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广东省高等教育自学考试英语专业本科段

毕业水平考试大纲与样题

广东外语外贸大学自学考试办公室组编

撰写人:平洪

(课程代号:8267)

总则

教育部全国高等教育自学考试指导委员会制定的《高等教育自学考试专业目录与专业基本规范》（教育部高等教育自学考试办公室1998年6月编）（以下简称《专业目录》与《专业基本规范》）规定，“英语（本科段）”（专业编号：C050201）专业培养目标是“培养具有较高英语语言素养和较强眼能力的高层次专门人才”，专业基本要求是“掌握认知词汇10000词左右，其中熟练掌握4000词；具有比较熟练的听、说、读、写、译的技能；了解英语国家的社会文化状况；有较好的汉语基础；具有从事科研的初步能力；能从事英语教学工作，或利用英语进行对外交流。”

根据《专业基本规范》中的上述要求，“英语（本科段）毕业水平考试”考试大纲特作如下规定：

一． 考试目的

本考试的目的是全面检查已通过“英语（本科段）”各门课程考试的考生是否达到《专业基本规范》中所规定的各项要求，考核考生运用各项基本语言技能和综合语言技能的能力，籍以促进贯彻《专业基本规范》中规定的专业要求，保证教学质量。

二． 考试的性质与范围

本考试是一种测试应试者单项和综合语言技能的尺度参照性水平考试。考试的范围包括《专业基本规范》中所规定的听、读、写、译四个方面的技能。

三． 考试形式

为了较好地考核考生运用语言技能的综合能力，既照顾到科学性、客观性，又照顾到可行性及高级英语水平测试的特点，本考试的形式采取客观试题与主观试题相结合的方法。从总体上来看，客观试题占总分的55%，主观试题占总分的45% 。各项试题的具体分布见“考试内容一览表”。

四． 考试内容

本考试包括五个部分：听力理解、校对与改错和完形填空、阅读理解、翻译、写作。

I. 听力理解（Listening Comprehension）

1． 测试要求：

l 能听懂交际场合中各种英语会话。

l 能听懂有关政治、经济、历史、文化教育、语言文学、科普等方面的一般性讲座。

l 录音速度为每分钟120个词。

2． 题型：

听力理解部分为多项选择题，分Section A和Section B，考试时间共计20分钟。

Section A: Conversations

A项由两段对话组成，每段对话后有五道选择题，每道选择题后有15秒的间隙，要求考生从试卷所给的四个选择项中选出一个最佳答案。

Section B; Monologues

B项由两段独白组成，每段独白后有五道选择题，每道选择题后有15秒的间隙，要求考生从试卷所给的四个选择项中选出一个最佳答案。

II．校对与改错和完形填空（Proofreading and Cloze）

这部分由Section A和Section B组成，考试时间共计40分钟。

Section A: Proofreading

1． 测试要求：

A项要求考生能运用语法、修辞、结构等语言知识识别短文内的语病并提出改正的方法。考试时间共计20分钟。

2． 题型：

A项由一段200词左右的英语短文组成，短文中有20行标有题号。该20行中除个别行之外均含有一个错误，要求考生首先判别该行是否有错。如果词句有误，必须根据“增添、删去、更换”三种方法之一加以改正。

Section B: Cloze

1． 测试要求：

B项要求考生在全面理解所给短文内容的基础上选择一个最佳的单词题填入空白处，使短文的意思和结构恢复完整。

2． 题型：

B项在一篇250词左右，题材熟悉，难度中等的短文中留有20个空白，每个空白为一题。在短文后有25个单词供选择，每个单词只使用一次。

III．阅读理解（Reading Comprehension）

1． 测试要求：

l 能读懂英美国家出版的中等难度的文章和材料，掌握主旨和大意。

l 能分析文章的思想观点，通篇布局，语言技巧及修辞手法。

考试时间共计40分钟。

2． 题型：

由数篇短文组成，其后共有选择题25道，要求考生根据短文的内容、隐含意义及文体特征选出最佳答案。

IV．翻译（Translation）

1． 测试要求：

要求考生运用翻译的理论和技巧，将中文和英文报刊中的一般性文章从一种语言译成另一种语言。考试时间共计50分钟。

2．题型：

Section A: Chinese to English

A项要求考生将一段150字左右的汉语短文译成英语。

Section B: English to Chinese

B项要求考生将一段150词左右的英语短文译成汉语。

V．写作（Writing）

1．测试要求：

要求考生根据所给题目及要求撰写一篇200词左右的英语短文。所作短文应语言通顺，用词得体，结构合理，文体恰当，具有说服力。

2．题型：

命题作文。

英语（本科段）毕业水平考试内容一览表

大题号	小题号	项目	题型	题数	计分	考试时间（分钟）
I	1-5 6-10 11-15 16-20	Listening Comprehension Section A: Conversations Conversation 1 Conversation 2 Section B: Monologue Monologue 1 Monologue 2	客观题（多项选择题，四项选一）	5 5 5 5	5 5 5 5	20
II	21-40 41-60	Proofreading and Cloze Section A: Proofreading Section B: Cloze	主观题（指出错误，改正错误）客观题（25词选20词，每词用1次）	20 20	10 10	20 20
III	61-85	Reading Comprehension	客观题（多项选择题，四项选一）	25	25	40
IV		Translation Section A: Chinese to English Section B: English to Chinese	主观题（笔译）		10 10	50
V		Writing	主观题（命题作文）		15	40
合计	85			85+3	100	190

