2016年下半年中小学教师资格考试英语学科知识与教学能力试题及答案解析(高级中学)

题及答案解析 （高级中学 ）

一、单项选择题 （本大题共 30小题，每小题 2分，共 60 分） 在每小题列出的四个备选项中选择一个最佳答案。请用 28 铅笔把答题卡上 对应题目的答案字母按要求涂黑 .错选、多选或未选均无分。

1. The Chinese recipes rapidly found ________ with foreign restaurant owners. A. favor B. flavor C. fever D. fancy

2. There is every sign that new Asian immigrants are willing to ________ with Americans.

A. oblige B. absorb C. assimilate D. stabilize

3. In the United States, a（n） _____ general is the chief lawyer in a government or city department.

A. senator B. solicitor C. councilor D. inspector

4. All the flights _________ because of the hurricane, they decided to take the train instead.

A. had been canceled B. having canceled C. have been canceled D. having been canceled

5. Which of the following shows how the fraction \"7/9\" reads in English?

A. Seventh-nine. B. Sevenths-nine. C. Seven-ninth. D. Seven-ninths.

6. ________ man can aspire to and achieve goodness is evident throughout history.

A. What B. Whether C. That D. How

7. The pair of English phonemes _________ differs in the manner of articulation.

A. /k/ and /t/ B. /d/ and /g/ C. /s/ and /z/ D. /t/ and /s/

8. Which of the following shows the proper rhythmic pattern of the sentence? A. This is a 'question for 'Doctor 'Carrington. B. This is 'a 'question for 'Doctor Carrington. C. This is a 'question 'for Doctor 'Carrington.

D. This 'is a 'question for 'Doctor 'Carrington. 9. The pair “ _____________ are dialectal synonyms in BritAismhearni A. tap and faucet B. stroll and trot C. liberty and freedom D. statesman and politician

10. Which of the following might be Jane's primary concern when she sincerely asks her friend\"Does your farm contain 500 acres\"?

A. Quantity maxim. B. Quality maxim. C. Relation maxim. D. Manner maxim.

11. Which of the following assumptions fails to describe the nature of vocabulary or vocabulary learning?

A. Words are best learned in context.

English.

B. A lexical item can be more than one word.

C. All words in one language have equivalents in another. D. Leaming 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. It is suggested that teachers should not interrupt students for error correction when the activ-ity 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 C. predicting D. skimming

15. Teachers who adopt the ________ model for reading comprehension may start teaching a text by introducing new vocabulary and structures.

A. parallel B. serial C. top-down D. bottom-up

16. It is suggested that lower-level EFLlearners learn to read by reading materials.

A. simple 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. Which 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 ofthe following writing activities 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 _________ strategies to make up for a lack of knowledge of grammar or vocabulary.

A. communicative B. cognitive C. resourcing D. affective

请阅读 Passage，l 完成第 21-25 小题。

Passage 1

Einstein is a mental Hercules, according to those who know his work. He has performed prodi-gious labors. By all the theories of physiognomy, he should be a granite-visaged Norse god of the Hindenburg type, instead of looking like a poet or musician. On theoretical grounds, he should have an iron will, instead of being pliant, docile, compromising. The explanation seems to be that Ein-stein, unlike most men of achievement, has never had to coerce or harden himself. His work was an exalted revel and his whole scientific life was a perpetual carnival, to judge from a speech of his at a dinner in Berlin in honor of the physicist, Max Planck. A preceding speaker had talked of the \"ago-nizing toil\" and \"superhuman will\" required of a great scientist. Einstein demurred. \"This daily striving,\" he said, \"is dictated by no principle or program, but arises from

immediate personal need.

The emotional condition which renders possible such achievements is like that of the religious devo-tee or the lover.\" On another occasion, Einstein described the impulse to grapple with his problems as \"a demoniac possession,\" needing no stimulation from conscious effort of the will. Einstein's own theory about himself must be correct; nothing else could account for his irresistible energy in his own regions of thought and his lamblike helplessness in ordinary contacts. To catalogue a few of his lost wars of everyday life:

For a time he refused to play the violin for charity because of his modest estimate of his own a-bility, and because he thought it unfair to professionals; under pressure, however, he gave many recitals. He declined a deluxe cabin on a trip to America because of his scruples against luxury, but accepted when informed that he was hurting the feelings of the steamship line. On his trip to India,he refused to travel in a rickshaw because he thought it degrading to use a human being as a draught animal; he

reconsidered, however, on the ground that rickshaw boys must live, and patronized them extensively. Hating fuss and feathers, he has been induced to make triumphal progresses on four continents. He has compared mass newspaper interviews to being bitten by wolves and to being hanged, but nevertheless he is frequently gang- interviewed.

