英语一级口译(交替传译)考试大纲(2020版)

2020考研英语一大纲原文The national graduate entrance examination,specifically the English Language Test (Part I), serves as a standardized and selection-oriented assessment tool for admitting students into postgraduate programs atinstitutions of higher learning and research institutions. This examination aims to evaluate candidates' proficiencyin the English language in a scientific, fair, andeffective manner, setting the benchmark at or above the passing level of non-English major undergraduate studentsin higher education institutions. The objective is to ensure that admitted students possess a certain level of English proficiency, facilitating the selection of top candidates by various higher education institutions and research centers based on their academic performance.The English Language Test (Part I) primarily comprises two sections: listening comprehension and reading comprehension. The listening section aims to assess the candidates' ability to understand spoken English, while the reading comprehension section evaluates their comprehension skills in written English. Both sections require candidatesto demonstrate a solid foundation in language knowledge, including grammar and vocabulary, as well as their ability to apply these skills in practical contexts.Firstly, grammar knowledge is crucial in the English Language Test (Part I). Although the outline does not specifically enumerate the requirements for grammar, it encourages candidates to use their listening, speaking, reading, and writing skills in practice rather than focusing solely on rote learning of grammatical rules. This approach promotes more accurate and spontaneous use of grammar in communication.Secondly, vocabulary is another essential aspect of the test. Candidates are expected to have a mastery of approximately 5,500 words and their related phrases, as outlined in the appendices of the outline. A robust vocabulary not only enables candidates to understand the content of the test materials but also enhances theirability to express themselves fluently and accurately in English.In preparing for the English Language Test (Part I), candidates should adopt a comprehensive and strategicapproach. Regular practice in listening and reading comprehension is essential to improve comprehension skills. Additionally, candidates should focus on enhancing their vocabulary through regular reading and note-taking.Utilizing resources such as dictionaries, thesauruses, and online platforms can aid in vocabulary expansion.Moreover, mock tests are invaluable in simulating the actual exam environment and assessing one's readiness. Candidates can utilize past exam papers and online practice tests to familiarize themselves with the format and difficulty level of the test. Regular self-evaluation and feedback are also crucial in identifying areas of weakness and devising targeted improvement plans.Lastly, maintaining a positive mindset and adisciplined study schedule are essential for successful preparation. Candidates should approach the exam with confidence and maintain a consistent and focused approach to their studies.**2020考研英语一大纲原文解析及备考策略**全国硕士研究生入学统一考试英语（一）大纲作为选拔性入学考试科目，旨在科学、公平、有效地测试考生对英语语言的运用能力。

外国语学院教学大纲交替传译（Consecutive Interpretation）口译是一种极富挑战性的职业，肩负有沟通不同文化，为不同语言搭建理解桥梁的使命。

随着中国加入世贸组织以及中国与世界越来越频繁的交往，进行英汉双语互译的口译工作将会变得越来越重要，合格的口译工作者也将成为越来越稀缺的高级人才。

交替传译是口译中的一种，是进一步掌握同声传译技巧的基础课程，同时也是综合应用所学各种英语知识和技能的高级课程。

学习者应该已经具有一定的英语基础，并且通过学习掌握更加深厚扎实的双语知识和灵活的应变能力。

因此交替传译课专门为已经经过将近三年英语专业学习的高年级学生开设，通过讲授基本的口译理论，交替传译的特点，相关的文化背景知识，交传的基本技巧，使得学生掌握基本的口译学科的理论，了解交传的特殊之处，掌握基本的口译笔记，注意力分配，公众演讲技巧，记忆方法，英汉语言对比和翻译处理技巧等，最后能够胜任各种正式场合1-3分钟间隔的交替传译。

一、教学目的与要求1.熟悉基本的口译理论知识，交替传译的特点以及英汉、汉英交传中常用的翻译技巧；2.了解相关中国和英语国家的文化背景知识；3.培养对中英文的听力理解及信息处理的能力；4.掌握基本的口译笔记方法；5.胜任各种正式场合1-3分钟间隔的交替传译。

