一、单选题
1、Which of the following shows the proper pronunciation of the segment “ten bikes” connected speech?
A /tem baiks/
B /ten baiks/
C /təm baiks/
D /tən baiks/
答案解析：
考查语音学中的发音规则
A选项，/n/被后面的/b/同化了，/b/是双唇音，/n/也被同化成相应的双唇音/m/。综上，A选项正确。B、C、D三个选项均不符合题意，故排除。
故正确答案为A项。
2、___ is NOT included in the factors used in analyzing vowels.
A Position of the tongue
B Shape of lips
C Openness of the mouth
D Openness of the vocal cords
答案解析：
考查影响元音分类的因素
D选项，元音之间的区别主要是在四方面：一是舌头抬起的高度—高、中、低，二是舌头最高部分的位置一前、中、后，三是元音的长度或紧度一长元音和短元音，四是唇的圆展度一圆唇、非圆唇。元音的区别跟声带无关。综上，D选项正确。
A选项，舌位，故排除。
B选项，唇形，故排除。
C选项，嘴的张合度，故排除。
故正确答案为D项。
3、The study highlights how our sense of right and wrong isn’t just based on___, religion and philosophy, but also on the biology of our brain.
A rising up
B bring up
C uprising
D upbringing
答案解析：
考查形近词辨析
D选项，句意为“研究表明我们对是非的判断力并非仅仅是基于信仰和哲学一而是取决于我们大脑的生理过”。“upbringing” 教养、养育、抚育。根据语境，是非的判断力不仅仅基于教养。综上，D选项正确。
A选项，“rise up”上升，起义，故排除。
B选项，“bring up”养育，培养，故排除。
C选项，“uprising”起义，暴动，故排除。
故正确答案为D项。
4、Founded in 2003, the company specializes in canned fruits and vegetables and ___ food export business.
A quick-freezing
B quick-frozen
C quickly-freezing
D quickly-frozen
答案解析：
考查合成形容词
B选项，quick-frozen为合成形容词，意为“速冻的”。本句意为“公司成立于2003年，专业从事水果蔬菜罐头和速冻食品的出口业务”。综上，B选项正确。
A选项，使急速冷冻（quick-freeze的现在分词），与题意不符，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。
5、He resented ___ to wait and expected the minister ___ him immediately upon his arrival.
A to be asked; to see
B being asked; to see
C to be asked; seeing
D being asked; seeing
答案解析：
考查动词搭配
B选项，resent后接动名词，expect后接不定式。句意为“被告知要等待他很生气，他希望部长到达的时候能立即见他”。综上，B选项正确。其他三个选项均不符合题意，故排除。
故正确答案为B项。
6、Tom’s school was on the other side of the road, so he was told to watch out for cars when____ the street.
A crossing
B cross
C crossed
D to cross
答案解析：
考查状语从句的省略现象
A选项，当状语从句的主语和主句的主语一致，且从句中含有be动词时，可以省略状语从句中的主语和be动词，即题中从句中的crossing为he was crossing的省略。综上，A选项正确。
B选项，十字架；十字形饰物；杂交品种，故排除。
C选项，十字的，划掉的，交叉的，故排除。
D选项，为动词不定式，故排除。
故正确答案为A项。
7、You can sleep on the couch in the lounge ___ you can go to a nearly hotel.
A or
B then
C and
D but
答案解析：
考查连词辨析
A选项，句意为“你可以睡在大厅的沙发上，你也可以去附近的旅馆”。可知，句子前后应该用能表达选择关系的连词。综上，A选项正确。
B选项，常为形容词或副词，故排除。
C选项，并列连词，故排除。
D选项，转折连词，故排除。
故正确答案为A项。
8、Not a single word ___when he was forced to leave home and join the army in 1937.
A did Mark leave
B left Mark
C did leave Mark
D Mark left
答案解析：
考查句子倒装
A选项，not是否定词，置于句首后句子需要采用部分倒装的形式。综上，A选项正确。
B、C、D都不是部分倒装，故排除。
故正确答案为A项。
9、How many morphemes does the word “impossible” consist of?
