英语学科知识与教学能力【中学】

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[单选题]请阅读Passage l,完成此题。 Passage 1 When asked by Conan if his daughters had smart phones, comedian Louis CK explained that he had successfully fended them off by simply replying, "No, you can' t have it. It is bad for you." He instantly became my hero as I was mired in difficult negotiations with my ten-year-old daughter over one. And frankly, she was winning. Was it possible to say no to my daughter, as CK suggested? I hadn't even known I was allowed to, if the guinea pigs, the dogs, and things for her doll Molly were any indication. CK rationalized, "I am not raising the children. I'm raising the grown-ups that they are going to be. So just because the other stupid kids have phones doesn't mean that my kid has to be stupid." Now I knew I didn't want my kid to grow up stupid like her friends. I needed to explain this to her. This is what CK told Conan and me. Cell phones are "toxic, especially for kids," he said, because they don't help them learn em-pathy, one of the nicer human emotions. When we text, we don't see or hear a visceral reaction. The response we get is cold and hard text-message. "Why are kids mean?" He asked. "Because they're trying it out. They look at another kid and say, 'You're fat.' Then they see the kid's face scrunch up and think that doesn't feel good." Texting "you're fat" allows you to bypass the pain. CK went on to explain that smart phones rob us of our ability to be alone. Kids use smart phones to occupy their time: Must text! Must play game! Must look up more tiny socks online for Molly!!! CK asked, what happened to zoning out? After all, one of the joys of being human is allowing our minds to wander, with cell phones, kids are always preoccupied. They never daydream, except in class. And here's something else we're missing: our right to be miserable. This was a right I hadn't realized I desired until CK pointed out that it's another essential human emotion. CK gave the example of driving by yourself and suddenly realizing that you're alone. Not "Oh,guess I can't use the lane" alone. Dark, brooding sadness causes so many drivers to grab that smart phone and reach out to another living soul. "Everybody's murdering each other with their cars" as they text because they dread being alone. Too bad--they're missing out on a life-affirming experience. "I was in my car one time, and Bruce Springsteen's 'Jungle land' came on. He sounds so far away, making me really sad. And I think I've got to get the phone and write hi to 50 people. I was reaching for the phone, and I thought, don't! Just be sad." So CK pulled over and allowed himself to sob like a little girl denied a nice thing for her American Girl doll. "It was beautiful. Sadness is poetic. You're lucky to live sad moments," he said. Because he didn't fight it and allowed himself to be miserable, his body released endorphins. "Happiness rushed in to meet the sadness. I was grateful to feel sad, and then I met it with true profound happiness. The thing is, because we don't want that first bit of sad, we push it away with that little phone. So you never feel completely sad or completely happy. You just feel kind of satis-fied. And then you die. That's why I don't want to get phones for my kids". And I suppose I don't either. Why did the author regard CK as her hero? 查看材料
[问答题]根据题目要求完成下列任务,用中文作答。 以下是一位老师在进行词汇教学时的情景: Step1复习(revision) 互致问候后,教师将装有彩色小图片的信封分发给各小组。 T:Open the envelopes.please.You have something nice in them.What are they? S:A green ear,a red ball,a blue plane,a yellow cat… T:What do you like? S:I like… Step 2导人(1eading—in) PPT播放歌曲,师生共同演唱。 T:Let’s sing the song“Who Is Wearing Yellow Today”. 音乐结束后,教师并没有停下来,而是改编歌词继续唱。 T:Who is wearing blue today?blue today?blue today?Who is wearing blue today? blue today? Step 3呈现(presentation) T:Who is wearing blue today? S:You are wearing blue today. T:Yes,I’m wearing blue today.I’m wearing a blue sweater now. 学生跟读:sweater,sweater,blue SWeater T:I like the blue sweater.If you like it.please say it out loud. PPT展示粉红色毛衣图片 T:Do you like the pink sweater? S:Yes,I like the pink sweater. (借助学生穿着的服装,引出jacket等新词,展开活动) T:It is too hot.I’ll take off my sweater.Please take off your iacket. (伴随动作,一次教授词组:take off,put on,hang up和put away) 根据以上所给的教学案例,回答下面问题。 (1)教师在复习、导入及呈现环节创设了不同情境,请分别对其创设方法及作用进行分析。(15分) (2)评析教师在语言学习活动中的角色。(15分)
[单选题]Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college."I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in biology had similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down! " These two young students were experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students. Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test. An expert at the University of California explains: "With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great." Test anxiety has been recognized as__________.
[单选题]请阅读短文。完成第小题。 Donna's fourth grade classroom looked typically traditional. Yet something seemed different that day when I entered it for the first time. My job was to make classroom visits and encourage implementing a training program focusing on language arts, ideas that would empower students to feel good about themselves and take charge of their haves. Donna was one of the volunteer teachers in this project. I sat in the back and watched. All the students were working on the task, filling their notebook paper with thoughts and ideas. A student next to me was filling her page with "I can't kick the ball." Soccer "I can't do long division with more than three numerals." Her page was half full and she showed no signs of letting up. I walked down the row glancing at students' papers. Everyone was writing down things they couldn't do. lily this time the activity engaged my curiosity. I decided to check with the teacher to see what was going on but I noticed she too was busy writing "I can't get John's mother to come for a teacher conference." "I can't get my daughter to put gas in the car." "I can't ..." Curious and puzzled about what they were doing, I returned to my seat and continued my observations. Students wrote for another ten minutes. They were then instructed to fold the papers in half and bring them to the front. They placed their "I Can't " statements into all empty shoe boxes. Then Donna added hers. She put the lid on the box, tucked it under her ann and headed out the door and down the hall. Students followed her. I followed the students. Half way down the hall way, Donna entered the custodian's room, came out with a shovel, and marched the students out to the farthest corner of the playground. There they began to dig. They were going to bury their "I Can'ts"! The digging took over then minutes with dirt. The box of "I Can'ts" was placed at the bottom of the hole and then quickly covered with dirt. Students stood around the freshly dug grave. At this point Donna announced," Boys and girls, please join hands and bow your heads." They quickly formed a circle around the grave. They lowered their heads and waited. Donna delivered the eulogy. "Friends, we gathered here today .to honor the memory of 'I Can't'. While he was with us on earth, he touched the lives of everyone, some more than others. We have provided ' I Can't' with a final resting place and a headstone that contains his epitaph. He is survived by his brothers and sisters, 'I Can', 'I Will', and 'I'm Going to'. They are not as well known as their famous relative and are certainly not as strong and powerful. Perhaps some day, with your help, they will make an even bigger mark on the world. May'I Can't' rest in peace and may everyone present pick up their lives and move forward in his absence. Amen." The underlined word "eulogy" in the last paragraph but two means a(n)_______ 查看材料

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