一、单选题
1、Which of the following ______ parts is different from others in pronunciation?
A wished
B jumped
C kissed
D waited
2、Which of the following shows the general intonation pattern in a complex sentence?
A When I started my career（升）there was no（升）unemployment.
B When I started my career（升）there was no（降）unemployment.
C When I started my career（降）there was no（升）unemployment.
D When I started my career（降）there was no（降）unemployment.
3、All the ______ in this school are taught by the same teacher.
A six-year-olds
B six-years-old
C six-year-old
D six-years-olds
4、The risk of infection for that patient hasn’t diminished after the operation. ______, it has increased.
A On the whole
B On the contrary
C On the average
D On the other hand
5、Testing is still a usual means ______ which students’ progress is measured.
A in
B at
C of
D by
6、Many people ______ in the project at both research and editing stages and we would like to thank them all here.
A have involved
B have been involved
C having involved
D having been involved
7、Only until very recently ______ possible that grammarians are able to make accurate statements about the rules of some languages.
A has it been
B it has been
C was it
D it was
8、This was not _______ they had expected after years of painstaking research.
A a result as bad as
B as a result as bad
C as bad as a result
D as bad a result as
9、Which of the following words is formed through derivation?
A Students
B Shorter
C Bought
D Insanity
10、The utterance “Now, correct me if I’m wrong…” suggests that people are likely to observe the ______ Maxim in daily conversations.
A Quantity
B Quality
C Relevance
D Manner
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
12、Which of the following is communicative task?
A Reading aloud the dialogue on passage 24.
B Writing a party invitation to your friends.
C Translating the first paragraph into Chinese.
D Making sentences with the expressions given.
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
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
15、According to the affective-filter hypothesis _______ is not an affective factor influencing language learning.
A Attitude
B Motivation
C Interest
D Intelligence
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
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?
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
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
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
There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that's an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that's an instrumental motive, since the relation between fame and research is not so inherent, Often, people have both for doing things.
What mix of motives- internal or instrumental or both is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success.
We analyzed data drawn from 11, 320 cadets in nine entering classes at the United States
Military Academy at West Point, all of whom rated how much each of a set of motive influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army.
How did the cadets fare, years later? How did their progress relate their original motives for attending West Point?
We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations) than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service.
Remarkably, cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military..
Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.
There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to "money for college," "career training" or. seeing the world" will do the job, While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.
21、21.According to the passage, which of the following is an internal motive for a newly recruited soldier?
A To serve the country
B To receive career training,
C To earn money for college
D To broaden their scope of vision
There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that's an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that's an instrumental motive, since the relation between fame and research is not so inherent, Often, people have both for doing things.
What mix of motives- internal or instrumental or both is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success.
We analyzed data drawn from 11, 320 cadets in nine entering classes at the United States
Military Academy at West Point, all of whom rated how much each of a set of motive influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army.
How did the cadets fare, years later? How did their progress relate their original motives for attending West Point?
We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations) than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service.
Remarkably, cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military..
Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.
There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to "money for college," "career training" or. seeing the world" will do the job, While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.
22、22. Which of the following is closest in meaning to the underlined word"cadets"in Paragraph 3?
A A. In-service soldiers
B、 B Military researchers
C C. Military officers
D D. Military trainees
There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that's an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that's an instrumental motive, since the relation between fame and research is not so inherent, Often, people have both for doing things.
What mix of motives- internal or instrumental or both is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success.
We analyzed data drawn from 11, 320 cadets in nine entering classes at the United States
Military Academy at West Point, all of whom rated how much each of a set of motive influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army.
How did the cadets fare, years later? How did their progress relate their original motives for attending West Point?
We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations) than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service.
Remarkably, cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military..
Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.
There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to "money for college," "career training" or. seeing the world" will do the job, While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.
23、23. According to the passage, which of the following is conducive to career success?
A A. Strong internal and strong instrumental motives
B B. Strong internal and weak instrumental motives
C C Weak internal and strong instrumental motives
D D. Weak internal and weak instrumental motives
There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that's an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that's an instrumental motive, since the relation between fame and research is not so inherent, Often, people have both for doing things.
What mix of motives- internal or instrumental or both is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success.
We analyzed data drawn from 11, 320 cadets in nine entering classes at the United States
Military Academy at West Point, all of whom rated how much each of a set of motive influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army.
How did the cadets fare, years later? How did their progress relate their original motives for attending West Point?
We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations) than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service.
Remarkably, cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military..
Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.
There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to "money for college," "career training" or. seeing the world" will do the job, While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.
24、24. What do the writers disapprove concerning the current situation of attracting recruits?
A A.Taking into account applicants internal motives
B B Making them focus on the meaning of their work
C C. Relying on whatever motivational tools available
D D. Taking into account applicants instrumental motives
There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that's an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that's an instrumental motive, since the relation between fame and research is not so inherent, Often, people have both for doing things.
What mix of motives- internal or instrumental or both is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success.
We analyzed data drawn from 11, 320 cadets in nine entering classes at the United States
Military Academy at West Point, all of whom rated how much each of a set of motive influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army.
How did the cadets fare, years later? How did their progress relate their original motives for attending West Point?
We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations) than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service.
Remarkably, cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military..
Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.
There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to "money for college," "career training" or. seeing the world" will do the job, While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.
25、25. What can be the best title for the article?
A A. Motivation and Fame
B B Iwo Types of Motives
C C. The Secret of Effective Motivation
D D. The Study on the Function of Motives
【 Passage2】
The ritual of English tea time is believed to have originated in the late 100's when Anna Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea
The Duchess chronically experienced. “sinking feeling” (what we would term “low blood sugar”) in the late afternoon. To tide her over the long hours between meals she turned to carbohydrates.
Other royals immediately copied the Duchess, and afternoon tea parties became quite fashionable. Low tables were set up in front of sofas and chairs, and the ladies found a new opportunity to show off pretty clothes, fine china embroidered linen tablecloths and napkins, and silver tableware.
Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling little sandwiches and sweet pastries as well as scones were being arranged on decorative stands and plates for the ladies' pleasure.
The tea party mania quickly spread across the Atlantic where tea was already enjoyed as a beverage. This fondness for tea was later suppressed by the patriotic Americans during the era immediately preceding the American Revolution because of the unreasonable British tax on tea.
However, by April 27, 1776, Congress announced in the Philadelphia Packet that drinking of tea can now be indulged. "The custom of afternoon tea parties was not really revived in this county, though, until the mid180, when Victorian ways were in vogue here. Leisure- class American ladies began having "kettledrums" at 4 p.m. "Kettledrums was called that in connection with the term" teakettle." Petits fours and other dainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud The Illustrated Diary of a Victorian Woman, Chronicle Books, 1987) gave an anecdote concerning tea time: Mrs. Barnes had out a lovely tea-cloth for her tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unused to such dainty, contrived to slop his tea all over it. Thankful it was not L. As it was, my new feather boa, which I wore for the first time, got into my teacup, causing much alarm and merriment to all assembled. Lilian Black-Bares was, as ever, strong in adversity and wrung out the offending object in the kitchen sink. Fear it may never be the same again, none the less."
My family, mother, and I were able to relieve some of that sophisticated elegance (minus the drippy boa) when we had tea at the Ritz in London. The Palm Court, an open area on the ground floor of the hotel, is a study in turn-of-the century decor. Gilt statuary, palms, and other plants, and stylishly-set lite tables beckon welcomingly under high-up, rose-tinted skylights.
Our waiter brought us a selection of finger sandwiches of smoked salmon, ham, cucumber, Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) were offered with butter, and various preserves and jellies.
Along with this we were served Indian or China tea, and hot chocolate for my young daughter. Then the dapper waiter presented a vast tray holding many French pastries and cakes from which we could choose. After several teeny sandwiches and a couple of marmalade-coated scones, a chocolate eclair seemed to add carbohydrate overload to carboload, but "when in England, do as the English do."
This tea feast was served between 3: 30 and 5: 30 p.m. Around 10: 00 p.m. we had regained Just enough appetite to sample some fish and chips(French fries), and then we put our weary stomachs and ourselves to bed.
26、26. What can be inferred about the writer's opinion concerning what is served at the British
teatime?
A A. The English have taken in excessive carbohydrate.
B、
B. The English prefer to have different types
of drinks
C、
C. The English are not particular about the
food varieties.
D D. The English have a peculiar liking for junk food.
【 Passage2】
The ritual of English tea time is believed to have originated in the late 100's when Anna Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea
The Duchess chronically experienced. “sinking feeling” (what we would term “low blood sugar”) in the late afternoon. To tide her over the long hours between meals she turned to carbohydrates.
Other royals immediately copied the Duchess, and afternoon tea parties became quite fashionable. Low tables were set up in front of sofas and chairs, and the ladies found a new opportunity to show off pretty clothes, fine china embroidered linen tablecloths and napkins, and silver tableware.
Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling little sandwiches and sweet pastries as well as scones were being arranged on decorative stands and plates for the ladies' pleasure.
The tea party mania quickly spread across the Atlantic where tea was already enjoyed as a beverage. This fondness for tea was later suppressed by the patriotic Americans during the era immediately preceding the American Revolution because of the unreasonable British tax on tea.
However, by April 27, 1776, Congress announced in the Philadelphia Packet that drinking of tea can now be indulged. "The custom of afternoon tea parties was not really revived in this county, though, until the mid180, when Victorian ways were in vogue here. Leisure- class American ladies began having "kettledrums" at 4 p.m. "Kettledrums was called that in connection with the term" teakettle." Petits fours and other dainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud The Illustrated Diary of a Victorian Woman, Chronicle Books, 1987) gave an anecdote concerning tea time: Mrs. Barnes had out a lovely tea-cloth for her tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unused to such dainty, contrived to slop his tea all over it. Thankful it was not L. As it was, my new feather boa, which I wore for the first time, got into my teacup, causing much alarm and merriment to all assembled. Lilian Black-Bares was, as ever, strong in adversity and wrung out the offending object in the kitchen sink. Fear it may never be the same again, none the less."
My family, mother, and I were able to relieve some of that sophisticated elegance (minus the drippy boa) when we had tea at the Ritz in London. The Palm Court, an open area on the ground floor of the hotel, is a study in turn-of-the century decor. Gilt statuary, palms, and other plants, and stylishly-set lite tables beckon welcomingly under high-up, rose-tinted skylights.
Our waiter brought us a selection of finger sandwiches of smoked salmon, ham, cucumber, Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) were offered with butter, and various preserves and jellies.
Along with this we were served Indian or China tea, and hot chocolate for my young daughter. Then the dapper waiter presented a vast tray holding many French pastries and cakes from which we could choose. After several teeny sandwiches and a couple of marmalade-coated scones, a chocolate eclair seemed to add carbohydrate overload to carboload, but "when in England, do as the English do."
This tea feast was served between 3: 30 and 5: 30 p.m. Around 10: 00 p.m. we had regained Just enough appetite to sample some fish and chips(French fries), and then we put our weary stomachs and ourselves to bed.
27、 27. Which of the following is a typical feature of Victorian tea time?
A、
A. An occasion to gather with family.
B、
B. An occasion to demonstrate patriotism.
C、 C. An occasion to show off delicacy and
elegance
D、 D. An occasion to entertain the British royal members
【 Passage2】
The ritual of English tea time is believed to have originated in the late 100's when Anna Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea
The Duchess chronically experienced. “sinking feeling” (what we would term “low blood sugar”) in the late afternoon. To tide her over the long hours between meals she turned to carbohydrates.
Other royals immediately copied the Duchess, and afternoon tea parties became quite fashionable. Low tables were set up in front of sofas and chairs, and the ladies found a new opportunity to show off pretty clothes, fine china embroidered linen tablecloths and napkins, and silver tableware.
Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling little sandwiches and sweet pastries as well as scones were being arranged on decorative stands and plates for the ladies' pleasure.
The tea party mania quickly spread across the Atlantic where tea was already enjoyed as a beverage. This fondness for tea was later suppressed by the patriotic Americans during the era immediately preceding the American Revolution because of the unreasonable British tax on tea.
However, by April 27, 1776, Congress announced in the Philadelphia Packet that drinking of tea can now be indulged. "The custom of afternoon tea parties was not really revived in this county, though, until the mid180, when Victorian ways were in vogue here. Leisure- class American ladies began having "kettledrums" at 4 p.m. "Kettledrums was called that in connection with the term" teakettle." Petits fours and other dainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud The Illustrated Diary of a Victorian Woman, Chronicle Books, 1987) gave an anecdote concerning tea time: Mrs. Barnes had out a lovely tea-cloth for her tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unused to such dainty, contrived to slop his tea all over it. Thankful it was not L. As it was, my new feather boa, which I wore for the first time, got into my teacup, causing much alarm and merriment to all assembled. Lilian Black-Bares was, as ever, strong in adversity and wrung out the offending object in the kitchen sink. Fear it may never be the same again, none the less."
