一、单选题
1、Which of the following is the proper pronunciation of “have to” as a result of assimilation?
A /hef tu/
B /hev tu/
C /hæf tu/
D /hæv tu/
解析：【喵呜刷题小喵解析】：这道题目考查的是英语音素中的同化现象。在英语发音中，当两个相邻的单词的发音相互影响时，会发生同化现象。在这个问题中，“have to”在发音过程中出现了同化现象。具体来说，/v/音受后面清辅音/t/的影响，变成了与自己对应的清辅音/f/。因此，正确的发音应该是/hæf tu/，与选项C相符。所以，正确答案是C。
2、Which of the following shows the proper rhythmical pattern of the sentence?
A ´Come to ´see us at our ´new a`partment
B `Come to `see us at `our new `apartment
C `Come to `see us `at our `new` apartment
D `Come to `see us `at our `new a`parement
解析：【喵呜刷题小喵解析】在句子中，实词通常重读，而虚词则弱读。在选项A中，实词"come"和"see"以及名词短语"our new apartment"都被正确重读，而虚词"to"则弱读。选项B、C和D中，"our"和"new"都被错误地重读，违反了句子重读的规则。因此，选项A是正确的。
3、He came to dinner and my mom fixed a roast, prime rib, pie, yoghurt, drinks, and that kind of ______, and it was really good.
A meat
B stuff
C staff
D dish
解析：【喵呜刷题小喵解析】：本题考查名词词义辨析。Meat 是“肉，肉类”，staff是“工作人员”，dish是“碟子，盘子”。根据题中的roast, prime rib , pie, yoghurt, drinks 可知stuff“东西”正确。题目中提到了妈妈准备了很多食物，包括烤肉、牛里脊、馅饼、酸奶和饮料等，这些都是具体的食物，而stuff表示“东西”，可以泛指各种物品，包括食物，因此B选项stuff符合题意。其他选项meat表示“肉”，与题目中的食物不符；staff表示“工作人员”，与题目无关；dish表示“碟子，盘子”，也不符合题意。因此，正确答案是B。
4、Unlike her ________ sister, Judith is a shy ,unsociable person who dislike to go to parties or to make new friends.
A charming
B friendly
C gracious
D gregarious
解析：【喵呜刷题小喵解析】：题目中描述 Judith 是一个害羞、不爱交际的人，不喜欢参加聚会或结交新朋友。因此，我们需要找到一个与害羞和不爱交际意思相反的形容词。选项 A "charming" 意为“迷人的”，选项 B "friendly" 意为“友好的”，选项 C "gracious" 意为“慷慨的”，这些词都与害羞和不爱交际没有直接的反义关系。而选项 D "gregarious" 意为“社交的、合群的”，与害羞和不爱交际是反义关系。因此，正确答案是 D。
5、He pledged support for “__________care”, where youngsters were looked after by close relatives like aunts or uncles, but not parents.
A family
B kinship
C sibling
D relative
解析：【喵呜刷题小喵解析】：本题考查固定搭配。题干中提到的是“寄养”的概念，其中年轻人不是由父母抚养，而是由亲戚如阿姨、叔叔等照顾。因此，正确答案为B选项“kinship”，表示亲属关系或寄养。A选项“family”表示家庭，不符合题意；C选项“sibling”表示兄弟姐妹，也不符合题意；D选项“relative”表示亲戚，虽然与题意有关，但不如“kinship”精确。因此，B选项为正确答案。
6、I will never know all that was in his head at the time, __________.
A nor will anyone else
B nor anyone else will
C nor won´t anyone else
D nor anyone else won´t
解析：【喵呜刷题小喵解析】本题考查倒装。Nor是否定词，因此句子需要倒装。根据语法规则，否定词置于句首时，句子需要部分倒装，即将助动词或情态动词提到主语之前。在本题中，句子为“I will never know all that was in his head at the time, nor will anyone else.”，其中nor作为否定词置于句首，所以需要用倒装结构，即将will提到anyone else之前，形成“nor will anyone else”的形式。因此，选项A“nor will anyone else”是正确的。其他选项均不符合语法规则。
7、She doesn´t want to work right now because she thinks that if she _______--- a job she probably wouldn’t be able to visit her friends very often.
