2016年下半年高中教師資格證英語(yǔ)學(xué)科試題及解析 四套

　　【摘要】助力備考，環(huán)球網(wǎng)校教師資格頻道誠(chéng)意整理2016年下半年高中教師資格證英語(yǔ)學(xué)科試題及解析 四套，預(yù)祝大家取得好成績(jī)。

　　點(diǎn)擊查看：2016年下半年高中教師資格證各學(xué)科模擬試題及答案匯總

　　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(qǐng)用28鉛筆把答題卡上對(duì)應(yīng)題目的答案字母按要求涂黑。錯(cuò)選、多選或未選均無(wú)分。

　　2. Consonants are classified in terms of__________.

　　A. the place where the airstream obstruction occurs

　　B. the part of tongue that is the highest

　　C. openness of the mouth

　　D. the length of the sound

　　3. Jim has few friends because he is such a __________person.

　　A. belligerent

　　B. gregarious

　　C. generous

　　D. beneficent

　　4. He was fired because of his __________ refusal to follow orders.

　　A. obstinate

　　B. obstructive

　　C. obedient

　　D. obsessive

　　5. The city government is building more roads to __________the increasing number of cars.

　　A. accommodate

　　B. accept

　　C. hold

　　D. receive

　　6. --How many boy students are there in your class?

　　--There are __________girls as boys.

　　A. three times many as

　　B. many as three times

　　C. as many three times

　　D. three times as many

　　7. Much__________I have traveled, I have never seen anyone to equal her in efficiency.

　　A. although

　　B. as

　　C. while

　　D. if

　　8. True friendship is like sound health, the value __________is seldom known until it is lost.

　　A. on which

　　B. of which

　　C. about which

　　D. among which

　　9. X: He likes dogs.

　　Y: He likes animals.

　　The relationship of X and Y is that“__________”.

　　A. X is synonymous with Y

　　B. X is inconsistent with Y

　　C. X entails Y

　　D. X presupposes Y

　　10. A: Do you know where Mr. Brown is?

　　B: Somewhere in the southern suburbs of the city.

　　Speaker B violates the maxim of__________.

　　A. quality

　　B. quantity

　　C. manner

　　D. relation

　　11. Some teachers teach reading by introducing new vocabulary and structure first and then going over the text sentence by sentence and paragraph by paragraph with the students. This way is known as__________.

　　A. top-down model

　　B. bottom-up model

　　C. interactive model

　　D. integrative model

　　12. Which aspect do students focus on when they learn the usage of vocabulary?

　　A. Spelling.

　　B. Lexical rules.

　　C. Collocation.

　　D. Pronunciation.

　　13. What should the teacher try to avoid when selecting listening activities?

　　A. The listening activity must have a real, communicative purpose.

　　B. The listening activity must cater to students' real life.

　　C. Pre-listening tasks must help students identify the purpose of the listening activity.

　　D. The classroom climate surrounding the listening activity can be anxious.

　　14. Which of the following activities are not communicative activities in teaching speaking?

　　A. Information gap activities.

　　B. Accuracy-focused games.

　　C. Debates and interviews.

　　D. Problem-solving activities.

　　15. How should the teacher deal with students' writing errors?

　　A. Teachers should limit students to take risks to use new vocabulary and structures.

　　B. Teachers should often show negative attitude towards students' writing errors.

　　C. Teachers should make corrections for all the writing errors of students.

　　D. Teachers should underline the errors and leave them for students to correct themselves.

　　16. For better classroom management, what should the teacher do while the students are doing activities?

　　A. Participating in a group.

　　B. Preparing for the next procedure.

　　C. Moving around to monitor, prompt and provide help.

　　D. Standing in front of the class.

　　17. Which of the following does NOT belong to the ways of collecting information for formative assessment?

　　A. Learner portfolio.

　　B. Testing.

　　C. Classroom observation.

　　D. Questionnaire survey.

　　18. Which of the following features is not involved in good textbooks?

　　A. Textbooks should help students feel at ease.

　　B. Textbooks should help students develop confidence.

　　C. Textbooks should maximize students' learning potential.

　　D. Textbooks should cater for students' same learning styles.

　　19. To assess how well a student is performing relative to his or her own previous performance,a teacher would use__________ assessment.

　　A. criterion-referenced B. individual-referenced

　　C. norm-referencedD. peer

　　20. The teacher asks students to do a group-work task. Before the task, the teacher assigns roles clearly around the class, pointing to each student in turn. "You are A ... you are B ..., etc."Here the teacher plays the role of__________.

