一、单选题
1、The difference between /ʃ/ and /ʒ/ lies in ______.
A The place of articulation
B The manner of articulation
C Sound duration
D Voicing
答案解析：
本题考查辅音的发音
两个音素最大的区别在于是否送气。
故此题的正确选项为D。
2、Which of the following shows the general intonation of a coordinate sentence?
A You train the troops for six months（升）and you send them（降）abroad.
B You train the troops for six months（升）and you send them（升）abroad.
C You train the troops for six months（降）and you send them（降）abroad.
D You train the troops for six months（降）and you send them（升）abroad.
答案解析：
本题考查语音语调
句子中对于没有说完的内容一般用升调，句子的末尾用降调。
故此题的正确选项为A。
3、That famous scientist had a very ______ mind as a child and the age of ten he performed his first experiment.
A mechanical
B conscious
C impressionable
D inquisitive
答案解析：
本题考查形容词辨析
句意：著名科学家非常有好奇心，在十岁的时候就做了第一个实验。
D选项，好问的，好奇的；爱打听的。故此题的正确选项为D。
A选项，机械的；
B选项，有意识的；自觉地；
C选项，（人，尤指年轻人）易受影响的；
故此题的正确选项为D。
4、To get the drugs from the pharmacy, you need a(an) ______.
A inscription
B recipe
C prescription
D remedy
答案解析：
本题考查名词辨析
句意：去药房抓药，你首先需要一个处方。
C选项，处方。故此题的正确选项为C。
A选项，（作者）题词； 献词； 碑文；
B选项，食谱； 处方； 秘诀；
D选项，治疗法； 补救办法；
故此题的正确选项为C。
5、Detect is formed by deleting an imagined affix from detective. This process of word-formation is called ______.
A inflection
B derivation
C compounding
D back-formation
答案解析：
本题考查形态学
句意：detect的形成是detective去掉词缀构成的，这在构词法中叫做？
D选项，逆构词法。逆构词法与缀合法恰好相反，缀合法借用此缀构成新词，而逆成法则去掉被误认的后缀构成新词。例如：televise由television删去-ion逆生而成。利用这种构词手段创造的新词叫做逆生词。逆生词多半属动词，形成逆成词的原形词多为名词和形容词。故此题的正确选项为D。
A选项，曲折；B选项，派生； C选项，合成；均不合题意，故排除。
故此题的正确选项为D。
6、Having been made speechless, he felt ______ a fool than he had expected.
A like
B as
C more of
D much of
答案解析：
本题考查介词
句意：哑口无言的时候，他感觉自己比预想的还蠢。题干中有than，因此more…than搭配。
故此题的正确选项为C。
7、What is the chance of ______ another typhoon in this area this summer?
A there being
B there to be
C there be
D there going to be
答案解析：
本题考查非谓语动词
句意：今年夏天这个区域再一次刮台风的概率有多大？
介词of后面接动名词，因为是there be句型，there是逻辑主语，be动词用动名词。
故此题的正确选项为A。
8、______ they cut down the cost of advertising, the cost of production _______ significantly fall.
A Are…will
B Were…shall
C Are…should
D Were…should
答案解析：
本题考查虚拟语气
句意：如果他们减少了广告的支出，产出的成本就会骤降。
省略if将were提前的标示将来的虚拟语气。
故此题的正确选项为D。
9、How many morphemes are there in the word “impassible”?
A Two.
B Three.
C Four.
D Five.
答案解析：
本题考查词素
句意：在单词“impassible”中有几个词素？
这个单词有三个词素。
故此题的正确选项为B。
10、Which of the following is used to describe the speech errors induced by the transposition of two sounds as in “tons of soil” for “sons of toil”?
A Alliteration
B Spoonerism
C Elision
D Liaison
答案解析：
本题考查语言学
句意：以下哪个选项被用来描述由两种语音转换“tons of soil” for “sons of toil”所导致的语言错误？
B选项，首音互换，符合题意，故为正确选项。
A选项，头韵；C选项，元音省略；D选项，连音，连读；均不合题意，故排除。
故此题的正确选项为B。
11、When a teacher asks students to brainstorm what they will write about an unforgettable trip, he/she mainly focus on ______.