This easy yielding to pressure would lead another man to cheapen himself, but Einstein is saved by his aesthetic sense and his unworldliness. He could not do anything sordid. He doesn't want any-thing; there is nothing about the man for temptation to work on. When he received the Nobel Prize in 1921, he gave it to charity. When a magazine offered him an amazing sum for an article, he reject-ed it contemptuously. \"What?\" he exclaimed. \"Do they think I am a prizefighter?\" But he finally wrote the article after arguing the magazine into cutting the price in half. It is said that he declined his present post at the Institute for Advanced Study at Princeton on the ground that the salary was preposterously munificent, and was persuaded to accept only by the promise of an enormous pay cut.

He objected to gifts, but his 1930 trip to this country netted him five violins and other valuable booty. His backbone stiffened, however, when an admirer sought to press on him a Guarnerius val-ued at $33,000; this he firmly refused, saying that he was not enough of a musician to do justice to the instrument. Probably no man has been more plagued than Einstein by offers of money for testi-monials for toothpaste,

pimple-eradicators, corn plasters, and cigarettes. He brushed all this aside as \"corruption\" and would have no compromise. Einstein regards money as something to give away;

in1927, he was aiding one hundred and fifty poor families in Berlin.

21. What has led to Einstein' s great achievement in science according to the passage?

A. His strong belief in religion. B. His lifelong interest in science. C. His aesthetic sense and unworldliness. D. His superhuman will in science research.

22. What does the underlined phrase \"his problems\" in PARAGRAPH ONE refer to? A. His scientific pursuit. B. His daily striving. C. His superhuman will. D. His irresistible energy.

23. Which of the following best describes Einstein as a man yielding to pressure? A. He rejected luxury offers. B. He often cheapened himself. C. He usually fell into a dilemma. D. He didn't accept expensive gifts.

24. Which of the following is the closest in meaning to the underlined phrase \"fuss and feath-ers\" in PARAGRAPH TWO?

A. Erratic action. B. Boring routines. C. Nervous behavior. D. Pretentious display.

25. Why did Einstein refuse to accept a Guarnerius? A. He considered it too expensive. B. He hated all kind of corruption. C. He didn' t think he was a musician.

D. He felt he couldn' t make the best of it. 请阅读 Passage ，2 完成第 26-30 小题。 Passage 2

If you want something done, the saying goes, give it to a busy person. It is an odd way to guarantee hitting deadlines. But a paper recently published in the Journal of Consumer Research suggests it may, in fact, be true--as long as the busy person conceptualises the deadline in the right way.

Yanping Tu of the University of Chicago and Dilip Soman of the University of Toronto

exam-ined how individuals go about both thinking about and completing tasks. Previous studies have shown that such activity progresses through four distinct phases: pre-decision, post-decision (but pre-action), action and review. It is thought that what motivates the shift from the decision-making stages to the doing-something stage is a change in mindset.

Human beings are a deliberative sort, weighing the pros and cons of future actions and remain-ing open to other ideas and influences. However, once a decision is taken, the mind becomes more\"implemental\" and focuses on the task at hand. \"The mindset towards 'where can I get a sand-wich' ,\" explains Ms Tu, \"is more implemental than the mindset towards ' should I get a sandwich or not?'\"

Ms Tu and Dr Soman advise in their paper that \"the key step in getting things done is to get started.\" But what drives that? They believe the key that unlocks the implemental mode lies in how people categorise time. They suggest that tasks are more likely to be viewed with an implemental mindset if an imposed deadline is cognitively linked to \"now\"--a so-called like-the-present scenari-o. That might be a future date within the same month or calendar year, or pegged to an event with a familiar spot in the mind' s timeline (being given a task at Christmas, say, with a deadline of Easter).

Conversely, they suggest, a deadline placed outside such mental constructs (being \"unlike-the-pre-sent\") exists merely as a circle on a calendar, and as such is more likely to be considered delibera-tively and then ignored until the last minute.

To flesh out this idea, the pair carried out five sets of tests, with volunteers ranging from farm-ers in India to undergraduate students in Toronto. In one test, the farmers were offered a financial in-centive to open a bank account and make a deposit within six months. The researchers predicted those approached in June would consider a deadline before December 31st as like-the-present.

