北京外国语大学英语语言文学考博真题导师分数线内部资料
北京外国语大学汉硕考研真题专业课复习资料考试重点-育明考研考博
北京外国语大学汉语国际教育硕士专业考研复习必备资料-育明考研考博一、北京外国语大学汉语国际教育硕士考研招生报考统计（育明考博辅导中心)专业招生人数初试科目复试科目汉语国际教育硕士2016年60人2015年60人2014年60人①101思想政治理论②201英语202俄语203日语243法语244德语246西班牙语③354汉语基础④445汉语国际教育基础①外语听力②专业面试育明考研考博辅导中心张老师解析：1、北京外国语大学汉语国际教育硕士专业考研的报录比平均在6:1左右（竞争较激烈）2、专业面试占复试总分98%，外语听力占复试总分的2%3、考生最终成绩（百分制）=复试成绩（专业面试*98%+外语听力*2%）*50%+{（初试专业1+初试专业2）/3}*50%。
4、初试公共课拉开的分差较小，两门专业课拉开的分差非常大。
要进入复试就必须在两门专业课中取得较高的分数。
专业课的复习备考中“信息”和“方向”比单纯的时间投入和努力程度更重要。
5、同等学历的考生需要加试2门本科阶段的主干课程。
育明教育针对北京外国语大学汉语国际教育硕士考研开设的辅导课程有：专业课课程班·复试保过班·高端协议班。
每年专业课课程班的平均通过率都在80%以上。
根植育明学校从2006年开始积累的深厚高校资源，整合利用历届育明优秀学员的成功经验与高分资料，为每一位学员构建考研成功的基础保障。
（北外汉语国际教育硕士考研资料获取、课程咨询育明教育张老师叩叩：七七二六、七八、五三七）二、北京外国语大学汉语国际教育硕士考研复试分数线（育明考博辅导中心)年份政治英语两门专业课总分总分2014年42分42分239分315分2015年44分44分239分320分2016年45分45分241分320分育明考研考博辅导中心张老师解析：1、复试差额比例：1:1.32、考生最终成绩（百分制）=复试成绩（专业面试*98%+外语听力*2%）*50%+{（初试专业1+初试专业2）/3}*50%。
北京外国语大学考博英语模拟真题及其解析(精)教学提纲
北京外国语大学考博英语模拟真题及其解析Directions:In the following article, some sentences have been removed. For Questions 1-5, choose the most suitable one from the list A―G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps.A new volcano was being born.Geng duo yuan xiao wan zheng kao bo ying yu zhen ti ji qi jie xi qing lian xi quan guo mian fei zi xun dian hua:si ling ling liu liu ba liu jiu qi ba ,huo jia zi xun qq: qi qi er liu qi ba wu san qi.The volcano in the cornfield grew until it was bigger than the cornfield! 1 People called the volcano the Little Monster because it grew so fast. Scientists came from all over the world to study it and watch it grow. It is not often that people get a chance to watch a volcano from the very beginning.Most of the volcanoes have been here for a very long time. Some have been here so long that now they are cold. They are called dead volcanoes. They have stopped throwing out fire and melted rock and smoke. It is safe to walk on them. Farms are plowed on the quiet slopes, and people have built houses there.Some volcanoes have stopped throwing out hot rock, but they still smoke a little now and then. They are "sleeping" volcanoes. Sometime they may "wake up".2Today volcanoes are not so dangerous for people as they were along time ago. Now we know more about why volcanoes do what they do, and we can usually tell when they are going to do it. 3People used to think dragons under the earth caused volcanoes. They said the smoke that puffed above the ground was the dragon's breath. They said the earthquakes were caused by the dragon's moving around down in the earth. Now we know that this is not true. Another thing we know about volcanoes is that they don't happen just anywhere. 4 Scientists know where these places are, and maps have been made to let everybody know.There are different kinds of volcanoes. Some explode so violently that the rock goes high into the air and falls miles away. A volcano may shoot out ashes so high that they float all the way around the world. They have made the sunsets green and the snow purple. 5One very tall volcano stays fiery red at the top all the time. It is lucky that the volcano is near the ocean. Sailors can use it for a lighthouse.[A]Othervolcanoes are more gentle. The hot lava rises in their cones and overflows, rolling slowly down the mountainside, where it becomes cool and hard.[B]Black smoke puffed out. Hot ashes fell like black snowflakes. Hot rock and fire and lava shot out.[C]Smokepuffed up, and rock started popping up out of a crack that opened in the ground.[D]Avolcano named Vesuvius slept for a thousand years. But it woke up and threw out so much hot melted rock that it buried the buildings of two cities.[E]Beforea sleeping volcano wakes up, it usually makes a noise like faraway thunder, and the ground shakes in small earthquakes. People are warned and have time to get away safely.[F]Avolcano starts from a hole in the ground from which hot rock and smoke and steam come out. Far, far under the ground it is so hot that rock melts. This hot meltedrock, or lava, is sometimes pushed out of the earth through a hole or a crack in the ground. The steam inside the earth pushes the rock out.[G]Thereare certain places under the earth where the rock is broken in a way that lets the steam and hot rock escape to the outside more easily.答案及详解1.B。
2021北京语言大学英语语言文学考研真题经验参考书
2021北京语言大学英语语言文学考研真题经验参考书我是一个从小成长在小县城的孩子，对大都市有着无法抗拒的向往和憧憬。
大学报志愿时听从了父母的意见，留在离家近的城市上大学。
但是我的心中一直有一个想要去首都北京的愿望，我认为在那里能开阔我的视野，增长自己的见识，这对我以后的世界观也会有一点影响。
后来有机会和同学一起去北京游玩，我没有去长城、故宫、颐和园等这样类似的景点，而是参观了好多北京的高等学府，每一所学校都有自己的特点和魅力。
我当时就暗暗许下愿望——一定要考上北京的硕士研究生。
北京这座城市对我来说意义非凡，从小到大的梦都深深扎根于此，并且从未改变。
我在语言方面有一定天分，小时候我就比其他同龄的孩子说话早，而且我还特别喜欢表达。
当我开始学习英语的时候，任何新的单词都不是难题，只要我读两遍就可以完全记住。
等我上学以后，英语成绩始终名列前茅，所以在大学我依然选择了英语方面的专业。
本科的学习让我一只脚迈进了英语语言文学的大门，硕士阶段我希望能更加深入地探究本专业的知识，并能灵魂地运用知识。
我写这个经验贴是想指引亲爱的学弟学妹们，同时也想对自己那段备考时光进行一个总结，通过自己的经验教训来帮助大家少走弯路，提高效率。
首先，我认为不管做什么事都应该先树立目标，制定的目标需要贴近自己的实际，比如我们要考英语语言文学专业，那么就要了解自己的英语水平，这样之后才会事半功倍。
（一）确立目标我先来进行一下自我介绍，让你们了解我的实际情况。
我的本科也是英语专业，二战考上我们学校的英语语言文学，说起来二战有些惭愧，其实第一年备考的时候我就根本没用功，本科毕业之后就找工作去了。
我的本科英语水平不好也不坏，总之专八考了78分，哈哈。
希望大家看到以后能够振奋精神，当年我就是看了一位学姐的考研经验贴才下定决心非我们学校不去的，虽然在别人看来我的目标很难达成，但是我有毅力有恒心也有基础。
我们学校的英语语言文学专业的初试会考四门科目，分别是思想政治理论、二外（日语、法语、德语）、基础英语、英美文学。
北京外国语大学英语语言文学专业英美文学真题2008年.doc
北京外国语大学英语语言文学专业英美文学真题2008年(总分：149.99，做题时间：90分钟)一、Section Ⅰ Matching(总题数：1，分数：30.00)●Passage 1●1. Milton! Thou should"st be living at this hour:England hath need of thee: she is a fenOf stagnant waters: altar, sword and pen,Fireside, the heroic wealth of hall and bower,Have forfeited their ancient English dowerOf in ward happiness.●Passage 2●2. When I reached home, my sister was very curious to know all about Miss Havisham"s, and askeda number of questions. And I soon found myself getting heavily bumped from behind in the nape of the neck and the small of the back, and having my face ignominiously shoved against the kitchen wall, because I did not answer those questions at sufficient length.●Passage 3●3. I started across to the town from a little below the ferry landing, and the drift of the current fetched me in at the bottom of the town. I tied up and started along the bank. There was a light burning in a little shanty that hadn"t been lived in for a long time, and I wondered who had taken up quarters there. I slipped up and peeped in at the window. There was a woman about forty years old in there, knitting by a candle that was on a pine table.●Passage 4●4. In the midst of dinner my Mistress"s favorite cat leapt into her lap. I heard a noise behind me like that of a dozen stocking-weavers at work; and turning my head, I found it proceeded from the purring of this animal, who seemed to be three times larger than an ox, as I computed by the view of her head, and one of her paws, while her mistress was feeding and stroking her.●Passage 5●5. Two roads diverged in a wood, and I—I took the one less traveled by,And that has made all the difference.●Passage 6●6. The awful shadow of some unseen power,Floats though unseen amongst us, —visiting,This various world with as inconstant wing,As summer winds that creep from flower to flower.●Passage 7●7. Something there is that doesn"t love a wall,That sends the frozen ground swell under it,And spills the upper boulders in the sun,And makes gaps even two can pass abreast.●Passage 8●8. The scenery of Walden is on a humble scale, and though very beautiful, does not approach to grandeur, not can it much concern one who has not long frequented it or lived by its shore; yet this pond is so remarkable for its depth and purity as to merit a particular description.●Passage 9●9. The world is too much with us; late and soon,Getting and spending, we lay waste our powers;Little we see in Nature that is ours;We have given our hearts away, a sordid boon!●Passage 10●10. Mr. Harthouse professed himself in the highest degree instructed and refreshed by this condensed epitome of the whole of Coketown question.