2019年上半年教師資格證《英語學(xué)科知識與教學(xué)能力》(高級中學(xué))試題（網(wǎng)友回憶版）

2019年上半年教師資格證《英語學(xué)科知識與教學(xué)能力》(高級中學(xué))試題（網(wǎng)友回憶版）[單選題]1.（江南博哥）Themaindifferencebetween/f/and/v/liesin_______A.themannerofarticulationB.theplaceofarticulationC.voicingD.soundduration參考答案：C參考解析：本題考查輔音的發(fā)音。根據(jù)themannerofarticulation‘‘發(fā)音方式”，/f/和/v/都屬于擦音；根據(jù)meplaceofarticulation“發(fā)音部位”，/f/和/v/都是唇齒音；根據(jù)voicing“聲帶振動與否”，御是清輔音，/v/是濁輔音。soundduration“發(fā)音長短”是元音的分類方式。故本題選C。[單選題]2.Whichofthefollowinginvolvesasounddeletion？A.Bean.B.Design.C.Sport.D.Big.參考答案：B參考解析：本題考查語音現(xiàn)象。bean/bi：n/，design[di?zain]，sport/sp?：rt/，big/b?g/。B項(xiàng)design音的省略現(xiàn)象，字母g不發(fā)音。A、C、D三項(xiàng)中單詞的每個字母(字母組合)都發(fā)音。故本題選B。(sport/sp?：rt/為美式發(fā)音。)[單選題]3.Intheeconomic______establishedrecently,moreprogresshasbeenmadebytheEuropeancountriesinharmonizingtheircountries.A.regulationB.climateC.circumstanceD.requirement參考答案：A參考解析：本題考查名詞辨析。regulation“規(guī)章，調(diào)控，管理”，climate“氣候”，circumstance“條件，環(huán)境”，requirement“要求，需要，必需品”。句意為“在最近建立的經(jīng)濟(jì)調(diào)控(政策)下，歐洲多國在協(xié)調(diào)一致上取得了更多的進(jìn)展”。故本題選A。[單選題]4.Smokingheavilyathomewillexposechildrento______amountofsmoke,endangeringtheirhealth.A.multipleB.surplusC.durableD.excessive參考答案：D參考解析：本題考查形容詞辨析。multiple“多重的，多樣的”，surplus“多余的，過剩的”，du.rable“(東西)耐用的，持久的”，excessive“過多的，極度的，過分的”。句意為“經(jīng)常在家里吸煙會使孩子接觸大量的煙霧，這會危害他們的健康”.excessiveamountof

smoke指“過多的煙霧，大量的煙霧”。故本題選D。[單選題]5.Whichofthefollowingpairsofwordsaregradableantonyms？A.Buyandsell.B.Bigandsmall.C.Maleandfemale.D.Redandgreen.參考答案：B參考解析：本題考查詞匯之間的涵義關(guān)系。題干：以下哪對詞屬于等級反義詞？兩個互為等級反義的詞語之間是性質(zhì)方面具有等級性，對一方的肯定并不意味著對另一方的否定。bi9與small之間是等級反義關(guān)系，對“bi9”的肯定并不是對“small”的否定，二者之間還有一個中間量“middle”。A項(xiàng)為反向反義關(guān)系；C項(xiàng)為互補(bǔ)反義關(guān)系；D項(xiàng)不存在反義關(guān)系。故本題選B。[單選題]6.Naturally,she_____thatoncetherewasanewfilmeverybodywouldbeeagertogoandseeit.A.hadassumedB.assumedC.hasassumed

D.wasassuming參考答案：B參考解析：本題考查動詞的時態(tài)。句意為“她自然而然地認(rèn)為一旦有新電影上映，每個人都會渴望去觀看”。assume的內(nèi)容用的是一般過去時，由此可知assume是發(fā)生在過去的動作，所以本題用assumed。故本題選B。[單選題]7.IfhehadfoughtintheFirstWorldWar,hemighthavereturned________A.adifferentmanB.withadifferentmanC.asadifferentmanD.tobeadifferentman參考答案：C參考解析：本題考查介詞短語作狀語。句意為“如果他參加過第一次世界大戰(zhàn)，他歸來時就是一個不同的人了”。“一個不同的人”指他歸來時的身份，在句中作狀語。A項(xiàng)名詞短語不能作狀語。B、C兩項(xiàng)均為介詞短語，可以作狀語，但是B項(xiàng)意為“伴隨著一個不同的人”，不符合句意；C項(xiàng)意為“作為一個不同的人”，符合句意。D項(xiàng)為不定式作狀語，表目的，意為“為了成為一個不同的人”，不符合句意。故本題選C。[單選題]8.Infact,theywouldratherhaveleftforLondon_______inBirmingham.A.tostayB.inordertostayC.thanhavestayedD.insteadofhavingstayed參考答案：C參考解析：本題考查固定結(jié)構(gòu)。句意為“事實(shí)上，他們寧愿已經(jīng)出發(fā)去了倫敦而不是待在伯明翰”。wouldratherdosth.thandosth.“寧愿做某事而不愿做某事”，故本題選c。[單選題]9.Whatkindofspeechactisperformedinutterance"ComeroundonSaturday"whenitissaidasaninvitationratherthanademand？A.Directspeechact.B.Locutionaryact.C.Indirectspeechact.D.Perlocutionaryact.參考答案：C參考解析：本題考查言語行為理論。題干：當(dāng)“周六過來”這句話被作為一種邀請而不是一種要求說出時，這屬于哪種言語行為？directspeechact“直接言語行為”指說話者直接說出自己想要表達(dá)的想法；locutionaryact“言內(nèi)行為”指說話本身所構(gòu)成的行為，即用聲音說出有意義的話語；indirectspeechact“間接言語行為”指交際者不直接說出其要說的話，而是通過另外一種言語來間接地表達(dá)其用意；perlocutionary

