教师资格证《英语学科知识与教学能力（高级中学）》（题库）考前点题卷二

教师资格证《英语学科知识与教学能力（高级中学）》（题库）考前点题卷二[单选题]1._______（江南博哥）asheis,hehasturned_______professionalwriter.A.Teenager;/B.Ateenager;aC.Teenager;aD.Ateenager;/参考答案：C参考解析：本题考查倒装结构和冠词用法。句意为“尽管还是个少年，(但是)他已经成了一名职业作家”。as引导的让步状语从句使用倒装结构，如果是名词作表语置于句首，名词前不加冠词。turn表示“成为”时，其后的名词前一般不加冠词，但若该名词有形容词修饰时，则需要加冠词。故本题选C。[单选题]2.Nooneknowsexactly_______thisancientbridgewasbuilt.SomesayitwasbuiltduringtheTangdynasty,butothersdisagree.A.howB.whyC.whenD.whether参考答案：C参考解析：本题考查宾语从句。句意为“没有人知道这座古桥是什么时候建成的。有人说它建于唐朝，但是有些人不认同”。宾语从句引导词在从句中作时间状语。故本题选C。[单选题]3.Thesyntacticcomponentprovidesthe_______forasentence.A.lexiconB.structureC.meaningD.sound参考答案：B参考解析：本题考查句法学知识。句法成分使句子具备了结构。[单选题]4.Theolderworkerandtheyoungeach_______theirowntools.A.haveB.hasC.arehavingD.ishaving参考答案：A参考解析：复数形式的主语与each连用，each位于复数形式的主语之后作同位语,该主语不受each的影响，谓语动词仍用复数形式。[单选题]5.Thesemanticcomponentsoftheword\"gentleman\"canbeexpressedas_______.A.+animate,+male,+human,-adultB.+animate,+male,+human,+adultC.+animate,-male,+human,-adultD.+animate,-male,+human,+adult参考答案：B参考解析：成分分析(componentialanalysis)指研究词义的一种方法，将词的语义成分或特征分成几个部分。[单选题]6.Ican'tgocyclingwithyouthisweekend,formybicycleneeds_______.A.torepairB.repairingC.repairedD.beingrepaired参考答案：B参考解析：向意：这个周末我不能和你一起骑自行车了，因为我的自行车需要修理。当need作实义动词后接动名词作宾语时,动名词的主动形式表示被动意义，相当于后接不定式的被动形式，即sth.+need+doing／tobedone，表示“某物需要被做某事”。故选B。[单选题]7.Therelationshipbetween\"fruit\"and\"orange\"is_______.A.superordinateB.relationaloppositesC.hyponymyD.homonymy参考答案：C参考解析：Orange是fruit的一种，所以两者之间是上下义关系(hyponymy)。[单选题]8.Thesamebetween/m/and/p/liesin_______.A.themannerofarticulationB.theplaceofarticulationC.voicingD.soundduration参考答案：B参考解析：按照发音方法划分，／m／属于鼻音，／p／属于爆破音；按照发音部位划分，／m／和／p／都属于双唇音；按照带声性划分，／m／属于浊辅音，／p／属于清辅音；音的长短属于元音的分类范畴。故选B。[单选题]9.Thisjobis_______doing,butitisn't_______tospendsomuchtimeonit.A.worth;worthB.worth;worthwhileC.worthwhile;worthD.worthwhile;worthwhile参考答案：B参考解析：考查近义词辨析。worth和worthwhile均表示“值得的”。beworth后可直接跟名词.代词或动名词，其句子主语可用形式主语it，也可用动名词的逻辑宾语。而beworthwhile只能用在itbeworthwhile结构中，后接动名词或不定式均可。因此只能选B。[单选题]10.Morphemesthatrepresent\"tensenumber\",\"gender\",\"case\"andsofortharecalled_______morphemes.A.inflectionalB.freeC.boundD.derivational参考答案：A参考解析：考查屈折词素。屈折词素(Inflectionalmorpheme)与其他词素结合后，会改变其时态.单复数等，例如动词遇到第三人称单数时须加上后缀.S，这样的词素只会改变语法特征，并不改变语意。[单选题]11.Interlanguage,orthedevelopinglinguisticsystemofasecondlanguagelearner,displaysthefollowingfeaturesexcept_______.A.independentB.transitionalC.fossilizationD.rule-governed参考答案：A参考解析：中介语是介于第二语言学习者母语和目的语之间的一种语言变体，其三大特征是系统性.可变性和石化现象。[单选题]12.Whataspectsshouldbeemphasizedinclassroomteachingintheviewofthescholarswhoadvocatesituationalmethod?A.Spokenlanguageisthefirst;itisthebaseofwrittenlanguage.B.Writtenlanguageisthefirst;itisthebaseofspokenlanguage.C.Writtenlanguageandspokenlanguageareofthesameimportance.D.Writtenlanguageandspokenlanguagearenotofthesameimportance.参考答案：A参考解析：考查英语教学法。主张情景法的学者认为，口语是第一位的，同时，口语是书面语的基础。