Those approached in July, by contrast, received a deadline into the next year, and were expected to think of their deadline as unlike-the-present. The distinction worked. Those with a deadline in the same year were nearly four times more likely to open the account immediately as those for whom the deadline lay in the following year. Arbitrary though calendars may be in parsing up the continuous flow of time, humans parse their concept of time in line with them.

The effect can manifest itself in even subtler ways. In another set of experiments, undergraduate students were given a calendar on a Wednesday and were asked to suggest an appropriate day to car-ry out certain tasks before the following Sunday. The

trick was that some were given a caleMar with all of the weekdays coloured purple, with weekends in beige (making a visual distinction between a Wednesday and the following Sunday). Others were given a calendar in which every other week,Monday to Sunday, was a solid colour (meaning that a Wednesday and the following Sunday were thus in the same week, and in the same colour). Even this minor visual cue affected how like-or unlike-the-present the respondents tended to view task priorities.

These and other bits of framing and trickery in the research support the same thesis: that mak-ing people link a future event to today triggers an implemental response, regardless of how far in the future the deadline actually lies. If the journey of 1,000 miles starts with a single step, the authors might suggest that you take that step before this time next week.

26. Why can a busy person hit deadline to the present according to the passage? A. He cherishes time more. B. He is good at making decisions. C. He is used to doing things immediately. D. He tends to link a future deadline to the present.

27. Which is the closest to the meaning of the underlined phrase \"flash out\" in PARAGRAPH FIVE?

A. Put forward. B. Dream up. C. Add details to. D. Come up with.

28. What does the un derli ned \"them\" in PARAGRAPH FIVE refer to? A. Min dsets. B. Cale ndars. C. Deadli nes. D. Decisio ns.

29. What is the author' s primary purpose in writing this passage? A. Illustrating the key point in meeting a deadline.

B. Con trast ing Yanping Tu' s experime nt with Dilip Soma ns.

C. Mani fest ing how visual cues affect people' s percepti on of deadli ne. D. Compari ng a like-the-prese nt deadli ne with an un like-the-prese nt one. 30. Which best describes the author' s tone? A. Huma ni stic.

B. Objective. C. Speculative. D. Recrimi natory.

二、 简答题（本大题1小题，20分） 根据题目要求完成下列任务。用中文作答。

31. 简要说明 多样化（vailetv）原则”在教学设计和课堂教学中的体现（10分）, 并简

述实施多样化教学需要考虑的因素（10分）。

三、 教学情境分析题（本大题1小题，30分） 根据题目要求完成下列任务，用中文作答。

32. 下面是某高三学生的一篇书面表达。

请结合生活中的一个事例，用英语写一篇短文，谈谈微笑的作用。

H uwd to unit Wf to ■匕 fhM It CM u* 斓\"島 you

悴

hitrnf. A unit ki frwftif. Wlhdr you柳”律

b申 怦.Tw亡豐 川 »

丹瞅 to m*. w» unit- Md 科曲曜碰愉 othtn.

Md Irw down ・ak Mien

時*IIMI 料in

崎w

HWIV d■血

•EH to Dthffk n懂e more

thn •更 qurkly krreip ■ y ・ imtt co open

怦 don't kiw Ehp亂 柳“切（tv* *

smiK our I*MOW 湘对 more

Rwit

lrZd/机 A iW CM* ilwelop pMpte *nd pwpke 啾畀n rHtticin. tt 洌 know* ■ new friends YQW ht ，

j unlev ,

根据上面所给的信息.从下列三个方面作答:

（1）该学生的书面表达存在哪三个主要问题 ?（12分 ） （2）反映了该生英语学习中的哪些不足 ?（12 分）

（3）教师应该从哪些方面帮助学生提高写作能力 ?（6 分 ）

四、教学设计题 （本大题 1小题， 40分） 根据提供的信息和语言素材设计教学方案，用英文作答。

33.

息和语言素材，设计 4乙，、\\/- 〉‘ 〉- 教学方案。该方

案没有固定格式 .但须包含下列要点：

设计任务：请阅读下面学生信

20 分钟的英语读写

•teachi ng objectives

•teachi ng contents

•key and difficult points •major steps and time allocation •activities and justifications 教学时间： 20 分钟

学生概况：某城镇普通高中一年级 （第一学期 ）学生，班级人数 40 人，多数 学生已经达到

《普通高中英语课程标准 （实验 ）》五级水平。学生课堂参与积极性一般。 语言素材：

In some countries in western Europe, such as France, Spain and Britain, the countryside is changing.

