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硕士研究生入学考试大纲-620 《基础英语》

全国硕士研究生入学统一考试自命题科目《基础英语》考试大纲

一、考查目标

全国硕士研究生入学统一考试自命题科目《基础英语》考试是为我校招收外国语言文学硕士研究生而设置的具有选拔性质的考试科目。其目的是科学、公平、有效地测试考生是否具备攻读该专业所必须的基本素质、一般能力和培养潜能，以选拔具有发展潜力的优秀人才入学，培养具有较强分析与解决实际问题能力的高层次、应用型、复合型外语人才。本科目考试要求考生：

1.掌握较高的英语语法知识与技能；

2.掌握不少于10000个英语词汇，其中能够灵活应用的词汇应不少于5000；

3.具有较强的读写能力，能够流利阅读英语国家一般媒体的政论性文章；

4.具有较强的英语综合应用能力；

5.具有较强的逻辑思维能力。

二、考试形式和试卷结构

（一）试卷满分及考试时间

试卷满分为150分，考试时间180分钟。

（二）答题方式

答题方式为闭卷、笔试，不允许携带字典。

（三）试卷内容、题型结构与说明

本科目共有以下8种题型：

1. 语法与词汇选择题

30题，每题1分，共30分，用时约20分钟

2. 短文冠词填空（包括定冠词、不定冠词与零冠词）

10题，每题1分，共10分，用时约10分钟

3. 短文动词适当形式填空（包括时态与非谓语形式、个别需加情态动词或助动词）

10题，每题1分，共10分，用时约12分钟

4. 选词提空（从提供的单词或短语中选取合适的填入文章空缺处，无需改变词形）

20题，每题1分，共20分用时约13分钟

5. 联句（利用并列、从属等手段将一组简单句连成一个结构合理的复杂长句）

5题，每题3分，共15分，用时约30分钟

6. 阅读理解选择题（阅读4-5篇文章，回答文章后的问题）

20题，每题1分，共20分，用时约35分钟

7. 根据所读文章回答问题/写文章概要

该题型有两种可能，一是阅读文章后回答问题，二是阅读文章后总结文章主要内容，即为文章写出概要。每年试卷只选其一进行考查。本题共20分，用时约30分钟。

可能一：4-5个问题，回答时需要有所说明或阐述，每题3-6分

可能二：读完一篇1000字左右的文章，然后写出150字以内的文章概要。

8. 理解并翻译（将复杂长句译成汉语，重点考察是否正确理解句意）

5题，每题3-5分，共20分，用时约30分钟

三、考查内容

1. 词汇知识及其应用

2. 语法知识及其应用能力

3. 阅读理解能力

4. 逻辑思考能力

四、参考书目

《基础英语》中的语法部分的参考书目为《新编英语语法教程（学生用书）》（2013年第五版以后的版本都可以），章振邦主编，上海外语教育出版社；基础英语中词汇、阅读等不指定参考书目。

《基础英语》样卷及参考答案

Part I Choose the ONE that best completes each sentence below from the four choices given. (30 points)

1. I still remember the day I first met her, she ____.

A. had long hair

B. has long hairs

C. had long hairs

D. has long hair

2.____, he is appointed as general manager of the company.

A. Be a man ever so young

B. So young as a man ever is

C. No matter he is young

D. A man ever so young

3. Nothing but some chairs____in the room.

A. has found

B. had found

C. were found

D. was found

4. More than one company____involved in this transaction.

A. was

B. were

C. to be

D. /

5. It is said that his father____ for several years.

A. had died

B. has been dead

C. died

D. has dead

6. Water is to fish ____air is to man.

A. that

B. which

C. what

D. how

7.____trouble, I‘ll forget the whole thing.

A. Rather than caused

B. Than rather caused

C. Than rather causing

D. Rather than cause

8. The football match is scheduled to be televised ________.

A. live

B. lively

C. alive

D. life

9. Advertising is distinguished from other forms of communication ____the advertiser pays for the

message to be delivered.

A. in this way

B. in that

C. in which

D. in order to

10.____is often the case with a new idea, much preliminary activity and optimistic discussion

produce no concrete proposals.

A. As

B. That

C. Which

D. What

11. It was requested that all of the equipment ____ in the agreed time.

A. erected

B. would be erected

C. be erected

D. will be erected

12. The man sitting opposite me smiled dreamily, as if ____ something pleasant in the past.

A. to remember

B. remembered

C. having been remembered

D. remembering

13. Setting up a committee might be a way ____ the project more efficiently.

A. to be doing

B. doing

C. to do

D. being done

14. It turned out that the children were not ____ for the accident.

A. to blame

B. to be blamed

C. to be blaming

D. to have been blamed

15. The desegregation was achieved through a number of struggles, ____ been mentioned in

previous chapters.

A. a few of which

B. a few of them

C. a few of those

D. a few of that

16. His answer was so confused that I could hardly make any____of it at all.

A. explanation

B. meaning

C. sense

D. interpretation

17. You should have your eyes tested every year in case the_______of your spectacles need

changing.

A. lenses

B. glasses

C. sights

D. crystals

18. The school committee hoped that their choice of play would be____with the students and their

parents.

A. recognized

B. popular

C. favorable

D. fascinated

19. By cutting down trees we_______the natural home of birds and animals.

A. harm

B. hurt

C. injure

D. damage

20. Mr. Robinson knew that the most trivial chore could prove to be a____if approached with

enthusiasm.

