D项是使用大量不同的词汇和句式，A,C,D项是正式写作文体的特点，题干意思是下列哪项是非正式写作的典型特征。故选B。
19. Peer-editing during class is an important step of the ＿ approach to teaching writing. A. genre-based B. content-based C. process-oriented D. product-oriented
19.C 【解析】考查写作教学。写作教学分为重结果的写作、重内容的写作和重过程的写作。在重过程的写作中，修改（自改和互改）、校对和讨论是其过程的重要组成部分，题干意思是课堂上同桌互改的活动对于哪种模式的写作教学很重要。故选C。
20. Portfolios, daily reports and speech delivering are typical means of ＿. A. norm-referenced test B. criterion-referenced test C. summative assessment D. formative assessment
20.D 【解析】考查评价方式。题干意思是作品集、每日报告以及演讲是以下哪种的典型方法。A项是常模参照测试，主要用于选拔；B项是标准参考测试，按照预先设计的标准，对考试结果进行比较；C项是终结性评价，一般在学期或学年结束后进行，如期末考试、结业考试等；;D项是形成性评价，是对学生日常学习过程中的表现做出评估。作品集、报告和演讲都是日常活动，故选D。 请阅读 Passage l,完成第 21~25小题。 Passage l.
When the Viaduct de Millau opened in the south of France in 2004, this tallest bridge in the world won worldwide accolades. German newspapers described how it “floated above the clouds” with “elegance and lightness” and “breathtaking” beauty. In France, papers praised the “immense” “concrete giant.” Was it mere coincidence that the Germans saw beauty where the French saw heft and power? Lera Borodisky thinks not. In a series of clever experiments guided by pointed questions, Boroditsky is amassing evidence that, yes, language shapes thought. The effect is powerful enough, she says, that “the private mental lives of speakers of different languages may differ dramatically,” not only when they are thinking in order to speak, “but in all manner of cognitive tasks,” including basic sensory perception. “Even a small fluke of grammar”—the gender of nouns—“can have an effect on how people think about things in the world,” she says.
As in that bridge, in German, the noun for bridge, Brucke, is feminine. In French, pont is masculine. German
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speakers saw prototypically female features; Frenchspeakers, masculine ones. Similarly, Germans describe keys (Schlussel) with words such as hard, heavy, jagged, and metal, while to Spaniards keys (llaves) are golden, intricate, little, and lovely. Guess which language construes key as masculine and which as feminine? Grammatical gender also shapes how we construe abstractions. In 85 percent of artistic depictions of death and victory, for instance, the idea is represented by a man if the noun is masculine and a woman if it is feminine, says Boroditsky. Germans tend to paint death as male, and Russians tend to paint it as female. Language even shapes what we see. People have a better memory for colors if different shades have distinct names—not English?s light blue and dark blue, for instance, but Russian?s goluboy and sinly. Skeptics of the language-shapes-thought claim have argued that that?s a trivial finding, showing only that people remember what they saw in both a visual form and a verbal one, but not proving that they actually see the hues differently. In an ingenious experiment, however, Boroditsky and colleagues showed volunteers three color swatches and asked them which of the bottom two was the same as the top one. Native Russian speakers were faster than English speakers when the colors had distinct names, suggesting that having a name for something allows you to perceive it more sharply. Similarly, Korean uses one word for “in” when one object is in another snugly, and a different one when an object is in something loosely. Sure enough, Korean adults are better than English speakers at distinguishing tight fit from loose fit. Science has only scratched the surface of how language affects thought. In Russian, verb forms indicate whether the action was completed or not—as in “she ate [and finished] the pizza.” In Turkish, verbs indicate whether the action was observed or merely rumored. Boroditsky would love to run an experiment testing whether native Russian speakers are better than others at noticing if an action is completed, and if Turks have a heightened sensitivity to fact versus hearsay. Similarly, while English says “she broke the bowl” even if it smashed accidentally, Spanish and Japanese describe the same event more like “the bowl broke itself.” “When we show people video of the same event,” says Boroditsky, “English speakers remember whowas to blame even in an accident, but Spanish and Japanese speakers remember it less well than they do intentional actions. It raises questions about whether language affects even something as basic as how we construct our ideas of causality.”
21. Which of the following is closest in meaning to the underlined word “accolades” in PARAGRAPH ONE? A. Praises. B. Awards. C. Support. D. Gratitude. 22. What can be inferred from PARAGRAPH TWO? A. Language does not shape thoughts in any significant way.
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B. The relationship between language and thought is an age-old issue. C. The language we speak determines how we think and see the world. D. Whether language shapes thought needs to be empirically supported.
23. What is the role of the underlined part “As in that bridge” in PARAGRAPH THREE? A. Reflecting on topics that appeal to the author and readers. B. Introducing new evidence to what has been confirmed before. C. Identifying the kinds of questions supported by the experiments. D. Claiming that speakers of different languages differ dramatically.
