(完整版)教師資格考試(初中)英語學(xué)科2016下

1、2016年下半年中小學(xué)教師資格考試 英語學(xué)科知識與教學(xué)能力試題(初級中學(xué)) 注意事項(xiàng)： 1.考試時(shí)間為120分鐘，滿分150分。 2.請按規(guī)定在答題卡上填涂、作答。在試卷上作答無效，不予評分。 一、單項(xiàng)選擇題(本大題共30小題，每小題2分。共60分) 在每小題列出的四個(gè)備選項(xiàng)中選擇一個(gè)最佳答案。請用28鉛筆把答題卡上對應(yīng)題目的答案字母按要求涂黑。錯(cuò)選、多選或未選均無分。 1. It was such a (an) _ when they met each other in Beijing because each thought that the other was still in Hong

2、 Kong. A. occurrence B. chance C. coincidence D. occasion 2. When you come to our city you can see_ yourself how beautiful it is. A. in B. for C. to D. with 3. We have no trust in him because he has never_ the grandiose promises he makes. A. delivered on B. eaten off C. forgotten about D. abided by

3、4. With the villager _ the way, we had no trouble _ the cottage. A. to lead; finding B. to lead; to fred C. leading; to find D. leading; finding 5. A new park has sprung up in _ was a wasteland ten years ago. A. that B. what C. which D. where 6. He said he' d phone you _ he got home. A. the mome

4、nt B. the moment when C. at the moment D. at the moment when 7. Which indefinite article a should be read emphatically in the following sentences? A. He is a handsome boy, but not smart. B. He is not a suspect, he is the suspect. C. He bought a cartoon book for his son. D. He is talking with a middl

5、e-aged man. 8. Which of the following indicates a more polite request or invitation? 9. Due to the _influence, some Chinese learners of English wrongly passivize intransitive verbs like die, as in John was died last year. A. intedingual B. intercultural C. intralingual D. intmcultural 10. tells wher

6、e a person comes from, whereas _ tells what he does. A. Dialect; register B. Style; genre C. Dialect; style D. Register; genre 11. Which of the following assumptions fails to describe the nature of vocabulary or vocabulary learning? A. Words are best learned in context. B. A lexical item can be more

7、 than one word. C. All words in one language have equivalents in another. D. Learning a word includes learning its form, meaning and use. 12. When a teacher creates a real life situation for his students to discuss, he expects them not to focus on_ too much. A. form B. use C. meaning D. function 13.

8、 it is suggested that teachers should not interrupt students for error correction when the activity aims at_. A. accuracy B. fluency C. complexity D. cohesion 14. When asking students to quickly run their eyes over a whole text to get the gist, we are training their skill of_. A. scanning B. mapping

9、 C. predicting D. skimming 15.Teachers who adont the _model for reading comprehension may start teaching a text by introducing new vocabulary and structures. A. parallel B. serial C. too-down D. bottom-up 16. It is suggested that lower-level EFL learners learn to read by reading _ materials. A. simp

10、le and authentic B. academic and authentic C. original and classical D. classical and authentic 17. When asking students to arrange the scrambled sentences into a logical paragraph, the teacher is focusing on _. A. reading skills B. critical think C. proofreading skills D. textual coherence 18. Whic

11、h of the following is a typical feature of formal writing? A. Archaic words are usually preferred. B. The precision of language is a priority. C. Short and incomplete sentences are preferred. D. An intimate relationship with the audience is established. 19. Which of the following writing activities

12、may be used to develop students' skill of planning? A. Editing their writing in groups. B. Self-checking punctuations in their writing. C. Sorting out ideas and putting them in order. D. Cross-checking the language in their writing. 20. In trying to get across a message, an EFL learner may use _

13、 strategies to make up for a lack of knowledge of grammar or vocabulary. A. communicative B. cognitive C. resourcing D. affective 請閱讀Passage 1。完成第21-25小題。 Passage 1 Hidden Valley looks a lot like the dozens of other camps that dot the woods of central Maine. There's a lake, some soccer fields an

