2022高中教师资格教师资格证-高中英语模拟考试系统181

1. [单选题]下列关于《离骚》的表述，不正确的是( )。

A. 战国时诗人屈原的代表作
B. 我国古代最长的爱情诗
C. 运用了"香草美人"的比兴手法
D. 具有积极的浪漫主义精神

2. [单选题]评价是为了促进学生的全面发展，发展性评价的核心是( )。

A. 关注学生的学业成绩
B. 帮助学生认识自我、建立自信
C. 关注和促进学生的发展
D. 提高学生的动手能力

3. [单选题]注意的两个基本特点是( )。

A. 指向性和选择性
B. 集中性和紧张性
C. 指向性和集中性
D. 随意性和进择性

4. [单选题]下列属于问题解决的是( )。

A. 漫无目的地幻想
B. 走路
C. 联想
D. 发明创造

5. [单选题]把学习成就看作是赢得地位和自尊的根源，这是一种( )。

A. 认知内驱力
B. 自我提高内驱力
C. 附属内驱力
D. 生理性内驱力

6. [单选题]卡特尔的特质理论将人格分为( )种特质。

A. 15
B. 16
C. 17
D. 18

7. [多选题]课外辅导^{(extracurricular tutorship)}是课堂教学的一种补充形式，但不是上课的继续和简单重复。( )

A. √

8. [单选题]Passage 1 　　Today's adults grew up in and economic system. The amount of time available to learn was fixed: one year per grad amount learned by the end of that time was free to vary: some of us learned 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 with in 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 students 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 cap-able 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 rein-forced the rank order. This is why, if some students gave up and stopped trying(even dropped out of school) that was regarded as the students problem not the teachers 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. 　　Passage 1

Which of the following is closest in meaning to the underlined word "plummeted"in Paragraph 3?

A. Punished timely
B. Continued widely
C. Continued gradually
D. Dropped sharply

9. [单选题]在Word中，要实现在文档中添加特殊符号“※",在默认设置下，首先选择的功能菜单是

A. “文件”
B. “编辑”
C. “格式”
D. “插入”

10. [单选题]请阅读 Passage 2,完成1~5小题。 　　Passage 2 　　IF YOU want something done,the saying goes,give it to a busy person.It is an odd way to guarantee hitting deadlines.But a paper recently published in the Journal of Consumer Research suggests it may,in fact,be true-as long as the busy person conceptualises the deadline in the right way. 　　Yanping Tu of the University of Chicago and Dilip Soman of the University of Toronto 　　examined how individuals go about both thinking about and completing tasks.Previous studies have shown that such activity progresses through four distinct phases: pre-decision,post-decision (but pre-action),action and review.It is thought that what motivates the shift from the decision-making stages to the doing-something stage is a change in mindset. 　　Human beings are a deliberative sort,weighing the pros and cons of future actions and remaining open to other ideas and influences.However,once a decision is taken,the mind becomes more "implemental" and focuses on the task at hand."The mindset towards 'where can I get a sandwich'," explains Ms Tu,"is more implemental than the mindset towards 'should I get a sandwich or not?'" 　　Ms Tu and Dr Soman advise in their paper that "the key step in getting things done is to get started." But what drives that? They believe the key that unlocks the implemental mode lies in how people categorise time.They suggest that tasks are more likely to be viewed with an implemental mindset if an imposed deadline is cognitively linked to "now" -a so-called like-the-present scenario.That might be a future date within the same month or calendar year,or pegged to an event with a familiar spot in the mind's timeline (being given a task at Christmas,say,with a deadline of Easter).Conversely,they suggest,a deadline placed outside such mental constructs (being "unlike-the-present" ) exists merely as a circle on a calendar,and as such is more likely to be considered deliberatively and then ignored until the last minute. 　　To flesh out this ideA.the pair carried out five sets of tests,with volunteers ranging from farmers in India to undergraduate students in Toronto.In one test,the farmers were offered a financial incentive to open a bank account and make a deposit within six months.The researchers predicted those approached in June would consider a deadline before December 31st as like-the-present.Those approached in July,by contrast,received a deadline into the next year,and were expected to think of their deadline as unlike-the-present.The distinction worked.Those with a deadline in the same year were nearly four times more likely to open the account immediately as those for whom the deadline lay in the following year.Arbitrary though calendars may be in parsing up the continuous fiow of time,humans parse their concept of time in line with them. 　　The effect can manifest itselfin even subtler ways.In another set of experiments,undergraduate students were given a calendar on a Wednesday and were asked to suggest an appropriate day to carry out certain tasks before the following Sunday.The trick was that some were given a calendar with all of the weekdays coloured purple,with weekends in beige (making a visual distinction between a Wednesday and the following Sunday).Others were given a calendar in which every other week,Monday to Sunday,was a solid colour (meaning that a Wednesday and the following Sunday were thus in the same week,and in the same colour).Even this minor visual cue affected how like-or unlike-the-present the respondents tended to view task priorities. 　　These and other bits of framing and trickery in the research support the same thesis: that making people link a future event to today triggers an implemental response,regardless of how far in the future the deadline actually lies.If the journey of l,000 miles starts with a single step,the authors might suggest that you take that step before this time next week.

Why can a busy person hit deadline to the present according to the passage?

A. He cherishes time more.
B. He is good at making decisions.
C. He is used to doing things immediately.
D. He tends to link a future deadline to the present.

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