一、单选题
1、1. Which of the following words has a stress pattern different from the rest?
A、A. prepare
B B. technique
C C. obvious
D D. advice
2、2. Which of the following underlined words will be stressed when Julia responds to the person who has mistaken her for Julian?
A A. My name is Julia, not Julian.
B B. My name is Julia, not Julian.
C C. My name is Julia, not Julian.
D D. My name is Julia, not Julian.
3、3. The word “UNESCO” is called a(n)_____ .
A A. acronym
B、B. blend
C、C. clipped word
D D. coined word
4、4. He looks like a Scottish, but his accent may give him .
A A. off
B B. out
C、C. in
D D. away
5、5. The book is so well received that it sells _____ the million.
A A.at
B B. in
C、C. by
D D. to
6、
6. we are successful, we can be sure that we did
our best.
A A. Provided that
B B. If only
C、C. If or not
D D. Whether or not
7、
7. --Will you be
able to go swimming with us?
A A. I’m afraid not
B B. I’m afraid
C C. I’m not afraid
D D. I’m not afraid so
8、8. is the custom, the investigators carried out a painstaking search of the debris after the air crash.
A A. What
B B. As
C C. Which
D D. That
9、9. There are different words for paternal grandmother (nainai) and maternal grandmother (waipo) in Chinese, but in English the word “grandmother” is generally used in both cases, which suggests that .
A A. equal importance is given to maternal and paternal grandparents in China
B B. equal importance is given to maternal and paternal grandparents in Britain
C C. language may influence people's ways of thinking to a large extent
D D. people of different languages categorize things in different ways
10、10. Which of the following is employed by a speaker who addresses senior people as “the elderly” rather than “the old”?
A A. Social dialect.
B B. Taboo.
C、C. Lingua franca.
D D. Euphemism.
11、11. By asking the question, “Can you list your favorite food in English?”, the teacher is using the technique of .
A A. elicitation
B B. monitoring
C、C. prompting
D D. recasting
12、12. If a teacher wants to check how much students have learned at the end of a term, he/she would give them a(n) .
A A. diagnostic test
B B. placement test
C C. proficiency test
D D. achievement test
13、13. What learning style does Xiao Li exhibit if she tries to understand every single word when listening to a passage?
A A. Field-dependence.
B B. Intolerance of Ambiguity.
C、C. Risk-taking.
D、D. Field-independence.
14、14. If a teacher asks students to put jumbled sentences in order in a reading class, he /she intends to develop their ability of .
A A. word-guessing through context
B B. summarizing the main idea
C C. understanding textual coherence
D D. scanning for detailed information
15、15. When a teacher says “what do you mean by that?”, he/she is asking the student for .
A A. repetition
B B. suggestion.
C、C. introduction
D D. clarification
16、16. When a teacher says “you’d better talk in a more polite way when speaking to the elderly”, he/she is drawing the students' attention to the of language use.
A A. fluency
B B. complexity
C、C. accuracy
D D. appropriacy
17、17. Which of the following is a display question?
A A. What part of speech is “immense”?
B B. How would you comment on this report?
C C. Why do you think Hemingway is a good writer?
D D. What do you think of the characters in this novel?
18、18. Which of the following represents a contextualized way of practising “How often …”?
A A. Make some sentences with “how often”.
B B. Use “how often” and the words given to make a sentence.
C C. I go shopping twice a week. How often do you go shopping?
D D. Please change the statement into a question with “how often”.
19、19. Which of the following are controlled activities in an English class?
A A. Reporting, role-play and games.
B、B. Reading aloud, dictation and translation
C C. Role play, problem solving and discussion.
D D. Information exchange, narration and interview.
20、20. The _____ is designed according to the morphological and syntactic aspects of a language.
A、A. structural syllabus
B B. situational syllabus
C C. skill-based syllabus
D D. content-based syllabus
Passage I
The brain is truly a marvel. A seemingly endless library, whose shelves house our most precious memories as well as our lifetime’s knowledge. But is there a point where it reaches capacity? In other words, can the brain be “full”?
The answer is a resounding no, because, well, brains are more sophisticated than that. A study published in Nature Neuroscience earlier this year shows that instead of just crowding in, old information is sometimes pushed out of the brain for new memories to form.
Previous behavioral studies have shown that learning new information can lead to forgetting. But in this study, researchers used new neuroimaging techniques to demonstrate for the first time how this effect occurs in the brain.
The paper’s authors set out to investigate what happens in the brain when we try to remember information that’s very similar to what we already know. This is important because similar information is more likely to interfere with existing knowledge, and it’s the stuff that crowds without being useful.
To do this, they examined how brain activity changes when we try to remember a “target” memory, that is, when we try to recall something very specific, at the same time as trying to remember something similar (a competing memory). Participants were taught to associate a single word (say, the word sand) with two different images such as one of Marilyn Monroe and the other of a hat.
They found that as the target memory was recalled more often, brain activity for it increased.