二、教学重点与难点教学重点：口译的基本形式；认识口译和笔译的异同；了解交替传译的特点；做交替传译的基本笔记技巧。

教学难点：词汇量的扩充；英语听力的即时理解；中英双语在短时间内的转换；注意力的分配；掌握和找到适合自己记笔记的方法。

三、教学方法与手段教学内容以课本理论为根本指导，在教授了基本的理论知识以后，辅助以大量最新的新闻、专题、时事、演说、重要讲话等题材的实战交传练习。

学生的实际交传练习为主要的教学形式。

在每次练习中，鼓励学生应用所学理论，找到适合自己的方法，互相找到问题所在。

也就是以模拟真实的交传场景，分析改进交传技巧的学习讨论会的形式为主，辅以教师指导，并发动学生的学习积极性，共同学习相关的文化背景知识和某个领域的专业术语。

《口译与听力》自学考试大纲一、课程性质与设置目的“口译与听力”是高等教育自学考试英语专业本科段的一门重要实践课程。

本课程旨在培养考生的口译和听力技能，使考生能够在不同场景下准确、流畅地进行口译和听力理解，为其今后在英语相关领域的工作和学习打下坚实的基础。

二、课程内容与考核目标（一）口译部分1、交替传译基础技巧能够准确听取源语信息，理解主旨和关键细节。

掌握笔记技巧，有效记录关键信息。

运用适当的口译策略，如顺句驱动、意译等，进行初步的口译表达。

2、商务口译熟悉商务场景中的常用词汇和表达，如商务谈判、市场营销、国际贸易等。

能够准确口译商务合同、商务报告等常见文本。

3、旅游口译了解旅游相关的背景知识和文化特色。

能够流利地口译旅游景点介绍、旅游服务咨询等内容。

4、会议口译掌握会议口译的规范和礼仪。

能够应对不同主题的会议发言，进行准确、流畅的口译。

（二）听力部分1、基础听力技能能够辨别不同的语音、语调、语速。

理解日常生活、学习和工作中的常见话题。

2、新闻听力熟悉新闻报道的结构和常用词汇。

能够抓取新闻要点，理解新闻主旨。

3、学术讲座听力掌握学术领域的常用词汇和表达方式。

能够理解学术讲座的逻辑结构和主要观点。

三、考试形式与要求（一）考试形式1、口译考试采用现场口译的方式，考生在规定时间内对给定的材料进行口译。

2、听力考试采用闭卷笔试的形式，包括听力理解、听力填空、听力简答等题型。

（二）考试要求1、口译部分要求考生发音清晰、表达流畅、翻译准确，能够灵活应对各种口译场景和话题。

2、听力部分要求考生在规定时间内完成答题，准确理解听力材料的内容，并按照要求进行作答。

四、学习方法与建议（一）口译学习1、多听多练，提高听力水平，为口译打下基础。

2、积累丰富的词汇和表达，尤其是与不同领域相关的专业词汇。

3、进行模拟口译练习，可通过观看相关视频、听取音频材料等方式，并对照参考译文进行自我评估和改进。

（二）听力学习1、每天保持一定的听力练习时间，逐渐适应不同的听力材料和语速。

【2020年翻译资格考试(catti)一级笔译材料分享】一级翻译资格考试2020年翻译资格考试(catti)一级笔译材料Conscious DecouplingA new book explains how managers struggle with changing customer behaviorThink about the panies like Uber and Airbnb that have burst through intopublic consciousness in the past ten years. While many of them depend on theinternet, their success is not down to any particular technological innovationof their own design. Instead, their secret lies in their business model.Thales Teixeira of the Harvard Business School argues that the principle thatunderlies a lot of these models is called decoupling. In his book “Unlocking theCustomer Value Chain”, he explains how this conc ept applies across a wide rangeof industries.Buying a product will involve at least four stages. First, customers willevaluate the items available; then they will choose one or two; then they willbuy them; finally they will consume them. In the traditional model, the firstthree took place inside a single retail store. Customers would look at the TVsor dishwashers on offer, pick one they liked with a price theycould afford, payat the till and then take the item home or arrange for the retailer to deliverit.These steps are all part of what Mr Teixeira calls the “customer valuechain”. Disrupters have muscled in on some parts of this chain. One example isthe practice of “showrooming”. Shoppers enter an electrical store like Best Buyand examine what’s on offer. But instead of purchasing the item in the store,they buy it online. Amazon has even created an app allowing customers to scan aproduct’s bar code, or take its picture, and discover its online price. Theselection of products has been decoupled from their purchase.Other examples of the decoupling process cited by Mr Teixeira include Zipcar,where driving a car is separated from purchasing and maintaining it; TiVo, wherewatching TV is delinked from sitting through ads; and