2018年上半年教师资格证《英语学科知识与教学能力》(初级中学)试题（网友回忆版）

2018年上半年教师资格证《英语学科知识与教学能力》(初级中学)试题（网友回忆版）[单选题]1.T（江南博哥）hesimilaritybetweentheEnglishconsonants/p/,/b/,and/m/isthattheyareall_____.A.fricativeB.plosiveC.labial-dentalD.bilabial参考答案：D参考解析：根据发音部位，辅音/p/,/b/,/m/都属于双唇音（bilabial），即通过下唇和上唇形成阻碍发出声音。[单选题]2.WhichofthefollowingisabackvowelinEnglish?A./ə:/B./ɔ:/C./ʌ/D./e/参考答案：B参考解析：题意为：下面哪个是英语中的后元音？A项，/ə:/属于中元音。B项，/ɔ:/属于后元音。C项，/ʌ/比较特殊，发此音时舌头的最高位置偏中后，所以有的分类系统会把它归为中元音，也有的把它归为后元音。D项，/e/属于前元音。[单选题]3.Thereisonlyoneplaygroundslideinthisschool,sothestudentshavetotake_____touseit.A.turnsB.theturnsC.aturnD.theturn参考答案：A参考解析：taketurnstodosth是固定搭配，意为“轮流做某事”。题意为：这所学校只有一个操场滑梯，所以学生们只能轮流使用它。[单选题]4.Outofeveryone’sexpectation,Johnsonsuddenlyreturned_____arainynight.A.atB.inC.onD.during参考答案：C参考解析：表示时间常用的介词有at,in,on,during等。A项，at多用于表示具体的钟点时刻。B项，in表示一段时间，用于年、月、世纪或泛指一天的上午，下午，晚上等。C项，on主要用在星期几，具体某一天或某一天早、中、晚。D项，“during＋时间段”与延续性动词连用表示某段时间的动作。题意为：出乎所有人意料，约翰逊在一个雨夜突然回来了。arainynight表示具体某天晚上，前面应该使用介词on。[单选题]5.She_____itverywellwhenshedescribedheryoungerbrotheras“brilliantbutlazy”.A.putB.madeC.assumedD.interpreted参考答案：A参考解析：putitverywell为固定搭配，意为“说得好”。题意为：当她说他弟弟“聪明但懒惰”时，她说得很好。[单选题]6.Wedon’tthink_____possibletomasteraforeignlanguagewithoutmuchmemorywork.A.thisB.thatC.itsD.it参考答案：D参考解析：当不定式（短语）、动名词（短语）或从句在复合宾语结构中作某些动词的宾语时（如think,make,find,consider,feel,suppose等），为保持句子结构平衡，避免句式结构的混乱，常用it作形式宾语，而将真正的宾语放在句尾。此时it仍只起先行引导作用，本身无词义。题意为：我们认为不进行大量的记忆就不可能掌握一门外语。[单选题]7._____thesamemistakesintheannualfinancialreportagainmadehisbossveryangry.A.HishavingmadeB.HehavingmadeC.HehadmadeD.Hehasmade参考答案：A参考解析：分析句子成分可知，句子中已经有谓语动词made，所以只能用非谓语动词作主语，即动名词的复合结构（动名词前加上它的逻辑主语），其形式为：名词所有格/形容词性物主代词＋动名词。题意为：他在年度财务报告中又犯了同样的错误，这让他的老板很生气。故选A。[单选题]8.Iwouldhavetoldhimtheanswer,butI_____sobusythen.A.hadbeenB.wereC.wasD.wouldbe参考答案：C参考解析：题意为：我本想告诉他答案，但我那时太忙了。从wouldhavetold可知前半句是对过去的假设，而从then可知后半句是在描述过去的事实，因此后半句用一般过去时，横线处应填was。[单选题]9.Theuseoftheexpression“Iwon’tboreyouwithallthedetail...”includesthatpeopleusuallyobservethe_____maximintheirdailyconversations.A.QuantityB.QualityC.RelevanceD.Manner参考答案：A参考解析：A项，Quantitymaxim（数量准则）是指所说的话要达到所要求的详尽程度。B项，Qualitymaxim（质量准则）是指不说自知虚假的话，不说缺乏足够证据的话。C项，Relevancemaxim（关系准则）是指所说的话要有关联。D项，Mannermaxim（方式准则）是指所说的话要清楚明白，简练，有条理。题意为：“我不会把所有的细节都说给你听。”这种表达表明人们在日常交谈中通常会遵守什么准则？“所有的细节”体现了这句话遵守了数量准则。[单选题]10.Whichofthefollowingisanevaluativemoveusedbyateacherinclasstocommentonstudents’performance?A.Initiationmove.B.Follow-upmove.C.Framingmove.D.Repairmove.参考答案：B参考解析：A项，Initiationmove（引发话步）是教师要求学生用语言或非语言形式做出反应，传达思想、事实、意见和信息等。B项，Follow-upmove（反馈话步）是学生通过教师的评价知道自己的表现如何。C项，Framingmove（框架话步）是表明话语一个阶段的结束和另一个阶段的开始，在语流中起着标示边界作用。比如教师语段中常出现的像“right”“ok”等类的词。题意为：下面哪个是老师在课堂上评价学生表现时使用的评价话步？评价学生表现时一般使用反馈话步。[单选题]11.WhichofthefollowingactivitiesisNOTtypicaloftheTask-BasedLanguageTeachingmethod?A.Problem-solvingactivities.B.Opinionexchangeactivities.C.Information-gapactivities.D.Patternpracticeactivities.参考答案：D参考解析：题意为：以下哪项活动不是典型的任务型语言教学方法？任务型语言教学理论认为，掌握语言大多是在活动中使用语言的结果，而不是单纯训练语言技能和学习语言知识的结果。