教師資格認(rèn)定考試高級(jí)中學(xué)英語(yǔ)模擬題54

教師資格認(rèn)定考試高級(jí)中學(xué)英語(yǔ)模擬題54一、單項(xiàng)選擇題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.

In______,teachersaretheauthorityoftheclass（江南博哥）roomteaching,theimpartersofknowledgeandorganizersoftheclassroomteaching.Duringtheteachingactivities,studentsshouldacceptanddowithteachers'instructions.A.grammar-translationB.audio-lingualmethodorsituationalmethodC.cognitivemethodD.communicativeapproach正確答案：A[解析]題干所描述的是語(yǔ)法翻譯法(grammar-translationmethod)的特征，在運(yùn)用語(yǔ)法翻譯法教授英語(yǔ)時(shí)，教師是課堂的權(quán)威。B項(xiàng)“聽(tīng)說(shuō)法或情境法”，C項(xiàng)“認(rèn)知教學(xué)法”，D項(xiàng)“交際法”。

2.

What'sthestartingpointanddestinationofEnglishcourse?______A.Knowledgeimpartation.B.Students'development.C.Languageusage.D.Habitformation.正確答案：B[解析]學(xué)生的發(fā)展是英語(yǔ)課程的出發(fā)點(diǎn)和歸宿，英語(yǔ)課程在目標(biāo)設(shè)定、教學(xué)過(guò)程、課程評(píng)價(jià)和教學(xué)資源的開(kāi)發(fā)等方面都應(yīng)突出以學(xué)生為主體的思想。

3.

WhichofthefollowingshowstheproperpronunciationoftheEnglishconsonantgroup"spr"intheword"sprout"?______

A．/spr/

B．

C．

D．正確答案：A[解析]輔音字母組合“spr”在單詞中的發(fā)音為/spr/。

4.

Thesynonymouspair______differindegreeofformality.A.sodiumchlorideandsaltB.rebukeandreproachC.liftandelevatorD.petrolandgasoline正確答案：A[解析]A項(xiàng)中的sodiumchloride“氯化鈉”屬于化學(xué)術(shù)語(yǔ)，與salt“鹽”為同一物質(zhì)。在文體(style)或正式程度(formality)方面不同的同義詞稱為文體同義詞(stylisticsynonyms)。B項(xiàng)中的rebuke多指因他人粗心、自私等引起不滿而去指責(zé)，reproach多指上級(jí)對(duì)下級(jí)進(jìn)行的公開(kāi)、強(qiáng)烈、嚴(yán)正而不寬容的責(zé)備，具有一定的權(quán)威意味，二者在語(yǔ)義上有所不同，屬于語(yǔ)義同義詞(semanticsynonyms)。C、D兩項(xiàng)中的單詞分別屬于英式英語(yǔ)和美式英語(yǔ)的表達(dá)，屬于地域同義詞(regionalsynonyms)。故選A項(xiàng)。

5.

Dreamsare______inthemselves,butwhencombinedwithotherdata,theycantellusmuchaboutthedreamer.A.uninformativeB.startlingC.harmlessD.uncontrollable正確答案：A[解析]uninformative“不提供信息的”；startling“驚人的”；harmless“無(wú)害的”；uncontrollable“不可控的”。題干意為“夢(mèng)境本身不能提供什么信息，一旦它們和其他數(shù)據(jù)結(jié)合起來(lái)，就能讓我們對(duì)做夢(mèng)的人有更多的了解”。

6.

Ateacheristeachingstudentstoreadasentence,andusingherarmtoshowwhichpartshouldbereadstronglyandwhenshouldstop.Whatistheteacherteachinginthisactivity?______A.Stressofwords.B.Pronunciationsofsyllabication.C.Intonationsandrhythms.D.Pronunciationsofeachletter.正確答案：C[解析]題干意為：一個(gè)老師正在教學(xué)生們讀一個(gè)句子，同時(shí)用胳膊來(lái)指示哪部分需要重讀，哪部分需要停頓，請(qǐng)問(wèn)老師在這個(gè)活動(dòng)中在教什么?A項(xiàng)是單詞重音，B項(xiàng)是音節(jié)的發(fā)音，C項(xiàng)是聲調(diào)和節(jié)奏，D項(xiàng)是每個(gè)字母的發(fā)音。題干中說(shuō)的是句子的重音與停頓，因此C項(xiàng)正確。

7.

/i:/,/I/，/e/areall______vowels.A.frontB.centralC.backD.high正確答案：A[解析]都屬于前元音。

8.

Thisprojectwould______ahugeincreaseindefensespending.A.resultB.assureC.entailD.accomplish正確答案：C[解析]result“隨……產(chǎn)生”；assure“確?！?；entail“引起”；accomplish“完成”。題干意為“這個(gè)項(xiàng)目勢(shì)必會(huì)增加一筆巨大的國(guó)防開(kāi)支”。

9.

