一、單項(xiàng)選擇題

1.【答案】D。解析：考查單詞的重讀。whose在這個(gè)定語(yǔ)從句中是關(guān)系代詞，起連接作用，而且在從句中作定語(yǔ).需要重讀，發(fā)長(zhǎng)音，因此D項(xiàng)正確。

2.【答案】B。解析：考查輔音的發(fā)音特征。按照發(fā)音部位，[t][d][s][z][n]均為齒齦音(alveolar)。齒齦音是舌尖音的一種，發(fā)音時(shí)，舌尖頂住上齒齦。palatal“硬腭音”，bilabial“雙唇音”，dental“齒間音”。故選B。

3.【答案】A。解析：考查詞義辨析。句意為“在羅馬，因?yàn)樗械穆房雌饋?lái)都一樣，所以游客很容易__________”。disoriented“迷失方向的”，deluded“輕信的，受蒙騙的”，distracted“心煩意亂的，思想不集中的”.delineated為動(dòng)詞delineate“描繪”的過去分詞。根據(jù)句意可知，由于道路的相似.游客應(yīng)該是很容易迷失方向.故選A。

4.【答案】D。解析：考查形容詞辨析。句意為“對(duì)于邀請(qǐng)他出席聽證會(huì)的請(qǐng)求，他立即 __________ 答道：‘好的’”。effective“有效的”，eloquent“雄辯的”，emotional“感情上的，傷感的”，emphatic“著重的，加強(qiáng)語(yǔ)氣的”。根據(jù)句意可知.回答中的“YES”應(yīng)該是加強(qiáng)語(yǔ)氣的.故選D。

5.【答案】B。解析：考查固定搭配。句意為“堅(jiān)持、謙遜和機(jī)會(huì)是這個(gè)女孩職業(yè)生涯成功的 __________ ”。contributing factor“促成因素.影響因素”，為固定搭配，故選B。

6.【答案】B。解析：考查定語(yǔ)從句。主句為“the teacher will be able to ascertain the extent”，定語(yǔ)從句為“to the children understand whatthey are reading”.先行詞為extent.短語(yǔ)to…extent意思是“到……程度”。句意為“這樣做.老師就能確定孩子們對(duì)他們所讀的內(nèi)容理解到什么程度了”。故選B。

7.【答案】D。解析：考查祈使句。句意為“在你離開辦公室前一所有的燈都已關(guān)閉”。根據(jù)句意可知，后半句應(yīng)為祈使句，表示一種命令或建議，因此，空格處應(yīng)填入動(dòng)詞的原形形式，seetoitthat“確?！?，其他選項(xiàng)形式皆不符合題意，故選D。

8.【答案】C。解析：考查強(qiáng)調(diào)句。強(qiáng)調(diào)句的結(jié)構(gòu)為It is/was+被強(qiáng)調(diào)部分+that/who+其他部分。強(qiáng)調(diào)句去掉It，be，that后，句子結(jié)構(gòu)仍完整.句意仍明確。本題中只有C選項(xiàng)符合此條件，去掉后為“From hermum she heard her grandfather was born in Germany.”，故選C。

9.【答案】D。解析：考查合作原則。根據(jù)格賴斯提出了一個(gè)要求交談參與者共同遵守的一般原則，即“合作原則”(cooperative principle)。合作原則要求參與交談?wù)弑仨氉袷卮嗽瓌t，否則對(duì)話將無(wú)法進(jìn)行下去。故本題應(yīng)選D。

10.【答案】C。解析：考查語(yǔ)言學(xué)中的基本概念?，F(xiàn)代邏輯學(xué)家把談?wù)撜Z(yǔ)言本身的語(yǔ)言稱為元語(yǔ)言(metalanguage)，故選C。其他三項(xiàng)，paralanguage“副語(yǔ)言”，指與話語(yǔ)同時(shí)或單獨(dú)使用的手勢(shì)、身勢(shì)、面部表情和距離等，這些也能表示某種意義，一般有配合語(yǔ)言加強(qiáng)表達(dá)能力的作用;speciallanguage“特殊(專業(yè))語(yǔ)言”;in terlanguage“中介語(yǔ)”.是指在第二語(yǔ)言習(xí)得過程中，學(xué)習(xí)者通過一定的學(xué)習(xí)策略。在目的語(yǔ)輸入的基礎(chǔ)上所形成的一種既不同于其第一語(yǔ)言也不同于目的語(yǔ).隨著學(xué)習(xí)的進(jìn)展向目的語(yǔ)逐漸過渡的動(dòng)態(tài)的語(yǔ)言系統(tǒng)。

