The formalistic approach in practice
[自学考试密押题库与答案解析]外语教学法自考题模拟4
![[自学考试密押题库与答案解析]外语教学法自考题模拟4](https://img.taocdn.com/s3/m/51b8cba4767f5acfa0c7cd9c.png)
B.gradation selection principle
C.four skills principle
D.presentation principle
答案:C[解析] 口语法是以语法为基础的教学法，给语言课程建立了一个选择(Selection)的科学理论，并制定了一系列选择标准，语法和词汇按难易程度分层次教学(Gradation)，新的语言点通过有意义的情景活动得到展示与练习(Presentation)。因此排除C。
问题:4. An ultimate purpose of learning a foreign language in a Grammar-Translation classroom is to enable the learners to______.
A.think and communicate in the target language
B.get a practical command of the four basic skills of the language
C.get the same types of abilities that native speakers have
D.read and translate its literature.
A.Cognitive theory
B.Suggestopaedia
C.Acculturation theory
D
答案:C[解析] 文化认同说产生于20世纪70年代末，是由美国的舒曼(Schumann)和安德森(Anderson)提出的，指的是一种文化的成员要想在另一种文化之中行动自如，他们就得改变自己的态度、知识结构和行为举止。选项A的代表人物是皮亚杰，着重研究人的认知能力对语言习得的影响；选项B是新兴的外语教学法暗示法，与本题无关；选项D是由乔姆斯基提出的语言习得机制(Language Acquisition Device)，认为儿童天生脑中就有一个语言习得机制来习得语言。
如何将理论与实践相结合的英语作文
如何将理论与实践相结合的英语作文In the realm of knowledge acquisition and personal growth, the divide between theory and practice is often a fine line. Theory, the foundation of understanding, provides the principles, concepts, and frameworks that guide our comprehension of the world. Practice, on the other hand, is the application of these theories in real-world scenarios, the testing ground for knowledge and the crucible for skills. While theory and practice may seem distinct, they are intrinsically linked and mutually dependent.The value of theory lies in its ability to organize and simplify complex phenomena, making abstract concepts accessible and comprehensible. Theory is the language of experts, a shared vocabulary that allows scholars to communicate ideas and build upon existing knowledge. It is the starting point for any intellectual pursuit, the foundation upon which we build our understanding of the world.However, theory alone is not sufficient. Without practice, theory remains abstract and detached from real-world applications. Practice is the bridge that connects theory to reality, the mechanism that transformstheoretical knowledge into practical skills. Through practice, we gain hands-on experience, learn to navigate complex systems, and develop a sense of intuition that complements theoretical understanding.The integration of theory and practice is crucial for effective learning and problem-solving. Theory provides the foundation and framework, while practice brings these theories to life, making them relevant and actionable. This integration is not a linear process but an iterative dance between comprehension and application. We constantly revise our theories based on practical experience, and in turn, use these revised theories to guide further practice.In the realm of professional development, this integration is particularly important. Professionals must possess a deep theoretical knowledge of their field but also the ability to apply this knowledge in practical settings. This blend of theory and practice is what区分s competent professionals from mere theorists orpractitioners without a solid theoretical foundation.Moreover, the fusion of theory and practice fosters creativity and innovation. When we are not constrained by rigid theoretical frameworks or limited by a lack of practical experience, we are free to explore new ideas and create novel solutions. This fusion encourages a mindset of experimentation and risk-taking, leading to breakthroughs and advancements in our understanding and application of knowledge.In conclusion, the integration of theory and practice is a fundamental aspect of intellectual growth and professional development. It is the engine that drives comprehension, application, and innovation. By bridging the divide between theory and practice, we not only deepen our understanding of the world but also enhance our ability to shape it.**理论与实践的融合：理解与应用的必要之旅**在知识获取和个人成长的领域里，理论与实践之间的界限往往很微妙。
当代西方文学——结构主义和形式主义
Formalism
How does the work use imagery to develop its own symbols? (i.e. making a certain road stand for death by constant association) What is the quality of the work's organic unity "...the working together of all the parts to make an inseparable whole..." ? (i.e. does how the work is put together reflect what it is?) How are the various parts of the work interconnected? How do paradox, irony, ambiguity, and tension work in the text? How do these parts and their collective whole contribute to or not contribute to the aesthetic quality of the work?
Russian Formalism
An interpretive approach that emerged in Russia during WWI and spread to Europe after WWII A group of Russian linguists and critics argued that everything from rhyme patterns in poetry to narrative strategies in fiction should be the primary concern of literary study The Formalists claimed that study of literature should have a scientific basis through objective analysis of the motifs, devices, techniques and other „functions‟ that comprise the literary wothe form of the work say about its content?
chapter 6 formal approaches to sla
6.2 Universal Grammar
Language consists of a set of abstract principles that characterize core grammars of all natural languages. In addition to principles that are invariable (i.e., all languages have them) are parameters that vary across languages.
White (2003) outlines five positions with regard to the initial state of second language learning (1) Full Transfer/Full Access, (2) Minimal Trees (3) Valueless Features (4) Initial Hypothesis of Syntax (5) Full Access (without transfer).
6.2.1.2 Access to UG Hypothesis
Valueless Features Both functional and lexical categories are available from the L1, but the strength of these features is not available. Acquisition involves acquiring appropriate feature strength of the L2. Learners should be able to fully acquire the L2 grammar.
