一、单选题
1、1. The main difference between /f/and /v/ lies in .
A A. the manner of articulation
B B. the place of articulation
C C. voicing
D D. sound duration
解析：【喵呜刷题小喵解析】：这道题目考查的是辅音的发音特点。选项A“发音方式”对于/f/和/v/来说，它们都是擦音，所以这一选项不能作为区分它们的主要特点。选项B“发音部位”对于/f/和/v/来说，它们都是唇齿音，因此这一选项也不能作为区分它们的主要特点。选项D“发音长短”是元音的分类方式，与辅音的区分无关。因此，只有选项C“声带震动与否”可以作为区分/f/（清辅音）和/v/（浊辅音）的主要特点。因此，正确答案是C。
2、2. Which of the following involves a sound deletion?
A、A. Bean.
B B. Design.
C C. Sport.
D D. Big.
解析：【喵呜刷题小喵解析】：本题考查的是语音现象中的音素省略，即音素的脱落。在给出的选项中，A项"Bean"的每个字母都发音；C项"Sport"的每个字母也都发音；D项"Big"的每个字母也都发音。而B项"Design"中，字母"g"是不发音的，即存在音素的省略现象。因此，正确答案是B。
3、3. In the economic established recently, more progress has been made by the European countries in harmonizing their countries.
A A. regulation
B B. climate
C C. circumstance
D D. requirement
解析：【喵呜刷题小喵解析】：这道题目考查的是名词的辨析。根据题目中的语境，“在最近建立的经济...下，欧洲国家在协调其经济方面取得了更多的进展”，可以推断出这里需要一个表示“经济调控，管理”的名词。选项A中的“regulation”正是这个意思，表示“规章，调控，管理”。而选项B的“climate”表示“气候”，选项C的“circumstance”表示“条件，环境”，选项D的“requirement”表示“要求，需要，必需品”，都与题目中的语境不符。因此，正确答案是A。
4、4. Smoking heavily at home will expose children to amount of smoke, endangering their health.
A A. multiple
B B. surplus
C C. durable
D D. excessive
解析：【喵呜刷题小喵解析】：本题考查形容词的辨析。选项A的“multiple”意为“多重的，多样的”，不符合句意；选项B的“surplus”意为“多余的，过剩的”，也不符合句意；选项C的“durable”意为“耐用的，持久的”，与句意不符；而选项D的“excessive”意为“过多的，极度的，过分的”，与句意“经常在家里吸烟会使孩子接触大量的烟雾，这会危害他们的健康”相符。因此，正确答案是D。
5、5. Which of the following pairs of words are gradable antonyms?
A、A. Buy and sell.
B B. Big and small.
C C. Male and female.
D D. Red and green.
解析：【喵呜刷题小喵解析】：题目要求找出哪一对词是等级反义词。等级反义词是指两个词在性质上具有等级性，对一方的肯定并不意味着对另一方的否定。例如，"big"和"small"之间就存在这样的关系，对"big"的肯定并不意味着对"small"的否定，它们之间还有一个中间量"middle"。
A选项"buy"和"sell"是反向反义关系，即一个词的意思与另一个词完全相反，没有中间状态。
C选项"male"和"female"是互补反义关系，即两者加起来代表全部，没有中间状态。
D选项"red"和"green"之间并没有反义关系。
因此，正确答案是B选项"big"和"small"，它们之间具有等级反义关系。
6、6. Naturally, she that once there was a new film everybody would be eager to go and see it.
A A. had assumed
B B. assumed
C C. has assumed
D D. was assuming
解析：【喵呜刷题小喵解析】：这道题考察的是动词的时态。从题目给出的句子"Naturally, she _______ that once there was a new film everybody would be eager to go and see it."中我们可以看出，assume的动作发生在过去，表示“她自然而然地认为”的意思。因此，应该用过去式形式。选项A和C的时态不正确，选项D是过去进行时，也不符合题意。所以，正确答案是B，即"assumed"。
7、7. If he had fought in the First World War, he might have returned .
A A. a different man.
B B. with a different man.
C C. as a different man
D D. to be a different man
解析：【喵呜刷题小喵解析】：此题考查介词短语作状语，正确答案是C。句子的意思是“如果他参加了第一次世界大战，他归来时可能会变成一个不同的人。”在这个句子中，空格处需要一个介词短语作为状语，描述他归来时的状态。选项A是一个名词短语，不能作状语；选项B的意思是“伴随着一个不同的人”，不符合句意；选项D是不定式作状语，表示目的，意为“为了成为一个不同的人”，也不符合句意。因此，正确答案是C，意为“作为一个不同的人”。
8、8. In fact, they would rather have left for London in Birmingham.
