The underlined letters in the following words have the same sound except________.

Walter’s work ________ efficiently, the boss decided to promote him to senior manager.

She has many good friends, _________ are really kind to her and her parents.

There is a good social life in the village, and I wish I _______ a second chance to become more involved.

He didn’t make ________ preparations, or he would have succeeded in the job interview.

Digital content is so easily accessible nowadays that young people may just ________ books to be free and are not ready to pay for it.

Which of the following clusters of words is an example of alliteration?

Which of the following italicized parts is an inflectional morpheme?

English teachers can sometimes use TPR in classroom activities. TPR stands for _______.

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Do you know that women’s brains are smaller than men’s? Normally the women’s brain weighs 10% less than men’s. Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent than women. Right? Wrong. Men and women always score similarly on intelligence tests, despite the difference in brain size. Why? After years of study, researchers have concluded that it’s what’s inside that matters, not just the size of the brain. The brain is made up of “grey matter” and “white matter”. While men have more of the white matter, the amount of “thinking” brain is almost the same in both men and women.

It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women. This means that little girls may learn to speak earlier, and that women can understand sorts of different information at the same time. When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it’s women who come out on top every time.

There are other important differences between two sexes. As white matter is the key to spatial（空间的）tasks, men know better where things are in relation to other things. “A great footballer always knows where he is in relation to the other players, and he knows where to go,” says one researcher. That may explain one of life’s great mysteries: why men refuse to ask for directions and women often need to!

The differences begin when fetuses（胎儿）are about nine weeks old, which can be seen in the action of children when they are very young. A boy would try to climb a barrier before him or push it down while a girl would ask for help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors, among whom women needed speech skills to take care of their babies and men needed s

Do you know that women’s brains are smaller than men’s? Normally the women’s brain weighs 10% less than men’s. Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent than women. Right? Wrong. Men and women always score similarly on intelligence tests, despite the difference in brain size. Why? After years of study, researchers have concluded that it’s what’s inside that matters, not just the size of the brain. The brain is made up of “grey matter” and “white matter”. While men have more of the white matter, the amount of “thinking” brain is almost the same in both men and women.

It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women. This means that little girls may learn to speak earlier, and that women can understand sorts of different information at the same time. When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it’s women who come out on top every time.

There are other important differences between two sexes. As white matter is the key to spatial（空间的）tasks, men know better where things are in relation to other things. “A great footballer always knows where he is in relation to the other players, and he knows where to go,” says one researcher. That may explain one of life’s great mysteries: why men refuse to ask for directions and women often need to!

The differences begin when fetuses（胎儿）are about nine weeks old, which can be seen in the action of children when they are very young. A boy would try to climb a barrier before him or push it down while a girl would ask for help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors, among whom women needed speech skills to take care of their babies and men needed s

Do you know that women’s brains are smaller than men’s? Normally the women’s brain weighs 10% less than men’s. Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent than women. Right? Wrong. Men and women always score similarly on intelligence tests, despite the difference in brain size. Why? After years of study, researchers have concluded that it’s what’s inside that matters, not just the size of the brain. The brain is made up of “grey matter” and “white matter”. While men have more of the white matter, the amount of “thinking” brain is almost the same in both men and women.

It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women. This means that little girls may learn to speak earlier, and that women can understand sorts of different information at the same time. When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it’s women who come out on top every time.

There are other important differences between two sexes. As white matter is the key to spatial（空间的）tasks, men know better where things are in relation to other things. “A great footballer always knows where he is in relation to the other players, and he knows where to go,” says one researcher. That may explain one of life’s great mysteries: why men refuse to ask for directions and women often need to!

The differences begin when fetuses（胎儿）are about nine weeks old, which can be seen in the action of children when they are very young. A boy would try to climb a barrier before him or push it down while a girl would ask for help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors, among whom women needed speech skills to take care of their babies and men needed s

Do you know that women’s brains are smaller than men’s? Normally the women’s brain weighs 10% less than men’s. Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent than women. Right? Wrong. Men and women always score similarly on intelligence tests, despite the difference in brain size. Why? After years of study, researchers have concluded that it’s what’s inside that matters, not just the size of the brain. The brain is made up of “grey matter” and “white matter”. While men have more of the white matter, the amount of “thinking” brain is almost the same in both men and women.

It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women. This means that little girls may learn to speak earlier, and that women can understand sorts of different information at the same time. When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it’s women who come out on top every time.

There are other important differences between two sexes. As white matter is the key to spatial（空间的）tasks, men know better where things are in relation to other things. “A great footballer always knows where he is in relation to the other players, and he knows where to go,” says one researcher. That may explain one of life’s great mysteries: why men refuse to ask for directions and women often need to!