My family, mother, and I were able to relieve some of that sophisticated elegance (minus the drippy boa) when we had tea at the Ritz in London. The Palm Court, an open area on the ground floor of the hotel, is a study in turn-of-the century decor. Gilt statuary, palms, and other plants, and stylishly-set lite tables beckon welcomingly under high-up, rose-tinted skylights.
Our waiter brought us a selection of finger sandwiches of smoked salmon, ham, cucumber, Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) were offered with butter, and various preserves and jellies.
Along with this we were served Indian or China tea, and hot chocolate for my young daughter. Then the dapper waiter presented a vast tray holding many French pastries and cakes from which we could choose. After several teeny sandwiches and a couple of marmalade-coated scones, a chocolate eclair seemed to add carbohydrate overload to carboload, but "when in England, do as the English do."
This tea feast was served between 3: 30 and 5: 30 p.m. Around 10: 00 p.m. we had regained Just enough appetite to sample some fish and chips(French fries), and then we put our weary stomachs and ourselves to bed.
28、28. Why does the author quote Maud Berkeley in the passage?
A A. To define the nature of Victorian tea time.
B B. To prove that tea time is fashionable in America,
C C. To exemplify how exquisite an English tea time ritual was
D D. To contrast he difference between English and American tea time
【 Passage2】
The ritual of English tea time is believed to have originated in the late 100's when Anna Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea
The Duchess chronically experienced. “sinking feeling” (what we would term “low blood sugar”) in the late afternoon. To tide her over the long hours between meals she turned to carbohydrates.
Other royals immediately copied the Duchess, and afternoon tea parties became quite fashionable. Low tables were set up in front of sofas and chairs, and the ladies found a new opportunity to show off pretty clothes, fine china embroidered linen tablecloths and napkins, and silver tableware.
Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling little sandwiches and sweet pastries as well as scones were being arranged on decorative stands and plates for the ladies' pleasure.
The tea party mania quickly spread across the Atlantic where tea was already enjoyed as a beverage. This fondness for tea was later suppressed by the patriotic Americans during the era immediately preceding the American Revolution because of the unreasonable British tax on tea.
However, by April 27, 1776, Congress announced in the Philadelphia Packet that drinking of tea can now be indulged. "The custom of afternoon tea parties was not really revived in this county, though, until the mid180, when Victorian ways were in vogue here. Leisure- class American ladies began having "kettledrums" at 4 p.m. "Kettledrums was called that in connection with the term" teakettle." Petits fours and other dainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud The Illustrated Diary of a Victorian Woman, Chronicle Books, 1987) gave an anecdote concerning tea time: Mrs. Barnes had out a lovely tea-cloth for her tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unused to such dainty, contrived to slop his tea all over it. Thankful it was not L. As it was, my new feather boa, which I wore for the first time, got into my teacup, causing much alarm and merriment to all assembled. Lilian Black-Bares was, as ever, strong in adversity and wrung out the offending object in the kitchen sink. Fear it may never be the same again, none the less."
My family, mother, and I were able to relieve some of that sophisticated elegance (minus the drippy boa) when we had tea at the Ritz in London. The Palm Court, an open area on the ground floor of the hotel, is a study in turn-of-the century decor. Gilt statuary, palms, and other plants, and stylishly-set lite tables beckon welcomingly under high-up, rose-tinted skylights.
Our waiter brought us a selection of finger sandwiches of smoked salmon, ham, cucumber, Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) were offered with butter, and various preserves and jellies.
Along with this we were served Indian or China tea, and hot chocolate for my young daughter. Then the dapper waiter presented a vast tray holding many French pastries and cakes from which we could choose. After several teeny sandwiches and a couple of marmalade-coated scones, a chocolate eclair seemed to add carbohydrate overload to carboload, but "when in England, do as the English do."
This tea feast was served between 3: 30 and 5: 30 p.m. Around 10: 00 p.m. we had regained Just enough appetite to sample some fish and chips(French fries), and then we put our weary stomachs and ourselves to bed.
29、
29. Which of the following is close in meaning
to the underlined word "weary" in the last paragraph?
A、A. Exhausted.
B B. Tedious.
C C. Energetic.
D D Greedy.
【 Passage2】
The ritual of English tea time is believed to have originated in the late 100's when Anna Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea
The Duchess chronically experienced. “sinking feeling” (what we would term “low blood sugar”) in the late afternoon. To tide her over the long hours between meals she turned to carbohydrates.
Other royals immediately copied the Duchess, and afternoon tea parties became quite fashionable. Low tables were set up in front of sofas and chairs, and the ladies found a new opportunity to show off pretty clothes, fine china embroidered linen tablecloths and napkins, and silver tableware.
Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling little sandwiches and sweet pastries as well as scones were being arranged on decorative stands and plates for the ladies' pleasure.
The tea party mania quickly spread across the Atlantic where tea was already enjoyed as a beverage. This fondness for tea was later suppressed by the patriotic Americans during the era immediately preceding the American Revolution because of the unreasonable British tax on tea.
However, by April 27, 1776, Congress announced in the Philadelphia Packet that drinking of tea can now be indulged. "The custom of afternoon tea parties was not really revived in this county, though, until the mid180, when Victorian ways were in vogue here. Leisure- class American ladies began having "kettledrums" at 4 p.m. "Kettledrums was called that in connection with the term" teakettle." Petits fours and other dainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud The Illustrated Diary of a Victorian Woman, Chronicle Books, 1987) gave an anecdote concerning tea time: Mrs. Barnes had out a lovely tea-cloth for her tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unused to such dainty, contrived to slop his tea all over it. Thankful it was not L. As it was, my new feather boa, which I wore for the first time, got into my teacup, causing much alarm and merriment to all assembled. Lilian Black-Bares was, as ever, strong in adversity and wrung out the offending object in the kitchen sink. Fear it may never be the same again, none the less."
My family, mother, and I were able to relieve some of that sophisticated elegance (minus the drippy boa) when we had tea at the Ritz in London. The Palm Court, an open area on the ground floor of the hotel, is a study in turn-of-the century decor. Gilt statuary, palms, and other plants, and stylishly-set lite tables beckon welcomingly under high-up, rose-tinted skylights.
Our waiter brought us a selection of finger sandwiches of smoked salmon, ham, cucumber, Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) were offered with butter, and various preserves and jellies.
Along with this we were served Indian or China tea, and hot chocolate for my young daughter. Then the dapper waiter presented a vast tray holding many French pastries and cakes from which we could choose. After several teeny sandwiches and a couple of marmalade-coated scones, a chocolate eclair seemed to add carbohydrate overload to carboload, but "when in England, do as the English do."
This tea feast was served between 3: 30 and 5: 30 p.m. Around 10: 00 p.m. we had regained Just enough appetite to sample some fish and chips(French fries), and then we put our weary stomachs and ourselves to bed.
30、30. Which of the following is not employed in the passage?
A、A. Quotation.
B B. Flashback.
C、 C. Concrete example
D D. Comparison and contrast.
二、简答题
31、简述形成性评价的含义（4分），形成性评价的两种方法或手段（8分）并从两个方面简述形成性评价的注意事项（8分）
参考答案：
本题考查形成性评价
32. 教学情境分析题。
下面是某教室一节听说课听前环节的教学实录，单元话题为My Favourite Animal的课堂实录。
T: Today we'll talk about animas Do you lke animals?
Ss: Yes.
T: I like animals, too. Please guess what my favourite animal is.
Ss: Dog! Monkey! Pandas! Elephant!
T: Look! （教师拿出一个毛绒兔子）My favourite animal is a rabbit. It is lovely and cute. Please read after me: cute. （教师在黑板上写出cute，学生跟读）
T: Now read after me: chicken, elephant, giraffe, lion, monkey, panda, penguin, sheep, tiger, zebra. （教师在PPT上呈现听力材料中涉及的所有动物词汇，逐一领读）
Ss: …
根据所给材料，从以下三个方面作答：
（1）听前环节的两个优点是什么？
（2）这段中有哪两个问题？
（3）针对上述问题给出两项建议。
32、（1）听前环节的两个优点是什么？（10分）
（2）这段中有哪两个问题？（10分）
（3）针对上述问题给出两项建议。（10分）
参考答案：
（1）第一，教师利用小兔子教具引出单词并讲解单词，采用了直接法以及情景教学法。该方法以其直观性、趣味性、生动性，激发了学生的参与和学习欲望，有助于吸引学生的注意力，同时可以帮助学生组织思维，加速外语和客观事物的直接联系，印象深刻。
第二，教师在听前环节，讲解单词的方式比较好。通过带领学生讨论自己喜爱动物的方式引入今天的主题，在学习新单词前很自然的先复习了以往学过的单词，起到温故知新的作用；另外，在黑板上书写单词以及领读，可以看出教师很注重单词发音的准确性，注重培养学生的口语能力，这样更有助于学生听说读写能力的全面发展。该老师很好的将单词的音、形、义结合，有助于学生对于单词的全面理解以及掌握。