A has to get
B were to get
C had got
D could have got
解析：【喵呜刷题小喵解析】本题考查虚拟语气，是对将来的虚拟，句意为“她现在不想立即工作，因为她觉得如果她要是工作的话，（将来）可能就不能经常去探访朋友了。”从句中if she were to get a job表示对将来情况的虚拟，主句用过去时，表示对将来情况的推测，所以选项B were to get是正确的选择。选项A的has to get是现在时，表示现在的必要动作，不符合语境；选项C的had got是过去完成时，表示过去的动作对现在的影响，与语境不符；选项D的could have got是过去可能做某事但实际上并没有做，也不符合语境。因此，正确答案为B。
8、What is the correct way to read the decimal “106.16” in English?
A One hundred and six point one six
B One hundred and six point sixteen
C One hundred and six points one six
D One hundred and six points sixteen
解析：【喵呜刷题小喵解析】：根据题目，我们需要知道如何正确读出带有小数点的数字。在英语中，小数点前的数字按照正常顺序读出，小数点后的数字则一个一个读出。因此，数字“106.16”的正确读法是“One hundred and six point one six”。选项A与此相符，是正确答案。选项B、C和D的读法都存在错误。
9、When any of the maxims under the Cooperative Principle is flouted on purpose, _______ might arise.
A ambiguous structure
B contradictory proposition
C mutual understanding
D conversational implicature
解析：【喵呜刷题小喵解析】：本题考查会话含义理论。在合作原则的基础上，会话要遵守四个准则：质量、数量、关系、方式准则。当说话人故意违反其中一个准则时，会产生会话含义，即说话人可能想要传达的隐含意义。因此，当合作原则下的任何准则被故意违反时，会话含义可能会产生。选项D“conversational implicature”表示会话含义，符合题目要求。其他选项如A“ambiguous structure”（模糊结构）、B“contradictory proposition”（矛盾命题）和C“mutual understanding”（相互理解）与题目描述不符。
10、Indian English is a __________ variety of the English language.
A social
B regional
C historic
D situational
解析：【喵呜刷题小喵解析】：这道题考查的是语言变体的分类。英语语言存在多种变体，包括地域变体（regional variety）、社会变体（social variety）、历史变体（historic variety）和情境变体（situational variety）等。根据题目描述，印度英语属于地域变体，因此正确答案为B选项。其他选项的含义分别是：社会变体（social variety）指的是由于社会阶层、性别、年龄等因素导致的语言变体；历史变体（historic variety）指的是历史上存在的语言变体；情境变体（situational variety）指的是在特定情境下使用的语言变体。
11、In teaching pronunciation, the teacher should tell the students that _______ can be used to convey more important messages.
A rhyme
B stress
C devoicing
D rhythm
解析：【喵呜刷题小喵解析】在教授发音时，老师应该告诉学生，重音可以用来传达更重要的信息。在英语中，重音是指在一个词或短语中特别加重音量的音节，可以用来表示强调、区分词性或短语等功能。因此，选项B "stress"（重音）是正确答案。而A选项的“rhyme”（韵脚）、C选项的“devoicing”（清音化）、D选项的“rhythm”（节奏）虽然都与语音有关，但不是用来传达更重要信息的语音现象。
12、When a teacher asks students to discuss how the writerˊs ideas are organized in the text, he /she intends to develop studentsˊ skill of __________.
