10. W: Beirut is in Peru, isn't it? M: And Rome is in Romania, I suppose. The answer of M above violated the ______ maxim.
A.quality
B.quantity
C.relation
D.manner
A B C D
A
[解析] 答话者明知自己说的话不正确,但还是说了,违反了质量准则。故选A。
11. The implication of Language Input Theory gives to foreign language teaching is that language teaching should firstly pay attention to ______.
A.a certain amount of language input
B.language sign
C.linguistic meaning
D.language use
A B C D
A
[解析] 考查语言输入理论。语言输入理论对外语教学的启示是:语言教学应首先重视一定量的语言输入。
12. In a pre-listening activity, students need to learn to cope with some ambiguity 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 ______.
13. In writing, which session is used to get students to think freely and put down all possible ideas related to the topic that come to their mind?
A.Proofreading.
B.Revising.
C.Brainstorming.
D.Mapping.
A B C D
C
[解析] 考查写作教学。在“头脑风暴”阶段,学生可以自由畅想跟话题有关的观点,并记下来。
14. Classroom language can also be called in-class language, which is the specially used language system by both teachers and students in classroom teaching. Which of the following is not consisted in it?
15. When students learn "apple, orange", the teacher gives students another word "fruit". Which principle does the teacher follow in his/her vocabulary, teaching?
16. ______ are undertaken to determine the gap between the existing skills, knowledge and abilities and those that are needed to function at the desired level.
A.Learning assessment
B.Learning needs
C.Learning analysis
D.Teaching assessment
A B C D
B
[解析] 学习需求是用于分析学习者已有知识与所要求达到的知识水平之间的差距。
17. The teacher asks students to produce conversation by using particular patterns or expressions they have just learned. What role is the teacher playing in this activity?
A.Assessor.
B.Controller.
C.Organizer.
D.Participant.
A B C D
C
[解析] 教师要求学生用特定的表达方式编制对话,此时教师是课堂活动的组织者。
18. When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called ______.
20. Which of the following patterns does not belong to subjective test?
A.Written expression.
B.Oral test.
C.Translation
D.Cloze.
A B C D
D
[解析] 考查语言测试。不属于主观性试题的是完形填空。故选D。
Recently, Congressional Democrats introduced legislation to make it easier for older workers to win age discrimination lawsuits. Age discrimination remains a significant workplace issue. In recent ten years, 15.79 percent of eases brought to the Equal Employment Opportunity Commission, were described as successful claims. While this number is small given the number of workers covered by the Age Discrimination in Employment Act, many, if not most, instances of age diserimination are never sued, and cases hiring discrimination often go undetected. Most of those who do sue are white, male middle-managers who are likely to have lost a sizeable salary and pension. For the most part, other groups do not sue because the costs of a lawsuit outweigh the potential benefits. Age discrimination remains a significant workplace issue. There is strong experimental evidence for age discrimination in hiring, at least for entry-level jobs. Recently, l performed a labor market experiment in Boston in which I sent out thousands of resumes for fictitious entry-level female candidates and measured response rate based on date of high school graduation. Among this group, younger applicants, whose date of high school graduation indicated that they were less than 50 years old, were 40 percent more likely to be called back for an interview than were older applicants. It is difficult to tell whether employment problems are worse for older workers than for other workers when times are bad. The number of discrimination lawsuits increases during times of high unemployment, but this finding by itself does not indicate an increased level of age discrimination. In times of higher unemployment, the opportunity cost to a lawsuit is lower than it is when times are good. From the employer's perspective, mass layoffs may seem like a good chance to remove a higher proportion of generally more expensive older workers without the worry of being sued. On the other hand, employers may be less likely to remove protected older workers because they still fear lawsuits. One thing we do know is that once an older worker loses a job, he or she is much less likely to find a new job than a younger worker is. Unfortunately, the effect of legislation prohibiting age discrimination is not easy to see and may actually be part of the reason it is so difficult for older workers to find employment. If it is more difficult to fire an older worker than a younger worker, a firm will be less likely to want to hire older workers. Indeed, my research finds that in states where workers have longer time to bring a lawsuit claim, older men work fewer weeks per year, are less likely to be hired, and less likely to be fired than men in states where they do not have as much, Not many people would suggest that we go back to a world prior to the Age Discrimination in Employment Act, in which advertisements specify the specific ages of people they are willing to hire. However, legislation prohibiting discrimination is no panacea (万灵药). The recent proposed congressional legislation could have both positive and negative effects on potential older workers.
