1. Which of the following shows the proper rhythmical节奏的 pattern of the sentence?
2. In terms of manner of articulation发音方法, the sounds [p], [b], [t], [d], [k], [g] are__________.
D. oral stops
3. The producers of oil and other __________ commodities have an advantage.
4. Being__________ of money, she managed to save enough for a holiday.
5. Farmers are allowed to grow small gardens of their own and they sell their vegetables__________ the black market.
5.【答案】A。解析：考察介词搭配。on the market意为“上市，出售中〞，句意为“农夫们被允许在自己的菜园耕种.并将蔬菜拿到黑市上去卖〞。
6. --I'll be away on a business trip. Would you mind looking after my cat?
--Not at all.__________.
A. I've no time
B. I'd like it
C. I'd rather not
D. I'd be happy to
7. Can you imagine the difficulty I had __________ language obstacles I first studied abroad?
A. to overcome
7.【答案】B。解析：考察惯用搭配。have difficulty(in)doing sth意为“做某事有困难〞，the difficulty I had over—coming language obstacles在整个句子中作宾语.I had overcoming language obstacles是省略了关系代词that的定语从句.关系代词在句中充当宾语。应选B。
8.__________your valuable help, we couldn't have finished the experiment ahead of time.
A. If it were not for
B. Had it not been for
C. Were it not for
D. If it has not been for
9. In a factory, Li, the guide, is interpreting for a group of foreign guests. When they have finished visiting one workshop, he would like the group to follow him to the next workshop. He says,“〞.
A. This way, please
B. Come here
C. Follow me
D. Move on
10. The relationship between "furniture" and "desk" is__________.
11. The core concept of the New Curriculum is __________.
A. promoting the professional teachers' development
B. letting the students choose the course independently
C. advocating the constructivist learning
D. for every student's development
12. Which of the following belongs to the communicative approach?
A. Focus on accuracy.
B. Focus on fluency.
C. Focus on strategies.
D. Focus on comprehension.
13. In a pre-listening activity, students need to learn to cope with some ambiguity不明确 in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of__________.
A. listening for specific information
B. listening for gist
C. listening for structure
D. listening for vocabulary
14. Which of the following statements is NOT a way of presenting new vocabulary?
B. Using real objects.
C. Writing a passage by using new words.
D. Giving explanations.
15. When teachers teach pronunciation to students, which suggestion is useless?
A. Use hands and arms to conduct choral pronunciation practice.
B. Move around the classroom when doing choral practice.
C. Try to use visual aids.
D. Rely on explanations.
16. What can cloze help to train in terms of writing?
A. Unity of texts.
B. Indention of texts.缩进
C. Compilation of texts.编辑
D. Use of cohesive devices.衔接手段
17. What stage can the following grammar activity be used at?
The teacher asked students to arrange the words of sentences into different columns raarked subject, predicate, object, object complement, adverbial and so on.
18. When a student said "Yesterday I goed to see a friend of mine", which of the following ways for correcting errors is not encouraged?
A. Oh, yes. I see you went to see a friend of yours.
B. You goed to see your friend?
C. No, not goed. You should say went.
D. Say it again, please.
19. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. Here the teacher is playing the role of a (an)__________.
20. When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________.
Crash. Shatter. Boom. Crash. Shatter. Boom. Smattering of silly dialogue. Pretty girl screams:
"Dad! " Crash. Shatter. Boom. Silly dialogue. "DAD!!! " Crash. Shatter. Boom.
What? Oh, sorry. We were falling into a trance there.
Which is, dear moviegoer, what may happen to you during Michael Bay's Transformers: Age of Extinction, the fourth Transformers film and lasts 165 minutes, which is precariously close to the three-hour mark that Bay undoubtedly will reach--by our sophisticated calculations, and at the current growth rate, with his sixth installment.
But let's not get ahead of ourselves. Despite what you've just read, this film will likely be a massive hit because by now, if you're buying a Transformers ticket, you surely know what you're getting into, and you want more, more, more. And Bay is the Master of More.
