7英語(yǔ)歷年真題與命題規(guī)律解析

1、目 錄第一部分 考研英語(yǔ)試題特點(diǎn)分析 .2一、測(cè)試內(nèi)容的總體特點(diǎn) .2 二、試題的個(gè)性化特點(diǎn) .2 三、試題的唯一性 .3 第二部分20072009 考研英語(yǔ)真題及解析.52007 年全國(guó)碩士研究生入學(xué)考試英語(yǔ)試題.52007 年全國(guó)碩士研究生入學(xué)考試英語(yǔ)試題參考答案.172008 年全國(guó)碩士研究生入學(xué)考試英語(yǔ)試題 .202008 年全國(guó)碩士研究生入學(xué)考試英語(yǔ)試題參考答案.312009 年全國(guó)碩士研究生入學(xué)考試英語(yǔ)試題.332009 年全國(guó)碩士研究生入學(xué)考試英語(yǔ)試題參考答案.44 第三部分 考研英語(yǔ)全程復(fù)習(xí)攻略 .47 一、參考書選擇建議 .47 二、考研英語(yǔ)四輪復(fù)習(xí)法 .48第一部分 考研英

2、語(yǔ)試題特點(diǎn)分析全國(guó)碩士研究生入學(xué)統(tǒng)一考試是為高等學(xué)校和科研機(jī)構(gòu)招收碩士研究生而設(shè)置的。作為一項(xiàng) 大規(guī)模的選拔性考試，考研英語(yǔ)的試題鮮明地體現(xiàn)了自身的特色與宗旨。 一、測(cè)試內(nèi)容的總體特點(diǎn)1. 注重語(yǔ)言意義，而非語(yǔ)言形式 近幾年的考研英語(yǔ)試題都有特定的語(yǔ)境和情景，體現(xiàn)了對(duì)語(yǔ)言意義的領(lǐng)悟與判斷。試卷里幾乎沒有死記硬背、單純使用語(yǔ)言形式來(lái)選擇選項(xiàng)的試題，而是更注重對(duì)考生語(yǔ)言意義理解能力的 考查。2測(cè)試的基本點(diǎn)定位在語(yǔ)篇上 近幾年的試卷測(cè)重對(duì)語(yǔ)篇能力的檢測(cè)，對(duì)語(yǔ)言知識(shí)、語(yǔ)言技能的考核都是通過語(yǔ)境和語(yǔ)篇來(lái)完成的。尤其是在完形填空和閱讀理解兩個(gè)題型，題材廣泛而新穎，涉及人文、社會(huì)、科普、經(jīng) 濟(jì)、文化教育和生

3、物自然等方面，深層次理解題的比例在逐年加大。這些題的答案，考生若不經(jīng) 過上下文的邏輯推理、揣測(cè)作者的意圖、挖掘深層含義，是完成不好的。另外，考題中語(yǔ)篇加長(zhǎng)， 對(duì)學(xué)生的閱讀速度也提出更高的要求，需要猜測(cè)的詞語(yǔ)約占語(yǔ)篇數(shù)的 3，若考生的知識(shí)面狹窄， 理解的難度就會(huì)更大。3注重基礎(chǔ)知識(shí)的測(cè)試，加強(qiáng)了對(duì)學(xué)生語(yǔ)言運(yùn)用能力的考核 在近幾年的考研英語(yǔ)試題中不在設(shè)置單純考查詞匯、語(yǔ)法的項(xiàng)目，這是否意味著考研試題忽略了對(duì)基礎(chǔ)知識(shí)的測(cè)試？在 2002 年至 2009 年的考研大綱中，都明確要求考生具備“在交際中更 準(zhǔn)確、自如地運(yùn)用語(yǔ)法知識(shí)”這一語(yǔ)言能力。由此可見，考研英語(yǔ)絕不是不注重基礎(chǔ)知識(shí)的測(cè)試， 而是考核形式

4、改變了，考查要求更高了?？佳杏⒄Z(yǔ)對(duì)基礎(chǔ)知識(shí)的測(cè)試貫穿在整個(gè)英語(yǔ)考卷中。完 型填空題會(huì)直接考查語(yǔ)法知識(shí)；閱讀理解題和英譯漢中有大量的長(zhǎng)難句，這些句子只有具備一定 的語(yǔ)法知識(shí)才能正確分析；作文中要寫出正確無(wú)誤的句子，也需要語(yǔ)法知識(shí)做積淀。因此，考研 英語(yǔ)是從語(yǔ)篇角度測(cè)試考生對(duì)英語(yǔ)基礎(chǔ)知識(shí)的運(yùn)用能力。4. 注重選材的時(shí)代性和實(shí)用性 考研試題的素材均選自英文原版書籍、英文主流媒體和英語(yǔ)國(guó)家經(jīng)常閱讀的書刊。試卷中的文章均是原汁原味的真實(shí)語(yǔ)料，體現(xiàn)了語(yǔ)言的真實(shí)性和實(shí)用性。而且所選文章多來(lái)自最新的英文 資料，更好的反映了當(dāng)代英語(yǔ)語(yǔ)言的時(shí)代特點(diǎn)。同時(shí)從歷年命制的試題看，被選取的文章的體裁 絕大多數(shù)為議論性的、

