--武汉工程大学普通专升本考试大纲

2012年武汉工程大学普通专升本考试大纲

《大学英语》考试大纲

根据教育部高等教育司在2004年制定的全新的《大学英语课程教学要求》，特组织编写武汉工程大学2012年专升本《大学英语》考试大纲，以帮助广大考生复习参考。

一 考试内容

本考试包括六个部分：1）写作；2）快速阅读； 3）仔细阅读； 4) 词汇与结构； 5）完型填空 6）翻译。全部题目按顺序统一编号。

（一）写作 （Part I Writing ）

共1题，考试时间30分钟。要求考生写出不少于120词的短文，试卷上可能给出题目，或规定场景，或看图作文，或写报告、评论、发言稿和日常应用文等，要求表达思想清楚，意义连贯，无重大语法错误。

短文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。

（二） 快速阅读（Part II:Reading Comprehension：Skimming　and　Scanning）　

采用1-2篇较长篇幅的文章或多篇短文，总长度约为1000词，共10个小题。考试时间15分钟。

要求考生运用略读和查读的技能从篇章中获取信息。略读考核学生通过快速阅读获取文章主旨大意或中心思想的能力，阅读速度约每分钟100词。查读考核学生利用各种提示，如数字、大写单词、段首或句首词等，快速查找特定信息的能力。快速阅读理解部分采用的题型有单项选择、是非判断、句子填空、完成句子等测试学生通过阅读获取书面信息的能力。

（三）仔细阅读（Part III: Reading Comprehension：Reading in Depth）

　共四篇短文，20个小题，考试时间40分钟。短文平均长度为300-350词。本部分测试考生在不同层面上的阅读理解能力，包括理解主旨大意和重要细节、综合分析、推测判断以及根据上下文推测词义等。短文后有若干个问题，考生根据对文章的理解，从每题的四个选项中选择最佳答案。

（四）词汇与结构（Part IV: Vocabulary and Structure）

共30小题，考试时间15分钟。目的是测试学生运用词汇、短语及语法结构的能力。词汇题是考查考生对词汇及词组的辩异能力以及在句中的具体运用；结构题是测试考生对标准英语书面语语法结构的掌握程度。所占比例为2:1，即词汇题20小题，结构题10小题。

（五）完形填空 （Part V: Cloze）

共20 小题，考试时间15分钟。在1篇题材熟悉、难度适中的短文（约200个词）中留有20个空白，每个空白为一题，每题有四个选择项，要求考生在全面理解内容的基础上选择一个最佳答案，使短文的意思和结构恢复完整。填空的词项包括结构词和实义词。完形填空测试考生综合运用语言的能力。

（六）翻译 （PartVI: Translation）

共5小题，考试时间5分钟。一题一句，句长为15-20单词，句子一部分为英语，另一部分为汉语。考生需在兼顾全句结构、语法及句意的基础上将汉语部分译成英语。考查考生对英语词汇、短语和基本句型的掌握，以及语法知识在语言表达中的实际运用。

二 答题及计分方法

客观性试题用机器阅卷，要求考生从每题四个选择项中选出一个最佳答案，并在答题卡上（Answer Sheet）该题的相应字母中间用铅笔划一条横线，多选作答错处理。主观性试题按科学的评分标准评分。

（提醒：故请考生准备好考试专用铅笔，用于涂填答题卡。）

试卷六个部分的题目数、计分和考试时间列表如下：

三 参考书目

1．郑树棠，陈永捷，《新视野大学英语读写教程》（1—4册），外语教学与研究出版社

2． 郑树棠，徐忠，毛忠明，《新视野大学英语听说教程》（1—4册），外语教学与研究出版社

3．李荫华 《大学英语综合教程》（1—4册），上海外语教育出版社

附：2012年武汉工程大学专升本《大学英语》考试样题

2012年4月

武汉工程大学教务处

2012年武汉工程大学专升本《大学英语》考试样题

Part I Writing (30 minutes)

Directions: For this part, you are allowed 30 minutes to write a composition on the topic What Electives to Choose. You should write at least 120 words according to the outline given below in Chinese.

What electives to choose

1. 各大学开设了各种各样的选修课

2. 学生因为各种原因选择了不同的选修课

3. 以你自己为例……

Part II Reading Comprehension (Skimming and Scanning ) (15 minutes)

Universities Branch Out

As never before in their long history, universities have become instruments of national competition 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 competitive 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 become more self-consciously 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 3.9 percent, from 800,000 in 1975 to 2.5 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 U.K. In the United States, 20 percent of the newly hired professors in science and engineering are foreign-born, 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 (实习) 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 4,300-square-meter laboratory facility. Yale faculty, post doctors and graduate students visit regularly and attend videoconference seminars with scientists from both campuses. The arrangement benefits both countries; Xu’s Yale lab is more productive, thanks to the lower costs of conducting research in china, and Chinese graduate students, post doctors and faculty get on-the-job training from a world-class scientist and his U.S. team.

As a result of its strength in science, the United States has consistently led the world in the commercialization of major new technologies, from the mainframe computer and the integrated circuit of the 1960s to the Internet infrastructure (基础设施) and applications software of the 1990s. The link between university-based science and industrial application is often indirect but sometimes highly visible: Silicon Valley was intentionally created by Stanford University, and Route 128 outside Boston has long housed companies spun off from MIT and Harvard. Around the world, governments have encouraged copying of this model, perhaps most successfully in Cambridge, England, where Microsoft and scores of other leading software and biotechnology companies have set up shop around the university.

For all its success, the United States remains deeply hesitant about sustaining the research-university model. Most politician recognize the link between investment in science and national economic strength, but support for research funding has been unsteady. The budget of the National Institutes of Health doubled between 1998 and 2003, but has risen more slowly than inflation since then. Support for the physical sciences and engineering barely kept pace with inflation during that same period. The attempt to make up lost ground is welcome, but the nation would be better served by steady, predictable increases in science funding at the rate of long-term GDP growth, which is on the order of inflation plus 3 percent per year.

