Adult College Entrance Examination English Syllabus Vocabulary Handbook - (2nd Edition)

Author: Ji Fei, Editor-in-Chief
Publisher:
Publish Date: 2006-04-01
Features: This vocabulary manual is based on the New "National Adult College Entrance Examination Review and Examination Syllabus" and the "Senior High School English Teaching Syllabus," including over 2,500 adult college entrance examination vocabulary, fixed collocations, and idiomatic expressions required by the "National Adult College Entrance Examination Review and Examination Syllabus." The vocabulary in this manual is derived from the "National Adult College Entrance Examination Review and Examination Syllabus" issued by the Ministry of Education and national adult college entrance examination English test questions, making it highly scientific and targeted. It helps candidates for the adult college entrance examination deepen their understanding of the exam content, systematically review exam vocabulary, and effectively improve their test-taking skills. To facilitate comprehension, phrases or example sentences are added to the definitions of some key entries, and common usage is provided for certain key entries. Each word in the manual is marked with phonetic symbols, part of speech, and usage, and irregular changes of verbs, nouns, adjectives, and adverbs are listed for easy reference. The target audience is candidates preparing for the adult college entrance examination.
[Preface] Since the implementation of various English examinations, such as the College Entrance English Examination, College English Test, Graduate Admission English Examination, MBA Admission English Examination, and Self-Taught Examination, the National English Examination Committee under the leadership of the Ministry of Education and relevant government agencies has consistently emphasized that English examinations are teaching and learning assessments or achievement tests at the foundational stage of education. They must adhere to the correct direction of serving teaching and learning, promote the implementation of teaching and learning syllabi, and enhance practical English proficiency. Exam content should not only assess language knowledge but also language ability, particularly the practical application of English, especially in terms of vocabulary usage. Teaching English fundamentals, strengthening basic 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, while examinations are merely a component of this systematic educational process. Examinations are not the end goal but rather auxiliary tools for evaluating and promoting teaching and learning. They must serve the purpose of 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, a narrow focus on pass rates and high scores, and disruption of normal teaching order. These approaches are misguided and unacceptable. Instead, we should strengthen students' quality education, resist and discard exam-oriented teaching, and encourage teachers to focus their efforts on improving classroom teaching quality. Students should concentrate on mastering English knowledge, practicing basic skills, and acquiring practical English proficiency, especially the ability to use English vocabulary. Only in this way can we achieve English teaching objectives, and students can perform well in exams based on their knowledge, skills, and qualities.
Similarly, for other types of achievement or selection examinations, the Ministry of Education has clearly stipulated that the focus should be on candidates' English fundamentals, with particular emphasis on practical English proficiency. Vocabulary is the foundation of English learning, and the size of vocabulary is one of the primary indicators of English proficiency. It holds the most critical position in all English examinations. From recent years' various types and levels of English examinations, it is evident that the corresponding syllabi have specific requirements for vocabulary, which is the cornerstone and most crucial aspect of English learning and exams. Currently, most English exam vocabulary books on the market are designed for exam preparation, often misguiding candidates by either exceeding the syllabus or providing superficial coverage.
To better serve teaching and learning through examinations and help students establish a proper understanding of the relationship between teaching, learning, and exams, we have decided to compile syllabus vocabulary learning guides for various English examinations to guide candidates in preparing for exams correctly. The purpose of these guides is to assist teachers and candidates in deepening their understanding of the vocabulary in English exam syllabi.
To help candidates understand the different types of English examinations, relevant organizations have formulated corresponding English teaching or exam syllabi, such as the "Senior High School English Teaching Syllabus," "College Entrance English Examination Syllabus," "MBA English Examination Syllabus," "College English Teaching Syllabus," and the "National Master's Entrance Examination English Syllabus." Each syllabus specifies the vocabulary required for the corresponding exam. In addition to helping candidates prepare for exams, syllabus vocabulary lists are primarily used by teachers when compiling teaching materials and organizing instruction. However, the annotations in these lists are often brief or even absent, lacking phonetic transcriptions, and the formatting does not fully align with students' English learning needs.
To address these issues, we have compiled this series of books based on students' learning characteristics and needs, as well as the syllabus vocabulary and corresponding exam questions. These books guide candidates in targeted vocabulary review, thereby solidifying their exam-taking skills. The authors of this series are all young teachers from the frontline of English foundational education and research, who are pillars in their respective teaching and research positions. Some of them have directly participated in the formulation or revision of the syllabi. They possess extensive teaching experience and a keen insight into the current state of English education in China, representing the direction of English teaching reform.