesvTheroleofarbitratorsviMethodsofsettlingconflictinginterestsviiEnsuringchoiceforconsumersviiiFulfillingemployee'sneedsixTheuseofnegotiationfordifferentdisputetypesxAdvantagesofnegotiationovermediationxiTheroleofpowerinsettlingdisagreementsxiiDisagreementofinterests14.SectionA15.SectionB AnswerExampleSectionCix16.SectionD17.SectionE18.SectionFToresolveadisputemeanstoturnopposingpositionsintoasingleoutcome.Thetwopartiesmaychoosetofocustheirattentionononeormoreofthreebasicfactors.Theymayseekto(1)reconciletheirinterests,(2)determinewhoisright,and/or(3)determinewhoismorepowerful.SectionAInterestsareneeds,desires,concerns,fears-thethingsonecaresaboutorwants.Theyprovidethefoundationforaperson'soranorganisation'spositioninadispute.Inadispute,notonlydotheinterestsofonepartynotcoincidewiththoseoftheotherparty,buttheyareinconflict.Forexample,thedirectorofsalesforanelectronicscompanygetsintoadisputewiththedirectorofmanufacturingoverthenumberofTVmodelstoproduce.ThedirectorofsaleswantstoproducemoremodelsbecauseherinterestisinsellingTVsets;moremodelsmeanmorechoiceforconsumersandhenceincreasedsales.Thedirectorofmanufacturing,however,wantstoproducefewermodels.Hisinterestisindecreasingmanufacturingcostsandmoremodelsmeanhighercosts.SectionBReconcilingsuchinterestsisnoteasy.Itinvolvesprobingfordeeplyrootedconcerns,devisingcreativesolutions,andmakingtradeoffsandcompromiseswhereinterestsareopposed.Themostcommonprocedurefordoingthisisnegotiation,theactofcommunicationintendedtoreachagreement.Anotherinterestsbasedprocedureismediation,inwhichathirdpartyassiststhedisputants,thetwosidesinthedispute,inreachingagreement.SectionCBynomeansdoallnegotiations(ormediations)focusonreconcilinginterests.Somenegotiationsfocusondeterminingwhoisright,suchaswhentwolawyersargueaboutwhosecasehasthegreatermerit.Othernegotiationsfocusondeterminingwhoismorepowerful,suchaswhenquarrellingneighboursornationsexchangethreatsandcounterthreats.Oftennegotiationsinvolveamixofallthreesomeattemptstosatisfyinterests,somediscussionofrights,andsomereferencestorelativepower.SectionDItisoftencomplicatedtoattempttodeterminewhoisrightinadispute.Althoughitisusuallystraightforwardwhererightsareformalisedinlaw,otherrightstaketheformofunwrittenbutsociallyacceptedstandardsofbehaviour,suchasreciprocity,precedent,equality,andseniority.Thereareoftendifferent-andsometimescontradictorystandardsthatapplytorights.Reachingagreementonrights,wheretheoutcomewilldeterminewhogetswhat,canoftenbesodifficultthatthepartiesfrequentlyturntoathirdpartytodeterminewhoisright.Themosttypicalrightsprocedureisadjudication,inwhichdisputantspresentevidenceandargumentstoaneutralthirdpartywhohasthepowertomakeadecisionthatmustbefollowedbybothdisputants.