一、单选题
1、Which of the following ______ parts is different from others in pronunciation?
A wished
B jumped
C kissed
D waited
答案解析：
本题考查辅音的发音
D选项，waited中划线部分发音为/id/，其他选项中ed发音均为/t/。
故此题的正确选项为D。
2、Which of the following shows the general intonation pattern in a complex sentence?
A When I started my career（升）there was no（升）unemployment.
B When I started my career（升）there was no（降）unemployment.
C When I started my career（降）there was no（升）unemployment.
D When I started my career（降）there was no（降）unemployment.
答案解析：
本题考查语音语调
句子中对于没有说完的内容一般用升调，句子的末尾用降调。
故此题的正确选项为B。
3、All the ______ in this school are taught by the same teacher.
A six-year-olds
B six-years-old
C six-year-old
D six-years-olds
答案解析：
本题考查形近词辨析
A选项，six-year-olds前面加the，表示一类人， 故此题的正确选项为A。
B选项，six-years-old没有这种用法；
C选项，six-year-old是形容词；
故此题的正确选项为A。
4、The risk of infection for that patient hasn’t diminished after the operation. ______, it has increased.
A On the whole
B On the contrary
C On the average
D On the other hand
答案解析：
本题考查句意的理解
句意为：那个病人手术后感染的风险没有降低反而升高了。
B选项，相反，符合题意， 故此题的正确选项为B。
A选项，大体上；基本上；
C选项，平均而言； 一般来说； 通常； 平均来讲；
D选项，另一方面；
故此题的正确选项为B。
5、Testing is still a usual means ______ which students’ progress is measured.
A in
B at
C of
D by
答案解析：
本题考查介词的用法
be measured by表示“用”。
故此题的正确选项为D。
6、Many people ______ in the project at both research and editing stages and we would like to thank them all here.
A have involved
B have been involved
C having involved
D having been involved
答案解析：
本题考查非谓语动词
句子里面有and作为连词，所以前面应该是一个句子，be involved in参加。符合题意。 故此题的正确选项为B。
7、Only until very recently ______ possible that grammarians are able to make accurate statements about the rules of some languages.
A has it been
B it has been
C was it
D it was
答案解析：
本题考查时态
Only放在句首句子要倒装，因此排除B和D选项，接下来看时态，整个句子是一般现在时，因此使用现在完成时。符合题意。
故此题的正确选项为A。
8、This was not _______ they had expected after years of painstaking research.
A a result as bad as
B as a result as bad
C as bad as a result
D as bad a result as
答案解析：
本题考查as…as的用法
中间有名词作比较表示“和……一样”的结构为：as+adj./adv.+a(an)+n.+as。
故此题的正确选项为D。
9、Which of the following words is formed through derivation?
A Students
B Shorter
C Bought
D Insanity
答案解析：
本题考查语言学中的形态学
本题的关键是derivation意为“派生词”，是英语主要的构词法。这方法是借前缀或后缀之助，制造出派生词，并且派生出来的单词和原词是不同的语法范畴。D选项加上前缀in-符合题意；故此题的正确选项为D。
B选项，short由形容词原形加-er变成形容词比较级shorter，这属于曲折语素，没有改变语法范畴，只是功能不一样。故排除。
故此题的正确选项为D。
10、The utterance “Now, correct me if I’m wrong…” suggests that people are likely to observe the ______ Maxim in daily conversations.
A Quantity
B Quality
C Relevance
D Manner
答案解析：
本题考查语言学中的语用学
B选项，质量原则，表示说真话，不说假话或者不确定的话。题目中例子为“如果我说错了，你就纠正我”是让听者说真话，故遵守质量原则，符合题意；故此题的正确选项为B。
A选项，数量原则，不多说也不少说；
C选项，关联原则，说相关的话；
D选项，方式原则，避免说晦涩难懂的话；
故此题的正确选项为B。
11、When a teacher asks students to brainstorm what they will write about an unforgettable trip, he/she mainly focus on ______.
