(推荐)历年来在职研究生英语考试试卷以及答案

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2005年在职攻读硕士学位全国联考

[供报考学科教学(英语)专业考生使用]

Section I Use of English (20 minutes, 10 % )

Read the Jbllowing text. Choose tile best word or phrase jbr eacb, numbered blank.

Most worthwhile careers require some kind of specialized training. Ideally, therefore, the choice of an 01 should be made even before the choice of a curriculum in high school. Actually, 02 , most people make several job choices during their working _ 03 ,partly because of economic and industrial changes and partly to 04 _ their position. The "one perfect job" does not exist. Y oung people should 05 enter into a broad flexible training program that will 06 them for a field of work rather than for a single 07 Unfortunately, many young people have to make career plans 08 benefit of help from a competent vocational counselor. They choose their lifework on a hit-or-miss 09 because they know little about the occupational world. Some 10 from job to job; others 11 to work in which they are unhappy and for which they are not fitted.

One common 12 is choosing an occupation for its real or imagined prestige (reputation) . Too many high school students choose their professional field, 13 both the relatively small proportion of workers in the professions and the extremely high educational and personal 14 . The imagined or real prestige of a profession or a "white-collar" job is 15 good reason for choosing it as life's work. 16 , these occupations are not always well paid. Since a large proportion of jobs are in mechanical and manual work, the 17 of young people should give serious 18 to these fields.

Before making an occupational choice, a person should have a general idea of what he wants out of life and how hard he is willing to work to get it. Some people desire social prestige, others 19 satisfaction. Some want security, others are willing to take 20 for financial gain. Each occupational choice has its demands as well as its rewards.

01. IA] assignment lB] engagement [C] identification ID] occupation

02. [ a ] however [ B ] therefore [ C ] though [ I) ] moreover

03. [A] phases [ BI periods [ C] lives [ D] times

04. [ A ] boost [ BI secure [C] upgrade [ D] improve

05. IA] since [ Bi ever ICI hence [ D] thereof

06. [A] stir [B] fit [C] fix [DJ suit

07. [ A ] job [ B ] area [ C ] trade [ D ] firm

08. [ A] against [ B ] beyond [ C ] versus [ D] without

09. [ a ] basis [ B ] drive [ C ] policy [ D ] tactics

10. [ A ] flow [ B ] drift [ C ] shift [ D ] float

11. [ A ] proceed [ B ] appeal [ C ] stick [ D ] tend

12. [ A ] misdeed [ B ] mistake [ C ] misdoing [ D ] misbehavior

13. [ A ] considering [ B ] concerning [ C ] dismissing [ D ] disregarding

14. [ a ] preferences [ B ] requirements [ C ] achievements [ D ] prospects

15. [a] one [B] the [C] no ID] so

16. [A] Regrettably [B] Unluckily IC] Nevertheless ID] Moreover

17. [ A ] majority [ B ] whole [ C ] mass [ D ] mainstream

18. [ A ] speculation [ B ] reflection [ C ] consideration [ D ] observation

19. IA] sensual [BI virtual IC] intellectual [D] substantial

20. [ A ] ventures [ B ] chances [ C ] stakes [ D ] risks

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Section II Reading comprehension (70 minutes, 50 % )

Part A

Read the following text and answer the questions by choosing A, B, C or D.

As the material of genuine development is that of human contacts and associations, so the end, the value that is the criterion and directing guide of educational work, is social. The acquisition of skills is not an end in itself. They are things to be put to use, and that use is their contribution to a common and shared life. They are intended, indeed, to make an inpidual more capable of self-support and of self-respecting independence. But unless this end is placed in the context of services rendered to others, skills gained will be put to an egoistic and selfish use, and may be employed as means of a trained smartness in which one person gets the better of others. Too often, indeed, the schools, through reliance upon the spur of competition and the awarding of special honors and prizes, only build up and strengthen the character that makes an inpidual when he leaves school employ his special talents and superior skill to outwit his fellows without respect for the welfare of others.

What is true of the skills acquired in school, is true also of the knowledge gained there. The educational end and the ultimate test of the value of what is learned is its use and application in carrying on and improving the common life of all. It should never be forgotten that the background of the traditional educational

system is a class society and that opportunity for instruction in certain subjects, especially literary ones and in mathematics beyond the bases of simple arithmetical subject, was reserved for the wellborn and the well-to-do. Because of this fact, knowledge of these subjects became a symbol of cultural superiority and social status. For many persons the possession of knowledge was a means of display, almost of showing off. Useful knowledge, on the other hand, was necessary only for those who were compelled by their class status to work for a living. The uselessness of knowledge for all purposes save purely personal culture was proof of its higher quality.

Even after education in many countries was made universal, these standards of value persisted. There is no greater egoism than that of learning when it is treated simply as a mark of personal distinction to be held and cherished for its own sake. Y et the only way of eliminating this quality of exclusiveness is that all conditions of the school environment should tend in actual practice to develop in inpiduals the realization that knowledge is a possession held in trust for the furthering of the well-being of all.

21. The author deems it right for schools to offer people

[ A ] means of attaining their ends.

[ B ] opportunities of gaining celebrity.

[ C ] skills needed for serving the public.

[ D ] knowledge for securing decent status.

22. Learned skills may be applied properly as long as

[ A ] they are intended for common good.

[ B ] they submit to general social context.

[ C ] they are used at the cost of self-interest.

[ D] they defy all sorts of egoistic attempts.

23. The author criticizes current education for its

[ A ] stimulation of self-seeking ambitions.

[ B ] advocacy of fighting for affluence.

[ C ] encouragement of merciless rivalry.

[ D ] preference for talented youngsters.

24. Traditional education was unfair because of

[ A] the privileges enjoyed by the noble class.

[ B ] the general devaluation of useful knowledge.

[ C ] the misuse of knowledge for mere self-display.

[ D ] the inability of the poor to afford much training.

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25. The phrase "in trust (for)" in the last sentence of the text probably means

[ A ] with firm faith (in) .

[ B ] for the advantage (of)

[ C ] in responsibility (for)

[ D ] on full credit (to)

26. The text ends by suggesting that

[ A ] selfishness is inherent to the pursuit of knowledge.

[ B ] universal education has been changed qualitatively.

[ C ] learning should be prized for the advantages it gives.

[ D ] education must persist in its social criteria of value.

Part B

Y ou are going to read an extract about telegraphic speech. Six paragraphs have been removed from the extract. Choose from the paragraphs A- G the one which fits each gap (27 - 32) . There is one extra paragraph which you do not need to use.

Telegraphic Speech

Another way that early child language has been characterized is that early sentences appear to be very much like telegrams. Because telegraph companies often charge by the word, when one sends a telegram one tries to eliminate as many of the words as possible while still retaining the essence of what must be communicated.

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The words that are retained are content words, such as nouns and verbs; the words that are lost are most often function words, such as pronouns, articles, prepositions, conjunctions and verbal auxiliaries. Early child language appears to be very similar. In general, content words such as nouns and verbs are uttered, while other words are not.

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Another difference is that not all function words are omitted. There are three types of function words which are likely to be used quite early in children's speech. The first is personal pronouns, especially first and second person and their possessive adjectives. Unlike many function words, these words have relatively clear referents, and are useful to communicate some of the basic roles in discourse and the concept of objects belonging to inpiduals.

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A third class is verb particles, such as up in get up, down in put down, off in take off, or on in put on. Often the particles are used in place of the entire verb- particle unit instead of the verb alone, as might be expected.

