一、单选题。本大题为单项选择题，下列选项中只有一项最符合题意，请根据题干选出正确的选项。
1
Fred took a picture of you, and ________.
A、Susan of me
B、缺
C、Susan took of me
D、Susan took a picture
2
______ female lions guard and feed their cubs.
A、That male lions help
B、Male lions which help
C、Although male lions help
D、It is male lions that help
3-4缺。
5
Which of the following words is NOT a hyponym of flower?
A、carnation
B、chrysanthemum
C、carrot
D、缺
6
Which of the following words is an antonym of “lengthen”?
A、shorten
B、prolong
C、abbreviate
D、sustain
7
Which of the following consonants has the phonetic features “voiceless, palatal, affricative”?
A、/ʃ/
B、缺
C、/tʃ/
D、/dʒ/
8缺。
9
Which of the following describes a language phenomenon in which a bilingual speaker uses two languages alternatively in the same conversation or interaction?
A、Register varieties
B、Code-switching
C、Ethnic dialect
D、***** form
10
Which of the following describes a typical linear three-move exchange usually found in classroom?
A、Initiation→response→follow-up
B、Initiation→follow-up→response
C、Response→initiation→follow-up
D、Response→follow→up→initiation
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、discourse level
C、grammatical level
D、phonological level
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 the 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.
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.
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?
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.
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.
20
Which of the following activities best promotes the development of students' communicative skills?
A、Doing multiple-choice questions.
B、Sharing information with partners.
C、Completing a summary of the text.
D、Copying sentences from the dictionary
（一）
请阅读 Passage1，完成第21 ～ 25小题。
Passage 1
John Dewey was the philosophical father of experiential education, or as it was then referred to, progressive education. But he was also critical of completely “free, student-driven” education because students often don’t know how to structure their own learning experiences for maximum benefit.
Dewey said that an educator must take into account the unique differences between each student. Each person is different. Even when a standard curriculum is presented, each student will have a different quality of experience. Thus, teaching and curriculum must be designed in ways that allow for such individual differences.
For Dewey, education also had a broader social purpose, which was to help people become more effective members of democratic society. Dewey argued that the traditional one-way delivery style of schooling does not provide a good model for life in society. Instead, students need educational experience which enables them to become valued, equal, and responsible member of society.
The most common misunderstanding about Dewey is that he was simply supporting progressive education. Progressive education, according to ****, is a wild swing of the philosophical pendulum, against traditional education methods. In progressive education, freedom is the rule, with students being relatively unconstrained by the educator. The problem with progressive education, said Dewey, is that freedom alone is not a solution. Learning needs a structure and order, and must be based on a clear theory of experience, not simply the whim of teachers or students.
Dewey proposed that education be designed on the basis of a theory of experience. We must understand the nature of how students have the experiences, in order to design effective education. In this ****, Dewey’s theory of experience rested on two central tenets—continuity and interaction.
Continuity refers to the **** that humans are sensitive to (or are affected by) experience. Humans survive more by learning from experience after they are born than do many other animals which rely primarily on pre-wired instinct. In humans, education is critical for providing people with the skills to live in society. Dewey argued that we learn something from every experience, whether positive or negative, and one’s accumulated learned experience influences the nature of one’s future experiences. Thus, every experience in some way **** all potential future experiences for an individual.
Interaction builds upon the notion of continuity and explains how past experience interacts with the present situation, to create one’s present experience. Dewey’s hypothesis is that your present experiences can be understood as a function of your past (stored) experience which interacts with the present situation to create an individual’s experience. This explains the “one man’s meat is another man’s poison” maxim. Any situation can be experienced in profoundly different ways because of unique individual differences. E.g., one student loves school, another hates the same school. This is important for educators to understand. Since they can’t control students’ past experiences, they can try to understand those past experiences so that better educational situations can be presented to the students. Ultimately, all a teacher has control over is the **** of the present situation. The teacher with good insight into the effects of past experiences which students bring with could provide quality education which is relevant and meaningful for the students.
21
What was Dewey’s criticism about progressive education?
A、Complete freedom that teachers grant to students.
B、Educational **** that students need.
C、A broad social purpose that education has.
D、Unique differences among students.
22
How should teaching and curriculum be designed according to Dewey?
A、In manners that allow for individual differences.
B、In ways that foster free and student-driven education.
C、In ways that encourage a one-way delivery style of teaching.
D、In manners that rely heavily on established pedagogical methods
23
Which of the following is closest in meaning to the underlined word “tenets” in Paragraph 5?
