I. Vocabulary and structure 15%
　　Directions: There are 15 incomplete sentences in the following. For each sentence there are four choices marked A, B, C and D. Choose the ONE that best completes the sentence.
　　（?。?1. The company is starting a new advertising campaign to _____ new customers to its stores.
　　A. join 
　　B. attract 
　　C. stick 
　　D. transfer
　?。ā。?2. John is leaving for London tomorrow and I will ____ him ___ at the airport.
　　A. send; away 
　　B. leave; off
　　C. see; off 
　　D. show; around
　?。ā。?3. His idea of having weekly family meals together, which seemed difficult at first, has _____ many good changes in their lives.
　　A. got through 
　　B. resulted from
　　C. turned into 
　　D. brought about
　?。ā。?4. Modern plastics can _____ very high and very low temperatures. 
　　A. stand 
　　B. hold 
　　C. carry 
　　D. support
　?。ā。?5. What shall we use for power when all the oil in the world has _____?
　　A. given out 
　　B. put out
　　C. held up 
　　D. used up
　?。ā。?6. Everybody in the village likes Jack because he is good at telling and ____ jokes. 
　　A. turning up 
　　B. putting up
　　C. making up 
　　D. showing up
　?。ā。?7. The president spoke at the business meeting for nearly an hour without _____ his notes.
　　A. bringing up 
　　B. referring to
　　C. looking for 
　　D. trying on
　?。ā。?8. Wow! I’ve burnt myself! How did you do that? I ____ a hot pot. 
　　A. touched 
　　B. kept
　　C. felt 
　　D. held
　?。ā。?9. I couldn’t _____ . The line was busy. 
　　A. go by 
　　B. go around
　　C. get in 
　　D. get through
　　（?。?10. Could you please tell me where you bought the shoes you _____ yesterday?
　　A. tried on 
　　B. put on
　　C. had on 
　　D. pulled on
　?。ā。?11. Please tell me how the accident _____. I am still in the dark. 
　　A. came by 
　　B. came upon
　　C. came to 
　　D. came about
　?。ā。?12. I think you’ll grow _____ him when you know him better. 
　　A. liking 
　　B. to be like
　　C. to like 
　　D. to be liking
　　（?。?13. To understand the grammar of the sentence, you must break it _____ into parts.
　　A. down 
　　B. up
　　C. off 
　　D. out
　　（?。?14. They started off late and got to the airport with minutes to _____.
　　A. spare 
　　B. catch 
　　C. leave 
　　D. make
　?。ā。?15. This picture was taken a long time ago. I wonder if you can _____ my father.
　　A. find out 
　　B. pick out 
　　C. look out 
　　D. speak out
　　II. Close 20%
　　Directions: There are 20 blanks in the following text. For each blank there are four choices marked A, B, C and D. Choose the ONE that best fills the blank.
　　In his 1979 book, The Sinking Ark, biologist Norman Myers estimated that a(an)__16__of more than 100 human-caused extinctions occur each day, and that one million species __17__ lost by the century’s end. Yet there is little evidence of __18__ that number of extinctions. __19__, only seven species on the endangered species list have become extinct __20__ the list was created in 1973.
　　Bio- __21__is an important value, according to many scientists. Nevertheless, the supposed __22__ extinction rates are achieved by multiplying unknowns by __23__ to get imponderables (something that is difficult to measure or estimate). Many estimates, for instance, rely a great deal on a “species-area__24__”, which predicts that twice as many species will be found on 100 square miles __25__ on ten square miles. The problem is that species are not distributed __26__, so which parts of a forest are destroyed may be as important as __27__.“__28__”, says Ariel Lugo, director of the International Institute of Forestry in Puerto Rico, “biologists who predict high extinction rates__29__the resiliency of nature.”
　　One of the main causes of extinctions is __30__. According to the Consultative Group on International Agricultural Research, what destroys __31__ trees is not commercial logging, but “poor farmers who have no other __32__ for feeding their families than slashing and burning a __33__of forest”. In countries that __34__modern high-yield agriculture, forests are in no danger. In 1920, U. S. forests covered 712 million acres. Today they cover 717 million. Forests in Europe __35__ from 161 million to 282 million acres between 1930 and 1990.
