专升本《大学英语》考试大纲.doc

2014年专升本大学英语考试大纲 一、考试内容本考试包括六个部分：1）写作；2）快速阅读； 3）仔细阅读； 4) 词汇与结构； 5）完型填空 6）翻译。全部题目按顺序统一编号。（一）写作 （Part I Writing ） 共1题，考试时间30分钟。要求考生写出不少于120词的短文，试卷上可能给出题目，或规定场景，或看图作文，或写报告、评论、发言稿和日常应用文等，要求表达思想清楚，意义连贯，无重大语法错误。短文写作部分的目的是测试学生运用英语书面表达思想的初步能力。（二） 快速阅读（Part II:Reading Comprehension：SkimmingandScanning）采用1-2篇较长篇幅的文章或多篇短文，总长度约为1000词，共10个小题。考试时间15分钟。要求考生运用略读和查读的技能从篇章中获取信息。略读考核学生通过快速阅读获取文章主旨大意或中心思想的能力，阅读速度约每分钟100词。查读考核学生利用各种提示，如数字、大写单词、段首或句首词等，快速查找特定信息的能力。快速阅读理解部分采用的题型有单项选择、是非判断、句子填空、完成句子等测试学生通过阅读获取书面信息的能力。（三）仔细阅读（Part III: Reading Comprehension：Reading in Depth）共四篇短文，20个小题，考试时间40分钟。短文平均长度为300-350词。本部分测试考生在不同层面上的阅读理解能力，包括理解主旨大意和重要细节、综合分析、推测判断以及根据上下文推测词义等。短文后有若干个问题，考生根据对文章的理解，从每题的四个选项中选择最佳答案。（四）词汇与结构（Part IV: Vocabulary and Structure） 共30小题，考试时间15分钟。目的是测试学生运用词汇、短语及语法结构的能力。词汇题是考查考生对词汇及词组的辩异能力以及在句中的具体运用；结构题是测试考生对标准英语书面语语法结构的掌握程度。所占比例为2:1，即词汇题20小题，结构题10小题。（五）完形填空 （Part V: Cloze） 共20 小题，考试时间15分钟。在1篇题材熟悉、难度适中的短文（约200个词）中留有20个空白，每个空白为一题，每题有四个选择项，要求考生在全面理解内容的基础上选择一个最佳答案，使短文的意思和结构恢复完整。填空的词项包括结构词和实义词。完形填空测试考生综合运用语言的能力。（六）翻译 （PartVI: Translation） 共5小题，考试时间15分钟。一题一句，句长为15-20单词，句子一部分为英语，另一部分为汉语。考生需在兼顾全句结构、语法及句意的基础上将汉语部分译成英语。考查考生对英语词汇、短语和基本句型的掌握，以及语法知识在语言表达中的实际运用。二、答题及计分方法 客观性试题用机器阅卷，要求考生从每题四个选择项中选出一个最佳答案，并在答题卡上（Answer Sheet）该题的相应字母中间用铅笔划一条横线，多选作答错处理。主观性试题按科学的评分标准评分。（提醒：故请考生准备好考试专用铅笔，用于涂填答题卡。）试卷六个部分的题目数、计分和考试时间列表如下： 各部分名称题目数（个）计分（分）考试时间（分钟）短文写作11530快速阅读10 15 15 仔细阅读203030词汇与结构301515完型填空201015翻译51515总计86个100分120分钟三、参考书目1郑树棠，陈永捷，新视野大学英语读写教程（14册），外语教学与研究出版社2 郑树棠，徐忠，毛忠明，新视野大学英语听说教程（14册），外语教学与研究出版社 3 李荫华 大学英语综合教程（14册），上海外语教育出版社专升本大学英语考试样题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 choose1. 各大学开设了各种各样的选修课2. 学生因为各种原因选择了不同的选修课3. 以你自己为例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 Americas 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 (实习) abroad to prepare them for global careers. Yale and Harvard have led the way, offering every undergraduate at least one international study or internship opportunityand 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 Shanghais 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; Xus 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 (基础设施) 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 nations 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 (珍视) 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 organizationsC) more popularized than ever beforeD) a powerful force for global integration2. 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 percent3. 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) Yales collaboration with Fudan University on genetic research B) Yales helping Chinese universities to launch research projects C) Yales students exchange program with European institutions D) Yales establishing branch campuses throughout the world6. 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 OneQuestions 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, its closer to 90 percent. If you doubt the popularity of the trend, you probably havent 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 (课程大纲), 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, theres 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, theres 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(升级) systems. The more students who enroll in a course but dont come to campus, the more the schools saves on keeping the lights on in the classrooms, paying doorkeepers, and maintaining parking lots. And, while theres evidence that instructors must work harder to run a DL course for a variety of reasons, they wont 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 professors13. 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 wherever14. 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 studentsPassage TwoQuestions 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 doesnt win the contest again? Thats the strange thing about being a parent. So many of our own past scars and dashed hopes can surface. A revelation (启示) came last week when I asked her, “Dont 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 (自发地) 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 daughters 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 childrens 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 years writing contest? A) She believed she possessed real talent for writing. B) She was sure of winning with her mothers 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 daughters 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 Rebeccas imagination might run wild while writing20.Whats the authors 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 (厌腻) 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