2011年在职攻读硕士学位全国联考教育硕士英语二试卷

1、2011年在职攻读硕士学位全国联考教育硕士英语二试卷一供报考学科教学(英语)专业考生使用section i use of english (20 minutes，10)section reading comprehension (70 minutes，50)section i use of english(20 minutes，10) read the following textchoose the best word for each numbered blank from a,b,c or dscientists who study the weather are called mete

2、orologiststhey receive data from other 01 stations and put it a11 on a large mapthey write down air pressure measurements 02 other locationsthey connect places that have the same 03 , kind oflike a game ofdot to dotthese 04 form lines or circles on the map called isobars . meteorologists study the 0

3、5 of these isobars to help them forecast the weather.isobars tell meteorologists many thingsisobars that are 06 together show that there is a large pressure difference 07 a small distancein this area，the wind will be blowing 08isobars spaced 09 apart show areas of calm windsprobably the most importa

4、nt information meteorologists 1earn from isobars is 10 high and low pressure systems are formingif the pressure readings get 11 toward the center of the isobars，there is a high-pressure system or a highit appears 12 a big h on the weather mapif the pressure readings are lower 13 the center, it is a

5、low-pressure system， 14 symbol is a big l.in a high-pressure system，the 15 moves in clockwise circle.the air in the middle will sinkit is very hard for 16 to form when the air is 17because of this,highs usually produce fair weather and sunny skies.the air may be cool and breezy.a low-pressure system

6、 does the 18air at the middle of a low rises and takes water with it.lots of clouds 19the air flows in a counter-clockwise 20lows usually cause rain or snow which is also called precipitation01.aclimate btemperature cforecast dweather02.aat bin cfor don03.alocations bmeasurements cpressures dweather

7、04.alocations bplaces cconnections dclimates05.apatterns bshapes cforms dcurves06.astaying bput csimilar dclose07.afrom bthrough cin dover08.amild bsoft chard dheavy09.amuch blittle caway dfar10.awhere bwhy cwhen dwhat11.alower bhigher ccloser dfurther12.alike bas cwith dby13.ain bat ctoward daround

8、14.awhose bwhich cits dthe15.apressure bair cwind dcloud16.awinds brains cclouds dsunlight17.amoving bfloating crising dsinking18.aopposite bsame cdifferent dsimilar19.afloat b1 rise cmove dform20.amanner bmovement cdirection dwaysection reading comprehension(70 minutes，50)parta read the following t

9、ext and answer the questions by choosing a，b，c or d what to do about declining student empathy picture a college student appealing for a higher grade in his professors officethe student admits to a mixed performance during the semester,but he still doesnt understand why the professor gave him such a

10、 low gradethe student may agree that he doesnt want to be unfair,but he remains convinced that he deserves a higher gradedepending on the students persistence and command of available arguments，thischipping away at the instructors resistance could go on for some timeand now theprofessor is thinking，

11、this really is the students most committed performance all term imaginatively taking on another persons thoughts and identifying with theiremotions are two habits at the core of empathyin fact，empathy is not a fixed trait likehaving brown eyes or long fingersempathy is instead a delicate cocktail bl

12、endingassorted elements of inborn aptitude，social conditioning，personal history,and practiceand motivation the apparent decline of empathy among college students has led to open season forspeculation about possible causesthe studys findings also amount to a perfectrorschach test for those who consid

13、er empathy a virtue worth cultivatingthose wholean left politically might reflexively focus on a rising tide of libertarian individualismand the celebration of the“virtue of selfishness”those who lean right might blameother forms of individualism，including feminismsocial liberalism，and rightsbasedso

14、cial movements since the 1960s educators less keen to blame politics for the decrease in student empathy mightlook to changes in the college-going populations relationship to work，family，andhigher educationfor example，many students plan to attend graduate or professionalschool，making their college y

15、ears more of an extended adolescence than an emergenceinto early adulthood，and pushing forward the traditional markers of that transitiongetting married and having childrenby several yearscultural trends also play a rolethe popularization of reality tv shows and the narcissistic exhibitionists who s

16、tar inthem，the focus of primary education on the problem of low self-esteem rather than low empathy,and the relative decline of face-to-face interaction and emotional communication due to increased online socializing may all contribute to the decline of empathy among college students if empathy is t

17、ruly on the decline among college students，then professors who caremay be seen as both potential suckers，ripe for manipulation，or as potential sources ofemotional connectionsometimes by the very same studentstudents should be warned：empathy doesnt make a person an easy targetwhen used with skill，emp

