一、单项选择题。本大题共30小题，每小题2分，共60分
1
To make sure you get into the right ______ while driving on a motorway, you must notice the road signs.
A、way
B、track
C、path
D、lane
2
The scientists have made an ______ study of the virus that causes the disease.
A、exhausted
B、exhausting
C、exhaustive
D、exhaustible
3
Sally was a bit shy, but her teacher found her quite ______ discussing a recent film with others.
A、at home
B、at most
C、at house
D、at heart
4
Men differ from animals ______ they can think and speak.
A、for which
B、in which
C、in that
D、for that
5
The future of that country is hard to predict ______ the economic system is reformed.
A、only after
B、unless
C、now that
D、as long as
6
It is necessary that he ______ the assignment without delay.
A、hand in
B、hands in
C、must hand in
D、has to hand in
7
The letter “t” in the word “fit” and “you” in the sentence “It doesn’t fit you.” is pronounced as______ .
A、/fu:/
B、/tʃu:/
C、/dgu:/
D、***
8
Which of the following shows the correct word stress for “encyclopedia”?
A、/'ɪnˌsaɪkləʊpi:diə/
B、/ɪnˌsaɪklə'pi:diə/
C、/ɪnˌsaɪklepi:diə/
D、/ɪnˌsaɪklapi:'diə/
9
You are greeting an acquaintance with “Hello” to perform the ______ function of language.
A、performative
B、metalingual
C、phatic
D、emotive
10
Which of the following is the smallest unit of speech that can be used to differ one word from another?
A、Morpheme
B、Suffix
C、Lexis
D、Phoneme
11
When teaching such words as “left” and “right”, a teacher asks his/her students to touch their left arms and then touch their right eyes.What does this kind of activity exemplify?
A、Direct Method.
B、Indirect Method.
C、Grammar Translation Method.
D、Total Physical Response.
12
What activities are not appropriate for developing the skill of reading for gist?
A、Reading a text quickly and writing a summary.
B、Reading a text quickly and choosing the best title.
C、Reading a text quickly and analyse its discourse patterns.
D、Reading a text quickly and then telling what it is mainly about.
13
Which of the following refers to a process in which a teacher asks his/her students to analyse sentences in a passage and then work out their structures?
A、Deductive teaching.
B、Inductive teaching
C、Task-based teaching
D、Content-based teaching
14
Which of following is the most controlled activity?
A、Acting out a dialogue.
B、***
C、Reading aloud a dialogue.
D、Exchanging information.
15
In**** students learn the idiomatic use of English,teachers need to draw students' attention to ______ .
A、prefixation
B、collocation
C、*****
D、derivation
16
Which of the following exercises is intended to practice the communicative use of “Do you have ...?” and “I have ....”
A、Changing one sentence pattern to the other.
B、Applying those sentence patterns in a conversation
C、Listening to the tape and writing down the sentences.
D、Substituting the objects in the sentences with the words given.
17
A teacher asks students to write reflective journals about their English learning *** The major purpose is to develop students' ______ ?
A、communicative strategy
B、metacognitive strategy
C、affective strategy
D、cognitive strategy
18
When a teacher says “I don't quite understand. What do you mean by saying that?”What does he/she intend to do?
A、To refuse.
B、To comment.
C、To give opinions.
D、To ask for clarification.
19
At what stage will a teacher initiate a discussion with the students on certain ***** their prior knowledge?
A、Presentation
B、Practice.
C、Performance.
D、Lead-in
20
Which of the following is most appropriate for developing a learner's integrated language skill?
A、Writing down a phone call message.
B、Completing multiple-choice exercises.
C、Copying words from a reading passage .
D、Filling in the missing words in a passage.
（一）
请阅读Passage 1，完成第21~25小题。
Passage 1
Of all the changes that have taken place in English-language newspapers during the past quarter-century, perhaps the most far-reaching has been the inexorable decline in the scope and seriousness of their arts coverage.
It is difficult to the point of impossibility for the average reader under the age of forty to imagine a time when high-quality arts criticism could be found in most big-city newspapers. Yet a considerable number of the most significant collections of criticism published in the 20th century consisted in large part of newspaper reviews. To read such books today is to marvel at the fact that their learned contents were once deemed suitable for publication in general-circulation dailies.
