搜索
201811201502302602B1.Thesoundofchinteacheris().A.voiceless,post-alveolar,andaffricativeB.voiceless,dental,andfricativeC.voiced,dental,andfricativeD.voiced,post-alveolar,andplosive2.Themaindifferencebetween/m/,/n/,and/?/liesin().A.mannerofarticulationB.sounddurationC.placeofarticulationD.voicing3.Sheis(),fromherrecording,thediariesofSimonForman.A.transcribingB.keepingC.paraphrasingD.recollecting4.Neithertheunpleasantexperiencesnorthebadluck()himdiscouraged.A.havecausedB.hascausedC.hasmadeD.havemade5.Mr.Joehasworkedveryhardinthepasttwoyearsandhaspaidallhisdebts()thelastpenny.A.byB.toC.untilD.with6.Themessagecametothevillagers()theenemyhadalreadyfledthevillage.A.whichB.whoC.thatD.where7.Wemustimprovethefarmingmethod()wemaygethighyields.A.incaseB.inorderthatC.nowthat8.DoyoumindifIsmokehere?().D.evenifA.Yes,Idon'tB.Yes,youmayC.No,notatallD.Yes,1won9.WhatisthemainrhetoricdeviceusedinTheplowmanhomewardplodshiswearyway.?()A.Metaphor.B.Metonymy.C.Synecdoche.D.Transferredepithet.10.A:Letsgotothemovietonight.B:Idliketo,ButIhavetostudyforanexam.Intheconversationabove,Bdeclineoftheproposaliscategorizedasakindof().A.illocutionaryactB.perlocutionaryactC.propositionalconditionD.sinceritycondition11.WhichofthefollowingactivitiesisNOTtypicaloftheTask-BasedLanguageTeachingmethod?A.Problem-solvingactivities.B.Opinionexchangeactivities.C.Information-gapactivities.D.Patternpracticeactivities.12.Ifateachershowsstudentshowtodoanactivitybeforetheystartdoingit,he/sheisusingthetechniqueof().A.presentationB.demonstrationC.elicitationD.evaluation13.Whenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem().A.evaluatethecontentofthetextB.analyzethestructureofthepassageC.understandtheintentionofthewriterD.distinguishthefactsfromtheopinions14.Whichofthefollowingpracticescanencouragestudentstoreadanarticlecritically?()A.Evaluatingitspointofview.B.Findingoutthefacts.C.Findingdetailedinformation.D.Doingtranslationexercises.15.Whichofthefollowingisadisplayquestionusedbyteachersinclass?()A.Ifyouwerethegirlinthestory,wouldyoubehavelikeher?B.DoyoulikethisstoryGirltheThumb,whyorwhynot?C.Doyouagreethatthegirlwasakind-heartedpersen?D.Whathappenedtothegirlattheendofthestory?16.Whichofthefollowingwouldateacherencouragestudentstodoinordertodeveloptheircognitivestrategies?()A.Tomakeastudyplan.B.Tosummarizeastory.C.Toreadatextaloud.D.Todopattemdrills.17.Whichofthefollowingexerciseswouldateachermostprobablyuseifhe/shewantstohelpstudentsdevelopdiscoursecompetence?A.Paraphrasingsentences.B.Translatingsentences.C.Unscramblingsentences.D.Transformingsentences.18.TheadvantagesofpairandgroupworkincludeallofthefollowingEXCEPT().A.interactionwithpeersB.varietyanddynamismC.anincreaseinlanguagepracticeD.opportunitiestoguaranteeaccuracy19.Whichofthefollowingshouldateacheravoidwhenhis/herfocusisondevelopingstudentsabilitytousewordsappropriately?()A.Teachingboththespokenandwrittenform.B.Teachingwordsincontextandgivingexamples.C.Presentingtheform,meaning,anduseofaword.D.Askingstudentstomemorizebilingualwordlists.20.Whichofthefollowingpracticesismostlikelytoencouragestudentscooperationinlearning?()A.DoingaprojectB.HavingadictationC.TakingatestD.CopyingatextPassage1,21~25Passage1Todaysadultsgrewupinschoolsdesignedtosortusintothevarioussegmentsofoursocialandeconomicsystem.Theamountoftimeavailabletolearnwasfixed:oneyearpergrade.Theamountlearnedbytheendofthattimewasfreetovary:someofuslearnedagreatdeal;some,verylittle.Asweadvancedthroughthegrades,thosewhohadlearnedagreatdealinpreviousgradescontinuedtobuildonthosefoundations.Thosewhohadfailedtomastertheearlyprerequisiteswith-intheallottedtimefailedtolearnthatwhichfollowed.After12or13yearsofcumulativetreatmentofthiskind,wewere,ineffect,spreadalonganachievementcontinuumthatwasultimatelyreflectedineachstudentsrankinclassupongraduation.Fromtheveryearliestgrades,somestudentslearnedagreatdealveryquicklyandconsistentlyscoredhighonassessments.Theemotionaleffectofthiswastohelpthemtoseethemselvesascapablelearners,andsothesestudentsbecameincreasinglyconfidentinschool.Thatconfidencegavethemtheinneremotionalstrengthtotaketheriskofstrivingformoresuccessbecausetheybelievedthatsuccesswaswithintheirreach.Drivenforwardbythisoptimism,thesestudentscontinuedtotryhard,andthateffortcontinuedtoresultinsuccessforthem.Theybecametheacademicandemotionalwinners.Noticethatthetriggerfortheiremotionalstrengthandtheirlearningsuccesswastheirperceptionoftheirsuccessonformalandinformalassessments.Buttherewereotherstudentswhodidntfaresowell.Theyscoredverylowontests,beginningintheearliestgrades.Theemotionaleffectwastocausethemtoquestiontheirowncapabilitiesaslearners.Theybegantoloseconfidence,which,inturn,deprivedthemoftheemotionalreservesneededtocontinuetotakerisks.Astheirmotivationwarned,ofcourse,theirperformanceplummeted.Thesestudentsembarkedonwhattheybelievedtobeanirreversibleslidetowardinevitablefailureandlosthope.Onceagain,theemotionaltriggerfortheirdecisionnottotrywastheirperceptionoftheirperformanceonassessments.Considerthereality