2023年下半年教師資格證考試《初中英語(yǔ)》題（考生回憶版）（題目及答案解析）

2023年下半年教師資格證考試《初中英語(yǔ)》題（考生回憶版）一、單項(xiàng)選擇題。本大題共30小題，每小題2分，共60分。1Which

of

the

following

correctly

describes

the

English

phoneme

[e]?A、AvoiceddentalplosiveB、AvoicedalveolarplosiveC、AvoiceddentalfricativeD、Avoicedalveolarfricative2Whichoftheunderlinedpartsisdifferentfromtherestinpronunciation？A、heightB、neighbourC、eight

D、weigh3Theword“frenemy”

isformedby

______.A、affixingB、clippingC、compoundingD、blending4Teachers

should

give

some

______

to

how

they

can

best

cope

with

the

mental

and

intellectual

challenges

that

students

may

face

in

a

new

environment.A、opinionsB、thoughtsC、ideasD、advice5One-fourth

of

the

committee

who

opposed

to

the

teaching

reform

were

told

that

since

the

teaching

reform

had

already

started,

there

was

no

point

in

______.A、competingB、stoppingC、protestingD、denying6I’d

like

to

play

chess

with

Cliff

better

than

______.A、withPerryB、thatwithPerryC、playingwithPerryD、playchesswithPerry7To

their

grief,

they

have

done

things

they

ought

not

to

have

done

and

______

undone

what

they

ought

to.A、leaveB、leftC、leavingD、willleave8Long

after

the

light

______,

she

still

couldn’t

go

to

sleep.A、goesoutB、wasoutC、hasgoneoutD、hadgoneout9Which

of

the

following

suggests

an

illocutionary

act

by

the

speaker

when

he

says

“Is

there

salt

in

the

jar

at

the

dinner

table?”A、Tosendsomebodytobuysomesalt.B、Toasksomebodywherehecangetsomesalt.C、Toasksomebodytohandthesaltovertohim.D、Todoublecheckwhetherthereisanysaltleft.10Some

learners

of

English

in

South

China

tend

to

pronounce

“night”as“l(fā)ight”，this

is

an

example

of

______.A、over-generalizationB、cross-associationC、interlingualinterferenceD、intralingualinterference11What

strategy

does

the

teacher

want

the

students

to

develop

if

he/she

encourages

them

to

use

mime

or

gestures

to

make

themselves

understood？A、CognitivestrategyB、CommunicativestrategyC、AffectivestrategyD、Meta-cognitivestrategy12Deducing

the

meaning

of

a

word

from

context

is

one

of

the

sub-skills

of

______.A、listeningandspeakingB、listeningandreadingC、speakingandwritingD、readingandwriting13Which

of

the

following

is

a

controlled

practice

in

developing

students’

language

competence？A、DictationB、DiscussionC、DebatingD、Writinganemail14What

role

does

a

teacher

play

when

taking

part

in

students’

group

work？A、AmonitorB、Aninstructor

C、AnevaluatorD、Aparticipant15What

does

a

teacher

intend

to

do

when

asking

students

to

put

jumbled

paragraphs

into

a

meaningful

passage?A、Toenhancestudents’abilitytoguesswordmeaningincontext.B、Todevelopstudents’awarenessofreadingforthemainidea.C、Toenhancestudents’abilitytoreadforspecificinformation.D、Todevelopstudents’awarenessofcohesionandcoherence.16Which

of

the

following

is

the

first

step

according

to

the

communicative

approach

of

grammar

teaching？A、Consolidatingstudents’useofgrammarrules.B、Exposingstudentstonewgrammaticalitemsinuse.C、Providingstudentswithchanceofusinggrammarrules.D、Gettingstudentstomemorizetheformofgrammarrules.17Which

of

the

following

activities

can

be

used

to

engage

students

in

communication

at

the

post-reading

stage？A、Recitingthetext.B、Readingthetextaloud.C、Exchangingpersonalviewsonthetext.D、Fillingintheblanksofthetextsummary.18What

technique

was

he/she

using

if

a

teacher

kept

saying

“Yes,

anything

else”？to

a

student

who

was

sharing

ideas

about

English

learning？A、ElicitationB、ExplanationC、ParaphrasingD、Exemplification19Which

of

the

following

is

least

appropriate

in

teaching

English

pronunciation

to

beginners?A、Askingstudentstodiscriminatesignificantsoundfeatures.B、Askingstudentstoreadwordsaloudwithcorrectpronunciation.C、Requiringstudentstoproduceintelligibleandacceptablesounds.D、Teachingstudentsthetechnicaltermsofphoneticsandphonology.20Whichofthefollowing

activitiesmainlyfocus

on

meaninganduse?A、StudentstalkaboutwhattheydidlastSunday.B、Studentswritedowntherulesofsimplepasttense.C、Studentsmakeallthesentenceswithsimplepasttense.D、Studentscorrectthespellingmistakeintheirhomework.（一）請(qǐng)閱讀Passage1，完成第21～25小題。Passage

1Theuglyword“staycation”

wascoinedtodescribethetrendtowardspeoplestayingathomeduringtheirvacation-goingoutfordaytrips,perhaps,butusingtheirhomeastheirbase.Thereisasyetnowordtodescribethegrowingtrendforpeopletodoprettymuchthereverse:goingawayonholidaybutblendinginsomework—maybequitealotofit-intotheirholidaytime.Formany,indeedformanyawaythismonth,thefrontierbetweenworkandleisurehasbecomemuchmoreblurred.Eachblendsintotheother,andnotalwaystothebenefitofeither.Itisatrendweallrecognise,butwhyisithappening?Thereisoneobviousreasonandsomeotherratherless-obviousones.Theobviousoneistheubiquitousnatureofcommunications.Itisnotjustthateveryonecanbeintouchwiththeirworkjustaboutanywhere;itisalsothatformanypeoplethetoolstheyneedtodotheirwork-broadbandforastart-areavailabletoo.Finishingareportorpolishingadocumentcanbedoneanywhere.OntheInternetnooneneedstoknowwhereyouare.Butthereismoretothis

