一、单选题
1、It was such (a/an) _________ when they met each other in Beijing because each thought that the other was still in Hong Kong.
A occurrence
B chance
C coincidence
D occasion
2、When you come to our city you can see ________ yourself how beautiful it is.
A in
B for
C to
D with
3、We have no trust in him because he has never _______ the grandiose promises he makes.
A delivered on
B eaten off
C forgotten about
D abided by
4、With the villager ________ the way, we had no trouble ______ the cottage.
A to lead; finding
B to lead; to find
C leading; to find
D leading; finding
5、A new park has sprung up in ________ was a wasteland ten years ago.
A that
B what
C which
D where
6、He said he’d phone you ________ he got home.
A the moment
B the moment when
C at the moment
D at the moment when
7、Which indefinite article “a” should be read emphatically in the following sentences?
A He is a handsome boy, but not smart.
B He is not a suspect, he is the suspect.
C He bought a cartoon book for his son.
D He is talking with a middle-aged man.
8、Which of the following indicates a more polite request or invitation?
A Come around↗ tonight
B Come around ↘ tonight
C Come around （降升） tonight
D Come around （升降）tonight
9、Due to the ________ influence, some Chinese learners of English wrongly passivize intransitive verbs like “die”, as in “John was died last year”.
A interlingual
B intercultural
C intralingual
D intracultural
10、________ tells where a person comes from, whereas_______ tells what he does.
A Dialect; register
B Style; genre
C Dialect; style
D Register; genre
11、Which of the following assumptions fails to describe the nature of vocabulary or vocabulary learning?
A Words are best learned in context.
B A lexical item can be more than one word.
C All words in one language have equivalents in another.
D Learning a word includes learning its form, meaning and use.
12、When a teacher creates a real life situation for his students to discuss, he expects them not to focus on _______ too much.
A form
B use
C meaning
D function
13、It is suggested that teachers should not interrupt students for error correction when the activity aims at ________.
A accuracy
B fluency
C complexity
D cohesion
14、When asking students to quickly run their eyes over a whole text to get the gist, we are training their skill of ________.
A scanning
B mapping
C predicting
D skimming
15、Teachers who adopt the _______ model for reading comprehension may start teaching a text by introducing new vocabularies and structures.
A parallel
B serial
C top-down
D bottom-up
16、It is suggested that lower-level EFL learners learn to read by reading ______ materials.
A simple and authentic
B academic and authentic
C original and classical
D classical and authentic
17、When asking students to arrange the scrambled sentences into a logical paragraph, the teacher is focusing on ________.
A reading skills
B critical think
C proofreading skills
D textual coherence
18、Which of the following is a typical feature of formal writing?
A Archaic words are usually preferred.
B The precision of language is a priority.
C Short and incomplete sentences are preferred.
D An intimate relationship with the audience is established.
19、Which of the following writing activities may be used to develop students’ skill of planning?
A Editing their writing in groups.
B Self-checking punctuations in their writing.
C Sorting out ideas and putting them in order.
D Cross-checking the language in their writing.
20、In trying to get across a message, an EFL learner may use ________ strategies to make up for a lack of knowledge of grammar or vocabulary.
A communicative
B cognitive
C resourcing
D affective
Passage 1
Hidden Valley looks a lot like the dozens of other camps that dot the woods of central Maine. There’s a lake, some soccer fields and horses. But the campers make the difference. They’re all American parents who have adopted kids from China. They’re at Hidden Valley to find bridges from their children’s old worlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chinese version of “Twinkle, Twinkle Little Star.” “Her soul is Chinese,” she says, “but really she’s growing up American.”
Hidden Valley and a handful of other “culture camps” serving families with children from overseas reflect the huge rise in the number of foreign adoptions, from 7,093 in 1990 to 15,774 last year. Most children come from Russia (4,491 last year) and China (4,206) but there are also thousands of others adopted annually from South America, Asia and Eastern Europe. After cutting through what can be miles of red tape, parents often come home to find a new predicament. “At first you think, ‘I need a child’,” says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia, 5, from China in 1995. “Then you think, ‘What does the child need?’ ”
The culture camps give families a place to find answers to those kinds of questions. Most grew out of local support groups; Hidden Valley was started last year by the Boston chapter of Families with Children from China, which includes 650 families. While parents address weighty issues like how to raise kids in a mixed-race family, their children just have fun riding horses, singing Chinese songs or making scallion pancakes. “My philosophy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents,” says the director, Peter Kassen, whose adopted daughters Hope and Lily are 6 and 4.
