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16年下高中英语学科真题卷

一、单选题

1、Chinese food quickly find ______ with western customer.

A favor 

B flavor 

C fever

D fancy

答案解析:

考查名词辨析

句意为:中国菜谱很快得到了外国餐厅老板的青睐。find favor with=be supported by意为“得宠于人,被人接受”。

A项,favor为支持,赞同,宠爱,帮忙;符合题意,故此题的正确选项为A。

B项,flavor为味道,特色;不合题意,故排除。

C项,fever为发烧;不合题意,故排除。

D项,fancy为幻想、想象力。不合题意,故排除。

故此题的正确选项为A。

2、More and more Asian immigrants are happily to ______ with American people.

A oblige

B absorb

C assimilate

D stabilize

答案解析:

考查动词辨析

句意为:越来越多的亚洲移民乐于被美国人同化。assimilate with意为“与……融为一体,同化”。故C选项符合题意,此题的正确选项为C。

A项oblige为迫使,强制;不合题意,故排除。

B项absorb为吸收;不合题意,故排除。

D项stabilize为使稳定,使安定。不合题意,故排除。

故此题的正确选项为C。

3、In the United States, a(n) ______ general is the chief lawyer in a government or city department.

A senator

B solicitor

C councilor

D inspector

答案解析:

考查名词辨析

句意为:在美国,城市或政府部门的首席律师是司法部副部长。

B项solicitor为法务官,律师;solicitor general为司法部副部长。符合题意,故此题的正确选项为B。

A项senator为参议员;不合题意,故排除。

C项councilor(美)政务会委员,议员;不合题意,故排除。

D项inspector检察员,督察长。不合题意,故排除。

故此题的正确选项为B。

4、All the flights ______ because of the hurricane, they decided to take the train instead.

A had been canceled

B having canceled

C have been canceled

D having been canceled

答案解析:

考查非谓语动词

句意为:因为飓风,所有的航班都取消了,他们决定乘火车出行。句子中间没有连词and连接,逗号后面是一个完整的句子,句子的主语是they,所以前半句不是一个完整的句子。而是一个独立主格结构,flight和cancel是被动关系。

故此题的正确选项为D。

5、Which of the following shows how the fraction “7/9” reads in English?

A seventh-nine

B seventh-nines

C seven-ninth

D seven-ninths

答案解析:

考查英语中分数的读法

分数的表达方式应该是,分子用基数词,分母用序数词。当分子大于1时,分母序数词用复数形式。

故此题的正确选项为D。

6、______ man can aspire to and achieve goodness is evident throughout history.

A What

B Whether

C That

D How

答案解析:

考查主语从句

句意为“人向往善良且实行之,这在历史上是屡见不鲜的”。题干中看到系动词is之前是主语,而主语是由一个从句引导的,所以该句是主语从句。

C选项,在主语从句中,并不缺少任何成分,应用that引导,其在主语从句中只起引导作用,不充当任何成分,本身无实际意义,但是不能省略。故此题的正确选项为C。

B选项,whether在主语从句中也不充当任何成分,但是表达“是否”的意思。

A和D选项,在从句中做成分,因此排除。

故此题的正确选项为C。

7、The pair of English phonemes ______ differs in the manner of articulation.

A /k/ and /t/

B /d/ and /g/

C /s/ and /z/

D /t/ and /s/

答案解析:

考查辅音的发音方式

题干中要求找出发音方式不同的一组音素。

按照发音方式,D项中的/t/为塞音,/s/为擦音。符合题意,故此题的正确选项为D。

A项 /t/ /k/和B项的/d/ /g/均为塞音;不合题意,故排除。

C项的/s/和/z/均为擦音;不合题意,故排除。

故此题的正确选项为D。

8、Which of the following shows the proper rhythmic pattern of the sentence?

A This is a ‘question for ‘Doctor ‘Carrington.

B This is ‘a ‘question for ‘Doctor Carrington.

C This is a ‘question ‘for Doctor ‘Carrington.

D This ‘is a ‘question for ‘Doctor ‘Carrington.