A、略
B、Principles.
C、Regulations.
D、Guidelines
24
What does continuity refer to according to Dewey?
A、We never learn anything from our negative experiences.
B、Animals and beings can learn from past experiences.
C、Only positive experiences affect the nature of one’s experiences.
D、Experience gained from the past influences one’s future experiences
25
What does the maxim “one man’s meat is another man’s poison” suggest?
A、Teachers should teach all their students the same materials.
B、Quality education that focuses on past experience should be offered.
C、Teachers should teach all their students what they believe is important.
D、Quality education that values individual development should be provided.
（二）
Passage 2
Here’s a simple arithmetic question: A bat and ball cost a dollar and ten cents. The bat costs a dollar more than the ball. How much does the ball cost?
The vast majority of people respond quickly and confidently, insisting the ball costs ten cents. This answer is both obvious and wrong. (The correct answer is five cents for the ball and a dollar and five cents for the bat.)
For more than five decades, Daniel Kahneman, a Nobel Laureate and professor of
psychology at Princeton, has been asking questions like this and analyzing our answers. His
disarmingly simple experiments have profoundly changed the way we think about thinking.
While philosophers, economists, and social scientists had assumed for centuries that human beings are rational agents—reason was our Promethean gift—Kahneman and his scientific partner, the late Amos Tversky, demonstrated that we’re not nearly as rational as we like to believe.
When people face an uncertain situation, they don’t carefully evaluate the information or look up relevant statistics. Instead, their decisions depend on a long list of mental shortcuts, which often lead them to make foolish decisions. These shortcuts aren’t a faster way of doing the math; they’re a way of skipping the math altogether. Asked about the bat and the ball, we forget our arithmetic lessons and instead default to the answer that requires the least mental effort.
A new study in the Journal of Personality and Social Psychology led by Richard West at James Madison University and Keith Stanovich at the University of Toronto suggests that, in many instances, smarter people are more vulnerable to these thinking errors. Although we assume that intelligence is a buffer against bias—that’s why those with higher S.A.T. scores think they are less prone to these universal thinking mistakes—it can actually be a subtle curse.
West and his colleagues began by giving four hundred and eighty-two undergraduates a questionnaire featuring a variety of classic bias problems. Here’s an example: In a lake, there is a patch of lily pads. Every day, the patch doubles in size. If it takes 48 days for the patch to cover the entire lake, how long would it take for the patch to cover half of the lake?
Your first response is probably to take a shortcut, and to divide the final answer by half.That leads you to twenty-four days. But that’s wrong. The correct solution is forty-seven days.
But West and colleagues weren’t simply interested in reconfirming the known biases of the human mind. Rather, they wanted to understand how these biases correlated with human intelligence. As a result, they interspersed their tests of bias with various cognitive measurements, including the S.A.T. and the Need for Cognition Scale, which measures “the tendency for an individual to engage in and enjoy thinking.”
The results were quite disturbing. For one thing, self-awareness was not particularly useful: as the scientists note, “people who were aware of their own biases were not better able to overcome them.” This finding wouldn’t surprise Kahneman, who admits in “Thinking, Fast and Slow” that his decades of groundbreaking research have failed to significantly improve his own mental performance. “My intuitive thinking is just as prone to overconfidence, extreme predictions, and the planning fallacy”—a tendency to underestimate how long it will take to complete a task— “as it was before I made a study of these issues,” he writes.
26
What can be inferred from the result of “the bat-and-ball” question?
A、Philosophers, economists and social scientists tend to make a fuss over a trivial issue.
B、Human beings are not as rational as they think they are when facing an uncertain situation.
C、Human beings think quickly and confidently when responding to a simple arithmetic question.
D、Daniel Kahneman has attained great success as a Nobel laureate and professor of psychology.
27
What does the underlined phrase “a subtle curse” in Paragraph 5 suggest?
A、Human beings are *** with some thinking ***.
B、Intelligence helps reduce committing thinking errors.
C、Thinking errors are a spell cast upon human beings.
D、Smarter people are prone to some thinking errors.
28
What are people prone to do when facing an uncertain situation according to the passage?
A、To skip less important information.
B、To rely on a list of mental shortcuts.
C、To examine the relevant statistical data.
D、To seek an answer requiring the least mental effort.
29
What does the study made by West and his colleagues demonstrate?
A、Self-awareness of one’s own biases does not help an individual to control them.
B、The more intelligent people are, the less vulnerable they are to reasoning biases.