A ideas
B layout
C style
D feedback
答案解析：
本题考查写作技能教学
题意：当老师让学生头脑风暴接下来将要写的难忘的旅行，他主要是______。
A选项，想法，头脑风暴的主要目的是收集同学们的想法，符合题意；故此题的正确选项为A。
B选项，布局、规划； C选项，文体；D选项，反馈；均不合题意，故排除。
故此题的正确选项为A。
12、Which of the following is communicative task?
A Reading aloud the dialogue on passage 24.
B Writing a party invitation to your friends.
C Translating the first paragraph into Chinese.
D Making sentences with the expressions given.
答案解析：
本题考查交际法教学
题意：以下哪个是交际型任务？
B选项，给自己的朋友写Party邀请函，属于交际活动，符合题意；故此题的正确选项为B。
A选项，大声读24页的对话； C选项，把第一段翻译成汉语；D选项，用所给的表达造句；均无需交际，不合题意，故排除。
故此题的正确选项为B。
13、What is being practiced if a teacher asks students to read words like “cot, hot” and “dog, log”?
A Spelling and structure
B Stress and sound
C Minimal pairs
D Phonetic symbols
答案解析：
本题考查语音教学
题意：如果老师让学生读单词“cot, hot” and “dog, log”，是在练习什么？
C选项，最小对立体，符合题意；故此题的正确选项为C。
A选项，拼写和结构； B选项，重读和发音；D选项，英语音标；均不合题意，故排除。
故此题的正确选项为C。
14、What teaching method is used by the teacher if much of his or her class time is spent on drilling the sentence patterns followed by exercises like repetition, memorization, mimicry, etc?
A The Natural Approach
B The Communicative Approach
C The Audio-lingual Method
D The Grammar-translation Method
答案解析：
本题考查语音教学
题意：如果老师的大部分时间都花在采用重复、记忆、模仿等方式的句型练习上，那么老师使用的是什么教学法？
C选项，听说法，以句型为中心，反复操练，符合题意；故此题的正确选项为C。
A选项，自然方法； B选项，交际法，以交际为主；D选项，语法翻译法；均不合题意，故排除。
故此题的正确选项为C。
15、According to the affective-filter hypothesis _______ is not an affective factor influencing language learning.
A Attitude
B Motivation
C Interest
D Intelligence
答案解析：
本题考查克拉申的情感过滤假说
题意：根据情感过滤假说，哪一项不会影响语言学习。
D选项，智力，符合题意；故此题的正确选项为D。
A选项，态度； B选项，动机；C选项，兴趣；均不合题意，故排除。
故此题的正确选项为D。
16、What does his or her feedback focus on if a teacher’s comment is “John, it would be much better if you have given more details!”?
A Content
B Language
C Attitude
D Aptitude
答案解析：
本题考查教学评价
题意：如果老师的评价是“John，如果你给更多的细节就更好了”，他的反馈主要是什么？
A选项，内容，老师主要是对John的内容做出反馈，符合题意；故此题的正确选项为A。
B选项，语言； C选项，态度；D选项，才能；均不合题意，故排除。
故此题的正确选项为A。
17、Which of the following is a referential question?
A Where was Yang Liwei born?
B Who is the first Chinese astronaut?
C Why do you think Yang Liwei is a great astronaut?
D When did Yang begin his historic space travel?
答案解析：
本题考查教学实施中的提问
题意：以下哪一项是参考性问题？
C选项，参考类问题是让学生发散思维，各抒己见，符合题意；故此题的正确选项为C。
A、B、D均属于展示性问题，有已知答案。不合题意，故排除。
故此题的正确选项为C。
18、Having lived in China for a long time, John could fully understood the cultural shocks experienced by his Chinese students. Which of the following traits does John have in this instance?
A Avoidance
B Empathy
C Extroversion
D Introversion
答案解析：
本题考查心理学知识
题意：John已经在中国生活了很长时间，他可以完全理解他中国学生所遇到的文化冲击。在John的例子中，他有哪个特点？
B选项，共情能力，符合题意；故此题的正确选项为B。
A选项，逃避；C选项，外向；D选项，内向。不合题意，故排除。
故此题的正确选项为B。
19、When the teacher asks students to read a text for the main idea, he/she intends to develop students’ skill of ______.
