北京外国语大学考博英语真题词汇与语法复习备考方法
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北京外国语大学考博英语模拟真题及其解析Directions:In the following article, some sentences have been removed. For Questions 1-5, choose the most suitable one from the list A―G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps.A new volcano was being born.Geng duo yuan xiao wan zheng kao bo ying yu zhen ti ji qi jie xi qing lian xi quan guo mian fei zi xun dian hua:si ling ling liu liu ba liu jiu qi ba ,huo jia zi xun qq: qi qi er liu qi ba wu san qi.The volcano in the cornfield grew until it was bigger than the cornfield! 1 People called the volcano the Little Monster because it grew so fast. Scientists came from all over the world to study it and watch it grow. It is not often that people get a chance to watch a volcano from the very beginning.Most of the volcanoes have been here for a very long time. Some have been here so long that now they are cold. They are called dead volcanoes. They have stopped throwing out fire and melted rock and smoke. It is safe to walk on them. Farms are plowed on the quiet slopes, and people have built houses there.Some volcanoes have stopped throwing out hot rock, but they still smoke a little now and then. They are "sleeping" volcanoes. Sometime they may "wake up".2Today volcanoes are not so dangerous for people as they were along time ago. Now we know more about why volcanoes do what they do, and we can usually tell when they are going to do it. 3People used to think dragons under the earth caused volcanoes. They said the smoke that puffed above the ground was the dragon's breath. They said the earthquakes were caused by the dragon's moving around down in the earth. Now we know that this is not true. Another thing we know about volcanoes is that they don't happen just anywhere. 4 Scientists know where these places are, and maps have been made to let everybody know.There are different kinds of volcanoes. Some explode so violently that the rock goes high into the air and falls miles away. A volcano may shoot out ashes so high that they float all the way around the world. They have made the sunsets green and the snow purple. 5One very tall volcano stays fiery red at the top all the time. It is lucky that the volcano is near the ocean. Sailors can use it for a lighthouse.[A]Othervolcanoes are more gentle. The hot lava rises in their cones and overflows, rolling slowly down the mountainside, where it becomes cool and hard.[B]Black smoke puffed out. Hot ashes fell like black snowflakes. Hot rock and fire and lava shot out.[C]Smokepuffed up, and rock started popping up out of a crack that opened in the ground.[D]Avolcano named Vesuvius slept for a thousand years. But it woke up and threw out so much hot melted rock that it buried the buildings of two cities.[E]Beforea sleeping volcano wakes up, it usually makes a noise like faraway thunder, and the ground shakes in small earthquakes. People are warned and have time to get away safely.[F]Avolcano starts from a hole in the ground from which hot rock and smoke and steam come out. Far, far under the ground it is so hot that rock melts. This hot meltedrock, or lava, is sometimes pushed out of the earth through a hole or a crack in the ground. The steam inside the earth pushes the rock out.[G]Thereare certain places under the earth where the rock is broken in a way that lets the steam and hot rock escape to the outside more easily.答案及详解1.B。
北外考博辅导班:2019北外英语学院考博难度解析及经验分享北京外国语大学(以下简称“北外”)是首批双一流学科建设高校。
其前身是1941年成立于延安的抗日军政大学三分校俄文大队,距今已有77年办学历史,是我国办学历史最悠久、规模最大、开设语种最多的外国语大学。
经过几十年的创业与奋斗、几代人的不懈努力,北外目前已发展成为一所多语种、多学科、多层次,以培养高质量、创新型一流外语人才及外语类复合型优秀拔尖人才为目标的国际一流外国语大学。
下面是启道考博辅导班整理的关于北京外国语大学英语学院考博相关内容。
一、院系简介北京外国语大学英语学院是目前全国范围内顶尖的学院。
拥有全国最早的两个英语语言文学博士学位点之一和英语语言文学国家重点学科,是北京市特色学科建设点。
英语学院下设英语系和翻译系,并设有十一个研究中心,以全人教育、跨文化取向、创造性学习和跨学科课程设置为特色和优势。
在半个多世纪的办学历史上,英语学院为国家培养了一大批驻外大使和高级外交官,为国内兄弟院校输送了一大批教学与学术领军人物,为中国改革开放与对外交流做出了突出贡献。
同时,优秀的校友也促进了学院的发展。
英语学院与10多所英语国家知名大学相关院系确立了全方位的合作关系;建立了本科生、研究生短期留学和夏令营机制;并推出了本、硕、博三层次的对外合作办学。
英语学院设立了计算机辅助翻译教室和同声传译教室。
同时配备了先进的计算机辅助翻译软件。
具有多间多媒体教室,每个教室都配备了投影仪。
毗邻图书馆,馆藏资源丰富,有很多的英文原版书籍。
附近交通发达,与民族大学、国家图书馆距离很近。
学院环境优美。
外研社、中国日报、英语世界、传神公司、同文世纪翻译、思必锐翻译公司作为学生的实习基地,为学生与社会之间的联系搭建良好的平台。
学生就业率及就业质量较高。
毕业生在外交、外事、国际经贸、对外文化交流、国际传播、英语教育等领域具有竞争优势和可持续发展的潜力;也可以顺利进入英语专业乃至所有相关人文社科领域进一步深造。
北京外国语大学考研——英语阅读做题技巧表示作者态度的词:(一)常作为正确答案的态度词汇:1、表肯定态度:positive adj.肯定的,实际的,积极的,确实的favorable adj.赞成的,有利的,赞许的,良好的approval n.赞成,承认,正式批准enthusiasm n.狂热,热心,积极性supportive adj.支持的,支援的defensive为……而辩护2、表积极的态度:objective客观的concerned关注的confident adj.自信的,确信的interested adj.感兴趣的,有成见的,有权益的optimistic adj.乐观的positive正面的impressive adj.给人深刻印象的,感人的3、表否定态度:negative adj.否定的,消极的,负的,阴性的disapproval不赞成objection异议opposition反对critical批评的criticism批评批判disgust vi.令人厌恶,令人反感vt.使作呕detestation n.憎恶,厌恶的人,嫌恶indignation愤慨contempt n.轻视,轻蔑,耻辱,不尊敬compromising n.妥协,折衷v.妥协,折衷worried adj.闷闷不乐的,焦虑的4、表怀疑态度:suspicion n.猜疑,怀疑suspicious adj.(~of)可疑的,怀疑的doubt v.怀疑doubtful adj.可疑的,不确的,疑心的question v.怀疑puzzling adj.使迷惑的,使莫明其妙的5、表中立态度:impartial adj.公平的,不偏不倚的neutral adj.中立的impersonal adj.非个人的factual adj.事实的,实际的,根据事实的detached不含个人偏见的(二)不太可能选为正确答案的态度词汇:subjective adj.主观的,个人的indifference n.不关心tolerance n.宽容,容忍,忍受pessimism n.悲观,悲观主义gloomy adj.黑暗的,阴沉的,令人沮丧的,阴郁的optimistic adj.乐观的sensitive有感觉的,敏感[锐]的,易受伤害的scared adj.恐惧的reserved adj.保留的,包租的radical adj.激进的ironic adj.说反话的,讽刺的c onfused adj.困惑的,烦恼的amazed adj.吃惊的,惊奇的concerned adj.关心的,有关的apprehensive adj.担忧,担心mixed喜忧参半biased有偏见的按照常规可以排除的干扰选项1、原句重复出现,一般为干扰项。