Meanwhile, brain activity for the competing memory simultaneously weakened. This change was most prominent in regions near the front of the brain, such as the prefrontal cortex, rather than key memory structures in the middle of the brain, such as the hippocampus, which is traditionally associated with memory loss.
The prefrontal cortex is involved in a range of complex cognitive processes, such as planning, decision making, and selective retrieval of memory. Extensive research shows this part of the brain works in combination with the hippocampus to retrieve specific memories.
If the hippocampus is the search engine, the prefrontal cortex is the filter determining which, memory is the most relevant. This suggests that storing information alone is not enough for a good memory. The brain also needs to be able to access the relevant information without being distracted by similar competing pieces of information.
In daily life, forgetting actually has clear advantages. Imagine, for instance, that you you’re your bank card. The new card you receive will come with a new personal identification number (PIN). Research in this field suggests that each time you remember the new PIN, you gradually forget the old one. This process improves access to relevant information, without old memories interfering.
When we acquire new information, the brain automatically tries to incorporate it within existing information by forming associations. And when we retrieve information, both the desired and associated but irrelevant information is recalled.
The majority of previous research has focused on how we learn and remember new information. But current studies are beginning to place greater emphasis on the conditions under which we forget, as its importance begins to be more appreciated.
21、21. Which of the following is closest in meaning to the underlined word “resounding” in Paragraph 2?
A A. Definite.
B B. Repetitive.
C C. Echoing.
D D. Impressive.
Passage I
The brain is truly a marvel. A seemingly endless library, whose shelves house our most precious memories as well as our lifetime’s knowledge. But is there a point where it reaches capacity? In other words, can the brain be “full”?
The answer is a resounding no, because, well, brains are more sophisticated than that. A study published in Nature Neuroscience earlier this year shows that instead of just crowding in, old information is sometimes pushed out of the brain for new memories to form.
Previous behavioral studies have shown that learning new information can lead to forgetting. But in this study, researchers used new neuroimaging techniques to demonstrate for the first time how this effect occurs in the brain.
The paper’s authors set out to investigate what happens in the brain when we try to remember information that’s very similar to what we already know. This is important because similar information is more likely to interfere with existing knowledge, and it’s the stuff that crowds without being useful.
To do this, they examined how brain activity changes when we try to remember a “target” memory, that is, when we try to recall something very specific, at the same time as trying to remember something similar (a competing memory). Participants were taught to associate a single word (say, the word sand) with two different images such as one of Marilyn Monroe and the other of a hat.
They found that as the target memory was recalled more often, brain activity for it increased.
Meanwhile, brain activity for the competing memory simultaneously weakened. This change was most prominent in regions near the front of the brain, such as the prefrontal cortex, rather than key memory structures in the middle of the brain, such as the hippocampus, which is traditionally associated with memory loss.
The prefrontal cortex is involved in a range of complex cognitive processes, such as planning, decision making, and selective retrieval of memory. Extensive research shows this part of the brain works in combination with the hippocampus to retrieve specific memories.
If the hippocampus is the search engine, the prefrontal cortex is the filter determining which, memory is the most relevant. This suggests that storing information alone is not enough for a good memory. The brain also needs to be able to access the relevant information without being distracted by similar competing pieces of information.
In daily life, forgetting actually has clear advantages. Imagine, for instance, that you you’re your bank card. The new card you receive will come with a new personal identification number (PIN). Research in this field suggests that each time you remember the new PIN, you gradually forget the old one. This process improves access to relevant information, without old memories interfering.
When we acquire new information, the brain automatically tries to incorporate it within existing information by forming associations. And when we retrieve information, both the desired and associated but irrelevant information is recalled.
The majority of previous research has focused on how we learn and remember new information. But current studies are beginning to place greater emphasis on the conditions under which we forget, as its importance begins to be more appreciated.
22、22. According to the passage, why can’t our brain be “full”?
A A. It can forget what we want to remember.
B B. It can memorize what we want to remember.
C C. It can store limitless information like a library
D D. It forgets the old information while absorbing the new.
Passage I
The brain is truly a marvel. A seemingly endless library, whose shelves house our most precious memories as well as our lifetime’s knowledge. But is there a point where it reaches capacity? In other words, can the brain be “full”?
The answer is a resounding no, because, well, brains are more sophisticated than that. A study published in Nature Neuroscience earlier this year shows that instead of just crowding in, old information is sometimes pushed out of the brain for new memories to form.
Previous behavioral studies have shown that learning new information can lead to forgetting. But in this study, researchers used new neuroimaging techniques to demonstrate for the first time how this effect occurs in the brain.
The paper’s authors set out to investigate what happens in the brain when we try to remember information that’s very similar to what we already know. This is important because similar information is more likely to interfere with existing knowledge, and it’s the stuff that crowds without being useful.
To do this, they examined how brain activity changes when we try to remember a “target” memory, that is, when we try to recall something very specific, at the same time as trying to remember something similar (a competing memory). Participants were taught to associate a single word (say, the word sand) with two different images such as one of Marilyn Monroe and the other of a hat.
