考研英语【最新3篇】
考研英语 篇一：如何高效备考考研英语
备考考研英语是每个考生都需要面对的重要任务，而如何高效备考则成为了众多考生所关注的问题。在备考过程中，我们需要有一个科学的备考计划，合理的时间安排，以及一些备考技巧和方法，下面将为大家分享一些高效备考考研英语的经验。
首先，制定科学的备考计划是备考过程中的重要一环。在制定备考计划时，我们需要根据自己的实际情况合理安排时间，并确保每个阶段的备考内容和目标都是可行的。备考计划应该包括每天的学习时间安排、备考内容的分配、每个阶段的目标以及复习和练习的时间安排等。制定备考计划时，可以参考一些备考经验和教材，以及向老师和同学请教，将自己的实际情况和备考目标合理结合起来，制定一个适合自己的备考计划。
其次，合理安排时间是备考过程中的关键。备考考研英语不仅需要有足够的时间进行知识的学习和掌握，还需要有时间进行复习和练习。因此，在备考过程中，我们需要根据备考计划合理安排时间，确保每个阶段的备考内容都能够得到充分的学习和掌握，并留出足够的时间进行复习和练习。同时，我们还需要注意时间的合理分配，避免过多时间花在一些不必要的细节上，而忽略了一些重要的备考内容。
另外，备考考研英语还需要一些备考技巧和方法。首先，我们需要了解考试的内容和要求，并根据这些内容和要求制定备考策略。其次，我们需要有一个系统的学习方法，例如可以通过刷题、做习题、听录音等方式来提高听力和阅读能力，通过写作训练、翻译练习等方式来提高写作和翻译能力。此外，我们还可以参加一些考研英语的培训班或者参考一些备考资料，以提高备考的效果。
最后，坚持和毅力是备考过程中必不可少的品质。备考考研英语是一个长期而艰辛的过程，我们需要有足够的毅力和坚持，坚持每天学习和复习，不断提高自己的英语水平。同时，在备考过程中，我们还需要保持积极的心态，不断调整备考计划和方法，以应对备考过程中的困难和挑战。
总之，备考考研英语需要科学的备考计划、合理的时间安排、一些备考技巧和方法，以及坚持和毅力。希望以上的经验和方法能够帮助到正在备考考研英语的考生们，祝大家备考顺利，取得好成绩！
考研英语 篇二：如何提高考研英语阅读理解能力
考研英语阅读理解是考研英语中最具挑战性的一部分，许多考生都会感到阅读理解的难度较大。下面将为大家分享一些提高考研英语阅读理解能力的方法和技巧。
首先，我们需要扩大自己的词汇量。词汇是阅读理解的基础，只有掌握了足够的词汇，才能更好地理解文章的意思。因此，在备考过程中，我们需要注重词汇的积累和记忆，可以通过背单词、做词汇题、读英语文章等方式来扩大自己的词汇量。
其次，我们需要提高阅读速度和阅读技巧。阅读理解的难度较大，需要我们有较快的阅读速度和较好的阅读技巧。在备考过程中，我们可以通过大量的阅读练习来提高自己的阅读速度，例如可以每天读一些英文文章，或者做一些阅读理解的题目，以提高自己的阅读速度和理解能力。同时，我们还可以学习一些阅读技巧和方法，例如可以先读问题再读文章、注意文章的结构和段落等，以提高自己的阅读效果。
另外，我们还需要学会分析文章的结构和逻辑关系。阅读理解中的文章通常都有一定的结构和逻辑关系，我们需要学会分析这些结构和关系，以更好地理解文章的内容。在备考过程中，我们可以通过分析一些范文和练习题来提高自己的分析能力，例如可以分析一篇文章的主题、论点、论据、结论等，以及它们之间的逻辑关系。
最后，我们还需要多做一些阅读理解的练习题。阅读理解的能力是需要不断练习的，只有通过大量的练习，才能够提高自己的阅读理解能力。在备考过程中，我们可以多做一些阅读理解的练习题，例如可以做一些历年真题、模拟试题或者参加一些阅读理解的训练班，以提高自己的阅读理解水平。
总之，提高考研英语阅读理解能力需要扩大词汇量、提高阅读速度和阅读技巧，学会分析文章的结构和逻辑关系，以及多做一些阅读理解的练习题。希望以上的方法和技巧能够帮助到正在备考考研英语阅读理解的考生们，祝大家备考顺利，取得好成绩！
考研英语 篇三
Section 1 Use of Eninglish
Directions :
Millions of Americans and foreigners see GI.Joe as a mindless war toy ,the symbol of American military adventurism, but that’s not how it used to be .To the men and women who 1 )in World War II and the people they liberated ,the GI.was the 2) man grown into hero ,the pool farm kid torn away from his home ,the guy who 3) all the burdens of battle ,who slept in cold foxholes,who went without the 4) of food and shelter ,who stuck it out and drove back the Nazi reign of murder .this was not a volunteer soldier ,not someone well paid ,5) an average guy ,up 6 )the best trained ,best equipped ,fiercest ,most brutal enemies seen in centuries.
