【正文】 l in class.（2）Which of the following is NOT true according to the passage? good teacher should speak clearly. good teacher should sit still before his class and speak with his body language. good actor should speak as others have asked him to do. good actor should repeat exactly the same words each time he plays a certain part.（3）The skills of a good teacher are ______ . his students39。 attention. his voice when needed. out what he is teaching. the above.（4）The title (標(biāo)題)of the passage is ______. to be a good teacher. to be a good actor. good teacher39。s knowledge. good actor39。s behavior.【答案】 （1）B（2）B（3）D（4）A 【解析】【分析】本文是一篇說明文，介紹了教師職業(yè)與演員職業(yè)的異同。 （1）考查細節(jié)理解。根據(jù)最后一段中的“I have known many teachers who are fine actors in class but are unable to take part in a stageplay because they can39。t keep strictly to what another has written.”我認(rèn)識許多老師，他們在課堂上是很好的演員，但在舞臺劇中卻表演不好，因為他們不能嚴(yán)格遵守別人提前寫好的內(nèi)容，可知，一個好老師不一定在表演臺上能表演好。故選B。 （2）考查細節(jié)理解。根據(jù)第二段中的“Watch a good teacher, and you will see that he doesn39。t sit still before his class。 he stands the whole time he is teaching”看一個好老師，你會看到他常常不會靜靜地在教室前邊坐著，他在教授的整節(jié)課上都會站著，可知，一個好老師不應(yīng)該就在班級前坐著，所以選項B描述不正確。故選B。 （3）考查細節(jié)理解。根據(jù)第一段可知，要成為一名優(yōu)秀的教師，你需要具備某些好演員的天賦。你必須能hold住觀眾（學(xué)生）的注意力和興趣點。語言要清晰，聲音要宏亮、悅耳，而且收放自如。.而且為了讓你所傳授的東西更好地被理解，你應(yīng)該能把你它表演出來。，故選D。 （4）考查主旨大意。本文第一段提出了做一名好老師應(yīng)該具有的天賦，以及通過與演員職業(yè)對比，說明做老師與做演員的差異。文章從前到后都在告訴我們?nèi)绾尾拍艹蔀橐幻美蠋煛９蔬xA。 【點評】本題考點涉及細節(jié)理解和主旨大意兩個題型的考查，是一篇文化類閱讀，考生需要準(zhǔn)確掌握細節(jié)信息，并根據(jù)上下文的邏輯關(guān)系，進行概括和歸納，從而選出正確答案。8．閱讀理解 For all the pressures and rewards of regionalization (地區(qū)化) and globalization, local identities remain the most deeply impressed. Even if the end result of globalization is to make the world smaller, its scope seems to foster the need for more private local connections among many individuals. As Bernard Poignant, mayor of the town of Quimper in Brittany, told the Washington Post, Man is a fragile animal and he needs his close attachments. The more open the world bees, the more ties there will be to one39。s roots and one39。s land. In most munities, local languages such as Poignant39。s Breton serve a strong symbolic function as a clear mark of authenticity (原真性). The sum total of a munity39。s shared historical experience, authenticity reflects a noticeable line from a culturally idealized past to the present, carried by the language and traditions associated with the munity39。s origins. A concern for authenticity leads most secular (世俗的) Israelis to defend Hebrew among themselves while also acquiring English and even Arabic. The same obsession with authenticity drives Hasidic Jews in Israel or the Diaspora to champion Yiddish while also learning Hebrew and English. In each case, authenticity amounts to a central core of cultural beliefs and interpretations that are not only resistant to globalization but also are actually reinforced by the threat that globalization seems to present to these historical values. Scholars may argue that cultural identities change over time in response to specific reward systems. But locals often resist such explanation and defend authenticity and local mother tongues against the perceived threat of globalization with near religious eagerness. As a result, never before in history have there been as many standardized languages as there are today: roughly 1,200. Many smaller languages, even those with far fewer than one million speakers, have benefited from statesponsored or voluntary preservation movements. On the most informal level, munities in Alaska and the American northwest have formed Internet discussion groups in an attempt to pass on Native American languages to younger generations. In the Basque, Catalan, and Galician regions of Spain, such movements are fiercely political and frequently involved loyal resistance to the Spanish government over political and linguistic rights. Projects have ranged from a campaign to print Spanish money in the four official languages of the state to the creation of language immersion nursery and primary schools. Zapatistas in Mexico are championing the revival of Mayan languages in an equally political campaign for local autonomy. In addition to causing the feeling of the subjective importance of local roots, supporters of local languages defend their continued use on practical grounds. Local tongues foster higher levels of school success, higher degrees of participation in local government, more informed citizenship, and better knowledge of one39。s own culture, history, and faith. Government and relief agencies can also use local languages to spread information about industrial and agricultural techniques as well as modern health care to diverse audiences. Development workers in West Africa, for example, have found that the best way to teach the vast number of farmers with little or no formal education how to sow and rotate crops for higher yields is in these local tongues. Nevertheless, both regionalization and globalization require that more and more speakers of local languages be multiliterate.（1）In paragraph 1, the author quoted a mayor39。s word to show that globalization ________. A.strengthens local identitiesB.weakens regionalizationC.strengthens individualismD.weakens local attachments（2）The influence of globalization on authenticity is that it ________. A.weakens the authority of authenticityB.prevents the development of authenticityC.enhances the importance of authenticityD.promotes the maturity of authenticity（3）In terms of campaigns for language protection, America differs from Spain and Mexico in that ______. A.its volunteers have enough sponsorship from the state.B.its locals are not interested in finding native Americans.C.its youths are eager to pass on the local traditions.D.its movements are not political.（4）Which of the following statements is NOT true? A.Practically, local languages are less used than English.B.Local languages are more important in daily life.C.The smaller the world is, the more united the locals are.D.The relation betwe