教師資格證考試：2018下高中英語(yǔ)真題

2018年下試題一、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。1.Thedifferencebetween/?/and/?/liesinSSS.A.theplaceofarticulationfarticulationB.themannerofarticulationC.sounddurationD.voicing2.Whichofthefollowingshowsthegeneralintonationpatternofacoordinatesentence?A.Yourainthetroopsforsixmonths↗andyousendthem↘abroad.B.Yourainthetroopsforsixmonths↗andyousendthem↗abroad.C.Yourainthetroopsforsixmonths↘andyousendthem↘abroad.D.Yourainthetroopsforsixmonths↘andyousendthem↗abroad.3.ThatfamousscientisthadaverySSSmindasachildandattheageoftenheperformedhisfirstexperiment.A.mechanicalB.consciousC.impressionableD.inquisitive4.Togetdrugsfromthepharmacy,youneeda(n)SSS.A.inscriptionB.recipeC.prescriptionD.remedy5.Detectisformedbydeletinganimaginedaffixfromdetective.Thisprocessofword-formationiscalledSSSA.inflectionB.derivationC.compoundingD.back-formation6.Havingbeenmadespeechless,hefeltSSSafoolthanhehadexpected.A.likeB.asC.moreofD.muchof7.WhatisthechanceofSSSanothertyphooninthisareathissummer?A.therebeingB.theretobeC.therebeD.theregoingtobe8.SSStheytocutdownthecostofadvertising,thecostofproductionSSSsignificantlyfall.A.Are;willB.Were;shallC.Are;shouldD.Were;would9.Howmanymorphemesarethereintheword“impassable”?A.Two.B.Three.C.Four.D.Five.10.Whichofthefollowingisusedtodescribethespeecherrorsinducedbythetranspositionoftwosoundsasin“tonsofsoil”and“sonsoftoil”?A.Alliteration.B.Spoonerism.C.Elision.D.Liaison.11.Whenateacherasksstudentstobrainstormwhattheywillwriteaboutanunforgettabletriphe/shemainlyfocusesonSSS.A.ideasB.layoutC.styleD.feedback12.Whichofthefollowingisacommunicativetask?A.Readingaloudthedialogueonpage24.B.Writingapartyinvitationtoyourfriends.C.TranslatingthefirstparagraphintoChinese.D.Makingsentenceswiththeexpressionsgiven.13.Whatisbeingpractisedifateacherasksstudentstoreadwordslike“cot，hot”and“dog，log”？A.Spellingandstructure.B.Stressandsound.C.Minimalpairs.D.Phoneticsymbols.14Whatteachingmethodisusedbytheteacherifmuchofhis/herclasstimeisspentondrillingsentencepatternsfollowedbyexerciseslikerepetition,memorization,mimicry,etc?A.TheNaturalApproach.B.TheCommunicativeApproach.C.TheAudio-lingualMethod.D.TheGrammar-translationMethod.15.Accordingtotheaffective-filterhypothesis,SSSisnotanaffectiveinfluencinglanguagelearning.A.attitudeB.motivationC.interestD.intelligence16Whatdoeshis/herfeedbackfocusonifateacher’scommentis“John,itwouldbebetterifyouhavegivenmoredetail!”?A.Content.B.Language.C.Attitude.D.Aptitude.17.Whichofthefollowingisareferentialquestion?A.WherewasYangLiweiborn?B.WhoisthefirstChineseastronaut?C.WhydoyouthinkYangLiweisagreatastronaut?D.WhendidYangLiweibeginhishistoricspacetravel?18.HavinglivedinChinaforalongtime,JohncouldfullyunderstandtheculturalshocksexperiencedbyhisChinesestudents.WhichofthefollowingtraitsdoesJohnhaveinthisinstance?A.Avoidance.B.Empathy.C.Extroversion.D.Introversion.19.Whentheteacherasksstudentstoreadatextforthemainidea,he/sheintendstodevelopstudents'skillofSSS.A.retellingB.predictingC.skimmingD.scanning20.Whichofthefollowingisbasedonthecommunicativeviewoflanguage?A.Structuralsyllabus.B.Skill-basedsyllabus.C.Genre-basedsyllabus.D.Functional-notionalsyllabus.請(qǐng)閱讀Passage1，完成21~25小題。Passage1Whenitcomestoairlinetravel,perhapsnothinghasrevolutionizedthepassengerexperiencemorethanairlineapps.Indeed,they'rebecomingsoubiquitousthatmorethan50percentofU.Stravelershaveatleastoneairlineappinstalledontheirsmartdevice,accordingtotravelindustryresearchfirmPhocuswright.Maybethat'sbecauseappsmaketraveleasier,andoftenaremorefunctionalthanakioskorevenanairlinesownwebsite.Passengersreportthatthey'reoftenmorequicklyinformedofaflightcancellationorgatechangethananairlineemployee.Notallairlineappsarecreatedequal,butingeneralyoucanuseanapptocheckinforaflight,changeseats,andrequestandpayforanupgrade.Roadwarriorsinparticularappreciatemobileboardingpassesandtheabilitytotracktheirfights.Manyairlinesnowofferfreeonboardstreamingentertainmentviaapps.TheDeltaAirLinesappevenallowsuserstotracktheirbags,fromcheck-intocarousel,whiletheAirFranceappletspassengersdownloadmagazinesandnewspapersfromtheairline'slibrary30hourspriortodeparture.Butwhatifyouaretravelingextensivelyonmorethanoneairline?Globalairlineallianceshave

