雅思阅读-配对题练习

配对练习1

A Why do humans, virtually alone among all animal species, display a distinct left or right

handedness? Not even our closest relatives among the apes possess such decided lateral asymmetry, as psychologists call it. Yet about 90 per cent of every human population that has ever lived appears to have been right-handed. Professor Bryan Turner at Deacon University has studied the research literature on left-handedness and found that handedness goes with sidedness. So nine out of ten people are right-handed and eight are right-footed. He noted that this distinctive asymmetry in the human population is itself systematic. Humans think in categories: black and white, up and down, left and right. It's a system of signs that enables us to categories phenomena that are essentially ambiguous.

B Research has shown that there is genetic or inherited element to handedness. But while

left-handedness tends to run in families, neither left nor right handlers will automatically produce off-spring with the same handedness; in fact about 6 per cent of children with two right-handed parents will be left-handed. However, among two left-handed parents, perhaps 40 per cent of the children will also be left-handed. With one right and one left-handed parent, 15 to 20 per cent of the offspring will be left-handed. Even among identical twins who have exactly the same genes, one in six pairs will differ in their handedness.

C What then makes people left-handed if it is not simply genetic? Other factors must be at work

and researchers have turned to the brain for clues. In the 1860s the French surgeon and anthropologist, Dr Paul Boca,made the remarkable finding that patients who had lost their powers of speech as a result of a stroke (a blood clot in the brain) had paralysis of the right half of their body. He noted that since the left hemisphere of the brain controls the right half of the body, and vice versa, the brain damage must have been in the brain's left hemisphere, Psychologists now believe that among right handed people, probably 95 per cent have their language centre in the left hemisphere, while 5 per cent have right-sided language, Left-handers, however, do not show the reverse pattern but instead a majority also Some 30 per cent have right hemisphere language.

D Dr Brinkman, a brain researcher at the Australian National University in Canberra, has

suggested that evolution of speech went with right-handed preference. According to Brinkman, as the brain evolved, one side became specialized for fine control of movement (necessary for producing speech) and along with this evolution came right-hand preference. According to Brinkman, most left-handers have left hemisphere dominance but also some capacity in the right hemisphere. She has observed that if a left-handed person is brain-damaged in the left hemisphere, the recovery of speech is quite often better and this is explained by the fact that left-handers have a more bilateral speech function.

E In her studies of macaque monkeys, Brinkman has noticed that primates (monkeys) seem to

learn a hand preference from their mother in the first year of life but this could be one hand or the other. In humans, however, the specialization in function of the two hemispheres results in anatomical differences; areas that are involved with the production of speech are usually larger on the left side than on the right. Since monkeys have not acquired the art of speech, one would not expect to see such a variation but Brinkman claims to have discovered a trend in monkeys towards the asymmetry that is evident in the human brain.

F Two American researchers, Geschwind and Galaburda, studied the brains of human embryos

and discovered that the left-right asymmetry exists before birth. But as the brain develops, a

number of things can affect it. Every brain is initially female in its organisation and it only becomes a male brain when the male fetus begins to secrete hormones. Geschwind and Galaburda knew that different parts of the brain mature at different rates; the right hemisphere develops first, then the left. Moreover, a girl's brain develops somewhat faster than that of a boy.

So, if something happens to the brain's development during pregnancy, it is more likely to be affected in a male and the hemisphere more likely to be involved is the left. The brain may become less liberalized and this in turn could result in left-handedness and the development of certain superior skills that have their origins in the left hemisphere such as logic, rationality and abstraction. It should be no surprise then that among mathematicians and architects, left-handers tend to be more common and there are more left-handed males than females.

G The results of this research may be some consolation to left-handers who have for centuries

lived in a world designed to suit right-handed people. However, what is alarming, according to Mr. Charles Moore, a writer and journalist, is the way the word `right' reinforces its own virtue.

Subliminally he says, language tells people to think that anything on the right can be trusted while anything on the left is dangerous or even sinister. We speak of left-handed compliments and according to Moore, `it is no coincidence that left-hand, often develop a stammer as they are robbed of their freedom of speech'. However, as more research is undertaken on the causes of left handedness, attitudes towards left-handed people are gradually changing for the better.