A One
B Two
C Three
D Four
答案解析：
考查词素知识
C选项，impossible这个单词包含三个语素，分别是前缀im-，词根possi和后缀-ble，综上，C选项正确。
故正确答案为C项。
10、What rhetorical device is used in the underlined part of the sentence: There was an eloquent pause after the story was told?
A Pun.
B Simile.
C Metaphor.
D Transferred epithet.
答案解析：
考查修辞手法
D选项，移就是用表示甲性质或特征的形容词、过去分词或现在分词来修饰不同属性的乙，使词语搭配产生变异，造成突出。移就能使人产生形象联想，收到情景交融、耐人寻味的表达效果。题干中的eloquent pause 使用的就是移就的修辞手法。综上，D选项正确。
A选项，双关，故排除。
B选项，明喻，故排除。
C选项，暗喻，隐喻，故排除。
故正确答案为D项。
11、In teaching pronunciation, the teacher should tell the students that ___ can be used to convey more important messages.
A rhyme
B stress
C devoicing
D rhythm
答案解析：
考查英语语音教学
B选项，英语中的重音可以用来表示强调，表达重要信息。综上，B选项正确。
A选项，韵脚；押韵，故排除。
C选项，清音化，故排除。
D选项，节奏，韵律，故排除。
故正确答案为B项。
12、When a teacher asks students to discuss how the writer’s ideas are organized in the text, he/she intends to develop students’ skill of_________ .
A recognizing the textual structure
B understanding the writer’s intention
C distinguishing facts from opinions
D commenting on the content of the text
答案解析：
考查英语阅读教学
A选项，教师让学生讨论文中作者的观点是如何被组织起来的，目的是让学生认识文章的结构。综上，A选项正确。
B选项，理解作者的意图，故排除。
C选项，区别事实与观点，故排除。
D选项，对文本内容的评论，故排除。
故正确答案为A项。
13、Which of the following focus (es) on accuracy in teaching grammar?
A Simulation
B Substitution drills
C Role play
D Discussion
答案解析：
考查英语语法教学
B选项，替换性练习(substitution drills)强调语法教学中的准确性。综上，B选项正确。
A选项，模仿，模拟，故排除。
C选项，角色扮演，故排除。
D选项，讨论，故排除。
故正确答案为B项。
14、When a teacher says “Next，please pay attention to the time of arrival and departure of the planes in the recording .” He/she intends to the develop students’ skill of___.
A predicting
B getting the general pictures
C distinguishing sounds
D getting specific information
答案解析：
考查英语听力教学
D选项，题目中教师让学生注意听力中“飞机抵达和出发的时间”是为了让学生听出具体的时间信息，即培养学生获得具体信息的能力。综上，D选项正确。
A选项，预言，预测，预示，故排除。
B选项，获取一般的图片，故排除。
C选项，辨别声音，故排除。
故正确答案为D项。
15、If a teacher asks students to list as many ways as they can to tell someone to open the door and list the possible function of a sentence in different content, he/she is probably trying to highlight ___.
A the potential meaning of a sentence
B different realizations of the same function
C the relationship between form and function
D different ways of getting people to do the same thing
答案解析：
考查语用学在英语教学中的运用
C选项，题目中教师让同学尽可能多地说出“打开门”这句话不同的表达形式，并列举出一句话在不同语境中可能具备的功能，这种教学方式是为了强调形式与功能之间的关系。综上，C选项正确。
A选项，句子的潜在意义，故排除。
B选项，同一作用的不同实现，故排除。
D选项，人们做同样的事情的不同方法，故排除。
故正确答案为C项。
16、The teacher would use ____ to help students communicate in teaching speaking.
A substitution drills
B group discussion
C listening and acting
D reading aloud
答案解析：
考查英语口语教学
B选项，为了帮助学生在口语课堂上交流，教师可以采取小组讨论的形式来进行课堂活动。综上，B选项正确。
A选项，替换练习，故排除。
C选项，倾听和表演，故排除。
D选项，大声读，故排除。
故正确答案为B项。
17、____assessment is used to measure how the performance of a particular student or group of students with that of another.