Life has become difficult for many villages, and some are disappearing. There are a number of reasons for this. Firstly, young people from villages usually want to live somewhere livelier and they often move to the towns and do not return. Secondly, people move to the cities to find work, as there are very few jobs in the countryside. Some villages still remain because people from the cities have bought a \"second home\" in the village, where they come and stay at weekends. The price of the homes goes up and people from the area cannot afford to buy a house there. Another problem is that it is becoming more and more difficult for farmers to make money from their farms. So they sell their land and find another job.

All these things mean that many villages in western Europe are fighting to survive. We can only hope that they will remain. The countryside would be a sadder and uglier place without them.

【参考答案解析】 一、单项选择题

1. 【答案】A。解析：考查名词辨析。句意为 中国菜谱很快得到了外国餐

馆老板的青睐 ”。 favor “喜爱，欢心，赞同 ”， find favor with sb.（=be supposed by sb.）意为得宠于人，得人好感，被人接受”，符合句意，故正确答案为 A。 flavor 味“道，特色 ”，

fever 发“烧，发热 ”， fancy “幻想，想象力 ”，均不符合句意。

2. 【答案】c。解析：考查动词辨析。句意为

种种迹象表明新一代亚洲移

民乐意被美国人同化”。oblige迫使，强制”，absorb吸收，吸引 ....... 的注意”，

assimilate 使同化，吸收 ”， stabilize 稳定，使安定，使坚固 ”。根据句意，故选 C。

3. 【答案】B。解析：考查名词辨析。句意为 在美国，城市或政府部门的 首席律师是司

法部副部长”。solicitor法务官，律师”，solicitor general意为“美） 司法部副部长”，符合题意，故正确答案为 B。senator参议员”，coun-cilor美（ 政务会委员，议员 ”， inspector 检“查员， （美）督察长 ”，均不符合题意。

4. 【答案】D。解析：考查非谓语动词和时态语态。分析句子结构，两个分

句之间没有连词，前半部分的逻辑主语是

all the flights，而句子的主语是they，

所以前半部分不是句子，而是一个独立主格结构，所以空格处应该用非谓语动 词形式，排除A、

Co flights与cancel构成被动关系，且是已经完成的动作.所 以使用过去完成时的被动语态。

句意为 “由于飓风，所有的航班都被取消 .他们 决定换乘火车 ”。故选 D。

5. 【答案】D。解析：考查英语中分数的读法。分数的表达方式应该是，分 子用基数词，

分母用序数词。当分子大于 1 时.分母序数词用复数形式。故选 D

6. 【答案】c。解析：考查主语从句。题干中看到系动词 is之前是主语，而

主语是由一个从句引导的，所以该句是主语从句。在主语从句中，并不缺少任 何成分，应该用

that引导，其在主语从句中只起引导作用，不充当任何成分， 本身无实际意义，但不能省略。B项whether在主语从句中也不充当任何成分. 但是表达 “是否”的意思。 A 项和 D 项在从

句中做成分，因此排除。句意为 “人向 往善良且实行之，这在历史上是屡见不鲜的 ”。故选

C。

7. 【答案】D。解析：考查辅音的发音方式。题干中要求找出发音方式不同 的一组音素。

按照发音方式，A项的/k//t/和B项的/d//g/均为塞音;C项的/s/和/z/ 均为擦音；D项中的/t/为塞音，/s/为擦音。故选D。

8. 【答案】A。解析：考查句子重读。一般来说句子中的实词要重读，比如 名词、动词、

形容词、副词、数词等。虚词多数情况下不重读，比如冠词、介

词、连词、感叹词等。这句话中的冠词 a、介词for和be动词都不重读，B、C、 D 三项均排除 .故选 A。

9. 【答案】A。解析：考查语义学的词义关系。题干中要求找出属于方言同 义词（即英

式英语和美式英语）的一组词。A项tap和faucet均是水龙头的意思， 但前者常用于英式英语，后者常用于美式英语，因此 A 项属于方言同义词。 B 项stroll为 漫步，散步”，trot是 慢跑”，语义是有差别的。C项freedom其自 由”的涵义比较广泛。包括从社会政治经济意义上的自由，到个体内心的无拘无 束。而 liberty 则比较偏向于政治经济和人权上的解放，属于存在语义差异的同 义词。D项politician和statesman均指从事政治的人，但 politician多含