C、People will improve their thinking capacity when they are aware of their thinking errors.
D、People may avoid committing thinking errors when realizing the mistakes they have made
30
What may be discussed by the author in subsequent paragraphs?
A、The impact of biases on human intelligence.
B、The reasons why intelligence improves thinking.
C、The relationship between intelligence and thinking errors.
D、The correlation between intuitive thinking and mental performance.
二、简答题。请根据题目要求完成下列任务。
31
学习策略主要指学生为促进语言学习和语言运用而采取的各种行动和步骤。简述note-taking所属的学习策略范畴（5分）及其三个作用。（15分）
三、教学情境分析题。请根据题目要求完成下列任务。
（三）
（1）Teacher: Let's review “be + verbing”. For example, we’re having a test today.
Student: I'm having a painting.
...
（2）Teacher: Lets practise the present perfect tense.For example, I have been to Beijing. Have you been to Beijing?
Student: Yes, I've been to Beijing last week.
...
32
根据所给材料，从下列三个方面作答：
（1）分析每组对话存在的一个语言错误。（10分）
（2）指出该教师在上述教学设计活动中所体现的学习观和语言观。（8分）
（3）从三个角度分析评价该教师的语言教学观。（12分）
四、教学设计。根据提供的信息和语言素材设计教学方案，用英文作答。
（四）
设计任务：阅读下面的学生信息和语言素材，设计15分钟的英语口语教学方案。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：某城镇普通中学高中二年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（2017年版2020年修订）》学业质量水平一，学生课堂参与积极性一般。
语言素材：
We've been told since we were toddlers that “It's good to share”. Parents and teachers keep reminding us to share toys, snacks, books, happy memories, and sometime seven sorrows with others. When we grow up, we share photos, life stories and opinions with people around us and with those we don't know via social media. Taking it as an object of study, psychologists have published various papers stating that the behaviour of sharing is beneficial to setting up positive emotional bonding.
Today, the action of sharing takes on extra meaning. It's not just about sharing sweets or frustration; it has expanded to almost every aspect of our lives-the whole world seems to be into sharing. We are using technology to reduce the money that we spend on goods and services, or to make money out of those that we don't use ourselves all of the time. These vary from car shares to home shares, and even to pet shares. The sharing economy is taking off in all sorts of areas. It is creating new ways of thinking and is providing services to people when and where they want them.
33
根据提供的信息和语言素材设计教学方案，用英文作答。
1、A2、D3、D4、A5、C6、A7、C8、A9、B10、A11、C12、B13、B14、B15、C16、D17、A18、A19、C20、B21、A22、A23、B24、D25、B26、C27、D28、B29、A30、D
1
本题主要考查省略句。
题干意为“Fred给你拍了照片，Susan给我拍了照片”。完整的表述应该为 Susan took a picture of me，和前半句说法重复。根据并列句中的省略规则，此处可以省略相同的谓语和宾语，即took a picture。A项正确。
C、D两项：均与题干不符，排除。
B 项：略。
故正确答案为A。