They found that as the target memory was recalled more often, brain activity for it increased.
Meanwhile, brain activity for the competing memory simultaneously weakened. This change was most prominent in regions near the front of the brain, such as the prefrontal cortex, rather than key memory structures in the middle of the brain, such as the hippocampus, which is traditionally associated with memory loss.
The prefrontal cortex is involved in a range of complex cognitive processes, such as planning, decision making, and selective retrieval of memory. Extensive research shows this part of the brain works in combination with the hippocampus to retrieve specific memories.
If the hippocampus is the search engine, the prefrontal cortex is the filter determining which, memory is the most relevant. This suggests that storing information alone is not enough for a good memory. The brain also needs to be able to access the relevant information without being distracted by similar competing pieces of information.
In daily life, forgetting actually has clear advantages. Imagine, for instance, that you you’re your bank card. The new card you receive will come with a new personal identification number (PIN). Research in this field suggests that each time you remember the new PIN, you gradually forget the old one. This process improves access to relevant information, without old memories interfering.
When we acquire new information, the brain automatically tries to incorporate it within existing information by forming associations. And when we retrieve information, both the desired and associated but irrelevant information is recalled.
The majority of previous research has focused on how we learn and remember new information. But current studies are beginning to place greater emphasis on the conditions under which we forget, as its importance begins to be more appreciated.
23、23. According to the passage, which part of our brain is traditionally considered to be fundamental to the formation of new memories?
A、A. The frontal cortex.
B B. The middle of the brain.
C C. The prefrontal cortex.
D D. The back part of the brain
Passage I
The brain is truly a marvel. A seemingly endless library, whose shelves house our most precious memories as well as our lifetime’s knowledge. But is there a point where it reaches capacity? In other words, can the brain be “full”?
The answer is a resounding no, because, well, brains are more sophisticated than that. A study published in Nature Neuroscience earlier this year shows that instead of just crowding in, old information is sometimes pushed out of the brain for new memories to form.
Previous behavioral studies have shown that learning new information can lead to forgetting. But in this study, researchers used new neuroimaging techniques to demonstrate for the first time how this effect occurs in the brain.
The paper’s authors set out to investigate what happens in the brain when we try to remember information that’s very similar to what we already know. This is important because similar information is more likely to interfere with existing knowledge, and it’s the stuff that crowds without being useful.
To do this, they examined how brain activity changes when we try to remember a “target” memory, that is, when we try to recall something very specific, at the same time as trying to remember something similar (a competing memory). Participants were taught to associate a single word (say, the word sand) with two different images such as one of Marilyn Monroe and the other of a hat.
They found that as the target memory was recalled more often, brain activity for it increased.
Meanwhile, brain activity for the competing memory simultaneously weakened. This change was most prominent in regions near the front of the brain, such as the prefrontal cortex, rather than key memory structures in the middle of the brain, such as the hippocampus, which is traditionally associated with memory loss.
The prefrontal cortex is involved in a range of complex cognitive processes, such as planning, decision making, and selective retrieval of memory. Extensive research shows this part of the brain works in combination with the hippocampus to retrieve specific memories.
If the hippocampus is the search engine, the prefrontal cortex is the filter determining which, memory is the most relevant. This suggests that storing information alone is not enough for a good memory. The brain also needs to be able to access the relevant information without being distracted by similar competing pieces of information.
In daily life, forgetting actually has clear advantages. Imagine, for instance, that you you’re your bank card. The new card you receive will come with a new personal identification number (PIN). Research in this field suggests that each time you remember the new PIN, you gradually forget the old one. This process improves access to relevant information, without old memories interfering.
When we acquire new information, the brain automatically tries to incorporate it within existing information by forming associations. And when we retrieve information, both the desired and associated but irrelevant information is recalled.
The majority of previous research has focused on how we learn and remember new information. But current studies are beginning to place greater emphasis on the conditions under which we forget, as its importance begins to be more appreciated.
24、
24. What is the
main purpose of writing this article?
A A. To interpret why our memory loss occurs.
B B. To elaborate how we retrieve specific memories.
C C. To explain why our memory capacity seems to be limitless.
D D. To present the balance between remembering and forgetting.
Passage I
The brain is truly a marvel. A seemingly endless library, whose shelves house our most precious memories as well as our lifetime’s knowledge. But is there a point where it reaches capacity? In other words, can the brain be “full”?
The answer is a resounding no, because, well, brains are more sophisticated than that. A study published in Nature Neuroscience earlier this year shows that instead of just crowding in, old information is sometimes pushed out of the brain for new memories to form.
Previous behavioral studies have shown that learning new information can lead to forgetting. But in this study, researchers used new neuroimaging techniques to demonstrate for the first time how this effect occurs in the brain.
The paper’s authors set out to investigate what happens in the brain when we try to remember information that’s very similar to what we already know. This is important because similar information is more likely to interfere with existing knowledge, and it’s the stuff that crowds without being useful.