14、d horses. But the campers make the difference. They're all American parents who have adopted kids from China. They're at Hidden Valley to find bridges from their children's old worlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chinese version of Twinkle, Twi

15、nkle Little Star. Her soul is Chinese, she says, ut really she' s growing up American. Hidden Valley and a handful of otherculture camps serving families with children from overseas reflect the huge rise in the number of foreign adoptions, from 7,093 in 1990 to 15,774 last year. Most children co

16、me from Russia (4,491 last year) and China (4,206) but there are also thousands of others adopted annually from South America, Asia and Eastern Europe. After cutting through what can be miles of red tape, parents often come home to find a new predicament. At first you think, 'I need a child'

17、, says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia,5, from China in 1995. Then you think, 'What does the child need?' The culture camps give families a place to find answers to those kinds of questions. Most grew out of local support groups; Hidden Valley w

18、as started last year by the Boston chapter of Families with Children from China, which includes 650 families, while parents address weighty issues like how to raise kids in a mixed-race family, their children just have fun riding horses, singing Chinese songs or making scallion pancakes. My philosop

19、hy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents, says the director, Peter Kassen, whose adopted daughters Hope and Lily are 6 and 4. The camp is a continuation of language and dance classes many of the kids attend during the year. When we

20、 rented out a theater for'Mulan,' it was packed, says Stephen Chen of Boston, whose adopted daughter Lindsay is 4. Classes in Chinese language, art and calligraphy are taught by experts, like Renne Lu of the Greater Boston Chinese Cultural Center. Our mission is to preserve the heritage, Lu

21、says. Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder, Colo., when he was 7. I went through a stage where I hated India, hated everything about it, he says.You just

22、 couldn't mention India to me. But after six sessions at the East India Colorado Heritage Camp, held at Snow Mountain Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high school next year. 21. What is the author's primary purpose in writing the passage? A. Rev

23、ealing the procedures for foreign adoptions. B. Recounting an amazing childhood camping experience. C. Investigating how Hidden Valley serves foreign adoption families. D. Demonstrating how culture camps help foreign adoption families. 22. Which of the following is closest in meaning to the underlin

24、ed wordpredicament in PARAGRAPH TWO? A. Dilemma. B. Status. C. Contradiction. D. Consequence. 23. Where are the adopted kids served by Hidden Valley from? A. Russia. B. India. C. China. D. America. 24. What can a culture camp help to do according to Peter Kassen? A. It helps the adopted kids form a

25、correct attitude to their complex heritage. B. It helps the Chinese children have fun with their American parents. C. It helps the Americans increase the adoption from Russia and China. D. It helps the American parents adopt children from other countries. 25. What can be inferred about Alex from the

26、 last paragraph? A. The culture camps caused Alex to hate everything about India. B. The East India Colorado Heritage Camp led to Alex' s immigration. C. Hidden Valley served as a link between Alex' s old world and the new. D. The culture camps helped Alex better understand his mixed-race fa

27、mily. 請閱讀Passage 2，完成第26-30小題。 Passage 2 Birds are a critical part of our ecological system. But more than ever, birds are threatened by human pollution and climate change. We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea to land, clean up after the mass de

28、ath of the annual Pacific salmon runs, or when a wild animal falls anywhere in a field or forest. How could we enjoy spring without the birds flitting busily in our garden or dropping by to check out the flowers in our urban window box? Can you contemplate America without the soaring bald eagle, or

29、even those scavengers like the pigeons and gulls that clean up discarded food scraps on our city streets and waterfronts? How diminished our lives would be without them? Scavenging eagles and condors need hunters to behave responsibly and bury, or remove, the remains of any shot deer peppered with f

30、ragments of lead bullets. Loons, ducks and other water birds will be poisoned by lead bullets and lead fishing sinkers if we allow such objects to drop in their feeding space. All sea and shore birds, even the puffins and guillemots of the otherwise pristine Aleutians,need us to make sure that no ot

