一、单项选择题(本大题共30小题，每小题2分。共60分) 在每小题列出的四个备选项中选择一个最佳答案。请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。错选、多选或未选均无分。
1
The main difference between/e/and/ə/lies in the__________．
A、tongue position
B、sound duration
C、openness of the mouth
D、shape of the lips
2
__________is the main rhyming pattern in"Mrs． White/Had a flight/In the middle of the night"．
A、Assonance
B、End rhyme
C、Alliteration
D、Reverse end rhyme
3
We´re all keeping our__________ crossed that the surgeons do not find anything too serious with the patient．
A、fingers
B、thumbs
C、hands
D、feet
4
When implementing the project, we__________a lot of unexpected opposition from our colleagues．
A、run for
B、make against
C、run up against
D、make away with
5
The island measures about 30 miles__________ 20 miles．
A、by
B、with
C、to
D、upon
6
--Will John come to the party?
--No, he won´t come and__________．
A、Antony neither won' t
B、won' t Antony neither
C、either will Antony
D、neither will Antony
7
Garbo plays the role of the queen,_________ in the love she has found with Antonio．
A、rejoiced
B、rejoicing
C、being rejoiced
D、to rejoice
8
_________ ministers decide to instigate an inquiry, we -----welcome it．
A、Should ．．． would
B、Suppose ．．． could
C、If．．． would
D、Would ．．． will
9
What is missing at the discourse level between the two sentences "Carol loves tomatoes． She was born in Africa．"?
A、Reference．
B、Cohesion．
C、Coherence．
D、Substitution．
10
The synonyms "charge" and "accuse" mainly differ in_________．
A、emotion
B、dialect
C、formality
D、collocation
11
Which of the following instructions is helpful in developing students´ ability to make inferences?
A、Listen to a story and write a summary．
B、Listen to a story and work out the writer' s intention．
C、Listen to the story of a boy and then draw a picture of him．
D、Listen to a story and note down the specific date of an event．
12
The most suitable question type to check students´ comprehension and develop their critical thinking is_________．
A、rhetorical questions
B、referential questions
C、close questions
D、display questions
13
Diagnostic test is often used for the purpose of
A、finding out what students know and don' t know
B、measuring students' general language proficiency
C、knowing whether students have the right language aptitude
D、checking whether students have achieved the teaching objectives
14
Which of the following activities is often used to develop students´ speaking accuracy?
A、Identifying and correcting oral mistakes．
B、Acting out the dialogue in the text．
C、Having discussions in groups．
D、Describing people in pair．
15
If a teacher asks students to make their own learning plan, he/she is trying to develop their_________．
A、cognitive strategy
B、affective strategy
C、communicative strategy
D、metacognitive strategy
16
When a teacher tells students that the word "dog" may imply "loyalty", he/she is teaching the _________of the word．
A、denotative meaning
B、conocative meaning
C、conceptual meaning
D、connotative meaning
17
Which of the following is the last step in the process of writing essays?
A、Editing the writings．
B、Writing topic sentences for paragraphs．
C、Gathering information and ideas relevant to the topic．
D、Organizing the information and ideas into a logical sequence．
18
The main purpose of asking questions about the topic before listening is to
A、meet students' expectation
B、increase students' confidence
C、activate students' schemata
D、provide feedback on tasks
19
Ifa teacher asks students to fill in the blanks in a passage with "that", "which" or "whom",he/she is least likely focusing on grammar at_________．
A、lexical level
B、syntactic level
C、discourse level
D、morphological level
20
If a teacher asks students to talk about their hobbies in groups, he/she is trying to encourage_________．
A、peer correction
B、peer feedback
C、peer interaction
D、peer assessment
21
请阅读Passage l，完成第{TSE}小题。
Passage 1
Self-driving vehicles threaten to send truck drivers to the unemployment office． Computer programs can now write journalistic accounts of sporting events and stock price movements． There are even computers that can grade essay exams with reasonable accuracy, which could revolutionize my own job． Increasingly, machines are providing not only the brawn but the brains, too． And that raises the question of where humans fit into this picture--who will prosper and who won´t in this new kind of machine economy?
