2020年教师资格证《英语学科知识与教学能力》(高级中学)试题（网友回忆版）

2020年教师资格证《英语学科知识与教学能力》(高级中学)试题（网友回忆版）[单选题]1./s/（江南博哥）and/z/canbedistinguishedbythe______.A.placeofarticulationB.stateoftongueC.stateofvocalcordsD.mannerofarticulation参考答案：C参考解析：本题考查语音学。/s/和/z/按发音方式为摩擦音，按发音部位为齿龈音，只有按照发音时声带是否震动判断，/s/为清辅音，/z/为浊辅音。[单选题]2.Theword“realization”consistsof______and______.A.five;fiveB.five;fourC.four;threeD.four;four参考答案：C参考解析：本题考查音系学。realization的音标为[ˌriːəlaɪˈzeɪʃn].根据元音音素进行划分，可分为4个音节；realization进行词素划分，可分为real,-ize,-tion三个词素。[单选题]3.Whichofthefollowingisleastassociatedwithnewspaperpublishing？A.proofreadingB.editorialC.censorshipD.citizenship参考答案：D参考解析：本题考查语义学。题干翻译为：以下哪个与报纸印刷关系最弱？proofreading意为“校对”；editorial意为“编辑的；主编”；censorship意为“审查制度；审查机构”；citizenship意为“公民身份；公民资格”，由语义可以进行区分，只有D项citizenship和报纸印刷的关系最弱。[单选题]4.Whichofthefollowingbestdescribestherelationbetween“piece”and“peace”？A.synonymyB.homonymyC.antonymyD.hyponymy参考答案：B参考解析：本题考查语义学。“piece”和“peace”在发音是相同，但词性和含义均不同，属于同音异形异义词。synonymy意为“同义关系”；homonymy意为“同音异义”；antonymy意为“反义关系”；hyponymy意为“上下义关系”。[单选题]5.Shewasnot______impressedbythestoryPaulsharedwithher,forshehadalreadyheardofit.A.intheleastB.atthemostC.leastofallD.forthemost参考答案：A参考解析：本题考查介词短语辨析。句意：她一点也没有被Paul分享的故事打动，因为她已经听过一次了。intheleast意为“一点；丝毫”；atthemost意为“至多；不超过”；leastofall意为“最不，尤其”；forthemost意为“对大多数”；根据句意，可知intheleast“一点；丝毫”符合句意。[单选题]6.Withoutfacts,wecan’tformworthwhileopinions,forweneedtohavefactualknowledge______ourthinking.A.WhichtobebaseduponB.uponwhichtobaseC.whichtobaseuponD.uponwhichtobebased参考答案：B参考解析：本题考查动词不定式。句意：没有事实，我们就不能形成有价值的观点，因为我们的思考必须以真实的知识为基础。uponwhichtobaseourthinking是动词不定式短语作定语，该短语中介词必须放在which前。[单选题]7.It’struethatwaterwillcontinuetobe______itistoday—inimportancetooxygen.A.howB.whichC.asD.what参考答案：D参考解析：本题考查表语从句。句意：水将继续和它现在一样，像氧气一样重要，这是真实的。设空处为be动词之后的表语从句，从句中缺少表语，意为“什么”，应使用what。[单选题]8.Heishelplessundersuchcircumstances,______.A.howeverbrilliantamindhemayhaveB.howeverabrilliantmindhemayhaveC.howeverbrilliantamindmayhehaveD.Howeverabrilliantmindmayhehave参考答案：A参考解析：本题考查让步状语从句。句意：在这种情形下他是无助的，无论他有多么聪明的头脑。However=nomatterhow，感叹句式how+形容词+a/an+单数名词，应为howbrilliantamind，该句中不需要倒装。[单选题]9.Whichoffollowingrefersto“thepartofinputthathasbeeninternalizedbylearners”？A.feedbackB.outputC.intakeD.washback参考答案：C参考解析：本题考查语言观及语言学习观。学习者内化的部分是指学习者先学习新知识，再建构于原有知识框架中。[单选题]10.Whichofthefollowingdescribesthelanguageofanindividualspeakerwithitsuniquecharacteristics？A.IdiolectB.TabooC.RegionaldialectD.Socialdialect参考答案：A参考解析：本题考查语言学。描述个体说话带有个人特色的是个人习语。idiolect意为“个人习语，个人语言”；taboo意为“禁忌；忌讳”；reginaldialect意为“地区方言”；socialdialect意为“社会方言；社会习惯于”，根据题意，可知为idiolect。[单选题]11.Whatroledoeshe/sheplaywhenateacherexplainsthepurposeofatask,thestepstodoitanditstimelimit？A.AnorganizerB.AnobserverC.AnevaluatorD.Aprompter参考答案：A参考解析：本题考查课堂教学微技能其他。题干中教师向学生说明任务目的，步骤和时间限制等，体现教师在组织课堂活动，应为组织者。[单选题]12.Whatdoeshe/sheintendtodowhenateacherwritesthefollowingsentences“Shegetsupearly.Shewearsauniform.Sheworksveryhard.”ontheblackboardatthepresentationstage？