福建师范大学申请成人高等教育学士学位考试
英语专业
《高级英语》课程考试大纲
考试形式：开卷 考试时间：120分钟
一、课程性质及教学目标
本课程考试的对象为网络、业余、函授、自考等各类成人教育的英语专业本科生毕业。本考试的标准依据该课程的教学要求、并考虑成人教育学生的特点而制定。
《高级英语》是英语专业的主干综合课程，其目的是培养英语专业学生较高的语言理解欣赏能力及综合交际能力，其基本要求是：（1）阅读理解和词汇运用能力，即能掌握和使用所学的词汇，特别是同义词、近义词的区分和使用；能正确理解文章的内容和主题思想，抓住文章的要点，分析文章的结构、语言技巧和修辞特点；（2）语言表达能力，即能用英语解释、用汉语翻译文章中的难句，使用英语归纳文章的主题思想，并能对文章的内容进行简单的分析、评论；（3）能使用辞典和其他工具书独立解决语言和文化、背景知识方面的难点，提高自学能力，增加文化知识，尤其是所学语言国家（主要是英、美）的背景和文化知识，更好地使用言语和文化结合在一起。
考生应熟练掌握该课程所要求的词汇及其最常用的搭配和短语，熟悉它们在具体语境中的应用，并能在口语和写作中正确使用这些词汇。考生应能基本读懂英语报刊和非专业性的语言书籍，能看出文章的思想观点和论点，并能对文章进行简单的分析和评论。考生应能用英语回答涉及阅读中的问题，解释阅读文章中的难句。考生还应具备在半小时之内写出150-200词的短文。能在半小时之内将与课文难度相近的150-200词的英语短文译成汉语，或将200字左右的汉语短文译成英语。
二、参考教材（考生自备）
本考试为标准参照性考试，考试形式为笔试。参考教材为《高级英语（English）》第五、六、七三册（黄源深、朱钟毅主编），上海外语教育出版社。
三、课程考试纲要
命题素材70%源于指定教材，30%源于课外，难易度与教材相当。学士学位考试对语法与词汇、阅读理解、短文填词、翻译和写作等方面均有具体的要求。
1.词汇
本考试词汇考核范围参照全国高等教育自学考试指导委员会编写的《高等教育自学考试高级英语自学考试大纲》，其中认知词汇1万，熟练掌握其中的4000个词汇及其最常用的搭配和短语的意义及基本用法，并能在口语和写作中正确使用这些词汇。
2.语法
考生应能熟练地运用基本的语法知识，提高在语篇水平上运用语法知识的能力。要求考生在语法、词汇、阅读、填词、翻译、写作等考核项目中，能结合上下文语境准确、灵活、自如地运用基本的词法、句法、篇章等语法知识进行规范的表达。
3.阅读
能顺利阅读语言难度中等的英语报刊和非专业性的英语书籍，掌握中心大意以及说明中心大意的事实和细节，并能进行一定的分析、推理和判断，领会作者的观点和态度，在阅读篇幅较长、难度略低、生词不超过总词数3%的材料时，能掌握中心大意，抓住主要事实和有关细节，阅读速度达到每分钟120词以上。
4.翻译
能不借助词典将难度相当于课文的英语短文译成汉语，理解正确，译文达意流畅；能不借助词典将内容熟悉的汉语文字材料译成英语，译文达意流畅，无重大语言错误。
5.写作
能在阅读难度与教材相仿的书面材料时做笔记、回答问题、写提纲、能就一定的话题或提纲在半小时内写出200词以上的短文，能写短信和便条，表达意思清楚，词汇和句法基本正确。
四、考试题型及样卷
本考试包括五个部分：语法与词汇、阅读理解、短文填词、翻译和写作。全部题目按顺序统一编号。
考试方式为开卷笔试。考试时间共计120分钟。
第一部分：语法与词汇（Part I: Grammar and Vocabulary）。共20题，每小题1分，共20分，考试时间20分钟。题目中50%为词汇和短语的用法，50%为语法结构。要求考生从每题四个选择项中选出一个最佳答案。
语法与词汇部分的目的是测试学生运用词汇、短语及语法结构的能力。
第二部分：阅读理解（Part II: Reading Comprehension）。共10题，每小题2分，共20分，考试时间20分钟。要求考生阅读2篇文章，总阅读量不超过1000词。每篇短文后有若干个问题。考生应根据文章内容从每题四个选择项中选出一个最佳答案。
选材的原则是：
1.题材广泛，可以包括人物传记、社会、文化、日常知识、科普常识等，但是所涉及的背景知识应能为学生所理解。
2.体裁多样，可以包括叙述文、说明文、议论文等。
3.文章的语言难度适中，如果出现超出考试大纲词汇表范围且影响理解的关键词，用汉语注明其词义。
阅读理解部分主要测试下述能力：
1.掌握材料的主旨和大意。
2.了解主旨和大意的事实和细节。
3.既能理解字面的意思，又能根据所读材料进行一定的判断和推论。
4.既能理解个别句子的意义，又能理解上下文的逻辑关系。
阅读理解部分的目的是测试学生通过阅读获取信息的能力，既要求准确，也要求具有一定的速度。
第三部分：短文填词（Part III: Cloze）。共10题，每小题1分，共10分，考试时间20分钟。在一篇题材熟悉、难度适中的短文（约200词）中留有10个空白，每个空白为1题，要求考生在全面理解文章内容的基础上对空白处进行正确填写，使短文的意思和结构恢复完整。
