2008_在職聯(lián)考_教育碩士_英語二_真題及參考答案.docx

在職攻讀碩士學(xué)位全國聯(lián)考 教育碩士 英語二試卷 2008英語二試卷一供報考學(xué)科教學(xué)（英語）專業(yè)考生使用Section Use of English (20 minutes, 10%) Section Reading Comprehension (70 minutes, 50%) 考生須知 1. 本考試分試卷一和試卷二兩部分。試卷一滿分60分，考試時間為90分鐘，14:30開始，16:00結(jié)束；試卷二滿分40分，考試時間為60分鐘，16:00開始，17:00結(jié)束。 2. 請考生務(wù)必將本人考號最后兩位數(shù)字填寫在本頁右上角方框內(nèi)。 3. 本試卷一為A型試卷，其答案必須用2B鉛筆填涂在A型答題卡上，做在其它類型答題卡或試卷上的無效。答題前，請核對答題卡是否A型卡，若不是，請要求監(jiān)考員予以更換。 4. 在答題卡上正確的填涂方法為在答案對應(yīng)的字母上劃線，如A B C D。 5. 監(jiān)考員宣布試卷一考試結(jié)束時，請立即停止答試卷一，將試卷一及其答題卡反扣在自己的桌面上，繼續(xù)做試卷二。監(jiān)考員將到座位上收取試卷一及其答題卡。 6. 監(jiān)考員收卷過程中，考生須配合監(jiān)考員驗收，并請監(jiān)考員在準(zhǔn)考證上簽字（作為考生交卷的憑據(jù)），否則，若發(fā)生答卷遺失，責(zé)任由考生自負(fù)。 英語二試卷二 供報考學(xué)科教學(xué)（英語）專業(yè)考生使用 Section Translation (20 minutes, 20%) Section Writing (40 minutes, 20%) 考生須知 1. 試卷二滿分40分，考試時間為60分鐘，16:00開始，17:00結(jié)束。 2. 請考生務(wù)必將本人考號最后兩位數(shù)字填寫在本頁右上角方框內(nèi)。 3. 試卷二的答案必須用藍(lán)色或黑色墨水筆寫在試卷二答題卡指定區(qū)域內(nèi)，未寫在指定區(qū)域內(nèi)的答案一律無效。 4. 監(jiān)考員宣布考試結(jié)束時，請立即停止答題，將試卷二和答題卡反扣在自己的桌面上，坐在原位，等待監(jiān)考員收試卷二和答題卡。待監(jiān)考員全部收齊點清無誤，宣布可以離場后，方可離開考場。 5. 監(jiān)考員收卷過程中，考生須配合監(jiān)考員驗收，并請監(jiān)考員在準(zhǔn)考證上簽字（作為考生交卷的憑據(jù)），否則，若發(fā)生答卷遺失，責(zé)任由考生自負(fù)。 2008Section 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.Scientist Michael Faraday (1971-1867) discovered how to generate electricity in 1831. But it was many years before electricity was used around the home. At first, large houses and factories _01_ their own generators and used electricity for lighting. The _02_ filament lamp was demonstrated in 1879. In 1888, the _03_ large electricity power station was built in New York. Gradually, _04_ people began to realize how appliances could save _05_ in the home, mechanical items, such as early vacuum cleaners, were _06_ by more efficient electrical versions. As the middle classes came to _07_ less and less on domestic servants, labor-saving appliances became _08_ popular. Electric motors were applied _09_food mixers and hairdryers around 1920. Electric kettles, cookers, and heaters, _10_ use of the heating effect of an electric current, _11_ also appeared by this time. Some of these items were very similar _12_ design to those used today.Before the 19th century, people had to light a fire to cook food. By 1879, an electric cooker had been designed in _13_ food was heated by electricity passing through insulated wires _14_ round the cooking pot. In the 1890s, heating elements were made as iron _15_ with wires beneath. The modern element, which can be bent to _16_ shape, came into use in the 1920s. The Swan electric kettle_17_ 1921 was the first with a totally immersed heating element. Earlier models _18_ elements in a separate compartment in the bottom of the kettle, which _19_ a lot of heat. The pressure cooker was invented by a Frenchman Denis Papin in 1679, _20_ cooked the food in a very short time.01.AinsertedB installedC instructedDinduced02.A electricityB electronicC electricD electron03.A firstB earliestC majorD very04.A whenB thoughC asD while05.A burdenB workC moneyD trouble06.A abandonedB replacedC changedD discarded07.A useB relayC trustD rely08.A moreB extremelyC lessD immediately09.A toB withC onD in10.A makeB madeC makingD makes11.A haveB wereC hadD are12.A byB withC toD in13.A whichB thatC whatD it14.A circledB rungC woundD turned15.A traysB platesC dishesD boards16.A aB certainC someD any17.A ofB forC byD in18.A combinedB ownedC hadD consisted19.A desertedB wastedC gaveD took20.A whichB itC thatD whoSection II Reading Comprehension (70 minutes, 50%)Part ARead the following text and answer the questions by choosing A, B, C or D.All of the debates about the role of bioethics as social institution, if not discipline, come at times when the programs for conducting study of bioethics are in something of generational disturbance. The scholars who lead those bioethics centers and institutions in the United States, for example, are mostly age 60 or older. But there are comparatively fewer scholars well into the role of associate professor than there are scholars of recent appointment to assistant professor. One possible consequence may be that a remarkable number of young scholars with less scholarly and administrative standing than what is typical of directors of bioethics programs have assumed the reigns of some of the most-published and longest-standing bioethics organizations. Where their predecessors had been trained in the strictures of discipline and only came to bioethics at midcareer, these new leaders were trained to work in the field of bioethics from the beginning of their careers. It is too early to predict the effect of this very rapid transition, which is accelerating due to the efforts of dozens of medical, nursing, veterinary, and public-health schools that do not yet have a serious bioethics program, but want one, and quickly.And perhaps the most confusing part about the debates concerning the status of bioethics has to do with the relationship between scholars of bioethics and the rapidly multiplying armies of clinicians, clergy, politicians, researchers, and others who suddenly find themselves working on bioethics . On the one hand, academic specialists in bioethics and their institutes struggle to determine what counts for the success of the field: what kinds of publications, what kinds of skills (clinical ethics consultation? philosophical analysis? Etc.) and what kinds of activities. On the other hand, there are thousands of people whose job or volunteer life involves something they call bioethics. For example, most hospitals around the world are struggling to keep up with perceived needs for in-house analysis of the ethical implications of policies or cases. At times this takes