A.Practicesentencepatternsusingmodelsentences.B.Checkifstudentscanpronouncethesentencescorrectly.C.Monitorwhetherstudentscanaccuratelyexpresstheirideas.D.Drawstudents’attentiontotheformofanewlanguageitem.参考答案：D参考解析：本题考查呈现演示。题干中教师给出的句子中，用下划线标出了句子中的第三人称单数形式，为的是引起学生关注第三人称单数形式的新知识点。[单选题]13.Whatskilldoeshe/sheusewhenastudentuseslanguageknowledgeandcontextualcluestofigureoutthemeaningofanewword？A.ContrastingB.SummarizingC.DeducingD.Predicting参考答案：C参考解析：本题考查课堂教学微技能。学生借助上下文语境理解新词汇属于学生推断，推导。contrasting意为“对比；对照”；summarizing意为“总结”；deducing意为“推导；推论”；predicting意为“预测”。[单选题]14.Supplementing,deleting,simplifyingandreorderingareoftenusedin______.A.adaptingteachingmaterialsB.deliveringteachingmaterialsC.evaluatingteachingmaterialsD.presentingteachingmaterials参考答案：A参考解析：本题考查备课技能。增补、删减、简化及调整顺序常用于调整教学材料中。[单选题]15.Whichofthefollowingisleastrecommendedatthelead-instageinareadingclass？A.Activatingstudents’schemaofthetopic.B.Givingadviceonhowtousereadingstrategies.C.Sharingbackgroundinformationaboutthetext.D.Correctinglanguagemistakesstudentshavemade.参考答案：D参考解析：本题考查导入。题干中指出在阅读课中最不推荐的导入是______，A项“激活学生已有知识”；B项“就如何使用阅读技巧提出建议”；C项“分享课文相关的背景知识”；D项“纠正学生犯的错误”；A，B，C项均适合阅读课导入。[单选题]16.Whichofthefollowingbestdescribesthephenomenonthatlearnersapplytheskillsacquiredinonefieldtoanother？A.TransferB.DeductionC.ContextualizationD.Induction参考答案：A参考解析：本题考查课堂教学微技能。题干中指出“学习者将所学技巧运用于其他内容”属于知识迁移。transfer意为“转移；迁移”；deduction意为“推导；推断”；contextualization意为“情景化”；induction意为“归纳”。[单选题]17.Ifthefocusisplacedon______,studentsaresupposedtogothroughthestagesofdrafting,receivingfeedback,andrevisingbeforesubmittingthefinalversionoftheirwriting.A.productB.processC.genreD.format参考答案：B参考解析：本题考查中学写作教学。在强调写作过程的时候，学生需要经历初稿、收到反馈、修订，并最终交定稿的过程。[单选题]18.Whatwouldhe/shedoinareadingclassifateacherwantstodevelopstudents’inferentialcomprehension？A.Askthemtoretellthestory.B.Askthemtounderlinedifficultsentences.C.Askthemtoreadthetextsentencebysentence.D.Askthemtoreadthetextforimpliedmeaning.参考答案：D参考解析：本题考查中学阅读教学。题干中指出教师想要发展学生推理能力，可以采取的措施。A项“让学生复述故事”；B项“划出长难句”；C项“让学生逐句读课文”；D项“让学生读文章内涵的意思”，分析题目和选项。[单选题]19.Whichofthefollowingactivitiescanbeusedifthefocusisondevelopingstudents’oralfluencyinEnglish？A.Blank-fillingB.Story-tellingC.TransformationD.Translation参考答案：B参考解析：本题考查中学听说教学。题干中指出发展学生英语口语的活动，blank-filling意为“填空”；story-telling意为“讲故事”；transformation意为“转换；变换”；translation意为“翻译”，适合于口语练习的是story-telling。[单选题]20.Whatisthefocuswhenateachersaystotheclass“Rewriteeachofthefollowingsentencesusingthepassivevoice.”？A.SkillB.MeaningC.StructureD.Function参考答案：C参考解析：本题考查中学语法教学。题干中指出教师让学生将句子改写为被动语态，skill意为“技巧”；meaning意为“含义”；structure意为“结构”；function意为“功能”，进行句子改写属于“结构”练习。[问答题]1.根据题目要求完成下列任务，用中文作答。简述进行短文听写（dictation）的目的（6分）与三个基本步骤（6分）。写出短文听写的一个优点（4分）和一个缺点（4分）。参考答案：无参考解析：1目的：短文听写是一种重要的教学手段和测试项目，用于测试评估应试者输入(听)和输出(写)的综合能力。2三大步骤：一、瞻前顾后，预测内容在听短文的录音之前，考生要快速浏览短文，对全文的内容有一个大致的了解，并对将要填写的词或词组进行预测。在浏览短文时，重点要看每段的第一句，因为绝大多数的英文写作中都会先有一个主题句，再引出下文的内容，把握好主题句，有助于预测空缺处的内容。