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遼 寧 師 范 大 學
碩士研究生入學統一考試（初試）
《實踐英語》考試大綱
注意：本大綱為參考性考試大綱，是考生需要掌握的基本內容。
I.考試性質
《實踐英語》是遼寧師范大學學科教學（英語）專業學位碩士研究生入學考
試的初試科目之一，考試對象為參加遼寧師范大學碩士研究生入學考試、專業為
學科教學（英語）初試的考生。
II.考試形式和試卷結構
（一）考試形式
試卷分值及考試時間：試卷滿分為 150 分，考試時間為 180 分鐘。
答題方式：閉卷、筆試。
（二）試卷結構
含詞匯、語法、閱讀理解、翻譯、寫作等幾部分；包括選擇題、完型填空、
閱讀理解、回答問題、翻譯、寫作等題型。具體題型如下：
I. 多項選擇題
II. 完形填空題
III. 閱讀理解題
IV. 讀短文回答問題
V. 英漢互譯題
VI. 寫作題
I. Multiple choice: 單項選擇題
考查教材范圍內的詞匯與語法知識。例：
Directions: Each of the following sentences is given four choices of words or
expressions. Choose the right one to complete the sentence and blacken the
corresponding letter on your Answer Sheet.
1. If children were made to feel _____to other children, their confidence declined.
A. insecure B. inferior C. indignant D. indifferent
2. Mary’s father is ______whether or not to accept the new job that he’s been offered.
A. meditating B. expecting C. challenging D. deliberating
II. Cloze：考查詞匯與語法知識。例：
Directions: Choose one appropriate word or expression for each of the blanks in
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the following paragraph.
The question of whether war is inevitable is one which has concerned many of
the world’s great writers. Before considering this question，it will be useful to
introduce some related concepts. Conflict，defined as opposition among social entities
___1__ against one another，is distinguished from competition，defined as opposition
among social entities independently ___2___ something which is in inadequate supply.
Competitors may not be aware of one another，__3___the parties to a conflict are.
Conflict and competition are both categories of opposition，__4__ has been defined as
a process by which social entities function in the disservice of one another. Opposition
is thus contrasted ___5__cooperation，the process by which social entities function in
the service of one another. These definitions are necessary because it is important to
emphasize that competition between individuals or groups is ____6__ in a world of
limited resources，but conflict is not. Conflict，____7____，is very likely to occur，
and is probably an essential and desirable element of human societies.
Many authors have argued for the inevitability of war from the premise that in
the struggle for existence among animal species，only the fittest survive. In general，
however，this struggle in nature is competition，not ___8___. Social animals，such as
monkeys and cattle，fight to win or maintain leadership of the group. The struggle for
existence occurs not in such fights，____9___in the competition for limited feeding
areas and for the occupancy of areas free from meat-eating animals. Those who fail in
this competition starve to death or become victims to other species. This struggle for
existence does not resemble human war，but rather the competition for the necessities
of life that are ___10___ to satisfy all.
1. A. directed B. directing C. to direct D. to be directed
2. A. strive for B. striving to C. striving for D. strive to
3. A. because B. as if C. however D. while
4. A. which B. that C. it D. what
5. A. to B. with C. by D. about
6. A. avoidable B. essential C. escapable D. inevitable
7. A. but B. in addition C. nevertheless D. though
8. A. opposition B. conflict C. fight D. struggle
9. A. so B. however C. while D. but
10. A. insufficient B. inevitable C. possessive D. successive
III. Reading comprehension
閱讀理解題：考查學生的英語閱讀能力。例：
Directions: In this section there are four passages. You are to read each passage
carefully and then choose a best answer you think from the four suggested ones
marked A, B, C, and D. Mark your answer on the Answer Sheet.
Passage 1
If the trade unionist Jimmy Hoffa were alive today, he would probably represent
civil servant. When Hoffa’s Teamsters were in their prime in 1960, only one in ten
American government workers belonged to a union; now 36% do. In 2009 the number
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of unionists in America’s public sector passed that of their fellow members in the
private sector. In Britain, more than half of public-sector workers but only about 15%
of private-sector ones are unionized.
There are three reasons for the public-sector unions’ thriving. First, they can shut
things down without suffering much in the way of consequences. Second, they are
mostly bright and well-educated. A quarter of America’s public-sector workers have a
university degree. Third, they now dominate left-of-center politics. Some of their ties
go back a long way. Britain’s Labor Party, as its name implies, has long been
associated with trade unionism. Its current leader, Ed Miliband, owes his position to
votes from public-sector unions.
At the state level their influence can be even more fearsome. Mark Baldassare of
the Public Policy Institute of California points out that much of the state’s budget is
patrolled by unions. The teachers’ unions keep an eye on schools, the CCPOA on
prisons and a variety of labor groups on health care.
In many rich countries average wages in the state sector are higher than in the
private one. But the real gains come in benefits and work practices. Politicians have
repeatedly “backloaded” public-sector pay deals, keeping the pay increases modest
but adding to holidays and especially pensions that are already generous.
