2015年安徽省特岗教师招聘考试《小学英语》真题（专业知识）考试真题答案解析

A

       Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If being corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. 

       In the same way, children learn to walk, run and whistle without being taught. They compare their own performances with those of more skilled people, and slowly make the needed changes.

       But in school we teachers never give a child a chance to find out his mistakes for himself, let alone correct them. We do all for him; as we act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Let him do it himself, let him work out, with the help of other children if he wants it.

       If it is a matter of right answers, as it may be in math or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such work? Our job should be to help the child learn how to measure his own understanding.

       The idea that there is a lot of knowledge to be learnt at school and used for the rest of one’s life is out of date in such a complicated and rapidly changing world. Anxious parents and teachers say, “But suppose then they fail to learn something necessary they will fail to get on in the world.” Don’t worry, they will go out into the world and learn it. Children will surely obtain more achievements as they grow up.

B

       Pronouncing a language is a skill. Every normal person is an expert in the skill of pronouncing his own language, but few people are fairly proficient at pronouncing foreign languages. Now there are many reasons for this, some obvious, some perhaps not so obvious. But I suggest that the basic reason why people in general do not speak foreign languages any better than they speak native language is that they fail to understand the true nature of the problem of learning to pronounce. Far too many people fail to realize that pronouncing a foreign language is a skill — one that needs careful training of a special kind, and one that cannot be gained by just leaving it to take care of itself. I think even teachers of language, while recognizing the importance of a good accent, tend to neglect, in their practical teaching, the branch of study concerned with speaking the language. So the first point I want to make is that English pronunciation must be taught, the teacher should be prepared to devote some of the class time to this, and get students to feel that here is a matter worthy of receiving their close attention. So, there should be occasions when other aspects of English, such as grammar or spelling, are allowed for the moment to take second place.

       Besides this question of the time given to pronunciation, there are two other requirements for the teacher: the first, knowledge; the second, technique.

       It is also possible to get a clear mental picture of the relationship between the sounds of different languages, between the speech habits of English people and those, say, of your students. Unless the teacher has such a picture, any comments he may make on his students’ pronunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be time wasted.

       “You’re going to another country to study? How_______（11）! You’re really lucky!”

       But is it true all the time? Specialists in intercultural studies say that it is not easy to_______（12）to life in a new culture. They call the feelings which people_______（13）when they come to a new environment culture shock.

       According to these specialists, there are three stages of culture shock. In the first stage, the newcomers_______（14）their environment. Then, when the newness_______（15）off, they begin to hate the city, the country, the people, the apartment, and everything else in the new culture. In the_______（16）stage of culture shock, the newcomers begin to adjust to their surroundings._______（17）, they enjoy their life more.

       Some of the factors in culture shock are obvious. Perhaps the_______（18）are different. Perhaps the public service networks such as the telephone or post office are difficult to_______（19）and you make mistakes. The_______（20）things seem difficult. The language may be difficult. The food may seem strange to you. You may also_______（21）the familiar smells of the food you are used to in your own country._______（22）you don’t look similar to the natives, you may feel strange. You may feel like everyone is_______（23）you. In fact, you are always watching yourself. You are_______（24）.

       Who experience culture shock? Everyone does in some_______（25）or another. But culture shock comes as a_______（26）to most people. A lot of the time, the people with the worst culture shock are the people who_______（27）had any difficulties in their own countries. They had hobbies or leisure activities which they_______（28）back in their country. When they come to a new country, they do not have the same_______（29）positions or hobbies. They find themselves without a role, almost without an_______（30）. They have to build a new self-image. This can take a long time.

A

       Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If being corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. 

       In the same way, children learn to walk, run and whistle without being taught. They compare their own performances with those of more skilled people, and slowly make the needed changes.

       But in school we teachers never give a child a chance to find out his mistakes for himself, let alone correct them. We do all for him; as we act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Let him do it himself, let him work out, with the help of other children if he wants it.

       If it is a matter of right answers, as it may be in math or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such work? Our job should be to help the child learn how to measure his own understanding.

       The idea that there is a lot of knowledge to be learnt at school and used for the rest of one’s life is out of date in such a complicated and rapidly changing world. Anxious parents and teachers say, “But suppose then they fail to learn something necessary they will fail to get on in the world.” Don’t worry, they will go out into the world and learn it. Children will surely obtain more achievements as they grow up.

B

       Pronouncing a language is a skill. Every normal person is an expert in the skill of pronouncing his own language, but few people are fairly proficient at pronouncing foreign languages. Now there are many reasons for this, some obvious, some perhaps not so obvious. But I suggest that the basic reason why people in general do not speak foreign languages any better than they speak native language is that they fail to understand the true nature of the problem of learning to pronounce. Far too many people fail to realize that pronouncing a foreign language is a skill — one that needs careful training of a special kind, and one that cannot be gained by just leaving it to take care of itself. I think even teachers of language, while recognizing the importance of a good accent, tend to neglect, in their practical teaching, the branch of study concerned with speaking the language. So the first point I want to make is that English pronunciation must be taught, the teacher should be prepared to devote some of the class time to this, and get students to feel that here is a matter worthy of receiving their close attention. So, there should be occasions when other aspects of English, such as grammar or spelling, are allowed for the moment to take second place.

       Besides this question of the time given to pronunciation, there are two other requirements for the teacher: the first, knowledge; the second, technique.

       It is also possible to get a clear mental picture of the relationship between the sounds of different languages, between the speech habits of English people and those, say, of your students. Unless the teacher has such a picture, any comments he may make on his students’ pronunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be time wasted.

       A fish and a frog are good friends, who are living in a small pond. Both of them want to travel just because the world is so big. However, the poor fish can’t live without water, so the frog travels alone. When the frog returns, the fish asks him to tell some interesting things. Well do you know what a cow looks like? The frog says, “She has a large body and four stout legs with a black and white coat who also has two curved horns on her head. Besides, she feeds on grass …”. At this time, an image of a so-called cow that has a fish body with a cow’s legs and horns comes to the mind of the fish.

       Would the fish know what a cow really looks like only by picturing what the frog describes?