A general model for classroom instruction of new lesson

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Hans Vermeer “功能理论”与“目的论”

关于功能翻译理论20世纪70年代至80年代，德国的卡塔琳娜·莱思(K．Reiss)、汉斯·弗米尔(H．J．Vermeer)、贾斯特·霍斯一曼特瑞(J．H．Manttari)以及克里丝汀·诺德(C．Nord)等学者提出的“功能翻译理论”为翻译理论研究开辟了一个新视角。

此理论的核心是翻译目的／译文功能，因此本文将借用此理论来解释编译现象。

功能翻译理论的主要理论包括莱思提出的文本类型与翻译策略论、霍斯-曼特瑞的翻译行动论、弗米尔的目的论，以及诺德的翻译为本语篇分析理论。

以下概述后三种论说，即翻译行动论、目的论及以翻译为本的语篇分析理论。

翻译行动论(theory of translational action)是霍斯-曼特瑞于80年代提出来的(Munday 2001：77)。

该理论把翻译视为实现信息的跨文化、跨语言转换而设计的复杂行动。

这种行动所涉及的参与者有：行动的发起者(the initiator)、委托者(the commissioner)、原文产生者(the ST producer)、译文产生者(the TT producer)、译文使用者(the TT user)及译文接受者(the TT receiver)。

翻译理论好比环环相扣的链条，每一个环节参与者都有自己的目的，并关联到下一环节。

翻译行动论强调译文在译语文化中的交际功能。

因此，译文的形式并非照搬原文模式，而是取决于其是否在译语文化中合理地为其功能服务。

目的论(Skopos Theory)是弗米尔于20世纪70年代提出来的。

(Munday 2001：78—79)。

Skopos是希腊语，意指“目的”，其主要概念是，所有翻译遵循的首要规则就是“目的规则”，翻译目的决定翻译策略与具体的翻译方法。

弗米尔认为，翻译的结果是译文，但译者必须清楚地了解翻译的目的与译文功能，才能做好翻译工作，产生出理想的译作。

后来莱思与弗米尔在合著的《翻译的理论基础》(Groundwork for a General Theory of Translation 1984)一书中，指出了目的论的具体准则(Munday 2001：78—79)：(1)译文(TT)决定于其目的(determined by its skopos)；(2)译文为目标语文化社会提供信息，其关注点是把源语语言文化信息转换为目标语语言文化信息；(3)译文不提供模棱两可的信息；(4)译文必须能自圆其说(internally coherent)；(5)译文不得与原文相悖(coherent with the ST)；(6)上述所列五条准则的顺序表明其重要性的先后顺序，而所有准则都受目的论之支配。

教师资格考试高级中学学科知识与教学能力英语试题及答案指导

教师资格考试高级中学英语学科知识与教学能力复习试题及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、In the teaching of English grammar, which of the following is NOT appropriate as a focus for high school students?A. Teaching the formation of passive voice.B. Providing extensive exercises on irregular verbs.C. Introducing the subjunctive mood.D. Encouraging students to recognize and use idiomatic expressions in context.Answer: B解析: 高中英语语法教学的重点应更多地放在形成被动语态、引入情态动词以及让学生在语境中识别和使用惯用表达等方面。

大量练习不规则动词虽然重要，但却不适合作为高中的重点。

2、Which of the following strategies is most effective in promoting critical thinking in the English class?A. Encouraging students to memorize vocabulary lists.B. Facilitating discussions where students analyze and evaluate different viewpoints.C. Providing pre-digested information through lectures.D. Asking students to follow set instructions without question.Answer: B解析: 促进批判性思维的有效策略是在课堂上引导学生分析和评估不同的观点。

教师资格考试高中英语学科知识与教学能力2025年自测试题及解答参考

2025年教师资格考试高中英语学科知识与教学能力自测试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、In the following sentence, which word is an auxiliary verb?A. CanB. TheC. HappyD. On答案：A解析：在给出的选项中，“Can” 是一个助动词，用来帮助构成疑问句和否定句。

其他选项“The” 是定冠词，“Happy” 是形容词，“On” 是介词。

2、Which of the following phrases is an example of a gerund?A. To runB. RunningC. RanD. Runned答案：B解析：在给出的选项中，“Running” 是动名词，它是一个表示动作的名词形式，可以用作主语、宾语或表语。

