A、It brings about surprises. B、It fails to track readers’ habits. C、It ignores the content of books. D、It fails to consider reader’s preferences. 试题答案：[['D'],['C'],['A'],['D'],['A']] 21、
If you have got kids, here is a nasty truth: they are probably not very special, that is, they are average, ordinary, and unremarkable. Consider the numbers of those applications your daughter is sending to Ivy League schools, for instance. There are more than a quarter of a million other kids aiming for the same eight colleges at the same time, and less than 9% of them will make the cut. And those hours you spend coaching Little League because you just know your son’s sweet swing will take him to the professionals. There are 2.4 million other Little Leaguers out there, and there are exactly 750 openings for major league ballplayers at the beginning of each season. That gives him a 0.0313% chance of reaching the big clubs. The odds are just as long for the other dreams you’ve had for your kids: your child the billionaire, the Broadway star, the Rhodes scholar. Most of those things are never going to happen.
The kids are paying the price for parents’ delusions. In public schools, some students are bringing home 17.5 hours of homework per week or 3.5 per school night and it’s hard to see how they have time to do it. From 2004 to
2014, the number of children participating in up to three hours of after-school activities on any given day rose from 6.5 million to 10.2 million. And all the while, the kids are being fed a promise—that they can be tutored and coached, pushed and tested, hot- housed and advance placed until success is assured.
At last, a growing chorus of educators and psychologists is saying, “Enough!” Somewhere between the self-esteem building of going for the gold and the self esteem crushing of the Ivy-or-die ethos there has to be a place where kids can breathe, where they can have the freedom to do what they love and where parents accustomed to pushing their children to excel can shake off the newly defined shame of having raised an ordinary child.
If the system is going to be fixed, it has to start, no surprise, with the parents. For them, the problem isn’t merely the expense of the tutors, the chore of the homework checking and the constant search for just the right summer program. It’s also the sweat equity that comes from agonizing over every exam, grieving over every disappointing grade—becoming less a guide in a child’s academic career than an intimate fellow traveler.
The first step for parents is accepting that they have less control over their children’s education than they think they do—a reality that can be both sobering and liberating. You can sign your kids up for ballet camp or violin immersion all you want, but if they’re simply doing what they’re told instead of doing what they love, they’ll take it only so far.
Ultimately, there’s a much larger national conversation that needs to be had about just what higher education means and when it’s needed at all. Four years of college has been sold as being a golden ticket in the American economy, and to an extent that’s true.
But pushing all kids down the bachelor’s path ensures not only that some of them will lose their way but also that critical jobs that require a two-year or less—skilled trades, some kinds of nursing, computer technology, airline mechanics and more—will go unfilled.
There will never be a case to be made for a culture of academic complacency or the demolition of the meritocracy. It can be fulfilling for kids to chase a ribbon, as long as it’s a ribbon the child really wants. And the very act of making that effort can bring out the best in anyone’s work.
But we cheat ourselves, and worse, we cheat our kids, if we view life as a single straight-line race in which one one-hundredth of the competitors finish in the money and everyone else loses. We will all be better off if we recognize that there are a great many races of varying lengths and outcomes. The challenge for parents is to help their children find the one that’s right for them. Which of the following factors deprives the kids of freedom to do what they love?
A、3.5 hours of school assignments set by their teachers every day. B、The educational reforms made by the public schools they attend. C、The growing number of peers taking part in off-campus activities.
D、Their parents’ unrealistic wish for them to have a promising future.
What are parents supposed to do to alter the current educational system? A、To pay for their kids’ education. B、To take up all the household chores. C、To provide guidance to their children. D、To push their children to excel at exams.
According to the author, which of the following perceptions should parents adopt concerning their kids’ education?
A、They should be their kids’ companions on their journey to academic excellence.
B、They should realize the fact that most children would remain mediocre despite their wills.
C、They should feel relieved if they don’t have to pay for their kid’s off-school art lessons.
D、They should be their kids’ career director rather than help them find a right path to walk on.
What does the underlined word “one” in the last paragraph refer to? A、Race. B、Length.
C、Challenge. D、Outcome.
试题答案：[['D'],['C'],['B'],['A']]
22、根据题目要求完成下列任务，用中文作答。
PPT是英语教师常用的一种教学辅助工具，请简述PPT在语言教学中的两个优点(6分)， 列举英语课堂教学中使用PPT常见的两个问题(6分)，并提出合理使用PPT的两条建议(8分)。
23、根据题目要求完成下列任务，用中文作答。
下面是某英语教师在日常教学中使用的《学生口语能力评价表》。该教师运用此表记录了某位学生(李华)一学期口语能力的发展情况(注：良好;
=优秀)。
学生口语能力评价表
姓名 李华 单元 第一单元 第二单元 第三单元 。。。 流利性 ? ? ?? 。。。 得体性 ? ? ? 。。。 交际策略使用 ? ?? ? 。。。 任务完成度 ? ?? ??? 。。。 =一般;=
根据所给信息从下列三个方面作答： (1)该教师所采用的评价属于什么类型?( 6分)
2019上半年《英语学科知识与教学能力(高中》教师资格试题及答案
