GRE閱讀：讀后記不住怎么辦？
重點(diǎn)練習(xí)我認(rèn)為是應(yīng)該在熟悉做閱讀的整套方法之后的強(qiáng)化訓(xùn)練，要求考生大量做題，在做題中進(jìn)一步體會(huì)這些方法的運(yùn)用。做練習(xí)最好能有所針對(duì)，就自己的弱點(diǎn)、問(wèn)題而練習(xí)、分析，消除弱點(diǎn)是最好的提高辦法。有網(wǎng)友向我提問(wèn)他們的弱點(diǎn)怎么解決，考生比較普遍的弱點(diǎn)我進(jìn)行過(guò)一個(gè)小結(jié)，主要集中在以下兩個(gè)方面：做題速度慢；原文讀過(guò)什么也記不住，讀了后面忘前面。我想在這里就針對(duì)這兩個(gè)最常見(jiàn)的問(wèn)題，提出一些建議。
1．做題速度慢的解決方案
多數(shù)考生做題速度慢的原因都是一樣的，就是花在讀原文上的時(shí)間太長(zhǎng)了。GRE閱讀的原文通常又長(zhǎng)又難，如果要讀懂原文然后憑借印象來(lái)做題是需要考生有非常深厚的英文功底的，而這種功底我們絕大多數(shù)考生都不具備，所以我們只能用考完題干再定位回原文讀懂某個(gè)具體的句子來(lái)做題。
那么，我們?cè)谟龅揭黄碌拈喿x時(shí)先讀一遍原文是要達(dá)到什么目的呢？
1）做對(duì)主旨題和作者態(tài)度題；2）關(guān)注、標(biāo)記一些?？伎键c(diǎn)為定位所用。
故讀原文后能達(dá)到這兩個(gè)要求就足夠了，如果除達(dá)到這兩個(gè)要求之外又多讀了句子，或在某些句子、某些詞上多逗留了時(shí)間，都是致使做題速度慢花的無(wú)用功。
我們?cè)谶@里先給出一些可以略讀的固定內(nèi)容，大家不妨花一點(diǎn)時(shí)間記一下這些非常不重要的東西，以便今后不用在它們上面浪費(fèi)更多時(shí)間。
I 已知大意的具體敘述可以略讀，重復(fù)、進(jìn)一步的解釋、反之亦然的敘述部分可以略讀。
II 目的已知，具體內(nèi)容可以略讀，就是知道了敘述目的，可以略讀其內(nèi)容。
III 作者將要或者已經(jīng)摒棄的論據(jù)、論證可以略讀，這樣的觀點(diǎn)一般都是為后面作者支持的觀點(diǎn)做鋪墊。
VI一句話的重心如果在后面，前面的可以略讀。
2．讀完原文沒(méi)有任何印象的解決方案
我的觀點(diǎn)是，記不住還有一個(gè)原因就是想記住的太多了，每句話都一樣的去讀，一樣的去記，其結(jié)果就是都沒(méi)記住，都和沒(méi)讀似的。不妨試著先只挑自己覺(jué)得最重要的話來(lái)記，比如TS（Topic Sentence），每段首句、一些重要考點(diǎn)其余的沒(méi)有余力先放過(guò)去，體會(huì)一下記住這些句子對(duì)做題和定位是不是比以前全文都努力記效果要好一點(diǎn)。下一步就是反過(guò)來(lái)推，根據(jù)你做過(guò)的題目來(lái)推原文應(yīng)該記住什么，或者什么你記住了但是沒(méi)用，經(jīng)常小結(jié)一下需要記的東西，其實(shí)GRE閱讀應(yīng)該記憶和值得記憶的東西非常有規(guī)律，很好總結(jié)的。長(zhǎng)此以往，就可以形成讀原文和記憶的重點(diǎn)了。一個(gè)很簡(jiǎn)單的道理，你有10分力，如果花到10個(gè)點(diǎn)上，每個(gè)只有1分，如果只花到3 個(gè)點(diǎn)上，每個(gè)都能有3.333333的力，自然對(duì)這3個(gè)點(diǎn)理解更深，記憶更清晰，把握的更好了。
最后，我想推薦一些文章，讀者可以試著快速的讀并分析一下這些文章，看看他們什么地方值得關(guān)注，什么地方應(yīng)該略讀，詳略得當(dāng)讀原文需要不斷的練習(xí)和總結(jié)，方能達(dá)到爐火純青的境界：92年2月 GRE考試題section6長(zhǎng)，GRE No.8第三套section5短，GRE No.6第三套section2長(zhǎng)，1994年10月GRE考試題section6短。如果讀者還想了解這些文章的分析，請(qǐng)參閱《GRE閱讀全攻略同步練習(xí)》練習(xí)9、10。
有針對(duì)的大量練習(xí)
GRE閱讀需要考生具備的基本技能有：一定的詞匯量，對(duì)句子基本的理解，熟悉考點(diǎn)和題型，智能讀原文，選答案有方法、有技巧這些技能都需要讀者在大量的練習(xí)和總結(jié)中逐漸培養(yǎng)，下面就針對(duì)性練習(xí)給出我個(gè)人的一點(diǎn)建議。
1．分階段逐一解決問(wèn)題
1）解決閱讀詞匯問(wèn)題
2）了解長(zhǎng)難句
3）熟悉文章結(jié)構(gòu)的判斷
4）對(duì)固定考點(diǎn)及題型進(jìn)行強(qiáng)化記憶
5）了解并熟練快速定位與原文改寫的原則
2．卡時(shí)間強(qiáng)化練習(xí)
3． 考前分析、總結(jié)，集中解決弱點(diǎn)
考前的分析和總結(jié)是必須要進(jìn)行的一個(gè)訓(xùn)練，之所以要進(jìn)行這個(gè)訓(xùn)練，一方面是在考前客觀的了解一下自己的實(shí)力，另一方面就是這種訓(xùn)練能夠幫助考生發(fā)現(xiàn)自己的弱點(diǎn)，在考前進(jìn)行必要的彌補(bǔ)。筆者想借此機(jī)會(huì)給大家做個(gè)文章分析示范，希望對(duì)各位有所啟發(fā)：
例文 筆記欄