His name is not much.GI. is just a military abbreviation 7) Government Issue ,and it was on all of the article 8) to soldiers .And Joe? A common name for a guy who never 9) it to the top .Joe Blow ,Joe Magrac …a working class name.The United States has 10) had a president or vicepresident or secretary of state Joe.
GI .joe had a (11)career fighting German ,Japanese , and Korean troops . He appers as a character ,or a (12 ) of american personalities, in the 1945 movie The Story of GI. Joe, based on the last days of war correspondent Ernie Pyle. Some of the soldiers Pyle(13)portrayde themselves in the film. Pyle was famous for covering the (14)side of the warl, writing about the dirt-snow –and-mud soldiers, not how many miles were(15)or what towns were captured or liberated, His reports(16)the “willie” cartoons of famed Stars and Stripes artist Bill Maulden. Both men(17)the dirt and exhaustion of war, the (18)of civilization that the soldiers shared with each other and the civilians: coffee, tobacco, whiskey, shelter, sleep. (19)Egypt, France, and a dozen more countries, G.I. Joe was any American soldier,(20)the most important person in their lives.
1.[A] performed [B]served [C]rebelled [D]betrayed
2.[A] actual [B]common [C]special [D]normal
3.[A]bore [B]cased [C]removed [D]loaded
4.[A]necessities [B]facilitice [C]commodities [D]propertoes
5.[A]and [B]nor [C]but [D]hence
6.[A]for [B]into [C] form [D]against
7.[A]meaning [B]implying [C]symbolizing [D]claiming
8.[A]handed out [B]turn over [C]brought back [D]passed down
9.[A]pushed [B]got [C]made [D]managed
10.[A]ever [B]never [C]either [D]neither
11.[A]disguised [B]disturbed [C]disputed [D]distinguished
12.[A]company [B]collection [C]community [D]colony
13.[A]employed [B]appointed [C]interviewed [D]questioned
14.[A]ethical [B]military [C]political [D]human
15.[A]ruined [B]commuted [C]patrolled [D]gained
16.[A]paralleled [B]counteracted [C]duplicated [D]contradicted
17.[A]neglected [B]avoided [C]emphasized [D]admired
18.[A]stages [B]illusions [C]fragments [D]advancea
19.[A]With [B]To [C]Among [D]Beyond
20.[A]on the contrary [B] by this means [C]from the outset [D]at that point
Section II Resdiong Comprehension
Part A
Directions:
Read t
Text 1
Homework has never been terribly popular with students and even many parents, but in recent years it has been particularly scorned. School districts across the country, most recently Los Angeles Unified, are revising their thinking on his educational ritual. Unfortunately, L.A. Unified has produced an inflexible policy which mandates that with the exception of some advanced courses, homework may no longer count for more than 10% of a student’s academic grade.
This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework. But the policy is unclear and contradictory. Certainly, no homework should be assigned that students cannot do without expensive equipment. But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.
District administrators say that homework will still be a pat of schooling: teachers are allowed to assign as much of it as they want. But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see vey little difference on their report cards. Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped. Yet rather than empowering teachers to find what works best for their students, the policy imposes a flat, across-the-board rule.
At the same time, the policy addresses none of the truly thorny questions about homework. If the district finds homework to be unimportant to its students’ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing. Conversely, if homework does nothing to ensure that the homework students are not assigning more than they are willing to review and correct.