The differences begin when fetuses（胎儿）are about nine weeks old, which can be seen in the action of children when they are very young. A boy would try to climb a barrier before him or push it down while a girl would ask for help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors, among whom women needed speech skills to take care of their babies and men needed s

Many high school students consider a college education useless. Therefore, they choose not to go to college. If you’re one of them, think again. Here are some reasons why you should go to college and receive a good education there.

Schools and universities are the first sources of knowledge. We take that knowledge later on to build our careers after graduation. More knowledge will be gained after you start working, but without an education, that job will not be within easy reach. Knowledge leads to knowledge.

While limited within the walls of the educational institutions, we openly explore other cultures of the world. We come to know that ours is not the only culture. Other cultures have valuable insights to share, enriching our own. Education also makes us want to travel and interact with various cultures, broadening our horizons.

When there’s a downturn in the economy, those who attended college will be more likely to find a new job than those who only finished grade school and have a limited skills set. The more education you have, the more chances you will get to improve the quality of your life as you have a better job and earn a higher salary.

When you’re skillful and knowledgeable, you get to “rub knees” with people of similar backgrounds and tastes. It means a good education leads to excellent networking. Good networking can benefit you a lot in your later life.

A good education makes you a more interesting person. You can talk about ideas and events instead of just other people and what's on sale in stores. An educated person doesn’t gossip, having a preference to discuss ideas and listen to what other people have to say.

Paragraph 2 mainly shows that going to college allows you to ______.

Many high school students consider a college education useless. Therefore, they choose not to go to college. If you’re one of them, think again. Here are some reasons why you should go to college and receive a good education there.

Schools and universities are the first sources of knowledge. We take that knowledge later on to build our careers after graduation. More knowledge will be gained after you start working, but without an education, that job will not be within easy reach. Knowledge leads to knowledge.

While limited within the walls of the educational institutions, we openly explore other cultures of the world. We come to know that ours is not the only culture. Other cultures have valuable insights to share, enriching our own. Education also makes us want to travel and interact with various cultures, broadening our horizons.

When there’s a downturn in the economy, those who attended college will be more likely to find a new job than those who only finished grade school and have a limited skills set. The more education you have, the more chances you will get to improve the quality of your life as you have a better job and earn a higher salary.

When you’re skillful and knowledgeable, you get to “rub knees” with people of similar backgrounds and tastes. It means a good education leads to excellent networking. Good networking can benefit you a lot in your later life.

A good education makes you a more interesting person. You can talk about ideas and events instead of just other people and what's on sale in stores. An educated person doesn’t gossip, having a preference to discuss ideas and listen to what other people have to say.

According to Paragraph 3, what does going to college mean?

Many high school students consider a college education useless. Therefore, they choose not to go to college. If you’re one of them, think again. Here are some reasons why you should go to college and receive a good education there.

Schools and universities are the first sources of knowledge. We take that knowledge later on to build our careers after graduation. More knowledge will be gained after you start working, but without an education, that job will not be within easy reach. Knowledge leads to knowledge.

While limited within the walls of the educational institutions, we openly explore other cultures of the world. We come to know that ours is not the only culture. Other cultures have valuable insights to share, enriching our own. Education also makes us want to travel and interact with various cultures, broadening our horizons.

When there’s a downturn in the economy, those who attended college will be more likely to find a new job than those who only finished grade school and have a limited skills set. The more education you have, the more chances you will get to improve the quality of your life as you have a better job and earn a higher salary.

When you’re skillful and knowledgeable, you get to “rub knees” with people of similar backgrounds and tastes. It means a good education leads to excellent networking. Good networking can benefit you a lot in your later life.

A good education makes you a more interesting person. You can talk about ideas and events instead of just other people and what's on sale in stores. An educated person doesn’t gossip, having a preference to discuss ideas and listen to what other people have to say.

By giving the example of a downturn in the economy, what does the author want to show?

Many high school students consider a college education useless. Therefore, they choose not to go to college. If you’re one of them, think again. Here are some reasons why you should go to college and receive a good education there.

Schools and universities are the first sources of knowledge. We take that knowledge later on to build our careers after graduation. More knowledge will be gained after you start working, but without an education, that job will not be within easy reach. Knowledge leads to knowledge.

While limited within the walls of the educational institutions, we openly explore other cultures of the world. We come to know that ours is not the only culture. Other cultures have valuable insights to share, enriching our own. Education also makes us want to travel and interact with various cultures, broadening our horizons.

When there’s a downturn in the economy, those who attended college will be more likely to find a new job than those who only finished grade school and have a limited skills set. The more education you have, the more chances you will get to improve the quality of your life as you have a better job and earn a higher salary.

When you’re skillful and knowledgeable, you get to “rub knees” with people of similar backgrounds and tastes. It means a good education leads to excellent networking. Good networking can benefit you a lot in your later life.