A ideas
B layout
C style
D feedback
答案解析：
本题考查写作技能教学
题意：当老师让学生头脑风暴接下来将要写的难忘的旅行，他主要是______。
A选项，想法，头脑风暴的主要目的是收集同学们的想法，符合题意；故此题的正确选项为A。
B选项，布局、规划； C选项，文体；D选项，反馈；均不合题意，故排除。
故此题的正确选项为A。
12、Which of the following is a communicative task?
A Reading aloud the dialogue on page 24.
B Writing a party invitation to your friends.
C Translating the first paragraph into Chinese.
D Making sentences with the expressions given.
答案解析：
本题考查交际法教学
题意：以下哪个是交际型任务？
B选项，给自己的朋友写Party邀请函，属于交际活动，符合题意；故此题的正确选项为B。
A选项，大声读24页的对话； C选项，把第一段翻译成汉语；D选项，用所给的表达造句；均无需交际，不合题意，故排除。
故此题的正确选项为B。
13、What is being practiced if a teacher asks students to read words like “cot, hot” and “dog, log”?
A Spelling and structure
B Stress and sound
C Minimal pairs
D Phonetic symbols
答案解析：
本题考查语音教学
题意：如果老师让学生读单词“cot, hot” and “dog, log”，是在练习什么？
C选项，最小对立体，符合题意；故此题的正确选项为C。
A选项，拼写和结构； B选项，重读和发音；D选项，英语音标；均不合题意，故排除。
故此题的正确选项为C。
14、What teaching method is used by the teacher if much of his or her class time is spent on drilling the sentence patterns followed by exercises like repetition, memorization, mimicry, etc?
A The Natural Approach
B The Communicative Approach
C The Audio-lingual Method
D The Grammar-translation Method
答案解析：
本题考查语音教学
题意：如果老师的大部分时间都花在采用重复、记忆、模仿等方式的句型练习上，那么老师使用的是什么教学法？
C选项，听说法，以句型为中心，反复操练，符合题意；故此题的正确选项为C。
A选项，自然方法； B选项，交际法，以交际为主；D选项，语法翻译法；均不合题意，故排除。
故此题的正确选项为C。
15、According to the affective-filter hypothesis _______ is not an affective factor influencing language learning.
A Attitude
B Motivation
C Interest
D Intelligence
答案解析：
本题考查克拉申的情感过滤假说
题意：根据情感过滤假说，哪一项不会影响语言学习。
D选项，智力，符合题意；故此题的正确选项为D。
A选项，态度； B选项，动机；C选项，兴趣；均不合题意，故排除。
故此题的正确选项为D。
16、What does his or her feedback focus on if a teacher’s comment is “John, it would be much better if you have given more details!”?
A Content
B Language
C Attitude
D Aptitude
答案解析：
本题考查教学评价
题意：如果老师的评价是“John，如果你给更多的细节就更好了”，他的反馈主要是什么？
A选项，内容，老师主要是对John的内容做出反馈，符合题意；故此题的正确选项为A。
B选项，语言； C选项，态度；D选项，才能；均不合题意，故排除。
故此题的正确选项为A。
17、Which of the following is a referential question?
A Where was Yang Liwei born?
B Who is the first Chinese astronaut?
C Why do you think Yang Liwei is a great astronaut?
D When did Yang begin his historic space travel?
答案解析：
本题考查教学实施中的提问
题意：以下哪一项是参考性问题？
C选项，参考类问题是让学生发散思维，各抒己见，符合题意；故此题的正确选项为C。
A、B、D均属于展示性问题，有已知答案。不合题意，故排除。
故此题的正确选项为C。
18、Having lived in China for a long time, John could fully understood the cultural shocks experienced by his Chinese students. Which of the following traits does John have in this instance?
A Avoidance
B Empathy
C Extroversion
D Introversion
答案解析：
本题考查心理学知识
题意：John已经在中国生活了很长时间，他可以完全理解他中国学生所遇到的文化冲击。在John的例子中，他有哪个特点？
B选项，共情能力，符合题意；故此题的正确选项为B。
A选项，逃避；C选项，外向；D选项，内向。不合题意，故排除。
故此题的正确选项为B。
19、When the teacher asks students to read a text for the main idea, he/she intends to develop students’ skill of ______.
