文档内容
30 2 60
1. It will be safer to walk in the streets because people will not need to carry large amounts of
cash; virtually all financial ______ will be conducted by computer.
A. transactions
B. transitions
C. transmissions
D. transformations
2. The 1982 Oil and Gas Act gives power to permit the disposal of assets held by the
corporation, and ______ the corporation’s statutory monopoly in the supply of gas for fuel
purposes so as to permit private companies to compete in this supply.
A. decrease
B. abate
C. curtail
D. dwindle
3. The old couple were not rich themselves, but they hated to turn away anyone who were
______ food and shelter.
A. at the mercy of
B. on the point of
C. with the exception of
D. in need of
4. ______for months, John finally decided to go abroad.
A. Hesitating
B. Hesitated
C. Having hesitated
D. To hesitate
5. _______ 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
1C. Wereitnot for
D. If it has not been for
6. Everything seems all right, _____ ?
A. won't it
B. hasn't it
C. doesn't it
D. don't they
7. The police were seeking more information to find out _______ the rich man.
A. who was it that killed
B. who it was that killed
C. it was who killed
D. who was it killed
8. He insisted that this matter ______ be discussed at the next meeting.
A. could
B. would
C. should
D. might
9. Which of the following sounds is a voiced bilabial stop?
A. /n/
B. /tʃ/
C./p/
D. /b/
10. The underlined letters in the following words have the same sound EXCEPT ______.
A. helmet
B. energetic
C. edition
D. except
11. __________ aims to help students to pay attention to teaching content efficiently at the
beginning of the class.
A. Lead-in
2B. Presentation
C. Preparation
D. Practice
12. Inthe editing stage ofawriting lesson, ________.
A. students mainly check their ideas and logical development
B. there are three forms: teacher editing, peer editing and self-editing
C. students can negotiate meaning and improve writing
D. teachers shouldn’t give any guidance
13. When a teacher leads students to predict the main idea of the passage based on the
contextual clue and the title, which one of the following models does he/she use?
A. Bottom-up Model.
B. Top-down Model.
C. Interactive Model.
D. 3PModel.
14. Work in pairs and look at the two pictures very carefully. Student A should not look at
Student B's picture and vice versa. Each one of you should describe your own picture to the other
so that you can find out the differences between the two pictures. This activity is called _____ .
A. information-gap activity
B. accuracy-focused activity
C. decision-making activity
D. word-bingo activity
15. Which is not a controlled writing exercise?
A. Transformations.
B. Transcribing.
C. Sentence completions.
D. Diaries.
16. To assess how well a student is performing relative to his or her own previous
performance, a teacher should use ______ assessment.
A. criterion-referenced
B. individual-referenced
3C. norm-referenced
D. peer
17. Which of the following is a referential question used by a teacher in class?
A. Who is the first Chinese astronaut to land on the moon?
B. What’s the end of Snow White’s story?
C. What’s the highest mountain in the world?
D. How do you deal with conflict in your life？
18. Which of the following is NOT a suitable pre-listening activity?
A. Predicting the main idea.
B. Discussing a relevant picture.
C. Associating vocabulary with the topic.
D. Recognizing communicating signals.
19. If a teacher wants to design the lead-in stage of a lesson plan, which of the following
might be of his/her least concern?
A. The time of lead-in.
B. The content of teaching and students’ age.
C. To concentrate students’ attention.
D. The number of students.
20. Which of the following statements about lesson plan is NOT true?
A. A clear lesson plan makes a teacher aware of the aims and language contents of the lesson.
B. A lesson plan can help a teacher distinguish the various stages of a lesson.
C. A good lesson plan gives a teacher, especially a novice teacher, confidence in class.
D. Experienced teachers do not need to do lesson planning.
Passage1 21〜25
Passage 1
Now that members of Generation Z are graduating college this spring—the most
commonly-accepted definition says this generation was born after 1995, give or take a year—the
attention has been rising steadily in recent weeks. Gen Zs are about to hit the streets looking for
work in a labor market that’s tighter than it’s been in decades. And employers are planning on
4hiring about 17 percent more new graduates for jobs in the U.S. this year than last, according to a
survey conducted by the National Association of Colleges and Employers. Everybody wants to
know how the people who will soon inhabit those empty office cubicles will differ from those who
came before them.
