一、单选题
1、It was such (a/an) _________ when they met each other in Beijing because each thought that the other was still in Hong Kong.
A occurrence
B chance
C coincidence
D occasion
答案解析：
本题考查名词辨析
该题句意为“他们在北京遇见实在太____了，因为他们都以为对方仍在香港”。根据题意，他们在北京遇见是一次巧合，故此题的正确选项为C。
C选项，coincidence“一致，巧合”，指凑巧，尤指偶然的事；符合题意，故此题的正确选项为C。
A选项，occurrence“发生，出现，事件”，指一般发生的事，没有偶然因素；不合题意，故排除。
B选项，chance“机会，可能性”；不合题意，故排除。
D选项，occasion“机会，场合”；不合题意，故排除。
故此题的正确选项为C。
2、When you come to our city you can see ________ yourself how beautiful it is.
A in
B for
C to
D with
答案解析：
考查介词和固定搭配
句意为“当你______来到我们城市，你就可以自己看看它有多美了”。
B选项，see for yourself是固定搭配，意为“自己去看，亲眼看看”。符合题意，故此题的正确选项为B。
A选项，in“在……里面”；不合题意，故排除。
C选项，to“向，朝，到，往”；不合题意，故排除。
D选项，with“和”；不合题意，故排除。
故此题的正确选项为B。
3、We have no trust in him because he has never _______ the grandiose promises he makes.
A delivered on
B eaten off
C forgotten about
D abided by
答案解析：
考查动词短语辨析
句意为“我们不信任他，因为他从来没履行过他那些华而不实的承诺”。
A选项，deliver on“履行诺言，不负众望，兑现”；符合题意，故此题的正确选项为A。
B选项，eat off“吃掉，腐蚀掉”；不合题意，故排除。
C选项，forget about“忘记”；不合题意，故排除。
D选项，abide by“遵守，遵循（法律、协议、协定等）”；不合题意，故排除。
故此题的正确选项为A。
4、With the villager ________ the way, we had no trouble ______ the cottage.
A to lead; finding
B to lead; to find
C leading; to find
D leading; finding
答案解析：
考查with的复合结构和固定句式
句意为“在村民的带领下，我们毫不费力地找到了小屋。”主句用了固定句式have trouble (in) doing sth.“做某事有麻烦”。其余部分用的with的复合结构：with+宾语+宾语补足语。当宾语的名词与宾语补足语的动词构成主动关系的时候，使用现在分词；二者构成被动关系的时候，使用过去分词；the villager和lead是主动关系，所以使用现在分词。
故此题的正确选项为D。
5、A new park has sprung up in ________ was a wasteland ten years ago.
A that
B what
C which
D where
答案解析：
考查宾语从句
句意为“十年前是一片荒地的地方突然出现了一个新的公园”。该空所填词要作介词in的宾语，且作从句的主语，因此用关系代词what引导宾语从句。做主句的宾语，从句的主语。
故此题的正确选项为B。
6、He said he’d phone you ________ he got home.
A the moment
B the moment when
C at the moment
D at the moment when
答案解析：
考查时间状语从句
句意为“他说他一到家，就会给你打电话”。英语中时间状语从句的连词主要有when, while, as, before等，除此之外，还有一些表示时间的名词短语如the moment, the minute, the instant等，用于as soon as的意义时可引导时间状语从句，这些词在句中起着连词的作用，所以不再需要when等连词，故此题的正确选项为A。
B项和D项，加了when，故排除。
C项at the moment是介词短语，在句子中作状语不能引导时间状语从句，故排除。
故此题的正确选项为A。
7、Which indefinite article “a” should be read emphatically in the following sentences?
A He is a handsome boy, but not smart.
B He is not a suspect, he is the suspect.
C He bought a cartoon book for his son.
D He is talking with a middle-aged man.
答案解析：
考查虚词重读
本题要求找出不定冠词“a”在句中重读的情况。不定冠词属于虚词，通常情况下，虚词是不需要重读的，如果想表达一些强调的含义时，可以将所强调的虚词重读。
B项的不定冠词“a”与后面的“the”形成对比，强调“他就是那个嫌疑犯，而不是别人”，所以需要重读。故此题的正确选项为B。
A项强调的是形容词handsome，从第二个分句中的smart可以得知；故排除。
C项和D项中的虚词没有表达任何特殊含义，所以不需要重读。故排除。
故此题的正确选项为B。
8、Which of the following indicates a more polite request or invitation?
