2007年在职攻读硕士学位全国联考教育硕士英语二试卷一

SectionⅠ 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 ab out 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 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 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. computing

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

03.

04.wonder

05. A. programs B. codes C. levels D. orders

06. A. exotic B. profitable C. reasonable D. realistic

07. A. neglect B. defect C. fault D. defeat

08. A. deeds B. needs C. causes D. quests SectionⅡ 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 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 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. 09.Dewey pictured the classroom as a replica of society because.

A.t he classroom is immune to social invasion.

B.Society imposes its principles on education.

C.T he school is a crucial component of

society.

D.E ducation comprises social interactions.

10.Dewey’s philosophy implies that the lack of education for a child would.

A.b e mentally destroying.

B.Be life intimidating.

C.B lock his physical renewal.

D.C ause faulty socialization.

11.Dewey considered all of the following as true EXCEPT.

A.h is model should affect curriculum

formulation.

B.Direction provided by education should be

subtle.

C.S chools must foster their participants in

every way.

D.I ntellectual renewal must go with physical

growth.

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

A.s atisfy the diverse desires of the youth.

B.Impart ready experiences to the young.

C.P ave the way for youngsters’ ambitions.

D.M ake profound impacts on the students.

13.Dewey believed that in the ideal society education should

A.p romote democratic social principles at

large.

B.Make social groups enjoy common

interests.

C.K eep social stability from being

endangered.

D.R eform the established social order mildly.

14.The author suggests that Dewey’s theory

A.d ominates educational philosophy.

B.Is the by-product of social idealism.

C.F ar exceeds the realm of education.

D.I s 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 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 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 na?ve, 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 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 percent of teachers indicated indicated that they would be able to teach in an unfamiliar area without support.

Part C

You 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 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 cormmercial 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 representative of 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 of 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.

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 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 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