2014年下半年高中《英语学科知识》教师资格证考试统考真题及答案
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
2014年下半年高中《英语学科知识》教师资格证考试统考真题及答案
D
purpose,might arise.
A.ambiguous structure
B.contradictory proposition
C.mutual understanding
D.conversational implicature
10.Indian English is a_
variety of the English language.
A.social
B.regional
C.historic
D.Situa tional
11.In teaching pronunciation,the teach er should tell the students that_can be used to convey more importan t messages.
A.rhyme
B.stress
C.devoicing
D.Rhythm
12.When a teacher asks students to discuss how the writerˊ
s ideas are organized in the text,h e/she intends to develop studentsˊskill of_.
13.Which of the following focus(es)on
accuracy in teaching grammar?
A.simulation
B.substitution drills
C.role play
D.Discussion
14.When a teacher says
“Next,please pay attention to the t ime of arrival and departure of the planes in the recording.”,he/
she intends to develop students'
skill of_.
A.predicting
B.getting the general pi cture
C.distinguishing sounds
D.getting spec ific information
15.If a teacher asks students to li st as many ways as they can to te ll someone to open the door and li st the possible functions of a sent ence in different contexts.he/
she is probably trying to highlight _.
16.The teacher would use_
to help students communicate in teac hing speaking.
A.substitution drills
B.group discussi on
C.listening and acting
D.reading alou d
17._
assessment is used to measure how t he performance of a particular stude nt or group of students compares wi th that of another.
A.Criterion-referenced
B.Norm-referenced
C.Formative
D.Summative
18.Which of the following teacher'
s instruction could serve the purpos e of eliciting ideas?
A.Shall we move on?
B.Read after me,e veryone
C.What can you see in this picture
D.What does the world“quickly”mean?
19.Which of the following is an exa mple of teachers'
indirect corrective feedback?
A.Say“went”instead of“go”
B.We never use“at”that way
C.Choice A is not the right answer
D.Who can help him with this sent ence?
20.Total Physical Response as a TEFL method is more often used for tea ching_.
A.children
B.adults
C.ESP course
D.GE course
请阅读passage1,完成第21~25小题
Passage 1
Unless you spend much time sitting
in a college classroom or browsing through certain areas of the Interne t,it'
s possible that you had not heard of trigger warnings until a few wee ks ago,when they made an appearance in the Times.The newspaper explaine
d that th
e term refers to preemptiv
e alters,issued by a professor or a n class might be sufficiently graphi c to spark symptoms o
f post-traumati c-stress disorder.
The term seems to have originated i n online feminist forums,where trigge r warnings have for some years been used to flag discussion of rape o r other sexual violence.The Times pi ece,which was skeptically titled “warnings are moving from the onlin e fringes to the classroom,and might be more broadly applied to highlig ht in advance the distress or offen se that a work of literature might cause.“Huckleberry Finn”
would come with a warning for those
who have experienced racism;The Mer chant of Venice would have an anti-Semitism warning attached.The call fr om students for trigger warnings was spreading on campuses such as Ober lin,where a proposal was drafted tha t would advise professors to
“be aware of racism,classism,sexism,a nd other issues of privilege and op pression”
in devising their syllabi;and Rutgers ,where a student argued in the camp us newspaper that trigger warnings w ould contribute to preserving the cl assroom as a“safe space”for students. Online discussion of trigger warnings has sometimes been guardedly sympat hetic,sometimes critical.Jessica Valent i has noted on The Nation'
s website that potential triggers fo r trauma are so manifold as to be beyond the possibility of catalogui
ng:
“There is no triggers for warning for living your life.”
Some have suggested that a professor '
s ability to teach would be comprom ised should it become commonplace fo r“The Great Gatsby”
to hear a trigger warning alerting readers to the disgusting characters and incidents within its pages.Othe rs have worried that trigger-warning advocates,in seeking to protect the vulnerable,run the risk of disempow ering them instead,
“Bending the world to accommodate o ur personal frailties does not help us overcome them”,Jenny Jarvie wro te on The New Republic'
s online site.
Jarvie'
s piece,like many others on the sub
ject,cited the University of Californ ia,Santa Barbara,as a campus where c hampions of trigger warnings have ma de significant progress.Earlier this year,students at U.C.S.B.agreed upon a resolution recommending that such warnings be issued in instances wher e classroom materials might touch up on
“rape,sexual assault,abuse,self-injurio us behavior,suicide,and graphic violen ce”.The resolution was brought by a literature student who said that,as a past victim of sexual violence,s he had been shocked when a teacher showed a movie in class which dep icted rape,without giving advance not ice of the content.The student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.