American politicians have great difficulty recognizing that admitting more foreign students can greatly promote the national interest by increasing international understanding. Adjusted for inflation, public funding for international exchanges and foreign-language study is well below the levels of 40 years ago. In the wake of September 11, changes in the visa process caused a dramatic decline in the number of foreign students seeking admission to U.S. Universities, and corresponding surge in enrollments in Australia, Singapore and the U.K. Objections from American university and business leaders led to improvements in the process and a reversal of the decline, but the United States is still seen by many as unwelcoming to international students.

Most Americans recognize that universities contribute to the nation’s well-being through their scientific research, but many fear that foreign students threaten American competitiveness by taking their knowledge and skills back home. They fail to grasp that welcoming foreign students to the United States has two important positive effects: first, the very best of them stay in the States and — like immigrants throughout history — strengthen the nation; and second, foreign students who study in the United States become ambassadors for many of its most cherished (珍视) values when they return home. Or at least they understand them better. In America as elsewhere, few instruments of foreign policy are as effective in promoting peace and stability as welcoming international university students.

1. From the first paragraph we know that present-day universities have become_________.

A) more and more research-oriented          B) in-service training organizations

C) more popularized than ever before           D) a powerful force for global integration

2. Over the past three decades, the enrollment of overseas students has increased__________.

A) by 2.5 million               B) by 800,000

C) at an annual rate of 3.9 percent               D) at an annual rate of 8 percent

3. In the United States, how many of the newly hired professors in science and engineering are foreign-born?

  A) 10%              B) 20%              C)30%              D)38%

4. How do Yale and Harvard prepare their undergraduates for global careers?

A) They organize a series of seminars on world economy.

B) They offer them various courses in international politics.

C) They arrange for them to participate in the Erasmus program.

D) They give them chances for international study or internship.

5. An example illustrating the general trend of universities’ globalization is __________.

  A) Yale’s collaboration with Fudan University on genetic research

  B) Yale’s helping Chinese universities to launch research projects

  C) Yale’s students exchange program with European institutions

  D) Yale’s establishing branch campuses throughout the world

6. What do we learn about Silicon Valley from the passage?

  A) It houses many companies spun off from MIT and Harvard.

  B) It is known to be the birthplace of Microsoft Company.

  C) It was intentionally created by Stanford University.

  D) It is where the Internet infrastructure was built up.

7. What is said about the U.S. federal funding for research?

  A) It has increased by 3 percent.                 B) It has been unsteady for years.

  C) It has been more than sufficient.            D) It doubled between 1998 and 2003.

8. The dramatic decline in the enrollment of foreign students in the U.S. after September 11 was caused by ____.

9. Many Americans fear that American competitiveness may be threatened by foreign students who will_____.

10. The policy of welcoming foreign students can benefit the U.S. in that the very best of them will stay and ___.

Part III Reading Comprehension (Reading in Depth ) (40 minutes)

Passage One

Questions 11 to 15 are based on the following passage.

    By almost any measure, there is a boom in Internet-based instruction. In just a few years, 34 percent of American universities have begun offering some form of distance learning (DL), and among the larger schools, it’s closer to 90 percent. If you doubt the popularity of the trend, you probably haven’t heard of the University of Phoenix. It grants degrees entirely on the basis of online instruction. It enrolls 90,000 students, a statistic used to support its claim to be the largest private university in the country.

While the kinds of instruction offered in these programs will differ, DL usually signifies a course in which the instructors post syllabi (课程大纲), reading assignments, and schedules on Websites, and students send in their assignments by e-mail. Generally speaking, face-to-face communication with an instructor is minimized or eliminated altogether.

The attraction for students might at first seem obvious. Primarily, there’s the convenience promised by courses on the Net: you can do the work, as they say, in your pajamas (睡衣). But figures indicate that the reduced effort results in a reduced commitment to the course. While dropout rates for all freshmen at American universities is around 20 percent, the rate for online students is 35 percent. Students themselves seem to understand the weaknesses inherent in the setup. In a survey conducted for eCornell, the DL division of Cornell University, less than a third of the respondents expected the quality of the online course to be as good as the classroom course.

Clearly, from the schools’ perspective, there’s a lot of money to be saved. Although some of the more ambitious programs require new investments in severs and networks to support collaborative software, most DL courses can run on existing or minimally upgraded(升级) systems. The more students who enroll in a course but don’t come to campus, the more the schools saves on keeping the lights on in the classrooms, paying doorkeepers, and maintaining parking lots. And, while there’s evidence that instructors must work harder to run a DL course for a variety of reasons, they won’t be paid any more, and might well be paid less.

11. What is the most striking feature of the University of Phoenix?

  A) All its courses are offered online.

  B) Its online courses are of the best quality.

  C) It boasts the largest number of students on campus.

  D) Anyone taking its online courses is sure to get a degree.

12. According to the passage, distance learning is basically characterized by _________.

A) a considerable flexibility in its academic requirements

  B) the great diversity of students’ academic backgrounds

  C) a minimum or total absence of face-to-face instruction

  D) the casual relationship between students and professors

13. Many students take Internet-based courses mainly because they can ________.

  A) earn their academic degrees with much less effort

  B) save a great deal on traveling and boarding expenses

  C) select courses from various colleges and universities

  D) work on the required courses whenever and wherever

14. What accounts for the high drop-out rates for online students?

  A) There is no strict control over the academic standards of the courses.

  B) The evaluation system used by online universities is inherently weak.

  C) There is no mechanism to ensure that they make the required effort.

  D) Lack of classroom interaction reduces the effectiveness of instruction.

15. According to the passage, universities show great enthusiasm for DL programs for the purpose of ________.

  A) building up their reputation                 B) cutting down on their expenses

  C) upgrading their teaching facilities            D) providing convenience for students

Passage Two

Questions 16 to 20 are based on the following passage.

   In this age of Internet chat, videogames and reality television, there is no shortage of mindless activities to keep a child occupied. Yet, despite the competition, my 8-year-old daughter Rebecca wants to spend her leisure time writing short stories. She wants to enter one of her stories into a writing contest, a competition she won last year.

