天津理工大学241二外英语2026年考研大纲及参考书目

　　二外英语考试大纲

　　科目代码： 241

　　一、

　　科目名称：二外英语

　　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。

　　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。

　　《新视野大学英语读写教程》(第三版) 1-4 册。

　　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。

　　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

　　C. fighting

　　B. racing

　　D. agreeing

　　II. Cloze (15 points)

　　Directions: In this section, there is a passage with several blanks. You are required to

　　select one word for each blank from a list of choices given in a word bank following

　　the passage. Read the passage through carefully before making your choices. Each

　　choice in the bank is identified by a letter. You may not use any of the words in the

　　bank more than once.

　　Write your answers on the Answer Sheet with the question number 11 to 20.

　　IQ stands for “Intelligence Quotient” which is a measure of a person’s intelligence

　　found by means of a test. Before marks ○

　　11

　　in such a test can be useful as information

　　about a person, they must be compared with some ○

　　12

　　know that a ○

　　13

　　. It is not enough simply to

　　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), ○

　　which intelligence has since been ○

　　16

　　15

　　the standard in relation to

　　. 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

　　○

　　19

　　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 ○

　　20

　　the various tests in order of difficulty, and used them as a scale against

　　which he could ○

　　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) quantified

　　E) competent

　　B) magnitude

　　F) arranged

　　C) numerical

　　G) juvenile

　　D) gained

　　H) adjacent

　　I) standard

　　M) average

　　J) engage

　　N) designed

　　K) included

　　O) measure

　　L) concluded

　　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. “It’s almost as though the standard has changed, because things are so much

　　better now,” said Hazel L. Sive, associate dean of the School of Science, who led one

　　of the committees writing the report. “Because things are so much better now, we can

　　see an entirely new set of issues.”

　　C) An array of prizes and professional honors among female professors has

　　provided a powerful rebuttal (反驳) 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, today’s generous policies have made families the norm:

　　The university provides a year-long pause in the tenure clock, and everyone gets a

　　term-long leave after the arrival of a child. There is day care on campus and subsidies

　　for child care while traveling on business. Yet now women say they are uneasy with

　　the frequent invitations to appear on campus panels to discuss their work-life balance.

　　In interviews for the study, they expressed frustration that parenthood remained a

　　women’s issue, rather than a family one.

　　F) Despite an effort to educate colleagues about bias in letters of recommendation

　　for tenure, those for men tend to focus on intellect while those for women dwell on

　　temperament. “To women in my generation, these remaining issues can sound small

　　because we see so much progress,” said Nancy H. Hopkins, a molecular biologist who

　　started the first report. “But they’re not small; they still create an unequal playing field

　　for women– not just at universities, and certainly not just at M.I.T. And they’re harder

　　to change because they are a reflection of where women stand in society.”

　　G) The original effort started in 1994, when Professor Hopkins was frustrated that

　　the university had resisted giving her lab space for new research, and that a course she

　　developed had been given to a male professor. She considered herself a scientist, not a

　　feminist, and only tentatively shared her concerns with another female professor.

　　H) Finding common complaints, they reached out to other women on the School

　　of Science faculty– and discovered that it was remarkably easy to survey them,

　　because there were only 15 women with tenure, compared with 197 men. Women

　　undergraduates outnumbered men in some departments, but the percentage of women

　　on the faculty had remained relatively flat for 20 years. The school had never had a

　　woman in any position of leadership.

　　I) The women gathered more data– crawling on the floor with tape measures to

　　compare lab space for men and for women. They took their concerns to the dean,

　　Robert J. Birgeneau, who did his own study, which backed up the women's

　　conclusions that there were wide differences in salary and resources and a general

　　marginalization ( 边 缘 化 ) of women. “I have always believed that contemporary

　　gender discrimination within universities is part reality and part perception,” the

　　university’s president, Charles M. Vest, wrote in the 1999 report. “True, but I now

　　understand that reality is by far the greater part of the balance.”

　　J) That unusual admission by one of the nation’s most prestigious universities

　　echoed far beyond campus. The National Science Foundation and the National

　　Academies began significant efforts to increase opportunities for women in science.

　　Major philanthropies (慈善团体) gave $1 million to help M.I.T. spread the word, and

　　other universities replicated (复制) the effort. The women who started it all at M.I.T.

　　are still being called to other campuses seeking to evaluate the treatment of women.

　　K) While the original study looked at just the School of Science, one of five

　　schools at M.I.T., the institute later did similar evaluations of the School of

　　Engineering, and then the other faculties. Women at the Schools of Science and

　　Engineering decided to repeat the study of their schools this year after the head of

　　physics, Edmund Bertschinger, suggested a two-day conference on the women of

　　M.I.T. to help mark the institute’s 150th anniversary.

　　L) In what the new study calls “stunning” progress, the number of female faculty

　　members has nearly doubled in the School of Science since 1999 and in the School of

　　Engineering since its original study was completed in 2002. More women are in

　　critical decision-making positions at M.I.T.– there is a female president, and women

　　who are deans and department heads. Inequities in salaries, resources, lab space and

　　teaching loads have largely been eliminated. “I thought things might get better, I

　　thought people had good will, but I never dreamed we’d make this much progress in

　　10 years,” said Lorna J. Gibson, who led the Engineering School study.

