从2011年考试大纲看考研英语(一)1命题方向与趋势1

第一部分英语知识运用部分命题的特点和规律（一）英语知识运用部分命题的基本指导思想通过完形填空的形式不仅考查考生对于不同语境中规范的语言要素（包括词汇、表达方式和语法结构）的运用能力，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。

这就意味着“英语知识运用”部分的试题由过去注重对单句语言点的考查向对语篇能力（discourse competence）的考查转移，这一考查重心的转移要求考生能够对不同语境中语言使用的规范性、得体性和篇章特征有较强的辨识能力。

（二）选材特点英语知识运用部分的材料为一篇240-280词的文章，通过对近十年英语知识运用试题的分析可以看出，这部分试题在体裁上多以议论文为主，说明文为辅，而题材上逐渐趋于与现代社会生活密切相关的文章。

详见下表。

年份体裁题材主要内容2000 议论文经济农民的生产和消费2001 议论文政治法律政府对媒体炒作干扰司法公正进行立法限制2002 说明文社会生活传媒技术的发展2003 议论文文化教育对青少年的教育问题2004 议论文社会生活对青少年犯罪原因的探讨2005 说明文科普人类的嗅觉2006 议论文社会生活无家可归者增多的现象2007 议论文政治历史西班牙和葡萄牙前殖民地独立后面临的问题2008 说明文生物科学高智商与遗传疾病2009 议论文从动物智商研究中得到的有关人类智力的启示根据英语知识运用部分试题的命题原则和近年的命题趋势，可以发现这部分试题在选材上有以下一些特点：第一，选材内容不会过于专业。