A Come around↗ tonight
B Come around ↘ tonight
C Come around （降升） tonight
D Come around （升降）tonight
答案解析：
考查语调意义
本题是问下列哪项表示更加礼貌的邀请。语调意义就是说话人通过语调所表示的态度、感情或言外之意。降调的基本含义是“结束”“肯定”，常见的一般陈述句、命令祈使句和特殊疑问句都用降调。升调的基本含义是“没有结束”“不肯定”，常见的一般疑问句用升调。降升调常表示“对比”“态度保留”“有言外之意”，相对而言更礼貌。升降调常表示语气强烈、惊奇、自满得意等感情，比较不礼貌。
故此题的正确选项为C。
9、Due to the ________ influence, some Chinese learners of English wrongly passivize intransitive verbs like “die”, as in “John was died last year”.
A interlingual
B intercultural
C intralingual
D intracultural
答案解析：
考查二语习得
二语习得中偏误产生的原因主要归为两大类：一类偏误主要是因为学习者的母语迁移引起的，称之为“语际偏误”(interlingual errors)；还有一类偏误并不是因为母语迁移引起的，而是由于学习者在学习目的语规则时，过度推广沿用规则、片面地应用规则或者未完全理解规则应用的条件等导致的，称为“语内偏误”(intralingual errors)。C选项，语内偏误，故此题的正确选项为C。
A选项，语际偏误，不合题意，故排除。
B选项，不同文化间的，不合题意，故排除。
D选项，跨文化（语言学），不合题意，故排除。
故此题的正确选项为C。
10、________ tells where a person comes from, whereas_______ tells what he does.
A Dialect; register
B Style; genre
C Dialect; style
D Register; genre
答案解析：
考查社会语言学
方言(dialect)指生活在同一地理区域的人所使用的语言变体。地域方言最重要的语言区别性特征还是在于它的口音。与特定的情景类型相匹配的语言类型就是语域(register)。正式的情景可能决定了正式的语域，这样的语域以正式、标准的用词、语法规则和言语模式为特征；而非正式场景可能产生不太正式的语域，这样的语域产生不太正式的词汇、不标准的语法特征和略有错误的言语模式等特征。通常来说，像律师、医生、集邮者这些有特定职业或爱好的人群都会使用特定的语域，语域常用于与职业有关的场合。
故此题的正确选项为A。
11、Which of the following assumptions fails to describe the nature of vocabulary or vocabulary learning?
A Words are best learned in context.
B A lexical item can be more than one word.
C All words in one language have equivalents in another.
D Learning a word includes learning its form, meaning and use.
答案解析：
考查词汇教学
句意为“下列哪项说法没有正确描述词汇或词汇学习的性质？”
C项“在一门语言中的所有单词在另一门语言有对应的词汇”，但是事实上一门语言的词汇与另外一门语言的词汇并不是一一对应的关系，比如“巧克力”就是音译过来的一个原本在汉语里没有的词汇；符合题意，故此题的正确选项为C。
A项“最好在语境中学习单词”；正确但不合题意，故排除。
B项“一个词条可以对应不止一个单词”；正确但不合题意，故排除。
D项“学习一个单词包括学习其形式、意义和用法”。正确但不合题意，故排除。
故此题的正确选项为C。
12、When a teacher creates a real life situation for his students to discuss, he expects them not to focus on _______ too much.
A form
B use
C meaning
D function
答案解析：
考查课堂活动
句意为“当一个老师为他的学生创造一个真实的生活情境进行讨论时，他不期望他们过多地关注______”。教师创设真实有意义的情境，为学生提供讨论交流的机会，在这个过程中，应更重视语言的意义、用法和功能，让学生通过体验、实践，将学习的结果和自己的生活结合起来。因此不必过多地关注形式(form)。
故此题的正确选项为A。
13、It is suggested that teachers should not interrupt students for error correction when the activity aims at ________.
A accuracy
B fluency
C complexity
D cohesion
答案解析：
考查语言教学与课堂纠错
句意为“当活动是以_____为目标时，建议老师不要为了纠错打断学生”。不打断学生是要保证说话的流畅性（fluency）。
B项“流畅性”；符合题意，故此题的正确选项为B。
A项“准确性”；C项“复杂性”；D项“衔接”。不合题意，故排除。
故此题的正确选项为B。
14、When asking students to quickly run their eyes over a whole text to get the gist, we are training their skill of ________.