A good education makes you a more interesting person. You can talk about ideas and events instead of just other people and what's on sale in stores. An educated person doesn’t gossip, having a preference to discuss ideas and listen to what other people have to say.

What is the text mainly about?

Who wrote Mrs. Warren’s Profession?

Directions: Read the following passage. Answer the questions according to the information given in the passage.

A life coach is somebody who helps you reach all kinds of personal and professional goals. Each of us has the ability to be our own life coach. Here are some tips for you:

? Pay attention to your relationships with others

Ask yourself the following questions: How do you deal with disagreements? When was the last time you showed your family members that you care for them? Your relationships with friends, family members and teachers show a lot about the kind of person you are.

? Face the fears about the future

Now, imagine that one of your good friends told you that he or she was not strong enough to go back to school. We often give better advice than we are willing to take ourselves. Remember that even the most successful people were probably told that what they wanted to do was impossible, but they followed their dreams and succeed.

? Develop your talents

If you want to reach your goals, you will have to spend more time developing the talents you already have, and uncovering any hidden talents that you haven’t discovered yet. So you can take classes in subjects that you are interested in, even if you have no experience.

? Be thankful

Take some time to be thankful for the things you do have. Remember positive memories. Think of the best day(s) you have had in the past month or year. Remember special parties, vacations and holidays. Appreciate the wonderful people you have in your life.

（单一主观题） Give a very brief answer to the following question:

According to the passage, why should you pay attention to your relationships with others?

Directions: Read the following passage. Answer the questions according to the information given in the passage.

A life coach is somebody who helps you reach all kinds of personal and professional goals. Each of us has the ability to be our own life coach. Here are some tips for you:

? Pay attention to your relationships with others

Ask yourself the following questions: How do you deal with disagreements? When was the last time you showed your family members that you care for them? Your relationships with friends, family members and teachers show a lot about the kind of person you are.

? Face the fears about the future

Now, imagine that one of your good friends told you that he or she was not strong enough to go back to school. We often give better advice than we are willing to take ourselves. Remember that even the most successful people were probably told that what they wanted to do was impossible, but they followed their dreams and succeed.

? Develop your talents

If you want to reach your goals, you will have to spend more time developing the talents you already have, and uncovering any hidden talents that you haven’t discovered yet. So you can take classes in subjects that you are interested in, even if you have no experience.

? Be thankful

Take some time to be thankful for the things you do have. Remember positive memories. Think of the best day(s) you have had in the past month or year. Remember special parties, vacations and holidays. Appreciate the wonderful people you have in your life.

（单一主观题） Give a very brief answer to the following question:

(1) Please give the passage a proper title.

Directions: Read the following passage. Answer the questions according to the information given in the passage.

A life coach is somebody who helps you reach all kinds of personal and professional goals. Each of us has the ability to be our own life coach. Here are some tips for you:

? Pay attention to your relationships with others

Ask yourself the following questions: How do you deal with disagreements? When was the last time you showed your family members that you care for them? Your relationships with friends, family members and teachers show a lot about the kind of person you are.

? Face the fears about the future

Now, imagine that one of your good friends told you that he or she was not strong enough to go back to school. We often give better advice than we are willing to take ourselves. Remember that even the most successful people were probably told that what they wanted to do was impossible, but they followed their dreams and succeed.

? Develop your talents

If you want to reach your goals, you will have to spend more time developing the talents you already have, and uncovering any hidden talents that you haven’t discovered yet. So you can take classes in subjects that you are interested in, even if you have no experience.

? Be thankful

Take some time to be thankful for the things you do have. Remember positive memories. Think of the best day(s) you have had in the past month or year. Remember special parties, vacations and holidays. Appreciate the wonderful people you have in your life.

(2) Translate the underlined sentence in Para.3 into Chinese.

Directions: Read the following passage. Answer the questions according to the information given in the passage.

A life coach is somebody who helps you reach all kinds of personal and professional goals. Each of us has the ability to be our own life coach. Here are some tips for you:

? Pay attention to your relationships with others

Ask yourself the following questions: How do you deal with disagreements? When was the last time you showed your family members that you care for them? Your relationships with friends, family members and teachers show a lot about the kind of person you are.

? Face the fears about the future

Now, imagine that one of your good friends told you that he or she was not strong enough to go back to school. We often give better advice than we are willing to take ourselves. Remember that even the most successful people were probably told that what they wanted to do was impossible, but they followed their dreams and succeed.

? Develop your talents

If you want to reach your goals, you will have to spend more time developing the talents you already have, and uncovering any hidden talents that you haven’t discovered yet. So you can take classes in subjects that you are interested in, even if you have no experience.

? Be thankful

Take some time to be thankful for the things you do have. Remember positive memories. Think of the best day(s) you have had in the past month or year. Remember special parties, vacations and holidays. Appreciate the wonderful people you have in your life.

