教师资格考试初中英语学科上

上六个月中小学教师资格考试英语学科知识与教学能力试题(初级中学)注意事项：1.考试时间120分钟，满分150分。2.请按要求在答题卡上填涂、作答。在试卷上作答无效，不予评分。一、单项选择题(本大题共30小题。每小题2分。共砷分)在每小题列出四个备选项中选择一个最好答案，请用28铅笔把答题卡上对应题目标答案字母按要求涂黑。错选、多项选择或未选均无分。1.Themaindifferencebetween/m/and/n/liesin_________.A.mannerofarticulationB.placeofarticulationC.voicingD.length2._________isthemainrhymingpatterninthesentence"Alice'sauntateapplesandacornsaroundAugust."A.ReverserhymeB.EndrhymeC.AssonanceD.Alliteration3.Tomissnobbish,always_________theinfluentialpeople."A.makingoutforB.makingupC.makinguptoD.makingupfor4.Britain_________forcontroloftheseainthe17thcentury.A.contendedB.contrivedC.contentedD.confined5,Whichofthefollowingbestdescribestherelationbetweennightandknight?A.metonymyB.homonymyC.antonymyD.hyponymy6.Ofthepeoplewhoworkhere,_________areFrenchand_________English.A.half...halfB.thehalf...thehalfC.ahalf...ahalfD.ahalf...thehalf7.You'llfindyourselfthinkingaboutnothing_________whenyou'reverynervous.A.whereverB.whatsoeverC.wheneverD.however8.Mr.Johnsonhasahabitofaskingquestions_________.A.andthennotlistentotheanswersB.butthennotlistenfortheanswersC.andthennotlisteningtotheanswersD.andthendoesn'tlistentotheanswers9.Onhearingtheutterance"It'shothere",thelisteneropenedthedoor.Itisa(n)__________.A.locutionaryactB.illocutionaryactC.directspeechactD.perlocutionaryact10.Whatrhetoricdeviceisusedinthesentence"Manyhandsmakelightwork"?A.Synecdoche.B.Simile.C.Metaphor.D.Oxymoron.11.Whentheteacherattemptstoelicitmoreinformationfromthestudentsbysaying"And...?","Good.Anythingelse?",etc,he/sheisplayingtheroleofa__________.A.prompterB.participantC.managerD.consultant12.Formoreadvancedlearners,groupworkmaybemoreappropriatethanpairworkfortasksthatare__________.A.linguisticallysimpleB.structurallycontrolledC.cognitivelychallengingD.thematicallynon-demanding13.Whenyoufocuson"utterancefunction"and"expectedresponse"byusingexampleslike"Hereyouare","Thanks",youareprobablyteachinglanguageatthe__________.A.lexicallevelB.sentencelevelC.grammaticallevelD.discourselevel14.Whichofthefollowingtasksfailstoencourageactivelanguageuse?A.Recitingatext.B.Bargaininginashop,C.Writinganapplicationletter.D.Readingtogetamessage.15.Ateachermayencouragestudentsto__________whentheycomeacrossnewwordsinfastreading.A.takenotesB.askforhelpC.guessmeaningfromcontextD.lookupthewordsinadictionary16.Whichofthefollowingstatementsabouttaskdesignisincorrect?A.Activitiesmusthaveclearandattainableobjectives.B.Activitiesshouldbeconfinedtotheclassroomcontext.C.Activitiesmustberelevanttostudents'lifeexperiences.D.Activitiesshouldhelpdevelopstudents'languageability.17.Ifsomeonesays"Iknowtheword",heshouldnotonlyunderstanditsmeaningbutalsobeabletopronounce,spell,and__________it.A.explainB.recognizeC.memorizeD.use18.Teacherscouldencouragestudentstouse__________togatherandorganizetheirideasforwriting.A.elicitingB.mindmappingC.explainingD.brainstorming19.Whenstudentsareaskedtogotothelocalmuseum,libraries,etc.tofindoutinformationaboutendangeredanimalsandworkoutaplanforanexhibition,theyaredoinga(n)__________.A.surveyB.experimentC.projectD.presentation20.Whichofthefollowingtasksfailstodevelopstudents'skillofrecognizingdiscoursepatterns?A.Analyzingthestructureofdifficultsentences.B.Checkingthelogicoftheauthor'sarguments.C.Gettingthescrambledsentencesintoaparagraph.D.Markingoutcommonopenerstostoriesandjokes.请阅读Passage1,完成21-25小题。Passage1KimberleyAsselinsitsinarockingchairinfrontofher22kindergartners,aglisteningsmileacrossherfaceasshegreetsthemforthemorning.Evenat9a.m.,sheiseffervescentandcharismatic.YetbehindAsselin'sbrightexpression,herenthusiasmisfading.Asselin,24,isdaysawayfromfinishingherfirstyearasateacher,thecareerofherdreamssinceshewasalittlegirlgivingarithmeticlessonsonadry-eraseboardtoherstuffedbearsanddolls.WhileshebegantheschoolyearinVirginia'sFairfaxCountyfullofoptimism,Asselinnowfindsherself,asmanyyoungteachersdo,questioningherfutureasaneducator.WhatchangedinthemonthsbetweenAugustandJune?Shesaysthatanonslaughtofteststhatshe'srequiredtogivetoherfive-andsix-year-oldstudentshasbroughtherdowntoreality."It'smorethanafirst-yearteachereverimagines,"Asselinsaid."Youdefinitelyhavealotofhighsandlows,anditkeepsgoingupanddownandupanddown."NewfederaldatathattheEducationDepartmentreleasedinAprilshowsthatabout10percentofnewteachersleavetheprofessionwithinthefirstyearonthejob,and17percentleavewithinfiveyearsofstarting.Thoughfarlowerthanearlierestimates,itstillmeansthatmanyyoungeducatorsbailfromtheclassroombeforetheygainmuchofafoothold.ForAsselin,testinghasbeenthebiggeststressor.TheproliferationoftestinginschoolshasbecomeoneofthemostcontentioustopicsinU.S.education.Theexamscanalterthecourseofastudent'sschoolingandcandeterminewhetherateacherispromotedorfired.InVirginia,schoolsearngradesonstate-issuedreportcardsbasedonthescoresstudentsearnonmandatoryend-of-yearexams.TheFairfaxCountyschoolsystem,oneofthenation'slargest,boaststhatitskindergartenstudentstakepartincourseworkthatexceedsthestate'sstandards.Unlikemoststates,VirginiahasneveradoptedtheCommonCoreStateStandards,butVirginiaofficialssaythatthestate'sacademicstandardsarejustas--ormore--rigorous.Asselinsaidthatmeansthateventheyoungeststudentsinpublicschoolaretraderanacademicmicroscope,makingkindergartenaboutfarmorethansocializationandplaytime.21.WhydoesAsselinquestionherfutureasaneducatorinlessthanayear'stime?A.ItisacommonpracticeforAmericanyoungteachers.B.Shehasexperiencedtoomanyhighsandlowsinherwork.C.Itistotallybeyondherexpectationtogivekidsendlesstest.D.Shehasgrowntiredofgreetingherkindergartnerseveryday.22.WhydotheschoolsinVirginiaemphasizeregulartesting?A.Morerigorousacademicstandardscanbeachieved.B.Students'performancescanbeaccuratelymeasured.C.Schoolsarerankedaccordingtostudents'testscores.D.Teachers'academicperformancescanbeproperlyassessed.23.InPARAGRAPHEIGHT,whatdoesthewriterimplybysayingthat"eventheyoungeststudents...underanacademicmicroscope"?A.Students'performancesarebeingsupervised.B.Students'performancesareovermeasuredbytests.C.Students'performancesareexaminedatthemicrolevel.D.Students'performancesarenotaconcernatthemacrolevel.24.Accordingtotheauthor,whatkindofplaceisakindergartensupposedtobe?A.Aplaceofacademictraining.B.Aplaceofreadingandwriting.C.Aplacewheretherearenotests.D.Aplaceofsocializationandfun.25.WhatisAsselinlikelytodounderthecurrenteducationalsystem?A.Reconsiderherfuture.B.Changeherwaysofteaching.C.Havefewertestsforherstudents.D.Emphasizeherstudents'academicskills.请阅读Passage2，完成26～30小题。Passage2Accordingtooneaccount,thehamburgerwasfirstsoldattheErieCountyFairinHamburg,NewYork,in1885,bybrothersFrankandCharlesMenches.ThetwoOhiobrothershadarrivedonthegroundsofthefairtoolatetogetasupplyofchoppedporkfortheirsandwichconcession.Thebutchersoldthembeefinstead,andaftersomeexperimentationtheyformulatedasandwich,whichtheynamedaftertheBuffalo,NewYork,suburbwheretheyweredoingbusiness.Hamburg'sclaimtobethesiteofthefirsthamburgeris,disputedbythetownofSeymour,Wisconsin,whereamannamedCharlesNagreenisclaimedtohaveservedhamburgersandwichesin1885.Anotherstoryabouttheoriginsoftheubiquitousburgerstatesthatinthelate1800'sFletcherDavis,apotterinAthens,Texas,wasn'tsellingenoughpottery.Thereforeheopenedalunchcounter.Hisspecialty?Aground-beefpattyservedbetweenslicesofhome-madebread.In1904DaviswenttotheWorld'sFairinSt.Louis,Missouri,withhisrecipe,whichwas,ofcourse,abighit.AttheFairthegroundbeefsandwichwasdeemedthehamburger,becauseinHamburg,Germany,groundbeefpattieswerepopular,thoughthepattiestherearemorelikemeatloafandlackabun.(Itisbelievedthat19th-centuryGermansailorslearnedabouteatingrawshreddedbeef,"SteakTartare,"intheBalticProvinces.AGermancookeventuallyhadtheideaofcookingtheTartaremixture.)FletcherDavisisalsocreditedwithservingfriedpotatostripsattheWorld'sFair.AfriendinPads,Texas,hadgivenhimtheidea,butareporterthoughtthatDavissaid"Paris,France,"andthosepotatoesareforevermore"FrenchFries."Anothercontenderinthe"hamburgerinvention"contestisLouie'sLunch,aYaleoff-campuseatery.ThisNewHaven,Connecticut,siteissaidtohavefirstofferedtheburgerin1895.ThecommercialbunonwhichhamburgersarenowservedwascreatedbydineroperatorWalterAndersonofWichita,Kansas,whoalsoinventedthemoderngrill(botheventsaround1916)andthenestablishedthechainofWhiteCastlehamburgerrestaurants.LionelClarkSternberger,laterproprietoroftheRiteSpotsteakhouseinLosAngeles,experimentallytossedasliceofcheeseonahamburgerhewascookingathisfather'sshort-ordershopinPasadena,California,in1924,thusoriginatingthecheeseburger.Theword"cheeseburger"waspatentedbyLouisBallastin1944.BallastgrilledasliceofcheeseontoburgersathisDenver,Colorado,drive-in.Well,youknowtherest--McDonald's,BurgerKing,Wendy's,WhiteCastle,etc.—burgerseverywhere.Somegood,someso-so.Butcertainlyanall-Americanfavorite.A"classic."26.Whatarehamburgersmostlikelytobenamedafter?A.Therecipeformakingthem.B.Thepersonwhoinventedthem.C.Theplacewheretheywerefirstsold.D.Therestaurantwheretheyareinitiallyserved.27.Whichofthefollowingisclosestinmeaningtotheunderlinedword"ubiquitous"inPARAGRAPHTHREE?A.Deliciouslymade.B.Easilyfound.C.Commonlymentioned.D.Hotlydisputed.28.HowdidFletcherDavismakealivingbeforestartingtosellhis"hamburgers"?A.HewasasailorinGermany.B.Hesoldfriedpotatostrips.C.Heopenedalunchcounter.D.Hesoldpotteryproducts.29.Whichofthefollowingbestdescribestheauthor'stoneofwritingthisarticle?A.Factual.B.Critical.C.Humorous.D.Sarcastic.30.Whichofthefollowingmightbethebesttitleforthepassage?A.BurgerFlavorsB.BurgerRecipesC.BurgerBeginningsD.BurgerIngredients二、简答题(本大题1小题。20分)依照题目要求完成以下任务。用汉字作答。