　　A. controller

　　B. prompter

　　C. facilitator

　　D. organizer

　　Passage 1

　　Results showed that at least a tenth of the Harvard first-year undergraduates polled admitted to having cheated on an exam prior to starting at the university, while almost half admitted to cheating on their homework. An anonymous survey by Harvard's newspaper has revealed a surprising pattern of academic dishonesty among students entering the US universities.

　　The survey by The Harvard Crimson was emailed to the incoming first year undergraduates;1,600 students responded. Results showed that at least a tenth of the students polled admitted to having cheated on an exam prior to starting at the university, while almost half admitted to cheating on their homework.

　　Athletes were apparently the most prone to cheating. 20 percent of students who played a university sport admitted to cheating on an exam compared to 9 percent of students who did not.

　　The survey also revealed that men were not only more likely to cheat but were also more likely to admit to it.

　　The results, compared to a previous survey done on the class of 2013, suggested that cheating may be becoming more commonplace. Of the outgoing seniors only 7 percent admitted to cheating in an exam and another 7 percent said they had been dishonest on a take-home test. 32 percent of the seniors said they had cheated on homework during their undergraduate years..

　　The surveys come in the wake of a cheating scandal at the university which saw 120 students investigated for sharing answers on an exam in 2012. One recent graduate stated: "Cheating was commonplace when I was at Harvard, especially with students in their first year or two. I would say as many as 60 per cent of students took notes into some exams. No one really cared the faculty,well some of them at least, seemed to recognize and yet ignore the problem."

　　In an email to NBC News, Jeff Neal, a Harvard representative, explained that a committee,made up of faculty, staff and students had been established to tackle cheating, which "is a national problem in American education".

　　He added: "While the vast majority of Harvard and other students do their work honestly,beginning this year Harvard College has implemented a new, more robust strategy of communicating with all students, particularly first-year students, about the importance--and the ways to achieve--academic integrity."

　　In a rebuff to critics who say university has become little more than an expensive party, 84 per cent of the responding undergraduates fully expected to prioritize their academics over extracurricular activities, sport, employment and their social lives. Not a single student put academics at the bottom of their list. Not content with confining themselves to their degree subject,59 percent of incoming students expressed a desire to pursue a secondary field of study, and 36

　　percent hoped to learn a language.

　　21. What did the results show according to the first two paragraphs?

　　A. Most American students cheat in exams before they enter universities.

　　B. Most American students entering the universities admit they have cheated.

　　C. Half of students entering the universities admit to cheating on their homework.

　　D. There is academic dishonesty among students entering the US University.

　　22. What does the author mean by saying "The results suggested that cheating may be becoming more commonplace." (Para. 4)?

　　A. After the previous survey in 2013, more students are found cheating.

　　B. More cheating students were under the survey this time.

　　C. No measures are taken to manage the phenomenon of cheating.

　　D. Most students don't pay attention to their curricula.

　　23. Which of the following is not the measure taken by Harvard University?

　　A. The university has set up a committee made up of faculty, staff and students.

　　B. Communicate with students about the importance of academic honesty.

　　C. Punish the students who cheat and if cheat, with no diploma.

　　D. Communicate with students about how to achieve academic integrity.

　　24. What can we learn from the last paragraph?

　　A. Most students prefer extracurricular activities to academics.

　　B. Most students of Harvard University still pay attention to academics.

　　C. The tuition fee of Harvard University is quite high.

　　D. Cheating phenomenon mean no enterprise of students.

　　25. What is the tone of the author according to the passage?

　　A. Subjective.

　　B. Exaggerated.

　　C. Sarcastic.

　　D. Objective.

　　請(qǐng)閱讀Passage 2。完成第26-30小題。

　　Passage 2

　　Reality television is a genre of television programming which, it is claimed, presents unscripted dramatic or humorous situations, documents actual events, and features ordinary people rather than professional actors. It could be described as a form of artificial or "heightened"documentary. Although the genre has existed in some form or another since the early years of television, the current explosion of popularity dates from around 2000.

　　Reality television covers a wide range of television programming formats, from game or quiz shows which resemble the frantic, often demeaning programmes produced in Japan in the 1980s and 1990s (a modern example is Gaki No Tsukai), to surveillance-or voyeurism-focused productions such as Big Brother.

　　Critics say that the term "reality television" is somewhat of a misnomer and that such shows frequently portray a modified and highly influenced form of reality, with participants put in exotic locations or abnormal situations, sometimes coached to act in certain ways by off-screen handlers,and with events on screen manipulated through editing and other post-production techniques.

　　Part of reality television's appeal is due to its ability to place ordinary people in extraordinary situations. For example, on the ABC show, The Bachelor, an eligible male dates a dozen women simultaneously, travelling on extraordinary" dates to scenic locales. Reality television also has the potential to turn its participants into national celebrities, outwardly in talent and performance programs such as Pop Idol, though frequently Survivor and Big Brother participants also reach some degree of celebrity.

