一、单选题
1、Which of the following correctly describes the English phoneme /θ/?
A A voiceless dental fricative
B A voiceless alveolar fricative
C A voiceless dental plosive
D A voiceless alveolar plosive
答案解析：
考查辅音的分类
A选项，voiceless是不带声的；dental是齿音；alveolar是齿龈音；fricative是摩擦音；plosive是爆破音。/θ/属于清音、齿音、摩擦音。综上，A选项正确。其他选项不属于题干所示音素的发音。
故正确答案为A项。
2、Which of the following consonant clusters may not serve as the beginning of a word?
A /spr/
B /str/
C /skw/
D /swt/
答案解析：
考查音系学里的序列规则
如果一个词汇3个辅音连在一起在句首的话，应该满足第一个发音是/s/，第二个是/p/ or /t/ or /k/，第三个是/l/ or /r/ or /w/。第四个违反了此规则，综上，D选项正确。
A、B、C选项，符合音系学的序列规则，故排除。
故正确答案为D项。
3、The gold medal was _____ to MS Barrette for her excellent performance in the drama.
A distributed
B buyed
C awarded
D rewarded
答案解析：
考查动词辨析
题意：由于巴雷特女士在戏剧中的出色表演，她被授予金牌。award意为授予，颁发。award to sb.为固定搭配。综上，C选项正确。
A选项，distribute意为分配和分发，与题意不符，故排除。
B选项，与题意不符，故排除。
D选项，reward意为酬谢、奖励，与题意不符，故排除。
故正确答案为C项。
4、The visitors had made so much____ that Mr. Water had to spend several days to cleaning up.
A trouble
B disturbance
C damage
D mess
答案解析：
考查名词辨析
题意：游客留下了太多了______，Water先生花费了几天的时间才清理完。根据句意可知，空格处填写的是clean up的宾语。clean up the mess为固定搭配。mess“混乱；肮脏”。综上，D选项正确。
A选项，trouble“麻烦；烦恼；故障”，与题意不符，故排除。
B选项，disturbance“打扰；骚乱，变乱；困扰”，与题意不符，故排除。
C选项，damage“损害，损毁”，与题意不符，故排除。
故正确答案为D项。
5、How many morphemes does the word "telecommunication" contain?
A 1
B 2
C 3
D 4
答案解析：
考查形态学的语素知识
语素被定义为含有语义的最小的单位，因此tele-communicate-tion由三个词素组成。综上，C选项正确。
故正确答案为C项。
6、In the foreign languages bookstore _____to be found books in various languages.
A is
B is been
C are
D are been
答案解析：
考查完全倒装
C选项，空格前的句子为介词短语。当表示地点的介词短语位于句首时，句子要全部倒装。综上，C选项正确。
A选项，句子主语books为复数，is不符合，故排除。
B选项，与题意不符，故排除。
D选项，与题意不符，故排除。
故正确答案为C项。
7、A person needs to know who he/she is before being able to know what ___makes him or her happy.
A is it that
B it is that
C is it which
D it is which
答案解析：
考查宾语从句语序和强调句
know后跟了宾语从句，从句引导词为what，宾语从句要用陈述句语序，故排除A、C两项；宾语从句为强调句，what在从句中充当被强调部分，强调句的结构为it is/was that/who...。句意为“一个人在能够知道是什么让自己快乐之前，需要知道自己是谁”。综上，B选项正确。A、C、D选项均不符合题意，故排除。
故正确答案为B项。
8、There____nothing more for discussion，the conference came to an end 20 minutes earlier.
A be
B to be
C being
D to have been
答案解析：
考查独立主格结构
“there being+名词或代词”为一种常见的独立主格结构。句意为“没什么要讨论的了，会议提前20分钟结束了”。综上，C选项正确。
A选项，与题意不符，故排除。
B选项，与题意不符，故排除。
D选项，时态与题干不符，故排除。
故正确答案为C项。
9、Which of the following is an entailment of the utterance "Annie broke the window" ?
