Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren’t difficult to find. “Schools have always been in a society where practical is more important than intellectual, “ says education writer Diane Ravitch. “Schools could be a counterbalance.“ Ravitch’s latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits. But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. “Continuing along this path, “ says writer Earl Shorris, “we will become a second-rate country. We will have a less civil society.“ “Intellect is resented as a form of power or privilege, “ writes historian and professor Richard Hofstadter in Anti-intellectualism in American Life, a Pulitzer-Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book. Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: “We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing.“ Mark Twain’s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness. Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines. School remains a place where intellect is mistrusted. Hofstadter says our country’s educational system is in the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise.“

If you are curious about the history of our school or concerned about the future, you______miss the excellent opportunity. may needn’t could mustn’t

Anyone______in the exam will be punished. seen cheat seen cheating saw to cheat saw cheating

When practicing Task-based Language Teaching, the class bears the following features EXCEPT______. language is text-based and discourse-based lexical units are central in language use and language learning conversation is the central focus of language and keystone of language acquisition activities provide both the input and output processing necessary of language acquisition

There are some speaking activities. Which of the following mainly focus on the form and accuracy? Controlled activities. Semi-controlled activities. Communicative activities. Problem-solving activities.

What are the most important parts of a lesson plan? Textbooks and classroom aids. Anticipation of problems and flexibility in dealing with them. Objectives of the lesson and procedures to achieve them. Summary and homework.

Which of the following does NOT belong to the ways of collecting information for formative assessment? Learner portfolio. Testing. Classroom observation. Questionnaire survey.

听力技能是语言技能的重要内容之一。请简述听力基本技能包括哪些内容(14分)，并选择其中的三项技能，列举出合理的训练方式(6分)。

下面是一堂针对高一年级学生的听力课的听力材料及某一个教学步骤的记录。听力材料：一篇关于世界石油争端问题的新闻 Teacher：Now listen to the tape carefully and answer the questions on PPT． Teacher：OK. Who can answer the questions? (个别学生对问题进行了回答，但是都没有回答对) Teacher：No one can answer?OK．Let’s listen again． Teacher：OK．Now, can anyone answer the questions? (再听一遍之后依然没有学生回答正确) Teacher：Now, look at the script of the listening material and answer the questions． … 根据上面所给的信息，从下列三个方面作答： (1)请问所描述的教学情境属于听力教学的哪一个教学步骤?此步骤的教学目的是什么?(10分) (2)为什么没有学生能够正确回答关于听力材料的问题?请分析其可能原因。这位老师的教学步骤存在什么问题?(10分) (3)请根据存在的问题提出相应的建议。(10分)

设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语写作教学方案。教案没有固定格式，但须包含下列要点： - teaching objectives - teaching contents - key and difficult points - major steps and time allocation - activities and justifications 教学时间：20分钟学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。语言素材： Your name is Li Hua. Your pen-pal, Max, is coming from America with his parents. And he is writing to ask information about the Mid-Autumn Festival. Dear Li Hua, I am so thrilled to tell you that my family is planning a trip to China. And I just cannot wait to meet up with you and experience your culture in person. To prepare for the coming trip, we have watched a TV programme about China yesterday. And I am extremely interested in the Chinese festivals, especially the Mid-Autumn Festival. But the programme didn’t go through the details, and I am wondering if you are kind enough to tell me something about it, maybe the history, the traditions or the activities that you usually hold on that special day. Thanks a lot. Looking forward to seeing you soon! Max Now you will write back at least 150 words, and in your email, you should cover the following information: 1. Long history 2. A traditional festival only Chinese celebrate 3. Family reunion 4. Mooncakes 5. Enjoying the full moon

