二外英语考试大纲
科目代码： 241
一、
科目名称：二外英语
二外英语是为天津外国语大学招收硕士研究生而设
置的具有选拔性质的入学考试科目，其目的是科学、公平、
有效地测试考生对英语语言的综合运用能力，考生应达到《
大学英语教学指南》(2020版)中“提高目标”要求，以保
证被录取者具有一定的英语水平，并有利于我校对各外语类
专业考生的择优选拔。
考生应掌握下列语言知识和技能：
(一) 语言知识
1.语法知识
考生应能掌握基本的英语语法知识，并能在读、写、
译的实践中准确地加以运用。
2.词汇
考生应能掌握《大学英语教学指南》中提高目标所要求
的单词和相关的词汇。
(二) 语言技能
1.阅读
能基本读懂英语国家大众性报刊杂志上一般性题材的
文章(生词量不超过所读材料总词汇量的3%)，阅读速度为每
分钟 70~90词。能读懂与本人学习或工作有关的文献、技术
说明和产品介绍等。对所读材料，考生应能：
1) 能正确理解中心大意;
2) 抓住主要事实和有关细节;
3) 进行有关的判断、推理和引申;
4) 根据上下文推断生词的词义;
5) 理解作者的意图、观点或态度。
2.翻译
考生能对题材熟悉、难度适中的文章进行英汉互译。翻
译时，考生应能：
1) 做到译文基本准确，无重大的理解错误;
2) 做到语法结构正确，用词恰当，无重大语言表达
错误;
3) 合理使用关联词，内容前后连贯，文理通顺;
4) 体现原文文体特点。
3. 写作
考生应能写一般描述性、叙述性、说明性或议论性的文
章以及不同类型的应用文，包括私人和公务信函、摘要、报
告、演讲稿等。写作时，考生应能:
1) 做到语法、 拼写、标点正确，用词得当，句型准确
多样;
2) 合理组织文章结构，使其内容统一、连贯;
3) 遵循文章的特定文体格式;
4) 根据写作目的和特定读者，恰当选用语域。
《新视野大学英语读写教程》(第三版) 1-4 册。
考试形式为笔试。考试时间为 180 分钟。满分为 100 分。
试题分五部分，包括词汇与语法、完型填空、阅读理解、
翻译和写作。具体题型包括：
第一项：词汇与结构，共10小题，每小题1.5分。
第二项：完形填空，共10小题，每小题1.5分。
第三项：阅读理解，共20小题,每小题1.5分。
第一部分，快速阅读1篇，共5小题。
第二部分，短文阅读3篇，共15小题。
第四项：翻译，共4小题，每小题5分。
第五项：写作，20分。
I. Vocabulary and Structure (15 points)
Directions: There are 10 incomplete sentences in this part. For each sentence there are
four choices marked A), B), C) and D). Choose the ONE that best completes the
sentence. Write your answers on the Answer Sheet with the question number 1 to 10.
1. Small-market clubs such as the Kansas City Royals have had trouble __________
with richer teams for championships.
A. contending
C. fighting
B. racing
D. agreeing
II. Cloze (15 points)
Directions: In this section, there is a passage with several blanks. You are required to
select one word for each blank from a list of choices given in a word bank following
the passage. Read the passage through carefully before making your choices. Each
choice in the bank is identified by a letter. You may not use any of the words in the
bank more than once.
Write your answers on the Answer Sheet with the question number 11 to 20.
IQ stands for “Intelligence Quotient” which is a measure of a person’s intelligence
found by means of a test. Before marks ○
11
in such a test can be useful as information
about a person, they must be compared with some ○
12
know that a ○
13
. It is not enough simply to
of thirteen has scored, say, ninety marks in a particular test. To know
whether he is clever, ○
14
, or dull, his marks must be compared with the average
achieved by boys of thirteen in that test.
In 1906 the psychologist, Alfred Binet (1857-1911), ○
which intelligence has since been ○
16
15
the standard in relation to
. Binet was asked to find a method of selecting
all children in the schools of Paris who should be put in special classes for certain
weaknesses. The problem brought home to him the need for a ○
17
standard of
intelligence, and he hit upon the very simple concept of “mental age”.
He invented a variety of tests and put large numbers of children of different ages
through them. He then
18
○
19
about the age each test was passed by the average child.
For instance, he found that the average child of seven could count backward from 20 to
1. Binet ○
20
the various tests in order of difficulty, and used them as a scale against
which he could ○
every individual. If, for example, a boy aged twelve could only do
tests that were passed by the average boy of nine, Binet held that he was three years
below average, and that he had a mental age of nine.
A) quantified
E) competent
B) magnitude
F) arranged
C) numerical
G) juvenile
D) gained
H) adjacent
I) standard
M) average
J) engage
N) designed
K) included
O) measure
L) concluded
III. Reading Comprehension (30 points)
Section I. Fast Reading
Directions: You are going to read a passage with 5 statements attached to it. Each
statement contains information given in one of the paragraphs. Identify the paragraph
from which the information is derived. You may choose a paragraph more than once.
