考研英语阅读理解B节(新题型)分类精讲文化教育类-(一)

考研英语阅读理解B节(新题型)分类精讲文化教育类-(一)
(总分：100.00，做题时间：90分钟)
一、Section Ⅱ Reading Comprehension(总题数：5，分数：100.00)
A. Indeed, such collaborations at the institutional level must begin with stronger interaction between the offices that have oversight of research and international affairs. University research and international offices can partner on incentives and procedural changes (e.g. international travel awards, promotion and tenure guidelines that encourage outreach, etc.) as well as lobby federal agencies to provide more funding for multi-institutional collaborative projects. These offices can also help strategically map and forecast emerging research fields; identify gaps in expertise, instrumentation, and resources; find foreign partners that can complement institutional priorities and strengths, including sharing of high-technology equipment; facilitate interdisciplinary connections; and promote targeted domestic and international institutional, multidisciplinary, and multilateral linkages.
B. For example, new generation influenza vaccines arose from collaborations between US and Japanese pharmaceutical companies; information technology and cybersecurity tools were developed by the US Department of Defense with international allies; and clean energy and low carbon technologies from joint work by a consortium of US and Chinese universities, national laboratories, and private sector companies.
C. In order for US research universities to remain competitive in today's
knowledge-and-innovation-driven global economy, it is essential to expand research and scholarly collaborations and forge partnerships internationally. In recent years, the value of international collaboration has been increasingly emphasized by federal agencies, including the National Science Foundation(NSF), which now encourages more cross-border cooperation in science, technology, and education.
D. The decrease in US-based global collaborations should concern our science and technology policymakers and institutional leaders. Such worldly partnerships are essential for producing the best science and remaining competitive in the global scientific community. Any one university cannot sustain broad expertise and infrastructure in all disciplinary areas. In addition to domestic collaborations, transnational partnerships can also provide opportunities for greater research synergies and complementarities. These collaborations also increase the breadth of scientific inquiry and have accelerated the commercialization of research around the globe.
E. Some universities already offer such services, and the support has resulted in new international research travel awards, targeted workshops, intra-institutional and transnational interdisciplinary collaborations. Clearly, new university organizational and operational institutions that promote international collaboration can help advance research productivity and impact, and are needed to complement national and international initiatives.
F. However, the 2012 NSF report highlighted some concerns. As indicated in the report, two direct measures of international collaboration are coauthorship of research publications with foreign researchers and co-patents with foreign inventors. Over the past decade, the number of papers published by US researchers with international collaborators has remained relatively fiat, increasing only at 1-2 percent each year. Furthermore, the total number of patents filed jointly under the Patent Cooperation Treaty by US and foreign inventors in 2010 was 5, 440, a 6 percent decrease over the previous 3 years.
G. Without a doubt, strong relationships between individual researchers are the most common and strongest indicator of productivity. Scientists identify colleagues with whom they would like to work, and these friendships translate into long-term collaborations, student exchanges, and scientific and creative outputs. For example, among WSU's top 20 researchers, 16 have extensive
international collaborations, with 32 percent of their peer-reviewed publications being internationally coauthored. But universities can also play a bigger role in promoting international research partnerships.
Order:
（分数：20.00）
填空项1:__________________ （正确答案：F）
解析：[解析] 首段指出，研究型大学要想保持竞争力必须扩大国际合作，而NSF等联邦机构正在鼓励更多跨国合作。

这无疑是件令人欣慰的事情。

F项却又指出，NSF的报告指出了美国科研领域存在的一些问题，包括美国研究者与国外学者合作出版的论文数量多年来几乎没有增长，2010年由美国和国外发明家联合申请的专利总数比前三年有所减少。

这显然与首段中联邦机构鼓励跨国合作的目标相悖，F项首句However
正是这一矛盾关系的恰当反映，并由此引出文章讨论的问题。

填空项1:__________________ （正确答案：D）
解析：[解析] F项末句指出，2010年美国发明家与国外发明家联合申请专利的总数比前三年“减少”了百分之六。

