2023年在职攻读硕士学位全国联考教育硕士英语二试卷一

2007年在职攻读硕士学位全国联考教育硕士英语二试卷一Section Use of English (20 minutes, 10%) Read the following text. Choose the best word or phrase for each numbered blasnk form A, B, C or D.The adults 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 individuals 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 10 them systematically. There are 11 jobs all over the country. Yet, 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 students 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 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 individual and the nation.01. A. calculating B. counting C. amounting D. computing02. A. build B. open C. enter D. keep03. A. life B. time C. livelihood D. period04. A. in B. by C. with D. for05. A. Roughly B. Strangely C. Currently D. Obviously06. A. graduate B. finish C. complete D. leave07. A. to B. with C. about D.in08. A. what B. that C. which D. those09. A. information B. knowledge C. practice D. literacy10. A. promoting B. continuing C. pursuing D. advancing11. A. potential B. unfilled C. unfitted D. redundant12. A. on B. by C. in D. to13. A. Frequently B. Virtually C. Usually D. Apparently14. A. benefits B. chances C. results D. records15. A. accessible B. assessable C. available D. desirable16. A. secret B. shock C. miracle D. wonder17. A. programs B. codes C. levels D. orders18. A. exotic B. profitable C. reasonable D. realistic19. A. neglect B. defect C. fault D. defeat20. A. deeds B. needs C. causes D. questsSection Reading (70 minutes, 50%)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 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 childrens 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 ones life beyond the end of formal education. In Deweys 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 Deweys 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 Deweys 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 he 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 -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. Deweys philosophy implies that the lack of education for a child would.A. be mentally destroying.B. Be life intimidating.C. Block his physical renewal.D. Cause faulty socialization.23. Dewey considered all of the following as true EXCEPT.A. his model should affect curriculum formulation.B. Direction provided by education should be subtle.C. 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 diverse 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 shouldA. promote democratic social principles at large.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 Deweys theoryA. 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 BYou 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.CurriculumIt seems fairly obvious that if teachers are to he 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 individuals 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 identify 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 naïve, 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 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 which 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.D Such collaboration may or may not include team teaching. While team teaching is recognized by teachers as being highly desirable 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 expertise in a limited domain, e.g.literacy or assessment, than as experts across the total field of curriculum activityG 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 moments 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 percent of teachers indicated indicated that they would be able to teach in an unfamiliar area without support.Part CYou 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 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 teachers 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 cormmercial textbooks. Learning how to use and adapt textbooks is hence an important part of a teachers 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 representative of real issues. Furthermore, if teachers use textbooks as the primary source of their teaching, leaving the textbook and teachers manual to make the major instructional decisions of them, the teachers 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 authors personal time and effort is involved. The publisher is primarily motivated by financial success.38 _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 defective and not wish to use it. In an attempt to make an authors 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 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 teacher 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 DYou 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. You should choose from the following.A YES = the statement agrees with the information B NO = the statement contradicts the informationC NOT GIVEN = there is no such information in the passageA voiding use of the 1.1 in the classroomWhile 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 L1 where the teacher does not speak the students L1 or the students have different L1 could this be achieved. At weakest, the rule is Minimize the L1 in the classroom, that is to say, use it as little it as little as possible. A usefulness of the L2 rather than the harm of the first. However the assumption is phrased, the L2 is seen as positive, the L1 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 L1. The monolingual principle., the unique contribution of the twentieth century to classroom language teaching, remains the bedrock notion form which the 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 L1 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.Avoidance 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 L2 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 1