　　（?。?16. A. figure     B. total    C. amount      D. average
　?。ā。?17. A. would be       B. would have C. will be       D. will have
　?。ā。?18. A. anything like B. anywhere from   C. anywhere near   D. anything but
　　（?。?19. A. In a sense B. As a result C. In addition D. For example 
　?。ā。?20. A. though   B. when  C. since   D. unless
　?。ā。?21. A. capacity  B. diversity     C. productivity       D. prosperity
　?。ā。?22. A. batch      B. crowd C. heap   D. mass
　?。ā。?23. A. inapplicables B. improbables       C. impropers   D. inappropriates
　?。ā。?24. A. equation B. means C. coordination      D. correspondence
　?。ā。?25. A. when      B. like     C. though       D. as
　?。ā。?26. A. orderly   B. widespreadly     C. randomly   D. densely
　?。ā。?27. A. which place   B. how many  C. which time D. how much
　?。ā。?28. A. Furthermore B. Likewise      C. Nonetheless       D. Therefore
　?。ā。?29. A. undermine     B. underestimate    C. understate   D. undercalculate
　?。ā。?30. A. deplantation B. reforestation C. deforestation      D. replantation
　?。ā。?31. A. tropical  B. territorial   C. thermal      D. temperamental
　　（?。?32. A. preference     B. selection     C. opportunity       D. option
　?。ā。?33. A. stack      B. patch  C. field   D. plot
　?。ā。?34. A. practice  B. exercise      C. apply  D. follow
　?。ā。?35. A. expanded       B. extended    C. enhanced    D. enlarged
　　III. Reading comprehension 30%
　　Directions: There are three passages in the following. For each of them there are four choices marked A, B, C, and D. You should decide on the best choice.
　　Passage1
　　There is a new type of small advertisement becoming increasingly common in newspaper classified columns. It is sometimes placed among “situations vacant”, although it does not offer anyone a job, and sometimes it appears among “situations wanted”, although it is not placed by someone looking for a job, either. What it does is to offer help in applying for a job.
　　“Contact us before writing your application”, or “Make use of our long experience in preparing your curriculum vitae or job history”, is how it is usually expressed. The growth and apparent success of such a specialized service is, of course, a reflection on the current high levels of unemployment. It is also an indication of the growing importance of the curriculum vitae (or job history), with the suggestion that it may now qualify as an art form in its own right.
　　There was a time when job seekers simply wrote letters of application. “Just put down your name, address, age and whether you have passed any exams”, was about the average level of advice offered to young people applying for their first jobs when I left school. The letter was really just for openers, it was explained, everything else could and should be saved for the interview. And in those days of full employment the technique worked. The letter proved that you could write and were available for work. Your eager face and intelligent replies did the rest.
　　Later, as you moved up the ladder, something slightly more sophisticated was called for. The advice then was to put something in the letter which would distinguish you from the rest. It might be the aggressive approach. “Your search is over. I am the person you are looking for”, was a widely used trick that occasionally succeeded. Or it might be some special feature specially designed for the job interview.
　　There is no doubt, however, that it is increasing number of applicants with university education at all points in the process of engaging staff that has led to the greater importance of the curriculum vitae.
　?。ā。?36. The new type of advertisement which is appearing in newspaper columns .
　　A. informs job hunters of the opportunities available
　　B. promises to offer useful advice to those looking for employment
　　C. divides available jobs into various types
　　D. informs employers of the people available for work
　?。ā。?37. Nowadays a demand for this specialized type of service has been created because .
　　A. there is a lack of jobs available for artistic people
　　B. there are so many top level jobs available
　　C. there are so many people out of work
　　D. the job history is considered to be a work of art
　?。ā。?38. In the past it was expected that first job hunters would .
　　A. write an initial letter giving their life history
　　B. pass some exams before applying for a job
　　C. have no qualifications other than being able to read and write
　　D. keep any detailed information until they obtained an interview
　?。ā。?39. Later, as one went on to apply for more important jobs, one was advised to include in the letter .
