请阅读Passage 2。完成第小题。
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts——a result of the training that U.S. workers received on the job.
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don"t force it. After all, that"s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn"t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity"s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance.
Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn"t constrain the ability of the developing world"s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn"t developing more quickly there than it is.
The author holds in Paragraph I that the importance of education in poor countries_________. 查看材料
A. is subject to groundless doubts
B. has fallen victim to bias
C. is conventionally downgraded
D. has been overestimated
第1题
Pill and bill, till and dill, kill and gill are all_________.
A. allophones
B. diphthongs
C. minimal pairs
D. phonemes
第2题
uestions. The teacher plays the role of_________ in this activity.
A. assessor
B. controller
C. prompter
D. participant
第3题
—Do you think George has passed the driving test?
-No. If so, he_________ his ear to our college yesterday.
A. would drive
B. drove
C. would have driven
D.had driven
第4题
Which of the following should be criticized for the deductive method of teaching grammar?
A. Too much attention is paid to meaning.
B. Students can"t learn anything from it.
C. The teacher presents grammar in an isolated way.
D. The exercises are useful.
第5题
Which of the following statements about task-based language teaching is NOT true?
A. Students should be given tasks to perform or problems to solve in the classroom.
B. Students are task-driven.
C. Task-based language teaching is student-centered.
D. Task-based language teaching follows the PPP model.
第6题
is called_________.
A. comprehension question
B. evaluation question
C. analysis question
D. display question
第7题
ng with my family". Which of the teacher‘s feedback will best keep up the communication as well as help the student correct his syntax error?
A. "You are wrong. You should say "I have planned to go traveling with my family"."
B. "There is a mistake in what he said. Does anyone notice it? "
C. "You have plan to go traveling? "
D. "You should pay attention to the tense of the sentence."
第8题
When designing speaking tasks, the teacher must follow the principles except_________.
A. maximum foreign talk
B. even participation
C. high motivation
D. high language level
第9题
Which of the following should be criticized about assessment?
A. Assessment should assess language in many different contexts.
B. Assessment should assess the learning environment, instruction and students.
C. Assessment should assess the use of language in listening, speaking, reading and writing process.
D. Assessment should assess results uniquely.
第10题
下列教学片段选自两位英语老师的课堂实录(片段中T指教师,S指学生)。
片段一:
T: What did you have for breakfast this morning?
S: I have a bottle of milk, an egg and two cakes.
T: Oh. You should say "I had a bottle of milk ...". Read after me, please.
片段二:
T: What did you do yesterday?
S: I go to see a friend of mine yesterday.
T: Oh, yes. You went to see a friend of yours yesterday.
请分析并回答下列问题:
(1)学生在对话中的语言错误是什么?(5分)
(2)请就两位老师的纠错方式进行评价。(10分)
(3)老师还可以采用哪些方式纠错?请举例说明,至少三种。(15分)
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