2016上半年教師資格證英語學(xué)科知識(shí)與能力高級中學(xué)真題及答案

2016年上半年中小學(xué)教師資格考試真題試卷《英語學(xué)科知識(shí)與教學(xué)能力》（高級中學(xué)）（滿分150分）—、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。Excellentnovelsarethosewhichnationalandculturalbarriers.A.transcendB.traverseC.suppressD.surpass.A【解析】考查動(dòng)詞辨析。句意為“優(yōu)秀的小說是會(huì)跨越民族和文化的障礙的二A,B兩項(xiàng)與C,D兩項(xiàng)均為形近詞辨析。transcend“勝過，超越”，常用搭配是transcendnationalbarriers超越國界；traverse“橫越，穿過“，traversethegrassland穿越草地；suppress"抑制，鎮(zhèn)壓”；surpass"優(yōu)于，超過"。所以正確答案為A。AsAlicebelievedhimtobeamanofintegrity,sherefusedtoconsiderthepossibilitythathisstatementwas.A.irrelevantB.facetiousC.fictitiousD.illogical2.C【解析】考查形容詞辨析?？崭褚钊氲氖且粋€(gè)形容詞，修飾“他的陳述（hisstatement）”,句意為“因?yàn)锳lice相信他是一個(gè)正直的人，所以她不認(rèn)為他的言論存在—可能性”。as表示因果關(guān)系，前半句對“他”的描述是“正直的人”后半句中refused表示否定，前后應(yīng)該意思一致，因此空格應(yīng)該表達(dá)和integrity相對的含義。irrelevant“不相干的，不切題的"，facetious“詼諧的，愛開玩笑的"，fictitious、噓構(gòu)的，編造的“，illogical”不合邏輯的，不合常理的“。所以正確答案為C。Thegirlsareafraidthatbeingfriendlytostrangerscouldbemisinterpretedbytheirneighbours.A.ever-present B.ever-presentedC.ever-presentingD.ever-presently.A【解析】考查形容詞的用法。句意為“女孩們擔(dān)心對陌生人友善會(huì)被如影隨形的鄰居誤解"。ever-present修飾名詞，表示“時(shí)時(shí)存在的”，例如，“愛是永恒的”可翻譯為loveisever--present。沒有B和C這類搭配。形容詞修飾名詞，排除D選項(xiàng)。所以正確答案為A。.Hispresentationwillshowyoucanbeusedinothercontexts.A.thatyouhaveobserved B.thathowyouhaveobservedC.howthatyouhaveobserved D.howwhatyouhaveobserved.D【解析】考查從句。showsbsth結(jié)構(gòu)，這里sth是how引導(dǎo)的賓語從句，賓語從句中缺主語，what引導(dǎo)的主語從句，翻譯為“所??的"what作observe的賓語。句意為“他的發(fā)言將向你展示，你所觀察到的如何被用于其他語境”。所以正確答案為D。.Manystudentsstarteachtermwithanawardcheck,butbythetimebooksarebought,foodispaidfor,andabitofsociallife,itlooksratheremaciated.A.livesB.livedC.waslivedD.haslived5.B【解析】考查省略。句中出現(xiàn)了三個(gè)并列結(jié)構(gòu)：booksarebought,foodispaidfor,andabitofsociallifoe一般情況下，謂語動(dòng)詞是不可省略的，如果內(nèi)容與其前所說的內(nèi)容是并列關(guān)系，謂語動(dòng)詞為be時(shí)，則可以省略be動(dòng)詞。按照arebrought,ispaid和并列結(jié)構(gòu)來看，這里應(yīng)該填一般現(xiàn)在時(shí)的被動(dòng)語態(tài)，排除C選項(xiàng)，livealife這里應(yīng)該用被動(dòng)，排除A,D，所以正確答案為B。句意為“很多學(xué)生在學(xué)期伊始有支票獎(jiǎng)勵(lì)，但在買了書和食物及社交花費(fèi)之后，錢就變少了”。6.Whichofthefollowingiscorrectinitsuseofpunctuation標(biāo)點(diǎn)？Theteacherasked,“Whosaid,?Givemelibertyorgivemedeath"?''Theteacherasked,“Whosaid,?Givemelibertyorgivemedeath?”"Theteacherasked,“Whosaid?Givemelibertyorgivemedeath"”?Theteacherasked,“Whosaid?Givemelibertyorgivemedeath"?”.D【解析】考查標(biāo)點(diǎn)的用法。Whosaid后面是一句話，不用逗號隔開，排除A和B。引用語用雙引號標(biāo)出，如果引用語中又有引用語則用單引號。C和D區(qū)別在問號的位置，如果引語為疑問句的話問號要放雙引號內(nèi)，所以正確答案為D。.ThepairofEnglishphonemes音素_differintheplaceofarticulation發(fā)音部位.A.少and岡B./0/and/8/C./d/and/z/D./m/and/n/.D【解析】考查音素的發(fā)音。皿⑶都屬于Palatal（上9音））;*0+[8]都屬于Dental（齒音））;4/勿/屬于Alveolar（齒齦音）；/m/屬于Bilabial（雙唇音），/n/屬于Alveolar（齒齦音），發(fā)音部位不同。