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栏目考研网->资料中心->北师大专区->外文学院 |
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| 北师大2000年专业英语试题（语言与教学） |
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| 生成2008-04-13 10:50:21： 来源：三人行考研教育： |
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Ⅰ. Linguistics (40%)
1. What are language universals? Can you tell us 2 items in phonology and 3 items in grammar which can be universal in human languages?
2. What social factors can influence the use of language? Try to use examples (including those of Chinese dialects) to clarify your point.
3. Analyze the following passage in some detail identifying the various levels of the syntactic structure and specifying the functions of the syntactic elements (e.g. which word is the subject of which construction). Traditional grammar can be accepted in the analysis.
Just as Darwin discovered the law of development of organic nature, so Marx discovered the law of development of human history: the simple fact, hitherto concealed by an overgrowth of ideology, that mankind must first of all eat, drink, have shelter and clothing, before it can pursue politics, science, art, religion, etc.; that therefore the production of the immediate material means of subsistence and consequently the degree of economic development attained by a given people or during a given epoch form the foundation upon which the state institutions, the legal conceptions, art, and even the ideas on religion, of the people concerned have been evolved, and in the light of which they must, therefore, be explained, instead of vice versa, as had hitherto been the case.
Ⅱ. Analytical reading (20%)
Read the following short story (written by Jesse Stuart) and answer the question below. Each answer should contain no more than 50 words.
Love
Yesterday when the bright sun blazed down on the wilted corn my father and I walked around the edge of the new ground to plan a fence. The cows kept coming through the chestnut oaks on the cliff and running over the young corn. They bit off
5 the tips of the corn and trampled down the stubble.
My father walked in the cornbalk. Bob, our Collie, walked in front of my father. We heard a ground squirrel whistle down over the bluff among the dead treetops at the clearing’s edge. “Whoop, take him, Bob.” said my father. He lifted up a young
10 stalk of corn, with wilted dried roots, where the ground squirrel had dug it up for the sweet grain of corn left on its tender roots. This has been a dry spring and the corn has kept well in the earth where the grain has sprouted. The ground squirrels love this corn. They dig up rows of it and eat the sweet grains. The
15 young corn stalks are killed and we have to replant the corn.
I could see my father keep sicking Bob after the ground squirrel. He jumped over the corn rows. He started to run toward the ground squirrel. I, too, started running toward the clearing’s edge where Bob was jumping and barking. The dust
20 flew in tiny swirls behind our feet. There was a big cloud of dust behind us.
“It’s a big bull blacksnake,” said my father. “Kill him, Bob! Kill him, Bob!”
Bob was jumping and snapping at the snake so as to make
25 it strike and throw itself off guard. Bob has killed twenty-eight copperheads this spring. He knows how to kill a snake. He doesn’t rush to do it. He takes his time and does the job well.
“Let’s don’t kill the snake,” I said. “A blacksnake is a harmless snake. It kills poison snakes. It kills the copperhead. It
30 catches more mice from the fields than a cat.”
I could see the snake didn’t want to fight the dog. The snake wanted to get away. Bob wouldn’t let it. I wondered why it was crawling toward a heap of black loamy earth at the
bench of the hill. I wondered why it had come from the chest-
35 nut oak sprouts and the matted greenbriars on the cliff. I
looked as the snake lifted its pretty head in response to one of Bob’s jumps. “It’s not a bull blacksnake,” I said. “It’s a she-
snake. Look at the white on her throat.”
“A snake is an enemy to me,” my father snapped. “I hate a
40 snake. Kill it, Bob. Go in there and get that snake and quit play-
ing with it!”
Bob obeyed my father. I hated to see him take this snake by the throat. She was so beautifully poised in the sunlight.
Bob grabbed the white patch on her throat. He cracked her
45 Long body like an ox whip in the wind. He cracked it against the wind only. The blood spurted from her fine-curved throat. Something hit against my legs like pellets. Bob threw the
snake down. I looked to see what had struck my legs. It was snake eggs. Bob had slung them from her body. She was going
50 to the sand heap to lay her eggs, where the sun is the setting-
hen that warms them and hatches them.
Bob grabbed her body there on the earth where the red blood was running down on the gray-piled loam. Her body was still writhing in pain. She acted like a greenweed held over a
55 new-ground fires. Bob slung her viciously many times. He cracked her limp body against the wind. She was now limber
as a shoestring in the wind. Bob threw her riddled body back
on the sand. She quivered like a leaf in the lazy wind, then her riddled body lay perfectly still. The blood covered the loamy
60 earth around the snake.
