20
(总分：66.00，做题时间：90分钟)
一、 单项选择题(总题数：20，分数：40.00)
1.Male nurse are difficult to hire as many men reject this______ out of the long-existing discrimination. A.concept B.responsibility C.identity √ D.personality
解析：考查名词辨析。句意为“雇男护士很难是因为很多男性出于长期存在的歧视而抗拒这种身份”。concept“观念，想法”；responsibility“责任”；identity“身份”；personality“性格”，故选C。 2.—How do you know that Mary was angry? —I could tell______her face. A.for B.with C.to D.by √
解析：考查固定搭配。tell by为固定搭配，意为“根据……判断”。句意为“我从玛丽脸上(的表情)可以看出她生气了”。
3.Mr. Wilson said that he did not want to______any further responsibilities. A.take on √ B.get on C.put up D.look up
解析：考查动词短语辨析。take on“承担”；get on“上(车、马等)，穿上，进展”；put up“建造，举起，张贴”；look up“查阅，仰视，看望”。只有A项符合语境，take on responsibilities意为“承担责任”。故选A。
4.This crop has similar qualities to the previous one,______ both wind resistant and adapted to the same type of soil. A.being √ B.been C.to be D.having been
解析：考查非谓语动词。根据句子结构，空格后通常为以下两种形式：不定式或分词，前一种表示目的，后一种表示补充说明、伴随等。分析句意可知，前后无目的关系，排除C项；句子主语This crop与空格处的原动词逻辑上是主动关系，所以用现在分词作伴随状语。句意为“这种农作物和先前的那种农作物特性相似，抗倒伏，并且适应同类土壤”。
5.He gave us a nod and murmured a \"Yes\" after______seemed like hours. A.that B.which C.as D.what √
解析：考查宾语从句。句意为“像是过了好几个小时那么久，他才对我们点了下头，呐呐地说了声‘是的’”。after后为介词的宾语从句，从句中缺少主语，故用what来引导。
6.It will be at least 10 days______they finish cleaning up the typhoon-stricken village.
A.until B.before √ C.since D.when
解析：考查连词。句意为“他们需要至少10天才能清理完受台风袭击的村庄”。until“直到”，常与not连用构成“直到……才”；before“在……之前”，符合题意；since“自从”；when“当……时候”。 7.Which of the letter \"a\" in the following words has a different pronunciation from others? A.base B.sake C.lame D.dam √
解析：考查开音节单词发音。根据开音节发音定义可知，单个元音字母后面加个辅音字母，再加一个不发音的字母e构成的重读音节为开音节单词。而在开音节中元音字母发本音。所以A、B、C项都是开音节单词，单词中字母a都发的是[eI]的音。但是D选项中dam是闭音节单词，字母a发的是[ae]的音，故选D。 8.Which word should not be stressed in the sentence \"On behalf of the whole team, I would like to thank you for your great support.\"? A.on B.behalf C.to √ D.I
解析：考查句子重读。一般来说，句子中的实词如名词、动词、形容词等要重读。而虚词如冠词、连词、介词等大多不重读。但是当介词在句首时，这个介词一般要重读。故选C。
9.The word \"transistor\" is formed by joining together the initial part of \"transfer\" and the final part of \"resister\ A.compounding B.blending √ C.back-formation D.borrowing
解析：考查构词法。这种构词法属于典型的blending(混成法)。compounding“复合构词法”；back-formation“逆构词法”；borrowing“借词法”。故选B。
10.______deals with the relationship between the linguistic element and the non-linguistic world of experience. A.Reference √ B.Concept C.Semantics D.Sense