A recognizing the textual structure
B understanding the writer’s intention
C distinguishing facts from opinions
D commenting on the content of the text
解析：【喵呜刷题小喵解析】：教师让学生讨论作者的观点是如何在文章中组织的，这意味着教师希望学生理解文章的结构。因此，正确答案是A，即“recognizing the textual structure”（认识文章结构）。其他选项如“understanding the writer’s intention”（理解作者意图）、“distinguishing facts from opinions”（区分事实与观点）和“commenting on the content of the text”（评论文章内容）虽然与文章理解有关，但不是教师让学生讨论作者观点组织方式的主要目的。
13、Which of the following focus(es) on accuracy in teaching grammar?
A simulation
B substitution drills
C role play
D discussion
解析：【喵呜刷题小喵解析】：在教授英语语法时，替换练习（Substitution drills）是强调准确性的一个有效方法。这种方法通过替换句子中的某些部分，让学生练习使用正确的语法结构，从而提高他们的语法准确性。因此，选项B“substitution drills”是正确答案。而选项A的“simulation”虽然也可能涉及准确性，但不如替换练习直接强调准确性。选项C的“role play”和选项D的“discussion”虽然可以帮助学生练习语法，但它们的重点更多地在于交际和沟通，而不是准确性。
14、When a teacher says “Next, please pay attention to the time of arrival and departure of the planes in the recording ” ,he／she intends to develop students’ skill of __________ .
A predicting
B getting the general picture
C distinguishing sounds
D getting specific information
解析：【喵呜刷题小喵解析】：听力教学中，教师让学生注意录音中飞机的抵达和出发时间，这通常是为了让学生获取具体的信息。选项D中的“getting specific information”意为“获取具体信息”，与题意相符。因此，正确答案为D。
15、If a teacher asks students to list as many ways as they can to tell someone to open the door and list the possible functions of a sentence in different contexts. He/she is probably trying to highlight _________.
A the potential meanings of a sentence
B different realizations of the same function
C the relationship between form and function
D different ways of getting people to do the same thing
解析：【喵呜刷题小喵解析】：老师让学生列举出“打开门”这句话的不同表达形式，并讨论这句话在不同语境下的功能，这种行为是为了强调形式与功能的关系。因此，正确答案为C，即“the relationship between form and function”（形式与功能之间的关系）。老师这样做可能是为了帮助学生更好地理解语言的实用性和功能性，同时也提醒他们在日常交流中注意使用适当的语言表达形式来适应不同的语境。
16、The teacher would use __________ to help students communicate in teaching speaking.
A substitution drills
B group discussion
C listening and acting
D reading aloud
解析：【喵呜刷题小喵解析】：在口语教学中，为了帮助学生相互交流，教师可以采用小组讨论的形式。这种活动可以鼓励学生积极参与，分享想法，并练习口语表达。因此，正确答案为B，即“group discussion”（小组讨论）。而A选项“substitution drills”（替换练习）主要用于词汇和语法的教学，C选项“listening and acting”（听和表演）虽然可以提高学生的口语能力，但不如小组讨论更直接地促进学生之间的交流。D选项“reading aloud”（朗读）虽然可以提高学生的发音和语调，但并不直接涉及学生之间的交流。因此，B选项“group discussion”是最合适的答案。
17、______ assessment is used to measure how the performance of a particular student or group of students compares with that of another.
A Criterion-referenced
B Norm-referenced
C Formative
D Summative
解析：【喵呜刷题小喵解析】：
本题考查教学评价相关知识。
选项A“Criterion-referenced”表示标准参照评价，它是以事先确定好的标准来评价学生的学业成绩，而不是以常模为参照点。
选项B“Norm-referenced”表示常模参照评价，它是以学生团体测验的平均成绩即常模参照点，从而比较分析某一学生的学业成绩在团体中的相对位置或优劣。
选项C“Formative”表示形成性评价，它是对学生的学习过程进行评价，而不是对学业成绩进行评价。
选项D“Summative”表示终结性评价，它是在教学活动结束时进行的评价，用来衡量学生是否达到了教学目标。
题干描述的是常模参照评价的定义，因此正确答案为B。
18、Which of the following teacher’s instruction could serve the purpose of eliciting ideas?
