2023年下半年教師資格證《高中英語(yǔ)》真題及答案

2023年下半年教師資格證《高中英語(yǔ)》真題及答案[單選題]1.Thepronunciationintheunderlinedpartoftheword“hyperbole”isthes（江南博哥）amethatin______.A.simileB.percentileC.fragileD.file正確答案：A參考解析：本題考查其他字母組合的發(fā)音規(guī)律。題干意為：“hyperbole”一詞劃線部分的發(fā)音與_______中的發(fā)音相同。hyperbole的發(fā)音是/ha??p??rb?l?/，simile的發(fā)音為/?s?m?l?/，因此與simile的劃線部分le發(fā)音相同，均為/l?/。A項(xiàng)正確。B項(xiàng)：percentile的發(fā)音為/p?r?senta?l/，le發(fā)音為/l/。與題干不符，排除。C項(xiàng)：fragile的發(fā)音為/?fr?d?a?l/，le發(fā)音為/l/。與題干不符，排除。D項(xiàng)：file的發(fā)音為/fa?l/，le發(fā)音為/l/。與題干不符，排除。故正確答案為A。[單選題]2.Whichofthefollowingunderlinedpartisdifferfromtherestpronunciation?A.starvationB.situationC.satisfactionD.suggestion正確答案：D參考解析：本題考查其他字母組合的發(fā)音規(guī)律。題干意為：以下哪一個(gè)帶下劃線的部分與其余部分的發(fā)音不同？suggestion的發(fā)音是/s??d?est??n/，tion的發(fā)音為/t??n/，其他的發(fā)音均為/?n/。D項(xiàng)正確。A項(xiàng)：starvation的發(fā)音為/stɑ:?ve??n/，tion發(fā)音為/?n/。與題干不符，排除。B項(xiàng)：situation的發(fā)音為/?s?t?u?e??n/，tion發(fā)音為/?n/。與題干不符，排除。C項(xiàng)：satisfaction的發(fā)音為/?s?t?s?f?k?n/，tion發(fā)音為/?n/。與題干不符，排除。本題為選非題，故正確答案為D。[單選題]3.Graduatesfromteachers’collegesaretoldthatitisnotalwaysasmooth______frombeingacollegestudenttobeingaschoolteacher.A.transmissionB.transitionC.transformationD.transaction正確答案：B參考解析：本題考查名詞詞義辨析。題干意為：師范院校的畢業(yè)生們被事先告知，從大學(xué)生到學(xué)校教師的轉(zhuǎn)變不總是一帆風(fēng)順的。根據(jù)“frombeingacollegestudenttobeingaschoolteacher”，可知，此處強(qiáng)調(diào)“轉(zhuǎn)變，過(guò)渡”。transition意為“轉(zhuǎn)變，過(guò)渡（從一種情況到另一種情況）”。B項(xiàng)正確。A項(xiàng)：transmission意為“傳送，傳輸（交通或者物質(zhì)上的交換）”。與題干不符，排除。C項(xiàng)：transformation意為“轉(zhuǎn)變（外觀或性質(zhì)的轉(zhuǎn)變）”。與題干不符，排除。D項(xiàng)：transaction意為“交易（金融方面的交換）”。與題干不符，排除。故正確答案為B。[單選題]4.Hewasaccuseofthe______behaviorinhisbusinessdealings.A.improperB.impotentC.ineligibleD.inadequate正確答案：A參考解析：本題考查形容詞詞義辨析。題干意為：他被指控在商業(yè)交易中有不當(dāng)?shù)男袨?。根?jù)句意可知，此處因?yàn)椴划?dāng)?shù)男袨槎恢缚?。improper意為“不適當(dāng)?shù)摹?。A項(xiàng)正確。B項(xiàng)：impotent意為“無(wú)力的，無(wú)效的”。與題干不符，排除。C項(xiàng)：ineligible意為“不合格的”。與題干不符，排除。D項(xiàng)：inadequate意為“不充足的”。與題干不符，排除。故正確答案為A。[單選題]5.Whichofthefollowingisformedbyprefixation?A.gangsterB.decreaseC.clockwiseD.picturesque正確答案：B參考解析：本題考查構(gòu)詞法。題干意為：下列哪項(xiàng)是通過(guò)添加前綴形成的？前綴指放在詞干前的詞綴，因此只有decrease是通過(guò)前綴法形成的，即de+crease。B項(xiàng)正確。A項(xiàng)：gangster意為“歹徒、匪徒”，是通過(guò)添加名詞后綴“ster”形成的。與題干不符，排除。C項(xiàng)：clockwise意為“順時(shí)針?lè)较虻亍?，是通過(guò)添加副詞后綴“wise”形成的。與題干不符，排除。D項(xiàng)：picturesque意為“風(fēng)景如畫(huà)的、栩栩如生的”，是通過(guò)添加形容詞后綴“esque”形成的。與題干不符，排除。故正確答案為B。[單選題]6.______,amanwhocouldexpresshimselfeffectivelyismorelikelytosucceedthanthosewhocannot.A.OtherthingstobeequalB.TobeequalinotherthingsC.OtherthingsbeingequalD.Tobeequaltootherthings正確答案：C參考解析：本題考查獨(dú)立主格。題干意為：在其他條件相同的情況下，一個(gè)能有效表達(dá)自己的人比一個(gè)語(yǔ)言表達(dá)能力差的人更容易獲得成功。根據(jù)句子結(jié)構(gòu)可知，此處前后無(wú)連詞，用逗號(hào)連接，因此只能有一個(gè)謂語(yǔ)動(dòng)詞is，故空格處為獨(dú)立主格結(jié)構(gòu)，排除B、D項(xiàng)；并且此處無(wú)將來(lái)含義，應(yīng)用現(xiàn)在分詞being。C項(xiàng)正確。A、B、D三項(xiàng)：均與題干不符，排除。故正確答案為C。[單選題]7.Somespecialistsinceramictechnologyhavedevelopedauniquetubethat______installedinwalls,drawswateroutandensuresthatitstaysoutforgood.A.whichB.whereC.whenD.while正確答案：C參考解析：本題考查時(shí)間狀語(yǔ)從句。題干意為：一些陶瓷技術(shù)的專家開(kāi)發(fā)了一種獨(dú)特的管道，當(dāng)安裝在墻上時(shí)，它可以排出水分，并確保它永遠(yuǎn)保持在室外。根據(jù)句子結(jié)構(gòu)可知，空前that引導(dǎo)定語(yǔ)從句，修飾先行詞tube，定語(yǔ)從句中又包含了一個(gè)由when引導(dǎo)的時(shí)間狀語(yǔ)從句whenitisinstalledinwalls，根據(jù)狀語(yǔ)從句省略的規(guī)則（主從句主語(yǔ)一致，且從句含有be動(dòng)詞時(shí)，省略從句的主語(yǔ)和be動(dòng)詞），可省略itis。C項(xiàng)正確。A、B兩項(xiàng)：均不可引導(dǎo)時(shí)間狀語(yǔ)從句。與題干不符，排除。D項(xiàng)：while引導(dǎo)時(shí)間狀語(yǔ)從句時(shí)，需要用延續(xù)性動(dòng)詞。與題干不符，排除。故正確答案為C。[單選題]8.Teachersandstudentsfrommanycountriesparticipatedintheworkshops______thethemeofthebookwaspresented.A.thatB.whereC.whichD.what正確答案：B參考解析：本題考查關(guān)系詞的常規(guī)用法。