The Nobels are the originals, of course. Alfred Nobel, the man who invented deadly explosives, decided to try and do something good with all the money he earned, and gave prizes to people who made progress in literature, science, economics and—perhaps most importantly—peace. Not all awards are as noble as the Nobel. Even though most countries have a system for recognizing, honoring and rewarding people who have done something good in their countries, there are now hundreds of awards and awards ceremonies for all kinds of things. The Oscars are probably the most famous, a time for the (mostly) American film industry to tell itself how good it is, an annual opportunity for big stars to give each other awards and make tearful speeches. As well as that there are also the Golden Globes, apparently for the same thing. But it’s not only films—now there are also Grammies, Brits, the Mercury Prize and the MTV and Q awards for music. In Britain, a writer who wins the Booker Prize can expect to see their difficult, literary novel hit the bestseller lists and compete with The Da Vinci Code for popularity. The Turner Prize is an award for a British contemporary artist—each year it causes controversy by apparently giving a lot of money to artists who do things like displaying their beds, putting animals in glass cases or—this year-—building a garden shed. Awards don’t only exist for the arts. There are now awards for Sports Personality of the Year, for European Footballer of the Year and World Footballer of the Year. This seems very strange— sometimes awards can be good to give recognition to people who deserve it, or to help people who don’t make much money carry on their work without worrying about finances, but professional soccer players these days certainly aren’t short of cash. Many small towns and communities all over the world also have their own awards ceremonies, for local writers or artists, or just for people who have graduated from high school or got a university degree. Even the British Council has its own awards for “Innovation in English Language Teaching“. Why have all these awards and ceremonies appeared recently? Shakespeare never won a prize, nor did Leonardo da Vinci or Adam Smith or Charles Dickens. It would be possible to say, however, that in the past, scientists and artists could win “patronage“ from rich people—a king or a lord would give the artist or scientist money to have them paint their palaces or help them develop new ways of making money. With the change in social systems across the world, this no longer happens. Scientific research is now either funded by the government or by private companies. Perhaps awards ceremonies are just the most recent phase of this process. However, there is more to it than that. When a film wins an Oscar, many more people will go and see it, or buy the DVD. When a writer wins the Nobel Prize, many more people buy their books. When a group wins the MTV awards, the ceremony is seen by hundreds of thousands of people across the world. The result? The group sells a lot more records. Most awards ceremonies are now sponsored by big organizations or companies. This means that it is not only the person who wins the award who benefits but also the sponsors. The MTV awards, for example, are great for publicizing not only music, but also MTV itself. On the surface, it seems to be a “win-win“ situation, with everyone being happy, but let me ask you a question—how far do you think that publicity and marketing are winning here, and how much genuine recognition of achievement is taking place?

When______is produced, complete closure of the articulators is involved so that the air stream cannot escape through the mouth. fricative stop affricate lateral

The man’s______was described as impatient in contrast to his wife’s. character personality nature property

In addition to their simple beauty, what makes the adobe dwellings admirable is their______to “air-condition“ a house without using electric equipment. absorption ability abolition adaptation

In______drills, the students change a given structure in a way so that they are exposed to other similar structures, which also helps them have a deeper understanding of how the structures are formed and how they are used. substitution transformation comprehension communicative

When the teacher gives feedback to students in teaching writing, he/she should NOT______. make positive comments on the good features of the writing give words simply like “good“ or “very good“ to the writing point out areas for improvement express his/her personal opinion on the issue that student has written

Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren’t difficult to find. “Schools have always been in a society where practical is more important than intellectual, “ says education writer Diane Ravitch. “Schools could be a counterbalance.“ Ravitch’s latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits. But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. “Continuing along this path, “ says writer Earl Shorris, “we will become a second-rate country. We will have a less civil society.“ “Intellect is resented as a form of power or privilege, “ writes historian and professor Richard Hofstadter in Anti-intellectualism in American Life, a Pulitzer-Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book. Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: “We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing.“ Mark Twain’s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness. Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines. School remains a place where intellect is mistrusted. Hofstadter says our country’s educational system is in the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise.“

The phrase “I’d like to“ involves______phenomenon. progressive assimilation liaison regressive assimilation plosive

The university started some new language programs to cater______the country’s Silk Road Economic Belt. for with of from

She won’t be available between 6 and 8, for she______an important meeting. has had had had would have had will be having

From the perspective of traditional approach of syntax, noun has the categories of number, gender and______. aspect case tense voice

What do American parents expect their children to acquire in school?

We can learn from the text that Americans have a history of______.

The views of Ravitch and Emerson on schooling are______.

Emerson, according to the text, is probably______.

What does the author think of intellect?