The trigger-warning debate may,by com
parison,seem hard to understand;but e xpress a large cultural preoccupation with achieving safety,and a fear o f living in its absence.The hope th at safety might be found,as in a t herapist'
s office,in a classroom where litera ture is being taught is in direct contradiction to one purpose of lite rature,which is to give expression t hrough art to difficult and difficul t and uncomfortable ideas,and thereby to enlarge safe space,nor,probably,s hould it be.But it'
s difficult to fault those who hope that it might be,when the outside world constantly proves itself perv asively hostile,as well as,on occasio n,horrifically violent.
21.Which of the following groups of people are most in favor of “trigger warning”?
A.Students
B.Reporters
C.Feminists
D.P rofessors
22.Which of the following might be
a possible change to be brought abo ut by trigger warning to literature teaching?
A.Teachers will abandon materials rel ated to racism,sexism,violence,etc.
B.Teachers will ignore students'
s requests for a“safe space”
in designing their syllabi.
C.Teachers will give students advance notice of the content that is lik ely to distress or offend them.
D.Teachers will allow students to ex press different and uncomfortable ide as to enlarge their experience.
23.What does the author mean by “compromised”in PARAGRAPH 3?
A.Questioned
B.Improved
C.Challenged D
.Weakened
24.What does“them”
in PARAGRAPH 3 refer to?
A.Risks
B.Frailties
C.Traumas
D.Possib ilities
25.Which of the following can be th
e negative impact that trigger warni ng exerts on literature teaching acc ording to the writer?
A.It may highlight the purpose of l iterature teaching.
B.It may expose students to the dar k side of the world.
C.It may deprive students of their intellectual growth.
D.It may cause students to experienc e a post-traumatic-stress disorder.
请阅读passage 2,完成26~30小题。
Passage 2
The medical community owes economists a great deal.Amartya Sen won a No bel Prize for Economic Sciences in 1998.He has spent his entire career promulgating ideas of justice and freedom,with health rarely out of hi s gaze.Joseph Stiglitz won a Noble in 2001.In 1998,when he was chief e conomist at the(then)notoriously regre ssive World Bank,he famously challeng ed the Washington Consensus.And Jeff Sachs,a controversial figure to som e critics,can fairly lay claim to t he enormous achievement of putting h ealth at the center of the Millenni um Development Goals.His
“Commission on Macroeconomics and He alth”
was a landmark report,providing expli cit evidence to explain why attackin
g disease was sbsolutely necessary i f poverty was to be eradicated.And I must offer my own personal gratit ude to a very special group of eco nomists-Larry Summers,Dean Jamison,Kenn eth Arrow,David Evans,and Special Gup ta.They were the economic team that drove the work of Global Health 2 035.
But although we might be kind to e conomists,perhaps we should be toughe r on the discipline of economics te xtbook,and you will see the priority given to markets and efficiency,pri ce and utility,profit and competition .These words have chilling effects o n our quest for better health.They seem to marginalize those qualities of our lives that we value most of all–
not our self-interest,but out humanit y;not the costs and benefits of mon
etary exchange,but vision and ideals that guide our decisions.It was th ese issues that were addressed at l ast week'
s Global Health Lab,held at London School of Hygiene&Tropical Medicine. Anne Mills,Vice-Director of the schoo l,fervently argued the case in favor of economists.It was they who cont ributed to understanding the idea of “best-buys”
in global health.It was economists w ho challenged user fees.And it was economists who made the connection b etween health and economic growth,pro viding one of the most compelling p olitical arguments for taking health seriously.Some economists might ador e markets,but not health economists,s he said.“Health care is different.”For her kind of economist,a health system is a
“social institution that embodies th at embodies the values of society”. Although competition has a part to play in health,it should be used ju diciously as a mechanism to improve the quality of care.Chris Whitty,Ch ief Scientific Adviser at the UK'
s Department for International Develo pments,expressed his contempt for tho se who profess indifference to econo mics.Economic is about the efficient allocation of scarce resources.Anyon e who backed the inefficient allocat ion of resources is
“immoral”.He did criticize economist s for their arrogance,though.Economist s seemed to believe their ideas sho uld be accepted simply because of t he authority they held as economists .Economics,he said,is only one scienc e among many that policy markers ha ve to take into account.But Clare C
handler.A medical anthropologist,took a different view.She asked,what has neoliberal economics ever done for g lobal health?Her answer,in one word,w as
“inequality”,Neoliberal economics fra mes the way we think and act.Her a rgument suggested that any economic philosophy that put a premium on fr ee trade,privatization,minimal governme nt,and reduced public spending on so cial and health sectors is a philos ophy bereft of human virtue.The disc ussion that followed,led by Martin M ckee,posed difficult questions.Why do economists treat their theories lik e religions?
