名師張錦芯考研英語(yǔ)知識(shí)運(yùn)用考試考試重點(diǎn)講解_跨考網(wǎng)

　　一、要求分析與考試重點(diǎn)概述

　　最近幾年，教育部考試中心對(duì)《全國(guó)碩士研究生入學(xué)統(tǒng)一考試英語(yǔ)考試大綱》(非英語(yǔ)專業(yè))多次進(jìn)行了修訂，但“英語(yǔ)知識(shí)運(yùn)用”作為研究生入學(xué)英語(yǔ)全國(guó)統(tǒng)考試卷第一大題，自教育部考試中心2002年修訂大綱時(shí)將“完形填空”改為此名稱后，連續(xù)6年沒(méi)有變化，不僅“考試樣題”繼續(xù)采用2001年考試真題，命題角度和題目難度也基本保持一致。這說(shuō)明該題型基本符合當(dāng)前研究生入學(xué)選拔考試的要求，是比較成熟的題型。

　　“英語(yǔ)知識(shí)運(yùn)用”是測(cè)試考生綜合運(yùn)用語(yǔ)言能力的客觀題。根據(jù)考研大綱的規(guī)定，考生應(yīng)在閱讀一篇含有20個(gè)空、長(zhǎng)度為240~280詞的短文后，在全面理解文章內(nèi)容的基礎(chǔ)上，從四個(gè)供選擇的答案中挑選最佳答案填空，使短文的內(nèi)容和結(jié)構(gòu)完整合理。該項(xiàng)考試目的是考查考生“對(duì)不同語(yǔ)境中規(guī)范的語(yǔ)言要素(包括詞匯、表達(dá)方式和結(jié)構(gòu))的掌握程度，而且還考查考生對(duì)語(yǔ)段特征(如連貫性和一致性等)的辨識(shí)能力等”。

　　相對(duì)于前些年的“完形填空”考題，近幾年的“英語(yǔ)知識(shí)運(yùn)用”題看似容易，但由于命題時(shí)更加側(cè)重對(duì)語(yǔ)段特征的辨識(shí)能力的考查，即加大了測(cè)試語(yǔ)篇水平理解題的比例，實(shí)際難度并未下降。對(duì)語(yǔ)段特征的考查主要體現(xiàn)在辨認(rèn)短文主題并根據(jù)主題及文章邏輯結(jié)構(gòu)(主題展開(kāi)方式)判斷句間關(guān)系和選擇恰當(dāng)詞匯等；對(duì)語(yǔ)法和詞匯知識(shí)的考查常采用辨認(rèn)句子結(jié)構(gòu)和辨認(rèn)詞義等方式。

　　最近幾年的命題更著重從語(yǔ)篇把握的角度考查考生的語(yǔ)言能力。相對(duì)而言，文章的語(yǔ)言難度顯然低于閱讀題，甚至低于大綱樣題，干擾項(xiàng)也多是常用詞匯，而考查對(duì)文章主題的理解、特別是上下文銜接的題目則有所增加。從考試結(jié)果看，考生總體把握語(yǔ)篇主題和上下文邏輯的能力還有所欠缺，以至于應(yīng)該答對(duì)的題目卻出現(xiàn)較多“失誤”，需要在考前練習(xí)時(shí)格外注意。

　　二、?？家c(diǎn)及解題思路

　　“英語(yǔ)知識(shí)運(yùn)用”試題的20個(gè)空是為了測(cè)試考生對(duì)“規(guī)范的書(shū)面語(yǔ)言”的內(nèi)容和結(jié)構(gòu)的把握而設(shè)的，干擾項(xiàng)的設(shè)置也考慮了內(nèi)容和結(jié)構(gòu)兩方面的完整性與合理性。因此，解題時(shí)也要時(shí)時(shí)注意把握內(nèi)容和語(yǔ)言結(jié)構(gòu)這兩條主線，充分利用原文其他文字的提示，從理解短文主題及上下文邏輯關(guān)系、詞匯及語(yǔ)法等多個(gè)角度進(jìn)行判斷。一、宏觀把握主題

　　“英語(yǔ)知識(shí)運(yùn)用”題測(cè)試的“綜合運(yùn)用語(yǔ)言的能力”首先是閱讀能力。短文體裁多是觀點(diǎn)鮮明、條理清楚的說(shuō)明文或議論文，題材則以社科、科普或常識(shí)方面的內(nèi)容居多，近幾年以文科內(nèi)容為主。近幾年“英語(yǔ)知識(shí)運(yùn)用”題的短文題材如下：