their

own

apps

that

allow

you

to

view

flights

for

all

member

airlinesand

their

affiliates,including

code

share

fights.

In

general,

you

can

find

fight

schedules

for

all

member

airlines

andtrack

member

airline

flights.

Airport

information

isavailable,

as

are

details

about

local

weather

20the

destination.

Where’s

the

nearest

airport

lounge?

The

app

will

locate

it

for

you.

The

Sky

Team

airline

alliance

app

goes

a

step

further

by

letting

its

SkyPriority

members(SkyTeam

Elite

Plus

members

and

customers

with

first

and

business.

class

tickets)

find

out

exactlywhich

SkyPriority

services

including

priority

check

in

and

baggagedrop

off,

as

well

as

access

topriority

security

lanes

and

boarding

lanes

are

available

at

individual

airports.You'll

find

that

some

alliance

app

features

are

available

through

multiple

channels

ofcommunication.

For

example,

SkyTeam

members

have

formed

their

own

online

community

bysharing

traveler

tricks

and

airport

tips

accessible

through

a

variety

ofchannels,including

the

app,Sky

Team's

website,

Facebook

page

and

a

dedicated

tips

site.

SkyTeam’s

YouTube

page

featurestravel

tips

from

regional

celebrities.

Just

as

airlines

seem

to

have

conquered

social

media,

another

method

of

communicating

withtravelers

has

just

arrived.

KLM

Royal

Dutch

Airlines

is

the

first

carrier

tosign

up

for

Facebook'sMessenger

chat

app.

KLM

flyers

can

automatically

receiveitineraries,

flight

updates,

check-in

notifications,

boarding

passes

and

rebook

flightsand

communicate

with

customer

service,

allfrom

Facebook

Messenger.

Messengerfor

Business

was

launched

so

that

customers

in

this

case,passengers—can

transact

business

over

the

messaging

app

in

a

single

communication

thread.Roughly

80

percent

of

passengers

on

planes

traveling

within

the

U.S.

have

the

Messenger

appinstalled

on

their

smartphones,accordingto

Facebook.

Clearly,

mobile

apps

and

social

media

havetransformed

our

digital

lives.

Airlines

favor

apps

.and

other

technologies

because

they

getcustomsoutof

airport

lines

and

off

phone

lines.

Throughtheir

smart

devices,

travelers

now

have

untethered

access

to

travel

information.

A

fewquick

tapscan

supply

individuals

with

information

neverdreampossible

even

a

decade

ago.

And

withmore

people

using

smartphones

as

their

primary

computing

device,

and

as

more

people

own

cellphones

globally,

people

expect

technology-driven

methods

of

communication

and

convenience

toaccelerate.

Whether

you're

high-tech

or

not,

you

must

admitthat

having

immediate

access

to

theirformation

you

need

sure

beats

getting

a

busysignal

on

a

toll-free

phoneline.

21.

Which

of

the

following

reflects

what

the

author

intends

to

convey?A.

Airline

apps

have

made

airline

competitions

fiercer

than

ever.B.

Airline

apps

have

immensely

transformed

travelers

digital

lives.C.

Airline

apps

will

probably

replace

airline

staff

in

the

near

future.D.

Airline

apps

have

provided

magazines

and

newspaper

for

travelers.

22.

According

to

this

passage,

which

of

the

following

apps

provides

priority

servicesinformation

for

priority

members?

A.

The

SkyTeam

airline

alliance

app.B.

KLM

Royal

Dutch

Airlines

app.C.

Global

airline

alliance

app.D.

The

Delta

Air

Lines

app.

23.

Which

of

the

following

is

closest

in

meaning

to

the

underlined

word

underlinedin

thelast

paragraph?

A.

Unlimited.B.Easy.

c.

Immediate.D.

Direct.

24.

What

makes

mobile

apps

appealing

to

travelers

according

to

the

last

paragraph?A.

Realization

of

their

unfulfilled

dreams.B.

A

better

service

via

computing

devices.C.

An

unoccupied

signal

on

the

phone

line.

D.

Immediate

access

to

the

needed

information.

25.

Which

word

below

best

describes

the

author'

s

stance?A.

Biased.B.

Neutral.C.

Critical.D.

