一、单选题
1、The sound of “ch” in “teacher” is ______.
A voiceless, post-alveolar, and affricative
B voiceless, dental and fricative
C voiced, dental, and fricative
D voiced, post-alveolar, and plosive
答案解析：
本题考查字母组合的发音字母组合ch在单词teacher中发/tʃ/的音。辅音有多种分类方式。从声带振动上来看，/tʃ/为清辅音；从发音部位上来看，/tʃ/为齿龈后音；从发音方式上来看，/tʃ/为塞擦音。
故正确答案为A项。
2、The main difference between /m/, /n/ and /ŋ/ lies in ______.
A matter of articulation
B sound duration
C place of articulation
D voicing
答案解析：
本题考查辅音的分类
A项意为“发音方式”，按照发音方式，三者都属于鼻音；B项意为“音长”，三者在该方面并无明显区别；C项意为“发音部位”，按照发音部位，/m/是双唇音，/n/是齿龈音。/ŋ/是软腭音；D项意为“带声性”，三者均带声。
故正确答案为C项。
3、She is _____, from her recording, the diaries of Simon Forran.
A transcribing
B keeping
C paraphrasing
D recollecting
答案解析：
本题考查动词辨析
这句话的意思是“从她的记录看，她正在抄写Simon Forran的日记”，A项，transcribe符合题意，故此题的正确选项为A。
B项，keep a diary，固定搭配，写日记。不合题意，故排除。
C项，paraphrase，解释，释义。不合题意，故排除。
D项，recollect，回忆，想起，想到。不合题意，故排除。
故正确答案为A项。
4、Neither the unpleasant expenses nor the bad luck _______ him discouraged.
A have caused
B has caused
C has made
D have made
答案解析：
本题考查主谓一致
这句话适用的是neither…nor句型，双重否定时用就近原则，故排除A和D。
B项和C项的区别在于cause后面要加名词，如果题干改成discouragement就对了，而C项是make + adj.的形式，符合题意。
故此题的正确选项为C。
5、Mr. Joe has worked very hard in the past two years and has paid all his debts _____ the last penny.
A by
B to
C until
D with
答案解析：
本题考查介词
B选项，to the last是一种固定用法，为“直到最后”，故此题的正确选项为B。
A选项，by当用讲为“交通工具”，不合题意，故排除。
C选项，until为“直到……”，不合题意，故排除。
D选项，with为“使用”，主要强调使用工具或者某种手段，不合题意，故排除。
故此题的正确选项为B。
6、The message came to the villagers ______ the enemy had already fled the village.
A which
B who
C that
D where
答案解析：
本题考查同位语从句
后半句句子完整，不缺少任何成分，故此题为同位语从句，起解释说明的作用。
故此题的正确选项为C。
7、We must improve the farming method ______ we may get high yields.
A in case
B in order that
C now that
D even if
答案解析：
本题考查原因状语
B选项，in order that，为“为了”，与后面句子的“high yield”相呼应，故此题的正确选项为B。
A选项，in case为“以防，使得”，不合题意，故排除。
C选项，now that为“既然”，不合题意，故排除。
D选项，even if为“即使，哪怕”，不合题意，故排除。
故此题的正确选项为B。
8、---Do you mind if I smoke here?---______.
A Yes, I don’t.
B Yes, you may.
C No, not at all.
D Yes, I won’t.
答案解析：
本题考查交际用语
题目问“你介意我在这里吸烟吗？”
C选项，“No, not at all”，“不，一点也不介意”，符合语境，故此题的正确选项为C。
A选项和D选项，都相互矛盾，故排除。
故此题的正确选项为C。
9、What is the main rhetoric device used in “The plowman homeward plods his weary way”.
A Metophor
B Metonymy
C Synecdoche
D Transferred epithet
答案解析：
本题修辞。D选项，移就。是转移修饰的意思。也就是用来修饰人的分词有时可以转移到修饰非人的事物,这种分词在形式上虽不直接修饰人,但它所修饰的事物仍与人直接有关。Weary是令人疲惫的意思，本用来修饰人，在这里修饰way。综上，D选项正确。
10、---A: Let’s go to the movie tonight.---B: I’d like to, but I have to study for an exam.In the conversation above, B’s decline of the proposal is categorized as a kind of ______.