避免让一部分人凭常识答题，否则，会影响测试的信度和效度。

因此，含有大量专有名词、数量词和技术性词语的短文一般不会出现。

题材多以社会生活、文化教育类为主，科普性文章有再出现的趋势，但仍以与人们生活密切相关的知识为主。

题材有一定重复性，如98、99年以工业为主，03、04年以青少年问题为主。

第二，文章难度适中。

一般情况下，对大部分考生来说，文章在没有进行删词以前读起来几乎没有困难。

凯程考研考研，为学员服务，为学生引路! 2011Secti on I Use of En glishDirectio ns:Read the follow ing text. Choose the best word(s) for each nu mbered bla nk and mark A], B], C] or D] o n ANSWER SHEET 1. (10 poi nts)Ancient Greek philosopher Aristotle viewed laughter as “ a bodily exercise precious to health.” But __1 ___________ some claims to the con trary, laugh ing probably has little in flue nee on physical fitn ess Laughter does __2 __ short-term cha nges in the fun cti on of the heart and its blood vessels, _ 3_ heart rate and oxyge n con sumpti on But because hard laughter is difficult to __4__,a good laugh is un likely to have __5 _ ben efits the way, say, walk ing or jogg ing does.__6__, in stead of stra ining muscles to build them, as exercise does, laughter appare ntly accomplishes the __7__, studies dating back to the 1930 ' s indicate that laughter__8 muscles, decreas ing muscle tone for up to 45 minu tes after the laugh dies dow n.Such bodily reacti on might con ceivably help _9__the effects of psychological stress. Any way, the act of laughing probably does produce other types of ______ 10 __ feedback, that improve anin dividual ' s emoti onal state. __11 ____ one classical theory of emoti on, our feeli ngs are partially rooted ___ 12 __ physical react ion s. It was argued at the end of the 19th cen tury that huma ns do not cry ___ 13 __ they are sad but they become sad whe n the tears beg in to flow.Although sad ness also ___ 14 _ tears, evide nee suggests that emoti ons can flow __15 __ muscular responses. In an experiment published in 1988,social psychologist Fritz Strack of the University of w u rzburg in Germany asked volunteers to __16 ________ a pen either with theirteeth-thereby creati ng an artificial smile —or with their lips, which would produce a(n) __17 ___ expressi on. Those forced to exercise their en thusiastically to funny cato ons tha n did those whose mon ths were con tracted in a frown, ____ 19 __ that expressi ons may in flue nee emoti ons rather than just the other way around __20__ , the physical act of laughter could improve mood.1. A]among B]except C]despite D]like2. A]reflect B]dema nd C]i ndicate D]produce3. A]stabilizi ng B]boosti ng C]impairi ng D]determi ning凯程考研考研，为学员服务，为学生引路!4. A]tra nsmit B]sustai n C]evaluate D]observe5. A]measurable B]ma nageable C]affordable D]ren ewable6. A]ln turn B]In fact C]In addition D]In brief7. A]opposite B]impossible C]average D]expected8. A]harde ns B]weake ns C]tighte ns D]relaxes9. A]aggravate B]ge nerate C]moderate D]enhance10. A]physical B]me ntal C]subc on scious D]i nternal11. A]Except for B]Accordi ng to C]Due to D]As for12. A]with B]on C]in D]at13. A]unless B]until C]if D]because14. A]exhausts B]follows C]precedes D]suppresses15. A]into B]from C]towards D]beyond16. A]fetch B]bite C]pick D]hold17. A]disappointed B]excited C]joyful D]indifferent18. A]adapted B]catered C]turned D]reacted19. A]suggesting B]requiring C]mentioning D]supposing20. A]Eve ntually B]Co nseque ntly C]Similarly D]Co nverselySecti on II Read ing Comprehe nsionPart ADirections:Read the follow ing four texts. An swer the questi ons below each text by choos ing A], B], C] or D]. Mark your an swers on ANSWER SHEET 1. (40 poi nts)Text 1The decision of the New York Philharmonic to hire Alan Gilbert as its next music director has bee n the talk of the classical-music world ever since the sudde n announ ceme nt of his appo in tme nt in 2009. For the most part, the response has been favorable, to say the least. “ Hooray! At last! ” wrote Anthony Tommasini, a sober-sided classical-music critic.One of the reasons why the appointment came as such a surprise, however, is that Gilbert is comparatively little known. Even Tommasini, who had advocated Gilbert ' s appointment in the Times, calls him “ an un prete ntious musicia n with no air of the formidable con ductor about him. ”凯程考研考研，为学员服务，为学生引路!As a description of the next music director of an orchestra that has hitherto been led by musicians like Gustav Mahler and Pierre Boulez, that seems likely to have struck at least some Times readers as faint praise.For my part, I have no idea whether Gilbert is a great con ductor or eve n a good one. To be sure, he performs an impressive variety of interesting compositions, but it is not necessary for me to visit Avery Fisher Hall, or any where else, to hear in teresti ng orchestral music. All I have to do is to go to my CD shelf, or boot up my computer and download still more recorded music from iTunes. Devoted con certgoers who reply that record ings are no substitute for live performa nee are missi ng the point. For the time, attention, and money of the art-loving public, classical instrumentalists must compete not only with opera houses, dance troupes, theater compa ni es, and museums, but also with the recorded performances of the great classical musicians of the 20th century. There recordings are cheap, available everywhere, and very often much higher in artistic quality than today' s live performances; moreover, they