2006教育硕士 英语二 真题及答案.doc

2006年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. With its common interest in lawbreaking but its extremely large range of subject matter and widely varying methods of treatment, the crime novel could make a reasonable 1 to be regarded as a separate branch of literature. The detective story is probably the most 2 of the crime species. Its creation is often the relaxation of university teachers, 3 economists, scientists or even poets. 4 may occur more frequently and mysteriously than might be expected in polite society, 5 the world in which they happen, the village, seaside resort, college or studio, is familiar to us, if not 6 our own experience, at 7 in the newspaper or the lives of friends. The characters, 8 normally realized superficially, are as recognizably human and 9 as our less intimate associates. A story set in a more 10 environment, African jungle, or Australian bush, ancient China or gaslit London, 11 to our interest in geography or history, and most detective story writers are 12 in providing reasonably true background. The 13 , carefully-assembled plot, disliked by the modern intellectual 14 and creators of significant novels, has found 15 in the murder mystery, with a small number of clues and apparent 16 , all with appropriate solutions and explanations at the end. 17 the guilt of escapism from Real Life nagging gently, we secretly take great delight in the 18 of evil by a vaguely superhuman detective, who sees through and disperses the 19 of suspicion which stayed so unjustly over the 20 . 01. A plea B appeal C claim D assertion 02. A acceptable B respectable C debatable D vulnerable 03. A literary B curious C sensible D observant 04. A Schemes B Assassinations C Mysteries D Misfortunes 05. A and B but C as D for 06. A by B in C from D with 07. A last B best C most D least 08. A if B when C most D least09. A consistent B insistent C persistent D competent 10. A strange B remote C primitive D mysterious 11. A attracts B accords C appeals D applies 12. A conscious B ambitious C industrious D conscientious 13. A elaborate B accurate C considerate D deliberate 14. A authors B critics C novelists D spectators 15. A flaw B trouble C refuge D evidence 16. A contradictions B probabilities C implications D impossibilities 17. A With B For C Despite D Without 18. A unveiling B unmasking C unwitting D unpacking 19. A fog B mist C shade D cloud 20. A victim B suspect C innocent D accusedSection II Reading Comprehension (70 minutes, 50%Part AVirtue is not so much a matter of learning specific rules or principles as it is one of developing special skills of exercising ones capacity for right action. Since virtue can mean both moral goodness and successful or excellent action, comment regarding the teaching of virtue must apply to both senses or uses of the term, narrow or broad. Both are matters of human action or activity and, as such, are taught performatively.That virtue is taught and learned performatively has something to do with the normative quality of human action or activity. Norms are ways of doing something, getting something done, which are taught by doing and showing how to do. Being normative, however, human actions can go wrong. As Stanley Cavell wrote: The most characteristic facts about actions is that they can be performed incorrectly. This is not a moral assertion, though it points the moral of intelligent activity. These are actions which we perform, and our successful performance of them depends upon our adopting and following the ways in which the action in question is done and upon what is normative for it. Thus, in talking about virtue, we are talking about normative matters, matters taught and learned in terms of unsuccessful human action. As such, we are speaking about the cultivation of human skills and practices, human ways of acting in this world.Whether virtue is narrowly or broadly understood, the teaching of virtue is the teaching of a skill within a practice of form of life, the training of a capacity, not the memorization of rules or guidelines. Virtue is embodied in action; accordingly, our knowledge of virtue is a kind of performative knowledge - both knowledge acquired through action and knowledge expressed or revealed in action. Our knowledge of virtue is not, then, a matter of prepositional knowledge, but rather a matter of performative knowledge. This helps account for our relative inability to define what virtue is with any assurance. Knowing what virtue is, is not the same as knowing what some kind of object is, because virtue is not an object. And since so much of Western thought uses our knowledge of objects as the paradigm of knowledge, any kind of knowledge that does not fit the model is apt to seem not quite or fully knowledge at all. Hence, an inability to articulate the meaning of virtue is not a sign of the lack of knowledge of virtue. Instead, it is a part of the grammar of virtue: it shows what kind of thing virtue is.21. The broad definition of virtue differs from the narrow one in itsA dealing with cultural norms. B ruling out physical activities. C comprising the skillful teaching. D involving more than moral honesty.22. The author would depict the view that some human actions are morally non-normative as A logically persuasive. B profoundly mistaken. C reasonable and practical. D ambiguous and misleading. 