A、A. to stay
B B. in order to stay
C C. than have stayed
D D. instead of having stayed
解析：【喵呜刷题小喵解析】：本题考查了固定结构would rather do sth. than do sth.的用法，表示“宁愿做某事而不愿做某事”。在这个句子中，他们宁愿已经出发去伦敦了而不是待在伯明翰，因此应该选择C选项，即“than have stayed”。其他选项的意思和用法与题目要求不符。
9、10. What kind of speech act is performed in utterance “Come round on Saturday” when it is said as an invitation rather than a demand?
A、A. Direct speech act.
B B. Locutionary act.
C C. Indirect speech act.
D D. Perlocutionary act.
解析：【喵呜刷题小喵解析】：在言语行为理论中，言语行为可以分为直接言语行为、间接言语行为、言内行为和言后行为。直接言语行为是指说话者直接表达其意图的行为，如“我要喝水”直接表达了喝水的意图。间接言语行为则是通过另一种言语来间接地表达其用意，如“你能帮我拿杯水吗？”间接地表达了喝水的意图。言内行为是指说话本身所构成的行为，即用声音说出有意义的话语。言后行为是话语所产生的后果或引起的变化。
在题干中，“周六过来”这句话并没有直接使用邀请的词汇，而是通过一种更加委婉、含蓄的方式来表达邀请的意图。这种表达方式属于间接言语行为，因此答案为C选项，即间接言语行为。
10、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
解析：【喵呜刷题小喵解析】：在题干中，老师通过提问“Can you list your favorite food in English?”来引导学生思考并回答。这种提问方式旨在激发学生的思考和回答，因此，老师使用的是“elicitation”这一技巧，即启发、诱导学生。因此，正确答案为A选项。
11、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
解析：【喵呜刷题小喵解析】：根据题目描述，老师想要检查学生在学期末的学习成果，因此应该给他们进行一次成绩测试。成绩测试旨在了解一段时期内学生对所学课程内容的掌握情况，以便对学生的学习成绩做出评定。因此，正确答案为D，即成就测试（achievement test）。
12、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.
解析：【喵呜刷题小喵解析】：本题考查学习风格。
小李在听一篇文章的时候试图听懂每一个单词，这体现了她对于模糊信息的低容忍度。根据学习风格的定义，Intolerance of Ambiguity（模糊容忍度）是指学生面对一系列不熟悉的、复杂的线索时，对模棱两可的信息进行知觉加工的方式。模糊容忍度低的学生倾向于将模糊的、不完整的、不确定的、不连贯的信息看作是潜在的心理威胁的起因。因此，小李在听文章时试图理解每一个单词，体现了较低的模糊容忍度，所以正确答案是B选项。
其他选项的含义如下：
* Field-dependence（场依存）是指学生对事物做判断时倾向于以外部参照作为信息加工的依据，容易受周围的人，特别是权威人士的影响和干扰，善于察言观色。
* Risk-taking（冒险）是指学生在面对风险时愿意承担，不怕失败，勇于尝试新的事物。
* Field-independence（场独立）是指学生对客观事物做判断时，常常利用内部的参照，不易受外来的因素影响和干扰，能够独立对事物做判断。这些选项与题干中的描述不符，因此不是正确答案。
13、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
解析：【喵呜刷题小喵解析】：题目考查的是阅读教学中句子排序的目的。在阅读课上，教师让学生重新排列杂乱的句子，其目的在于培养学生的理解文本的连贯性的能力。因此，正确答案是C，即“理解文本的连贯性”。其他选项如A项“通过上下文猜测词义”、B项“归纳文章大意”和D项“寻读找出细节信息”都不符合题目描述的情境。
14、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
解析：【喵呜刷题小喵解析】：本题目考查了教学反馈中的常用表达。当教师说“你这么说想表达什么意思？”时，他是在询问学生关于某个观点或表述的具体含义或解释，因此正确选项为D，即“clarification”（阐释，说明）。其他选项如A（repetition重复）、B（suggestion建议）和C（introduction介绍）都不符合教师询问学生具体含义或解释的情景。
15、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
解析：【喵呜刷题小喵解析】：教师说“当你和老人说话时，你最好用一种更礼貌的方式”，这里的核心在于强调语言使用的得体性，即在不同场合和面对不同人群时，应当使用合适、得体的语言表达。选项A“流利度”指的是语言流畅的程度，与题意不符；选项B“复杂性”指的是语言结构的复杂程度，也不符合题意；选项C“准确性”虽然表示语言表达的正确性，但在此处更多地强调的是表达的方式，而非准确性。因此，最符合题意的选项是D，即“得体性”。所以，正确答案是D。
16、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?
