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Which of the following shows the correct stress of the word “pedestrian”？

Which of the following words has a different stress pattern?

Because of the strong sun, the new drawing-room curtains have（） from darkblue to grey.

Which of the following pairs of words are synonyms?

We don’t know what experiment those researchers would （）on females to test this hypothesis.

Tom said he would go to Hong Kong for winter vacation and he（） go.

7.It is forbidden （）faster than 60 km/h on this highway.

In the sentence “It’s no use crying over the spilt milk”, the italicized part is（）.

Which of the following describes the process in which one’s language ability is developed in natural and everyday situation?

What skill does he/she use when a student uses language knowledge and contextual clues to figure out the meaning of a new word?

Supplementing, deleting, simplifying and reordering are often used in（） .

Which of the following best describes the phenomenon that learners apply the skills acquired in one field to another?

What would he/she do in a reading class if a teacher wants to develop students’ inferential comprehension?

What is the focus when a teacher says to the class “Rewrite each of the following sentences using the passive voice.”?

In a traditional classroom, much, if not most, of the class time is spent with the teacherpresenting contents—telling,showing,explaining and lecturing.Whether it’s a first-grade teacher reading to students, a high school government teacher lecturing on the Articles of Confederation, or a math teacher demonstrating how to solve an equation, class time is when the teacher delivers information and the students receive it.Ideally, lessons involve a mixture of delivery and discussion, supplemented by activities that engage students to support their comprehension. But in reality, just getting the content across can take most of the class period, especially when lessons are interrupted by student questions, discipline problems, and distractions like fire drills, assemblies, and other disruptions.There are lots of good reasons for this model and its durability in education. It is an efficient way to assure that all students have access to the same course content, and it provides a way for teachers to transmit their expertise in a subject, and enthusiasm for it, to their students. Most teachers love being the “sage on the stage”，and many are very good at it.Nevertheless, many teachers also feel frustrated by the limitations of this model, especially when lecture and presentation take up the lion’s share of the class period, leaving little time for the good stuff of teaching—getting into students, helping them make meaning out of information, drawing out their evolving understanding, encouraging and sparkling their excitement and comprehension. In today’s environment of high-stakes testing, with multiple standards—and now with the Common Core, new standards—there never seems to be enough time for all the things teachers wish they could do with their students: project- based activities, individual or group learning challenges, deep discussions and inquiry activities. So it’s not surprising that, when teachers are asked what they believe is the greatest value of flipping instruction, the answer is almost always, “It gives me more time to work directly with students during class.” Teachers at Michigan’s Clintondale High School claim that, since they have flipped their classrooms, the amount of time they spend with students has increased by a factor of four. That is substantial gain—and it makes a real difference in students believing that the teacher is there for them when help is needed.21. According to the passage, what differentiates a flipped classroom from a traditional one?22. According to the passage, which of the following features typically characterizes a traditional classroom? 23. Which of the following best explains the underlined expression "sage on the stage”? in Paragraph 3? 24. According to Paragraph 4, what should have been incorporated in traditional classrooms? 25. Which of the following reflects the author’s view on a flipped classroom?

The risk of infection for that patient hasn’t diminished after the operation.（） ,it has increased.

Only until very recently （）possible that grammarians are able to make accurate Statements about the rules of some languages.

Which of the following is a communicative task?

There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that’s an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that’s an instrumental motive, since the relation between fame and research is not so inherent. Often, people have both for doing things.What mix of motives—internal or instrumental or both—is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success.We analyzed data drawn from 11, 320 cadets in nine entering classes at the United States Military Academy at West Point, all of whom rated how much each of a set of motives influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army.How did the cadets fare, years later? How did their progress relate to their original motives for attending West Point?We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations) than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service.Remarkably, cadets with strong internal and strong instrumental motives for attending West Point performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military.Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to "money for college,” “career training" or “seeing the world” will do the job. While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.According to the passage, which of the following is an internal motive for a newly recruited soldier?Which of the following is closest in meaning to the underlined word “cadets” in Paragraph 3?According to the passage, which of the following is conducive to career success?What do the writers disapprove concerning the current situation of attracting recruits?What can be the best title for the article?

The ritual of English tea time is believed to have originated in the late 1700’s when Anna, Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea.The Duchess chronically experienced a “sinking feeling” (what we would term “low blood sugar”) in the late afternoon. To tide her over the long hours between meals she turned to carbohydrates.Other royals immediately copied the Duchess, and afternoon tea parties became quite fashionable. Low tables were set up in front of sofas and chairs, and the ladies found a new opportunity to show off pretty clothes, fine china, embroidered linen tablecloths and napkins, and silver tableware.Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling little sandwiches and sweet pastries as well as scones were being arranged on decorative stands and plates for the ladies’ pleasure.The tea party mania quickly spread across the Atlantic where tea was already enjoyed as a beverage. This fondness for tea was later suppressed by the patriotic Americans during the era immediately preceding the American Revolution because of the unreasonable British tax on tea.However, by April 27, 1776, Congress announced in the Philadelphia Packet that “the drinking of tea can now be indulged.” The custom of afternoon tea parties was not really revived in this country, though, until the mid-1800's, when Victorian ways were in vogue here. Leisure-class American ladies began having “kettledrums” at 4 p.m. “Kettledrums” was called that in connection with the term “teakettle.” Petits fours and other dainty delights were served amid Victorian opulence.A Victorian diarist, Maud Berkeley {Maud: The Illustrated Diary of a Victorian Woman, Chronicle Books, 1987) gave an anecdote concerning tea time: “Mrs. Barnes had out a lovely tea- cloth for her tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unused to such dainty, contrived to slop his tea all over it. Thankful it was not I. As it was, my new feather boa, which I wore for the first time, got into my teacup, causing much alarm and merriment to all assembled. Lilian Black-Barnes was, as ever, strong in adversity and wrung out the offending object in the kitchen sink. Fear it may never be the same again, none the less.”My family, mother, and I were able to relieve some of that sophisticated elegance (minus the drippy boa) when we had tea at the Ritz in London. The Palm Court, an open area on the ground floor of the hotel, is a study in turn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-set little tables beckon welcomingly under high-up, rose-tinted skylights.Our waiter brought us a selection of finger sandwiches of smoked salmon, ham, cucumber, Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) were offered with butter, and various preserves and jellies.Along with this we were served Indian or China tea, and hot chocolate for my young daughter. Then the dapper waiter presented a vast tray holding many French pastries and cakes from which we could choose. After several teeny sandwiches and a couple of marmalade-coated scones, a chocolate eclair seemed to add carbohydrate overload to carboload, but “when in England, do as the English do.”This tea feast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regained just enough appetite to sample some fish and chips (French fries), and then we put our weary stomachs and ourselves to bed.What can be inferred about the writer’s opinion concerning what is served at the British tea time?Which of the following is a typical feature of Victorian tea time?Why does the author quote Maud Berkeley in the passage?Which of the following is close in meaning to the underlined word “weary” in the last paragraph?Which of the following is not employed in the passage?

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