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 correctly describes the English phoneme [ð]?
A、A voiced dental plosive
B、A voiced alveolar plosive
C、A voiced dental fricative
D、A voiced alveolar fricative
2
Which of the underlined parts is different from the rest in pronunciation？
A、height
B、neighbour
C、eight
D、weigh
3
The word “frenemy” is formed by ______.
A、affixing
B、clipping
C、compounding
D、blending
4
Teachers should give some ______ to how they can best cope with the mental and intellectual challenges that students may face in a new environment.
A、opinions
B、thoughts
C、ideas
D、advice
5
One-fourth of the committee who opposed to the teaching reform were told that since the teaching reform had already started, there was no point in ______.
A、competing
B、stopping
C、protesting
D、denying
6
I’d like to play chess with Cliff better than ______.
A、with Perry
B、that with Perry
C、playing with Perry
D、play chess with Perry
7
To their grief, they have done things they ought not to have done and ______ undone what they ought to.
A、leave
B、left
C、leaving
D、will leave
8
Long after the light ______, she still couldn’t go to sleep.
A、goes out
B、was out
C、has gone out
D、had gone out
9
Which of the following suggests an illocutionary act by the speaker when he says “Is there salt in the jar at the dinner table?”
A、To send somebody to buy some salt.
B、To ask somebody where he can get some salt.
C、To ask somebody to hand the salt over to him.
D、To double check whether there is any salt left.
10
Some learners of English in South China tend to pronounce “night”as“light”，this is an example of ______.
A、over-generalization
B、cross-association
C、interlingual interference
D、intralingual interference
11
What strategy does the teacher want the students to develop if he/she encourages them to use mime or gestures to make themselves understood？
A、Cognitive strategy
B、Communicative strategy
C、Affective strategy
D、Meta-cognitive strategy
12
Deducing the meaning of a word from context is one of the sub-skills of ______.
A、listening and speaking
B、listening and reading
C、speaking and writing
D、reading and writing
13
Which of the following is a controlled practice in developing students’ language competence？
A、Dictation
B、Discussion
C、Debating
D、Writing an email
14
What role does a teacher play when taking part in students’ group work？
A、A monitor
B、An instructor
C、An evaluator
D、A participant
15
What does a teacher intend to do when asking students to put jumbled paragraphs into a meaningful passage?
A、To enhance students’ ability to guess word meaning in context.
B、To develop students’ awareness of reading for the main idea.
C、To enhance students’ ability to read for specific information.
D、To develop students’ awareness of cohesion and coherence.
16
Which of the following is the first step according to the communicative approach of grammar teaching？
A、Consolidating students’ use of grammar rules.
B、Exposing students to new grammatical items in use.
C、Providing students with chance of using grammar rules.
D、Getting students to memorize the form of grammar rules.
17
Which of the following activities can be used to engage students in communication at the post-reading stage？
A、Reciting the text.
B、Reading the text aloud.
C、Exchanging personal views on the text.
D、Filling in the blanks of the text summary.
18
What technique was he/she using if a teacher kept saying “Yes, anything else”？to a student who was sharing ideas about English learning？
A、Elicitation
B、Explanation
C、Paraphrasing
D、Exemplification
19
Which of the following is least appropriate in teaching English pronunciation to beginners?
A、Asking students to discriminate significant sound features.
B、Asking students to read words aloud with correct pronunciation.
C、Requiring students to produce intelligible and acceptable sounds.
D、Teaching students the technical terms of phonetics and phonology.
20
Which of the following activities mainly focus on meaning and use?
A、Students talk about what they did last Sunday.
B、Students write down the rules of simple past tense.
C、Students make all the sentences with simple past tense.
D、Students correct the spelling mistake in their homework.
（一）
请阅读Passage 1，完成第21～25小题。
Passage 1
The ugly word “staycation” was coined to describe the trend towards people staying at home during their vacation-going out for day trips, perhaps, but using their home as their base. There is as yet no word to describe the growing trend for people to do pretty much the reverse: going away on holiday but blending in some work—maybe quite a lot of it-into their holiday time. For many, indeed for many away this month, the frontier between work and leisure has become much more blurred. Each blends into the other, and not always to the benefit of either.