23. Which of the following statements about norms would the author support? A Most of them are the result of persistent teaching. B They are derived from specific rules for behavior. C They are essential to the acquisition of virtue. D Many of them are sound principles of action. 24. The author argues that teachers of virtue strive primarily to pass on A practical capabilities. B cultural conventions. C favorable experiences. D traditional principles. 25. It would serve as an example for the prepositional knowledge (Par. 3) to A experiment on a trial and error basis. B learn diverse philosophical definitions. C practice virtue by imitating moral actions. D advance arguments without enough evidence. 26. The text is chiefly aimed at A revealing diverse attitudes toward virtue. B insisting on the value of capacity training. C arguing for the essence of virtue instruction. D providing approaches to the teaching of virtue.Part BYou are going to read an extract about sign language. 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 usSign LanguageSince most deaf children have heating parents and thus do not learn ASL (American Sign Language) at home, they normally learn it from the other deaf children when they get to school. However, the minority of deaf children with deaf parents learn ASL under conditions similar to those of heating children learning spoken language. 27 As mentioned earlier, deaf children engage in making soft sounds as much as do hearing children. However, it has been claimed that babbling falls off in deaf children after six months, presumably due to the lack of auditory feedback. It has also been claimed that mirrors hung over the cribs of deaf babies prolong and increase their vocalization 28 The first word (sign) generally appears sooner in ASL than in speaking children. The first sign has been reported as being at 5 or 6 months, compared with 10 months in normal children. Two-sign utterances have been reported in children as young as eight months. Two reasons for such early acquisition have been given. One is the nature of many signs. 29 The first signs appear to be of the same types that have been reported for acquisition of vocal language - for example, signs for things that move or that can be handled by the child. 30 Children sometimes will make the sign in the wrong orientation. For example, the sign meaning shoes is made by bringing the two fists together, making contact at the side of the hands. One child brought the fists together so that the knuckles made contact instead. Or they might bring the hand, palm downward to the bottom of the chin and wiggling the fingers. One child made it by putting the hand in the mouth instead. Or they might use the wrong hand shape. 31 Just as one can argue that there are phonological-like errors, so there are similarities in how children alter the meaning of words. In one area of the acquisition of meaning, one would suspect that deaf children would find it easier than hearing children. This is the acquisition of the signs corresponding to the personal pronouns me and you. One would expect deaf children learning ASL not to have any problems with these pronouns, because me is expressed by pointing to oneself and you is expressed by pointing to the person or persons being talked to. Thus ASL uses the obvious natural gestures. Yet deaf parents sign utterances such as Want Mommy help Jane? Instead of Want me help you? Just as hearing parents do in spoken languages. 32 A There are many different sign languages, which in general are no more intelligible to a user of another sign language than a French speaker would be to a monolingual English speaker. However, experienced deaf travelers can establish communication with users of other sign languages much more easily than can speakers of two oral languages. Deaf people accomplish this by using gestures and mime along with their signs. B Phonological mistakes generally involve simplification, such as dropping phonemes from the word or making phonemes within a word more like each other. Of the four aspects of signs, it is logically impossible to leave one out. Although not as extensive as in the case of phonology, there is some evidence of this. Specifically, of 18 different hand shapes used in making signs to one child, he always used only 9. C The manual equivalent of babbling, at 3 to 10 months, has been reported. The manual equivalents of happy sounds begin at a younger age, but one cannot say that there is a difference here, because all infants wave their arms about. Should this be considered making a sound? Perhaps if there were statistical evidence that infants of deaf parents wave their arms more than similarly age infants of hearing parents one could argue that this excess was making soft sound. D Just as the first vocal words are pronounced inaccurately, so the first signs are less than perfect imitations of the adult version. There are four major aspects to the making of any ASL sign: the shape of the hand, the location of the hand, the movement of the hand, and the orientation of the hand. Children first learning ASL will generally get some of these aspects right but make mistakes on others. E The ASL signs meaning cry, drink, eat and sleep all resemble the actual actions and thus can be figured out and used by children at an earlier age, so the argument goes. The