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"三五步行遍天下,六七人百万雄兵”描写的是( )。

  • A.下棋
  • B.战场
  • C.戏台
  • D.房间
查看答案 纠错
答案: C
本题解析:

“三五步行遍天下,六七人百万雄兵”描写的是戏台。

更新时间:2021-09-20 00:57

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问答题

根据提供的信息和语言素材设计教学方案,用英文作答。

设计任务:请阅读下面学生信息和语言素材,设计20分钟的英语阅读教学方案。教案没有固定格式,但须包含下列要点:

·teaching objectives

·teaching contents

·key and difficult points

·major steps and time allocation

·activities and justifications

教学时间:20分钟

学生概况:某城镇普通中学七年级(初中一年级)学生。班级人数40人。多数学生已经达到《义务教育英语课程标准(2011年版)》二级水平,学生课堂参与积极性较高。

中学英语学科知识与教学能力,历年真题,2017下半年教师资格证考试《英语学科知识与教学能力》(初级中学)真题

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问答题

根据题目要求完成下列任务,用中文作答。

下面是一位初中英语教师在语音教学中使用的练习。

Teacher′ s instruction:

Look at the words on the blackboard. Tick the word you hear in each sentence I read.

Teacher′s reads:

1. I don′ t like these sports.

2. These pots are very dirty.

3. Look at that white cord on the water.

4. Mr. Smith was short.

Students tick the words they hear:

A B

1. spotssports

2. potsports

3. cod cord

4. shotshort

根据上面所提供的教学情境,从下面四个方面作答。

(1)该片段的教学目的是什么

(2)该教师采用了哪两种教学方法

(3)该教学片段体现了哪两个语音教学的原则

(4)列出能恰当体现语音教学原则的其他三种方法。

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问答题

简述教材在英语教学中的两个作用,列出教师使用教材的三点注意事项。

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Passage 2

Teacher education provided by U.S. colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly. These programs, likenon-university programs, are uneven in quality and can be improved. What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching.

This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U.S.

Department of Education all providing sponsorship and substantial funding.

The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs. The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training.

Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies. The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy

provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities.

Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U.S. teachers, enrollments in college and universityteacher education programs have declined in many parts of the country. Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities.

Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching.

Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline.

Which of the following is true of the independent teacher education programs

  • A.They are initiated to deal with teacher shortages and education inequities
  • B.They aimed to raise the standards of teacher education programs
  • C.They compete with the university teacher education programs
  • D.They can replace the university teacher education programs
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单选题

Passage 2

Teacher education provided by U.S. colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly. These programs, likenon-university programs, are uneven in quality and can be improved. What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching.

This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U.S.

Department of Education all providing sponsorship and substantial funding.

The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs. The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training.

Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies. The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy

provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities.

Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U.S. teachers, enrollments in college and universityteacher education programs have declined in many parts of the country. Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities.

Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching.

Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline.

What measures have been taken by some states to deal with their teacher shortages

  • A.To increase the number of qualified teachers
  • B.To increase funds for teacher education programs
  • C.To expand non-university teacher education programs
  • D.To establish the baseline of teacher education programs
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单选题

Passage 2

Teacher education provided by U.S. colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly. These programs, likenon-university programs, are uneven in quality and can be improved. What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching.

This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U.S.

Department of Education all providing sponsorship and substantial funding.

The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs. The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training.

Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies. The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy

provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities.

Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U.S. teachers, enrollments in college and universityteacher education programs have declined in many parts of the country. Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities.

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Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline.

What can be inferred from Paragraph 3

  • A.The university system of the United States will completely collapse
  • B.The university system of the United States will be totally restructured
  • C.The new teacher education programs may not grant students academic degrees in the future
  • D.The new teacher education programs will follow the usual practice of other professionalpreparation
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Passage 2

Teacher education provided by U.S. colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly. These programs, likenon-university programs, are uneven in quality and can be improved. What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching.

This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U.S.

Department of Education all providing sponsorship and substantial funding.

The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs. The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training.

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provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities.

Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U.S. teachers, enrollments in college and universityteacher education programs have declined in many parts of the country. Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities.

Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching.

Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline.

Which of the following is closest in meaning to the underlined word"momentum" inParagraph 2

  • A.Moment
  • B.Motive
  • C.Achievement
  • D.Incentive
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Passage 2

Teacher education provided by U.S. colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly. These programs, likenon-university programs, are uneven in quality and can be improved. What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching.

This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U.S.

Department of Education all providing sponsorship and substantial funding.

The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs. The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training.

Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies. The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy

provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities.

Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U.S. teachers, enrollments in college and universityteacher education programs have declined in many parts of the country. Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities.

Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching.

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What can be inferred from Paragraph 1 about criticisms against teacher education

  • A.The criticisms have been increasing
  • B.The criticisms may not be well justified sometimes
  • C.The criticisms mainly focus on the quality of non-university programs
  • D.The criticisms usually come from advocacy groups and so-called educational entrepreneurs
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Passage 1

Self-driving vehicles threaten to send truck drivers to the unemployment office. Computerprograms can now write journalistic accounts of sporting events and stock price movements. Thereare even computers that can grade essay exams with reasonable accuracy, which could revolutionizemy own job. Increasingly, machines are providing not only the brawn but the brains, too. And thatraises the question of where humans fit into this picture--who will prosper and who won′t in thisnew kind of machine economy

Within five years we are likely to have the world′s best education, or close to it, online andfree. But not everyone will sit down and go through the material without a professor pushing them todo the work.

Your Smartphone will record data on your life and, when asked, will tell you what to do,drawing on data from your home or from your spouse and friends if need be. "You′ ve thrown outthat bread the last three times you′ve bought it, give it a pass" will be a text message of the future.

How about"Now is not the time to start another argument with your wife" The GPS is just thebeginning of computer-guided instruction. Take your Smartphone on a date, and it might vibrate inyour pocket to indicate "Kiss her now." If you hesitate for fear of being seen as pushy, it may write:

"Who cares if you look bad You are sampling optimally in the quest for a lifetime companion."

A lot of jobs will consist of making people feel either very good or very bad about themselves.

Coaches, mentors and disciplinarians will spread to many areas of life, at least for those of us whocan stand to listen to them. These people will cajole us, flatter us and shame us into improving ourlives, our work habits and our consumption.

Computing and software will make it easier to measure performance and productivity.

It will be harder to gloss over our failings and maintain self-deception. In essence everyone willsuffer the fate of professional chess players, who will always know when they have lost a game, havean exact numerical rating for their overall performance, and find excuses for failure hard to come by.

Individuals will have many measures of their proficiency. They will have an incentive todisclose that information to get the better job or social opportunity. You′ll assume the worst aboutthose who keep secrets, and so openness will reign. Many of us will start to hate the idea of BigData.

Why will many people start to hate Big Data according to the last paragraph

  • A.Because people will have no privacy and can' t tell any lies at all
  • B.Because they facilitate performance and productivity assessment
  • C.Because they give people no choice but to comply with computers
  • D.Because people have found it really hard to finish doing everything
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单选题

Passage 1

Self-driving vehicles threaten to send truck drivers to the unemployment office. Computerprograms can now write journalistic accounts of sporting events and stock price movements. Thereare even computers that can grade essay exams with reasonable accuracy, which could revolutionizemy own job. Increasingly, machines are providing not only the brawn but the brains, too. And thatraises the question of where humans fit into this picture--who will prosper and who won′t in thisnew kind of machine economy

Within five years we are likely to have the world′s best education, or close to it, online andfree. But not everyone will sit down and go through the material without a professor pushing them todo the work.

Your Smartphone will record data on your life and, when asked, will tell you what to do,drawing on data from your home or from your spouse and friends if need be. "You′ ve thrown outthat bread the last three times you′ve bought it, give it a pass" will be a text message of the future.

How about"Now is not the time to start another argument with your wife" The GPS is just thebeginning of computer-guided instruction. Take your Smartphone on a date, and it might vibrate inyour pocket to indicate "Kiss her now." If you hesitate for fear of being seen as pushy, it may write:

"Who cares if you look bad You are sampling optimally in the quest for a lifetime companion."

A lot of jobs will consist of making people feel either very good or very bad about themselves.

Coaches, mentors and disciplinarians will spread to many areas of life, at least for those of us whocan stand to listen to them. These people will cajole us, flatter us and shame us into improving ourlives, our work habits and our consumption.

Computing and software will make it easier to measure performance and productivity.

It will be harder to gloss over our failings and maintain self-deception. In essence everyone willsuffer the fate of professional chess players, who will always know when they have lost a game, havean exact numerical rating for their overall performance, and find excuses for failure hard to come by.

Individuals will have many measures of their proficiency. They will have an incentive todisclose that information to get the better job or social opportunity. You′ll assume the worst aboutthose who keep secrets, and so openness will reign. Many of us will start to hate the idea of BigData.

Who will be most likely to suffer from this technological revolution

  • A.Fashion gurus specializing in producing, modeling, or marketing fashion
  • B.American young people who do not make good use of the online courses
  • C.Individuals keeping the information about their proficiency to themselves
  • D.Professional chess players who are not able to calculate the play outcome
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