-
2011
年
在职攻读硕士学位全国联考
教育硕士
英语二
试卷一
[
供报考学科教学
(
英语
)
专业考生使用
]
Section I Use of English (20 minute
s
，
10
％
)
Section
Ⅱ
Reading
Comprehension (70 minutes
，
5
0
％
)
。
Section 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
．
Scientists
who study the weather are called
meteorologists
．
They receive
data from
other 01 stations
and put it a11 on a large
map
．
They write down air
pressure measurements
02
other
locations
．
They connect
places that have the same 03 , kind oflike a game
ofdot to
d
ot
．
These 04 form
lines or circles on the map called
isobars
.
Meteorologists
study
the
05
of
these
isobars
to
help
them
forecast
the
weather.
Isobars tell meteorologists many
things
．
Isobars that are 06
together show that there is
a large
pressure difference 07 a small
distance
．
In this
area
，
the wind
will be blowing
08
．
Isobars spaced 09
apart show areas of calm
winds
．
Probably the most important information
meteorologists 1earn from isobars is 10
hig
h and low pressure systems are
forming
．
If the pressure
readings get 11 toward the center
of
the isobars
，
there is a high-
pressure system or a high
．
It
appears 12 a big H on the weather
map
．
If th
e
pressure readings are lower 13 the center, it is
a low-pressure system
，
14
symbol is a
big L.
In a high-pressure
system
，
the 15 moves in
clockwise air in the middle will
sink
．
It is very hard for 16
to
form when the air is
17
．
Because of this,highs
usually produce fair
Weather
and sunny air may be cool and breezy.
A low-pressure system does the
18
．
Air at the middle of a
low rises and takes
Water
with it.
Lots of clouds
19
．
The
air flows
in a counter-clockwise
20
．
Lows usuall
y
cause rain or snow which is also called
precipitation
．
01.[A]climate
[B]temperature
[C]forecast [D]weather
02.[A]at
[B]in
[C]for
[D]on
03.[A]locations
[B]measurements [C]pressures
[D]weather
04.[A]locations
【
B
】
pla
ces [C]connections
【
D
】
climates
05.[A]patterns [B]shapes
[C]forms [D]curves
06.[A]staying [B]put
[C]similar [D]close
07.[A]from [B]through [C]in
[D]over
08.[A]mild
[B]soft [C]hard [D]heavy
09
．
[A]much
[B]little [C]away [D]far
10.[A]where [B]why [C]when
[D]what
11.[A]lower
[B]higher [C]closer [D]further
12.[A]like [B]as [C]with
[D]by
13.[A]in [B]at
[C]toward [D]around
14.[A]whose [B]which [C]its
[D]the
15.[A]pressure
[B]air [C]wind [D]cloud
16.[A]winds [B]rains
[C]clouds [D]sunlight
17.[A]moving [B]floating
[C]rising [D]sinking
18.[A]opposite [B]same
[C]different [D]similar
19.[A]float [B1 rise [C]move
[D]form
20.[A]manner
[B]movement [C]direction [D]way
Section
Ⅱ
Reading
Comprehension(70 minutes
，
50<
/p>
％
)
PartA
Read the
following text and answer the questions by
choosing
A
，
B
，
C
or D
What to Do About Declining Student
Empathy
Picture a
college student appealing for a higher grade in
his professor
’
s
office
．
The
student admits to a mixed performance
during the semester,but he still
doesn
’
t
understand why the professor gave him
such a low grade
．
The student
may agree that he
doesn
’
t want to be
unfair,but he remains convinced that he deserves a
higher grade
．
Depending on the
student
’
s persistence and
command of available
arguments
，
this
chipping away at the
instructor
’
s resistance
could go on for some
time
．
And now the
professor is
thinking
，
this really is the
student
’
s most committed
performance all term
．
Imaginatively taking on another
person
’
s thoughts and
identifying with their
emotions are two habits at the core of
empathy
．
In
fact
，
empathy is not a fixed
trait like
having brown eyes
or long fingers
．
Empathy is
instead a delicate cocktail blending
assorted elements of inborn
aptitude
，
social
conditioning
，
personal
history,and practice
and
motivation
．
The
apparent decline of empathy among college students
has led to open season for
speculation about possible
causes
．
The
study
’
s findings also amount
to a perfect
Rorschach test
for those who consider empathy a virtue worth
cultivating
．
Those
who
lean left politically
might reflexively focus on a rising tide of
libertarian individualism
and the celebration of
the
“
virtue of
selfishness
”．
Those who lean
right might blame
other
forms of
individualism
，
including
feminism
．
social
liberalism
，
and
rights
—
based
social movements since the
1960s
．
Educators less keen to blame politics for the
decrease in student empathy might
look to changes in the college-going
population
’
s relationship to
work
，
family
，
and
higher
education
．
For
example
，
many students plan
to attend graduate or professional
school
，
making
their college years more of an extended
adolescence than an emergence
into early
adulthood
，
and pushing
forward the traditional markers of that
transition
—
getting married and having
children
—
by several
years
．
Cultural trends also
play a role
．
The
popularization of reality TV shows and the
narcissistic exhibitionists who star in
them
，
the focus of
primary education on the problem of low self-
esteem rather than low
empathy,and the relative decline of face-to-face
interaction and emotional communication
due to increased online socializing may
all contribute to the decline of empathy among
coll
ege students
．
If empathy is truly on the decline
among college students
，
then
professors who care
may be
seen as both potential
suckers
，
ripe for
manipulation
，
or as potential
sources of
emotional
connection
—
sometimes by the
very same student
．
Students
should be warned
：
Empathy
doesn
’
t make a person an
easy target
．
When used with
skill
，
empathy can guide us
to balance the needs of ourselves
and
our larger social contexts with judicious
care
．
，
our students
，
，
21
．
Accor
ding to Paragraph One
what does the
professor think about the
students
’
request for high
grades?