北京外国语大学中国外语教育研究中心2008年博士生招生考试试卷(A卷)(刘润清)Directions: Answer any FOUR of the following questions, each bearing 25 points out of 100. Your answers will be evaluated in terms of both theircontent and Ian guage. Please write very clearly.I Define TEN of the followi ng terms and the n tran slate them into Chin ese.I.register 2. dialect 3. li nguistic pote ntial 4. critical period hypothesis5. displaceme nt6. duality of structure7. extrapositi on8. gradual adjective9. deducti on 10. idiolect 11. lateralizatio n 12. retrospect ion13. pho neme 14. right branching direct ion 15. rule-gover ned behavior16. speech syn thesis 17. behaviourism 18. null operator moveme nt19. story grammar 20. traditi onal grammarII.Read carefully the followi ng passage take n from Saussure ' Course in GeneralLinguistics and then discuss its importanee in exploring the nature of Ian guage.Lan guage is a system of sig ns that express ideas, and is therefore comparable to a system of writing, the alphabet of deaf-mutes, symbolic rites, polite formulas, military signals, etc. But it is the most importa nt of all these systems.A scie nce that studies the life of sig ns within society is con ceivable; it would be a part of social psychology and con seque ntly of gen eral psychology; I shall call it semiology. Semiologywould show what con stitutes sig ns, what laws gover n them. Since the scie nce does not yet exist, no one can say what it would be; but it has a right to existence, a place staked out in advance. Linguistics is only a part of the general science of semiology; the laws discovered by semiology will be applicable to linguistics, and the latter will circumscribe a well-defined area within the mass of an thropological facts.To determine the exact place of semiology is the task of the psychologist. The task of the lin guist is to find out what makes Ian guage a special system with in the mass of semiological data. This issue will be taken up again later; here I wish merely to call attention to one thing: if I have succeeded in assigning linguistics a place among the science, it is because I have related it to semiology.III.The following passage is taken from Halliday ' An Introduction to FunctionalGrammar. Read it carefully, expla in what every sentence mea ns and the n comme nt on his theory of Ian guage.The basic oppositi on, in grammars of the sec ond half of the twen tieth cen tury, is not that betwee n 'structuralist' and 'generative' as set out the public debates of the 1960s.There are manyvariables in the way grammars are written, and any clustering of these is bound to distort the picture; but the more fundamental opposition is between those that are primarily syntagmatic in orientation (by and large the formal grammars, with their roots in logic and philosophy) and those that are primarily paradigmatic (by and large the functional ones, with their roots in rhetoric and ethnography) The former interpret a language as a list of structures, among which, as a distinct second step, regular relationships may be established (hence the introduction of transformations); they tend to emphasize universal features of language, to take grammar (which they call syntax) as the foundation of language (hence the grammar is arbitrary), and so to be organized around the sentence. The later interpret a language as a network of relations, with structurescoming in as the realization of these relationships; they tend to emphasize variables among differentlanguages, to take semantics as the foundation (hence the grammar is natural) and so to be organized around the text, or discourse, There are many cross-currents, with insights borrowed from one to the other; but they are ideologically fairly different and it is often difficult to maintain a dialogue.IV.The following passage is take from Peter Barb's Word Play: What Happens When People Talk (1973). Read it carefully and then comment on linguistic relativity.Such a connection between language and thought is rooted in common-sense beliefs, but no one gave much attention to the matter before Wilhelm von Humboldt, the 19th century German philologist and diplomat. He statedthat the structure of a language expresses the inner life of its speakers: "Man lives with the world abut him, principally, indeed exclusively, as language presents it." In this century, the case for a close relationship between