D项首句指出，由美国学者参与的全球合作项目的“减少”应该引起政策制定者和机构领导者的
担忧。

很明显，D项在针对F项段落所指出的“美国学术研究领域存在的问题”进行评论。

其中，D项段首句中The decrease对应F项末句中a 6 percent decrease，D项首句US-based global collaborations
对应F项末句patents filed jointly...by US and foreign inventors。

填空项1:__________________ （正确答案：B）
解析：[解析] D项末句指出，跨国合作会拓宽科学探索的范围，加速科学研究在全球范围内的商业化进程。

B项以举例的形式列举了美国与其他国家开展的跨国合作研制出的全新科研成果，及其光明的商业前景。

医药公司和私营企业既然参与了合作研发，必然会以最快速度将科研成果推向市场以追求利润，这便从客观上推动了科研成果在全球范围内的商业化。

这层含义对应的正是D项末句中have accelerated the commercialization of research around the globe。

由此可见，B项段落是对D项末句的例证。

填空项1:__________________ （正确答案：A）
解析：[解析] 所给段落G项的末句指出，大学在促进国际合作中能够起到更加重要的作用。

这表明下文将具体阐述大学如何更有力地推动国际合作。

A项首先肯定了这一观点(Indeed...)，然后详细介绍了大学在促进国际合作中的具体作用。

其中，University research and international offices can...These offices can also...是对G项末句universities can also play a bigger role的具体阐述。

填空项1:__________________ （正确答案：E）
解析：[解析] A项列举了大学在促进国际合作中的一系列作用，E项首句立即承接该话题指出，许多大学已经提供了此类服务，并产生了许多积极成果。

其中，some universities与A项段落保持话题一致，such services即指A项所列举的大学在推动国际合作中的一系列作用。

"I'm just bad at math." "Everyone can run faster than me." It's not unusual for us to hear our preteens labeled themselves this way.
According to Judy Amall, author of Discipline without Distress, this diminished self-confidence is a common problem in the preteen years. "Kids are more aware and sensitive about how other people see them at this age," she says. "Girls, in particular, often seem to lose their voices in the classroom because boys tend to interrupt more and talk over them."
Parents need to be careful about this kind of labeling. Sometimes we attempt to reassure a child who has done badly on a test at school by saying, "Well, you're just not good at spelling." But this can discourage the child from trying to improve. Children also hear the ways we label ourselves. If a girl hears her mother say, "Oh, I'm just stupid when it comes to remembering things," then it seems OK to describe herself as stupid.
Besides avoiding these labels, there are a number of positive things parents can do to boost their preteen's self-confidence.
1. Really listen.
It means a lot to children to have an adult pay attention to them and respect their thoughts and
opinions. When they talk to you, ask questions to draw them out and help them think things through.
2. Build skills.
Confidence comes from knowing what you can do. So parents need to keep challenging their preteens a bit beyond their comfort level. Amall recommends assigning some non-traditional chores so girls get good at mowing the lawn and boys master cleaning toilets. Leaning other skills helps too. Help them speak up.
Public-speaking skills help kids organize and express their thoughts, and will be valuable throughout their lives. If they don't get opportunities for public speaking in school, consider enrolling them in after-school clubs.
3. Focus on abilities, not appearance.
Preteens can't help but be aware of the emphasis our society puts on looks, and the changes that come with the onset of puberty make them more self-conscious. "Don't reinforce that, Amall says, "It's better to point out the things they have accomplished, even if it's getting high points in video games."
Treat mistakes as opportunities for learning.
When a child does something wrong, don't scold or blame. Instead, you can ask, "What did you learn from this?" This is a great age to make a lot of mistakes, try things out, to learn what works and what doesn't.
4. Coach from the sidelines.
When you jump in and intervene, you may make your child feel you don't have confidence in her ability to handle the situation. But you can help her make a plan and support her as she makes her own decisions about what to do.
5. Show unconditional love.
"Tell them and show them you love them every day," Amall says. "When you are feeling over-whelmed by life, it means a lot to have the love and support of your parents."
A. Have family meetings where your preteen can participate in making decisions about things like family vacations and activities. It gives kids confidence to know you value what they say.
B. Parents are important role models in this area. Girls hear their mothers complain about their weight or their lips being too thin, and they would look for flaws in themselves.
C. Touch still matters, even if it's just a pat on the head or a quick shoulder rub. Another way of showing affection is taking the time to work with your child when he/she feels discouraged. This will help a lot.
D. For example, let's say your daughter isn't invited to a birthday party that many of her friends are going to. It might be very tempting to call the parents hosting the party and ask why your daughter wasn't invited—but a better approach might be to discuss options with your daughter. What can she do? She could confront the friend directly and ask why she was excluded, or perhaps she could approach the friend with humor ("I think the dog might have eaten my invitation before I got it."). It's up to her to decide what to do and how she'll handle things if she doesn't get the outcome she wants.
E. When you read with enthusiasm—using voices, expressing the excitement and suspense of the story, kids are more likely to listen attentively. The most important thing, is that the experience is warm and connected—encourage her to share in the reading task but don't insist.
F. Elisa Brook's 10-year-old son, Owen, was discouraged by his lack of progress in piano lessons. "He really didn't like to practice," Brook says. "I would sit with him and encourage him, and we worked through one bar at a time. It was slow at first, but we persisted and at the end of the year, he got 92 percent on the exam and was so proud of what he'd accomplished. /
（分数：20.00）
填空项1:__________________ （正确答案：A）
解析：[解析] 这部分论述的是仔细倾听并尊重孩子的思想与观点对于青春期前孩子提高自信心的重要性。

