一、单选题
1、The sound of “th” in the word “thin” is a ______.
A voiceless dental and fricative.
B voiceless dental and affricative
C voiced dental and fricative
D voiced dental and affricative
答案解析：
本题考查辅音分类
“th”为清辅音，故排除C和D。
“th”根据发音方式，为摩擦音，故排除B和D。
“th”根据发音部位为齿音，综上，A选项正确。
故正确答案为A项。
2、 Of all the following pairs of words, ____ is the minimal pair?
A boot and bought
B deep and dog
C either and neither
D ghost and best
答案解析：
本题考查音系学中的最小对立对。
最小对立对是指如果两个词，除了出现在同一位置上的一个音以外，其余的音都相同，那么这两个词就构成了一个最小对立对。A选项满足，只有中间不一样，综上，A选项正确。
B选项只有第一个字母发音一样，故排除。
C选项只有后面的音一样，故排除。
D选项只有后面的音一样，故排除。
故正确答案为A项。
3、_____ can fly very high in ____ sky.
A The bird; the
B The bird; /
C Birds; the
D Birds; /
答案解析：
本题考查名词中的冠词用法。
句意为“鸟在天空飞地非常高”，鸟为泛指应为birds,在天空中，in the sky,固定短语，故排除ABD,综上，正确选项为C。
故正确答案为C项。
4、In my opinion, she is kind and polite, so I put her rudeness today down as _______.
A ordinary
B untimely
C progressive
D accidental
答案解析：
本题考查形容词辨析。
在我看来，她和蔼又懂礼貌，所以，我认为她今天的粗鲁是偶然的。
D选项，偶然的，意外的，综上，D选项正确。
A选项，ordinary，普通的，故排除。
B选项，untimely，不合适的，发生过早的， 故排除。
C选项，progressive，渐进的，日益增多的，故排除。
故正确答案为D项。
5、With spring approaching, the pink of the apple blossom is beginning to _______.
A show
B grow
C rise
D ascend
答案解析：
本题考查动词辨析
随着春天即将到来，粉色的苹果花开始绽放了，A选项，show，出现，显现，露出，呈现。综上，正确选项为A。
B选项，grow生长，种植。花绽放，不用生长，故排除。
C选项，rise，增加，提高，故排除。
D选项，ascend，攀登，上升，登高，故排除。
故正确答案为A项。
6、Mr. Woods, I am here just in case anything out of the ordinary _____.
A happens
B happen
C would happen
D will happen
答案解析：
本题考查虚拟语气。
提及将来可能出现的情况将成为某人做某事的理由时用‘in case‟或‘just in case‟。原因从句中用一般现在时。Mr woods, I am here just in case anything out of the ordinary happens. 提及某人过去做某事的理由时，原因从句用一般过去时。 Sam had consented to take an overcoat in case the wind rose.综上，A选项正确。
故正确选项为A。
7、I look back on this pleasant holiday in Beijing with _______ pleasure.
A anything but
B all but
C everything but
D nothing but
答案解析：
考查短语辨析。
我回忆这次北京的假期，只有愉快。D选项，nothing but,只有。综上，D选项正确。
A选项，anything but，根本不，绝不。故排除。
B选项，all but，几乎差一点。故排除。
C选项，everything but，万事皆俱。故排除。
故正确答案为D项。
8、Tom, take this baggage and put it ____ you can find enough space.
A which
B in which
C wherever
D whereas
答案解析：
本题考查状语从句
句意为“把箱子放到有足够空间的地方”，C选项，wherever等于no matter where，综上，C选项正确。
注意词句并不是定语从句，它前面没有先行词，故AB故排除。
D选项，然而，故排除。
故正确答案为C项。
9、What is the main rhetoric device used in “The Pentagon was divided on the air strike”?
A Synecdoche
B Metonymy
C Metaphor
D Oxymoron
答案解析：
本题考查修辞，
句意为“五角大楼在空袭上意见不一”。 五角大楼指代美国国防部。借代指不相类似，但有联系。本题为以具体事物代指抽象事物。
A选项，Synecdoche，提喻，不体现，故排除。
C选项，Metaphor，暗喻，不体现，故排除。
D选项，Oxymoron，矛盾修辞法，不体现，故排除。
故正确答案为B项
10、Which inference in the bracket of the following sentences is presupposition?
