-
English Test
I. Skimming and Scanning (True or False
Questions + Blank Filling)
Directions:
Read the following passage and then answer the
questions. For questions 1-7,
mark Y
(YES) if the statement agrees with the information
given in the passage, mark N
(NO) if
the statement contradicts the information given in
the passage, mark NG (NOT
GIVEN) if the
information is not given in the passage. For
questions 8-10, complete the
sentences
with the information given in the
passage.
(10 points)
Time limit:
13
分
2
秒
Should You Be
the Boss?
Soul-
searching questions for teachers considering
administration.
As a
teacher, you manage the needs of 20 or more
students at one time. Try handling 200,
even
20,000
children
—
along
with their teachers,
parents,
principals,
and
school
boards.
If
that
situation excites you, you may have
what it takes to be a school administrator. In
fact, 98 percent
of
all
school
administrators
come
from
the
teaching
ranks,
says
Emil
J.
Haller,
professor
of
educational
administration at Cornell University.
Opportunities
are
there.
Most
districts
have
a
variety
of
administrators,
from
assistant
principal to
director of curriculum to superintendent
(
负责人
), the person who
manages all of the
schools in a
district.
What
is
it
like
to
give
up
the
direct
daily
contact
with
children
for
a
broader
role
in
administration?
Instructors
spoke
with
teachers-turned-administrators
to
find
out
what
teachers
should ask themselves before pursuing a
position in the ranks of administration.
Do you have a passion for
education? A desire to spread your vision?
“
I had
a certain conviction about the learning
environment for kids,
”
says
Georgene Mais,
director
of
elementary
instruction
in
the
21,000-student
Birdville
school
district,
outside
Fort
Worth, Texas. She felt
driven, she says,
“
to create
that learning environment
”
for an entire campus
and to be a
positive influence
“
within
the whole community.
”
That
kind of drive motivates some
teachers
to leave the daily triumph of seeing that light of
understanding flash in a
child
’
s eyes.
Others see administration simply as a
different kind of teaching.
Nancy
Villarreal,
an
assistant
superintendent
in
the
Newark
school
district,
with
7,800
students,
in
the
San
Francisco
Bay
area,
believes
administration
is
the
ultimate
teaching
experience.
“
What
I
do
gives
me
additional
opportunities
to
work
with
adults
in
a
broader
perspective,
”
she
says.
“
I
’
ve
begun to look on all of us as learners. Some of us
are adult learners;
some are student
learners.
”
As
a
principal
you
in
effect
keep
teaching
—
teaching
teachers.
Paul
Scwartz,
principal
in
residence for the US
Department of Education, says the job has been
changing.
“
I think people
are
beginning
to
rethink
the
image
of
the
principalship,
”
he
says.
“
It
’
s
becoming
less
a
job
for
managers
or administrators and much more involved with
accountability, with issues of teaching
and learning.
”
Sometimes educators are
motivated by
“
a desire for
change,
”
a desire for a new
challenge, as
in the case of Karen
Beckers, who changed jobs several times in her
career in the 2,200-student
school
district of Greenfield, Wisconsin. She entered
administration as an elementary curriculum
coordinator. When the position was
eliminated due to declining enrollment, she
returned to the
classroom.
“
Those next years were
probably the best of my
career,
”
she says, because
she had a
deeper understanding of
curriculum design. Five years later, though she
was
“
still having a good
time
teaching,
”
she
returned
to
administration.
In
1997
she
retired
after
33
years
as
an
educator
—
the last
eight as principal.
If you
feel you should begin work in administration, you
must be prepared for major changes,
like
moving.
Dennis
Smith,
Ph.D.,
now
superintendent
of
the
Orange
County
public
school
district in
Florida,
knew
that
he
wanted
to
be
a
principal
when
he
began
teaching
in
Phoenix,
Arizona. After five years he became
assistant principal there. A year later, at age
27, he landed
his
first
principalship
in
Tucson.
Next
he
was
assistant
superintendent
and
then
took
over
as
superintendent a year
later, at age 34, in Laguna Beach, California. As
superintendent, he moved
from three
different districts in California to his present
post in Florida. His career progression
went smoothly not only because he was
willing and able to move but also because his
spouse, a
teacher, was willing and able
to move with him.
Will you work more days and longer
hours?
Although
administrative positions may pay more than
teaching salaries, they often require
more
hours
on
the
job.
Principals,
for
instance,
work
an
average
of
220
days
a
year,
whereas
teachers are more
likely to work 180 to 185 days. In addition to
school gatherings and site visits
to
classrooms,
administrators
must
attend
after-hours
events
—
school
board
meetings
and
ceremonial functions.
Often
administrative
positions
require
postgraduate
degrees,
though
specific
requirements
vary from state to state and district
to district. Most principals have
master
’
s degrees, and many
superintendents have PhDs. You may also
have to brush up in other areas. For instance,
former
principal Beckers notes,
“
Many teachers who become
principals have to learn a great deal about
special education, and
it
’
s extremely
enriching.
”
Are you a very organized
problem solver?
Administrative positions often involve
doing a lot of paperwork, such as budget reports
and
staff
evaluations
—
even more than
that required of teachers.
You
’
ll need to make
priorities and
coordinate
the
diverse
tasks
in
your
new
workload,
along
with
those
of
your
staff.
Expect
constantly to shift
roles, from troubleshooter
(
调解人
) to long-range planner
to diplomat. Beckers
warns,
“
If
you
’
re not a list maker or a
time keeper, you
’
ll have
some problems.