“Look at the eggs, won’t you?” said my father. We counted thirty-seven eggs. I picked an egg up and held it in my hand. Only a minute ago there was life in it. It was an immature seed. It would not hatch. Mother sun could not incubate it on the
65 warm earth. The egg I held in my hand was almost the size of a quail’s egg. The shell on it was thin and tough and the egg appeared under the surface to be a watery egg.
“Well, Bob, I guess you see now why this snake couldn’t fight.” I said. “It is life. Stronger devour the weaker even
70 among human beings. Dog kills snake. Snake kills birds. Birds kill the butterflies. Man conquers all, too, kills for sport.”
Bob was panting. He walked ahead of us back to the
house. His tongue was out of his mouth. He was tired. He was hot under his shaggy coat of hair. His tongue nearly touched
75 the dry dirt and white flecks of foam dripped from it. We walked toward the house. Neither my father nor I spoke. I still thought of the dead snake. The sun was going down over the chestnut ridge. A lark was singing. It was late for a lark to sing. The red evening clouds floated above the pine trees on our
80 pasture hill. My father stood beside the path. His black hair
was moved by the wind. His face was red in the blue wind of day. His eyes looked toward the sinking sun.
“And my father hates a snake,” I thought.
I thought about the agony women know of giving birth. I
85 thought about how they will fight to save their children. Then
I thought of the snake. I thought it was silly of me to think such thoughts.
This morning my father and I got up with the chickens. He says one has to get up with the chickens to do a day’s work. We
90 got the posthole digger, ax, spud, measuring pole and the mat-
tock. We started for the clearing’s edge. Bob didn’t go along.
The dew was on the corn. My father walked behind with the posthole digger across his shoulder. I walked in front. The wind was blowing. It was a good morning wind to breathe and
95 a wind that makes one feel like he can get under the edge of a hill and heave the whole hill upside down.
I walked out the corn row where we had come yesterday afternoon. I looked in front of me. I saw something. I saw it move. It was moving like a huge black rope winds around a
100 windlass. “Steady,” I says to my father. “Here is the bull black-
snake.” He took one step up beside me and stood. His eyes grew wide apart.
“What do you know about this,” he said.
“You have seen the bull blacksnake now.” I said. “Take a
105 good look at him! He is lying beside his dead mate. He has come to her. He, perhaps, was on her trail yesterday.”
The male snake had trailed her to her doom. He had come in the night, under the roof of stars, as the moon shed rays of light on the quivering clouds of green. He had found his lover
110 dead. He was coiled beside her, and she was dead.
The bull blacksnake lifted his head and followed us as we walked around the dead snake. He would have fought us to his death. He would have fought Bob to his death. “Take a stick,” said my father, “and throw him over the hill so Bob won’t find
115 him. Did to you ever see anything to beat that? I’ve heard they’d do that. But this is my first time to see it.” I took a stick and threw him over the bank into the dewy sprouts on the cliff.
[1940]
Questions:
A. When does the narrator begin to refer to the snake as “she” instead of “it”? Can you suggest a possible reason for the change?
B. When the narrator says “it is life”(line 69), what does “it” refer to? How are the setting sun and “red evening clouds” (line 79) appropriate to the event that has just taken place?
C. In the first of the following sentences, what pronoun and what simile are used in describing the snake? In the second and third sentences, how have the pronoun and the imagery changed?
a. It was moving like a huge black rope winds around a windlass. (lines 99-100)
b. “He is lying beside his dead mate.” (line 105)
c. The male snake had trailed her to her doom. He had come in the night, under the roof of stars, as the moon shed rays of light on the quivering clouds of green. He had found his lover dead. He was coiled beside her, and she was dead. (lines 107-110)
D. This story is filled with images of birth (for example, “It was snake eggs.” in lines 48-49) and death (for example, “dead treetops at the clearing’s edge” in line 8). How many more of each can you find?
Ⅲ. Language Teaching and Learning (40%)
Write answers to the following questions:
1. What do you think are the most important qualities of a good teacher? Discuss the first three of them and explain why. How can one become a good teacher?
2. Many factors contribute to the outcomes of learning a foreign language. According to your opinion, what are the four key factors that affect the learning process? Explain why.
3. What are the major differences between spoken and written texts? Discuss their implications to teaching.
4. Some people believe that vocabulary learning is one of the most difficult aspects in learning a foreign language. What is your opinion? What are some of your ways in learning vocabulary? Are they effective? Why and why not?
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