答案解析:

考查句子重读

一般来说句子中的实词要重读,比如名词、动词、形容词、副词、数词等,虚词一般不重读,比如冠同、介词、连词、感叹词等。这句话中的冠词a、介词for和be动词都不重读,

根据上述规则,B、C、D不合题意,故排除。

故此题的正确选项为A。

9、The pair “_____” are dialectal synonyms in British and American English.

A tap and faucet

B stroll and trot

C liberty and freedom

D statesman and politician

答案解析:

考查语义学的词义关系

题干中要求找出属于方言同义词(即英式英语和美式英语)的一组词。

A项tap和faucet均是水龙头的意思,但前者常用于英式英语,后者常用于美式英语,因此A项属于方言同义词。符合题意,故此题的正确选项为A。

B项stroll为“漫步,散步”,trot是“慢跑”,语义是有差别的。不合题意,故排除。

C项freedom其“自由”的涵义比较广泛,包括社会政治经济意义上的自由,到个体内心的无拘无束。而liberty则比较偏向于政治经济和人权上的解放,属于存在语义差异的同义词。不合题意,故排除。

D项politician和statesman均指从事政治的人,但politician多含贬义,而statesman 常用于褒义,属于情感或评价有差异的同义词。不合题意,故排除。

故此题的正确选项为A。

10、Which of the following might be Jane’s primary concern when she sincerely asks her friend “Does your farm contain 500 acres”?

A Quantity maxim

B Quality maxim

C Relation maxim

D Manner maxim

答案解析:

考查语用学的合作原则

题干中问到当Jane真诚地问她的朋友“你的农场有500公顷吗?”时她首先关心的是什么。四个选项分别是数量准则、质量准则、关系准则和方式准则。当Jane问问题时,她最想知道这个问题的答案,因此答案要首先和问题有所关联。C选项,关系准则,说话要相关。故此题的正确选项为C。

A选项,数量准则,a.所说的话应该满足交际所需的信息量;b.所说的话不应该超出交际所需的信息量。不合题意,故排除。

B选项,质量准则,a.不要说自知是虚假的话;b.不要说缺乏足够证据的话。不合题意,故排除。

D选项,方式准则,a.避免晦涩;b.避免歧义;c.简练;d.井井有条,不合题意,故排除。

故此题的正确选项为C。

11、Which of the following sentence fails to describe the nature of vocabulary and vocabulary learning?

A Words are better learned in texts.

B A lexical item can be more than a word

C All  words of a language can find equivalents in another.

D Learning a word includes learning its form meaning and use

答案解析:

考查词汇教学

句意为“下列哪项说法没有正确描述词汇或词汇学习的性质?”

C项“在一门语言中的所有单词在另一门语言中都有对应的词汇”,但是事实上一门语言的词汇与另外一门语言并不是一一对应的关系,比如“巧克力”就是音译过来的一个原本在汉语里没有的词汇;符合题意,故此题的正确选项为C。

A项“最好在语境中学习单词”;正确但不合题意,故排除。

B项“一个词条可以对应不止一个单词”;正确但不合题意,故排除。

D项“学习一个单词包括学习其形式、意义和用法”。正确但不合题意,故排除。

故此题的正确选项为C。

12、When a teacher creates a real life situation for his students to discuss, he excepts them not to focus on ______ too much.

A form

B use

C meaning

D function

答案解析:

考查课堂活动

句意为“当一个老师为他的学生创造一个真实的生活情境进行讨论时,他不期望他们过多地关注 _____”。教师创设真实有意义的情境,为学生提供讨论交流的机会,在这个过程中,应更重视语言的意义、用法和功能,让学生通过体验、实践,将学习的结果和自己的生活结合起来。因此不必过多地关注形式(form)。

故此题的正确选项为A。

13、The teacher should not interrupt a student for error correction if the lesson aims at the ______ of language.

A accuracy

B fluency

C complexity

D cohesion

答案解析:

考查语言教学与课堂纠错

句意为“当活动是以 为目标时,建议老师不要为了纠错而打断学生”。不打断学生是要保证说话的流畅性。

B项,fluency“流畅性”;符合题意,故此题的正确选项为B。

A项,accuracy“准确性”;不合题意,故排除。

C项,complexity“复杂性”;不合题意,故排除。

D项,cohesion“衔接”,不合题意,故排除。

故此题的正确选项为B。

14、When a teacher asks students to quickly run their eyes through a passage and grasp the main idea, he is training students’ ______ skills.

