一、单选题
1、The sound of “ch” in “teacher” is ______.
A voiceless, post-alveolar, and affricative
B voiceless, dental and fricative
C voiced, dental, and fricative
D voiced, post-alveolar, and plosive
解析：【喵呜刷题小喵解析】题目询问“teacher”中“ch”的发音。根据语音学知识，/tʃ/是清辅音，发音时声带不振动，发音部位在齿龈后，发音方式为塞擦音。因此，选项A“voiceless, post-alveolar, and affricative”最符合描述。其他选项与/tʃ/的发音特点不符。
2、The main difference between /m/, /n/ and /ŋ/ lies in ______.
A matter of articulation
B sound duration
C place of articulation
D voicing
解析：【喵呜刷题小喵解析】：题目问的是/m/、/n/和/ŋ/三个音的主要区别。首先，从发音部位来看，/m/是双唇音，/n/是齿龈音，/ŋ/是软腭音，因此它们的主要区别在发音部位。其次，从发音方式来看，它们都是鼻音，没有明显的区别。从音长和带声性来看，三者也没有明显的区别。因此，正确答案是C项，即发音部位。
3、She is _____, from her recording, the diaries of Simon Forran.
A transcribing
B keeping
C paraphrasing
D recollecting
解析：【喵呜刷题小喵解析】：这道题考查了动词的辨析。根据句意“从她的记录看，她正在抄写Simon Forran的日记”，A选项“transcribing”意为“抄写，转录”，符合句意。B选项“keeping”意为“保持，保留”，与句意不符；C选项“paraphrasing”意为“解释，释义”，也不符合句意；D选项“recollecting”意为“回忆，想起”，同样与句意不符。因此，正确答案为A。
4、Neither the unpleasant expenses nor the bad luck _______ him discouraged.
A have caused
B has caused
C has made
D have made
解析：【喵呜刷题小喵解析】：本题考查主谓一致。这句话适用的是neither…nor句型，双重否定时用就近原则，故排除A和D。B项和C项的区别在于cause后面要加名词，如果题干改成discouragement就对了，而C项是make + adj.的形式，符合题意。因此，正确选项为C。
5、Mr. Joe has worked very hard in the past two years and has paid all his debts _____ the last penny.
A by
B to
C until
D with
解析：【喵呜刷题小喵解析】：本题考查介词。选项B中的“to the last”是一个固定用法，表示“直到最后”。根据句意“Mr. Joe在过去两年里非常努力地工作，直到最后一分钱还清了债务”，可知此处应该使用“to the last”表示“直到最后”。因此，正确答案为B。其他选项的含义与句意不符，可以排除。
6、The message came to the villagers ______ the enemy had already fled the village.
A which
B who
C that
D where
解析：【喵呜刷题小喵解析】：本题考查同位语从句。后半句句子完整，不缺少任何成分，故此题为同位语从句，起解释说明的作用。同位语从句通常由that引导，所以正确选项为C。而which、who、where都不能引导同位语从句，故排除A、B、D选项。
7、We must improve the farming method ______ we may get high yields.
A in case
B in order that
C now that
D even if
解析：【喵呜刷题小喵解析】：
这道题考查的是引导原因状语从句的连词。在给出的选项中，只有B选项“in order that”表示“为了”，与后面句子“我们可能获得高产”的意思相符。其他选项的含义与题目要求不符，因此正确答案为B。
8、---Do you mind if I smoke here?
---______.
A Yes, I don’t.
B Yes, you may.
C No, not at all.
D Yes, I won’t.
解析：【喵呜刷题小喵解析】：题目询问的是对方是否介意在此处吸烟，根据语境，正确的回答应该是“不，一点也不介意”，即选项C“No, not at all”。选项A和D的回答相互矛盾，不符合语境，因此可以排除。选项B的回答“Yes, you may”表示对方介意，但同时又允许吸烟，这种回答在逻辑上存在问题，因此也不正确。因此，正确答案为C。
9、What is the main rhetoric device used in “The plowman homeward plods his weary way”.
A Metophor
B Metonymy
C Synecdoche
D Transferred epithet
解析：【喵呜刷题小喵解析】：在“The plowman homeward plods his weary way”这句话中，主要使用的修辞手法是移就。移就是转移修饰的意思，也就是用来修饰人的分词有时可以转移到修饰非人的事物，这种分词在形式上虽不直接修饰人，但它所修饰的事物仍与人直接有关。在这个句子中，“weary”是令人疲惫的意思，本用来修饰人，但在这里修饰了“way”，即道路。因此，正确答案是D选项，移就。
10、---A: Let’s go to the movie tonight.