Within five years we are likely to have the world´s best education, or close to it, online and free． But not everyone will sit down and go through the material without a professor pushing them to do the work．
Your Smartphone will record data on your life and, when asked, will tell you what to do,drawing on data from your home or from your spouse and friends if need be． "You´ ve thrown out that bread the last three times you´ve bought it, give it a pass" will be a text message of the future．
How about"Now is not the time to start another argument with your wife"? The GPS is just the beginning of computer-guided instruction． Take your Smartphone on a date, and it might vibrate in your pocket to indicate "Kiss her now．" If you hesitate for fear of being seen as pushy, it may write:
"Who cares if you look bad? You are sampling optimally in the quest for a lifetime companion．"
A lot of jobs will consist of making people feel either very good or very bad about themselves．
Coaches, mentors and disciplinarians will spread to many areas of life, at least for those of us who can stand to listen to them． These people will cajole us, flatter us and shame us into improving our lives, our work habits and our consumption．
Computing and software will make it easier to measure performance and productivity．
It will be harder to gloss over our failings and maintain self-deception． In essence everyone will suffer the fate of professional chess players, who will always know when they have lost a game, have an exact numerical rating for their overall performance, and find excuses for failure hard to come by．
Individuals will have many measures of their proficiency． They will have an incentive to disclose that information to get the better job or social opportunity． You´ll assume the worst about those who keep secrets, and so openness will reign． Many of us will start to hate the idea of Big Data．
{TS}Which of the following is closest in meaning to the underlined word"brawn" in Paragraph 1?
A、Job．
B、Meat．
C、Physical strength．
D、Mental agility．
22
What does the underlined phrase "the question" in Paragraph 1 refer to?
A、Where do humans fit into this picture?
B、Will machines eventually replace human beings?
C、Which could revolutionize my own job, teaching at school?
D、Who will prosper and who will not in this machine economy?
23
What makes the instructions sent by smartphones valuable and reliable for people when doing things?
A、A global positioning system installed in all smartphones．
B、Information collected and elicited by smartphones from your life．
C、An optimal sampling software to store information in smartphones．
D、Vibrations smartphones make in your pocket as a constant reminder．
24
Who will be most likely to suffer from this technological revolution?
A、Fashion gurus specializing in producing, modeling, or marketing fashion．
B、American young people who do not make good use of the online courses．
C、Individuals keeping the information about their proficiency to themselves．
D、Professional chess players who are not able to calculate the play outcome．
25
Why will many people start to hate Big Data according to the last paragraph?
A、Because people will have no privacy and can' t tell any lies at all．
B、Because they facilitate performance and productivity assessment．
C、Because they give people no choice but to comply with computers．
D、Because people have found it really hard to finish doing everything．
26
请阅读Passage 2，完成第{TSE}小题。
Passage 2
Teacher education provided by U．S． colleges and universities has been routinely criticized since its inception in the early nineteenth century, sometimes deservedly． These programs, like non-university programs, are uneven in quality and can be improved． What makes today´ s criticisms different is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes into teaching．
This effort to "disrupt" the field of teacher preparation in the United States has gained considerable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
Department of Education all providing sponsorship and substantial funding．
The strength of this effort is that the United States may quickly seek to dismantle its university system and replace much of it with independent, private programs． The resulting system of teacher preparation may differ dramatically in its government, structure, content, and processes moving away from its current location alongside legal, medical, and other professional preparation that pairs academic degrees with professional training．
Throughout the nation, states are reporting teacher shortages in particular subject areas and geographical locations, and several states have either passed legislation to lower the standards for becoming a teacher or, like the state of Washington, have looked toward expanding the number of teacher education providers to try to fill teaching vacancies． The federal government has contributed to the push to lower standards for becoming a teacher with the Teacher Preparation Academy
provision in the new K-12 education law, the Every Student Succeeds Act, which encourages states to expand the number of independent programs not associated with colleges and universities．
Because of the increasing tuition rates, a consequence in part, of cuts in funding to public universities that continue to educate most U．S． teachers, enrollments in college and university teacher education programs have declined in many parts of the country． Independent teacher education programs are being viewed by some as an important part of the solution in staffing the nation´s classrooms and addressing our serious and enduring problems in education inequities．
Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are working aggressively to expand these independent alternative routes into teaching．
Given the seriousness of the teacher shortage problem in the United States and the substantial media attention that has been given to independent teacher education programs as the solution to teacher shortages and education inequities, policy makers should very carefully examine the evidence that exists about the nature and impact of these relatively new programs that are rapidly expanding while university teacher education enrollments decline．
{TS} What can be inferred from Paragraph 1 about criticisms against teacher education?
