一、单选题
1、The similarity between the English consonants /p/, /b/, and /m/ is that they are all _______.
A fricative
B plosive
C labial-dental
D bilabial
答案解析：
本题考查辅音的分类
D选项，双唇音，/p/, /b/, /m/都属于双唇音，综上，D选项正确。
A选项，摩擦音，如/f/, /v/; /θ/, /ð/; /s/, /z/; /ʃ/, /ʒ/; /h/，故排除。
B选项，爆破音，/p/, /b/, /t/, /d/, / k/, /g/, 故排除。
C选项，唇齿音，/f/, /v/，故排除。
故正确答案为D项。
2、Which of the following is a back vowel in English?
A /ə: /
B /ɔ: /
C /ʌ/
D /e/
答案解析：
本题考查元音的分类
B选项，根据元音的分类，可知/ɔ:/属于后元音，综上，B选项正确。
A选项，/ə:/，中元音，故排除。
C选项，/ʌ/，中元音，故排除。
D选项，/e/，前元音，故排除。
故正确答案为B项。
3、There is only one playground slide in this school, so the students have to take _____ to use it.
A turns
B the turn
C a turn
D the turns
答案解析：
本题考查介词短语的习惯搭配
句意为“因为学校只有一个滑梯，所以学生们不得不轮流使用”。take turns to do sth.为固定搭配，“轮流做某事”。故正确答案为A项。
4、Out of everyone’s expectation, Johnson suddenly returned _______ a rainy night.
A at
B in
C on
D during
答案解析：
本题考查介词固定搭配。
句意为“出乎所有人意料，约翰逊在一个雨夜突然回来了”。“on a rainy night”在雨天晚上。固定搭配，故正确答案为C。
故正确答案为C项。
5、She _______ it very well when she described her younger brother as “brilliant but lazy”.
A put
B made
C assumed
D interpreted
答案解析：
本题考查动词短语辨析。
A选项，句意为“她把她弟弟表述成聪明但懒惰，这真是说得太好了”。put有“说，表达”的意思。put it very well“说得很好，搭配得很好”，综上，A选项正确。
B选项，make“制作”，故排除。
C选项，assume“假定，设想，承担”，故排除。
D选项，interpret“理解，解释”，故排除。
故正确答案为A项。
6、We don’t think _______ possible to master a foreign language without much memory work.
A this
B that
C its
D it
答案解析：
本题考查形式宾语
指主句中常用的动词：think, believe, make, find, consider, feel指的是形式宾语it；指的是宾补的两种形式：形容词或名词；指的是真正宾语的三种形式：不定式短语，动名词短语或that引导的宾语从句。如：We think it our duty to clean our classroom every day. He felt it important learning English well. They found it difficult that they would finish their work in two days.综上，D选项正确。
7、_______ the same mistakes in the annual financial report again made his boss very angry.
A His having made
B He having made
C He had made
D He has made
答案解析：
本题考查非谓语动词
题干大意为：他在一年一度的财务报告中再一次犯相同的错误让他的老板很生气。分析成分可知，句子中已经有谓语动词made,所以排除CD，非谓语动词作主语时，动名词的复合结构就是在动名词的前加上它的逻辑主语，故本题选择A
8、I would have told him the answer, but I ______ so busy then.
A had been
B were
C was
D would be
答案解析：
本题考查虚拟语气
前半句为虚拟语态，但是转折后这是个事实，then提示是过去，故选was。C对过去的描述，综上，C选项正确。A、B、D均为虚拟语气，故排除。
故正确选项为C。
9、The use of the expression “I won’t bore you with all details…” indicates that people usually observe the ______ maxim in their daily conversations.
A Quantity
B Quality
C Relevance
D Manner
答案解析：
本题考查合作原则。
A选项，我将不能容忍你所有的细节，违背了数量原则，说的内容少了，并未说明具体的细节是什么。综上，A选项正确。
B选项，质量原则，故排除。
C选项，关联原则，故排除。
D选项，方式原则，故排除。
故正确答案为A项。
10、Which of the following is an evaluative move used by a teacher in class to comment on students’ performance?