題干意為：來(lái)自多個(gè)國(guó)家的教師和學(xué)生參加了介紹該書(shū)主題的研討會(huì)。根據(jù)句子結(jié)構(gòu)可知，空格處引導(dǎo)定語(yǔ)從句，修飾先行詞workshops，定語(yǔ)從句不缺主語(yǔ)、賓語(yǔ)、表語(yǔ)、定語(yǔ)，因此用關(guān)系副詞where引導(dǎo)，表示抽象的地點(diǎn)。B項(xiàng)正確。A項(xiàng)：that關(guān)系代詞，即可指人也可指物，在定語(yǔ)從句中充當(dāng)主語(yǔ)，賓語(yǔ)，表語(yǔ)。與題干不符，排除。C項(xiàng)：which關(guān)系代詞，指物，在定語(yǔ)從句中充當(dāng)主語(yǔ)，賓語(yǔ)。與題干不符，排除。D項(xiàng)：what不引導(dǎo)定語(yǔ)從句。與題干不符，排除。故正確答案為B。[單選題]9.Ifateachersystematicallyanalyzesclassroominteractionssuchasturn-taking，overlapping,feedbackandcommunicationbreakdown,he/shetypicallydoes______.A.contrastiveanalysisB.conversationanalysisC.needsanalysisD.erroranalysis正確答案：B參考解析：本題考查課堂活動(dòng)的組織形式。題干意為：如果老師系統(tǒng)地分析課堂互動(dòng)，如話輪重復(fù)、交叉互動(dòng)、反饋和交流失敗，那么這位教師通常會(huì)______。根據(jù)關(guān)鍵詞“classroominteractions”，可知，老師在分析會(huì)話的過(guò)程，屬于會(huì)話分析。conversationanalysis意為“會(huì)話分析”，是一種專門(mén)用于分析交流和社會(huì)互動(dòng)的研究方法。B項(xiàng)正確。A項(xiàng)：contrastiveanalysis意為“對(duì)比分析”，是一種語(yǔ)言學(xué)方法，主要用于比較兩種或多種語(yǔ)言的結(jié)構(gòu)，以找出它們之間的相似性和差異性。與題干不符，排除。C項(xiàng)：needsanalysis意為“需求分析”，通常用于教育或培訓(xùn)環(huán)境中，以確定學(xué)習(xí)者或組織的具體需要，這種分析有助于制定更加針對(duì)性的教學(xué)計(jì)劃或培訓(xùn)方案。與題干不符，排除。D項(xiàng)：erroranalysis意為“錯(cuò)誤分析”，是應(yīng)用在第二語(yǔ)言習(xí)得研究和教學(xué)中的一種方法，專注于分析學(xué)習(xí)者在使用第二語(yǔ)言時(shí)所犯的錯(cuò)誤。這種分析有助于了解學(xué)習(xí)者在何種情況下容易犯錯(cuò)，以及為何會(huì)犯錯(cuò)，進(jìn)而可以針對(duì)性教學(xué)。與題干不符，排除。故正確答案為B。[單選題]10.Whatarelationshipexistsintheutterance“InBritain,thepoweroftheunionsincreaseanextradread,makingBritishpoliticsaspecialcase”?A.Cause-effectB.Problem-situationC.Tool-achievementD.Phenomenon-example正確答案：D參考解析：本題考查語(yǔ)篇教學(xué)。題干意為：“在英國(guó)，工會(huì)的權(quán)力增加了額外的恐懼，這使得英國(guó)政治成為一個(gè)特例”中存在什么樣的文本關(guān)系？根據(jù)題干中后半句的關(guān)鍵詞“aspecialcase”可以推斷，后句是對(duì)前句的進(jìn)一步補(bǔ)充說(shuō)明，因此前后句為“現(xiàn)象-例子”的關(guān)系。D項(xiàng)正確。A項(xiàng)：Cause-effect意為“原因-結(jié)果”。與題干不符，排除。B項(xiàng)：Problem-situation意為“問(wèn)題-情況”。與題干不符，排除。C項(xiàng)：Tool-achievement意為“工具-成就”。與題干不符，排除。故正確答案為D。[單選題]11.Whatstrategydoestheteacherwantthestudentstodevelopifhe/sheencouragesthemtousemimeorgesturestomakethemselvesunderstood?A.CognitivestrategyB.CommunicativestrategyC.AffectivestrategyD.Meta-cognitivestrategy正確答案：B參考解析：本題考查課程內(nèi)容中的學(xué)習(xí)策略。題干意為：如果老師鼓勵(lì)學(xué)生使用啞劇或手勢(shì)來(lái)讓他們理解自己，他/她希望學(xué)生發(fā)展什么策略？根據(jù)普通高中英語(yǔ)課程標(biāo)準(zhǔn)可知，高中英語(yǔ)學(xué)習(xí)策略包括：元認(rèn)知策略，認(rèn)知策略，交際策略和情感策略，而使用啞劇或手勢(shì)等非語(yǔ)言手段屬于交際策略。Communicativestrategy意為“交際策略”。B項(xiàng)正確。A項(xiàng)：Cognitivestrategy意為“認(rèn)知策略”，指學(xué)生為了完成具體語(yǔ)言學(xué)習(xí)活動(dòng)而采取的步驟和方法。與題干不符，排除。C項(xiàng)：Affectivestrategy意為“情感策略”，指學(xué)生為了調(diào)控學(xué)習(xí)情緒、保持積極的學(xué)習(xí)態(tài)度而采取的策略。與題干不符，排除。D項(xiàng)：Meta-cognitivestrategy意為“元認(rèn)知策略”，指學(xué)生為了提高英語(yǔ)學(xué)習(xí)效率，計(jì)劃、監(jiān)控、評(píng)價(jià)、反思和調(diào)整學(xué)習(xí)過(guò)程或?qū)W習(xí)結(jié)果的策略。與題干不符，排除。故正確答案為B。[單選題]12.Deducingthemeaningofawordfromcontextisoneofthesub-skillsof______.A.listeningandspeakingB.listeningandreadingC.speakingandwritingD.readingandwriting正確答案：B參考解析：本題考查聽(tīng)力和閱讀基本技能。題干意為：從上下文中推斷單詞的意思是______的子技能之一。在聽(tīng)對(duì)話或讀文章時(shí)，常常會(huì)遇到一些未見(jiàn)過(guò)的生詞，這類生詞或短語(yǔ)的詞義可以通過(guò)上下文推斷出來(lái)。該技能常出現(xiàn)在聽(tīng)力或閱讀課上，通過(guò)此技能可以掃清閱讀材料或聽(tīng)力材料中的語(yǔ)言障礙。B項(xiàng)正確。A項(xiàng)：listeningandspeaking意為“聽(tīng)力和口語(yǔ)”，在說(shuō)的過(guò)程中，通常不需要從上下文中推斷單詞的意義。與題干不符，排除。C項(xiàng)：speakingandwriting意為“口語(yǔ)和寫(xiě)作”，這兩個(gè)技能更多地涉及到表達(dá)而不是理解。與題干不符，排除。D項(xiàng)：readingandwriting意為“閱讀和寫(xiě)作”，盡管寫(xiě)作中確實(shí)有時(shí)需要根據(jù)上下文來(lái)選擇合適的詞匯，但這不是從上下文中推斷詞義。與題干不符，排除。故正確答案為B。[單選題]13.Whichofthefollowingisacontrolledpracticeindevelopingstudents’languagecompetence?A.DictationB.DiscussionC.DebatingD.Writinganemail正確答案：A參考解析：本題考查教學(xué)活動(dòng)。