Radical.請(qǐng)閱讀Passage2，完成26~30小題。Passage

2

Everyone

knows

that

English

departments

are

in

trouble,

but

you

can't

appreciate

just

how

.much

trouble

until

you

read

the

new

report

from

the

Modern

Language

association.

The

report

isabout

Ph.D.

programs,

which

have

been

in

decline

since

2008.

These

programs

have

gotten

bothmore

difficult

and

less

rewarding:

today,

it

can

take

almost

a

decade

to

geta

doctorate,

and,

at

theend

of

your

program,

you

re

unlikely

to

find

a

tenure-track

job.

The

core

of

the

problem

is,

of

course,

the

job

market.

The

M.L.A.

report

estimates

that

onlysixty

per

cent

of

newly-minted

Ph.D.s

will

find

tenure-track

jobs

aftergraduation.If

anything,

that'swildly

optimistic:

the

M.L.A.

got

to

that

figure

by

comparing

the

number

of

tenure-track

jobs

onits

job

list

(around

six

hundred)

with

the

number

of

new

graduates

(about

a

thousand).But

thatleaves

out

the

thousands

of

unemployed

graduates

from

past

years

who

arestill

job-hunting-

notto

mention

the

older

professors

who

didn't

receive

tenure,

andwho

now

find

themselves

competingwith

their

former

students.

In

all

likelihood,

thenumber

of

jobs

per

candidate

is

much

smaller

thanthe

report

suggests.

That's

why

the

mood

is

so

dire—why

even

professors

are

string

to

ask,in

thecommittee's

words,

“Why

maintain

doctoral

study

in

the

modern

languages

and

literatures—or

therest

of

the

humanities—at

all?”

Those

trends,

in

turn,

are

part

of

an

even

larger

story

having

to

do

with

the

expansion

andtransformation

of

American

education

after

the

Second

World

War.

Essentially,

colleges

grewless

élite

and

more

vocational.

Before

the

war,

relatively

few

peoplewent

to

college.

Then,

in

thenineteen-fifties,

the

G.I.

Bill

and,

later,

the

BabyBoom

pushed

colleges

togrow

rapidly.

When

theboom

ended,

colleges

foundthemselves

overextended

and

competing

for

students.

By

the

mid-seventies,

schools

were

creating

new

programs

designed

to

attract

a

broader

range

of

students--

forinstance,

women

and

minorities.

Those

reforms

worked:

as

Nate

Silver

reported

in

the

Times

last

summer,

about

twice

as

manypeople

attend

college

per

capita

now

as

did

forty

years

ago.

But

all

that

expansion

changed

colleges.In

the

past,

they

had

catered

to

élite

students

who

were

happy

to

major

in

the

traditional

liberal

arts.Now,

to

attract

middle-class

students,

colleges

had

to

offer

more

career-focused

majors,

in

fieldslike

business,

communications,

and

health

care.

As

a

result,

humanities

departments

have

foundthemselves

drifting

away

from

the

center

of

the

university.

Today,

they

are

often

regarded

as

a

kindof

institutional

luxury,

paid

for

by

dynamic,

cheap,

and

growing

programs

in,

say,

adult-education.These

large

demographic

facts

are

contributing

to

today's

job-market

crisis:

they

're

why,

whileeducation

as

a

whole

is

growing,

the

humanities

aren't.

Given

all

this,

what

can

an

English

department

do?

The

M.L.A.

report

contains

a

number

ofsuggestions.

Pride

of

place

is

given

to

the

idea

that

grad

school

should

be

shorter:"

Departmentsshould

design

programs

that

can

be

completed

in

five

years."

That

will

probably

require

changingthe

dissertation

from

a

draft

of

an

academic

book

into

something

shorter

and

simpler.

At

the

sametime,

graduate

students

are

encouraged

to

broaden"

themselves:

to

engage

more

deeply

withtechnology";

to

pursue

unusual

and

imaginative

dissertation

projects;

to

work

in

more

than

onediscipline;

to

acquire

teaching

skills

aimed

at

online

and

community-college

students;

and

to

takeworkshops

on

subjects,

such

as

project

management

and

grant

writing,

which

might

be

of

valueoutside

of

academia.

Graduate

programs,

the

committee

suggests,

should

accept

the

fact

that

manyof

their

students

will

have

non-tenured,

or

even

non-academic,

careers.

They

should

keep

track

ofwhat

happens

to

their

graduates,

so

that

students

who

decide

to

leave

academia

have

a

non-academicalumni

network

to

draw

upon.

26.

What

does

the

author

mean

by

saying

that's

wildly

optimistic

in

Paragraph

2?

A.

The

job

openings

for

newly-graduated

Ph.D.s

are

incredibly

promising.B.

It

seems

impossible

for

newly-graduated

Ph.D.s

to

find

a

tenure-track

job.

C.

The

M.L.A.

report

has

overestimated

the

number

of

tenure-track

jobs

on

the

job

list.

