2023年上半年教師資格證《高中英語》真題及答案

2023年上半年教師資格證《高中英語》真題及答案[單選題]1.Whichofthefollowingunderlinedpartsisdifferentfromtheothersinp（江南博哥）ronunciation?A.A.workedB.B.watchedC.C.wantedD.D.walked正確答案：C參考解析：本題考查字母組合的發(fā)音。題干意為：下列畫線部分，哪一項與其他項發(fā)音不同”。規(guī)則動詞的過去式詞尾ed的讀音有以下三種：①在濁輔音和元音后讀[d]，如lived,watered,listened；②在清輔音后讀[t]，如liked,helped；③在[t],[d]音后讀[?d]，如planted,waited。C項：wanted中的ed讀作[?d]，與其他三項不同，故C項正確。A項：worked中的ed讀作[t]；與題干不符，排除。B項：watched中的ed讀作[t]；與題干不符，排除。D項：walked中的ed讀作[t]；與題干不符，排除。故正確答案為C。[單選題]2.Whichofthefollowingmulti-syllablewordshasadifferentstresspatternfromtheothers?A.questionnaireB.residenceC.reassureD.expertise正確答案：B參考解析：本題考查單詞重音。題干意為：以下哪個多音節(jié)單詞的重音模式與其他單詞不同？B項：residence的音標為/?rez?d?ns/重音在第一個音節(jié)，與其他三項重音不同，故B項與題干相符，當選。A項：questionnaire/?kwest???ne?(r)/，重音在第三個音節(jié)；與題干不符，排除。C項：reassure/?ri:?????(r)/，重音在第三個音節(jié)；與題干不符，排除。D項：expertise/?eksp?:?ti:z/，重音在第三個音節(jié)；與題干不符，排除。本題為選非題，故正確答案為B。[單選題]3.Shakingherheadoverher________hopesofbecomingamoviestar,Juliantotteredinherhighheels.A.gladB.fondC.happyD.pleasant正確答案：B參考解析：本題考查形容詞辨析。題干意為：朱利安對成為電影明星的美好希望搖搖頭，踩著高跟鞋踉踉蹌蹌地離開。fond位于名詞前，意為“難以實現(xiàn)的，癡想的”afondhope，為固定用法，意為：不大可能實現(xiàn)的美好的愿望。根據(jù)“搖頭”和“踉跟蹌蹌”可知，Julian對于這個愿望實現(xiàn)不抱希望。故B項正確。A項：意為“高興的；感激的；樂意的”；與題干不符，排除。C項：意為“快樂的；幸福的，使人高興的”；與題干不符，排除。D項：意為“令人愉快的，愜意的；禮貌而友善的，和藹可親的；與題干不符，排除。故正確答案為B。[單選題]4.Itissaidthatfederalgovernmentwillraiseinterestratesbyaquarterpercentagepoint**the15th-consecutiveyearinan________toavoidinflation.A.effortB.intentionC.assumptionD.influence正確答案：A參考解析：本題考查名詞辨析。題干意為：據(jù)說聯(lián)邦政府將連續(xù)第15年加息四分之一個百分點，以避免通貨膨脹。根據(jù)句意可知，加息的目的是為了避免通貨膨脹。effort意為：努力，盡力；inanefforttodosth為固定搭配，意為“努力做某事”。A項正確。B項：intention意為：意圖，目的，打算；與題干不符，排除。C項：assumption意為：假定，臆斷；與題干不符，排除。D項：influence意為：影響，勢力；與題干不符，排除。故正確答案為A。[單選題]5.Inindustry,zinc________isappliedtothesteelforrustprotection.A.veilB.coatingC.filmD.shade正確答案：B參考解析：本題考查名詞辨析。題干意為：在工業(yè)上，鍍鋅層用于鋼鐵的防銹。zinc意為：鋅，coating意為：涂層，zinccoating意為：鍍鋅層，符合句意，故B項正確。A項：veil意為：面紗；與題干不符，排除。C項：film意為：電影；與題干不符，排除。D項：shade意為：陰影；與題干不符，排除。故正確答案為B。[單選題]6.Theremustbe________emptyorhigh-soundtalkbutmorehardworkinthishighlycompetitiveworld.A.fewerB.noC.theleastD.less正確答案：D參考解析：本題考查形容詞、副詞比較級。題干意為：在這個竟爭激烈的世界，空談一定會越來越少，而努力工作會越來越多。emptyorhigh-soundtalk意為：空談或高談闊論，為不可數(shù)名詞短語，用less修飾，故D項正確。A項：fewer意為：更少的，修飾可數(shù)名詞；與題干不符，排除。B項：no意為：沒有；與題干不符，排除。C項：theleast意為：最少的；與題干不符，排除。故正確答案為D。[單選題]7.Jimhasneverdoneanythingforhisparents,________hisparentshavedoneeverythingforhim.A.whereasB.asC.forD.which正確答案：A參考解析：本題考查連詞辦析。題干意為：吉姆沒有給他的父母做過任何事情，反而，他的父母為他做了所有的事情。通過分析句意可知，前后形成對比，whereas意為：然而，表轉折，故A項正確。B項：as意為：當...時候；像...一樣；盡管。但當“盡管”講時，引導讓步狀語從句需要倒裝；與題干不符，排除。C項：for意為：因為；與題干不符，排除。D項：which意為：哪個；與題干不符，排除。故正確答案為A。[單選題]8.Thedrivercheckedtheengineofhiscarcarefullylestit______ontheway.A.breaksdownB.brokedownC.wouldbreakdownD.breakdown正確答案：D參考解析：本題考查虛擬語氣。題干：司機仔細地檢查了汽車的發(fā)動機，以防路上拋錨。breakdown意為：發(fā)生故障；此處為lest（唯恐）引導目的狀語從句，從句的謂語動詞需要用虛擬語氣（should）＋動詞原形。故D項正確。A、B、C三項：形式錯誤；與題干不符，排除。故正確答案為D。[單選題]9.Whichofthefollowingbestdescribestherelationshipbetween“sew”and“sow”______.A.SynonymyB.HomonymyC.AntonymyD.Hyponymy正確答案：B參考解析：本題考查同音異義詞。