清华水平i英语测试样卷-本科论文.doc

清华大学英语水平考试(I)考 试 大 纲Tsinghua English ProficiencyTest (TEPT-1)清华大学外语系2002年1月目录清华大学英语水平考试(I) 大纲.2清华大学英语水平考试(I) 样题.9清华大学英语水平考试 (I) 试题内容及评分标准说明一 概述清华大学英语水平考试（I）是对清华大学英语基础阶段学习（本科生）的要求和目标管理模式。学生经过大学英语综合课程的学习应在听、说、读、写、译方面达到本考试大纲所规定的要求。（1）考试的组成清华大学英语水平考试（I）由笔试和口试两部分组成。笔试包括听力、阅读、语法词汇和写作。口试在笔试通过的基础上单独进行。（2）笔试考试时间分配部分听力阅读词汇语法写作总计（分钟）时间25502530130(3) 分数比例部分(Section)分数（%）I. 听力20II. 阅读30III. 词汇语法20IV. 写作15V. 口试15总计100(4) 细则总表题型分值题号时间Section I Listening Comprehension 20 Points25 minPart 1 Dialogues (Multiple Choice Questions)1*51-5Part 2 Passage (Multiple Choice Questions)1*56-10Part 3 Note-taking1*511-15Part 4 Questions and Answers1*516-20Section II Reading Comprehension 30 Points50 minPart 1 Multiple Choice Questions1*1021-30Part 2 Questions and Answers 2*531-35*Part 3 Translation2*541-45Section III Vocabulary & Grammar 20 Points25 minPart 1 Multiple Choice Questions0.5*2046-65Part 2 Error Correction1*566-70Part 3 Cloze0.5*1071-80Section IV Writing 15 Points30 minSection V Speaking Test 15 PointsTotal100 Points130 min*36-40为空缺二. 细则Section I. 听力1. 选材原则：a. 对话部分为交际场合中的一段对话b. 篇章听力材料为题材熟悉的讲话、叙述、解说等，包括科技、社会、文化等方面，但其所涉及的背景知识应为学生所理解。文章中不应有纲外词。2. 组成：样式之一Part 1 Dialogues (Multiple Choice Questions)Part 2 Passage (Multiple Choice Questions)Part 3 Note-takingPart 4 Questions and Answers3. 长度：5段简短对话。3篇长度大约在180-220词左右的文章4. 录音速度：130-150 词/分钟5. 时间：25 分钟（包括答题时间）6. 题量：共20题7. 题型：3-5种 8. 分值：209. 超纲词：无 10. 出题方法：这一部分由Part One ,Part Two, Part Three及Part Four四部分组成，目的是测试学生获取口头信息的能力。其中Part One及Part Two两部分为每次考试必考项目，Part Three, Part Four部分包括几种题型，每次考试从中选取一种。 Part One, Part Two部分念一遍，Part Three, Part Four部分念两遍。Part Three, Part Four 出题形式可为以下一种:a. 在文中空白处写出5个关键词或5个短语。b. 根据文章内容，完成5个句子。 c. 根据文章内容，用中文写出其概要。Section II阅读1. 体裁：以议论文、叙述文、说明文为主。2. 篇数：3 (文章应有标题)3. 长度：350 词左右4. 阅读速度：80 词/分钟5. 时间：50分钟（包括阅读时间和答题时间）6. 题量：207. 题型：Part 1 Multiple Choice QuestionsPart 2 Questions and Answers Part 3 Translation8. 分值：309. 超纲词：每篇生词数量不超过总词量的3%，超纲的生词加中文注释。10. 选材范围：原版报刊、原版书籍、百科全书、设备说明书、国外站点的专题文章等。11. 出题方法：时间分配比例：阅读时间约为17分钟，Part One、Part Two答题时间约为13分钟，Part Three答题时间约为10分钟。（前两部分的阅读时间与答题时间比为1:0.75。11.7557%; 0.751.7543%; 30m57%17m; 30m43%13m。）阅读量：约1050词 (应为17分钟80词/分钟=1360词)。12. 试题组成说明：a. 第一部分为多项选择题，共10题，每题1分；b. 第二部分为简答题或句子填空题，共10题，每题1分；c. 第三部分为英译汉，共5题，每题2分。5句英语句子应合计为100个英文单词左右，即平均译速为每分钟5个英语单词。共需约20分钟。题眼的确定：阅读理解题覆盖如下内容:1. 理解明确表达的概念或细节2. 理解隐含表达的概念或细节3. 辨别文章的中心思想4. 理解作者的观点和态度5. 理解个别句子的意思6. 理解上下文的逻辑关系7. 理解文章的深层含义8. 猜测词和短语的意思9. 通过查阅寻找某一信息Section III词汇语法1. 题型：a. Part 1 Multiple Choice Questionsb. Part 2 Error Correctionc. Part 3 Cloze2. 试题内容说明：本部分由三部分组成。Part 1为句子理解和词语用法，共20题，其中一部分为填空题，要求学生根据句意、词义、词的用法，从每题四个选项中选出一个最佳答案填入空格，使句子意思完整。另外10题为寻找同义词。每个句子中有一个划线的词或词组，要求考生从四个选项中找出与划线的词或词组意思最相近的词或词组。Part 2为改错，共5题，每题有一项语法错误或语言运用错误，要求学生在原句中划出错误并将正确答案写在给出的箭头后面。Part 3为完形填空，共5题。给出一篇200 250 词的短文，其中有5个空格。考生需根据上下文的意思填入一个单词，使句子和篇章的意思完整。3. 篇数：25个句子及一篇短文4. 长度：每句的字数一般在15-25词之间。短文为200 250 词5. 阅读速度：50 词/分钟6. 时间：25 分钟（包括阅读时间和答题时间）7. 题量：308. 分值：Part 1 0.5 x 20 = 10Part 2 1 x 5 = 5Part 3 1 x 5 = 59. 超纲词：加中文注释10. 出题方法：Part 1多项选择：主要考察词汇用法、搭配，同义词辨析，形近义异词区别等。所考词汇或词组均为大纲规定需要掌握的词或词组。选项内的词不超纲。题干内超纲的生词加中文注释。Part 2改错部分：主要涉及各类常见的语法错误或用词错误。Part 3完形填空：完形填空题第一句不留空。(1) 可能考固定搭配（在动词短语、介词或介词短语、形容词与介词的搭配、名词与介词的搭配、动词与名词的搭配等中空出一个词）与语境（根据上下文所设定的语意环境空出一个词，个别题的答案可以就是上下文中的某个词）。(2) 也可能从第二句开始，每n个单词留一空 （n = (文章总字数 第一句字数) 11），如果空出的单词确实难填，会前后稍作调整。Section IV写作1 目的：评估学生在写作过程中体现的产出能力或对语言知识运用的交际能力。2 题材：为人文社科，高等教育，科普常识等考生所熟悉的主题，避免偏重某一专业的主题。3 体裁：说明文、议论文或夹叙夹议文或应用文。