language and reality was stated by Edward Sapir: "Human beings d not live in the objective world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular Ianguage which has become the medium for their society. The fact of the matter is that the 'real world' is to a large extent built up on the language habits of the group. No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached."About 1932 one of Sapir's students at Yale, Benjamin Lee Whorf, drew on Sapir's ideas and began an intensive study of the language of the Hopi Indians of Arizona. Whorf's brilliant analysis of Hopi places common-sense beliefs about language and thought on a scientific basis -- and it also seemed to support the view that man is a prisoner of his language. Whorf concluded that language "is not merely a reproducing instrument for voicing ideas but rather is itself the shaper of ideas. … we dissect nature along lines laid down by ourartive Ianguages."V.Please give the main content of Grice's Cooperative Principle with its four maxims explained and then discuss conversational implicatures of Group A (in which no maxim is violated), Group B (in which a maxim is violated), and Group C (in which a maxim is flouted by means ofa figure of speech).VI.The following is a passage by Chomsky. Read it carefully and then discuss th e difference between Chomsky's theory of linguistics and other approaches in linguistics.Generative grammar arose in the context of what is often called “the cognitive revolutionthe 1950s, and was an important factor in its development. Whether or not the term“ revol uappropriate, there was an important change of perspective: from the study of behavior and its products (such as texts), to the inner mechanisms that enter into thought and action. The cognitive perspective regards behavior and its products not as the object of inquiry, but as data that may provide evidence about the inner mechanisms of mind and the ways these mechanisms operate in executing actions and interpreting experience. The properties and patterns that were the focus of attention in structural linguistics find their place, but as phenomena to be explained along with innumerable others, in terms of the inner mechanisms that generate expressions. The approach is“ mentalistic, ” but in what should be an uncontroversial sense. It is concerned with “m of the world, ”which stand alongside its mechanical, chemical, optical, and other aspects. It undertakes to study a real object in the natural world —the brain, its states, and its functions —and thus to move the study of the mind toward eventual integration with the biological science.(Chomsky, N. 2000. New Horizons in the Study of Language and Mind)VII.The following is taken from Bloomfield's Language about the famous story of Jack and Jill which is often quoted to illustrate Bloomfield's behaviorism inlinguistics. Read it carefully and discuss how Bloomfield explains the process of stimulus and response and point out where he is wrong.Suppose that Jack and Jill are walking down a lane. Jill is hungry. She sees an apple in a tree. She makes a noise with her larynx, tongue and lips. Jack vaults the fence, climbs the tree, take the apple, brings it to Jill, and places it in her hand. Jill eats the apple.This succession of events could be studies in many ways, but we, who are studying language, will naturally distinguish between the act of speech and the other occurrences, which we shall call practical events . Viewed in this way, the incident consists of three parts in order of time:A.Practical events preceding the act of speech.B.Speech.C.Practical events following the act of speech.We shall examine first the practical events: A and C. The events in A concern mainly the speaker, Jill. She was hungry; that is, some of her muscles were contracting, and some fluids were being secreted, especially in her stomach. Perhaps she was also thirsty; her tongue and throat were dry. The light-waves reflected from the red apple struck her eyes. She saw Jack by her side. Her past dealings with Jack should now enter into the picture; ket us suppose that they consisted in some ordinary relation, like that of brother and sister or that of husband and wife. All these events, which precede Jill's speech and concern her, we call the speaker's stimulus.We now turn to C, the practical events which came after Jill's speech. These concern mainly the hearer, Jack, and consist of his fetching the apple and giving it to Jill. The practical events which follow the speech and concern the hearer, we call the hearer's response. The events which follow the speech concern also Jill, and this in very important way: she gets the apple into hergrasp and eats it.。
中国考博辅导首选学校考博复习时间紧迫如何搞定英语语法?目前对于考博英语,考生最大的症结有如下几点:1.对于母语——汉语,根深蒂固倔强的依赖。
阅读英语的过程完全是英译汉的过程,而不是英语思维阅读的过程。
2.考生没有完整的语法体系。
3.没有对真题进行好好的研究。
4.句子结构不明确。
然而,考博复习时间紧张,除了需要备战英语,还需要备战政治、专业课,哪有时间详尽学习?那该怎么办呢?着急是没有用的,有问题就会有解决问题的方法。