31.课后作业布置表现“差异性标准”。简述你对“差异性标准”了解(8分)，并从作业类型、作业难度和作业量三个方面举例说明怎样布置作业。(12分)三、教学情境分析题(本大题1小题，30分)依照题目要求完成以下任务，用汉字作答。32.下面是初中英语课堂教学导入活动中师生对话片段，该单元话题是“Jobs”。T:Hi,Lily.Whatdoesyourmotherdo?S:He...T:Oh,no.Not"he",yourmotherisawoman.Youshoulduse"she"insteadof"he".OK?S:...Er...Mm...(不知所措)T:Goon!What'syourmother'sjob?S:Heisa...依照上面教学情境回答以下问题：(1)该教师采取了何种纠错方式(5分)?效果怎样(2分)?你判断依据是什么?(3分)(2)该教师纠错行为对学生表示有何影响?(10分)(3)针对该教师纠错行为，提出两条提议。(10分)四、教学设计题(本大题1小题，40分)依照提供信息和语言素材设计教学方案，用英文作答。33.设计任务：请阅读下面学生信息和语言素材，设计一个15分钟英语阅读教学活动。教案没有固定格式，但须包含以下关键点：·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·activitiesandjustifications教课时间：15分钟学生概况：某城镇普通中学初中二年级第一学期学生，班级人数40人。多数学生已经达成《义务教育英语课程标准()》三级水平。学生课堂参加主动性通常。语言素材：Who'sGotTalent?Everyoneisgoodatsomething,butsomepeoplearetrulytalented.It'salwaysinterestingtowatchotherpeopleshowtheirtalents.Talentshowsaregettingmoreandmorepopular.First,therewereshowslikeAmericanIdolandAmerica'sGotTalent.Now，therearesimilarshowsaroundtheworld,suchasChina'sGotTalent.Alltheseshowshaveonethingincommon:"I"heytrytolookforthebestsingers,themosttalenteddancers,themostexcitingmagicians,thefunniestactorsandsoon.MIkindsofpeoplejointheseshows.Butwhocanplaythepianothebestorsingthemostbeautifully?"Ihat'suptoyoutodecide.Whenpeoplewatchtheshow,theyusuallyplayaroleindecidingthewinner.Andthewinneralwaysgetsaverygoodprize.However,noteverybodyenjoyswatchingtheseshows.Somethinkthatthelivesoftheperformersaremadeup.Forexample,somepeoplesaytheyarepoorfarmers,butinfacttheyarejustactors.However,ifyoudon'ttaketheseshowstooseriously,theyarefuntowatch.Andonegreatthingaboutthemisthattheygivepeopleawaytomaketheirdreamscometrue.一、单项选择题1.【答案】B。解析：考查英语音素。在发音方式上，二者都是鼻音;按照带声性，二者都带声，都是浊辅音;在发音部位上，/m/是双唇音，/n/是齿龈音。故选B。length指音长度，是元音特征。2.【答案】D。解析：考查押韵。“Alice’sauntateapplesandacornsaroundAugust.”该句中每一个单词都以a开头，英语中一组词、一句话或是一行诗中重复出现开头音相同词，这种修辞手法称为押头韵，主要包含词首元音重复、词首辅音重复和辅音连缀重复三种形式。押头韵在英语里叫alliteration.又叫initialrhyme或headrhyme。如firstandforemost，Becky’sbeaglebarkedandbayed，becomingbothersomeforBilly.故选D。reserverhyme是反韵，endrhyme是尾韵，assonance是类韵/半谐音。3.【答案】c。解析：考查动词短语辨析。句意为“汤姆很势利，经常_________有影响力人”。makesth.out“了解，识别”，makeup“编造，整理，化装，填补，和解”，makeupto“巴结，奉承，讨好”，makeupfor“赔偿，填补”。依照句意可知C项正确。4.【答案】A。解析：考查动词辨析。句意为“英国在17世纪________海上控制权”。conmnd“竞争，争夺”，常与for连用，意为“为……而竞争”;contrive“设计，创造，谋划”;content“使满足;使满意”，常与with连用;confine常与to连用.表示“限制于，局限于”。依照句意可知A项正确。5.【答案】B。解析：考查语义学。