Actually,though,America,the “land 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(受人喜爱的语种) 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(少数民族聚居地),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 “language 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 “language 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?
教育学、教育心理学部分
五、选择题(本大题共5小题，每小题2分，共10分)
1.“教育即生长”是教育哲学家()的观点。
A.赫尔巴特 B.皮亚杰
C.杜威 D.瓦·根舍因
2.教育学上把近代以学校系统为核心的教育制度又称为()
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.学习正方体、长方体的体积计算公式后，再学习一般立方体的体积计算公式V=Sh，这属于()
A.并列结合学习B.下位学习
C.上位学习 D.相关类属学习
4.作为人的身心发展的生理前提，为人的身心发展提供了可能性的因素的是()
A.遗传 B.环境
C.教育 D.主观能动性
5.某教师通过调查、访谈、观察等方式研究本地区十几所学校英语教师的课堂教学行为，他所采用的研究方法属()
A.实验研究 B.个案实验
C.描述性研究 D.实验室实验
六、论述题(本大题共10分)
如何明确陈述教学目标?
【参考答案】
Ⅰ.Vocabulary and Structure
1.D 【解析】look for意为“寻找”;look up意为“查找”;find意为“找到，发现”;find out意为“发现，看穿，查出”。
2.C 【解析】前一句为if引导的宾语从句，从句中可用将来时;第二句为if引导的条件状语从句，是一个有可能发生的事实及其产生的相关的结果，从句用一般现在时态。
3.C 【解析】考查it is necessary的句型，意为“……是必需的。”
4.C 【解析】分数的表达法是：分子用基数词，分母用序数词，分子超过一，分母用复数。
5.D 【解析】It is essential that… 句型要求从句时态用should+ 动词原形;should 常常被省略。这类关键词还有important, best, necessary, important, desirable, advisable, urgent, vital 等。
6.A 【解析】略。
7.D 【解析】it做代词，指代前面出现的film。
8.A 【解析】题中最后一个单词again是关键词。句意应为“你没有去过北京，是吗?”“不，我去过。我多么想再去那里一次。”
9.D 【解析】no sooner…than…意为“一……就……”，引导时间状语从句，主句用过去完成时，从句用一般过去时;这里考查的是it is…that…的强调句型。强调部分是not until dark。
10.B 【解析】owe to 意为“把……归于……”，“靠……而”; due to 表示原因，意为“由于”; as to意为“至于，关于”;as for意为“至于”。
11.C 【解析】skeptical意为“怀疑性的”;intelligible意为“可理解的”;ambiguous意为“不明确的”;exclusive意为“排他的，独占的”。本句的意思是“这个句子的意思是不明确的，你可以用几种不同的方式来解释它。”
12.A 【解析】discard意为“丢弃，抛弃”;dissipate意为“驱散，消散”;cancel意为“取消”;conceal意为“隐藏”。本句的意思是“我们搬家之前应该丢弃一些旧家具，以便为新家腾出更多的空间。”
13.A 【解析】tuck意为“折短，卷起”;revolve意为“旋转”;twist意为“扭曲, 缠绕”;curl意为“使(头发等)卷曲”。本句的意思是“她没有任何犹豫，脱下鞋子，折起裙子，趟水穿过了小溪。”
14.D 【解析】cancel意为“取消”;omit意为“省略”;extinguish意为“熄灭，灭绝”;erase意为“擦去”。本句的意思是“在今天的课上，学生们被要求擦去试卷上的错误答案并填上改正后的答案。”
15.D 【解析】subjective意为“主观的”;subordinate意为“下级的”;liable意为“可能的”;vulnerable意为“脆弱的”。本句的意思是“一些研究者认为某些人具有易受干燥热风伤害的神经系统，我们称他们为天气敏感者。”
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
【参考答案】略。
教育学、教育心理学部分
五、选择题
1.C 【解析】杜威是实用主义的代表人物，是20世纪最伟大的教育思想家。他对教育本质提出了自己的见解：教育即生活，教育即生长，教育即经验的不断改造。
2.C 【解析】历史上曾经有过从非正规教育到正规教育的演变，正规教育的主要标志是近代以学校系统为核心的教育制度，又称制度化教育。之前的非正规教育都可归为前制度化教育，而之后的非正规化教育则都归为非制度化教育。
3.C 【解析】下位学习又称类属学习，是指认知结构中原有的有关观念在包容和概括的水平上高于新学习的知识，即新学习的观念可归属于原有观念。上位学习也叫总括学习，指认知结构中已经形成了几个观念，现在要在这些原有观念的基础上学习一个概括和包容程度更高的概念或命题，即新学习的观念是原有观念的上位观念。并列结合学习是指新知识与认知结构中的原有观念既非类属关系又非总括关系，而在有意义学习中可能产生联合意义，即原有观念和新学习的观念是并列的，这就是并列结合学习。相关类属学习属于下位学习。
4.A 【解析】遗传是指人从上代继承下来的生理解剖上的特点，如机体的结构、形态、感官和神经系统的特点等。这些遗传的生理特点也叫遗传素质，是人的发展的自然的或生理的前提条件，为人的身心发展提供了可能性。
5.C 【解析】描述性研究是利用已有的资料或对专门调查的资料，按不同地区、不同时间及不同人群特征分组，把分布情况真实地描绘、叙述出来。
六、论述题
【参考答案】传统的教学目标的弊端是目标陈述上的含糊性和以“教学要求”代替教学目标。这样陈述的目标是含糊不清的，无法观察，无法测量，更无法在教学中加以具体操作。明确化的教学目标的陈述要求：(1)教学目标要用可观察的行为来陈述，使教学目标具有可操作性;(2)教学目标的陈述要反映学生行为的变化，要陈述学生的学习结果。
明确化的教学目标的陈述方法：(1)行为目标陈述法。行为目标，也称操作目标，是指用可以观察和可以测量的学生行为来陈述的目标，是用预期学生学习之后将产生的行为变化来陈述的目标。(2)内部过程与外显行为相结合的目标陈述法。美国教育心理学家格伦兰提出用内部过程与外显行为结合表述教学目标的观点。先陈述内部心理过程的目标，然后列出表明这种内部心理变化的可观察的行为样例，使目标具体化。格伦兰将内部过程与外显行为相结合的目标陈述法，既克服了严格的行为目标只顾具体行为变化而忽视内在心理过程变化的缺点，也同时克服了用传统方法陈述的教学目标的含糊性和不可操作性的弊端。因此，该方法受到普遍认可和采纳。