2013届考研寒假特训计划.docx

2013届考研寒假特训计划（内部资料）目 录一、2013海文考研：寒假阶段英语特训计划11.时间安排12.复习内容说明13.目标要求24.学习资料25.注意事项26.考生分类37.复习安排38.复习提示89.基础测试题及答案解析8（1）基础测试题8（2）基础测试题答案及解析17二、2013海文考研：寒假阶段数学特训计划291.学习方法292.学习内容说明303.学习资料304.计划安排305.基础测试题及答案解析42（1）基础测试题42（2）基础测试题答案及解析44一、2013海文考研：寒假阶段英语特训计划“凡事预则立，不预则废”，做任何一件事情都需要精心准备，考研英语复习也不例外。所以，如果想要在考研战场上取得优异成绩，在平时复习过程中，必须做好各方面准备，投入足够精力。这样各位考生才能驾轻就熟，从容而且灵活的面对各种题型。寒假是复习的绝佳时期，考生一定要刻苦努力、稳扎稳打、夯实基础，充分利用好这段宝贵的时期。同学们应该清楚地认识到考研英语是靠长期积累才能提高成绩的学科。考研英语学习的过程体现了循序渐进的学习规律。通常备战考研英语科学合理的进程是夯实基础单项题型分析与训练研习真题模拟训练查漏补缺、考前冲刺进入考场。同学如能按照这个步骤去进行复习，英语过线是毫无疑问的。可是，能将英语复习的这一系列环节付诸于实践的同学却为数不多，原因在于有些同学由于不能保证充足的复习时间，要么不得不跳过第一个甚至第二个环节的复习，要么就是匆忙应对了第一个环节而没有达到实际的成效。我们知道，脱离了基础的英语复习犹如无源之水、无本之木，势必会得不偿失。有些同学复习得很辛苦、很劳累，甚至能把考研大纲所要求的单词倒背如流，却依然看不懂文章；提笔写作文时要么感觉不会表达，要么通篇都是病句，这最根本的原因还是在于忽略了对基础的重视。鉴于以上原因，只要同学们下定决心考研，就应尽早着手，从而赢得充分的学习时间，能够按照上述环节，循序渐进进行复习。当然，有些同学总是认为，等过完寒假再开始复习也为时不晚，实际上等开学后能整块利用的复习时间并不多，而且难免会有些意外的事情占去我们的部分学习时间，因此为了避免仓促应战，为了避免前松后紧，为了能切实地贯彻执行科学合理的英语复习环节，我们必须充分利用寒假的复习时间，最后的成功必然属于那些提早进入复习状态的同学。1.时间安排在寒假中，除去过年进行适当的休息外，我们完全可充分利用的复习时间为25天，在这25天的复习中，基于英语学科的特点，每天至少保证4小时的复习时间，因此，寒假中可有效利用的学习时间共计100小时。循序渐渐，坚持不懈，高效运用这100个小时。2.复习内容说明25天内主攻三块复习内容，即单词、语法、阅读。英语基础的牢固与否直接影响到我们做题的质量，夯实英语基础显得尤为重要。词汇、语法犹如做房子所需要的砖瓦，它们在英语中的基础和重要地位牢不可破。在寒假25天复习安排中，我们应该以语法、词汇的复习为重点。按照我们的计划安排，不断练习，坚持努力，锲而不舍，肯定能收到良好效果。此外，英语阅读在考研英语中占有较大的比例，“得阅读者得天下！”阅读理解的训练从一开始就要进行，所以从一开始的时候就要有意识地提高阅读能力。所以，在这25天的精心复习中，每天至少要精读一篇文章，把握文章走向，逐字逐句分析，详细分析长、难句。3.目标要求充分了解、 认知考研英语的考察特点与难度，考研英语对知识与能力的要求，为长期的英语复习做好良好心理准备和信息储备。1） 完成2000个左右考研英语高频词汇和核心词汇的记忆；2） 对英语从句进行系统的梳理、理解和掌握，达到理解英语从句的句子结构特点，并能熟练理解应用英语从句；3） 完成25篇阅读理解的精读，培养基本的对篇章的理解和驾驭能力；4） 探索、确定合理有效的学习方法，养成良好、有规律的学习习惯，并培养良好的心态。4.学习资料考研英语基础教程（万学海文名师团队编著），这本书覆盖了考研英语基础阶段所要掌握的知识，凝聚了万学海文英语教研组众多专家多年来的心血，是一本高质量的考研英语辅导丛书，也是众多学员所力推的一本书籍。词汇方面：书中重点而详细地介绍了考研高频词汇、核心词汇，考生能够在最有效的时间内了解到考研词汇考点的真相；并且词根、词缀能够让考生认识到单词的分布及记忆规律，举一反三，在最有效的时间内熟记最多的有效词汇。语法方面：重点突出，对考研重点及常考语法现象（定语从句、同位语从句、动名词等）给予了详细的分析，同时对考研长难句进行了详细而精彩地分析，根据难度系数，给出了历年真题的例子。基础阅读方面：经过认真甄选，首先列举真题文章；精彩的翻译美文紧随其后，文中的佳句、长、难句被重点勾勒；依据不同的文章题材，精心挑选出了一些高质量的阅读文章，扩大广大考生的阅读范围。这样的精心布局，使考生能够对考研阅读理解部分有一个熟悉过程。5.注意事项在学习态度上一定要做到自律、高效，每天切实保证4小时的学习时间，并且高质量地完成相应的学习计划；在复习单词的时候，下苦功夫是毋庸置疑的，但也有一些技巧和方法，从宏观层面而言，在记忆单词的时候可以采取“坚持不懈和有效重复（单位短时间和长时间重复加强记忆相结合）”，从微观层面而言，可以采取构词法，比如词根词缀。语法的复习，一定要细致，对考研英语所涉及到的语法点，首先要全面覆盖，并且要有重点性地攻破长、难句，特别是对它们复杂的结构进行分析。阅读理解的学习，在基础阶段，首先读懂文章是前提保障，有必要做精读方面的工作，逐字逐句地分析，搞懂具体单词在具体语境下不同的含义，同时在这部分也要加强对长、难句的划分和理解。6.考生分类考生分类的目的同学们在启动寒假特训复习计划之前，一定要对自己现有的英语水平以及现有的英语水平与考研英语要求之间的差距有一个准确的认知，只有这样才能切中要害、对症下药，选择合理的复习计划，进而卓有成效地进行复习。而同学们在定位自己的现有英语水平时，一方面可以以自己参加的大学英语四、六级考试成绩为标准，另一方面可参阅我们在下面提供的考研英语能力要求具体说明来找到自己的差距。考生分类标准按考生已有英语水平分类A类：英语水平达到大学英语六级以上的考生B类：未通过大学英语四级考试且英语基础十分薄弱的考生各类考生启动复习计划的突破点说明 A类：该类同学应注意切不可因为自己的英语功底还可以而轻视对考研英语的复习，不经过长期系统的考研英语复习，同样会在英语上惨败。这类同学在起步阶段的复习突破点应放在精、准记忆考研词汇；突破长难句；提高对篇章的理解能力。该类同学的学习目标应定为考取7585分。B类：该类同学首先应树立“功夫不负有心人”的学习信心，在复习的起步阶段力求消化理解为主，这类同学的突破点应着重放在熟悉、认知考研词汇，理解语法规则，培养阅读语感上，该类同学的学习目标应定为考取6065分。7.