2016考前点睛：英语一新题型高频考点及解题技巧

　　2016考研倒计时8天，最后这几天拼的是爆发力，拼的是方法和效率，每个科目复习都要集中精力做更利与提分和决定成败的部分，先攻克主要矛盾。新东方在线分享2016考研考前点睛系列为大家指点迷津，把握重点。下面是对英语一阅读新题型的高频考点及解题技巧分享，通过真题讲解，更容易掌握，大家认真查看学习。

2016考前点睛：英语一新题型高频考点及解题技巧

　　一、炙热题型--排序题考前得分要领

　　段落排序题仍然是今年的备考重点，全部做对该题目的可能性微乎其微，所以就需要讲究方法，在考场上多快好省的确保拿到6～8分。拿分要领为：答对首段(如果没有给)和第二段，以及已知段后面的一段，即对2-3个，剩下的，不要做了，直接选一个肯定入选但不确定排哪里的答案。

　　【解题步骤】

　　1.阅读已经固定的段落

　　如果固定段落是首末段，那么通过阅读首末段就可以得知整个文章的主旨大意，还要注意将已经确定的两个选项从卷子上划去，防止引起不必要的混乱;如果是首段+中间段，那也可以知道大意和文章部分内容信息。

　　但是，如果首段没有要先选出首段。 2.如何选首段 首段的特点： 1)首句不含有代词，不含有总结性、过渡性词(转折、因果、顺延等) 2)一般不含有最高级、第一或最后意思的词语，因为首段没有比较的对象。 3.阅读选项，尤其是首尾句。给段落作初步的位置预知和组块 考生做不到一次性排出来，能排出来的就排，一时定不了的，做如下工作： 1)位置预知：含so, conclude等表示结束的词，可能作为尾段。但是也要警惕未必，总之还是要综合看。

　　2)组块：

　　有些段一看就觉得应该一个前一个后，比如A段讲有的人不参加选举，然后有人调查原因，F段讲一些人在发言，说自己对选举的看法，那么AF可能就组到一块了。 另一种情况，上段确定了，下段是谁?有两个选项都可能是，怎么办?谁与首段主题词重复或者论证的程度越多的，就选谁;关系不大的，不要选。 例如：2010年真题中C选项，有点像可选项，犹豫不决。2010年真题，C段。此段仔细看，它强调的是food and drink market如何随顾客而变化，偏离全文主题--retail & wholesale。所以排除。

　　3)精确排列各个段落的顺序，利用其它关联词进行验证。

　　【例题】2011年

　　[A] No disciplines have seized on professionalism with as much enthusiasm as the humanities. You can, Mr. Menand points out, become a lawyer in three years and a medical doctor in four. But the regular time it takes to get a doctoral degree in the humanities is nine years. Not surprisingly, up to half of all doctoral students in English drop out before getting their degrees.

　　[B] His concern is mainly with the humanities: literature, languages, philosophy and so on. These are disciplines that are going out of style: 22% of American college graduates now major in business compared with only 2% in history and 4% in English. However, many leading American universities want their undergraduates to have a grounding in the basic canon of ideas that every educated person should possess. But most find it difficult to agree on what a "general education" should look like. At Harvard, Mr. Menand notes, "The great books are read because they have been read"-they form a sort of social glue.

　　[C] Equally unsurprisingly, only about half end up with professorships for which they entered graduate school. There are simply too few posts. This is partly because universities continue to produce ever more PhDs. But fewer students want to study humanities subjects: English departments awarded more bachelor's degrees in 1970-71 than they did 20 years later. Fewer students require fewer teachers. So, at the end of a decade of thesis-writing, many humanities students leave the profession to do something for which they have not been trained.

　　[D] One reason why it is hard to design and teach such courses is that they cut across the insistence by top American universities that liberal-arts education and professional education should be kept separate, taught in different schools. Many students experience both varieties. Although more than half of Harvard undergraduates end up in law, medicine or business, future doctors and lawyers must study a non-specialist liberal-arts degree before embarking on a professional qualification.

　　[E] Besides professionalising the professions by this separation, top American universities have professionalised the professor. The growth in public money for academic research has speeded the process: federal research grants rose fourfold between 1960 and 1990, but faculty teaching hours fell by half as research took its toll. Professionalism has turned the acquisition of a doctoral degree into a prerequisite for a successful academic career: as late as 1969 a third of American professors did not possess one. But the key idea behind professionalisation, argues Mr. Menand, is that "the knowledge and skills needed for a particular specialisation are transmissible but not transferable." So disciplines acquire a monopoly not just over the production of knowledge, but also over the production of the producers of knowledge.

　　[F] The key to reforming higher education, concludes Mr. Menand, is to alter the way in which "the producers of knowledge are produced". Otherwise, academics will continue to think dangerously alike, increasingly detached from the societies which they study, investigate and criticise. "Academic inquiry, at least in some fields, may need to become less exclusionary and more holistic." Yet quite how that happens, Mr. Menand does not say.

　　[G] The subtle and intelligent little book The Marketplace of Ideas: Reform and Resistance in the American University should be read by every student thinking of applying to take a doctoral degree. They may then decide to go elsewhere. For something curious has been happening in American universities, and Louis Menand, a professor of English at Harvard University, captures it skillfully.

　　G → 41. → 42. →E → 43. → 44. →45.

　　【解题步骤】

　　1.精读首段：

　　G段，出现了关键词The difficulty of a police captain，说明本篇文章是"提出问题-分析问题-解决问题"型。(意见：G段中，并没有出现 上述的关键词)

　　2.通读段首尾，模块组合+位置预知。

　　根据上述的八大方法，找出各个段落段首/尾的关联词，具体分布为：

　　[A] Not surprisingly

　　[B] His concern

　　[C] Equally unsurprisingly

　　[D] One reason, such courses…. be kept separate

　　[E] this separation

　　[F] The key to

　　其次，F选项中出现了The key to是在"解决问题"，大致定位应该在最后两个空的某个，同样，B选项中出现了concern，属于提出问题，根据逻辑排序，也应该排最后两个空的某个。所以初步的填写是：

　　G→ 41. B → 42. → E→ 43. → 44. F → 45. F

　　另外，A选项中出现了Not surprisingly，C中出现了Equally unsurprisingly，所以顺序是A>C. D选项中出现了reason是在分析问题，可以放在中间三个。因此目前的顺序是：

　　G→ 41. B → 42. → E→ 43. → 44. F → 45. F

　　D D D

　　A> C

　　3.精确定位

　　根据A和C选项的顺序，二者不能分开，所以只能放在43和44，D只能放在42，所以正确的顺序是：

　　G→ 41. B → 42. D → E→ 43. A → 44. C → 45. F