行業(yè)+英語能力大賽教育教學(xué)方向樣題
滿分100分
I. Multiple-choice Questions (40 points)
In this section, there are 20 questions with 4 choices. Each question only has ONE right answer.
1. The classroom _____ twenty feet across.
A. measures
B. has measured
C. measuring
D. is measured
[參考答案]A
2. _____ you insist, I will reconsider the matter.
A. But
B. When
C. Since
D. For
[參考答案]C
3. I won’t consider _____ my job at this time.
A. quit
B. to quit
C. quitting
D. to quitting
[參考答案]C
4. You _____ your visa extended before it expires.
A. had better to get
B. had better get
C. had better got
D. had to get better
[參考答案]B
5. While I _____ with my wife last night, an old friend of mine showed up.
A. talked
B. had talked
C. would talk
D. was talking
[參考答案]D
6. If I had not called for a doctor, your friend _____.
A. had died
B. will die
C. would die
D. would have died
[參考答案]D
7. Bill wasn’t happy about the delay, and _____.
A. I was neither
B. I wasn’t either
C. neither I was
D. either was I
[參考答案]B
8. Can you tell me the reason _____ you are always late?
A. why
B. that
C. which
D. how
[參考答案]A
9. Smith is not so _____ as you are.
A. strongest
B. stronger
C. strong
D. the strong
[參考答案]C
10. I don’t take John’s laptop because I don’t like _____.
A. that laptop of his
B. that laptop of him
C. his that pen
D. that his pen
[參考答案]A
11. All he ever thinks about is making _____.
A. income
B. salary
C. money
D. currency
[參考答案]C
12. She still doesn’t know how she found her _____ to the meeting without map.
A. road
B. route
C. way
D. direction
[參考答案]C
13. He had been sent to prison twice for _____.
A. robber
B. thief
C. cheat
D. stealing
[參考答案]D
14. You should be _____ of yourself for treating your own brother so badly.
A. guilty
B. ashamed
C. astonished
D. shy
[參考答案]B
15. He refused to _____ to the victim.
A. apologize
B. regret
C. be sorrowful
D. bow
[參考答案]A
16. I’m not surprised he is late again: he never appears _____ at mealtime.
A. exact
B. lately
C. punctually
D. early
[參考答案]C
17. I’m sorry for being late. I was held up in a traffic _____.
A. sauce
B. jam
C. group
D. crowd
[參考答案]B
18. The primitive tribe had lived peacefully deep in the mountains _____ a great many years.
A. during
B. on
C. in
D. for
[參考答案]D
19. It took him two hours to _____ his journey.
A. realize
B. complete
C. come
D. start
[參考答案]B
20. London is one of the important _____ centers of the world.
A. financial
B. finance
C. economical
D. economic
[參考答案]A
II. Reading Comprehension (40 points)
In this section, you will find after each of the passages a number of questions or unfinished statements about the passage, each with 4 choices to answer the question or complete the statement. You must choose the one which you think fits best.
Passage 1
A new study shows that bilingual speakers’ ability to speak a second language is improved after they have consumed a low dose of alcohol.
It is well-established that alcohol damages cognitive and motor functions. “Executive functions”, which include the ability to remember, pay attention, and prevent improper behaviors, are particularly sensitive to the effects of alcohol. While alcohol increases self-confidence and reduces social anxiety, both of which might be expected to improve language ability, especially, the ability to speak a second language, when interacting with another person.
An experimental study was to test these competing predictions for the first time. The researchers tested the effects of a low dose of alcohol on participants’ self-rated and observer-rated ability to converse in Dutch. Participants were 50 native German speakers who were studying at a Dutch University (Maastricht) and had recently learned to speak, read and write in Dutch.
Participants bought randomly either a low dose of alcohol or a control beverage that contained no alcohol, before they chatted with an experimenter in Dutch for a few minutes. The exact dose of alcohol varied depending on participants’ body weight, but it was equivalent to just under a pint (460 ml) of 5% beer, for a 70kg male.
The researchers found that participants who had consumed alcohol had significantly better observer-ratings for their Dutch language, specifically better pronunciation, compared to those who had not consumed alcohol. However, alcohol had no effect on self-ratings of Dutch language skills.