A Annie was careless
B Annie was disruptive
C Annie did something to the window
D It is Annie who broke the window.
答案解析：
考查语句之间的蕴涵关系
A is an entailment of B意为“如果B，则A”，即B为真则A真。题干中“Annie打破了窗户”为真，则“Annie对窗户做了什么”也为真，其他选项都不成立。综上，C选项正确。
A选项，Annie是“粗心大意的，漫不经心的”，与题干不符，故排除。
B选项，disruptive“破坏的；扰乱的”，与题干不符，故排除。
D选项，“打破窗户的是Annie”是强调句，强调是Annie打破的，与题干中Annie打破窗户其实是一个意思，不属于蕴涵关系，故排除。
故正确答案为C项。
10、The following conversation clearly violates the_____ . A: How do you finally go to school? B: The bus is so fast so I got to school very early.
A Maxim of Quantity
B Maxim of Relation
C Maxim of Quality
D Maxim of Manner
答案解析：
考查会话合作准则
题干问的是下列对话违反了什么原则，B的答语比A所想要知道的答案多很多内容，违背了“Maxim of Quantity”数量准则指的是尽量提供对方所需信息，不提供冗余信息。它包括两方面一是所需的话应包含交谈目的所需信息；二是所说的话不应超出交际所需的信息。A是数量准则，综上，A选项正确。
B选项，关系准则，与题意不符，故排除。
C选项，质量准则，与题意不符，故排除。
D选项，方式准则，与题意不符，故排除。
故正确答案为A项。
11、Which of the following statements about a lesson plan is inappropriate?
A It is a teaching guide
B It is a blueprint to be strictly followed
C It takes into account syllabus and students
D It describes in advance what and how to teach
答案解析：
考查教案的内涵
此题是问：下列关于教案的表述，哪个是不恰当的？B项意为“它是一项必须严格遵照的计划”。A、C、D项分别体现了教案的性质、要求和内容，但教案只是一份教学设计在实际过程中会因为一些突发状况而随时进行调整，所以B项说“需要严格遵照执行”是不准确的。综上，B选项正确。
A选项，意为“它是一项教学指导”，故排除。
C选项，意为“它需要考虑到教学大纲和学生”，故排除。
D选项，意为“它事先描述了要教什么和怎么教”，故排除。
故正确答案为B项。
12、Skill-integrated activities allow teachers to build in more____ into a lesson，for the range of activities will be wide.
A certainly
B simplicity
C variety
D accuracy
答案解析：
考查课堂活动
此题是问：综合技能活动允许老师在课程中融入更多______。因为活动范围会更加广泛。从题干当中的integrated和wider等词可以判断出，只有使课堂活动更加多样，才会带来活动范围的扩大。C选项variety意为“多样性”。综上，C选项正确。
A选项，意为“确定性”，故排除。
B选项，意为“简单性”，故排除。
D选项，意为“准确性”，故排除。
故正确答案为C项。
13、A language proficiency test that only consists of multiple-choice questions lacks___.
A construct validity
B content validity
C test reliability
D scorer reliability
答案解析：
考查语言测试标准
此题是问：一个只有多项选择题的语言水平测试缺乏什么？多项选择题成为最普遍的测试手段的主要原因在于它较高的效度和信度。但是这项选择只能测试学生的语言输入能力却不能测试学生的语言输出能力，因此缺乏结构效度。A选项construct validity为“结构效度”。综上，A选项正确。
B选项，content validity意为“内容效度”，与题意不符，故排除。
C选项，test reliability意为“测试信度”，与题意不符，故排除。
D选项，scorer reliability意为“评分者信度”，与题意不符，故排除。
故正确答案为A项。
14、When a teacher asks students to rearrange a set of sentences into a logical paragraph he/she is trying to draw their attention to____.
