2010年考研英语大纲 不得不看
2010考研英语一
2010考研英语一全文共四篇示例，供读者参考第一篇示例：2010年的考研英语一是考研英语考试的一次重要考试年份，也是考生追逐梦想的一个关键之年。
在这一次考试中，许多考生都经历了紧张的备考过程和紧张的考试环境，他们奋发图强，努力拼搏，最终取得了优异的成绩。
考研英语一是考研英语考试中的重要考试科目，对考生的英语能力要求非常高。
在2010年的考研英语一中，试题依然涵盖了词汇、语法、阅读理解、写作等方面，考查了考生的综合英语应用能力和语言运用能力。
在2010年的考研英语一中，词汇部分的难度适中，内容丰富多样，涵盖了各个领域的词汇。
考生需要掌握大量词汇，才能在考试中得心应手。
语法部分考查了考生对英语语法知识的掌握情况，难度适中，考生需要熟练掌握各种语法知识点，才能在考试中取得好成绩。
阅读理解部分是考研英语一中最为重要和难度较大的部分，需要考生综合运用英语阅读、分析、推理等能力，辨别文章的主旨、关键信息等。
2010年的考研英语一阅读理解题目包括了多篇文章，涉及各个领域的知识，考生需要具备一定的综合能力和阅读理解能力，才能顺利完成此部分。
写作部分是考研英语一中的另一个重要部分，需要考生在规定的时间内完成一篇短文写作。
2010年的考研英语一写作题目关于不同的话题，考生需要有清晰的思路和表达能力，才能写出一篇符合要求的作文。
在备考过程中，考生们都经历了一段艰辛的时间，他们每天背单词、做题练习、模拟考试，不断调整自己的备考计划和方法，力求在考试中取得好成绩。
考试当天，他们面对试卷时也显得充满信心和果敢，积极应对各个部分的考题，全力以赴，最终圆满完成了考试。
2010年的考研英语一考试虽然难度较大，但考生们信心满满，努力拼搏，最终获得了优异的成绩。
他们的努力和付出得到了回报，也为自己的梦想迈出了重要的一步。
希望每个考生都能珍惜这次机会，继续努力，不断前行，实现更大的梦想和目标。
【此文约980字】第二篇示例：2010年的考研英语一是许多考生备考历史留下的一个难忘的时刻，这一年的考试对考生的英语水平有着很高的要求。
2010年考研英语大纲
2010年考研英语大纲2010年大纲内容与2009年大纲基本一致，仅词汇部分的要求有所增加。
以下是大纲内容要求考试说明全国硕士研究生入学统一考试是为高等学校和科研机构招收硕士研究生而设置的。
其中，英语实行全国统一考试。
它的评价标准是高等学校非英语专业优秀本科毕业生能达到的及格或及格以上水平，以保证被录取者具有一定的英语水平，有利于各高等学校和科研机构在专业上择优选拔。
一、评价目标考生应掌握下列语言知识和技能：（一）语言知识1. 语法知识考生应能熟练地运用基本的语法知识。
本大纲没有专门列出对语法知识的具体要求，其目的是鼓励考生用听、说、读、写的实践代替单纯的语法知识学习，以求考生在交际中能更准确、自如地运用语法知识。
2. 词汇考生应能掌握5500左右的词汇以及相关词组。
除掌握词汇的基本含义外，考生还应掌握词汇之间的词义关系，如同义词、近义词、反义词等；掌握词汇之间的搭配关系，如动词与介词，形容词与介词，形容词与名词等；掌握词汇生产的基本知识，如词源、词根、词缀等。
英语语言的演化是一个世界范围内的动态发展过程，它受到当今科技发展和社会进步的影响。
这意味着需要对本大纲词汇表不断进行研究和定期的修订。
此外，硕士研究入学英语考试是为非英语专业考生设置的。
考虑到交际的需要，考生还应自行掌握涉及个人好恶、生活习惯、宗教信仰，以及本人工作或专业等方面的特殊词汇。
（二）语言技能①1. 阅读考生应能读懂选自各类书籍和报刊的不同类型的文字材料（生词量不超过所读材料总词汇量的3%），还应能读懂与本人学习或工作有关的文献、技术说明和产品介绍等。
对所读材料，考生应能：1) 理解主旨要义；2) 理解文中的具体信息；3) 理解文中的概念性含义；4) 进行有关的判断、推理和引申；5) 根据上下文推测生词的词义；6) 理解文章的总体结构以及单句之间、段落之间的关系；7) 理解作者的意图、观点或态度；8) 区分论点和论据。
2. 写作考生应能写不同类型的应用文，包括私人和公务信函、备忘录、摘要、报告等，以及一般描述性、叙述性、说明性或议论性的文章。
2010考研英语大纲解析
2010考研英语大纲解析今年的考试解析没有什么太大变化，今年题型和去年题型是一样的，现在考研还是五种题型，完形填空、阅读理解、新题型、翻译、写作，要求还是那样的要求，基本没有什么太大变化。
这使得我们对2010年备考的考生悬着的心终于落了下来，现在终于知道前面复习的基本都是对路的，大纲基本没有做重大改革。
阅读理解跟去年的要求基本上是一样的，也就是说我们在考试当中是四篇文章，总字数是1600个单词，考试过程当中要考1600个单词，如果不出意外的话，2010年阅读理解的考察选材基本来自西方的报刊与杂志，一般来说来自五大报刊杂志，《经济学家》、《时代周刊》等等。
每道篇目有五道题，四篇文章20道题，每道题2分。
考察的要点没有什么变化，根据考试大纲的解析，我们阅读理解选材来自各类书籍和报刊，各类书籍和报刊这两年还是偏报刊比较多一点，而且我们现在要求有生词量，生词量占总词量的3%，四篇文章1600个单词，平均下来每篇文章有一两个生词。
今年阅读理解要求我们读懂一些与本人学习或者工作有关的文献、科技说明或者产品介绍，今年还是这样规定的，说明整个考研的学生分为两块，一块是应届本科毕业生，还有一块是在职考研，为了照顾到这两方面群体的要求，所以在大纲中规定我们阅读理解不仅能够看懂报刊书籍上的文章，看懂技术说明、产品介绍、文献，不管是报刊上选取的文章还是技术说明、产品介绍，关于阅读理解能力的要求大纲有八点要求。
第一，考试过程中要理解主旨要义，给一篇文章能够做一些主旨题，所谓主旨题分为两种，文章主旨题、段落主旨题。
这篇文章出的时候经常问你这篇文章的主题是什么或者这篇文章告诉我们一个什么道理，这篇文章是什么样的写作目的，这篇文章有什么样的写作风格，这篇文章有什么样的最佳标题。
这些都在考生对阅读材料主旨的理解，有些时候可能会问就原文当中的某一段或者某段或者某几段，问这两个或者三个一群讲的是什么主旨意思。
这是第一个要求没有变，要看一下文章的主旨。
2010考研英语复习全方位攻略
俗话说得好：“凡事预则立，不预则废。
”因此，准备参加2010考研的同学就应对自己的整个考研复习做出合理的安排和规划。
当然合理的安排和规划首先来自于对考研英语考查特点和考查内容的熟知，进而依据考研对学科知识和能力的要求，有的放矢的展开合理的复习。
第一部分，英语知识运用。
该部分不仅考察考生对不同语境中规范的语言要素（包括词汇、表达方式和结构）的掌握程度，而且还考察考生对语段特征（如连贯性和一致性等）的辨识能力等。
共20小题，每小题0.5分，共10分。
在一篇240－280词的文章中留出20个空白，要求考生从每题给出的四个选项中选出最佳答案，使补全后的文章意思通顺、前后连贯、结构完整。
考生在答题卡1上作答。
完形填空是一项综合技能测试。
因此要求考生一方面要阅读各种题材的文章，在扩大知识面的同时，提高阅读能力。
另一方面，由于测试的重点由着重考察语法项目转移到对整体的语感和语言能力的测试，特别是近义词之间的辨析所占比重很大，因此考生在提高对语篇的理解能力的同时，要特别注意词与词之间细致的差别，努力掌握准确的、生动的语言，增强语感，真正提高语言能力。
第二部分阅读理解该部分由A,B,C三节组成，考察考生理解书面英语的能力。
共30小题，每小题2分，共60分。
A节（20小题）：主要考察考生理解主旨要义、具体信息、概念性含义，进行有关的判断、推理和引申，根据上下文推测生词的词义等能力。
要求考生根据所提供的4篇（总长度约1600词）文章的内容，从每题所给出的4个选项中选出最佳答案。
考生在答题卡1上作答。
阅读理解A部分分值高，在很大程度上决定着整个考试的成败。
阅读理解的关键首先在于真正读懂文章，其次是掌握一定的应试技巧。
英文阅读理解涉及到词汇、句子、段落、语篇四个层次的理解问题。
阅读理解中最根本的是对词汇的理解。
词汇量不足，会直接影响阅读的速度以及对文章的理解。
在阅读中，理解句法结构、句子及段落之间的关系是真正读懂文章的关键所在。
英语一2010解析
英语一2010解析1.引言1.1 概述在英语一2010解析的引言部分，我们首先对这篇文章的主要内容进行概述。
这篇长文旨在对2010年英语一考试进行解析，帮助读者更好地理解和掌握这场考试的要点和规律。
在这篇文章中，我们将按照以下结构进行讲解。
首先是引言部分，其中包括概述、文章结构和目的三个要点。
接下来是正文部分，主要讨论英语一2010考试的第一个要点和第二个要点。
最后是结论部分，总结全文的主要内容并对未来的考试进行展望。
通过仔细研究和解析2010年英语一考试的真题，我们将带领读者深入了解该考试的出题方式、考查重点以及解题技巧。
同时，我们还将通过分析历年考试趋势和经验，为考生提供一些备考建议和指导，帮助他们在考试中取得更好的成绩。
在这篇长文中，我们将提供详细的分析和解答，并提供一些例题和练习题供读者练习。
我们希望通过这篇解析文章，帮助考生更好地理解和应对英语一2010考试，从而取得令人满意的成绩。
请继续阅读正文部分，了解具体的考点和解题技巧。
1.2 文章结构文章结构是指文章的组织方式和布局。
一个好的文章结构可以使读者更容易理解和跟随文章的内容。
在本文中，文章结构可以按照以下方式组织和布局：1. 引言：在文章的开始部分，我们会介绍英语一2010年的考试内容和背景。
我们将简要概述考试的目标和要求，为读者提供一个整体了解。
2. 正文：正文部分是文章的核心，包含了具体的要点和讨论。
我们将以两个要点为主题展开讨论。
2.1 第一个要点：在这一部分，我们将详细解析英语一2010年考试中的第一个要点。
我们将分析相关的考点和知识点，给出解题技巧和注意事项，并举例说明。
2.2 第二个要点：这一部分将重点解析英语一2010年考试中的第二个要点。
我们将逐个解释相关的考点和知识点，并提供实用的答题技巧和注意事项。
3. 结论：在文章的结尾，我们将对整篇文章进行总结，并展望英语一考试未来的发展方向。
我们将对文章中的要点进行归纳，为读者提供一个简洁而有力的结论。
跨考专业课-中国人民大学2010年英语专业考研大纲解析
跨考教育倾力奉献，祝您2011考研成功中国人民大学2010年英语专业考研大纲解析中国人民大学2010年考研大纲已经发布了，跨考教育第一时间为您深入解析英语专业大纲变化情况！中国人民大学2010年英语语言文学专业招收以下四个方向的研究生，分别是：01-英美文学，02-英语语言学与英语教学，03-翻译理论与实践，04-英语国家文化。
专业 方向 专业科目1 专业科目2050201-英语语言文学 01-英美文学 607-基础英语 809-英美文学02-英语语言学与英语050201-英语语言文学607-基础英语 810-英语语言学与英语教学教学050201-英语语言文学 03-翻译理论与实践 607-基础英语 811-翻译理论与实践 050201-英语语言文学 04-英语国家文化 607-基础英语 812-英语国家文化 首先，我们来看看607基础英语：根据以上表格我们可以清晰看出，人大所招收的四个不同方向的基础英语科目对于四个方向都是一致的，但是专业科目二所考察的内容根据各自方向而不同。
英美文学所考察的是以英美文学为主的内容，具体题目包括名词解释，作品的年代/作者辩识，经典段落或篇章往往是考察的重点。
作品分析往往需要回答相关的问答题目，不象选择题那样直中要害，需要加以论述并进行作答，因为人大的特色是考专业课各方向考各方向的，所以这就意味着考生要对自己的方向的专业知识的掌握要达到一种深刻的境界。
建议大家疯狂掌握以下几本书的内容：1） A Survey of American Literature (2nd edition) 南开大学出版社 常耀信2） 英国文学史及选读 第一、第二册 外语教学与研究出版社 吴伟仁3） 英国文学选读 高等教育出版社 王守仁4） 漫话英美文学 常耀信 南开大学出版社5） 英国文学简史 刘炳善 河南人民出版社6） 美国文学作品选读 常耀信 南开大学出版社7）吴伟仁 美国文学史及选读 外研社提示：以上参考书中有些书目内容基本一致，但是多浏览有利于加深印象。
跨考专业课-北京师范大学2010年考研英语专业大纲解析
北京师范大学2010年考研英语专业大纲解析北京师范大学2010年考研大纲已经发布了，跨考教育第一时间为您深入解析英语专业大纲变化情况！ （一）大纲总体解读北京师范大学外文学院所招收的英语语言文学专业，其专业课程包括两门课程，一为基础英语，一为英语语言文学，同时外国语言学与应用语言学专业课程包括基础英语，语言学。
北京师范大学历年的基础英语试卷的题目出的比较全面，可以说整齐划一。
有语法、词汇、阅读理解、英译汉和汉译英，结构一目了然，看上去很清爽，语法占的比重较大，足见其对语法基本功的重视。
另外，基础英语部分的语法部分的每个小题目所占的分值小，就是说我们注重的是细节，考察的是对英文文法的每个细节部分到底有没有掌握足够清楚，而非宏观的语法概念问题。
而北师基英的词汇部分考的很灵活，甚至可以说很有创意，创意在于利用语义场的关系划分词的褒贬、内涵、外延等。
阅读理解的答题方式多半是主观答题，如paraphrase，还有问答题等。
翻译题字数不多，往往在400字左右不等，内容多以文学批评为主，有时候会涉及文学作品尤其是散文，也有一年考过关于翻译的一部分理论，也有关于哲学或者美学的部分可能会出现，也有时候会考一定的使用文体，比如08年考的关于黄山的一段文章。
可见，对于翻译部分，我们需要大量的翻译实践，从文体到内容，需要涉猎丰富，才可以应对翻译题目的考察。
北师大英美文学英语语言文学专业试卷中，第一部分英美文学史考试内容主要是、填空，主要考查英美文学各个文学时期的重点内容，如名词术语，作家作品等；第二种题型是简答与评论，该题主要考查学生对英美文学的综合概括、与运用能力的考查。
考生应该注重英美文学经典作品的评价，尤其是主题人物分析。
另外还要注意，对诗歌等文学作品的分析和评论，常见的考查形式是给出一首诗或一段文学作品，如小说节选，提出3-4个问题让你回答。
由于师大外文学院英语语言文学方面注重英文诗歌的研究所以考生们应该注重经典作品的阅读分析及评论等方面知识的积累，同时要学会灵活运用这方面去分析同类问题，做到举一反三。
2010考研英语新题型考纲解析及复习对策
2010年考研英语新题型解析及复习对策——根据《全国硕士研究生入学统一考试英语考试大纲解析》（2010年版）万学·海文英语教研中心自2005年起考研英语中新增了阅读理解Part B即新题型。
卷中给出一篇总长度为500-600词的文章，其中有5段空白，文章后面有6-7段文字，要求考生根据文章内容从中选择5个分别放进文章中5个空白处。
主要考察考生对文章篇章结构的整体把握和句子间的内在逻辑关系。
而自2006年起，教育部考试中心年对B节阅读试题作了重大的调整，列出了三种可供选择的题型。
自此一直延续到今年即2010年的考纲中对新题型部分都列出了三种可供选择的题型。
分别为：1）本部分的内容是一篇总长度为500~600词的文章，其中有5段空白，文章后有6~7段文字。
要求考生根据文章内容从这6~7段文字中选择能分别放进文章中空白处的5段。
2）在一篇长度约500~600词的文章中，各段落的原有顺序已被打乱。
要求考生根据文章内容和结构将所列段落（7~8个）重新排序，其中有2~3个段落在文章中的位置已给出。
3）在一篇长度约500词的文章前或后有6~7段文字或6~7个概括句或小标题。
这些文字或标题分别是对文章中某一部分的概括、阐述或举例。
要求考生根据文章内容，从这6~7个选项中选出最恰当的5段文字或5个标题填入文章的空白处。
一、2005——2009年阅读理解B考查题型分析年份选择搭配题排序题观点例证题2005 √﹨﹨2006 √﹨﹨2007 ﹨﹨√2008 √﹨﹨2009 √﹨﹨【分析结论】由上表可知，虽然近年的考纲中明确列出了新题型的三种备选题型，可只有2007年考查了观点例证中的标题选择题，其他年份一直只考查了选择搭配题，而迄今为止，排序题还尚未考过。
该题型的命题趋势呈现了这种格局主要基于以下原因：对于第一类题型即选择搭配题，其侧重点在于考查考生对连贯性、一致性的把握，难度适中，区分度较高。
同时这类题型的考查范围也兼顾了后两种，其考查的概率最大。
2010年考研英语二大纲及样题分析
大概有一个基本概念就没问题了。
（2）词汇
第二个就是词汇，英语二的词汇表，大纲后面主要是词汇表，词汇表没有任何差别。就是说从单词量上的要求来说，英语一和英语二是一
样的。
（3）阅读理解
关于阅读理解的部分。英语二没有英语一中规定在阅读理解中会出现3%的超纲单词。所以可以阅读理解部分的单词要求可能要比英语一低
的概念。
第二点，它只要求进行相关的判断、推理，而不需要进行相关的引申，没有引申，也就是说在英语二中如果出现我们阅读理解中的一种题