5、評(píng)論性的和報(bào)道性的；多為分析論證的文章，很少有純粹的文學(xué)文章。這 同攻讀碩士學(xué)位研究生期間將面對(duì)大量的概括性強(qiáng)、抽象思維為主的材料有關(guān)。二、試題的個(gè)性化特點(diǎn)目前面向大學(xué)生及社會(huì)人員的大規(guī)模英語(yǔ)考試共有 8 種左右，但考研英語(yǔ)作為一種選拔性的 考試在考查內(nèi)容、考查角度以及測(cè)試目標(biāo)上和其他考試都有著本質(zhì)區(qū)別，保持了自身獨(dú)特的特點(diǎn)。 由于大英四、六級(jí)是考生普遍參加的一項(xiàng)考試，現(xiàn)僅對(duì)比分析考研英語(yǔ)與大英四六級(jí)?？佳杏⒄Z(yǔ)與大英四、六級(jí)英語(yǔ)有如下具體的區(qū)別： 第一，詞匯?？佳杏⒄Z(yǔ)在詞匯上主要考察熟詞新義，有些中學(xué)詞匯的新用法都能考的一塌糊涂；四、六級(jí)英語(yǔ)主要考察生詞的第一意義或常用意義，只要你背了大綱的詞

6、匯表，基本就沒問 題；第二，語(yǔ)言材料?？佳杏⒄Z(yǔ)的語(yǔ)言材料多長(zhǎng)難句；四、六級(jí)英語(yǔ)幾乎沒有長(zhǎng)難句，都是很簡(jiǎn) 單的句子，意思幾乎一看就明白，不用仔細(xì)琢磨其意義；第三，試題選項(xiàng)。完型和閱讀理解是考研和四六級(jí)都要考到的題型，但考研英語(yǔ)試題選項(xiàng)多 陷阱，考生要有很強(qiáng)的分析能力和抗干擾的能力；四、六級(jí)英語(yǔ)試題選項(xiàng)的迷惑性不是很強(qiáng)，一 眼就能看出哪個(gè)是正確答案，哪個(gè)是干擾項(xiàng)。第四，大英四六級(jí)中也涉及翻譯、寫作題型，但考研英語(yǔ)對(duì)翻譯、寫作能力的考查在難度及 復(fù)雜性上遠(yuǎn)遠(yuǎn)大于大英四六級(jí)的要求；第五，考研閱讀理解 B 部分即閱讀理解新題型是考研獨(dú)有的題型，該題型主要考查考生對(duì)連 貫性、一致性、邏輯性等語(yǔ)篇、語(yǔ)段整體

7、性特征及文章結(jié)構(gòu)的理解，這對(duì)考生的綜合閱讀能力提 出了更高的要求；第六，測(cè)試目的?？佳杏⒄Z(yǔ)體現(xiàn)的是難度，四、六級(jí)英語(yǔ)體現(xiàn)的是速度。比如一個(gè)閱讀片段， 考研英語(yǔ)一般要花 15 分鐘去推敲琢磨，而六級(jí)英語(yǔ)必須在 8-9 分鐘作完；第七、大英四六級(jí)嚴(yán)格規(guī)定對(duì)試題的作答順序而考研英語(yǔ)只需在三小時(shí)完成試題就可，至于 答題的順序可根據(jù)個(gè)人喜好自主進(jìn)行。綜上所述，大學(xué)英語(yǔ)四、六級(jí)是針對(duì)大部分大學(xué)生的一種測(cè)試，主要在于考查大學(xué)生在大學(xué) 期間的英語(yǔ)學(xué)習(xí)成果，其宗旨是希望大多數(shù)學(xué)生都能夠在正規(guī)英語(yǔ)課堂訓(xùn)練之后通過這些測(cè)試， 因此四、六級(jí)考的主要是水平和速度。而考研閱讀考的則是更高層次的英語(yǔ)能力，因?yàn)檠芯可?學(xué)考