A Criterion-referenced
B Norm-referenced
C Formative
D Summative
答案解析：
考查教学评价相关知识
B选项，常模参照性评价是依据学生个人的成绩与规定的一群人（如班级、年级、全国的同龄人等）中其他人的成绩相比较来评价和决定他成绩优劣的一种方法，而不考虑他是否达到教学目标的要求。综上，B选项正确。
A选项，目标参照性评价，与题干不符，故排除。
C选项，形成性教学评价是指“对学生日常学习过程中的表现、所取得的成绩以及所反映的情感、态度、策略等方面的发展做出评价”。其目的是“激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神”。故排除。
D选项，终结性评价，与题干不符，故排除。
故正确答案为B项。
18、Which of the following teacher’s instructions could serve purpose of eliciting ideas?
A Shall we move on?
B Read after me everyone.
C What can you see in this picture?
D What does the word “quickly” mean?
答案解析：
考查英语教学中的提问技巧
C选项，在英语教学中恰当地运用教学手段可以激励学生学习动力。C项的提问比较开放，且有助于全体学生的积极参与，能够激起学生的学习兴趣。综上，C选项正确。
A选项，我们继续吧？故排除。
B选项，大家跟着我读，故排除。
D选项，“quickly”的含义是什么？故排除。
故正确答案为C项。
19、Which of the following is an example of teachers’ indirect corrective feedback?
A Say “went” instead of “go”.
B We never use “at” that way.
C Choice A is not the right answer.
D Who can help him with this sentence?
答案解析：
考查教学反馈相关知识
D选项，A、B、C三项都属于直接反馈，只有D项属于间接反馈。综上，D选项正确。
故正确答案为D项。
20、Total Physical Response as a TEFL method is more often used for teaching___.
A children
B adults
C ESP course
D GE course
答案解析：
考查英语教学法
A选项，全身反应法主要是对儿童应用比较多。综上，A选项正确。
B选项，成年人，故排除。
C选项，ESP course专门用途英语课程，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A项。
二、阅读理解题
Seventy years ago, more than 160,000 Allied troops stormed the beaches of Normandy during the D-Day invasion. And while we all know that day served as a huge turning point for the Allied cause, you probably haven’t thought much about what those soldiers carried with them to eat during and after the invasion. Food had to be lightweight, nutritious and very high in energy: after all, these men were about to invade Nazi-occupied land. As it happened, the one substance that could fulfill all those requirements was a very unlikely item—a Hershey’s chocolate bar.
The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U.S. Army emergency rations. According to Hershey’s chief chemist Sam Hinkle, the U.S. government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and “taste a little better than a boiled potato”. The final product was called the “D ration bar”, a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move through the normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ounce mold by hand.
As for taste, well, most who tried it said they would rather had eaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it. And despite the U.S Army’s best efforts to stop the men from doing so, some of the D ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed for extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.
But “Hitler’s Secret Weapon”, as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome addition to kit bags. Along with the D rations, troops received three days worth of K ration packs. These were devised more as meal replacements and not sustenance snacks like the D rations, and came completely with coffee, canned meats, processed cheese and tons of sugar. At various points during the war, men could find powdered orange or lemon drink, caramels, chewing gum and-of course-more chocolate. Along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men.
21、What is the tone of the author in writing the article?
A Ironic
B Passionate
C Humorous
D Matter-of-fact
答案解析：
考查细节题
D选项，由第一段“Seventy years ago, more than 160,000 Allied troops stormed the beaches of Normandy during the D-Day invasion.”和第二段“The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U.S. Army emergency rations”以及第三段“By the end of the war, the company had produced more than 3 billion...”可知作者都是在陈述事实，并未添加个人的感情色彩。综上，D选项正确。
A选项，具有讽刺意味的，冷嘲的，故排除。
B选项，热烈的；激昂的；易怒的，故排除。
C选项，幽默的；滑稽的；风趣的，故排除。
故正确答案为D项。
22、Which of the following features of D Ration bars is NOT true according to the passage?