11.【答案】c。解析：考查3P教學(xué)模式。所謂3P教學(xué)模式，即：Presentation(呈現(xiàn))→Practice(操練)→Production(輸出)。這三個(gè)階段可以理解成：教師教—學(xué)生練—學(xué)生用。在教學(xué)過程中，教師首先給學(xué)生引入和展現(xiàn)某個(gè)特定的語(yǔ)言形式、結(jié)構(gòu)、功能等，通過練習(xí)使學(xué)生掌握其意義，然后再讓學(xué)生進(jìn)行假設(shè)交際.從而達(dá)到語(yǔ)言的輸出.形成學(xué)習(xí)成果。

12.【答案】D。解析：考查語(yǔ)言練習(xí)的目的。機(jī)械型練習(xí)，如重復(fù)、替換等，這種練習(xí)在內(nèi)容上嚴(yán)格受到控制，著重訓(xùn)練學(xué)生去熟練掌握語(yǔ)法點(diǎn)的結(jié)構(gòu)形式.

13.【答案】D。解析：考查語(yǔ)法教學(xué)方法。演繹法(The deductive method)是先說明語(yǔ)法結(jié)構(gòu)，之后讓學(xué)生進(jìn)行練習(xí)。歸納法(The inductive method)是先給出一些例子.讓學(xué)生通過討論等方式自己總結(jié)出語(yǔ)法規(guī)則。題干是對(duì)演繹法特征的描述.

14.【答案】A。解析：考查交際性語(yǔ)言活動(dòng)。信息差活動(dòng)(Information-gap activity)可以使學(xué)生進(jìn)行信息的傳遞和交流.實(shí)現(xiàn)真正交流的目的，培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力，是一種任務(wù)型的語(yǔ)言交際活動(dòng)。

15.【答案】D。解析：考查語(yǔ)篇教學(xué)。語(yǔ)篇(discourse)由一個(gè)以上的句子或語(yǔ)段組成，各成分之間在形式上是銜接的.在語(yǔ)義上是連貫的。老師讓學(xué)生集中注意力于文章的結(jié)構(gòu)、銜接與連貫性等方面，目的是培養(yǎng)學(xué)生的語(yǔ)篇意識(shí)。

16.【答案】A。解析：考查英語(yǔ)閱讀策略。略讀(skimming)指快速閱讀文章以了解其內(nèi)容大意(gist)的閱讀方法。換句話說，略讀是要求讀者有選擇地進(jìn)行閱讀，可跳過某些細(xì)節(jié)，以求抓住文章的大概，從而加快閱讀速度。

17.【答案】B。解析：考查英語(yǔ)詞匯的語(yǔ)境意義。英語(yǔ)單詞的詞匯意義指字典上出現(xiàn)的多個(gè)不同的意義，但在不同的語(yǔ)境中.其選取的意義不同。因此詞語(yǔ)的意義是由語(yǔ)境決定的，聯(lián)系語(yǔ)境才能準(zhǔn)確地理解詞匯在文本中的具體意義。

18.【答案】A。解析：考查教師的角色與作用。根據(jù)題目提供的情境，“寫作課上，當(dāng)學(xué)生不知道如何用英語(yǔ)表達(dá)時(shí).老師給予他們幫助”，此處教師扮演了促進(jìn)者(facilitator)的角色。assessor“評(píng)價(jià)者”，controller“控制者”，participant“參與者”.均不符合題意。

19.【答案】D。解析：考查語(yǔ)言測(cè)試類型。標(biāo)準(zhǔn)參照語(yǔ)言測(cè)驗(yàn)(Criterion-referenced language test，簡(jiǎn)稱CRT)是以考生個(gè)人與特定的標(biāo)準(zhǔn)(如教學(xué)目標(biāo))作為評(píng)價(jià)標(biāo)準(zhǔn)。所以，這種考試對(duì)考生來(lái)說，不管別人程度如何，關(guān)鍵在于確定自己是否達(dá)到了既定的目標(biāo)。常模參照語(yǔ)言測(cè)驗(yàn)(Norm-referenced language test，簡(jiǎn)稱NRT)是以考生個(gè)人在團(tuán)體中的相對(duì)位置來(lái)作為評(píng)價(jià)標(biāo)準(zhǔn)。所以，這種考試比較看重考生的個(gè)別差異。雅思(IELTS)、托福(TOEFL)屬于標(biāo)準(zhǔn)參照語(yǔ)言測(cè)驗(yàn).代表了國(guó)際性英語(yǔ)標(biāo)準(zhǔn)化水平的測(cè)試。