(3) Translate the underlined sentence in Para.5 into Chinese.

教材分析在一定程度上决定着教学活动的设计和教学方法的选择，请问分析教材可以从那几个方面着手？（4分）如果现在需要你对教材进行解析与重组，你会如何操作？（6分）

现代教育技术和教学资源为英语教学提供了多种媒体的手段，教师要在课堂教学中合理利用现有的教学资源和现代教育技术，科学、合理为提高学生英语学习效果服务。

（单一主观题） （1）请列举英语课程资源的类型。（4分）

现代教育技术和教学资源为英语教学提供了多种媒体的手段，教师要在课堂教学中合理利用现有的教学资源和现代教育技术，科学、合理为提高学生英语学习效果服务。

（2）请从英语课程资源利用的角度对以下案例做简要分析（6分）

在学习了“There is/are … in my bed room.”的内容在之后，教师补充了一首My Small Bedroom的歌曲。教师在讲台上一边播放歌曲，一边手舞足蹈，嘴里说着“Do you like this song? Let’s sing together”，但该歌曲节奏欢快，歌词中又出现了大量的连读、不完全爆破等，学生在台下一脸茫然，不知所措。

以下是小学英语某教材某页的学习内容。请仔细阅读该页，并回答后面五个问题。

（1）根据本页内容，你判断本次课所学语言的交际功能是什么？（1分）

要完成该交际功能所需要的主要语言结构是什么？（1分）

以下是小学英语某教材某页的学习内容。请仔细阅读该页，并回答后面五个问题。

（2）本页主要有两项活动：Let’s try和Let’s talk。请问这两部分分别有什么作用？（4分）

以下是小学英语某教材某页的学习内容。请仔细阅读该页，并回答后面五个问题。

（4）假定你要为本页的教学内容设计教案，请问教学目标如何设计？（4分）

以下是小学英语某教材某页的学习内容。请仔细阅读该页，并回答后面五个问题。

（5）任务型教学法在小学英语教学中是一种有效地教学方法，在采取该方法教学时，教师面临的最大挑战是如何设计任务。本页中Let’s talk的对话活动需要练习对话并完成list，请解释这项活动的具体内容。（2分）如果结合任务型教学法来组织该活动，你将如何设计？（6分）

教学情境是指在课堂教学中，根据教学的内容，为落实教学目标所设定的学习环境。请问教学情境的类型有哪些？（1分）创设教学情境应注意哪些问题？（4分）假如你现在需要组织一堂英语课，你认为创设教学情境的方法有哪些？（5分）

批改作业是教师的常规工作之一，不仅可以帮助学生巩固、理解和升华课堂所学知识，教师也可以发现学生学习中存在的问题，了解教学中的薄弱环节，以便及时采取措施补救。

（1）请简述作业批改的要求。（3分）

（2）下面是某英语教师对学生作业的批改案例，请分析该教师的作业批改方式存在哪些问题？（2分）会带来的哪些负面影响？（2分）并提出相应的改进建议。（3分）

I think the most important sense is hearing. If I lose the ability of hearing, I also can’t speak.

to hear cannot speak either

To lose hearing means to lose two important functions (of human).

to lose one’s hearing losing

Deaf-and-dumb people cannot hear the bus noise even if the accident happens in their back.

an behind them

This is the most important ploblem for them. For example, suppose that they ride a bike in the

problem are riding a

busy street.

We, normal people feel the dangerous by the noise, which is made by ears. We can avoid them

Sense ?

and drive safely. Deaf people always expode their to danger.

Ride are always exposed to danger

本单元的标题是“What did you do last weekend?”话题为日常活动，本单元所学语言的交际功能是什么（1分），要完成该交际功能所涉及到的主要语言结构是什么（1分）

本页中的主要内容包括一幅图片，任务或练习1a、1b、1c，图片在题目中起什么作用？（2分）1a、1b、1c的教学内容是什么？（3分）

假定“badminton”是一个生词，你想结合实物用英语向学生解释该词，你会怎么解释。此题用英语作答。（3分）

假定1a中的“camped by the lake”也是一个学生不熟悉的常用表达，你如何呈现它的意义最好？（1分）为什么？（2分）

1c的教学目标是什么？（2分）假如你发现，班上很多同学都是独自朗诵1c中提供的对话，没有和别的同学操练，这说明了什么？（2分）如果结合任务型教学法完成1c的教学目标，你会怎么设计？（4分）

Do you think it’s necessary for student to know how to learn English? Write an essay in no less than 150 words, giving some suggestions to help students learn English. Marks will be awarded for content, organization, grammar and appropriateness.

以下是小学英语某教材某页的学习内容。请仔细阅读该页，并回答后面五个问题。

（2）本页主要有两项活动：Let’s try和Let’s talk。请问这两个部分分别有什么作用？（4分）