一、单选题 (每题2分，共30题，共60分)
1.( )Thames is famous throughout the world for its history, its cuture,etC.
A.A
B.An
C. /
D.The
2.The dancer and( ) has already arived at the concert hall.
A.singer
B.a singer
C.the singer
D.singers
3.The reason why she didn't show up at the party is( )she got stuck in a traffic jam.
A.as
B.because
C.for
D.that
4.The word formation process of "math(s)"from "mathematics" is( )
A.backformation
B.conversion
C.clipping
D.blending
5.The movie was so popular that it was( )one more week.
A.Extended
B.delayed
C.uplifted
D.suspended
6.The two cats could be ______ only by the number of the rings on their tails, otherwise they were exactly alike.
A.separated
B.divided
C.disconnected
D.differentiated
7.Which of the following sets of English consonants has the same manner of articulation?
A./p, b, k, g/
B./m, θ, s, ʃ/
C./t, d, tr, dr/
D./d,J. 0, δ/
8.Which of the following shows the correct word stress for “nationalistic”?
A./,naefna'lrstrk/
B./,'nefnalstk/
C./ˌnæ'ʃənəlɪstɪk/
D./,nafnalis'trk/
9.Interlanguage refers to a system of rules developed in the minds of L2 learners, which has some features of ______ plus some that are independent of ______
A.the L1, the Ll
B.the L2, the L2
C.the LI and L2, the Ll
D.the L1 and L2, the L1 and L2
10.Which of the following statements is true about the second language development?
A.Receptive skills may develop simultaneously with productive skills.
B.Productive skills are much easier to be acquired than receptive skills.
C.Receptive and productive skills are susceptible to first language influence.
D.Receptive and productive skills develop equally well for most L2 learners.
11.When teaching pronunciation, a teacher should include phonemes, stress, intonation and ______in the syllabus.
A.consonant
B.vowel
C.rhythm
D.speech
12.If a teacher asks students in class,"When do we use passive voice in our daily life?",he/she is tying to draw students' attention to the______ in grammar teaching.
A.meaning
B.function
C.form
D.sound
13.When using such sentences as "A long time ago../Then.../ afterwards.../In the end..."in a reading class, a teacher is probably teaching language at the ______.
A.lexical level
B.discoursal level
C.grammatical level
D.phonological level
本题考查阅读技能教学的内容。
题干意为：当在阅读课中使用诸如“很久之前.../ 然后.../ 后来.../ 最后...”等此类的句子，老师可能在进行______ 的教学。通过题干中的连接词可以看出来，老师对所要阅读的素材从语篇层面进行了整体性的把握和分析。B项正确。
14.When a teacher asks the students to listen to a recording to find out John's flight number and arrival time, what skills does he/she focus on?( )
A.Inferring opinion and attitude.
B.Extracting specific information.
C.Getting the general information.
D.Deducing meaning from context.
15.What activity are students engaged in when they read each other's writings, provide feedback and make suggestions for revision before their teacher grades them?
A.Discussing.
B.Brainstorming.
C.Peer reviewing.
D.Draft reviewing.
题干意为：在老师给学生打分之前，学生们互相阅读对方的文章，互相反馈意见，提出修改建议，这是一种什么样的活动?题干所描述的属于写作技能教学里的教学过程，即修改环节中的互相修改。C项正确。
16.What is a teacher trying to do when he/she asks the students to describe what they know about policemen before reading a story about them?
A.To review a passage.
B.To make a comment.
C.To provide a title.
D.To build a schema.
题干意为“当老师要求学生在阅读关于警察的故事之前描述他们对警察的了解时，他/她试图做什么?”在阅读文章之前，要求学生针对文章的话题进行描述或讨论，旨在帮助学生根据讨论内容建立和话题相关的图式，可以帮助学生更好地理解接下来阅读文章的内容。D项意为“构建图式”，符合句意，当选。
17.Which of the following is a display question used by teachers in class?
A.What happened to the girl in the story?
B.What would you do if you were the girl in the story?
C.Do you like this story Girl the Thumb,why or why not?
D.Why do you agree that the girl was a kind-hearted person?