　　前些年的短文題材也不例外，分別討論了新的就業(yè)形式(1997)、對(duì)英國(guó)工業(yè)革命的看法(1998)、勞動(dòng)安全措施(1999)和剩余產(chǎn)品與再生產(chǎn)的關(guān)系(2000)等問(wèn)題。

　　二百多字的短文通常主題明確單一，而正確理解主題對(duì)正確理解其他展開(kāi)句和選擇詞匯起著關(guān)鍵作用。因此，同做閱讀題一樣，在解答“英語(yǔ)知識(shí)運(yùn)用”題時(shí)也要著眼于作者的觀點(diǎn)，切忌把自己的想法強(qiáng)加給作者。

　　為避免斷章取義，應(yīng)該先盡快通讀全文，做到對(duì)文章整體有概括的理解?？焖匍喿x短文的另一個(gè)作用是在受到選項(xiàng)干擾之前，使原文信息(即作者本意)在頭腦中先入為主。雖然短文中有不少人為留出的空白使我們閱讀時(shí)思路不連貫，但命題時(shí)多會(huì)在余下的文字中保留足夠的信息供我們推測(cè)出作者闡述問(wèn)題的觀點(diǎn)、思路，甚至語(yǔ)氣、態(tài)度。

　　在閱讀時(shí)，一定不要忽視短文的第一句。這一句通常是特意留出的完整句子，不容誤解。另外，此句常點(diǎn)出本段，甚至是全文的主題，是理解短文的重要線索。

　　以2005年的短文為例。第一句：The human nose is an underrated tool. 點(diǎn)明全文主題：人們往往低估人類的鼻子作為嗅覺(jué)工具的靈敏度。

　　再如2004年試題第一句：Many theories concerning the causes of juvenile delinquency (crimes committed by young people) focus either on the individual or on society as the major contributing influence. 開(kāi)門(mén)見(jiàn)山地提出文章主題：許多關(guān)于青少年犯罪根源的理論從個(gè)體或社會(huì)方面尋找導(dǎo)致犯罪的主要原因。

　　有時(shí)第一句話雖不是主題句，但往往與主題密切相關(guān)，其作用是為主題句作鋪墊，引入主題。

　　試看2006年短文的前三句：The homeless make up a growing percentage of America's population. Indeed，homelessness has reached such proportions that local governments can't possibly cope. To help homeless people toward independence, the federal government must… 第一句“美國(guó)人口中無(wú)家可歸者的比例越來(lái)越大”，引出“無(wú)家可歸者的問(wèn)題已嚴(yán)重到地方政府無(wú)力應(yīng)對(duì)，聯(lián)邦政府必須采取措施來(lái)幫助這些人”的主題。

　　再看2003年考題的段首句與主題句(第二句)的關(guān)系：

　　Teachers need to be aware of the emotional, intellectual, and physical changes that young adults experience. And they also need to give serious thoughts to how they can best accommodate such changes.

　　短文第二句的And…also結(jié)構(gòu)表明與前句的語(yǔ)意為遞進(jìn)關(guān)系，其主語(yǔ)和從句中兩次出現(xiàn)的代詞they均指代前句的teachers；謂語(yǔ)重復(fù)使用動(dòng)詞need；such changes指段首句明確表述的“年輕人所經(jīng)受的情感、智力和身體方面的變化”。把兩句話聯(lián)系起來(lái)看，本篇短文的主題便非常清楚：成年人/教師應(yīng)通過(guò)組織適應(yīng)年輕人特點(diǎn)的活動(dòng)更好地幫助年輕人/學(xué)生們成長(zhǎng)。

　　再如2002年試題的前兩句：Comparisons were drawn between the development of television in the 20th century and the diffusion of printing in the 15th and 16th centuries. Yet much had happened between.?第一句“人們把20世紀(jì)的電視的發(fā)展情況與15至16世紀(jì)的印刷普及相提并論”是為下文作鋪墊；轉(zhuǎn)折詞Yet表明通訊革命并非始于19世紀(jì)，從而引出主題：應(yīng)當(dāng)正確地看待通訊革命的過(guò)程及其影響。