The camp is a continuation of language and dance classes many of the kids attend during the year. “When we rented out a theater for ‘Mulan,’ it was packed,” says Stephen Chen of Boston, whose adopted daughter Lindsay is 4. Classes in Chinese language, art and calligraphy are taught by experts, like Renne Lu of the Greater Boston Chinese Cultural Center. “Our mission is to preserve the heritage,” Lu says.
Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder, Colo., when he was 7, “I went through a stage where I hated India, hated everything about it,” he says. “You just couldn’t mention India to me.” But after six sessions at the East India Colorado Heritage Camp, held at Snow Mountain Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high school next year.
21、What is the author’s primary purpose in writing the passage?
A Revealing the procedures for foreign adoptions.
B Recounting an amazing childhood camping experience.
C Investigating how Hidden Valley serves foreign adoption families.
D Demonstrating how culture camps help foreign adoption families.
Passage 1
Hidden Valley looks a lot like the dozens of other camps that dot the woods of central Maine. There’s a lake, some soccer fields and horses. But the campers make the difference. They’re all American parents who have adopted kids from China. They’re at Hidden Valley to find bridges from their children’s old worlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chinese version of “Twinkle, Twinkle Little Star.” “Her soul is Chinese,” she says, “but really she’s growing up American.”
Hidden Valley and a handful of other “culture camps” serving families with children from overseas reflect the huge rise in the number of foreign adoptions, from 7,093 in 1990 to 15,774 last year. Most children come from Russia (4,491 last year) and China (4,206) but there are also thousands of others adopted annually from South America, Asia and Eastern Europe. After cutting through what can be miles of red tape, parents often come home to find a new predicament. “At first you think, ‘I need a child’,” says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia, 5, from China in 1995. “Then you think, ‘What does the child need?’ ”
The culture camps give families a place to find answers to those kinds of questions. Most grew out of local support groups; Hidden Valley was started last year by the Boston chapter of Families with Children from China, which includes 650 families. While parents address weighty issues like how to raise kids in a mixed-race family, their children just have fun riding horses, singing Chinese songs or making scallion pancakes. “My philosophy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents,” says the director, Peter Kassen, whose adopted daughters Hope and Lily are 6 and 4.
The camp is a continuation of language and dance classes many of the kids attend during the year. “When we rented out a theater for ‘Mulan,’ it was packed,” says Stephen Chen of Boston, whose adopted daughter Lindsay is 4. Classes in Chinese language, art and calligraphy are taught by experts, like Renne Lu of the Greater Boston Chinese Cultural Center. “Our mission is to preserve the heritage,” Lu says.
Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder, Colo., when he was 7, “I went through a stage where I hated India, hated everything about it,” he says. “You just couldn’t mention India to me.” But after six sessions at the East India Colorado Heritage Camp, held at Snow Mountain Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high school next year.
22、Which of the following is closest in meaning to the underlined word “predicament” in PARAGEAPH TWO?
A Dilemma
B Status
C Contradiction
D Consequence
Passage 1
Hidden Valley looks a lot like the dozens of other camps that dot the woods of central Maine. There’s a lake, some soccer fields and horses. But the campers make the difference. They’re all American parents who have adopted kids from China. They’re at Hidden Valley to find bridges from their children’s old worlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chinese version of “Twinkle, Twinkle Little Star.” “Her soul is Chinese,” she says, “but really she’s growing up American.”
Hidden Valley and a handful of other “culture camps” serving families with children from overseas reflect the huge rise in the number of foreign adoptions, from 7,093 in 1990 to 15,774 last year. Most children come from Russia (4,491 last year) and China (4,206) but there are also thousands of others adopted annually from South America, Asia and Eastern Europe. After cutting through what can be miles of red tape, parents often come home to find a new predicament. “At first you think, ‘I need a child’,” says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia, 5, from China in 1995. “Then you think, ‘What does the child need?’ ”
The culture camps give families a place to find answers to those kinds of questions. Most grew out of local support groups; Hidden Valley was started last year by the Boston chapter of Families with Children from China, which includes 650 families. While parents address weighty issues like how to raise kids in a mixed-race family, their children just have fun riding horses, singing Chinese songs or making scallion pancakes. “My philosophy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents,” says the director, Peter Kassen, whose adopted daughters Hope and Lily are 6 and 4.