8、試是一種選拔性測(cè)試，意在通過考試選出優(yōu)秀的學(xué)生進(jìn)行深造，因而對(duì)考生各方面的素質(zhì)和 能力、包括英語(yǔ)閱讀能力提出了更高的要求。因此，想比四、六級(jí)考試的閱讀文章和閱讀題，考研閱讀文章選材更加廣泛，文章不論從長(zhǎng) 度、詞匯、句子、還是邏輯等各個(gè)角度來(lái)說(shuō)難度都遠(yuǎn)遠(yuǎn)大于四、六級(jí)，同時(shí)命題也更加具有多變 性和迷惑性。這些都對(duì)考生的實(shí)戰(zhàn)能力提出了更高的要求，特別要對(duì)閱讀理解題目的考點(diǎn)和命題 原則知根知底。一般來(lái)說(shuō)，四、六級(jí)閱讀每篇花大約 8-10 分鐘就能夠完成，而考研閱讀每篇?jiǎng)t 需要 10-20 分鐘。三、試題的唯一性考研英語(yǔ)試題的命制是一門科學(xué)，也是一項(xiàng)系統(tǒng)工程。需經(jīng)過前期命題理論的研究，試題的 研發(fā)，題庫(kù)

9、的規(guī)劃與建設(shè)，以及試題命制過程中的人力、財(cái)力與物力等的強(qiáng)有力的保障，才能達(dá) 到考研試題的科學(xué)性、合理性、均衡性和前瞻性諸要求并能有效發(fā)揮考研試題的功能。而且試題 在命制時(shí)要恪守七項(xiàng)標(biāo)準(zhǔn)：1試題應(yīng)該符合該學(xué)科的學(xué)理邏輯；2試題應(yīng)該符合語(yǔ)言發(fā)展的邏輯；3試題應(yīng)該符合文化的發(fā)展規(guī)律；4試題應(yīng)該符合測(cè)試學(xué)的一般規(guī)律；5試題應(yīng)該符合試題命制的一般規(guī)律；6試題應(yīng)該符合試題自身的功能目的；7試題應(yīng)該符合統(tǒng)計(jì)學(xué)意義上的考點(diǎn)變化規(guī)律。 因此，經(jīng)過這樣一個(gè)周密而浩大的流程命制出的試題，試題所體現(xiàn)出的信度、效度、區(qū)分度是任何模擬試題都難以披靡的。當(dāng)然，考研試題除了在測(cè)試內(nèi)容上具有唯一性外，還值得一提的是，既然考研的

10、全稱是全國(guó) 碩士研究生入學(xué)統(tǒng)一考試，那自然是試卷由教育部考試中心統(tǒng)一命制，全國(guó)報(bào)考不同院校的考生 大家共同作答唯一的一份試卷，雖然有些高校可以自主劃定初始錄取分?jǐn)?shù)線，但他們也不具有單 獨(dú)、自主命制試題的資格。第二部分20072009 考研英語(yǔ)真題及解析2007 年全國(guó)碩士研究生入學(xué)考試英語(yǔ)試題Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or Don ANSWER SHEET 1. (10 p

11、oints)By 1830, the former Spanish and Portuguese colonies had become independent nations. The roughly 20 million 1_ of these nations looked 2 to the future. Born in the crisis of the old regime and Iberian Colonialism, many of the leaders of independence 3_ the ideas of representative government, ca

12、reers 4 to talent, freedom of commerce and trade in the 5 to private property, and a belief in the individual as the basis of society. 6 there was a belief that the new nations should be sovereign and independent states, large enough to be economically viable and integrated by a 7 set of laws.On the

13、 issue of 8_ of religion and the position of the church, 9 , there was less agreement 10 the leadership. Roman Catholicism had been the state religion and the only one 11 by the Spanish crown, 12 most leaders sought to maintain Catholicism 13 the official religion of the new states, some sough to en

14、d the 14 of other faiths. The defense of the Church became a rallying 15 for the conservative forces.The ideals of the early leaders of independence were often egalitarian, valuing equality of everything. Bolivar had received aid from Haiti and had 16 in return to abolish slavery in the areas he lib

15、erated. By 1854 slavery had been abolished everywhere except Spains 17 colonies. Early promises to end Indian tribute and taxes on people of mixed origin came much 18_ because the new nations still needed the revenue. Such policies 19 Egalitarian sentiments were often tempered by fears that the mass

16、 of the population was 20 self-rule and democracy.1.A nativesB inhabitantsC peopleD individuals2.A confusedlyB cheerfullyC worriedlyD hopefully3.A sharedB forgotC attainedD rejected4.A relatedB closeC openD devoted5.A accessB successionC rightD return6.A PresumablyB IncidentallyC ObviouslyD Generall