A项就这方面举例：召开家庭会议可以让他们参与诸如家庭度假及活动的决定。

当孩子知道他们的想法得到尊重时，这有助于他们增强自信心。

填空项1:__________________ （正确答案：F）
解析：[解析] 这部分讲学会某些技能也可以帮助青春期前孩子提高自信心。

F项就是一个家长如何帮助孩子提高钢琴技能使孩子对自己的成就感到自豪的例子，符合该主题。

填空项1:__________________ （正确答案：B）
解析：[解析] 这部分讲提高青春期前孩子自信心的另外一个方法是注重能力而非外表。

B项谈到，如果女孩们听到她们的妈妈们抱怨自己的体重或嘴唇太薄，她们也会从自己身上找瑕疵，符合这个主题。

填空项1:__________________ （正确答案：D）
解析：[解析] 这部分讲除了提高孩子的自信心，还有一个需要注意的事项就是家长不要直接插手孩子的事情，而应该让孩子们自己着手去处理。

D项给的例子就是当发现自己的女儿没有被邀请参加朋友的生日宴会时，家长不应直接插手解决，而应帮助孩子让女儿自己去解决这个问题，符合本主题。

填空项1:__________________ （正确答案：C）
解析：[解析] 这部分的主题是对孩子无条件的、绝对的爱可以提高孩子的自信心。

家长应该每时每刻让孩子感受到他们的爱。

C项中谈到的都是爱的表现：给予鼓励仍然非常重要，哪怕这可能只是轻轻地拍一下脑袋或肩膀。

另外一个表示爱的方式是当孩子感到失望的时候花些时间与孩子共同努力。

The image of the Briton abroad, speaking English slowly and loudly in the expectation that eventually the natives will get the idea, is a stereotype with a good deal of truth behind it. According to a survey by the European Commission last year, just 30% of Britons can converse in a language other than their own (only Hungarians did worse). Bad as these figures are, they are flattered by the one in ten residents of Britain who speak a language other than English at home. The next generation is unlikely to do even this well. (1) . Around four in five of all English state schools allow their students to abandon languages at 14 and some private schools are starting to follow suit. In 2006 only half of all students took a foreign-language GCSE exam——the standard test for 16-year-olds.
(2) .
Whatever the recommendations, the place of languages in the secondary-school curriculum may no longer be the government's to decide. Young people hoping to do a degree at a prestigious university may find themselves having to study a foreign language until at least the age of 16.
(3) .
Other universities are also concerned. On December 3rd a letter calling for the government to restore the compulsory status of language teaching after 14 was published in The Observer, a Sunday newspaper. The 50 signers of the letter represented many of the country's top universities, some of which may follow UCL's lead, if they don't like what Lord Dearing has to say.
(4) . And this year English was added to the curriculum studied by Mexican primary-school children, who are learning the language along with 200,000 teachers. According to David Graddol of the British Council, a cultural organization, "within a decade nearly a third of the world's population will all be trying to learn English at the same time."
(5) . Competent bilinguals? Many of whom have traveled in the course of acquiring English, can offer everything that native speakers of English (and just English) can as well as an extra language and an international perspective.