Dr Jessica Werthmann who was one of the researchers, said “We need to be cautious about the implications of these results until we know more about what causes the observed results. One possible reason could be the anxiety-reducing effect of alcohol. But more research is needed to test this.”
21. What languages could the participants speak in the study?
A. English and Dutch.
B. English and German.
C. German and Dutch.
D. German and French.
22. When did the bilingual participants’ second language get improved?
A. After they have drunk some beverage.
B. After they have drunk a little alcohol.
C. After they have drunk much beverage.
D. After they have drunk plenty of alcohol.
23. Which one will be LEAST affected by the effect of alcohol among “executive functions”?
A. The ability to remember.
B. The ability to focus on things.
C. The ability to inhibit improper behaviors.
D. The ability to talk.
24. Which of the following statements is NOT true?
A. A low dose of alcohol will limit the ability to speak a second language.
B. Alcohol will increase self-confidence.
C. Alcohol will reduce social anxiety.
D. Alcohol will improve the ability to speak a second language.
25. What is the main idea of the text?
A. The researchers intend to prove the effects of a low dose of alcohol on Germans’ self-rated and observer-rated ability to talk in Dutch.
B. Participants drank randomly a low dose of alcohol or soft drink, before they spoke Dutch.
C. The study shows that alcohol consumption has positive effects on the pronunciation of a second language in people who recently learn that language.
D. Participants who consumed a low dose of alcohol have significantly better observer-ratings for their second language, but more research is needed to test this.
[參考答案]CBDAD
Passage 2
There are many ways we can enjoy sport—watching it on TV or a smartphone, attending an event at a stadium or even playing the game. But for those who enjoy getting competitive with their computer gaming, there are realistic-looking games with lifelike graphics to be played without leaving home. It’s this type of sport—if that’s what we can call it—that has become big business. And interest in it has gone to a new level.
Initially, grabbing a controller and playing a game was a lonely activity. But around 20 years ago computers became cheaper and the internet became faster, which made it much easier for more people to get involved with computer gaming. This led to gamers connecting with each other around the world, so they could go head-to-head online. It also became a sport with people watching others play. The whole experience has been given the name “esports”—electronic sports.
Now, huge esports competitions take place all over the world in big arenas with large crowds. Die-hard enthusiasts, who have become first-rate players, are now well-known—some play together in teams. Its top stars can earn millions of dollars a year, without even breaking into a sweat! And fans from around the world tune in to watch the action online. The global audience is now estimated at more than 200 million and growing. Annual revenues from esports, currently around 650 million dollars for events, continue to rise with billions more generated through video games sales.
Famous football clubs are now trying to get in on the action. England’s Football Association for example launched its first esports team this year, known as the eLions. It recruited Fifa 19 players to represent them at the Fifa eNations Cup. Mark Bullingham, the FA’s chief commercial and football development officer, said “The FA prides itself on being a modern, innovative organization that strives to engage and inspire all generations of football fans.”
But while this virtual version of football might give aspiring footballers a chance to get closer to the real game, some might argue the lack of physical activity means it shouldn’t be called a sport—and the biggest winners are the companies who promote and sell esports.