A Retelling
B Predicting
C Skimming
D Scanning
答案解析：
本题考查阅读技能教学
题意：当老师让学生读文章获得主旨大意，老师想发展学生的什么技能？
C选项，skimming主要用来抓文章的主旨大意，符合题意；故此题的正确选项为C。
A选项，复述；B选项，预测；D扫读，抓细节信息。均不合题意，故排除。
故此题的正确选项为C。
20、Which of the following is based on the communicative view of the language?
A Structural syllabus
B Skill-based syllabus
C Genre-based syllabus
D Functional-notional syllabus
答案解析：
本题考查交际法
题意：以下哪一项是以交际为目的的？
D选项，功能意念大纲，符合题意；故此题的正确选项为D。
A选项，结构大纲；B选项，技能大纲；C选项，体裁大纲。不合题意，故排除。
故此题的正确选项为D。
二、阅读理解题
There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that's an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that's an instrumental motive, since the relation between fame and research is not so inherent, Often, people have both for doing things.
What mix of motives- internal or instrumental or both is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success.
We analyzed data drawn from 11, 320 cadets in nine entering classes at the United States
Military Academy at West Point, all of whom rated how much each of a set of motive influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army.
How did the cadets fare, years later? How did their progress relate their original motives for attending West Point?
We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations) than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service.
Remarkably, cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military..
Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.
There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to "money for college," "career training" or. seeing the world" will do the job, While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.
21、21.According to the passage, which of the following is an internal motive for a newly recruited soldier?
A To serve the country
B To receive career training,
C To earn money for college
D To broaden their scope of vision
答案解析：
细节题。文章最后一段提到"If the desire for military excellence and service to country fails to attract all the recruits that the Amy needs, then perhaps.. will do the job. b.即如果追求军事卓越和为国家服务的渴望不能吸引新兵服役,那么也许可以用“赚大学费用”“职业培训”或“增长见识"来吸引新兵。结合前文可知,“赚大学费用”“职业培训"和“培长见识”都属于功利性动机;“为国家服务”属于内部动机。故本题选A。
22、22. Which of the following is closest in meaning to the underlined word"cadets"in Paragraph 3?
A A. In-service soldiers
B B Military researchers
C C. Military officers
D D. Military trainees
答案解析：
【真题解析】词汇题。根据题干关键词”cadetsWe analyzed data drawn from ll, 320 cadets in nine entering classes at the United States Military Academy at West Point cadets指美国军事学院西点军校的学员。A项“在职军人”,B项“军事研究员",C项“军官”,D项“军校学员”。故本题选D
23、23. According to the passage, which of the following is conducive to career success?
A A. Strong internal and strong instrumental motives
B B. Strong internal and weak instrumental motives
C C Weak internal and strong instrumental motives
D D. Weak internal and weak instrumental motives
答案解析：
细节题。根据第六段中的“. cadets with strong internal and strong instrumental
motives for attending West Point performed worse on every measure than did those with strong internal motives but weak instrumental ones."可知,拥有较高内部动机和较低功利性动机更有助于事业的成功。故本题选B
24、24. What do the writers disapprove concerning the current situation of attracting recruits?
A A.Taking into account applicants internal motives
B B Making them focus on the meaning of their work
C C. Relying on whatever motivational tools available
D D. Taking into account applicants instrumental motives
答案解析：
【真题解析】推断题。根据原文最后一段可知,教育工作者和指导者正面临着诱惑 使用任何可用的激励手段来招收新兵,虽然暂时能够招募到新兵但是这样只能培养出更加糟糕 的土兵。C项“依靠任何可用的激励工具”违背原文,这也是作者不同意的地方。故本题选C
25、25. What can be the best title for the article?