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There is reason to believe that the last word is more stressed than other words in a sentence. The third reason is that the verbs such as get, put, and take often have very general and vague meanings, which are probably difficult for the child to extract, whereas the meanings of up, down, off, and so on, are easier to understand.

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Another trap in the telegraphic speech analogy is that in composing a telegram adults start with a complete utterance and eliminate function words. One can take the analogy too literally and suggest that children have more developed syntax than they show, but due to limited memory children express only part of the

syntactic torm they have available to them.

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The characterization of early speech as telegraphic applies not 0niy to English, but to early speech in other languages as well. If one measures development in terms of the percentage of function morphemes present, one finds a consistent picture across languages.

A The next class of function words used quite early is the demonstrative pronouns this and that. These pronouns

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serve a function in adult speech that corresponds to children's first referential utterances, and thus are among the first words used. These words, too, can be used to refer to the basic roles children first communicate.

B The use of a verb particle in place of the verb is especially noticeable in children who are learning German, which makes much greater use of verb-particle constructions than does English.

C The first people to study the two-word stage found that there appeared to be a consistent pattern to these early sentences. Although the child may have a vocabulary of 50 or more words, the first two-word sentences seemed to be such that one of the words usually seemed to come from a very small set of words.

D As a general characterization, the term telegraphic speech seems quite proper, but one should be cautioned from taking the analogy too literally. For one thing, children tend to omit inflections, such as the plural ending on nouns. These inflections are retained by adults in telegrams, as the telegraphcompanies don't charge extra for them.

E Most observers now believe that children use telegraphic speech because they have not mastered the other parts of the syntax rather than because of any memory limitations.

F Suppose, for example, one wishes to communicate: My wallet has been stolen. Therefore I need money. Please send me $ 500 in care of American Express Copenhagen. The telegram would look something like this: WALLET STOLEN. SEND $ 500 AMERICAN EXPRESS COPENHAGEN.

G There are at least three reasons why this happens. One is that such particles often convey the main stress in the sentence. When a caregiver says: let me pick you up, the main sentence stress is on the up. A second reason is that such words are often the last word in a sentence.

Part C

Y ou are going to read a passage about how to become more creative. Choose from the list A- G the headings which best summaries each paragraph ( 33 - 38) of the passage. There is one extra heading that you do not need to use.

Tips on how to become more creative

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Every night, for about 90 minutes, we drift into a strange, shadowy, magical world of our own creation. Poets, writers, artists and even scientists have found inspiration in their "dreamland" . Dreams are a message from the subconscious, away of tapping your inner self. Keep a note pad and pen by your bedside, and as soon as you wake, note down whatever snatches of dreams you can recall. Dreams can solve your problems, give you advice, reveal your true feelings, and be a source of inspiration.

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Have you ever thought of a friend just as she unexpectedly phones you? Or sensed an atmosphere in a strange house? Or had a feeling which proved correct? Everyone has a sixth sense--but some use it more than others. To develop your natural psychic abilities, why not start with a simple experiment7 Draw six objects (anything-- a windmill, even a fruit bowl ) in secret, then ask a friend to "receive" the pictures, one at a time, while you "send" them in an adjacent room--then swap roles.

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What are you aware of right now7 Look at a familiar object in the room as if seeing it for the first time--explore it with your eyes. Next, listen intently to any sounds you can hear. What can you smell and taste at this moment? Touch whatever is within reach, run your hand over and around it--how does it feel? During the next few weeks stimulate all your senses. V isit an art gallery, walk in a pine forest, luxuriate in a scented bubble bath, go to a concert; swim, have a message. Try to experience it all as if it were totally new to you.

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If you're right-handed, develop the skills of your left hand or vice versa-allow it to draw something, switch TV channels or drink a cup of tea. Try this exercise: write a list of ten adjectives which characterize your personality using the hand you usually write with. A few days later, repeat the exercise writing with the other

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hand. Then compare the two lists. Y ou might be surprised at the secrets of your inner self! For example, on the first list you might have written that you're "witty", but the second list might say "suspicious" . Then try a similar exercise, making two lists of "What I would most like to do"

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Have you ever longed to paint portraits or watercolours, write a novel, draw cartoons, compose a song, design your own clothes, set up a business or landscape your garden? If so, why not start now? Y es, you might discover that your fa'st efforts are laughable-- but try, try again. With a few notable exceptions such as Mozart, most people have't6 develop their creative talents through sheer hard work. Don't kid yourself that you. haven't any spare time. It's a question of making time, of seeing your talents as important enough to devote a few hours to each week. Who knows--you might be the next Laura Ashley or Agatha Christie?

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Forget about being told off for daydreaming at school. Daydreaming is good for you! Whether it's a purely escapist fantasy, or a dream about how life might be in the future, only the right-brain has visions of this kind. Creative visualization, vividly imagining whatever you desire as if it has already happened--and really

believing in it, is said to be a powerful way of getting what you want. Many top sports people imagine themselves playing and winning--and it seems to work!

A Activate your senses

B Record your dreams

C Discover your hidden talents

D Develop your intuitive powers

E Try writing with the wrong hand

F Find time for quiet meditation

G Let yourself daydream

Part D

Y ou are going to read a passage about Britain's new drug policy. Decide whether the statements in the box agree with the information given in the passage. Y ou should choose from the following:

A YES = the statement agrees with the information

B NO = the statement contradicts the information

C NOT GIVEN = there is no information on this in the passage

Britain's new drug policy

For those who believed we were finally making progress on tackling drugs, Nick Davies's report will have made disappointing reading. We were supposed to be in a new era where treatment was finally being given an increased priority, and the impossibility of the old policy's goals, stopping the suppliers, was more widely and realistically accepted. As recently as 1998, some 75% of a ~ 1.4 billion drug control programme went on enforcement and a mere 13% on treatment. But in a close examination of three aspects of the new programme--drugs action teams (DA Ts), drug treatment and testing orders (DTFOs), and arrest-referral

workers--Mr Davies documents frustrating shortcomings.

He went to Bristol where he found the local drugs action team, with a budget of ~3.5m a year, had produced just five extra beds for drag treatment; the arrest- referral team after three years could provide no evidence that even one user had completed a treatment course; and in a city with 12, 500 drug users the local courts last year issued just 48 DTTOs. More serious than these particular policy problems are the structtJra] problems that Mr Davies finds: the 44 different funding streams; the 68-page treatment plan with its 82 targets; the central micro-management with its detailed national guidance and constant reporting back. In the words of Ire firmer manager, who claimed he was left with only 40% of his time to organise services: "They don't know very much about drugs, but they do know about management and monitoring and data collection. So that's what they do."

To be fair to the policy-makers, a succession of independent auditors have pointed to a wide variation

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in local services. Bristol is one of the worst areas. There are 149 DA Ts nationally. They should not all be judged by Bristol. But even the good ones will be suffering from the micro-management and multiple funding streams that Mr Davies documents. Here are two issues that the new national treatment agency must take up.

Whitehall should be reviewing its own policy-making process. DTTOs were an excellent idea, seriously damaged by poor administration. The admirable aim was to ensure drug users who are committing crimes to feed their habits, are treated in the community rather than prison. The programmes are designed to be intense and well-structured to reassure the courts and community. They are expensive (~ 6, 000 a year) but still far cheaper than prison (~ 35, 000 a year) . Offenders are tested for drugs twice a week, spending at least 15 hours a week in sessions designed to bring some order to their chaotic lives, with regular reviews by the courts of their progress. But a recent report by inspectors found the scheme had been unsuccessful because of the failure to produce a national plan and a launch which coincided with the reorganisation of the two key players--probation and primary care trusts.