A scanning

B mapping

C predicting

D skimming

答案解析:

考查阅读教学

句意为“当要求学生快速浏览一篇文章获取大意时,我们在训练他们的______技能”。

D项,skimming“略读”,是通过快速阅读文章来获取大意的阅读技巧。符合题意,故此题的正确选项为D。

A项,scanning“寻读”,目的是从较长的文字资料中寻找特定的细节内容。

B项,mapping“思维导图”,一般是在了解文章基本内容之后,从阅读材料的主题出发,画出各部分之间的联系,从整体上理解文章的过程。

C项,predicting “预测”,指借助文章的标题、逻辑关系等,对文章的主题、体裁、结构等进行预测,目的常常是激发学生的阅读兴趣。

故此题的正确选项为D。

15、If a teacher apply the ______ model, he may start the teaching of a reading with the vocabulary and structure.

A parallel

B serial

C top-down

D bottom-up

答案解析:

考查阅读教学模式

句意为“教师在教授阅读时首先从新单词和句型结构开始,这是采用_____教学模式”。D项,自下而上的教学模式(bottom-up model)主张从较小的语言单位开始教学,即从词、

句子逐渐解码,进而达到对整个段落、最后到整篇文章的理解。符合题意,故此题的正确选项为D。

A项,“平行的,相同的,类似的”,不合题意,故排除。

B项,“连续的;连载的;顺序排列的”,不合题意,故排除。

C项,自上而下的教学模式(top-down model)主张在阅读教学中重视背景知识的导入,要求学生对文章进行预测,然后阅读、检验、修订自己的预测,再进行新的预测。

故此题的正确选项为D。

16、A low-level EFL student may learn by reading ______ materials.

A simple and authentic

B academic and authentic

C original and classical

D classical and authentic

答案解析:

考查阅读材料的选择

句意为“建议水平较低的英语外语学习者阅读______材料”。 对于水平较低的学习者要选择容易理解且地道的语言材料,这样学生才不会产生挫败感并且能够学到地道的外语表达。学术型、经典以及原著是较难的学习材料。

A项“简单且地道的”,符合题意,故此题的正确选项为A。

B项“学术且地道的” ,不合题意,故排除。

C项“原始且经典的” ,不合题意,故排除。

D项“经典且地道的”, 不合题意,故排除。

故此题的正确选项为A。

17、If a teacher asks students to arrange scrambled sentences in a logical way, she is training students’ ______.

A critical thinking

B proofreading skills

C reading skills

D textual coherence

答案解析:

考查语篇知识教学

句意为“当教师要求学生把打乱顺序的句子重组成一段符合逻辑的话时,这位教师关注的是 _______。”这里教师关注的是上下文的逻辑性和连贯性。

D选项,“语篇连贯”。故此题的正确选项为D。

A选项,“批判思维” ,不合题意,故排除。

B选项,“校对技巧”,不合题意,故排除。

C选项,“阅读技巧”,不合题意,故排除。

故此题的正确选项为D。

18、Which of the following is the typical feature of formal writing?

A Archaic words are preferred.

B Language precision is primary.

C Short and incomplete sentences are preferred.

D Intimate relationship with audience when published.

答案解析:

考查写作教学

句意为“下面哪项是正式文体写作的典型特征?”正式文体的要求首先是用词准确无歧义,如法律文书。

B项“首先要保证语言的准确性”;符合题意,故此题的正确选项为B。

A项“偏好使用古体词”;不合题意,故排除。

C项“偏好使用简短、不完整的句子”;不合题意,故排除。

D项“跟读者建立亲密的关系”。不合题意,故排除。

故此题的正确选项为B。

19、Which of the following activities aims at training students’ skill of planning?

A Editing in groups

B Self-checking punctuation

C Finding ideas and put them in order

D Cross-checking language

答案解析:

考查写作教学活动

句意为“下面哪一项写作活动可以用于发展学生的规划能力?”