The homework rules should be put on hold while the school board, which is responsible for setting educational policy, looks into the matter and conducts public hearings. It is not too late for L.A. Unified to do homework right.
21.It is implied in paragraph 1 that nowadays homework_____.
[A] is receiving more criticism
[B]is no longer an educational ritual
[C]is not required for advanced courses
[D]is gaining more preferences
22.L.A.Unified has made the rule about homework mainly because poor students_____.
[A]tend to have moderate expectations for their education
[B]have asked for a different educational standard
[C]may have problems finishing their homework
[D]have voiced their complaints about homework
23.According to Paragraph 3,one problem with the policy is that it may____.
[A]discourage students from doing homework
[B]result in students' indifference to their report cards
[C]undermine the authority of state tests
[D]restrict teachers' power in education
24. As mentioned in Paragraph 4, a key question unanswered about homework is whether______. [A] it should be eliminated
[B]it counts much in schooling
[C]it places extra burdens on teachers
[D]it is important for grades
25.A suitable title for this text could be______.
[A]Wrong Interpretation of an Educational Policy
[B]A Welcomed Policy for Poor Students
[C]Thorny Questions about Homework
[D]A Faulty Approach to Homework
Text2
Pretty in pink: adult women do not rememer being so obsessed with the colour, yet it is pervasive in our young girls’ lives. Tt is not that pink is intrinsically bad, but it is such a tiny slice of the rainbow and, though it may celebrate girlhood in one way, it also repeatedly and firmly fuses girls’ identity to appearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, I despaired at the singular lack of imagination about girls’ lives and interests.
Girls’ attraction to pink may seem unavoidable, somehow encoded in their DNA, but according to Jo Paoletti, an associate professor of American Studies, it is not. Children were not colour-coded at all until the early 20th century: in the era before domestic washing machines all babies wore white as a practical matter, since the only way of getting clothes clean was to boil them. What’s more, both boys and girls wore what were thought of as gender-neutral dresses.When nursery colours were introduced, pink was actually considered the more masculine colour, a pastel version of red, which was associated with strength. Blue, with its intimations of the Virgin Mary, constancy and faithfulness, symbolised femininity. It was not until the mid-1980s, when amplifying age and sex differences became a dominant children’s marketing strategy, that pink fully came into its own, when it began to seem inherently attractive to girls, part of what defined them as female, at least for the first few critical years.
I had not realised how profoundly marketing trends dictated our perception of what is natural to kins, including our core beliefs about their psychological development. Take the toddler. I assumed that phase was something experts developed after years of research into children’s behaviour: wrong. Turns out, acdording to Daniel Cook, a historian of childhood consumerism, it was popularised as a marketing trick by clothing manufacrurers in the 1930s.
Trade publications counselled department stores that, in order to increase sales, they should create a “third stepping stone” between infant wear and older kids’ clothes. Tt was only after “toddler”became a common shoppers’ term that it evolved into a broadly accepted developmental stage. Splitting kids, or adults,into ever-tinier categories has proved a sure-fire way to boost profits. And one of the easiest ways to segment a market is to magnify gender differences – or invent them where they did not previously exist.
26.By saying "it is...the rainbow"(Line 3, Para.1),the author means pink______.
[A]should not be the sole representation of girlhood
[B]should not be associated with girls' innocence
[C]cannot explain girls' lack of imagination
[D]cannot influence girls' lives and interests
27.According to Paragraph 2, which of the following is true of colours?
[A]Colours are encoded in girls' DNA.
[B]Blue used to be regarded as the colour for girls.
[C]Pink used to be a neutral colour in symbolising genders.
[D]White is prefered by babies.
28.The author suggests that our perception of children's psychological development was much influenced by_____.
[A]the marketing of products for children
[B]the observation of children's nature
[C]researches into children's behavior
[D]studies of childhood consumption
29.We may learn from Paragraph 4 that department stores were advised to_____.
[A]focus on infant wear and older kids' clothes
[B]attach equal importance to different genders
[C]classify consumers into smaller groups
[D]create some common shoppers' terms
30.It can be concluded that girls' attraction to pink seems to be____.
[A] clearly explained by their inborn tendency
[B]fully understood by clothing manufacturers
[C] mainly imposed by profit-driven businessmen
[D]well interpreted by psychological experts