复习安排学习进度学习专项学习任务及要求学习时间第一天词汇考研英语基础教程 P1-2（stress-intended）每天2小时语法考研英语基础教程 P85-90（名词性从句）每天1小时基础阅读考研英语基础教程P132（passage1）每天1小时第二天词汇考研英语基础教程 P3-4（emerging-technoligical）每天2小时语法考研英语基础教程P90-94（定语从句）每天1小时基础阅读考研英语基础教程P132-133（passage2）每天1小时第三天词汇考研英语基础教程 P5-6（professor-reliable）每天2小时语法考研英语基础教程P94-98（状语从句）每天1小时基础阅读考研英语基础教程P133-134（passage3）每天1小时第四天词汇考研英语基础教程 P7-8（resitant）每天2小时语法考研英语基础教程P99-102（分词）每天1小时基础阅读考研英语基础教程P134-135（passage4）每天1小时第五天词汇考研英语基础教程P9-10（desire-remains）每天2小时语法考研英语基础教程P102-105（动名词）每天1小时基础阅读考研英语基础教程P135-136（passage5）每天1小时第六天词汇考研英语基础教程 P11-12（vulnerable-industries）每天2小时语法考研英语基础教程P105-109（动词不定式）每天1小时基础阅读考研英语基础教程P136-137（passage1）每天1小时第七天词汇考研英语基础教程P13-14（exhibition-sacrifice）每天2小时语法考研英语基础教程P110-111（句子结构 初级段）每天1小时基础阅读考研英语基础教程P137-138（passage2）每天1小时第八天词汇考研英语基础教程P15-18（instrumentalist-acquaint）每天2小时语法考研英语基础教程P111-112（中级段 定语结构）每天1小时基础阅读考研英语基础教程P138（passage3）每天1小时第九天词汇考研英语基础教程P18-20（homogenization-connotation）每天2小时语法考研英语基础教程P112-113（倒装结构）每天1小时基础阅读考研英语基础教程P139-140（passage4）每天1小时第十天词汇考研英语基础教程P20-22（susceptible-benign）每天2小时语法考研英语基础教程P113-115（高级段）每天1小时基础阅读考研英语基础教程P140-141（passage5）每天1小时第十一天词汇考研英语基础教程P22-24（bipedal-graphic）每天2小时语法考研英语基础教程P113-115（高级段）每天1小时基础阅读考研英语基础教程P141-142（passage1）每天1小时第十二天词汇考研英语基础教程P24-P26（layoff-administrate）每天2小时语法考研英语基础教程P115（顶级段）每天1小时基础阅读考研英语基础教程P142（passage2）每天1小时第十三天词汇考研英语基础教程P26-28（crush-approximate）每天2小时语法考研英语基础教程P115-116（unit1）每天1小时基础阅读考研英语基础教程P142-143（passage3）每天1小时第十四天词汇考研英语基础教程P28-31（displace-auxiliary）每天2小时语法考研英语基础教程P116（unit2）每天1小时基础阅读考研英语基础教程P143-144（passage4）每天1小时第十五天词汇考研英语基础教程P31-34（gallop-exert）每天2小时语法考研英语基础教程P116-117（unit3）每天1小时基础阅读考研英语基础教程P144-145（passage5）每天1小时第十六天词汇考研英语基础教程P34-36（sacrifice-flatter）每天2小时语法考研英语基础教程P117（unit4）每天1小时基础阅读考研英语基础阅读特训手册P145-146（passage1）每天1小时第十七天词汇考研英语基础教程P36-38（flee-lump）每天2小时语法考研英语基础教程P117-118（unit5）每天1小时基础阅读考研英语基础教程P146-147（passage2）每天1小时第十八天词汇考研英语基础教程P39-41（macroscopic-pose）每天2小时语法考研英语基础教程P118（unit6）每天1小时基础阅读考研英语基础教程P147-148（passage3）每天1小时第十九天词汇考研英语基础教程P41-43（rally-perceive）每天2小时语法考研英语基础教程P118-119（unit7）每天1小时基础阅读考研英语基础教程P148-149（passage4）每天1小时第二十天词汇考研英语基础教程P43-44（perfume-sacred）每天2小时语法考研英语基础教程P119（unit8）每天1小时基础阅读考研英语基础教程P149-150（passage5）每天1小时第二十一天词汇考研英语基础教程P45-47（not-back）每天2小时语法考研英语基础教程P119-120（unit9）每天1小时基础阅读考研英语基础教程P150-151（passage1）每天1小时第二十二天词汇考研英语基础教程P48-50（demigod-activate）每天2小时语法考研英语基础教程P120（unit10）每天1小时基础阅读考研英语基础教程P151（passage2）每天1小时第二十三天词汇考研英语基础教程P51-57（Asian-irony）每天2小时语法考研英语基础教程 巩固复习每天1小时基础阅读考研英语基础教程P151-152（passage3）每天1小时第二十四天词汇考研英语基础教程P58-61（large-lengthwise）每天2小时语法考研英语基础教程巩固复习每天1小时基础阅读考研英语基础教程P152-153（passage4）每天1小时第二十五天词汇考研英语基础教程P61-63（over-corruption）每天2小时语法考研英语基础教程巩固复习每天1小时基础阅读考研英语基础教程P153-154（passage5）每天1小时8.复习提示词汇：按照书本进度安排，每天完成一定的量，单词的记忆需要进行有效地重复，持之以恒、锲而不舍。建议每天早晨背一个小时的词汇，晚上再用一个小时巩固早上复习的词汇，然后过几天（最好是3-5天），加深巩固先前复习的词汇，如此有效反复，直到滚瓜烂熟为止。语法：循序渐渐，努力攻克考研常考、重点语法，详细分析长难句，重点放在对长、难句的结构和练习上，对书本中所给的例子，逐个咀嚼消化，直到对其结构烂熟于心为止。基础阅读：按照基础阅读部分的计划进度，每天一定要完成一篇文章的阅读。首先争取用最短的时间粗略地看一遍文章，对文章的主旨、作者的态度有一个大体地把握，然后精读文章，细化到句子、词语，弄清文章间的起承转合及词语、句子的具体含义，重点放在长、难句的分析（因为它们常常是出题的考点）。对于文章中出现的优美的佳句，长、难句，大家可以用卡片抄录下来，然后不断诵读，这样不仅可以增加知识量，同时也可以增加语感，一箭双雕，达到事半功倍的效果。9.基础测试题及答案解析（1）基础测试题答题注意事项1. 本试卷考试时间100分钟，满分100分。2. 试卷后面附有参考答案，供学员测试后核对。