一、单项选择题。本大题共30小题，每小题2分，共60分。
1
Which of the following two-syllable words has a different stress pattern from the others?
A、typhoon
B、balloon
C、shampoo
D、crayon
2
Which of the following is a short vowel in English?
A、/j/
B、/e/
C、/au/
D、/w/
3
Mr. Smith is surprised to learn that Siamak has written ______ essays on Victorian novels in his class.
A、the next
B、the other
C、the most
D、the more
4
That prestigious university has made it clear to all applicants that nobody can be ______ for a scholarship this quarter without a good internship.
A、eligible
B、legible
C、compliable
D、compliant
5略
6
Would you like a cup of coffee ______ shall we get down to business right away?
A、or
B、and
C、then
D、otherwise
7
Alex specializes in ______ medical science in this graduate school and plans to work as______ doctor upon graduation.
A、a; the
B、the; a
C、/; a
D、a; /
8
The reason why I want to give up the plan is ______ if I don't, my employer will be mad at me.
A、because
B、that
C、for
D、since
9
Which of the following correctly describes the semantic features of the word “girl”?
A、[-Human-Male-Adult]
B、[+Human+Male-Adult]
C、[+Human-Male+Adult]
D、[+Human-Male-Adult]
10
What is the relationship between the two sentences “The stress is on documentary and rightly so. Arty photographs are a bore.”
A、Phenomenon-reason
B、Problem-solution
C、Instrument-achievement
D、Cause-consequence
11
“Like” and “bike”, “bat” and “pat”, “look” and “book” are examples of ______ used in teaching pronunciation.
A、alliteration
B、rhythm
C、weak forms
D、minimal pairs
12
When students are asked to listen to a recording and read after it, they are doing ______.
A、free practice
B、guided practice
C、meaningful practice
D、controlled practice
13
When designing a task, teachers should take the following aspects into consideration EXCEPT ______.
A、pacing and grouping
B、materials and sources
C、learning skills and strategies
D、teachers’ interest and preferences
14
Which of the following activities is suitable to be conducted at the “production” step?
A、Debating.
B、Mimicking.
C、Reciting.
D、Repeating.
15
Which of the following might be the most appropriate in developing students’ critical thinking through reading?
A、Students read a story and study grammar rules.
B、Students listen to a story and read it aloud.
C、Students read a story and evaluate it.
D、Students read a story and recite it.
16
When a teacher says,“Sorry, I didn't get what you said.Can you say it again?” , he/she is ______.
A、offering an opinion
B、asking for advice
C、asking for clarification
D、checking instruction
17
When students take an end-of-term exam to assess how well they have learnt in the past term, they are taking a(n) ______.
A、aptitude test
B、proficiency test
C、placement test
D、achievement test
18
Which of the following is least important in developing school-based teaching materials?
A、Students' level and interest.
B、Teachers' professional expertise.
C、The aim and need of your school.
D、The form of the teaching materials.
19
Which of the following strategies would best facilitate peer learning in writing?
A、Asking students to grade their peers' writing.
B、Providing students with an evaluation checklist.
C、Encouraging students to give only positive feedback.
D、Instructing students to focus on only one type of error.
20
According to the Input Hypothesis, a teacher should ______.
A、provide students with whatever materials he/she can find
B、choose language materials lower than student current level
C、provide students with as much authentic language as possible
D、choose language materials a little higher than students' current level
（一）
阅读理解，回答21-25题。
Passage 1
I taught in a public***for 10 years. Now, preparing pre-service teachers, I have a different perspective on their lives. Here are some truths I share with them.
As a young teacher,I***that loving to be with kids would be enough to get me through long days.I discovered early on that teaching is a hard job ***.
It's so much more than helping kids and creating engaging assignments; it is conferences,****grading and paperwork.
You have to come to the classroom with a deep understanding of your role and how it extends.Early on in my career, I complained to a colleague that I was a classroom teacher, so why was I being asked to be a mom, nurse, custodian, therapist,social worker, cheer leader, and judge and jury? My colleague said,***are what the kids need you to be at that moment." At the time, her advice didn't help, but I later realized how right she was. Students are people too, and just like us grown-ups. Be empathetic and take care of your students' needs.That is the unwritten role of the teacher.