●Authors●A. Henry David ThoreauB. William WordsworthC. Charles DickensD. Jonathan SwiftE. John MiltonF. Francis BaconG. Percy Bysshe ShelleyH. Robert FrostI. Mark TwainJ. William ShakespeareK. Emily DickinsonL. Christopher Marlowe（分数：30.00）二、Section Ⅱ Short Stor(总题数：1，分数：100.00)A Worn PathEudora WeltyIt was December—a bright frozen day in the early morning. Far out in the country there was an old Negro woman with her head tied red rag, coming along a path through the pinewoods. Her name was Phoenix Jackson. She was very old and small and she walked slowly in the dark pine shadows, moving a little from side to side in her steps, with the balanced heaviness and lightness of a pendulum in a grand father clock. She carried a thin, small cane made from an umbrella, and with this she kept tapping the frozen earth in front of her. This made a grave and persistent noise in the still air that seemed meditative like the chirping of a solitary little bird.She wore a dark striped dress reaching down to her shoe tops, and an equally long apron of bleached sugar sacks, with a full pocket: all neat and tidy, but every time she took a step she might have fallen over her shoelaces, which dragged from her unlaced shoes, she looked straight ahead. Her eyes were blue with age. Her skin had a pattern all its own of numberless branching wrinkles and as though a whole little tree stood in the middle of her forehead, but a golden color ran underneath, and thee two knobs of her cheeks were illumined by a yellow burning under the dark. Under the red rag her hair came down on her neck in the frailest of ringlets, still black, and with an odor like copper.Now and then there was a quivering in the thicket. Old Phoenix said, "Out of my way, all you foxes, owls, beetles, jack rabbits, coons and wild animals... Keep out from under these feet, little bob-whites. Keep the big wild hogs out of my path. Don"t let none of those come running my direction.I got a long way." Under her small black-freckled hand her cane, limber as a buggy whip, would switch at the brush as if to rouse up any hiding things. On she went. The woods were deep and still. The sun made the pine needles almost too bright to look at, up where the wind rocked. The cones dropped as light as feathers. Down in the hollow was the mourning dove—it was not too late for him.The path ran up a hill. "Seem like there is chains about my feet, time I get this far," she said, in the voice of argument old people keep to use with themselves. "Something always take a hold of me on this hill—pleads I should stay."After she got to the top she turned and gave a full, severe look behind her where she had come. "Up through pines," she said at length. "Now down through oaks."Her eyes opened their widest, and she started down gently. But before she got to the bottom of the hill a bush caught her dress.Her fingers were busy and intent, but her skirts were full and long, so that before she could pull them free in one place they were caught in another. It was not possible to allow the dress to tear. "I in the thorny bush," she said. "Thorns, you doing your appointed work. Never want to let folks pass, no sir. Old eyes thought you was a pretty little green bush."Finally, trembling all over, she stood free, and after a moment dared to stoop for her cane. "Sun so high!" she cried, leaning back and looking, while the thick tears went over her eyes. "The time getting all gone here."At the foot of this hill was a place where a log was laid across the creek."Now comes the trial," said Phoenix.Putting her right foot out, she mounted the log and shut her eyes. Lifting her skirt, leveling her cane fiercely before her, like a festival figure in some parade, she began to march across. Then she opened her eyes and she was safe on the other side."I wasn"t as old as I thought," she said.But she sat down to rest. She spread her skirts on the bank around her and folded her hands over her knees. Up above her was a tree in a pearly cloud of mistletoe. She did not dare to close her eyes, and when a little boy brought her a plate with a slice of marble-cake on it she spoke to him. "That would be acceptable," she said. But when she went to take it there was just her own hand in the air.So she left that tree, and had to go through a barbed-wire fence. There she had to creep and crawl, spreading her knees and stretching her fingers like a baby trying to climb the steps. But she talked loudly to herself: she could not let her dress be torn now, so late in the day, and she could not pay for having her arm or her leg sawed off if she got caught fast where she was. At last she was safe through the fence and risen up out in the clearing. Big dead trees, like black men with one arm, were standing in the purple stalks of the withered cotton field. Thee sat a buzzard."Who you watching?"In the furrow she made her way along."Glad this not the season for bulls," she said, looking sideways, "and the good Lord made his snakes to curl up and sleep in the winter. A pleasure I don"t see no two-headed snake coming around that tree, where it come once. It took a while to get by him, back in the summer."She passed through the old cotton and went into a field of dead corn. It whispered and shook and was taller than her head. "Through the maze now," she said, for there was no path.Then there was something tall, black, and skinny there, moving before her.At first she took it for a man. It could have been a man dancing in the field. But she stood still and listened, and it did not make a sound. It was as silent as a ghost."Ghost", she said sharply, "who be you the ghost of? For I have heard of nary death close by." But there was no answer—only the ragged dancing in the wind.She shut her eyes, reached out her hand, and touched a sleeve. She found a coat and inside that an emptiness, cold as ice."You scarecrow," she said. Her face lighted. "I ought to be shut up for good," she said with laughter. "My senses is gone. I too old. I the oldest people I ever know. Dance, old scarecrow," she said, "while I dancing with you".She kicked her foot over the furrow, and with mouth drawn down, shook her head once or twice in a little strutting way. Some husks blew down and whirled in streamers about her skirts. Then she went on, parting her way from side to side with the cane, through the whispering field.At last she came to the end, to a wagon track where the silver grass blew between the red ruts. The quail were walking around like pullets, seeming all dainty and unseen."Walk pretty," she said. "This the easy place. This the easy going."She followed the track, swaying through the quiet bare fields, through the little strings of trees silver in their dead leaves, past cabins silver from weather, with the doors and windows boarded shut, all like old women under a Spell sitting there. "I walking in their sleep," she said, nodding her head vigorously.In a ravine she went where a spring was silently flowing through a hollow log. Old Phoenix bent and drank. "Sweet gum makes the water sweet," she said, and drank more. "Nobody know who made this well, for it was here when I was born."The track crossed a swampy part where the moss hung as white as lace from every limb. "Sleep on, alligators, and blow your bubbles." Then the track went into the road.Deep, deep the road went down between the high green-colored banks. Overhead the live-oaks net and it was as dark as a cave.A black dog with a lolling tongue came up out of the weeds by the ditch. She was meditating, and not ready, and when he came at her she only hit him a little with her cane. Over she went in the ditch, like a little puff of milkweed.Down there her senses drifted away. A dream visited her, and she reached her hand up, but nothing reached down and gave her a pull. So she lay there and presently went to talking. "Old woman", she said to herself, "that black dog come up out of the weeds to stall you off and now there he sitting on his fine tail, smiling at you."A white man finally came along and found her—a hunter, a young man, with his dog on a chain. "Well, Granny!" he laughed. "What are you doing there?""Lying