(Inmediation,bycontrast,thethirdpartydoesnothavethepowertodecidethedispute.)Publicadjudicationisprovidedbycourtsandadministrativeagencies.Privateadjudicationisprovidedbyarbitrators.SectionEAthirdwaytoresolveadisputeisonthebasisofpower.Wedefinepower,somewhatnarrowly,astheabilitytopressuresomeonetodosomethinghewouldnototherwisedo.Exercisingpowertypicallymeansimposingcostsontheothersideorthreateningtodoso.Theexerciseofpowertakestwocommonforms:actsofaggression,suchasphysicalattack,andwithholdingthebenefitsthatderivefromarelationship,aswhenemployeesstopworkinginastrike.SectionFInrelationshipsofmutualdependence,suchasbetweenlabourandmanagementorwithinanorganisationorafamily,thequestionofwhoismorepowerfulturnsonwhoislessdependentontheother.Ifacompanyneedstheemployees'workmorethanemployeesneedthecompany'spay,thecompanyismoredependentandhencelesspowerful.Howdependentoneisturnsonhowsatisfactorythealternativesareforsatisfyingone'sinterests.Thebetterthealternative,thelessdependentoneis.Ifitiseasierforthecompanytoreplacestrikingemployeesthanitisforstrikingemployeestofindnewjobs,thecompanyislessdependentandtherebymorepowerful.Determiningwhoisthemorepowerfulpartywithoutadecisiveandpotentiallydestructivepowercontestisdifficultbecausepowerisultimatelyamatterofperceptions.★ 答案与解析14-18题型：段落主旨题14．SectionA，通读全段，段落中有一句是forexample句型，它前面的句子是主题句，也就是本段的第三句：Inadispute,notonlydotheinterestsofonepartynotcoincidewiththoseoftheotherparty,buttheyareinconflict.中文译文：在一个冲突中，不仅一方的利益与另一方不一致，而且它们是冲突的。对照选项列表，本段话的Heading是xii。15．SectionB，通读全段，本段话的第一句：Reconcilingsuchinterestsisnoteasy.中文译文：使利益一致是不容易的。根据前面讲的规律，这句话是该段话的主题句。本段的Heading是viMethodsofsettlingconflictinginterests（解决冲突利益的方法）16．SectionD，通读全段，没有明显的主题句。如果理解全段有困难，把本段话的第一句当作是该段话的主题句（实际上，它确实也是本段话的主题句）：Itisoftencomplicatedtoattempttodeterminewhoisrightinadispute.中文译文：试图决定谁在冲突中是正确的通常是复杂的。与选项一一对应，正确答案为iiHandlingrightsbaseddisputes（处理基于对错的冲突）。17．SectionE，通读全段，没有明显的主题句。如果理解全段有困难，把本段话的第一句当作是该段话的主题句（实际上，它确实也是本段话的主题句）：Athirdwaytoresolveadisputeisonthebasisofpower.中文译文：解决冲突的第三种方法是基于力量。关键词是power。与选项一一对应，正确答案为xiTheroleofpowerinsettlingdisagreements（力量在解决冲突中的作用）。18.SectionF，通读全段，没有明显的主题句。如果理解全段有困难，把本段话的第一句当作是该段话的主题句（实际上，它确实也是本段话的主题句）：Inrelationshipsofmutualdependence,suchasbetweenlabourandmanagementorwithinanorganisationorafamily,thequestionofwhoismorepowerfulturnsonwhoislessdependentontheother.中文译文：在相互依赖的关系中，例如，劳资关系或在一个家庭或一个组织中，谁更有力量的问题就转换成谁更少依赖于另一方。本句比较复杂，中间有一个较长的插入语，可先略去不读。关键词是dependence和dependent。与选项一一对应，正确答案为ivTheroleofdependenceindisputes（依赖性在冲突中的作用）。DAY4实战演练Questions14-18ReadingPassage2hassevenparagraphsA-G.ChoosethemostsuitableheadingsforparagraphsB-EandGfromthelistofheadingsbelow.Writetheappropriatenumbers(i-x)inboxes14-18onyouranswersheet.NBTherearemoreheadingsthanparagraphssoyouwillnotuseallofthem.Youmayuseanyoftheheadingsmorethanonce.ListofHeadings(i)Theeffectofchangingdemographicsonorganisations(ii)FuturechangesintheEuropeanworkforce(iii)Theunstructuredinterviewanditsvalidity.