短文填词部分的目的是测试学生综合运用语言的能力。
第四部分：翻译（Part IV: Translation）。共10题，每小题3分，共30分，考试时间30分钟。其中第1-5题为汉译英，第6-10题为英译汉。
翻译部分的目的是同时检测考生的英汉互译能力和语篇理解能力。
第五部分：写作（Part V: Writing）。共1题，计20分，考试时间30分钟。要求考生写出一篇200-250词的短文。试卷上可能给出题目，或规定情景，或要求看图作文，或给出段首句要求续写，或给出关键词要求写成短文。要求能够正确表达思想，语义连贯，无重大语法错误。写作的内容包括日常生活和一般常识。
写作部分的目的是测试学生运用英语书面表达思想的初步能力。
答题及计分方法
客观性试题要求考生从每题四个选择项中选出一个最佳答案，并在答题纸（Answer Sheet）上写出该题正确答案。试卷（Test Paper）上不能作任何记号。每题只能选择一个答案，多选以答错处理。主观性试题按科学的评分标准评分。本考试为标准参照性考试，试卷为百分制。
试卷五个部分的题目数、计分和考试时间列表如下：
样卷附后
福建师范大学20 年成人学士学位考试题目卷（黑体小三号粗体）
《考试科目名称》A/B卷 开卷（楷体GB2312小三号粗体）
教学中心 专业 学号 姓名 成绩 （宋体五号）
注：考试时间为120分钟、试卷满分100分
重要提示：本试卷仅为考试题目，所有答题必须填写在专用答题卡上方为有效，在本试卷直接作答均不给分。（宋体五号粗体）
注 意 事 项
一、请务必工整清晰地将自己的校名、姓名、准考证号等考生信息写在答题纸密封线内的指定位置。
二、多项选择题只能选一个答案，多选以答错处理。所有答案一定要写在答题纸上，凡是写在试题册上的答案一律无效。
三、在120分钟内答完所有试题，不得拖延时间。考试结束后，考生将试题册和答题纸放置桌上，均不得带走。待监考老师收卷，清点无误后方可离开考场。
Part I Grammar and Vocabulary （20%, 20 minutes）
Directions: There are 20 incomplete sentences in this part. For each sentence there are four choices marked A）。 B）。 C） and D）。 Choose the ONE answer that best completes the sentence. Then mark the corresponding letter on the Answer Sheet with a single line through the center.
1. The need for laws on euthanasia cannot be dodged for much longer.
A. preventedB. avoidedC. discussedD. wanted
2. The moment he stepped into the new campus, he was ready to embrace whatever came to him.
A. hugB. acceptC. understandD. make friends with
3. People have come to realize the casual assumptions that media tend to cultivate.
A. carelessB. misleadingC. one-sidedD. causal
4. One of the problems modern society is facing is that sometimes the technique fights coherence.
A. strugglesB. helpsC. developsD. destroys
5. Stop tormenting your father with such stupid questions.
A. humiliatingB. annoyingC. harmingD. coaxing
6. Can you give me a legitimate reason for being late again?
A. logicalB. legalC. suitableD. rightful
7. Nowadays, a lot of traditional food is being supplanted by the coming western fast food.
A. transplantedB. suppliedC. damagedD. replaced
8. Medicare has lulled the population into believing that the once terrible financial burdens from illnesses are now eradicated.