解析：【喵呜刷题小喵解析】：在这道题目中，我们需要识别哪个选项是一个展示性问题。展示性问题通常用于检查学生对特定知识点或事实的了解，而参考性问题则用于鼓励学生进行批判性思考或分享个人观点。选项A，"What part of speech is 'immense'?"，是一个关于词性的问题，答案可以在语法规则或词典中找到，因此它是一个展示性问题。选项B，C和D都是关于对某个报告、作家或小说的评论或观点的问题，没有预设的答案，因此它们都是参考性问题。因此，正确答案是A。
17、18. Which of the following represents a contextualized way of practicing “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”.
解析：【喵呜刷题小喵解析】：在语境中练习“How often……”意味着在特定的情境中，使用“How often”来提问或回答。选项A和B都是关于用“how often”造句，虽然这也是一种练习方式，但并未展示特定的语境。选项C中，句子“I go shopping twice a week. How often do you go shopping?”提供了一个购物的话题，询问对方购物的频率，这是在一个具体的语境中练习“How often”的用法。而选项D则是将陈述句改为用“how often”提问的问句，虽然也是练习“how often”，但并没有明确展示在一个具体的语境中。因此，正确答案是C。
18、
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.
解析：【喵呜刷题小喵解析】：
本题考查英语教学中的控制性活动。控制性活动是指教师控制语言输入，学生控制语言输出的活动，主要包括朗读、听写、翻译、背诵、模仿、重复、编对话、分角色阅读、复述等活动。
A项“做报告、角色扮演和游戏”属于开放性活动，教师不控制语言输入，学生根据情境自由发挥，因此不是控制性活动。
C项“角色扮演、解决问题和讨论”虽然包含角色扮演，但“解决问题”和“讨论”属于开放性活动，教师不控制语言输入，因此也不是控制性活动。
D项“信息交流、叙述和采访”同样属于开放性活动，教师不控制语言输入，因此也不是控制性活动。
B项“朗读、听写和翻译”符合控制性活动的定义，是教师在控制语言输入的情况下，学生进行语言输出的活动，因此是正确答案。
19、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
解析：【喵呜刷题小喵解析】：这道题考察的是教学大纲的分类。题干中明确指出，该大纲是根据语言的形态和句法方面来设计的。结构教学大纲（A选项）是以语法教学为导向，以语言结构为基础，把语言看作一系列由语法规则组成的体系。这与题干中提到的形态和句法方面相符合。因此，正确答案是A。
Passage 1
The number of Americans who read books has been declining for thirty years, and those who do read have become proud of, even a bit over-identified with, the enterprise. Alongside the tote bags you can find T-shirts, magnets, and buttons printed or sewn with covers of classic novels; the Web site Etsy sells tights printed with poems by Emily Dickinson. A spread in The Paris Review featured literature-inspired paint-chip colors. The merchandising of reading has a curiously undifferentiated flavor, as if what you read mattered less than that you read. In this climate of embattled bibliophilia, a new subgenre of books about books has emerged, a mix of literary criticism, autobiography, self-help, and immersion journalism: authors undertake reading stunts to prove that reading-anything-still matters.
“I thought of my adventure as Off-Road or Extreme Reading,” Phyllis Rose writes in “The Shelf: From LEQ to LES,” the latest stunt book, in which she reads through a more or less random shelf of library books. She compares her voyage, to Ernest Shackleton’s explorations in the Antarctic. “However, I like to sleep under a quilt with my head on a goose down pillow,” she writes. “So I would read my way into the unknown-into the pathless wastes, into thin air, with no reviews, no best-seller lists, no college curricula, no National Book Awards or Pulitzer Prizes, no ads, no publicity, not even word of mouth to guide me.”
She is not the first writer to set off on armchair expedition. A. J. Jacobs, a self-described “human guinea pig,” spent a year reading the encyclopedia for “The Know-It-All: One Man's Humble Quest to Become the Smartest Person in the World” (2004). Ammon Shea read all of the Oxford English Dictionary for his book “Reading the OED: One Man,ne Year, 21, 730 Pages” (2008). In “The Whole Five Feet” (2010), Christopher Beha made his way through the Harvard Classics during a year in which he suffered serious illness and had a death in the family. In “Howard’s End Is on the Landing” (2010), Susan Hill limited herself to reading only the books that she already owned. Such extreme reading” requires special personal traits: perseverance, stamina, a craving for self- improvement, and obstinacy.
Rose fits the bill. A retired English professor, she is the author of popular biographies of Virginia Woolf and Josephine Baker, as well as “The Year of Reading Proust” (1997), a memoir of her family life and the manners and mores of the Key West literary scene. Her best book is “Parallel Lives” (1983), a group biography of five Victorian marriages. (It is filled with marvellous details and set pieces, like the one in which John Ruskin, reared on hairless sculptures of female nudes, defers consummating his marriage to Effie Gray for so long that she sues for divorce.) Rose is consistenly generous, knowledgeable, and chatty, with a knock for connecting specific incidents to large social trends. Unlike many biblio-memoirists, she loves network television and is un-nostalgic about print; in “The Shelf” she says that she prefers her e-reader to certain moldy paperbacks.