A grammar
B vocabulary
C sentence patterns
D textual coherence
答案解析：
考查语篇知识教学
题意：当一名老师让学生将一组句子重新排列成有逻辑性的段落，那么她想让学生注意_____。既然强调了句子之间的连贯性，因此选择语篇连贯。D选项textual coherence“语篇连贯”。综上，D选项正确。
A选项，grammar“语法”，与题意不符，故排除。
B选项，vocabulary“词汇”，与题意不符，故排除。
C选项，sentence patterns“句型”，与题意不符，故排除。
故正确答案为D项。
15、Which of the following activities would help students develop the skill of extracting specific information?
A Inferring meaning from the context
B Recognizing the author's belief and attitudes
C Using information in the reading passage to make hypotheses
D Listening to the flight information to see if the plane is on time
答案解析：
考查阅读策略与技巧
此题是问：下列哪项活动可以帮助学生提高提炼具体信息的能力。Listening to the flight information to see if the plane is on time.意为“听取航班信息判断飞机是否准时”。A、B、C三项都是侧重对学生推理判断能力的锻炼，因而只有D项是通过听力练习，让学生注意细节信息（如飞机航班时间）来训练学生提取细节信息的能力。综上，D选项正确。
A选项，意为“通过上下文推断含义”，故排除。
B选项，意为“识别作者的看法和态度”，故排除。
C选项，意为“利用阅读文章中的信息作出假设”，故排除。
故正确答案为D项。
16、Which of the following activities can be used to check students' understanding of difficult sentences in the text?
A Paraphrasing
B Blank-filling
C Story-telling
D Summarizing
答案解析：
考查语篇知识教学
此题是问：下列哪项活动可以被用来检查学生对于文章中难句的理解？A选项，paraphrasing为“释义”。如果想考查学生对于长难句是否理解，可以通过让他们用自己进行释义来判断。其他几项只涉及对具体信息或文章大意的把握。综上，A选项正确。
B选项，意为“填空”，故排除。
C选项，意为“讲故事”，故排除。
D选项，意为“总结”，故排除。
故正确答案为A项。
17、When a teacher organizes group work, which of the following might be of the Least Concern?
A lncreasing peer interaction
B lncreasing individual practice
C Developing language accuracy
D Providing variety and dynamics
答案解析：
考查课堂活动
题意：当老师组织小组活动时，下列哪项可以予以极少关注？C选项Developing language accuracy为“提高语言准确性”。组织小组活动的目的一般是调动学生的学习兴趣，培养学生的参与、合作等能力，锻炼他们的实际语言运用能力。基于这样的目的，在组织活动中，老师可以适当忽略对于语言准确性的要求。综上，C选项正确。
A选项，意为“增加同伴间的互动”，故排除。
B选项，意为“增加个人练习”，故排除。
D选项，意为“提供多样性和动力”，故排除。
故正确答案为C项。
18、If a teacher asks students to collect, compare and analyze certain sentence patterns，he/she aims at developing students’______.
A discourse awareness
B cultural awareness
C strategic competence
D linguistic competence
答案解析：
考查语法知识教学
题意：如果老师让学生去收集、比较和分析某些句型，他旨在发展学生的_____。D选项linguistic competence“语言能力”。从题干可以看出，老师组织的活动主要是针对句型结构，进一步而言，实际体现的是对语言能力的训练。综上，D选项正确。
A选项，意为“语篇意识”，故排除。
B选项，意为“文化意识”，故排除。
C选项，意为“策略能力”，故排除。
故正确答案为D项。
19、When a teacher says to the whole class，" stand up and act out the dialogue，he/she is playing the role of a(n)______.
A monitor
B organizer
C assessor
D prompter
答案解析：
考查教师的角色
题意：老师对全班同学说“站起来，把这个对话表演出来”，那么他/她扮演的角色是____。B选项organizer“组织者”，指教师对课堂教学活动进行组织，使课堂有序进行。在该题中，老师让学生进行一项具体活动，体现了对于课堂活动的设计组织，所以扮演的是组织者的角色。综上，B选项正确。
A选项，“调控者”，指老师对活动的进程进行把握，保证活动开展得顺利有效，故排除。
C选项，“评价者”，指老师对学生的表现进行评价，故排除。
D选项，“提示者”，指老师在学生不知道要做什么说什么时给予适当的提示，故排除。
故正确答案为B项。
20、Which of the following may better check students' ability of using a grammatical structure?