[单选题]13.Whichofthefollowingbelongstolanguagestructure?A.Morphology.B.Languageuse.C.Rhetoric.D.Languagemeaning.参考答案：A参考解析：本题考查语法教学内容。morphology“词法”，languageuse“语用”，rhetoric“修辞”，languagemeaning“语意”。语法教学内容包括语言的形式.结构，语意和语用。其中，语言的形式.结构包括词法和句法等。故本题选A。[单选题]14.Studentsareofferedopportunitiestointegratewhattheylearnedfromthetextintotheirexistingknowledgeandcommunicatewithothersusingtheinformationinthelisteningtext.Thisdescriptionbelongsto_______stage.A.pre-listeningB.while-listeningC.post-listeningD.noneofthem参考答案：C参考解析：本题考查听力教学。题干叙述的教学活动为听后阶段进行的活动。[单选题]15.Pre-readingactivitiesinclude_______,settingthescene,skimming,andscanning.A.predictingB.informationtransferactivitiesC.readingcomprehensionquestionsD.reproducingthetext参考答案：A参考解析：阅读前的活动主要包括头脑风暴(brainstorming).个人思考.同桌讨论.猜题目或改写题目.预测阅读材料中可能出现的有关信息.讲解关键词语等。[单选题]16.Inapre-listeningactivity,studentsneedtolearntocopewithsomeambiguityinlisteningandrealizethattheycanstilllearnevenwhentheydonotunderstandeverysingleword.Theaimofthisactivityistodeveloptheskillof_______.A.listeningforspecificinformationB.listeningforgistC.listeningforstructureD.listeningforvocabulary参考答案：B参考解析：考查听力教学。在听前活动中，学生需要学会应对听力过程中模糊不清的内容，并且需要意识到即使他们不能完全理解每一个单词但仍然可以学习，这属于培养学生听主旨的能力。A为听细节，B为听主旨，C为听结构，D为听词汇。故选B。[单选题]17.Whenateacherleadsstudentstomakenecessaryimprovementsinbothorganizationandcontentsbasedoneitherself-editingorpeer-editing,whichstagearetheyin?A.Editing.B.Conferencing.C.Revising.D.Drafting.参考答案：C参考解析：本题考查写作教学过程。教师在学生自改和互改的基础上，对学生进行指导，并让学生对作文的结构与内容进行修订，以提升作文质量。这属于修订(Revising)阶段。[单选题]18.Inwhichofthefollowingsituationsistheteacherplayingtheroleofanassessor?A.Teachingnewwords.B.Givingexamplesofhowtodoanactivityafterinstructions.C.Enlighteningstudentstoexpresstheirideas.D.Givingfeedback.参考答案：D参考解析：本题考查教师的角色。A项中教师是传授者，B项中教师是课堂活动的组织者，C项中教师是学生活动的促进者，D项中教师是课堂活动情况的评价者。[单选题]19.Littlewooddividedcommunicativeactivitiesintotwoparts:functionalcommunicativeactivitiesand_______.A.informationgapactivitiesB.socialinteractionactivitiesC.meaningfulactivitiesD.mechanicalactivities参考答案：B参考解析：利特尔伍德将交际性教学活动分为两部分：功能交际性活动和社会交往性活动。故选B。[单选题]20.Theword\"gunfighters\"contains_______morphemes.A.twoB.threeC.fourD.five参考答案：C参考解析：语素是最小的语言单位，不能再进一步划分为更小的单位而不破坏或彻底改变其词汇意义或语法意义。gunfighters包含有四个语素，分别是：gun，fight，-er，一s。[问答题]1.《普通高中英语课程标准》(2017年版)的课程内容部分包括哪六个方面?谈谈你对“文化知识”的理解。参考答案：详见解析参考解析：(1)《普通高中英语课程标准》(2017年版)的课程内容部分包括主题语境.语篇类型.语言知识.文化知识.语言技能学习策略六个方面。(2)其中“文化知识”包含中外文化知识，是学生在语言学习活动中理解文化内涵，比较文化异同，汲取文化精华，坚定文化自信的基础。掌握充分的中外多元文化知识，认同优秀文化,有助于促进英语学科核心素养的形成和发展。文化知识涵盖物质和精神两个方面。物质方面主要包括饮食.服饰.建筑.交通等，以及相关的发明与创造；精神方面主要包括哲学.科学.教育.历史.文学.艺术，也包括价值观念.道德修养.审美情趣.社会规约和风俗习惯等。学习中外优秀文化，有助于学生在对不同文化的比较.鉴赏.批判和反思的过程中，拓宽国际视野，理解和包容不同文化，增强对中华优秀传统文化.革命文化和社会主义先进文化的认识，形成正确的价值观和道德情感，成为有文明素养和社会责任感的人。[问答题]2.以下是某高中英语教师设计的课堂导入，阅读并回答以下问题：(1)请评价该教师所设计的导人环节。(2)教师还可以采用哪些方法导入教学内容?(不少于五种)(3)请自己设计一个课堂导入。参考答案：详见解析参考解析：(1)新课的导入是整个课堂教学活动中的热身活动，目的是让学生在最短的时间内进入课堂学习的最佳状态。该教师通过图片展示.提出问题的方式导人课堂内容，既扩大了学生的知识面，又激发了他们的学习兴趣，并引发了他们的求知欲，调动了他们回答问题的积极性。