transformation

inbehaviour.Justasimportantarethechangingcompositionoftheworkforceandthechangingnatureofworkitself.Asfarastheworkforceisconcerned,thebiggestchangehasbeenthegrowthofself-employment,whichhasnearlydoubledintheUKoverthepast25years.ManagementwriterCharlesHandyidentifiedthegrowingdivisionbetweencoreworkersandportfolioworkersbackin1990inhisbookTheAgeofUnreason.Peoplewouldlearntheircraftandmaketheircontactsworkingfull-timeinwhateverfieldtheyhadspecialisedinascoreworkers,thenlaterontheywouldgoportfolio,self-employedandworkingforclients.Thecombinationofthegrowthofself-employmentandportfolioworkingchangethenatureofholidays.Obviously,ifyouworkforyourselfyoumakeyourowndecisionsaboutsuchthingsasholidaysandretirement.Youhavethefreedomtogooffwhenyouwantbutalsotheresponsibilitytokeepclientsonboard.Someclientsdon’tneedattention:othersmight.Thereisafurtherwayinwhichthedistinctionbetweenworkandholidayisblurringwhichisthatthenatureofworkisitselfchanginginahostofdifferentways.Manyjobs,ofcourse,havetobeperformedatasinglelocation:afactory,ahospital,asupermarket,puborwherever.Thepeoplewhomaketheseplacesfunctionhaveto“gotowork”.Butgraduallytheproportionoftasksthatcanbedonewhereverthereisabroadbandconnectionisrisingrelativetothosethatarelocationbased.JustasmostworkingpeopleinBritainwillnowbecomeself-employedatsomestageoftheirlivessotoowillmostpeoplebeabletodoatleastsomeoftheirworkfromhome-or,indeed,onholiday.LookatthewayinwhichtherecentLondontubestrikeencouragedmanypeopletoworkfromhomethatday.Ifmanypeoplecandoatleastsomeworkathome,therearetwogroupswherethedistinctionbetweenworkandleisurehasprettymuchdisappeared.Thereisthesmallminorityforwhomthehobbyhasbecomethejob.Theevidenceisanecdotalbutitiscleartherearemanythousandsofpeoplewhohavemanagedtoturnsomethingtheyhaddoneforleisureintoanincome-producingactivity.Theseincludeartistsandwritersandcraft-skilledworkers.Thenthereisaratherlargergroupofpeopleforwhomworkhasbecomethehobby.Thesearepeople,oftenretired,whogifttheirskillstocharitiesandothervoluntarybodies.Isa“holiday”thatconsistsofgoingonanarchaeologicaldigworkorleisure?Ofcourse,itisboth.Itisaneducationtoo.Thereareseveralgrowthpointsintheleisurebusiness.Theseincludeactivityholidaysofallsorts,fromhang-glidingtowalking,andfromsomeformofeducationalexperiencetovolunteering.Andformoreandmoreofus,thatactivityincludesabitofwork.21What

has

enable

many

people

to

work

almost

anywhere

they

want

to?A、Easyaccesstobroadband.B、Theircloserelationshiptoclients.C、Acommonpracticelabeledas“staycation”.D、Afuzzyboundarybetweenworkandleisure.22

What

does

the

underlined

expression

“this

transformation”

in

Para

3

refer

to?A、Submittingareport.B、Knowingwhereyouare.C、Polishingadocument.D、Combiningworkandleisure.23According

to

the

writer,

which

of

the

following

factors

plays

an

important

role

in

changing

the

nature

of

holidays?A、Thegrowthofself-employment.B、Theproportionoftaskspeoplehave.C、Transformationofpeople’sbehaviors.D、Opportunitiespeoplehavetoworkfull-time.24Which

group

of

people

may

enjoy

the

freedom

of

working

at

home?A、Surgeons.B、Sculptors.C、Assemblylineworkers.D、Grocerystoreemployees.25Whichofthefollowingcoinedwordsmaybeusedtodescribethetrendofgoingforaholidaybutblendinginsomeworkintotheirholidaytime?A、DocationB、GocationC、StaycationD、Workcation（二）Passage2Inourclasses,formativeassessmentsareessentialincheckingstudentunderstanding,

andarefundamentalintheformationofstudentcontentknowledge.Bothofushavetaughtchemistryformanyyearsandoverthattimewehaveoursubjecttoquicklytellwhetherastudentunderstandskeypoints.Aswemovearoundtheroomandinteractwithstudents,wespot-checktheirunderstanding.

Whilestudentsareintheprocessoflearning,wediscoverandcorrectmisconceptions.Werecognizethatasstudentsdevelopconcepts,theyrequiredifferentlevelsofsupport

dependingontheirindividualcognitivedevelopmentas

wellasthecognitiveloadofaparticularobjective.

Attimes,weprovideastudentwithverystructured

assistance,butinothersituation,weallowstudentstostruggle.Werealizethatthelearning

isnotamatterofspoon-feeding

thecontexttothestudents.Itisappropriatefortheteacherstoallowastudenttowrestlewithadifficultconceptsothatthestudentlearnsitdeeply.So,

somestudentsweleavealone

becauseweknowtheirlearningwillbemuchdeeperthanifweholdhandthroughout,andweproceedtoprovidesupporttostudentswhoneedit.Theburdenofproofintheformativeprocessisplacedonthestudent.Weprovide

studentswithlearningobjectives

andtheresourcesnecessarytomeetthoseobjectivesisbeinglearned.Forstudentswhocan’tprovethattheyaremakingprogresstowardtheobjective,wequicklyassesstheircomprehensionandcreatedacustomized

remediationplanonthespotsothestudentscangobackandlearnwhattheyhavenotyetmastered.Thetypesofremediationandreteachingvaryfromstudenttostudent.Wemayaskstudentstorewatchavideoor,insomecase,towatchitforthefirsttime.Wegivethemtextbookresourcestoconsultandwebpagestovisit,orwemaysimplysitdownwiththemandworkthroughtheconceptsthatweren’tunderstood.

Weusedto**totheformativeassessment

processas"checkingtheoil",buteducationspeakeranddesignthinking*adrocate**MczntoshcorrectedusandequatedformativeassessmenttoaGPS.

WhenadriverusingaGPSbeginstogoastray,theGPS“recalculates”theroutetohelpthedrivergetbackontrack.ThedrivercancontinuetoignoretheGPSandwilleithereventuallylistentotheGPSandgetbackontrack,ordriveintoalake.

Intheclassroom,theteachercanbethevoiceoftheGPSredirectingstudentswhentheygoastrayintheirunderstanding.Studentscanaccepttheadviceandredirectionoftheteacher,ortheycandrivethemselvesintothecognitivelakeofmisconception.Itistheresponsibilityoftheteachertoconstantlyevaluateeachstudent’spathandprovideimmediatefeedbackthatwillkeepthestudent

travelingsafelythroughthehighwaysoflearning.Ultimatelythekeyquestionsarealways“Didyoulearn

it?”