A Ede caught a trout (Ede caught a fish)
B Don’t sit on Carol’s bed (Carol has a bed)
C The limp is over the house (the house is under the limp)
D Coffee would keep me awake all night (I don’t want coffee)
答案解析：
本题考查语义学中的句间语义关系.
B选项，不要坐在Carol的床上，预设前提条件为“Carol有床”，
A选项，伊迪抓了一只鳄鱼，和伊迪抓了一只鱼为蕴含关系（entailment）。
C选项，那个跛子在房子上面和房子在跛子下面为同义关系。
D选项，咖啡总是使我整晚睡不着和我不想要咖啡,并非预设关系。
故正确答案为B项。
11、Which of the following instructions is helpful in developing students’ ability to make inferences?
A listen to a story and write a summary
B listen to a story and work out the writer’s intention.
C listen to a story of a baby and the draw a picture of him.
D listen to a story and note down the specific date of an event
答案解析：
本题考查语言技能教学。
下面哪项活动有助于发展学生的推理能力。
B选项，听故事并推测作者的写作意图。“work out the writer’s intention”为“ make inferences”的同义词，综上，B选项正确。
A选项，听故事并写总结，并不能发展学生的推理能力，故排除。
C选项，听一个男孩的故事并为他画一幅画，并不能发展学生的推理能力，故排除。
D选项，听故事并记下事件的具体日期，并不能发展学生的推理能力，为具体的细节信息，故排除。
故正确答案为B项。
12、The most suitable question type to check students’ comprehension and develop their critical thinking is _______.
A rhetorical question
B referential question
C close question
D display question
答案解析：
本题考查提问的类型。
最适合发展学生理解和批判性思维能力的提问类型。
B选项，referential question参考性问题, 答案不固定，利于发展学生理解和批判性思维能力的提问类型，综上，B选项正确。
A选项，rhetorical question反问，是用疑问的形式表达确定的意思，以加重语气的一种修辞手法。反问只问不答，人们可以从反问句中领会别人想要表达的意思。不利于发展学生理解和批判性思维能力的提问类型，故排除。
C选项，close question 封闭性问题指事先设计好的备选答案，受访者问题的回答被限制在被选答案中，即他们主要是从备选答案中挑选自己认同的答案，不利于发展学生理解和批判性思维能力的提问类型，故排除。
D选项，display question展示性问题，一般有确定的答案,教师期望学生说出那个确定的答案。答案比较固定，不利于发展学生理解和批判性思维能力的提问类型，故排除。
故正确答案为B项。
13、Diagnostic test is often used for the purpose of _______?
A finding out what students know and don’t know
B measuring students’ general English language proficiency
C knowing whether students have the right language aptitude
D checking students whether have achieved the teaching objectives
答案解析：
本题考查教学评价中的诊断性测试
诊断性测试的目的是验证学生会不会，是不是已经掌握知识。综上，A选项正确。
B选项，测量学生知识的熟练度，属于水平测试（proficiency test）故排除。
C选项，知道学生是否有语言能力倾向，属于能力测试（aptitude test）故排除。
D选项，检查学生是否实现了教学目标，属于学业成绩测试（achievement test），故排除。
故正确答案为A项。
14、Which of the following activities is often used to develop students’ speaking accuracy?
A Identifying and correcting oral mistakes
B Acting out the dialogue in the text
C Having discussing in group
D describing people in pairs
答案解析：
本题考查教学活动中的口语。
A选项为改错, 重在形式，强调口语活动的准确性。综上，A为正确选项。
BCD强调交际，应为流畅性，故排除。
故正确选项为A。
15、If a teacher asks students to make their own learning plan, he/she is trying to develop students’ ________?
A cognitive strategy
B affective strategy
C communicative strategy
D metacognitive strategy
答案解析：
本题考查学习策略
题干意思是如果教师让学生制定他们的学习计划，他/她是在培养他们的什么策略?不同的研究者对学习策略有不同的分类，但各种分类法中基本都涉及四种策略，即认知策略、元认知策略、情感策略和交际策略。
D选项，元认知策略，指学生对自己的认知过程及结果的有效监视及控制的策略，包括计划策略、监控策略和调节策略。计划策略指的是对学习等活动的事前规划，如制定学习计划等。综上，D选项正确。
A选项，认知策略。学生为了完成具体学习任务而采取的步骤和方法。认知策略是加工信息的一些方法和技术，有助于学习者有效地从记忆中提取信息，故排除。
B选项，情感策略。故排除。
C选项，交际策略。故排除。
故正确答案为D项。
16、When a teacher tells the students that the word “dog” may imply “loyalty”, he/she is teaching the ______ of the mood.
