双证在职研究生考试新题型考察方式

双证在职研究生入学是需要参加1月联考，1月联考考试科目主要是英语和学科综合，英语考试题型主要包括完型、阅读理解、新题型、翻译、写作，新题型是近些年增加的一种题型，主要是区别与简单的阅读理解，考试的难度也是比较大，更加重视考生的综合能力，强调一篇文章主要内容以及思想，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，那么新题型考试的方式主要分为三种：1、完型填句、段式，2、排序题，3、小标题。这三种考察方式当中第一种完形填句、段式的考试次数最多，考试的难度也比较大，考生需要根据上下文之间的关系选择最佳答案，下面简单为大家介绍一下2015年新题型考试的例题

Inthefollowingtext,somesentenceshavebeenremoved.ForQuestions41-45,choosethemostsuitableonefromthelistA-Gtofitintoeachofthenumberedblanks.Therearetwoextrachoices,whichdonotfitinanyoftheblanks.MarkyouranswersontheANSWERSHEET.(10points)在41-45的问题,从列表中选择最合适的一个答案。

Howdoesyourreadingproceed?Clearlyyoutrytocomprehend,inthesenseofidentifyingmeaningsforindividualwordsandworkingoutrelationshipsbetweenthem,drawingonyourimplicitknowledgeofEnglishgrammar.41.Youbegintoinferacontextforthetext,forinstancebymakingdecisionsaboutwhatkindofspeecheventisinvolved:whoismakingtheutterance,towhom,whenandwhere?

Thewaysofreadingindicatedherearewithoutdoubtkindsofcomprehension.Buttheyshowcomprehensiontoconsistnotjustofpassiveassimilationbutofactiveengagementininferenceandproblem-solving.Youinferinformationyoufeelthewriterhasinvitedyoutograspbypresentingyouwithspecificevidenceandclues;and42.

Conceivedinthisway,comprehensionwillnotfollowexactlythesametrackforeachreader.Whatisinquestionisnottheretrievalofanabsolute,fixedor'true'meaningthatcanbereadoffandcheckedforaccuracy,orsometimelessrelationofthetexttotheworld.43.

Suchbackgroundmaterialinevitablyreflectswhoweare.44.Thisdoesn't,however,makeinterpretationmerelyrelativeorevenpointless.Preciselybecausereadersfromdifferenthistoricalperiods,placesandsocialexperiencesproducedifferentbutoverlappingreadingsofthesamewordsonthepage-includingfortextsthatengagewithfundamentalhumanconcerns-debatesabouttextscanplayanimportantroleinsocialdiscussionofbeliefsandvalues.

Howwereadagiventextalsodependstosomeextentonourparticularinterestinreadingit.45Suchdimensionsofreadingsuggest-asothersintroducedlaterinthebookwillalsodo-thatwebringanimplicit(oftenunacknowledged)agendatoanyactofreading.Itdoesn'tthennecessarilyfollowthatonekindofreadingisfuller,moreadvancedormoreworthwhilethananother.Ideally,differentkindsofreadinginformeachother,andactasusefulreferencepointsforandcounterbalancestooneanother.Together,theymakeupthereadingcomponentofyouroverallliteracy,orrelationshiptoyoursurroundingtextualenvironment.

[A]Arewestudyingthattextandtryingtorespondinawaythatfulfilstherequirementofagivencourse?Readingitsimplyforpleasure?Skimmingitforinformation?Waysofreadingonatrainorinbedarelikelytodifferconsiderablyfromreadinginaseminarroom.

[B]Factorssuchastheplaceandperiodinwhichwearereading,ourgender,ethnicity,ageandsocialclasswillencourageustowardscertaininterpretationsbutatthesametimeobscureorevencloseoffothers.

[C]Ifyouareunfamiliarwithwordsoridioms,youguessattheirmeaning,usingcluespresentedinthecontext.Ontheassumptionthattheywillbecomerelevantlater,youmakeamentalnoteofdiscourseentitiesaswellaspossiblelinksbetweenthem.

[D]Ineffect,youtrytoreconstructthelikelymeaningsoreffectsthatanygivensentence,imageorreferencemighthavehad:thesemightbetheonestheauthorintended.

[E]Youmakefurtherinferences,forinstanceabouthowthetextmaybesignificanttoyou,oraboutitsplausibility-inferencesthatformthebasisofapersonalresponseforwhichtheauthorwillinevitablybefarlessresponsible.

[F]Inplays,novelsandnarrativepoems,charactersspeakasconstructscreatedbytheauthor,notnecessarilyasmouthpiecesfortheauthor'sownthoughts.

[G]Rather,weascribemeaningstotextsonthebasisofinteractionbetweenwhatwemightcalltextualandcontextualmaterial:betweenkindsoforganizationorpatterningweperceiveinatext'sformalstructures(soespeciallyitslanguagestructures)andvariouskindsofbackground,socialknowledge,beliefandattitudethatwebringtothetext