---B: I’d like to, but I have to study for an exam.
In the conversation above, B’s decline of the proposal is categorized as a kind of ______.
A illocutionary act
B perlocutionary act
C propositional condition
D sincerity condition
解析：【喵呜刷题小喵解析】：本题考查言语行为理论。在言语行为理论中，言外行为是表达说话者的意图的行为，而B的回复“I’d like to，but I have to study for an exam.”是一种委婉地拒绝A的建议的言外行为，因此B的拒绝被归类为一种言外行为。B项言后行为是指通过某些话所实施的行为，或讲某些话所导致的行为，重点强调的是行为，但是B的回复只是一种语言表达，不是行为，因此B项错误。C项命题条件、D项诚意条件与B的回复无关，因此C项和D项均错误。因此，正确答案为A。
11、Which of the following activities is NOT typical of the Task-Based Language Teaching Method?
A Problem-solving activities
B Opinion exchange activities
C Information-gap activities
D Pattern Practice activities
解析：【喵呜刷题小喵解析】：在任务型语言教学中，教学活动应该围绕特定的交际和语言项目，设计出具体的、可操作的任务。学生应该通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，以达到学习和掌握语言的目的。因此，问题解决活动、观点交换活动和信息差距活动都是典型的任务型语言教学活动。然而，句型练习活动并不符合任务型语言教学的特点，因为它更多地是关注语言形式的练习，而不是通过完成任务来学习语言。因此，D选项“句型练习活动”不是典型的任务型语言教学活动。
12、If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of _______.
A presentation
B demonstration
C elicitation
D evaluation
解析：【喵呜刷题小喵解析】：在题目中，老师给学生展示如何设计一个活动，这明显是老师在示范或展示一个过程或方法。因此，正确答案是B，即“示范”。A项“新授”是教授新课的环节，与题目描述不符；C项“引出”并不符合题目中的描述；D项“评价”也与题目不符。因此，正确答案为B。
13、When a teacher asks students to discuss how a text is organized, he/she is most likely to help them ______.
A evaluate the content of the text.
B analyze the structure of a passage.
C understand the intention of the writer
D distinguish the facts from the opinions
解析：【喵呜刷题小喵解析】：当老师要求学生讨论如何组织文本时，他/她最有可能帮助他们分析文章的结构。这是因为分析文章的结构是语篇教学的一部分，而外语教学的最终目的是要使学生能用目的语来交流思想和获取信息。思想的交流和信息的获取都是在一定的环境中进行的，这种语言使用的环境包括语言方面的知识，也包括文化背景、语用、认知等方面的知识。通过对文章结构的分析，学生可以获得对文章整体的理解，包括对语篇功能和结构的理解，从而培养他们的语篇能力。因此，正确答案是B，即分析文章的结构。
14、Which of the following practices can encourage students to read an article critically?
A Evaluating its point of view.
B Finding out the facts.
C Finding detailed information.
D Doing translation exercises.
解析：【喵呜刷题小喵解析】：这道题主要考察的是如何鼓励学生批判性地阅读文章。选项A提到“评价其观点”，这是批判性阅读的核心，因为它鼓励学生不仅理解文章的内容，还要对其观点进行评价和反思。选项B“发现事实”和选项C“发现详细信息”虽然也是阅读的一部分，但它们更多地是理解和获取事实，而不是对文章进行批判性思考。选项D“做翻译练习”与批判性阅读没有直接关系。因此，正确答案是A。
15、Which of the following is a display question used by teachers in class?
A If you were the girl in the story, would you behave like her?
B Do you like this story “Girl the Thumb”, why or why not?
C Do you agree that the girl was a kind-hearted person?
D What happened to the girl at the end of the story?
