아 래 면 담 은 실 험 에 참 가 한 여 러 분 들 의 영 어 학 습 태 도 및 흥 미 도 를 알 아 보 기 위 하 여 실 시 하 는 것 입 니 다 . 성 의 껏 응 답 바 랍 니 다 .
1. 영어 과목에 흥미가 있는가?
①매우 ②대체로 ③그저 ④대체로 ⑤전혀
그렇다 그렇다 그렇다 그렇지 않다 그렇지 않다
2. 영어의 읽기에 흥미가 있는가?
①매우 ②대체로 ③그저 ④대체로 ⑤전혀
그렇다 그렇다 그렇다 그렇지 않다 그렇지 않다
3. 이전에 사용하던 교재의 읽기에 흥미가 있었는가?
①매우 ②대체로 ③그저 ④대체로 ⑤전혀
그렇다 그렇다 그렇다 그렇지 않다 그렇지 않다
4. 당신은 현재 읽기 자료의 내용을 어느 정도 이해하는가?
①100% ②80% ③60% ④40% ⑤20%
5. 인터넷을 얼마나 자주 이용하는가?
①매일 ②주1,2회 ③주3,4회 ④월1,2회 ⑤전혀 사용 하지 않는다
6. 인터넷을 이용하면 영어 읽기 능력이 신장되리라고 생각하는가?
①매우 ②대체로 ③그저 ④대체로 ⑤전혀
그렇다 그렇다 그렇다 그렇지 않다 그렇지 않다
7. 앞으로 영어실력이 좋아지리라고 생각하는가?
①매우 ②대체로 ③그저 ④대체로 ⑤전혀
그렇다 그렇다 그렇다 그렇지 않다 그렇지 않다
※ (1- 12)
1. T his pas s ag e is : (a ) a new spaper edit or ial
【 부 록 1】 사 전 평 가 문 제 지 (앞 면 ) - R e a din g Com preh e nt i on
and Ger m any ), H ong Kong ' s jobles s sufferm or e psy cholog ical and s ocial pres sur e th an their Wester n counterpart s .
T he unem ployed h ave a heavy
psych olog ical burden t o bear . T his can lead to them h aving feeling s of low self - esteem and a feeling that they ar e w orthles s . T hos e w h o seek help fr om the Social Welfar e Depar tment (SW D ) h ave t o endur e the complic ated applic ation pr ocedur e and the inhum ane and h ar sh mean s test . T he pr ocedur e t o apply for as sist ance is n ot as easy as one w ould im agine . T his put s the unem ployed under gr eat pr es sure . I do n ot believe that m aint aining a policy of minim al g overnm ent intervention w ill stem rising unem ploym ent . T he Gov ernm ent sh ould m ake it s "inv isible" h and in the m ar ket become vis ible by , for ex am ple, cr eating m ore j ob opportunities for the unem ployed ; en sur ing ag e and sex discr im in ation do n ot exis t in the w or kplace, r estr aining employer s fr om ex ploiting em ployees - in the w ay that s ome employ er s do by taking on cas ual st aff and m aking them w ork long h our s and, fin ally , bring ing under contr ol the "cr azy " pr operty speculation of capit alist s .
Sour ce : A dapted fr om the S outh Chin a M orning P ost , 11.09.95
UNEMPLOYED GET T IN G RA W DEA L
T he new F in ancial Secr etar y Don ald T s ang h as s aid he is com m itted t o the principle and philos ophy of fin ancial m anag em ent en shrined by his predeces s or Sir H am ish M acleod . It w as r eally n ot surpr ising t o hear such a mes s age as our Gover nm ent h as con sistently reiter ated it s n on - inter ventionist policy .
Our Gov ernm ent is pr oud of the low t ax ation policy , free m arket oper ation and the enter prising nature of the econ om y , as it believ es th at all thes e lay the str ong fin ancial foundation s th at m ake pos sible the economic boom in H ong Kong . Hence, the r ole of the Gov ernm ent is t o interfere, as little as pos sible, in the public sect or , for fear of dam aging the "n orm al"
oper ation of the m ar ket .