A Light weight
B High energy
C Spicy taste
D Heat resistance
答案解析：
考查细节题
C选项，根据文中第二段 “they had to weight 4 ounces, be high in energy, withstand high temperatures and taste a little better than a boiled potato” 可知它具有质量轻、能量高、抗热性强的特点，综上，C选项正确。
A选项，轻量；轻质，故排除。
B选项，高能量，故排除。
D选项，抗热性；耐热度，故排除。
故正确答案为C项。
23、Why were D Ration bars referred to as “Hitler’s Secret Weapon” by Allied soldiers?
A It was a conspiracy launched by Hitler.
B It was produced as a weapon to defeat Hitler.
C It was nutritious enough to please the soldier.
D It was hard to eat and was disliked generally.
答案解析：
考查推断题
C选项，根据第四段“But Hitler’s Secret Weapon as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy...”可知，糖果是一种激励军队的简单方式，并且是一种快速补充能量的方式。综上，C选项正确。
A选项，这是希特勒发起的阴谋，故排除。
B选项，它是作为击败希特勒的武器而生产的，故排除。
D选项，吃起来很难，一般都不喜欢，故排除。
故正确答案为C项。
24、Which of the following is the closest in meaning to “pep up” in the last paragraph?
A Cheer up
B Feed up
C Steer up
D Take up
答案解析：
考查词义题
A选项，根据“Candy was an easy wayωpep up the troops, the quick burst of energy provided by sugar”可知cheer up为正确选项，综上，A选项正确。
B选项，养肥；养壮，故排除。
C选项，转向，故排除。
D选项，开始从事；接受（提议）；占用，故排除。
故正确答案为A项。
25、Which of the following might be the best title for the passage?
A How Chocolate Was Made for the War
B How Chocolate Helped Win the War.
C What Were the Requirements about Chocolate for the War.
D What Were the Difference between D Ration Bars and K Ration Packs.
答案解析：
考查主旨题
A选项，根据文章第一段中的 “... Food had to be lightweight, nutritious and very high” 以及文中对D ration bar诞生和制作的描述可知A项正确。
B选项，巧克力是如何帮助赢得战争的，故排除。
C选项，战争对巧克力有什么要求，故排除。
D选项，D配给棒与K配给包有什么区别？故排除。
故正确答案为A项。
三、阅读理解题
Julia Gillard, as education minister and then prime minister, identified the Gonski Report on school funding, later renamed the Better School Plan, as one of her crowning achievements.
Backed by the Australian Education Union and Australia’s cultural-left education blob (a term coined by Britain’s Secretary of State for Education, Michael Gove), her argument is that Gonski will deliver excellence and equity in education by massively increasing government expenditure. The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage, is also lauded as bring clarity, transparency and consistency to school funding. Not so. As noted by the National Commission of Audit, the flaws and weaknesses in the report are manifest and the reality is those who have been critical of the ALP—inspired approach to school funding have been proven correct.
Under the heading “Complexity of the funding model”, section 9.7 Appendix Volume 1, the statement is made that “new school funding arrangements are complex, inconsistent and lack transparency”. Instead of having a national funding model, we have a situation where the states and territories and Catholic and independent school sectors have their own approaches to allocating funding to schools.
So much for the argument that the Gonski model represents an improvement on the Howard government’s supposedly opaque and insistently applied socio-economic status (SES) mode.
The Schooling Resource Standard is also criticized for not being “based on a detailed analysis of the cost of delivering education” and the formula employed for quantifying disadvantage for using faulty data leading to students” being misidentified as being inside or outside definitions of educationally disadvantaged”.
Citing international research and an analysis carried out by the ALP federal member for Fraser, Andrew Leigh, when an academic at the Australian National University, the audit report also concludes there is little, if any, relationship between increased expenditure and raising standards. Mirroring the argument put by Jennifer Buckingham in her School Funding on a Budget, the audit report argues “increasing funding does not necessarily equate to better student outcomes”.