所以正確答案為D。.Thereareconsonantclusters輔音連綴inthesentence“Brian,Iappreciatebeautifulscarfyoubroughtme.A.twoB.threeC.fourD.five8.D【解析】考查輔音連綴。在同一個(gè)意群內(nèi)，如果有兩個(gè)或兩個(gè)以上的輔音音素結(jié)合在一起，這種語音現(xiàn)象稱為輔音連綴。輔音連綴出現(xiàn)在詞首、詞中和詞尾。例如：Brian,Iappreciatebeautifulscarfyoubroughtme.該句子中下畫線處輔音均構(gòu)成輔音連綴，分別是[b]+[r], [p]+ [r] , [s] + [k] , [r] + [f] , [b] + [r]。其中[r]+[q]是詞尾輔音連綴。Whensaying"It"snoisyoutside”togetsomeonetoclosethewindow,thespeakerintendstoperforma(n)—.A.directspeechactB.locutionaryactC.indirectspeechactD.perlocutionaryact9.C【解析】考查言語行為理論。根據(jù)奧斯汀言語行為理論，說話者說話時(shí)可能同時(shí)實(shí)施三種行為：言內(nèi)行為(locutionaryact)是說出詞、短語和分句的行為，它是通過句法、詞匯和音位來表達(dá)字面意義的行為。言外行為(illocutionaryact)是表達(dá)說話者的意圖的行為，它是在說某些話時(shí)所實(shí)施的行為。言后行為(perlocutionaryact)是通過某些話所實(shí)施的行為，或講某些話所導(dǎo)致的行為，它是話語所產(chǎn)生的后果或所引起的變化，它是通過講某些話所完成的行為。塞爾在奧斯汀言語行為理論的基礎(chǔ)上，提出了間接言語行為理論。間接言語行為(indirectspeechact)指的是通過一種言外行為間接地完成另外一種言外行為的情況。也就是說，交際者在實(shí)施間接言語行為時(shí)往往不直接說出自己要說的話，而是憑借另外一種(常常是直接的)言語行為來間接地表達(dá)其用意。根據(jù)以上言語行為理論，說話者說“It’snoisyoutside”的意圖是嫌外面吵，想讓聽話者聽到他的話語之后關(guān)上門，那么說話者完成的是言外行為，也是一種間接言語行為。故答案選C。ThataJapanesechildadoptedatbirthbyanAmericancouplewillgrowupspeakingEnglishindicates_ofhumanlanguage.A.duality B.culturaltransmissionC.arbitrariness D.cognitivecreativity.B【解析】考查語言的本質(zhì)特征。duality“二重性”：指語言的等級性，包括形位和音位；culturaltransmission"文化傳遞性”：指語言要通過教學(xué)和學(xué)習(xí)才能獲得；arbitrariness"任意性”：語言符號的形式與表示意義沒有天然聯(lián)系，語言音和義之間的任意性；cognitivecreativity“認(rèn)知?jiǎng)?chuàng)造性”。題干“日本小孩出生時(shí)被美國夫婦收養(yǎng)，長大后說英文”正是體現(xiàn)了語言的文化傳遞性。所以正確答案為B。Fluentandappropriatelanguageuserequiresknowledgeof_andthissuggeststhatweshouldteachlexicalchunksratherthansinglewords.A.denotationB.connotationC.morphologyD.collocationD【解析】考查詞匯教學(xué)。從傳統(tǒng)的詞匯學(xué)角度來講，詞義包括概念意義(denotativemeaning)和關(guān)聯(lián)意義(connotativemeaning)。概念意義指的是詞匯的字面意義，而關(guān)聯(lián)意義指的是詞匯的引申意義，通常會(huì)附加情感在其中。根據(jù)題干，表明我們應(yīng)該進(jìn)行詞塊教學(xué)而非單個(gè)詞匯，而詞塊教學(xué)指的是學(xué)習(xí)單詞是應(yīng)該注意搭配，例如decreaseto,decreaseby分別意為“下降到”和“下降了”，可以判斷出流利準(zhǔn)確的語言要求具備搭配知識(shí)，故選D?！癠nderliningallthepastformverbsinthedialogue”isatypicalexercisefocusingon.A.useB.formC.meaningD.function12.B【解析】考查語法教學(xué)。題干的意思是“標(biāo)出對話中所有的過去式”是一種注重什么的典型練習(xí)。過去式屬于語法教學(xué)內(nèi)容中的語言的形式，故選B。Whichofthefollowingactivitiesmaybemoreappropriatetohelpstudentspracticeanewstructureimmediatelyafterpresentationinclass?A.Roleplay.B.Groupdiscussion.C.Patterndrill.D.Writtenhomework.C【解析】考查語法教學(xué)。題干的意思是下列哪個(gè)活動(dòng)更適合幫助學(xué)生在學(xué)習(xí)后立即練習(xí)新的語法結(jié)構(gòu)。A項(xiàng)是角色扮演，B項(xiàng)是小組討論，C項(xiàng)是句型練習(xí)，D項(xiàng)是書寫作業(yè)。四項(xiàng)相比，句型練習(xí)更適合新知呈現(xiàn)后的語法教學(xué)模型的練習(xí)部分，A,B項(xiàng)可以放在產(chǎn)出部分，故選C。Whenteachingstudentshowtogiveappropriateresponsestoacongratulationoranapology,theteacherisprobablyteachingat—.A.lexicallevel B.sentencelevelC.grammaticallevelD.discourselevel14.D【解析】考查語篇教學(xué)。