样题

ENGLISH GRADUATION PROFICIENCY TEST

FOR SELF-TAUGHT UNDERGRADUATE STUDENTS

GUANGDONG

(SAMPLE)

(Question Booklet)

考生注意：1. 答案全部写在答卷上，否则无效。

2. 本试卷共14页。

I. Listening Comprehension (20%, 1% each) (Time: 20 minutes)

Section A: Conversations

Conversation 1

l You will hear a conversation between a man and a woman. Listen to it carefully and answer questions 1-5. Mark your answer on the ANSWER SHEET.

1. How did the man cut himself?

(A) With a knife.

(B) On the edge of some metal.

(D) On a piece of paper.

2. What surprised the man?

(A) How much the cut hurt.

(B) How deep the cut was.

(D) How concerned the woman was.

3. According to the woman, what determines how painful a cut is?

(A) The amount of skin affected by the cut.

(B) The cause of the cut.

(D) The number of nerve endings irritated.

4. What advice does the woman give the man?

(A) Take a pain reliever.

(B) Let the cut dry out.

(D) Go to a doctor.

5. What will the man probably do about the cut on his finger?

(A) Keep it elevated.

(B) Put a bandage on it.

(D) Ignore it.

Conversation 2

l You will hear a conversation between a man and a woman. Listen to it carefully and answer questions 6-10. Mark your answer on the ANSWER SHEET.

6. Where did the man see the woman yesterday?

(A) On television.

(B) At registration.

(D) At work.

7. How is the distance-learning course different from traditional courses?

(A) Students are not required to attend regular class lectures.

(B) The professor videotapes class lectures for review.

(D) Students receive credit for work experience.

8. What do the speakers agree is the major advantage of the distance-learning course?

(A) It allows them to meet students from other universities.

(B) It promotes the concept of self-learning.

(D) It doesn’t require any examinations.

9. Why did the woman decide to enroll in the distance-learning course?

(A) It’s a requirement for psychology majors.

(B) She wasn’t able to get into a traditional course.

(D) She has to work a lot of hours this semester.

10. What does the man think is a disadvantage of distance learning?

(A) It requires too much traveling.

(B) It limits interaction among students.

(D) It will encourage students to watch too much television.

Section B: Monologues

Monologue 1

l You will hear a short talk. Listen to it carefully and answer questions 11-15. Mark your answer on the ANSWER SHEET.

11. Why was the student in British Columbia?

(A) To study its geography.

(B) To help at an archaeological dig.

(D) To do research for a physics project.

12. What did the student find so unusual about the “rainbow” he saw?

(A) Its shape.

(B) Its size.

(D) Its brightness.

13. What was inside the large circle?

(A) Smaller circles.

(B) Bands of color.

(D) Curved legs of light.

14. What did the cook say about the phenomenon the student had seen?

(A) It had never been seen before.

(B) It was in the student’s imagination.

(D) It was fairly common.

15. What did the cook call the phenomenon?

(A) A halo.

(B) A sunspot.

(D) A rainbow.

Monologue 2

l You will hear a short talk. Listen to it carefully and answer questions 16-20. Mark your answer on the ANSWER SHEET.

16. What is the main subject of this talk?

(A) Rock formations in the Nevada desert.

(B) Graduate studies in anthropology.

(D) Prehistoric desert people of Nevada.

17. What point does the speaker make about the prehistoric people of the Nevada desert?

(A) They planned their migrations.

(B) They didn’t travel far from their base camps.

(D) They planted seeds near their camps.

18. Why didn’t people live in the cave described by the speaker?

(A) They had trouble finding it.

(B) Lack of light made it impossible.

(D) Items stored by others took up most of the space.

19. What have archaeologists found in the cave?

(A) Prehistoric desert people.

(B) Migratory animals.

(D) Growing plants.

20. Why does the speaker show a photo to the class?

(A) To illustrate the size of some objects.

(B) To introduce the next assignment.

(D) To demonstrate his photographic ability.

II. Proofreading and Cloze (20%)

Section A: Proofreading (10%) (Time: 20 minutes)

Correct the errors in the passage on the ANSWER SHEET. Some lines are correct, and the others are incorrect, each line containing only one error: with a wrong word, an unnecessary word OR a missing word. Make the corrections in the following way.

For a correct line: Put a tick (√)in the space given.

For an unnecessary word: Cross out the unnecessary word, and then write the word in the space given.

For a missing word: Mark the position of that missing word with a caret “ _Ù”, and then write the word in the space given.

For a wrong word: Underline the wrong word, and then write the correct one in the space given.