2
本题主要考查强调句。
题干意为“是雄狮帮助雌狮看守和喂养它们的幼崽”。句子的主干为 Male lions help female lions…。结合选项，只有D项符合强调句型的结构，去掉 It is...that后句子结构仍然完整，句意仍然明确，被强调的部分是主语 male lions。D项正确。
A项：句式杂糅，无须添加从属连词that。与题干不符，排除。
B项：which引导的定语从句修饰male lions，但去掉从句后，句子缺少谓语动词。与题干不符，排除。
C项：although引导让步状语从句，填入后缺少主句，只表达了“尽管……”，句意不完整。与题干不符，排除。
故正确答案为D。
3-4缺。
5
本题主要考查词汇间的涵义关系。
题干意为“下列哪一个单词不是‘花’的下义词”。上下义关系是指种类和成员间的关系，上坐标词是位于这种意义关系上位的词语，即类名，下义词是居于下位的成员，一个坐标词通常有很多下义词。C项 carrot意为“胡萝卜”，不是“花”的下义词，符合题意，当选。
A项：carnation意为“康乃馨”，B项：chrysanthemum意为“菊花”，均是“花”的下义词。均与题干不符，排除。
本题为选非题，故正确答案为C。
6
本题主要考查词汇间的涵义关系。
题干意为“下列哪一个单词是‘延长’的反义词”。意义相反的词叫反义词，这两个词被称为关系对立项。A项：shorten意为“缩短”，符合题意，当选。
B项：prolong意为“拉长，拖长”，C项：abbreviate意为“缩写，使省略”，D项：sustain意为“维持，保持”。均与题干不符，排除。
故正确答案为A。
7
本题主要考查辅音的分类。
题干意为“下列哪个辅音具有‘清辅音、硬腭音、塞擦音’的语音特征”。这三个语音特征分别对应辅音的带声性、发音部位、发音方式。C项/tʃ/符合题意，当选。需要注意的是，关于/tʃ/发音部位的划分，不同的语言学参考书对其归类不同，它也可以被认为是硬腭音（palatal）、后龈音（post-alveolar）、硬腭齿龈音（palato-alveolar），考试时应选择最佳选项。C项正确。
A项：/ʃ/为清辅音、后龈音、摩擦音。与题干不符，排除。
B项：略 。
D项：/dʒ/为浊辅音、后龈音、塞擦音。与题干不符，排除。
故正确答案为C。
8缺
9
本题主要考查语言学中的语音现象。
题干意为“以下哪一项描述了双语者在同一对话或互动中交替使用两种语言的语言现象”。code-switching意为“语码转换”，是一个常见的语言现象，指人们在一个对话中交替使用多于一种语言或其变体，常出现于多语者的日常语言交流中。B项正确。
A项：register varieties意为“语域变体”，指人们为了迎合不同的交际需要，使用的语言随着语境的变化而变化，并受到语境的制约。比如，正式的场合要求正式的语域，不正式的场合则可以用一种随意的、非标准的语域来表达。与题干不符，排除。
C项：ethnic dialect意为“种族方言”，指那些经历过如种族歧视或隔离等形式的社会孤立的、不享有多少特权的人群使用的语言，如黑人英语。与题干不符，排除。
D项：略。
故正确答案为B。
10
本题主要考查英语课堂教学中的互动话语结构。
题干意为“下列哪一项描述了课堂中常见的典型的线性三个话步合”。以Sin-clair & Coulthard为代表的英国伯明翰会话分析学派对课堂教学中师生会话互动话语结构进行了深入研究，认为英语课堂话语分析框架由以下五个层级构成：课（lesson），课段（transaction），回合（exchange），话步（move），话目（act）。其中，传授回合是课段的重要组成部分，由诱发（initiation）、反应（response）和反馈（feedback, 后称 follow-up）三个话步实现。诱发（initiation）是回合的起始，应答（response）是针对诱发话步的答语，附和（follow-up）是对应答的一种反应或反馈。A项正确。
B、C、D三项：与题干不符，排除。
故正确答案为A。
11
本题主要考查语音教学的内容。
题干意为“当教授发音时，教师应该在教学大纲中包括音位、重音、语调和______”。中学英语语音教学的内容主要包括语音层次的语音教学和语流层次的语音教学。语音层次的语音教学一般包括音标教学和读音规则教学，语流层次的语音教学包括句子重音、节奏、意群和停顿、连读、失去爆破和语调等。rhythm意为“节奏”，符合题意，C项正确。
A项：consonant意为“辅音”，B项：vowel意为“元音”，D项：speech意为“言语”。均与题干不符，排除。
故正确答案为C。
12
本题主要考查语法教学的内容。
题干意为“如果老师在课堂上问学生‘我们在日常生活中什么时候使用被动语态’，他/她是在试图把学生的注意力吸引到语法教学的 ______ 上”。教师问什么时候使用被动语态，其实就是在问使用被动语态的情境及功能。function意为“功能”，符合题意，B项正确。
A项：meaning意为“意义”，C项：form意为“形式”，D项：sound意为“语音”。均与题干不符，排除。
故正确答案为B。
13
本题主要考查阅读教学的内容。
题干意为“当在阅读课中使用诸如‘很久之前……/ 然后……/ 后来……/ 最后……’此类句子时，老师可能在进行______的语言教学”。通过题干中的时间副词可以看出，老师对要阅读的素材从语篇层面进行了整体性的把握和分析。discoursal level意为“语篇层面”，符合题意，B项正确。
A项：lexical level意为“词汇层面”，即词汇的发音、意思和用法，一般不会涉及时间副词。与题干不符，排除。
C项：grammatical level意为“语法层面”，即和语法相关的内容，一般与时间副词无关。与题干不符，排除。
D项：phonological level意为“语音层面”，即教授学生和语音相关的内容，一般不会涉及时间副词。与题干不符，排除。
故正确答案为B。
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