專(zhuān)升本《大學(xué)英語(yǔ)》考試大綱.doc

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2014年專(zhuān)升本《大學(xué)英語(yǔ)》考試大綱 一、考試內(nèi)容 本考試包括六個(gè)部分：1）寫(xiě)作；2）快速閱讀； 3）仔細(xì)閱讀； 4) 詞匯與結(jié)構(gòu)； 5）完型填空 6）翻譯。全部題目按順序統(tǒng)一編號(hào)。 （一）寫(xiě)作 （Part I Writing ） 共1題，考試時(shí)間30分鐘。要求考生寫(xiě)出不少于120詞的短文，試卷上可能給出題目，或規(guī)定場(chǎng)景，或看圖作文，或?qū)憟?bào)告、評(píng)論、發(fā)言稿和日常應(yīng)用文等，要求表達(dá)思想清楚，意義連貫，無(wú)重大語(yǔ)法錯(cuò)誤。 短文寫(xiě)作部分的目的是測(cè)試學(xué)生運(yùn)用英語(yǔ)書(shū)面表達(dá)思想的初步能力。 （二） 快速閱讀（Part II:Reading Comprehension：Skimming　and　Scanning）　 采用1-2篇較長(zhǎng)篇幅的文章或多篇短文，總長(zhǎng)度約為1000詞，共10個(gè)小題。考試時(shí)間15分鐘。 要求考生運(yùn)用略讀和查讀的技能從篇章中獲取信息。略讀考核學(xué)生通過(guò)快速閱讀獲取文章主旨大意或中心思想的能力，閱讀速度約每分鐘100詞。查讀考核學(xué)生利用各種提示，如數(shù)字、大寫(xiě)單詞、段首或句首詞等，快速查找特定信息的能力?？焖匍喿x理解部分采用的題型有單項(xiàng)選擇、是非判斷、句子填空、完成句子等測(cè)試學(xué)生通過(guò)閱讀獲取書(shū)面信息的能力。 （三）仔細(xì)閱讀（Part III: Reading Comprehension：Reading in Depth） 　共四篇短文，20個(gè)小題，考試時(shí)間40分鐘。短文平均長(zhǎng)度為300-350詞。本部分測(cè)試考生在不同層面上的閱讀理解能力，包括理解主旨大意和重要細(xì)節(jié)、綜合分析、推測(cè)判斷以及根據(jù)上下文推測(cè)詞義等。短文后有若干個(gè)問(wèn)題，考生根據(jù)對(duì)文章的理解，從每題的四個(gè)選項(xiàng)中選擇最佳答案。 （四）詞匯與結(jié)構(gòu)（Part IV: Vocabulary and Structure） 共30小題，考試時(shí)間15分鐘。目的是測(cè)試學(xué)生運(yùn)用詞匯、短語(yǔ)及語(yǔ)法結(jié)構(gòu)的能力。詞匯題是考查考生對(duì)詞匯及詞組的辯異能力以及在句中的具體運(yùn)用；結(jié)構(gòu)題是測(cè)試考生對(duì)標(biāo)準(zhǔn)英語(yǔ)書(shū)面語(yǔ)語(yǔ)法結(jié)構(gòu)的掌握程度。所占比例為2:1，即詞匯題20小題，結(jié)構(gòu)題10小題。 （五）完形填空 （Part V: Cloze） 共20 小題，考試時(shí)間15分鐘。在1篇題材熟悉、難度適中的短文（約200個(gè)詞）中留有20個(gè)空白，每個(gè)空白為一題，每題有四個(gè)選擇項(xiàng)，要求考生在全面理解內(nèi)容的基礎(chǔ)上選擇一個(gè)最佳答案，使短文的意思和結(jié)構(gòu)恢復(fù)完整。填空的詞項(xiàng)包括結(jié)構(gòu)詞和實(shí)義詞。完形填空測(cè)試考生綜合運(yùn)用語(yǔ)言的能力。 （六）翻譯 （PartVI: Translation） 共5小題，考試時(shí)間15分鐘。一題一句，句長(zhǎng)為15-20單詞，句子一部分為英語(yǔ)，另一部分為漢語(yǔ)。考生需在兼顧全句結(jié)構(gòu)、語(yǔ)法及句意的基礎(chǔ)上將漢語(yǔ)部分譯成英語(yǔ)?？疾榭忌鷮?duì)英語(yǔ)詞匯、短語(yǔ)和基本句型的掌握，以及語(yǔ)法知識(shí)在語(yǔ)言表達(dá)中的實(shí)際運(yùn)用。 二、答題及計(jì)分方法 客觀(guān)性試題用機(jī)器閱卷，要求考生從每題四個(gè)選擇項(xiàng)中選出一個(gè)最佳答案，并在答題卡上（Answer Sheet）該題的相應(yīng)字母中間用鉛筆劃一條橫線(xiàn)，多選作答錯(cuò)處理。主觀(guān)性試題按科學(xué)的評(píng)分標(biāo)準(zhǔn)評(píng)分。 （提醒：故請(qǐng)考生準(zhǔn)備好考試專(zhuān)用鉛筆，用于涂填答題卡。） 試卷六個(gè)部分的題目數(shù)、計(jì)分和考試時(shí)間列表如下： 各部分名稱(chēng) 題目數(shù)（個(gè)） 計(jì)分 （分） 考試時(shí)間 （分鐘） 短文寫(xiě)作 1 15 30 快速閱讀 10 15 15 仔細(xì)閱讀 20 30 30 詞匯與結(jié)構(gòu) 30 15 15 完型填空 20 10 15 翻譯 5 15 15 總計(jì) 86個(gè) 100分 120分鐘 三、參考書(shū)目 1．鄭樹(shù)棠，陳永捷，《新視野大學(xué)英語(yǔ)讀寫(xiě)教程》（1—4冊(cè)），外語(yǔ)教學(xué)與研究出版社 2． 鄭樹(shù)棠，徐忠，毛忠明，《新視野大學(xué)英語(yǔ)聽(tīng)說(shuō)教程》（1—4冊(cè)），外語(yǔ)教學(xué)與研究出版社 3． 李蔭華 《大學(xué)英語(yǔ)綜合教程》（1—4冊(cè)），上海外語(yǔ)教育出版社 專(zhuān)升本《大學(xué)英語(yǔ)》考試樣題 Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write a composition on the topic What Electives to Choose. You should write at least 120 words according to the outline given below in Chinese. What electives to choose 1. 各大學(xué)開(kāi)設(shè)了各種各樣的選修課 2. 學(xué)生因?yàn)楦鞣N原因選擇了不同的選修課 3. 以你自己為例…… Part II Reading Comprehension (Skimming and Scanning ) (15 minutes) Universities Branch Out As never before in their long history, universities have become instruments of national competition as well as instruments of peace. They are the place of the scientific discoveries that move economies forward, and the primary means of educating the talent required to obtain and maintain competitive advantage. But at the same time, the opening of national borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability. In response to the same forces that have driven the world economy, universities have become more self-consciously global: seeking students form around the world who represent the entire range of cultures and values, sending their own students abroad to prepare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative (合作的) research programs to advance science for the benefit of all humanity. Of the forces shaping higher education none is more sweeping than the movement across borders. Over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in 2004. Most travel from one developed nation to another, but the flow from developing