2014年考研英语大纲解读：依照考纲习阅读

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2014年普通高等学校招生全国统一考试英语大纲的说明

2014年普通高等学校招生全国统一考试大纲的说明（文科课程标准实验版）I.关于考试要求的说明一、语言知识要求考生了解和掌握《普通高中英语课程标准（实验〉》附录中所列出的各项内容，包括语音项目、语法项目、功能意念项目、话题项目和词汇。

二、语言运用1.听力听力是与外国人直接交往中必不可少的一种语言能力。

该部分要求考生听懂有关日常生活中所熟悉话题的简短独白和对话。

考生应能：(1)理解主旨和要义任何一段对话或独白总会围绕一个主旨或者一个中心思想展开。

有时，主旨要义会比较明确；有时则会贯穿整个对话或独白，考生需自己去归纳、概括。

（2）获取事实性的具体信息为了说明和支持主旨，对话或独白中总会出现一些具体信息，如时间、地点、人物等。

这些信息是理解和把握对话或独白主旨必不可少的内容，也常常是听力部分的重点考查项目。

（3）对所听内容作出简单推断话语发生的场合、说话者之间的关系等对话语含义的理解起着举足轻重的作用，对这些背景知识的推断能力在一定程度上可以体现一个人对口语的理解能力，因而也是听力测试所要考查的重点项目之一。

(4)理解说话者的意图、观点和态度一般来讲，说话者总会有说话的意图，或是提出或回答问题，阐述自己的想法，或是表明自己的态度或意见，对此的理解或推断在一般交往中非常重要。

有时，说话者的意图或观点是明说出来的，有时则隐含在对话的字里行间，需要听者自己去揣摩、推断。

2. 阅读理解阅读文章是我国考生接触外语的最主要途径，因此，阅读理解在试卷中占权重较大。

该部分要求考生读懂熟悉的有关日常生活话题的简短文字材料，例如公告、说明、广告以及书、报、杂志中关于一般性话题的简短文章。

考生应能：（1）理解主旨和要义任何一篇文章都会有一个主旨要义。

有时从文章的第一个段落，甚至第一个句子即可得出文章的主旨要义，从这一段或这个句子读者会知道文章描述的是谁或什么（即文章的主题），亦会了解作者希望读者了解主题方面的哪些内容。

有时，文章的主旨要义则需从文章的字里行间进行推断。

2014考研英语二大纲

2012年全国硕士研究生入学统一考试英语（二）考试大纲（非英语专业）I 考试性质英语（二）考试是为高等学校和科研机构招收硕士研究生而设置的具有选拔性质的全国统一入学考试科目，其目的是科学、公正、有效地测试考生对英语语言的运用能力，评价的标准时高等学校非英语专业本科毕业生所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，并有利于各高等学校和科研院所在专业上择优选拔。

II 考查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，其中包括：（1）名词、代词的数和格的构成及其用法（2）动词时态、语态的构成及其用法（3）形容词与副词的比较级和最高级的构成及其用法（4）常用连接词的词义及其用法（5）非谓语动词（不定式、动名词、分词）的构成及其用法（6）虚拟语气的构成及其用法（7）各类从句（定语从句、主语从句、表语从句等）及强调句型的结构及其用法（8）倒装句、插入语的结构及其用法2. 词汇考生应能掌握5500左右的词汇以及相关词组。

考生应能根据具体语境、句子结构或上下文理解一些非常用词的词义。

(二)语言技能1. 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。

题材包括经济、管理、社会、文化、科普等，体裁包括说明文、议论文和记叙文等。

根据阅读材料考生应能：1)理解主旨要义；2)理解文中的具体信息；3)理解语篇的结构及上下文的逻辑关系；4) 根据上下文推断重要生词或词组的含义；5)进行一定的判断和推理；6)理解作者的意图、观点或态度；2. 写作考生应能根据所给的提纲、情景或要求完成相应的短文写作。

短文应中心思想明确、切中题意、结构清晰、条理清楚、用词恰当、无明显语言错误。

III 考试形式、考试内容与试卷结构（一）考试形式考试形式为笔试。

考试时间为180分钟。

满分为100分。

试卷分试题册和答题卡。

答题卡分为答题卡1和答题卡2.考生应将英语知识运用和阅读理解部分的答案按要求填涂在答题卡1上，将英译汉和写作部分的答案写在答题卡2上。

2014年考研英语(一)阅读理解部分大纲深度分析

根据《全国硕士研究生入学统一考试英语考试大纲解析》（2014年版），考研英语阅读题型没有任何变化。

阅读对于考生来说，几乎直接决定考试成败，也是历年考试的难点。

下面跨考教育英语教研室张老师就给大家对大纲要求做一个深度分析，并提出相关的复习建议。

一、大纲要求及对应题型根据2014年考研英语大纲：大纲要求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。

具体内容及对应的题型如下：1) 理解主旨要义——→主旨大意题2) 理解文中的具体信息——→事实细节题3) 理解文中的概念性含义——→推理判断题4) 进行有关的判断、推理和引申——→推理判断题5) 根据上下文推测生词的词义——→词汇短语题6) 理解文章的总体结构以及单句之间、段落之间的关系——→推理判断题7) 理解作者的意图、观点或态度——→观点态度题8) 区分论点和论据——→主旨大意题当然，以上分类只是一个粗线划分，不排除很多题型兼而有之，如有些细节题离不开推断，主旨题也需要对细节的兼顾等。

二、命题总体原则（一）文章总体分析从文章题材方面看，内容涉及经济、政治、医学、社会学、科学方法论、社会、环境、人口、科普，以及其他社会热点问题，偏向社会和人文科学，也有自然科学类文章。