Reform has been vigorously opposed, perhaps most egregiously in education,
where charter schools, academies and merit pay all faced drawn-out battles. Even
though there is plenty of evidence that the quality of the teachers is the most
important variable, teachers’ unions have fought against getting rid of bad ones and
promoting good ones.
As the cost to everyone else has become clearer, politicians have begun to clamp
down. In Wisconsin the unions have rallied thousands of supporters against Scott
Walker, the hardline Republican governor. But many within the public sector suffer
under the current system, too.
John Donahue at Harvard’s Kennedy School points out that the norms of culture in
Western civil services suit those who want to stay put but is bad for high achievers.
The only American public-sector workers who earn well above $250,000 a year are
university sports coaches and the president of the United States. Bankers’ fat pay
packets have attracted much criticism, but a public-sector system that does not reward
high achievers may be a much bigger problem for America.
1. It can be learned from the first paragraph that
A. Teamsters still have a large body of members.
B. Jimmy Hoffa used to work as a civil servant.
C. unions have enlarged their public-sector membership.
D.the government has improved its relationship with unionists.
2. Which of the following is true of Paragraph 2?
A. Public-sector unions are prudent in taking actions.
B. Education is required for public-sector union membership.
C. Labor Party has long been fighting against public-sector unions.
D. Public-sector unions seldom get in trouble for their actions.
3. It can be learned from Paragraph 4 that the income in the state sector is
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A. illegally secured. B. indirectly augmented.
C. excessively increased. D. fairly adjusted.
4. The example of the unions in Wisconsin shows that unions
A. often run against the current political system.
B. can change people’s political attitudes.
C. may be a barrier to public-sector reforms.
D. are dominant in the government.
5. John Donahue’s attitude towards the public-sector system is one of
A. disapproval. B. appreciation. C. tolerance. D. indifference.
IV. Read the following paragraphs and answer questions.讀短文回答問題：考察
學生的理解和英語表達能力，包括遣詞造句能力等。例：
Paragraph 1:
Life on the farm is an eternal battle against nature. There is always the rush to
harvest the crops and to get next year’s grain planted before the fall rain start. To get
this accomplished the farmer must be out at work by daybreak. Fruits and vegetables
have to be gathered before the early frost; hence everyone is bustling around from
morning till night. Fall is beautiful with the leaves on the trees change color and then
fall off. Winter sends its warming cover over the frozen ground. This causes the
animals to hunt for something to eat. There is nothing, so the farmer has to feed them.
After his day’s work is done, the farmer puts on his slippers, reclines on the davenport
in front of the fireplace, and spends a peaceful evening reading. Within a few months
spring begins with its beautiful flowers and green grass. The cows give more milk to
the farmer has more work to do. After the first spring rain, the corn must be cultivated,
as summer approaches the farmer begins to worry for fear that the sun will come up
and cook the grain before it is fully developed, or maybe a thunderstorm will come up
thus causing his hay crop to rot.
Questions:
1. What is the topic sentence?
2. How does the writer develop the main idea?
3. Has the writer succeeded in achieving unity? Give your reasons.
V. Translation:考察學生的綜合運用語言的能力，包括英漢互譯的能力以及語篇
的表達能力等。例：
Part A: Translate the following two paragraphs into Chinese.
Paragraph 1:
Each living species is linked to many others. These links are bewildering in
their variety and marvelous in their intricate details, an animal, such as a deer, may
depend on plants for food; the plants depend on the action of soil bacteria for their
nutrients; the bacteria in turn live on the organic wastes dropped by animals on the
soil. At the same time, the deer is food for the mountain lion. Insects may live on the
juices of plants. Other insects suck bold from animals. Bacteria may live on the
internal tissues of animals and plants. Fungi degrade the bodies of dead plants and
animals. All this makes up the vast network of life on the earth.
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Part B: Translate the following two paragraphs into English.
Paragraph 1:
早期的新教主義堅持認為，大多數的人從一出生就被上帝注定要接受永久的
懲罰，而只有少數人才能夠在死后獲救。這些獲救的少數人被稱作“有福的”或
“被上帝揀選的人”，而注定要受懲罰的大多數則是“永墮地獄的靈魂”。由于無
法判斷，人們生活的恐懼之中。唯一的希望就是能夠從上帝處得到預示，證明自
己是被揀選的一員。人們相信，任何形式的罪惡都很可能預示著懲罰，而不停歇
地工作，特別是最終創造出財富的工作，才是得救的預示。
VI. Writing 作文題：考察學生寫作能力。例：
Directions: Write a short essay on your view of the following subject in about 300
words. Marks will be awarded for content, organization, grammar and appropriateness.
Failure to do so will result in a loss of marks.
Topic: If you could have one superpower, what would it be? why？What
would the positive parts of having that power be? What about the negative ones?
You are to write in three parts.
In the first part, present clearly your thesis statement.
In the second part, support the thesis statement with appropriate details.
In the last part, bring what you have written to a natural conclusion with a
summary.
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