A denotative meaning
B collocative meaning
C conceptual meaning
D connotative meaning
答案解析：
本题考查词的意义。
狗的意义暗示着忠诚，根据关键词imply暗示，隐含，为内涵。D选项为内涵。综上，D选项正确。
A选项为外延，即概念意义。故排除。
B选项为搭配意义，故排除。
C选项为概念意义，故排除。
故正确选项为D。
17、Which of the following is the last step in the process of writing essays?
A Editing the writings
B Writing topic sentences for paragraphs
C Gathering information and ideas relevant to the topic
D Organizing the information and idea into a logical sequences
答案解析：
本题考查写作的过程。
A选项为改写属于写后过程，综上，A选项正确。
B选项写句子的主旨大意，并非写后环节，故排除。
C选项收集相关话题的信息，为写前过程。
D选项按照一定的逻辑顺序组织信息，为写作过程中。
故正确选项为A。
18、The main purpose of asking questions about the topic before listening is to _______.
A meet students’ expectation
B increase students’ confidence
C activate students’ schemata
D provide feedback on tasks
答案解析：
本题考查在听之前问问题的主要目的是激发学生的图示。
在听前阶段，教师提出与话题相关的问题可以激活学生头脑中已有的关于听力材料的图式知识，激活有关听力话题的C选项，激发学生的图示，综上，C选项正确。
A选项，满足学生的期望，故排除。
B选项，增加学生的信心，故排除。
D选项，对任务提供反馈，故排除。
故正确选项为C。
19、If a teacher asks students to fill in the blanks in a passage with “that”, ”which” or ”whom”, he/she is least likely focusing on grammar at _______.
A lexical level
B syntactic level
C discourse level
D morphological level
答案解析：
本题考查语法教学内容
如果老师让学生用“that”, “which” or “whom”填空，那么他/她最不可能关注语法的哪个层面？
D形态学层面，研究词是如何由意义的基本单位词素构成的，研究词缀，不体现。综上，D选项正确。
A词汇层面，该教师让学生选择关系代词填空，目的是让学生掌握定语从句这项语法的形式、意义和运用。故排除。
B选项，句法层面，用在定语从句中，针对句法。老师可能更关注语法的句法层面。关注词汇的意义又关注词汇的句法意义。句法层面研究词是如何组合成正确的句子，词在句子中的语法。故排除。
C语篇层面，语法教学内容不仅包括语言形式/结构，还包括语义和语用。语言形式/结构包括词法、句法等；语意包括语法形式与结构的意义；语用指语言在一定的语境、语篇中的表意功能。故排除。
故正确答案为D项。
20、If a teacher asks students to talk about their hobbies in groups, he/she is trying to encourage _______.