解析：考查语义学知识。语义学中的指称论是将词的意义和它的所指或代表的事物联系起来的意义，指称论中的所指和涵义是非常重要的内容。所指(Reference)是词汇所指称的真实的物质世界中的事物。它处理的是语言形式和非语言世界之间的关系。涵义(Sense)是指词的内在的、抽象的意义。并不是所有的词都有指称，但是所有的词都有涵义。概念(Concept)是抽象的，没有物质存在，只能通过人们的思维来感知。语义学(Semantics)是对词和句子的意义进行研究的一个语言学分支。根据题干所述内容，本题正确答案为A。 11.The following is a dialogue for students to practice. Can you distinguish which phoneme is the teacher guiding students to practice? A: What' s the matter with you? B: I had a bad day. A: What happened? B: I left my bag in the taxi. A.[w] B.[e] C.[ae] √ D.[m]
解析：考查语音教学的内容。根据所给对话练习，再根据语音教学的针对性原则可知，此对话中的单词大部分都含有[ae]音，所以此对话的目的是在练习[ae]音，故C项正确。
12.In speaking activities, a speaker often tries to avoid using a difficult word or structure and chooses to use a simpler one. What learning strategy does the speaker use? A.Simplification. B.Generalization. C.Paraphrase. D.Avoidance. √
解析：考查口语交际策略。在口语活动中，说话者经常避免使用艰涩的词汇或结构，而使用比较简单的词汇或结构，这种交际策略叫作迂回策略(Avoidence)。故选D。
13.In a listening class, the teacher asks students to write a broad outline according to their notes which are made during listening. Which stage does this activity belong to? A.Pre-listening. B.While-listening. C.Post-listening. √ D.Practice.
解析：考查听力教学的过程。题干问的是：老师要求学生根据自己在做听力时所做的笔记写出听力材料的梗概，此活动属于哪个阶段。听前阶段(pre—listening)主要是针对激活背景知识，为听力作准备的阶段，此阶段活动包括：熟悉话题、预测大意等；听中阶段(while—listening)是做听力理解的阶段，主要包括边听边选择、填空、做笔记等活动；听后阶段(post-listening)是产出阶段，主要包括根据所听内容进行口头或笔头转述等活动。题干中，记笔记属于听中阶段，而根据笔记写梗概是对所听内容的转述，属于听后阶段，故选C。
14.Which of the following is NOT a suitable pre-reading activity? A.Demonstrating skimming and scanning techniques. B.Writing a similar text. √
C.Introducing the elements of the reading text. D.Writing questions about the topic.
解析：考查阅读教学。本题要求选择一个不适合读前的活动。A项适合，因为这是教师在阅读前向学生说明“略读”和“扫读”两种阅读技能，是必要准备。C项是向学生介绍阅读文章的要素，诸如主题、正文等。D项让学生带着问题读文章。只有B项不符合。
15.What writing approach does the following exemplify? The teacher asks the students to work in groups to read, investigate, and search on the Internet on a topic, discuss about what to focus on and then write a report to present in class. A.Product-oriented approach. B.Content-oriented approach. C.Task-based approach. √ D.Process-oriented approach.
解析：考查写作教学模式。新课程标准倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。鉴于此，除适量的命题作文训练外，要更多地采取其他多种提高学生写作兴趣的训练方法，让学生有话可说，有话可写。题于中，教师给学生布置任务，学生通过任务的完成来感受成功，属于任务型教学模式，故选C。
16.In the following activities, which one needs most control? A.Retelling. √ B.Finding difference. C.Role play. D.Debate.
解析：考查教学活动。题干问：下列哪一项活动需要最多的控制?根据教学理论可知，在一般情况下，越是具有交际性的活动，所需要的控制相对就越少。A项“复述”属于控制性练习；B项“找不同”属于半控制
性练习；C项“角色扮演”和D项“辩论”属于交际性活动。这四个活动中“复述”的交际性是最少的，此活动需要教师更多的控制，例如用词的准确性、给出相应的线索等。
17.What's the purpose of the teacher's following classroom language? The teacher says, \"Look at this sentence: I’ve just broken my computer. Did I break the computer a long time ago, or a short time ago?\"
A.Eliciting language. B.Dictating.
C.Concept checking. √
D.Setting up a communication activity.