Gover nm ent spending in m oney term s has never ex ceeded 20 per cent of the Gr os s Dom estic Pr oduct (GDP ), since 1945. M any people in H ong K ong ar e scar ed by the spectre of unem ploym ent and y et the Gover nm ent has done n othing t o s olve the pr oblem , becau se adminis tr ation officials do n ot w ant t o s poil the mir aculou s m arket m echanis m . T here is talk of "s elf help" by entr epreneur s inv olv ed in the m arket . Meanw hile, the unem ploym ent r ate is r ocketing . I believ e the Governm ent sh ould act to comb at this pr oblem . Ow ing t o the lack of a com pr ehens ive unemploy ment security schem e and unemploy ment in sur ance w hich ex ist in W estern indu strial countries (for ex am ple, the U S
(b ) a letter to a new spaper (c ) a new s paper ar ticle
(d ) an advertisem ent placed in a new s paper
2. ' Hence ' in line 9 intr oduces : (a ) critic al of the new initiativ es t aken
(b ) ag reeing th at the les s inter vention , the better
(c ) arg uing that m ore inter vention is requir ed (d ) arg uing that in the past the w r ong type of inter vention h as taken place in H ong K ong
6. In line 3 ' it ' refer s t o:
11.' Meanw hile ' in line 17 can best be replaced by :
※(13 - 25 )
W HY IMMERSION T EA CHIN G W ORKS
A s a Can adian im mer sion teacher , I w as enthu sed t o see the letter fr om J ohn W helpt on about the Can adian imm er s ion ex perience (S outh Chin a M orning P os t, June 11). I w ould like t o take this oppor tunity t o expand upon and ch alleng e s ome of his view s .
I ag ree th at the Can adian imm er s ion and biling ual sch ools h ave been succes sful in pr oducing function ally biling ual s tudent s . In the pr ovince of M anitoba, ther e ar e F r ench, Ukr ainian , and Ger m an im mer sion schools ; H ebr ew biling u al sch ools ; and a school for n ativ e Indian student s . English im m er sion pr ogr amm es are popular for students fr om the pr ov ince of Quebec as w ell as fr om countr ies such as Liby a and J apan . H ow ev er , Mr W helpt on ' s sugg ested condition th at teacher s in these sch ools m u st be fully biling ual m ay be unneces s ar y . F or ex ample, prim ar y teacher s c an and d o function w ith a sm aller v ocabular y th an secondar y teacher s .
Secondly , it is doubtful th at student s w ill u se Eng lish becau se they ' ' under st and and accept the objectiv e of m aking Eng lish the lang u age of the clas s r oom ' ' w hich is a ac ademic inter ests . In addition the second lang u age is m odelled thr oug hout the s chool, is encour ag ed and rew ar ded, and appr oxim ately the s am e level of Eng lish pr oficiency w hen they sw itch t o Eng lis h is unrealistic and unpr ofit able . H ow does a teacher gr oup childr en w h o h ave a hug e v ocabular y but poor gr amm ar skills and other s w ho hav e cor rect g r am m ar but a poor v ocabulary ?
A ls o, suppos e the student s hav e similar lang u age abilities but different lear ning s tyles ! T he odds ar e th at a teacher , at any point in time, w ill be teaching at a level th at is t oo difficult for one - third , too easy for one - thir d and appr opriate for the fin al one - third of the students . Hence the c oncept of Co- oper ative lear ning : student s in heter ogeneou s gr oups w ith a m ix ture of per s on alities , t alents and w eaknes ses (a m or e r ealistic reflection of life ) lear n better as they co- oper ate, ins tead of com pete, and depend on each other for suppor t and infor m ation .
13. T his pas s ag e is
(a ) an editor ial res pons e t o a letter (b ) a new spaper article
(c ) a letter in res pons e t o a letter attitude t ow ar ds the Can adian im mer sion pr og r am me : (b ) r eview ing pos sible cour ses of action (c ) descr ibing pos sible effects of an imm er sion pr ogr am me
(d ) outlining w hat has alr eady t aken place
17. In par ag r aph 2 the w r iter :
18. A ccor ding to the w riter the Can adian im m er sion pr ogr am me h as been a succes s : (a ) bec ause s tudent s accept the objective of m aking Eng lish the langu ag e of the clas sr oom follow ing w ill teacher s in the Can adian im m er sion pr ogr am me N OT do? clas sr oom teaching :
(a ) is m or e str aig htforw ar d than Mr Whelpt on des cribes
(b ) is m ore difficult t o contr ol than Mr T his type of lear ning envir onment frees
the teacher fr om the tr adition al lecturing m ode in fav our of cir culating , m onit or ing and ch alleng ing the students to m ake u se of their differ ent ex periences t o ex pand their kn ow ledg e and s kills .
I suppor t im mer sion pr og r am m es n ot sim ply s o th at H ong K ong rem ain s ' ' com petitive as an intern ation al bu sines s centre ' ' , but becau se children w ho lear n a s econd lang u age part ake in an education al exper ience th at expands their h orizon s in addition to their cognitive, s ocial and affective c apabilities ; impor tant g oals of education indeed .