A peer correction
B peer feedback
C peer interaction
D peer assessment
答案解析：
本题考查教学实施中的教学活动类型
老师要求学生小组讨论他们的爱好，是在鼓励学生发展他们的同伴交流能力。
C选项，peer interaction同伴交流，综上，C选项正确。
A选项，peer correction同伴纠错，故排除。
B选项，peer feedback 同伴反馈，故排除。
D选项，peer assessment同伴互评，故排除。
故正确选项为C。
二、阅读理解题
With her magical first novel, Garcia joins a growing chorus of talented Latino writers whose voices are suddenly reaching a far wider, more diverse audience. Unlike Latin American writers such as Colombia’s Gabriel Garcia Marquee of Peru’s Mario Vargas Llosa-whose translated works became popular here in the 1970s-these authors are writing in English and drawing their themes from two cultures. Their stories, from “Dreaming in Cuban” to Julia Alvarez’s “How the Garcia Girls Lost Their Accent” and Victor Villasenor’s “Rain of Gold”, offer insight into the mixture of economic opportunity and discrimination that Latinos encounter in the United States. “Garia Girls” for example, is the story of four sisters weathering their transition from wealthy Dominicans to ragtag immigrants, “We didn’t feel we had the beat the United States had to offer,” one of the girls says, “We had only second-hand staff, rental houses in one redneck Catholic neighborhood after another, clothes at Round Robin, a black and white TV afflicted with wavy lines. ” Alvarez, a Middlebury College professor who emigrated from Santo Domingo when she was 10, says being an immigrant has given her a special vantage point: “We travel on that border between two worlds and we can see both points of view. ”
With few exceptions, such as Chicano writer Rudolfo Anaya, many Hispanic-Americans have been writing in virtual obscurity for years, nurtured only by small presses like Houston’s Arte Pubilco or the Bilingual Press in Tempe, Ariz. Only with the recent success of Sandra Cisneros’s “Woman Hollering Ceek” and Oscar Hijuelos’s prize-winning novel, “The Mambo Kings Play Songs of Love,” have mainstream publishers begun opening door to other Latinos. Julie Grau, Cisneros’s editor at Turtle Bay, says, “Editors may now be looking more carefully at a book that before they would have deemed too exotic for the general readership. ”
But if Villasenor’s experience is any indication, some editors are still wary. In 1989，Putnam gave Villasenor a $75,000 advance for the hardcover rights to “Rain of Gold,” the compelling saga of his family’s migration from Mexico to California. But the editors, says Villasenor, wanted major changes: “They were going to destroy the book. It’s nonfiction; they wanted to publish it as a novel. And they wanted to change the title to ‘Rio Grande,’ which sounded like some old John Wayne movie. ” After a year of strained relations, he mortgaged his house, borrowed his mother’s life savings and bought back the rights to the book that had taken 10 years to write.
In frustration, Villasenor turned to Arte Publico. In the eight months since its release, “Rain of Gold” has done extremely well, considering its limited distribution; 20,000 copies have been sold. “If we were a mainstream publisher, this book would have been on The New York Times best-seller list for weeks,” says Arte Pulico’s Nicolas Kanelos. The author may still have a shot: he has sold the paperback rights to Dell. And he was just named a keynote speaker (with Molly Ivins and Norman Schwarzkopf for the American Booksellers Association convention in May. Long before they gained this sort of attention, however, Villasenor, Cisneros and other Latino writers were quietly building devoted followings. Crossing the country, they read in local bookstores, libraries and schools. Their stories, they found, appeal not only to Latinos-who identify with them, but to a surprising number of Anglos, who find in them a refreshingly different perspective on American life. Still, there are unusual pressures on these writers. Cisneros vividly recalls the angst she went through in writing the final short stories for “Woman Hollering”: “I was traumatized that it was going to be one of the first Chicano books ‘out there. ’ I felt I had this responsibility to my community to represent us in all our diversity. ”
21、Which of the following is true of Garcia as a Latino writer according to the passage?
A She offered insight into the confrontations between two cultures.
B She emigrated from Santo Domingo when she was 10 years old.
C She became popular for her translated works in America in the 1970s.
D She described her transition from wealthy Dominicans to ragtag immigrants.
答案解析：
本题考查细节
定位到第一段。根据第二句，Unlike Latin American writers such as Colombia’s …popular here in the 1970s-these authors are writing in English and drawing their themes from two cultures.可知A选项符合题意。综上，A选项正确。
B选项，不符合第一段最后一句，Alvarez, a Middlebury College professor who emigrated from Santo Domingo when she was 10, says being an immigrant has given her a special vantage point: “We travel on that border between two worlds and we can see both points of view.”，故排除。
C选项，不符合第一段第二句内容，故排除。
D选项，不符合“Garia Girls” for example, is the story of four sisters weathering their transition from wealthy Dominicans to ragtag immigrants”原文，故排除。
故正确答案为A项。
22、What advantage do the new generation Latino writers have over Latin American writers according to the passage?
A The former are able to write in two different languages.
B The former can translate their works into different languages.
C The former are able to express ideas from a bi-cultural perspective.
D The former can travel freely across the border between two countries.
答案解析：
本题考查细节
根据第一段第二句以及第二段最后一句，可知C项正确。综上，C选项正确。
故正确答案为C项。
23、Which of the following is true of the Latino writers according to Paragraph 2?
A Their works are full of obscurities.
B None of their works won an overnight success.
C Most of them remained unknown to the public for years.
D They have great difficulty getting their works published.