As common sense suggests, and contrary to the Australian Education Union’s “I Give a Gonski” campaign, a more effective way to raise standards is to have a rigorous curriculum, qualified and committed teachers, strong parental engagement and schools, within broad guidelines, that have the flexibility to manage themselves.
To applaud the commission of audits analysis of school funding should not be taken as unqualified support. The suggestion that the states, and most likely their education departments，should control how funding to independent school is allocated is a mistake.
State schools, on the whole, compete against non-government schools, and allowing state governments or their education bureaucracies to decide how funding is allocated to independent schools represents a conflict of interest.
26、For what reasons did Julia Gillard believe that the Gonski report was one of her best achievements?
A It would bring efficiency to school funding
B It would raise standards and equity in education
C It would reduce government budget in school funding
D It would control both the stale schools and independent schools
答案解析：
考查细节题
B选项，根据文中第二段“Gonski will deliver excellence and equity in education by massively increasing government expenditure” 即Gonski将要发扬教育的优点和公正，综上，B选项正确。其他选项不符合题意，故排除。
故正确答案为B项。
27、Which of the following is the closet in meaning to “committed” in PAPAGRAPH 9?
A Engaged
B Devoted
C Respected
D Promised
答案解析：
考查词义题
B选项，第九段指出“一个更有效的方法是制定严谨的课程，聘请高资质和教学的老师，父母与学校强有力的参与，广泛的指导……”。根据所描述的内容，可推断该词的意思应该与整句话表达的意思一致，devoted“献身的，忠诚的”最为符合。综上，B选项正确。
A选项，（指厕所等）有人用的；已订婚的；（指电话）占线的，忙碌的，故排除。
C选项，受尊敬的；受敬重的；受重视的，故排除。
D选项，（promise的过去式或过去分词形式）；承诺；答应，故排除。
故正确答案为B项。
28、How does the author make his arguments convincing to his readers?
A He cites noted authorities as a means of supporting his opinions
B He presents a thesis and then lists evidence to supporting his opinions
C He summarized an official document and then discusses it in detail
D He uses official documents and then gives his personal interpretation
答案解析：
考查细节题
A选项，根据第七段可知，作者主要是通过列举一些权威机构的观点来做支撑的。综上，A选项正确。
B选项，意思大致为“他提出了一篇论文，然后列举了支持他观点的证据”，故排除。
C选项，意思大致为“他总结了一份正式文件，然后对其进行了详细的讨论”，故排除。
D选项，意思大致为“他使用官方文件，然后给出他的个人解释”，故排除。
故正确答案为A项。
29、Which of the following represents the National Commission of Audit’s view on school funding?
A There should be a national funding model.
B Cost of delivering education should not be the major concern of school funding.
C There is a close relationship between increased expenditure and raising standards.
D The educational department school controls the allocation of funding to independent school.
答案解析：
考查推断题
A选项，根据文章最后一段可以得知，如何拨款给私立学校代表着一种利益上的冲突，说明国际财政机制还不够完善，即应该有一个财政典范。综上，A选项正确。其他选项与题意不符，故排除。
故正确答案为A项。
30、Which of the following titles best expresses the ideas of the passage?
