| 第 1 頁(yè)：模擬試題 |
| 第 2 頁(yè)：參考答案 |
參考答案
一、單項(xiàng)選擇題
1-5 BCBAD 6-10 BDDDA 11-15 DBBDC 16-20 CADAD
試題分析：本文介紹了新型的一種技術(shù)也就是電訊號(hào)可以讓人們的觸覺(jué)產(chǎn)生錯(cuò)覺(jué)，即使是沒(méi)有觸摸到東西也能有觸感，這種可以為癱瘓或截肢病人帶來(lái)方便。
21.【答案】A。解析：考查細(xì)節(jié)推斷題。文中第三段的第一句說(shuō)觸覺(jué)對(duì)日常工作的完成至關(guān)重要，所以這里指的就是觸覺(jué)，故選A。
22.【答案】B。解析：考查細(xì)節(jié)理解題。第五段最后一句 the monkeys reacted as though their fingers had been touched. In fact, they hadn’t.，猴子以為他們摸到了東西其實(shí)并沒(méi)有，所以觸覺(jué)有的時(shí)候并不需要真正接觸東西，故選B。
23.【答案】C。解析：考查細(xì)節(jié)理解題。本題文中對(duì)應(yīng)的是這一句話Instead, they communicated by looking in a particular direction，故選C。
24.【答案】D。解析：考查細(xì)節(jié)理解題。文章最后一句說(shuō)“I think the foundation is laid for human trials,”人類應(yīng)該做一下電訊號(hào)的實(shí)驗(yàn)，故選D。
25.【答案】A。解析：考查主旨大意題。本文主要講的就是電訊號(hào)會(huì)讓改變?nèi)说挠|覺(jué)，所以A選項(xiàng)恢復(fù)觸覺(jué)符合題意，故選A。
【答案解析】
26.【答案】C。解析：考查細(xì)節(jié)題。本題的關(guān)鍵位于第二句“the decision was an 8-0 defeat for the Administration’s effort to upset the balance of power between the federal government and the states.”，即目的是overstepped the authority of federal immigration law。與文中同義重復(fù)，所以選C，其余均不符合題意，排除。
27.【答案】C。解析：考查細(xì)節(jié)題。本題的關(guān)鍵位于第四段，本段首句解釋了現(xiàn)象，之后的關(guān)鍵句“joint federal-state immigration enforcement聯(lián)合實(shí)施移民法案”，解釋了原因。所以與選項(xiàng)C“States’ legitimate role in immigration enforcement”同義重復(fù)。而其他選項(xiàng)的withhold，independence，intervention文中沒(méi)有提到。排除。即選C。
28.【答案】D。解析：考查推理題。本題關(guān)鍵是第五段最后一句：offered an even more robust defense of state privileges going back to the alien and Sedition Acts.唯一的最主要的反對(duì)來(lái)自法官Antonino Scalia, 這個(gè)法官“defense”是支持州的權(quán)利的，“going back to”可追溯到Alien and Sedition Acts，證明這個(gè)法案是支持州的權(quán)利的。所以選項(xiàng)D Stood in favor of the states符合題意，其余選項(xiàng)均不符合，排除。
29.【答案】A。解析：考查推理題。本題的關(guān)鍵位于第六段最后一句the White House claimed that it could invalidate any otherwise legitimate state law that it disagrees with。如果這些州的法律跟它有沖突的話，白宮聲明它有權(quán)利宣布其他州的法律無(wú)效。說(shuō)明聯(lián)邦政府的權(quán)利大過(guò)州的實(shí)施權(quán)利。即outweighs that held by the states。答案選A。
30.【答案】D。解析：考查推理題。本題較難，需要認(rèn)真。本段首句指出，聯(lián)邦政府確實(shí)有一些exclusively(專門地)權(quán)利，比如控制居民以及邊界。最后兩句：“The administration was in essence asserting that because it didn’t want to carry out Congress’s immigration wishes, no state should be allowed to do so either. Every Justice rightly rejected this remarkable claim.”。關(guān)鍵詞是reject，從中我們可以分析到政府在移民問(wèn)題上占據(jù)著主導(dǎo)地位。所以選D，The Administration is dominant over immigration issues.
