Actually,though,America,the “l(fā)and of immigrants”,has always had people of many different nationalities and languages.The 1990 census (人口普查) indicates that almost 14% of Americans speak a nonEnglish language at home.Yet only 3% reported that they spoke English “not well” or “not at all”.That means that slightly more than one out of 10 Americans could be considered bilingual.
Besides that,many high school，college students，and even some elementary school students are required to take a foreign language as a part of their curriculum.In addition to old standbys(受人喜愛的語種) like Spanish,German and French,more and more students are opting for Eastern European and Asian languages.Of course,not all students keep up their foreign language abilities.As the old saying goes,“If you dont use it.” But still,a growing number of Americans are coming to appreciate the benefits of being multilingual.
Ethnic enclaves(少數(shù)民族聚居地),found particularly in major metropolitan centers,have preserved the language and culture of American immigrants.Some local residents can function quite well in their native language,without having to bother learning English.Regions such as southern Florida and the Southwest have numerous Spanishspeaking neighborhoods.In fact,Spanish speakers—numbering over 17 million—compose the largest nonEnglish linguistic group in America.But Chinese,Vietnamese,Italian,Polish and many other ethnic group add to the linguistic flavor of America.Foreign languages are so commonly used in some ethnic neighborhoods that visitors might think they are in another country!
Although some Americans welcome this linguistic and cultural diversity,others have begun to fear that the English language is being threatened.Since the 1980s,the “English Only” movement has sought to promote legislation which would establish English as the “official language” and restrict the use of nonEnglish language.However,some groups,including TESOL,the organization for Teachers of English to Speakers of Other language,object to such “l(fā)anguage restrictionism”.Their view,known as “English Plus”,suggests that Americans should have respect for peoples native language and help them fit into the mainstream of society.But so far,19 states have passed English Only legislation,and the topic is the focus of an ongoing debate.
Whether or not English is the official language of the United States,it remains the “l(fā)anguage of wider communication”.Nearly everyone recognizes the need to develop proficiency in English in order to do well in America.To help those who want to brush up on their English skills,English as a Second Language (ESL) classes around.Cities with large numbers of recent immigrants often set up bilingual education programs to teach students content subjects in their native language while they improve their English.Language educators often have strong and divergent views as to which approach helps learners achieve better results: a bilingual approach,an ESL approach or even a pure immersion (“sink or swim”) approach.However,all these teachers share a common commitment: to help students function well in English.
Americans recognize that English is the international language,and people with good English skills can get by in many international settings.On the other hand,in a world growing increasingly smaller,second language skills can be a great favor.They can build crosscultural bridges and give people an edge in a variety of career field.Indeed,lack of foreign language proficiency can limit ones chances for advancement and keep one in a cultural deadend street.As many people in America are discovering,being monolingual is no laughing matter.
()14.The word “bilingual” (Line 5,
A.being able to speak two languages
B.being able to speak three languages
C.being able to speak four languages
D.being able to speak five languages
()15.Foreign languages are commonly used in some ethnic neighborhoods because.
A.ethnic groups have preserved their native languages
B.ethnic groups are not allowed to speak English
C.ethnic groups encourage their natives to learn foreign languages
D.ethnic groups allow their natives to go to another country
()16.compose the largest linguistic group in
A.Immigrants from China B.Immigrants from Spain
C.Immigrants from Italy D.Immigrants from Vietnam
()17.Which of the following is TRUE about “English Only” movement?
A.Its purpose was to establish a legislation of restricting the use of English.
B.TESOL was in favor of “English Only” by objecting to “English plus”.
C.It was launched because English was being threatened.
D.A large majority of states supported the movement.
()18.The general idea of this passage is.
A.the importance of being bilingual
B.the need to speak the native languages
C.English—a language widely spoken around the world
D.the English Only movement
Ⅳ.Writing (14分)
Directions: For this part,you are required to write a composition on the topic:My Opinion on Advertisement.You should write at least 120 words and you should base your composition on the outline below:
Some people hold the idea that the advertisement is a necessary evil in modern life.What do you think?