A scanning
B mapping
C predicting
D skimming
答案解析：
考查阅读教学
句意为“当要求学生快速浏览一篇文章获取大意时，我们在训练他们的_______技能”。
D选项，skimming“略读”，是通过快速阅读文章来获取大意的阅读技巧。故此题的正确选项为D。
A选项，scanning“寻读”，目的是从较长的文字资料中寻找特定的细节内容。
B选项，mapping“思维导图”。
C选项，predicting“预测”，指借助文章的标题、逻辑关系等，对文章的主题、体裁、结构等进行预测，目的常常是激发学生的阅读兴趣。
故此题的正确选项为D。
15、Teachers who adopt the _______ model for reading comprehension may start teaching a text by introducing new vocabularies and structures.
A parallel
B serial
C top-down
D bottom-up
答案解析：
考查阅读教学模式
句意为“教师在教授阅读时首先从新单词和句型结构开始，这是采用_____教学模式”。D项，自下而上的教学模式(bottom-up model)主张从较小的语言单位开始教学，即从词、句子逐渐解码，进而达到对整个段落、最后到整篇文章的理解。符合题意，故此题的正确选项为D。
A项，“平行的，相同的，类似的”，不合题意，故排除。
B项，“连续的；连载的；顺序排列的”，不合题意，故排除。
C项，自上而下的教学模式(top-down model)主张在阅读教学中重视背景知识的导入，要求学生对文章进行预测，然后阅读、检验、修订自己的预测，再进行新的预测。
故此题的正确选项为D。
16、It is suggested that lower-level EFL learners learn to read by reading ______ materials.
A simple and authentic
B academic and authentic
C original and classical
D classical and authentic
答案解析：
考查阅读材料的选择
句意为“建议水平较低的英语外语学习者阅读______材料”。对于水平较低的学习者；选择容易理解且地道的语言材料，这样学生才不会产生挫败感并且能够学到地道的外语表达。学术型、经典以及原著是较难的学习材料。
A项“简单且地道的”，符合题意，故此题的正确选项为A。
B项“学术且地道的”，不合题意，故排除。
C项“原始且经典的”，不合题意，故排除。
D项“经典且地道的”，不合题意，故排除。
故此题的正确选项为A。
17、When asking students to arrange the scrambled sentences into a logical paragraph, the teacher is focusing on ________.
A reading skills
B critical think
C proofreading skills
D textual coherence
答案解析：
考查语篇知识教学
句意为“当教师要求学生把打乱顺序的句子重组成一段符合逻辑的话时，这位教师关注的是_______。”这里教师关注的是上下文的逻辑性和连贯性。
D选项，“语篇连贯”，故此题的正确选项为D。
A选项，“阅读技巧”，不合题意，故排除。
B选项，“批判思维”，不合题意，故排除。
C选项，“校对技巧”，不合题意，故排除。
故此题的正确选项为D。
18、Which of the following is a typical feature of formal writing?
A Archaic words are usually preferred.
B The precision of language is a priority.
C Short and incomplete sentences are preferred.
D An intimate relationship with the audience is established.
答案解析：
考查写作教学
句意为“下面哪项是正式文体写作的典型待征？”正式文体的要求首要是用词准确无歧义，如法律文书。
B项“首先要保证语言的准确性”，符合题意，故此题的正确选项为B。
A项“偏好使用古体词”，不合题意，故排除。
C项“偏好使用简短、不完整的句子”，不合题意，故排除。
D项“跟读者建立亲密的关系”。不合题意，故排除。
故此题的正确选项为B。
19、Which of the following writing activities may be used to develop students’ skill of planning?
A Editing their writing in groups.
B Self-checking punctuations in their writing.
C Sorting out ideas and putting them in order.
D Cross-checking the language in their writing.
答案解析：
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？”
C选项，“将想法分类并按顺序排列”，符合题意，故此题的正确选项为C。
A选项，“分小组修改他们的作文”，不合题意，故排除。
B选项，“自己检查作文中的标点符号”，不合题意，故排除。
D选项，“相互检查作文中的语言”。不合题意，故排除。
故此题的正确选项为C。
20、In trying to get across a message, an EFL learner may use ________ strategies to make up for a lack of knowledge of grammar or vocabulary.