on my back like a June-bug waiting to be fumed over, mister," she said, reaching up her hand.He lifted her up, gave her a swing in the air, and set her down. "Anything broken, Granny?", "No, sir, them old dead seeds is spring enough," said Phoenix, when she had got her breath. "I thank you for your trouble.""Where do you live, Granny?" he asked, while the two dogs were growling at each other. "Away back yonder, sir, behind the ridge. You can"t even see it from here?""On your way home?""No sir, I going to town...""Why, that"s too far! That"s as far as I walk when I come out myself, and I get something for my trouble." He patted the stuffed bag he carried, and there hung down a little closed claw. It was one of the bobwhites, with its beak hooked bitterly to show it was dead. "Now you go on home, Granny!""I bound to go to town, mister", said Phoenix. "The time comes around."He gave another laugh, filling the whole landscape. "I know you old colored people! Wouldn"t miss going to town to see Santa Claus!"But something held old Phoenix very still. The deep lines in her face went into a fierce and different radiation. Without warning, she had seen with her own eyes a flashing nickel fall out of the man"s pocket onto the ground."How old are you, Granny?" he was saying."There is no telling, mister," she said, "no telling."Then she gave a little cry and clapped her hands and said, "Git on away from here, dog! Look! Look at that dog!" She laughed as if in admiration. "He ain"t scared of nobody. He a big black dog." She whispered, "Sic him!""Watch me get rid of that cur," said the man. "Sic him, Pete! Sic him!"Phoenix heard the dogs fighting, and heard the man running and throwing sticks. She even hearda gunshot. But she was slowly bending forward by that time, further and further forward, the lids stretched down over her eyes, as if she were doing this in her sleep. Her chin was lowered almost to her knees. The yellow palm of her hand came out from the fold of her apron. Her fingers slid down and along the ground under the piece of money with the grace and care they would have in lifting an egg from under a setting hen. Then she slowly straightened up, she stood erect, and the nickel was in her apron pocket. A bird flew by. Her lips moved, "God watching me the whole time. I come to stealing."The man came back, and his own dog panted about them. "Well, I scared him off that time," he said, and then he laughed and lifted his gun and pointed it at Phoenix.She stood straight and faced him."Doesn"t the gun scare you?" he said, still pointing it."No, sir, I seen plenty go off closer by, in my day, and for less than what I done," she said, holding utterly still.He smiled, and shouldered the gun. "Well, Granny," he said, "you must be a hundred years old, and scared of nothing. I"d give you a dime if I had any money with me. But you take my advice and stay home, and nothing will happen to you.""I bound to go on my way, mister," said Phoenix. She inclined her head in the red rag. Then they went in different directions, but she could hear the gun shooting again and again over the hill. She walked on. The shadows hung from the oak trees to the road like curtains. Then she smelled wood-smoke, and smelled the river, and she saw a steeple and the cabins on their steep steps. Dozens of little black children whirled around her. There ahead was Natchez shining. Bells were ringing. She walked on.In the paved city it was Christmas time. There were red and green electric lights strung and crisscrossed everywhere, and all turned on in the daytime. Old Phoenix would have been lost if she had not distrusted her eyesight and depended on her feet to know where to take her.She paused quietly on the sidewalk where people were passing by. A lady came along in the crowd, carrying an armful of red, green and silver wrapped presents; she gave off perfume like the red roses in hot summer, and Phoenix stopped her."Please, missy, will you lace up my shoe?" She held up her foot."What do you want, Grandma?""See my shoe," said Phoenix. "Do all right for out in the country, but wouldn"t look right to go in a big building." "Stand still then, Grandma," said the lady. She put her packages down on the sidewalk beside her and laced and tied both shoes tightly."Can"t lace"em with a cane," said Phoenix. "Thank you, missy. I don"t mind asking a nice lady to tie up my shoe, when I gets out on the street."Moving slowly and from side to side, she went into the big building, and into a tower of steps, where she walked up and around and around until her feet knew to stop.She entered a door, and there she saw nailed up on the wall the document that had been stamped with the gold seal and framed in the gold frame, which matched the cream that was hung up in her head."Here I be," she said. There was a fixed and ceremonial stiffness over her body."A charity cases, I suppose," said an attendant who sat at the desk before her.But Phoenix only looked above her head. There was sweat on her face, the wrinkles in her skin shone like a bright net."Speak up, Grandma," the woman said. "What"s your name? We must have your history, you know. Have you been here before? Want seems to be the trouble with you?"Old Phoenix only gave a twitch to her face as if a fly were bothering her."Are you deaf?" cried the attendant.But then the nurse came in."Oh, that"s just old Aunt Phoenix," she said. "She doesn"t come for herself she has a little grandson. She makes these trips just as regular as clockwork. She lives away back off the old Natchez Trace." She bent down. "Well, Aunt Phoenix, why don"t you just take a seat? We won"t keep you standing after your long trip." She pointed.The old woman sat down, bolt upright in the chair."Now, how is the boy?" asked the nurse.Old Phoenix did not speak."I said, how is the boy?"But Phoenix only waited and stared straight ahead, her face very solemn and withdrawn into rigidity. "Is his throat any better?" asked the nurse. "Aunt Phoenix, don"t you hear me? Is your grandson"s throating any better since the last time you came for the medicine?" With her hands on her knees, the old woman waited, silent, erect and motionless, just as if she were in armor."You mustn"t take up our time this way, Aunt Phoenix," the nurse said. "Tell us quickly about your grandson, and get it over. He isn"t dead, is he?"At last there came a flicker and then a flame of comprehension across her face, and she spoke. "My grandson. It was my memory had left me. There I sat and forgot why I made my long trip." "Forgot?" The nurse frowned. "After you came so far?"Then Phoenix was like an old woman begging a dignified forgiveness for waking up frightened in the night. "I never did go to school, I was too old at the Surrender," she said in a soft voice. "I"m an old woman without an education. It was my memory fail me. My little grandson, he is just the same, and I forgot it in the coming.""Throat never heals, does it?" said the nurse, speaking in a loud, sure voice to old Phoenix. By now she had a card with something written on it, a little list. Yes. Swallowed lye. When was it? —January—two, three years ago...Phoenix spoke unasked now. "No, missy, he not dead, he just the same. Every little while his throat begin to close up again, and he not able to swallow. He not get his breath. He not able to help himself. So the time come around, and I go on another trip for the soothing medicine.""All right. The doctor said as long as you came to get it, you could have it," said the nurse. "But it"s art obstinate case.""My little grandson, he sit up there in the house all wrapped up, waiting by himself," Phoenix went on. "We is the only two left in the world. He suffer and it don"t seem to put him back at all. He got a sweet look. He going to last. He wear a little patch quilt and peep out holding his mouth open like a little bird. I remember so plain now. I not going to forget him again, no, the whole enduring time. I could tell him from all the others in creation.""All right." The nurse was trying to hush her now. She brought her a bottle of medicine. Charity, she said, making a check mark in a book.Old Phoenix held the bottle close to her eyes, and then carefully put it into her pocket."I thank you," she said."It"s Christmas time, Grandma," said the attendant. "Could I give you a few pennies out of my purse?""Five pennies is a nickel," said Phoenix stiffly."Here"s a nickel," said the attendant.Phoenix rose carefully and held out her hand. She received the nickel and then fished the other nickel out of her pocket and laid it beside the new one. She stared at her palm closely, with her head on one side.Then she gave a tap with her cane on the floor."This is what come to me to do," she said. "I going to the store and buy my child a little windmill they sells, made out of paper. He going to find it hard to believe three such a thing in the world. I"ll march myself back where he waiting, holding it straight up in this hand."She lifted her free hand, gave a little nod, turned around, and walked out of the doctor"s office. Then her slow step began on the stairs, going down.