A Shall we move on?
B Read after me, everyone
C What can you see in this picture
D What does the world “quickly” mean?
解析：【喵呜刷题小喵解析】：选项C“What can you see in this picture”是一个开放性的问题，它鼓励学生们去观察图片并表达他们所见到的内容，这有助于激发他们的想象力并产生更多的想法。而其他选项要么过于简单（如A项“Shall we move on?”），要么具有明确的指令（如B项“Read after me, everyone”和D项“What does the word “quickly” mean?”），这些选项可能限制了学生的思考空间，不太可能引发他们产生新的想法。因此，C项是最有可能达到激发学生产生新想法的目的的指令。
19、Which of the following is an example of teachers’ indirect corrective feedback?
A Say “went” instead of “go”
B We never use “at” that way
C Choice A is not the right answer
D Who can help him with this sentence?
解析：【喵呜刷题小喵解析】：在四个选项中，A、B、C三项都是直接给出正确的语言形式，如“说‘went’而不是‘go’”，“我们从不那样使用‘at’”，以及“选择A不是正确答案”，这些都是直接告诉学生哪里错了，应该怎么做。而D项“谁能帮他完成这个句子？”并没有直接指出学生的错误，而是间接地引导学生自己去思考、纠正错误，属于间接反馈。因此，正确答案是D。
20、Total Physical Response as a TEFL method is more often used for teaching _________.
A children
B adults
C ESP course
D GE course
解析：【喵呜刷题小喵解析】：全身反应法（Total Physical Response）是一种通过身体动作来教授语言的教学方法。这种方法通常适用于初学者，因为他们可能还没有掌握足够的语言知识和技能来理解和使用复杂的语言结构。因此，全身反应法更常用于教授儿童，尤其是那些刚开始学习语言的儿童。选项B、C、D中，ESP（English for Specific Purposes）课程、GE（General English）课程通常更适合已经掌握一定英语基础的成年人或青少年，而不是初学者。因此，全身反应法更常用于教授儿童，选项A是正确答案。
Passage 1
Unless you spend much time silting in a college classroom or browsing through certain areas of the Internet, it’s possible that you had not heard of trigger warnings until a few weeks ago, when they made an appearance in the Times. The newspaper explained that the term refers to preemptive alerts, issued by a professor or an institution at the request of students, indicating that material presented in class might be sufficiently graphic to spark symptoms of post-traumatic-stress disorder.
The term seems to have originated in online feminist forums, where trigger warnings have for some years been used lo flag discussions of rape or other sexual violence. The Times piece, which was skeptically titled “Warning: The Literary Canon. Could Make Students Squirm,” suggested that trigger warnings are moving from the online fringes to the classroom, and might be more broadly applied to highlight in advance the distress or offense that a work of literature might cause. “Huckleberry Finn” would come with a warning for those who have experienced racism; “The Merchant of Venice” would have an anti-Semitism warning attached. The call from students for trigger warnings was spreading on campuses such as Oberlin, where a proposal was drafted that would advise professors to “be aware of racism, classism, sexism, and other issues of privilege and oppression” in devising their syllabi; and Rutgers, where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a “safe space” for students.