A Needed: a Better Model for Education
B Gonski: the Advantages and Disadvantages
C Needed: a Better Model for Funding Schools
D Gonski: a Funding Model Favored by the Prime Minister
答案解析：
考查主旨题
D选项，本文主要是在讲Julia Gollard所推崇的一种基金模式。综上，D选项正确。
A选项，更好的教育模式，故排除。
B选项，利弊，故排除。
C选项，更好的办学模式，故排除。
故正确答案为D项。
四、简答题
31、根据题目要求完成下列任务，用中文回答。请简述教师课堂上“创设语境”需要考虑的基本要素（8分），并举例说明具体的教学手段（12分）。
正确答案：
（1）教师在课堂上“创设语境”需要考虑的基本要素有四点：
①创设语境要有针对性。创设语境要做到有的放矢，因材施教，所开展的活动目标、内容、方法及形式等都要适合学生的年龄特征、智力水平。
②创设语境要有趣味性。创设的语境要能够充分调动学生参与的积极性，使学生感知更加清晰、想象更加活跃、思维更加深刻、记忆更加牢固。
③创设语境要贴近生活。语境的创设要尽可能贴近学生生活，让学生有话可说，真正参与到教师所创设的语境中来。培养学生运用所学的语言材料在特定的语言情景中的交际能力。
④创设语境要有可操作性。语境的创设要便于操作，不要超出教师的可控范围。如在学习Library一课时，如果为了追求语境的创设完全把课堂搬到图书馆中，学生在图书馆中并不能大声讲话，新环境也容易使学生分心，这样就不能达到提升学生英语能力的目的。
（2）教学手段：
①充分挖掘教材中可利用因素，创设语境，激发学生学习兴趣。教师抓住学生“新奇”的心理，利用教材创设合适的语境，就能激发学生的学习积极性。如在教授初中英语第二册Unit 18 Ann’s Birthday Party时可以把教室设计为Ann的家，将教室的课桌摆在四周，中间放着讲台，上面放着事先准备好的玩具电话，还有学生事先准备的生日蛋糕、一些蜡烛、一些水果、饮料和食物。让一个学生扮演Ann，她首先拨响“电话”向朋友们发出邀请。“朋友们”陆续打来电话与Ann“对话”。这样的语境既贴近生活，富有趣味性，又可以巩固课堂教学。
②借助现代技术，由传统单一性教学向现代多样性教学转变。英语教学有着得天独厚的优势，教师可运用录音机、多媒体等现代教具和技术，服务英语教学。例如在讲授SEC Book II中的“Hurricane”时，由于原文阅读篇幅较长，可以把课文内容设置成几幅相应的图片或几段相应的视频：狂风暴雨、风吹树倒、房屋倒塌、供电设施破坏、军队救援等。学生可以迅速进入到图片或视频中所给出的语境中，与老师展开进一步的讨论。
③发挥教师主导作用，开展形式多样的课堂活动。创设语境是为了提高教学效果。任何教学活动都是紧紧围绕教学目的进行的，这就要求充分发挥教师的主导作用。例如：教授交际用语中“问路”和“指路”的表达法时，教师设计了如下的游戏：A. 教师说出想做的事，学生猜地名；B. 将教室内的过道看成街道，将学生的座位设想为一个个岔路口，上面贴着一些街名，然后教师发出指令，学生表演；C. 把学生所处的位置想成不同的地名，师生一起玩根据路线找地名的游戏；D. 让学生根据简易地图编一个在陌生人与一个警察的问路对话，使学生身临其境，学以致用。
答案解析：
本题考查创设语境的课堂教学
作为一种有效的语言教学模式，语境创设对提高英语课堂教学有效性的作用。《英语课程标准》要求：让学生在教师的指导下通过感知、体验、实践、参与和合作的方式，实现任务的目标。从而发展听、说、读、写的综合语言技能。
五、案例分析题
根据题目要求完成下列任务，用中文作答。
T: Now please look at this picture. What’s it?
S: It is a camera.
T: Is it a camera? No, it just looks like a camera. In fact, it’s a cake!
Ss: Wow...
T: Do you think it is interesting
Ss: Yes.
T: For me I think it’s creative and special. Here, “creative” means 有创造力的，创新的and “special” means特殊的，特别的. Now please read after me. Creative↗, creative↘; special↗,special↘ (While speaking, the teacher writes the two words on the blackboard.)
T: Do you like this gift?
Ss: Yes.
T: Well, I like it very much. A special gift is often interesting, popular and creative.