S our ces : A dapted fr om the South Chin a M or ning P ost , 22.06.94
W helpton descr ibes
(c ) is m ore liv ely th an Mr Whelpton describes (d ) is m ore com plicated th an Mr Whelpt on describes
21. In par ag r aph 3 ' sterile ' is closest in m eaning t o:
(a ) uninfor m ative (b ) unus ual (c ) stereotypical (d ) unins piring
22. In par ag r aph 4 'integ r ate ' is closest in m eaning t o:
(a ) incor por ate (b ) inten sify (c ) interlock (d ) interch ang
23. In par agr aph 4 ' they ' r efer s to:
(a ) Can adian imm er s ion pr og r am mes (b ) W hole Langu ag e Learning (c ) m es s ag es
(d ) childr en
24. In par agr aph 8 ' affectiv e ' is closest in m eaning t o:
(a ) em otional (b ) r ation al (c ) reas oning (d ) affir m ativ e
25. In par ag r aph 7 'in fav our ' could N OT be r eplaced by w hich of the follow ing ?
(a ) in stead of (b ) in place of (c ) in spite of
(d ) as an alter nativ e t o
CONF U CIA N CONF U SION
N ot even a thr ee - day br ain st orm ing s es sion am ong t op psych olog ist s at the Chinese Univ er sity could unr avel one of the w or ld ' s g r eatest puzzles - how the Chinese mind tick s . Michael B ond h ad reas on t o pace the pavem ent of the Chinese Univ er sity cam pus last w eek . T he ps ych olog ist w h o co- or din ated and m oder ated a thr ee - day sem in ar in Chinese psy cholog y and m ost of the participant s came a long w ay t o kn ock head s . ' 'If a bomb hit s this building ,' ' mutter ed Bond, half - ser iou sly , ' ' it w ould w ipe out the w h ole discipline .' '
But the only thing that w ent off in the Cho Yiu Confer ence H all of Chinese Univ er sity w as the picking of br ains , the pouring out of br ain s and a refr ain fr om an on - g oing m antr a : theories . T heir c ontent spilled over fr om 20 ar eas of Chinese behav iour , including r eading , learning sty les , psych opath ology , s ocial inter action , per s on ality and m oder nis ation . A n over - r iding question for ob ser ver s , h ow ever , w as w hy , in this g r oup of 21 Chinese and 15 n on - Chinese, w er en ' t ther e m ore pr ofes sion als fr om m ainland Chin a presenting r esearch on the indigen ou s people?
Michael Philips , a ps ychiatr ist w h o w ork s in H ubei Pr ovince, ex plained : ' ' T he Cultur al Rev olution silenced and fr oze the r esearch ,' ' s aid the Can adian - b orn doct or w h o h as lived
In such a specialised field, how can n on - Chinese ac ademics d o r esearch w ithout pos s es sing fluency in Chines e? T h ose w h o r esearch dependent on univer sity student s , w hy is r esearch done on Chinese people in coastal cities (Sing apor e, T aiw an , Sh angh ai and H ong cont ained eye - squinting type and cobw eb - like g r aph s . One speaker , a s ociolog ist fr om Illin ois , ev en w arned her colleag ues that she w ould n ot g ive any one en ough tim e t o diges t the long , skinny column s of num ber s .
Is Chinese intelligence different than W ester n ? F or h alf of the audience w h o ar e illiter ate in lam ented that u sing W estern test s ar e the only m easure av ailable t o psy cholog ist s , w h o ar e st ar ving for indig en ou s studies of Chinese by
【 부 록 2】 비 교 반 교 재 Ⅰ
Chinese .
H ow d o Chinese childr en lear n ? Dav id Kem ber of H ong K ong P oly technic Univer sity zer oed in on deep learning ver su s s ur face . Deep is w hen the student is sincerely inter ested for his ow n r eas on s . Sur face is m em orising and spitting out fact s . It d oesn ' t nur tur e any deep under standing . If the lang u age of in str uction h appen s t o be the childr en ' s second langu ag e, s tudent s in H ong Kong h ave all s or ts of challeng es w ith Eng lis h - speaking teacher s fr om A u str alia, Britain and Am er ica w ith accent s and colloquialis m s .