C选项,“将想法分类并按顺序排列”,符合题意,故此题的正确选项为C。

A选项,“分小组修改他们的作文”,不合题意,故排除。

B选项,“自己检查作文中的标点符号”,不合题意,故排除。

D选项,“相互检查作文中的语言”。不合题意,故排除。

故此题的正确选项为C。

20、In trying to get across a message, an EFL learner may use______ strategies to make up for the lack of grammar and vocabulary.

A communicative

B cognitive

C resourcing

D affective

答案解析:

考查英语学习策略

句意为“在努力将信息成功传达给别人时,英语学习者可以采用 策略来弥补语法或词汇知识的不足”。学习策略指学生为了有效地学习语言和使用语言而采取的各种行动和步骤。英语学习策略包括认知策略(cognitive strategies)、调控策略(control strategies)、交际策略(communicative strategies)和资源策略(resourcing strategies)等。其中,交际策略是指学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的各种策略。题干中当英语学习者由于缺乏必要的语法或词汇知识而不知道如何表达时,为了让别人明白自己的意思,可以借助手势或表情等非语言手段来克服语言障碍,从而维持交际,这属于学习策略中的交际策略。本题容易误选成C,注意该题干中get across短语的意思是“让对方了解你要传达的意思”。

故此题的正确选项为A。

二、阅读理解题

      Einstein is a mental Hercules, according to those who know his work. He has performed prodigious labors. By all the theories of physiognomy, he should be a granite-visaged Norse god of the Hindenburg type, instead of looking like a poet or musician. On theoretical grounds, he should have an iron will, instead of being pliant, docile, compromising. The explanation seems to be that Einstein, unlike most men of achievement, has never had to coerce or harden himself. His work was an exalted revel and his whole scientific life was a perpetual carnival, to judge from a speech of his at a dinner in Berlin in honor of the physicist, Max Planck. A preceding speaker had talked of the “agonizing toil” and “superhuman will” required of a great scientist. Einstein demurred. “This daily striving,” he said, “is dictated by no principle or program, but arises from immediate personal need. The emotional condition which renders possible such achievements is like that of the religious devotee or the lover.” On another occasion, Einstein described the impulse to grapple with his problems as “a demoniac possession,” needing no stimulation from conscious effort of the will. Einstein’s own theory about himself must be correct; nothing else could account for his irresistible energy in his own regions of thought and his lamblike helplessness in ordinary contacts. To catalogue a few of his lost wars of everyday life:

      For a time he refused to play the violin for charity because of his modest estimate of his own ability, and because he thought it unfair to professionals; under pressure, however, he gave many recitals. He declined a deluxe cabin on a trip to America because of his scruples against luxury, but accepted when informed that he was hurting the feelings of the steamship line. On his trip to India, he refused to travel in a rickshaw because he thought it degrading to use a human being as a draught animal; he reconsidered, however, on the ground that rickshaw boys must live, and patronized them extensively. Hating fuss and feathers, he has been induced to make triumphal progresses on four continents. He has compared mass newspaper interviews to being bitten by wolves and to being hanged, but nevertheless he is frequently gang-interviewed.

      This easy yielding to pressure would lead another man to cheapen himself, but Einstein is saved by his aesthetic sense and his unworldliness. He could not do anything sordid. He doesn’t want anything; there is nothing about the man for temptation to work on. When he received the Nobel Prize in 1921, he gave it to charity. When a magazine offered him an amazing sum for an article, he rejected it contemptuously. “What?” he exclaimed. “Do they think I am a prizefighter?” But he finally wrote the article after arguing the magazine into cutting the price in half. It is said that he declined his present post at the Institute for Advanced Study at Princeton on the ground that the salary was preposterously munificent, and was persuaded to accept only by the promise of an enormous pay cut. He objected to gifts, but his 1930 trip to this country netted him five violins and other valuable booty. His backbone stiffened, however, when an admirer sought to press on him a Guarnerius valued at $33,000; this he firmly refused, saying that he was not enough of a musician to do justice to the instrument. Probably no man has been more plagued than Einstein by offers of money for testimonials for toothpaste, pimple-eradicators, corn plasters, and cigarettes. He brushed all this aside as “corruption” and would have no compromise. Einstein regards money as something to give away; in 1927, he was aiding one hundred and fifty poor families in Berlin.

21、What has led to Einstein’s great achievements in science according to the passage?

