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2015年考研英语一阅读新题型真题及参考答案

Part B

　　Directions：

　　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 into 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 specific evidence 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 and counterbalances 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。

41、

[答案] C

[解析]从首段疑问句可以看出文章主题围绕如何阅读来进行展开。41 题空在段中间，需要看空处的前一句和后一句，前一句说的是要去理解单词的含义，并关注句法，而后一句说开始推测文章语境。

所以可以推测出41题空处应该说的是单词语义和语境之间的联系，关键词就是words和context。纵览选项，只有C项符合语境和关键词要求，属同词复现，上下 文语义逻辑关联。故正确答案选C。

42、

[答案] E

[解析]该题空在段末，需要看空处的前一句和下一段首句，前一句说的是我们通过作者给出的一些具体线索来理解含义，而下一段首句说通过这种方式表达，每个人的理解都会有所不同。所以可以推测出42空处内容要有关根据作者给的线索推测信息，而且可能会涉及不同的人有不同的理解，关键词是infer， the writer和each reader。纵览选项，只有E项符合语境且出现inferences， the author， personal，属同义词复现。故正确答案选E。

43。

[答案] G

[解析]空格后出现明显的指代线索词such background material，所以空格内必定要出现相关的信息，浏览选项，G选项中textual and contextual material， background 与空后线索实现代词指代复现。而且G选项中的rather，与空前what is in question is nt。。。实现语义逻辑关联。确定此选项为正确答案。

44、

[答案] B

[解析]空前的线索词为who weare，空后的线索为转折逻辑关系，意思是“但这并不会使得理解仅仅有关联或者毫无意义”，关键词为interpretation， relative， pointless， 空格中需要出现与此相关联的词汇，浏览后面选项， B选项中出现原词interpretations，而且此选项中的gender， ethnicity， age， social class与空前线索词who weare相对应。确定正确答案为此选项。

45、

[答案] A

[解析]空格在最后一段的中间，线索需要从空格前后寻找，空前为概括的句子，关键词为particular interest，空后出现代词指代的线索，such dimensions of reading suggest，结合关键词可以得知空格所填的部分内容需要涉及到“阅读的兴趣以及阅读维度”，浏览选项，A选项提到的诸多问题正是有关读书的兴趣以及阅读的维度。因此确定A为正确选项。

【全文翻译】

你是如何进行阅读的呢?显然你是通过辨别每个单词的意思以及理清它们之间的联系，并运用你所掌握(的英语语法知识进行理解。(41) [C]如果你不熟悉单词或习语，你会通过上下文呈现的线索猜测它们的意思。如果假设它们与下文相关，你会在心里记下某些语篇实体以及它们之间可能存在的联系。你开始推断文本的上下文，比如通过确定所涉及的言语对象有哪些：谁是作者，谁是目标受众，以及时间和地点。

此处的阅读方式毫无疑问指的是理解方式。但这些方式表明，理解不仅仅是被动的吸收，而且还包括主动推理和解决问题。你会推断出哪些信息是作者想通过具体的证据和线索来引导你领会的。(42)[E]你会做出进一步的推断，比如文本对你的重要程度，或文本的有效性如何一这些推断是形成个人反应的基础，而对此，作者产生的影响必然会少很多。

从这个角度思考，每个读者的理解将不尽相同。问题是这里讨论的理解不是复现文本无法检验的准确性的一种绝对。固定或“真实的”的意义，也不是文本与世界之间一种永恒的联系。(43)[G]相反，我们赋予文本以意义，这是基于我们可能称之为文本本身和出生背景之间的相互作用：即我们从文本的形式结构( 尤其是其语言结构)中获得的各种组织和模式与我们理解文本时带入的各种背景。社会知识。信仰和态度之间的相互作用。

这种背景信息不可避免地反映了我们自身的特征。(44)[B]诸如阅读地点和时段。性别。种族。年龄和社会阶层等因素将会促使我们做出某种解读，但同时也会隐藏或屏蔽掉甚他的解读方式。然而，这并不会使解读具有局限性或毫无意义。正是因为处于不同的历史时期。地点和社会经历的读者，会对同一页上的文字做出不同但有重合的解读，包括人类关注的基本问题的文本一有关文本的辩论才能够在信仰和价值的社会讨论中发挥重要作用。

我们如何阅读一个特定文本也在一定程度上取决于我们的阅读兴趣。(45)[A]我们是在按某[]特定课程的要求来研读文本，并做出反应吗?或仅仅为了消遣而阅读?或快速浏览以获取信息?在火车上或床上的阅读方式很可能与在研究室阅读大不相同。这些阅读方式，正如随后在书中介绍的其他方式一样，表明我们是带着固有的(通常是不自知的)模式开始任何阅读行为。这并不一定意味着一种阅读行为比另一种更充实。更先进。或更有价值。理想情况下，不同的阅读行为可以起到相互启发。相互参考。相互平衡的作用。他们共同构成了你总体的读写能力或者你与周围文本环境的关系。