　　Some commentators have said that the name "reality television" is an inaccurate description for several styles of program included in the genre. In competition-based programs such as Big Brother and Survivor, and other special-living-environment shows like The Real World, the producers design the format of the show and control the day-to-day activities and the environment,creating a completely fabricated world in which the competition plays out. Producers specifically select the participants, and use carefully designed scenarios, challenges, events, and settings to encourage particular behaviours and conflicts. Mark Burnett, creator of Survivor and other reality shows, has agreed with this assessment, and avoids the word "reality" to describe his shows; he has said, "I tell good stories. It really is not reality TV. It really is unscripted drama."

　　26. In the first line, the writer says "it is claimed" because__________.

　　A. they agree with the statement

　　B. everyone agrees with the statement

　　C. no one agrees with the statement

　　D. they want to distance themselves from the statement

　　27. Reality TV appeals to some because __________.

　　A. it shows eligible males dating women

　　B. it uses exotic locations

　　C. it shows average people in exceptional circumstances

　　D. it can turn ordinary people into celebrities

　　28. The term "reality television" is inaccurate__________.

　　A. for all programs

　　B. just for Big Brother and Survivor

　　C. for talent and performance programs

　　D. for special-living-environment programs

　　29. Pop Idol__________.

　　A. turns all its participants into celebrities

　　B. is more likely to turn its participants into celebrities than Big Brother

　　C. is less likely to turn its participants into celebrities than Big Brother

　　D. is a dating show

　　30. Mark Burnett__________.

　　A. was a participant on Survivor

　　B. is a critic of reality TV

　　C. thinks the term "reality television" is inaccurate

　　D. writes the script for Survivor

　　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.口語(yǔ)教學(xué)中應(yīng)如何平衡準(zhǔn)確性與流利性二者的關(guān)系?

　　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-FNf壬務(wù)，用中文作答。

　　32.請(qǐng)閱讀下面一份學(xué)生的書(shū)面表達(dá)以及教師的評(píng)語(yǔ)，并回答問(wèn)題。

　　Hi, Suzanne,

　　First of all, welcome to China. In fact, many students have the same problem like you. As a matter of fact, it doesn't as difficult as you think. But ways are great importance. Here are some tips:

　　Firstly, review your lessons so that it can help you catch the important points. Also read books in advance. And put your heart into class, espeeial what the teacher says.

　　Secondly, don't be afraid make mistakes. It's a good study habit which play" a important role in learning language.

　　Thirdly, try to do something hard and always discuss some problems with your classmates in Chinese so that you can learn Chinese from your classmates.

　　Finally, to be patient when you still do poorly in Chinese. As you know, Rome isn't build in a day. As time goes on, you will success sooner or later.

　　I hope that you can make great progress in Chinese. Good luck!

　　Yours, Xiao Yu

　　教師的評(píng)語(yǔ)：結(jié)構(gòu)合理，層次清晰。過(guò)渡詞用得很好，使用了較復(fù)雜的句式為文章增色了許多。但畫(huà)線(xiàn)地方有誤，請(qǐng)改正。

　　(1)該教師對(duì)學(xué)生作文的錯(cuò)誤地方畫(huà)線(xiàn)有何作用?(8分)

　　(2)對(duì)該教師對(duì)學(xué)生作文的批改情況進(jìn)行分析。(15分)

　　(3)假若此學(xué)生作文中出現(xiàn)的問(wèn)題是學(xué)生群體中普遍常犯的錯(cuò)誤，教師應(yīng)該怎么做?(7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(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)一個(gè)30分鐘的閱讀訓(xùn)練活動(dòng)。

　　教案沒(méi)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 allocation

　　activities and justifications

　　教學(xué)時(shí)間：30分鐘

　　學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中一年級(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：

　　Wang Peng sat in his empty restaurant feeling very frustrated. It had been a very strange morning. Usually he got up early and prepared his menu of barbecued mutton kebabs, roast pork,stir-fried vegetables and fried rice. Then by lunchtime they would all be sold. By now his restaurant ought to be full of people. But not today! Why was that? What could have happened? He thought of his mutton, beef and bacon cooked in the hottest, finest oil. His cola was sugary and cold, and his ice cream was made of milk, cream and delicious fruit. "Nothing could be better," he thought.

　　Suddenly he saw his friend Li Chang hurrying by. "Hello, Lao Li," he called. "Your usual?" But Li Chang seemed not to hear. What was the matter? Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.

　　Wang Peng followed Li Chang into a new small restaurant. He saw a sign in the window.

　　Tired of all that fat? Want to lose weight?

