发布时间 : 星期日 文章2019上半年《英语学科知识与教学能力(初中》教师资格试题及答案更新完毕开始阅读
16、When a teacher says “You’d better talk in a more polite way when speaking to the elderly.”,he/she is drawing the students’ attention to the of language use( ). A、fluency B、complexity C、accuracy D、appropriacy 试题答案：d
17、Which of the following is a display question? A、What part of speech is “immense”? B、How would you comment on this report? C、Why do you think Hemingway is a good writer? D、What do you think of the characters in this novel? 试题答案：a
18、Which of the following represents a contextualized way of practising “How often ...” ?
A、Make some sentences with “how often” .
B、Use “how often\. C、I go shopping twice a week. How often do you go shopping? D、Please change the statement into a question with “how often” . 试题答案：c
19、Which of the following are controlled activities in an English class? A、Reporting, role-play and games. B、Reading aloud, dictation and translation. C、Role-play, problem solving and discussion. D、Information exchange, narration and interview. 试题答案：b
20、The ( )is designed according to the morphological and syntactic aspects of a language.
A、structural syllabus B、situational syllabus C、skill-based syllabus D、content-based syllabus 试题答案：a
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The brain is truly a marvel. A seemingly endless library, whose shelves house our most precious memories as well as our lifetime’s knowledge. But is there a point where it reaches capacity? In other words, can the brain be “full”?
The answer is a resounding no, because, well, brains are more sophisticated than that. A study published in Nature Neuroscience earlier this year shows that instead of just crowding in, old information is sometimes pushed out of the brain for new memories to form.
Previous behavioral studies have shown that learning new information can lead to forgetting. But in this study, researchers used new neuroimaging techniques to demonstrate for the first time how this effect occurs in the brain.
The paper’s authors set out to investigate what happens in the brain when we try to remember information that’s very similar to what we already know. This is important because similar information is more likely to interfere with existing knowledge, and it’s the stuff that crowds without being useful.
To do this, they examined how brain activity changes when we try to remember a “target” memory, that is, when we try to recall something very specific, at the same time as trying to remember something similar (a “competing” memory). Participants were taught to associate a single word (say, the word sand) with two different images—such as one of Marilyn Monroe and the other of a hat.
They found that as the target memory was recalled more often, brain activity for it increased. Meanwhile, brain activity for the competing memory simultaneously
weakened. This change was most prominent in regions near the front of the brain, such as the prefrontal cortex, rather than key memory structures in the middle of the brain, such as the hippocampus, which is traditionally associated with memory loss.
The prefrontal cortex is involved in a range of complex cognitive processes, such as planning, decision making, and selective retrieval of memory. Extensive research shows this part of the brain works in combination with the hippocampus to retrieve specific memories.
If the hippocampus is the search engine, the prefrontal cortex is the filter determining which memory is the most relevant. This suggests that storing information alone is not enough for a good memory. The brain also needs to be able to access the relevant information without being distracted by similar competing pieces of information.
In daily life, forgetting actually has clear advantages. Imagine, for instance, that you lost your bank card. The new card you receive will come with a new personal identification number (PIN). Research in this field suggests that each time you remember the new PIN, you gradually forget the old one. This process improves access to relevant information, without old memories interfering.
When we acquire new information, the brain automatically tries to incorporate it within existing information by forming associations. And when we retrieve information, both the desired and associated but irrelevant information is recalled.
The majority of previous research has focused on how we learn and remember new information. But current studies are beginning to place greater emphasis on the conditions under which we forget, as its importance begins to be more appreciated. 21、Which of the following is closest in meaning to the underlined word“resounding” in Paragraph 2? A、Definite. B、Repetitive. C、Echoing.
D、Impressive.
22、According to the passage, why can’t our brain be “full”? A、It can forget what we want to remember. B、It can memorize what we want to remember. C、It can store limitless information like a library.
D、It forgets the old information while absorbing the new.
23、According to the passage, which part of our brain is traditionally considered to be fundamental to the formation of new memories? A、The frontal cortex. B、The middle of the brain. C、The prefrontal cortex. D、The back part of the brain.
24、What is the main purpose of writing this article? A、To interpret why our memory loss occurs. B、To elaborate how we retrieve specific memories.
C、To explain why our memory capacity seems to be limitless. D、To present the balance between remembering and forgetting.
25、Which of the following is likely to be discussed in the subsequent study? A、The influence of memory.
B、The conditions related to forgetting. C、The ways used to prevent forgetting. D、The factors involved in memory formation. 试题答案：[['A'],['D'],['B'],['C'],['B']]
For most American kids, it wouldn’t be Halloween without trick-or-treating for candy; however, that wasn’t always the case. When the custom of trick-or-treating started in the 1930s and early 1940s, children were given everything from