題干意為：“sew”和“sow”是什么關系？根據(jù)句意，sew/so?/意為“縫”，sow/so?/意為“播種”，二者發(fā)音相同，但意義不同，屬于同音異義詞。B項homonymy意為“同音/同形異義詞”，故B項正確。A項：synonymy意為：同義詞；與題干不符，排除。C項：antonymy意為：反義關系；與題干不符，排除。D項：hyponymy意為：上下義關系；與題干不符，排除。故正確答案為B。[單選題]10.WhichofthefollowingdescribesthesituationthatinCanadasomekidsmayuseEnglishatschoolandFrenchathome?A.Dyslexia.B.Pidginization.C.Diglossia.D.Creolization.正確答案：C參考解析：本題考查社會語言學。題干意為：下列哪一項描述了在加拿大，一些孩子可能在學校使用英語，在家里使用法語的情況？題干描述的現(xiàn)象屬于雙語制，指并存于同一語言社區(qū)的同一語言的兩種不同的變體，這兩種變體各有其自己的社會功能，在自己特定的交際場合中使用。C項：Diglossia意為“使用兩種語言或方言，雙語制”；故C項正確。A項：Dyslexia意為“讀寫困難，讀寫障礙”；與題干不符，排除。B項：Pidginization意為“洋涇浜化”；與題干不符，排除。D項：Creolization意為“克里奧爾化（尤指當?shù)卣Z與歐洲語言的混合)”；與題干不符，排除。故正確答案為C。[單選題]11.“Like”and“bike”,“bat”and“pat”,“l(fā)ook”and“book”areexamplesof______usedinteachingpronunciation.A.alliterationB.rhythmC.weakformsD.minimalpairs正確答案：D參考解析：本題考查語音教學的方法。題干意為：like和bike，bat和pat，look和book是在語音教學中使用的________例子。like的發(fā)音為/la?k/，bike的發(fā)音為/ba?k/；bat的發(fā)音為/b?t/，pat的發(fā)音為/p?t/；look的發(fā)音為/l?k/，book的發(fā)音為/b?k/；根據(jù)三組單詞的發(fā)音可知，每組單詞只有在相同的位置上有一個音不同，除此以外其他音都相同，這三組詞屬于最小對立體（minimalpair），故D項正確。A項：alliteration意為：頭韻；與題干不符，排除。B項：rhythm意為：節(jié)奏，韻律；與題干不符，排除。C項：weakforms意為：弱讀；與題干不符，排除。故正確答案為D。[單選題]12.Whenstudentsareaskedtolistentoarecordingandreadafterit,theyaredoing______.A.freepracticeB.guidedpracticeC.meaningfulpracticeD.controlledpractice正確答案：D參考解析：本題考查口語教學。題干意為：當學生被要求聽錄音并跟讀時，他們正在做________。題干中描述的教學活動“聽錄音并跟讀”屬于控制性活動（controlledpractice），即重視語言的形式和準確性。使學生關注語言的結構或功能，以便他們能夠準確地說出語言。常見的控制性活動有閱讀、背通背誦、模仿、重復、復述、分角色朗讀等。故D項正確。A項：freepractice意為：自由操練；與題干不符，排除。B項：guidedpractice意為：指導性操練；與題干不符，排除。C項：meaningfulpractice意為：意義性操練；與題干不符，排除。故正確答案為D。[單選題]13.Whendesigningatask,teachersshouldtakethefollowingaspectsintoconsiderationEXCEPT______.A.pacingandgroupingB.materialsandsourcesC.learningskillsandstrategiesD.teachers’interestandpreferences正確答案：D參考解析：本題考查教學活動的設計。題干意為：在設計任務時，老師應考慮以下內(nèi)容，除了________。當設計教學活動時，考慮的主體應是學生，而不應該是老師的興趣和偏好。D項意為：老師的興趣和偏好，故D項與題干相符，當選。A項：意為：節(jié)奏和分組；與題干不符，排除。B項：意為：材料和資源；與題干不符，排除。C項：意為：學習能力和策略；與題干不符，排除。本題為選非題，故正確答案為D。[單選題]14.Whichofthefollowingactivitiesissuitabletobeconductedatthe“production”step?A.Debating.B.Mimicking.C.Reciting.D.Repeating.正確答案：A參考解析：本題考查教學模式。題干意為：下面哪一項活動適合用在產(chǎn)出環(huán)節(jié)。A項意為：辨論，考查學生對語言的運用，為開放性的練習，適合用在產(chǎn)出環(huán)節(jié)，故A項正確。B項：意為：模仿，適合用在新授或練習環(huán)節(jié)；與題干不符，排除。C項：意為：背誦，適合用在練習環(huán)節(jié)；與題干不符，排除。D項：意為：重復，適合用在新授或練習環(huán)節(jié)；與題干不符，排除。故正確答案為A。[單選題]15.Whichofthefollowingmightbethemostappropriateindevelopingstudents’criticalthinkingthroughreading?A.Studentsreadastoryandstudygrammarrules.B.Studentslistentoastoryandreaditaloud.C.Studentsreadastoryandevaluateit.D.Studentsreadastoryandreciteit.正確答案：C參考解析：本題考查閱讀教學。題干意為：下面哪一項更適合通過閱讀鍛煉學生的批判性思維？C項意為“學生讀故事，并評價它”，其中“評價故事”涉及學生對故事內(nèi)容的思考，能夠幫助培養(yǎng)學生的批判性思維。故C項正確。A項：意為：學生讀故事，并學習語法規(guī)則；與題干不符，排除。B項：意為：學生聽故事，并大聲讀；與題干不符，排除。D項：意為：學生讀故事，然后背誦；與題干不符，排除。故正確答案為C。[單選題]16.Whenateachersays,“Sorry,Ididn'tgetwhatyousaid.Canyousayitagain?”,he/sheis______.A.offeringanopinionB.askingforadviceC.askingforclarificationD.checkinginstruction正確答案：C參考解析：本題主要考查課堂教學。