The way most of us choose our reading today is simple. Someone posts a link, and we click on it. We set out to buy one book, and Amazon suggests that we might like another. Friends and retailers know our preferences, and urge recommendations on us. The bookstore and the library could assist you, too-the people who work there may even know you and track your habits-but they are organized in an impersonal way. Shelves and open stacks offer not only immediate access to books but strange juxtapositions. Arbitrary classification breeds surprises-Nikolai Gogol nest to William Golding, Clarice Lispector next to Penelope Lively. The alphabet has no rationale, agenda, or preference.
20、21. What can be inferred from Paragraph 1 about the author's opinion on reading?
A A. What really matters is the fact that you read.
B B. An emphasis should be placed on what you read.
C C. The merchandising of reading can boost book sales.
D D. Reading as a serious undertaking should not be merchandised.
解析：【喵呜刷题小喵解析】：在Paragraph 1中，作者描述了美国阅读书籍的人数减少，以及那些仍然阅读的人对阅读的自豪感和过度认同。同时，作者也提到了与阅读相关的商品销售，如T恤、磁铁、按钮等，以及文学启发的颜色等。这些现象表明，阅读的商业化已经发生，并且作者似乎对这种趋势持批评态度。因此，可以推断出作者认为阅读作为一种严肃的活动不应该被商业化，所以正确答案是D。
21、22. Why does Phyllis Rose compare her reading to Ernest Shackleton’s explorations in the Antarctic?
A A. To emphasize the adventurous and stirring experience of reading.
B B. To emphasize the role of reading in broadening people's horizon.
C C. To emphasize the amusement in reading without specific guidance.
D D. To emphasize the challenges in reading books of varying categories.
解析：【喵呜刷题小喵解析】：在文章中，Phyllis Rose将她的阅读比作Ernest Shackleton在南极的探险，是为了强调在没有具体指导的情况下阅读的乐趣。她提到自己喜欢在鹅绒枕头下睡觉，并愿意通过阅读进入未知领域，没有评论、最佳畅销书列表、大学课程、国家图书奖或普利策奖、广告、宣传，甚至口碑来引导她。这种阅读方式需要特殊的个人特质，如毅力、耐力、自我改进的渴望和固执。因此，她将自己的阅读比作探险，强调在没有具体指导的情况下阅读的乐趣。选项C正确。
22、23. Which of the following is closest in meaning to underlined phrase “human guinea pig” in Paragraph 3?
A A. A person used in experiments.
B B. An uneducated person.
C C. A lazy person.
D D. A vulnerable person.
解析：【喵呜刷题小喵解析】：在第三段中，A. J. Jacobs被描述为“human guinea pig”，根据上下文可以推断，这里是指他作为一位愿意参与各种实验和尝试的人，愿意体验不同的生活、学习和工作方式，以便从中获得新的见解和启示。因此，A选项“A person used in experiments”最接近原文中“human guinea pig”的含义。B、C、D选项与原文不符。
23、24. Why is Rose considered a good instance to manifest “extreme reading”?
A A. People’s interest in reading needs to be inspired.
B B. Most people do not know what they should read.
C C. She knows how to relieve her mental suffering via reading.
D D. She has special personal traits needed for “extreme reading”.
解析：【喵呜刷题小喵解析】：在文章中提到，进行“极端阅读”需要特殊的个人特质，如毅力、耐力、渴望自我提升和固执。而Rose具备这些特质，因此被认为是进行“极端阅读”的一个好例子。因此，选项D“她具备进行‘极端阅读’所需的特殊个人特质”是正确的。
24、25. In what sense is the arbitrary classification of books considered to be impersonal?
A A. It brings about surprises.
B B. It fails to track readers’ habits.
C C. It ignores the content of books.
D D. It fails to consider reader’s preferences.
解析：【喵呜刷题小喵解析】：文章提到书店和图书馆是以非个人化的方式组织的，这意味着它们并没有根据读者的习惯或偏好来个性化地推荐书籍。文章中提到，书架和开放书架不仅提供了即时的书籍访问，而且带来了奇怪的并置，这暗示了书籍的分类是任意的，没有考虑到读者的个人喜好或需求。因此，选项A“它带来了惊喜”最符合文章中的描述，即书籍的任意分类是非个人化的，因为它没有考虑到读者的具体偏好，而是产生了意外的并置和惊喜。
Passage 2
If you have got kids, here is a nasty truth: they are probably not very special, that is, they are average, ordinary, and unremarkable. Consider the numbers of those applications your daughter is sending to Ivy League schools, for instance. There are more than a quarter of a million other kids aiming for the same eight colleges at the same time, and less than 9% of them will make the cut. And those hours you spend coaching Little League because you just know your son’s sweet swing will take him to the professionals. There are 2.4 million other Little Leaguers out there, and there are exactly 750 openings for major league ballplayers at the beginning of each scason. That gives him a 0.0313% chance of reaching the big clubs, The odds are just as long for the other dreams you‘ve had for your kids: your child the billionaire, the Broadway star, the Rhodes scholar. Most of those things are never going to happen.