Mr Davies's report also concerns the readiness of Britain to return to an old remedy for dealing with heroin users: medical prescribing where addicts receive pure heroin rather than the low quality drug from the black market. It is the low quality drugs that cause the damage, not the heroin, which does not pose a physical threat, beyond its serious addiction problem. Although dropped by Britain in the last three decades, medical prescribing has successfully been taken up by Switzerland, Germany and the Netherland

Y es No Not given

39 The article shows a positive attitude towards Britain's new drug policy. IAI lB] IC]

40 Drug treatment in Bristol was unsatisfactory. Ia] lB] ICI

41 Imprisonment of drug users is not an effective solution. [a] [B] IC]

42 The independent auditors have criticized the policy- makers. IAI [B] IC]

43 The idea of DTFOs has been very successful. [ a ] [ B ] [ C ]

44 Taking a small amount of pure heroin is not physically harmful. IA] lB] ICI

45 Some people in Britain are against medical prescribing. IA] lB] [C]

2005年在职攻读硕士学位全国联考

英语二试卷二

Section m Translation (20 minutes, 20 % )

Read the following text carefully and then translate the underlined segments into Chinese.

Assessment is broadly defined to include all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. [ 46 ] When information from assessment is used to adapt teaching and learning to meet student needs, it becomes formative assessment. which includes teacher observation, classroom discussion, and analysis of student work.

When teachers know how students are progressing and where they are having trouble, they can use this information to make necessary instructional adjustments, such as re-teaching, trying ahemative instructional approaches, or offering more opportunities for practice.

[47] Black and William (1998) conducted an extensive research review of 250 journal articles and book chapters to determine whether formative assessment raises academic standards in the classroom. They concluded that efforts to strengthen formative assessment produce significant learning gains. Formative assessment apparently helps low-achieving students, including students with learning disabilities, even more than it helped other students.

[48 ] Feedback given as part of formative assessment helps learners become aware of any gads that exist between their desired goal and their current knowledge, understanding, or skill and guides them throuAgh actions necessary to obtain the goal. The most helpful type of feedback on tests and homework provides specific comments about errors and specific suggestions for improvement and encourages students to focus their attention thoughtfully on the task rather than on simply getting the right answer. This type of feedback may be particularly

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helpful to lower achieving students because it emphasizes that students can improve as a result of effort rather than be doomed to low achievement due to some presumed lack of innate ability. [ 49 ] Formative assessment helps support the expectation that all children can learn to high levels and counteracts the cycle in which students attribute poor pertbrmance to lack of ability and therefore become discouraged and unwilling to invest in further learning_

While feedback generally originates from a teacher, learners can also play an important role in formative assessment through self-evaluation. [ 50 ] Two experimental research studies have shown that students who understand the learning objectives and assessment criteria and have opportunities to reflect on their work show greater improvement than those who do not. Students with learning disabilities who are taught to use self-monitoring strategies related to their understanding of reading and writing tasks also show performance gains ( Graham,& Harris, 1992)

Section IV Writing (40 minutes, 20% )

According to a recent survey, college students hold strong mistrusts to college examinations. The bar chart below shows some students' views on the issue.

Write an essay to state your point of view on this issue. Y ou should use your own ideas, knowledge and experience to back up your argument. Y ou should write about 300 words.

2005年在职攻读硕士学位全国联考英语试题

参考答案

试卷一

Section I Use of English

01. D 02. A03. C 04. D 05. C 06. B 07. A08. D 09. A10. B

ll.C 12. B 13. D 14. B 15. C 16. D 17. A18. C 19. C 20. D Section II Reading Comprehension

Part A 21. C 22. A23. C 24. D 25. B 26. D

Part B 27. F 28. D 29. A30. G 31. B 32. E

PartC 33. B 34. D 35. A36. E 37. C 38. G

Part D 39. B 40. A41. A42. C 43. B 44. A45. C

试卷二

SectionⅢTranslation

46．当评价信息用来调整教学和学习从而满足学生的学习需求时，评价便成为形成性评价，它包括教师观察、课堂讨论以及对学生作业的分析。

47．布莱克和威廉姆(1998)曾对250篇期刊论文及学术著作中相关章节作了一项全面的综述研究，以确定形成性评价能否有效提升学生在课堂上的学业水平。

48．形成性评价中的反馈可以帮助学习者认识到自身预期的学习目标与现有的知识、理解力和技能之间的差距，从而引导他们采取必要的行动来达到预期目标。

49．形成性评价进一步证明，所有儿童都可以在学习上达到较高水平；形成性评价有利于遏止一种恶性循环，即学生往往把成绩不佳归咎于缺乏能力，从而失去进取心，不愿意继续学习。

50．两项实验研究表明，如果学生对学习目标、评价标准有清楚的认识，并有机会反思自己的学业情况，他们就会比那些不这样做的学生取得更大的进步。

SectionⅣWriting

(略)

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2006年在职攻读硕士学位全国联合考试

Section I Use of English (20 minutes, 10% )

Read the following text. Choose the best word or phrase Jbr each numbered blank and mark A, B, C or D on ANSWER SHEET I ( 答题卡)

With its common interest in lawbreaking but its extremely large range of subject matter and widely varying methods of treatment, the crime novel could make a reasonable 1 to be regarded as a separate branch of literatt~re. The detective story is probably the most 2 of the crime species. Its creation is often the relaxation of university teachers, 3 economists, scientists or even poets. 4 may occur more frequently and mysteriously than might be expected in polite society, 5 the world in which they happen, the village, Seaside resort, college or studio, is familiar to us, ii' not 6 our own experience, at 7 in the newspaper or the lives of friends. The characters, 8 .... normally realized superficially, are as recognizably human and 9 as our less intimate associates. A story set in a more 10 environment, African forest or Australian bush, ancient China or gaslit London, 11 to our interest in geography or history, and most detective story writers are 12 in providing a reasonably true background. The 13 , carefully-assembled plot, disliked by the modem intellectual 14 and creators of "significant novels", has found 15 in the murder mystery, with a small number of clues here and there and apparent 16 , all with appropriate solutions and explanations at the end. 17 the guilt of escapism from Real Life, we secretly take great delight in the 18 of evil by a vaguely superhuman detective, who sees through and disperses the 19 of suspicion which has stayed so unjustly over the 20 .

1. [ A ] plea [ B ] appeal [ C ] claim [ D ] assertion

2. [ A ] acceptable [ B ] respectable [ C ] debatable [ D ] vulnerable

3. [ A ] literary [ B ] curious [ C ] sensible [ D ] observant

4. [ A ] Schemes [ B ] Assassinations [ C ] Mysteries [ D ] Misfortunes

5. [Al and [B] but ICl as ID] for

6. IA] by [B] in ICl from [D] with

7. [ Al last [B] best ICl most ID] least

8. [ Al if [ B] when [ C] since [ D] though

9. [ A ] consistent [ B ] insistent [ C ] persistent [ D ] competent

10. [ a ] strange [ B ] remote [ C ] primitive [ D ] mysterious

11. [ A ] attracts [ B ] accords [ C ] appeals [ D ] applies

12. [ A ] conscious [ B ] ambitious [ C ] industrious [ D ] conscientious

13. [ A ] elaborate [ B ] accurate [ C ] considerate [ D ] deliberate

14. [ A ] authors [ B ] critics [ C ] novelists [ D ] spectators

15. [ A ] flaw [ B ] trouble [ C ] refuge [ D ] evidence

16. [Al contradictions[B] probabilities ICl implications ID] impossibilities

17. [ a ] With [ B ] For [ C ] Despite [ D ] Without

18. [ A ] unveiling [ B ] unmasking [ C ] unwitting [ D ] unpacking

19. [Al fog [B] mist [C] shade [D] cloud

20. [ a ] victim [ B ] suspect [ C ] innocent [ D ] accused

Section 1I Reading Comprehension (70 minutes, 50 % )

Part A

Read the following text and answer the questions by choosing A, B, C or D.