型，叫做推理题的话，它推理的难度要小于英语一。
第三点，英语二中没有要求区分阅读理解文章中的论点和论据，既然不让区分论点和论据，那就说明一点，我们在阅读理解中的一种题型
2010年考研英语样题已经出炉，与去年相比，题型有了新的变化，作文题材做了较大调整。2010年的考研英语首次分成英语一和英语二两套试
卷，它们究竟有什么不同呢？考生如何备考呢？
什么是“英语二”？
从今年开始，考研英语配合中国的整个研究生入学考试的改革，以及配合中国整个研究生硕士培养方式的一个改革，由原来的一种考试，
理解的话，有时候比孤零零地理解一个句子，翻译一个句子可能难度还要容易一些，因为有上下文，大概蒙一下，这个句子也能大概同时的翻
译过来。而且这样的话，采分点就会比较分散，有些很简单的句子也是采分点，你把它翻译对了也能得分。而英语一就是给你五个孤零零的句
子，有的翻不出来，看不懂，就是没有得分。英语二我担心的是，大家能不能在这么短时间内把那些字写下来的问题，它的难度是降低的，量
简要说明：
（1）语法
英语二规定了总共有八个语法点，具体的语法点是要考的。只要把这八点做到了，基本上就没问题了。首先第一个就是名词、代词它的用
2010年MBA、MPA、MPAcc英语新大纲解读
MBA联考的改⾰⼀直以来都是众⼈所关注的热点。
⽽在国庆长假结束后，2010年MBA、MPA、MPAcc新⼤纲终于“千呼万唤始出来”，已于10⽉19⽇上市与⼴⼤考⽣见⾯。
考试⼤纲体现了联考改⾰最新的动态与成果，对于明年1⽉份的考试有着⾮常重要的指导意义。
那么，英语新⼤纲有哪些变化？新的考试模式会对备考过程产⽣哪些影响？考⽣应该如何依据新⼤纲进⾏复习？针对这些问题，我们特别邀请了跨考教育MBA与考研英语辅导名师蒋军虎做客直播间，为考⽣朋友们解读2010年英语⼤纲并指导备考复习。
本次访谈已结束，以下为访谈的⽂字实录。
主持⼈：各位考⽣朋友⼤家好！欢迎光临直播间！2010年MBA、MPA、MPAcc考试⼤纲已于本⽉19⽇正式对外发布。
今天我们要关注的科⽬是英语，很⾼兴请到了蒋军虎⽼师来接受我们的专访。
⾸先请蒋⽼师给我们打声招呼。
蒋军虎：⼤家好！我是蒋军虎。
主持⼈：受联考改⾰的影响，今年⼤纲的发布时间⽐以往推迟了很多。
根据⽬前的相关信息，综合能⼒考试部分基本与去年保持⼀致。
但是，英语考试部分却发⽣了⾰命性的变化，可以说是MBA联考以来的调整。
那么，英语新⼤纲到底有哪些变化？我们先请蒋⽼师从总体上为⼤家简要介绍⼀下。
蒋军虎：好的。
说到MBA英语⼤纲的新变化，如果⽤⼀句话来概括那就是“考查形式向考研靠拢，但⼜有别于普研英语，具有⾃⾝独特之处”。
其实，这也是为了贯彻落实国家教育部教学司的最新规定，也就是原MBA⼊学考试中的英语能⼒部分更改为“英语⼆”，与普通研究⽣⼊学考试中的“英语⼀”相对应。
⼀⽅⾯，两者同属⼀个体系，因⽽在内容与考试形式上理应保持整体的⼀致性；⽽另⼀⽅⾯，考虑到对应⽤型⼈才英语⽔平和技能的要求不同于研究型⼈才，因⽽两者在侧重点与难易程度上⼜会有所区分。
具体来说，⾸先，在⼤纲规定的词汇量上，将原来的5800个单词调整为5500个，使其与普研要求的“数量”持平；但是从单词的“质量”⾓度来说，是低于普研的⽔平，就是对单词的深度和灵活度要求⽐考研要低。
伍松2010考研英语大纲全新解读修改稿(1)
全面解读2010考研英语大纲——根据《2010年全国硕士研究生入学统一考试英语考试大纲解析》在同学们的千呼万唤中，《2010全国硕士研究生入学统一考试英语考试大纲解析》首先与同学们见面了，现根据《2010考研英语大纲解析》，并通过与2009年考研英语大纲的比对，万学·海文第一时间对2010年考研英语的考查要去和知识点的权重比例进行全方位分析，以便广大考生更加沉着冷静、目标明确的备战2010年考研英语。
根据《2010年全国硕士研究生入学统一考试英语考试大纲解析》援引自考研英语大纲的内容来看，与2009年大纲相比，2010年大纲没有实质性变化，只是对词汇的掌握提出了更加具体的要求，“考生应能掌握5500左右的词汇以及相关词组。
除掌握词汇的基本含义外，考生还应掌握词汇之间的词义关系，如同义词、近义词、反义词等；掌握词汇之间的搭配关系，如动词与介词，形容词与介词，形容词与名词等；掌握词汇生产的基本知识，如词源、词根、词缀等。
”（摘自《2010年全国硕士研究生入学统一考试英语考试大纲解析》）这种具体要求主要体现在对词汇的微观掌握和记忆上：词汇基本知识（词性、词形、本义和引申义等）；词际关系（同义词、反义词、形近词，动词与介词、动词与副词、形容词与介词、形容词与名词等词汇搭配关系）；词汇“背景”（词源、词根、词干、词缀）。
提出这样的具体要求，就是提醒考生避免单词的死记硬背，要活学活用。
其实每年考生在真题中遇到的不少生词都是通过词缀和合成等方式造出来的词汇，比如08年的stressed-out、wear-and-tear、bedrock等词汇，以及09年的auto-pilot, highlight, foreseeable等等。
另外，每年真题中都会出现个别有一定难度的词汇，比如09年的genealogist、mitochondrial等。
这类词汇毕竟是极少数，而且往往不会影响考生理解文章。
但每年很多考生都会因为这些超纲词汇的出现，而认定必须多背一些高难度的词汇。
2010考研英语一和英语二的区别
一部分的概括、阐述 有与文章内容有关的5
或举例。要求考生根 项陈述。要求考生在
据文章内容，从这6~7 阅读后根据文章内
个选项中选出最恰当 容、判断各项陈述的
的5段文字或5个标题 内容是“正
填入文章的空白处。 确”（True）还
是“错
误”（False）。
C节（5小题）*：主要
考察考生准确理解概 考查考生理解所给英
共40分。考生在答题 卡1上作答。
B节（5小题）本部分 有3种备选题型。每次 B节（5小题）：主要 考试从这3种备选题型 考查考生对诸如连贯 中选择其中的一种形 性、一致性等语段特 式，或者从这3种形式 征以及文章结构的理 中某几种形式的组合 解。本部分有3种备选 进行考查。本节文章 题型。每次考试从这3 设5小题，每小题2 种备选题型中选择一 分，共10分。考生在 种进行考查。共5小 答题卡1上作答。备选 题，每小题2分，共10 题型包括： 1）多项 分。考生在答题卡1上 对应本部分为一篇长 作答。备选题型有： 度为450~550词的文 1）本部分的内容是一 章，试题内容分为左 篇总长度为500~600词 右两栏，左侧一栏为5 的文章，其中有5段空 道题目，右侧一栏为7 英语（二） 白，文章后有6~7段文 个选项。要求考生在 的三种题型 字。要求考生根据文 阅读后根据文章内容 与英语 章内容从这6~7段文字 和左侧一栏中提供的 （一）相比 阅读 中选择能分别放进文 信息从右侧一栏中的7 要简单得 理解 章中5个空白处的5 个选项中选出对应的5 多。英语 B（新段。 2）在一篇长度 项相关信息。 2）小 （二）的小 题 约500~600词的文章 标题对应在一篇长度 标题对应与 型） 中，各段落的原有顺 为450~550词的文章前 英语（一） 序已被打乱，要求考 有7个概括句或小标 中最简单的 生根据文章的内容和 题。这些文字或标题 一种题型要 结构将所列段落（7~8 分别是对文章中某一 求基本相 个）重新排序，其中 部分的概括或阐述。 同。 有2~3个段落在文章中 要求考生根据文章内 的位置已给出。 3） 容和篇章结构从这7个 在一篇长度为500词的 选项中选出最恰当的5 文章前或后有6~7段文 个概括句或小标题填 字或6~7个概括句或小 入文章空白处。 3） 标题。这些文字或标 正误判断在一篇长度 题分别是对文章中某 为450~550词的文章后
考研英语大纲_2010考研大纲_英语考研之考研写作(含金量极高,永久免费下载)
2010年《全国硕士研究生入学统一考试(英语)考试大纲》对英语写作的要求与2009年基本相同。
测试内容分为应用文写作和短文写作两部分。
应用文写作部分要求考生根据所给情景写出一篇约100词(标点符号不计算在内)的应用性短文，一般是书信，总分10分。
短文写作部分主要考察考生撰写160-200字左右的短文，题型是漫画类作文。
大纲要求考生能写出不同类型的应用文，并能够：1)做到语法、拼写、标点正确，用词恰当；2)遵循文章的特定文体格式；3)合理组织文章结构，使其内容统一、连贯；4)根据写作目的和特定读者，恰当选用语域。
从考试题型和写作要求中可以看出，大纲对于考生掌握和运用语言的能力提出了更高的要求，尤其是对于考生在实际生活中运用语言的能力。
从字数上看来， A部分难度并不大，耗时大约15-20分钟，共写作100词左右。
文章长度如不符合要求将酌情扣分。
同时，考生应该尤其注意，不同的应用文体有着不同的格式及语域要求。
大纲同时要求考生能够写出一片符合试卷信息要求的议论文：一篇好作文要紧扣文章主题，符合特定的文体格式，文章结构组织合理，语言使用恰当，语法、拼写、标点正确。
在写作时考生可以按照以下的程序以减少一些失误，为作文增值。
1、认真审题仔细审题是写出作文第一步，考生要仔细阅读试题要求及相关信息，如图画场景、人物表情、文字提示等，准确把握出题者意图。
考研作文最忌不审题提笔就写，想到哪儿就写到哪儿，或完全凭自己想象编故事，置考试要求于不顾。
比如2008年是一幅漫画，漫画上是一个足球运动员和守门员在射门和守门时的场景，文章的重点应放在缺乏自信导致失败的主题上。
有的同学没有审题习惯，或担心时间不够草草审题，写成有自信会导致成功。
最后发现文不对题，草草收场，这就影响了英语和考研整体成绩2、列出提纲考试中作文部分从构思到成稿时间是很有限的，所以不可能花太多时间准备一个详细的提纲，但关键词提纲或粗略提纲还是非常有必要的。
对原始材料分析归纳后形成一个基本的框架结构：漫画传达的主题是什么，direction的要求包含哪些内容，文章段落应该如何组织。
统考大学英语考试大纲2010年版7
大学英语（A）考试大纲(2010年修订版)试点高校网络教育部分公共基础课全国统一考试，旨在遵循网络教育应用型人才的培养目标，针对从业人员继续教育的特点，重在检验学生掌握英语基础知识的水平及应用能力，全面提高现代远程高等学历教育的教学质量。
“大学英语”课程是现代远程教育试点高校网络教育实行全国统一考试的部分公共基础课之一。
该课程的考试是一种基础水平检测性考试，考试合格者应达到与成人高等教育本科相应的大学英语课程要求的水平。
考试对象教育部批准的现代远程教育试点高校网络教育学院和中央广播电视大学“人才培养模式改革和开放教育试点”项目中自2004年3月1日（含3月1日）以后入学的本科层次学历教育的学生，应参加网络教育部分公共基础课全国统一考试。
“大学英语（A）”考试大纲适用于英语类专业的高中起点与专科起点本科学生。
考试目标本考试旨在全面检查现代远程教育英语专业学生综合运用英语听、说、读、写、译各项基本技能的能力。
考生应扎实地掌握基本的语法知识和词汇，具备运用不同的阅读和听力技巧获取信息的能力以及用英语进行口头和笔头交际的能力。
听说能力考核暂不列入全国统考范围之内，由各学校自行组织。
相关要求参见本大纲。
考试内容与要求【语法】考生应扎实地掌握基本的英语语法知识，并能在交际中正确地加以运用。
【词汇】考生应认知5000个单词，并熟练掌握其中的2300个词及其基本的搭配。
【阅读】考生应能读懂与日常生活和社会生活相关的不同类型的文字材料，包括应用文、描述文、记叙文、说明文和议论文等不同文体，阅读速度为每分钟80个单词。
考生应能：1．理解主旨要义；2．理解文中具体信息；3．根据上下文推测生词词义；4．进行有关的判断、推理和引申；5．理解文中的概括性含义；6．理解文章的结构及单句之间、段落之间的关系；7．理解作者的意图、观点或态度；8．区分观点、论点和论据。
【翻译】考生应能在规定的时间内将2个难度适中的中文句子翻译成英语。
2010年考研英语二考试大纲变化详解
2010年考研英语二考试大纲变化详解第一篇：2010年考研英语二考试大纲变化详解2010年考研英语二考试大纲变化详解:一、新旧大纲题型和分值对比1.旧试卷分值分布词汇题15分。
完型题10分。
阅读40分。
翻译20分。
作文15分。
2.新试卷分值分布英语知识应用（即完型题）10分。
阅读题50分，含旧阅读40分和新阅读10分。
翻译15分。
小作文10分。
大作文15分。
二、新、旧大纲变化第一，词汇题删掉了。
第二，翻译题分值由20分变为15分。
形式是一样的，仍然是短文翻译，但是短文的字数减为150词，比原来短3行。
第三，增加了新阅读10分，新阅读可能会有3个题型：7选5段落填空，段落小标题，对错判断题。
第四，增加了小作文。
形式可能会是：有信函letter，报告report，备忘memo，摘要abstract。
第五，作文是25分，分为A节和B节。
A节是新加入的作文形式，10分。
B节是沿用原来的作文形式。
第六，大的方向变化还有一点，旧大纲里词汇是5800，而现在大纲的词汇去掉了300词商务词汇，大纲的词汇只有5500。
首先，新加入的阅读题是新大纲的焦点，这对我们的考试会有什么影响？词汇换成了阅读的B节，词汇题与新阅读题到底哪个得分更容易呢？从以往的经验上看，词汇的得分一直很稳定，一般是5到6分，虽然不多，可是至少还在。
而变成了新阅读题后，得分就没有底了，这极大地增大了考生的负担。
以前备考词汇题，我们的复习没有负担。
我们的思路是，对词汇题不理不睬，你特意复习这个词汇，成效是不高的。
你的成绩只能是从你平时的积累来的。
然而这道新阅读题型，你不理不睬是不行的，到考场是得不了分的。
这个变化提高我们今年考试的难度。
其次写作，增加了新的作文，分值来源于翻译的分数。
这个就造成了我们3小时的考试时间可能会有一点紧张，毕竟你要写两篇文章。
从这个量上面来看，新的席卷要比老的试卷难度更大。
从分数线来看，你们不要在意；从难度上，这个难度提高很大。
2010年考研英语(二)大纲权威解析
全国硕士研究生入学统一考试英语二主要是为高等院校和科研院所招收专业学位硕士研究生而设置的具有选拔性质的统考科目，它和以前的考研英语试卷（现在改称英语（一））一样，也是由教育部考试中心组织命题的。
近几年来，我国的硕士研究生教育在进行改革，国家计划把硕士分成两种：学术型研究生和专业学位研究生。
专业学位主要包括19种：法律硕士，社会工作硕士，教育硕士，体育硕士，汉语国际教育硕士，翻译硕士，艺术硕士，风景园林硕士，工程硕士，建筑学硕士，农业推广硕士，兽医硕士，临床医学硕士，口腔医学硕士，公共卫生硕士，会计硕士，工商管理硕士，公共管理硕士，军事硕士）。
在2010年考研中，英语二主要适用于部分考专业学位研究生的考生。
请您一定要通过招生院校最新公布的2010年招生简章确定您需要参加英语（一）还是英语（二）的考试。
根据考试大纲，英语（二）与英语（一）的词汇量要求相同，附录列表也完全相同，但是在阅读理解中没有了“每篇阅读理解文章中超出考试大纲单词不超过3%”这个要求，并且根据所给出的参考试题，考察的单词难度比英语（一）要低。
在语法方面，大纲列出了考生需要掌握的八种语法知识，明确了考察方向和备考的范围。
在题型上，英语（二）和英语（一）的区别是：1、新题型部分，英语（二）的备选题型是：多项对应、小标题对应和正误判断。
小标题对应这个题型跟英语（一）中最简单的小标题对应题型相同，另外两种与英语（一）的新题型相比都简单得多。
2、翻译部分：英语（二）要求考生阅读、理解长度为150词左右的一个或几个英语段落，并将其全部译成汉语。
共15分。
跟英语（一）相比，翻译字数没变，并且翻译的是语义连续的段落，自然更简单，更容易得分。
3、作文部分：英语（二）也分大作文和小作文。
小作文考应用文（约100词）或摘要写作（80-100词），摘要写作也是今年英语（一）新增的题型，要求考生根据所提供的汉语文章，用英语写出一篇80~100词的该文摘要，需要引起大家的重视。
2010年考研英语真题(含答案解析)