to developed countries is growing rapidly. The reverse flow, from developed to developing countries, is on the rise, too. Today foreign students earn 30 percent of the doctoral degrees awarded in the United States and 38 percent of those in the United Kingdom. And the number crossing borders for undergraduate study is growing as well, to 8 percent of the undergraduates at America’s best institutions and 10 percent of all undergraduates in the U.K. In the United States, 20 percent of the newly hired professors in science and engineering are foreign-born, and in China many newly hired faculty members at the top research universities received their graduate education abroad. Universities are also encouraging students to spend some of their undergraduate years in another country. In Europe, more than 140,000 students participate in the Erasmus program each year, taking courses for credit in one of 2,200 participating institutions across the continent. And in the United States, institutions are helping place students in summer internships (實(shí)習(xí)) abroad to prepare them for global careers. Yale and Harvard have led the way, offering every undergraduate at least one international study or internship opportunity——and providing the financial resources to make it possible. Globalization is also reshaping the way research is done. One new trend involves sourcing portions of a research program to another country. Yale professor and Howard Hughes Medical Institute investigator Tian Xu directs a research center focused on the genetics of human disease at Shanghai’s Fudan University, in collaboration with faculty colleagues from both schools. The Shanghai center has 95 employees and graduate students working in a 4,300-square-meter laboratory facility. Yale faculty, post doctors and graduate students visit regularly and attend videoconference seminars with scientists from both campuses. The arrangement benefits both countries; Xu’s Yale lab is more productive, thanks to the lower costs of conducting research in china, and Chinese graduate students, post doctors and faculty get on-the-job training from a world-class scientist and his U.S. team. As a result of its strength in science, the United States has consistently led the world in the commercialization of major new technologies, from the mainframe computer and the integrated circuit of the 1960s to the Internet infrastructure (基礎(chǔ)設(shè)施) and applications software of the 1990s. The link between university-based science and industrial application is often indirect but sometimes highly visible: Silicon Valley was intentionally created by Stanford University, and Route 128 outside Boston has long housed companies spun off from MIT and Harvard. Around the world, governments have encouraged copying of this model, perhaps most successfully in Cambridge, England, where Microsoft and scores of other leading software and biotechnology companies have set up shop around the university. For all its success, the United States remains deeply hesitant about sustaining the research-university model. Most politician recognize the link between investment in science and national economic strength, but support for research funding has been unsteady. The budget of the National Institutes of Health doubled between 1998 and 2003, but has risen more slowly than inflation since then. Support for the physical sciences and engineering barely kept pace with inflation during that same period. The attempt to make up lost ground is welcome, but the nation would be better served by steady, predictable increases in science funding at the rate of long-term GDP growth, which is on the order of inflation plus 3 percent per year. American politicians have great difficulty recognizing that admitting more foreign students can greatly promote the national interest by increasing international understanding. Adjusted for inflation, public funding for international exchanges and foreign-language study is well below the levels of 40 years