（分数：99.99）(1).Summarize the plot of the following story in your own words (around 200 words).（分数：33.33）__________________________________________________________________________________________ (2).Make a brief comment on the characterization of Phoenix Jackson. （分数：33.33）__________________________________________________________________________________________ (3).Define the major theme of the following short story. （分数：33.33）__________________________________________________________________________________________三、Section Ⅲ Critical T(总题数：4，分数：20.00)1.Birds normally can fly.Tweety the Penguin is a bird.Therefore, Tweety can fly.（分数：5.00）__________________________________________________________________________________________ 2.You"ll never find any additives in our tobacco. What you see is what you get. Simply 100% whole-leaf natural tobacco. True authentic tobacco taste. It"s only natural.（分数：5.00）__________________________________________________________________________________________ 3.If we guillotine the king, then he will die.Therefore, if we don"t guillotine the king, then he won"t die.（分数：5.00）__________________________________________________________________________________________ 4.Everyone is selfish; everyone is doing what he believes will make himself happier. The recognition of that can take most of the sting out of accusations that you"re being "selfish". Why should you feel guilty for seeking your own happiness when that"s what everyone else is doing, too?（分数：5.00）__________________________________________________________________________________________。
北京外国语大学考博英语阅读真题精解
北京外国语大学考博英语阅读真题精解In the early days of sea travel,seamen on long voyages livedexclusively on salted meat and biscuits.Many of them died of scurvy,a disease of the blood which causes swollen gums,livid white spotson the flesh and general exhaustion.On one occasion,in1535,anEnglish ship arrived in Newfound-land with its crew desperately ill.The men’s lives were saved by Iroquois Indians who gave them Gengduo yuan xiao wan zheng kao bo ying yu zhen ti ji qi jie xi qing lianxi quan guo mian fei zi xun dian hua:si ling ling liu liu ba liu jiuqi ba,huo jia zi xun qq:qi qi er liu qi ba wu san qi vegetable leavesto eat.Gradually it came to be realized that scurvy was caused bysome lack in the sailors’diet and Captain Cook,on his long voyagesof discovery to Australia and New Zealand,established the fact thatscurvy could be warded off by the provision of fresh fruit for thesailors.Nowadays it is understood that a diet which contains nothingharmful may yet result in serious disease if certain importantelements are missing.These elements are called“vitamins”.Quitea number of such substances are known and they are given letters toidentify them,A,B,C,D,and so on.Different diseases are associatedwith deficiencies of particular vitamins.Even a slight lack ofVitamin C,for example,the vitamin most plentiful in fresh fruit andvegetable,is thought to increase significantly our susceptibilityto colds and influenza.The vitamins necessary for a healthy body are normally supplied by a good mixed diet,including a variety of fruit and green vegetables. It is only when people try to live on a very restricted diet,say during extended periods of religious fasting,or when trying to lose weight, that it is necessary to make special provision to supply the missing vitamins.Another example of the dangers of a restricted diet may suffer from‘beriberi’,which used to afflict large numbers of Eastern peoples who lived mainly on rice.In the early years of this century, a Dutch scientist called Eijkman was trying to discover the cause of beriberi.At first he thought it was transmitted by a germ.He was working in a Japanese hospital,where the patients were fed on rice which had had the outer husk removed from the grain.It was thought this would be easier for weak,sick people to digest.Eijkman thought his germ theory was confirmed when he noticed the chickens in the hospital yard,which were fed on scraps from the patients’plates,were also showing signs of the disease.He then tried to isolate the germ he thought was causing the disease,but his experiments were interrupted by a hospital official,who decreed that the huskless polished rice,even though left over by the patients, was too good for chickens.It should be recooked and the chickens fed on cheap,coarse rice with the outer covering still on the grain.Eijkman noticed that the chickens began to recover on the new diet. He began to consider the possibility that a lack of some ingredientin the husk might be the cause of the disease.Indeed this was the case.The element needed to prevent beriberi was shortly afterwards isolated from rice husks and is now known as vitamin B.The milled rice,though more expansive,was in fact perpetuating the disease the hospital was trying to cure.Nowadays,this terrible disease is much less common thanks to our knowledge of vitamins.(553words)36.From the passage,what can we learn about Captain Cook?A.He provided clothes for his sailors to avoid scurvy.B.He provided money for his sailors to avoid scurvy.C.He provided fresh fruit for his sailors to avoid scurvy.D.He provided blood for his sailors to avoid scurvy.37.The word‘beriberi’(in paragraph3)probably means_______.A.a germB.a natural phenomenonC.an epidemicD.a disease38.In the last paragraph,what does sentence“Indeed this was the case”mean?A.ReallyB.TrueC.FalseD.Eijkman’s considering was proved correct.39.Vitamin B can be got in—-A.riceB.rice husksC.noodleD.grain40.From the context,what do you think“perpetuating”means?A.deadB.happyC.keep freshD.keep aliveText836.C.Captain Cook在长途航行中由于为水手们提供了新鲜的水果以防止坏血病(scurvy)。
北外语言学考博试题四
