正确答案:

题目：材料： 　　每年夏天，被冰层覆盖的格陵兰岛大部分地区几乎整日被阳光照射，在很多冰盖上，特别是那些低海拔地区，融冰沿着冰盖表层流动，并聚集成深蓝色的滩地或湖泊，不同于我们能够畅游其中的湖泊，这些水体能够在眨眼之间就消失不见，例如一个比全球最大室内体育场--新奥尔良超级穹顶体育场大上十几倍的湖泊，能够仅仅在90分钟内就从冰缝中排干所有的水。研究者们已经分散到格陵兰岛各地，从细节上调查这些湖泊会怎么影响冰盖及未来海面，伍兹霍尔海洋研究所的地球物理学家萨拉·达斯说，最近的实地考察研究表明，研究者已经知道，当湖泊突然排空时，融冰会被送往基岩，暂时性地对冰盖迁移起着润滑作用。科学家们担心，如果这个区域的气候持续发展，那么湖泊突然排空的现象可能经常发生，并在更大范围的冰盖上出现。那样可能会加速冰盖的崩解，从而导致海平面上升。纽约城市大学的冰川学家马德·德思科认为，冰盖上的湖泊也会加速冰盖融化：湖泊下的冰融化速度比湖泊周围暴露在地面的冰快两倍。今年夏天，德思科使用一艘远程遥控船只，通过实际测量来揭示湖泊的颜色深浅是否与他们的深度有关--这些数据可以帮助研究人员更好地估计卫星图像中地表湖泊的深度，以便更好地预测冰盖的融化速度，加利福尼亚大学洛杉矶分校的地理学家劳伦斯.C.史密斯正在将冰盖表面的融化速度同由融冰积聚而成的河流的流动速度进行比较，如果两者相差甚大，那么这种差距就表示，一部分融冰积聚在了冰盖下，这将提升冰流向大海的速度。（摘编自希德.珀金斯《冰盖上的湖泊》） 　　问题： 　　(1)冰盖上的湖泊与普通湖泊的差别是什么？(4分) 　　(2)请根据文段中的描述，简要分析冰盖上的湖泊会产生的影响。(10分)

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学习资料的答案和解析：

[单选题]对被评价对象做出鉴定区分等级，了解教育目标的实现程度应属于( )。

终结性评价

解析：根据评价的作用和时机可以分为：诊断性评价、形成性评价和终结性评价。诊断性评价一般在教学之前进行，寻找问题，从而便于因材施教：形成性评价一般在教学中进行，在于改进教学；终结性评价一般在教学之后，其目的在于为对评价对象作出判定。

[单选题]( )学习理论认为学习是学生建构自己的知识的过程，学生是信息意义的主动建构者。

建构主义

解析：暂无

[单选题]班主任的领导方式一般可分为( )。

权威型、放任型、民主型

解析：班主任的领导方式一般可以分为三种类型：权威型、民主型、放任型。

[多选题]为什么把情感态度作为英语课程中的目标之一？如何在英语教学中培养学生的积极情感态度？

[单选题]班主任李老师接手一个新班后，针对该班纪律散漫、学风懈怠的情况，首先运用板报、墙壁等媒介做好舆论宣传，建立良好的班风，同时以真诚的爱感化学生，促使学生积极进取。一个学期下来，该班班风、学风焕然一新。李老师运用的主要德育方法是( )。

情感陶冶法

解析：情感陶冶法又称陶冶教育法，是教师利用环境和自身的教育因素，对学生进行熏陶，使其在耳濡日染中受到感化的方法。该教师运用班风和舆论，以及自身真诚的爱影响和感化学生，这体现的是情感陶冶法。个人修养法也称自我修养法，是指在教育者的指导下，受教育者主动地为自己提出目标，采取措施，实现思想转化和进行行为控制，从而使自己形成良好品德的方法。榜样示范法是用榜样人物的高尚思想、模范行为、卓越成就来影响学生的思想、情感和行为的方法。实践锻炼法是让学生参加各种实践活动，在活动中锻炼思想，增长才干，培养优良思想和行为习惯的方法。

[单选题]Which ofthe following is based on the communcative view oflanguage?

Functional-notional syllabus.