题干意为“下列哪一项是老师在课堂上使用的展示性问题?”展示性问题指教师已经知道答案或者答案能在相关工具书中找到，用于检查学生对课文内容的字面理解。A项：意为“故事里的女孩发生了什么事?”这一问题是可以通过阅读文章内容得出答案的，属于展示性问题，符合题意，当选。
18.What does a teacher want the students to do when he/she asks them to find a word of similar meaning to “germinate” in a paragraph?
A.To deduce meaning from the context.
B.To analyze word meaning by using syntax.
C.To identify new words by using synonyms.
D.To apply grammatical rules to guess meaning.
题干意为“当老师要求学生在段落中找到一个和“germinate”意思相近的词时，他想让学生做什么?”在段落中寻找单词，需要学生通过段落的上下文推断出单词的含义。A项意为“从上下文推断意义。”符合题意，当选。
19.At what stage of a lesson is a teacher likely to conduct a brainstorming activity about a topic?
A.Producing.
B.Checking.
C.Leading-in.
D.Practicing.
题干意为“在一节课的哪个阶段，老师可能会就某个话题进行头脑风暴活动?”头脑风暴活动一般以小组形式进行，小组成员需将脑中和研讨主题有关的想法提出来，然后再将大家的想法分类整理。这一活动可用于阅读课前，帮助学生更好地了解主题内容;也可用于写作课前，帮助学生收集写作想法。C项Leading-in为导入环节，符合题意，当选。
20.Which of the following activities best promotes the development of students' communicative skills?
A.Doing multiple-choice questions.
B.BSharing information with partners.
C.Completing a summary of the text.
D.Copying sentences from the dictionary
题干意为“下列哪项活动最能促进学生交际能力的发展?”教学中可以通过让学生在适当的情景中自由使用所学的语法项目进行交流来促进学生交际能力的发展，例如讲故事、情景对话、小组讨论、角色扮演等。B项意为“和同伴分享信息”，属于交际活动，符合题意，当选。
21.Which of the following is likely to be the reason for most companies to favor the word "innovation" **** to this passage?
A.They want to improve their products and service.
B.They are interested in technological innovations.
C.They are on the cutting edge of everything.
D.They are trying to **** investments.
22.Why does the word "inovation" **** different things for different people according to this passage?
A.It is used to serve different *****.
B.It carries different shades of meaning.
C.It is so abstract that it is hard to define.
D.It might be beyond their comprehension.
23.What has been*****about by the popularity of the term "innovation" according to the passage?
A.The sprouting up of technological innovations.
B.Placing innovation on a company's top ***
C.Emergence of a new career-innovation consultant.
D.Emergence of a technological innovation movement.
24.what*** the word "innovation" mean to Scott Berkun?
A. A very good product.
B.Cool and***
C.Civilization-changing inventions.
D.Start-ups and entrepreneurs.
25.What is the author's attitude towards thecompanies' use of the term "innovation"?
A.*****
B.Negative.
C.Positive.
D.Neutral.
26.What has*** to Job's venture of manufacturing personal computers?
A.The influence of his friend who used to work for Hewlett Packard.
B.His working experience ** manufacturing video games.
C.The educational background he has haD.
D.His profound interest in technology.
27. How did***Computer manage to increase its wealth swiftly in the early 1980s?
A.By issuing stocks in public.
B.By marketing****personal computers.
C.By recruiting wealthy people as partners.
D.By selling such items as scientific calculators.
28.Which of the following is ***in meaning to the underlined word "tiff in Paragraph 6?
A. Disparity.
B.Quarrel.
C.Tease.
D.**.
29.(单选题) Which of the following is true about the NeXT Computer?
A.It was a reduplication.
B.It was a commercial failure.
C.It was a blockbuster success.
D.It was a best seller ***that time.
30. which of the following is probably the most appropriate title for the passage?
A.Steve****
B.Apple Computer
C.What Steve Jobs Left Untouched
D.The Companies Steve Jobs Founded
二、简答题 (每题20分，共1题，共20分)
31.(简答题)在阅读教学中，有的教师倾向于采用从词语到句子、再到语篇的教学方法。简述采用此种方法的理论基础(8分)，并指出该教学方法存在的两个优点(6分)和两个缺点。(6分)
优点：①该模式在阅读教学中比较看重词汇教学，包括读前讲授单词，和阅读过程中词语用法的分析。有利于学生掌握生词。
②有利于学生对阅读材料内容的理解。
缺点：①此模式培养的学生往往习惯于始于解码且止于解码的分析性阅读，缺乏高层次的理解。
②不利于阅读能力的提升和知识迁移
三、教学情境分析题 (每题30分，共1题，共30分)
32.(材料)下面是一位教师的英语课堂教学片段。
Teacher：Good morning class! We had a wonderful party yesterday....Jack, why were you absent?
