2007_在职联考_教育硕士_英语二_真题及参考答案-USB迷|专注于互联网分享

2024年8月26日发(作者：强安寒)

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

英语二试卷一

[供报考学科教学（英语）专业考生使用]

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

Section ⅡReading Comprehension (70 minutes, 50%) 考生须知

1. 本考试分试卷一和试卷二两部分。试卷一满分60分，考试时间为90分钟，14:30开始，16:00结

束；试卷二满分40分，考试时间为60分钟，16:00开始，17:00结束。

2. 请考生务必将本人考号最后两位数字填写在本页右上角方框内。

3. 本试卷一为A型试卷，其答案必须用2B铅笔填涂在A型答题卡上，做在其它类型答题卡或试卷

上的无效。答题前，请核对答题卡是否A型卡，若不是，请要求监考员予以更换。

4. 在答题卡上正确的填涂方法为在答案对应的字母上划线，如[A] [B] [C] [D]。

5. 监考员宣布试卷一考试结束时，请立即停止答试卷一，将试卷一及其答题卡反扣在自己的桌面上，

继续做试卷二。监考员将到座位上收取试卷一及其答题卡。

6. 监考员收卷过程中，考生须配合监考员验收，并请监考员在准考证上签字（作为考生交卷的凭据），

否则，若发生答卷遗失，责任由考生自负。

英语二试卷二

[供报考学科教学（英语）专业考生使用]

Section Ⅲ Translation (20 minutes, 20%)

Section Ⅳ Writing (40 minutes, 20%)

考生须知

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

1. 试卷二满分40分，考试时间为60分钟，16:00开始，17:00结束。

2. 请考生务必将本人考号最后两位数字填写在本页右上角方框内。

3. 试卷二的答案必须用蓝色或黑色墨水笔写在试卷二答题卡指定区域内，未写在指定区域内的答案

一律无效。

4. 监考员宣布考试结束时，请立即停止答题，将试卷二和答题卡反扣在自己的桌面上，坐在原位，

等待监考员收试卷二和答题卡。待监考员全部收齐点清无误，宣布可以离场后，方可离开考场。

5. 监考员收卷过程中，考生须配合监考员验收，并请监考员在准考证上签字（作为考生交卷的凭据），

否则，若发生答卷遗失，责任由考生自负。

2007

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

Read the following text. Choose the best word for each numbered blank from A, B, C or D.

The adults in the United States constitute a work force about 81 million people, of whom only 27

million posses 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__, about2.5 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. 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

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

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 individual and the

nation.

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

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

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

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

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

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

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

08. [A]what [B]which [C]that

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

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

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

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

13. [A]Frequently [B]Virtually [C]Usually

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

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

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

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

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

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

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

Section II Reading Comprehension (70 minutes, 50%)

Part A

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

[D]counting

[D]keep

[D]period

[D]with

[D]Currently

[D]leave

[D]in

[D]those

[D]literacy

[D]advancing

[D]unfilled

[D]to

[D]Apparently

[D]records

[D]desirable

[D]secret

[D]codes

[D]profitable

[D]defeat

[D]quests

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

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 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 life 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.

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

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

[A] education comprises social interactions.

[B] society imposes its principles on education.

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

[D] the classroom is immune to social invasion.

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

[A] be life intimidating.

[B] be mentally destroying.

[C] block his physical renewal.

[D] cause faulty socialization.

23. Dewey considered all of the following as true EXCEPT

[A] direction provided by education should be subtle.

[B] his model should affect curriculum formulation.

[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] make profound impacts on the students.

[D] pave the way for youngsters' ambitions.

25. Dewey believed that in the ideal society education should

[A] reform the established social order mildly.

[B] make social groups enjoy common interests.

[C] keep social stability from being endangered.

[D] promote democratic social principles at large.

26. The author suggests that Dewey's theory

[A] dominates educational philosophy.

[B] far exceeds the realm of education.

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

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

[D] is sure to arouse a social revolution.

Part B

You are going to read an extract about Curriculum. Six paragraphs have been removed from the

extract. Choose from 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

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.

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)

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.

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.

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.

In the past, within the Adult Migrant Education Program, there has been a tendency for initiatives

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

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.

Many of the problems which are attributed to lack of curriculum continuity flow directly from

theadoption 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]If teachers are to be the principle 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.