32、这是课堂教学的哪一个环节？（6分）
正确答案：
导入(Lead-in)和呈现(Presentation)环节。
答案解析：
见答案。
33、该教师使用了哪些教学手段？（6分）分别达到什么教学目的？（6分）
正确答案：
教学手段是指在教学过程中所运用的教具等，包括现代教学手段和传统教学手段，像幻灯片、收录机、小黑板、多媒体、实物展示台等。材料中所给的教学片段中，教师既采用了现代教学手段又采用了传统的教学手段。现代教学手段的使用是指教师以图片导入新课的内容，采用了视觉媒体；传统教学手段的使用是指教师在讲授新单词时，在黑板上给同学板书 “special”和 “creative”。 采用现代媒体教学手段---图片的目的是将图、文、像融为一体，使教与学的活动变得更加丰富多彩，又可以寓知识学习、技能训练、智力开发于生动活泼的形象之中，从而激发学生的学习兴趣，变苦学为乐学，同时又促进他们的思维发展，丰富学生的想象力，从而提高学生学习效率，保证教学的质量。采用传统教学手段---黑板的目的：小黑板是所有直观教具中最普通、最灵活、最实用的东西。具体表现为以下三点： ①帮助教师展示教学内容的知识结构，帮助学生理解知识的逻辑关系。②帮助概括教学内容，体现教学的重点和难点；帮助学生记忆和回忆教学要点。③帮助基础较差的同学掌握目标语。如果是多媒体，呈现之后幻灯片可能马上过去，不再复现，等到教学生自己操练时，程度差的学生可能已经遗忘，而如果在呈现时把目标语写在黑板上，就能在课堂上一直保存，随时可以让需要帮助的同学参考，提高他们学习的积极性。
答案解析：
见答案。
34、根据这一教学片段，教师在课堂互动中应注意哪些问题？（12分）
正确答案：
①教师谈话方面：英语课堂教学师生互动始于教师的谈话，教师要注意说话的音量、语速、语音、语调等。该片段中老师注意使用升降调的方法来教授新单词，可以吸引学生的注意力。
②教师提问方面：我们可以把问题分为呈现性问题和真实问题。呈现性问题是指提问者事先知道答案的问题，如教师手拿一枝铅笔问: “Is this a pencil?” 而真实问题则是提问者事先不知道答案的问题。如 “What did you do last night?”。在人们的实际交往中，更多使用的是真实问题。因此，在课前设计问题时，应有意识地多设计真实问题，减少呈现性问题，从而使课堂上师生的互动也更贴近实际生活中的交往。
③反馈和对待错误的态度：当学生回答了一个问题，或完成了一项任务，教师应对其表现提供反馈意见，这也是教师的重要职责之一而且学生对教师的反馈也非常在乎。此外，当学生出错的时候，教师对学生的态度也是非常重要的。教师应该容忍学生犯错误，并注意纠错的方法，避免带有批评指责的语气。
④学生课堂参与度方面：一节课中师生互动是否成功要看学生参与的数量和质量。学生的参与度与学生的语言能力有关。一般情况下，语言能力越强，上课参与越多，而语言能力较弱的学生，上课参与量也相对较少。所以，教师应多鼓励那些语言能力相对较弱的学生参与互动，给他们创造更多的练习机会。
答案解析：
本题考查教学手段和课堂互动
教学手段其实就是运用教学辅助工具进行课堂教学的一种方法，可以是视听，也可以是实践活动，现在以多媒体为主。现代化教学手段是与传统教学手段相对而言的。传统教学手段主要指一部教科书、一支粉笔、一块黑板、几副历史挂图等。现代化教学手段是指各种电化教育器材和教材，即把投影仪、录音机、录像机、电脑等等搬入课堂进行辅助教学。
六、教学设计题
设计任务:阅读下面信息，设计一节英语读写课教学方案，无固定格式，但须包含以下要点：
•teaching contents
•teaching objectives
•key and difficult points
•major steps and time allocation
•activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学八年级（初二）学生，班级人数40人，多数学生已达到《义务教育英语课程标准（2011年版）》 三级水平。学生课堂参与积极性一般。
语言素材：
Dinosaurs
Dinosaurs lived on the Earth over sixty million years ago. This was a long time before people existed. Dinosaurs lived everywhere. Some were as small as chickens. Others were as big as ten elephants. Some dinosaurs even had wings and could fly. Many dinosaurs were harmless. They were as gentle as sheep and ate plants. Others were harmful. They were fiercer than tigers and ate meat. Dinosaurs all died out suddenly. Nobody know why. We know about the lives of dinosaurs from the skeletons eggs and footprints they left behind.