　　Come inside Yong Hui's slimming restaurant.

　　Only slimming foods served here.

　　Make yourself thin again!

　　Curiosity drove Wang Peng inside. It was full of people. The hostess, a very thin lady, came forward. "Welcome," she said. "My name is Yong Hui. I'll help you lose weight and be fit in two weeks if you eat here every day." Then she gave a menu to Wang Peng. There were few choices of food and drink on it: just rice, raw vegetables served in vinegar, fruit and water. Wang Peng was amazed at this and especially at the prices. It cost more than a good meal in his restaurant! He could not believe his eyes. He threw down the menu and hurried outside. On his way home he thought about his own menu. Did it make people fat? Perhaps he should go to the library and find out. He could not have Yong Hui getting away with telling people lies! He had better do some research!

　　At the library Wang Peng was surprised to find that his restaurant served far too much fat and Yong Hui's far too little. Even though her customers might get thin after eating Yong Hui's food,they were not eating enough energy-giving food to keep them fit. They would become tired very quickly. Wang Peng felt more hopeful as he drove back home. Perhaps with a discount and a new sign he could win his customers back. So he wrote:

　　Want to feel fit and energetic?

　　Come and eat here! Discounts today!

　　Our food gives you energy all day!

　　The competition between the two restaurants was on!

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　　【摘要】助力備考，環(huán)球網(wǎng)校教師資格頻道誠(chéng)意整理2016年下半年高中教師資格證英語(yǔ)學(xué)科試題及解析 四套，預(yù)祝大家取得好成績(jī)。

　　點(diǎn)擊查看：2016年下半年高中教師資格證各學(xué)科模擬試題及答案匯總

　　一、單項(xiàng)選擇題

　　1.【答案】D。解析：考查弱讀。在英語(yǔ)口語(yǔ)中，有時(shí)由于語(yǔ)速快或在句子中處于次要位置而不被強(qiáng)調(diào)等原因，某些元音會(huì)被弱讀。通常情況下，冠詞、介詞、代詞、連詞等虛詞在句子中要弱讀。弱讀規(guī)律的第二階梯是所有元音經(jīng)過(guò)一定程度弱化后都可以變?yōu)?a/音，這使元音發(fā)生了較大程度的弱化，是所有元音共有的弱化狀態(tài)。例如：for，from，of'to，some等。故選D。

　　2.【答案】A。解析：考查輔音的分類(lèi)。輔音的分類(lèi)依據(jù)主要有三種：發(fā)音方式、發(fā)音部位和聲帶狀態(tài)。其中發(fā)音部位指發(fā)生氣流阻礙的部位。故A項(xiàng)正確。B、C、D三項(xiàng)均是描寫(xiě)元音的因素。

　　3.【答案】A。解析：考查形容詞辨析。句意為“吉姆幾乎沒(méi)有任何朋友，因?yàn)樗且粋€(gè)__________的人”。bel.ligerent“好爭(zhēng)吵的”，gregarious“愛(ài)社交的”，generous“慷慨的”，beneficent“仁慈的”。故選A。

　　4.【答案】A。解析：考查形容詞辨析。obstinate“固執(zhí)的，頑固的”，obstructive“妨礙的”，obedient“服從的”，obsessive"著迷的，迷戀的”。句意為“他因固執(zhí)地拒絕遵守命令而被解雇了”。故選A。

　　5.【答案】A。解析：考查動(dòng)詞辨析。accommodate意為“容納，使適應(yīng)”，符合句意“市政府正修建更多的道路以適應(yīng)日益增加的車(chē)輛”。accept意為“接受，承認(rèn)，承擔(dān)”，hold意為“持有，支持，保存”，receive意為“收到，得到，接受”.這三項(xiàng)均不符合句意。

　　6.【答案】D。解析：考查倍數(shù)表達(dá)法。句意為“女生人數(shù)是男生的三倍”，此句用的是該句型A+be+倍數(shù)+as+adj./adv.(原級(jí))+as+B，表示“A是B的多少倍數(shù)”。故選D。

　　7.【答案】B。解析：考查倒裝結(jié)構(gòu)。該題是由as引導(dǎo)讓步狀語(yǔ)從句，副詞置于句首時(shí)，從句要部分倒裝。句意為“我雖然見(jiàn)多識(shí)廣.但還從未見(jiàn)過(guò)比她更有效率的人”。

　　8.【答案】B。解析：考查非限定性定語(yǔ)從句。先行詞為sound health，關(guān)系詞與value之間為所屬關(guān)系，所以選用of which。句意為“友誼像健康一樣直到失去才知道它的珍貴”。故選B。