Sample:

When _Ù art museum wants a new exhibit, it 1. an

~~never~~ buys things in finished form and hangs 2. never

them on the wall. When a natural history museum 3. √

wants an exhibition, it must often build it. 4. exhibit

NOW do it on your ANSWER SHEET

Section Two: Cloze (10%) (Time: 20 minutes)

There are 20 blanks in the passage, and 25 words in the box below the passage. Decide which given word should go to which blank.

Living at college, first of all, gives me a sense of responsibility, of being on my own. My parents aren’t 41 to say, “No, you’re not going out tonight” or “Did you finish your homework?” Everything I do has to be my 42 , and that gives me the responsibility of 43 my own life. During the second week I was 44 college, I had to go out and look for a bank 45 I could open an account. Before that I looked in the phone book since I had no 46 about any banks around here or where they were 47 . Someone told me about a good bank: Continental Federal Savings. I went to the bank and made decisions 48 myself – whether to have a checking or savings account and 49 or not get a MASTER card. That was one example of having responsibility 50 that I’m on my own and of making my own decisions.

Friendly people: that’s another aspect I like 51 college. On my first day (and even now) people were 52 to me. I came to Marymount University here in Virginia 53 New York and – even though I’d been here before – I was a bit 54 about where I was going. My mother and I drove in, 55 knowing the building we were supposed to go to, and the guard was 56 nice: with a smile, he told us what building we were looking for 57 where we could park our car. My room was on the first floor of New Gerard, and I knew I had to go 58 some glass doors – but my mother and I didn’t know which ones. 59 upperclassmen saw me and asked, “Are you a new student?” When they found 60 I was looking for New Gerard, one said, “Oh, just follow us; that’s where we’re going.” Even now I feel comfortable in the dorm because there are friendly people around to talk with.

a. around	b. where	c. through	d. about	e. for
f. decision	g. at	h. some	i. nice	j. whether
k. money	l. excellent	m. time	n. go	o. say
p. handling	q. located	r. out	s. from	t. now
u. confused	v. not	w. especiall, y	x. and	y. clue

III. Reading Comprehension (25%) (Time: 40 minutes)

There are 4 reading passages in this part. You have 40 minutes to read them and answer the 25 questions following these passages.

Questions 61 to 66 refer to the passage below:

When do people decide whether or not they want to become friends? During their first four minutes together, according to a book by Dr. Leonard Zunin. In his book, Contact: The First Four Minutes, he offers this advice to anyone interested in starting new friendships: “ Every time you meet someone in a social situation, give him your undivided attention for four minutes. A lot of people’s whole lives would change if they did just that.”

You may have noticed that the average person does not give his undivided attention to someone he has just met. He keeps looking over the other person’s shoulder, as if hoping to find someone more interesting in another part of the room. If anyone has ever done this to you, you probably did not like him very much.

When we are introduced to new people, the author suggests, we should try to appear friendly and self-confident. In general, he says, “People like people who like themselves.”

On the other hand, we should not make the other person think we are too sure of ourselves. It is important to appear interested and sympathetic, realizing that the other person has his own needs, fears, and hopes.

Hearing such advice, one might say, “But I’m not a friendly, self-confident person. That’s not my nature. It would be dishonest for me to act that way.”

In reply, Dr. Zunin would claim that a little practice can help us feel comfortable about changing our social habits. We can become accustomed to any changes we choose to make in our personality. “It’s like getting used to a new car. It may be unfamiliar at first, but it goes much better than the old one.”

But isn’t it dishonest to give the appearance of friendly self-confidence when we don’t actually feel that way? Perhaps, but according to Dr. Zunin, “total honesty” is not always good for social relationships, especially during the first few minutes of contact. There is a time for everything, and a certain amount of play-acting may be best for the first minutes of contact with a stranger. That is not the time to complain about one’s health or to mention faults one finds in other people. It is not the time to tell the whole truth about one’s opinions and impressions.

Much of what has been said about strangers also applies to relationships with family members and friends. For a husband and wife or a parent and child, problems often arise during their first four minutes together after they have been apart. Dr. Zunin suggests that these first few minutes together be treated with care. If there are unpleasant matters to be discussed, they should be dealt with later.

The author declares that interpersonal relations should be taught as a required course in every school, along with reading, writing, and mathematics. In his opinion, success in life depends mainly on how we get along with other people. That is at least as important as how much we know.

61. Which of the following can best be used as the title of this passage?

A. Dr. Leonard Zunin

B. The First Four Minutes

C. Tact More Important than Honesty

D. Total Honesty Not Always Good

62. Dr. Leonard Zunin is most likely an expert in ______.

A. botany

B. biology

C. physiology

D. psychology

63. According to Dr. Zunin, to be successful in life, one must_______.

A. maintain a good relationship with other people

B. ignore interpersonal relations

C. socialize with successful people only

D. not expect too much from other people

64. When one meets new people, he should make them feel that he_______.

A. is a cocksure person

B. is being polite

C. treats them like friends

D. can confide his secrets to them

65. “There is a time for everything” means “________”.