答案解析：
本题考查细节
定位到第一段第二句“With few exceptions, such as Chicano writer Rudolfo Anaya, many Hispanic-Americans have been writing in virtual obscurity” ，obscurity是默默无闻、不出名的意思，与C项中的unknown意思相近，综上，C选项正确。
故正确答案为C项。
24、What can be drawn from Villasenor’s experience?
A Some editors of mainstream publishers are critical.
B Many Latino writers were mostly favored by small presses.
C “Rain of Gold” was going to be one of the first Chicano books.
D “Rain of Gold” was intended to be published as a novel by the author.
答案解析：
本题考查推断
定位到第三段第一句提到“But if Villasenor’s experience is any indication, some editors are still wary. ” wary的意思“机警的，谨慎的”，与A项中critical的意思是对应的。接下来是具体说明，综上，A选项正确。
B选项，原文未提及，故排除。
C选项，原文未提及，故排除。
D选项，不符合题意，根据第三段最后一句可知作者最终买回了这本书的版权，也就是说作者并不同意把它改编成小说出版。故排除。
故正确答案为A项。
25、What did the new generation Latino writers do to get their works known to the public?
A They avoided writing those too exotic for readers.
B They revised their works as required by press.
C They translated their works into English.
D They read their books in public places.
答案解析：
本题考查细节
根据最后一段中“Crossing the country, they read in local bookstores, libraries and schools.”可知D项符合题意。综上，D选项正确。
故正确答案为D项。
三、阅读理解题
Scientists have been surprised at how deeply culture-the language we speak, the values we absorb-shapes the brain, and are rethinking findings derived from studies of Westerners. To take one recent example, a region behind the forehead called the medial prefrontal cortex supposedly represents the self: it is active when we (“we” being the Americans in the study) think of our own identity and traits. But with Chinese volunteers, the results were strikingly different. The “me” circuit hummed not only when they thought whether a particular adjective described themselves, but also when they considered whether it described their mother. The Westerners showed no such overlap between self and mom. Depending whether one lives in a culture that views the self as autonomous and unique or as connected to and part of a larger whole, this neural circuit takes on quite different functions.
“Cultural neuroscince,” as this new field is called, is about discovering such differences. Some of the findings, as with the “me/mom” circuit, buttress longstanding notions of cultural differences. For instance, it is a cultural cliche that Westerners focus on individual objects while East Asians pay attention to context and background (another manifestation of the individualism-collectivism split). Sure enough, when shown complex, busy scenes, Asian-Americans and non-Asian-Americans recruited different brain regions. The Asians showed more activity in areas that process figure-ground relations-holistic context-while the Americans showed more activity in regions that recognize objects.
Psychologist Nalini Ambady of Tufts found something similar when she and colleagues showed drawings of people in a submissive pose (head down, shoulders hunched) or a dominant one (arms crossed, face forward) to Japanese and Americans. The brain’s dopamine-fueled reward circuit became most active at the sight of the stance-dominant for Americans, submissive for Japanese-that each volunteer’s culture most values, they reported in 2009. This raises an obvious chicken-and-egg question, but the smart money is on culture shaping the brain, not vice versa. Cultural neuroscience wouldn’t be making waves if it found neurobiological bases only for well-known cultural differences. It is also uncovering the unexpected. For instance, a 2006 study found that native Chinese speakers use a different region of the brain to do simple arithmetic (3+4) or decide which number is larger than native English speakers do, even though both use Arabic numerals. The Chinese use the circuits that process visual and spatial information and plan movements (the latter may be related to the use of the abacus). But English speakers use language circuits. It is as if the West conceives numbers as just words, but the East imbues them with symbolic, spatial freight. (Insert cliché about Asian math geniuses) “One would think that neural processes involving basic mathematical computations are universal,” says Ambady, but they “seem to be culture-specific.”
Not to be the skunk at this party, but I think it’s important to ask whether neuroscience reveals anything more than we already know from, say, anthropology. For instance, it’s well known that East Asian cultures prize the collective over the individual, and that Americans do the opposite. Does identifying brain correlates of those values offer any extra insight? After all, it’s not as if anyone thought those values are the result of something in the liver.
Ambady thinks cultural neuro-science does advance understanding. Take the me/mom finding, which, she argues, “attests to the strength of the overlap between self and people close to you in collectivistic cultures and the separation in individualistic cultures. It is important to push the analysis to the level of the brain.” Especially when it shows how fundamental cultural differences are-so fundamental, perhaps, that “universal” notions such as human rights, democracy, and the like may be no such thing.