No one told me that annual class pictures would document my out-of-date clothes, unfashionable hairstyles, and fluctuating body mass. Luckily, in my younger years, I instead mindlessly tossed them in a desk drawer and let them accumulate over the years, I am so glad I did.Those embarrassing class pictures now make up the bulk of my "why I love teaching" emergency box. On a day when I need some reminding of why I keep plugging along, I pull those pictures out and flip through the memories I made with them. Don' t get me wrong, there are some pictures that make me ask, "How did we ever survive?" But even those moments make me smile because we did survive and, in many cases, we thrived. They are a great reminder of how my work and passion have influenced those students' lives.
I'm probably not the first or last teacher to strive for perfection in every *****spent too much time in my younger days thinking that once I had more experience with the curriculum, once I had a different mix of students, and once I mastered classroom ****,I would be able to deliver flawless lessons. What I have come to realize is that the land of perfect lessons doesn't exist. We are human beings who are tasked with working with other******. That adds up to a whole lot of fallible human beings in one classroom. You' ll never be able to predict how every student *****in every moment or how you will adjust to the hurdles you face each day. Be as gentle, patient, and *** with yourself as you are with your students.
Those children in ** you are also the ****joy of their families.You've been given the privilege of educating them.Parents are not hiding the good ones at home and sending you the rambunctious ones for ****. You are getting the best they've got. Spend time building relationships.
You will want to quit and plan a new *** that has nothing to do with kid,***** twice as much and provides the freedom to use the restroom on a whim. You'll**a time when you will sit down to eat lunch.*****,I hope you will spend some time thinking about your"bigger purpose." And with that******of purpose,1 hope that you will pause and remember what brought you to the profession in the first place.
21
What has made the author understand those unwritten roles of a teacher?
A、Her students' expectations.
B、Her colleague' s timely advice.
C、Her sympathy with her students.
D、Her awareness of student's needs.
22
Why does the author call her desk drawer an"emergency box" in Paragraph 4?
A、Because it reminds her of her purpose of teaching when something unexpected occurs.
B、Because it wakes up her memory of how they have pulled themselves through hard times.
C、Because it brings back her old and unfashionable image as a young teacher.
D、Because it records all sacrifices she has made for her students over the years.
23
Which of the following summarizes the best idea of Paragraph 5?
A、The notion of perfect lessons is not well grounded at all.
B、Good classroom management is essential to flawless lessons.
C、Kids are unaware of the mistakes their teachers make in class.
D、Both teachers and students tend to make mistakes in classroom.
24
What does the author want to share with pre-service teachers at the end of the passage?
A、Teachers are free to decide whether to quit or continue their jobs.
B、Don' t easily give up your teaching career considering its significance.
C、Don' t enter the workforce if you are not prepared with a bigger purpose.
D、Teachers are able to find jobs that are less demanding yet more rewarding.
25略
（二）
阅读理解，回答26-30题
Passage 2
As a species, humans are incredibly smart. We tell stories, create magnificent art and astounding technology, build cities, and explore space. We haven' t been around nearly as long as many other species, but in many respects we've accomplished more than any species.We eat them and they don' t eat us. We even run scientific studies on them and are thinking about re-creating some of those that have gone extinct. But our intelligence comes with a curious caveat: our babies are among the dumbest——or, rather, the most helpless——that exist. A baby giraffe can stand within an hour of birth, and can even potentially flee predators on its first day of life. A baby monkey can grasp its mother and hang on for protection and nourishment. A human infant can’t even hold up its own head.
The evolution of human intelligence isn't something that Celeste Kidd had ever pondered.A developmental cognitive scientist who currently works at the University of Rochester, her work had focused mostly on learning and decision-making in children. Over years of observing young children,she became impressed with the average child's level of sophistication. But when she looked at the infants she encountered,she saw a baffling degree of helplessness: How could they be so incompetent one second and so bright so soon thereafter? One day, she posed the question to her colleague Steven Piantadosi."Both of us wondered what could possibly justify the degree of helplessness human infants exhibit", she told me recently."Even other primate babies, like baby chimps, which are close in evolutionary terms, can cling onto their moms." She began to see a contradiction:humans are born quite helpless, far more so than any other primate, but, fairly early on, we start becoming quite smart, again far more so than any other primate. What if this weren't a contradiction so much as a causal pathway?