二、簡(jiǎn)答題
【參考答案】
在英語(yǔ)學(xué)習(xí)的領(lǐng)域，“探究學(xué)習(xí)”的本質(zhì)就是，學(xué)生基于自身的興趣，在教師的指導(dǎo)下，學(xué)生通過(guò)自己的努力和親身的體驗(yàn)，主動(dòng)獲取知識(shí)或者信息，應(yīng)用知識(shí)或信息去解決問(wèn)題，完成交際任務(wù)。
設(shè)計(jì)教學(xué)活動(dòng)，例如：語(yǔ)法教學(xué)，可以采用由學(xué)生觀察、發(fā)現(xiàn)、討論、歸納、應(yīng)用的方法來(lái)處理，取得很好的效果。課文教學(xué)：可以把可以當(dāng)成信息的載體，指導(dǎo)學(xué)生去獲取信息，然后設(shè)計(jì)活動(dòng)，或?qū)W生自己聯(lián)想到能夠應(yīng)用的情景，學(xué)生應(yīng)用所獲得的信息完成交際任務(wù)。詞匯教學(xué)：教師可以設(shè)計(jì)問(wèn)題，指導(dǎo)學(xué)生通過(guò)上下文自己去理解生詞的意思，開(kāi)展討論，各抒己見(jiàn)，教師最后給予確認(rèn)，并指導(dǎo)學(xué)生自己設(shè)計(jì)可以應(yīng)用的場(chǎng)景，進(jìn)行交際。
三、教學(xué)情境分析題
【參考答案】
(1)該教師采用了最傳統(tǒng)的“翻譯法”進(jìn)行教學(xué)。采用這種教學(xué)法的缺點(diǎn)是：①以教師為中心向?qū)W生灌輸知識(shí)、缺乏趣味性，不能發(fā)揮學(xué)生的主動(dòng)性;②孤立分析和講解語(yǔ)音、單詞變化和語(yǔ)法規(guī)則，忽視了在語(yǔ)境中教授詞匯的意義和用法;③重視語(yǔ)法規(guī)則，輕視聽(tīng)說(shuō);④大量使用母語(yǔ)，阻礙了英語(yǔ)的積極使用。
(2)建議：①單詞的展示階段應(yīng)注意直觀性、情境性和趣味性原則。教師應(yīng)以學(xué)生為中心，運(yùn)用圖片、多媒體、肢體語(yǔ)言等方式展現(xiàn)詞匯。②詞匯教學(xué)不能只停留在講解展示層次，要給學(xué)生提供具體的情境，讓學(xué)生使用單詞。教師可運(yùn)用“聽(tīng)描述、畫(huà)詞匯”“同義、反義找找看”等方式引起學(xué)生興趣，調(diào)動(dòng)學(xué)生積極性，讓學(xué)生在愉快的教學(xué)活動(dòng)中鞏固和應(yīng)用詞匯。③教師應(yīng)設(shè)計(jì)聽(tīng)、說(shuō)、讀、寫四種技能想融合的詞匯教學(xué)活動(dòng)。④教師在課堂中應(yīng)盡量使用英語(yǔ)，加大學(xué)生目的語(yǔ)的輸入。
(3)PPT (Presentaion, Practice, Testing)教學(xué)模式：
①呈現(xiàn)：教師借助實(shí)物、圖片、視頻、行為等方式呈現(xiàn)單詞的意義和用法。
�、诰毩�(xí)：通過(guò)匹配、替換、表演、猜測(cè)、詞匯接龍等練習(xí)活動(dòng)，訓(xùn)練和鞏固所學(xué)詞匯。
�、蹨y(cè)試：設(shè)置語(yǔ)境語(yǔ)用所學(xué)詞匯，或者設(shè)計(jì)活動(dòng)了解學(xué)生對(duì)詞匯音、形、義的掌握程度。
TBLT (Task Based Language Teaching)模式：
①呈現(xiàn)：通過(guò)呈現(xiàn)使學(xué)生了解單詞的意義和用法。
②任務(wù)：在完成聽(tīng)力、閱讀或?qū)懽魅蝿?wù)的過(guò)程中充分使用單詞。
③展示作品：小組代表展示本小組的聽(tīng)力、閱讀和寫作作品。
�、茉u(píng)價(jià)與練習(xí)：對(duì)學(xué)生的作品進(jìn)行評(píng)價(jià)，主要是觀察新學(xué)詞匯的使用情況。
四、教學(xué)設(shè)計(jì)題
Teaching Aims:
1. Students can understand the main idea and get some knowledge of the development of English,
2. Students can master the usage of some key words.
3. Students can learn to describe the process of how English came into being,
4. Students can improve their reading and speaking ability.
5. Students can understand that everything is developing and everyone should make progress, and be confident to share their opinions.
Teaching Key Point:
The process of English formation, and the usage of some key words.
Teaching Difficult Point:
How to describe the process of something’s formation correctly and fluently.
Teaching Procedures:
Step 1: Pre-reading (5’)
1. Ask Students a question “Do you know some English words that are from foreign language?” And let them discuss the question. Then try to classify these words into different countries.
2. Show some pictures about the change of residents living in England in the history, and then ask students to read the title, and predict what the passage will talk about.
(Justification: Leading in the topic by discussion could arouse students’ interest.)
Step 2: While-reading (15’)
1. Fast-reading
Ask students to read the passage quickly and summarize the main idea.
Q: What’s the main idea of the passage and the main idea of the three parts?
2. Careful-reading
Ask students to read the passage again and answer the questions:
Q: What language did people spoke during the Old English period?
Why do we feel puzzled about which words or phrases to use today?
What period does Middle English refer to?
How did the Middle English come into being?
Will English keep changing in the future and why?
3. Ask students to underline the unknown words and discuss the meaning with partners. As to some difficult professional words, like “Renaissance”, teacher can analyze the key words with some examples or relevant knowledge to help students to understand the meaning and usage of the words. Invite some students to make sentences with the new words.
(Justification: Students could use reading strategies to get the main idea and detailed information of the text.)
Step 3:Post-reading (5’)
1. Draw the timeline of English’s formation history according to the passage and retell it to the partner.
2. Divide the students into several groups, and invite them to discuss on “How to improve the efficiency of remembering words.” Then ask some groups to share their good ideas.
(Justification: Students could practice expressing their idea in oral English and their logical thinking capability could be improved.)
教師萬(wàn)題庫(kù) | 微信搜"萬(wàn)題庫(kù)教師資格考試"
相關(guān)推薦：
2020上半年教師資格《幼兒綜合素質(zhì)》模擬題匯總※ 報(bào)名公告匯總
2020教師資格準(zhǔn)考證打印時(shí)間及入口 ※ 教師資格考試時(shí)間 ※ 考試科目
2020年教師資格證考試大綱 ※ 教師資格復(fù)習(xí)指導(dǎo)※教師資格考試教材