解析：【喵呜刷题小喵解析】：本题考查的是对课堂提问类型的理解。在课堂上，老师提出的问题通常可以分为展示性问题和参考性问题。展示性问题通常是已知答案或可以在工具书中找到的，答案唯一，用于检查学生对课文内容的字面理解。参考性问题则没有固定答案，用于激发学生的思考和讨论。
选项A“如果你是故事中的女孩，你会表现得像她吗？”是一个参考性问题，因为它没有固定的答案，取决于学生的个人观点和感受。
选项B“你喜欢这个故事《拇指姑娘》，为什么或为什么不？”同样是一个参考性问题，因为它询问的是学生的个人喜好和原因，没有固定答案。
选项C“你同意那个女孩是个热心肠的人吗？”也是一个参考性问题，因为它询问的是学生的个人观点，没有固定答案。
而选项D“女孩儿在故事的结尾发生了什么？”是一个展示性问题，因为它有一个明确的答案，可以从故事中找到，用于检查学生对故事内容的理解。因此，正确答案是D。
16、Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?
A To make a study plan
B To summarize a story.
C To read a text aloud.
D To do pattern drills.
解析：【喵呜刷题小喵解析】：本题考查学习策略。认知策略是指学生为了完成具体学习任务而采取的步骤和方法。B选项“总结故事”属于认知策略，因为它涉及到对所学内容的整理和归纳。A选项“制定学习计划”属于调控策略，是学生对学习过程的计划、实施、评价和调整。C选项“大声读课文”虽然是一种学习行为，但并不直接涉及认知策略的范畴。D选项“做句型练习”虽然可能有助于语言学习，但并不特指认知策略。因此，正确答案为B项。
17、Which of the following exercises would a teacher most probably use if he/she wants to help students develop their discourse competence?
A paraphrasing sentences
B translating sentences
C unscrambling sentences
D transforming sentences
解析：【喵呜刷题小喵解析】：这道题目考察的是教师如何通过练习帮助学生发展他们的语篇能力。首先，我们需要了解什么是语篇能力。语篇能力指的是学生能够理解和运用语言进行连贯、有意义的交流的能力。在给出的选项中，A选项“paraphrasing sentences”（句子释义）是最有可能帮助学生发展他们的语篇能力的练习。句子释义要求学生用英语解释或转换句子，这不仅可以帮助学生理解和运用语言，还能提高他们的语篇连贯性和意义表达能力。相比之下，B选项“translating sentences”（翻译句子）虽然也涉及语言的理解和运用，但它更侧重于语言的对应关系，而不是语篇的连贯性和意义表达。C选项“unscrambling sentences”（整理句子）和D选项“transforming sentences”（句型转换）虽然也可以帮助学生提高语言技能，但它们更多地是语言技能方面的练习，而不是专门针对语篇能力。因此，正确答案是A选项。
18、The advantage of a pair and group work include all of the following except _____.
A interaction with peers
B variety and dynamism
C an increase in language practice
D opportunities to guarantee accuracy
解析：【喵呜刷题小喵解析】：在小组或双人活动中，学生们有机会与同伴进行互动，这可以促进他们之间的交流和合作。这样的活动形式也带来了多样性和活力，使得学习过程更加生动有趣。此外，小组或双人活动还为学生提供了更多的语言实践机会，有助于他们提高语言技能。然而，这些活动并不保证准确性，因为在交流中，学生们更注重流畅性和表达，而不是准确性。因此，选项D“保证准确性的机会”并不是小组或双人活动的好处之一，所以答案是D。
19、Which of the following should a teacher avoid when her/his focus is on developing students’ ability to use words appropriately?
A Teaching both the spoken and written form.
B Teaching words in context and giving examples.
C Presenting the form, meaning, and use of a word.
D Asking students to memorize bilingual words lists.
解析：【喵呜刷题小喵解析】：本题考查词汇教学。在培养学生正确使用词语的能力时，老师应该避免要求学生死记硬背双语单词表，因为这不利于学生真正理解和运用词语。相反，老师应该教授单词的口语和书面形式、在语境中教授单词并给出例子、呈现单词的形式、意义和用法。因此，D选项“要求学生记住双语单词表”是应该避免的。其他选项都是正确的词汇教学方法。
20、Which of the following practice is most likely to encourage students’ cooperation in learning?
A Doing a project
B Having a dictation
C Taking a test
D Copying a text
解析：【喵呜刷题小喵解析】：在给出的选项中，A选项“做一个项目”最有可能鼓励学生在学习方面的合作。因为项目通常需要学生们分组进行，通过互相合作、讨论和协作来完成任务。这样的实践有助于培养学生的合作意识和团队协作能力。而B选项“做一个听写”、C选项“参加考试”和D选项“复制一个文本”都不需要学生们进行合作，因此不符合题目要求。因此，正确答案是A选项。
Passage1
Today’s adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal; some, very little. As we advanced through the grades, those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind, we were, in effect, spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.