题材主要突现当年或前一年的社会热点问题，尤其主要是西方国家如美、英、加和日本等发达国家广泛关注的社会话题和热点问题。

但对考生来说，一般是大家比较熟悉的、带有普及性的社会生活类、科普类以及商业经济类的文章。

从试题结构看，阅读A部分文章自2002年开始从五篇文章改为四篇，每篇由4~6个段落构成（偶尔有例外情况）。

每篇文章由400~500个单词构成（因为，考纲对四篇文章的总词汇量要求在1600个左右，而实际情况是，每篇文章词汇量低于400则篇幅较小，词汇量高于500则篇幅过大，这就决定了每篇文章词汇量分布比较均匀，实际词汇量一般在1700~1800之间）。

2014考研英语大纲权威解析和备考思路

2014考研英语大纲权威解析和备考思路2014年考研英语大纲在广大考生的焦急等待之中，终于在今天露出庐山真面目，没有像网络上谣传的那样，要取消完型填空，也没有对新题型做更大的改动，英语这门科目考试内容基本上和我们启航暑期课堂讲授的完全一致。

大纲变化的内容主要体现在以下三个方面：1. 答题卡有变化，把去年的两张答题卡合并成一张A3大的答题卡，因此所有题目，包括需要涂选项字母的选择题和翻译作文主观题都要求在这一张卡上进行，这样做有利于电脑阅卷及评分一次性完成，而不像去年那样需要把主观题分数重新登一遍，减轻了阅卷工作量。

2. 写作评分标准有所微调。

对评卷标准的区分度提高，这样会导致作文分差拉大，同时评分标准强调作文用词的连贯性。

因此要求广大考生重视作文的造句能力和文章的通顺，尽量少用模板套话。

3. 大纲词汇要求只是增减了一些大纲词汇中的词汇，大纲要求应该能掌握5500词汇及其相关词组，同时要求掌握附表中的内容，附表是指专有名词、缩写、前缀后缀派生词语用法等，因此大家不要太多担心，只要认真掌握真题中的词汇，同时领会贯通黄涛词汇的8大出题点，其它一切都是浮云。

因此可以说今年大纲无任何实质性变化，希望广大2014年的考生可以去书店翻阅或借他人今年的考试大纲查看一下，或到学校图书馆查阅一下2013年的英语考试大纲，来了解今年的英语考试内容。

或者干脆静下心来认真复习英语。

现在我们来重点阐述一下各大题型的备考思路。

一．完型填空备考思路完形填空实际上就是在测试考生的句子结构和词汇搭配运用的问题。

它比单纯的语法词汇题要高和难，因为它是放在篇章上下文里来测试。

其测试点体现在以下三个方面：首先考生要读懂文章，然后从句子层面阅读来答题。

英语大纲规定完形填空的测试点是三个方面：1. 语法结构，包括时态与语态，非谓语动词，主从复合句及其连接用语（该项为重点），特殊句式，比较结构等。

2. 词汇考点包括词义辨析和一词多义，词语搭配，固定用法等。

2014年考研英语真题之阅读理解答案与分析(2)

2014年考研英语真题之阅读理解答案与分析(2All around the world,lawyers generate more hostility than the members of any other profession---with the possible exception of journalism.But there are few places where clients have more grounds for complaint than America.During the decade before the economic crisis,spending on legal services in America grew twice as fast as inflation.The best lawyers made skyscrapers-full of money,tempting ever more students to pile into law schools.But most law graduates never get a big-firm job.Many of them instead become the kind of nuisance-lawsuit filer that makes the tort system a costly nightmare.There are many reasons for this.One is the excessive costs of a legal education.There is just one path for a lawyer in most American states:a four-year undergraduate degree at one of200 law schools authorized by the American Bar Association and an expensive preparation for the bar exam.This leaves today’s average law-school graduatewith$100,000of debt on top of undergraduate w-school debt means that they have to work fearsomely hard.Reforming the system would help both lawyers and their customers.Sensible ideas have been around for a long time,but the state-level bodies that govern the profession have been too conservative to implement them.One idea is to allow people to study law as an undergraduate degree.Another is to let students sit for the bar after only two years of law school.If the bar exam is truly a stern enough test for a would-be lawyer,those who can sit it earlier should be allowed to do so.Students who do not need the extra training could cut their debt mountain by a third.The other reason why costs are so high is the restrictive guild-like ownership structure of the business. Except in the District of Columbia,non-lawyers may not own any share of a law firm.This keeps fees high and innovation slow.There is pressure for change from within the profession,but opponents ofchange among the regulators insist that keeping outsiders out of a law firm isolates lawyers from the pressure to make money rather than serve clients ethically.In fact,allowing non-lawyers to own shares in law firms would reduce costs and improve services to customers,by encouraging law firms to use technology and to employ professional managers to focus on impro ving firms’efficiency.After all,other countries,such as Australia and Britain,have started liberalizing their legal professions.America should follow.26.a lot of students take up law as their profession due to[A]the growing demand from clients.[B]the increasing pressure of inflation.[C]the prospect of working in big firms.[D]the attraction of financial rewards.答案:D。

第一时间解析2014考研英语大纲——翻译(英语一)

2014年考研英语(一)考试大纲中，Part C翻译部分没有发生变化，难度趋向稳定。

援引自考研英语大纲的具体要求(Part C部分)：“主要考查考生准确理解概念或结构复杂的英语文字材料的能力。

要求考生阅读一篇约400词的文章，并将其中5个划线部分(约150词)译成汉语，要求译文准确、通顺、完整。

考生在答题卡2上作答。

”该部分总分为10分。

本题型从宏观层面上看，主要考查考生对中英文两种语言主要差异的理解，从微观上看，主要考查考生的词汇量、语法知识、对结构较为复杂英文句子的理解，尤其考查考生通过上下文理解词和短语含义的能力。