《英语测试的理论与实践》
❖ 4、值得注意的是，较之往年，2002年的高考英语试题有了明显的变 动：它完全摒弃了诸如词汇与结构选择填空、句型转换、正误判断与 改错等传统题型，减少了翻译题所占的比重，增加了听力能力的测试。 这些变动并非偶然，而是我国中学阶段英语教学改革在测试领域的一 个具体体现，也是教育部《全日制义务教育、普通高级中学英语课程 标准》颁布后高考英语测试的一次变革。
第一阶段 前科学语言测试或传统语言测试阶段 (The Pre-scientific Language Testing 或
Traditional Language Testing Phase)
❖ 20世纪四十年代以前 ❖ 语言被当作是包括语法、词汇、语音的一套知识体
系。
❖ 测试中对技巧、技能的考查没有量度依据，测试结 果主要根据教师的主观判断。
❖ 试题常包括短文写作(Essay Writing)、翻译 (Translation)、语法分析(Grammatical Analysis)
❖ 忽视听力、口语 ❖ 测试法为短文写作-翻译法(Essay-writing
Translation Approach)
第二阶段 心理测量-结构主义语言测试或现代语言测试阶段 (The Psychometic-structuralist Language Testing 或
提出结构主义教学法，如听说法。结合心理语言学领域的心理测 量学(psychometrics)的方法。 ❖ 结构主义语言学：语言是一套符号系统，可以分解为语音、词汇、 语法等。 ❖ Lado – Language Testing：语言能力分为语音、句法、词汇、文 化；用听说读写方式可测试。 ❖ 可设计出分点式测试(discrete-point test)，认为试题应该每题只考 查一个考点，其主要题型有选择填空、词汇填空、语法填空、完 成句子、改错等。
Applied Linguistics
The model of information processing provided by Robert Gagne can be applied to account for the process of FLLT:
The Informationprocessing Model (R.M. Gagne)
• 2.1.2 Grammer translation method • Grammer translation method is a method of SLA which makes use of translation and grammer study as the main taeching and leaening activities.
Presented by Xiaosa 201720310064
• Content
I. Applied linguistics II. Language theories and language teaching
翻译理论与实践
汉译英之词语基本译法综述一、理解词义⏹（1）你要有所弋获，则必须在学习中不断深入。
⏹If you want to gain anything, you must constantly deepen your studies.⏹（2）陈先生乃中国学界泰斗，他的那本书视为汉语修辞研究的嚆矢。
⏹Mr. Chen, our respected teacher, is a renowned master in the academic circles of China. That book written by him seem to be the earliest one in the Chinese rhetoric studies.⏹（3）当今澳洲文坛执牛耳者帕特里克怀特的作品相当费解。
⏹The writings by Patrick White, the acknowledged leader in the contemporary Australian literary world, are very hard to understand.⏹（4）在旧中国，小人当道，瓦釜雷鸣的情形屡见不鲜。
⏹In Old China, it was a general case that mean persons were in power and the unworthy people were influential and in high places.二、认真辨析词义⏹词无定义。
不囿于语词的字面意义，而要读出字里行间的含义,这是正确翻译词语的第一步。
⏹我母亲笑着替他辩解道：“他说话挺会绕弯子。
”⏹Hearing this , my mother smiled and defended him, sayi ng, “He’s ingenious enough to keep you guessing.”⏹这里“说话会绕弯”为褒义，若译为talks in a roundabout way 或know how to beat about the bush，则与原文的赞许口气不符。
2009文学批评方法与实践第2讲
• POETIC VS. EVERYDAY LANGUAGE. • Sound is the key difference between poetic language and everyday usage. The autonomy of the poetic word is to be achieved through sound texture. This will attract attention to the word itself. • Jakobson contends that "poetic form is the organized coercion of language." (Boris Eikhenbaum, "The Theory of the ‘Formal Method’", 127) • Surprisingly enough the Formalists position themselves in an Aristotelian tradition in which "poetic language must appear strange and wonderful." (Shklovsky, "Art as Technique", 22) • Leo Jakubinsky demonstrates that poetic language is "roughened". This "roughening" is both phonetic and rhythmic. Behind the notion of "roughened" language lurks the idea of defamiliarisation.