(iv)Theperson-skillsmatchapproachtoselection(v)Theimplicationsofapoorperson-environmentfit(vi)Somepoorselectiondecisions(vii)Thevalidityofselectionprocedures(viii)Theperson-environmentfit(ix)PastandfuturedemographicchangesinEurope(x)Adequateandinadequateexplanationsoforganisationalfailure ExampleParagraphAAnswer(x)14.ParagraphB15.ParagraphC16.ParagraphD17.ParagraphEExampleParagraphFAnswer(ix)18.ParagraphGPEOPLEANDORGANISATIONS:THESELECTIONISSUEAIn1991,accordingtotheDepartmentofTradeandIndustry,arecord48,000Britishcompanieswentoutofbusiness.Whenbusinessesfail,thepost-mortemanalysisistraditionallyundertakenbyaccountantsandmarketstrategists.Unarguablyorganisationsdofailbecauseofundercapitalisation,poorfinancialmanagement,adversemarketconditionsetc.Yet,conversely,organisationswithsoundfinancialbacking,goodproductideasandmarketacumenoftenunderperformandfailtomeetshareholders'expectations.Thecomplexity,degreeandsustainmentoforganisationalperformancerequiresanexplanationwhichgoesbeyondthebalancesheetandthe“paperconversion”offinancialinputsintoprofitmakingoutputs.Amorecompleteexplanationof“whatwentwrong”necessarilymustconsidertheessenceofwhatanorganisationactuallyisandthatoneofthefinancialinputs,themostimportantandoftenthemostexpensive,ispeople.BAnorganisationisonlyasgoodasthepeopleitemploys.Selectingtherightpersonforthejobinvolvesmorethanidentifyingtheessentialordesirablerangeofskills,educationalandprofessionalqualificationsnecessarytoperformthejobandthenrecruitingthecandidatewhoismostlikelytopossesstheseskillsoratleastisperceivedtohavetheabilityandpredispositiontoacquirethem.Thisisapurelyperson/skillsmatchapproachtoselection.CWorkinvariablytakesplaceinthepresenceand/orunderthedirectionofothers,inaparticularorganisationalsetting.Theindividualhasto“fit”inwiththeworkenvironment,withotheremployees,withtheorganisationalclimate,styleofwork,organisationandcultureoftheorganisation.Differentorganisationshavedifferentcultures(Cartwright&Cooper,1991;1992).WorkingasanengineeratBritishAerospacewillnotnecessarilybeasimilarexperiencetoworkinginthesamecapacityatGECorPlessey.DPoorselectiondecisionsareexpensive.Forexample,thecostsoftrainingapolicemanareabout£20,000(approx.US$30,000).Thecostsofemployinganunsuitabletechnicianonanoilrigorinanuclearplantcould,inanemergency,resultinmillionsofpoundsofdamageorlossoflife.Thedisharmonyofapoorperson-environmentfit(PE-fit)islikelytoresultinlowjobsatisfaction,lackoforganisationalcommitmentandemployeestress,ductivity,highlabourturnoverandabsenteeism,andindividualoutcomesi.e.physical,psychologicalandmentalwell-being.EHowever,despitetheimportanceoftherecruitmentdecisionandtherangeofsophisticatedandmoreobjectiveselectiontechniquesavailable,includingtheuseofpsychometrictests,assessmentcentresetc.,manyorganisationsarestillpreparedtomakethisdecisiononthebasisofasingle30to45minuteunstructuredinterview.Indeed,researchhasdemonstratedthataselectiondecisionisoftenmadewithinthefirstfourminutesoftheinterview.Intheremainingtime,theinterviewerthenattendsexclusivelytoinformationthatreinforcestheinitial“accept”or“reject”decision.Researchintothevalidityofselectionmethodshasconsistentlydemonstratedthattheunstructuredinterview,wheretheinterviewerasksanyquestionsheorshelikes,isapoorpredictoroffuturejobperformanceandfareslittlebetterthanmorecontroversialmethodslikegraphologyandastrology.Intimesofhighunemployment,recruitmentbecomesa“buyer'smarket”andthiswasthecaseinBritainduringthe1980s.FThefuture,wearetold,islikelytobedifferent.DetailedsurveysofsocialandeconomictrendsintheEuropeanCommunityshowthatEurope'spopulationisfallingandgettingolder.ThebirthrateintheCommunityisnowonlythree-quartersofthelevelneededtoensurereplacementoftheexistingpopulation.Bytheyear2020,itispredictedthatmorethanoneinfourEuropeanswillbeaged60ormoreandbarelyoneinfivewillbeunder20.Inafive-yearperiodbetween1983and1988theCommunity’sfemaleworkforcegrewbyalmostsixmillion.Asaresult,51%ofallwomenaged14to64arenoweconomicallyactiveinthelabourmarketcomparedwith78%ofmen.GThechangingdemographicswillnotonlyaffectselectionratios.Theywillalsomakeitincreasinglyimportantfororganisationswishingtomaintaintheircompetitiveedgetobemoreresponsiveandaccommodatingtothechangingneedsoftheirworkforceiftheyaretoretainanddeveloptheirhumanresources.Moreflexibleworkinghours,theopportunitytoworkfromhomeorjobshare,theprovisionofchildcarefacilitiesetc.,willplayamajorroleinattractingandretainingstaffinthefuture.★ 答案与解析14-18题型：找段落的小标题iv没有明显的主题句，需要通读全段。实际上，主题句是全段的最后一句：Thisisapurelyperson/skillsmatchapproachtoselection.viii没有明显的主题句，需要通读全段。v段落中包含Forexample句型，主题句是它前面的句子(也就是全段的第一句)：Poorselectiondecisionsareexpensive.此题，容易误选为vi，它的意思是：一些poorselectiondecisions。而主题句的意思是：poorselectiondecisions的代价是昂贵的。iii主题句为该段话的第一句：However,despitetheimportanceoftherecruitmentdecisionandtherangeofsophisticatedandmoreobjectiveselectiontechniquesavailable,includingtheuseofpsychometrictests,assessmentcentresetc.,manyorganisationsarestillpreparedtomakethisdecisiononthebasisofasingle30to45minuteunstructuredinterview.中文译文：虽然招收新人的决定很重要而且有很多成熟的和更客观的选择技巧，很多单位仍然准备基于30到45分钟的无组织的面试来做出决定。这句比较复杂，不好理解。应重点看主句部分manyorganisationsarestillpreparedtomakethisdecisiononthebasisofasingle30to45minuteunstructuredinterview。正确答案为：（iii）Theunstructuredinterviewanditsvalidityi该段话的前两句是notonlybutalso句型，主题句为第二句：Theywillalsomakeitincreasinglyimportantfororganisationswishingtomaintaintheircompetitiveedgetobemoreresponsiveandaccommodatingtothechangingneedsoftheirworkforceiftheyaretoretainanddeveloptheirhumanresources.DAY5实战演练RAPIDPOLICERESPONSEYouareadvisedtospendabout20minutesonQuestions1-14whicharebasedonexerciseone.Questions1-5Thisreadingpassagehassixparagraphs.ChoosethemostsuitableheadingforparagraphsB-Ffromthelistofheadingsbelow.Writetheappropriatenumbersi-ixinboxes1-5onyouranswersheet.NBTherearemoreheadingsthanparagraphssoyouwillnotuseallofthem.Youmayuseanyoftheheadingmorethanonce.ListofHeadingsi.Responsibilitiesofrespondingpoliceofficersii.Perceivedadvantagesofrapidresponseiii.Policeresponsetopublicsatisfactioniv.Communicatingresponsetimetopeoplerequestinghelpv.Whenrapidresponseisandisnotnecessaryvi.Roleoftechnologyinimprovingpoliceresponsevii.Responsetimeandsuccessofresponseviii.Publicdemandforcatchingcrimin