21. A lot of cases of age discrimination are not found because ______.
A.age discrimination law was just introduced recently
B.other discriminated groups don't sue except the whites
C.age discrimination cases are in large quantity and it is difficult to detect all of them
D.many discriminated people don't sue and costs of a lawsuit outweigh potential benefits
A B C D
D
[解析] 推理判断题。第二段最后一句讲到许多年龄歧视案件没有被发现,第三段分析了其原因。由第三段第二句“For the most...”可知选D。
22. The labor market experiment in Boston shows that ______.
A.younger male applicants are more likely to be hired than their female counterparts
B.age discrimination is quite common in hiring process
C.the author collected information by interviewing female applicants
D.female applicants who are 50 years old will never have a chance to get a job
As Gilbert White, Darwin, and others observed long ago, all species appear to have the innate capacity to increase their number from generation to generation. The task for ecologists is to untangle the environmental and biological factors that hold this intrinsic capacity for population growth in check over the long run. The great variety of dynamic behaviors exhibited by different populations makes this task more difficult : some populations remain roughly constant from year to year; others exhibit regular cycles of abundance and scarcity; still others vary wildly, with outbreaks and crashes that are in some cases plainly correlated with the weather, and in other cases not. To impose some order on this kaleidoscope of patterns, one school of thought proposes dividing populations into two groups. These ecologists posit that the relatively steady populations have "density- dependent" growth parameters; that is, rates of birth, death, and migration which depend strongly on population density. The highly varying populations have "density-independent" growth parameters, with vital rates buffeted by environmental events; these rates fluctuate in a way that is wholly independent of population density. This dichotomy has its uses, but it can cause problems if taken too literally. For one thing, no population can be driven entirely by density-independent factors all the time. No matter how severely or unpredictably birth, death and migration rates may be fluctuating around their long-term averages, if there were no density-dependent effects, the population would, in the long run, either increase or decrease without bound (barring a miracle by which gains and losses canceled exactly). Put another way,it may be that on average 99 percent of all deaths in a population arise from density-independent causes, and only one percent from factors varying with density. The factors making up the one percent may seem unimportant, and their cause may be correspondingly hard to determine. Yet, whether recognized or not, they will usually determine the long-term average population density. In order to understand the nature of the ecologist's investigation, we may think of the density-dependent effects on growth parameters as the "signal" ecologists are trying to isolate and interpret, one that tends to make the population increase from relatively low values or decrease from relatively high ones, while the density-independent effects act to produce "noise" in the population dynamics. For populations that remain relatively constant, or that oscillate around repeated cycles, the signal can be fairly easily characterized and its effects described, even though the causative biological mechanism may remain unknown. For irregularly fluctuating populations,we are likely to have too few observations to have any hope of extracting the signal from the overwhelming noise. But it now seems clear that all populations are regulated by a mixture of density-dependent and density-independent effects in varying proportions.
26. The author of the passage is primarily concerned with ______.
A.discussing two categories of factors that control population growth and assessing their relative importance
B.describing how growth rates in natural populations fluctuate over time and explaining why these changes occur
C.proposing a hypothesis concerning population sizes and suggesting ways to test it
D.posing a fundamental question about environmental factors in population growth and presenting some currently accepted answers
三、教学情境分析题 (本大题共30分) 根据题目要求完成下列任务,用中文作答。 以下片段选自某课堂实录。 T: Today is Mary's birthday. If you're Mary's friend, Li Ming, what will you say to her? S1: Mary! Happy birthday to you! Here is my birthday present. It's a book. I hope you like it. S2: Mary! This card is for you. I hope you will be happy. ... S5: I think Li Ming will say, "Mary! You are beautiful. I like you! Here's my present. I hope you like it." (After he answers it, the other students laugh, and the classroom has messed immediately. Then the teacher says...) T: ... S5: Thank you, I like it. The student sits down and the whole class students warmly applaud him, then everyone's speech becomes warmer and more enthusiastic. 请分析该教学片段并回答下列问题:
1. 当学生说:“I like you”时,请按照上述片段为该教师设计答语。
T: I think you are a clever boy. Your English is very good. I think Mary will be very glad to hear it. Here's my present (a pencil) for yonr answer. I hope you will like it.