　　A. something that would distinguish one from other applicants
　　B. hinted information about the personality of the applicant
　　C. one’s advantages over others in applying for the job
　　D. an occasional trick with the aggressive approach
　?。ā。?40. The curriculum vitae has become such an important document because .
　　A. there has been an increase in the number of jobs advertised
　　B. there has been an increase in the number of applicants with degrees
　　C. jobs are becoming much more complicated nowadays
　　D. the other processes of applying for jobs are more complicated
　　Passage2
　　In cities with rent control, the city government sets the maximum rent that a landlord can charge for an apartment. Supporters of rent control argue that it protects people who are living in apartments. Their rent cannot increase; therefore, they are not in danger of losing their homes. However, the critics say that after a long time, rent control may have negative effects. Landlords know that they cannot increase their profits. Therefore, they invest in other businesses where they can increase their profits. They do not invest in new buildings which would also be rent—controlled. As a result, new apartments are not built. Many people who need apartments cannot find any. According to the critics, the end result of rent control is a shortage of apartments in the city.
　　Some theorists argue that the minimum wage law can cause problems in the same way. The federal government sets the minimum that an employer must pay workers. The minimum helps people who generally look for unskilled, low—paying jobs. However, if the minimum is high, employers may hire fewer workers. They will replace workers with machinery. The price, which is the wage that employers must pay, increases. Therefore, other things being equal, the number of workers that employers want decreases. Thus, critics claim, an increase in the minimum wage may cause unemployment. Some poor people may find themselves without jobs instead of with jobs at the minimum wage.
　　Supporters of the minimum wage say that it helps people keep their dignity. Because of the law, workers cannot sell their services for less than the minimum. Furthermore, employers cannot force workers to accept jobs at unfair wages.
　　Economic theory predicts the results of economic decisions such as decisions about farm production, rent control, and the minimum wage. The predictions may be correct only if “other things are equal”. Economists do not agree on some of the predictions. They also do not agree on the value of different decisions. Some economists support a particular decision while others criticize it. Economists do agree, however, that there are no simple answers to economic questions.
　?。ā。?41. There is the possibility that setting maximum rent may .
　　A. cause a shortage of apartments
　　B. worry those who rent apartments as homes
　　C. increase the profits of landlords
　　D. encourage landlords to invest in building apartment
　?。ā。?42. According to the critics, rent control .
　　A. will always benefit those who rent apartments
　　B. is unnecessary
　　C. will bring negative effects in the long run 
　　D. is necessary under all circumstances
　?。ā。?43. The problem of unemployment will arise .
　　A. if the minimum wage is set too high
　　B. if the minimum wage is set too low
　　C. if the workers are unskilled
　　D. if the maximum wage is set
　?。ā。?44. The passage tells us .
　　A. the relationship between supply and demand
　　B. the possible results of government controls
　　C. the necessity of government control
　　D. the urgency of getting rid of government controls
　?。ā。?45. Which of the following statements is NOT true?
　　A. The results of economic decisions can not always be predicted.
　　B. Minimum wage can not always protect employees.
　　C. Economic theory can predict the results of economic decisions if other factors are not changing.
　　D. Economic decisions should not be based on economic theory.
　　Passage3
　　My father’s reaction to the bank building at 43rd Street and Fifth Avenue in New York city was immediate and definite: “You won’t catch me putting my money in there!” he declared, “Not in that glass box!”
　　Of course, my father is a gentleman of the old school, a member of the generation to whom a good deal of modern architecture is upsetting, but I am convinced that his negative response was not so much to the architecture as to a violation of his concept of the nature of money.
　　In his generation money was thought of as a real commodity(實物) that could be carried, or stolen. Consequently, to attract the custom of a sensible man, a bank had to have heavy walls, barred windows, and bronze doors, to affirm the fact, however untrue, that money would be safe inside. If a building’s design made it appear impenetrable, the institution was necessarily reliable, and the meaning of the heavy wall as an architecture symbol dwelt in the prevailing attitude toward money.