Or just take it from the l 1-year-old sitting next to me, who reserved any audible judgment--he, too was in a trance, though maybe from sugar intake--until the moment he saw a Transformer become a dinosaur. Overwhelmed by the pairing, he proclaimed, "That's the sickest thing I've ever seen in my life." It was as if peanut butter and jelly had been tasted together for the first time.
This time, there's a whole new human cast. Most important, Mark Wahlberg has replaced Shia LaBeouf as well, Main Human Guy.
A significant part of the movie also takes place in China--clearly a nod to the franchise's huge market in the country.
In any case, we begin in Paris, Texas, where Cade Yeager (Wahlberg), a struggling inventor, is desperately seeking a big discovery. He's also a widowed dad, and super-protective (as the movie incessantly reminds us) of his high-school daughter, Tessa (Nicola Peltz, blond and pretty and ineffective, though the one-note script does her no favours).
One day, Cade buys a rusty old truck. Examining it back home, he soon discovers it's none other than Optimus Prime, the Autobot hero, seriously damaged.
As Cade works on fixing him up, his assistant, wisecracking surfer-dude Lucas, has the dumb idea of calling the authorities. What he doesn't know is that the government is plotting to destroy all remaining Autobots in favour of a man-made army of Transformers. He's being helped in this endeavour by the shadowy KSI Corporation, run by the nasty-but-complicated Joshua Joyce (Stanley Tucci).
So now, it's evil humans that pitted against the trustworthy Autobots. So much for gratitude.
There's also a subplot involving Tessa and her secret boyfriend, Shane (Jack Reynor, underused),whose Irish accent leads Cade to dismissively call him "Lucky Charms"--at least until the two bond in battle.
The obvious question: Is it too much for its own good? Bay is very talented at all things visual,the 3-13 works well and the robots look great. But the final confrontation alone lasts close to an hour. At some point, you may find yourself simply in a daze, unable to absorb any further action into your brain.
21. What can be inferred from the first paragraph?
A. The girl can't understand the movie she was seeing.
B. The girl felt scared about the movie she was seeing.
C. The movie the girl seeing was very thrilling.
D. The girl couldn't find her father.
22. What does the word "trance" (Para. 2) mean?
23. What did the author mean by saying "... and you want more, more, more. And Bay is the Master of More." (Para. 4)?
A. The audiences are hard to satisfy.
B. Bay is good at producing massive hit.
C. Only Bay can bring audience massive hit.
D. Bay knows about the audience's mind.
24. What is the main idea of the last paragraph?
A. The audiences don't like the final confrontation.
B. The disadvantages of Transformers 4 are more obvious than advantages.
C. Putting into too much what the director skilled poses negative effect.
D. The director Bay only focuses on the 3-D works.
25. Which of the following statement is wrong?
A. The sixth Transformer may last for 3 hours.
B. The government in the movie wants to set up a man-made army of Transformers.
C. In the movie, KSI Corporation stands by the government.
D. Joshua Joyce has reported the news about Autobot hero to the government.
The British Medical Journal recently featured a strong response to what was judged an inappropriately lenient reaction by a medical school to a student cheating in an examination.
Although we have insufficient reliable data about the extent of this phenomenon, its prevention, or its effective management, much can be concluded and acted upon on the basis of common sense and concepts with face validity.
There is general agreement that there should be zero tolerance of cheating in a profession based on trust and one on which human lives depend. It is reasonable to assume that cheaters in medical school will be more likely than others to continue to act dishonestly with patients,colleagues, insurers, and government.
The behaviours under question are multifactorial in origin. There are familial, religious, and cultural values that are acquired long before medical school. For example, countries, cultures, and subcultures exist where bribes and dishonest behaviour are almost a norm. There are secondary schools in which neither staff nor students tolerate cheating and others where cheating is rampant;there are homes which imbue young people with high standards of ethical behaviour and others which leave ethical training to the harmful influence of television and the market place.