在浏览短文的过程中，需要运用平行结构预测所填内容，根据空前后的词推测该空在句中的作用，进而预测其词性。二、集中精神，逐次填空短文听写部分的录音一般会放三遍，每一遍都有不同的作用：录音放第一遍时，跟着录音走，边听边记下能填出的空，如果要填写的单词较长，可以暂时简写;录音放第二遍时，重点听第一遍没有听出来的词或词组，尽量把所有空都补齐，把第一遍没有写完整的单词补充完整;录音放第三遍时，要核对已经填出的词或词组，对于前两遍没有听出的单词要尽可能地听出来。三、检查细节，确保正确在录音放完之后，一定要注意检查已填内容，排除因为粗心或笔误而造成的错误，如字母大小写、单词拼写、名词单复数和主谓一致等。3优点：对于要考查的词汇，短语和语法能够清楚地判断考生的掌握情况，比如动词三单，名词单复数等问题。缺点：相对于听一段听力材料，后用自己的语言答题这种题型来说，短文填空不能考查学生自我语言组织和输出能力。对于考生更高听力综合运用能力无法很好地考查。[问答题]2.下面是一节高中英语课堂教学片段实录。T：Armyourselfwithsunscreen,sunglassesandahatinaperiodofhotweather.S1：Howcanyouarmyourself？Youalreadyhavetwoarms—howdoyouputonmore？T：Canwefigureoutthemeaningof“arm”fromthetext？Lookforanotherplacewheretheword“sunscreen”appears.S2：Inthissentence：“Healthexpertswarnedpeople,whenoutside,toapplysunscreenwithasunprotectionfactor…”S3：SoIthink“armyourself”iskindof“apply”.S1：Oh,thatmakessense.Isheright？T：Icouldansweryou,butI’dlikeyoutofindoutthemeaningof“arm”inthedictionary.…T：Gotit？CanyouexplainitinEnglish？S4：Yes,it’saverb,differentfromthenoun“arm”,meaningtoprovideyourselforotherswithweaponsortoprovidewhatyouneedforatask.T：Nicelydone!根据上面提供的信息，回答下列问题：（1）该教学片段的语言教学目标和策略目标分别是什么？（8分）（2）该教师采取了哪三种方法达成上述目标（12分）（3）该教师教学的一个优点和一个缺点分别是什么？（10分）参考答案：无参考解析：(1)语言知识目标：学生学会生词“arm”作为动词的含义并能够使用词典查阅生词;策略目标：学生能够结合上下文语境理解生词，并查阅词典进行确认猜测。(2)采用了启发式教学法。启发式教学，就是根据教学目的、内容、学生的知识水平和知识规律，运用各种教学手段，采用启发诱导办法传授知识、培养能力，使学生积极主动地学习，以促进身心发展。该教学材料中，教师立足于学生的基础及现有的知识水平，通过提问等语言方式启发学生了解和体会arm的动词词性，而不是直接告知学生其用法，使学生达到了主动学习、积极思考的目的。(3)优点：在该案例中，当学生不明白生词的含义时，老师并没有直接告诉学生，而是让学生通过讨论和查字典的形式弄清楚了生词的意思，培养了学生查字典的技能和习惯，逐步养成自主学习的能力。缺点：根据《高中英语课程标准》，形成性评价反映学生的进步情况，对学生的学习尝试做出肯定，以促进学生的学习积极性，帮助教师改进教学。在该案例中，学生通过自己的努力弄清楚了生词的意思后，该老师只是简单地评价“Nicelydone”，并未对学生“讨论”和“查字典”的学习方法进行肯定，不能很好地促学生的学习积极性。[问答题]3.设计任务：请阅读下面学生信息和语言素材，设计20分钟的写作教学方案，帮助学生顺利完成该写作任务。教案没有固定格式，但须包含下列要点：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustification教学时间：20分钟学生概况：某城镇普通中学高中年级第一学期学生，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）》五级水平。学生课堂参与积极性一般。语言素材：WRITING 1Thinkofsomeonefamousthatyouadmirealot,forexample,anartist,amusicianorwriter. 2Writetwoorthreeparagraphsabouthisorherlife.Belowaresomesuggestionstohelpyou. 3Writeabout：Wherehe/shewasbornandwherehe/shelivedasachild.His/herfamily.Howhe/shebecomefamous.His/hersongs/music/painting/novels/poems…Toshowhe/shehasbeenin.Youropinionofhis/herwork.Explainwhyyoulikehim/her.Whatyouthinkwillhappentohim/her.Whetherhe/shewillcontinuetobesuccessful.参考答案：无参考解析：Teachingtype：WritingclassTeachingcontents：Thisisawritingclassfromseniorhighschool,whichisabouthowtodescribeaperson.Studentsarerequiredtosharethedetailedinformationaboutthepeopletheyadmire,suchasthelivingplace,thelifestory,andtoexpressthereasonswhytheylikethesecelebritiessomuch.TeachingObjectives：(1)Knowledgeobjectives①StudentsareabletoknowthedetailedinformationaboutthepeopletheyadmireandcandescribeitcorrectlyandproperlyinEnglish.(2)Abilityobjectives：①Studentsareabletoarrangethewritingmaterialstheyhaveandorganizethemlogically.