31、her heavy metals, like mercury and cadmium, are dumped in rivers and make their way across the oceans. Birds like the terns, knots and shearwaters that migrate between the far north and deep, deep, south of our planet need people everywhere to cease and desist from filling in their wetland fuel stop

32、s and rest stations, and from constructing golfing resorts and factories in their feeding and breeding grounds. Seabirds are among the most endangered vertebrate species on the planet, with the International Union for Conservation of Nature classifying 97 species as globally threatened, and 17 in th

33、e highest category of critically threatened. Of greatest concern are the pelicans of the southern oceans and the spectacular, but slow-breeding albatross. Plastic bags must be eliminated from natural environments so sea and shore birds don't mistakenly carry such debris back to feed their chicks

34、, with invariably lethal consequences. The albatross, cormorants and herons need us to stop over-fishing and compromising their normal food supply. The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need us to ensure that we do not dump oil into gulfs and bays, or releas

35、e so much carbon dioxide into the atmosphere that the oceans turn acidic and we lose the mussels and oysters, the mass of calcareous plankton that feeds so many creatures, and the coral reefs that nurture enormous numbers of edible species. Think about it: We share this small green planet. As they f

36、ly, feed and nest, the birds monitor the health of the natural world for us, provided that we, in turn, make the effort to access that key information. The birds and humans are both large, complex and ultimately vulnerable organisms that inhabit the top of the food chain. At the end of the day, thei

37、r fate will be our fate. 26. Which of the following is closest in meaning to the underlined wordcontemplate in PARAGRAPH THREE? A. Live in. B. Think about. C. Arrive at. D. Comment on. 27. What does the underlined word hem in PARAGRAPH THREE refer to? A. Birds. B. Flowers. C. Food scrapes. D. Scaven

38、gers. 28. What does the author intend to do in writing the passage? A. To evaluate our needs of birds to save our earth. B. To describe various measures to protect the birds. C. To criticize the effects of human pollution on birds. D. To explain a basic tie between birds and human beings. 29. Which

39、of the following fails to tell what birds do according to the passage? A. They help plants grow in miraculous ways. B. They clean up the dead bodies of fish and animals. C. They keep the oceans from being polluted and acidic. D. They are likely to attack those irresponsible hunters. 30. Which of the

40、 following best describes the attitude? A. Humanistic. B. Subjective. C. Sentimental. D. Recriminatory. 二、簡答題(本大題1小題。20分) 根據(jù)題目要求完成下列任務(wù)，用中文作答。 31.簡述教師在組織小組活動(dòng)(group work)時(shí)需注意的兩個(gè)注意事項(xiàng)(8分)。列舉教師在開展小組活動(dòng)時(shí)的兩個(gè)主要角色(6分)，并概括有效開展小組活動(dòng)時(shí)教師應(yīng)具備的兩個(gè)主要能力(6分)。 三、教學(xué)情境分析題(本大題1小題，30分) 根據(jù)題目要求完成下列任務(wù)。用中文作答。 32.下面是某初中教師在教學(xué)一篇有關(guān)職業(yè)

41、的課文前的活動(dòng)片段。 (上課鈴響，教師先讓學(xué)生聽一首英文歌曲，然后進(jìn)行下列活動(dòng)) T: How do you like this song? Do you know the name of this song? S1: Sorry, I don' t know. T: It's OK. Does anybody know the name of this singer? S2: His name is Robbie Williams. T: Exactly, Do you know the name of the song? S2: A Better Man. T: Excel

42、lent! It' s A Better Man. Hum, we don' t know much about him, but he is a singer. Well, Lily, would you like to be a singer in the future? S3: No. T: What would you like to be? S3: I want to be a doctor. T: (To $4) What would you like to be? S4: I want to be a teacher. (該活動(dòng)持續(xù)10分鐘) 根據(jù)上面的信息.從下

