2021年1月23日发(作者：hwang)

考研英语段落排序题全真模拟练习一

Directions:

The following paragraphs are given in a wrong order. For Questions 41-45, you are required to
reorganize these paragraphs into a coherent article by choosing from the list A-E to fill in each numbered
box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on
ANSWER SHEET 1.

[A] On the first Monday after the second Wednesday in December, the electors who have been
chosen in November assemble in their respective state capitals to signal their preference. The future
president and vice-president must receive at least 270 electoral votes, a majority of the total of 538, to
win. Members of the electoral college have the moral, but not the legal, obligation to vote for the
candidate who won the popular vote in their state. This moral imperative, plus the fact that electors are
members of the same political party as the presidential candidate winning the popular vote, ensures that
the outcome in the electoral college is a valid reflection of the popular vote in November.

[B] It is even possible for someone to win the popular vote, yet lost the presidency to another
candidate. How? It has to do with the electoral college.

[C] The electoral college was created in response to a problem encountered during the
Constitutional Convention of 1787, where delegates were trying to determine the best way to choose the
president. The framers of the Constitution intended that the electors, a body of men chosen for their
wisdom, should come together and choose on behalf of the people. In fact, the swift rise of political
parties guaranteed that the electoral of the people. In fact, the swift rise of political guaranteed that the
electoral system never worked as the framers had intended; instead, national parties, i. e. nationwide
alliances of local interests, quickly came to dominate the election campaigns. The electors became mere
figureheads representing the state branches of the parties who got them chosen, and their votes were
predetermined and predictable.

[D] How are the electors chosen? Although there is some variation among states in how electors
are appointed, generally they are chosen by the popular vote, always on the first Tuesday after the first
Monday in November. Each political party in a state chooses a state of local worthies to be members of
the electoral college if the party’s presidential candidate wins at least a plurality of the popular vote in the
state.

[E] How is the number of electors decided? Every state has one elector for each senator and
representative it sends to Congress. States with greater populations therefore have more electors in the
electoral college. All states have at least 3 electors, but California, the most populous state, has 54. The
District of Columbia, though not a state, is also allowed to send three electors.


[F] How can one win the popular vote yet lose the presidency? Let’s simplify for the sake of
argument: imagine that instead of 50 states America had only two. California and Montana. Now suppose
that candidate A wins in California by 9,000,500 votes to 9,000,400; the 100-vote margin still gives him
54 electors. But then candidate A loses in Montana by 201,000 to 205,000, candidate B gets Montana’s
electoral votes. The total number of votes for A is 9,210,500 and for B, 9,205,400; yet A, with 54 electoral
votes out of 57, wins the election!

[G] America’s election day is 7 November. On the day citizens who wish to will cast their ballots for
the presidential candidate they prefer. The result of this process is called the popular vote, and these
days the winner of the popular vote is usually known shortly after the polls close. However, not one of the
votes cast on Election Day actually goes directly to a particular candidate.

Order:
G → 41. → 42. → 43. → 44. → 45.

［试题分析］

这篇 文章共分
7
段，
[G]
段和
[F]
段已分别被定为篇首段和 篇尾段。
[G]
段介绍了美国的大选日，
并说每
个投票的人都可以把票投给所 喜欢的人，这叫普选。又说在普选中实际上没有一张票是直接投向具体的候
选人的。
[F]段解释了为什么会出现假选人在普选中获胜却得不到总统职位的原因，并举了例子加以说明。
从首尾 两段可以看出这是一篇介绍美国总统选举的文章，其中解释了一些美国特有的选取举办法。


[G]
段末尾说，在普选中，实际上没有一张票是直接投向具体候选人的。这必然后引起人们的 好奇。
[B]
段则继续讲了一个更惊人的情况：
某候选人在普选中获胜，
但总 统宝座却让别人得去了。
显然
[B]
段是
[G]
段的继续，所以[B]
段排在
[G]
段后，是
41
题的答案。


[B]
段说，
How? It has to do with the electoral college. [C]
段开头说，
The electoral college was
created…
首尾呼应，表示
[C]
段应接 在
[B]
段后，是
42
题的答案。