題干的意思是當(dāng)教授學(xué)生如何對祝賀和道歉進(jìn)行合適的回應(yīng)時(shí)，老師可以從哪個(gè)層次進(jìn)行教學(xué)。A項(xiàng)是詞匯層次，B項(xiàng)是句式層次，C項(xiàng)是語法層次，D項(xiàng)是話語（語篇）層次。祝賀和道歉屬于交流，是語言功能的運(yùn)用，通過話語層次教學(xué)，可以有利于學(xué)生經(jīng)歷真實(shí)語境，提高語言運(yùn)用的準(zhǔn)確性。故選D。Whichofthefollowingactivitiescanhelpdeveloptheskilloflisteningforgist?ListenandfindoutwhereJimlives.Listenanddecideonthebesttitleforthepassage.Listenandunderlinethewordsthespeakerstresses.Listentopairsofwordsandtelliftheyarethesame..B【解析】考查聽力教學(xué)。題干的意思是下列哪項(xiàng)活動(dòng)可以幫助訓(xùn)練聽取中心大意的技巧。A項(xiàng)指聽文章找出吉姆住在哪里，B項(xiàng)指聽文章選出最合適的題目，C項(xiàng)指聽文章畫出說話者強(qiáng)調(diào)的單詞，D項(xiàng)指聽詞，判斷兩個(gè)詞是否一致。選項(xiàng)中只有B項(xiàng)是對文章大意的把握，其他為細(xì)節(jié)題，故選B。WhenanEFLteacheraskshisstudent“Howdoyouknowthattheauthorlikedtheplacesincehedidnottellusexplicitly?”,he/sheishelpingstudentstoreach_comprehension.A.literalB.appreciativeC.inferentialD.evaluative.C【解析】考查閱讀教學(xué)。題干的意思是外語教師問學(xué)生“作者沒有明確告訴我們，如何判斷出他喜歡這個(gè)地方”，老師是在幫助學(xué)生進(jìn)行什么閱讀。A項(xiàng)是字面閱讀，B項(xiàng)是欣賞性閱讀，C項(xiàng)是推斷性閱讀，D項(xiàng)是評價(jià)性閱讀，故選C。.Whichofthefollowingtypesofquestionsaremostlyusedforcheckingliteralcomprehensionofthetext?A.Displayquestions. B.Rhetoricalquestions.C.Evaluationquestions.D.Referentialquestions.17.A【解析】考查課堂提問的形式。課文理解性問題一般分為三類：展示性問題(displayquestions)、參閱性問題(referentialquestions)和評估性問題(evaluationquestions)。其中，展示性問題通常被用來檢測學(xué)生對課文內(nèi)容的理解程度，就課文中的字詞句或者某個(gè)重要的細(xì)節(jié)向?qū)W生發(fā)問。這種問題的答案通常是唯一的，教師預(yù)先知道，學(xué)生只需憑借表層理解或是查找課文便能找到的。題干意思是下列哪種類型的問題常用于檢查對文章字面意思的理解。故選A。Whichofthefollowingisatypicalfeatureofinformalwriting?Awell-organizedstructureispreferred.Shortandincompletesentencesarecommon.Technicaltermsanddefinitionsarerequired.Awiderangeofvocabularyandstructuralpatternsareused..B【解析】考查寫作類型。A項(xiàng)是結(jié)構(gòu)清晰，B項(xiàng)是短句、半句很常見，C項(xiàng)是需要使用專業(yè)詞匯，D項(xiàng)是使用大量不同的詞匯和句式，A,C,D項(xiàng)是正式寫作文體的特點(diǎn)，題干意思是下列哪項(xiàng)是非正式寫作的典型特征。故選B。Peer-editingduringclassisanimportantstepofthe_approachtoteachingwriting.A.genre-based B.content-basedC.process-oriented D.product-oriented.C【解析】考查寫作教學(xué)。寫作教學(xué)分為重結(jié)果的寫作、重內(nèi)容的寫作和重過程的寫作。在重過程的寫作中，修改（自改和互改）、校對和討論是其過程的重要組成部分，題干意思是課堂上同桌互改的活動(dòng)對于哪種模式的寫作教學(xué)很重要。故選C。.Portfolios,dailyreportsandspeechdeliveringaretypicalmeansof.A.norm-referencedtest B.criterion-referencedtestC.summativeassessmentD.formativeassessmentD【解析】考查評價(jià)方式。題干意思是作品集、每日報(bào)告以及演講是以下哪種的典型方法。A項(xiàng)是常模參照測試，主要用于選拔；B項(xiàng)是標(biāo)準(zhǔn)參考測試，按照預(yù)先設(shè)計(jì)的標(biāo)準(zhǔn)，對考試結(jié)果進(jìn)行比較；C項(xiàng)是終結(jié)性評價(jià)，一般在學(xué)期或?qū)W年結(jié)束后進(jìn)行，如期末考試、結(jié)業(yè)考試等；；D項(xiàng)是形成性評價(jià)，是對學(xué)生日常學(xué)習(xí)過程中的表現(xiàn)做出評估。作品集、報(bào)告和演講都是日?；顒?dòng)，故選D。請閱讀Passagel,完成第21?25小題。