教師資格證《英語學(xué)科知識與教學(xué)能力（高級中學(xué)）》（題庫）考前點題卷二

教師資格證《英語學(xué)科知識與教學(xué)能力（高級中學(xué)）》（題庫）考前點題卷二[單選題]1._______（江南博哥）asheis,hehasturned_______professionalwriter.A.Teenager;/B.Ateenager;aC.Teenager;aD.Ateenager;/參考答案：C參考解析：本題考查倒裝結(jié)構(gòu)和冠詞用法。句意為“盡管還是個少年，(但是)他已經(jīng)成了一名職業(yè)作家”。as引導(dǎo)的讓步狀語從句使用倒裝結(jié)構(gòu)，如果是名詞作表語置于句首，名詞前不加冠詞。turn表示“成為”時，其后的名詞前一般不加冠詞，但若該名詞有形容詞修飾時，則需要加冠詞。故本題選C。[單選題]2.Nooneknowsexactly_______thisancientbridgewasbuilt.SomesayitwasbuiltduringtheTangdynasty,butothersdisagree.A.howB.whyC.whenD.whether參考答案：C參考解析：本題考查賓語從句。句意為“沒有人知道這座古橋是什么時候建成的。有人說它建于唐朝，但是有些人不認同”。賓語從句引導(dǎo)詞在從句中作時間狀語。故本題選C。[單選題]3.Thesyntacticcomponentprovidesthe_______forasentence.A.lexiconB.structureC.meaningD.sound參考答案：B參考解析：本題考查句法學(xué)知識。句法成分使句子具備了結(jié)構(gòu)。[單選題]4.Theolderworkerandtheyoungeach_______theirowntools.A.haveB.hasC.arehavingD.ishaving參考答案：A參考解析：復(fù)數(shù)形式的主語與each連用，each位于復(fù)數(shù)形式的主語之后作同位語,該主語不受each的影響，謂語動詞仍用復(fù)數(shù)形式。[單選題]5.Thesemanticcomponentsoftheword\"gentleman\"canbeexpressedas_______.A.+animate,+male,+human,-adultB.+animate,+male,+human,+adultC.+animate,-male,+human,-adultD.+animate,-male,+human,+adult參考答案：B參考解析：成分分析(componentialanalysis)指研究詞義的一種方法，將詞的語義成分或特征分成幾個部分。[單選題]6.Ican'tgocyclingwithyouthisweekend,formybicycleneeds_______.A.torepairB.repairingC.repairedD.beingrepaired參考答案：B參考解析：向意：這個周末我不能和你一起騎自行車了，因為我的自行車需要修理。當need作實義動詞后接動名詞作賓語時,動名詞的主動形式表示被動意義，相當于后接不定式的被動形式，即sth.+need+doing／tobedone，表示“某物需要被做某事”。故選B。[單選題]7.Therelationshipbetween\"fruit\"and\"orange\"is_______.A.superordinateB.relationaloppositesC.hyponymyD.homonymy參考答案：C參考解析：Orange是fruit的一種，所以兩者之間是上下義關(guān)系(hyponymy)。[單選題]8.Thesamebetween/m/and/p/liesin_______.A.themannerofarticulationB.theplaceofarticulationC.voicingD.soundduration參考答案：B參考解析：按照發(fā)音方法劃分，／m／屬于鼻音，／p／屬于爆破音；按照發(fā)音部位劃分，／m／和／p／都屬于雙唇音；按照帶聲性劃分，／m／屬于濁輔音，／p／屬于清輔音；音的長短屬于元音的分類范疇。故選B。[單選題]9.Thisjobis_______doing,butitisn't_______tospendsomuchtimeonit.A.worth;worthB.worth;worthwhileC.worthwhile;worthD.worthwhile;worthwhile參考答案：B參考解析：考查近義詞辨析。worth和worthwhile均表示“值得的”。beworth后可直接跟名詞.代詞或動名詞，其句子主語可用形式主語it，也可用動名詞的邏輯賓語。而beworthwhile只能用在itbeworthwhile結(jié)構(gòu)中，后接動名詞或不定式均可。因此只能選B。[單選題]10.Morphemesthatrepresent\"tensenumber\",\"gender\",\"case\"andsofortharecalled_______morphemes.A.inflectionalB.freeC.boundD.derivational參考答案：A參考解析：考查屈折詞素。屈折詞素(Inflectionalmorpheme)與其他詞素結(jié)合后，會改變其時態(tài).單復(fù)數(shù)等，例如動詞遇到第三人稱單數(shù)時須加上后綴.S，這樣的詞素只會改變語法特征，并不改變語意。[單選題]11.Interlanguage,orthedevelopinglinguisticsystemofasecondlanguagelearner,displaysthefollowingfeaturesexcept_______.A.independentB.transitionalC.fossilizationD.rule-governed參考答案：A參考解析：中介語是介于第二語言學(xué)習(xí)者母語和目的語之間的一種語言變體，其三大特征是系統(tǒng)性.可變性和石化現(xiàn)象。[單選題]12.Whataspectsshouldbeemphasizedinclassroomteachingintheviewofthescholarswhoadvocatesituationalmethod?A.Spokenlanguageisthefirst;itisthebaseofwrittenlanguage.B.Writtenlanguageisthefirst;itisthebaseofspokenlanguage.C.Writtenlanguageandspokenlanguageareofthesameimportance.D.Writtenlanguageandspokenlanguagearenotofthesameimportance.