The camp is a continuation of language and dance classes many of the kids attend during the year. “When we rented out a theater for ‘Mulan,’ it was packed,” says Stephen Chen of Boston, whose adopted daughter Lindsay is 4. Classes in Chinese language, art and calligraphy are taught by experts, like Renne Lu of the Greater Boston Chinese Cultural Center. “Our mission is to preserve the heritage,” Lu says.
Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder, Colo., when he was 7, “I went through a stage where I hated India, hated everything about it,” he says. “You just couldn’t mention India to me.” But after six sessions at the East India Colorado Heritage Camp, held at Snow Mountain Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high school next year.
23、Where are the adopted kids served by Hidden Valley from?
A Russia.
B India.
C China.
D America.
Passage 1
Hidden Valley looks a lot like the dozens of other camps that dot the woods of central Maine. There’s a lake, some soccer fields and horses. But the campers make the difference. They’re all American parents who have adopted kids from China. They’re at Hidden Valley to find bridges from their children’s old worlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chinese version of “Twinkle, Twinkle Little Star.” “Her soul is Chinese,” she says, “but really she’s growing up American.”
Hidden Valley and a handful of other “culture camps” serving families with children from overseas reflect the huge rise in the number of foreign adoptions, from 7,093 in 1990 to 15,774 last year. Most children come from Russia (4,491 last year) and China (4,206) but there are also thousands of others adopted annually from South America, Asia and Eastern Europe. After cutting through what can be miles of red tape, parents often come home to find a new predicament. “At first you think, ‘I need a child’,” says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia, 5, from China in 1995. “Then you think, ‘What does the child need?’ ”
The culture camps give families a place to find answers to those kinds of questions. Most grew out of local support groups; Hidden Valley was started last year by the Boston chapter of Families with Children from China, which includes 650 families. While parents address weighty issues like how to raise kids in a mixed-race family, their children just have fun riding horses, singing Chinese songs or making scallion pancakes. “My philosophy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents,” says the director, Peter Kassen, whose adopted daughters Hope and Lily are 6 and 4.
The camp is a continuation of language and dance classes many of the kids attend during the year. “When we rented out a theater for ‘Mulan,’ it was packed,” says Stephen Chen of Boston, whose adopted daughter Lindsay is 4. Classes in Chinese language, art and calligraphy are taught by experts, like Renne Lu of the Greater Boston Chinese Cultural Center. “Our mission is to preserve the heritage,” Lu says.
Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder, Colo., when he was 7, “I went through a stage where I hated India, hated everything about it,” he says. “You just couldn’t mention India to me.” But after six sessions at the East India Colorado Heritage Camp, held at Snow Mountain Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high school next year.
24、What can a culture camp help to do according to Peter Kassen?
A It helps the adopted kids form a correct attitude to their complex heritage.
B It helps the Chinese children have fun with their American parents.
C It helps the Americans increase the adoption from Russia and China.
D It helps the American parents adopt children from other countries.
Passage 1
Hidden Valley looks a lot like the dozens of other camps that dot the woods of central Maine. There’s a lake, some soccer fields and horses. But the campers make the difference. They’re all American parents who have adopted kids from China. They’re at Hidden Valley to find bridges from their children’s old worlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chinese version of “Twinkle, Twinkle Little Star.” “Her soul is Chinese,” she says, “but really she’s growing up American.”
Hidden Valley and a handful of other “culture camps” serving families with children from overseas reflect the huge rise in the number of foreign adoptions, from 7,093 in 1990 to 15,774 last year. Most children come from Russia (4,491 last year) and China (4,206) but there are also thousands of others adopted annually from South America, Asia and Eastern Europe. After cutting through what can be miles of red tape, parents often come home to find a new predicament. “At first you think, ‘I need a child’,” says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia, 5, from China in 1995. “Then you think, ‘What does the child need?’ ”
The culture camps give families a place to find answers to those kinds of questions. Most grew out of local support groups; Hidden Valley was started last year by the Boston chapter of Families with Children from China, which includes 650 families. While parents address weighty issues like how to raise kids in a mixed-race family, their children just have fun riding horses, singing Chinese songs or making scallion pancakes. “My philosophy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents,” says the director, Peter Kassen, whose adopted daughters Hope and Lily are 6 and 4.
