【正文】 n 更多資料請?jiān)L問.(.....)更多企業(yè)學(xué)院：...../Shop/《中小企業(yè)管理全能版》183套講座+89700份資料...../Shop/《總經(jīng)理、高層管理》49套講座+16388份資料...../Shop/《中層管理學(xué)院》46套講座+6020份資料...../Shop/《國學(xué)智慧、易經(jīng)》46套講座...../Shop/《人力資源學(xué)院》56套講座+27123份資料...../Shop/《各階段員工培訓(xùn)學(xué)院》77套講座+ 324份資料...../Shop/《員工管理企業(yè)學(xué)院》67套講座+ 8720份資料...../Shop/《工廠生產(chǎn)管理學(xué)院》52套講座+ 13920份資料...../Shop/《財(cái)務(wù)管理學(xué)院》53套講座+ 17945份資料...../Shop/《銷售經(jīng)理學(xué)院》56套講座+ 14350份資料...../Shop/《銷售人員培訓(xùn)學(xué)院》72套講座+ 4879份資料...../Shop/ 武漢工程大學(xué)2010年專升本《大學(xué)英語》考試大綱根據(jù)教育部高等教育司在2004年制定的全新的《大學(xué)英語課程教學(xué)要求》，特組織編寫武漢工程大學(xué)專升本《大學(xué)英語》考試大綱，以幫助廣大學(xué)生復(fù)習(xí)時(shí)參考。一 考試內(nèi)容本考試包括五個(gè)部分：1）寫作 2閱讀理解；2）聽力理解；3) 詞匯與語法 4）完型填空。全部題目按順序統(tǒng)一編號。（一）寫作 （Part one : Writing ） 共1題，考試時(shí)間30分鐘。要求考生寫出不少于120詞的短文，試卷上可能給出題目，或規(guī)定場景，或看圖作文，或?qū)憟?bào)告、評論、發(fā)言稿和日常應(yīng)用文等，要求表達(dá)思想清楚，意義連貫，無重大語法錯(cuò)誤。短文寫作部分的目的是測試學(xué)生運(yùn)用英語書面表達(dá)思想的初步能力。（二） 閱讀理解（Part Two: Reading Comprehension）:　　閱讀理解部分包括仔細(xì)閱讀（Reading　in　Depth）和快速閱讀（Skimming　and　Scanning），測試學(xué)生通過閱讀獲取書面信息的能力；所占分值比例為40%，其中仔細(xì)閱讀部分30%，快速閱讀部分10%。考試時(shí)間40 分鐘?！　∽屑?xì)閱讀部分要求考生閱讀三篇短文。三篇均為多項(xiàng)選擇題的短文理解測試，每篇長度為300350詞。仔細(xì)閱讀部分測試考生在不同層面上的閱讀理解能力，包括理解主旨大意和重要細(xì)節(jié)、綜合分析、推測判斷以及根據(jù)上下文推測詞義等。多項(xiàng)選擇題型的短文后有若干個(gè)問題，考生根據(jù)對文章的理解，從每題的四個(gè)選項(xiàng)中選擇最佳答案?！】焖匍喿x部分采用12篇較長篇幅的文章或多篇短文，總長度約為1000詞。要求考生運(yùn)用略讀和查讀的技能從篇章中獲取信息。略讀考核學(xué)生通過快速閱讀獲取文章主旨大意或中心思想的能力，閱讀速度約每分鐘100詞。查讀考核學(xué)生利用各種提示，如數(shù)字、大寫單詞、段首或句首詞等，快速查找特定信息的能力?？焖匍喿x理解部分采用的題型有單項(xiàng)選擇是非判斷、句子填空、完成句子等（三） 聽力理解（Part Three: listening Comprehension）:共25題，考試時(shí)間25分鐘。這一部分包括兩節(jié)：A節(jié)（section A）和B節(jié)(sectionB)組成。A節(jié)對話部分（Listening　Conversations）包括短對話和長對話，均采用多項(xiàng)選擇題的形式進(jìn)行考核。短對話約有78段，每段為一輪對話和一個(gè)問題；長對話有兩段，每段為58輪對話和34個(gè)問題；對話部分共15題。每段對話均朗讀一遍，每個(gè)問題后留有15秒的答題時(shí)間。B節(jié)有兩種測試，其一：由三篇短文組成，每篇短文之后有3—4個(gè)問題，共10道題；其二：由一篇短文組成，其測試方法為復(fù)合式聽寫，要求學(xué)生填寫所缺單詞或句子，共10個(gè)空。聽力部分的每個(gè)問句后有約15秒的間隙，要求考生從試卷所給出的的每題四個(gè)選擇項(xiàng)中選出一個(gè)最佳答案。錄音的語速為每分鐘約120詞，念一遍。復(fù)合式聽寫題型先給出一篇短文，再留出10個(gè)空（space）。第一部分為前7個(gè)空（S1S7），要求考生用聽到的原文填寫空缺的單詞。第二部分為后三個(gè)空（S8S10）。要求考生根椐所聽內(nèi)容寫出要點(diǎn)。全文是一篇200詞左右的短文，朗讀三遍。第一遍是全文朗讀，沒有停頓，要求考生聽懂全文內(nèi)容。聽第二遍時(shí)，在第一部分的第一空格處略有停頓，讓考生填入所缺單詞。第二部分之后停頓2分鐘，讓考生根據(jù)所聽到的內(nèi)容寫出主要意思。第三遍同第一遍一樣，沒有停頓，供考生校對。聽力理解部分的目的在于測試考生接受、理解和獲取口頭信息的能力。（四）詞匯與結(jié)構(gòu)（Part Four: Vocabulary and Structure） 共20題，考試時(shí)間為10分鐘。詞匯題是考查考生對詞匯及詞組的辯異能力以及在句中的具體運(yùn)用；結(jié)構(gòu)題是測試考生對標(biāo)準(zhǔn)英語書面語語法結(jié)構(gòu)的掌握程度。詞匯與結(jié)構(gòu)部分的目的是測試學(xué)生運(yùn)用詞匯、短語及語法結(jié)構(gòu)的能力。（五）完形填空 （Part Five: Cloze） 共20 題，考試時(shí)間15分鐘。在一篇題材熟悉、難度適中的短文（約200個(gè)詞）中留有20個(gè)空白，每個(gè)空白為一題，每題有四個(gè)選擇項(xiàng)，要求考生在全面理解內(nèi)容的基礎(chǔ)上選擇一個(gè)最佳答案，使短文的意思和結(jié)構(gòu)恢復(fù)完整。填空的詞項(xiàng)包括結(jié)構(gòu)詞和實(shí)義詞。完形填空測試考生綜合運(yùn)用語言的能力。二 答題及計(jì)分方法 客觀性試題用機(jī)器閱卷，要求考生從每題四個(gè)選擇項(xiàng)中選出一個(gè)最佳答案，并在答題紙上（Answer Sheet）該題的相應(yīng)字母中間用鉛筆劃一條橫線，多選作答錯(cuò)處理。主觀性試題按科學(xué)的評分標(biāo)準(zhǔn)評分。試卷五個(gè)部分的題目數(shù)、計(jì)分和考試時(shí)間列表如下： 各部分名稱題目數(shù)計(jì)分考試時(shí)間短文寫作11530快速閱讀101015聽力理解252525仔細(xì)閱讀153025詞匯與結(jié)構(gòu)201010完型填空201015總計(jì)91100分120分鐘三 參考書目1．鄭樹棠，陳永捷，《新視野大學(xué)英語讀寫教程》（1—4冊），外語教學(xué)與研究出版社2． 鄭樹棠，徐忠，毛忠明，《新視野大學(xué)英語聽說教程》（1—4冊），外語教學(xué)與研究出版社 3．