一、单选题
1、1. Fred took a picture of you,略____ .
A A. Susan of me
B B.略
C C. Susan took of me
D D. Susan too a picture
答案解析：
【真题解析】本题考查省略。句意：Fred给你拍了照片，Susan给我拍了照片。应省略和上面句中相同的 took picture of。故本题选A。
2、2._____ female lions guard and feed their cubs.
A A. That male 略 help
B B. Male lions which help
C C. Although male lions help
D D. It is male lions that help
答案解析：
【真题解析】本题考查强调。句意：磁性狮子保护和哺育幼崽。此处将It is去掉，句子结构完整，是强调句型。故本题选D。
3、3. Not 略 is known _____ the migration patterns of grizzly bears.
A A.略
B B. that
C C. for
D D. about
答案解析：
【真题解析】本题考查介词短语辨析。句意：我们对于灰熊的迁徙模式也不太了解。在这里关于的意思, 故本题选D。
4、4. The fire alarm can_____ beckon the firefighters to come to immediate action in case of a fire.
A A. approvingly
B B. significantly
C C. symbolically
D D. audibly
答案解析：
【真题解析】本题考查副词辨析。句意：报警器可以从声音上召唤消防员，让他们采取立即行动。audibly，adv. 可听见地。故本题选D。
5、5. Which of the following words is NOT a hyponym of flower?
A A. carnation
B B. chrysanthemum
C C. carrot
D D. lily
答案解析：
【真题解析】本题考查语义学。句意：下面哪一项和flower不是下义关系。A 选项 康乃馨，B选项 菊花，C选项 胡萝卜不属于花类。故本题选C。
6、6. Which of the following words is an antonym of lengthen?
A A .shorten
B B. prolong
C C. abbreviate
D D. sustain
答案解析：
【真题解析】本题考查语义学。句意：下面哪一项是lengthen的反义词。A shorten“变短”,B拖长，拉长。C 缩写，使简短。D 维持，保持。故本题选A。
7、7. Which of the following consonants shares the phonetic features [-voiced, +palatal, +affricative]?
A A. /ʃ/
B B.略
C c. /tʃ/
D D. /dʒ/
答案解析：
【真题解析】本题考查语音学。根据题干中的描述，符合的是C项。故本题选C。
8、8. Which segment in the following word is most likely to be affected by elision?
A A. postman
B B. 缺
C C. 缺
D D. 缺
答案解析：
【真题解析】本题考查语音学。句意：该单词的哪一部分被省音规则影响。t在该单词中由于后面m音素的影响，被省音。故本题选B。
9、9. Which of the following describes a language phenomenon in which a bilingual speaker 略two languages alternatively in the same conversation or interaction?
A A. Register varieties.
B B. Code-switching.
C C. Ethnic dialect.
D D.略form.
答案解析：
【真题解析】本题考查课堂话语。Sinclair（1975）和Rod Ellis（1994）把课堂话语概括为IRF三段模式，即教师的引出语目 (initiating move)、学习者的回答语目(responding move)和教师的反馈语目(feedback or follow-up move)。故本题选A。
10、10. Which of the following describes a typical linear three-move exchange usually found in classroom?
A A. Initiation→response→follow-up.
B B. Initiation→follow-up→略
C C. Response→initiation→follow-up.
D D. Response→follow-up→initiation.
答案解析：
【真题解析】本题考查社会语言学。题干问的是双语预言者在对话中同时切换两种语言，这种现象属于什么。题干描述的现象属于语码转换。简单来说，语码转换是指在同一次对话或交谈中使用两种甚至更多的语言或语言变体的现象。故本题选B。
11、11.When略pronunciation, a teacher should include phonemes, stress, intonation and____ in the syllabus.
A A. consonant
B B.略
C C. rhythm
D D. speech
答案解析：
【真题解析】本题考查语音教学。语音教学包括音素，重读，音调和节奏。故本题选C。
12、12. If a teacher asks students in class, “When do we use passive voice in our daily life?" , he/she is trying to draw students' attention to the _____ dimension in grammar teaching.
A A. meaning
B B. function
C С. Structure
D D. sound
答案解析：
【真题解析】本题考查语法教学。句意：如果一名老师问班里的同学，我们在什么时候可以使用被动语态，那么该名老师尝试让学生关注语法教学的维度。在什么情况下使用，涉及到了语法的功能。故本题选B。
13、13. When using such sentences as "A long time …/Then… Afterwards…/In the end…" in a reading class, a teacher is probably teaching略at the___.
A A. lexical level
B B. discoursal level
C C. grammatical level
D D. phonological level
答案解析：
【真题解析】本题考查语篇教学。句意：如果在一篇阅读课上，使用long time ago, then等,那么该名教师是在什么层面上进行教学。这里开始强调对语篇层面上进行教学，有了一种交际的意义。故本题选B。
14、14. When a teacher asks the students to listen to a recording to略 John's flight number and arrival time, what skill does he/she focus on?