2010年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark [A], [B], [C] or [D] on ANSWER SHEET 1. (10 points)In 1924 America's National Research Council sent two engineers to supervise a series of industrial experiments at a large telephone-parts factory called the Hawthorne Plant near Chicago. It hoped they would learn how stop-floor lighting大1家workers' productivity. Instead, the studies ended 大2家giving their name to the "Hawthorneeffect", the extremely influential idea that the very 大3家to being experimented upon changed subjects' behavior.The idea arose because of the 大4家behavior of the women in the Hawthorne plant. According to 大5家of the experiments, their hourly output rose when lighting was increased, but also when it was dimmed. It did not 大6家what was done in the experiment; 大7家something was changed, productivity rose. A(n) 大8家that they were being experimented upon seemed to be 大9家to alter workers' behavior 大10家itself.After several decades, the same data were 大11家to econometric the analysis. Hawthorne experiments hasanother surprise store 大12家the descriptions on record, no systematic 大13家was found that levels of productivity were related to changes in lighting.It turns out that peculiar way of conducting the experiments may be have let to 大14家interpretation of whathapped. 大15家, lighting was always changed on a Sunday. When work started again on Monday, output大16家rose compared with the previous Saturday and 17 to rise for the next couple of days. 大18家, a comparison with data for weeks when there was no experimentation showed that output always went up on Monday, workers 大19家to be diligent for the first few days of the week in any case, before 大20家 a plateau and then slackening off. This suggests that the alleged "Hawthorne effect" is hard to pin down.1. [A] affected [B] achieved [C] extracted [D] restored2. [A] at [B] up [C] with [D] off3. [A] truth [B] sight [C] act [D] proof4. [A] controversial [B] perplexing [C] mischievous [D] ambiguous5. [A] requirements [B] explanations [C] accounts [D] assessments6. [A] conclude [B] matter [C] indicate [D] work7. [A] as far as [B] for fear that [C] in case that [D] so long as8. [A] awareness [B] expectation [C] sentiment [D] illusion9. [A] suitable [B] excessive [C] enough [D] abundant10. [A] about [B] for [C] on [D] by11. [A] compared [B] shown [C] subjected [D] conveyed12. [A] contrary to [B] consistent with [C] parallel with [D] peculiar to13. [A] evidence [B] guidance [C] implication [D] source14. [A] disputable [B] enlightening [C] reliable [D] misleading15. [A] In contrast [B] For example [C] In consequence [D] As usual16. [A] duly [B] accidentally [C] unpredictably [D] suddenly17. [A] failed [B] ceased [C] started [D] continued18. [A] Therefore [B] Furthermore [C] However [D] Meanwhile19. [A] attempted [B] tended [C] chose [D]intended20. [A] breaking [B] climbing [C] surpassing [D] hittingSection 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 1Of all the changes that have taken place in English-language newspapers during the past quarter-century, perhaps the most far-reaching has been the inexorable decline in the scope and seriousness of their arts coverage.It is difficult to the point of impossibility for the average reader under the age of forty to imagine a time when high-quality arts criticism could be found in most big-city newspapers. Yet a considerable number of the most significant collections of criticism published in the 20th century consisted in large part of newspaper reviews. To read such books today is to marvel at the fact that their learned contents were once deemed suitable for publication in general-circulation dailies.We are even farther removed from the unfocused newspaper reviews published in England between the turn of the 20th century and the eve of World War II, at a time when newsprint was dirt-cheap and stylish arts criticism was considered an ornament to the publications in which it appeared. In those far-off days, it was taken for granted that the critics of major papers would write in detail and at length about the events they covered. Theirs was a serious business, and even those reviewers who wore their learning lightly, like George Bernard Shaw and Ernest Newman, could be trusted to know what they were about. These men believed in journalism as a calling, and were proud to be published in the daily press. “So few authors have brains enough or literary gift enough to keep their own end up in journalism,” Newman wrote, “that I am tempted to define ‘journalism’ as ‘a term of contempt applied by writers who are not read to w riters who are.’”Unfortunately, these critics are virtually forgotten. Neville Cardus, who wrote for the Manchester Guardian from 1917 until shortly before his death in 1975, is now known solely as a writer of essays on the game of cricket. During his lif etime, though, he was also one of England’s foremost classical-music critics, a stylist so widely admired that his Autobiography (1947) became a best-seller. He was knighted in 1967, the first music critic to be so honored. Yet only one of his books is now in print, and his vast body of writings on music is unknown save to specialists.Is there any chance that Cardus’s criticism will enjoy a revival? The prospect seems remote. Journalistic tastes had changed long before his death, and postmodern readers have little use for the richly upholstered Vicwardian prose in which he specialized. Moreover, the amateur tradition in music criticism has been in headlong retreat.21. It is indicated in Paragraphs 1 and 2 that[A] arts criticism has disappeared from big-city newspapers.[B] English-language newspapers used to carry more arts reviews.[C] high-quality newspapers retain a large body of readers.[D] young readers doubt the suitability of criticism on dailies.22. Newspaper reviews in England before World War II were characterized by[A] free themes.[B] casual style.[C] elaborate layout.[D] radical viewpoints.23. Which of the following would Shaw and Newman most probably agree on?[A] It is writers' duty to fulfill journalistic goals.[B] It is contemptible for writers to be journalists.[C] Writers are likely to be tempted into journalism.[D] Not all writers are capable of journalistic writing.24. What can be learned about Cardus according to the last two paragraphs?[A] His music criticism may not appeal to readers today.[B] His reputation as a music critic has long been in dispute.[C] His style caters largely to modern specialists.[D] His writings fail to follow the amateur tradition.25. What would be the best title for the text?