　　要想盡快地把握短文原意，還要注意主題的展開(kāi)方式，即注意短文段落的劃分及各段的中心思想。

　　試以2006年的試題為例。討論美國(guó)無(wú)家可歸者問(wèn)題的短文有兩個(gè)自然段，其段首句分別點(diǎn)出該段的中心思想：美國(guó)人口中無(wú)家可歸者的比例越來(lái)越大(The homeless make up a growing percentage of America's population.)和任何單一措施都不能有效地幫助這一群體(Finding ways to assist this growing homeless population has become increasingly difficult.)。作者在分析無(wú)家可歸者流落街頭的多種原因之后引用權(quán)威觀點(diǎn)提出解決辦法，即政府不能只著眼于滿足這些人的溫飽，需要“總體協(xié)調(diào)，綜合治理(There has to be coordination of programs. What's needed is a package deal.)”，首尾呼應(yīng)，再次點(diǎn)題。

　　2004年試題的短文共分四段。第一段段首句(Many theories…focus either on the individual or on society as…)之后的兩句(Theories centering on the individual suggest that…Theories focusing on the role of society suggest that …)分別介紹兩種理論的內(nèi)容。其余三段的段首句都明確地闡述了各段的主題：第二段評(píng)述關(guān)注貧窮家庭導(dǎo)致兒童犯罪的理論(Most theories…h(huán)ave focused on children from disadvantaged families…)；第三段 (以就業(yè)為例) 探討社會(huì)結(jié)構(gòu)變化可能是導(dǎo)致青少年犯罪的間接原因 (Changes in the social structure may indirectly affect juvenile crime rates.)；第四段主要講述社會(huì)結(jié)構(gòu)變化的另一個(gè)方面：家庭結(jié)構(gòu)的改變 (Families have also experienced changes these years.)。短文結(jié)尾提出了其他若干可能導(dǎo)致青少年犯罪的原因 (Other identifiable causes of offensive acts include…)，但指出這些理論提出的因果關(guān)系還未能確定 (…a direct causal relationship has not yet been established)。

　　2003年試題共兩段，分別說(shuō)明教師為學(xué)生組織活動(dòng)時(shí)要注意的兩個(gè)主要方面:(1) 提供培養(yǎng)在群體活動(dòng)中成功地與他人交往的機(jī)會(huì)以幫助青少年建立自信;(2) 組織多樣性的活動(dòng)以適應(yīng)青少年興趣轉(zhuǎn)移快的特點(diǎn)。

　　除了注意段首句較明確的提示及短文的段落劃分外，還可利用文中關(guān)鍵詞和詞匯的照應(yīng)關(guān)系來(lái)盡快把握短文主題。

　　例如2006年短文討論幫助無(wú)家可歸者的問(wèn)題，除開(kāi)篇三句連續(xù)使用“homeless, homelessness, homeless people”等字樣外，全文不斷使用“homeless population, homeless individuals, homeless adults”等同義詞。此外，表示人數(shù)不斷增加，問(wèn)題日益嚴(yán)重的文字也多次出現(xiàn)，如“a growing percentage, this growing homeless population, homelessness has reached such proportions, the number of the homeless will reach nearly 19 million”。同樣，表示需要提供幫助的詞匯也貫穿全篇，如“To help homeless people, Finding ways to assist …address the many needs of…”等。

　　2004年探討青少年犯罪原因的短文中除“理論(theories)”等字樣外，還多次出現(xiàn)“青少年犯罪”、“原因”及其同義詞、近義詞及相關(guān)詞：juvenile delinquency, commit crimes, criminal behavior, misdeeds, crime rates, offensive acts, criminal act。此外，與“青少年”相關(guān)的詞匯有：youth, children, families, parents, parental supervision, child等。與“原因”相關(guān)的詞匯有：causes, contributing influence, to be an influence on…, identifiable causes, affect, lead to, for lack of, resulting, lead…into, tend to increase, a direct causal relationship等。

　　再如2003年的短文：

　　Teachers need to be aware of the emotional, intellectual, and physical changes that young adults experience. And they also need to give serious 21 to how they can best 22 such changes. Growing bodies need movement and 23 ， but not just in ways that emphasize competition. 24 they are adjusting to their new bodies and a whole host of new intellectual and emotional challenges, teenagers are especially self-conscious and need the 25 that comes from achieving success and knowing that their accomplishments are 26 by others. However, the typical teenage lifestyle is already filled with so much competition that it would be 27 to plan activities in which there are more winners than losers, 28 , publishing newsletters with many student-written book reviews, 29 student artwork, and sponsoring book discussion clubs. A variety of small clubs can provide 30 opportunities for leadership, as well as for practice in successful 31 dynamics. Making friends is extremely important to teenagers, and many shy students need the 32 of some kind of organization with a supportive adult 33 visible in the background.