Why are economists so silent on the ir own failures?
Can economics ever be apolitical?There were few satisfactory answers to these questions.
26.Which of the following best descr ibes the author'
s attitude toward economists?
A.Contempt
B.Reservation
C.Detachment
D.Endorsement
27.Who holds a critical view on eco nomists role in medical field accord ing to the passage?
A.Amartya Sen.
B.Jeff Sachs
rry Su mmers
D.Clare Chandler
28.Which of the following is closest in meaning to“discipline”
in PARAGRPH 2?
A.Subject
B.Lesson
C.Punishment
D.Regu lation
29.Which of the following is NOT us ed in the author'
s presentation of his ideas?
A.Thesis statement
B.Rhetorical questi ons
C.Specific examples
D.Direct quotation
30.What does the author intend to t ell the reader?
A.There is still a long way to go for economists to genuinely contrib ute to global health.
B.Economists'
role in global health is,to a large extent,negative.
C.Economists increased the inequality of resource allocations in global health.
D.Economics is only one science amon g many that policy makers have to take into account in providing healt h care programs.
二、简答题(本大题1小题,20分)
根据题目要求完成下列任务,用中文作答。
31.课堂提问的作用是什么?(8分)封闭性问
题与开放性问题各自有什么特点?(12分)31.【答案】(一)课堂提问的作用(8分,每点2分)
(1)引起学生的注意,学生注意力不集中时,教师进行提问,往往可以唤回学生的注意力,让学生重新回归课堂教学。
(2)巩固课堂教学。
教师在课堂教学中以一组问题前后相连的形式,不断启发、追问、质疑、概括、小结,那么学生就会比较全面、系统、牢固地掌握知识和技能。
(3)获取反馈信息。
学生在答问时反映出的思维受阻、歧义、谬误、遗漏等一些现象,较之凭借作业、测试等方式,能更及时、更清晰地展现在教师的面前,让教师能及时通过提示、点拨、启发,或者反问、加问、追问,甚至调整策略,改换话题,另辟蹊径,达到合理引导学生思维的目的。
(4)加强师生之间沟通与交流。
教师提问,同学讨论,学生回答,是一种交流。
课堂提问不仅可以提高学生的表达能力,培养他们的团队精神,更可以促师生感情融洽,从而更好地推动教学。
(二)封闭性问题和开放性问题的特点(12分)A.封闭性问题特点:(6分,每点2分)
(1)从问题答案的角度:封闭性问题有固定答案,且答案唯一。
(2)从锻炼学生能力的角度:强化巩固课堂所学,记忆必须死记硬背的知识。
(3)从课堂教学的角度:提高课堂提问的有效性方面发挥了重要作用。
B.开放性问题特点:(6分,每点2分)
(1)从问题的答案来看:答案不是唯一的,是多种多样的。
(2)从锻炼学生能力的角度:培养学生的发散思维,促进学生创新能力的提高。
(3)从课堂教学的角度:创设一个比较宽松、自由的问题情境,学生充分发挥自己的聪明才智,通过不同角度的探索,自己去获取新知识,巩固原有的知识。
三、教学情境分析题(本大题1小题,30分)根据题目要求完成下列任务,用中文作答。
32.下面是某教授的课堂教学片断:T:…Now,let'
s make our own wishes with
“if only”.But please don'
t forget to give a description,even though it'
s very brief,of situation,the context ,where you make the wish with one or two sentences…how about Liz? Liz:Now it's So'
clock,and there is a traffic jam on the express way.The hotel will can cel our room at 6 0'
clock if we do nor get to the hot el.Then,I'
ll say:oh,I wish if only I didn'
t go on the journey.
T:Listen,Liz.You see,once you use
“I wish”,you don't need to use “if only”,Just use either one. Liz:Yes.