[A] Newspapers of the Good Old Days[B] The Lost Horizon in Newspapers[C] Mournful Decline of Journalism[D] Prominent Critics in MemoryText 2Over the past decade, thousands of patents have been granted for what are called business methods. received one for its "one-click" online payment system. Merrill Lynch got legal protection for an asset allocation strategy. One inventor patented a technique for lifting a box.Now the nation's top patent court appears completely ready to scale back on business-method patents, which have been controversial ever since they were first authorized 10 years ago. In a move that has intellectual-property lawyers abuzz the U.S. court of Appeals for the federal circuit said it would use a particular case to conduct a broad review of business-method patents. In re Bilski, as the case is known , is "a very big deal", says Dennis D. Crouch of the University of Missouri School of law. It "has the potential to eliminate an entire class of patents." Curbs on business-method claims would be a dramatic about-face, because it was the federal circuit itself that introduced such patents with is 1998 decision in the so-called state Street Bank case, approving a patent on a way of pooling mutual-fund assets. That ruling produced an explosion in business-method patent filings, initially by emerging internet companies trying to stake out exclusive rights to specific types of online transactions. Later, move established companies raced to add such patents to their files, if only as a defensive move against rivals that might beat them to the punch. In 2005, IBM noted in a court filing that it had been issued more than 300 business-method patents despite the fact that it questioned the legal basis for granting them. Similarly, some Wall Street investment films armed themselves with patents for financial products, even as they took positions in court cases opposing the practice.The Bilski case involves a claimed patent on a method for hedging risk in the energy market. The Federal circuit issued an unusual order stating that the case would be heard by all 12 of the court's judges, rather than a typical panel of three, and that one issue it wants to evaluate is whether it should "reconsider" its state street Bank ruling. The Federal Circuit's action comes in the wake of a series of recent decisions by the supreme Court that has narrowed the scope of protections for patent holders. Last April, for example the justices signaled that too manypatents were being upheld for "inventions" that are obvious. The judges on the Federal circuit are "reacting to the anti-patent trend at the Supreme Court", says Harold C. Wegner, a patent attorney and professor at George Washington University Law School.26. Business-method patents have recently aroused concern because of[A] their limited value to business[B] their connection with asset allocation[C] the possible restriction on their granting[D] the controversy over authorization27. Which of the following is true of the Bilski case?[A] Its ruling complies with the court decisions[B] It involves a very big business transaction[C] It has been dismissed by the Federal Circuit[D] It may change the legal practices in the U.S.28. The word "about-face" (Line 1, Para 3) most probably means[A] loss of good will[B] increase of hostility[C] change of attitude[D] enhancement of dignity29. We learn from the last two paragraphs that business-method patents[A] are immune to legal challenges[B] are often unnecessarily issued[C] lower the esteem for patent holders[D] increase the incidence of risks30. Which of the following would be the subject of the text?[A] A looming threat to business-method patents[B] Protection for business-method patent holders[C] A legal case regarding business-method patents[D] A prevailing trend against business-method patentsText 3In his book The Tipping Point, Malcolm Gladwell argues that social epidemics are driven in large part by the acting of a tiny minority of special individuals, often called influentials, who are unusually informed, persuasive, or well-connected. The idea is intuitively compelling, but it doesn't explain how ideas actually spread.The supposed importance of influentials derives from a plausible sounding but largely untested theory called the "two step flow of communication": Information flows from the media to the influentials and from them to everyone else. Marketers have embraced the two-step flow because it suggests that if they can just find and influence the influentials, those selected people will do most of the work for them. The theory also seems to explain the sudden and unexpected popularity of certain looks, brands, or neighborhoods. In many such cases, a cursory search for causes finds that some small group of people was wearing, promoting, or developing whatever it is before anyone else paid attention. Anecdotal evidence of this kind fits nicely with the idea that only certain special people can drive trendsIn their recent work, however, some researchers have come up with the finding that influentials have far less impact on social epidemics than is generally supposed. In fact, they don't seem to be required of all.The researchers' argument stems from a simple observing about social influence, with the exception of a few celebrities like Oprah Winfrey—whose outsize presence is primarily a function of media, not interpersonal, influence—even the most influential members of a population simply don't interact with that many others. Yet it is precisely these non-celebrity influentials who, according to the two-step-flow theory, are supposed to drive social epidemics by influencing their friends and colleagues directly. For a social epidemic to occur, however, each person so affected, must then influence his or her own acquaintances, who must in turn influence theirs, and so on; and just how many others pay attention to each of these people has little to do with the initial influential. If people in the network just two degrees removed from the initial influential prove resistant, for example from the initial influential prove resistant, for example the cascade of change won't propagate very far or affect many people. Building on the basic truth about interpersonal influence, the researchers studied the dynamics of populations manipulating a number of variables relating of populations, manipulating a number of variables relating to people's ability to influence others and their tendency to be influenced. Our work shows that the principal requirement for what we call "global cascades"– the widespread propagation of influence through networks – is the presence not of a few influentials but, rather, of a critical mass of easily influenced people, each of whom adopts, say, a look or a brand after being exposed to a single adopting neighbor. Regardless of how influential an individual is locally, he or she can exert global influence only if this critical mass is available to propagate a chain reaction.31. By citing the book The Tipping Point, the author intends to[A] analyze the consequences of social epidemics[B] discuss influentials' function in spreading ideas[C] exemplify people's intuitive response to social epidemics[D] describe the essential characteristics of influentials.32. The author suggests that the "two-step-flow theory"[A] serves as a solution to marketing problems[B] has helped explain certain prevalent trends[C] has won support from influentials[D] requires solid evidence for its validity33. What the researchers have observed recently shows that[A] the power of influence goes with social interactions[B] interpersonal links can be enhanced through the media[C] influentials have more channels to reach the public[D] most celebrities enjoy wide media attention34. The underlined phrase "these people" in paragraph 4 refers to the ones who[A] stay outside the network of social influence[B] have little contact with the source of influence[C] are influenced and then influence others[D] are influenced by the initial influential35. what is the essential element in the dynamics of social influence?