2023年教师资格证《英语学科知识与教学能力》(初级中学)模拟试卷三
试卷总分: 100分及格分数: 70分试卷总题: 33题答题时间: 120分钟
1
[单选题]
Whichof the following is a from vowel in English?
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2
[单选题]
Thefashion industry blatantly pays attention to plus-size women. A good fitis everything,stylists often counsel, but in assessing its market America'sfashion business appears to have mislaid the measuring tape. A frequently-citedstudy done a few years ago by Plunkett Research, a market-research firm, foundthat 67% of American women were “plus-size”, meaning size 14 or larger.
Thatfigure will not have changed much, but in 2016, only 18% of clothing sold wasplus-size,according to NPD Group, another research firm.
Designersand retailers have long thought of the plus-size segment as high-risk.Predicting what these customers will buy can be difficult, as they tend to bemore cautious about styles. Making larger clothes is more expensive; highercosts for fabric cannot always be passed on to consumers.In turn, plus-sizewomen shopped less because the industry was not serving them well. “We have moneybut nowhere to spend it,” says Kristine Thompson, who runs a blog called TrendyCurvy and has nearly 150000 followers on Instagram, a social-media site.
At last,that is changing. Fast-fashion brands, including Forever 21 and a fashion linesold in partnership with Target, a giant retailer, have expanded theirplus-size collections. Lane Bryant, a plus-size retailer, and Prabal Garung, adesigner, have done the same. In March, Nike extended its“X-sized”sportswear range. Revenue in the plus-size category increased by 14%between 2013 and2016, compared with growth of 7% for all apparel.
Socialmedia has played an important role in changing attitudes in the fashionbusiness, says Madeline Jones, editor and co-founder of PLUS Model Magazine.Nonetheless, designer brands still hold back (Walmart sells the most plus-sizeapparel). Some brands, such as Michael Kors, do sell plus-size ranges but donot advertise them or display them on websites. Gwynnie Bee, Stitch Fix and Dia&Co,for example, share information with designers on preferred styles and fits.Tracy Reese,a designer known for creating Michelle Obama's dress for theDemocratic National Convention in2012, is one brand that recently enlistedGwynnie Bee's help to create a new plus-size collection.Gwynnie Bee promptedthe label to create bigger patterns and more appealing designs.
Not allplus-size shoppers are convinced. Laura Fuentes, a hairstylist from Abilene,Texas, says that many upmarket department stores still keep their plus-sizeclothing sections poorly organized,badly stocked and dimly lit, if they stocklarger clothes at all. Yet such complaints should be taken with a pinch ofsalt, says Ms. Thompson. "We're nowhere near where we should be but we'vemade progress," she says.
Which of the following statements is NOT true?
Thefashion industry blatantly pays attention to plus-size women. A good fitis everything,stylists often counsel, but in assessing its market America'sfashion business appears to have mislaid the measuring tape. A frequently-citedstudy done a few years ago by Plunkett Research, a market-research firm, foundthat 67% of American women were “plus-size”, meaning size 14 or larger.
Thatfigure will not have changed much, but in 2016, only 18% of clothing sold wasplus-size,according to NPD Group, another research firm.
Designersand retailers have long thought of the plus-size segment as high-risk.Predicting what these customers will buy can be difficult, as they tend to bemore cautious about styles. Making larger clothes is more expensive; highercosts for fabric cannot always be passed on to consumers.In turn, plus-sizewomen shopped less because the industry was not serving them well. “We have moneybut nowhere to spend it,” says Kristine Thompson, who runs a blog called TrendyCurvy and has nearly 150000 followers on Instagram, a social-media site.
At last,that is changing. Fast-fashion brands, including Forever 21 and a fashion linesold in partnership with Target, a giant retailer, have expanded theirplus-size collections. Lane Bryant, a plus-size retailer, and Prabal Garung, adesigner, have done the same. In March, Nike extended its“X-sized”sportswear range. Revenue in the plus-size category increased by 14%between 2013 and2016, compared with growth of 7% for all apparel.
Socialmedia has played an important role in changing attitudes in the fashionbusiness, says Madeline Jones, editor and co-founder of PLUS Model Magazine.Nonetheless, designer brands still hold back (Walmart sells the most plus-sizeapparel). Some brands, such as Michael Kors, do sell plus-size ranges but donot advertise them or display them on websites. Gwynnie Bee, Stitch Fix and Dia&Co,for example, share information with designers on preferred styles and fits.Tracy Reese,a designer known for creating Michelle Obama's dress for theDemocratic National Convention in2012, is one brand that recently enlistedGwynnie Bee's help to create a new plus-size collection.Gwynnie Bee promptedthe label to create bigger patterns and more appealing designs.
Not allplus-size shoppers are convinced. Laura Fuentes, a hairstylist from Abilene,Texas, says that many upmarket department stores still keep their plus-sizeclothing sections poorly organized,badly stocked and dimly lit, if they stocklarger clothes at all. Yet such complaints should be taken with a pinch ofsalt, says Ms. Thompson. "We're nowhere near where we should be but we'vemade progress," she says.
Which of the following statements is NOT true?
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3
[单选题]
--Howdo you know that Mary was angry?
--Icould tell_______her face.
--Icould tell_______her face.
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4
[单选题]
Frenchmenattach great importance to education. They regard the cultivation of children asa social obligation. French education mixes warm romantic humor into itscareful and severe education. I have ever heard such a story:
It tookplace in an ordinary French family. One day, when the boy was playingbasketball,the ball hit a vase off the shelf with its mouth knocked off a largepiece. The vase was an antique handed down through generations from BourbonDynasty. To cover the great trouble, the boy glued the pieces together and putthe vase back to its place panic-stricken.
Thatevening his mother noticed the change on it. At dinnertime, she asked her boyif he had broken the vase. Being scared of punishment, the boy said by a suddeninspiration that a cat jumped in from the window and knocked the vase off theshelf. His mother was quite clear that her son waslying, for all the windowswere closed before her leaving. However, she just said that it seemed it washer carelessness not to have the window tightly closed.
Beforegoing to bed, the boy found a note on his bed, on which he was asked to go tothe study.The boy had thought he had gotten by under false pretences, but thenfelt he couldn't dodge the misfortune. Now that he had already lied, he made uphis mind no matter what his mother said, he would disavow to the end.
Onseeing her son enter in fear, his mother took out a chocolate box and gave onepiece of the chocolates to her son. "Baker, this chocolate is a reward foryou, for you created a cat with your special imagination." Then, she putanother chocolate in his hand. "This chocolate is a reward for yourability to restore. But the glue you used is for restoring paper materials; torestore a vase needs higher special technique. Tomorrow, let's bring the vaseto the artists to see how they make a
craftworkintact as it was." With that, she took the third chocolate. "The lastchocolate stands for my apology. I shouldn't have laid a vase in a place whereit could so easily fall down. I wish you hadn't been scared, my littlesweetheart."
"But,Mom, I ..." The boy tried to make something clear, but he awkwardlyuttered nothing but some words. "Our talk is over. Good night,Baker!" She gave a soft kiss on his forehead and walked out of the study.
Thefollowing days were the same as before. The only change was that the boy hadnever told a lie since then.
Noscolding. It looks unimaginably queer. In fact, the three chocolates are thealarm in the boy's heart all the time. Sometimes, no punishment itself is akind of punishment.
What does the underlined word “dodge” in the 4th paragraph probably mean?
Frenchmenattach great importance to education. They regard the cultivation of children asa social obligation. French education mixes warm romantic humor into itscareful and severe education. I have ever heard such a story:
It tookplace in an ordinary French family. One day, when the boy was playingbasketball,the ball hit a vase off the shelf with its mouth knocked off a largepiece. The vase was an antique handed down through generations from BourbonDynasty. To cover the great trouble, the boy glued the pieces together and putthe vase back to its place panic-stricken.
Thatevening his mother noticed the change on it. At dinnertime, she asked her boyif he had broken the vase. Being scared of punishment, the boy said by a suddeninspiration that a cat jumped in from the window and knocked the vase off theshelf. His mother was quite clear that her son waslying, for all the windowswere closed before her leaving. However, she just said that it seemed it washer carelessness not to have the window tightly closed.
Beforegoing to bed, the boy found a note on his bed, on which he was asked to go tothe study.The boy had thought he had gotten by under false pretences, but thenfelt he couldn't dodge the misfortune. Now that he had already lied, he made uphis mind no matter what his mother said, he would disavow to the end.
Onseeing her son enter in fear, his mother took out a chocolate box and gave onepiece of the chocolates to her son. "Baker, this chocolate is a reward foryou, for you created a cat with your special imagination." Then, she putanother chocolate in his hand. "This chocolate is a reward for yourability to restore. But the glue you used is for restoring paper materials; torestore a vase needs higher special technique. Tomorrow, let's bring the vaseto the artists to see how they make a
craftworkintact as it was." With that, she took the third chocolate. "The lastchocolate stands for my apology. I shouldn't have laid a vase in a place whereit could so easily fall down. I wish you hadn't been scared, my littlesweetheart."
"But,Mom, I ..." The boy tried to make something clear, but he awkwardlyuttered nothing but some words. "Our talk is over. Good night,Baker!" She gave a soft kiss on his forehead and walked out of the study.