The camp is a continuation of language and dance classes many of the kids attend during the year. “When we rented out a theater for ‘Mulan,’ it was packed,” says Stephen Chen of Boston, whose adopted daughter Lindsay is 4. Classes in Chinese language, art and calligraphy are taught by experts, like Renne Lu of the Greater Boston Chinese Cultural Center. “Our mission is to preserve the heritage,” Lu says.
Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder, Colo., when he was 7, “I went through a stage where I hated India, hated everything about it,” he says. “You just couldn’t mention India to me.” But after six sessions at the East India Colorado Heritage Camp, held at Snow Mountain Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high school next year.
25、What can be inferred about Alex from the last paragraph?
A The culture camps caused Alex to hate everything about India.
B The East India Colorado Heritage Camp led to Alex’s immigration.
C Hidden Valley served as a link between Alex’s old world and the new.
D The culture camps helped Alex better understand his mixed-race family.
Passage 2
Birds are a critical part of our ecological system. But more than ever, birds are threatened by human pollution and climate change.
We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea to land, clean up after the mass death of the annual Pacific salmon runs, or when a wild animal falls anywhere in a field or forest.
How could we enjoy spring without the birds flitting busily in our garden or dropping by to check out the flowers in our urban window box? Can you contemplate America without the soaring bald eagle, or even those scavengers like the pigeons and gulls that clean up discarded food scraps on our city streets and waterfronts? How diminished our lives would be without them?
Scavenging eagles and condors need hunters to behave responsibly and bury, or remove, the remains of any shot deer peppered with fragments of lead bullets. Loons, ducks and other water birds will be poisoned by lead bullets and lead fishing sinkers if we allow such objects to drop in their feeding space.
All sea and shore birds, even the puffins and guillemots of the otherwise pristine Aleutians, need us to make sure that no other heavy metals, like mercury and cadmium, are dumped in rivers and make their way across the oceans.
Birds like the terns, knots and shearwaters that migrate between the far north and deep, deep, south of our planet need people everywhere to cease and desist from filling in their wetland fuel stops and rest stations, and from constructing golfing resorts and factories in their feeding and breeding grounds.
Seabirds are among the most endangered vertebrate species on the planet, with the International Union for Conservation of Nature classifying 97 species as globally threatened, and 17 in the highest category of critically threatened. Of greatest concern are the pelicans of the southern oceans and the spectacular, but slow-breeding albatross.
Plastic bags must be eliminated from natural environments so sea and shore birds don’t mistakenly carry such debris back to feed their chicks, with invariably lethal consequences. The albatross, cormorants and herons need us to stop over-fishing and compromising their normal food supply.
The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need us to ensure that we do not dump oil into gulfs and bays, or release so much carbon dioxide into the atmosphere that the oceans turn acidic and we lose the mussels arid oysters, the mass of calcareous plankton that feeds so many creatures, and the coral reefs that nurture enormous numbers of edible species.
Think about it: We share this small green planet. As they fly, feed and nest, the birds monitor the health of the natural world for us, provided that we, in turn, make the effort to access that key information.
The birds and humans are both large, complex and ultimately vulnerable organisms that inhabit the top of the food chain. At the end of the day, their fate will be our fate.
26、Which of the following is closest in meaning to the underlined word “contemplate” in PARAGRAPH THREE?
A Live in
B Think about
C Arrive at
D Comment on
Passage 2
Birds are a critical part of our ecological system. But more than ever, birds are threatened by human pollution and climate change.
We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea to land, clean up after the mass death of the annual Pacific salmon runs, or when a wild animal falls anywhere in a field or forest.
How could we enjoy spring without the birds flitting busily in our garden or dropping by to check out the flowers in our urban window box? Can you contemplate America without the soaring bald eagle, or even those scavengers like the pigeons and gulls that clean up discarded food scraps on our city streets and waterfronts? How diminished our lives would be without them?
Scavenging eagles and condors need hunters to behave responsibly and bury, or remove, the remains of any shot deer peppered with fragments of lead bullets. Loons, ducks and other water birds will be poisoned by lead bullets and lead fishing sinkers if we allow such objects to drop in their feeding space.