育明考博英语辅导名师为你支招:归纳语法核心,减轻记忆负担;梳理英语句子形式和种类,以不变应万变;对应知识点与考点,演练真题。
具体来说:一、归纳语法核心,减轻记忆负担语法,概括起来说,是对一种语言哲学上的理论归纳。
一直以来,我国的语法教学枯燥陈旧,让学生一直带着嫌恶之心来学习,这样导致学生一直没有建立起完整的语法体系。
语法知识点纷繁复杂,大部分图书的讲解缺乏重点是关键。
那我们就应该选择一本讲解考博英语核心语法的图书进行学习,直奔考博英语语法重点。
二、梳理英语句子形式和种类,以不变应万变英语是“法制语言”,句子成分和用词之间有着严谨的逻辑关系。
因此,经常会出现由多个成分,很多词和词组以及搭配构成的长难句,让考生目不暇接,不知如何入手和解构。
这就需要我们对句法所有考点进行精心细致的归纳和总结,梳理所用句子形式和种类:5大简单句,4大并列句,3大复合句,两大特殊句式和两大悬挂结构。
三、对应知识点与考点,演练真题真题是考博英语必须研究的内容。
因为真题是“历史”的东西,是已经发生过的,具有现实指导意义。
考生能从历年真题中看到考试重点及规律。
结合真题学习可以使考生有的放矢,不走冤枉路。
因此,我们需要研究真题,归纳总结考点,对应语法知识点,了解语法是如何运用到真题中的,并能结合真题学习语法,练习语法,运用语法。
若所有的工作靠我们自己挤时间来整理的话,会是一件既费时又费力的工作,为我们繁重的考博复习增加负担,而且效果不一定好。
北京语言大学考博英语真题常见语法及其解析(一数词与表示时间、金钱、度量衡、温度等名词这类名词作主语表示一定量或总量时,谓语动词用单数形式。
例句:Two years seems a long time for a patient who has to lie in bed,and do nothing.分析:该句是复合句,who has to lie in bed,and do nothing 是修饰a patient的定语从句。
译文:对于一个不得不躺在床上并且无事可做的病人来说,两年时间的确很漫长。
例句:Sixty kilograms is a heavy weight for her,so she will try her best to make regular exercises for losing the weight.分析:该句是并列句。
需要各大院校历年考博英语真题及其解析请加扣扣七七二六七八五三七或二八九零零六四三五一,也可以拨打全国免费咨询电话四零零六六八六九七八享受考博辅导体验。
译文:60公斤对她来说的确是太重了,于是她将尽最大努力通过日常锻炼来减肥。
(二分数或百分比+of+单数名词+单数动词复数名词+复数动词例句:By the third generation,one third of Hispanic women are married to non Hispanics,and41percent of Asian American women are married to non Asians.(选自2006年Text1分析:该句是由and连接的并列句。
译文:到了第三代,讲西班牙语的移民中,有1/3的妇女嫁给了不讲西班牙语的美国人。
41%的亚洲移民妇女嫁给了不是来自亚洲的美国人。
例句:But the human mind can glimpse a rapidly changing scene and immediately disregard the98percent that is irrelevant, instantaneously focusing on the monkey at the side of a winding forest road or the single suspicious face in a big crowd.(选自2002年Text2分析:该句是复合句,主干部分是the human mind can glimpse...and disregardthe98percent,分词短语focusing on在句中作伴随状语。
北京外国语大学考博英语应该怎样复习如果你想在背单词方面比别人成功,就一定要走捷径。
不要期盼自己比别人幸运,也不要指望自己比别人更聪明或者更勤奋。
从智力上说,从机遇上说,自己和别人都是差不了多少的,想超过和自己差不多的人,就一定要走捷径!背单词也如逆水行舟,大家在掌握一定的方法后,也要付诸实践,才能将单词彻底攻克。
需要各大院校历年考博英语真题及其解析请加扣扣七七二六七八五三七或二八九零零六四三五一,也可以拨打全国免费咨询电话四零零六六八六九七八享受考博辅导体验。
一、每次都大量地背自己不比别人聪明,所以背完单词,别人忘掉五分之一,自己决不会比别人忘得少。
然而,别人每天背十个单词,自己却可以背一百个,忘掉五分之一,还剩八十个,是别人最聪明状态下的十倍。
每天一百个是最低限。
其实背到后来你会发现这个要求并不高,一个月后,你可能自然而然地就背到三百或者五百。
这一百个要分成四组来背,上午三十,中午十个,下午三十,晚上三十。
第二天早晨复习以前没背下来的词。
提醒考生,大家要一边看一边读每个词的读音,默读也成。
看完后回忆一遍,回忆不起来的再看。
这次背的目的在于留下个大概印象,下次看见能知道这个词,所以背到大部分都能回忆得起来就成了,把剩下的词单独抄出来。
二、和单词多见面一个单词能不能记住,取决于和它在不同场合见面的频率,不在于每次看着它的时间长短。
一般想记住一个单词,每星期要和它在不同场合见三到四次面。
是否“一见钟情”都是无所谓的,关键在于有更多不同类型的见面机会。
不过,根据要背的单词的等级不同,增加见面机会的方式也有所不同。
另外,大家在背单词时,还要把握住最基础的部分,也就是所谓的词根,就是分割到最小无法再分割,互相之间也没什么类似之处的东西。
提醒考生,对付这些词根的最好方法,就是进行大量的,不间断的,简单的初级听力练习。
因为阅读材料中,还有百分之二十其他词汇,所以光凭这个等级的词还看不懂那些阅读材料。
但是听力练习都是最基本的对话,而且发音一般很标准,多听能够增加单词的重复率,而且可以为以后背八千到一万那个等级的词打下语音基础。
北京大学考博英语必备词汇知识点历年考博英语知识的运用的考查点都离不开词汇、语法和结构的运用,对于考博英语词汇后缀词也是要求同学们着重记忆的,下面育明考博张老师整理汇总了各种情况下常用的词汇后缀词,希望方便同学们更好的复习。
需要各大院校历年考博英语真题及其解析请加扣扣七七二六七八五三七或二八九零零六四三五一,也可以拨打全国免费咨询电话四零零六六八六九七八享受考博辅导体验。
一.具有抽象名词的含义1)-acy,表示性质,状态,境遇accuracy,diplomacy2)-age,表示状态,行为,身份及其结果,总称courage,storage,marriage3)-al,表示事物的动作,过程refusal,arrival,survival,denial,approvalb)表示具体的事物manual,signal,editorial,journal4)-ance,-ence表示性质,状况,行为,过程,总量,程度endurance,importance,diligence,difference,obedience5)-ancy,-ency,表示性质,状态,行为,过程frequency,urgency,efficiency,6)-bility,表示动作,性质,状态possibility,feasibility,7)-craft,表示工艺,技巧woodcraft,handicraft,statecraft(治国策)8)-cracy,表示统治,支配bureaucracy,democracy9)-cy,表示性质,状态,职位,级别bankruptcy(破产),supremacy10)-dom,表示等级,领域,状态freedom,kingdom,wisdom11)-ery,-ry,表示行为,状态,习性bravery,bribery,rivalry2.具有某种职业或动作的人1)-an,-ian,表示……地方的人,精通……的人American,historian2)-al,表示具有……职务的人principal3)-ant,-ent,表示……者merchant,agent,servant,student4)-ar,表示……的人scholar,liar,peddler5)-ard,-art,表示做……的人coward,laggard(落伍者),braggart(夸张者) 6)-arian,表示……派别的人,……主义的人humanitarian,vegetarian7)-ary,表示从事……的人secretary,missionary8)-ant,表示具有……职责的人candidate,graduate9)-ator,表示做……的人educator,speculator(投机者)10)-crat,表示某种政体,主义的支持者democrat,bureaucrat11)-ee,表示动作承受者employee,examinee12)-eer,表示从事于……人engineer,volunteer13)-er,表示从事某种职业的人,某地区,地方的人banker,observer,Londoner,villager14)-ese,表示……国人,………地方的人Japanese,Cantonese15)-ess,表示阴性人称名词actress,hostess,manageress16)-eur,表示……家amateur,litterateur17)-ian,表示……地方人,信仰……教的人,从事……职业的人Christian,physician(内科医生),musician18)-ician,表示精通者,……家electrician,magician,technician19)-icist,表示……家,……者,……能手physicist,phoneticist,technicist20)-ic,表示……者,……师mechanic,critic21)-ie,表示爱,指小dearie,auntie,lassie(小姑娘)22)-ier,表示从事……职业cavalier,clothier,brazier(黄铜匠)23)-ine,ina,表示阴性人称heroine,ballerina24)-ist,表示从事……研究者,信仰……主义者pianist,communist,dentist,artist,chemist 