Passagel.WhentheViaductdeMillauopenedinthesouthofFrancein2004,thistallestbridgeintheworldwonworldwideaccolades.Germannewspapersdescribedhowit“floatedabovetheclouds”with“eleganceandlightness”and“breathtaking”beauty.InFrance,paperspraisedthe“immense”“concretegiant.”WasitmerecoincidencethattheGermanssawbeautywheretheFrenchsawheftandpower?LeraBorodiskythinksnot.Inaseriesofcleverexperimentsguidedbypointedquestions,Boroditskyisamassingevidencethat,yes,languageshapesthought.Theeffectispowerfulenough,shesays,that“theprivatementallivesofspeakersofdifferentlanguagesmaydifferdramatically,”notonlywhentheyarethinkinginordertospeak,“butinallmannerofcognitivetasks,”includingbasicsensoryperception.“Evenasmallflukeofgrammar”-thegenderofnouns—“canhaveaneffectonhowpeoplethinkaboutthingsintheworld,”shesays.Asinthatbridge,inGerman,thenounforbridge,Brucke,isfeminine.InFrench,pontismasculine.Germanspeakerssawprototypicallyfemalefeatures;Frenchspeakers,masculineones.Similarly,Germansdescribekeys(Schlussel)withwordssuchashard,heavy,jagged,andmetal,whiletoSpaniardskeys(llaves)aregolden,intricate,little,andlovely.Guesswhichlanguageconstrueskeyasmasculineandwhichasfeminine?Grammaticalgenderalsoshapeshowweconstrueabstractions.In85percentofartisticdepictionsofdeathandvictory,forinstance,theideaisrepresentedbyamanifthenounismasculineandawomanifitisfeminine,saysBoroditsky.Germanstendtopaintdeathasmale,andRussianstendtopaintitasfemale.Languageevenshapeswhatwesee.Peoplehaveabettermemoryforcolorsifdifferentshadeshavedistinctnames-notEnglisheslightblueanddarkblue,forinstance,butRussian'sgoluboyandsinly.Skepticsofthelanguage-shapes-thoughtclaimhavearguedthatthat"satrivialfinding,showingonlythatpeoplerememberwhattheysawinbothavisualformandaverbalone,butnotprovingthattheyactuallyseethehuesdifferently.Inaningeniousexperiment,however,Boroditskyandcolleaguesshowedvolunteersthreecolorswatchesandaskedthemwhichofthebottomtwowasthesameasthetopone.NativeRussianspeakerswerefasterthanEnglishspeakerswhenthecolorshaddistinctnames,suggestingthathavinganameforsomethingallowsyoutoperceiveitmoresharply.Similarly,Koreanusesonewordfor“in”whenoneobjectisinanothersnugly,andadifferentonewhenanobjectisinsomethingloosely.Sureenough,KoreanadultsarebetterthanEnglishspeakersatdistinguishingtightfitfromloosefit.Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.InRussian,verbformsindicatewhethertheactionwascompletedornot-asin“sheate[andfinished]thepizza.”InTurkish,verbsindicatewhethertheactionwasobservedormerelyrumored.BoroditskywouldlovetorunanexperimenttestingwhethernativeRussianspeakersarebetterthanothersatnoticingifanactioniscompleted,andifTurkshaveaheightenedsensitivitytofactversushearsay.Similarly,whileEnglishsays“shebrokethebowl”evenifitsmashedaccidentally,SpanishandJapanesedescribethesameeventmorelike“thebowlbrokeitself.”