A.a bad luck B.going dead

　　C.a blessing in disguise D.going from bad to worse

　　2.The author purposefully capitalizes the initial letters of Mother Nature because ______.

　　A.the author is clearly being sarcastic and suggesting that human beings show no respect for the nature

　　B.the author wants to emphasize the point that nature, like our mother, provides us with nourishment

　　C.they are used here as a proper noun personifying the might power of nature

　　D.they are words of very special importance

　　3.The author implies that travelling one-to-a-car______.

　　A.is an environmentally-friendly travel option

　　B.should be discouraged

　　C.should be encouraged

　　D.should be punished

　　Transcribe the sound represented by the underlined letter(s) in the words and then describe it. (10 points)

　　II.語言教學知識與能力

　　1.單項選擇題

　　Which of the following activities belongs in communicative practice?

　　A.Repeating sentences that the teacher says.

　　B.Doing oral grammar drills.

　　C.Reading aloud passages from the textbook.

　　D.Giving instructions so that someone can use a new machine.

　　2.簡答題(中文作答)

　　(1)請辨析下列兩個句子的不同點并解釋原因。

　　Did you eat something this evening?

　　Did you eat anything this evening?

　　(2)英語教師應該如何看待并處理學生的語言錯誤?請舉例說明。

　　III.教學設計

　　教學設計題：根據(jù)所提供的信息和語言素材進行教學設計，本題用英文作答。

　　請根據(jù)以下信息和語言素材進行教學設計，本題用英文作答。

　　設計任務：閱讀以下信息和語言素材。假設你將利用此語言素材學生的閱讀能力，請根據(jù)學生情況設計針對此素材的教學目標，以及實現(xiàn)該目標的課堂活動。

　　學生概況：本班為中等城市普通高中一年級的學生，班級人數(shù)為40人。多數(shù)學生已具備一定的英語語言能力。學生能夠積極參與課堂活動，合作意識較強。

　　教學時間：45分鐘。

　　教學設計需包括：

　　教學目標;

　　教學步驟及設計意圖;

　　教學活動方式、具體內(nèi)容及設計意圖;

　　教學時間規(guī)劃;

　　學習評價。

　　語言素材：(加粗單詞為學生接觸的詞匯)

　　The Road to Modern English

　　At the end of the 16th century, above five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries. Today, more people speak English as their first, second or a foreign language than ever before.

　　Native English speakers can understand each other even if they don’t speak the same kind of English. Look at this example:

　　British Betty: Would you like to see my flat?

　　American Amy: Yes, I’d like to come up to your apartment.

　　So why has English changed over time? Actually all languages change and develop when cultures meet and communicate with each other. At first, the English language spoken in England between about AD 450 and 1150 was very different from the English spoken today. It was based more on German than the English we speak at present. Then gradually between about AD 800 and 1150, English became less like German because those who ruled England spoke first Danish and later French. These new settlers enriched the English language and especially its vocabulary. So by the 1600s Shakespeare was able to make use of a wider vocabulary than ever before. In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia too. English began to speak in both countries.

　　Finally by the 19th century the language was settled. At that time two big changes in English spelling happened: first Samuel Johnson wrote his dictionary and later Noah Webster wrote The American Dictionary of English Language. The latter gave a separate identity to American English Spelling.

　　English now is also spoken as a foreign or second language in South Asia. For example, India has a very large number of fluent English speakers because Britain ruled India from 1765 to 1947. During that time English became the language for government and education. English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa. Today the number of people learning English in China is increasing rapidly. In fact, China may have the largest number of English learners. Will Chinese English develop its own identity? Only time will tell.

　　IV.教學實施與評價

　　教學情景分析題：根據(jù)題目要求進行教學分析，本題用中文作答。

　　以下片段選自某課堂實錄(片段中T指教師，S指學生)。請分析該教學片段并回答下列問題：

　　(1)學生在對話中的語言錯誤是什么?

　　(2)教師采用什么方式來糾正學生的錯誤?效果如何?

　　(3)教師還可以采用哪些方式糾錯?請舉例說明。

　　教學片段：

　　T: What did your mum do yesterday, Wang Lin?

　　S: My mum buyed the dress for me.

　　T: Oh, that is nice, your mum bought it for you, did she?

　　S: Yes.

　　T: Where did she buy it?

　　S: She buyed it in town.

　　T: Oh, she bought it in town for you. Well, it is very nice.

（責任編輯：李明）