43、面三個(gè)方面作答： (1)指出該教學(xué)活動(dòng)的環(huán)節(jié)、目的和注意事項(xiàng)。(10分) (2)簡析教師的設(shè)計(jì)意圖與方法。(10分) (3)指出該教學(xué)活動(dòng)片段存在的問題。(10分) 四、教學(xué)設(shè)計(jì)題(本大題1小題，40分) 根據(jù)提供的信息和語言素材設(shè)計(jì)教學(xué)方案，用英文作答。 33.設(shè)計(jì)任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)20分鐘的英語聽說教學(xué)方案。 該方案沒有固定格式，但須包含下列要點(diǎn)： · teaching objectives · teaching contents · key and difficult points · major steps and time

44、 allocation activities and justifications ·教學(xué)時(shí)間：20分鐘 學(xué)生概況：某城鎮(zhèn)普通中學(xué)初中一年級(七年級)學(xué)生，班級人數(shù)40人，多數(shù)學(xué)生已經(jīng)達(dá)到義務(wù)教育英語課程標(biāo)準(zhǔn)(2011年版)二級水平。學(xué)生課堂參與積極性一般。 語言素材： 一、單項(xiàng)選擇題 1.【答案】C。解析：考查名詞辨析。句意為“他們在北京遇見實(shí)在太了，因?yàn)樗麄兌家詾閷Ψ饺栽谙愀邸?。occurrence“發(fā)生，出現(xiàn)，事件”，指一般發(fā)生的事，沒有偶然因素;chance“機(jī)會(huì)，可能性”;coincidence“一致，巧合”，指湊巧尤指偶然的事;0ccasion“機(jī)會(huì)，場合”。根據(jù)題意，他

45、們在北京遇見是一次巧合，故選C。 2.【答案】B。解析：考查介詞和固定搭配。句意為“當(dāng)你來到我們城市，你就可以自己看看它有多美了”。for“(表示對象)為了”，see for yourself是固定搭配，意為“自己去看，親眼看看”。in“在里面”，to“向，朝，到，往”，with“和”。 3.【答案】A。解析：考查動(dòng)詞短語辨析。句意為“我們不信任他，因?yàn)樗麖膩頉]履行過他那些華而不實(shí)的承諾”。deliveron“履行諾言，不負(fù)眾望，兌現(xiàn)”，eat off吃掉，腐蝕掉”，forget about“忘記”，abideby“遵守，遵循(法律、協(xié)議、協(xié)定等)”。故選A。 4.【答案】D。解析：考查wit

46、h的復(fù)合結(jié)構(gòu)和固定句式。句意為“在村民的havetrouble(in)doing 帶領(lǐng)下，我們毫不費(fèi)力地找到了小屋”。主句用了固定句式sth.“做某事有麻煩”。其余部分用的with的復(fù)合結(jié)構(gòu)：with+賓語+賓語補(bǔ)足語。當(dāng)賓語的名詞與賓語補(bǔ)足語的動(dòng)詞構(gòu)成主動(dòng)關(guān)系的時(shí)候，使用現(xiàn)在分詞;二者構(gòu)成被動(dòng)關(guān)系的時(shí)候，使用過去分詞;thevillager和lead是主動(dòng)關(guān)系，所以使用現(xiàn)在分詞。故選D。 5.【答案】B。解析：考查賓語從句。句意為“十年前是一片荒地的地方突然出現(xiàn)了一個(gè)新的公園”。該空所填詞要作介詞in的賓語.且作從句的主語，因此用關(guān)系代詞what引導(dǎo)賓語從句。 6.【答案】A。解析：考查時(shí)間

47、狀語從句。英語中時(shí)間狀語從句的連詞主要有when，while，as，before等，除此之外，還有一些表示時(shí)間的名詞短語如the moment，the minute，the instant等，用于as soon as的意義時(shí)可引導(dǎo)時(shí)間狀語從句，這些詞在句中起著連詞的作用，所以不再需要when等連詞，因此B項(xiàng)和D項(xiàng)可排除。C項(xiàng)at themoment是介詞短語，在句子中作狀語，不能引導(dǎo)時(shí)間狀語從句。句意為“他說他一到家，就會(huì)給你打電話”。 故選A。 7.【答案】B。解析：考查虛詞重讀。本題要求找出不定冠詞“a”在句中重讀的情況。不定冠詞屬于虛詞，通常情況下，虛詞是不需要重讀的，如果想表達(dá)一些強(qiáng)調(diào)