“Whenweshowpeoplevideoofthesameevent,”saysBoroditsky,“Englishspeakersrememberwhowastoblameeveninanaccident,butSpanishandJapanesespeakersrememberitlesswellthantheydointentionalactions.Itraisesquestionsaboutwhetherlanguageaffectsevensomethingasbasicashowweconstructourideasofcausality.”Whichofthefollowingisclosestinmeaningtotheunderlinedword“accolades”inPARAGRAPHONE?A.Praises.B.Awards.C.Support.D.Gratitude.WhatcanbeinferredfromPARAGRAPHTWO?Languagedoesnotshapethoughtsinanysignificantway.Therelationshipbetweenlanguageandthoughtisanage-oldissue.Thelanguagewespeakdetermineshowwethinkandseetheworld.Whetherlanguageshapesthoughtneedstobeempiricallysupported.Whatistheroleoftheunderlinedpart“Asinthatbridge”inPARAGRAPHTHREE?Reflectingontopicsthatappealtotheauthorandreaders.Introducingnewevidencetowhathasbeenconfirmedbefore.Identifyingthekindsofquestionssupportedbytheexperiments.Claimingthatspeakersofdifferentlanguagesdifferdramatically.Whichofthefollowinghasnothingtodowiththerelationshipbetweenlanguageandthought?Peoplerememberwhattheysawbothvisuallyandverbally.Languagehelpstoshapewhatandhowweperceivetheworld.Grammarhasaneffectonhowpeoplethinkaboutthingsaroundus.Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.Whichofthefollowingbestrepresentstheauthor*argumentinthepassage?Thegenderofnounsaffectshowpeoplethinkaboutthingsintheworld.GermansandFrenchmenthinkdifferentlyabouttheViaductdeMillau.C.Languageshapesourthoughtsandaffectsourperceptionoftheworld.D.Therearedifferentmeansofprovinghowlanguageshapesourthoughts.請閱讀Passage2.完成第26~30小題。Passage2WhenAmerican-bornactorMichaelPenawasayearold,hisparentsweredeported.TheyhadillegallywalkedacrosstheU.S.borderfromMexicoandwhentheywerecaughtbyimmigrationauthorities,theysentPenaandhisbrothertostaywithrelativesintheU.S."Itwasquiteabitofagambleformyparents,”saysPena,“buttheycamebackayearlater.”Penarsfather,whohadbeenafarmerinMexico,gotajobatabuttonfactoryinChicagoand,eventually,agreencard.PenastayedinChicagountil,at19,hefledtoLosAngelestopursuehisactingdreams.ThisfamilyhistorymakesPenarslatestroleespeciallypersonal.InCesarChavez,PenaplaysthelaborleaderashestrugglestoorganizeimmigrantCaliforniafarmworkersinthe1960s.Topressuregrowerstoimproveworkingconditionsandwages,Chavezledanationalboycottoftablegrapesthatlastedfrom1965to1970andisrecordedinthefilm.Chavez,likePena,wastheAmerican-bornsonofMexicanfarmerswhoimmigratedtotheU.S.“Heunderstandsthisduality,thefeelingofbeingborninaplacebuthavingaverybigideaofwhereyourheritagecomesfrom,”saysthefilmdirector,DiegoLuna.“ThisthingofhavingtogotoschoolandlearninEnglishandthengohometospeakSpanishwithyourparents.”AsimmigrationpolicyishotlydebatedonCapitolHillthisyear,LunaandotherswhowereinvolvedwithCesarChavezarehopingthemoviewillsparknewsupportforreformandinspireAmericanLatinostogetinvolved.