一、單選題 (每題2分，共30題，共60分)
1.Fred took a picture of you, ***_____
A.Susan of me
B.選項缺
C.Susan took of me
D.Susan too a picture
2._____female lions guard and feed their *** cubs.
A.That male ** help .
B.Male lions which help
C.Although male lions help
D.It is male lions that help
3.Not ****** is known ____the migration patterns of grizzly bears.
A.選項缺
B.that
C.for
D.about
4.(單選題) The fire ****.can____beckon the firefighters to come to immediate action in case ofa fire.
A.approvingly
B.significantly
C.symbolically
D..選項缺
5.Which of the ***** words is NOT a hyp .onym of flower?
A.carnation
B.chrysanthemum
C.carrot
D.選項缺
6.Which of the following *** is an antonymof lengthen?
A.選項缺
B.prolong
C.abbreviate
D.sustain
7.單選題Which of the following**** consonants hares the phonetic features [-voiced, +palatal, +affiicative]?
A. /∫/
B. 選項缺
C./t∫/
D./d?/
8.Which segment in the following word is most likely to be affected by ****?
A.postman
B.postman
C.*****
D.postman
9.Which of the **** describes a language phenomenon in which a bilingual speaker
*** two languages alternatively in the same conversation or interaction?
A.Register varieties.
B.Code-switching.
C.Ethnic dialect.
D.***** form.
10.Which of the **** describes a typical linear three-move exchange usually found in classroom?
A.Initiation-→response-→follow-up.
B.Initiation→follow-up→****.
C.Response-→initiation→follow-up.
D.Response-→follow-up→initiation.
11.When **** pronunciation, a teacher should include phonemes, stress, intonation and
in the syllabus.
A.consonant
B.****
C.rhythm
D.speech
12.If a **** asks students in class,“When do we use passive voice in our daily life?", he/she is trying to draw students' **** to the ——dimension in grammar teaching.
A.meaning
B.function
C.***
D.sound
13.When using such sentences as "A long time.../Then... Afterward.../In the end...”in a reading class, a teacher is probably teaching **** at the().
A.lexical level
B.discoursal ****
C.grammatical level
D.phonological level
14.When a teacher asks the students to listen to a recording to ****** John's flight number and arrival time, what skill does he/she focus on?
A.Inferring opinion and attitude.
B.Extracting **** information.
C.Getting the general information,
D.****meaning from context.
15.What*** are students engaged in when they read each other's writings, provide feedback and make suggestions for revision before their ****grades them?
A.***
B.Brainstorming.
C.Peer reviewing.
D.Draft reviewing.
16.What is a **** trying to do when he/she asks the students to describe what they know about policemen before reading a story about them?
A.To **** a passage.
B.To make a comment.
C.To provide a title.
D.To build a schema.
17.Which of *** following is a display question used by teachers in class?
A.What **** to the girl in the story?
B.What would you do if you were the girl in the story?
C.******* this story Girl the Thumb, why 0r why not?
D.Why do you agree that the girl was a kind-hearted person?
18.What *** a teacher want the students to do when he/she asks them to find the word of similar meaning to“germinate" in a paragraph?
A.To deduce meaning from the context.
B.To analyze *** meaning by using syntax.
C.To identify new words by using synonyms.
D.To apply grammatical rules to guess meaning.
19.At what ****of a lesson is a teacher likely to conduct a brainstorming activity about a topic?
A.Producing.
B.****
C.Leading-in.
D.Practicing.
20.**** of the following activities best promotes the development of students' communicative skills?
A.Doing multiple-choice questions.
B.Sharing **** with partners.
C.Completing a summary of the text.
D.Copying sentences from the dictionary.
21.What was ****critical about concerning progressive education?
A.Complete feedom that teachers grant to students.
B.Educational ***** that students need.
C.A broad social purpose that education has,
D.Unique dfferences among students.
22.How should teaching and curriculum be designed according to Dewey?
A.In manners that **** 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 **** heavily on established pedagogical methods.
23.Which of the following is **** in meaning to the underlined word "tenet" in Paragraph 5?
A.**** .
B.Principle.
C.Regulation.
D.Guideline.
24.What does **** refer to according to Dewey?
A.We never learn anything from our negativeexperiences.
B.Animals and **** beings can learn from past experiences.
C.Only positive experiences affect the natureof one's experiences.
D.Experiences gained from the past influence one's future experiences.
25.What does the ****“one man's meat is another man's poison" suggest?