All sea and shore birds, even the puffins and guillemots of the otherwise pristine Aleutians, need us to make sure that no other heavy metals, like mercury and cadmium, are dumped in rivers and make their way across the oceans.
Birds like the terns, knots and shearwaters that migrate between the far north and deep, deep, south of our planet need people everywhere to cease and desist from filling in their wetland fuel stops and rest stations, and from constructing golfing resorts and factories in their feeding and breeding grounds.
Seabirds are among the most endangered vertebrate species on the planet, with the International Union for Conservation of Nature classifying 97 species as globally threatened, and 17 in the highest category of critically threatened. Of greatest concern are the pelicans of the southern oceans and the spectacular, but slow-breeding albatross.
Plastic bags must be eliminated from natural environments so sea and shore birds don’t mistakenly carry such debris back to feed their chicks, with invariably lethal consequences. The albatross, cormorants and herons need us to stop over-fishing and compromising their normal food supply.
The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need us to ensure that we do not dump oil into gulfs and bays, or release so much carbon dioxide into the atmosphere that the oceans turn acidic and we lose the mussels arid oysters, the mass of calcareous plankton that feeds so many creatures, and the coral reefs that nurture enormous numbers of edible species.
Think about it: We share this small green planet. As they fly, feed and nest, the birds monitor the health of the natural world for us, provided that we, in turn, make the effort to access that key information.
The birds and humans are both large, complex and ultimately vulnerable organisms that inhabit the top of the food chain. At the end of the day, their fate will be our fate.
27、What does the underlined word “them” in PARAGRAPH THREE refer to?
A Birds
B Flowers
C Food scrapes
D Scavengers
Passage 2
Birds are a critical part of our ecological system. But more than ever, birds are threatened by human pollution and climate change.
We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea to land, clean up after the mass death of the annual Pacific salmon runs, or when a wild animal falls anywhere in a field or forest.
How could we enjoy spring without the birds flitting busily in our garden or dropping by to check out the flowers in our urban window box? Can you contemplate America without the soaring bald eagle, or even those scavengers like the pigeons and gulls that clean up discarded food scraps on our city streets and waterfronts? How diminished our lives would be without them?
Scavenging eagles and condors need hunters to behave responsibly and bury, or remove, the remains of any shot deer peppered with fragments of lead bullets. Loons, ducks and other water birds will be poisoned by lead bullets and lead fishing sinkers if we allow such objects to drop in their feeding space.
All sea and shore birds, even the puffins and guillemots of the otherwise pristine Aleutians, need us to make sure that no other heavy metals, like mercury and cadmium, are dumped in rivers and make their way across the oceans.
Birds like the terns, knots and shearwaters that migrate between the far north and deep, deep, south of our planet need people everywhere to cease and desist from filling in their wetland fuel stops and rest stations, and from constructing golfing resorts and factories in their feeding and breeding grounds.
Seabirds are among the most endangered vertebrate species on the planet, with the International Union for Conservation of Nature classifying 97 species as globally threatened, and 17 in the highest category of critically threatened. Of greatest concern are the pelicans of the southern oceans and the spectacular, but slow-breeding albatross.
Plastic bags must be eliminated from natural environments so sea and shore birds don’t mistakenly carry such debris back to feed their chicks, with invariably lethal consequences. The albatross, cormorants and herons need us to stop over-fishing and compromising their normal food supply.
The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need us to ensure that we do not dump oil into gulfs and bays, or release so much carbon dioxide into the atmosphere that the oceans turn acidic and we lose the mussels arid oysters, the mass of calcareous plankton that feeds so many creatures, and the coral reefs that nurture enormous numbers of edible species.
Think about it: We share this small green planet. As they fly, feed and nest, the birds monitor the health of the natural world for us, provided that we, in turn, make the effort to access that key information.
The birds and humans are both large, complex and ultimately vulnerable organisms that inhabit the top of the food chain. At the end of the day, their fate will be our fate.
28、What does the author intend to do in writing the passage?
A To evaluate our needs of birds to save our earth.
B To describe various measures to protect the birds.
C To criticize the effects of human pollution on birds.
D To explain a basic tie between birds and humans beings.