贬义， 而states-man常用于褒义.属于情感或评价有差异的同义词。

10. 【答案】C。解析：考查语用学的合作原则。题干中问到当 Jane真诚地

问她的朋友 “你的农场有 500英亩吗?”时她首先关心的是什么。四个选项分别是 数量准则、质量准则、关系准则和方式准则。当

Jane问问题时，她最想知道这

个问题的答案 .因此答案要首先和问题有所关联。故选 C。

11. 【答案】C。解析：考查词汇教学。句意为 下列哪项说法没有正确描述 词汇或词汇

学习的性质？”A项 最好在语境中学习单词”：B项一个词条可以对 应不止一个单词”；（项 在一门语言中的所有单词在另一门语言中都有对应的词 汇”但.是事实上一门语言的词汇与另外一门语言的词汇并不是一一对应的关系 . 比如“巧克力”就是音译过来的一个原本在汉语里没有的词汇 ；D 项“学习一个单词 包括学习其形式、意义和用法 ”。故

选 C。

12. 【答案】A。解析：考查课堂活动。句意为 当一个老师为他的学生创造

一个真实的生活情境进行讨论时，他不期望他们过多地关注 __________________ ”。教 师创设真实有意义的情境。为学生提供讨论交流的机会，在这个过程中，应更

重视语言的意义、用法和功能，让学生通过体验、实践，将学习的结果和自己 的生活结合起来。因此不必过多地关注形式 (form) 。故选 A。

13. 【答案】B。解析：考查语言教学与课堂纠错。句意为 当活动是以

___________ 为目标时，建议老师不要为了纠错而打断学生 ”。不打断学生是要保 证说话的流畅性。 accuracy 准确性 ”， fluency “流畅性 ”， complexity “复杂性 ”， cohesion 衔接”。故选 B。

14. 【答案】D。解析：考查阅读教学。句意为 当要求学生快速浏览一篇文

章获取大意时，我们在训练他们的 _____________ 技能” 。 scanning “寻读”，目的是 从较长的文字资料中寻找特定的细节内容。mapping思维导图”，一般是在了解 文章基本内容之后，从阅读材料的主题出发，画出各部分之间的联系

.从整体上

理解文章的过程。 pre-dicting 预测 ”，指借助文章的标题、逻辑关系等，对文章 的主题、体裁、结构等进行预测，目的常常是激发学生的阅读兴趣。

skimming “略读”是.通过快速阅读文章来获取大意的阅读技巧。故选 D。

15. 【答案】D。解析：考查阅读教学模式。句意为 教师在教授阅读时首先

从新单词和句型结构开始 .这是采用了教学模式 ”。自下而上的教学模式 (bottom- up model)主张从较小的语言单位开始教学，即从单词、句子逐渐解码.进而达到 对整个段落、最后到整篇文章的理解。自上而下的教学模式

(top-dow n model)主

张在阅读教学中重视背景知识的导入，要求学生对文章进行预测。然后阅读、 检验、修订自己的预测，再进行新的预测。故选 D。

16. 【答案】A。解析：考查阅读材料的选择。句意为 建议水平较低的英语

外语学习者阅读材料”。A项 简单且地道的” .B项学术且地道的”.(项 原始且 经典的 ”， D 项“经典且地道的 ”。对于水平较低的学习者 .要选择容易理解且地道 的语言材料，这样学生才不会产生挫败感并且能够学到地道的外语表达。学术 型、经典以及原著是较难的学习材料。故选 A。

17. 【答案】D。解析：考查写作教学活动。句意为 当教师要求学生把打乱 顺序的句子

重组成一段符合逻辑的话时 .这位教师关注的是 ”。这里教师关注的 是上下文的逻辑性和连贯性。 A 项 阅读技巧 ”是.用来理解文章、找出所需信息 的技巧;B项 批判性思维”；(项 校对技巧” ；□项语篇连贯”。故选Do

18. 【答案】B。解析：考查写作教学。句意为 下面哪项是正式文体写作的 典型特征？” A项偏好使用古体词”；豉首先要保证语言的准确性”；(项偏好使

用简短、不完整的句子” ；□项跟读者建立亲密的关系”。正式文体的要求首先是 用词准确无歧义 .如法律文书。故选 B。

19. 【答案】C。解析：考查写作教学活动。句意为 下面哪一项写作活动可

以用于发展学生的规划能力？”A项 分小组修改他们的作文” ；0项自己检查作文 中的标点符号”；。项将想法分类并按顺序排列”：D项 相互检查作文中的语言”。 C 项符合题意 .故选 C.