[A] The eagerness to be accepted[B] The impulse to influence others[C] The readiness to be influenced[D] The inclination to rely on othersText 4Bankers have been blaming themselves for their troubles in public. Behind the scenes, they have been taking aim at someone else: the accounting standard-setters. Their rules, moan the banks, have forced them to report enormous losses, and it's just not fair. These rules say they must value some assets at the price a third party would pay, not the price managers and regulators would like them to fetch.Unfortunately, banks' lobbying now seems to be working. The details may be unknowable, but the independence of standard-setters, essential to the proper functioning of capital markets, is being compromised. And, unless banks carry toxic assets at prices that attract buyers, reviving the banking system will be difficult.After a bruising encounter with Congress, America's Financial Accounting Standards Board (FASB) rushed through rule changes. These gave banks more freedom to use models to value illiquid assets and more flexibility in recognizing losses on long-term assets in their income statement. Bob Herz, the FASB's chairman, cried out against those who "question our motives." Yet bank shares rose and the changes enhance what one lobby group politely calls "the use of judgment by management."European ministers instantly demanded that the International Accounting Standards Board (IASB) do likewise. The IASB says it does not want to act without overall planning, but the pressure to fold when it completes it reconstruction of rules later this year is strong. Charlie McCreevy, a European commissioner, warned the IASB that it did "not live in a political vacuum" but "in the real word" and that Europe could yet develop different rules. It was banks that were on the wrong planet, with accounts that vastly overvalued assets. Today they argue that market prices overstate losses, because they largely reflect the temporary illiquidity of markets, not the likely extent of bad debts. The truth will not be known for years. But bank's shares trade below their book value, suggesting that investors are skeptical. And dead markets partly reflect the paralysis of banks which will not sell assets for fear of booking losses, yet are reluctant to buy all those supposed bargains.To get the system working again, losses must be recognized and dealt with. America's new plan to buy up toxic assets will not work unless banks mark assets to levels which buyers find attractive. Successful markets require independent and even combative standard-setters. The FASB and IASB have been exactly that, cleaning up rules on stock options and pensions, for example, against hostility from special interests. But by giving in to critics now they are inviting pressure to make more concessions.36. Bankers complained that they were forced to[A] follow unfavorable asset evaluation rules[B] collect payments from third parties[C] cooperate with the price managers[D] reevaluate some of their assets.37. According to the author , the rule changes of the FASB may result in[A] the diminishing role of management[B] the revival of the banking system[C] the banks' long-term asset losses[D] the weakening of its independence38. According to Paragraph 4, McCreevy objects to the IASB's attempt to[A] keep away from political influences.[B] evade the pressure from their peers.[C] act on their own in rule-setting.[D] take gradual measures in reform.39. The author thinks the banks were "on the wrong planet" in that they[A] misinterpreted market price indicators[B] exaggerated the real value of their assets[C] neglected the likely existence of bad debts.[D] denied booking losses in their sale of assets.40. The author's attitude towards standard-setters is one of[A] satisfaction.[B] skepticism.[C] objectiveness[D] sympathyPart BDirections:For Questions 41-45, choose the most suitable paragraphs from the list A-G and fill them into the numbered boxes to form a coherent text. Paragraph E has been correctly placed. There is one paragraph which does not fit in with the text. Mark your answers on ANSWER SHEET1. (10 points)[A] The first and more important is the consumer's growing preference for eating out; the consumption of food and drink in places other than homes has risen from about 32 percent of total consumption in 1995 to 35 percent in 2000 and is expected to approach 38 percent by 2005. This development is boosting wholesale demand from the food service segment by 4 to 5 percent a year across Europe, compared with growth in retail demand of 1 to 2 percent. Meanwhile, as the recession is looming large, people are getting anxious. They tend to keep a tighter hold on their purse and consider eating at home a realistic alternative.[B] Retail sales of food and drink in Europe's largest markets are at a standstill, leaving European grocery retailers hungry for opportunities to grow. Most leading retailers have already tried e-commerce, with limited success, and expansion abroad. But almost all have ignored the big, profitable opportunity in their own backyard: the wholesale food and drink trade, which appears to be just the kind of market retailers need.[C] Will such variations bring about a change in the overall structure of the food and drink market? Definitely not. The functioning of the market is based on flexible trends dominated by potential buyers. In other words, it is up to the buyer, rather than the seller, to decide what to buy .At any rate, this change will ultimately be acclaimed by an ever-growing number of both domestic and international consumers, regardless of how long the current consumer pattern will take hold.[D] All in all, this clearly seems to be a market in which big retailers could profitably apply their scale, existing infrastructure and proven skills in the management of product ranges, logistics, and marketing intelligence. Retailers that master the intricacies of wholesaling in Europe may well expect to rake in substantial profits thereby. At least, that is how it looks as a whole. Closer inspection reveals important differences among the biggest national markets, especially in their customer segments and wholesale structures, as well as the competitive dynamics of individual food and drink categories. Big retailers must understand these differences before they can identify the segments of European wholesaling in which their particular abilities might unseat smaller but entrenched competitors. New skills and unfamiliar business models are needed too.[E] Despite variations in detail, wholesale markets in the countries that have been closely examined—France, Germany, Italy, and Spain—are made out of the same building blocks. Demand comes mainly from two sources: independent mom-and-pop grocery stores which, unlike large retail chains, are two small to buy straight from producers, and food service operators that cater to consumers when they don't eat at home. Such food service operators range from snack machines to large institutional catering ventures, but most of these businesses are known in the trade as "horeca": hotels, restaurants, and cafes. Overall, Europe's wholesale market for food and drink is growing at the same sluggish pace as the retail market, but the figures, when added together, mask two opposing trends.