s economists who made the connection between health and economic growth,providing one of the most compelling political arguments for taking health seriously.Some economists might adore markets,but not health economists,she said.“Health care is different.”For her kind of economist,a health system is a
“social institution that embodies that embodies the values of society”.
Although competition has a part to play in health,it should be used judiciously as a mechanism to improve the quality of care.Chris Whitty,Chief Scientific Adviser at the UK＇
s Department for International Developments,expressed his contempt for those who profess indifference to economics.Economic is about the efficient allocation of scarce resources.Anyone who backed the inefficient allocation of resources is
“immoral”.He did criticize economists for their arrogance,though.Economists seemed to believe their ideas should be accepted simply because of the authority they held as economists.Economics,he said,is only one science among many that policy markers have to take into account.But Clare Chandler.A medical anthropologist,took a different view.She asked,what has neoliberal economics ever done for global health?Her answer,in one word,was
“inequality”,Neoliberal economics frames the way we think and act.Her argument suggested that any economic philosophy that put a premium on free trade,privatization,minimal government,and reduced public spending on social and health sectors is a philosophy bereft of human virtue.The discussion that followed,led by Martin Mckee,posed difficult questions.Why do economists treat their theories like religions？Why are economists so silent on their own failures？Can economics ever be apolitical？
There were few satisfactory answers to these questions.
26.Which of the following best describes the author＇s attitude toward economists?
A.Contempt B.Reservation C.Detachment D.Endorsement
27.Who holds a critical view on economists role in medical field according to the passage?
A.Amartya Sen.B.Jeff Sachs C.Larry Summers D.Clare Chandler
28.Which of the following is closest in meaning to“discipline”in PARAGRPH 2?
A.Subject B.Lesson C.Punishment D.Regulation
29.Which of the following is NOT used in the author＇s presentation of his ideas?
A.Thesis statement B.Rhetorical questions
C.Specific examples D.Direct quotation
30.What does the author intend to tell the reader?
A.There is still a long way to go for economists to genuinely contribute to global health.
B.Economists＇role in global health is,to a large extent,negative.
C.Economists increased the inequality of resource allocations in global health.
D.Economics is only one science among many that policy makers have to take into account in providing health care programs.
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.课堂提问的作用是什么？（8分）封闭性问题与开放性问题各自有什么特点？（12分） 31.【答案】（一）课堂提问的作用（8分，每点2分） （1）引起学生的注意，学生注意力不集中时，教师进行提问，往往可以唤回学生的注意力，让学生重新回归课堂教学。
（2）巩固课堂教学。教师在课堂教学中以一组问题前后相连的形式，不断启发、追问、质疑、概括、小结，那么学生就会比较全面、系统、牢固地掌握知识和技能。
（3）获取反馈信息。学生在答问时反映出的思维受阻、歧义、谬误、遗漏等一些现象，较之凭借作业、测试等方式，能更及时、更清晰地展现在教师的面前，让教师能及时通过提示、点拨、启发，或者反问、加问、追问，甚至调整策略，改换话题，另辟蹊径，达到合理引导学生思维的目的。
（4）加强师生之间沟通与交流。教师提问，同学讨论，学生回答，是一种交流。课堂提问不仅可以提高学生的表达能力，培养他们的团队精神，更可以促师生感情融洽，从而更好地推动教学。
（二）封闭性问题和开放性问题的特点（12分） A.封闭性问题特点：（6分，每点2分）
（1）从问题答案的角度：封闭性问题有固定答案，且答案唯一。
(2)从锻炼学生能力的角度：强化巩固课堂所学，记忆必须死记硬背的知识。 （3）从课堂教学的角度：提高课堂提问的有效性方面发挥了重要作用。 B.开放性问题特点：（6分，每点2分）
（1）从问题的答案来看：答案不是唯一的，是多种多样的。
（2）从锻炼学生能力的角度：培养学生的发散思维，促进学生创新能力的提高。
（3）从课堂教学的角度：创设一个比较宽松、自由的问题情境，学生充分发挥自己的聪明才智，通过不同角度的探索，自己去获取新知识，巩固原有的知识。 三、教学情境分析题（本大题1小题，30分） 根据题目要求完成下列任务，用中文作答。 32.下面是某教授的课堂教学片断：
T:?Now,let＇s make our own wishes with“if only”.But please don＇t forget to give a description,even though it＇
s very brief,of situation,the context,where you make the wish with one or two sentences?how about Liz?
Liz:Now it＇s So＇
clock,and there is a traffic jam on the express way.The hotel will cancel our room at 6 0＇clock if we do nor get to the hotel.Then,I＇ll say:oh,I wish if only I didn＇t go on the journey.
T:Listen,Liz.You see,once you use“I wish”,you don＇t need to use“if only”,Just use either one. Liz:Yes.
T;So will you try again?Just the wish. Liz;If only I didn＇t go on the journey.
T;To make it better,you can say“if only hadn＇
t gone on this journey”,because you are already on the way.Go on,please.