Andifyoudid,canyouprovideevidencethatyouhave?However,partofgoodteaching

isknowingwherethe

studentisalongthejourney,notjustcheckingtoseeiftheyarrivedsafely.26Why

do

the

authors**formative

assessment?A、Toraisestudents’awarenessoftheirlearningdifficulties.B、Tofacilitatestudents’self-directedindependentlearning.C、Toprovidestudentstimelyfeedbackontheirperformances.D、Toevaluatestudents’leaningprocessviaend-of-termtests.27According

to

the

passage,

what

evidence

are

the

students

expected

to

****teachers

in

the

formative

process?A、Theirabilityofmakingprogresstowardsobjectives.B、Theirpersistenceingettingtheirworkdone.C、Theircapacityofmakingremediationplans.D、Theirtacticsofusingvariousresources.28Why

is

formative

assessment

compared

to

GPS

in

this

passage?A、Toverifywhetherpeoplehavereachedtheirdestination.B、Todetectthelocationofsomeoneyouarelookingfor.C、Togetpeoplebackontrackwhentheygetlost.D、Tocalculatethedistancepeoplehavecovered.29What

does

the

underlined

word

“it”

in

the

last

paragraph

mean?A、Whathasbeenwrittenintheteacher’sevaluation.B、Whathasbeensetastheobjectiveoflearning.C、Theanswertothekeyquestion.D、Theteacher’sfeedback.30

What*contextsaregoodteaching

accordingtothelastparagraph?A、Teachingtheemphasizesoutcomeoverprocess.B、Teachingthatprovidesevidenceofstudents’learningachievement.C、Teachingthatstressestheimportanceofprocessratherthanproduct.D、Teachingthatensureslearningaccomplishmentofteachinggoals.二、簡(jiǎn)答題。本大題共1小題，共20分。31簡(jiǎn)述結(jié)對(duì)活動(dòng)（pair

work）的兩個(gè)主要作用（8分），并簡(jiǎn)述課堂上教師運(yùn)用結(jié)對(duì)活動(dòng)應(yīng)注意的事項(xiàng)（12分）。根據(jù)題目要求完成下列任務(wù)，用國(guó)家通用語(yǔ)言文字作答。三、教學(xué)情境分析題。本大題共1小題，共30分。（三）下圖是某教師上完八年級(jí)一節(jié)英語(yǔ)課后留下的板書。觀察上面板書的內(nèi)容，回答下列題。32根據(jù)以上材料回答問(wèn)題：（1）該板書有哪兩個(gè)主要優(yōu)點(diǎn)？（10分）（2）該板書有哪兩個(gè)主要缺點(diǎn)？（10分）（3）該板書可以從哪兩個(gè)方面改進(jìn)？（10分）四、教學(xué)設(shè)計(jì)題。本大題共1小題，共40分。33設(shè)計(jì)任務(wù)：閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)20分鐘的英語(yǔ)聽說(shuō)教學(xué)方案，教案沒有固定格式，但需要包含下列要點(diǎn)：①

Teaching

objectives②

Teaching

contents③

Key

and

difficult

points④

Major

steps

and

time

allocation⑤

Activities

and

justifications教學(xué)時(shí)間：20分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)九年級(jí)（初中三級(jí)）學(xué)生，班級(jí)人數(shù)40，多數(shù)學(xué)生已達(dá)到義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)的相應(yīng)水平。學(xué)生積極參與積極性一般。Clara:

Guess

what?

I’m

going

to

Chiang

Mai

two

weeks.Ben:

Wow,

sounds

like

fun!

But

I

believe

that

April

is

the

hottest

month

of

the

year

there.Clara:

Yes,

that’s

true,

but

there

is

a

water

festival

there

from

April

13

to

15.Ben:

I

wonder

if

it’s

the

same

as

the

water

Festival

of

the

Dai

people

in

Yunnan

Province.Clara:

Yes,

I

think

so.

This

is

the

time

of

Thai

New

Year.

People

go

on

the

streets

to

throw

water

at

each

other.Ben:

Cool!

But

why

do

they

do

that?Clara:

Because

the

New

Year

is

a

time

for

cleaning

and

washing

away

bad

things.

Then

you’ll

have

good

luck

in

the

new

year.2023年下半年教師資格證考試《初中英語(yǔ)》題（考生回憶版）（解析）1本題考查輔音的分類。題干意為：下列哪個(gè)選項(xiàng)正確地描述了英語(yǔ)音素[e]？結(jié)合輔音的分類知識(shí)，可知[e]為濁輔音（voiced），齒間音（dental）和摩擦音（fricative），C項(xiàng)正確。A項(xiàng)：Avoiceddentalplosive意為“一個(gè)濁輔音、齒間爆破音”。與題干不符，排除。B項(xiàng)：Avoicedalveolarplosive

意為“一個(gè)濁輔音、齒齦爆破音”。與題干不符，排除。D項(xiàng)：Avoicedalveolarfricative

意為“一個(gè)濁輔音、齒齦摩擦音”。與題干不符，排除。故正確答案為C。2本題考查元音字母組合的發(fā)音規(guī)律。題干意為：下面劃線部分的發(fā)音與其他部分不同的是哪個(gè)？結(jié)合發(fā)音規(guī)律，可知A項(xiàng)

height

中的ei字母組合發(fā)/a?/，而其他選項(xiàng)均發(fā)/e?/，本題為選非題，A項(xiàng)正確。B項(xiàng)：neighbour/?ne?b?(r)/，字母組合ei發(fā)/e?/。與題干不符，排除。C項(xiàng)：eight/e?t/，字母組合ei發(fā)/e?/。與題干不符，排除。D項(xiàng)：weigh/we?/，字母組合ei發(fā)/e?/。與題干不符，排除。故正確答案為A。3本題考查混成法。題干意為：?jiǎn)卧~frenemy這個(gè)詞由什么構(gòu)成？該單詞意為“友敵、亦敵亦友”，是由單詞friend（朋友）和enemy（敵人）各取一部分構(gòu)成，這種構(gòu)詞法稱之為混成法（blending），指兩個(gè)單詞要通過(guò)連接第一個(gè)單詞的開頭部分和第二個(gè)單詞的最后部分或連接兩個(gè)單詞的開頭部分混成一個(gè)新的單詞。如smoke+fog→smog（煙霧），D項(xiàng)正確。A項(xiàng)：affixing意為“粘貼；使……附于”，不屬于構(gòu)詞法。與題干不符，排除。B項(xiàng)：clipping意為“截短法”，指將一個(gè)較長(zhǎng)的單詞截短用以構(gòu)成新詞的方法。截取原詞的某一部分而將剩余的部分作為新詞來(lái)使用。主要有截頭、去尾、截頭去尾等形式。與題干不符，排除。C項(xiàng)：compounding意為“復(fù)合法”，指那些由兩個(gè)或兩個(gè)以上的詞素構(gòu)成的詞，或由兩個(gè)單獨(dú)的詞連接起來(lái)構(gòu)成一個(gè)新的形式的構(gòu)詞方法。與題干不符，排除。故正確答案為D。4本題考查名詞短語(yǔ)辨析。題干意為：教師應(yīng)該考慮如何才能最好地應(yīng)對(duì)學(xué)生在新環(huán)境中可能面臨的心理和智力挑戰(zhàn)。結(jié)合語(yǔ)境，教師應(yīng)該考慮如何應(yīng)對(duì)挑戰(zhàn)，考查固定搭配“givesome

