在职联考 教育硕士 英语二 真题及参考答案.docx

1、在职联考 教育硕士 英语二 真题及参考答案在职攻读硕士学位全国联考教育硕士英语二试卷Contents2006 2Section I Use of English (20 minutes, 10%) 2Section II Reading Comprehension (70 minutes, 50%) 4Section III Translation (20 minutes, 20%) 12Section IV Writing (40 minutes, 20%) 132006 答案 13英语二试卷一供报考学科教学（英语）专业考生使用Section Use of English (20 minut

2、es, 10%) Section Reading Comprehension (70 minutes, 50%) 考生须知 1. 本考试分试卷一和试卷二两部分。试卷一满分60分，考试时间为90分钟，14:30开始，16:00结束；试卷二满分40分，考试时间为60分钟，16:00开始，17:00结束。 2. 请考生务必将本人考号最后两位数字填写在本页右上角方框内。 3. 本试卷一为A型试卷，其答案必须用2B铅笔填涂在A型答题卡上，做在其它类型答题卡或试卷上的无效。答题前，请核对答题卡是否A型卡，若不是，请要求监考员予以更换。 4. 在答题卡上正确的填涂方法为在答案对应的字母上划线，如A B C

3、D。 5. 监考员宣布试卷一考试结束时，请立即停止答试卷一，将试卷一及其答题卡反扣在自己的桌面上，继续做试卷二。监考员将到座位上收取试卷一及其答题卡。 6. 监考员收卷过程中，考生须配合监考员验收，并请监考员在准考证上签字（作为考生交卷的凭据），否则，若发生答卷遗失，责任由考生自负。 英语二试卷二 供报考学科教学（英语）专业考生使用 Section Translation (20 minutes, 20%) Section Writing (40 minutes, 20%) 考生须知 1. 试卷二满分40分，考试时间为60分钟，16:00开始，17:00结束。 2. 请考生务必将本人考号最后两

4、位数字填写在本页右上角方框内。 3. 试卷二的答案必须用蓝色或黑色墨水笔写在试卷二答题卡指定区域内，未写在指定区域内的答案一律无效。 4. 监考员宣布考试结束时，请立即停止答题，将试卷二和答题卡反扣在自己的桌面上，坐在原位，等待监考员收试卷二和答题卡。待监考员全部收齐点清无误，宣布可以离场后，方可离开考场。 5. 监考员收卷过程中，考生须配合监考员验收，并请监考员在准考证上签字（作为考生交卷的凭据），否则，若发生答卷遗失，责任由考生自负。 2006Section I Use of English (20 minutes, 10%)Read the following text. Choose

5、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

6、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

7、 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, anc

8、ient 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 ofsignificant novels, has found 15 in the murder mystery, w

9、ith 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 whi

10、ch stayed so unjustly over the 20 .01.A pleaB appealC claimD assertion02.A acceptableB respectableC debatableD vulnerable03.A literaryB curiousC sensibleD observant04.A SchemesB AssassinationsC MysteriesD Misfortunes05.A andB butC asD for06.A byB inC fromD with07.A lastB bestC mostD least08.A ifB wh

11、enC mostD least09.A consistentB insistentC persistentD competent10.A strangeB remoteC primitiveD mysterious11.A attractsB accordsC appealsD applies12.A consciousB ambitiousC industriousD conscientious13.A elaborateB accurate C considerateD deliberate14.A authorsB critics C novelistsD spectators15.A

12、flawB troubleC refugeD evidence16.A contradictionsB probabilitiesC implicationsD impossibilities17.A WithB ForC DespiteD Without18.A unveilingB unmaskingC unwittingD unpacking19.A fogB mistC shadeD cloud20.A victimB suspectC innocent D accusedSection II Reading Comprehension (70 minutes, 50%)Part AR

13、ead the following text and answer the questions by choosing A, B, C or D.Virtue 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 excelle

14、nt 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

15、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.

16、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 a

17、bout 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 vi

18、rtue 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 ex

19、pressed 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

20、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 meanin

21、g 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 its A dealing with cultural norms. B ruling out physical activities. C comprising the

22、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 wou

23、ld 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

24、 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 a

25、ctions. 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 re

26、ad 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 use.Sign LanguageSince most deaf children have heating parents and thus do not learn ASL (Americ

27、an 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.27As mentioned earlier, deaf children engage in ma

28、king 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.2

29、8The 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 acquisitio

30、n have been given. One is the nature of many signs.29The 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.30Children 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 wi