其他选项“To run” 是不定式，“Ran” 是动词的过去式，“Runned” 是错误的拼写。

3、The sentence “The novel is gripping and I just can’t put it down.” can best be described as:A) grammatically incorrectB) ambiguousC) redundantD) colloquialAnswer: D) colloquialExplanation: The sentence uses a colloquial expression, “put it down,” which is common in casual conversation and not typically found in formal writing. The sentence is grammatically correct, not ambiguous, and not redundant.4、Which of the following teaching strategies is most effective for engaging students in a lively discussion about a historical event?A)Providing a list of facts about the event and asking students to memorize themB)Presenting a lecture on the event and encouraging questions after the presentationC)Distributing a set of primary source documents related to the event and guidingstudents through a discussion based on the documentsD)Showing a documentary about the event and asking students to write a summary ofthe main pointsAnswer: C) Distributing a set of primary source documents related to the event and guiding students through a discussion based on the documentsExplanation: Distributing primary source documents and guiding students through a discussion allows them to engage with the material directly, fostering critical thinking and active learning. This strategy is more effective than rotememorization, passive listening, or passive viewing, as it encourages interaction and analysis.5、In the following sentence, which word is a demonstrative pronoun?A. This is my book.B. The book is mine.C. I have a book on the desk.D. My book is on the table.Answer: A. This is my book.Explanation: The demonstrative pronoun is “this,” which is used to point out specific objects that are near the speaker or the listener. In this sentence, “this” is used to point to the book that belongs to the speaker.6、Which of the following phrases correctly uses the past continuous tense to describe an action that was happening at a specific time in the past?A. He was walking to the store.B. He walked to the store.C. He had walked to the store.D. He will walk to the store.Answer: A. He was walking to the store.Explanation: The past continuous tense is used to describe an action that was happening at a specific time in the past. In this case, “He was walking to the store” indicates that the action of walking was ongoing at a particular moment in the past. The other options either describe a simple past action, a pastperfect action, or a future action.7、Which of the following is NOT a common approach to teaching vocabulary in high school English classes?A) Contextualized learningB) Memorization of word listsC) Use of visual aidsD) Word formation analysisAnswer: BExplanation: In high school English classes, vocabulary teaching often emphasizes meaningful and context-based learning rather than rote memorization. Contextualized learning (A), use of visual aids (C), and word formation analysis (D) are all common and effective strategies for teaching vocabulary. Memorization of word lists (B), while it may have a place in language learning, is not typically the primary or most effective approach in high school English classes, where the focus is on deeper understanding and application of language.8、Which teaching method encourages students to actively engage in the learning process, making connections between new information and their prior knowledge?A) Direct instructionB) Inquiry-based learningC) Cooperative learningD) Reciprocal teachingAnswer: BExplanation: Inquiry-based learning (B) is a teaching method that encourages students to actively explore and investigate a topic or issue, making connections between new information and their prior knowledge. This approach fosters critical thinking, problem-solving, and creativity. Direct instruction (A) involves the teacher presenting information to students, with less emphasis on active engagement. Cooperative learning (C) focuses on students working together in groups to achieve a common goal, but it does not necessarily emphasize inquiry or making connections to prior knowledge. Reciprocal teaching (D) is a strategy used to improve reading comprehension, where students take on roles as teacher and learner, but it is not specifically focused on inquiry-based learning.9、Which of the following sentences correctly uses the subjunctive mood to express a hypothetical situation?A. If I was you, I would accept the offer.B. If I were you, I would accept the offer.C. If I am you, I would accept the offer.D. If I will be you, I would accept the offer.Answer: BExplanation: The correct form for expressing a hypothetical situation in the present or future using the subjunctive mood is “If I were you,” not “If I was you,” “If I am you,” or “If I will be you.” The subjunctive “were”is used here to indicate a condition that is contrary to fact or that expressesa hypothetical or desired state.10、In the context of teaching vocabulary, which method encourages students to discover meanings on their own and fosters deeper learning through active engagement?A. Direct instruction, where the teacher provides definitions.B. Rote memorization, where students repeat words until they remember them.C. Incidental learning, where students learn words through reading and context.D. Decontextualized drills, where students practice words without any context.Answer: CExplanation: Incidental learning, or learning through reading and context, allows students to infer the meanings of new words as they encounter them within a text. This method promotes independent learning and helps students to understand how words function in different contexts, leading to a more robust vocabulary acquisition compared to direct instruction, rote memorization, or decontextualized drills.11.Which of the following sentence structures is commonly used in high school English to emphasize the importance of the subject?A. Active voiceB. Passive voiceC. Inverted sentence structureD. Future perfect tenseAnswer: A. Active voiceExplanation: The active voice is often used in high school English to emphasize the importance of the subject and to make the sentence sound more direct and forceful. It is particularly useful in academic and formal writing.12.What is the main purpose of using a narrative structure in a high school English classroom?A. To provide a detailed explanation of a conceptB. To encourage critical thinking and analysisC. To engage students in storytelling and creative expressionD. To assess students’ understand ing of grammatical rulesAnswer: C. To engage students in storytelling and creative expression Explanation: A narrative structure, such as a story or a personal anecdote, is often used in high school English classrooms to engage students in storytelling and creative expression. This helps to make the learning experience more enjoyable and relatable, while also promoting critical thinking and analysis.13、Which of the following teaching methods is most suitable for developing students’ listening skills in a high school English class?A)Grammar-Translation MethodB)Communicative Language TeachingC)Audio-Lingual MethodD)Task-Based Language TeachingAnswer: CExplanation: The Audio-Lingual Method, also known as the Aural-Oral Approach, emphasizes listening and speaking skills through repetition and drills. It is particularly effective for developing listening comprehension, as students are exposed to a large amount of spoken language and are encouraged to imitate and repeat it. This method aligns well with the goal of improving listening skills in a high school English class.14、Which educational technology tool can be effectively used to differentiate instruction and cater to individual learning needs in a high school English classroom?A)WhiteboardB)TextbooksC)Online Learning PlatformsD)ChalkboardsAnswer: CExplanation: Online Learning Platforms, such as learning management systems (LMS) or educational websites, offer a wide range of resources and tools that can be tailored to individual students’ needs. Teachers can creat e personalized learning paths, assign differentiated tasks, and track student progress, all of which contribute to effective differentiation of instruction. In contrast, while whiteboards, textbooks, and chalkboards are all essential tools in the classroom, they do not offer the same level of flexibility and personalizationas online learning platforms.15、Which of the following sentences correctly uses the subjunctive mood to express a wish or a hypothetical situation?A) If I was richer, I would travel more.B) I wish I am taller.C) She suggested that he is more careful next time.D) It is essential that she be on time for the interview.E) If they were here yesterday, we would have seen them.Answer: D) It is essential that she be on time for the interview. Explanation: The subjunctive mood is used in clauses beginning with “it is important/necessary/essential/suggested” etc., followed by “that”. The correct form in these cases is “be” rather than “is”. Option D is the only one that correctly employs this usage of the subjunctive.16、Identify the type of clause in bold in the sentence below:“The students, although they had studied hard, did not pass the exam.”A) Independent ClauseB) Dependent Adverbial ClauseC) Relative ClauseD) Nominal ClauseE) None of the aboveAnswer: A) Independent ClauseExplanation: The clause “did not pass the exam” can stand alone as a completethought and does not depend on the rest of the sentence to convey its meaning. Therefore, it is an independent clause. However, it is worth noting that the entire sentence is complex because it contains an additional clause “a lthough they had studied hard,” which is a dependent adverbial clause modifying the independent clause. The question focuses on the bolded part, which remains an independent clause despite being part of a larger structure.17、The sentence “The book was lyi ng on the table for a week before I noticed it.” illustrates which aspect of English grammar?A. Verb tenseB. Word orderC. Subject-verb agreementD. Sentence structureAnswer: A. Verb tenseExplanation: The sentence shows the use of the past continuous tense (“was lying”) to describe an action that began in the past and continued up to a specific past time (“for a week before I noticed it”).18、In the following sentence, which word is a gerund?A. “Reading is the best way to improve your vocabulary.”B. “I enjoy to play soccer with my friends.”C. “The children were laughing loudly.”D. “He stopped to watch the movie.”Answer: A. “Reading is the best way to improve your vocabulary.”Explanation: A gerund is a verb form that acts as a noun. In option A, “Reading” is the gerund that serves as the subject of the sentence. Options B and D use infinitives (“to play” and “to watch”), while option C uses a present participle (“laughing”).19、Which of the following is NOT a characteristic of effective English classroom management?A. Clear rules and expectationsB. Frequent disruptions and distractionsC. Positive reinforcement for good behaviorD. Active student engagementAnswer: BExplanation: Effective classroom management in English language teaching involves setting clear rules and expectations (A), providing positive reinforcement for good behavior (C), and fostering active student engagement (D). Frequent disruptions and distractions (B) hinder learning and are not a characteristic of effective classroom management.20、Which teaching method encourages students to work in pairs or small groups to complete tasks and communicate their ideas?A. Direct instructionB. Cooperative learningC. AudiolingualismD. Silent wayAnswer: BExplanation: Cooperative learning (B) is a teaching method that involves students working in pairs or small groups to complete tasks and communicate their ideas. This approach promotes student interaction, collaboration, and communication skills. Direct instruction (A) typically involves the teacher delivering information to students. Audiolingualism (C) focuses on language learning through imitation and repetition of language structures. The Silent Way (D) is a method that emphasizes minimal teacher intervention and allows students to discover language rules through their own exploration.21、Which of the following is NOT a characteristic of an effective lesson plan?A) Clearly defined learning objectivesB) Flexible timing and activitiesC) Overly detailed instructions that leave no room for adjustmentD) Assessment methods aligned with the learning objectivesCorrect Answer: C) Overly detailed instructions that leave no room for adjustmentExplanation: An effective lesson plan should be detailed enough to guide the teacher through the lesson but flexible enough to allow for adjustments based on student needs and classroom dynamics. Overly detailed instructions can hindera teacher’s ability to adapt the le sson in real-time.22、In the context of teaching English as a second language, which methodemphasizes the use of the target language exclusively and often involves direct correction of errors?A) The Communicative ApproachB) The Grammar-Translation MethodC) The Direct MethodD) The Audio-Lingual MethodCorrect Answer: C) The Direct MethodExplanation: The Direct Method is characterized by teaching exclusively in the target language and focuses on direct association between words and objects or actions, often involving immediate correction of errors to reinforce correct usage. This contrasts with other approaches such as the Communicative Approach, which may allow more flexibility and less focus on error correction.23.In the following sentence, the word “elaborate” is used to describe:A. the simple design of the buildingB. the complex structure of the machineC. the straightforward explanation of the conceptD. the quick preparation of the projectAnswer: BExplanation: The word “elaborate” means to plan or make something with great care and detail. In this context, it suggests a complex structure, making option B the correct answer.24.Which of the following sentence structures is an example of a subordinateclause?A. The students went to the library because it was raining.B. The students are going to the library.C. It was raining, so the students went to the library.D. The library is a place where students study.Answer: AExplanation: A subordinate clause is a dependent clause that cannot stand alon e as a sentence and must be part of a main clause. In option A, “because it was raining” is a subordinate clause that explains the reason for the students going to the library.25、Which of the following teaching methods best encourages students’ critical thinking in English language teaching?A) Grammar Translation MethodB) Communicative Language TeachingC) Audio-Lingual MethodD) Direct MethodAnswer: BExplanation: The Communicative Language Teaching (CLT) method focuses on developing students’ ability to use language for real-life communication. It emphasizes meaning over form and encourages students to engage in authentic communication tasks that promote critical thinking, as they have to analyze, evaluate, and respond to various situations and viewpoints. The GrammarTranslation Method (A) focuses mainly on grammar and translation, limiting opportunities for critical thinking. The Audio-Lingual Method (C) emphasizes repetition and pattern drills, which may not directly foster critical thinking. The Direct Method (D), while promoting communication, may not explicitly encourage critical analysis of language use.26、When designing a lesson plan for teaching English literature to high school students, which of the following elements should be prioritized to enhance students’ understanding and appreciation of the text?A) Vocabulary buildingB) Grammar explanationsC) Textual analysis and discussionD) Memorization of key plot pointsAnswer: CExplanation: When teaching English literature to high school students, prioritizing textual analysis and discussion (C) is crucial for enhancing their understanding and appreciation of the text. This involves exploring themes, characters, symbolism, literary devices, and the author’s intent, which deepens students’ engag ement with the work and encourages critical thinking. Vocabulary building (A) and grammar explanations (B) are important linguistic aspects, but they should serve to support the overall comprehension and analysis of the literature, rather than being the primary focus. Memorization of key plot points (D), though necessary to some extent, is less effective in fostering anuanced understanding and appreciation of the text.27、Which of the following best describes the use of the Present Continuous tense in English?A)To describe actions that are happening at the moment of speaking.B)To describe habitual actions.C)To describe completed actions.D)To describe future intentions or plans.Answer: A) To describe actions that are happening at the moment of speaking.Explanation: The Present Continuous tense is primarily used to express actions that are occurring at the time of speech or around this time, even if not exactly at the moment of speaking. Options B and D can also be correct under certain contexts but are not the primary use, while option C is incorrect as completed actions are usually described using the Perfect tenses.28、In the context of teaching vocabulary, which activity would be most effective for helping students understand and remember idiomatic expressions?A)Memorizing the dictionary definitions of the idioms.B)Using the idioms in sentences that reflect real-life situations.C)Translating the idioms directly from English into the students’ native language.D)Focusing solely on the literal meaning of the idioms.Answer: B) Using the idioms in sentences that reflect real-life situations.Explanation: Understanding idiomatic expressions often requires more than just knowing the definition; it requires seeing them used in context. By using idioms in sentences that reflect real-life situations, students can better grasptheir meaning and learn how to apply them appropriately. Options A and C may help with initial understanding but do not facilitate practical usage, and option D is misleading since idioms rarely follow literal interpretations.29.In the following sentence, which word is used as a demonstrative pronoun?A. This is a wonderful book. (This)B. She will be here tomorrow. (She)C. We have three cats and two dogs. (We)D. The sun is shining brightly. (The)Answer: DExplanation: In this sentence, “The” is used as a demonstrative pronoun to refer to a specific object, in this case, the sun. The other options are articles or pronouns but not used as demonstrative pronouns.30.Which of the following sentences is an example of a simple sentence structure?A. She can play the guitar, sing, and dance well.B. Although it is raining, we will go out.C. If I win the lottery, I will travel the world.D. The students are working on their projects, the teachers are marking their exams, and the principal is in her office.Answer: AExplanation: A simple sentence structure consists of a single independent clause with a subject and a predicate. In option A, “She can play the guitar, sing,and dance well” is a simple sentence as it has one independent clause with a clear subject (“She”) and predicate (“can play, sing, and dance well”). The other options contain compound or complex sentences with more than one independent or dependent clause.二、简答题（20分）Sure, I can generate an example of a short-answer question for the “High School English Subject Knowledge and Teaching Ability Test” that would be suitable for assessing a teacher candidate’s understanding of English language teaching at the high school level. Here’s an example:Short Answer QuestionQuestion:Explain the importance of incorporating literature into the high school English curriculum. In your answer, include how literature can support language development, cultural literacy, and critical thinking skills among students.Answer:Incorporating literature into the high school English curriculum is essential for several key reasons. Firstly, literature serves as a rich source of language input, exposing students to a variety of vocabulary, sentence structures, and writing styles, which supports their language development. By reading texts that model correct grammar and usage, students can enhance their own written and spoken communication skills.Secondly, literature acts as a gateway to cultural literacy. Through exposure to different genres and periods of literature, students gain insight into the historical contexts and cultural values that have shaped societies. This fosters an appreciation for diversity and helps students develop empathy by understanding multiple perspectives.Lastly, literature is instrumental in developing critical thinking skills. Analyzing texts requires students to engage with complex ideas, themes, and character motivations, encouraging them to think deeply about the material and make connections between the text and the world around them. Literature also provides opportunities for discussion and debate, further honing students’ analytical and argumentative abilities.Explanation:This answer highlights the multifaceted benefits of literature in education, emphasizing its role in language acquisition, cultural awareness, and cognitive development. It addresses the holistic impact of literature on student growth, aligning with educational goals that seek to produce well-rounded individuals who are not only proficient in language but also culturally informed and analytically astute.三、教学情境分析题（30分）Teaching Scenario Analysis QuestionQuestion:As a high school English teacher, you are preparing a lesson on the theme of “Cultural Differences”. Your class consists of 20 students, with a diverse range of cultural backgrounds. You have decided to use a group discussion activity to engage your students in exploring the topic. However, during the activity, you notice that some students are struggling to participate actively due to language barriers and a lack of familiarity with the topic.Task:1.Analyze the teaching scenario and identify the challenges you might face.2.Propose strategies to address these challenges and ensure that all students are actively involved in the group discussion.Answer:1.Analysis of Teaching Scenario:The challenges in this teaching scenario include:•Language barriers for some students, which may hinder their ability to express themselves effectively.•Cultural differences that might make certain students feel uncomfortable or hesitant to share their perspectives.•Potential dominance of certain students, who may speak more confidently due to their language proficiency or cultural familiarity.2.Strategies to Address Challenges:nguage Support:•Assign a language helper to each group who can assist students with language difficulties.•Provide a list of key vocabulary and phrases related to cultural differences, which students can use during the discussion.•Encourage students to use simple, clear language and avoid complex sentence structures.b.Cultural Sensitivity:•Before the activity, introduce the concept of cultural differences and discuss how to respect and appreciate various cultures.•Create a safe and inclusive environment where students feel comfortable sharing their opinions without fear of judgment.•Assign topics that are neutral and do not favor any specific culture, allowing students to express their viewpoints without bias.c.Facilitator Role:•Actively participate in the discussion by asking questions, encouraging participation, and ensuring that all students have a chance to speak.•Monitor the discussion and intervene if necessary to address any dominance issues or language barriers.•Provide positive feedback and encouragement to all students, regardless of their level of participation.Explanation:By implementing these strategies, the teacher can address the challenges in the teaching scenario and ensure that all students are actively involved in the group discussion. Language support will help students express their thoughts more effectively, while cultural sensitivity will promote a respectful and inclusive environment. The teacher’s facilitation role willensure that the discussion remains balanced and engaging for all students.四、教学设计题（40分）Section IV: Teaching Design (40 points)Question 1 (40 points):Design a lesson plan for a 90-minute class session on Shakespeare’s play “Romeo and Juliet” aimed at high school students (grades 10-12). Your lesson should focus on developing students’ critical thinking skills through textual analysis and discussion. Include the following components:1.Learning Objectives: What do you expect your students to achieve by the end of this lesson?2.Materials Needed: List any necessary materials or resources.3.Introduction: How will you introduce the topic to engage the students?4.Development Activities: Describe activities that will help students meet the learning objectives.5.Assessment: How will you assess student understanding during and at the end of the lesson?6.Closure: How will you conclude the lesson?Answer and Analysis:1.Learning Objectives:•Students will analyze key passages from Act I of “Romeo and Juliet” to understand the themes of love and fate.•Students will demonstrate their ability to interpret dramatic text by participating in role-playing exercises.•Students will articulate their interpretations of the characters’ motivations and the play’s themes in written form.2.Materials Needed:•Copies of “Romeo and Juliet” (Act I)•Writing materials (pencils, paper, etc.)•Projector and screen (for displaying text and related videos)•Handouts with discussion questions•Access to supplementary material such as video clips or online resources3.Introduction:Begin the class by showing a short clip from a film adaptation of “Romeo and Juliet” focusing on scenes from Act I. Ask students to jot down their initial impressions and any questions they have about the characters or plot. Follow up with a brief introduction to Shakespeare’s life and the historical context of the play.4.Development Activities:•Guided Reading: Distribute copies of Act I and guide students through a close reading, highlighting key passages and discussing theirsignificance.•Group Work: Divide the class into small groups and assign each group a scene from Act I. Instruct them to discuss the scene, focusing on character development and thematic elements.。

2023年-2024年教师资格之中学英语学科知识与教学能力通关题库(附带答案)

2023年-2024年教师资格之中学英语学科知识与教学能力通关题库(附带答案)单选题（共45题）1、Unlike animal communication systems,human language is__________.A.stimulus freeB.stimulus boundC.under immediate stimulus controlD.stimulated by some occurrence of communal interest【答案】 A2、Passage 1A.Bending the stiffwireB.Holding papers in placeC.The idea of making a paperclipD.The process of making a paperclip【答案】 D3、Passage 1A.Office buildings could not be built using nitroglycerineB.Transporting the compound from one factory to another took too much timeC.The compound was explosive and storing it safely was difficultD.Making dynamite from the compound was too expensive to make aprofit【答案】 C4、Which of the following shows the general intonation pattern in a complex sentence?A.When I started my↗career there was no↗unemploymentB.When I started my↗ career there was no↘ unemploymentC.When I started my↘career there was no ↗unemploymentD.When I started my↘ career there was no ↘ unemployment【答案】 B5、请阅读Passage 2，完成小题:A.It evolves from common senseB.It is secondary to intelligenceC.It should be pursuedD.It ignores power【答案】 C6、Which of the following should a teacher avoid when his/her focus is on developing students' ability to use words appropriately?A.Teaching both the spoken and written formB.Teaching words in context and giving examplesC.Presenting the form, meaning, and use of a wordD.Asking students to memorize bilingual word lists【答案】 D7、It is suggested that lower-level EFL learners learn to read by reading __________ materials.A.simple and authenticB.academic and authenticC.original and classicalD.classical and authentic【答案】 A8、Which of the following may illustrate the difference between "competence" and__________ "performance"?A.What a person "knows" and what he/she "does"B.What a person "can do" and what he/she "does"C.What a person "does" and what he/she "knows"D.What a person "does" and what he/she "can do"【答案】 A9、Morphemes that represent"tense","number","gender","case"and so forth?are called_________morphemes.A.inflectionalB.freeC.boundD.derivational【答案】 A10、Decide on the correct stress pattern of the answer to the question: When shall we go to school?A.I think we should leave at seven o'clockB.I think we should leave at seven o'clockC.I think we should leave at seven o'clockD.I think we should leave at seven o'clock【答案】 C11、There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that's an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that's an instrumental motive, since the relation between fame and research is not so inherent. Often, people have both for doing things. What mix of motives--internal or instrumental or both--is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success. We analyzed data drawn from 11320 cadets in nine entering classes at the United States Military Academy at West Point, all of whom rated how much each of a set of motives influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States ArmyA.In-service soldiersitary researchersitary officersitary trainees【答案】 D12、请阅读Passage 2，完成小题。