To do this, they examined how brain activity changes when we try to remember a “target” memory, that is, when we try to recall something very specific, at the same time as trying to remember something similar (a competing memory). Participants were taught to associate a single word (say, the word sand) with two different images such as one of Marilyn Monroe and the other of a hat.
They found that as the target memory was recalled more often, brain activity for it increased.
Meanwhile, brain activity for the competing memory simultaneously weakened. This change was most prominent in regions near the front of the brain, such as the prefrontal cortex, rather than key memory structures in the middle of the brain, such as the hippocampus, which is traditionally associated with memory loss.
The prefrontal cortex is involved in a range of complex cognitive processes, such as planning, decision making, and selective retrieval of memory. Extensive research shows this part of the brain works in combination with the hippocampus to retrieve specific memories.
If the hippocampus is the search engine, the prefrontal cortex is the filter determining which, memory is the most relevant. This suggests that storing information alone is not enough for a good memory. The brain also needs to be able to access the relevant information without being distracted by similar competing pieces of information.
In daily life, forgetting actually has clear advantages. Imagine, for instance, that you you’re your bank card. The new card you receive will come with a new personal identification number (PIN). Research in this field suggests that each time you remember the new PIN, you gradually forget the old one. This process improves access to relevant information, without old memories interfering.
When we acquire new information, the brain automatically tries to incorporate it within existing information by forming associations. And when we retrieve information, both the desired and associated but irrelevant information is recalled.
The majority of previous research has focused on how we learn and remember new information. But current studies are beginning to place greater emphasis on the conditions under which we forget, as its importance begins to be more appreciated.
25、25. Which of the following is likely to be discussed in the subsequent study?
A A. The influence of memory.
B B. The conditions related to forgetting.
C C. The ways used to prevent forgetting.
D、D. The factors involved in memory formation.
Passage 2
For most American kids, it wouldn’t be Halloween without trick-or-treating for candy; however, that wasn’t always the case. When the custom of trick-or-treating started in the 1930s and early 1940s, children were given everything from homemade cookies and pieces of cake to fruit, nuts, coins and toys. In the 1950s, candy manufacturers began to get in on the act and promote their products for Halloween, and as trick-or-treating became more popular, candy was increasingly regarded as an affordable, convenient offering. It wasn’t until the 1970s, though, that wrapped, factory-made candy was viewed as the only acceptable thing to hand out to all the little ghosts and goblins that showed up on people's doorsteps. A key reason for this was safety, as parents feared, that real-life boogeymen might tamper with goodies that weren't store-bought and sealed.
Today, when it comes to Halloween candy, a number of the most popular brands are enduring classics. For example, the first Hershey’s Milk Chocolate bar was produced in 1900 and Hershey’s Kisses made their debut in 1907. Company founder Miton Hershey was a pioneer in the mass production of milk chocolate and turned what previously had been a luxury item for the well-to-do into something affordable for average Americans. In the early 1900s, he also built an entire town, Hershey, Pennsylvania, around his chocolate factory. In 1917, Harry Burnett Reese moved to Hershey, where he was a dairyman for the chocolate company and later worked at its factory. Inspired by Milton Hershey’s success, Reese, who eventually had 16 children, began making candies in his basement. In the mid-1920s, he built a factory of his own and produced an assortment of candies, including peanut butter cups, which he invented in 1928 and made with Hershey’s chocolate. During World War II, a shortage of ingredients led Reese to pull the plug on his other candies and focus on his most popular product, peanut butt cups. In 1963, Hershey acquired the H.B. Reese Candy Company.
In 1923, a struggling, Minnesota-born candy maker, Frank Mars, launched the Milky Way bar, which became a best-seller. In 1930, he introduced the Snickers bar, reportedly named for his favorite horse, followed in 1932 by the 3 Musketeers bar. Frank's son Forrest eventually joined the company, only to leave after a falling out with his father. Forrest Mars relocated to England, where he created the Mars bar in the early 1930s. In 1941, he launched M&Ms. Mars anticipated that World War II would produce a cocoa shortage, so he partnered with Bruce Murrie, son of a Hershey executive, in order to have access to a sufficient supply of ingredients, the candy s name stands for Mars and Murrie.
Another crowd-pleasing Halloween candy, the Kit Kat bar, was first sold in England in 1935 as a Rowntree’s Chocolate Crisp and in 1937 was rechristened the Kit Kat Chocolate Crisp. The name is said to be derived from a London literary and political group, the Kit-Cat (or Kit Kat) club, established in the late 17th century. The group's moniker is thought to be an abbreviation of the name of the man who owned the shop where the group originally gathered. Since 1988, the brand has been owned by Nestle, maker of another perennial trick-or-treat favorite, the Nestle Crunch bar, which debuted in the late 1930s.
26、26. What are the main features of Halloween candy in the 1970s?
A A. Safe, wrapped and factory-made.
B B. Original, homemade and expensive.
C C. Delicious, manufactured and expensive.
D D. Convenient, homemade and inexpensive.