(2)课堂导入方法有：电影或歌曲导入法；探讨话题导入法；头脑风暴法；时事导入法；实物导入法；背景知识导人法；演讲和表演导人法；故事导入法；游戏导入法；情境导人法等。(3)Lead-inTheteacherquotessomepoems,proverbs,expressingpeople'sopinionsonhope,thenplaysasongBeTogether,AliveorNot.Timepermitting,theteachercouldteachstudentstosingit.Thus,itwillarousestudents'interestandemotionalidentification.[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。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：20分钟学生概况：某城镇普通中学高中一年级第一学期学生。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：COPERNICUS'REVOLUTIONARYTHEORYNicolausCopernicuswasfrightenedandhismindwasconfused.Althoughhehadtriedtoignorethem,allhismathematicalcalculationsledtothesameconclusion:thattheearthwasnotthecenterofthesolarsystem.Onlyifyouputthesuntheredidthemovementsoftheotherplanetsintheskymakesense.YethecouldnottellanyoneabouthistheoryasthepowerfulChristianChurchwouldhavepunishedhimforevensuggestingsuchanidea.TheybelievedGodhadmadetheworldandforthatreasontheearthwasspecialandmustbethecenterofthesolarsystem.Theproblemarosebecauseastronomershadnoticedthatsomeplanetsintheskyseemedtostop,movebackwardandthengoforwardinaloop.Othersappearedbrighterattimesandlessbrightatothers.Thiswasverystrangeiftheearthwasthecenterofthesolarsystemandallplanetswentroundit.Copernicushadthoughtlongandhardabouttheseproblemsandtriedtofindananswer.Hehadcollectedobservationsofthestarsandusedallhismathematicalknowledgetoexplainthem.Butonlyhisnewtheorycoulddothat.Sobetween1510and1514heworkedonit,graduallyimprovinghistheoryuntilhefeltitwascomplete.In1514heshoweditprivatelytohisfriends.Thechangeshemadetotheoldtheorywererevolutionary.Heplacedafixedsunatthecenterofthesolarsystemwiththeplanetsgoingrounditandonlythemoonstillgoingroundtheearth.Healsosuggestedthattheearthwasspinningasitwentroundthesunandthisexplainedchangesinthemovementoftheplanetsandinthebrightnessofthestars.Hisfriendswereenthusiasticandencouragedhimtopublishhisideas,butCopernicuswascautious.HedidnotwanttobeattackedbytheChristianChurch,soheonlypublisheditashelaydyingin1543.Certainlyhewasrighttobecareful.TheChristianChurchrejectedhistheory,sayingitwasagainstGod'sideaandpeoplewhosupporteditwouldbeattacked.YetCopernicus'stheoryisnowthebasisonwhichallourideasoftheuniversearebuilt.HistheoryreplacedtheChristianideaofgravity,whichsaidthingsfelltoearthbecauseGodcreatedtheearthasthecenteroftheuniverse.Copemicusshowedthiswasobviouslywrong.NowpeoplecanseethatthereisadirectlinkbetweenhistheoryandtheworkofIsaacNewton,AlbertEinsteinandStephenHawking.PleasewriteashortletteraskingCopernicustopublishhisideassoeveryonecanreadthembasedonthematerialabove.参考答案：详见解析参考解析：TeachingContents:WriteashortletteraskingCopernicustopublishhisideassoeveryonecanreadthem(persuasivewriting).TeachingObjectives:(1)StudentscanknowmoredetailedinformationaboutCopernicus'theory,andgetsomeknowledgeabouttheerahelivedin.(2)Studentscanknowhowtodeveloptheirreasonstochangesomebodyelse'spointofview.