清华大学英语水平考试大纲
2012-9
清华大学出版社
清华大学外文系测试组
246
194000
清华大学英语水平考试（TEPT）是为了满足清华大学研究型、国际化人才培养的需要，由清华大学外文系研制开发的考试系统。清华大学英语水平考试大纲参照了教育部2007年5月印发的《大学英语课程教学要求》，结合我国目前大学英语教学的实际情况，着重检测学生的语言综合运用能力，特别是研究型大学学生所需要的通用学术英语能力和国际交流能力。 TEPT考试大纲是对原清华大学英语水平（Ⅰ）考试大纲的调整与修订。原清华大学英语水平（Ⅰ）考试是基于1996年教育部高等教育司八所重点院校外语教学测试的改革精神建立的测试体系，1999年由教育部高等教育司组织大学外语教学指导委员会及有关专家对该测试体系进行评议，并于同年11月得到了教育部高等教育司的正式认可与确认（教高司[1999]81号文）。经过多年的理论研究和实际应用，清华大学英语水平（Ⅰ）考试体系已逐步走向成熟。但是，十余年来，随着全球化环境的不断发展，大学英语教学趋势也发生了很大变化，原来的水平（Ⅰ）考试大纲已很难适应新形势下大学英语教学的发展趋势和清华大学英语教学改革的需要。因此，在原清华大学英语水平（Ⅰ）考试大纲的基础上，特制定清华大学英语水平考试（TEPT）大纲。 编写TEPT大纲的目的在于帮助学生更好地了解和体验清华大学新的英语水平考试在整体结构上的变化，各项技能所化，并进一步加强学生对通用学术英语及学术技能的掌握与应用。 TEPT考试大纲中样题的各部分题型设计均根据具体素材而定，灵活、多样、实用。题材广泛、真实，并符合《大学英语课程教学要求》制定的基本精神。使用对象为准备参加清华大学英语水平考试及国内外相关级别考试的学生。 本考试大纲具体指明了考生在词汇、语法、阅读、听力、口语、写作及汉英转换等各方面应具备的能力；并对试卷构成与时间分配给予了详细说明；对考试各部分的考查技能、测试材料、测试题型、测试内容、能力等级划分等也进行了具体描述；同时提供了样题、答案及解析。本大纲词汇表建立在教育部2007年印发的《大学英语课程教学要求》中的词汇以及国际认可的学术词汇相结合的基础上。 ……
《清华大学英语水平考试大纲（第二版）》包括两部分：
第一部分为清华大学英语水平考试的大纲、考试样题、样题答案与解析。第二部分为词汇手册，内容涵盖《大学英语课程教学要求》中所列出的各类词汇及国际通用学术词汇，信息完整、方便实用、便于查找。
读者对象： 清华大学在校本科生、大学英语教师、关注大学英语教学改革及英语水平测试的教师、研究人员及有关教务管理人员等。
清华大学英语水平考试大纲
1．考试对象及基本要求
1．1词汇
1．2语法
1．3读的能力
1．4听的能力
1．5说的能力
1．6写的能力
2．试卷的构成
3．成绩报告及分数与等级的换算
4．听力部分(listening)
4．1简介
4．2考查技能
4．3测试内容
4．4题型说明
4．5听力能力等级描述
5．读写结合(integrated reading and writing)
5．1阅读
5．1．1简介
5．1．2考查技能
5．1．3测试材料
5．1．4题型说明
5．1．5测试内容
5．1．6阅读能力等级描述
5．2写作
5．2．1简介
5．2．2考查技能
5．2．3测试材料
5．2．4题型说明
5．2．5测试内容
5．2．6写作能力等级描述
6口试部分
6．1简介
6．2考查技能
6．2．1朗读能力
6．2．2描述能力
6．2．3表达思想的能力
6．3话题
6．4语音项目
6．4．1基本读音
6．4．2重音
6．4．3读音的变化
6．4．4语调与节奏
6．5试卷内容与结构
6．6口语能力等级描述
清华大学英语水平考试样卷(笔试部分)
清华大学英语水平考试样卷答案及解析(笔试部分)
清华大学英语水平考试样卷听力部分文字材料
清华大学英语水平考试样卷(口试样题)
附录1大学英语及学术英语词汇合并表
附录2未覆盖学术派生词词表
6. Her flair for innovation has since taken her away from the laboratory and into a career focused solely on creative thinking. She explains the transition this way: "I enjoy working with people and as part of interdisciplinary teams tackling creative tasks," she says. "But experimental biology requires many hours working on your own at the bench." In 2010, she co-founded a company called Lime Design, which aims to teach a diverse clientele to think creatively about everyday problems. Student clients include schoolchildren, Google in Education (Google's educational division), and Microsoft. She also teaches a class in creativity and innovation at Stanford's d.school. Slow to change 7. Unsurprisingly, Britos Cavagnaro faced resistance from scientific colleagues when she tried to do things differently. "People in our lab, including myself, were relatively conservative in our adoption of new technologies that Leticia introduced to us," Toro says. It wasn't just the content of her thesis defense that raised eyebrows at Stanford, Britos Cavagnaro recalls, it was the medium. She had stepped away from the scientific-presentation standards - PowerPointand Keynote - opting instead for a presentation tool called Prezi. "My adviser was a very traditional scientist, and she initially expressed some resistance to my use of the software Prezi for my thesis defense," Britos Cavagnaro says. 8 . Prezi is based in the cloud and is more akin to a s cientific poster than a traditional oral presentation. With Prezi, users put all of their content, including embedded video footage, onto one digital canvas, stored online (although you can also download its presentations). Users can then move around and zoom in to different areas of that canvas during the presentation. In essence, Prezi helps presenters build a mind map of their ideas, then lead the audience through the various parts. "Prezi allows you to prioritize the big picture and to go deeper if needed, with your research data accessible at all times from the cloud," Britos Cavagnaro says. It also lets you show relationships among the various elements in a more visual way than can be achieved in the usual sequence of Keynote or PowerPoint slides. ……
