20xx考研阅读综合辅导(编辑修改稿)

20xx考研阅读综合辅导(编辑修改稿)内容摘要：

tional point of view. [B] Three explanations for a phenomenon are presented and each is disputed by means of specific information. [C] Three hypotheses are outlined and evidence supporting each is given. [D] Recent discoveries are described and their implications for future study are projected. [答案与考点解析 ] 1. 【答案】 D 【考点解析】这是一道审题定位题型。 该题的答案信息在第二段的第一句，根据本句的内容即可得出本题的正确答案是 D。 考生要加强对题干的理解和认识，并且要善于找到原文和题干相吻合之处，否则就会失去解题思路。 2. 【答案】 B 【考点解析】本题是一道句间关系题型。 本题的答案信息在尾段的第一、二句和尾段的倒数第一、二句。 从尾段的第二句 “Each hypothesis has its difficulties” (每种假设都有缺陷 )可以判断：作者认为“从浪尖上伴轻风飞起”是不可能的。 考生要加 强对句子之间语意关系的理解。 3. 【答案】 C 【考点解析】本题是一道审题定位题。 其答案信息在第三段。 题干中问翼龙和鸟类骨骼方面的“不同”。 原文第三段中涉及两者相同与不同。 第三段的尾句暗示本题的正确答案是 C。 考生在解题时应加强审题定位的能力。 4. 【答案】 B 【考点解析】这是一道归纳推导题。 本题的正确答案在第四段的第一、二、三句。 这三句话的内容暗示本题的正确答案是 B，即动物的外型通常受环境要求和生理能力的影响。 考生在解题时应注意提高对原文信息的归纳推导能力。 5. 【答案】 B 【考点解析】本题是一道段落结构识别题。 尾 段的第一句对所谈现象提出了三种解释，然后针对每一种解释进行科学上的否定。 可见本题的正确答案是B。 考生在复习中应该加强对段落结构的识别能力。 [参考译文 ] 第一批会飞的脊椎动物 —— 翼龙的化石，已经让古生物学家感兴趣达两个多世纪了。 这种有时和大型滑翔机一样重，而且翅膀展开达 8— 12米宽的庞然大物是如何克服飞行时的重力，以及这种生物到底是属于鸟类还是爬行动物，对科学家们来讲仍旧是个谜。 可能，最少引起争论的意见就是翼龙是爬行动物。 它们的头盖骨、骨盆以及后腿都是爬行动物类型。 对它们翅膀的解剖学研究证明它们尚未 进化为鸟。 翼龙每个前肢的大大延长的第四指支撑一个翅膀状的薄膜，其它指头小，而且是典型的爬行动物式，有尖爪。 而鸟类的第二指进化成为翅膀的主要支架，翅膀也主要是羽毛构成的。 当翼龙四肢爬行时，其它指可以用来抓取。 而当它行走或不动时，第四指，连同翅膀，只能向上伸展，在身体两侧呈倒转的 V字型。 翼龙和鸟类以及蝙蝠在总体结构及比例上很相似。 这并不奇怪，因为任何飞翔脊椎动物都要受空气动力的约束。 翼龙和鸟都有中空的骨头，这是为了节省重量。 不过在鸟类中，这种骨头受内部支柱影响，重量大大增加。 尽管爬行动物通常全身鳞片，翼龙却 可能拥有毛发。 赫胥黎对此解释说，飞翔脊椎动物肯定已经是热血动物，因为飞翔要求一个高新陈代谢率，后者要求一个较高的体温。 赫氏设想一层毛发覆盖物可以隔绝身体热量的损失，从而使身体在减轻飞行重量方面更为有效。 最近一些有又长又密且厚的毛发的翼龙化石的发现，终于明白无误地证明赫氏的观点是对的。 解释翼龙怎样起飞的努力产生以下设想：它们从悬崖上起跳，或从树上起跳或者甚至从浪尖上伴轻风飞起。 每种假设都有缺陷。 第一种错误地设想翼龙的后爪象蝙蝠一样，钩子似的挂着为飞行做准备。 第二种看来也不可能，因为大型翼龙不可能降在树上而不 伤害它们的翅膀。 第三种假设必须要有高浪来形成上升气流才能实现。 然而，能产生此种大浪的风可能对翼龙来说过于猛烈，以至于它一旦升空，就无法控制自己。 SAMPLE 3 [历史学 ] 题目序号 题型归类 第 1题 中心主旨题型 第 2题 细节推导题型 第 3题 段落间关系题型 第 4题 审题定位题型 第 5题 段落间关系与指代词题型 Between the eighth and eleventh centuries A. D., the Byzantine Empire staged an almost unparalleled economic and cultural revival, a recovery that is all the more striking because it followed a long period of severe internal decline. By the early eighth century, the empire had lost roughly twothirds of the territory it had possessed in the year 600, and its remaining area was being raided by Arabs and Bulgarians, who at times threatened to take Constantinople and extinguished the empire altogether. The wealth of the state and its subjects was greatly diminished, and artistic and literary production had virtually ceased. By the early eleventh century, however, the empire had regained almost half of its lost possessions, its new frontiers were secure, and its influence extended far beyond its borders. The economy had recovered, the treasury was full, and art and scholarship had advanced. To consider the Byzantine military, cultural, and economic advances as differentiated aspects of a single phenomenon is reasonable. After all, these three forms of progress have gone together in a number of states and civilizations. Rome under Augustus and fifthcentury Athens provide the most obvious examples in antiquity. Moreover, an examination of the apparent sequential connections among military, economic, and cultural forms of progress might help explain the dynamics of historical change. The mon explanation of these apparent connections in the case of Byzantium would run like this: when the empire had turned back enemy raids on its own territory and had begun to raid and conquer enemy territory, Byzantine resources naturally expanded and more money became available to patronize art and literature. Therefore, Byzantine military achievements led to economic advances, which in turn led to cultural revival. No doubt this hypothetical pattern did apply at times during the course of the recovery. Yet it is not clear that military advances invariably came first. Economic advances second, and intellectual advances third. In the 860’s the Byzantine Empire began to recover from Arab incursions so that by 872 the military balance with the Abbasid Caliphate had been permanently altered in the empire’s favor. The beginning of the empire’s economic revival, however, can be placed between 810 and 830. Finally, the Byzantine revival of learning appears to have begun even earlier. A number of notable scholars and writers appeared by 788 and, by the last decade of the eighth century, a cultural revival was in full bloom, a revival that lasted until the fall of Constantinople in 1453. Thus the monly expected order of military revival followed by economic and then by cultural recovery was reversed in Byzantium. In fact, the revival of Byzantine learning may itself have influenced the subsequent economic and military expansion. 1. Which of the following best states the central idea of the text? [A] The Byzantine Empire was a unique case in which the usual order of military and economic revival preceding cultural revival was reversed. [B] The economic, cultural, and military revival in the Byzantine Empire between the eighth and eleventh centuries was similar in its order to the sequence of revival in Augustan Rome and fifthcentury Athens. [C] After 810 Byzantine economic recovery spurred a military and, later, cultural expansion that lasted until 1453. [D] The revival of the Byzantine Empire between the eighth and eleventh centuries shows cultural rebirth preceding economic and military revival, the reverse of the generally accepted sequence of progress. 2. It can be inferred from the text that the Byzantine Empire sustained significant territorial losses [A] in 600. [B] during the seventh century. [C] a century after the cultural achievements of the Byzantine Empire had been lost. [D] soon after the revival of Byzantine learning. 3. In the third paragraph, the author mo。