考研英语全突破.doc
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1、【精品文档】如有侵权,请联系网站删除,仅供学习与交流考研英语全突破.精品文档.I will not give you a fish but tell you how to fish考研英语全突破共同探讨英语人生 量身定做学习计划紧紧把握考试脉搏 传授英语应试策略奠定良好心理基础 培养进取人生态度主讲教师简介吴耀武:西安外国语大学外语学院副院长;西安外国语大学语言测试研究中心主任;全国公共英语等级考试(PETS)考官;先后两次赴香港岭南大学进修和工作;陕西电视台考试联盟栏目、西安音乐台快乐时光栏目、西安经济广播电台空中英语角节目特邀嘉宾。现已出版英语考研黑博士系列丛书(人民日报出版社)、大学英语
2、四六级考试专家系列丛书、全攻略系列丛书(西工大出版社)和英语专业四八级TEM-4/考试指南等系列丛书(世界图书传版社)30余部,近800万字。于2001年起在全国高校作关于考研英语、雅思(IELTS)、英语专业四八级(TEM-4/8)和大学英语四六级(CET-4/6)巡回讲座,在各大高校均引起巨大轰动,讲座场场爆满。并受到新浪、搜狐、中国考试网、都市快报、西安零距离、华商报、西安晚报、三秦都市报等多家媒体的关注和专访。他在英语培训领域提出了自己独特的教学理念努力改进学习方法、量身定做学习计划;紧紧把握考试脉搏,传授英语应试策略;奠定良好心理基础,培养进取人生态度。这一理念在课堂上得以贯彻并为广
3、大学员所认可。现在吴老师每年在北京、上海、西安、武汉、南京、石家庄、沈阳、天津、乌鲁木齐等20多所中心城市主讲考研英语和大学英语四六级课程,经他直接培训的学员已逾10万人,听众更是不计其数。学员对他的评价是: 感情真挚,敬业专注; 才思敏捷,经典幽默; 传授知识如春风化雨,润物无声; 谈应试技巧如数家珍,挥洒自如; 他的语言总是富有人生哲理,他的课堂永远充满着欢笑从容;他传播的不仅仅是英语知识,更是一种人生感悟!吴耀武英语教学网: 电话:029-81258515专题1 考研英语考什么?2010年全国硕士研究生入学统一考试英语试卷结构表部分节为考生提供的信息指导语语言测试要点题型题目数量计分答题
4、卡种类英语知识运用(10分)1篇文章(240280词)英语词汇、语法和结构完形填空 多项选择题(四选一)2010答题卡1(机器阅卷)阅读理解(60分)A4篇文章(共约1600词)英语理解具体信息,掌握文章大意,猜测生词词义并进行推断等多项选择题(四选一)2040B1篇文章(共约500600词)英语理解文章结构选择搭配题510C1篇文章(约400词)5处划线部分约150词)英语理解的准确性英译汉510答题卡2(人工阅卷、机器登分)写作(30分)A规定情景英语书面表达应用文(约100词)110B主题句、写作提纲、规定情景、图、表等英语书面表达短文写作(160200词)120总计50+2100专题2
5、 考研英语如何复习?Today I believe-This wonderful lecture will completely change my life!Today I believe-That all my efforts will produce generous returns!Today I believe-CGRE English will be conquered this time!考研英语应试技巧Vocabulary: 黑白灰,分实虚,四管齐下巧记忆Reading : 把握主题,纵观全局,回归原文,信息定位,合情推理,水到成渠New Reading: 四种题型,四种思路;
6、步步为营找关联,反客为主抢先机Translation: 把握词义,调整语序;纸面风平浪静,心中万箭齐发Writing:(1)Letter Writing: 强化格式,明确目的,十句作文,五句给你(2)Graph Writing: 记住“一二三四五”,你比考官都清楚(3)Traditional Writing: 全新思路,经典范文,一旦拥有,别无所求硕士研究生入学统一考试英语试题Section I Use of English Directions: Read the following text. Choose the best word(s) for each numbered blank
7、and mark A, B, C, and D on ANSWER SHEET 1 (10 points)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
8、3 the ideas of representative government, careers 4 to talent, freedom of commerce and trade, 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 viabl
9、e and integrated by a 7 set of laws.On the 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 rel
10、igion of the new states, some sought to end 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 ret
11、urn to abolish slavery in the areas he liberated. 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 we
12、re often tempered by fears that the mass of the population was 20 self-rule and democracy.1. A natives B inhabitants C peoples D individuals2. A confusedly B cheerfullyC worriedly D hopefully3. A shared B forgot C attained D rejected4. A related B close C open D devoted5. A access B succession C rig
13、ht D return6. A Presumably B Incidentally C ObviouslyD Generally7. A unique B common C particular D typical8. A freedom B origin C impact D reform9. A therefore B however C indeed D moreover10. A with B about C among D by11. A allowed B preached C granted D funded12. A Since B If C Unless D While13.
14、 A as B for C under D against14. A spreadB interference C exclusion D influence15. A supportB cry C plea D wish16. A urged B intended C expected D promised17. A controllingB former C remaining D original18. A slower B faster C easier D tougher19. A created B produced C contributed D preferred20. A p
15、uzzled by B hostile to C pessimistic about D unprepared forSection II Reading ComprehensionPart ADirections:Read the 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 certificate
16、s of every soccer player in 2006s World Cup tournament you would most likely find a noteworthy quirk elite soccer later 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 even more pronounced.Wha
17、t might account for this strange phenomenon? Here are a few guesses: a) certain astrological signs confer superior soccer skills. b) winter-born bathes tend to have higher oxygen capacity which increases soccer stamina. c) soccer mad parents are more likely to conceive children in springtime at the
18、annual peak of soccer mania. 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 realized he would have more opportunit
19、y to conduct his own research if he switched to psychology. His first experiment nearly 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
20、. “He kept improving, and after about 200 hours of training he had risen to over 80 numbers.”This success coupled with later research showing that memory itself as not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one. I
21、n other words, whatever inborn 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 p
22、ractice. Deliberate practice entails 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,
23、 including soccer. They gather all the data they can, not just predominance statistics and biographical details but also the results of their own lavatory experiments with high achievers. Their work makes a rather startling assertion: the trait we commonly call talent is highly overrated. Or, put an
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