因此要做好英译汉题目，既要求考生有扎实的中英文功底，又要掌握英译汉的基本技能。

为了便于广大考研学子复习，海文考研第一时刻深度剖析新大纲，综合历年翻译部分的特点和规律，总结出大纲对今年英译汉部分的命题特点及规律，并以此为基础把握这部分的命题趋势，最终给出这部分的复习策略。

一、考研英语英译汉部分的命题特点通过对近十年历年试题的分析可知，英译汉部分试题的命制具有以下两个特点：第一，在文章的选材方面，翻译文章以议论文和说明文为主，多从报刊、杂志和书籍选取的自然科学、社会科学的文章片段，所选择的题材倾向学术文献，涉及到的内容比较抽象。

比如，2008年英译汉部分的主题是论达尔文的思想及其变化，摘自1949年出版的一本自然随笔和哲学论文集。

第二，在微观考点方面，词汇的考点非常灵活，常涉及如下几个方面：专有名词、熟词生义、代词还原等，需要考生掌握词义选择、词义引申、增词、减词及词类转换等常见的词法翻译技巧，并予以通顺、准确地表达。

如果在翻译时不考虑上下文的需要，照搬词典的解释，硬译成汉语，将使译文生硬，不能准确表达原文的意义。

句法翻译考点比较稳定，主要考查点包括：各类从句(定语从句、名词性从句、状语从句)、被动语态、以及比较结构、分隔结构等特殊的语法现象。

二、考研英语英译汉部分的复习策略基于考研英语翻译的特点，结合翻译实践中的具体方法，我们在这个题型的备考中应该重视以下几点：第一，不断拓展词汇深度，练习结合语境推测精确词义的能力。

2014年考研英语二大纲pdf

2014年考研英语二大纲pdf全文共3篇示例，供读者参考篇1The 2014 Postgraduate English Examination Outline PDF document is an essential resource for students preparing to take the English entrance exam for postgraduate studies. This comprehensive guide covers all the important topics and question types that may appear on the exam, offering students valuable insight into what to expect on test day.The PDF document is divided into several sections, each focusing on a different aspect of the exam. These sections include reading comprehension, vocabulary, grammar, translation, and writing. Each section provides detailed instructions, sample questions, and practice exercises to help students improve their English skills and performance on the exam.One of the key features of the 2014 Postgraduate English Examination Outline PDF is its emphasis on reading comprehension. This section includes a variety of passages on different topics, followed by multiple-choice questions that teststudents' ability to understand and analyze the text. By practicing with these passages and questions, students can improve their reading skills and learn how to effectively answer reading comprehension questions on the exam.In addition to reading comprehension, the vocabulary and grammar sections of the PDF document are also crucial for success on the postgraduate English exam. These sections cover a wide range of topics, including word meaning, word formation, sentence structure, verb tense, and more. By studying and practicing the vocabulary and grammar exercises in the PDF document, students can strengthen their language skills and increase their chances of achieving a high score on the exam.The translation and writing sections of the 2014 Postgraduate English Examination Outline PDF are equally important for students preparing for the exam. These sections test students' ability to translate English sentences into Chinese and vice versa, as well as their ability to write coherent andwell-structured essays in English. By practicing with the sample translation and writing exercises provided in the PDF document, students can improve their language proficiency and develop the skills needed to succeed on the exam.Overall, the 2014 Postgraduate English Examination Outline PDF is a valuable resource for students preparing for the English entrance exam for postgraduate studies. By studying the content and practicing with the sample questions and exercises, students can enhance their English skills, build their confidence, and maximize their chances of achieving a high score on the exam.篇2The 2014 postgraduate entrance examination for English major is an important assessment for students to further their studies in this field. In order to help students prepare for the examination, the official syllabus for the English Language Test (part two) was released in PDF format.The syllabus covers a wide range of topics, including language skills, reading comprehension, writing, translation, and literature. It provides a clear outline of the content that will be tested in the examination, as well as the format and scoring criteria for each section.One of the key features of the 2014 syllabus is the emphasis on practical language skills. Students are required to demonstrate their ability to use English in real-life situations, such as writing emails, giving presentations, and participating indiscussions. This reflects the current trend in language education towards communicative competence and the importance of using language in context.In addition to language skills, the syllabus also tests students' knowledge of literature and culture. Students are expected to be familiar with a range of literary genres and periods, as well as important cultural events and figures. This reflects the interdisciplinary nature of English studies and the importance of understanding the context in which literature is produced.Overall, the 2014 syllabus for the English Language Test is a comprehensive and challenging assessment of students' language skills and knowledge. By studying the syllabus carefully and practicing with past papers, students can prepare themselves for success in the examination and achieve their academic goals.篇3Title: Analysis of the 2014 Postgraduate Entrance Examination English II OutlineIntroductionThe 2014 Postgraduate Entrance Examination English II outline is an important document for students who are preparing to take the exam. It provides a detailed breakdown of the topics that will be covered in the test, as well as the format and structure of the questions. In this analysis, we will take a closer look at the outline and discuss some strategies for students to prepare effectively.Overview of the OutlineThe 2014 Postgraduate Entrance Examination English II outline is divided into four sections: Language Knowledge and Language Skills, Reading Comprehension, Translation, and Writing. Each section has a specific number of questions and a specified time limit for completion.The Language Knowledge and Language Skills section tests students' understanding of grammar, vocabulary, and sentence structure. This section consists of multiple-choice questions that require students to choose the correct answer from a list of options. It is important for students to review their knowledge of English grammar and vocabulary in preparation for this section.The Reading Comprehension section tests students' ability to understand and analyze written texts. This section consists of passages followed by a series of questions that assess students'comprehension and critical thinking skills. It is important for students to practice reading authentic texts in English and develop their reading skills to perform well on this section.The Translation section tests students' ability to translate passages from Chinese to English and vice versa. This section requires students to demonstrate their proficiency in both languages and their understanding of the nuances of translation. It is important for students to practice translating a variety of texts in preparation for this section.The Writing section tests students' ability to write coherent and well-structured essays in English. This section requires students to choose a topic and write an essay that expresses their ideas clearly and persuasively. It is important for students to practice writing essays on a variety of topics and develop their writing skills in preparation for this section.Strategies for PreparationTo prepare effectively for the 2014 Postgraduate Entrance Examination English II, students should follow a few key strategies:1. Review language knowledge and skills: It is important for students to review their knowledge of English grammar,vocabulary, and sentence structure to perform well on the Language Knowledge and Language Skills section.2. Practice reading comprehension: Students should practice reading authentic texts in English and develop their reading skills to improve their performance on the Reading Comprehension section.3. Practice translation: Students should practice translating passages from Chinese to English and vice versa to improve their proficiency in both languages and their translation skills.4. Practice writing essays: Students should practice writing essays on a variety of topics and develop their writing skills to perform well on the Writing section.ConclusionThe 2014 Postgraduate Entrance Examination English II outline is an important document for students who are preparing for the exam. By following the strategies outlined in this analysis, students can effectively prepare for the test and improve their performance in each section. Good luck to all the students who are taking the exam!。