thoughts

to

sth”意為“認(rèn)真考慮某事”，B項(xiàng)正確。A項(xiàng)：opinions意為“意見、評(píng)價(jià)”，givesomeopinionsaboutsth.意為“對(duì)……發(fā)表意見”，后接介詞為about。與題干不符，排除。C項(xiàng)：ideas

意為“想法、看法”，givesomeideasaboutsth./givesomeideastodosth.”意為“對(duì)……提出想法”。與題干不符，排除。D項(xiàng)：advice

意為“忠告、建議”，givesbsomeadviceonsth.

意為“針對(duì)某事給某人提意見”，后接介詞為on。與題干不符，排除。故正確答案為B。5本題考查動(dòng)詞詞義辨析。題干意為：四分之一反對(duì)教學(xué)改革的委員會(huì)成員被告知，由于教學(xué)改革已經(jīng)開始，抗議是沒有意義的。Thereis/wasnopointindoingsth.意為“做某事沒有意義”。結(jié)合句意，教育改革已經(jīng)開始，木已成舟，即使持反對(duì)意見，進(jìn)行抗?fàn)?、抗議也沒有意義，protesting意為“抗?fàn)?、抗議”，C項(xiàng)正確。A項(xiàng)：competing意為“競(jìng)爭(zhēng)、比賽”。與題干不符，排除。B項(xiàng)：stopping意為“停止、結(jié)束”。與題干不符，排除。D項(xiàng)：denying意為“否認(rèn)、拒絕承認(rèn)”。與題干不符，排除。故正確答案為C。6本題考查狀語(yǔ)從句的省略。題干意為：我更愿意和克里夫下棋，而不是和佩里下棋。本題中than后方引導(dǎo)比較狀語(yǔ)從句，該句子完整形式應(yīng)為：“I’dliketoplaychesswithCliffbetterthan(I’dliketoplaychess)withPerry.”，than后方省略重復(fù)部分I’dliketoplaychess，只保留不同比較對(duì)象，同時(shí)被比較的部分應(yīng)為“并列的成分或結(jié)構(gòu)”，必須是對(duì)等關(guān)系，所以需要保留介詞with，A項(xiàng)正確。B項(xiàng)：thatwithPerry中“that”多余，該句子完整形式應(yīng)為：I’dliketoplaychesswithCliffbetterthan(I’dliketoplaychess)withPerry，無(wú)that。與題干不符，排除。C項(xiàng)：playingwithPerry

為doing形式，固定搭配為wouldliketodosthbetterthandosth。與題干不符，排除。D項(xiàng)：playchesswithPerry

中應(yīng)省略重復(fù)部分，只保留不同比較對(duì)象，同時(shí)被比較的部分應(yīng)為“并列的成分或結(jié)構(gòu)”，必須是對(duì)等關(guān)系，所以需要保留介詞with。與題干不符，排除。故正確答案為A。7本題考查動(dòng)詞時(shí)態(tài)。題干意為：令他們悲傷的是，他們做了不該做的事，卻沒有做該做的事情。分析句子結(jié)構(gòu)可知，句子主干是個(gè)由and連接的并列句，即“theyhavedonethingstheyoughtnottohavedone”和“l(fā)eftundonethingsweoughttohavedone”，havedone和haveleft是并列謂語(yǔ)，將相同的have省略，B項(xiàng)正確。A項(xiàng)：leave動(dòng)詞原形形式。與題干不符，排除。C項(xiàng)：leaving非謂語(yǔ)動(dòng)詞現(xiàn)在分詞形式。與題干不符，排除。D項(xiàng)：willleave

一般將來(lái)時(shí)。與題干不符，排除。故正確答案為B。8本題考查動(dòng)詞時(shí)態(tài)。題干意為：熄燈很久以后，她仍然睡不著。longafter可作連詞使用，連接兩個(gè)從句，表示第一個(gè)事件發(fā)生之后很久，第二個(gè)事件才發(fā)生。根據(jù)后半句“shestillcouldn’tgotosleep.”可知“熄燈”的動(dòng)作發(fā)生在“入睡”之前，表示“過(guò)去的過(guò)去”，應(yīng)用過(guò)去完成時(shí)，haddone的形式符合，D項(xiàng)正確。A項(xiàng)：goesout一般現(xiàn)在時(shí)。與題干不符，排除。B項(xiàng)：wasout

一般過(guò)去時(shí)。與題干不符，排除。C項(xiàng)：hasgoneout

現(xiàn)在完成時(shí)。與題干不符，排除。故正確答案為D。9本題考查言外行為。題干意為：當(dāng)說(shuō)話者說(shuō)“餐桌上的罐子里有鹽嗎？”時(shí)，下列哪個(gè)選項(xiàng)暗示了說(shuō)話者的一種言外行為？言外行為涉及說(shuō)話者的意圖，是指在特定的語(yǔ)境中賦予有意義的話語(yǔ)一種“言語(yǔ)行為力量”，即語(yǔ)力。比如，通過(guò)說(shuō)話來(lái)做出聲明或是承諾、要求等，或使用句子起到命令、請(qǐng)求等作用。題干中“餐桌上的罐子里有鹽嗎？”，意圖是想讓人把鹽遞給他。C項(xiàng)正確。A項(xiàng)：Tosendsomebodytobuysomesalt意為“派人去買鹽”。與題干不符，排除。B項(xiàng)：Toasksomebodywherehecangetsomesalt