can be “ consumed” at a time and place of the listener' s choosing. The widespread availability of such recordings has thus brought about a crisis in the in stitutio n of the traditi onal classical concert.One possible resp onse is for classical performers to program attractive new music that is not yet available on record. Gilbert ' s own in terest in new music has bee n widely no ted: Alex Ross, a classical-music critic, has described him as a man who is capable of turning the Philharmonic into “a markedly different, more vibrant organization. ” But what will be the nature of that differenee? Merely expa nding the orchestra ' s repertoire will n ot be eno ugh. If Gilbert and the Philharmo nic are to succeed, they must first cha nge the relati on ship betwee n America ' s oldest orchestra and the new audie nee it hops to attract.21. We learn from Para.1 that Gilbert ' s appointment hasA] incurred criticism.B] raised suspici on.C] received acclaim.D] aroused curiosity.22. Tommasi ni regards Gilbert as an artist who isA] i nflue ntial.B] modest.凯程考研考研，为学员服务，为学生引路!C] respectable.D] tale nted.23. The author believes that the devoted con certgoersA] ig nore the expe nses of live performa nces.B] reject most kinds of recorded performa nces.C] exaggerate the variety of live performa nces.D] overestimate the value of live performa nces.24. Accord ing to the text, which of the followi ng is true of record in gs?A] They are ofte n in ferior to live con certs in quality.B] They are easily accessible to the gen eral public.C] They help improve the quality of music.D] They have only covered masterpieces.25. Regarding Gilbert ' s role in revitalizing the Philharmonic, the author feelsA] doubtful.B] en thusiastic.C] co nfide nt.D] puzzled.Text 2When Liam McGee departed as preside nt of Bank of America in August, his expla nati on was surprisingly straight up. Rather than cloaking his exit in the usual vague excuses, he came right out and said he was leaving “ to pursue my goal of running a company.”Broadcasting his ambiti on was “ very much my decisi on, ” McGee says. With in two weeks, he was talk ing for the first time with the board of Hartford Financial Services Group, which named him CEO and chairma n on September 29.McGee says leavi ng without a positi on lined up gave him time to reflect on what kind of compa ny he wan ted to run. It also sent a clear message to the outside world about his aspirati ons. And McGee isn' t alone. In recent weeks the No.2 executives at Avon and American Express quit with the expla nati on that they were look ing for a CEO post. As boards scruti nize successi on pla ns in response to shareholder pressure, executives who don' t get the nod also may wish to move on. A turbule nt bus in ess en vir onment also has senior man agers cautious of lett ing vague pronoun ceme nts cloud凯程考研考研，为学员服务，为学生引路!their reputati ons.As the first sig ns of recovery begi n to take hold, deputy chiefs may be more willi ng to make the jump without a net. In the third quarter, CEO turnover was down 23% from a year ago as nervous boards stuck with the leaders they had, accord ing to Liberum Research. As the economy picks up, opport un ities will abo und for aspiri ng leaders.The decisi on to quit a senior positi on to look for a better one is unconven ti on al. For years executives and headh un ters have adhered to the rule that the most attractive CEO can didates are the ones who must be poached. Says Korn/Ferry senior partner Dennis Carey: ” I can' t think of a single search I' ve done where a board has not instructed me to look at sitting CEOs first. ” Those who jumped without a job haven ' t always Ianded in top positions quickly. Ellen Marram quit as chief of Tropica na a decade age, say ing she wan ted to be a CEO. It was a year before she became head of a tiny In ternet-based commodities excha nge. Robert Willumstad left Citigroup in 2005 with ambiti ons to be a CEO. He fin ally took that post at a major finan cial in stitutio n three years later.Many recruiters say the old disgrace is fadi ng for top performers. The finan cial crisis has made it more acceptable to be between jobs or to leave a bad one. “ The traditional rule was it ' s safer to stay where you are, but that' s bee n fun dame ntally in verted, ” says one headh un ter. “ The people who' ve been hurt the worst are those who' ve stayed too Iong.”26. When McGee announced his departure, his manner can best be described as beingA] arroga nt.B] fra nk.C] self-ce ntered.D] impulsive.27. According to Paragraph 2, senior executives ' quitting may be spurred byA] their expectation of better financial status.B] their need to reflect on their private life.C] their strained relations with the boards.D] their pursuit of new career goals.28. The word “ poached” (Line 3, Paragraph 4) most probably meansA] approved of.B] atte nded to.