A Having them work out the rule
B Having them give some examples
C Having them explain the meaning
D Having them explain the structure
答案解析：
考查语法知识教学
此题是问：下列哪一项可以更好地检测学生运用语法结构的能力？Having them give some examples意为“让他们给出一些例子”。通过让学生给出一些相同语法结构的例句，可以更准确地判断出他们对于该句法结构的把握。综上，B选项正确。
A选项，意为“让他们找出规律”，故排除。
C选项，意为“让他们解释含义”，故排除。
D选项，意为“让他们说明结构”，故排除。
故正确答案为B项。
二、阅读理解题
From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple of storytelling. But is it true? Or, to put the matter less starkly, is there a connection between creativity and dishonesty in real people who are not bent on world domination, as well as in fictional supervillains? Writing in Psychological Science. Francesca Gino of Harvard University and Scott Wiltermuth of the University of Southern California suggest that there is—and that cheating actually increases creativity.
Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involved adding up numbers for a cash reward, which was presented in a way that seemed to them to allow them to cheat undetected (though the researchers knew when they did). This was sandwiched between two tests for creativity, one of which was to work out how to fix a candle to a cardboard wall with a box of drawing pins, and the other a word-association test. This combination showed not only that creative people cheat more, but also that cheating seems to encourage creativity—for those who cheated in the adding-up test were even better at word association than their candle-test results predicted.
That result was confirmed by a second set of experiments, in which some people were given many opportunities to cheat and others few. The crucial predictor of creativity, the researchers confirmed, was the actual amount of cheating, not any propensity to cheat.
A third experiment tested the idea that this is because both creativity and dishonesty require, as it were, a flexible attitude to rules. In this experiment volunteers were asked about their attitude to bossy signs, such as “no cycling” and “no diving” notices, after being allowed to cheat (again, in a way transparent to the experimenters) on a coin-tossing test. Cheats, it turned out, were less constrained to obey such signs.
It is, it goes without saying, a long way from such acts of petty defiance to building a lair inside an extinct volcano and threatening Washington from it—or even to non-fictional acts of serious crime. But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyle and Ian Fleming were on to something.
21、Which of the following is closest in meaning to the underline phrase "were on to something" in the last paragraph?
A were inspired by something.
B were going to do something.
C were worried about something.
D were aware of the nature.
答案解析：
考查语义题
划线短语出现的原句内容为“But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyle and Ian Fleming were on to something”，但是一些关联还是存在的，所以这项研究确实证明阿瑟·柯南和伊恩·弗莱明（即莫里亚蒂和布鲁弗两个书中人物的创作者）还是发现了一些东西的。因为前面的例子说明了欺骗与创造力之间的关系，因而该句也是在说两位作家创作出的人物形象也恰恰体现出了这一点，所以两位作家是认识到了这一联系的，意为他们也“意识到了这一本质”。综上，D选项正确。
A选项，被某种东西所激励，故排除。
B选项，准备做点什么，故排除。
C选项，担心一些事情，故排除。
故正确答案为D项。
22、What can be concluded from the passage about Janves moriaty and Ernst Stavro Blofield?
A They are two evil geniuses.
B They are two psychologises.
C They are two story-tellers.
D They are two researchers.
答案解析：
考查推断题
根据人名可以定位到文章第一段“From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple of storytelling”即从莫里亚蒂到布鲁弗，这些魔鬼天才都是故事的主要内容。由此可以看出后半句其实是对前面两个人物的具体说明，所以他们是“evil genius”的代表人物。综上，A选项正确。
B选项，他们是两位心理学家，故排除。
C选项，他们是两个讲故事的人，故排除。
D选项，与题意不符，故排除。
故正确答案为A项。
23、Which of the following describes the sequence of Dr Gino and Dr Wiltermuth's research?