解析：考查教师课堂用语。这位教师说：“请看这个句子——我刚刚弄坏了我的电脑。我是很长时间以前还是很短时间以前弄坏电脑的?”从这句话可以看出，老师是在检查学生对这句话及语法结构所表达的意义的理解，所以该课堂用语的目的是检查学生对概念或意义的理解。A项“引出语言”；B项“听写”；C项“检查概念”；D项“建立交际活动”。故选C。
18.To achieve fluency, when should correction be conducted? A.After class.
B.The moment error occurs.
C.At the summary stage of the activity. √ D.During the course of the communication.
解析：考查课堂纠错。为保证讲话的流利性，应在总结时候纠正讲话时犯的错误，而不是立即纠正。 19.Cooperative learning emphasizes on______and collective responsibility. A.teachers' responsibility B.individual responsibility √ C.solely responsibility D.team responsibility
解析：考查合作性学习。合作性学习强调个人的责任感和集体的责任感。
20.______ assessment is designed to provide a measure of performance that is in interpretable in terms of an individual' s relative standing in some known group. A.Criterion-referenced B.Norm-referenced √ C.Formative D.Diagnostic
解析：考查教学评价。Norm-referenced assessment(常模参照评价)是以个体的成绩与同一团体的平均成绩或常模互相比较而确定其成绩的适当等级的评价方法，衡量个体在团体中的相对位置和名次。
Criterion-referenced assessment(标准参照评价)是以具体体现教学目标的标准作为依据，确定学生是否达到标准以及达到的程度如何的一种评价方法。Formative assessment(形成性评价)是对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出的评价，是基于对学生学习全过程的持续观察、记录、反思而做出的发展性评价。Diagnostic assessment(诊断性评价)是指在某项教学活动开始之前对学生的知识、技能及情感等状况进行的预测。
二、 简答题(总题数：1，分数：2.00)
21.请简述3P模式的内涵，并说明3P模式应如何应用在口语教学当中。
__________________________________________________________________________________________ 正确答案：(正确答案：(1)3P模式即在教学过程中，教师通过对语言知识的呈现和操练让学生掌握所学语言知识，然后在控制或半控制之下让学生进行准交际，从而达到语言的输出，形成学习成果。 (2)3P模式将教学过程分为三个阶段：呈现(Presentation)→练习(Practice)→产出(Production)。呈现阶段主要以对话形式呈现口语内容和相关的语言结构与会话信息。教师主要通过解释、举例、示范表演等向学生介绍新的语篇或语言项目，包括语法、句法、功能、会话技巧等。在练习阶段，教师为学生提供各种机会，使学生运用所学知识和技能开展丰富多彩的话语活动，包括句单位的操练和控制性语篇单位的配对或小组练习，加深理解和记忆，为使用所学语言进行自由表达奠定基础。产出阶段主要为学生提供新的语境，给学生创造机会将学到的语言知识和交际技能融入已有的知识之中，运用语言进行交际。)
解析：
三、 教学情境分析题(总题数：1，分数：2.00)
22.下面是某初中老师对If I become an athlete，will I be happy?阅读课的目标陈述。 ①语言技能目标：能根据标题预测文章大意；能充分使用略读(skimming)、寻读(scanning)、总结(summarizing)等阅读微技巧。 ②语言知识目标：知道如下重点词汇和短语：professional，chance，charity，injured，make a living(by)doing/as a…，all the time，have a difficult time with／doing。 ③情感态度目标：了解专业运动员的幸福与艰辛，知道每一种工作都有其好处与不足。 ④学习策略目标：能在辩论中积极与小组成员合作。 ⑤文化意识目标：知道中西方著名专业运动员的奋斗史。根据上面的信息，从下面三个方面作答：(1)从目标建构和陈述两个角度，评析该教学目标的优缺点。(2)对不合理的教学目标进行修改。(3)简述教师应如何确定教学目标。
__________________________________________________________________________________________ 正确答案：(正确答案：(1)优点：①该教师的教学目标陈述充分展示了教师对发展学生综合语言运用能力的课程理念的理解与运用。②目标陈述较为规范，采用了行为目标的陈述方法，用学生“知道什么”和“能做什么”的句式陈述目标。行为主体是学生，有明确的行为动词，如知道、预测、了解、辩论等。部分目标陈述说明了行为条件，如“根据标题”“在辩论中”等；也说明了表现程度，如“充分”“自由”等。 缺点：①语言知识目标中“知道如下重点词汇与短语”，学习策略目标中“能在辩论中积极与小组成员合作”不够具体，比较笼统。②文化意识目标不够具体，如具体知道哪些中西方著名运动员的奋斗史。 (2)语言知识目标：在语境中正确理解和掌握单词和词组“professional，chance，charity，injured，make a living(by)doing／as a…，all the time，have a difficult time with／doing”。 学习策略目标：懂得看待问题要一分为二，看清事物的利弊，并在辩论中积极与小组成员合作，主动与他人交流。 文化意识目标：知道中国著名专业运动员林书豪的奋斗史。 (3)确定教学目标的主要依据是课程标准、教材内容和学生实际情况。 首先，课程标准是确定教学目标的纲领。教师必须研读课程标准，明晰课程总目标，熟知其内容标准，根据内容标准和单元教学目标来构建具体课时教学目标。 其次，教师应认真分析教材。教材是教学任务的主要来源，教学必须要完成教材规定的基本教学任务。教材对教学重点的规定性决定了确定教学目标必须建立在分析教材的基础之上。 再次，教师应分析学生的学习需求。教师应针对学生的群体特点和个体差异，依据学情制订合理的教学目标。) 解析：
四、 教学设计题(总题数：1，分数：2.00)