凯程考研考研，为学员服务，为学生引路!C] h un ted for.D] guarded aga in st.29. It can be in ferred from the last paragraph thatA] top performers used to cli ng to their posts.B] loyalty of top performers is gett ing out-dated.C] top performers care more about reputati ons.D] it ' s safer to stick to the traditional rules.30. Which of the following is the best title for the text?A] CEOs: Where to Go?B] CEOs: All the Way Up?C] Top Man agers Jump without a NetD] The Only Way Out for Top PerformersText 3The rough guide to market ing success used to be that you got what you paid for. No Ion ger. While traditi onal “ paid ” media —such as televisi on commercials and print advertiseme nts —still play a major role, compa nies today can exploit many alter native forms of media. Con sumers passi on ate about a product may create “ owned ” media by sending e-mail alerts about products and sales to customers registered with its Web site. The way con sumers now approach the broad range of factors bey ond conven ti onal paid media.Paid and owned media are con trolled by marketers promot ing their own products. For earned media , such marketers act as the initiator for users ' responses. But in some cases, one markete d s owned media become another marketer' s paid media - for instanee, when an e-commerce retailer sells ad space on its Web site. We define such sold media as owned media whose traffic is so strong that other organizations place their content or e-commerce engines within that environment. This trend ,which we believe is still in its infancy, effectively began with retailers and travel providers such as airli nes and hotels and will no doubt go further. Joh nson & Joh nson, for example, has created BabyCe nter, a sta nd-al one media property that promotes compleme ntary and eve n competitive products. Besides gen erati ng in come, the prese nee of other marketers makes the site seem objective, gives companies opportunities to learn valuable information about the appeal of other companies' marketing, and may help expand user traffic for all companies凯程考研考研，为学员服务，为学生引路!concern ed.The same dramatic tech no logical cha nges that have provided marketers with more (and more diverse) com muni cati ons choices have also in creased the risk that passi on ate con sumers will voice their opinions in quicker, more visible, and much more damagi ng ways. Such hijacked media are the opposite of earned media: an asset or campaign becomes hostage to consumers, other stakeholders, or activists who make negative allegations about a brand or product. Members of social networks, for instanee, are learning that they can hijack media to apply pressure on the bus in esses that origi nally created them.If that happe ns, passi on ate con sumers would try to persuade others to boycott products, putt ing the reputation of the target company at risk. In such a case, the company' s response may not be sufficiently quick or thoughtful, and the learning curve has been steep. Toyota Motor, for example, alleviated some of the damage from its recall crisis earlier this year with a relatively quick and well-orchestrated social-media response campaign, which included efforts to engage with con sumers directly on sites such as Twitter and the social-news site Digg.31. C on sumers may create “ earn ed” media whe n they areA] obscssed with on li ne shopp ing at certa in Web sites.B] in spired by product-promot ing e-mails sent to them.C] eager to help their friends promote quality products.D] en thusiastic about recomme nding their favorite products.32. Accord ing to Paragraph 2,sold media featureA] a safe bus in ess environment.B] ran dom competiti on.C] strong user traffic.D] flexibility in orga ni zati on.33. The author in dicates in Paragraph 3 that earned mediaA] in vite con sta nt con flicts with passi on ate con sumers.B] can be used to produce n egative effects in marketi ng.C] may be resp on sible for fiercer competiti on.D] deserve all the n egative comme nts about them.34. Toyota Motor ' s experienee is cited as an example of凯程考研考研，为学员服务，为学生引路!A] resp onding effectively to hijacked media.B] persuadi ng customers into boycotti ng products.C] cooperat ing with supportive con sumers.D] tak ing adva ntage of hijacked media.35. Which of the following is the text mainly about ?A] Alternatives to conventional paid media.B] Con flict betwee n hijacked and earned media.C] Dominance of hijacked media.D] Popularity of owned media.Text 4It' s no surprise that Jennifer Senior' s in sightful, provocative magaz ine cover story, "I love My Children, I Hate My Life, ” is arousing much chatter - nothing gets people talking like the suggesti on that child reari ng is anything less tha n a completely fulfill in g, life-e nrich ing experie nee. Rather tha n con clud ing that childre n make pare nts either happy or miserable, Senior suggests we n eed to redefi ne happ in ess: in stead of thinking of it as someth ing that can be measured by mome nt-to-mome nt joy, we should con sider being happy as a past-te nse con diti on. Even though the day-to-day experie nee of rais ing kids can be soul-crushi ngly hard, Senior writes that “ the very things that in the moment dampen our moods can later be sources of intense gratification and delight. ”The magazine cover showing an attractive mother holding a cute baby is hardly the only Mado nn a-a nd-child image on n ewssta nds this week. There are also stories about n ewly adoptive -and newly single - mom Sandra Bullock, as well as the usual “ Jennifer Aniston is pregnant” news. Practically