______doesnotstudymeaninginisolation,butincontext.A.PragmaticsB.SemanticsC.Cross-culturalcommunicationD.Syntax正確答案：A[解析]題干意為“在語(yǔ)境中研究意義的學(xué)科是哪一語(yǔ)言學(xué)分支”。A項(xiàng)是語(yǔ)用學(xué)，研究的是使用中的語(yǔ)言或語(yǔ)言交際，它是利用語(yǔ)境來(lái)推斷語(yǔ)義的。B項(xiàng)是語(yǔ)義學(xué)，是對(duì)語(yǔ)言單位，尤其是詞和句子的意義進(jìn)行研究。C項(xiàng)是跨文化交際，指本族語(yǔ)者與非本族語(yǔ)者之間的交際，也指任何在語(yǔ)言和文化背景方面有差異的人們之間的交際。D項(xiàng)是句法學(xué)，研究的是語(yǔ)言中詞組合成句子的支配規(guī)則。

10.

Thisisthedormitory______Ilivedthreeyearsago.A.inthatB.thatC.inwhichD.which正確答案：C[解析]句意：這是我三年前住的宿舍?！皌hedormitory”為先行詞作地點(diǎn)狀語(yǔ)，后面的部分修飾“thedormitory”，且因live為不及物動(dòng)詞，所以用“inwhich/where”。

11.

Inalisteningclass,theteacherasksstudentstowriteanoutlineaccordingtotheirnoteswhicharemadeduringlistening.Whichstagedoesthisactivitybelongto?______A.Pre-listening.B.While-listening.C.Post-listening.D.Practice.正確答案：C[解析]聽(tīng)前階段(pre-listening)主要是激活背景知識(shí)，為聽(tīng)力做準(zhǔn)備的階段，此階段活動(dòng)包括熟悉話題、預(yù)測(cè)大意等；聽(tīng)中階段(while-listening)是進(jìn)行聽(tīng)力理解的階段，主要包括邊聽(tīng)邊選擇、填空、做筆記等活動(dòng)；聽(tīng)后階段(post-listening)是產(chǎn)出階段，主要包括根據(jù)所聽(tīng)內(nèi)容進(jìn)行口頭或筆頭轉(zhuǎn)述等活動(dòng)。題干中，記筆記屬于聽(tīng)中階段，而根據(jù)筆記寫梗概是對(duì)所聽(tīng)內(nèi)容的轉(zhuǎn)述，屬于聽(tīng)后階段。

12.

Allthefollowingactivitiescanimproveatest'sreliabilityEXCEPT______.A.givingmoredifficultquestionsB.ensuringthequalityofquestionsC.appropriatelyincreasingtheproportionofobjectivequestionsD.improvingthestandardizationofmarkingcriteria正確答案：A[解析]A項(xiàng)“給出更多的難題”單純提高了測(cè)試的難度，并不能提高測(cè)試的信度。B項(xiàng)“保證題目的質(zhì)量”可以提高測(cè)試本身的信度，C項(xiàng)“適當(dāng)增加客觀題的比例”和D項(xiàng)“提高評(píng)分標(biāo)準(zhǔn)規(guī)范化水平”可以減少評(píng)分者對(duì)評(píng)分結(jié)果的主觀影響，增加評(píng)分的客觀性和可信度。

13.

The______holdsthatlanguagecompetenceisnotacquiredbylearningthelanguageitself,butbyperformingtasks.A.content-basedsyllabusB.task-basedsyllabusC.structuralsyllabusD.functionalnotionalsyllabus正確答案：B[解析]內(nèi)容型教學(xué)大綱(content-basedsyllabus)的特點(diǎn)是強(qiáng)調(diào)教學(xué)過(guò)程，在教學(xué)過(guò)程中，把學(xué)習(xí)者具有的其他學(xué)科知識(shí)引入外語(yǔ)教學(xué)，或者通過(guò)外語(yǔ)學(xué)習(xí)其他學(xué)科的知識(shí)；任務(wù)型教學(xué)大綱(task-basedsyllabus)的理念是語(yǔ)言能力不是通過(guò)學(xué)習(xí)語(yǔ)言本身來(lái)獲得的，而是在完成任務(wù)的過(guò)程中獲得的；結(jié)構(gòu)型教學(xué)大綱(structuralsyllabus)強(qiáng)調(diào)傳授語(yǔ)法規(guī)則或語(yǔ)言結(jié)構(gòu)，認(rèn)為語(yǔ)言的語(yǔ)音、詞匯、語(yǔ)法各部分應(yīng)按先后順序向?qū)W生傳授，這種方式能直接反映語(yǔ)言本身的邏輯；功能-意念型大綱(functional-notionalsyllabus)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。題干所述是任務(wù)型教學(xué)大綱，故選B項(xiàng)。

14.