Birchbox, where customersare sent samples of beauty products, eliminating the need to visit a store totry them.This is not, as the author points out, a particularly new idea. Budgetairlines like Ryanair have long since decoupled flying from the services andamenities that usually panied it. Passengers have to pay separately for theextras, like seat selection and the carrying of baggage. Other airlines havefollowed suit.Customer services have for some time been disrupted by a trend with the uglyname of disintermediation, the cutting out of middlemen. Mostholidays are nowpurchased directly, rather than via travel agents; shares are bought vialow-mission services, rather than through advisory stockbrokers. New entrantscan gain market share if they can offer customers a lowe r cost or greaterconvenience. Decoupling doesn’t subtract middlemen but still results in lowercosts to the consumer.The beauty of the decoupling approach is that the only limit to innovation isimagination, rather than technical brilliance. For example, Mr Teixeira citesTrov, a pany which allows customers to buy insurance solely for specificitems for specific periods of time. If you want to insure your latest smartphone for a two-week holiday, you can do so; and then insure it again for aweekend trip later in the year. The need for insurance is decoupled from thehassle of buying an annual policy.Suppose that you like a restaurant’s ambience, but not its food. In theory,you could book a table but order the food from elsewhere, paying separately forthe service and the cooking. If 3D printers e ubiquitous, design andmanufacture could be decoupled, with consumers paying for the digitalblueprint.Mr Teixeira argues that decoupling is a customer-driven phenomenon-bottom-uprather than top-down. Successful businesses will spot how consumer tastes areshifting, and that may involve looking at other industries as well as their own.For example, they can look at the success of Netflix’s subscription-based model;what works for TVprogrammes may also work for other goods and services.Already, there are panies that will deliver socks or perfume on a regularbasis, decoupling this from a trip to the mall.The challenge for existing managers is that they must worry about more thanwhether their overall costs are lower than those of their immediate rivals. If apart of their process is inefficient, or inconvenient for consumers, thedecouplers may well grab hold of it.自觉脱钩一本新书分析管理者如何努力应对不断变化的客户行为优步和爱彼迎等公司在过去十年里异军突起，闯入公众视野。

《交替传译（一）》课程教学大纲（英文名称：Consecutive Interpreting I）一、课程说明1、课程编码：05510231052、学分：2 学时：363、课程类别：专业学位基础课4、开课学院：翻译学院5、课程简介：交替传译（一）是英语口译专业翻译硕士的学位基础课，通过教授口译基本理论、必备口译技巧与策略，使学生能够掌握交替传译的必备技能，旨在培养学生的基本口译能力，强化学生的逻辑思维能力、信息素养、双语转换能力、综合交际能力，以提升学生综合人文素质。

6、预备知识：学生应有一定的双语听说基础，先行进行了听力、口语、翻译理论与实践等相关课程的学习。

7、教学目的与要求：交替传译（一）是为翻译硕士英语口译专业一年级开设的一门口译技能训练课程。

通过讲授口译的基本原则与方法，主要口译技巧与策略，使学生能够掌握口译的基本技能，包括口译的听辨、分析、记忆、表达、笔记、数字口译、职业素养等，以满足不同场合交替传译的需求。

对口译能力进行基本训练，使学生正确认识交替传译的性质、对象、程序、原则与方法，通过口译实践，初步掌握交传的原理、原则和方法，为更高层次的职业口译培训奠定坚实的基础。

8、考核方法与要求：考核方法：平时考核与期末口译考试相结合组成及占分比例：平时成绩40%，期末成绩60%9、教材与参考书：教材：教师自备，不使用固定教材，根据训练需要使用难度适当的口译材料，包括不同主题的讲话、发言、访谈等。