教育學、教育心理學部分
五、選擇題(本大題共5小題，每小題2分，共10分)
1.“教育即生長”是教育哲學家()的觀點。
A.赫爾巴特 B.皮亞杰
C.杜威 D.瓦·根舍因
2.教育學上把近代以學校系統(tǒng)為核心的教育制度又稱為()
A.非正式教育 B.前制度化教育
C.制度化教育 D.后制度化教育
3.學習正方體、長方體的體積計算公式后，再學習一般立方體的體積計算公式V=Sh，這屬于()
A.并列結合學習B.下位學習
C.上位學習 D.相關類屬學習
4.作為人的身心發(fā)展的生理前提，為人的身心發(fā)展提供了可能性的因素的是()
A.遺傳 B.環(huán)境
C.教育 D.主觀能動性
5.某教師通過調(diào)查、訪談、觀察等方式研究本地區(qū)十幾所學校英語教師的課堂教學行為，他所采用的研究方法屬()
A.實驗研究 B.個案實驗
C.描述性研究 D.實驗室實驗
六、論述題(本大題共10分)
如何明確陳述教學目標?
【參考答案】
Ⅰ.Vocabulary and Structure
1.D 【解析】look for意為“尋找”;look up意為“查找”;find意為“找到，發(fā)現(xiàn)”;find out意為“發(fā)現(xiàn)，看穿，查出”。
2.C 【解析】前一句為if引導的賓語從句，從句中可用將來時;第二句為if引導的條件狀語從句，是一個有可能發(fā)生的事實及其產(chǎn)生的相關的結果，從句用一般現(xiàn)在時態(tài)。
3.C 【解析】考查it is necessary的句型，意為“……是必需的。”
4.C 【解析】分數(shù)的表達法是：分子用基數(shù)詞，分母用序數(shù)詞，分子超過一，分母用復數(shù)。
5.D 【解析】It is essential that… 句型要求從句時態(tài)用should+ 動詞原形;should 常常被省略。這類關鍵詞還有important, best, necessary, important, desirable, advisable, urgent, vital 等。
6.A 【解析】略。
7.D 【解析】it做代詞，指代前面出現(xiàn)的film。
8.A 【解析】題中最后一個單詞again是關鍵詞。句意應為“你沒有去過北京，是嗎?”“不，我去過。我多么想再去那里一次。”
9.D 【解析】no sooner…than…意為“一……就……”，引導時間狀語從句，主句用過去完成時，從句用一般過去時;這里考查的是it is…that…的強調(diào)句型。強調(diào)部分是not until dark。
10.B 【解析】owe to 意為“把……歸于……”，“靠……而”; due to 表示原因，意為“由于”; as to意為“至于，關于”;as for意為“至于”。
11.C 【解析】skeptical意為“懷疑性的”;intelligible意為“可理解的”;ambiguous意為“不明確的”;exclusive意為“排他的，獨占的”。本句的意思是“這個句子的意思是不明確的，你可以用幾種不同的方式來解釋它。”
12.A 【解析】discard意為“丟棄，拋棄”;dissipate意為“驅(qū)散，消散”;cancel意為“取消”;conceal意為“隱藏”。本句的意思是“我們搬家之前應該丟棄一些舊家具，以便為新家騰出更多的空間。”
13.A 【解析】tuck意為“折短，卷起”;revolve意為“旋轉(zhuǎn)”;twist意為“扭曲, 纏繞”;curl意為“使(頭發(fā)等)卷曲”。本句的意思是“她沒有任何猶豫，脫下鞋子，折起裙子，趟水穿過了小溪。”