48、的含義時(shí)，可以將所強(qiáng)調(diào)的虛詞重讀。A項(xiàng)強(qiáng)調(diào)的是形容詞handsome.從第二個(gè)分句中的smart可以得知;B項(xiàng)的不定冠詞“a”與后面的“the”形成對比，強(qiáng)調(diào)“他就是那個(gè)犯罪嫌疑人.而不是別人”，所以需要重讀。C項(xiàng)和D項(xiàng)中的虛詞沒有表達(dá)任何特殊含義，所以不需要重讀。故選B。 8.【答案】C。解析：考查語調(diào)意義。本題是問下列哪項(xiàng)表示更加禮貌的邀請。語調(diào)意義就是說話人通過語調(diào)所表示的態(tài)度、感情或言外之意。降調(diào)的基本含義是“結(jié)束”“肯定”.常見的一般陳述句、命令祈使句和特殊疑問句都用降調(diào)。升調(diào)的基本含義是“沒有結(jié)束”“不肯定”，常見的一般疑問句用升調(diào)。降升調(diào)常表示“對比”“態(tài)度保留”“有言外之意”，

49、相對而言更禮貌。升降調(diào)常表示語氣強(qiáng)烈、驚奇、自滿得意等感情，比較不禮貌。祈使句的語 9.【答案】C。解析：考查二語習(xí)得。二語習(xí)得中偏誤產(chǎn)生的原因主要?dú)w為兩大類：一類偏誤主要是因?yàn)閷W(xué)習(xí)者的母語遷移引起的，稱之為“語際偏誤”(interlingual errors);還有一類偏誤并不是因?yàn)槟刚Z遷移引起的，而是由于學(xué)習(xí)者在學(xué)習(xí)目的語規(guī)則時(shí)，過度推廣沿用規(guī)則、片面地應(yīng)用規(guī)則或者未完全理解規(guī)則應(yīng)用的條件等導(dǎo)致的.稱為“語內(nèi)偏誤”(intralingual errors)。題干中表述學(xué)習(xí)英語的中國學(xué)習(xí)者錯(cuò)誤地把一些不及物動(dòng)詞例如“die”用于被動(dòng)語態(tài).這是由于學(xué)習(xí) 。C者未完全理解不及物動(dòng)詞的用法，屬于語

50、內(nèi)偏誤。故選10.【答案】A。解析：考查社會(huì)語言學(xué)。方言(dialect)指生活在同一地理區(qū)域的人所使用的語言變體。地域方言最重要的語言區(qū)別性特征還是在于它的口音。與特定的情景類型相匹配的語言類型就是語域(register)。正式的情景可能決定了正式的語域，這樣的語域以正式、標(biāo)準(zhǔn)的用詞、語法規(guī)則和言語模式為特征;而非正式場景可能產(chǎn)生不太正式的語域，這樣的語域呈現(xiàn)出不太正式的詞匯、不標(biāo)準(zhǔn)的語法特征和略有錯(cuò)誤的言語模式等特征。通常來說，像律師、醫(yī)生、集郵者這些有特定職業(yè)或愛好的人群會(huì)使用特定的語域。題干中“_表明一個(gè)人來自哪里，_表明一個(gè)人的職業(yè)”分別是方言和語域所管轄的范圍。而style指文體，