参考书目：任文，《交替传译》，外语教学与研究出版社，2009年。

塞莱斯科维奇等著，闫素伟等译，《口译训练指南》, 中国对外翻译出版公司2007年。

James Nolan,《口译：技巧与操练》Interpretation: Techniques and Exercises, 上海外语教育出版社，2011年。

Roderick Jones,《会议口译解析》Conference Interpreting Explained，上海外语教育出版社，2008年。

2020年翻译catti一级口译试题及答案（卷十）Speech by The Duke of Cambridge at the Children’s Global Media SummitManchester, 6 December 2017Good afternoon, everyone. And thank you very much for having myself and Catherine here.First of all, a word if I might about this fantastic city of Manchester –to which most of you are visitors. You may have seen, if you have had a chance to go outside yet, the symbol of the bee everywhere in the city –the bee is Manchester’s symbol, a reminder of this city’s industriousness and creativity.It’s also a reminder of Manchester’s community spirit, the sense of pulling together. Manchester has had a tough year, and I personally stand in awe of the way that the people of Manchester have united in bravery and support of one another. This community is a great example to all of us, wherever we are from. And I hope you all have a chance to witness some of this remarkable place for yourselves while you are here for the Summit.So, the Children’s Summit. We are all here today because we know that childhood matters.The years of protection and education that childhood has provided are the foundation for our society. The programme makers and techleaders in this room understand that.Our childhood years are the years we learn.They are the years we develop resilience and strength.They are the years where our capacity for empathy and connection are nurtured.They are the years where we impart the values of tolerance and respect, family and community, to the youth that will lead our nations in the future.Parents like Catherine and me are raising the first generation of digitally-immersed children –and this gives us many reasons to be optimistic about the impact of technology on childhood.Barriers to information about the world are falling. The child of today can learn about far-flung corners of the world with previously unimaginable ease.Social media holds the promise for children who can feel isolated to build and maintain friendships.Digital media is seeing today’s young people develop a passion and capacity for civic involvement that is without parallel in human history.Programme makers have access to real-time research that helps them shape engaging, educational content for children in ways that would have been unheard of in years gone by.We should celebrate and embrace these changes.What we cannot do, however, is pretend that the impact of digital technology is all positive or, indeed, even understood.I am afraid to say that, as a parent, I believe we have grounds for concern.I entered adulthood at the turn of the millennium. The generation of parents that Catherine and I are a part of had understood the world of mobile phones, the internet, email, and the like for some time. We had every reason to feel confident.The changes we have incorporated into our own lives as adults have often felt incremental, not revolutionary.The vast array of digital television content that many households enjoy today did not spring up overnight.The birth of the smartphone was heralded as a landmark moment. In truth, though, we incorporated constant texting, checking of email on our devices, and 24/7 availability into our lives over the course of many, many years.The centrality of the internet for education, shopping, and the organisation of domestic life has been the work of two decades.And it’s the gradual nature of this change –the slow warming of the water in the pot if you like –that I believe has led us to a moment of reckoning with the very nature of childhood in our society.The latest Ofcom research into the media consumption habits of。