A. prize

B. reward

C. refund

D. bonus

21. I hope you don‘t think I‘m_______ but I‘ve had the electric fire on for most of the day.

A. exquisite

B. extravagant

C. exotic

D. eccentric

22. He argued forcefully and _______ that they were likely to bankrupt the budget.

A. bluntly

B. convincingly

C. emphatically

D. determinedly

23. People will be looking in to see how good we are now and whether our success has just been a

______ in the pan.

A. flare

B. glitter

C. spark

D. flash

24. During the summer holiday season there are no _____ rooms in this seaside hotel.

A. empty

B. blank

C. deserted

D. vacant

25. Drive straight ahead, and then you will see a _____ to the Shanghai-Nanjing Expressway.

A. sign

B. mark

C. signal

D. board

26 . Whenever possible, Ian _____ how well he speaks Japanese.

A. shows up

B. shows around

C. shows off

D. shows out

27. The tenant left nothing behind except some _____ of paper, cloth, etc.

A. sheets

B. scraps

C. pages

D. slices

28. Shares on the stock market have _____ as a result of a worldwide economic downturn.

A. turned

B. changed

C. floated

D. fluctuated

29. I think you can take a(n) _____ language course to improve your English.

A. intermediate

B. middle

C. medium

D. mid

30. It will take us twenty minutes to go to the railway station, _____ traffic delays.

A. acknowledging

B. affording

C. allowing for

D. accounting for

答案： 1. A 2.A 3.D 4. A 5. B 6. C 7. D 8. A 9. B 10. A

11. C 12.A 13. C 14. A 15. A 16. C 17. A 18. B 19. D 20 B

21. B 22.B. 23. D 24. D. 25. A 26. C 27. B 28. D. 29. A 30. C Part II Fill in each blank with an appropriate article (including ZERO) (10 points)

Pumas are large, cat-like animals which are found in America. When (1) ____ reports came into London Zoo that a wild puma had been spotted forty-five miles south of London, they were not taken seriously. However, as (2) ______ evidence began to accumulate, experts from (3) ____ Zoo felt obliged to investigate, for the descriptions given by people who claimed to have seen the puma were extraordinarily similar.

The hunt for the puma began in a small village where a woman picking blackberries saw ―a large cat‖ only five yards away from her. It immediately ran away when she saw it, and experts confirmed that (4) _____ puma will not attack a human being unless it is cornered. (5) ____ search proved difficult, for the puma was often observed at one place in the morning and at another place twenty miles away in the evening. Wherever it went, it left behind it a trail of dead deer and small animals like rabbits. Paw prints were seen in a number of places and puma fur was found clinging to (6) ____ bushes. Several people complained of ―cat-like noises‖at night and (7) ____ businessman on a fishing trip saw the puma up a tree. (8) _____ experts were now fully convinced that the animal was a puma, but where had it come from? As no pumas had been reported missing from any zoo in the country, this one must have been in (9) _____ possession of a private collector and somehow managed to escape. The hunt went on for several weeks, but the puma was not caught. It is disturbing to think that a dangerous wild animal is still at large in (10) ____ quiet countryside.

答案：1. / 2. The 3. The 4. A 5. The 6. / 7. A 8. The 9. The 10. the

Part III Put the verbs in brackets into proper forms, using some modal auxiliaries where necessary. (15points)

One of the qualities that most people （1）_______ (admire) in others (2) ____ (be) the willingness to admit one‘s mistakes. It is extremely hard sometimes to say a simple thing like ―I was wrong about that,‖ and it is even harder to say, ―I was wrong, and you were right about that.‖

I (3) ____ (have) an experience recently with someone (4) _____ (admit) to me that he had made a mistake fifteen years ago. He told me that he (5) ________ (be) the manager of a certain grocery store in the neighborhood where I (6) _____ (grow up) , and he asked me if I remembered the egg cartons. Then he related an incident and I began to remember vaguely the incident he (7) ________ (describe).

I was about eight years old at the time, and I (8) _______ (go) into the store with my mother to do the weekly grocery shopping. On that particular day, I must have found my way to the dairy food department when the incident (9) _________ (take place).

There (10) _________ (be) a special sale on eggs that day because there was an impressive display of eggs in dozen and half-dozen cartons. The cartons (11) __________ (stack) three or four feet high. I must have stopped in front of a display to admire the stacks. Just then, a woman came by, pushing her grocery cart, and knocked off the stacks of cartons. For some reason, I decided it was up to me to put the display back together, so I went to work.

The manager heard the noise and came (12) ________ (rush) over to see what had happened. When he appeared, I was on my knees (13) ________ (inspect) some of the cartons to see if any of the eggs (14) _______ (break), but to him it looked as though I was the culprit. He severely reprimanded me and wanted me to pay for any (15) _______ (break) eggs. I protested my innocence and tried to explain, but it did no good. Even though I quickly forgot all about the incident, apparently the manager did not.

答案：（1）admire (2) is (3) had (4) admitting (5) had been (6) grew up (7) was describing (8) had gone (9) took place (10) must have been (11) were stacked (12) rushing (13) inspecting (14) were broken (15) broken

Part IV Read the following passage closely and then choose a proper word for each numbered gap from the words provided in the box above the passage. (20

Education is not an end, but a (1) _______ to an end. In other words, we do not educate children only for the purpose of educating them; our purpose is to (2) ______ them for life. As soon as we realize this fact, we will understand that it is very important to choose a good way of education (3) _______ will really (4) ________ children for life.