26. There are many ways we can enjoy sport EXCEPT _____.
A. watching TV or a smartphone
B. attending an event at a stadium
C. playing computer games
D. reading novels
27. Which of the following statements is NOT true?
A. A game player can play games alone at home.
B. Computers are cheaper to buy.
C. Esports have no audience.
D. More player will get involved in computer games easily.
28. Which of the following statements can NOT enable esports to become more popular?
A. Computers became cheaper.
B. The internet became faster.
C. Players are easily connected with each other worldwide.
D. Fifa plays a vital role in esports’ promotion.
29. Which statement is NOT true according to the text?
A. Huge esports competitions are popular with large crowds.
B. The audience all over the world is now estimated as many as 200 million.
C. Top players can earn millions of dollars a year easily.
D. First-rate players are famous and they play together in teams.
30. Why do some people think that an esport shouldn’t be called a sport?
A. It lacks physical activity.
B. Famous football clubs are unhappy.
C. Esports help players understand the real game better.
D. Biggest winners of esport are the companies who promote and sell esports.
[參考答案]DCDBA
Passage 3
In the group presentation or lecture method, the instructor tells, shows, demonstrates, dramatizes, or otherwise disseminates subject content to a group of learners. This pattern can be used in a classroom, an auditorium, or a variety of locations through the use of radio, amplified telephone, closed-circuit television transmission, streaming via the Internet, or satellite communication. While lecturing, the instructor may include media materials, such as PowerPoint slides, sound recordings, slides, video recordings, or multimedia presentations, either singly or in multi-image combination. These activities illustrate the one-way transmission of information from instructor to learners, often for a set period of time (generally a 40- to 50-min class period). In small classes there may be some degree of two-way communication between teacher and learners, but most frequently learners are passively listening and watching.
The benefits of choosing a group presentation method to accomplish certain learning objectives include the following:
1) A lecture format is familiar and conventionally acceptable to both instructor and learners. This method is the most common form of instructional delivery.
2) Lectures can often be fairly quickly designed because the instructor is familiar with the material and will make the actual presentation. The designer often works with the subject-matter experts to provide the instructor with a list of objectives and a topic outline with the unwritten agreement that the instructor will follow the outline. The assumption is that the instructor can make the necessary strategy decisions. This strength is a particular advantage when instruction is needed to address a critical, short-term need.
3) A lecture places the instructor in direct control of the class and in a visible authority position. For some instructors and in many teaching contexts, these factors are advantageous for achieving the objectives.
4) Large numbers of learners can be served at one time with a lecture. The group is limited only by the size of the room; thus, lectures can be highly economical.
5) As instructional needs change, a presentation can be easily modified by deleting content or adding new content just before or even during the delivery. Also, the presentation can be easily adapted for a specific group of learners (e.g., made longer or shorter, more or less difficult).
6) Lectures are a feasible method of communicating when the information requires frequent changes and updates or when the information is relevant for only a short time period, such as the implementation of a new travel policy.
7) A good lecture can be motivating and interesting for the students.
The group presentation method of instruction suffers from the following limitations:
1) Learning is typically very passive, involving listening, watching, and taking notes, with little or no opportunity for exchanging ideas with the instructor. Instructors can add questioning to their lectures either with individual responses or by using personal responders (e.g., “clickers”) to obtain responses from all students. Similarly, an instructor can design short-duration small-group discussions with reports from a few select groups.
2) To maintain learners’ attention during a presentation, the lecturer needs to be interesting, enthusiastic, and challenging.
3) When an instructor lectures, demonstrates, shows a video, or otherwise presents subject content to a class of learners, the assumption is made that all learners are acquiring the same understanding, with the same level of comprehension, at the same time. They are forced to learn at a pace set by the teacher. Thus, lectures are not adaptive to individual differences.
4) If questioning is permitted, instruction stops and all learners must wait until the question is answered before the presentation can proceed.
5) In a large lecture class, it is difficult for the instructor to receive individual feedback from learners pertaining to misunderstandings and difficulties encountered during the presentation. Thus, some learners may leave the class with incorrect learning.
6) A presentation may be inappropriate for teaching psychomotor and affective objectives, as these objectives typically require some form of practice or active learning environment.
7) A large-group presentation may vary from presentation to presentation. Thus, the consistency of information and topics covered may not be the same for any two groups. This problem is particularly relevant when the training needs to be consistent, such as when teaching policies or procedures.
8) Students who have difficulty with auditory learning will be at a disadvantage throughout the presentation.