   As a writer I know about winning contests, and about losing them. I know what it is like to work hard on a story to receive a rejection slip from the publisher. I also know the pressures of trying to live up to a reputation created by previous victories. What if she doesn’t win the contest again? That’s the strange thing about being a parent. So many of our own past scars and dashed hopes can surface.

   A revelation (启示) came last week when I asked her, “Don’t you want to win again?” “No,” she replied, “I just want to tell the story of an angel going to first grade.”

   I had just spent weeks correcting her stories as she spontaneously (自发地) told them. Telling myself that I was merely an experienced writer guiding the young writer across the hall. I offered suggestions first grade was quickly “guided” by me into the tale of a little girl with a wild imagination taking her first music lesson. I had turned her contest into my contest without even realizing it.

   Staying back and giving kids space to grow is not as easy as it looks. Because I know little about farm animals who use tools or angels who go to first grade. I had to accept the fact that I was co-opting (借用) my daughter’s experience.

   While steeping back was difficult for me, it was certainly a good first step that I will quickly follow with more steps, putting myself far enough away to give her room but close enough to help if asked. All the while I will be reminding myself that children need room to experiment, grow and find their own voices.

16. What do we learn from the first paragraph?

  A) Children do find lots of fun in many mindless activities.

  B) Rebecca is much too occupied to enjoy her leisure time.

  C) Rebecca draws on a lot of online materials for her writing.

  D) A lot of distractions compete for children’s time nowadays.

17. What did the author say about her own writing experience?

  A) She did not quire live up to her reputation as a writer.

  B) Her way to success was full of pains and frustrations.

  C) She was constantly under pressure of writing more.

  D) Most of her stories had been rejected by publishers.

18. Why did Rebecca want to enter this year’s writing contest?

  A) She believed she possessed real talent for writing.  

B) She was sure of winning with her mother’s help.

 C) She wanted to share her stories with readers.      

D) She had won a prize in the previous contest.

19. The author took great pains to refine her daughter’s stories because___________.

  A) she believed she had the knowledge and experience to offer guidance.

  B) she did not want to disappoint Rebecca who needed her help so much

  C) she wanted to help Rebecca realize her dream of becoming a writer

  D) she was afraid Rebecca’s imagination might run wild while writing

20.What’s the author’s advice for parents?

  A) A writing career, though attractive, is not for every child to pursue.

  B) Children should be allowed freedom to grow through experience.

  C) Parents should keep an eye on the activities their kids engage in.

  D) Children should be given every chance to voice their opinions.

Passage Three

Question 21-25 are based on the following passage

Everything that is new or uncommon raises a pleasure in the imagination, and because it fills the soul with a pleasant surprise, satisfies its curiosity, and gives it an idea which it did not possess before. We are too much familiar with one set of objects and tired out with so many repeated shows of the same things and whatever is new or uncommon contributes a little to vary human life with the strangeness of its appearance: it serves us for a kind of refreshment, and takes off that satiety (厌腻) we tend to complain of in our usual and ordinary entertainment. It is this variety that gives our mind something new and relieves our attention from dwelling too long and wasting itself on any particular object. It is this, likewise, that improves what is great or beautiful, and makes it afford our mind a double entertainment. Woods, fields, and meadows are at any season of the year pleasant to look upon but never so much as in the beginning of the spring, when they are all new and fresh and not yet too much accustomed and familiar to the eye. For this reason there is nothing that makes a prospect more fascinating than rivers or sprays of water from fountains, where the scene is constantly shifting and entertaining the sight every moment with something new. We are quickly tired with looking upon hills and valleys, where everything remains fixed and settled in the same place and manner, but find our thoughts a little excited and relieved at the sight of such objects as are ever in motion and sliding away from beneath our eyes.

21.Which of the following contains the main idea of the passage?

A) Whatever is new is more worthwhile than that which is old.

B) Strangeness makes a thing fascinating.

C) We must change the old for the new to achieve variety.

D) We cannot evaluate the worth of an item until it is no longer new.

22.Woods, fields, and meadows are never so pleasant to look upon as in the　beginning of the spring because ______.

A) they satisfy our curiosity

B) they seem to us new and fresh after the long winter time

C) they are something unfamiliar to our eyes

D) they fill our souls with a pleasant surprise

23.The author find fountains fascinating because ______.

A) of the beauty of their appearance B) of the freshness of the water

C) of the movement of the water D) of the beauty of nature

24.The author's implied purpose in this passage is to ______.

A) entertain the reader B) prevent the reader from making mistakes

C) present an alternative view D) improve the readers' sense of right and wrong 25.Which of the following describes the development of the ideas in this passage?

A) The thought moves by association from one aspect to another.

B) The thought moves from a hypothesis to an application of the hypothesis.

C) The thought moves from a generalization to a series of observations to prove the generalization.

D) The thought moves from event to event in a time sequence.

Passage Four

Question 26-30 are based on the following passage.

The appeal of advertising to buying motives can have both negative and positive effects. Consumers may be convinced to buy a product of poor quality or high price because of an advertisement. For example, some advertisers have appealed to people's desire for better fuel economy for their cars by advertising automotive products that improve gasoline mileage.

Some of the products work. Others are worthless and a waste of consumers' money.Sometimes advertising is intentionally misleading. A few years ago a brand of bread was offered to dieters with the message that there were fewer calories (热量单位,卡) in every slice. It turned out that the bread was not dietetic (适合于节食的), but just regular bread. There were fewer calories because it was sliced very thin, but there were the same number of calories in every loaf.

On the positive side, emotional appeals may respond to a consumer's real concerns.Consider fire insurance. Fire insurance may be sold by appealing to fear of loss. But fear of loss is the real reason for fire insurance. The security of knowing that property is protected by insurance makes the purchase of fire insurance a worthwhile investment for most people. If consumers consider the quality of the insurance plans as well as the message in the ads, they will benefit from the advertising.

Each consumer must evaluate her or his own situation. Are the benefits of the product important enough to justify buying it? Advertising is intended to appeal to consumers, but it does not force them to buy the product. Consumers still control the final buying decision.

