2015考研英语真题 英语一新题型

倚窗远眺，目光目光尽处必有一座山，那影影绰绰的黛绿色的影，是春天的
颜色。

周遭流岚升腾，没露出那真实的面孔。

面对那流转的薄雾，我会幻想，那
里有一个世外桃源。

在天阶夜色凉如水的夏夜，我会静静地，静静地，等待一场
流星雨的来临…
许下一个愿望，不乞求去实现，至少，曾经，有那么一刻，我那还未枯萎的，青春的，诗意的心，在我最美的年华里，同星空做了一次灵魂的交流…
秋日里，阳光并不刺眼，天空是一碧如洗的蓝，点缀着飘逸的流云。

偶尔，一片飞舞的落叶，会飘到我的窗前。

斑驳的印迹里，携刻着深秋的颜色。

在一个
落雪的晨，这纷纷扬扬的雪，飘落着一如千年前的洁白。

窗外，是未被污染的银
白色世界。

我会去迎接，这人间的圣洁。

在这流转的岁月里，有着流转的四季，还有一颗流转的心，亘古不变的心。

毫无意外，2015年考研英语(一)新题型继续考查了“七选五”这种经典题型。

今年的
这篇文章是关于“阅读速度”的话题，相比以往比较容易理解。

下面，中公考研英语研究院为广大考生进行详解：
How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar. 41. You begin to infer a context for the text, for instance by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where?
The ways of reading indicated here are without doubt kinds of comprehension. But they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the
writer has invited you to grasp by presenting you with specific evidence and clues; and 42. .
Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or ‘true’meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world. 43.
Such background material inevitably reflects who we are. 44. This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns – debates about texts can play an important role in social discussion of beliefs and values.
How we read a given text also depends to some extent on our particular interest in reading it. 45. . Such dimensions of reading suggest—as others introduced later in the book will also do—that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy, or relationship to your surrounding textual environment.
[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
[B] Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: these might be the ones the author intended.
[E] You make further inferences, for instance about how the text may be significant to you, or about its plausibility – inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
答案解析：
41. C，If you are unfamiliar with words or idioms……。

原文中，前句是Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar。

讲的是关于词汇(words)的理解，那么理所应当下句应该继续这个话题，浏览七个选项之后，只有C中包含words。

那么正确答案是C。

42. E，You make further inferences……。

前句是You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues。

其中的infer和选项E中的inferences照应，并且further也在提示答案。

43. G，Rather……。

前句是What is in question is not the retrieval of an absolute, fixed or ‘true’ meaning that can be read off and checked for accuracy, or some
timeless relation of the text to the world，关注的是meaning。

浏览选项后，有三个选项中有meaning这个词——C(已选)、D和G。

再看43题的下一句，是Such background material inevitably reflects who we are。

其中有关键词background提示答案应该是G，因为其中有“……various kinds of background……”提示。

44. B，Factors such as……。

前句是Such background material inevitably reflects who we are。

剩余的选项中，只有B是关于我们自身的，介绍我们身处的地点和时间。

45. A 45题的后面一句是Such dimensions of reading suggest……，讲的是阅读的角度。

浏览选项后，A以问句的形式阐释这些角度。

在此，提醒2016年参加考研的广大学子，“七选五”是近年来出现频率最高的题型，大家要足够重视。

这个题型重在技巧的训练，得分率较高。