Virtue is not so much a matter of learning specific rules or principles as it is one of developing special skills of exercising one's capacity for right action. Since "virtue" can mean both "moral goodness" and "successful or excellent action," comment regarding the teaching of virtue must apply to both senses or uses of the term, narrow

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or broad. Both are matters of human action or activity and, as such, are taught performatively.

That virtue is taught and learned performatively has something to do with the normative quality of human action or activity. Norms are ways of doing something, getting something done, which are taught by doing and showing how to do. Being normative, however, human actions can go wrong. As Stanley Cavell wrote: "The most characteristic facts about actions is that they can be performed incorrectly. This is not a moral assertion, though it points the moral of intelligent activity. These are actions which we perform, and our successful performance of them depends upon our adopting and following the ways in which the action in question is done and upon what is normative for it." Thus, in talking about virtue, we are talking about normative matters, matters taught and learned in terms of unsuccessful human action. As such, we are speaking about the cultivation of human skills and practices, human ways of acting in this world.

Whether virtue is narrowly or broadly understood, the teaching of virtue is the teaching of a skill within a practice of form of life, the training of a capacity, not the memorization of rules or guidelines, virtue is embodied in action; accordingly,our knowledge of virtue is a kind of performative knowledge--both knowledge acquired through action and knowledge expressed or revealed in action. Our knowledge of virtue is not, then, a matter of prepositional knowledge, but rather a matter of performative knowledge. This helps account for our relative inability to define what virtue is with any assurance. Knowing what virtue is, is not the same as knowing what some kind of object is, because virtue is not an object. And since so much of Western thought uses our knowledge of objects as the paradigm of knowledge, any kind of knowledge that does not fit the model is apt to seem not quite or fully knowledge at all. Hence, an inability to articulate the meaning of virtue is not a sign of the lack of knowledge of virtue. Instead, it is a part of the granunar of virtue: it shows what kind of thing virtue is.

21. The broad definition of virtue differs from the narrow one in its

[ Al dealing with cultural norms.

[ B ] ruling out physical activities.

[ C ] comprising the skillful teaching.

[ D ] involving more than moral honesty.

22. The author would depict the view that some human actions are morally non- normative as

[Al logically persuasive.

[ B] profoundly mistaken.

[ C ] reasonable and practical.

[ D] ambiguous and misleading.

23. Which of the following statements about norms would the author support?

[ A ] Most of them are the result of persistent teaching.

[ B] They are derived from specific rules tbr behavior.

[ C] They are essential to the acquisition of virtue.

[ D] Many of them are sound principles of action.

24. The author argues that teachers of virtue strive primarily to pass on

[ A ] practical capabilities.

[ B ] cultural conventions.

[ C] favorable experiences.

[ D ] traditional principles.

25. It would serve as an example for the "prepositional knowledge" (Par. 3 ) to

[ A ] experiment on a trial and error basis.

[ B ] learn perse philosophical definitions.

[ C ] practice virtue by imitating moral actions.

[ D] advance arguments without enough evidence.

26. The text is chiefly aimed at

[ A] revealing perse attitudes toward virtue.

[ B ] insisting on the value of capacity training.

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[ C ] arguing for the essence of virtue instruction.

[ D ] providing approaches to the teaching of virtue.

Part B

Y ou are going to read an extract about sign language. Six paragraphs have been removed from the extract. Choose from the paragraphs A - G the one which fits each gap (27 - 32) . There is one extra paragraph, which you do not need to use.

Sign Language

Since most deaf children have heating parents and thus do not learn ASL (American Sign Language ) at home, they normally learn it from the other deaf children when they get to school. However, the minority of deaf children with deaf parents learn ASL under conditions similar to those of heating children learning spoken language.

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As mentioned earlier, deaf children engage in making soft sounds as much as do hearing children. However, it has been claimed that babbling falls off in deaf children after six months, presumably due to tile lack of auditory feedback. It has also been claimed that mirrors hung over the cribs of deaf babies prolong and increase their vocalization.

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The first word (sign) generally appears sooner in ASL than in speaking children. The first sign has been reported as being at 5 or 6 months; Compared with 10 months in normal children. Two-sign utterances have been reported in children as young as eight months. Two reasons for such early acquisition have been given. One is the nature of many signs.

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The first signs appear to be of the same types that have been reported for acquisition of vocal language--for example, signs for things that move or that can be handled by the child.

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Children sometimes will make the sign in the wrong orientation. For example, the sign meaning "shoes" is made by bringing the two fists together, making contact at the side of the hands. One child brought the fists together so that the knuckles made contact instead. Or they might bring the hand, palm downward to the bottom of the chin and wiggling the fingers. One child made it by putting the hand in the mouth instead. Or they might use the wrong hand shape.

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Just as one can argue that there are phonological-like errors, so there are similarities in how children alter the meaning of words. In one area of the acquisition of meaning, one would suspect that deaf children would find it easier than hearing children. This is the acquisition of the signs corresponding to the personal pronouns me and you. One would expect deaf children learning ASL not to have any problems with these pronouns, because "me" is expressed by pointing to oneself and "you" is expressed by pointing to the person or persons being talked to. Thus ASL uses the obvious natural gestures. Y et deaf parents sign utterances such as Want Mommy help Jane ? Instead of Want me help you.* Just as hearing parents do in spoken languages.

32

A There are many different sign languages, which in general are no more intelligible to a user of another sign language than a French speaker would be to a monolingual English speaker. However, experienced deaf travelers can establish communication with users of other sign languages much more easily than can speakers of two oral languages. Deaf people accomplish this by using gestures and mime along with their signs.

B Phonological mistakes generally involve simplification, such as dropping phonemes from the word or making phonemes within a word more like each other. Of the four aspects of signs, it is logiclly impossible to leave one out. Although not as extensive as in the case of phonology, there is some evidence of this. Specifically, of 18 different hand shapes used in making signs to one child, he always used only 9.

C The manual equivalent of babbling, at 3 to 10 months, has been reported. The manual equivalents of happy

10

sounds begin at a younger age, but one cannot say that there is a difference here, because all infants wave their arms about. Should this be considered making a sound.* Perhaps if there were statistical evidence that infants of deaf parents wave their arms more than similarly age infants of hearing parents one could argue that this excess was making soft sound.

D Just as the first vocal words are pronounced inaccurately, so the first signs are less than perfect imitations of the adult version. There are four major aspects to the making of any ASL sign: the shape of the hand, the location of the hand, the movement of the hand, and the orientation of the hand. Children first learning ASL will generally get some of these aspects right but make mistakes on others.

E The ASL signs meaning "cry", "drink", "eat" and "sleep" all resemble the actual actions and thus can be figured out and used by children at an earlier age, so the argument goes. The other reason involves the relative rates of maturation of neuromuscular control of the hands and of the vocal apparatus. After all normal children often begin to comprehend words four months before they begin to speak.

F A number of such children have been studied for the purposes of comparing ASL acquisition with that of spoken language. In most respects acquisition of ASL parallels that of spoken language, but there are some slight differences, as we shall see.

G The deaf parents do this because they know that deaf children make the same comprehension errors, mixing up the pronouns, that hearing children do. Deaf children learning sign language apparently acquire it as an arbitrary signal system, just as hearing children acquire speech. It may be true that infants acquire their first signs sooner because the nature of ASL, but once the acquisition process starts, the nature of signs doesn't seem to help as much as one might expect.