Ifyouthinktheyare______,you'retotallywrong.Theyquarrelednowandthen.A.onthewayB.ontheairC.onallsidesD.ongoodterms正確答案：D[解析]ongoodterms“關(guān)系好”；ontheway“在路上”,ontheair“正在播放”；onallsides“到處”。題干意為“如果你認(rèn)為他們關(guān)系很好就大錯(cuò)特錯(cuò)了，他們時(shí)不時(shí)地就會(huì)吵架”。

15.

Hamletisjustan______characterinthenovel.A.imaginativeB.imaginedC.imaginaryD.imaginable正確答案：C[解析]imaginative“富有想象力的”；imagined為動(dòng)詞imagine的過(guò)去式；imaginary“想象的；虛構(gòu)的”；imaginable“可想象的；可能的”。題干意為“哈姆雷特只是一個(gè)虛構(gòu)的小說(shuō)角色”。

16.

______assessmentisbasedonafixedstandardthatisusuallytheultimategoalwhichthestudentsareexpectedtoachieveattheendofthecourse.A.Criterion-referencedB.Norm-referencedC.SummativeD.Diagnostic正確答案：A[解析]教學(xué)評(píng)價(jià)可分為三種：目標(biāo)參照性評(píng)價(jià)(Criterion-referencedassessment)，常模參照性評(píng)價(jià)(Norm-referencedassessment)和個(gè)體參照性評(píng)價(jià)(Individual-referencedassessment)。其中，目標(biāo)參照性評(píng)價(jià)是以具體體現(xiàn)教學(xué)目標(biāo)的標(biāo)準(zhǔn)作為依據(jù)，確定學(xué)生是否達(dá)到標(biāo)準(zhǔn)以及達(dá)到的程度如何的一種評(píng)價(jià)方法。

17.

Inwinterdrivershavetroublestoppingtheircarsfrom______onicyroads.A.skatingB.skiddingC.slidingD.slipping正確答案：B[解析]skate“滑雪”；skid“打滑”；slid“滑動(dòng)，滑落”；slip“滑倒”。題干意為“在冬天，司機(jī)會(huì)遇到車在冰上打滑，停不下來(lái)的問(wèn)題”。

18.

Thesituationalapproachisagrammar-basedlanguageteachingmethodwhichfocuseson______.A.grammarandvocabulariesB.orallanguageandsentencepatternsC.speakingandlisteningD.pronunciationandspeaking正確答案：B[解析]情景教學(xué)法是一種以語(yǔ)法為基礎(chǔ)，強(qiáng)調(diào)口語(yǔ)和句型教學(xué)，教學(xué)過(guò)程中分級(jí)處理語(yǔ)法和詞匯，并通過(guò)情景呈現(xiàn)新教學(xué)項(xiàng)目的外語(yǔ)教學(xué)法。

19.

______,thereisnoplacelikehome,whereveryougo.A.ItmaybehumbleB.AshumbleitmaybeC.HumbleitmaybeD.Humbleasitmaybe正確答案：D[解析]此句為as或though引導(dǎo)的讓步狀語(yǔ)從句，意為“盡管，雖然”。其中用as來(lái)引導(dǎo)時(shí)須將從句倒裝，結(jié)構(gòu)為“形容詞或副詞+as+主語(yǔ)十謂語(yǔ)”。句意：家也許很簡(jiǎn)陋，即便如此，無(wú)論你走到哪里都沒(méi)有一個(gè)地方像家一樣。

20.

Whentheteacherasksquestions,he/sheshoulddoasthefollowingEXCEPT______.A.Questionsthatrequirestudentstocompare,evaluate,orinfershouldbeencouragedB.QuestionsshouldbebalancedamongdifferenttypesC.QuestionsshouldbefocusedonthosewhocananswerthemD.Questionsshouldbecloselyrelatedtothesuggestedclasslessonplan正確答案：C[解析]課堂學(xué)習(xí)是學(xué)生集體的活動(dòng)，教師提出的每一個(gè)問(wèn)題都應(yīng)盡量產(chǎn)生群體效益。保證全體學(xué)生都有時(shí)間、有動(dòng)力對(duì)問(wèn)題進(jìn)行思考。提問(wèn)以及問(wèn)題的設(shè)置應(yīng)該考慮全體學(xué)生。

WhenaskedbyConanifhisdaughtershadsmartphones,comedianLouisCKexplainedthathehadsuccessfullyfendedthemoffbysimplyreplying,"No,youcannothaveit.Itisbadforyou."