題干意為：當老師說：“對不起，我不明白你說的話。你能再說一遍嗎？”，他/她是______。根據(jù)語境可知，老師沒有明白學生的意思，需要學生再次說明/澄清自己的看法。C項正確。A項：意為“發(fā)表意見”。與題干不符，排除。B項：意為“征求意見”。與題干不符，排除。D項：意為“檢查指令”。與題干不符，排除。故正確答案為C。[單選題]17.Whenstudentstakeanend-of-termexamtoassesshowwelltheyhavelearntinthepastterm,theyaretakinga(n)______.A.aptitudetestB.proficiencytestC.placementtestD.achievementtest正確答案：D參考解析：本題主要考查語言測試類型。題干意為：當學生參加期末考試以檢驗他們在上一學期學習的情況時，他們是在參加______。D項意為“成績測試”，旨在了解一段時間內(nèi)學生對所學內(nèi)容的掌握情況，以便對學生的學習成績作出評定。測試的內(nèi)容為該階段所學內(nèi)容。例如，學校的期中考試、期末考試。D項正確。A項：意為“潛能測試”，旨在預測學生學習某一新語言的能力傾向的測試，能衡量學生在學習該語言時是否具有較強的學習能力。與題干不符，排除。B項：意為“水平測試”，旨在評價學生現(xiàn)有的語言水平能否達到勝任某一新的學習任務或工作的程度。水平測試的區(qū)分度較高，能夠區(qū)分不同水平的學生。與題干不符，排除。C項：意為“分級測試”，是一種綜合性的英語水平測試及心理測試項目，一般用于分班測試，用來對學生的學習水平進行快速評估，為學生選擇一個適當?shù)膶W習起點。與題干不符，排除。故正確答案為D。[單選題]18.Whichofthefollowingisleastimportantindevelopingschool-basedteachingmaterials?A.Students'levelandinterest.B.Teachers'professionalexpertise.C.Theaimandneedofyourschool.D.Theformoftheteachingmaterials.正確答案：D參考解析：本題主要考查課程資源開發(fā)與利用。題干意為：以下哪一項在開發(fā)校本教學資料時最不重要？積極開發(fā)與合理利用課程資源是有效實施英語課程的重要保證。英語課程資源包括教材及有利于學生學習和教師教學的其他教學材料、支持系統(tǒng)和教學環(huán)境，還包括人的資源。教材是英語課程的核心資源。為了充分利用和有效開發(fā)教材資源，教師應深入分析教材，準確把握教材設計理念和內(nèi)容，熟悉教材編排特點。教師要深入研讀教材，在教學中根據(jù)學生的水平和教學需要，有效利用和開發(fā)教材資源，激發(fā)學生的學習興趣，開闊學生的視野，拓展學生的思維。學校還可以適當選用或開發(fā)教材之外的優(yōu)質教學資源，以補充教材的教學內(nèi)容。校本教材是以校為本的教材，是學校自己開發(fā)的校本課程所用的教學材料的統(tǒng)稱。校本教材的編制以學校教師為主體。結合以上內(nèi)容可知，教學資源的形式是最不重要的。D項與題干相符，當選。A項：意為“學生的水平和興趣”。與題干不符，排除。B項：意為“教師的專業(yè)知識”。與題干不符，排除。C項：意為“學校的目的和需要”。與題干不符，排除。本題為選非題，故正確答案為D。[單選題]19.Whichofthefollowingstrategieswouldbestfacilitatepeerlearninginwriting?A.Askingstudentstogradetheirpeers'writing.B.Providingstudentswithanevaluationchecklist.C.Encouragingstudentstogiveonlypositivefeedback.D.Instructingstudentstofocusononlyonetypeoferror.正確答案：A參考解析：本題主要考查寫作教學題干意為：以下哪種策略最有利于促進學生寫作時的同伴學習？A項意為“要求學生給同伴的作文打分”，在給同伴作文打分時，需要仔細分析同伴作文，才能給出合理的分數(shù)。A項正確。B項：意為“為學生提供一份評分表”。與題干不符，排除。C項：意為“鼓勵學生只給予積極的反饋”。與題干不符，排除。D項：意為“指導學生只關注一種類型的錯誤”。與題干不符，排除。故正確答案為A。[單選題]20.AccordingtotheInputHypothesis,ateachershould______.A.providestudentswithwhatevermaterialshe/shecanfindB.chooselanguagematerialslowerthanstudentcurrentlevelC.providestudentswithasmuchauthenticlanguageaspossibleD.chooselanguagematerialsalittlehigherthanstudents'currentlevel正確答案：D參考解析：本題主要考查語言輸入假說。題干意為：根據(jù)語言輸入假說，教師應該______。語言輸入假說是克拉申語言習得理論的核心部分，它指的是只有當習得者接觸到可理解的語言輸入，即略高于他現(xiàn)有語言技能水平的第二語言輸入，而且他又能把注意力集中于對意義或對信息的理解而不是對形式的理解時，才能產(chǎn)生習得。D項意為“選擇比學生當前水平稍高一點的語言材料”，D項正確。A項：意為“為學生提供他/她能找到的任何材料”。與題干不符，排除。B項：意為“選擇低于學生當前水平的語言材料”。與題干不符，排除。C項：意為“為學生提供盡可能多的真實的語言”。與題干不符，排除。故正確答案為D。[問答題]1.簡述猜詞（guessingwordmeaning）在閱讀教學中的兩個作用（6分，用國家通用語言文字作答），并列舉使用猜詞的具體方法（6分，用國家通用語言文字答）和兩個教學指令語。（8分，用英文作答）正確答案：詳見解析參考解析：（1）猜詞在閱讀教學中的作用：①猜詞能夠幫助學生在閱讀過程中很快通過上下文提供的線索或生詞本身的結構特點推斷出詞義來，從而提高閱讀速度和閱讀能力。②有效的猜詞技巧能夠提高學生的閱讀學習興趣。閱讀文本中所涉及的詞匯及句式較為復雜，內(nèi)容較多，致使閱讀理解較困難，若使用有效的猜詞技巧，則會清除很大一部分閱讀障礙，從而提升學生的閱讀興趣，促進閱讀教學效果。（2）使用猜詞的具體方法：①構詞法猜詞閱讀中常常會遇到一些由熟悉的單詞派生或合成的新詞。掌握構詞法對猜測詞義很有幫助。如：unforeseeable這個詞，可以根據(jù)構詞法把它拆成un,fore,see,able;其中see是詞根，fore是“先，前，預”的含義，un是否定，able是“能...的，可...的”，因此unforeseeable是“未能預見到的”意思。