act“言后行為”是話語所產(chǎn)生的后果或引起的變化。題干中“周六過來”這句話沒有直接用邀請的詞匯，而是間接地表達(dá)邀請，所以此處是間接言語行為。故本題選c。[單選題]10.Byaskingthequestion,"CanyoulistyourfavoritefoodinEnglish？",theteacherisusingthetechniqueof_____A.elicitationB.monitoringC.promptingD.recasting參考答案：A參考解析：本題考查教學(xué)方法與技巧。elicitation“啟發(fā)，誘導(dǎo)”，monitorin9“監(jiān)控，監(jiān)測”，prompting“提示”，recasting“重組(復(fù)述)”。教師通過向?qū)W生提問來啟發(fā)學(xué)生進(jìn)行思考。故本題選A。[單選題]11.Ifateacherwantstocheckhowmuchstudentshavelearnedattheendofaterm,he/shewouldgivethema(n)___________A.diagnostictestB.placementtestC.proficiencytestD.achievementtest參考答案：D參考解析：本題考查語言測試。diagnostictest“診斷性測試”主要用于了解學(xué)生在外語學(xué)習(xí)過程中的進(jìn)展情況及存在的問題，從而補(bǔ)救教與學(xué)的不足。placementtest“分級考試”是一種綜合性的英文水平測試及心理測試項(xiàng)目，一般用于分班測試，用來對學(xué)生的學(xué)習(xí)水平進(jìn)行快速評估，為學(xué)生選擇一個適當(dāng)?shù)膶W(xué)習(xí)起點(diǎn)。proficiencytest“水平測試”不以具體的教材為命題依據(jù)，旨在評定學(xué)生現(xiàn)有的英語水平是否達(dá)到能勝任某一新的學(xué)習(xí)任務(wù)或工作需要的程度。achievementtest“成績測試”旨在了解一段時期內(nèi)學(xué)生對所學(xué)課程內(nèi)容的掌握情況，以便對學(xué)生的學(xué)習(xí)成績做出評定。學(xué)校英語教學(xué)中的期末測試屬于成績測試。[單選題]12.WhatlearningstyledoesXiaoLiexhibitifshetriestounderstandeverysinglewordwhenlisteningtoapassage？A.Field-dependence.B.IntoleranceofAmbiguity.C.Risk-taking.D.Field-independence.參考答案：B參考解析：本題考查學(xué)習(xí)風(fēng)格。題干：如果小李在聽一篇文章的時候試圖聽懂每一個單詞，她表現(xiàn)出的是什么樣的學(xué)習(xí)風(fēng)格？ToleranceofAmbiguity“模糊容忍度”是指學(xué)生面對一系列不熟悉的、復(fù)雜的線索時，對模棱兩可的信息進(jìn)行知覺加工的方式。模糊容忍度低的學(xué)生傾向于將模糊的、不完整的、不確定的、不連貫的信息看作是潛在的心理威脅的起因。題干中的小李在聽文章時，試圖理解每一個單詞，體現(xiàn)了較低的模糊容忍度(IntoleranceofAmbiguity0故本題選B。Field—dependence“場依存”是指學(xué)生對事物做判斷時傾向于以外部參照作為信息加工的依據(jù)，容易受周圍的人，特別是權(quán)威人士的影響和干擾，善于察言觀色；Risk.takin9“冒險(xiǎn)”；Field—independence“場獨(dú)立”是指學(xué)生對客觀事物做判斷時，常常利用內(nèi)部的參照，不易受外來的因素影響和干擾，能夠獨(dú)立對事物做判斷。[單選題]13.Ifateacherasksstudentstoputjumbledsentencesinorderinareadingclass,he/sheintendstodeveloptheirabilityof__________A.word-guessingthroughcontextB.summarizingthemainideaC.understandingtextualcoherenceD.scanningfordetailedinformation參考答案：C參考解析：本題考查閱讀教學(xué)。A項(xiàng)“通過上下文猜測詞義”，B項(xiàng)“歸納文章大意”，c項(xiàng)“理解文本的連貫性”，D項(xiàng)“尋讀找出細(xì)節(jié)信息”。如果教師要求學(xué)生在閱讀課上重新排列雜亂的句子，他/她的目的是培養(yǎng)學(xué)生理解文本的連貫性的能力。故本題選C。[單選題]14.Whenateachersays"Whatdoyoumeanbythat？",he/sheisaskingthestudentFor_______A.repetitionB.suggestionC.introduction