In large part as a consequence of the feminist move-ment, historians have focused a great deal of attentionin recent years on determining more accurately the statusof women in various periods. Although much has been accomplished for the modern period, premodern cultureshave proved more difficult: sources are restricted innumber, fragmentary, difficult to interpret, andoften contradictory. Thus it is not particularly surprisingthat some earlier scholarship concerning such cultures has so far gone unchallenged. An example is JohannBachofens 1861 treatise on Amazons, women-ruledsocieties of questionable existence contemporary withancient Greece.Starting from the premise that mythology and legend preserve at least a nucleus of historical fact, Bachofenargued that women were dominant in many ancient soci-eties. His work was based on a comprehensive survey ofreferences in the ancient sources to Amazonian andother societies with matrilineal customs-societies in which descent and property rights are traced through thefemale line. Some support for his theory can be found inevidence such as that drawn from Herofotus, the Greekhistorian of the fifth century B. C.,who speaks of anmazonian society, the Sauromatae, where the women hunted and fought in wars. A woman in this society wasnot allowed to marry until she had killed a person inbattle.Nonetheless, this assumption that the first recorders of ancient myths have preserved facts is problematic. If one begins by examining why ancients refer to Amazons, itbecomes clear that ancient Greek descriptions of suchsocieties were meant not so much to represent observedhistorical fact-real Amazonian societies-but rather tooffer moral lessons on the supposed outcome of womens rule in their own society. The Amazons, wereoften characterized, for example, as the equivalents ofgiants and centaurs, enemies to be slain by Greek heroes.Their customs were presented not as those of a respect-able society, but as the very antitheses of ordinary Greek practices.Thus, I would argue, the purpose of accounts of theAmazons for their male Greek recorders was didactic, toteach both male and female Greeks that all-femalegroups, formed by withdrawal from traditional society, are destructive and dangerous. Myths about the Ama-zons were used as arguments for the male-dominatedstatus quo, in which groups composed exclusively ofeither sex were not permitted to segregate themselvespermanently from society. Bachofen was thus misled in his reliance on myths for information about the status ofwomen. The sources that will probably tell contempo-rary historians most about women in the ancient worldare such social documents as grave-stones, wills, andmarriage contracts. Studies of such documents have already begun to show how mistaken we are when wetry to derive our picture of the ancient world exclusivelyfrom literary sources, especially myths. L6-7 L（列舉考點(diǎn)）L10 J B（Am）（觀點(diǎn)已知，具體例子略讀，紀(jì)錄大寫名詞）；L15 SE（Structural Elements）（B提出的觀點(diǎn)）L22 H（記錄專有名詞）L23 5 c（紀(jì)錄特殊年代）L24 Sa（記錄專有名詞）L28 SE（段首轉(zhuǎn)折，否定上文觀點(diǎn)）L41 SE（作者觀點(diǎn)，purpose of強(qiáng)驅(qū)動(dòng)短語(yǔ)，值得關(guān)注）L49 B-（misled反映作者對(duì)B持負(fù)態(tài)度，否定了B的結(jié)論）
文章結(jié)構(gòu)分析：
第一遍快速讀原文，讀者首先應(yīng)該對(duì)原文的結(jié)構(gòu)有個(gè)大致的把握。這篇文章的結(jié)構(gòu)分析如下：