　　9.【答案】C。解析：考查語(yǔ)句之間的涵義關(guān)系。A項(xiàng)表示“同義關(guān)系”，B項(xiàng)表示“矛盾關(guān)系”，C項(xiàng)表示“蘊(yùn)涵關(guān)系”，D項(xiàng)表示“預(yù)設(shè)關(guān)系”。分析題干可知，他喜歡狗，那么他一定喜歡動(dòng)物;他喜歡動(dòng)物，但不一定喜歡狗。因此，由X能推出Y.但是由Y推不出X，X包含Y。故選C。

　　10.【答案】B。解析：考查會(huì)話(huà)含義理論。A向B打聽(tīng)Mr.Brown在哪兒，B回答說(shuō)“該市南部郊區(qū)的某個(gè)地方”。顯然B沒(méi)有提供充足的信息量，但這可能是因?yàn)樗约阂膊皇呛芮宄_切地址。為了遵守質(zhì)量(quality)7隹則，他只好違反數(shù)量(quantity)準(zhǔn)$U第一條次則——使你的話(huà)語(yǔ)如(交談的當(dāng)前目的)所要求的那樣信息充分。故選B。

　　11.【答案】B。解析：考查閱讀教學(xué)模式。就閱讀教學(xué)的模式來(lái)說(shuō)，主要有三種：自上而下的模式(top.Down model)，自下而上的模式(bottom-up model)和交互補(bǔ)償模式(interactive model)。在自下而上的模式中，學(xué)生從字母.到單詞.到句子，逐個(gè)進(jìn)行解碼從而理解全文。

　　12.【答案】C。解析：考查詞匯教學(xué)。當(dāng)學(xué)生學(xué)習(xí)詞匯的用法時(shí)，學(xué)生應(yīng)注意詞匯的搭配(collocation)、短語(yǔ)(phrases)、習(xí)語(yǔ)(idioms)、風(fēng)俗(style)和語(yǔ)域(register)等，故選C。A、B、D三個(gè)選項(xiàng)均屬于詞匯的信息(basicinformation)。

　　13.【答案】D。解析：考查聽(tīng)力教學(xué)。為保證聽(tīng)力活動(dòng)的效果，課堂氣氛應(yīng)是輕松活躍的。故選D。

　　14.【答案】B。解析：考查口語(yǔ)教學(xué)?？谡Z(yǔ)教學(xué)有很多種活動(dòng)，包括控制性活動(dòng)、半控制性活動(dòng)、交際性活動(dòng)等。交際性活動(dòng)又包括很多，例如信息差活動(dòng)、討論、辯論、訪(fǎng)談、解決問(wèn)題的活動(dòng)、以流利性為導(dǎo)向的游戲等。accuracy.focused games屬于控制性活動(dòng)。故選B。

　　15.【答案】D。解析：考查寫(xiě)作教學(xué)。學(xué)生在寫(xiě)作中犯錯(cuò)常常是難以避免的情況.但是教師要不怕學(xué)生犯錯(cuò)并鼓勵(lì)他們運(yùn)用較難的詞匯和句子，這樣學(xué)生的寫(xiě)作能力才會(huì)提高，故A錯(cuò)誤。教師如果經(jīng)常對(duì)錯(cuò)誤持消極的態(tài)度，就會(huì)阻礙學(xué)生的寫(xiě)作熱情，不利于寫(xiě)作技能的提高，故B錯(cuò)。教師在批閱作文時(shí)，不應(yīng)該自己把所有的錯(cuò)誤都改正，而應(yīng)該指出錯(cuò)誤并讓學(xué)生自己去改，以培養(yǎng)學(xué)生獨(dú)立寫(xiě)作的能力，C項(xiàng)錯(cuò)誤，故選D。

　　16.【答案】C。解析：考查課堂管理。學(xué)生小組活動(dòng)時(shí)教師最好在教室里走動(dòng)，監(jiān)控活動(dòng)完成情況，為學(xué)生提供幫助。有必要時(shí)教師可以參與活動(dòng)，但不宜過(guò)度。否則會(huì)影響到課程的管理。

　　17.【答案】B。解析：考查教學(xué)評(píng)價(jià)。測(cè)試屬于終結(jié)性評(píng)價(jià)的方式。學(xué)習(xí)者記錄袋、課堂觀察、問(wèn)卷調(diào)查都屬于形成性評(píng)價(jià)的方式。

　　18.【答案】D。解析：考查“好”教材應(yīng)具備的特征。好的教材，應(yīng)該考慮到不同層次學(xué)生的需求，以及不同學(xué)生的學(xué)習(xí)風(fēng)格.因此D項(xiàng)錯(cuò)誤。