教师资格认定考试高级中学英语模拟题23

教师资格认定考试高级中学英语模拟题23一、单项选择题在每小题列出的四个备选项中选择一个最佳答案。

1. Which of the following consonants does NOT fall to（江南博哥）the same category according to the place of articulation? ______A. /k/B. /h/C.D. /g/正确答案：B[考点] 本题考查辅音的发音。

[解析] 的发音部位均在软腭(velar)，而/h/的发音部位在声门(glottal)。

故本题选B。

2. How many consonant clusters exist in the sentence "The story was splashed across the front page of the newspaper"? ______A.2B.3C.4D.5正确答案：D[考点] 本题考查辅音连缀。

[解析] 辅音连缀是指在同一个音节内，有两个或两个以上的辅音音素结合在一起，并且在这些辅音中没有元音的一种语音现象。

这个句子中有/st/, /spl/, /kr/, /fr/和/nt/5个辅音连缀。

故本题选D。

3. ______ Andersen was the best of the most talented writers of his generation seemed indisputable.A.ThatB.WhatC.WhetherD.Where正确答案：A[考点] 本题考查主语从句。

[解析] 从句“Andersen was the best of the most talented writers of his generation”中不缺少任何成分且为陈述句，所以用that引导主语从句。

此时，that只起引导作用，本身无实际意义，在主语从句中不充当任何成分。

教师资格认定考试高级中学英语分类模拟题5

教师资格认定考试高级中学英语分类模拟题5一、选择题1. Chomsky believes that a grammar must ______ all the grammatical sentences （江南博哥）in a language.A.makeeC.generateD.understand正确答案：C[解析] 题目问的是关于乔姆斯基的转换生成语法观点。

乔姆斯基认为人类学习和使用语言不是靠机械模仿和记忆，而是不断理解和掌握语言规则，举一反三地创造性地运用的过程。

2. Don't defend him anymore. It's obvious that he ______ destroyed the fence of the garden even without an apology.A.accidentallyB.carelesslyC.deliberatelyD.automatically正确答案：C[考点] 考查副词辨析。

[解析] accidentally“意外地，偶然地”；carelessly“粗心地，大意地”；deliberately“故意地”；automatically“自动地”。

句意：不要再为他辩护了，很明显，他是故意弄坏花园篱笆的，甚至也没有道歉。

3. Which of the following italicized parts is a subject clause?A.We are quite certain that we will get there in time.B.He has to face the fact that there will be no pay rise this year.C.She said that she had seen the man earlier that morning.D.It's sheer luck that the miners are still alive after ten days.正确答案：D[解析] A项是表语从句，是一个主系表的结构，B项是同位语从句，that引导的同位语从句补充说明先行词的内容，C项是宾语从句，that引导的宾语从句做谓语动词said的宾语；只有D项是主语从句，it是形式主语，真正的主语是后面的that从句部分。

班昭《女诫》英语翻译节选

班昭《女诫》节译Lessons for Women《女诫》是东汉班昭写作的一篇教导班家女性做人道理的私书，包括卑弱、夫妇、敬慎、妇行、专心、曲从和叔妹七章。

由於班昭行止庄正，文采飞扬，此文後来被争相传抄而风行当时。

During the peirod after Ban Zhao’s death, she was best known for her contributions to Han Shu, her scholarly writing, and her poetry. In the ninth century, however, she became identified with Nujie, an instructional manual for Confucian wives, ostensibly written for her own daughters, but intended for a much larger audience. The book offered practical advice on how a woman should conduct herself in the home of her husband’s family. Ban Zhao generally advised women to be submissive, but advocated education for women. The book came to be used in China as an argument for why women should accept their lowly status in Chinese society. It remains an eloquent exposition of the situation of women in Confucian China.鄙人愚暗，受性不敏，蒙先君之余宠，赖母师之典训。

Negligence(疏忽)

NegligenceIntroductionGenerally speaking, today, intentional torts involve claims that the defendant knew with "substantial certainty " that his actions would invade the interests of another. By contrast, negligence torts involve claims that the defendant engaged in behavior without due care for the risks involved.With negligence, the focus is on whether the risk was foreseeable, and whether the defendant's conduct fell below the level expected of a reasonable person in light of the foreseeable risks. In order for a plaintiff to be successfully in bringing a negligence cause of action, the plaintiff must prove all the following elements of a negligence claim.疏忽前言一般来说，今天的故意侵权行为包括被告明知他的行为会侵害他人的利益，并具有“实质性的确定性”。

相比之下，过失侵权行为则是指被告在没有充分考虑相关风险的情况下做出的行为。

在有疏忽的情况下，焦点是该风险是否可预见，以及被告的行为是否因可预见的风险而低于一个有理智的人预期的水平。

初中英语1600词字母顺序版

AA/anAbleAbout AboveOverOnAbroad Absent Accept Accident According to Account Ache Achieve AcrossActAdd Address Admire AdmitAdult Advantage Adventure Advertise Advertisement AdviceAffectAffordAfraid African After-AfternoonAfterward(s)AgainAgainstAgeAgoAgreeAheadAidAimAirAirlineAirplaneAirportAlarmAlcoholAlikeAliveAllAllowAll rightAlmostAloneAlongAloudAlreadyAlsoAlthoughAlwaysA.M.AmazedAmericaAmongAmountAmusementAncientAndAngerAnimalAnnounceAnnoyAnotherAnswerAntAnxiousAnyAnyone/AnythingAnywayAnywhereApartApartmentApologizeAppearAppleApplyAppreciateAprilAreaArgueArmArmy Around Arrange Arrive Art Article As Ashamed Asia Asian Aside Ask Asleep Assist Associate Astronaut At Athlete Attack Attend Attention Attitude Attract August Aunt Australia Author Autumn Available Avenue Average AvoidAwakeAwardAwareAwayAwfulBBabyBackBackgroundBackpackBadBadlyBadmintonBagBalanceBallBalloonBambooBananaBandBankBarBarberBaseBaseballBasicBasketBasketballBatBathBatheBathroomBattleBeBeachBeanBearBeatBeautifulBecauseBecomeBedBedroomBeeBeefBeerBeforeBeginBeginningBehaveBehindHuman beingBelieveBellBelongBelowBeltBenchBendBenefitBeside Besides BestBet Better Between Beyond Bicycle BigBikeBill BillionBin Biology BirdBirth Birthday BiscuitBitBite Black Blackboard Blame Blank Blanket Blind Block Blog Blond(e) Blood Blouse BowBlueBoardBoatBodyBoilBoneBookBookstoreBoredBoringBornBorrowBossBothBottleBottomBowBowlBoxBoyBrainBranchBrandBraveBrazilBreadBreakBreakfastBreathe-BrickBridgeBrightBrilliantBringBritainBritishBrokenBrotherBrownBrushBuildBuildingBurnBurstBuryBusBushBusinessBusyButButterButterflyButtonBuyBuyerByByeCCabbageCafe Cage Cake Calculate Calendar Call Calm Camel Camera Camp Campaign Campus Can Canada- Cancel Cancer Candle Candy Canteen Cap Capital Captain Car Carbon Card Care Career Careful Careless Carrot Carry CartoonCaseCastleCatCatchCauseCaveCDCelebrateCellCentCenter/centre-Centimeter/CentimetreCenturyCeremonyCertainCertainlyChainChairChalkChallengeChanceChangeChannelCharacterChargeCharityChaseChatCheapCheatCheckCheerCheersCheeseChemicalChessChickenChiefChildChildhoodChina-chipChocolateChoiceChooseChopstickChristmasChurchCigaretteCinemaCircleCityClapClassClassicClassicalClassmateClassroomCleanCleanerClean-upClearClerk CleverClick Climate ClimbClockCloseCloth Clothes Clothing Cloud-ClubCoachCoalCoastCoatCoffeeCoinCokeCold Collect College Colour Combine Come Comedy Comfort Common Communicate Community CompanyCompareCompeteComplain-CompleteCompositionComputerConcentrateConcernConcertConcludeConditionConfidentConfused-CongratulateConnectConsiderConsistContactContainContestContinueContributeControlConvenientConversationCookCookieCoolCopyCornCornerCorrectCostCottonCoughCouldCountcountlessCountryCountrysideCoupleCourageCourseCourtCousinCoverCowCrashCrayonCrazyCreamCreateCreatureCreditCrimeCriticizeCropCrossCrossingCrowdCruelCry Culture Cup Cupboard Cure Curious Curly Custom Customer Cut Cute CycleDDad Daily Damage Dance Danger Dare Dark Date Daughter Day Daytime Dead- Deaf Deal Dear January FebruaryMarchAprilMayJuneJulyAugustSeptemberOctoberNovemberDecemberDecideDecorateDeepDeeplyDefeatDegreeDelayDeliciousDeliverDentistDepartmentDependDescribeDesertDesignDeskDessertDestroyDetailDetermine-Develop-DialogueDiaryDictionaryDieDietDifferDifficultDigDigitalDiningDinnerDirectDirtDisabilityDisadvantageDisagreeDisappearDisappointDisasterDiscoverDiscussDiseaseDishDislikeDisplayDistanceDiveDivideDoDoctorDocument Documentary DogDollDollar Dolphin Donate Door Doorway Double Doubt Down Downstairs Drag Dragon Drama Draw- Dream DressDrinkDrive-Drop Drought DrugDrumDryDuckDull Dumpling DuringDuty DVDEEachEagleEarEarlyEarnEarthEarthquakeEasy-EastEasternEasyEasy-goingEdgeEditorEducate-Effect-EffortEggEightEighthEightyEitherElderElectric-ElectronicElephantElevatorElevenElseE-MailEmbarrass-Emergent-EmotionEmperorEmptyEncourage-EndEndanger-EnemyEnergy-EngineerEnglandEnglishEnjoyEnoughEnter-EnvelopeEnvironment-Equip-EraserEscapeEspecial-Europe-EveEvenEveningEvent-EverEveryEverybody/everyone Everyday Everything EverywhereExactExactlyExam-Example ExcellentExcept- ExchangeExcite-ExcuseExercise ExhibitionExhibit-ExistExitExpect Expensive Experience- ExperimentExpertExplain-ExploreExpress-ExtraExtreme-EyeEyesight FFace-FactFactoryFail-Fair-Faith-FallFamiliarFamilyFamousFanFantasticFarFarm-Fascinate-Fashion-FastFatherFaultFavour-Fear-FeatureFeedFeelFeelingFemaleFenceFestivalFetchFeverFewFieldFifteenFifthFiftyFight-FillFilmFinal-Finance-FindFineFingerFinishFireFirmFirst-FishFishermanFitFiveFixFlagFlashFlashlightFlat-FlightFloodFloorFlowFlower FluFly Focus FogFoldFolk Follow- Fond Food FoolFoot Football For- Force- Foreign Forest Forever Forget Forgive Fork Form- Formal- Fortunate- Forty Forward Found- Four Fourteen Fourth Fox FranceFree-Freeze-FrenchFreshMondayTuesdayWednesdayThursdayFridaySaturdaySundayFridgeFriend-FriendshipFrighten-FromFrontFruitFuelFullFull-timeFun-FurFurnitureFurtherFutureGGainGameGarageGardenGasGateGatherGeneral-GenerationGenerousGentleGentlemanGeographyGermanyGet-GiftGiraffeGirlGiveGive awayGive backGive inGive offGive outGive upGladGlassGlobeGloveGlueGoBe going to do thGo aboutGo afterGo againstGo aheadGo around/roundGo awayGo back “to”Go byGo downGo forGo in forGo offGo onGo on with sthGo on ding sthGo on to do sthGo outGo overGo throughGo upGo withGo withoutGo wrongGoalGoatGodGoddessGoldGoodBe good atIt is no good doing sth Be good toDo sb goodGoodbyeGoodsGovernmentGraceGradeGradualGraduateGrammarGrandGrandchildGranddaughterGrandfatherGrandmotherGrandparentGrandsonGrannyGrapeGrassGratefulGreatGreenGreenhouseGreetGreetingGrey/grayGroundGroupGrowGrow intoGrow upGuardGuessGuestGuideGuitarGunGuyGymHHabitHairHaircutHalfHallHamburgerHandAt handBy handHand in handIn the hands of sbIn one’s handOn handOn the one hand...on theother handHand sb sth/hand sth tosbHand down/pass downHand inHand out Hand over Handbag Handsome Hang Happen HappyHardHardlyHardly ever Hardly...when... Hard-working HarmHatHateHaveHeHeadHead for Headache Headmaster Headphones HealHealthHearHear that... Hear about Hear from Hear of Hearing HeartHeartbrokenHeatHeavenHeavyHighHighlyHelloHelpHenHerHereHeroHersHerselfHiHideHikingHillHimHimselfHisHistoryHitHobbyHoldHoleHolidayHomeHomelessHometownHomeworkHonestHoneyHonourHopeHorseHospitalHostHotHotelHourHouseHouseworkHowHoweverHugHugeHumanHumourHundredHungryHuntHurryHurtHusbandIIIceIce creamIdeaIfIgnoreillImage Imagine Immediate Important Possible Impossible Impress ImproveIn Include Including Included Income Increase Indeed India Indoor Indoors Industry Infer Influence Information InjureInkInner Insect Inside InspireInsteadInstituteInstructInstrumentIntelligenceInterestInternationalInternetInterruptInterviewIntoIntroduceInventInviteInvolveIronIslandItItalyItemItsItselfJJacketJamJanuaryJapaneseJapanJarJazzJeansJobJoinJokeJourneyJoyJudgeJuiceJulyJumpJuneJungleJunkJustKKangarooKeenKeepKeyKeyboardKickKidKillKiloKilogram(me)Kilometer/kilometreKindKindergarten KingKissKitchenKiteKneeKnifeKnockKnow Knowledge KoalaLLab/laboratory LabelLackLadyLakeLampLand Language Lantern Large LargelyLastlastly LastingLateLatelyLater LatestLaughLaunchLaundryLawLawyerLayLazyLeadLeaderLeadingLeafLearnLeastLeaveLectureLeftLegLemonLendLengthLessLessonLetLetterLevelLibraryLicense/licenceLieLifeLifestyleLifetimeLiftLightLightningLikeLikelyLimitLineLionLipLiquidListListenLiteratureLitterLittleLiveLivelyLivingLocalLockLondonLonelyLongLookLoseLotLoudLoveLowLuckLuggage LunchMMachine Mad Madam Magazine MagicMailMainMake Make-up MaleMan Manage Man-made Manner ManyMap Marathon Market Marry Master Match Material Mathematics May MaybeMe MealMeanMeanwhileMeasureMeatMedalMedicalMedicineMediumMeetMemberMemoryMendMentionMenuMessMessageMetalMethodMetre/meterMiddleMidnightMightMileMilkMillionMindMineMinuteMirrorMissingMistakeMixMobile phoneModelModernMomentMondayMoneyMonitorMonkeyMonthMoodMoonMoreMorningMostMostlyMotherMotorMountainMouseMouthmouthfulmoveMovieMr./MrMrs./MrsMs./MsMuchMudMumMuseum MusicMustMuttonMyMyselfNName Narrow NationNative Nature NaughtyNearNearby Nearly Necessary Neck Necklace Need Negative Neighbour Neighbourhood Neither NervousNestNetNetwork Never NewNewsNewspaperNextNiceNightNineNineteenNinetyNinthNoNobodyNodNoiseNoneNoodleNoonNorNormalNorthNortheastNorthernNorthwestNoseNotNoteNotebookNothingNoticeNovelNovemberNowNowadaysNowhereNumberNurseNutOObeyObjectOceanO’clockOctoberOfOffOfferOfficeOfficerOfficialOftenOilOkOldOlympicOnOnceOneOnionOnlineOnlyOntoOpenOpeningOperaOperate Opinion Opportunity OppositeOrOrangeOrderOrdinary Organise/organize OtherOught toOurOurs OurselvesOutOutdoor Outdoors Outgoing OutsideOver OvernightOwnOxygenPPacific PackPackagePagePainPaintPaintingPairPalacePalePancakePandaPantsPaperParagraphPardonParentParkParkingParrotPartParticularPartnerPart-timePartyPassPassagePassengerPassportPastPathPatiencePatientPatternPayP.EPeacePearPenPencilPencil-boxPeoplePerPercentPerfectPerformPerhapsPeriodPermitPersonPetPhonePhotoPhrasePhysicalPhysicsPianoPianistPickPicnicPicturePiePiecePigPilotPink Pioneer Pity Pizza Place Plain Plan Plane Planet Plant Plastic Plate Platform Play Player Playground Pleasant Please Pleasure Plenty PlusPM Pocket Poem Poet Poetry Point Poison Pole Police Policeman Policy Polite Political Politics Pollute Pool Poor poverty pop Popular Popularity Population Porridge Port Position positive Possible Post Postcard Poster Postman Pot Potato Pound Pour Power Practice Practical。