D.clarification參考答案：D參考解析：本題考查教學(xué)反饋。repetition“重復(fù)”，suggestion“建議”，introduction“介紹”，clarification“闡釋，說明”。當(dāng)教師問“你這么說想表達(dá)什么意思？”時，他/她想讓學(xué)生進(jìn)行解釋說明。故本題選D。[單選題]15.Whenateachersays"You'dbettertalkinamorepolitewaywhenspeakingtotheelderly.",he/sheisdrawingthestudents'attentiontothe______oflanguageuse.A.fluencyB.complexityC.accuracyD.appropriacy參考答案：D參考解析：本題考查語用教學(xué)。題干：當(dāng)教師說“當(dāng)你和老人說話時，你最好用一種更禮貌的方式”，他/她正在提醒學(xué)生注意語言使用的。fluency“流利度”，complexity“復(fù)雜性”，accuracy“準(zhǔn)確性”，appropriacy“得體性”。以禮貌的方式和老人說話體現(xiàn)了語言運(yùn)用的得體性。故本題選D。[單選題]16.Whichofthefollowingisadisplayquestion？A.Whatpartofspeechis"immense"？B.Howwouldyoucommentonthisreport？C.WhydoyouthinkHemingwayisagoodwriter？D.Whatdoyouthinkofthecharactersinthisnovel？參考答案：A參考解析：本題考查課堂問題的類型。課堂問題可分為展示性問題(displayquestions)和參考性問題(referentialquestions0展示性問題是指教師已經(jīng)知道答案或者答案能在相關(guān)工具書中找到的問題，提問只是為了考查學(xué)生對語言知識的掌握情況。參考性問題是指沒有預(yù)設(shè)的答案的問題，提問的目的是使學(xué)生發(fā)散思維、尋求信息。A項(xiàng)“‘immense’是什么詞性？”屬于展示性問題；B、c、D三項(xiàng)都是參考性問題。故本題選A。[單選題]17.Whichofthefollowingrepresentsacontextualizedwayofpractising"Howoften..."？A.Makesomesentenceswith"howoften".B.Use"howoften"andthewordsgiventomakeasentence.C.Igoshoppingtwiceaweek.Howoftendoyougoshopping？D.Pleasechangethestatementintoaquestionwith"howoften".參考答案：C參考解析：本題考查課堂教學(xué)。題干：下列哪個選項(xiàng)是在語境中練習(xí)“Howoften…”？A項(xiàng)“用howoften造句”，B項(xiàng)“用howoften和給出的單詞造句”，c項(xiàng)“我每周購物兩次。你多久購物一次？”D項(xiàng)“請把這句話改成用howoften提問的問句”。c項(xiàng)呈現(xiàn)了一個購物話題，是在語境中練習(xí)howoften的方法。故本題選C。[單選題]18.WhichofthefollowingarecontrolledactivitiesinanEnglishclass？A.Reporting,role-playandgames.B.Readingaloud,dictationandtranslation.C.Role-play,problemsolvinganddiscussion.D.Informationexchange,narrationandinterview.參考答案：B參考解析：本題考查英語教學(xué)活動。A項(xiàng)“做報(bào)告、角色扮演和游戲”，B項(xiàng)“朗讀、聽寫和翻譯”，c項(xiàng)“角色扮演、解決問題和討論”，D項(xiàng)“信息交流、敘述和采訪”。英語教學(xué)中的控制性活動包括朗讀、聽寫、翻譯、背誦、模仿、重復(fù)、編對話、分角色閱讀、復(fù)述等活動；開放性活動包括模擬真實(shí)情境進(jìn)行的角色扮演、辯論、做報(bào)告、游戲、信息交流、采訪、小組討論、即興演講等活動。故本題選B。[單選題]19.The_______isdesignedaccordingtothemorphologicalandsyntacticaspectsofalanguage.A.structuralsyllabusB.situationalsyllabusC.skill-basedsyllabusD.content-basedsyllabus參考答案：A參考解析：本題考查教學(xué)大綱。題干：是根據(jù)語言的形態(tài)和句法方面來設(shè)計(jì)的。structuralsyllabus“結(jié)構(gòu)教學(xué)大綱”主要以語法教學(xué)為導(dǎo)向，以語言結(jié)構(gòu)為基礎(chǔ)，把語言看作一系列由語法規(guī)則組成的體系。