A illocutionary act
B perlocutionary act
C propositional condition
D sincerity condition
答案解析：
本题考查言语行为理论
题目以A和B的问答形式呈现，B对这项建议的拒绝被归类为一种______。
A项，言外行为，即是表达说话者的意图的行为，作者这么说就是为了委婉地拒绝。符合题意，故此题的正确选项为A。
B项，言后行为，即是通过某些话所实施的行为，或讲某些话所导致的行为，重点强调的是行为，但是B的回复只是一种语言表达，不是行为，故排除。
C项，命题条件，不合题意，故排除。
D项，诚意条件，不合题意，故排除。
故此题的正确选项为A。
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：
本题语篇教学知识。
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。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。
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：
【答案】A。
解析:本题考查语篇教学。
题干:如果教师想培养学生的语篇能力，他/她最有可能采用以下哪种练习? A项“释义句子”，B项“翻译句子”，C项“整理句子”，D项“转换句子”。语篇能力是指能够依靠上下文或语境理解篇章和通过衔接连贯、逻辑联系等手段组织篇章结构的能力，简而言之，就是能够对篇章信息进行理解、加工和再创作的能力。释义句子即用英语解释或转换句子。符合题意。故本题选A。
18、The advantage 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 practice 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
Passage1
Today’s adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal; some, very little. As we advanced through the grades, those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind, we were, in effect, spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.
From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.
But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. Public failure was embarrassing, and it seemed better not to try and thus to save face. As their motivation waned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.
Consider the reality--indeed, the paradox--of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student’s problem, not the teacher’s or the school’s.
Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The “data based decision makers” in this process are students themselves. Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks all triggered by students’ perceptions of their own capabilities as reflected in assessment results.
Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomicand ethnic minorities.
21、What has made students spread along an achievement continuum according to the passage?
A The allotted time to learn.
B Social and economic system.
C The early prerequisites students mastered.
D Performance on formal and informal assessments.
答案解析：
细节题。根据题目中的关键词定位到文章中第一段。由最后三句话 “…those who hadlearned a great deal in previous grades continued to build on those foundations. ...spread along an achievement continuum that was ultimately reflected in each student’s rank in class upon graduation.”可知，在之前的学习中掌握较多内容的学生继续在已有基础上学习，没有在规定时间内掌握先决条件的人则无法继续学习，经过长期累积，学生的成就最终反映在他们各自的排名上。所以决定学生成就的是他们早期掌握的内容。故本题选C。
22、What is the author’s attitude towards the old mission of assessment?
A Supportive.
B Indifferent.
C Negative.
D Neutral.
答案解析：
态度题。作者在第二、三段分别阐述了学校的评估对于学习好的学生和学习不好的学生的情感效应，即学习好的学生越来越积极，学习不好的学生越来越消极。第四段提到即使学生成绩不好甚至辍学，这也被认为是学生自己的问题，而不是学校或教师的责任。作者的观点是学校不该让学生越来越消极。通过整篇的用词诸如最后一段 “the downside victims” 等可知，作者对于学校旧的评估工作是持消极态度的。故本题选C。
23、Which of the following is closest in meaning to the underlined word “plummeted” in Paragraph 3?
A Punished timely.
B Spread widely.
C Continued gradually.
D Dropped sharply.
答案解析：
词义题。根据画线词定位到第三段。前面说学生考试分数不高，就会在情感上对其造成消极的影响，导致他们质疑自己的学习能力,失去信心，不想继续尝试。随着这样的想法不断加深，他们的表现也不可逆转地急剧下降。由此可以推断出plummeted与Dropped sharply“急剧下降”意思相近。故本题选D。
24、Which of the following describes the paradox of the schools?
A Discrepancy between what they say and what they do.
B Differences between teachers’ problems and schools’ problems.