18、athy can guide us to balance the needs of ourselves，our students，and our larger social contexts with judicious care21according to paragraph one，what does the professor think about the students request for high grades? atheir performance deserves high grades bthey are keen on negotiating their grades

19、 cthey are confident in appealing to their rights dthey are convinced about their way of arguments22the value of empathy exists in athe ability to think in othersposition bthe aptitude of being delicate to others cthe trait of being patient with friends dthe habit of identifying with people23empathy

20、 is compared to a cocktail because it is aablending of individual experience and developmentbmixture of personal hobby and social environmentccombination of inborn quality and cultivationdassembly of passion and practical motivation 24which is considered as the cause of empathy deficiency by both pa

21、rties? aindividualism bselfishness cfeminism dliberalism25according to educators，which of the following does not lead to empathy decline? aon-line socializing interactionbover-emphasis on self-imagecunstable family relationship dextended college life26the phrase“narcissistic exhibitionists”refers to

22、 the people who are aactive to show themselves in various exhibitions binterested in themselves and eager to be noticed ccrazy about tv stars and eager to follow themdkeen on attending tv model showspartb you are going to read an extract about the neutral teachersix paragraphs havebeen removed from

23、the extractchoose from paragraphs ag the one which fits eachgap(2732)there is one extra paragraph which you do not need to use the neutral teacher in setting up the humanities curriculum project，the team considered threepossible positions that teachers might adopt in dealing with controversial issue

24、stheycould either follow a line laid down by the school in an attempt to ensure that a11teachers followed the same procedure；or they might offer their own points of view topupils；or they might adopt the role of neutral chairman in discussion groups.27 an important distinction was made between the va

25、lue position of the teacher on theissues themselves and his position as an educator in respect of the former he isexpected to remain neutral，not in the sense that he has no personal commitment tovalues raised by the issues discussed，but that he agrees not to reveal them to themembers of the group28

26、we find then that the role of the teacher as neutral chairman is fairly strictly laiddownhe must not offer his own opinions，comment on the pupilspoint of view or onthe values conveyed by the materials being usedhe is not permitted to offer factualinformation but is allowed to answer questions about

27、the meanings of words and to askquestions to which he thinks he does not know the answers 29 subsequent evaluation of the project showed that the neutral chairmans role wasnot without problemsmany teachers find it difficult to adopt but those who had accessto training and were successful found the r

28、ole rewarding and were learning to adopt acritical attitude towards their own work 30 those who advocate neutrality in relation to moral education usually do so for tworelated reasonsthey do so firstly to avoid imposing their own views on their pupils andthus running the risk of indoctrinating them，

29、even unwittingly or unintentionally 31thus the view of neutrality that emerges is not one which leaves the teacheruncommitted to values；on the contrary，he is strongly committed to certain educationalvalues which he considers important 32 mary warnock(1975)echoes this view when she voices a psycholog

30、ical objectionto the thought of a teacher remaining neutral in highly charged dispute about a topicwhich is supposed to affect everyoneif a teacher in this situation does not joinin,he will seem either alarmingly remote or superior and perhaps patronizing。anot only do many teachers find the concept

31、of neutrality a difficult one to understand and implement，but those working at a more theoretical level, as we see from the literature，have questioned its whole validityin fact，teacher neutrality itself has become something of a controversial issueas we can see from the fiercedebate which has raged

32、over the concept during recent years bhowever，those critical of this approach will argue that neutrality is not desirablemaphail (1972)claims that the teacher is failing in his responsibility towards hispupils if he does not make clear his value position over moral issuesto refuse to communicate his

33、 own values to those who are expected to share theirs is to adopt a superior position.csecondly，their aim is to help pupils to learn through enquiry，discovery andargument and thus to form their own conclusions on issues where there is no clear-cut solution，fundamentally then，they wish to avoid the k

34、ind of miseducation we discussed earlier which comes about as a result of failure to promote autonomy, understanding or critical awareness in pupils.din respect of the second，he clearly does not remain neutral,in that he is committed to the procedures he adopts(discussion rather than instruction),to

35、 the selection of topics and material which he judges appropriate and also to the importance he attaches to developing an understanding of controversial issues and to maintaining and even raising the standard of discussion.ehe may direct pupilsattention to piece of evidence from the resource collect

36、ionwhich they have not considered at what he deems a suitable point in the discussion.the sort of neutrality being suggested then is procedural neutralityneutrality isseen by stenhouse as a criterion by which to judge a teachers performance.fhowever，to claim that a teacher ought to participate in di

