一、單項選擇題

1．答案：D。 voicing

2．答案：C， You train the troops for six months y、 and you send them 、abroad

3. 答案：D。 inquisitive

4．答案：C。 prescription

5．答案：D。back－ formation

6  答案：C。 more of

7．答案：A。 There being

8．答案：D。Were． would

9．答案：B。 Three

10．答案：B。 Spoonerism

11答案：A。 Ideas

12．答案：敬請期待。

13．答案：C。 Minimal pairs

14．答案：C。 The audio－ lingual Method

15．答案：D。 Intelligence

16．答案：A。 content

17. 答案：C。 Why do you think Yang Liwei is a great astronaut?

18．答案：B。 Empathy

19．答案：C。 Skimming

20．答案：D。 Functional－ notional syllabus

21．答案：B。 Airline apps have immensely transformed travel－

ers'digital lives

22．答案：A， The Sky Team airline alliance app

23．答案：A。 Unlimited．

24  答案：D. Immediate access to the needed information

25．答案：B。 Neutral

26.答案: C. The M.L. A report has overestimated the number of

tenure-track jobs on the job list

27答案： B． Gloomy

28．答案：B。 The shift of popularity from humanities majors to

career-focused ones

29．答案：敬請期待。

30. 答案：B。 More time should be saved for Ph．D． students to

cultivate their professional skills

二、簡答題

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(1)歸納法即教師向學生逐步滲透具體的語言現象，然后讓學生觀察、分析并找出規(guī)律，總結出語法規(guī)則，這樣能使學生容易接受語法。例如，在學習情態(tài)動詞結構“should have done”時，教師可呈現例句：The driver’ s carelessness cost many passengers’ lives.接著啟發(fā)學生：Do you think the driver should have been careful? 學生會立刻理解句中“should have been careful”的含義。

(2)① 語法教學本身并非目的，而是為了學生掌握和運用語言服務的。因此，不要把隨堂語法課上成“滿堂灌”，不要做過多的講解，給學生造成語法“繁、難、雜”的印象。學習語法的最好方法是在“用”中學。大量的綜合語言運用的實踐活動才能幫助學生準確地理解和掌握英語語法知識體系。

② 語法難易度也是英語閱讀與閱讀教學不可忽視的問題。語法既是英語語言功能的存在，又是元語言功能的存在。教學中教師要根據學生學習的基礎和經驗分析語法項目的可學性，由淺入深，由易至難，由簡單到復雜，循序漸進，控制英語語法教學中的難度，讓學生在示例中理解和感知語法規(guī)則，在句子和語篇中操練語法規(guī)則，在不同的語言活動中提煉語法意識。

三、教學情境分析題

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(1)上述活動旨在培養(yǎng)學生通過略讀尋找文章大意的能力以及通過思考、討論等方式猜測詞義的能力。

(2)A：以文章的標題的形式來導入，讓學生明白這節(jié)課會講到的主題，同時激發(fā)學生興趣，并引入本堂課的話題。

B：通過頭腦風暴的形式，讓學生充分參與到課堂活動中來，培養(yǎng)學生的主觀能動性，體現了學生的主體性地位。

C：通過讓學生討論文章可能涉及的話題，培養(yǎng)學生預測文章大意的能力。

D：讓學生通讀全文，來檢測預測內容的正確與否，鍛煉了學生的略讀skimming能力，使學生能夠在較短的時間里，熟悉文章的主題大意和內容梗概。

E：通過讓學生弄清楚劃線部分內容的意思，培養(yǎng)了學生合作學習和自主學習的能力。

F：讓學生通過自己去發(fā)現細節(jié)問題，找到細節(jié)點，并試圖去解決，培養(yǎng)了學生發(fā)現問題和解決問題的能力。

(3)敬請期待

四、教學設計題

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Teaching type: Writing class

Teaching content: This lesson is from senior high school, and the topic of the writing is “We can learn all we need on the Internet”. Students should write a paragraph giving the opposite view.

Teaching Objectives:

(1) Knowledge objectives

① Students can master the basic structure of an argumentation.

② Students can get more points and supporting details of opposite view about “We can learn all we need on the Internet”.

(2) Ability objectives:

① Students can develop their writing strategies such as outlining, drafting and giving supports.

② Students can express their own opinions about the Internet’s effects on teaching and learning.

(3) Emotional objectives:

① Students can foster the interest and desire of learning English, and fond of taking part in class activities.

②Students can develop their critical thinking when discussing a topic.

Teaching key and difficult points:

Teaching Key point:

Students can get more points and supporting details of opposite view about “We can learn all we need on the Internet”.

Teaching Difficult point:

Students can express their own opinions about the Internet’s effects on teaching and learning.

Teaching Procedures:

Step1: Pre-writing (8minutes)

1. Provide students with two clips of video about the Internet’s effect and the teacher’s effect on teaching and learning.

2. Provide the short essay and students read them.

3. Students work in groups of 4 to lists their opinions about disagrees when learning is entirely controlled by the Internet.

4. Students share their opinions in class guided by the teacher.

5. The teacher teaches the format of an argumentation like related transitional words.

(Justification: Group discussion can strengthen their cooperative spirit and their imaginative ability can be developed. Moreover students will get the ability to write an email to express their ideas.)

Step2: While-writing (7minutes)

Students need to write their opposite views.

(Justification: Students will cultivate their ability of write an article within certain minutes and their good habits of writing will be formed as well.)

Step3: Post-writing (5minutes)

1. Make self-editing and exchange with desk-mates to do peer-editing.

2. The teacher shows an sample and make a summary.

(Justification: Editing can provide a perfect writing for students, meanwhile the comments will help students learn more from others and improve their writing ability promptly.)