深入剖析2014年考研英语考试大纲之完型填空

深入剖析2014年考研英语考试大纲之完型填空-----稳定中求发展依据《2014年全国硕士研究生入学统一考试英语考试大纲解析》对完型部分的考查要求和考点的描述，我们不难发现，在历经考研试题的变迁中，完型填空在2001-2014的考纲要求中均无变化。

针对这样一项命制已较成熟的试题，如同学们也能确保在此项试题上的得分，必将会整体提升自己的考研英语分值。

鉴于此，建议同学们重点掌握以下技能。

一、熟练的英语语法当前英语中的完型填空试题，并不直接地去考查语法知识。

但是，解答试题的前提是读懂文章，而读懂文章就必须懂得语法。

试想，不理解英语句子的结构，不明白具体句子结构所表达的具体意思，又怎么能去选择符合文章内容的答案呢？所以，不直接考海文考研钻石卡查语法知识，并不是不要语法知识，它是通过检查你的理解程度，来间接地考查你的语法知识。

二、科学的阅读技巧完型填空试题是为阅读理解服务的，其主旨是考查阅读理解能力。

做完型填空试题的基础，是阅读理解。

读不懂文章，就无法解答试题。

对文章内容理解得越全面、越深刻，就越容易选择正确答案。

而这种阅读理解能力是靠平时科学的训练得来的。

三、清晰的文章结构只有明白文章结构，了解各段落之间的关系，才能加深对文章的理解。

明白了各部分是如何为表现主题思想服务的，也就更容易把握带空的句子所需要什么内容，就更容易选准答案了。

四、概括归纳的能力概括归纳的能力有助于抓住文章的主题思想，加深对文章深层次意义的理解，从而更容易完成“完形”的任务，恢复文章的原貌。

五、固定搭配的知识扎实的英语词组、短语、习惯用法等英语固定海文考研钻石卡搭配的知识，特别是对英语词语意义和用法的辨析能力对考研完形填空必不可少。

六、关键字的把握在选择每一个答案时，我们要求依据文章的整体内容，这就要照顾文章的方方面面，不能顾此失彼。

特别是一些结构词，如but，however，therefore，though等等，更要给予特别的注意。

2014年英语考试大纲

2014年英语考试大纲一、考试目的与要求2014年英语考试旨在全面考查学生的英语语言知识、语言技能、学习策略和文化意识。

考试要求学生能够运用英语进行有效沟通，理解英语国家的文化背景，并在实际情境中灵活运用所学知识。

二、考试内容1. 语言知识- 词汇：掌握大纲规定的词汇量，能够正确使用词汇表达意思。

- 语法：理解并运用基本的英语语法规则，包括时态、语态、非谓语动词、从句等。

- 句型结构：熟悉并运用各种基本句型，包括简单句、并列句和复合句。

2. 语言技能- 听力：能够理解英语听力材料，包括对话、短文、新闻等。

- 阅读：能够阅读并理解不同体裁的英语文章，如记叙文、说明文、议论文等。

- 写作：能够根据要求写出连贯、准确的英语短文，包括记叙文、应用文等。

- 口语：能够在不同场合下进行英语口语交流，包括日常对话、讨论等。

3. 学习策略- 能够运用有效的学习策略，如预习、复习、笔记等，提高学习效率。

- 能够自我监控学习过程，及时调整学习方法。

4. 文化意识- 了解英语国家的文化背景，包括历史、地理、社会习俗等。

- 能够在跨文化交流中展现出对不同文化的尊重和理解。

三、考试形式与题型1. 听力部分- 对话理解：通过听力材料理解对话内容。

- 短文理解：通过听力材料理解短文大意和细节信息。

- 新闻报道：通过听力材料理解新闻报道的主要内容。

2. 阅读部分- 阅读理解：通过阅读文章，回答相关问题，考查理解能力。

- 完形填空：在文章中填入合适的词汇或短语，考查语言运用能力。

3. 写作部分- 短文写作：根据给定的题目或提示，写出一篇连贯、准确的英语短文。

- 应用文写作：根据特定场合，写出相应的应用文，如书信、通知等。

4. 口语部分- 口语交流：通过与考官或同伴的对话，考查口语表达能力。

- 角色扮演：根据特定情境，扮演角色进行交流。

四、考试评分标准1. 听力部分：根据学生对听力材料的理解程度进行评分。

2. 阅读部分：根据学生对文章内容的理解以及答题的准确性进行评分。

2014年考研英语大纲

新增单词60个2014年考研英语大纲新鲜出炉，在词汇上面没有变动，大家可以安心备考。

首先，是词汇的量的问题。

根据大纲规定，考生应掌握考研词汇和词组约5500个。

并掌握一些常用的前缀，词根和后缀。

2014考研英语大纲删减部分词汇，同时新增60个词汇，下面咱们对大纲词汇做一总体分析：首先，是词汇的量的问题。

根据大纲规定，考生应掌握考研词汇和词组约5500个。

并掌握一些常用的前缀，词根和后缀。

比如，尽管《大纲》的词汇表中未列出“ultrasound”一词，但是由于词汇表中有“sound”一词，且要求考生掌握的前缀中有“ultra”。

故“unltrasound”一词也是考生应该掌握的词汇“。

同样，”future“是大纲中的词汇，多数同学也都认识，”ology“是列出的常见后缀，那么”futurology“一词就应该在考生掌握的词汇量之内。