26. Advertising can persuade the consumer to buy worthless products by _______.

A) stressing their high quality B) convincing him of their low price C) maintaining a balance between quality and price

D) appealing to his buying motives

27. The reason why the bread advertisement is misleading is that _______.

A) thin slices of bread could contain more calories

B) the loaf was cut into regular slices

C) the bread was not genuine bread

D) the total number of calories in the loaf remained the same

28. The passage tells us that _______.

A) sometimes advertisements really sell what the consumer needs

B) advertisements occasionally force consumers into buying things they don't need

C) the buying motives of consumers are controlled by advertisements

D) fire insurance is seldom a worthwhile investment

29. It can be inferred from the passage that a smart consumer should _______.

A) think carefully about the benefits described in the advertisements

B) guard against the deceiving nature of advertisements

C) be familiar with various advertising strategies

D) avoid buying products that have strong emotional appeal

30. The passage is mainly about _______.

A) how to make a wise buying decision B) ways to protect the interests of the consumer C) the positive and negative aspects of advertising

D) the function of advertisements in promoting sales

Part IV Vocabulary and Structure (15minutes)

Directions: There are a number of 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 centre.

31.Did it ever ________ you that he could be the murderer?

A) occur to B) occur in C) happen to D) happen with

32.Mary simply cannot refrain from talking about the party again and again; she had a wonderful time there, ________ she?

A) hadn't B) had C) didn't D) weren't

33.That tourist spoke English with a strong American ________.

A) accident B) accent C) absence D) access

34.He talked for almost an hour at the meeting, but what he said was not________.

A) to the point B) for the point　 C) at the point D) with the point

35.He had scarcely left the railway station ________ it started to rain.

A) than B) then C) when　 D) since

36.There was such a long line at the exhibition ________ we had to wait for about half an hour.

A) as B) that C) so D) hence

37.None of us expected the chairman to ________ at the party. We thought he was still in hospital.

A) turn in B) turn over C) turn up D) turn down

38.The careless man received a ticket for speeding. He _____ have driven so fast.

A) can't B) wouldn't C) shouldn't D) mustn't

39.They always give the vacant seats to _______ comes first.

A) whoever B) whomever C) who D) whom

40.By the time he arrives in Beijing, we _______ here for two days.

A) will have stayed B) shall stay C) have been staying D) have stayed

41.He wrote an article criticizing the Greek poet and won _______ and a　scholarship.

A) faith B) status C) fame D) courage

42.It is useful to be able to predict the extent ______ which a price change will affect supply and demand.

A) from B) with C) to D) for

43.Had he worked harder, he _______ the exams.

A) must have got through B) would have got through

C) would get through D) could get through

44.Once environmental damage _______, it takes many years for the system to recover.

A) has done B) is to do C) does D) is done

45.I don't think it advisable that Tom _______ to the job since he has no experience.

A) is assigned B) will be assigned C) be assigned D) has been assigned

46.Because Edgar was convinced of the accuracy of this fact, he ______ his opinion.

A) struck at B) strove for C) stuck to D) stood for

47.Although he knew little about the large amount of work done in the field, he succeeded ______ other more well-informed experimenters failed.　

A) which B) that C) what D) where

48.After a few rounds of talks, both sides regarded the territory dispute _______.

A) being settled B) to be settled C) had settled D) as settled

49. Plastic heart valves and other human "spare parts" have __________ many　recent developments in surgery.

A) been possible B) become possible C) been made possible D) made possible

50. It's harmful to one's health to __________ smoking and drinking.

A) take on B) take in C) take to D) take off

51. How can we to you what you have suffered?

A) make up; for B) make; out C) make ;of D) make; for

52. Are wages inflation?

A) keeping in B) keeping pace with C) keeping on D) keeping out

53. Let us his rude remarks in silence.

A) pass by B) pass off C) pass on D) pass over

54. Little Tom is still _____with his knife and fork.

A) embarrassed B) skillful C) awful D) awkward

55. You’d better your shoes with a brush, they are so dirty.

A) polish B) polite C) policy D) polity

56. These toys are intended to be the floor.

A) pulled along B) pulled about C) pulled apart D) pulled on

57. Don't until tomorrow what can be done today.

A) put back B) put down C) put in D) put off

58. The unions have strongly the government’s wage and price controls.

A) reached out B) reached against C) reached for D) reached up

59. Sell the goods at a cheap price until they .

A) run away B) run across C) run out D) run over

60. Excuse me, manager, I want to make a about the good I bought from your store yesterday.

A) argument B) quarrel C) complaint D) conflict

Part V Cloze   (15 minutes)

    One factor that can influence consumers is their mood state. Mood may be defined  61  a temporary and mild positive or negative feeling that is generalize and not tied 62  any particular circumstance. Moods should be63 form emotions which are usually more intense, 64  to specific circumstances, and often conscious. 65  one sense, the effect of a consumer’s mood can be thought of in 66  the same way as can our reactions to the 67 of our friends---when our friends are happy and “ up”, that tends to influence us positively, 68  when they are “down”, that can have a 69  impact on us. Similarly, consumers operating under a 70  mood state tend to react to stimuli (刺激因素) in a direction 71  with that mood state. Thus, for example, we should expect to see 72  in a positive mood state evaluate products in more of a 73  manner than they would when not in such a state. 74 , mood states appear capable of 75  a consumer’s memory.

Moods appear to be 76 influenced by marketing techniques. For example, the rhythm, pitch, and 77 of music has been shown to influence behavior such as the 78  of time spent in supermarkets or 79  to purchase products. In addition, advertising can influence consumers’ moods which, in 80 , are capable of influencing consumers’ reactions to products.