17、y7.A uniqueB commonC particularD typical8.A freedomB originC impactD reform9.A thereforeB howeverC indeedD moreover10.A withB aboutC amongD by11.A allowedB preachedC grantedD funded12.A SinceB IfC UnlessD While13.A asB forC underD against14.A spreadB interferenceC exclusionD influence15.A supportB c

18、ryC pleaD wish16.A urgedB intendedC expectedD promised17.A controllingB formerC remainingD original18.A slowerB fasterC easierD tougher19.A createdB producedC contributedD preferred20.A puzzled byB hostile toC pessimistic aboutD unprepared forSection II Reading ComprehensionPart ADirections:Read the

19、 following four texts. Answer the questions below each text by choosing A, B, C, or D. Mark your answers on ANSWER SHEET 1. (40 points)Text 1If you were to examine the birth certificates of every soccer player in 2006s World Cup tournament, you would most likely find a noteworthy quirk: elite soccer

20、 players are more likely to have been born in the earlier months of the year than in the late months. If you then examined the European national youth teams that feed the World Cup and professional ranks, you would find this strange phenomenon to be ever more pronounced.What might account for this s

21、trange phenomenon? Here are a few guesses: a) certain astrological signs confer superior soccer skills; b) winter born babies tend to have higher oxygen capacity, which increases soccer stamina; c) soccer-mad parents are more likely to conceive children in springtime, atthe annual peak of soccer man

22、ia; d) none of the above.Anders Ericsson, a 58-year-old psychology professor at Florida State University, says he believes strongly in “none of the above.” Ericsson grew up in Sweden, and studied nuclear engineering until he realized he would have more opportunity to conduct his own research if he s

23、witched to psychology. His first experiment, nearly 30 years ago, involved memory: training a person to hear and then repeat a random series of numbers. “With the first subject, after about 20 hours of training, his digit span had risen from 7 to 20,” Ericsson recalls. “He kept improving, and after

24、about 200 hours of training he had risen to over 80 numbers.”This success, coupled with later research showing that memory itself is not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one. In other words, whatever inborn

25、differences two people may exhibit in their abilities to memorize, those differences are swamped by how well each person “encodes” the information. And the best way to learn how to encode information meaningfully, Ericsson determined, was a process known as deliberate practice. Deliberate practice e

26、ntails more than simply repeating a task. Rather, it involves setting specific goals, obtaining immediate feedback and concentrating as much on technique as on outcome.Ericsson and his colleagues have thus taken to studying expert performers in a wide range of pursuits, including soccer. They gather

27、 all the data they can, not just performance statistics and biographical details but also the results of their own laboratory experiments with high achievers. Their work makes a rather startling assertion: the trait we commonly call talent is highly overrated. Or, put another way, expert performers

28、whether in memory or surgery, ballet or computer programming are nearly always made, not born.21. The birthday phenomenon found among soccer players is mentioned toA stress the importance of professional training. B spotlight the soccer superstars at the World Cup.C introduce the topic of what makes

29、 expert performance. D explain why some soccer teams play better than others.22. The word “mania” (Line 4, Paragraph 2) most probably meansA fun. B craze. C hysteria.D excitement.23. According to Ericsson, good memoryA depends on meaningful processing of information. B results from intuitive rather

30、than cognitive exercises.C is determined by genetic rather than psychological factors.D requires immediate feedback and a high degree of concentration.24. Ericsson and his colleagues believe thatA talent is a dominating factor for professional success.B biographical data provide the key to excellent

31、 performance. C the role of talent tends to be overlooked.D high achievers owe their success mostly to nurture.25. Which of the following proverbs is closest to the message the text tries to convey? A “Faith will move mountains.”B “One reaps what one sows.” C “Practice makes perfect.” D “Like father

32、, like son.”Text 2For the past several years, the Sunday newspaper supplement Parade has featured a column called “Ask Marilyn.” People are invited to query Marilyn vos Savant, who at age 10 had tested at a mental level of someone about 23 years old; that gave her an IQ of 228 the highest score ever

33、 recorded. IQ tests ask you to complete verbal and visual analogies, to envision paper after it has been folded and cut, and to deduce numerical sequences, among other similar tasks. So it is a bit confusing when vos Savant fields such queries from the average Joe (whose IQ is 100) as, Whats the dif

34、ference between love and fondness? Or what is the nature of luck and coincidence? Its not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.Clearly, intelligence encompasses more t