ago. In the wake of September 11, changes in the visa process caused a dramatic decline in the number of foreign students seeking admission to U.S. Universities, and corresponding surge in enrollments in Australia, Singapore and the U.K. Objections from American university and business leaders led to improvements in the process and a reversal of the decline, but the United States is still seen by many as unwelcoming to international students. Most Americans recognize that universities contribute to the nation’s well-being through their scientific research, but many fear that foreign students threaten American competitiveness by taking their knowledge and skills back home. They fail to grasp that welcoming foreign students to the United States has two important positive effects: first, the very best of them stay in the States and — like immigrants throughout history — strengthen the nation; and second, foreign students who study in the United States become ambassadors for many of its most cherished (珍視) values when they return home. Or at least they understand them better. In America as elsewhere, few instruments of foreign policy are as effective in promoting peace and stability as welcoming international university students. 1. From the first paragraph we know that present-day universities have become_________. A) more and more research-oriented B) in-service training organizations C) more popularized than ever beforeD) a powerful force for global integration 2. Over the past three decades, the enrollment of overseas students has increased__________. A) by 2.5 million B) by 800,000 C) at an annual rate of 3.9 percent D) at an annual rate of 8 percent 3. In the United States, how many of the newly hired professors in science and engineering are foreign-born? A) 10% B) 20% C)30% D)38% 4. How do Yale and Harvard prepare their undergraduates for global careers? A)They organize a series of seminars on world economy. B) They offer them various courses in international politics. C) They arrange for them to participate in the Erasmus program. D) They give them chances for international study or internship. 5. An example illustrating the general trend of universities’ globalization is __________. A) Yale’s collaboration with Fudan University on genetic research B) Yale’s helping Chinese universities to launch research projects C) Yale’s students exchange program with European institutions D) Yale’s establishing branch campuses throughout the world 6. What do we learn about Silicon Valley from the passage? A) It houses many companies spun off from MIT and Harvard. B) It is known to be the birthplace of Microsoft Company. C) It was intentionally created by Stanford University. D) It is where the Internet infrastructure was built up. 7. What is said about the U.S. federal funding for research? A) It has increased by 3 percent. B) It has been unsteady for years. C) It has been more than sufficient. D) It doubled between 1998 and 2003. 8. The dramatic decline in the enrollment of foreign students in the U.S. after September 11 was caused by ____. 9. Many Americans fear that American competitiveness may be threatened by foreign students who will_____. 10. The policy of welcoming foreign students can benefit the U.S. in that the very best of them will stay and ___. Part III Reading Comprehension (Reading in Depth ) (40 minutes) Passage One Questions 11 to 15 are based on the following passage. By almost any measure, there is a boom in Internet-based instruction. In just a few years, 34 percent of American universities have begun offering some form of distance learning (DL), and among the larger schools, it’s closer to 90 percent. If you doubt the popularity of the trend, you probably haven’t heard of the University of Phoenix. It grants degrees entirely on the basis of online instruction. It enrolls 90,000 students, a statistic used to support its claim to be the largest private university in the country. While the kinds of instruction offered in these programs