A A. Motivation and Fame
B B Iwo Types of Motives
C C. The Secret of Effective Motivation
D D. The Study on the Function of Motives
答案解析：
【真题解析】主旨题。全文以“动机”为话题进行叙述,并对两种动机即内部动机和功利性 动机的功能展开阐述,重点讲述了人们应如何保持合理动机,才能对工作、生活产生积极影 响,从而解释了有效动机的内涵。C项能够概括全文主旨。
三、阅读理解题
【 Passage2】
The ritual of English tea time is believed to have originated in the late 100's when Anna Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea
The Duchess chronically experienced. “sinking feeling” (what we would term “low blood sugar”) in the late afternoon. To tide her over the long hours between meals she turned to carbohydrates.
Other royals immediately copied the Duchess, and afternoon tea parties became quite fashionable. Low tables were set up in front of sofas and chairs, and the ladies found a new opportunity to show off pretty clothes, fine china embroidered linen tablecloths and napkins, and silver tableware.
Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling little sandwiches and sweet pastries as well as scones were being arranged on decorative stands and plates for the ladies' pleasure.
The tea party mania quickly spread across the Atlantic where tea was already enjoyed as a beverage. This fondness for tea was later suppressed by the patriotic Americans during the era immediately preceding the American Revolution because of the unreasonable British tax on tea.
However, by April 27, 1776, Congress announced in the Philadelphia Packet that drinking of tea can now be indulged. "The custom of afternoon tea parties was not really revived in this county, though, until the mid180, when Victorian ways were in vogue here. Leisure- class American ladies began having "kettledrums" at 4 p.m. "Kettledrums was called that in connection with the term" teakettle." Petits fours and other dainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud The Illustrated Diary of a Victorian Woman, Chronicle Books, 1987) gave an anecdote concerning tea time: Mrs. Barnes had out a lovely tea-cloth for her tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unused to such dainty, contrived to slop his tea all over it. Thankful it was not L. As it was, my new feather boa, which I wore for the first time, got into my teacup, causing much alarm and merriment to all assembled. Lilian Black-Bares was, as ever, strong in adversity and wrung out the offending object in the kitchen sink. Fear it may never be the same again, none the less."
My family, mother, and I were able to relieve some of that sophisticated elegance (minus the drippy boa) when we had tea at the Ritz in London. The Palm Court, an open area on the ground floor of the hotel, is a study in turn-of-the century decor. Gilt statuary, palms, and other plants, and stylishly-set lite tables beckon welcomingly under high-up, rose-tinted skylights.
Our waiter brought us a selection of finger sandwiches of smoked salmon, ham, cucumber, Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) were offered with butter, and various preserves and jellies.
Along with this we were served Indian or China tea, and hot chocolate for my young daughter. Then the dapper waiter presented a vast tray holding many French pastries and cakes from which we could choose. After several teeny sandwiches and a couple of marmalade-coated scones, a chocolate eclair seemed to add carbohydrate overload to carboload, but "when in England, do as the English do."
This tea feast was served between 3: 30 and 5: 30 p.m. Around 10: 00 p.m. we had regained Just enough appetite to sample some fish and chips(French fries), and then we put our weary stomachs and ourselves to bed.
26、26. What can be inferred about the writer's opinion concerning what is served at the Britishteatime?
A A. The English have taken in excessive carbohydrate.
B B. The English prefer to have different types of drinks
C C. The English are not particular about the food varieties.
D D. The English have a peculiar liking for junk food.
答案解析：
A【真题解析】细节题。根据第二段中的“To tide her over the long hours between meals she tumned to carbohydrates."和第四段中的“ .. little sandwiches and sweet pastries as well as scones 可以断出,英国人在下午茶时摄入了太多的碳水化合物。B项“英国人更喜欢不同种类的饮料”, 原文提到的饮料只有tea。C项“英国人对食物的种类不讲究”,与原文意思相反。D项“英 国人对垃圾食品情有独钟”,下午茶的点心并非垃圾食品。故本题选A。
27、 27. Which of the following is a typical feature of Victorian tea time?
A A. An occasion to gather with family.
B B. An occasion to demonstrate patriotism.