Online discussion of trigger warnings has sometimes been guardedly sympathetic, sometimes critical. Jessica Valenti has noted on The Nation’s Website that potential triggers for trauma are so manifold as to be beyond the possibility of cataloguing: “There is no trigger warning for living your life.” Some have suggested that a professor’s ability to teach would be compromised should it become commonplace for “The Great Gatsby” to hear a trigger warning alerting readers to life disgusting characters and incidents within its pages. Others have worried that trigger-warning advocates, in seeking to protect the vulnerable, run the risk of disempowering them instead. “Bending the world lo accommodate our personal frailties does not help us overcome them,” Jenny Jarvie wrote on The New Republic’s online site. Jarvie’s piece, like many others on the subject, cited the University of California, Santa Barbara, as a campus where champions of trigger warnings have made significant progress. Earlier this year, students at U. C. SB. agreed upon a resolution recommending that such warnings be issued in instances where classroom materials might touch upon “rape, sexual assault, abuse, self-injurious behavior, suicide, and graphic violence.” The resolution was brought by a literature student who said that, as a past victim of sexual violence, she had been shocked when a teacher showed a movie in class which depicted rape, without giving advance notice of the content- The student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.
The trigger-warning debate may, by comparison, seem hard to understand; but express a larger cultural preoccupation with achieving safety, and a fear of living in its absence. The hope that safety might be found, as in a therapists office, in a classroom where literature is being taught is in direct contradiction to one purpose of literature, which is to give expression through art to difficult and discomfiting ideas, and thereby to enlarge the reader’s experience and comprehension. The classroom can never be an entirely safe space, nor, probably, should it be. But it’s difficult to fault those who hope that it might be ,when the outside world constantly proves itself pervasively hostile, as well as, on occasion, horrifically violent.
21、Which of the following groups of people are most in favor of “trigger warning”?
A Students
B Reporters.
C Feminists
D Professors.
解析：【喵呜刷题小喵解析】：根据文章中的描述，触发警告（trigger warnings）最初起源于在线女权主义论坛，学生要求教授或机构在上课前发出预警，以告知课堂内容可能足以触发创伤后紧张症的症状。文章提到，触发警告正在从在线边缘走向课堂，并可能更广泛地应用于强调文学作品可能引起的痛苦或冒犯。学生也在校园内提出触发警告的要求，例如在奥伯林（Oberlin）和罗格斯（Rutgers）等地方。文章还提到，有些评论者担心，触发警告的主张者在寻求保护弱势群体时，可能会剥夺他们的权利。因此，可以推断出，最支持触发警告的是学生。所以，正确答案是A，即学生。
22、Which of the following might be a possible change to be brought about by trigger warning to literature teaching?
A Teachers will abandon materials related to racism, sexism, violence, etc.
B Teachers will ignore students’ requests for a “safe space” in designing their syllabi,
C Teachers will give students advance notice of the content that is likely to distress or offend
them.
D Teachers will allow students to express different and uncomfortable ideas to enlarge their experience.
解析：【喵呜刷题小喵解析】：根据文章中的描述，触发警告（trigger warnings）是指预先发出的警告，由教授或机构应学生的要求发出，表明课堂上呈现的材料可能足够生动以至于引发创伤后应激障碍的症状。文章提到，触发警告似乎起源于在线女权主义论坛，在那里已经使用了几年来标记强奸或其他性暴力的讨论。文章还提到，学生呼吁在文学教学中使用触发警告，以在课前提醒学生可能会感到不适或冒犯的内容。因此，选项C“教师将提前通知学生可能令人不安或冒犯的内容”最符合文章中的描述。选项A“教师将放弃与种族主义、性别歧视、暴力等相关的材料”与文章中的描述不符，因为文章并没有提到教师将避免这些主题。选项B“教师将忽视学生在设计教学大纲时要求‘安全空间’”也不符合文章中的描述，因为文章中提到学生呼吁提供“安全空间”。选项D“教师将允许学生表达不同的、不舒服的想法以丰富他们的体验”虽然是一个积极的想法，但并不是文章中描述的触发警告的直接影响。
23、What does the author mean by “compromised” in PARAGRAPH 3?
A Questioned.
B Improved.
C Challenged
D Weakened.