A His strong belief in religion.

B His lifelong interest in science.

C His aesthetic sense and unworldliness.

D His superhuman will in science research.

答案解析:

本题考查细节题

题目问的是什么使得爱因斯坦在科学方面取得巨大成就。根据文章第一段中“The emotional condition which renders possible such achievements is like that of the religious devotee or the lover”,意思是使他在科学上有如此大的成就的原因是他对科学的喜爱就像是对宗教的热爱或迷恋那样。

故此题的正确选项为B。

22、What does the underlined phrase “his problems” in PARAGRAPH ONE refers to?

A His scientific pursuit

B His daily striving

C His superhuman will

D His irresistible energy

答案解析:

本题考查推断题

根据题干可以搭his problems定位至第一段中“On another occasion, Einstein described the impulse to grapple with his problems as ‘a demoniac possession,’ ”。由上文“‘This daily striving,’ he said, ‘is dictated by no principle or program, but arises from immediate personal need.’”可知,他的问题指代的是this daily striving。

故此题的正确选项为B。

推断题。根据题干可以搭his problems定位至第一段中“On another occasion, Einstein described the impulse to grapple with his problems as ‘a demoniac possession,’ ”。由上文“‘This daily striving,’ he said, ‘is dictated by no principle or program, but arises from immediate personal need.’”可知,他的问题指代的是this daily striving,故选B。

23、Which of the following best describes Einstein as a man yielding to pressure?

A He rejected luxury offers.

B He often cheapened himself.

C He usually fell into a dilemma.

D He didn’t accept expensive gifts.

答案解析:

本题考查细节题

题目问的是对爱因斯坦屈服于压力的最准确描述是哪个。首先排除A、D,这两个选项不仅表达的是同样的意思,而且与文章意思不符;B“看低自己”,不符合原文意思。从第二段可以看出,爱因斯坦在这五种情况中,左右为难,最后迫于各种压力违背自己的本意。

故此题的正确选项为C。

24、Which of the following is the closest in meaning to the underlined phrase “fuss and feathers” in PARAGRAPH TWO?

A erratic action

B boring routines

C nervous behavior

D pretentious display

答案解析:

本题考查词义题

fuss and feathers的意思是“大吹大擂,炫耀”。

D项“炫耀的展示”;D项与这个词组的意思最为接近,故此题的正确选项为D。

A项“古怪的行为”;

B项“无聊的日常活动”;

C项“不安的举动”;

故此题的正确选项为D。

25、Why did Einstein refuse to accept a Guarnerius?

A He considered it too expensive.

B He hated all kind of corruption.

C He didn’t think he was a musician.

D He felt he couldn’t make the best of it.

答案解析:

本题考查细节题

根据题干可以定位至最后一段中“His backbone stiffened, however, when an admirer sought to press on him a Guamerius valued at $33,000; this he firmly refused, saying that he was not enough of a musician to do justice to the instrument”,可知他认为自己并没有足够好能配得上使用这么好的乐器。A项与题干无关;B项说法太绝对;C项的意思是他认为自己不是一名音乐家,与原文意思有些出入。

故此题的正确选项为D。

三、阅读理解题

      IF YOU want something done, the saying goes, give it to a busy person. It is an odd guarantor of hitting deadlines. But a paper recently published in the Journal of Consumer Research suggests it may, in fact, be true—as long as the busy person conceptualises the deadline in the right way.

      Yanping Tu of the University of Chicago and Dilip Soman of the University of Toronto examined how individuals go about both thinking about and completing tasks. Previous studies have shown that such activity progresses through four distinct phases: pre-decision, post-decision (but pre-action), action and review. It is thought that what motivates the shift from the decision-making stages to the doing-something stage is a change in mindset.

      Human beings are a deliberative sort, weighing the pros and cons of future actions and remaining open to other ideas and influences. However, once a decision is taken, the mind becomes more “implemental” and focuses on the task at hand. “The mindset towards ‘where can I get a sandwich,’” explains Ms Tu, “is more implemental than the mindset towards ‘should I get a sandwich or not?’”