20.【答案】A。解析：考查對(duì)教材的評(píng)估。系統(tǒng)的教材評(píng)估應(yīng)該是能幫助教師檢測(cè)是否實(shí)現(xiàn)了語(yǔ)言課程教學(xué)目標(biāo).是否滿足了學(xué)生的需要.另外還有是否給學(xué)生提供了真實(shí)的語(yǔ)言交際等?！鞍械恼Z(yǔ)法規(guī)則”不是系統(tǒng)的教材評(píng)估內(nèi)容。故選A。

Passage l

21.【答案】D。解析：細(xì)節(jié)題。根據(jù)第一段第四句“But as undocumented immigrants in Maryland，they then had to confront the reality that they must pay two to three times what former high school classmates pay to attend the state’s public colleges."可知.馬里蘭無(wú)證件移民不得不面臨的現(xiàn)實(shí)是跟他們之前的高中同學(xué)比起來(lái)，他們必須花費(fèi)兩到三倍多的學(xué)費(fèi)去讀公立大學(xué)。D項(xiàng)符合此意。

22.【答案】B。解析：語(yǔ)義題?！癐’mhanging on their vote.”中的hangon有“依賴于，取決于”之意，即無(wú)證件移民依賴于這場(chǎng)投票。根據(jù)第四段第一句“Question 4 asks voters to affirm or strike down a law that the legislature passed last year，known as Maryland’s version of the“Dream Act，”which granted certain undocumented immigrants the ability to obtain in-state tuition at public colleges and universities.”可知.這場(chǎng)投票關(guān)系到無(wú)證件移民的州內(nèi)學(xué)費(fèi)問題，這是關(guān)系他們未來(lái)的一場(chǎng)投票，故選B。

23.【答案】B。解析：指代題。首先定位到畫線詞them在第四段中的位置，由于them是代詞，代詞是用來(lái)代替前面出現(xiàn)過的事物，所以關(guān)注第四段倒數(shù)第二句“The subsidy comeswith conditions.”，同時(shí)，再看them后面解釋說明的內(nèi)容“To take advantage，students must first go to atwo-year community college.”，即學(xué)生需要付出的條件，

這正好與them前句子中的conditions內(nèi)容相符.故選B。

24.【答案】c。解析：態(tài)度題。根據(jù)第五段“The law was pushed to a referendum after opponents mounted a light-ning petition drive that showed the depth of division over illegal immigration across the state and the nation.Critics say discounting tuition for students…”可知馬里蘭公民對(duì)于無(wú)證件移民減免學(xué)費(fèi)的態(tài)度是有分歧的。故選C。

25.【答案】B。解析：主旨題。本文講述的是無(wú)證件移民學(xué)生渴望通過法案來(lái)使他們享有州內(nèi)學(xué)費(fèi)的待遇，以此來(lái)實(shí)現(xiàn)自己的求學(xué)夢(mèng)。B選項(xiàng)Undocumented Students’Hope for“Dream”符合此意。

Passage 2

26.【答案】C。解析：推斷題。由原文第一段“We had been wanting to expand our children’s horizons by taking them to a place that was unlike anything we’d been exposed to during our travels in Europe and the United States.”可知.為了拓寬孩子們的視野.作者夫婦二人決定不去熱門的歐洲和美國(guó)旅游，而是選擇了與眾不同的伊斯坦布爾。故選C。

27.【答案】A。解析：推斷題。由原文第三段“What we didn’t foresee was the reaction of friends，who warned that we were putting our children‘in danger’，referring vaguely，and most incorrectly，to disease，terrorism or just the an-known."可知.朋友們含糊地提及那個(gè)地方可能會(huì)有疾病、恐怖組織或者其他一些未知的風(fēng)險(xiǎn)。故選A。

28.【答案】A。解析：指代題。由原文第七段及上下文語(yǔ)境可知，此處的“our two”應(yīng)為作者夫婦二人。故選A。

29.【答案】D。解析：細(xì)節(jié)題。由原文第八段“Being exposed to Islam was an important part of our trip.Visiting the mosques，especially the enormous Blue Mosque，was our first glimpse into how this major religion is practiced.”可知，A項(xiàng)排除：由第九段“AlthoughoursonhadstudiedIslambriefly itisimpossibletobepreparedforeveryawkwardquestion that might come up，such as during our visits to the Topkapi Sarayi，me ottoman Sultans’palace."可知B項(xiàng)排除;由原文第四、五段，C項(xiàng)可排除。作者在文中并沒有提及shopping mall boutiques，故選D。

