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GMAT閱讀模擬試題及答案解析
Biologists have advanced two theories to explain why schooling of fish occurs in so many fish species. Because schooling is particularly wide spread among species of small fish, both theories assume that schooling offers the advantage of some protection from predators.
Proponents of theory A dispute the assumption that a school of thousands of fish is highly visible. Experiments have shown that any fish can be seen, even in very clear water, only within a sphere of 200 meters in diameter. When fish are in a compact group, the sphere of visibility overlap. Thus, the chance of a predator finding the school is only slightly greater than the chance of the predator finding a single fish swimming alone. Schooling is advantageous to the individual fish because a predator’s chance of finding any particular fish swimming in the school is much smaller than its chance of finding at least one of the same group of fish if the fish were dispersed throughout an area.
However, critics of theory A point out that some fish form schools even in areas where predators are abundant and thus little possibility fo excaping detection exists. They argue that the school continues to be of value to its members even after detection. They advocate theory B, the “confusion effect,” which can be explained in two different ways.
Sometimes, proponents argue, predators simply cannot decide which fish to attack. This indecision supposedly results from a predator’s preference for striking prey that is distinct from the rest of the school in appearance. In many schools the fish are almost indentical in appearance, making it difficult for a predator to select one. The second explanation for the “confusion effect” has to do with the sensory confusion caused by a large number of prey moving around the predator. Even if the predator makes the decision to attack a particular fish, the movement of other prey in the school can be distracting. The predator’s difficulty can be compared to that of a tennis player trying to hit a tennis ball when two are approaching simultaneously.
1. According to the passage, theory B states that which of the following is a factor that enables a schooling fish to escape predators?
(A) The tendency of fish to form compact groups
(B) The movement of other fish within the school
(C) The inability of predators to detect schools
(D) The ability of fish to hide behind one another in a school
(E) The great speed with which a school can disperse
2. According to the passage, both theory A and theory B have been developed to explain how
(A) fish hide from predators by forming schools
(B) forming schools functions to protect fish from predators
(C) schooling among fish differs from other protective behaviors
(D) small fish are able to make rapid decisions
(E) small fish are able to survive in an environment densely populated by large predators
3. According to one explanation of the “confusion effect”, a fish that swims in a school will have greater advantages for survival if it
(A) A tends to be visible for no more than 200 meters
(B) B stays near either the front or the rear of a school
(C) C is part of a small school rather than a large school
(D) D is very similar in appearance to the other fish in the school
(E) E is medium-sized
4. The author is primarily concerned with
(A) discussing different theories
(B) analyzing different techniques
(C) defending two hypotheses
(D) defending two hypotheses
(E) revealing new evidence
這是一篇典型的GMAT閱讀多重解釋型的文章。
l 第一段清楚地告訴讀者文章接下來(lái)會(huì )對一些魚(yú)群居地現象給出兩種解釋。
l 第二段中,解釋A的支持者表達了他們的觀(guān)點(diǎn),提出魚(yú)群居是為了減少個(gè)體被捕食者發(fā)現的機會(huì )。
l 第三段開(kāi)頭轉折(However)之后,解釋A被反駁,進(jìn)而提出解釋B,說(shuō)群居的魚(yú)被捕食者發(fā)現之后依然能提高他們的存活率。
l 最后一段具體說(shuō)了對解釋B的兩方面的具體解讀。
從整體框架上看,新文章和之前的解釋型文章相比變化不大,而在具體內容上觀(guān)點(diǎn)與論證之間的結合更加緊密,文章的血肉更加充實(shí),細節的出題點(diǎn)更多。
本文延續GMAT閱讀文章的一貫特點(diǎn),在邏輯嚴密性上也有所提高。
本文后面一共跟4道題,前3道均為直接細節題,最后1道為主旨題。
第一題,問(wèn)解釋B說(shuō)哪個(gè)因素會(huì )幫助魚(yú)群擺脫捕食者,定位點(diǎn)很明確,是“解釋B”底下的細節,定位到最后一段。能回答問(wèn)題的一共有兩點(diǎn),第一點(diǎn)在“Sometimes”到34行“to select one”之間,說(shuō)魚(yú)數量多導致捕食者難以決定究竟吃誰(shuí);第二點(diǎn)在“The second explanation”到文章結尾,說(shuō)魚(yú)群中大量魚(yú)的運動(dòng)會(huì )使捕食者分心而難以捕食成功。所以這兩點(diǎn)因素(數量多和魚(yú)群運動(dòng))都能夠正確回答這個(gè)問(wèn)題。
A選項魚(yú)群形成牢固的整體,文章中從未提及,屬于無(wú)中生有的內容;
B選項說(shuō)魚(yú)群中魚(yú)的運動(dòng),與原文中第二點(diǎn)相符;
C選項說(shuō)捕食者偵測不到魚(yú)群,是文章中解釋A里面的內容,張冠李戴;
D選項說(shuō)魚(yú)躲在其他魚(yú)的身后,又是文中沒(méi)有提到的內容;
E選項說(shuō)魚(yú)群能高速分散,既是解釋A里的關(guān)鍵詞,由于A(yíng)中原文事實(shí)相反,因此也不是正確選項
因此,正確答案為B
第二題,問(wèn)解釋A和B的共同目的。第二段是解釋A,第四段是解釋B,第三段是兩者的區別,都不是定位點(diǎn)。只有第一段里有相關(guān)信息。第一段最后一句話(huà)說(shuō)兩者都認為魚(yú)群對魚(yú)的個(gè)體提供保護,躲避捕食。5個(gè)選項中只有B選項符合要求。
A選項說(shuō)藏起來(lái)不讓捕食者看見(jiàn),只有解釋A有相關(guān)內容,解釋B沒(méi)有;
B選項與原文之間就是原意改寫(xiě)的關(guān)系;
C選項說(shuō)魚(yú)的群居與其他保護措施不一樣,文中未提及;
D選項說(shuō)小魚(yú)做決定快,亦屬于無(wú)中生有的內容;
E選項小魚(yú)容易在捕食者密集的地方存活,文章依然沒(méi)有提到
因此,正確答案為B
第三題,問(wèn)”confusion effect“,即解釋B,中所述,下列那種情況下一條魚(yú)有較高的存活率。定位點(diǎn)和第一題一樣,最后一段的兩個(gè)分點(diǎn)(同樣魚(yú)類(lèi)的數量多和魚(yú)群劇烈運動(dòng))。五個(gè)選項中,A選項是解釋A的內容,B、C、E都是文章里沒(méi)有提到的東西,只有D選項符合定位信息的要求。
因此,正確答案為D
第四題,問(wèn)作者的寫(xiě)作目的。
A選項說(shuō)討論兩個(gè)理論,與原文事實(shí)相符;
B選項說(shuō)分析兩種技術(shù),文中沒(méi)有任何技術(shù);
C選項說(shuō)為兩種假說(shuō)辯護,解釋B沒(méi)有受到任何攻擊,更不需要辯護;
D選項說(shuō)推翻既成觀(guān)念,核心態(tài)度為負,即否定了所有解釋?zhuān)c文章事實(shí)不符;
E選項說(shuō)提出新證據,文中不存在
因此,正確答案為A
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