A Retelling
B Predicting
C Skimming
D Scanning
答案解析：
本题考查阅读技能教学
题意：当老师让学生读文章获得主旨大意，老师想发展学生的什么技能？
C选项，skimming主要用来抓文章的主旨大意，符合题意；故此题的正确选项为C。
A选项，复述；B选项，预测；D扫读，抓细节信息。均不合题意，故排除。
故此题的正确选项为C。
20、Which of the following is based on the communicative view of the language?
A Structural syllabus
B Skill-based syllabus
C Genre-based syllabus
D Functional-notional syllabus
答案解析：
本题考查交际法
题意：以下哪一项是以交际为目的的？
D选项，功能意念大纲，符合题意；故此题的正确选项为D。
A选项，结构大纲；B选项，技能大纲；C选项，体裁大纲。不合题意，故排除。
故此题的正确选项为D。
二、阅读理解题
【Passage1】
When it comes to airline travel, perhaps nothing has revolutionized the passenger experience more than airline apps. Indeed, they're becoming so ubiquitous that more than 50 percent of U. S travelers have at least one airline app installed on their smart device, according to travel industry research firm Phocuswright.
Maybe that's because apps make travel easier, and often are more functional than a kiosk or even an airlines own website. Passengers report that they’re often more quickly informed of a flight cancellation or gate change than an airline employee. Not all airline apps are created equal, but in general you can use an app to check in for a fight, change seats, and request and pay for an upgrade. Road warriors in particular appreciate mobile boarding passes and the ability to track their flights. Many airlines now offer free onboard streaming entertainment via apps. The Delta Air Lines app even allows users to track their bags, from check-in to carousel, while the Air France applets passengers download magazines and newspapers from the airline's library 30 hours prior to departure.
But what if you are traveling extensively on more than one airline? Global airline alliances have their own apps that allow you to view flights for all member airlines and their affiliates, including code share flights. In general, you can find flight schedules for all member airlines and track member airline flights. Airport information is available, as are details a bout local weather at the destination. Where’s the nearest airport lounge? The app will locate it for you.
The Sky Team airline alliance app goes a step further by letting its Sky Priority members(Sky Team Elite Plus members and customers with first and busies-class tickets) find out exactly which Sky Priority services-inc priority check in and baggage drop off, as well as access priority security lanes and boarding lanes--are available at individual airports.
You'll find that some alliance app features are available through multiple channels of communication. For example, Sky Team members have formed their own online community by sharing traveler tricks and airport tips accessible through a variety of channels, including the app, Sky Team's website, Facebook page and a dedicated tips site. Sky Team's You Tube page features travel tips from regional celebrities.
Just as airlines seem to have conquered social media, another method of communicating with travelers has just arrived. KLM Royal Dutch Airlines is the first carrier to sign up for Facebook's Messenger chat app. KLM flyers can automatically receive itineraries, flight updates, check-in notifications, boarding passes and rebook flights and communicate with customer service, all from Facebook Messenger. Messenger for Business was launched so that customers--in this case, passengers -can transact business over the messaging app in a single communication thread. Roughly 80 percent of passengers on planes traveling within the U.S. have the Messenger app installed on their smartphones, according to Facebook.
Clearly, mobile apps and social media have transformed our digital lives. Airlines favor app sand other technologies because they get customers out of airport lines and off phone lines. Through their smart devices, travelers now have untethered access to travel information. A few quick taps can supply individuals with information never dreamed possible even a decade ago. And with more people using smartphones as their primary computing device, and as more people own cellphones globally, people expect technology-driven methods of communication and convenience to accelerate. Whether you're high-tech or not, you must admit that having immediate access to the information you need sure beats getting a busy signal on a toll-free phone line.
21、 21. Which of the following reflects what the author intends to convey?
A A. Airline apps have made airline competitions fiercer than ever.
B B. Airline apps have immensely transformed travelers' digital lives.
C C. Airline apps will probably replace airline staff in the near future.
D D. Airline apps have provided magazines and newspaper for travelers.