20. 【答案】A。解析：考查英语学习策略。句意为 在努力将信息成功传达 给别人时，

英语学习者可以采用策略来弥补语法或词汇知识的不足 ”。学习策略 指学生为了有效地学习语言和使用语言而采取的各种行动和步骤。英语学习策

略包括认知策略(cognitive strategies)调控策略(control strategies)交际策略

(commu-nicative strategies资源策略(resourcing strategies等。其中，交际策略是 指学生为

了争取更多的交际机会、维持交际以及提高交际效果而采取的各种策 略。题干中当英语学习者由于缺乏必要的语法或词汇知识而不知道如何表达时， 为了让别人明白自己的意思，可以借助

手势或表情等非语言手段来克服语言障 碍，从而维持交际，这属于学习策略中的交际策略。故选

A。本题容易误选成

C.注意该题干中get across短语的意思是让对方了解你要传达的意思”。

Passage 1

21. 【答案】 B 。解析：细节题。题目问的是什么使得爱因斯坦在科学方面 取得巨大成

就。根据文章第一段中 “The emotional condition which renders possible such

achievements is like that of the rleigious devotee or the lover 意思是 ”. 使他在科学上有

如此大的成就的原因是他对科学的喜爱就像是对宗教的热爱或 迷恋那样 .故选 B。

22. 【答案】B。解析：推断题。根据题干可以将 his problems定位至第一段

中 “On another occasio， nEinstein described the impulse to grapple with his problems

as ‘a demoniac possession。由上文 “‘ This daily striving' heaid, 'is dictated

by no principle or program， but arises from immediate personal need.可知，他的’ 问题

指代的是 this daily striving ，故选 B。

23. 【答案】c。解析：细节题。题目问的是对于爱因斯坦屈服于压力的最 准确描述是哪

个。首先排除 A、D，这两个选项不仅表达的是同样的意思，而

且与文章意思不符 ；B 项“看低自己 ”，不符合原文意思。从第二段可以看出，爱 因斯坦在这五种情况中，左右为难，最后迫于各种压力违背自己本意，故选

C。

24. 【答案】D。解析：词义题。fuss andfeathers的意思是 大吹大擂，炫耀”。 A 项

“古怪的行为 ”， B 项“无聊的日常活动 ”， C 项“不安的举动 ”， D 项“炫耀的 展示”。

D 项与这个词组的意思最为接近，故选 D。

25. 【答案】D。解析：细节题。根据题干可以定位至最后一段中

“ His

backbone stiffened， however， when an admirer sought to press on him a Guamerius valued at $33， 000；this he firmly refused， saying that he was not enough of a musician to do justice to the instrument，可知他认为自己并没有足够好能配得上 使用这么好

的乐器。 A 项与题干无关 ；B 项说法太绝对 ；C 项的意思是他认为自己 不是一名音乐家，与原文意思有些出入。利用排除法

.选 D。

Passage 2

26. 【答案】B。解析：推断题。根据题意，首先排除

D选项，因为D选项

和题意重合，并未说明原因。根据文章第一、二段可知，繁忙的人可以通过正 确的决定将事情

在截止日期前完成，而不是 A 项“更加珍惜时间 ”或者 C 项“立 即完成事情 ”故.选 B。

27. 【答案】c。解析：词义题。flesh out的原义是 充实，具体化”。根据第 五段第一

句可知这里是对上文的观点做进一步具体解释，为了证明上面的观点，

与C项add details to的意思吻合。put forward提出”，dream up想起，想象出”， come up

with 提出，想出 ”，均不符合，故选 C。

28. 【答案】B。解析：指代题。根据题干可以定位至第五段最后一句

“Arbitrary though calendars may be in parsing up the continuous flow oftim， e humans

parse their concept oftime in line with them. 意思是虽然日历”.会随意地描 述不断流逝的时

间，但人们仍然根据它们来定义时间的概念。因此

them指的是

calendars 故选 B。

29. 【答案】A。解析：主旨题。本文主要阐述了在截止日期按时完成事情 的关键， B 项

不符合文意 ；C、 D 两项均是文章的某个信息，并不能全面地描述 作者的意图。故选 A。

30. 【答案】B。解析：态度题。humanistic人文主义的”，objective客观 的”， speculative 推理的，思考的 ”， recriminatory 互相指责的，反控诉的 ”。全 文作者以客