②Throughsharingthestoriesoftheirfavoritepeople,students’speakingabilitywillbesignificantlyimproved.(3)Emotionalobjectives：①Studentscanlearnthecorrectandpositivevaluesfromthepeopletheylike.②Studentsareabletoenhancetheabilitiesofcriticalthinkingandrationalthinkingthroughassessingsomeonereasonably.Teachingkeyanddifficultpoints：TeachingKeypoint：Howtocollectthewritingmaterialsandorganizethemproperly.TeachingDifficultpoint：Buildthelifegoalsandpositiveattitude.TeachingProcedures：Step1：Pre-writing 1Brainstorm：(1)Askstudentstolistthenamesofthepeopletheyadmiremost.(2)Askstudentstolistthedetailedinformationaboutthesepeople,suchasthebirthpalace,thereasonwhytheysucceed,theiropinionsonthesessuccessfulpeopleandthesepeople’sfuture. 2Sharesomeusefulsentencestructuretohelpstudentstodescribetheaboveinformationindetail. 3Groupwork：sharethepeoplewhostudentsadmiremostinagroup. 4Showstudentsasampletoguidestudentstoorganizetheinformationintoeveryparagraph.(Justification：Brainstormhelpstochoosethepeopleanddetailedinformationtheywillwriteabout,andsharingthesentencestructurelaysagoodfoundationforthenextstep.Besides,groupworkisagoodwaytoimprovestudents’speakingabilityandawarenessofcooperation.)Step2：While-writingStudentsneedtowriteanarticleaboutthepeopletheyadmiremostaccordingtotherequirements.(Justification：Studentswillcultivatetheirabilityofwritinganarticlewithincertainminutesandtheirgoodhabitsofwritingwillbeformedaswell.)Step3：Post-writing 1Exchangewithdesk-matestodopeer-editing. 2Showthecontents. 3Evaluatethewriting.(Justification：Editingcanprovideaperfectwritingforstudents,meanwhilethecommentswillhelpstudentslearnmorefromothersandimprovetheirwritingabilitypromptly.)Step4：SummaryandhomeworkSummary：Askstudentswhattheylearnformthislessonandsummarizethewritingstrategieswithstudents.Homework：Askstudentstothinkaboutaquestion：Shouldweadmiretheonlinecelebritiesandmoviestars,why？(Justification：Summarycanmakestudentsknowthemaininformationabouttheclass.Andthehomeworkcanimprovestudents’criticalthinkingability.)共享题干题Ihavepersonallycometounderstandthat“empowerment”isnotalessonthatcanbethoughtbywayoftextbooksorlectures,projectsorfieldtrips,andnotevenbywayofprinciplesandinspirationalteaching.Itmustbetaughtbypersonalexamples.Whenweaskourstudentswhocomefromdisadvantagedbackgrounds,orthose,whofaceapersonallifestylethatisindirectconflicttotheprinciplesthatweteach,wehavetobewillingtoshowthemhowtoovercomer,howtomakethetransitionfromonestateofbeingintothenext,howtobeempowered.Wemustmakethelessonofempowermentcometolife,inareal,up-doseandpersonalway.Andtheonlywaythiscanbedoneiswhenweallowourselvestobecomelivingexamplesofwhatweteach.PreparatoryschoolforGlobalLeadership(PSCL)isaschoolthatIstartedbecauseIbelievedthatIhadmethod,awayofteachingandlearningthatwouldempowertheurbandisadvantagedchild.ButasIsitbackandthinkaboutitnow,PSGLwasaschoolthatIstartedsothatIwouldshowcaseempowermenttoagroupofstudents(andstuff)whoneededareallife,exampleofhowtogrowbeyondone’scurrentcircumstance.WhenIreflectonmyjourneyofstartingtheschool,Irealizethateverystepalongthewaywaspersonallyteachingaboutempowerment.Itisonethingtoteachit,butitisanothertoliveit.Unlessweexperienceempowermentonapersonallevel,wecannothelpstudentslearnit,circumvent

