16. Which of the following it NOT among the features of process writing?
A. Help students to understand their own composing process.
B. Let students discover what they want to say as they write.
C. Encourage feedback both from the teacher and peers.
D. Emphasize the form rather than the content.
17. What's the teacher doing by saying "Who wants to have a try"?
A. Controlling discipline.
B. Giving prompt.
C. Evaluating students' work.
D. Directing students' attention to the lesson.
18. Which of the following is NOT the advantage of group work?
A. Creating some peaceful and quiet time in class.
B. Arousing their awareness of cooperation.
C. Promoting students' participation in the class.
D. Encouraging different opinions and contributions to the work.
19. What is the teacher doing in terms of error correction?
S: I go to the theatre last night.
T: You go to the theatre last night?
A. Correcting the student's mistake.
B. Hinting that there is a mistake.
C. Encouraging peer correction.
D. Asking the student whether he really went to the theatre.
20. Which one does not belong to subjective questions in the following English tests?
A. Writing.
B. Oral test.
C. Translation.
D. Cloze.
请阅读Passage l，完成第21—25小题。
Passage 1
A lyric is a subjective poem of intense personal emotion whose principal quality is its musical form. Poe, master of the lyric, was led to explain all poetry as the rhythmical creation of beauty in words. Because great poetry is often pure music, haunting melody, and chiming syllables, the reader should not glance through poetry as he read his newspaper or the latest magazine--skipping a word here and a line there, and still hope to get what the author had intended for him. Poetry being music, like all other forms of music, it gains its meaning when interpreted by the human voice.
It is the special function of lyrical poetry to give pleasure through this musical quality no less than through fine contemplation of beauty it inspires--beauty of thought, of feeling, of expression, and of technical skill. But poetry is more than a great pleasure. It should also be an outlet for our own unspoken thoughts and our varied moods. It makes articulate our choked-up passageways of speech, giving adequate expression to our pent-up loves and joys and glories, and furnishes release and relief to our fears, grieves and sorrows. A great poet takes our half-formed thoughts, or suppressed moods, our crushed desires, and needs, and leads them out into the open, endowing them with a harmony, and completeness ...
Great verse can help to vitalize our thinking about the commonplace and elemental in life, and can idealize and give meaning to the simplest things in creation. Listen to Tennyson:
Flower in the crannied wall,
I pluck you out of the crannies,
I hold you here, root and all, in my hand,
Little flower--but if I could understand,
What you are, root and all, and all in all,
I should know what God and man is.
21. What isthe passage mainly about?
A. Mixed emotions
B. Great poets
C. Lyric poems
D. Musical forms
22. What does the underlined word "articulate" in Para. 2 probably mean?
A. Clear.
B. Safe.
C. Straight.
D. Difficult.
23. According to the author, a great poet is one who__________.
A. gives meaning to readers' life
B. makes readers blessed with wisdom
C. puts readers in a peaceful state of mind
D. enables readers to have a sense of belonging
24. It can be inferred from Tennyson's poem that__________.
A. it's vital to treasure what we have
B. it's hard to live life to the fullest
C. it's great to appreciate the beauty of nature
D. it's impossible to understand what God and man is
25. Which of the following is TRUE according to the passage?
A. The lyric is beautiful poetry of action and story.
B. The most important feature of the lyric is its musical form.
C. Poetry gains its meaning when read silently and carefully.
D. Poe defined all poetry as pure music with chiming syllables.
请阅读Passage 2，完成第26～30小题。
Passage 2
That experiences influence subsequent behavior is evidence of an obvious but nevertheless remarkable activity called remembering. Learning could not occur without the function popularly named memory. Constant practice has such an effect on memory as to lead to skillful performance on the piano, to recitation of a poem, and even to reading and understanding these words. So-called intelligent behavior demands memory, remembering being a primary requirement for reasoning. The ability to solve any problem or even to recognize that a problem exists depends on memory.
Typically, the decision to cross a street is based on remembering many earlier experiences.
Practice (or review) tends to build and maintain memory for a task or for any learned material.
Over a period of no practice what has been learned tends to be forgotten; and the adaptive consequences may not seem obvious. Yet, dramatic instances of sudden forgetting can be seen to be adaptive. In this sense, the ability to forget can be interpreted to have survived through a process of natural selection in animals. Indeed, when one's memory of an emotionally painful experience leads to serious anxiety, forgetting may produce relief. Nevertheless, an evolutionary interpretation might make it difficult to understand how the commonly gradual process of forgetting survived natural selection.
In thinking about the evolution of memory together with all its possible aspects, it is helpful to consider what would happen if memories failed to fade. Forgetting clearly aids orientation in time,since old memories weaken and the new tend to stand out, providing clues for inferring duration.
Without forgetting, adaptive ability would suffer, for example, learned behavior that might have been correct a decade ago may no longer be. Cases are recorded of people who(by ordinary standards) forgot so little that their everyday activities were full of confusion. This forgetting seems to serve the survival of the individual and the species.
Another line of thought assumes a memory storage system of limited capacity that provides adaptive flexibility specifically through forgetting. In this view, continual adjustments are made between learning or memory storage (input) and forgetting (output). Indeed, there is evidence that the rate at which individuals forget is directly related to how much they have learned. Such data offers gross support of contemporary models of memory that assume an input-output balance.
26. From the evolutionary point of view, __________.
A. sudden forgetting may bring about adaptive consequences
B. forgetting for lack of practice tends to be obviously inadaptive
C. if a person gets very forgetful all of a sudden, he must be very adaptive
D. forgetting is an indication of an individual's adaptability
27. According to the passage, if a person never forgot,__________.
A. he would survive best
B. he would have a lot of trouble
C. the evolution of memory would stop
D. his ability to learn would be enhanced
28. From the last paragraph we know that __________ .
A. memory is a compensation for forgetting
B. the memory storage system is balanced
C. the capacity of a memory storage system is limited
D. forgetfulness is a response to learning
29. The tone of the passage can best be described as__________.
A. humorous
B. theoretical
C. exaggerative
D. philosophical
30. The main purpose of this passage is to__________.
A. interpret the function of forgetting
B. illustrate the process of adapting
C. explain the performance of memory
D. emphasize the importance of learning
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