Diogenes
Diogenes was a famous thinker. He lived in Greece about two thousand years ago. He taught that the way to be happy was to own as few things as possible. All he owned was a big jar that he lived in, a coat, a purse and a cup He was very happy. One day, he saw a small boy kneeling by a fountain. The boy was drinking water from his hands. So Diogenes threw away his cup and became even happier.
35、根据提供的信息和语言素材设计一节课的教学方案，用英文作答。（40分）
正确答案：
Teaching contents:
It is an article about Dinosaurs and Diogenes.
Teaching aims:
Knowledge and skills:
(1) The students will be able to understand the main idea and some details of the passage.
(2) The students will learn to write about persons and objects.
Process and methods:
(1) The students will learn to compose a passage after reading.
(2) Students can improve the abilities of reading and writing.
Emotional attitude and values:
(1) Students will be more interested in writing.
(2) Students can gain more knowledge about dinosaurs and learn to love their life.
Teaching Key Points:
(1) How to master Words and collect relevant information about dinosaurs and Diogenes.
(2) How to describing a person or a thing after reading.
Teaching Difficult Points:
How to get more writing skills about describing persons and objects
Teaching Aids: multi-media
Teaching Procedures:
Step 1 Warming up and lead-in (3mints)
(1) Greeting.
(2) The teacher can share video clips with the students and ask them the question: What information can you get from the videos?
(Justification: Attract students’ interests to learn this article and involve the students into the whole class)
Step 2: Pre-writing (20mints)
sample reading
(1) Listen to the tape about the first passage to conclude the main idea of the passage.
(2) Then read the passage carefully and then answer the following questions.
How long did they live on the earth?
What are the characteristics of the harmless dinosaurs?
Why did they die out suddenly?
(Justification: make the students get more detailed information about Dinosaurs and Diogenes; make complete preparation for the writing.
(1) Listen to the tape about the second passage to conclude the main idea of the passage.
(2) Then read the passage carefully and then answer the following questions.
Who was Diogenes？
When and where did he live？
How did he become happier?
Outline
(1)Collection of the basic information
(what, who, when, where, why, how...)
（2） Brainstorming: How to describe persons or objects?
(what, who, when, where, why, how...)
For example: Writing: write a passage about Maupassant
Paragraph1-Introduction of Maupassant (who, when, where, how)
Paragraph2-achievements and masterpieces (what, how, why)
(Justification: to train students’ analyzing and summarizing ability. Brainstorming can lay foundation for the writing step, so the students can know how to write and how to write.)
Step 3: While- writing (15mins)
Drafting: Ask the students to write the passage based on the basic information what we have learned today and pay more attention to the writing skills.
For example: He was born in British and became a famous writer… When... a student…write novels ... known ...in his thirties.
(Justification: The activity of writing helps students strengthen what they have learned during this lesson)
Step 5: Post-writing (5mins)
(1)The students check each others’ composition.
(2) One student read what he or she wrote just now. All the other students assess the writing and give suggestions. The teacher should give the final assessment and more appraise should be offered to encourage students to love writing.
(Justification: Make students get a better idea of how to write this kind of composition. Positive feedbacks will enhance their confidence to learn English.)
Step 5: Summary and homework (5mins)
The students are required to make a summary about the basic information (when, who, what, where, how) to describe persons and objects. The teacher makes supplements by stressing the writing skills.
The students are asked to rewrite and retell their compositions.
(Justification: Rewriting can help them to consolidate the writing. Retelling can practice the oral English.)
Blackboard design
Teaching Reflection
答案解析：
本题考查读写课的教学设计
语言素材是2段小文章，第一个主要是讲恐龙。对于大部分考生而言，第一段比较好理解。但是第二个有些难度，难度在于考生不熟悉Diogenes这个人。Diogenes是公元前412-323希腊哲学家，他主张犬儒主义，强调自给自足。考生平时在备考的时候建议多阅读类似的有关文章，拓宽视野，同时可以积累阅读量，为阅读理解打下基础。
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