一、单选题
1、Excellent novels are those which ____ national and cultural barriers.
A transcend
B traverse
C surpress
D surpass
答案解析：
考查动词辨析
题意：优秀的小说是会跨越民族和文化的障碍的。
A选项，transcend “穿越，超越”，一般指超出了经验，超出了信仰等范围，常见搭配有transcend the limits/transcend the barriers；符合题意，故此题的正确选项为A。
B选项，traverse “横越，穿越”一般指穿过沙漠，河流，常见搭配有traverse the valley floor；不合题意，故排除。
C选项，suppress“抑制”，一般指用武力镇压感情，常见搭配有suppress your feelings；不合题意，故排除。
D选项，surpass“优于，超过” 常见搭配有surpass oneself，超越自我。
故此题的正确选项为A。
2、As Alice believed him to be a man of integrity, she refused to consider the possibility that his statement was______．
A irrelevant
B facetious
C fictitious
D illogical
答案解析：
考查形容词辨析
题意：因为Alice相信他是一个正直的人，所以她认为他的言论不存在 ______ 可能性。As 引导原因状语从句，根据因果关系以及refuse，答案应该和integrity相对。
C项，fictitious“虚构的，编造的”，符合题意，故此题的正确选项为C。
A项，irrelevant“不相关的，不切题的”，be irrelevant to“与……不相关的”，不合题意，故排除。
B项，facetious “诙谐的，爱开玩笑的”，尤其在不适合的场合开玩笑。不合题意，故排除。
D项，illogical“不合逻辑的，不合常理的”，同根词，illogic，常见的搭配有it is illogical to do sth. 不合题意，故排除。
故此题的正确选项为C。
3、The girls are afraid that being friendly to strangers could be misinterpreted by their ______ neighbours.
A ever-present
B ever-presented
C ever-presenting
D ever-presently
答案解析：
考查形容词的用法
题意：女孩们担心，对陌生人的友善会被无处不在的邻居误会。
A选项为无处不在的，符合题意，故此题的正确选项为A。
B、C、D选项的表达方式不对，故排除法。
故此题的正确选项为A。
4、His presentation will show you ____ can be used in other contexts.
A that you have observed
B that how you have observed
C how that you have observed
D how what you have observed
答案解析：
考查宾语从句
题意：他的发言将向你展示，你所观察到的如何被用于其他语境。此句是一个结构复杂的复合句，因此要分析清楚句子结构，His presentation（主语）will show（谓语）you how（how引导宾语从句）what you have observed（what you have observed 是宾语从句中的主语）can be used in other contexts（整句话的宾语）。
故此题的正确选项为D。
5、Many students start each term with an award check, but by the time books are bought, food is paid for, and a bit of social life ______, it looks rather emaciated.
A lives
B lived
C was lived
D has lived
答案解析：
考查省略句
题意：很多学生在学期开始会有奖励，但在买了书和食物及社交花费之后，钱就变少了。三个句子books are bought; food is paid for; and a bit of social life ( is) lived 是并列结构，因此最后如果不省略的话，根据前面两个句子也应该为is lived。
故此题的正确选项为B。
6、Which of the following is correct in its use of punctuation?
A The teacher asked, “Who said, ‘Give me liberty or give me death’?”
B The teacher asked, “Who said, ‘Give me liberty or give me death?’”
C The teacher asked, “Who said ‘Give me liberty or give me death’”?
D The teacher asked, “Who said ‘Give me liberty or give me death’?”
答案解析：
考查英语标点的用法
英语音标的标法为引用语用双引号标出，引用语中出现的引用语用单引号标出，who said 后边是一句话，因此不用逗号隔开，排除A和B，如果引语为疑问句的话，问号要放双引号内。
故此题的正确选项为D。
7、The pair of English phonemes ______ differ in the place of articulation.