That's the argument that Kidd and Piantadosi make in their new paper, published in a June issue of PNAS.Humans become so intelligent because human infants are so incredibly helpless, they argue; the one necessitates the other.The theory is startling, but it isn't entirely new.Researchers have been pondering the peculiarities of our birth and its evolutionary significance for quite some time.Humans belong to the subset of mammals,called viviparous mammals, that give live birth to their young. This means that infants must grow to a mature enough state inside the body to be born, but they can' t be so big that they are unable to come out. This leads to a trade-off: the more intelligent an animal is, the larger its head generally is, but the birth canal imposes an upper limit on just how large that head can be before it gets stuck. The brain, therefore, must keep maturing, and the head must continue growing, long after birth.The more intelligent an animal will eventually be, the more relatively immature its brain is at birth.
Researchers have long known about this trade-off,and about the connection between brain size and neural density and intelligence.For instance, Robin Dunbar found that the ratio of neocortical volume to brain size can predict the social-group size in a number of species,including bats, cetaceans, and primates.while Simon Reader has demonstrated links in tool use and innovation to brain size in primates. Kidd and Piantadosi’s new idea is that increased helplessness in newborns mandates increased intelligence in parents and that a runaway selection dynamic can account for both.Natural selection favors humans with large brains, because those humans tend to be smarter. This may create evolutionary incentives for babies that are born at an even earlier developmental stage, which require more intelligence to raise. This creates the dynamic: over time, helpless babies make parents more intelligent, which makes babies more helpless, which makes their parents more intelligent, and so on.
26
According to paragraph 1,which of the following is true?
A、Some species are smarter than human beings.
B、Extinct species have been re-created by scientists.
C、Babies of other species are smarter than human infants.
D、Fewer species are earlier inhabitants than human beings.
27
What surprised Celeste Kidd regarding children' s brain maturation?
A、Infants' helplessness when they are born.
B、Children's high intelligence when they grow up.
C、Children's leap from helplessness to sophistication.
D、Children's incompetence in learning and decision-making.
28
What can we infer form Paragraph 3 about brain development?
A、Babies' helplessness at birth is an indication of human intelligence
B、Other mammal brains are more mature than human brain at birth.
C、Only intelligent mammals give live birth to their babies.
D、All animal brains are equally immature at their birth.
29
What is the main idea author intends to convey?
A、Newborns helplessness facilitates the development of parent' s intelligence.
B、The larger the brain of a species, the larger its social-group size.
C、Large brain size contributes to better tool use and innovation.
D、Human beings with large brains are not necessarily smarter.
30
Which of the following title best describes the passage?
A、Why are babies so dumb if humans are so smart?
B、Why do babies learn faster than other mammal babies?
C、Why is human's intelligence higher than that of other animals?
D、Why is the development of human brains slower than that of other animals?
二、简答题。本大题共1小题，共20分。
31
简述朗读(Reading aloud)在英语教学中的两个作用（8分），写出教师需从哪两个方面指导学生朗读（6分）以及在指导过程中两个应该注意的事项。（6分）
三、教学情景分析题。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。
下面教学片段来自某初中英语教师的口语教学。
T:OK. Let's practice this dialogue.
Ss: ... (Ss don't know what to do.)
T: Well, you ask your partner "Do you like bananas?", your partner answers "Yes, I do." If he or she doesn't like, then say “No, I don't like it". Understand now?
Ss: OK.
(Ss read out the dialogue in the textbook in pair)
T: Now. (to one student) Does your partner like bananas?
S1: Yes, he does.
T: (to another student) Does your partner like bananas?
S2: No, he don't.
T: No, no, no, no. He doesn't!
S2: Oh. Oh. Yes .He doesn't.
T: You must pay attention to that. OK? Now please read after me. Do you like bananas?
Ss: (in chorus) Do you like bananas?
T: Yes, I do.
Ss (in chorus) Yes, I do.