Section I Structure and VocabularyIn each question, decide which of the four choices given will most suitably complete the sentence if inserted at the place marked. Put your choice on the answer sheet. (20 points)1. A variety of small clubs can provide _ opportunities for leadership, as well as for practice in successful group dynamics.A durable B excessiveC surplus D multiple 2. By turning this knob to the right you can _ the sound from this radio.A amplify B enlarge C magnify D reinforce3. Under the _ confronting them it was impossible to continue the strike any longer.A surroundings B settings C circumstances D environments4. We have the system of exploitation of man by man.A cancelled B abolished C refused D rejected5. We shall probably never be able to _ the exact nature of these sub-atomic particles.A assert B impart C ascertain D notify6. This diploma _ that you have completed high school.A proves B certifiesC secures D approves7. Up until that time, his interest had focused almost _ on fully mastering the skills and techniques of his craft.A restrictively B radicallyC inclusively D exclusively8. That sound doesnt _ in his language so its difficult for him to pronounce.A happen B take place C occur D run9. The security guard _ two men who were yelling in the courtroom.A expelled B propelledC repelled D dispelled10. In most cases politicians are _ as they seldom tell the truth.A credible B credulous C incredulous D incredible11. He soon received promotion, for his superiors realized that he was a man of considerable _.A future B possibility C ability D opportunity12. Britain has the highest _ of road traffic in the worldover 60 cars for every mile of road.A density B intensityC popularity D prosperity13. CCTV programs are _ by satellite to the remotest areas in the country.A transferred B transportedC transformed D transmitted14. An energy tax would curb ordinary air pollution, limit oil imports and cut the budget _.A disposition B deficit C defect D discrepancy15. The government will _ a reform in the educational system.A initiate B initial C initiative D intimate16. Estimates _ anywhere from 600 000 to 3 million. Although the figure may vary, analysts do agree on another mater: that the number of the homeless is increasing. One of the federal governments studies predicts that the number of the homeless will reach nearly 19 million by the end of this decade.A cover B change C differ D range17. As time went by, computers became smaller and more powerful, and they became “personal” too, as well as institutional, with display becoming sharper and storage _ increasing.A ability B capability C capacity D faculty18. It soon becomes clear that the interior designers most important basic _ is the function of the particular space. For example, a theater with poor sight lines, poor sound-shaping qualities, and too few entries and exits will not work for its purpose, no matter how beautifully it might be decorated.A care B concernC attention D intention19. The purpose of non-REM sleep is even more mysterious. The new experiments, such as those _ for the first time at a recent meeting or the society for Sleep Research in Minneapolis, suggest fascinating explanations for the purpose of non-REM sleep. A maintained B described C settled D afforded20. Changes in the social structure may indirectly _ juvenile crime rates. For example, changes in the economy that lead to fewer job opportunities for youth and rising unemployment in general make gainful employment increasingly difficult to obtain.A affect B reduce C check D reflectSection II Use of EnglishRead