Question：
【Paragraph 3】
Social groups also offer opportunities for reproductive interference. Breeding malesthat live in close association with more attractive rivals may lose their mates to these individuals. In addition, sociality has two other potential disadvantages. The first is heightened competition for food, which occurs in animals as different as colonial fieldfares (a kind of songbird) and groups of lions, whose females are often pushed from their food by hungry males.The second is increased vulnerability to parasites and disease, which plague social species of all sorts. While it is true that some social animals have evolved special responses designed to combat parasites and disease, those responses can only reduce, but cannot totally eliminate, the damage caused by those threats, and the responses may even carry their own costs. Thus, honeybees warm their hives in response to an infestation by a fungal pathogen, which apparently helps kill the heat-sensitive fungus, but at the price of time and energy expended by the heatproducing workers.
Which of the following is associated in paragraph 3 with reproductive interference in social animals
A. Females being pushed away from their food by hungry males
B. Breeding males losing their mates to more attractive males
C. Parasites and disease infecting the eggs of breeding females
D. Females warming their habitats to care a fungal pathogen
思路解析：
题目类型：细节题（事实题）
难易错点：干扰项干扰强
干扰选项： A（答非所问）
正确选项： B
本题是细节题，问题：关于reproductive interference，哪个选项说法正确。虽然问题比较宽泛，但是至少要利用提问词限定答案范围，就是至少要读与提问信息相关的部分。
所以这个题思路：利用题干定位答案范围→再范围内找选项→判断正误。
通过阅读到原文第三句，可以发现本段是“三层并列”段落，因为第三句是个过渡句，第三句意思：除此之外，群居还有两坏处。言外之意就是 上面已经讲了一个坏处，后面要讲第二和三个坏处，也就是原文first、second部分，见原文绿色字体。题干提问信息 reproductive interfernce 位于第·一部分。所以只需要阅读in addition那句前面，在这个范围内找到的选项才是正确的。能看到第二句：Breeding males that live in attractive rivals lose their mates to the these individuals 对应B选项。
但是如果学生们没有“需要回答问题”这个意识，那么大家就会不会利用提问词先确定答案范围，而是直接在全段找选项。那么很多同学们就会误选 A选项。A选项分析：Females being pushed away from their food by hungry males 雌性会被饥饿的雄性抢走食物。对应原文first那句 whose 后面部分。几乎没有发生替换，大部分同学都能看出来对应。所以该选项从内容上看并不错，文章确实提到，也确实是群居的坏处，但是跟题干无关，不能回答问题。
这种内容不错但不能回答问题的干扰项就是答非所问。这种选项往往替换幅度很小甚至不提换，让学生觉得跟原文一样，所以非常具备干扰性。
提升方向:
首先:学生要有这个避免答非干扰意识。在阅读过程中要仔细且有阅读目的，阅读之后要思考和检查，是否满足问题。无论是问题具体还是宽泛的题，都在锁定答案句或答案范围，其次，学生可以多总结常问问题，并且总结这些问题在原文一般有哪些标志，比如 如果题干问evidence，那么原文答案句都可以怎么提现呢，很多同学可能就等着给evidence原词或直观的同义词【clue hint proof等】，但是其实还有一些隐形表达，比如indicate/indicator;make conclude from.....等