Each paragraph is marked with a letter. You should decide on the best choice and
write your answer on the Answer Sheet with the question number 21 to 25.
Gains, and Drawbacks, for Female Professors
A) CAMBRIDGE, Mass.– When the Massachusetts Institute of Technology
acknowledged 12 years ago that it had discriminated (歧视) against female professors
in “subtle but pervasive” ways, it became a national model for addressing gender
inequality. Now, an evaluation of those efforts shows substantial progress– and
unintended consequences. Among other concerns, many female professors say that
M.I.T.’s aggressive push to hire more women has created the sense that they are given
an unfair advantage. Those who once complained about M.I.T.’s lag in recruiting
women now worry about what one called “too much effort to recruit women.”
B) Much as a report accompanying M.I.T.’s acknowledgment more than a decade
ago offered a rare window on an institution tackling gender discrimination, the new
study, being released Monday, shows how difficult the problem is– and not just at
M.I.T. “It’s almost as though the standard has changed, because things are so much
better now,” said Hazel L. Sive, associate dean of the School of Science, who led one
of the committees writing the report. “Because things are so much better now, we can
see an entirely new set of issues.”
C) An array of prizes and professional honors among female professors has
provided a powerful rebuttal (反驳) to critics who suggested after the earlier report that
women simply lacked the aptitude for science. But with the emphasis on eliminating
bias, women now say the assumption when they win important prizes or positions is
that they did so because of their gender. Professors say that female undergraduates ask
them how to answer male classmates who tell them they got into M.I.T. only because
of affirmative (赞助性的) action.
D) Because it has now become all but the rule that every committee must include a
woman, and there are still relatively few women on the faculty, female professors say
they are losing up to half of their research time, as well as the outside consultancies
that earn their male colleagues a lot of money.
E) While women on the tenure (终身职位) track 12 years ago feared that having a
child would affect their careers, today’s generous policies have made families the norm:
The university provides a year-long pause in the tenure clock, and everyone gets a
term-long leave after the arrival of a child. There is day care on campus and subsidies
for child care while traveling on business. Yet now women say they are uneasy with
the frequent invitations to appear on campus panels to discuss their work-life balance.
In interviews for the study, they expressed frustration that parenthood remained a
women’s issue, rather than a family one.
F) Despite an effort to educate colleagues about bias in letters of recommendation
for tenure, those for men tend to focus on intellect while those for women dwell on
temperament. “To women in my generation, these remaining issues can sound small
because we see so much progress,” said Nancy H. Hopkins, a molecular biologist who
started the first report. “But they’re not small; they still create an unequal playing field
for women– not just at universities, and certainly not just at M.I.T. And they’re harder
to change because they are a reflection of where women stand in society.”
G) The original effort started in 1994, when Professor Hopkins was frustrated that
the university had resisted giving her lab space for new research, and that a course she
developed had been given to a male professor. She considered herself a scientist, not a
feminist, and only tentatively shared her concerns with another female professor.
H) Finding common complaints, they reached out to other women on the School
of Science faculty– and discovered that it was remarkably easy to survey them,
because there were only 15 women with tenure, compared with 197 men. Women
undergraduates outnumbered men in some departments, but the percentage of women
on the faculty had remained relatively flat for 20 years. The school had never had a
woman in any position of leadership.
I) The women gathered more data– crawling on the floor with tape measures to
compare lab space for men and for women. They took their concerns to the dean,
Robert J. Birgeneau, who did his own study, which backed up the women's
conclusions that there were wide differences in salary and resources and a general
marginalization ( 边 缘 化 ) of women. “I have always believed that contemporary
gender discrimination within universities is part reality and part perception,” the
university’s president, Charles M. Vest, wrote in the 1999 report. “True, but I now
understand that reality is by far the greater part of the balance.”
J) That unusual admission by one of the nation’s most prestigious universities
echoed far beyond campus. The National Science Foundation and the National
Academies began significant efforts to increase opportunities for women in science.
Major philanthropies (慈善团体) gave $1 million to help M.I.T. spread the word, and
other universities replicated (复制) the effort. The women who started it all at M.I.T.
are still being called to other campuses seeking to evaluate the treatment of women.
K) While the original study looked at just the School of Science, one of five
schools at M.I.T., the institute later did similar evaluations of the School of
Engineering, and then the other faculties. Women at the Schools of Science and
Engineering decided to repeat the study of their schools this year after the head of
physics, Edmund Bertschinger, suggested a two-day conference on the women of
M.I.T. to help mark the institute’s 150th anniversary.
L) In what the new study calls “stunning” progress, the number of female faculty
members has nearly doubled in the School of Science since 1999 and in the School of
Engineering since its original study was completed in 2002. More women are in
critical decision-making positions at M.I.T.– there is a female president, and women
who are deans and department heads. Inequities in salaries, resources, lab space and
teaching loads have largely been eliminated. “I thought things might get better, I
thought people had good will, but I never dreamed we’d make this much progress in
10 years,” said Lorna J. Gibson, who led the Engineering School study.