Thefollowing days were the same as before. The only change was that the boy hadnever told a lie since then.
Noscolding. It looks unimaginably queer. In fact, the three chocolates are thealarm in the boy's heart all the time. Sometimes, no punishment itself is akind of punishment.
What does the underlined word “dodge” in the 4th paragraph probably mean?
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5
[单选题]
Frenchmenattach great importance to education. They regard the cultivation of children asa social obligation. French education mixes warm romantic humor into itscareful and severe education. I have ever heard such a story:
It tookplace in an ordinary French family. One day, when the boy was playingbasketball,the ball hit a vase off the shelf with its mouth knocked off a largepiece. The vase was an antique handed down through generations from BourbonDynasty. To cover the great trouble, the boy glued the pieces together and putthe vase back to its place panic-stricken.
Thatevening his mother noticed the change on it. At dinnertime, she asked her boyif he had broken the vase. Being scared of punishment, the boy said by a suddeninspiration that a cat jumped in from the window and knocked the vase off theshelf. His mother was quite clear that her son waslying, for all the windowswere closed before her leaving. However, she just said that it seemed it washer carelessness not to have the window tightly closed.
Beforegoing to bed, the boy found a note on his bed, on which he was asked to go tothe study.The boy had thought he had gotten by under false pretences, but thenfelt he couldn't dodge the misfortune. Now that he had already lied, he made uphis mind no matter what his mother said, he would disavow to the end.
Onseeing her son enter in fear, his mother took out a chocolate box and gave onepiece of the chocolates to her son. "Baker, this chocolate is a reward foryou, for you created a cat with your special imagination." Then, she putanother chocolate in his hand. "This chocolate is a reward for yourability to restore. But the glue you used is for restoring paper materials; torestore a vase needs higher special technique. Tomorrow, let's bring the vaseto the artists to see how they make a
craftworkintact as it was." With that, she took the third chocolate. "The lastchocolate stands for my apology. I shouldn't have laid a vase in a place whereit could so easily fall down. I wish you hadn't been scared, my littlesweetheart."
"But,Mom, I ..." The boy tried to make something clear, but he awkwardlyuttered nothing but some words. "Our talk is over. Good night,Baker!" She gave a soft kiss on his forehead and walked out of the study.
Thefollowing days were the same as before. The only change was that the boy hadnever told a lie since then.
Noscolding. It looks unimaginably queer. In fact, the three chocolates are thealarm in the boy's heart all the time. Sometimes, no punishment itself is akind of punishment.
Whatwould be the best title for the passage?
Frenchmenattach great importance to education. They regard the cultivation of children asa social obligation. French education mixes warm romantic humor into itscareful and severe education. I have ever heard such a story:
It tookplace in an ordinary French family. One day, when the boy was playingbasketball,the ball hit a vase off the shelf with its mouth knocked off a largepiece. The vase was an antique handed down through generations from BourbonDynasty. To cover the great trouble, the boy glued the pieces together and putthe vase back to its place panic-stricken.
Thatevening his mother noticed the change on it. At dinnertime, she asked her boyif he had broken the vase. Being scared of punishment, the boy said by a suddeninspiration that a cat jumped in from the window and knocked the vase off theshelf. His mother was quite clear that her son waslying, for all the windowswere closed before her leaving. However, she just said that it seemed it washer carelessness not to have the window tightly closed.
Beforegoing to bed, the boy found a note on his bed, on which he was asked to go tothe study.The boy had thought he had gotten by under false pretences, but thenfelt he couldn't dodge the misfortune. Now that he had already lied, he made uphis mind no matter what his mother said, he would disavow to the end.
Onseeing her son enter in fear, his mother took out a chocolate box and gave onepiece of the chocolates to her son. "Baker, this chocolate is a reward foryou, for you created a cat with your special imagination." Then, she putanother chocolate in his hand. "This chocolate is a reward for yourability to restore. But the glue you used is for restoring paper materials; torestore a vase needs higher special technique. Tomorrow, let's bring the vaseto the artists to see how they make a
craftworkintact as it was." With that, she took the third chocolate. "The lastchocolate stands for my apology. I shouldn't have laid a vase in a place whereit could so easily fall down. I wish you hadn't been scared, my littlesweetheart."
"But,Mom, I ..." The boy tried to make something clear, but he awkwardlyuttered nothing but some words. "Our talk is over. Good night,Baker!" She gave a soft kiss on his forehead and walked out of the study.
Thefollowing days were the same as before. The only change was that the boy hadnever told a lie since then.
Noscolding. It looks unimaginably queer. In fact, the three chocolates are thealarm in the boy's heart all the time. Sometimes, no punishment itself is akind of punishment.
Whatwould be the best title for the passage?
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6
[单选题]
Which of the following is a compound word?
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7
[单选题]
According to the National English Curriculum for Compulsory Education in regard to language knowledge, functions focus on__________.
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8
[单选题]
How does the author organize the passage?
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9
[单选题]
Themythology of a culture can provide some vital insights into the beliefs andvalues of that culture. By using fantastic and sometimes incredible stories tocreate an oral tradition by which to explain the wonders of the natural worldand teach lessons to younger generations, a society exposes those ideas andconcepts held most important. Just as important as the final lesson to be gatheredfrom the stories, however, are the characters and the roles they play inconveying that message.
Perhapsthe epitome of mythology and its use as a tool to pass on cultural values canbe found in Aesop's Fables, told and retold during the era of the Greek Empire.Aesop, a slave who won the favor of the court through his imaginative anddescriptive tales, almost exclusively used animals to fill the roles in hisshort stories. Humans, when at all present, almost always played the part of bumblingfools struggling to learn the lesson being presented. This choice ofcharacterization allows
us tosee that the Greeks placed wisdom on a level slightly beyond humans, implyingthat deep wisdom and understanding is a universal quality sought by, ratherthan stealing from, human beings.
Aesop'sfables illustrated the central themes of humility and self-reliance, reflectingthe importance of those traits in early Greek society. The folly of humans wasused to contrast against the ultimate goal of attaining a higher level ofunderstanding and awareness of truths about nature and humanity. For example,one notable fable features a fox repeatedly trying to reach a bunch of grapeson a very high vine. After failing at several attempts, the fox gives up,making up its mind
that thegrapes were probably sour anyway. The fable's lesson, that we often play downthat which we can't achieve so as to make ourselves feel better, teaches thereader or listener in an entertaining way about one of the weaknesses of thehuman psyche.
Themythology of other cultures and societies reveal the underlying traits of theirrespective cultures just as Aesop's fables did. The stories of Roman gods,Aztec ghosts and European elves all served to train ancient generations thoselessons considered most important to their community,and today they offer apowerful looking glass by which to evaluate and consider the contextual environmentin which those culture existed.
The author appears to view fables as_______.
Themythology of a culture can provide some vital insights into the beliefs andvalues of that culture. By using fantastic and sometimes incredible stories tocreate an oral tradition by which to explain the wonders of the natural worldand teach lessons to younger generations, a society exposes those ideas andconcepts held most important. Just as important as the final lesson to be gatheredfrom the stories, however, are the characters and the roles they play inconveying that message.
Perhapsthe epitome of mythology and its use as a tool to pass on cultural values canbe found in Aesop's Fables, told and retold during the era of the Greek Empire.Aesop, a slave who won the favor of the court through his imaginative anddescriptive tales, almost exclusively used animals to fill the roles in hisshort stories. Humans, when at all present, almost always played the part of bumblingfools struggling to learn the lesson being presented. This choice ofcharacterization allows
us tosee that the Greeks placed wisdom on a level slightly beyond humans, implyingthat deep wisdom and understanding is a universal quality sought by, ratherthan stealing from, human beings.
Aesop'sfables illustrated the central themes of humility and self-reliance, reflectingthe importance of those traits in early Greek society. The folly of humans wasused to contrast against the ultimate goal of attaining a higher level ofunderstanding and awareness of truths about nature and humanity. For example,one notable fable features a fox repeatedly trying to reach a bunch of grapeson a very high vine. After failing at several attempts, the fox gives up,making up its mind
that thegrapes were probably sour anyway. The fable's lesson, that we often play downthat which we can't achieve so as to make ourselves feel better, teaches thereader or listener in an entertaining way about one of the weaknesses of thehuman psyche.
Themythology of other cultures and societies reveal the underlying traits of theirrespective cultures just as Aesop's fables did. The stories of Roman gods,Aztec ghosts and European elves all served to train ancient generations thoselessons considered most important to their community,and today they offer apowerful looking glass by which to evaluate and consider the contextual environmentin which those culture existed.
The author appears to view fables as_______.
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10
[单选题]
Scottishisland is now a windswept island boasting pine martens, red deer and puffins.But 170million years ago, some very different beasts were leaving their mark onthe Isle of Skye.
Researchershave unearthed a new site of about 50 tracks, some as big as a car tyre, from dinosaursthat roamed the island during the Middle Jurassic.
Thestudy, published in the Scottish Journal of Geology, builds on previousdinosaur found on the island--not least a huge array of tracks discovered inthe north of Skye in 2015 by the same team.