Passage 2
For most American kids, it wouldn’t be Halloween without trick-or-treating for candy; however, that wasn’t always the case. When the custom of trick-or-treating started in the 1930s and early 1940s, children were given everything from homemade cookies and pieces of cake to fruit, nuts, coins and toys. In the 1950s, candy manufacturers began to get in on the act and promote their products for Halloween, and as trick-or-treating became more popular, candy was increasingly regarded as an affordable, convenient offering. It wasn’t until the 1970s, though, that wrapped, factory-made candy was viewed as the only acceptable thing to hand out to all the little ghosts and goblins that showed up on people's doorsteps. A key reason for this was safety, as parents feared, that real-life boogeymen might tamper with goodies that weren't store-bought and sealed.
Today, when it comes to Halloween candy, a number of the most popular brands are enduring classics. For example, the first Hershey’s Milk Chocolate bar was produced in 1900 and Hershey’s Kisses made their debut in 1907. Company founder Miton Hershey was a pioneer in the mass production of milk chocolate and turned what previously had been a luxury item for the well-to-do into something affordable for average Americans. In the early 1900s, he also built an entire town, Hershey, Pennsylvania, around his chocolate factory. In 1917, Harry Burnett Reese moved to Hershey, where he was a dairyman for the chocolate company and later worked at its factory. Inspired by Milton Hershey’s success, Reese, who eventually had 16 children, began making candies in his basement. In the mid-1920s, he built a factory of his own and produced an assortment of candies, including peanut butter cups, which he invented in 1928 and made with Hershey’s chocolate. During World War II, a shortage of ingredients led Reese to pull the plug on his other candies and focus on his most popular product, peanut butt cups. In 1963, Hershey acquired the H.B. Reese Candy Company.
In 1923, a struggling, Minnesota-born candy maker, Frank Mars, launched the Milky Way bar, which became a best-seller. In 1930, he introduced the Snickers bar, reportedly named for his favorite horse, followed in 1932 by the 3 Musketeers bar. Frank's son Forrest eventually joined the company, only to leave after a falling out with his father. Forrest Mars relocated to England, where he created the Mars bar in the early 1930s. In 1941, he launched M&Ms. Mars anticipated that World War II would produce a cocoa shortage, so he partnered with Bruce Murrie, son of a Hershey executive, in order to have access to a sufficient supply of ingredients, the candy s name stands for Mars and Murrie.
Another crowd-pleasing Halloween candy, the Kit Kat bar, was first sold in England in 1935 as a Rowntree’s Chocolate Crisp and in 1937 was rechristened the Kit Kat Chocolate Crisp. The name is said to be derived from a London literary and political group, the Kit-Cat (or Kit Kat) club, established in the late 17th century. The group's moniker is thought to be an abbreviation of the name of the man who owned the shop where the group originally gathered. Since 1988, the brand has been owned by Nestle, maker of another perennial trick-or-treat favorite, the Nestle Crunch bar, which debuted in the late 1930s.
27、27. Who does the underlined word “boogeymen” in Paragraph 1refer to?
A A. Evil spirits haunting kids.
B B. People with evil intentions.
C C. Kids in Halloween costumes.
D D. Candy makers and store keepers.
Passage 2
For most American kids, it wouldn’t be Halloween without trick-or-treating for candy; however, that wasn’t always the case. When the custom of trick-or-treating started in the 1930s and early 1940s, children were given everything from homemade cookies and pieces of cake to fruit, nuts, coins and toys. In the 1950s, candy manufacturers began to get in on the act and promote their products for Halloween, and as trick-or-treating became more popular, candy was increasingly regarded as an affordable, convenient offering. It wasn’t until the 1970s, though, that wrapped, factory-made candy was viewed as the only acceptable thing to hand out to all the little ghosts and goblins that showed up on people's doorsteps. A key reason for this was safety, as parents feared, that real-life boogeymen might tamper with goodies that weren't store-bought and sealed.
Today, when it comes to Halloween candy, a number of the most popular brands are enduring classics. For example, the first Hershey’s Milk Chocolate bar was produced in 1900 and Hershey’s Kisses made their debut in 1907. Company founder Miton Hershey was a pioneer in the mass production of milk chocolate and turned what previously had been a luxury item for the well-to-do into something affordable for average Americans. In the early 1900s, he also built an entire town, Hershey, Pennsylvania, around his chocolate factory. In 1917, Harry Burnett Reese moved to Hershey, where he was a dairyman for the chocolate company and later worked at its factory. Inspired by Milton Hershey’s success, Reese, who eventually had 16 children, began making candies in his basement. In the mid-1920s, he built a factory of his own and produced an assortment of candies, including peanut butter cups, which he invented in 1928 and made with Hershey’s chocolate. During World War II, a shortage of ingredients led Reese to pull the plug on his other candies and focus on his most popular product, peanut butt cups. In 1963, Hershey acquired the H.B. Reese Candy Company.