意為“問(wèn)別人哪里能買到鹽”。與題干不符，排除。D項(xiàng)：Todoublecheckwhetherthereisanysaltleft

意為“再檢查一下是否還有鹽”，與題干不符，排除。故正確答案為C。10本題考查語(yǔ)際錯(cuò)誤。題干意為：一些中國(guó)南方的英語(yǔ)學(xué)習(xí)者傾向于把“night”讀成“l(fā)ight”，這是一個(gè)什么例子？南方人在講話過(guò)程中會(huì)出現(xiàn)“l(fā)”“n”分不清的狀況，那么在英語(yǔ)中也相應(yīng)會(huì)出現(xiàn)字母“l(fā)”“n”不分的狀況，此種錯(cuò)誤叫做語(yǔ)際錯(cuò)誤（遷移錯(cuò)誤）主要是由學(xué)習(xí)者的本族語(yǔ)導(dǎo)致的錯(cuò)誤。它是由不同層面的跨語(yǔ)言干擾造成的，如音位層、詞匯層、語(yǔ)法層或話語(yǔ)層等。C項(xiàng)正確。A項(xiàng)：over-generalization意為“過(guò)度概括”，過(guò)度概括涉及將先前學(xué)習(xí)的可用策略應(yīng)用到新環(huán)境中。與題干不符，排除。B項(xiàng)：cross-association

意為“聯(lián)想混淆”，聯(lián)想混淆是指兩個(gè)聯(lián)系緊密的相似的詞語(yǔ)會(huì)造成混淆。與題干不符，排除。D項(xiàng)：intralingualinterference

意為“語(yǔ)內(nèi)干擾”，由語(yǔ)內(nèi)干擾造成的錯(cuò)誤為語(yǔ)內(nèi)錯(cuò)誤（發(fā)展性錯(cuò)誤），主要是由對(duì)目的語(yǔ)的錯(cuò)誤或不完全的學(xué)習(xí)造成的，它與本族語(yǔ)無(wú)關(guān)，如過(guò)度概括（Over-generalization）和聯(lián)想混淆（Cross-association）。與題干不符，排除。故正確答案為C。11本題考查課程內(nèi)容中的學(xué)習(xí)策略。題干意為：如果老師鼓勵(lì)學(xué)生使用啞劇表演或手勢(shì)來(lái)表達(dá)自己的意思，他/她希望學(xué)生采取什么策略？文中提到“學(xué)生使用啞劇或手勢(shì)來(lái)表達(dá)自己的意思”，體現(xiàn)了學(xué)生為了爭(zhēng)取更多的交際機(jī)會(huì)、維持交際以及提高交際效果而采取的策略，叫做交際策略，B項(xiàng)正確。A項(xiàng)：Cognitivestrategy意為“認(rèn)知策略”，指學(xué)生為了完成具體語(yǔ)言學(xué)習(xí)活動(dòng)而采取的步驟和方法。與題干不符，排除。C項(xiàng)：Affectivestrategy

意為“情感策略”，指學(xué)生為了調(diào)控學(xué)習(xí)情緒、保持積極的學(xué)習(xí)態(tài)度而采取的策略。與題干不符，排除。D項(xiàng)：Meta-cognitivestrategy

意為“元認(rèn)知策略”，指學(xué)生為了提高英語(yǔ)學(xué)習(xí)效率，計(jì)劃、監(jiān)控、評(píng)價(jià)、反思和調(diào)整學(xué)習(xí)過(guò)程或?qū)W習(xí)結(jié)果的策略。與題干不符，排除。故正確答案為B。12本題考查聽力/閱讀基本技能。題干意為：從上下文中推斷單詞的意思是______的子技能之一。在聽對(duì)話或讀文章時(shí)，常常會(huì)遇到一些未見過(guò)的生詞，這類生詞或短語(yǔ)的詞義可以通過(guò)上下文推斷出來(lái)。該技能常出現(xiàn)在聽力或閱讀課上，通過(guò)此技能可以掃清閱讀材料或聽力材料中的語(yǔ)言障礙。B項(xiàng)正確。A項(xiàng)：listeningandspeaking意為“聽力和口語(yǔ)”。與題干不符，排除。C項(xiàng)：speakingandwriting

意為“口語(yǔ)和寫作”。與題干不符，排除。D項(xiàng)：readingandwriting

意為“閱讀和寫作”。與題干不符，排除。故正確答案為B。13本題考查教學(xué)活動(dòng)。題干意為：以下哪一項(xiàng)是培養(yǎng)學(xué)生語(yǔ)言能力的控制性練習(xí)？控制性練習(xí)也稱機(jī)械性活動(dòng)（ControlledorMechanicalActivities），包含結(jié)構(gòu)化活動(dòng)和交際活動(dòng)，其中結(jié)構(gòu)化活動(dòng)包含閱讀、背誦、模仿、重復(fù)等。交際活動(dòng)包含結(jié)構(gòu)性對(duì)話、分角色朗讀、復(fù)述等。Dictation意為“口述、聽寫”，屬于控制性活動(dòng)，A項(xiàng)正確。B項(xiàng)：Discussion意為“討論”。與題干不符，排除。C項(xiàng)：Debating意為“辯論”。與題干不符，排除。D項(xiàng)：Writinganemail意為“寫郵件”。與題干不符，排除。故正確答案為A。14本題考查教師的角色與作用。題干意為：當(dāng)教師參與到學(xué)生的小組活動(dòng)中時(shí)，扮演了什么角色？當(dāng)教師參與進(jìn)學(xué)生的討論時(shí)，教師和學(xué)生一起交流，共同完成小組任務(wù)，體現(xiàn)了參與者的角色。D項(xiàng)正確。A項(xiàng)：Amonitor意為“監(jiān)察者”，指在學(xué)生活動(dòng)時(shí)，教師走下講臺(tái)進(jìn)行巡視，監(jiān)控學(xué)生的活動(dòng)的方向是否正確，是否討論本節(jié)課主題。與題干不符，排除。B項(xiàng)：Aninstructor意為“指導(dǎo)者”。一是指導(dǎo)學(xué)生有效地進(jìn)行自主學(xué)習(xí)、獨(dú)立學(xué)習(xí)。要使學(xué)生明確學(xué)習(xí)目的，激發(fā)學(xué)生的學(xué)習(xí)興趣，教給學(xué)生學(xué)習(xí)策略和方法，提高學(xué)習(xí)效率。二是承認(rèn)并尊重學(xué)生間的不同，給予學(xué)生平等的學(xué)習(xí)機(jī)會(huì)，指導(dǎo)不同主體從多方面評(píng)價(jià)學(xué)生的發(fā)展。與題干不符，排除。C項(xiàng)：Anevaluator意為“評(píng)價(jià)者”。教師作為評(píng)價(jià)者主要有兩方面的含義：糾正錯(cuò)誤和組織反饋。糾正錯(cuò)誤的方式應(yīng)該是溫和的，避免傷害到學(xué)生的自尊心。組織反饋是指教師在學(xué)生完成任務(wù)后，要及時(shí)總結(jié)并給予反饋，并有針對(duì)性地提出一些建設(shè)性的建議。與題干不符，排除。故正確答案為D。15本題考查語(yǔ)篇教學(xué)的概念。題干意為：當(dāng)老師要求學(xué)生把雜亂的段落編成一篇有意義的文章時(shí)，老師想要做什么？將亂序的段落整理成一篇文章，是在鍛煉學(xué)生的語(yǔ)篇能力，語(yǔ)篇由一個(gè)以上的句子或段落組成，各句子或段落之間在形式上是銜接的，語(yǔ)義上是連貫的。D項(xiàng)正確。A項(xiàng)：To