Thatsite showed hundreds of footprints, almost all from enormous, long-necked,plant-eating dinosaurs known as sauropods. But the newly discovered site atRubhanam Brathairean, or Brothers Point, reveals that these hefty beasts weresharing their spot with another type of dinosaur: a meat-eater.
“Anytimewe find new dinosaurs it is exciting, especially in Scotland because the recordis so limited and also because these are Middle Jurassic dinosaurs and thereare very few dinosaur fossils of that age anywhere in the world,” said Dr.Stephen Brusatte, a paleontologist and co-author of the study from theUniversity of Edinburgh.
Around 170million years ago, shortly after the supercontinent Pangaea began to break up,the land that is now Skye was part of a smaller subtropical island, far closerto the equator, and replete with beaches, rivers and lagoons.
“Thiswas a subtropical kind of paradise world, probably kind of like Florida orSpain today,” said Brusatte. “These prints were made in a shallowlagoon--dinosaurs walking in very shallow water.”
One ofBrusatte's students stumbled across the tracks in 2016 while on a field tripalong Skye's coast. “The tide went out and we noticed them,” said Brusatte. “Weknew that you could find these things in Scotland and if you were walking ontidal platforms and you saw holes in the rock, they could, possibly, befootprints.”
Mappingthe site with drones and other camera equipment revealed about 50 dinosaurprints at the site in total, including what appears to be two lines of tracks.Brusatte said the conclusion that the depressions were produced by dinosaurscame down to a number of factors.
“Therewas a kind of a left-right, left-right patterning,” he said. “They were allkind of the same shape, they were all generally the same size--they were prettycircular but they had little bits sticking out at the front and those are marksof toes.”
Some ofthe footprints, said Brnsatte, were as big as a car tyre. “There were alsohandprints associated with those tracks--so these were made by. a dinosaurwalking all fours, a big dinosaur,and the dinosaur that fits the bill is asauropod--one of these long-necked, potbellied, brontosaurus-type dinosaurs,”said Brusatte, adding that they would have been up to 15 meters in length and weighedmore than 10 tonnes. “They were the biggest things living on land at the time,”he said.
But theteam also found impressions made by three-toed dinosaurs, probably theropods. “Theseare the tracks of the meat-eaters,” said Brusatte. “There were only footprints,no handprints: this was a dinosaur just walking on its hind legs；” he added, saying thecreature would have weighed about a tonne and was around five or six meters inlength. “Kind of a primitive cousin of a T-Rex,”said Brnsatte.
Brusattesaid the prints back up evidence from the 2015 site that suggests dinosaursspent time pottering around lagoons.
“Wethink of dinosaurs as thundering across the land, which of course they did, butin the Jurassic dinosaurs had become dominant, they had spread all over theworld and they were living in all sorts of environments, even on the beaches,even in the lagoons,” he said.
“These dinosaurslook like they were just lingering; they were just kind of loitering. This seemsto be a snapshot into a day in the life of some dinosaurs and I think that isjust pretty cool.”
According to this passage, the following statements are correct EXCEPT that_______.
Scottishisland is now a windswept island boasting pine martens, red deer and puffins.But 170million years ago, some very different beasts were leaving their mark onthe Isle of Skye.
Researchershave unearthed a new site of about 50 tracks, some as big as a car tyre, from dinosaursthat roamed the island during the Middle Jurassic.
Thestudy, published in the Scottish Journal of Geology, builds on previousdinosaur found on the island--not least a huge array of tracks discovered inthe north of Skye in 2015 by the same team.
Thatsite showed hundreds of footprints, almost all from enormous, long-necked,plant-eating dinosaurs known as sauropods. But the newly discovered site atRubhanam Brathairean, or Brothers Point, reveals that these hefty beasts weresharing their spot with another type of dinosaur: a meat-eater.
“Anytimewe find new dinosaurs it is exciting, especially in Scotland because the recordis so limited and also because these are Middle Jurassic dinosaurs and thereare very few dinosaur fossils of that age anywhere in the world,” said Dr.Stephen Brusatte, a paleontologist and co-author of the study from theUniversity of Edinburgh.
Around 170million years ago, shortly after the supercontinent Pangaea began to break up,the land that is now Skye was part of a smaller subtropical island, far closerto the equator, and replete with beaches, rivers and lagoons.
“Thiswas a subtropical kind of paradise world, probably kind of like Florida orSpain today,” said Brusatte. “These prints were made in a shallowlagoon--dinosaurs walking in very shallow water.”
One ofBrusatte's students stumbled across the tracks in 2016 while on a field tripalong Skye's coast. “The tide went out and we noticed them,” said Brusatte. “Weknew that you could find these things in Scotland and if you were walking ontidal platforms and you saw holes in the rock, they could, possibly, befootprints.”
Mappingthe site with drones and other camera equipment revealed about 50 dinosaurprints at the site in total, including what appears to be two lines of tracks.Brusatte said the conclusion that the depressions were produced by dinosaurscame down to a number of factors.
“Therewas a kind of a left-right, left-right patterning,” he said. “They were allkind of the same shape, they were all generally the same size--they were prettycircular but they had little bits sticking out at the front and those are marksof toes.”
Some ofthe footprints, said Brnsatte, were as big as a car tyre. “There were alsohandprints associated with those tracks--so these were made by. a dinosaurwalking all fours, a big dinosaur,and the dinosaur that fits the bill is asauropod--one of these long-necked, potbellied, brontosaurus-type dinosaurs,”said Brusatte, adding that they would have been up to 15 meters in length and weighedmore than 10 tonnes. “They were the biggest things living on land at the time,”he said.
But theteam also found impressions made by three-toed dinosaurs, probably theropods. “Theseare the tracks of the meat-eaters,” said Brusatte. “There were only footprints,no handprints: this was a dinosaur just walking on its hind legs；” he added, saying thecreature would have weighed about a tonne and was around five or six meters inlength. “Kind of a primitive cousin of a T-Rex,”said Brnsatte.
Brusattesaid the prints back up evidence from the 2015 site that suggests dinosaursspent time pottering around lagoons.
“Wethink of dinosaurs as thundering across the land, which of course they did, butin the Jurassic dinosaurs had become dominant, they had spread all over theworld and they were living in all sorts of environments, even on the beaches,even in the lagoons,” he said.
“These dinosaurslook like they were just lingering; they were just kind of loitering. This seemsto be a snapshot into a day in the life of some dinosaurs and I think that isjust pretty cool.”
According to this passage, the following statements are correct EXCEPT that_______.
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11
[单选题]
Peopleoften complained about not getting "a good night's sleep", but sleeppattems differ from person to person. Most adults require six to eight hours ofsleep to function well, while others survive on only a few hours. Still, mostpeople today think of sleep as one continuous period of downtime. This is notthe way people used to sleep. According to researchers in earlier times, peopledivided sleep by first sleep a few hours, waking up, then going back to sleep.
Beforethe 18th century, people had no gas or electricity in their homes. Fire,candles, or oil lamps were the common forms of lighting. This lack ofartificial lighting in homes contributed to people's sleep patterns. It madesense for people to go to bed early. If you live in this time period,you mightbe a hard-working farmer, and you would come home, eat and quickly fall intobed exhausted. You would probably go to sleep at 9:00 or 10:00 P.M. In thisfirst period of sleep---called
firstsleep--you would typically sleep until midnight or shortly afterwards. Halfwaythrough the night during a period some call the watch, or watching period. Whenyou came out of first sleep, you would stay in bed and relax quietly. You mighttalk with a bedfellow,meditate on the day's events or the meaning of a dream,or just let your mind wander. If you enjoyed writing or drawing, you might getout of bed to write a poem or story or draw a picture.
Then youwould start to feel sleepy, so would return to bed and fall asleep again foryour second sleep. This period would continue until early morning when daylightarrived. Again, with no artificial lighting in homes, people naturally woke upearly to take advantage of sunlight.
Today,human may consider divided sleep a strange habit, but sleep researchers saythat it is actually a more natural sleep pattem. Dr. Thomas Wehr of the U.S.National Institute of Mental Health has studied human sleep. He thinks thatmodem sleep problems occur because the orderly,natural way of sleep is breakingthrough the more recent continuous sleep pattem. Wehr and other scientistsbelieve that artificial lighting has altered the way people sleep. In aresearch study, he
asked 15adults to rest and sleep in darkness for 14 hours (from 6:00 P.M. to 8:00A.M.). At first,the subjects took a few hours to get to sleep, and then slept11 hours a night. Then overtime, they switched to divided sleep. They fellasleep for about 3 or 5 hours in the evening, stay awake for an
hour oftwo, and then slept again for four hours till early morning.
Unlikethe people in the study, we modem humans generally do not practice dividedsleep.However, many of us have the experience of waking up in the middle of thenight. We usually consider this a sleeping "problem", but perhaps weshould look at it as natural behavior. Divided sleep may be the way we shouldall be sleeping. A first sleep followed by a relaxation period and a secondperiod of sleep could help all of us to beat the stress of our fast-pacedlives.
Whatis the main purpose of Paragraph 2-4?