In many modern countries it has for some time been fashionable to think that, by (5) _______

education for all ---- whether rich or poor, clever or stupid ---- one can solve all the problems of society and build a perfect (6) ________. But we can already see that free education for all is not enough: we find in such countries a large number of people with university (7) ________ than there are jobs for them to (8) _________. Because of their degree, they refused to do what they think ―low‖work; and in fact, work (9) _________ han d s is thought to be dirty and (10) ___________ in such countries.

But we have to understand that the work of a completely (11) __________ farmer is more important than that of a professor (12) _______ a way: we can live (13) _________ education, but we die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we (14) __________ get terrible diseases in our towns. In countries where there are no servants because nobody is (15) ___________ to do such work, the professors have to waste (16) _________ of their time doing housework.

In fact, when we say that all of us must be educated to fit us for life, it means that we must be educated in (17) _________ a way that, firstly, each of us can do whatever job is suited to his (18) _________ and ability, and secondly, that we can realize that all jobs are necessary to society, and that it is very bad to be (19) ____________ to do one‘s work, or to laugh at someone else‘s. Only such a type of education can be called (20) ____________ to society.

答案：(1) means (2) fit (3) which (4) prepare (5) free (6) nation (7) degrees

(8) fill (9) with (10) shameful (11) uneducated (12) in (13) without (14) should (15) willing (16) much (17) such (18) brain (19) unwilling (20) valuable

Part V Combine each group of sentences into a single sentence, using coordination, subordination or both. (15 points)

1. For many years London has been a business center.

The business center has hotel accommodation.

The hotel accommodation is for visiting businessman.

It is also for other well-to-do travelers.

It is completely inadequate for the swarms of short-stay visitors.

They land at Heathrow.

They disembark at Dover.

2. Mr. Wood ran up the stairs.

He was panting for breath.

He stood at his neighbor‘s door.

He knocked again and again.

Then someone opened the door.

3. John was covered with mud.

He was shivering.

He sat hunched over a bowl of hot broth.

The broth had been prepared by his father to drive off the chill.

4. Almost every summer night the cooling northeast wind swept through our bedroom windows.

It made air conditioning unnecessary.

It made a light blanket welcome

5. Bertrand Russell was one of the very few persons.

The very few persons have received the Order of Merit（功绩勋章）.

They have received the Nobel Prize for literature,

The British government conferred the Order of Merit on Bertrand Russell.

It was conferred in 1949.

The Nobel Prize was conferred in Norway.

It was conferred in 1950.

答案：

1. For many years London has been a business center with hotel accommodation for visiting

businessmen together with well-to-do travelers but completely inadequate for the swarms of short-stay tourists landing at Heathrow or disembarking at Dover.

2. Panting for breath after running up the stairs, Mr. Wood stood at his neighbour‘s door and

knocked again and again till someone opened it.

3. Mud-covered and shivering, John sat hunched over（俯身）a bowl of hot broth prepared by his father to drive off the chill.

4. Almost every summer night the cooling northeast wind swept through our bedroom windows, making air conditioning unnecessary and a light blanket welcome. /Sweeping through our bedroom windows almost every summer night, the cooling northeast wind made air conditioning unnecessary and a light blanket welcome.

5. Bertrand Russell was one of the very few persons who have received both the Order of Merit, which was conferred on him by the British government in 1949, and the Nobel Prize for literature, conferred in Norway in 1950.

Part VI Read the following passages carefully and decide on the BEST one for each question from the four choices given. (20 points)

TEXT A

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time; if corrected too much, he will stop talking. He notices a thousand times a day the difference between the languages he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people. In the same way, when children learn to do all the other things they learn to do without being taught-to walk, run, climb, whistle, ride a bicycle---compare those performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his own mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can‘t find the way to get the right answer. Let‘s end this nonsense of grades, exams, marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems sensible to them. Teachers can help then if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one‘s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, ―But suppose they fail to learn something essential they will need to get in the world?‖ Don‘t worry! If it is essential, they will go out into the world and learn it.

1. What does the author think is the best way for children to learn things?

A. by copying what other people do.

B. by making mistakes and having them corrected.

C.by listening to explanations from skilled people.

D.by asking a great many questions.

2. What does the author think teachers do which they should not do?

A.They give children correct answers.

B.They point out children‘s mistakes to them.

C.They allow children to mark their own work.

D.They encourage children to mark to copy from one another.

3. The passage suggests that learning to speak and learning to ride a bicycle are_______.

A. not really important skills.

B. more important than other skills.

C. basically different from learning adult skills.

D. basically the same as learning other skills.

4. Exams, grades, and marks should be abolished because children’s progress should only be estimated by__________.

A. educated persons.

B. the children themselves.

C. teachers.

D. parents.

5. The author fears that children will grow up into adults while being__________.

A. too independent of others.

B. too critical of themselves.

C. incapable to think for themselves.

D. incapable to use basic skills.

TEXT B

On a nondescript block south of New York‘s Union Square‘ up a dreary staircase and through a black-barred gate, there is a long, narrow room that might be mistaken for a very small museum of literary counterculture. On one wall hangs two rows of iconic posters：a print of Che Guevara's proud head; a photograph of the authors Jean Genet, William S. Burroughs, and Allen Ginsberg marching at the 1968 Democratic National Convention ;a portrait of Bobby Kennedy. Ixiose-leaf binders of correspondence with groundbreaking authors line floor-to-ceiling bookshelves. Beside the bookcases, Samuel Beckett peers out of a black-and-white photograph with a fierce crow's

gaze. Next to him in the picture stands a shorter, milder-looking man named Barney Rosset.