Part C

Y ou are going to read a passage about how to give an academic talk. Choose from the list A- G the headings which best summarize each paragraph ( 33 - 38 ) of the passage. There is one extra heading that you do not need to use.

How to Give an Academic Talk

33

Written academic language is too complex and too awkward for reading aloud. Just talk--it's easier to understand, and it allows you to make genuine contact with your audience. Furthermore, it uhimate]y helps you to think more clearly, by forcing you to communicate your points in ordinary terms. While you are talking, stand up unless you're literally forced to sit. People can see you better. Standing also puts you in a dominant position. This may sound politically incorrect, but it's not. Remember, you're the focus. The audience wants you to be in charge. Listeners need your help to maintain their attention.

34

Speak loudly and clearly, facing the audience. Make sure, especially when using visual aids, that you continue to face the audience when you speak. An important element of vocal technique is to focus on the bottom (the deepest pitch ) of your vocal range, which is its loudest and most authoritative tone. This can be especially important for women. Speak from the gut, not the throat. Breathe deeply--it's necessary for volume, and will also help you keep your mind clear. Here are two effective vocal "special effects." First, when you come to a key phrase that you want people to remember, repeat it. Second, pause for a few seconds at several points in your talk; this breaks the monotony of a continuous flow of speech. It also gives you a chance to sip some water.

35

In a conference situation, where talks are short and yours is one of many, your audience is not going to remember details. In such a situation, less is more. Give them short, striking "punch lines" that they'll remember. They can always read your written work later, but if you don't get them interested and show them why it's important, they won't want to.

36

At a minimum, have an outline of your talk. Some people seem to think they're giving everything away by showing people what they're going to say before they're said it. But the effect of a good talk outline is exactly the

11

opposite: it makes your audience want to hear the details. At the same time, it helps them understand the structure of your thinking. Slides should be extremely concise and visually simple. Slides are maps, not territories; they are tracking devices that let both you and your audience follow the flow of the talk. So they must not be overfilled.

37

In conference settings, exceeding your time limit is also incredibly rude, since it cuts into other speakers' time to speak and/or other people's time to discuss. Don't rely on panel chairs to enforce time limits; do it yourself. Y ou can make real enemies by insisting on continuing after your time is up--but nobody has ever been criticized for finishing two minutes early. Nothing is more embarrassing--for both you and your audience--than getting only halfway through your talk before hitting the time limit. The only way to be sure you time things right is to rehearse your talk. Timing is a complicated, learned skill that requires a lot of practice--so practice where it's easy, i. e. at home.

38

Perhaps the best way to become an excellent speaker yourself is to watch really good, experienced speakers and model your talks on theirs. Notice/not just what they say, but what they do: how they move, how they use their voices, how they look at the audience, how they handle timing and questions. If you find an excellent model and work hard to imitate that person, you can't go wrong.

A Imitate excellent speakers

B Focus on main arguments

C Make the best of your voice

D Respond to the audience

E Talk rather than read

F Time your talk wisely

G Use visual aids

Part D

Y ou are going to read a passage about research on L2 writing. Decide whether the statements in the box agree with the information given in the passage. Y ou should choose from the following:

A YES : the statement agrees with the information

B NO = the statement contradicts the information

C NOT GIVEN = there is no information on this in the passage

As a teacher of I2 writing for many years, I had puzzled over how my students were learning to write and correspondingly how I could improve my pedagogy. While teaching writing (and reading ) in an intensive preparatory program in a Turkish university, I had taken a current-traditional rhetoric approach, stressing the arrangement of sentences and paragraphs into appropriate patterns within the traditional five-paragraph essay and correcting liberally with red ink to prevent, I had hoped, grammatical errors from taking root. In addition, I had read various composition theories pointing out differences between "good" and "not so good" writing and strategies, and had attempted to "transmit" them to my students. These theories offered only descriptions of what experienced and inexperienced writers did. They did not explain how new writers became good writers, nor did they offer me the critical edge I needed to analyze my teaching practice. After all, most students do improve their writing with sufficient study and practice. Were they improving because of my teaching practice.9 Because of their own practice? A mix of the two.9

My quest to answer these questions began with returning to the U. S. to pursue a doctorate degree in foreign language education. Among the courses I took, several dealt with writing, and I studied the research on composition in school and in the workplace. Most of the research focused on process, product, or socialization describing differences between "good" writers and "novices," between native-speaker products and those of non-native speakers, and between newcomers and oldcomers in the workplace or a discipline.

This research did not, however, address the nature of learning. Even the process research did not consider the processes of learning to write. Rather, it studied differences between experts and beginners. It analyzed what experts do and asked new writers to try to do the same, a sort of Here you are and There you need to be approach

12

that notes the two ends but does not map out the crucial path of processes connecting them and through which good writers acquired their expertise. To link the two ends and evaluate pedagogy critically, I felt it necessary to attend more directly to the nature of learning. In fields other than writing, I came across current theories that did address the nature of learning. Three of these were radical constructivism, socioeuhural theory, and complexity theory. The first two are prominent in educational research (even dominant in the fields of science and mathematics educational research ),and the third, although not yet widespread, has its adherents across both social and natural sciences. Nevertheless, they are not well known in I_2 research, and much less inI2 composition research. Only a few articles have appeared explicitly addressing radical constructivism in the L2 literature, and although some L2 writing studies have taken approaches fitting together with it, a review of the table of contents of the Journal of Second Language Writing for the past eight years emphasizes most researchers' concern with text, strategies, and skills rather than the process of learning to construct texts and to acquire strategies, skills, and an understanding of writing in a foreign language.

Y es No Not given

39 The author had difficulty in improving his students' writing competence. IAI lB] ICI

40 The author corrected the students' writing with red ink because there were too many errors.IA] [BI [C]

41 The author did not think the theories he had read met his needs. [ A ] [ B ] [ C ]

42 The author took some writing courses when returning to the U. S. [ A ] [ B ] [ C ]

43 The process research failed to find ont how students could become expert writers. [A] [B] [C]

44 There is a need to combine process and product research IA] [B] [C]

45 There are theories that could account for the real process of writing. [A][B] [c]

2006年在职攻读硕士联合考试

Section m Translation (20 minutes, 20% )

Read the following text carefully and then tranalate the underlined segments into Chinese. Y our translation should be written clearly on ANSWER SHEET 2 (答题纸

The act of teaching is always a dynamic interaction of inpiduals (teachers and teachers, teachers and learners, learners and learners), in which decisions constantly are being made by all concerned. We believe that teaching must be deliberate and planned.

Not all of the decisions are made as the result of systematic and organized planning. Sometimes the choices are made intuitively. The use of intuition in teaching is quite prevalent. Many choices must be made intuitively because the rapid pace of classroom learning demands instant decision-making. In these instances, teachers depend on experience and quick thinking to provide the most appropriate instructional technique. [ 46 ] We may assume that the intuition of the experienced teacher is likely to be superior to that of the beginner, and that it is like an opinion in that its usefulness is dependent on the experiential background on which it is based. Y et, in many cases, teachers depend on intuition when systematic and organized planning would be more appropriate. For example, a teacher may believe that a new activity ought to be offered in the school setting, so a particular course of action is taken. [ 47 ] Sometimes these intuitions prove to be right and the results are beneficial to the students, but sometimes they are not effective or are inappropriate for the needs of the learners.