答案解析：
【答案】B
【真题解析】主旨题。文章主要讲述了航空公司的应用程序给人们带来的种种便捷,最后一
段第一句"Clearly mobile apps and social media have transformed our digital lives.”总结了前文内容,后面的话都是对这句话的展开说明A.C两项文章均未提及。D项内容为文章中的细节信息,并不能概括全文意思。故本题选B。
22、 22.According to this passage, which of the following apps provides priority services information for priority members?
A A. The Sky Team airline alliance app.
B B.KLM Royal Dutch Airlines app.
C C. Global airline alliance app.
D D. The Delta Air Lines app
答案解析：
【答案】A
【真题解析】细节题。根据题干定位到第四段。由该段内容可知 The Sky Team airline
alliance app允许头等舱和商务舱的乘客优先登机及进行行李提取,甚至还为他们提供优先安全通道和登机通道等。所以能为具有优先权的乘客提供优先服务信息的应用程序是The Sky Team airline alliance app故本题选A
23、23. Which of the following is closest in meaning to the underlined word "untethered" in the last paragraph?
A A. Unlimited.
B B. Easy
C C. Immediate
D D. Direct.
答案解析：
【答案】A
【真题解析】词汇题。画线单词所在句为“Airlines favor apps and other technologies because they get customers out of airport lines and off phone lines. Through their smart devices, travelers now have untethered access to travel information.",这句话是说航空公司喜欢应用程序和其他技术是因为他们能够让客户摆脱机场线和电话线;通过他们的智能设备,旅客们现在可以获取旅行信息。前面作者强调的是应用程序及其他技术使人们摆脱了对机场线和电话线的依赖,也就是说打破了这种限制,因此这里的 untethered应该是无限制的意思。故本题选A。
24、 24. What makes mobile apps appealing to travelers according to the last paragraph?
A A. Realization of their unfulfilled dreams.
B B.A better service via computing devices.
C C. An unoccupied signal on the phone line.
D D. Immediate access to the needed information
答案解析：
【答案】D
【真题解析】细节题。最后一段前半部分介绍了手机应用程序能够为乘客获取信息提供较多的无限制的渠道,强调人们只通过简单的操作就能获取即时信息;而且根据最后一"Whether you're high-tech or not, you must admit that having immediate access to the information you need sure beats getting busy signal on toll-free phone line”,也可得知本题选D。A.B两项并不是最后一段强调的重点C项文章并未提及。故本题选D
25、 25. Which word below best describes the author's stance?
A A. Biased.
B B. Neutral
C C. Critical.
D D. Radical
答案解析：
【答案】B
【真题解析】态度题。作者在-开始提到的是航空应用程序带来的革命性变化,随后列举了一些应用程序来论证他们的功能和带来的便利 紧接着开始讲述航空应用程序与-些社交媒体相结合,最后又论述了航空应用程序能够吸引乘客的原因。全文的论述都是建立在客观事实之上的,作者并未掺杂自己的观点。A项“有偏见的”,B项“中立的”,C项“批判的”D项“激进的” 故本题选B
三、阅读理解题
【Passage2】
Everyone knows that English departments are in trouble, but you can't appreciate just how much trouble until you read the new report from the Modern Language Association. The report is about Ph. D. programs, which have been in decline since 2008. These programs have gotten both more difficult and less rewarding: today, it can take almost a decade to get a doctorate, and, at the end of your program, you're unlikely to find a tenure-track job.
The core of the problem is, of course, the job market The M.L.A.report estimates that only sixty percent of newly-minted Ph.Ds will find tenure-track jobs after graduation. If anything, that's wildly optimistic: the M.L.A. got to that figure by comparing the number of tenure-track jobs on its job list (around six hundred) with the number of new graduates(about a thousand). But that leaves out the thousands of unemployed graduates from past years who are still job-hunting--not to mention the older professors who didn't receive tenure and who now find themselves competing with their former students. In all likelihood, the number of jobs per candidate is much smaller than the report suggests. That's why the mood is so dire-why even professors are starting to ask, in the committee's words, Why maintain doctoral study in the modern languages and literatures or the rest of the humanities -at all?