every week features at least one celebrity mom, or mom-to-be, smili ng on the n ewssta nds.In a society that so persistently celebrates procreation, is it any wonder that admitting you regret hav ing childre n is equivale nt to admitt ing you support kitte n-killi ng ? It does n ' t seem quite fair, then, to compare the regrets of pare nts to the regrets of the childre n. Un happy pare nts rarely are provoked to wonder if they shouldn ' thave had kids, but unhappy childless folks are bothered with the message that childre n are the sin gle most importa nt thing in the world: obviously their misery must be a direct result of the gap ing baby-size holes in their lives.Of course, the image of parenthood that celebrity magazines like Us Weekly and People present is凯程考研考研，为学员服务，为学生引路!hugely unrealistic, especially when the parents are single mothers like Bullock. According to several studies con cludi ng that pare nts are less happy tha n childless couples, sin gle pare nts are the least happy of all. No shock there, con sideri ng how much work it is to raise a kid without a part ner to lean on; yet to hear Sandra and Britney tell it, raising a kid on their “ own” (read: with roun d-the-clock help) is a piece of cake.It' s hard to imag ine that many people are dumb eno ugh to want childre n just because Reese and Angelina make it look so glamorous: most adults understand that a baby is not a haircut. But it ' s interesting to wonder if the images we see every week of stress-free, happiness-enhancing parenthood aren' t in some small, subconscious way contributing to our own dissatisfactions with the actual experienee, in the same way that a small part of us hoped getting “ the Rachel” might make us look just a little bit like Jennifer Aniston.36. Je nnifer Senior suggests in her article that rais ing a child can bringAtemporary delightB] enjoyme nt in progressC] happ in ess in retrospectD] last ing reward37. We lear n from Paragraph 2 thatA] celebrity moms are a perma nent source for gossip.B] si ngle mothers with babies deserve greater atte nti on.C] n ews about preg nant celebrities is en terta ining.D] havi ng childre n is highly valued by the public.38.It is suggested in Paragraph 3 that childless folksA] are con sta ntly exposed to criticism.B] are largely ignored by the media.C] fail to fulfill their social resp on sibilities.D] are less likely to be satisfied with their life.39. Accord ing to Paragraph 4, the message con veyed by celebrity magaz ines isA] sooth ing.B] ambiguous.C] compe nsatory.凯程考研考研，为学员服务，为学生引路!D] misleadi ng.40. Which of the following can be inferred from the last paragraph?A] Havi ng childre n con tributes little to the glamour of celebrity moms.B] Celebrity moms have in flue need our attitude towards child reari ng.C] Having children intensifies our dissatisfaction with life.D] We sometimes n eglect the happ in ess from child reari ng.Part BDirections:The following paragraph are given in a wrong order. For Questions 41-45, you are required to reorga nize these paragraphs into a cohere nt text by choos ing from the list A_G to filli ng them into the numbered boxes. Paragraphs E and G have been correctly placed. Mark your answers on ANSWER SHEET 1. (10 poi nts)A] No discipli nes have seized on professi on alism with as much en thusiasm as the huma nities. You can, Mr Menand points out, became a lawyer in three years and a medical doctor in four. But the regular time it takes to get a doctoral degree in the humanities is nine years. Not surprisingly, up to half of all doctoral stude nts in En glish drop out before gett ing their degrees.B] His concern is mainly with the huma nities: Literature, la nguages, philosophy and so on. These are disciplines that are going out of style: 22% of American college graduates now major in bus in ess compared with only 2% in history and 4% in En glish. However, many lead ing America nuni versities want their un dergraduates to have a grounding in the basic canon of ideas that every educated person should posses. But most find it difficult to agree on what a “ general education” should look like. At Harvard, Mr Menand no tes, “ the great books are read because they have bee nread” -they form a sort of social glue.C] Equally unsurprisingly, only about half end up with professorships for which they entered graduate school. There are simply too few posts. This is partly because universities continue to produce ever more PhDs. But fewer students want to study humanities subjects: English departme nts awarded more bachelor' s degrees in 1970-71 tha n they did 20 years later. Fewer stude nts requires fewer teachers. So, at the end of a decade of theses-writi ng, many huma nities stude nts leave the professi on to do somethi ng for which they have not bee n train ed.