A initiative move
B follow-up move
C framing move
D repair move
答案解析：
本题考查评估性行为。
下面哪一个是老师在课堂上用来评价学生表现的评价话步。
B选项，反馈话步，主要表现为教师对学生回答做出的后续性话语，其结构包括三类：接受、评价和评论。综上，B选项正确。
A选项，引发话步，要求对方用语言或非语言做出反应，传达思想、事实、意见等，不合题意，故排除。
C选项，框架话步，用来表明课堂话语新一阶段的开始，在语流中起着表示边界的作用，不合题意，故排除。
D选项，维修话步，不合题意，故排除。
故正确答案为B项。
11、Which of the following activities is NOT typical of the Task Based Language Teaching method?
A problem-solving activities
B opinion exchange activities
C information-gap activities
D pattern practice activities
答案解析：
本题考查任务型教学法
题目问以下哪个不是典型的任务型教学法。
任务型教学法在教学活动中，教师应当围绕特定的交际和语言项目，设计出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，以达到学习和掌握语言的目的。
D选项，句型练习活动不符合任务教学法。
故此题的正确选项为D。
12、If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of ______.
A presentation
B demonstration
C elicitation
D evaluation
答案解析：
本题考查课堂教学
题目问“如果老师给学生展示在开始之前如何设计一个活动，她使用的技术是______？”
B项，展示，老师一般会在让学生活动前先做示范，符合题意，故此题的正确选项为B。
A项，新授，属于教授新课的环节，不合题意，故排除。
C项，引出，不合题意，故排除。
D项，评价，不合题意，故排除。
故此题的正确选项为B。
13、When a teacher asks students to discuss how a text is organized, he/she is most likely to help them ______.
A evaluate the content of the text.
B analyze the structure of a passage.
C understand the intention of the writer
D distinguish the facts from the opinions
答案解析：
本题考查语篇知识教学。
题干大意为：当老师要求学生讨论如何组织文本时，他/她最有可能帮助他们_____。
语篇(discourse)指的是实际使用的语言语篇教学法单位，是交流过程中的一系列连续的语段或句子所构成的语言整体。从功能上来说，它相当于一种交际行为。总的说来，语篇由一个以上的语段或句子组成，其中各成分之间，在形式上是衔接(Cohension)的，在语义上是连贯(Coherence)的。
语篇教学是相对于以词汇和句子结构为中心的教学而言。语篇可以是对话，也可以是独白，它包括书面语，也包括口语。外语教学的最终目的是要使学生能用目的语来交流思想和获取信息。思想的交流和信息的获取都是在一定的环境中进行的。这种语言使用的环境既包括语言方面的知识，也包括文化背景、语用、认知等方面的知识。语篇教学从理解整篇内容入手，运用所学语言和知识游览和捕捉重要语言线索，对所读文章获得一个总体印象，然后分段（语篇）找出中心思想，和重要信息，对文章进行深层次的的理解，包括对语篇功能和结构的理解，培养学生的语篇能力。
B选项，分析文章的结构，属于语篇教学。综上，B选项正确。
A选项，评价文章内容，不属于语篇教学，故排除。
C选项，理解作者的目的，不属于语篇教学，故排除。
D选项，将事实与意见区分开，不属于语篇教学，故排除。
故正确答案为B项。
14、Which of the following practices can encourage students to read an article critically?
A Evaluating its point of view.
B Finding out the facts.
C Finding detailed information.
D Doing translation exercises.
答案解析：
本题考查阅读教学
A选项，题干大意为：以下哪种实践可以鼓励学生批判性地阅读文章？关键词为批判性阅读。
A选项，评价文章的观点，属于批判性阅读，可以加入作者的主观想法。综上，A选项正确。
B选项，发现事实，事实性内容，故排除。
C选项，发现细节信息，事实性内容，故排除。
D选项，做翻译练习，故排除。
故正确答案为A项。
15、Which of the following is a display question used by teachers in class?
A If you were the girl in the story, would you behave like her?
B Do you like this story Girl the Thumb, why or why not?
C Do you agree that the girl was a kind-hearted person?
D What happened to the girl at the end of the story?