Indeed when the champion tennis player Indeed when the champion tennis player Ivan Lend was asked what the single thing improve his game, he said he would like to become a left-hander.

?Questions 1-7

?Use the information in the text to match the people (listed A-E) with the opinions (listed 1-7) below. Write the appropriate letter (A-E) in boxes 1-7 on your answer sheet. Some people match more than one opinion.

? A Dr Boca

? B Dr Brinkman

? C Geschwind and Galaburda

? D Charles Moore

? E Professor Turner

1.Human beings started to show a preference for right-handedness when they first developed

language.

2.Society is prejudiced against left-handed people.

3.Boys are more likely to be left-handed.

4.After a stroke, left-handed people recover their speech more quickly than right-handed

people.

5.People who suffer strokes on the left side of the brain usually lose their power of speech.

6.The two sides of the brain develop different functions before birth.

7.Asymmetry is a common feature of the human body.

配对练习2

Obtaining Linguistic Data

A Many procedures are available for obtaining data about a language. They range from a carefully

planned, intensive field investigation in a foreign country to a casual introspection about one’s mother tongue carried out in an armchair at home.

B In all cases, someone has to act as a source of language data – an informant. Informants are

(ideally) native speakers of a language, who provide utterances for analysis and other kinds of information about the language (e.g. translations, comments about correctness, or judgements on usage). Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own

intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to linguistics. But a linguist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point resource is needed to more object methods of enquiry, using non-linguists as informants. The later procedure is unavoidable when working on foreign languages, or child speech.

C Many factors must be considered when selecting informants – whether one is working with

single speakers (a common situation when languages have not been described before), two people interacting, small groups or large-scale samples. Age, sex, social background and other aspects of identity are important, as these factors are known to influence the kind of language used. The topic of conversation and the characteristics of the social setting (e.g. the level of formality) are also highly relevant, as are the personal qualities of the informants (e.g. their fluency and consistency). For larger studies, scrupulous attention has been paid to the sampling theory employed, and in all cases, decisions have to be made about the best investigative

techniques to use.

D Today, researchers often tape-record informants. This enables the linguist’s claims about the

language to be checked, and provides a way of making those claims more accurate (‘difficult’ pieces of speech can be listened to repeatedly). But obtaining naturalistic, good-quality data is never easy. People talk abnormally when they know they are being recorded, and sound quality can be poor. A variety of tape-recording procedures have thus been devised to minimise the ‘observer’s paradox’ (how to observe the way people behave when they are not being

observed). Some recordings are made without the speakers being aware of the fact – a

procedure that obtains very natural data, though ethical objections must be anticipated.

Alternatively, attempts can be made to make the speaker forget about the recording, such as keeping the tape recorder out of sight, or using radio microphones. A useful technique is to introduce a topic that quickly involves the speaker, and stimulates a natural language style (e.g.

asking older informants about how times have changed in their locality).

E An audio tape recording does not solve all the linguist’s problems, howev er. Speech is often

unclear and ambiguous. Where possible, therefore, the recording has to be supplements by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general. A facial expression, for example, can dramatically alter the meaning of what is said. Video recordings avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcription always benefits from any additional

commentary provided by an observer.

F Linguists also make great use of structured sessions, in which they systematically ask their

informants for utterances that describe certain actions, objects or behavious. With a bilingual informant, or though use of an interpreter, it is possib le to use translation technique (‘How do you say table in your language?’). A large number of points can be covered in a short time, using interview work-sheets and questionnaires. Often, the researcher wishes to obtain

information about just a single variable, in which case a restricted set of questions may be used:

a particular feature of pronunciation, for example, can be elicited by asking the informant to say

a restricted set of words. There are also several direct methods of elicitation, such as asking

informants to fill in the blanks in a substitution frame (e.g. 'I ___ see a car.'), or feeding them the wrong stimulus for correction (‘Is it possible to say I no can see?’).

G A representative sample of language, complied for the purpose of linguistic analysis, is known

as a corpus. A corpus enables the linguist to make unbiased statements about frequency of

usage, and it provides accessible data for the use of different researchers. Its range and size are variable. Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature. The size of the corpus depends on practical factors, such as the time available to collect, process and store the data: it can take up to several hours to

provide an accurate transcription of a few minutes of speech. Sometimes a small sample of data will be enough to decide a linguistic hypothesis; by contrast, corpora in major research projects can total millions of words. An important principle is that all corpora, whatever their size, are inevitably limited in their coverage, and always need to be supplemented by data derived from the intuitions of native speakers of the language, though either introspection or

experimentation.