　　But the attitude toward money has, of course, changed. Excepting pocket money, cash of any kind is now rarely used; money as a tangible commodity has largely been replaced by credit. A deficit(赤字) economy, accompanied by huge expansion, has led us to think of money as product of the creative imagination. The banker no longer offers us a safe: he offers us a service in which the most valuable element is the creativity for the invention of large numbers. It is in no way surprising, in view of this change in attitude, that we are witnessing the disappearance of the heavy walled bank.
　　Just as the older bank emphasized its strength, this bank by its architecture boasts of imaginative powers. From this point of view it is hard to say where architecture ends and human assertion(人們的說法) begins.
　?。ā。?46. The main idea of this passage is that .
　　A. money is not as valuable as it was in the past
　　B. changes have taken place in both the appearance and the concept of banks
　　C. the architectural style of the older bank is superior to that of the modern bank
　　D. prejudice makes the older generation think that the modern bank is unreliable
　?。ā。?47. How do the older generation and the younger one think about money?
　　A. The former thinks more of money than the latter.
　　B. The younger generation values money more than the older generation.
　　C. Both generations rely on the imaginative power of bankers to make money.
　　D. To the former money is a real commodity but to the latter the means of producing more money.
　?。ā。?48. The word “tangible” (Line 2, Para. 4 ) refers to something .
　　A. that is precious
　　B. that is usable
　　C. that can be touched
　　D. that can be reproduced
　?。ā。?49. According to this passage, a modern banker should be .
　　A. ambitious and friendly
　　B. reliable and powerful
　　C. sensible and impenetrable
　　D. imaginative and creative
　?。ā。?50. It can be inferred from the passage that the author’s attitude towards the new trend in banking is .
　　A. cautious
　　B. regretful
　　C. positive
　　D. hostile
　　IV. Translation 5%
　　Directions: There are 5 sentences in the following. Translate them into English.
　　51.《太長今》是我看過的最精彩的電視劇之一。
　　52. 這首歌使我想起了我的童年時光。
　　53. 她正在想象未來生活會是什么樣的。
　　54. 防止飲用水污染是非常必要的。
　　55. 如果我是你的話，我會向你的朋友談?wù)勎鼰煹暮μ帯?
　　V. Proofreading and error correction 10%
　　Directions: The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct the errors.
　　I am a senior student．I like making friend with 56． 
　　people and I do my best to get on good with everyone． 57． 
　　But last week I had found that one of my friends 58． 
　　kept a diary, said that she disliked me and that she 59． 
　　didn’t want to be your friend any longer．And now 60． 
　　she has started playing a trick me because I’m 61． 
　　fat．I’m kind to her but how can’t she be friendly 62． 
　　to me? As for losing the discouraging weight, should 63． 
　　I do more exercise? Use pills? And do you know 64． 
　　Any ways? Please give me some advice． 65．  
　　VI. Writing 10%
　　假若一個澳大利亞教育參觀團(tuán)要到你校訪問，他們想了解中國教育的基本情況。請用英語寫一篇短文，為來賓介紹當(dāng)今中國教育的基本情況。詞數(shù)120左右。
　　VII. Teaching plan 10%
　　請設(shè)計一個教案，達(dá)到以下目的：
　　1. 能夠聽、說、讀a pair of shorts, a scarf, 四會a sweater, a jacket 
　　2. 能夠聽懂、會說、會讀、會寫本課時的主要句型：Whose…is this/are they? It’s/They’re…并能在適合的情景中自由運用。 