61. A) as             B) about                C) by                D) with

62. A) over           B) under                C) to                 D) up

63. A) derived         B) descended            C) divided            D) distinguished

64. A) related          B) referred              C) attached           D) associated

65. A) On              B) Of                 C) In               D) By

66. A) thus             B) much               C) even               D) still

67. A) signal            B) gesture             C) view               D) behavior

68. A) for              B) but                 C) unless              D) provided

69. A) relative          B) decisive          C) negative            D) sensitive

70. A) given            B) granted    C) fixed                D) driven

71. A) resistant     B) persistent           C) insistent            D) consistent

72. A) consumers    B) businessmen         C) retailer             D) manufacturers

73. A) casual         B) critical               C) serious             D) favorable

74. A) However       B) Otherwise           C) Moreover           D) Nevertheless

75. A) lifting         B) enhancing           C) raising             D) cultivating

76. A) readily           B) rarely               C) cautiously          D) currently

77. A) step             B) speed          C) band              D) volume

78. A) extent           B) amount       C) scope             D) range

79. A) facilities    B) capacities       C) reflections         D) intentions

80. A) turn             B) total         C) detail             D) depth

Part  Translation  (5 minutes)

81. （大多数父母所关心的）is providing the best education possible for their children.

82. My mother insisted___________________________(乘火车而不是飞机)

83. He is a worker ____________________________(跟他的同事一样有效率)

84.____________________(直到我开始工作，才开始意识到) how much time I hadwatsed.

85. That novel___________________________(据说已经出版了).

2011年专升本大学英语考试样题参考答案

Part One: Writing (略)

Part Two Reading Comprehension:Skimming and Scanning

1-5 D C B D A 6-7 C B

　　8. changes in the visa process

　　9. take their knowledge and skills back home

　　10. strengthen the nation

Part Three Reading Comprehension:Reading in depth

11-15 A C D C B 16-20 D B C A B

21-25 B B C C C 26-30 D D A A C

Part Four Vocabulary and Structure

31-35 A C B A C 36- 40 B C C A A

41-45 C C B D C 46- 50 C D D D C

51-55 A B D D A 56- 60 A D B C C

Part Five cloze

61-65 A C D A C 66-70 B D B C A　

　 71-75 D A D C B 76-80 A D B D A

Part Six Translation

81. What most parents are concerned about

82. on taking the train instead of the airplane.

83. as efficient as his collegues.

84. Not until I began to work did I realize

85. is said to have been published already.

《高等数学》考试大纲

一、考试的基本要求

较系统地理解和掌握高等数学的基本概念、基本理论和方法，具有一定的抽象思维、逻辑推理、运算能力以及综合运用所学知识分析和解决问题的能力。

二、考试方法、考试时间。

考试方法为闭卷笔试；考试时间为120分钟。

三、题型比例

填空题占20%；选择题占20%；解答题(包括证明题)占60%

四、试卷考试内容、考试要求

1、一元函数、极限、连续

考试内容：

一元函数概念及表示法，函数的有界性、单调性、周期性、奇偶性，复合函数、反函数、分段函数和隐函数，基本初等函数的性质及图形，建立函数关系，数列、函数极限的定义及性质，函数左、右极限，无穷小、无穷大概念及关系，无穷小的性质及比较，极限四则运算，极限存在的两个准则：单调有界准则和夹逼准则，两个重要极限：,，函数连续性，间断点，初等函数的连续性，闭区间上连续函数的性质

考试要求：

（1）理解函数的概念，会求函数的定义域、值域。

（2）理解复合函数及分段函数的概念，了解反函数及隐函数的概念，了解函数的奇偶性、单调性、周期性和有界性。

（3）掌握基本初等函数的性质及图形。

（4）理解极限存在与左、右极限间的关系。

（5）掌握极限的性质及四则运算法则。

（6）了解极限存在的两个准则，会利用两个重要极限求极限。

（7）理解无穷大、无穷小的概念，掌握无穷小的比较方法并会用等价无穷小求极限。

（8）理解函数连续性概念（含左、右连续），会求函数间断点。

（9）掌握连续函数性质、初等函数的连续性、闭区间上连续函数的性质。

2、一元函数微分学

考试内容：

导数的概念、导数的几何意义、函数可导性与连续性的关系，平面曲线的切线和法线，基本初等函数的导数，导数的四则运算，复合函数、反函数、隐函数和参数方程所确定函数的微分法、高阶导数的概念，某些简单函数的n阶导数，微分的概念，微分的运算法则，一阶微分形式的不变性，罗尔定理、拉格朗日中值定理、洛必达法则，函数极值，最大（小）值求法及简单应用，函数单调性、函数图形的凹凸性、拐点及渐近线

考试要求：

（1）理解导数、微分的概念及关系，理解导数的几何意义，会求曲线的切线和法线方程，理解可导性与连续性间的关系。

（2）掌握基本初等函数求导公式，导数的四则运算法则以及复合函数求导法则。了解一阶微分形式不变性，会求函数的微分。

（3）了解高阶导数的概念，会求简单函数的n阶导数。

（4）会求隐函数、参数方程所确定的一、二阶导数。

（5）理解并掌握罗尔定理、拉格朗日中值定理。

（6）理解函数极值概念，掌握用导数判断函数单调性和求函数极值的方法。掌握函数最大（小）值的求法及简单应用。

（7）会用导数判断函数图形的凹凸性和拐点，了解函数图形的水平、铅直渐近线。

（8）掌握洛必达法则求未定式极限的方法。

3、一元函数的积分学

考试内容：

原函数和不定积分的概念、不定积分的基本公式、性质、定积分的概念及基本性质，变上限积分定义的函数及导数，牛顿—莱布尼茨公式，不定积分、定积分的换元法及分部积分法，反常积分的概念、计算，定积分的应用

考试要求：

（1）理解原函数，不定积分、定积分的概念、性质。

（2）掌握不定积分的基本公式、不定积分的换元法和分部积分法。会求简单有理函数，三角函数有理式和可化为有理函数的无理函数的积分。

（3）理解变上限积分函数的定义，会求其导数，掌握牛顿—莱布尼茨公式。掌握定积分的换元法和分部积分法。

（4）了解反常积分的概念，并会计算一些简单函数的反常积分。

（5）会用定积分求平面图形的面积、旋转体的体积。

4、向量代数和空间解析几何

考试内容：

向量的概念，向量线性运算、数量积和向量积的概念和运算，两向量的夹角，向量的坐标表达式及运算、单位向量、方向余弦，两向量平行及垂直的条件，平面方程、直线方程，平面与直线、直线与直线之间的夹角以及平行、垂直的条件，点到平面、点到直线的距离