Even Britons, however, are willing to learn a language if they can see the benefit of doing so. Nic Byrne, who runs the language Centre at the London School of Economics, surveyed university language centers around Britain. He discovered that tens of thousands of students are studying a language in their own time, or as a small part of their degree. Many are hoping to spend a year studying abroad, and recognize that a language and a life-changing experience will get them better jobs.
A. Enthusiasm for English is spreading all over the world. More than a fifth of Japanese
five-year-olds now attend classes in English conversation. Countries like Chile and Mongolia have declared their intention to become bilingual in English over the next decade or two.
B. More subtly, as British native English speakers are increasingly outnumbered by people who speak English as a second language, the future of their own language is passing from their hands.
C. At first sight this means that things are about to get even more comfortable for native English speakers; they needn't lift a finger to learn other people's subjunctives. But the problem is that they will lose the competitive advantage that once came with being among the relatively few to speak the world's most useful language.
D. Fewer young people are studying languages in school, a trend that has accelerated since 2004, when the government allowed English schools to make foreign languages optional for students aged 14 and over. Even those who are keen on languages often drop them at this stage now, as schools offer a narrower choice of languages and schedule them against other subjects.
E. Native English speakers often complain that they would study a foreign language, if only they, like the rest of the world, knew which to choose. But the freedom to choose a second tongue is really more a blessing than a curse.
F. Worried by the rush to the exit, in October the education secretary, Alan Johnson, asked Lord (Ron) Dearing, a former boss of the Post Office, to look at the state of language teaching in English schools.
G. On December 12th the committee on admissions policy at University College London (UCL) voted to phase in a requirement for all applicants to have a GCSE or equivalent in a modern foreign language. Michael Worton, the committee's chairman, says the idea is to persuade young people—and schools— that studying a language is necessary and worthwhile.
（分数：20.00）
填空项1:__________________ （正确答案：D）
解析：[解析] 文章第一段提出要讨论的问题，英国人对于学习外语的态度和现状。

从第二段首句来看，进一步指出下一代英国人情况更差。

这句话具有一定概括性，下文应该对此展开说明或论证，从剩余内容来看，下文是在说明不容乐观的现象和事例。

那么中间缺失的内容也应该是具体事例。

D项主要在讲学习外语的人数下降，符合要求，故为正确选项。

填空项1:__________________ （正确答案：F）
解析：[解析] 上一段主要讲英国人面临学习外语的各种问题，按照议论文的一般写作规律，提出问题后要分析问题、解决问题，而下一段首句提到recommendations这个概念，从逻辑上来判断，缺失的段落必然提到过“推荐、建议”的说法，只有F项与此吻合。

而F项首句Worried by the rush to the exit...表明教育大臣对英国人放弃外语学习很担忧并采取了行动，这又与上文形成了一种因果关系，因此为正确选项。

填空项1:__________________ （正确答案：G）
解析：[解析] 本段开头指出外语在中学的地位不再由政府来做主，年轻人要在有名的大学拿学位必须学一门外语，至少学到16岁。

这显然是在强调大学录取标准对外语的重视，而从下文首句来看，Other universities的说法表明缺失内容必然已经提到了一所或多所大学，因此只有G项符合要求，里面提到伦敦大学学院的做法，与上下文完全契合。