Intuition as a sole guide to instructional behavior represents a very limited view of the teaching process. [ 48 ] Like the proposition that "good teachers are born, not made," the use of intuition alone restricts teachers from considering teaching as both science and art, which negates the development of a systematic lp~_nning pattern from which rational and consistent decisions can be made. It implies that intuition is the beginning and end of instructional effectiveness, rather than one aspect of the teaching process.

[49 ] Too often the teacher who relies exclusively on intuition determines objectives and selects procedures that are more reflective of instructor needs than student needs. Thus if a teacher feels like lecturing, a lecture is delivered. If a teacher feels like showing a film, a film it is ! Few of us would tolerate this mode of operation in arenas outside the realm of education. [ 50 ] Consider for a minute how much confidence you would place in a bus driver who repeatedly changed the bus route because of a belief that such changes were inherently good and

13

relieved both the driver and the riders of boredom.

Section IV Writing (40 minutes, 20 % )

Some researchers look into the differences between first and second language learning. The following table lists some of the research findings. Transform the research findings from the table below into a coherent essay. Y ou should include all the six features. Y ou should write about 300 words. Write your essay on ANSWER SHEET 2 (答题纸)

Feature L1 acquisition L2 (foreign language) acquisition

Children normally achieve Adult L2 learners are unlikely to Overall success

perfect L1 mastery achieve perfect L2 mastery

General failure Success guaranteed Complete success rare

Less than target language compe- tence Goals Target language competence

Instruction Not needed Helpful or necessary

Negative Correction not found and not Correction generally helpful

evidence necessary or necessary

Emotional Play a major role in

Not involved

factors , determining success

2006年在职攻读硕士学位全国联考英语试题

参考答案

试卷一

SeC“on I USe OfEn2liSh

01．C 02．B 03．A04．D 05．B 6．C 7．D 8．D 9．A10．B ·

11．C 12．D 13．A14．B 15．C 16．D 17．A 18．B 19．D 20．C

SectiOn ⅡReading ComprehensiOn

Part A21．D 22．B 23．D 24．A25．B 26．C

Part B 27．F 28．C 29．E 30．D 31．B 32．C

Part C 33．E 34．C 35．B 36．C 37．F 38．A

Part D 39．C 40．B 41．A42．B 43．A44．C 45．A

试卷二

SectiOnⅢTranslation

46．我们可以认定有经验教师的直觉可能比新教师的直觉优越；直觉像是一种想法，因为它是否有效取决于它赖以存在的经验背景。

47．有时，这些直觉证明是正确的，其结果对学生有益。但是有时则效果不佳，不符合学生的需求。

48．正如一种观点所说：“好教师是天生的，不是教出来的，只凭直觉教书会限制教师把教学看作既是—门科学又是—门艺术。它遏制了有计划的系统教学模式的发展，而这种教学模式可使教师做出合理、前后一致的决定。

49．仅靠直觉确定教学目标、选择教学程序的教师，往往更多地考虑自己的需求，而不是学生的需求。

50．试想一下，假定一位公交车司机不断地变换行车路线，他认为这些变换本身是有益的，而且还可以使自己和乘客不感到枯燥，你能给予他多大的信心?

SectiOnⅣWritng

(略)

14

2007年在职攻读硕—亡学位全国联考

[供报考学科教学(英语)专业考生使用]

Section I Use of English (20 minutes, 1.0 % )Read the following text. Choose the best word or phrase for each numbered blank form A, B, C or D.

The adults in the United States constitute a work force about 81 million people, of whom only 27 million possess a marketable skill as a result of conscious career development. The remaining 2/3 of the work force, not 01 5 million unemployed, have managed to 02 a livelihood, without special skills or experience. During their employed 03 , these inpiduals will hold many different jobs, 04 the most part unrelated to each other.

05 , about 2.5 million young people a year 06 high school or college, ' with little or no idea of what to do 07 their lives. I estimate that upwards of 50 percent of our young people now in school or college have no real goals toward 08 to aim, and that they have very little 09 or help for establishing those goals and 10 them systematically.

There are 11 jobs all over the country. Y et, 17 percent of our under twenty age group are unemployed, many of them 12 welfare. More than 30 percent of our minority young people of this age group are unemployed. 13 none of these young people had the 14 of career education or the traditional technical education 15 in many schools, is it any 16 that student's unrest is the result of the unchanging institutional 17 that have failed to make learning useful or meaningful for those who now want more 18 teaching and learning than the system offers? In fact, our 19 of career development in recent years has done damage to the total educational 20 of both the inpidual and the nation.

01. [ A ] calculating [ B ] counting [ C ] amounting [ D ] computing

02. [A]build [B] open [C] enter [D] keep

03. [ A ] life [ B ] time [ C ] livelihood [ D ] period

04. [A] in [B] by [C] with [D] for

05. [A] Roughly [ B] Strangely [ C ] Currently [ D ] Obviously

06. [ A ] graduate [ B ] finish [ C ] complete [ D ] leave

07. [A] to [B] with [C] about ID] in

08. [Al what [B] that [C] which [DJ those

09. [ A ] information [ B ] knowledge [ C ] practice [ D ] literacy

10. [ A] promoting [ B] continuing [ C] pursuing [ D] advancing

11. [ A ] potential [ B ] unfilled [ C ] unfitted [ D ] redundant

12. [A] on [B] by [C] in [D] to

13. [ A ] Frequently [ B ] V irtually [ C ] Usually [ D ] Apparently

14. [ A ] benefits [B ] chances [ C ] results [ D ] records

15. [ A ] accessible [B ] assessable [ C ] available [ D ] desirable

16. [ A ] secret [B ] shock [ C ] miracle [ D ] wonder

17. [ A ] programs [ B ] codes [ C ] levels [ D ] orders

18. [ A ] exotic [ B ] profitable [ C ] reasonable [ D ] realistic

19. [ A] neglect [ B ] defect [ C ] fault [ D ] defeat

20. [ A ] deeds [ B ] needs [ C ] causes [ D ] quests

Section II Reading Comprehension (70 minutes, 5O % ) Part A Read the following text and answer the questions by choosing A, B, C or D.

The place of public education within a democratic society has been widely discussed and debated throughout

15

the years. Perhaps no one has written more widely on the subject in the United States than "the father of public education," John Dewey. Dewey asserted that education contains a large social component designed to provide direction and assure children's development through their participation in the group to which they belong. In explaining education as a social act, he regarded the classroom as a replica (exact copy) of society.

Dewey believed that just as humans need sleep, food, water and shelter for physiological renewal, they also need education to renew their minds, assuring that their socialization keeps pace with physiological growth. He thought that education should provide children with a nurturing atmosphere to encourage the growth of their as-yet-undeveloped social customs and that the steadying and organizing influences of school should provide direction indirectly through the selection of the situations in which the youngster participated.

Above all, Dewey saw public education as a catalyst (motive force ) for growth. Since the young came to school capable of growth, it was the role of education to provide opportunities for that growth to occur. The successful school environment is one in which a desire for continued growth is created--a desire that extends throughout one's lif~ beyond the end of formal education. In Dewey's model, the role of education in a democratic society is not seen as a preparation for some later stage in life, such as adulthood. Rather, education is seen as a process of growth that never ends, with human beings continuously expanding their capacity for growth. Neither did Dewey's model see education as a means by which the past was repeated. Instead, education was a continuous reconstruction of experiences, grounded very much in the present environment.

Since Dewey's model places a heavy emphasis on the social component, the nature of the larger society that supports the educational system is of vital importance. The ideal larger society, according to Dewey, is one in which the interests of a group are shared by all of its members and in which interactions with other groups are free and full. He believed that education in such a society should provide members of the group a stake or interest in social relationships and the ability to facilitate change without compromising the order and stability of the society. His teachings continue to play a significant role in the formulation of curriculum geared toward the furthering of democratic principles within the school system and beyond.