　　19.【答案】B。解析：考查教學(xué)評(píng)價(jià)。教學(xué)評(píng)價(jià)標(biāo)準(zhǔn)包括目標(biāo)參照性評(píng)價(jià)、常模參照性評(píng)價(jià)和個(gè)體參照性評(píng)價(jià)。對(duì)一個(gè)學(xué)生與其之前的表現(xiàn)相比作評(píng)價(jià).屬于個(gè)體參照性評(píng)價(jià)。故選B。

　　20.【答案】D。解析：考查教師角色。教師在要求學(xué)生進(jìn)行小組任務(wù)前，先給全班同學(xué)分配角色，這體現(xiàn)了教師的組織者角色。故選D。

　　Passage l

　　21.【答案】D。解析：文章開(kāi)頭提到，據(jù)哈佛大學(xué)的報(bào)紙進(jìn)行的一項(xiàng)匿名調(diào)查揭示了一個(gè)出人意料的事實(shí)，那就是進(jìn)人美國(guó)大學(xué)的學(xué)生中存在學(xué)術(shù)上不誠(chéng)實(shí)的行為。接著.作者在文章第二段引用具體數(shù)據(jù)來(lái)說(shuō)明這一主題。選項(xiàng)中，D項(xiàng)意為“進(jìn)入美國(guó)大學(xué)的學(xué)生中存在學(xué)術(shù)上不誠(chéng)實(shí)的行為”.這與前兩段的中心旬意思一致，因此.正確答案是D。

　　22.【答案】A。解析：題目中的“The results….suggested that cheating may be becoming more commonplace."意為“與此前針對(duì)2013班級(jí)所做的調(diào)查相比，該次調(diào)查結(jié)果表明作弊現(xiàn)象可能會(huì)越來(lái)越普遍”.由此可推知，2013年所做的調(diào)查之后，人們發(fā)現(xiàn)更多的學(xué)生作弊.故作弊現(xiàn)象可能會(huì)越來(lái)越普遍，故正確答案為A。

　　23.【答案】C。解析：根據(jù)題目中的“the measure taken by Harvard University”可定位至第六、第七段。這兩段提到，哈佛大學(xué)已成立一個(gè)由教職員工和學(xué)生組成的委員會(huì).目的是整治作弊現(xiàn)象：從今年開(kāi)始哈佛學(xué)院要實(shí)施一個(gè)新的、更強(qiáng)大的戰(zhàn)略用來(lái)與所有學(xué)生，尤其一年級(jí)的學(xué)生.溝通關(guān)于學(xué)術(shù)誠(chéng)信的重要性.以及如何實(shí)現(xiàn)學(xué)術(shù)誠(chéng)信。A、B、D項(xiàng)與原文相吻合，而C項(xiàng)文中并未提到，因此不是哈佛大學(xué)采取的措施。

　　24.【答案】B。解析：文章最后一段開(kāi)頭講到“In a rebuff to critics who sav university has become little more than an expensive pany”即調(diào)查結(jié)果對(duì)于那種說(shuō)哈佛大學(xué)無(wú)異于一個(gè)昂貴聚會(huì)的批評(píng)作出反駁，接著講到哈佛大學(xué)的大部分受訪(fǎng)學(xué)生優(yōu)先考慮學(xué)業(yè)，而且部分學(xué)生并不局限于自己的專(zhuān)業(yè)，積極拓展。可見(jiàn).哈佛大學(xué)并非是一個(gè)昂貴聚會(huì)，學(xué)生們雖然作弊，依然很重視學(xué)業(yè)。B項(xiàng)符合題意。

　　25.【答案】D。解析：本文主要講述了進(jìn)入美國(guó)大學(xué)的學(xué)生中存在的學(xué)術(shù)上的不誠(chéng)實(shí)行為。作者嚴(yán)格依照調(diào)查結(jié)果，引用調(diào)查數(shù)據(jù)以及相關(guān)權(quán)威人士的觀點(diǎn)，客觀地陳述了這一現(xiàn)象。因而.作者采用了客觀陳述的語(yǔ)氣。正確答案為D。

　　Passage 2

　　26.【答案】D。解析：it is claimed的意思是“據(jù)宣稱(chēng)”，即不是作者本人的言論，所以選項(xiàng)D更符合題意。

　　27.【答案】C。解析：從文章第四段“Part of reality television’s appeal is due to its ability to place ordinary people in extraordinary situations."可知這種需求是因?yàn)槟馨哑胀ㄈ朔胖玫讲黄椒驳奶幘持?C項(xiàng)是該句的同義替換。

　　28.【答案】D。解析：A、B選項(xiàng)說(shuō)法太籠統(tǒng)，只有D選項(xiàng)在文章最后一段出現(xiàn)。

　　29.【答案】B。解析：從文章第四段“Reality television also has the potential to turn its participants into national celebrities，outwardly in talent and performance programs such as Pop Idol，though frequently Survivor and Big Brother participants also reach some degree of celebrity.”可知選B。