From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.
But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. Public failure was embarrassing, and it seemed better not to try and thus to save face. As their motivation waned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.
Consider the reality--indeed, the paradox--of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student’s problem, not the teacher’s or the school’s.
Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The “data based decision makers” in this process are students themselves. Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks all triggered by students’ perceptions of their own capabilities as reflected in assessment results.
Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomicand ethnic minorities.
21、What has made students spread along an achievement continuum according to the passage?
A The allotted time to learn.
B Social and economic system.
C The early prerequisites students mastered.
D Performance on formal and informal assessments.
解析：【喵呜刷题小喵解析】：根据文章第一段，学生被分配到社会和经济系统的各个部分，学习时间固定，学习成果可以自由变化。因此，学生的成就取决于他们掌握早期先决条件的能力。那些在前几个年级掌握了很多知识的学生将继续建立在这些基础上，而那些未能掌握早期先决条件的学生将无法学习后续的知识。因此，学生的成就取决于他们掌握早期先决条件的能力，即选项C“学生掌握的早期先决条件”。
22、What is the author’s attitude towards the old mission of assessment?
A Supportive.
B Indifferent.
C Negative.
D Neutral.
解析：【喵呜刷题小喵解析】：在文章中，作者明确提到了“他们的成就结果反馈了学校的隐含使命：学生之间的成就差距越大，越能强化排名制度。”，这暗示了作者对于评估的旧使命持负面态度。此外，文章还指出了学生自身利用测试结果来决定是否努力或放弃，而这种决策是基于学生对自身能力的感知，这可能导致了部分学生因恐惧失败而放弃学习。因此，综合上述分析，我们可以推断出作者对评估的旧使命持负面态度。
23、Which of the following is closest in meaning to the underlined word “plummeted” in Paragraph 3?
A Punished timely.
B Spread widely.
C Continued gradually.
D Dropped sharply.
解析：【喵呜刷题小喵解析】：根据上下文，第三段提到“As their motivation waned, of course, their performance plummeted.”，意思是“随着他们动力的减弱，他们的表现自然也随之下降。”因此，选项D“Dropped sharply”最符合语境，表示“急剧下降”。其他选项的意思与原文不符。
24、Which of the following describes the paradox of the schools?
A Discrepancy between what they say and what they do.
B Differences between teachers’ problems and schools’ problems.
C Advantages and disadvantages of students’ learning opportunities.
D Students’ perception and the reality of their performance on assessments.
解析：【喵呜刷题小喵解析】：题目中提到“the emotional trigger for their decision not to try was their perception of their performance on assessments”，说明学生放弃尝试的原因是他们对自己在评估中的表现感知不佳。而选项中只有D选项提到了“Students’ perception and the reality of their performance on assessments”，与题目描述相符。因此，正确答案是D选项，即“Students’ perception and the reality of their performance on assessments”。
25、Which of the following will be triggered by the assessment results according
A Students’ learning efforts.
B Leaving-no-child-behind policy.
C Socioeconomic and ethnic ranking.
D Social disapproval of schools’ mission.
解析：【喵呜刷题小喵解析】：根据文章中的描述，学生的评估结果会影响他们的学习努力程度。对于那些在评估中表现良好的学生，他们会有更多的信心和动力去学习，因此他们会更加努力学习。而对于那些在评估中表现不佳的学生，他们可能会失去信心，并因此放弃学习。因此，学生的评估结果将触发他们的学习努力程度，答案为A。文章中没有提到与B、C、D选项相关的信息。
Passage2
Several research teams have found that newborns prefer their mothers’ voices over those of other people. Now a team of scientists has gone an intriguing step further: they have found that newborns cry in their native language. “We have provided evidence that language begins with the very first cry melodies,” says Kathleen Wermke of the University of Würzburg, Germany, who led the research.
“The dramatic finding of this study is that not only are newborns capable of producing different cry melodies, but they prefer to produce those melody patterns that are typical for the ambient language they have heard during their fetal life, within the last trimester,” said Wermke. “Contrary to orthodox interpretations, these data support the importance of human infants crying for seeding language development.”