Those trends, in turn, are part of an even larger story having to do with the expansion and transformation of American education after the Second World War. Essentially, colleges grew less elite and more vocational. Before the war, relatively few people went to college. Then, in the nineteen-fifties, the G.I. Bill and, later the Baby Boom pushed colleges to grow rapidly. When the boom ended, colleges found themselves overextended and competing for students. By the mid-seventies, schools were creating new programs designed to attract a broader range of students for instance, women and minorities.
Those reforms worked: as Nate Silver reported in the Times last summer, about twice as many people attend college per capita now as did forty years ago. But all that expansion changed colleges. In the past, they had catered to elite students who were happy to major in the traditional liberal arts. Now, to attract middle--class students, colleges had to offer more career--focus Pause Insert majors, in fields like business, communications, and health care. As a result, humanities departments have found themselves drifting away from the center of the university. Today, they are often regarded as a kind of institution luxury, paid for by dynamic cheap, and growing programs in, say, adult-education. These large demographic facts are contributing to today's job- market crisis: they ‘re why, while education as a whole is growing, the humanities aren’ t.
Given all this, what can an English department do? The M L. A. report contains a number of suggestions. Pride of place is given to the idea that grad school should be shorter: Departments should design programs that can be completed in five years. "That will probably require changing the dissertation from a draft of an academic book into something shorter and simpler. At the same time, graduate students are encouraged to broaden themselves: to" engage more deeply with technology", to pursue unusual and imaginative dissertation projects; to work in more than one discipline; to acquire teaching skills aimed at online and community-college students; and to take workshops on subjects, such as project management and grant writing, which might be of value outside of academia. Graduate programs, the committee suggests, should accept the fact that many of their students will have non-tenured, or even non-academic, careers. They should keep track of what happens to their graduates, so that students who decide to leave academia have a non-academic alumni network to draw upon.
26、26. What does the author mean by saying that's wildly optimistic in Paragraph 2?
A A. The job openings for newly-graduated Ph. D s are incredibly promising.
B B. It seems impossible for newly-graduated Ph. D s to find a tenure-track job
C C. The M. L.A. report has overestimated the number of tenure-track jobs on the job list.
D D. The M.L.A. report has exaggerated the difficulties to be encountered by newly-graduated Ph.Ds.
答案解析：
26.【答案】C
【真题解析】推断题。根据该句后面的内容可知这则报告只记录了应届毕业生的数据,并没有将仍在求职的往届生以及没有找到终身教职的老教授们考虑在内,因此可以说这则报告的数据是过于乐观的,实际数据要比这个更低,即m.l.a.的报告高估了就业数据A项“对于刚毕业的博士生们来说就业前景很光明”,不符合文意,故排除B项“对于刚毕业的博士生们来说找到一份终身教职似乎是不可能的,文中只是说比较难,没有提到不可能,过于绝对,故排除。D项“M.L.A.的报告夸大了刚毕业的博土生们找工作的难度”,与文意相反,故排除。故本题选C。
27、 27. Which of the following is closest in meaning to the underlined word dire in Paragraph 2?
A A Cheerful.
B B Gloomy.
C C. Complicated.
D D. Queer.
答案解析：
27.【答案】B
【真题解析】词汇题。根据dire所在的上下文“is much smaller than the report suggestswhy even professors are. or the rest of the humanities at all!"可推知本词并非表达积极向上的意思,故排除A项“愉快的”。上下文分析的是就业形势严峻,找到终身教职很难的现状,由此可推断该专业的人员心情应该是糟糕的、悲伤的。B项”沮丧的"C项“复杂的",D项“奇怪的”。故本题选B。
28、28. According to the author, which of the following is the key reason that leads to today's job- market crisis for Ph D students?
A A. The expansion in college enrollments after the Second World War.
B B. The shift of popularity from humanities majors to career-focused ones.
