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辽 宁 师 范 大 学
硕士研究生入学统一考试（初试）
《实践英语》考试大纲
注意：本大纲为参考性考试大纲，是考生需要掌握的基本内容。
I.考试性质
《实践英语》是辽宁师范大学学科教学（英语）专业学位硕士研究生入学考
试的初试科目之一，考试对象为参加辽宁师范大学硕士研究生入学考试、专业为
学科教学（英语）初试的考生。
II.考试形式和试卷结构
（一）考试形式
试卷分值及考试时间：试卷满分为 150 分，考试时间为 180 分钟。
答题方式：闭卷、笔试。
（二）试卷结构
含词汇、语法、阅读理解、翻译、写作等几部分；包括选择题、完型填空、
阅读理解、回答问题、翻译、写作等题型。具体题型如下：
I. 多项选择题
II. 完形填空题
III. 阅读理解题
IV. 读短文回答问题
V. 英汉互译题
VI. 写作题
I. Multiple choice: 单项选择题
考查教材范围内的词汇与语法知识。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：考查词汇与语法知识。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
阅读理解题：考查学生的英语阅读能力。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.读短文回答问题：考察
学生的理解和英语表达能力，包括遣词造句能力等。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:考察学生的综合运用语言的能力，包括英汉互译的能力以及语篇
的表达能力等。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:
早期的新教主义坚持认为，大多数的人从一出生就被上帝注定要接受永久的
惩罚，而只有少数人才能够在死后获救。这些获救的少数人被称作“有福的”或
“被上帝拣选的人”，而注定要受惩罚的大多数则是“永堕地狱的灵魂”。由于无
法判断，人们生活的恐惧之中。唯一的希望就是能够从上帝处得到预示，证明自
己是被拣选的一员。人们相信，任何形式的罪恶都很可能预示着惩罚，而不停歇
地工作，特别是最终创造出财富的工作，才是得救的预示。
VI. Writing 作文题：考察学生写作能力。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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