?Question 27-31

Reading Passage 3 has 7 paragraphs labelled A-G.

Which paragraph contains the following information?

Write the correct answer A-G into boxes 27-31 on the answer sheet.

NB You may use any letter more than once.

27. The effect of recording on the way people talk.

28. The importance of taking note on body language.

29. The fact that language is influenced by social situation.

30. How informants can be helped to be less self-conscious.

31. Various methods that can be used to generate specific data.

解析雅思阅读信息配对题

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1月9日雅思阅读真题

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雅思阅读-配对题练习

配对练习1 A Why do humans, virtually alone among all animal species, display a distinct left or right handedness? Not even our closest relatives among the apes possess such decided lateral asymmetry, as psychologists call it. Yet about 90 per cent of every human population that has ever lived appears to have been right-handed. Professor Bryan Turner at Deacon University has studied the research literature on left-handedness and found that handedness goes with sidedness. So nine out of ten people are right-handed and eight are right-footed. He noted that this distinctive asymmetry in the human population is itself systematic. Humans think in categories: black and white, up and down, left and right. It's a system of signs that enables us to categories phenomena that are essentially ambiguous. B Research has shown that there is genetic or inherited element to handedness. But while left-handedness tends to run in families, neither left nor right handlers will automatically produce off-spring with the same handedness; in fact about 6 per cent of children with two right-handed parents will be left-handed. However, among two left-handed parents, perhaps 40 per cent of the children will also be left-handed. With one right and one left-handed parent, 15 to 20 per cent of the offspring will be left-handed. Even among identical twins who have exactly the same genes, one in six pairs will differ in their handedness. C What then makes people left-handed if it is not simply genetic? Other factors must be at work and researchers have turned to the brain for clues. In the 1860s the French surgeon and anthropologist, Dr Paul Boca,made the remarkable finding that patients who had lost their powers of speech as a result of a stroke (a blood clot in the brain) had paralysis of the right half of their body. He noted that since the left hemisphere of the brain controls the right half of the body, and vice versa, the brain damage must have been in the brain's left hemisphere, Psychologists now believe that among right handed people, probably 95 per cent have their language centre in the left hemisphere, while 5 per cent have right-sided language, Left-handers, however, do not show the reverse pattern but instead a majority also Some 30 per cent have right hemisphere language. D Dr Brinkman, a brain researcher at the Australian National University in Canberra, has suggested that evolution of speech went with right-handed preference. According to Brinkman, as the brain evolved, one side became specialized for fine control of movement (necessary for producing speech) and along with this evolution came right-hand preference. According to Brinkman, most left-handers have left hemisphere dominance but also some capacity in the right hemisphere. She has observed that if a left-handed person is brain-damaged in the left hemisphere, the recovery of speech is quite often better and this is explained by the fact that left-handers have a more bilateral speech function. E In her studies of macaque monkeys, Brinkman has noticed that primates (monkeys) seem to learn a hand preference from their mother in the first year of life but this could be one hand or the other. In humans, however, the specialization in function of the two hemispheres results in anatomical differences; areas that are involved with the production of speech are usually larger on the left side than on the right. Since monkeys have not acquired the art of speech, one would not expect to see such a variation but Brinkman claims to have discovered a trend in monkeys towards the asymmetry that is evident in the human brain. F Two American researchers, Geschwind and Galaburda, studied the brains of human embryos and discovered that the left-right asymmetry exists before birth. But as the brain develops, a