It had been thought that babies’ cries are constrained by their breathing patterns and respiratory apparatus, in which case a crying baby would sound like a crying baby no matter what the culture is, since babies are anatomically identical. The prevailing opinion used to be that newborns could not actively influence their production of sound, says Wermke. This study refutes that claim: This study refutes that claim: since babies cry in different languages, they must have some control (presumably unconscious) over what they sound like rather than being constrained by the acoustical properties of their lungs, throat, mouth, and larynx. If respiration alone dictated what a cry sounded like, all babies would cry with a falling-pitch pattern, since that’s what happens as you run out of breath and air pressure on the throats sound-making machinery decreases. French babies apparently didn’t get that memo. “German and French infants produce different types of cries, even though they share the same physiology,” the scientists point out. “The French newborns produce ‘nonphysiological’ rising patterns,” showing that the sound of their cries is under their control.
Although phonemes—speech sounds such as “ki” or “sh”—don’t cross the abdominal barrier and reach the fetus, so-called prosodic characteristics of speech do. These are the variations in pitch, rhythm, and intensity that characterize each language. Just as newborns remember and prefer actual songs that they heard in utero, it seems, so they remember and prefer both the sound of Mom s voice and the melodic signature of her language.
The idea of the study wasn’t to make the sound of a screaming baby more interesting listeners—good luck with that—but to explore how babies acquire speech. That acquisition, it is now clear, begins months before birth, probably in the third trimester. Newborns not only have memorized the main intonation patterns of their respective surrounding language but are also able to repro-duce these patterns in their own [sound] production, conclude the scientists. Newborns cries are already tuned toward their native language, giving them a head start on sounding French or German (or, presumably, English or American or Chinese or anything else: the scientists are collecting cries from more languages). This is likely part of the explanation for how babies develop spoken language quickly and seemingly without effort. Sure, we may come into the world wired for language (thank you, Noam Chomsky), but we also benefit from the environmental exposure that tells us which language.
Until this study, scientists thought that babies became capable of vocal imitation no earlier than12 weeks of age. That’s when infants listening to an adult speaker producing vowels can parrot the sound. But that’s the beginning of true speech. It’s sort of amazing that it took this long for scientists to realize that if they want to see what sounds babies can perceive, remember, and play back, they should look at the sound babies produce best. So let the little angel cry: she’s practicing to ac-quire language.
26、What does Kathleen Wermke’s research indicate?
A Babies are unable to do vocal imitation.
B Babies’ cries could be their early language acquisition.
C Babies start speech acquisition months after their birth.
D A crying baby is a crying baby no matter what the culture is.
解析：【喵呜刷题小喵解析】根据题干中提供的信息， Kathleen Wermke的研究发现新生儿不仅能够产生不同的哭声旋律，而且更喜欢产生符合他们周围语言（母语）的典型旋律模式。这表示新生儿有能力在自己的声音产生中复制这些模式，即他们已经开始语言学习了。因此，正确答案是B，即“Babies’ cries could be their early language acquisition”（婴儿的哭声可能是他们早期语言学习的一部分）。
27、Which of the following is closest in meaning to the underlined word “ambient” in paragraph 2?
A Surrounding.
B Familiar.
C Foreign.
D Local.
解析：【喵呜刷题小喵解析】：原文中“not only are newborns capable of producing different cry melodies, but they prefer to produce those melody patterns that are typical for the ambient language they have heard during their fetal life”这句话的意思是新生儿不仅能够产生不同的哭声，而且更喜欢产生那些在他们胎儿时期听到的典型语言特征。根据上下文推断，ambient指的是“周围的，环境的”，与选项A“Surrounding”意思相近。因此，正确答案是A。
28、Why do German and French babies produce different types of cries according to the research?
A Because they can control what they hear.
B Because they can control their different breathing patterns.
C Because they don t share the same physiological structure.
D Because they can somehow control their sound production.
解析：【喵呜刷题小喵解析】：根据文章中的描述，虽然德国和法国的新生儿在解剖结构上相同，但他们仍然会发出不同的哭声，这表明他们不是受限于他们的呼吸模式和身体结构，而是能控制他们的声音生产。文章指出：“他们必须有一些控制（很可能是无意识的）他们声音的样子，而不是被他们的肺、喉咙、嘴和喉咙的声学特性所限制。”因此，德国和法国婴儿产生不同类型的哭声是因为他们能够以某种方式控制他们的声音生产。所以，正确答案是D。
29、When does language acquisition begin according to the research?