它是指在教学活动中，教师围绕特定的交际和语言项目，设计出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，以达到学习和掌握语言的目的。根据任务型语言教学法的定义及特点，D项“句型练习活动”属于传统“练习法”，不属于任务型语言教学方法。[单选题]12.Ifateachershowsstudentshowtodoanactivitybeforetheystartdoingit,he/sheisusingthetechniqueof_____.A.presentationB.demonsdivationC.elicitationD.evaluation参考答案：B参考解析：题意为：在让学生开始做一个活动前，如果教师先向他们展示活动是如何进行的，那么他/她使用的是什么方法？A项，presentation（呈现）。B项，demonstration（示范）。C项，elicitation（引入）。D项，evaluation（评价）。教师在活动之前向学生展示活动流程是起“示范”作用。[单选题]13.Whenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem_____.A.evaluatethecontentofthetextB.analyzethesdivuctureofthepassageC.understandtheintentionofthewriterD.distinguishthefactsfromtheopinions参考答案：B参考解析：题意为：如果教师让学生讨论一篇文章是如何组织的。他/她最有可能是帮助学生做什么？A项，评价文章内容。B项，分析文章结构。C项，理解作者的意图。D项，区分事实和观点。教师让学生讨论一篇文章是如何组织的，最有可能是帮助学生分析文章结构。[单选题]14.Whichofthefollowingpracticescanencouragestudentstoreadanarticlecritically?A.Evaluatingitspointofview.B.Findingoutthefacts.C.Findingdetailedinformation.D.Doingdivanslationexercises.参考答案：A参考解析：题意为：下列哪种练习可以鼓励学生批判性地阅读文章？A项，评价文章的观点。B项，找出事实。C项，找到细节信息。D项，做翻译练习。评价文章观点的练习能够引导学生在理解文本的基础上对文章中的观点进行分析、评判，促使学生主动、积极地思考，促进学生批判性思维的发展。[单选题]15.Whichofthefollowingisadisplayquestionusedbyteachersinclass?A.Ifyouwerethegirlinthestory,wouldyoubehavelikeher?B.DoyoulikethisstoryGirltheThumb,whyorwhynot?C.Doyouagreethatthegirlwasakind-heartedperson?D.Whathappenedtothegirlattheendofthestory?参考答案：D参考解析：题意为：下列哪个选项属于教师在课堂上使用的展示性问题？A项，如果你是故事里的女孩，你会像她一样吗？B项，你喜欢不喜欢拇指姑娘的故事，为什么？C项，你认为这个女孩是个热心的人吗？D项，在故事的结尾这个女孩发生了什么事？展示性问题是指教师事先知道问题的答案，而且这类问题主要是为了询问课文里具体的细节性知识，检查学生能否掌握某个特定的知识点，通常只有一个标准答案。ABC三项，都是在询问学生的看法，没有预先设定的标准答案，不属于展示性问题。D项，是在询问故事的细节，有预先设定的标准答案，属于展示性问题。[单选题]16.Whichofthefollowingwouldateacherencouragestudentstodoinordertodeveloptheircognitivesdivategies?A.Tomakeastudyplan.B.Tosummarizeastory.C.Toreadatextaloud.D.Todopatterndrills.参考答案：B参考解析：题意为：为了培养学生的认知策略，教师会鼓励学生怎样做？A项，制订学习计划。B项，概述故事。C项，大声读文章。D项，做句型练习。认知策略是加工信息的一些方法和技术，这些方法和技术能使信息较为有效地从记忆中提取。认知策略可以分为复述策略、精细加工策略和组织策略三种。概述故事有助于记忆和提取信息，属于加工信息的一种方法，属于认知策略。[单选题]17.Whichofthefollowingexerciseswouldateachermostprobablyuseifhe/shewantstohelpstudentsdevelopdiscoursecompetence?A.Paraphrasingsentences.B.Translatingsentences.C.Unscramblingsentences.D.Transformingsentences.参考答案：A参考解析：题意为：如果教师想培养学生的语篇能力，他/她最有可能采用以下哪种练习？A项，意译句子。B项，翻译句子。C项，整理句子。D项，转换句子。意译是指根据原文的大意来翻译，不作逐字逐句的翻译（区别于“直译”），通常在翻译句子或词组（或更大的意群）时使用较多，运用这种方法可以帮助学生把握文章的整体，理清脉络，形成良好的关系网络，培养学生的语篇能力。[单选题]18.TheadvantagesofpairandgroupworkincludeallofthefollowingEXCEPT_____.A.interactionwithpeersB.varietyanddynamismC.anincreaseinlanguagepracticeD.opportunitiestoguaranteeaccuracy参考答案：D参考解析：题意为：下列哪项不是结对活动和小组活动的优点？A项，与同伴互动。B项，多样化和活力。C项，语言练习增多。D项，保证准确性的机会。结对活动和小组活动可以促进学生间互动，关注成员间相互交流，增加语言练习的机会。但是小组活动不一定能够保证准确性，指出学生的错误并加以改正才能保证准确性。[单选题]19.Whichofthefollowingshouldateacheravoidwhenhis/herfocusisondevelopingstudents’abilitytousewordsappropriately?A.Teachingboththespokenandwrittenform.B.Teachingwordsincontextandgivingexamples.C.Presentingtheform,meaning,anduseofaword.D.Askingstudentstomemorizebilingualwordlists.