situationalsyllabus“情景教學(xué)大綱”是以情景為線索來選擇和組織語言的，它的目的是具體區(qū)分目標(biāo)語使用的不同場景。skill—basedsyllabus“技能型教學(xué)大綱”的“技能”是指學(xué)習(xí)者普遍具有的、不依賴特定語境的聽、說、讀、寫四種語言能力，例如發(fā)指令的能力，略讀、尋讀的閱讀技能，寫各種報(bào)告的能力，聽英文廣播的能力等；技能型教學(xué)大綱的主要目的是使學(xué)習(xí)者學(xué)習(xí)特定的語言技能。content—basedsyllabus“內(nèi)容型教學(xué)大綱”中的“內(nèi)容”指的是與各個學(xué)科知識相關(guān)的內(nèi)容，如技術(shù)、社會、計(jì)算機(jī)等，這種教學(xué)大綱主張把其他學(xué)科的內(nèi)容引入第二語言的教學(xué)中。故本題選A。[問答題]1.PPT是英語教師常用的一種教學(xué)輔助工具，請簡述PPT在語言教學(xué)中的兩個優(yōu)點(diǎn)(6分)，列舉英語課堂教學(xué)中使用PPT常見的兩個問題(63J")，并提出合理使用PPT的兩條建議(8分)。(3)該教師可以從哪三個方面對此評價表進(jìn)行改進(jìn)？(12分)參考答案：無參考解析：(1)PPT在語言教學(xué)中的兩個優(yōu)點(diǎn)：①PPT能夠?qū)⒔滩膬?nèi)容生動活潑地呈現(xiàn)在學(xué)生面前，使靜態(tài)、枯燥的語言材料變得直觀、具體，富有感染力，從而調(diào)動學(xué)生學(xué)習(xí)的積極性，激發(fā)學(xué)生的學(xué)習(xí)興趣。②PPT的使用可以創(chuàng)建直觀的教學(xué)情境，提供有利于學(xué)生觀察、模仿、嘗試、體驗(yàn)真實(shí)語言的環(huán)境，使英語課堂更好地體現(xiàn)真實(shí)性和交際性。(2)英語課堂教學(xué)中使用PPT常見的兩個問題：①PPT有時候會分散學(xué)生的注意力，如學(xué)生的注意力可能被圖片、視頻、音樂等吸引，影響教學(xué)效果。②教師過于依賴PPT，容易忽視講解、板書、活動等在課堂上的重要作用，且教師使用PPT在一定程度上增加了工作量。一味地追求使用PPT有時會使教師忽略課程的重點(diǎn)和難點(diǎn)，PPT的作用適得其反。(3)合理使用PPT的兩條建議：①教師應(yīng)當(dāng)有針對性地根據(jù)課型和教學(xué)內(nèi)容合理設(shè)計(jì)PPT，突出教學(xué)的重難點(diǎn)，注意PPT的頁數(shù)與切換速度，使PPT真正做到為教學(xué)內(nèi)容服務(wù)。②教師在使用PPT時，要注意目的性和恰當(dāng)性。PPT的使用不能替代師生在課堂上真實(shí)的語言交流、思維碰撞、情感互動等人際交往活動。PPT只是教學(xué)的輔助手段，不能喧賓奪主。[問答題]2.下面是某英語教師在日常教學(xué)中使用的《學(xué)生口語能力評價表》。該教師運(yùn)用此表記錄了某位學(xué)生(李華)一學(xué)期口語能力的發(fā)展情況根據(jù)所給信息從下列三個方面作答。(1)該教師所采用的評價屬于什么類型？(6分)(2)該評價表具有哪三個主要作用？(12分)(3)該教師可以從哪三個方面對此評價表進(jìn)行改進(jìn)？(12分)參考答案：無參考解析：(1)該教師所采用的評價屬于形成性評價。形成性評價是在教學(xué)活動中，為了更好地達(dá)到教學(xué)目標(biāo)，取得最佳教學(xué)效果而不斷進(jìn)行的評價。它能用來及時了解某階段教學(xué)的結(jié)果和學(xué)生的學(xué)習(xí)進(jìn)展，以及存在的問題。(2)評價表的主要作用：①通過笑臉數(shù)目的變化體現(xiàn)學(xué)生的表現(xiàn)，使得評價結(jié)果一目了然，評價表具有直觀性和可對比性。②展現(xiàn)學(xué)生在每一單元的Vl語表現(xiàn)，使評價具有科學(xué)性。該評價表可以體現(xiàn)出在每一單元中，學(xué)生的口語在哪些方面表現(xiàn)不錯，哪些方面有待努力，這樣教師可以在接下來的教學(xué)中采取適當(dāng)?shù)牟呗裕瑢W(xué)生也可以加強(qiáng)相關(guān)的學(xué)習(xí)。③記錄學(xué)生的學(xué)習(xí)進(jìn)展，使評價過程具有連續(xù)性和動態(tài)性。該表縱向表現(xiàn)了學(xué)生每個項(xiàng)目的進(jìn)步情況，這能夠使教師對學(xué)生的學(xué)習(xí)進(jìn)展有總體性的認(rèn)識，同時使學(xué)生對自身成績有更加客觀的認(rèn)識，激發(fā)學(xué)生的學(xué)習(xí)動力。(3)改進(jìn)措施：①增加評價維度。教師可以根據(jù)學(xué)生的表現(xiàn)，增加語音語調(diào)、語法運(yùn)用的準(zhǔn)確性、達(dá)意度等維度。