②利用同義、近義詞猜詞在生詞所出現(xiàn)的上下文中，有時會出現(xiàn)與之同義或近義的詞語或結構，這時可從熟悉的詞語中推知生詞的含義。統(tǒng)稱在詞或短語之間有并列連詞and或or，這些詞語或短語在句中作相同的成分，并且and或or連接的兩項內(nèi)容在含義上是接近的或遞進的，由此確定同等關系中的某個生詞所屬的義域，甚至推出它的大致詞義。③利用反義詞猜詞對比是描述，說明事物的常用方式。在對比中，對比的事物是互為相反的，因此根據(jù)反義或對比關系可從已知推出未知。利用反義詞來說明生詞的意義，如反義詞hotandcold;perfectandimperfect，甚至前、后句為肯定與否定或是與不是等，在句內(nèi)詞與詞之間，在段內(nèi)句與句之間的關系上起著互為線索的作用。（3）兩個教學指令：①Guys,lookatthisword.Whocantellmethemeaningofitthroughanalyzingthecontext?②Now,guys,lookatthissentence.Canyoureplacethiswordwithanotherwordorphrasesimilarinmeaning?[問答題]2.根據(jù)題目要求完成下列任務，用國家通用語言文字作答。下面是某教師設計的課堂教學活動順序。A.Theteacherasksstudentstobrainstormwordsrelatedtosports.B.Theteachergivesalistofwordsaboutsports.Studentscheckwhichoftheirwordsareinthelist.Thenstudentsstarttopredictwhattheconversationmightbeabout.C.Studentslistenforthegisttoseeiftheirpredictionsareright.D.Theteachergivesstudentsseveralcomprehensionquestions.E.Studentslistenagainforspecificinformation.F.Studentsfillintheblankstocompleteasummaryonthehand-out.G.Studentschecktheiranswersinpairs.根據(jù)所給信息回答下列問題：（1）此教學設計的目的是什么？（5分）（2）寫出該課堂教學活動中教師擬訓練的兩項具體技能。（10分）（3）寫出活動順序中A、D和F的活動意圖。（15分）正確答案：詳見解析參考解析：（1）教學目的：通過聽前預測以及聽中泛聽、精聽等多層次任務，提高學生的聽力技能，掌握與體育相關的詞匯、語篇知識。（2）兩項具體技能：技能一：根據(jù)提示詞預測對話大意的技能；技能二：泛聽獲取對話大意的技能；技能三：精聽獲取對話具體信息的技能；技能四：總結材料信息的技能。（答出任意二點即可）（3）活動意圖：活動A：通過與運動相關主題詞匯的回顧和積累，鋪墊背景知識，并為學生預測文本大意做好知識準備?；顒覦：通過聽前布置相關細節(jié)信息的問題，以促進學生英語學科核心素養(yǎng)的發(fā)展為目標，圍繞主題語境，通過學習理解類活動，幫助學生有目的地在聽力文章中抓住關鍵細節(jié)信息，提高相關話題的聽力技能，同時引導學生加深對主題意義的理解?；顒覨：通過文章小結的填空，提高學生的概括歸納能力同時充分發(fā)揮學生在課堂的主體地位。[問答題]3.設計任務：閱讀下面學生信息和語言素材，設計20分鐘的英語寫作教學方案，教案沒有固定格式，但需要含下列要點：①Teachingobjectives②Teachingcontents③Keyanddifficultpoints④Majorstepsandtimeallocation⑤Activitiesandjustifications教學時間：20分鐘學生概況：某城鎮(zhèn)普通中學高中三年級第一學期學生，班級人數(shù)40人。多數(shù)學生已經(jīng)達到普通高中英語課程標準的相應水平，學生課堂參與積極性較高。語言素材：Writing:AdebatespeechWhenyouaregoingtomakeadebatespeech,itisbettertowriteoutyourideasinadvance.Inthisway,youcanbetterorganizeyourthoughtsandcomeupwithideasastowhatyoushouldsay.Whileyouarewritingoutyourspeech,youshouldkeepthesepointsinmind:?Remember,yourspeechmustbeeitherfororagainsttheproposition.Youshouldnottrytogivebothsidesoftheargument.?Thinkofatleastthreemainpoints.Puttheseinlogicalorder.?Thinkofexamplesorstoriestosupporteachpoint.Personalstoriesareoftenthemosttouching.正確答案：詳見解析參考解析：I.TeachingcontentsThisisawritinglesson,whichtalksabouthowtowriteadebatespeech.II.Teachingobjectives①LanguagecompetenceStudentscanlearnhowtomakeadebatespeechandwriteitout.②CulturalAwarenessStudentscanhavegoodqualitiesofself-confidenceandself-improvement.③ThinkingqualityStudentscanuseEnglishtothinkindependentlyandcreatively.④LearningabilityStudentswillbewillingtotakepartintheclassactivitiesandcooperatewithothergroupmembers.III.Keyanddifficultpoints:①KeypointLetstudentswriteapassagewithacertaintopic.②DifficultpointToimprovetheconfidenceoflearningEnglish.IV.MajorstepsStep1:Pre-writing（8mins）①DoabrainstormingLetstudentsdoabrainstorming.ThetopicisWhethergooddeedsshouldbeknown.Studentswillbegivenseveralminutestoworkingroupstotalkaboutitandwritedownsomeideas,includingtheirpropositions,reasons(atleastthreemainpoints)andotherdetailedinformationlikeexamplesorstoriestosupporteachpoint.Afterthat,representativesfromeachgroupwillsharetheirresults,includingsomeusefulphrases,sentencesandsoon.Eachanswerwillgetapositivefeedback.