首段，介紹了一個(gè)文化背景。在首段末尾，主人公J B登場(chǎng)；
第2段，先闡述了B的觀點(diǎn)（women were dominant in many ancient societies）及作者提出此觀點(diǎn)所依據(jù)的前提（mythology and legend reserve fact），后用evidence證明之；
第3段，首句Nonetheless為一個(gè)強(qiáng)轉(zhuǎn)折詞，從前提上否定了B。
第4段，作者提出自己的看法，并從觀點(diǎn)上直接否定了B。全文末句，重申對(duì)B觀點(diǎn)前提的否定。
全文結(jié)構(gòu)組成為：除首段背景外，其余部分為新觀點(diǎn)推翻舊觀點(diǎn)型文章，重在推翻，即對(duì)B觀點(diǎn)的駁斥。
重點(diǎn)題目分析：
21.The primary purpose of the passage is to
compare competing new approaches to understanding the role of women in ancient societies.
investigate the ramifications of Bachofens theory about the dominance of women in ancient societies.
explain the burgeoning interest among historians in determining the actual status of women in various societies.
analyze the nature of Amazonian society and uncover similarities between it and the Greek world.
criticize the value of ancient myths in determining the status of women in ancient societies .
此題為主旨題，對(duì)選項(xiàng)先豎看，后橫看，豎看主要比較各個(gè)選項(xiàng)的主動(dòng)詞。compare, investigate, explain, analyze均與原文結(jié)構(gòu)不甚符合，只有選項(xiàng)E的criticize（to find fault with）比較符合原文意圖，因此只看E選項(xiàng)的后半部分就可以了，其余選項(xiàng)不用細(xì)看。在選項(xiàng)E中，ancient myths是B觀點(diǎn)的前提，the status of women in ancient societies是B的主要觀點(diǎn)，選項(xiàng)E正確。
22. All of the following are stated by the author as problems connected with the sources for knowledge of premodern cultures EXCEPT
partial completeness.
restricted accessibility.
difficulty of interpretation.
limited quantity.
tendency toward contradiction.
此題為Except題，看到Except，讀者應(yīng)當(dāng)首先找原文中的列舉標(biāo)記，L6-7 L。定位后，將原文sources are restricted in number, fragmentary, difficult to interpret, and often contradictory與各個(gè)選項(xiàng)相比較，restricted in number對(duì)應(yīng)limited quantity，fragmentary對(duì)應(yīng)partial completeness，difficult to interpret對(duì)應(yīng)difficulty of interpretation，contradictory對(duì)應(yīng)tendency toward contradiction，故B為正確答案。
25. It can be inferred from the passage that the probable reactions of many males in ancient Greece to the idea of a society ruled by women could best characterized as
confused and dismayed.
wary and hostile.
cynical and disinterested.
curious but fearful.
excited but anxious.
此題是態(tài)度題，問(wèn)的是males in Greece對(duì)a society ruled by women的態(tài)度，此考點(diǎn)正在原文所做標(biāo)記之列，L45-（原文負(fù)態(tài)度標(biāo)記）。原文L45的負(fù)態(tài)度持有者是male Greek recorders，和題干所問(wèn)是同一群人。在原文中，males in Greece把那些脫離傳統(tǒng)社會(huì)的女性群體看作是destructive and dangerous（具有破壞性且危險(xiǎn)的）。選項(xiàng)D，選項(xiàng)E應(yīng)該首先被排除，因?yàn)閎ut是反映復(fù)雜態(tài)度的特征詞，選項(xiàng)A的confused and dismayed（困惑且沮喪），選項(xiàng)C中的disinterested（漠不關(guān)心）均和原文所述不符，故選項(xiàng)B的wary and hostile（警覺(jué)且?guī)в袛骋猓檎_答案。
26. The author suggests that the main reason for the persisting influence of Bachofens work is that
feminists have shown little interest in ancient societies.