A /ʃ/ and /ʒ/
B /θ/ and /ð/
C /d/ and /z/
D /m/ and /n/
答案解析：
考查音位的发音。题意：按照发音部位的不同，哪一对发音是按照发音部位划分的？
D项，/m/属于Bilabial（双唇音），/n/属于Alveolar（齿龈音），发音部位不同。符合题意，故此题的正确选项为D。
A项，/ʃ/ 和 /ʒ/都属于Palatal（硬颚音）；不合题意，故排除。
B项，/θ/ 和 /ð/都属于Dental（齿音）；不合题意，故排除。
C 项，/d/ 和 /z/都属于Alveolar（齿龈音）；不合题意，故排除。
故此题的正确选项为D。
8、There are ______ consonant clusters in the sentence “Brian, I appreciate beautiful scarf you brought me.”
A two
B tree
C four
D five
答案解析：
考查辅音连缀
题意：在“Brian, I appreciate beautiful scarf you brought me.”这个句子中有多少个辅音连缀？在同一意群内，如果有两个或两个以上的辅音音素结合在一起,这种语音现象称为辅音连缀；辅音连缀发生在词首，词中和词尾；在辅音前，连缀的辅音不超过3个，在元音后连缀的辅音不超过10个。读辅音连缀时，前面的辅音必须读得轻一些、短促些，各个辅音之间不能夹入元音。音与音之间要衔接紧密，快速，过度自然。因此，这些单词中Brian appreciate scarf brought 一共五处辅音连缀。
故此题的正确选项为D。
9、When saying “It’s noisy outside” to get someone to close the window, the speaker intends to perform a(n) ______.
A direct speech act
B locutionary act
C indirect speech act
D perlocutionary act
答案解析：
考查言语行为理论
言语行为理论分为言内、言外和言后行为。言内行为（Locutionary Act）是说出词、短语和分句的行为，它是通过句法、词汇和音位来表达字面意义的行。言外行为（Illocutionary Act）是表达说话者的意图的行为，它是在说某些话时所实施的行为。言后行为（Perlocutionary Act）是通过某些话所实施的行为，或讲某些话所导致的行为，它是话语所产生的后果或所引起的变化，它是通过讲某些话所完成的行为。因此此题应该是言外行为，作者说话的间接目的是想让听话者开窗户。
故此题的正确选项为C。
10、That a Japanese child adopted at birth by an American couple will grow up speaking English indicates ______ of human language.
A duality
B cultural transmission
C arbitrariness
D cognitive creativity
答案解析：
考查语言的本质特征
题意：一个日本婴儿被美国夫妇收养，长大后说英语，这一现象表明了语言的文化传递性。
B选项，Cultural transmission “文化传习性”：指语言要通过教学和学习才能获得；符合题意，故此题的正确选项为B。
A选项，Duality“二重性”：指语言的等级性，有双层结构，底层结构是上一层结构的构成成分，比如语音可以构成单词，单词可以构成短语以此类推；不合题意，故排除。
C选项，Arbitrariness“任意性”：语言符号的形式与表示意义没有天然联系，比如“cup” 对应的汉语是“杯子”，不合题意，故排除。
D选项，Cognitive creativity“创造性”：指语言又构成无穷的句子的潜力，而且语言能够创造新的意义。不合题意，故排除。
故此题的正确选项为B。
11、Fluent and appropriate language use requires knowledge of ______ and this suggests that we should teach lexical chunks rather than single words.
A denotation
B connotation
C morphology
D collocation
答案解析：
考查词汇教学
根据题干，可知我们应该进行词块教学，而非单个单词的教授。D选项，词的搭配，符合题意，故此题的正确选项为D。
A选项，外延，不合题意，故排除。
B选项，内涵，言外之意，不合题意，故排除。
C选项，形态学，不合题意，故排除。
故此题的正确选项为D。
12、 “Underlining all the past form verbs in the dialogue” is a typical exercise focusing on ______.
A use
B form
C meaning
D function
答案解析：
考查语法教学
题意：“标出对话中所有的过去式。”是一种注重什么的练习？过去式属于语法教学内容的语言形式，故此题的正确选项为B。
A选项，使用；C选项，意义；D选项，功能；不合题意，故排除。
故此题的正确选项为B。
13、Which of the following activities may be more appropriate to help students practice a new structure immediately after presentation in class?
A Role play.
B Group discussion.
C Pattern drill.