Medical schools reflect society and cannot be expected to remedy all the ills of a society. The selection process of medical students might be expected to favour candidates with integrity and positive ethical behaviour--if one had a reliable method for detecting such characteristics in advance. Medical schools should be the major focus of attention for imbuing future doctors with integrity and ethical sensitivity. Unfortunately there are troubling, if inconclusive, data that suggest that during medical school the ethical behaviour of medical students does not necessarily improve;indeed, moral development may actually stop or even regress.
The creation of a pervasive institutional culture of integrity is essential. It is critical that the academic and clinical leaders of the institution set a personal example of integrity. Medical schools must make their institutional position and their expectations of students absolutely clear from day one. The development of a school's culture of integrity requires a partnership with the students in which they play an active role in its creation and nurturing. Moreover, the school's examination system and general treatment of students must be perceived as fair. Finally, the treatment of infractions must be firm, fair, transparent, and consistent.
26. What does the author say about cheating in medical schools?
A. Extensive research has been done about this phenomenon.
B. We have sufficient data to prove that prevention is feasible.
C. We are safe to conclude that this phenomenon exists on a grand scale.
D. Reliable data about the extent, prevention and management of the phenomenon is lacking.
27. According to the author, it is important to prevent cheating in medical schools because__________.
A. the medical profession is based on trust
B. there is zero tolerance of cheating in medicine
C. the medical profession depends on the government
D. cheating exists extensively in medical schools
28. What does the author say about the cause(s) of cheating?
A. Family, culture and society play an active part.
B. Bad school environment is the leading cause of student cheating.
C. Parents are always to blame for their children's cheating behaviour.
D. Cheating exists primarily because students learn bad things from TV.
29. According to the author, what precautions should medical schools take to prevent students from cheating?
A. Medical schools should establish a firm moral standard to weed out applicants with low integrity.
B. Medical schools should make efforts to remedy the ills of a society.
C. Medical schools should teach future doctors integrity and ethical values.
D. There is nothing medical schools can do to improve the ethical behaviour of their students.
30. The author will probably agree with which of the following statements?
A. Medical schools should make exams easier for the students to alleviate the fierce
B. Prominent figures in the medical institution should create a set of moral standards to be applied in medical schools.
C. Medical students should play an active role in the creation and preservation of a culture of integrity.
D. Those students who cheat in the exams should be instantly expelled from school.
T: What did your mum do yesterday, Wang Lin?
S: My mum buyed the dress for me.
T: Oh, that is nice. Your mum bought it for you, did she?
T: Where did she buy it?
S: She buyed it in town.
T: Oh, she bought it in town for you. Well, it is very nice.
(1)该学生犯了13语语法错误，用错了动词过去式的形式。即My mum buyed the dress for me.buyed→bought，She buyed it in town.buyed→bought。
当学生出现语言错误时，老师打断语言训练或理论活动，对其错误予以正面纠正(说出正确的语言形式。并让学生改正)。这种纠错方式常用于旨在让学生掌握正确的语言形式而进展的机械操练或侧重语言准确输出的各种练习中。老师可用以下课堂用语：You should say…/No，you shouldn’t say that…/Read after me./Pay attention to…/Oh，you mean…，We don’t say…in English，we say…等，例如：
T：What did you do last night?
S：I go to see a movie with my parents.
T：Oh.You should say“I went to see a movie with my parents〞.
S：Oh.sorry.1 went to see a movie with my parents.
T：Where did you go on vacation this summer?
S：I go to Hong Kong for my vacation.
T：You go to Hong Kong?
S：Oh.1 went to Hong Kong for my vacation.
老师发现学生的语言错误后，可以要求学生重新答复，并使用“Once more./Pardon?/Repeat please."等对学生加以引导。例如：
S：Xiao Liu is watch TV.
T：He is watch TV?Pardon?
S：Xiao Liu is watching TV.
T：Right! Go on please.
key and difficult points
major steps and time allocation
activities and justifications
The Road to Modern English
At the end of the 16th century, above five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries.