②StructurelearningTheteacherwillstressthekeypointswhenstudentsaregoingtomakeadebatespeechandstudentsshouldalsopayattentiontothetopicsentences,transitionalwords,logicalrelationsandsoon.Justification:Throughtheaboveactivities,studentswillbepreparedtowritetheirowncompositions.Theywillknowwhattowriteandhowtowriteit.Step2:While-writing(7mins)DraftingStudentswillwritetheirowncompositions,andtheteacherwillwalkaroundtoofferhelpandremindstudentstopayattentiontothespelling,grammar,punctuationandsoon.Justification:Throughtheactivity,studentswillfinishtheirwritingandtheirwritingabilitywillbeimproved.Step3:Post-writing(5mins)(1)Editing①Self-editingTheteacherwillgivestudentsashorttimetogothroughtheircompositionstocorrectthemistakesinspellingandgrammar.②Peer-editingStudentswillexchangetheircompositionswitheachotherandcorrectthemistakesinspellingandgrammar.Theycanalsomakesuggestionsaboutpolishingtheirwritings.(2)DisplayingandevaluatingTheteacherwillinvitesomestudentstosharetheircompositionswiththewholeclassandguideotherstudentstoevaluatethesecompositions,andthentheteacherwillmakeaconclusion.Justification:Throughtheseactivities,studentswillregulatetheirlanguageandworkoutbetterideasorexpressions,andtheywillimprovetheirwritingskills.共享題干題Passage1Humanitiesprofessorshavecomeupwithaseeminglyfoolproofdefenseagainstthosewhotrashdegreesin,say,Englishliteratureorphilosophyaswastedtuitiondollars,one-wayticketstounemployment.Ohno,wesay-thehumanitiespreparestudentstosucceedintheworkingworldjustaswellasallthoseallegedpracticalmajors,maybeevenbetter.Weoffertoolsofthought.Weteachourstudentstounderstandandanalyzecomplexideas.Wehelpthemdeveloppowersofexpression,writtenandverbal.Thelengthyessaysweassignenhancetheircapacitytodoindependentwork.Atourbest,weteachthemhowtoreason—andreasoningundergirds(形成…的基礎)everysuccessfulprofessionalproject.Intheshortterm,suchadefensemayseemeffective.Butitisdeadwrong.Thehumanitiesarenotaboutsuccess.They'reaboutquestioningsuccessandeveryimportantsocialvalue.Socratestaughtusthis,andweshouldn'tforgetit.Sure,someonewhostudiesliteratureorphilosophyislearningtothinkclearlyandwritewell.Butthoseskillsaremeanstoanend.ThatendasPlatosaidislearninghowtoliveone'slife.“Thisdiscussionisnotaboutquestions,butaboutthewayoneshouldlive.”That’swhat’sattheheartofthehumanities—informed,thoughtfuldialogueaboutthewayweoughttoconductlife.Thisdialoguehonorsnopieties(虔誠):Allpositionsaredebatable;allvaluesareupfordiscussion.Socrates,whoprobablyconcentratesthespiritofthehumanitiesbetterthananyone,spenthistimeramblingaroundAthensaskingpeopleiftheythoughttheywerelivingvirtuouslives.Hebelievedthathiscitywasgettingproudandlazy,likeanoverfedthoroughbred(純種的)horse,andthatitneededhim,thestinginggadfly,towakeitup.TheAthenianshadtoaskthemselvesifthelivestheywereleadingreallyweregood.Socratesdidn’thelpthemworktheirwaytosuccess;hehelpedthemworktheirwaytoinsightandvirtue.Now,Americansareinlovewithsuccess-successfortheirchildreninparticular.Asaparentofsonsintheir20s,Iunderstandthisandsympathizewithit.Butourjobashumanistsisn'ttosecondwhatevervalueshappentobeinplaceinsociety.We'reheretoquestionthosevaluesandmaybeofferalternatives.Wecommonlythinkinbinaries.Vanillaistheoppositeofchocolate.Theoppositeofsuccess—oftendefinedtodayashigh-statusworkandabigpaycheck—isfailure.Butthegreatbookstellusthatthisisnotnecessarilytrue.Thehumanitiesarenotagainstconventionalsuccess;farfromit.Manyofourstudentsgoontodistinguishedcareersinlawandbusiness.ButIliketothinktheydosowithafullersocialandself-awarenessthanmostpeople.Fortheyhaveapproachedsuccessasamatterofdebate,notasanidolofworship.Theyhaveconsideredtheoptions.Theyhavecalled“success”intoquestionand,afterdueconsideration,theyhavedecidedtopursueit.Ihavetoimaginethatsuchpeoplearefarbetteremployeesthanthosewhohavemovedlockstep(因循守舊的做法)intotheiroccupations.Ialsobelievethatself-aware,questioningpeopletendtobefarmoresuccessfulinthelongrun.Whatmakeshumanitiesstudentsdifferentisn'ttheirpowerofexpression,theircapacitytoframeanargumentortheirabilitytodoindependentwork.Yes,thesearevaluablequalities,andwehumanitiesteacherstrytocultivatethem.Buttruehumanitiesstudentsareexceptionalbecausetheyhavebeen,andare,engagedintheactivitythatPlatocommends-seekingtounderstandthemselvesandhowtheyoughttoleadtheirlives.Ifsomeofourcurrentdefendershavetheirway(隨心所欲，得逞),thehumanitieswillsurvive,butinnameonly.Thehumanitieswillbecomesynonymouswithunreflectivetrainingforcorporatesuccess.WhatwouldSocratesthink?[單選題]1.WhichdefensedoestheauthorrefertointheunderlinedsentenceinParagraph2?A.Theexplanationregardingthetuitionofthehumanitiesdegrees.B.Thejustificationofthepracticalvaluesofthehumanitiesdegrees.C.Theaccusationregardingtheusefulnessofstudyingthehumanities.D.Theexemplificationofhowthehumanitiesleadstudentstosuccess.正確答案：B參考解析：本題考查細節(jié)理解題。根據(jù)第一段最后一句:“Ohno,wesay-thehumanitiespreparestudentstosucceedintheworkingworldjustaswellasallthoseallegedpracticalmajors,maybeevenbetter.”（哦，不，我們會說—人文學科為學生在工作中取得成功做準備，就像所有那些所謂的實用專業(yè)一樣，甚至更好。）可知，有些人詆毀英語文學或哲學等學科的學位，說這是浪費學費，但是人文學科的教授辯解說人文學科是實用的。作者認為這種辯解也許看似有效，實則大錯特錯。B項意為：人文學科學位實踐價值的論證。故B項正確。A項：意為：關于人文學科學位學費的解釋。與題干不符，排除。C項：意為：關于學習人文學科無用的指責。與題干不符，排除。D項：意為：這是人文學科如何引導學生走向成功的例證。與題干不符，排除。故正確答案為B。Humanitiesprofessorshavecomeupwithaseeminglyfoolproofdefenseagainstthosewhotrashdegreesin,say,Englishliteratureorphilosophyaswastedtuitiondollars,one-wayticketstounemployment.Ohno,wesay-thehumanitiespreparestudentstosucceedintheworkingworldjustaswellasallthoseallegedpracticalmajors,maybeevenbetter.Weoffertoolsofthought.Weteachourstudentstounderstandandanalyzecomplexideas.Wehelpthemdeveloppowersofexpression,writtenandverbal.Thelengthyessaysweassignenhancetheircapacitytodoindependentwork.Atourbest,weteachthemhowtoreason—andreasoningundergirds(形成…的基礎)everysuccessfulprofessionalproject.Intheshortterm,suchadefensemayseemeffective.Butitisdeadwrong.Thehumanitiesarenotaboutsuccess.They'reaboutquestioningsuccessandeveryimportantsocialvalue.Socratestaughtusthis,andweshouldn'tforgetit.Sure,someonewhostudiesliteratureorphilosophyislearningtothinkclearlyandwritewell.Butthoseskillsaremeanstoanend.ThatendasPlatosaidislearninghowtoliveone'slife.