Classroom Management Tips

Classroom Management Challenges Common to MostESL / EFL Settings∙Classroom Management Challenge: Students find it difficult to participate because they don't want to make a mistake.Classroom Management Tips:∙Give examples in (one of) the native languages of the students. You're sure to make some mistakes, and use this as an example of willingness to make mistakes. Thisclassroom management technique should be used with care because some students might wonder at your own language learning capabilities.∙Break students up into smaller groups rather than conducting discussions as a large group. This approach can lead to more classroom management issues if the classes are large - use with care!Classroom Management Challenge: Students insist on translating every word.Classroom Management Tips:∙Take a text with some nonsense words. Use this text to illustrate how you can discern general meaning without having to exactly know each and every word.∙Conduct some consciousness raising about the importance of context to language learning. You can also discuss how babies absorb language over time.Classroom Management Challenge: Students insist on being corrected for each and every mistake.Classroom Management Tips:∙Establish a policy of correcting only those mistakes that are relevant to the current lesson. In other words, if you are studying the present perfect in that particular lesson, you will only correct mistakes made in present perfect usage.∙Establish a policy of certain activities which are correction free. This needs to be a class rule so that students don't begin correcting each other. In this case, you'll have another classroom management issue on your hands.Classroom Management Challenge: Students have varying levels of commitment.Classroom Management Tips:∙Discuss course objectives, expectations and homework policies at the beginning of each new class. Adult learners who feel this is too demanding can make their objections known during this discussion.∙Do not go back and repeat information from previous lessons for individuals. If you need to do review, make sure that the review is done as a class activity with theobjective of helping the entire class.Adult English Classes - Learners Speaking the Same Language∙Classroom Management Challenge: Students speak in their own language during class.Classroom Management Tips:∙Use a donation jar. Each time a student speaks a phrase in his / her own language, they contribute to the fund. Later, the class can go out together using the money.∙Give students some of their own medicine and shortly instruct in another language.Make a point of the distraction this causes in class.Classroom Management Challenge: Students insist on translating each phrase into their own tongue.Classroom Management Tips:∙Remind students that translating places a third 'person' in the way. Instead of communicating directly, each time you translate into your own language you need to go through a third party in your head. There is no way you can keep up a conversation for any length of time using this technique.∙Take a text with some nonsense words. Use this text to illustrate how you can discern general meaning without having to exactly know each and every word.∙Conduct some consciousness raising about the importance of context to language learning. You can also discuss how babies absorb language over time.ROOM ARRANGEMENTWhile good room arrangement is not a guarantee of goodbehavior, poor planning in this area can create conditions thatlead to problems.The teacher must be able to observe all students at all timesand to monitor work and behavior. The teacher should also beable to see the door from his or her desk.Frequently used areas of the room and traffic lanes should beunobstructed and easily accessible.Students should be able to see the teacher and presentationarea without undue turning or movement.Commonly used classroom materials, e.g., books, attendancepads, absence permits, and student reference materials shouldbe readily available.Some degree of decoration will help add to the attractivenessof the room.SETTING EXPECTATIONS FOR BEHAVIOR*Teachers should identify expectations for student behavior and communicate those expectations to students periodically.* Rules and procedures are the most common explicit expectations. A small number of general rules that emphasize appropriate behavior may be helpful. Rules should be posted in the classroom. Compliance with the rules should be monitored constantly.* Do not develop classroom rules you are unwilling to enforce.* School-Wide Regulations...particularly safety procedures...should be explained carefully.* Because desirable student behavior may vary depending on the activity, explicit expectations for the following procedures are helpful in creating a smoothly functioning classroom:- Beginning and ending the period, including attendance procedures and what students may or may not do during these times.- Use of materials and equipment such as the pencil sharpener, storage areas, supplies, and special equipment.- Teacher-Led Instruction- Seatwork- How students are to answer questions - for example, no student answer will be recognized unless he raises his hand and is called upon to answer by the teacher.- Independent group work such as laboratory activities or smaller group projects.Remember, good discipline is much more likely to occur if the classroom setting and activities are structured or arranged to enhance cooperative behavior.MANAGING STUDENT ACADEMIC WORK* Effective teacher-led instruction is free of:- Ambiguous and vague terms- Unclear sequencing- Interruptions* Students must be held accountable for their work.* The focus is on academic tasks and learning as the central purpose of student effort, rather than on good behavior for its own sake.MANAGING INAPPROPRIATE BEHAVIOR* Address instruction and assignments to challenge academic achievement while continuing to assure individual student success.* Most inappropriate behavior in classrooms that is not seriously disruptive and can be managed by relatively simple procedures that prevent escalation.* Effective classroom managers practice skills that minimize misbehavior.* Monitor students carefully and frequently so that misbehavior is detected early before it involves many students or becomes a serious disruption.* Act to stop inappropriate behavior so as not to interrupt the instructional activity or to call excessive attention to the student by practicing the following unobstructive strategies:- Moving close to the offending student or students, making eye contact and giving a nonverbal signal to stop the offensive behavior.- Calling a student's name or giving a short verbal instruction to stop behavior.- Redirecting the student to appropriate behavior by stating what the student should be doing; citing the applicable procedure or rule.Example: "Please, look at the overhead projector and read the first line with me, I need to see everyone's eyes looking here."- More serious, disruptive behaviors such as fighting, continuous interruption of lessons, possession of drugs and stealing require direct action according to school board rule.Assertive Discipline has been used by many schools, and is an effective way to manage behavior. Find out more by clicking here.PROMOTING APPROPRIATE USE OF CONSEQUENCES* In classrooms, the most prevalent positive consequences are intrinsic student satisfaction resulting from success, accomplishment, good grades, social approval and recognition.* Students must be aware of the connection between tasks and grades.* Frequent use of punishment is associated with poor classroom management and generally should be avoided.* When used, negative consequences or punishment should be related logically to the misbehavior.* Milder punishments are often as effective as more intense forms and do not arouse as much negative emotion.* Misbehavior is less likely to recur if a student makes a commitment to avoid the action and to engage in more desirable alternative behaviors.* Consistency in the application of consequences is the key factor in classroom management.GUIDELINES FOR EFFECTIVE PRAISE(Applies primarily to praise associated with instruction and student performance)In searching the Internet, I occasionally come upon sites that have very useful information about classroom management. Often, a simple checklist is an invaluable tool. Here are a few links that I think have helpful information:/webpages/terri/classmanagement.html/ld_indepth/teaching_techniques/class_manage.html/lesson-plans/lesson-9154.html/ClassManagement.htm/preservice/learning/management.shtml/how-to/manage//030000.shtml/how-to/manage/tattling100600.html/030001.shtml。

教师资格证考试《英语学科知识与教学能力》(高级中学)考试自测卷二

教师资格证考试《英语学科知识与教学能力》(高级中学)考试自测卷二1. 【单项选择题】_______as he is, he has turned_______professional writer.A. Teenager; /B. A teenager; aC. Teenager; aD. A teenager; /正确答案：（江南博哥）C参考解析：本题考查倒装结构和冠词用法。

句意为“尽管还是个少年，(但是)他已经成了一名职业作家”。

as引导的让步状语从句使用倒装结构，如果是名词作表语置于句首，名词前不加冠词。

turn表示“成为”时，其后的名词前一般不加冠词，但若该名词有形容词修饰时，则需要加冠词。

故本题选C。

2. 【单项选择题】No one knows exactly_______this ancient bridge was built. Some say it was built during the Tang dynasty, but others disagree.A. howB. whyC. whenD. whether正确答案：C参考解析：本题考查宾语从句。

句意为“没有人知道这座古桥是什么时候建成的。

有人说它建于唐朝，但是有些人不认同”。

宾语从句引导词在从句中作时间状语。

故本题选C。

3. 【单项选择题】The syntactic component provides the_______for a sentence.A. lexiconB. structureC. meaningD. sound正确答案：B参考解析：本题考查句法学知识。

句法成分使句子具备了结构。

4. 【单项选择题】The older worker and the young each_______their own tools.A. haveB. hasC. are havingD. is having正确答案：A参考解析：复数形式的主语与each连用，each位于复数形式的主语之后作同位语,该主语不受each的影响，谓语动词仍用复数形式。

