Which of the following activities is NOT typical of the Task-Based Language Teaching method?

If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of （ ）.

When a teacher asks students to discuss how a text is organized, he/she is most likely to help them （ ）.

Which of the following practices can encourage students to read an article critically?

Which of the following is a display question used by teachers in class?

Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?

Which of the following exercises would a teacher most probably use if he/she wants to help students develop discourse competence?

The advantages of pair and group work include all of the following EXCEPT （ ）.

Which of the following should a teacher avoid when his/her focus is on developing students' ability to use words appropriately?

Which of the following practices is most likely to encourage students' learning?

The sound of "ch" in "teacher" is（ ）.

The main difference between /m/, /n/, and /?/lies in（ ）.

She is（ ），from her recording, the diaries of Simon Forman.

Neither the unpleasant experiences nor the bad luck（ ）him discouraged.

Mr. Joe has worked very hard in the past two years and has paid all his debts （ ）the last penny.

The message came to the villagers（ ）the enemy had already fled the village.

We must improve the farming method（ ）we may get high yields.

-Do you mind if I smoke here?

-（ ?）

What is the main rhetoric device used in “The plowman homeward plods his weary way.”?

-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 （ ?）

阅读 Passage 1,完成小题.

Passage 1

Today'sadults grew up in schools designed to sort us into the various segments of oursocial and economic system. Theamount of time available to learn was fixed: one year per grade. The amount learnedby the end of that time was free to vary:?some of us learned a great deal; some, very little. As weadvanced through the grades, those who had learned a great deal in previousgrades continued to build on those foundations. Those who had failed to masterthe early prerequisites within the allotted time failed to learn that whichfollowed. After 12 or 13 years of cumulative treatment of this kind, we were,in effect, spread along an achievement continuumthat was ultimately reflected in each student's rank in class upon graduation.

?Fromthe very earliest grades, some students learned a great deal very quickly andconsistently scored high on assessments. The emotional effect of this was tohelp them to see themselves as capable learners, and so these students becameincreasingly confident in school. That confidence gave them the inner emotionalstrength to take the risk of striving for more success because they believed thatsuccess was within their reach. Driven forward by this optimism, these studentscontinued to try hard, and that effort continued to result in success for them.They became the academic and emotional winners. Notice that the trigger fortheir emotional strength and their learning success was their perception oftheir success on formal and informal assessments.

?Butthere were other students who didn’t fare so well. They scored very low ontests, beginning in the earliest grades. The emotional effect was to cause themto question their own capabilities as learners. They began to lose confidence,which, in turn, deprived them of the emotional reserves needed to continue totake risks. As their motivation warned, of course, their performance?plummeted.These students embarked on what they believed to be an irreversible

What is the author's attitude towards the old mission of assessment?

Which of the following is closest in meaning to the underlined word “plummeted” in Paragraph 3?

Which of the following describes the paradox of the schools?

Which of the following will be triggered by the assessment results according to the passage?

请阅读 Passage 2，完成小题。

Passage 2

Several research teams have found thatnewborns prefer their mothers' voices over those of other people. Now a team ofscientists has gone an intriguing step further: they have found that newbornscry in their native language. "We have provided evidence that languagebegins with the very first cry melodies," says Kathleen Wermke of theUniversity of Wurzburg, Germany, who led the research.

?"The dramatic finding of this study isthat not only are newborns capable of producing different cry melodies, butthey prefer to produce those melody patterns that are typical for the?ambientlanguage they have heard during their fetal life, within the lasttrimester," said Wermke. "Contrary to orthodox interpretations, thesedata support the importance of human infants' crying for seeding languagedevelopment."

???Ithad been thought that babies' cries are constrained by-their breathing patternsand respiratory apparatus, in which case a crying baby would sound like acrying baby no matter what the culture is, since babies are anatomically identical."The prevailing opinion used to be that newborns could not activelyinfluence their production of sound," says Wermke. This study refutes thatclaim: since babies cry in different languages, they must have somecontrol?? (presumably unconscious) overwhat they sound like rather than being constrained by the acoustical propertiesof their lungs, throat, mouth, and larynx. If respiration alone dictated what a crysounded like, all babies would cry with a falling-pitch pattern, since that'swhat happens as you run out of breath and air pressure on the throat'ssound-making machinery decreases. French babies apparently didn't get thatmemo. "German and French infants produce different types of cries, eventhough they share the same physiology," the scientists point out."The French newborns produce ‘nonphysiological' rising patterns," showingthat the sound of their cries is under their control.

???

Which of the following is closest in meaning to the underlined word "ambient" in Paragraph 2?

Why do German and French babies produce different types of cries according to the research?

When does language acquisition begin according to the research?

What can be inferred from the last paragraph?

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）。

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 aboutsome 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 playfootball after school when it began to rain, so you didn’t do it. Can youdescribe it with the word “prevent”? Who would like to have a try?

S1: We didn’t play football yesterday because asudden rain prevented us.

T: OK. But would you please begin your sentencewith “The sudden rain…”? Who’d like to try?

S2. The sudden rain prevented us to playfootball yesterday.

T: Oh, you are so quick, and you are almostright. Do we say “prevent somebody to do something” or “prevent somebody…”

S3: Oh. The sudden rain prevented us fromplaying football yesterday.

T: Perfect. Let’s read S3’s sentence together andremember the verb pattern of “prevent”, OK?

根据该教学片段回答下面四个问题：

(1)该教师采取了什么方式引出复习巩固的内容？（5分）

(2)当该教师发现学生没有完全掌握所学内容时，采取了什么补救方法？(5分

(3)这种补救方法有哪两个优点？（10分）

(4)该教师复习巩固所教内容还可以采用其他哪两种方法？（10分）

设计任务：请阅读下面学生信息和语言素材，设计20分钟英语阅读的教学教案没有固定格式，但须包含下列要点：

●teaching objectives

●teaching contents

●key anddifficult points

●majorsteps 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一年级学生，班级人数40人。多数学生已达到《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。