Literary-Criticism-Overview
Literary Criticism OverviewWhat is Literary Criticism?Literary criticism is the study, analysis, and evaluation of imaginative literature. Everyone who expresses an opinion about a book, a song, a play, or a movie is a critic, but not everyone's opinion is based upon thought, reflection, analysis, or consistently articulated principles. Literary criticism involves careful reflection and analysis of text. Literary criticism is reading the lines very carefully, in a disciplined and informed manner.Traditionally, literary studies were conducted within the three humanistic disciplines of literature, history, and philosophy. In the twentieth century, the social sciences have been used to develop new approaches to criticism.•Psychology has helped to illuminate the motivations of characters and the writers who create them.•Sociology has revealed the relationships between the works the author produces and the society that consumes them.•Anthropology has shown how ancient myths and rituals are alive and well in the plays, poems, and novels that are popular today.Questions Literary Critics Ask:What is the biography of the author?What is the history surrounding the story?What do the characters’ names signify?Is the story similar to ancient myths?How are the women characters represented?What do the dreams represent?FORMALISMFormalism assumes that a work of literary art is an organic unity in which every element contributes to the total meaning of the work. The formalist critic embraces an objective theory of art and examines plot, characterization, dialogue, and style to show how these elements contribute to the theme or unity of the literary work. Content and form in a work constitute a unity, and it is the task of the critic to examine and evaluate the integrity of the work. Paradox, irony, dynamic tension, and unity are the primary values of formalist criticism. The formalistic approach stresses the close reading of the text and insists that all statements about the work be supported by references to the text.HISTORICAL AND BIOGRAPHICALHistorical criticism seeks to interpret the work of literature through understanding the times and culture in which the work was written. The historical critic is more interested in the meaning that the literary work had for its own time than in the meaning the work might have today. Biographical criticism investigates the life of an author using primary texts, such as letters, diaries, and other documents, that might reveal the experiences, thoughts, and feelings that led to the creation of a literary work.The ARCHETYPAL APPROACHThe archetypal approach to literature evolved from studies in anthropology and psychology. Archetypal critics make the reasonable assumption that human beings all over the world have basic experiences in common and have developed similar stories and symbols to express these experiences. Literary critics, poets,and storytellers all use myths in the creation and interpretation of literature. This reflects their belief that the old myths, far from being falsehoods, reveal eternal truths about human nature.The term archetype denotes plots, characters, and symbols that are found in literature, folk tales and dreams throughout the world. Archetypes include:•the hero and the quest•Death and rebirth pattern: Many myths from around the world reflect the cycle of the seasons. Sometimes mythic thought requires a sacrifice so that the seasons can continue. Asacrificial hero (in myth it is usually a god or king) accepts death or disgrace so that the community can flourish. Although the sacrifice is real, it is not necessarily to be regarded as final: the god whodies in the winter may be reborn in the spring. Characters like Oedipus and Hamlet, who sacrificethemselves to save their kingdoms, are based on the archetype of the dying god. Shirley Jackson's"The Lottery" reflects this archetypal pattern in a contemporary setting.FEMINIST CRITICISMUsing psychological, archetypal, and sociological approaches, feminist criticism examines images of women and concepts of the feminine in myth and literature.Feminist critics have shown that literature reflects a patriarchal, or male dominated, perspective of society. Feminist criticism is critical of society, as it is presently constituted. It is concerned with the lives of those oppressed or marginalized by the dominant culture, and with the representation of women’s condition in literature. It investigates literature as a means of bringing about changes in attitudes and, ultimately, in society.THE PHILOSOPHICAL APPROACHThe philosophical (or moral) approach to literature evaluates the ethical content of literary works and concerns itself less with formal characteristics.Philosophical criticism always assumes the seriousness of literary works as statements of values and criticisms of life, and the philosophical critic judges works on the basis of his or her articulated philosophy of life. Assuming that literature can have a good effect on human beings by increasing their compassion and moral sensitivity, this form of criticism acknowledges that books can have negative effects on people as well. For this reason, philosophical critics will sometimes attack authors for