題干意為：在發(fā)展學(xué)生學(xué)習(xí)能力過(guò)程中，下面的哪一項(xiàng)屬于控制性練習(xí)?？刂菩跃毩?xí)活動(dòng)重視語(yǔ)言的形式和準(zhǔn)確性，使學(xué)生關(guān)注語(yǔ)言的某些結(jié)構(gòu)或功能，以便準(zhǔn)確的說(shuō)出語(yǔ)言，如：閱讀，背誦，模仿，重復(fù)。Dictation意為“聽(tīng)寫(xiě)”屬于控制性活動(dòng)。A項(xiàng)正確。B項(xiàng)：Discussion意為“討論”，屬于開(kāi)放性或創(chuàng)造性活動(dòng)。與題干不符，排除。C項(xiàng)：Debating意為“辯論”，屬于開(kāi)放性或創(chuàng)造性活動(dòng)。與題干不符，排除。D項(xiàng)：Writinganemail意為“寫(xiě)郵件”，半控制性或半機(jī)械化活動(dòng)。與題干不符，排除。故正確答案為A。[單選題]14.Whatroledoesateacherplaywhentakingpartinstudents’groupwork?A.monitorB.AninstructorC.AnevaluatorD.participant正確答案：D參考解析：本題考查教師的角色與作用。題干意為：當(dāng)教師參與到學(xué)生的小組活動(dòng)中時(shí)，扮演了什么角色？當(dāng)教師參與進(jìn)學(xué)生的討論時(shí)，教師和學(xué)生一起交流，共同完成小組任務(wù)，體現(xiàn)了參與者（Aparticipant）的角色。D項(xiàng)正確。A項(xiàng)：Amonitor意為“監(jiān)察者”，指在學(xué)生活動(dòng)時(shí)，教師走下講臺(tái)進(jìn)行巡視，監(jiān)控學(xué)生的活動(dòng)方向是否正確，是否討論本節(jié)課主題。與題干不符，排除。B項(xiàng)：Aninstructor意為“指導(dǎo)者”。一是指導(dǎo)學(xué)生有效地進(jìn)行自主學(xué)習(xí)、獨(dú)立學(xué)習(xí)，使學(xué)生明確學(xué)習(xí)目的，激發(fā)學(xué)生的學(xué)習(xí)興趣，教給學(xué)生學(xué)習(xí)策略和方法，提高學(xué)習(xí)效率。二是承認(rèn)并尊重學(xué)生間的不同，給予學(xué)生平等的學(xué)習(xí)機(jī)會(huì)，指導(dǎo)不同主體從多方面評(píng)價(jià)學(xué)生的發(fā)展。與題干不符，排除。C項(xiàng)：Anevaluator意為“評(píng)價(jià)者”。教師作為評(píng)價(jià)者主要有兩方面的含義：糾正錯(cuò)誤和組織反饋。糾正錯(cuò)誤的方式應(yīng)該是溫和的，避免傷害到學(xué)生的自尊心。組織反饋是指教師在學(xué)生完成任務(wù)后，要及時(shí)總結(jié)并給予反饋，并有針對(duì)性地提出一些建設(shè)性的建議。與題干不符，排除。故正確答案為D。[單選題]15.Whatdoesateacherintendtodowhenaskingstudentstoputjumbledparagraphsintoameaningfulpassage?A.Toenhancestudents’abilitytoguesswordmeaningfromcontext.B.Todevelopstudents’awarenessofreadingforthemainidea.C.Toenhancestudents’abilitytoreadforspecificinformation.D.Todevelopstudents’awarenessofcohesionandcoherence.正確答案：D參考解析：本題考查語(yǔ)篇教學(xué)的概念。題干意為“當(dāng)教師要求學(xué)生把雜亂的段落編成一篇有意義的文章時(shí)，教師的意圖是什么”。語(yǔ)篇由一個(gè)以上的句子或段落組成，各句子或段落之間在形式上是銜接的，語(yǔ)義上是連貫的。題干中，將亂序的段落整理成一篇文章，是在鍛煉學(xué)生的語(yǔ)篇能力。D項(xiàng)意為“培養(yǎng)學(xué)生銜接和連貫的意識(shí)”，符合題意，當(dāng)選。A項(xiàng)：意為“提高學(xué)生在語(yǔ)境中猜測(cè)詞義的能力”。與題干不符，排除。B項(xiàng)：意為“培養(yǎng)學(xué)生閱讀文章以獲取主旨的意識(shí)”。與題干不符，排除。C項(xiàng)：意為“提高學(xué)生閱讀文章以獲取特定信息的能力”。與題干不符，排除。故正確答案為D。[單選題]16.Whichofthefollowingisthefirststepaccordingtothecommunicativeapproachofgrammarteaching?A.Consolidatingstudents’useofgrammarrules.B.Exposingstudentstonewgrammaticalitemsinuse.C.Providingstudentswithchancesofusinggrammarrules.D.Gettingstudentstomemorizetheformofgrammarrules.正確答案：B參考解析：本題考查練習(xí)方法。題干意為：根據(jù)語(yǔ)法教學(xué)的交際法，以下哪一項(xiàng)是第一步？在交際教學(xué)法提倡語(yǔ)言的恰當(dāng)使用，認(rèn)為語(yǔ)言的學(xué)習(xí)要放在具體的、有意義的交際環(huán)境中。利用交際教學(xué)法提倡的理念進(jìn)行語(yǔ)法教學(xué)，首先需要讓學(xué)生在真實(shí)或模擬的語(yǔ)境中接觸到新的語(yǔ)法結(jié)構(gòu)，從而引發(fā)他們的興趣和需要。Exposingstudentstonewgrammaticalitemsinuse.意為“讓學(xué)生接觸使用中的新語(yǔ)法項(xiàng)目。”。B項(xiàng)正確。A項(xiàng)：Consolidatingstudents’useofgrammarrules.意為“鞏固學(xué)生對(duì)語(yǔ)法規(guī)則的使用”。與題干不符，排除。C項(xiàng)：Providingstudentswithchancesofusinggrammarrules.意為“為學(xué)生提供使用語(yǔ)法規(guī)則的機(jī)會(huì)”。與題干不符，排除。D項(xiàng)：Gettingstudentstomemorizetheformofgrammarrules.意為“讓學(xué)生記住語(yǔ)法規(guī)則的形式”。與題干不符，排除。故正確答案為B。[單選題]17.Whichofthefollowingactivescanbeusedtoengagestudentsincommunicationatthepost-readingstage?A.Recitingthetext.B.Readingthetextaloud.C.Exchangingpersonalviewsonthetext.D.Fillingintheblankofthetextsummary.正確答案：C參考解析：本題考查閱讀教學(xué)活動(dòng)。題干意為“在讀后階段，以下哪個(gè)活動(dòng)可以讓學(xué)生參與到交流中來(lái)”。在閱讀教學(xué)中，讀后環(huán)節(jié)主要考查學(xué)生對(duì)本節(jié)課知識(shí)的掌握程度，以及對(duì)目標(biāo)語(yǔ)言的運(yùn)用和表達(dá)能力，鼓勵(lì)學(xué)生將所閱讀的內(nèi)容與自己的經(jīng)歷、知識(shí)、興趣和觀點(diǎn)聯(lián)系起來(lái)。在這一環(huán)節(jié)，通?？梢赃M(jìn)行小組討論、辯論、模擬寫(xiě)作等練習(xí)。C項(xiàng)意為“就課文交換個(gè)人意見(jiàn)”，符合題意，當(dāng)選。A項(xiàng)：意為“背誦課文”。與題干不符，排除。B項(xiàng)：意為“大聲朗讀課文”。與題干不符，排除。D項(xiàng)：意為“對(duì)課文概要進(jìn)行填空”。與題干不符，排除。故正確答案為C。