A. One should do all things in the same way in all situations

B. Everything is OK if you know how to do it

C. Anything may happen

D. Nothing is OK for all occasions

66. What is the right thing to do when we meet a stranger?

A. Showing total honesty

B. Doing some play-acting

C. Complaining about one’s health

D. Pointing out the faults in him

Questions 67-72 refer to the following passage:

Most people feel stress at some time in their lives. Some people like this pressure and work better because of it. Other people are not comfortable with any stress at all; they soon become unhappy if they feel stress. Sometimes stress can lead people to do things they wouldn’t usually do, such as overeat, smoke, drink, or use drugs. Stress, however, is a very normal part of life.

It is important to understand that stress doesn’t come from an event itself; that is, from the things that are happening in our lives. It comes from the meaning we give to what has happened. For example, a crying baby may be stressful to one person while another person may be able to stay calm.

We can experience stress any time we feel we don’t have control. It can come from a feeling that we can’t do anything about a situation. Basically, it is the body’s way of showing anxiety or worry.

Stress is not just caused by our mental or emotional condition. It is also influenced by how tired we are, whether we have a balanced diet with enough vitamins and minerals, whether we get enough physical exercise, and whether we can relax.

The point at which stress becomes a problem changes from day to day, even for the same person. In some situations, if we are rested and feel good about ourselves, a little stress will not be a problem. In another situation, if we are tired or feel unsure about our abilities, even a small amount of stress can cause problems. For example, we might begin to worry about things that haven’t happened yet instead of working on things that are happening now, or we might not feel able to find solutions to everyday problems.

If we feel stressed, there are several things that we can do. First, we need to learn how to relax and breathe slowly and smoothly.

We can also take some time out of our worried, busy schedule to notice the small things in life. Smell the air, look at the flowers, notice the small designs in the leaves on a tree --- these activities can do much to quiet us and to give ourselves a small break in a busy schedule.

We need to take care of our bodies. Being tired makes it easier for us to get sick and to develop physical problems related to stress. We need to get enough rest, eat well, and do some regular exercise. Scientists have found that for our minds to think clearly, our bodies need to have certain vitamins and minerals; some of the most important vitamins are the B-complex vitamins. Doing regular exercise is also a physical way to let go of angry feelings or feelings of helplessness.

Finally, we need to find what is causing the stress in our lives. Once we have found it, we need to begin to change that part of our lives. If we believe that we can control stress, we can begin to control our lives. Then we can start to use stress in a positive way.

67. This passage mainly tells us________.

A. what stress is

B. how we can control stress

C. who experience stress

D. why stress is hard to bear

68. According to the author, stress________.

A. if properly viewed and treated, can become a good thing

B. will definitely ruin our lives

C. , though usually not fatal, is an incurable disease

D. is nothing to worry about

69. “The meaning we give to what has happened” means_______.

A. significance we attach to what has happened to us

B. the effort to do meaningful things

C. our attitude towards things we encounter

D. the happenings around us

70. What is NOT the cause of stress?

A. A balanced diet.

B. An emotional condition.

C. Fatigue.

D. No exercise.

71. What is NOT the right thing to do if we feel stressed?

A. Slowing down our work.

B. Taking B-complex vitamin pills.

C. Finding the cause of stress.

D. Ignoring the problem.

72. From this passage we can infer that________.

A. coping with stress is a losing battle

B. stress is caused by the absence of a certain chemical in the brain

C. infants never feel stressed

D. stress is a condition everyone must reckon with

Questions 73-78 refer to the passage that follows:

Much of an animal’s behaviour depends on what it inherits from its parents, that is, on instincts. These do not change according to circumstances. Behaviour which is learned, on the other hand, does vary and can adapt to different conditions.

All animals can learn, but learning is easier for some species than for others. Worms and octopuses, for examples, learn much more slowly than mice. Some species (chimpanzees, gorillas and elephants, for instance) are famous for their ability to learn and to remember. And interestingly in all species, including man of course, learning is easier for some than for others.

I. P. Pavlov (1849 ---1936), a famous Russian scientist, found that dogs associated the sound of a bell with food if they always received food after hearing a bell. Of course, when they see food, most animals salivate. Pavlov discovered that, after a time, salivating occurred when the dogs heard the bell, even if there was no food. This was because conditioning had taken place. He called this kind of reaction a conditioned reflex.

However, Pavlov also found that the effect of conditioning disappeared gradually if there was no reward (that is , the dogs stopped salivating if on many occasions the bell rang but no food followed). This showed that reinforcing the animals’ conditioned behaviour was very important.

Learning through conditioned reflexes is not the only kind of learning that animals are capable of. In laboratory experiments with rats, for instance, it has been proved that those which are brought up in a very “limited” (boring) environment find it more difficult to learn things later than those which are brought up in “stimulating” environments, with more things to do (like climbing ladders, exploring tunnels, etc.). It seems that, as Julian Huxley said, “Captivity cages minds as well as bodies”.