参考答案：D参考解析：题意为：如果教师想要培养学生恰当地使用单词的能力，那么他/她应该避免以下哪种方式？A项，教授口语和书面语。B项，在语境中教单词并举例说明。C项，呈现单词的形式、意义及用法。D项，要求学生记忆双语单词表。词汇教学主要是通过各种形式教授词汇的音、形、义等，提倡“词不离句，句不离篇”。要求学生单纯的记忆单词表属于机械学习，不利于锻炼学生的词汇应用能力，故选D。[单选题]20.Whichofthefollowingpracticesismostlikelytoencouragestudents’cooperationinlearning?A.Doingaproject.B.Havingadictation.C.Takingatest.D.Copyingatext.参考答案：A参考解析：题意为：下列哪种练习最能鼓励学生合作学习？A项，完成一个项目。B项，听写。C项，考试。D项，抄写课文。BCD三项，都是学生一个人可以完成的，不能够鼓励学生合作学习。A项，完成项目强调协作，在完成项目每个步骤（确定课题、组织分工、收集信息、整理分析、解决方案、评价与展示作品等）中都需要同伴之间、学生与教师或其他人的合作努力，能够鼓励学生在学习与他人合作，故选A。[问答题]1.简述英语校内课外活动的三个主要作用（6分），列出四种活动形式（8分），并写出教师组织课外活动的三点注意事项（6分）。参考答案：（1）英语校内课外活动的三个主要作用①激发学生学习兴趣课外活动丰富多样，趣味性强，可以让学生在游戏和玩乐中获得知识，调动学生的参与积极性，激发学生对英语学习的兴趣。②提高学生综合运用语言能力，巩固所学的知识课外活动是英语课堂教学的延伸，学生在课堂上的发言机会是有限的，课外活动可以为学生提供运用英语的机会，培养学生的口语水平、会话交际的能力的发展。同时，学生在真实场景中运用英语，这能够提高学生综合运用语言能力，巩固所学的知识。③融洽人际关系，促进学生间合作丰富多彩的课外活动使师生、学生之间接触机会大大增加，距离缩短，有利于帮助学生形成融洽的人际关系。在课外活动之中，学生相互合作的过程也可以在无形之中促进学生合作能力的发展。（2）英语校内课外活动的四种形式①英语故事会在组织英语故事会时，首先要抓好材料的选择工作，教师可以选一些符合学生学段、年龄特点、有趣的、不超越学生语言能力的故事，推荐给学生，学生可以在里面选择自己感兴趣的来讲解。讲故事可以和别人合作，也可以一个人。在讲故事时要求声调准确、发音清晰、可同时配表情、动作等。②英语角英语角为广大爱好英语的学生提供交流的空间和展现自己的机会，能够带动更多的学生用英语交流，促进学生英语水平的进步。英语角地点不限，教师可参与其中，鼓励学生大胆用英语交谈。③英语电影晚会看电影是学生感兴趣且轻松的一种学习方式，教师可组织学生观看一些英美国家原声电影，在观看前介绍一下故事梗概，以帮助学生理解内容，看完后可以组织大家讨论交流。这项活动可以让学生了解到其他国家的历史、文化和风土人情等。④英语游戏英语游戏是寓学于乐的有效形式之一。英语会话小组课常用这种形式开展活动，如绕口令、单词接龙等。（3）教师组织课外活动的三点注意事项①活动要有明确的目的性课外活动要与某一课、某一单元的教学相联系，或为正式课程作铺垫、准备；或是课的延伸，必须加强活动组织的目的性和计划性，使它成为课堂教学的有机补充部分。②活动要丰富多彩，富有吸引力组织各种新颖有趣的课外活动，能激发学生的参加热情，形成他们自觉接受教育的最佳心理状态，充分发挥课外活动的教育作用。③充分调动学生的积极性和主动性组织各种活动都要尽最大努力，使每个学生都成为活动的积极主动的参与者、组织者，发挥他们的主体性和能动性。[问答题]2.下面片段选自某初中英语课堂教学实录。T:Goodmorning,boysandgirls.Wetalkedabout“Thepresentperfecttense”yesterday,andIhopeyouhavegotsomeideaaboutit.Doyoustillremembertheformsofthetense?S1:Have/Hasdone.T:Youareright,goodboy.Andwhocansayasentencewiththeform?S2:Letmedivy.WehavelearntEnglishforafewyears.T:Verygood,thankyou.S3:MyfatherhasgonetoHangzhouandoftentellsusaboutitsbeautifulscenerythere.T:Oh,youalsoremembertheform,butthen,whereisyourfather?IshestillinHangzhouorbackhomenow?S3:Backhome.T:Oh,Isee,youmeanyourfatherwenttoHangzhousometimeinthepast,andhehascomebackhomefromthere.Andsinceyourfatherisnotyouyourself,notI,nexttimeyoushouldsay“MyfatherhasbeentoHangzhouandoftentellsusaboutitsbeautifulscenerythere”.OK?请根据该教学片段回答下面三个问题：（1）该教师的教学有哪些优点？写出2个即可。（8分）（2）该教师发现学生表达错误时，采取了哪四种具体的纠错方式？（8分）（3）再列出其他两种纠错方式，并各举一例说明。（14分）参考答案：（1）该教师的教学的两个优点①采用循序渐进的教学方法。在讲新课之前先让学生复习已经学过的知识，从语法的结构到语法应用，巩固学生所学的知识。②合理使用纠错技巧，进行有针对性的教学反馈，以启发引导为主，提高学生的参与度。在案例中该教师采用多种纠错技巧引导学生分辨havedone与hasdone的区别，纠错时不是直接指出学生的错误，而是一步一步引导，最终使学生掌握其正确用法。（2）该教师发现学生表达错误时，采取了以下四种纠错方式①启发法在教学片段中主要体现在：在描述自己父亲去过杭州了，学生用了“havedone”，教师继续提问她父亲是一直在杭州还是曾经去过，通过继续提问，引导学生发现问题所在。②直接纠错法直接纠错是指当学习者出现错误时，教师打断其语言训练或实践活动，对其错误予以正面纠正（说出正确的语言形式，并让学生改正）。该教师在纠正学生的第三人称单数错误以及hasgoneto和hasbeento的不同用法时，告诉学生其错误之处及其正确用法“nexttimeyoushouldsay...”。③澄清法教师因不明白学生说的话或发现学生的言语出现形式错误而发出明确的信息要求学生纠正，通常使用What?/Pardonme?/Whatdoyoumeanby...?之类的话。在该教学片段中，教师提问“whereisyourfather?”