M) Some of the problems noted in the report are brought on by progress: The
university now struggles to accommodate two-career couples; a decade ago, women
with tenure tended to be married only to their careers. But the primary issue in the
report is the perception that correcting bias means lowering standards for women. In
fact, administrators say they have increased the number of women by broadening their
searches. No one is given tenure without what Marc A. Kastner, the dean of the School
of Science, called “off-scale” recommendations from at least 15 scholars outside M.I.T.
N) Among women on the science and engineering faculties, there are more than
two dozen members of the National Academy of Sciences; four winners of the
National Medal of Science; the receiver of the top international award in computer
science; and the winners of a host of other fellowships and prizes. “No one is getting
tenure for diversity reasons, because the women themselves feel so strongly that the
standards have to be maintained,” Professor Kastner said.
O) Faculty members said that the perception otherwise would change as more
women were hired and the quality of their achievement became obvious. “The more
fundamental issues are societal,” Professor Kastner said, “and M.I.T. can't solve them
on its own.”
21. The university offers adequate support and convenience for a teacher who has a
child.
22. Research done by the dean of the School of Science confirmed the female
professors’ discovery of discrimination against women teachers.
23. The number of female faculty members has not been increased at the expense of
lowering academic standards.
24. In some people’s eyes, the reason why female professors have won major prizes
and academic statuses is that they are women.
25. The effort made by M.I.T to eliminate bias against women set a good example for
other institutions.
Section II. Passage Reading
Directions: There are 3 passages in this section. 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 write your answer on the
Answer Sheet with the question number 26 to 40.
Passage 1
Throwing criminals in prison is an ancient and widespread method of punishment,
but is it a wise one? It does seem reasonable to keep wrongdoers in a place where they
find fewer opportunities to hurt innocent people. The system has long been considered
fair and sound by those who want to see the guilty punished and society protected. But
the value of this form of justice is now being questioned by the very men who have to
apply it– the judges.
Does it really help the society, or the victim, or the victim’s family, to put in
prison a man who, while drunk at the wheel of his car, has injured or killed another
person? It would be more helpful to make the man pay for his victim’s medical bills
and compensate him/her for the bad experience, the loss of working time, and any
other problems arising from the accident. If the victim is dead, in most cases the
victim’s family would need some financial assistance.
And a young thief who spends time in prison may receive there a thorough
education in crime from his fellow prisoners. Willingly or not, he has to associate
himself with tough criminals who will drag him into more serious crimes.
Such considerations have caused a number of judges to try some new forms of
punishment for light criminals, which are unpleasant enough to discourage the
offenders (违法者) from repeating their offenses, but safe for them because they are
not exposed to dangerous company. They pay for their crime by helping their victims,
financially or otherwise, or doing unpaid labor for their community; or perhaps, they
take a job and repay their victim out of their salary. This sort of punishment is applied
only to nonviolent criminals who are not likely to be dangerous to the public, such as
forgers ( 伪 造 者 ), thieves, and drivers who have caused traffic accidents. The
sentenced criminal has the right to refuse the new type of punishment if he prefers a
prison term.
26. According to the passage, putting criminals in prison is a widespread method of
punishment because ________.
A) the victim and family cannot be hurt any more
B) putting criminals in prison started in ancient times
C) throwing criminals in prison is the best form of justice
D) criminals can be prevented from harming innocent people
27. The new forms of punishment of light criminals have the following features except
that ________.
A) they are kept in special rooms in prison
B) they may work and compensate the victims
C) they are not exposed to dangerous company
D) they pay for their crime by helping the victims
28. Which criminal is likely to receive the new forms of punishment?
A) Aspy.
B) Athief.
C) Amurderer.
D) Adrug dealer.
29. According to the passage, if a young forger is put to prison, he will probably
________.
A) correct his wrongdoings
B) hurt his fellow prisoners
C) receive a good education
D) domore serious crimes later
30. The author is of the opinion that ________.
A) criminals should get paid when they help the victims or the community
B) light criminals should not be thrown in prison under any circumstances
C) some new forms of punishment are more helpful to both the victims and the
criminals
D) putting criminals in prison is out of date and we should adopt new forms of
punishment
IV. Translation (20 points)
Directions：Translate the following sentences into Chinese.
Write your answer on the answer sheet with the question number 41 to 44.
41. If you're sedentary, your body can get used to only having to expend low levels of
energy so you might feel more tired than you should when trying to do basic daily
activities. The World Health Organization has recommended that adults get at least
150 minutes of moderate-to-vigorous physical activity weekly, while pregnant people
should do at least 150 minutes of moderate aerobic and strengthening exercises per
week.
V. Writing (20 points)
Directions: You should write at least 150 words but no more than 200 words.
Some people believe the purpose of education is to prepare individuals to be
useful to society. Others say the purpose of education is to achieve personal ambitions.
Discuss both views and give your opinion.
Write your answer on the ANSWER SHEET.