H ...’There’s enormous cognitive involvement in play,’ says Bekoff. He points out that play often involves complex assessments of playmates, ideas of reciprocity and the use of specialized signals and rules. He believes that play creates a brain that has greater behavioral flexibility and improved potential for learning later in life. [40-A] The idea is backed up by the work of Stephen Siviy of Gettysburg College. Siviy studies how bouts of play affected the brain’s levels of a particular chemical associated with the stimulation and growth of nerve cells. He was surprised by the extent of the activation. ‘Play just lights everything up,’ he says... NA I 步骤二：分析题目中的观点或发现，划出定位词回到原文中已经划出的观点中一一比对，找出正确答案：
List of Findings
A. There is a link between a specific substance in the brain and playing.
B. Play provides input concerning physical surroundings.
C. Varieties of play can be matched to different stages of evolutionary
history.
D. There is a tendency for mammals with smaller brains to play less.
E. Play is not a form of fitness training for the future.
F. Some species of larger-brained birds engage in play.
G. A wide range of activities are combined during in play.
H. Play is a method of teaching survival techniques.
III. 操练真题二：Cambridge 8，Test 1, Passage 1，’A Chronicle of Timekeeping’：Questions 5-8
步骤一：首先利用选项集合（包括选项中单词的其他形式，例如English-England）去原文中进行大范围的定位，再划出题目集合中每一道题目的定位词回到原文定位：
5 They devised a civil calendar in which the months were equal in length. 6 They divided the day into two equal halves.
7... They developed a new cabinet shape for a type of timekeeper.
8....They created a calendar to organize public events and work schedules. 段落 A B 出现的国家或国籍 ‘... [8-A] the Babylonians began to measure time, introducing calendars to co-ordinate communal activities, to plan the shipment of goods and, in particular, to regulate planting and harvesting. They based their calendars on...’ NA ‘[5-B] Centuries before the Roman Empire, the Egyptians had formulated a municipal calendar having 12 months of 30 days, with five days added to approximate the solar year...The cosmic significance the Egyptians placed in the 12 decans led them to develop a system in which each interval of darkness...Temporal hours, which were first adopted by the Greeks and then the Romans, who discussed them through Europe, remained in use for more than 2,500 years.’ NA ‘...Italian hours began sunset, Babylonian hours at sunrise, astronomical hours at midday and great clock hours, used for some large public clocks in Germany at midnight. [6-F] 16 | Page
C D E Eventually these were superseded by small clock, or French hours, which split the day into two 12-hour periods commencing at midnight.’ F NA ‘[7-D] To address this, variation on the original escapement was invented in 1670, in England...Moreover, this invention allowed the use of a long pendulum which could beat once a second and thus led to the development of a new floor-standing case design, which became known as the grandfather clock.’ NA G H
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H4 I.
操练真题一：Cambridge 7，Test 2, Passage 1，’Why Pagodas Don't Fall Down’：Questions 5-10 步骤一：遇到这种有两个主体，判断其各自或共有的特点的题型，事先对文章的结构有大概的了解会事半功倍，建议教师和学员简单将文章脉络捋顺之后再着手做题：
? Paragraph 1, 2, 3: 通过种种现象抛出文章所要探讨的问题，相当于对题目’Why pagodas don’t fall
down’的一个详细的描述；
? Paragraph 4, 5: 追溯历史，说明pagodas的历史渊源，谈到了中国和日本在塔的建设方面的异同之处； ? Paragraph 6: 承上启下，为下文详细说明日本宝塔的三个显著特点；
? Paragraph 7, 8, 9: 分别描述日本宝塔建筑上的三个特点：shinbashira, no pillar and unconnected
storeys, extra-wide eaves。
分析文章结构和脉络之后，可以确定本题的答案应该着重从第4，5段中搜索。
步骤二：由于选项结合中的Japanese/Japan一次在文章中出现次数较多，不利于定位，因此建议分析题目，划出定位词，回到优先考虑的第4，5段中寻找特点的归属者：
5 easy interior access to top 6 tiles on eaves
7... use as observation post
8....size of eaves up to half the width of the building 9 original religious purpose
10 floors fitting loosely over each other
Paragraph 4 & 5: The multi-storey pagoda came to Japan from China in the sixth century. [9-A] As in China, they were first introduced with Buddhism and were attached to important temples. The Chinese built their pagodas in brick or stone, [5-B] with inner staircases, and [7-B] used them in later centuries mainly as watchtowers. When the pagoda reached Japan, however, its architecture was freely adapted to local conditions-they were built less high, typically five rather than nine storeys, made mainly of wood and the staircase was dispensed with because the Japanese pagoda did not have any practical use but became more of an art object. Because of the typhoons that batter Japan in the summer, Japanese builders learned to extend the eaves of buildings further beyond the walls. This prevents rainwater gushing down the walls. Pagodas in China and Korea have nothing like the overhang that is found on pagodas in Japan.