A candle test, adding-up test, word assoviation test.
B candle test，word association test, adding-up test.
C adding-up test, candle test, word association test.
D adding-up test, word association test, candle test.
答案解析：
考查细节题
根据文章第二段“This was sandwiched between two tests for creativity, one of which was to work out how to fix a candle to a cardboard wall...and the other a word-association test.”可知this指代第一句中的a task that involved adding up...，即adding-up test，而这是夹在candle test和word-association lest中间的。综上，A选项正确。
B选项，蜡烛测试，单词联想测试，加法测试，故排除。
C选项，加法测验，蜡烛测验，单词联想测验，故排除。
D选项，加法测试，单词联想测试，蜡烛测试，故排除。
故正确答案为A项。
24、What does the underlined words "the other" in paragraph 2 refer to?
A The trick
B The test
C The reward
D The combination
答案解析：
考查指代题
根据文章第二段第二句“This was sandwiched between two tests for creativity, one of which was to work out how to fix a candle lo a cardboard wall with a box of drawing pins, and the other a word-association test.”即统计现款奖金的数量测试是夹在两个创造力测试之间的，其中一个测试是如何用一盒图钉将蜡烛固定在纸板墙上面，另一个测试是文字联想测试。由此可知“the other”是指测试。综上，B选项正确。
A选项，戏法，把戏，故排除。
C选项，报酬；报答，故排除。
D选项，结合；联合体，故排除。
故正确答案为B项。
25、What conclusion can be drawn from this passage?
A The more a person cheats, the more creative he is.
B Cheating is likely to encourage creativity to some extent.
C A person who cheats is more creative than a person who doesn't.
D A person who is creative cheats more than A person who is less creative.
答案解析：
考查推断题
根据文章第二段最后“This combination showed not only that creative people cheat more, but also that cheating seems to encourage creativity”即这个不仅表明对创造力的人会欺骗更多，也表明欺骗似乎会激励创造性。第三段第一句“That result was confirmed by a second set of experiments”即第二组实验证实了第一组实验的结果。综上，B选项正确。
A选项，一个人欺骗得越多，他就越有创造力，故排除。
C选项，与题意不符，故排除。
D选项，与题意不符，故排除。
故正确答案为B项。
三、阅读理解题
While in Rome a few years ago my family and I made a point of eating pizza at the restaurants which were most famous for that food. There the pizzas were baked in cavernous, brick-lined ovens. One could order specific types of pizza (such as with cheese and anchovies, to name a combination of which I am fond) or, of course, get pizza with “the works.”
This always proved to be interesting. One such masterpiece included, among many ingredients, green peas. A cheery-looking poached egg decorated the center of that particular pizza.
Historically, the Greeks who occupied southern Italy between 730 and 130 B. C. get credit for developing a flat round bread topped with vegetables, herbs, onion, garlic, oil and cheese. This was the ancient forerunner of the Italian treat.
It is said that the modern pizza, originally consisting of red tomatoes, green fresh basil, and white mozzarella cheese on a crust was created in Naples in 1889. The colors represented the colors in the flag of Italy.
During World War II many U. S. soldiers cultivated an appreciation for pizza while stationed in Italy. Upon returning home they had to search out restaurants in Italian neighborhoods to satisfy their longing for more “pizza pie.” Smart businessmen and restaurateurs noticed this trend and pizzerias began to open in non-Italian communities.
In one of my written questionaires I asked people at what age they first ate pizza. Burlington, North Carolina resident Anne Miller answered age 50. (No one I polled said that they had never eaten pizza.) Most of my age fortyish respondents replied that they first sampled pizza as teenagers. John Calabrisi, retired Pittsylvania County Public Schools Planetarium Director, remarked that he had been eating pizza “all of my life.” Obviously, John is Italian.