Rosset‘s publishing house, Grove Press, was a tiny company operating out of the ground floor of Rosset‘s brownstone when it published an obscure play called Waiting for Godot in 1954. By the time Beckett had won the Nobel Prize in 1969‘ Grove had become a force that challenged and changed literature and American culture in deep and lasting ways. Its impact is still evident——from the Che Guevara posters adorning college dorms to the canonical status of the house's once controversial authors. Rosset is less well known—but late in his life he is achieving some wider recognition.

The story of Rosset‘s life is essentially one of creative destruction. He found writers who wanted to break new paths, and then he picked up a sledge-hammer to help them whale away at the existing order.

Rosset saw many crises. He or his company was forever going broke, being attacked, breaking the law. In his legal battles, Rosset made his most enduring impact. Before Rosset challenged federal and slate obscenity laws, censorship was an accepted feature of publishing. His victories in high courts helped to change that. Rosset believed that it was impossible to represent life in the streets and in the dark recesses of the heart and mind honestly without using language that in the mid-20th century was considered ―obscene‖—and therefore illegal to sell or mail. To a significant extent, the books he published convinced others that this was true.

Rosset wasn‘t the only publisher who took risks, but he was one of the most visible and uncompromising. Not everything he published was high-minded. Some of it aimed below the belt, and he was uncompromising about that too. His stubbornness made his achievements possible, but it also helped to undo him. At the end of the 60s, Grove moved into fancy offices, into film, and, to some extent, away from books. The repression of the 50s and freewheeling openness of the 60s were over, and other houses, now free from fear of censorship, took more chances. The left splintered. The feminist movemenl attacked him. Grove began to drift. But Rosset, as always, kept doing what he wanted, everything else be damned.

6.Which of the following statements contains a metaphor?

A. …with a fierce crow‘s gaze. (Paragraph One)

B. He or his company was forever going broke ...(Paragraph Four)

C. Some of it aimed below the belt ... (Paragraph Five)

D. ―The feminist movement attacked him. (Paragraph Five)

7. What does "creative deBtmclion" (Paragraph Three) mean?

A. Rosset caused various types of damage.

B. Rosset broke rules to bring about good changes.

C. Rosset picked out creative writer to destroy.

D. Rosset needed writers of powerful influence.

8. According to the passage, the biggest achievement Rosset has made is _________

A. publishing Waiting for Godot.

B. defeating all the crisis.

C. winning the case of censorship.

D. producing successful films.

9. Which of the following can best describe Barney Rosset?

A. He‘s the only publisher who dares to take risks.

B. He‘s an uncompromising man who favors obscenity books.

C. He‘s a stubborn man who doesn‘t care others‘ opinion.

D. He‘s a Nobel-prize winning American publisher.

10. The purpose of the writer in writing this passage is to _________

A. describe the changes Rosset bring to American publishing.

B. introduce Bamey Rosset, an American publisher.

C. show the development of Grove Press.

D. analyze what helps Rosset to be successful.

TEXT C

A bus took him to the West End, where, among the crazy coloured fountains of illumination, shattering the blue dusk with green and crimson fire, he found the café of his choice, a tea-shop that had gone mad and turned. Bbylonian, a while palace with ten thousand lights. It towered above the other building like a citadel, which indeed it was, the outpost of a new age, perhaps a new civilization, perhaps a new barbarism; and behind the thin marble front were concrete and steel, just as behind the careless profusion of luxury were millions of pence, balanced to the last halfpenny. Somewhere in the background, hidden away, behind the ten thousand lights and acres of white napery and bewildering glittering rows of teapots, behind the thousand waitresses and cash-box girls and black-coated floor managers and temperamental long-haired violinists, behind the mounds of cauldrons of stewed steak, the vanloads of ices, were a few men who went to work juggling with fractions of a farming, who knew how many units of electricity it took to finish a steak-and-kidney pudding and how many minutes and seconds a waitress( five feet four in height and in average health) would need to carry a tray of given weight from the kitchen life to the table in the far corner. In short, there was a warm, sensuous, vulgar life flowering in the upper storeys, and a cold science working in the basement. Such as the gigantic teashop into which Turgis marched, in search not of mere refreshment but of all the enchantment of unfamiliar luxury. Perhaps he knew in his heart that men have conquered half the known world, looted whole kingdoms, and never arrived in such luxury. The place was built for him.

It was built for a great many other people too, and, as usual, they were al there. It seemed with humanity. The marble entrance hall, piled dizzily with bonbons and cakes, was as crowded and bustling as a railway station. The gloom and grime of the streets, the raw air, all November, were at once left behind, forgotten: the atmosphere inside was golden, tropical, belonging to some high mid-summer of confectionery. Disdaining the lifts, Turgis, once more excited by the sight, sound, and smell of it all, climbed the wide staircase until he reached his favourite floor, whre an orchestra, led by a young Jewish violinist with wandering lustrous eyes and a passion for tremolo effects, acted as a magnet to a thousand girls, scented air, the sensuous clamour of the strings; and, as he stood hesitating a moment, half dazed, there came, bowing, s sleek grave man, older than he was and far more distinguished than he could ever h ope to be, who murmured deferentially: ― For one, sir? This way, please,‖ Shyly, yet proudly, Turgis followed him.