凯程考研考研，为学员服务，为学生引路!D] One reason why it is hard to design and teach such courses is that they can cut across the insistence by top American universities that liberal-arts educations and professional education should be kept separate, taught in different schools. Many students experience both varieties. Although more tha n half of Harvard un dergraduates end up in law, medici ne or bus in ess, future doctors and lawyers must study a non-specialist liberal-arts degree before embarking on a professional qualification.E] Besides professionalizing the professions by this separation, top American universities have professi on alised the professor. The growth in public money for academic research has speeded the process: federal research grants rose fourfold betwee n 1960a nd 1990, but faculty teach ing hours fell by half as research took its toll. Professi on alism has turned the acquisiti on of a doctoral degree into a prerequisite for a successful academic career: as late as 1969a third of America n professors did not possess one. But the key idea beh ind professi on alisati on, argues Mr Menan d, is that “ the knowledge and skills needed for a particular specialization are transmissible but not transferable. ” So discipli nes acquire a mon opoly not just over the product ion of kno wledge, but also over the product ion of the producers of kno wledge.F] The key to reforming higher education, concludes Mr Menand, is to alter the way in which “the producers of knowledge are produced.” Otherwise, academics will continue to thinkdangerously alike, increasingly detached from the societies which they study, investigate and criticize. ” Academic inquiry, at least in some fields, may n eed to become less exclusi on ary a nd more holistic. ” Yet quite how that happens, Mr Menand dose not say.G] The subtle and intelligent little book The Marketplace of Ideas: Reform and Resistance in the American University should be read by every student thinking of applying to take a doctoral degree. They may then decide to go elsewhere. For something curious has been happening in America n Uni versities, and Louis Menand, a professor of En glish at Harvard Uni versity, capturedit skillfully.G T 41. T42. T E T43. T44. T45.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Yourtran slation should be written carefully on ANSWER SHEET 2. (10 poi nts)凯程考研考研，为学员服务，为学生引路!With its theme that “ Mind is the master weaver,” creating our inner character and outer circumstances, the book As a Man Thinking by James Allen is an in-depth exploration of the cen tral idea of self-help writi ng.(46) Allen ' s contribution was to take an assumption we all share-that because we are not robots we therefore con trol our thoughts-a nd reveal its erron eous n ature. Because most of us believe that mind is separate from matter, we think that thoughts can be hidden and made powerless; this allows us to think one way and act another. However, Allen believed that the unconscious mind gen erates as much actio n as the con scious mind, and (47) while we may be able to susta in the illusi on of con trol through the con scious mind alone, in reality we are con ti nu ally faced with a questio n: “ Why cannot I make myself do this or achieve that? ”Since desire and will are damaged by the presenee of thoughts that do not accord with desire, Allen concluded : “ We do not attract what we want, but what we are. ” Achievement happens because you as a person embody the external achievement; you don't “ get” success but become it. There is no gap betwee n mind and matter.\Part of the fame of Allen ' s book is its contention that “ Circumstances do not make a person, they reveal him. ” (48) This seems a justificati on for n eglect of those in n eed, and a rati on alizati on of exploitation, of the superiority of those at the top and the inferiority of those at the bottom.This ,however, would be a knee-jerk reaction to a subtle argument. Each set of circumstances, however bad, offers a unique opport unity for growth. If circumsta nces always determ ined the life and prospects of people, the n huma nity would n ever have progressed. In fat, (49)circumsta nces seem to be desig ned to bring out the best i n us and if we feel that we have bee n “ wron ged ” the n we are unlikely to begin a conscious effort to escape from our situation .Nevertheless, as any biographer knows, a person' s early life and its conditions are often the greatest gift to an in dividual.The sobering aspect of Allen ' s book is that we have no one else to blame for our present condition except ourselves. (50) The upside is the possibilities contained in knowing that everyth ing is up to us; where before we were experts in the array of limitations, now we become authorities of what is possible.Section 川WritingPart A凯程考研考研，为学员服务，为学生引路!51. Directions:Write a letter to a friend of yours to1) recomme nd one of your favorite movies and2) give reas ons for your recomme ndati onYour should write about 100 words on ANSWER SHEET 2Do not sig n your own n ame at the end of the leter. User “ LI MING ” in stead.Do not writer the address.(10 poin ts)Part B52. Directions:Write an essay of 160---200 words based on the follow ing draw ing. In your essay, you should 1) describe the drawing briefly,凯程考研考研，为学员服务，为学生引路!2) explain it ' s intended meaning, and3) give your comme nts.Your should write neatly on ANSWER SHEET 2. (20 poi nts) 2011年考研英语一真题参考答案 客观题Secti on I Use of En glishCDBBA BADCA BCDCB DADACSection II Readi ng Comprehe nsionPart ADBDBA BDCAC DCBAA CCDDBPart B41. B 42.D 43.A 44.C 45.F翻译题：46、艾伦的贡献在于提供了我们能分担和揭示错误性质的假设 我们能够控制我们的理想。