Now pizza is America’s second favorite fast food (hamburgers are number one). The average American eats 22.5 pounds of pizza per year. At first, some people viewed pizza as a snack food, but with the advent of deep dish pizza, multiple toppings, and family-oriented pizza parlors, pizza became a “full-meal deal.”
Pizza Hut and Domino’s are the leading sellers of pizza nationwide, and the number of fast food pizza purveyors grew by 57% between 1985 and 1989. Since the first pizzeria in this country opened in a New York City neighborhood in 1905 the meteoric rise in popularity and sales of this fun food has spawned the existence of over 32,000 pizza parlors nationwide.
26、The modern pizza was created in _____.
A Rome
B Greek
C Italy
D America
答案解析：
考查细节理解
由第四段的内容可知，现代披萨于1889年在Naples（意大利西南部港市——那不勒斯）发明。综上，C选项正确。
A选项，罗马，故排除。
B选项，希腊人；希腊语，故排除。
D选项，美国，故排除。
故正确答案为C项。
27、What does the underline word “works” in the first paragraph refer to?
A Effects.
B Types.
C Contents.
D Ingredients.
答案解析：
考查词义推测
由works所在的语境可知，此处人们可以点特定类型的披萨，当然可以定制特定的馅饼。ingredient（混合物的）组成部分；（烹调的）原料。综上，D选项正确。
A选项，影响，效果，故排除。
B选项，类型，故排除。
C选项，内容，故排除。
故正确答案为D项。
28、Who actually introduced pizzerias in non-Italian communities?
A U.S. soldiers
B Italian businessmen
C Smart Americans
D Smart businessmen and restaurateurs
答案解析：
考查推断题
由第五段的最后一句话可知，明智的商人和餐馆老板把披萨饼店引进非意大利社区。综上，D选项正确。
A选项，美国士兵，故排除。
B选项，意大利商人，故排除。
C选项，聪明的美国人，故排除。
故正确答案为D项。
29、Which of following is TRUE according to the passage?
A The Romes developed a flat round bread topped with vegetables, herbs, onions, garlic, oil and cheese.
B A man who hand been eating pizza all of his life is an Italian.
C Now pizza is America’s first favorite fast food.
D The number of fast food pizza providers grew more than half 1980s.
答案解析：
考查细节题
答案可以定位到最后一段的第一句“Pizza Hut and Domino’s are the leading sellers of pizza nationwide, and the number of fast food pizza purveyors grew by 57% between 1985 and 1989.”综上，D选项正确。
A选项，扁平的圆面包配上蔬菜、香草、洋葱、大蒜、油和奶酪，故排除。
B选项，一个一辈子都在吃披萨的人是个意大利人，故排除。
C选项，现在披萨是美国第一种最受欢迎的快餐，故排除。
故正确答案为D项。
30、The passage mainly talks about______.
A the development of Pizza.
B the popularity of Pizza.
C the types of Pizza.
D the making process of Pizza.