[8-C] The roof of a Japanese temple building can be made to overhang the sides of the structure by fifty per cent or more of the building’s overall width. For the same reason, the builders of Japanese pagodas seem to have further increased their weight by choosing to [6-A] cover these extended eaves not with the porcelain tiles of many Chinese pagodas but with much heavier earthenware tiles. Paragraph 8: ... [10-C] More surprising is the fact that the individual storeys of a Japanese pagoda, unlike their counterparts elsewhere, are not actually connected to each other. They are simply stacked one on top of another like a pile of hats...
II. 操练真题二：Cambridge 7，Test 4, Passage 3, ‘Effects on Noise’：Questions 35-40
步骤一：利用选项集合中的人名回到原文中进行定位，划出文章中所有的人名;
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步骤二：分析题目，划出题目中的定位词：
35 Subjects exposed to noise find it difficult at first to concentrate on problem-solving tasks. 36 Long-term exposure to noise can produce changes in behavior which can still be observed
a year later.
37 The problems associated with exposure to noise do not arise if the subject knows they can
make it stop.
38 Exposure to high-pitched noise results in more errors than exposure to low-pitched noise. 39 Subjects find it difficult to perform three tasks at the same time when exposed to noise. 40 Noise affects a subject’s capacity to repeat numbers while carrying out another task.
步骤三：按照题目顺序，回到原文划出的人名附近需找对应人名所做的工作，一一进行判断： 段落 人员及其工作内容 ‘... [35-A] For example, Glass and Singer (1972) exposed people to short bursts to very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first, but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise. Their physiological arousal also declined quickly to the same levels as those of the control subjects.’ ‘... [39-B] For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time, a task not unlike that of an aeroplane pilot or an air-traffic controller (Broadbent, 1957). [40-C] Similarly, noise did not affect a subject’s ability to track a moving line with a steering wheel, but it did interfere with the subject’s ability to repeat numbers while tracking (Frankelman and Glass, 1970).’ NA NA ‘... [37-A] Another is control. If the individual knows that he or she can control the noise, this seems to eliminate both its negative effects at the time and its after-effects. This is true even if the individual never actually exercises his or her option to turn the noise off (Glass and Singer, 1972). Just the knowledge that one has control is sufficient.’ ‘[36-D] The studies discussed so far exposed people to noise for only short periods and only transient effects were studied. But the major worry about noise environments is that living day after day with chronic noise may produce serious, lasting effects. One study, suggesting that worry is a realistic one, compared elementary school pupils who attended schools near Los Angeles’s busiest airport with students who attended schools in quiet neighborhoods (Cohen et al., 1980). It was found that children from the noisy schools had higher blood pressure and were more easily distracted they became. The effects also seem to be long lasting. A follow-up study showed that children who were moved to less noisy classrooms still showed greater distractibility one year later than students who had always been in the quiet schools (Cohen et al., 1981). It should be noted that the two groups of children had been carefully matched by the investigators so that they were comparable in age, ethnicity, race, and social class.’ 第一段 第二段 第三段 第四段 第五段 第六段 III. 操练真题三：Cambridge 6，Test 3, Passage 2，’Motivating Employees under Adverse Conditions’：
Questions 25-27
步骤一：比较选项集合和题目结合，从文字在文章中的出现频率方面来看，哪个集合都没有明显优势，因此从
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数量上考虑，题目集合只有三个，而选项集合有五个，其中有两个是用不上的，因此选择题目集合先回原文定位，之后再用题目集合来细致比对； 段落 THE CHALLENGE 不同工作人员及其特质 NA ‘...For example, if the job is running a small business or an autonomous unit within a larger business, high achievers should be sought...Accordingly, high achievers should not be put into jobs that are inconsistent with their needs. High achievers will do best when the job provides moderately challenging goals and where there is independence and feedback...’ ‘... [25-B] For those with high achievement need, typically a minority in an organization, and the existence of external goals is less important because high achievers are already internally motivated...’ NA NA NA ‘...For instance, a study comparing clerical and production workers identified nearly twenty inputs and outcomes. [26-C] The clerical workers considered factors such as quality of work performed and hob knowledge near the top of their list, but these were at the bottom of the production workers’ list...For example. [27-A] production workers rated advancement very highly...’ KEY POINT ONE KEY POINT TWO KEY POINT THREE KEY POINT FOUR KEY POINT FIVE KEY POINT SIX
List of Descriptions A. B. C. D. E. They judge promotions to be important. They have less need of external goals. They think that the quality of their work is important. They resist goals which are imposed. They have limited job options. VIII. 长句子搭配题型做法 i. 选择利用选项集合还是题目集合回到原文定位（比较长短项） ii. 处理剩余集合中的每一项 iii. 带着核心词到原文中寻找对应属性（具有顺序性）
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