      Ms Tu and Dr Soman advise in their paper that “the key step in getting things done is to get started.” But what drives that? They believe the key that unlocks the implemental mode lies in how people categorise time. They suggest that tasks are more likely to be viewed with an implemental mindset if an imposed deadline is cognitively linked to “now”—a so-called like-the-present scenario. That might be a future date within the same month or calendar year, or pegged to an event with a familiar spot in the mind’s timeline (given a task at Christmas, say, with a deadline of Easter). Conversely, they suggest, a deadline placed outside such mental constructs (“unlike-the-present”) exists merely as a circle on a calendar, and as such is more likely to be considered deliberatively and then ignored until the last minute.

      To flesh out this idea, the pair carried out five sets of tests, with volunteers ranging from farmers in India to undergraduate students in Toronto. In one test, the farmers were offered a financial incentive to open a bank account and make a deposit within six months. The researchers predicted those approached in June would consider a deadline before December 31st as like-the-present. Those approached in July, by contrast, received a deadline into the next year, and were expected to think of their deadline as unlike-the-present. The distinction worked. Those with a deadline in the same year were nearly four times as likely to open the account immediately as those for whom the deadline lay in the following year. Arbitrary though calendars may be in parsing up the continuous flow of time, humans parse their concept of time in line with them.

      The effect can manifest in even subtler ways. In another set of experiments, undergraduate students were given a calendar on a Wednesday and asked to suggest an appropriate day to carry out certain tasks before the following Sunday. The trick was that some were given a calendar with all of the weekdays coloured purple, with weekends in beige (making a visual distinction between a Wednesday and the following Sunday). Others were given a calendar in which every other week, Monday to Sunday, was a solid colour (meaning that a Wednesday and the following Sunday were thus the same colour). Even this minor visual cue affected how like- or unlike-the-present the respondents tended to view task priorities.

      These and other bits of framing and trickery in the research support the same thesis: that making people link a future event to today triggers an implemental response, regardless of how far in the future the deadline actually lies. If the journey of 1,000 miles starts with a single step, the authors might suggest that you take that step before this time next week.

26、Why can a busy person hit deadline to the present according to the passage?

A He cherishes time more.

B He is good at making decisions.

C He is used to doing things immediately.

D He tends to link a future deadline to the present.

答案解析:

本题考查推断题

根据题意,首先排除D选项,D选项和题意重合,并未说明原因。根据文章第一、二段可知,繁忙的人可以通过正确的决定将事情在截止日期前完成;而不是A项“更加珍惜时间”或者C 项“立即完成事情”。

故此题的正确选项为B。

27、Which is the closest to the meaning of the underlined phrase “phrase out” in PARAGRAPH FIVE refer to?

A Put forward

B Dream up

C Add details to

D Come up with

答案解析:

本题考查词义题

flesh out的原义是“充实,具体化”。根据第五段第一句可知这里是对上文的观点做进一步具体解释,为了证明上面的观点,与C项add details to的意思吻合。put forward “提出”;dream up“想起,想象出”;come up with“提出,想出”。

故此题的正确选项为C。

28、What is the underlined “them” in PARAGRAPH FIVE refers to?

A Mindsets

B Calendars

C Deadlines

D Decisions

答案解析:

本题考查指代题

根据题干可以定位至第五段最后一句“Arbitrary though calendars may be in parsing up the continuous flow of time, humans parse their concept of time in line with them.”,意思是虽然日历会随意地描述不断流逝的时间,但人们仍然根据它们来定义时间的概念。因此them指的是calendars。

故此题的正确选项为B。

29、What is the author’s primary purpose in writing this passage?

A Illustrating the key point in meeting a deadline.

B Contrasting Yanping Tu’s experiment with Dilip Somans.

C Manifesting how visual cues affect people’s perception of deadline.

D Comparing a like-the-present deadline with an unlike-the-present one.

答案解析:

本题考查主旨题

本文主要阐述了在截止日期按时完成事情的关键,B项不符合文意;C、D均是文章的某个信息,并不能全面描述作者的意图。

故此题的正确选项为A。

30、Which best describes the author’s tone?