D.

The

M.L.A.

report

has

exaggerated

the

difficulties

to

be

encountered

by

newly

-graduated

Ph.D.s.

27.

Which

of

the

following

is

closest

in

meaning

to

the

underlined

word

“dire”

in

paragraph2？A.

Cheerful.B.

Gloomy.

C.

Complicated.D.

Queer.

28.

According

to

the

author,

which

of

the

following

is

the

key

reason

that

leads

to

today’sjob-market

crisis

for

Ph.D.

students?

A.

The

expansion

in

college

enrollments

after

the

Second

World

War.

B.

The

shift

of

popularity

from

humanities

majors

to

career-

focused

ones.

C.

The

rise

in

the

number

of

women

and

minorities

in

graduate

programs.

D.

The

lack

of

career-related

guidance

for

college

graduated

in

job-hunting.29.

What

does“that”in

thelast

paragraph

refer

to?

A.The

idea

of

designing

a

shorterprogram.

B.

The

completion

ofa

degree.

C.

The

idea

of

drafting

infive

years.

D.

The

suggestions

givenin

the

MM.L.A.

report.30.

What

can

be

inferred

from

the

1last

paragraph?

A.Ph.D.students’imaginationtendstobesubvertedbytheirdissertationwriting.B.MoretimeshouldbesavedforPh.D.studentstocultivatetheirprofessionalskills.C.Withthedissertationshortenedandsimplified,Ph.D.studentscanaffordmoretimetohuntforjob.D.ByadoptingM.L.A.'ssuggestion,graduateprogramsshouldguaranteeacademicjobsforallgraduates.

二、簡(jiǎn)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(jiǎn)述英語(yǔ)語(yǔ)法教學(xué)中歸納法(

inductive

method

)的含義,用英語(yǔ)寫出兩句體現(xiàn)該方法特點(diǎn)的教師指令語(yǔ),并從兩個(gè)方面簡(jiǎn)述教師在運(yùn)用該方法時(shí)的注意事項(xiàng)。

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.下面是意為實(shí)習(xí)教師記錄的一節(jié)閱讀課的教學(xué)活動(dòng)。A.

Tell

the

students

the

title

ofthestory

An

unexpected

holiday"B.

Organize

a

brainstorming

activity

about

holidays

C.

Invite

the

students

to

talk

about

possible

contents

ofthe

story.D.

Ask

the

students

to

read

the

whole

text

to

see

ifthey

are

right.

E.

Ask

the

students

to

figure

out

the

meaning

of

the

underlined

parts

of

the

text.F.

Ask

the

students

to

read

again

and

underline

the

sentences

they

don'

t

understand.G.

Check

whether

the

students

can

recite

the

story.根據(jù)所給信息從下列三個(gè)方面作答:

(1

)上述活動(dòng)旨在培養(yǎng)學(xué)生哪兩個(gè)閱讀技能?

(2)分析A—F每個(gè)活動(dòng)的設(shè)計(jì)意圖。

(3)分析活動(dòng)G存在的一個(gè)問(wèn)題，并提出相應(yīng)的改進(jìn)建議。

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(yǔ)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(qǐng)閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)20分鐘的寫作教學(xué)方案。教案沒(méi)有固定格式，但須包含下列要點(diǎn):

teaching

objectivesteaching

contents

key

and

difficult

points

major

steps

and

time

allocationactivities

and

justifications教學(xué)時(shí)間:20分鐘

學(xué)生

概況:某城鎮(zhèn)普通高中-年級(jí)第一學(xué)期學(xué)生

,班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》五級(jí)水平。學(xué)生課堂參與積極性一般。

語(yǔ)言素材:WRITING

①Read

the

short

essay

and

discuss.

We

can

learn

all

we

need

on

the

InternetI

agree

with

this

idea,

especially

on

the

subject

of

learning

English.

In

my

class,

there

are

45students,

and

our

English

lessons

last

for

50

minutes.

That

means

that

we

each

have

one

minuteof

our

teacher's

time!

Our

English

teacher

is

excellent,

but

she

can'thelp

everyone

in

the

class

in50

minutes.

It

would

be

much

better

if

we

spend

the

time

working

on

a

computer.

There

are

45computers

in

our

school,

so

we

could

do

that

if

we

work

independently,

we

can

learn

much

more.And

we

can

learn

about

the

subjects

that

we

are

interested

in.

②Write

a

paragraph

giving

the

opposite

view.2018年下試題答案一、單項(xiàng)選擇題

1.D、【解析】按照發(fā)音部位劃分，/?/和/?/都屬齒齦后音；按照發(fā)音方式劃分，/?/和/?/都屬于擦音；

soundduration為“音的長(zhǎng)短”，屬于元音的分類范疇；按照帶聲性劃分，/?/為清輔音，/?/為濁輔音。故選D。2.A【解析】在并列句中，如果前后兩個(gè)分句關(guān)系緊密，有邏輯上的順承關(guān)系，則一般前一個(gè)

分句用升調(diào)，后個(gè)分句用降調(diào)。如果并列句中的前后兩個(gè)分句同等重要，或兩個(gè)分句的聯(lián)系不緊密，則兩個(gè)并列的分句都用降調(diào)。故選A。3.