A A. Inferring opinion and attitude.
B B. Extracting specific information.
C C. Getting the general information.
D D.略meaning from context.
答案解析：
【真题解析】本题考查。如果该名老师让学生听航班号以及航班到达时间，那么在训练学生的什么技能，应该是获取细节性信息的技能。故本题选B。
15、15. What step are students engaged in when they read each other's writings, provide feedback and make suggestions for revision before their teachers grades them?
A A. Making outline
B B. Brainstorming.
C C. Peer reviewing.
D D. Draft reviewing.
答案解析：
【真题解析】本题考查写作教学。句意：如果学生在阅读同伴的写作时，互相给予反馈，给予建议。那么学生应该在写作的哪一环节。应该是在同伴互查的环节。如果故本题选C。
16、16. What is the teacher trying to do when he/she asks the students to describe what they know about policemen before reading a story about them?
A A. To review a passage.
B B. To make a comment.
C C. To provide a title.
D D. To build a schema.
答案解析：
【真题解析】本题考查阅读教学。老师在读关于警察的故事之前，让学生描述他们对警察了解多少，这个老师在做什么？A项“复习文章”，B项“评论”，C项“提供标题”，D项“建立图示”，该老师是在正式阅读之前了解学生对本文主题的了解，因此属于D项。故本题选D。
17、17. Which of the following is a display question used by teachers in class?
A A. What happened to the girl in the story?
B B. What would you do if you were the girl in the story?
C C. Do you like this story Girl the Thumb, why or why not?
D D. Why do you agree that the girl was a kind-hearted person?
答案解析：
【真题解析】考查课堂教学微技能。题干问的是下列哪一项属于展示性问题。展示性问题即答案唯一的问题，A项符合，另外三项都是有不同观点的问题。故本题选A。
18、18. What does 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 A. To deduce meaning from the context.
B B. To analyze 略 meaning by using syntax.
C C. To identify new words by using synonyms.
D D. To apply grammatical rules to guess meaning.
答案解析：
【真题解析】本题考查课堂教学微技能。当老师让学生找出段落中的某个单词的相似的意思时，老师想做什么？根据题干的描述和题干中的similar可知，C项正确，同义词。故本题选A。
19、19. At what step of a lesson is a teacher likely to conduct a brainstorming activity about a topic?
A A. Producing.
B B.略
C C. Leading-in.
D D. Practicing.
答案解析：
【真题解析】本题考查课堂教学微技能。在一堂课的哪个阶段，老师可能会就某个话题进行头脑风暴活动? 头脑风暴这个活动形式更合适在导入进行。故本题选C。
20、20. Which of the following activities best promotes the development of students' communicative skills?
A A. Doing multiple-choice questions.
B B. Sharing ideas with partners.
C C. Completing a summary of the text.
D D. Copying sentences from the dictionary.
答案解析：
【真题解析】本题考查口语教学。题干: 哪一项最能发展学生的交际能力。B项“与伙伴分享”可以发展学生的交际能力，另外三项都是机械性练习。故本题选B。
二、简答题
21、根据题目要求完成下列任务，用国家通用语言文字作答。31.学习策略主要指学生为促进语言学习和语言运用而采取的各种行动和步骤。简述note-taking所属学习策略的范畴（5分）及其三个作用。（15分）
正确答案：
学生在学习和运用英语的过程中常用的策略包括：元认知策略、认知策略、交际策略和情感策略等。
note-taking属于认知策略。
作用1：做笔记有助于对学习内容的理解。记笔记的过程也是一个积极思考的过程，可调动眼、耳、脑、手一齐活动，促进了对课堂讲授内容的理解。
作用2：笔记是加强记忆知识点，温故知新的助推器。记笔记更有助于积累资料、拓展新知，达到全面透彻学习的目的。
作用3：提高学习效率。紧跟老师的思路认真听讲，及时记录下重点、亮点和困惑的地方，还有老师重复强调的考点，这样可以提高学习效率。
答案解析：
无
三、材料分析题
根据题目要求完成下列任务，用国家通用语言文字作答。
32.下面是师生课堂对话的两个片段。
(1) Teacher: Let's review "be + verb-ing " . For example, we' re having a test today.Student: l' m having a pain 略.……
(2) Teacher: Let’s practise the present perfect tense. For example, I have been to Beijing. Have you been to Beijing?Student: Yes, l' ve been to Beijing last week.……
根据上述片段从下面三个方面作答：
（1）分析每组对话存在的一个语言错误。（10分）
（2）指出教师设计上述活动所体现的学习观和语言观。（8分）
（3）从三个角度分析评价该教师的语言教学观。（12分）
22、根据上述片段从下面三个方面作答：（1）分析每组对话存在的一个语言错误。（10分）（2）指出教师设计上述活动所体现的学习观和语言观。（8分）（3）从三个角度分析评价该教师的语言教学观。（12分）
正确答案：
32.【参考答案】（1）第一个片段中的错误是have a pain没有进行时态，所以学生说的句子是错误的。第二个片段中的错误是学生说的句子中have been to和last week相矛盾,have been to为现在完成时，last week为一般过去时的时间状语。