A humanistic

B objective

C speculative

D recriminatory

答案解析:

本题考查态度题

humanistic“人文主义的”;objective“客观的”;speculative“推理的,思考的”;re-criminatory指“互相指责的,反控诉的”。全文作者以客观的态度阐述观点。

故此题的正确选项为B。

四、简答题

31、简要说明“多样化(variety)原则”在教学设计和课堂教学中的体现(10分),并简述实施多样化教学需要考虑的因素(10分)

正确答案:

(1)所谓多样化原则,是指语言输入材料、输入方式、教学安排及练习形式的多样化。具体体现有:课堂活动不能过于单一,要有多样性;组织形式要多样化,既有个体活动,又有小组活动;感官刺激要多样化,既有视觉、听觉活动,又有触觉、动觉活动;产出要多样化,既有语言产出又有非语言的产出。

(2)实施多样化教学需考虑的因素:

①以学生为主体。

②活动具有可操作性。

③选材新颖且符合学生兴趣。

④以培养学生用英语分析问题、解决问题的能力为目的。

答案解析:

本题考查的是教学设计中的多样化原则以及实施多样化的因素,老师只有遵循多样化原则才能全方位地调动学生学习的积极性,体现在课堂活动、教学组织形式、感官和产出上。

五、案例分析题

下面是某高三学生的一篇书面表达。

请结合生活中的一个事例,用英语写一篇短文,谈谈微笑的作用。

​​​​​​​

32、根据以上所给信息,从下列三个方面作答:该学生的书面表达存在哪三个主要问题?(12分)

正确答案:

该学生的书面表达主要存在下列三个问题:

①写作基本功不扎实。具体表现为单词拼写、标点符号和单词大小写错误;词法句法错误,如时态错误、词性使用错误、单复数使用不清、句子结构混乱等。

②文章观点不明确,结构不完整,逻辑性和连贯性差。

③受汉语语法和习惯表达方式的影响,出现了大量“中式英语”。

答案解析:

本题考查写作教学。

33、反映了该生英语学习中的哪些不足?(12分)

正确答案:

反映了该生在英语学习中有如下不足:

①英语基础知识薄弱,包括词汇量不足、语法混乱等。

②写作技能训练不足,缺乏高效的写作技巧。

③容易受母语思维方式的影响,在表达方式上无法灵活转换。

答案解析:

本题结合实际教学,考查老师能否根据学生的作文来判断学生的不足之处。

34、教师应从哪些方面帮助学生提高写作能力?(6分)

正确答案:

教师应该从如下方面帮助学生提髙写作能力:

①加强英语语言输人。

词汇是一篇文章基本的组成要素。要写出好文章,就必须善于从众多的词汇中选择并运用恰当的词汇。因此,要加强词汇教学,丰富学生的词汇量。语法影响句子的组织和表达。在教学过程中,教师应着重强调重点词汇的用法、基本的句型、词语的固定搭配等,使文章中的每个句子合乎语法规范。写作和阅读相辅相成,阅读是学生学习语言的一种重要手段。在大量的阅读过程中,学生能够开阔视野、拓展知识、增加语感,积累必要的语言材料。因此,教师要有计划地指导学生在课外阅读定数的英语读物,让学生接触到各种体裁、各种内容、 各种形式的文章,对好的文章、段落、句子或固定表达要反复阅读、熟读,甚至把它记下来,变为自己的知识。

②加强基础写作训练。

英语写作是一种根据具体情况综合利用已习得的英语语言知识和英语语言使用规则进行信息输出的过程。有了一定的语言输入,要达到灵活运用的目的,还需要相应的英语写作训练。教师要制定周密的计划,指导学生遵循由浅入深、由简到繁、由易到难,有目的、有步骤、脚踏实地地进行训练。其中,包括以句为单位的写作训练和语篇层次的写作训练,包含遣词造句、撰写段落、布局谋篇等技能技巧。在句单位的写作训练中,可以进行词语释义练习、断句与标点练习、句子模仿与改写练习;在语篇层次的写作训练中,可以采用短文改错、连贯性训练、连句成文、语篇结构训练、框架写作、文体分类模仿、自由写作训练等多种形式。

③强化英语语言思维。

文化适应模式理论认为,学会一门外语的同时也应学习适应一种外国文化。因此,要克服母语对英语写作的干扰,就必须进行一系列中英文思维转换训练。例如:在理论上分清英语和汉语段落、篇章结构的不同特征及规律;从单词含义入手,对相近词进行词义辨析;创设语境,要求学生在语境中准确用词;通过各种训练,比较英汉篇章组织、思维方式以及表达方式上的差异等。这些训练的关键在于对学生从汉语思维过程转换为英语思维过程的训练。

答案解析:

本题考查的是写作技能教学,材料给出的是学生写的一篇文章,结合这篇文章分析学生的问题、并且结合理论和实践给学生提出帮助提升写作技能的意见。

六、教学设计题

语言素材:

      In some countries in western Europe, such as France, Spain and Britain, the countryside is changing.