SMS_Gen2DM

SURFACE WATER MODELING SYSTEM Generic 2D Mesh Model1 IntroductionThis lesson teaches you how to create and use a generic model interface for modelsexecuted outside of SMS. Sections 1 to 4 instruct how to create a master generic modelinterface and sections 5 to 12 instruct how to use a previously saved generic modelinterface. To start the creation of the master interface:1.Make sure the Mesh Module is active and select Data | Switch Current Model.2.Select to use a Generic model.3.Click OK.2 Specifying Model UnitsBefore continuing, make sure the units are as desired. To do this:1.Select Edit | Current Projection.4.Make sure the Horizontal and Vertical System and Units are appropriate for themodel executable outside of SMS. For this example, set Horizontal System toState Plane NAD 83 (US),Units to U.S. Survey Feet, St. Plane Zone toPennsylvania South-3702, Vertical System to Local and Vertical Units set to U.S.Survey Feet.5.Click OK to exit the dialog.Page 1 of 24 © Aquaveo3 Defining the Model InterfaceModel interface parameters will define various states and characteristics of a model.These model parameters may include items such as those needed to describe flow,channel roughness, and control structures. Depending on the intentions and capabilities ofthe outside executable, parameters will be organized into groups and given suitable valueranges. Proper organization of parameters will increase the abilities of SMS as aninterface, especially for executables that are designed for multiple simulationpossibilities. To begin defining the model interface:1.Select Mesh6.Click the Global Parameter Definition button7.Under Model Information enter “Gen2DM” (for this example) for the Name.Upon exiting this and the main Define Model dialog, the menu item previouslytitled Mesh will be labeled Gen2DM.8.For Time Units, enter the desired unit the model will be using. In this exampleenter “minutes.”The name and time units will not be used in SMS, but it will be written to the interfacefile for reference. By giving the model interface the model name, files can be opened inSMS and quickly recognized as pertaining to a particular model.Parameters3.1 GlobalTo define the model parameters, in the same dialog, first create a parameter group:1.Type the name “Hydrodynamic” for the first Parameter Group.9.Click the Define button which was just enabled. This will open theHydrodynamic Parameter Definition spreadsheet.10.Enter the first Hydrodynamic parameter, “Time interval”. When editing the nameis complete, the accompanying fields will be enabled.11.Select integer in the Type column.12.Set the Default to be 20 minutes (the time unit was previously declared asminutes).13.The fictitious model will accept only positive time intervals, consequentlydeclare the Minimum for Time interval as zero and leave the Maximum as blank.14.Continue adding the following parameters with their limitations:•“Velocity max (ft/sec),” type: real number, default of 75.0, range of 0.0 to100.0•“H min (ft) ,” real number, 0.25, positive•“A min”, real number, 1.0e-15 (entered just as appears), no range (leave both bounds blank)•“Check for dry elements”, boolean, on (checked)•“Element style”, text, “quadratic”•“Critical scour velocity”, options, Click the Define opts button and enter0.8 ft/sec, 2.0 ft/sec, and 2.6 ft/sec then select the default option to be 2.0ft/sec.15.Click OK to save the definitionsAny line in a spreadsheet can be deleted by highlighting the name of the name and pushing the Delete key. Also, each name in a spreadsheet must be unique.16.Create another Parameter Group called “Sediment transport.”17.Click on the Define button and enter the following information:•“Time interval,” integer, 10, positive•“Source X position,” real number, 0.0, no range•“Source Y position,” real number, 0.0, no range•“Source elevation,” real number, 0.0, no range•“Parcel mass (slug),” real number, 0.5, minimum = 0.0001•“Particle mass (slug),” real number, 0.003, minimum = 0.0001•“Particle size (in),” real number, 0.05, positive•“Deviation,” real number, 0.0, no range•“Average density (slug/ft^3)”, real number, 3.0, 1.5 to 6.02.Click OK.You should now have two complete parameter groups defined for later use. Click OK to save all data appertaining to global parameters of the model interface.3.2 BoundaryConditionsGen2DM (the SMS interface) allows boundary conditions to be specified for three entities: nodes, nodestrings, and elements (linear and quadratic triangles and quadrilaterals). The boundary conditions may be defined for general use, or correlated with a particular parameter group and hence its availability limited. To define a boundary condition:1.Click the Boundary Condition Definition button.18.On the Node tab, enter the name, “Water sink/source.”19.Leave Legal on interior checked (This refers to whether this condition can beassigned within the mesh, in addition to along the mesh boundary).20.Click the Define button to enter the Water sink/source Definition spreadsheet.21.Add the value “Flow rate (cfs)” with a default value of 0.0 and positive bounds.22.Add “Water temperature (F),” 65.0, 32.5 to 10023.Click OK to save and exit the spreadsheet.24.Add the following boundary conditions and their parameters and limitationsunder the Node tab:•“Ceiling (pressure flow),” not legal, value: “Ceiling (ft above sea level),”0.0, no bounds•“Water surface observation gauge,” legal , no defined values2.Add the following boundary conditions and their parameters and limitationsunder the Nodestring tab:•“Water surface,” not legal, values: “Elevation,” 0.0, no bounds;“Essential/Natural factor,” 0.0, 0.0 to 1.0; “Vary along nodestring factor,”1.0, 0.0 to 10.0;•“Flow,” not legal , value: “Flow rate (cfs),” 0.0, positive•“Supercritical,” not legal, no defined values•“1D weir segment,” legal, values: “Discharge coefficient,” 1.0, positive;“Weir width (ft),” 1.0, positive; “Crest level (ft above sea level),” 0.0, nobounds; “Equation (0 = water level / 1 = energy head),” 0.0, 0.0 to 1.0 •“Sediment trap,” legal, no defined values3.Add the following boundary condition and its parameters and limitations underthe Element tab:•“2D weir,” not legal, values: “Discharge coefficient,” 1.0, positive; “Crest level (ft above sea level),” 0.0, no bounds; “Equation (0 = water level / 1 =energy head),” 0.0, 0.0 to 1.0The boundary conditions have been declared now for all entities to be utilized, however the nodestring boundary condition Sediment trap is only needed when a simulation depicts sediment transportation. To assign the Sediment trap boundary condition to the Sediment transport parameter group:1.Check the Specify parameter group correlation for boundary conditions toggle atthe bottom of the Gen2DM Boundary Conditions dialog. This enables a new column in each entity spreadsheet.2.Select the Nodestring tab.25.For Sediment trap, under Corr. Param. Group (Correlated Parameter Group),select Sediment transport (this list includes the parameter groups created insection 3.1). Leave all other conditions as (none) to allow generality.26.Click OK to save and exit this dialog.The remaining portion of the model interface to define is material attributes.Properties3.3 MaterialThe Material Property Definition button is used to set the attributes of the simulation’smesh. To define mesh property parameters:1.Click the Material Property Definition button.2.Type the name “Manning” for the first material property.3.Set the Default, Minimum, and Maximum to 0.035, 0.01, and 0.18, respectively.4.Add another material property with the following name and characteristics:• “Kinematic eddy viscosity,” 0.0, no bounds5.Click OK to save and exit this dialog, but don’t close the Define Model dialog.The master “*.2dm” file is now complete for this model interface.4 Protecting and Saving the Model DefinitionIt is recommended to protect the model interface from accidental manipulation once it hasbeen defined and to always have a version ready for new simulations. By saving a cleanmaster “.2dm” for each outside model executable, SMS capabilities are enhanced andmore efficient for the user. To guard and save the Gen2DM definition just created:1.In the Define Model dialog, check the Lock model definition toggle.2.Enter the password “sms-gen2dm” in the enabled Key field.3.Click Close to finish.The key is case sensitive. If you type in the incorrect key when opening the Define Modeldialog, the dialog will not open. The password is not protected or encrypted. It is writtento the file and can be found easily by opening the file in a text editor. Please refer tosection 10 Gen2DM (*.2dm) File Format for more information.4.Make sure you don’t have any mesh data open by selecting File | Delete All.5.Click Yes to keep the Gen2DM definition.6.Click Yes to delete all other data (if any present).7.Select File | Save Gen2DM.8.Explore to the tutorial\SMS_Gen2DM directory.9.Enter “Master Gen2DM” as the File name. Verify that the file type is “2D MeshFiles (*.2dm).”10.Click Save.If a master file does not exist and a simulation does exist, you can create a new master byopening the file and performing steps 4-10 with step 7 as selecting Save As instead ofSave Gen2DM. To prevent the repetition of redefining the interface, always back up andstore at least one copy of the initial master file or a simulation (“*.2dm” file with meshand assignment information).5 Assigning Model ParametersFor the remainder of this tutorial use the “*.2dm” file with the Gen2DM model definitionjust created and a geometry. To close the file and open the next:1.Select File | Delete All.2.Click the No button to the message. You want to delete all.3.If another deletion message appears, click the Yes button.4.Select File | Open.5.In the Data Files Folder for this tutorial, open the file “Conestoga_River.2dm”.The geometry data will open, as shown in Figure 1. SMS will automatically be in theGen2DM model after the file is opened and the the menu Gen2DM will appear in themenu bar. You therefore know that this file is associated with the “Gen2DM” modelexecutable outside of SMS (fictitious model executable; the name is only an example forthis tutorial).Figure 1. The mesh contained in the file Conestoga_River.2dm.The Gen2DM file does not write out the coordinate system for later use, so redefine the system since you have performed a delete all data SMS command. Follow steps 1-3 in section 2 Specifying Model Units.If you select Gen2DM | Define Model and enter the password “sms-gen2dm,” the predefined model interface can be reviewed and edited. You will now be using this definition.1.Select Gen2DM | Global Parameters. This dialog contains three tabs; the firsttab is for general parameters and the additional are for each parameter group defined in the model.2.Select the Hydrodynamic tab. All variables have been initialized to the defineddefault values and Activate parameter group is checked. Also any boundary conditions that are correlated to this group are listed. Remember that any value you enter in the Hydrodynamic tab or Sediment transport tab is subject to theconstraints defined in the master interface.3.Select OK to exit.Global parameter values may be changed at any time by accessing the Gen2DMGlobal Parameters dialog. Upon saving, all current values are written out for use bythe model executable.6 Appending a Mesh to a Current Defined Gen2DMManual copying and pasting of mesh data to a Gen2DM file (pasting mesh information inthe Gen2DM text file) is discouraged because mistakes involving the IDs of entities maycause unforeseen problems. It is best to open additional data in SMS. To append in SMSwith a “*.2dm” file already opened:1.Select File | Open.2.Highlight the Gen2DM file named “Conestoga_River_Addition.2dm”.3.Click the Open button.4.Click the Append button.5.Click No to continue (we want to keep the model definition).The additional mesh data will be added to the current mesh as shown in Figure 2. Whenjoining Gen2DM files, SMS will only read the mesh data. The model definition andassignments of the current file will not be appended. The boundary conditionassignments and any existing datasets (including the elevation scalar function) will bedeleted because of the bathymetry change. It is recommended that all appending becompleted before assigning conditions. To save your appended mesh:1.Save the file as “Conestoga_River_Combined” by selecting File | Save As.2.Change the Save as type to 2D Mesh Files (*.2dm) and enter the name.3.Click the Save button to save the simulation.Figure 2. The mesh contained in the file Conestoga_River.2dm afterappending.7 Assigning Boundary ConditionsBefore assigning boundary conditions, ensure the mesh composition complies with theoutside SMS executable. Some models may only support certain element forms(triangular/quadratic) or advise against various mesh complexities. Since our model isconjured just as an example, the mesh will be assumed to be compliant. For adjustment ofa mesh, use the options available in the Nodes, Nodestrings and Elements menus.Creating NodestringsFor most simulations, boundary conditions will be declared along nodestrings at the openboundaries of the mesh. Generally, a flow rate is specified across inflow boundaries andwater surface elevation is specified across outflow boundaries for a simplistic run.This example will have one inflow boundary and one outflow boundary so twonodestrings must be created. These boundaries are highlighted in Figure 3.Figure 3. Position of the boundary nodestrings in the mesh.Nodestrings should be created from right to left when looking downstream and both nodestrings should span the entire river section. It does not matter which nodestring iscreated first. To create the outflow nodestring:1.Choose the Create Nodestrings tool from the Toolbox.2.Start the nodestring by clicking on the upper node at the outflow boundary.3.Hold the SHIFT key and double-click on the lower node at the outflow boundaryto create and end the nodestring.The inflow nodestring can be created likewise, making sure you create it right to leftwhen looking downstream. Also create two nodestrings anywhere on the interior of themesh (boundary nodes can be included in an interior nodestring as long as at least onenon-boundary node is incorporated).7.2 Assigning Boundary ConditionsTo assign a boundary condition, choose the selection tool for an entity and select a desired entity. Assign conditions to the nodestrings, a node and an element:Nodestrings:1.Choose the Select Nodestrings tool from the Toolbox. An icon appears at thecenter of each nodestring.2.Select the inflow nodestring (on the right side of mesh) by clicking on the icon.3.Select Gen2DM | Assign BC.4.Change the Group selection to (none). This updates the options in Type and thespreadsheet.. The (none) group consists of all boundary conditions for this entitythat are not correlated to a specific parameter group.5.Select Flow in Type. This updates the spreadsheet again.6.Enter a Flow rate of 300.0 cfs.7.Click OK to assign the boundary condition.8.Select one of interior nodestring by clicking on the icon.9.Select Gen2DM | Assign BC.10.Change the Group selection to (none).11.Look at the options in Type. The Type selector will only consist of conditions thathave Legal on interior checked in the model definition (see section 3.2 ).12.Click OK to assign the type 1D weir segment using the default values.13.Select the remaining interior nodestring and assign it the Sediment trap boundarycondition (in the Sediment transport group).Nodes:1.Choose the Select Nodes tool from the Toolbox.2.Select a group of interior nodes by clicking and dragging a selection box.3.Select Gen2DM | Assign BC. The Group selector is replaced with the text (none)because all conditions of this entity are global (not correlated to a parametergroup).4.Select Water surface observation gauge option in Type.5.This condition does not contain any values to be entered, so select OK to assignthe boundary condition to all selected nodes.Elements:1.Choose the Select Elements tool from the Toolbox.2.Select an interior element (not bordering the mesh boundary).3.Select Gen2DM | Assign BC.4.Different messages may appear before entering the Gen2DM [Entity] BoundaryConditions window with information about the model definition or the selectedentity. Click OK to this message.5.Select an element along the inflow nodestring.6.Select Gen2DM | Assign BC.7.The window now appears, but select Cancel because the weir should be assignedinside the mesh boundary.8.Select Gen2DM | Define Model.9.Enter the key, “sms-gen2dm” into the field.10.Click on the Boundary Condition Definition button.11.Select the Element tab.12.Check Legal on interior for 2D weir.13.Select OK.14.Select the Close button.15.Select an interior element (not bordering the mesh boundary) and assign it the 2Dweir boundary condition using default values.7.3 Correlation and Activation Benefits of Boundary ConditionsThe Sediment transport parameter group will not be used any further during this simulation assignment, so to simplify assigning the outflow boundary condition, turn off the group.1.Select Gen2DM | Global Parameters.2.Select the Sediment transport tab.3.Uncheck the Activate parameter group check box.4.Click OK.5.Choose the Select Nodestrings tool from the Toolbox.6.Select the outflow nodestring (on the left side of mesh).7.Select Gen2DM | Assign BC.If all parameter groups which have boundary condition correlations are inactive, theGroup selector is replaced with the text (none). If some groups with correlations areactive and others inactive, the inactive boundary conditions will not appear in theGroup selector.8.Select Water surface in the Type selector.9.Enter 80.0 for Elevation.10.Click OK to assign the boundary condition.7.4 Boundary Condition Display OptionsYou may have noticed that the entities with assigned conditions have symbols and labels, all of which are in black. To increase the visibility of certain assignments, change the attributes of each:1.Click the Display Options macro or select Display | Display Options orpress CTRL+d.2.The 2D Mesh tab should be displayed on top, if not, select it.3.Click the Nodestrings Options button.4.Every nodestring boundary condition defined in the model is represented inthe spreadsheet. Click the middle of the line style button for Water surface.5.Toggle Solid on and enter a width of 5.6.Change the Line Color to red.7.Click OK.8.Repeat for Flow, but with bright green.9.Uncheck the toggle next to 1D weir segment.10.Change the Inactive nodestrings to be orange.11.Turn on and change Nodestring labels to be blue by clicking on the downarrow beside the text preview. Make sure Show BC values in labels ischecked.12.Click OK and follow the same procedure to adjust the display options for theNodal BC options so that they are clearly discernable. Nodal BC symbolsmay be difficult to see if below the size of 3.13.Click OK to close the Display Options dialog.Gen2DM boundary condition nodestrings receive a hollow circle symbol displayed at their midpoints. The symbol receives the same color as the nodestring line. Inactive nodestrings receive a second smaller hollow circle as part of their symbol, as shown in Figure 4.Figure 4. Symbols of inactive nodestrings (left) and active nodestrings.7.5 Dynamic Boundary ConditionsThe boundary conditions of the model may be defined dynamically to allow for varying conditions by creating a curve for each dynamic value. To describe the inflow nodestring of type Flow as changing flow rates:1.Select Gen2DM | Global Parameters.2.Toggle Dynamic.3.Enter 20.0 and 1000.0 for Time step and Total time, respectively.4.Click OK.5.Select the inflow nodestring.6.Select Gen2DM | Assign BC.7. A new column entitled Constant should be available. Turn off the option.8.Click the Define button.9.Define the Flow rate curve in the XY Series Editor with the following values:•Time = 0.0, Value = 300.0•20.0, 380•40.0, 400•60.0, 380•80.0, 300•100.0, 30010.Click OK.11.Click OK.The data for each curve defined is stored by SMS by curve ID, but when written to file, each curve will be written out as a value for every time interval and given the entity and type ID it is describing.7.6 Deleting Boundary ConditionsTo delete a boundary condition:1.Select an entity that has a boundary condition using the proper selection tool.2.Select Gen2DM | Delete BC.It is recommended that the model definition should remain untouched after creating a mesh. The manipulation of the boundary condition definitions (i.e. deleting types or type variables) or other model definition parameters may interfere with proper simulation set up and cause unforeseen problems.8 Assigning Material PropertiesEach element in the mesh is assigned a material type ID. This geometry has two materialtypes. To see each of these materials:1.Click the Display Options macro or select Display | Display Options or pressCTRL+d.2.In the 2D Mesh tab, turn on Materials.3.Turn off Nodes, NodalBC, Nodestrings, and Elements.4.Click the OK button to close the Display Options dialog.The mesh boundary and materials should be on showing the sides and the main channelof the river. Before continuing, turn the Materials back off and the Elements back on.The materials were created with two attributes. The material properties define how waterflows through the element. To edit the material parameters:1.Select Gen2DM | Material Properties.2.Click the General Material Properties button. You can also open this dialog byselecting Edit | Material Data.3.Change Material 01 to be called “Main channel”.4.Change Material 02 to be called “Side channel”.5.Click the OK button to close the Material Data dialog.6.Highlight Main channel.7.Enter 0.030 and 20.0 for Manning and Kinematic eddy viscosity, respectively.8.Highlight Side channel.9.Enter 0.045 and 20.10.Click OK.The eddy viscosity and roughness parameters have now been defined for this model.9 Gen2DM Model CheckSMS can detect anomalies within the mesh and model definitions, by performing a quickcheck. Not all invalid situations can be distinguished because Gen2DM is a user definedinterface for an executable outside SMS. However, SMS will look for basic meshproblems and missing model definitions. To run this check:4.Select Gen2DM | Check Mesh.5.The Model Checker dialog should appear and give a list of potential issues. Thehighlighted Problem will include a Description and a Fix. Read the descriptionand follow the fix instructions if necessary by clicking the Done button andperforming the required operations. Some problems may not need to be fixedsuch as changes to the model definition. If no problems are found, a messagestating such will be displayed. In this case click OK.6.Manually check model variables for validity as suggested by any documentsincluded with the model executable.7.Save the file as “Conestoga_River_Sim” by selecting File | Save As.8.Change the Save as type to 2D Mesh Files (*.2dm) and enter the name.9.Click the Save button to save the simulation.10 Gen2DM (*.2dm) File FormatSMS uses a generic format that is extremely flexible to write out “*.2dm” file. The filecould be opened in a text editor (that does not trim line length) and easily edited withbasic knowledge of the cards used. The file is organized by key words at the beginning ofeach line followed by data describing attributes. If you openedConestoga_River_Sim.2dm using Microsoft ® Notepad, you would see the followingformat (cards shown in proper order with data and description), but probably not thesame values:MESH2D•Denotes the beginning of the mesh data – no dataE3T 94 1103 1101 1102 2• A linear triangular element (3 vertices) – element ID (integer), 1st vertex node ID(integer), 2nd vertex node ID (integer), 3rd vertex node ID (integer), elementmaterial type ID (integer)E4Q 95 103 388 387 104 2• A linear quadratic element (4 vertices) – element ID (integer), 1st vertex node ID (integer), 2nd vertex node ID (integer), 3rd vertex node ID (integer), 4th vertexnode ID (integer), element material type ID (integer)E6T 17 7 1254 25 1255 8 1256 2• A quadratic triangular element (3 vertices, 3 mid points) – element ID (integer), 1st vertex node ID (integer), 1st mid point node ID (integer), 2nd vertex node ID (integer), 2nd midpoint node ID (integer), 3rd vertex node ID (integer), 3rd mid point node ID (integer), element material type ID (integer)E8Q 18 21 1248 7 1256 8 1257 26 1258 2 • A quadratic quadrilateral element (4 vertices, 4 mid points) – element ID (integer), 1st vertex node ID (integer), 1st mid point node ID (integer), 2nd vertex node ID (integer), 2nd midpoint node ID (integer), 3rd vertex node ID (integer), 3rdmid point node ID (integer), 4th vertex node ID (integer), 4th mid point node ID (integer), element material type ID (integer)E9Q 50 28 1315 53 1316 52 1317 27 1260 4630 2 • A quadratic quadrilateral element (4 vertices, 4 mid points, an element centered node) – element ID (integer), 1st vertex node ID (integer), 1st mid point node ID (integer), 2nd vertex node ID (integer), 2nd midpoint node ID (integer), 3rd vertex node ID (integer), 3rd mid point node ID (integer), 4th vertex node ID (integer), 4th mid point node ID (integer), the element centered node ID (integer), element material type ID (integer)Note: The E3T, E4Q, E6T, E8Q and E9Q cards may be intermixed in the written order. The mesh is written by starting with one element and listing neighboring elements. The node ID for these cards are in counterclockwise order around the element (ending with the centroid node for EQ9s). Each card will be written only if an element of the type is present in the mesh.ND 3260 -7.62822790e+001 4.00306200e+001 7.40765873e+001 • A node – node ID (integer), x position (real number), y position (real number), z position (real number)Note: The xyz positions are positive/negative one digit with eight decimal places followed by “e” (times ten to the…) positive/negative power real numbers.NS 567 2489 568 2545 594 2626 630 2702 -663 • A nodestring – nodestring head node ID, 1st vertex node ID (if any),… last vertex node ID (if any), nodestring tail node IDNote: The nodestring tail is denoted by a negative sign in front of the tail node ID. A nodestring may consist of more than ten nodes which constitute a file line, consequently a nodestring may extend multiple NS cards. Each sequential line should be read until the negative tail node ID is found, ending the nodestring definition. If no nodestrings are present in the mesh, this card will not be written.。