enhance

students’

ability

to

guess

word

meaning

in

context.意為“提高學(xué)生在語(yǔ)境中猜測(cè)詞義的能力”。與題干不符，排除。B項(xiàng)：To

develop

students’

awareness

of

reading

for

the

main

idea.意為“培養(yǎng)學(xué)生的閱讀文章主旨的意識(shí)”。與題干不符，排除。C項(xiàng)：To

enhance

students’

ability

to

read

for

specific

information.意為“提高學(xué)生閱讀特定信息的能力”。與題干不符，排除。故正確答案為D。16本題考查練習(xí)方法。題干意為：根據(jù)語(yǔ)法教學(xué)中的交際性練習(xí)，下列哪一項(xiàng)是第一步？在交際教學(xué)法提倡語(yǔ)言的恰當(dāng)使用，認(rèn)為語(yǔ)言的學(xué)習(xí)要放在具體的、有意義的交際環(huán)境中。利用交際教學(xué)法提倡的理念進(jìn)行語(yǔ)法教學(xué)，首先需要讓學(xué)生在真實(shí)或模擬的語(yǔ)境中接觸到新的語(yǔ)法結(jié)構(gòu)，從而引發(fā)他們的興趣和需要。Exposingstudentstonewgrammaticalitemsinuse.意為“讓學(xué)生接觸使用中的新語(yǔ)法項(xiàng)目?！盉項(xiàng)正確。A項(xiàng)：Consolidatingstudents’useofgrammarrules.

意為“鞏固學(xué)生對(duì)語(yǔ)法規(guī)則的使用”。與題干不符，排除。C項(xiàng)：Providingstudentswithchancesofusinggrammarrules.

意為“為學(xué)生提供使用語(yǔ)法規(guī)則的機(jī)會(huì)”。與題干不符，排除。D項(xiàng)：Gettingstudentstomemorizetheformofgrammarrules.

意為“讓學(xué)生記住語(yǔ)法規(guī)則的形式”。與題干不符，排除。故正確答案為B。17本題考查教學(xué)活動(dòng)。題干意為：在讀后階段，以下哪些活動(dòng)可以讓學(xué)生參與到交流中來(lái)?在閱讀教學(xué)中，讀后環(huán)節(jié)主要考查學(xué)生對(duì)本節(jié)課知識(shí)的掌握程度，以及對(duì)目標(biāo)語(yǔ)言的運(yùn)用和表達(dá)能力，鼓勵(lì)學(xué)生將所閱讀的內(nèi)容與自己的經(jīng)歷、知識(shí)、興趣和觀點(diǎn)聯(lián)系。通常可以進(jìn)行小組討論、辯論，模擬寫作等練習(xí)。C項(xiàng)正確。A項(xiàng)：Reciting

the

text.意為“背誦課文”。與題干不符，排除。B項(xiàng)：Reading

the

text

aloud.意為“朗讀課文”。與題干不符，排除。D項(xiàng)：Filling

in

the

blanks

of

the

text

summary.意為“對(duì)課文概要進(jìn)行填空”。與題干不符，排除。故正確答案為C。18本題考查課堂反饋。題干意為：如果老師一直對(duì)一名正在分享英語(yǔ)學(xué)習(xí)心得的學(xué)生說(shuō)“是的，還有什么”，他/她會(huì)使用什么技巧？教師在學(xué)生分享的過(guò)程中，不斷用語(yǔ)言進(jìn)行引導(dǎo)和啟發(fā)，調(diào)動(dòng)學(xué)生的思維，讓學(xué)生自己去領(lǐng)悟，調(diào)動(dòng)學(xué)生表達(dá)積極性，促進(jìn)身心發(fā)展。A項(xiàng)正確。B項(xiàng)：Explanation意為“解釋、說(shuō)明”。與題干不符，排除。C項(xiàng)：Paraphrasing意為“釋義、改寫”。與題干不符，排除。D項(xiàng)：Exemplification意為“范例、模范”。與題干不符，排除。故正確答案為A。19本題考查教學(xué)內(nèi)容。題干意為：以下哪一項(xiàng)最不適合教初學(xué)者英語(yǔ)發(fā)音？基礎(chǔ)教育階段的語(yǔ)音教學(xué)主要目標(biāo)為培養(yǎng)學(xué)生聽音、辨音，以及準(zhǔn)確發(fā)音的能力，從而形成正確的發(fā)音習(xí)慣。但對(duì)于初學(xué)者來(lái)講，不要求在學(xué)習(xí)初期去掌握語(yǔ)音方面的專業(yè)術(shù)語(yǔ)。D項(xiàng)與題干相符，當(dāng)選。A項(xiàng)：Asking

students

to

discriminate

significant

sound

features.意為“要求學(xué)生辨別重要的聲音特征”。與題干不符，排除。B項(xiàng)：Asking

students

to

read

words

aloud

with

correct

pronunciation.意為“要求學(xué)生用正確的發(fā)音大聲朗讀單詞”。與題干不符，排除。C項(xiàng)：Requiring

students

to

produce

intelligible

and

acceptable

sounds.意為“要求學(xué)生發(fā)出可理解和可接受的聲音”。與題干不符，排除。本題為選非題，故正確答案為D。20本題考查教學(xué)內(nèi)容。題干意為：以下哪項(xiàng)活動(dòng)主要關(guān)注意義和用法？語(yǔ)法教學(xué)的教學(xué)內(nèi)容主要有三方面：①語(yǔ)言形式/結(jié)構(gòu)（Language