25)-ive,表示动作者,行为者native,captive26)-logist,表示……学家,研究者biologist,geologist(地质学家)27)-or,表示……者author,doctor,operator,28)-ster,表示做……事情的人youngster,gamester(赌徒),songster29)-yer,表示从事……职业者lawyer12)-ety,表示性质,状态variety,dubiety(怀疑)13)-faction,-facture,表示作成,……化,作用satisfaction,manufacture14)-hood,表示资格,身份,年纪,状态childhood,manhood,falsehood15)-ice,表示行为,性质,状态notice,justice,service16)-ine,表示带有抽象概念medicine,discipline,famine17)-ing,表示动作的过程,结果building,writing,learning18)-ion,-sion,-tion,-ation,-ition,表示行为的过程,结果,状况action,solution,conclusion,destruction,expression, correction19)-ise,表示性质,状态exercise,merchandise(商业)20)-ism,表示制度,主义,学说,信仰,行为socialism,criticism,colloquialism,heroism21)-ity,表示性质,状态,程度purity,reality,ability,calamity22)-ment,表示行为,状态,过程,手段及其结果treatment,movement,judgment,punishment,argument23)-mony,表示动作的结果,状态ceremony,testimony24)-ness,表示性质,状态,程度goodness,kindness,tiredness,friendliness25)-or,-our,表示动作,性质,状态favor,error26)-osity,表示动作,状态curiosity27)-ship,表示情况,性质,技巧,技能及身份,职业hardship,membership,friendship28)-th,表示动作,性质,过程,状态depth,wealth,truth,length,growth29)-tude,表示性质,状态,程度latitude,altitude(海拔)30)-ure,表示行为,结果exposure,pressure,failure,procedure(手续) 31)-y,表示行为的结果,状态,性质glory,history,victory,inquiry3.带有场所、地方的含义1)-age,表示住所,地点village,cottage2)-ary,表示住所,场地library,granary(谷仓)3)-ery,ry,表示工作场所,饲养所,地点laundry,nursery,surgery(手术室)4)-ory,表示工作场所,住处factory,dormitory,laboratory,observatory4.带有学术,科技含义1)-grapy,表示……学,写法biography,calligraphy,geography2)-ic,ics,表示……学……法logic,mechanics,optics,electronics3)-ology,表示……学……论biology,zoology,technology(工艺学)4)-nomy,表示……学……术astronomy,economy,bionomy(生态学)5)-ery,表示学科,技术chemistry,cookery,machinery6)-y,表示……学,术,法photography,philosophy5.表示人和事物的总和,集合含义1)-age,baggage,tonnage2)-dom,newspaperdom(新闻界)3)-hood,neighbourhood,womanhood4)-ery,cavalry,ministry(内阁)5)-ure,legislature,judicature6.表示物品和物质名称的含义1)-ant,ent,solvent,constant2)-al,signal,pictorial(画报)3)ar,collar,pillar(石柱)4)-er,boiler,computer,washer,cooker5)-ery,drapery(绸缎)6)-ing,clothing,matting,7)-ment,instrument,equipment,attachment7.表示细小的含义1)-cle,particle,2)-cule,molecule(分子)3)-el,parcel4)-en,chicken,maiden5)-et,pocket,ticket6)-etta,-ette,etto,cigarette,essayette(短文)7)-kin,napkin8)-ling,duckling,9)-let,booklet10)-y,baby,doggy二、形容词后缀1.带有属性,倾向,相关的含义1)-able,-ible,movable,comfortable,applicable,visible, responsible2)-al,natural,additional,educational3)-an,ane,urban,suburban,republican4)-ant,-ent,distant,important,excellent5)-ar,similar,popular,regular6)-ary,military,voluntary7)-ice,-atie,ical,politic,systematic,historic,physical,8)-ine,masculine,feminine,marine9)-ing,moving,touching,daring10)-ish,foolish,bookish,selfish11)-ive,active,impressive,decisive12)-ory,satisfactory,compulsory13)-il,-ile,-eel,fragile,genteel(文雅的)2.表示相象,类似的含义1)-ish,boyish,childish2)-esque,picturesque3)-like,manlike,childlike4)-ly,manly,fatherly,scholarly,motherly5)-some,troublesome,handsome6)-y,milky,pasty3.表示充分的含义1)-ful,beautiful,wonderful,helpful,truthful2)-ous,dangerous,generous,courageous,various3)-ent,violent,4.表示由某种物质形成,制成或生产的含义1)-en,wooden,golden,woolen2)-ous,gaseous3)-fic,scientific5.表示方向的含义1)-ern,eastern,western2)-ward,downward,forward6.表示倍数的含义1)-ble,double,treble2)ple,triple3)-fold,twofold,tenfold7.表示数量关系的含义1)-teen,thirteen2)-ty,fifty3)-th,fourth,fiftieth8.表示国籍,语种,宗教的含义1)-an,Roman,European2)-ese,Chinese,3)-ish,English,Spanish9.表示比较程度的含义1)-er,greater2)-ish,reddish,yellowish3)-est,highest4)-most,foremost,topmost10.其他的含义-less,表示否定countless,stainless,wireless三、动词后缀1.-ize,ise,表示做成,变成,……化modernize,mechanize,democratize,organize2.-en,表示使成为,引起,使有quicken,weaken,soften,harden3.-fy,表示使……化,使成beautify,purify,intensify,signify,simplify中国考博辅导首选学校4.-ish,表示使,令finish,abolish,diminish,establish5.-ate,表示成为……,处理,作用separate,operate,indicate四、副词后缀1.-ly,possibly,swiftly,simply2.-ward,-wards,downward,inwards,upward3.-ways,always,sideways4.-wise,otherwise,clockwise本文由“育明考博”整理编辑。
北京外国语大学考研——英语单词记忆技巧由于中国人学英语时都在背单词的汉语意思, 因此大家反而觉不出“背汉字” 有什么奇怪的了。
其实仔细想一想, 这个行为真的很奇怪, 奇怪的根源不在于行为本身, 而在于中国人普遍不会直接识别英语单词的意思, 因而只好靠汉语符号来机械地帮助记忆英语单词的意思, 这样去学英语不仅多此一举, 而且必然会陷入苦海无边的符号记忆灾难中。
请大家想一想,英语是谁发明的 ? 英国人呗 ! 英国人认不认识汉语 ? 不认识 ! 那么英国人在学英语单词的时候需不需要记住单词的汉语意思 ? 不需要,英国人的英语课本里根本就没有汉字,何谈记住单词的汉语意思 ? 那么既然英国人学英语不需要记住 (甚至根本就见不到单词的汉语意思,那么中国人学英语为什么要去记住单词的汉语意思呢 ? 这种做法大家不觉得奇怪吗 ?其实英语单词和汉字一样,存在着很多的“偏旁部首” ,知道了偏旁部首你就可以根据它们直接来猜测单词的意思, 虽不说百分之百猜准, 但起码可以猜测个大概, 至少在别人告诉过你单词的意思后你可以恍然大悟地领会它, 这样就可以大大增强你对英语单词“见字识意”的能力,做到真正认识一个单词,而把它的汉语意思仅做为一般参考。
举几个例子来说吧:比如单词 r epresentative , 请别急着告诉我你认识这个单词, 其实你不见得“认识” 这个单词, 你仅是凭着你的记忆力记住了这串英语字母和两个汉字符号“代表”之间的对应关系,这样去学英语你会多费劲 ? 下面我来告诉你这个单词为什么是“代表”的意思。
re 在英语里是一个偏旁部首,它是“回来”的意思 ;pre 也是一个偏旁部首,是“向前”的意思 ;sent 也是一个偏旁部首,是“发出去、派出去”的意思 ;a 仅是偏旁部首之间的一个“连接件” ,没了它两个辅音字母 t 就要连在一起了,发音会分不开,会费劲,因此用一个元音字母 a 隔开一下 ;tive 也是一个偏旁部首,是“人”的意思。
北京大学外国语学院法语语言文学考博参考书;考博经验;笔记讲义资料分享;(一)北大博士招生信息:北大招收攻读博士学位研究生采用直接攻读博士学位、硕博连读、“申请-考核制”三种招生方式,择优录取。
但是在2017年有一些变动注意信息:1、培养方式:2017年,北京大学所有院系均采用“申请-考核制”招收博士研究生。
“申请-考核制”分初审和复试两阶段进行,由学院(系、所、中心)博士研究生招生工作小组负责组织;以同等学力身份报考的人员还须加试(笔试)思想政治理论(人文、社科类加试科目为哲学,理工科类加试科目为自然辩证法)和两门本专业硕士学位主干课程。
2、学习方式:学术型博士研究生:全日制(教育学院“教育经济与管理专业”下“高级教育行政管理方向”是非全日制);专业学位博士研究生:非全日制;3、学习年限:(硕士学位考博:)已获得硕士学位的博士研究生,基本学习年限为4年;(同等学力考博:)获得学士学位申请直接攻读博士学位研究生,基本学习年限为5年;(硕博连读考博:)硕博连读研究生,硕士、博士两个学习阶段基本年限不低于5年。
4、报名时间:报名时间从2016年10月中旬开始,届时详见博士研究生报名公告(网址:/zsxx/bszs/bobmxx/)。
5、报名提交材料:(1)北京大学2017年攻读博士学位研究生报考登记表;(2)最高学历、学位证书复印件(应届硕士毕业生报名时须提交所在培养单位研究生院或研究生部的证明信,录取后须补交学历和学位证书,审核通过后方可报到注册;只有学位证书而无毕业证书者,报名时须提交硕士或博士学位证书复印件;持国(境)外学位证书者,报名时须提交由教育部留学服务中心出具的认证报告)。