教师资格考试高级中学学科知识与教学能力英语试题及解答参考

教师资格考试高级中学英语学科知识与教学能力复习试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、The teacher should focus on________when planning a lesson for advanced level students.A. memorizing vocabularyB. grammar rulesC. both A and BD. developing critical thinking skills答案：D解析：在为高级水平学生设计课程时，教师应该侧重于培养批判性思维能力，这有助于学生更深入地理解和运用英语知识。

2、Which of the following activities is most suitable for assessing students’ understanding of a complex text?A. Multiple-choice questionsB. Vocabulary matchingC. Summarizing the main ideaD. Copying and pasting sentences答案：C解析：总结主要观点的活动最适合评估学生对复杂文本的理解。

这有助于教师了解学生是否能够抓住文本的核心信息，而不是仅仅依赖记忆或重复句子。

3、Which of the following idiomatic expressions is used to describe a situation where someone is stuck in a difficult or unpleasant situation and can’t find an e asy way out?A)“In a tight spot”B)“Out of the woods”C)“Tight as a drum”D)“Cut to the chase”Answer: A) “In a tight spot”解析：This idiom means being in a difficult or unpleasant situation where it is hard to find an easy way out. “Out of the woods” means being ou t of danger, “Tight as a drum” means very strict or good at keeping secrets, and “Cut to the chase” means to get straight to the point without wasting time.4、What technique can a teacher use to enhance students’ critical thinking skills and promote deeper understanding of a text?A)Lecturing the whole class on the textB)Having students read the text silentlyC)Asking open-ended questions that require analysis and interpretationD)Providing summaries of the key points of the textAnswer: C) Asking open-ended questions that require analysis and interpretation解析：By asking open-ended questions, the teacher encourages students to apply their existing knowledge to the text, which promotes critical thinkingand deeper understanding. Lecturing, silent reading, and providing summaries may be useful, but they do not necessarily encourage critical thinking.5、What is the main purpose of using a brainstorming technique in the classroom when preparing for a lesson?A)To test students’ knowledge of the subject matter.B)To foster creativity and collaboration among students.C)To ensure that the lesson meets the educational standards.D)To evaluate the students’ individual abilities.Answer: B) To foster creativity and collaboration among students.Explanation: The brainstorming technique is primarily used to encourage students to think creatively and work together, which helps in the preparation of a lesson. It is not focused on testing knowledge, ensuring educational standards, or evaluating individual abilities.6、In the context of English language teaching, which of the following tasks is most suitable for the development of speaking skills?A)Reading comprehension exercises.B)Listening comprehension exercises.C)Writing assignments.D)Role-playing scenarios.Answer: D) Role-playing scenarios.Explanation: Role-playing scenarios are highly effective for the development of speaking skills as they provide a practical context for students to practice speaking in a natural and interactive way. Reading comprehension,listening comprehension, and writing assignments are valuable for other language skills but are less focused on developing speaking abilities.7、The sentence “She sang beautifully” can be transformed into a passive voice sentence. Which of the following options is correct?A. Beautifully was sung by her.B. Her sang beautifully.C. Beautifully sang she.D. She was sung beautifully.Answer: DExplanation: The correct passive voice transformation for the sentence “She sang beautifully” is “She was sung beautifully.” In passive voice, the subject (“She”) is not performing the action, and the focus is on the action itself, which is performed by an unspecified person or thing.8、In the following sentence, which word is an adverb modifying the verb “to walk”?“The students walked quietly to the library.”A. quietlyB. studentsC. libraryD. walkedAnswer: AExplanation: The adverb “quietly” modifies the verb “to walk” by describinghow the students walked. Adverbs often answer questions like “how,” “when,” “where,” “why,” or “to what extent.” In this case, “quietly” answers the question “how” the students walked.9、Which of the following strategies is most effective for teaching advanced vocabulary to high school students?A) Introducing new words through context-only without explanation.B) Using flashcards exclusively for memorization.C) Providing multiple examples and authentic usage in sentences.D) Relying solely on definitions from dictionaries.Answer: C解析: 教授高中学生高级词汇时，最有效的策略是通过多种示例和真实的句子使用来提供词汇。