      Life has become difficult for many villages, and some disappearing. There are a number of reasons for this. Firstly, young people from villages usually want to live somewhere livelier and they often move to the towns and do not return. Secondly, people move to the cities to find work, as there are often very few jobs in the countryside. Sometimes villages remain because people from the cities have bought a “second home” in the village, where they come and stay at weekends. The prices of houses go up and people from the area cannot afford to buy a house there. Another problems is that it is becoming more and more difficult for farmers to make money from the farms. So they sell their land and find another job.

      All these things mean that many villages in western Europe are fighting to survive. We can only hope that they will remain. The countryside would be a sadder and uglier place without them.

35、设计任务:根据下面的学生信息和语言素材,设计20min的英语读写方案。该方案没有固定格式,但须包含下列要点:teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justification教学时间:20分钟学生概况:某城镇普通高中一年级(一学期)学生,班级人数为40人,多数已达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。

正确答案:

Teaching Contents:

This class is about the problem that some villages are disappearing in western countryside.

Teaching Objectives:

Knowledge objectives

Students can get the main idea of the passage through reading by themselves.

Students can learn some backgrounds that some western villages are disappearing and list the reasons men­tioned in the passage.

Ability objectives

By reading the passage, students’ reading ability of skimming and scanning can be improved.

By writing a short composition about the changes in their own hometown in the countryside, students ’ writing skills can be enhanced.

Emotional objective

Through group work and discussion, students can arouse the awareness of cooperation with others, and learn to enjoy their lives in their own hometown.

Teaching Key and Difficult Points:

Teaching key point

How to help students find the main idea about this passage and list the reasons by cooperation.

Teaching difficult point

How to help students train their reading ability and writing skill, and use this topic in their daily life.

Step 1 Pre-reading (4 minutes)

The teacher will play a VCR about some people who come from village and now work in cities. After that, ask students to discuss two questions:

Why do they want to find jobs in cities even if they face a lot of problems?

Why do some of them want to return to hometown?

(Justification: VCR can give students a more intuitive feeling. Through watching VCR, they can know what they will learn in this class and their curiosity will be stimulated.)

Step 2 While-reading (8 minutes)

Skimming:

The teacher will ask students to read the whole passage quickly to get the main idea, then ask someone to share it with the whole class.

Scanning:

The teacher will ask students to read the text again and underline the ordinal numeral. Then divide them into some groups to discuss the following questions and ask them not only to read the text but also to imagine:

Why do some of them want to find jobs in cities?

Why do some of them want to return home?

If you are one of the members in these villages, what’s your choice?

After discussion, ask them to fill in the table on the screen.

​​​​​​​(Justification: Skimming can help students have a basic understanding of the passage. The discussion can not only cultivate their cooperation sense but also stimulate their imagination. Besides, filling in the table can help stu­dents understand the passage better.)

Step 3 Post-reading (8 minutes)

Retelling:

In this step, the teacher will invite two of them to narrate the passage in his or her own words standing on the platform.

(Justification: Standing on the platform can give them much more confidence in expressing them. Narrating in their own words can train their conclusion ability and deepen their impression of the content of this class.)

Writing:

In this step, the teacher will ask students to put the ideas together to write a short composition about the changes in their own hometown in the countryside according to the outline of this passage and the above discussion. Then stu­dents will exchange their compositions to check carefully the vocabulary, grammar and punctuation.

(Justification: It can practice students’ writing skills, let students know their merits and shortcomings and en­courage them to learn useful expressions from others.)

答案解析:

本题考查教学设计,结合高中的一篇讲解西欧乡村变化的文章,设计20分钟的读写方案。

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