1. 设计任务:请根据以下教学内容设计一节听力课的教案。该教案应突出以下要点: Teaching objectives Teaching key and difficult points Major steps and time allocation Activities and justification 教学时间:45分钟 语言素材: FIGHTING GROWING DESERTS Why do we have deserts today? Deserts have not always been here. Most deserts that we have today were once green lands full of the plant life. One of today's biggest deserts is in North Africa. However, in the 1st century BC farms in the North Africa grew corn and wheat to make bread for the whole city of Rome. How did this area become desert? Both weather and people can help form a desert. Hot weather or very little rain makes the land so dry that nothing can grow. If people cut down or burn trees and plants to make land clear for farming, the wind can blow the soil away and turn the dry land into sand. Another big problem is farming on land that is not very good. This poor land can very quickly turn into desert, if it is farmed too much. One of the biggest causes, however, is when people take their animals to the same fields to feed over and over, and the fields finally lose all their nutrition. Because of these problems, deserts are slowly taking over green land in many parts of the world,including China. However, we can fight the growing deserts! In some parts of China people are working to prevent desert from expanding. In Xinjiang, for example, some farmers are trying new scientific farming methods. These methods make it possible to use less land for crops, so farmers then can plant trees on the rest of their land! One Xinjiang farmer,used only half of his fields to grow the same amount of crops as last year. On the other half of his land, he planted fruit trees. The work of people like this is helping to fight the world's growing deserts.
Teaching objectives: (1) Knowledge objective Students can learn about the causes of the desert and the method to prevent desertification. (2) Ability objective ①Students can understand the function of topic senfences, and take notes about how the desert comes into being. ②Students can predict the listening material according to the title and test their guessing. (3) Emotion objective Students can realize the serious environmental problems and the importance of environment protection. Teaching key and difficult points: (1) To know about the causes of the desert and the method to prevent desertification. (2) To take notes of the topic sentences and answer some questions with the help of the notes. Teaching procedures: Step 1 Pre-listening(7 minutes) (1) Lead in ①make a story based on The teacher presents four pictures about desertification, then asks four students to make a story each according to one picture. ②discussion The students discuss the reasons that cause a green land into a desert in group of four. (Justification: The vivid pictures and story-making activities are helpful for students to concentrate their attention on the class. The discussion will activate students' background knowledge.) (2) predicting According to the title of the listening material Fighting Growing Deserts, guess what will be discussed. Step 2 While-listening(30 minutes) (1) listen and check Listen to the tape for the first time and check the guessing. (2) listen and fill Listen to the tape for the second time and fill in the blanks. (3) listen and write Listen to the tape for the third time and answer the questions. ①Why was North Africa important in the first century BC? ②How many factors are there to form a desert? What are they? ③How are new farming methods helping to stop the desertification in Xinjiang? (4) group discussion Work in groups of four and discuss how to prevent a green land from turning into a desert. (5) dictation Listen to the tape and have a discussion. Write down every single word. (Justification: The activities provide the students with chances to guest and test, to use the strategy, of note-making, to improve the listening ability.) Step 3 Post-listening (6 minutes) Have an interview. Talk about the causes of the desert and methods of prevention. (Justification: The interview between two students will consolidate what they have learned. In the meantime, the students will enhance their understanding of the causes of desert,and improve the enviromnent consciousness.) Step 4 Homework(2 minutes) Write a passage within 120 words about how a desert comes into being and how we can prevent the desertification. (Justification:The writing will both review what the students have learned and help the teacher check to what extent that they have mastered the knowledge.)