A It begins with the birth of a baby.
B It begins before the birth of a baby.
C It begins when a baby starts imitating adults’ speech.
D It begins with a baby’s cry melodies typical of its mother tongue.
解析：【喵呜刷题小喵解析】：根据文章中的描述，“Newborns not only have memorized the main intonation patterns of their respective surrounding language but are also able to reproduce these patterns in their own [sound] production, conclude the scientists. Newborns cries are already tuned toward their native language, giving them a head start on sounding French or German (or, presumably, English or American or Chinese or anything else: the scientists are collecting cries from more languages).” 这句话明确指出，新生儿的哭泣已经适应了他们的母语，并开始为说法语或德语（或者英语、美语、中文或其他语言）做准备，这表明语言习得的开始是在出生之前，即在母体内的胎儿阶段。因此，选项B“它开始在宝宝出生之前”是正确的答案。
30、What can be inferred from the last paragraph?
A Babies’ cries have long been the concerns of scientists.
B Babies start their speech acquisition at the age of three months.
C Studying babies’ cries helps us understand their speech perception.
D Babies’ true speech, rather than their cries, should be the focus of study.
解析：【喵呜刷题小喵解析】：最后一段提到，科学家们过去认为婴儿在12周大时才开始具备语音模仿的能力，但婴儿实际上在更早的时候就能感知、记忆和播放声音。因此，研究婴儿的哭声有助于我们了解他们的语言感知能力。所以，正确答案是C，即“研究婴儿的哭声有助于我们了解他们的语言感知”。
二、简答题
31、简述思维导图（mind mapping）的含义（4分）及其两个用途（6分），写出教师在课堂教学中运用思维导图的三点注意事项（6分），并举一例说明思维导图的用法（4分）。
参考答案：
略
解析：【喵呜刷题小喵解析】
这道题目主要考查了思维导图的定义、用途以及教师在课堂教学中运用思维导图的注意事项。对于思维导图的定义，它是通过图形化的方式呈现复杂信息和思维过程的一种工具。其用途主要有两个方面，一是帮助人们进行知识梳理和归纳，二是辅助人们进行创意和策划。
教师在课堂教学中运用思维导图时，需要注意以下几点：一是要根据教学内容和目标，合理设计思维导图的层次和节点；二是要引导学生积极参与，发挥他们的主动性和创造性；三是要注重思维导图的实用性和效果，避免形式化、走过场。
最后，以语文课堂教学为例，说明了思维导图的用法。教师可以使用思维导图帮助学生梳理课文结构，归纳文章主题和情节，将复杂的文本信息以图形化的方式呈现出来，方便学生记忆和理解。
总体来说，这道题目主要考察了考生对思维导图的基本理解和应用，以及教师在实际教学中如何运用思维导图来辅助教学。在答题时，考生需要清晰地阐述思维导图的定义和用途，以及教师在运用时需要注意的事项，并举例说明思维导图的用法。
下面片段选自某高中英语课堂教学实录。
T: Good morning, boys and girls. We talked about some verbs yesterday. Now I’d like to see whether you have learned to use them. Are you ready?
Ss: Yes.
T: Listen! Yesterday, you were going to play football after school when it began to rain, so you didn’t do it. Can you describe it with the word prevent? Who would like to have a try?
S1: We didn’t play football yesterday because a sudden rain prevented us.
T: Ok. But would you please begin your sentence with “the sudden rain”? Who’d like to try?
S2: The sudden rain prevented us to play football yesterday.
T: Oh, you are so quick, and you are almost right. Do we say “prevent somebody to do something” or “prevent somebody...”
S3: Oh. The sudden rain prevented us from playing football yesterday.
T: Perfect. Let s read S3 s sentence together and remember the verb pattern of “prevent”, OK?