　　30.【答案】C。解析：從文章最后一段“Mark Burnett，creator of Survivor and other reality shows，has agreed with this assessment，and avoids the word‘reality’to describe his shows”可知Mark Burnett也認(rèn)為稱(chēng)它為“realitv television”是不準(zhǔn)確的，并且避免用reality這個(gè)詞匯。

　　二、簡(jiǎn)答題

　　31.【參考答案】

　　口語(yǔ)是一種產(chǎn)出性技能.既要流利.又要準(zhǔn)確。流利強(qiáng)調(diào)意義的完整表達(dá)，準(zhǔn)確強(qiáng)調(diào)語(yǔ)言形式的正確使用。過(guò)分注重流利而忽視準(zhǔn)確.可能造成語(yǔ)言令人費(fèi)解的后果;而過(guò)分強(qiáng)調(diào)準(zhǔn)確，則會(huì)使意義表達(dá)不連貫。因此，在口語(yǔ)教學(xué)中應(yīng)該首先強(qiáng)調(diào)流利性.同時(shí)注意準(zhǔn)確性，很好地平衡兩者關(guān)系。一般來(lái)說(shuō)，模仿性口語(yǔ)要糾錯(cuò)，以保證正確輸出.為精確表達(dá)奠定基礎(chǔ)：交際性口語(yǔ)要容忍錯(cuò)誤的發(fā)生，盡量不打斷學(xué)生的思路，等學(xué)生連貫地表達(dá)出自己的想法后再糾正典型錯(cuò)誤。

　　三、教學(xué)情境分析題

　　32.【參考答案】

　　(1)教師對(duì)學(xué)生的錯(cuò)誤地方畫(huà)線(xiàn)。是一種讓學(xué)生修改其錯(cuò)誤的提示性標(biāo)記。材料中教師在錯(cuò)誤處畫(huà)線(xiàn)，有助于學(xué)生在自我更正的過(guò)程中積極地思考出錯(cuò)的原因.從錯(cuò)誤中吸取教訓(xùn)。同時(shí)，學(xué)生能夠?qū)λ鶎W(xué)知識(shí)進(jìn)行查漏補(bǔ)缺.可以認(rèn)識(shí)到自己還沒(méi)有完全掌握哪些知識(shí)點(diǎn)或哪些語(yǔ)言規(guī)則掌握得不準(zhǔn)確。學(xué)生可以從錯(cuò)誤中學(xué)到知識(shí).知識(shí)的殘缺也會(huì)得到及時(shí)的彌補(bǔ)。

　　(2)該教師在批改此學(xué)生的作文中，能夠認(rèn)真閱讀并指出錯(cuò)誤之處，并希望學(xué)生自行改正，是教師批改的一大優(yōu)點(diǎn).但該教師沒(méi)有區(qū)分錯(cuò)誤的類(lèi)型，對(duì)于出現(xiàn)的錯(cuò)誤不加區(qū)分一律畫(huà)線(xiàn)，是其批改中出現(xiàn)的不當(dāng)之處。有的學(xué)生可以悟出來(lái)，如be afraid make mistakes，play a important等。此類(lèi)錯(cuò)誤不必多加解釋?zhuān)?jīng)過(guò)提示，學(xué)生可以自行解決。但對(duì)于As a matter of fact為什么畫(huà)線(xiàn).學(xué)生很難發(fā)現(xiàn)其出錯(cuò)原因是前面用了in fact，造成重復(fù)現(xiàn)象。還有to be patient when vou still do poorly in Chinese學(xué)生很可能搞不懂錯(cuò)在哪里。這時(shí)，教師應(yīng)給出詳細(xì)解釋?zhuān)_保學(xué)生理解錯(cuò)誤原因。因此.對(duì)學(xué)生書(shū)面表達(dá)中出現(xiàn)的錯(cuò)誤的處理方式應(yīng)有別于口語(yǔ)中出現(xiàn)的錯(cuò)誤處理方式。從某種程度上說(shuō).書(shū)面表達(dá)錯(cuò)誤的處理應(yīng)更加嚴(yán)謹(jǐn).要求學(xué)生充分運(yùn)用所掌握的語(yǔ)言知識(shí)來(lái)監(jiān)察和修改語(yǔ)言輸出.少出或不出語(yǔ)言形式方面的錯(cuò)誤。