(3)Studentsareabletowriteapersuasivearticle.(4)Studentscancultivateenthusiasmforscienceandconfidencetoconvinceothersintheirownwords.TeachingKeyPoint:Studentscanlearntowriteapersuasivearticle.TeachingDifficultPoint:Studentscanwriteapersuasivearticlewithclearideasandconvincingsupportingevidence.MajorSteps:Step1Pre-writing(6minutes)(1)Askstudentstoreadthepassagequicklyandthenanswerthefollowingquestions:①WhoisCopernicus?②What'shistheorymainlyabout?③Whyisthetheoryrevolutionary?(2)AskstudentstoreadthepassagecarefullyandthentalkaboutthereasonwhyCopernicuscouldn'ttellanyoneabouthistheoryaccordingtothepassage.Writedownstudents'answersontheblackboard.(3)DiscussionT:IfyouwereCopernicus,wouldyouhavehiddenyourtheoryforsomanyyears?Giveyourreasons.Writedownstudents'reasonswhyCopernicusshouldpublishhistheoryontheblackboard.(Justification:Thisstepcanbroadenstudents'writingideas.Italsomakespreparationsforwritingapersuasiveletter.)(4)StructureAskstudentstothinkabouttheiroutlineandshareit.Introducetheformatofpersuasivearticleintheformofaletterandmakeawritingplanforstudents.(Justification:Thestepcanhelpstudentshaveabasicunderstandingofhowtowriteapersuasivearticle.Andtheoutliningcanofferstudentsaclearstructureandmakepreparationsforthedrafting.)Step2While-writing(8minutes)AskstudentstowriteadraftpersuadingCopernicustopublishhistheoryaccordingtotheform.Askstudentstopaymoreattentiontothespelling,grammar,andthelogicofsentences.(Justification:Withallthepreparationsfromthepre-writingpart,studentswillbeabletowritedownthepersuasivearticlefast.)Step3Post-writing(6minutes)(1)Peer-editingAfterthedrafting,askstudentstochecktheirletterswiththeirdeskmates.Theyshouldchecktheideas,thelogicaldevelopment,thegrammar,spellingandpunctuation.(2)Leadstudentstomakenecessaryimprovementsinbothorganizationandcontentbasedontheirediting.Sharetwoarticlesofstudentsandgivesomeevaluations.(Justification:Peer-editingcanprovideanopportunityforstudentstosharetheirarticlesandhelpthemlearnfromeachother.Withthehelpoftheteacher'sevaluations,studentscanfindtheirmistakesandknowhowtocorrectthem.)共享题干题请阅读Passage

1,完成下列小题。Passage1Formanypeople,thereisaverywell-establishedstereotypethatthefirst-classAmericanuniversitiesaresimplythebest.However,Iamnotquiteconvincedofthat.WhenIlookbackatmyacademicformationintheUSAandcompareittotheacademicformationsomeofmyfriendshadatBrazil,Idon'tfeellikeIammorepreparedthanmypeers.Thus,IamcurrentlyfacingadilemmaofwhethertopursuemygraduatestudiesinBrazilorintheUSA.Thedifferenceinouracademicbackgrounds,however,isthemoreliberalnatureofAmericaneducation.FrommyexperienceatGeorgetown,andfromwhatIknowofAmericanhighereducation,thereareveryfewstrictrequirementsimposedonstudents.Generallyspeaking,youarerelativelyfreetotakewhicheverclassesyouwant,providedthattheyareunderthescopeofyourmajorfieldofstudy.Toillustrate,Icomparedthemaster'sdegreesineconomicsfromDukeandFundacaoGetulioVargas(FGV),aBrazilianuniversity.Ichosetopresentamaster'sdegreecomparisonherebecausetheshorttwo-yearstudyperiodmakesitsimplerthancomparingafour-yearprogram.Duke'sprogramworkslikethis:youpickafieldofstudyandthenhavearequirednumberofcoursesthatyouhavetotakeincertainareas.Mostoftherequirementsarenotcourse-specific,butarea-specifiC.Withsomefieldsofstudy,youcanskipcertainareasaltogether.Ifyouchoosetogetamaster'sdegreeinappliedeconomic,forinstance,youdon'thavetotakeanymathematicscourse.InFGV,alleconomicsstudentsneedtotakethesamecorestructure:Microeconomics1through4,Macroeconomics1through3,Econometrics,Statistics1and2,andMathforEconomics1and2.Fromthenon,youcanspecializeincertainfields,andtheelectivestructureseemstobethesameasinDuke:youpickfiveelectivesfromyourmainareaofinterest.ThisseemstobethesamekindofdifferencethatInoticedcomparingwhatIstudiedinGeorgetownasanundergraduatetowhatsomeofmyfriendsstudiedintheirundergraduatecareersinBrazil.Now,isthismoreliberaleducationgoodorbad?Therearefactorspullingiteachway,andtheidealsolution,inmyview,isareasonablemiddleground.WhatIseehappeninginAmericanuniversities,however,isalittletoomuchliberalization.Toomuchlibertytendstoencouragestudentstotakethemore\"interesting\"courses,andignorethosethatareconsideredmost\"boring\".Theproblemisthatmanyofthese\"boring\"coursesareusuallyfoundationalcourses,whichgivestudentstheanalyticaltoolstheyneedinordertobetrulycompetentintheirfieldsofstudy.Intheend,IfeellikeAmericanuniversitiessometimesdelegatetoomuchresponsibilitytostudentsintermsofchoosingtheiracademiccareers.Forme,thisistroubling.Studentsintheirtwentiesusuallyhaveverylittleexperienceinthefieldtheyarestudying,andmanytimestheydon'treallyknowthetoolstheyneedtosucceedintheirareaofinterest.Itiscertainlythecaseinmysituation.Fortunately,Iresearchanddiscussalotbeforepickingmyclasses,andwasabletotakeadvantageofmyliberalAmericaneducationtobuildbothastrongfoundationandtakeclassesthatinterestme.Butisthisalwaysthecase?Frommyexperience,Ithinknot.WhatIseehappeningatGeorgetownisthatmanystudentsjustpicktheclassestheyfindmostinteresting,withoutanyrealconsiderationofhowitisgoingtosupporttheiroverallacademicformation.Thisresultisadeficitinfundamentals.[单选题]1.Whichofthefollowinginfluencesthewriter'sjudgmentoftheuniversitiesinthepassage?A.TheacademicinformationprovidedbyhisfriendsinBrazil.B.Theinformationobtainedfromtheuniversityauthorities.C.Thosecommonlyheldbeliefsconcerningtherankingofuniversities.D.ThelearningexperienceofhimselfintheUSAandthatofhisfriendsinBrazil.参考答案：D参考解析：推理判断题。由第一段第三句话可知，影响作者对大学判断的因素是作者在美国的求学经历与他朋友在巴西求学经历的对比，故选D。