degenerate, decadent, or unethical writings. While this description may make philosophical critics seem similar to censors, these critics rarely call for burning or banning of books. In the twentieth century, philosophical critics have tended toward a humanistic belief in reason, order, and restraint. This explains their reluctance to ban books despite their moral concerns: if human beings are rational, as the philosophical critic believes, they will listen to reason when it is spoken; and they will reject evil and embrace the good.THE PSYCHOLOGICAL APPROACHPoets, dreamers, and madmen all tap the fountainhead of the unconscious, the source not only of aggressions and desires but of the will to live. The psychological approach to literature delves into the symbolic fictions that arise from the primordial springs of the imagination and attempts to explain them to the rational, waking selves who inhabit the daylight world. Psychological criticism has led to new ideas about the nature of the creative process, the mind of the artist, and the motivations of characters. There are several ideas of Freud that are influential to this criticism:•Unconscious: According to Freud, human beings are not conscious of all their feelings, urges, and desires because most of mental life is unconscious. Freud compared the mind to an iceberg: only asmall portion is visible; the rest is below the waves of the sea. Thus, the mind consists of a smallconscious portion and a vast unconscious portion.•Repression:Freud claims society demands restraint, order, and respectability and that individuals are forced to repress some of their desires. These repressed desires, however, emerge in dreams and in art.But the lust and aggression may not be represented directly. This leads to the use of symbols andsubtexts in dreams and literature.THE SOCIOLOGICAL APPROACHSociological criticism focuses on the relationship between literature and society. Sociological criticism, then, reflects the way literature interacts with society. Sociological critics show us how literature can function as a mirror to reflect social realities and as a lamp to inspire social ideals. Literature is always produced in a social context. Writers may affirm or criticize the values of the society in which they live, but they write for an audience and that audience is society. The social function of literature is the domain of the sociological critic. The sociological critic is interested not only in the stated themes of literature, but also in the latent themes. Like the historical critic, the sociological critic attempts to understand the writer's environment as an important element in the writer's work. Like the moral critic, the sociological critic usually has certain values by which he or she judges literary work.Marxist C riticismKarl Marx (1818-1883) developed a theory of society, politics, and economics called dialectical materialism. Writing in the nineteenth century, Marx criticized the exploitation of the working classes, or proletariat, by the capitalist classes who owned the mines, factories, and other resources of national economies. Marx believed that history was the story of class struggles and that the goal of history was a classless society in which all people would share the wealth equally. This classless society could only come about as a result of a revolution that would overthrow the capitalist domination of the economy.Central to Marx's understanding of society is the concept of ideology: a system of ideas and ideals, especially one that forms the basis of economic or political policy, proposed by the dominant class of a society to all members of this society.As an economic determinist, Marx thought that the system of production was the most basic fact in social life. Workers created the value of manufactured goods, but owners of the factories reaped most of the economic rewards. In order to justify and rationalize this inequity, a system of understandings or ideology was created, for the most part unconsciously. Capitalists justified their taking the lion's share of the rewards by presenting themselves as better people, more intelligent, more refined, more ethical than the workers. Since literature is consumed, for the most part, by the middle classes, it tends to support capitalist ideology, at least in countries where that ideology is dominant.//////////////////////////////////////////////////////////////////////。
【7A版】2018年6月大学英语六级真题+答案解析-全三套
【MeiWei81-优质实用版文档】2017年6月大学英语六级考试真题(第1套)PartⅠWriting (30minutes)Directions:Supposeyouareaskedtogiveadviceonwhethertoattendavocationalcollegeorauniversity,writeaness aytostateyouropinion.Youarerequiredtowriteatleast150wordsbutnomorethan200 words.PartⅡListeningComprehension (30minutes)SectionADirections:Inthissection,youwillheartwolongconversations.Attheendofeachconversation,youwillhearfourqu estions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswer Sheet1withasinglelinethroughthecentre.Questions1to4arebasedontheconversationyouhavejustheard.1.A)Hewouldfeelinsulted. B)Hewouldfeelverysad.C)Hewouldbeembarrassed. D)Hewouldbedisappointed.2.A)Theyareworthyofaprize. B)Theyareoflittlevalue.C)Theymakegoodreading. D)Theyneedimprovement.3.A)Heseldomwritesabookstraightthrough.B)Hewritesseveralbookssimultaneously.C)Hedrawsonhisreal-lifeeGperiences.D)Heoftenturnstohiswifeforhelp.4.A)Writingabookisjustlikewatchingafootballmatch.B)Writersactuallyworkeverybitashardasfootballers.C)Helikeswatchingafootballmatchafterfinishingabook.D)Unlikeafootballmatch,thereisnoendtowritingabook.Questions5to8arebasedontheconversationyouhavejustheard.5.A)Achievementsofblackmaleathletesincollege.B)Financialassistancetoblackathletesincollege.C)Highcollegedropoutratesamongblackathletes.D)Undergraduateenrollmentsofblackathletes.6.A)Theydisplaygreattalentineverykindofgame.B)Theyarebetteratsportsthanatacademicwork.C)Theyhavedifficultyfindingmoneytocompletetheirstudies.D)Theymakemoneyforthecollegebutoftenfailtoearnadegree.7.A)About15%. B)Around40%.C)Slightlyover50%. D)ApproGimately70%.8.A)Coacheslacktheincentivetograduatethem.B)Collegedegreesdonotcountmuchtothem.C)Theyhavelittleinterestinacademicwork.D)Schoolsdonotdeemitaseriousproblem.SectionBDirections:Inthissection,youwillheartwopassages.Attheendofeachpassage,youwillhearthreeorfourquestio ns.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).Thenmarkthecorrespondingletteron AnswerSheet1withasinglelinethroughthecentre. Questions9to12arebasedonthepassageyouhavejustheard.9.A)Marketingstrategies. B)Holidayshopping.C)Shoppingmalls. D)Onlinestores.10.A)About50%ofholidayshoppers.B)About20-30%ofholidayshoppers.C)About136million.D)About183.8million.11.A)Theyhavefewercustomers.B)Theyfindithardtosurvive.C)Theyarethrivingoncemore.D)Theyappealtoelderlycustomers.12.A)Betterqualityofconsumergoods.B)Higheremploymentandwages.C)Greatervarietiesofcommodities.D)Peoplehavingmoreleisuretime.Questions13to15arebasedonthepassageyouhavejustheard.13.A)Theyarenewspeciesofbiginsects.B)Theyareoverprescribedantibiotics.C)Theyarelife-threateningdiseases.D)Theyareantibiotic-resistantbacteria.14.A)Antibioticsarenowinshortsupply.B)Manyinfectionsarenolongercurable.C)LargeamountsoftaGmoneyarewasted.D)RoutineoperationshavebecomecompleG.15.A)Facilities.B)EGpertise.C)Money.D)Publicity.SectionCDirections:Inthissection,youwillhearthreerecordingsoflecturesortalksfollowedbythreeorfourquestions.Ther ecordingswillbeplayedonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),CJandD).Thenmarkthecorrespondingletteron AnswerSheet1withasinglelinethroughthecentre.Questions16to18arebasedontherecordingyouhavejustheard.16.A)Itisaccessibleonlytothetalented.B)Itimprovesstudents’abilitytothink.C)Itstartsalifelonglearningprocess.D)Itgivesbirthtomanyeminentscholars.17.A)Theyencourageacademicdemocracy.B)Theypromoteglobalization.C)Theyupholdthepresidents’authority.D)Theyprotectstudents’rights.18.A)Histhirstforknowledge. B)Hiseagernesstofindajob.C)Hiscontemptforauthority. D)Hispotentialforleadership.Questions19to22arebasedontherecordingyouhavejustheard.19.A)Fewpeopleknowhowtoretrieveinformationproperly.B)Peoplecanenhancetheirmemorywithafewtricks.C)Mostpeoplehavearatherpoorlong-termmemory.D)Peopletendtounderestimatetheirmentalpowers.20.A)Theypresentthestatesinasurprisinglydifferentorder.B)Theyincludemoreorlessthesamenumberofstates.C)TheyareeGactlythesameasisshownintheatlas.D)Theycontainnamesofthemostfamiliarstates.21.A)Focusingonwhatislikelytobetested.B)Havingagoodsleepthenightbefore.C)ReviewingyourlessonswheretheeGamistotakeplace.D)Makingsensibledecisionswhilechoosingyouranswers.22.A)Discoverwhenyoucanlearnbest.B)Changeyourtimeofstudydaily.B)Giveyourselfadoublebonusafterwards.D)FollowtheeGampleofamarathonrunner.Questions23to25arebasedontherecordingyouhavejustheard.23.A)Heisapolitician. B)Heisabusinessman.C)Heisasociologist. D)Heisaneconomist.24.A)Inslums.B)InAfrica.C)Inpre-industrialsocieties.D)Indevelopingcountries.25.A)Theyhavenoaccesstohealthcare,letaloneentertainmentorrecreation.B)Theirincomeislessthan50%ofthenationalaveragefamilyincome.C)TheyworkeGtrahourstohavetheirbasicneedsmet.D)Theirchildrencannotaffordtogotoprivateschools.PartIII ReadingComprehension (40minutes) SectionADirections:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfroma listofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.Pleasemarkthecorrespondingletterforeachitemon AnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.Questions26to35arebasedonthefollowingpassage.Let ’sallstopjudgingpeoplewhotalktothemselves.Newresearchsaysthatthosewhocan ’tseemtokeeptheirinn ermonologues(独白)inareactuallymorelikelytostayontask,remain 26betterandshowimprovedperceptioncapabilities.Notbad,really,forsomeeGtramuttering.AccordingtoaseriesofeGperimentspublishedintheQuarterlyJournalofEGperimentalPsychologybyprof essorsGaryLupyanandDanielSwignley,theactofusingverbalcluesto 27mentalpictureshelpspeoplefunctionquicker. InoneeGperiment,theyshowedpicturesofvariousobjectstotwenty 28 andaskedthemtofindjustoneofthose,abanana.Halfwere 29 torepeatoutloudwhattheywerelookingforandtheotherhalfkepttheirlips 30 .Thosewhotalkedtothemselvesfoundthebananaslightlyfasterthanthosewhodidn ’t ，theresearcherssay.InothereGperiments,LupyanandSwignleyfoundthat31thenameofacommonproductwhenonthehuntforithelpedquickensomeone’space,buttalkingaboutuncommon itemsshowednoadvantageandslowedyoudown.Commonresearchhaslongheldthattalkingthemselvesthroughataskhelpschildrenlearn,althoughdoingsow henyou’ve 32 maturedisnotagreatsignof 33 .Thetwoprofessorshopetorefutethatidea, 34thatjustaswhenkidswalkthemselvesthroughaprocess,adultscanbenefitfromusinglanguagenotjusttocommunic ate,butalsotohelp“augmentthinking”.Ofcourse,youarestillencouragedtokeepthetalkingatlibrarytonesand,whateveryoudo,keeptheinformatio nyousharesimple,likeagrocerylist.Atany 35 ,there’sstillsuchathingastoomuchinf ormation.SectionBDirections:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.Answerthequestionsbymarkingthecorrespondingletteron AnswerSheet2.RichChildrenandPoorOnesAreRaisedVeryDifferently[A] ThelivesofchildrenfromrichandpoorAmericanfamilieslookmoredifferentthaneverbefore.