大多数考生对常用的词缀都有一定的了解，而对词根却很陌生。

例如，如果我们知道”scribe（script）“这一词根意为”write ，or draw“，呢么当遇到”manuscript“，”subscribe“，”prescribe“等词时就很容易理解和掌握。

在美国读者文摘社出版的《如何扩大你的词汇能力》（How to Increase Your Word Power）一书，把词根，前缀、后缀称为”扩大词汇的三把钥匙“。

美国读者文摘社出版的《如何扩大你的词汇能力》（How to Increase Your Word Power）一书，把词根，前缀、后缀称为”扩大词汇的三把钥匙“。

这些也和我们大纲的要求不谋而和。

其实是词汇质的问题，这涉及到一词多意，词的固定搭配等问题。

例如school这个单词考研就考过几次，考过鱼群的意思，考过流派的意思。

这就要求考生对词汇的本意要有彻底的理解。

另外，考生不仅仅要关注词的“释义”，更要关注“用法”。

比如单词green，可以用作三种词性，分别为形容词、名词和动词，搭配和用法都有所不同。

2014考研英语大纲变化总汇

2014考研英语大纲变化总汇2014考研英语大纲刚刚发布，我们第一时间对大纲进行了解读，考研频道问您介绍一下考研相关攻略，欢迎大家阅读。

一、词汇方面明确指出要掌握附表内容附表中的内容为前缀后缀及缩写等，而这些附表的内容在以往的大纲中一直存在，只是今年作出了明确的掌握要求，但这并不一定是考试中要考查的重点。

这个变化正像2013年的大纲较2012年的大纲明确提出总词汇量不变，但去掉59个词，又新增59个词一样。

去年新增的59个词其实85%来自真题的超纲词，去年的大纲明确了这个变化，但并没有在2013的真题中作重点考查。

所以大家不必把这个新增的掌握要求视为复习的负担。

二、写作的评分标准写作评分标准中，对第三档第四档的表述，有部分文字稍作调整。

第三档的“内容较连贯”变为“内容基本连贯”;第四档则把“层次基本清晰”变为“层次较清晰”。

第三档降低了难度，而第四档提升了难度，想要取得高分，拉开分数差距，大家要更加努力啦。

三、答题卡由原来的2张答题卡变为1张答题卡。

由于刚刚发布的新大纲，大家对接下来的复习要做些什么样的安排规划呢?考研英语名师范猛建议大家从以下三方面着手：首先，冲刺要注意整合式复习基础和强化阶段大家分模块复习，逐项突破。

到了冲刺阶段，要三个小时一套题一套题地复习。

大纲中明确了考试时间180分钟，三个小时，且没有分项的时间规定，大家在考试中就多了时间安排上的自由。

其次，冲刺阶段两个回归基础阶段我们把重点放在词汇和长难句分析。

强化阶段重点在真题精研上。

很多同学认为，冲刺阶段要做模拟题，但这种想法不可取。

我们到冲刺阶段要做到两个回归：能力提升与真题。

能力提升，就是要去查缺补漏;回归真题，就是不要一味地做模拟题，多研究真题，找出真题复习中的思维盲区。

如何找出思维盲区呢，我们要列举出之前做真题中的错题，细致入微地分析。

怎么才算细致入微，以阅读为例，就是要结合四个选项和全文，找出自己的理解误区，并且能找出改正错误的对策。

2014年考研英语(一)大纲题型解读及指导

在考生们的殷切期盼中，《2014全国硕士研究生入学统一考试英语(一)考试大纲》终于露面。

之前网上疯传的一些关于考研英语大纲将新增700新词，增加听力题型及阅读难度将提高等的传言全都被事实拍打回去。

不管之前谣传再怎么将2014考研英语大纲“妖魔化”，摆在我们面前的2014考研英语大纲却是着实让考生们松了一口气。

大纲题型解析篇总的来说，2014年的考研英语大纲还是很“善解人意”的。

总体变化不大，并没有像大学英语四六级考试一样发生了巨大的变化，比如说删除了完形填空，增加了英译中的翻译。

这些的保留说明出题组仍然对同学们基本功的考察还是十分看重的。

跨考教育英语教研室张老师现根据2014年考纲的内容，对2014年考研英语(一)各个具体题型的总体要求进行全面分析。

1．完形填空完形填空主要测试考生结合上下文的综合理解能力和语言运用能力，即在阅读理解的基础上对篇章结构、语法和词汇知识的运用能力的考查，这是对完形填空的定位。

透过大纲可以看出对完形填空考核的重点：语法、固定搭配、近义词辨析和逻辑关系。

考生可从历年真题中按照这几大重点去准备和复习有关考研完形填空方面的知识点，这样可以做到事半功倍的效果。

同时考虑到完形填空在历年考研中得分较低，考生解答完形填空题时，要多从上下文的角度来考虑，并运用逻辑推理，大到对文章整体，小到对句子之间和句子内部综合把握。

此外，要多从惯用法和搭配的角度来考虑问题，平时考试就要对惯用法和搭配多多积累。

2．阅读理解就阅读理解(Part A)而言，由于这是一个大家非常熟悉的题型，也连着考了十几年，命题专家都有丰富的经验来应对它，因此每次考试最稳定的就是四选一的阅读理解题。

