前 言
本講義是按照《全國(guó)碩士研究生入學(xué)考試英語(yǔ)考試大綱（非英語(yǔ)專(zhuān)業(yè)）》所規(guī)定的題型和試卷結(jié)構(gòu)編寫(xiě)的。編者力圖把大綱的測(cè)試要求具體體現(xiàn)到課堂講解與練習(xí)中去，以幫助廣大考生深刻領(lǐng)會(huì)考試大綱的精神并進(jìn)行有的放矢的考前復(fù)習(xí)，做到知己知彼、胸有成竹。
本講義分上、下兩冊(cè)，包括20次講座，共80學(xué)時(shí)。此講義信息量大，既有對(duì)近年典型真題的剖析，又有大量自編練習(xí)供學(xué)員操練。本著精講多練、講中有練、練中有講、講練結(jié)合的原則，授課教師通過(guò)講解和引導(dǎo)使學(xué)員在學(xué)習(xí)和操練中迅速進(jìn)入考研切入點(diǎn)，了解考試的要求、重點(diǎn)和難點(diǎn)，理解和把握試題的命題思路，提高英語(yǔ)的語(yǔ)言知識(shí)水平并掌握一整套行之有效的學(xué)習(xí)方法和應(yīng)試對(duì)策，以便在2007年的考試中取得滿意的成績(jī)。
此講義每年按大綱精神和當(dāng)年考題命題的新動(dòng)向進(jìn)行修訂并得到歷屆學(xué)員的好評(píng)，被譽(yù)為“考研品牌大餐”。
學(xué)員在輔導(dǎo)班上應(yīng)全神貫注、認(rèn)真聽(tīng)講、記筆記，積極參加課堂的操練活動(dòng)，課下應(yīng)認(rèn)真復(fù)習(xí)、按時(shí)完成教師布置的家庭作業(yè)。此外，學(xué)員可以閱讀朱泰祺教授編著的《(2007)碩士研究生英語(yǔ)入學(xué)考試復(fù)習(xí)指導(dǎo)》一書(shū)作為課外參考書(shū)，以滿足不同層次考生的個(gè)性化需要。
預(yù)祝學(xué)員們考研成功！
北京太奇培訓(xùn)學(xué)校教務(wù)部
提高考研閱讀能力的過(guò)程和規(guī)律
考研閱讀理解包括三項(xiàng)，即多項(xiàng)選擇題、選擇搭配題和英譯漢，共占60分。所以，閱讀理解是考研試題中的重中之重。學(xué)生提高英語(yǔ)閱讀理解能力一般要經(jīng)歷四個(gè)發(fā)展階段：
1. 字面心譯階段，即在閱讀時(shí)要通過(guò)逐詞心譯來(lái)理解原文。由于兩種語(yǔ)言在句子語(yǔ)法結(jié)構(gòu)、詞語(yǔ)用法、語(yǔ)言習(xí)慣等方面存在著許多差異，這個(gè)階段對(duì)原文的理解常會(huì)發(fā)生錯(cuò)誤。
2. 分析性心譯階段，即在對(duì)原文的詞語(yǔ)和結(jié)構(gòu)進(jìn)行一些分析以后，再進(jìn)行心譯，或心譯過(guò)程伴隨著詞語(yǔ)和結(jié)構(gòu)的分析。這時(shí)理解力比前一階段有所提高，但閱讀速度很慢。
3. 綜合性心譯階段。在這個(gè)階段由于語(yǔ)言水平的提高，閱讀經(jīng)驗(yàn)的積累，不經(jīng)分析而直接將原文譯成漢語(yǔ)。
4. 直接理解原文階段。在這個(gè)階段由于語(yǔ)言能力的不斷提高，讀者的理解已進(jìn)入英語(yǔ)思維的模式，可以直接理解原文。
以上4個(gè)階段只是大體上的劃分，在實(shí)際閱讀訓(xùn)練中，這4個(gè)階段不是截然分割的。比如，處于第2階段時(shí)，也不可能對(duì)每個(gè)句子都分析一遍后再來(lái)心譯。第4階段也可能伴隨少量的心譯，因?yàn)楸咀逭Z(yǔ)畢竟是理解外語(yǔ)的媒介。
了解閱讀能力提高的過(guò)程有利于加速閱讀能力的培養(yǎng)。一般來(lái)說(shuō)，我們的考生是處在介乎第2和第3階段之間。對(duì)所讀的材料有時(shí)要經(jīng)過(guò)查閱詞典，分析心譯成漢語(yǔ)才能達(dá)到真正的理解。這作為閱讀能力提高的一個(gè)階段是不可避免的。但要努力縮短這一階段，防止這種閱讀方法成為定勢(shì)。要盡可能減少心譯，以提高閱讀速度，達(dá)到基本上直接理解原文的階段。
從邏輯和思維的角度看，閱讀理解能力的提高是一個(gè)由淺入深、由片面到全面、由低層次到高層次的發(fā)展過(guò)程。較低層次的理解是字面理解(Read the lines)�？忌鷮�(duì)所讀內(nèi)容只能理解字面含義。隨著理解的不斷深化，考生逐漸進(jìn)入推斷性理解層次。考生慢慢能從語(yǔ)篇結(jié)構(gòu)的高度來(lái)審視文章內(nèi)容的邏輯結(jié)構(gòu)和內(nèi)在聯(lián)系，從而進(jìn)入更深層次的理解，如從字里行間理解作者要表達(dá)的內(nèi)涵(Read between the lines)。最高層次是評(píng)價(jià)性閱讀理解，即能理解文章內(nèi)容的言外之音(Read beyond the lines)，能對(duì)所讀內(nèi)容進(jìn)行推理判斷、綜合歸納和客觀評(píng)論。研究生英語(yǔ)入學(xué)考試中的閱讀理解就屬于這個(gè)層次。這時(shí)考生應(yīng)能憑借自己的閱讀經(jīng)驗(yàn)和分析能力對(duì)所讀文章和題目選項(xiàng)進(jìn)行評(píng)價(jià)，如：選擇項(xiàng)所傳遞的信息是否確切、事實(shí)是否可靠、結(jié)論是否正確以及信息的應(yīng)用價(jià)值等。
考研學(xué)生應(yīng)具備哪些能力才能應(yīng)對(duì)閱讀理解考試的需要呢？
1. 理解文章的主旨、抓住全文的中心思想和展開(kāi)中心思想的邏輯結(jié)構(gòu)和邏輯框架；
2. 理解文章中的具體信息和細(xì)節(jié)；
3. 理解明確或隱含表達(dá)的概念性含義；
4. 進(jìn)行有關(guān)內(nèi)容的推理、歸納和引申；
5. 根據(jù)上下文推測(cè)不熟悉詞語(yǔ)的含義；
6. 理解作者的寫(xiě)作目的、態(tài)度、語(yǔ)氣及文章的基調(diào)；
7. 以上各項(xiàng)能力要求必須在規(guī)定的時(shí)間內(nèi)完成。