32、该教师采用什么方法进行复习或巩固导入？
参考答案：
见答案
解析：【喵呜刷题小u解析】：在这段课堂教学实录中，教师首先通过问好和询问学生是否准备好来营造出一个轻松、积极的课堂氛围。接着，教师提到昨天学过的动词，并提出问题让学生使用这些动词来描述一个具体的情境，即“昨天你们打算放学后去踢足球，但突然下雨了，所以你们没有踢”。教师通过这种方式引导学生复习和巩固了昨天学过的动词的用法，同时也锻炼了学生的口语表达能力。在学生的回答中，教师对学生的回答进行了点评和纠正，确保学生正确理解和使用了这些动词的用法。最终，教师通过让学生一起朗读正确的句子，来加深学生的记忆和理解。这种复习或巩固导入的方法能够有效地帮助学生巩固已学知识，并促进他们的语言技能的发展。
33、当发现学生没有完全掌握知识时，用了什么方法引导？
参考答案：
见答案
解析：【喵呜刷题小u解析】：
在英语课堂教学中，当学生没有完全掌握知识点时，老师通常会采用引导提问的方法来帮助学生纠正错误并巩固知识点。在本例中，老师先让学生尝试用“prevent”描述一个场景，然后通过提问引导学生回忆正确的用法，最后通过共同朗读的方式加强记忆。这种引导提问的方法能够有效地激发学生的思维，帮助他们发现和纠正错误，同时也能够加深对知识点的理解和记忆。这种教学方法体现了教师的主导作用，能够帮助学生更好地掌握知识点。
34、这种方式有那两点好处？
参考答案：
见答案
解析：【喵呜刷题小u解析】
这段教学实录体现了英语课堂中教师如何通过与学生互动，引导学生自主尝试，从而激发学生的学习兴趣和主动性。同时，教师还注重纠正学生的语法错误，帮助学生正确掌握和运用“prevent”一词的正确使用。这种教学方式的好处在于，它不仅能够激发学生的学习兴趣和主动性，还能够帮助学生更好地掌握和运用语法知识，提高学生的学习效果。
35、该教师还可以用什么方法进行复习巩固练习？
参考答案：
见答案
解析：【喵呜刷题小u解析】
教师在组织课堂练习时，应该注重练习的多样性和有效性。在上述课堂实录中，教师已经通过提问和纠正的方式帮助学生复习了“prevent”的用法，但为了更好地巩固学生的记忆，教师可以采用更多样化的练习方式。例如，组织小组对话练习，让学生在实际交流中运用所学知识；提供例句，让学生模仿并造句，以加深对知识点的理解；进行句子填空练习，通过填空的方式让学生回忆并运用所学知识。这些方式都能有效地帮助学生巩固和复习所学内容。
教学任务：阅读学生信息和语言素材，设计20分钟的英语阅读教学方案。
教案没有固定格式，但须包含下列要点：
Teaching objectives
Teaching contents
Key and difficult points
Major steps and time allocation
Activities and evaluation
教学时间：20分钟
学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》五级水平。学生课堂参与积极性一般。（40分）
根据提供的信息和语言素材设计教学方案，用英文作答。
语言材料：
Mao Zedong wrote a poem in which he dreamed of "walls of stone to hold back clouds and rain till a smooth lake rises in the narrow gorges". Now his dream has come true. The power of the Yangtze River, which is the world’s third longest river, has been harnessed by the Three Gorges Dam. The Three Gorges Dam, which is the biggest construction project in China since the building of the Great Wall and the Grand Canal, has been built to control flooding and provide hydro-electric power for the central region of China. The dam is ncarly200 meters high and 1.5 kilometers wide. It is the largest hydro-electric power station and dam in the world and has cost more than any other construction project in history.
Sun Yat-sen, who was the leader of the1911 Revolution, first suggested the idea of a dam across the Yangtze River in 1919.Three quarters of Chinas energy is produced by burning coal. In 1993, China used 1.2billion tons of coal for heating and generating electricity. Unfortunately, burning coal causes serious air pollution and increases global warming. The dam will generate electricity equal to about 4Omillion tons of coal without causing so much air pollution.
The reservoir has flooded 2 cities, 11 counties, 140 towns and more than 4,000 villages. More than a million people who lived in the region have moved from their homes. Now they’re living a happy new life in different areas.
The Three Gorges area is one of the most beautiful areas of China and the project has flooded some of China’s most famous historical sites, including the Qu Yuan Temple, the Han Watchtower and the Moya Cliff carvings. About 800historical relics have been submerged. Some of them are being removed and some are being put into museums.
36、根据提供的信息和语言素材设计教学方案，用英文作答。
参考答案：
见答案
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