night“夜晚”，knight“骑士”，两词发音相同，但拼写和意义不一样，所以属于同音异义词。metonymy是转喻，属于修辞手法;homonymy是同音异义;antonymy是反义关系;hyponymy是上下义关系。故选B。6.【答案】A。解析：考查half作代词使用方法。句意为“在这iLl作人中，二分之一是法国人，二分之一是英国人”。half作代词时，其前通常不用定冠词，其后能够直接跟名词，也能够跟of短语，如half(of)thework,half(of)thegirls。题于完整形式是“HalfofthepeoplewhoworkhereareFrenchandhalf(ofthepeoplewhoworkherealelEnglish.”。故选A。7.【答案】B。解析：考查whatsoever使用方法。whatsoever等于whatever，是whatever一个更正式和强调语言表示形式，语气比whatever强;用在否定句中，与no，not，nothing等具备否定意义词连用，组成加强否定式。相当于not…atall，如：Theyreceivednohelpwhatsoever.他们没有得到一丁点帮助。题干句意为“你会发觉当你很担心时候，你什么事情都思索不了”。本句去掉设空部分完全成立，意思完整，不缺任何成份，所以选择起强调作用whatsoever。8.【答案】C。解析：考查并列结构及非谓语动词。句意为“约翰逊先生有一个习惯，问他人问题而不听从他人答案”。并列连词and或者but前后连接动词形式须一致，前面是动名词asking，所以后面应是动名词listening，用排除法可知选C。9.【答案】D。解析：考查言语行为理论。依照言语行为理论，说话者说话时可能同时实施三种行为：发话行为(locutionaryact)、行事行为(illocutionaryact)和取效行为(perlocutionaryact)。发话行为是说出话语行为.行事行为是表示说话者意图行为。取效行为是经过一些话所实施后果行为。话语“这里很热”产生后果是听话者打开了门，所以是取效行为。10.【答案】A。解析：考查修辞手法。Synecdoche是提喻，即用个别代替群体或者用群体代替个别;simile是明喻，如Iwanderedlonelyasacloud;metaphor是暗喻，如Myloveisaredredrose;oxymoron是矛盾修饰法。如sweetsorrow。题干中Manyhandsmakelightwork意思是“众人拾柴火焰高”，其中hands代指people，属于用部分代替整体，使用是提喻修辞手法。故选A。11.【答案】A。解析：考查课堂教师角色。题干意思是当老师试图从学生那里得到更多信息时，他经过一些话语来引导，他饰演角色是什么。当学生讲话或回答下列问题过于简略时，教师可用“And…?”“Good.Anythingelse?”等提醒学生继续往下说，这时教师饰演课堂角色是提醒者。A项是提醒者，B项是参加者，C项是管理者，D项是咨询者。依照题干意思，可锁定答案为A。12.【答案】C。解析：考查课堂活动形式选择。题干意思是对于更高级水平学习者来说。在完成什么样任务时采取groupwork会比pairwork更适宜。解答此题考生需要知道两种活动形式特点与区分。Groupwork“小组活动”，即将学生分成若干个小组进行活动;pairwork“结对活动”，即每两位学生一组进行活动。结对活动惯用于那些需要更多控制性练习低年级学生中。比如句型练习和对话练习，而且学生能够取得较多练习机会。与小组活动相比，它更省时，易控制，教师能够有更多时间进行解答、举例。而对于高年级水平学生来说，尽管有时也用结对活动，但在小组活动中，经常给学生一些富有挑战任务，使学生共同完成，所以他们主动性更强。相比较而言，小组活动更适合他们。经过字面意思。A项“语言简单”、B项“结构控制”适合pairwork。小组活动往往要有一个明确主题，为学生指名任务方向，所以D项错误。13.【答案】D。解析：考查语言知识教学。话语层面(语篇层面)语言教学关注语言在上下文中应用，重视语言交际功效。所以，关注话语功效和期待回应教学应属于话语层次教学。A项“词汇层面”.B项“句子层面”，C项“语法层面”.D项“话语层面”。故选D。14.【答案】A。解析：考查语言利用活动。题干问以下哪一项任务没有激发学生灵活地利用语言。A项“背诵课文”，B项“在商店讨价还价”，C项“写一封申请信”，D项“阅读以取得信息”。背诵课文是比较死板语言输出方式，在语言利用方面是最没有表现灵活性，故选A。15.【答案】c。解析：考查阅读教学。当学生进行快速阅读时，假如碰到一些生词.老师能够激励学生经过上下文语境进行词义猜测。故选C。16.【答案】B。解析：考查教学任务设计。教师在设计任务时，任务应有明确目标;任务应具备真实意义.即靠近学生现实生活;任务应有利于学生语言实际利用能力提升。A、C、D三项均是关于教学任务设计正确说法。教学任务显然不应该局限于课堂，还能够延伸到课堂之外，所以答案为B。17.【答案】D。解析：考查词汇教学。词汇教学内容包含词义、词汇信息(词拼写和发音等)、使用方法、词汇学习策略。所以“知道”一个单词除了能够发音、拼写、了解它词义外.还要会使用它。故选D。18.【答案】B。解析：考查写作教学。教师让学生搜集自己想法，并将它们连贯、有逻辑性地组织起来，这属于绘制思维导图(mindmapping)过程。而头脑风暴(brainstorming)是指在给定主题之后，学生思索并搜集与主题相关想法这一过程，但不包含将它们进行组织这一步骤。故选B。19.【答案】C。