A. removedB. erectedC. exercisedD. radiated
9. We choose this supermarket for its proposition of the service free of hassle.
A. hurryB. troubleC. dutyD. profit
10. The tour guide reiterated to the tourists the importance of keeping an eye on their belongings.
A. repeatedB. eradicatedC. refreshedD. exaggerated
11. ______ between schools is something good for the development of the education.
A. Hostility B. Rivalry C. HospitalD. Charity
12. Being accused of stealing was the ____ he suffered under his last employer.
A. dignityB. initiateC. indignityD. indignation
13. The careless taxi driver got his just ____ when his driver's license was suspended.
A. desertsB. dessertsC. desertationD. diverse
14. With the development of society, the of life is getting longer and longer.
A. panB. spanC. lengthD. strength
15. Usually my deskmate is rather , but if you pick up a topic he is interested in, he will talk freely about it.
A. reservedB. conservativeC. deservedD. preserved
16. For most of the people, art very difficult to understand.
A. currentB. contemporaryC. temporary D. contemptuous
17. Since we have left the key behind, we must use to open this locked door.
A. abilityB. capabilityC. forceD. strength
18. You'd better put your medicine in a place that is not to your children.
A. assessableB. availableC. admissibleD. accessible
19. During this season, the weather often between heavy rains and bursts of sunshine.
A. variesB. altersC. flattersD. alternates
20. The cinema in this small town has a seating of 1000.
A. capabilityB. abilityC. productivityD. capacity
Part II Reading Comprehension （20%, 20 minutes）
Directions: There are 2 reading 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 choice that best answers the question or completes the statement. Then mark the corresponding letter on the Answer Sheet with a single line through the center.
Questions 21 to 25 are based on the following passage:
When your parents advise you to “get an education” in order to raise your income, they tell you only half the truth. What they really mean is to get just enough education to provide manpower for your society, but not so much that you prove an embarrassment to your society.
Get a high school diploma, at least. Without that, you will be occupationally dead unless your name happens to be George Bernard Shaw or Thomas Alva Edison, and you can successfully drop out in grade school.
Get a college degree, if possible. With a B.A., you are on the launching pad. But now you have to start to put on the brakes. If you go for a master's degree, make sure it is an M.B.A.
Do you know, for instance, that long-haul truck drivers earn more per year than full professors? Yes, the average 1977 salary for those truckers was $24000. While the full professors managed to earn just $23030.
A Ph.D. is the highest degree you can get. Except for a few specialized fields such as physics or chemistry where the degree can quickly be turned to industrial or commercial purposes, if you pursue such a degree in any other field, you will face a dim future. There are more Ph.D.s unemployed or underemployed in this country than any other part of the world.
If you become a doctor of philosophy in English or history or anthropology or political science or languages or-worst of all-in philosophy, you run the risk of becoming overeducated for our national demands. Not for our needs, mind you, but for our demands.
Thousands of Ph.D.s are selling shoes, driving cars, waiting on table, and endlessly filling out applications month after month. They may also take a job in some high school or backwater college that pays much less than the janitor earns.
You can equate the level of income with the level of education only so far. Far enough, that is, to make you useful to the gross national product, but not so far that nobody can turn much of a profit on you.