D【解析】mechanical

“機(jī)械的，呆頭呆腦的”；conscious

“有意識(shí)的，意識(shí)到的”；impressionable“（年輕人）無(wú)主見(jiàn)的，易受影響的”；inquisitive“好學(xué)的，好奇的”。句意：那個(gè)著名的科學(xué)家在兒童時(shí)期就有強(qiáng)烈的好奇心，他在十歲時(shí)進(jìn)行了第一次實(shí)驗(yàn)。故選D。

4.C【解析】句意：（如果要）從藥房取藥，你需要一個(gè)處方。

inscription“題詞，碑文”；recipe

“秘訣，食譜”；prescription

“處方，藥方”；remedy“治療，藥品”。C項(xiàng)符合題意。5.D【解析】inflection

“屈折變化”，指通過(guò)添加屈折詞綴來(lái)表現(xiàn)詞的語(yǔ)法關(guān)系的方法，如名詞的單數(shù)變復(fù)數(shù)，動(dòng)詞的時(shí)態(tài)、語(yǔ)態(tài)變化等；derivation“派生法”，指通過(guò)詞綴與詞根的結(jié)合構(gòu)成單詞的方法；compounding“復(fù)合法”，指把兩個(gè)自由語(yǔ)素或兩個(gè)獨(dú)立的詞結(jié)合在一起構(gòu)成新詞的方法；back-information“逆構(gòu)詞法”，指去掉假定后綴構(gòu)成新詞的方法，如televise由television去掉后綴-ion逆生而成。detect

是把detective的假定后綴去掉得來(lái)的，屬于逆構(gòu)詞法。故選D。

6.C【解析】句意：已經(jīng)無(wú)話可說(shuō)了，他感覺(jué)這遠(yuǎn)比他預(yù)想的更像個(gè)傻瓜。根據(jù)句意及關(guān)鍵詞than可知，句中構(gòu)成

比較級(jí)，

much用來(lái)修飾比較級(jí)，并不構(gòu)成比較級(jí)，故排除A、

B、D。more

of

sth.

than為固定搭配，此處指比想象中更傻。故選C。

7.A【解析】此處there

be句型作介詞of的賓語(yǔ)，因此be動(dòng)詞用動(dòng)名詞形式。故選A。

8.D【解析】表示與現(xiàn)在事實(shí)相反，從句謂語(yǔ)用動(dòng)詞過(guò)去式（

be用were

），主句謂語(yǔ)would/could/might

+動(dòng)詞原形；虛擬條件從句中含有were時(shí)，可省略if，并把were移至主語(yǔ)之前。故選D。

9.B【解析】詞素是最小的有意義的語(yǔ)言單位。impassable

由im-

+

-pass

+

-able三個(gè)詞素構(gòu)成。故本題選B。

10.

B【解析】alliteration

“頭韻”，指頻繁地重復(fù)相同的發(fā)音，通常是首字母的輔音。spoonerism“斯普納現(xiàn)象，首音誤置”，指將兩個(gè)或兩個(gè)以上單詞的首音位置互換，這種置換可能是有意的，但也可能是無(wú)意的。elision

“省音”，指省略部分讀音，如we

will變成we'll，

let

us變成let's。liaison

“連讀”，指在同一個(gè)意群中，如果相鄰兩個(gè)單詞前者以輔音音素結(jié)尾，后者以元音音素開(kāi)頭，則將輔音和元音拼讀成-一個(gè)音節(jié)。將“tons

of

soil”讀成“sons

of

toil”屬于首音誤置。故選B。11.

A【解析】ideas“思想，想法”，layout

“布局”；styile

“風(fēng)格”，fedeback“反饋”?！邦^腦風(fēng)暴”一般在寫前進(jìn)行，用于幫助學(xué)生收集想法，

使學(xué)生產(chǎn)生思路。故本題選A。12.B?！窘馕觥縞ommunicative

task是指在各種形式的交際性活動(dòng)中學(xué)生完成的目標(biāo)任務(wù)，即真實(shí)的交際性任務(wù)

，以實(shí)現(xiàn)真正運(yùn)用語(yǔ)言。A、C、D三項(xiàng)的任務(wù)都沒(méi)有放在真實(shí)的交際語(yǔ)境中，故本題選B。

13.C【解析】最小對(duì)立體，也稱最小對(duì)立對(duì)，指除了出現(xiàn)在同一個(gè)位置上的一個(gè)音之外其余都相同的兩個(gè)語(yǔ)音組合。題目中的cot與hot，

dog

與log兩組詞都只有一個(gè)音素的差別，因此該教師讓學(xué)生練習(xí)的是最小對(duì)立體。故選C。

14.

