河北省学位英语考试大纲.doc

1、河北省高等教育成人本科生申请学士学位英语统一考试大纲一、总则为适应成人高等教育本科毕业生申请学士学位外语统一考试的要求，根据国务院学位委员会关于授予成人高等教育本科毕业生学士学位暂行规定，参照教育部大学英语课程教学要求(2007),并结合全国高等教育成人本科生申请学士学位英语统一考试大纲和河北省成人高等教育本科英语教学的实际情况，特制定河北省高等教育成人本科生申请学士学位英语统一考试大纲。本大纲将于2011年9月开始执行。现将有关问题作如下说明：成人英语教学的目的是培养学生具有较强的阅读能力、一定的英汉互译能力和初步的听说能力，使他们能够以英语为工具，获取专业所需要的信息，并为进一步提高英语水

2、平打下良好的基础。因此，本考试主要考核学生运用语言的能力，重点是考核学生的阅读能力以及对词语用法和语法结构的熟练程度。本考试是一种标准化测试。考试方式为笔试。考试范围主要参照全日制本科大学英语课程教学要求(2007)所规定的“一般要求”中除去听说以外的内容。在题型设计上，英汉互译部分和写作部分是主观性试题，其余试题均采用客观性的多项选择题形式。听说考试正在规划之中，待时机成熟时实施。本考试按百分制计分，满分为100分，合格分数为60分。考试成绩合格者，由河北省学位办公室发给成人本科学士学位英语合格证书。考生可选用下列教材：词汇测量标准：大学英语新要求英汉双解词典一般要求词汇（外语教学与研究出版

3、社2005）；自学教科书：新视野大学英语（1-4级） (外语教学与研究出版社)；大学体验英语（1-4级）（高等教育出版社）；大学英语(第三版，1-4级) (上海外语教育出版社)。 本考试每年夏季、冬季各举行一次，具体时间另行通知。二、考试内容 考试内容包括五个部分：词语和语法结构(Vocabulary and Structure)，阅读理解(Reading Comprehension)，完形填空(Cloze)，英译互汉(Translation)和写作(Writing)。所有考试内容要求在120分钟之内完成。 第一部分：词语和语法结构 (Part I Vocabulary and Structu

4、re)共30题，每题0.5分。考试时间为20分钟。本部分为单句选择填空题，要求考生根据句意从每题的4个选择项中选出一个最佳答案。 词语和语法结构部分的目的是测试学生掌握和运用单词、短语及语法结构的能力。考试范围是教育部2007年颁布的大学英语课程教学要求制定的词汇表中的一般要求词汇。第二部分：阅读理解 (Part II Reading Comprehension)共20题，每题2分。考试时间为35分钟。阅读理解的短文共4篇，每篇短文后设5个问题，要求考生在理解短文的基础上从每题的4个选择项中选出一个最佳答案。短文选材的原则是：题材广泛，包括人物、社会、文化、科普常识等，但涉及的内容及背景知识应

5、能为学生所理解；体裁多样，包括议论文、叙述文、说明文等；文章的语言难度适中，无法猜出而又影响理解的关键词，超出一般要求词汇表时，则注明文中的汉语词义。 阅读理解部分旨在测试考生以下能力： 理解短文的主旨大意；掌握有关细节和事实；既理解书面意思，也能进行一定的推理和判断；既理解个别句子的意义，也理解上下文的逻辑关系；既要判定准确，又要有一定速度。第三部分：完形填空 (Part III Cloze)共20题，每题0.5分。考试时间为15分钟。在一篇题材熟悉，难度适中的短文（不超过250词）中留有20个空白，每个空白为一题，每题均有4个选择项。要求考生全面理解短文，选出一个最佳答案，使短文结构和思想

6、恢复完整。完形填空部分旨在测试学生英语的综合语言应用能力。第四部分：英汉互译 (Part IV Translation)共6题，考试时间为20分钟。本部分设英译汉和汉译英两种题型。其中英译汉4句，每句3分，一般从阅读理解的每篇短文中选出1个句子，要求考生根据对原文的理解译成中文；汉译英2句，每句4分。英汉互译部分的评分标准要求译文做到译意准确、文字通顺，无明显的语言和语法错误，旨在测试考生的笔译能力。第五部分：写作 (Part V Writing)共1题，考试时间为30分钟。本部分要求考生在规定时间内写出一篇120词左右的短文。试卷上可以给出题目，或规定情景，或要求看图作文，或给出段首句要求续

7、写，或给出关键词，要求写成短文。写作部分旨在测试学生初步使用英语表达思想的能力，要求能正确表达思想，意思连贯，无重大语法错误，内容会涉及日常生活和一般科技常识。三、答题与计分 客观性试题用机器阅卷，要求考生从每题4个选择项中选出一个最佳答案，并在答题纸（Answer Sheet）上该题的相应字母中间用铅笔划一条横线/涂黑。试题册（Test Paper）上作答无效。每题只能选择一个答案，多选作答错处理。多项选择题记分只算答对的题数，答错不扣分。主观性试题按科学的评分标准评分。不允许考生在答题卡(Answer Sheet)和翻译与作文等答卷上作任何记号。考试分项表如下：序号题 号各部分内容题数计分

8、参考时间130词语和语法结构301520分钟3150阅读理解204035分钟5170完形填空201015分钟7176英汉互译62020分钟V写作11530分钟合 计77100120分钟四、基本题型Part I Vocabulary and Structure (15 points, 20 minutes)Directions: There are 30 incomplete sentences in this part. For each sentence there are four choices marked A), B), C) and D). Choose the ONE answe

9、r that best completes the sentence. Then mark the corresponding letter on the Answer Sheet with a single line through the center.1. Until then, his family _ from him for six months. A. didnt hear B. hasnt been hearing C. hasnt heard D. hadnt heard2. The conference _ a full week by the time it ends.