Do W ester ner s h ave m or e self- esteem th an Chinese? Dr . Leung Kw ok, ch airm an of the psy cholog y departm ent of Chinese Univ er sity , point s his fing er at belief sy stem s : the c ollectivist m ind - set often stereotypes Chines e unfairly . T he philos ophy of ' 'y uen ' ' (a concept u sed t o ex plain g ood and bad event s w hich ar e pr e - determ ined and out of the individu al ' s c ontr ol) does n ot foster a positive s elf- c oncept . Neither do collectivis t beliefs , s uch as s acr ifice for the gr oup, compr omise and impor tance of u sing connection s . ' ' If a Chinese loses or fails , and on - g oing refer ences to studies and r esear cher s . T he w or k of the par ticipants w ill r esurface in a forthcom ing H andbook of Chinese P sychology , w hich w ill be edited by Dr . B ond and published by Oxfor d Univer sity Pr es s . (c ) Chinese psych olog y is a difficult subject t o study
(d ) Chinese ps ych olog y is a difficult subject t o or g anise
3. In par agr aph 6 the w r iter sugg est s th at : (a ) the cultur al r ev olution w as a dang er ou s per iod for Chines e psychology
(b ) the cultur al rev olution w as a pr oductive per iod for Chines e psychology
(c ) the cultur al r ev olution w as an unpr oductive per iod for Chines e psychology
(d ) the cultur al r ev olution w as a new beg inning for Chinese psych olog y
4. In par ag r aph 7 William Gabreny a r efer s t o him self as an ' illiter ate g w eilo ' . T his sug gest s th at :
(a ) he feels secure in his illiter acy
(b ) he feels defen sive ab out n ot speaking and r eading Chinese
(c ) he is repres ent ative of other w ester ner s activ e in this field
(d ) he can oper ate perfectly w ell w ith out lear ning Chinese
5. In par ag r aph 9 w hich of the follow ing does the w r iter N OT sug gest :
(a ) the confer ence attr acted a v ery pr ofes sion al st andar d of present ation
(b ) the visu al aids w er e n ot ver y eas y t o under stand
(c ) the vis ual aids w er e n ot ver y tidy (d ) the presenter s w er e under tim e pr es sure
6. In par agr aph 10 w hich of the follow ing d oes the w r iter N OT r eport :
(a ) it is difficult t o c ome to a conclu sion ab out w es ter n and Chinese intelligence
(b ) Chinese char acter s are ver y difficult for w es ter ner s t o m aster
(c ) it is difficult t o m easure Chines e intelligence w ith w estern tests
(d ) m ore test s are r equired pr oduced by Chinese for Chinese
7. W hich of the follow ing s ources d oes the w r iter qu ote fr om in this pas s ag e?
(a ) Confuciu s
(b ) Chinese academ ics (c ) Ox for d Univer s ity Pr es s (d ) jour n alist s
8. T he r esult s of the c onfer ence can best be described as :
(a ) conclu siv e (b ) un spect acular (c ) alar ming (d ) surpr ising
9. In line 14 ' condens e ' is closest in m eaning t o:
(a ) re - for m (b ) r educe (c ) reflect (d ) refine
10. T he w ord ' yet ' in line 25 is sim ilar in m eaning t o w hich of the follow ing ?
(a ) in s pite of th at (b ) never theles s (c ) at the s am e time
(d ) up t o n ow
BALLA DEER MA DONNA
It seem s the art of sur viv al - or continu al pos itive pr ojection - in the w or ld of pop mu sic these day s , depends ver y much on chang e . If ar tist s fail t o recr eate their per s on a -cham eleon - like, over and over ag ain - they r isk facing accu s ation s of dullnes s ; that they ar e not fashion able .
T his phenomen on is especially prev alent in the fem ale r anks . It is not sufficient for an artist t o be beautiful and sex y . T hes e ch ar acter istics t oo m u st be chang ed often , and rem odelled to av oid being bog g ed dow n by a s ter eotype .
T w o ex am ples of the r ock ' n ' r oll ar t of m ov e and ch ange are Cher and M adonn a, the latter a brilliant illu str ation of the tr end . Her latest disc, ' S om ething t o Rem ember ' , show cases her hit b allads and h ow s he has s o effectively been able t o stay at the t op w ith out diminishing credibility in her particular field . (F or thes e purpos es , w e w ill forg et her unw orthy flirt ation w ith sex , that hor rible book and her ex pletive - r idden , cig ar - ch om ping appear ance on the Dav id Letterm an Sh ow .)
T his collection dem ons tr ates h ow she has t oned d ow n her dom in atrix im age at r elev ant tim es to g iv e contr ast and definition t o her career . But it offer s m ore th an simply a study in r ock h as dem on str ated the clas sic features of the ch ang e syndr ome . But this is a tir ed and dull
T his collection dem ons tr ates h ow she has t oned d ow n her dom in atrix im age at r elev ant tim es to g iv e contr ast and definition t o her career . But it offer s m ore th an simply a study in r ock h as dem on str ated the clas sic features of the ch ang e syndr ome . But this is a tir ed and dull