C【解析】TheNaturalApproach“自然法”是一種在單詞和短語(yǔ)同事物之間建立直接聯(lián)系的教學(xué)方法，旨在把抽象的意義還原為形象具體的現(xiàn)實(shí)；TheCommunicativeApproach“交際法”是以語(yǔ)言功能項(xiàng)目為綱，培養(yǎng)在特定的社會(huì)語(yǔ)境中運(yùn)用語(yǔ)言進(jìn)行交際的能力的一種教學(xué)法體系，旨在培養(yǎng)交際能力；TheAudio-lingualMethod“聽(tīng)說(shuō)法”以句型為中心，強(qiáng)調(diào)反復(fù)操練，以模仿、重復(fù)和記憶的方式學(xué)習(xí)；TheGrammar-translationMethod“語(yǔ)法翻譯法”以培養(yǎng)學(xué)生的閱讀能力為主要的教學(xué)目的，強(qiáng)調(diào)閱讀原著和名著，不注重口語(yǔ)。如果一節(jié)課的大部分時(shí)間都是在聯(lián)系句型，并且配有重復(fù)、記憶和模仿等練習(xí)，那么教師運(yùn)用的是聽(tīng)說(shuō)法。故選C。

15.

D【解析】根據(jù)克拉申的情感過(guò)濾假說(shuō)，語(yǔ)言學(xué)習(xí)的好壞因人而異，差別主要產(chǎn)生于心理方面的因素。因?qū)W習(xí)者在學(xué)習(xí)動(dòng)機(jī)、態(tài)度、信心等情感方面的強(qiáng)度不同，形成強(qiáng)弱不同的心理障礙。第二語(yǔ)習(xí)得的過(guò)程受到許多情感因素的影響。語(yǔ)言輸人必須通過(guò)情感過(guò)慮才有可能變成語(yǔ)言“吸收”。態(tài)度、動(dòng)力和興趣都屬于情感的范疇。intelligence“智力”不屬于該范疇。故本題選D。

16.

A【解析】content“內(nèi)容”；language“語(yǔ)言”；attitude“態(tài)度”；aptitude“天賦，能力”。題干中教師的反饋是希望學(xué)生給出更多信息，所以教師的反饋主要關(guān)注的是內(nèi)容。故本題選A。

17.

C【解析】課堂問(wèn)題可分為展示性問(wèn)題（displayquestions）和參考性問(wèn)題（referentialquestions）。展示性問(wèn)題是指教師已經(jīng)知道答案或者答案能在相關(guān)工具書中找到，提問(wèn)只是為了考查學(xué)生對(duì)語(yǔ)言知識(shí)的掌握情況的問(wèn)題。參考性問(wèn)題是指教師所提的問(wèn)題沒(méi)有預(yù)設(shè)的答案，提問(wèn)的目的在于使學(xué)生發(fā)散思維尋求信息的問(wèn)題。A、B、D三項(xiàng)都是展示性問(wèn)題，答案具有固定性。故本題選C。

18.B【解析】

avoidance“規(guī)避”；empathy“共情，共鳴”；extroversion“外向型”；introversion“內(nèi)向型”。共情又稱同理心、同感等，它是指教師要借助知識(shí)、經(jīng)驗(yàn)、技巧和學(xué)生的言行，深人學(xué)生內(nèi)心去體驗(yàn)他的情感、思維，去真正地理解學(xué)生。約翰在中國(guó)居住很長(zhǎng)時(shí)間之后，能完全理解中國(guó)學(xué)生經(jīng)歷的文化沖擊，體現(xiàn)出約翰對(duì)中國(guó)學(xué)生產(chǎn)生了共情。故本題選B。

19.C【解析】略讀是一種快速瀏覽的閱讀方式，其目的是了解文章的大意。故本題選C。

20.D【解析】Structuralsyllabus“結(jié)構(gòu)型教學(xué)大綱”；Skill-basedsyllabus“技能型教學(xué)大綱”；Genre-basedsyllabus“體裁型教學(xué)大綱”；Functional-notionalsyllabus“功能—意念型教學(xué)大綱”。功能一意念型教學(xué)大綱是把學(xué)習(xí)者運(yùn)用語(yǔ)言的需要作為出發(fā)點(diǎn)，以交際為基礎(chǔ)的大綱模式，它所教授的語(yǔ)言需要表達(dá)和理解名種功能，并強(qiáng)調(diào)交際過(guò)程。故選D。

21.B【解析】主旨大意題。文章主要講述了航空公司的應(yīng)用程序給人們帶來(lái)的種種便利，最后一段第一句“Clearly，

mobile

apps

and

social

media

havetransformed

our

digital

lives.”總結(jié)了前文內(nèi)容

，后面的話都是對(duì)這句話的展開(kāi)說(shuō)明，故選B。

22.