HeinstantlybecamemyheroasIwasmiredindifficultnegotiationswithmyten-year-olddaughteroverone.Andfrankly,shewaswinning.Wasitpossibletosaynotomydaughter,asCKsuggested?Ihadn'tevenknownIwasallowedto,iftheguineapigs,thedogs,andthingsforherdollMollywereanyindication.CKrationalized,"Iamnotraisingthechildren.I'mraisingthegrown-upsthattheyaregoingtobe.Sojustbecausetheotherstupidkidshavephonesdoesn'tmeanthatmykidhastobestupid."NowIknewIdidn'twantmykidtogrowupstupidlikeherfriends.Ineededtoexplainthistoher.ThisiswhatCKtoldConanandme.

Cellphonesare"toxic,especiallyforkids,"hesaid,becausetheydon'thelpthemlearnempathy,oneofthenicerhumanemotions.Whenwetext,wedonotseeorhearavisceralreaction.Theresponsewegetiscold,hardtextmessage."Whyarekidsmean?"Heasked."Becausethey'retryingitout.Theylookatanotherkidandsay,'You'refat.'Thentheyseethekid'sfacescrunchupandthinkthatdoesn'tfeelgood."Texting"you'refat"allowsyoutobypassthepain.

CKwentontoexplainthatsmartphonesrobusofourabilitytobealone.Kidsusesmartphonestooccupytheirtime:Musttext!Mustplaythegame!MustlookupmoretinysocksonlineforMolly!CKasked,whathappenedtozoningout?Afterall,oneofthejoysofbeinghumanisallowingourmindstowanderwithcellphones,kidsarealwayspreoccupied.Theyneverdaydream,exceptinclass.Here'ssomethingelsewe'remissing:ourrighttobemiserable.ThiswasarightIhadn'trealizedIdesireduntilCKpointedoutthatit'syetanotheroftheessentialhumanemotions.

CKgavetheexampleofdrivingbyyourselfandsuddenlyrealizingthatyou'realone.Not"Oh,guessIcan'tusethelane"alone.Dark,broodingsadnesscausessomanydriverstograbsmartphoneandreachouttoanotherlivingsoul.

"Everybody'smurderingeachotherwiththeircars"astheytextbecausetheyfearbeingalone.Toobad—they'remissingoutonalife-affirmingexperience.

"Iwasinmycaronetime,andBruceSpringsteen's'Jungleland'cameon.Hesoundssofaraway.Itmademereallysad.AndIthink,I'vegottogetthephoneandwritehito50people.Iwassearchingforthephone,andIthought,don't!Justbesad."

SoCKpulledoverandallowedhimselftosoblikealittlegirldeniedanicethingforherAmericanGirldoll."Itwasbeautiful.Sadnessispoetic.You'reluckytolivesadmoments,"hesaid."Iwasgratefultofeelsad,andthenImetitwithtrueprofoundhappiness.Thethingis,becausewedon'twantthatfirstbitofsadness,wepushitawaywiththatlittlephone.Soyouneverfeelcompletelysadorcompletelyhappy.Youjustfeelkindofsatisfied.Andthenyoudie.That'swhyIdon'twanttogetphonesformykids."

AndIsupposeIdon'teither.1.

WhydidtheauthorregardCKasherhero?______A.CKwasagoodfatherandaverybravecomedianinhereyes.B.CKdidn'tagreetobuysmartphonesforhisyoungdaughters.C.Shewasveryimpressedbyhissolutiontothesmartphoneproblem.D.Shewasencouragedbyhimnottomakeanycompromisestoherdaughter.正確答案：C[解析]題干信息出現(xiàn)在第二段第一句，結(jié)合第一、二段可知，CK在孩子是否可以使用智能手機(jī)這個(gè)問(wèn)題上的處理方式，讓作者印象深刻，故選C項(xiàng)。

2.

Whatdoestheunderlinedword"one"inPARAGRAPHTWOreferto?______A.Adog.B.Adoll.C.Aguineapig.D.Asmart.phone.正確答案：D[解析]前文中，CK表示不會(huì)給孩子買智能手機(jī)。而作者表示自己也曾與女兒反復(fù)協(xié)商是否要買“這個(gè)東西”，因此這里的one指的就是智能手機(jī)。

3.

WhydidCKrefusetobuyhiskidscellphones?______A.Hedidn'tlikecellphonesatallandthoughttheywerepoisonous,especiallyforkids.B.Hebelievedthatcellphoneswereruiningkids'abilitiestoexperiencetheirownlives.C.Heworriedthathiskidswouldplaytheirphonesinclassandbeabsent-minded.D.Hewasadifferentkindoffatherwhowouldliketoraisehiskidsinadifferentway.正確答案：A[解析]第三段第一句“cellphonesaretoxic,especiallyforkids”說(shuō)明CK認(rèn)為手機(jī)是有害的，特別是對(duì)于孩子們來(lái)說(shuō)。A項(xiàng)是對(duì)這句話的同義轉(zhuǎn)述。

4.