D Written homework.
答案解析：
考查语法教学
题意：下列哪个活动更能帮助学生在学习后立即练习新的语法结构。
C是句型练习；四项相比，句型练习更适合新知呈现之后的语法教学模型的练习部分。故此题的正确选项为C。
A是角色扮演；不合题意，故排除。
B是小组讨论；不合题意，故排除。
D是书写作业；不合题意，故排除。
故此题的正确选项为C。
14、When teaching students how to give appropriate responses to a congratulation or an apology, the teacher is probably teaching at______.
A lexical level
B sentence level
C grammatical level
D discourse level
答案解析：
考查语篇教学
题意：当教给学生如何道歉进行合适的回应时，老师可以从哪个层次进行教学？
D选项，语篇层次。祝贺和道歉属于交流，是语言功能的运用，通过话语层次教学，有利于学生经历真实的语境，提高语言运用的准确性。故此题的正确选项为D。
A选项，是词汇层次。不合题意，故排除。
B选项，是句式层次。不合题意，故排除。
C选项，是语法层次。不合题意，故排除。
故此题的正确选项为D。
15、Which of the following activities can help develop the skill of listening for gist?
A Listen and find out where Jim lives.
B Listen and decide on the best title for the passage.
C Listen and underline the words the speaker stresses.
D Listen to pairs of words and tell if they are the same.
答案解析：
考查听力教学
题意：下列哪项活动可以帮助提高听取中心大意的技巧。
B选项，听并且决定文章的题目。只有B选项是对文章大意的理解。故此题的正确选项为B。
A选项，属于细节问题；C选项，听并且画出说话者强调的；D选项，听单词并且分辨它们是否一样。不合题意，故排除。
故此题的正确选项为B。
16、When an EFL teacher asks his student “How do you know that the author liked the place since he did not tell us explicitly?”, he/she is helping students to reach _______ comprehension.
A literal
B appreciative
C inferential
D evaluative
答案解析：
考查阅读教学
题意：外语教师问学生“作者没有明确告诉我们如何判断他喜欢这个地方。”老师在帮助学生练习什么阅读。
C是推断阅读。符合题意，故此题的正确选项为C。
A是字面阅读。B是欣赏阅读。D是评价阅读。不合题意，故排除。
故此题的正确选项为C。
17、Which of the following types of questions are mostly used for checking literal comprehension of the text?
A Display questions.
B Rhetorical questions.
C Evaluation questions.
D Referential questions.
答案解析：
考查课堂提问的形式
题意：下列哪种类型的问题常用于检查对文章字面的理解。课文理解性问题一般分为三类①展示类问题；②参考性问题；③评估性问题。A选项，为“展示性问题”，其中展示类问题通常被用于检测学生对文章字面意思的理解。故此题的正确选项为A。
B选项，“反问”，不合题意，故排除。
C选项，“评价性问题”，不合题意，故排除。
D选项，“参考性问题”，不合题意，故排除。
故此题的正确选项为A。
18、Which of the following is a typical feature of informal writing?
A A well-organized structure is preferred.
B Short and incomplete sentences are common.
C Technical terms and definitions are required.
D A wide range of vocabulary and structural patterns are used.
答案解析：
考查写作类型
题意：下列哪项是非正式写作的典型特征。
B是短句半句很普遍；A、C、D是正式写作的特点。故此题的正确选项为B。
A是结构清晰；不合题意，故排除。
C是需要使用专业词汇和定义；不合题意，故排除。
D是使用大量的不同的词汇和句型；不合题意，故排除。
故此题的正确选项为B。
19、Peer-editing during class is an important step of the _______ approach to teaching writing.
A genre-based
B content-based
C process-oriented
D product-oriented
答案解析：
考查写作教学
题意：课堂上同桌互改的活动对于哪种模式的写作教学很重要。写作分为重结果的写作，重内容的写作和重过程的写作。在重过程的写作中，修改、校对和讨论是其过程的重要组成部分。A选项，为“体裁”。不合题意，故排除。
故此题的正确选项为C。
20、 Portfolios, daily reports and speech delivering are typical means of ______ .