It is a trend we all recognise, but why is it happening? There is one obvious reason and some other rather less-obvious ones. The obvious one is the ubiquitous nature of communications. It is not just that everyone can be in touch with their work just about anywhere; it is also that for many people the tools they need to do their work-broadband for a start-are available too. Finishing a report or polishing a document can be done anywhere. On the Internet no one needs to know where you are.
But there is more to this transformation in behaviour. Just as important are the changing composition of the workforce and the changing nature of work itself. As far as the workforce is concerned, the biggest change has been the growth of self- employment, which has nearly doubled in the UK over the past 25 years. Management writer Charles Handy identified the growing division between core workers and portfolio workers back in 1990 in his book The Age of Unreason. People would learn their craft and make their contacts working full-time in whatever field they had specialised in as core workers, then later on they would go portfolio, self-employed and working for clients.
The combination of the growth of self-employment and portfolio working change the nature of holidays. Obviously, if you work for yourself you make your own decisions about such things as holidays and retirement. You have the freedom to go off when you want but also the responsibility to keep clients on board. Some clients don’t need attention: others might.
There is a further way in which the distinction between work and holiday is blurring which is that the nature of work is itself changing in a host of different ways. Many jobs, of course, have to be performed at a single location: a factory, a hospital, a supermarket, pub or wherever. The people who make these places function have to “go to work”. But gradually the proportion of tasks that can be done wherever there is a broadband connection is rising relative to those that are location based. Just as most working people in Britain will now become self-employed at some stage of their lives so too will most people be able to do at least some of their work from home - or, indeed, on holiday. Look at the way in which the recent London tube strike encouraged many people to work from home that day.
If many people can do at least some work at home, there are two groups where the distinction between work and leisure has pretty much disappeared. There is the small minority for whom the hobby has become the job. The evidence is anecdotal but it is clear there are many thousands of people who have managed to turn something they had done for leisure into an income-producing activity. These include artists and writers and craft-skilled workers. Then there is a rather larger group of people for whom work has become the hobby. These are people, often retired, who gift their skills to charities and other voluntary bodies. Is a “holiday”that consists of going on an archaeological dig work or leisure? Of course, it is both. It is an education too.
There are several growth points in the leisure business. These include activity holidays of all sorts,from hang-gliding to walking, and from some form of educational experience to volunteering. And for more and more of us, that activity includes a bit of work.
21
What has enable many people to work almost anywhere they want to?
A、Easy access to broadband.
B、Their close relationship to clients.
C、A common practice labeled as “staycation”.
D、A fuzzy boundary between work and leisure.
22
What does the underlined expression “this transformation” in Para 3 refer to?
A、Submitting a report.
B、Knowing where you are.
C、Polishing a document.
D、Combining work and leisure.
23
According to the writer, which of the following factors plays an important role in changing the nature of holidays?
A、The growth of self-employment.
B、The proportion of tasks people have.
C、Transformation of people’s behaviors.
D、Opportunities people have to work full-time.
24
Which group of people may enjoy the freedom of working at home?
A、Surgeons.
B、Sculptors.
C、Assembly line workers.
D、Grocery store employees.
25
Which of the following coined words may be used to describe the trend of going for a holiday but blending in some work into their holiday time?
A、Docation
B、Gocation
C、Staycation
D、Workcation
（二）
Passage 2
In our classes, formative assessments are essential in checking student understanding, and are fundamental in the formation of student content knowledge. Both of us have taught chemistry for many years and over that time we have our subject to quickly tell whether a student understands key points.
As we move around the room and interact with students, we spot-check their understanding. While students are in the process of learning, we discover and correct misconceptions. We recognize that as students develop concepts, they require different levels of support depending on their individual cognitive development as well as the cognitive load of a particular objective. At times, we provide a student with very structured assistance, but in other situation, we allow students to struggle. We realize that the learning is not a matter of spoon-feeding the context to the students. It is appropriate for the teachers to allow a student to wrestle with a difficult concept so that the student learns it deeply. So, some students we leave alone because we know their learning will be much deeper than if we hold hand throughout, and we proceed to provide support to students who need it.
The burden of proof in the formative process is placed on the student. We provide students with learning objectives and the resources necessary to meet those objectives is being learned. For students who can’t prove that they are making progress toward the objective, we quickly assess their comprehension and created a customized remediation plan on the spot so the students can go back and learn what they have not yet mastered.
