一、單項(xiàng)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(qǐng)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(qǐng)期待。

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

cultivate their professional skills

二、簡(jiǎn)答題

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(1)歸納法即教師向?qū)W生逐步滲透具體的語(yǔ)言現(xiàn)象，然后讓學(xué)生觀察、分析并找出規(guī)律，總結(jié)出語(yǔ)法規(guī)則，這樣能使學(xué)生容易接受語(yǔ)法。例如，在學(xué)習(xí)情態(tài)動(dòng)詞結(jié)構(gòu)“should have done”時(shí)，教師可呈現(xiàn)例句：The driver’ s carelessness cost many passengers’ lives.接著啟發(fā)學(xué)生：Do you think the driver should have been careful? 學(xué)生會(huì)立刻理解句中“should have been careful”的含義。

(2)① 語(yǔ)法教學(xué)本身并非目的，而是為了學(xué)生掌握和運(yùn)用語(yǔ)言服務(wù)的。因此，不要把隨堂語(yǔ)法課上成“滿堂灌”，不要做過多的講解，給學(xué)生造成語(yǔ)法“繁、難、雜”的印象。學(xué)習(xí)語(yǔ)法的最好方法是在“用”中學(xué)。大量的綜合語(yǔ)言運(yùn)用的實(shí)踐活動(dòng)才能幫助學(xué)生準(zhǔn)確地理解和掌握英語(yǔ)語(yǔ)法知識(shí)體系。

② 語(yǔ)法難易度也是英語(yǔ)閱讀與閱讀教學(xué)不可忽視的問題。語(yǔ)法既是英語(yǔ)語(yǔ)言功能的存在，又是元語(yǔ)言功能的存在。教學(xué)中教師要根據(jù)學(xué)生學(xué)習(xí)的基礎(chǔ)和經(jīng)驗(yàn)分析語(yǔ)法項(xiàng)目的可學(xué)性，由淺入深，由易至難，由簡(jiǎn)單到復(fù)雜，循序漸進(jìn)，控制英語(yǔ)語(yǔ)法教學(xué)中的難度，讓學(xué)生在示例中理解和感知語(yǔ)法規(guī)則，在句子和語(yǔ)篇中操練語(yǔ)法規(guī)則，在不同的語(yǔ)言活動(dòng)中提煉語(yǔ)法意識(shí)。

三、教學(xué)情境分析題

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(1)上述活動(dòng)旨在培養(yǎng)學(xué)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(cè)詞義的能力。

(2)A：以文章的標(biāo)題的形式來導(dǎo)入，讓學(xué)生明白這節(jié)課會(huì)講到的主題，同時(shí)激發(fā)學(xué)生興趣，并引入本堂課的話題。

B：通過頭腦風(fēng)暴的形式，讓學(xué)生充分參與到課堂活動(dòng)中來，培養(yǎng)學(xué)生的主觀能動(dòng)性，體現(xiàn)了學(xué)生的主體性地位。

C：通過讓學(xué)生討論文章可能涉及的話題，培養(yǎng)學(xué)生預(yù)測(cè)文章大意的能力。

D：讓學(xué)生通讀全文，來檢測(cè)預(yù)測(cè)內(nèi)容的正確與否，鍛煉了學(xué)生的略讀skimming能力，使學(xué)生能夠在較短的時(shí)間里，熟悉文章的主題大意和內(nèi)容梗概。

E：通過讓學(xué)生弄清楚劃線部分內(nèi)容的意思，培養(yǎng)了學(xué)生合作學(xué)習(xí)和自主學(xué)習(xí)的能力。

F：讓學(xué)生通過自己去發(fā)現(xiàn)細(xì)節(jié)問題，找到細(xì)節(jié)點(diǎn)，并試圖去解決，培養(yǎng)了學(xué)生發(fā)現(xiàn)問題和解決問題的能力。

(3)敬請(qǐng)期待

四、教學(xué)設(shè)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.)