答案解析：
本题考查课堂提问
题干大意为：以下哪种是课堂上老师用的展示性提问？展示性问题，已知答案或可以在工具书中找到，答案唯一。检查学生对课文内容的字面理解。
D选项，“女孩儿在故事的结尾发生了什么”，答案唯一，可以从材料中找到唯一的答案，属于展示性问题，综上，D选项正确。
A选项，“如果你是故事中的女孩，你会表现得像她吗？”属于参考类问题，故排除。
C选项，“你同意那个女孩儿是个热心肠的人吗”，属于参考类问题，故排除。
故正确答案为D项。
16、Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?
A To make a study plan.
B To summarize a story.
C To read a text aloud.
D To do pattern drills.
答案解析：
本题考查学习策略
B选项，总结故事，属于认知策略。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。如整理和归纳所学内容、记要点、借助联想学习和记忆词语。综上，B选项正确。
A选项，制定学习计划，属于调控策略。调控策略是指学生计划、实施、评价和调整学习过程或学习结果的策略，故排除。
C学习，大声读课文，不属于认知策略，故排除。
D选项，做句型练习，不属于认知策略，故排除。
故正确答案为B项。
17、Which of the following exercises would a teacher most probably use if he/she wants to help students develop their discourse competence?
A paraphrasing sentences
B translating sentences
C unscrambling sentences
D transforming sentences
答案解析：
本题考查语篇能力。
题干大意为：如果老师想要帮助学生发展他们的语篇能力，那么下面的练习中哪一个是最有可能使用的呢？
A选项，句子释义句子，属于语篇，用英语解释或者转换句子。。
B选项，翻译句子，不属于语篇，故排除。
C项，整理句子。D选项，句型转换，不属于语篇，故排除。
故正确答案为A项。
18、The advantages of a pair and group work include all of the following except _____.
A interaction with peers
B variety and dynamism
C an increase in language practice
D opportunities to guarantee accuracy
答案解析：
本题课堂组织活动形式
题干大意为：结对和小组活动的好处不包括_____？
D选项，保证准确性的机会。小组活动和双人活动强调流畅性，不强调准确性。综上，D选项正确。
A选项，同伴交流，属于小组活动和双人活动的好处，故排除。
B选项，多样性和活力，属于小组活动和双人活动的好处，故排除。
C选项，增加语言练习，属于小组活动和双人活动的好处，故排除。
故正确答案为D项。
19、Which of the following should a teacher avoid when her/his focus is on developing students’ ability to use words appropriately？
A Teaching both the spoken and written form.
B Teaching words in context and giving examples.
C Presenting the form, meaning and use of a word.
D Asking students to memorize bilingual words lists.
答案解析：
本题考查词汇教学
以下哪个可以避免，当老师培养学生正确使用词语的能力？
D选项，要求学生记住双语单词表，属于死记硬背，教师应避免。综上，D选项正确。
A选项，教口语和书面语，正确，故排除。
B选项，在语境中教单词，正确，故排除。
C选项，呈现一个词的形式、意义和用法，正确，故排除。
故正确答案为D项。
20、Which of the following practices is most likely to encourage students’ cooperation in learning?
A Doing a project
B Having a dictation
C Taking a test
D Copying a text
答案解析：
本题考查合作学习
题干大意为：下面的实践中，哪一项最有可能鼓励学生在学习方面的合作？
A选项，做一个项目，需要学生互相合作。综上，A选项正确。
B选项，做一个听写，不需要合作，故排除。
C选项，参加考试，不需要合作，故排除。
D选项，复制一个文本，不需要合作，故排除。
故正确答案为A项。
二、阅读理解题
In recent years, however, society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order plus all who drop out before being ranked fail to develop the foundational reading, writing, and mathematical proficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnically diverse culture. So today, in asking schools to leave no child behind, society is asking that educators raise up the bottom of the rank-order distribution to as specified level of competence. We call those expectations our “academic achievement standards”. Every state has them, and, as a matter of public policy, schools are to be held accountable for making sure that all students meet them.
To be clear, the mission of sorting has not been eliminated from the schooling process. For the foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.
The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.
The students’ mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards
The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success however small. This new understanding has spawned increased interest in formative assessment in recent years.
21、What do the “academic achievement standards” in Paragraph 1 refer to?
A The driving dynamic forces for all students who need to survive in society.
B Confidence, optimism, and persistence that students need in order to succeed.
C Differentiated levels of competence specified for students with different abilities.