解析：考查搜集评价信息方式。教师让学生去博物馆、图书馆等搜查关于濒危动物信息并让学生做出书面展览规划，这属于一项学习项目。题干中“搜查濒危动物信息”能够算是一个survey(调查)，不过还需要制订一个展览计划，所以整个任务应该是一个project(项目)，故选C。20.【答案】A。解析：考查语篇教学。语篇是指一系列语句和段落组成语言整体，所以侧重是句群和段落之间关系。语篇通常分为会话语篇和段落语篇。A项是对一个句子内部结构分析和了解.不属于语篇范围。故选A。Passage121.I答案】c。解析：细节题。题干：为何Asselin在不到一年时间里就质疑她作为教育者未来。结合第三段最终一句“Shesaysthatallonslaughtofteststhatshe’srequiredtogivetoherfive.andsix-year.oldstudentshasbroughtherdowntoreality.和第四段第一句It’smorethanAfirst-yearteachereverimagines”可知.她质疑未来原因是她学生考试太多，和她想象教学生活不一样。其实后面第五段最终一句“ForAsselin.testinghasbeenthebiggeststressor."也说明考试给了她太多压力。所以选择C项“给孩子们无休止考试完全超出了她预期”。A项“这对于美国年轻教师来说是常见”，B项“她在工作中经历了太多起起落落”，这都不是Asselin质疑未来原因;D项“她厌烦了天天迎接幼儿们”，与原文不符。22.【答案】c。解析：推断题。题干：为何弗吉尼亚学校重视常规考试。依照原文第六段最终一句“InVirginia.schoolsearngradesonstate-issuedreportcardsbasedonthescoresstudentseamonmandatoryend-of-yearexams.”可知，在弗吉尼亚，学校官方等级排名是由学生在要求年底考试中取得分数决定，故选C。A项“能到更充满活力教学标准”，断章取义;B项“能准确评价学生水平”，D项“能恰当地评价教师教学水平”，原文没讲。23.【答案】B。解析：推断题。重点考查“underanacademicmicroscope”含义。第八段“eventheyoungeststudentsinpublicschoolareunderanacademicmicroscope，makingkindergartenaboutfarmorethansocializationandplaytime.”即使是公立幼稚园孩子们也被置于教学显微镜中，大大降低了幼儿们社会活动和玩耍时问。也就是说，幼稚园孩子们也要经常接收过多考试，故选B。A项“监督学生表现”.过于概括，不详细;C项“在微观水平检验学生表现”，属于字面意义;D项“不关心学生在宏观水平表现”，原文没讲，属于过分推断。24.【答案】D。解析：推断题。题干：作者认为，幼稚园应该是什么样地方。依照最终一段最终一句“makingkindergartenaboutfarmorethansocializationandplaytime”能够推断幼稚园应该是一个进行社会活动和玩耍地方，故选D。A项“学业训练地方”，B项“读和写地方”，C项“没有考试地方”，都不正确。25.【答案】A。解析：推断题。题干：在现在教育制度下，Asselin最可能做什么。依照原文第二段“YetbehindAsselin’sbrightexpression，herenthusiasmisfading”，第三段“questioningherfutureasaneducator”，能够推断Asselin可能会重新考虑她未来。选择A。B项“改变她教学方法”和D项“侧重她学生学习技能”与原文“她热情在褪去”矛盾;C项“给她学生少些考试”。这不是她能决定。Passage226.【答案】C。解析：推断题。题干：汉堡包最可能是以什么命名。依照第一段第一句“thehamburgerwasfirstsoldattheErieCountyFairinHamburg”和第二段第一句“Hamburg’dclaimtobethesiteofthefirsthamburger”可知，第一个汉堡包是以它所在地方命名。27.【答案】B。解析：词义题。考查ubiquitous含义。依照第三段开头“Anotherstoryabouttheoriginsof"’，第五段开头“Anothercontenderinthe‘hamburgerinvention’contest”可知本文讲是汉堡包创造之争，而最终一段Well，youknowtherest…burgerseverywhere.表现了作者对汉堡包态度——它无处不在，所以推断该词意为“轻易被发觉”，选B。A项“制作可口”，C项“共同提到”，D项“争议激烈”，均不宜。28.【答案】D。解析：细节题。题干：FletcherDavis在开始卖汉堡包之前是以什么谋生。依照第三段“…FletcherDavis，apoRerinAthens，Texas，wash’tsellingenoughpoRery.Thereforeheopenedalunchcounter.Hisspecialty?Aground-beefpattyservedbetweenslicesofhome.madebread.In2904DaviswenttotheWodd’sFairinst.Louis.Missouri，withhisrecipe，whichWas，ofcourse，abighit.AttheFairthegroundbeefsandwichWasdeemedthehamburger”可知，FletcherDavis最初是一个制陶工，因为没有足够陶瓷卖了，所以他开了一个午餐柜台，卖自制三明治，即自制两片面包中间夹上碎牛肉小馅饼。