Bachofens knowledge of Amazonian culture is unparalleled.
reliable information about the ancient world is difficult to acquire.
ancient societies show the best evidence of women in positions of power.
historians have been primarily interested in the modern period.
我們講過(guò)，對(duì)大寫名詞的提問(wèn)，在沒(méi)有明顯線索的情況下，常定位于它首次出現(xiàn)處。在文章首段末，Bachofen第一次作為一個(gè)例子出現(xiàn)，這個(gè)例子所支持的觀點(diǎn)就是：由于資料來(lái)源的困難和復(fù)雜，古代文化的早期學(xué)術(shù)研究從未被顛覆。選項(xiàng)C正是Bachofen具有持續(xù)影響力的原因的表述，故為正確答案。
總結(jié)：1）21，25題均考到了文章中字里行間體現(xiàn)出的態(tài)度，故對(duì)原文中作者的態(tài)度、作者描述人物的態(tài)度的把握至關(guān)重要，態(tài)度詞是必然考點(diǎn)。
2）26 題考到了原文的例子，但是定位都是依據(jù)例子所要證明的觀點(diǎn)，而非例子本身的內(nèi)容，故在第一遍讀原文的時(shí)候，關(guān)于例子，只要目的已知，內(nèi)容可以略讀。在定位之后，再讀例子也不晚。而有很多時(shí)候，作者對(duì)例子內(nèi)容并不涉及，比如這個(gè)26題，就是針對(duì)例子所支持的觀點(diǎn)提問(wèn)的，這種情形下，如果第一遍讀原文詳讀了例子，就等于無(wú)謂的浪費(fèi)了時(shí)間。
3）22題對(duì)列舉內(nèi)容的考查可以依靠對(duì)原文所標(biāo)記來(lái)判斷正誤，因此，做標(biāo)記是選擇的得力助手，一定不能省略。
如果讀者能夠按照上述步驟有針對(duì)的訓(xùn)練，強(qiáng)化要點(diǎn)并有效的總結(jié)分析，相信練習(xí)不再會(huì)是盲目無(wú)效的，提高也指日可待。
重點(diǎn)練習(xí)我認(rèn)為是應(yīng)該在熟悉做閱讀的整套方法之后的強(qiáng)化訓(xùn)練，要求考生大量做題，在做題中進(jìn)一步體會(huì)這些方法的運(yùn)用。做練習(xí)最好能有所針對(duì)，就自己的弱點(diǎn)、問(wèn)題而練習(xí)、分析，消除弱點(diǎn)是最好的提高辦法。有網(wǎng)友向我提問(wèn)他們的弱點(diǎn)怎么解決，考生比較普遍的弱點(diǎn)我進(jìn)行過(guò)一個(gè)小結(jié)，主要集中在以下兩個(gè)方面：做題速度慢；原文讀過(guò)什么也記不住，讀了后面忘前面。我想在這里就針對(duì)這兩個(gè)最常見(jiàn)的問(wèn)題，提出一些建議。
1．做題速度慢的解決方案
多數(shù)考生做題速度慢的原因都是一樣的，就是花在讀原文上的時(shí)間太長(zhǎng)了。GRE閱讀的原文通常又長(zhǎng)又難，如果要讀懂原文然后憑借印象來(lái)做題是需要考生有非常深厚的英文功底的，而這種功底我們絕大多數(shù)考生都不具備，所以我們只能用考完題干再定位回原文讀懂某個(gè)具體的句子來(lái)做題。
那么，我們?cè)谟龅揭黄碌拈喿x時(shí)先讀一遍原文是要達(dá)到什么目的呢？
1）做對(duì)主旨題和作者態(tài)度題；2）關(guān)注、標(biāo)記一些?？伎键c(diǎn)為定位所用。
故讀原文后能達(dá)到這兩個(gè)要求就足夠了，如果除達(dá)到這兩個(gè)要求之外又多讀了句子，或在某些句子、某些詞上多逗留了時(shí)間，都是致使做題速度慢花的無(wú)用功。
我們?cè)谶@里先給出一些可以略讀的固定內(nèi)容，大家不妨花一點(diǎn)時(shí)間記一下這些非常不重要的東西，以便今后不用在它們上面浪費(fèi)更多時(shí)間。
I 已知大意的具體敘述可以略讀，重復(fù)、進(jìn)一步的解釋、反之亦然的敘述部分可以略讀。
II 目的已知，具體內(nèi)容可以略讀，就是知道了敘述目的，可以略讀其內(nèi)容。
III 作者將要或者已經(jīng)摒棄的論據(jù)、論證可以略讀，這樣的觀點(diǎn)一般都是為后面作者支持的觀點(diǎn)做鋪墊。
VI一句話的重心如果在后面，前面的可以略讀。
2．讀完原文沒(méi)有任何印象的解決方案
我的觀點(diǎn)是，記不住還有一個(gè)原因就是想記住的太多了，每句話都一樣的去讀，一樣的去記，其結(jié)果就是都沒(méi)記住，都和沒(méi)讀似的。不妨試著先只挑自己覺(jué)得最重要的話來(lái)記，比如TS（Topic Sentence），每段首句、一些重要考點(diǎn)其余的沒(méi)有余力先放過(guò)去，體會(huì)一下記住這些句子對(duì)做題和定位是不是比以前全文都努力記效果要好一點(diǎn)。下一步就是反過(guò)來(lái)推，根據(jù)你做過(guò)的題目來(lái)推原文應(yīng)該記住什么，或者什么你記住了但是沒(méi)用，經(jīng)常小結(jié)一下需要記的東西，其實(shí)GRE閱讀應(yīng)該記憶和值得記憶的東西非常有規(guī)律，很好總結(jié)的。長(zhǎng)此以往，就可以形成讀原文和記憶的重點(diǎn)了。一個(gè)很簡(jiǎn)單的道理，你有10分力，如果花到10個(gè)點(diǎn)上，每個(gè)只有1分，如果只花到3 個(gè)點(diǎn)上，每個(gè)都能有3.333333的力，自然對(duì)這3個(gè)點(diǎn)理解更深，記憶更清晰，把握的更好了。