If “entitled” is the most common adjective, fairly or not, applied to millennials (those born
between 1981 and 1995), the catchwords for Generation Z are practical and cautious. According to
the career counselors and experts who study them, Generation Zs are clear-eyed, economic
pragmatists. Despite graduating into the best economy in the past 50 years, Gen Zs know what an
economic train wreck looks like. They were impressionable kids during the crash of 2008, when
many of their parents lost their jobs or their life savings or both. They aren’t interested in taking
any chances. The booming economy seems to have done little to assuage this underlying
generational sense of anxious urgency, especially for those who have college debt. College loan
balances in the U.S. now stand at a record $1.5 trillion, according to the Federal Reserve.
One survey from Accenture found that 88 percent of graduating seniors this year chose their
major with a job in mind. In a 2019 survey of University of Georgia students, meanwhile, the
career office found the most desirable trait in a future employer was the ability to offer secure
employment (followed by professional development and training, and then inspiring purpose). Job
security or stability was the second most important career goal (work-life balance was number
one), followed by a sense of being dedicated to a cause or to feel good about serving the greater
good.
That’s a big change from the previous generation. “Millennials wanted more flexibility in
their lives,” notes Tanya Michelsen, Associate Director of Youth Sight, a UK-based brand manager
that conducts regular 60-day surveys of British youth, in findings that might just as well apply to
American youth. “Generation Zs are looking for more certainty and stability, because of the rise of
the gig economy. They have trouble seeing a financial future and they are quite risk-averse.”
21. Generation Zs graduating college this spring ______.
A. are recognized for their abilities
B. are optimistic about the labor market
C. are in favor of office job offers
D. are drawing growing public attention
522. Generation Zs are keenly aware ______.
A. what their parents expect of them
B. how valuable a counselor’s advice is
C. what a tough economic situation is like
D. how they differ from past generations
23. The word “assuage” (Para. 2) isclosest in meaning to ______.
A. deepen
B. define
C. maintain
D. relieve
24. It can be learned from Paragraph 3 that Generation Zs ______.
A. give top priority to professional training
B. have a clear idea about their future jobs
C. care little about their job performance
D. think it hard to achieve work-life balance
25. Michelsen thinks that compared with millennials, Generation Zs are ______.
A. less adventurous
B. less realistic
C. more generous
D. more diligent
Passage2 26-30
Passage 2
Although ethics classes are common around the world, scientists are unsure if their lessons
can actually change behavior; evidence either way is weak, relying on contrived laboratory tests or
sometimes unreliable self-reports. But a new study published in Cognition found that, in at least
one real-world situation, a single ethics lesson may have had lasting effects.
The researchers investigated one class session’s impact on eating meat. They chose this
particular behavior for three reasons, according to study co-author Eric Schwitzgebel, a
philosopher at the University of California, Riverside: students’ attitudes on the topic are variable
6and unstable, behavior is easily measurable, and ethics literature largely agrees that eating less
meat is good because it reduces environmental harm and animal suffering. Half of the students in
four large philosophy classes read an article on the ethics of factory-farmed meat, optionally
watched an 11-minute video on the topic and joined a 50-minute discussion. The other half
focused on charitable giving instead.Then, unknown to the students, the researchers studied their
anonymized meal-card purchases for that semester—nearly 14000 receipts for almost 500
students.
Schwitzgebel predicted the intervention would have no effect; he had previously found that
ethics professors do not differ from other professors on a range of behaviors, including voting
rates, blood donation and returning library books. But among student subjects who discussed meat
ethics, meal purchases containing meat decreased from 52 to 45 percent—and this effect held
steady for the study’s duration of several weeks. Purchases from the other group remained at 52
percent.
“That’s actually a pretty large effect for a pretty small intervention,” Schwitzgebel says.
Psychologist Nina Strohminger at the University of Pennsylvania, who was not involved in the
study, says she wants the effect to be real but cannot rule out some unknown confounding variable.
And if real, she notes, it might be reversible by another nudge: “Easy come, easy go. ”
Schwitzgebel suspects the greatest impact came from social influence—classmates or
teaching assistants leading the discussions may have shared their own vegetarianism, showing it as
achievable or more common. Second, the video may have had an emotional impact. Least rousing
he thinks, was rational argument, although his co-authors say reason might play a bigger role.