19他去密苏里州圣路易斯参加世界博览会，他三明治大卖并被称为“汉堡包”。即他开午餐柜台卖就是日后被称为“汉堡包”食物。所以在卖汉堡包之前他以卖陶瓷产品盈利谋生，故选D。29.【答案】A。解析：推断题。考查作者语气。文章前面都是客观介绍几个自称汉堡包发源地由来故事，在最终一段，作者写道“接下来事你也都知道了，就是McDonald’s，BurgerKing，Wendy’s，WhiteCastle等，四处都是汉堡包。有好吃，有通常。但毫无疑问是全部美国人最爱。堪称经典。”可见作者就是用事实性笔调叙述，所以选A。critical“批判”，humorous“幽默”，sarcastic“讽刺”，均不符合。30.【答案】C。解析：主旨题。要求选择最适宜标题。文章一直围绕汉堡包起源(origin)这个话题进行，所以最恰当是C项BurgerBeginnings(汉堡包起源)。A项“汉堡包风味”，B项“汉堡包配方”，D项“汉堡包原料”，均不宜。二、简答题31.【参考答案】(1)课后作业差异性标准是指作业要分层次。课堂教学要遵照因材施教标准，作业布置也一样，需要考虑学生个性差异，重视学生个性发展。作业内容要适应不一样层次学生不一样心理特征。要利用每个学生在兴趣、动机、意志、能力、思维品质等方面优势，促进其知识巩固与增加。对学习程度不一样学生要有不一样要求.不能搞“一刀切”。要让优等生吃得饱，也要让学困生不感到太难。要让每个学生都有成就感，都感到自己在进步。使他们都能有收获，都能享受到成功愉快。比如当完成一个单元教学内容后，给优等生布置综合性作业，包含写作、翻译、复述课文等;给学困生布置轻易一点作业，如单词记忆、补充句子、背诵课文等。(2)布置作业时应注意以下三个方面：①类型多样。作业按其形式可分为听力作业、口语作业与书面作业;按其内容可分为课时作业、书本剧演出作业、问卷调查作业、采访型作业、辩论型作业、实践操作型作业等。按照英语学习规律，学生必须吸收相当数量语言材料，并经过一定语言实践，才能取得利用英语交际能力，所以听力、口语作业是英语学科必要练习形式。设计多元化口头作业，如朗诵、阅读、背诵、复述、答问等，有利于打好语音基础，提升学习兴趣，调动学生主动性。在英语教学中听说读写是相辅相成、相互促进。所以，设计作业要全方面，现有笔头作业，也要有口头和听力作业，这么学生才能在作业中提升综合语言利用能力。②难易适中。作业过难，基础差学生干脆不写，或者剽窃他人作业;作业过于简单，基础好同学会感觉毫无挑战。所以，教师设计作业要充分考虑到学生个体差异，把握好作业难度设置。作业布置可分为三个档次：基础作业、提升作业和拔尖作业。后进生做基础作业，可选做提升作业;中等生做基础作业和提升作业.可选做拔尖作业：优等生三类作业都要做。这么，优等生不会因为“吃不饱”而轻视作业，他们会在原有基础上更深入;中等生会有“跳一跳，够得着”进取精神;后进生经过做一些相对较轻易作业，获取成功喜悦和自信，并产生“有投入就有收获”感觉，从而重视课堂听讲和作业完成，真正地投入学习，形成良性循环，逐步提升成绩。③作业量适中。作业太少，达不到目标;作业太多，会使学生望而生畏，甚至会损害学习英语主动性。教师应指导学生在有限时间内，主要进行学习方法探索和知识系统归类。所以，教师应把握好作业量。三、教学情境分析题32.【参考答案】(1)该教师采取是直接纠错法。直接纠错是指学习者出现错误时，教师打断其语言训练或实践活动.对其错误给予正面纠正(说出正确语言形式，并让学生改过)。效果：没有起到纠错作用。依据：教师纠错后，学生表现得很担心、不知所措，并没有吸收正确表示方式。这造成学生在第二次作答时，仍不能正确组织语言，错误依然没有改过。(2)该教师在对话过程中不停打断学生进行语法纠正，过于关注语法准确性，会造成学生因为常犯错误而自信心下降.并影响口语表示流利性。(3)提议：①合理把握纠错时机。假如教学活动意在培养学生口头表示能力，那么教师在学生讲话时不宜进行纠错，以免造成学生心理担心。影响其表示流利性：教师应在学生讲话结束后再指出其错误，并给出正确表示形式。假如教学活动侧重点是语言准确性，教师则应及时指出学生错误并给予纠正，以确保正确输出，为精准表示奠定基础。②合理变换纠错主体。教师在英语课堂上可灵活变换纠错主体，单独或交替使用自我纠错、同学纠错和全班共同纠错等方式。四、教学设计题33.【参考设计】TeachingContents:Thepassageisaboutthehotprogramsoftalentshows,thetrendoftheseshowsandpeople'sopinionsofthesetalentshows.TeachingObjectives:(1)KnowledgeobjectiveStudentscanknowsomebasicinformationabouttalentshowsandmastertheusageofthesuperlatives.(2)Abilityobjectives①Studentscanimprovetheirreadingandspeakingabilities.②Studentscanlearntotalkaboutthetalentshowsandusethesuperlativescorrectly.(3)Emotional