Passage1Formanypeople,thereisaverywell-establishedstereotypethatthefirst-classAmericanuniversitiesaresimplythebest.However,Iamnotquiteconvincedofthat.WhenIlookbackatmyacademicformationintheUSAandcompareittotheacademicformationsomeofmyfriendshadatBrazil,Idon'tfeellikeIammorepreparedthanmypeers.Thus,IamcurrentlyfacingadilemmaofwhethertopursuemygraduatestudiesinBrazilorintheUSA.Thedifferenceinouracademicbackgrounds,however,isthemoreliberalnatureofAmericaneducation.FrommyexperienceatGeorgetown,andfromwhatIknowofAmericanhighereducation,thereareveryfewstrictrequirementsimposedonstudents.Generallyspeaking,youarerelativelyfreetotakewhicheverclassesyouwant,providedthattheyareunderthescopeofyourmajorfieldofstudy.Toillustrate,Icomparedthemaster'sdegreesineconomicsfromDukeandFundacaoGetulioVargas(FGV),aBrazilianuniversity.Ichosetopresentamaster'sdegreecomparisonherebecausetheshorttwo-yearstudyperiodmakesitsimplerthancomparingafour-yearprogram.Duke'sprogramworkslikethis:youpickafieldofstudyandthenhavearequirednumberofcoursesthatyouhavetotakeincertainareas.Mostoftherequirementsarenotcourse-specific,butarea-specifiC.Withsomefieldsofstudy,youcanskipcertainareasaltogether.Ifyouchoosetogetamaster'sdegreeinappliedeconomic,forinstance,youdon'thavetotakeanymathematicscourse.InFGV,alleconomicsstudentsneedtotakethesamecorestructure:Microeconomics1through4,Macroeconomics1through3,Econometrics,Statistics1and2,andMathforEconomics1and2.Fromthenon,youcanspecializeincertainfields,andtheelectivestructureseemstobethesameasinDuke:youpickfiveelectivesfromyourmainareaofinterest.ThisseemstobethesamekindofdifferencethatInoticedcomparingwhatIstudiedinGeorgetownasanundergraduatetowhatsomeofmyfriendsstudiedintheirundergraduatecareersinBrazil.Now,isthismoreliberaleducationgoodorbad?Therearefactorspullingiteachway,andtheidealsolution,inmyview,isareasonablemiddleground.WhatIseehappeninginAmericanuniversities,however,isalittletoomuchliberalization.Toomuchlibertytendstoencouragestudentstotakethemore\"interesting\"courses,andignorethosethatareconsideredmost\"boring\".Theproblemisthatmanyofthese\"boring\"coursesareusuallyfoundationalcourses,whichgivestudentstheanalyticaltoolstheyneedinordertobetrulycompetentintheirfieldsofstudy.Intheend,IfeellikeAmericanuniversitiessometimesdelegatetoomuchresponsibilitytostudentsintermsofchoosingtheiracademiccareers.Forme,thisistroubling.Studentsintheirtwentiesusuallyhaveverylittleexperienceinthefieldtheyarestudying,andmanytimestheydon'treallyknowthetoolstheyneedtosucceedintheirareaofinterest.Itiscertainlythecaseinmysituation.Fortunately,Iresearchanddiscussalotbeforepickingmyclasses,andwasabletotakeadvantageofmyliberalAmericaneducationtobuildbothastrongfoundationandtakeclassesthatinterestme.Butisthisalwaysthecase?Frommyexperience,Ithinknot.WhatIseehappeningatGeorgetownisthatmanystudentsjustpicktheclassestheyfindmostinteresting,withoutanyrealconsiderationofhowitisgoingtosupporttheiroverallacademicformation.Thisresultisadeficitinfundamentals.[单选题]2.Whydidthewriterchoosetocomparethemaster'sprogramsratherthanthebachelor'sprograms?A.Itiseasiertomakesuchacomparison.B.Themaster'sprogrammaybetterillustratethedifference.C.Themaster'sprogramissimplerthanthebachelor'sprogram.D.Itisoflessinteresttothewritertocomparethebachelor'sprograms.