10、A. must have lasted B. will have lasted C. would last D. has lasted3. Please be careful when you are drinking coffee in case you _ the new carpet. A. crash B. pollute C. spot D. stain4. Some old people dont like pop songs because they cant _ so much noise. A. resist B. sustain C. tolerate D. undergo

11、5. 要求考生从A、B、C、D四个选项中选出最恰当的一个Part II Reading Comprehension (40 points, 35 minutes)Directions: There are 4 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

12、and mark the corresponding letter on the Answer Sheet with a single line through the center.Passage l Questions 51 to 55 are based on the following passage: Psychologists take opposing view of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who st

13、udy the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gift from others. The latt

14、er view has gained many supporters, especially among educators. But the careful use of small monetary rewards spares sparks creativity in grade-school children, suggesting that properly presented inducements (刺激) indeed aid inventiveness, according to a Study in the June Journal of Personality and s

15、ocial Psychology. “If kids know theyre working for a reward and can focus on a relatively challenging task, they show the most creativity,” says Robert Eisenberger of the University of Delaware in Newark. “But its easy to kill creativity by giving rewards of poor performance or creating too much ant

16、icipation for rewards.” A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired student, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and re

17、store failing grades. In earlier grades, the use of so called token economics 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.31. Psychologists are divided with

18、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 performance32. What is t

19、he 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.33. Which of the following can best raise students creativity according to Robert Elsenberger? A) Assigni

20、ng them tasks they have not dealt with before. B) Assigning them tasks which require inventiveness. C) Giving them rewards really deserve. D) Giving them rewards they anticipate.34. It can be inferred from the passage that major universities are trying to tighten their grading standards because they

21、 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 urgency35. The phrase

22、“token economies” (Line 1. Para.5) probably refers to A) ways to develop economy B) system of rewarding students C) approaches to solving problems D) methods of improving performancePassage 2Part III Cloze ( 10 points, 15 minutes )Directions: There are 20 blanks in the following passage. For each bl

23、ank there are four choices marked A), B), C) and D). You should choose the One that best fits into the passage. Then mark the corresponding letter on the Answer Sheet with a single line through the center.While in the army there was nothing I disliked so much as the map-reading course, (51)_ the sim

24、ple reason that I always felt lost even with a map in my hand. For weeks I had lain (52)_ at night thinking of the practical test I (53)_ to face at the end of the (54)_. At last, the evil day arrived. It was to be my (55)_ to lead a small band of soldiers back to camp from the middle of (56)_. We w

25、ere driven out in a closed lorry and left in a ploughed field with instructions to get back as (57)_ as possible.Well knowing my abilities, the soldiers smiled as they saw me (58)_ the map and they made all sorts of helpful suggestions. I folded the map (59)_, put it in my pocket, and said that we w

26、ould (60)_ east.After walking through cornfields (61)_ over an hour we came to a wide stream. I again looked at the map. It (62)_ to be covered with masses of thin blue lines. But which (63)_ line was this stream? In (64)_, we sat down in the cool shade. About fifteen minutes later, a boat passed an

27、d I asked the boatman to give us a (65)_ to the nearest village. I pretended that we had been out for a walk and (66)_ got lost.The boatman invited us on (67)_ and I felt very foolish when he told me that he had helped (68)_ of soldiers to pass their map reading test! Not long (69)_, we got off the

28、boat and, following the boatmans instructions, (70)_ a bus into the village.51. A) becauseB) asC) forD) since52. A) wakeB) awakeC) wakedD) awaken53. A) haveB) will haveC) hadD) would have54. A) classB) courseC) lessonD) semester55. A) responsibility B) chanceC) opportunityD) practice56. A) everywher

29、eB) whereverC) anywhereD) nowhere57. A) immediatelyB) instantlyC) quicklyD) presently58. A) looking onB) looking forC) look atD) look into59. A) upB) inC) downD) out60. A) leadB) headC) followD) turn61. A) onB) aboutC) throughD) for62. A) lookedB) seemedC) likelyD) thought63. A) particularB) properC

30、) specialD) necessary64. A) hopeB) courageC) despairD) spirit65. A) helpB) rideC) guideD) lift66. A) somewhatB) somewhereC) sometimeD. somehow67. A) aboardB) boardC) broadD) boat68. A) hundredB) millionC) hundredsD) millions69. A) afterwardsB) towardsC) forwardsD) upwards70. A) gotB) tookC) rodeD) drove Part IV Translation (20 points, 20 minutes)Directions: In