[B] Well-offfamiliesareruledbycalendars,withchildrenenrolledinballet,soccerandafter-schoolprograms,accordingtoanewPewResearchCentersurvey.Thereareusuallytwoparents,whospendalotA) ApparentlyB) ArroganceC) BrillianceD) ClaimingE) DedicatedF) FocusedG) IncurH) Instructed I) Obscurely J) Sealed K) spectators L) Trigger M) Uttering N) Volume O) VolunteersoftimereadingtochildrenandworryingabouttheiranGietylevelsandhecticschedules.[C]Inpoorfamilies,meanwhile,childrentendtospendtheirtimeathomeorwitheGtendedfamily.Theyare morelikelytogrowupinneighborhoodsthattheir parentssayaren’tgreatforraisingchildren,andtheirparentswo rryaboutthemgettingshot,beatenuporintroublewiththelaw.[D]Theclassdifferencesinchildrearingaregrowing—asymptomofwideninginequalitywithfar-reachingconsequences.Differentupbringingssetchildrenondifferentpathsandcandeepensocioeconomicdi visions,especiallybecauseeducationisstronglylinkedtoearnings.Childrengrowuplearningtheskillstosucce edintheirsocioeconomicstratum(阶层),butnotnecessarilyothers.[E]“EarlychildhoodeGperiencescanbeveryconsequentialforchildren’s long-termsocial,emotional andcognitivedevelopment,”saidSeanReardon,professorofpovertyandinequalityineducationatStanfordUniver sity.“Andbecausethoseinfluenceeducationalsuccessandlaterearnings,earlychildhoodeGperiencescastalifelon gshadow.”Thecyclecontinues:Po orerparentshavelesstimeandfewerresourcestoinvestintheirchildren,whichca nleavechildrenlesspreparedforschoolandwork,whichleadstolowerearnings.[F]Americanparentswantsimilarthingsfortheirchildren,thePewreportandpastresearchhavefound:forthe mtobehealthyandhappy,honestandethical,caringandcompassionate.Thereisnobestparentingstyleorphilosophy ,researcherssay,andacrossincomegroups,92%ofparentssaytheyaredoingagoodjobatraisingtheirchildren.Yetth eyaredoingitquitedifferently.Middle-classandhigher-incomeparentsseetheirchildrenasprojectsinneedofcarefulcultivation,saysAnnetteLareau,whosegroundbreaki ngresearchonthetopicwaspublishedinherbookUnequalChildhoods:Class,RaceandFamilyLife.Theytrytodevel optheirskillsthroughclosesupervisionandorganizedactivities,andteachchildrentoquestionauthorityfiguresand navigateeliteinstitutions.[G]Working-classparents,meanwhile,believetheirchildrenwillnaturallythrive,andgivethemfargreaterindependenceandtim eforfreeplay.Theyaretaughttobecompliantandrespectfultoadults.Therearebenefitstobothapproaches.Working -classchildrenarehappier,moreindependent,complainlessandarecloserwithfamilymembers,reaufound. Higher-incomechildrenaremorelikelytodeclareboredomandeGpecttheirparentstosolvetheirproblems.Yetlateron,the moreaffluentchildrenendupincollegeandonthewaytothemiddleclass,whileworking-classchildrentendtostruggle.Childrenfromhigher-incomefamiliesarelikelytohavetheskillstonavigatebureaucraciesandsucceedinschoolsandworkplaces,r eausaid.[H]“Doallparentswantthemostsuccessfortheirchildren?Absolutely,”shesaid.“Dosomes trategiesgi vechildrenmoreadvantagesthanothersininstitutions?Probablytheydo.Willparentsbedamagingchildrenif theyhaveonefewerorganizedactivity?No,Ireallydoubtit.”[I]Socialscientistssaythedifferencesariseinpartbecauselow-incomeparentshavelessmoneytospendonmusicclassorpreschool,andlessfleGibleschedulestotakechildrentom useumsorattendschoolevents.EGtracurricularactivitiesreflectthedifferencesinchildrearinginthePewsurvey,w hichwasofanationallyrepresentativesampleof1,807parents.Offamiliesearningmorethan$75,000ayear,84%say theirchildrenhaveparticipatedinorganizedsportsoverthepastyear,64%havedonevolunteerworkand62%haveta kenlessonsinmusic,danceorart.Offamiliesearninglessthan$30,000,59%ofchildrenhavedonesports,37%havev olunteeredand41%havetakenartsclasses.[J]Especiallyinaffluentfamilies,childrenstartyoung.Nearlyhalfofhigh-earning,college-graduateparentsenrolledtheirchildreninartsclassesbeforetheywere5,comparedwithone-fifthoflow-income,less-educatedparents.Nonetheless,20%ofwell-offparentssaytheirchildren’sschedulesaretoohectic,c omparedwith8%ofpoorerparents.[K]AnothereGampleisreadingaloud,whichstudieshaveshowngiveschildrenbiggervocabulariesandbette rreadingcomprehensioninschool.71%ofparentswithacollegedegreesaytheydoiteveryday,comparedwith33% ofthosewithahighschooldiplomaorless.Whiteparentsaremorelikelythanotherstoreadtotheirchildrendaily,asar emarriedparents.Mostaffluentparentsenrolltheirchildreninpreschoolordaycare,whilelow-incomeparentsaremorelikelytodependonfamilymembers.Disciplinetechniquesvarybyeducationlevel:8%oft hosewithapostgraduatedegreesaytheyoftenbeattheirchildren,comparedwith22%ofthosewithahighschooldeg reeorless.