　　3. 能夠跟錄音朗讀對話，并能分角色進(jìn)行表演。 
　　4. 要求學(xué)生能圍繞服飾類單詞，在一定情景下，正確使用Whose…is it/are they?及回答It’s /They’re xxx’s.進(jìn)行交談。 
　　5. 培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略。 
　　6. 培養(yǎng)學(xué)生對美的鑒賞和認(rèn)識。 
　　補充題：
　　I. 填空（共5分）
　　1. 小學(xué)英語語法教學(xué)的原則包括：______________、_______、_______、_______ 。
　　2. 《義務(wù)教育英語課程標(biāo)準(zhǔn)》所要求的小學(xué)英語評價具有三個特性，分別為：_______、
　　、_______。
　　3. ______________就是在教學(xué)過程中要關(guān)注和聯(lián)系學(xué)生的生活實際和生活體驗。
　　4. 教師課堂教學(xué)組織能力應(yīng)當(dāng)是多維度的，它應(yīng)包括_______、_______、_______。
　　5. 教師的思想道德素質(zhì)包括：_______ 、 _______、_______、_______、_______ 。
　　II. 簡答題（共5分）
　　6. 在基礎(chǔ)教育的英語教學(xué)中，處理語言知識和語言技能這二者的關(guān)系時，應(yīng)該注意哪幾點？
　　答案及解析
　　I. Vocabulary and structure
　　1. B [解析] join 成為成員 attract 吸引，引起……的注意 stick 停留，緊靠 transfer 轉(zhuǎn)移，讓與
　　2. C [解析] see sb. off 送別某人。
　　3. D [解析] get through （使）通過 result from 源于 turn into 變成 bring about 帶來，引起
　　4. A [解析] 此題只要明白題意，就能選出答案。題意是：現(xiàn)代塑料能承受住非常高或低的溫度。答案是 stand，承受、經(jīng)受、忍受。
　　5. A [解析] give out 用完（不及物）；put out 撲滅；hold up 抬高，舉起；use up 用完（及物）。此題，有兩個“用完”，區(qū)別在于give out 不及物動詞，use up 是及物動詞。這句的主、謂是 the oil has given out，沒有賓語，所有只能選用give out。
　　6. C [解析] 略。
　　7. B [解析] 略。
　　8. A [解析] touch 與 feel 都有“觸摸”的意思。細(xì)微區(qū)別是: touch “碰撞”，feel 是“撫摸”。顯然這人手被燙了，是因為touch 到了熱水壺。
　　9. D [解析] get through （電話）接通、打通；get in 進(jìn)入，收割；go around 傳播，游蕩；go by 經(jīng)過。對照原句意思，應(yīng)該指電話，答案是get through.。
　　10. C [解析] have on 穿著，表狀態(tài)。
　　11. D [解析] come about 發(fā)生。
　　12. C [解析] 略。
　　13. A [解析] break down 拆分，機器壞了；break up 毀壞，破壞；break off 斷絕，中斷；break out 突然發(fā)生。此句指把長句子分成幾個部分，答案break down。
　　14. A [解析] to spare 是個固定短語，意為“剩余的，富余的”。此題意為：他們動身晚了，到達(dá)機場時只剩下幾分鐘了。
　　15. B [解析] 略。
　　II. Close
　　16—20 DBADC 21—25 BDBAD 26—30 ADABC 31—35 ADBAA
　　III. Reading comprehension
　　36—40 BCDAB 41—45 ACABD 46—50 BDCDC
　　IV. Translation
　　51. “Dae Jang Geun” is one of the most wonderful TV plays that I’ve ever seen.
　　52. This sweet song reminds me of my childhood.
　　53. She is imagining what life will be like in the future.
　　54. It is necessary to keep the drinking water from being polluted.
　　55. If I were you, I’d tell your friends about the danger of smoking.
　　V. Proofreading and error correction
　　56. friend—friends
　　57. good—well
　　58. 去掉had
　　59. said—saying
　　60. your—my
　　61. me前加to
　　62. how—why
　　63. 正確
　　64. And—Or
　　65. Any—any
　　VI. Writing (one possible version)
　　Education in China Today
　　Education in China today has been developing rapidly .Most children start by the age of seven. They spend six years in a primary school, which are compulsory education .The students don’t need to take exams before they enter a junior middle school. After graduation, some study in a professional school for two or three years before work. Most of them attend a senior middle school for three years. Students have to pass a series of examinations before entering a university. Now about 50% of the students can go to university. The university life lasts four or five years and part of the cost is provided by their families, but they can get support from the university .After they graduate , they can go and find jobs .
　　Though great changes have taken place in the education system of China, it still can’t meet the needs of the society .