D The missions of students who want to beat others in their achievement race in
答案解析：
细节题。根据关键词所在文中的句子 “We call those expectations our ‘academic achievement standards’.” 可知其对应的就是 “those expectations” 所指的内容。根据前面一句话 “... society is asking that educators raise up the bottom of the rank order distribution to a specified level of competence.”可确定答为C。
22、Which of the following would happen due to the change in mission for assessment?
A Most students would achieve a certain level of academic success.
B Educators would raise up the bottom of the rank order distribution.
C Teachers would help low achievers to beat high achievers successfully.
D Schools would eliminate sorting and ranking from the schooling process.
答案解析：
细节题。根据第四段“The students’ mission is no longer merely to beat other students in the achievement race ... all students can achieve a certain level of academic success”可知A项正确，C项错误。B项文章没有提及。根据第二段 “To be clear, the mission of soring has not been eliminated from the schooling process.”可知，D项错误。故本题选A。
23、Which of the following is closest in meaning to the underlined word “accommodate” in Paragraph 4?
A Adapt.
B Match.
C Accept.
D Understand.
答案解析：
词义题。根据面线词定位到文章例数第二段的最后一句，该句包含四个小分句，采用了平行结构”must +v.”。此处accommodate有“承认，接受”的意思。当它表示（使）适应“时常用的搭配为accommodate (sb.)to sth.。故本题选C。
24、Which is meant by the author about the emotional promise of assessment for students?
A To reach a minimum level of achievement.
B To build up their confidence in success.
C To enable them to compete with others.
D To help them realize their goals.
答案解析：
推断题。根据题干中的关键词emotional promise将答案锁定在第三段和最后一段。根据第三段 “assessment and grading procedures... must now be revised to permit the possibility that all students could succeed at some appropriate level... must now be replaced by others that promote hope and continuous effort...” 以及最后一段“The driving forces must be confidence, optimism, and persistence for all, not just for some.” 可推断出作者表达的意思是通过评估改革，教师要激发学生的自信与希望，使他们相信通过不断的努力，终会取得成功。故本题选B。
25、Which of the following is likely to be the title of this passage?
A Formative Assessment
B Success in Meeting Standards
C A New Mission of Assessment
D Limitations of Current School Ranking
答案解析：
主旨题。文章一开始分析了给学生排名这种评价方式的弊端，然后讲述了评价方式的改革，即学校要让所有学生而不仅仅是一部分学生达标。A项“形成性评价”, B项“成功达标”,D项“学校现行的排名制度的弊端”，三项均不能全面地体现文章的中心思想。C项“评价的新使命”最适合做这篇文章的标题。
三、阅读理解题
The subject of ballads, books and films, Robin Hood has proven to be one of popular culture’s most enduring folk heroes. Over the course of 700 years, the outlaw from Nottinghamshire who robs from the rich to give to the poor has emerged as one of the most enduring folk heroes in popular culture–and one of the most versatile. But how has the legend of Sherwood Forest’s merry outlaws evolved over time, and did a real Robin Hood inspire these classic tales?
Beginning in the 15th century and perhaps even earlier, Christian revelers in certain parts of England celebrated May Day with plays and games involving a Robin Hood figure with near-religious significance. In the 19th century, writer-illustrators like Howard Pyle adapted the traditional tales for children, popularizing them in the United States and around the world. More recently, bringing Robin to the silver screen has become a rite of passage for directors ranging from Michael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin’s existence, writers, performers and filmmakers have probed their imaginations for new incarnations that resonate with their respective audiences. In 14th-century England, where agrarian discontent had begun to chip away at the feudal system, he appears as an anti-establishment rebel who murders government agents and wealthy landowners. Later variations from times of less social upheaval dispense with the gore and cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.
Academics, meanwhile, have combed the historical record for evidence of a real Robin Hood. English legal records suggest that, as early as the 13th century, “Robehod,” “Rabunhod” and other variations had become common epithets for criminals. But what had inspired these nicknames: a fictional tale, an infamous bandit or an amalgam of both? The first literary references to Robin Hood appear in a series of 14th- and 15th-century ballads about a violent yeoman who lived in Sherwood Forest with his men and frequently clashed with the Sheriff of Nottingham. Rather than a peasant, knight or fallen noble, as in later versions, the protagonist of these medieval stories is a commoner. Little John and Will Scarlet are part of this Robin’s “merry” crew—meaning, at the time, an outlaw’s gang—but Maid Marian, Friar Tuck and Alan-a-Dale would not enter the legend until later, possibly as part of the May Day rituals.