Whichofthefollowingisclosestinmeaningtotheunderlinedphrase"zoningout"inPARAGRAPHFOUR?______A.Losingconcentration.B.Beingalone.C.Buyingthingsonline.D.Playinggames.正確答案：A[解析]第四段zoningout后面的句子中的wander“走神，胡思亂想”是提示，故選A項(xiàng)。

5.

Whichofthefollowingistrueaccordingtothearticle?______A.Textmessageshaveallowedchildrentolearnandfeelempathy.B.Cellphoneshavemadechildren'slifeatschoolcolorfulandexciting.C.Experiencinglonelinessorsadnessisasbeneficialasenjoyinghappiness.D.Cellphonesmayofferpeoplethequickestwaytofindsomeonetotalkto.正確答案：C[解析]文章后半部分提到手機(jī)剝奪了我們享受孤獨(dú)的機(jī)會(huì)和能力，CK在第七、八段通過(guò)自己的一次經(jīng)歷說(shuō)明體驗(yàn)孤獨(dú)和悲傷與享受幸福一樣，是有益的。

Accordingtosociologists,thereareseveraldifferentwaysinwhichapersonmaybecomerecognizedastheleaderofasocialgroup.Inthefamily,traditionalculturalpatternsconferleadershipononeorbothoftheparents.Inothercases,suchasfriendshipgroups,oneormorepersonsmaygraduallyemergeasleaders,althoughthereisnoformalprocessofselection.Inlargergroups,leadersareusuallychosenformallythroughelectionorrecruitment.

Althoughleadersareoftenthoughttobepeoplewithunusualpersonalabilities,decadesofresearchhavefailedtoproduceconsistentevidencethatthereisanycategoryof"naturalleaders".Itseemsthatthereisnosetofpersonalqualitiesthatallleadershaveincommon;rather,virtuallyanypersonmayberecognizedasaleaderifthepersonhasqualitiesthatmeettheneedsofthatparticulargroup.

Researchsuggeststhattherearetypicallytwodifferentleadershiprolesthatareheldbydifferentindividuals.Instrumentalleadershipisleadershipthatemphasizesthecompletionoftasksbyasocialgroup.Groupmemberslooktoinstrumentalleadersto"getthingsdone".Expressiveleadership,ontheotherhand,isleadershipthatemphasizesthecollectivewell-beingsofasocialgroup'smembers.Expressiveleadersarelessconcernedwiththeoverallgoalsofthegroupthanwithprovidingemotionalsupporttogroupmembersandattemptingtominimizetensionandconflictamongthem.

Instrumentalleadersarelikelytohavearathersecondaryrelationshipwithothergroupmembers.Theygiveotherstasksandmaydisciplinegroupmemberswhoinhibittheattainmentofthegroup'sgoals.Expressiveleaderscultivateamorepersonalorprimaryrelationshipwithothersinthegroup.Theyoffersympathywhensomeoneexperiencesdifficultiesandtrytoresolveissuesthatthreatentodividethegroup.Asthedifferencesinthesetworolessuggest,expressiveleadersgenerallyreceivemorepersonalaffectionfromgroupmembers;instrumentalleaders,iftheyaresuccessfulinpromotinggroupgoals,mayenjoymoredistantrespect.6.

Whatdoesthepassagemainlydiscuss?______A.Theproblemsfacedbyleaders.B.Howleadershipdiffersinsmallandlargegroups?C.Howsocialgroupsdeterminewhowillleadthem?D.Theroleofleadersinsocialgroups.正確答案：D[解析]文章主要講述不同的領(lǐng)導(dǎo)者(instrumentalleaders和expressiveleaders)在不同的社會(huì)群體中所充當(dāng)?shù)慕巧桶l(fā)揮的作用。所以D項(xiàng)為正確答案。A、B、C三項(xiàng)都不能準(zhǔn)確概括本文主旨。

7.

ThepassagementionsallofthefollowingwaysbywhichpeoplecanbecomeleadersEXCEPT______.A.recruitmentB.aformalelectionprocessC.specificleadershiptrainingD.traditionalculturalpatterns正確答案：C[解析]文章第一段指出了成為領(lǐng)導(dǎo)者的不同方式：“traditionalculturalpatterns”“electionorrecruitment”。C項(xiàng)在文中并沒(méi)有提及。

8.

WhichofthefollowingstatementsaboutleadershipcanbeinferredfromParagraph2?______A.Apersonwhoisaneffectiveleaderofaparticulargroupmaynotbeaneffectiveleaderinanothergroup.B.Fewpeoplesucceedinsharingaleadershiprolewithanotherperson.C.Apersoncanbestlearnhowtobeaneffectiveleaderbystudyingresearchonleadership.D.Mostpeopledesiretobeleadersbutcanproducelittleevidenceoftheirqualifications.正確答案：A[解析]文章第二段指出“Itseemsthatthereisnosetofpersonalqualitiesthatallleadershaveincommon”，即似乎并不是所有的領(lǐng)導(dǎo)者都有同樣的個(gè)人素質(zhì)。由此可推斷出某一個(gè)團(tuán)隊(duì)的優(yōu)秀領(lǐng)導(dǎo)可能并不適合另外的團(tuán)隊(duì)。

9.