填空项1:__________________ （正确答案：A）
解析：[解析] 上文提到其他大学的反应是联名发表公开信，呼吁政府恢复外语学习的必修课地位。

而本段剩余内容首先提到墨西哥小学加了英语课，最后指出英国文化处一位工作人员预测全球1/3的人口将同时学习英语，显然与上一段英国的情况所涉及的范围不一样。

比较各选项，A项符合要求，其首句是具有概括性的主题句，指出英语学习热席卷全球。

这与本段最后一句是完全呼应的。

而A项其余两句话都是在描述世界上一些国家学习英语的情况，因此与下文一致，故A项为正确答案。

本段是一个过渡，用其他国家的英语热来对比英国人学外语的不积极。

填空项1:__________________ （正确答案：C）
解析：[解析] 本段剩余内容大意是：很多有能力的双语人士在学习英语过程中游历各地，以英语为母语的人会的他们都会，他们还多一门语言和国际视角。

这实际是在指出只会讲英语的人的劣势。

从剩余选项来看，C项能与之匹配。

C项首句提到：这意味着对于以英语为母语的人来说，很多事情会更舒服了，不需要去费力气学习外语。

接着语气一转，指出这些人会出现丧失语言方面竞争力的问题。

下文的内容与此完全一致。

因此C项为正确选项。

English has become the world's number one language in the 20th century. In every country where English is not the native language, especially in the Third World, people must strive to learn it to the best of their abilities, if they want to participate fully in the development of their countries. (1) .
(2) . Nonetheless, a world full of different languages will disappear if the present trend in many countries to use English to replace the national or official languages in education, trade and even politics continues. (3) .
The Third World countries that are now using English as a medium of instruction are depriving 75 percent of their future leaders of a proper education. According to many studies, only around 20 to 25 percent of students in these countries can manage to learn the language of instruction (English) as well as basic subjects at the same time. Many leaders of these Third World countries are obsessed with English and for them English is everything. They seem to believe that if the students speak English, they are already knowledgeable. (4) .
All the greatest countries of the world are great because they constantly use their own languages in all national development activities, including education. From a psychological point of view, those who are taught in their own language from the start will develop better self -confidence and self-reliance. From a linguistic point of view, the best brains can only be produced if students are educated in their own language from the start. (5) .
There is nothing wrong, however, in learning a foreign language at advanced levels of education. But the best thing to do is to have a good education in one's native language first, then go abroad to have a university education in a foreign language.
A. If this situation continues, the native or official languages of these countries will certainly die within two or three generations. This phenomenon has been called linguistic genocide. A language dies if it is not fully used in most activities, particularly as a medium of instruction in schools.
B. Those who are taught in a foreign language from the start will tend to be imitators and lack self-confidence. They will tend to rely on foreign consultants.
C. Suppose you work in a big firm and find English very important for your job because you often deal with foreign businessmen. Now you are looking for a place where you can improve your English, especially your spoken English.
D. But many people are concerned that English's dominance will destroy native languages.
E. These leaders speak and write English much better than their national languages. If these leaders deliver speeches anywhere in the world, they use English and they feel more at home with it and proud of their ability as well. The citizens of their countries do not understand their leaders' speeches because they are made in a foreign language.
F. Here are some advertisements about English language training from newspapers. You may find the information you need.
G. A close examination reveals a great number of Languages have fallen casualty to English. For example, it has wiped out Hawaiian, Welsh, Scotch, Gaelic, Irish, native American languages, and many others. Luckily, some of these languages are now being revived, such as Hawaiian and Welsh, and these languages will live again, hopefully, if dedicated people continue their work of reviving them.
（分数：20.00）
填空项1:__________________ （正确答案：D）
解析：[解析] 第1题出现在本文第一段的段尾，起着承上启下的作用，因此可以运用上下文逻辑关系来解题。

通过分析第1题前后的原文已知信息，发现前面是在说明“英语对全世界，特别是第三世界国家极其重要，因此这些国家的人必须尽最大努力学习英语”：而后面却指出“如果第三世界国家任由英语替代自己母语的趋势发展下去，一个多语种的世界将会消亡”。