Then there is the question of intelligence. Some species can recognise colours (bees, for example), some can recognise numbers, and some (such as chimpanzees) can do quite complicated tasks, while others (like the famous elephant that “never forgets”) can distinguish and remember hundreds of different commands. Some animals, especially chimpanzees and gorillas, can solve problems which are new for them and, using different kinds of codes, can even “speak” to the scientists studying them, using sign language.

In fact, many animals can communicate, but they cannot really speak. They are physically incapable of doing so. Human beings have been able to speak for thousands of years, and speaking may be the most important element in learning. Certainly, it has helped man to distinguish himself from other species.

73. Which statement best sums up the content of this passage?

A. Only human beings can speak.

B. Chimpanzees, gorillas and elephants are cleverer than other animals.

C. Animals learn in many ways.

D. Pavlov made great contributions to the development of biology.

74. Animals’ instinct and behaviour ________.

A. are virtually one and the same thing

B. are different in that the former is not possessed by all species

C. are similar because they both change with the environment

D. are different in that one is inherited and the other learned

75. Which statement is NOT true?

A. Some animals learn more easily than others.

B. Animals of the same species learn with exactly the same ease.

C. Some chimpanzees learn faster than others.

D. Mice can learn faster than many other animals.

76. Pavlov’s experiment tells us that_________.

A. dogs can link food with a certain signal

B. dogs can salivate more easily than other animals

C. conditioned reflex exists only in dogs

D. the bell’s sound made the dogs salivate

77. The sentence “Captivity cages minds as well as bodies” tells us that________.

A. cages are often used to keep animals in captivity

B. cages slowly kill the animals in captivity

C. caged animals hate life in captivity

D. caged animals are physically and mentally weaker

78. Which statement is true?

A. Animals cannot speak, owing to the constitution of their bodies.

B. Animals can be understood by all other animals.

C. All animals can communicate with human beings.

D. Animals cannot speak, because they have no chance to learn to.

Questions 79-85 refer to the passage below:

A man is driving down a long, straight Arizona highway. Suddenly he starts to drift across to the other side of the road. An oncoming truck flashes its headlights and hoots furiously, but to no avail. There is a sickening crash; the truck ends up half off the road, the driver of the car dies. The Arizona highway police, who arrive on the scene shortly afterwards, immediately ask all the obvious questions. Drink? No. Drugs? No, the post-mortem showed no evidence of drugs. Medicine? No, his wife was sure he had not been taking any medicine which might have affected him. Sleep? No, he had slept seven and a half hours the night before, and anyway he was an experienced highway driver. The weather? No, it was a mild autumn day. The car? As far as the police could tell, the car had been in good mechanical condition. There was one thing, though: it was a new car, and the man had never driven it before. So what had caused the accident?

Infra-sound is sound that the human ear cannot hear, as it cannot pick up vibrations below about thirty cycles a second (or above about 22 000). A motor vehicle running steadily at speed produces audible sound, but it also produces infra-sound, at between ten and twenty cycles per second. This sound cannot be heard but it can affect us. The British Acoustical Society has recently stated that, depending on the car, the road surface and the person concerned, this infra-sound can produce “euphoria, recklessness, lower efficiency and dizziness”. You can become literally “drunk with sound”. Was that what happened to the man on the Arizona highway? Perhaps in his case, we shall never know.

In fact infra-sound can be extremely dangerous to the body, as Professor Gavreau of Marseilles recently discovered. He wanted to investigate low-frequency sound, and realised that an ordinary French gendarme’s whistle produces plenty of infra-sound. He therefore built a huge copy of a police whistle, six feet long, and connected it to an air-compressor. The results were more surprising than he expected: the operator who switched it on dropped dead on the spot. A post-mortem examination showed that his internal organs had been reduced to a jelly by the low-frequency vibrations. After that, Gavreau worked more carefully. Even so, in his second test he broke every window in every building within half a mile of the test site.

Low-frequency vibrations can be detected several minutes before an earthquake. People who live in earth quake zones are aware that dogs often start to howl before an earthquake, and seismographs confirm that what the dogs can sense is really occurring, though humans are unaware of it. Water is particularly sensitive to low frequency vibrations, and goldfish may be the first inhabitants of a house to be aware that an earthquake is coming. The Japanese, who live on top of a system of fractures and faults, are familiar with this phenomenon, and often keep goldfish in their houses; when the fish start swimming frantically about, it is time to look for a safe place well away from a large building! It has even been claimed that some animals become aware of earth tremors as much as several hours before they are observed by human beings, and that rabbits and deer have been seen running in terror from what afterwards turns out to be the epicenter of an earthquake.

More research will be needed before we are sure how infra-sound can be used, but two things are already clear: the information it provides may be vital, and infra-sound itself can be dangerous.

79. Which of the following can best serve as the title of this passage?

A. Unusual Vibrations

B. Infra-Sound

C. Prof. Gavreau’s Discovery

D. The Cause of Earthquakes

80. “To no avail “ (in line 3) means_________.

