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 sound of "th" in "thin" is__________.
A、voiceless, dental, and fricative
B、voiced, dental, and fricative
C、voiceless, dental, and affricative
D、voiced, dental, and affricative
2
Of all the following pairs of words, __________ is a minimal pair.
A、boot and bought
B、deep and dog
C、either and neither
D、ghost and best
3
__________ can fly very high in __________ sky.
A、The birds ... the
B、The birds ... /
C、Birds ... the
D、Birds ... /
4
In my opinion she is kind and polite, so I put her rudeness today down as __________.
A、ordinary
B、untimely
C、progressive
D、accidental
5
With spring approaching, the pink of the apple-blossom is beginning to __________.
A、show
B、grow
C、rise
D、ascend
6
Mr. Woods, I am here just in case anything out of the ordinary __________.
A、happens
B、happen
C、would happen
D、will happen
7
I look back on this pleasant holiday in Beijing with __________ pleasure.
A、anything but
B、all but
C、everything but
D、nothing but
8
Tom, take this baggage and put it __________ you can find enough space.
A、which
B、in which
C、wherever
D、whereas
9
What is the main rhetoric device used in "The Pentagon was divided on the air strike. "?
A、Synecdoche.
B、Metonymy.
C、Metaphor.
D、Oxymoron.
10
Which inference in the brackets of the following sentences is a presupposition?
A、Ede caught a trout. (Ede caught a fish.)
B、Don' t sit on Carol' s bed. (Carol has a bed.)
C、This blimp is over the house. (The house is under the blimp.)
D、Coffee would keep me awake all night. (I don' t want coffee.)
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 the students that the word "dog" may imply "loyalty", he/she is teaching the __________of the word.
A、denotative meaning
B、collocative 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
If a 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 1，完成第{TSE}小题。
Passage 1
With her magical first novel, Garcia joins a growing chorus of talented Latino writers whose voices are suddenly reaching a far wider, more diverse audience. Unlike Latin American writers such as Colombia´s Gabriel Garcia Marquee of Peru´s Mario Vargas Llosa--whose translated works became popular here in the 1970s--these authors are writing in English and drawing their themes from two cultures. Their stories, from "Dreaming in Cuban" to Julia Alvarez´s "How the Garcia Girls Lost Their Accent" and Victor Villasenor´s "Rain of Gold", offer insight into the mixture of economic opportunity and discrimination that Latinos encounter in the United States.
"Garcia Girls" for example, is the story of four sisters weathering their transition from wealthy Dominicans to ragtag immigrants, "We didn´ t feel we had the beat the United States had to offer,"one of the girls says, "We had only second-hand stuff, rental houses in one redneck Catholic neighborhood after another, clothes at Round Robin, a black and white TV afflicted with wavy lines." Alvarez, a Middlebury College professor Who emigrated from Santo Domingo when she was 10, says being an immigrant has given her a special vantage point: "We travel on that border between two worlds and we can see both points of view."
With few exceptions, such as Chicano writer Rudolfo Anaya, many Hispanic-Americans have been writing in virtual obscurity for years, nurtured only by small presses like Houston´s Arte Publico or the Bilingual Press in Tempe, Ariz. Only with the recent success of Sandra Cisneros´s "Woman Hollering Creek" and Oscar Hijuelos´s prize-winning novel, "The Mambo Kings Play Songs of Love," have mainstream publishers begun opening door to other Latinos. Julie Grau,Cisneros´s editor at Turtle Bay, says, "Editors may now be looking more carefully at a book that before they would have deemed too exotic for the general readership."
But if Villasenor´s experience is any indication, some editors are still wary. In 1989, Putnam gave Villasenor a $75,000 advance for the hardcover rights to "Rain of Gold," the compelling saga of his family´s migration from Mexico to California. But the editors, says Villasenor, wanted major changes: "They were going to destroy the book. It´ s nonfiction; they wanted to publish it as a novel.
And they wanted to change the title to ´Rio Grande,´ which sounded like some old John Wayne movie." After a year of strained relations, he mortgaged his house, borrowed his mother´s life savings and bought back the rights to the book that had taken 10 years to write.