C Advantages and disadvantages of students’ learning opportunities.
D Students’ perception and the reality of their performance on assessments.
答案解析：
细节题。根据关键词定位到第四段。根据原文“Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank or der. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student’s problem, not the teacher’s or the school’s.”可知，学生之间成绩流传得越广，成绩的排名就越固定。结合前文及此处内容，也就是说成绩决定了学生学习的态度，态度决定了他们的排名表现。故本题选D。
25、Which of the following will be triggered by the assessment results according
A Students’ learning efforts.
B Leaving-no-child-behind policy.
C Socioeconomic and ethnic ranking.
D Social disapproval of schools’ mission.
答案解析：
细节题。由倒数第二段可知，根据考试结果决定继续努力还是放弃的是学生自己，在做此决定的过程中的重要情感都是由学生对于自己在考试中反映出的能力的态度所决定的。故本题选A。
三、阅读理解题
Passage2
Several research teams have found that newborns prefer their mothers’ voices over those of other people. Now a team of scientists has gone an intriguing step further: they have found that newborns cry in their native language. “We have provided evidence that language begins with the very first cry melodies,” says Kathleen Wermke of the University of Würzburg, Germany, who led the research.
“The dramatic finding of this study is that not only are newborns capable of producing different cry melodies, but they prefer to produce those melody patterns that are typical for the ambient language they have heard during their fetal life, within the last trimester,” said Wermke. “Contrary to orthodox interpretations, these data support the importance of human infants crying for seeding language development.”
It had been thought that babies’ cries are constrained by their breathing patterns and respiratory apparatus, in which case a crying baby would sound like a crying baby no matter what the culture is, since babies are anatomically identical. The prevailing opinion used to be that newborns could not actively influence their production of sound, says Wermke. This study refutes that claim: This study refutes that claim: since babies cry in different languages, they must have some control (presumably unconscious) over what they sound like rather than being constrained by the acoustical properties of their lungs, throat, mouth, and larynx. If respiration alone dictated what a cry sounded like, all babies would cry with a falling-pitch pattern, since that’s what happens as you run out of breath and air pressure on the throats sound-making machinery decreases. French babies apparently didn’t get that memo. “German and French infants produce different types of cries, even though they share the same physiology,” the scientists point out. “The French newborns produce ‘nonphysiological’ rising patterns,” showing that the sound of their cries is under their control.
Although phonemes—speech sounds such as “ki” or “sh”—don’t cross the abdominal barrier and reach the fetus, so-called prosodic characteristics of speech do. These are the variations in pitch, rhythm, and intensity that characterize each language. Just as newborns remember and prefer actual songs that they heard in utero, it seems, so they remember and prefer both the sound of Mom s voice and the melodic signature of her language.
The idea of the study wasn’t to make the sound of a screaming baby more interesting listeners—good luck with that—but to explore how babies acquire speech. That acquisition, it is now clear, begins months before birth, probably in the third trimester. Newborns not only have memorized the main intonation patterns of their respective surrounding language but are also able to repro-duce these patterns in their own [sound] production, conclude the scientists. Newborns cries are already tuned toward their native language, giving them a head start on sounding French or German (or, presumably, English or American or Chinese or anything else: the scientists are collecting cries from more languages). This is likely part of the explanation for how babies develop spoken language quickly and seemingly without effort. Sure, we may come into the world wired for language (thank you, Noam Chomsky), but we also benefit from the environmental exposure that tells us which language.
Until this study, scientists thought that babies became capable of vocal imitation no earlier than12 weeks of age. That’s when infants listening to an adult speaker producing vowels can parrot the sound. But that’s the beginning of true speech. It’s sort of amazing that it took this long for scientists to realize that if they want to see what sounds babies can perceive, remember, and play back, they should look at the sound babies produce best. So let the little angel cry: she’s practicing to ac-quire language.
26、What does Kathleen Wermke’s research indicate?
A Babies are unable to do vocal imitation.
B Babies’ cries could be their early language acquisition.
C Babies start speech acquisition months after their birth.