就文章题材来说，近几年越来越重视对人文科学的考查，平时要多注重阅读一些英美经济文化科技方面的报刊书籍，例如The Economist(经济学家)，Newsweek(新闻周刊)，Time(时代周刊)以及The Times(泰晤士报)上面的文章。

2014年考研英语一真题原文及答案解析完整版

2014年考研英语一真题原文及答案解析完整版Section I Use of LanguageDirections:Read the following text. Choose the best word(S) for each numbered blank and mark A, B ,C or D on ANSWER SHEET. (10 Points)As many people hit middle age, they often start to notice that their memory and mental clarity are not what they used to be. We suddenly can't remember 1 we put the keys just a moment ago, or an old acquaintance's name, or the name of an old band we used to love. As the brain 2 , we refer to these occurrences as "senior moments." 3 seemingly innocent, this loss of mental focus can potentially have a(an) 4 impact on our professional, social, and personal 5 .Neuroscientists, experts who study the nervous system, are increasingly showing that there's actually a lot that can be done. It 6 out that the brain needs exercise in much the same way our muscles do, and the right mental 7 can significantly improve our basic cognitive 8 . Thinking is essentially a 9 of making connections in the brain. To a certain extent, our ability to 10 in making the connections that drive intelligence is inherited. 11 , because these connections are made through effort and practice, scientists believe that intelligence can expand and fluctuate 12 mental effort.Now, a new Web-based company has taken it a step 13 and developed the first "brain training program" designed to actually help people improve and regain their mental 14 .The Web-based program 15 you to systematically improve your memory and attention skills. The program keeps 16 of your progress and provides detailed feedback 17 your performance and improvement. Most importantly, it 18 modifies and enhances the games you play to 19 on the strengths you are developing--much like a(n) 20 exercise routine requires you to increase resistance and vary your muscle use.1.[A]where [B]when [C]that [D]why2.[A]improves [B]fades [C]recovers [D]collapses3.[A]If [B]Unless [C]Once [D]While4.[A]uneven [B]limited [C]damaging [D]obscure5.[A]wellbeing [B]environment [C]relationship [D]outlook6.[A]turns [B]finds [C]points [D]figures7.[A]roundabouts [B]responses [C]workouts [D]associations8.[A]genre [B]functions [C]circumstances [D]criterion9.[A]channel [B]condition [C]sequence [D]process10.[A]persist [B]believe [C]excel [D]feature11.[A]Therefore [B]Moreover [C]Otherwise [D]However12.[A]according to [B]regardless of [C]apart from [D]instead of13.[A]back [B]further [C]aside [D]around14.[A]sharpness [B]stability [C]framework [D]flexibility15.[A]forces [B]reminds [C]hurries [D]allows16.[A]hold [B]track [C]order [D]pace17.[A] to [B]with [C]for [D]on18.[A]irregularly [B]habitually [C]constantly [D]unusually19.[A]carry [B]put [C]build [D]take20.[A]risky [B]effective [C]idle [D]familiar答案：1-5 ABDCA 6-10 ACBDC 11-15 DABAD 16-20 BDCCB1. [标准答案] [A][考点分析] 上下文语义和连词辨析[选项分析] 本题考查连词。

考研备考大纲：2014考研英语(二)考试大纲简析(下)

考研备考大纲：2014考研英语（二）考试大纲简析(下)9月13日，2014考研英语大纲正式发布，英语(二)的难度相对英语(一)来讲要容易一些，不同的考生学习重点是不一样的。

从语言知识来看，与去年大纲相比，词汇部分仍然要求"考生应能较熟练地掌握5500个左右常用英语词汇以及相关常用词组。

考生应能根据具体语境、句子结构或上下文理解一些非常用词的词义。

""常用"两字道出了英语(二)和英语(一)的考查区别。

英语(一)常常考查词汇表中偏难一点的词汇和用法，并且对词汇进行深度挖掘。

而英语(二)则主要考查词汇表中偏"常见"一些的词汇和用法。

提示广大考生，在去年考纲中新增的59个单词，在今年的新考纲中依然出现，这59个单词一定是复习2014考研英语的重点。

下面是太奇考研辅导名师为考生们做2014考研英语(二)考试大纲综述，希望对2014考研考生复习备考有所帮助。

新题型英语(二)大纲规定的备选题型有两种：一种是叫多项对应，试题内容分为左右两栏，左侧一栏为5道题目，右侧一栏为7个选项。

要求考生在阅读后根据文章内容和左侧一栏中提供的信息从右侧一栏中的7个选项中选出对应的5项相关信息。

一种叫小标题对应，文章前有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或阐述。

要求考生根据文章内容和篇章结构从这7个选项中选出最恰当的5个概括句或小标题填入文章空白处。

这种是与英语(一)中最简单的小标题选择题是完全一样的。

2010年考查的是第三种正误判断题(已经在去年考纲中删除这种题型，今年考纲中继续删除这种题型)，2011年考查的是第一种多项对应题，2012年考查的是第一种多项对应题，2013年考查的是小标题选择题。

翻译在英语(一)里面，它是阅读理解部分的PartC，出题形式是提供一篇约400词的文章(字数和难度与阅读理解PartA的文章相似)，在5个句子下面画线，要求学生将画线句子译成中文。