21. According to the writer, what the society expects of education is to turn out people who _____.
A. will not be a disgrace to societyB. will become loyal citizens
C. can take care of themselvesD. can meet the nation's demands as a source of manpower
22. Many Ph.D.s are out of job because _____.
A. they are improperly educatedB. they are of little commercial value to their society
C. there are fewer jobs in high schoolsD. they prefer easier jobs that make more money
23. The nation is only interested in people _____.
A. with diplomasB. who specialize in physics and chemistry
C. who are valuable to the gross national productD. both A and C
24. Which of the following is not true?
A. Bernard Shaw didn't finish high schools, nor did Edison.
B. One must think carefully before pursuing a master degree.
C. The higher your education level, the more money you will earn.
D. If you are too well-educated, you'll be overeducated for society's demands.
25. The writer sees education as _____.
A. a means of providing job security and financial security and a means of meeting a country's demands for technical workers
B. a way to broaden one's horizons
C. more important than finding a job
D. an opportunity that everyone should have
Questions 26 to 30 are based on the following passage :
There were several reasons why the Industrial Revolution started in Great Britain rather than in France, the other great powers of the day. In the first place, Britain had the money necessary to finance the larger enterprises. England's supremacy on the seas had encouraged commerce, and Englishmen had been gathering wealth through their commerce and industry. The newly rich class in that country were not the aristocratic group, but merchants and businessmen who were willing to devote themselves to industry and scientific agriculture. The wealth of France, on the other hand, was largely in the hands of the nobility, and they were not willing to do the necessary work to develop industry. In the second place, Great Britain had undertaken very early the manufacturing of inexpensive and more practical products for which there would be ever-growing demand from the people, especially the new middle class. On the other hard, France produced articles in the luxury class. These could never be turned out in quantities because they demanded individuality. England was the producer of goods that were produced in quantities, and if she could find a cheaper means of producing them, her markets would grow. So she was ready for methods that would make it possible to manufacture in large quantities. In the third place, for a long time England had large numbers of semiskilled workers. When the feudal system broke down in England and the manors were turned to sheep raising, numbers of Englishmen went to the towns. There they engaged in weaving, making shoes, wood carving and many other occupations that developed skills. When the industrial revolution began, these men were available for the work on the new machines. Moreover they were free men who could move from place to place as the need for workers arose. This had not been the case in France, which was still chiefly an agricultural country with peasants bound to their masters in many ways so they could not easily move to the cities. In the fourth place, coal was abundant in Great Britain, and a large amount of this cheap fuel was necessary for ruing the factories. There was coal in northern France, too, but France was late in tapping such resources because really everyone depended directly or indirectly on farming for his living.
26. Britain had the money necessary to develop industry because _____.
A. Britain was much wealthier than France at that time
B. Britain government encouraged the development of industry
C. the merchants and businessmen were willing to finance the industry
D. the aristocratic group was willing to develop the industry
27. According to the passage, French people attached importance to _____.
A. the quantities of the articlesB. the individuality of the articles
C. the practicality of the articlesD. the price of the articles
28. Which of the following statements is true?
A. The wealth of France was largely in the hands of new middle class.
B. French people were bound to the new machines.
C. France was more likely to produce goods in qualities.
D. France could not get free workers necessary to the industry.
29. When the industrial revolution began, Englishmen _____.
A. were busy amassing wealth through commerce and industry
B. had found a cheaper means of producing goods needed in qualities
C. depended on farming for their living
D. could move from place to place as the need for workers arose
30. What can be inferred from the passage?
A. The demand for luxury goods was limited.
B. Industrial Revolution was the result of the interaction of various factors.
C. French people preferred farming to industry and commerce.
D. Coal was very important to people's life.
Part III Cloze （10%, 20 minutes）
Directions: There are 10 blanks in the following passage. You should fill in each blank with a word that best fits into the passage.
soul precisely indifference inspire choice reality fulfillment joining quitting departure
At noon today I say goodbye to New York forever, thus （31） that growing number of people who, for one reason or another, have decided the city is no longer to our liking. This subject — the death of the city of New York — continues to be disinterred by those of us who should know better. In （32） , of course, New York is not a dying city. The eighty million of people who huddle together on that tiny rock do so through （33） , and while they are aware there is an undiagnosed ailment in the city's bloodstream, they are willing to see it through. It must have been fun to live in New York once; perhaps it will be again. Those of us who are （34） are the impatient ones who lack the imagination to believe that the bright dream will glow again.
The sad aspect of my （35） was that there was so little sadness connected with it, and after ten years it seemed to me that I should have looked back with some slight mistiness in my eyes. A lot of literature has been written on this subject — the disenchanted New Yorker — and I've read much of it, but none of the cases seem to fit （36） my feelings about the city. I don't hate New York; there is really nothing there to hate and certainly very little to love. It is a city of indifference, and that's the problem. I found I could only give （37） in return.
I don't understand this, but there is a lot about New York I don't understand. Mainly I don't understand why the city has no （38） . Vienna almost suffocates the Viennese with everyday love and care, Pairs city has managed to （39） her own with a sense of their （40） ; but the key to New York's character is that it doesn't really care about any thing.
Part IV Translation （20%, 30 minutes）
Read the following sentences carefully and translate the English into Chinese （Sentence 1 and 2） or Chinese into English （Sentence 3, 4 and 5）。 Your translations should be written clearly on ANSWER SHEET 2.