北京外国语大学中国外语教育研究中心2008年博士生招生考试试卷（A卷）（刘润清）Directions: Answer any FOUR of the following questions, each bearing 25 points out of 100. Your answers will be evaluated in terms of both theircontent and Ian guage. Please write very clearly.I Define TEN of the followi ng terms and the n tran slate them into Chin ese.I.register 2. dialect 3. li nguistic pote ntial 4. critical period hypothesis5. displaceme nt6. duality of structure7. extrapositi on8. gradual adjective9. deducti on 10. idiolect 11. lateralizatio n 12. retrospect ion13. pho neme 14. right branching direct ion 15. rule-gover ned behavior16. speech syn thesis 17. behaviourism 18. null operator moveme nt19. story grammar 20. traditi onal grammarII.Read carefully the followi ng passage take n from Saussure ' Course in GeneralLinguistics and then discuss its importanee in exploring the nature of Ian guage.Lan guage is a system of sig ns that express ideas, and is therefore comparable to a system of writing, the alphabet of deaf-mutes, symbolic rites, polite formulas, military signals, etc. But it is the most importa nt of all these systems.A scie nce that studies the life of sig ns within society is con ceivable; it would be a part of social psychology and con seque ntly of gen eral psychology; I shall call it semiology. Semiologywould show what con stitutes sig ns, what laws gover n them. Since the scie nce does not yet exist, no one can say what it would be; but it has a right to existence, a place staked out in advance. Linguistics is only a part of the general science of semiology; the laws discovered by semiology will be applicable to linguistics, and the latter will circumscribe a well-defined area within the mass of an thropological facts.To determine the exact place of semiology is the task of the psychologist. The task of the lin guist is to find out what makes Ian guage a special system with in the mass of semiological data. This issue will be taken up again later; here I wish merely to call attention to one thing: if I have succeeded in assigning linguistics a place among the science, it is because I have related it to semiology.III.The following passage is taken from Halliday ' An Introduction to FunctionalGrammar. Read it carefully, expla in what every sentence mea ns and the n comme nt on his theory of Ian guage.The basic oppositi on, in grammars of the sec ond half of the twen tieth cen tury, is not that betwee n 'structuralist' and 'generative' as set out the public debates of the 1960s.There are manyvariables in the way grammars are written, and any clustering of these is bound to distort the picture; but the more fundamental opposition is between those that are primarily syntagmatic in orientation (by and large the formal grammars, with their roots in logic and philosophy) and those that are primarily paradigmatic (by and large the functional ones, with their roots in rhetoric and ethnography) The former interpret a language as a list of structures, among which, as a distinct second step, regular relationships may be established (hence the introduction of transformations); they tend to emphasize universal features of language, to take grammar (which they call syntax) as the foundation of language (hence the grammar is arbitrary), and so to be organized around the sentence. The later interpret a language as a network of relations, with structurescoming in as the realization of these relationships; they tend to emphasize variables among differentlanguages, to take semantics as the foundation (hence the grammar is natural) and so to be organized around the text, or discourse, There are many cross-currents, with insights borrowed from one to the other; but they are ideologically fairly different and it is often difficult to maintain a dialogue.IV.The following passage is take from Peter Barb's Word Play: What Happens When People Talk (1973). Read it carefully and then comment on linguistic relativity.Such a connection between language and thought is rooted in common-sense beliefs, but no one gave much attention to the matter before Wilhelm von Humboldt, the 19th century German philologist and diplomat. He statedthat the structure of a language expresses the inner life of its speakers: "Man lives with the world abut him, principally, indeed exclusively, as language presents it." In this century, the case for a close relationship between language and reality was stated by Edward Sapir: "Human beings d not live in the objective world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular Ianguage which has become the medium for their society. The fact of the matter is that the 'real world' is to a large extent built up on the language habits of the group. No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached."About 1932 one of Sapir's students at Yale, Benjamin Lee Whorf, drew on Sapir's ideas and began an intensive study of the language of the Hopi Indians of Arizona. Whorf's brilliant analysis of Hopi places common-sense beliefs about language and thought on a scientific basis -- and it also seemed to support the view that man is a prisoner of his language. Whorf concluded that language "is not merely a reproducing instrument for voicing ideas but rather is itself the shaper of ideas. … we dissect nature along lines laid down by ourartive Ianguages."V.Please give the main content of Grice's Cooperative Principle with its four maxims explained and then discuss conversational implicatures of Group A (in which no maxim is violated), Group B (in which a maxim is violated), and Group C (in which a maxim is flouted by means ofa figure of speech).VI.The following is a passage by Chomsky. Read it carefully and then discuss th e difference between Chomsky's theory of linguistics and other approaches in linguistics.Generative grammar arose in the context of what is often called “the cognitive revolutionthe 1950s, and was an important factor in its development. Whether or not the term“ revol uappropriate, there was an important change of perspective: from the study of behavior and its products (such as texts), to the inner mechanisms that enter into thought and action. The cognitive perspective regards behavior and its products not as the object of inquiry, but as data that may provide evidence about the inner mechanisms of mind and the ways these mechanisms operate in executing actions and interpreting experience. The properties and patterns that were the focus of attention in structural linguistics find their place, but as phenomena to be explained along with innumerable others, in terms of the inner mechanisms that generate expressions. The approach is“ mentalistic, ” but in what should be an uncontroversial sense. It is concerned with “m of the world, ”which stand alongside its mechanical, chemical, optical, and other aspects. It undertakes to study a real object in the natural world —the brain, its states, and its functions —and thus to move the study of the mind toward eventual integration with the biological science.(Chomsky, N. 2000. New Horizons in the Study of Language and Mind)VII.The following is taken from Bloomfield's Language about the famous story of Jack and Jill which is often quoted to illustrate Bloomfield's behaviorism inlinguistics. Read it carefully and discuss how Bloomfield explains the process of stimulus and response and point out where he is wrong.Suppose that Jack and Jill are walking down a lane. Jill is hungry. She sees an apple in a tree. She makes a noise with her larynx, tongue and lips. Jack vaults the fence, climbs the tree, take the apple, brings it to Jill, and places it in her hand. Jill eats the apple.This succession of events could be studies in many ways, but we, who are studying language, will naturally distinguish between the act of speech and the other occurrences, which we shall call practical events . Viewed in this way, the incident consists of three parts in order of time:A.Practical events preceding the act of speech.B.Speech.C.Practical events following the act of speech.We shall examine first the practical events: A and C. The events in A concern mainly the speaker, Jill. She was hungry; that is, some of her muscles were contracting, and some fluids were being secreted, especially in her stomach. Perhaps she was also thirsty; her tongue and throat were dry. The light-waves reflected from the red apple struck her eyes. She saw Jack by her side. Her past dealings with Jack should now enter into the picture; ket us suppose that they consisted in some ordinary relation, like that of brother and sister or that of husband and wife. All these events, which precede Jill's speech and concern her, we call the speaker's stimulus.We now turn to C, the practical events which came after Jill's speech. These concern mainly the hearer, Jack, and consist of his fetching the apple and giving it to Jill. The practical events which follow the speech and concern the hearer, we call the hearer's response. The events which follow the speech concern also Jill, and this in very important way: she gets the apple into hergrasp and eats it.。
北京语言大学考博英语真题常见语法及其解析(精)
北京语言大学考博英语真题常见语法及其解析(一数词与表示时间、金钱、度量衡、温度等名词这类名词作主语表示一定量或总量时,谓语动词用单数形式。