[F] For example, wholesale food and drink sales come to $268 billion in France, Germany, Italy, Spain, and the United Kingdom in 2000—more than 40 percent of retail sales. Moreover, average overall margins are higher in wholesale than in retail; wholesale demand from the food service sector is growing quickly as more Europeans eat out more often; and changes in the competitive dynamics of this fragmented industry are at last making it feasible for wholesalers to consolidate.[G] However, none of these requirements should deter large retailers (and even some large good producers and existing wholesalers) from trying their hand, for those that master the intricacies of wholesaling in Europe stand to reap considerable gains.41→42→43→44→E→45Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)One basic weakness in a conservation system based wholly on economic motives is that most members of the land community have no economic value. Yet these creatures are members of the biotic community and, if its stability depends on its integrity, they are entitled to continuance.When one of these noneconomic categories is threatened and, if we happen to love it .We invert excuses to give it economic importance. At the beginning of century songbirds were supposed to be disappearing. (46) Scientists jumped to the rescue with some distinctly shaky evidence to the effect that insects would eat us up if birds failed to control them. the evidence had to be economic in order to be valid.It is painful to read these round about accounts today. We have no land ethic yet, (47) but we have at least drawn near the point of admitting that birds should continue as a matter of intrinsic right, regardless of the presence or absence of economic advantage to us.A parallel situation exists in respect of predatory mammals and fish-eating birds. (48) Time was when biologists somewhat over worded the evidence that these creatures preserve the health of game by killing the physically weak, or that they prey only on "worthless" species.Some species of tree have been read out of the party by economics-minded foresters because they grow too slowly, or have too low a sale vale to pay as timber crops. (49) In Europe, where forestry is ecologically more advanced, the non-commercial tree species are recognized as members of native forest community, to be preserved as such,within reason.To sum up: a system of conservation based solely on economic self-interest is hopelessly lopsided. (50) It tends to ignore, and thus eventually to eliminate, many elements in the land community that lack commercial value, but that are essential to its healthy functioning. It assumes, falsely, I think, that the economic parts of the biotic clock will function without the uneconomic parts.Section Ⅲ WritingPart A51. Directions:You are supposed to write for the postgraduate association a notice to recruit volunteers for an international conference on globalization, you should conclude the basic qualification of applicant and the other information you think relative.You should write about 100 words. Do not sign your own name at the end of the letter. Use "postgraduate association" instead.Part B52. Directions:Write an essay of 160-200 words based on the following drawing. In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)2010年全国硕士研究生入学统一考试英语试题答案46.科学家们提出一些明显站不住脚的证据迅速来拯救，其大意是：如果鸟类无法控制害虫，那么这些害虫就会吃光我们人类。
2010年全国硕士英语试卷解析
2010年全国硕士英语试卷解析全文共3篇示例，供读者参考篇1Analysis of the 2010 National Master of English ExamThe National Master of English Exam is an important examination for students in China who wish to pursue a master's degree in English. In 2010, the exam was particularly significant as it tested the students' abilities in various aspects of the English language. Let's take a closer look at the exam and analyze the different sections.Listening Section:The listening section of the exam in 2010 consisted of multiple-choice questions based on recordings of English conversations, lectures, and speeches. This section aimed to test the students' ability to understand spoken English and their comprehension skills. The difficulty of the questions ranged from basic to advanced, requiring the students to focus and listen carefully to the recordings.Reading Comprehension Section:The reading comprehension section of the exam included a series of passages on various topics such as literature, science, history, and technology. The students were required to read the passages carefully and answer questions based on the information provided in the texts. This section tested the students' reading skills, vocabulary, and ability to understand and analyze written English.Vocabulary and Grammar Section:The vocabulary and grammar section of the exam featured questions that tested the students' knowledge of English vocabulary, idioms, and grammar rules. The questions ranged from matching words with their definitions to identifying grammatical errors in sentences. This section required the students to have a good grasp of English language basics and a solid understanding of vocabulary and grammar.Writing Section:The writing section of the exam required the students to write an essay on a given topic within a specified time limit. The students were expected to demonstrate their ability to organize ideas coherently, present arguments effectively, and use correct grammar and vocabulary. This section tested the students'writing skills and ability to express themselves clearly and persuasively in written English.Overall, the 2010 National Master of English Exam was a comprehensive test that assessed the students' listening, reading, vocabulary, grammar, and writing skills. It challenged the students to demonstrate a high level of proficiency in English and to showcase their knowledge and understanding of the language. By analyzing the different sections of the exam, students can identify their strengths and weaknesses and work on improving their English language skills to succeed in future exams and academic pursuits.篇2Analysis of 2010 National Master English ExaminationIntroductionThe National Master English Examination is a crucial examination in China, which assesses students' English proficiency. In 2010, the examination featured a range of questions covering listening, reading, translation, and writing. This analysis will provide insights into the difficulty level of the exam, the types of questions asked, and strategies for success.Listening SectionThe listening section of the 2010 National Master English Examination consisted of various conversations and lectures. The difficulty level of the questions ranged from easy to challenging, testing students' ability to comprehend spoken English in different contexts. To excel in this section, candidates needed to focus on understanding the main ideas, details, and the speaker's attitude. It was essential to listen carefully, take notes, and answer the questions accurately.Reading SectionThe reading section of the exam featured passages on a variety of topics, including literature, history, science, and technology. The questions required candidates to identify main ideas, details, and