参考答案：A参考解析：细节理解题。由第三段第二句话可知，作者选择用硕士学位作对比是因为对比两年的课程比对比四年的课程简单些，故选A。Passage1Formanypeople,thereisaverywell-establishedstereotypethatthefirst-classAmericanuniversitiesaresimplythebest.However,Iamnotquiteconvincedofthat.WhenIlookbackatmyacademicformationintheUSAandcompareittotheacademicformationsomeofmyfriendshadatBrazil,Idon'tfeellikeIammorepreparedthanmypeers.Thus,IamcurrentlyfacingadilemmaofwhethertopursuemygraduatestudiesinBrazilorintheUSA.Thedifferenceinouracademicbackgrounds,however,isthemoreliberalnatureofAmericaneducation.FrommyexperienceatGeorgetown,andfromwhatIknowofAmericanhighereducation,thereareveryfewstrictrequirementsimposedonstudents.Generallyspeaking,youarerelativelyfreetotakewhicheverclassesyouwant,providedthattheyareunderthescopeofyourmajorfieldofstudy.Toillustrate,Icomparedthemaster'sdegreesineconomicsfromDukeandFundacaoGetulioVargas(FGV),aBrazilianuniversity.Ichosetopresentamaster'sdegreecomparisonherebecausetheshorttwo-yearstudyperiodmakesitsimplerthancomparingafour-yearprogram.Duke'sprogramworkslikethis:youpickafieldofstudyandthenhavearequirednumberofcoursesthatyouhavetotakeincertainareas.Mostoftherequirementsarenotcourse-specific,butarea-specifiC.Withsomefieldsofstudy,youcanskipcertainareasaltogether.Ifyouchoosetogetamaster'sdegreeinappliedeconomic,forinstance,youdon'thavetotakeanymathematicscourse.InFGV,alleconomicsstudentsneedtotakethesamecorestructure:Microeconomics1through4,Macroeconomics1through3,Econometrics,Statistics1and2,andMathforEconomics1and2.Fromthenon,youcanspecializeincertainfields,andtheelectivestructureseemstobethesameasinDuke:youpickfiveelectivesfromyourmainareaofinterest.ThisseemstobethesamekindofdifferencethatInoticedcomparingwhatIstudiedinGeorgetownasanundergraduatetowhatsomeofmyfriendsstudiedintheirundergraduatecareersinBrazil.Now,isthismoreliberaleducationgoodorbad?Therearefactorspullingiteachway,andtheidealsolution,inmyview,isareasonablemiddleground.WhatIseehappeninginAmericanuniversities,however,isalittletoomuchliberalization.Toomuchlibertytendstoencouragestudentstotakethemore\"interesting\"courses,andignorethosethatareconsideredmost\"boring\".Theproblemisthatmanyofthese\"boring\"coursesareusuallyfoundationalcourses,whichgivestudentstheanalyticaltoolstheyneedinordertobetrulycompetentintheirfieldsofstudy.Intheend,IfeellikeAmericanuniversitiessometimesdelegatetoomuchresponsibilitytostudentsintermsofchoosingtheiracademiccareers.Forme,thisistroubling.Studentsintheirtwentiesusuallyhaveverylittleexperienceinthefieldtheyarestudying,andmanytimestheydon'treallyknowthetoolstheyneedtosucceedintheirareaofinterest.Itiscertainlythecaseinmysituation.Fortunately,Iresearchanddiscussalotbeforepickingmyclasses,andwasabletotakeadvantageofmyliberalAmericaneducationtobuildbothastrongfoundationandtakeclassesthatinterestme.Butisthisalwaysthecase?Frommyexperience,Ithinknot.WhatIseehappeningatGeorgetownisthatmanystudentsjustpicktheclassestheyfindmostinteresting,withoutanyrealconsiderationofhowitisgoingtosupporttheiroverallacademicformation.Thisresultisadeficitinfundamentals.