A norm-referenced test
B criterion-referenced test
C summative assessment
D formative assessment
答案解析：
考查评价方式
题干意思是作品集、每日报告以及演讲是以下哪个方法。
D形成性评价，是对于学生日常学习过程的表现做出评价。故此题的正确选项为D。
A是常模参照评价；不合题意，故排除。
B是标准参照评价；不合题意，故排除。
C是终结性评价；不合题意，故排除。
故此题的正确选项为D。
二、阅读理解题
When the Viaduct de Millau opened in the south of France in 2004, this tallest bridge in the world won worldwide accolades. German newspapers described how it “floated above the clouds” with “elegance and lightness” and “breathtaking beauty”. In France, papers praised the “immense” “concrete giant.” Was it mere coincidence that the Germans saw beauty where the French saw heft and power? Lera Borodisky thinks not.
In a series of clever experiments guided by pointed questions, Boroditsky is amassing evidence that, yes, language shapes thought. The effect is powerful enough, she says, that “the private mental lives of speakers of different languages may differ dramatically,” not only when they are thinking in order to speak, “but in all manner of cognitive tasks,” including basic sensory perception. “Even a small fluke of grammar”—the gender of nouns—“can have an effect on how people think about things in the world,” she says.
As in that bridge, in German, the noun for bridge, Brucke, is feminine. In French, pont is masculine. German speakers saw prototypically female features; French speakers, masculine ones. Similarly, Germans describe keys (Schlussel) with words such as hard, heavy, jagged, and metal, while to Spaniards keys (llaves) are golden, intricate, little, and lovely. Guess which language construes key as masculine and which as feminine? Grammatical gender also shapes how we construe abstractions. In 85 percent of artistic depictions of death and victory, for instance, the idea is represented by a man if the noun is masculine and a woman if it is feminine, says Boroditsky. Germans tend to paint death as male, and Russians tend to paint it as female.
Language even shapes what we see. People have a better memory for colors if different shades have distinct names—not English’s light blue and dark blue, for instance, but Russian’s goluboy and sinly. Skeptics of the language-shapes-thought claim have argued that that’s a trivial finding, showing only that people remember what they saw in both a visual form and a verbal one, but not proving that they actually see the hues differently. In an ingenious experiment, however, Boroditsky and colleagues showed volunteers three color swatches and asked them which of the bottom two was the same as the top one. Native Russian speakers were faster than English speakers when the colors had distinct names, suggesting that having a name for something allows you to perceive it more sharply. Similarly, Korean uses one word for “in” when one object is in another snugly, and a different one when an object is in something loosely. Sure enough, Korean adults are better than English speakers at distinguishing tight fit from loose fit.
Science has only scratched the surface of how language affects thought. In Russian, verb forms indicate whether the action was completed or not—as in “she ate (and finished) the pizza.” In Turkish, verbs indicate whether the action was observed or merely rumored. Boroditsky would love to run an experiment testing whether native Russian speakers are better than others at noticing if an action is completed, and if Turks have a heightened sensitivity to fact versus hearsay. Similarly, while English says “she broke the bowl” even if it smashed accidentally, Spanish and Japanese describe the same event more like “the bowl broke itself.” “When we show people video of the same event,” says Boroditsky, “English speakers remember who was to blame even in an accident, but Spanish and Japanese speakers remember it less well than they do intentional actions. It raises questions about whether language affects even something as basic as how we construct our ideas of causality.”
21、Which of the following is closest in meaning to the underlined word “accolades” in PARAGRAPH ONE?
A Praises.
B Awards.
C Support.
D Gratitude.
答案解析：
本题考查猜测词义题
根据原文信息第一段前两句可知world accolades是指去全世界的赞扬和赞美。Praises是赞扬；Awards是奖赏；Support是支持，Gratitude是感激。
故此题的正确选项为A。
22、What can be inferred from PARAGRAPH TWO?
A Language does not shape thoughts in any significant way.
B The relationship between language and thought is an age-old issue.
C The language we speak determines how we think and see the world.
D Whether language shapes thought needs to be empirically supported.
