【考研类试卷】考博英语-369及答案解析.doc
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1、考博英语-369 及答案解析(总分:90.00,做题时间:90 分钟)一、SectionListening Co(总题数:0,分数:0.00)二、Section Reading Co(总题数:2,分数:10.00)1There has been a lot of hand-wringing over the death of Elizabeth Steinberg. Without blaming anyone in particular, neighbors, friends, social workers, the police and news- paper editors have s
2、truggled to define the communitys responsibility to Elizabeth and to other battered children. As the collective soul-searching continues, there is a pervading sense that the system failed her.The fact is, in New York State the system couldnt have saved her. It is almost impos sible to protect a chil
3、d from violent parents, especially if they are white, middle-class, well-educated and represented by counsel.Why does the state permit violence against children? There are a number of reasons. First, parental privilege is a rationalization. In the past, the law was giving its approval to the biblica
4、l injunction against sparing the rod.Second, while everyone agrees that the state must act to remove children from their homes when there is danger of serious physical or emotional harm, many child advocates believe that state intervention in the absence of serious injury is more harmful than helpfu
5、l.Third, courts and legislatures tread carefully when their actions intrude or threaten to intrude on a relationship protected by the Constitution. In 1923, the Supreme Court recog nized the “liberty of parent and guardian to direct the upbringing and education of children under their control. “ Mor
6、e recently, in 1977, it upheld the teachers privilege to use cor poral punishment against schoolchildren. Read together, these decisions give the constitu tional imprimatur to parental use of physical force.Under the best conditions, small children depend utterly on their parents for surviv al. Unde
7、r the worst, their dependency dooms them. While it is questionable whether any one or anything could have saved Elizabeth Steinberg, it is plain that the law provided no protection.To the contrary, by justifying the use of physical force against children as an accepta ble method of education and con
8、trol, the law lent a measure of plausibility and legitimacy to her parents conduct.More than 80 years ago, in the teeth of parental resistance and Supreme Court doc trine, the New York State Legislature acted to eliminate child labor law. Now, the state must act to eliminate child abuse by banning c
9、orporal punishment. To break the vicious cy cle of violence, nothing less will answer. If there is a lesson to be drawn from the death of Elizabeth Steinberg, it is this: spare the rod and spare the child.(分数:5.00)(1).The New York State law seems to provide least protection of a child from violent p
10、arents of_.(分数:1.00)A.a family on welfareB.a poor uneducated familyC.an educated black familyD.a middle-class white family(2).“sparing the rod“ (Line 3, Par(分数:1.00)A.3) means_.A. spoiling childrenB. punishing childrenC. not caring about childrenD. not beating children(3).Corporal punishment against
11、 schoolchildren is_.(分数:1.00)A.taken as illegal in the New York StateB.considered being in the teachers provinceC.officially approved by lawD.disapproved by school teachers(4).From the article we can infer that Elizabeth Steinberg is probably the victim of_.(分数:1.00)A.teachers corporal punishmentB.m
12、isjudgment of the courtC.parents ill-treatmentD.street violence(5).The writer of this article thinks that banning corporal punishment will in the long run_.(分数:1.00)A.prevent violence of adultsB.save more childrenC.protect children from ill-treatmentD.better the system2The longitudinal study demonst
13、rates that students who receive ESL (English as a sec ond language) instruction are far better than those taught primarily in their native lan guage. A comparison of the three-year exit rates for students in ESL and bilingual programs shows that those who receive ESL instruction test out faster and
14、in higher percentages than those who receive instruction in their native language, regardless of the grade in which they entered school. For example, 79.3 percent of the children who entered ESL programs in kindergarten tested out, while only 51.5 percent of those who received their education in the
15、ir native languages did. Likewise, 72.9 percent of the LEP (limited English profi ciency) students who entered programs in the first grade tested out. while only 38.5 of those in bilingual programs did. For students who entered LEP programs in the ninth grade, 91.6 percent of those in native-languag
16、e instruction classes still hadnt tested out after three years, as compared with 78.1 percent of those in ESL classes.Furthermore, children who had been in ESL classes tested 4 higher in English and math once they exited LEP programs than those who had received native-language instruc tion. Of the L
17、EP students who entered in kindergarten or the first grade, 49 percent of those who had been in ESL classes eventually read at grade level, while only 32 percent of those who had been in bilingual classes performed that well. In math. the statistics are even more impressive. Of the children who ente
18、red in kindergarten or the first grade, more than 69 percent of those who had been in ESL classes eventually performed at grade level or above, as opposed to 54 percent of those who had been in bilingual classes.Naturally, the study provoked a barrage of criticism from the highly political and vo ca
19、l bilingual lobby, which prompted the New York City Board of Education to issue a pa per in November 1994 mitigating the findings of the study and ignoring the distinction be tween students in ESL and bilingual education programs. Rather than exit rates, this paper focuses on the achievement of LEP
20、students during the period in which they are in bilingual or ESL classes. The authors show that although the scores of LEP students were below av erage on the English-language test, their scores in all areas showed improvement; they point out that in math, there were insufficient data on the progres
21、s of LEP students to draw valid conclusions.However, a report on citywide mathematics test results in New York in the spring of 1995 deals more fully with the math scores of the 26,248 students who were examined the previous school year in Chinese, Spanish, or Haitian Creole. According to this docum
22、ent, only 16.6 percent of these children performing at or above grade level in mathemat ics. Although this represents an improvement of 1.1 percent over the scores of the previous year, it discredits the argument that native-language instruction keeps performing at grade level in subject areas. Alth
23、ough LEP students are improving faster than the national norm, they continue to perform far below the norm.(分数:5.00)(1).This text is mainly_.(分数:1.00)A.a review of ESL, bilingual and LEP instructionsB.a survey of new approaches to subject instructionsC.about the merits of LEP education programD.abou
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