TeachingContents：ThisisareadinglessonaboutanintroductiontoafamouswriterMarkTwain,including

themeaningofhispennameandhislifeexperiences--trieddifferentjobsandwenttodifferentplaces--whichlaida

goodfoundationforhiswritingcareer.

TeachingObjectives：

(1)Knowledgeobjective

StudentscanknowmoreaboutthefamouswriterMarkTwain,especiallyhislifeexperiences.

(2)Abilityobjective

Studentscandeveloptheabilities,suchasskimming,scanningandcarefulreading,toreadbiographicalessays.

(3)Emotionalobjective

Students'literaryattainmentcangetcultivated,andtheycanhaveanawarenessoftheconnectionbetweenan

author'sworksandhis/herlifeexperiences.

TeachingKeyandDifficultPoints：

(1)Teachingkeypoint

Studentscangraspthemainideaanddetailedinformationofthepassage,andthentheycanretellMarkTwain's

lifeexperiences.

(2)Teachingdifficultpoint

Studentscanlearntodeveloptheirliteraryattainment.

MajorSteps：

Step1Pre-reading(3minutes)

(1)ShowthephotosofMarkTwainandhisworks,andthenaskstudentstwoquestions：

①WhoisMarkTwain？Howmuchdoyouknowabouthim？

②Haveyoueverreadanyworksofhim？Whichonedoyoulikebest？Why？

Inviteseveralstudentstoanswerthequestions.

(2)Askstudentstoreadthetitleofthepassageandpredictwhatthepassagewilltalkabout.(Justification：Thephotoscanactivateclassatmosphereandprovidestudentswithsomecluestoanswerthe

questions.Predictioncanarousestudents'curiosityandmakeapreparationforreadingthepassage.)

Step2While-reading(12minutes)

(1)Skimming

Askstudentstoreadthepassagequicklytochecktheirpredictionwithin3minutesandthenfinishthematch.

Para.lMarkTwainearnedareputation.

Para.2themeaningofthepenname

Para.3theadventurouslifeontheMississippiRiver②細(xì)化每個維度的評價標(biāo)準(zhǔn)。教師可以制定出不同等級“笑臉”的具體標(biāo)準(zhǔn)，或?qū)ⅰ靶δ槨备臑榫唧w的評價語言，這樣可以更容易讓學(xué)生深入了解自己的口語水平。③增加評價主體。評價主體不僅是教師，還可以是學(xué)生和家長。[問答題]3.設(shè)計(jì)任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)20分鐘的閱讀教學(xué)方案。教案沒有固定格式，但須包含下列要點(diǎn)：~teachingobjectives~teachingcontents~keyanddifficultpoints~majorstepsandtimeallocation~activitiesandjustifications教學(xué)時間：20分鐘學(xué)生概況：某城鎮(zhèn)普通高中一年級第一學(xué)期學(xué)生，班級人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》五級水平。學(xué)生課堂參與積極性一般。語言素材：TheLifeofMarkTwainOftenthelivesofwritersresemblethelivesofthecharacterstheycreate.MarkTwain,whowroteTheAdventuresofHuckleberryFinnandTheAdventuresofTomSawyer,wasnoexception.Tostartwith,theauthor'sname,MarkTwain,isitselfaninvention,or"penname".Twain'srealnamewasSamuelClemens."MarkTwain",whichmeans"watermarktwo",wasacallusedbysailorsontheMississippitowarnshipmatesthattheywerecomingintoshallowwater.LikeHuck,MarkTwainledanadventurouslife.Heleftschoolearly,andasanadolescent,determinedtomakehisfortuneinSouthAmerica,setofffromhishomeinHannibal,Missouri,forNewOrleans.HewantedtotakeaboattotheAmazon,wherehethoughthecouldgetrichquickly.HearrivedinNewOrleanswithoutapennyinhispocketonlytofindthattherewerenoboatsforSouthAmerica.Forcedtochangehisplans,heworkedforseveralyearsasapilotonasteamboat,takingpassengersupanddowntheMississippi,thegreatriverwhichflowsfromthenorthoftheUSneartheCanadianborder,downtotheGulfofMexico.Laterhebecameajournalistandbeganwritingstoriesaboutlifeontheriver.Twain'svividandoftenamusingdescriptionsoflifeontheriverquicklybecamepopular,andestablishedthereputationhestillenjoystodayasoneofAmerica'sgreatestwriters.參考答案：無參考解析：【參考設(shè)計(jì)】

(2)Scanning

Askstudentstolocatecertaininformationbyreadingthepassagequicklytoanswerthefollowingquestions：

①IsMarkTwainhisrealname？Ifnot,whatishisrealname？

②Whatdidhedowhenheworkedonthesteamboat？

③Whatdidhedoafterthat？④

WhatreputationdidMarkTwinearn？

(3)Carefulreading

Askstudentstoreadthepassagecarefullyandfulfillthefollowingparagraph：MarkTwainisactuallya

name,whichmeansthat__.Helivedan__life.Heleft

schoolearlyto

inSouthAmerica,butinOrleanshehad__andfoundnoboattoAmazon,sohe

workson

Riverasa

onasteamboat.Afterthathebecamea

towrite,whose

establishedhimagreatreputation.

Beforeshowingtheanswer,inviteafewstudentstoreadtheircompletedparagraph,andotherscanchecktheirs.(Justification：Fastreadingcanhelpstudentsgraspthemainideaandspecificinformationofthepassage.Carefulreadingcandeepenstudents'understandingofthepassage.)