2020年翻译catti一级口译试题及答案（卷十）Speech by The Duke of Cambridge at the Children’s Global Media SummitManchester, 6 December 2017Good afternoon, everyone. And thank you very much for having myself and Catherine here.First of all, a word if I might about this fantastic city of Manchester –to which most of you are visitors. You may have seen, if you have had a chance to go outside yet, the symbol of the bee everywhere in the city –the bee is Manchester’s symbol, a reminder of this city’s industriousness and creativity.It’s also a reminder of Manchester’s community spirit, the sense of pulling together. Manchester has had a tough year, and I personally stand in awe of the way that the people of Manchester have united in bravery and support of one another. This community is a great example to all of us, wherever we are from. And I hope you all have a chance to witness some of this remarkable place for yourselves while you are here for the Summit.So, the Children’s Summit. We are all here today because we know that childhood matters.The years of protection and education that childhood has provided are the foundation for our society. The programme makers and techleaders in this room understand that.Our childhood years are the years we learn.They are the years we develop resilience and strength.They are the years where our capacity for empathy and connection are nurtured.They are the years where we impart the values of tolerance and respect, family and community, to the youth that will lead our nations in the future.Parents like Catherine and me are raising the first generation of digitally-immersed children –and this gives us many reasons to be optimistic about the impact of technology on childhood.Barriers to information about the world are falling. The child of today can learn about far-flung corners of the world with previously unimaginable ease.Social media holds the promise for children who can feel isolated to build and maintain friendships.Digital media is seeing today’s young people develop a passion and capacity for civic involvement that is without parallel in human history.Programme makers have access to real-time research that helps them shape engaging, educational content for children in ways that would have been unheard of in years gone by.We should celebrate and embrace these changes.What we cannot do, however, is pretend that the impact of digital technology is all positive or, indeed, even understood.I am afraid to say that, as a parent, I believe we have grounds for concern.I entered adulthood at the turn of the millennium. The generation of parents that Catherine and I are a part of had understood the world of mobile phones, the internet, email, and the like for some time. We had every reason to feel confident.The changes we have incorporated into our own lives as adults have often felt incremental, not revolutionary.The vast array of digital television content that many households enjoy today did not spring up overnight.The birth of the smartphone was heralded as a landmark moment. In truth, though, we incorporated constant texting, checking of email on our devices, and 24/7 availability into our lives over the course of many, many years.The centrality of the internet for education, shopping, and the organisation of domestic life has been the work of two decades.And it’s the gradual nature of this change –the slow warming of the water in the pot if you like –that I believe has led us to a moment of reckoning with the very nature of childhood in our society.The latest Ofcom research into the media consumption habits ofBritish children shows us just how dramatically the landscape has changed without most parents pausing to reflect on what actually is happening.Parents who were born before the invention of the World Wide Web now have children aged 5 to 15 who spend two hours a day online.Ten years after the introduction of the iPhone, [and] over 80 percent of 12 to 15-year-olds have a smartphone.Most of my contemporaries graduated university before any of us had Facebook accounts –and now 74 percent of 12 to 15-year-olds are on social media.And a generation of parents for whom watching television was something that happened as a family around a single set have given a fifth of our 3 to 4-year-olds their own tablets.Now, I am no Luddite –I believe strongly in the positive power of technology, but I am afraid that I find this situation alarming.My alarm does not come from childhood immersion in technology per se. My alarm comes from the fact that so many parents feel they are having to make up the rules as they go along.We have put the most powerful information technology in human history into the hands of our children –yet we do not yet understand its impact on adults, let alone the very young.And let me tell you parents are feeling the pressure. We needguidance and support to help us through some serious challenges.Everywhere you go, mothers and fathers are asking each other the same questions:‘Did you see that so-and-so’s friend had an iPhone at the playground?’‘How can I keep my daughter off social media if all of her friends are on it?’‘How do I know what my children are doing online in their bedrooms? How do I monitor what they’re messaging to other children?’‘How do I find out what apps my children have downloaded?’‘How do we protect family time and teach our kids actual connection, when all their communication is through their phone?’‘How do we convince our children to go outside and be active and fit, when all they want to do is play online?’These conversations are happening right now in our towns and cities and right across the world. We have all let technology slowly creep into our lives. And now we are waking up to the enormity of the challenge technology and modern digital media will mean for children.The people in this room may be the best placed in the planet to help today’s parents, teachers, and caregivers to grapple with these questions. As I said earlier, you are only here because you are passionateabout childhood. Your combined experience and insight can be a powerful force for positive guidance.Parents are eager for your advice about how best to combine technology and innovation with the timeless goal of safe and innocent early years that are filled with love and genuine connection.Like all of you, I believe firmly in the power of bringing people together, people with knowledge and passion, to tackle big issues confronting our society. That is what I did through the Royal Foundation when we established the Taskforce for the Prevention of Cyberbullying.Bullying through phones and social media is an issue that caught my attention after reading about children who had taken their own lives when the pressure got too much.As a former HEMS and Air Ambulance pilot, I was called to the scenes of suicides and I witnessed the devastation and despair it brought about. And I felt a responsibility to do something about it.The Royal Foundation brought together the leading players in digital and social media, the ISPs, academic researchers, and children’s charities. And importantly, we brought children and parents themselves to the table, so their voices could be heard directly.What we heard is that cyberbullying is one of those issues that had been allowed to slowly take root. An age-old problem had been gradually transformed and accelerated by technology that allowed bullies to followtheir targets even after they had left the classroom or the playing field.The technology we put into the hands of our children had for too many families shattered the sanctity and the protection of the home.After a year and a half’s work, the taskforce announced a plan of action last month. The sector agreed to four main areas of work: –the implementation of standard guidelines for the reporting and handling of bullying;–a national advertising campaign to establish a code of conduct for the online behaviour of children;–the piloting of an emotional support platform on social media;–and finally, the members have pledged to continue to work together to offer consistent advice to parents and more material for children to help them thrive online. And you will hear more about this next.I am proud of what was achieved, but, as I said at the time of the plan’s launch, I had hoped we could go further. I am very pleased that the BBC has taken up the challenge of supporting one area that I believe merits further discussion: the creation of a single, universal tool for children to report bullying when they see it or experience it –regardless of which platform it happens on.What we have shown through the taskforce –and what we show when we gather on days like today –is that solutions to our challengesare possible when we all work together.We can be optimistic about the way digital media will help our children when we can be frank about our concerns.Families can embrace technology with confidence when they can access the best support and advice.And we can be hopeful about the future of our society when we all know that protecting the essence of childhood remains our collective and urgent priority.Thank you.汉译英在当今日益全球化的世界里，显然会说两门语言要比单单说一种有实际的好处。