The types of remediation and reteaching vary from student to student. We may ask students to rewatch a video or, in some case, to watch it for the first time. We give them textbook resources to consult and web pages to visit, or we may simply sit down with them and work through the concepts that weren’t understood. We used to**to the formative assessment process as "checking the oil", but education speaker and design thinking *adrocate**Mczntosh corrected us and equated formative assessment to a GPS. When a driver using a GPS begins to go astray, the GPS “recalculates”the route to help the driver get back on track.The driver can continue to ignore the GPS and will either eventually listen to the GPS and get back on track, or drive into a lake. In the classroom, the teacher can be the voice of the GPS redirecting students when they go astray in their understanding. Students can accept the advice and redirection of the teacher, or they can drive themselves into the cognitive lake of misconception.
It is the responsibility of the teacher to constantly evaluate each student’s path and provide immediate feedback that will keep the student traveling safely through the highways of learning. Ultimately the key questions are always “Did you learn it?” And if you did, can you provide evidence that you have? However, part of good teaching is knowing where the student is along the journey, not just checking to see if they arrived safely.
26
Why do the authors**formative assessment?
A、To raise students’ awareness of their learning difficulties.
B、To facilitate students’ self-directed independent learning.
C、To provide students timely feedback on their performances.
D、To evaluate students’ leaning process via end-of-term tests.
27
According to the passage, what evidence are the students expected to ****teachers in the formative process?
A、Their ability of making progress towards objectives.
B、Their persistence in getting their work done.
C、Their capacity of making remediation plans.
D、Their tactics of using various resources.
28
Why is formative assessment compared to GPS in this passage?
A、To verify whether people have reached their destination.
B、To detect the location of someone you are looking for.
C、To get people back on track when they get lost .
D、To calculate the distance people have covered.
29
What does the underlined word “it” in the last paragraph mean?
A、What has been written in the teacher’s evaluation.
B、What has been set as the objective of learning.
C、The answer to the key question.
D、The teacher’s feedback.
30
What*contexts are good teaching according to the last paragraph?
A、Teaching the emphasizes outcome over process.
B、Teaching that provides evidence of students’ learning achievement.
C、Teaching that stresses the importance of process rather than product.
D、Teaching that ensures learning accomplishment of teaching goals.
二、简答题。本大题共1小题，共20分。
31
简述结对活动（pair work）的两个主要作用（8分），并简述课堂上教师运用结对活动应注意的事项（12分）。根据题目要求完成下列任务，用国家通用语言文字作答。
三、教学情境分析题。本大题共1小题，共30分。
（三）
下图是某教师上完八年级一节英语课后留下的板书。观察上面板书的内容，回答下列题。
32
根据以上材料回答问题：
（1）该板书有哪两个主要优点？（10分）
（2）该板书有哪两个主要缺点？（10分）
（3）该板书可以从哪两个方面改进？（10分）
四、教学设计题。本大题共1小题，共40分。
33
设计任务：阅读下面学生信息和语言素材，设计20分钟的英语听说教学方案，教案没有固定格式，但需要包含下列要点：
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：20分钟
学生概况：某城镇普通中学九年级（初中三级）学生，班级人数40，多数学生已达到义务教育英语课程标准的相应水平。学生积极参与积极性一般。
Clara: Guess what? I’m going to Chiang Mai two weeks.
Ben: Wow, sounds like fun! But I believe that April is the hottest month of the year there.
Clara: Yes, that’s true, but there is a water festival there from April 13 to 15.
Ben: I wonder if it’s the same as the water Festival of the Dai people in Yunnan Province.
Clara: Yes, I think so. This is the time of Thai New Year. People go on the streets to throw water at each other.
Ben: Cool! But why do they do that?
Clara: Because the New Year is a time for cleaning and washing away bad things. Then you’ll have good luck in the new year.