51、一個(gè)人說話或?qū)懽鲿r(shí)的文體變異主要是由于交際情景的不同而發(fā)生的從隨便體、口語體到正式文體或禮貌文體等方面的變化。文體也可以指一個(gè)人在不同的時(shí)期說話或?qū)懽鲿r(shí)的言語使用方式，也可以指一個(gè)人在某一特定時(shí)期說話或書寫時(shí)所特有的言語使用方式。genre指的是語體、體裁。故選A。 11.【答案】C。解析：考查詞匯教學(xué)。句意為“下列哪項(xiàng)說法沒有正確描述詞匯或詞匯學(xué)習(xí)的性質(zhì)?”A項(xiàng)“最好在語境中學(xué)習(xí)單詞”;B項(xiàng)“一個(gè)詞條可以對應(yīng)不止一個(gè)單詞”：C項(xiàng)“在一門語言中的所有單詞在另一門語言中都有對應(yīng)的詞匯”，但是事實(shí)上一門語言的詞匯與另外一門語言的詞匯并不是一一對應(yīng)的關(guān)系，比如“巧克力”就是音譯過來的一個(gè)原本在漢語里

52、沒有的詞匯;D項(xiàng)“學(xué)習(xí)一個(gè)單詞包括學(xué)習(xí)其形式、意義和用法”。故選C。 12.【答案】A。解析：考查課堂活動(dòng)。句意為“當(dāng)一個(gè)老師為他的學(xué)生創(chuàng)造一個(gè)真實(shí)的生活情境進(jìn)行討論時(shí)，他不期望他們過多地關(guān)注_”。教師創(chuàng)設(shè)真實(shí)有意義的情境，為學(xué)生提供討論交流的機(jī)會(huì)，在這個(gè)過程中，應(yīng)更重視語言的意義、用法和功能，讓學(xué)生通過體驗(yàn)、實(shí)踐，將學(xué)習(xí)的結(jié)果和自己的生活結(jié)合起來。因此不必過多地關(guān)注形式(form)。 13.【答案】B。解析：考查語言教學(xué)與課堂糾錯(cuò)。句意為“當(dāng)活動(dòng)是以_為目標(biāo)時(shí)，建議老師不要為了糾錯(cuò)而打斷學(xué)生”。不打斷學(xué)生是要保證說話的流暢性(fluency)，A項(xiàng)“精確性”，B項(xiàng)“流暢性”，C項(xiàng)“復(fù)雜性”，

53、D項(xiàng)“銜接”。故選B。 14.【答案】D。解析：考查閱讀教學(xué)。句意為“當(dāng)要求學(xué)生快速瀏覽一篇文章獲取大意時(shí)，我們在訓(xùn)練他們的_技能”。scanning“尋讀”，目的是從較長的文字資料中尋找特定的細(xì)節(jié)內(nèi)容。mapping“思維導(dǎo)圖”，一般是在了解文章基本內(nèi)容之后，從閱讀材料的主題出發(fā)，畫出各部分之間的聯(lián)系，從整體上理解文章的過程。predicting“預(yù)測”，指借助文章的標(biāo)題、邏輯關(guān)系等，對文章的主題、體裁、結(jié)構(gòu)等進(jìn)行預(yù)測，目的常常是激發(fā)學(xué)生的閱讀興趣。skimming“略讀”，是通過快速閱讀文章來獲取大意的閱讀技巧。故選D。 15.【答案】D。解析：考查閱讀教學(xué)模式。句意為“教師在教授閱讀時(shí)首

54、先從新單詞和句型結(jié)構(gòu)開始，這是采用了 _ 教學(xué)模式”。自下而上的教學(xué)模式(bottom-up model)主張從較小的語言單位開始教學(xué)，即從單詞、句子逐漸解碼，進(jìn)而達(dá)到對整個(gè)段落、最后到整篇文章的理解。自上而下的教學(xué)模式(top-down model)主張?jiān)陂喿x教學(xué)中重視背景知識的導(dǎo)人，要求學(xué)生對文章進(jìn)行 。D預(yù)測，然后閱讀、檢驗(yàn)、修訂自己的預(yù)測，再進(jìn)行新的預(yù)測。故選16.【答案】A。解析：考查閱讀材料的選擇。句意為“建議水平較低的英語外語學(xué)習(xí)者閱讀材料”。A項(xiàng)“簡單且地道的”，B項(xiàng)“學(xué)術(shù)且地道的”，C項(xiàng)“原始且經(jīng)典的”，D項(xiàng)“經(jīng)典且地道的”。對于水平較低的學(xué)習(xí)者，要選擇容易理解且地道的語言材