答案解析：
本题考查推理判断题
C项，我们所使用的语言决定着我们应该如何思考、如何看待这个世界。综上，此题的正确选项为C。
A项，指语言对于塑造思想没有重大的影响。
B项，指语言和思想的关系是由来已久的问题。
D项，指语言是否塑造思想需要被事实经验证实，
故此题的正确选项为C。
23、What is the role of the underlined part “As in that bridge” in PARAGRAPH THREE?
A Reflecting on topics that appeal to the author and readers.
B Introducing new evidence to what has been confirmed before.
C Identifying the kinds of questions supported by the experiments.
D Claiming that speakers of different languages differ dramatically.
答案解析：
本题考查事实细节题
从“As in that bridge”所在的这句话可知，以这座桥的名字为例，在德国和法国，分别代表阴性和阳性。
故此题的正确选项为C。
24、Which of the following has nothing to do with the relationship between language and thought?
A People remember what they saw both visually and verbally.
B Language helps to shape what and how we perceive the world.
C Grammar has an effect on how people think about things around us.
D Science has only scratched the surface of how language affects thought.
答案解析：
本题考查事实细节题
从第四段第四行中可知A选项并没有表明语言跟思维的关系。B选项表示的是全文的观点。根据文章的第二段和第五段的第一句话可知，C和D选项是和语言和思维相关的。
故此题的正确选项为A。
25、Which of the following best represents the author’s argument in the passage?
A The gender of nouns affects how people think about things in the world.
B Germans and Frenchmen think differently about the Viaduct de Millau.
C Language shapes our thoughts and affects our perception of the world.
D There are different means of proving how language shapes our thoughts.
答案解析：
本题考查主旨大意题
A、B项是作者为了证明论点二给出的论证。D项不是作者要表达的中心观点，故此题的正确选项为C。
三、阅读理解题
When American-born actor Michael Pena was a year old, his parents were deported. They had illegally walked across the U.S. border from Mexico and when they were caught by immigration authorities, they sent Pena and his brother to stay with relatives in the U.S. “It was quite a bit of a gamble for my parents,” says Pena, “but they came back a year later.” Pena’s father, who had been a farmer in Mexico, got a job at a button factory in Chicago and, eventually, a green card. Pena stayed in Chicago until, at 19, he fled to Los Angeles to pursue his acting dreams.
This family history makes Pena’s latest role especially personal. In Cesar Chavez, Pena plays the labor leader as he struggles to organize immigrant California farm workers in the 1960s. To pressure growers to improve working conditions and wages, Chavez led a national boycott of table grapes that lasted from 1965 to 1970 and is recorded in the film. Chavez, like Pena, was the American-born son of Mexican farmers who immigrated to the U.S. “He understands this duality, the feeling of being born in a place but having a very big idea of where your heritage comes from,” says the film director, Diego Luna. “This thing of having to go to school and learn in English and then go home to speak Spanish with your parents.”
As immigration policy is hotly debated on Capitol Hill this year, Luna and others who were involved with Cesar Chavez are hoping the movie will spark new support for reform and inspire American Latinos to get involved. “The message Chavez left was that change couldn’t happen without the masses being a part of their own change,” says Ferrera, a first generation Honduran American who plays the union leader’s wife Helen. Rosario Dawson, who co-founded the advocacy group Voto Latino, plays Chavez ally and labor leader Dolores Huerta.
Immigrant-rights issues in the U.S. have evolved substantially in the years since Chavez founded the United Farm Workers (UFW). Undocumented workers now make up a far larger share of the agricultural workforce in California than they did in the 1960s, according to Miriam Pawel, author of The Crusades of Cesar Chavez, published the next month. Chavez was vehemently against illegal immigration, believing it made strikes difficult to execute and weakened the union. He initiated a program in the mid-1970s to locate undocumented farm workers and report them to immigration officials, Pawel writes. And despite his early victories, Chavez’s UFW union represents just a small part of those working on California farms today.