30.【答案】C。解析：態(tài)度題。由原文最后一段可以看出，作者認(rèn)為這次的旅途是令人難忘且值得紀(jì)念的。故選C。

二、簡(jiǎn)答題

31.【參考答案】

三種寫作體裁：記敘文、議論文、應(yīng)用文。

教師應(yīng)從以下四個(gè)方面指導(dǎo)學(xué)生進(jìn)行英語(yǔ)記敘文寫作：

(1)明確“五個(gè)W和一個(gè)H”

要寫好記敘文，首先要確定先寫什么，再寫什么，最后寫什么，然后開始布局謀篇。我們可以用“五個(gè)W和一個(gè)H”的方法，即what(什么事)，who(什么人)，when(什么時(shí)候)，where(什么地點(diǎn))，why(什么原因)，how(怎么樣)。整個(gè)寫作內(nèi)容的確定、寫作材料的篩選，都要圍繞這“五個(gè)W和一個(gè)H”進(jìn)行。

(2)確定以第幾人稱及以何種順序展開敘述

①一般來(lái)說.英語(yǔ)記敘文要以第一人稱(I/we)或第三人稱(he/she/it/they)來(lái)展開敘述。第一人稱是從“參與者”的角度進(jìn)行敘述：第三人稱是以“觀察者”的身份展開敘述，要根據(jù)具體情況合理選用。

②在確定了人稱之后，要確定展開敘述的順序。在英語(yǔ)記敘文中，最常用的是按事情發(fā)生的時(shí)間或空間順序進(jìn)行記敘。

(3)在塑造人物、展開情節(jié)上下功夫

我們記敘的任何事情都是由人來(lái)進(jìn)行的。人物塑造的好壞是衡量記敘文寫作好壞的一個(gè)重要標(biāo)準(zhǔn)。因此，表達(dá)人物的動(dòng)作、語(yǔ)言以及展開情節(jié)時(shí)，使用哪些句型、短語(yǔ)、詞匯都應(yīng)該仔細(xì)推敲，對(duì)于事情的情節(jié)展開要突出重點(diǎn)、詳略得當(dāng)，可有意識(shí)地采用類似“設(shè)置懸念”“前后呼應(yīng)”等寫作手法，以吸引讀者的興趣。

(4)注意文章的完整性

整篇文章要完整，內(nèi)容全面、詳略得當(dāng)，層次分明，重點(diǎn)突出。英語(yǔ)記敘文的時(shí)態(tài)通常為一般過去時(shí)，但如果是經(jīng)常性的事件或自然現(xiàn)象、社會(huì)現(xiàn)象.則用一般現(xiàn)在時(shí)。

三、教學(xué)情境分析題

32.【參考答案】

(1)該教學(xué)目標(biāo)的合理性體現(xiàn)在，試圖從教學(xué)的知識(shí)目標(biāo)(理解閱讀材料，掌握系動(dòng)詞的用法)和教學(xué)能力目標(biāo)(提高學(xué)生的聽、說、讀、寫能力)這兩個(gè)方面來(lái)設(shè)計(jì)。既包含了教學(xué)過程中知識(shí)內(nèi)容的傳授，又包含了能力培養(yǎng)的目標(biāo)。

(2)盡管該教學(xué)目標(biāo)存在其合理性，但是，總的說來(lái)，該教學(xué)目標(biāo)設(shè)計(jì)得不科學(xué)，太寬泛、空洞、不具體、教學(xué)對(duì)象不明確。具體來(lái)說：①它違反了教學(xué)設(shè)計(jì)“以學(xué)生為中心，體現(xiàn)學(xué)生的主體地位”的原則，沒有明確指出教學(xué)的主體是學(xué)生。②它沒有把握好預(yù)期的教學(xué)目標(biāo)，對(duì)教學(xué)內(nèi)容，即知識(shí)目標(biāo)的設(shè)計(jì)不明確，“理解閱讀材料，掌握系動(dòng)詞的用法”的說法太空洞寬泛。因?yàn)橹R(shí)目標(biāo)指的是學(xué)生對(duì)具體語(yǔ)言知識(shí)，如語(yǔ)音、詞匯、語(yǔ)法等方面的掌握。③對(duì)于能力目標(biāo)的設(shè)計(jì)也比較籠統(tǒng)，因?yàn)槟芰δ繕?biāo)指通過這堂課學(xué)生能夠鍛煉什么樣的能力。它要求學(xué)生能通過感知、理解與模仿，能夠在適當(dāng)?shù)那榫持羞\(yùn)用本課涉及的詞組等語(yǔ)法知識(shí)，正確描述“人們正在做什么”，如能夠正確聽、說、讀、寫教材中的單詞或句子，能夠談?wù)摻滩闹邢嚓P(guān)的話題等。④教學(xué)目標(biāo)是三維教學(xué)目標(biāo)，即知識(shí)目標(biāo)、能力目標(biāo)和情感態(tài)度價(jià)值觀目標(biāo)，題中缺少情感態(tài)度價(jià)值觀目標(biāo)。⑤此外，該教師的教學(xué)目標(biāo)在書寫時(shí)出現(xiàn)了拼寫錯(cuò)誤.系動(dòng)詞的英文表達(dá)應(yīng)為linkverbs，而非linkwords。

(3) Teaching aims

Knowledge aims:

① Students can understand the meanings of five senses according to their daily life.