考试要求：

（1）理解空间直角坐标，理解向量的概念及表示形式。

（2）掌握向量的运算（线性运算、数量积、向量积）及其性质。

（3）掌握单位向量、方向余弦、向量的坐标表达式、掌握用坐标表达式进行向量运算的方法。

（4）掌握平面、直线方程。会求平面与平面、平面与直线、直线与直线之间的夹角。

5、多元函数微分学

考试内容：

多元函数的概念、二元函数的几何意义，二元函数极限，连续的概念，多元函数偏导数、全微分概念与计算；多元复合函数求导、隐函数求导法，二阶偏导数，空间曲线的切线和法平面，曲面的切平面和法线，二元函数的极值、条件极值问题与拉格朗日乘数法

考试要求：

（1）理解多元函数概念。

（2）了解二元函数极限连续性概念及有界闭区域上连续函数的性质。

（3）理解多元函数偏导和全微分概念，了解全微分存在的充分条件。

（4）掌握多元复合函数偏导的求法，会求复合函数的二阶偏导数。

（5）会求隐函数的偏导数。

（6）了解曲线的切线和法平面及曲面的切平面和法线，并会求方程。

（7）理解多元函数极值和条件极值的概念，了解二元函数极值存在的充

分条件，会求二元函数的极值，了解条件极值的拉格朗日乘数法。

6、多元函数的积分学

考试内容：

二重积分概念、性质、计算及应用

考试要求：

（1）理解二重积分的概念，了解重积分的性质。

（2）掌握二重积分（直角坐标、极坐标）的计算方法。

7、无穷级数

考试内容：

常数项级数收敛、发散的概念，收敛级数的性质，正项级数收敛性的一般判别原则，比较审敛法，比值审敛法，交错级数审敛法，绝对收敛与条件收敛，函数项级数一般概念，幂级数收敛半径、收敛域，幂级数的运算性质，函数展开成幂级数

考试要求：

（1）理解无穷级数收敛、发散以及级数和的概念，掌握无穷级数的基本性质及收敛的必要条件。

（2）掌握几何级数和P-级数的收敛性。

（3）掌握正项级数的比较、比值审敛法。

（4）了解交错级数的莱布尼兹定理。

（5）了解无穷级数的绝对收敛、条件收敛概念及关系。

（6）了解函数项级数的收敛概念。

（7）掌握幂级数收敛域的求法。

（8）了解幂级数在收敛区间的基本性质。

（9）会利用的麦克劳林展开式将一些简单函数间接展开成幂级数。

8、常微分方程

考试内容：

常微分方程基本概念，可分离变量的微分方程，齐次微分方程，一阶线性微分方程，可降阶的高阶方程

考试要求：

（1）了解微分方程阶、解、通解、初始条件和特解等概念。

（2）掌握变量可分离及一阶线性方程的解法。

（3）会解齐次微分方程。

（4）会用降阶法解三种可降阶的方程。

五、考试内容大致比例

一元函数微积分学 60%

向量代数与空间解析几何 5%

多元函数微积分学 20%

无穷级数 5%

常微分方程 10%

六、试题难易度大致比例

容易题 30%

中等难度题 50%

较难题 20%

七、参考教材

1．同济大学应用数学系编．高等数学（本科少学时类型）（第二版）（上、下）．高等教育出版社，2004．

2．盛祥耀、居余马等编．高等数学（第二版）（上、下）．高等教育出版社，2004．

武汉工程大学2011年专升本

《高等数学》考试样卷

一、填空题：1~5小题，每小题4分，共20分．把答案填在题中横线上．

1．若则 ．

2． ．

3．设在处取得极小值，则= ．

4．设向量， 则 ．

5． ．

二、选择题：6~10小题，每小题4分，共20分．在每小题给出的四个选项中,

只有一项符合题目要求，把所选项前的字母填在题后的括号内．

6．函数的定义域是 [ ]

（A）； （B）；

（C）； （D）.

7．曲线上点处的切线斜率为，则点的坐标是 [ ]

（A）； （B）； （C）； （D）

8．设，则等于 [ ]

（A）； （B）；

（C）； （D）.

9．下列函数在给定区间上满足拉格朗日中值定理的是 [ ]

（A）A ，； （B），；

（C） ，； （D），.

10．无穷级数 [ ]

（A）绝对收敛； （B）条件收敛；

（C）发散； （D）敛散性不能确定.

三、解答题：11~18小题，共60分．解答应写出文字说明、证明过程或演算步骤．

11．（本题满分7分）

计算定积分．

12．（本题满分7分）

设, 其中在 处连续，且，求．

13．（本题满分8分）

求抛物线及其在点和处的切线所围成的平面图形的面积．

14．（本题满分8分）

求微分方程的通解．

15．（本题满分8分）

计算，其中是以，，为顶点的三角形闭区域．

16．（本题满分8分）

求二元函数的极值．

17．（本题满分7分）

求微分方程的通解．

18．（本题满分7分）

设在上连续，且，，

证明：（1）； （2）方程在内有且仅有一个实根。

武汉工程大学2011年专升本

《高等数学》考试样卷参考答案

一、填空题：1~5小题，每小题4分，共20分．把答案填在题中横线上．

1．若则．

2．．

3．设在处取得极小值，则=．

4．设向量， 则．

5．．

二、选择题：6~10小题，每小题4分，共20分．在每小题给出的四个选项中,

只有一项符合题目要求，把所选项前的字母填在题后的括号内．

6．函数的定义域是 [ C ]

（A）； （B）；

（C）； （D）．

7．曲线上点处的切线斜率为，则点的坐标是 [ B ]

（A）； （B）； （C）； （D）．

8．设，则等于 [ D]

（A）； （B）；

（C）； （D）。

9．下列函数在给定区间上满足拉格朗日中值定理的是 [ D ]

（A）A ，； （B），；

（C） ，； （D），.