We are even farther removed from the unfocused newspaper reviews published in England between the turn of the 20th century and the eve of World War Ⅱ, at a time when newsprint was dirt-cheap and stylish arts criticism was considered an ornament to the Publications in which it appeared. In those far-off days, it was taken for granted that the critics of major papers would write in detail and at length about the events they covered. Theirs was a serious business, and even those reviews who wore their learning lightly, like George Bernard Shaw and Ernest Newman, could be trusted to know what they were about. These men believed in journalism as a calling, and were proud to be published in the daily press. “So few authors have brains enough or literary gift enough to keep their own end up in journalism,” Newman wrote, “that I am tempted to define ‘journalism’ as ‘a term of contempt applied by writers who are not read to writers who are’.”
Unfortunately, these critics are virtually forgotten. Neville Cardus, who wrote for the Manchester Guardian from 1917 until shortly before his death in 1975, is now known solely as a writer of essays on the game of cricket. During his lifetime, though, he was also one of England's foremost classical-music critics, and a stylist so widely admired that his Autobiography (1947) became a best-seller. He was knighted in 1967, the first music critic to be so honored. Yet only one of his books is now in print,and his vast body of writings on music is unknown save to specialists.
Is there any chance that Cardus's criticism will enjoy a revival? The prospect seems remote.Journalistic tastes had changed long before his death, and postmodern readers have little use for the richly upholstered Vicwardian prose in which he specialized. Moreover, the amateur tradition in music criticism has been in headlong retreat.
21
What is true about the current major English-language newspapers according to the first paragraph?
A、High-quality arts criticism is rarely found.
B、Arts reviews are often copied from other publications.
C、***********************
D、Arts criticism has disappeared since the start of the 20th century.
22
Which of the ****characterizes newspaper reviews in England *** World War Ⅱ?
A、Detailed account of events.
B、***********
C、Elaborate layout.
D、Casual style.
23
Which ***** could be Newman's view?
A、It is writers' duty to entertain their readers.
B、It is contemptible ****be journalists.
C、Writers are likely to be tempted into journalism.
D、Not all writers are capable of journalistic writing.
24
What can be Cardus according to the last two paragraphs?
A、His style caters largely to modern specialists.
B、His writings fail to follow the amateur tradition.
C、His music criticism may not appeal to readers today.
D、His reputation as a music critic has long been in dispute.
25
Which of the following can be the best title for the passage?
A、Newspapers of the Good old Days
B、The Lost Horizon in Newspapers
C、Mournful Decline of Newspapers
D、略
（二）
请阅读Passage 2，完成第26~30小题。
Passage 2
Americans today don't place a very high value on intellect. Our heroes are athletes, enter trainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms o pervasive anti-intellectualism in our schools aren't difficult to find.
“Schools have always been in a society where practical is more important than intellectual,” says education writer Diane Ravitch. “Schools could be a counterbalance.” Ravitch's latest book, Left Back. A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools,concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, “We will become a second-rate country. We will have a less civil society.”
“Intellect is resented as a form. of power or privilege,” writes historian and professor Richard Hofstadter in Anti-intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: “We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing.” Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read— so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes,criticizes and imagines.
School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise”.
26
What do American parents expect their children to acquire in school?
A、The confidence in intellectual pursuits.
B、The habit of thinking independently
C、Practical abilities for future career.
D、Profound knowledge of the world.
27
Why does the author insist that schools should be a counterbalance to the American distaste for intellectual pursuits?
A、To enable the kids to fully participate in their democracy.
B、To encourage the kids to readily accept others' views.
C、To develop the kids' habit of rigorous book learning.
D、To discipline and control the kids' behaviors.
28
Why*** Mark Twain's Huckleberry Finn cited by the author?
A、*********************************
B、As a figure who was short of the innate goodness.
C、As a hero of the time when the story was written.
D、As an example of American anti-intellectualism.
29
According to the text, which of following is true about Emerson?
A、He is an advocate of regular schooling.
B、********of intellectualism.
C、He is an pioneer of education reform.
D、He is a scholar in favor of intellect.
30
Which of the following represents the author's view on intellect?
A、It evolves from common sense.
B、It is secondary to intelligence.
C、It should be pursued.
D、It ignores power.