（2）①学习观包括行为主义学习理论，认知学习理论，建构主义学习理论，社会建构主义理论。行为主义学习理论注重模仿、重复、强化；认知主义学习理论注重心理过程中的知识、问题解决和理解；建构主义学习理论教学应该建立在学生已有知识基础上，让学生参与学习活动；社会建构主义理论学生通过师生之间、生生之间的活跃互动学习语言。在本题中，片段1是复习（review），片段2是练习（practice），说明两个语法点之前学习过，即已有知识基础，因此这两个片段符合建构主义学习理论。②语言观包括结构主义语言理论、功能主义语言理论及交互语言理论。结构主义语言理论认为语言是一个用于传递意义的系统，其中各因素在结构上相互联系，注重语法特征；功能主义理论不仅把语言看作语言系统，同时又把语言看成是做事的方式，更加注重语义和交际层面；交互语言理论的语言学习目标是学会发起并维持与他人的对话。在本题中的两个片段中，每组对话的目的是要求学生正确的使用某一特定语法点，因此属于结构主义语言理论。
（3）语言教学观三个角度：教师作用观，教学方法观，教学教材观教师作用观：指教师对自己课堂教学角色的认识与运用。在本题两个片段中，两个老师都是在引导课堂教学活动的进行，属于对课堂的学习步骤、时间进行有效的管理和控制，因此是控制者(controller)。教学方法观：指教师完成教学任务，实现教学目标的手段。在本题中，片段1通过复习的方式，让学生根据老师的举例来造句；片段2通过练习的方式来学会语言。两个片段进行的都是机械性的活动。教学教材观：指教师对教材的认识与运用。在本题两个片段中，两个老师都跳脱教材本身让学生根据教学重点来造句，做到了在实际教学中不能拘泥于教材，根据学生的学情对教材进行了调整。
答案解析：
无
四、教学设计题
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：阅读下面的学生信息和语言略，设计15分钟的英语口语教学方案。教案没有固定格式，但须略下列要点：-teaching objectives-teaching contents-key and difficult points-major steps and time allocation-activities and justifications教学时间：15分钟学生概况：某城镇普通中学高中二年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（2017年版2020年修订）》学业质量水平一般，学生课堂参与略一般。语言素材：
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略us and with those we don' t know via略media. Taking it as an object of study , psychologists have published various papers stating that the behavior of 略 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 略 aspect of our lives - the whole world seems to be into sharing. We are using technology to reduce the money that we spend on goods and 略, or to make money out of those that 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略they want them.
23、设计15分钟的英语口语教学方案。
正确答案：
33.【参考答案】一、Teaching contentsThis is an oral lesson which talks about…
二、Teaching objectives
(1) Knowledge objectives
① Students will be able to grasp five words/ phrases/sentence structures… （单词，句子）
② Students will get familiar with the content/topic about…（话题）
(2) Ability objectives
Students can express their own opinions about…by speaking activities.
(3) Emotional objectives
Students will be interested in learning English.
Students will build the confidence of learning English and talk with others confidently and bravely.
三、Teaching key and difficult points
Teaching key point:How to help students make use of new sentences/words “…”
Teaching difficult point:How to help students apply the new sentences into daily life.
Students can foster the interest of learning English.（情感目标）
四、Major Steps
Step 1 Presentation
① Ask students to listen to/ read the passage to get the main idea and answer the following questions/ fill in the table/ do the exercises about T or F, for example: ...（活动设计）
② The teacher will show and explain the usage of the new words and sentences based on the given situation.
(Justification: Through these activities, Students will be familiar with the situation and accumulate related expressions.)
Step 2 Practice
Activity1: Read after the tape.
The teacher will play the tape and lead students to read after it. Students should pay attention to the pronunciation and intonation.
Activity 2: Dialogue
Ask students to design their own dialogues with their group members. Students will practice their dialogue.
(Justification: Through these activities, students will master the new words and sentences and have a deeper understanding about the topic. )
Step 3 Production
Display and Evaluation
The teacher will invite some students to share their dialogue to the whole class and guide other students to evaluate the performance, then the teacher will make a conclusion.
(Justification: Through this activity, students will regulate their language and improve their speaking skill.)
答案解析：
无
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