(3)身份证复印件;(4)硕士学位论文(应届硕士毕业生可提供论文摘要和论文目录等);(5)毕业院校的正式成绩单原件;(6)个人陈述(含对报考学科专业的认识、拟定研究计划,3000字左右)(7)两封所报考学科专业领域内的副教授(含)以上或具有相当专业技术职称专家的推荐信;(8)三年内的外语考试成绩证明复印件,复试时携带原件进行确认(具体要求见各院系招生说明)。
2015北京语言大学考博英语真题首轮复习注意事项大家都知道真题是最重要的参考资料,需要认真、反复的练习和总结。
育明考博辅导老师认为,2014年的考生在基础未打好之前最好不要去做真题。
冒然去做的话,若基础不好,会影响考生以后复习的信心。
但是,这也要因人而异,有些人喜欢在复习之前了解一下自己的英语究竟处于何种水平。
这时候,可以用真题来进行一下模拟。
在以后的复习过程中,真题还是要大量的使用。
但一定记住要给临考前的模拟考试留出两套真题。
因为在最后的复习过程中要进行大量的模拟训练。
而市面上那些模考题的质量都很难达到真题的水平。
选择正确的辅导班时下琳琅满目的考博辅导班和考博资料着实让人眼花缭乱,面对诸如“全国规模最大”、“师资最强”、“命中分数最高”、“英语大小作文全部命中”的辅导班广告宣传时,考生更是无从下手。
对于考生来说,如何选择有用的,适合自己的辅导班和复习资料,变成了现在的难题。
育明考博辅导老师认为,大家在选择时不能单纯地相信广告,也不要轻易采纳别人的意见,要有自己的判断力,在综合分析之后做出自己的选择。
反复熟悉结构和句式大家在在平时的做题训练中要注意熟悉考博语法和积累一些固定的句式,英语与汉语属于不同语系,其语法结构和汉语也是千差万别。
掌握语法知识、了解不同的语法结构所表达的不同意义,对正确领会文章的内容十分重要。
掌握语法结构,加快对句子或篇章的理解还有助于猜测生词词义,提高阅读速度。
掌握一定的阅读技巧阅读的过程不仅仅是捕捉信息,而且还包括分析事实、原因、各个细节及其与作者意图之间的关系。
按照篇章内容和有关系那所做出准确的判断和推理,以便了解作者的态度和观点,挖掘文章的主旨,最终得出正确的结论。
育明考博辅导专家提醒考生,技巧是应试成功的一个重要方面,缺乏技巧的指导,考生可能无法在限定的时间内完成定量的篇章阅读,自然也无法正确解答所有的阅读理解题目。
育明考博教研部主编的《考博英语真题解析》和《考博词汇》是考博人必备的两本书。
北京外国语大学考博英语真题摘录Section I Use of EnglishDirections:Read the following text.Choose the best word(s)for each numberedblank and mark A,B,C or D on ANSWER SHEET 1.(10points)Research on animal intelligence always makes me wonder just howsmart humans are.1the fruit-fly experiments described in CarlZimmer’s piece in the Science Times on Tuesday.Fruit flies who weretaught to be smarter than the average fruit fly2to live shorter lives.This suggests that3bulbs burn longer,that there is an4in not beingtoo terrifically bright.Intelligence,it5out,is a high-priced option.It takes moreupkeep,burns more fuel and is slow6the starting line because itdepends on learning—a gradual7—instead of instinct.Plenty ofother species are able to learn,and one of the things they’veapparently learned is when to8.(PS:The way to contact yumingkaobo TEL:si ling ling-liu liu ba-liu jiu qi ba QQ:772678537) Is there an adaptive value to9intelligence?That’s the questionbehind this new research.I like it.Instead of casting a wistfulglance10at all the species we’ve left in the dust I.Q.-wise,itimplicitly asks what the real11of our own intelligence might be.This is12the mind of every animal I’ve ever met.Research on animal intelligence also makes me wonder whatexperiments animals would13on humans if they had the chance.Everycat with an owner,14,is running a small-scale study in operantconditioning.we believe that15animals ran the labs,they would test us to16the limits of our patience,our faithfulness,our memory for terrain.They would try to decide what intelligence in humans is really17,not merely how much of it there is.18,they would hope to study a19question:Are humans actually aware of the world they live in?20the results are inconclusive.1.[A]Suppose[B]Consider[C]Observe[D]Imagine2.[A]tended[B]feared[C]happened[D]threatened3.[A]thinner[B]stabler[C]lighter[D]dimmer4.[A]tendency[B]advantage[C]inclination[D]priority5.[A]insists on[B]sums up[C]turns out[D]puts forward6.[A]off[B]behind[C]over[D]along7.[A]incredible[B]spontaneous[C]inevitable[D]gradual8.[A]fight[B]doubt[C]stop[D]think9.[A]invisible[B]limited[C]indefinite[D]different10.[A]upward[B]forward[C]afterward[D]backward11.[A]features[B]influences[C]results[D]costs12.[A]outside[B]on[C]by[D]across13.[A]deliver[B]carry[C]perform[D]apply14.[A]by chance[B]in contrast[C]as usual[D]for instance15.[A]if[B]unless[C]as[D]lest16.[A]moderate[B]overcome[C]determine[D]reach17.[A]at[B]for[C]after[D]with18.[A]Above all[B]After all[C]However[D]Otherwise19.[A]fundamental[B]comprehensive[C]equivalent[D]hostile20.[A]By accident[B]In time[C]So far[D]Better stillSection 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 SHEET1. (40points)Text1Habits are a funny thing.We reach for them mindlessly,setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine.“Not choice,but habit rules the unreflecting herd,”William Wordsworth said in the19th century.In theever-changing21st century,even the word“habit”carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation.But brain researchers have discovered that when we consciously develop new habits,we create parallel synaptic paths,and even entirely new brain cells,that can jump our trains of thought onto new,innovative tracks.But don’t bother trying to kill off old habits;once those ruts of procedure are worn into the brain,they’re there to stay.Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,”says Dawna Markova,author of“The Open Mind”and an executive change consultant for Professional Thinking Partners.“But we are taught instead to‘decide,’just as our president calls himself‘the Decider.’”She adds,however,that“to decide is to kill off all possibilities but one.A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says.Researchers in the late1960covered that humans are born with the capacity to approach challenges in four primary ways: analytically,procedurally,relationally(or collaboratively)and innovatively.At puberty,however,the brain shuts down half of that capacity,preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure,meaning that few of us inherently use our innovative and collaborative modes of thought.