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一、 科目介紹
二外英語是為天津外國語大學招收碩士研究生而設 置的具有選拔性質的入學考試科目，其目的是科學、公平、 有效地測試考生對英語語言的綜合運用能力，考生應達到《 大學英語教學指南》 (2020版)中“提高目標 ”要求， 以保 證被錄取者具有一定的英語水平，并有利于我校對各外語類 專業考生的擇優選拔。
二、 考查目標
考生應掌握下列語言知識和技能：
(一) 語言知識 1.語法知識：
考生應能掌握基本的英語語法知識， 并能在讀、 寫、譯的實踐中準確地加以運用。
2.詞匯
考生應能掌握《大學英語教學指南》中提高目 標所要求的單詞和相關的詞匯。
(二) 語言技能 1. 閱讀
能基本讀懂英語國家大眾性報刊雜志上一般性題 材的文章(生詞量不超過所讀材料總詞匯量的3%)，閱 讀速度為每分鐘 70~90 詞。能讀懂與本人學習或工作有
關的文獻、技術說明和產品介紹等。對所讀材料，考生 應能：
1) 能正確理解中心大意;
2) 抓住主要事實和有關細節;
3) 進行有關的判斷、推理和引申;
4) 根據上下文推斷生詞的詞義;
5) 理解作者的意圖、觀點或態度。
2. 翻譯
考生能對題材熟悉、難度適中的文章進行英漢互 譯。翻譯時，考生應能：
1) 做到譯文基本準確，無重大的理解錯誤;
2) 做到語法結構正確，用詞恰當，無重大語 言表達錯誤;
3) 合理使用關聯詞， 內容前后連貫，文理通 順;
4) 體現原文文體特點。
3. 寫作
考生應能寫一般描述性、敘述性、說明性或議論 性的文章以及不同類型的應用文，包括私人和公務信 函、摘要、報告、演講稿等。寫作時，考生應能:
1) 做到語法、 拼寫、標點正確，用詞得當，句 型準確多樣;
2) 合理組織文章結構，使其內容統一、連貫;
3) 遵循文章的特定文體格式;
4) 根據寫作目的和特定讀者，恰當選用語域。
三、 考查范圍
《新視野大學英語讀寫教程》 (第三版) 1-4 冊。
四、考試形式與試卷結構
考試形式為筆試?？荚嚂r間為 180 分鐘。滿分為 100 分。
試題分五部分，包括詞匯與語法、完型填空、閱讀理解、 翻譯和寫作。具體題型包括：
第一項：詞匯與結構，共10小題，每小題1.5分。 第二項：完形填空，共10小題，每小題1.5分。
第三項：閱讀理解，共20小題,每小題1.5分。
第一部分，快速閱讀1篇，共5小題。 第二部分，短文閱讀3篇，共15小題。
第四項：翻譯，共4小題，每小題5分。 第五項：寫作，20分。
五、 樣題
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 B. racing
C. fighting 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 atest can be useful as information about a person, they must be compared with some ○12. It is not enough simply to know that a ○13 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), ○15 the standard in relation to which intelligence has since been ○16. 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 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 ○19 the various tests in order of difficulty, and used them as a scale against which he could
0 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) quantifiedB) magnitudeC) numericalD) gained
E) competentF) arrangedG) juvenileH) adjacent
I) standardJ) engageK) includedL) concluded
M) averageN) designedO) measure
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 (歧視) 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 (反駁) 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 (贊助性的) 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 (終身職位) 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...更多詳見官網
原標題：關于天津工業大學2025年碩士研究生招生考試部分學科專業初試考試科目調整的通知
文章來源：https://yjsb.tiangong.edu.cn/2024/0701/c2714a96202/page.htm