The kids are paying the price for parents' delusions. In public schools, some students are bringing home 17.5 hours of homework per week or 3.5 per school night and it's hard to see how they have time to do it. From 2004 to 2014, the number of children participating in up to three hours of after-school activities on any given day rose from 6.5 million to 10.2 million. And all the while, the kids are being fed a promise- that they can be tutored and coached, pushed and tested, hot- housed and advance placed until success is assured.
At last, a growing chorus of educators and psychologists is saying, “Enough!” Somewhere between the self-esteem building of going for the gold and the self-esteem crushing of the Ivy-or-die ethos there has to be a place where kids can breathe, where they can have the freedom to do what they love and where parents accustomed to pushing their children to excel can shake off the newly defined shame of having raised an ordinary child.
If the system is going to be fixed, it has to start, no surprise, with the parents. For them, the problem isn’t merely the expense of the tutors, the chore of the homework checking and the constant search for just the right summer program. It’s also the sweat equity that comes from agonizing over every exam, grieving over every disappointing grade-becoming less a guide in a child’s academic career than an intimate fellow traveler.
The first step for parents is accepting that they have less control over their children’s education than they think they do -a reality that can be both sobering and liberating. You can sign your kids up for ballet camp or violin immersion all you want, but if they're simply doing what they’re told instead of doing what they love, they’ll take it only so far.
Ultimately, there’s a much larger national conversation that needs to be had about just what higher education means and when it’s needed at all. Four years of college has been sold as being a golden ticket in the American economy, and to an extent that’s true.
But pushing all kids down the bachelor’s path ensures not only that some of them will lose their way but also that critical jobs that require a two-year or less skilled trades, some kinds of nursing, computer technology, airline mechanics and more- will go unfilled.
There will never be a case to be made for a culture of academic complacency or the demolition of the meritocracy. It can be fulfilling for kids to chase a ribbon, as long as it’s a ribbon the child really wants. And the very act of making that effort can bring out the best in anyone’s work.
But we cheat ourselves, and worse, we cheat our kids, if we view life as a single straight-line race in which one one-hundredth of the competitions finish in the money and everyone else loses. We will all be better off if we recognize that there are a great many races of varying lengths and outcomes. The challenge for parents is to help their children find the one that’s right for them.
25、27 Which of the following factors deprives the kids of freedom to do what they love?
A A. 3.5 hours of school assignments set by their teachers every day.
B B. The educational reforms made by the public schools they attend.
C C. The growing number of peers taking part in off-campus activities.
D D. Their parents’ unrealistic wish for them to have a promising future.
解析：【喵呜刷题小喵解析】：根据文章中的描述，孩子们被剥夺了自由去做他们喜欢的事情，主要是因为他们的父母对他们有着不切实际的期望，希望他们有一个光明的未来。这种期望导致父母不断推动孩子追求各种学术和职业目标，从而限制了孩子们的自由和兴趣。因此，选项D“他们的父母对他们有着不切实际的期望”是正确答案。其他选项在文章中并没有提到。
26、28. What are parents supposed to do to alter the current educational system?
A A. To pay for their kids’ education.
B B. To take up all the household chores.
C C. To provide guidance to their children.
D D. To push their children to excel at exams.
解析：【喵呜刷题小喵解析】：文章指出，如果要改变当前的教育体系，父母必须接受他们无法控制孩子教育的现实，并为孩子提供指导。因此，父母应该提供指导，而不是仅仅推动孩子去取得好成绩。选项A、B和D都与文章中的信息不符，只有选项C符合文章中的建议。
27、29. According to the author, which of the following perceptions should parents adopt concerning their kids’ education?
A A. They should be their kids’ companions on their journey to academic excellence.
B B. They should realize the fact that most children would remain mediocre despite their wills.
C C. They should feel relieved if they don’t have to pay for their kid’s off- school art lessons.
D D. They should be their kids’ career director rather than help them find a right path to walk on.
解析：【喵呜刷题小喵解析】：根据文章中的描述，作者认为父母应该接受他们对孩子教育控制力比他们想象的要小的事实，这是一个既令人沮丧又令人解放的现实。作者提到，父母应该接受孩子可能只是普通的事实，而不是一直追求学术上的卓越。因此，选项B“他们应该意识到大多数孩子即使他们愿意也会保持平庸”最符合作者的观点。
28、30. What does the underlined word “one” in the last paragraph refer to?
A A. Race.
B B. Length.
C、C. Challenge.
D D. Outcome.