form/structure）包括詞法（morphology）、句法（syntax）等。②語(yǔ)義（Language

meaning）指語(yǔ)法形式和結(jié)構(gòu)的意義。③語(yǔ)用（Language

use）指語(yǔ)言在語(yǔ)境或語(yǔ)篇中的功用。如若關(guān)注語(yǔ)法的意義和用法，需要學(xué)生在適當(dāng)?shù)那榫持凶杂墒褂盟鶎W(xué)的語(yǔ)法項(xiàng)目進(jìn)行交流的活動(dòng)。它強(qiáng)調(diào)以交際為目的的意義輸出或理解。常見練習(xí)形式：講故事、情景對(duì)話、小組討論、角色扮演等。A項(xiàng)正確。B項(xiàng)：Students

write

down

the

rules

of

simple

past

tense.

意為“學(xué)生寫下一般過(guò)去時(shí)的規(guī)則?！迸c題干不符，排除。C項(xiàng)：Students

make

all

the

sentences

with

simple

past

tense.

意為“學(xué)生用一般過(guò)去時(shí)造句?！迸c題干不符，排除。D項(xiàng)：Students

correct

the

spelling

mistake

in

their

homework.

意為“學(xué)生們糾正家庭作業(yè)中的拼寫錯(cuò)誤?！迸c題干不符，排除。故正確答案為A。21本題考查細(xì)節(jié)推斷。題干意為：是什么讓許多人幾乎可以在他們想去的任何地方工作？根據(jù)關(guān)鍵短語(yǔ)“work

almost

anywhere”定位到第二段第二、三句“There

is

one

obvious

reason

and

some

other

rather

less-obvious

ones.

The

obvious

one

is

the

ubiquitous

nature

of

communications.

有一個(gè)明顯的原因，還有其他一些不太明顯的原因。顯而易見的是通信無(wú)處不在?！焙妥詈笠痪洹癘n

the

Internet

no

one

needs

to

know

where

you

are.”可知，通信網(wǎng)絡(luò)的發(fā)達(dá)，造成不看重工作地點(diǎn)的局面，A項(xiàng)Easy

access

to

broadband

意為“輕松接入寬帶”，突出網(wǎng)絡(luò)發(fā)達(dá)的作用，符合，A項(xiàng)正確。B項(xiàng)：Their

close

relationship

to

clients.

意為“他們與客戶的密切關(guān)系”。與題干不符，排除。C項(xiàng)：A

common

practice

labeled

as

“staycation”.

意為“一種被稱為‘居家度假’的常見做法”。與題干不符，排除。D項(xiàng)：A

fuzzy

boundary

between

work

and

leisure.

意為“工作和休閑之間的模糊界限”。與題干不符，排除。故正確答案為A。22本題考查指代內(nèi)容。題干意為：第三段中劃線的詞“thistransformation”指的是什么？這里的指代應(yīng)該是前文出現(xiàn)的內(nèi)容，所以回看第二段，第二段提及到的轉(zhuǎn)變是“工作”和“休閑”的組合，D項(xiàng)意為“工作與休閑相結(jié)合”，D項(xiàng)正確。A項(xiàng)：Submittingareport.意為“提交報(bào)告”。與題干不符，排除。B項(xiàng)：Knowingwhereyouare.意為“知道你在哪里”。與題干不符，排除。C項(xiàng)：Polishingadocument.意為“修改文件”。與題干不符，排除。故正確答案為D。23本題考查事實(shí)細(xì)節(jié)題。題干意為：根據(jù)作者，下面哪個(gè)因素在改變假期性質(zhì)方面起著重要作用？根據(jù)關(guān)鍵短語(yǔ)“changingthenatureofholidays”定位到第四段，根據(jù)第四段第一句“Thecombinationofthegrowthofself-employmentandportfolioworkingchangethenatureofholidays.

個(gè)體經(jīng)營(yíng)和兼職工作的增長(zhǎng)共同改變了假期的性質(zhì)”可知，A項(xiàng)“Thegrowthofself-employment.個(gè)體經(jīng)營(yíng)的增長(zhǎng)”符合原文，A項(xiàng)正確。B項(xiàng)：Theproportionoftaskspeoplehave.意為“人們完成任務(wù)的比例”。與題干不符，排除。C項(xiàng)：Transformationof

people’sbehaviors.意為“人們行為的轉(zhuǎn)變”。與題干不符，排除。D項(xiàng)：Opportunities

peoplehavetoworkfull-time.意為“人們有全職工作的機(jī)會(huì)”。與題干不符，排除。故正確答案為A。24本題考查細(xì)節(jié)推斷。題干意為：哪一類人可能享受在家工作的自由？根據(jù)文章倒數(shù)第二段的描述“it

is

clear

there

are

many

thousands

of

people

who

have

managed

to

turn

something

they

had

done

for

leisure

into

an

income-producing

activity.

These

include

artists

and

writers

and

craft

skilled

workers...work

has

become

the

hobby.

These

are

people,

often

retired,

who

gift

their

skills

to

charities

and

other

voluntary

bodies”，可知待在家里工作的主要有：artists

and

writers

and

craft

skilled

workers藝術(shù)家、作家和手工藝人。B項(xiàng)Sculptors

意為“雕塑家”，屬于手工藝人一類，更可能享受在家工作的自由。B項(xiàng)正確。A項(xiàng)：Surgeons

意為“外科醫(yī)生”。與題干不符，排除。C項(xiàng)：Assembly

line

workers.

意為“流水線工人”。與題干不符，排除。D項(xiàng)：Grocery

store

employees.