In frustration, Villasenor turned to Arte Publico. In the eight months since its release, "Rain of Gold" has done extremely well, considering its limited distribution; 20,000 copies have been sold.
"If we were a mainstream publisher, this book would have been on The New York Times best-seller list for weeks," says Arte Pulico´ s Nicolas Kanelos. The author may still have a shot: he has sold the paperback rights to Dell. And he was just named a keynote speaker (with Molly Ivins and Norman Schwarzkop0 for the American Booksellers Association convention in May. Long before they gained this sort of attention, however, Villasenor, Cisneros and other Latino writers were quietly building devoted followings. Crossing the country, they read in local bookstores, libraries and schools. Their stories, they found, appeal not only to Latinos--who identify with them, but to a surprising number of Anglos, who find in them a refreshingly different perspective on American life.
Still, there are unusual pressures on these writers. Cisneros vividly recalls the angst she went through in writing the final short stories for "Woman Hollering": "I was traumatized that it was going to be one of the first Chicano books ´out there.´ I felt I had this responsibility to my community to represent us in all our diversity."
{TS}Which of the following is true of Garcia as a Latino writer according to the passage?
A、She offered insight into the confrontations between two cultures.
B、She emigrated from Santo Domingo when she was 10 years old.
C、She became popular for her translated works in America in the 1970s.
D、She described her transition from wealthy Dominicans to ragtag immigrants.
22
What advantage do the new generation Latino writers have over Latin American writers according to the passage?
A、The former are able to write in two different languages.
B、The former can translate their works into different languages.
C、The former are able to express ideas from a bi-cultural perspective.
D、The former can travel freely across the border between two countries.
23
Which of the following is true of the Latino writers according to Paragraph 2?
A、Their works are full of obscurities.
B、None of their works won an overnight success.
C、Most of them remained unknown to the public for years.
D、They have great difficulty getting their works published.
24
What can be drawn from Villasenor´ s experience?
A、Some editors of mainstream publishers are critical.
B、Many Latino writers were mostly favored by small presses.
C、"Rain of Gold" was going to be one of the first Chicano books.
D、"Rain of Gold" was intended to be published as a novel by the author.
25
What did the new generation Latino writers do to get their works known to the public?
A、They avoided writing those too exotic for readers.
B、They revised their works as required by press.
C、They translated their works into English.
D、They read their books in public places.
26
请阅读Passage 2，完成第{TSE}小题。
Passage 2
Scientists have been surprised at how deeply culture--the language we speak, the values we absorb--shapes the brain, and are rethinking findings derived from studies of Westerners. To take one recent example, a region behind the forehead called the medial prefrontal cortex supposedly represents the self: it is active when we ( "we" being the Americans in the study) think of our own identity and traits. But with Chinese volunteers, the results were strikingly different. The "me"circuit hummed not only when they thought whether a particular adjective described themselves, but also when they considered whether it described their mother. The Westerners showed no such overlap between self and mom. Depending whether one lives in a culture that views the self as autonomous and unique or as connected to and part of a larger whole, this neural circuit takes on quite different functions.
"Cultural neuroscience," as this new field is called, is about discovering such differences. Some of the findings, as with the "me/mom" circuit, buttress longstanding notions of cultural differences.
For instance, it is a cultural cliche that Westerners focus on individual objects while East Asians pay attention to context and background (another manifestation of the individualism-collectivism split).
Sure enough, when shown complex, busy scenes, Asian-Americans and non-Asian-Americans recruited different brain regions. The Asians showed more activity in areas that process figure-ground relations--holistic context--while the Americans showed more activity in regions that recognize objects.
Psychologist Nalini Ambady of Tufts found something similar when she and colleagues showed drawings of people in a submissive pose (head down, shoulders hunched) or a dominant one (arms crossed, face forward) to Japanese and Americans. The brain´s dopamine-fueled reward circuit became most active at the sight of the stance--dominant for Americans, submissive for Japanese--that each volunteer´s culture most values, they reported in 2009. This raises an obvious chicken-and-egg question, but the smart money is on culture shaping the brain, not vice versa.