（2）第一，教师将PPT上呈现出来的听力材料中涉及的所有动物词汇逐一领读这一点不太恰当。通过老师的呈现不难看出本节课重点内容应为cute等形容词，但是老师一直领读动物的单词，有点本末倒置，没有突出本节课的重难点；另外动物单词都是以前学过的，对于初中生来说过于简单，没有必要花费过多时间。第二，教师在听前环节直接将听力材料呈现出来，这样不太恰当。已经看到听力材料，学生会有依赖性，可能会有很多学生不听直接看屏幕去完成任务，那听力环节就失去了意义，不利于学生听力能力的培养。
（3）建议：第一，教师应该将将课堂重心放在cute等形容词上，突出本节课的重难点。教师可以在讲解完单词后，多带领学生朗读和练习新单词，过程中应该多结合一些有趣的学习方式，例如游戏以及抢答等。另外，教师也可以创设情境让学生练习单词，如让学生根据呈现图片造句、填空等方式都比较适合初中生。
第二，听前环节不要呈现听力材料。听前教师可以做很多活动，如讲解单词、背景介绍或者对主题进行预测，这些活动可以帮助学生熟悉听力话题，对听力材料更加感兴趣。听力材料在完成听中任务后呈现比较好，教师可以让学生看着材料跟磁带或者自己朗读，这样既可以帮助学生巩固听力内容，同时可以纠正学生发音，让学生重视培养自己口语能力。
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分钟的口语教学方案。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:某城镇普通中学七年级(初中一年级)学生班级人数40人。多数学生已经达到《义务教育英语课程标准(2011年版)》二级水平。学生课堂参与积极性一般。
语言素材:
Ms. Li: Hello, my name is Li Fang. I’m your teacher and you are my students. I’m Chinese. I’m from Wuhan .What’s your name?
Lingling: My name is Wang Lingling.
Ms. Li: Nice to mect you, Lingling. Where are you from?
Lingling: I’m from Beijing. I’m Chinese.
Ms. Li: How old are you? Lingling: I’m thirteen years old.
Ms. Li: Good. Hello, what about you?
Daming: Hello, Ms. Li, my name is Li Daming and I'm from Beijing, too. I’m twelve years old.
Ms. Li: Thanks. Hello, are you from America?
Tony: No, I'm not. I'm from England. I’m Tony Smith.
Ms. Li: Nice to meet you, Tony Hi, are you English, too?
Betty: No, I'm not. I’m American and my name is Betty King Lingling Tony and Betty are our friend
Ms. Li: Good! Welcome to Class 4 Grade7!
33、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分钟的口语教学方案。教案没有固
定格式,但须包含下列要点:
参考答案：
Teaching contents: This lesson is from middle school, and it mainly talks about the where they are from and how old they are.
Teaching Objectives:
(1) Knowledge objectives
① Students can master the basic knowledge of the speaking material.
② Students can master the structure: where are you from? I’m from ... . I’m a/an ... .How old are you? I’m...
(2) Ability objective:
Students can improve their speaking abilities by class work.
(3) Emotional objective:
Students can foster the interest and desire of learning English, and can be fond of taking part in class activities.
Teaching key and difficult points:
Teaching key point:
How to help students understand and use the basic knowledge of the speaking material.
Teaching difficult point:
How to help students foster the interest in learning English.
Teaching Procedures:
Step1: Leading in (2 min)
Teacher will show students a picture about the first day of new school life and ask students to guess what this passage will mainly talk about? After several minutes, invite two students to share their answers with all of students.
(Justification: Pictures can create a more real situation for students, this will arouse students’ learning interest and help students predict what they will learn today.)
Step2: Presentation (8min)
Ask students to listen to the conversation to get the main idea of the conversation. And then ask students to read the conversation together to fill in the chart.
(Justification: Through this table, students will find the information and master the new sentence patterns by reading the dialogue.)
Step3: Practice (5 minutes)
Ask students to read the conversation in the group, four students in one group. And invite several group to show the conversation in the front of the classroom.
Then Ask students to fill in the survey. After 3 minutes, invite several representatives to make a report for the whole class.
(Justification: Survey can make students to practice the main structure and better understand the main information of the conversation that they have just learnt.)
Step4: Production (5 min)
Ask students to go different groups to introduce themselves. And then ask some of them to show their practice.
(Justification: Students can use the words and structure they have learned to express their ideas, and they can get the interest of expressing themselves in English.)
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