观的态度阐述观点，故选 B。

二、 简答题

31. 【参考答案】

(1) 所谓多样化原则，是指语言输入材料、输入方式、教学安排及练习形式

的多样化。具体体现有：课堂活动不能过于单一，要有多样性

；组织形式要多样

化，既有个体活动，又有小组活动 ；感官刺激要多样化，既有视觉、听觉活动， 又有触觉、动觉活动 ；产出要多样化，既有语言产出 .又有非语言的产出。

(2) 实施多样化教学需考虑的因素：

① 以学生为主体。 ② 活动具有可操作性。 ③ 选材新颖且符合学生兴趣。

④ 以培养学生用英语分析问题、解决问题的能力为目的。 三、 教学情境分析题

32. 【参考答案】

(1) 该学生的书面表达主要存在下列三个问题：

① 写作基本功不扎实。具体表现为单词拼写、标点符号和单词大小写错误 词法句法错误，

如时态错误、词性使用错误、单复数使用不清、句子结构混乱 等。

② 文章观点不明确，结构不完整，逻辑性和连贯性差。 ③ 受汉语语法和习惯表达方式的影响，出现了大量

中式英语”。

(2) 反映了该生在英语学习中有如下不足：

① 英语基础知识薄弱，包括词汇量不足、语法混乱等。 ② 写作技能训练不足 .缺乏高效的写作技巧 .

③ 容易受母语思维方式的影响，在表达方式上无法灵活转换。

(3) 教师应该从如下方面帮助学生提高写作能力：

① 加强英语语言输入。

词汇是一篇文章基本的组成要素。要写出好文章。就必须善于从众多的词 汇中选择并运用恰当的词汇。因此，要加强词汇教学，丰富学生的词汇量。语

法影响句子的组织和表达。在教学过程中，教师应着重强调重点词汇的用法、 基本的句型、词语的固定搭配等，使文章中的每个句子合乎语法规范。写作和 阅读相辅相成，阅读是学生学习语言的一种重要手段。在大量的阅读过程中， 学生能够开阔视野、拓展知识、增加语感，积累必要的语言材料。因此

.教师要

有计划地指导学生在课外阅读一定数量的英语读物，让学生接触到各种体裁、 各种内容、各种形式的文章，对好的文章、段落、句子或固定表达要反复阅读、 熟读，甚至把它记下来，变为自己的知识。

② 加强基础写作训练。 英语写作是一种根据具体情况综合利用已习得的英语语言知识和英语语言

使用规则进行信息输出的过程。有了一定的语言输入，要达到灵活运用的目的， 还需要相应的英语写作训练。教师要制定周密的计划 .指导学生遵循由浅入深、 由简到繁、由易到难，有目的、有步骤、脚踏实地地进行训练。其中，包括句 单位的写作训练和语篇层次的写作训练，包含遣词造句、撰写段落、布局谋篇 等技能技巧。在句单位的写作训练中，可以进行词语释义练习、断句与标点练 习、句子模仿与改写练习 ；在语篇层次的写作训练中，可以采用短文改错、连贯 性训练、连句成文、语篇结构训练、框架写作、文体分类模仿、自由写作训练 等多种形式。

③ 强化英语语言思维。 文化适应模式理论认为，学会一门外语的同时也应学习适应一种外国文化。

因此，要克服母语对英语写作的干扰 .就必须进行一系列中英文思维转换训练。 例如：在理论

上分清英语和汉语段落、篇章结构的不同特征及规律 ；从单词含义 人手，对相近词进行词义辨析 ；创设语境，要求学生在语境中准确用词 ；通过各种 训练，比较英汉篇章组织、思维方式以及表达方式上的差异等。这些训练的关 键在于对学生从汉语思维过程转换为英语思维过程的训练 .

四、教学设计题

33. 【参考设计】

Teaching Contents: This class is about the problem that some villages are disappearing in western countryside.

Teaching Objectives: (1) Knowledge objectives

① Stude nts can get the main idea of the passage through readi ng by themselves. ② Stude nts can lear n some backgro und that some western villages are

disappearing and list the reasons men-tioned in the passage.

