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Passage 2
Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．
This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
Department of Education all providing sponsorship and substantial funding．
The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．
Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy
provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．
Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．
Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．
Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．
What can be inferred from Paragraph 3
推断题。根据第三段末尾“The resulting system ofteacher preparation may differdramatically in…moving away from its current location alongside legal，medical，and other professional preparation”可推断出，新的师范教育项目会遵照其他职业教育的惯例，D项正确。A项“美国的高等教育系统会完全瓦解”，该说法过于绝对。B项“美国高等教育系统将会被完全调整”，根据第三段第一句中“theUnited Statesmayquickly seek to dismantle its university system and replace much of it with independent，private programs”可知，只是大部分会被调整，而不是完全调整。C项“未来私立师范项目将不会为师范学生颁发学位证书”，文中未提及。故选D。
设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语听力教学方案。
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：
M: Hey Betsy, did you hear the great news
W: No, Frank, I haven′t. What is going on
M: I just got a promotion, and I am going to throw huge party for all of my friends. I would loveit if you would come.
W: Wow, thanks so much, when is the party
M: I am thinking of having it on Saturday. I am hoping there will be 150 people there. Thisreally is a big promotion for me and my family.
W: Wow,150 people. That is a lot. This must be a big promotion. I would love to go. I think itwould be a great time.
M: Oh great, the more the merrier. This really is a big deal for me. We can now afford the newhouse my wife has always wanted. I just hope I don′t have to put too many hours in. I would hate tolose too much time with my family.
W: I can understand that, but let′ s keep focusing on the bright side. I can′ t wait for that party.
下列教学片段选自某高中课堂实录，阅读后回答问题。
T: Today we are going to talk about "travelling". Mike, have you ever traveled
M: Yes, I have ever been to Beijing.
T: When did you go there
M: Last summer.
T: How did you go there
M: We went there by bus.
T: Why did you go there by bus
M: Because it isn′t too far away from here and it′ s very convenient to go there by bus.
T: Good. How about you Li Ming, have you ever travelled
L: Yes, I have been to Hainan last winter vacation.
T: How did you go there
L: I went there by plane.
T: Why
L: Because it′s too far from here and we can save lots of time by going there by plane.
Ask more students like this.
根据上面所给信息，回答下面三个问题：
(1)该片段反映了教学中哪个环节
(2)分析该教学环节的目的。
(3)从教学有效性角度评析这个片段。
请简述写作教学活动中连贯性训练的形式及意义。
He became very___________ when he found the disloyalty of his wife.
Which of the following shows the proper pronunciation of the word "should" in the sentence"What should we do"
The morpheme "-ee-" in the word "geese" is a
__________assessment is based on a fixed standard that is usually the ultimate goal which thestudents are expected to achieve at the end of the course.
The bell rang and every student had to __________ their examination papers.
My train arrives in New York at eight o′ clock tonight. The plane I would like to take fromthere__________by then.
According to Chomsky,__________ refers to the actual realization of user′s knowledge of therules of his language in utterances.