obstaclesastheyariseanddevelopandemploythenewskillsneededtofunctiontobeempowered.Howcanwegetinthefaceofastudentandpushhimtoaplacethatisforeignandscary,askinghimtobecomegreaterthanhisenvironment？Wecan’t,why？Becausewedonotknowwhatitlackslike,wedonotknowwhatitfeelslike.Ourroleasateacherbecomestechnical,causingustomissoutonthespiritoftrulygoodteaching,whereoneteacheswithrelevancy,authenticityandexperience.WhenIlookatthefacesofthesestudents,Iknowthatmyprocessofstartingtheschoolwasforthem.WhenIbecamewhatItaught,whenIempoweredmyselfinspaceswheretherewasnoonetheretoempowerme,whenIchosetosucceedwithoutexcuses,Ibecamealivinglesson.Thesestudentssawmeandourstaffasextensionsofthelessonsweweretryingtoteach.Ourlives,notbyourperfection,butbyoureffort,showedstudentshowtoapplywhatwetaught.[单选题]1.Whichofthefollowingcanberegardedasanecessaryconditionforteacherstoempowertheirstudents？A.Havingbeensuccessfulinempoweringstudents.B.Possessingtheexpertiseinthesubjecttheyteach.C.Havingreceivedadequatetrainingonempowerment.D.Beingabletointegratepersonalexperiencesintotheirteaching.参考答案：D参考解析：本题可定位到第四段第三句“Unlessweexperienceempowermentonapersonallevel,wecannothelpstudentslearnit.”除非我们自己体验“empowerment”，否则我们无法帮助学生学习，所以对老师来说，首先需要自己亲身体验才能更好得教学生。D项中的personalexperiences和teaching是关键词。Whenweaskourstudentswhocomefromdisadvantagedbackgrounds,orthose,whofaceapersonallifestylethatisindirectconflicttotheprinciplesthatweteach,wehavetobewillingtoshowthemhowtoovercomer,howtomakethetransitionfromonestateofbeingintothenext,howtobeempowered.Wemustmakethelessonofempowermentcometolife,inareal,up-doseandpersonalway.Andtheonlywaythiscanbedoneiswhenweallowourselvestobecomelivingexamplesofwhatweteach.PreparatoryschoolforGlobalLeadership(PSCL)isaschoolthatIstartedbecauseIbelievedthatIhadmethod,awayofteachingandlearningthatwouldempowertheurbandisadvantagedchild.ButasIsitbackandthinkaboutitnow,PSGLwasaschoolthatIstartedsothatIwouldshowcaseempowermenttoagroupofstudents(andstuff)whoneededareallife,exampleofhowtogrowbeyondone’scurrentcircumstance.WhenIreflectonmyjourneyofstartingtheschool,Irealizethateverystepalongthewaywaspersonallyteachingaboutempowerment.Itisonethingtoteachit,butitisanothertoliveit.Unlessweexperienceempowermentonapersonallevel,wecannothelpstudentslearnit,circumvent