C C. The rise in the number of women and minorities in graduate programs
D D. The lack of career-related guidance for college graduated in job-hunting
答案解析：
28.【答案】B
【真题解析】推断题。根据题干中的"todays make crisis定位到文章第四段。第四段首先提到大学扩招,接着分析其影响——大学提供更多以职业为导向的专业,人文学科不再是学校的中心。最后一句“这就是为什么整个教育行业在扩张,而人文学科却面临窘境”是结论句。A项“二战后大学扩招”并非导致当今就业市场危机的关键因素,只是问题的导火索,真正原因是由此带来的大学重心的转移。B项“人文学科不再盛行,而以职业为导向的学科日渐受人欢迎",符合文意。C项“研究生中妇女以及少数民族人数的增加”,文中并未体现这与就业市场危机之间存在关联。D项“对于正在找工作的大学毕业生,学校没有给予就业相关的指导”,曲解文意。故本题选B
29、 29. What does "that" in the last paragraph refer to?
A A. The idea of designing a shorter program.
B B. The completion of a degree in five years.
C C. The idea of drafting a shorter dissertation.
D D. The suggestions given in the M. L.A. report.
答案解析：
29.【答案】A
【真题解析】指代题。“that”指代的是前文内容“Pride of place is given to the idea that grad school should be shorter: Departments should design programs that can be completed in five years."该句提到M.l.A.报告里的一个想法一一研究生的学制应该缩短,其课程应该能在5年内完成。A项表述与此相符。原文仅提到完成课程,并没有提及拿到学位,故排除BC项中的“撰写更短的论文”是缩短学习时间造成的结果,并不是that指代的内容,故排除D项中的 suggestions用的是复数,指M.L.A.提供的所有建议,而that仅指代其中的一条,故排除。故本题选A。
30、 30. What can be inferred from the last paragraph?
A A Ph.D. students' imagination tends to be subverted by their dissertation writing.
B B. More time should be saved for Ph D students to cultivate their professional skills.
C C. With the dissertation shortened and simplified, Ph. D. students can afford more time to hunt for job.
D D. By adopting M.L. A 's suggestion, graduate programs should guarantee academic jobs for all graduates.
答案解析：
30.【答案】B
【真题解析】推断题。
根据最后一段中的“At the same time graduate students are encouraged to'broaden' themselves: to 'engage more deeply with technology': to pursue unusual and imaginative dissertation projects;t.可知,在学习时间缩短后,学生可以把时间用来扩展自己:包括深人了解科技,研究与众不同的,富有想象力的论文项目等。B项表述与之符合。根据该段中的“Graduate programs the committee suggests should accept the fact that many of their students will have non-tenured, or even non-academic-."可排除DA、C两项文章均未提及。故本题选B。
四、简答题
31、简述英语语法教学中归纳法的含义（4分），用英语写出两句能体现该方法特点的教室指令语（8分）并从两个方面简述教师在运用该方法时的注意事项（8分）
正确答案：
（1）归纳法即教师向学生逐步渗透具体的语言现象，然后让学生观察、分析并找出规律，总结出语法规则，这样能使学生容易接受语法。例如，在学习情态动词结构时，教师可多呈现一些具有此语法结构的例句，接着启发学生这些句子有什么共同特点，让学生总结出句子结构和意思，在老师的启发下，学生会立刻理解句中语法的含义。
（2）what do they have in common, can you find it?
Try to consider why we use this grammar here.
（3）①语法教学本身并非目的，而是为了学生掌握和运用语言服务的。因此，不要把随堂语法课上成“满堂灌”，不要做过多的讲解，给学生造成语法“繁、难、杂”的印象。学习语法的最好方法是在“用”中学。大量的综合语言运用的实践活动才能帮助学生准确地理解和掌握英语语法知识体系。
②语法难易度也是英语阅读与阅读教学不可忽视的问题。语法既是英语语言功能的存在，又是元语言功能的存在。教学中教师要根据学生学习的基础和经验分析语法项目的可学性，由浅入深，由易至难，由简单到复杂，循序渐进，控制英语语法教学中的难度，让学生在示例中理解和感知语法规则，在句子和语篇中操练语法规则，在不同的语言活动中提炼语法意识。