即对学生语言中出现不明之处进行提问，并做进一步澄清。④强调法教师在纠正学生的表达时有意重读或拖长出错部分的发音或用升调以表示特别强调。在教学片段中，教师针对学生的语法错误，就对助动词的单数形式has进行了着重强调。（3）其他两种纠错方式①重述法重述法是指教师对学生语言表达中的错误进行含蓄纠正，这是一种温和的错误纠正方式，是对学生的表达进行部分肯定之后的纠正。该方法以学生的语言表达为基础，对部分成分或词语进行修正，并保持原来表达的意思不变，对于纠正学生口语中的语法错误比较有效。例如：S:HeiswatchTV.（第一次表达）T:HeiswatchTV?PatrickiswatchingafootballgameonTV.（重述）S:HeiswatchingTV.（第二次表达）T:Right.Goonplease.②元语言反馈法元语言反馈法是指学生出现言语错误时，教师并不直接说出正确答案，而是对学生的错误进行技术上的分析和描述，如指出词类误用、时态错误等，常用的课堂用语有：Canyoufindyourerror?/DowesaythatinEnglish?等。这种方法更适合高中生，尤其是高水平学习者。例如：S:Igotovisitmygrandparentswithmyunclelastweekend.T:Dowesay“go”here?“Go”is“presenttense”.I’mafraidyouusedawrongtense.S:Igo...went...Iwenttovisitmygrandparentslastweekend.T:Yeah.Iwent.[问答题]3.设计任务：请阅读下面学生信息和语言素材，设计15分钟的英语听说教学方案。教案没有固定格式，但须包含下列要点：·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·activitiesandjustifications教学时间：15分钟学生概况：某城镇普通中学七年级（初中一年级）学生，班级人数40人。多数学生已经达到《义务教育英语课程标准（2011年版）》二级水平。学生课堂参与积极性不高。语言素材：Hi!I’mTony.Idon’tliketogetupearly.Inthemorning,Igetupateight.ThenIgotoschoolateightthirty.Idon’thavemuchtimeforbreakfast,soIusuallyeatveryquickly.Forlunch,Iusuallyeathamburgers.Afterschool,Isometimesplaybasketballforhalfanhour.WhenIgethome,Ialwaysdomyhomeworkfirst.Intheevening,IeitherwatchTVorplaycomputergames.Attenthirty,IbrushmyteethandthenIgotobed.Maryismysister.Sheusuallygetsupatsixthirty.Thenshealwaystakesashowerandeatsagoodbreakfast.Afterthat,shegoestoschoolateightthirty.Attwelve,sheeatslotsoffruitandvegedivsforlunch.Afterlunch,shesometimesplaysvolleyball.Shealwayseatsice-creamafterdinner.Sheknowsit’snotgoodforher,butittastesgood!Intheevening,shedoesherhomeworkandusuallyswimsortakesawalk.Atninethirty,shegoestobed.参考答案：（1）TeachingContentsThepassageismainlyaboutthingsTonyandMarydoduringthedayandhabitsofthem.（2）TeachingObjectives①Knowledgeobjectivesa.Studentswillbeabletounderstandthenewwordsandexpressionsinthelisteningmaterial.b.Studentswillgraspthesentencestoexpresstime.②Abilityobjectivesa.Studentswillknowhowtodescribetheirhabitsandexpresstimecorrectly.b.Studentscanimprovetheirlisteningandspeakingskills.③Emotionalobjectivesa.StudentscanbeinterestedinEnglishlearningafterthislesson.b.Studentscanknowtheimportanceofgoodhabitsandcultivatehealthyhabits.（3）TeachingKeyandDifficultPointsa.Studentscanmasterthebasicwordsandsentences.b.Studentscanimprovetheirlisteningandspeakingskills.（4）MajorStepsandTimeAllocation①Step1Pre-listening(2minutes)②Step2While-listening(8minutes)③Step3Post-listening(3minutes)④Step4SummaryandHomework（2minutes）（5）ActivitiesandJustifications①Step1Pre-listening(2minutes)a.Teachershowssomepicturesaboutpassage.b.Letstudentsaskthefollowingquestionsandchoosetwostudentstosharetheirviews.Whathappenstopeopleinthepictures?Whatdoyouusuallydoduringtheday?(Justification:Thisstepwillpromotethelearninginterestofstudentsandfocustheirattentiononlesson.)