　　(3)教師如果在教學(xué)過(guò)程中發(fā)現(xiàn)學(xué)生普遍存在某一類(lèi)的言語(yǔ)錯(cuò)誤，此類(lèi)現(xiàn)象可以看作對(duì)課堂教學(xué)是否正確高效的一種反饋。教師可以通過(guò)對(duì)普遍性錯(cuò)誤的分析.找出教學(xué)中的薄弱環(huán)節(jié)，從而針對(duì)學(xué)生的實(shí)際情況，及時(shí)優(yōu)化教學(xué)內(nèi)容.改進(jìn)教學(xué)方法.促進(jìn)教學(xué)質(zhì)量的進(jìn)一步提高。

　　四、教學(xué)設(shè)計(jì)題

　　33.【參考設(shè)計(jì)】

　　Class Type: Reading class

　　Teaching Contents: This lesson contains some useful words and phrases about healthy eating. Meanwhile, in this passage it makes students think what healthy food is and how important it is to eat healthy food.

　　Teaching Objectives:

　　(1) Knowledge objective

　　Students can acquire the knowledge of balanced diet and nutrition.

　　(2) Ability objectives

　　① Students are able to talk about different kinds of food, unhealthy eating and balanced diet.

　?、?Students can improve their reading ability.

　　(3) Emotional objectives

　　① Students can develop a sense of forming a healthy eating habit.

　?、赟tudents can develop the ability of cooperative learning.

　　Teaching Key Points:

　　(1) How to improve students' reading ability through the activities.

　　(2) How to enable the students to comprehend the bad effects of unhealthy eating habits and develop balanced eating habits.

　　Teaching Difficult Points:

　　Enable students to talk about different kinds of food and balanced diet.

　　Major Steps:

　　Step 1 Pre-reading (8 minutes)

　　(1) The teacher asks the students whether they know that the food they eat helps them grow in different ways.

　　Then shows students some pictures about different kinds of food on the screen, and asks students to classify them into different categories.

　　After students complete the form, the teacher asks them to discuss the answers they have filled. Meanwhile, the teacher offers some suggestions.

　　(2) The teacher asks students to work in pairs to discuss the following questions and then invites three of them to tell their opinions to the class.

　　①Which groups of food do you like best?

　?、?Which do you eat most often?

　?、?What will happen to you if you don' t eat a balanced diet?

　　(3) The teacher lets students look at the title and the pictures of it and predict what the passage is about, then read it quickly to see if they are right.

　　(Justification: Cultivate students' ability to classify different kinds of food and enable students to realize the necessity to keep a balanced diet. Make predictions about the text can arouse their curiosity to know more about it.)

　　Step 2 While-reading (16 minutes)

　　(1) Skimming and Scanning (6 minutes)

　?、?Skimming

　　The teacher asks students to skim the reading passage and then answer the following questions:

　　a. Who are mentioned in the story?

　　b. Where did the story happen?

　　After that the teacher checks the answers with the whole class.

　?、赟canning

　　The teacher allows students to read the passage carefully this time to locate some important details, and then use the information from the reading passage to tick out the correct statements and give reasons for their answers.

　　a. Usually Wang Peng' s restaurant was full of people.(　　)

　　b. Yong Hui could make people thin in two weeks by giving them a good diet.(　　)

　　c. Wang Peng's regular customers often become fat.(　　)

　　d. Yong Hui's menu gave customers more energy-giving food.(　　)

　　e. Wang Peng's menu gave customers more protective food.(　　)

　　f. Wang Peng decided to compete with Yong Hui by copying her menu.(　　)

　　(Justification: Students' reading ability of getting the general ideas and locating the specific information can be

　　trained and improved by skimming and scanning practice.)

　　(2) Careful reading (i0 minutes)

　　The teacher asks students to read the passage again and then work in pairs to complete the following gaps:

　?、?The weakness of the diet in Wang Peng' s restaurant was that it did not give __________.

　?、?The strength of the diet in Wang Peng' s restaurant was that it provided __________.

　　③The weakness of the diet in Yong Hui' s restaurant was that it did not give __________.

　?、?The strength of the diet in Yong Hui' s restaurant was that it provided __________.

　　And then asks students to divide the passage into 3 parts and give the main idea of each part.

　　(Justification: In this part, students' analyzing and summarizing ability can be trained.)

　　Step 3 Post-reading (6 minutes)

　　The teacher asks students to cliscuss the following questions in groups and write clown the main points and compare them with those of other groups.

　　(1) What do you think Wang Peng will provide to win his customers back?

　　(2) How do you think the story will end?

　　When students are discussing the questions, the teacher can withhold the readiness to provide resources.

　　(Justification: Discussing in groups provides them the opportunities to express their ideas actively and makes them have a deeper understanding of the text. At the same time, it can also inspire their imagination and cultivate their cooperative awareness.)

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