雅思阅读配对题目(Matching)攻克

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1（以下简称T1P1）。不论是哪一种，基本解题步骤是一致的。下面朗阁海外考试研究中心的专家将对分类题的解题步骤进行分析。 三、解题步骤 第一步，审题。重点审的是给出的描述部分。如剑6 T3P3就应当看题干，判断出现同义替换的地方，即key words。因为考试中同义替换最多的是形容词、动词以及副词，尤其是程度范围副词，以此为依据，第33题 (monkeys were less likely to become diabetic) 应当划的key words是less likely和diabetic。在授课中，我会跟学生说如果是程度范围类的词，可以用符号去表示，这样看上去就一目了然了。这里的less likely就可以用数学符号表示，至于形容词diabetic可能有的学生不认识，这时候不要慌，先把词语划出，因为是医学类词汇，文中大多会有提示。以类似的方法划出34－37题的key words。 第二步，定位。无论是上文提及的哪种分类题，都是以文中出现的事物为定位词。如剑6 T3P3，就以选项中的caloric-restricted monkeys 和control monkeys作为定位词；而剑6 T1P1则以题干中的camera, sensor, protein tests和altitude tents作为定位词。仍然以剑6 T3P3为例，通过定位词，将答案的范围缩小到文章的第5、6段。 第三步，仔细阅读相关段落，划出答案。到此步骤，就是阅读分析了，所以要细心。注意答案在文中是以同义替换的形式给出的，同时还要注意乱序的特点。文中先出现的可能是最后一题，然后剩下的题目就乱序排列。例如剑6 T3P3中，第5段先出现这句话，”caloric-restricted monkeys have lower body temperatures and levels of the pancreatic hormone insulin”，其中levels of pancreatic hormone insulin能对上第37题的关键词insulin，再看前半句有lower这个词，和题目中的greater是反义关系，这样这题答案就选择

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雅思阅读配对类题型解题技巧 文/ 上海新东方学校樊黎明 （着作权所有，转载请务必注明出处，违者必究！） 配对类题型是雅思阅读的一个特色题型之一。其难度相对较大，对考生能力要求相对较高。在目前的雅思考试当中，配对题已经占了非常大的比重，考生在复习的时候必须非常重视。 配对类题型有很多种，常见的种类有：1. 人名- 观点配对；2. 地名- 描述配对；3. 句子- 句子配对；4. 分类题(Classification) ； 5. 段落- 标题配对； 6. 段落- 细节配对。其中前三种做题方法比较类似，而后两种相对较复杂。本文将阐述前四种题型的做题方法。 首先，还是让我们来看一下这四种配对题的出题特点： I.所考内容全部为细节 和后两种题型考察主旨不一样，前四种题型主要考察的是考生对于文章细节的把握和理解。因此，这些题型的解题方法主要是先用Scan 的方法定位出关键的段落。 II.出题不一定遵循顺序原则 在对剑桥雅思真题集进行研究后笔者发现，上述四种配对题型中，除了句子配对题肯定按照顺序原则出题之外，其它的题型有些是讲顺序原则的，有些则不讲。大体上说来，如果一道题目的定位词很明确，很容易在原文中找到信息，那么该题就讲顺序原则；反之亦然。 III.个别题目会有NB 出现。 在部分题目的指令中，会有这么一行字： NB You may use any letter more than once. 这就意味着在选项中，有至少一个选项可以重复选。但是根据真题的出题思路和考生的实考回忆，一般认为如果出现NB ，很有可能是有且仅有一个选项重复使用一次，个别情况会出现两个选项使用两次；而从来没有三个选项使用两次或两个选项使用三次。 现在，我们一起来看一下这类配对题的解题步骤和方法： 1.划出句子中的关键词 很多考生习惯于冲上来首先去找定位词，但是这种方法是不对的。因为在有专有名词的配对题里，定位词是显而易见的，寻找之前看一下即可；而在句子配对题中，因为题干是按顺序出题的，所以应当先把选项读完，再看题干。 由于人的短期记忆能力是有限的，在短时间内无法记下所有的句子。因此需要寻找选项中的一些在最大程度上概括整个选项的关键词。我们还是以一道句子配对题为例，看来一下关键词的划法（剑 5 Test 2 Q24-27 ）：

雅思阅读配对题答题方法

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巧解雅思阅读段落标题配对题

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A. 先找在后面的题型中很少出题或没有出过题的段落(前提是将此题留在此篇文章的最后来完成!。 B. 先找短的段落 4. 仔细比较题目和定位句,确定答案 如果对合并同类项和信息包含题的思路了解得还不够到位,同学们可以拿剑桥雅思5中的两篇文章“Nature or Nurture”“Early Childhood Education”来做个示范。如果考生能准确把握合并同类型的妙处,那么做信息包含题定会茅塞顿开! 以上即是雅思阅读段落标题配对题的详细内容,大家不要吝啬自己的眼球,抓紧时间看看哦,说不定就是你解题的法宝呢!最后,前程百利雅思频道小编预祝大家考出满意的雅思成绩。