显然第1题的前后文出现了重大转折，必须选择一个表达转折关系的选项，D项出现了转折连词But，并且七个选项中只有这个选项表达转折关系，因而D 项是正确答案。

填空项1:__________________ （正确答案：G）
解析：[解析] 第2题处于第2段的段首，应同时与本段落的原文信息具有极大的相近性和关联性。

我们在本段落的原文信息中可以定位一个关键词disappear(消失)，即本段落的原文信息主要是阐述英语使其他语言逐渐消亡。

这样，第2题中的信息不但要按照destroy这个大导向去探讨英语的危害性，而且必须是具体阐述。

G项中的信息首先强调了“许多语言have fallen casualty(伤亡)to Engli sh”，casualty与destroy是完全一致的复现点，表明G项是沿着总述发展的；之后，G项中举了明确的例子具体说明英语是如何“伤害”其他语言的，即详细列举了被英语wiped-out(消灭)的各种语言，wiped-out与本段原文信息中的关键词disappear其实又是一致的复现点，因此，G项是正确选项。

填空项1:__________________ （正确答案：A）
解析：[解析] 第3题处于第二段段尾的位置，即第3题必须填入与其前面的本段已知信息具有极大相近性的信息。

首先分析一下第3题之前的本段已知信息，发现这些信息使用了一个带有明显特点的句型：...will disappear, if the...trend...continues；A项中也出现了几乎是相同结构的句型：If this situation continues, ...will die。

因此，可以判定文章此处存在着一个排比结构，A项可以填入第3题，与上文构成排比，而且A项中的信息与第3题之前的原文已知信息都在谈论同一件事，即“英语的垄断如何使得其他语言消亡”，所以两者具有极大相近性，A项是唯一的正确答案。

填空项1:__________________ （正确答案：E）
解析：[解析] 第4题之前的原文已知信息中包含一个主要信息点：many leaders of these Third World countries(第三世界国家的领导人)，这个信息点是句子的主语，说明了第4题之前的原文已知信息主要在谈论第三世界国家的领导人与英语的关系，即他们痴迷英语。

这样填入第4题的信息也必须涉及第三世界国家的领导人与英语的关系，因而解题的关键就是在7个选项中查找leaders的复现结构，只有E项含有these leaders这个复现信息点，而且也是出现在句子主语的位置上，可以断定E项的谈论主题同样也是有关“第三世界国家的领导人与英语的关系”，所以E项是正确答案。

填空项1:__________________ （正确答案：B）
解析：[解析] 首先分析一下第5题之前的本段已知信息，发现该信息中存在两个平行对应的、带有明显特点的句型：From a...point of view, ...from the start。

很明显第5题之前的原文已知信息中已经采用了典型的排比结构，因此我们合理推断第5题可能将这个排比结构延续下去，形成上下文的连贯衔接。

根据这个推断，考生可以去7个选项中查找哪个选项也含有相同或类似结构的句型。

在选项B中发现了类似的句型：Those who are taught in a foreign language from the start will tend to be imitators and lack self-confidence. They will tend to rely on foreign consultants。

而且，B项中的信息与第5题之前的原文已知信息均在说明“小孩应该从小开始先学母语”，第5题之前的原文已知信息用两个平行对应的句子说明“从小开始先学母语”的益处，而B项说明“从小开始先学外语”的危害，表现的是相同的主题和观点，说明这两个信息板块之间具有极大的相近性，应该衔接在一起。