答案解析：
本题考查语法教学法中的归纳法
五、案例分析题
下面是一位实习老师记录的一节阅读课的教学活动。
A. Tell the students the title of the story “an expected holiday”.
B. Organize a brainstorming activity about holidays.
C. Invite the students to talk about possible contents of the story.
D. Ask the students to read the whole text to see if they are right.
E. Ask the students to figure out the meaning of the underlined parts of the text.
F. Ask the students to read again and underline the sentences they don’t understand.
G. Check whether the students can recite the story.
32、上述教学活动培养了学生哪两种能力？
正确答案：
上述活动旨在培养学生通过略读寻找文章大意的能力以及通过思考、讨论等方式猜测词义的能力。
答案解析：
本题考查阅读技能教学的能力
33、说明A-F的设计意图。
正确答案：
A：以文章的标题的形式来导入，让学生明白这节课会讲到的主题，同时激发学生兴趣，并引入本堂课的话题。
B：通过头脑风暴的形式，让学生充分参与到课堂活动中来，培养学生的主观能动性，体现了学生的主体性地位。
C：通过让学生讨论文章可能涉及的话题，培养学生预测文章大意的能力。
D：让学生通读全文，来检测预测内容的正确与否，锻炼了学生的略读skimming能力，使学生能够在较短的时间里，熟悉文章的主题大意和内容梗概。
E：通过让学生弄清楚划线部分内容的意思，培养了学生合作学习和自主学习的能力。
F：让学生通过自己去发现细节问题，找到细节点，并试图去解决，培养了学生发现问题和解决问题的能力。
答案解析：
本题考查教学设计
34、G的设计存在问题，请提出改进建议。
正确答案：
活动缺少趣味性。
改进建议：教师可以采用任务型教学法注重学生的参与性和互动性，比如讨论、辩论等活动，让大家都可以积极地参与到活动中来。
答案解析：
本题考查教学活动
六、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:请阅读下面学生信息和语言素材设计20分钟的中的写作教学方案。教案没有固定格式,但须包含下列要点:
● 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:某城镇普通高中一年级第一学期学生,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:
WRITING
1. Read the short essay and discuss.
We can learn all we need on the Internet
I agree with this idea, especially on the subject of learning English. In my class, there are 45students, and our English lessons last for 50 minutes. That means that we each have one minute of our teacher's time! Our English teacher is excellent, but she can't help everyone in the class in50 minutes.
It would be much better if we spend the time working on a computer. There are 45computers in our school, so we could do that if we work independently, we can learn much more. And we can learn about the subjects that we are interested in.
2 .Write a paragraph giving the opposite view.
35、根据提供的信息和语言素材设计教学方案,用英文作答。
答案解析：
33.【参考设计】
Teaching content: This lesson is from senior high school, and the topic of the writing is “We can learn all we need on the Internet”. Students should write a paragraph giving the opposite view.
Teaching Objectives:
(1) Knowledge objectives
① Students can master the basic structure of an argumentation.
② Students can get more points and supporting details of opposite view about “We can learn all we need on the Internet”.
(2) Ability objectives:
① Students can develop their writing strategies by class activity.
② Students can express their own opinions about the Internet’s effects through talking and learning.
(3) Emotional objectives:
Students can foster the interest and desire of learning English, and fond of taking part in class activities.
Teaching key and difficult points:
Teaching key point:
How to help students get more points and supporting details of opposite view about “We can learn all we need on the Internet”.
Teaching difficult point:
How to help students express their own opinions about the Internet’s effects on teaching and learning.
Teaching Procedures:
Step1: Pre-writing (8minutes)
1. Provide students with two clips of video about the Internet’s effect and the teacher’s effect on teaching and learning.
2. Provide the short essay and students read them.
3. Students work in groups of 4 to list their opinions about disagrees when learning is entirely controlled by the Internet.
4. Students share their opinions in class guided by the teacher.
5. The teacher teaches the format of an argumentation like related transitional words.
(Justification: Group discussion can strengthen their cooperative spirit and their imaginative ability can be developed. Moreover students will get the ability to write an email to express their ideas.)
Step2: While-writing (7minutes)
Students need to write their opposite views.
(Justification: Students will cultivate their ability of write an article within certain minutes and their good habits of writing will be formed as well.)
Step3: Post-writing (5minutes)
1. Make self-editing and exchange with desk-mates to do peer-editing.
2. The teacher shows a sample and make a summary.
(Justification: Editing can provide a perfect writing for students, meanwhile the comments will help students learn more from others and improve their writing ability promptly.)
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