(2) Ability objectives

① By reading the passage, students' reading ability of skimming and scanning can

be improved.

② By writing a short composition about the changes in their own hometown in the

countryside, students' writing skills can be enhanced.

(3) Emotional objectives

Through group work and discussion, students can arouse the awareness of cooperation with others, and learn to enjoy the lives in their own hometown.

Teaching Key and Difficult Points: (1) Teaching key point

Students can find the main idea about this passage and list the reasons by cooperation.

(2) Teaching difficult point

Students can train their reading ability and writing skill, and they can use this topic in their daily life.

Major Steps:

方案一 :3P 模式

Step 1 Presentation (8 minutes)

Activity 1 Fast reading Skimming:

Ask students to read the passage quickly and get the gist of it. Scanning:

Ask students to read the passage again and find the specific information about the following questions:

(1) Why do people move to the cities to find work?

(2) Why do people from the villages not buy houses in the village? (3) Why do farmers sell their land? Activity 2 Careful reading

Ask stude nts to read the passage carefully and un derl ine the ordinal nu meral. Then divide them into some groups to discuss and finish the following chart to find the problems and give the reas ons.

1 'r Prnhleins J ------ 1 1

- — 一 1 — --------------- —---- --- ---- — ---- — ----- -- ---- --- — J- i - (Justificati on: The fast read ing activities can improve stude nts' skimmi ng and sca nning skills. Through discus-si on and group work, stude nts can un dersta nd the passage better and their cooperati on can be stre ngthe ned.)

Step 2 Practice (5 min utes)

Invite two of the students to narrate the passage in his or her own words standing on the platform. Then ask stu-dents to talk about changes in their own hometown and find the problems and the reas ons.

(Justification: Narrating in their own words can train their concluding ability, mean while, it can also deepe n their impressi on of the content of this class. Stude nts can put it into practical use by talk ing about the topic. During the pro-cess, stude nts will love their hometow n more and cultivate the aware ness to protect the en vir onment .)

Step 3 Producti on (7 min utes) Writi ng:

Ask students to put the ideas together to write a short composition about the changes in their own hometown in the countryside according to the outline of this passage and the above discussi on. Then stude nts excha nge their com-positi ons to check with each other about the vocabulary, grammar and pun ctuati on.

(Justification: It can practice students' writing skills, help students know their merits and shortco mings and en-courage them to lear n useful expressi ons from others.)

方案二：PWP模式

Step 1 Pre-read ing (4 mi nutes)

The teacher will play a VCR about some people who come from village and now work in cities. After that, ask students to discuss two questions:

(1) Why do they want to find jobs in cities even if they face a lot of problems? (2) Why do some of them want to retur n to hometow n?

(Justification: VCR can give students a more intuitive feeling. Through watching VCR, they can know what they will learn in this class and their curiosity will be stimulated.)

Step 2 While-readi ng (8 min utes) Skimmi ng:

The teacher will ask stude nts to read the whole passage quickly to get the main idea, the n ask some one to share it with the whole class.

Sca nning:

The teacher will ask stude nts to read the text aga in and un derl ine the ordi nal nu meral. Then divide them into some groups to discuss the follow ing questi ons and ask them not only to read the text but also to imagi ne:

(1) Why do some of them want to fred jobs in cities? (2) Why do some of them want to retur n home?

(3) If you are one of the members in these villages, what's your choice? After discussi on, ask them to fill in the table on the scree n.

Readmit ... ____________________________________ . Want Io find jobs in cittss Wini io rctuni Jiomc

Your chojce (Justification: Skimming can help students have a basic understanding of the passage. The discussi on can not only cultivate their cooperatio n sense but also stimulate their imagination. Besides, filling in the table can help students un-derstand the passage better.)

Step 3 Post-read ing (8 min utes) Retelli ng:

In this step, the teacher will invite two of them to narrate the passage in his or her own words sta nding on the platform.

(Justificati on: Sta nding on the platform can give them much more con fide nce in expressing them. Narrating in their own words can train their concluding ability and deepe n their impressi on of the content of this class.)

Writing:

In this step, the teacher will ask students to put the ideas together to write a short composition about the changes in their own hometown in the countryside according to the outline of this passage and the above discussion. Then stu-dents will exchange their compositions to check carefully the vocabulary, grammar and punctuation.

(Justification: It can practice students' writing skills, let students know their merits and shortcomings and encour-age them to learn useful expressions from others.)