　　In these activities, it is important to remember that young teens have 34 attention spans. A variety of activities should be organized 35 participants can remain active as long as they want and then go on to 36 else without feeling guilty and without letting the other participants 37 . This does not mean that adults must accept irresponsibility. 38 , they can help students acquire a sense of commitment by 39 for roles that are within their 40 and their attention spans and by having clearly stated rules.

　　作者在短文中多次使用need和important等詞匯，還使用了一系列同義詞或相關(guān)詞、反義詞或?qū)?yīng)詞等，如：

　　(1)teachers—adults;

　　(2)young adults—typical teenage lifestyle—teenagers—young teens—students;

　　(3)emotional, intellectual and physical changes—growing bodies—new bodies—new intellectual and emotional challenges;

　　(4)achieving success—accomplishment—winners—successful;

　　(5)plan activities—a variety of small clubs—some kind of organization—organization—a variety of activities—organized;

　　(6)winners—losers 等。

　　借助這些相關(guān)詞組成的語(yǔ)意鏈我們可以更好地把握主題：教師應(yīng)針對(duì)青少年的特點(diǎn)組織活動(dòng)以幫助學(xué)生們成長(zhǎng)。

　　請(qǐng)注意2005年的短文中黑體字和斜體字的提示：

　　The human nose is an underrated tool. Humans are often thought to be insensitive smellers compared with animals, but this is largely because, unlike animals, we stand upright. This means that our noses are limited to perceiving those smells which float through the air, missing the majority of smells which stick to surfaces. In fact, though, we are extremely sensitive to smells, even if we do not generally realize it. Our noses are capable of detecting human smells even when these are diluted to far below one part in one million.

　　Strangely, some people find that they can smell one type of flower but not another, whereas others are sensitive to the smells of both flowers. This may be because some people do not have the genes necessary to generate particular smell receptors in the nose. These receptors are the cells which sense smells and send messages to the brain. However, it has been found that even people insensitive to a certain smell at first can suddenly become sensitive to it when exposed to it often enough.

　　The explanation for insensitivity to smell seems to be that the brain finds it inefficient to keep all smell receptors working all the time but can create new receptors if necessary. This may also explain why we are not usually sensitive to our own smells—we simply do not need to be. We are not aware of the usual smell of our own house, but we notice new smells when we visit someone else's. The brain finds it best to keep smell receptors available for unfamiliar and emergency signals such as the smell of smoke, which might indicate the danger of fire.

　　本文分析了人們?yōu)槭裁吹凸廊祟惐亲幼鳛樾嵊X(jué)工具的靈敏性，共分三個(gè)自然段，除反復(fù)出現(xiàn)與“低估人類嗅覺(jué)”和“人類實(shí)際嗅覺(jué)能力”有關(guān)的文字外，每段都有表示原因的句型。第一段斜體字 are often thought to be insensitive smellers和 do not generally realize it等指出人們“人類的嗅覺(jué)不如動(dòng)物靈敏”的認(rèn)識(shí)誤區(qū)。緊接段首句的but this is largely because句型提出產(chǎn)生錯(cuò)誤看法的原因：“人類直立行走；”并以表示轉(zhuǎn)折和強(qiáng)調(diào)的連接詞引入與人們常識(shí)不符的事實(shí)：“然而，事實(shí)上我們的嗅覺(jué)是極為靈敏的，即使人們一般都沒(méi)有意識(shí)到這一點(diǎn)?！钡诙瓮瑯臃治鰹槭裁从行┤怂坪鯇?duì)某些氣味不夠靈敏，做出解釋之后同樣用事實(shí)說(shuō)明不應(yīng)低估他們的嗅覺(jué)能力，這些人的嗅覺(jué)會(huì)“突然變得敏感起來(lái)”。第三段以The explanation for insensitivity to smell seems to be that…和This may also explain why…等句子進(jìn)一步解釋人類對(duì)氣味似乎不敏感的原因：“為提高工作效率，人腦不需要讓所有嗅覺(jué)細(xì)胞同時(shí)工作?！蓖瑯釉谔岢隼碚撝蠼o出生活中的例子。

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