Cultural neuroscience wouldn´t be making waves if it found neurobiological bases only for well-known cultural differences. It is also uncovering the unexpected. For instance, a 2006 study found that native Chinese speakers use a different region of the brain to do simple arithmetic (3 + 4)or decide which number is larger than native English speakers do, even though both use Arabic numerals. The Chinese use the circuits that process visual and spatial information and plan movements (the latter may be related to the use of the abacus). But English speakers use language circuits. It is as if the West conceives numbers as just words, but the East imbues them with symbolic, spatial freight. (Insert cliche about Asian math geniuses.) "One would think that neural processes involving basic mathematical computations are universal," says Ambady, but they "seem to be culture-specific."
Not to be the skunk at this party, but I think it´ s important to ask whether neuroscience reveals anything more than we already know from, say, anthropology. For instance, it´s well known that East Asian cultures prize the collective over the individual, and that Americans do the opposite.
Does identifying brain correlates of those values offer any extra insight? After all, it´s not as if anyone thought those values are the result of something in the liver.
Ambady thinks cultural neuro-science does advance understanding. Take the me/mom finding,which, she argues, "attests to the strength of the overlap between self and people close to you in collectivistic cultures and the separation in individualistic cultures. It is important to push the analysis to the level of the brain." Especially when it shows how fundamental cultural differences are--so fundamental, perhaps, that "universal" notions such as human rights, democracy, and the like may be no such thing.
{TS}Which of the following is closest in meaning to the underlined phrase "making waves" in Paragraph 3?
A、Drawing criticism.
B、Receiving suspicion.
C、Attracting attention.
D、Causing disagreement.
27
Why does the author cite the findings of previous studies in Paragraph 3?
A、To introduce a new topic.
B、To place a topic in a larger context.
C、To discuss a solution to a certain problem.
D、To provide empirical data to confirm a prior belief.
28
Which of the following can be inferred from the passage?
A、Neural processes are likely to be culturally neutral.
B、The brain is believed to be influenced by different cultures.
C、Westerners focus on individualism while East Asians on collectivism.
D、Neuroscience reveals nothing more than we know from anthropology.
29
which of the following is a significant breakthrough achieved by cultural neuroscience according to the passage?
A、It proves that some values are deeply rooted in human liver.
B、It correlates cultural differences with different brain activities.
C、It suggests that some universal concepts are shared across cultures.
D、It disputes our usual understanding of fundamental cultural differences.
30
Which of the following may best describe the author´s attitude towards universal cultural concepts in the last paragraph?
A、Doubtful.
B、Positive.
C、Negative.
D、Neutral.
二、简答题(本大题1小题，20分) 根据题目要求完成下列任务。用中文作答。
31
简述教学日志(teachingjournal)的含义(5分)和三个作用(9分)，并列出教师撰写教学日志的三点注意事项。(6分)
三、教学情境分析题(本大题1小题，30分) 根据题目要求完成下列任务，用中文作答。
32
下面是一位高中英语教师进行词汇教学的课堂板书。
结合图示回答下面三个问题：
(1)图1和图2体现了词汇教学的哪两种方法?(10分)
(2)这两种词汇教学方法各有什么优缺点?(10分)
(3)这两种教学方法遵循了词汇教学的哪两个原则?(10分)
四、教学设计题(本题l小题，40分) 根据提供的信息和语言素材设计教学方案。用英文作答。33
设计任务：阅读下面学生信息和语言素材，设计20分钟的英语写作教学方案。
教案没有固定格式，但必须包含下列要点：
· 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：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。
语言素材：
Dear Zhou Kai,
How are you? We´ re doing a class survey and I have to write emails to all my pen friends in other countries. I hope you don´ t mind answering these questions.
1 Do most adults smoke in China?
2 In most states in the US, it is now against the law to smoke in public buildings, such as banks and offices, on public transport and in restaurants and cafes. Is it the same in China?
3 Is the government planning to change the law about smoking in public?
Hope you can answer my three questions!