　　VII. Teaching plan (one possible version)
　　1. 導(dǎo)入
　?、俪怀枨癢e are happy bees”(Which is for you, which is for me. This one or that one. ) 
　?、谕ㄟ^實物投影和簡筆畫，復(fù)習(xí)單詞:What’s this in English? It’s a…What are they? They are…
　?、跢ree talking 
　　2. 新課呈現(xiàn)
　?、倮谜n件，出示一個學(xué)生熟悉的人物L(fēng)iu Tao,他也來參加coseplay.點擊他身上的衣服，詢問學(xué)生并引出a pair of shorts。操練chant: shorts, shorts, a pair of shorts , a pair of shorts for my friend.同法操練其余的三個：a scarf, a sweater, a jacket。
　?、趧?chuàng)設(shè)校園coseplay的情境，教師扮演一位評委，引出句型Look at xxx. She’s funny. Look at her gloves. They’re so big.等等。師生練說此類句型。然后通過采訪，引出句子Whose …is it? It’s xxx’s. Whose…are they? They’re xxx’s. 師生圍繞coseplay，操練Whose …is it? It’s xxx’s. Whose…are they? They’re xxx’s。
　　3. 鞏固操練 
　?、僬f一說，利用教學(xué)卡片，在黑板上制作衣物小轉(zhuǎn)盤，操練單詞等。 
　　②玩一玩，設(shè)計“我猜，我猜，我猜猜”的游戲來操練句型 Whose…is it/ are they? It’s xx’s，I think./ They are xxx’s, I think. 
　?、勐犚宦?，聽課文錄音，完成填空：Whose ____ are they? They’re my ________. Whose_____ is it? It’s _____. 
　　④讀一讀，讓學(xué)生跟著磁帶朗讀課文。 
　　⑤演一演，利用頭飾，分角色兩人小組合作演一演對話。 
　　4. 拓展延伸 
　?、儆^看服裝展示會的片段。 
　?、谕ㄟ^服裝展示會，讓學(xué)生再次穿上自帶的衣服，體現(xiàn)一次美的機會。 
　　5. 課堂小結(jié)： 
　?、俦咎谜n所教授的要四會單詞是a sweater, a jacket. 
　?、谒莆盏乃臅湫褪荳hose…is this/are they? It’s/ They’re… 
　　③當(dāng)服飾類名詞是單數(shù)時應(yīng)用Whose…is this? It’s xxx’s；當(dāng)服飾類名詞是復(fù)數(shù)時用Whose…are they? They’re xxx’s. 
　?、軈^(qū)別一下they are 與they’re的讀音。 
　　6. 課后作業(yè)
　?、儆糜⒄Z向爸爸媽媽介紹家里部分衣物的英文表達(dá)。 
　?、诟鶕?jù)詢問同學(xué)自帶的衣物和鞋子，了解班里同學(xué)的爸爸媽媽喜歡穿怎樣的衣服，小組之間合作完成此項任務(wù)，發(fā)展學(xué)生自主學(xué)習(xí)的能力和合作精神。
　　補充題答案：
　　1. 交際性原則, 實踐性原則, 多樣性原則, 階段性原則
　　2. 關(guān)注激勵、關(guān)注發(fā)展、關(guān)注能力
　　3. 教學(xué)活動生活化                  
　　4. 運用教材的能力、組織語言的能力、組織教學(xué)活動的能力
　　5. 對教育事業(yè)的責(zé)任感；對本職工作的事業(yè)心；敬業(yè)愛崗；熱愛學(xué)生；為人師表
　　6. (1) 堅持英語教學(xué)的實踐性原則，改變過分重視語法和詞匯知識的講解與傳授的傾向。
　　(2) 防止過于強調(diào)模仿、死記硬背、機械操練的教學(xué)傾向。
　　(3) 引導(dǎo)語言知識教學(xué)和技能訓(xùn)練相結(jié)合的、開放的、互動的學(xué)習(xí)模式。
　　(4) 針對小學(xué)學(xué)段學(xué)生的特點，正確把握語言基礎(chǔ)知識與語言技能之間的關(guān)系。

（責(zé)任編輯：中大編輯）