Translate the following sentences into English. 15%
41. 当一个病人长期遭受疾病的折磨而又无治愈的希望时，为什么要让他继续痛苦下去呢？
42. 成年美国人中功能性文盲人数不断增加，电视对此起码应负一部分责任。
43. 广告展示了轻松快乐的老人享受着文娱、旅游和儿孙之乐。
44. 顾客对产品和服务有不同的价值观。有的顾客要求价格低，购物方便。
45. 一家公司若要领先市场并保持优势，就必须在某个方面做出突出的表现。
Against TV?
Watching television more than two hours a day early in life can lead to attention problems later in adolescence, according to a study released on Tuesday.
（46） The roughly 40 percent increase in attention problems among heavy TV viewers was observed in both boys and girls.
The children aged 5 to 11 watched an average of 2.05 hours of weekday television. From age 13 to 15, time spent in front of the tube rose to an average of 3.1 hours a day.
Those who watched more than two hours, and particularly those who watched more than three hours, of television per day during childhood had above-average symptoms of attention problems in adolescence.
（47） Young children who watched a lot of television were more likely to continue the habit as they got older, but even if they did not, the damage was done, the report said.
“This suggests that the effects of childhood viewing on attention may be long lasting,” Landhuis wrote.
Landhuis offered several possible explanations for the association.
One was that （48） the rapid scene changes common to many TV programs may over stimulate the developing brain of a young child, and could make reality seem boring by comparison.
“Hence, children who watch a lot of television may become less tolerant of slower-paced and more mundane （ordinary, unexciting） tasks, such as school work,” he wrote.
It was also possible that TV viewing may replace other activities that promote concentration, such as reading, games, sports and play, he said.
While early TV viewing had no effect on kids' behavior if they watched less TV later on, children who were heavy TV watchers at 2 to 5 years of age had more attention and sleep problems and behaved more aggressively. And children who had TVs in their bedrooms at age 5.5 had more sleep problems and duller emotional reactivity than their peers with TV-free bedrooms.
“It is likely that having a television in the bedroom may lead to increased television viewing at bedtime, thereby interfering with regular sleep patterns and decreasing the intensity with which children react to stimulation,” researchers write.
（49） Most children plug into the world of television long before they enter school: 70% of child-care-centers use TV during a typical day. In a year, the average child spends 900 hours in school and nearly 1,023 hours in front of a TV.
Kids in the United States watch about 4 hours of TV a day—even though scientific guidelines say children older than 2 should watch no more than 1 to 2 hours a day of quality programming.
And, according to the guidelines, children under age 2 should have no “screen time” （TV, DVDs or videotapes, computers, or video games） at all. （50） During the first 2 years, a critical time for brain development, TV can get in the way of exploring, learning, and spending time interacting and playing with parents and others, which helps young children develop the skills they need to grow cognitively, physically, socially, and emotionally.
Of course, television can be a good thing: Preschoolers can get help learning the alphabet on public television, grade scholars can learn about wildlife on nature shows, and parents can keep up with current events on the evening news. No doubt about it - TV can be an excellent educator and entertainer.
But despite its advantages, too much television can be detrimental. For example, research has shown that children who consistently spend more than 4 hours per day watching TV are more likely to be overweight. Kids who view violent events, such as a kidnapping or murder, are also more likely to believe that the world is scary and that something bad will happen to them. Research also indicates that TV consistently reinforces gender-role and racial stereotypes.
Part V Writing （20%, 30 minutes）
51. Directions: For this part, you are allowed 30 minutes to write a composition about What Would Happen If There Were No Power in three paragraphs. You are given the first sentence or part of the first sentence of each paragraph. Your composition should be no less than 200 words, not including the words given. You are expected to write neatly.
What Would Happen If There Were No Power
Ever since early this century, electricity has become an essential part of our modern life. ______________________________________________________________________
（The End）
答题卡样式（请携带2B铅笔参加考试）
（注：以上试卷样式仅供参考，在特殊情况下，试卷题型、各题分值比例可能略有变动，最终以卷面题型及实际分值为准！）
很多人踏入社会后，基本没时间学习复习，更不可能说回去复读，然而现实社会很多又要求学历，这使得很多的社会在职人员只能退而求其次选择成人高等教育或和在职人士相关政策进行提升：
初中（含以下）、中专、高中学历毕业考生想要全日制大专学历的可以考虑下 二元制、高职扩招等政策；
初中（含以下）、中专、高中学历毕业考生无缘拿全日制大专学历的可以考虑 自学考试、成考（函授）、网教等提升政策；
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