Peopleoften complained about not getting "a good night's sleep", but sleeppattems differ from person to person. Most adults require six to eight hours ofsleep to function well, while others survive on only a few hours. Still, mostpeople today think of sleep as one continuous period of downtime. This is notthe way people used to sleep. According to researchers in earlier times, peopledivided sleep by first sleep a few hours, waking up, then going back to sleep.
Beforethe 18th century, people had no gas or electricity in their homes. Fire,candles, or oil lamps were the common forms of lighting. This lack ofartificial lighting in homes contributed to people's sleep patterns. It madesense for people to go to bed early. If you live in this time period,you mightbe a hard-working farmer, and you would come home, eat and quickly fall intobed exhausted. You would probably go to sleep at 9:00 or 10:00 P.M. In thisfirst period of sleep---called
firstsleep--you would typically sleep until midnight or shortly afterwards. Halfwaythrough the night during a period some call the watch, or watching period. Whenyou came out of first sleep, you would stay in bed and relax quietly. You mighttalk with a bedfellow,meditate on the day's events or the meaning of a dream,or just let your mind wander. If you enjoyed writing or drawing, you might getout of bed to write a poem or story or draw a picture.
Then youwould start to feel sleepy, so would return to bed and fall asleep again foryour second sleep. This period would continue until early morning when daylightarrived. Again, with no artificial lighting in homes, people naturally woke upearly to take advantage of sunlight.
Today,human may consider divided sleep a strange habit, but sleep researchers saythat it is actually a more natural sleep pattem. Dr. Thomas Wehr of the U.S.National Institute of Mental Health has studied human sleep. He thinks thatmodem sleep problems occur because the orderly,natural way of sleep is breakingthrough the more recent continuous sleep pattem. Wehr and other scientistsbelieve that artificial lighting has altered the way people sleep. In aresearch study, he
asked 15adults to rest and sleep in darkness for 14 hours (from 6:00 P.M. to 8:00A.M.). At first,the subjects took a few hours to get to sleep, and then slept11 hours a night. Then overtime, they switched to divided sleep. They fellasleep for about 3 or 5 hours in the evening, stay awake for an
hour oftwo, and then slept again for four hours till early morning.
Unlikethe people in the study, we modem humans generally do not practice dividedsleep.However, many of us have the experience of waking up in the middle of thenight. We usually consider this a sleeping "problem", but perhaps weshould look at it as natural behavior. Divided sleep may be the way we shouldall be sleeping. A first sleep followed by a relaxation period and a secondperiod of sleep could help all of us to beat the stress of our fast-pacedlives.
Whatis the main purpose of Paragraph 2-4?
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Theway people work has changed. The increasing use of technology presents new and
continualchallenges to small and large businesses, employees and managers, teachers andstudents.Everyone, it seems, is being affected by the technological revolution.Store clerks, for example, now use increasingly complex computerized cash registers,while university professors must learn to adapt their teaching skills in orderto lead distance learning course.
Intoday's world, training and learning do not stop when we finish school; theymust now continue throughout our working lives. In the year 2010, the Hong Konggovernment conducted a survey on the employment concerns and training needs ofits workforce. For many managers and other professionals the biggest challenge,as well as change, in the workplace, was the increased use of computers andcomputerized machinery or equipment. Between 2008 and 2010, the need forexperienced employees who could use this kind of equipment rose drastically.Many of those in the workplace at this time experienced changes in jobrequirements and had to attend job-related training or re-training courses.
Thechanging work environment is also affecting education and how we learn. InFinland,a report on strategies for education and training in the informationage discussed the changing roles of both teacher and student. With theincreased use of technology and the growth of distance learning, the teacherhas become more of a tutor who guides a student, rather than a lecturer. Inturn,the student has to take more responsibility for his or her learning in theabsence of direct teacher
contact.The report also stressed that high school and university students should learncomputer skills in order to cope with the demands of the future workplace.
TheFinnish report also highlighted the need for teacher training, and re-training,and suggested that the salaries and job descriptions of teachers be reviewedbecause of future demands expected in their jobs. Previously universityprofessors may have held lectures between the weekday hours of 9:00 A.M. and5:00 P.M. in large halls filled with students. Now, they may spend part oftheir day lecturing larger groups of students on campus, and then conductafternoon or evening classes online,
withstudents in five different countries.
Astechnologies grow and develop, ongoing training will continue to be necessary.To be successful in the workplace, people will not stop learning when theyleave school--lifelong learning will become a way of life.
From the first paragraph of the passage we know that_______.
Theway people work has changed. The increasing use of technology presents new and
continualchallenges to small and large businesses, employees and managers, teachers andstudents.Everyone, it seems, is being affected by the technological revolution.Store clerks, for example, now use increasingly complex computerized cash registers,while university professors must learn to adapt their teaching skills in orderto lead distance learning course.
Intoday's world, training and learning do not stop when we finish school; theymust now continue throughout our working lives. In the year 2010, the Hong Konggovernment conducted a survey on the employment concerns and training needs ofits workforce. For many managers and other professionals the biggest challenge,as well as change, in the workplace, was the increased use of computers andcomputerized machinery or equipment. Between 2008 and 2010, the need forexperienced employees who could use this kind of equipment rose drastically.Many of those in the workplace at this time experienced changes in jobrequirements and had to attend job-related training or re-training courses.
Thechanging work environment is also affecting education and how we learn. InFinland,a report on strategies for education and training in the informationage discussed the changing roles of both teacher and student. With theincreased use of technology and the growth of distance learning, the teacherhas become more of a tutor who guides a student, rather than a lecturer. Inturn,the student has to take more responsibility for his or her learning in theabsence of direct teacher
contact.The report also stressed that high school and university students should learncomputer skills in order to cope with the demands of the future workplace.
TheFinnish report also highlighted the need for teacher training, and re-training,and suggested that the salaries and job descriptions of teachers be reviewedbecause of future demands expected in their jobs. Previously universityprofessors may have held lectures between the weekday hours of 9:00 A.M. and5:00 P.M. in large halls filled with students. Now, they may spend part oftheir day lecturing larger groups of students on campus, and then conductafternoon or evening classes online,
withstudents in five different countries.
Astechnologies grow and develop, ongoing training will continue to be necessary.To be successful in the workplace, people will not stop learning when theyleave school--lifelong learning will become a way of life.
From the first paragraph of the passage we know that_______.
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Tolive in the United States today is to gain an appreciation for Dahrendorf'sassertion that social change exists everywhere. Technology, the application ofknowledge for practical ends, is a major source of social change.
Yet wewould do well to remind ourselves that technology is a human creation; it doesnot exist naturally. A spear or a robot is as much a cultural as a physicalobject. Until humans use a spear to hunt game or a robot to produce machineparts, neither is much more than a solid mass of matter.For a bird looking foran object on which to rest, a spear or robot serves the purpose equally well.
Theexplosion of the Challenger space shuttle and the Russian nuclear accident atChernobyl drive home the human quality of technology; they provide cases inwhich well-planned systems suddenly went haywire and there was no ready hand toset them right. Since technology is a human creation,we are responsible forwhat is done with it. Pessimists worry that we will use our technology eventuallyto blow our world and ourselves to pieces. But they have been saying this fordecades,and so far we have managed to survive and even flourish. Whether wewill continue to do so in the years ahead remains uncertain. Clearly, theimpact of technology on our lives deserves a closer examination.
Fewtechnological developments have had a greater impact on our lives than thecomputer revolution. Scientists and engineers have designed specializedmachines that can do the tasks that once only people could do. There are thosewho assert that the switch to an information-based economy is in the same campas other great historical milestones, particularly the Industrial Revolution.Yet when we ask why the Industrial Revolution was a revolution, we find that itwas not the machines. The primary reason why it was revolutionary is that itled to great social change.
It gaverise to mass production and, through mass production, to a society in whichwealth was not confined to the few.
Insomewhat similar fashion, computers promise to revolutionize the structure ofAmerican life, particularly as they free the human mind and open newpossibilities in knowledge and communication. The Industrial Revolutionsupplemented and replaced the muscles of humans and animals by mechanicalmethods. The computer extends this development to supplement and replace someaspects of the mind of human beings by electronic methods. And it's thecapacity of the computer for solving problems and making decisions thatrepresents its greatest potential and that poses the greatest difficulties inpredicting the impact on society.
According to the passage, when will a spear or a robot has the quality oftechnology?
Tolive in the United States today is to gain an appreciation for Dahrendorf'sassertion that social change exists everywhere. Technology, the application ofknowledge for practical ends, is a major source of social change.
Yet wewould do well to remind ourselves that technology is a human creation; it doesnot exist naturally. A spear or a robot is as much a cultural as a physicalobject. Until humans use a spear to hunt game or a robot to produce machineparts, neither is much more than a solid mass of matter.For a bird looking foran object on which to rest, a spear or robot serves the purpose equally well.
Theexplosion of the Challenger space shuttle and the Russian nuclear accident atChernobyl drive home the human quality of technology; they provide cases inwhich well-planned systems suddenly went haywire and there was no ready hand toset them right. Since technology is a human creation,we are responsible forwhat is done with it. Pessimists worry that we will use our technology eventuallyto blow our world and ourselves to pieces. But they have been saying this fordecades,and so far we have managed to survive and even flourish. Whether wewill continue to do so in the years ahead remains uncertain. Clearly, theimpact of technology on our lives deserves a closer examination.