C C. An occasion to show off delicacy and elegance
D D. An occasion to entertain the British royal members
答案解析：
C
【真题解析】细节题
根据题干中的“Victorian tea time Leisure-class- American ladies began having 'kettledrums' at 4 p.m. 'Kettledrums' was called that in connection with the term "teakettle. ' Petits fours and other dainty delights were served amid Victorian opulence. "n知,维多利亚时期下午茶的特点是轻松、精致、奢华。故本题选C
28、28. Why does the author quote Maud Berkeley in the passage?
A A. To define the nature of Victorian tea time.
B B. To prove that tea time is fashionable in America,
C C. To exemplify how exquisite an English tea time ritual was
D D. To contrast he difference between English and American tea time
答案解析：
C
【真题解析】推断题。
根据题干关键词“Maud Berkeley Maud Berkeley描述维多利亚时期的下午茶: Barnes夫人用可爱的桌布、各种花草装饰茶会;有人不习惯这种精致,把茶水酒在上面:“我”的羽毛围巾掉进了茶杯里,引起了围观者的警告和嬉笑,有人帮忙在厨房水槽边拧干 据此可以推断,这个例子是为了说明英国的下午茶是多么精致。故本题选C。
29、 29. Which of the following is close in meaning to the underlined word "weary" in the last paragraph?
A A. Exhausted.
B B. Tedious.
C C. Energetic.
D D Greedy.
答案解析：
【答案】A
【真题解析】词汇题。
根据题千定位到原文最后一段的最后一句话。 weary stomach是指人们在享受完下午茶以及晚餐后,在胃里还塞满了美食没有消化的情况下就人睡了。 weary“疲倦的,厌烦的”,此处表示胃部由于塞满食物而充实的状态。 exhausted tedious“沉闷的”, energeticMs greedy“婪的”。根据句意可知本题选A
30、30. Which of the following is not employed in the passage?
A A. Quotation.
B B. Flashback.
C C. Concrete example
D D. Comparison and contrast.
答案解析：
【答案】B
【真题解析】推断题。 quotation flashback“倒叙”, concrete example“举例” comparison and contrast However, by April 27, 1776, Congress announced in the Philadelphia Packet that the drinking of tea can now be indulged."和第七段进行了引用,故排除A。倒数第四段到倒数第二段运用例子来描述英国的下午茶,故排除C。全文将英国下午茶和美国的下午茶进行对比,故用到了对比手法,排除D。 flashback“倒叙”,经常用于小说故事的描述中,本文并没有涉及。故本题选B
四、简答题
31、简述形成性评价的含义（4分），形成性评价的两种方法或手段（8分）并从两个方面简述形成性评价的注意事项（8分）
正确答案：
形成性评价是指在活动运行的过程中，为使活动效果更好而修正其本身轨道所进行的评价。形成性评价的主要目的是为了明确活动运行中存在的问题和改进的方向，及时修改或调整活动计划，以期获得更加理想的效果。
形成性评价的常用方法：（列举其中两点即可）
（1）量化评价法：
①调查表：主要用于在学生学习某一单元、某一课之前所进行的简短调查。通过对学生的调查，一方面可以了解学生已有的水平和存在的问题;另一方面可以帮助教师及时调整教学进度和教学策略。
②评价量表：用于学生在进行一个阶段的学习后所进行的综合评价，一般每个模块以2—3次为宜。评价量表通过分项目、分内容、分等级、分不同的评价者进行评价。
（2）质性评价法：
①优秀作品：为了弥补评价量表的不足，学生可以通过展示自己的优秀作品说明学习过程中所取得的一些重要成果，包括习作、研究性论文、小制作等。
②概念图：学生学习完一个或几个单元以后，可以通过图表的方式来归纳和总结阶段性学习的重点、难点、所需掌握的主要语言技能、各语言知识之间的联系等。
③录音或录像：由于交际功能是语言的重要功能之一，培养学生良好的口语表达能力是英语教学的重要目标。对学生的口语进行录音或对学生的英语表演进行录像，将有助于教师全面了解学生在语言交际能力方面存在的不足。
④创建与使用成长记录：主要收集学生在学习过程中生成的各种作品(如作业、论文、手工作品、表演录像等)，用以展现学生的努力、成就与进步，描述学生学习的过程与结果。
⑤教师观察：观察是评价学生学习行为的基本方式。教师可以观察学生日常学习的诸多方面，比如，观察学生在课堂上如何做出反应，如何使用教材，在小组活动中如何与其他同学相互交流与合作，如何有效地展示自己对所学内容的理解。通过观察，教师可以了解学生学会了什么，哪些学习策略对学生有帮助，学生喜欢哪些活动和材料等。
⑥访谈/座谈：教师与学生间的访谈或座谈有利于评价学生的个人学习情况和需求。在与学生的交谈中，教师可以发现学生对自己学习情况的感觉和看法。交谈的主题可以根据学生个人的需要和教学要求来定。