31. What is the main idea of the passage?
A. To introduce the group lecture method and its strengths and limitations.
B. To introduce the group lecture method and its application.
C. To argue for the group lecture method.
D. To argue against the group lecture method.
32. What does the instructor usually do in a group presentation?
A. Hosting a learner-centered debate.
B. Conducting a flipped-class discussion.
C. Conveying subject content to a group of learners.
D. Giving learners subject content related tasks to complete.
33. Which statement aptly describes the feature of the group lecture method?
A. Audios, videos and PowerPoint Slides can be employed.
B. The group lecture method can be adopted not only in classroom settings.
C. Most frequently, it is a one-way knowledge transmission.
D. It is conducted within a given period of time.
34. Which teaching method is most common for knowledge delivery?
A. Task-based teaching method.
B. Group presentation method.
C. Content-based instruction method.
D. Situational teaching approach.
35. What can we learn from paragraph 4?
A. The instructor can make pedagogical strategy decisions.
B. The instructor must strictly follow the topic outline.
C. Subject-matter experts provide teaching goals and outline.
D. Subject-matter experts supervise the quality of the presentation.
36. Why does the author say the group lecture mode is economical?
A. It does not require expenses on teaching facilities.
B. It usually happens intensively in a short term.
C. It can serve a large number of learners at one time.
D. It does not require expenses to rent a classroom.
37. Which statement does NOT describe the strengths of group presentation?
A. It can be motivating and interesting.
B. It can be highly economical.
C. The presentation content can be flexible depends on contexts.
D. The instructor can receive learners’ feedback on time.
38. Why does the author say the group lecture mode is not adaptive to individual differences?
A. Because learners are forced to learn at the same set pace.
B. Because individuals can’t raise questions in class.
C. Because learners are receiving knowledge passively.
D. Because the instructor can’t stop to wait for learners’ answers.
39. What is the assumption for the group lecture method?
A. The learners are adults who have self-learning ability.
B. The learners possess the same comprehension level.
C. The instructor knows individual characteristics.
D. The instructor is quite familiar with lecture contents.
40. Which statement is NOT the author’s advice to make group presentation more communicative?
A. To design short-duration discussions in class.
B. To design small-group discussions in class.
C. To add a question-answer section in class.
D. To carry out a survey to collect learners’ feedback after class.
[參考答案]ACCBA CDABD
III. Translation of Underlined Parts (20 points)
In this section, there are 20 sentences. For each sentence, there are four suggested translations of its underlined part.Choose the one that you think is the best answer. Each question only has ONE right answer.
41. Although competency-based education is relatively new in the UK, it has a long history and literature in the USA.
A. 能力本位教育
B. 任務(wù)本位教育
C. 成果導(dǎo)向教育
D. 產(chǎn)出導(dǎo)向教育
[參考答案]A
42. Different dictionaries define “grammar” in different ways, but they all talk about the “rules of the language”.
A. 語言規(guī)律
B. 語言法則
C. 語言原則
D. 語言規(guī)則
[參考答案]D
43. Task Based Language Learning requires students to complete a meaningful task and there needs to be an outcome.
A. 作業(yè)型學(xué)習(xí)法
B. 作業(yè)型教學(xué)模式
C. 任務(wù)型語言學(xué)習(xí)法
D. 任務(wù)型教學(xué)法
[參考答案]C
44. When you encounter some new words, do remember to analyze the language and its meaning within the given context.
A. 在特定的語境中
B. 在特殊的語境中
C. 在所給的環(huán)境中
D. 在一定的情景中
[參考答案]A
45. This university provides a 3-month intensive English training for high school students in order to prepare them for bilingual education.
A. 三個(gè)月的英語集訓(xùn)
B. 為期三個(gè)月的英語強(qiáng)化培訓(xùn)
C. 三個(gè)月的密集英語訓(xùn)練
D. 三個(gè)月緊張的英語集訓(xùn)
[參考答案]B
46. This section traces the origins of contemporary learning theories, beginning with a discussion of philosophical position on the origin of knowledge and its relation to the environment.
A. 追溯當(dāng)代學(xué)習(xí)理論的起源
B. 尋找當(dāng)代學(xué)習(xí)理論的根源
C. 追尋現(xiàn)代學(xué)習(xí)理論的根基
D. 探險(xiǎn)現(xiàn)代學(xué)習(xí)理論的痕跡
[參考答案]A
47. Despite the two-way communication capabilities, interactions between individuals at the host and remote sites are more constrained and less fluid than those taking place in the same room.