While most contemporary scholars have failed to turn up solid clues, medieval chroniclers took for granted that a historical Robin Hood lived and breathed during the 12th or 13th century. The details of their accounts vary widely, however, placing him in conflicting regions and eras. Not until John Major’s “History of Greater Britain” (1521), for example, is he depicted as a follower of King Richard, one of his defining characteristics in modern times.
We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages of books. And even if we did, fans young and old would still surely flock to England’s Nottinghamshire region for a tour of the legend’s alleged former hangouts, from centuries-old pubs to the Major Oak in Sherwood Forest. What we do know is that the notion of a brave rebel who lives on the outskirts of society, fighting injustice and oppression with his band of companions, has universal appeal—whether he’s played by Erroll Flynn, Russell Crowe or even, as on a 1979 episode of “The Muppet Show,” Kermit the Frog.
26、Which of the following is closest in meaning to the underlined phrase “a rite of passage” in Paragraph 2?
A A milestone event.
B A top agenda.
C A religious ceremony.
D A privileged right:
答案解析：
词义题。根据画线词定位到文章第二段。该段主要讲述了在不同时期.Robin Hood的形象从充满宗教色彩，到融入儿童故事，再到被搬上大荧幕的经历变化。a rite of passage所在句子意为“将Robin的形象搬到荧幕上对各位导演来说，已经成为___” 。A项“一件具有里程碑意义的事”.B项“一项头等议程”,C项“一个宗教仪式",D项“项特权”。A项最符合原文意思。
27、Which of the following is true about Maid Marian according to the passage?
A A woman with a good heart.
B A woman Robin Hood loved.
C A woman Robin Hood helped.
D A woman studying Robin Hood legend.
答案解析：
细节题。根据第三段最后一句话".. cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.”可知，Maid Marian是Robin Hood的恋人。故本题选B.
28、Which of the following has been a defining characteristics of Robin Hood since the sixteenth century according to the passage?
A A religious celebrity.
B A versatile aristocrat.
C A supporter of King Richard.
D A beloved robber in Nottingham.
答案解析：
细节题。根据第五段中的 “Not until John Major’ s History of Greater Britain’ (1521), for example, is he depicted as a follower of King Richard, one of his defining characteristics in modern times”可知，本题选C。根据第二段可知，A项说的是15世纪甚至是更早时候的Robin Hood的形象；根据第三段可知，B项说的是14世纪时期Robin Hood的形象；根据第一段第二句话所描述的时间 “Over the course of 700 years” ，D项也不符合题意。
29、Which of the following methods is used by the author in elaborating his points?
A Quotation.
B Contrast and comparison.
C Classification.
D Rhetorical question.
答案解析：
推断题。本文讲述了Robin Hood作为一个有象征意义的人物，在不同的时期，人们对于他真正的身份和来源的不同版本的介绍。作者在陈述这些内容的时候，采取了对比和比较的方法。故本题选B.
30、Which of the following is a proper title for the passage?