1、C2、A3、D4、B5、C6、A7、B8、D9、C10、C11、B12、B13、A14、D15、D16、B17、C18、A19、D20、A21、A22、D23、A24、B25、D26、C27、A28、C29、B30、C
1
本题考查辅音的分类。
题干意为：下列哪个选项正确地描述了英语音素[ð]？结合辅音的分类知识，可知[ð]为浊辅音（voiced），齿间音（dental）和摩擦音（fricative），C项正确。
A项：A voiced dental plosive 意为“一个浊辅音、齿间爆破音”。与题干不符，排除。
B项：A voiced alveolar plosive 意为“一个浊辅音、齿龈爆破音”。与题干不符，排除。
D项：A voiced alveolar fricative 意为“一个浊辅音、齿龈摩擦音”。与题干不符，排除。
故正确答案为C。
2
本题考查元音字母组合的发音规律。
题干意为：下面划线部分的发音与其他部分不同的是哪个？结合发音规律，可知A项 height 中的 ei 字母组合发/aɪ/，而其他选项均发/eɪ/，本题为选非题，A项正确。
B项：neighbour /ˈneɪbə(r)/，字母组合ei发/eɪ/。与题干不符，排除。
C项：eight /eɪt/，字母组合ei发/eɪ/。与题干不符，排除。
D项：weigh /weɪ/，字母组合ei发/eɪ/。与题干不符，排除。
故正确答案为A。
3
本题考查混成法。
题干意为：单词frenemy 这个词由什么构成？该单词意为“友敌、亦敌亦友”，是由单词friend（朋友）和enemy（敌人）各取一部分构成，这种构词法称之为混成法（blending），指两个单词要通过连接第一个单词的开头部分和第二个单词的最后部分或连接两个单词的开头部分混成一个新的单词。如 smoke+fog →smog（烟雾），D项正确。
A项：affixing 意为“粘贴；使……附于”，不属于构词法。与题干不符，排除。
B项：clipping 意为“截短法”，指将一个较长的单词截短用以构成新词的方法。截取原词的某一部分而将剩余的部分作为新词来使用。主要有截头、去尾、截头去尾等形式。与题干不符，排除。
C项：compounding 意为“复合法”，指那些由两个或两个以上的词素构成的词，或由两个单独的词连接起来构成一个新的形式的构词方法。与题干不符，排除。
故正确答案为D。
4
本题考查名词短语辨析。
题干意为：教师应该考虑如何才能最好地应对学生在新环境中可能面临的心理和智力挑战。结合语境，教师应该考虑如何应对挑战，考查固定搭配“give some thoughts to sth”意为“认真考虑某事”，B项正确。
A项：opinions 意为“意见、评价”，give some opinions about sth. 意为“对……发表意见”，后接介词为about。与题干不符，排除。
C项：ideas 意为“想法、看法”，give some ideas about sth./give some ideas to do sth.” 意为“对……提出想法”。与题干不符，排除。
D项：advice 意为“忠告、建议”，give sb some advice on sth. 意为“针对某事给某人提意见”，后接介词为on。与题干不符，排除。
故正确答案为B。
5
本题考查动词词义辨析。
题干意为：四分之一反对教学改革的委员会成员被告知，由于教学改革已经开始，抗议是没有意义的。There is/was no point in doing sth. 意为“做某事没有意义”。结合句意，教育改革已经开始，木已成舟，即使持反对意见，进行抗争、抗议也没有意义，protesting 意为“抗争、抗议”，C项正确。
A项：competing 意为“竞争、比赛”。与题干不符，排除。
B项：stopping 意为“停止、结束”。与题干不符，排除。
D项：denying 意为“否认、拒绝承认”。与题干不符，排除。
故正确答案为C。
6
本题考查状语从句的省略。
题干意为：我更愿意和克里夫下棋，而不是和佩里下棋。本题中than后方引导比较状语从句，该句子完整形式应为：“I’d like to play chess with Cliff better than (I’d like to play chess) with Perry.”，than后方省略重复部分I’d like to play chess，只保留不同比较对象，同时被比较的部分应为“并列的成分或结构”，必须是对等关系，所以需要保留介词with，A项正确。
B项：that with Perry 中“that”多余，该句子完整形式应为：I’d like to play chess with Cliff better than (I’d like to play chess) with Perry，无that。与题干不符，排除。
C项：playing with Perry 为doing形式，固定搭配为would like to do sth better than do sth。与题干不符，排除。
