一、單項選擇題

1．答(dá)案：D。 voicing

2．答(dá)案：C， You train the troops for six months y、 and you send them 、abroad

3. 答(dá)案：D。 inquisitive

4．答(dá)案：C。 prescription

5．答(dá)案：D。back－ formation

6  答(dá)案：C。 more of

7．答(dá)案：A。 There being

8．答(dá)案：D。Were． would

9．答(dá)案：B。 Three

10．答(dá)案：B。 Spoonerism

11答(dá)案：A。 Ideas

12．答(dá)案：敬請期待。

13．答(dá)案：C。 Minimal pairs

14．答(dá)案：C。 The audio－ lingual Method

15．答(dá)案：D。 Intelligence

16．答(dá)案：A。 content

17. 答(dá)案：C。 Why do you think Yang Liwei is a great astronaut?

18．答(dá)案：B。 Empathy

19．答(dá)案：C。 Skimming

20．答(dá)案：D。 Functional－ notional syllabus

21．答(dá)案：B。 Airline apps have immensely transformed travel－

ers'digital lives

22．答(dá)案：A， The Sky Team airline alliance app

23．答(dá)案：A。 Unlimited．

24  答(dá)案：D. Immediate access to the needed information

25．答(dá)案：B。 Neutral

26.答(dá)案: C. The M.L. A report has overestimated the number of

tenure-track jobs on the job list

27答(dá)案： B． Gloomy

28．答(dá)案：B。 The shift of popularity from humanities majors to

career-focused ones

29．答(dá)案：敬請期待。

30. 答(dá)案：B。 More time should be saved for Ph．D． students to

cultivate their professional skills

二、簡答(dá)題

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(1)歸納法即教師(shī)向學生(shēng)逐步滲透具體(tǐ)的(de)語言現(xiàn)象，然後讓學生(shēng)觀察、分析并找出規律，總結出語法規則，這(zhè)樣能使學生(shēng)容易接受語法。例如，在學習(xí)情态動詞結構“should have done”時(shí)，教師(shī)可呈現(xiàn)例句：The driver’ s carelessness cost many passengers’ lives.接着啓發學生(shēng)：Do you think the driver should have been careful? 學生(shēng)會立刻理(lǐ)解句中“should have been careful”的(de)含義。

(2)① 語法教學本身(shēn)并非目的(de)，而是為(wèi)了學生(shēng)掌握和(hé)運用語言服務的(de)。因此，不要把随堂語法課上(shàng)成“滿堂灌”，不要做過多的(de)講解，給學生(shēng)造成語法“繁、難、雜(zá)”的(de)印象。學習(xí)語法的(de)最好(hǎo)方法是在“用”中學。大量的(de)綜合語言運用的(de)實踐活動才能幫助學生(shēng)準确地(dì)理(lǐ)解和(hé)掌握英語語法知識體(tǐ)系。

② 語法難易度也是英語閱讀與閱讀教學不可忽視(shì)的(de)問(wèn)題。語法既是英語語言功能的(de)存在，又(yòu)是元語言功能的(de)存在。教學中教師(shī)要根據學生(shēng)學習(xí)的(de)基礎和(hé)經驗分析語法項目的(de)可學性，由淺入深，由易至難，由簡單到複雜(zá)，循序漸進，控制英語語法教學中的(de)難度，讓學生(shēng)在示例中理(lǐ)解和(hé)感知語法規則，在句子(zǐ)和(hé)語篇中操練語法規則，在不同的(de)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(shàng)述活動旨在培養學生(shēng)通(tōng)過略讀尋找文(wén)章(zhāng)大意的(de)能力以及通(tōng)過思考、讨論等方式猜測詞義的(de)能力。

(2)A：以文(wén)章(zhāng)的(de)标題的(de)形式來(lái)導入，讓學生(shēng)明(míng)白這(zhè)節課會講到的(de)主題，同時(shí)激發學生(shēng)興趣，并引入本堂課的(de)話(huà)題。

B：通(tōng)過頭腦風(fēng)暴的(de)形式，讓學生(shēng)充分參與到課堂活動中來(lái)，培養學生(shēng)的(de)主觀能動性，體(tǐ)現(xiàn)了學生(shēng)的(de)主體(tǐ)性地(dì)位。

C：通(tōng)過讓學生(shēng)讨論文(wén)章(zhāng)可能涉及的(de)話(huà)題，培養學生(shēng)預測文(wén)章(zhāng)大意的(de)能力。

D：讓學生(shēng)通(tōng)讀全文(wén)，來(lái)檢測預測內(nèi)容的(de)正确與否，鍛煉了學生(shēng)的(de)略讀skimming能力，使學生(shēng)能夠在較短的(de)時(shí)間(jiān)裏，熟悉文(wén)章(zhāng)的(de)主題大意和(hé)內(nèi)容梗概。

E：通(tōng)過讓學生(shēng)弄清楚劃線部分內(nèi)容的(de)意思，培養了學生(shēng)合作(zuò)學習(xí)和(hé)自(zì)主學習(xí)的(de)能力。

F：讓學生(shēng)通(tōng)過自(zì)己去(qù)發現(xiàn)細節問(wèn)題，找到細節點，并試圖去(qù)解決，培養了學生(shēng)發現(xiàn)問(wèn)題和(hé)解決問(wèn)題的(de)能力。

(3)敬請期待

四、教學設計(jì)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.)