[L]ThesurveyalsoprobedattitudesandanGieties.Interestingly,parents’attitudestowardeducationdonotsee mtoreflecttheirowneducationalbackgroundasmuchasabeliefintheimportanceofeducationforupwardmobility. MostAmericanparentssaytheyarenotconcernedabouttheirchildren’sgradesaslongastheyworkhard.But50%ofp oorparentssayitiseGtremelyimportanttothemthattheirchildrenearnacollegedegree,comparedwith39%ofwealt hierparents.[M]Less-educatedparents,andpoorerandblackandLatinoparentsaremorelikelytobelievethatthereisnosuchthingastoom uchinvolvementina child’s education.Parentswhoarewhite,wealthyorcollege-educatedsaytoomuchinvolvementcanbebad.ParentalanGietiesreflecttheircircumstances.High-earningparentsaremuchmorelikelytosaytheyliveinagoodneighborhoodforraisingchildren.Whilebullyingisp arents’greatestconcernoverall,nearlyhalfoflow-incomeparentsworrytheirchildwillgetshot,comparedwithone-fifthofhigh-incomeparents.TheyaremoreworriedabouttheirchildrenbeingdepressedoranGious.[N]InthePewsurvey,middle-classfamiliesearningbetween$30,000and$75,000ayearfellrightbetweenworking-classandhigh-earningparentsonissueslikethequalityoftheirneighborhoodforraisingchildren,participationineGtracurriculara ctivi tiesandinvolvementintheirchildren’seducation.[O]Childrenwerenotalwaysraisedsodifferently.Theachievementgapbetweenchildrenfromhigh-andlow-incomefamiliesis30-40%largeramongchildrenbornin20XXthanthoseborn25yearsearlier,accordingtoMr.Reardon’sresearch.Peopl eusedtolivenearpeopleofdifferentincomelevels;neighborhoodsarenowmoresegregatedbyincome.Morethana quarterofchildrenliveinsingle-parenthouseholds—ahistorichigh,accordingtoPew一andthesechildrenarethreetimesaslikelytoliveinpovertyasthosewholivewithmarriedparents.Meanwhile,growi ngincomeinequalityhascoincidedwiththeincreasingimportanceofacollegedegreeforearningamiddle-classwage.[P]Yettherearerecentsignsthatthegapcouldbestartingtoshrink.Inthepastdecade,evenasincomeinequalit yhasgrown,someofthesocioeconomicdifferencesinparenting,likereadingtochildrenandgoingtolibraries,have narrowed.[Q]Publicpoliciesaimedatyoungchildrenhavehelped,includingpublicpreschoolprogramsandreadinginit iatives.Addressingdifferencesintheearliestyears,itseems,couldreduceinequalityintheneGtgeneration.36.Working-classparentsteachtheirchildrentobeobedientandshowrespecttoadults.37.Americanparents,whetherrichorpoor,havesimilareGpectationsoftheirchildrendespitediffere ntwaysofparenting.38.Whilerichparentsaremoreconcernedwiththeirchildren’spsychologicalwell-being,poorparen tsaremoreworriedabouttheirchildren’s safety.39.Theincreasingdifferencesinchildrearingbetweenrichandpoorfamiliesreflectgrowingsocialinequali ty.40.Parentingapproachesofworking-classandaffluentfamiliesbothhaveadvantages.41.Higher-incomefamiliesandworking-classfamiliesnowtendtoliveindifferentneighborhoods.42.Physicalpunishmentisusedmuchlessbywell-educatedparents.reaudoesn’tbelieveparticipatinginfewerafter-classactivitieswillnegativelyaffectchildren’sdevelopment.44.Wealthyparentsareconcernedab outtheirchildren’smentalhealthandbusyschedules.45.Somesocioeconomicdifferencesinchildrearinghaveshrunkinthepasttenyears.SectionCDirections:Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatemen ts.ForeachofthemtherearefourchoicesmarkedA,B,CandD.Youshoulddecideonthebestchoiceandmarkthecorrespondingletteron AnswerSheet2withasinglelinethroughthecentre. PassageOneQuestions46to50arebasedonthefollowingpassage.Tennessee’stechnicalandcommunitycollegeswillnot outsource(外包)managementoftheirfacilitiestoaprivatecompany,adecisiononeleadersaidwasbolsteredbyananalysisofspendi ngateachcampus.InanemailsentMondaytocollegepresidentsintheTennesseeBoardofRegentssystem,outgoingChancellorJoh nMorgansaidaninternalanalysisshowedthateachcampus’spendin gonfacilitiesmanagementfellwellbelowtheind ustrystandardsidentifiedbythestate.Morgansaidthosefindings—whichincludeddatafromthesystem’s13communitycolleges,27technicalcollegesandsiGuniversities—werepartofthedecisionnottomoveforwardwithGovernorBillHaslam’sprop osaltoprivatizemanagementofstateb uildingsinanefforttosavemoney.“Whilethesenumbersarestillbeingvalidatedbythestate,wefeelanyadjustmentstheymightsuggestwillb eimmaterial,”Morganwrotetothepresidents.“Systeminstitutionsareoperatingveryefficientlybasedonthisana lysis,raisingthequestionofthevalueofpursuingabroadscaleoutsourcinginitiative.”Worker’sadvocateshavecriticizedHaslam’splan,sayingitwouldmeansomecampusworkerswouldlosetheirj obsorbenefits.Haslamhassaidcollegeswouldbefreetooptinoroutoftheoutsouringplan,whichhasnotbeenfinalized.MorgannotifiedtheHaslamadministrationofhisdecisiontooptoutinalettersentlastweek.Thatletter,whic hincludesseveralconcernsMorganhaswiththeplan,wasoriginallyobtainedbyTheCommercialAppealinMe mphis.Inanemailstatementfromthestate’sOfficeof CustomerFocusedGovernment,whichiseGaminingthepossibi lityofoutsourcing,spokeswomanMichelleR.MartinsaidofficialswerestillworkingtoanalyzethedatafromtheBoa rdofRegents.DataonmanagementeGpensesatthecollegesystemandinotherstatedepartmentswillbepartofa“busi nessju stification”thestatewilluseasofficialsdeliberatethespecificsofanoutsourcingplan.“Thestate’sfacilitiesmanagementprojectteamisstillintheprocessofdevelopingitsbusinessjustificationande GpectstohavethatcompletedandavailabletothepublicattheendofFebruary,”Martinsaid.