A. “no use”

B. “not heard”

C. “not seen”

D. “not heeded”

81. A “post mortem” is an examination of the body________.

A. seriously wounded

B. injured in a road accident

C. injured in any accident

D. after death

82. From the second paragraph we know that _________.

A. infra-sound caused the crash mentioned above

B. infra-sound is sound made by vibrations below 30 cycles a second

C. the human ear can pick up infra-sound

D. the human ear cannot hear vibrations of 30—20000 cycles per second

83. The two tests conducted by Prof Gavreau show that________.

A. infra-sound will kill all of us sooner or later

B. tall buildings can be leveled to the ground by infra-sound

C. all low-frequency vibrations bring disasters

D. low-frequency vibrations can be destructive

84. Which remark is NOT true?

A. Some animals behave abnormally before an earthquake.

B. Low-frequency vibrations often cause water level to rise or fall.

C. Rabbits and deer would rush towards the epicenter of an earthquake.

D. Goldfish react violently to low-frequency vibrations.

85. What can be inferred from this passage?

A. We can never put infra-sound to use.

B. Scientists already know a lot about infra-sound.

C. Earthquakes are caused by infra-sound.

D. Infra-sound is receiving more and more attention from physicists.

IV. Translation (20%) (Time: 50 minutes)

Write your translation on the ANSWER SHEET

Section A: Translate the following passage into English (10%)

最近，电视屏幕被两大新闻占据：一是伊拉克战争的爆发，二是非典型肺炎（atypical pneumonia）的爆发。

随着英美联军攻占巴格达，战斗结束了，但麻烦远没有结束。到处发生抢掠，水电供应仍未恢复，日用品奇缺。伊拉克人民不喜欢外国占领军，他们盼望有一个自己的政府。

非典型肺炎的疫症已蔓延到全球多个国家和地区，夺去几百人的生命。医务工作者全力以赴抗炎。希望他们通过国际合作能很快遏制该病的蔓延，并找到特效药(effective cure)和研制出疫苗(vaccine)。

Section B: Translate the following passage into Chinese (10%)

Man is, at one and the same time, a solitary being and a social being. As a solitary being, he attempts to protect his own existence and that of those who are closest to him, to satisfy his personal desires, and to develop his innate abilities. As a social being, he seeks to gain the recognition and affection of his fellow human beings, to share in their pleasures, to comfort them in their sorrows, and to improve their conditions of life. Only the existence of these varied, frequently conflicting strivings accounts for the special character of a man, and their specific combination determines the extent to which an individual can achieve an inner equilibrium and can contribute to the well-being of society.

V. Writing (15%) (Time: 40 minutes)

Write a composition of about 200 words on the following topic:

The Person Who (or The Book that) Has Influenced Me Most

ENGLISH GRADUATION PROFICIENCY TEST

FOR SELF-TAUGHT UNDERGRADUATE STUDENTS

GUANGDONG

(SAMPLE)

(Answer Sheet)

考生注意：1. 写上自己的姓名和考证号码.

2. 用钢笔或圆珠笔答题,字迹要清楚.

3. 答卷共6页.

题次	I	II	III	IV	V	总分	加分员
分数

Score____________

Marker___________

I. Listening Comprehension

1	2	3	4	5
6	7	8	9	10
11	12	13	14	15
16	17	18	19	20

Score____________

Marker___________

II. Proofreading and Cloze

Section A: Proofreading

Native Americans lived in America before Columbus arrived. They had songs for many occasions and they used drums and other musical instruments. Dancing and music was an important part of their life and their religion. You can still hear native American music and see dancing at special festivals.

The first British people came to America were very

religious. They came for religious freedom. Their songs were

simple and it did not use musical instruments in the church.

Soon other people from different forms of the Christian

religion arrived in America. They brought different kinds of

church music from Europe and they used musical instruments,

liked the organ and the piano, in the church.

Not any early music was church music. Some people liked

to drink and dance. Many drink places opened with fiddle

(violin) music and European songs entertained the people.

American farmer soon left the east coast to begin new

farms further west. The farms were big and far depart. There

were not many towns or churches. Religious leaders, they called

preachers, rided horses around the country and brought religion

to the farm people.

To bring the country people together in large group, these

preachers held the “camp meetings”. These religious meetings

held in big tents. Sometimes thousands of people went to hear

the preachers. Camp meetings often went on several days.

Popular religion songs were sung and the music was very lively. People clapped their hands and tapped their feet to the music. The first camp meeting was held in 1800 and they are still held today. Many pop stars, for example Elvis Presley, first learned to sing and to love music at these meetings.