the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET. (20 points)Health implies more than physical fitness. It also implies mental and emotional well-being. An angry, frustrated, emotionally 21 person in good physical condition is not 22 healthy. Mental health, therefore, has much to do 23 how a person copes with the world as s/he exists. Many of the factors that 24 physical health also affect mental and emotional well-being. Having a good self-image means that people have positive 25 pictures and good, positive feelings about themselves, about what they are capable 26 , and about the roles they play. People with good self-images like themselves, and they are 27 like others. Having a good self-image is based 28 a realistic, as well as positive, or optimistic 29 of ones own worth and value and capabilities. Stress is an unavoidable, necessary, and potentially healthful 30 of our society. People of all ages 31 stress. Children begin to 32 stress during prenatal development and during childbirth. Examples of stress-inducing 33 in the life of a young person are death of a pet, pressure to 34 academically, the divorce of parents, or joining a new youth group. The different ways in which individuals 35 to stress may bring healthful or unhealthy results. One person experiencing a great deal of stress may function exceptionally well 36 another may be unable to function at all. If stressful situations are continually encountered, the individuals physical, social, and mental health are eventually affected. Satisfying social relations are vital to 37 mental and emotional health. It is believed that in order to 38 , develop, and maintain effective and fulfilling social relationships people must 39 the ability to know and trust each other, understand each other, influence, and help each other. They must also be capable of 40 conflicts in a constructive way. 21. A unstable B unsure C imprecise D impractical22. A normally B generally C virtually D necessarily23. A on B at C to D with24. A signify B influence C predict D mark25. A intellectual B sensual C spiritual D mental26. A to be doing B with doing C to do D of doing27. A able better to B able to betterC better to able D better able to28. A on B from C at D about29. A assessment B decisionC determination D assistance30. A ideality B realization C realism D reality31. A occur B engage C confront D encounter32. A tolerateB sustain C experience D undertake33. A evidenceB accidents C adventures D events34. A acquire B achieve C obtain D fulfill35. A respondB return C retort D reply36. A why B when C while D where37. A sound B all-round C entire D whole38. A illuminate B enunciateC enumerate D initiate39. A access B assess C process D possess40. A resolvingB saluting C dissolving D solvingSection III Reading ComprehensionEach of the passages below is followed by some questions. For each question four answers are given. Read the passages carefully and choose the best answer to each of the questions. Put your choice in the ANSWER SHEET. (30 points) Text 1Most students are usually introduced to the study of history by way of a fat textbook and become quickly engaged in a vast sea of names, dates, events, and statistics. The students