4 内容：写作测试的目的是评估学生的写作运用能力，因而其测试内容不会给学生造成任何因不熟悉等因素所带来的负面影响。5 形式：采用给出题目或主题的形式，但每一次的出题方式有所不同，以防考生局限于掌握单一的写作形式。鉴于评估对象是具有一定大学英语水平的大学生，考试题型为体现对英语运用较高层次的形式如说明文或议论文，或应用文如书信等。具体出题方式包括：给出具体的题目、情景、图片、表格或短文提示等。6 时间：30分钟。7 字数：不少于150字。8 评分标准：评估按等级给出总分，具体标准如下：等级分数标准A13-15文章切题，论点论据明确充分，思路清晰，连贯性较好，用词基本准确得体。文章中可有个别语法和拼写错误，但不影响内容表达。B11-12文章切题，表达的内容或思想清楚，逻辑连贯性较强，语句基本流畅通顺。文章中可有少量语法，用词和拼写错误。C8-10文章基本切题，大部分内容或思想能表达清楚，有基本的逻辑连贯性，语言错误明显，且有一部分为较严重的错误。D5-7文章基本切题，但内容或思想表达不清楚，连贯性差，语法，用词和拼写存在较多的错误，且多为严重语言错误。E2-4文章在各方面都存在严重错误，条理不清，结构句子不完整，总的印象是根本没有写作能力。VI口语 本口试分两节考查考生的口语交际能力，考试时间约6分钟。 每次口试采取口试教师和两名考生的形式。口试教师不参与交谈，只主持口试并评分。考试步骤节时 间（分钟）形 式为考生提供的信息考查要点分数A2口试教师与考生对话口试教师提出的问题回答询问提供个人信息15B4两位考生讨论或者根据情景对话信息卡（文字或图片）与他人交流描述事物阐述观点或论证评分标准A: 13-15 说话速度正常，语法错误很少，用词广泛，语调自然，发音准确，交流自然、流利。B: 10-12 说话稍有停顿，基本句型表达准确，难句表达缺乏准确，词汇量充足，语调较为自然，发音较为准确，带有母语口音，但可以接受，交流没有障碍。C: 9（及格） 说话有些停顿，基本句型比较准确，有一些语法错误，词汇量勉强够用，语调不自然，发音带有明显的地方口音，但基本上可以听懂，交流基本没有障碍。D: 8分以下 说话经常停顿，严重的语法错误导致表达困难，词汇量十分有限，语音、语调很差以致交流困难。语法与词汇语音与语调话语运用5语法正确，句型多样，但在运用复杂结构时会出现一些小错。用词恰当、广泛。发音准确。略带有母语口音。语调自然。能够恰当地展开话题，且流畅连贯。能够自然、积极地参与交谈，应答恰当。4语法基本正确，句型较为多样，但会出现一些不影响交际的错误。用词较为恰当，词汇量充足，可以完成口语任务。发音比较准确。带有母语口音，但话语易于理解。语调比较自然。能够展开话题，基本连贯，但略有停顿。能够有意识地参与交谈，但有时应答不十分恰当。3有一些语法错误，有时会影响交际，句型缺乏多样性。用词基本恰当，词汇量有限，但勉强可以完成口语任务。发音基本准确，但有一些错误，有时导致交际困难。母语口音明显，但多数话语易于理解。语调不自然。产出话语有限，时有停顿，但能勉强完成口语任务。在交谈中略显被动，有时应答不十分恰当。2有大量语法错误，句型极为单一，影响口语任务的完成。用词不恰当，词汇量十分有限。发音不准确，导致交际中断。母语口音造成交际中断。语调很差。产出话语很少，不连贯，时常停顿。基本上不能参与交谈。清华大学英语水平考试样卷English Proficiency Test of Tsinghua University ( TEPT-I )Section I Listening Comprehension (20 points)Part One Multiple Choice Questions (Dialogues)Directions: In this part, you will hear five short conversations between two speakers. At the end of each conversation, a third voice will ask a question about what was said. The question will be read just once. Mark the corresponding letter on the ANSWER SHEET.1.A. Shell leave right away.B. Shell drink a cup of coffee.C. Shell make a phone call.D. Shell keep on waiting.2.A. They got married in a church in the mountains.B. They got married in a church in the forest.C. They picked up a bunch of roses in the mountains. D. They lost their way in the forest.3.A. He fell down to the ground while walking.B. His partners parachute fell on him.C. His parachutes didnt open.D. He fell out of the plane.4.A. In a hotel.B. In a telephone booth.C. In a bank.D. In a department store.5.A. They are strangers.B. They were close friends.C. They were classmates.D. They are competitors.Part Two Multiple Choice Questions (Passage)Directions: In this part, you are going to hear a short passage. At the end of the passage, you will hear five questions. Both the passage and the questions will be read just once. After you hear one question, choose the best answer from the four choices marked A, B, C and D. Then mark the corresponding letter on the ANSWER SHEET. 6.A. He is in favor of it.B. He is against it.C. He is indifferent to it.D. He is enthusiastic about it.7.A. They will become much easier to discover than before.B. They will become much more difficult to discover than before.C. They will cost much less to discover than before.D. They will cost much more to discover than before.8.A. sustainableB. unsupportableC. affordableD. unattainable9.A. The desire to live a longer life.B. The development of modern technology.C. The publicizing of medical breakthroughs.D. The medical knowledge we have acquired.10.A. Medical researchers should try to help people live