Shay asked, “Do you think they’ll let me play?“ Shay’s father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son, mentally and physically disabled, were allowed to play, it would give him a much-needed sense of belonging and some confidence. Shay’s father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said, “We’re losing by six runs and the game is in the eighth inning. I guess he can be on our team and we’ll try to put him in to bat in the final inning. Shay struggled over to the team’s bench and put on a team shirt with a broad smile and his father had a small tear in his eye and warmth in heart. The boys saw the father’s joy at his son being accepted. In the bottom of the eighth inning, Shay’s team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was obviously joyful just to be in the game and on the field. In the bottom of the final inning, Shay’s team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game? Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher. The pitcher could have easily thrown the ball to the first baseman and Shay would have been out and that would have been the end of the game. Instead, the pitcher threw the ball right over the head of the first baseman, beyond the reach of all teammates. The audience and the players from both teams started screaming, “Shay, run to first!“ Never in his life had Shay ever run that far but made it to first base, wide-eyed and shocked. Everyone shouted, “Run to second!“ Catching his breath, Shay awkwardly ran towards second. By the time Shay rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team for the first time, could have thrown the ball to the second baseman, but he understood the pitcher’s intentions and he too intentionally threw the ball high and far over the third baseman’s head. All were screaming, “Shay, Shay, Shay, all the way Shay.“ Shay reached third base when one opposing player ran to help him and shouted, “Shay, run to third.“ As Shay rounded third, all were on their feet, crying, “Shay, run home!“ Shay ran to home, stepped on the home base and was cheered as the hero who won the game for his team. That day, the boys from both teams helped bring a piece of true love and humanity into this world. Shay didn’t make it to another summer and died that winter, having never forgotten being the hero and making his father so happy and coming home and seeing his mother tearfully hug her little hero of the day!

What do you think is the theme of the story?

A．True human nature could be realized in the way we treat each other.

B．Everyone has his own strength even if mentally or physically disabled.

C．Everyone can develop his team spirit in sports and please his parents.

D．The results of the game should not be the only concern of the players.

Which of the following has nothing to do with Shay’s becoming the hero for his team?

A．The pitcher did not throw the ball to the first baseman.

B．The audience and the players from both teams cheered for him.

C．The opposing players failed to stop his running to home.

D．One of the opposing players ran to help him.

The smallest boy threw the ball high and far over the third baseman’s head, probably because that boy______.

A．was obviously aware of the pitcher’s purpose

B．looked forward to winning the game for his team

C．failed to throw the ball to the second baseman

D．saw that Shay already reached second base

In the bottom of the final inning Shay was given the bat because the boys______.

A．believed they were sure to win the game

B．would like to help Shay enjoy the game

C．found Shay was so eager to be a winner

D．fell forced to give Shay another chance

Not expecting much, Shay’s father still asked the boy if Shay could play, mainly because the father______.

A．noticed some of the boys on the field were heisting

B．guessed his presence would affect the boy’s decision

C．learned some of the boys on the field knew Shay well

D．understood Shay did need a feeling of being accepted

When students are doing activities, the teacher walks around and provides help if necessary, both in ideas and language. What role is the teacher playing? Organizer. Assessor. Resource-provider. Prompter.

Which of the following activities focus(es) on meaning? Substitution drills. Sentence transformation. Dictation. Group discussion.

Which of the following activities can be used to get the main idea of a passage? Reading to decide the title. Reading to sequence the events. Reading to fill in the charts. Reading to do a match.

Which of the following statements about Audio-lingual Method is wrong? The method involves making a comparison between foreign language and mother language. The method involves correcting the mistakes timely. Mother tongue is accepted in the classroom as the target language. Emphasis is laid upon using oral language in the classroom; some reading and writing might be done as homework.

Which rhetoric is used in the following sentence? A government of the people, by the people, and for the people. Simile. Transferred epithet. Metonymy. Repetition.

Why? I have nothing to confess.______you want me to say? What is it that What it is that How is it that How it is that

Make a phone call when you can’t get home as usual,______your parents will start to worry. and but or so

A person’s calorie requirements vary______his life. across throughout over within

Which of the letter “p“ in the following words has a different pronunciation from others? Splash. Spread. Scope. Spade.