obstaclesastheyariseanddevelopandemploythenewskillsneededtofunctiontobeempowered.Howcanwegetinthefaceofastudentandpushhimtoaplacethatisforeignandscary,askinghimtobecomegreaterthanhisenvironment？Wecan’t,why？Becausewedonotknowwhatitlackslike,wedonotknowwhatitfeelslike.Ourroleasateacherbecomestechnical,causingustomissoutonthespiritoftrulygoodteaching,whereoneteacheswithrelevancy,authenticityandexperience.WhenIlookatthefacesofthesestudents,Iknowthatmyprocessofstartingtheschoolwasforthem.WhenIbecamewhatItaught,whenIempoweredmyselfinspaceswheretherewasnoonetheretoempowerme,whenIchosetosucceedwithoutexcuses,Ibecamealivinglesson.Thesestudentssawmeandourstaffasextensionsofthelessonsweweretryingtoteach.Ourlives,notbyourperfection,butbyoureffort,showedstudentshowtoapplywhatwetaught.[单选题]2.Whichofthefollowingcanbeinferredfromthepassage？A.Onlychildrenfromdisadvantagedbackgroundneedtobeempowered.B.Theauthorisabletoempowerherselfwhenfacedwithdifficulties.C.Teacherswithpersonalexperienceofempowermentcannotteach.D.Theauthordoesnotpracticewhatsheadvocatesinherownlife.参考答案：D参考解析：A项中的Only太过绝对，文中只说“我”问来自disadvantagedbackground的小孩，而不是只有这一类小孩才需要，A项错误；B项正确，从全文可看出，作者同意老师需要亲身经历才可以使教学更有说服力，而作者自己也是这么做的；C项的观点与全文观点相反，根据第五段可知C项错误；D项和B项相反，D项错误。Whenweaskourstudentswhocomefromdisadvantagedbackgrounds,orthose,whofaceapersonallifestylethatisindirectconflicttotheprinciplesthatweteach,wehavetobewillingtoshowthemhowtoovercomer,howtomakethetransitionfromonestateofbeingintothenext,howtobeempowered.Wemustmakethelessonofempowermentcometolife,inareal,up-doseandpersonalway.Andtheonlywaythiscanbedoneiswhenweallowourselvestobecomelivingexamplesofwhatweteach.PreparatoryschoolforGlobalLeadership(PSCL)isaschoolthatIstartedbecauseIbelievedthatIhadmethod,awayofteachingandlearningthatwouldempowertheurbandisadvantagedchild.ButasIsitbackandthinkaboutitnow,PSGLwasaschoolthatIstartedsothatIwouldshowcaseempowermenttoagroupofstudents(andstuff)whoneededareallife,exampleofhowtogrowbeyondone’scurrentcircumstance.WhenIreflectonmyjourneyofstartingtheschool,Irealizethateverystepalongthewaywaspersonallyteachingaboutempowerment.Itisonethingtoteachit,butitisanothertoliveit.Unlessweexperienceempowermentonapersonallevel,wecannothelpstudentslearnit,circumvent

obstaclesastheyariseanddevelopandemploythenewskillsneededtofunctiontobeempowered.Howcanwegetinthefaceofastudentandpushhimtoaplacethatisforeignandscary,askinghimtobecomegreaterthanhisenvironment？Wecan’t,why？Becausewedonotknowwhatitlackslike,wedonotknowwhatitfeelslike.Ourroleasateacherbecomestechnical,causingustomissoutonthespiritoftrulygoodteaching,whereoneteacheswithrelevancy,authenticityandexperience.WhenIlookatthefacesofthesestudents,Iknowthatmyprocessofstartingtheschoolwasforthem.WhenIbecamewhatItaught,whenIempoweredmyselfinspaceswheretherewasnoonetheretoempowerme,whenIchosetosucceedwithoutexcuses,Ibecamealivinglesson.Thesestudentssawmeandourstaffasextensionsofthelessonsweweretryingtoteach.Ourlives,notbyourperfection,butbyoureffort,showedstudentshowtoapplywhatwetaught.[单选题]3.WhichofthefollowingistrueaboutthePreparatorySchoolforGlobalLeadership？A.Itisthemostrenownedofitskindintheworld.B.Itsgraduatesarewellreceivedbytheiremployers.C.Itsstaffareunwillingtoempowerthemselvesaslivingexamples.D.Itaimsatempoweringtraineestogrowbeyondtheircircumstances.