二、简答题。本大题共1小题，共20分
31
从四个方面简述教师课堂提问的目的（8分，用中文作答），并列举两种问题类型（6分，用英文作答），分别举例说明（6分，用英文作答）
三、教学情境分析题。本大题共1小题，共30分
（三）
根据题目要求完成下列任务，用国家通用语言文字作答。
下面片段选自******课堂教学实录。
Create a context by pointing to a boy or a girl in the class and say, “He/She is a boy/girl.He comes from England. He/She is a student. He/She has a sister,and she is a student, too.They are in the same school, but in different grades.”
Write down the sentences on the blackboard. Underline the new words (come from, student, sister,different) and explain their Chinese meaning
Ask the class to read *********** (conversation again ) and sentences together after the teacher.
Ask the students to work in pairs. Replace “England” with names of other places, and replace “sister” with “brother”.
32
根据该教学片段，从下面三个方面作答：
（1）分析教学意图。（6分）
（2）分析该教师采用的教学方式。（6分）
（3）分析该教师教学存在的问题。（10分）
（4）针对每个问题提出一条改进建议。（8分）
四、教学设计题。本大题共1小题，共40分
33
设计任务：阅读下面的学生信息和语言素材，设计 15 分钟的英语阅读教学方案。教案没有固定格式，但须包含下列要点：
① Teaching objectives
② Teaching contents
③ Key and difficult points
④ Major steps and time allocation
⑤ Activities and justifications
教学时间：15 分钟
学生概况：某城镇普通中学八年级（初中二年级）学生，班级人数为 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：
A Healthy Lifestyle, the Chinese Way
Traditional Chinese doctors believe we need a balance of yin and yang to be healthy. For example, are you often weak and tired? Maybe you have too much yin. You should eat hot yang foods, like beef. Eating Dangshen and Huangqi herbs is also good for this. But people who are too stressed out and angry may have too much yang.Chinese doctors believe that they should eat more yin foods like tofu.Chinese medicine is now popular in many western countries.It's easy to have a healthy lifestyle,and it's important to eat a balanced diet.
1、D2、C3、A4、C5、C6、A7、B8、B9、C10、D11、D12、C13、B14、C15、B16、B17、B18、D19、D20、A21、A22、A23、D24、C25、C26、C27、A28、D29、D30、C
1
本题考查名词词义辨析。
题干意为“当在高速公路上开车时，为了确保你在正确的______，你必须注意路标”。lane可专指通道、车道，符合题意，D项正确。
A项：way意为“道路；路线；方向；……路（用于道路的名称）”。不符合题意， 排除。
B项：track意为“小道，小径；踪迹，足迹；车辙；（铁路的）轨道”。不符合题意，排除。
C项：path意为“小径，小道；（开出的）通道；（事物或人移动的）路线，轨迹；（有助于实现某事的）道路，途径”。不符合题意，排除。
故正确答案为D。
2
本题考查形容词词义辨析。
题干意为“科学家已经对引起疾病的病毒做出了______研究”。exhaustive意为“详细的，详尽的”，符合题意，C项正确。
A项：exhausted意为“筋疲力尽的；耗尽的，枯竭的”。不符合题意，排除。
B项：exhausting意为“使人精疲力竭的，使人疲惫不堪的”。不符合题意，排除。
D项：exhaustible意为“可被用尽的；会枯竭的”。不符合题意，排除。
故正确答案为C。
3
本题考查固定搭配。
题干意为“莎莉有点儿腼腆，但是她的老师发现她在和其他人讨论最近的一部电影时相当______”，at home意为“像在家一样舒适自在，无拘束”，符合题意，A项正确。