32
根据所给信息回答下面问题：
（1）该教学片段属于哪个教学环节（3分）？其教学目的是什么？(1分）
（2）指出该教学片段存在的三个问题。（12分）
（3）如何针对上述问题进行相应的改进？（12分）
四、教学设计题。本大题共1小题，共40分。
33
设计任务：请阅读下面的学生信息和语言素材，设计20分钟的听说教学方案。
教案没有固定格式，但须包含下列要点：
Teaching objectives
Teaching content
Key and difficult points
Major steps and time allocation
Activities and justifications
教学时间：20分钟
学生概况：某城镇普通中学八年级第二学期学生，班级人数40人，多数学生已经达到义务教育英语课程标准的相应水平三。学生课堂参与积极性较高。
语言素材：
Helpline: Hello.Friendship Helpline. Who's calling, please?
Lingling: Hello. This is Lingling speaking.
Helpline: Hi, Lingling! How can I help you?
Lingling: I have a problem with my best friend. She is called...
Helpline: No, don't tell me who she is. Tell me when the problem started.
Lingling: Yes. Well, we've been friends for five years. We got separated when we went to different schools last term, but we stayed in touch.
Helpline: So could you explain what happened then?
Lingling: This term, she came to study at my school. I was so happy at first. But she's so different.
Helpline: Can you tell me how she's different?
Lingling: She doesn't like me to see my other friends.
Helpline: Could I ask if you've mentioned this to her?
Lingling: Yes, but she refused to listen.
Helpline: OK, do you know why she treats you like that?
Lingling: No. I don't know.
Helpline: Maybe she doesn't feel very sure of herself in her new school.
Lingling: Maybe.
Helpline: She probably feels lonely without you. I'm sure she regrets hurting you.
So be patient with her and explain to her that she can make friends with your other friends too. Try to introduce her to them.
Lingling: I see. I'll encourage her to join in more.Thanks.
Helpline: No problem, Lingling.You're welcome.
1、D2、B3、C4、A5、A6、A7、C8、B9、D10、A11、D12、D13、D14、A15、C16、C17、D18、D19、A20、D21、D22、A23、A24、B25、A26、C27、C28、A29、A30、A
1
本题主要考查单词重音。
题干意为：下列双音节词哪一个重音模式与其他不同？crayon的音标为/ˈkreɪən/，重音在第一个音节上，与其他三个均不同。D项正确。
A项：音标为/taɪˈfuːn/，重音在第二个音节。与题干不符，排除。
B项：音标为/bəˈluːn/，重音在第二个音节。与题干不符，排除。
C项：音标为/ʃæmˈpuː/，重音在第二个音节。与题干不符，排除。
故正确答案为D。
2
本题主要考查元音的分类。
题干意为：下列哪个是英语中的短元音？/e/为短元音，B项正确。
A项：/j/为辅音。与题干不符，排除。
C项：/au/为双元音。与题干不符，排除。
D项：/w/为辅音。与题干不符，排除。
故正确答案为B。
3
本题主要考查形容词最高级。
题干意为：史密斯先生很吃惊地得知，西亚马克是班上写维多利亚小说最多的。根据语境可知，比较范围是在整个班级里面，故最高级符合题意。C项正确。
A项：意为“下一个”。与题干不符，排除。
B项：意为“另外一个”。与题干不符，排除。
D项：意为“更多”。与题干不符，排除。
故正确答案为C。
4
本题主要考查形容词词义辨析。