A. 雙向溝通的可能
B. 雙向溝通能力
C. 兩種溝通方式的能力
D. 雙向通信能力
[參考答案]B
48. When we mention computer-based instruction, we actually refer to both computer-based and web-based individualized strategies.
A. 基于計(jì)算機(jī)的教學(xué)
B. 計(jì)算機(jī)教學(xué)
C. 計(jì)算機(jī)基礎(chǔ)教學(xué)
D. 多媒體教學(xué)
[參考答案]A
49. When forming an evaluation report，the facility index and the discrimination index of the test items should be included along with the mean score of the students.
A. 試題區(qū)分度
B. 試題難度
C. 試題容易度
D. 試題的偏態(tài)度
[參考答案]A
50. Strictly, from the perspective of language acquisition, second language is totally different from foreign language. Thus, SLA is known as second language acquisition and EFL means English as a foreign language.
A. 二語習(xí)得
B. 二語認(rèn)知
C. 外語學(xué)習(xí)
D. 英語學(xué)習(xí)
[參考答案]A
51. 學(xué)業(yè)成就測(cè)驗(yàn)的主要目的是對(duì)學(xué)生學(xué)習(xí)效果的測(cè)量。
A. aptitude test
B. achievement test
C. summative assessment
D. formative assessment
[參考答案]B
52. 課堂教學(xué)理念系統(tǒng)是關(guān)于以何種教學(xué)去完成過程的監(jiān)控系統(tǒng)，其核心影響因素是教學(xué)期望。
A. evaluation system
B. monitoring system
C. assessment system
D. testing system
[參考答案]B
53. 課堂教學(xué)矢量系統(tǒng)是教學(xué)的“元?jiǎng)恿ο到y(tǒng)”，教學(xué)動(dòng)力則是其中最關(guān)鍵的要素。
A. teaching power
B. the power of teaching
C. teaching motivation
D. teaching force
[參考答案]C
54. 1926年，陶行知秉承“知行合一”的原則編制了最早的學(xué)校評(píng)價(jià)量表。
A. compiled the earliest school evaluation scale
B. edited the earliest school assessment table
C. invented the earliest index table for school evaluation
D. established the earliest school assessment inventory
[參考答案]A
55. 教育是民族振興、社會(huì)進(jìn)步的基石，是提高國民素質(zhì)促進(jìn)學(xué)生全面發(fā)展的根本途徑。
A. exhaustive development of students
B. full development of students
C. all around development of students
D. thorough development of students
[參考答案]C
56. 高等教育通常包括以高層次的學(xué)習(xí)與培養(yǎng)、教學(xué)、研究和社會(huì)服務(wù)為其主要任務(wù)和活動(dòng)的各類教育機(jī)構(gòu)。
A. higher education
B. advanced education
C. high education
D. higher level education
[參考答案]A
57. 實(shí)驗(yàn)教育學(xué)是19世紀(jì)末20世紀(jì)初在歐美國家興起的用自然科學(xué)實(shí)驗(yàn)法研究兒童發(fā)展及其與教育關(guān)系的理論。
A. Experimental Teaching
B. Experimental Pedagogy
C. Experiment Education
D. Experiment Pedagogy
[參考答案]B
58. 多感官教學(xué)模式在培養(yǎng)學(xué)生的閱讀和拼寫能力方面有非常積極的作用，而且這種教學(xué)模式能極大豐富課堂教學(xué)內(nèi)容。
A. Multisensory Approach
B. Multiorgan Approach
C. Multidimension Approach
D. Multimedia Approach
[參考答案]A
59. 教師知識(shí)主要源自于其教學(xué)實(shí)踐和教學(xué)反思中可能使用的公共知識(shí)、自身經(jīng)驗(yàn)和他人經(jīng)驗(yàn)。
A. reflective teaching
B. teaching reflection
C. reflected teaching
D. teaching meditation
[參考答案]B
60. 學(xué)生的學(xué)習(xí)策略、學(xué)習(xí)風(fēng)格以及情感過濾機(jī)制都影響著學(xué)生的學(xué)習(xí)效率。
A. learning approach
B. learning strategy
C. studying methods
D. studying approach
[參考答案]B