②Step2While-listening(8minutes)a.Askstudentstolistentothetapeforthefirsttimeandthinkaboutthefollowingquestion:Whatdoesthepassagemainlytalkabout?b.Askstudentstolistentothetapeforthesecondtimeandthinkaboutthefollowingquestionsandwritedowntheansweronthepaper.Thenchoosetwostudentstosharetheiranswers.WhatdoTonyandMaryusuallydoduringtheday?WhendoTonyandMaryusuallydothesethings?(Justification:Studentswillknowthemaincontentofthispassageanddeveloptheirlisteningandspeakingability.)③Step3Post-listening(3minutes)AskstudentstohaveadiscussioninpairstocompareTony’sandMary’shabitsaccordingtothepassage,andanswerquestions:Whoishealthierandwhy?Whatkindofhabitsdoyouthinkishealthyhabits?(Justification:Studentscanrealizetheimportanceofcultivatingagoodhabitandimprovetheirspeakingability.)④Step4SummaryandHomework(2minutes)a.Letstudentssumupthewholelesson,thenasksomestudentstosharewhattheyhavelearned.b.Askstudentswriteanarticleabout“MyDay”.(Justification:Makingasummaryandassigninghomeworkcanhelpstudentsconsolidatetheknowledgeandpromoteunderstanding.)共享题干题Passage1Inrecentyears,however,societyhascometounderstandthelimitationsofschoolsthatmerelysortandrankstudents.Wehavediscoveredthatstudentsinthebottomone-thirdtoone-halfoftherankorder—plusallwhodropoutbeforebeingranked—failtodevelopthefoundationalreading,writing,andmathematicalproficienciesneededtosurvivein,letalonecondivibuteto,anincreasinglytechnicallycomplexandethnicallydiverseculture.Sotoday,inaskingschoolstoleavenochildbehind,societyisaskingthateducatorsraiseupthebottomoftherank-orderdisdivibutiontoaspecifiedlevelofcompetence.Wecallthoseexpectationsour“academicachievementstandards”.Everystatehasthem,and,asamatterofpublicpolicy,schoolsaretobeheldaccoundivformakingsurethatallstudentsmeetthem.Tobeclear,themissionofsortinghasnotbeeneliminatedfromtheschoolingprocess.Fortheforeseeablefuture,studentswillstillberankedattheendofhighschool.However,societynowdictatesthatsuchacelebrationofdifferencesinamountlearnedmuststartatacertainminimumlevelofachievementforall.Theimplicationsofthischangeinmissionfortheroleofassessmentareprofound.Assessmentandgradingproceduresdesignedtopermitonlyafewstudentstosucceed(thoseatthetopoftherank-orderdisdivibution)mustnowberevisedtopermitthepossibilitythatallstudentscouldsucceedatsomeappropriatelevel.Furthermore,proceduresthatpermitted(perhapsevenencouraged)somestudentstogiveupinhopelessnessandtostopdivyingmustnowbereplacedbyothersthatpromotehopeandcontinuouseffort.Inshort,theentireemotionalenvironmentsurroundingtheprospectofbeingevaluatedmustchange,especiallyforperenniallowachievers.Thestudents’missionisnolongermerelytobeatotherstudentsintheachievementrace.Atleastpartoftheirgoalmustbetobecomecompetent.Teachersmustbelievethatallstudentscanachieveacertainlevelofacademicsuccess,mustbringalloftheirstudentstobelievethisofthemselves,mustaccommodatethefactthatstudentslearnatdifferentratesbymakinguseofdifferentiatedinsdivuction,andmustguideallstudentstowardtheattainmentofstandards.Thedrivingdynamicforceforstudentscannotmerelybecompetitionforanartificialscarcityofsuccess.Becauseallstudentscanandmustsucceedinmeetingstandards,cooperationandcollaborationmustcomeintoplay.Thedrivingforcesmustbeconfidence,optimism,andpersistence—forall,notjustforsome.Allstudentsmustcometobelievethattheycansucceedatlearningiftheydivy.Theymusthavecontinuousaccesstoevidenceofwhattheybelievetobecredibleacademicsuccess,howeversmall.Thisnewunderstandinghasspawnedincreasedinterestinformativeassessmentinrecentyears.