A【解析】細(xì)節(jié)理解題。根據(jù)第四段段內(nèi)容可知The

SkyTeam

airline

app允許頭等艙和商務(wù)艙的乘客優(yōu)先登機(jī)及進(jìn)行行李提取，甚至還為他們提供優(yōu)先安全通道和登機(jī)通道等。所以能為具有優(yōu)先權(quán)的乘客提供優(yōu)先服務(wù)信息的應(yīng)用程序是The

SkyTeam

airline

app。

故本題選A。23.

A【解析】詞義猜測(cè)題。

畫線單詞所在句為"Airlines

favor

apps

and

other

technologies

because

theyget

customers

out

of

airport

lines

and

of

lines.

Through

their

smart

devices，

travelers

now

have

untetheredaccess

to

travel

information."

。前面作者強(qiáng)調(diào)的是應(yīng)用程序及其他技術(shù)使人們擺脫了對(duì)機(jī)場(chǎng)線和電話線的依賴，也就是說(shuō)打破了這種限制，因此這里的unethered應(yīng)該是無(wú)限制的意思。故本題選A。

24.

D【解析】細(xì)節(jié)理解題。最后一段前半部分介紹了手機(jī)應(yīng)用程序能夠?yàn)槌丝瞳@取信息提供較多的無(wú)限制的渠道，強(qiáng)調(diào)人們只通過(guò)簡(jiǎn)單的操作就能獲取即時(shí)信息；而且根據(jù)最后一句“Whether

you're

high-tech

or

not，

you

must

admitthat

having

immediate

access

to

theirformation

you

need

sure

beats

getting

a

busysignal

on

a

toll-free

phoneline.”可得知本題選D。

25.

B【解析】觀點(diǎn)態(tài)度題。biased“有偏見(jiàn)的”；neutral“中立的”；critical“批判的”；radical“激進(jìn)的”。作者一開(kāi)始提到的是航空公司應(yīng)用程序帶來(lái)的革命性變化，隨后列舉了一些應(yīng)用程序來(lái)論證他們的功能和帶來(lái)的便利，緊接者開(kāi)始講述航空應(yīng)用程序與些社交媒體相結(jié)合，最后又論述了航空應(yīng)用程序能夠吸引乘客的原因。全文的論述都是建立在客觀事實(shí)之上的，作者并未摻雜自己的觀點(diǎn)。故選B。

26.C【解析】推理判斷題。根據(jù)該句后面的內(nèi)容可知這則報(bào)告只記錄了應(yīng)屆畢業(yè)生的數(shù)據(jù)，并沒(méi)有將仍在求職的往屆生以及沒(méi)有找到終身教職的老教授們考慮在內(nèi)，因此可以說(shuō)這則報(bào)告的數(shù)據(jù)是過(guò)于樂(lè)觀的，實(shí)際數(shù)據(jù)要比這個(gè)更低，即M.L.A.的報(bào)告高估了就業(yè)數(shù)據(jù)。故本題選C。

27.

B【解析】詞意猜測(cè)題。根據(jù)dire所在的上下文“...

is

much

smaller

than

the

report

suggest”“

..

whyeven

professors

are

...

or

the

rest

of

the

humanities

at

all?”可推知就業(yè)形勢(shì)嚴(yán)峻，找到終身教職很難的現(xiàn)狀，由此可推斷該專業(yè)的人員心情應(yīng)該是糟糕的、悲傷的。故本題選B。

28.B【解析】推理判斷題。根據(jù)“

today’sjob-market

crisis”定位到第四段。第四段首先提到大學(xué)擴(kuò)招，接著分析其影響——大學(xué)提供更多以職業(yè)為導(dǎo)向的專業(yè)，人文學(xué)科不再是學(xué)校的中心，最后一句“...

they

're

why，

whileeducation

as

a

whole

is

growing，

the

humanities

aren't.”是結(jié)論局。故選B。29.A【解析】推理判斷題。“that”指代的是前文內(nèi)容“Pride

of

place

is

given

to

the

idea

that

grad

school

should

be

shorter：‘

Departmentsshould

design

programs

that

can

be

completed

in

five

years.’”該句提到MLA報(bào)告里的一個(gè)想法

——研究生的學(xué)制應(yīng)該縮短，其課程應(yīng)該能在5年內(nèi)完成。故選A。30.B【解析】推理判斷題。根據(jù)最后一段中的“At

the

sametime，

graduate

students

are

encouraged

to

‘broaden

themselves：

to

engage

more

deeply

withtechnology’；

to

pursue

unusual

and

imaginative

dissertation

projects...”可知，在學(xué)習(xí)時(shí)間縮短后，學(xué)生可以把時(shí)間用來(lái)擴(kuò)展自己：包括深入了解科技，研究與眾不同的、富有想象力的論文項(xiàng)目等。故本題選B。