11. That “behind the thin marble front were concrete and steel” suggests that__________

A. modern realistic commercialism existed behind the luxurious appearance.

B. there was a fundamental falseness in the style and the appeal of the café..

C. the architect had made a sensible blend of old and new building materials.

D. the café was based on physical foundations and real economic strength.

12. The following words or phrases are somewhat critical of the tea-shop EXCEPT________

A. ―…turned Babylonian‖.

B. ―perhaps a new barbarism‖.

C. ―acres of white napery‖.

D. ―balanced to the last halfpenny‖.

13. In its context the statement th at “the place was built for him” means that the café was

intended to

A. please simple people in a simple way.

B. exploit gullible people like him.

C. satisfy a demand that already existed.

D. provide relaxation for tired young men.

14. Which of the following statements about the second paragraph is NOT true?

A. The café appealed to most senses simultaneously.

B. The café was both full of people and full of warmth.

C. The inside of the café was contrasted with the weather outside.

D. It stressed the commercial determination of the café owners.

15. The following are comparisons made by the author in the second paragraph EXCEPT

that__________

A. the entrance hall is compared to a railway station.

B. the orchestra is compared to a magnet.

C. Turgis welcomed the lift like a conquering soldier.

D. the interior of the café is compared to warm countries.

16. The author’s attitude to the café is__________

A. fundamentally critical.

B.slightly admiring.

C.quite undecided.

https://www.wendangku.net/doc/1119281248.html,pletely neutral.

TEXT D

Now elsewhere in the world, Iceland may be spoken of, somewhat breathlessly, as western Europe‘s last pristine wilderness. But the environmental awareness that is sweeping the world had bypassed the majority of Icelanders. Certainly they were connected to their land, the way one is complicatedly connected to, or encumbered by, family one can‘t do anything about. But the truth is, once you‘re off the beat-en paths of the low-lying coastal areas where everyone lives, the roads are few, and they‘re all bad, so Iceland‘s natural wonders have been out of reach and unknown even to its own inhabitants. For them the land has always just been there, something that had to be dealt with and, if possible, exploited—the mindset being one of land as commodity rather than land as, well, priceless art on the scale of the ―Mona Lisa.‖

When the opportunity arose in 2003 for the national power company to enter into a 40-year contract with the American aluminum company Alcoa to supply hydroelectric power for a new smelter, those who had been dreaming of something like this for decades jumped at it and never looked back. Iceland may at the moment be one of the world‘s richest countries, with a 99 percent literacy rate and long life expectancy. But the project‘s advocates, some of them getting on in years, were more emotionally attuned to the country‘s century upon c entury of want, hardship, and colonial servitude to Denmark, which officially had ended only in 1944 and whose psychological imprint remained relatively fresh. For the longest time, life here had meant little more than a sod hut, dark all winter, cold, no hope, children dying left and right, earthquakes, plagues, starvation, volcanoes erupting and destroying all vegetation and livestock, all spirit—a world revolving almost entirely around the welfare of one‘s sheep and, later, on how good the cod catch was. In the

outlying regions, it still largely does.

Ostensibly, the Alcoa project was intended to save one of these dying regions—the remote and sparsely populated east—where the way of life had steadily declined to a point of desperation and gloom. After fishing quotas were imposed in the early 1980s to protect fish stocks, many individual boat owners sold their allotments or gave them away, fishing rights ended up mostly in the hands of a few companies, and small fishermen were virtually wiped out. Technological advances drained away even more jobs previously done by human hands, and the people were seeing every-thing they had worked for all their lives turn up worthless and their children move away. With the old way of life doomed, aluminum projects like this one had come to be perceived, wisely or not, as a last chance. ―Smelter or death.‖

The contract with Alcoa would infuse the region with foreign capital, an estimated 400 jobs, and spin-off service industries. It also was a way for Iceland to develop expertise that potentially could be sold to the rest of the world; diversify an economy historically dependent on fish; and, in an appealing display of Icelandic can-do verve, perhaps even protect all of Iceland, once and for all, from the unpredictability of life itself.

―We have to live,‖ Halldór Ásgrímsson said in his sad, sonorous voice. Halldór, a former prime minister and longtime member of parliament from the region, was a driving force behind the project. ―We have a right to live.‖

17. According to the passage, most Icelanders view land as something of_________

A. environmental value.

B. commercial value.

C. potential value for tourism.

D. great value for livelihood.

18. What is Iceland’s old-aged advocates’ feeling towards the Alcoa p roject?

A. Iceland is wealthy enough to reject the project.

B. The project would lower life expectancy.

C. The project would cause environmental problems.

D. The project symbolizes an end to the colonial legacies.

19. The disappearance of the old way of life was due to all the following EXCEPT______

A. fewer fishing companies.

B. fewer jobs available.

C. migration of young people.

D. impostion of fishing quotas.

20. The 4th paragraph in the passage___________

A. sums up the main points of the passage.

B. starts to discuss an entirely new point.

C. elaborates on the last part of the 3 paragraph.

D. continues to depict the bleak economic situation.

答案：1.A 2.B 3.D 4.B 5.C 6.A 7.B 8.C 9.C 10.B

11. A 12.B 13. B 14.B 15. C 16.A 17.D 18.D 19.A 20.C

Part VII （可能一）Answer the following questions based on the article bellow. (20 points)

On the face of it, Lord Mandelson‘s new framework for higher education looks like a student-friendly vision for the future of our universities. It talks about a ―public-facing‖ higher education system, ―resp onsive to the needs of students‖. It refocuses the Quality Assurance Agency to have a ―greater focus on the student experience and the service delivered t o the student‖ and states that ―students should be an ‗equal partner‘ in their education from start to finish‖. But the government‘s commitment to that equal partnership will be put to the test within the next fortnight.