“ThemessageChavezleftwasthatchangecouldn"thappenwithoutthemassesbeingapartoftheirownchange,”saysFerrera,afirstgenerationHonduranAmericanwhoplaystheunionleader"swifeHelen.RosarioDawson,whoco-foundedtheadvocacygroupVotoLatino,playsChavezallyandlaborleaderDoloresHuerta.Immigrant-rightsissuesintheU.S.haveevolvedsubstantiallyintheyearssinceChavezfoundedtheUnitedFarmWorkers(UFW).UndocumentedworkersnowmakeupafarlargershareoftheagriculturalworkforceinCaliforniathantheydidinthe1960s,accordingtoMiriamPawel,authorofTheCrusadesofCesarChavez,publishedthenextmonth.Chavezwasvehementlyagainstillegalimmigration,believingitmadestrikesdifficulttoexecuteandweakenedtheunion.Heinitiatedaprograminthemid-1970stolocateundocumentedfarmworkersandreportthemtoimmigrationofficials,Pawelwrites.Anddespitehisearlyvictories,Chavez"sUFWunionrepresentsjustasmallpartofthoseworkingonCaliforniafarmstoday."Chavez"slegacyisnotinthefield,whichissad,”saysPawel.Still,shesays,hisorganizingstrategies,featuredextensivelyinCesarChavez,havebeenadoptedbyotheractivists,includingthoseleadingthemodernimmigrant-rightsmovement.Chavez'smostimportantcontributionmayhavebeenhumanizingtheLatinopopulationfortheAmericanpublic.Farmlaborers,manyofwhombarelyspokeEnglish,traveledacrossthecountryduringthegrapeboycott,standingoutsidegrocerystorestopersuadehousewivesnottobuygrapesandtospreadthewordabouttheirplight.“Theygavetheboycottthisveryhumanface,”saysPawel.“Itwasfamiliestalkingtootherfamilies,”saysLuna."It"saboutthepowerwehavejustbybeingwhoweare.”WhathasmadePenarsroleasChavezinthemovieCesarChavezsodistinctive?A.HisMexicanimmigrantbackground.HisAwarenessofhisMexicanheritage.Hisbilinguallifeathomeandatschool.HisstatusbeforelegalregistrationintheUS.Whomdoestheunderlinedword“He”inPARAGRAPHTWOreferto?A.Luna.B.Pena.C.Chavez.D.Ferrera.Whatdidthefilm-makerswanttoachievethroughthemovieCesarChavez?Toreportonimmigrationpolicydebates.Tostirimmigrationdebateswithabiopic.TomakeknowntheachievementsofMichaelPena.Tohighlighttheseedsofchangewithinthemassesinvolved.Whichofthefollowingisclosestinmeaningtotheunderlinedword"vehemently"inPARAGRAPHFOUR?A.Emotionally.B.Deliberately.C.StronglyD.Actively.WhichofthefollowingmaybestsummariesChavez"scontributioninleadingtheLatinoimmigrant-rightsmovement?TheAmericanpubliccametorealizethepowerofchangeintheLatinocommunity.Themodernimmigrant-rightsmovementleadersknewhowtoorganizetheiractivitiesstrategically.TheU.S.governmentknewhowtolocateundocumentedfarmworkersandofferthemofficialregistration.TheMexicanfarmworkerscouldtravelacrossthecountryduringthegrapeboycotttosharetheirsufferings.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。.某位高一英語教師組織了一個(gè)關(guān)于oilpollution的口語活動(dòng)，學(xué)生們卻對該活動(dòng)沒有興趣，活動(dòng)難以開展。