二、簡(jiǎn)答題

31.【參考答案】（1）含義歸納法是指教師先讓學(xué)生接觸含有語(yǔ)法規(guī)則的語(yǔ)境，然后根據(jù)上下文信息歸納出語(yǔ)法規(guī)則的教學(xué)方法。（2）指令語(yǔ):①Lookatthesesentences,trytofindoutthedifferentformsoftheverb"be",andthinkaboutthereason.②Whathappenstotheverbsfollowingtheword“to”inthetwosentences?Why?③Lookattheexamplesbelow,payattentionto...④Lookatthesesentences.Canyoufindoutthedifference...(3)注意事項(xiàng):①歸納法要求學(xué)生能夠主動(dòng)學(xué)習(xí)，愿意思考，因此教師在使用歸納法的過(guò)程中要提高教學(xué)的趣味性，關(guān)注學(xué)生的學(xué)習(xí)主動(dòng)性，培養(yǎng)學(xué)生在語(yǔ)言活動(dòng)中主動(dòng)提煉語(yǔ)法規(guī)則的意識(shí)。②教師創(chuàng)設(shè)的語(yǔ)境應(yīng)符合學(xué)生的認(rèn)知水平。教學(xué)中要根據(jù)學(xué)生學(xué)習(xí)的基礎(chǔ)和經(jīng)驗(yàn)分析語(yǔ)法項(xiàng)目的可學(xué)性，由淺人深，由易至難，循序漸進(jìn)，控制歸納法教學(xué)中的難度，讓學(xué)生在示例中充分理解和感知語(yǔ)法規(guī)則，在句子和語(yǔ)篇中操練語(yǔ)法規(guī)則。三、教學(xué)情境分析題32.

【參考答案】

（1）上述活動(dòng)旨在培養(yǎng)學(xué)生的略讀和猜測(cè)詞義兩個(gè)閱讀技能。

“Invite

the

students

to

talk

about

possible

contents

ofthe

story.”“Ask

the

students

to

read

the

whole

text

to

see

ifthey

are

right.”旨在培養(yǎng)學(xué)生讀前預(yù)測(cè)文章內(nèi)容，并能運(yùn)用略讀技巧總結(jié)文章大意的技能。

“

Ask

the

students

to

figure

out

the

meaning

of

the

underlined

parts

of

the

text”旨在培養(yǎng)學(xué)生根據(jù)上下文猜測(cè)詞義的技能。

（2）A—

F每個(gè)活動(dòng)的設(shè)計(jì)意圖：

A：告知學(xué)生文章主題，引入本堂課的話題，吸引學(xué)生的注意力，同時(shí)激發(fā)學(xué)生的興趣。

B：通過(guò)頭腦風(fēng)暴激活學(xué)生的背景，學(xué)生充分參與到課堂活動(dòng)中來(lái)，為開(kāi)展閱讀教學(xué)做準(zhǔn)備。

C：組織學(xué)生根據(jù)題目預(yù)測(cè)課文內(nèi)容，吸引學(xué)學(xué)生的閱讀興趣，培養(yǎng)學(xué)生推測(cè)文章大意的技能。

D：讓學(xué)生通讀全文，來(lái)檢驗(yàn)預(yù)測(cè)內(nèi)容正確與否，鍛煉了學(xué)生的略讀能力，使學(xué)生形夠在較短的時(shí)間單了解文章大意。

E：讓學(xué)生根據(jù)語(yǔ)境猜測(cè)詞義，鍛煉學(xué)生的猜詞技能，培養(yǎng)學(xué)生自主學(xué)習(xí)的能力。

F：讓學(xué)生畫出難句，了解學(xué)生的知識(shí)掌握情況，查漏補(bǔ)缺，同時(shí)使學(xué)生加深對(duì)文章的理解。

（3）活動(dòng)G屬于讀后環(huán)節(jié)。讀后環(huán)節(jié)是閱讀內(nèi)容的拓展階段，主要任務(wù)是根據(jù)學(xué)生所讀內(nèi)容開(kāi)展一些評(píng)價(jià)或者應(yīng)用性活動(dòng)，來(lái)鞏固學(xué)生所學(xué)知識(shí)，并加深學(xué)生對(duì)文章的理解。背誦并不能檢驗(yàn)學(xué)生對(duì)文章的理解情況，更不能使學(xué)生學(xué)以致用；而且文章剛講完就要求背誦，任務(wù)難度過(guò)大，打擊學(xué)生的積極性。建議教師在讀后環(huán)節(jié)開(kāi)展討論、辯論、角色扮演、續(xù)寫故事、根據(jù)關(guān)鍵詞復(fù)述文章大意和書面練習(xí)等活動(dòng)。

四、教學(xué)設(shè)計(jì)題33.

【參考設(shè)計(jì)】Teaching

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