In 1923, a struggling, Minnesota-born candy maker, Frank Mars, launched the Milky Way bar, which became a best-seller. In 1930, he introduced the Snickers bar, reportedly named for his favorite horse, followed in 1932 by the 3 Musketeers bar. Frank's son Forrest eventually joined the company, only to leave after a falling out with his father. Forrest Mars relocated to England, where he created the Mars bar in the early 1930s. In 1941, he launched M&Ms. Mars anticipated that World War II would produce a cocoa shortage, so he partnered with Bruce Murrie, son of a Hershey executive, in order to have access to a sufficient supply of ingredients, the candy s name stands for Mars and Murrie.
Another crowd-pleasing Halloween candy, the Kit Kat bar, was first sold in England in 1935 as a Rowntree’s Chocolate Crisp and in 1937 was rechristened the Kit Kat Chocolate Crisp. The name is said to be derived from a London literary and political group, the Kit-Cat (or Kit Kat) club, established in the late 17th century. The group's moniker is thought to be an abbreviation of the name of the man who owned the shop where the group originally gathered. Since 1988, the brand has been owned by Nestle, maker of another perennial trick-or-treat favorite, the Nestle Crunch bar, which debuted in the late 1930s.
28、28. Which of the following correctly describes Milton Hershey?
A A. He mass-produced milk chocolate bars for the wealthy.
B B. He duplicated the brand of Hershey's Kisses in 1907 for Halloween.
C C. He employed Harry Burnett Reese who later founded his own company.
D D. He encouraged Forrest Mars and Bruce Murrie to jointly produce M&Ms.
Passage 2
For most American kids, it wouldn’t be Halloween without trick-or-treating for candy; however, that wasn’t always the case. When the custom of trick-or-treating started in the 1930s and early 1940s, children were given everything from homemade cookies and pieces of cake to fruit, nuts, coins and toys. In the 1950s, candy manufacturers began to get in on the act and promote their products for Halloween, and as trick-or-treating became more popular, candy was increasingly regarded as an affordable, convenient offering. It wasn’t until the 1970s, though, that wrapped, factory-made candy was viewed as the only acceptable thing to hand out to all the little ghosts and goblins that showed up on people's doorsteps. A key reason for this was safety, as parents feared, that real-life boogeymen might tamper with goodies that weren't store-bought and sealed.
Today, when it comes to Halloween candy, a number of the most popular brands are enduring classics. For example, the first Hershey’s Milk Chocolate bar was produced in 1900 and Hershey’s Kisses made their debut in 1907. Company founder Miton Hershey was a pioneer in the mass production of milk chocolate and turned what previously had been a luxury item for the well-to-do into something affordable for average Americans. In the early 1900s, he also built an entire town, Hershey, Pennsylvania, around his chocolate factory. In 1917, Harry Burnett Reese moved to Hershey, where he was a dairyman for the chocolate company and later worked at its factory. Inspired by Milton Hershey’s success, Reese, who eventually had 16 children, began making candies in his basement. In the mid-1920s, he built a factory of his own and produced an assortment of candies, including peanut butter cups, which he invented in 1928 and made with Hershey’s chocolate. During World War II, a shortage of ingredients led Reese to pull the plug on his other candies and focus on his most popular product, peanut butt cups. In 1963, Hershey acquired the H.B. Reese Candy Company.
In 1923, a struggling, Minnesota-born candy maker, Frank Mars, launched the Milky Way bar, which became a best-seller. In 1930, he introduced the Snickers bar, reportedly named for his favorite horse, followed in 1932 by the 3 Musketeers bar. Frank's son Forrest eventually joined the company, only to leave after a falling out with his father. Forrest Mars relocated to England, where he created the Mars bar in the early 1930s. In 1941, he launched M&Ms. Mars anticipated that World War II would produce a cocoa shortage, so he partnered with Bruce Murrie, son of a Hershey executive, in order to have access to a sufficient supply of ingredients, the candy s name stands for Mars and Murrie.
Another crowd-pleasing Halloween candy, the Kit Kat bar, was first sold in England in 1935 as a Rowntree’s Chocolate Crisp and in 1937 was rechristened the Kit Kat Chocolate Crisp. The name is said to be derived from a London literary and political group, the Kit-Cat (or Kit Kat) club, established in the late 17th century. The group's moniker is thought to be an abbreviation of the name of the man who owned the shop where the group originally gathered. Since 1988, the brand has been owned by Nestle, maker of another perennial trick-or-treat favorite, the Nestle Crunch bar, which debuted in the late 1930s.
29、29. How was the name “Kit Kat Chocolate Crisp” derived?
A A. It was renamed by Nestle, another maker of the Halloween candies.
B B. It was borrowed from the name of Rowntree’s Chocolate Crisp.
C C. It was named after a London literary and political group.
D D. It was abbreviated from the name of a shop owner.
