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更多课程今天给大家分享的是天津工业大学2025研究生考试大纲:241二外英语，考研大纲为各科目提供了详细的考试范围、考试要求、考试形式及试卷结构。下面的内容供各位同学们参考。
天津工业大学2025研究生考试大纲:241二外英语
一、 科目介绍
二外英语是为天津外国语大学招收硕士研究生而设 置的具有选拔性质的入学考试科目，其目的是科学、公平、 有效地测试考生对英语语言的综合运用能力，考生应达到《 大学英语教学指南》 (2020版)中提高目标 要求， 以保 证被录取者具有一定的英语水平，并有利于我校对各外语类 专业考生的择优选拔。
二、 考查目标
考生应掌握下列语言知识和技能：
(一) 语言知识 1.语法知识：
考生应能掌握基本的英语语法知识， 并能在读、 写、译的实践中准确地加以运用。
2.词汇
考生应能掌握《大学英语教学指南》中提高目 标所要求的单词和相关的词汇。
(二) 语言技能 1. 阅读
能基本读懂英语国家大众性报刊杂志上一般性题 材的文章(生词量不超过所读材料总词汇量的3%)，阅 读速度为每分钟 70~90 词。能读懂与本人学习或工作有
关的文献、技术说明和产品介绍等。对所读材料，考生 应能：
1) 能正确理解中心大意;
2) 抓住主要事实和有关细节;
3) 进行有关的判断、推理和引申;
4) 根据上下文推断生词的词义;
5) 理解作者的意图、观点或态度。
2. 翻译
考生能对题材熟悉、难度适中的文章进行英汉互 译。翻译时，考生应能：
1) 做到译文基本准确，无重大的理解错误;
2) 做到语法结构正确，用词恰当，无重大语 言表达错误;
3) 合理使用关联词， 内容前后连贯，文理通 顺;
4) 体现原文文体特点。
3. 写作
考生应能写一般描述性、叙述性、说明性或议论 性的文章以及不同类型的应用文，包括私人和公务信 函、摘要、报告、演讲稿等。写作时，考生应能:
1) 做到语法、 拼写、标点正确，用词得当，句 型准确多样;
2) 合理组织文章结构，使其内容统一、连贯;
3) 遵循文章的特定文体格式;
4) 根据写作目的和特定读者，恰当选用语域。
三、 考查范围
《新视野大学英语读写教程》 (第三版) 1-4 册。
四、考试形式与试卷结构
考试形式为笔试。考试时间为 180 分钟。满分为 100 分。
试题分五部分，包括词汇与语法、完型填空、阅读理解、 翻译和写作。具体题型包括：
第一项：词汇与结构，共10小题，每小题1.5分。 第二项：完形填空，共10小题，每小题1.5分。
第三项：阅读理解，共20小题,每小题1.5分。
第一部分，快速阅读1篇，共5小题。 第二部分，短文阅读3篇，共15小题。
第四项：翻译，共4小题，每小题5分。 第五项：写作，20分。
五、 样题
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 persons 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 (歧视) 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. Its 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 (反驳) 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 (赞助性的) 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 (终身职位) track 12 years ago feared that having a child would affect their careers, todays 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 womens 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 theyre not small; they still create an unequal playing field for women not just at universities, and certainly not just at M.I.T. And theyre harder to change because they are a reflection of where women stand in society.更多详见官网
具体信息请考生关注院校官网等发布的官方消息。
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