參考答案：A參考解析：考查英語教學(xué)法。主張情景法的學(xué)者認為，口語是第一位的，同時，口語是書面語的基礎(chǔ)。[單選題]13.Whichofthefollowingbelongstolanguagestructure?A.Morphology.B.Languageuse.C.Rhetoric.D.Languagemeaning.參考答案：A參考解析：本題考查語法教學(xué)內(nèi)容。morphology“詞法”，languageuse“語用”，rhetoric“修辭”，languagemeaning“語意”。語法教學(xué)內(nèi)容包括語言的形式.結(jié)構(gòu)，語意和語用。其中，語言的形式.結(jié)構(gòu)包括詞法和句法等。故本題選A。[單選題]14.Studentsareofferedopportunitiestointegratewhattheylearnedfromthetextintotheirexistingknowledgeandcommunicatewithothersusingtheinformationinthelisteningtext.Thisdescriptionbelongsto_______stage.A.pre-listeningB.while-listeningC.post-listeningD.noneofthem參考答案：C參考解析：本題考查聽力教學(xué)。題干敘述的教學(xué)活動為聽后階段進行的活動。[單選題]15.Pre-readingactivitiesinclude_______,settingthescene,skimming,andscanning.A.predictingB.informationtransferactivitiesC.readingcomprehensionquestionsD.reproducingthetext參考答案：A參考解析：閱讀前的活動主要包括頭腦風暴(brainstorming).個人思考.同桌討論.猜題目或改寫題目.預(yù)測閱讀材料中可能出現(xiàn)的有關(guān)信息.講解關(guān)鍵詞語等。[單選題]16.Inapre-listeningactivity,studentsneedtolearntocopewithsomeambiguityinlisteningandrealizethattheycanstilllearnevenwhentheydonotunderstandeverysingleword.Theaimofthisactivityistodeveloptheskillof_______.A.listeningforspecificinformationB.listeningforgistC.listeningforstructureD.listeningforvocabulary參考答案：B參考解析：考查聽力教學(xué)。在聽前活動中，學(xué)生需要學(xué)會應(yīng)對聽力過程中模糊不清的內(nèi)容，并且需要意識到即使他們不能完全理解每一個單詞但仍然可以學(xué)習(xí)，這屬于培養(yǎng)學(xué)生聽主旨的能力。A為聽細節(jié)，B為聽主旨，C為聽結(jié)構(gòu)，D為聽詞匯。故選B。[單選題]17.Whenateacherleadsstudentstomakenecessaryimprovementsinbothorganizationandcontentsbasedoneitherself-editingorpeer-editing,whichstagearetheyin?A.Editing.B.Conferencing.C.Revising.D.Drafting.參考答案：C參考解析：本題考查寫作教學(xué)過程。教師在學(xué)生自改和互改的基礎(chǔ)上，對學(xué)生進行指導(dǎo)，并讓學(xué)生對作文的結(jié)構(gòu)與內(nèi)容進行修訂，以提升作文質(zhì)量。這屬于修訂(Revising)階段。[單選題]18.Inwhichofthefollowingsituationsistheteacherplayingtheroleofanassessor?A.Teachingnewwords.B.Givingexamplesofhowtodoanactivityafterinstructions.C.Enlighteningstudentstoexpresstheirideas.D.Givingfeedback.參考答案：D參考解析：本題考查教師的角色。A項中教師是傳授者，B項中教師是課堂活動的組織者，C項中教師是學(xué)生活動的促進者，D項中教師是課堂活動情況的評價者。[單選題]19.Littlewooddividedcommunicativeactivitiesintotwoparts:functionalcommunicativeactivitiesand_______.A.informationgapactivitiesB.socialinteractionactivitiesC.meaningfulactivitiesD.mechanicalactivities參考答案：B參考解析：利特爾伍德將交際性教學(xué)活動分為兩部分：功能交際性活動和社會交往性活動。故選B。[單選題]20.Theword\"gunfighters\"contains_______morphemes.A.twoB.threeC.fourD.five參考答案：C參考解析：語素是最小的語言單位，不能再進一步劃分為更小的單位而不破壞或徹底改變其詞匯意義或語法意義。gunfighters包含有四個語素，分別是：gun，fight，-er，一s。[問答題]1.《普通高中英語課程標準》(2017年版)的課程內(nèi)容部分包括哪六個方面?談?wù)勀銓Α拔幕R”的理解。參考答案：詳見解析參考解析：(1)《普通高中英語課程標準》(2017年版)的課程內(nèi)容部分包括主題語境.語篇類型.語言知識.文化知識.語言技能學(xué)習(xí)策略六個方面。(2)其中“文化知識”包含中外文化知識，是學(xué)生在語言學(xué)習(xí)活動中理解文化內(nèi)涵，比較文化異同，汲取文化精華，堅定文化自信的基礎(chǔ)。掌握充分的中外多元文化知識，認同優(yōu)秀文化,有助于促進英語學(xué)科核心素養(yǎng)的形成和發(fā)展。