　　M) Some of the problems noted in the report are brought on by progress: The

　　university now struggles to accommodate two-career couples; a decade ago, women

　　with tenure tended to be married only to their careers. But the primary issue in the

　　report is the perception that correcting bias means lowering standards for women. In

　　fact, administrators say they have increased the number of women by broadening their

　　searches. No one is given tenure without what Marc A. Kastner, the dean of the School

　　of Science, called “off-scale” recommendations from at least 15 scholars outside M.I.T.

　　N) Among women on the science and engineering faculties, there are more than

　　two dozen members of the National Academy of Sciences; four winners of the

　　National Medal of Science; the receiver of the top international award in computer

　　science; and the winners of a host of other fellowships and prizes. “No one is getting

　　tenure for diversity reasons, because the women themselves feel so strongly that the

　　standards have to be maintained,” Professor Kastner said.

　　O) Faculty members said that the perception otherwise would change as more

　　women were hired and the quality of their achievement became obvious. “The more

　　fundamental issues are societal,” Professor Kastner said, “and M.I.T. can't solve them

　　on its own.”

　　21. The university offers adequate support and convenience for a teacher who has a

　　child.

　　22. Research done by the dean of the School of Science confirmed the female

　　professors’ discovery of discrimination against women teachers.

　　23. The number of female faculty members has not been increased at the expense of

　　lowering academic standards.

　　24. In some people’s eyes, the reason why female professors have won major prizes

　　and academic statuses is that they are women.

　　25. The effort made by M.I.T to eliminate bias against women set a good example for

　　other institutions.

　　Section II. Passage Reading

　　Directions: There are 3 passages in this section. Each passage is followed by some

　　questions or unfinished statements. For each of them there are four choices marked A,

　　B, C and D. You should decide on the best choice and write your answer on the

　　Answer Sheet with the question number 26 to 40.

　　Passage 1

　　Throwing criminals in prison is an ancient and widespread method of punishment,

　　but is it a wise one? It does seem reasonable to keep wrongdoers in a place where they

　　find fewer opportunities to hurt innocent people. The system has long been considered

　　fair and sound by those who want to see the guilty punished and society protected. But

　　the value of this form of justice is now being questioned by the very men who have to

　　apply it– the judges.

　　Does it really help the society, or the victim, or the victim’s family, to put in

　　prison a man who, while drunk at the wheel of his car, has injured or killed another

　　person? It would be more helpful to make the man pay for his victim’s medical bills

　　and compensate him/her for the bad experience, the loss of working time, and any

　　other problems arising from the accident. If the victim is dead, in most cases the

　　victim’s family would need some financial assistance.

　　And a young thief who spends time in prison may receive there a thorough

　　education in crime from his fellow prisoners. Willingly or not, he has to associate

　　himself with tough criminals who will drag him into more serious crimes.

　　Such considerations have caused a number of judges to try some new forms of

　　punishment for light criminals, which are unpleasant enough to discourage the

　　offenders (违法者) from repeating their offenses, but safe for them because they are

　　not exposed to dangerous company. They pay for their crime by helping their victims,

　　financially or otherwise, or doing unpaid labor for their community; or perhaps, they

　　take a job and repay their victim out of their salary. This sort of punishment is applied

　　only to nonviolent criminals who are not likely to be dangerous to the public, such as

　　forgers ( 伪 造 者 ), thieves, and drivers who have caused traffic accidents. The

　　sentenced criminal has the right to refuse the new type of punishment if he prefers a

　　prison term.

　　26. According to the passage, putting criminals in prison is a widespread method of

　　punishment because ________.

　　A) the victim and family cannot be hurt any more

　　B) putting criminals in prison started in ancient times

　　C) throwing criminals in prison is the best form of justice

　　D) criminals can be prevented from harming innocent people

　　27. The new forms of punishment of light criminals have the following features except

　　that ________.

　　A) they are kept in special rooms in prison

　　B) they may work and compensate the victims

　　C) they are not exposed to dangerous company

　　D) they pay for their crime by helping the victims

　　28. Which criminal is likely to receive the new forms of punishment?

　　A) Aspy.

　　B) Athief.

　　C) Amurderer.

　　D) Adrug dealer.

　　29. According to the passage, if a young forger is put to prison, he will probably

　　________.

　　A) correct his wrongdoings

　　B) hurt his fellow prisoners

　　C) receive a good education

　　D) domore serious crimes later

　　30. The author is of the opinion that ________.

　　A) criminals should get paid when they help the victims or the community

　　B) light criminals should not be thrown in prison under any circumstances

　　C) some new forms of punishment are more helpful to both the victims and the

　　criminals

　　D) putting criminals in prison is out of date and we should adopt new forms of

　　punishment

　　IV. Translation (20 points)

　　Directions：Translate the following sentences into Chinese.

　　Write your answer on the answer sheet with the question number 41 to 44.

　　41. If you're sedentary, your body can get used to only having to expend low levels of

　　energy so you might feel more tired than you should when trying to do basic daily

　　activities. The World Health Organization has recommended that adults get at least

　　150 minutes of moderate-to-vigorous physical activity weekly, while pregnant people

　　should do at least 150 minutes of moderate aerobic and strengthening exercises per

　　week.

　　V. Writing (20 points)

　　Directions: You should write at least 150 words but no more than 200 words.

　　Some people believe the purpose of education is to prepare individuals to be

　　useful to society. Others say the purpose of education is to achieve personal ambitions.

　　Discuss both views and give your opinion.

　　Write your answer on the ANSWER SHEET.

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