Inmentioning"naturalleaders"(Line2,Para.2),theauthorismakingthepointthat______.A.fewpeoplequalifyas"naturalleaders"B.thereisnoproofthat"naturalleaders"existC."naturalleaders"areeasilyacceptedbythemembersofagroupD."naturalleaders"shareasimilarsetofcharacteristics正確答案：B[解析]由題干可定位至第二段中的“decadesofresearchhavefailedtoproduceconsistentevidencethatthereisanycategoryof'naturalleaders'”，即幾十年的研究發(fā)現(xiàn)并沒(méi)有哪一類人是“天生的領(lǐng)導(dǎo)者”。B項(xiàng)是對(duì)該句的同義轉(zhuǎn)換。

10.

Thepassageindicatesthatinstrumentalleadersgenerallyfocuson______.A.ensuringharmoniousrelationshipsB.sharingresponsibilitywithgroupmembersC.identifyingnewleadersD.achievingagoal正確答案：D[解析]文章最后兩段主要講述了兩種領(lǐng)導(dǎo)者——指導(dǎo)型領(lǐng)導(dǎo)者和表達(dá)型領(lǐng)導(dǎo)者，并指出了他們的不同點(diǎn)。由“Instrumentalleadershipisleadershipthatemphasizesthecompletionoftasksbyasocialgroup”和“Expressiveleadersarelessconcernedwiththeoverallgoalsofthegroup”可知，指導(dǎo)型領(lǐng)導(dǎo)者重視團(tuán)隊(duì)任務(wù)的完成，關(guān)心團(tuán)隊(duì)目標(biāo)，而表達(dá)型領(lǐng)導(dǎo)者卻不是這樣。故D項(xiàng)正確。

二、簡(jiǎn)答題根據(jù)題目要求完成下列任務(wù)，用中文作答。1.

請(qǐng)簡(jiǎn)要說(shuō)明詞匯教學(xué)的原則，并舉例說(shuō)明兩種鞏固詞匯的方法。正確答案：(1)原則：①詞匯選擇原則。所選詞匯必須是經(jīng)常出現(xiàn)的、對(duì)學(xué)生來(lái)說(shuō)非常重要的詞匯，必須能夠用于其他活動(dòng)，應(yīng)具有一定的代表性。

②系統(tǒng)性原則。教師在進(jìn)行詞匯教學(xué)時(shí)要給學(xué)生展示詞匯之間的系統(tǒng)性、聯(lián)系性，使學(xué)生化機(jī)械性記憶為理解性記憶。

③文化性原則。詞匯教學(xué)要引導(dǎo)學(xué)生了解詞匯的文化意義。

④呈現(xiàn)原則。詞匯的呈現(xiàn)應(yīng)具有直觀性、情景性和趣味性。

⑤運(yùn)用原則。詞匯教學(xué)必須給學(xué)生創(chuàng)設(shè)運(yùn)用詞匯的具體條件和語(yǔ)境。

(2)鞏固方法：

①詞語(yǔ)聯(lián)想。教師說(shuō)出一個(gè)關(guān)鍵詞，讓學(xué)生在規(guī)定時(shí)間內(nèi)盡可能多地說(shuō)出或?qū)懗雠c該詞相關(guān)的其他詞匯。完成數(shù)量最多的學(xué)生可獲得獎(jiǎng)勵(lì)。例如，教師給出computer這個(gè)詞，讓學(xué)生列出能想到的與computer相關(guān)的詞匯，學(xué)生可能會(huì)寫出keyboard，tablet，website等。

②歸類。要求學(xué)生將給出的單詞按照既定類別進(jìn)行分類，如將Chinese，Japanese，Germany，America，Japan，German等詞按照l(shuí)anguage和country進(jìn)行分類。

三、教學(xué)情境分析題根據(jù)題目要求完成下列任務(wù)，用中文作答。下面是某教師在高一年級(jí)某節(jié)寫作課上開(kāi)展的教學(xué)活動(dòng)。

Step1Analyzingthetask

Askstudentstoanalyzetherequirementsoftheexercise.

Step2Brainstorming

(1)AskstudentstoreviewthecontentaboutthedifficultiesandsolutionsinSectionAandSectionB．

(2)Askstudentstodoasurveyingroupsoffouraboutthefollowingquestionsandgiveeachothersomeadvice.