滴水穿石，貴在堅(jiān)持。我相信，通過(guò)我們師生的共同努力，學(xué)員的閱讀理解能力定會(huì)不斷提高。
2007北京太奇培訓(xùn)學(xué)校考研英語(yǔ)強(qiáng)化班授課講義(一)
Text I [2006, RC Text 1]
In spite of "endless talk of difference," American society is an amazing machine for homogenizing people. There is "the democratizing uniformity of dress and discourse, and the casualness and absence of deference" characteristic of popular culture. People are absorbed into "a culture of consumption" launched by the 19th-century department stores that offered "vast arrays of goods in an elegant atmosphere. Instead of intimate shops catering to a knowledgeable elite" these were stores "anyone could enter, regardless of class or background. This turned shopping into a public and democratic act." The mass media, advertising and sports are other forces for homogenization.
Immigrants are quickly fitting into this common culture, which may not be altogether elevating but is hardly poisonous. Writing for the National Immigration Forum, Gregory Rodriguez reports that today’s immigration is neither at unprecedented levels nor resistant to assimilation. In 1998 immigrants were 9.8 percent of the population; in 1900, 13.6 percent. In the 10 years prior to 1990, 3.1 immigrants arrived for every 1,000 residents; in the 10 years prior to 1890, 9.2 for every 1,000. Now, consider three indices of assimilation -- language, home ownership and intermarriage.
The 1990 Census revealed that "a majority of immigrants from each of the fifteen most common countries of origin spoke English ‘well’ or ‘very well’ after ten years of residence." The children of immigrants tend to be bilingual and proficient in English. "By the third generation, the original language is lost in the majority of immigrant families." Hence the description of America as a "graveyard" for languages. By 1996 foreign-born immigrants who had arrived before 1970 had a home ownership rate of 75.6 percent, higher than the 69.8 percent rate among native-born Americans.
Foreign-born Asians and Hispanics "have higher rates of intermarriage than do U.S.-born whites and blacks." By the third generation, one third of Hispanic women are married to non-Hispanics, and 41 percent of Asian-American women are married to non-Asians.
Rodriguez notes that children in remote villages around the world are fans of superstars like Arnold Schwarzenegger and Garth Brooks, yet "some Americans fear that immigrants living within the United States remain somehow immune to the nation’s assimilative power."
Are there divisive issues and pockets of seething anger in America? Indeed. It is big enough to have a bit of everything. But particularly when viewed against America’s turbulent past, today’s social indices hardly suggest a dark and deteriorating social environment. (400 words)