inferences, making this section challenging for some students. To perform well in this section, candidates needed to skim the passages, identify key information, and answer the questions efficiently. Time management was crucial to complete the reading section within the allocated time.Translation SectionThe translation section tested students' ability to translate Chinese into English accurately. The sentences were diverse, covering different grammatical structures, vocabulary, and cultural nuances. To succeed in this section, candidates needed astrong grasp of both languages, good writing skills, and an understanding of the context. It was essential to avoid literal translation and focus on conveying the meaning accurately.Writing SectionThe writing section featured two tasks: an essay and a letter/email writing. The topics were thought-provoking, requiring candidates to express their opinions, provide arguments, and showcase their writing skills. To excel in this section, candidates needed to plan their responses carefully, organize their ideas coherently, and write with clarity and accuracy. Grammar, vocabulary, and sentence structure were crucial to achieving a high score in the writing section.Overall ImpressionThe 2010 National Master English Examination was challenging yet comprehensive, testing students' listening, reading, translation, and writing skills. The examination covered a range of topics, requiring candidates to demonstrate their proficiency in different areas of English. To succeed in the exam, candidates needed to have a strong foundation in English, good test-taking strategies, and effective time management skills.ConclusionThe 2010 National Master English Examination was a rigorous test that assessed students' English proficiency through listening, reading, translation, and writing sections. Candidates who prepared thoroughly, practiced regularly, and followed effective strategies were able to perform well in the exam. By analyzing the difficulty level of the questions, the types of questions asked, and the key skills tested, students can better prepare for future examinations and improve their English proficiency.篇3Analysis of 2010 National Master English ExamThe 2010 National Master English Exam is an important assessment that measures the English proficiency of graduate students in China. This exam is divided into three parts: Listening, Reading Comprehension, and Writing. Each part tests different language skills, such as listening, reading, and writing, and aims to assess the test takers' overall ability to communicate effectively in English.One of the key features of the 2010 National Master English Exam is the Listening section. This section consists ofmultiple-choice questions that test the students' ability tounderstand spoken English in various contexts. The questions cover a wide range of topics, including academic lectures, conversations, and radio broadcasts. Test-takers are required to listen carefully to the audio recordings and choose the correct answers based on the information they hear.The Reading Comprehension section is another important part of the exam. This section includes a series of passages on different topics, such as science, history, and literature.Test-takers are required to read the passages carefully and answer the accompanying questions. The questions assess the students' ability to understand the main ideas, details, and arguments presented in the passages, as well as their ability to make inferences and logical deductions.The Writing section is the final part of the exam, wheretest-takers are required to write an essay on a given topic. This section assesses the students' ability to organize and present their ideas in a coherent and coherent manner. Test-takers are expected to demonstrate their ability to express themselves clearly and effectively in written English, as well as their ability to support their arguments with relevant examples and evidence.Overall, the 2010 National Master English Exam is a comprehensive assessment that tests the test-takers' listening,reading, and writing skills. By taking this exam, graduate students in China can demonstrate their proficiency in English and enhance their academic and professional opportunities. It is important for test-takers to prepare thoroughly for this exam by practicing listening, reading, and writing exercises and familiarizing themselves with the format and content of the exam. With dedication and hard work, test-takers can achieve success in the 2010 National Master English Exam and improve their English proficiency.。
2010考研英语大纲新增统考英语科目“204英语二”
2010考研英语大纲新增统考英语科目“204英语二”第一篇：2010考研英语大纲新增统考英语科目“204英语二”2010考研英语大纲新增统考英语科目“204英语二”一、何为“英语二”2010年各高校研究生专业招生目录上赫然出现了“204英语二”，我们知道往年研究生考试英语只有一套全国统一出题的卷子“201英语”，而今年在官方文件上突然出现了“204英语二”，这让很多考生摸不着头脑，不知“英语二”为何物。
不仅考生不了解，就连一些从事考研辅导的专家也不知情。
在英语考试大纲未出之前，很难有一个权威和统一的答案。
新东方在线搜集和整理出一些关于“204英语二”比较权威的信息，供各位考生参考：首先是定义：“从2010年起增加一套统考英语试题(即英语二)供部分专业学位研究生招生时选用，学术型研究生原统考英语名称相应改为英语一。
”言下之意，学术型研究生还是考“英语一”(即原来的统考英语)，而非学术型研究生(即专业硕士)在今年考试会面临考“英语二”。
2010年以前，不管学术型还是非学术型研究生都考全国统考的一张英语卷子。
而在2010年却来一个巨变。
其次是关于考英语二的专业，英语二仅限于专业硕士选考。
比如说工程硕士、社会工作硕士、MPA、MBA等等。
如2010年北京理工大学招生简章就明确指出：工业工程、项目管理、物流工程、工业设计工程、工商管理、公共管理等专业考英语二。
山东大学2010年社会工作专业需考英语二。
华东理工大学机械工程、动力工程、安全工程、材料工程等都需考英语二。
最后，英语二考察的内容和难度。
截止目前，得到唯一权威的答复是“英语二相比英语一，更注重考察阅读和翻译。
”也就是说，这两部分的分值将占到最大。
英语一翻译分值为10分，那英语二很可能占到30分，题型有可能出现英汉互译，即汉译英和英译汉。
至于难度，目前教育部尚未对此做出回复，但据推断，第一年出题一般相对简单，比英语一的难度应该有所下降。
二、关于复习的建议：大纲未出，做任何有针对性练习和强化意义都不太大。
2010考研英语一
2010考研英语一The 2010 Graduate Admission English Test I was a significant milestone for many aspiring graduate students in China. This exam, also known as the GRE (Graduate Record Examination) or the "Kaoyan" in Chinese, is a crucial step for those seeking admission to graduate programs in the country. The test covers a wide range of topics, including reading comprehension, vocabulary, and analytical writing, and is designed to assess the academic readiness of candidates.The importance of the 2010 Kaoyan cannot be overstated. For many students, this exam represents the culmination of years of hard work and dedication to their academic pursuits. The competition for graduate school admissions in China is fierce, and the Kaoyan serves as a critical filter to identify the most qualified and capable individuals.One of the key features of the 2010 Kaoyan was its emphasis on English language proficiency. As the global influence of English continues to grow, the ability to communicate effectively in thislanguage has become increasingly crucial for academic and professional success. The test's reading comprehension and vocabulary sections were designed to evaluate a candidate's fluency and comprehension of the English language, ensuring that those who were admitted to graduate programs had the necessary linguistic skills to thrive in their studies.The analytical writing component of the 2010 Kaoyan was also a significant aspect of the exam. This section required candidates to demonstrate their critical thinking abilities and their capacity to articulate their ideas in a clear and coherent manner. The prompts for the analytical writing section often touched on complex and