[单选题]3.Whichofthefollowingcanbeinferredasthewriter'sattitudetowardtheAmericanhighereducation.'?A.Biased.B.Positive.C.Critical.D.Negative.参考答案：C参考解析：观点态度题。分析文章内容可知，作者认为对大多数学生来说美国的自由教育会导致学生学术基础不稳固。但是，如果能充分利用这种自由教育既夯实学术基础，又选修感兴趣的课，也是可以受益的。由此判断，作者对美国自由教育持批判的态度，选C。Passage1Formanypeople,thereisaverywell-establishedstereotypethatthefirst-classAmericanuniversitiesaresimplythebest.However,Iamnotquiteconvincedofthat.WhenIlookbackatmyacademicformationintheUSAandcompareittotheacademicformationsomeofmyfriendshadatBrazil,Idon'tfeellikeIammorepreparedthanmypeers.Thus,IamcurrentlyfacingadilemmaofwhethertopursuemygraduatestudiesinBrazilorintheUSA.Thedifferenceinouracademicbackgrounds,however,isthemoreliberalnatureofAmericaneducation.FrommyexperienceatGeorgetown,andfromwhatIknowofAmericanhighereducation,thereareveryfewstrictrequirementsimposedonstudents.Generallyspeaking,youarerelativelyfreetotakewhicheverclassesyouwant,providedthattheyareunderthescopeofyourmajorfieldofstudy.Toillustrate,Icomparedthemaster'sdegreesineconomicsfromDukeandFundacaoGetulioVargas(FGV),aBrazilianuniversity.Ichosetopresentamaster'sdegreecomparisonherebecausetheshorttwo-yearstudyperiodmakesitsimplerthancomparingafour-yearprogram.Duke'sprogramworkslikethis:youpickafieldofstudyandthenhavearequirednumberofcoursesthatyouhavetotakeincertainareas.Mostoftherequirementsarenotcourse-specific,butarea-specifiC.Withsomefieldsofstudy,youcanskipcertainareasaltogether.Ifyouchoosetogetamaster'sdegreeinappliedeconomic,forinstance,youdon'thavetotakeanymathematicscourse.InFGV,alleconomicsstudentsneedtotakethesamecorestructure:Microeconomics1through4,Macroeconomics1through3,Econometrics,Statistics1and2,andMathforEconomics1and2.Fromthenon,youcanspecializeincertainfields,andtheelectivestructureseemstobethesameasinDuke:youpickfiveelectivesfromyourmainareaofinterest.ThisseemstobethesamekindofdifferencethatInoticedcomparingwhatIstudiedinGeorgetownasanundergraduatetowhatsomeofmyfriendsstudiedintheirundergraduatecareersinBrazil.Now,isthismoreliberaleducationgoodorbad?Therearefactorspullingiteachway,andtheidealsolution,inmyview,isareasonablemiddleground.WhatIseehappeninginAmericanuniversities,however,isalittletoomuchliberalization.Toomuchlibertytendstoencouragestudentstotakethemore\"interesting\"courses,andignorethosethatareconsideredmost\"boring\".Theproblemisthatmanyofthese\"boring\"coursesareusuallyfoundationalcourses,whichgivestudentstheanalyticaltoolstheyneedinordertobetrulycompetentintheirfieldsofstudy.Intheend,IfeellikeAmericanuniversitiessometimesdelegatetoomuchresponsibilitytostudentsintermsofchoosingtheiracademiccareers.Forme,thisistroubling.Studentsintheirtwentiesusuallyhaveverylittleexperienceinthefieldtheyarestudying,andmanytimestheydon'treallyknowthetoolstheyneedtosucceed