23.设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语听说教学方案。该方案没有固定格式，但须包含下列要点：teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications 教学时间：20分钟 学生概况：某城镇普通中学初中一年级(七年级)学生，班级人数40人，多数学生已经达到《义务教育英语课程标准(2011年版)》二级水平。学生课堂参与积极性一般。语言素材： __________________________________________________________________________________________ 正确答案：(正确答案：Teaching Contents: A dialogue describing animals in the zoo. Teaching Objectives: (1)Knowledge objectives ① Students can master the words of animals \"tiger, elephant, koala, panda, lion, giraffe\" and use the adjectives \"cute, interesting, fun, smart, lazy, beautiful\" to describe animals. ② Students can use the sentence patterns \"—Why do you ...? —Because ...\" to ask and answer other people's favorite animals. (2)Ability objective Students are able to describe their favorite animals. (3)Emotional objective Students will develop the habit of loving animals. Teaching Key Point: Students can master the words and sentence patterns to describe their favorite animals. Teaching Difficult Point: Students can use \"—Why do you ...? —Because ...\" to ask and explain the reasons. Teaching Procedures: Step 1 Presentation(9 minutes) First, the teacher presents the new words about animals such as \"tiger, elephant, koala, panda, lion, giraffe\" by showing some pictures, and lets students guess which animals they are, then lets students try to read the words aloud according to the phonetic symbol. Next, the teacher lets students listen to the tape of la and complete the task. Then the teacher presents a map of the zoo and shows some adjectives such as \"cute, fun, interesting, clever, smart, lazy,
beautiful\". T: Why do we love dogs? Because they are cute. Why do we love cats? Ss: Because they are cute. The teacher uses the same way to present the other adjectives, and tells students they can use the sentence patterns \"—Why do you ...? —Because ...\" to ask and answer. (Justification: Using pictures and map to teach new words and sentences can help students understand their meanings better. Matching exercise can attain a unity of sound, form and meaning.) Step 2 Practice(6 minutes) The teacher lets students make conversations in pairs, using the new words about animals they have just learned. For example: A: What's it? B: It's an elephant. A: Do you like it? B: Yes/No. Then lets students describe the reasons why they like one animal or not by using the adjectives and the sentence patterns. For example: A: Why do you love pandas? B: Because they are interesting. A: Why do you love tigers? B: Because they are clever. After the practice, the teacher asks some students to present their dialogue in the front of the class. (Justification: This step enables students to cooperate with each other and practice expressing the animals they like or dislike using the new words and sentence structures.) Step 3 Production(5 minutes) The teacher lets students interview some classmates in their groups about what animals they like or dislike and explain the reasons by using the following sentences: (1)Which animal do you like? (2)Why do you like them? Then the teacher encourages some volunteers to perform the interview in the front of the class and gives them feedback. (Justification: This step can improve students' speaking abilities and develop their habits of loving animals.)) 解析：
五、 阅读理解(总题数：2，分数：20.00)