2014年考研英语一真题详解：阅读理解text1

2014年考研英语一真题详解：阅读理解text1Text 1In order to “change lives for the better” and reduce “dependency” George Osborne，Chancellor of the Exchequer，introduced the “upfront work search” scheme. Only if the jobless arrive at the job centre with a CV，register for online job search，and start looking for work will they be eligible for benefit and then they should report weekly rather than fortnightly. What could be more reasonable?More apparent reasonableness followed. There will now be a seven-day wait for the jobseeker‘s allowance. “Those first few days should be spent looking for work，not looking to sign on.” he claimed. “We’re doing these things because we know they help people stay off benefits and helpthose on benefits get into work fas ter.” Help? Really? On first hearing，this was the socially concerned chancellor，trying to change lives for the better，complete with “reforms” to an obviously indulgent system that demands too little effort from the newly unemployed to find work，and subsidises laziness. What motivated him，we were to understand，was his zeal for “fundamental fairness”—protecting the taxpayer，controlling spending and ensuring that only the most deserving claimants received their benefits.Losing a job is hurting：you don‘t skip down to the jobcentre with a song in your heart，delighted at the prospect of doubling your income from the generous state. It is financially terrifying，psychologically embarrassing and you know that support is minimal and extraordinarily hard to get. Y ou are now not wanted; you support is minimal and extraordinarily hard to get. Y ou are now not wanted; you are now excluded from the work environment that offers purpose and structure in your life. Worse，the crucial income to feed yourself and your family and pay the bills has disappeared. Ask anyone newly unemployed what they want and the answer isalways：a job.But in Osborneland，your first instinct is to fall into dependency —permanent dependency if you can get it —supported by a state only too ready to indulge your falsehood. It is as though 20 years of ever-tougher reforms of the job search and benefit administration system never happened. The principle of British welfare is no longer that you can insure yourself against the risk of unemployment and receive unconditional payments if the disaster happens. Even the very phrase “jobseeker‘s allowance” —invented in 1996 —is about redefining the unemployed as a “jobseeker” who had no mandatory right to a benefit he or she has earned through making national insurance contributions. Instead，the claimant receives a time-limited “allowance，” conditional on actively seeking a job; no entitlement and no insurance，at ￡71.70 a week，one of the least generous in the EU.21. George Osborne‘s scheme was intended to____________.[A]provide the unemployed with easier access to benefits.[B]encourage jobseekers‘active engagement in job seeking.[C]motivate the unemployed to report voluntarily.[D]guarantee jobseekers‘legitimate right to benefits.22. The phrase，“to sign on” (Line 3，Para. 2) most probably means________.[A]to check on the availability of jobs at the jobcentre.[B]to accept the government‘s restrictions on the allowance.[C]to register for an allowance from the government.[D]to attend a governmental job-training program.23. What prompted the chancellor to develop his scheme?[A]A desire to secure a better life for all.[B]An eagerness to protect the unemployed.[C]An urge to be generous to the claimants.[D]A passion to ensure fairness for taxpayers.24. According to Paragraph 3，being unemployed makes one feel______.[A]uneasy [B]enraged. [C]insulted. [D]guilty.25. To which of the following would the author most probably agree?[A]The British welfare system indulges jobseekers ‘laziness.[B]Osborne‘s reforms will reduce the risk of unemployment.[C]The jobseekers‘allowance has met their actual needs.[D]Unemployment benefits should not be made conditional.【参考答案】21、B 22、C 23、A 24、A 25、B【主要内容】本文主要是鼓励失业人员积极找工作，而不是靠政府的救济。

2014考研英语阅读理解原文之英语一text4

2014考研英语阅读理解原文之英语一text4Illiberal Education and the 'Heart of the Matter'A new report on the humanities and social sciences misses a big reasonthey're in trouble.ByPETER BERKOWITZJune 30, 2013 6:27 p.m. ET'The Heart of the Matter," the just-released report by the American Academy of Arts and Sciences, deserves praise for affirming the importance of the humanities and social sciences to the prosperity and security of liberal democracy in America. Regrettably, however, the report's failure to address the true nature of the crisis facing liberal education may cause more harm than good.In 2010, leading congressional Democrats and Republicans sent letters to the American Academy of Arts and Sciences asking that it identify actions that could be taken by "federal, state and local governments, universities, foundations, educators, individual benefactors and others" to "maintain national excellence in humanities and social scientific scholarship and education."In response, the American Academy formed the Commission on the Humanities and Social Sciences, with Duke University President Richard Brodhead and retired Exelon CEO John Rowe as co-chairmen. Among the commission's 51 members are top-tier-university presidents, scholars, lawyers, judges, and business executives, as well as prominent figures from diplomacy, filmmaking, music and journalism.The goals identified in the report are generally admirable. Because representative government presupposes an informed citizenry, the report supports full literacy; stresses the study of history and government, particularly American history and American government; and encourages the use of new digital technologies.To encourage innovation and competition, the report calls for increased investment in research, the crafting of coherent curricula that improve students' ability to solve problems and communicate effectively in the 21stcentury, increased funding for teachers and the encouragement of scholars to bring their learning to bear on the great challenges of the day. The report also advocates greater study of foreign languages, international affairs and the expansion of study abroad programs.One of the more novel ideas in the report is the creation of a "Culture Corps" in cities and town across America to "transmit humanistic and social scientific expertise from one generation to the next."Unfortunately, despite 2½ years in the making, "The Heart of the Matter" never gets to the heart of the matter: the illiberal nature of liberal education at our leading colleges and universities.The commission ignores that for several decades America's colleges and universities have produced graduates who don't know the content and character of liberal education and are thus deprived of its benefits. Sadly, the spirit of inquiry once at home on campus has been replaced by the use of the humanities and social sciences as vehicles for disseminating "progressive," or left-liberal propaganda.We know from the extensive documentation that William F. Buckley Jr. provided in his stellar critique of American academia, "God and Man at Yale," first published in 1951, that this propagandizing extends back at least to the middle of the 20th century.Today, professors routinely treat the progressive interpretation of history and progressive public policy as the proper subject of study while portraying conservative or classical liberal ideas—such as free markets, self-reliance and a distrust of central planning—as falling outside the boundaries of routine, and sometimes legitimate, intellectual investigation.Meanwhile, courses proliferate on highly specialized topics—Muslims in movies, gay and lesbian gardeners, the mathematical formalization of political decision making, for example—that closely correspond to professors' niche research interests but contribute little to students' grasp of the broad sweep of Western civilization and its literary, philosophical and religious masterpieces.Through speech codes, endless seminars and workshops designed to teach students how to avoid "offensive" speech—and by handling sexual harassment and sexual-assault allegations with procedures that undermine the presumption of innocence—universities teach students to discount free speech and due process.The American Academy of Arts and Sciences displays great enthusiasm for liberal education. Yet its report may well set back reform by obscuring the depth and breadth of the challenge that Congress asked it to illuminate.Mr. Berkowitz, a senior fellow at Stanford's Hoover Institution, is author of "Constitutional Conservatism: Liberty, Self-Government and Political Moderation" (Hoover Institution Press, 2013).。

