【建筑工程类】武汉工程大学年专升本大学英语考试大纲

（建筑施工；为；米；千米；考试）武汉工程大学年专升本大学英语考试大纲 武汉工程大学2011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2011年专升本大学英语考试大纲，以帮助广大考生复习参考。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建筑施工；为；米；千米；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、建筑施工；为；米；千米；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。目的建筑施工；为；米；千米；测试学生运用词汇、短语及语法结构的能力。词汇题建筑施工；为；米；千米；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；结构题建筑施工；为；米；千米；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5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204040词汇与结构301515完型填空201015翻译555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附：2011年武汉工程大学专升本大学英语考试样题 2011年4月 武汉工程大学教务处 2011年武汉工程大学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, o