解析：本题考查英语教学大纲。题干：下列哪一项是基于交际性语言观产生的？A项“结构型教学大纲”，B项“技能型教学大纲”，C项“体裁型教学大纲”，D项“功能一意念型教学大纲”。功能一意念型教学大纲是把学习者运用语言的需要作为出发点，以交际为基础的大纲模式，它所教授的语言需要表达和理解各种功能，并强调交际过程。故本题选D。

[单选题]22.请阅读Passage 2,完成1～5小题。 　　Passage 2 　　The subject of ballads,books and films,Robin Hood has proven to be one of popular culture'smost enduring folk heroes.Over the course of 700 years,the outlaw from Nottinghamshire who robsthe rich to give to the poor has emerged as one of the most enduring folk heroes in popular culture-and one of the most versatile.But how has the legend of Sherwood Forest's merry outlaws evolvedover time? Did a real Robin Hood inspire these classic tales? 　　Beginning in the 15th century and perhaps even earlier,Christian revelers in certain partsof England celebrated May Day with plays and games involving a Robin Hood fgure with near-religious significance.In the 19th century,writer-illustrators like Howard Pyle adapted thetraditional tales for children,popularizing them in the United States and around the worlD.Morerecently,bringing Robin to the silver screen has become “a rite of passage” for directors ranging fromMichael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks. 　　Throughout Robin's existence,writers,performers and filmmakers have probed theirimaginations for new incarnations that resonate with their respective audiences.In 14th-century England,where agrarian discontent had begun to chip away at the feudal system,he appears as an anti-establishment rebel who murders government agents and wealthy landowners.later variationsfrom times ofless social upheaval dispense with the gore and cast Robin as a dispossessed aristocratwith a heart of gold and a love interest,Maid Marian. 　　Academics,meanwhile,have combed the historical record for evidence of a real Robin Hood.English legal records suggest that,as early as the 13th century,“Robehod,” “Rabunhod” and othervariations had become common epithets for criminals.But what had inspired these nicknames:afictional tale,an infamous bandit or an amalgam ofboth? The first literary references to Robin Hoodappear in a series of 14th- and 15th-century ballads about a violent yeoman who lived in SherwoodForest with his men and frequently clashed with the Sheriff of Nottingham.Rather than a peasant,knight or fallen noble,as in later versions,the protagonist of these medieval stories is a commoner.little John and Will Scarlet are part of this Robin's “merry” crew—eaning,at the time,anoutlaw's gang—but Maid Marian,Friar Tuck and Alan-a-Dale would not enter the legend until later,possibly as part of the May Day rituals. 　　While most contemporary scholars have failed to turn up solid clues,medieval chroniclers tookfor granted that a historical Robin Hood lived and breathed during the 12th or 13th century.Thedetails of their accounts vary widely,however,placing him in conflicting regions and eras.Not untilJohn Major's History of Greater Britain (1521),for example,is he depicted as a follower of KingRichard,one of his defining characteristics in modern times. 　　We may never know for sure whether Robin Hood ever existed outside the verses of balladsand pages of books.And even if we did,fans,young and old,would still surely fiock to England'sNottinghamshire region for a tour of the legend's alleged former hangouts,from centuries-old pubsto the Major oak in Sherwood Forest.What we do know is that the notion of a brave rebel wholives on the outskirts of society,fighting injustice and oppression with his band of companions,has universal appeal-whether he's played by Erroll Flynn,Russell Crowe or even,as on a 1979 episode of The Muppet Show,Kermit the Frog.

Which of the following is a proper title for the passage?

The Figurative Robin Hood

解析：主旨题。根据最后一段第一句“We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages ofbooks.”可知，我们不能确定Robin Hood是否真的存在过，故A、B、D三项均不合适。C项的意思是“具有象征意义的Robin Hood”，此标题与文章内容最贴近。

[单选题]If a teacher asks students to fill in the blanks in a passage with “that” “which” or “whom”he/she is Ieast likely focusing on grammar at________.

morphological level

解析：本题考查语法教学内容。题干：如果教师让学生用that/which/whom进行填空，那么他／她最不可能关注语法的哪个层面？lexical level“词汇层面”，syntactic level“句法层面”，discourselevel“语篇层面”，morphological level“形态学层面”。语法教学的内容不仅包括语言形式／结构，还包括语意和语用。语言形式／结构包括词法、句法等；语意包括语法形式与结构的意义；语用指语言在一定的语境、语篇中的表意功能。该教师让学生选择关系代词填空，目的是让学生掌握定语从句这项语法的形式、意义和运用。形态学是研究词的内部结构和构词规则的科学。故本题选D。