memo&report模板

Parts of a MemoStandard memos are divided into parts to organize the information and to helpachieve the writer's purpose and usually follow this general format: Heading: (name of the company)TO: (readers' names and job titles)FROM: (your name and job title)DATE: (complete and current date)SUBJECT: (what the memo is about, concerns)Body:Enclosure:Sample memo 1TO: Henry Smith, Sales ManagerFROM: Jack Wong, Personnel ManagerDATE: May 4, 2000SUBJECT: Applicants for Sales PostAttached are the resumes and certificates of fourapplicants who have applied for your department position.Please evaluate these applicants and then recommendpeople you want to interview to me. As soon as I have thenames, I will make arrangement for the interviews.J.W.Sample memo 2To: Ted FengDate: Oct. 1stFrom: Paul AnderssonTime: 17:42Topic: Delay of arrivalPaul called for you, just after you had left work. He missed the flight due to the bad weather. He will not arrive until 5 pm today on flight No. JL608.You are requested to meet him at the airport and drive him to Holiday Inn. This means you don’t need wait for him at lunch time tomorrow. To make up, he wants to invite you for dinner.NancyReports are often created to do one or two or more of the following functions of reports.1. inform2. instruct3. explain4. motivate5. persuade6. reinforce (prior discussions/communication)7. recommendFormal reports in one of the ways of classification for utility purpose are divided into two main types:•information reports•recommendation reports.The Four Most Important Sections:•Introduction,•Findings,•Conclusion•Recommendation.The model report（正式版）From: Personnel Manager Division ATo: Managing DirectorDate: 16 May 2004Subject: proposed installation of clock-in machines1Following your memorandum of 27 April we carried out a small study of staff views in three selected departments to see how the arrangements of breaks had been working. I here summarize the results:a) 65% office workers found the present breakarrangement satisfactory;b) 25% would be in favor of a shorter lunch break andfinishing earlier.2It is too early to say definitely how many machines would beneeded. But at least one for every divisional office seems a reasonable estimate.3I also asked my personnel officers about the saving of time. hey think that an improvement in time-keeping could be made.4The staff’s reaction to the idea was not encouraging. In the survey we found out only 15% said they would be in favor of using clock-in machines. If theyhad choice they would prefer not to use them.5 You also asked for my view on how to deal with the Union. I had a meetingwith the Chief Union Representative. I mentioned that in some departments the lunch break was lasting a little longer than that is actually allowed. The representative’s answer was not very helpful. She said the Union will always insist on the lunch break being left as it is.In conclusion, it seems important to draw the Board’s attention to possible difficulties which the rapid installation of clock-in machines could bring. We need to discuss the problem a little longer and with more people before taking any action.Model report（简易版）J44 Prototype TestsReport on Meeting with Mr. Chang, Thursday 1st AprilI confirm that the J44 prototype will be ready on Wednesday afternoon. Mr.Chang confirmed that his engineer will be arriving from Korea on Thursday at 15:00.The engineer will carry out the tests on Friday. He will need the testequipment all day on Friday.We agreed that once the tests have been carried out to everyone’s satisfaction,I will fax a new agreement to Mr. Chang in Korea.We then aim to start production on Monday morning. The first batch will beready to ship on Tuesday afternoon.。

2023年教师资格(初级中学)-英语知识与教学能力(高中)考试备考题库附带答案10

2023年教师资格（初级中学）-英语知识与教学能力（高中）考试备考题库附带答案第1卷一.全考点押密题库(共50题)1.(单项选择题)(每题2.00 分)Rosenberg holds that public-health advocates should__________.A. recruit professional advertisersB. learn from advertisers' experienceC. stay away from commercial advertisersD. recognize the limitations of advertisements正确答案：B,2.(单项选择题)(每题 2.00 分) Which of the following activities can be used to get the main idea of a passage?______.A. reading the passage in detailB. reading to sequence the eventsC. reading to fill in the chartsD. reading the first and last sentence of the passage and the paragraphs正确答案：D,3.(单项选择题)(每题 2.00 分)__________assessment is based on a fixed standard that is usually the ultimate goal which the students are expected to achieve at the end of the course.A. Criterion-referencedB. Norm-referencedC. SummativeD. Diagnostic正确答案：A,4.(单项选择题)(每题 2.00 分) When a teacher says to the whole class, "Stand up and act out the dialogue", he/she is playing the role of a(n)( ) .A. monitorB. organizerC. assessorD. prompter正确答案：B,5.(单项选择题)(每题 2.00 分) Which of the following questions can be used in the questionnaire for assessing participation?A. Did you get all the questions right in today’s class?B. Did you finish the task on time?C. Can you use the strategies we have learned today?D. What did you do in your group work today?正确答案：D,6.(单项选择题)(每题 2.00 分) It was not until he arrived at the station______he realized he had forgotten his ticket.A. beforeB. thatC. whenD. after正确答案：B,7.(单项选择题)(每题 2.00 分)The morpheme "-ee-" in the word "geese" is aA. suffixB. infixC. prefixD. root正确答案：B,8.(单项选择题)(每题 2.00 分) The consonant [ θ]can be described as______.A. [voiceless, labio-dental, affricate]B. [voiceless, dental, fricative]C. [voiced, dental, affricate]D. [voiced, labio-dental, fricative]正确答案：B,9.(单项选择题)(每题 2.00 分) A teacher handed out a list of twenty "if "sentences and asked students to discuss and find out the grammatical rules. What is the teacher’s grammar teaching method?______ .A. deductionB. presentationC. consolidationD. induction正确答案：D,10.(单项选择题)(每题 2.00 分) —I’ll do the washing-up, Jack, would you please do the floors?—___.A. Yes, pleaseB. No, I don’tC. Yes, sureD. No, not at all正确答案：C,11.(单项选择题)(每题 2.00 分) The process of perceiving others is rarely translated (to ourselves or others) into cold, objective terms. “She was 5 feet 8 inches tall, had fair hair, and wore a colored skirt.” More often, we try to get inside the other person to pinpointhis or her attitudes, emotions, motivations, abilities, ideas, and characters. Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly—perhaps with a two-second glance.We try to obtain information about others in many ways. Berger suggests several methods for reducing uncertainties about others who are known to you so you can compare the observed person’s behavior with the known others’ behavior， observing a person in a situation where social behavior is relatively unrestrained or where a wide variety of behavioral responses are called for, deliberately structuring the physical or social environment so as to observe the person’s responses to specific stimuli, asking people who have had or have frequent contact with the person about him or her, and using various strategies in face-to-face interaction to uncover information about another person question, self-disclosures, and so on.Getting to know someone is a never ending task, largely because people are constantly changing and the methods we use to obtain information are often imprecise. You may have known someone for ten years and still know very little abou t him. If we accept the idea that we won’t ever fully know another person, it enables us to deal more easily with those things that get in the way of accurate knowledge such as secrets and deceptions. It will also keep us from being too surprised or shocked by seemingly inconsistent behavior. Ironically, those things that keep us from knowing another person too well ( e.g. secrets and deceptions ) may be just as important to the development of a satisfying relationship as those things that enable us to obtain accurate knowledge about a person (e.g. disclosures and truthful statement).There are things that we find preventing us from knowing others. These things are______.A. disclosuresB. interactionsC. stimuliD. deceptions正确答案：D,12.(单项选择题)(每题 2.00 分) Passage OneMove over Methuselah. Future generations could be living well into their second century and still doing Sudoku, if life expectancy predictions are true. Increasing by two years every decade, they show no signs of flattening out. Average lifespan worldwide is already double what it was 200 years ago. Since the 1980s, experts thought the increase in life expectancy would slow down and then stop, but forecasters have repeatedly been proved wrong.The reason behind the steady ri se in life expectancy is “the decline in the death rate of the elderly”, says Professor Tom Kirkwood from Newcastle University. He maintains that ourbodies are evolving to maintain and repair themselves better and our genes are investing in →this process ←to put off the damage which will eventually lead to death. As a result, there is no ceiling imposed by the realities of the ageing process. “There is no use-by-date when we age. Ageing is not a fixed biological process," Tom says.A large study of people aged 85 and over carried out by Professor Kirkwood discovered that there were a remarkable number of people enjoying good health and independence in their late 80s and beyonD. With people reaching old age in better shape, it is safe to assume that this is all due to better eating habits, living conditions, education and medicine.There are still many people who suffer from major health problems, but modem medicine means doctors are better at managing long-term health conditions like diabetes, high blood pres- sure and heart disease. “We are reaching old age with less accumulative damage than previous generations, we are less damaged," says Professor KirkwooD. Our softer lives and the improvements in nutrition and healthcare have had a direct impact on longevity.Nearly one-in-five people currency in the UK will live to see their 100th birthday, the Office for National Statistics predicted last year. Life expectancy at birth has continued to increase in the UK——from 73.4 years for the period 1991 to 1993 to 77.85 years for 2007 to 2009. A report in Science from 2002 which looked at life expectancy patterns in different countries since 1840 concluded that there was no sign of a natural limit to life.Researchers Jim Oeppen and Dr. James Vaupel found that people in the country with the highest life expectancy would live to an average age of 100 in about six decades. But they stopped short of predicting anything more."This is far from eternity: modest annual increments in life expectancy will never lead to im mortality,” the researchers saiD.We do not seem to be approaching anything like the limits of life expectancy, says Professor David Leon from the London School of Hygiene and Tropical Medicine. “There has been no flattening out of the best the groups whi ch everyone knows have good life expectancy and→ low mortality←. ”he says.These groups, which tend to be in the higher social and economic groups in society, can live for several years longer than people in lower social groups, prompting calls for an end to inequalities within societies.Within populations, genes also have an important role to play in determining how long we could survive for, but environment is still the most important factor.It is no surprise that healthy-living societies like Japan have the highest life expectancies in the worlD. But it would still be incredible to think that life expectancy could go on rising forever. “I would bet there will be further increases in life expectancy and then it will probably begin to slow,” says Tom, “but we just don’t know.”Based on recent studies made by various scholars, which of the following factors plays a fundamental role in man’s longevity?→←.A. GenesB. Eating habitsC. EnvironmentD. Medical condition正确答案：A,13.(单项选择题)(每题 2.00 分) Which of the following may better check students ability of using a grammatical structure?( )A. Having them work out the rule.B. Having them give some examples.C. Having them explain the meaning.D. Having them explain the structure.正确答案：B,14.(单项选择题)(每题 2.00 分)Smart devices have become the master mainly because __________.A. everybody is on call all the timeB. bosses invade their employees' free timeC. managers easily change their minds at the last momentD. employees find it harder to distinguish between real work and make-work正确答案：A,15.(单项选择题)(每题 2.00 分) The first time I questioned the conventional wisdom on the nature of a healthy diet, I was in my salad days, almost 40 years ago, and the subject was salt. Researchers were claiming that salt supplementation was unnecessary after strenuous exercise, and this advice was being passed on by health reporters. All I knew was that I had played high school football in suburban Maryland, sweating profusely through double sessions in the swamp like 90-degree days of August. Without salt pills, I couldn’t make it through a two-hour practice; Icouldn’t walk across the parking lot afterward without cramping.While sports nutritionists have since come around to recommend thatwe should indeed replenish salt when we sweat it out in physical activity, the messagethat we should avoid salt at all other times remains strong. Salt consumption is said to raise blood pressure, cause hypertension and increase the risk of premature death. This is why the Department o f Agricultures dietary guidelines stillconsider salt Public Enemy No. 1, coming before fats, sugars and alcohol. Its why the director of the Center for Disease Control and Prevention has suggested that reducing salt consumption is as critical to long-term health as quitting cigarettes.And yet, this eat-less-salt argument has been surprisinglycontroversial and difficult to defenD. Not because the food industry opposesit, but because the actual evidence to support it has always been so weak.When I spent the better part of a year researching the state of the salt science backin 1998-already a quarter century into the eat-less-saltrecommendations-journal editors and public health administrators were sti ll remarkably candid in their assessment of how flimsy the evidence was implicating salt as the cause of hypertension.While, back then, the evidence merely failed to demonstrate that salt was harmful, the evidence from studies published over the past two years actually suggests that restricting how much salt we eat can increase our likelihood of dying prematurely. Put simply, the possibility has been raised that if we were to eat as little salt as the U. S.D. A. and the C. D. C. recommend, wed be harming rather than helping ourselves.Why have we been told that salt is so deadly? Well, the advice has always sounded reasonable. It has what nutritionists like to call “biological plausibility”. Eat more salt and your body retains water to maintain a stable concentration of sodium in your blooD. This is why eating salty food tends to make us thirsty. We drink more ;we retain water. The result can be a temporary increase in blood pressure which will persist until our kidneys eliminate both salt and water.The scientific question is whether this temporary phenomenon translates to chronic problems: if we eat too much salt for years, does it raise our blood pressure, cause hypertension, then strokes, and then kill us prematurely? It makes sense, but ifs only a hypothesis. The reason scientists do experiments is to find out if hypotheses are true.The N. I. H. has spent enormous sums of money on studies to test the hypothesis, and those studies have singularly failed to make the evidence any more conclusive.With nearly everyone focused on the supposed benefits of saltrestriction, little research was done to look at the potential dangers. But four years ago, Italian researchers began publishing the results from a series of clinical trials, all of which reported that, among patients with heart failure, reducing salt consumption increased the risk of death.According to the passage, when were people recommended to eat less salt? ______ .A. around the early 1990sB. around the early 1980sC. around the early 1970sD. around the early 1960s正确答案：C,16.(单项选择题)(每题 2.00 分) For his contribution to the establishment of the form of the modem novel, has been regarded as “Father of English Novel”.______.A. Daniel DefoeB. Jonathan SwiftC. Henry FieldingD. Oliver Goldsmith正确答案：A,17.(单项选择题)(每题 2.00 分) When we want to get a general idea of what a text is about, the reading strategy we often use is→.←A. scanningB. reading aloudC. skimmingD. reading word by word正确答案：C,18.(单项选择题)(每题 2.00 分) ______was a progressive intellectual movement going on throughout Europe in the 18th century.A. EnlightenmentB. ClassicismC. RenaissanceD. Romanticism正确答案：A,19.(单项选择题)(每题 2.00 分) When did the Australian Federation officially come into being?______.A. 1901B. 1900C. 1788D. 1770正确答案：A,20.(单项选择题)(每题 2.00 分) Five years ago, David Smith wore an expensive suit to work every day. “I was a clothes ad diet, ’Tie jokes。