A. However, the culture of Atlantis began to decay. Plato recounts that the people changed their law-respecting way of life. They began to disregard their religion, gradually living with less restraint and piety. They began to value luxuries, wealth, and idleness. Then in one day and one night the continent was completely destroyed. Plato concludes that a decadent society deserved such punishment. But two questions remain unanswered. Where was Atlantis, and where did it go?
B. This story intrigues people so much that many have been searching for the explanation of the "lost continent" for 23 centuries. There are three probable locations for Atlantis: the Azores, in the Atlantic Ocean; the Bimini Islands, in the Caribbean Sea; and Santorini, or Kalliste, in the Aegean Sea. Several facts make the Azores a possible location. In the Azores and near Iceland there have been many volcanic islands that have risen from the sea and then disappeared later.
Also, Plato was sure that Atlantis was in the Atlantic, as the name implies. The theory that Atlantis was in the Azores has only recently been refuted.
C. The Greek philosopher Plato (approximately 427 to 347 B.C.) is the primary source for the legend of Atlantis. His description of the "lost continent" still excites the modem mind. Plato's Atlantis was a kind of paradise—a vast island "larger than Libya and Asia put together"—with magnificent mountain ranges, green plains that were full of every variety of animal, and luxuriant gardens where the fruit was "fair and wondrous and in infinite abundance." The earth was rich with precious metals, especially the one prized most highly by the ancients, orichalc, an alloy of copper, perhaps brass.
D. The second credible possibility for Atlantis is in the Bahamas, in the Biminis. In 1958 some strange structures were noticed on the seabed under the water. Curious geometric structures—regular polygons, circles, triangles, rectangles, and completely straight lines—extend over several miles. A giant "wall" several hundred yards long was found submerged in the waters off the small island of North Biinini. The wall has two branches, running at right angles, in perfectly straight lines. The construction, which is precisely perpendicular, is made of massive stone blocks over 16 feet square. Part of the structure even resembles a harbor with a dock for boats. The geology of the Bahamas shows, however, that the submersion of the plateau had been caused by the melting of the polar glaciers that raised the level of the world's oceans. This diminishes the possibility that Atlantis was in the Caribbean Sea. There were no violent eruptions, merely the slowly rising ocean from approximately 8,000 to 7,000 B.C.
E. The capital of Atlantis was beautifully constructed in white, black, and red stone. The city was carefully planned in five zones built in perfect concentric circles. Each circular zone was built inside a larger one. Plato says that the capital's canals and its nearby port were "full of vessels and merchants coming from all parts, who kept up din and clatter night and day." The city was full of life, activity and culture.
F. The last reasonable possibility to date is that Atlantis was located in the Aegean, not far from Crete. However, this assumption cannot be proved beyond doubt, and the disappearance of Atlantis remains a lasting mystery.
G. Thirty-five hundred years ago, a tremendous explosion blew apart an island and completely destroyed a civilization called Atlantis. Where was Atlantis? What kind of people lived there? Why and how was it destroyed? No one knows the answers to these questions, but there have been hundreds of guesses and theories.
Order:
（分数：20.00）
填空项1:__________________ （正确答案：C）
解析：[解析] 文章第一段开宗明义提出主题，故为“起”。

C项起“承”的语篇功能，讲到希腊哲学家柏拉图对阿德兰提斯传说的描述。

填空项1:__________________ （正确答案：E）
解析：[解析] 第三段E项仍然起“承”的语篇功能，它具体介绍了阿德兰提斯首府的繁华境况。

可见，本文前三段逻辑层次很清晰：第一段G项提出主题，又提出了三个问题，为下文做铺垫，起到承上启下的作用。

第二段C项和第三段E项讲述柏拉图对阿德兰提斯的种种描述。

填空项1:__________________ （正确答案：A）
解析：[解析] 第四段A项话锋一转，讲述阿德兰提斯的文明是如何衰退的。

从语篇结构上看是转折关系。

本段结尾提到：“柏拉图最后说，一个衰败的社会应该受到这样的惩处。

但是有两个问题仍然没有回答：阿德兰提斯曾在何处?它到哪里去了?”故A项正确。

填空项1:__________________ （正确答案：B）
解析：[解析] 第五段B项紧接着说，上述两个问题激起了人们的好奇心。

柏拉图和许多其他人提出了他们大胆的解释。

上下文逻辑关系非常密切。

填空项1:__________________ （正确答案：D）
解析：[解析] 第六段D项提出了第二种可信的看法。

与第七段F项“迄今，最后一种符合逻辑的可能性是，阿德兰提斯曾位于爱琴海，离克利特岛不远”。

前后照应。

可见，第五、六、七段以先后顺序回答了第四段末尾提出的两个问题。

从整篇文章看，逻辑层次清晰，连贯性很强。