will differ, DL usually signifies a course in which the instructors post syllabi (課程大綱), reading assignments, and schedules on Websites, and students send in their assignments by e-mail. Generally speaking, face-to-face communication with an instructor is minimized or eliminated altogether. The attraction for students might at first seem obvious. Primarily, there’s the convenience promised by courses on the Net: you can do the work, as they say, in your pajamas (睡衣). But figures indicate that the reduced effort results in a reduced commitment to the course. While dropout rates for all freshmen at American universities is around 20 percent, the rate for online students is 35 percent. Students themselves seem to understand the weaknesses inherent in the setup. In a survey conducted for eCornell, the DL division of Cornell University, less than a third of the respondents expected the quality of the online course to be as good as the classroom course. Clearly, from the schools’ perspective, there’s a lot of money to be saved. Although some of the more ambitious programs require new investments in severs and networks to support collaborative software, most DL courses can run on existing or minimally upgraded(升級(jí)) systems. The more students who enroll in a course but don’t come to campus, the more the schools saves on keeping the lights on in the classrooms, paying doorkeepers, and maintaining parking lots. And, while there’s evidence that instructors must work harder to run a DL course for a variety of reasons, they won’t be paid any more, and might well be paid less. 11. What is the most striking feature of the University of Phoenix? A) All its courses are offered online. B) Its online courses are of the best quality. C) It boasts the largest number of students on campus. D) Anyone taking its online courses is sure to get a degree. 12. According to the passage, distance learning is basically characterized by _________. A) a considerable flexibility in its academic requirements B) the great diversity of students’ academic backgrounds C) a minimum or total absence of face-to-face instruction D) the casual relationship between students and professors 13. Many students take Internet-based courses mainly because they can ________. A) earn their academic degrees with much less effort B) save a great deal on traveling and boarding expenses C) select courses from various colleges and universities D) work on the required courses whenever and wherever 14. What accounts for the high drop-out rates for online students? A) There is no strict control over the academic standards of the courses. B) The evaluation system used by online universities is inherently weak. C) There is no mechanism to ensure that they make the required effort. D) Lack of classroom interaction reduces the effectiveness of instruction. 15. According to the passage, universities show great enthusiasm for DL programs for the purpose of ________. A) building up their reputation B) cutting down on their expenses C) upgrading their teaching facilities D) providing convenience for students Passage Two Questions 16 to 20 are based on the following passage. In this age of Internet chat, videogames and reality television, there is no shortage of mindless activities to keep a child occupied. Yet, despite the competition, my 8-year-old daughter Rebecca wants to spend her leisure time writing short stories. She wants to enter one of her stories into a writing contest, a competition she won last year. As a writer I know about winning contests, and about losing them. I know what it is like to work hard on a story to receive a rejection slip from the publisher. I also know the pressures of trying to live up to a reputation created by previous victories. What if she doesn’t win the contest again? That’s the strange thing about being a parent. So many of our own past scars and dashed hopes can surface. A revelation (啟示) came last week when I asked her, “Don’t you want to win again?” “No,” she replied, “I just