Fewtechnological developments have had a greater impact on our lives than thecomputer revolution. Scientists and engineers have designed specializedmachines that can do the tasks that once only people could do. There are thosewho assert that the switch to an information-based economy is in the same campas other great historical milestones, particularly the Industrial Revolution.Yet when we ask why the Industrial Revolution was a revolution, we find that itwas not the machines. The primary reason why it was revolutionary is that itled to great social change.
It gaverise to mass production and, through mass production, to a society in whichwealth was not confined to the few.
Insomewhat similar fashion, computers promise to revolutionize the structure ofAmerican life, particularly as they free the human mind and open newpossibilities in knowledge and communication. The Industrial Revolutionsupplemented and replaced the muscles of humans and animals by mechanicalmethods. The computer extends this development to supplement and replace someaspects of the mind of human beings by electronic methods. And it's thecapacity of the computer for solving problems and making decisions thatrepresents its greatest potential and that poses the greatest difficulties inpredicting the impact on society.
According to the passage, when will a spear or a robot has the quality oftechnology?
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Thelights go out--another power failure. "Get the candles," Mom says,and I do. My younger brother and I search every room to collect the tallcandles and holders (烛台) spaced around the house. I hurry from shelf to shelf gathering wax蜡) sticks in my arms and place them in the living room,a few candles in each comer except for a small red votive. That one I keep. Itis the one I will take to the coffee table to use to read. I slide my book,Things Fall Apart, beside the candle holder,
determinedto finish the last three chapters, but lacking determination. So the bookremains closed.A sigh escapes my brother's lips.
"Thisis boring," he says. A drop of wax falls on my book. "I know," Isay, but really, I am enjoying the stillness. I like to watch the candle bumand feel that life is simple. I like to look out of the window into animmediate darkness unspoiled by unpleasant light. I love these silent moments
when Ifeel as if I can live the way they lived, the people of the past--theEgyptians, the Pilgrims (朝圣者), the Greeks--anyone who ever lived to see the black color I'mseeing, anyone who lived to see a yellow flame and depended on it. I feel atonce with a secret, ancient age. I'm convinced that night, in this disturbedstate, is the closest a person can get to experience the past.
So, whatwas night really like for them? Night, as we know it now, is a pleasant, lovingthing compared to the incomprehensible darkness that covered Earth's firstpeople. Even its beauty seemed unmatched.
What dida farmer's family do at night? Of course, the darkness must have brought them together,forced them into each other's company as it has done to us tonight--developed aclose relationship in a time of fear and uncertainty. A fire probably burntbrightly in a central room where the family gathered to talk and relax. Nightwas a time when men and women were liberated from work and socialized. They hadno computers or TVs, and had to make do with books, religion, and conversation.At their bedside, they prayed to God, and felt a sense of security that theywere out of the darkness and harm's reach.
Nevertheless,to run a risk of going outside was sometimes necessary, and the threat ofrobbers,wolves, even the ethereal (太空精灵), was present. What emotions did thesepeople feel? Did they witness a deep bright blue cloud across heaven? Whatwould it have been like to feel the night,heavy and damp against my back? Wouldit have taken me, choked me with its powerful hands,separated me from otherpeople? Or would those have been awful dreams, and dreams only?
Iimagine a young girl, stepping outside her home and into a desert for some air.A cool,earthy smell would greet her. There's a sky with millions of stars--farmore than a person could see today--and there's the moon. It's the largestobject in the sky, the midnight sun that shines in the world, the traveler'storch. It inspires stories of uncertainty, stories of power. I imagine thisgirl amazed at the moon and stars. If she wanders too far, she needn't worry,for the stars will lead her
backhome.
Bzzz!The lights return. Everyone cheers and abandons the room, happy that theirperiod of being lonely is over, everyone except me. I pull my candle closer,and stare into the night. The glory is gone; it has been made less bright bystreet lamps, electric signs, TVs, and all other manners of artificial light.But in those moments, when every light in every house was off, people may havehad a taste of the old world. They may finally have touched upon the slightfear, the admiration, and there spect that our ancestors felt for the night.
Bysaying “This is boring” (Paragraph 2), the writer's brother most probably meansthat_______.
Thelights go out--another power failure. "Get the candles," Mom says,and I do. My younger brother and I search every room to collect the tallcandles and holders (烛台) spaced around the house. I hurry from shelf to shelf gathering wax蜡) sticks in my arms and place them in the living room,a few candles in each comer except for a small red votive. That one I keep. Itis the one I will take to the coffee table to use to read. I slide my book,Things Fall Apart, beside the candle holder,
determinedto finish the last three chapters, but lacking determination. So the bookremains closed.A sigh escapes my brother's lips.
"Thisis boring," he says. A drop of wax falls on my book. "I know," Isay, but really, I am enjoying the stillness. I like to watch the candle bumand feel that life is simple. I like to look out of the window into animmediate darkness unspoiled by unpleasant light. I love these silent moments
when Ifeel as if I can live the way they lived, the people of the past--theEgyptians, the Pilgrims (朝圣者), the Greeks--anyone who ever lived to see the black color I'mseeing, anyone who lived to see a yellow flame and depended on it. I feel atonce with a secret, ancient age. I'm convinced that night, in this disturbedstate, is the closest a person can get to experience the past.
So, whatwas night really like for them? Night, as we know it now, is a pleasant, lovingthing compared to the incomprehensible darkness that covered Earth's firstpeople. Even its beauty seemed unmatched.
What dida farmer's family do at night? Of course, the darkness must have brought them together,forced them into each other's company as it has done to us tonight--developed aclose relationship in a time of fear and uncertainty. A fire probably burntbrightly in a central room where the family gathered to talk and relax. Nightwas a time when men and women were liberated from work and socialized. They hadno computers or TVs, and had to make do with books, religion, and conversation.At their bedside, they prayed to God, and felt a sense of security that theywere out of the darkness and harm's reach.
Nevertheless,to run a risk of going outside was sometimes necessary, and the threat ofrobbers,wolves, even the ethereal (太空精灵), was present. What emotions did thesepeople feel? Did they witness a deep bright blue cloud across heaven? Whatwould it have been like to feel the night,heavy and damp against my back? Wouldit have taken me, choked me with its powerful hands,separated me from otherpeople? Or would those have been awful dreams, and dreams only?
Iimagine a young girl, stepping outside her home and into a desert for some air.A cool,earthy smell would greet her. There's a sky with millions of stars--farmore than a person could see today--and there's the moon. It's the largestobject in the sky, the midnight sun that shines in the world, the traveler'storch. It inspires stories of uncertainty, stories of power. I imagine thisgirl amazed at the moon and stars. If she wanders too far, she needn't worry,for the stars will lead her
backhome.
Bzzz!The lights return. Everyone cheers and abandons the room, happy that theirperiod of being lonely is over, everyone except me. I pull my candle closer,and stare into the night. The glory is gone; it has been made less bright bystreet lamps, electric signs, TVs, and all other manners of artificial light.But in those moments, when every light in every house was off, people may havehad a taste of the old world. They may finally have touched upon the slightfear, the admiration, and there spect that our ancestors felt for the night.
Bysaying “This is boring” (Paragraph 2), the writer's brother most probably meansthat_______.
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15
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Whatwill a good writer usually do in the pre-writing stage?
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16
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It's one of our common beliefs that mice areafraid of cats. Scientists have long known that even if a mouse has never seena cat before, it is still able to detect chemical signals released from the catand run away in fear. This has always been thought to be something that ishard-wired into a mouse's brain.
But now Wendy Ingram, a graduate student at theUniversity of California, Berkeley, has challenged this common sense. She hasfound a way to "cure" mice of their inborn fear of cats by infectingthem with a parasite, reported the science journal Nature.
The parasite, called Toxoplasma gondii, might soundunfamiliar to you, but the shocking fact is that up to one-third of peoplearound the world are infected by it. This parasite can cause different diseasesamong humans, especially pregnant women--it is linked to blindness and thedeath of unborn babies.
However, the parasite's effects on mice are unique.Ingram and her team measured how mice reacted to a cat's urine before and afterit was infected by the parasite. They noted that normal mice stayed far awayfrom the urine while mice that were infected with the parasite walked freelyaround the test area.
But that's not all. The parasite was found to bemore powerful than originally thought--even after researchers cured the mice ofthe infection. They no longer reacted with fear to a cat's smell,which couldindicate that the infection has caused a permanent change in mice's brains.
Why does a parasite change a mouse's brain insteadof making it sick like it does to humans?The answer lies inevolution."It's exciting scary to know how a parasite can manipulate amouse's brain this way," Ingram said. But she also finds it inspiring."Typically if you have a bacterial infection, you go to a doctor and takeantibiotics and the infection is cleared and you expect all the symptoms toalso go away."She said, but this study has proven that wrong. "Thismay have huge implications for infectious disease medicine."
The passage is mainly about_______.
It's one of our common beliefs that mice areafraid of cats. Scientists have long known that even if a mouse has never seena cat before, it is still able to detect chemical signals released from the catand run away in fear. This has always been thought to be something that ishard-wired into a mouse's brain.