“This breaks the major rule in the American belief system—that anyone can do anything,”explains M.J.Ryan,author of the2006book“This Year I Will...”and Ms. Markova’s business partner.“That’s a lie that we have perpetuated, and it fosters commonness.Knowing what you’re good at and doing even more of it creates excellence.”This is where developing new habits comes in.21.The view of Wordsworth habit is claimed by being.[A]casual[B]familiar[C]mechanical[D]changeable.22.The researchers have discovered that the formation of habit can be.[A]predicted[B]regulated[C]traced[D]guided23.”ruts”(in line one,paragraph3)has closest meaning to.[A]tracks[B]series[C]characteristics[D]connections24.Ms.Markova’s comments suggest that the practice of standardized testing?[A]prevents new habits from being formed[B]no longer emphasizes commonness[C]maintains the inherent American thinking model[D]complies with the American belief system25.Ryan most probably agree that.[A]ideas are born of a relaxing mind[B]innovativeness could be taught[C]decisiveness derives from fantastic ideas[D]curiosity activates creative mindsText2It is a wise father that knows his own child,but today a man can boost his paternal(fatherly)wisdom–or at least confirm that he’s the kid’s dad.All he needs to do is shell our$30for paternity testing kit(PTK)at his local drugstore–and another$120to get the results.More than60,000people have purchased the PTKs since they firstbecome available without prescriptions last years,according to Doug Fog,chief operating officer of Identigene,which makes theover-the-counter kits.More than two dozen companies sell DNA tests Directly to the public,ranging in price from a few hundred dollars to more than$2500.Among the most popular:paternity and kinship testing,which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family’s geographic roots.Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing.All tests require a potential candidate with whom to compare DNA.But some observers are skeptical,“There is a kind of false precision being hawked by people claiming they are doing ancestry testing,”says Trey Duster,a New York University sociologist.He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back.Yet most ancestry testing only considers a single lineage,either the Y chromosome inherited through men in a father’s line or mitochondrial DNA,which a passed down only from mothers.This DNA can reveal genetic information about only one or two ancestors,even though,for example,just three generations back people also have six other great-grandparents or,four generations back,14other great-great-grandparents.Critics also argue that commercial genetic testing is only as goodas the reference collections to which a sample is compared.Databases used by some companies don’t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results.In addition,the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs1and2,the text shows PTK’s_________.[A]easy availability[B]flexibility in pricing[C]successful promotion[D]popularity with households27.PTK is used to________.[A]locate one’s birth place[B]promote genetic research[C]identify parent-child kinship[D]choose children for adoption28.Skeptical observers believe that ancestry testing failsto________.[A]trace distant ancestors[B]rebuild reliable bloodlines[C]fully use genetic information[D]achieve the claimed accuracy29.In the last paragraph,a problem commercial genetic testingfaces is________.[A]disorganized data collection[B]overlapping database building30.An appropriate title for the text is most likely tobe________.[A]Fors and Againsts of DNA testing[B]DNA testing and It’s problems[C]DNA testing outside the lab[D]lies behind DNA testingText3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and,as a result, radically higher standards of living.Ironically,the first evidence for this idea appeared in theUnited States.Not long ago,with the country entering a recessing and Japan at its pre-bubble peak,the U.S.workforce was derided as poorly educated and one of primary cause of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about95percent of the productivity of their Japanese counterparts a result of the training that U.S.workers received on the job.More recently,while examing housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it.After all,that’s how education got started.When our ancestors were hunters and gatherers10,000years ago,they didn’t have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity’s productivity potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,conditionfor the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future.On the contrary,constraints on improving productivity explain why education isn’t developing more quickly there than it is.31.The author holds in paragraph1that the important of education in poor countries_________.