請分析學(xué)生不感興趣的兩個(gè)主要原因（8分），并列舉組織成功的口語活動(dòng)應(yīng)注意的三個(gè)主要事項(xiàng)。（12分）.【參考答案】學(xué)生不感興趣的兩個(gè)主要原因：第一，口語話題本身具有一定難度性，選擇的話題本身是陌生的，遠(yuǎn)離學(xué)生的實(shí)際生活，學(xué)生對油污染的背景知識(shí)、相關(guān)原因和影響并不了解。因此無法引起學(xué)生的學(xué)習(xí)興趣。學(xué)生在完成任務(wù)的過程中，可能會(huì)遇到生詞，難以表達(dá)。第二，口語活動(dòng)形式過于單一，學(xué)生缺少參與積極性，學(xué)生對執(zhí)行任務(wù)的興趣也會(huì)淡化。第三，教師也沒有進(jìn)行必要的背景知識(shí)介紹，沒有給予必要的詞匯或者句式結(jié)構(gòu)，沒有給學(xué)生搭建有效的梯子，讓學(xué)生感覺無從下手。應(yīng)注意的三個(gè)主要事項(xiàng)：第一，要符合口語活動(dòng)設(shè)計(jì)原則。口語活動(dòng)的人物與話題要有真實(shí)性和可操作性，必須能引起學(xué)生的興趣，同時(shí)還應(yīng)該貼近他們的生活、學(xué)習(xí)經(jīng)歷與社會(huì)實(shí)際；話題的難度要符合學(xué)生的英語水平與能力；話題任務(wù)的安排要有梯度，不同的任務(wù)可以穿插進(jìn)行，組織課堂教學(xué)。第二，設(shè)計(jì)豐富多彩的口語活動(dòng)。例如，故事表演，話題辯論，采訪活動(dòng)和演講等。教師應(yīng)該廣泛收集資料，盡可能設(shè)計(jì)不同類型、風(fēng)格與要求的任務(wù)，應(yīng)用于日常的課堂教學(xué)過程，使學(xué)生的創(chuàng)新精神與實(shí)踐能力得到不斷地培養(yǎng)與提高。第三，口語活動(dòng)要體現(xiàn)全員參與性。根據(jù)新課標(biāo)，學(xué)生是課堂的主體，教師是參與者、組織者和引導(dǎo)者的角色。因此，教師要從學(xué)生“學(xué)”的角度設(shè)計(jì)出各種教學(xué)活動(dòng)，使學(xué)生在完成各種任務(wù)的過程中逐步形成運(yùn)用語言的能力。同時(shí)，口語活動(dòng)要兼顧個(gè)性化發(fā)展和全員性參與，實(shí)現(xiàn)因材施教。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。.下面是某高中教師的課堂教學(xué)片段。T:Justnowwegettoknowmanydifferentsports,forexample...Ss:Weight-lifting,fencing,aerobics,triathlon,shooting...T:Great.Now,let"sthinkaboutthisquestion:Howmanytypescanthesesportsbedividedinto?Ss:(discusswithpartners)T:Forexample,football,tennis,table-tennis,theybelongto...Sl:Ballgames.T:Great.Andthen...Howaboutrings?Doublebars?Whichtypeofsportsdotheybelongto?Ss:(silent)T:(write“gymnastics”ontheblackboard)Nowreadafterme...S2:MsXia,howtosay“kualan”inEnglish?ItisthehonorofallourChinesepeople.T:Yeah,wereallyoughttoknowl10-hurdlerace.Bytheway,whichtypedobothrunningandl10-hurdleracebelongto?Ss:(silent)T:Letmetellyou,trackandfieldsports.Readafterme.Ss:(readaftertheteacher)T:Don"tforgetthesportsthataredoneinthewater^thewatersports.Sowhatarethedifferenttypesofsportswe"velearnttoday?Ss:Ballgames,gymnastics,trackandfieldandwatergames.T:Excellent!根據(jù)上面所給信息，從下列兩個(gè)方面作答：(1)該片段屬于什么教學(xué)環(huán)節(jié)(6分)？其教學(xué)目的是什么？(6分)(2)該片段存在哪兩個(gè)主要問題(10分)？請?zhí)岢鱿鄳?yīng)的改進(jìn)建議。(8分).【參考答案】(1)該教學(xué)片段屬于新課講授(Presentation)和練習(xí)(Practice)環(huán)節(jié)。新課呈現(xiàn)是新課教學(xué)中最重要的一環(huán)，目的是運(yùn)用多種手段來創(chuàng)造情境與環(huán)境，介紹新的語言材料，指導(dǎo)學(xué)生理解和掌握知識(shí)，傳遞教學(xué)信息。練習(xí)環(huán)節(jié)的目的是讓學(xué)生在某一特定話題下，通過機(jī)械性練習(xí)即控制性及半控制性練習(xí)，不斷強(qiáng)化某一或某些語言結(jié)構(gòu)和詞匯。（2）問題一：新課教學(xué)環(huán)節(jié)的單詞講授過難：講解的詞匯需要注意學(xué)生的知識(shí)儲(chǔ)備、認(rèn)知能力和興趣愛好。 該教師在講授單詞的過程中，忽略了學(xué)生的知識(shí)儲(chǔ)備，學(xué)生對新學(xué)的單詞都不熟悉。改進(jìn)建議：①課前一定熟悉明確學(xué)生的知識(shí)水平。②培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣，進(jìn)而拓寬詞匯量。幫助學(xué)生學(xué)會(huì)如何正確使用詞典，自覺積累詞匯，及時(shí)復(fù)習(xí)。