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  • [单选题]请阅读Passage 2,完成1~5小题。   Passage 2   Several research teams have found that newborns prefer their mothers' voices over those of other people.Now a team of scientists has gone an intriguing step further: they have found that newborns cry in their native language."We have provided evidence that language begins with the very first cry melodies," says Kathleen Wermke of the University of Wurzburg,Germany,who led the research.   "The dramatic finding of this study is that not only are newborns capable of producing different cry melodies,but they prefer to produce those melody patterns that are typical for the ambient language they have heard during their fetal life,within the last trimester," said Wermke."Contrary to orthodox interpretations,these data support the importance of human infants' crying for seeding language development."   It had been thought that babies' cries are constrained by their breathing patterns and respiratory apparatus,in which case a crying baby would sound like a crying baby no matter what the culture is,since babies are anatomically identical."The prevailing opinion used to be that newborns could not actively influence their production of sound." says Wermke.This study refutes that claim: since babies cry in different languages,they must have some control (presumably unconscious) over what they sound like rather than being constrained by the acoustical properties of their lungs,throat,mouth,and larynx.If respiration alone dictated what a cry sounded like,all babies would cry with a falling-pitch pattern,since that's what happens as you run out of breath and air pressure on the throat's sound-making machinery decreases.French babies apparently didn't get that memo."German and French infants produce different types of cries,even though they share the same physiology," the scientists point out."The French newborns produce 'nonphysiological' rising patterns," showing that the sound of their cries is under their control.   Although phonemes—speech sounds such as "ki" or "sh"—don't cross the abdominal barrier and reach the fetus,so-called prosodic characteristics of speech do.These are the variations in pitch,rhythm,and intensity that characterize each language.Just as newboms remember and prefer actual songs that they heard in utero,it seems,so they remember and prefer both the sound of Mom's voice and the melodic signature of her language.   The idea of the study wasn't to make the sound of a screaming baby more interesting to listeners-good luck with that-but to explore how babies acquire speech.That acquisition,it is now clear,begins months before birth,probably in the third trimester.Newborns "not only have memorized the main intonation pattems of their respective surrounding language but are also able to reproduce these pattems in their own [sound] production," conclude the scientists.Newborns' "cries are already tuned toward their native language" ,giving them a head start on sounding French or German (or,presumably,English or American or Chinese or anything else: the scientists are collecting cries from more languages).This is likely part of the explanation for how babies develop spoken language quickly and seemingly without effort.Sure,we may come into the world wired for language (thank you,Noam Chomsky),but we also benefit from the environmental exposure that tells us which language.   Until this study,scientists thought that babies became capable of vocal imitation no earlier than 12 weeks of age.That's when infants listening to an adult speaker producing vowels can parrot the sound.But that's the beginning of true speech.It's sort of amazing that it took this long for scientists to realize that if they want to see what sounds babies can perceive,remember,and play back,they should look at the sound babies produce best.So let the little angel cry: she's practicing to acquire language.

  • Why do German and French babies produce different types of cries according to the research?

  • A. Because they can control what they hear.
    B. Because they can control their different breathing patterns.
    C. Because they don't share the same physiological structure.
    D. Because they can somehow control their sound production.

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  • [单选题]沿着多方面多角度去探寻方法和途径解决问题的思维称为( )。
  • A. 分析思维
    B. 聚合思维
    C. 发散思维
    D. 经验思维

  • [单选题]班级授课制的特征可以用以下几个字概括( )。
  • A. 班、课、室
    B. 师、生、课
    C. 师、生、时
    D. 班、课、时

  • [多选题]课堂互动( classroom interaction)是重要的教学活动形式。请列出课堂互动中人际互动的四种形式,简述其中两种形式的使用场景并分析其利弊。
  • A. (1)课堂教学中的人际互动是指课堂教学中发生于参与教学活动各人员之间的相互影响与交互作用。按照不同的分类标准,可以分出不同的互动类型。从互动主体来划分,可以分为教师和学生两个方面,教师方面主要以个体呈现,学生方面可以以多个个体、若干学习小组、一个群体呈现。对这四种主体两两组合,就可以区分出多种互动类型:教师与学生个体、教师与学生小组、教师与全体学生、学生个体与个体、学主个体与小组、学生个体与全体、学生小组与小组、学生小组与全体。(列出其中四种即可)(2)①教师与学生全体之间的互动:这是最常见的课堂人际互动类型。使用情最:教师在教学导人、讲授重点知识技能、课堂提问、教学评价、课堂练习等环节多使用此种类型。利:此时教师面向全体学生,充分控制着课堂交往的主动性。学生可以在单位时间内获得大量的信息,并以群体的形式向教师进行反馈。弊:互动针对性较差,容易忽略某些学生的问题。②学生个体与学生全体之间的互动:使用情景:教师提出问题或要求,学生个体在全班学生面前进行示范、表演或发表观点时其他学生与之呼应所发生的互动。利:这种互动类型由于互动对象无明确指向以及互动主题不确定,因此所有学生均处在积极思考状态,最易激起思维的火花,是一种学生个体资源群体分享的过程。弊:课堂秩序可能因此变得混乱,课堂节奏容易失控。

  • [单选题]________ is the guarantee of improving learning efficiency and developing independent learning capability.
  • A. Learning strategy
    B. Emotional attitude
    C. Language skill
    D. Cognitive strategy

  • [单选题]根据科尔伯格的道德发展理论,当个体的道德观念是纯外在的,其道德价值来自对自己需要的满足,评定行为的好坏主要看是否符合自己的利益,可见该个体的道德发展处于( )。
  • A. 前习俗水平的第一阶段
    B. 前习俗水平的第二阶段
    C. 后习俗水平的第一阶段
    D. 后习俗水平的第二阶段

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