Today‘s framework lacks one single, headline-grabbing proposal, but it should not be interpreted as anything other than a fundamental shift in the balance of power and priorities towards the consumers of higher education, namely students and businesses. While the traditional role of higher education as a civilizing force and place for the pursuit of truth and knowledge are recognized, in the hard financial climate of the next decade, whoever pays the piper calls the tune.

We are in danger of sleepwalking into a system where students become customers and a degree becomes a commodity to be bought and sold in the marketplace; where students go simply to be certified rather than educated; and where higher education is a means to an end rather than an end in itself. I believe this is reductive and detrimental to the real value of higher education, but if the government leads us on the path to consumerism and university vice-chancellors choose to follow, then students will act as consumers and in turn demand consumer rights. Those vice-chancellors should be incredibly careful what they wish for because they would be wholly unprepared to face the consequences.

Today‘s higher education framework will be debated and scrutinized within the context of the government's review of tuition fees, due to be launched imminently –--- and rightly so. The government has made no secret of the fact that today's framework is designed to provide the backdrop to that review, setting out a vision of the higher education landscape. The question of how that vision can be funded will be the central challenge facing that review.

If the government is indeed serious about universities listening to the voice of the "consumer", then it will practice what it preaches by including a student voice on the review panel itself. On this, the framework is vague and fails on its own terms. It says that ―the student voice will be one of signal importance in contributing to the coming fees review and we expect the NUS [National Union of Students] to fully play its part in submitting evidence‖. I hope ministers were not laboring under the misapprehension that we would do anything other than democratically represent students‘ interests, but inviting NUS to send a letter to the (as yet unknown) chair of the review panel falls far short of th e framework's own vision for a ―partnership‖ with students.

NUS has made difficult choices ahead of the government's fees review. We chose to put forward alternative proposals for a graduate-tax-style system because we were determined that students should not sit outside in the cold while decisions were made inside about how our higher education system is funded and how we should contribute.

Lord Mandelson has not said one way or another whether or not a student voice will be on the government‘s review group. If he genuinely wants to see student engagement and ―consumers‖shaping their own experience, he must ensure we have a seat at the table. Anything less will look like a backroom stitch-up between government, business and universities. As such, it would be met with a fierce response from students in the run-up to the general election.

Question 1:What are the differences between the traditional higher education and the new framework? (6 points)

Question 2:What does the author imply by distinguishing ―be certified‖ from ―be educated‖?

(4 points)

Question 3:What‘s the author‘s objection to universities‘ consumerism? (5 points)

Questions 4:What‘s the author‘s opinion of NUS involvement in the review of tu ition fees? (5 point)

Part VII （可能二）S ummarize the following passage in about 150 words.(20 points)

Agriculture and Tourism

Linkages between the Agri-Food Sector and Tourism offer significant opportunities for the development of both sectors within the region. These linkages could lead to ensuring the sustainability of the region's tourism product thus ensuring it preservation. Agriculture and tourism —two of Wisconsin's most industries —are teaming up in southwestern Wisconsin. A pilot project has found that tourists, rural communities, and some farmers could benefit from stronger efforts to promote and market agricultural tourism there. In 1990, agricultural tourism project members surveyed 290 visitors to the annual Monroe Cheese Festival and 164 visitors to the Picnic on the Farm, a one-time event held in Platteville in conjunction with the Chicago Bears summer training camp. More than one-half of those surveyed responded favorably to a proposed tour, saying they would be interested in participating in some type of agricultural tour in southwestern Wisconsin. Survey respondents reported that they would prefer to visit cheese factories, sausage processing plants, dairy farms, and historical farm sites, as well as enjoy an old-fashioned picnic dinner. The study also found strong interest in visiting specialty farms (strawberries, cranberries, poultry, etc.). More than 75 percent of the Cheese Day visitors planned ahead for the trip, with 37 percent planning at least two months in advance.

More than 40 percent of the visitors came to Monroe for two- or three-day visits. Many stopped at other communities on their way to Cheese Days. Visitor at both events indicated that they were there to enjoy themselves and were willing to spend money on food and arts and crafts. They also wanted the opportunity to experience the "country" while there. The study found that planning around existing events should take into account what brought visitors to the area and provide additional attractions that will appeal to them. For example, visitors to Cheese Days said they were on a holiday and appeared to be more open to various tour proposals. Picnic visitors came specifically to see the Chicago Bears practice They showed less interest in a proposed agricultural tour than Cheese Day visitors, but more interest in a picnic dinner.

The study identified three primary audiences for agricultural tourism: 1) elderly people who take bus tours to see the country; 2) families interested in tours that could be enjoyed by both parents and children; and 3) persons already involved in agriculture, including international visitors. Agricultural tourism can serve to educate urban tourists about the problems and challenges facing farmers, says Andy Lewis, Grant county community development agent. While

agriculture is vital to Wisconsin, more and more urban folk are becoming isolated from the industry. In fact, Lewis notes, farmers are just as interested in the educational aspects of agricultural tours as they are in any financial returns.

“Farmers feel that urban consumers are out of touch with farming,"Lewis says. "If tourists can be educated on issues that concern farmers, those visits could lead to policies more favorable to agriculture." Animal rights and the environment are examples of two issues that concern both urban consumers and farmers. Farm tours could help consumers get the farmer's perspective on these issues, Lewis notes. Several Wisconsin farms already offer some type of learning experience for tourists. However, most agricultural tourism enterprises currently market their businesses independently, leading to a lack of a concerted effort to promote agricultural tourism as an industry.