A、The criticisms have been increasing．
B、The criticisms may not be well justified sometimes．
C、The criticisms mainly focus on the quality of non-university programs．
D、The criticisms usually come from advocacy groups and so-called educational entrepreneurs．
27
Which of the following is closest in meaning to the underlined word"momentum" in Paragraph 2?
A、Moment．
B、Motive．
C、Achievement．
D、Incentive．
28
What can be inferred from Paragraph 3?
A、The university system of the United States will completely collapse．
B、The university system of the United States will be totally restructured．
C、The new teacher education programs may not grant students academic degrees in the future．
D、The new teacher education programs will follow the usual practice of other professional preparation．
29
What measures have been taken by some states to deal with their teacher shortages?
A、To increase the number of qualified teachers．
B、To increase funds for teacher education programs．
C、To expand non-university teacher education programs．
D、To establish the baseline of teacher education programs．
30
Which of the following is true of the independent teacher education programs?
A、They are initiated to deal with teacher shortages and education inequities．
B、They aimed to raise the standards of teacher education programs．
C、They compete with the university teacher education programs．
D、They can replace the university teacher education programs．
二、简答题(本大题1小题，20分)
31
简述教材在英语教学中的两个作用(8分)，列出教师使用教材的三点注意事项。(12分)
三、教学情境分析题(本大题1小题，30分)
32
根据题目要求完成下列任务，用中文作答。
下面是一位初中英语教师在语音教学中使用的练习。
Teacher´ s instruction:
Look at the words on the blackboard. Tick the word you hear in each sentence I read.
Teacher´s reads:
1. I don´ t like these sports.
2. These pots are very dirty.
3. Look at that white cord on the water.
4. Mr. Smith was short.
Students tick the words they hear:
A B
1. spots sports
2. pots ports
3. cod cord
4. shot short
根据上面所提供的教学情境，从下面四个方面作答。
(1)该片段的教学目的是什么?(5分)
(2)该教师采用了哪两种教学方法?(8分)
(3)该教学片段体现了哪两个语音教学的原则?(8分)
(4)列出能恰当体现语音教学原则的其他三种方法。(9分)
四、教学设计题(本大题1小题，40分)
33
根据提供的信息和语言素材设计教学方案，用英文作答。
设计任务：请阅读下面学生信息和语言素材，设计20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：
· teaching objectives
· teaching contents
· key and difficult points
· major steps and time allocation
· activities and justifications
教学时间：20分钟
学生概况：某城镇普通中学七年级(初中一年级)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)》二级水平，学生课堂参与积极性较高。
1、A2、B3、A4、C5、A6、D7、B8、A9、C10、D11、B12、B13、A14、A15、D16、D17、A18、C19、D20、C21、C22、D23、B24、C25、A26、D27、D28、D29、C30、A
1
考查元音的发音。根据发音时舌头在口腔中抬起的位置可分为：前元音、中元音、后元音。