A communicative
B cognitive
C resourcing
D affective
答案解析：
考查英语学习策略
句意为“在努力将信息成功传达给别人时，英语学习者可以采用______策略来弥补语法或词汇知识的不足”。学习策略指学生为了有效地学习语言和使用语言而采取的各种行动和步骤。英语学习策略包括认知策略(cognitive strategies)、调控策略(control strategies)、交际策略(communicative strategies)和资源策略(resourcing strategies)等。其中，交际策略是指学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的各种策略。当英语学习者由于缺乏必要的语法或词汇知识而不知道如何表达时，为了让别人明白自己的意思，可以借助手势或表情等非语言手段来克服语言障碍，从而维持交际。这属于学习策略中的交际策略。
故此题的正确选项为A。
二、阅读理解题
Passage 1
Hidden Valley looks a lot like the dozens of other camps that dot the woods of central Maine. There’s a lake, some soccer fields and horses. But the campers make the difference. They’re all American parents who have adopted kids from China. They’re at Hidden Valley to find bridges from their children’s old worlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chinese version of “Twinkle, Twinkle Little Star.” “Her soul is Chinese,” she says, “but really she’s growing up American.”
Hidden Valley and a handful of other “culture camps” serving families with children from overseas reflect the huge rise in the number of foreign adoptions, from 7,093 in 1990 to 15,774 last year. Most children come from Russia (4,491 last year) and China (4,206) but there are also thousands of others adopted annually from South America, Asia and Eastern Europe. After cutting through what can be miles of red tape, parents often come home to find a new predicament. “At first you think, ‘I need a child’,” says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia, 5, from China in 1995. “Then you think, ‘What does the child need?’ ”
The culture camps give families a place to find answers to those kinds of questions. Most grew out of local support groups; Hidden Valley was started last year by the Boston chapter of Families with Children from China, which includes 650 families. While parents address weighty issues like how to raise kids in a mixed-race family, their children just have fun riding horses, singing Chinese songs or making scallion pancakes. “My philosophy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents,” says the director, Peter Kassen, whose adopted daughters Hope and Lily are 6 and 4.
The camp is a continuation of language and dance classes many of the kids attend during the year. “When we rented out a theater for ‘Mulan,’ it was packed,” says Stephen Chen of Boston, whose adopted daughter Lindsay is 4. Classes in Chinese language, art and calligraphy are taught by experts, like Renne Lu of the Greater Boston Chinese Cultural Center. “Our mission is to preserve the heritage,” Lu says.
Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder, Colo., when he was 7, “I went through a stage where I hated India, hated everything about it,” he says. “You just couldn’t mention India to me.” But after six sessions at the East India Colorado Heritage Camp, held at Snow Mountain Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high school next year.
21、What is the author’s primary purpose in writing the passage?
A Revealing the procedures for foreign adoptions.
B Recounting an amazing childhood camping experience.
C Investigating how Hidden Valley serves foreign adoption families.
D Demonstrating how culture camps help foreign adoption families.
答案解析：
本题考查主旨题
文章通篇介绍Hidden Valley以及其他野营活动小组安排的活动及其作用，其目的是为了阐述此类野营活动小组的开展是为了帮助跨种族收养儿童更好地了解他们的传统文化，更好地融入新家庭。
故此题的正确选项为D。
22、Which of the following is closest in meaning to the underlined word “predicament” in PARAGEAPH TWO?
A Dilemma
B Status
C Contradiction
D Consequence
答案解析：
本题考查词义题
根据第二段“predicament”后面Sandy所说的话“At first you think, ‘I need a child’,” says Sandy Lachter of Washington, D,C., who with her husband, Steve, adopted Amelia, 5, from China in 1995. “Then you think, ‘What does the child need?’”可知，虽然通过了重重困难收养了一个孩子，但是却发现了新的问题，那就是不知道孩子想要什么，所以家长的处境变得进退两难。
故此题的正确选项为A。
23、Where are the adopted kids served by Hidden Valley from?
A Russia.
B India.
C China.
D America.
答案解析：
本题考查细节题
根据第一段“They’re all American parents who have adopted kids from China,”可知Hidden Valley帮助的孩子来自中国。
故此题的正确选项为C。
24、What can a culture camp help to do according to Peter Kassen?
A It helps the adopted kids form a correct attitude to their complex heritage.
B It helps the Chinese children have fun with their American parents.
C It helps the Americans increase the adoption from Russia and China.