Step3Post-reading(5minutes)

Askstudentstoworkinpairstodiscussthefollowingquestions：?1Whydothelivesofwritersresemblethelivesofcharactershecreates？HowdoestheresemblancegetreflectedbyMarkTwain？?2Canyousummarizethestructureofthepassage？Askseveralstudentstosharetheiranswers.Thenaskallofthemtopolishtheiranswersandwritethemdowntohandin.(Justification：Thefirstquestioncandevelopstudents'thinkingability,andthesecondquestioncanhelp

studentsunderstandthestructureofbiographicalessay,whichisusefulforthemtodosimilarwriting.)共享題干題ThenumberofAmericanswhoreadbookshasbeendecliningforthirtyyears,andthosewhodoreadhavebecomeproudof,evenabitover-identifiedwith,theenterprise.AlongsidethetotebagsyoucanfindT-shirts,magnets,andbuttonsprintedorsewnwithcoversofclassicnovels;theWebsiteEtsysellstightsprintedwithpoemsbyEmilyDickinson.AspreadinTheParisReviewfeaturedliterature-inspiredpaint-chipcolors.Themerchandisingofreadinghasacuriouslyundifferentiatedflavor,asifwhatyoureadmatteredlessthanthatyoureaD.Inthisclimateofembattledbibliophilia,anewsubgenreofbooksaboutbookshasemerged,amixofliterarycriticism,autobiography,self-help,andimmersionjournalism：authorsundertakereadingstuntstoprovethatreading--anything--stillmatters."IthoughtofmyadventureasOff-RoadorExtremeReading,"PhyllisRosewritesin"TheShelf：FromLEQtoLES",thelateststuntbook,inwhichshereadsthroughamoreorlessrandomshelfoflibrarybooks.Shecompareshervoyage,toErnestShackleton'sexplorationsintheAntarctic."However,Iliketosleepunderaquiltwithmyheadonagoosedownpillow,"shewrites."SoIwouldreadmywayintotheunknown--intothepathlesswastes,intothinair,withnoreviews,nobest-sellerlists,nocollegecurricula,noNationalBookAwardsorPulitzerPrizes,noads,nopublicity,notevenwordofmouthtoguideme."Sheisnotthefirstwritertosetoffonarmchairexpedition.A.J.Jacobs,aself-described"humanguineapig",spentayearreadingtheencyclopediafor"TheKnow-It-All：OneMan'sHumbleQuesttoBecometheSmartestPersonintheWorld"(2004).AmmonSheareadalloftheOxfordEnglishDictionaryforhisbook"ReadingtheOED：OneMan,OneYear,21730Pages"(2008).In"TheWholeFiveFeet"(2010),ChristopherBehamadehiswaythroughtheHarvardClassicsduringayearinwhichhesufferedseriousillnessandhadadeathinthefamily.In"Howard'sEndIsontheLanding"(2010),SusanHilllimitedherselftoreadingonlythebooksthatshealreadyowned.Such"extremereading"requiresspecialpersonaltraits：perseverance,stamina,acravingforself-improvement,andobstinacy.Rosefitsthebill.AretiredEnglishprofessor,sheistheauthorofpopularbiographiesofVirginiaWoolfandJosephineBaker,aswellas"TheYearofReadingProust"(1997),amemoirofherfamilylifeandthemannersandmoresoftheKeyWestliteraryscene.Herbestbookis"ParallelLives"(1983),agroupbiographyoffiveVictorianmarriages.(Itisfilledwithmarvellousdetailsandsetpieces,liketheoneinwhichJohnRuskin,rearedonhairlesssculpturesoffemalenudes,defersconsummatinghismarriagetoEffieGrayforsolongthatshesuesfordivorce.)Roseisconsistentlygenerous,knowledgeable,andchatty,withaknockforconnectingspecificincidentstolargesocialtrends.Unlikemanybiblio-memoirists,shelovesnetworktelevisionandisun-nostalgicaboutprint;in"TheShelf'shesaysthatsheprefershere-readertocertainmoldypaperbacks.Thewaymostofuschooseourreadingtodayissimple.Someonepostsalink,andweclickonit.Wesetouttobuyonebook,andAmazonsuggeststhatwemightlikeanother.Friendsandretailersknowourpreferences,andurgerecommendationsonus.Thebookstoreandthelibrarycouldassistyou,too--thepeoplewhoworktheremayevenknowyouandtrackyourhabits--buttheyareorganizedinanimpersonalway.Shelvesandopenstacksoffernotonlyimmediateaccesstobooksbutstrangejuxtapositions.Arbitraryclassificationbreedssurprises--NikolaiGogolnexttoWilliamGolding,ClariceLispectornexttoPenelopeLively.Thealphabethasnorationale,agenda,orpreference.[單選題]1.