解析：【喵呜刷题小喵解析】：在第三段中，作者提到“a professor’s ability to teach would be compromised should it become commonplace for 'The Great Gatsby' to hear a trigger warning alerting readers to life disgusting characters and incidents within its pages.”这句话的意思是，如果《了不起的盖茨比》这类作品经常需要发出触发警告，那么教授的授课能力就会被削弱。因此，这里的“compromised”意为“削弱”，与选项D相符。
24、What does “them” in PARAGRAPH 3 refer to?
A Risks.
B Frailties.
C Traumas.
D Possibilities
解析：【喵呜刷题小喵解析】：在第三段中，“Bending the world to accommodate our personal frailties does not help us overcome them”这句话中的“them”指的是前面提到的“frailties”，即“脆弱性”。这句话的意思是“弯曲世界以适应我们个人的脆弱性并不能帮助我们克服它们”，因此“them”指的是脆弱性，即选项B。
25、Which of the following can be the negative impact that trigger warning exerts on literature teaching according to the writer?
A It may highlight the purpose of literature teaching.
B It may expose students to the dark side of the world
C It may deprive students of their intellectual growth.
D It may cause students to experience a post-traumatic-stress disorder.
解析：【喵呜刷题小喵解析】：根据文章中的描述，触发警告可能会使文学教学变得过于安全，从而剥夺学生接触困难和令人不安的想法的机会，从而阻碍他们的智力成长。因此，根据作者的观点，触发警告对文学教学产生的负面影响是可能会使学生体验创伤后应激障碍。选项D符合这个观点。
Passage 2
The medical community owes economists a great deal. Amartya Sen won a Nobel Prize for Economic Sciences in 1998. He has spent his entire career promulgating ideas of justice and freedom, with health rarely out of his gaze. Joseph Stiglitz won a Noble in 2001. In 1998, when he was chief economist at the (then) notoriously regressive World Bank, he famously challenged the Washington Consensus. And Jeff Sachs, a controversial figure to some critics, can fairly lay claim to the enormous achievement of putting health at the center of the Millennium Development Goals. His “Commission on Macroeconomics and Health” was a landmark report, providing explicit evidence to explain why attacking disease was absolutely necessary if poverty was to be eradicated. And I must offer my own personal gratitude to a very special group of economists- Larry Summers, Dean Jamison, Kenneth Arrow, David Evans, and Special Gupta. They were the economic team that drove the work of Global Health 2035.
But although we might be kind to economists, perhaps we should be tougher on the discipline of economics textbook, and you will see the priority given to markets and efficiency, price and utility, profit and competition. These words have chilling effects on our quest for better health. They seem to marginalize those qualities of our lives that we value most of all not our self-interest, but out humanity; not the costs and benefits of monetary exchange, but vision and ideals that guide our decisions. It was these issues that were addressed at last week’s Global Health Lab, held at London School of Hygiene & Tropical Medicine.
Anne Mills, Vice-Director of the school, fervently argued the case in favor of economists. It was they who contributed to understanding the idea of “best-buys” in global health. It was economists who challenged user fees. And it was economists who made the connection between health and economic growth, providing one of the most compelling political arguments for taking health seriously. Some economists might adore markets, but not health economists, she said. “Health care is different.” For her kind of economist, a health system is a “social institution that embodies the values of society”.
Although competition has a part to play in health, it should be used judiciously as a mechanism to improve the quality of care. Chris Whitty, Chief Scientific Adviser at the UK’s Department for International Developments, expressed his contempt for those who profess indifference to economics. Economic is about the efficient allocation of scarce resources. Anyone who backed the inefficient allocation of resources is “immoral”. He did criticize economists for their arrogance, though. Economists seemed to believe their ideas should be accepted simply because of the authority they held as economists. Economics, he said, is only one science among many that policy makers have to take into account. But Clare Chandler. A medical anthropologist, took a different view. She asked, what has neoliberal economics ever done for global health? Her answer, in one word, was “inequality”, Neoliberal economics frames the way we think and act. Her argument suggested that any economic philosophy that put a premium on free trade, privatization, minimal government, and reduced public spending on social and health sectors is a philosophy bereft of human virtue. The discussion that followed, led by Martin Mckee, posed difficult questions. Why do economists treat their theories like religions? Why are economists so silent on their own failures? Can economics ever be apolitical? There were few satisfactory answers to these questions.