“Thisdiscussionisnotaboutquestions,butaboutthewayoneshouldlive.”That’swhat’sattheheartofthehumanities—informed,thoughtfuldialogueaboutthewayweoughttoconductlife.Thisdialoguehonorsnopieties(虔誠):Allpositionsaredebatable;allvaluesareupfordiscussion.Socrates,whoprobablyconcentratesthespiritofthehumanitiesbetterthananyone,spenthistimeramblingaroundAthensaskingpeopleiftheythoughttheywerelivingvirtuouslives.Hebelievedthathiscitywasgettingproudandlazy,likeanoverfedthoroughbred(純種的)horse,andthatitneededhim,thestinginggadfly,towakeitup.TheAthenianshadtoaskthemselvesifthelivestheywereleadingreallyweregood.Socratesdidn’thelpthemworktheirwaytosuccess;hehelpedthemworktheirwaytoinsightandvirtue.Now,Americansareinlovewithsuccess-successfortheirchildreninparticular.Asaparentofsonsintheir20s,Iunderstandthisandsympathizewithit.Butourjobashumanistsisn'ttosecondwhatevervalueshappentobeinplaceinsociety.We'reheretoquestionthosevaluesandmaybeofferalternatives.Wecommonlythinkinbinaries.Vanillaistheoppositeofchocolate.Theoppositeofsuccess—oftendefinedtodayashigh-statusworkandabigpaycheck—isfailure.Butthegreatbookstellusthatthisisnotnecessarilytrue.Thehumanitiesarenotagainstconventionalsuccess;farfromit.Manyofourstudentsgoontodistinguishedcareersinlawandbusiness.ButIliketothinktheydosowithafullersocialandself-awarenessthanmostpeople.Fortheyhaveapproachedsuccessasamatterofdebate,notasanidolofworship.Theyhaveconsideredtheoptions.Theyhavecalled“success”intoquestionand,afterdueconsideration,theyhavedecidedtopursueit.Ihavetoimaginethatsuchpeoplearefarbetteremployeesthanthosewhohavemovedlockstep(因循守舊的做法)intotheiroccupations.Ialsobelievethatself-aware,questioningpeopletendtobefarmoresuccessfulinthelongrun.Whatmakeshumanitiesstudentsdifferentisn'ttheirpowerofexpression,theircapacitytoframeanargumentortheirabilitytodoindependentwork.Yes,thesearevaluablequalities,andwehumanitiesteacherstrytocultivatethem.Buttruehumanitiesstudentsareexceptionalbecausetheyhavebeen,andare,engagedintheactivitythatPlatocommends-seekingtounderstandthemselvesandhowtheyoughttoleadtheirlives.Ifsomeofourcurrentdefendershavetheirway(隨心所欲，得逞),thehumanitieswillsurvive,butinnameonly.Thehumanitieswillbecomesynonymouswithunreflectivetrainingforcorporatesuccess.WhatwouldSocratesthink?[單選題]2.WhydidSocratesspendhistimeramblingaroundAthensaskingAtheniansquestions?A.Tofindoutiftheylivewell.B.Towakeupthelocallazypeople.C.Toteachthemhowtobesuccessful.D.Tohelpthemgaininsightandvirtue.正確答案：D參考解析：本題考查細節(jié)理解題。根據(jù)第四段最后一句:“Socratesdidn'thelpthemworktheirwaytosuccess:hehelpedthemworktheirwaytoinsightandvirtue.”（蘇格拉底并沒有幫助他們走上成功之路，而是幫助他們獲得洞察力和美德。）可知，蘇格拉底經(jīng)常在雅典四處漫步，是為了幫助他們獲得洞察力和美德。故D項正確。A項：意為：看看他們是否生活得很好。與題干不符，排除。B項：意為：喚醒當?shù)氐膽腥?。與題干不符，排除。C項：意為：教他們?nèi)绾纬晒?。與題干不符，排除。故正確答案為D。