D It helps the American parents adopt children from other countries.
答案解析：
本题考查细节题
根据Peter Kassen定位到第三段“ ‘My philosophy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents,’ says the director, Peter Kassen.”可见他的观点是“只要孩子们看到其他中国孩子能和他们的白人父母在一起做的，他们都可以做”。
故此题的正确选项为B。
25、What can be inferred about Alex from the last paragraph?
A The culture camps caused Alex to hate everything about India.
B The East India Colorado Heritage Camp led to Alex’s immigration.
C Hidden Valley served as a link between Alex’s old world and the new.
D The culture camps helped Alex better understand his mixed-race family.
答案解析：
本题考查推断题
根据最后一段第一句以及Alex所说的话，可知Alex对他的出生国家印度有了改观，对自己跨种族的家庭有了新的认识。故此题的正确选项为D。
也可以使用排除法，排除其他三项。
A选项，与原文不符，故排除；
B选项，文中并没有提到“East India Colorado Heritage Camp”帮助Alex移民，而是帮助他重新了解印度，故排除；
C选项，Alex是受到“East India Colorado Heritage Camp”帮助而不是Hidden Valley，故排除。
故此题的正确选项为D。
三、阅读理解题
Passage 2
Birds are a critical part of our ecological system. But more than ever, birds are threatened by human pollution and climate change.
We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea to land, clean up after the mass death of the annual Pacific salmon runs, or when a wild animal falls anywhere in a field or forest.
How could we enjoy spring without the birds flitting busily in our garden or dropping by to check out the flowers in our urban window box? Can you contemplate America without the soaring bald eagle, or even those scavengers like the pigeons and gulls that clean up discarded food scraps on our city streets and waterfronts? How diminished our lives would be without them?
Scavenging eagles and condors need hunters to behave responsibly and bury, or remove, the remains of any shot deer peppered with fragments of lead bullets. Loons, ducks and other water birds will be poisoned by lead bullets and lead fishing sinkers if we allow such objects to drop in their feeding space.
All sea and shore birds, even the puffins and guillemots of the otherwise pristine Aleutians, need us to make sure that no other heavy metals, like mercury and cadmium, are dumped in rivers and make their way across the oceans.
Birds like the terns, knots and shearwaters that migrate between the far north and deep, deep, south of our planet need people everywhere to cease and desist from filling in their wetland fuel stops and rest stations, and from constructing golfing resorts and factories in their feeding and breeding grounds.
Seabirds are among the most endangered vertebrate species on the planet, with the International Union for Conservation of Nature classifying 97 species as globally threatened, and 17 in the highest category of critically threatened. Of greatest concern are the pelicans of the southern oceans and the spectacular, but slow-breeding albatross.
Plastic bags must be eliminated from natural environments so sea and shore birds don’t mistakenly carry such debris back to feed their chicks, with invariably lethal consequences. The albatross, cormorants and herons need us to stop over-fishing and compromising their normal food supply.
The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need us to ensure that we do not dump oil into gulfs and bays, or release so much carbon dioxide into the atmosphere that the oceans turn acidic and we lose the mussels arid oysters, the mass of calcareous plankton that feeds so many creatures, and the coral reefs that nurture enormous numbers of edible species.
Think about it: We share this small green planet. As they fly, feed and nest, the birds monitor the health of the natural world for us, provided that we, in turn, make the effort to access that key information.
The birds and humans are both large, complex and ultimately vulnerable organisms that inhabit the top of the food chain. At the end of the day, their fate will be our fate.
26、Which of the following is closest in meaning to the underlined word “contemplate” in PARAGRAPH THREE?
A Live in
B Think about
C Arrive at
D Comment on
答案解析：
本题考查词义题
根据第三段的内容，作者的目的是让读者想象没有鸟类的生活会变成什么样，故推测contemplate的意思为“考虑，思量”。
故此题的正确选项为B。
27、What does the underlined word “them” in PARAGRAPH THREE refer to?
A Birds
B Flowers
C Food scrapes
D Scavengers
答案解析：
本题考查指代题
根据第三段的内容，让读者想象没有鸟类的生活，可以推测“How diminished our lives would be without them?”中的them指的就是“鸟类”。
故此题的正确选项为A。
28、What does the author intend to do in writing the passage?
A To evaluate our needs of birds to save our earth.
B To describe various measures to protect the birds.