最后，我想推薦一些文章，讀者可以試著快速的讀并分析一下這些文章，看看他們什么地方值得關(guān)注，什么地方應(yīng)該略讀，詳略得當(dāng)讀原文需要不斷的練習(xí)和總結(jié)，方能達(dá)到爐火純青的境界：92年2月 GRE考試題section6長(zhǎng)，GRE No.8第三套section5短，GRE No.6第三套section2長(zhǎng)，1994年10月GRE考試題section6短。如果讀者還想了解這些文章的分析，請(qǐng)參閱《GRE閱讀全攻略同步練習(xí)》練習(xí)9、10。
有針對(duì)的大量練習(xí)
GRE閱讀需要考生具備的基本技能有：一定的詞匯量，對(duì)句子基本的理解，熟悉考點(diǎn)和題型，智能讀原文，選答案有方法、有技巧這些技能都需要讀者在大量的練習(xí)和總結(jié)中逐漸培養(yǎng)，下面就針對(duì)性練習(xí)給出我個(gè)人的一點(diǎn)建議。
1．分階段逐一解決問(wèn)題
1）解決閱讀詞匯問(wèn)題
2）了解長(zhǎng)難句
3）熟悉文章結(jié)構(gòu)的判斷
4）對(duì)固定考點(diǎn)及題型進(jìn)行強(qiáng)化記憶
5）了解并熟練快速定位與原文改寫的原則
2．卡時(shí)間強(qiáng)化練習(xí)
3． 考前分析、總結(jié)，集中解決弱點(diǎn)
考前的分析和總結(jié)是必須要進(jìn)行的一個(gè)訓(xùn)練，之所以要進(jìn)行這個(gè)訓(xùn)練，一方面是在考前客觀的了解一下自己的實(shí)力，另一方面就是這種訓(xùn)練能夠幫助考生發(fā)現(xiàn)自己的弱點(diǎn)，在考前進(jìn)行必要的彌補(bǔ)。筆者想借此機(jī)會(huì)給大家做個(gè)文章分析示范，希望對(duì)各位有所啟發(fā)：
例文 筆記欄
In large part as a consequence of the feminist move-ment, historians have focused a great deal of attentionin recent years on determining more accurately the statusof women in various periods. Although much has been accomplished for the modern period, premodern cultureshave proved more difficult: sources are restricted innumber, fragmentary, difficult to interpret, andoften contradictory. Thus it is not particularly surprisingthat some earlier scholarship concerning such cultures has so far gone unchallenged. An example is JohannBachofens 1861 treatise on Amazons, women-ruledsocieties of questionable existence contemporary withancient Greece.Starting from the premise that mythology and legend preserve at least a nucleus of historical fact, Bachofenargued that women were dominant in many ancient soci-eties. His work was based on a comprehensive survey ofreferences in the ancient sources to Amazonian andother societies with matrilineal customs-societies in which descent and property rights are traced through thefemale line. Some support for his theory can be found inevidence such as that drawn from Herofotus, the Greekhistorian of the fifth century B. C.,who speaks of anmazonian society, the Sauromatae, where the women hunted and fought in wars. A woman in this society wasnot allowed to marry until she had killed a person inbattle.Nonetheless, this assumption that the first recorders of ancient myths have preserved facts is problematic. If one begins by examining why ancients refer to Amazons, itbecomes clear that ancient Greek descriptions of suchsocieties were meant not so much to represent observedhistorical fact-real Amazonian