[单选题]1.Whatdothe“academicachievementstandards”inParagraph1referto?A.Thedrivingdynamicforcesforallstudentswhoneedtosurviveinsociety.B.Confidence,optimism,andpersistencethatstudentsneedinordertosucceed.C.Differentiatedlevelsofcompetencespecifiedforstudentswithdifferentabilities.D.Themissionsofstudentswhowanttobeatothersintheirachievementraceinschool.参考答案：C参考解析：根据第一段中“Sotoday,inaskingschoolstoleavenochildbehind,societyisaskingthateducatorsraiseupthebottomoftherank-orderdistributiontoaspecifiedlevelofcompetence.Wecallthoseexpectationsour‘academicachievementstandards’.”可知“学术成就标准”是指教育工作者要把排名靠后的学生的能力提高到一定的水平，即为不同能力的学生指定不同的能力水平（Differentiatedlevelsofcompetencespecifiedforstudentswithdifferentabilities.）。Tobeclear,themissionofsortinghasnotbeeneliminatedfromtheschoolingprocess.Fortheforeseeablefuture,studentswillstillberankedattheendofhighschool.However,societynowdictatesthatsuchacelebrationofdifferencesinamountlearnedmuststartatacertainminimumlevelofachievementforall.Theimplicationsofthischangeinmissionfortheroleofassessmentareprofound.Assessmentandgradingproceduresdesignedtopermitonlyafewstudentstosucceed(thoseatthetopoftherank-orderdisdivibution)mustnowberevisedtopermitthepossibilitythatallstudentscouldsucceedatsomeappropriatelevel.Furthermore,proceduresthatpermitted(perhapsevenencouraged)somestudentstogiveupinhopelessnessandtostopdivyingmustnowbereplacedbyothersthatpromotehopeandcontinuouseffort.Inshort,theentireemotionalenvironmentsurroundingtheprospectofbeingevaluatedmustchange,especiallyforperenniallowachievers.Thestudents’missionisnolongermerelytobeatotherstudentsintheachievementrace.Atleastpartoftheirgoalmustbetobecomecompetent.Teachersmustbelievethatallstudentscanachieveacertainlevelofacademicsuccess,mustbringalloftheirstudentstobelievethisofthemselves,mustaccommodatethefactthatstudentslearnatdifferentratesbymakinguseofdifferentiatedinsdivuction,andmustguideallstudentstowardtheattainmentofstandards.Thedrivingdynamicforceforstudentscannotmerelybecompetitionforanartificialscarcityofsuccess.Becauseallstudentscanandmustsucceedinmeetingstandards,cooperationandcollaborationmustcomeintoplay.Thedrivingforcesmustbeconfidence,optimism,andpersistence—forall,notjustforsome.Allstudentsmustcometobelievethattheycansucceedatlearningiftheydivy.Theymusthavecontinuousaccesstoevidenceofwhattheybelievetobecredibleacademicsuccess,howeversmall.Thisnewunderstandinghasspawnedincreasedinterestinformativeassessmentinrecentyears.[单选题]2.Whichofthefollowingwouldhappenduetothechangeinmissionfortheroleoftheassessment?A.Moststudentswouldachieveacertainlevelofacademicsuccess.B.Educatorswouldraiseupthebottomoftherank-orderdisdivibution.C.Teacherswouldhelplowachieverstobeathighachieverssuccessfully.D.Schoolswouldeliminatesortingandrankingfromtheschoolingprocess.