T;So will you try again?Just the wi sh.
Liz;If only I didn'
t go on the journey.
T;To make it better,you can say
“if only hadn'
t gone on this journey”,because you are already on the way.Go on,pleas e.
请根据所给材料,分析该教师的教学目的和教学过程,评价其教学行为和反馈方式。
32.【答案】(一)分析教学目的和教学过程(1)教学目的:(9分)
知识目标:学生掌握由“If only”引导的虚拟语气的用法。
技能目标:提高学生的英语造句能力,、语法运用以及英语表达能力。
情感目标:学生可以正确认识自己的错误并且改正错误,养成良好的意志品质。
(2)教学过程:(5分)
该教学情境属于语法教学中的环节。
教师采用让学生创设语境进行造句的方法对所学的
If only引导的虚拟语气的用法进行巩固。
教学过程中师生对话,既学习了语法又锻炼了口语表达能力。
(二)评价教学行为和反馈方式(16分)
优:(1)及时评价,帮助学生纠正语法错误。
做到语法训练的准确性。
(2)语法巩固练习设置要求学生结合具体语境造句,可以锻炼学生在自己所创设的语境中应用英语,锻炼了综合语言运用能力。
(3)教学素材的使用贴近学生生活,如:make our own wishes就可以让学生有话可说,体现了英语教学的实践性,真正体现了素质教学的理念。
(4)该教学片断属于语法教学中的巩固环节,因此,体现了语言教学的渐进性、持续性。
缺:(1)语法巩固练习形式略显单一枯燥,该教师仅采用了让学生造句的练习方法。
(2)反馈过程缺少对学生的鼓励,会打击学生学习的积极性。
学生回答问题之后,没有鼓励学生,而是直接
“Listen,Liz.You see,once you use…”(3)反馈的方式过于直接,可以采用引导的方式,让学生自己发现自己的语法错误并进行改正,达到印象深刻的目的。
该教师在教学过程中总是直接指出学生的错误。
(4)教师没有充分预料到学生的出错点,做到提前纠错。
如在让学生造句之前,应该区别if only和wish在虚拟语气句子
中的用法。
这样在学生造句过程中就不会出现Liz的问题了。
四、教学设计题(本大题1小题,40分)
根据提供的信息和语言素材设计教学方案,用英文作答。
33.设计任务:请阅读下面学生信息和语言素材,设计一节语言读写课教学方案。
教案没有固定格式,但须包含下列要点:
-teaching objectives
-teaching contents
-key and difficult points
-major steps and time allocation
-activities and justifications
教学时间;45分钟
学生概况:某城镇普通中学高中一年级第二学期学生,班级人数40人,多数学生已经达到《普通高中英语课程标准(试验)》五级水平,学生课堂参与积极性一般。
Town Twinning
How are Oxford in the UK and Greno ble in France similar?Well,they are
both medium-sized towns of between 1 00,000 and 200,000 inhabitants.They b oth have universities and industries. Tourism is important to both of the m,and they are both close to some of the most beautiful countryside in the region.But they share something else,they have a town twinning agr eement.
Town twinning is not a new idea,but it has become more popular in rec ent years because it'
s now easier to find out about and visit other countries and towns.It's an agreement between towns or cit ies of similar size and age,and whi ch have similar features such as to urism,industry,culture and entertainmen t.
Town twinning agreements encourage pe ople from the two towns to visit e ach other.There are visits and excha
nges between schools,theater groups a nd sports teams.Visitors from the fo reign town usually stay in the priv ate homes of the town they are vis iting.There id usually a big party for the visitors.
Town twinning agreements are perhaps most useful for students and peopl e who want to practice speaking ano ther language.This is because living with a foreign family for one or two weeks means that you have to speak their language,and a result you improve fast.
33.【答案】Topic:Town Twinning Teaching contents:Oxford and Grenoble are town twinning.They have some s imilarities.Town twinning agreements a re useful and helpful for people to visit and exchange between cities of different countries.
Class Type:Reading and speaking class
,1 period
Knowledge aims:
1.The students will be able to unde rstand the main idea and some detai ls of the passage.
2.The students will be able to say something about Town Twinning. Ability aims:
1.The students will be able to use reading methods such as skimming,sc anning and careful reading during th e process of understanding of the p assage.
2.Students can improve the abilities of reading and speaking.