文化知識涵蓋物質(zhì)和精神兩個方面。物質(zhì)方面主要包括飲食.服飾.建筑.交通等，以及相關(guān)的發(fā)明與創(chuàng)造；精神方面主要包括哲學(xué).科學(xué).教育.歷史.文學(xué).藝術(shù)，也包括價值觀念.道德修養(yǎng).審美情趣.社會規(guī)約和風俗習(xí)慣等。學(xué)習(xí)中外優(yōu)秀文化，有助于學(xué)生在對不同文化的比較.鑒賞.批判和反思的過程中，拓寬國際視野，理解和包容不同文化，增強對中華優(yōu)秀傳統(tǒng)文化.革命文化和社會主義先進文化的認識，形成正確的價值觀和道德情感，成為有文明素養(yǎng)和社會責任感的人。[問答題]2.以下是某高中英語教師設(shè)計的課堂導(dǎo)入，閱讀并回答以下問題：(1)請評價該教師所設(shè)計的導(dǎo)人環(huán)節(jié)。(2)教師還可以采用哪些方法導(dǎo)入教學(xué)內(nèi)容?(不少于五種)(3)請自己設(shè)計一個課堂導(dǎo)入。參考答案：詳見解析參考解析：(1)新課的導(dǎo)入是整個課堂教學(xué)活動中的熱身活動，目的是讓學(xué)生在最短的時間內(nèi)進入課堂學(xué)習(xí)的最佳狀態(tài)。該教師通過圖片展示.提出問題的方式導(dǎo)人課堂內(nèi)容，既擴大了學(xué)生的知識面，又激發(fā)了他們的學(xué)習(xí)興趣，并引發(fā)了他們的求知欲，調(diào)動了他們回答問題的積極性。(2)課堂導(dǎo)入方法有：電影或歌曲導(dǎo)入法；探討話題導(dǎo)入法；頭腦風暴法；時事導(dǎo)入法；實物導(dǎo)入法；背景知識導(dǎo)人法；演講和表演導(dǎo)人法；故事導(dǎo)入法；游戲?qū)敕?；情境?dǎo)人法等。(3)Lead-inTheteacherquotessomepoems,proverbs,expressingpeople'sopinionsonhope,thenplaysasongBeTogether,AliveorNot.Timepermitting,theteachercouldteachstudentstosingit.Thus,itwillarousestudents'interestandemotionalidentification.[問答題]3.設(shè)計任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計20分鐘的寫作教學(xué)方案。教案沒有固定格式，但須包含下列要點：·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·activitiesandjustifications教學(xué)時間：20分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)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)達到《義務(wù)教育英語課程標準(2011年版)》五級水平。學(xué)生課堂參與積極性一般。語言素材：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.參考答案：詳見解析參考解析：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.)共享題干題請閱讀Passage

1,完成下列小題。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.[單選題]1.Whichofthefollowinginfluencesthewriter'sjudgmentoftheuniversitiesinthepassage?A.TheacademicinformationprovidedbyhisfriendsinBrazil.B.Theinformationobtainedfromtheuniversityauthorities.C.Thosecommonlyheldbeliefsconcerningtherankingofuniversities.D.ThelearningexperienceofhimselfintheUSAandthatofhisfriendsinBrazil.參考答案：D參考解析：推理判斷題。由第一段第三句話可知，影響作者對大學(xué)判斷的因素是作者在美國的求學(xué)經(jīng)歷與他朋友在巴西求學(xué)經(jīng)歷的對比，故選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.[單選題]2.Whydidthewriterchoosetocomparethemaster'sprogramsratherthanthebachelor'sprograms?A.Itiseasiertomakesuchacomparison.B.Themaster'sprogrammaybetterillustratethedifference.C.Themaster'sprogramissimplerthanthebachelor'sprogram.D.Itisoflessinteresttothewritertocomparethebachelor'sprograms.參考答案：A參考解析：細節(jié)理解題。由第三段第二句話可知，作者選擇用碩士學(xué)位作對比是因為對比兩年的課程比對比四年的課程簡單些，故選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.[單選題]3.Whichofthefollowingcanbeinferredasthewriter'sattitudetowardtheAmericanhighereducation.'?A.Biased.B.Positive.C.Critical.D.Negative.參考答案：C參考解析：觀點態(tài)度題。分析文章內(nèi)容可知，作者認為對大多數(shù)學(xué)生來說美國的自由教育會導(dǎo)致學(xué)生學(xué)術(shù)基礎(chǔ)不穩(wěn)固。但是，如果能充分利用這種自由教育既夯實學(xué)術(shù)基礎(chǔ)，又選修感興趣的課，也是可以受益的。由此判斷，作者對美國自由教育持批判的態(tài)度，選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