WhatcanbeinferredfromParagraph1abouttheauthor'sopiniononreading？A.Whatreallymattersisthefactthatyouread.B.Anemphasisshouldbeplacedonwhatyouread.C.Themerchandisingofreadingcanboostbooksales.D.Readingasaseriousundertakingshouldnotbemerchandised.參考答案：D參考解析：推斷題。由第一段中的“Themerchandisingofreadinghasacuriouslyundifferentiated

flavor，asifwhatyoureadmatteredlessthanthatyouread”以及“reading--anything--stillmatters”可知，作者認(rèn)為讀書行為的商品化使得人們所讀的具體內(nèi)容好像不如讀書這一行為重要，但是所讀的內(nèi)容也是重要的。由此能夠推斷出作者認(rèn)為閱讀作為一項(xiàng)嚴(yán)肅的活動不應(yīng)該被商品化。故本題選D。D.Inthisclimateofembattledbibliophilia,anewsubgenreofbooksaboutbookshasemerged,amixofliterarycriticism,autobiography,self-help,andimmersionjournalism：authorsundertakereadingstuntstoprovethatreading--anything--stillmatters."IthoughtofmyadventureasOff-RoadorExtremeReading,"PhyllisRosewritesin"TheShelf：FromLEQtoLES",thelateststuntbook,inwhichshereadsthroughamoreorlessrandomshelfoflibrarybooks.Shecompareshervoyage,toErnestShackleton'sexplorationsintheAntarctic."However,Iliketosleepunderaquiltwithmyheadonagoosedownpillow,"shewrites."SoIwouldreadmywayintotheunknown--intothepathlesswastes,intothinair,withnoreviews,nobest-sellerlists,nocollegecurricula,noNationalBookAwardsorPulitzerPrizes,noads,nopublicity,notevenwordofmouthtoguideme."Sheisnotthefirstwritertosetoffonarmchairexpedition.A.J.Jacobs,aself-described"humanguineapig",spentayearreadingtheencyclopediafor"TheKnow-It-All：OneMan'sHumbleQuesttoBecometheSmartestPersonintheWorld"(2004).AmmonSheareadalloftheOxfordEnglishDictionaryforhisbook"ReadingtheOED：OneMan,OneYear,21730Pages"(2008).In"TheWholeFiveFeet"(2010),ChristopherBehamadehiswaythroughtheHarvardClassicsduringayearinwhichhesufferedseriousillnessandhadadeathinthefamily.In"Howard'sEndIsontheLanding"(2010),SusanHilllimitedherselftoreadingonlythebooksthatshealreadyowned.Such"extremereading"requiresspecialpersonaltraits：perseverance,stamina,acravingforself-improvement,andobstinacy.Rosefitsthebill.AretiredEnglishprofessor,sheistheauthorofpopularbiographiesofVirginiaWoolfandJosephineBaker,aswellas"TheYearofReadingProust"(1997),amemoirofherfamilylifeandthemannersandmoresoftheKeyWestliteraryscene.Herbestbookis"ParallelLives"(1983),agroupbiographyoffiveVictorianmarriages.(Itisfilledwithmarvellousdetailsandsetpieces,liketheoneinwhichJohnRuskin,rearedonhairlesssculpturesoffemalenudes,defersconsummatinghismarriagetoEffieGrayforsolongthatshesuesfordivorce.)Roseisconsistentlygenerous,knowledgeable,andchatty,withaknockforconnectingspecificincidentstolargesocialtrends.Unlikemanybiblio-memoirists,shelovesnetworktelevisionandisun-nostalgicaboutprint;in"TheShelf'shesaysthatsheprefershere-readertocertainmoldypaperbacks.Thewaymostofuschooseourreadingtodayissimple.Someonepostsalink,andweclickonit.Wesetouttobuyonebook,andAmazonsuggeststhatwemightlikeanother.Friendsandretailersknowourpreferences,andurgerecommendationsonus.Thebookstoreandthelibrarycouldassistyou,too--thepeoplewhoworktheremayevenknowyouandtrackyourhabits--buttheyareorganizedinanimpersonalway.Shelvesandopenstacksoffernotonlyimmediateaccesstobooksbutstrangejuxtapositions.Arbitraryclassificationbreedssurprises--NikolaiGogolnexttoWilliamGolding,ClariceLispectornexttoPenelopeLively.Thealphabethasnorationale,agenda,orpreference.[單選題]2.WhydoesPhyllisRosecompareherreadingtoErnestShackleton'sexplorationsintheAntarctic？A.Toemphasizetheadventurousandstirringexperienceofreading.B.Toemphasizetheroleofreadinginbroadeningpeople'shorizon.C.Toemphasizetheamusementinreadingwithoutspecificguidance.D.Toemphasizethechallengesinreadingbooksofvaryingcategories.參考答案：C參考解析：推斷題。由第二段中的“shereadsthroughamoreorlessrandomshelfoflibrary