⑦读书笔记：为了鼓励学生大量阅读，教师可以要求学生写读书笔记或让他们谈读后感。这样，学生不是为读书而读书，而是通过读书学会思考问题，进而表达自己的思想和感情。
⑧项目和演示：教师可以鼓励学生完成一些学习项目，比如，两个星期做一次采访报告或两个月做一项保护环境的规划等。在完成项目的过程中，教师应鼓励学生进行创造性思考。项目完成后，教师可以让学生做相关的书面报告和课堂演示。
形成性评价实施中应注意的问题：(列举其中两点即可)
①应注重课堂内外结合——语言的课外延伸，激励学生学英语的兴趣;
②需要将学生的学习态度和学习习惯——自评、他评和师评相结合;
③要从听说入手，落脚综合。
答案解析：
本题考查形成性评价
五、案例分析题
32. 教学情境分析题。
下面是某教室一节听说课听前环节的教学实录，单元话题为My Favourite Animal的课堂实录。
T: Today we'll talk about animas Do you lke animals?
Ss: Yes.
T: I like animals, too. Please guess what my favourite animal is.
Ss: Dog! Monkey! Pandas! Elephant!
T: Look! （教师拿出一个毛绒兔子）My favourite animal is a rabbit. It is lovely and cute. Please read after me: cute. （教师在黑板上写出cute，学生跟读）
T: Now read after me: chicken, elephant, giraffe, lion, monkey, panda, penguin, sheep, tiger, zebra. （教师在PPT上呈现听力材料中涉及的所有动物词汇，逐一领读）
Ss: …
根据所给材料，从以下三个方面作答：
（1）听前环节的两个优点是什么？
（2）这段中有哪两个问题？
（3）针对上述问题给出两项建议。
32、（1）听前环节的两个优点是什么？（10分）（2）这段中有哪两个问题？（10分）（3）针对上述问题给出两项建议。（10分）
答案解析：
（1）第一，教师利用小兔子教具引出单词并讲解单词，采用了直接法以及情景教学法。该方法以其直观性、趣味性、生动性，激发了学生的参与和学习欲望，有助于吸引学生的注意力，同时可以帮助学生组织思维，加速外语和客观事物的直接联系，印象深刻。
第二，教师在听前环节，讲解单词的方式比较好。通过带领学生讨论自己喜爱动物的方式引入今天的主题，在学习新单词前很自然的先复习了以往学过的单词，起到温故知新的作用；另外，在黑板上书写单词以及领读，可以看出教师很注重单词发音的准确性，注重培养学生的口语能力，这样更有助于学生听说读写能力的全面发展。该老师很好的将单词的音、形、义结合，有助于学生对于单词的全面理解以及掌握。
（2）第一，教师将PPT上呈现出来的听力材料中涉及的所有动物词汇逐一领读这一点不太恰当。通过老师的呈现不难看出本节课重点内容应为cute等形容词，但是老师一直领读动物的单词，有点本末倒置，没有突出本节课的重难点；另外动物单词都是以前学过的，对于初中生来说过于简单，没有必要花费过多时间。第二，教师在听前环节直接将听力材料呈现出来，这样不太恰当。已经看到听力材料，学生会有依赖性，可能会有很多学生不听直接看屏幕去完成任务，那听力环节就失去了意义，不利于学生听力能力的培养。
（3）建议：第一，教师应该将将课堂重心放在cute等形容词上，突出本节课的重难点。教师可以在讲解完单词后，多带领学生朗读和练习新单词，过程中应该多结合一些有趣的学习方式，例如游戏以及抢答等。另外，教师也可以创设情境让学生练习单词，如让学生根据呈现图片造句、填空等方式都比较适合初中生。
第二，听前环节不要呈现听力材料。听前教师可以做很多活动，如讲解单词、背景介绍或者对主题进行预测，这些活动可以帮助学生熟悉听力话题，对听力材料更加感兴趣。听力材料在完成听中任务后呈现比较好，教师可以让学生看着材料跟磁带或者自己朗读，这样既可以帮助学生巩固听力内容，同时可以纠正学生发音，让学生重视培养自己口语能力。
六、教学设计题
根据提供的信息和语言素材设计教学方案,用英文作答。 33.设计任务:请阅读下面学生信息和语言素材,设计20分钟的口语教学方案。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:某城镇普通中学七年级(初中一年级)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:
Ms. Li: Hello, my name is Li Fang. I’m your teacher and you are my students. I’m Chinese. I’m from Wuhan .What’s your name?
Lingling: My name is Wang Lingling.
Ms. Li: Nice to mect you, Lingling. Where are you from?
Lingling: I’m from Beijing. I’m Chinese.
Ms. Li: How old are you? Lingling: I’m thirteen years old.
Ms. Li: Good. Hello, what about you?
Daming: Hello, Ms. Li, my name is Li Daming and I'm from Beijing, too. I’m twelve years old.
Ms. Li: Thanks. Hello, are you from America?
Tony: No, I'm not. I'm from England. I’m Tony Smith.
Ms. Li: Nice to meet you, Tony Hi, are you English, too?
