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36. According to the passage, gardening can bring lifelong happiness because ().

A. It is a profitable business.

B. It can strengthen a garden’s ability to remark nature.

C. A garden can enjoy a very happy marriage.

D. Nature is a source of joy forever.

37. The research of the US university found that most people feel (www.zgjsks.com)happy when they ().

A. Are after their goals

B. Work as gardeners

C. Are at leisure

D. Have great leisure.

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38. The author mentions a man indulging in dreams of numerous lovers in order to ().

A.show the serious problem in marriage in modern society

B. Illustrate an extreme way to achieve happiness

C.criticize.those who do not cherish what they already have

D.indicate that happiness involves something beside the desire to gain

39. Who is more likely to be unhappy(www.zgjsks.com) according to the study?

A. The man who is ambitious regardless of his actual situation.

B. The one who has self-esteem and has confidence in himself.

C. The one who can take pleasure (www.zgjsks.com)in communicating with others.

D. The one who always helps others and also accepts help from others.

40. From the passage we know that happiness is ().

A. A transitory state of mind.

B. Getting everything what one is eager for.

C. A desire based on our actual situation.

D. An all-working and no-leisure life.

C

Three years ago I listened to a lecture in cognition(認(rèn)知) that(www.zgjsks.com)changed the way I think about intelligence. There are two types of cognition. The first is normal cognition: the ability to regain knowledge from memory. The second type of cognition is metacognition: the ability to know whether or not you know.

Does this affect intelligent? In (www.zgjsks.com)traditional education, intelligent is measured by cognitive ability. Some people can easily produce everything they know on a test. But others are awarded with poor grades considered inferior, but does this inability make them any less intelligent? If the question came up in a task, they could refer to a book or quick Google search. In reality, they’re just(www.zgjsks.com) as effective as the people that ace a test. They just can’t prove it as easily.

Metacognition is more important to success than cognition. A person with poor cognitive ability, but great metacognition ability might do poorly in school, but when faced with a challenge, they understand their abilities and take the best of action. For example, when face with a question, a person with strong metacognition ability will deal with it like this. If he knows for sure that the answer, (www.zgjsks.com)but can’t come up with it, he can always do a bit of research, if he knows for sure start education himself. Metacognition is more important to success than cognition. These people might not seem intelligent at first glance, but because they know what they know, they make better decisions and learn the most important things.

However, people with great cognitive ability but poor metacognition ability he considered excellent at a young age for acting every test and getting great scores. Unfortunately, they know everything but they don’t. They are (www.zgjsks.com)arrogant(overconfident), fail to learn from mistakes, and don’t understand the slight difference of personal relationship, showing disregard for persons with lower cognitive ability. They may make the worst decision.

The most important mental power is the ability to know that you don’t know.. The recognition of a fault is the first step to improvement. Don’t try to hide a lack of knowledge. For intelligent people this is the toughest lesson to learn.

41. People with great cognitive ability tend to ().

A.do well in tests

B.To be considered inferior

C.Be more effective than others

D.Do research when faced with task

42. The underlined phrase” take the best course of(www.zgjsks.com) action” probably mean,().

A. Stating education himself

B. Taking action during the course

C. Making the right decision

D. Coming up with many ideas

43. People with poor metacognition may(www.zgjsks.com) met succeed because they().

A. Lack basic normal values

B. Have improper self evaluation

C. Like to communicate with others

D. Show respect for others

44. The author probably supports the idea that ().

A.intelligent is measured by cognitive ability

B.Cognition is the most important mental power

C.The toughest lesson is to distinguish wish (www.zgjsks.com)the two types of cognition

D.The awareness of one’s ignorance contributes to one’s improvement

46. Which is TRUE according to the passage?

A. The people with great cognitive ability are hard to learn from mistake.

B. The people with great cognitive ability usually do poor in school.

C. The people with great cognitive ability always get great scores at a young age.

D. The people with great cognitive ability but poor metacognitive ability might make the worst decision.

第二部分 主觀題一、書面表達(dá)

【寫作材料】

實(shí)習(xí)有效的溝通，建立良好人際關(guān)系，不僅要善于言表，更要學(xué)會傾聽，請根據(jù)下面思維導(dǎo)圖所提供的信息，寫一篇為“being a good listener”的英語演講稿。

提示：1對所有給藥店逐一陳述，適當(dāng)發(fā)揮：

2詞數(shù)100字左右。開頭和結(jié)尾已經(jīng)寫好，不計入總詞數(shù)：

3演講稿中不得提及考試所在學(xué)校及本人姓名。

Good aftermoon everyone!

The topic of my speech today is “Being a good listener”.

Thank you for your listening!

Being a Good listener

Why shou respect premote undersranding Improve relationship

Who parents shuold listen to their children teacher shuold listen to their students

Shudents should listen to their classmates

How......

二、簡述題

1.在義務(wù)教育階段開設(shè)英語課程對青少年的未來發(fā)展有何重要意義?

2.在英語課堂教學(xué)中對教師的語言有哪些要求?

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三、案例分析題

【案例分析材料】

【案例1】教師正在教學(xué)一般過去式was和were的句型。

T:Now look at the picture. Where is the camera?

S:it’s on the desk.

T:Where was it a moment ago?

S:it was in the bookcase a moment ago.

.....

(突然，“ ”的一聲，一位學(xué)生不小心把文具盒掉在地上，全班學(xué)生目光都投向聲響處，他們禁不住拍著胸脯說：“嚇?biāo)懒?嚇?biāo)懒?”原來安靜的課堂熱鬧了起來。教師看著那名學(xué)生非常生氣。忍不住斥責(zé)了幾句。然后教師花了好大一會功夫才讓課堂回復(fù)平靜，繼續(xù)節(jié)奏剛才的話題展開教學(xué)。)

【案例2】教師正在用句型“Which season da you like best?”Why ?和學(xué)生ask and answer,學(xué)生紛紛舉手發(fā)表自己的見解。可當(dāng)教師問：”do you like sunmmer ?”時，發(fā)言的學(xué)生要么回答“no,i don’t.” 要么回答“It’s too hot.”，要么回答“there are too many insects.”。發(fā)言的人中沒有一個人喜歡夏日的。教師繼續(xù)問：“Who like summer?”(只有一人舉手)教師并未立即讓他回答，而是不急不慢地轉(zhuǎn)向其他學(xué)生：“oh I see, Bbt ***likes summer very much .Why does he like summer? Please guess”接下來有學(xué)生積極回答：“Perhaps he can swin in summer.” “Perhaps he can catch insects in sunmmer .”教師此時轉(zhuǎn)向那位學(xué)生問：“Why da you like summer best?”***“Because there’s a long holiday in summer. I can swim in the pool .I can catch grasshoppers in the grass. I also can see the rainbow in summer.”學(xué)生發(fā)言精彩極了。

【案例3】The stoy of rain 閱讀材料涉及到自然現(xiàn)象——降水的過程，此時也出現(xiàn)了單純rain. cloud. sun. vapour . stream等，還有句型It comes from the clouds.教師這樣設(shè)計：(多媒體呈現(xiàn)下雨的情境，運(yùn)動著的雨滴吸引了學(xué)生的注意力。)T:What’s this? What color is it?Ss....T:Where does the tain come from? Ss:It comes from the sky . It comes from the cloud.(多媒體展示水蒸氣上升聚結(jié)成云。)T:Where does the cloud come from? Ss.......

【問題】請根據(jù)以上三個案例的描述，先判斷這三個教學(xué)案例活動是否合理，并進(jìn)行分析，如有不合理之處，請給予建議。

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