the form of an ethics committee grappling to craft policy about futility (不育癥) or genetic testing or when not to resuscitate the patient. At times it takes the form of an institutional review board, responsible for reviewing proposed research activities involving human subjects, and responsible for the ongoing monitoring of those activities. And at times this takes the form of education for staff and patients about the various devices and procedures that have come out of bioethics over the past thirty years. Whatever the form these activities take, there appears to be no more consensus about what counts as good part-time bioethics than there is about academic bioethics scholarship. This problem is made acute by the incredible growth of bioethics everywhere. And it is aggravated by the lack of consensus among professional bioethicists, about what counts as sufficient training to be an amateur bioethicist.21. The debates about the role of bioethics occurred whenA bioethics as a social institution had given way to nursing schools. B the older associate professors were considered better for bioethics. C bioethics had become a discipline in universities and colleges. D a leadership shift was undertaking for current bioethics programs.22. The most confusing part about debates of bioethics is A too many amateur bioethicists entered the field. B who should be involved in the field of bioethics. C whether an institutional review board should take control. D there isnt any law to regulate the field of bioethics.23. The text implies that A the growth of bioethics has a positive effect. B professional bioethicists are a bit jealous. C the future of the issue is still vague. D the entire debate is rather ridiculous.24. What does not to resuscitate the patient probably suggest? A To admit the patient to the hospital. B To give up rescuing the patient. C To send the patient back home. D To stop diagnosing the illness.25. What does the author think important for bioethics activities? A Social status of those involved. B The academic quality. C Governmental regulations. D Consensus within the fields.26. The best title for this passage is A Institutional solution for bioethics. B Amateur bioethicists are coming for help! C What status should bioethics hold? D What counts as good part-time bioethics?Part BYou are going to read an extract about environmental movement. 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.Environmental movement hasnt worked wellThose of us who are children of the environmental movement must never forget that we are standing on the shoulders of all those who came before us.27At the same time, we believe that the best way to honor their achievements is to acknowledge that modern environmentalism is no longer capable of dealing with the worlds most serious ecological crisis.28From the battles over higher fuel efficiency for cars and trucks to the attempts to reduce carbon emissions through international treaties, environmental groups repeatedly have tried and failed to win national legislation that would reduce the threat of global warming. As a result, people in the environmental movement today find themselves politically less powerful than we were one and a half decades ago29Nearly all of the more than two-dozen environmentalists we interviewed underscored that climate change demands that we remake the global economy in ways that will transform the lives of six billion people. All recognized that its an undertaking of monumental size and complexity. And all acknowledge that we must reduce emissions by up to 70 percent as soon as possible.30By failing to question their most basic assumptions about the problem and the solution, environmental leaders are like generals fighting the last war - in particular the war they fought and won for basic environmental protections more than 30 years ago. It was then that the communitys political strategy became defined around using science to define the problem as “environmental” and crafting technical policy proposals as solutions.31Environmentalists are learning all the wrong lessons from Europe. We closely examine the policies without giving much thought to the politics that made the policies possible.32What the environmental movement needs more than anything else right now is to take a collective step back to rethink everything. We will never be able to turn things around as long as we understand our failures as essentially tactical, and make proposals that are essentially technical.A The greatest achievements to reduce global warming are today happening in Europe. Britain has agreed to cut carbon emissions by 60 percent over 50 years, Holland by 80 percent in 40 years, and Germany by 50 percent in 50 years. Russia may soon approve Kyoto.B Our thesis is this: the environmental communitys narrow definition of its self-interest leads to a kind of policy literalism that undermines its power. When you look at the long string of global warming defeats under Presidents Bill Clinton and George W. Bush, it is hard not to conclude that the environmental movements approach to problems and policies hasnt worked particularly well. And yet there is nothing about the behavior of environmental groups, and nothing in our interviews with environmental leaders, that indicates that we as a community are ready to think differently about our work.C We resisted the exhortations from early reviewers of this report to say more about what we think must now be done because we believe that the most important next steps will emerge from teams, not individuals. Over the coming months we will be meeting with existing and emerging teams of practitioners and funders to develop a common vision and strategy