教師各科組模擬題英語(yǔ)高

30260Thewords“make”and“bus”arecalled()becausetheycanoccurunattached.derivational B.inflectionalC.bound C.Theconsonant[n]can’tbedescribedas [bilabial, B.[alveolar,C.[velar, D.Severalpoliticalparties )witheachotheragainsthigher B.C. D.Thechiefmanagerisadeterminedman.Youneverseehimina( whenhemakeadecision.A. B. C. D.Afterhebecameconscious,heremembered( )and( )ontheheadwitharod.toattack; B.tobeattached;tobeC.attacking;be D.havingbeingattacked;Therenothingmorefordiscussions，themeetingcametoanendinghalfanhourearlier. B.hasC. D.to“Itseemsthatshewasthereattheconference.”Thesentence SheseemstobethereattheSheseemedtobethereattheSheseemstohavebeenthereattheSheseemstobeingthereatthe )whohadarrestedhimthreetimesforBeforeJohnstoodtheBefore manstoodBefore manJohnBeforeJohn manThewordholidayoriginallymeant“holyday”,butnowthewordsignifiesanydayonwhichwedon’thavetowork.Thisisanexampleof()meaning B.broadeningofC.narrowingof D.lossof10.Ateacherhandedoutalistoftwenty“if”sentencesandaskedstudentstodiscussandfindoutthegrticalrules.Whatistheteacher’sgrrteachingmethod？ B. D.Whenyoufocuson“utncefunction”and“expectedresponse”byusingexampleslike“apology/acceptance，inform/acknowledge，youareprobablyteachinglanguageatthe().lexical B.discoursestory D.grticalAskingstudentstoexinnewwordsinatextwithknownwordsisNOTanactof( B. B.reinC. D.()helpsstudentsfacilitatetheirprocessofaccumulatingvocabulary，broadeningscopeofvision，andincreasingtargetlanguage B.ExtensiveD. D.IntensiveWhichofthefollowingisfocusedonLabelingpicturesaccordingtotheirSequencingthepicturesaccordingtotheMatchingthepictureswiththeCommentingontheTheteacherasksstudentstoproduceconversationbyusingparticularpatternsorexpressionstheyhavejustlearned.Whatroleistheteacheryinginthisactivity？ B. D.Integrationofthefourskillsisconcernedwithrealisticcommunication，theimplicationofwhichisthatwemustteachatthediscourselevel，thatwemust( )，andthatwemustadjustthecombinepronunciation，vocabularyand usemechanicalpracticeandmeaningfulusebodylanguageandadjustthetextbookTodeveloptheskilloflisteningforspecificinformation,theteacherasksstudentstofillintheblankswiththeinformationtheyhearonthetape.Whichstageoflisteningclassisitatnow?Prelistening.B.WhileC.Postlistening.D.BoththeprelisteningandwhilePrereadingactivitiesinclude()，settingthescene，skimming，andscanning. B.informationtransferC.readingcomprehensionquestionsD.reproducingtheThequalityorientededucationrequirestolightenstudents’load，soitisimportanttoimproveclassroominstructionefficiency，whichshouldbeundertheguaranteeofteachingmanagement.( )isthemostsignificantwaytoclassroommanagement.A.TeachingprocessmanagementB.ClassroomdisciplinemanagementC.ClassroomenvironmentmanagementD.ConductmanagementWhichofthefollowingactivitiesisthemostsuitableforgroupGuessinggame． B．Storyling．C．Informationgap． D．Dramaperformance．Passage1,21-25PassageWithinthatexclusivegroupoflirycharacterswhohavesurvivedthroughthecenturies—fromHamlettoHuckleberryFinn—fewcanrivaltheculturalimpactofSherlockHolmes.Sincehisfirstpublicappearance20yearsago，thegentlemanwiththecurvedpipeandatastefore，themasterofdeductivereasoningandelaboratedisguise，haslefthismarkeverywhere—incrimeliture，filmandevision，cartoonsandcomicbooks.AtHolmes’side，ofcourse，washistrustedfriendDr.Watson.Loomingevenlarger，however，wasanotherdoctor，onewhosemedicalpracticewassoslowitallowedhimplentyoftimetopursuehisliryambition.Hisname：ArthurConanDoyle.Asthecreatorofthesefictionalicons，ConanDoylehashimselfesomethingofacultfigure，theobjectofcountlesscriticalstudies，biographiesandfanConanDoylewasborninEdinburghin1859，inarespectablemiddleclassCatholicfamily.Still，itwasfarfromaneasylife.Therewasneverenoughmoney；theymovedfrequentlyinsearchoflowerrents；andhisfather，acivilservantandillustratorwasanalcoholicwhohadtobeinstitutionalized.Yettheearlylettershewrotetohisallowancesandschoolwork.At14camehisfirstunforgettablevisittoLondon，includingMadameTussaud’s，wherehewas“delightedwiththeroomofHorrors，andtheimagesofthemurderers.”Asuperbstudent，ConanDoylewentontomedicalschool，wherehewasattractedbyDr.JosephBell，aprofessorwithanuncannyabilitytodiagnosepatientsevenbeforetheyopenedtheirmouths.ForatimeheworkedasBell’soutpatientclerkandwouldwatch，amazed，athowthelocationofacalluscouldrevealaman’sprofession，orhowaquicklookataskinrashtoldBellthatthepatienthadoncelivedinBermuda.In1886，ConanDoyleoutlinedhisfirstnovel，AStudyinScarlet，whichhedescribedas“asimpletaleofmysterytomakealittleextramoney.”Itsmaincharacter，initiallycalledSherringfordHopeandlatercalledSherlockHolmes，wasbasedlargelyonBell.ButHolmes’firstappearancewentalmostunnoticed，andthestrugglingdoctordevotednearlyallofhissparetimetowritinglonghistoricalnovelsinthestyleofSirWalterScott—novelsthathewasconvincedwouldmakehisreputation.Itwasn’ttobe.In1888，HolmesreappearedinAScandalinBohemia，ashortstoryinStrandMagazine.Andthistime，itsherotookanimmediatehitandConanDoyle’slifewouldneverbethesame.ThetypicalfeaturesofSherlockHolmeswereallEXCEPT( C.in WhichofthefollowingisNOTtrueaboutConanDoyleandhisHecamefroma classTheyledahardlifeinEdinburgh.C.Hisfatherwasaddictedtodrinking.D.HismotherhadreceivedlittleHowdidConanDoylefeelabouthisfirstvisittoLondon？A.Itwashorrible. B.Itwaspleasant.C.Itwas D.ItwasWecaninferfromthelastparagraphthat themorecallusesahas，themoreprofessionalhewouldwritersoftenbasetheirwritingonalConanDoylehasgonethroughaperiodofhardshiponhiswaytoinspirationwasveryimportantforatocreateConanDoyle’sshortstoryAScandalinBohemiahasprovedtobe )atlast. Passage2Evenintraditionaloffices“thelinguafrancaofcorporateAmericahasgottenmuchmoreemotionalandmuchmorerightbrainedthanitago”Shestartedspinningoffexamples.“IfyouandIparachutedbacktoFortune500companiesin1990，wewouldseemuchlessfrequentuseoftermslikejourney，mission，passion.Thereweregoals，therewerestrategies，therewereobjectives，butwedidn’ttalkaboutenergy；wedidn’ttalkaboutpassion.”Koehnpointedoutthatthisneweraofcorporatevocabularyis“team”oriented—andnotbycoincidence.“Let’snotforgetsports—inmaledominatedcorporateAmerica，it’sstillabigdeal.It’snotexplicitlyconscious；it’stheideathatI’macoach，andyou’remyteam，andwe’reinthistogether.TherearelotsandlotsofCEOsinverydifferentcompanies，butmostthinkofthemselvesascoachesandthisistheirteamandtheywanttowin.”Thesetermsarealsointendedtoinfuseworkwithmeaning—and，asKhuranapointsout，increaseallegiancetothefirm.