单选题Which of the following tasks fails to develop students´ skill of recognizing discourse patterns?A Analyzing the structure of difficult sentences.B Checking the logic of the author' s arguments.C Getting the scrambled sentences into a paragraph.D Markin

考查英语教学中的教材使用。D项是说不考虑学生的需要和水平，教授课本中所有的东西，很明显不对。故选D。

考查“好”教材应具备的特征。好的教材，应该考虑到不同层次学生的需求，以及不同学生的学习风格．因此D项错误。

本题考查新课标
A选项，题意：老师让学生搜集关于古罗马的相关信息主要是为了培养学生的文化意识。综上，A选项正确。
B选项，语言意识，故排除。
C选项，学习策略 ，故排除。
D选项，语言知识 ，故排除。
故正确答案为 A项。

考查写作教学活动。句意为“下面哪一项写作活动可以用于发展学生的规划能力”A项“分小组修改他们的作文”，B项“自己检查作文中的标点符号”，C项“将想法分类并按顺序排列”，D项“相互检查作文中的语言”。C项符合题意。

考查任务型语言教学。任务型语言教学以学生为主体，以任务为中心，学生通过参与和完成一系列的任务来习得语言知识。任务型语言教学法与3P教学模式不同，任务型教学法的基本学习步骤分为前任务(pre．task)、任务环(task cycle)和语言聚焦(language focus)三个部分，“3P”教学法包括演示(presentation)、操练(practice)、成(production)个阶段。两种不同的教学法都属于语言教学法的分支。故选D。

考查英语课程内容标准。能利用关键词、缩词和符号做笔记，这属于学习策中的认知策。故选C。

考查新课标中的学习策目标。学生利用关键词、缩词和符号做笔记，这属于学习策中的认知策。故选C。

考查教学任务设计。教师在设计任务时，任务应有明确的目的：任务应具有真实意义．即接近学生的现实生活；任务应有助于学生语言实际运用能力的提高。A、C、D三项均是关于教学任务设计正确的说法。教学任务显然不应该局限于课堂。还可以延伸到课堂之外。因此答案为B。

考查语言运用活动。题干问下列哪一项任务没有激发学生灵活地运用语言。A项“背诵课文”，B项“在商店讨价还价”，C项“写一封申请信”，D项“阅读以获得信息”。背诵课文是比较死板的语言输出方式，在语言运用方面是最没有体现灵活性的，故选A。

本题考查课程标准知识。题干的意思：为了培养学生的认知策略，教师会鼓励学生怎样做A项“制订学习计划”，B项“概述故事”，C项“大声读文章”，D项“做句型练习”。认知策略是指学生为了完成具体学习任务而采取的步骤和方法，同时也包括学习者加工信息的一些方法和技术。概述属于加工信息的一种方法。故本题选B。

考查阅读策略与技巧。此题是问：下列哪项活动可以帮助学生提高提炼具体信息的能力A项意为“通过上下文推断含义”，B项意为“识别作者的看法和态度”。C项意为“利用阅读文章中的信息作出假设”，D项意为“听取航班信息判断飞机是否准时”。由此可知，A、B、C三项都是侧重对学生推理判断能力的锻炼，因而只有D项是通过听力练习，让学生注意细节信息(如飞机航班时间)，来训练学生提取细节信息能力。故选D。

考查语篇教学。语篇是指一系列的语句和段落构成的语言整体，因此侧重的是句群和段落之间的关系。语篇通常分为会话语篇和段落语篇。A项是对一个句子内部结构的分析和理解，不属于语篇的范畴．故选A。

考查阅读策与技巧。此题是问：下列哪项活动可以帮助学生提高提炼具体信息的能力。A项意为“通过上下文推断含义”．B项意为“识别作者的看法和态度”，C项意为“利用阅读文章中的信息作出假设”．D项意为“听取航班信息判断飞机是否准时”。由此可知，A、B、C三项都是侧重对学生推理判断能力的锻炼，只有D项是通过听力练习。让学生注意细节信息(如飞机航班时间)，来训练学生提取细节信息能力。故选D。

Teachers' Salaries Linked With Students' Evaluation Nowadays, people tend to break thetraditional absolute authority of teachers and grant students more freedom, whichmakes the classroom more liberal and democratic. In some pilot programs,teachers' salaries are linked with students' evaluation.
While this is without doubt a good attempt,it seems to have gone too far. As I see it, students' evaluation is not a reliablecriterion to judge teaching quality and overemphasis on the evaluation maycause difficulties on the teachers' side. To start with, students' evaluationis far less than accurate. Hence linking the evaluation directly with teachers'salaries is not appropriate. Generally speaking, it is very difficult forstudents to evaluate their teachers fairly and objectively. Not beingeducational experts, students' evaluation is solely based on how they feelabout the teachers: Is this teacher friendly to the students? Is he too strictand most importantly, is he likely to give a high score to a particularstudent? Such evaluation is highly subjective, unprofessional and unreasonable.A teacher may receive less salary because he is so responsible for his coursethat he has failed a couple of students in the exam. Apparently, such evaluationsystem is not fair when seen from the aspect of the students' immaturejudgment. Additionally, such system actually does no good to students. Everyteacher has his own teaching plan and teaching style. We cannot expect teachersto make every student pleased and satisfied, because one man's meat can beanother man's poison.
However, under such evaluation mechanism,students are given too much power which they do not know how to exercisewisely. Students tend to blame the teacher--not themselves or the courses--oncethey feel unhappy about their study. And it is likely that some students willabuse their power to vent off such unhappiness by giving unreasonably lowscores to their teachers in the evaluation. In this case, teachers may losetheir initiatives in teaching, and be forced to please their students, whichwill lead to the deterioration of teaching quality. Therefore, such evaluationsystem is not good for students.
Giving students more freedom is advisable.But before rushing into implementing new rules, we should always consider thepossible outcomes. Linking teachers' salaries with students' evaluation mayseem a good idea at the first glance, but actually it will affect the teachingquality by giving too, much power to educational amateurs.