want to tell the story of an angel going to first grade.” I had just spent weeks correcting her stories as she spontaneously (自發(fā)地) told them. Telling myself that I was merely an experienced writer guiding the young writer across the hall. I offered suggestions first grade was quickly “guided” by me into the tale of a little girl with a wild imagination taking her first music lesson. I had turned her contest into my contest without even realizing it. Staying back and giving kids space to grow is not as easy as it looks. Because I know little about farm animals who use tools or angels who go to first grade. I had to accept the fact that I was co-opting (借用) my daughter’s experience. While steeping back was difficult for me, it was certainly a good first step that I will quickly follow with more steps, putting myself far enough away to give her room but close enough to help if asked. All the while I will be reminding myself that children need room to experiment, grow and find their own voices. 16. What do we learn from the first paragraph? A) Children do find lots of fun in many mindless activities. B) Rebecca is much too occupied to enjoy her leisure time. C) Rebecca draws on a lot of online materials for her writing. D) A lot of distractions compete for children’s time nowadays. 17. What did the author say about her own writing experience? A) She did not quire live up to her reputation as a writer. B) Her way to success was full of pains and frustrations. C) She was constantly under pressure of writing more. D) Most of her stories had been rejected by publishers. 18. Why did Rebecca want to enter this year’s writing contest? A) She believed she possessed real talent for writing. B) She was sure of winning with her mother’s help. C) She wanted to share her stories with readers. D) She had won a prize in the previous contest. 19. The author took great pains to refine her daughter’s stories because___________. A) she believed she had the knowledge and experience to offer guidance. B) she did not want to disappoint Rebecca who needed her help so much C) she wanted to help Rebecca realize her dream of becoming a writer D) she was afraid Rebecca’s imagination might run wild while writing 20.What’s the author’s advice for parents? A) A writing career, though attractive, is not for every child to pursue. B) Children should be allowed freedom to grow through experience. C) Parents should keep an eye on the activities their kids engage in. D) Children should be given every chance to voice their opinions. Passage Three Question 21-25 are based on the following passage Everything that is new or uncommon raises a pleasure in the imagination, and because it fills the soul with a pleasant surprise, satisfies its curiosity, and gives it an idea which it did not possess before. We are too much familiar with one set of objects and tired out with so many repeated shows of the same things and whatever is new or uncommon contributes a little to vary human life with the strangeness of its appearance: it serves us for a kind of refreshment, and takes off that satiety (厭膩) we tend to complain of in our usual and ordinary entertainment. It is this variety that gives our mind something new and relieves our attention from dwelling too long and wasting itself on any particular object. It is this, likewise, that improves what is great or beautiful, and makes it afford our mind a double entertainment. Woods, fields, and meadows are at any season of the year pleasant to look upon but never so much as in the beginning of the spring, when they are all new and fresh and not yet too much accustomed and familiar to the eye. For this reason there is nothing that makes a prospect more fascinating than rivers or sprays of water from fountains, where the scene is constantly shifting and entertaining the sight every moment with something new. We are quickly tired with looking upon hills and valleys, where everything remains fixed and settled in the same place and manner, but find our t