D项：play chess with Perry 中应省略重复部分，只保留不同比较对象，同时被比较的部分应为“并列的成分或结构”，必须是对等关系，所以需要保留介词with。与题干不符，排除。
故正确答案为A。
7
本题考查动词时态。
题干意为：令他们悲伤的是，他们做了不该做的事，却没有做该做的事情。分析句子结构可知，句子主干是个由and连接的并列句，即“they have done things they ought not to have done”和“left undone things we ought to have done”，have done和have left 是并列谓语，将相同的have省略，B项正确。
A项：leave 动词原形形式。与题干不符，排除。
C项：leaving非谓语动词现在分词形式。与题干不符，排除。
D项：will leave 一般将来时。与题干不符，排除。
故正确答案为B。
8
本题考查动词时态。
题干意为：熄灯很久以后，她仍然睡不着。long after可作连词使用，连接两个从句，表示第一个事件发生之后很久，第二个事件才发生。根据后半句“she still couldn’t go to sleep.”可知“熄灯”的动作发生在“入睡”之前，表示“过去的过去”，应用过去完成时，had done的形式符合，D项正确。
A项：goes out 一般现在时。与题干不符，排除。
B项：was out 一般过去时。与题干不符，排除。
C项：has gone out 现在完成时。与题干不符，排除。
故正确答案为D。
9
本题考查言外行为。
题干意为：当说话者说“餐桌上的罐子里有盐吗？”时，下列哪个选项暗示了说话者的一种言外行为？言外行为涉及说话者的意图，是指在特定的语境中赋予有意义的话语一种“言语行为力量”，即语力。比如，通过说话来做出声明或是承诺、要求等，或使用句子起到命令、请求等作用。题干中“餐桌上的罐子里有盐吗？”，意图是想让人把盐递给他。C项正确。
A项：To send somebody to buy some salt 意为“派人去买盐”。与题干不符，排除。
B项：To ask somebody where he can get some salt 意为“问别人哪里能买到盐”。与题干不符，排除。
D项：To double check whether there is any salt left 意为“再检查一下是否还有盐”，与题干不符，排除。
故正确答案为C。
10
本题考查语际错误。
题干意为：一些中国南方的英语学习者倾向于把“night”读成“light”，这是一个什么例子？南方人在讲话过程中会出现“l”“n”分不清的状况，那么在英语中也相应会出现字母“l”“n”不分的状况，此种错误叫做语际错误（迁移错误）主要是由学习者的本族语导致的错误。它是由不同层面的跨语言干扰造成的，如音位层、词汇层、语法层或话语层等。C项正确。
A项：over-generalization 意为“过度概括”，过度概括涉及将先前学习的可用策略应用到新环境中。与题干不符，排除。
B项：cross-association 意为“联想混淆”，联想混淆是指两个联系紧密的相似的词语会造成混淆。与题干不符，排除。
D项：intralingual interference 意为“语内干扰”，由语内干扰造成的错误为语内错误（发展性错误），主要是由对目的语的错误或不完全的学习造成的，它与本族语无关，如过度概括（Over-generalization）和联想混淆（Cross-association）。与题干不符，排除。
故正确答案为C。
11
本题考查课程内容中的学习策略。
题干意为：如果老师鼓励学生使用哑剧表演或手势来表达自己的意思，他/她希望学生采取什么策略？文中提到“学生使用哑剧或手势来表达自己的意思”，体现了学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的策略，叫做交际策略，B项正确。
A项：Cognitive strategy 意为“认知策略”，指学生为了完成具体语言学习活动而采取的步骤和方法。与题干不符，排除。
C项：Affective strategy 意为“情感策略”，指学生为了调控学习情绪、保持积极的学习态度而采取的策略。与题干不符，排除。
D项：Meta-cognitive strategy 意为“元认知策略”，指学生为了提高英语学习效率，计划、监控、评价、反思和调整学习过程或学习结果的策略。与题干不符，排除。
故正确答案为B。
12
本题考查听力/阅读基本技能。
题干意为：从上下文中推断单词的意思是______的子技能之一。在听对话或读文章时，常常会遇到一些未见过的生词，这类生词或短语的词义可以通过上下文推断出来。该技能常出现在听力或阅读课上，通过此技能可以扫清阅读材料或听力材料中的语言障碍。B项正确。
A项：listening and speaking 意为“听力和口语”。与题干不符，排除。
C项：speaking and writing 意为“口语和写作”。与题干不符，排除。
D项：reading and writing 意为“阅读和写作”。与题干不符，排除。
故正确答案为B。