参考答案：D参考解析：本题可定位到第三段。整个第三段都是对PreparatorySchoolforGlobalLeadership的介绍。A项和B项在第三段中并未涉及，C项中的unwilling和该段所表达的想法相反，D项正确，可定位到第三段最后一句。Whenweaskourstudentswhocomefromdisadvantagedbackgrounds,orthose,whofaceapersonallifestylethatisindirectconflicttotheprinciplesthatweteach,wehavetobewillingtoshowthemhowtoovercomer,howtomakethetransitionfromonestateofbeingintothenext,howtobeempowered.Wemustmakethelessonofempowermentcometolife,inareal,up-doseandpersonalway.Andtheonlywaythiscanbedoneiswhenweallowourselvestobecomelivingexamplesofwhatweteach.PreparatoryschoolforGlobalLeadership(PSCL)isaschoolthatIstartedbecauseIbelievedthatIhadmethod,awayofteachingandlearningthatwouldempowertheurbandisadvantagedchild.ButasIsitbackandthinkaboutitnow,PSGLwasaschoolthatIstartedsothatIwouldshowcaseempowermenttoagroupofstudents(andstuff)whoneededareallife,exampleofhowtogrowbeyondone’scurrentcircumstance.WhenIreflectonmyjourneyofstartingtheschool,Irealizethateverystepalongthewaywaspersonallyteachingaboutempowerment.Itisonethingtoteachit,butitisanothertoliveit.Unlessweexperienceempowermentonapersonallevel,wecannothelpstudentslearnit,circumvent

obstaclesastheyariseanddevelopandemploythenewskillsneededtofunctiontobeempowered.Howcanwegetinthefaceofastudentandpushhimtoaplacethatisforeignandscary,askinghimtobecomegreaterthanhisenvironment？Wecan’t,why？Becausewedonotknowwhatitlackslike,wedonotknowwhatitfeelslike.Ourroleasateacherbecomestechnical,causingustomissoutonthespiritoftrulygoodteaching,whereoneteacheswithrelevancy,authenticityandexperience.WhenIlookatthefacesofthesestudents,Iknowthatmyprocessofstartingtheschoolwasforthem.WhenIbecamewhatItaught,whenIempoweredmyselfinspaceswheretherewasnoonetheretoempowerme,whenIchosetosucceedwithoutexcuses,Ibecamealivinglesson.Thesestudentssawmeandourstaffasextensionsofthelessonsweweretryingtoteach.Ourlives,notbyourperfection,butbyoureffort,showedstudentshowtoapplywhatwetaught.[单选题]4.Whichofthefollowingisclosestinmeaningtotheunderlinedword“circumvent”inParagraph4？A.Overcome.B.Encounter.C.Movearound.D.Takeaway.参考答案：D参考解析：本题可定位到第四段第三句。该句所表达的含义为：只有老师自己有亲身体验，才可以帮助学生学习，______问题，然后开发和运用技能。从该句的结构来看，空格处应该是积极的一面，与前面的“学习”和后面的“运用”构成并列关系，再结合选项，A项意为“克服”；B项意为“遇到”；C项意为“四处走动”；D项意为“带走”。根据分析和选项含义可确定答案为A。Whenweaskourstudentswhocomefromdisadvantagedbackgrounds,orthose,whofaceapersonallifestylethatisindirectconflicttotheprinciplesthatweteach,wehavetobewillingtoshowthemhowtoovercomer,howtomakethetransitionfromonestateofbeingintothenext,howtobeempowered.Wemustmakethelessonofempowermentcometolife,inareal,up-doseandpersonalway.Andtheonlywaythiscanbedoneiswhenweallowourselvestobecomelivingexamplesofwhatweteach.PreparatoryschoolforGlobalLeadership(PSCL)isaschoolthatIstartedbecauseIbelievedthatIhadmethod,awayofteachingandlearningthatwouldempowertheurbandisadvantagedchild.ButasIsitbackandthinkaboutitnow,PSGLwasaschoolthatIstartedsothatIwouldshowcaseempowermenttoagroupofstudents(andstuff)whoneededareallife,exampleofhowtogrowbeyondone’scurrentcircumstance.WhenIreflectonmyjourneyofstartingtheschool,Irealizethateverystepalongthewaywaspersonallyteachingaboutempowerment.Itisonethingtoteachit,butitisanothertoliveit.Unlessweexperienceempowermentonapersonallevel,wecannothelpstudentslearnit,circumvent