26、Which of the following is closest in meaning to the underlined phrase “making waves” in Paragraph 3?
A Drawing criticism.
B Receiving suspicion.
C Attracting attention.
D Causing disagreement.
答案解析：
本题考查词义猜测
由画线词定位至文章第三段，画线部分句子的意思是“如果发现神经生物学仅以著名的文化差异为基础，那么文化神经科学并不会掀起风波”。making waves意为“造成轰动，引起话题”，四个选项中D项“引起分歧”意思最接近。综上，D选项正确。
故正确答案为D项。
27、Why does the author cite the findings of previous studies in Paragraph 3?
A To introduce a new topic.
B To place a topic in a larger context.
C To discuss a solution to a certain problem.
D To provide empirical data to confirm a prior belief.
答案解析：
本题考查推断
由第三段可知引用先前研究的结果是为了确认之前的看法是对的。综上，D选项正确。
故正确答案为D项。
28、Which of the following can be inferred from the passage?
A Neural processes are likely to be culturally neutral.
B The brain is believed to be influenced by different cultures.
C Westerners focus on individualism while East Asians on collectivism.
D Neuroscience reveals nothing more than we know from anthropology.
答案解析：
本题考查推断
文章首段第一句说 “Scientists have been surprised at how deeply culture-the language we speak, the values we absorb-shapes the brain”，结合下文讲述的文化神经科学的研究，可推出大脑（神经）受不同文化的影响。综上，B选项正确。
C项本身表述正确，但不是推断出的内容，它可以从原文第二段第三句直接得出，故排除。
故正确答案为B项。
29、Which of the following is a significant breakthrough achieved by cultural neuroscience according to the passage?
A It proves that some values are deeply rooted in human liver.
B It correlates cultural differences with different brain activities.
C It suggests that some universal concepts are shared across cultures.
D It disputes our usual understanding of fundamental cultural differences.
答案解析：
本题考查细节
由第三段及所举例子（中国人和说英语的人在算数时大脑的不同思维方式）可知，文化神经学的重大突破是它把文化差异与大脑活动联系起来。综上，B选项正确。
故正确答案为B项。
30、Which of the following may best describe the author’s attitudes towards universal cultural concepts in the last paragraph?
A Doubtful.
B Positive.
C Negative.
D Neutral.
答案解析：
本题考查态度
由最后一段尤其是最后一句中的“that ‘universal’ notions such as human rights, democracy, and the like may be no such thing.”可知，作者对普遍的文化概念是持积极态度的。综上，B选项正确。
故正确答案为B项。
四、简答题
31、简述教学日志(teaching journal)的含义（5分）和三个作用（9分），列出教学日志的三点注意事项（6分）。
正确答案：
（1）教学日志的含义是：教学中，结合本专业的教学内容，针对当天的教学任务发表自己的见解，教育教学中的得与失，发表自己的看法；
（2）三个作用：①促进思考向纵深发展的意义。一般的思考，往往因时间、大脑遗忘规律等方面的因素，或者导致思考停留在一般或者还没思考出具体的结果就产生了搁置现象。而且，首先需要教师对在教学中的引发了注意的教学现象进行认真地回忆，具体、细致、形象的描述，形成对教学事件、个案的进一步细致地、比较全面的认识，为深入思考奠定了基础。其次，写反思的时候，因为要落笔，就需要对所思考的内容进行逻辑化、条理化、理性化的表述，促使思考具有一定的理性化。我们经常遇到这样的现象；同时，对写下来的教学现象、个案进行思考，因为写得详实，思考也会趋于全面。
②促进教师教育理论学习的深入。如果一般的思考，往往是教师的思考不能够与理论的学习结合起来，从而导致思考的肤浅。而且，往往使人产生一种写的深刻一点的需求，在这种需求的驱动下，往往要参阅一些资料、翻看一些书籍，促使教师进一步学习，是自己的思考与倡导的理论结合起来，从而实现对理论认识的提升，从而提高自己的理论水平。