Traffic lights are crucial tools for regulating traffic flow. They are not, however, perfect. Drivers exchange the gridlock that would happen at unmanaged junctions for a pattern of stop-go movement that can still be frustrating, and which burns more fuel than a smooth passage would. Creating such a smooth passage means adjusting a vehicle's speed so that it always arrives at the lights when they are green. That is theoretically possible, but practically hard. Roadside signs wired to traffic lights may help, but they have not been widely deployed. Now scientists have an idea that could make the process cheaper and more effective. Instead of a hardwired network of signs, they propose to use mobile-phone apps. For a driver to benefit, he must load a special software, dubbed SignalGuru, into his phone and then mount it on a special bracket attached to the inside of his car's windscreen, with the camera lens pointing forwards. SignalGuru is designed to detect traffic lights and track their status as red, amber or green. It broadcasts this information to other phones in the area that are fitted with the same software, and—if there are enough of them—the phones thus each know the status of most of the lights around town. Using this information, SignalGuru is able to calculate the traffic-light schedule for the region and suggest the speed at which a driver should travel in order to avoid running into red lights. Tests in Cambridge, Massachusetts, where five drivers were asked to follow the same route for three hours, and in Singapore, where eight drivers were asked to follow one of two routes for 30 minutes, revealed that SignalGuru was capable of predicting traffic-light activity with an accuracy of 98.2% and 96.3 % respectively, in the two cities. This was particularly impressive because in Cambridge the lights shifted, roughly half-way through the test, from their off-peak schedule to their afternoon-traffic schedule, while in Singapore lights are adaptive, using detectors embedded under the road to determine how much traffic is around and thus when a signal should change. Fuel consumption fell, too—by about 20 %. SignalGuru thus reduces both frustration and fuel use, and makes commuting a slightly less horrible experience. (1).What do drivers do if they want to pass unmanaged junctions smoothly? A.They must wait patiently until traffic lights turn green. B.They need to help traffic police to regulate traffic flows. C.They can drive through the red lights if nobody is around. D.They have to adjust the speed in time for the green lights. √
解析：细节题。短文第一段中间部分指出“Creating such a smooth passage means adjusting avehicle’s speed so that it always arrives at the lights when they are green．”，即若想畅通行驶，就意味着要调节车速，让车辆在到达交通灯时总遇到绿灯。故选D。
(2).Roadside signs have not been widely deployed probably because______. A.it takes a lot of space to put them up B.it is hard to wire them to traffic lights C.they cost more money to install √ D.they are less effective in bad weather
解析：推断题。短文第一段最后提出“Roadside signs wired to traffic lights may help，but theyhave not been widely deployed．Now scientists have an idea that could make the process cheaper and moreeffective．”，即路旁信号装置可能会有帮助，但是并没有得到广泛使用。现在科学家想到了一个更便宜、更有效的方法。由此可推断路旁信号装置没有得到广泛使用的原因可能是它费用太高。故选C。 (3).What do we know about SignalGuru from the second paragraph? A.It is intended to keep track of traffic jams. B.It can show where all traffic lights are. C.It enables phones to share the information. √ D.It works as a brake that slows down the car.
解析：细节题。短文第二段指出“It broadcasts this information to other phones…each know thestatus of most of the lights around town．”，由此可知SignalGuru可以使手机互相分享信息，故选C。 (4).What did tests in Cambridge and Singapore reveal?