24. Which of the following has nothing to do with the relationship between language and thought? A. People remember what they saw both visually and verbally. B. Language helps to shape what and how we perceive the world. C. Grammar has an effect on how people think about things around us. D. Science has only scratched the surface of how language affects thought. 25. Which of the following best represents the author?s argument in the passage? A. The gender of nouns affects how people think about things in the world.
B. Germans and Frenchmen think differently about the Viaduct de Millau. C. Language shapes our thoughts and affects our perception of the world. D.There are different means of proving how language shapes our thoughts. 请阅读Passage 2.完成第 26~30小题。 Passage 2
When American-born actor Michael Pena was a year old, his parents were deported. They had illegally walked across the U.S. border from Mexico and when they were caught by immigration authorities, they sent Pena and his brother to stay with relatives in the U.S. “It was quite a bit of a gamble for my parents,” says Pena, “but they came back a year later.” Pena?s father, who had been a farmer in Mexico, got a job at a button factory in Chicago and, eventually, a green card. Pena stayed in Chicago until, at 19, he fled to Los Angeles to pursue his acting dreams. This family history makes Pena?s latest role especially personal. In Cesar Chavez, Pena
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plays the labor leader as he struggles to organize immigrant California farm workers in the 1960s. To pressure growers to improve working conditions and wages, Chavez led a national boycott of table grapes that lasted from 1965 to 1970 and is recorded in the film. Chavez, like Pena, was the American-born son of Mexican farmers who immigrated to the U.S. “
He understands this duality, the feeling of being born in a place but having a very big idea of where your heritage comes from,” says the film director, Diego Luna. “This thing of having to go to school and learn in English and then go home to speak Spanish with your parents.”
As immigration policy is hotly debated on Capitol Hill this year, Luna and others who were involved with Cesar Chavez are hoping the movie will spark new support for reform and inspire American Latinos to get involved. “The message Chavez left was that change couldn?t happen without the masses being a part of their own change,” says Ferrera, a first generation Honduran American who plays the union leader?s wife Helen. Rosario Dawson, who co-founded the advocacy group Voto Latino, plays Chavez ally and labor leader Dolores Huerta. Immigrant-rights issues in the U.S. have evolved substantially in the years since Chavez founded the United Farm Workers (UFW). Undocumented workers now make up a far larger share of the agricultural workforce in California than they did in the 1960s, according to Miriam Pawel, author of The Crusades of Cesar Chavez, published the next month. Chavez was vehemently against illegal immigration, believing it made strikes difficult to execute and weakened the union. He initiated a program in the mid-1970s to locate undocumented farm workers and report them to immigration officials, Pawel writes. And despite his early victories, Chavez?s UFW union represents just a small part of those working on California farms today. “Chavez?s legacy is not in the field, which is sad,” says Pawel. Still, she says, his organizing strategies, featured extensively in Cesar Chavez, have been adopted by other activists, including those leading the modern immigrant-rights movement. Chavez's most important contribution may have been humanizing the Latino population for the American public. Farm laborers, many of whom barely spoke English, traveled across the country during the grape boycott, standing outside grocery stores to persuade housewives not to buy grapes and to spread the word about their plight. “They gave the boycott this very human face,” says Pawel. “It was families talking to other families,” says Luna. “It?s about the power we have just by being who we are.”
26. What has made Pena?s role as Chavez in the movie Cesar Chavez so distinctive? A. His Mexican immigrant background. B. His Awareness of his Mexican heritage.
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C. His bilingual life at home and at school. D. His status before legal registration in the US.
27. Whom does the underlined word “He” in PARAGRAPH TWO refer to? A. Luna. B. Pena. C. Chavez. D. Ferrera.
28. What did the film-makers want to achieve through the movie Cesar Chavez? A. To report on immigration policy debates. B. To stir immigration debates with a biopic. C. To make known the achievements of Michael Pena. D. To highlight the seeds of change within the masses involved.
29. Which of the following is closest in meaning to the underlined word \in PARAGRAPH FOUR?
A. Emotionally. B. Deliberately. C. Strongly D. Actively.
30. Which of the following may best summaries Chavez?s contribution in leading the Latino immigrant-rights movement?
A. The American public came to realize the power of change in the Latino community.
B. The modern immigrant-rights movement leaders knew how to organize their activities strategically. C. The U.S. government knew how to locate undocumented farm workers and offer them official registration. D. The Mexican farm workers could travel across the country during the grape boycott to share their sufferings. 二、简答题（本大题1小题，20分） 根据题目要求完成下列任务，用中文作答。
31.某位高一英语教师组织了一个关于oil pollution的口语活动，学生们却对该活动没有兴趣，活动难以开展。请分析学生不感兴趣的两个主要原因（8分），并列举组织成功的口语活动应注意的三个主要事项。(12分)
31.【参考答案】 学生不感兴趣的两个主要原因：
第一，口语话题本身具有一定难度性，选择的话题本身是陌生的，远离学生的实际生活，学生对油污染的背景知识、相关原因和影响并不了解。因此无法引起学生的学习兴趣。学生在完成任务的过程中，可
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