[單選題]18.Whattechniquewashe/sheusingifateacherkeptsaying“Yes,anythingelse?”toastudentwhowassharingideasaboutEnglishlearning?A.ElicitationB.ExplanationC.ParaphrasingD.Exemplification正確答案：A參考解析：本題考查課堂提問(wèn)。題干意為：如果老師一直對(duì)一個(gè)正在分享英語(yǔ)學(xué)習(xí)想法的學(xué)生說(shuō)“是的，還有別的嗎？”這個(gè)老師使用什么策略？根據(jù)老師的語(yǔ)言可知，這位老師不斷提問(wèn)、引導(dǎo)學(xué)生繼續(xù)表達(dá)自己的觀點(diǎn)直到得出答案，符合啟發(fā)法的做法。Elicitation意為“啟發(fā)，引導(dǎo)”。A項(xiàng)正確。B項(xiàng)：Explanation意為“解釋”。與題干不符，排除。C項(xiàng)：Paraphrasing意為“釋義”。與題干不符，排除。D項(xiàng)：Exemplification意為“舉例說(shuō)明”。與題干不符，排除。故正確答案為A。[單選題]19.WhichofthefollowingisleastappropriateinteachingEnglishpronunciationtobeginners?A.Askingstudentstodiscriminatesignificantsoundfeatures.B.Askingstudentstoreadwordsaloudwithcorrectpronunciation.C.Requiringstudentstoproduceintelligibleandacceptablesounds.D.Teachingstudentsthetechnicalformsofphoneticsandphonology.正確答案：D參考解析：本題考查教學(xué)內(nèi)容。題干意為：以下哪一項(xiàng)最不適合教初學(xué)者英語(yǔ)發(fā)音？基礎(chǔ)教育階段的語(yǔ)音教學(xué)主要目標(biāo)為培養(yǎng)學(xué)生聽(tīng)音、辨音，以及準(zhǔn)確發(fā)音的能力，從而形成正確的發(fā)音習(xí)慣。但對(duì)于初學(xué)者來(lái)講，不要求在學(xué)習(xí)初期去掌握語(yǔ)音方面的專業(yè)術(shù)語(yǔ)。D項(xiàng)與題干相符，當(dāng)選。A項(xiàng)：Askingstudentstodiscriminatesignificantsoundfeatures.意為“要求學(xué)生區(qū)分重要的語(yǔ)音特征”。與題干不符，排除。B項(xiàng)：Askingstudentstoreadwordsaloudwithcorrectpronunciation.意為“要求學(xué)生按照正確的讀音大聲朗讀單詞”。與題干不符，排除。C項(xiàng)：Requiringstudentstoproduceintelligibleandacceptablesounds.意為“要求學(xué)生發(fā)出可接受和理解的音”。與題干不符，排除。本題為選非題，故正確答案為D。[單選題]20.Whichofthefollowingactivitymainlyfocusonmeaninganduse?A.StudentstalkaboutwhattheydidlastSunday.B.Studentswritedowntherulesofsimplepasttense.C.Studentsmarkallthesentenceswithsimplepasttense.D.Studentscorrectthespellingmistakesintheirhomework.正確答案：A參考解析：本題考查教學(xué)內(nèi)容。題干意為：以下哪項(xiàng)活動(dòng)主要關(guān)注意義和用法？語(yǔ)法教學(xué)的教學(xué)內(nèi)容主要有三方面：①語(yǔ)言形式/結(jié)構(gòu)（Languageform/structure）包括詞法（morphology）、句法（syntax）等。②語(yǔ)義（Languagemeaning）指語(yǔ)法形式和結(jié)構(gòu)的意義。③語(yǔ)用（Languageuse）指語(yǔ)言在語(yǔ)境或語(yǔ)篇中的功用。如若關(guān)注意義和用法，需要學(xué)生在適當(dāng)?shù)那榫持凶杂墒褂盟鶎W(xué)的語(yǔ)法項(xiàng)目進(jìn)行交流的活動(dòng)。它強(qiáng)調(diào)以交際為目的的意義輸出或理解。常見(jiàn)練習(xí)形式：講故事、情景對(duì)話、小組討論、角色扮演等。A項(xiàng)正確。B項(xiàng)：Studentswritedowntherulesofsimplepasttense.意為“學(xué)生寫(xiě)下一般過(guò)去時(shí)的規(guī)則”。與題干不符，排除。C項(xiàng)：Studentsmarkallthesentenceswithsimplepasttense.意為“學(xué)生用一般過(guò)去時(shí)造句”。與題干不符，排除。D項(xiàng)：Studentscorrectthespellingmistakesintheirhomework.意為“學(xué)生改正他們作業(yè)中的拼寫(xiě)錯(cuò)誤”。與題干不符，排除。故正確答案為A。[問(wèn)答題]1.成長(zhǎng)檔案袋是形成性評(píng)價(jià)的一種手段，簡(jiǎn)述其對(duì)學(xué)生發(fā)展的兩個(gè)主要作用（8分）。并列舉檔案袋中應(yīng)有的四項(xiàng)內(nèi)容。（12分）正確答案：詳見(jiàn)解析參考解析：（1）成長(zhǎng)檔案袋對(duì)學(xué)生發(fā)展的作用有：①記錄成長(zhǎng)歷程學(xué)生可以將自己的作品、成績(jī)等信息收入檔案袋中，形成自己專屬的成長(zhǎng)檔案，更好地回顧自己的發(fā)展過(guò)程，發(fā)現(xiàn)自身優(yōu)點(diǎn)和不足，記錄成長(zhǎng)足跡。②評(píng)估進(jìn)步過(guò)程成長(zhǎng)檔案袋可以提供評(píng)估工具，如學(xué)分績(jī)點(diǎn)、專業(yè)排名等，幫助學(xué)生進(jìn)行自我評(píng)估，及時(shí)發(fā)現(xiàn)自己的優(yōu)勢(shì)和不足，調(diào)整學(xué)習(xí)計(jì)劃。③促進(jìn)個(gè)性化發(fā)展成長(zhǎng)檔案袋可以根據(jù)學(xué)生的個(gè)人特點(diǎn)進(jìn)行定制，幫助學(xué)生發(fā)掘自己的潛力，實(shí)現(xiàn)個(gè)性化發(fā)展。同時(shí)，學(xué)生也可以通過(guò)成長(zhǎng)檔案袋展示自己的特長(zhǎng)和興趣愛(ài)好，增強(qiáng)自信心和成就感。④輔助教師開(kāi)展針對(duì)性教學(xué)成長(zhǎng)檔案袋可以幫助教師更好地了解學(xué)生的特點(diǎn)和需求，提供針對(duì)性的指導(dǎo)和建議，有助于提高教學(xué)效果。同時(shí)，教師也可以通過(guò)成長(zhǎng)檔案袋了解學(xué)生的學(xué)習(xí)進(jìn)度和發(fā)展情況，及時(shí)調(diào)整自己的教學(xué)方案，因材施教。（答案僅供參考，任選2點(diǎn)作答即可）（2）成長(zhǎng)檔案袋中應(yīng)收入的四項(xiàng)內(nèi)容包括：①學(xué)期寄語(yǔ)：學(xué)生自己在學(xué)期初設(shè)計(jì)本學(xué)期的計(jì)劃或努力達(dá)成的目標(biāo)，為新學(xué)期做好自我規(guī)劃，并在本學(xué)期為之努力。②學(xué)習(xí)成果：學(xué)生日常的優(yōu)秀成果及每學(xué)期學(xué)生素質(zhì)報(bào)告單的收集和整理，如藝術(shù)類作品（手抄報(bào)，書(shū)法等）、成績(jī)單、獎(jiǎng)勵(lì)獎(jiǎng)狀、獲獎(jiǎng)作文等。