a longer life.B. There are no limits to what medical technology can provide.C. Modern medicine should have a final goal.D. As for peoples health, we should aim for more realistic goals. Part Three Spot DictationDirections: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When it is read for the second time, fill in the blanks; you should write down the exact words you have just heard. Finally, when the passage is read for the third time, check what you have written.The Department of Japanese Studies was established in 1985 at the University of Hong Kong. In September 1999, more than 1,200 students (11)_ of the University applied to enroll in one of the Japanese language courses offered by the Department. About 200 students major in the Department. Why is the Department so popular among students?To Hong Kong, Japanese companies are important investors, and, to (12)_, they are also important employers. Japanese companies offer jobs to thousands of new university graduates every year. University graduates have come to understand that knowledge of the Japanese language is a must for them to win in the (13)_. The Department offers Japanese language courses from beginning to advanced level.Of course, to master the language alone cannot (14)_. Students will have to have a good understanding of Japanese society and culture. The Department offers a series of courses on Japanese business, education, Sino-Japanese relations, and contemporary Japanese society and culture. (15)_ _ these teaching courses, the Department also organises a series of exchange programs with Japanese universities for up to one year so that students can experience for themselves the everyday life of Japanese people.Part Four Questions and AnswersDirections: In this part, you are going to hear a passage. The passage will be read twice. Answer the questions as briefly as possible. Put your answers in the corresponding space provided.16. Whats the main topic of the talk?17. What should providers of goods and services do in a proactive system?18. What will our lifestyle be like in the future?19. Whats the shortcoming of e-mail? 20. Whats the advantage of videoconferencing? End of Section I Section II Reading Comprehension (30 points)Part One Multiple -Choice Questions (10 points)Directions: Read the following two passages and choose the best answer from among A, B, C, and D. Mark the corresponding letter in your Answer Sheet.Passage 1The majority of successful senior managers do not closely follow the classical rational model of first clarifying goals, assessing the problem, formulating options, estimating likelihoods of success, making a decision and only then taking action to implement the decision in their day-by-day tactical maneuvers (战术策略). These senior executives rely on what is vaguely termed “intuition” to manage a network of interrelated problems that require them to deal with ambiguity, inconsistency, novelty, and surprise; and to integrate action into the process of thinking.Generations of writers on management have recognized that some practicing managers rely heavily on intuition. In general, however, such writers display a poor grasp of what intuition is. Some see it as the opposite of rationality; others view it as an excuse for inconsistency.Isenbergs recent research on the cognitive processes of senior managers reveals that managers intuition is neither of these. Rather, senior