解析：【喵呜刷题小喵解析】：在文章最后一段中，提到“The challenge for parents is to help their children find the one that’s right for them.”（父母面临的挑战是帮助他们的孩子找到适合他们的那条路。）这里的“one”指的是前面提到的“races”（比赛），即父母需要帮助孩子找到适合他们的比赛或道路。因此，正确答案是A，即“Race”。
二、简答题
29、根据题目要求完成下列任务，用中文作答。
31. PPT是英语教师常用的一种教学辅助工具，请简述PPT在语言教学中的两个优点（6分），列举英语课堂教学中使用PPT常见的两个问题（6分），并提出合理使用PPT的两条建议（8分）。
参考答案：
31.【参考答案】
（1）PPT在语言教学中的两个优点：
①PPT能够将教材内容生动活泼地呈现在学生面前，使静态、枯燥的语言材料变得直现、 具体，富有感染力，从而调动学生学习的积极性，激发学生的学习兴趣。
②PPT的使用可以创建直观的教学情境，提供有利于学生观察、模仿、尝试、体验真实语言的环境，使英语课堂更好地体现真实性和交际性。
（2）英语课堂教学中使用PPT常见的两个问题：
①PPT有时候会分散学生的注意力，如学生的注意力可能被图片、视频、音乐等吸引，影响教学效果。
②教师过于依赖PPT，容易忽视讲解、板书活动等在课堂上的重要作用，且教师使用PPT在一定程度上增加了其工作量。一味地追求使用PPT有时会使教师忽略课程的重点和难点，PPT 的作用适得其反。
（3）合理使用PPT的两条建议：
①教师应当有针对性地根据课型和教学内容合理设计PPT，突出教学的重难点，注意PPT的页数与切换速度，使PPT真正做到为教学内容服务。
②教师在使用PPT时，要注意目的性和恰当性，PPT的使用不能替代师生在课堂上真实的语言交流、思维碰撞、情感互动等人际交往活动。PPT 只是教学的辅助手段，不能喧宾夺主。
解析：【喵呜刷题小喵解析】
本题要求简述PPT在语言教学中的两个优点，列举英语课堂教学中使用PPT常见的两个问题，并提出合理使用PPT的两条建议。
首先，PPT在语言教学中的两个优点包括：一是能够将教材内容生动活泼地呈现在学生面前，使静态、枯燥的语言材料变得直现、具体，富有感染力，从而调动学生的学习积极性，激发学生的学习兴趣；二是可以创建直观的教学情境，提供有利于学生观察、模仿、尝试、体验真实语言的环境，使英语课堂更好地体现真实性和交际性。
其次，英语课堂教学中使用PPT常见的两个问题包括：一是PPT有时候会分散学生的注意力，如学生的注意力可能被图片、视频、音乐等吸引，影响教学效果；二是教师过于依赖PPT，容易忽视讲解、板书活动等在课堂上的重要作用，且教师使用PPT在一定程度上增加了其工作量。一味地追求使用PPT有时会使教师忽略课程的重点和难点，PPT的作用适得其反。
最后，合理使用PPT的两条建议包括：一是教师应当有针对性地根据课型和教学内容合理设计PPT，突出教学的重难点，注意PPT的页数与切换速度，使PPT真正做到为教学内容服务；二是教师在使用PPT时，要注意目的性和恰当性，PPT的使用不能替代师生在课堂上真实的语言交流、思维碰撞、情感互动等人际交往活动。PPT只是教学的辅助手段，不能喧宾夺主。
以上答案和建议符合题目要求，全面、准确地回答了PPT在语言教学中的优点、常见问题和合理使用建议。
根据题目要求完成下列任务，用中文作答。
32.下面是某英语教师在日常教学中使用的《学生口语能力评价表》。该教师运用此表记录了某位学生（李华）一学期口语能力的发展情况（注1= 一般；2= 良好；3= 优秀）。
学生口语能力评价表
姓名
单元
流利性
得体性
交际策略使用
任务完成度
李华
第一单元
1
1
1
1
第二单元
1
1
2
2
第三单元
2
1
1
3
......
......
......