[A]is subject groundless doubts[B]has fallen victim of bias[C]is conventional downgraded[D]has been overestimated32.It is stated in paragraph1that construction of a new education system________.[A]challenges economists and politicians[B]takes efforts of generations[C]demands priority from the government[D]requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that________.[A]the Japanese workforce is better disciplined[B]the Japanese workforce is more productive中国考博辅导首选学校[C]the U.S workforce has a better education[D]]the U.S workforce is more organize本文由“育明考博”整理编辑。
北京外国语大学英语国家研究考博参考书目导师笔记重点一、专业的设置、导师及招生计划学科、专业名称研究方向研究领域指导教师招生人数050201英语语言文学英语国家研究(001英语学院)美国研究孙有中1-2跨文化传播研究欧洲研究王展鹏1-2美国政治研究谢韬1-2美国研究李莉文1-2国际经济彭龙1-2美国政治与外交李永辉1-2国际关系李英桃1-2二、初试考试内容学科、专业名称研究方向研究领域初试考试科目外国语专业科目一专业科目二050201英语语言文学英语国家研究(001英语学院)美国研究二外(俄语、法语、德语、日语、西班牙语任选一种)美国通史美国思想史跨文化传播研究中西思想文化史跨文化传播研究理论欧洲研究政治学理论(含英国政治)欧洲一体化的理论与实践美国政治研究美国总统研究美国国会研究美国研究美国通史美国政治经济国际经济英语货币金融学国际经济美国政治与外交国际关系史美国政治与外交国际关系近现代国际关系史当代国际关系理论与实践三、部分科目参考书目研究方向参考书目美国研究方向(英语学院孙有中教授)1、David M.Kennedy et al.The American Pageant:A History of the Republic.Houghton Mifflin College Div,2005.2、Arthur M.Schlesinger,Jr.and Morton White.Paths of AmericanThought.HoughtonMifflin,1963.3、Merle Eugene Curti.The Growth of American Thought.Transaction Publishers,1982.4、Stow Persons.American Minds:History of Ideas.Krieger Pub Co.,1975.5、Gloria K.Fiero.The Humanistic Tradition.(孙有中等导读)外研社,2014年版。
北京语言大学2015考博英语:考博真题巧结合提升复习效果天气转凉,考博的复习也已经到了强化阶段,在这一时期如何高效的提高英语成绩呢?很多考生在经过了暑期强化复习已经对英语真题进行了初步的学习与复习,要知道,对待不同的题型要有不同的策略,考博真题是最能够反映出题思路和出题特点的资料,吃透真题再去做模拟题,这才是英语复习的正轨。
建议考生们在复习真的过程中,要安排好复习计划并严格按照计划进行复习强化,具体来说,是要结合词汇的多次记忆这样才能达到多方面提升的复习效果。
联系我们扣扣:四九三三七一六二六。
电话:四零零六六八六九七八一、利用考博真题巧背单词如果你在做历年真题的过程中把遇到的大纲上有的单词都在大纲上划下来,划到最后你会发现,仅仅所有的阅读就包括了大纲上所有的单词。
因此,如果能把这些真题阅读文章像学习课文一样认真的分析和熟读,把其中的生词尤其是大纲词汇完全掌握,那么大纲上的单词也就基本上全部解决了。
提醒考生,通过阅读真题背单词的记忆过程,是一个伴随语境的过程,记忆会更容易,更不易遗忘。
大家在阅读的过程中,不要碰到生词就查字典,而是要结合语境去思考,通过自己的推理而识得的新单词,会经久不忘的。
当然,不管以何种方式记忆的单词,都要时不时的回头复习,反复记忆。
其实,很多单词在真题中的出现频率是很高的,这就是考博中的高频词汇,是最重要的,而认真做真题,反复见到这些高频词,恰恰是掌握这些最重要的核心词汇的最有效的方法,这样子掌握到的高频单词是真正的考博高频词,比市场上的任何一本考博高频单词书都权威、都有效。
二、利用考博真题提高阅读能力考博英语的阅读所占的比重最大,除了40分值的传统阅读理解题型,分值为10分的新题型也不简单。
而且,从某种程度上说,翻译与完形填空的解答与阅读能力的高低也有着直接的联系。
因此,提高阅读能力,是考博英语备考的重中之重。
很多考生认为提高阅读能力的最有效的方法是题海战术,这不无道理,但是,一味的盲目做题并不一定会取得好的效果,反而有可能只是徒然浪费时间。
北京大学考博英语真题实用复习方法语法是英语学习的基础,在英语的学习道路上语法知识的薄弱会影响你英语综合能力的提高。
所以复习考博的学生应该要重视语法知识。
对于英语基础比较差,英语语法基础本来就不好的同学,希望大家不要被眼前的困难吓倒。
在这里育明考博李老师为大家总结一定的方法和技巧,希望对大家的备考有所帮助。
需要各大院校历年考博英语真题及其解析请加扣扣七七二六七八五三七或二八九零零六四三五一,也可以拨打全国免费咨询电话四零零六六八六九七八享受考博辅导体验。
1.有一本正规的语法书对于那些语法基础知识较差的考生,一本正规的语法书就像一本词典,随时可以帮助大家重拾记忆。
考生可以根据语法书中系统复习一遍,找找当时学习英语的感觉。
2.重点掌握句法句法对阅读及翻译写作都十分重要,因此必须重点复习。
3.抓住重点重点练习对于历年真题中常考的从句等,考生要重点强化一下,毕竟这些内容相对来说比较难,需要花费的时间比较多。
重点内容是什么呢?万学海文给大家总结的语法知识点如下:并列句的同等关系、并列句的选择关系、并列句的转折关系、并列句的因果关系、并列句的对比关系;复合句的主语从句、复合句的宾语从句、复合句的表语从句、复合句的同位语从句、复合句的定语从句、复合句的状语从句;非谓语动词;谓语动词的时态;谓语动词的语态(包括其翻译的方法);倒装结构句;比较结构句;省略句结构;关于as与than的特殊用法等。
考博并不是多么难的事情,关键是自己要调整心态,给自己信心和勇气,按照规划长期坚持复习。
当然,选报一个考博辅导班,对于考博学生,语法基础又比较好的同学来说是非常好的选择,需要帮助的考生不妨听一听老师的辅导,增加学习的方法和技巧,减少盲目性。
其次,给大家分析一下考博英语语法与英语四六级考试语法的差异:语法考核点不一样。
考博侧重对句法的考核,四六级侧重对词法的考核,它有什么区别呢?考博必考的几个语法点:第一点:虚拟语气.第二点:动词的时态.第三点:动词的非谓语形式.第四点:倒装,倒装在翻译里面考的多,一般一个英文的句序加入它是倒装的,你必须把它译成主动的,否则的话扣0.5分。
北京外国语大学考博英语真题词汇与语法复习备考方法从近些年考博英语的试卷反应来看,考生普遍认为完形填空题是得分最难的题型。
有的同学说,“这道题就算是考前下功夫练,收效也甚微,难度大,分值小,大不了我不要这个分数了。
”这当然是气话。
走过考博的人都知道,每一分都很重要,且来之不易。
完形填空的复习并不是没有方法和技巧可循。
我们可以根据近些年完形填空真题来总结它的命题规律,从而总结出适合自己的做题方法和复习策略。
需要各大院校历年考博英语真题及其解析请加扣扣七七二六七八五三七或二八九零零六四三五一,也可以拨打全国免费咨询电话四零零六六八六九七八享受考博辅导体验。
这种题型,总体来说是以阅读为形式,以上下文为基础,以词法和语法为手段测试考生解决语言信息空缺的能力,综观2001年至2007年的完形填空,不难发现,该题型的难度在逐年提高。
文章虽然只有几百个单词,但是,长难句的增多,缺省内容难度的加大,无疑使考生的得分难度也逐年加大。
这似乎也让我们看到了这种题型未来的出题和考察方向,都在向阅读理解靠拢。
尽管近几年的考题在变化,试题难度也逐年在加大,但综合分析近年的考博完形填空题目,我们还是会发现其中的一些规律。
完形填空的文章体裁
多以观点鲜明、条理清楚的议论文或说明文为主,内容涉及范围包括科普、经济、历史、社会、文化、教育等,具有一定时代感、现实性或科学性的文章。
这就要求考生在平时的复习过程中,增大对涵盖这类内容的图书、报刊、音像等拓展视野领域的涉猎。
如果多方面积累这样的词汇和背景,就很容易弄清楚文章的大意和逻辑关系。
有的同学问我,完形填空这类题有没有解题技巧。
我个人认为,技巧是在勤于做题,勤于思考的基础上总结出来的。
不同的人在做题时的技巧和方法也会有所不同。
所以,这里,我只简单地谈谈关于完形填空题型的解题技巧问题,仅供参考。
1)扫读要快。
拿到卷子后,不要忙着从开头就往下做。
你应该首先进行扫读。
即用一、两分钟的时间快读全文。
目的是把握文章发展的基本线索,把握文章的大意和中心。
在这一遍的快读中,可以不管空格,对要填的内容做一大概的猜测即可。
2)先易后难。
先易后难指的是没有把握的选项就空着,不可主观臆断,草草选上一个充数。
在你做题的过程中,要学会瞻前顾后,注意首句、尾句内容,因为他们往往是全文的观点或是中心句。
前者往往是文章全貌的窗口,后者往往是起画龙点睛作用和总结性句子。
事实上,文章最前面的空格碰到的问题很有可能要到文章的末尾才能找到答案。
3)核对全文。
核对的意义不是第二次重做,而是要检查前后是否贯通,内容是否含糊矛盾,再从语法角度仔细权衡,以便弥补疏漏。
根据近些年完形填空题型的以上命题特点和考察方向,我为09年考博的同学们提供以下的复习建议:
1、词汇是基础。
在复习完形填空题型词汇的时候,找一本四级的词汇书基本上就可以满足大部分的完形词汇了。
但是请注意,这本四级词汇书一
定是要具有以下几种功能的:第一是有辨析功能,即近义或者是形近词之间具体含义的辨析;二是有固定搭配;三是有例句。
2、阅读为思路。
完形的解题是以阅读为基础的。
如果一篇文章读不懂那肯定是解出来的。
阅读的复习分为三个层面。
首先是对文章整体意义和主题的把握。
因为有一些题目的选项就是与主题关系最为密切的选项,所以把握主题之后选择起来会比较容易。
完形阅读对于细节把握的要求是要高于大阅读的,所以在阅读训练的时候,同学们应该针对文章去读,而不是针对题目去读。
本文由“育明考博”整理编辑。