societies-but rather tooffer moral lessons on the supposed outcome of womens rule in their own society. The Amazons, wereoften characterized, for example, as the equivalents ofgiants and centaurs, enemies to be slain by Greek heroes.Their customs were presented not as those of a respect-able society, but as the very antitheses of ordinary Greek practices.Thus, I would argue, the purpose of accounts of theAmazons for their male Greek recorders was didactic, toteach both male and female Greeks that all-femalegroups, formed by withdrawal from traditional society, are destructive and dangerous. Myths about the Ama-zons were used as arguments for the male-dominatedstatus quo, in which groups composed exclusively ofeither sex were not permitted to segregate themselvespermanently from society. Bachofen was thus misled in his reliance on myths for information about the status ofwomen. The sources that will probably tell contempo-rary historians most about women in the ancient worldare such social documents as grave-stones, wills, andmarriage contracts. Studies of such documents have already begun to show how mistaken we are when wetry to derive our picture of the ancient world exclusivelyfrom literary sources, especially myths. L6-7 L（列舉考點(diǎn)）L10 J B（Am）（觀點(diǎn)已知，具體例子略讀，紀(jì)錄大寫名詞）；L15 SE（Structural Elements）（B提出的觀點(diǎn)）L22 H（記錄專有名詞）L23 5 c（紀(jì)錄特殊年代）L24 Sa（記錄專有名詞）L28 SE（段首轉(zhuǎn)折，否定上文觀點(diǎn)）L41 SE（作者觀點(diǎn)，purpose of強(qiáng)驅(qū)動(dòng)短語(yǔ)，值得關(guān)注）L49 B-（misled反映作者對(duì)B持負(fù)態(tài)度，否定了B的結(jié)論）
文章結(jié)構(gòu)分析：
第一遍快速讀原文，讀者首先應(yīng)該對(duì)原文的結(jié)構(gòu)有個(gè)大致的把握。這篇文章的結(jié)構(gòu)分析如下：
首段，介紹了一個(gè)文化背景。在首段末尾，主人公J B登場(chǎng)；
第2段，先闡述了B的觀點(diǎn)（women were dominant in many ancient societies）及作者提出此觀點(diǎn)所依據(jù)的前提（mythology and legend reserve fact），后用evidence證明之；
第3段，首句Nonetheless為一個(gè)強(qiáng)轉(zhuǎn)折詞，從前提上否定了B。
第4段，作者提出自己的看法，并從觀點(diǎn)上直接否定了B。全文末句，重申對(duì)B觀點(diǎn)前提的否定。
全文結(jié)構(gòu)組成為：除首段背景外，其余部分為新觀點(diǎn)推翻舊觀點(diǎn)型文章，重在推翻，即對(duì)B觀點(diǎn)的駁斥。
重點(diǎn)題目分析：
21.The primary purpose of the passage is to
compare competing new approaches to understanding the role of women in ancient societies.
investigate the ramifications of Bachofens theory about the dominance of women in ancient societies.
explain the burgeoning interest among historians in determining the actual status of women in various societies.
analyze the nature of Amazonian society and uncover similarities between it and the Greek world.
criticize the value of ancient myths in determining the status of women in ancient societies .
