2007年在職攻讀碩士學位全國聯考教育碩士試題

英語二試卷一 B

Section I Use of English (20 minutes, 10%)

Read the following text. Choos the best:word or phrase for each numbered blankfrom A,B,C or D.

The adults in 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 ,about 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 that they have very little 09 or help for establishing those goals and I0 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 thatr student’t 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 teaiching and learing 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. [A] life [B] time [C] livelihood [D] period

04. [A] in [B] by [C] with [D] for
05. [A] Roughly [B] Strangely [C]Currently [D] Obviously

06. [A] graduate [B] finis [C] complete [D] leave

07. [A] to [B] with [C] about [D] in

08. [A] what [B] that [C] which [D] those

09. [A]. information [B] knowledge [C] practice [D] literacy

10. [A] promoting [B] continuing [C] pursuing [D] advancing

11: [A] potential [B] unfilled [C] unfitted [D] redundant

12. [A] on [B] by [C] in [D] to

13. [A] Frequently [B] Virtually [C] Usually [D] Apparently

14. [A] benefits [B] chances [C] results [D] records~

15. [A] accessible [B] assessable [C] available [D] desirable

16. [A] secret [B] shock [C] miracle [D] wonder

17. [A] programs [B] codes [C] levels [D] orders

18. [A] exotic [B] profitable [C] reasonable [D] realistic

19. [A] neglect [B] defect [C] fault [D] defeat

20. [A] deeds [B] needs [C] causes [D] quests

Section II Reading Comprehension (70 minutes, 50%)

Part A Read the following text and answer the questions bychoosing 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 forml 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, suchi as adulthood. Rather, education is seen as a process of growth that never ends, with humanbeings continuously expanding their capacity for growth. Neither did Dewey's modelsee education as a means by which the past was repeated.. Instead, education was acontinuous reconstruction of experiences, grounded very much in the presentenvironment.

Since Dewey’s model places a heavy emphasis on the social component, the nature ofthe 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 the 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 within the school system and beyond.

21. Dewey pictured the classroom as a replica of society because

[A] the classroom is immune to social invasion.

[B] society imposes its priclples on education.
[C] the school is a crucial component of society.
[D] educatiOn compries social interactions.

22. Dewey's philosophy implies that the lack of education for a child would

[A] be mentally destroying.
[B] be life intimidating.
[C] block his physical renewal.
[D] cause faulty socialization.

23. Dewey considerext all of the following as true EXCEPT

[A] his model should affect curriculum formulation.
[B] direction provided by education should be subtle,
[C] schools mut foster their participants in every way.
[D] intellectual renewal must go with physical growth.

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

[A] satisfy the diverse desires of the youth.
[B] impart ready experiences to the young.
[C] pave the way for youngsters' ambitions.
[D] make profound impacts on the students.

25. Dewey believed that in theideal society education should

[A] promote democratic social principles at large.
[B] make social groups enjoy common interests.
[C] keep social stability from being endangered.
[D] reform the established social order mildly.

26. The author suggests that Dewey's theory

[A] dominates educational philosophy.
[B] is the by-product of social idealism.
[C] far exceeds the realm of education.
[D] is sure to arouse a social revolution.

Part B

You are going to read an extract about curriculum. Six paragraphs have beenremoved 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 be 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.beenteaching (a common cut-off figure seems to be four or five).

28 In general, there is a great deal of confusion over the terml ‘curriculun’. Manyteachers see ‘the curriculum’ as 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 equationbetween these three components of the curriculum (i.e. that ‘what is planned' = ‘what istaught = ‘what is learned') is naive, simplistic and misleading. It is crucial for those involved in course and program evaluation tg, be aware of this complexity.

30 The amount that a acher 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 initmtives 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 curriculumcontinuity 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 sitigle 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 introducecounseling services, bilingual assistants and curriculum advisors. There is a greatdeal 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 a0 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 propriate staff eevelopment.
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 problem.

D Such collaboration may or may not include team teaching. While team teaching is recognized by teaehers as being highly desiriible, many reported that they were prevented from adopting a team approach by admirfistrative,arid 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 defived 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 adhainistrators or advisors results in an immediate drop in credibility.It may be more.deSirable to target practitioners who have expertise in a limited domain, e.g. 'literacy' or 'assessment', than as 'experts' across the total field of curriculum activity.

G However, it may welt be that there is no such thing as an 'experienced' teacher, if by experienced!is ,memlta 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 bythe experience of Sally. It also emerged-in interviews where only one or two per cent of teachers 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 a key component in most language programs. In some situations theyserve 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 theyhave with the lajaguage 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 toplan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the wortd today could not take place without the extensive use of commercial 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 represent real issues. Furthermore, if teaehers usetextbooks as the primary source of their teaching, leaving the textbook and teacher manual to make the major instructional decisions for them, the teacher’s role can become reduced to that of atechnician whose primarily function is to present materil 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 tobe 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 bookmay be ideal in one situatior~ because it matches the needs of that situation perfectly. It has just the right amouht 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 ofgrammar and the four skills. However the same book in a different situation may turnout to be quite unsuitable.

37 Two factors are in,votved 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 witI find innovative, creative, rele,cant to their learners' needs, and that they witt 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 acertain 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 that-teachers with very different levels of experience, training, and teaching skill might be using the book,

A Textbooks have limitations and disadvantages.

B Textbook can be adapted in classroom teaching.

C Textbooks need to. be evaluated before they are adopted.

D Textbooks should meet teachers' needs in classroom teaching.

E Textbook development often serves different purposes.

F Textbook provide the major source of learning.

G Textbooks facilitate teachers' professional development.