But now Wendy Ingram, a graduate student at theUniversity of California, Berkeley, has challenged this common sense. She hasfound a way to "cure" mice of their inborn fear of cats by infectingthem with a parasite, reported the science journal Nature.
The parasite, called Toxoplasma gondii, might soundunfamiliar to you, but the shocking fact is that up to one-third of peoplearound the world are infected by it. This parasite can cause different diseasesamong humans, especially pregnant women--it is linked to blindness and thedeath of unborn babies.
However, the parasite's effects on mice are unique.Ingram and her team measured how mice reacted to a cat's urine before and afterit was infected by the parasite. They noted that normal mice stayed far awayfrom the urine while mice that were infected with the parasite walked freelyaround the test area.
But that's not all. The parasite was found to bemore powerful than originally thought--even after researchers cured the mice ofthe infection. They no longer reacted with fear to a cat's smell,which couldindicate that the infection has caused a permanent change in mice's brains.
Why does a parasite change a mouse's brain insteadof making it sick like it does to humans?The answer lies inevolution."It's exciting scary to know how a parasite can manipulate amouse's brain this way," Ingram said. But she also finds it inspiring."Typically if you have a bacterial infection, you go to a doctor and takeantibiotics and the infection is cleared and you expect all the symptoms toalso go away."She said, but this study has proven that wrong. "Thismay have huge implications for infectious disease medicine."
The passage is mainly about_______.
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Consumersare being confused and misled by the hodge-podge of environmental claims made byhousehold products, according to a "green labeling" study publishedby Consumers International Friday.
Among the report's more outrageous findings, aGerman fertilizer described itself as"earthworm friendly" ; a brandof flour said it was "non-pollufing" and a British toilet paper claimedto be "environmentally friendlier" .
The study was written and researched by Britain'sNational Consumer Council (NCC) for lobby group Consumer International. It wasfunded by the German and Dutch governments and the European Commission.
"While many good and useful claims are beingmade, it is clear there is a long way to go in ensuring shoppers are adequatelyinformed about the environmental impact of products they buy,"saidConsumers International director Anna Fielder.
The 10-country study surveyed product packaging inBritain, Western Europe, Scandinavia and the United States. It found thatproducts sold in Germany and the United Kingdom made the most environmentalclaims on average.
The report focused on claims made by specificproducts, such as detergent insect sprays and by some garden products. It didnot test the claims, but compared them to labeling guidelines set by the InternationalStandards Organization (ISO) in September,1999.
Researchers documented claims of environmentalfriendliness made by about 2000 products and found many too vague or toomisleading to meet ISO standards.
"Many products had specially-designed labels tomake them seem environmentally friendly,but in fact many of these symbols meannothing," said report researcher Philip Page."Laundry detergents madethe most number of claims with 158. Household cleaners were second with 145separate claims, while paints were third on our list with 73. The high numbers showhow very confusing it must be for consumers to sort the true from themisleading." he said.
The ISO labeling standards ban vague or misleadingclaims on product packaging, because terms such as "environmentallyfriendly" and "non-polluting" cannot be verified. "What weare now pushing for is to have multinational corporations meet the standardsset by the ISO." said Page.
According to the passage, the NCC foundit outrageous that_______.
Consumersare being confused and misled by the hodge-podge of environmental claims made byhousehold products, according to a "green labeling" study publishedby Consumers International Friday.
Among the report's more outrageous findings, aGerman fertilizer described itself as"earthworm friendly" ; a brandof flour said it was "non-pollufing" and a British toilet paper claimedto be "environmentally friendlier" .
The study was written and researched by Britain'sNational Consumer Council (NCC) for lobby group Consumer International. It wasfunded by the German and Dutch governments and the European Commission.
"While many good and useful claims are beingmade, it is clear there is a long way to go in ensuring shoppers are adequatelyinformed about the environmental impact of products they buy,"saidConsumers International director Anna Fielder.
The 10-country study surveyed product packaging inBritain, Western Europe, Scandinavia and the United States. It found thatproducts sold in Germany and the United Kingdom made the most environmentalclaims on average.
The report focused on claims made by specificproducts, such as detergent insect sprays and by some garden products. It didnot test the claims, but compared them to labeling guidelines set by the InternationalStandards Organization (ISO) in September,1999.
Researchers documented claims of environmentalfriendliness made by about 2000 products and found many too vague or toomisleading to meet ISO standards.
"Many products had specially-designed labels tomake them seem environmentally friendly,but in fact many of these symbols meannothing," said report researcher Philip Page."Laundry detergents madethe most number of claims with 158. Household cleaners were second with 145separate claims, while paints were third on our list with 73. The high numbers showhow very confusing it must be for consumers to sort the true from themisleading." he said.
The ISO labeling standards ban vague or misleadingclaims on product packaging, because terms such as "environmentallyfriendly" and "non-polluting" cannot be verified. "What weare now pushing for is to have multinational corporations meet the standardsset by the ISO." said Page.
According to the passage, the NCC foundit outrageous that_______.
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Asfor a lesson plan, a teacher says, "When do lesson planning, I alwaysprepare some extra and alternative tasks and activities so that I have theoptions to cope with the unexpected situations." According to theteacher's words, we can know that the teacher follows the principle of_______inlesson planning.
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What is the teacher doing in terms of errorcorrection?
S: 1go to the theater last night.
T: You GO to the theater last night?
S: 1go to the theater last night.
T: You GO to the theater last night?
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20
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What would he/she do in a reading class if a teacher wants to develop students’ inferential comprehension?
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21
[单选题]
请阅读 Passage1,完成问题。
Passage 1
In a traditional classroom, much, if not most, of class time is spent with the teacher presenting content -telling, showing, explaining and lecturing．Whether it’s a first-grade teacher reading to students, a high school government teacher lecturing on the Articles of Confederation, or a math teacher demonstrating how to solve an equation, class time is when the teacher delivers information and the students receive it
Ideally, lessons involve a mixture of delivery and discussion, supplemented by activities that engage students to support their comprehension．But in reality, just getting the content across can take most of the class period, especially when lessons are interrupted by student questions, discipline problems, and distractions like fire drills, assemblies, and other disruptions.
There are lots of good reasons for this model and its durability in education．It is an efficient way to assure that all students have access to the same course content, and it provides a way for teachers to transmit their expertise in a subject, and enthusiasm for it, to their students．Most teachers love being the “sage on the stage”, and many are very good at it.
Nevertheless, many teachers also feel frustrated by the limitations of this model, especially when lecture and presentation take up the lion’s share of the class period, leaving little time for the good stuff of teaching—getting into students’, helping them make meaning out of information, drawing out their evolving understanding, encouraging and sparkling their excitement and comprehension．In today’s environment of high-stakes testing, with multiple standards—and now with the Common Core, new standards—there never seems to be enough time for all the things teachers wish they could do with their students: project-based activities, individual or group learning challenges, deep discussions and inquiry activities.
So it’s not surprising that, when teachers are asked what they believe is the greatest value of flipping instruction, the answer is almost always, “It gives me more time to work directly with students during class.” Teachers at Michigan’s Clintondale High School claim that, since they have flipped their classrooms, the amount of time they spend with students has increased by a factor of four．That is substantial gain— and it makes a real difference in students believing that the teacher is there for them when help is needed.
Which of the following best explains the underlined expression “sage on the stage?” in Paragraph 3?
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22
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——Will you be able to go swimming with us?
——_______.
——_______.
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23
[单选题]
The brainis truly a marvel. A seemingly endless library, whose shelves house our mostprecious memories as well as our lifetime's knowledge. But is there a pointwhere it reaches capacity? In other words, can the brain be “full” ?
Theanswer is a resounding no, because, well, brains are more sophisticated thanthat. A study published in Nature Neuroscience earlier this year shows thatinstead of just crowding in, old information is sometimes pushed out of thebrain for new memories to form.
Previousbehavioral studies have shown that learning new information can lead toforgetting.But in this study, researchers used new neuroimaging techniques todemonstrate for the first time how this effect occurs in the brain.
Thepaper's authors set out to investigate what happens in the brain when we try toremember information that's very similar to what we already know. This isimportant because similar information is more likely to interfere with existingknowledge, and it's the stuff that crowds without being useful.
To dothis, they examined how brain activity changes when we try to remember a “target”memory,that is, when we try to recall something very specific, at the same time astrying to remember something similar (a “competing” memory). Participants weretaught to associate a single word (say, the word sand) with two differentimages--such as one of Marilyn Monroe and the other of a hat.
Theyfound that as the target memory was recalled more often, brain activity for itincreased.Meanwhile, brain activity for the competing memory simultaneouslyweakened. This change was most prominent in regions near the front of thebrain, such as the prefrontal cortex, rather than key memory structures in themiddle of the brain, such as the hippocampus, which is traditionally associatedwith memory loss.
Theprefrontal cortex is involved in a range of complex cognitive processes, suchas planning,decision making, and selective retrieval of memory. Extensiveresearch shows this part of the brain works in combination with the hippocampusto retrieve specific memories.