Jack (in a low voice)： I got a fever and went to see a doctor.
Teacher： I am sorry,Ican't hear you. Tom,what did Jack say?
Tom： He got a fever and went to see the doctor.
Teacher： Oh, Jack said that he had got a fever and gone to see the doctor. Now we are going to learn the indirect speech.
(1)分析该片段的教学意图。(5分)
(2)说明该教学环节的作用(5分)及其依据。(5分)
(3)从三个角度分析该教师下一步教学应该注意的问题。(15分)
(1)该片段的教学意图是复习了一般过去时，并引出新的知识点---间接引语。
(2)这个环节是教学环节的导入。课堂导入是教师通过已学知识，引导学生进入新知识学习的过程，是教师在新的教学内容和活动开始时，组织学生进行课前的心理准备和知识准备，引导学生进入新知识学习的行为方式。材料当中老师通过设置了课堂教学情境，由一般过去时温故而知新本课要学的新知识，即间接引语。
(3)该教师下一步教学应该注意以下问题：
①以学生为中心，注意引导学生观察语言现象，通过合作探究和归纳发现语法规律。
②注意纠错，及时纠正学生在间接引语学习过程中容易忽略的时态及人称的错误。
③注意操练的强度及趣味性，帮助学生将所学语法知识运用到语言实践活动中。
四、教学设计题 (每题40分，共1题，共40分)
教学时间：15分钟
学生概况：某城镇普通中学初中八年级学生，班级人数40人，多数学生已经达到《义务教育英语课程标准<2011年版>》三级水平，学生课堂参与积极性一般。
语言素材：
Helen: Hi, Tom! I’m making some plants to work in an old people’s home this summer.
Tom: Really? I did that last summer!
Helen: Oh. What did they ask you to help with?
Tom: Mm... things like reading the newspaper to the old people, or just talking to them. They told me stories about the past and how things used to be.
Helen: That sounds interesting!
Tom: Yeah, a lot of old people are lonely. We should listen to them and care for them.
Helen: You’re right. I mean, we’re all going to be old one day, too.
设计任务：阅读下面的学生信息和语言素材。设计15分钟的英语听说教学方案。教案无固定格式，但包含以下要点：
①Teaching objectives
②Teaching contents
③Key and difficult points
④Major steps and time allocation
⑤Activities and justifications
评分标准:
(一) 35--40分
1:切合主题，符合学情
2.三维目标与教学内容完全匹配，表述具体正确
3.重难点适宜且突出
4.教学准备全面充分;一般包括材料准备及经验准备
5.教学过程:教学方法与内容及目标匹配，教学环节详细完整(教学环节一般包括导入、呈现、操练、巩固、小结、作业等环节)，逻辑性好且能支持重点目标的达成
6.教学内容充实、活动形式多样化、游戏化、趣味化
7.教学过程符合本课型教学设计思路,创新点或者亮点至少1处以上
8.字体工整，卷面整洁，表述清楚，书面表达合理，符合题目要求，体现新课程理念
(二) 30--35分
1.符合题意，符合学情
2.三维目标与教学内容基本匹配，表述比较具体明确
3.重难点适宜且明确
4.教学准备比较全面;一般包括材料准备及经验准备
5.教学过程户教学方法与内容及目标较为匹配，教学环节详细完整，逻辑性较好且能支持目标的达成
6.教学内容较充实、形式比较多样、趣味化
7.教学过程符合本课型教学设计思路，有1处创新点或者亮点
8.字迹清楚，卷面整洁，表述流畅，书面表达基本标准，符合题目要求，体现新课程理念
(三)25-30分
1.基本符合题意和学情
2.教学目标没有明确区分维度，与教学内容基本匹配，表述具体
3.重难点基本适宜且明确
4.教学过程:教学方法与内容及目标较为匹配，教学环节完整，逻辑性一般，能支持大部分目标的达成
5.教学活动内容单薄，形式较少、趣味性欠缺
6.教学过程基本符合本课型教学设计思路
7.字迹潦草，书面表达口语化或成人化，基本符合题目要求
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