B项：at most 意为“至多”。不符合题意，排除。
C项：house 是单数可数名词，通常单数可数名词前需要加冠词，可以说at the house。不符合题意，排除。
D项：at heart 意为“本质上，内心里”。不符合题意，排除。
故正确答案为A。
4
本题考查原因状语从句的连接词。
题干意为“人类区别于动物 _____ 他们能够思考和说话”。in that意为“因为，由于”，可引导原因状语从句，符合题意，C项正确。
A项： for which 引导的是定语从句。不符合题意，排除。
B项： in which 引导的是定语从句。不符合题意，排除。
D项： for that 意为“为此”，不能引导状语从句。不符合题意，排除。
故正确答案为C。
5
本题考查原因状语从句的连接词。
题干意为“______ 经济体制已改革，那个国家的未来很难预测”。now that 意为“既然，由于”，可引导原因状语从句，符合题意，C项正确。
A项：only after 意为“只有在……之后”。不符合题意，排除。
B项：unless 意为“除非”。不符合题意，排除。
D项：as long as 意为“只要”。不符合题意，排除。
故正确答案为C。
6
本题考查虚拟语气。
题干意为“他必须立即交作业”。在“it is + 表示要求、建议、必要、命令等意思的形容词或分词 + 主语从句”的结构中，要用虚拟语气。因此，本题中 It is necessary that…后的主语从句应使用虚拟语气，谓语动词“should + 动词原形”，其中 should 可以省略。hand in 符合题意，A项正确。
B、C、D三项均与题干不符，排除。
故正确答案为A。
7
本题考查英语发音中的语音同化现象。
语音同化是指两个不同的音前后相邻，一个音因为受到另外一个邻音的影响而变成了这两个音之外的第三个音。题干中，当单词 you 中的辅音 /j/ 受到其前面单词 fit中的辅音 /t/ 的影响，便会变成新的音 /tʃ/，B项正确。
A、C、D三项：均与题干不符，排除。
故正确答案为B。
8
本题考查单词重音。
题干意为“下列哪一项显示了单词‘encyclopedia’的正确重音”。以 sion/tion/cian/ic/ious/ient/ial/ia/ish 结尾的单词，其重音往往在倒数第二个音节。因此，encyclopedia的发音应为 / ɪnˌsaɪklə'piːdiə/，B项正确。
A、C、D 三项：均与题干不符，排除。
故正确答案为B。
9
本题考查语言的功能。
题干意为“你用‘Hello’来问候相识之人以发挥语言的 ______ 功能”。phatic function 意为“寒暄功能”，指人们使用语言是为了建立和维持社会接触而进行的日常寒暄，而不是为了交流信息，符合题意，C项正确。
A项：performative function 意为“施为功能”，指语言具有能够用来“做事情”的功能。不符合题意，排除。
B项：metalingual function 意为“元语言功能”，元语言指的是用来分析和描述另一种语言（被观察的语言或目的语）的语言或一套符号，如用来解释另一个词的词或外语教学中的本族语。不符合题意，排除。
D项：emotive function 意为“情感功能”，语言的情感功能是语言强大的用处之一。不符合题意，排除。
故正确答案为C。
10
本题考查语言学基础知识。
题干意为“下列哪一项是可以用来区分单词的最小语音单位”。phoneme 意为“音位”，是一个语言系统中能够区分词义的最小语音单位，符合题意，D项正确。
A项：Morpheme 意为“词素”，是含有语义的最小语言单位。不符合题意，排除。
B项：Suffix 意为“后缀”，是指跟在词干后的词缀，词缀本质上是黏着词素。不符合题意，排除。
C项：Lexis 意为“词汇”。不符合题意，排除。
故正确答案为D。
11
本题考查外语教学常用方法。
题干意为“在教授单词如‘left’和‘right’时，教师让学生先触摸他们的左胳膊，再触摸他们的右眼。这类活动例证了什么（方法）”。Total Physical Response 意为“全身反应法”，这是一种用身体活动学习语言的教学方法，符合题意，D项正确。
A项：Direct Method 意为“直接法”，这是一种通过外语本身进行会话、交谈和阅读来教外语，基本不用母语，不用翻译和形式语法的教学方法。不符合题意，排除。
B项：Indirect Method 意为“间接法”。不符合题意，排除。
C项：Grammar Translation Method 意为“语法翻译法”，是一种以语法为基础，用母语来教授外语的教学方法。不符合题意，排除。
故正确答案为D。
12
本题考查阅读教学。
题干意为“什么活动不适合培养阅读获取主旨的技能”。C项意为“快速阅读文章并分析其语篇模式”，无法培养获取主旨的技能。符合题意，当选。
A项：意为“快速阅读文章并写出摘要”，可以培养获取主旨的技能。不符合题意，排除。
B项：意为“快速阅读文章并选择最佳标题”，可以培养获取主旨的技能。不符合题意，排除。
D项：意为“快速阅读文章并说出其主要内容”，可以培养获取主旨的技能。不符合题意，排除。
本题为选非题，故正确答案为C。
13
本题考查语法教学。
题干意为“下面哪一项提及教师让学生分析文章中的句子，然后找出句子结构的过程”。Inductive teaching 意为“归纳教学”，指教师先给出一些例子，让学生通过讨论等方式自己总结出语法规则，符合题意，B项正确。
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