……
……
根据所给信息从下列三个方面作答：
该教师所采用的评价属于什么类型?（6分）
该评价表具有哪三个主要作用?（12分）
该教师可以以从哪三个方面对此评价表进行改进?（12分）
30、该教师所采用的评价属于什么类型?（6分）
参考答案：
（1）该教师所采用的评价属于形成性评价。形成性评价是在教学活动中，为了更好地达到教学目标，取得最佳教学效果而不断进行的评价。它能用来及时了解某阶段教学的结果和学生学习的进展情况以及存在的问题。
解析：【喵呜刷题小u解析】
该题主要考查了形成性评价的定义以及评价表的作用和改进方法。
首先，形成性评价是在教学过程中为了及时了解学生的学习情况而进行的评价，旨在帮助学生和教师发现学习中存在的问题，及时调整教学策略。因此，该教师采用的评价属于形成性评价。
其次，评价表的作用主要体现在三个方面：一是检测学生的口语能力水平，明确学生的学习进度和需要改进的方向；二是为学生提供具体的学习反馈，帮助学生了解自己的学习状况，促进学生自我反思和学习改进；三是帮助教师了解学生的学习状况，发现教学中存在的问题，及时调整教学策略。
最后，该评价表可以从增加评价维度、细化评价标准、增加评价频率三个方面进行改进。增加评价维度可以更全面地评价学生的口语能力；细化评价标准可以使评价更具客观性和准确性；增加评价频率可以及时发现学生的问题并给出反馈。
31、该评价表具有哪三个主要作用?（12分）
参考答案：
（2）评价表的主要作用：
①通过笑脸数目的变化体现学生的表现，使得评价结果一目了然，评价表具有直观性和对比性。
②展现学生在每单元的口语表现，使评价具有科学性。该评价表可以体现出在每一单元中，学生的口语在哪些方面表现不错，哪些方面有待努力，这样教师可以在接下来的教学中采取适当的策略，学生也可以加强相关的学习。
③记录学生的学习进展情况，使评价过程具有连续性和动态性。该表纵向表现了学生每个项目的进步情况，这能够使教师对学生的学习进展有总体性的认识，同时使学生对自身成绩有更加客现的认识，激发学生的学习动力。
解析：【喵呜刷题小u解析】
首先，针对第一问，我们可以从形成性评价的定义出发，即在教学过程中进行的评价，旨在监控学生的学习进程，及时调整教学策略。此评价表记录了李华在一学期中的口语能力发展情况，符合形成性评价的特点。
其次，对于第二问，我们可以从评价表的直观性、科学性和连续性三个方面来阐述其主要作用。直观性体现在通过笑脸数目的变化，学生可以直观地看到自己的表现；科学性体现在评价表详细记录了学生在每个单元的口语表现，帮助教师调整教学策略，学生明确学习方向；连续性体现在评价表记录了学生的学习进展情况，使评价过程具有连续性。
最后，对于第三问，我们可以从增加评价标准的明确性、提高评价的客观性和强化评价的反馈功能三个方面来提出改进建议。明确评价标准可以帮助教师更全面地评价学生的口语能力；引入更多的评价主体可以使评价更加客观公正；加入反馈环节可以让学生和教师及时了解对方的评价和建议，以便调整学习策略和优化教学方法。
32、该教师可以以从哪三个方面对此评价表进行改进?（12分）
参考答案：
（3）改进措施：
①增加评价维度。教师可以根据学生的表现，增加语音语调、语法运用的准确性，达意度等维度。
②细化每个维度的评价标准。教师可以制定出不同等级“笑脸”的具体标准，或将“笑脸”’改为具体的评价语言，这样可以更容易让学生深入了解自己的口语水平。
③增加评价主体。评价主体不仅是教师，还可以是学生和家长。
解析：【喵呜刷题小u解析】
本题要求回答三个问题，分别是该教师采用的评价类型、评价表的主要作用以及对该评价表的改进建议。
首先，根据题目中的信息，该教师使用《学生口语能力评价表》记录了李华一学期口语能力的发展情况，这种评价方式是在教学过程中进行的，旨在及时了解学习情况并调整和改进教学，因此可以判断该教师采用的评价属于形成性评价。
其次，该评价表具有三个主要作用。一是诊断作用，通过评价表可以了解学生在口语能力方面存在的问题和不足之处；二是激励作用，评价表可以激发学生的学习兴趣和动力，促进学生口语能力的提高；三是调节作用，评价表可以帮助教师及时调整教学策略和方法，提高教学效果。
最后，针对该评价表的改进建议，可以从三个方面入手。一是增加评价维度，例如语音语调、语法运用的准确性等，以便更全面地评价学生的口语能力；二是细化每个维度的评价标准，制定出不同等级的具体标准或评价语言，这样可以更容易让学生深入了解自己的口语水平；三是增加评价主体，除了教师外，还可以让学生和家长参与评价，这样可以更全面地了解学生的学习情况，同时也有助于激发学生的学习兴趣和动力。
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分钟的阅读教学方案。教案没固定格式，但须包含下列要点：
• teaching objectives
teaching contents
key and difficult points
• major steps and time allocation
• activities and justifications
教学时间：20分钟
学生概况：某城镇普通高中一年级第一学期学生，班级人数40人。多数学生已经达到《普高中英语课程标准（实验）》五级水平。学生课堂参与积极性一般。
语言素材：
The Life of Mark Twain
Often the lives of writers resemble the lives of the characters they create. Mark Twain, who wrote The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer, was no exception. To start with, the author’s name, Mark Twain, is itself an invention, or “pen. Name”. Twain’s real name was Samuel Clemens. “Mark Twain”, which means “watermark two, was a call used by sailors on the Mississippi to warn shipmates that they were coming into shallow water.