skills are then tested by examinations that require them to show how much of the data they remember; the more they remember, the higher their grades are. From this experience a number of conclusions seem obvious: the study of history is the study of “facts” about the past; the more facts you know, the better you are as a student of history. The professional historian, whether teacher or textbook writer, is simply one who brings together a very large number of “facts”.Students who have been introduced to history in this way become confused upon discovering that historians often disagree sharply. To be sure, historians present their material in familiar ways: they tell us what happened and why it happened by presenting a mass of historical data. But students soon discover that two or three or more historians dealing with the same event may come to quite different conclusions about it. Sometimes two historians will use two very different sets of “facts” in describing an event, and this leads them to different conclusions. At other times, however, the same “facts” are given different meanings by different historians, and their conclusions therefore differ.The common-sense reaction to this state of affairs is to conclude that one historian is right while the other is wrong. But common sense will take students no further than this. Maybe, historians who are wrong will have their “facts” wrong. This is seldom the case, however. Students find that all historians argue reasonablyand persuasively. And the “facts”the names, dates, events, figuresusually turn out to be correct. The only way out for the confused students is to choose one point of view for reasons they cannot fully explain. History, which had seemed to be a cut-and-dried matter of memorizing “facts”, now becomes a matter of choosing one good interpretation from among many. Historical truth becomes a matter of personal preference like the choice of one brand-named item over another in a supermarket.Obviously, there is no easy solution to this problem. Historians disagree because each historian views the past from a particular perspective. Once students grasp this, they have taken the first step toward being able to evaluate the work of various historians. But before they can take this first step, students must consider a problem they have more or less taken for granted. They must ask themselves what history really is. 41. The students become confused because .A it is difficult to remember so many historical factsB the historians cannot persuade them to make conclusionC they cannot make a reasonable choice among the different interpretationsD they cannot decide whether the facts the historians refer to are correct or not42. In the text, the author wants to .A emphasize the subjectivity in interpretations of historical events B present reasonableness for differences in opinionsC support opinions of some historians on the facts of history D introduce some better methods for the study of history43. Which of the following will the author most probably agree with?A The more facts the students remember the more intelligent they are. B Historians themselves become confused with different interpret