Lewis is conducting the study with Jean Murphy, assistant community development agent. Other participants include UW-Platteville Agricultural Economist Bob Acton, the Center for Integrated Agricultural Systems. UW-Extension Recreation Resources Center, the Wisconsin Rural Development Center, and Hidden Valleys, a Southwestern Wisconsin regional tourism organization. This past fall. Murphy organized several workshops with some Green and Grant County farmers, local business leaders, and motor coach tour operators to discuss how best to organize and put on farm tours. Committees were formed to look at the following: tour site evaluations, inventory of the area's resources, tour marketing, and familiarization of tours. The fourth committee is organizing tours for people such as tour bus guides and local reporters to help better educate them about agricultural tourism. Green County farmers already have experience hosting visitors during the annual Monroe Cheese Days. Green county Tourism Director Larry Lindgren says these farmers are set to go ahead with more formal agricultural tours next year. The tours will combine a farm visit with a visit to a local cheese factory and a picnic lunch.

Another farm interested in hosting an organized tour is Sinsinawa, a 200-acre Grant County farm devoted to sustainable agriculture and run by the Dominican Sisters. Education plays a major role at the farm, which has an orchard, dairy and beef cows, and hogs. Farm tours could be combined with other activities in the area such as trips to the Mississippi River and/or visits to historical towns or landmarks, Lewis says. The project will help expose farmers to the tourism industry and farm vacations as a way to possibly supplement incomes, he adds. While farm families probably wouldn't make a lot of money through farm tours, they would be compensated for their time, says Lewis.

Farmers could earn additional income through the sale of farm products, crafts, and recreational activities. Below are results from the 1990 survey of Monroe Cheese Days and Picnic on the Farm visitors.

参考答案:

Through farm tour, visitors can better understand significant issues such as animal rights and environment. In autumn, Murphy organized workshops and bring other participants together to develop local tour market. Larry Lindgren said the farmers already had experience of farm tours with factory visiting and a picnic lunch. In Sinsinawa, a large area of the farmland contains an orchard, cow etc which is managed and operated by Dominican Sisters; Lewis said the project will probably bring extra incomes for local farmers.

Part VIII Analyze the following sentences closely and then put them into Chinese. (20%)

1.In agreement with Campbell and Spolsky we regard the relationship of theory to practice, and

a definition of the role of the underlying disciplines in the practice of language teaching as

crucial for a conceptual framework. (3 points)

2.Pericles, prince of Tyre（泰尔）, became a voluntary exile from his dominions, to avert the

dreadful calamities which Antiochus, the wicked emperor of Greece, threatened to bring upon his subjects and city of Tyre, in revenge for a discovery which the prince had made of a shocking deed which the emperor had done in secret; as commonly it proves dangerous to pry into the hidden crimes of great ones. (5 points)

3.It is a curious fact, of which I can think of no satisfactory explanation, that enthusiasm for

country life and love of natural scenery are strongest and most widely diffused precisely in those European countries which have the worst climate and where the search for the picturesque involves the greatest discomfort. (4 points)

4.Despite the idea, which has grown like a cancer among us, that scientists and humanists

cannot converse, I believe that if they ever honestly try to talk together, they will have no real difficulty and will discover that they share many problems which can be to their mutual benefit.（4 points）

5.Some language teachers felt encouraged to include in their teaching historical information, for

example, on the etymology (词源) of words, or to draw attention to regularities in the relations among languages by making comparisons between the student‘s language and the target language or by comparing two second languages.（4 points）

答案：

1. 和Campbell 与Spolsky一样，我们认为以下这两点对于一个概念框架来说极其重要：一

是理论与实践之间的关系，二是对支撑语言教学实践的那些学科作用的界定。

2. 窥探大人物的隐蔽罪行一般总是危险的。泰尔亲王Pericles就发现了邪恶的希腊皇帝

Antiochus暗地里干的一件骇人听闻的事。那个皇帝为了报复，就威胁说要加给亲王的臣民和泰尔城十分可怕的灾难。为了避免这场灾难，Pericles就自动离开他的领土，到外面去流亡。

3. 欧洲有些国家，天气坏透，那里的人要辛苦一番，才能找到景色如画的地方。奇怪，他

们恰好最喜欢过乡村生活，也最欣赏天然风景，而且这个情形也极普遍。这是实情，我怎么也提不出叫人满意的解释来。

4. 尽管有人认为科学家与人文主义者无法进行交流，而且这一观念已经像恶性肿瘤一样在

我们中间扩散，但我相信只要他们能真诚努力去交谈，不仅交流没有什么困难，而且会发现他们有许多符合双方利益的共同问题。

5. 一些语言教师感到有必要将历史信息如词源知识引入教学中，或通过比较学生母语与目

标语或比较两种第二外语以发现语言与语言之间存在的某些规则。

硕士研究生入学考试大纲-620 《基础英语》

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让考生了解考试内容和考试形式，从而有针对性地进行备考。其次，它保证了考试的公正、公平和有效性，确保了所有考生在同等条件下进行竞争。最后，它为高校选拔优秀人才提供了科学依据，有助于高校选拔到具有潜力和创新精神的人才。四、备考建议在备考全国硕士研究生入学统一考试时，考生应该认真学习和掌握考试大纲的内容，根据自身实际情况制定合理的备考计划。同时，考生还应该注重基础知识的巩固和扩展，提高应用能力和综合素质。此外，考生还应该多做模拟试题和历年真题，了解自己的备考情况，及时调整备考策略。总之，全国硕士研究生入学统一考试大纲是考生备考的重要参考资料，考生应该认真学习和掌握考试大纲的内容，制定合理的备考计划，注重基础知识的巩固和扩展，提高应用能力和综合素质。只有这样，才能更好地应对考试挑战，实现自己的研究生梦想。

