硕士研究生入学考试英语命题预测试卷(十)—2
Section Ⅱ Reading Comprehension
Part A
Directions:
Read the following four texts. Answer the questions below each text by choosing A, B, C or D? Mark your answers on ANSWER SHEET1?（40 points）
Text 1
Many current criticisms of the role of computer and multimedia technology in the school stem from an inability to grasp the nature and importance of computer literacy and to understand how new technologies can help revitalize education.This failure to embrace new technologies as a teaching device has been preceded by an uneven and never adequate use of film and television material in the classroom.So?called“media”material was often used as a supplement,or as an excuse for the teacher to take a break from the arduous activity of interacting creatively with students,and is still used in this way.Yet rarely has media literacy been taught,and imaginative use of media materials in the classoroom remains all?to?seldom—although creative use of computer and new multimedia material highlights how older media like photographic images,video documentary,and film can also immensely enhance instruction.Within K?12 classrooms,as well as higher echelons of learning,and even in Education schools where teachers are taught how to teach,media,computer,and technological literacies are rarely discussed.However,it is to be hoped that this situation may soon be changed under the pressures of the computerization of education now underway.
It appears as if a form of elitist blindness has emanated from far too many of the leading educational theorists and so?called experts regarding the significance and importance of recognizing the enormous role of media in the everyday lives of both teacher and student.There is also a pervasive failure to employ these common and shared materials and media in a manner that intensifies and enhances the experience of education through teaching about the semiotic （符号学的） codes and ideological frames that organize and structure so much of media culture.Further,there is a general failure in developing critical skills and analytic abilities that empower both teacher and student,providing them with the skills to analytically criticize and interpret media culture.Moreover,critical media literacy in the computer era is necessary for understanding and navigating within ever more complex technological/ideological forms that require computer and multimedia literacy so as to enable students to utilize computers,CD?ROMs,the World Wide Web,and the Internet.
21?What is the subject of this passage?
A?The role of computer and multimedia in education.
B?Inadequacies in understanding and using educational technologies.
C?The advantages of educational technology.
D?The prospect of new educational technology.
22?In the author?s opinion,film and television.
A?has helped veritalize education
B?has been used in classroom in a imaginative way
C?were used to teach media literacy
D?were used in a improper way in education
23?According to the author,some people criticize the role of computer and multimedia in the school not because.
A?they don?t understand the great positive effect of new technologies in education
B?they pay too much attention on the negative effect of multimedia
C?they can?t understand the nature of computer literacy
D?they don?t know how important computer literacy is
24?Which of the following is not the shortage in present education?
A?Technological materials and media are not used to teach about the semiotic codes and ideological fames.
B?Teachers and students are in lack of critical skills and analystic abilities.
C?Technological literacies are only occupied and discussed by teachers.
D?Students can?t make fully use of computers,CD?ROMs,the World Wide Web,and the Internet.
25?We can infer from the passage that.
A?since new technologies have been invented,older media should be eliminated
B?computerization may worsen the present situation of education
C?many educational theorists and experts haven?t realize the importance of media in education
D?media culture is organized by semiotic codes and ideological frames
Text 2
Many language teachers and learners tend to ask the question:Why should we teach or learn linguistics? Since linguistics is defined as the scientific study of language, it seems obvious that such a study would help a lot in language teaching and learning, although there is much difference between linguistics and language teaching or learning in their attitudes towards language, their goals, and their methods.
Language is viewed as a system of forms in linguistics, but it is regarded as a set of skills in the field of language teaching. Linguistic research is concerned with the establishment of theories which explains the phenomena of language, whereas language teaching aims at the learner?s mastery of language.
To bridge the gap between the theories of linguistics and the practice of foreign language teaching, APPLIED LINGUISTICS serves as a mediating area which interprets the results of linguistic theories and makes them user?friendly to the language teacher and learner.
Applied linguistics is conducive to foreign language teaching in two major aspects:
Firstly, applied linguistics extends theoretical linguistics in the direction of language learning and teaching, so that the teacher is enabled to make better decisions on the goal and content of the teaching. When faced with the task of designing a syllabus, the teacher has a number of choices. Should he set out to teach the language used in literary works, or that in daily communication? Should he teach the general system of the language, or a part of this system? What are the principles of compiling or choosing text book? What kind of exercises are most suitable? To answer these questions, the teacher is consciously or unconsciously using his understanding of the nature of language learning. Applied linguistics provides the teacher with a formal knowledge of the nature of language and language system, and thus increases his understanding of the nature of language learning. As a result, the teacher can make more informed decisions on what approach to take, hence what to teach.