D A crying baby is a crying baby no matter what the culture is.
答案解析：
细节题。根据 “scientists thought that babies became capable of vocal imitation no eerierthan12 weeks of age”可知，A项说法错误。根据 “We have provided evidence that language begins with the very first cry melodies”及后文可知,Kathlen Wemke的研究是用要儿哭声声调的不同来说明婴儿语言的习得可能在子宫中就开始了，婴儿的哭声可能就是他们早期语言习得的体现。B项说法正确。根据That acquisition, it is now clear, begins months before birth, probably in the third trimester”可知，C项与原文不符。D项在文中直接进行了说明，不符合题目要求。故本题选B。
27、Which of the following is closest in meaning to the underlined word “ambient” in paragraph 2?
A Surrounding.
B Familiar.
C Foreign.
D Local.
答案解析：
词义题。根据画线词定位到第二段。该段描述了婴儿在子官中听到的声音是来自于周围的语言。另外文章倒数第二段中也提到了“Newborns not only have memorized of their respective surrounding language....所以 “ambient”与 “surrounding”的意思接近，本题选A。familiar “熟悉的”,foreign“外国的”,local“当地的”。
28、Why do German and French babies produce different types of cries according to the research?
A Because they can control what they hear.
B Because they can control their different breathing patterns.
C Because they don t share the same physiological structure.
D Because they can somehow control their sound production.
答案解析：
推断题。根据原文第三段提到的 “This study refutes that claim: since babies cry in different languages, they must have some control… showing that the sound of their cries is under their control.”可知,法国婴儿与德国婴儿虽然具有相同的生理结构，但他们可以发出不同类型的哭声，这是因为他们可以控制自己的发声。故本题选D。
29、When does language acquisition begin according to the research?
A It begins with the birth of a baby.
B It begins before the birth of a baby.
C It begins when a baby starts imitating adults’ speech.
D It begins with a baby’s cry melodies typical of its mother tongue.
答案解析：
细节题。根据倒数第二段中的“That acquisition, it is now clear, begins months before birth, probably in the third trimester.”可知，婴儿在出生之前就开始了语言习得。故本题选B。
30、What can be inferred from the last paragraph?
A Babies’ cries have long been the concerns of scientists.
B Babies start their speech acquisition at the age of three months.
C Studying babies’ cries helps us understand their speech perception.
D Babies’ true speech, rather than their cries, should be the focus of study.
答案解析：
推断题。A项在最后一段中没有被提及。该段指出以前科学家认为婴儿在出生后三个月才开始语言习得的观点是不正确的，故B项无法从原文推出。根据 “if they want to see what sounds babies can perceive, remember, and play back, they should look at the sound babies produce best. So let the little angel cry: she’s practicing to acquire language”，可知研究的重点不仅包括真正的语言，也包括婴儿的哭声，而且科学家研究婴儿的哭声可以了解婴儿的言语知觉，故D项错误，本题选C。
四、简答题
31、简述思维导图（mind mapping）的含义（4分）及其两个用途（6分），写出教师在课堂教学中运用思维导图的三点注意事项（6分），并举一例说明思维导图的用法（4分）。
正确答案：
（1）思维导图是运用图文并重的技巧，把各级主题关系用相互隶属与相关的层级图表现出来。（2）思维导图的两个用途：①帮助师生掌握正确有效的学习方法策略，更快更有效的进行课本知识的传授，促进教学的效率和质量的提高。②建立系统完整的知识框架体系，对学习的课程进行有效的资源整合，使整个教学过程和流程设计更加的系统、科学有效。（3）教师在课堂教学中运用思维导图的三点注意事项：①转变教学观念。促进学生“全面而有个性的发展”是高中课程的根本理念。在教学中我们要尊重高中学生的人生历程发展需要，尊重高中学生的人格与尊严，尊重高中学生的个体差异和个性发展。思维导图教学，与传统教学相比，其优越性体现在教师的教育观、教学观与学生的学习观的改变方面。②知识结构的变化。在思维导图教学中，要引导学生提出问题、分析问题与解决问题，教师自身要有一个完善的知识结构，这样在面对新的问题时才能有的放矢，而不是用原有的知识体系和不同学科的范式来解释新的问题。③教学模式的转换。辩证地看待学与教的关系。学生、教师和教学内容是教学系统中的三个基本要素；学与教则是互为制约、互为促进的系统功能实现过程。学与教的关系，首先是互相独立的关系，其次才是彼此依存的关系。（4）案例：在阅读篇幅长、生词多、文章结构和层次复杂或不太清晰的文章时，先由教师呈现思维导图，大概地介绍全文大意，帮助学生整体理解文章；然后，根据中心主题和主干提出问题，学生带着问题分部分、分层次阅读，突出重点，关注细节，加深理解；阅读后，可让学生在小组内进行分享和交流，此时教师在多媒体课件中利用思维导图呈现答案的关键词，帮助学生梳理知识点；最后，教师引导学生根据思维导图的提示复述课文内容。考虑到课堂时间有限，以及课文的长度和难度，教师可以鼓励学生选择自己感兴趣的部分进行复述或描述。