雅思阅读配对题

画个圈圈诅咒你恼人的信息配对 IELTS Reading

题型剑5剑6剑7剑8剑9剑10剑11平均概率判断5449604648395230.6% summary2024263119133115% LOH11137278271710.8%细节配对138151626498.8%专名配对17151015814228.6%选择9131191415137.8%图、表59153102767.6%完成句子137******** 6.6%简答6--217-- 2.5%

?细节信息配对 Which paragraph/section contains the following information? 1. a description of an early timekeeping invention affected by cold temperatures 2. an explanation of the importance of geography in the development of the calendar in farming communities 3. an account of the origins of the pendulum clock 4. details of the simultaneous efforts of different societies to calculate time using uniform hours

?专有名词（人名/地点/时间...）配对 Match each statement with the correct person or people. A. Freeman B. Shore and Kanevsky C. Elshout D. Simonton E. Boekaerts 1. Less time can be spent on exercises with gifted pupils who produce accurate work. 2. Self-reliance is a valuable tool that helps gifted students reach their goals. 3. Gifted children know how to channel their feelings to assist their learning. 4. The very gifted child benefits from appropriate support from close relatives. 5. Really successful students have learnt a considerable amount about their subject.

雅思阅读段落匹配解题思路及讲解

雅思阅读题型概述 段落标题匹配题，顾名思义就是考查原文中段落大意的题型。出题形式为先给出题目，再给出阅读文章：首先给出选项，即若干标题，标题序号为罗马数字(如i、ii、iii等)，在选项下方是有待匹配段落标题的段落符号(如Paragraph A、Paragraph B等)，接下来是考生需要阅读的文章。该题型要求考生根据给出的文章从标题列表中为指定的段落选出恰当的标题。这一题型主要具有以下特点： ①该题型主要考查考生对原文内容或宏观信息进行提炼、概括的能力。 ②与雅思阅读其他题型的出题形式不同，该题型的问题出现在文章的前面，考生做题时是先见问题，再见文章。 ③虽然该题型要求考生为相应的段落匹配段落大意，但这并不意味着原文每一个段落都缺少段意。也就是说，有的段落并不需要考生为其匹配段意，比如之前已经举例用过的段落。 ④题目中给出的标题个数通常多于有待匹配的段落个数，也就是说，并不是所有的标题都一定能用到。 ⑤一个标题最多只能对应一个有待匹配的段落。也就是说，标题不能重复使用。 雅思阅读解题思路 了解了段落标题匹配题的题型特点，下面我们来具体讲解这类题的解题步骤。 第一步：明确原文中哪些段落需要匹配标题，并划掉已经用过的标题。

考生需仔细查看给出的文章，确认哪些段落需要匹配段落大意，以原文中标有“A、B、C、D??”的段落为准，不要想当然认为A就对应第一段，因为有时原文中出现的A段并不一定就是原文中的第一段。同时，考生要仔细看题目，把标题栏中作为答题范例已经匹配的标题划掉，以减少干扰项，并在原文中去掉已经与该标题相对应的段落。 第二步：划出各标题中的核心词。 核心词是指在标题中占有重要分量的单词或词组，正确标划核心词对考生准确答题有着重要影响。一方面，考生可以利用核心词大致记住标题含义。另一方面，考生可以利用“核心词原则”来排除干扰项。所谓“核心词原则”，是指核心词在某个段落中出现是含有该核心词的标题成为该段段落大意的前提条件。换句话说，如果标题中的核心词未能在原文某一段落出现，那么含有该核心词的标题也必然不能成为与该段落对应的段落大意。下面笔者简单介绍几种标题中核心词的正确划法：①对于A of B、A to B以及A for B结构的标题，核心词通常在B部分;②对于动宾结构的标题，核心词通常在宾语部分;③对于“形容词+名词”结构的标题，核心词通常为名词;④对于包含介词的标题，介词后的名词往往应被视为核心词;⑤对于出现并列结构的标题(如A and B)，核心词往往为存在并列关系的两个词。 第三步：重点阅读各段前两句话和最后两句话，快速浏览其余文字，掌握段落大意。 在这一步，考生要精读各段的前两句话和最后两句话，并快速扫读其余的文字，了解段落所讲的核心概念或段落大意。 第四步：根据段落大意找出与之相符的标题;如果遇到不太确定的标题，可以依据“核心词原则”选出正确标题。 在第三步中，考生已经对需要匹配段落大意的段落内容有了一定了解。之后，考生就需在各个标题中寻找与之匹配的一个。如果遇到不太确定的标题时，考生可以根据“核心词原则”进行判断。如果核心词在段落中没有出现，则该标题应当被排除，不予考虑;如果核心词在段落中出现，该标题也只是满足前提条件(即

