北京理工大学真题2006年(含答案).doc

北京理工大学2006年 Part Ⅰ Reading Comprehension (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. Chouse the best answer and mark the corresponding letter with a pencil on the Machine-Scoring Answer Sheet with a single line through the center. Passage One I was introduced to the concept of literacy animator in Oladumi Arigbedes (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 and committed people whose gut-level rejection of mass human pauperization compels 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 or community, 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, and competition. Consider, for example, the difference in values conveyed and represented 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