①Howoftendoyouexercise?

②Howoftendoyoueatvegetables?

③Howoftendoyoueatfruit?

④Howmanyhoursdoyousleepeverynight?

⑤Howoftendoyoudrinkmilk?

⑥Howoftendoyoueatjunkfood?

⑦Howoftendoyoudrinkcoffee?

Step3Drafting

(1)Explaintheformatandstructureofaletter.

(2)Askstudentstodrafttheirlettersindependently.

Step4Revisingandproofreading

Askstudentstoworkingroupsandrevisetheirletters.

根據(jù)所給材料從下列三個(gè)方面作答。1.

分析每個(gè)步驟的主要設(shè)計(jì)意圖。正確答案：步驟一：讓學(xué)生分析任務(wù)，使其清楚地了解本次寫作的要求及目標(biāo)。

步驟二：組織頭腦風(fēng)暴活動(dòng)，使學(xué)生明確寫作內(nèi)容，并為后續(xù)的寫作積累素材。

步驟三：教師的講解使學(xué)生明確信件的格式和結(jié)構(gòu)，并能夠獨(dú)立完成信件的寫作。

步驟四：組內(nèi)修改使學(xué)生互相學(xué)習(xí)，查漏補(bǔ)缺，進(jìn)一步優(yōu)化自己的作文。

2.

指出該教學(xué)活動(dòng)的兩個(gè)優(yōu)點(diǎn)。正確答案：優(yōu)點(diǎn)：

①該教師在寫作前組織學(xué)生開(kāi)展調(diào)查活動(dòng)，不僅讓學(xué)生積累了寫作素材，也使學(xué)生在合作探究中提高了英語(yǔ)交際能力，將聽(tīng)、說(shuō)、寫有機(jī)結(jié)合起來(lái)。

②該教師讓學(xué)生通過(guò)小組合作的方式修改作文，體現(xiàn)了學(xué)生的主體地位，有利于充分調(diào)動(dòng)全體學(xué)生的積極性，促進(jìn)學(xué)生的課堂交流。

3.

指出該教學(xué)活動(dòng)的三個(gè)缺點(diǎn)并提出相應(yīng)的改進(jìn)建議。正確答案：缺點(diǎn)：

①缺少導(dǎo)入的過(guò)程。學(xué)生沒(méi)有做好進(jìn)入課堂的準(zhǔn)備，教師就直接展示寫作要求，無(wú)法抓住學(xué)生的注意力，不利于提高學(xué)生的學(xué)習(xí)效率。

②教師對(duì)于寫作格式的講解過(guò)于直接，沒(méi)有啟發(fā)學(xué)生思考的過(guò)程，學(xué)生只是被動(dòng)地接受。

③學(xué)生寫完之后，教師沒(méi)有給予學(xué)生展示作文的機(jī)會(huì)，缺乏相應(yīng)的評(píng)價(jià)。

改進(jìn)建議：

①加入導(dǎo)入的過(guò)程。例如，教師可以讓學(xué)生討論自己的作息時(shí)間或是讓學(xué)生分組討論自己與朋友常用的聯(lián)系方式。

②教師可以帶領(lǐng)學(xué)生共同總結(jié)信件的格式與結(jié)構(gòu)。例如，教師首先展示一封信件讓學(xué)生通讀，然后討論信件的主要內(nèi)容、格式、結(jié)構(gòu)等，最后再帶領(lǐng)學(xué)生一起總結(jié)。這樣能夠激發(fā)學(xué)生思考，讓學(xué)生能積極主動(dòng)地了解信件的格式和結(jié)構(gòu)。

③在學(xué)生寫完之后，教師在征得學(xué)生允許的情況下，挑出1～2篇信件進(jìn)行展示，并進(jìn)行評(píng)價(jià)。

四、教學(xué)設(shè)計(jì)題根據(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。1.

設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面的學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)一節(jié)英語(yǔ)閱讀教學(xué)方案。教案沒(méi)有固定格式，但須包含下列要點(diǎn)：

●Teachingobjectives

●Teachingcontents

●Keyanddifficultpoints

●Majorstepsandtimeallocation

●Activitiesandjustifications

教學(xué)時(shí)間：45分鐘

學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中二年級(jí)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))》六級(jí)水平。學(xué)生課堂參與積極性一般。

語(yǔ)言素材：

AMasterofNonverbalHumor

AsVictorHugooncesaid,"Laughteristhesunthatdriveswinterfromthehumanface",anduptonownobodyhasbeenabletodothisbetterthanCharlieChaplin.HebrightenedthelivesofAmericansandBritishthroughtwoworldwarsandthehardyearsinbetween.Hemadepeoplelaughatatimewhentheyfeltdepressed,sotheycouldfeelmorecontentwiththeirlives.