答案解析：
略
五、案例分析题
下面片段选自某高中英语课堂教学实录。
T: Good morning, boys and girls. We talked about some verbs yesterday. Now I’d like to see whether you have learned to use them. Are you ready?
Ss: Yes.
T: Listen! Yesterday, you were going to play football after school when it began to rain, so you didn’t do it. Can you describe it with the word prevent? Who would like to have a try?
S1: We didn’t play football yesterday because a sudden rain prevented us.
T: Ok. But would you please begin your sentence with “the sudden rain”? Who’d like to try?
S2: The sudden rain prevented us to play football yesterday.
T: Oh, you are so quick, and you are almost right. Do we say “prevent somebody to do something” or “prevent somebody...”
S3: Oh. The sudden rain prevented us from playing football yesterday.
T: Perfect. Let s read S3 s sentence together and remember the verb pattern of “prevent”, OK?
32、该教师采用什么方法进行复习或巩固导入？
正确答案：
该教师采用了情境创设的方式引出复习巩固的内容。为了检测学生是否已经掌握上节课所学的动词prevent的用法，该教师创设了与动词prevent相关的情境，进而用该动词造句以达到巩固单词、学以致用的目的。
答案解析：
见答案
33、当发现学生没有完全掌握知识时，用了什么方法引导？
正确答案：
该教师用的补救方法为提示法。该老师的初衷是让学生运用“prevent sb from doing sth”，当学生未能表达出该词的此用法时，该教师用句子的开头部分“The sudden rain…”来提示学生说出完整的句子以达到巩固该动词“prevent sb from doing sth”的用法。
答案解析：
见答案
34、这种方式有那两点好处？
正确答案：
这种补救方法的优点有：第一，达到启发性效果。词汇巩固教学中，教师通过部分提示相关信息启发学生回忆所学单词的相关用法，让学生主动建构知识，使之印象更深，也有利于培养学生的自主学习意识。第二，体现了针对性的教学原则。“prevent sb from doing sth”是“prevent”的重点用法，该教师带领学生巩固此用法，重点突出，针对性强，注重实效，做到了有的放矢。
答案解析：
见答案
35、该教师还可以用什么方法进行复习巩固练习？
正确答案：
复习巩固教学还可采用测试法和对比法。第一，测试法。教师可将带有“prevent”的句子改装成填空题或选择题对学生进行测试，测试结束后教师可带领学生朗读完整的段落，巩固“prevent sb from doing sth”的用法，此方法可加深学生对该词的记忆和理解。第二，对比法，教师可让学生进行头脑风暴，想出“防止”相关词组及例句，如“avoid doing sth”、“prevent sb from doing sth”等，并对比区分不同动词的用法，该方法能够激发并活跃学生思维，增强学生对知识点的系统性学习，达到巩固知识的目的。
答案解析：
见答案
六、教学设计题
教学任务：阅读学生信息和语言素材，设计20分钟的英语阅读教学方案。
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 evaluation
教学时间：20分钟
学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》五级水平。学生课堂参与积极性一般。（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。
语言材料：
Mao Zedong wrote a poem in which he dreamed of "walls of stone to hold back clouds and rain till a smooth lake rises in the narrow gorges". Now his dream has come true. The power of the Yangtze River, which is the world’s third longest river, has been harnessed by the Three Gorges Dam. The Three Gorges Dam, which is the biggest construction project in China since the building of the Great Wall and the Grand Canal, has been built to control flooding and provide hydro-electric power for the central region of China. The dam is ncarly200 meters high and 1.5 kilometers wide. It is the largest hydro-electric power station and dam in the world and has cost more than any other construction project in history.