21____________

22____________

23____________

24____________

25____________

26____________

27____________

28____________

29____________

30____________

31____________

32____________

33____________

34____________

35____________

36____________

37____________

38____________

39____________

40____________

Section B: Cloze

41	42	43	44	45
46	47	48	49	50
51	52	53	54	55
56	57	58	59	60

Score_____________

Marker____________

III. Reading Comprehension

61	62	63	64	65
66	67	68	69	70
71	72	73	74	75
76	77	78	79	80
81	82	83	84	85

Score____________

Marker___________

IV. Translation

Section A: Chinese-to-English (10%)

______________________________________________________________

<, SPAN style="LINE-HEIGHT: 200%; FONT-FAMILY: Arial; FONT-SIZE: 12pt" lang=EN-US>______________________________________________________________

______________________________________________________________

Section B: English-to-Chinese (10%)

______________________________________________________________

Score____________

Marker___________

V. Writing

______________________________________________________________

TAPESCRIPT OF LISTENING COMPREHENSION

(woman) Graduation Proficiency Test

For Self-Taught Undergraduate Students

Guangdong

(Sample)

(man) Part One: Listening Comprehension

In this part of the test, you will hear two conversations and two monologues. Listen to them carefully and then answer the questions following them. For each question, four choices are given. Choose the best answer and mark your choice on the answer sheet. You have approximately 20 minutes to do this part. Stop writing when you hear the words End OF PART ONE.

Now listen to the first conversation.

(woman) Conversation One.

You will hear a conversation between a man and a woman. Listen to it carefully and answer questions 1-5. Mark your answer on the ANSWER SHEET.

(man) Ow! That hurts!

(woman) What happened? Did you cut yourself?

(man) Yes – on the edge of this paper. How can such a little cut hurt so much? I’m not even bleeding, but my finger really hurts.

(woman) You know, I read something about that. It turns out that a little cut on a finger can hurt a lot more than a big cut somewhere else.

(man) Why? That doesn’t make any sense.

(woman) Actually, it does. There are more nerve endings in your hands than almost anywhere else in the body, and it’s the nerve endings that allow you to feel pain.

(man) I guess that’s true.

(woman) Also, a little cut like yours won’t damage the nerve endings, just irritate them. If they were damaged, you’d feel less pain, but the wound could be more serious.

(man) So I suppose I should be happy my finger hurts so much, right?

(woman) Right. Now go get yourself a bandage.

(man) Why? You just told me it’s not serious.

(woman) It’s not, but it does seem to be bothering you. Putting a bandage over the cut will keep the skin from drying and will help keep the skin together. If the skin stays together, the nerve endings won’t be exposed, and the cut will hurt less.

(A 75-second interval)

(woman) Now listen to the second conversation.

Conversation Two.

You will hear a conversation between a man and a woman. Listen to it carefully and answer questions 6-10. Mark your answer on the ANSWER SHEET.

(man) Hi, Lynn, I saw you at registration yesterday. I sailed right through but you were standing in a long line.

(woman) Yeah, I waited an hour to sign up for a distance-learning course.

(man) Distance learning? Never heard of it.

(woman) Well, it’s new this semester – it’s only open to psychology majors. But I bet it’ll catch on elsewhere. Yesterday over a hundred students signed up.

(man) Well, what is it?

(woman) It’s an experimental course. I registered for child psychology. All I’ve got to do is watch a twelve-week series of televised lessons. The department shows them several different times a day and in several different locations.

(man) Don’t you ever have to meet with your professor?

(woman) Yeah, after each part of the series I have to talk to her and the other students on the phone, you know, about our ideas. Then we’ll meet on campus three times for reviews and exams.

(man) It sounds pretty nontraditional to me, but I guess it makes sense, considering how many students have jobs. It must really help with their schedules – not to mention how it’ll cut down on traffic.

(woman) You know, last year my department did a survey and they found out that 80 percent of all psychology majors were employed. That’s why they came up with the program. Look, I’ll be working three days a week next semester, and it was either cut back on my classes or try this out.

(man) The only thing is ... doesn’t it seem impersonal, though? I mean, I’d miss having class discussions and hearing what other people think.

(woman) Well, I guess that’s why phone contact’s important. Anyway, it’s an experiment. Maybe I’ll end up hating it.

(man) Maybe, but ... I’ll be curious to see how it works out.

(A 75-second interval)

(man) Now listen to the first monologue.

Monologue One.

You will hear a short talk. Listen to it carefully and answer questions 11-15. Mark your answer on the ANSWER SHEET.

(woman)

When I was in British Columbia last July working at the department’s archaeological dig, I saw the weirdest rainbow. At first I couldn’t believe my eyes because the bands of color I saw weren’t in a single half circle arc across the sky. Instead, I saw a full circle of rainbow hues hanging in the sky just above the sea. Inside the circle there was a big white disc and above the circle there was another round band of colors forming a halo. There were curved legs of multicolored light coming off the sides of the circles. It was an incredible sight.

I ran back to our main camp and tried to get our cook to come with me to see my fantastic find before it disappeared. He just laughed at my excited story and told me that what I saw was nothing special... just some “sun dogs.” He said I’d be sure to see many more before I left. And sure enough, I did. When I got back from the dig I asked Professor Clark about the “sun dogs,” and she’s going to tell us more about them.

(A 75-second interval)

(woman) Now listen to the second monologue.

Monologue Two.

You will hear a short talk. Listen to it carefully and answer questions 16-20. Mark your answer on the ANSWER SHEET.