Passage 2
Birds are a critical part of our ecological system. But more than ever, birds are threatened by human pollution and climate change.
We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea to land, clean up after the mass death of the annual Pacific salmon runs, or when a wild animal falls anywhere in a field or forest.
How could we enjoy spring without the birds flitting busily in our garden or dropping by to check out the flowers in our urban window box? Can you contemplate America without the soaring bald eagle, or even those scavengers like the pigeons and gulls that clean up discarded food scraps on our city streets and waterfronts? How diminished our lives would be without them?
Scavenging eagles and condors need hunters to behave responsibly and bury, or remove, the remains of any shot deer peppered with fragments of lead bullets. Loons, ducks and other water birds will be poisoned by lead bullets and lead fishing sinkers if we allow such objects to drop in their feeding space.
All sea and shore birds, even the puffins and guillemots of the otherwise pristine Aleutians, need us to make sure that no other heavy metals, like mercury and cadmium, are dumped in rivers and make their way across the oceans.
Birds like the terns, knots and shearwaters that migrate between the far north and deep, deep, south of our planet need people everywhere to cease and desist from filling in their wetland fuel stops and rest stations, and from constructing golfing resorts and factories in their feeding and breeding grounds.
Seabirds are among the most endangered vertebrate species on the planet, with the International Union for Conservation of Nature classifying 97 species as globally threatened, and 17 in the highest category of critically threatened. Of greatest concern are the pelicans of the southern oceans and the spectacular, but slow-breeding albatross.
Plastic bags must be eliminated from natural environments so sea and shore birds don’t mistakenly carry such debris back to feed their chicks, with invariably lethal consequences. The albatross, cormorants and herons need us to stop over-fishing and compromising their normal food supply.
The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need us to ensure that we do not dump oil into gulfs and bays, or release so much carbon dioxide into the atmosphere that the oceans turn acidic and we lose the mussels arid oysters, the mass of calcareous plankton that feeds so many creatures, and the coral reefs that nurture enormous numbers of edible species.
Think about it: We share this small green planet. As they fly, feed and nest, the birds monitor the health of the natural world for us, provided that we, in turn, make the effort to access that key information.
The birds and humans are both large, complex and ultimately vulnerable organisms that inhabit the top of the food chain. At the end of the day, their fate will be our fate.
29、Which of the following fails to tell what birds do according to passage?
A They help plants grow in miracle ways.
B They clean up the dead bodies of fish and animals.
C They help the oceans from being polluted and acidic.
D They are likely to attack irresponsible hunters.
Passage 2
Birds are a critical part of our ecological system. But more than ever, birds are threatened by human pollution and climate change.
We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea to land, clean up after the mass death of the annual Pacific salmon runs, or when a wild animal falls anywhere in a field or forest.
How could we enjoy spring without the birds flitting busily in our garden or dropping by to check out the flowers in our urban window box? Can you contemplate America without the soaring bald eagle, or even those scavengers like the pigeons and gulls that clean up discarded food scraps on our city streets and waterfronts? How diminished our lives would be without them?
Scavenging eagles and condors need hunters to behave responsibly and bury, or remove, the remains of any shot deer peppered with fragments of lead bullets. Loons, ducks and other water birds will be poisoned by lead bullets and lead fishing sinkers if we allow such objects to drop in their feeding space.
All sea and shore birds, even the puffins and guillemots of the otherwise pristine Aleutians, need us to make sure that no other heavy metals, like mercury and cadmium, are dumped in rivers and make their way across the oceans.
Birds like the terns, knots and shearwaters that migrate between the far north and deep, deep, south of our planet need people everywhere to cease and desist from filling in their wetland fuel stops and rest stations, and from constructing golfing resorts and factories in their feeding and breeding grounds.
Seabirds are among the most endangered vertebrate species on the planet, with the International Union for Conservation of Nature classifying 97 species as globally threatened, and 17 in the highest category of critically threatened. Of greatest concern are the pelicans of the southern oceans and the spectacular, but slow-breeding albatross.
Plastic bags must be eliminated from natural environments so sea and shore birds don’t mistakenly carry such debris back to feed their chicks, with invariably lethal consequences. The albatross, cormorants and herons need us to stop over-fishing and compromising their normal food supply.
