Self-taught Examination Public English (Undergraduate) Syllabus Vocabulary Manual (Second Edition)

Author: Ji Fei, Editor-in-Chief
Publisher:
Publish Date: 2006-04-01
Features: This vocabulary manual is based on the "Outline for the Public English (Part II) Examination of the Higher Education Self-Tuition Examination" (Undergraduate) issued by the National Advisory Committee on Higher Education Self-Tuition Examination. It includes over 4,200 frequently used vocabulary words for the self-tuition examination and more than 800 fixed collocations and idiomatic expressions. The vocabulary in this manual is derived from the vocabulary list in the "Outline for the Public English (Part II) Examination of the Higher Education Self-Tuition Examination" (Undergraduate), while also referencing past exam questions for the Higher Education Self-Tuition Examination in English. Therefore, it is scientifically, authoritatively, and specifically designed to help candidates deepen their understanding of the exam content, systematically review exam vocabulary, and effectively improve their exam-taking skills. Each word is marked with phonetic symbols, lists irregular forms of verbs, nouns, adjectives, and adverbs, and indicates whether nouns are countable or uncountable, making it convenient for readers to study and use. The manual is organized in a simple and clear manner, making it particularly suitable for candidates to systematically memorize and learn vocabulary. The primary target audience for this manual is candidates preparing for the Public English (Part II) Examination of the Higher Education Self-Tuition Examination.
[Preface] Since the implementation of various English exams, such as the Higher Education Entrance English Exam, College English Exam, Graduate Entrance English Exam, MBA Entrance English Exam, and Self-Tuition English Exam, the National English Examination Committees under the leadership of the Ministry of Education and relevant government agencies have consistently emphasized that English exams are teaching and learning assessments or achievement exams at the foundational stage of education. They must adhere to the correct direction of serving teaching and learning, contribute to the implementation of teaching and learning curricula, and enhance practical English proficiency. Exam content should not only assess language knowledge but also language skills, particularly the practical application of English, especially in the use of vocabulary. Teaching English fundamentals, strengthening basic language skills, and cultivating students' practical English proficiency, logical thinking, and independent work abilities are the fundamental tasks of English teaching and learning. Therefore, English teaching and learning must revolve around this central objective.
Teaching and learning are fundamental and essential. Exams are merely a component of this systematic educational process—they are not the goal but a supplementary tool for evaluating and promoting teaching and learning. Exams must serve teaching and learning. Currently, some institutions still prioritize "exam-oriented teaching," leading to abnormal phenomena such as teaching revolving around exams, teaching replacing learning, blind competition, and a narrow focus on passing rates and high scores, disrupting normal teaching order. These practices are misguided and unacceptable. Instead, we should strengthen students' quality education, resist and discard exam-oriented teaching, and encourage teachers to focus on improving classroom teaching quality while students concentrate on mastering English knowledge, practicing basic language skills, and acquiring practical English proficiency, especially in using vocabulary. Only in this way can we achieve English teaching goals, and students can leverage their knowledge, skills, and qualities to perform well in exams. Similarly, for other types of achievement or selection exams, the Ministry of Education has clearly stipulated that the primary focus is on candidates' English fundamentals, with emphasis on practical English proficiency.
Vocabulary is the foundation of English learning, and the size of vocabulary is one of the fundamental standards for measuring English proficiency. It holds the most critical position in all English exams. From recent years' various types and levels of English exams, it is evident that the corresponding exam outlines have specific requirements for vocabulary, which is the cornerstone and top priority of English learning and exams. Currently, most books on English exam vocabulary in the market are designed for exam preparation, often misguiding candidates by either exceeding the exam outline or being overly superficial. To better serve teaching and learning through exams, to help students correctly align teaching, learning, and exams, and to improve their practical English proficiency in accordance with teaching outline requirements, we have decided to compile learning guides for exam vocabulary for various English exams to guide candidates in their exam preparation. The purpose of these guides is to help teachers and candidates deepen their understanding of exam vocabulary.
To help candidates understand different types of English exams, relevant organizations or institutions have formulated corresponding English teaching or exam outlines, such as the "Outline for Junior High School English Teaching," "Outline for Undergraduate Promotion English Exam," "MBA English Exam Outline," "College English Teaching Outline," and the "Outline for National Master's Entrance English Exam." These outlines specify the corresponding vocabulary lists for each exam. In addition to helping candidates prepare for exams, another key role of these vocabulary lists is to assist teachers in curriculum development and teaching organization. However, the annotations in these outlines are relatively simple, sometimes lacking annotations or phonetic symbols, and the formatting does not fully meet students' needs for learning English. Therefore, we have compiled this series of books based on students' learning characteristics and needs, while referencing the exam outlines and corresponding exam questions. These guides aim to help candidates review exam vocabulary effectively, thereby solidifying their exam-taking skills in English vocabulary.
All authors of this series are young teachers from the frontline of English basic teaching and research, serving as pillars in their respective teaching and research positions. Some of them have directly participated in the formulation or revision of the exam outlines. They possess extensive teaching experience and a keen insight into the current state of English teaching in China, representing the direction of English teaching reform.