Today, more people speak English as their first, second or a foreign language than ever before.
Native English speakers can understand each other even if they don't speak the same kind of English. Look at this example:
British Betty: Would you like to see my flat?
American Amy: Yes, I'd like to come up to your apartment.
So why has English changed over time? Actually all languages change and develop when cultures meet and communicate with each other. At first, the English language spoken in England between about AD 450 and 1150 was very different from the English spoken today. It was based more on German than the English we speak at present. Then gradually between about AD 800 and1150, English became less like German because those who ruled England spoke first Danish and later French. These new settlers enriched the English language and especially its vocabulary. So by the 1600s Shakespeare was able to make use of a wider vocabulary than ever before. In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia too. English began to speak in both countries.
Finally by the 19th century the language was settled. At that time two big changes in English spelling happened: first Samuel Johnson wrote his dictionary and later Noah Webster wrote The American Dictionary of English language. The latter gave a separate identity to American English spelling.
English now is also 'spoken as a foreign or second language in South Asia. For example, India has a very large number of fluent English speakers because Britain ruled India from 1765 to 1947.
During that time English became the language for government and education. English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa. Today the number of people learning English in China is increasing rapidly. In fact, China may have the largest number of English learners. Will Chinese English develop its own identity? Only time will tell.
Class Type: Reading class
Teaching Contents: The Road to Modern English
(1) Knowledge objective
Students can learn the development of English and the reasons that English has changed over time.
(2) Ability objective
Students can master predict the content of the text according to the tide and improve their reading abilities through the process of skimming and scanning.
(3) Emotional objective
Students can have a deeper impression of the popularity of English, realize the importance of learning English and have a higher motivation to learn it.
Teaching Key and Difficult Points:
How to make students predict before reading, get the general idea and the specific information while reading.
Step 1 Pre-reading (6 minutes)
Activity 1 Guessing game
The teacher asks students to guess the meanings of the sentences which are written in old English.
As fair art thou, my bonnie lass,
So deep in luve am I;
And I will luve thee still, my dear,
Till a' the seas gang dry.
Then the teacher explains the background knowledge of the sentences.
(Justification: The guessing game can arouse students' interest in the topic and activate the class attnosphere.
Students will realize that the old English is different from modern English when talking about the meaning of these sentences written in old English, which will get them mentally prepared for the reading comprehension.)
Activity 2 Prediction
Ask students to make a prediction according to the title of the text.
(Justification: Students' predictions will get their mind closer to the theme of the text to be read and make their reading more intriguing and purposeful.)
Step 2 While-reading (12 minutes)
Activity I Skimming
The teacher asks students to read the text, check if they have made the right predictions and try to match the general idea of each paragraph.
Choose one or two groups to show their understanding, give comments and make a summary:
Paragraph 1Many people all over the world speak English.
Paragraph 2Why has English changed over time?
Paragraph 3English is now spoken in South Asia.
Paragraph 4Native speakers can understand each other even if they don' t speak the same kind of English.
Paragraph 5Finally by the 19th centurythe language was settled.
Then the teacher checks the answers.
(Justification: This step will help students confirm or reject their predictions and get the main idea of the text.)
Activity 2 Filling in the blanks
Then the teacher checks the answers.
(Justification: In the process of filling the form, students' reading skill of scanning for the detailed information will be improved, and it will help student understand the text logically.)
Step 3 Post-reading (7 minutes)
Activity 1 Retelling
T: Suppose you are an English teacher, and you have to give a brief introduction of the development of modern English to your students.
Then the teacher asks one of them to show his/her retelling.
Activity 2 Group discussion
The teacher lets students discuss the question why has English changed over time in groups and asks some of them to share their opinions in class.(The answers may vary. But it doesn't matter what their answers may be. The most important thing is to encourage them to express their own thoughts.)
The teacher then makes a summary and emphasizes the importance of learning English.
(Justification: Retelling will make students have a better understanding of the text, and the group discussion will encourage them to express their opinions freely.)