参考答案：A参考解析：根据第四段“Thestudents’missionisnolongermerelytobeatotherstudentsintheachievementrace.Atleastpartoftheirgoalmustbetobecomecompetent.Teachersmustbelievethatallstudentscanachieveacertainlevelofacademicsuccess...”可知学生的使命不再仅仅是在成绩竞赛中打败其他学生，他们的目标至少有一部分必须是变得有能力。老师必须相信所有的学生都能取得一定程度的学业成功。故选A。Tobeclear,themissionofsortinghasnotbeeneliminatedfromtheschoolingprocess.Fortheforeseeablefuture,studentswillstillberankedattheendofhighschool.However,societynowdictatesthatsuchacelebrationofdifferencesinamountlearnedmuststartatacertainminimumlevelofachievementforall.Theimplicationsofthischangeinmissionfortheroleofassessmentareprofound.Assessmentandgradingproceduresdesignedtopermitonlyafewstudentstosucceed(thoseatthetopoftherank-orderdisdivibution)mustnowberevisedtopermitthepossibilitythatallstudentscouldsucceedatsomeappropriatelevel.Furthermore,proceduresthatpermitted(perhapsevenencouraged)somestudentstogiveupinhopelessnessandtostopdivyingmustnowbereplacedbyothersthatpromotehopeandcontinuouseffort.Inshort,theentireemotionalenvironmentsurroundingtheprospectofbeingevaluatedmustchange,especiallyforperenniallowachievers.Thestudents’missionisnolongermerelytobeatotherstudentsintheachievementrace.Atleastpartoftheirgoalmustbetobecomecompetent.Teachersmustbelievethatallstudentscanachieveacertainlevelofacademicsuccess,mustbringalloftheirstudentstobelievethisofthemselves,mustaccommodatethefactthatstudentslearnatdifferentratesbymakinguseofdifferentiatedinsdivuction,andmustguideallstudentstowardtheattainmentofstandards.Thedrivingdynamicforceforstudentscannotmerelybecompetitionforanartificialscarcityofsuccess.Becauseallstudentscanandmustsucceedinmeetingstandards,cooperationandcollaborationmustcomeintoplay.Thedrivingforcesmustbeconfidence,optimism,andpersistence—forall,notjustforsome.Allstudentsmustcometobelievethattheycansucceedatlearningiftheydivy.Theymusthavecontinuousaccesstoevidenceofwhattheybelievetobecredibleacademicsuccess,howeversmall.Thisnewunderstandinghasspawnedincreasedinterestinformativeassessmentinrecentyears.[单选题]3.Whichofthefollowingisclosestinmeaningtotheunderlinedword“accommodate”inParagraph4?A.Adapt.B.Match.C.Accept.D.Understand.参考答案：C参考解析：根据画线词定位到文章第四段“Teachersmustbelievethatallstudentscanachieveacertainlevelofacademicsuccess,...,mustaccommodatethefactthatstudentslearnatdifferentratesbymakinguseofdifferentiatedinstruction,...”。根据句意可推断accommodate有“承认，接受”的意思，即教师要接受学生们可以通过差异化教学以不同的速度进行学习。故选C。