Now the researchers are probing the specific effects of teaching style, teaching assistants’ eating
habits and students’ video exposure. Meanwhile Schwitzgebel—who had predicted no effect—will
be eating his words.
26. Scientists generally believe that the effects of ethics classes are ______.
A. hard to determine
B. narrowly interpreted
C. difficult to ignore
D. poorly summarized
27. Which of the following is a reason for the researchers to study meat-eating?
7A. It is common among students.
B. It is a behavior easy to measure.
C. It is important to students’ health.
D. It is a hot topic in ethics classes.
28. Eric Schwitzgebel’s previous findings suggest that ethics professors ______.
A. are seldom critical of their students
B. are less sociable than other professors
C. are not sensitive to political issues
D. are not necessarily ethically better
29. Nina Strohminger thinks that the effect of the intervention is ______.
A. permanent
B. predictable
C. uncertain
D. unrepeatable
30. Eric suspects that the students’ change in behavior ______.
A. can bring psychological benefits
B. can be analyzed statistically
C. is a result of multiple factors
D. is a sign of self-development
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31. 一名高中英语教师在口语课堂上围绕“cultural relics”展开小组讨论活动，其作用
是什么 (10 分) ?如何使学生更好地融入课堂小组讨论活动 (10 分) ?
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832. 阅读所给材料，回答下列三个问题：
材料 1
Tom: Hello, Alice, I′m interested in your work saving birds.What do you think is the most
difficult part of your work?
Alice: Well, I suppose it′s saving wild birds covered in oil. That ′s the most difficult of all.
Tom: How does that happen?
Alice: The oil comes from boats. It flows on the water and covers the bird ′s feathers when
they swim through it.
Tom: That sounds terrible. What do you do about it?
Alice: The first thing we do is making sure the bird hasn’t tried to clean itself with its beak.
As it does so, the bird eats some oil and becomes sick.
Tom: Oh,dear! Did the birds always die?
Alice: Sometimes...but we try to save them. Birds use their feathers like a raincoat to keep
out cold water. When feathers are covered in oil, they stick together and the bird’s skin gets cold in
the water. So without help the bird would die of cold!
材料 2
Scientists have discovered that when chimpanzees have stomach pains, typically because of
intestinal parasites, they look for a certain plant to eat, Lippea. It is common in the jungles where
chimpanzees live, and it contains chemical substances effective against many parasites. Lippea is
not the only natural medicine in the chimpanzees’ cabinet. They may actually use up to thirty
different plants--for different problems. Interestingly, the local people make use of many of the
same plants for medical purposes. It is almost certain that chimpanzees discovered these herbal
remedies before humans.
根据上面所提供的信息，从下面三个方面作答：
(1) 这两份材料分别属于哪种语篇类型？ (5 分)
(2) 这两份材料分别适合于哪种课堂教学？说明理由 (至少写出两个要点) ( 15 分)
(3) 分析教师选用文本材料时需要考虑的基本要素 (至少写出三个要点) (10 分)
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33.设计任务：请阅读下面的学生信息和语言素材，设计 15 分钟的英语阅读教学方案。
教案没有固定格式，但须包含下列要点：
●teaching objectives
●teaching contents
●key and difficult points
●major steps and time allocation
●activities and justifications
教学时间：15 分钟
学生概况：某城镇普通中学高二年级学生，班级人数 40 人多数学生已达到《普通高中
课程标准 (2017 年版) 》水平一。学生课堂参与积极性一般。
语言素材：
The health care system of a country is very important and different countries have different
ways of paying for it. Britain was the first country in the world to have a free health care system
paid for by the government. Health care is free for everyone living in Britain. Most doctors and
nurses work for the government and most hospitals are owned by the government. Until recently
this system was very successful but recently there have been problems. This is because the
government has not put enough money into the health service. As a result, more people are using
private health insurance. They see doctors who work for themselves and pay the doctors through
the health insurance company.
In America the system is very different. Most people have private health insurance. Doctors
10work for themselves and hospitals are privately owned. The health insurance company pays the
doctors and the hospitals. The problem with this system is that poorer people don't have the money
to pay for private health insurance. As a result, they often have both health and money problems.
Canada has a different system again. Health care is free. Doctors work privately and hospitals are
privately owned. When you become ill, medical fees are paid for by the government.
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