意為“雜貨店員工”。與題干不符，排除。故正確答案為B。25本題考查細(xì)節(jié)推斷。題干意為：下面哪個(gè)新造詞可能用來(lái)描述去度假，但在度假時(shí)間里融入一些工作？根據(jù)文章第一段提出的Staycation一詞，“Theuglyword“staycation”

wascoinedtodescribethetrendtowardspeoplestayingathomeduringtheirvacation—goingoutfordaytrips,perhaps,butusingtheirhomeastheirbase.“宅家度假”這個(gè)丑陋的詞被造出用來(lái)描述人們假期時(shí)在家里待著的潮流——他們興許會(huì)出門一日游，不過(guò)總把家作為根據(jù)地。”強(qiáng)調(diào)旅游以“待在家里”為主，關(guān)鍵詞為“Stay”；那么遵循這個(gè)規(guī)律，在度假時(shí)候加入工作，強(qiáng)調(diào)的是“工作”，就應(yīng)該是Workcation，D項(xiàng)正確。A項(xiàng)：Docation強(qiáng)調(diào)在度假中融入“做”的行為。與題干不符，排除。B項(xiàng)：Gocation強(qiáng)調(diào)在度假中融入“走”的動(dòng)作。與題干不符，排除。C項(xiàng)：Staycation強(qiáng)調(diào)度假以“待在家里”為主。與題干不符，排除。故正確答案為D。26本題考查原因題。題干意為：為什么作者提倡形成性評(píng)價(jià)？根據(jù)關(guān)鍵詞“formativeassessment”定位到文章第一段第一句“Inourclasses,formativeassessmentsareessentialincheckingstudentunderstanding,andarefundamentalintheformationofstudentcontentknowledge.在我們的課堂上，形成性評(píng)價(jià)對(duì)檢查學(xué)生的理解至關(guān)重要，也是形成學(xué)生心滿意足的知識(shí)的基礎(chǔ)?！笨芍?，通過(guò)形成性評(píng)價(jià)可以對(duì)學(xué)生理解能力進(jìn)行檢驗(yàn)、反饋，又根據(jù)第五段第一句“Itistheresponsibilityoftheteachertoconstantlyevaluateeachstudent’spathandprovideimmediatefeedbackthatwillkeepthestudenttravelingsafelythroughthehighwaysoflearning.教師有責(zé)任不斷評(píng)估每個(gè)學(xué)生的學(xué)習(xí)路徑，并提供及時(shí)的反饋，使學(xué)生在學(xué)習(xí)的道路上安全行駛?！笨芍谡n堂中指導(dǎo)學(xué)生，且能夠在學(xué)生出現(xiàn)迷失方向的時(shí)候進(jìn)行重新指引。即“老師監(jiān)督學(xué)生、給予反饋并指導(dǎo)學(xué)生”。C項(xiàng)意為“對(duì)學(xué)生的表現(xiàn)提供及時(shí)反饋”，C項(xiàng)正確。A項(xiàng)：Toraisestudents’

awarenessoftheirlearningdifficulties.意為“提高學(xué)生對(duì)學(xué)習(xí)困難的認(rèn)識(shí)”。與題干不符，排除。B項(xiàng)：Tofacilitatestudents’

self-directedindependentlearning.意為“促進(jìn)學(xué)生自主學(xué)習(xí)”。與題干不符，排除。D項(xiàng)：Toevaluatestudents’

leaningprocessviaend-of-termtests.意為“通過(guò)期末測(cè)試評(píng)估學(xué)生的學(xué)習(xí)過(guò)程”。與題干不符，排除。故正確答案為C。27本題考查事實(shí)細(xì)節(jié)題。題干意為：根據(jù)文章，在形成過(guò)程中，老師希望學(xué)生展示出哪些跡象？根據(jù)關(guān)鍵詞“formativeprocess”定位到第三段，根據(jù)第三段第二、三句“Weprovidestudentswithlearningobjectives

andtheresourcesnecessarytomeetthoseobjectivesisbeinglearned.Forstudentswhocan’tprovethattheyaremakingprogresstowardtheobjective,wequicklyassesstheircomprehensionandcreatedacustomized

remediationplanonthespotsothestudentscangobackandlearnwhattheyhavenotyetmastered.

我們提供學(xué)生學(xué)習(xí)目標(biāo)和實(shí)現(xiàn)這些目標(biāo)所必要的資源。對(duì)于那些無(wú)法證明正朝著目標(biāo)前進(jìn)的同學(xué)，我們快速評(píng)估他們的理解能力并當(dāng)即制定定制的補(bǔ)救計(jì)劃?！?，即教師采取補(bǔ)救計(jì)劃的目的是期望學(xué)生展現(xiàn)出“在學(xué)習(xí)中努力達(dá)到學(xué)習(xí)目標(biāo)”的能力。A項(xiàng)Theirabilityofmakingprogresstowardsobjectives.意為“他們?cè)趯?shí)現(xiàn)目標(biāo)方面取得進(jìn)展的能力”，A項(xiàng)正確。B項(xiàng)：Theirpersistenceingettingtheirworkdone.意為“他們完成任務(wù)的堅(jiān)持不懈”。與題干不符，排除。C項(xiàng)：Theircapacityofmakingremediationplans.意為“他們制定補(bǔ)救計(jì)劃的能力”。與題干不符，排除。D項(xiàng)：Theirtacticsofusingvariousresources.意為“他們使用各種資源的策略”。與題干不符，排除。故正確答案為A。28本題考查原因題。題干意為：文章中為什么把形成性評(píng)價(jià)比作全球定位系統(tǒng)（GPS）？根據(jù)關(guān)鍵詞GPS定位到文中第四段，根據(jù)第五句“WhenadriverusingaGPSbeginstogoastray,theGPS“recalculates”theroutetohelpthedrivergetbackontrack.”可知，GPS可以引導(dǎo)司機(jī)方向，當(dāng)司機(jī)偏航時(shí)，GPS可以指導(dǎo)其走向正確方向?！?，又根據(jù)后兩句“Intheclassroom,theteachercanbethevoiceoftheGPSredirectingstudentswhentheygoastrayintheirunderstanding.Studentscanaccepttheadviceandredirectionoftheteacher,ortheycandrivethemselvesintothecognitivelakeofmisconception.”可知，在課堂中，教師像GPS一樣給予學(xué)生指導(dǎo)，幫助學(xué)生調(diào)整方向，學(xué)生要么聽老師的指導(dǎo)，要么走向誤解的湖泊。即當(dāng)人們迷失方向時(shí)，可以將人們重新拉回正軌。C項(xiàng)Togetpeoplebackontrackwhentheygetlost.意為“為了當(dāng)人們迷路時(shí)，指引人們重回正軌”，C項(xiàng)正確。A項(xiàng)：Toverifywhetherpeoplehavereachedtheirdestination.意為“為了證明人們是否已經(jīng)到達(dá)目的地”。與題干不符，排除。B項(xiàng)：Todetectthelocationofsomeoneyouarelookingfor.意為“為了探測(cè)你正在尋找的人的位置”。與題干不符，排除。D項(xiàng)：Tocalculatethedistancepeoplehavecovered.意為