C To criticize the effects of human pollution on birds.
D To explain a basic tie between birds and humans beings.
答案解析：
本题考查主旨题
文章第一段指出鸟类是生态系统的关键一环，但是鸟类正遭到前所未有的人为污染和气候变化的威胁；二、三阶段介绍鸟类对生态环境、城市以及人类生活的重要性；四至九段介绍人类应该如何做来保护鸟类；最后两段再次点明鸟类和人类是相互依存的关系，最终，它们的命运就是我们的命运。可见作者写此文的目的是为了解释鸟类和人类的基本关系。
故此题的正确选项为D。
29、Which of the following fails to tell what birds do according to passage?
A They help plants grow in miracle ways.
B They clean up the dead bodies of fish and animals.
C They help the oceans from being polluted and acidic.
D They are likely to attack irresponsible hunters.
答案解析：
本题考查细节题
D选项，“可能攻击不负责任的猎人”，相关内容出现在第四段，但两项均不能从文中推测出来。出题人的题干设置有问题，本题C、D两项理应都选。但是，在考试中，遇到此类问题，要选出与文意最不相关的一项，比较两项，D项与文意更为不符，故此题的正确选项为D。
A选项，“以奇妙的方式帮助植物生长”对应第二段“We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea to land”，鸟类吃害虫，帮助植物播撒种子和传播花粉，将营养从海洋转移到陆地。
B选项，“清理鱼类和动物的尸体”对应第二段“clean up after the mass death of the annual Pacific salmon runs, or when a wild animal falls anywhere in a field or forest”。
C选项，“阻止海洋的污染和酸化”，相关内容出现在第二段、倒数第三段。
故此题的正确选项为D。
30、Which of the following is the best describes the attitudes?
A Humanistic
B Subjective
C Sentimental
D Recriminatory
答案解析：
态度题
humanistic“人文主义的”；subjective“主观的，个人的”；sentimental“伤感的，多愁善感的”；recriminatory“互相责备的，反控诉的”。文章开始介绍的是鸟类对于人类美好生活的重要性，中间大部分介绍人类在保护鸟类中的重要性，最后一段介绍了人类和鸟类在整个生物链之间的联系，体现了作者的人文主义关怀。
故此题的正确选项为A。
四、简答题
31、简述教师在组织小组活动 (group work) 时需注意的两个注意事项(8分）。列举教师在开展小组活动时的两个主要角色（6分），并概括有效开展小组活动时教师应具备的两个主要能力（6分)。
正确答案：
（1）教师在组织小组活动时需要注意的两个注意事项：
①精心选择话题，明确活动目的。
教师在小组活动中要结合教学内容，选择恰当的话题，以引发学生的学习兴趣，激起学生主动参与语言活动的欲望。同时，要在活动开始之前，使学生明白小组活动的任务，从而才能按照教师的布置认真完成小组活动并有实质性收获。
②合理组建小组，明确职责分工。
教师要从学生的实际情况出发,注意学生之间的差异性，进行合理分组。可以根据性别、性格特点、学习成绩等方面的差异建立相对稳定的学习小组，以保证组内各成员的差异性和互补性；可以根据小组水平一致来分,以保证小组之间竞争的公平性。
（2）教师在开展小组活动时的两个主要角色：
①组织者
教师宣布采取小组活动的形式，明确活动任务，组织分组，确定每组组长并使小组长明确自己的职责，然后说明活动如何开展；活动进行中，教师要确保学生正确地执行任务，并给予指导或督促，这都体现了教师的组织者的角色。
②参与者
新课程强调教学是教与学的交往、互动，是师生双方相互交流、相互补充的过程。在小组活动中， 教师应把自己当成学生中的一员，参与到活动中，既可以活跃课堂气氛，增进师生感情，又可以帮助学生解决难题，协助学生共同完成任务。
（教师在小组活动中的主要角色还有控制者、评估者等，考生列举出两种做简洁地说明即可）
（3）教师应具备的两个主要能力是组织能力和观察能力。在小组活动中，教师要在整个过程中，发挥良好的组织协调能力。同时在整个活动的过程中，教师需要发挥观察能力。如发现学生在活动中遇到困难,要主动帮助学生排忧解难,使活动能够顺畅进行。
答案解析：
本题考查的是教学实施中的课堂管理、教师的角色和教师具备的能力。
五、案例分析题
根据题目要求完成下列任务，用中文作答。
下面是某初中教师在教学一篇有关职业的课文前的活动片段。
(上课铃响，教师先让学生听一首英文歌曲，然后进行下列活动)
T: How do you like this song? Do you know the name of this song?