obstaclesastheyariseanddevelopandemploythenewskillsneededtofunctiontobeempowered.Howcanwegetinthefaceofastudentandpushhimtoaplacethatisforeignandscary,askinghimtobecomegreaterthanhisenvironment？Wecan’t,why？Becausewedonotknowwhatitlackslike,wedonotknowwhatitfeelslike.Ourroleasateacherbecomestechnical,causingustomissoutonthespiritoftrulygoodteaching,whereoneteacheswithrelevancy,authenticityandexperience.WhenIlookatthefacesofthesestudents,Iknowthatmyprocessofstartingtheschoolwasforthem.WhenIbecamewhatItaught,whenIempoweredmyselfinspaceswheretherewasnoonetheretoempowerme,whenIchosetosucceedwithoutexcuses,Ibecamealivinglesson.Thesestudentssawmeandourstaffasextensionsofthelessonsweweretryingtoteach.Ourlives,notbyourperfection,butbyoureffort,showedstudentshowtoapplywhatwetaught.[单选题]5.Whydoestheauthorhighlyvalueateacher’sexperienceofempowermentinteaching？A.Toenablestudentstolearnandusenewskills.B.Toturnteachingtechnicalwithdogmaticlectures.C.Tomaketeachingrelevant,authentic,andconvincing.D.Toextendandperfecthisprofessionalcareerasateacher.参考答案：D参考解析：本题可定位到第五段。该段所表达的含义为：我们在面对学生时，怎么能将学生推进一个陌生又可怕的环境，还叫他勇敢面对呢？我们不能这么做，因为我们也不知道将要面对的是什么。我们不知道要面对的是什么，因为自身没有经历过，所以这时候我们的教学就会失去相关性，真实性和经验（relevancy,authenticityandexperience）。所以老师自身的经验很重要，C项中的三个形容词和第五段最后一句中的三个名词相对应。Catshavethewidesthearingrangeofnearlyanymammal”notonlycantheyperceivesoundinwhatwedefineasthe“ultrasonic”range,theycanalsoappreciateallthebassDrDrecanthrowatthem.Theycanswiveltheirwhiskersforwardswhilehuntingtoprovideakindofshort-rangeradar.Andtheycanseeexceptionallywellinthedarkthankstoareflectivesurfacebehindtheretinathatbounceslightback,givingitasecondchancetohitaphotoreceptor.Theyseemoredistinctimagespersecondthanwedo.Dogpartisanswillappealtothedog’sallegedlysuperiorintelligence—thoughifthatweretheprimarycriterionforchoosingapet,onewouldexpecttoseealotmorecrowsandsquidonleadsaroundtown.Infact,catsareratherclevererthancommonlyassumed,asthebiologistandanimal-behaviourexpertJohnBradshawshowsinhisnewbook.TheycanevenbetrainedtoanextentwhichwasnewstomeBradshaw’sbookmixespelletsofcatlorewithaccountsoffelineevolution,anatomy,geneticsanddevelopmentfromnewbornkittentoadulthood,plusdescriptionsofcat-psychologyexperimentsinthelaboratory,manyofwhichhehasconductedhimself.Someofthemostinterestingpartsindicateholesinourcurrentscientificknowledge.“Manymothercatstrytomovetheirlittersatleastoncebeforetheyweanthem,”heobserves,“butsciencehasyettofindoutwhy”.Nooneknowswhycatsgocrazyforcatnip,norwhytheyareable“toclassifyshapesaccordingtowhet