Part D

YOu are going to read a passage about using the native language in the clasroom of second language teaching.Decide whether the statements 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

B NO= the statement contradicts the information

C NOT GIVEN=there is no such information in the passage

Avoiding use of the L1 in the clssroom

While fashions in language ebbed and flowed during the twentieth century,certain basic assumptions were accepted byr most language teachers. Though these assumptions have affeeted many generations of students and teachers, they are rarely dicussed or presented to new teachers but are taken for granted as the foundation of language teaching

One of these assumptions is the discouragement of L1 use in the classroom. This Convention can be phrased in stronger or weaker forms. At its strongest, it is 'Ban the L1 from the classroom.' Only in circumstances where the teacher does not speak theThe students' L1 or the students have different L ls could this be achieved. At weakest, therule is 'Minimize the L1 in the classroom, that is to say, use it as little as possible. A more optimistic ersion is ‘Maximize the L2 in the classroom’ emphasxzing theusefuhaess of the L2 rather than the harm of the fhist. However the assumption is phrased, the L2 is seen as positive,the Ll as negative. The L1 is something to be utilized in teaching but to be set aside.

Most teactdng methods since the 1880s have adopted this Direct Method avoiance of the L1.The monolingual principle,the unique contriution of the twentieth century to classroom Ianguage teaching, remains the bedrock notion from. Which the others ultimately derive.Communicative language teaching and task-bae learning mehods have no necessary relationship with the L1, yet, as we shall see, the only time that the L1 is mentioned is when advice is given on how to minimize its use.The main theoretical treatments of task-based learning do not, for example, have any locatable mentions of the classroom use of the L1. Most descriptions of methods portray the ideal classroom as having as little of the L1 as posible, essentially by omitting any reference to it .Perhaps the only exception is the grammar-translation method, which has little or no public support.

Avoidance of the L1 lies behind many teaching techniques, even if it is seldom spelled out. Most teaching manuals consider this avoidance as so obvious that no classroom use of the L1 is ever mentioned. Even writers who are less enthusiastic about avioding the L1 take issue primarily with the extent to which this is imposed.Those arguing for the L1 to be mixed with the L2 on a deliberate and consistent basis in the classroom are few and far between.Thus , this anti-L1 attitude was clearly a mainstream element in twentieth-centruy language teaching methodology.

This in not to say that teachers d not actually ue the L1 every day. Like nature, the L1 creeps back in, however many times you throw it out with a pitchfork. Even in English-only US classrooms ‘the use of the native language is so compelling that it emerges even when policies and asumption mitigate against it ‘. The UK National Curriculum still needs to remind teachers 120 years after the Great Reform that ‘the target language is the normal meas of communication’. Teachers resort to the L1 despite their best intentions and often feeling guilty for straying from the L2 path. Yes No Not given

39 New teachers are always advied to avoid using L1
[A] [B ] [C]
In the classroom

40 Most people advocate maximization of the L2 in
[A] [B ] [C]
The classroom

41 Task-based language teaching bans the use of L1 [A] [B ] [C]

42 The Direct method requires that teacher use L2
[A] [B ] [C]
Only.
43 The grammar-translation metho is criticized for
[A] [B ] [C]
Using too much L1

44 Many writers are now arguing for a

reconsideration [A] [B ] [C]

Of the value of L1

45 The Great Reform discouraged the use of L1
Section III Translation (20 minutes,20%)

Section IV Writing (40 minutes,20%)

Section III Translation (20 minutes 20%)

Read the following text carefully and then translate the underlined segments into Chinese.

Who's Afraid of Math, and Why?

The first thing people remember about failing at math is that it felt like sudden death. [46] _Whether the incident occurred while learing “word problems” in sixth grade, coping with equations in high school, or first confronting calculus and statistics in college, failure came suddenly and in a very frightening way. An idea of a new operation was not just difficult, it was impossible! And, instead of asking questions or taking the lesson slowly, most people remember having had the feeling that they would never go any further in mathematics. [47] If we assume that the curriculum was reasonable, and that the new idea was but the next in a series of learnable concepts, the feeling of utter defeat was simply not rational. And yet ‘math anxious' college students and adults have revealed that no matter how much the teacher reassured them, they could not overcome the feeling. A common myth about the nature of mathematical ability holds that one either has or does not have a mathematical mind. [48] Mathematical imagination and intuitive grasp of mathematical principles may well be needed to do advanced research, but wh3! should people who can do college-level work in other subjects not be able to do college-level math as well? Rates of learning may vary. Competency under time pressure may differ. Certainly low self-esteem will get in the way. But where is the evidence that a student needs a 'mathematical mind' in order to succeed at learning math?

Consider the effects of this mythology. [49] Since onl a few eole are su osed to have this mathematical mind, part of what makes us so passive in the face of ou, difficulties in learning mathematics is that we suspect all the while we may not be one of ‘them,' and we spend our time waiting to find out when our nonmathemaical minds will be exposed. Since our limit will eventually be reached, we see no point in being methodical or in attending to detail. We are grateful when we survive fractions, word problems, or geometry. If that certain moment of failure hasn't struck yet, it is only temporarily postponed.

Parents, especially parents of girls, often expect their children to be nonmathematical. Parents are either poor at math and had their own sudden-death experiences, or, if math came easily for them, they do not know how it feels to be slow.[50] In either case, they unwittingly foster the idea that a mathematical mind is something one either has or does not have.

Section IV Writing (40 minutes, 20 %)

Some people think elderly people (say 60 - 70 years old) should retire, while others think they should continue to work. Write an essay to state your opinion on this issue in about 300 words.