S1: Sorry, I don’t know.
T: It’s OK. Does anybody know the name of this singer?
S2: His name is Robbie Williams.
T: Exactly. Do you know the name of the song?
S2: A Better Man.
T: Excellent! It’s A Better Man. Hum, we don’t know much about him, but he is a singer. Well, Lily, would you like to be a singer in the future?
S3: No.
T: What would you like to be?
S3: I want to be a doctor.
T: (To S4) What would you like to be?
S4: I want to be a teacher.
…（该活动持续10分钟）
32、指出该教学活动的环节、目的和注意事项。（10分）
正确答案：
该教学环节属于教学活动中的导入环节。
导入环节的目的:①指向作用：吸引学生的注意力，并明确本节课的目的和任务；②激趣作用：激发学生的求知欲，使学生对本节课的内容产生兴趣；③铺垫作用：联系旧知识，有利于教师自然而然地引出本节课的内容。
导入的注意事项：①导人要有简洁性：导入不宜过长，45分钟的课堂，导入时间3~5分钟即可；②导入要有针对性：必须依据教学内容、目标及学生实际情况来进行针对性的设计；③导入要有趣味性：内容要新颖有趣，以便激发学生的学习热情，启发学生积极思维。
答案解析：
本题考查的是教学设计中的导入环节，是课堂的第一个环节。
33、简析教师的设计意图与方法。（10分）
正确答案：
教师的设计意图与方法：
设计意图：利用英文歌曲来导入本课，激发学生的学习兴趣，并与学生的生活实际联系起来，顺势引人本课话题。
方法：情景导入法。情景教学以其直观性、趣味性、生动性，激发了学生的参与和学习欲望。
答案解析：
本题考查的是设计意图与方法。
34、指出该教学活动片段存在的问题。（10分）
正确答案：
该教学活动片段存在的问题：
①导入时间过长。导入活动持续10分钟。
②导入的针对性较差。授课教师过多地把注意力集中到了歌手和英文歌曲的名称上，会误导学生认为本课话题是与英文歌曲有关，不容易想到是与职业有关。
③选材的内容脱离学生的实际情况，以至于学生对于有不熟悉的歌曲名称和歌手可表达的内容不多，容易打击学生的积极性。
④教师询问学生的职业理想只是单纯地提问，缺少反馈。如学生3回答后，教师没有任何回应就转向提问学生4。教师应该对学生的职业理想予以肯定，体现教学的教育功能。
答案解析：
本题考查的是教学设计中的基本内容，虽然是案例分析，但是借助案例，考查了教学设计的第一个环节，导入及导入的目的和注意事项，设计意图和方法包括存在的问题，如果不是深刻理解导入的作用，就无法回答这三个问题。
六、教学设计题
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 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：
35、根据提供的信息和语言素材设计教学方案，用英文作答。（40分）
正确答案：
(Teaching Contents:
These three passages are about the descriptions of friends and the things they do together.
Teaching Objectives:
(1)Knowledge objectives
Students can learn some new words and expressions such as “chubby, athletic” to describe a friend’s appearance, character, interests and what they like to do.
(2)Ability objectives
①Students can develop the ability to describe a friend’s appearance, character, interest and what they like to do.
②Students can improve their listening and speaking skills.
(3)Emotional objectives
Students can get a deeper understanding about friendship and strengthen the friendship with friends.
Teaching Key and Difficult Points:
(1)How to make students learn to describe a friend.
(2)How to make students improve the listening and speaking skills.
Teaching Procedures:
Step 1 Pre-listening (5 minutes)
The teacher asks students the following questions:
(1)Who is your best friend? What does he/she look like?
(2)What does he/she like to do? What do you usually do?
(Justification: Questions about students’ friends can arouse their interest and prepare them for the class.)
Step 2 While-listening (9 minutes)
(1)Listen to the tape and fill in the blank.
(2)Listen to the tape again and finish the following question of each person: What do you like to do together?
(Justification: This step helps students to get a better understanding about the listening material.)
答案解析：
本题考查的是教学设计，20分钟的英语听说课，材料介绍了三个人最好的三个朋友，借助这些材料，按照要求完成教学设计。
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