10．无穷级数 [ A ]

（A）绝对收敛； （B）条件收敛；

（C）发散； （D）敛散性不能确定．

三、解答题：11~17小题，共60分．解答应写出文字说明、证明过程或演算步骤．

11．（本题满分7分）

计算定积分．

解： 原式 =

= =

12．（本题满分7分）

设, 其中在 处连续，且，求．

解：

13．（本题满分8分）

求抛物线及其在点和处的切线所围成的平面图形的面积．

解：

在处的切线方程为

在处的切线方程为

两条切线的交点为

从而所求平面图形的面积可表示为

14．（本题满分8分）

求微分方程的通解．

解：原方程可变形为

则

　　。

15．（本题满分8分）

计算，其中是以，，为顶点的三角形闭区域．

解：原式

16．（本题满分8分）

求二元函数的极值．

解：先解方程组

可得驻点

分别求二阶偏导数：

在点处，，

在点处有极小值．

17．（本题满分7分）

求微分方程的通解．

解：原方程可变形为

则微分方程的通解为

18．（本题满分7分）

设在上连续，且，，证明：（1）； （2）方程在内有且仅有一个实根。

证明：1．依题意有：

2．因为

所以

由罗尔定理方程至少有一实根。

又据1结论知在（a, b）上单调递减。

故原方程在（a, b）内有且仅有一个实根。

大学物理学考试大纲

1. 力学

(1) 掌握位移、位矢、加速度、速度、角速度和角加速度等描述质点运动和运动变化的物理量。能借助于直角坐标系计算质点作空间运动时的速度、加速度。能计算质点作圆周运动时的角速度、角加速度、切向加速度和法向加速度。

(2) 了解质点的相对运动问题，了解伽利略相对性原理，了解伽利略坐标、速度变换。

(3) 了解牛顿三定律及其适用条件。掌握用微积分方法求解一维变力作用下的简单质点动力学问题。了解惯性系和非惯性系的基本概念。

(4) 掌握功的概念，能计算直线运动情况下变力的功。掌握保守力作功的特点及势能的概念，会计算重力、弹性力和万有引力势能。

(5) 掌握质点的动能定理、动量定理以及动量守恒定律，理解其应用条件；掌握质点的角动量，并能用它们分析、解决质点运动的力学问题；掌握机械能守恒定律。掌握运用守恒定律分析问题的思想和方法，能分析简单系统在平面内运动的力学问题。

(6) 了解刚体平面运动的角量描述，理解有关概念，会计算匀变速转动的简单问题。

(7) 掌握转动惯量概念。掌握刚体绕定轴转动的转动定律；掌握刚体绕定轴转动情况下的角动量定理和角动量守恒定律。

(8) 掌握运用刚体定轴转动中动能定理和机械能守恒定律。

2. 气体动理论及热力学

(1) 了解气体分子热运动的物理图象。了解理想气体的压强公式和温度公式，能从宏观和统计意义上理解压强、温度、内能等概念。了解系统的宏观性质是微观运动的统计表现。

(2) 通过理想气体的刚性分子模型，理解气体分子平均能量按自由度均分定理，掌握并会应用该定理计算理想气体的定压摩尔热容、定容摩尔热容和内能。

(5) 掌握功和热量的概念。理解准静态过程（平衡过程）。掌握热力学第一定律。掌握和分析、计算理想气体等容、等压、等温过程和绝热过程中的功、热量、内能改变量及卡诺循环的效率。

(6) 了解热力学第二定律及其统计意义。

3. 电磁学

(1) 理解静电场的基本性质、电场强度和电势的概念以及电场强度和电势的叠加原理。掌握并能计算基本问题中的电场强度和电势。

(2) 掌握静电场的基本规律：高斯定理和环路定理，掌握用高斯定理计算电场强度的条件和方法。

(3) 了解磁场的基本性质和磁感应强度的基本概念。了解毕奥－萨伐尔定律。了解计算一些简单问题中的磁感应强度的方法。

(4) 掌握安培定律和洛仑兹力公式。能计算简单几何形状载流导体和载流平面线圈在均匀磁场中或在无限长载流直导线产生的非均匀磁场中所受的力和力矩。能分析点电荷在均匀电场、磁场中的受力和运动,撑握霍耳效应及其计算方法。

(5) 理解电容、自感系数和互感系数等概念，并能作简单计算。

(6) 了解电磁场的能量。

(7) 了解电磁场的传播方式与电磁波谱。

4. 振动和波动

(1) 掌握描述简谐振动和简谐波的各物理量及各量间的关系。

(2) 理解简谐振动的基本特征，能对质点的一维振动进行动力学分析，建立一维简谐振动的微分方程，以确定是否是简谐振动；能根据给定一维谐振动的初始条件建立振动方程，并理解其物理意义。

(4) 了解同方向，同频率两个简谐振动的合成规律。

(5) 了解机械波产生的条件。掌握建立平面简谐波的波动方程的一般方法及波动方程的物理意义。理解波形图线。

(6) 了解惠更斯原理和波的叠加原理。理解波的干涉性质，了解其相干条件。能应用相位差和波程差分析、确定相干波叠加后振幅加强和减弱的条件。

5. 波动光学

(1) 了解获得相干光的方法。掌握光程的概念以及光程差和相位差的关系。掌握并能分析、计算双缝干涉，以及薄膜的等倾、等厚干涉问题。

(2) 了解惠更斯—菲涅耳原理，掌握分析夫琅和费单缝衍射条纹分布规律的方法，并会分析和计算缝宽及波长对夫琅和费衍射条纹分布的影响。

(3) 了解圆孔衍射和光学仪器分辨本领。

四、学时分配建议

建议教材及主要教学参考书

自编教材：

黄祝明, 吴锋. 大学物理学(上册、下册). 北京：化学工业出版社，2004年.

主要参考书：

马文蔚（东南大学等七所工科院校）. 物理学（第四版）. 北京：高等教育出版社，1999年.