Sun Yat-sen, who was the leader of the1911 Revolution, first suggested the idea of a dam across the Yangtze River in 1919.Three quarters of Chinas energy is produced by burning coal. In 1993, China used 1.2billion tons of coal for heating and generating electricity. Unfortunately, burning coal causes serious air pollution and increases global warming. The dam will generate electricity equal to about 4Omillion tons of coal without causing so much air pollution.
The reservoir has flooded 2 cities, 11 counties, 140 towns and more than 4,000 villages. More than a million people who lived in the region have moved from their homes. Now they’re living a happy new life in different areas.
The Three Gorges area is one of the most beautiful areas of China and the project has flooded some of China’s most famous historical sites, including the Qu Yuan Temple, the Han Watchtower and the Moya Cliff carvings. About 800historical relics have been submerged. Some of them are being removed and some are being put into museums.
36、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 type: reading class
Teaching contents: This lesson is from senior high school, and it mainly talks about The Three Gorges Dam, including its features, advantage and disadvantage.
Teaching Objectives:
(1) Knowledge objectives Students can get more information about the advantages and disadvantages of the Three Gorges Dam.
(2) Ability objectives:
① Students can improve their reading abilities through fast reading and detailed reading.
② Students can introduce the Three Gorges Dam in their own words.
(3) Emotional objectives:
① Students can foster the interest and desire of learning English, and fond of taking part in class activities.
Students can cultivate the feelings of national pride.
Teaching key and difficult points:
Teaching Key point:
How to help students get to know information about the features, advantages and disadvantages of the Three Gorges Dam.
Teaching Difficult point:
How to help students use reading strategies to help them understand the material.
Teaching Procedures:
Step 1 warming up (3 minutes)
Show a poem of Mao Zedong on PPT: Walls of stone to hold back clouds and rain till a smooth lake rises in the narrow gorges. Ask students which place it is. Then show some beautiful pictures of the Three Gorges Dam. Tell students today we will have a visit here.
(Justification: poem and pictures can arouse the interest of students and make students curious about the class.)
Step 2 pre-reading (4 minutes)
The teacher can organize a discussion: why did our Chinese people build the Three Gorges Dam? Students can have a prediction, and the teacher can ask some of them to share their ideas.
(Justification: through discussion and prediction, students will be prepared for the reading class, and it will be helpful to understand the material.)
Step 3 while-reading (8 minutes)
1.Fast reading.
Ask students to read it quickly and find out the main idea of the passage. They will have 3 minutes to finish it.
2. Detailed reading.
Read the passage again and answer the questions below:
a. what’s the function of the Three Gorges Dam?
b. what’s the biggest advantage of the Three Gorges Dam projects?
c. What has happened to the historical relics near the Three Gorges Dam? Give them 5 minutes to read it carefully and they can discuss these questions with partners.
(Justification: through reading it for twice, students can have a thorough understanding of the passage, and get the reading strategies.)
Step 4 post-reading (5 minutes)
Role play
Four students a group. Three students can act as engineers from the Three Gorges Dam designing company and one student is reporter. The reporter will ask some questions about the Three Gorges Dam. After 4 minutes, invite some groups to show their dialogues.
(Justification: here students can talk about the Three Gorges in their own words and improve their oral English.)
答案解析：
见答案
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