答案解析：
考查主旨大意题
文章首先由作者和家人在罗马吃披萨的种类很多。接下来讲解了披萨的发明和引进。最后通过一个调查和一些数据说明了披萨在美国的受欢迎的程度。综上，B选项正确。
A选项，披萨的发展，故排除。
C选项，披萨的种类，故排除。
D选项，披萨的制做过程，故排除。
故正确答案为B项。
四、简答题
31、请说明精听与泛听的区别，并分别简述教师应该如何指导学生进行精听与泛听的训练。（20分）
正确答案：
（1）精听与泛听的区别：
精听(Careful listening)，是通过听课文，再把文章的内容感知一遍，同时可以加深对文章细节内容的深入了解。并且可以通过一些练习来检验听的效果（Filling in Blanks/True or False/Questions/Forms）。
泛听(Extensive listening)是让学生初步听材料并回答问题，让学生初步了解文章的主旨大意(main idea)和基本信息(basic information)，例如：时间、地点、原因、方式等。
（2）教师在指导学生进行精听训练时，要与语音、语法和词汇的学习相结合，可以“听”、“读”和“写”的技能训练相结合，还可以与社会、文化背景知识的学习相结合。在进行精听训练时，教师可以指导学生在反复多听的基础上完成一些辨音、填充缺失内容、听写的练习，之后还可以进行一些拓展练习，如总结听力材料中出现的语音现象、跟读或朗读内容、分析听力材料的文本结构和语言特点等。
教师在指导学生进行泛听训练时，一定要严格要求学生，应该一气呵成地只听一遍就完成听力练习，中间不能停顿或重复。在进行泛听训练中可以使用的听力练习包括：测试对听力内容是否理解的选择题、判断题、测试能否抓住重点词句的填空题，以及用自己的语言写出或口述出所听到的主要内容的练习等。完成这些练习后，教师要注意和学生及时总结，或和同学共同讨论泛听的策略，如：如何根据上下文判断生词的含义，如何预测下文等。
答案解析：
本题考查听力技能教学
精听一般以泛听为前提，即通过泛听先了解英语听力材料的主要内容，并确认所需精听的信息处在什么位置，然后再注意听确切的内容。
五、案例分析题
王老师是七年级的英语老师，在一次英语课上，他首先讲解了like与dislike的区别，然后要求学生做一项配对活动，活动结束后，他宣布做练习四，整个活动过程中，王老师始终在台上，活动过程如下图。
32、该教师在每个活动阶段分别存在什么问题?（15分）
正确答案：
（1）该教师在每个活动阶段存在的问题有：
①活动开始前，该教师下发任务不是很明确，没有限定活动时间，学生在练习的过程中可能会没有计划，课堂会比较散漫;另外，教师在活动前应该提供一个示范，使学生在活动练习的过程中更明确。
②活动开始中，该教师不应该一直站在讲台上，应该参与到学生的活动中去，体现教师参与者、指导者、评价者、控制者等的角色。
③活动结束后，该教师不应该直接宣布做练习四，应该要求学生对前面的配对活动做出反馈，并给予适当的反馈与鼓励。
答案解析：
见答案
33、针对每个阶段中存在的问题提出相应的建议。（15分）
正确答案：
（2）每个阶段的建议:
①活动开始前，教师应该合理选择任务的难度，使学生明确任务的目标，尤其是任务的目的、完成的过程以及对于结果的要求，都要交代的清清楚楚，使每个学生都有事情干。同时要给予学生充分的活动准备时间，提供必要的语言资源，给学生提供一些可供选择的完成思路。
②活动开始中，教师要充分发挥自己的作用，摆正自己的位置，此时教师不仅是平时课堂上的指导者、评价者、控制者，同时还是讨论组中的一员。教师应该走到学生中去参与讨论。同时，还要注意防止学生失控，如使用母语或说一些与主题无关的事甚至出现吵闹的现象。
③活动结束后，教师要注意引导学生进行反馈，让学生独立、完整地反馈成果，提升语言的准确度和流利度。对于学生在活动中出现的问题，要及时反馈，引导学生改正；对于学生表现优秀的地方，要及时给予鼓励，加强学生的自信心，增强英语学习的兴趣和合作意识。
答案解析：
本题考查课堂教学活动
做类似的题应抓住相应的技巧：大致浏览——审题（找出解题要点）——定位知识点——拟答案。本题的关键点是图片内容以及“整个活动过程中，王老师始终在台上”。根据关键部分拟出答题要点，围绕要点展开陈述。
六、教学设计题
设计任务：请阅读下面学生的信息和素材，设计一个15分钟的口语教学活动，教案没有固定格式，但要包括以下几点：
•teaching contents
•teaching objectives
•key and difficult points
•major steps and time allocation
•activities and justifications
教学时间：15分钟
学生概况：某城镇普通初一年级第一学期学生40人，多数学生已经达到《普通初中英语课程标准（实验）》二级水平，学生课堂参与积极性一般。
素材（一封信）
Dear Jenny,
I am very busy on Friday. At 8:00 I have math. It is not fun. The teacher says it is useful, but I think it is difficult. Then at 9:00 I have science. It is difficult but interesting. At 10:00 I have history. After that, I have P.E. at 11:00. It’s easy and fun. Lunch is from 12:00 to 1:00, and after that we have Chinese. It is my favorite subject. Our Chinese teacher, Mr. Wang is great fun. My classes finish at1:50, but after that I have an art lesson for two hours. It is really relaxing! How about you? When are your classes? What is your favorite subject?