other reason involves the relative rates of maturation of neuromuscular control of the hands and of the vocal apparatus. After all normal children often begin to comprehend words four months before they begin to speak. F A number of such children have been studied for the purposes of comparing ASL acquisition with that of spoken language. In most respects acquisition of ASL parallels that of spoken language, but there are some slight differences, as we shall see.G The deaf parents do this because they know that deaf children make the same comprehension errors, mixing up the pronouns, that hearing children do. Deaf children learning sign language apparently acquire it as an arbitrary signal system, just as hearing children acquire speech. It may be true that infants acquire their first signs sooner because the nature of ASL, but once the acquisition process starts, the nature of signs doesnt seem to help as much as one might expect.Part CYou are going to read a passage about the how to give an academic talk. Choose 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.How to Give an Academic Talk 33 Written academic language is too complex and too awkward for reading aloud. Just talk - its easier to understand, and it allows you to make genuine contact with your audience. Furthermore, it ultimately helps you to think more clearly, by forcing you to communicate your points in ordinary terms. While you are talking, stand up unless youre literally forced to sit. People can see you better. Standing also puts you in a dominant position. This may sound politically incorrect, but its not. Remember, youre the focus. The audience wants you to be in charge. Listeners need your help to maintain their attention. 34 Speak loudly and clearly, facing the audience. Make sure, especially when using visual aids, that you continue to face the audience when you speak. An important element of vocal technique is to focus on the bottom (the deepest pitch) of your vocal range, which is its loudest and most authoritative tone. This can be especially important for women. Speak from the gut, not the throat. Breathe deeply - its necessary for volume, and will also help you keep your mind clear. Here are two effective vocal special effects. First, when you come to a key phrase that you want people to remember, repeat it. Second, pause for a few seconds at several points in your talk; this breaks the monotony of a continuous flow of speech. It also gives you a chance to sip some water. 35 In a conference situation, where talks are short and yours is one of many, your audience is not going to remember details. In such a situation, less is more. Give them short, striking punch lines that theyll remember. They can always read your written work later, but if you dont get them interested and show them why its important, they wont want to. 36 At a minimum, have an outline of your talk. Some people seem to think theyre giving everything away by showing people what theyre going to say before theyre said it. But the effect of a good talk outline is exactly the opposite: it makes your audience want to hear the details. At the same time, it helps them understand the structure of your thinking. Slides should be extremely concise and visually simple. Slides are maps, not territories; they are tracking devices that let both you and your audience follow the flow of the talk. So they must not be overfilled. 37 In conference settings, exceeding your time limit is also incredibly rude, since it cuts into other speakers time to speak and/or other peoples time to discuss. Dont rely on panel chairs to enforce time limits; do it yourself. You can make real enemies by insisting on continuing after your time is up-but nobody has ever been criticized for finishing two minutes early. Nothing is more embarrassing - for both you and your audience - than getting only halfway through your talk before hitting the time limit. The only way to be sure you time things right is to rehearse your talk. Timing is a complicated, learned skill that requires a lot of practice-so practice where its easy, i.e. at home. 38 Perhaps the best way to become an excellent speaker yourself is to watch really good, experienced speakers and model your talks on theirs. Notice/not just what they say, but what they do: how they move, how they use their voices, how they look at the audience, how they handle timing and questions. If you find an excellent model and work hard to imitate that person, you cant go wrong.A Imitate excellent speakers B Focus on main arguments C Make the best of your voice D Respond to the audience E Talk rather than read F Time your talk wisely G Use visual aidPart D You are going to read a passage about research on L2 writing. 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 passageC NOT GIVEN = there is no information on this in the passage.As a teacher of L2 writing for many years, I had puzzled over how my students were learning to write and correspondingly how I could improve my pedagogy. While teaching writing (and reading) in an intensive preparatory program in a Turkish university, I had taken a current-traditional rhetoric approach, stressing the arrangement of sentences and paragraphs into appropriate patterns within the traditional five-paragraph essay and correcting liberally with red ink to prevent, I had hoped, grammatical erro