题库

1.Which of the following is a fricative sound?

A./m/

B./p/

C./w/

D./v/

2.In a writing class, the teacher asks students to select useful ideas from their own list of the ideas and try to put the ideas together in a coherent and logical way. Which writing activity are the students participating in?

A.Brainstorming.

B.Mapping.

C.Editing.

D.Drafting.

1.Passage 1 Exceptional children are different in some significant ways from others of the same age, for the same age, for these children to develop to their full adult potential, their education must be adapted to those differences. Although we focus on the needs of exceptional children, we find ourselves describing their environment as well. While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself. Both the family and the society in which exceptional children live are often the key to their growth and development. And it is in the public schools that we find the full expression of society's understanding the knowledge, hopes, and fears that are passed on to the next generation. Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions,deserve the opportunity to fully develop their capabilities. “All men are created equal” We’ve heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country's founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children—the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children—disabled or not—to an appropriate education, and have ordered that public schools take the necessary steps to provide that education. In response, schools are modifying their programs, adapting instruction to children who are exceptional, to those who cannot profit substantially from regular programs.

2.Passage 5 People do not analyze every problem they meet. Sometimes they try to remember a solution from the last time they had a similar problem. They often accept the opinions or ideas of other people. Other times they begin to act without thinking; they try to find a solution by trial and error. However, when all these methods fail, the person with a problem has to start analyzing. There are six stages in analyzing a problem. First the person must recognize there is a problem. For example, Sam's bicycle is broken, and he cannot ride it to class as he usually does. Sam must see that there is a problem with his bicycle. Next the thinker must define the problem. Before Sam can repair his bicycle, he must find out the reason why it does not work. For instance, he must determine if the problem is with the gears, the brakes, or the frame. He must make his problem more specific. Now the person must look for information that will make the problem clearer and lead to possible solutions. For instance, suppose Sam decided that his bike does not work because there is something wrong with the gear wheels. At this time, he can look in his bicycle repair book and read about gears. He can talk to his friends at the bike shop. He can look at his gears carefully. After studying the problem, the person should have several suggestions for a possible solution. Take Sam as an illustration. His suggestions might be: put oil on the gear wheels; buy new gear wheels and replace the old ones; tighten or loosen the gear wheels. Eventually one suggestion seems to be the solution to the problem. Sometimes the final idea comes very suddenly because the thinker suddenly sees something new or sees something in a new way, Sam, for example, suddenly sees that there is a piece of chewing gum between the gear wheels. He immediately realizes the solution to his problem: he must clean the gear wheels. Finally the solution is tested. Sam cleans the gear wheels and finds that afterwards his bicycle works perfectly. In short, he has solved the problem.

1.在听力教学的“听前”环节中，教师可采取多种方式使学生对所听材料内容有所准备，请简述五种训练方式，并以“澳大利亚旅游小贴士”这一主题为例，设计三个听前活动。

1.以下两个环节选自某课堂实录。请分析下列材料并回答下列问题。 （1）核心环节1和核心环节2各用什么练习方式进行语音学习？请简要说明。 （2）这两个核心环节有哪些可取之处?

1.根据提供的信息和语言素材设计教学方案，用英文作答。 设计任务：请阅读下面学生信息和语言素材，设计20分钟的听说教学方案。该方案没有固定格式，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：20分钟 学生概况：某城镇普通中学八年级（初中二年级）学生，班级人数40人。多数学生已经达到《义务教育英语课程标准（2011年版）》三级水平，学生课堂参与积极性一般。 语言素材： Girl 1：Welcome to the English club. Today we're going to talk about the best ways to learn English. Who has an idea? Boy 1：Do you learn English by watching English videos? Girl 2：No. It’s too hard to understand the voices. Boy 1：What about keeping a diary in English? Do you learn English that way? Girl 2：Yes.It helps to learn English every day. Girl 3：Have you ever studied with a group? Girl 2：Yes,I have! I’ve learned a lot that way. Girl 1：Do you ever practice conversations with friends? Girl 2：Oh,yes. It improves my speaking skills. Boy 1：What about reading aloud to practise pronunciation? Girl 3：I do that sometimes. I think it helps. Boy 2：I do too. And I always look up new words in a dictionary. Girl 3：That's a great idea!