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全国硕士研究生入学统一考试英语（二）考试大纲（非英语专业）（2013年版） I. 考试性质英语（二）考试是为高等学校和科研院所招收专业学位硕士研究生而设置的具有选拔性质的全国统一入学考试科目。其目的是科学、公平、有效地测试考生对英语语言的运用能力，评价的标准是高等学校非英语专业本科毕业生所能达到的及格或及格以上水平，以保证被录取者具有一定的英语水平，并有利于各高等学校和科研院所在专业上择优选拔。 II. 考试形式和试卷结构（一）考试形式考试形式为笔试。考试时间为180分钟。满分为100分。试卷包括试题册和答题卡。答题卡分为答题卡1和答题卡2。考生应将英语知识运用和阅读理解部分的答案按要求填涂在答题卡1上，将英译汉和写作部分的答案按要求写在答题卡2上。（二）试卷结构试题分四部分，共48题，包括英语知识运用、阅读理解、英译汉和写作。第一部分英语知识运用主要考查考生对英语知识点的综合运用能力。共20小题，每小题0.5分，共10分。在一篇约350词的文章中留出20个空白，要求考生从每题给出的4个选项中选出最佳答案，使补全后的文章意思通顺、前后连贯、结构完整。考生在答题卡1上作答。第二部分阅读理解主要考查考生获取信息、理解文章、猜测重要生词词义并进行推断等方面的能力。该部分由A、B两节组成，共25小题，每小题2分，共50分。 A节（20小题）本部分为多项选择题。共四篇文章，总长度为1 500词左右。要求考生阅读文章并回答每篇文章后面的问题。考生需要在每小题所提供的选项（A、B、C、D）中选出唯一正确或是最合适的答案。每篇文章设5题，共20题。每小题2分，共40分。考生在答题卡1上作答。 B节（5小题）本部分有两种备选题型。每次考试从这两种题型中选择其中的一种形式，或者两种形式的组合进行考查。本节文章设5小题，每小题2分，共10分。考生在答题卡1上作答。备选题型包括： 1）多项对应本部分为一篇长度为450~550词的文章，试题内容分为左右两栏，左侧一栏为5道题目，右侧一栏为7个选项。要求考生在阅读后根据文章内容和左侧一栏中提供的信息从右侧一栏中的7个选项中选出对应的5项相关信息。 2）小标题对应在一篇长度为450~550词的文章前有7个概括句或小标题。这些文字或标题分别是对文章中某一部分的概括或阐述。要求考生根据文章内容和篇章结构从这7个选项中选出最恰当的5个概括句或小标题填入文章空白处。

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2019华中科技大学硕士研究生入学考试《英语》（二外）考试大纲（科目代码：245 100分）总则本大纲的各项规定作为华中科技大学硕士研究生入学考试英语（第二外语）考试考题编写参考以及质量检查的依据。考生对象本大纲的考生对象是参加华中科技大学硕士研究生入学考试并把英语作为第二外语的全国考生。考试时间及记分本考试采取百分制记分，满分为100分；考试时间为180分钟。一、考试目的硕士研究生入学英语考试是为了考察考生的实际英语应用能力是否达到非英语专业研究生英语教学大纲中《硕士研究生英语教学与考试》规定的要求。考试成绩用于硕士研究生的入学选拔。二、考试设计本考试共分为四部分：词汇结构（30％）、阅读理解（30％）、英汉互译（20％）和英语写作（20％）。 1.词汇结构（30％）本部分测试考生的词汇语法知识及语篇综合运用能力。测试内容包括词汇的认知能力、搭配知识的掌握，句法结构的理解和篇章阅读、分析能力。本部分包含：1）20个单项选择题，给出20个句子，每句留出一空，要求考生在每题给出的4个备选答案中选择一个最佳选项，使句子表意正确、结构完整；2）一篇约200单词的短文完形填空，文中留出10处空白，每空为一题，设4个备选答案，要求考生在理解全文的基础上，从中挑选一个最佳选项，使短文的内容和结构完整合理。 2.阅读理解（30％）本部分测试考生在规定时间内通过阅读获取信息的能力，即对阅读材料的细节、事实、要点、作者观点和态度的理解能力。题材包括社会、文化、史地、科普及人物传记等内容，体裁涉及叙事、议论、描述、说明和应用文等。该部分给出5篇约400单词的文章，每篇文章后面附5-8个问题，每个问题设四个备选答案。要求考生根据文章内容从每题选出一个最佳选项。 3.英汉互译（20％）本部分测试考生的英汉互译能力。考试形式为翻译段落划线部分，原文内容涉及社会、文化、史地和科普知识。要求考生将200-250汉字长度的中文段落划线部分准确地翻译成通顺的英文，以及将长度相当的英文段落划线部分准确翻译成通顺的中文。 4.英语写作（20％）本部分测试考生的英语书面表达能力。要求考生根据给出的题目和提纲，或者根据情景或图表自拟题目，用英语写出一篇约150单词的短文。要求作文切题、意义连贯、文字通顺，并符合英文表达习惯。

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