A.Teachers should teach all their students the same materials.
B.Quality **** that focuses on past experiences should be offered.
C.Teachers should teach all their students what they believe are important.
D.**** education that values individual development should be provided.
26.What can be iferred 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 theythink they are when facing an uncertain situation.
C.Human *** think quickly and confidenty when responding to a simple arithmetic ****
D.Daniel Kahneman has atained great successas a Nobel Laureate and proessor of psyehology.
27.What does the **** 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 humanbeings.
D.Smarter people are prone to some thinkingerrors.
28.What are people **** to do when facing an uncertain situation according to the ****?
A.To skip less important information.
B.To rely on a **** mental shortcuts.
C.To examine the relevant statistical data.
D.To seek an answer requiring the least mental effort.
29.What does **** 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 ******* 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 **** dicssed by the author in subse quent paragraphs?
A.The impact of bais on human intelligence
B.The reasons why intelligence improves thiking.
C.The relationship between intelligence and thinking errors.
D. The correlation *** intuitive ***and me ntal performance.
二、簡答題 (每題20分，共1題，共20分)
(簡答題)學習策略主要指學生為促進語言學習和語言運用而采取的各種行動和步驟。簡述note-taking所屬學習策略的范疇(5分)及其三個作用。(15分)
(1) 學生在學習和運用英語的過程中常用的策略包括:元認知策略、認知策略、資源管理策略。精加工策略是指通過對學習材料進行深入細致的分析、加工，理解其內(nèi)在的深層意義并促進記憶的一種策略。做筆記屬于精加工策略。
(2) ①有利于理解知識②為知識之間建立聯(lián)系③精加工越深入,細致,回憶就越容易。
三、教學情境分析題 (每題30分，共1題，共30分)
(材料)下面是師生課堂對話的兩個**
(1)Teacher: Let's review “be +verb-ing". For example, we're having a test today.
Student: I'm having a pain*束凇
(2) Teacher: Lets practise the present perfect tense.For example. I have been to Beijing. Haye you been to Bejing?Student: Yes, I've been to***last week.
問題：(1)分析每組對話存在的一個***錯誤。(10分)
(2)指出***設計上述活動所體現(xiàn)的學習觀和語言觀。(8分)
(3)從三個角度分析評價該***的語言教學觀。(12分)
(2)語言觀:包括結(jié)構主義語言理論、功能主義語言理論及交互語言理論(8分)
學習觀:行為主義學習理論，認知學習理論，建構主義
學習理論，社會建構主義理論
(結(jié)合題目具體分析)
(3)語言教學觀三個角度:教師作用觀，教學方法觀，教學教材觀(12分) [解析] 無
四、教學設計題 (每題40分，共1題，共40分)
(教學設計題)設計任務:
閱讀下面的學生信息和語言**，設計15分鐘的英語口語教學方案。教案沒有固定格式，但須包括下列要點:
teaching objectives teaching contents
key and difficult points
major steps and time allocationactivities and justifications
教學時間: 15分鐘
學生概況:某城鎮(zhèn)普通中學高中二年級學生，班級人數(shù)40人。多數(shù)學生已經(jīng)達到《普通高中英語課程標準(2o17年版2020年修訂)》學業(yè)質(zhì)量水平一，學生課堂參與***─般。
語言素材:
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 sometimes even sorrows with others. When we grow up,we share photos，life stories and opinions with people***us and with those we don't know via***mediA.Taking it as an object of study ,psychologists have published various papers stating that the behaviour of *** 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*** aspect of our lives——the whole world seems to be into sharing. We are using technology to reduce the money that we spendon goods and***， or to make money out of thosethat 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*** they want them.
一、Teaching contents:
This section is a speaking lesson for Sophomore. The material is about share.
二、teaching objectives
(1)Knowledge aims：Students will master the new words:toddlers，technology， spendon and so on.Students will be able to read the material fluently.
(2)Ability aim：Students can understand the topic about share and improve their spoken English .
(3)Emotional aim :Students will be interested in learning English.
三、key and difficult points
key point：Help students to master the meaning of the new words and material.
difficult point：Guide students to use these sentences to share with others，and improve their interest in learning English.
四、Major steps
1.Lead in
Teacher show some pictures about people are sharing something, and ask students what they are doing.
2.Presentation
Teacher will ask students to discuss a question in groups: If they have shared something with others.
Let them listen the materials and find the main topic about it.
2.Practice
Production
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