[C]
段介绍了
electoral college
（选举团）的情况。成 立选举团的初衷是：选出一些智囊人士，集中在
一起组成选举团代表民意进行总统选举。实际上选举团从 未像宪法制定者们希望的那样运作，他们被一些
党派操纵，他们成了各州党派的代言人，他们的选票是预 先定好了的。


[E]
段进一步讲了选举团的人员构成情总，所以是
[C]
段的继续，应排在
[C]
段后，是
43
题的答案。


[D]
段进一步进了选举团成员是怎么选出来的。他们是由在某州的普选中得票多的 总统候选人所在的
政党，在该州内挑选出的当地的杰出人换。显然
[D]
段应排在[E]
段后，是
44
题的答案。


[A]
段 讲选举进行的具体情况，及选举中获胜当总统的条件。
[F]
段以实便解释了为什么某候选人在 普
选中获胜却得不到总统职位的原因，
也回答了
[B]
段提出的问题，
足以说明
[A]
段在
[F]
段前，
是
45
题的答 案。

［答案］


41. [B] 42. [C] 43. [E] 44. [D] 45. [A]

考研英语段落排序题全真模拟练习二

Directions:

The following paragraphs are given in a wrong order. For Questions 41-45, you are required to
reorganize these paragraphs into a coherent article by choosing from the list A-E to fill in each numbered
box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on
ANSWER SHEET 1.

[A] As anxiety- makers, examinations are second to none. That is because so much depends on
them. They are the mark of success or failure in our society. Your whole future may be decided in one
fateful day. It doesn’t matter that you weren’t feeling very well, or that your mother died. Little things like
that don’t count; the ex
am goes on. No one can give off his best when he is in mortal terror, or after a
sleepless night, yet this is precisely what the examination system expects him to do.

[B] The results on which so much depends are often nothing more than a subjective assessment by
some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes.
Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the
same sort of pressure as the candidates. And
their word carries weight. After a judge’s decision you have
the right of appeal, but not after an examiner’s.

[C] They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers
themselves are often judged by examination results and instead of teaching their subjects, they are
reduced to training their students in exam techniques which they despise. The most successful
candidates are not always the best educated; they are the best trained in the technique of working under
duress.

[D] The moment a child begins school, he enters a world of vicious competition where success and
failure are clearly defined and measured. Can we wonder at the increasing number of ‘drop
-
outs’; young
people who are written off as utter failures before they have even embarked on a career? Can we be
surprised at the suicide rate among students?

[E] A good education should, among other things, train you to think for yourself. The examination
system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is
encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his
reading; they do not enable him to seek more and more knowledge, but induce cramming.

[F] There must surely be
many simpler and more effective ways of assessing a person’s true
abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that
run them? This is what it boils down to in the last analysis. The best comment on the system is this

illiterate message recently scrawled on a wall: “I were a teenage drop
-out and now I am a teenage
millionaire.”

[G] We might marvel at the progress made in every field of study, but the methods of testing a
person’s knowledge and a
bility remain as primitive as ever they were. It really is extraordinary that after
all these years educationists have still failed to device anything more efficient and reliable than
examinations. For all the pious claim that examinations test what you know, it is common knowledge that
they more often do the exact opposite. They may be a good means of testing memory, or the knack of
working rapidly under extreme pressure, but they can tell you nothing about a person’s true ability and
aptitude.

Order:
G →

41. → 42. → 43. → 44. → 45. → F

［试题分析］

这篇文章共有
7< br>段落，
其中
[G]
和
[F]
段已分别确定为篇首段和篇尾段。
[G]
段说，
对研究领域所取得的
成果我们都可能发出赞叹，但是测试人的知 识和能力的测试仍然像以往那样原始。令人不可理解的是经过
了这么多年教育家们还没有找到更有效、更 可靠的方法，仍然依赖测试。尽管有人声测试是为了测试你所
学到的东西，但实际上人们都知道测试的结 果适得其反。