2021年考研英语(一)新题型概述新题型(英语一)诞生于2021年——英语大纲进行了重大改革，考研英语一由原来的四大题型，(完型、阅读理解、翻译、写作)扩展为5大题型(完型、阅读理解、新题型、翻译、写作)，其中，新添加的一种题型就是新题型。

新题型属于阅读理解的Part B 部分，共5题，每题2分，总分10分。

然而，新题型所占分值相同，考查能力相同，但是，英语一和英语二的考查新题型的命题形式稍有不同。

今天准备了“2021考研英语新题型英语(一)概述”，供大家复习参考。

根据历年真题分析，及考研英语大纲要求，新题型对考生的考查能力，势必要不同于传统阅读理解(Part A )，传统阅读理解，究根结底考查的是理解能力，而新题型考查的能力，更侧重，强调一篇文章地宏观层面，考查语篇、文章的段与段、句与句之间的衔接与连贯，考查考生判断衔接度与连贯性的能力。

根据英语大纲对新题型考查能力的要求，新题型英语一分为三种命题形式：1、完型填句、段式;2、排序题;3、小标题。

观察发现，自从2021年起至2021年(历经13年)，其中，完型填句、填段式，考频最高，难度适中，共考过7年(2021,2021,2021,2021,2021,2021,2021年);排序题，考频适中，难度最高，共考过4年(2021,2021,2021,2021年);小标题，考频最低，难度最低，共考过2年(2021和2021年)。

完型填句、填段式指在文章中有5个空，通常文章后面给出6—7个未知选项(句子或是段落)，考生根据衔接度最高，连贯性最大为原则，选出与已知信息相似性最大的选项，选填到文章中。

简而言之，与传统完型填空的区别是，新题型选填的是句子或者段落。

以2021年的完型填句、填段式为例Part BDirections:In the following text, some sentences have been removed. For Questions 41-45, choose the most suitable one from the fist A-G to fit each of the numbered blanks. Mark your answers on ANSWER SHEET. (10 points)How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your explicit knowledge of English grammar (41) ______you begin to infer a context for the text, for instance, by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where.The ways of reading indicated here are without doubt kinds of of comprehension. But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specificevidence and cues (42) _______Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and clocked for accuracy, or some timeless relation of the text to the world. (43) _______Such background material inevitably reflects who we are, (44) _______This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.How we read a given text also depends to some extent on our particular interest in reading it. (45)_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform each other, and act as useful reference points for andcounterbalances to one another. Together, they make up the reading component of your overall literacy or relationship to your surrounding textual environment.[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.[B] Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretation but at the same time obscure or even close off others.[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the contest. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.[D]In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.[E]You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.[F]In plays，novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.[G]Rather, we ascribe meanings to test on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text. (英语一，2021)排序题，顾名思义，将打乱的文章顺序，(6-7个未知选段)按照文章地逻辑，衔接度，连贯性，将其一一排列完整，其中，有1-2个选段已给出。

2024年考研英语一考试大纲
一、考试性质与目的
本大纲是考研英语一的考试大纲，旨在科学、公正、全面地测试考生的英语水平，以选拔具有良好英语能力的优秀人才。

二、考试内容与要求
1. 英语知识运用
本部分考查考生对英语语法、词汇和语用知识的掌握程度。

要求考生在规定时间内完成一篇短文，并从四个选项中选出最佳答案。

2. 阅读理解
本部分考查考生对英语文章的理解能力，包括主旨大意、细节理解和推理判断等。

要求考生在规定时间内完成5篇阅读文章，并回答相关问题。

3. 翻译
本部分考查考生对英语句子的理解和表达能力。

要求考生将一段英文翻译成中文，同时要注重语言表达的准确性和流畅性。

4. 写作
本部分考查考生的英语写作能力，包括议论文、说明文和信函等。

要求考生在规定时间内完成一篇150-200词的短文，内容涉及社会热点话题、学术问题等。

三、考试形式与时间
1. 考试形式：闭卷、笔试。

2. 考试时间：180分钟。

四、试卷结构与分值
1. 英语知识运用：10分，20题。

2. 阅读理解：40分，20题。

3. 翻译：15分，1题。

4. 写作：25分，1题。

五、命题原则与要求
1. 本大纲所列考试内容均为必考内容，考试形式均为笔试。

2. 本大纲所列评分标准为该科目的基本要求，考生应在达到基本要求的基础上向更高的标准努力。

名师解析：2011年考研英语平均分预计50以上 主持⼈：各位友⼤家好，欢迎来到嘉宾聊天室。

今天是2011年全国研究⽣⼊学考试的第⼀天，刚刚英语考试已经结束了，我们在第⼀时间内邀请到了万学教育海⽂考研的英语辅导名师刘启升刘⽼师来到我们嘉宾聊天室作客，刘⽼师您好。