[A]Their
performance deserves high
grades
．
[B
】
They are keen on
negotiating their grades
．
[C]They are confident in appealing to
their rights
．
[D]They are convinced about their way of
arguments
．
22
．
The value of
empathy exists in
【
A
】
the
ability to think in others
’
p
osition
．
[B]the
aptitude of being delicate to others
[C]the trait of being patient with
friends
．
【
D
】
the
habit of identifying with
people
．
23
．
Empathy is
compared to a cocktail because it is a
[A]blending of individual experience
and development
．
[b]mixture of personal hobby and social
environment
．
[C]combination of inborn quality and
cultivation
．
[D]assembly of passion and practical
motivation
．
24
．
Which is
considered as the cause of empathy deficiency by
both parties?
[A]Individualism
．
【
B
】
Selfishnes
s
．
[C]Feminism
．
【
D
】
Liberalism
．
25
．
According to
educators
，
which of the
following does NOT lead to empathy
decline?
[A]On-line
socializing interaction
．【
B
】
Over-emphasis on self-
image
．
【
C
】
Unstable family
relationship
．
【<
/p>
D
】
Extended college
life
．
26
．
The
phrase
“
narcissistic
exhibitionists
”
refers to the
people who are
【
A
】
active to
show themselves in various
exhibitions
．
【
B
】
int
erested in themselves and eager to be
noticed
．
[C]crazy about TV stars and eager to follow
them
．
【
D
】
keen on attending TV
model shows
．
PartB
You are
going to read an extract about the neutral
teacher
．
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
．
The Neutral Teacher
In setting up the Humanities
Curriculum Project
，
the team
considered three
possible
positions that teachers might adopt in dealing
with controversial
issues
．
They
could either follow a line laid down by
the school in an attempt to ensure that
a11
teachers followed the
same procedure
；
or they might
offer their own points of view to
pupils
；
or they
might adopt the role of neutral chairman in
discussion groups.
27
An important distinction was made between the
value position of the teacher on the
issues themselves and his position as
an educator In respect of the former he
is
expected to remain
neutral
，
not in the sense
that he has no personal commitment to
values raised by the issues
discussed
，
but that he agrees
not to reveal them to the
members of the
group
．
28
We find then that the role of the teacher as
neutral chairman is fairly strictly
laid
down
．
He must not
offer his own
opinions
，
comment on the
pupils
’
point of view or
on
the values conveyed by
the materials being used
．
He
is not permitted to offer factual
information but is allowed to answer
questions about the meanings of words and to
ask
questions to which he
thinks he does not know the
answers
．
29
Subsequent evaluation of the project
showed that the neutral
chairman
’
s role
was
not without
problems
．
Many teachers find
it difficult to adopt but those who had
access
to training and were
successful found the role rewarding and were
learning to adopt a
critical
attitude towards their own
work
．
30
Those who advocate neutrality in
relation to moral education usually do so for
two
related
reasons
．
They do so firstly
to avoid imposing their own views on their pupils
and
thus running the risk of
indoctrinating them
，
even
unwittingly or
unintentionally
．
31
Thus the view of neutrality that
emerges is not one which leaves the
teacher
uncommitted to
values
；
on the
contrary
，
he is strongly
committed to certain educational
values which he considers
important
．
32
Mary
Warnock(1975)echoes this view when she voices a
psychological objection
to
the thought of a teacher remaining neutral in
highly charged dispute about a
top
ic
which is
supposed to affect
everyone
．
If a teacher in
this situation does not join
in,he will seem either alarmingly
remote or superior and perhaps
patronizing
。
[A]Not only do many teachers find the
concept of neutrality a difficult one
to
understand and
implement
，
but those working
at a more theoretical level, as we see
from the
literature
，
have questioned
its whole validity
．
In
fact
，
teacher
neutrality
itself has
become something of a controversial
issue
．
as we can see from the
fierce
debate which has
raged over the concept during recent
years
．
[B]However
，
those
critical of this approach will argue that
neutrality is not desirable
MaPhail (1972)claims that the teacher
is failing in his responsibility towards
his
pupils if he does not
make clear his value position over moral
issues
．
To refuse to
communi
cate his own values to those who
are expected to share theirs is to adopt a
superior positi
on.
[C]Secondly
，
their
aim is to help pupils to learn through
enquiry
，
discovery
and
argument and thus to
form their own conclusions on issues where there
is no clear-cut solut
ion
，
Fundamentally
then
，
they wish to avoid the
kind of miseducation we discussed earlier which
comes about as a res
ult of failure to
promote autonomy, understanding or critical
awareness in pupils.
[D]In
respect of the second
，
he
clearly does not remain neutral,in that he is
committed to
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