1.用“打包”方法对付乱序
把整组题全部一次性吃透，然后去原文从头到尾定位。否则，考生如果按照顺序逐题解答，时间会严重不足，最好是文章一遍看下来，能找到所有的信息。此外，考生应该注意定位原文的过程中，一定要脑、眼和手并用：眼是肯定要用的，不用脑会导致忽视同义转换，不用手(笔)会使我们处于走马观花的状态，然后会怀疑自己是不是漏掉了信息而反复地看。
2.“吃透”题干准确判断关键词(中心词)至关重要
如果没吃透题干，就无法准确判断关键词或中心词，就有可能对原文的重要信息没感觉。一般来说，题干关键词或中心词为实词以及一些数字、专有名词等。
3.在解题的先后顺序上，采用先易后难的策略
采用由易到难的解题策略，可以提升考生的解题信心。对于那些答题线索较少的题干细节信息，考生可留在最后再解答。在解答这类较难的题目时，考生可快速阅读原文中仍未选过的段落的主题句(通常为第一句、第二句或最后一句)，然后根据段落大意与题干中的细节信息进行匹配。
例：Directions:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsininformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.
文章大意：本文主要介绍了使用媒体对孩子的大脑的影响。A、B段提出主题：使用媒体对孩子的大脑会造成影响。C-E段通过各种研究说明使用媒体对大脑有什么影响。F、G段分别介绍了两种观点。最后两段说明了作者的观点以及他如何解决这一问题。
46.Accordingtoa2009study,peoplewhodidalotofmediamultitaskingmademorefaultonthetest.
解析：定位于C段第2句：Buta2009studyfoundthatwhenextraneous(与正题无关的)informationwaspresented,participantswho(onthebasisoftheiranswerstoastudyquestionnaire)didalotofmediamultitaskingperformedworseonatestthanthosewhodon’tdomuchmediamultitasking.
47.Inordertohelphissongetmoresleep,theauthorforbidshissontouseelectronicdevicesafter9:30p.m.
解析：定位于I段第2、3句：I’vesetsomerulesthataredesignedtoaidhissocialandcognitivedevelopment:noFacebookduringschool,andnoelectronicdevicesafter9:30p.m.Thelatterprohibitionisdesignedtohelphimgetmoresleep,which,accordingtosomestudies,iswhenourbrainspruneconnectionsamongneurons.Preservingandspeedinguptheonesthatmatterandflushingouttheonesthatdon’t.
48.Thesaturatedmediauniversemayhaveweakenedourtop-downfocus.
解析：定位于D段第二句：Weobviouslyneedbothforsurvival,whetherinthewildsofprehistoryorwhilecrossingastreettoday,butoursaturated(饱和的)mediauniversehasperhapsprivilegedthelatterformandiswiringourkids’brainsdifferently.
49.8to18yearsoldchildrenspendabout11hoursusingmediaperdayifeachcontentstreamiscountedseparately.
解析：定位于B段第3、4句：AKaiserFamilyFoundationreportreleasedlastyearfoundthatonaverage,childrenages8to18spend7hoursand38min.adayusingentertainmentmedia.Andifyoucounteachcontentstreamseparately-alotkids,forexample,textwhilewatchingTV—theyareloggingalmost11hoursofmediausageaday.
50.AccordingtoStone,adolescentsmaydobetterthantheirparentgenerationonlearninghowtoprioritizetasks.
解析：定位于G段：Stonehasobservedsomethingsimilarintechnologyuseamongadolescents:…..Perhapsthisisasignthatourkidswillbebetterthanweareatlearninghowtoprioritizetasks—somethingthatwillcomeinhandywhentheybecomeworkersandspousesandparents.
51.Focusedlearnerscandohigh-levelthinkingandmaygetwell-payingjobsmoreprobably.
解析：定位于E段：Multitaskers’relianceonrotehabitwouldbeallwellandgoodifwewantouroffspringtoworkonassemblylines,buttodothekindofhigh-levelthinkingthatexpertsagreewillbekeytogettingwell-payingjobs,we’dbetterexerciseourcollectivehippocampus.
52.Multipleinterruptionsduringkids’sleeptimemayleadtotroubleontheircognitionandbodythenextday.
解析：定位于I段：Evenifkidsget9to10hoursofsleepbutsustainmultipleinterruptions—from,say,abuzzingiPhonenexttothepillow—theywillsuffercognitivelyandfeeltiredthenextday.
53.Whattheauthorworriesaboutisthathiskids’onlineactivitymayhavebadeffectontheirbrains.
解析：定位于A段倒数第2句：WhatIworryabout,asasociobiologist,isnotwhatmykidsaredoingontheInternetbutwhatallthisconnectivityisdoingtotheirbrains.
54.AccordingtoUCLAscientists,thefocusersandthemultitaskersrelyondifferentpartsoftheirbraininlearning.
解析：定位于E段第2句：In2006,UCLAscientistsshowedthatmultitaskersandfocusedlearnersdeploy(调动)differentpartsofthebrainwhentheylearnthesamething.
55.AccordingtoDanahBoyd,thehyperprotectivewayparentsbehaveistherealreasonforkids’continuouspartialattention.
解析：定位于F段第1句：Sometechnologyobservers,likeDanahBoyd,afellowatHarvard’sBerkmanCenterforInternetandSociety,claimthatsocialmediaaregettingabumrap(不公正的对待)andthattherealproblemliesinthehyperprotectivewayweparenttoday.