[B] 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.

[C] Such collaboration may or may not include team 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.

[D] 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.

[E] 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.

[F] 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 was demonstrated by the experience of also emerged in

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

interviews where only one or two per cent of teachers indicated that they would be able to teach in an

unfamiliar area without support.

[G] 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.

Part C

You are going to read a passage about the role of textbooks in language teaching. From the list of

headings A-G, choose the best one to summarize each paragraph (33-38) of the passage. There is one extra

heading that you do not need to use.

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.

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.

Textbooks, however, sometimes present inauthentic language since texts, dialogs and other aspects of

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

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 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.

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.

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 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 facilitate teachers' professional development.

B Textbooks have limitations and disadvantages.

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

C Textbooks can be adapted in classroom teaching.

D Textbooks need to be evaluated before they are adopted.

E Textbooks should meet teachers' needs in classroom teaching.

F Textbook development often serves different purposes.

G Textbooks provide the major source of learning.

Part D

You are going to read a passage about using the native language in the classroom of second language

teaching. Decide whether the statement 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 in the passage

B NO = the statement contradicts the information in the passage

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

Avoiding use of the L1 in the classroom

While fashions in language teaching ebbed and flowed during the twentiethcentury, certain basic

assumptions were accepted by most language these assumptions have affected many

generations of students andteachers, they are rarely discussed or presented to new teachers but are taken

forgranted 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 L1s could

thisbeachieved. At weakest, the rule is 'Minimize the L1 in the classroom,' that is to say, use it as little as

possible. A more optimistic version is 'Maximize the L2 inthe classroom', emphasizing the usefulness of the

L2 rather than the harm of thefirst. However the assumption is phrased, the L2 is seen as positive, the LI

asnegative. 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 Methodavoidance of the LI. The

monolingual principle, the unique contribution of thetwentieth century to classroom language teaching,

remains the bedrock notion fromwhich the others ultimately derive. Communicative language teaching and

task-based learning methods have no necessary relationship with the L1, yet, as weshall see, the only times

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

that the LI is mentioned is when advice is given on howto 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.

Mostdescriptions of methods portray the ideal classroom as having as little of the L1 aspossible, essentially

by omitting any reference to it. Perhaps the only exception isthe grammar-translation method, which has

little or no public support.

Avoidance of the L1 lies behind many teaching techniques, even if it isseldom spelled out. Most

teaching manuals consider this avoidance as so obviousthat no classroom use of the L1 is ever mentioned.

Even writers who are lessenthusiastic about avoiding the L1 take issue primarily with the extent to which

thisis imposed. Those arguing for the L1 to be mixed with the 2 on a deliberate andconsistent basis in the

classroom are few and far between. Thus, this anti-L1attitude was clearly a mainstream element in

twentieth-century language teachingmethodology.

This is not to say that teachers do not actually use the L1 every day. Likenature, the L1 creeps back in,

however many times you throw it out with apitchfork. Even in English-only US classrooms 'the use of the

native language isso compelling that it emerges even when policies and assumptions mitigate againstit'. The

UK National Curriculum still needs to remind teachers 120 years afterthe Great Reform that 'the target

language is the normal recaps ofcommunication'. Teachers resort to the L1 despite their best intentions and

oftenfeeling guilty for straying from the L2 path.

39 New teachers are always advised to avoid using Ll in the classroom.

40 Most people advocate maximization of the L2 in the classroom.

41 Task-based language teaching bans the use of L1.

42 The Direct method requires that teachers use L2 only.

43 The grammar-translation method is criticized for using too much L1.

44 Many writers are now arguing for a reconsideration of the value of LI.

45 The Great Reform discouraged the use of Ll.

Yes No Notgiven

Section III Translation (20 minutes, 20%)

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

translation should be written clearly on ANSWER SHEET 2 (

答题纸

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

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, coping with equations in high school, or

first confronting calculus and statistics in college, failure came suddenly and in a very frightening 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 principles may well

be 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.

在职攻读硕士学位全国联考教育硕士英语二试卷 2007

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 答案

Section I

01. BDDCA 06. DBAAC 11. BABDA 16. DADBB

Section II

Part 1 21. C A C D D C

Part 2 27. F G C B D A

Part 3 33. F G A C E D

Part 4 39. B A B A A B A

Section III

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 IV

略