(man)

Today’s lecture will center on prehistoric people of the Nevada desert. Now, most of these prehistoric desert people moved across the countryside throughout the year. You might think that they were wandering aimlessly –far form it! They actually followed a series of carefully planned moves. Where they moved depended on where food was available – places where plants were ripening or fish were spawning.

Now often when these people moved, they carried all their possessions on their backs, but if the journey was long, extra food and tools were sometimes stored in caves or beneath rocks. One of these caves is now an exciting archaeological site. Beyond its small opening is a huge underground grotto. Even though the cave’s very large, it was certainly too dark and dusty for the travelers to live in – but it was a great place to hide things, and tremendous amounts of food supplies and artifacts have been found there. The food includes dried fish, seeds, and nuts. The artifacts include stone spear points and knives; the spear points are actually rather small. Here’s a picture of some that were found. You can see their size in relation to the hands holding them.

(A 75-second interval)

(woman) This is the End OF PART ONE. Please go on to the other parts of the

exam.

Key to the Sample

Part One (1 % each)

1. D	2. A	3. D	4. C	5. B
6. B	7. A	8. C	9. D	10. B
11.B	12. A	13. C	14. D	15. C
16. D	17. A	18. B	19. C	20. A

Part Two

Section A (0.5 % each)

The first British people ^ came to America were very religious. They came for religious freedom. Their songs were simple and it did not use musical instruments in the church.

Soon other people had different forms of the Christian religion arrived in America. They brought different kinds of church music from Europe and they used musical instruments, liked the organ and the piano, in the church.

Not any early music was church music. Some people liked to drink and dance. Many drink places opened and fiddle (violin) music and European songs entertained the people.

American farmer soon left the east coast to begin new farms further west. The farms were big and far depart. There were not many towns or churches. Religious leaders, ~~they~~ called preachers, rided horses around the country and brought religion to the farm people.

To bring the country people together in ^ large group, these preachers held ~~the~~ “camp meetings”. These religious meetings ^held in big tents. Sometimes thousands of people went to hear the preachers. Camp meetings often went on ^ several days. Popular religion songs were sung and the music was very lively. People clapped their hands and tapped their feet to the music. The first camp meting was held in 1800 and they are still held today. Many pop stars, for example Elvis Presley, first learned to sing and to love music at these meetings.

21___who/that__

22_____√______

23_____they____

24_____with____

25_____√______

26_____√______

27____like_____

28____all______

29___drinking__

30_entertaining__

31___farmers___

32___apart_____

33___ they ____

34____rode____

35_____√______

36_____a______

37____the_____

38____were____

39____for_____

40__religious___

Section B (0.5 % each)

<, TD style="BORDER-BOTTOM: windowtext 1pt solid; BORDER-LEFT: medium none; PADDING-BOTTOM: 0cm; PADDING-LEFT: 5.4pt; WIDTH: 85.25pt; PADDING-RIGHT: 5.4pt; BORDER-TOP: medium none; BORDER-RIGHT: windowtext 1pt solid; PADDING-TOP: 0cm; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=114>

55. v/not

41. a/ around	42. f/decision	43. p/handling	44. g/at	45. b/where
46. y/clue	47. q/located	48. e/for	49. j/whether	50. t/now
51. d/about	52. i/nice	53. s/from	54. u/confused
56. w/especially	57. x/and	58. c/through	59. h/some	60. r/out

Part Three (1% each)

61. B	62. D	63. A	64. C	65.D
66. B	67. B	68. A	69. C	70. A
71. D	72. D	73. C	74. D	75. B
76. A	77. D	78. A	79. B	80. A
81. D	82. B	83. D	84. C	85. D

Part Four

Section A (10%)

Recently the TV screen has been dominated by two major events in the news. One of them is the war on Iraq waged by US-British coalition forces, and the other is the outbreak of atypical pneumonia.

With the coalition forces taking Baghdad, the battles have come to an end. But the troubles are far from over. Looting takes place everywhere. Water and power supply has not been resumed yet. There is a severe shortage of daily necessities. The Iraqi people do not like a foreign occupation army. They yearn for a government of their own.

The first case of atypical pneumonia was reported in Foshan last November. Now the epidemic has spread to many countries and regions across the world and has claimed several hundred lives. Health workers are doing their best to fight this disease and have achieved considerable progress. It is hoped that, through international cooperation, they can soon check the spread of the disease, find an effective cure and develop a vaccine against it.

Section B (10 %)

人同时既是一个孤独的生物，又是一个社会性的生命。作为孤独的生物，他竭力维护自身的生存以及和他最亲近的那些人的生存，满足个人的欲望，发挥其与生俱来的能力。作为社会性的生物，他又寻求和他同类的生物的承认和爱护，分享他们的快乐，安慰他们的悲伤，改善他们的生活条件。正因为存在这些各不相同、并且往往冲突的追求，才造就了每个人特殊的性格，这些因素的具体组合决定了一个人在多大程度上能够取得一种内心的平衡，能够造福于社会。

Part Five

Writing (15 %)

广东外语外贸大学

2004年元月修订

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