“Chavez’s legacy is not in the field, which is sad,” says Pawel. Still, she says, his organizing strategies, featured extensively in Cesar Chavez, have been adopted by other activists, including those leading the modern immigrant-rights movement. Chavez’s most important contribution may have been humanizing the Latino population for the American public. Farm laborers, many of whom barely spoke English, traveled across the country during the grape boycott, standing outside grocery stores to persuade housewives not to buy grapes and to spread the word about their plight. “They gave the boycott this very human face,” says Pawel.
“It was families talking to other families,” says Luna. “It’s about the power we have just by being who we are.”
26、Whom does the underlined word “He” in PARAGRAPH TWO refer to?
A Luna.
B Pena.
C Chavez.
D Ferrera.
答案解析：
本题考查事实细节题
根据文章第一段介绍了Pena是墨西哥移民的背景，从第二段第一句和第四句可以看出他们有相同的背景。
故此题的正确选项为C。
27、What has made Pena’s role as Chavez in the movie Cesar Chavez so distinctive?
A His Mexican immigrant background.
B His Awareness of his Mexican heritage.
C His bilingual life at home and at school.
D His status before legal registration in the US.
答案解析：
【答案】A
【真题解析】细节题。
此题是问是什么让Pena在Cesar Chavez中扮演如此与众不同的Chavez。可将答案定位到文章第二段第四句.Pena和Chavez一样出生在美国.父亲都是移民到美国的墨西哥农民.由此可看出他们有相同的背景，故此题选A。
28、What did the film-makers want to achieve through the movie Cesar Chavez?
A To report on immigration policy debates.
B To stir immigration debates with a biopic.
C To make known the achievements of Michael Pena.
D To highlight the seeds of change within the masses involved.
答案解析：
本题考查事实细节题
根据文章第三段可知B 符合语境。
故此题的正确选项为B。
29、Which of the following is closest in meaning to the underlined word “vehemently” in PARAGRAPH FOUR?
A Emotionally.
B Deliberately.
C Strongly
D Actively.
答案解析：
本题考查猜测词义题
根据该词在文章中的位置，并结合上下文可以猜测出，Chavez并不赞同非法移民现象，感情色彩应该是强烈反对的。
故此题的正确选项为C。
30、Which of the following may best summaries Chavez’s contribution in leading the Latino immigrant-rights movement?
A The American public came to realize the power of change in the Latino community.
B The modern immigrant-rights movement leaders knew how to organize their activities strategically.
C The U.S. government knew how to locate undocumented farm workers and offer them official registration.
D The Mexican farm workers could travel across the country during the grape boycott to share their sufferings.
答案解析：
本题考查事实细节题
从文章倒数第二段得知B选项正确。
故此题的正确选项为B。
四、简答题
31、某位高一英语教师组织了一个关于oil pollution的口语活动，学生们却对该活动没有兴趣，活动难以开展。请分析学生不感兴趣的两个主要原因（8分），并列举组织成功的口语活动应注意的三个主要事项。(12分)
正确答案：
学生不感兴趣的两个主要原因是：
（1）口语话题本身有一定的难度性，远离学生的实际生活，不能有效的激发学生的学习兴趣。选择的话题本身是陌生的，还是课外的内容，学生对于 “oil pollution”的背景知识以及影响并不了解，同时该活动脱离了学生本身的兴趣爱好，在完成任务的过程中，可能会遇到生词，令学生难以表达。
（2）口语活动形式过于单一，学生参与的积极性下降，单一枯燥的教学活动在短时间内可能并不会有明显的体现，也不能充分发挥学生的主体性和创造性。
应注意的三个主耍事项：
笫一，要符合口语活动设计原则。口语活动的人物与话题要符合实用性和可操作性，必须能引起学生的兴趣，同时还应该贴近他们的生活、学习经历与社会实际；话题的难度要符合学生的英语水平与能力；话题任务的安 排要符合梯度式的安排，不同的任务可以穿插进行，组织课堂教学。
笫二，设计丰富多彩的口语活动。例如，故事表演,话题辩论，采访活动和演讲等。教师应该广泛收集资料， 尽可能设计不同类型、风格与要求的任务，应用于日常的课堂教学过程，使学生的创新精神与实践能力得到不断地培养与提高。
第三，口语活动要体现全员参与性。根据新课标，学生是课堂的主体，教师是参与者、组织者和引导者的角色。因此，教师要从学生“学”的角度设计出各种教学活动，使学生完成各种任务的过程中逐步形成运用语言的能力。同时，口语活动要个性化发展和全员性参与，实现因材施教。
答案解析：
本题考查的是口语教学技能，结合oil pollution这个话题，学生很难展开口语活动，老师需要结合学生的学情特点和教学方法来分析判断学生不感兴趣的原因，并且列出其注意事项。
五、材料分析题
下面是某高中教师的课堂教学片段。
T: Just now we get to know many different sports, for example ...