Passage 2
For most American kids, it wouldn’t be Halloween without trick-or-treating for candy; however, that wasn’t always the case. When the custom of trick-or-treating started in the 1930s and early 1940s, children were given everything from homemade cookies and pieces of cake to fruit, nuts, coins and toys. In the 1950s, candy manufacturers began to get in on the act and promote their products for Halloween, and as trick-or-treating became more popular, candy was increasingly regarded as an affordable, convenient offering. It wasn’t until the 1970s, though, that wrapped, factory-made candy was viewed as the only acceptable thing to hand out to all the little ghosts and goblins that showed up on people's doorsteps. A key reason for this was safety, as parents feared, that real-life boogeymen might tamper with goodies that weren't store-bought and sealed.
Today, when it comes to Halloween candy, a number of the most popular brands are enduring classics. For example, the first Hershey’s Milk Chocolate bar was produced in 1900 and Hershey’s Kisses made their debut in 1907. Company founder Miton Hershey was a pioneer in the mass production of milk chocolate and turned what previously had been a luxury item for the well-to-do into something affordable for average Americans. In the early 1900s, he also built an entire town, Hershey, Pennsylvania, around his chocolate factory. In 1917, Harry Burnett Reese moved to Hershey, where he was a dairyman for the chocolate company and later worked at its factory. Inspired by Milton Hershey’s success, Reese, who eventually had 16 children, began making candies in his basement. In the mid-1920s, he built a factory of his own and produced an assortment of candies, including peanut butter cups, which he invented in 1928 and made with Hershey’s chocolate. During World War II, a shortage of ingredients led Reese to pull the plug on his other candies and focus on his most popular product, peanut butt cups. In 1963, Hershey acquired the H.B. Reese Candy Company.
In 1923, a struggling, Minnesota-born candy maker, Frank Mars, launched the Milky Way bar, which became a best-seller. In 1930, he introduced the Snickers bar, reportedly named for his favorite horse, followed in 1932 by the 3 Musketeers bar. Frank's son Forrest eventually joined the company, only to leave after a falling out with his father. Forrest Mars relocated to England, where he created the Mars bar in the early 1930s. In 1941, he launched M&Ms. Mars anticipated that World War II would produce a cocoa shortage, so he partnered with Bruce Murrie, son of a Hershey executive, in order to have access to a sufficient supply of ingredients, the candy s name stands for Mars and Murrie.
Another crowd-pleasing Halloween candy, the Kit Kat bar, was first sold in England in 1935 as a Rowntree’s Chocolate Crisp and in 1937 was rechristened the Kit Kat Chocolate Crisp. The name is said to be derived from a London literary and political group, the Kit-Cat (or Kit Kat) club, established in the late 17th century. The group's moniker is thought to be an abbreviation of the name of the man who owned the shop where the group originally gathered. Since 1988, the brand has been owned by Nestle, maker of another perennial trick-or-treat favorite, the Nestle Crunch bar, which debuted in the late 1930s.
30、30. What is the passage mainly about?
A A. The names and brands of Halloween candies.
B B. The origin and history of Halloween candies.
C C. The popularity and fame of Halloween candies.
D D. The consumers and manufacturers of Halloween candies.
二、简答题
31、31. 简述小组活动（group work）在英语教学中的两个作用（8分），并提出有效实施小组活动的三条建议（12分）。
参考答案：
31.【参考答案】
（1）小组活动（group work）在英语教学中的作用：
①小组活动以学生为主体有利于充分调动全体学生的积极性，促进学生参与课堂交流。小组活动创设了活跃、宽松的学习氛围，避免了教师单方面的语言输出，这样能够提高学生学习英语的兴趣，培养学生互相帮助、合作解决问题的能力。
②小组活动强调群体间的经验交流，互相启发。在小组活动中，学生能够在与同龄人的交流中锻炼英语综合运用能力。取长补短，使英语水平获得提高。
③小组活动为学生创设了交际环境，提供了交流平台。学生能通过小组活动进行语言操练，加深对语言形式和意义的理解，从而使“语言技能”到“运用语言进行交际”的发展成为可能。
(考生回答两点即可。)
（2）有效实施小组活动的建议：
①合理组建小组，明确职责分工。教师要从学生的实际情况出发，注意学生之间的差异性，进行合理分组。教师可以根据性别、性格特点、学习成绩、遵守纪律情况的等方面的差异建立若干个学习小组，这样既可以增加学习小组的可竞争性，又可以增加合作学习小组成员的多样性。在分组后，要根据每个人的实际情况，明确分工，确保每个组员都有属于自己的任务，使每个人都能有效地发挥作用。
②明确活动目的。在活动开始之前，教师要使学生明白小组活动的任务和要求，从面使学生能按照教师的布置认真完成小组任务并有实质性的收获。
③精心选择教学内容。小组合作学习中最值得讨论的内容是使人模棱两可、易产生认知冲突的内容。教师可以就此内容引导学生合作交流，达成一致意见， 从而体现合作学习的价值。此外还可以运用多种策略解决一些开放性的问题，这样可以很好地激发学生的探究思维。汇聚多角度的思维.便于学生在倾听中发现别人的长处，突破自己的思维局限。
④在小组活动中合理引导、积极调控。 教师必须仔细观察各个合作小组的合作情况。在小组活动中，教师要引导学生学会倾听，在听取其他小组合作成员的成果的基础上有的放矢，并在吸收小组合作成员已有成果的基础上来认识问题，分析问题。在合作学习过程中，教师要及时发现问题，并给予适当的点拨。
(考生回答三点即可。)
根据题目要求完成下列任务，用中文作答。下面是某教师一节课导入环节的教学实录，单元话题为Animals in danger.T: Hi, Class! Let’s look at these pictures! Can you tell us what animals they are? Ss: Elephants!/Tigers!/Monkeys!/Dolphins! T: Let’s see what these animals can do. Can elephants swim? Ss: Yes.T: Can tigers swim?Ss: Yes.