A The Real Robin Hood
B The Fictional Robin Hood
C The Figurative Robin Hood
D The Imaginary Robin Hood
答案解析：
主旨题。根据最后一段第一句 “We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages of books”可知，我们不能确定Robin Hood是否真的存在过，故A、B、D三项均不合适。C项的意思是“具有象征意义的Robin Hood”，此标题与文章内容最贴近。
四、简答题
31、根据题目要求完成下列任务，用中文作答。简述英语校内课外活动的三个主要作用（6分），列出四种活动形式（8分）。写出教师组织课外活动的三点注意事项。（6分）
正确答案：
（1）英语校内课外活动的三个主要作用：①英语校内课外活动是学生英语学习的重要组成部分，能为学生的语言实践和自主学习提供更大的平台。②英语校内课外活动有助于激发和提升学生学习英语的兴趣、丰富语感、开阔视野、增长知识、发展智力和塑造性格。③英语校内课外活动有助于提升学生的活动组织和管理能力。
（2）英语校内课外活动的形式：英文演讲、唱英文歌、英语角、英语墙报等。
（3）注意事项：①教师应根据学生的年龄特点和需求，结合当地经济文化发展实际，有计划、有组织、有创造性地开展内容丰富、形式多样、因地制宜的英语校内课外活动，如朗诵、讲故事、演短剧，以及英语校园或班级刊物等。②教师应注意英语校内课外活动要着重调动学生参与的积极性。要注意鼓励、动员、吸引学习困难的学生参与课外活动，为他们设计适合的活动形式和内容，以便他们能够乐于参与，并通过亲身体验和实践产生学习兴起和动力并获得成功。在活动中要给予他们耐心的指导，注意保护他们的自尊心和热情，尊重他们的参与方式，并注意因势利导。③教师要充分发挥学生的自主性，尊重他们的策划和选择并给予恰当的引导和辅导，要关注活动的过程，关注学生在活动中的表现，做好活动的顾问和服务工作，为他们的发展提供指导和支持。
答案解析：
见答案。
五、案例分析题
教学情境分析题（本大题1小题，30分）
根据题目要求完成下列任务，用中文作答。
下面片段选自某初中英语课堂教学实录。
T: Good morning, boys and girls. We talked about “The present prefect tense” yesterday, and I hope that you have got some idea about it. Do you still remember the forms of the tense?
S1: Have/Has done.
T: You’re right, good boy. And who can say a sentence with the form?
S2: Let me try. We have learnt English for a few years.
T: Very good, thank you.
S3: My father have gone to Hangzhou and tells us about its beautiful scenery there.
T: Oh, you also remember the form, but then, where is your father? Is he still in Hangzhou or back home now?
S3: Back home.
T: Oh, I see, you mean your father went to Hangzhou sometime in the past, and he has come back home from there. And since your father is not you yourself, not I, next time you should say “My father has been to Hangzhou and tells us about its beautiful scenery there.” OK?
32、该教师的教学有哪些优点？写出2个即可。（8分）
正确答案：
该教师的教学有以下两个优点：①合理使用纠错技巧，有针对性的教学反馈，以启发引导为主，提高学生的参与度。②采用循序渐进的教学方法，从语法结构的复习到语法语用，以此来检查学生的掌握情况。
答案解析：
见答案。
33、该教师发现学生表达错误时，采取了哪四种具体的纠错方式？（8分）
正确答案：
该教师发现学生的表达错误时，采取了以下四种具体的纠错方式：
①启发法
教师通过以下方式启发学生纠正错误：
A：就学生的错误部分提问，如“How do we say…in English?”，同时放慢语速或稍作停顿。B：以目光或手势示意该学生继续回答问题。C：提供几个相关选项供学生选择。D：如果该学生依然不能说出正确的形式，则请另一位学生提示或回答。例如：T: Now, look at this picture. What’s in it? S1: Three basket of apples. T: Three basket of apples? Is he right?（用目光或手势示意全班学生回答）OK Please correct it. Ss: Three baskets of apples. T: Yes. Good. Well done. OK, do you understand?
②澄清法
教师因不明白学生说的话或发现学生的言语出现形式错误而发出明确的信息要求学生纠正，通常使用What?/I’m sorry?/Pardon me?/What do you mean by…?之类的话。例如：S: I want be a scientist when I grow up. T: Er? I’m sorry? I want…S: I want to be a scientist when I grow up.
③直接纠错法
直接纠错是指学习者出现错误时，教师打断其语言训练或实践活动，对其错误予以正面纠正（说出正确的语言形式，并让学生改正）。这种纠错方式常用于旨在让学生掌握正确的语言形式而进行的机械操练或侧重语言精确输出的各种练习中。教师直接纠错时使用的课堂用语通常有：You should say…/No, you shouldn’t say that./Read after me./Pay attention to…/Oh, you mean…/We don’t say…in English. We say…等。（可以大概说几个）
④强调法
教师重复学生的话，有意重读和拖长出错部分的发音或用升调以表示特别强调，发现这种明显错误所在位置的方法常被用于学生的自我纠错。这种方法既能纠正学生的口语错误，保证学生顺利进行口头叙述，又能顾及学生的面子和自尊心，呵护他们参与口语活动的积极性。例如：T: Where did you spend your holiday this summer? S: I go to Qingdao for my holiday. T: You GO (?) to Qingdao? S: Oh, I went to Qingdao for my holiday.