35、han a score on a test. Just what does it mean to be smart? How much of intelligence can be specified, and how much can we learn about it from neurology, genetics, computer science and other fields?The defining term of intelligence in humans still seems to be the IQ score, even though IQ tests are no

36、t given as often as they used to be. The test comes primarily in two forms: the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scales (both come in adult and childrens version).Generally costing several hundred dollars, they are usually given only by psychologists, although variatio

37、ns of them populate bookstores and the World Wide Web. Superhigh scores like vos Savants are no longer possible, because scoring is now based on a statistical population distribution among age peers, rather than simply dividing the mental age by the chronological age and multiplying by 100. Other st

38、andardized tests, such as the Scholastic Assessment Test (SAT) and the Graduate Record Exam (GRE), capture the main aspects of IQ tests.Such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues Robert J. Sternberg. In his article “How Intell

39、igent Is Intelligence Testing?”, Sternberg notes that traditional test best assess analytical and verbal skills but fail to measure creativity and practical knowledge, components also critical to problem solving and life success. Moreover, IQ test do not necessarily predict so well once populations

40、or situations change. Research has found that IQ predicted leadership skills when the tests were given under low-stress conditions, but under high-stress conditions, IQ was negatively correlated with leadership that is, it predicted the opposite. Anyone who has toiled through SAT will testify that t

41、est-taking skill also matters, whether its knowing when to guess or what questions to skip.26. Which of the following may be required in an intelligent test? A Answering philosophical questions.B Folding or cutting paper into different shapes. C Telling the difference between certain concepts.D Choo

42、sing words or graphs similar to the given ones.27. What can be inferred about intelligence testing from Paragraph 3? A People no longer use IQ scores as an indicator of intelligence. B More versions of IQ tests are now available on the Internet.C The test contents and formats for adults and children

43、 may be different. D Scientists have defined the important elements of human intelligence.28. People nowadays can no longer achieve IQ scores as high as vos Savants becauseA the scores are obtained through different computational procedures. B creativity rather than analytical skills is emphasized n

44、ow.C vos Savants case is an extreme one that will not repeat. D the defining characteristic of IQ tests has changed.29. We can conclude from the last paragraph thatA test scores may not be reliable indicators of ones ability. B IQ scores and SAT results are highly correlated.C testing involves a lot

45、 of guesswork. D traditional test are out of date.30. What is the authors attitude towards IQ test? A Supportive.B Skeptical. C Impartial. D Biased.Text 3During the past generation, the American middle-class family that once could count on hard work and fair play to keep itself financially secure ha

46、d been transformed by economic risk and new realties. Now a pink slip, a bad diagnosis, or a disappearing spouse can reduce a family from solidly middle class to newly poor in a few months.In just one generation, millions of mothers have gone to work, transforming basic family economics. Scholars, p

47、olicymakers, and critics of all stripes have debated the social implications of these changes, but few have looked at the side effect: family risk has risen as well. Todays families have budgeted to the limits of theirs new two-paycheck status. As a result, they have lost the parachuted they once ha

48、d in times of financial setback a back-up earner (usually Mom) who could go into the workforce if the primary earner got laid off or fell sick. This “added-worker effect” could support the safety net offered by unemployment insurance or disability insurance to help families weather bad times. But to

49、day, a disruption to family fortunes can no longer be made up with extra income from an otherwise-stay-at-home partner.During the same period, families have been asked to absorb much more risk in their retirement income. Steelworkers, airline employees, and now those in the auto industry are joining

50、 millions of families who must worry about interest rates, stock market fluctuation, and the harsh reality that they may outlive their retirement money. For much of the past year, President Bush campaigned to move Social Security to a saving-account model, with retirees trading much or all of their

51、guaranteed payments for payments depending on investment returns. For younger families the picture is not any better. Both the absolute cost of healthcare and the share of it borne by families have risen and newly fashionable health-saving plans are spreading from legislative halls to Wal-Mart worke

52、rs, with much higher deductibles and a large new dose of investment risk for families future healthcare. Evendemographics are working against the middle class family, as the odds of having a weak elderly parent and all the attendant need for physical and financial assistance have jumped eightfold in

53、 just one generation.From the middle-class family perspective, much of this, understandably, looks far less like an opportunity to exercise more financial responsibility, and a good deal more like a frightening acceleration of the wholesale shift of financial risk onto their already overburdened sho

54、ulders. The financial fallout has begun, and the political fallout may not be far behind.31. Todays double-income families are at greater financial risk in thatA the safety net they used to enjoy has disappeared.B their chances of being laid off have greatly increased.C they are more vulnerable to changes in family economics. D they are deprived of unemployment or disability insurance.32. As a result of President Bushs reform, retired people m