例句:Two years seems a long time for a patient who has to lie in bed,and do nothing.分析:该句是复合句,who has to lie in bed,and do nothing 是修饰a patient的定语从句。
译文:对于一个不得不躺在床上并且无事可做的病人来说,两年时间的确很漫长。
例句:Sixty kilograms is a heavy weight for her,so she will try her best to make regular exercises for losing the weight.分析:该句是并列句。
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译文:60公斤对她来说的确是太重了,于是她将尽最大努力通过日常锻炼来减肥。
(二分数或百分比+of+单数名词+单数动词复数名词+复数动词例句:By the third generation,one third of Hispanic women are married to non Hispanics,and41percent of Asian American women are married to non Asians.(选自2006年Text1分析:该句是由and连接的并列句。
译文:到了第三代,讲西班牙语的移民中,有1/3的妇女嫁给了不讲西班牙语的美国人。
41%的亚洲移民妇女嫁给了不是来自亚洲的美国人。
例句:But the human mind can glimpse a rapidly changing scene and immediately disregard the98percent that is irrelevant, instantaneously focusing on the monkey at the side of a winding forest road or the single suspicious face in a big crowd.(选自2002年Text2分析:该句是复合句,主干部分是the human mind can glimpse...and disregardthe98percent,分词短语focusing on在句中作伴随状语。
北京外国语大学英语语言文学专业英美文学真题2007年
北京外国语大学英语语言文学专业英美文学真题2007年(总分：149.99，做题时间：90分钟)一、Section Ⅰ Matching(总题数：1，分数：30.00)●Passage1●1. But the Idols of the Marketplace are the most troublesome of all: idols which have crept into the understanding through the alliances of words and names. For men believe that their reason governs words; but it is also true that words react on the understanding; and this it is that has rendered philosophy and the sciences sophistical and inactive.●Passage2●2. I, John Faustus of Wittenberg, Doctor, by these presents do give both body and soul to Lucifer, Prince of the East...●Passage3●3. To go into solitude, a man needs to retire as much from his chamber as from society. I am not solitary whilst I read and write though nobody is with me. But if a man would be alone, let him look at the stars. The rays that come from those heavenly words, will separate between him and vulgar things.●Passage4●4. Most Utopians, however, and among these all the wisest, believe nothing of the sort: the believe in a single power, unknown, eternal, infinite, inexplicable, far beyond the grasp of the human mind, and diffused throughout the universe, not physically, but in influence.●Passage5●5. Nature, in its ministry to man, is not only the material, but is also the process and the result. All the parts incessantly work into each other"s hands for the profit of man. The wind sows the seed; the sun evaporates the sea; the wind blows the vapor to the field; the ice, on the other side of the planet, condenses rain on this; the rain feeds the plant; the plant feeds the animal; and thus the endless circulations of the divine charity nourish man.●Passage6●6. The passions that build up our human Soul,Not with the mean and vulgar works of man,But with high objects, with enduring things,With life and nature, purifying thusThe elements of feeling and of thought,And sanctifying, by such discipline,Both pain and fear; until we recognizeA grandeur in the beating of the heart.●Passage7●7. Success is counted sweetestBy those who ne"er succeed.To comprehend a nectarRequires sorest need.●Passage8●8. Of man"s first disobedience, and the fruitOf that forbidden tree whose mortal tasteBrought death into the world, and all our owe,With loss of Eden, till one greater ManRestore us, and regain the blissful seat●Passage9●9. It the censure of Yahoos could any way affect me, I should have great reason to complain that some of them are so bold as to think my book of travels a mere fiction out of mine own brain.●Passage10●10. I told you in the course of this paper that Shakespeare had a sister; but do not look for her in Sir Sidney Lee"s life of the poet. She died young—alas, she never wrote a word. She lies buried where the omnibuses now stop, opposite theElephant and Castle. Now my belief is that this poet who never wrote a word and was buried at the crossroads still lives. She lives in you and in me, and in many other women who are not here tonight, for they are washing up the dishes and putting the children to bed.●Authors●A. Christopher MarloweB. Emily DickinsonC. Flannery O"ConnorD. Francis BaconE. John MiltonF. Jonathan SwiftG. Ralph Waldo EmersonH. Sir Thomas MoreI. T.S. EliotJ. Virginia WoolfK. William ShakespeareL. William Wordsworth（分数：30.00）二、Section Ⅱ Short Story(总题数：1，分数：100.00)Story of an HourKate Chopin Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as Possible the news of her husband"s death.It was her sister Josephine who told her, in broken sentences, veiled hints that revealed in half concealing. Her husband"s friend Richards was there, too near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard"s name leading the list of "killed". He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister"s arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her.There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which someone was singing reached her faintly, and countless sparrows were twittering in the eaves.There were patches of blue sky showing here and there through the clouds that had met and piled above the other in the west facing her window.She sat with her head thrown back upon the cushion of the chair quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air.Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will—as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: "Free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.She did not stop to ask if it were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial.She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome. There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending her in that blind persistence with which men and women believe they have a fight to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination.And yet she had loved him—sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being!"Free! Body and soul free!" she kept whispering.Josephine was kneeling before the closed door with her lips to the keyhole, imploring for admission. "Louise, open the door! I beg; open the door—you will make yourself ill. What are you doing, Louise! For heaven"s sake open the door." "Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open window.Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long.She arose at length and opened the door to her sister"s importunities. There was a feverish triumph in her eyes, and she carried herself unwitting like a goddess of Victory. She clasped her sister"s waist, and together they descended the stairs. Richards stood waiting for them at the bottom.Someone was opening the front door with al latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his gripsack and umbrella. He had been far from the scene of accident, and did not even know there had been one. He stood amazed at Josephine"s piercing cry; at Richards" quick motion to screen him from the view of his wife.But Richards was too late.When the doctors came they said she had died of heart disease—of joy that kills.（分数：99.99）(1).Summarize the plot of the following story in your own words (around 200 Words). （分数：33.33）__________________________________________________________________________________________ (2).What does Louise"s house symbolize? （分数：33.33）__________________________________________________________________________________________ (3).What is the theme of the story?（分数：33.33）__________________________________________________________________________________________三、Section Ⅲ Critical Thinking(总题数：5，分数：20.00)1.Think of all the families of the murder victims. Think of their suffering. Think of their pain and agony. Support capital punishment—for their sake.（分数：4.00）__________________________________________________________________________________________2.Either we raise taxes by 10% or we drown ourselves in a budget deficit.（分数：4.00）__________________________________________________________________________________________3.When two people steal the national flag and the pole from the top of a building, a citizen says that this just demonstrates the lack of law and order.（分数：4.00）__________________________________________________________________________________________4.A doctor can consult books to make a diagnosis. Why can"t a medical student consult books when being tested.（分数：4.00）__________________________________________________________________________________________ 5."Most men who have never been married are obsessed with girls.""Oh? I don"t know.""Well, I do, because I know all bachelors are."（分数：4.00）__________________________________________________________________________________________。