答案解析：
见答案。
34、再列举出其他两种纠错方式，并各举一例说明。（14分）
正确答案：
除了以上四种纠错方式，教师在教学中还常用以下两种纠错方式。
①重述法
重述是指教师对学生语言表达中的错误进行含蓄纠正。这是一种温和的错误纠正方式，是对学生的表达进行部分肯定之后的纠正。该方法以学生的语言表达为基础，对部分成份或词语进行修正，并保持原表达的意思不变，对于纠正学生口语中的语法错误比较有效。例如：
S: He is watch TV.（第一次表达）T: He is watch TV? Peter is watching a football game on TV.（重述）S: He is watching TV.（第二次表达）T: Right. Go on please.
②元语言反馈法
元语言反馈是指学生出现言语错误时，教师并不直接说出正确答案，而是对学生的错误进行技术上的分析和描述，如指出词类误用时态错误等。常用的课堂用语有Can you find your error?/No, not….We don’t say … in English./Do we say that in English?等。这种方法更适合高中生，尤其是高水平学习者。例如：S: I go to visit my grandparents with my uncle last weekend. T: Do we say “go” here? “Go” is “present tense”. I’m afraid you used a wrong tense. S: I go…went…I went to visit my grandparents last weekend. T: Yeah. I went.
答案解析：
见答案。
六、教学设计题
（2018年上半年真题）教学设计题（本大题1小题，40分）
根据提供的信息和语言素材设计教学方案，用英文作答。
设计任务：请阅读下面学生信息和语言素材，设计15分钟的英语听说教学方案。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：15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版）》二级水平，学生课堂参与积极性一般。
语言素材：
Hi! I am Tony. I don’t like to get up early. In the morning. I get up at eight. Then I go to school at eight thirty. I don’t have much time for breakfast, so I usually eat very quickly. For lunch, I usually eat hamburgers. After school, I sometimes play basketball for half an hour. When I get home, I always do my homework first. In the evening, I either watch TV or play computer games. At ten thirty, I brush my teeth and then I go to bed.
Mary is my sister. She usually gets up at six thirty. Then she always takes a shower and eats a good breakfast. After that, she goes to school at eight thirty. At twelve, she eats lots of fruit and vegetables for lunch. After lunch, she sometimes plays volleyball. She always eats ice-cream after dinner. She knows it’s not good for her, but it tastes good! In the evening, she does her homework and usually swims or takes a walk. At nine thirty, she goes to bed.
35、根据提供的信息和语言素材设计教学方案，用英文作答。
正确答案：
Teaching contents: this lesson is form middle school, and it mainly talks about time schedule of Tony and his sister.
Teaching objectives:
Knowledge objectives:
Students can master the basic knowledge of the listening material.
Students can master the structure how to describe things at specific time.
Ability objective:
Students can improve their listening and speaking ability.
Emotional objectives:
Students can cultivate a good habit.
Students can foster the interest and desire of learning English, and fond of taking part in class activities.
Teaching key point:
Students can master the basic knowledge of the listening material.
Teaching difficult point:
Students can foster the interest of learning English.
Teaching procedures:
Step 1: Pre-listening (4minutes)
1. Teacher will show student a video about daily life of Jack Ma, and let them talk about it.
2. Teacher ask students to share their daily life in group of 4, and 3 representatives to share their ideas.
(Justification: Group discussion can strengthen their cooperative spirit and their speaking ability. And they will review some keys words of routine life.)
Step 2: While-listening (8minutes)
1. Students need to listen to the tape for the first time and choose the activities Tony did in the recording.
2. Students need to listen to the tape one more time, and answer some questions in detail.
(Justification: Students will improving their listening ability and ability of catching up some key words.)
Step 3: Post-listening (3minutes)
1. Do the actions and let your partner guess what you are doing.
2. Design a good time schedule for your weekends and share it with your desk mate.
3. Compare the different schedule and talk about which one is a healthier one and why?
(Justification: students can use the words we have learned to express their ideas, and let students realize the importance of cultivate a good habit.)
答案解析：
见答案。
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