Best wishes,
Paul
1、A2、A3、C4、D5、A6、A7、D8、C9、B10、B11、B12、B13、A14、A15、D16、D17、A18、C19、D20、C21、A22、C23、C24、A25、D26、D27、D28、B29、B30、B
1
考查辅音的发音。本题属于语音知识，也属于语言学中语音学的知识。th字母组合在单词thin中发／θ／音，发此音时，声带是不振动的，即不带声的(voiceless)；另外，发／θ／音时舌头要顶住牙齿，所以叫齿音(dental)；按照发音方式，它是空气通过与牙齿摩擦发出的声音，属于摩擦音(fricative)。故选A。
2
考查音系学中的最小对立体。最小对立体(minimalpair)指除了出现在同一位置上的一个音之外其余都相同的两个语音组合。在音位分析中，只涉及一个音素差别的对立体叫做最小对立体。如pen[pen]和ben[ben]。几个选项中只有A项中两个单词的元音发音不同．前后两个音都是爆破音／b／和／t／。故选A。
3
考查冠词。句意为“鸟可以在天空中飞得很高”。“不定冠词+单数名词”或单个复数名词可表示一类，这里birds指的是鸟类，表示泛指，不加定冠词；sky是世界上独一无二事物，前面用定冠词the修饰。故选C。
4
考查形容词辨析。句意为“在我看来她是善良和有礼貌的，因此我认为她今天的粗鲁是偶然的”。0rdinary“普通的”，untimely“过早的，不适时的”，progressive“进步的；进行的”，accidental“意外的，偶然的”。故选D。
5
考查动词辨析。句意为“随着春天的到来，粉红的苹果花开始出现在枝头”。show“露出，出现，显现”，grow“生长”，rise“上升”，ascend“攀登，上升”。此处春天到来，粉红的苹果花应该是显露出来，故选A。
6
考查状语从句及其时态。句意为“伍兹先生，我在这里只是以防不寻常的事情发生”。提及将来可能出现的情况成为某人现在做某事的理由时可以用in case或just in case。在状语从句中用一般现在时代替一般将来时。另外anything是不定代词，作主语时谓语动词通常用单数。故选A。
7
考查短语辨析。句意为“我回忆起在北京的这个只有乐趣的快乐的假期”。any thing but“根本不，绝不”，all but“除……外全都”，every thing but“除了……都”，not hing but“仅仅，只”。故选D。
8
考查状语从句。句意为“汤姆，拿走这个行李，把它放在你能找到有足够空间放它的地方”。分析句子成分可知put后面缺少状语，where和inwhich都可以在定语从句里做地点状语，但该句是由and连接的并列复合句，and后面的句子中缺少先行词，所以它不是定语从句，而是状语从句，用wherever引导地点状语从句．表示“在……的任何(所有)地方”。故选C。
9
考查修辞学。题干意思是：“The Pentagon was divided on the air strike．”这句话主要用了什么修辞手法?上面句子的字面意思是“五角大楼就空袭事件产生分歧”，显然不合理，实际应该是五角大楼里的人对空袭事件意见不。这里的“五角大楼”一词是美国国防部的代名词，指代在这座建筑里工作的人。英语中将借代通称为metonymy(换喻、转喻)，指用一个事物来取代另一个相关事物。这种修辞手法可以使语言更丰富、更生动，也可以避免重复。在新闻写作中，这个修辞手法会经常被用来帮助创造多样性。故选B。synecdoche(提喻)通常指用事物本身的一部分来代替其整体。比如以hands代persons，以wheels代car。metaphor(隐喻／暗喻)是简缩了的明喻，是将某一事物的名称用于另一事物，通过比较形成。oxymoron(矛盾修饰法)是把两个意思相反、互相矛盾或互不协调的词用在一起，以产生警句式的修辞效果。
10
考查语义学中的句义关系。题干意思是：下列括号里对句子的推断哪个是预设?presupposition(前提／预设)通常被认为是一种背景信息，也就是说的话已经包含了另外的判断。比如“我可以借你的自行车吗?”，说这句话必须有一个前提，那就是“你有自行车”。所以从语义的角度来看，句子所包含的“前提／预设”和这个句子本身的意义有十分密切的关系。该题中B项“不要坐在卡罗尔的床上”的前提条件是“卡罗尔有床”，符合题干意思，故选B。
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；referential questions“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、短时记忆，或是快速查找课文．便能找到答案．一般包括对是非、对错的选择性问题和事实，回忆性问题。故选B。