37、scussion and to act as amodel in showing children how to draw conclusions on the grounds that they willotherwise not learn，is to raise an empirical problem.gamong the three possible positions，the third seemed to the team to be the onlytenable position for teachers to adopt in this kind of area and t

38、hus criteria were setup to help teachers understand and enact this particular kind of role. part c you are going to read a passage about the causes of anger. from the list ofheadings ag ,choose the best one to summarize the numbered paragraphs(33-38)of the passagethere is one extra heading that you

39、do not need to use causes of anger anger is simply defined as an emotional stateit can range from mild irritation toan intense state called rageit also has some common physical effects，including raisedblood pressure and increased heart rateanger has been viewed as part of the welldocumented fight or

40、 flight response to pain or the threat of itwere all familiar with theemotional reaction we call anger, but the causes of it are less well knownhere aresome possible causes of anger. 33 chronic anger may have roots、in early childhood experiencesin classicalpsychoanalysis，the id，the primitive inborn

41、self,is the source of aggressivenessthe superego，the moral self,comes into being as a result of socializing experiencesthe moral self may not develop adequately because of ineffective parentingin such a case，the id has too much influence on the adult personality and expresses itself too readilythus，

42、the individual who manifests chronic anger is sometimes seen in psychoanalysisas a case of arrested emotional developmentthis is evidenced in familiar commonsense statements such as“hes just a big baby”or“i wish shed grow up”or“shes just a brat” 34 the psychoanalyst karen horney theorized that victi

43、ms of chronic anger may nothave had their emotional needs met in infancy and toddlerhoodthis led them to sufferfrom an underlying condition called basic anxiety，the impression that the world isunsafe and threateningone way an adult can defend against basic anxiety is byrepressing it and converting i

44、t to angerthreats are anticipated and dealt with while theyare still far away on the psychological horizonthus，horney looks on much chronicanger as a defense against emotional insecurity 35longitudinal studies by developmental psychologists on traits of temperament suggest that these traits are to s

45、ome extent inborn and relatively stablesome children are more aggressive than others，and this is just their basic dispositionalthough this is not an explanation of chronic anger,such a trait of temperament，if present，may interact with other causes and amplify chronic anger 36if a child grows up in a

46、 family that allows itself frequent outbursts of anger,then observational learning can play a role in a tendency toward chronic angerthe adultmay be imitating the behaviour of parents or older family membersthe individual wasgiven tacit permission as a child to express aggressive impulses without su

47、fficientrestraintit is possible that the angry adult was a verbal or physical bully as a child oradolescentsuch behaviour often intimidates others and may bring short-term psychological payoffs 37one factor that appears to play an important role in childhood hyperactivity isminimal brain dysfunction

48、(mbd)mbd is not gross damage，nor does it impair basicintelligence. however,it appears to be related to a problem in the brain center thatcontrols arousal. although it is commonplace to say that hyperactivity is something thatwill be outgrown in adulthoodit is possible that hyperactive tendencies car

49、ry over tosome extent in some persons，and in turn，magnify normal anger into chronic anger 38chronic anger may be caused by interpersonal problemshere is an examplemabel is married to a man who is a whining，clinging，sorry-for-himself individualhisconstant self-indulgent 1aments leave her feeling frus

50、tratedmabel has an aggressivetemperament. consequently,it is not much of a wonder that she makes her husband thetarget of hostile remarksshe is angry,in a constant state of emotional irritationand sheexpresses herself accordingly a non-existing threatsb influence of angry adultsc emotional develpome

51、nt problemsd early brain damage e aggressive disposition f frustrations in life g bad relationship with others partd you are going to read a passage about the power of belief decide whether thestatements in the box agree with the information given in the passageyou shouldchoose from the following： a

52、 yes=the statement agree 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 the healing power of belief for the past two years，i have been studying cancer survivors，trying to find outwhy it is t

53、hat some people respond much better to their treatment than others doat first i thought that some patients did well because their illnesses were not as severe as theillnesses of otherson closer scrutiny，however，i discovered that severity of the illnesswas only one of a number of factors that account

54、ed for the difference between those who get well and those who dont.the patients i am talking about here received upon diagnosis whatever therapymedication，radiation ,surgerytheir individual cases demandedyet the response to such treatments varied . some patients fared much better in their therapies than others i have found that the major characteristics of these survivors were very similaramong the similarities are they a11 had a strong will to livethey were not panicky abouttheir illnessthey had confidence in their ability to