此題為主旨題，對(duì)選項(xiàng)先豎看，后橫看，豎看主要比較各個(gè)選項(xiàng)的主動(dòng)詞。compare, investigate, explain, analyze均與原文結(jié)構(gòu)不甚符合，只有選項(xiàng)E的criticize（to find fault with）比較符合原文意圖，因此只看E選項(xiàng)的后半部分就可以了，其余選項(xiàng)不用細(xì)看。在選項(xiàng)E中，ancient myths是B觀點(diǎn)的前提，the status of women in ancient societies是B的主要觀點(diǎn)，選項(xiàng)E正確。
22. All of the following are stated by the author as problems connected with the sources for knowledge of premodern cultures EXCEPT
partial completeness.
restricted accessibility.
difficulty of interpretation.
limited quantity.
tendency toward contradiction.
此題為Except題，看到Except，讀者應(yīng)當(dāng)首先找原文中的列舉標(biāo)記，L6-7 L。定位后，將原文sources are restricted in number, fragmentary, difficult to interpret, and often contradictory與各個(gè)選項(xiàng)相比較，restricted in number對(duì)應(yīng)limited quantity，fragmentary對(duì)應(yīng)partial completeness，difficult to interpret對(duì)應(yīng)difficulty of interpretation，contradictory對(duì)應(yīng)tendency toward contradiction，故B為正確答案。
25. It can be inferred from the passage that the probable reactions of many males in ancient Greece to the idea of a society ruled by women could best characterized as
confused and dismayed.
wary and hostile.
cynical and disinterested.
curious but fearful.
excited but anxious.
此題是態(tài)度題，問(wèn)的是males in Greece對(duì)a society ruled by women的態(tài)度，此考點(diǎn)正在原文所做標(biāo)記之列，L45-（原文負(fù)態(tài)度標(biāo)記）。原文L45的負(fù)態(tài)度持有者是male Greek recorders，和題干所問(wèn)是同一群人。在原文中，males in Greece把那些脫離傳統(tǒng)社會(huì)的女性群體看作是destructive and dangerous（具有破壞性且危險(xiǎn)的）。選項(xiàng)D，選項(xiàng)E應(yīng)該首先被排除，因?yàn)閎ut是反映復(fù)雜態(tài)度的特征詞，選項(xiàng)A的confused and dismayed（困惑且沮喪），選項(xiàng)C中的disinterested（漠不關(guān)心）均和原文所述不符，故選項(xiàng)B的wary and hostile（警覺(jué)且?guī)в袛骋猓檎_答案。
26. The author suggests that the main reason for the persisting influence of Bachofens work is that
feminists have shown little interest in ancient societies.
Bachofens knowledge of Amazonian culture is unparalleled.
reliable information about the ancient world is difficult to acquire.
ancient societies show the best evidence of women in positions of power.
historians have been primarily interested in the modern period.
我們講過(guò)，對(duì)大寫名詞的提問(wèn)，在沒(méi)有明顯線索的情況下，常定位于它首次出現(xiàn)處。在文章首段末，Bachofen第一次作為一個(gè)例子出現(xiàn)，這個(gè)例子所支持的觀點(diǎn)就是：由于資料來(lái)源的困難和復(fù)雜，古代文化的早期學(xué)術(shù)研究從未被顛覆。選項(xiàng)C正是Bachofen具有持續(xù)影響力的原因的表述，故為正確答案。
總結(jié)：1）21，25題均考到了文章中字里行間體現(xiàn)出的態(tài)度，故對(duì)原文中作者的態(tài)度、作者描述人物的態(tài)度的把握至關(guān)重要，態(tài)度詞是必然考點(diǎn)。
2）26 題考到了原文的例子，但是定位都是依據(jù)例子所要證明的觀點(diǎn)，而非例子本身的內(nèi)容，故在第一遍讀原文的時(shí)候，關(guān)于例子，只要目的已知，內(nèi)容可以略讀。在定位之后，再讀例子也不晚。而有很多時(shí)候，作者對(duì)例子內(nèi)容并不涉及，比如這個(gè)26題，就是針對(duì)例子所支持的觀點(diǎn)提問(wèn)的，這種情形下，如果第一遍讀原文詳讀了例子，就等于無(wú)謂的浪費(fèi)了時(shí)間。
3）22題對(duì)列舉內(nèi)容的考查可以依靠對(duì)原文所標(biāo)記來(lái)判斷正誤，因此，做標(biāo)記是選擇的得力助手，一定不能省略。
如果讀者能夠按照上述步驟有針對(duì)的訓(xùn)練，強(qiáng)化要點(diǎn)并有效的總結(jié)分析，相信練習(xí)不再會(huì)是盲目無(wú)效的，提高也指日可待。