题干意为：这所极具声望的大学向所有申请人明确表示，没有人可以在没有良好的实习情况下获得本季度的奖学金。eligible意为“有资格的”，A项正确。
B项：意为“清楚的，易读的”。与题干不符，排除。
C项：意为“依从的，屈从的”。与题干不符，排除。
D项：意为“遵从的，依从的”。与题干不符，排除。
故正确答案为A。
5
缺。
6
本题主要考查连词词义辨析。
题干意为：你是想先喝杯咖啡还是我们现在直接开始谈正事呢？本题为选择疑问句，用or连接两种选择。A项正确。
B项：意为“和，又”，连接成分表示并列关系。与题干不符，排除。
C项：意为“然后”。与题干不符，排除。
D项：意为“否则”。与题干不符，排除。
故正确答案为A。
7
本题主要考查冠词词义辨析。
题干意为：亚历克斯在这所研究生院专攻医学，他计划毕业后成为一名医生。“specialize in sth.”意为“专门研究（或从事）……”，使用零冠词；“work as a/an”意为“作为一名……”，doctor为辅音音素开头，故使用a。C项正确。
A、B、D三项：均与题干不符，排除。
故正确答案为C。
8
本题主要考查表语从句的连接词。
题干意为：我想放弃这个计划的原因是如果我不放弃的话，我的老板会生我的气。分析句子成分可知，“if I don't, my employer will be mad at me.”为表语从句，且不缺成分和意思，故选择从属连词that，符合句型“The reason...is that...”。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
本题主要考查语义学。
题干意为：下列选项中哪一个准确地描述了“girl”这个单词的语义特征？“+”符号表示具有该特征，“-”符号表示不具有该特征，根据单词“girl”意为“女孩”可知，它的语义特征为“人类，非男性，非成人”。D项正确。
A、B、C三项：均与题干不符，排除。
故正确答案为D。
10
本题考查语篇教学。
题干意为：下面这两个句子“重点理应在纪录片上”和“附庸风雅的照片使人厌烦”之间是什么关系？A项意为“现象-理由”，结合语境，前者为现象，后者为产生这个现象的原因。A项正确。
B项：意为“问题-解决”。与题干不符，排除。
C项：意为“工具-成就”。与题干不符，排除。
D项：意为“原因-结果”。与题干不符，排除。
故正确答案为A。
11
本题考查语音教学的方法。题干意为：like和bike，bat和pat，look和book是在语音教学中使用的________例子。like的发音为/laɪk/，bike的发音为/baɪk/；bat的发音为/bæt/，pat的发音为/pæt/；look的发音为/lʊk/，book的发音为/bʊk/；根据三组单词的发音可知，每组单词只有在相同的位置上有一个音不同，除此以外其他音都相同，这三组词属于最小对立体（minimal pair），故D项正确。
A项：alliteration意为：头韵；与题干不符，排除。
B项：rhythm意为：节奏，韵律；与题干不符，排除。
C项：weak forms意为：弱读；与题干不符，排除。
故正确答案为D。
12
本题考查口语教学。题干意为：当学生被要求听录音并跟读时，他们正在做________。题干中描述的教学活动“听录音并跟读”属于控制性活动（controlled practice），即重视语言的形式和准确性。使学生关注语言的结构或功能，以便他们能够准确地说出语言。常见的控制性活动有阅读、背通背诵、模仿、重复、复述、分角色朗读等。故D项正确。
A项：free practice意为：自由操练；与题干不符，排除。
B项：guided practice意为：指导性操练；与题干不符，排除。
C项：meaningful practice意为：意义性操练；与题干不符，排除。
故正确答案为D。
13
本题考查教学活动的设计。题干意为：在设计任务时，老师应考虑以下内容，除了________。当设计教学活动时，考虑的主体应是学生，而不应该是老师的兴趣和偏好。D项意为：老师的兴趣和偏好，故D项与题干相符，当选。
A项：意为：节奏和分组；与题干不符，排除。
B项：意为：材料和资源；与题干不符，排除。
C项：意为：学习能力和策略；与题干不符，排除。
本题为选非题，故正确答案为D。
14
本题考查教学模式。题干意为：下面哪一项活动适合用在产出环节。A项意为：辨论，考查学生对语言的运用，为开放性的练习，适合用在产出环节，故A项正确。
B项：意为：模仿，适合用在新授或练习环节；与题干不符，排除。
C项：意为：背诵，适合用在练习环节；与题干不符，排除。
D项：意为：重复，适合用在新授或练习环节；与题干不符，排除。
故正确答案为A。
15
本题考查阅读教学。题干意为：下面哪一项更适合通过阅读锻炼学生的批判性思维？C项意为“学生读故事，并评价它”，其中“评价故事”涉及学生对故事内容的思考，能够帮助培养学生的批判性思维。故C项正确。
A项：意为：学生读故事，并学习语法规则；与题干不符，排除。
B项：意为：学生听故事，并大声读；与题干不符，排除。
D项：意为：学生读故事，然后背诵；与题干不符，排除。......
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