北京理工大学2006年博士研究生入学考试英语试题附答案和详解.doc

北京理工大学2006年博士研究生入学考试英语试题
Part Ⅰ prehension (40 points)
Directions: In this part there are four passages for you to read. After each passage there are five questions, below each of whom there are four answers marked A, B, C and D. Choose the best answer and mark the corresponding letter with a pencil on the MA CHINE-SCORING ANSWER SHEET with a single line through the center.
Passage One
I was introduced to the concept of literacy animator in Oladumi Arigbede's (1994) article on high illiteracy rates among women and school dropout rates among girls. According to Arigbede, literacy animators view their role as assisting in the self-liberating development of people in the world who are struggling for a more meaningful life. Animators are a family of deeply concerned mitted people whose gut-level rejection of mass human pels them to intervene on the side of the marginalized. Their motivation is not derived from a love of literacy as merely another technical life skill, and they accept that literacy is never culturally or ideologically neutral.
Arigbede writes from her experiences as an animator working with women and men in Nigeria. She believes that literacy animators have to make a clear choice about whose culture and whose ideology will be fostered among those with whom they work. Do literacy educators in the United States consider whether the instruction they pursue conflicts with their students' traditional cultures munity, or fosters illiteracies in learners' first or home languages or dialects and in their orality?
Some approaches to literacy instruction represent an ideology of individualism, control, petition. Consider, for example, the difference in values conveyed and re presented when students engage in choral reading versus the practice of having one student read out loud to the group. To identify as a literacy animator is to choose the ideology of “sharing, solidarity, love, equity, co-operation with and respect of both nature and other human beings.”