Secondly, applied linguistics states the insights and implications that linguistic theories have on the language teaching methodology. Once the goal and content of the teaching are settled, the teacher has to consider questions of how to teach. Should the teaching?learning process be teacher?centred, textbook?centred, or learner?centred? How should the learner?s errors be treated? What techniques should be adopted in the classroom? Since applied linguistics defines the nature of language learning in connection with various linguistic theories, it helps the teacher to choose teaching methods and techniques.
26.What?s the passage mainly about?
A.The relation of linguistics to foreign language teaching.
B.The advantages of applied linguistics.
C.The methods of foreign language teaching.
D.The definition of applied linguistics.
27.Language teachers and learners should teach or learn linguistics.Because.
A.linguistics is the scientific study of language
B.the study of linguistics would help a lot in language teaching and learning
C.there?s much difference between linguistics and language teaching or learning
D.language is a system of forms in linguistics
28.Which of the following is not true about applied linguistics?
A.It?s one branch of linguistics.
B.It helps teachers to decide the content of teaching.
C.It?s not useful to foreign language learning.
D.It makes the results of linguistics theories more practical.
29.We could infer from the text that .
A.applied linguistics is one subject that a teacher should teach
B.applied linguistics could reveal the nature of language learning
C.applied linguistics is too abstract for the learners to understand
D.the teacher?learning process should be teacher?centred
30.Which of the following questions applied linguistics can?t solve?
A.What should a teacher teach?B.How should a teacher teach?
C.Why should a teacher teach?D.How to choose a text book?
硕士研究生入学考试英语命题预测试卷(十)—2的延伸阅读——复习英语要讲究技巧
一，重视单词。
从第一天开始复习到考试的前一天，考试大纲词汇就应不离手，因为这是一切的基础。考试大纲是命题专家出题的依据、基础，所以考生一定要重视。背单词时，可以总结同义词、一词多义以及包含“高级”短语的句子，然后跟同桌的研友们对话，或者“厚颜无耻”地主动向他们“炫耀”，同时也坚持参加英语辩论活动，把自己最新积累的词句一一“亮”出，这样考生会感觉记得特别牢固。
二，日积月累。
作为一门语言，充满了繁琐与细节的，想一口吃成大胖子是不太现实的，必须耐心地积累“量变”以求“质变”。学习英语的时间安排也是有规律可循的，如果你一天安排3个小时学英语，那么与其一鼓作气学3个小时倒不如改成上下午各1.5小时。持续学习、及时复习才能收到较为理想的效果。可以参照着名的“艾宾浩斯遗忘曲线”来合理安排时间，最大限度地降低遗忘率，以获得较好的学习效果。
三，研读真题。
历年考研英语全真试题是了解考研水平的最快途径，也是熟悉命题规律的唯一途径。所以要在老师的指导下分阶段复习考研英语真题。找一个安静的环境，先用一周的时间做一套真题，做完后，对自己的错题先看一下怎么错的，错在哪里，能不能解决。剩下的时间要分析题型，也就是看这些题目是属于细节题、推理题，还是主旨大意题……当复习完十年的真题，建议考生放20天左右的时间，重新再做真题，分析自己的做题思路，考前一个月适当做些高质量的模拟题练练手。另外，希望考生真题至少看三遍。第一遍先做，做完之后归纳总结错题的原因。第二遍主要精读文章解决单词句子翻译。第三遍前两遍的内容都要看。
四，增加课外阅读。
课外阅读在考研英语复习中占有重要地位，对提高成绩有很大作用，建议大家订一份《英语世界》杂志，阅读上面的文章，也会有不少收获。如果有条件，看看自己学校图书馆是否有这本书，有的话坚持看，肯定会有收获的！
希望以上的介绍对2013的考研同学有所帮助，另外，大家在学习英语学习方法时，要从自身实际出发，选择真正适合自己的复习方法。 | 