Betty: No, I'm not. I’m American and my name is Betty King Lingling Tony and Betty are our friend
Ms. Li: Good! Welcome to Class 4 Grade7!
33、根据提供的信息和语言素材设计教学方案,用英文作答。 33.设计任务:请阅读下面学生信息和语言素材,设计20分钟的口语教学方案。教案没有固定格式,但须包含下列要点:
答案解析：
Teaching contents: This lesson is from middle school, and it mainly talks about the where they are from and how old they are.
Teaching Objectives:
(1) Knowledge objectives
① Students can master the basic knowledge of the speaking material.
② Students can master the structure: where are you from? I’m from ... . I’m a/an ... .How old are you? I’m...
(2) Ability objective:
Students can improve their speaking abilities by class work.
(3) Emotional objective:
Students can foster the interest and desire of learning English, and can be fond of taking part in class activities.
Teaching key and difficult points:
Teaching key point:
How to help students understand and use the basic knowledge of the speaking material.
Teaching difficult point:
How to help students foster the interest in learning English.
Teaching Procedures:
Step1: Leading in (2 min)
Teacher will show students a picture about the first day of new school life and ask students to guess what this passage will mainly talk about? After several minutes, invite two students to share their answers with all of students.
(Justification: Pictures can create a more real situation for students, this will arouse students’ learning interest and help students predict what they will learn today.)
Step2: Presentation (8min)
Ask students to listen to the conversation to get the main idea of the conversation. And then ask students to read the conversation together to fill in the chart.
(Justification: Through this table, students will find the information and master the new sentence patterns by reading the dialogue.)
Step3: Practice (5 minutes)
Ask students to read the conversation in the group, four students in one group. And invite several group to show the conversation in the front of the classroom.
Then Ask students to fill in the survey. After 3 minutes, invite several representatives to make a report for the whole class.
(Justification: Survey can make students to practice the main structure and better understand the main information of the conversation that they have just learnt.)
Step4: Production (5 min)
Ask students to go different groups to introduce themselves. And then ask some of them to show their practice.
(Justification: Students can use the words and structure they have learned to express their ideas, and they can get the interest of expressing themselves in English.)
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