26、Which of the following best describes the author’s attitude toward economists?
A Contempt
B Reservation
C Detachment
D Endorsement
解析：【喵呜刷题小喵解析】：原文中提到作者对经济学家的贡献表示了感谢，认为他们对全球卫生事业有重要作用，但同时指出经济学教科书中的市场、效率、价格、利润和竞争等概念对健康领域的影响有限，甚至可能边缘化人类最重视的品质。因此，作者对于经济学家的态度是既肯定其贡献，又对其在某些方面的局限性表示保留。选项C中的“Detachment”（超脱）最能体现作者对经济学家的态度，既不完全否定也不完全肯定，而是持一种超脱、保留的态度。
27、Who holds a critical view on economists’ role in medical field according to the passage?
A Amartya Sen
B Jeff Sachs
C Larry Summers
D Clare Chandler
解析：【喵呜刷题小喵解析】：根据文章中的描述，Jeff Sachs将健康置于千年发展目标的中心，并推动了全球健康2035的工作。因此，Jeff Sachs对经济学家在医疗领域的作用持有积极和正面的态度。而文章提到“虽然我们可以对经济学家很宽容，但我们也许应该对经济学教科书更严格”，暗示着有些人对经济学家的作用持有批评的态度。因此，正确答案是B，即Jeff Sachs不持有批评的观点。
28、Which of the following is closest in meaning to “discipline” in PARAGRPH 2?
A Subject
B Lesson
C Punishment
D Regulation
解析：【喵呜刷题小喵解析】：在原文中，“discipline”指的是学科或专业，原文提到“the priority given to markets and efficiency, price and utility, profit and competition”，这些都是经济学学科中重要的概念，因此“discipline”在此处指的是学科或专业，与选项A“Subject”（学科）最为接近。选项B“Lesson”（课程）虽然与学科有关，但在此上下文中不够精确。选项C“Punishment”（惩罚）和选项D“Regulation”（规则）都与学科或专业没有直接联系，因此不是正确答案。
29、Which of the following is NOT used in the author’s presentation of his ideas?
A Thesis statement
B Rhetorical questions
C Specific examples
D Direct quotation
解析：【喵呜刷题小喵解析】：文章开头介绍了经济学对医学的贡献，接着描述了经济学教科书和市场、效率、价格、利润和竞争等概念对健康的影响。接着，文章通过不同人的观点，讨论了经济学在健康领域的应用和经济学家的责任。文章使用了具体的例子、直接的引述和修辞性的问题来阐述作者的观点，但没有明显的主题句或论点句，因此选项A“主题句”不是文章中用来阐述作者观点的方式。
30、What does the author intend to tell the reader?
A here is still a long way to go for economists to genuinely contribute to global health.