for moving forward.DThe clean water we drink, the clean air we breathe, and the protected wilderness we treasure we are all, in no small part, thanks to them. We hold a sincere and lasting respect for our parents and elders in the environmental community. They have worked hard and accomplished a great deal. For that we are deeply grateful.E Yet in lengthy conversations, the vast majority of leaders from the largest environmental organizations and foundations in the country insisted to us that we are on the right track.FOver the last 15 years environmental foundations and organizations have invested hundreds of millions of dollars into combating global warming. We have strikingly little to show for it.G But in their public campaigns, not one of the Americas environmental leaders is articulating a vision of the future commensurate with the magnitude of the crisis. Instead they are promoting technical policy fixes like pollution controls and higher vehicle mileage standards - proposals that provide neither the popular inspiration or the political alliances the community needs to deal with the problem.Part CYou are going to read a passage about using authentic texts 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.Authentic texts in language teaching33Researchers generally define an authentic text as a text originally created to fulfill a social purpose in the language community for which it was intended. According to this definition, novels, poems, newspaper and magazine articles, handbooks and manuals, recipes, postcards, telegrams, advertisements, travel brochures, tickets, timetables, and telephone directories written in the target language for the genre-intended target language audience can all be considered authentic texts. An overwhelming pedagogical trend toward communicative language teaching emphasizes the use of authentic language whenever possible so that students can be introduced to real context and natural examples of language.34Many pedagogical approaches have been cited to support the use of authentic texts. The input hypothesis theory suggests that authentic texts are more comprehensible and therefore have a greater communicative value than simplified texts. The whole language instruction advances the view that L2 learners need to be introduced to enriched context such as authentic texts so that they can use functional language and see language in its entirety. The theory of cognitive academic language proficiency (CALP) suggests that rather than simplifying language, teachers should embed language in meaningful contexts through the use of authentic language and text.35Supporters of authentic texts often turn to theories of cohesion, which claim that the more language depends on cohesive devices, the more coherent it is and the easier it is to understand. According to some researches, the linguistic cohesive devices and resulting coherence found in authentic texts make them more comprehensible than simplified texts, which depend on distorted information structures. Many other researchers in L2 reading research have also supported the use of authentic texts, based on the assumption that authentic texts exhibit greater cohesion. Researchers have suggested that modifications to authentic texts affect the texts cohesion and coherence.36Other researchers in the L2 reading field have argued that recognizing and understanding cohesive devices, such as conjunctions and other intersentential linguistic devices, are vital to the development of information processing and reading comprehension skills in L2 learners. It has been argued that good, readers take advantage of the natural redundancy found in authentic texts, using it to help them reconstruct the entire text even if they have learned only a portion of the graphic material itself. Moreover, the normal redundancy within authentic texts helps L2 learners come to understand unfamiliar words without too much disruption in their overall understanding of the text.37Most simplified texts are created by using readability formulas that cut word and sentence lengths and omit connectives between sentences in order to shorten them, so they lack the cohesiveness of authentic texts. Therefore, according to many researchers, attempts at simplification often result in a text that is more difficult to comprehend and decipher than an authentic text. According to some researchers, the tendency for simplified language to alter natural language redundancy can make the task of creating meaning more complex for the learner.38Teachers and researchers who criticize the use of authentic texts in beginning and intermediate classrooms often do so because they believe that L2 learners find it difficult to process congruently all the stages of linguistic input found in an authentic text. For this reason, they feel that authentic texts may not only be too lexically and syntactically complex for L2 learners, but also too conceptually and culturally dense for successful understanding. Furthermore, critics of authentic texts assume that when average readers are exposed to authentic texts that exceed their ability levels, their reading processes are disrupted. This disruption not only slows down the learners reading process, but it may also have a negative affective toll, possibly, damaging the students language confidence.A Understanding cohesive devices is an important reading skill.B The use of authentic texts is theoretically supported.C Authentic texts are real and natural examples of language.D Authentic texts are easier to understand.E Authentic texts are more motivating and interesting.F Texts exceeding learners ability do not benefit students.G Simplified texts are more difficult to com