全国硕士研究生入学统一考试英语(一) 考试大纲 ( 非英语专业 )(2020年版)I.考试性质英语 (一 )考试是为高等学校和科研院所招收硕士研究生而设置的具有选拔性质的全国统一入学考试科目，其目的是科学、公平、有效地测试考生对英语语言的运用能力，评价的标准是高等学校非英语专业本科毕业生所能达到的及格或及格以上水平，以保证被录取者具有一定的英语水平，并有利于各高等学校和科研院所在专业上择优选拔。

II.考查目标考生应掌握下列语言知识和技能：(一 )语言知识1.语法知识考生应能熟练地运用基本的语法知识。

本大纲没有专门列出对语法知识的具体要求，其目的是鼓励考生用听、说、读、写的实践代替单纯的语法知识学习，以求考生在交际中能更准确、自如地运用语法知识。

2.词汇考生应能掌握5500 左右的词汇以及相关附表中的内容(详见附录1、 2)。

除掌握词汇的基本含义外，考生还应掌握词汇之间的词义关系，如同义词、近义词、反义词等 ;掌握词汇之间的搭配关系，如动词与介词、形容词与介词、形容词与名词等;掌握词汇生成的基本知识，如词源、词根、词缀等。

英语语言的演化是一个世界范围内的动态发展过程，它受到科技发展和社会进步的影响。

这意味着需要对本大纲词汇表不断进行研究和定期的修订。

此外，全国硕士研究生入学英语统一考试是为非英语专业考生设置的。

考虑到交际的需要，考生还应自行掌握与本人工作或专业相关的词汇，以及涉及个人好恶、生活习惯和宗教信仰等方面的词汇。

(二 )语言技能1.阅读考生应能读懂选自各类书籍和报刊的不同类型的文字材料(生词量不超过所读材料总词汇量的 3%)，还应能读懂与本人学习或工作有关的文献资料、技术说明和产品介绍等。

对所选材料，考生应能：1)理解主旨要义 ;2)理解文中的具体信息;3)理解文中的概念性含义;4)进行有关的判断、推理和引申;5)根据上下文推测生词的词义;6)理解文章的总体结构以及上下文之间的关系;7)理解作者的意图、观点或态度;8)区分论点和依据。

全国硕士研究生入学统一考试英语(一)考试大纲(非英语专业)(2020年版)I.考试性质英语(一)考试是为高等学校和科研院所招收硕士研究生而设置的具有选拔性质的全国统一入学考试科目，其目的是科学、公平、有效地测试考生对英语语言的运用能力，评价的标准是高等学校非英语专业本科毕业生所能达到的及格或及格以上水平，以保证被录取者具有一定的英语水平，并有利于各高等学校和科研院所在专业上择优选拔。

II.考查目标考生应掌握下列语言知识和技能：(一)语言知识1.语法知识考生应能熟练地运用基本的语法知识。

本大纲没有专门列出对语法知识的具体要求，其目的是鼓励考生用听、说、读、写的实践代替单纯的语法知识学习，以求考生在交际中能更准确、自如地运用语法知识。

2.词汇考生应能掌握5500左右的词汇以及相关附表中的内容(详见附录1、2)。

除掌握词汇的基本含义外，考生还应掌握词汇之间的词义关系，如同义词、近义词、反义词等;掌握词汇之间的搭配关系，如动词与介词、形容词与介词、形容词与名词等;掌握词汇生成的基本知识，如词源、词根、词缀等。

英语语言的演化是一个世界范围内的动态发展过程，它受到科技发展和社会进步的影响。

这意味着需要对本大纲词汇表不断进行研究和定期的修订。

此外，全国硕士研究生入学英语统一考试是为非英语专业考生设置的。

考虑到交际的需要，考生还应自行掌握与本人工作或专业相关的词汇，以及涉及个人好恶、生活习惯和宗教信仰等方面的词汇。

1.阅读考生应能读懂选自各类书籍和报刊的不同类型的文字材料(生词量不超过所读材料总词汇量的3%)，还应能读懂与本人学习或工作有关的文献资料、技术说明和产品介绍等。

对所选材料，考生应能：1)理解主旨要义;2)理解文中的具体信息;3)理解文中的概念性含义;4)进行有关的判断、推理和引申;5)根据上下文推测生词的词义;6)理解文章的总体结构以及上下文之间的关系;7)理解作者的意图、观点或态度;8)区分论点和依据。