Tobeclear,themissionofsortinghasnotbeeneliminatedfromtheschoolingprocess.Fortheforeseeablefuture,studentswillstillberankedattheendofhighschool.However,societynowdictatesthatsuchacelebrationofdifferencesinamountlearnedmuststartatacertainminimumlevelofachievementforall.Theimplicationsofthischangeinmissionfortheroleofassessmentareprofound.Assessmentandgradingproceduresdesignedtopermitonlyafewstudentstosucceed(thoseatthetopoftherank-orderdisdivibution)mustnowberevisedtopermitthepossibilitythatallstudentscouldsucceedatsomeappropriatelevel.Furthermore,proceduresthatpermitted(perhapsevenencouraged)somestudentstogiveupinhopelessnessandtostopdivyingmustnowbereplacedbyothersthatpromotehopeandcontinuouseffort.Inshort,theentireemotionalenvironmentsurroundingtheprospectofbeingevaluatedmustchange,especiallyforperenniallowachievers.Thestudents’missionisnolongermerelytobeatotherstudentsintheachievementrace.Atleastpartoftheirgoalmustbetobecomecompetent.Teachersmustbelievethatallstudentscanachieveacertainlevelofacademicsuccess,mustbringalloftheirstudentstobelievethisofthemselves,mustaccommodatethefactthatstudentslearnatdifferentratesbymakinguseofdifferentiatedinsdivuction,andmustguideallstudentstowardtheattainmentofstandards.Thedrivingdynamicforceforstudentscannotmerelybecompetitionforanartificialscarcityofsuccess.Becauseallstudentscanandmustsucceedinmeetingstandards,cooperationandcollaborationmustcomeintoplay.Thedrivingforcesmustbeconfidence,optimism,andpersistence—forall,notjustforsome.Allstudentsmustcometobelievethattheycansucceedatlearningiftheydivy.Theymusthavecontinuousaccesstoevidenceofwhattheybelievetobecredibleacademicsuccess,howeversmall.Thisnewunderstandinghasspawnedincreasedinterestinformativeassessmentinrecentyears.[单选题]4.Whichismeantbytheauthorabouttheemotionalpromiseofassessmentforstudents?A.Toreachaminimumlevelofachievement.B.Tobuilduptheirconfidenceinsuccess.C.Toenablethemtocompetewithothers.D.Tohelpthemrealizetheirgoals.参考答案：B参考解析：根据最后一段“Becauseallstudentscanandmustsucceedinmeetingstandards,cooperationandcollaborationmustcomeintoplay.Thedrivingforcesmustbeconfidence,optimism,andpersistence—forall,notjustforsome.Allstudentsmustcometobelievethattheycansucceedatlearningiftheytry.”可推断出作者表达的意思是通过改变评估的目的，从而培养学生团结合作的能力以及自信的性格。Tobeclear,themissionofsortinghasnotbeeneliminatedfromtheschoolingprocess.Fortheforeseeablefuture,studentswillstillberankedattheendofhighschool.However,societynowdictatesthatsuchacelebrationofdifferencesinamountlearnedmuststartatacertainminimumlevelofachievementforall.Theimplicationsofthischangeinmissionfortheroleofassessmentareprofound.Assessmentandgradingproceduresdesignedtopermitonlyafewstudentstosucceed(thoseatthetopoftherank-orderdisdivibution)mustnowberevisedtopermitthepossibilitythatallstudentscouldsucceedatsomeappropriatelevel.Furthermore,proceduresthatpermitted(perhapsevenencouraged)somestudentstogiveupinhopelessnessandtostopdivyingmustnowbereplacedbyothersthatpromotehopeandcontinuouseffort.Inshort,theentireemotionalenvironmentsurroundingtheprospectofbeingevaluatedmustchange,especiallyforperenniallowachievers.Thestudents’missionisnolongermerelytobeatotherstudentsintheachievementrace.Atleastpartoftheirgoalmustbetobecomecompetent.Teachersmustbelievethatallstudentscanachieveacertainlevelofacademicsuccess,mustbringalloftheirstudentstobelievethisofthemselves,mustaccommodatethefactthat