NotthatCharlie'sownlifewaseasy!Hewasborninapoorfamilyin1889.Hisparentswerebothpoormusichallperformers.YoumayfinditastonishingthatCharliewastaughttosingassoonashecouldspeakanddanceassoonashecouldwalk.Suchtrainingwascommoninactingfamiliesatthistime,especiallywhenthefamilyincomewasoftenuncertain.Unfortunatelyhisfatherdied,leavingthefamilyevenworseoff,soCharliespenthischildhoodlookingafterhissickmotherandhisbrother.Byhisteens,Charliehad,throughhishumor,becomeoneofthemostpopularchildactorsinEngland.Hecouldmimeandactthefooldoingordinaryeverydaytasks.Noonewaseverboredwatchinghim—hissubtleactingmadeeverythingentertaining.

Astimewentby,hebeganmakingfilms.Hegrewmoreandmorepopularashischarmingcharacter,thelittletramp,becameknownthroughouttheworld.Thetramp,apoor,homelessmanwithamoustache,worelargetrousers,worn-outshoesandasmallroundblackhat.Hewalkedaroundstifflycarryingawalkingstick.Thischaracterwasasocialfailurebutwaslovedforhisoptimismanddeterminationtoovercomealldifficulties.Hewastheunderdogwhowaskindevenwhenotherswereunkindtohim.

Howdidthelittletrampmakeasadsituationentertaining?Hereisanexamplefromoneofhismostfamousfilms,TheGoldRush.Itisthemid-nineteenthcenturyandgoldhasjustbeendiscoveredinAlaska.Likesomanyothers,thelittletramphasrushedthereinsearchofgold,butwithoutsuccess.Insteadtheyarehidinginasmallhutontheedgeofamountainduringasnowstormwithnothingtoeat.Theyaresohungrythattheytryboilingapairofleathershoesfortheirdinner.Charliefirstpicksoutthelacesandeatsthemasiftheywerespaghetti.Thenhecutsofftheleathertopoftheshoeasifitwerethefineststeak.Finallyhetriescuttingandchewingthebottomoftheshoe.Heeatseachmouthfulwithgreatenjoyment.Theactingissoconvincingthatitmakesyoubelievethatitisoneofthebestmealshehasevertasted.

CharlieChaplinwrote,directedandproducedthefilmshestarredin.In1972hewasgivenaspecialOscarforhisoutstandingworkinfilms.HelivedinEnglandandtheUSAbutspenthislastyearsinSwitzerland,wherehewasburiedin1977.Heislovedandrememberedasagreatactorwhocouldinspirepeoplewithgreatconfidence.正確答案：[參考設(shè)計(jì)]

Teachingcontents

ThispassageisanintroductiontoCharlieChaplinwhoisamasterofnonverbalhumor.

Teachingobjectives

(1)StudentscangetknowledgeaboutCharlieChaplin'slifeexperiencethroughreadingthispassage.

(2)Studentscanimprovetheirreadingabilitybyskimmingorscanningthispassage;StudentscantalkaboutsometypesofEnglishhumorandChinesehumorandthenfindtheirdifferences.

(3)Studentscanrealizethathumoristoletpeoplebeoptimisticabouteverythingaroundthem.

Teachingkeyanddifficultpoints

(1)Teachingkeypoints

StudentscanunderstandthispassageandknowaboutCharlieChaplin'snonverbalhumor.

(2)Teachingdifficultpoints

HowtounderstandthedifferencesbetweenEnglishandChinesehumor.

Teachingmethods

Usingpictures,groupdiscussion,reading,andimitation.

Majorsteps

Step1Warmingup(5minutes)

Warm-upbydefining"Humor".

Theteachercanaskstudentsaquestionlike,"Whatis'Humor'?DoesanyoneofyouknowanythingaboutHumor?"Then,theteacherwillaskstudentstolookatthescreenandreadthedefinitionofHumorfromtheInternet.(Definitionomitted.)

Afterthat,theteachercanleadstudentstoenjoyahumorousstory—"Whosejob?"

ThisisastoryaboutfourpeoplenamedEverybody,Somebody,Anybody,andNobody.Therewasanimportantjobtobedone,andEverybodywassurethatSomebodywoulddoit.Anybodycouldhavedoneit,butNobodydidit.

SomebodygotangryaboutthatbecauseitwasEverybody'sjob.EverybodythoughtAnybodycoulddoit,butNobodyrealizedthatEverybodywouldn'tdoit.ItendedupthatEverybodyblamedSomebodywhenNobodydidwhatAnybodycouldhavedone.

(Justification:Stimulatestudents'curiosityaboutEnglishhumorandgetstudentsinvolvedintalkingaboutthistopic.)

Step2Pre-reading(10minutes)

Beforereadingthepassage,theteachercanaskstudentstothinkandpresenttheiropinionsaboutthetopic,"T