Emotional aims:
1.Students can get more interested i n English culture.
2.Students can improve the spirit of friendship and exchanges,and build up the sense of global cooperation. Teaching Key Points:
Understand some knowledge about Town Twinning and retell the passage. Teaching Difficult Points:
How to make students understand some knowledge about Town Twinning and retell the passage?
Teaching Aids:multi-media
Teaching Procedures:
Step 1 Warming up and lead-in(5 min)
1.Greeting
2.Lead in the topic by playing a v ideo about Beijing city and New Yor
k are town twinning and ask student
s to have a free talk:
(1)What is the relationship between Beijing and New York?
(2)Why can the cities become town t winning、
(Justification:Attract students'
s interests to learn this lesson an
d lead to th
e main idea o
f the te xt.)
Step 2:Pre-reading(7 min)
mon sense on town twining.
2.Ask students to give examples of town twining cities.
3.Play the video about Oxford and G renoble are town twining.While enjoyi ng the video,students think over the following question:”
What are the similarities between th e two cities?”
(Justification:Focus students'
s attention on the main topic of t he reading prehending the new words can help students to unde rstand the passage easily.It prepares students to understand the topic a nd provides them with the opportunit y to connect some aspects of the t opic to their knowledge.)
Step 3:While-reading(18 min)
Fast reading.
Ask students to read the passage qu
ickly and then conclude the main id ea of each paragraph.
Main idea:
Paragraph 1—introduction—
the similarities between the two cit ies
Paragraph 2—
definition of town twining
Paragraph 3—
contents of town twining agreements Paragraph 4—
functions of town twining agreements (Justification:Train the students'reading ability of scanning for the general information of the passage. The questions,which are closely relat ed to the main points of the passa ge,help the students grasp its main idea.)
Careful reading
1.Ask the students to read the pass age carefully and decide whether the
statements are true or false and explain why.
(1)Both size and population in Oxfor
d and Grenobl
e are similar.
(2)Oxford University is famous in th
e world;However,there is no universit y in Grenoble.
(3)Town twinning is a new idea in modern times.
(4)Town twining agreements encourage people to visit and exchange in cul ture and education.
(5)Town twining agreements are useful for foreign language learning.
2.Ask students to work in group and have a competition to answer the following questions:
(1)
what are the similarities between Ox ford and Grenoble?
(2)
Why are the idea of town twinning
popular nowadays?
(3)
What is the definition of town twin ing agreements?
(4)
What activities do the agreements ta ke to encourage people from the two towns to visit each other?
(5)
Why are the town twining agreements useful for students and people who want to learn a language?
3.Listening practice
Play the tape and ask students to read the passage after the tape and pay attention to the pronunciation of the words and sentences. (Justification:In this part,I use the task-based teaching method to arous e the enthusiasm of students and to train their analyzing and summarizi ng ability.In the process of answeri
ng the questions,students’
reading skills for the detailed info rmation are improved and it will he lp students understand the passage l ogically.The listening practice helps student consolidate their understand ing of the text.)
Step 4:Post-reading(10min)
Get students retell the passage acco rding to the outline and key words on PPT.Ask students to retell betw een partners first,then ask two stud ents to retell before class.
Outline of the text:
Paragraph 1-introduction the similarit ies between the two cities. Paragraph 2-definition of town twinin g
Paragraph 3-contents of town agreemen ts
Paragraph 4-functions of town twining agreements
Oxford in the UK and Grenoble in F rance are similar in the following three aspects:...medium-size...universit y...tourism...popular...because...encoura ge...There are visits and exchanges.. .Visitors...stay in...a big eful...because...
(Justification:The activity of retelli ng the text is carried out under c ertain situation can activate the at mosphere of the class and arouse st udents’
interest at the same time.It helps students strengthen what they have l earned during this lesson.)
Step 5:Summary and Homework:(5min) Summary:Ask one students to act as an assistant teacher to guide others to summarize what they have learne d in this class.And then give a co nclusion about this lesson.
1.Listen to the tape and read the text aloud.
2.Ask students to search for more i nformation the Internet and write a short passage about Beijing’
s town twinning city.
(Justification:Homework is so importan t and necessary for students to mas ter the knowledge they have learned
in class.It will check whether the students achieve the teaching aims. Class Reflection:
Blackboard Design:
Outline of the text:
Paragraph 1-introduction
Paragraph 2-definition
Paragraph 3-contents
Paragraph 4-functions
Key words:
Oxford in the UK and Grenoble in F rance are similar in the following
three aspects:...medium-size...universit y...tourism...popular...because...encoura ge...There are visits and exchanges.. .Visitors...stay in...a big eful...because...
