综合英语考试大纲

11 《综合英语》考试大纲

一、指导思想

考试的目的是利用科学、公平、规范的方式检验选拔对象的知识水平和综合能力。本学科考试主要考查考生的英语语言基本功及语言的运用能力。以基础知识为主要内容，体现在语法与词汇、阅读理解、翻译和写作等五个方面，难度趋于专业英语水平考试3--4级左右。

二、考试范围

考试范围包括英语专业专科阶段教学大纲所规定的（除听的技能以外）的全部内容。重点考核学生的英语语言基础知识和语言运用能力。为保证试卷的可信度，除短文写作、英汉互译等部分采用主观试题外，其余部分均采用客观试题。

三、考试内容

考试内容主要包括两大部分，即精读部分和泛读部分。其中精读部分包括词语用法与语法结构、英汉互译和短文写作；泛读部分包括阅读理解、完型填空。

精读部分：

I. 词语用法与语法结构。题目中40％为词和短语的用法，60％为语法结构。词语用法与语法结构部分主要测试考生运用大纲词汇、短语及语法结构的能力。

II.英汉互译。英汉互译分为英译汉和汉译英两部分。主要测试考生是否掌握一定的翻译技巧和初步的翻译能力。

III.短文写作。要求考生写出一篇150字左右的英语短文。文体包括叙述文、说明文、议论文、常见的应用文等。短文必须主题明确，语句连贯，无重大语言错误。短文写作主要测试考生用英语进行书面表达的能力。

泛读部分：

I. 阅读理解。要求考生阅读题材和体裁较为广泛、篇幅和难度适中的短文，并完成每篇短文后所设计的题目。本部分主要测试考生通过阅读获取信息的能力。

II. 完型填空。在题材熟悉、难度适中的短文中留有空白，要求考生在全面理解短文内容的基础上，选择合适的选项，使短文的意思和结构恢复完整。

四、试题难易程度

难度较低的题约占30％，中等难度的题约占50％，难度较大的题约占20％。

五、参考书目：

1、《高等学校英语专业基础阶段英语教学大纲》

2、《新编英语教程》（第三版）（1－3册）学生用书，练习册，李观仪总主编，上海外语教育出版社

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violate v.违背，违反vivid a.生动的，逼真的Phrases to Drill put down 写下 turn in 上交作业 what‘s more 而且，更有甚者open-hearted 诚挚的 hold back 控制（感情，眼泪等）turn out编写，制造 out of date 过时的 face up to 勇敢地接受或面对take hold 生根，实现 off and on 断断续续地，有时候 Text B 1.The pounding in my eyes drowned out the rest of the words, only a word here and there filtered (过滤) through. “…Martha is Mexican …resign …won’t do it…” 我耳朵里嗡嗡作响，听不见他们后来讲的话，只东一点西一点渗入只言片语。“……玛莎是墨西哥人……辞职……不干……” 2.Too late I realized the significance(意义，重要性) of my words. Grandpa knew that I understood it was not a matter of money. It wasn’t that. 等我意识到我这番话的意思时，已经为时已晚了。爷爷知道我明白那不是钱的问题。不是那个问题。 3.It was a very sad and withdrawn(孤僻的)girl who dragged into the principal’s office the next day.

北京大学“学术英语阅读”2017年上学期期末考试真题

2017—2018学年度第一学期期末考试 学术英语阅读 院/系_________________ 姓名_________________ 班级_________________ 学号_________________ Direction Read the following passage. While you’re reading, please pay special attention to the underlined or shaded words, phrases and sentences. You’ll be asked to explain them in English later after reading. The Price of Preference Shelby Steele 5 10 15 20 25 30 In a few short years, many blacks and a considerable number of whites would say that I was sanctimoniously (圣洁地) making affirmative action①into a test of character. They would say that this small preference is the meagerest recompense for centuries of unrelieved oppression. And to these arguments other very obvious facts must be added. In America, many marginally competent or flatly incompetent whites are hired every day—some because their white skin suits the conscious or unconscious racial preference of their employers. The white children of alumni are often grandfathered into elite universities in what can only be seen as a residual benefit of historic white privilege. Worse, white incompetence is always an individual matter, but for blacks it is often confirmation of ugly stereotypes. Given that unfairness cuts both ways, doesn’t it only balance the scales of history, doesn’t this repay, in a small way, the systematic denial under which my children’s grandfather lived out his days? In theory, affirmative action certainly has all the moral symmetry that fairness requires—the injustice of historical and even contemporary white advantage is offset (补偿) with black advantage; preference replaces prejudice, inclusion (1) answers exclusion. It is reformist and corrective, even repentant and redemptive (忏悔与救赎的). And I would never sneer at these good intentions. Born in the late forties in Chicago, I started my education (a charitable term in this case) in a segregated (种族隔离的) school and suffered all the indignities that come to blacks in a segregated society. My father, born in the South, made it only to the third grade before the white man’s fields took permanent priority (永久性优先) over his formal education. And though he educated himself into an advanced reader with an almost professorial authority, he could only drive a truck for a living, and never earned more than $90 a week in his entire life. So yes, it is crucial to my sense of citizenship, to my ability to identify with the spirit and the interests of America, to know that this country, however imperfectly, recognizes its past sins and wishes to correct them. Yet good intentions can blind us to the effects they generate when implemented. In our society affirmative action is, among other things, a (2) testament to white goodwill and to black power, and in the midst of these heavy investments its effects can be hard to see. But after twenty years of implementation I think that affirmative action has shown itself to be more bad than good and that blacks—whom I will focus on in this essay—now stand to lose more from it than they gain. In talking with affirmative action administrators and with blacks and whites in general, I found that supporters of affirmative action focus on its good intentions while detractors (反对者) emphasize its negative effects. Proponents talk about “diversity” and “pluralism”; opponents speak of (3) “reverse discrimination”, the unfairness of quotas (指标) and set-asides (保留名额). [1] It was virtually impossible to find people outside either camp. The closest I came was a white male manager at a large computer ①Affirmative action is the policy of favoring members of a disadvantaged group who suffer or have suffered from discrimination within a culture. 平权运动，扶持政策