Like Huck, Mark Twain led an adventurous life. He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home in Hannibal, Missouri, for New Orleans. He wanted to take a boat to the Amazon, where he thought he could get rich. quickly. He arrived in New Orleans without a penny in his pocket only to find that there were no boats for South America. Forced to change his plans, he worked for several years as a pilot on a steamboat, taking passengers up and down the Mississippi, the great river which flows. from the north of the US near the Canadian border, down to the Gulf of Mexico.
Later he became a journalist and began writing stories about life on the river. Twain's vivid and often amusing descriptions of life on the river quickly became popular, and established the reputation he still enjoys today as one of America’s greatest writers.
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分钟的阅读教学方案。教案没固定格式，但须包含下列要点：
参考答案：
33.【参考设计】
Teaching Contents:
This is a reading lesson about an introduction to a famous writer Mark Twain, including the meaning of his pen name and his life experiences- tried different jobs and went to different places- which laid a good foundation for his writing career.
Teaching Objectives:
(1) Knowledge objective
Students can know more about the famous writer Mark Twain, especially his life experiences.
(2) Ability objective
Students can develop the ability, such as skimming, scanning and careful reading, to read biographical essays.
(3) Emotional objective
Students’ literary attainment can get cultivated, and they can have an awareness of the connection between an author’s works and his/her life experiences.
Teaching Key and Difficult Points:
(1) Teaching key point
Students can grasp the main idea and detailed information of the passage, and then they can retell Mark Twain’s life experiences.
(2) Teaching difficult point
Students can learn to develop their literary attainment
Major Steps:
Step 1 Pre-reading (3 minutes)
(1) Show the photos of Mark Twain and his works, and then ask students two questions:
➊Who is Mark Twain? How much do you know about him?
②Have you ever read any works of him? Which one do you like best? Why?
Invite several students to answer the questions.
(2) Ask students to read the title of the passage and predict what the passage will talk about.
(Justification: The photos can activate class atmosphere and provide students with some clues to answer the questions. Prediction can arouse students' curiosity and make a preparation for reading the passage.)
Step 2 While reading (12 minutes)
(1) Skimming
Ask students to read the passage quickly to cheek their prediction within 3 minutes and then finish the match.
Para. 1 Mark Twain earned a reputation.
Para. 2 the meaning of the pen name
Para. 3 the adventurous life on the Mississippi River
(2) Scanning
Ask students to locate certain information by reading the passage quickly to answer the following questions;
①Is Mark Twain his real name? If not, what is his real name?
②What did he do when he worked on the steamboat?
③What did he do after that?
④What reputation did Mark Twin earn?
(3) Careful reading
Ask students to read the passage carefully and fulfill the following paragraph:
Mark Twain is actually a name, which means that . He lived an life. He left school early to in South America, but in Orleans he had and found no boat to Amazon, so he works on River as a on a steamboat. After that he became a to write , whose established him a great reputation.
Before showing the answer, invite a few students to read their completed paragraph, others can check against theirs.
(Justification: Fast reading can help students grasp the main idea and specific information of the passage. Careful reading can deepen students’ understanding of the passage)
Step 3 Post-reading (5 minutes)
Ask students to work in pairs to discuss the following questions:
①Why do the lives of writers resemble the lives of characters he creates? How does the resemblance get reflected by Mark Twain?
②Can you summarize the structure of the passage?
Ask several students to share their answers. Then ask all of them to polish their answers and write down to hand in.
(Justification: The first question can develop students’ thinking ability, and the second question can help students understand the biographical essay, which is useful for them to do similar writing.)
解析：【喵呜刷题小u解析】
该回答是根据学生信息和语言素材设计的20分钟的阅读教学方案。方案主要包括三个部分：预读、阅读中和阅读后。在预读阶段，教师通过展示马克·吐温的照片和作品，激发学生的好奇心和阅读动机，同时引导学生预测文章的内容。在阅读中阶段，教师首先引导学生快速阅读文章，把握文章的主要内容和段落结构，然后通过扫描阅读，寻找特定信息，最后仔细阅读文章，填写段落，以深化对文章的理解。在阅读后阶段，教师引导学生通过小组讨论回答问题，进一步加深对文章的理解，并培养学生的思考和写作能力。
这个教学方案的设计符合学生的认知规律，通过预读、阅读中和阅读后三个阶段的引导，帮助学生逐步深入理解文章，同时培养学生的阅读技能和文学素养。同时，教师还注重激发学生的兴趣和好奇心，通过展示图片和引导学生预测文章内容，提高学生的课堂参与度。
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