managers use intuition in at least five distinct ways. First, they intuitively sense when a problem exists. Second, managers rely on intuition to perform well-learned behavior patterns rapidly. This intuition is not arbitrary or irrational, but is based on years of painstaking practice and hands-on experience that build skills. A third function of intuition is to synthesize isolated bits of data and practice into an integrated picture, often in an “Aha!” experience. Fourth, some managers use intuition as a check on the results of more rational analysis. Most senior executives are familiar with the formal decision analysis models and tools, and those who use such systematic methods for reaching decisions are occasionally suspicious of solutions suggested by these methods which run counter to their sense of the correct course of action. Finally, managers can use intuition to bypass in-depth analysis and move rapidly to engender (产生) a plausible solution. Used in this way, intuition is an almost instantaneous cognitive process in which a manager recognizes familiar patterns.One of the implications of the intuitive style of executive management is that “thinking” is inseparable from acting. Since managers often “know” what is right before they can analyze and explain it, they frequently act first and explain later. Analysis is inseparable tied to action in thinking/acting cycles, in which managers develop thoughts about their companies and organizations not by analyzing a problematic situation and then acting, but by acting and analyzing in close concert (谐调).Given the great uncertainty of many of the management issues that they face, senior managers often start a course of action simply to learn more about an issue. They then use the results of the action to develop more complete understanding of the issue. One implication of thinking/acting cycles is that action is often part of defining the problem, not just of implementing the solution. Questions 21-25 are based on the passage you have just read.21. According to the passage, senior managers do NOT use intuition in which of the following ways?A. Speed up the creation of a solution to a problem.B. Identify a problem.C. Bring together different facts.D. Clarify goals.22. It can be inferred from the passage that the “writers on management” mentioned in paragraph 2 _.A. have criticized managers for not following the classical rational model of decision analysisB. have not based their analyses on a sufficiently large sample of actual managersC. have relied in drawing their conclusions on what managers say rather than on what managers doD. have misunderstood how managers use intuition in making business decisions23. Which of the following best exemplifies “an Aha! experience” (paragraph 3) as it is presented in the passage?A. A manager risks taking an action whose outcome is unpredictable to discover whether the action changes the problem at hand.B. A manager performs well-learned and familiar behavior patterns in creative and uncharacteristic ways to solve a problem.C. A manager suddenly connects seemingly unrelated facts and experiences to create a pattern relevant to the problem at hand.D. A manager rapidly identifies the methodology used to compile data yielded by systematic analysis.24. According to the passage, which of the following is NOT included in the classical model of decision analysis?A. Evaluation