1.【答案】C。
解析:本题考查音系学规则。
Have to在发音过程中出现了同化现象。
2.【答案】A。
解析:`Come to`see us at`our new`apartment.
3.【答案】B。
解析:本题考查名词词义辨析。
Meat是“肉,肉类”,staff是“工作人员”,dish是“碟子,盘子”。
根据题中的roast,prime rib,pie,yoghurt,drinks可知stuff“东西”正确。
4.【答案】D。
解析:本题考查形容词辨析。
分析句子可知答案应该是与shy(害羞的)和unsociable(不爱交际的)意思相反的词。
因此
选gregarious(社交的、合群)。
5.【答案】B。
解析:本题考查固定搭配。
Kinship care意思是“寄养,亲属抚养”。
6.【答案】A。
解析:本题考查倒装。
Nor是否定词,因此句子需要倒装。
故选A。
7._本题考查虚拟语气,是对将来的虚拟,句意为“她现在不想立即工作,因为她觉得如果她要是工作的话,(将来)可能就不能经常去探访朋友了。
”故选B。
8.【答案】A。
解析:本题考查英语中带有小数点的数字的读法。
小数点之后的数字要一个一个读出来,之前的按照正常的顺序来读。
例如15.67的读法为:fifteen point six seven.
10.【答案】B。
解析:印度英语属于regional English.
9.【答案】D。
解析:本题考查会话原则知识。
11.【答案】B。
解析:本题考查英语语音教学。
英语中的重音可以用来表示强调。
12.【答案】A。
解析:本题考查英语阅读教学。
教师让同学讨论作者的观点是如何被组织起来的,为的是让学生认文章结构。
13.【答案】B。
解析:本题考查英语语法教学。
其中替换练习(Substitution drills)强调了准确性。
14.【答案】D。
解析:本题考查英语听力教学。
题目中教师让学生注意听力中“飞机抵达和出发的时间”是为了getting specific information,也就是得到“时间”信息。
15.【答案】C。
16.【答案】B。
解析:本题考查英语口语教学。
为了帮助学生在口语课堂上相互交流,教师可以采取小组讨论的形式来进行课堂活动。
17.【答案】C。
解析:本题考查教学评价相关知
识。
其中形成性教学评价是指“对学生日常学习过程中的表现、所取得的成绩以及所反映的情感、态度、策略等方面的发展”做出评价。
其目的是“激励学生学习,帮助学生有效调控自己的学习过程,使学生获得成就感,增强自信心,培养合作精神”。
18.【答案】C。
解析:在英语教学中恰当的运用教学手段可以激励学生学习动力。
C项的提问比较开放,且有助于全体学生积极的参与进去,相对于其他三项,C项的回答也比较开放的,能够激起学生的学习兴趣。
19.【答案】D。
解析:本题考查教学反馈相关知识。
ABC三项都属于直接反馈,只有D项是属于间接反馈。
20.【答案】A。
解析:全身反应法主要是对于初学者应用比较多。
故选children.
21.【答案】A。
解析:细节题。
文中提到的trigger warning主要讲到对学生的影响。
22.【答案】C。
解析:细节题。
根据文中的
where a student argued in the campu s newspaper that trigger warnings wo uld contribute to preserving the cla ssroom as a“safe space”for students.
可知C正确。
23.【答案】D。
解析:词义推断题。
Compromised
的意思是妥协的,也就是被削弱的意思,故选Weakened。
24..【答案】B。
解析:内容推断题。
them在文中指的是我们个人人性的弱点。
25..【答案】D。
解析:细节推断题。
根据文中
的第一段的最后一句以及通篇的观点阐述,可知D正确。
26.【答案】C。
解析:态度题。
作者对经济学家
的态度是比较客观的。
27.【答案】B。
解析:细节题。
答案在第一段第
5行。
28.【答案】A。
解析:推断题。
Discipline在此处指的是一门学科。
故而选择subject.
29.【答案】A。
解析:细节题。
A项并不是作者阐述自己观点的方式。
30.【答案】A。
解析:主旨大意题。
根据文章最后一段的“There were few satisfactory answers to these questions.”可知A正确。