T： What animals do you like best? S1.S1： Pandas. T： Why do you like them? S1： Because they are cute. T： Great! Anyone else? Do you like tigers? S2. S2：Yes.T： Why? S2：Because they are brave. T： Can you tell us where they live?Ss： In the zoo./In the forest./In the cage. T： Look! (pointing to the tiger in the cage) Why are they sad? Ss： ...
根据所给信息从下列三个方面作答：
（1）列出该教师运用封闭式和开放式提问的各两个例句。（12分）
（2）分析封闭式问题与开放式问题各自的一个优点和一个缺点。（12分）
（3）分析该教师提问的两个特点。（6分）
32、根据所给信息从下列三个方面作答：
（1）列出该教师运用封闭式和开放式提问的各两个例句。（12分）
（2）分析封闭式问题与开放式问题各自的一个优点和一个缺点。（12分）
（3）分析该教师提问的两个特点。（6分）
参考答案：
32.【参考答案】
（1）①封闭式问题只有一个正确答案，答案是限制性的，只能评估学生对特定知识的了解。
例句：
Can elephants swim?
Can tigers swim?
②开放式问题的答案不止一个，它能调动学生的思维，考查学生的理解能力和语用能力，语用信息量较大。
例句：
What animals do you like best?
Why do you like them?
（2）①封闭式问题。
优点：封闭式问题的答案是固定的，有利于考查学生对于语言知识掌握的准确性，可以帮助学生更好地掌握和巩固目标语，有助于学生掌握正确的语言形式。
缺点：封闭式问题属于机械性操练，学生只需要回答出特定答案，没有过多的思考，不能起到发散思维的作用，不利于培养学生举一反三、实际运用语言的能力。
②开放式问题。
优点：开放式问题的答案通常不是唯一-的。教师在教学中应用开放式问题，能够引导学生自己去思考答案，发散学生的思维，让学生有动脑思考的过程，培养学生真正运用语言的能力做到启发式教学。
缺点：与封闭式问题相比，开放式问题较难，所以对于一些基础比较薄弱的学生来说完成起来会有一定的难度。如果教师应用不当的话，可能会起不到作用，打消学生的积极性，不利于教学的顺利进行。
（3）特点：
①该教师在导入环节采用了封闭式提问以及开放式提问的方式，使提问方式多元化。这两种方式适用于不同的学生也有各自的作用，这样可以充分发挥两种提问方式的优势，削弱两种提同方式的劣势，提高了教学的有效性。
②该教师的提问方式富于变化。该教师没有让学生采用单一的回答方式，而是让学生自愿回答、齐答和指定学生回答，注重了问题的广度，这样能够集中学生的注意力，充分调动学生学习的积极性，使每个学生都有适度的参与感和紧张感，提高了教学的有效性。
设计任务：请参考人教版初中英语八年级下册Unit 9 Have you ever been to amusement park一课中3a和3b部分的语言素材，设计一节课的教学方案。学生概况：本班为中等城市普通学校初中二年级的学生，班级人数为40人。多数学生已具备初步的英语语言能力。学生能够积极参与课堂活动，合作意识较强。教学时间：45分钟。教学设计包括：● 教学目标；● 教学步骤：● 教学活动方式、具体内容。
Three students talk about the most interesting museums they have ever been to. Read the magazine article and answer the questions.
1. Which three museums do the students talk about?
2. What do you think is the most interesting thing about each museum?
Ken: The most interesting museum I’ve ever been to is the American Computer Museum. They have information about humans. I wonder how much more computers will be able to do in the future.
Amy: I’ve recently been to a very unusual museum in India, the International Museum of Toilets. I just couldn’t believe my eyes when I saw so many different kinds of toilets there. The museum teaches people about the history.
Linlin: Watching them prepare the tea with the beautiful tea sets is just as enjoyable as drinking the tea itself.
Read the article again and answer the following questions.
1. What does Ken say about the American Computer Museum?
2. What can we learn at the International Museum of Toilets?
3. Why is the Hangzhou National Tea Museum a nice place to enjoy tea?
33、根据提供的信息和语言素材设计教学方案，用英文作答。
参考答案：
本题考查教学设计。
答题思路的点拨：严格按照教学设计的步骤来写，教学设计重在自己多练，建议考生多写，加强熟练程度。建议考生将教学设计模板固定化，形成自己的套路。
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