雅思阅读配对类题型解题技巧--段落标题配对题

雅思阅读配对类题型解题技巧--段落标题配对题 段落标题配对题是雅思阅读考试中比较特别的题型，因为大部分的题型都是考查考生对细节的理解，而段落标题配对题考查的是考生对段落主旨的把握能力。而由于雅思的文章篇幅长，题目较多，而时间又非常紧张，因此这种题型对于考生来说无疑是一道难过的坎。在本文中，笔者将针对这种题型，从出题特点、阅读技巧角度来分析它的解题方法。 一、出题特点 1.永远位于文章之前 段落标题配对题是唯一的一个位于文章之前的题型，这意味着考官建议考生事先完成这种题型。因为对文章主旨的把握有助于考生更好地寻找文章中的细节。 2.选项以短语形式出现，数量大于段落数，且为乱序 在List of headings中，选项都是以一个短语的形式出现的，考生需要从中选出最能够概括一个段落大意或者主要内容的短语。出于干扰的需要，选项中一定会有若干干扰选项，需要考生去鉴别。另外选项全部是打乱顺序的，即与文章的顺序不一致。 3.个别题目中会有示例；选项不可能重复使用 个别文章中，题目中会有一个Example，会提示某一段的答案。由于选项不可能出现一个选项使用两次的情况，因此这个给出的答案即可以排除。 二、解题步骤 1.浏览文章 如果文章有标题、副标题、图片、小标题，则必须在做题之前仔细进行阅读，因为这些内容往往暗示了文章的主题，这对于考生把握全文大意、排除干扰选项会有一定的帮助。 2.划掉示例中的选项 由于选项不可能被重复使用，因此Example中的选项不可能再次出现，故没有必要浪费时间去阅读这部分内容。所以直接在这个选项上划叉即可。另外，

对于某些记忆力不好的考生来说，也可以把这个选项所对应的段落做上记号，以免误读从而浪费时间。 3.阅读所有选项，标出关键词 由于选项是乱序，因此如果先读文章再去找选项，就有可能出现每读一个段落，就要通读一遍所有的选项这样的问题，最后发现把所有的选项读了数遍。因此，建议考生在阅读文章之前就先把所有选项仔细阅读一遍，并且划出关键词以便记忆。 4.甄别干扰选项 由于出题需要，考官会放出一些干扰选项，这里列举出两种常见的干扰选项： a.与主题大相径庭 雅思阅读的选文十分严谨，都是围绕一个范围较小的主题展开，因此不太可能出现与出题出入非常大的段落大意。很多带标题的文章经常会存在此类干扰选项，因此，只要考生在做题前阅读标题，就不难甄别。如果考生发现干扰选项，应在选项上做一个标志，比如把选项圈起来。但是不要划叉，因为在没有阅读原文的情况下，并不能绝对肯定此类答案是错误的。 下面我们以剑桥雅思中的几个例子来看一下这类干扰选项： 例1 出处：剑3 Test 1 Passage 1 文章标题：The rocket—from east to west 干扰选项1：The first use of steam 干扰选项2：Developments of fire 通过文章的标题我们不难发现，文章主要描述的对象是rocket（火箭），而这两个干扰选项中的主要内容是steam（蒸汽）和fire（火），这两个主题显然不可能在如此短的文章内出现，因此可以初步判断是干扰选项。 例2 出处：剑3 Test 1 Passage 3 文章标题：The scientific method 干扰选项：Antidotes to bacterial infection