2012年《大学物理学》考试样题

一．选择题（每题3分，共30分）

1．质量为1kg的质点，由静止开始沿曲线（SI）运动，则在到的时间内，作用在该质点上的合外力所做的功为 [ ]

（A） （B） （C） （D）

2．光滑的水平桌面上，有一长为2L、质量为m的匀质细杆，可绕过其中点且垂直于杆的竖直光滑固定轴O自由转动，其转动惯量为mL2，起初杆静止。桌面上有两个质量均为m的小球，各自在垂直于杆的方向上，正对着杆的一端，以相同的速率v相向运动，如图所示。当两小球同时与杆的两个端点发生完全非弹性碰撞后与杆粘在一起转动，则这一系统碰撞后的转动角速度为： [ ]

(A). (B) (C) (D)

3．“理想气体和单一热源接触作等温膨胀时，吸收的热量全部用来对外作功。”对此说法，有如下几种评论，哪种是正确的？ [ ]

(A) 不违反热力学第一定律，但违反热力学第二定律。

(B) 不违反热力学第二定律，但违反热力学第一定律。

(C) 不违反热力学第一定律，也不违反热力学第二定律。

(D) 违反热力学第一定律，也违反热力学第二定律。

4. 两容器内分别盛有两种不同的双原子分子理想气体，若它们的压强和体积相同，则两气体： [ ]

(A) 内能一定相同。

(B) 内能不等，因为它们的温度可能不同。

(C) 内能不等，因为它们的质量可能不同。

(D) 内能不等，因为它们的分子数可能不同。

5．在磁感应强度为的均匀磁场中作一半径为r的半球面S，S边线所在平面的法线方向单位矢量与的夹角为，则通过半球面S的磁通量为： [ ]

(A) (B) 2

(C) (D)

6．一铜板厚度为D=1.00mm，放置在磁感应强度为B=2.70T的匀强磁场中，磁场方向垂直于导体的侧表面，如图所示，现测得铜板上下两面电势差为，已知铜板中自由电子数密度，电子电量，则此铜板中的电流为 ： [ ]

(A) 82.2A. (B) 54.8A.

(C) 30.8A. (D) 22.2A.

7．一物体作简谐振动，振动方程为。在t=T/4(T为周期)时刻，物体的加速度为 ： [ ]

(A) (B)

(C) (D)

8．一个质点作简谐振动，振幅为A，在起始时刻质点的位移为，且向x轴的负方向运动，代表此简谐振动的旋转矢量图为 ： [ ]

9. 下面说法正确的是： [ ]

(A)在两个相干波源连线中垂线上各点必为干涉极大。

(B)在两列波相遇的区域的某质点若恒为静止，则这两列波必相干。

(C)在同一均匀媒质中两列相干波干涉结果由波程差来决定。

(D)两相干波相遇区各质点，振幅只能是A1-A2 或A1 +A2 。

10．用某单色光作杨氏双缝实验，双缝间距为0.6mm，在离双缝2.5m处的屏上出现干涉条纹，现测得相邻明纹间的距离为2.27mm，则该单色光的波长是： [ ]

(A)5448 (B)2724 (C)7000 (D)10960

二．填空题（每题3分，共30分）

1．质点在oxy平面上运动，运动学方程为 .式中ａ，ｂ，为正的常量.则质点的速度= ,加速度 .（矢量式）

2．质点沿半径为的圆周运动，运动学方程为 （SI），则时刻质点的法向加速度大小为= ；角加速度= .

3．1mol单原子分子理想气体，在1atm的恒定压力下温度由0℃加热至100℃时，内能改变量为______________；从外界吸热为_______________.

4．半径为R的均匀带电细圆环，电荷线密度为λ，则环心处的电势U＝___________场强大小Ε＝___ ___。

5．图示为一面电荷密度为σ的无限大均匀带电平板，现作一关于带电平板左右对称的圆柱形高斯面，其底面积为∆s且与平板所在平面平行，则电场强度对该高斯面侧表面积的通量大小为： ，对其两个底面的总的电通量大小为： 。

6. 如图真空中环绕两根通有电流为I的导线的几种环路，则对环路L1，有= _________；

对环路L2 ，有= _______________.

7．图中所示为两个简谐振动的振动曲线．若以余弦函数表示这两个振动的合成结果，则合振动的方程为 (SI)

8．一个余弦横波以速度u沿X轴正向传播，t时刻波形曲线如图所示。试分别指出图中A、B、C各质点在该时刻的运动方向。 A ；B ；C 。

9. 在空气劈尖干涉的实验中，当劈尖夹角变小时，干涉条纹的分布如何改变______(疏或密)，若劈尖夹角不变，但在劈尖中充以某种液体，则干涉条纹如何改变________(疏或密).

10. 用波长为5500的单色平行光垂直投射在每厘米刻有5000条刻痕的平面光栅上，则此光栅的光栅常数为________；能观察到的完整谱线的最大级数为____________.

三．计算题（每题8分，共40分）

1．质量为m，长度为L的匀质杆可绕通过其下端的水平光滑固定轴O在竖直平面内转动，如图。设它从竖直位置自由静止倒下，求它倾倒到与水平面成θ角时的角速度ω和角加速度β。

2．如图所示abcda为1mol单原子分子理想气体进行的循环过程，求循环过程中气体从外界吸收的热量和对外作的净功.

3．载流导线电流为I，弯成如图所示形状，求O点的磁感应强度。

4. (1)在单缝夫琅和费衍射实验中，垂直入射的光有两种波长，，。已知单缝宽度为，透镜焦距f=50cm。求两种光第一级衍射明纹中心之间的距离。

(2) 若用光栅常数的光栅替换单缝，其它条件和上一问相同，求两种光第一级主极大之间的距离。

5．如图所示，匀强磁场的方向垂直纸面向内，磁感应强度B=0.01T。一铜棒OA长L=10cm,以ω=50πrad/s的角速度绕垂直于纸面且通过O的轴逆时针方向转动，求铜棒中所产生的动生电动势，O点和A点之间的电势差。

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