21. Dewey pictured the classroom as a replica of society because

[ A] the classroom is immune to social invasion.

[ B] society imposes its principles on education.

[ C ] the school is a crucial component of society.

[ D ] education comprises social interactions.

22. Dewey's philosophy implies that the lack of education for a child would

[ A ] be mentally destroying.

[ B] be lit~ intimidating.

[ C ] block his physical renewal.

[ D I cause faulty socialization.

23. Dewey considered all of the following as true EXCEPT

[ A 1 his model should affect curriculum formulation.

[ B 1 direction provided by education shouht be subtle.

[ C 1 schools must foster their participants in every way.

[ D] intellectual renewal must go with physical growth.

24. According to Dewey, the goal of education is to

[ A ] satisfy the perse desires of the youth.

[ B ] impart ready experiences to the young.

[ C ] pave the way for youngsters' ambitions.

[ D ] make profound impacts on the students.

25. Dewey believed that in the ideal society education should

[ A ] promote democratic social principles at large.

16

[ B ] make social groups enjoy common interests.

[ C ] keep social stability from being endangered.

[ D ] reform the established social order mildly.

26. The author suggests that Dewey's theory

[ A] dominates educational philosophy.

[ B ] is the by-product of social idealism.

[ C ] far exceeds the realm of education.

[ D ] is sure to arouse a social revolution.

Part B

Y ou are going to read an extract about curriculum. Six paragraphs have been removed from the extract. Choose from the paragraphs A- G the one which fits each gap (27 -32 ) There is one extra paragraph which you do not need to use.

Curriculum

It seems fairly obvious that if teachers are to be the ones responsible for developing the curriculum, they need the time, the skills and the support to do so. Support may include curriculum models and guidelines. It should also include counseling and bilingual support, and may include support from inpiduals acting in a curriculum advisory position. The provision of such support cannot be removed from, and must not be seen in isolation from, the curriculum.

27

In many institutions, it is customary to identity teachers as ' experienced' or 'inexperienced' according to the number of years they have been teaching (a common cut-off figure seems to be four or five)

28

In general, there is a great deal of confusion over the term ' curriculum' Many teachers see 'the curriculum' as a set of prescriptive statements about what 'should happen' This makes any reference to curriculum matters by outsiders quite threatening.

29

This, in fact, returns us to the point that the relationship between planning, teaching and learning is extremely complex. The notion that there is a simple equation between these three components of the curriculum (i. e. that 'what is planned' = 'what is taught' = 'what is learned') is naive, simplistic and misleading. It is crucial for those involved in course and program evaluation to be aware of this complexity.

30

The amount that a teacher working alone can achieve is strictly limited. The best teacher-based curriculum development occurs as the result of team efforts, when groups of teachers with similar concerns or with similar students work together to develop a program or course.

31

In the past, within the Adult Migrant Education Program, there has been a tendency for initiatives which have curricular implications to be introduced on a grand scale in an unsystematic way with very little monitoring and evaluation. The adoption of a learner-centered approach to curriculum is a case in point.

32

Many of the problems which are attributed to lack of curriculum continuity flow directly from the adoption of a learner-centered philosophy and the requirement, inherent in this philosophy, that the classroom practitioner be the principal agent of curriculum development. It may well be that a certain amount of discontinuity is inevitable, the price we pay for the chosen philosophy. There is certainly no single or simple solution.

A Other examples include the development of self-access centers and the introduction of bilingual information officers. The same may well be said of plans to introduce counseling services, bilingual assistants and curriculum

17

advisors. There is a great deal to be said for curriculum development to occur through small-scale case studies and action research projects which are adequately planned, closely monitored and properly evaluated, rather than through large-scale national initiatives. Teachers are certainly inclined to adopt an innovation w hich is the result of successful practice than an untested idea which is thrust upon them.

B If teachers are to be the principal agents of curriculum development, they need to develop a range of skills which go beyond classroom management and instruction. Curriculum development will therefore be largely a matter of appropriate staff development.

C One of the points which emerged most strongly from the study was the fact that continuity in language programs is not just a curricular or pedagogical problem. It is an administrative, management and organizational problem as well as a counseling and curriculum-support problem.

D Such collaboration may or may not include team teaching. While team teaching is recognized by teachers as being highly desirable, many reported that they were prevented from adopting a team approach by administrative and bureaucratic inflexibility.

E There is a need for the scope of curriculum to be expanded to include not only what 'should happen' , but also what 'does happen' Curriculum practice should thus be derived as much from successful practice as from statements of intent.

F In terms of the provision of support, other teachers have the highest credibility in the eyes of practitioners. The practice of removing competent teachers from the classroom to be administrators or advisors results in an immediate drop in credibility. It may be more desirable to target practitioners who have expertise in a limited domain, e.g. ' literacy' or ' assessment' , than as ' experts' across the total field of curriculum activity.

G However, it may well be that there is no such thing as an 'experienced' teacher, if by experienced is meant a teacher who can, at a moment's notice and with minimal support, plan, implement and evaluate a course in any area of the Program. This was demonstrated by the experience of Sally. It also emerged in interviews where only one or two per cent of teachers indicated that they would be able to teach in an unfamiliar area without support.

Part C

Y ou are going to read a passage about the role of textbooks in language teaching. Choose from the list A - G the headings which best summarize each paragraph (33 -38 ) of the passage. There is one extra heading that you do not need to use.

33

Textbooks are a key component in most language programs. In some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in. In other situations, the textbook may serve primarily to supplement the teacher's instruction. For learners, the textbook may provide the major source of contact they have with the language apart from input provided by the teacher.

34

In the case of inexperienced teachers textbooks may also serve as a form of teacher training--they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial textbooks. Learning how to use and adapt textbooks is hence an important part of a teacher's professional knowledge.

35

Textbooks, however, sometimes present inauthentic language since texts, dialogs and other aspects of content tend to be specially written to incorporate teaching points and are often not representative of real language use. Textbooks often present an idealized view of the world or fail to represent real issues. Furthermore, if teachers use textbooks as the primary source of their teaching, leaving the textbook and teacher's manual to make the major

18

instructional decisions for them, the teacher's role can become reduced to that of a technician whose primarily function is to present materials prepared by others.

36

With such an array of commercial textbooks and other kinds of instructional materials to choose from teachers and others responsible for choosing materials need to be able to make informed judgments about textbooks and teaching materials. Evaluation, however, can only be done by considering something in relation to its purpose. A book may be ideal in one situation because it matches the needs of that situation perfectly. It has just the right amount of material for the program, it is easy to teach, it can be used with little preparation by inexperienced teachers, and it has an equal coverage of grammar and the four skills. However the same book in a different situation may turn out to be quite unsuitable.

37

Two factors are involved in the development of commercial textbooks: those representing the interests of the author, and those representing the interests of the publisher. The author is generally concerned to produce a text that teachers will find innovative, creative, relevant to their learners' needs, and that they will enjoy teaching from. The author is generally hopeful that the book will be successful and make a financial profit since a large investment of the author's personal time and effort is involved. The publisher is primarily motivated by financial success.

When developing materials, the publisher will try to satisfy teachers' expectations as to what a textbook at a certain level should contain. For example, if an introductory ESL textbook does not include the present continuous in the first level of the book, teachers may feel that it is detective and not wish to use it. In an attempt to make an author's manuscript usable in as large a market as possible, the publisher often has to change it substantially. Some of these changes are necessitated by the fact that teachers with very different levels of experience, training, and teaching skill might be using the book.