刘启升：您好，各位友⼤家晚上好，主持⼈好。

主持⼈：我们⾮常欢迎刘⽼师的到来，⾸先请刘⽼师就今天的考研英语试卷做⼀下总体的点评好吗? 刘启升：好的，今天⼤家应该是⼀年⾟苦终于有了回报，上午政治，下午英语考完了，我相信⼴⼤考⽣应该感觉上应该不错，因为我第⼀个话题就要谈的是今年的整个考研英语难度，对⽐这⼏年应该是有所降低。

在整个10年全年给各位学员的交流过程中，曾经不⽌⼀次给⼤家开过这样的玩笑，⼀般咱们同学会关⼼这样的问题，⽼师2011年的考试难度到底⼤还是⼩?我当时是这样说的，我说2010年的考研难度⼤家可以在各⼤站上搜寻⼀下，所有的考⽣反映2010年考研难度⾮常⼤，达到本世纪以来，⼗多年以来难度的上限，实际上这句话我已经回答了2011年的考试难度，在整个2010年辅导过程中，也就是告诉⼤家11年难度应该会降低，因为10年难度太⼤了，这是综合难度⽐较简单⼀些，这是⼀个⽅⾯，应该⼤家感觉⽐较不错⼼⾥。

另外⼀个⽅⾯，应该也是⼤家感觉好的⼀点，2011年整个考试题，尤其是⼤家最重视的阅读理解和写作这两个话题，不偏不难，也就是那种钻⽜⾓尖的题⽬不多，或者甚⾄是没有，这对⼤家⼀些正常发挥是有作⽤的。

所以也就是说整体难度上对⽐去年来说，2011年考试难度有所降低。

主持⼈：好的，刘⽼师，您认为今年我们的英语考试相对于去年来说，您觉得分数线的⽔平⼤概呈现在⼀个什么样的状态呢? 刘启升：整个考研英语历来来说它的难度系数⽐较⾼，平均分数都⽐较，应该说不是太⾼，有时候会开这样的玩笑，也就是说教育部他⽤⼀百分的考研英语题竟然能够成功把⼀百万考⽣的英语成绩活活按死在50分以下，这句话是玩笑，但是说明了考研英语的难，历年平均得分不是太⾼，今年估计应该是根据难度的降低，应该说稍微⾼⼀点，但是平均得分，考英语不可能超过60分的。

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。

2011年考研大纲微调专家支招如何应对2010-09-07 阅读410次新闻来源:北京青年报政治大纲有16处变化，数学大纲与英语大纲没变化——— 备受关注的2011年考研大纲在广大学子的期待中近日浮出水面。

2011年考研大纲究竟有哪些变化？特别是对三科公共课会有哪些调整？对于新变化又该如何制定完整的复习计划？对此，笔者日前采访了海天考研、北京新东方、万学海文考研等知名辅导机构。

●政治大纲：16处变化、6字对策 据专家们介绍，政治大纲是2011年三科公共课大纲中变化最大的一科，但对比2010年而言，则较为稳定。

因此，专家们预测考题难度不会有太大变化，与2010年基本持平。

“2010年考研大纲的大变，为2011年众多考生的复习平添了诸多未知，而从2011年政治大纲来看，对比去年而言较为稳定。

” 海天考研政治辅导名师马延臣指出，“2011年政治大纲总变化共有16处，体现在《马克思主义基本原理》、《毛泽东思想和中国特色社会主义理论体系概论》、《中国近现代史纲要》及《思想道德修养与法律基础》等部分。

其中，《思想道德修养与法律基础》变动为最大，共有6处进行了调整。

但这部分仅做了文字性调整，而未增加相应内容，也未出现删除考点。

” 北京新东方考研政治辅导名师刁志萍老师认为，总体而言，2011年政治大纲与2010年相比未出现太大变化，因此，2011年将维护相对的平衡，考试难度不会有较大幅度的变化，将与去年趋于持平。

万学海文考研产品部总监吴本文指出，16处变化仅对文字表述进行了调整，但调整有一个较为明显的特点：突出对“过程的动态的考察”，诸如马克思主义基本原理概论中将“马克思主义哲学的创立是哲学史上的伟大变革”改为“马克思主义哲学的创立在哲学史上的伟大变革”等。

而从细微的变化可以看出思想政治理论考试命题的新走向：从对某个知识点静态的、机械性的记忆，转变为探寻其来龙去脉，注重考察前因后果动态过程的整体把握能力，同时也突显出考察考生应用与分析问题的能力。