B Economists’ role in global health is, to a large extent, negative
C Economists increased the inequality of resource allocations in global health
D Economics is only one science among many that policy makers have to take into account in providing health care programs
解析：【喵呜刷题小喵解析】：文章指出，虽然经济学家对全球健康做出了贡献，但经济学教科书却将市场和效率、价格和效用、利润和竞争置于首位，这对追求更好的健康有负面影响。作者认为经济学家应该更加关注人性和理想，而不是成本和效益。此外，作者还指出，经济学家似乎认为他们的理论应该被接受，因为他们是经济学家，但政策制定者需要考虑许多科学，经济学只是其中之一。因此，作者认为经济学家在全球健康方面还有很长的路要走，才能真正做出贡献。因此，正确答案是A选项，即“经济学家在全球健康方面还有很长的路要走”。
二、简答题
31、根据题目要求完成下列任务，用中文作答。
课堂提问的作用是什么？(8分) 封闭性问题与开放性问题各自有什么特点？（12分）
参考答案：
见答案。
解析：【喵呜刷题小喵解析】
课堂提问是教学过程中不可或缺的一部分，它对于引导学生思考、激发学生的学习兴趣、检查学生的学习效果以及促进师生交流都起着重要的作用。
封闭性问题与开放性问题在提问中各具特色。封闭性问题具有固定的答案，答案的范围和可能性较小，主要用于检查学生对基础知识的掌握情况。这类问题通常比较直接，易于回答，有助于快速了解学生的学习状况。而开放性问题则没有固定的答案，答案的范围和可能性较大，主要用于激发学生的创新思维和批判性思维。这类问题需要学生运用自己的知识和经验进行思考和回答，有助于培养学生的独立思考能力和解决问题的能力。
在实际教学中，教师应根据教学内容和学生的学习情况灵活运用封闭性问题和开放性问题，以达到最佳的教学效果。
根据题目要求完成下列任务，用中文作答。
下面是某教授的课堂教学片断。
T: …Now, let’s make our own wishes with “if only”. But please don’t forget to give a description, even though it’s very brief, of situation, the context, where you make the wish with one or two sentences… how about Liz?
Liz: Now it’s 5 o’clock, and there is a traffic jam on the express way. The hotel will cancel our room at 6 0’clock if we do not get to the hotel. Then, I’ll say: oh, I wish if only I didn’t go on the journey.
T: Listen, Liz. You see, once you use “I wish”, you don’t need to use “if only”, Just use either one.
Liz: Yes.
T: So will you try again? Just the wish.
Liz; If only I didn’t go on the journey.
T: To make it better, you can say “if only hadn’t gone on this journey”, because you are already on the way. Go on, please.
32、请根据所给材料，分析该教师的教学目的和教学过程，评价其教学行为和反馈方式。
参考答案：
见答案。
解析：【喵呜刷题小u解析】
本题要求分析某教授的课堂教学片断，评价其教学行为和反馈方式。根据所给材料，我们可以从以下几个方面进行分析和评价：
首先，从教学目的来看，该教师的教学目的是明确的，即帮助学生掌握“if only”这一句型，并能够在实际情境中进行运用。在教学过程中，教师引导学生用“if only”表达愿望，并强调描述情境的重要性，这有助于学生更好地理解和运用该句型。
其次，从教学过程来看，该教师采用了有效的教学方法，即引导学生用“if only”表达愿望，并强调描述情境的重要性。同时，教师还针对学生的回答进行了反馈，指出学生在使用“I wish”时不需要再使用“if only”，并给出更好的表达方式，这有助于学生更好地掌握该句型。
最后，从反馈方式来看，该教师的反馈是及时、有针对性的。教师对学生的回答进行了及时的反馈，能够针对学生的问题进行有针对性的指导，帮助学生更好地理解和掌握知识。同时，教师还能够给出更好的表达方式，帮助学生提高语言表达能力。
综上所述，该教师的教学行为和反馈方式都是有效的，能够帮助学生更好地掌握知识点，提高语言表达能力。
设计任务：请阅读下面学生信息和语言素材，设计一个20分钟的英语写前淮备活动。 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：某城镇普通中学高中二年级第一学期学生，班级人数40人。多数学
已经达到 《普通高中英语课程标准（实验）》六级水平。学生课堂参与积极性一般。
语言素材：
A personal essay is a short piece of writing that tells about a personal experience or something about a person’s life.
Here is an example of a personal essay.
You can write about nearly any personal topic using a format like this. The student’s essay in the Reading also used this same plan.
33、根据提供的信息和语言素材设计教学方案，用英文作答。
参考答案：
本题考查教学设计
本题考查写前环节。写作过程包括Warming up and lead-in, Brainstorming, Sample reading and discussion, Mapping, Outline。
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