2014年考研英语一真题讲解

2014年考研英语一真题Music means different things to different people and sometimes even different things to the same person at different moments of his life. It might be poetic, philosophical, sensual, or mathematical, but in any case it must, in my view, have something to do with the soul of the human being. Hence it is meta physical; but the means of expression is purely and exclusively physical: sound. I believe it is precisely this permanent coexistence of metaphysical message through physical means that is the strength of music. (46) It is also the reason why when we try to describe music with words, all we can do is articulate our reactions to it, and not grasp music itself.Beethoven’s importance in music has been principally defined by the revolutionary nature of his compositions. He freed music from hitherto prevailing conventions of harmony and structure. Sometimes I feel in his late works a will to break all signs of continuity. The music is abrupt and seemingly disconnected, as in the last piano sonata. In musical expression, he did not feel restrained by the weight of convention. (47) By all accounts he was a freethinking person, and a courageous one, and I find courage an essential quality for the understanding, let alone the performance, of his works.This courageous attitude in fact becomes a requirement for the performers ofnot interested in daily politics, but concerned with questions of moral behavior and the larger questions of right and wrong affecting the entire society. (49) Especially significant was his view of freedom, which, for him, was associated with the rights and responsibilities of the individual: he advocated freedom of thought and of personal expression.Beethoven’s music tends to move from chaos to order as if order were an imperative of human existence. For him, order does not result from forgetting or ignoring the disorders that plague our existence; order is a necessary development, an improvement that may lead to the Greek ideal of spiritual elevation. It is not by chance that the Funeral March is not the last movement of the Eroica Symphony, but the second, so that suffering does not have the last word. (50) One could interpret much of the work of Beethoven by saying that suffering is inevitable, but the courage to fight it renders life worth living.参考译文（王剑）原文：It is also the reason why when we try to describe music with words, all we can do is articulate our reactions to it, and not grasp music itself.译文表达出自己对它的感受，却无法把握音乐本身。

2014考研英语真题阅读解析【5】

2014考研英语真题阅读解析【5】37，选C，细节题。

根据自然段定位原则，36题在第一段出题，38题在第三段出题，那37题在第二段出题的可能性就很大。

同时题干定位”Influential figures in the Congress”与“leading congressional Democrats and Republicans”同义替换。

定位的答案是asking that it identify actions that could be taken by "federal, state and ….., individual benefactors and others" to "asking that it identify actions that could be taken by "federal, state and local governments, universities, foundations, educators, individual benefactors and others" to "maintain national excellence in humanities and social scientific scholarship and education. “In humanities and social scientific scholarship and education. “也就是说答案重点在maintain national excellence 刚好与选项C 中的leading position 进行同义替换。

ABD与文章不符合。

38. According to Paragraph 3, the report suggests[A] an exclusive study of American history[B] a greater emphasis on theoretical subjects[C] the application of emerging technologies[D] funding for the study of foreign languages38，选C，推理题。

解读2014年考研大纲考研攻略——英语篇

在英语学习中，我们通常都希望能够“事半功陪”，而不希望花了大量时间在英语学习上，却什么还是不会。

如何高效学习，这是所有考研学员首先应该解决的问题。

一、知己知彼，百战不殆1．全面认识并了解考研英语英语一还是英语二？考研英语自2010年起，分为英语一和英语二。

英语一和英语二在试卷结构、题目类型以及考查侧重点、试题难度等方面均存在一定差异，所以一定要根据考研英语大纲了解对应的题型及相关信息。

同时不同院校、不同专业、不同考试年份在到底考英语一和英语二这个问题上也不太一样。

因此，考研的同学们务必要弄清楚自己到底是考哪一种；此类信息会在目标报考院校的招生简章中会有说明，请务必查询清楚；同时，每年9、10月份时也需要关注目标报考院校的新招生简章，以便及时获得最新信息。

考研英语考什么？从总体上说，考研英语对语言知识方面的要求有：1）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；掌握词汇生成的基本知识，如词源、词根、词缀等。

2）语法。

考生应能熟练地运用基本的语法知识，其中包括：名词、代词的数和格的构成及其用法；动词时态、语态的构成及其用法；形容词与副词的比较级和最高级的构成及其用法；常用连接词的词义及其用法；非谓语动词（不定式、动名词、分词）的构成及其用法；虚拟语气的构成及其用法；各类从句（定语从句、主语从句、表语从句等）及强调句型的结构及其用法；倒装句、插入语的结构及其用法。

综合来看，考研英语对语言技能方面的要求主要有以下两点：1）阅读。

考生应能读懂不同题材和体裁的文字材料。