5. There are some health problems that, when ______ in time, can become bigger ones later on.
A.not treated
B.not being treated
C.not to be treated
D.not have been treated
A B C D
A
[解析] 句意:有一些健康问题,如果得不到及时治疗,可能会发展成更大的健康问题。分析句子成分和句意可知,when引导时间状语从句,且从句的逻辑主语是some health problems,treat与逻辑主语之间为动宾关系,因此用被动语态,相当于whenthey are not treated in time。从句中省略了主系结构they are,故选A。
6. Which of the following shows the proper pronunciation of the word" should" in the sentence "What should we do?" A. B. C. D.
A B C D
C
[解析] 情态动词一般弱读,should()在句子中常常弱读成,故选C。
7. Which of the following shows the proper rhythmical pattern of the sentence?
10. ______ dictionary established a uniform standard for English spelling and word use.
A.Johnson's
B.Lowth's
C.John's
D.Firth's
A B C D
A
[解析] 塞缪尔·约翰逊的《英语大辞典》规范了英语单词的拼写和用法。
11. The formula i + 1 put forward by Krashen means input that contains structures ______ the learner'spresent level.
A.greatly above
B.greatly below
C.somewhat above
D.somewhat below
A B C D
C
[解析] 克拉申提出的“i+1”公式中,i表示学习者现有水平,1表示略高于学习者现有水平,故选C。
12. Ghost, dragon and unicorn do not exist in the world, and Confucius is not present at this moment, butwe can still use language to refer to them. This reflects that language has the feature of ______.
13. One of the main reasons for getting students to listen to spoken English is to let them hear varieties and______,rather than just the voice of their teacher with its own idiosyncrasies. In today's world, they need to be exposed not only to one variety of English, but also to varieties such as American English,Australian English, Indian English and so on.
17. During class, the teacher asks students to draw a flow chart to show the structure and its inner connectionof a passage. The teacher aims at developing students' understanding of the passage at ______ level.
The American Revolution was not a revolution in the sense of a radical or total change. It was not a suddenand violent overturning of the political and social framework, such as later occurred in France andRussia, when both were already independent nations. Significant changes were ushered in, but they werebothbreathtaking. What happened was accelerated evolution rather than outright revolution. During the conflict itself people went on working and praying,marrying and playing. Most of them were not seriously disturbed bythe actual fighting,and many of the more isolated communities scarcely knew that a war was on. America's War of Independence heralded the birth of three modern nations. One was Canada, which receivedits first large influx of English-speaking population fi'om the thousands of loyalists who fled there fromthe United States. Another was Australia, which became a penal colony now that America was no longeravailable for prisoners and debtors. The third newcomer--the United States--based itself squarely onrepublican principles. Yet even the political overturn was not so revolutionary as one might suppose. In some states, notablyConnecticut and Rhode Island, the war largely ratified a colonial self-rule already existing. British officials,everywhere ousted,were replaced by a home-grown governing class,which promptly sought a local substitutefor king and Parliament.
21. In the HRST PARAGRAPH, what does the author suggest about the French and Russian revolutions?
A.They were explosive and abrupt.
B.They were ineffective.
C.They involved only those people living in urban areas.
D.They led to the release of all political prisoners.
23. In the SECOND PARAGRAPH, the author states that the colonies' struggle for self-government precededthe creation of all of the following countries EXCEPT ______.
A.Canada
B.the United States
C.Australia
D.the United Kingdom
A B C D
D
[解析] 细节理解题。第二段是总分结构,第二段第一句话是本段的主题句,接下来各句分别说明了美国独立战争促使形成的三个现代国家——Canada, Australia, the United States。故选D。
24. Which of the following would be the best title for the passage?
A.The United States:An Isolated Community
B.Surprising Events During The American Revolution
C.Canadian And The American War Of Independence
D.The American Revolution:Evolution Not Revolution
Most growing plants contain much more water than all other materials combined. C. R. Barnes has suggestedthat it is as proper to term the plant a water structure as to call a house composed mainly of brick abrick building. Certain it is that all essential processes of plant growth and development occur in water. Themineral elements from the soil that are usable by the plant must be dissolved in the soil solution before theycan be taken into the root. They are carried to all parts of the growing plant and are built into essential plantmaterials while in a dissolved state. The carbon dioxide(CO2)from the air may enter the leaf as a gas but isdissolved in water in the leaf before it is combined with a part of the water to form simple sugars--the basematerial from which the plant body is mainly built. Actively growing plant parts are generally 75 to 90 percentwater. Structural parts of plants,such as woody stems no longer actively growing, may have much less waterthan growing tissues. The actual amount of water in the plant at one time, however, is only a very small part of what passesthrough it during its development. The processes photosynthesis,by which carbon dioxide and water are combined-inthe presence of chlorophyll and with energy derived from light--to form sugars, require that carbondioxide from the air enter the plant. This occurs mainly in the leaves. The leaf surface is not solid but containsgreat numbers of minute openings, through which the carbon dioxide enters. The same structure that permitsthe one gas to enter the leaf, however, permits another gas--water vapor--to be lost from it. Since carbondioxide is present in the air only in trace quantities(3 to 4 parts in 10,000 parts of air)and water vapor isnear saturation in the air spaces within the leaf( at 80 degree F, saturated air would contain about 186 parts ofwater vapor in 10,000 parts of air), the total amount of water vapor lost is many times the carbon dioxide intake.Actually, because of wind and other factors, the loss of water in proportion to carbon dioxide intake maybe even reater than the relative concentrations of the two gases, Also, not all of the carbon dioxide that entersthe leaf is synthesized into carbohydrates.