The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need us to ensure that we do not dump oil into gulfs and bays, or release so much carbon dioxide into the atmosphere that the oceans turn acidic and we lose the mussels arid oysters, the mass of calcareous plankton that feeds so many creatures, and the coral reefs that nurture enormous numbers of edible species.
Think about it: We share this small green planet. As they fly, feed and nest, the birds monitor the health of the natural world for us, provided that we, in turn, make the effort to access that key information.
The birds and humans are both large, complex and ultimately vulnerable organisms that inhabit the top of the food chain. At the end of the day, their fate will be our fate.
30、Which of the following is the best describes the attitudes?
A Humanistic
B Subjective
C Sentimental
D Recriminatory
二、简答题
31、简述教师在组织小组活动 (group work) 时需注意的两个注意事项(8分）。列举教师在开展小组活动时的两个主要角色（6分），并概括有效开展小组活动时教师应具备的两个主要能力（6分)。
参考答案：
本题考查的是教学实施中的课堂管理、教师的角色和教师具备的能力。
根据题目要求完成下列任务，用中文作答。
下面是某初中教师在教学一篇有关职业的课文前的活动片段。
(上课铃响，教师先让学生听一首英文歌曲，然后进行下列活动)
T: How do you like this song? Do you know the name of this song?
S1: Sorry, I don’t know.
T: It’s OK. Does anybody know the name of this singer?
S2: His name is Robbie Williams.
T: Exactly. Do you know the name of the song?
S2: A Better Man.
T: Excellent! It’s A Better Man. Hum, we don’t know much about him, but he is a singer. Well, Lily, would you like to be a singer in the future?
S3: No.
T: What would you like to be?
S3: I want to be a doctor.
T: (To S4) What would you like to be?
S4: I want to be a teacher.
…（该活动持续10分钟）
32、指出该教学活动的环节、目的和注意事项。（10分）
参考答案：
本题考查的是教学设计中的导入环节，是课堂的第一个环节。
根据题目要求完成下列任务，用中文作答。
下面是某初中教师在教学一篇有关职业的课文前的活动片段。
(上课铃响，教师先让学生听一首英文歌曲，然后进行下列活动)
T: How do you like this song? Do you know the name of this song?
S1: Sorry, I don’t know.
T: It’s OK. Does anybody know the name of this singer?
S2: His name is Robbie Williams.
T: Exactly. Do you know the name of the song?
S2: A Better Man.
T: Excellent! It’s A Better Man. Hum, we don’t know much about him, but he is a singer. Well, Lily, would you like to be a singer in the future?
S3: No.
T: What would you like to be?
S3: I want to be a doctor.
T: (To S4) What would you like to be?
S4: I want to be a teacher.
…（该活动持续10分钟）
33、简析教师的设计意图与方法。（10分）
参考答案：
本题考查的是设计意图与方法。
根据题目要求完成下列任务，用中文作答。
下面是某初中教师在教学一篇有关职业的课文前的活动片段。
(上课铃响，教师先让学生听一首英文歌曲，然后进行下列活动)
T: How do you like this song? Do you know the name of this song?
S1: Sorry, I don’t know.
T: It’s OK. Does anybody know the name of this singer?
S2: His name is Robbie Williams.
T: Exactly. Do you know the name of the song?
S2: A Better Man.
T: Excellent! It’s A Better Man. Hum, we don’t know much about him, but he is a singer. Well, Lily, would you like to be a singer in the future?
S3: No.
T: What would you like to be?
S3: I want to be a doctor.
T: (To S4) What would you like to be?
S4: I want to be a teacher.
…（该活动持续10分钟）
34、指出该教学活动片段存在的问题。（10分）
参考答案：
本题考查的是教学设计中的基本内容，虽然是案例分析，但是借助案例，考查了教学设计的第一个环节，导入及导入的目的和注意事项，设计意图和方法包括存在的问题，如果不是深刻理解导入的作用，就无法回答这三个问题。
设计任务:请阅读下面学生信息和语言素材，设计20分钟的英语听说教学方案。该方案没有固定格式，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：某城镇普通中学初中一年级(七年级)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：
35、根据提供的信息和语言素材设计教学方案，用英文作答。（40分）
参考答案：
本题考查的是教学设计，20分钟的英语听说课，材料介绍了三个人最好的三个朋友，借助这些材料，按照要求完成教学设计。
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