如何成为一名美国高中教师的步骤清单

Well-prepared high school teachers are essential to students' academic success during their years in secondary school. High school teachers complete professional training to provide students with lasting educational experiences. If you're interested in a rewarding career as a high school teacher, it may be helpful to find out specific information about what these professionals do and the path they take to become one.具备条件的高中教师对学生在中学时期的学业成功至关重要。

高中教师完成专业培训，为学生提供持久的教育经验。

如果你对高中教师这一有回报的职业感兴趣，那么了解一下这些专业人士是做什么的，以及他们成为一名教师的途径，可能会对你有帮助。

In this article, we provide a list of steps for how to become a high school teacher and discuss their common job duties, average salary and answers to frequently asked questions about the career.在这篇文章中，我们列出了如何成为一名美国高中教师的步骤清单，并讨论了他们的一般工作职责、平均工资以及关于这一职业的常见问题的答案。

What does a high school teacher do in the United States?美国高中老师主要做什么?High school teachers instruct students between grades 9 through 12. High school teachers usually teach at a single grade level and focus on one specific subject like English or U.S. history, but they may teach multiple subjects as well. They usually give their lessons through classroom discussions and lectures.高中教师指导9年级到12年级的学生。

大连理工大学教材答案商务英语综合教程

大连理工大学教材答案商务英语综合教程1 The manager ... commercial bribes. [单选题] *A was in the charge ofB was charged ofC was charged with(正确答案)D was charged2 That notion doesn't fit with our ... culture. [单选题] *A corporate(正确答案)B corporationC cooperationD operation3 ..... many farmers paid attention only to exploiting the land. [单选题] *A In addition toB In addition(正确答案)C AdditionalD Addition4 But internal capital markets not only have benefits but also ...... disadvantages. [单选题] *A incur(正确答案)C incurredD incurring5 If you have any questions about it, you can ...... your lawyer. [单选题] *A consult aboutB consult forC consult ofD consult with(正确答案)6 A line manager is a general manager who is ...... the authority of the managing director. [单选题] *A inB under(正确答案)C atD after7 Every person is accountable ... his boss ... his own work. [单选题] *A for... forB for... toC to... for(正确答案)D to... to8 The meeting discussed how to ... this latest product. [单选题] *A promote(正确答案)C preventD process9 You can persuade him again, for his decision is usually ... [单选题] *A unchangeableB not changeableC not unchangeable(正确答案)D decisive10 ... any ... , there is no doubt about the bankrupt of the firm. [单选题] *A In... occasionB In... case(正确答案)C On... occasionD In... circumstance11 The marketing... in banking is implemented. [单选题] *A contextB concept(正确答案)C contentD conceit12 They did not anticipate ... opposition. [单选题] *A to meetB metC meeting(正确答案)D meet13 He made no attempt to ... his contradictory answers. [单选题] *A clarify(正确答案)B specifyC explainD interpret14 Businessmen, authors and actors all may hire agents to... their affairs. [单选题] *A performB executeC conduct(正确答案)D discharge15 She uses ... to get what she wants. [单选题] *A principleB tacticsC policyD strategy(正确答案)16 We ... promoting the new products next Friday morning. [单选题] *A meantB proposed(正确答案)C plannedD designed17 I was unable to ... him to do as Ido. [单选题] *A urgeB convinceC persuade(正确答案)D induce18 The rich businessman ... a school in his hometown. [单选题] *A establishedB founded(正确答案)C institutedD constructed19 Water is ... to the growth of crops. [单选题] *A elementaryB primaryC fundamentalD essential(正确答案)20 The writer has ... fame all his life, but never experienced any. [单选题] *A pursued(正确答案)B chasedC followedD tailed21 The company has worldwide distribution ... [单选题] *A passagesB pipesC channels(正确答案)D roads22 She is very rich: her pay runs into five ... [单选题] *A digitsB figures(正确答案)C dataD readings23 The marketer can use the marketing mix to ... a marketing plan. [单选题] *A craft(正确答案)B workC markD create24 Service is a kind of ... product. [单选题] *A tangibleB intangible(正确答案)C visibleD variable25 Marketing decisions generally fall into four .. . categories. [单选题] *A controlledB uncontrolledC controllable(正确答案)D uncontrolled26 He ... goods neatly in the shop window. [单选题] *A linedB ratedc rankedD ranged(正确答案)27 The ... of a product help determine its price, etc. [单选题] *A characteristicsB attributes(正确答案)C traitsD features28 The story should act as a warning to other ... buyers [单选题] *A prospective(正确答案)B prosperousC promptD present29 We had already ... how the price fluctuated., [单选题] *A perceived(正确答案)C perfectD persuade30 There is a list of ... on the side of the packet. [单选题] *A elementsB factorsC ingredients(正确答案)D parts31 In the Chinese household, grandparents and other relatives play ...roles in raising children. [单选题] *A incapableB indispensable(正确答案)C insensibleD infinite32 Our manager is a very ... person. [单选题] *A precise(正确答案)B correctC exactD accurate33 Chenlihua was among the world’s 100 most ..people in 2012. [单选题] *A effectiveC influential(正确答案)D impacting34 This journey is ... those who performed quite well last year. [单选题] *A directed towardsB directed at(正确答案)C targeted atD directed to35 Corporate entertainment can be very helpful in marketing ... . [单选题] *A battleB struggleC combatD campaign(正确答案)36 They have ordered an . .. investigation into the incident at once. [单选题] *A internal(正确答案)B insideC innerD inward37 Participants were ... according to their age and ability. [单选题] *A classifiedB grouped(正确答案)C made outD assorted38 He won the first ... in the competition. [单选题] *A awardB rewardC premiumD prize(正确答案)39 In the temple you will find the ... of many gods and goddesses. *A images(正确答案)B portraitsC statues(正确答案)D icons40 It takes time to learn how to apply them and become . .. with them. [单选题] *A professionalB proficient(正确答案)C profoundD profitable41The ...which has been operating in the red has decided to switch to other production. [单选题] *A enterpriserB enterprise(正确答案)C enterprisingD entrepreneur42 The two companies have ....for their mutual protection. [单选题] *A entered into partnership(正确答案)B gain partnershipC partnershipD obtain partnership43 We'll never give up until we ... [单选题] *A get the goalB arrive the goalC reach the goal(正确答案)D have the goal44 A ... is a project or activity which is new, exciting, and difficult because it involves the risk of failure. [单选题] *A businessB venture(正确答案)C matterD thing45...means mount of money gained in a bsinesss. [单选题] *A ProductB IndustryC Profit(正确答案)46 The area, country, section ofthe population,ete. to whichgoods may be sold is called ... [单选题] *A factoryB market(正确答案)C market shareD warehouse47 We need to work harder to remain ...other companies. [单选题] *A competent withB competitive toC competitive inD competitive with(正确答案)48 The Chinese government will firmly ... the opening-up policy. [单选题] *A implement(正确答案)B supplementC complementD arrangement49 An organization that has a particular kind of work or purpose is an/a ... [单选题] *A businessB institute(正确答案)C construction50 A ...is an amount of the profits that a company pays to people who own shares in the company. [单选题] *A wageB salaryC dividend(正确答案)D pay51 The teacher’s action was corrective rather than ... [单选题] *A instructionB instructional(正确答案)C instructivelyD instruct52 The .... reason for advertising is to sell more goods. [单选题] *A primary(正确答案)B primeC elementalD element53 Jack was assigned to the ... shop of the factory. [单选题] *A assembleB assemblesC assembly(正确答案)54 The worker oils the machine to operate it more ... [单选题] *A efficientB efficiently(正确答案)C effectiveD effectively55 He failed completely in the ... of his duty. [单选题] *A performance(正确答案)B performC performancyD performances56 ... are a regular( usu. Weekly)payment made or received for work or services. [单选题] *A SalariesB PaysC FeesD Wages(正确答案)57 No one... yesterday’s quarrel between the boss and the manager. [单选题] *A referred(正确答案)B referedC referred to58 They were ... with this pragmatic sanction. [单选题] *A satisfied(正确答案)B satisfactoryC satisfyingD satisfaction59 Brazil began importing soybeans to ... at home. [单选题] *A process(正确答案)B proceedC procedureD pressure60 I have no time to ... the design of the construct. [单选题] *A engageB engage in(正确答案)C engage withD engage to。

2023年教师资格之中学英语学科知识与教学能力模考模拟试题(全优)

2023年教师资格之中学英语学科知识与教学能力模考模拟试题(全优)单选题（共45题）1、请阅读短文，完成第小题。

A.He has benefited from the American educationB.He has been harmed by the American educationC.He has not laid a solid foundation for his academic careerD.He has selected courses that do not support his overall academic formation【答案】A2、When the Viaduct de Millau opened in the south of France in2004, this tallest bridge in the world won worldwide accolades.German newspapers described how it“floated above the clouds”with “elegance and lightness”and“breathtaking”beauty.In France, papers praised the“immense”“concrete giant.”Was it mere coincidence that the Germans saw beauty where the French saw heft and power?Lera Borodisky thinks not.In a series of clever experiments guided by pointed questions,Boroditsky is amassing evidence that, yes,language shapes thought.The effect is powerful enough,she says, that“the private mental lives of speakers of different languages may differ dramatically,”not only when they are thinking in orderto speak,“but in all manner of cognitive tasks,”including basic sensory perception.“Even a small fluke of grammar”—the gender of nouns—“can have an effect on how people think about things in the world,”she says.A.People remember what they saw both visually and verballynguage helps to shape what and how we perceive the worldC.Grammar has an effect on how people think about things around usD.Science has only scratched the surface of how language affects thought【答案】A3、Passage1A.An external camera checks that the car is going properlyB.The car will automatically keep to its laneC.The seat belt will tighten when the driver is found drowsyD.The technology of the alcohol odor sensor should be improved【答案】B4、I will never know all that was in his head at the time,__________.A.nor will anyone elseB.nor anyone else willC.nor won't anyone elseD.nor anyone else won't【答案】A5、The ultimate goal of English education is to develop students′ability to communicate in English.There-fore,English education should be__________.munication-focusedB.ability-orientedC.knowledge-centeredD.speaking-oriented【答案】B6、请阅读Passage1。

2022年-2023年教师资格之中学英语学科知识与教学能力模考模拟试题(全优)

2022年-2023年教师资格之中学英语学科知识与教学能力模考模拟试题(全优)单选题（共30题）1、Passage 1A.adequately probe social and biological factorsB.effectively evade the flaws of the social cureC.illustrate the functions of state fundingD.produce a long-lasting social effect【答案】 A2、请阅读Passage 2，完成小题。

A.Henry IB.No one really knowsC.Money borrowersD.Jean de Heinzelin de Braucourt【答案】 A3、With spring approaching, the pink of the apple-blossom is beginning to __________.A.showB.growC.riseD.ascend【答案】 A4、What is the teacher doing in terms of error correction?A.Direct correctionB.Indirect correctionC.Self-correctionD.Peer correction【答案】 B5、“If we fail to act now,” said Tom, “We’ll find ourselves ______ in action later on.”A.paid backB.paid forC.paid upD.paid off【答案】 A6、Match the adjectives on the left with the nouns on the right.A.GroupingB.CollocationC.ImitationD.Imagery【答案】 B7、For more advanced learners, group work may be more appropriate than pair work for tasksthat are __________.A.linguistically simpleB.structurally controlledC.cognitively challengingD.thematically non-demanding【答案】 C8、请阅读Passage 1，完成第小题。