14.D 【解析】cancel意為“取消”;omit意為“省略”;extinguish意為“熄滅，滅絕”;erase意為“擦去”。本句的意思是“在今天的課上，學生們被要求擦去試卷上的錯誤答案并填上改正后的答案。”
15.D 【解析】subjective意為“主觀的”;subordinate意為“下級的”;liable意為“可能的”;vulnerable意為“脆弱的”。本句的意思是“一些研究者認為某些人具有易受干燥熱風傷害的神經(jīng)系統(tǒng)，我們稱他們?yōu)樘鞖饷舾姓摺?/SPAN>”
Ⅱ.Close
1-5 ACABD6-10 CBACD11-15 CADDD16-20 DBDCB
Ⅲ.Reading Comprehension
1-4 ACBC5-8 BCDC9-13 ABDCB14-18 AABCA
Ⅳ.Writing
【參考答案】略。
教育學、教育心理學部分
五、選擇題
1.C 【解析】杜威是實用主義的代表人物，是20世紀最偉大的教育思想家。他對教育本質(zhì)提出了自己的見解：教育即生活，教育即生長，教育即經(jīng)驗的不斷改造。
2.C 【解析】歷史上曾經(jīng)有過從非正規(guī)教育到正規(guī)教育的演變，正規(guī)教育的主要標志是近代以學校系統(tǒng)為核心的教育制度，又稱制度化教育。之前的非正規(guī)教育都可歸為前制度化教育，而之后的非正規(guī)化教育則都歸為非制度化教育。
3.C 【解析】下位學習又稱類屬學習，是指認知結構中原有的有關觀念在包容和概括的水平上高于新學習的知識，即新學習的觀念可歸屬于原有觀念。上位學習也叫總括學習，指認知結構中已經(jīng)形成了幾個觀念，現(xiàn)在要在這些原有觀念的基礎上學習一個概括和包容程度更高的概念或命題，即新學習的觀念是原有觀念的上位觀念。并列結合學習是指新知識與認知結構中的原有觀念既非類屬關系又非總括關系，而在有意義學習中可能產(chǎn)生聯(lián)合意義，即原有觀念和新學習的觀念是并列的，這就是并列結合學習。相關類屬學習屬于下位學習。
4.A 【解析】遺傳是指人從上代繼承下來的生理解剖上的特點，如機體的結構、形態(tài)、感官和神經(jīng)系統(tǒng)的特點等。這些遺傳的生理特點也叫遺傳素質(zhì)，是人的發(fā)展的自然的或生理的前提條件，為人的身心發(fā)展提供了可能性。
5.C 【解析】描述性研究是利用已有的資料或?qū)ｉT調(diào)查的資料，按不同地區(qū)、不同時間及不同人群特征分組，把分布情況真實地描繪、敘述出來。
六、論述題
【參考答案】傳統(tǒng)的教學目標的弊端是目標陳述上的含糊性和以“教學要求”代替教學目標。這樣陳述的目標是含糊不清的，無法觀察，無法測量，更無法在教學中加以具體操作。明確化的教學目標的陳述要求：(1)教學目標要用可觀察的行為來陳述，使教學目標具有可操作性;(2)教學目標的陳述要反映學生行為的變化，要陳述學生的學習結果。
明確化的教學目標的陳述方法：(1)行為目標陳述法。行為目標，也稱操作目標，是指用可以觀察和可以測量的學生行為來陳述的目標，是用預期學生學習之后將產(chǎn)生的行為變化來陳述的目標。(2)內(nèi)部過程與外顯行為相結合的目標陳述法。美國教育心理學家格倫蘭提出用內(nèi)部過程與外顯行為結合表述教學目標的觀點。先陳述內(nèi)部心理過程的目標，然后列出表明這種內(nèi)部心理變化的可觀察的行為樣例，使目標具體化。格倫蘭將內(nèi)部過程與外顯行為相結合的目標陳述法，既克服了嚴格的行為目標只顧具體行為變化而忽視內(nèi)在心理過程變化的缺點，也同時克服了用傳統(tǒng)方法陳述的教學目標的含糊性和不可操作性的弊端。因此，該方法受到普遍認可和采納。