武汉工程大学2010年 专升本《大学英语》考试大纲
根据教育部高等教育司在2004年制定的全新的《大学英语课程教学要求》，特组织编写武汉工程大学专升本《大学英语》考试大纲，以帮助广大学生复习时参考。
一 考试内容
本考试包括五个部分：听力理解、阅读理解、词汇用法与语法结构、完形填空、短文写作。全部题目按顺序统一编号。
（一） 听力理解（Part One: listening Comprehension）:
共20题，考试时间20分钟。这一部分包括两节：A节（section A）和B节(section B)组成。A节是由10个短对话构成，每个对话之后，有一个问题。B节有两种测试，其一：由三篇短文组成，每篇短文之后有3—4个问题，共10道题；其二：由一篇短文组成，其测试方法为复合式听写，要求学生填写所缺单词或句子，共10个空。
听力部分的每个问句后有约15秒的间隙，要求考生从试卷所给出的每题四个选择项中选出一个最佳答案。录音的语速为每分钟约120词，念一遍。复合式听写题型先给出一篇短文，再留出10个空（space）。第一部分为前7个空（S1-S7），要求考生用听到的原文填写空缺的单词。第二部分为后三个空（S8-S10）。要求考生根椐所听内容写出要点。全文是一篇200词左右的短文，朗读三遍。第一遍是全文朗读，没有停顿，要求考生听懂全文内容。听第二遍时，在第一部分的第一空格处略有停顿，让考生填入所缺单词。第二部分之后停顿2分钟，让考生根据所听到的内容写出主要意思。第三遍同第一遍一样，没有停顿，供考生校对。
听力理解部分的目的在于测试考生接受、理解和获取口头信息的能力。 （二） 阅读理解（Part Two: Reading Comprehension）:
共20题，考试时间35分钟。这一部分由四篇短文组成，每篇大约300个词左右，总阅读量控制在1200个词左右。每篇文章之后有4-6道选择题，要求考生从试卷所给出的每题四个选择项中选出一个最佳答案。
阅读理解短文的选材原则是：1. 题材广泛，包括人物传记、社会、文化、日常知识、科普常识等，但是所涉及的背景知识应能为学生所理解；2. 体裁多样，可以包括叙述文、说明文、议论文等；3. 文章的语言难度中等，无法猜测又影响理解的关键词，如果超出教学大纲词表范围，用汉语注明语义。
阅读理解目的在于测试学生掌握所读材料的主旨和大意的能力；了解说明主旨和大意的事实和细节，既理解字面的意思，也能根据所读材料进行一定的判断和推论，既理解个别句子的意义，也理解上下文的逻辑关系的能力；同时，测试学生通过阅读获取信息的能力，既要求准确，也要求有一定的速度。
（三）词汇与结构（Part Three: Vocabulary and Structure）
共30题，考试时间为20分钟。每道题后提供四个选择项，要求考生从试卷所给出的选择项中选出一个最佳答案。
词汇与结构题涉及语言的诸方面，如词汇意义辨别、短语固定搭配、语法结构等。词汇
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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。
词汇与结构部分的目的是测试学生运用词汇、短语及语法结构的能力。 （四）完形填空 （Part Four: Cloze）
共20 题，考试时间15分钟。在一篇题材熟悉、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。 （五）写作 （Part Five: Writing ）
共1题，考试时间30分钟。要求考生写出100—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 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，并在答题纸上（Answer Sheet）该题的相应字母中间用铅笔划一条横线，多选或不选以答错处理。主观性试题按科学的评分标准评分。
试卷五个部分的题目数、计分和考试时间列表如下： 序号 One Two Three Four Five
题号 1—20 21—40 41—70 71—90 91 各部分名称 听力理解 阅读理解 词汇与结构 完型填空 短文写作 题目数 20 20 30 20 1 91题 计分 20 40 15 10 15 100分 考试时间 20 35 20 15 30 120分钟 合计 三 参考书目
1．郑树棠，陈永捷，《新视野大学英语读写教程》（1—4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》（1—4册），外语教学与研究出版
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3． 李荫华 《大学英语综合教程》（1—4册），上海外语教育出版社
Paper One
大学英语考试样题
Part I Listening Comprehension
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Section A
Directions: In this section, you will hear several short conversations. At the end of each conversation, a question will be asked about what was said. Both the conversation and the question will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.
1.A) The man was in the hospital. B) The man was on business trip. C) The man was on vacation. D) The man was visiting a sick aunt.
2.A) 10:00 B) 10:30 C) 10:45 D) 11:15
3.A) Please sit down.
B) She doesn't want him to sit down. C) She'll mind if he sits down.
D) She doesn't want the man to sit with her.
4.A) She would have something more important to do. B) She had to meet a friend of hers.
C) She was not in the mood to attend the party. D) She was afraid she might be kept too late.
5.A) Took a photo of him. B) Bought him a picture. C) Held a birthday party.
D) Bought him a frame for his picture.
6.A) A raincoat. B) A sunny day. C) A lovely hat. D) An attractive hut.
7.A) The reason for making an early start. B) The process of her written work.
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C) The topic of her research paper. D) The reason of her decision.
8.A) The term project was finished. B) The woman received the best score. C) He was sure his term project was good. D) His score was better than the woman's.
9.A) Engineering. B) Insurance. C) Scientific research. D) Diplomatic services.
10.A) He wants to say good-bye at the airport. B) He would like her to take a day off. C) He likes to watch the planes take off.
D) He thinks she should take the bus to the airport.
Part II Reading Comprehension
Directions: There are several passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the centre.
Questions 11 to 15 are based on the following passage:
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive (认知学派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others.
The latter view has gained many supporters, especially among educators. But the careful use of small monetary (金钱的) rewards sparks creativity in grade-school children, suggesting that properly presented inducements (刺激) indeed aid inventiveness, according to a study in the June \Personality and Social Psychology\
\challenging task, they show the most creativity,\
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the University of Delaware in Neward. \giving rewards for poor performance or creating too much anticipation for rewards.\
A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing grades.
In earlier grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.
11.Psychologists are divided with regard to their attitudes toward _____. A) the choice between spiritual encouragement and monetary rewards B) the amount of monetary rewards for students' creativity C) the study of relationship between actions and their consequences D) the effects of external rewards on students' performance
12.What is the response of many educators to external rewards for their students?
A) They have no doubts about them. B) They have doubts about them. C) They approve of them. D) They avoid talking about them.
13.Which of the following can best raise students' creativity according to Robert Eisenberger?
A) Assigning them tasks they have not dealt with before. B) Assigning them tasks which require inventiveness. C) Giving them rewards they really deserve. D) Giving them rewards they anticipate.
14.It can be inferred from the passage that major universities are trying to tighten their grading standards because they believe ______. A) rewarding poor performance may kill the creativity of students B) punishment is more effective than rewarding
C) failing uninspired students helps improve their overall academic standards
D) discouraging the students' anticipation for easy rewards is a matter of urgency
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