③社會(huì)活動(dòng)：擔(dān)任學(xué)校、班級(jí)學(xué)生干部，或在經(jīng)學(xué)校認(rèn)可的社團(tuán)組織任職情況，參加社會(huì)公益活動(dòng)記錄等。④綜合分析：老師根據(jù)學(xué)生的表現(xiàn)進(jìn)行綜合評(píng)價(jià)，深入了解每一個(gè)學(xué)生，促進(jìn)學(xué)生的全面發(fā)展。[問(wèn)答題]2.根據(jù)題目要求完成下列任務(wù)，用中文作答。下面是某教師設(shè)計(jì)的一節(jié)聽(tīng)說(shuō)課的教學(xué)設(shè)計(jì)片段：Step1:(2mins)Askthestudentstolookatsomepicturesofdifferentsportsandsomepicturesofe-sports.Thenaskthemthefollowingquestions:1.What’se-sports?2.Doyoulikee-sports?Why?Step2:(5mins)ListeningtoConversation1andtrytogetthemainidea,payingattentiontothe4aspects:what/who/when/why.Mainidea:ShenQicallsAmytocometoane-sportseventbutAmypolitelyrefuses.Step3:(10mins)Adamiscomingtoasportsevent.ListentoConversation2andanswerthequestions:1.Whenwilltheeventhappen?2.What’sa“BluePaint”run?3.Whyisitcalleda“BluePaint”run?4.If200peopletakepartintherunand400balloonsaresold,howmuchmoneywilltheycollect?根據(jù)所給信息回答下列問(wèn)題：（1）分析各步驟設(shè)計(jì)意圖。（12分）（2）分析該教案存在的三個(gè)問(wèn)題。（9分）（3）針對(duì)問(wèn)題提出相應(yīng)的改進(jìn)意見(jiàn)。（9分）正確答案：詳見(jiàn)解析參考解析：（1）各步驟設(shè)計(jì)意圖如下；Step1的內(nèi)容為導(dǎo)入環(huán)節(jié)，通過(guò)詢問(wèn)學(xué)生兩個(gè)問(wèn)題，引導(dǎo)學(xué)生了解e-sports以及激發(fā)學(xué)生對(duì)于e-sports的喜愛(ài)。從而將學(xué)生的注意力轉(zhuǎn)移到課堂活動(dòng)上，同時(shí)自然而然地引出本節(jié)課的核心話題。Step2的內(nèi)容為聽(tīng)中環(huán)節(jié)，引導(dǎo)學(xué)生去聽(tīng)對(duì)話一的主旨大意以及細(xì)節(jié)信息。比如具體的事件、人物、時(shí)間、原因，在完成不同層次的聽(tīng)力任務(wù)過(guò)程中，學(xué)生能夠了解文本內(nèi)容，獲取一定的細(xì)節(jié)信息，提高聽(tīng)力水平和技巧。此外，學(xué)生通過(guò)做任務(wù)可以體會(huì)到在做中學(xué)，學(xué)中做的樂(lè)趣。Step3引導(dǎo)學(xué)生聽(tīng)對(duì)話二的內(nèi)容，了解Bluepaintrun這一運(yùn)動(dòng)項(xiàng)目以及籌集資金幫助他人，激發(fā)學(xué)生服務(wù)社會(huì)奉獻(xiàn)社會(huì)的意識(shí)。（2）該教案存在的三個(gè)問(wèn)題：?jiǎn)栴}1：針對(duì)教師在第一個(gè)活動(dòng)中同時(shí)呈現(xiàn)了常規(guī)體育的圖片和e-sports的圖片，但是僅針對(duì)e-sports進(jìn)行提問(wèn)，沒(méi)有充分利用好現(xiàn)有的教學(xué)資源。問(wèn)題2：根據(jù)對(duì)Step2和Step3的描述和提出的相關(guān)問(wèn)題可知，兩個(gè)環(huán)節(jié)聽(tīng)的材料是不同的材料，那么對(duì)于conversation1沒(méi)有設(shè)計(jì)針對(duì)細(xì)節(jié)信息的問(wèn)題；同理，對(duì)于conversation2沒(méi)有先進(jìn)泛聽(tīng)活動(dòng)，故兩個(gè)對(duì)話都沒(méi)有做到循序漸進(jìn)的聽(tīng)。問(wèn)題3：Step2既概括了大意，又梳理了細(xì)節(jié)內(nèi)容，時(shí)間為5分鐘，用時(shí)不合理，未給予學(xué)生恰當(dāng)?shù)臅r(shí)間理解對(duì)話內(nèi)容。（3）改進(jìn)建議：針對(duì)第一個(gè)問(wèn)題，教師可以省去展示常規(guī)體育活動(dòng)的圖片，直接展示e-sports的圖片然后引發(fā)討論，或?qū)煞N形式放在一起進(jìn)行提問(wèn)，例如“Whatarethedifferencesbetweenregularsportsande-sports”。針對(duì)第二個(gè)問(wèn)題，建議將conversation1和conversation2合并成一個(gè)整體，首先聽(tīng)主旨大意，然后聽(tīng)細(xì)節(jié)。在聽(tīng)細(xì)節(jié)時(shí)候，可以先聽(tīng)conversation1然后暫停提問(wèn)，再聽(tīng)conversation2進(jìn)行提問(wèn)，以免對(duì)話過(guò)長(zhǎng)，給學(xué)生造成學(xué)習(xí)壓力。針對(duì)第三個(gè)問(wèn)題，建議教師將教學(xué)時(shí)間調(diào)整至8-10分鐘，給學(xué)生充分的思考以及消化聽(tīng)力材料的時(shí)間，增強(qiáng)學(xué)習(xí)效率。[問(wèn)答題]3.設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)一個(gè)20分鐘的寫(xiě)作課。教案沒(méi)有固定格式，但須包含下列要點(diǎn)：①teachingobjectives②teachingcontents③keyanddifficultpoints④majorstepsandtimeallocation⑤activitiesandjustifications教學(xué)時(shí)間：20分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中三年級(jí)學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版2020年修訂）》學(xué)業(yè)質(zhì)量水平的要求。學(xué)生課堂參與積極性較高。語(yǔ)言素材：Oneday,amanfoundthepupaofabutterfly.Seeinganopeninginthepupa,herealizedthatthebutterflywasreadytoemerge.So,hesatdownandwatchedasthebutterflystruggledtoforceitsbodythroughthelittlehole.However,minutespassed,andthebutterflystillcouldn’tgetout.Thestrugglewastoohardforitsweakbody.Themanthenkindlyenlargedtheholeinthepupasothatthebutterflycouldfinallybreakfree.Butinsteadofflyingaway,itjustdraggeditselfaroundweakly,thendied.Thestruggletobreakoutofthepupawasnecessaryforthebutterfly’ssurvivalbecauseitenableditswingsandbodytogrowstrong.Withoutthestruggle,itwastooweaktolive.Writing:LessonfromNature-Themeaningofstruggle正確答案：詳見(jiàn)解析參考解析：1.Teachingcontents:ThisisawritinglessonwhichmainlytalksaboutthelessonsfromNature.2.Teachingobjectives:①Studentscanlearnfromthetextaboutitsstructureandfeature.