② Students can fully understand the reading materials about five senses.

③Students can grasp the usage of the link verbs: smell, feel, sound, taste, etc.

Ability aims:

① Students can improve their listening ability by listening to the text.

② Students can improve their speaking ability by pair work and discussion.

③ Students can improve their reading ability by comprehensive reading.

④ Students can improve their writing ability by abbreviating the text.

Emotional aims:

① After this lesson, students will realize the importance of five senses.

② Students can make full use of five senses in their daily life.

四、教學(xué)設(shè)計(jì)題

33.【參考設(shè)計(jì)】

Teaching Contents: It is about eating healthily and several scientific eating habits. It also offers recommending sewings per day.

Teaching Objectives:

( 1 ) Knowledge objective

Students can master the following words and expressions: healthy, healthily, amount, snack, bake, recommend,provide, variety, lead to.

(2) Ability objectives

① Students can develop their reading ability by skimming and scanning practice.

② Students can improve the speaking ability by talking about scientific and healthy eating habits.

(3) Emotional objective

Students can develop scientific and healthy eating habits and learn to live a healthy life.

Teaching Key Points:

(1) How to help students master the following words and expressions like healthy, healthily, amount, snack,bake, recommend, provide, variety, lead to.

(2) How to make students improve their reading and speaking skills.

Teaching Difficult Point:

How to guide students to develop a healthy eating habit.

Teaching Procedures:

Step 1 Warming up and lead-in (4 minutes)

Brainstorm: Questions and answers

The teacher asks students the following questions.

( 1 ) What do you eat every meal? List the food.

(2) Do you eat healthily?

(Justification: This step will help students to combine English learning with daily life, and at the same time it will arouse students' interest in learning this lesson. )

Step 2 Pre-reading (9 minutes)

The teacher asks students to discuss their opinions on eating properly. Then the teacher introduces the topic about healthy eating.

The teacher teaches the new words and expressions in sentence context, such as healthy, healthily, amount,snack, bake, recommend.

E.g. A healthy diet leads to good health.

(Justification: This step will have students know about what healthy and proper eating is. Teaching new words and expressions is effective for helping students to concentrate on the ideas of the reading passage and not worry about the meaning of the unfamiliar words.)

Step 3 While-reading (18 minutes)

(1) Fast reading (7 minutes)

The teacher asks students to read the text quickly and fill in the blanks according to the text.

(2) Intensive reading (11 minutes)

The teacher lets the students read the text and do the True or False exercises and explain the reasons:

① Eating properly means eating only the right variety of food. ()

② Eating too much healthy food has no bad effects on health.()

③ Soup, baked potatoes, crisps and chocolate are available for snacks. ()

④ Milk, cheese and yoghurt are good for our health, so we can choose the low fat varieties and have 2 to 3 servings every day. ()

⑤ In order to keep healthy, we should eat fruit and vegetables everyday without limit.()

Then the teacher checks the answers.

(Justification: This step will help students have a further understanding of the text. )

Step 4 Post-reading (9 minutes)

(1) Retelling

The teacher asks students to retell the passage according to the chart.

(2) Group work

The teacher divides students into several groups, and gives them an assignment. Students can first discuss it in groups, give their own opinions and choose a member to present their opinions to the whole class.

Assignment: Suppose you are a cook in our school canteen. What dishes would you serve on Tuesday?List out your dishes and explain the reasons.

(Justification: This step will practice students' ability of speaking and develop their spirit of cooperating with others. )

Step 5 Summary and Homework (5 minutes)

Summary: The teacher summarizes what they have learnt in this class.

Homework: The teacher asks the students to share what they have learnt about healthy food with their parents.

Meanwhile, the teacher asks the students to interview their parents about their opinions on healthy eating, and then next class the teacher will ask several students to share their interviewing reports with the whole class.

(Justification: Students can review and consolidate what they have learnt in this class. )

Blackboard Design:

Key words and expressions:

healthy, healthily, amount, snack, bake, recommend, provide, variety, lead to

Recommended servings per day Teaching Reflection.