请根据所给材料，分析该教师的教学目的和教学过程，评价其教学行为和反馈方式。 32.【答案】（一）分析教学目的和教学过程 （1）教学目的：（9分）
知识目标：学生掌握由“If only”引导的虚拟语气的用法。
技能目标：提高学生的英语造句能力，、语法运用以及英语表达能力。
情感目标：学生可以正确认识自己的错误并且改正错误，养成良好的意志品质。 （2）教学过程：（5分）
该教学情境属于语法教学中的环节。教师采用让学生创设语境进行造句的方法对所学的If only引导的虚拟语气的用法进行巩固。教学过程中师生对话，既学习了语法又锻炼了口语表达能力。
（二）评价教学行为和反馈方式（16分）
优：（1）及时评价，帮助学生纠正语法错误。做到语法训练的准确性。（2）语法巩固练习设置要求学生结合具体语境造句，可以锻炼学生在自己所创设的语境中应用英语，锻炼了综合语言运用能力。（3）教学素材的使用贴近学生生活，如：make our own wishes就可以让学生有话可说，体现了英语教学的实践性，真正体现了素质教学的理念。（4）该教学片断属于语法教学中的巩固环节，因此，体现了语言教学的渐进性、持续性。
缺：（1）语法巩固练习形式略显单一枯燥，该教师仅采用了让学生造句的练习方法。（2）反馈过程缺少对学生的鼓励，会打击学生学习的积极性。学生回答问题之后，没有鼓励学生，而是直接“Listen,Liz.You see,once you use?”(3)反馈的方式过于直接，可以采用引导的方式，让学生自己发现自己的语法错误并进行改正，达到印象深刻的目的。该教师在教学过程中总是直接指出学生的错误。（4）教师没有充分预料到学生的出错点，做到提前纠错。如在让学生造句之前，应该区别if only和wish在虚拟语气句子中的用法。这样在学生造句过程中就不会出现Liz的问题了。 四、教学设计题（本大题1小题，40分）
根据提供的信息和语言素材设计教学方案，用英文作答。
33.设计任务：请阅读下面学生信息和语言素材，设计一节语言读写课教学方案。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;45分钟
学生概况：某城镇普通中学高中一年级第二学期学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（试验）》五级水平，学生课堂参与积极性一般。 Town Twinning
How are Oxford in the UK and Grenoble in France similar?Well,they are both medium-sized towns of between 100,000 and 200,000 inhabitants.They both have universities and industries.Tourism is important to both of them,and they are both close to some of the most beautiful countryside in the region.But they share something else,they have a town twinning agreement.
Town twinning is not a new idea,but it has become more popular in recent years because it＇
s now easier to find out about and visit other countries and towns.It＇
s an agreement between towns or cities of similar size and age,and which have similar features such as tourism,industry,culture and entertainment.
Town twinning agreements encourage people from the two towns to visit each other.There are visits and exchanges between schools,theater groups and sports teams.Visitors from the foreign town usually stay in the private homes of the town they are visiting.There id usually a big party for the visitors.
Town twinning agreements are perhaps most useful for students and people who want to practice speaking another language.This is because living with a foreign family for one or two weeks means that you have to speak their language,and a result you improve fast. 33.【答案】Topic:Town Twinning
Teaching contents:Oxford and Grenoble are town twinning.They have some similarities.Town twinning agreements are useful and helpful for people to visit and exchange between cities of different countries. Class Type:Reading and speaking class,1 period Knowledge aims:
1.The students will be able to understand the main idea and some details of the passage.
2.The students will be able to say something about Town Twinning. Ability aims:
1.The students will be able to use reading methods such as skimming,scanning and careful reading during the process of understanding of the passage.
2.Students can improve the abilities of reading and speaking. Emotional aims:
1.Students can get more interested in English culture.
2.Students can improve the spirit of friendship and exchanges,and buil
d up the sense of global cooperation. Teaching Key Points:
Understand some knowledge about Town Twinning and retell the passage. Teaching Difficult Points:
How to make students understand some knowledge about Town Twinning and retell the passage? Teaching Aids：multi-media Teaching Procedures:
Step 1 Warming up and lead-in(5 min) 1.Greeting
2.Lead in the topic by playing a video about Beijing city and New York are town twinning and ask students to have a free talk: (1)What is the relationship between Beijing and New York? (2)Why can the cities become town twinning、 （Justification:Attract students＇
s interests to learn this lesson and lead to the main idea of the text.）
Step 2:Pre-reading(7 min)
1.Common sense on town twining.
2.Ask students to give examples of town twining cities.
3.Play the video about Oxford and Grenoble are town twining.While enjoying the video,students think over the following question:”What are the similarities between the two cities?” (Justification:Focus students＇
s attention on the main topic of the reading passage.Comprehending the new words can help students to understand the passage easily.It prepares students to understand the topic and provides them with the opportunity to connect some aspects of the topic to their knowledge.) Step 3:While-reading(18 min) Fast reading.
Ask students to read the passage quickly and then conclude the main idea of each paragraph. Main idea:
Paragraph 1—introduction—the similarities between the two cities Paragraph 2—definition of town twining
Paragraph 3—contents of town twining agreements Paragraph 4—functions of town twining agreements (Justification:Train the students＇
reading ability of scanning for the general information of the passage.The questions,which are closely related to the main points of the passage,help the students grasp its main idea.) Careful reading
1.Ask the students to read the passage carefully and decide whether the statements are true or false and explain why.
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