从
[G]
段可以看出作者对测试是否定态度的。
[F ]
段说，要想测试一个人真正的能力肯定有更为简单、
更为有效的方法。作者甚至认为测试机构 举办测试只不过是为了赚钱罢了。根据首尾两段，可以看出本篇
文章是谈论测试，并且作者是不喜欢这种 测试形式的，了解了这两点对重新安排段落的次序很在帮助。


[A]
段说 ，测试的最大作用就是制造焦虑，因此测试维系着许多重大事伯，有可能一个人的未来就由
几次测试来决 定。不管你当时心情不好，或你的母亲刚刚去世，测试还是照旧进行。当一个人处于极度恐
慌是经历了一 个不眠之夜后，他是不可能发挥出最佳水平的。这一段紧接
[G]
段，诉说测试的弊端，街接紧
密，所以
[A]
段是
41
题的答案。


[A]
段指出了测试的弊端，下面一段有可能

会继续陈述测试的坏处或缺点 ，从余下的
4
段中找到
[D]
段。其中说到，孩子们从踏进校门的那一刻起就陷入残酷的竞争。在这种竞争中，成功和失败界限分明。对那些还没有开始自己的事业就被社会定为失败的人而辍学，你会感到惊讶吗？面对居高不下的学生自杀率你会吃惊吗？
[D]
段接着 数落测试的弊病，
所以
42
题的答案应当是
[D]
。


[E]
段说，一种好的教育应该培养人们的独立思考能力，而测试制度却不是培养学 生去独立思考，大
纲规定了学生要学的东西，并鼓励学生去死记硬背。测试限制了学生的阅读量，测试鼓 励填鸭式教学。



[C]
段说，他们降低了教育水准，因为他们 剥夺了教师们的自由。因为学生的测试成绩也是评判老师
教学效果的标准，所以教师不是教授课程，而是 把教学简化成训练学生的测试技巧。结果最成功的应试者
不是知识最丰富的人，而是被迫掌握测试技巧最 为熟练的人。


[E]
段和
[C]
段以讲教学为主，着墨 在教师身上。很明显
[C]
段应排在
[E]
段之后，所以
[E]段是
43
题的
答案，
[C]
段是
44
题的答案 。


[B]
段讲，结果至关重要的测试只不过是某个匿名主考官的主观评价 。主考官们也是人，他们会累、
会饿，也会出错，但是他们必须在规定的时间内判定写得乱糟糟的试卷。 前面讲了测试、学生、教师，这
段讲测试的主考官，最后一段又讲，相信有一种更简单、更有效的测试方 法，所以很显然
[B]
段应该在
[F]
段之前，所以
[B]
段应该是
45
题的答案。


［答案］

41. [A] 42. [D] 43. [E] 44. [C] 45. [B]

考研英语段落排序题全真模拟练习三


Directions
：




The following paragraphs are given in a wrong order. For Questions 41
—
45, you are required to reorganize
these paragraphs into a coherent article by choosing from the list A
—
E to fill in each numbered box. The first and
the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1. (10 points)



[A] “I just don’t know how to motivate them to do a better job. We’re in a budget crunch and I have
absolutely no financial rewards at my disposal. In fact, we’ll probably have to lay some people off in the near
future. It’s hard for me to make the job interesting and challenging because it isn’t —

it’s boring, routine
paperwork, and there isn’t much you can do about it. ”



[B] “Finally, I can’t say to them that their promotions will hinge on the excellence of their paperwork.
First of all, they know it’s not
true. If their performance is adequate, most are more likely to get promoted just by
staying on the force a certain number of years than for some specific outstanding act. Second, they were trained to
do the job they do out in the streets, not to fill out forms. All through their career it is the arrests and interventions
that get noticed. ”



[C] “I’ve got a real problem with my officers. They come on the force as young, inexperienced men,
and we send them out on the street, either in cars or on a beat. They seem to like the contact they have with the
public, the action involved in crime prevention, and the apprehension of criminals. They also like helping people
out at fires, accidents, and other emergencies. ”



[D] “Some people have suggested a number
of things like using conviction records as a performance
criterion. However, we know that’s not fair —
too many other things are involved. Bad paperwork increases the
chance that you lose in court, but good paperwork doesn’t necessarily mean you’ll win. We
tried setting up team