请简述阅读后阶段的教学任务是什么(6分)?该阶段可包括哪些活动(8分)?举例说明阅读后活动该如何设计(6分)。

The medical world is gradually realizing that the quality of the environment in hospitals may play a significant role in the process of recovery from illness. As part of a nationwide effort in Britain to bring art out of the galleries and into public places, some of the country’s most talented artists have been called in to transform older hospitals and to soften the hard edges of modern buildings. Of the 2, 500 National Health Service hospitals in Britain, almost 100 now have significant collections of contemporary art in corridors, waiting areas and treatment rooms. These recent initiatives owe a great deal to one artist, Peter Senior, who set up his studio at a Manchester hospital in northeastern England during the early 1970s. He felt the artist had lost his place in modern society, and that art should be enjoyed by a wider audience. A typical hospital waiting room might have as many as 500 visitors each week. What better place to hold regular exhibitions of art? Senior held the first exhibition of his own paintings in the out-patients waiting area of the Manchester Royal Hospital in 1975. Believed to be Britain’s first hospital artist, Senior was so much in demand that he was soon joined by a team of six young art school graduates. The effect is striking. Now in the corridors and waiting rooms the visitor experiences a full view of fresh colors, playful images and restful courtyards. The quality of the environment may reduce the need for expensive drugs when a patient is recovering from an illness. A study has shown that patients who had a view onto a garden needed half the number of strong pain killers compared with patients who had no view at all or only a brick wall to look at.

______aims to help students to pay attention to teaching content efficiently at the beginning of the class. Lead-in Presentation Preparation Practice

When students are asked to find out the changes of their hometown and make a plan for an exhibition, which type of the following grouping methods is mostly recommended? Whole class work. Group work. Pair work. Individual work.

What stage can the following grammar activity be used at? The teacher asked students to arrange the words of sentences into different columns marked subject, predicate, object, object complement, adverbial and so on. Presentation. Practice. Production. Preparation.

In componential analysis,______may be shown as PARENT (x, y) & MALE (x). father mother son daughter

Life in the city is tough for a parent______kids aren’t keeping up in school. his of whom whose of which

The university started some new language programs to______the country’s Silk Road Economic Belt. apply to hunt for appeal to cater for

下列教学片段选自某初中课堂实录。根据所给内容回答下列问题。案例背景：本案例是一节有关旅游准备和计划的听说课的导入教学。教材的主要内容是让学生想象自己住在青海，要去东南亚旅游。要求他们选择三个不同的居住地方和三个不同的旅游目的地，并查出不同的交通方式及所需费用。然后与同学讨论六个问题，以了解旅游的必要手段和必备费用。教学的重点是让学生尝试运用现在进行时交流已经计划好的不久的将来的行为。由于“住在青海”和“去东南亚旅游”对学生来说都太遥远，而且学生对票价不感兴趣，正好国庆长假将至，所以该教师把导入教学内容改编为“为你的国庆长假做计划”。教学实录： T：Now class，National Day is on the way．What will you do on National Day? Ss：Stay at home． T：If you plan to spend your holiday somewhere else，where are you going? Ss：(没反应) T：(提问一学生)Where are you going? S：(犹豫地站起来)：Maybe…I don’t know． T：Now please discuss in group of four to make a plan for your National Day trip by answering the six questions．(打出幻灯片：Where are you going?Where are you staying?How are you going to…?How long are you staying in…?When are you arriving in／at…?When are you coming back?) Ss：(不很情愿地开始讨论) (1)分析上述教学实录中的不足之处。(10分) (2)如何弥补上述实录中的不足?(10分) (3)请帮助该教师重新设计此堂课的导入环节。(10分)

Which is NOT included in Models of Teaching Writing? Method-oriented approach. Product-oriented approach. Content-oriented approach. Process-oriented approach.

What should the teacher try to avoid when selecting listening materials? The text scripted and recorded in the studio. The text with implicated concepts beyond the comprehension of students. The text with local accents in pronunciation. The text with some difficult words for students.