北京外国语大学英语语言学真题2011年.doc
北京外国语大学英语语言学真题2011年(总分：150.01，做题时间：90分钟)ⅠBriefly explain the following terms. （分数：20.00）(1).perlocutionary act（分数：4.00）__________________________________________________________________________________________ (2).minimal pair（分数：4.00）__________________________________________________________________________________________ (3).distinctive feature（分数：4.00）__________________________________________________________________________________________ (4).linguistic variable（分数：4.00）__________________________________________________________________________________________ (5).lingua franca（分数：4.00）__________________________________________________________________________________________ ⅡAnswer the following questions.（分数：30.00）(1).Why do we say linguistics is a science?（分数：10.00）__________________________________________________________________________________________ (2).Briefly explain how language is (a) systematic (b) symbolic, and (c) social.（分数：10.00）__________________________________________________________________________________________ (3).Linguists have taken an internal and/or external focus to the study of language acquisition. What is the difference between the two?（分数：10.00）__________________________________________________________________________________________ ⅢRead the following paragraphs and then answer four questions.The idea behind the experiential vision of learning is that the use of the target language for communicative purposes is not only the goal of learning, but also a means of learning in its own right. This may clearly involve students using language which they may not have fully mastered, and contrasts with other more "traditional" approaches which emphasize part practice (i. e., isolating parts of the whole for explicit study and learning) leading up in a more or less controlled manner to integrated language use for communicative purposes. An experiential approach to learning may therefore involve a degree of what Johnson (1982) refers to as an "in at the deep end strategy". Simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a strategy with respect to language learning as doing the same with someone who is learning to swim. For this reason, considerable effort has been devoted by methodologists, material writers, and teachers in recent decades to the way in which two sets of factors can be combined. One is the basic insight that language use can serve a significant role in promoting learning, and the other is the acknowledgement that use of the language needs to be structured in a coherent and pedagogically manageable way. The experiential vision of learning has evolved in a variety of ways since the 1960s and is now encountered in a number of differing forms. Nevertheless, most experiential approaches to learning rest on five main principles which were developed in the earlier days of the communicative movement, even if certain receive more attention in one variant than in another. These principles are the following: message focus, holistic practice, the use of authentic materials, the use of communication strategies, and the use of collaborative modes of learning. (Tudor 2001:79)An analytical view of learning posits that according explicit attention to the regularities oflanguage and language use can play a positive role in learning. Each language manifests a number of structural regularities in areas such as grammar, lexis and phonology, and also with respect to the ways in which these elements are combined to communicate messages. The question, therefore, is not whether languages have structural regularities or not, but whether and in which way explicit attention to such regularities can facilitate the learning of the language. An analytical approach to learning rests on a more or less marked degree of part practice, i. e., isolating parts of the whole for explicit study and learning, even if its ultimate goal remains the development of learners" ability to put these parts together for integrated, holistic use. At least, two main considerations lend support to an analytical approach to learning. First, in terms of learning in general, the isolation and practice of sub-parts of a target skill is a fairly common phenomenon... Second, explicit identification of regularities in a language has advantages which Johnson (1996:83) refers to as "generativity" and "economy". Mastering a regularity in a language gives learners access to the generative potential of this regularity in new circumstances Explicit presentation or discovery of the structural regularities of a language can therefore represent a short-cut to mastery of this language and support learners" ability to manipulate these regularities for communicative purposes. (Tudor 2001:86-7)（分数：50.00）(1).What are the differences between experiential and analytical modes of language learning?（分数：12.50）__________________________________________________________________________________________ (2).What serves as the theoretical foundation for the experiential mode of language learning and what are its advantages and disadvantages?（分数：12.50）__________________________________________________________________________________________ (3).What serves as the theoretical foundation for the analytical mode of language learning and what are its advantages and disadvantages?（分数：12.50）__________________________________________________________________________________________ (4).How would you balance the two modes of learning in your teaching or learning of a foreign language?（分数：12.50）__________________________________________________________________________________________ⅣRead the following passage and answer three questions.Teachers employ different types of conceptual organization and meaning. One level of meaning relates to subject matter knowledge and how curricular and content aspects of teaching are conceptualized (Shulman 1987). Woods (1996) describes teachers" conceptions of lessons as made up of conceptual units at different levels of abstraction. He distinguishes between the following: overall conceptual goals—the overall purposes teachers identify for a course; global conceptual units—the individual subcomponents of the curriculum (e. g., the grammar, reading, writing, and listening components of an integrated skills course); intermediate conceptual units-activities or clusters of activities framed in terms of accomplishing one of the higher-level conceptual goals; and local conceptual units—the specific things teachers do to achieve particular instructional effects. Other constructs that have been proposed to account for how teachers realize the curricular agendas they set for lessons and the kinds of cognitive processes they employ include lesson formats (Wong-Fillmore 1985), tasks (Doyle 1983), scripts , and routines(Shavelson and Stem 1981). Constructs such as these seek to describe how teachers approach the subject matter of teaching and how they transform content into learning. Much of this research draws on a framework of cognitive psychology and has provided evidence of the kinds of pedagogical content knowledge, reasoning, and problem solving teachers make use of as they teach (Cliff 1991). In addition to the curricular goals and content, teachers have other more personal views of teaching (Johnston 1990). Zeichner, Tabachnick, and Densmore (1987) try to capture this with the notion of perspective, which they define as the ways in which teachers understand, interpret,and define their environment and use such interpretation to guide their actions. They followed teachers through their year-long professional training and their first year in the classroom, and found that their personal perspectives served as powerful influences on how they taught. In describing the basis for teachers" conceptualizations of good practice, Clandinin (1985, 1986) introduced the concept of image , which she describes as "a central construct for understanding teachers" knowledge" (1985:362). An image is a metaphor, such as "the classroom as home," "setting up a relationship with children," or "meeting the needs of students," that teachers may have in mind when they teach. Johnston (1992) suggests that images such as these are not always conscious, that they reflect how teachers view themselves in their teaching contexts, and that they form the subconscious assumptions on which their teaching practices are based. In a study of what second language teachers perceive to be good classes, Senior (1995) found that experienced ESL teachers in an Australian educational setting attempting to implement a communicative methodology appeared to have arrived at the tacit assumption that, to promote successful language learning, it is necessary to develop a bonded class—that is, one in which there is a positive, mutually supportive group atmosphere. The teachers appeared to employ a range of both conscious and unconscious strategies in order to develop a spirit of cohesion within their class groups.Halkes and Deijkers (1984) refer to teachers" teaching criteria, which are defined as "personal subjective values a person tries to pursue or keep constant while teaching." Teachers hold personal views of themselves, their learners, their goals, and their role in the classroom and they presumably try to reflect these in their practice. Marland (1987) examined the principles used to guide and interpret teaching, and identified five such working principles that were derived from stimulated recall interviews with teachers. For example, the "principle of progressive checking" involved checking students" progress periodically, identifying problems, and providing individual encouragement for low-ability students. Conners (1978) studied elementary teachers and found that all of those in her study used three overarching principles of practice to guide and explain their interactive teaching behavior: "suppressing emotions," "teacher authenticity," and "self-monitoring." The "principle of teacher authenticity" involved the teacher presenting herself in such a way that good personal relationships with students and a socially supportive classroom atmosphere would be achieved. This principle required the teacher to attempt to be open, sincere, and honest, as well as fallible.（分数：50.01）(1).What could be the title of this passage?（分数：16.67）__________________________________________________________________________________________ (2).What are the functions of those conceptual units as described by Woods (1996) in language teaching?（分数：16.67）__________________________________________________________________________________________ (3).Discuss the relationship between "perspective" and "image" and between "image" and "teaching criteria" as mentioned in this passage?（分数：16.67）__________________________________________________________________________________________。
北京外国语大学翻译硕士考研真题,考研复试分数线,考研难度解析
全国8大分校·出题人阅卷人加盟·多对一跟踪督促·精准考研信息·考前绝密押题·复试协议保过高端状元集训营·一对一押题保分·专业课视频课程·全套真题（含解析）笔记·专业课押题卷北京外国语大学翻译硕士考研资料-考研考博一．北京外国语大学翻译硕士考研内容分析专业招生人数初试复试翻译硕士笔译：英语学院：30人专用英语学院：15人口译英语学院：24人高翻学院：55人政治100分二外100分英语翻译基础150分汉语写作与百科知识150分1、北外高翻复试流程，口译和同传复试相同，包括：视译+复述+面试+二外听力。
2、英语学院的英语笔译复试包括：视译+面试+二外听力（2015年取消笔试）二．育明考研考博辅导中心孙老师解析：针对北京外国语大学2016年整体的变化，给大家分析下：1，北京外国语大学16年有三个学院招生，分别是高翻（口译）、英语学院（笔译和口译）、专用英语学院（笔译）。
不管哪个学院，初试考的都是一样的，总体北外招生人数扩招了，对于16年的考生是一个很好的机会，甚至专用英语学院还有调剂名额。
预计17年也会延续16年的变化，有北外情节的考生可以根据自己的情况选择。
全国8大分校·出题人阅卷人加盟·多对一跟踪督促·精准考研信息·考前绝密押题·复试协议保过高端状元集训营·一对一押题保分·专业课视频课程·全套真题（含解析）笔记·专业课押题卷2,2016年的分数线和以往有所不同，英院笔译217，口译209，高翻学院16年没有专业课划线，总分350，单科过线就可以参加复试，专用英语学院也是和高翻学院一样，总分350.3，三个学院初试一样，只是复试和课程设置不同，从竞争激烈程度来看一次是高翻，英院和专用英语学院。
育明教育考博分校针对北京外国语大学翻译硕士专业考研开设的辅导课程有：专业课一对一·全程集训营·视频班·复试保过班·高端协议班。
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育明考博分校资料来源：www.yumingedu.com考博资料、辅导课程咨询育明考博刘老师
资料来源育明教育官网：www.yumingedu.com（考博分校）考博考试信息、辅导课程可咨询育明教育考博分校1北京外国语大学英语语言文学考博真题导师分数线内部资料一、专业的设置、导师及招生计划学科、专业名称研究方向研究领域指导教师招生人数
050201英语语言文学
英语国家文学研究(001英语学院）
19-20世纪美国小说/女性主义金莉1-2
英美小说/西方文论张在新1-2英国现代小说/西方文论马海良1-219-20世纪英美诗歌研究张剑1-2英语文学与跨文化研究陶家俊1-2现当代西方批评理论
美国小说与叙事理论王丽亚1-2美国小说研究潘志明1-2奥斯汀小说研究；耿力平1-2芒罗小说研究；
英语国家文学研究
（018外国文学所）现代西方文论赵国新1-2
英语国家语言研究（001英语学院）认知语言学蓝纯1-2
应用语言学（001英语学院）外语教育周燕1-2
英语国家研究(001英语学院)
美国研究孙有中1-2跨文化传播研究
欧洲研究王展鹏1-2美国政治研究谢韬1-2美国研究李莉文1-2国际经济彭龙1-2育明考博分校资料来源：www.yumingedu.com考博资料、辅导课程咨询育明考博刘老师
资料来源育明教育官网：www.yumingedu.com（考博分校）考博考试信息、辅导课程可咨询育明教育考博分校2美国政治与外交李永辉1-2国际关系李英桃1-2二、初试考试内容
学科、专业名称研究方向研究领域初试考试科目
外国语专业科目一专业科目二
050201英语语言文学英语国家文学研究(001英语学院）19-20世纪美国小说/女性主义二外(俄语、法语、德语、日语、西班牙语任选一种）
英美文学基
础
美国文学史与作品分析英美小说/西方文论文论与作品解读英国现代小说/西方文论小说与文论
19-20世纪英美诗歌研究文学理论与诗歌作品分析
英语文学与跨文化研究英语小说与跨文化研究（复试时加试“西方批评理论”）
现当代西方批评理论西方批评理论（复试时加试“英语小说与跨文化研究”）美国小说与叙事理论叙事理论
美国小说研究美国文学史与作品分析
奥斯汀小说研究；奥斯汀小说及英国18世纪社会解读（复试时加试叙事理论）；芒罗小说研究；芒罗小说及加拿大育明考博分校资料来源：www.yumingedu.com考博资料、辅导课程咨询育明考博刘老师
资料来源育明教育官网：www.yumingedu.com（考博分校）考博考试信息、辅导课程可咨询育明教育考博分校3社会解读（复试时加试叙事理论）英语国家文学研究
（018外国文学所）
现代西方文论
二外(俄语、法语、德语、日语、西班牙语任选一种）英美文学基础西方古典文论与现代文论
英语国家语言研究
（001英语学院）
认知语言学二外(俄语、法语、德语、日语、西班牙语任选一种）普通语言学认知语言学/认知诗学
应用语言学（001英语学院）
外语教育二外(俄语、法语、德语、日语、西班牙语任选一种）应用语言学（英语学院）外语教育
英语国家研究(001英语学院)
美国研究二外(俄语、法语、德语、日语、西班牙语任选一种）美国通史美国思想史跨文化传播研究中西思想文化史跨文化传播研究理论
欧洲研究政治学理论（含英国政治）
欧洲一体化的理论
与实践
美国政治研究美国总统研究美国国会研究美国研究美国通史美国政治经济国际经济英语货币金融学国际经济美国政治与外交国际关系史美国政治与外交
国际关系近现代国际关系史当代国际关系理论与实践三、部分科目参考书目育明考博分校资料来源：www.yumingedu.com考博资料、辅导课程咨询育明考博刘老师
资料来源育明教育官网：www.yumingedu.com（考博分校）考博考试信息、辅导课程可咨询育明教育考博分校4研究方向参考书目
20世纪加拿大女性小说研究（英语学院耿力平教授）
1、W.J.Keith,《加拿大英语文学史》，北京大学出版社，2009年2、NorthropFrye,TheBushGarden:EssaysontheCanadianImagination.(任一版本)3、MargaretAtwood,Survival:AThematicGuidetoCanadianLiterature.(任一版本)4、GérardGenette，NarrativeDiscourse:AnEssayinMethod(CornellUP,1980).5、E.M.Forster,AspectsoftheNovel(London:Arnold,1927).6、VirginiaWoolf，TheCommonReader,FirstSeriesandtheSecondSeries(HogarthPress的任一版本).
现代西方文论（外国文学所赵国新教授）
1、TerryEagleton，LiteraryTheory：AnIntroduction，Oxford：BasilBlackwell，1983.2、LoisTyson，CriticalTheoryToday：AUser-FriendlyGuide，2ndEdition，NewYorkandLondon：Routledge，2006.3、张中载、王逢振、赵国新编：《二十世纪西方文论选读》，北京：外语教学与研究出版社，2002年。4、张中载、赵国新编：《西方古典文论选读》（修订版），北京：外语教学与研究出版社，2006年。
英语文学与跨文化研究方向（英语学院陶家俊教授）
1、TerryEagleton.TheEnglishNovel:AnIntroduction.Oxford:Blackwell,2005.2、IanWatt.TheRiseoftheNovel.Berkeley:UniversityofCaliforniaPress,1957.3、PaulJ.Hunter.BeforeNovels.W.W.NortonandCompany,1992.4、F.R.Leavis.TheGreatTradition.(任一版本).5、BillAshcroft,GarethGriffithsandHelenTiffin.TheEmpireWritesBack:TheoryandPracticeinPost-colonialLiteratures.London:Routledge,1989.育明考博分校资料来源：www.yumingedu.com考博资料、辅导课程咨询育明考博刘老师
资料来源育明教育官网：www.yumingedu.com（考博分校）考博考试信息、辅导课程可咨询育明教育考博分校5现当代西方批评理论方向（英语学院陶家俊教授）
1、TerryEagleton.LiteraryTheory:AnIntroduction.Oxford:Blackwell,1983.2、LoisTyson.CriticalTheoryToday.NewYork:Routledge,2006.3、FrancoisDosse.HistoryofStructuralism(TwoVolumes).Minneapolis:UniversityofMinnesotaPress,1997.4、RobertJ.C.Young.Postcolonialism:AnHistoricalIntroduction.Oxford:
BlackwellPublishers,2001.5、JonathanCuller.OnDeconstruction:TheoryandCriticismafterStructuralism.
CornellUniversityPress,2008.
美国研究方向（英语学院孙有中教授）
1、DavidM.Kennedyetal.TheAmericanPageant:AHistoryoftheRepublic.
HoughtonMifflinCollegeDiv,2005.2、ArthurM.Schlesinger,Jr.andMortonWhite.PathsofAmericanThought.HoughtonMifflin,1963.3、MerleEugeneCurti.TheGrowthofAmericanThought.TransactionPublishers,
1982.4、StowPersons.AmericanMinds:HistoryofIdeas.KriegerPubCo.,1975.5、GloriaK.Fiero.TheHumanisticTradition.(孙有中等导读）外研社,2014年版。6、冯天瑜等著：《中华文化史》，上海人民出版社，2010年版。