”
Principals
find
that if they are not careful,
special events can take away from the time they
need to work with
teachers.
Are you a team builder and
a leader?
Administrators
are
facilitators
and
consensus
builders,
but
they
must
also
give
strong
direction
and
leadership.
The
position
of
curriculum
developer
requires
working
in
teams
and
reporting to the central office. While
following the direction of your superiors, you
will also want
to provide teachers with
a curriculum that excites them.
It
’
s a balancing act. Dennis
Smith notes
that,
as
superintendent,
he
tries
“
to
provide
a
clear
direction
for
an
entire
school
district
and
community.
”
Sometimes building the consensus means putting
aside your own ideas. One of his
biggest challenges, Smith says, was
working with board members who fought among
themselves.
Career Options
The
following
positions
can
be
found
nationwide,
though
the
descriptions
may
vary
from
district to district.
Superintendent
Provides leadership for a
school district; helps the school board identify
goals; and keeps the
entire school
system and community focused on instructional
needs. ($$86,111)
Assistant Superintendent
Provides teacher and principal support
as a contact with the central office; is often
involved
in curriculum and instruction
development. ($$75,833)
Principal
Supervises
staff;
interacts
with
students;
is
responsible
for
student
discipline
and
management; has some
authority over the school
’
s
budget. ($$62,900-$$72,400)
Assistant Principal
With
principal, is
responsible for student
discipline and management; is
often
involved
in
teacher
evaluations and staff meetings with principal.
($$52,300-$$59,700)
Director of Curriculum and/or
Instruction
Implements
state
curriculum
orders;
designs
curriculum.
Also
called
chairman
or
coordinator. ($$60,209)
Director of Special
Education/Special Services
Implements
specific state rules and regulations with regard
to special-needs students; office
has
responsibility for all children with special
needs. ($$46,725)
Other positions in your district may
include
...
Directors
and/or
coordinators
(and
support
staff)
in
information
technology,
assessment,
government
programs,
minority
teacher
recruitment,
student
teaching,
home
schooling,
job
training, and students
in hospitals.
(Words: 1164)
1.
2.
3.
4.
5.
6.
7.
8.
9.
(
)
As to Karen Beckers, the best years of her career
as an educator were spent as a teacher
before serving as a principal.
(
)
The making of a school administrator requires
dedication and support of family
members.
(
) School teachers are paid
less in salary than principals, but their annual
working hours
are a bit longer on
average.
Since school
administrators have diverse duties and tasks to
perform, they are constantly
expected
to _______________.
A
position that calls for teamwork and the ability
to strike a balance between superiors and
teachers in the setting of class
material is _______________.
(
) School
administrators are quite different from school
teachers in that they are fully
involved in the management of adult
learners rather than student learners.
(
) Some
teachers want to become school administrators,
partly because they are driven to
broaden their work to include the whole
school and the community.
(
) As a basic requirement, every school
administrator in the US must have some sort of
teaching experience.
(
) This passage is most
probably designed for teachers who want to pursue
the positions
of school administrators
at different levels.
10.
At
school, both principal and assistant principal are
supposed to hold the responsibility for
______________.
II. Understanding Short Conversations
Directions: In this section you'll hear
some short conversations. Listen carefully and
choose
the best answer to the questions
you hear.
(8 points)
11.
A. The man taking
something from her.
B. The man stealing
from her grandmother.
C. The man
stealing from his grandmother.
D. The
man telling his grandmother that she steals.
12.
A. The woman
doesn
’
t worry about
important things in society.
B. The
woman doesn
’
t know
what
’
s important in society.
C. The man
doesn
’
t consider himself
part of society.
D. The man
doesn
’
t care about children
saying
“
madam
”
or
“
sir
”
.
13.
A. The
reasons why the woman is important.
B.
The reasons why the woman is wrong.
C.
The woman
’
s
working experience.
D. The
woman
’
s work as a writer.
14.
A. His
studies at school.
B. Deaths because of
war.
C. Wars he has studied.
D. Things he can control.
15.
A. Have independent
thought.
B. Show respect to
the teacher.
C. Disagree with the
teacher.
D. Get angry at the teacher.
16.
A. The
company policy.
B. The shop.
C. The shirt.
D. The
service.
17.
A.
A prison.
B. A classroom.
C.
A big city.
D. A small town.
18.
A. 5.
B. 6.
C. 2.
D. 3.
III.
Understanding Long Conversations
Directions: In this section you'll hear
a long conversation or conversations. Listen
carefully
and choose the best answer to
the questions you hear.
(10 points)
Conversation
1
19.
A.
Responsibilities in the home.
B. Things
they do together.
C. Troubles in their
marriage.
D. The worst day.
20.
A. They agreed to share
the work.
B. They have
responsibilities.
C. They are both
tired.
D. They are bothered by it.
21.
A. The state
of the marriage.
B. The silly things
they did.
C. The terrible cold she had.
D. They haven
’
t
gotten married.
22.
A. Go to their parents.
B.
Have arguments.
C. Walk in the park.
D. Go to the cinema.
23.
A. The park.
B. The cinema.
C. A
parent
’
s home.
D.
Their home.
Conversation
2
24.
A. A young man.
B. Different
jobs.
C. Insurance companies.
D. Work issues.
25.
A. Find a job at a bank
or insurance company.
B. Have a
conversation with George.
C. Make a
plan for the future on his own.
D. Do
something about his dirty, long hair.