“Atthistimethereisnothin gtotakeactiononsincetheanalysishasyettobecompleted.”Morgan’scommentsonoutsourcingmarkthesecondtimethismonththathehascomeoutagainstoneofHaslam ’splansforhighereducationinTennessee.MorgansaidlastweekthathewouldretireattheendofJan uarybecauseofth egovernor’sproposaltosplitoffsiGuniversitiesoftheBoardofRegentssystemandcreateseparategoverningboards foreachofthem.Inhisresignationletter,Morgancalledthereorganization“unworkable”.46.WhatdowelearnaboutthedecisionoftechnicalandcommunitycollegesinTennessee?A)Itisbackedbyacampusspendinganalysis.B)Ithasbeenflatlyrejectedbythegovernor.C)Ithasneglectedtheir faculty’s demands.D)Itwillimprovetheirfinancialsituation.47.Whatdoesthecampusspendinganalysisreveal?A)Privatecompaniesplayabigroleincampusmanagement.B)Facilitiesmanagementbycollegesismorecost-effective.C)Facilitiesmanagementhasgreatlyimprovedinrecentyears.D)CollegeseGercisefoilcontrolovertheirownfinancialaffairs.48.Workers’supportersarguethatBill Haslam’s proposalwould .A)deprivecollegesoftherighttomanagetheirfacilitiesB)makeworkerslessmotivatedinperformingdutiesC)renderanumberofcampusworkersjoblessD)leadtotheprivatizationofcampusfacilities49.Whatdowelearnfromthestatespokeswoman’sresponsetoJohnMorgan’s decision?A)Theoutsourcingplanisnotyetfinalized.B)Theoutsourcingplanwillbeimplemented.C)Thestateofficialsareconfidentabouttheoutsourcingplan.D)Thecollegespendinganalysisjustifiestheoutsourcingplan.50.WhydidJohnMorgandecidetoresign?A)HehadlostconfidenceintheTennesseestategovernment.B)Hedisagreedwiththegovernoronhighereducationpolicies.C)Hethoughtthe state’s outsourcingproposalwassimplyunworkable.D)Heopposedthegovernor’splantoreconstructthecollegeboardsystem.PassageTwoQuestions51to55arebasedonthefollowingpassage.BeginninginthelatesiGteenthcentury,itbecamefashionableforyoungaristocratstovisitParis,Venice,Florence,andaboveall,Rome,as theculmination(终极)oftheirclassicaleducation.ThuswasborntheideaoftheGrandTour,apracticewhichintroducedEnglishmen,Germans,Scandinavians,andalsoAmericanstotheartandcultureofFranceandItalyfortheneGt300years.Travelwa sarduousandcostlythroughouttheperiod,possibleonlyforaprivilegedclass—thesamethatproducedgentlemenscientists,authors,antiqueeGperts,andpatronsofthearts.TheGrandTouristwastypicallyayoungmanwithathoroughgroundinginGreekandLatinliteratureaswellass omeleisuretime,somemeans,andsomeinterestinart.TheGermantravelerJohannWinckelmannpioneeredthefiel dofarthistorywithhiscomprehensivestudyofGreekandRomansculpture;hewasportrayedbyhisfriendAntonRap haelMengsatthebeginningofhislongresidenceinRome.MostGrandTourists,however,stayedforbrieferperiodsa ndsetoutwithlessscholarlyintentions,accompaniedbyateacherorguardian,andeGpectedtoreturnhomewithsouv enirsoftheirtravelsaswellasanunderstandingofartandarchitectureformedbyeGposuretogreatmasterpieces.LondonwasafrequentstartingpointforGrandTourists,andParisacompulsorydestination;manytraveledtot heNetherlands,sometoSwitzerlandandGermany,andaveryfewadventurerstoSpain,Greece,orTurkey.Theesse ntialplacetovisit,however,wasItaly.TheBritishtravelerCharlesThompsonspokeformanyGrandTouristswhenin1744hedescribedhimselfas“beingimpatientlydesirousofviewingacountr ysofamousinhistory,acountrywhichoncegavelawstotheworld,andwhichisatpresentthegreatestschoolofmusic andpainting,containsthenoblestproductionsofsculptureandarchitecture,andisfilledwithcabinetsofrarities,and collectionsofallkindsofhistoricalrelics”.WithinItaly,thegreatfocuswasRome,whoseancientruinsandmorerec entachievementswereshowntoeveryGrandTourist.Panini’sAncientRomeandModemRomerepresentthesight smostprized,includingcelebratedGreco-Romanstatuesandviewsoffamousruins,fountains,andchurches.SincetherewerefewmuseumsanywhereinEuro pebeforethecloseoftheeighteenthcentury,GrandTouristsoftensawpaintingsandsculpturesbygainingadmissio ntoprivatecollections,andmanywereeagertoacquireeGamplesofGreco-RomanandItalianartfortheirowncollections.InEngland,wherearchitecturewasincreasinglyseenasanaristocrat icpursuit,noblemenoftenappliedwhattheylearnedfromthevillasofPalladiointheVenetoand theevocative(唤起回忆的)ruinsofRometotheirowncountryhousesandgardens.51.WhatissaidabouttheGrandTour?A)Itwasfashionableamongyoungpeopleofthetime.B)Itwasunaffordableforordinarypeople.C)ItproducedsomefamousEuropeanartists.D)Itmadeacompulsorypartofcollegeeducation.52.WhatdidGrandTouristshaveincommon?A)Theyhadmuchgeographicknowledge.B)Theywerecourageousandventuresome.C)Theywereversedinliteratureandinterestedinart.D)Theyhadenoughtravelandoutdoor-lifeeGperience.53.HowdidGrandTouristsbenefitfromtheirtravel?A)Theyfoundinspirationinthe world’s greatestmasterpieces.B)Theygotabetterunderstandingofearlyhumancivilization.C)Theydevelopedaninterestintheoriginofmodemartforms.D)Theygainedsomeknowledgeofclassicalartandarchitecture.54.WhydidmanyGrandTouristsvisittheprivatecollections?A)Theycouldbuyuniquesouvenirstheretotakebackhome.B)Europehardlyhadanymuseumsbeforethe19thcentury.C)Theyfoundtheantiquestheremorevaluable.D)Privatecollectionswereofgreatervariety.55.HowdidtheGrandTourinfluencethearchitectureinEngland?A)ThereappearedmoreandmoreRoman-stylebuildings.B)ManyaristocratsbegantomoveintoRoman-stylevillas.C)Aristocrats，countryhousesallhadRoman-stylegardens.D)Italianarchitectswerehiredtodesignhousesandgardens.PartIV Translation (30minutes) Directions:Forthispart,youareallowed30minutestotranslateapassagefromChineseintoEnglish.Youshouldwriteyouransweron AnswerSheet2.唐朝始于618年，终于907年，是中国历史上最灿烂的时期。