Your friend, Yu Mei.
34、请阅读下面学生的信息和素材，设计一个15分钟的口语教学活动，教案没有固定格式，但要包括以下几点: Teaching objectives，teaching contents，key and difficult points，major steps and time allocation, activities and justifications
正确答案：
Teaching content: The passage is about a letter that Yu Mei writes to her friend Jenny, which talks about her study life on Friday.
Class type: Listening and speaking class
Teaching Objectives:
Knowledge objectives
(1)Students can master the meaning and usage of this writing.
(2)Students can use the fixed structures “I have science/math/Chinese/PE” and “It is + adj. in proper situation to talk about their study life.
Ability objectives
(1)Students can get the main idea about what Yu Mei is talking about after listening and can get some useful information from the writing.
(2)Students can improve their listening and speaking abilities through class activities.
Emotional objectives
(1)Students can improve the confidence of learning English, and are not afraid of speaking English in class.
(2)Students can cooperate with others actively, and complete the tasks together.
Teaching Key Points and Difficult Points:
Teaching Key Points
(1)How to help students make use of new sentences “I have science/math/Chinese/PE” and “It is + adj.”
(2)How to help students comprehend the main idea of the writing.
Teaching Difficult Points
(1)How to help students use the new sentences correctly.
(2)How to help students understand it is very necessary to talk about the study life with their friends to share their idea.
Teaching Procedures:
Step1 Warming up and lead-in (2 minutes)
Talk about whether students have written the letter to their friends. If they have written before, what they talked about in the letter.
(Justification: Through the questions and answers, on the one hand, it will help students practice their oral English. On the other hand, it can provide a related background information which can help students overcome obstacles.)
Step2 Pre-listening (2 minutes)
Show the picture about somebody’s study, and ask students to describe the content according to the picture.
(Justification: Through this activity, students can get the related information and arouse their interest in learning English.)
Step3 While-listening. (6 minutes)
(1)Play the record, and ask students to listen to the content. Then ask one student to tell his/her answer.
(2)Ask students to listen carefully and find out the following information. How does Yu Mei think of math? What does Yu Mei have at 10:00? What’s Yu Mei’s favorite subject? Then ask students to fill in the blanks in table. After they finish it, ask students to check the answers in pairs. How Math is...What Yu Mei has...at 10:00. What is Yu Mei’s favorite subject…
(3)Play the tape again and ask students to read after the tape, and pay more attention to the pronunciation, and do the imitation.
(Justification: Through the various activities, students can understand the details of the writing and learn to communicate with each other.)
Step4 Post-listening (4 minutes)
Choose some volunteers to do the interview. One of the partners acts as the interviewer and the other interviewee. Make an interview about the study life, using the knowledge they have learnt today.
(Justification: Students act out the dialogue in their own way, which helps to consolidate what they have learned in this period.)
Step 5 Summary and homework (1 minute)
Summary: Ask students to think about what they have learned today. And then make a summary.
Homework: Make a survey on the study life of your friends, at least 4 people. And do an oral report in the next class. Please use the sentences we have learnt today in your oral report.
(Justification: Summary can help students to deepen their understanding of the passage, and homework can help students to improve their speaking and writing ability.)
答案解析：
本题考查口语类的教学设计
口语类的教学设计是初中教学设计大题常考的一种课型，除了PWP模式之外，也可以用3P模式来写，即presentation——practice——production。
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