學(xué)生要常查字典，但不要一味地依賴詞典，應(yīng)指導(dǎo)學(xué)生盡可能利用上下文找線索來猜詞，養(yǎng)成對記詞匯的敏感性，注意習(xí)慣用法與固定搭配等用法，引導(dǎo)學(xué)生在語境中學(xué)習(xí)詞匯。學(xué)生掌握了音標(biāo)、構(gòu)詞法等，就能在較少的時(shí)間里掌握較多的詞匯，并通過詞綴、近似詞等來擴(kuò)大詞匯量。教師還可以指導(dǎo)學(xué)生運(yùn)用其他方法，如聯(lián)想、觀察、對比、分析法來學(xué)習(xí)詞匯，變難為易，以便養(yǎng)成良好的學(xué)習(xí)習(xí)慣。問題二：教學(xué)方法單一：該片段中教師只利用詞匯歸納的方式來呈現(xiàn)新的單詞，方式過于單一。改進(jìn)建議：展示詞語意思的時(shí)候可以通過實(shí)物、動(dòng)作、手勢、定義、詞匯信息（如近義詞、反義詞等）、上下文信息、表格、圖表、翻譯、間答、語義導(dǎo)圖、信息填充等方式來進(jìn)行。展示詞語的結(jié)構(gòu)和用法時(shí)可以通過例子、解釋、同義詞、反義詞、上下文、問答、結(jié)構(gòu)導(dǎo)圖等方式進(jìn)行。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。.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分鐘的英語閱讀教學(xué)方案。該方案沒有固定格式，但須包含下列要點(diǎn):?teachingobjectives?teachingcontents?keyanddifficultpoints?majorstepsandtimeallocation?activitiesandjustifications教學(xué)時(shí)間：20分鐘學(xué)生概況：某城鎮(zhèn)普通高中二年級(第一學(xué)期)學(xué)生，班級人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》六級水平。學(xué)生課堂參與積極性一般。語言素材：Words,words,wordsBritishandAmericanEnglisharedifferentinmanyways.Thefirstandmostobviouswayisinthevocabulary.TherearehundredsofdifferentwordswhicharenotusedontheothersideoftheAtlantic,orwhichareusedwithadifferentmeaning.Someofthesewordsarewellknown^Americansdriveautomobilesdownfreewaysandfillupwithgas;theBritishdrivecarsalongmotorwaysandfillupwithpetrol.Asatourist,youwillneedtousetheundergroundinLondonorthesubwayinNewYork,ormaybeyouwillprefertogetaroundthetownbytaxi(British)orcab(American).ChipsorFrenchfries?Butotherwordsandexpressionsarenotsowellknown.Americansuseaflashlight,whilefortheBritish,it"satorch.TheBritishqueueup;Americansstandinline.Sometimesthesamewordhasaslightlydifferentmeaning,whichcanbeconfusing.Chips,forexample,arepiecesofhotfriedpotatoinBritain;intheStateschipsareverythinandaresoldinpackets.TheBritishcallthesecrisps.ThechipstheBritishknowandloveareFrenchfriesontheothersideoftheAtlantic.Haveorhavegot?Thereareafewdifferencesingrammar,too.TheBritishsayHaveyougot...?WhileAmericanspreferDoyouhave...?AnAmericanmightsayMyfriendjustarrived,butaBritishpersonwouldsayMyfriendhasjustarrived.Prepositions,too,canbedifferent:compareontheteam,ontheweekend(American)withintheteam,attheweekend(British).TheBritishuseprepositionswhereAmericanssometimesomitthem(I,llseeyouMonday;Writemesoon!).Colourorcolor?Theothertwoareasinwhichthetwovarietiesdifferarespellingandpronunciation.Americanspellingseemssimpler:center,colorandprograminsteadofcentre,colourandprogromme.ManyfactorshaveinfluencedAmericanpronunciationsincethefirstsettlersarrivedfourhundredyearsago.Theaccent,whichismostsimilartoBritishEnglish,canbeheardontheEastCoastoftheUS.WhentheIrishwriterGeorgeBernardShawmadethefamousremarkthattheBritishandtheAmericansaretwonationsdividedbyacommonlanguage,hewasobviouslythinkingaboutthedifferences.Butaretheyreallysoimportant?Afterall,thereisprobablya