B 节：小标题与概括句匹配

本节导读

B 节的第三种备选题型，按常见资料的说法（以当年考试大纲为准）是：一篇 500~600 词的文章前或后有 7 个小标题或概括句，为文中 5 个指定的语段各选一项，多出 2 项，每题 2 分。

这种题考的是大纲阅读能力里的「概括主旨要义」，只不过概括的对象从全文换成了一个语段。它和第 13 节的主旨题是同一套本领：找段落的中心、排除过宽、过窄和偏离的选项。学完这一节，你应该能用一句话概括一个语段，再从 7 个选项里找到与它对应的那一个。

小标题和概括句有什么不同

类型	样子	读的时候抓什么
小标题	短语，如 Planning the Route、Why Timing Matters	名词和动名词：这一段讲的是哪件事
概括句	完整的句子，常是建议或判断，如 Judge the design, not just the result.	动词和态度：这一段要读者做什么、得出什么结论

指南、建议类文章常配祈使句式的概括句；说明、介绍类文章常配名词短语式的小标题。两种都要先概括语段，再找选项。

先概括，再匹配

1. 先读 7 个选项。 把每个选项的核心词圈出来，大致分一下类：哪几个说「要做什么」，哪几个说「为什么」。
2. 读语段的首句和末句。 中心句多在段首；段首是背景或例子时，中心常在段尾。
3. 用自己的话概括语段。 一句中文，七八个字到十几个字，例如「先判断值不值得细读」。
4. 拿概括去找选项。 找意思相同、范围一致的那个，而不是找与原文用词最像的那个。
5. 先做有把握的，再排除。 剩下两三个语段时，用排除法；最后检查多出的两项确实哪里都放不进去。

干扰项长什么样

干扰项	样子
只抓细节	选项说的是语段里的一个例子或一个数字，撑不起整段
范围过大	选项说的是全文的主题，或比语段宽得多的话题
方向相反	用了语段里的词，意思却与语段相反，如原文说「先读图表」，选项说「每个参考文献都读」
原文没有	听起来很合理的建议，文中根本没提

多出的两项通常属于后两类：方向相反，或原文没有。它们往往最「像一条好建议」，所以更要回原文核对。

易错提醒

• ❌ 看到语段里出现了选项的某个词就选。✅ 先概括语段，再比意思和范围，用词相同的常是干扰项。

• ❌ 只读语段的第一句。✅ 首句是背景或例子时，中心在后面，要读到段尾。

• ❌ 选一个「最有道理」的建议。✅ 选项要与语段内容对应，文中没提的建议再有道理也不选。

• ❌ 前面做错一个也不回头。✅ 一个语段配错会连带另一个，做完要整体检查一遍。

例题精讲

下面是一篇约 540 词的原创文章（按常见资料所说的大纲 B 节篇幅编写）。为语段 (1) 到 (5) 各选一个概括句，多出两项；首段和末段不在指定语段之内。

Students beginning graduate study are often surprised by how slowly they read research papers. A single article can take a whole afternoon, and at the end they may still be unsure what it actually found. Some respond by reading more slowly still, underlining nearly every sentence. Experienced researchers read differently, not because they are cleverer, but because they follow a few habits that save time and sharpen understanding. Five of these habits are described below.

(1) Many beginners start at the first line of the introduction and read straight through to the last reference. Experienced readers rarely do. They begin with the title and the summary at the top, look next at the figures and tables, and only then decide whether the paper deserves a full reading. A paper whose main figure does not address their question can often be set aside within ten minutes, leaving more time for the articles that really matter to their work.

(2) Before turning to the results, it helps to write down, in a sentence or two, what question the authors are trying to answer and what answer you expect them to find. This small step turns passive reading into a kind of test. When the results agree with your prediction, you can move on quickly; when they surprise you, you know exactly where to slow down, reread and look more closely at what was done.