如果一个人在A城市乱扔垃圾就会被认为没有道德；一个人如果没有

【名词&注释】

发现问题、教材内容(textbook content)、解决问题(solving problems)、主要矛盾(principal contradiction)、针对性原则(the principle of context)、画龙点睛、训练方法(training method)、常抓不懈(unremitting)、交际性原则(communicative principle)、在实践中学

[单选题]如果一个人在A城市乱扔垃圾就会被认为没有道德；一个人如果没有道德，A城市里就没有人和他做朋友：一个人如果在A城市没有朋友就寸步难行，无法继续留在这里。从上述叙述中，可以推出以下哪项结论？( )

A. 一个人在B城市乱扔垃圾但是仍然可以留在A城市
B. 如果一个人道德修养很高，那么他就能留在A城市
C. 生活在A城市的小李在过马路时将西瓜皮扔在地上，那么他将难以再留在A城市
D. 小王没有留在A城市说明他缺乏道德修养

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学习资料：

[单选题]提出"闻道有先后，术业有专攻"的思想家是( )。

A. 韩愈
B. 苟子
C. 孔子
D. 柳宗元

[单选题]在学法指导的方式中，点拨式属于( )。

A. 直接型指导
B. 渗透型指导
C. 个别型指导
D. 自悟型指导

[单选题]人们经常借助于外在的具体形式，如画图表、路线图等表征问题，这是( )的过程。

A. 发现问题
B. 理解问题
C. 提出假设
D. 验证假设

[单选题]在心智技能的形成过程中，原型定向之前已发生原型内化。( )A.正确B.错误

A. B

[单选题]以下属于元认知计划策略的是( )。

A. 学生拿到教材后为自己设定学习目标
B. 学生在考试中先做简单题目
C. 学生在考试过程中时刻关注自己的做题速度与时间
D. 学生测试结束后检查自己的答案

[单选题]Passage 1 　　In recent years, however, society has cometo understand the limitations of schoolsthat merely sort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before being ranked--fail to develop the foundational reading,writing, andmathematical proficiencies needed to survivein, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schools toleave no child behind, society is askingthat educators raise up the bottom of therank-order distribution to a specified level of competence. We call those expectations our academic achievement standards Every statehas them, and, as a matter of public policy,schools are to be held accountable for lakingsure that all students meet them. 　　To be clear, the mission of sorting has not been eliminated from the schooling process.For the foreseeable future, students will still be ranked at the end of high school. However,society now dictates that such a celebrationof differences in amount learned must start at a certain minimum level of achievement for all. 　　The implications of this change in missionfor the role of assessment are profound. 　　Assessment and grading procedures designedto permit only a few students to succeed(those at the top of the rank-order distribution)must now be revised to permit the possibilitythat all students could succeed at some appropriate level. Furthermore, proceduresthat permitted(perhaps even encouraged)some students to give up in hopelessness andto stop trying must now be replaced by othersthat promote hope and continuous effort.In short, the entire emotional environmentsurrounding the prospect of being evaluatedmust change, especially for perennial low achievers. 　　The students' mission is no longer merelyto beat other students in the achievementrace. At least part of their goal must be to become competent. Teachers must believethat all students can acnieve a certain levelof academic success, must bring all of theirstudents to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiatedinstruction, and must guide all studentstoward the attainment of standards. 　　The driving dynamic force for students cannot merely be competition for an artificialscarcity of success. Because all students can and must succeed in meeting standards,cooperation and collaboration must come intoplay.The driving forces must be confidence,optimism, and persistence--for all, not justfor some. All students must come to believethat they can succeed at learning if theytry. They must have continuous access to evidence of what they believe to be credible academic success, however small. Thisnew understanding has spawned increasedinterest in formative assessment in recentyears.

Which of the following is closest in meaningto the underlined word“accommodate” in Paragraph 4?

A. adapt
B. match
C. accept
D. understand

[多选题]教师在语音教学中应当遵循哪些原则（10分）?简述三种训练学生各个音素的发音的方法，并举例说明（10分）。

A. (1)教师在语音教学中应遵循以下原则：①准确性原则。准确性原则是语音教学的首要原则。教师要通过各种教学方式、多样化的教学手段，从发音方式、发音部位等方面人手，保证学生掌握正确的发音规则，形成正确的发音习惯。②长期性原则。语音教学不只是入门阶段的教学任务，而是贯穿于中小学各个阶段的教学任务。根据各个阶段的教学内容、任务和要求，教师应对语音教学常抓不懈^{(unremitting)}、贯彻始终。③综合性原则。语音教学并不是孤立的发音教学，教师应该将音素、音标、单词、句子及语义、语用等各个层面结合起来，把语音教学融入有意义、有情景的语言练习和任务性的语言训练中去，将语音同口语、交际、互动等围绕意思展开的语言活动结合起来，并注意语义与语境、语调与语流相结合。④针对性原则。针对性原则指语音训练的重点应该放在有标记的语音特征上，针对不同学生的具体发音困难采用相应的教学方法。⑤趣味性原则。为避免语音训练的乏味性，教师可以根据不同阶段学生的心理和生理特点，采用恰当的教学方式，如游戏、比赛、绕口令、唱歌等，还可以借助图片、动画等教具，使语音教学趣味化。⑥交际性原则^{(communicative principle)}。交际性原则^{(communicative principle)}指在语音教学中应该将语音置于特定的交际语境之中，让学生体会、分析语音的交际含义，在交际中使用所学的语音知识，掌握正确的语调、重音、节奏等技巧，准确表达自己的交际意图。⑦真实性原则。使学生大量接触真实的、自然的语言。把语音教学融入有意义、有情景的语言练习和任务性的语言训练中去，在实践中学，边学边用。(2)训练方法^{(training method)}：①对比：把相近发音的一组元音或辅音放在一起，让学生先听，然后对比学习。例如/s/和/e/，/I/和/i:/等。②辨别：主要是培养学生能够辨认和区分不同语音的能力，如最小对比对训练、判断单词异同、找出一组词中读音不相同的词。例如，by-buy-bye-bay（第四个不同）。③讲解：如果学生觉得发音有困难，教师要借助发音器官图，介绍发音位置。例如/s/和/θ/，教师通过发音器官图中舌头的位置来辅助讲解。

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