“Youhavetheimportationofterminologythathistoricallyusedtobeassociatedwithnonprofitorganizationsandreligiousorganizations：Termslikevision，values，passion，andpurpose”saidKhurana.Thisnewfocusonalfulfillmentcanhelpkeepemployeesmotivatedamidincreasinglylouddebatesoverwork lifebalance.The“mommywars”ofthe1990sarestillgoingontoday，promptingargumentsaboutwhywomenstillcan’thaveitallandbookslikeSherylSandberg’sLeanIn，whosetitlehas eabuzzwordinitsownright.Termslikeunplug，offline，life hack，bandwidth，andcapacityareallaboutsettingboundariesbetweentheofficeandthehome.Butifyourworkisyour“passion”you’llbemorelikelytodevoteyourselftoit，evenifthatmeansgoinghomefordinnerandthenworkinglongafterthekidsareinbed.Butthisseemstobetheironyofofficespeak：Everyonemakesfunofit，butmanagersloveit，companiesdependonit，andregularpeoplewillinglyabsorbit.AsNunbergsaid“Youcangetpeopletothinkit’snonsenseatthesametimethatyoubuyintoit.”Inaworkcethat’sfundamentallyindifferenttoyourlifeanditsmeaning，officespeakcanhelpyoufigureouthowyourelatetoyourwork—andhowyourworkdefineswhoyouare.AccordingtoNancyKoehn，( )officelanguagehas e.A.moreemotional B.moreobjectiveC.less D.less“team”orientedcorporatevocabularyiscloselyrelatedto( A.historicals B.genderdifferenceC.sports D.athleticKhuranabelievesthattheimportationofterminologyaimsto( A.revivehistoricalterms B.promoteimageC.fostercorporate D.strengthenemployeeItcanbeinferredthatLean )voicesforworkingappealstopassionatetriggersdebatesamongpraisesmotivatedWhichofthefollowingstatementsistrueaboutofficespeak？A.Managersadmireitbutavoidit.B.Linguistsbelieveittobenonsense.paniesfindittobeD.Regularpeoplemockitbutaccept二、簡(jiǎn)答題120在呈現(xiàn)教學(xué)目標(biāo)后，教師用幻燈片打出：Lookatthefollowingpictures.Doyouthinkthepeopleinthephotosarebeautiful？Usesomewordstodescribethem.通過(guò)一系列的和文字說(shuō)明，最終得出結(jié)論：Beautyisquitedifferentintheeyeofdifferentpeople.Beautyisintheeyeofthebeholder.elegant(高雅的）一詞，該教師用了一幅非常古典的兩位高雅的仕女圖來(lái)加深印四、教學(xué)設(shè)計(jì)題1，40teachingkeyanddifficultmajorstepsandtimeactivitiesandPompeii：TheAugust24，intheyearAD79，begannormallyforthepeopleinPompeii，atownatthefootofMountVesuvius.Farmerswentouttotheirfields，shopkeeperssetouttheirgoodsforsale，craftspeopleopenedtheirworkshopsandtherichwalkedtothepublicbathswhiletheirservantscleanedtheirhousesandwashedtheirclothes.Unfortunay，theendofthedaywasfarfromnormalforthe20，000citizensofPompeii.Earlyintheafternoon，whenmanypeoplewererestingfromtheheatoftheday，MountVesuviuserupted.Millionsoftonsofash，lavaandpumicepouredontothesurroundinghillsideandoverthetownofPompeiiandothertownsandvillages.ByeveningPompeiiwasburiedunder3~5metresofashandmud，andatleast2，000men，womenandchildrenwereburiedwiththeirtown.1- 6- 11- 16- 25-任務(wù)型教學(xué)（Taskbasedlanguageapproach）是指在課堂教學(xué)中以具體Presenting(Evaluatingandpracticing（評(píng)價(jià)和練習(xí)環(huán)節(jié)：教師對(duì)學(xué)生的任務(wù)匯報(bào)TeachingobjectivesKnowledgeTomasterthewordsofvolcanoeruptionsandgrasptheusageofAbilityTodevelopabilityindescribingnaturaldisastersandpastEmotionTospeakconfidentlyinfrontoftheclass.Teachingkeypoint：Namewordsofvolcanoeruptions；descriptionoftheeruption；usageof“erupt”.Teachingdifficultpoint：Memorizationofthenewwords；howtogetthestudentstovolunteeractivelyininctivesections.Teaching media，picturesofdifferentnaturedisasters，cardsof volcanoeruptions.TeachingStep1 in(5Showstudentspicturesofdifferentnaturaldisastersandsomehistoricalfactsofthem.ThenshowthestudentspicturesofPompeiiandlashortstoryofPompeii.(Justification：Thisstepwillwarmuptheclass，andstudentswill equitecuriousandbeattractedbyPompeii’smysteries.)Step2Presentation(20minutes)a.NewWordsDividethestudentsinto4groupsandgiveeachgroupcardswithnaturaldisastersonit.Theteachershal