A.SignalGuru can detect the status of traffic lights with accuracy. √ B.Traffic lights in Cambridge work better than those in Singapore.
C.Drivers in Singapore follow traffic rules better than those in Cambridge. D.Traffic lights in Cambridge are more adaptive in off-peak hour.
解析：细节题。文中第三段第一句指出“Tests in Cambridge，Massachusetts…revealed thatSignalGuru was capable of predicting traffic—light activity with an accuracy of 98．2％and 96．3．％respectively．”，即SignalGuru能够准确探测交通灯的状况。故选A。 (5).What does the passage mainly concern?
A.Traffic lights turn out to be not perfect all the time. B.Phones with SignalGuru can be a great aid to drivers. √ C.Drivers are often struck at unmanaged junctions. D.Cities in the developed countries need SignalGuru badly.
解析：主旨题。通读全文可知，这篇文章主要讲诉SignalGuru这款手机应用软件的作用，为司机提供很大帮助。故选项B正确。
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living. Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in
automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job. What is the real relationship
between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other thing. As education improved, humanity's productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn' t developing more quickly there than it is.
(1).The author holds in Paragraph 1 that the importance of education in poor countries______. A.is subject groundless doubts B.has fallen victim of bias C.is conventional downgraded D.has been overestimated √
解析：细节题。短文第一段中间部分指出“the conventional view that education should be one ofthe very highest priorities for promoting rapid economic development in poor countries is wrong．”，即传统观点认为：在贫穷国家，教育是促进经济快速发展重要因素之一。这种观点是错误的。由此可知，作者认为，在贫穷国家，教育的重要性被高估了。故答案为D。
(2).It is stated that construction of a new education system______. A.challenges economists and politicians B.takes efforts of generations √ C.demands priority from the government D.requires sufficient labor force
解析：细节题。短文第一段指出“because new educational systems there and putting enough peoplethrough them to improve economic performance would require two or three generations”，由此可知，作者认为建立一个新的教育系统会花费两到三代人的努力。故答案为B。 (3).A major difference between the Japanese and U.S workforces is that______. A.the Japanese workforce is better disciplined B.the Japanese workforce is more productive √ C.the U.S workforce has a better education D.the U.S workforce is more organized
解析：细节题。短文第二段指出“Japan was，and remains，the global leader in
automotive-assemblyproductivity．Yet the research revealed that the U．S．factories of Honda，Nissan，and Toyota achieved about 95percent of the productivity of their Japanese counterparts一a result of the training that U．S．workers received on thejob．”，即在全球，不管过去还是现在，日本一直是汽车组装生产力的领袖。然而，研究表明本田、尼桑和丰田位于美国工厂的生产率大约是日本同行的95％，这是美国工人接受在职培训的结果。这说明日本工人的日本的生产劳动率更高，所以选项B正确。根据“The U．S．workforce was derided as poorly educated…”可排除选项C；选项A，D在文中没有提及，故也可排除。所以选B。
(4).The author quotes the example of our ancestors to show that education emerged______. A.when people had enough time
B.prior to better ways of finding food C.when people no longer went hungry √ D.as a result of pressure on government
解析：细节题。短文第三段最后一句指出“Only when humanity began to get its food in a moreproductive way was there time for other thing．”，即当人类能够更高效的获取食物时，才有时间做其它的事情.由此可判断出，只有人们不会挨饿了才会有能力去发展教育。故答案为C。 (5).According to the last paragraph, development of education______. A.results directly from competitive environments B.does not depend on economic performance C.follows improved productivity √ D.cannot afford political changes
解析：细节题。作者在最后一段主要叙述了教育、经济和政治改革的关系。根据第一句“Aseducation improved，humanity’s productivity potential increased as well．”，即随着教育的进步，人类的生产潜力也增加了，所以选项C正确。根据“When the competitive environment pushed our ancestors to achieve that potential，they could in turn afford more education．”可判断出竞争的环境只是间接的促进教育进步，故可排除选项A；选项B，D不符合原文表述，也可排除。故选C。
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