③促成教师的经验积累和提升。一般的思考，会随着时间的推移而将往事淡忘。而且，能够帮助教师把自己教学实践中的经验、问题和思考积累下来，使自己对自己教学现象中的典型事例和思考深深地记忆下来。因为写的积累作用，教师便真正成为了一个有丰富教学经验和理性思考的教师。同时，写下来的东西更方便与人交流，会促进教师更好的发展。
（3）三点注意事项：
①记成功之举，将教学过程中达到预先设计的目的、引起教学共振效应的做法；课堂教学中临时应变得当的措施；层次清楚、条理分明的板书；某些教学思想方法的渗透与应用的过程；教育学、心理学中一些基本原理使用的感触；教学方法上的改革与创新等等，详细得当地记录下来，供以后教学时参考使用，并可在此基础上不断地改进、完善、推陈出新。
②记“败笔”之处，即使是成功的课堂教学也难免有疏漏失误之处，对它们进行回顾、梳理，并对其作深刻的反思、探究和剖析，使之成为以后再教时应吸取的教训。
③记学生见解，在课堂教学过程中，学生是学习的主体，他们总会有“创新的火花”在闪烁，教师应当充分肯定学生在课堂上提出的一些独到的见解，这样不仅使学生的好方法、好思路得以推广，而且对他们也是一种赞赏和激励。同时，这些难能可贵的见解也是对课堂教学的补充与完善，可拓宽教师的教学思路，提高教学水平。因此，将其记录下来，可以作为以后丰富教学的材料养分。
④记再教设计,一节课下来，静心沉思，摸索出了哪些教学规律；教法上有哪些创新；知识点上有什么发现；组织教学方面有何新招；解题的诸多误区有无突破；启迪是否得当；训练是否到位等等。及时记下这些得失，并进行必要的归类与取舍，考虑一下再教这部分内容时应该如何做，写出“再教设计”，这样可以做到扬长避短、精益求精，把自己的教学水平提高到一个新的境界和高度。总之，写课后反思，贵在及时，贵在坚持，贵在执着地追求。一有所得，及时记下，有话则长，无话则短，以记促思，以思促教，长期积累，必有“集腋成裘、聚沙成塔”的收获。
答案解析：
本题考查教学日志
答题思路的点拨：教学日志的关键词是记录加反思，一定要答道关键词。简答题考的比较灵活，强调学生的积极思考。教学日志的作用在于促进教师思考；促进教育理论的深入；促进教师自身经验的提升。
五、案例分析题
下面是一位高中英语老师进行词汇教学的课堂板书
a black cat
an expert—— doctor
a brilliant student
a tidy room
a rainy day
a difficult problem
结合图示，回答下列三个问题：
32、图一和图二体现了词汇教学的哪两种方式？
正确答案：
（1）图一体现了英语词汇固定搭配教学方法。通过将左栏的形容词与右栏的名词组成词块进行记忆，如将“a black”与“car”进行搭配组成“a black car”词块，更有利于学生记忆单词的用法。图二体现了英语词汇教学中的头脑风暴方法。教师通过给出关键词或某一主题，激发学生对相关主题词汇的联想和提取，以达到词汇记忆的目的。
答案解析：
本题考查词汇教学模式和词汇教学模式的优缺点和原则。。
答题思路的点拨：图一体现了英语词汇固定搭配教学方法。强调词的搭配和搭配意义；由一个词联想到很多词为头脑风暴，多适用于词汇教学。
33、这两种词汇教学方法各有什么优缺点？
正确答案：
固定搭配词汇教学方法的优点有：第一，避免了记忆孤立单词难度之大的问题，搭配组成词块便于学生对单词的记忆；第二，利于学生达到运用单词的目的，提高学生对单词的搭配能力。该方法缺点有：第一，考虑到语言的负迁移现象，不能一律按照汉语意思进行搭配，以免造成由文化差异带来的对单词的不正确运用；第二，只给出一组的词语搭配容易造成学生对英语词汇学习的思维定势。
头脑风暴英语词汇教学方法的优点有：第一，有利于激发学生的想象，激活思维，促进学生对于关键词的思考。第二，有利于培养学生的合作学习能力，学生之间相互合作相互启发，把自己的想法告诉组员，与组员产生观点上的碰撞。 该方法缺点有：学生从记忆中提取单个单词，并不能理解单词运用的方法，只能记住概念。
答案解析：
本题考查词汇教学模式的优缺点。
34、这两种教学方法遵循了词汇教学的哪两个原则。
正确答案：
这两种教学方法遵循了词汇教学的原则有：第一，运用性原则：在教授单词时，通过运用性原则可以将孤立的单词组成词块而在语言输出时得以运用，利于学生由词成句，由句成篇，最终达到运用语言的目的。第二，启发性原则：词汇教学中，教师激发同学们的兴趣，通过主动参与启发学生与所学单词相关的词汇，让学生主动建构知识，学习词汇，有利于培养学生的自主学习意识。
答案解析：
词汇教学原则较多1. 语境化 2. 调用多种感官3.语块化（固定搭配） 4. 激发兴趣，根据题目，写最匹配的两个原则。可写两个与话题最相关的词汇教学的原则。
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。
教学任务：阅读学生信息和语言素材，设计20分钟的英语写作教学方案。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 evaluation
教学时间：20分钟 学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》五级水平。学生课堂参与积极性一般。（40分）语言材料：
Dear Zhou Kai,
How are you? We are doing a class survey and I have to write emails to all my pen friends in other countries, I hope you don’t mind answering these questions:
1. Do most adult smoke?
2. In most state in the US, it is now against the law to smoke in public buildings, such as banks and offices, on public transport and in restaurants and café. Is it the same in China?
3. Is the government planning to change the law about smoking in public?
Hope you can answer me the three questions!
Best wishes,
Paul
35、根据提供的信息和语言素材设计教学方案，用英文作答。
正确答案：
【参考答案】
Teaching contents: This lesson is from senior high school, and it mainly talks about the phenomenon of smoking. Paul is making a survey for adult smoking, so he writes emails to all his pen friends in other countries and seek for help.
Teaching Objectives:
（1）Knowledge objectives: ①Students can master the basic structure of an email.
②Students can get more information about smoking issues in China.
Ability objectives: ①Students can improve their writing and speaking abilities.
②Students can express their opinion about the smoking issues in daily life.
Emotional objectives: ①Students can foster the interest and desire of learning English, and taking part in class activities.
②Students can get the awareness of avoiding smoking and keeping a good health.
Teaching key and difficult points:
（1）Teaching Key Point: How to help students get to know how to write an email to analyze the phenomenon of smoking in China.
（2）Teaching Difficult Point: How to help students distinguish the bad effects of smoking.
Teaching Procedures:
Step1: Pre-writing (9 minutes)
1. Teacher shows the email of Paul on the screen, and students read it with two questions:
（1）What are the questions of Paul?
（2）What’s the basic structure of a letter? Students have three minutes to finish this task and share their answers.
2. Teacher chooses two students to read their answer for the first question, they are:
（1）Do most adults smoke in China?
（2）In most states in the US, it is now against the law to smoke in public buildings, such as banks and offices, on public transport and in restaurants and cafes. Is it the same in China?
（3）Is the government planning to change the law about smoking in public? Then teacher helps students to summarize the structure of an email: the starting address, main body and the ending wishes.
3. Four students in a group help Paul finish his survey. They need to express their ideas for Paul’s questions and then exchange with the whole class.
4. Teacher invites several groups to write down their findings on the blackboard, and asks students to arrange the writing content.
(Justification: Group discussion can strengthen their cooperative spirit and their imaginative ability can be developed. Moreover students will get the ability to write a letter to express their ideas.)
Step 2: While-writing (6minutes)
Students need to write an email to answer Paul’s problems, and they have four minutes to finish their first draft. They are required to write their survey result in an email and help Paul to do the survey about smoking phenomenon. While their writing, teacher will give the instructions for their problems.
(Justification: Students will cultivate their ability of writing a letter within certain minutes and their good habits of writing will be formed as well.)
Step3: Post-writing (5minutes)
1. Students need to check their draft by themselves and then exchange with desk-mates to do peer-editing.
2. Teacher asks three students to read their email at the front, and then gives them some comments.
(Justification: Editing can provide a perfect writing for students, meanwhile his comments will help students learn more from others and improve their writing ability promptly.)
答案解析：
本题考查教学设计。
答题思路的点拨：课型为写作课，课时为20分钟，这是一封email，要求写一封回信。考生要知道写作模式为PWP, 需要把每个教学目标的每个维度写到位，答案比较灵活不唯一。时间要分配好。严格按照写作模式PWP步骤来写，教学设计重在自己多练，建议考生多写，加强熟练程度。
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