55、料，這樣學(xué)生才不會(huì)產(chǎn)生挫敗感并且能夠?qū)W到地道的外語表達(dá)。學(xué)術(shù)型、經(jīng)典以及原著是較難的學(xué)習(xí)材料。故選A。 17.【答案】D。解析：考查寫作教學(xué)活動(dòng)。句意為“當(dāng)教師要求學(xué)生把打亂順序的句子重組成一段符合邏輯的話時(shí)。這位教師關(guān)注的是_”。這里教師關(guān)注的是上下文的邏輯性和連貫性。A項(xiàng)“閱讀技巧”，是用來理解文章、找出所需信息的技巧;B項(xiàng)“批判性思維”;C項(xiàng)“校對技巧”;D項(xiàng)“語篇連貫”。故選D。 18.【答案】B。解析：考查寫作教學(xué)。句意為“下面哪項(xiàng)是正式文體寫作的典型特征?”A項(xiàng)“偏好使用古體詞”，B項(xiàng)“首先要保證語言的準(zhǔn)確性”，C項(xiàng)“偏好使用簡短、不完整的句子”，D項(xiàng)“跟讀者建立親密的關(guān)系”。正式

56、文體的要求首先是用詞準(zhǔn)確無歧義，如法律文書。故選B。 19.【答案】C。解析：考查寫作教學(xué)活動(dòng)。句意為“下面哪一項(xiàng)寫作活動(dòng)可以用于發(fā)展學(xué)生的規(guī)劃能力?”A項(xiàng)“分小組修改他們的作文”，B項(xiàng)“自己檢查作文中的標(biāo)點(diǎn)符號”，C項(xiàng)“將想法分類并按順序排列”，D項(xiàng)“相互檢查作文中的語言”。C項(xiàng)符合題意。 20.【答案】A。解析：考查英語學(xué)習(xí)策略。句意為“在努力將信息成功傳達(dá)給別人時(shí)，英語學(xué)習(xí)者可以采用_策略來彌補(bǔ)語法或詞匯知識的不足”。學(xué)習(xí)策略指學(xué)生為了有效地學(xué)習(xí)語言和使用語言而采取的各種行動(dòng)和步驟。英語學(xué)習(xí)策略包括認(rèn)知策略(cognitive strategies)、調(diào)控策略(control strat

57、egies)、交際策略(communicative strategies)資源策略(resourcing strategies)等。其中.交際策略是指學(xué)生為了爭取更多的交際機(jī)會(huì)、維持交際以及提高交際效果而采取的各種策略。當(dāng)英語學(xué)習(xí)者由于缺乏必要的語法或詞匯知識而不知道如何表達(dá)時(shí)，為了讓別人明白自己的意思.可以借助手勢或表情等非語言手段來克服語言障礙，從而維持交際。這屬于學(xué)習(xí)策略中的交際策略。故選A。本題容易誤選成C，注意該題干中g(shù)et across短語的意思是“讓對方了解你要傳達(dá)的意思”。 Passage l 21.【答案】D。解析：主旨題。文章通篇介紹HiddenValley以及其他野營活動(dòng)小組安排的活動(dòng)及其作用，其目的是為了闡述此類野營活動(dòng)小組的開展是為了幫助跨種族收養(yǎng)兒童更好地了解他們的傳統(tǒng)文化，更好地融入新家庭。故選D。 22.【答案】A。解析：詞義題。根據(jù)第二段“predicament”后面Sandy所說的話“Atfirstyouthink，I need a child'，”says Sandy Lachter of Washington，D.C.，who wi