If thehippocampus is the search engine, the prefrontal cortex is the filterdetermining which memory is the most relevant. This suggests that storinginformation alone is not enough for a good memory. The brain also needs to beable to access the relevant information without being distracted by similarcompeting pieces of information.
In dailylife, forgetting actually has clear advantages. Imagine, for instance, that youlost your bank card. The new card you receive will come with a new personalidentification number (PIN).
Researchin this field suggests that each time you remember the new PIN, you graduallyforget the old one: This process improves access to relevant information,without old memories interfering.
When weacquire new information, the brain automatically tries to incorporate it within
existinginformation by forming associations. And when we retrieve information, both thedesired and associated but irrelevant information is recalled.
Themajority of previous research has focused on how we learn and remember new information.But current studies are beginning to place greater emphasis on the conditionsunder which we forget, as its importance begins to be more appreciated.
Whatis the main purpose of writing this article?
The brainis truly a marvel. A seemingly endless library, whose shelves house our mostprecious memories as well as our lifetime's knowledge. But is there a pointwhere it reaches capacity? In other words, can the brain be “full” ?
Theanswer is a resounding no, because, well, brains are more sophisticated thanthat. A study published in Nature Neuroscience earlier this year shows thatinstead of just crowding in, old information is sometimes pushed out of thebrain for new memories to form.
Previousbehavioral studies have shown that learning new information can lead toforgetting.But in this study, researchers used new neuroimaging techniques todemonstrate for the first time how this effect occurs in the brain.
Thepaper's authors set out to investigate what happens in the brain when we try toremember information that's very similar to what we already know. This isimportant because similar information is more likely to interfere with existingknowledge, and it's the stuff that crowds without being useful.
To dothis, they examined how brain activity changes when we try to remember a “target”memory,that is, when we try to recall something very specific, at the same time astrying to remember something similar (a “competing” memory). Participants weretaught to associate a single word (say, the word sand) with two differentimages--such as one of Marilyn Monroe and the other of a hat.
Theyfound that as the target memory was recalled more often, brain activity for itincreased.Meanwhile, brain activity for the competing memory simultaneouslyweakened. This change was most prominent in regions near the front of thebrain, such as the prefrontal cortex, rather than key memory structures in themiddle of the brain, such as the hippocampus, which is traditionally associatedwith memory loss.
Theprefrontal cortex is involved in a range of complex cognitive processes, suchas planning,decision making, and selective retrieval of memory. Extensiveresearch shows this part of the brain works in combination with the hippocampusto retrieve specific memories.
If thehippocampus is the search engine, the prefrontal cortex is the filterdetermining which memory is the most relevant. This suggests that storinginformation alone is not enough for a good memory. The brain also needs to beable to access the relevant information without being distracted by similarcompeting pieces of information.
In dailylife, forgetting actually has clear advantages. Imagine, for instance, that youlost your bank card. The new card you receive will come with a new personalidentification number (PIN).
Researchin this field suggests that each time you remember the new PIN, you graduallyforget the old one: This process improves access to relevant information,without old memories interfering.
When weacquire new information, the brain automatically tries to incorporate it within
existinginformation by forming associations. And when we retrieve information, both thedesired and associated but irrelevant information is recalled.
Themajority of previous research has focused on how we learn and remember new information.But current studies are beginning to place greater emphasis on the conditionsunder which we forget, as its importance begins to be more appreciated.
Whatis the main purpose of writing this article?
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24
[单选题]
She_________ it very well when she described her younger brother as "brilliant but lazy".
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25
[单选题]
Which of the following is a display question used by teachers in class?
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26
[单选题]
阅读Passage l，完成问题。
Passage 1
In recent years, however, society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order —plus all who drop out before being ranked--fail to develop the foundational reading, writing, and mathematical proficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnically diverse culture. So today, in asking schools to leave no child behind, society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our"academic achievement standards". Every state has them, and, as a matter of public policy, schools are to be held accountable for making sure that all students meet them.
To be clear, the mission of sorting has not been eliminated from the schooling process. For the foresee-able future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.
The implications of this change in mission for the role of assessment are profound. Assessment and grad-ing procedures designed to permit only a few students to succeed ( those at the top of the rank-order distribu-tion) must now be revised to permit the possibility that all students could succeed at some appropriate level.
Furthermore, procedures that permitted( perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.
The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.
The driving dynamic force for students cannot merely be competition for an artificial scarcity of success.
Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence--for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.
Which of the following would happen due to the change in mission for the role of assessment?
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27
[单选题]
Many people_______in the project atboth research and editing stages and we would like to thank them all here.
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28
[单选题]
Whatdoes his/her feedback focus on if a teacher's comment is “John, it would bemuch better if you have given more details,t” ?
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29
[单选题]
Theritual of English tea time is believed to have originated in the late 1700'swhen Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to herwith her afternoon cup of tea.
TheDuchess chronically experienced a “sinking feeling” (what we would term “lowblood sugar”) in the late afternoon. To tide her over the long hours betweenmeals she turned to carbohydrates.
Other royals immediately copied theDuchess, and afternoon tea parties became quite
fashionable.Low tables were set up in front of sofas and chairs, and the ladies found a newopportunity to show off pretty clothes, fine china, embroidered linentablecloths and napkins, and silver tableware.
Tea timewas also the time to exchange juicy gossip and serve refreshments. Soon darlinglittle sandwiches and sweet pastries as well as scones were being arranged ondecorative stands and plates for the ladies' pleasure.
The teaparty mania quickly spread across the Atlantic where tea was already enjoyed asa beverage. This fondness for tea was later suppressed by the patrioticAmericans during the era immediately preceding the American Revolution becauseof the unreasonable British tax on tea.
However,by April 27,1776, Congress announced in the Philadelphia Packet that “thedrinking of tea can now be indulged.” The custom of afternoon tea parties wasnot really revived in this country, though, until the mid-1800's, whenVictorian ways were in vogue here. Leisure-class American ladies began having“kettledrums” at 4 p.m.. “Kettledrums”wascalled that in connection with the term “teakettle” . Petits fours and otherdainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud:The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave ananecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth forher tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher,unused to such dainty, contrived to slop his tea all over it. Thankful it wasnot I. As it was, my new feather boa, which I wore for the first time, got intomy teacup, causing much alarm and merriment to all assembled. LilianBlack-Barnes was, as ever, strong in adversity and wrung out the offendingobject in the kitchen sink. Fear it may never be the same again, none theless."
Myfamily, mother, and I were able to relieve some of that sophisticated elegance(minus the drippy boa) when we had tea at the Ritz in London. The Palm Court,an open area on the ground floor of the hotel, is a study inturn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-setlittle tables beckon welcomingly under high-up, rose-tinted skylights.
Ourwaiter brought us a selection of finger sandwiches of smoked salmon, ham,cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones(similar to American biscuits) were offered with butter, and various preservesand jellies.
Alongwith this we were served Indian or China tea, and hot chocolate for my youngdaughter.
Then thedapper waiter presented a vast tray holding many French pastries and cakes fromwhich we could choose. After several teeny sandwiches and a couple ofmarmalade-coated scones, a chocolate eclair seemed to add carbohydrate overloadto carbo-loading, but “when in England, do as the English do”.
This teafeast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regainedjust enough appetite to sample some fish and chips (French fries), and then weput our weary stomachs and ourselves to bed.
Which of the following is a typical feature of Victorian tea time?
Theritual of English tea time is believed to have originated in the late 1700'swhen Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to herwith her afternoon cup of tea.
TheDuchess chronically experienced a “sinking feeling” (what we would term “lowblood sugar”) in the late afternoon. To tide her over the long hours betweenmeals she turned to carbohydrates.
Other royals immediately copied theDuchess, and afternoon tea parties became quite
fashionable.Low tables were set up in front of sofas and chairs, and the ladies found a newopportunity to show off pretty clothes, fine china, embroidered linentablecloths and napkins, and silver tableware.
Tea timewas also the time to exchange juicy gossip and serve refreshments. Soon darlinglittle sandwiches and sweet pastries as well as scones were being arranged ondecorative stands and plates for the ladies' pleasure.
The teaparty mania quickly spread across the Atlantic where tea was already enjoyed asa beverage. This fondness for tea was later suppressed by the patrioticAmericans during the era immediately preceding the American Revolution becauseof the unreasonable British tax on tea.
However,by April 27,1776, Congress announced in the Philadelphia Packet that “thedrinking of tea can now be indulged.” The custom of afternoon tea parties wasnot really revived in this country, though, until the mid-1800's, whenVictorian ways were in vogue here. Leisure-class American ladies began having“kettledrums” at 4 p.m.. “Kettledrums”wascalled that in connection with the term “teakettle” . Petits fours and otherdainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud:The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave ananecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth forher tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher,unused to such dainty, contrived to slop his tea all over it. Thankful it wasnot I. As it was, my new feather boa, which I wore for the first time, got intomy teacup, causing much alarm and merriment to all assembled. LilianBlack-Barnes was, as ever, strong in adversity and wrung out the offendingobject in the kitchen sink. Fear it may never be the same again, none theless."