根据发音时唇形的圆展可分为：圆唇元音和非圆唇元音。根据元音的长度可分为：长元音和短元音。根据以上分类方式，／e／可以描述为前、非圆唇、短元音，／ə／为中、非圆唇、短元音。由此可知／e／和／ə／的主要区别为发音时舌的位置。故选A。
2
考查修辞学。Assonance“类韵”，指的是在诗歌中相同或相似元音的重复，它的目的主要是使句子悦耳动听或强调某个音。例如：Slow the low gradual moan came in the snowing．End rhyme“尾韵”，指词尾音素重复，如great和bait。Alliteration“头韵”，指两个单词或两个单词以上的首字母相同，形成悦耳的读音。例如：AMistyMorningMayhave afineday．Reverse end rhyme“倒尾韵”，指重读音节中元音和辅音都相同，如will和wind。根据题干可知句子中White，fright，night押的是尾韵。故选B。
3
考查固定搭配。keepone’Sfingerscrossed的字面意思是将手指交叉起来，这个短语的比喻意义是“祈求好运”“希望一切如愿”“但愿别出差错”。句意为“我们祈祷外科医生不会发现病人有太严重的疾病”。
4
考查动词短语辨析。runfor“竞选”，make against“不利于”，runup against“遇到，遭遇”，make awaywith“携……而逃，除去，杀死”。句意为“当实施计划时，我们遭到同事们意料不到的反对”。故选C。
5
考查介词by的用法。句意为“这个岛大约30英里长，20英里宽”。介词by可以表示距离和面积、体积中的尺寸及乘除法中的运算。
6
考查倒装句。根据语境可判断，第二个人想要表达的是“约翰不会来参加聚会，安东尼也不来”。表示“……也不”时，用neither／nor倒装结构来承接前面的否定情况，结构是“neither／nor+be动词／助动词／情态动词+主语”。A、B两项语序错误；C项either用作副词表示“也(不)”时，只用于否定句中，C项正确说法应为“Antony won’t，either．”。故选D。
7
考查非谓语动词。句意为“嘉宝饰演王后的角色，陶醉于和安东尼奥的热恋中”。逗号前后两句话无连词连接．且主句已经有了谓语动词plays，因此要用rejoice的非谓语形式。主语是Garbo，与rejoice构成主动关系，排除A、C两项；D项动词不定式表示将来和目的，不符合题意，排除。这里要用现在分词形式reioicing作伴随状语。
8
考查虚拟条件句的倒装。句意为“如果部长们决定发起一次调查，我们会表示欢迎”。在虚拟条件句中，如果谓语部分有were、had或should时，可将它们置于句首，省略if，变成部分倒装句。该句可还原为“If ministers shoulddecide to instigate allinquiry，wewouldwelcomeit．”。
9
考查语篇衔接与连贯。衔接与连贯是语篇分析中的两个基本概念，是语言成篇不可缺少的基本特征。衔接(cohesion)是指语篇内标记不同句际关系的形式连接，使篇章内的句子扭结在一起的语篇建构手段。语篇的衔接是通过词汇和语法等表层结构形式实现的。对语义联系进行说明，是语篇的有形网络。连贯(coherence)则是指篇章是一个整体而不是一些不相关的词句的堆积。它是语篇中意义的关联，通过逻辑推理来达到语义连接，是语篇的无形网络。语篇的衔接可通过以下衔接手段实现：指称(reference)、替代(substitution)、省略(ellipsis)、连接(conjunction)和词汇衔接(lexical cohesion)等。本题中“Carol爱吃西红柿”和“她生于非洲”这两句话都是在说明一个人身上的特点，在形式上通过指称She实现了衔接，但前后语义不连贯，无法构成一个有完整语义的语篇或主题．缺少语篇的连贯。故选C。
10
考查同义关系。同义词可分为以下几类：①方言同义词，指有地域差异的同义词，如flat(英式)和apartment(美式)。②文体同义词，指在文体上或正式程度上有差异的同义词，如buy(非正式)和purchase(正式)。③搭配同义词，指在用词搭配上有差异的同义词，如本题中，charge和accuse二者都可以表示指责某人做某事，但所使用的介词搭配不同，前者与with搭配，后者与of搭配。④情感或评价的同义词，指所包含的情感或态度有差异的同义词，如politician(多含贬义)和statesman(多指褒义)。⑤存在语义差异的同义词，指在意义上存在细微差别的同义词，如timid和timorous，二者都有“胆怯的”之意，但前者表示某人在某个特殊情况下的状态．也可以表示其一贯的性格，而后者只表示某个人一贯的性格。故选D。
11
考查听力技能教学。题干意思是：以下哪项指令有助于培养学生的推断能力?A项“听故事。写摘要”，B项“听故事，确定作者的意图”，C项“听一个男孩的故事，然后画一幅他的画”，D项“听故事，记下事件的具体日期”。在听力技能教学中，让学生通过听材料来分析和判断作者意图，即根据听力材料中的已有信息推断出未知信息，这可以训练学生的推断能力。故选B。
12
考查课堂提问的类型。题干意思是：哪一种类型的问题最适合用于检测学生的理解以及培养他们的批判性思维?rhetorical questions“反问句”，句子表面是疑问形式，但说话者的态度和意见很明确，并不需要听话者的回答：referentialquestions“参考性问题”，此类问题一般没有现成的答案，教师也没有明确的答案．提问的目的在于力求学生发散思维、寻求信息，一般包括推理、评价性的问题和批判、创造性的问题；close questions“封闭性问题”，有固定答案且答案是唯一的，学生回答时借助再认或再现，通常用于强化巩固课堂； display questions“展示性问题”，这种问题的答案通常是唯一的，教师预先知道问题的答案，提问只是为了考查学生对语言知识的掌握情况，学生作答时只需凭借表层理解、短时......