②Studentscanwriteapassagewithacertaintopic:LessonfromNature-Themeaningofstruggle.③Studentscanrealizethattherearemanyphilosophiesinnatureandlearntorespectnature.④Studentscananalyzethestructureandthefeatureofthesampleandusewhatthey’vegottoorganizetheirowncompositionanduseEnglishtothinkindependentlyandcreatively.⑤Studentswillbewillingtotakepartintheclassactivitiesandcooperatewithothergroupmembers.3.KeyanddifficultpointsKeypoint:Helpstudentsanalyzethesample.Difficultpoint:Guidestudentstoconceivewritingmaterial.4.MainstepsStep1Pre-writing(8mins)1.Learningaboutthesample(1)Theteacherwillguidestudentstoreadthematerialtosummarizethetopicofit.Thenstudentswillanswersomequestionsaboutthematerial.Q1:Whathappenedafterthemanenlargedtheholeonthepupa?Q2:Whydidstrugglehelpthebutterflysurvive?(2)Studentswillreadthesampleagaintosummarizethebasicstructureofnarration,andtheyshouldalsopayattentiontothetopicsentences,transitionalwords,logicalrelationsandsoon.2.ConceivingwritingmaterialStudentswillworkingroupsoffourtotalkaboutfablestheyknow,andwritedownsomeideas.Representativesfromeachgroupwillsharetheirdiscussionresults,includingsomeusefulphrases,sentencesandsoon.3.OutliningTheteacherwillguidestudentstowriteanoutline.Studentswillputtheideastheyhavejustwrittendowninorder.(Justification:Throughaboveactivities,studentswillbepreparedtowritetheirowncomposition.Theywillknowhowtowriteandwhattowrite.)Step2While-writing(7mins)DraftingStudentsshouldwritetheirowncompositionsbasedontheexpressionstheygetfromaboveactivitiesandtheyshouldkeepawatchfuleyeonthespelling,grammar,punctuationandsoon.Inthemeantime,theteacherwillwalkaroundtoofferhelpifnecessary.(Justification:Throughaboveactivities,studentswillfinishtheirwritingandtheirwritingabilitywillbeimproved.)Step3Post-writing(5mins)1.Editing(1)Self-editing:Theteacherwillgivestudentsashorttimetogothroughtheirwritingstocorrectmistakesinspellingandgrammar.(2)Peer-editing:Studentswillexchangetheircompositionswitheachotherandcorrectmistakesinspellingandgrammar.Theycanalsogivesuggestionsaboutpolishingwitheachother.2.DisplayingandevaluatingTheteacherwillinvitesomestudentstosharetheirpassageswiththewholeclassandguideotherstudentstoevaluatethesepassages,thentheteacherwillmakeaconclusion.(Justification:Throughtheseactivities,studentswillregulatetheirlanguageandworkoutbetterideasorexpressions,andtheywillimprovetheirwritingskills.Besides,theywillbemorewillingtosharetheirideasinpublicandlearnfromeachother.)共享題干題Passage1Everyteacherfacesauniquesetofchallenges.Studentsaresodifferentfromyeartoyear,daytoday,subjecttosubject,evenhourtohour,thatplanningisoftenanexerciseintakingrisksandworkingwithuncertainties.Usually,thereactiontocontentwilldifferfromstudenttostudentinthesameclass.Weoftenteachtohalftheclass,strugglingtoreachtherest.Ahandfulofstudentsaresometimesdeemedunreachable.Someteachers,whenconfrontedwiththesedilemmas,shrugtheirshoulders.Thecurriculum,astheyseeit,isbeyondtheircontrol.Itisdeterminedbythestate,bythedistrict,bytheend-of-yeartests,orbythetextbooks.Alltheyhavetodoisinstruct.Ifthecurriculumisinappropriateorboringorirrelevant,thereisnothingtheycando.Itdoesnothavetobethatway.Teacherscananddomakecurriculardecisions,whethertheyrealizeitornot.Theychoosetoemphasizecertaintopics,hurrythroughothers,ormaybeevenskipaportionoftheofficialcurriculum.Manywillintroducetheirhobbiesorinterests,suchasquilting,skiing,ortheRenaissance,evenifitisnotadesignatedtopicinthecurriculumguide.Theydonotdoittobe“subversive”necessarily,butbecausethosedecisionsarebestforthechildrentheyteach.Theyareexercisingtheirprofessionalresponsibilities.Parentsandadministratorsdonotobjectwhenteachers’curriculardecisionsareresponsibleones.Onlythefoolishorharmfuldecisionsarelikelytoleadtonegativeconsequences.Indeed,thebestteachersweknowaretheoneswhoadjustthecurriculumtomeettheirstudents’needs.Theseexemplaryteachershaveearnedtheirreputationsbecausetheirstudentsaremotivatedtolearn.Theynotonlyleadthehorsestowater,theyputsaltintheiroatstomakethemdrink!Butnoteveryteacherhasthegiftofmakingoutstandingcurriculardecisions.Andsometimeseventhemostastuteteacherswillmakemistakes.Thepossibilityofmakingpoorcurriculardecisionsisreducedwhenstudentsaregiventheresponsibilityofchoosingcontent.Studentstendtoselecttopicsthatinterestthem,thusavoidingmotivationproblems.Theirchoicesreflecttheiractualneeds,ratherthanthoseperceivedbyadults.Itmakesforamoreefficientcurriculumdevelopmentprocess.Curriculardecision-makingpowerbelongsinthehandsofstudentsbecauseitistheirlivesthatarebeingaffected-theirday-to-dayschoollivesandalsotheirfuturelives.Givingthemthispowerisnotafad,orawayforteacherstopassthebuck.Itisamethodofdevelopingautonomy,motivatingchildrentolearn,anddevelopingstrongcitizenshipskills.[單選題]1.Accordingtothepassagewhatcanbedoneifacurriculumisinappropriate?A.Itshouldbemodifiedandadapted.B.Itshouldbeignoredandabandoned.C.Itsdesignatedtopicsshouldbecorrected.D.Itsguidelinesshouldbestrictlyadheredto.正確答案：A參考解析：本題考查細(xì)節(jié)推斷。題干意為：根據(jù)這篇文章，如果課程不合適，該怎么辦？根據(jù)第三段“Teacherscananddomakecurriculardecisions,whethertheyrealizeitornot.Theychoosetoemphasizecertaintopics,hurrythroughothers,ormaybeevenskipaportionoftheofficialcurriculum.”以及“Indeed,thebestteachersweknowaretheoneswhoadjustthecurriculumtomeettheirstudents'needs.”可以推斷，如果課程不合適，教師可以進(jìn)行適當(dāng)?shù)男薷暮驼{(diào)整。“Itshouldbemodifiedandadapted.”意為“應(yīng)該對(duì)其進(jìn)行修改和調(diào)整”。A項(xiàng)正確。B項(xiàng)：Itshouldbeignoredandabandoned.意為“它應(yīng)該被忽視和拋棄”。與題干不符，排除。C項(xiàng)：Itsdesignatedtopicsshouldbecorrected.意為“其指定主題應(yīng)更正”。與題干不符，排除。D項(xiàng)：Itsguidelinesshouldbestrictlyadheredto.意為“應(yīng)嚴(yán)格遵守其準(zhǔn)則”。與題干不符，排除。故正確答案為A。Everyteacherfacesauniquesetofchallenges.Studentsaresodifferentfromyeartoyear,daytoday,subjecttosubject,evenhourtohour,thatplanningisoftenanexerciseintakingrisksandworkingwithuncertainties.Usually,thereactiontocontentwilldifferfromstudenttostudentinthesameclass.Weoftenteachtohalftheclass,strugglingtoreachtherest.Ahandfulofstudentsaresometimesdeemedunreachable.Someteachers,whenconfrontedwiththesedilemmas,shrugtheirshoulders.Thecurriculum,astheyseeit,isbeyondtheircontrol.Itisdeterminedbythestate,bythedistrict,bytheend-of-yeartests,orbythetextbooks.Alltheyhavetodoisinstruct.Ifthecurriculumisinappropriateorboringorirrelevant,thereisnothingtheycando.Itdoesnothavetobethatway.Teacherscananddomakecurriculardecisions,whethertheyrealizeitornot.Theychoosetoemphasizecertaintopics,hurrythroughothers,ormaybeevenskipaportionoftheofficialcurriculum.Manywillintroducetheirhobbiesorinterests,suchasquilting,skiing,ortheRenaissance,evenifitisnotadesignatedtopicinthecurriculumguide.Theydonotdoittobe“subversive”necessarily,butbecausethosedecisionsarebestforthechildrentheyteach.Theyareexercisingtheirprofessionalresponsibilities.Parentsandadministratorsdonotobjectwhenteachers’curriculardecisionsareresponsibleones.Onlythefoolishorharmfuldecisionsarelikelytoleadtonegativeconsequences.Indeed,thebestteachersweknowaretheoneswhoadjustthecurriculumtomeettheirstudents’needs.Theseexemplaryteachershaveearnedtheirreputationsbecausetheirstudentsaremotivatedtolearn.Theynotonlyleadthehorsestowater,theyputsaltintheiroatstomakethemdrink!Butnoteveryteacherhasthegiftofmakingoutstandingcurriculardecisions.Andsometimeseventhemostastuteteacherswillmakemistakes.Thepossibilityofmakingpoorcurriculardecisionsisreducedwhenstudentsaregiventheresponsibilityofchoosingcontent.Studentstendtoselecttopicsthatinterestthem,thusavoidingmotivationproblems.Theirchoicesreflecttheiractualneeds,ratherthanthoseperceivedbyadults.Itmakesforamoreefficientcurriculumdevelopmentprocess.Curriculardecision-makingpowerbelongsinthehandsofstudentsbecauseitistheirlivesthatarebeingaffected-theirday-to-dayschoollivesandalsotheirfuturelives.Givingthemthispowerisnotafad,orawayforteacherstopassthebuck.Itisamethodofdevelopingautonomy,motivatingchildrentolearn,anddevelopingstrongcitizenshipskills.[單選題]2.Whatdoestheunderlined“it”inparagraph3referto?A.Thetimeandweatherofday.B.Thepersonalityfactorofthestudents.C.Theenvironmentofstudents’learning.D.Theunpredictabilityofstudents’learning.正確答案：D參考解析：本題考查指代內(nèi)容。題干意為：第三段中的下劃線詞“it”指的是什么？在第三段中“it”是指上文出現(xiàn)的內(nèi)容，因此回看第二段。根據(jù)第二段“Ahandfulofstudentsaresometimesdeemedunreachable.Someteachers,whenconfrontedwiththesedilemmas,shrugtheirshoulders.”可知，教師對(duì)這個(gè)現(xiàn)象而表現(xiàn)出的態(tài)度和采取的決策是一種放任的狀態(tài)，因此是根據(jù)學(xué)生的學(xué)習(xí)情況的不確定性而導(dǎo)致的。Theunpredictabilityofstudents’learning.意為“學(xué)生學(xué)習(xí)的不可預(yù)測(cè)性”。D項(xiàng)正確。A項(xiàng)：Thetimeandweatherofday.意為“時(shí)間和天氣”。與題干不符，排除。B項(xiàng)：Thepersonalityfactorofthestudents.意為“學(xué)生的個(gè)性因素”。與題干不符，排除。C項(xiàng)：Theenvironmentofstudents’learning.意為“學(xué)生學(xué)習(xí)的環(huán)境”。與題干不符，排除。故正確答案為D。Everyteacherfacesauniquesetofchallenges.Studentsaresodifferentfromyeartoyear,daytoday,subjecttosubject,evenhourtohour,thatplanningisoftenanexerciseintakingrisksandworkingwithuncertainties.Usually,thereactiontocontentwilldifferfromstudenttostudentinthesameclass.Weoftenteachtohalftheclass,strugglingtoreachtherest.Ahandfulofstudentsaresometimesdeemedunreachable.Someteachers,whenconfrontedwiththesedilemmas,shrugtheirshoulders.Thecurriculum,astheyseeit,isbeyondtheircontrol.Itisdeterminedbythestate,bythedistrict,bytheend-of-yeartests,orbythetextbooks.Alltheyhavetodoisinstruct.Ifthecurriculumisinappropriateorboringorirrelevant,thereisnothingtheycando.Itdoesnothavetobethatway.Teacherscananddomakecurriculardecisions,whethertheyrealizeitornot.Theychoosetoemphasizecertaintopics,hurrythroughothers,ormaybeevenskipaportionoftheofficialcurriculum.Manywillintroducetheirhobbiesorinterests,suchasquilting,skiing,ortheRenaissance,evenifitisnotadesignatedtopicinthecurriculumguide.Theydonotdoittobe“subversive”necessarily,butbecausethosedecisionsarebestforthechildrentheyteach.Theyareexercisingtheirprofessionalresponsibilities.Parentsandadministratorsdonotobjectwhenteachers’curriculardecisionsareresponsibleones.Onlythefoolishorharmfuldecisionsarelikelytoleadtonegativeconsequences.Indeed,thebestteachersweknowaretheoneswhoadjustthecurriculumtomeettheirstudents’needs.Theseexemplaryteachershaveearnedtheirreputationsbecausetheirstudentsaremotivatedtolearn.Theynotonlyleadthehorsestowater,theyputsaltintheiroatstomakethemdrink!Butnoteveryteacherhasthegiftofmakingoutstandingcurriculardecisions.Andsometimeseventhemostastuteteacherswillmakemistakes.Thepossibilityofmakingpoorcurriculardecisionsisreducedwhenstudentsaregiventheresponsibilityofchoosingcontent.Studentstendtoselecttopicsthatinterestthem,thusavoidingmotivationproblems.Theirchoicesreflecttheiractualneeds,ratherthanthoseperceivedbyadults.Itmakesforamoreefficientcurriculumdevelopmentprocess.Curriculardecision-makingpowerbelongsinthehandsofstudentsbecauseitistheirlivesthatarebeingaffected-theirday-to-dayschoollivesandalsotheirfuturelives.Givingthemthispowerisnotafad,orawayforteacherstopassthebuck.Itisamethodofdevelopingautonomy,motivatingchi