thought-provoking topics, challenging students to craft well-reasoned and persuasive essays.Preparing for the 2010 Kaoyan was a daunting task for many students. The sheer breadth of the exam's content, combined with the intense competition for a limited number of graduate school placements, put immense pressure on candidates. Many students spent countless hours studying vocabulary, practicing reading comprehension exercises, and honing their writing skills in the months leading up to the exam.Despite the challenges, the 2010 Kaoyan was a transformative experience for many students. Those who were successful in theexam not only gained admission to prestigious graduate programs but also developed a deeper appreciation for the power of the English language and the importance of critical thinking. The skills and knowledge acquired through the preparation process often proved invaluable in their subsequent academic and professional pursuits.Beyond the individual benefits, the 2010 Kaoyan also had a broader impact on China's educational landscape. The exam's emphasis on English language proficiency and analytical thinking skills helped to drive a shift in the country's educational priorities, with a greater emphasis placed on developing well-rounded and globally-minded individuals.Many educational institutions and policymakers recognized the need to adapt their curricula and teaching methods to better prepare students for the demands of the 2010 Kaoyan and other similar exams. This led to the implementation of various initiatives, such as improving English language instruction, incorporating more critical thinking exercises into the classroom, and providing more opportunities for students to engage in research and independent projects.The legacy of the 2010 Kaoyan continues to be felt today, as the exam has become an integral part of the graduate admissionsprocess in China. Each year, thousands of aspiring students take on the challenge, striving to demonstrate their academic excellence and linguistic proficiency in the hopes of securing a spot in the country's top graduate programs.In conclusion, the 2010 Graduate Admission English Test I was a pivotal moment in the academic careers of many Chinese students. The exam's emphasis on English language proficiency and analytical thinking skills not only shaped the individual trajectories of those who participated but also had a broader impact on the evolution of China's educational system. As the country continues to evolve and engage with the global community, the lessons learned from the 2010 Kaoyan will undoubtedly continue to shape the educational landscape for years to come.。
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2010年考研英语大纲的修订和编撰工作已经尘埃落定，辛勤耕耘的考研学子的心中终于平静了下来。
那么，大纲有没有变化？具体有哪些变化？我们该如何应对？等问题便是这一个阶段考研学子一直所关心的问题。
笔者针对新大纲以及考研学生所关心的问题作出如下分析。
综合大纲的叙述和多年的考试经验可以这样总结，大纲在形式上没有明显的修订，但是在内容和考点的侧重方面也是有一定的修订的。
具体总结以下几点：一、文章的设计和选材没有变化，但是考察的重点更加精细。
根据2010年全国硕士研究生入学考试新大纲规定，阅读理解部分在命题方面有以下要求：1.阅读理解部分主要测试考生“综合运用英语语言知识和阅读技能来理解英语书面材料”的能力，要求考生能够读懂不同类型的文字材料(生词量不超过所读材料总词汇量的3%)，包括信函、书刊和杂志上的文章，还应能读懂与本人学习或工作有关的文献、技术说明和产品介绍等。
2.根据所读材料，考生应能理解具体信息、掌握文章大意、猜测生词词义或推断作者的言外之意。
3.要求考生根据所提供的四篇文章(总长度约为1600词，共计20题，40分)，从每题所给的四个选项中选出最佳答案。
4.所涉及的题材包括：社会生活(包括文化、历史、家庭、教育、人口、交通、环境能源及其他社会现象)、科普(包括大气、地质、海洋、遗传、语言、空间、医学、计算机等)、经济、体育、人物传记等。
体裁主要为：说明文(与学习或工作有关的文献、技术说明和产品介绍)、议论文(书刊或杂志上的时文)、应用文(信函)。
5.试题的基本类型：考研阅读理解在考察内容上大致可以分为五种类型：1)主旨题；2)细节题；3)识词题；4)推断题；5)结构题。
按出现频率由高到低的顺序分别是：细节题，推断题，识词题，结构题和主旨题。
试题的形式一般有两种：问答型和完成句子型。
二、试题考察的形式没有变化，但是题型的考察重点再次强调。
阅读理解A部分由四篇文章组成。
每篇文章500单词左右，对应五道题目。
这五道题目或者关于文章中心思想、文中具体细节、作者言外之意、文中词汇含义、论点与论据之间关系展开。
通过对文章相关信息句的理解，准确选出五道题目的答案。
不难发现，根据理论我们可以发现，阅读理解的提问方式要求我们从五个方面着手准备阅读题目。
同时，阅读理解的每一道题目的答案对应的不是整个篇章或者完整段落，而是相关信息句。
方位论原则：阅读理解每种题型答案在文章中的固定方位。
主旨题重范围：文章、各段、主题句。
细节题重定位：重要、总结、定位词。
推断题重主题：指定、段落、主题句。
识词题重位置：解释、并列、平行关系。
结构题重联系：论据、论点、知关系。
IRT命题测试理论：阅读理解每一道题目在文章中的信息来源。
复杂定语从句，复杂比较级结构，复杂被动语态，复杂名词性从句，非谓语动词，插入语等项目都是命题和答案的来源。
同时，最重要的是分清题型之后，利用“方位论原则”在文章中定位相关信息句。
三、考察重点的选择没有变化，但是考点的考察程度明显精细化。
在词汇方面，更加强调词汇在语境中的理解，即“猜词能力”。
具体有如下四个方面：1.动词遵循“动词词本无意，意随文生”的原则。
即，动词的词义要受到句子中宾语的提示才能够准确理解。
这一考点在阅读理解的生词中，占有80%以上的权重。
2.名词遵循“名词与文章中心统一”的原则。
即，文章中的名词，要联系到首段的主题词，受主题词的制约。
3.动词短语遵循“介词或者副词的趋向含义决定论”的原则。
即，动词-介词、动词-副词短语，短语中的介词或者副词的动作趋向表达整个短语的含义。
4.口语化表达遵循“生活常识决定论”的原则。
即，口语化的短语用于阅读理解文章，这时，需要生活的常识和英美文化背景的知识来准确识别。
在语法结构方面，强调不同句型结构的信息权重。
定语从句，比较级结构，被动语态，名词性从句，非谓语动词，插入语等项目都是命题和答案的来源。
在这几个方面要通过真题联系和训练来把握句子的信息权重。
正所谓，“重应用，轻背诵；重理解，轻猜测；重思维，轻僵化；重时效，轻保守”综上所述，阅读理解的复习要做到“知己知彼，百战百胜”。
知己便是了解自己的基础薄弱环节；知彼便是了解大纲的要求以及大纲的具体考点的考察方向。
因此，在阅读理解的复习时要重视命题的原则和相应的解题方法，即，工欲善其事，必先利其器。
复习重点具体如下：1、中心统一原则文章以及段落都是由主题句和细节句构成的。
主题句表明段落或篇章的中心，细节句是为主题句而服务的。
即，主题句指明段落及文章的方向，细节句则是支撑主题的具体事例，引语，统计，比喻或者实验。
因此，把握文章的中心思想无须透彻理解整个段落，段落中的主题句即可指明方向，确定主题。
同时，文章中首段除外的其他段落含义与首段相同。
即，文章首段要利用“主题句—细节句原则”准确确定主题句；其他段落，段落中间句前有转折词看转折词所在句，无转折词直接看段首句。
同时，其他段落确定段落内容的语句中的词汇都与首段主题词有关。
2、主题句，细节句原则阅读理解文章以及文章中的每一个段落都是由不同的功能句组成的。
根据功能句的特点和作用，可以将句子分成两类：主题句和细节句。
段落的主题句可以出现在段首，也可以出现在段尾，有时也出现在段落中间。
如果出现在段落中间，必须在转折意义的but, however, surprisingly, virtually, indeed, in fact, yet或now的后面，否则段首或段尾的语言完整，形式简洁，观点明确的句子即为主题句。
即，段落摆在面前，首先跳读段落中间句：如果中间句前有转折词，那么转折词所在句一般是主题句；如果中间句前没有转折词，那么段落首句后者尾句语言完整，形式简洁，观点明确的句子即为主题句。
而细节句的特点为：举例子(时间、空间、人称转移)，作统计(百分数)，引引语(直接引语和间接引语：直接引语即可能是主题句也可能是细节句(引号的内容是细节句的五个特点，该句子是细节句；引号的内容是语言完整，形式简洁，观点明确的句子一定是主题句))，做实验(准备、过程、结论)，打比方(比喻、比较、疑问)和做列举。
3、方位论原则阅读理解采用IRT命题理论，即文章中符合考研大纲的句子作为命题的切入点及出题的要点。
因此，我们需要把握方位论的原则进行文章的阅读和理解。
IRT命题理论规定，阅读理解的每一道题在文章中对应的是相关信息句，不是段落，更不是篇章。
同时，更为重要的是，由于阅读理解命题方向及侧重点有很大差异，因此不同题型的题目在文章对应段落中所体现的句子有所不同，即体现不同的方位。
而且，相同类型的题目在文章中所指向的句子也是相对固定的。
一般来说，文章的中心思想，作者的观点态度，以及作者的言外之意这三种题型的指向为文章中或者段落中的主题句或者论点句；而文章中的具体细节和文章中的词汇含义则指向文章中的细节句。
同时，需要强调的是，阅读理解的复习一定要以历年的阅读理解真题为主，尤其重视2003年至2009年的真题。
因为这些历年真题真实的反应着IRT(反应式命题理论)。
而任何其他的模拟题或者是仿真题都不能最为有效的命题的理论和原则，这类题目只会让我们的复习陷入事倍功半的尴尬境地。
运筹帷幄之中，决胜千里之外！考生如能精准的把握命题原则以及试题的测试重点，有的放矢的制定复习计划，就可以迅速提高解题效率。
同时，也可以大大提高考研的信心和勇气2010年全国硕士研究生入学统一考试《英语考试大纲》已出台，与往年相比变化不大，总体来说，研究生入学英语考试的主要测评目标仍分为语言知识和语言技能，2010年的新大纲也保持了这一持续性与稳定性。
下面对大纲考查要点与能力要求及题型进行解析并提出相应的备考策略。
语言知识的内容包括语法知识和词汇两部分。
在语法方面，与去年相比没有变化。
2010《大纲》仍然没有专门列出对语法知识的具体要求，但是仍然指出“语法规则已经变成了英语学习者的自觉行为，而不是被彻底地抛弃或遗忘，”在完形填空、阅读理解中仍然存在许多长难句，因此全面、扎实的语法知识在阅读理解英文篇章过程中仍然起着重要的作用，可帮助考生更好地把握上下文的内容和逻辑关系。
因此在平时的复习备考中，考生应该有意识的系统复习总结最常考的语法点，包括时态、语态、虚拟语气、从句、特殊句型、结构及用法、句子的完整性及一致性等，多分析长难句，在实际运用中检查和掌握基础的语法知识，提高实际英语应用水平，以不变应万变。
虽然2010年考研英语大纲变化不大，但是在稳定中也出现了一些小变化，主要体现在词汇方面。
与2009年《大纲》相比，词汇方面除了要求考生掌握5500左右的词汇及相关词组之外，还提出了更加具体的要求即“除掌握词汇的基本含义外，考生还应掌握词汇之间的词义关系，如同义词、近义词、反义词等；掌握词汇之间的搭配关系，如动词与介词，形容词与介词，形容词与名词等；掌握词汇生产的基本知识，如词源、词根、词缀等。
”在词汇的重点和范围上增加了“对词汇的微观掌握和记忆上”这一意义，要求考生要重点掌握词汇的几个主要方面：词汇基本知识(词性、词形、本义和引申义等)；词际关系(同义词、反义词、形近词、词汇搭配关系等)；词汇“背景”(词源、词根、词干、词缀等)。
因此，对词汇不能“一视同仁”，要有重点和范围，有选择性、科学有效地记忆，避免死记硬背。
考生应选择合适的词汇书，此本词汇书应对《大纲》规定的这些词汇要素都有讲解，制定切实可行的词汇记忆计划，运用科学的词汇记忆方法。
此外，考生还应在平时阅读中记忆单词，在实际应用中加深单词理解和记忆。
“英语知识运用”即完形填空题型重在考查语法知识和词汇。
“英语知识运用”部分的要求与去年相比没有变化，不仅考查考生对不同语境中规范的语言要素(包括词汇、表达方式和结构)的掌握程度，而且还考查考生对语段特征(如连贯性和一致性等)的辨识能力等。
共20小题，每小题0.5分，共10分。
在一篇240~280词的文章中留出20个空白，要求考生从每题给出的4个选项中选出最佳答案，使补全后的文章意思通顺、前后连贯、结构完整。
从历年考试试卷来看，词汇是“英语知识运用”测试的重点，占总题量的2／3左右。
分析05年-09年“英语知识运用”部分题型分布，词汇知识的考查占比重非常大，各种词性都有考查，包括词义辨析、词语搭配、习语的意义等。
《大纲》指出，考生在学习和备考时，要熟记常用词组，掌握词汇的搭配，平时多积累，还应归纳和区别近义词或同范畴的词，利用词根、词缀扩展词汇。
语言技能主要包括阅读和写作，大纲要求没有变化，继续突出阅读和写作的重要性。
与去年相比，在2010年《大纲解析》中，对怎样提高阅读理解能力这一问题从阅读理解题型的三个组成部分的提示方面进行了阐述，三部分分别从不同角度引导考生应该关注阅读的方方面面，完整实现高质量的阅读。