Humanitiesprofessorshavecomeupwithaseeminglyfoolproofdefenseagainstthosewhotrashdegreesin,say,Englishliteratureorphilosophyaswastedtuitiondollars,one-wayticketstounemployment.Ohno,wesay-thehumanitiespreparestudentstosucceedintheworkingworldjustaswellasallthoseallegedpracticalmajors,maybeevenbetter.Weoffertoolsofthought.Weteachourstudentstounderstandandanalyzecomplexideas.Wehelpthemdeveloppowersofexpression,writtenandverbal.Thelengthyessaysweassignenhancetheircapacitytodoindependentwork.Atourbest,weteachthemhowtoreason—andreasoningundergirds(形成…的基礎)everysuccessfulprofessionalproject.Intheshortterm,suchadefensemayseemeffective.Butitisdeadwrong.Thehumanitiesarenotaboutsuccess.They'reaboutquestioningsuccessandeveryimportantsocialvalue.Socratestaughtusthis,andweshouldn'tforgetit.Sure,someonewhostudiesliteratureorphilosophyislearningtothinkclearlyandwritewell.Butthoseskillsaremeanstoanend.ThatendasPlatosaidislearninghowtoliveone'slife.“Thisdiscussionisnotaboutquestions,butaboutthewayoneshouldlive.”That’swhat’sattheheartofthehumanities—informed,thoughtfuldialogueaboutthewayweoughttoconductlife.Thisdialoguehonorsnopieties(虔誠):Allpositionsaredebatable;allvaluesareupfordiscussion.Socrates,whoprobablyconcentratesthespiritofthehumanitiesbetterthananyone,spenthistimeramblingaroundAthensaskingpeopleiftheythoughttheywerelivingvirtuouslives.Hebelievedthathiscitywasgettingproudandlazy,likeanoverfedthoroughbred(純種的)horse,andthatitneededhim,thestinginggadfly,towakeitup.TheAthenianshadtoaskthemselvesifthelivestheywereleadingreallyweregood.Socratesdidn’thelpthemworktheirwaytosuccess;hehelpedthemworktheirwaytoinsightandvirtue.Now,Americansareinlovewithsuccess-successfortheirchildreninparticular.Asaparentofsonsintheir20s,Iunderstandthisandsympathizewithit.Butourjobashumanistsisn'ttosecondwhatevervalueshappentobeinplaceinsociety.We'reheretoquestionthosevaluesandmaybeofferalternatives.Wecommonlythinkinbinaries.Vanillaistheoppositeofchocolate.Theoppositeofsuccess—oftendefinedtodayashigh-statusworkandabigpaycheck—isfailure.Butthegreatbookstellusthatthisisnotnecessarilytrue.Thehumanitiesarenotagainstconventionalsuccess;farfromit.Manyofourstudentsgoontodistinguishedcareersinlawandbusiness.ButIliketothinktheydosowithafullersocialandself-awarenessthanmostpeople.Fortheyhaveapproachedsuccessasamatterofdebate,notasanidolofworship.Theyhaveconsideredtheoptions.Theyhavecalled“success”intoquestionand,afterdueconsideration,theyhavedecidedtopursueit.Ihavetoimaginethatsuchpeoplearefarbetteremployeesthanthosewhohavemovedlockstep(因循守舊的做法)intotheiroccupations.Ialsobelievethatself-aware,questioningpeopletendtobefarmoresuccessfulinthelongrun.Whatmakeshumanitiesstudentsdifferentisn'ttheirpowerofexpression,theircapacitytoframeanargumentortheirabilitytodoindependentwork.Yes,thesearevaluablequalities,andwehumanitiesteacherstrytocultivatethem.Buttruehumanitiesstudentsareexceptionalbecausetheyhavebeen,andare,engagedintheactivitythatPlatocommends-seekingtounderstandthemselvesandhowtheyoughttoleadtheirlives.Ifsomeofourcurrentdefendershavetheirway(隨心所欲，得逞),thehumanitieswillsurvive,butinnam