Myfamily, mother, and I were able to relieve some of that sophisticated elegance(minus the drippy boa) when we had tea at the Ritz in London. The Palm Court,an open area on the ground floor of the hotel, is a study inturn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-setlittle tables beckon welcomingly under high-up, rose-tinted skylights.
Ourwaiter brought us a selection of finger sandwiches of smoked salmon, ham,cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones(similar to American biscuits) were offered with butter, and various preservesand jellies.
Alongwith this we were served Indian or China tea, and hot chocolate for my youngdaughter.
Then thedapper waiter presented a vast tray holding many French pastries and cakes fromwhich we could choose. After several teeny sandwiches and a couple ofmarmalade-coated scones, a chocolate eclair seemed to add carbohydrate overloadto carbo-loading, but “when in England, do as the English do”.
This teafeast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regainedjust enough appetite to sample some fish and chips (French fries), and then weput our weary stomachs and ourselves to bed.
Which of the following is a typical feature of Victorian tea time?
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30
[单选题]
Theritual of English tea time is believed to have originated in the late 1700'swhen Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to herwith her afternoon cup of tea.
TheDuchess chronically experienced a “sinking feeling” (what we would term “lowblood sugar”) in the late afternoon. To tide her over the long hours betweenmeals she turned to carbohydrates.
Other royals immediately copied theDuchess, and afternoon tea parties became quite
fashionable.Low tables were set up in front of sofas and chairs, and the ladies found a newopportunity to show off pretty clothes, fine china, embroidered linentablecloths and napkins, and silver tableware.
Tea timewas also the time to exchange juicy gossip and serve refreshments. Soon darlinglittle sandwiches and sweet pastries as well as scones were being arranged ondecorative stands and plates for the ladies' pleasure.
The teaparty mania quickly spread across the Atlantic where tea was already enjoyed asa beverage. This fondness for tea was later suppressed by the patrioticAmericans during the era immediately preceding the American Revolution becauseof the unreasonable British tax on tea.
However,by April 27,1776, Congress announced in the Philadelphia Packet that “thedrinking of tea can now be indulged.” The custom of afternoon tea parties wasnot really revived in this country, though, until the mid-1800's, whenVictorian ways were in vogue here. Leisure-class American ladies began having“kettledrums” at 4 p.m.. “Kettledrums”wascalled that in connection with the term “teakettle” . Petits fours and otherdainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud:The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave ananecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth forher tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher,unused to such dainty, contrived to slop his tea all over it. Thankful it wasnot I. As it was, my new feather boa, which I wore for the first time, got intomy teacup, causing much alarm and merriment to all assembled. LilianBlack-Barnes was, as ever, strong in adversity and wrung out the offendingobject in the kitchen sink. Fear it may never be the same again, none theless."
Myfamily, mother, and I were able to relieve some of that sophisticated elegance(minus the drippy boa) when we had tea at the Ritz in London. The Palm Court,an open area on the ground floor of the hotel, is a study inturn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-setlittle tables beckon welcomingly under high-up, rose-tinted skylights.
Ourwaiter brought us a selection of finger sandwiches of smoked salmon, ham,cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones(similar to American biscuits) were offered with butter, and various preservesand jellies.
Alongwith this we were served Indian or China tea, and hot chocolate for my youngdaughter.
Then thedapper waiter presented a vast tray holding many French pastries and cakes fromwhich we could choose. After several teeny sandwiches and a couple ofmarmalade-coated scones, a chocolate eclair seemed to add carbohydrate overloadto carbo-loading, but “when in England, do as the English do”.
This teafeast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regainedjust enough appetite to sample some fish and chips (French fries), and then weput our weary stomachs and ourselves to bed.
Whichof the following is close in meaning to the underlined word “weary” in the lastparagraph?
Theritual of English tea time is believed to have originated in the late 1700'swhen Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to herwith her afternoon cup of tea.
TheDuchess chronically experienced a “sinking feeling” (what we would term “lowblood sugar”) in the late afternoon. To tide her over the long hours betweenmeals she turned to carbohydrates.
Other royals immediately copied theDuchess, and afternoon tea parties became quite
fashionable.Low tables were set up in front of sofas and chairs, and the ladies found a newopportunity to show off pretty clothes, fine china, embroidered linentablecloths and napkins, and silver tableware.
Tea timewas also the time to exchange juicy gossip and serve refreshments. Soon darlinglittle sandwiches and sweet pastries as well as scones were being arranged ondecorative stands and plates for the ladies' pleasure.
The teaparty mania quickly spread across the Atlantic where tea was already enjoyed asa beverage. This fondness for tea was later suppressed by the patrioticAmericans during the era immediately preceding the American Revolution becauseof the unreasonable British tax on tea.
However,by April 27,1776, Congress announced in the Philadelphia Packet that “thedrinking of tea can now be indulged.” The custom of afternoon tea parties wasnot really revived in this country, though, until the mid-1800's, whenVictorian ways were in vogue here. Leisure-class American ladies began having“kettledrums” at 4 p.m.. “Kettledrums”wascalled that in connection with the term “teakettle” . Petits fours and otherdainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud:The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave ananecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth forher tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher,unused to such dainty, contrived to slop his tea all over it. Thankful it wasnot I. As it was, my new feather boa, which I wore for the first time, got intomy teacup, causing much alarm and merriment to all assembled. LilianBlack-Barnes was, as ever, strong in adversity and wrung out the offendingobject in the kitchen sink. Fear it may never be the same again, none theless."
Myfamily, mother, and I were able to relieve some of that sophisticated elegance(minus the drippy boa) when we had tea at the Ritz in London. The Palm Court,an open area on the ground floor of the hotel, is a study inturn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-setlittle tables beckon welcomingly under high-up, rose-tinted skylights.
Ourwaiter brought us a selection of finger sandwiches of smoked salmon, ham,cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones(similar to American biscuits) were offered with butter, and various preservesand jellies.
Alongwith this we were served Indian or China tea, and hot chocolate for my youngdaughter.
Then thedapper waiter presented a vast tray holding many French pastries and cakes fromwhich we could choose. After several teeny sandwiches and a couple ofmarmalade-coated scones, a chocolate eclair seemed to add carbohydrate overloadto carbo-loading, but “when in England, do as the English do”.
This teafeast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regainedjust enough appetite to sample some fish and chips (French fries), and then weput our weary stomachs and ourselves to bed.
Whichof the following is close in meaning to the underlined word “weary” in the lastparagraph?
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31
[简答题]
设计任务：请阅读下面的学生信息和语言素材，设计20分钟的读写教学方案。教案没有固定格式，但须包含下列要点：·teachingobjectives·teachingcontents·keyand difficult points·major steps and time allocation·activitiesand justifications教学时间：20分钟学生概况：某城镇普通中学八年级(初中二年级)学生，班级人数40人。多数学生已经达到《义务教育英语课程标准(2011年版)》三级水平。学生课堂参与积极性一般。语言素材：
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问题：
1、
未作答请阅读上面的学生信息和语言素材，设计20分钟的读写教学方案。
32
[简答题]
什么是课堂总结?它的作用是什么?请具体说出两种课堂总结方法并举例。
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问题：
1、
未作答什么是课堂总结?它的作用是什么?请具体说出两种课堂总结方法并举例。
33
[简答题]
以下是某课堂的教学实录片段。
Step 1 (12 min)
(The teacher had a volleyball in hand. The teacher askedstudents questions quickly and wrote down the names of students and sportsgoods on the blackboard.)
T: I don't have a basketball. I have a volleyball. S1, do youhave a tennis racket?
S1: Yes, I do.
T: S2, what sports goods do you have?
S2: I have a ping-pong ball.
T: S3, do you have a soccer ball?
S3: No, I don't.
T: I have a TV. What other things do you have? (T drew apicture of TV.)
Ss: Ping-pong bat, computer, chair, book, CD, alarm clock, key,pencil case ...
T: Well done!
...,
(T asked Ss to make sentences according to the information onthe blackboard.)
T: Now, let's look at the blackboard and make sentences. I say"I don't have a basketball" and you say "Our teacher doesn'thave a basketball". I say "I have a volleyball", and you say"Our teacher has a volleyball". S4, make the third sentence ... (Twrote sentences on the blackboard.)
S4: S1 have a tennis racket.
T: Is it correct? No, we should say "S1 has a tennisracket". We don't use "have" after "He, She,Tom, Lucy". We should say "He has ..., She hasTom has ..., Lucy has ..." . (Theteacher wrote the wrong sentence on the blackboard and corrected it.)
T: Next one, S3, please.
S3:S2 has a ping-pong ball.
T: Yes. (T wrote it on the blackboard.) Next one, S5, please.
S5:S3 don't have a soccer ball.
T: No, no, no. Wrong again. What is the correct answer?
Ss: S3 doesn't have a soccer ball.
T: Yes. (T wrote the correct answer on the blackboard.)
Step2
The teacher began to teach the next section: "Do you likebananas? Listen again. Fill in the blanks." ...
Step 3
...
根据所给信息从下列三个方面作答。
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问题：
1、
未作答请指出该教师在此教学过程中存在的两个问题。
2、
未作答在该教学片段中，该教师采用了哪种纠错方法?
3、
未作答请简述课堂教学中的其他纠错方法(至少两种)，并各举一例说明。