26. A growing plant needs water for all of the following EXCEPT ______.
A.forming sugars
B.sustaining woody stems
C.keeping green
D.producing carbon dioxide
A B C D
D
[解析] 细节理解题。由第一段倒数第三句话中的“The carbon dioxide(CO2)...combined with apart of the water to form simple sugars...”可知,植物会利用水和二氧化碳合成糖。由第一段最后一句话可知,木质茎比生长中的组织需要的水少,但是也需要水的供养。由第二段第二句话可知,光合作用过程中,绿色植物通过叶绿体,利用光能,把二氧化碳和水转化成储存着能量的有机物——糖。因此植物保持绿色也需要水。综上所述,选D。
27. The essential function of photosynthesis in terms of plant needs is ______.
A.to form sugars
B.to derive energy from light
C.to preserve water
D.to combine carbon dioxide with water
A B C D
A
[解析] 细节理解题。由第二段第二句话“Theprocesses photosynthesis, by which carbon dioxideand water are combined...to form sugars...”可知,光合作用的目的是合成糖。
28. The second paragraph uses facts to develop the essential idea that ______.
A.a plant efficiently utilizes most of the water it absorbs
B.carbon dioxide is the essential substance needed for plant development
C.a plant needs more water than is found in its composition
D.the stronger the wind,the more the water vapor loss
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。 以下为两个阅读教学片段: 片段1: Ask students to read the text fast to get the general idea of each paragraph. At the same time, analyze thewriting pattern of the text. Paragraph 1: An environmental report points out many plants and animals endangered. (problem) ↓ Paragraph 2: Explain different reasons of endangerment. (analysis) ↓ Paragraph 3: Suggest what people can do to help endangered plants and animals. (possible solution) 片段2: Ask students to read Paragraph 2 and Paragraph 3 again and finish the note-taking exercise. Note-taking
What causes endangerment?
What can we do?
habitat loss arriving of new species overusing plants and overhunting animals pollution
to stop polluting the environment to create more space for animals and plants to learn more about animals, plants and the environment
Activity: Work in pairs and retell Paragraph 2 and Paragraph 3 to each other according to the notes they have taken. 根据所提供的信息,从下列两个方面作答:
1. 设计任务:请阅读下面学生信息和语言素材,设计20分钟的英语写作教学方案。教案没有固定格式,但必须包含下列要点: ●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:某城镇普通中学九年级(初中三年级)学生,班级人数40人。多数学生已达到《义务教育英语课程标准》(2011年版)四级水平。学生课堂参与积极性一般。 语言素材:
Teaching ObjIectives: (1)Students observe the pictures in Section A to getwriting material. then under the guidance of the SectionB. they decide on the writing genre and choosethe right structure and right tense to write a coherentcomposition. (2) Students can edit and revise their writing inpairs or under teacher's guidance. (3) Through revising, students improve their writingskills. Teaching Contents: It is a guided writing lesson. The topic is A day inthe life of Gary Green. Teaching Important Points: Students can write a coherent composition with appropriatelanguage in right tense. Teaching Difficult Points: Students can edit and revise their composition inright way. Teaching Procedures: Step 1 Pre-writing(5 minutes) Activity 1 Brainstorming The teacher shows some photos of environmental pollution,and asks students what they can do to protectthe environment. The teacher lists clown students'ideas on the blackboard. (Justification: Brainstorming can activate students'thinking, enlarge students' language output, andhelp students get prepared to write a composition. ) Activity 2 Discussion The teacher leads students to observe the pictures inthe Section A, and discuss what Gary Green does toprotect the environment. The teacher lists thestudents' discussion results on the blackboard. Then,students read the Section B in the textbook. Theyshould answer the listed questions and write the answers down on the notebook. (Justification: The discussion activity can helpstudents prepare writing materials. ) Step 2 While-writing(10 minutes) Students arrange the information (got in pre-writingstep) in logical order according to the given outlinein Section B. Then, students are given 5 minutes towrite their first draft. When students are writing, theteacher should walk around the classroom to providehelp and direct several students' writing. After that,students work in pairs to discuss and edit eachother's composition for about 3 minutes. Then,students modify their own composition and transcribethe second draft. (Justification: In this step, students write and modifytheir composition, and the teacher only plays as anassistant. ) Step 3 Post-writing(5 minutes) The teacher chooses three second drafts written bythree students and projects them to the white board.The whole class read the drafts and point out the advantagesand disadvantages. The teacher corrects thecommon mistakes and leads the whole class to concludethe writing essentials. Finally, students areasked to repolish their second draft, then hand intheir final draft. After the teacher reads over all thestudents' composition, he will choose three best onesto exhibit in the class. (Justification: In this step, the teacher and studentsevaluate three compositions to get more informationabout how to write a qualified composition, and thenstudents polish their own composition again todevelop their writing skills. )