books…‘S01wouldreadmywayintotheunknown--intothepathlesswastes…notevenwordofmouthtoguideme”可知，PhyllisRose把她的閱讀比作ErnestShackleton在南極探險(xiǎn)是因?yàn)樗拈喿x行為是隨心所欲的，沒有任何參考或引導(dǎo)。故本題選c。D.Inthisclimateofembattledbibliophilia,anewsubgenreofbooksaboutbookshasemerged,amixofliterarycriticism,autobiography,self-help,andimmersionjournalism：authorsundertakereadingstuntstoprovethatreading--anything--stillmatters."IthoughtofmyadventureasOff-RoadorExtremeReading,"PhyllisRosewritesin"TheShelf：FromLEQtoLES",thelateststuntbook,inwhichshereadsthroughamoreorlessrandomshelfoflibrarybooks.Shecompareshervoyage,toErnestShackleton'sexplorationsintheAntarctic."However,Iliketosleepunderaquiltwithmyheadonagoosedownpillow,"shewrites."SoIwouldreadmywayintotheunknown--intothepathlesswastes,intothinair,withnoreviews,nobest-sellerlists,nocollegecurricula,noNationalBookAwardsorPulitzerPrizes,noads,nopublicity,notevenwordofmouthtoguideme."Sheisnotthefirstwritertosetoffonarmchairexpedition.A.J.Jacobs,aself-described"humanguineapig",spentayearreadingtheencyclopediafor"TheKnow-It-All：OneMan'sHumbleQuesttoBecometheSmartestPersonintheWorld"(2004).AmmonSheareadalloftheOxfordEnglishDictionaryforhisbook"ReadingtheOED：OneMan,OneYear,21730Pages"(2008).In"TheWholeFiveFeet"(2010),ChristopherBehamadehiswaythroughtheHarvardClassicsduringayearinwhichhesufferedseriousillnessandhadadeathinthefamily.In"Howard'sEndIsontheLanding"(2010),SusanHilllimitedherselftoreadingonlythebooksthatshealreadyowned.Such"extremereading"requiresspecialpersonaltraits：perseverance,stamina,acravingforself-improvement,andobstinacy.Rosefitsthebill.AretiredEnglishprofessor,sheistheauthorofpopularbiographiesofVirginiaWoolfandJosephineBaker,aswellas"TheYearofReadingProust"(1997),amemoirofherfamilylifeandthemannersandmoresoftheKeyWestliteraryscene.Herbestbookis"ParallelLives"(1983),agroupbiographyoffiveVictorianmarriages.(Itisfilledwithmarvellousdetailsandsetpieces,liketheoneinwhichJohnRuskin,rearedonhairlesssculpturesoffemalenudes,defersconsummatinghismarriagetoEffieGrayforsolongthatshesuesfordivorce.)Roseisconsistentlygenerous,knowledgeable,andchatty,withaknockforconnectingspecificincidentstolargesocialtrends.Unlikemanybiblio-memoirists,shelovesnetworktelevisionandisun-nostalgicaboutprint;in"TheShelf'shesaysthatsheprefershere-readertocertainmoldypaperbacks.Thewaymostofuschooseourreadingtodayissimple.Someonepostsalink,andweclickonit.Wesetouttobuyonebook,andAmazonsuggeststhatwemightlikeanother.Friendsandretailersknowourpreferences,andurgerecommendationsonus.Thebookstoreandthelibrarycouldassistyou,too--thepeoplewhoworktheremayevenknowyouandtrackyourhabits--buttheyareorganizedinanimpersonalway.Shelvesandopenstacksoffernotonlyimmediateaccesstobooksbutstrangejuxtapositions.Arbitraryclassificationbreedssurprises--NikolaiGogolnexttoWilliamGolding,ClariceLispectornexttoPenelopeLively.Thealphabethasnorationale,agenda,orpreference.[單選題]3.Whichofthefollowingisclosestinmeaningtounderlinedphrase"humanguineapig"inParagraph3？A.Apersonusedinexperiments.B.Anuneducatedperson.C.Alazyperson.D.Avulnerableperson.參考答案：A參考解析：含義題。根據(jù)第三段中的“A.J.Jacobs，aself-described‘humanguineapi9’，spenta

yearreadingtheencyclopedia”“Such‘extremereadin9’requiresspecialpersonaltraits…”可知A.J.Jacobs只用了一年時間就讀了一部百科全書，這是一種極限閱讀。由此可推斷出A.J.Jacobs認(rèn)為自己是“實(shí)驗(yàn)者”。guineapi9本意為“豚鼠，實(shí)驗(yàn)對象”。故本題選A。D.Inthisclimateofembattledbibliophilia,anewsubgenreofbooksaboutbookshasemerged,amixofliterarycriticism,autobiography,self-help,andimmersionjournalism：authorsundertakereadingstuntstoprovethatreading--anything--stillmatters."IthoughtofmyadventureasOff-RoadorExtremeReading,"PhyllisRosewritesin"TheShelf：FromLEQtoLES",thelateststuntbook,inwhichshereadsthroughamoreorlessrandomshelfoflibrarybooks.Shecompareshervoyage,toErnestShackleton'sexplorationsintheAntarctic."However,Iliketosleepunderaquiltwithmyheadonagoosedownpillow,"shewrites."SoIwouldreadmywayintotheunknown--intothepathlesswastes,intothinair,withnoreviews,nobest-sellerlists,nocollegecurricula,noNationalBookAwardsorPulitzerPrizes,noads,nopublicity,notevenwordofmouthtoguideme."Sheisnotthefirstwritertosetoffonarmchairexpedition.A.J.Jacobs,aself-described"humanguineapig",spentayearreadingtheencyclopediafor"TheKnow-It-All：OneMan'sHumbleQuesttoBecometheSmartestPersonintheWorld"(2004).AmmonSheareadalloftheOxfordEnglishDictionaryforhisbook"ReadingtheOED：O