李蔭華 《大學(xué)英語綜合教程》（1—4冊），上海外語教育出版社 2010年武漢工程大學(xué)專升本《大學(xué)英語》考試樣題Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write a position on the topic What Electives to Choose. You should write at least 12o words according to the outline given below in Chinese. What electives to choose1. 各大學(xué)開設(shè)了各種各樣的選修課2. 學(xué)生因?yàn)楦鞣N原因選擇了不同的選修課3. 以你自己為例……Part II Reading Comprehension (Skimming and Scanning ) (15 minutes)Universities Branch Out As never before in their long history, universities have bee instruments of national petition as well as instruments of peace. They are the place of the scientific discoveries that move economies forward, and the primary means of educating the talent required to obtain and maintain petitive advantage. But at the same time, the opening of national borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability. In response to the same forces that have driven the world economy, universities have bee more selfconsciously global: seeking students form around the world who represent the entire range of cultures and values, sending their own students abroad to prepare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative (合作的) research programs to advance science for the benefit of all humanity. Of the forces shaping higher education none is more sweeping than the movement across borders. Over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of percent, from 800,000 in 1975 to million in 2004. Most travel from one developed nation to another, but the flow from developing to developed countries is growing rapidly. The reverse flow, from developed to developing countries, is on the rise, too. Today foreign students earn 30 percent of the doctoral degrees awarded in the United States and 38 percent of those in the United Kingdom. And the number crossing borders for undergraduate study is growing as well, to 8 percent of the undergraduates at America’s best institutions and 10 percent of all undergraduates in the . In the United States, 20 percent of the newly hired professors in science and engineering are foreignborn, and in China many newly hired faculty members at the top research universities received their graduate education abroad. Universities are also encouraging students to spend some of their undergraduate years in another country. In Europe, more than 140,000 students participate in the Erasmus program each year, taking courses for credit in one of 2,200 participating institutions across the continent. And in the United States, institutions are helping place students in summer internships (實(shí)習(xí)) abroad to prepare them for global careers. Yale and Harvard have led the way, offering every undergraduate at least one international study or internship opportunity——and providing the financial resources to make it possible. Globalization is also reshaping the way research is done. One new trend involves sourcing portions of a research program to another country. Yale professor and Howard Hughes Medical Institute investigator Tian Xu directs a research center focused on the genetics of human disease at Shanghai’s Fudan University, in collaboration with faculty colleagues from both schools. The Shanghai center has 95 employees and graduate students working in a 4,300squaremeter laboratory facility. Yale faculty, post doct