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请阅读 Passage 2,完成 1~5小题。   Passage 2   When Ameri

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  • [单选题]请阅读 Passage 2,完成 1~5小题。   Passage 2   When American-bom actor Michael Pena was a year old.his parents were deported.They had illegally walked across the U.S.border from Mexico and when they were caught by immigration authorities,they sent Pena and his brother to stay with relatives in the U.S."It was quite a bit of a gamble for my parents," says Pena."but they came back a year later." Pena's father,who had been a farmer in Mexico,got a job at a button factory in Chicago anD.eventually,a green card.Pena stayed in Chicago until,at 19,he fled to Los Angeles to pursue his acting dreams.   This family history makes Pena's latest role especially personal.In Cesar Chavez,Pena plays the labor leader as he struggles to organize immigrant California farm workers in the 1960s.To pressure growers to improve working conditions and wages,Chavez led a national boycott of table grapes that lasted from 1965 to 1970 and is recorded in the film.Chavez,like Pena.was the American-born son of Mexican farmers who immigrated to the U.S."He understands this duality,the feeling of being born in a place but having a very big idea of where your heritage comes from," says the film director,Diego Luna."This thing of having to go to school and learn in English and then go home to speak Spanish with your parents."   As immigration policy is hotly debated on Capitol Hill this year,Luna and others who were involved with Cesar Chavez are hoping the movie will spark new support for reform and inspire American Latinos to get involved."The message Chavez left was that change couldn't happen without the masses being a part of their own change," says Ferrera.a first generation Honduran American who plays the union leader's wife Helen.Rosario Dawson,who co-founded the advocacy group Voto Latino,plays Chavez ally and labor leader Dolores Huerta.   Immigrant-rights issues in the U.S.have evolved substantially in the years since Chavez founded the United Farm Workers (UFW).Undocumented workers now make up a far larger share of the agricultural workforce in Califomia than they did in the 1960s,according to Miriam Pawel,author of The Crusades of Cesar Chavez,published the next month.Chavez was vehemently against illegal immigration,believing it made strikes difficult to execute and weakened the union.FIe initiated a program in the mid-1970s to locate undocumented farm workers and report them to immigration officials,Pawel writes.And despite his early victories,Chavez's UFW union represents just a small part ofthose working on California farms today.   "Chavez's legacy is not in the field.which is sad." says Pawel.Still,she says,his organizing strategies,featured extensively in Cesar Chavez,have been adopted by other activists,including those leading the modern immigrant-rights movement.Chavez's most important contribution may have been humanizing the Latino population for the American publiC.Farm laborers,many of whom barely spoke English,traveled across the country during the grape boycott,standing outside grocery stores to persuade housewives not to buy grapes and to spread the word about their plight."They gave the boycott this very human face," says Pawel.   "It was families talking to other families," says Luna."It's about the power we have just by being who we are."

  • Which of the following is closest in meaning to the underlined word "vehemently" in PAraGraPH FOUR?

  • A. Emotionally.
    B. Deliberately.
    C. Strongly.
    D. Actively.

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  • [单选题]"十年离别后,长大一相逢,问姓惊初见,称名忆旧容",这是一种( )。
  • A. 再认
    B. 有意再现
    C. 直接再现
    D. 间接再现

  • [单选题]现代教育与传统教育的根本区别在于( )。
  • A. 重视学生智力的发展
    B. 重视学生体质的增强
    C. 重视学生创新能力的培养
    D. 重视学生就业和升学

  • [单选题]创造性思维就是力求获得创造性成果的思维。( )A.正确B.错误
  • A. B

  • [单选题]校外人员孔某趁学校门卫疏忽之际,骑摩托车间入校园,将学生刘某撞伤,对刘某所受伤害,应当承担主要责任的是( )。
  • A. 门卫
    B. 孔某
    C. 学校
    D. 刘某的监护人

  • [单选题]请阅读Passage 1,完成1~5小题。   Passage 1   Today's adults grew up in schools designed to sort us into the various segments of our social and economic system.The amount of time available to learn was fixed: one year per grade.The amount learned by the end of that time was free to vary: some ofus leamed a great deal; some,very little.As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations.Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed.After 12 or 13 years of cumulative treatment of this kinD.we were,in effect,spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.   From the very earliest grades,some students learned a great deal very quickly and consistently scored high on assessments.The emotional effect of this was to help them to see themselves as capable learners,and so these students became increasingly confident in school.That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach.Driven forward by this optimism,these students continued to try harD.and that effort continued to result in success for them.They became the academic and emotional winners.Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.   But there were other students who didn't fare so well.They scored very low on tests,beginning in the earliest grades.The emotional effect was to cause them to question their own capabilities as learners.They began to lose confidence,which,in turn,deprived them of the emotional reserves needed to continue to take risks.As their motivation warneD.of course,their performance plummeted.These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope.Once again,the emotional trigger for their decision not to try was their perception of their performance on assessments.   Consider the reality-indeed.the paradox-of the schools in which we were reared.If some students worked hard and learned a lot,that was a positive result,and they would finish high in the rank order.But if some students gave up in hopeless failure,that was an acceptable result,too, because they would occupy places very low in the rank order.Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students,the more it reinforced the rank order.This is why,if some students gave up and stopped trying (even dropped out of school),that was regarded as the student's problem,not the teacher's or the school's.   Once again,please notice who is using test results to decide whether to strive for excellence or give up in hopelessness.The "data-based decision makers" in this process are students themselves.Students are deciding whether success is within or beyond reach,whether the learning is worth the required effort,and so whether to try or not.The critical emotions underpinning the decision making process include anxiety,fear of failure,uncertainty,and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.   Some students responded to the demands of such environments by working hard and learning a great deal.Others controlled their anxiety by giving up and not caring.The result for them is exactly the opposite of the one society wants.Instead of leaving no child behinD.these practices,in effect,drove down the achievement of at least as many students as they successfully elevated.And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.
  • Which of the following will be triggered by the assessment results according to the passage?

  • A. Students' learning efforts.
    B. Leaving-no-child-behind policy.
    C. Socioeconomic and ethnic ranking.
    D. Social disapproval of schools' mission.

  • [单选题]"一朝被蛇咬十年怕井绳"是( )。
  • A. 形象记忆
    B. 情绪记忆
    C. 逻辑记忆
    D. 动作记忆

  • [单选题]有的同学判断客观事物时容易受外来因素的影响和干扰,这种认知方式是( )。
  • A. 场依存
    B. 场独立
    C. 冲动型
    D. 反思型

  • [多选题]全面认识和理解教育的本质,一方面要系统分析教育产生和发展的历史,另一方面要客观看待( )
  • A. 教育认知与教育实践的关系
    B. 教育与经济发展的关系
    C. 教育与人发展的关系
    D. 教育与社会发展的关系

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