A Textbooks have limitations and disadvantages.

B Textbooks can be adapted in classroom teaching.

C Textbooks need to be evaluated before they are adopted.

D Textbooks should meet teachers' needs in classroom teaching.

E Textbook development often serves different purposes.

F Textbooks provide the major source of learning.

G Textbooks facilitate teachers' professional development.

Part D

Y ou are going to read a passage about using the native language in the classroom of second language teaching. Decide whether the statements in the box agree with the information given in the passage. Y ou should choose from the following:

A YES = the statement agrees with the information

B NO = the statement contradicts the information

C NOT GIVEN = there is no such information in the passage

A voiding use of the L1 in the classroom

While fashions in language teaching ebbed and flowed during the twentieth century, certain basic assumptions were accepted by most language teachers. Though these assumptions have affected many generations of students and teachers, they are rarely discussed or presented to new teachers but are taken for granted as the foundation of language teaching.

One of these assumptions is the discouragement of L1 use in the classroom. This convention can be phrased in stronger or weaker forms. At its strongest, it is' Ban the L1 from the classroom. ' Only in circumstances where the teacher does not speak the students' L1 or the students have different Lis could this be achieved. At weakest, the rule is ' Minimize the L1 in the classroom, ' that is to say, use it as little as possible, A more optimistic

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version is ' Maximize the I_2 in the classroom' , emphasizing the usefulness of the I22 rather than the harm of the first. However the assumption is phrased, the L2 is seen as positive, the LI as negative. The L1 is not something to be utilized in teaching but to be set aside.

Most teaching methods since the 1880s have adopted this Direct Method avoidance of the LI. The monolingual principle, the unique contribution of the twentieth century to classroom language teaching, rentains the bedrock notion from which tile others ultimately derive. Communicative language teaching and task-based learning methods have no necessary relationship with the L1, yet, as we shall see, the only times that the LI is mentioned is when advice is given on how to minimize its use. The main theoretical treatments of task-based learning do not, for example, have any locatable mentions of the classroom use of the L1. Most descriptions of methods portray the ideal classroom as having as little of the L1 as possible, essentially by omitting any reference to it. Perhaps the only exception is the grammar-translation method, which has little or no public support.

A voidance of the L1 lies behind many teaching techniques, even if it is seldom spelled out. Most teaching manuals consider this avoidance as so obvious that no classroom use of the L1 is ever mentioned. Even writers who are less enthusiastic about avoiding the L1 take issue primarily with the extent to which this is imposed. Those arguing for the L1 to be mixed with the 2 on a deliberate and consistent basis in the classroom are few and far between. Thus, this anti-L1 attitude was clearly a mainstream element in twentieth-century language teaching methodology.

This is not to say that teachers do not actually use the L1 every day. Like nature, the L1 creeps back in, however many times you throw it out with a pitchfork. Even in English-only US classrooms ' the use of the native language is so compelling that it emerges even when policies and assumptions mitigate against it The UK National Curriculum still needs to remind teachers 120 years after the Great Reform that ' the target language is the normal recaps of communication' Teachers resort to the L1 despite their best intentions and often feeling guilty for straying i~om the 12 path.

Y es No Not given

39 New teachers are always advised to avoid using El in the classroom. [ A ] [ B ] [ C ]

40 Most people advocate maximization of the I2 in the classroom. [ A ] [ B ] [ C ]

41 Task-based language teaching bans the use of L1. [ A ] [ B ] [ C ]

42 The Direct method requires that teachers use 12 only. [ A ] [ B ] [ C ]

43 The grammar-translation method is criticized for using too much L1. [ A ] [ B ] [ C ]

44 Many writers are now arguing for a reconsideration of the value of LI. [ A ] [ B ] [ C ]

45 The Great Reform discouraged the use of El. [ A] [ B] [C]

2007年在职攻读硕上学位全国联考

Section m Translation (20 minutes 20 % )

Read the following text carefully and then translate the underlined segments

into Chinese.

Who's Afraid of Math, and Why?

The first thing people remember about failing at math is that it felt like sudden death. [ 46 ] Whether the incident occurred while learning "word problems" in sixth grade, (?ping with equations in high school, or first cont~gnting calcp!up_and statist!? in college, _failure came suddenly and in a very frighten_lng way. An idea of a new operation was not just difficult, it was impossible ! And, instead of asking questions or taking the lesson slowly, most people remember having had the feeling that they would never go any further in mathematics. [47 ] If we assume that the curriculum was reasonable, and that the new idea was but the next in a series of learnable concepts, the feeling of utter defeat was simply not rational. And yet ' math anxious' college students and adults have revealed that no matter how much the teacher reassured them, they could not overcome the feeling.

A common myth about the nature of mathematical ability holds that one either has or does not have a mathematical mind. [ 48 ] Mathematical imagination and intuitive grasp of mathematical princ iples may well be

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needed to do advanced research, but why should people who can do college-level work in other subjects not be able to do college-level math as well? Rates of learning may vary. Competency under time pressure may differ. Certainly low self-esteem will get in the way. But where is the evidence that a student needs a ' mathematical mind' in order to succeed at learning math?

Consider the effects of this mythology. [ 49 ] Since only a few people are supposed to have this mathematical mind, part of what makes us so passive in the face of our difficulties in learning mathematics is that we suspect all the while we may not be one of ' them, ' and we spend our time waiting to find out when our nonmathematical minds will be exposed. Since our limit will eventually be reached, we see no point in being methodical or in attending to detail. We are grateful when we survive fractions, word problems, or geometry. If that certain moment of failure hasn't struck yet, it is only temporarily postponed.

Parents, especially parents of girls, often expect their children to be nonmathematical. Parents are either poor at math and had their own sudden-death experiences, or, if math came easily for them, they do not know how it feels to be slow. [ 50] In either case, they unwittingly foster the idea that a mathematical mind is something one either has or does not have.

Section IV Writing (40 minutes, 20 % )

Some people think elderly people ( say 60 - 70 years old) should retire, while others think they should continue to work. Write an essay to state your opinion onthis issue in about 300 words.

2007年在职攻读硕士学位全国联考英语试题

参考答案

试卷一

Section I Use of English

01. B 02. D 03. D 04. C 05. A06. D 07. B 08. A09. A10~C

ll.B 12. A13. B 14. D 15. A16. D 17. A18. D 19. B 20. B

Section II Reading Comprehension

Part A 21. C 22. A23. C 24. D 25. D 26. C

PartB 27. F 28. G 29. C 30. B 31. D 32. A

PartC 33. F 34. G 35. A36. C 37. E 38. D

Part D 39. B 40. A41. B 42. A43. A44. B 45. A

试卷二

Section III Translation

46．无论它发生在呓呓学语的六年级学生，还是应付平衡等式的高中生，亦或遭遇计量统计学的大学生身上，失败的来临既突然又恐怖。

47．如果我们假设课程安排合理，新的理念可以在理解一系列易学的概念后获得，那么这种彻头彻尾的失败感是没有道理的。

48．数学想像和对数学原则的洞察固然有利于深入科研，但是，为什么人们可以在大学其他领域游刃有余而偏偏在数学领域无所适从?

49．既然人们总是认为只有一小部分人具有数学头脑，我们在数学难题前态度消极便可部分归因于我们总是不把自己当作这些少数人中的一分子，而总是找理由证明自己不具有数学头脑。

50．不论是哪种情况，他们都不明智地助长了这种极端观点：我要么具有数学头脑，要么就一点数学头脑也没有。

Section ⅣWritiing

(略)

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