Ss: Weight-lifting, fencing, aerobics, triathlon, shooting ...
T: Great. Now, let’s think about this question: How many types can these sports be divided into?
Ss: (discuss with partners)
T: For example, football, tennis, table-tennis, they belong to ...
Sl: Ball games.
T: Great. And then ... How about rings? Double bars? Which type of sports do they belong to?
Ss: (silent)
T: (write “gymnastics” on the blackboard) Now read after me ...
S2: Ms Xia, how to say “kua lan” in English? It is the honor of all our Chinese people.
T: Yeah, we really ought to know l10-hurdle race. By the way, which type do both running and l10-hurdle race belong to?
Ss: (silent)
T: Let me tell you, track and field sports. Read after me.
Ss: (read after the teacher)
T: Don’t forget the sports that are done in the water—the water sports. So what are the different types of sports we’ve learnt today?
Ss: Ball games, gymnastics, track and field and water games.
T: Excellent!
32、该片段属于什么教学环节（6分）?其教学目的是什么？(6分)
正确答案：
该教学片段属于新课讲授（Presentation)和练习(Practice)环节。
新课呈现是新课教学中重要的一环，目的是运用多种手段来创造情境与环境，介绍新的语言材料，指导学生理解和传递教学信息。练习环节的目的是让学生在某一特定话题下，通过机械性练习即控制性及半控制性练习，不断强化某一或某些语言结构和词汇。
答案解析：
本题考查新授环节和练习环节。
33、该片段存在哪两个主要问题（10分）?请提出相应的改进建议。（8分）
正确答案：
问题一：新课教学环节的单词讲授过难：讲解的词汇需要注重学生的知识储备、认知能力和兴趣爱好。 该教师讲授单词的过程中，忽略了学生的知识储备，学生对新学的单词都不熟悉。改进建议:①课前一定熟悉明确学生的知识水平。②培养学生良好的学习习惯，进而拓宽词汇帮助学生学会如何正确使用词典，自觉积 累词汇，及时发现。学生要常查字典，但不要一味地依赖词典，应指导学生尽可能利用上下文找线索来猜词，养成对记词汇的敏感性，引导学生柘语境中学习词汇。学生掌握了咅标、构词法 等，就能在较少的时间里掌握较多的词汇，并通过词缀等来扩大词汇。教师还可以指导学生运用其他方法如联想、观察、对比、分析法来学习词汇，变难为易，以养成良好的学习习惯。
问题二：教学方法单一：该片段中教师只利用词汇归纳的方式来呈现新的单词，方式过于单一。改进建议： 展示词语的时候可以通过实物、动作、手势、定义、词汇信息（如近义词、反义词等）、上下文信息、表格、图表、翻译、问答、语义导图、信息填充等方式来进行。展示词语的结构和用法时可以通过例子、解释、同义词、反义 词、上下文、问答、结构导阁等方式进行。
答案解析：
本题考查的是教学设计中的导入和新授环节，以及这两个环节的教学目的，考生不光要学习理论知识，更应该具备能根据课堂实录，分析具体的教学情景，理论和实践结合起来答题。
六、教学设计题
语言素材：
Words, words, words
British and American English are different in many ways. The first and most obvious way is in the vocabulary. There are hundreds of different words which are not used on the other side of the Atlantic, or which are used with a different meaning. Some of these words are well known—Americans drive automobiles down freeways and fill up with gas; the British drive cars along motorways and fill up with petrol. As a tourist, you will need to use the underground in London or the subway in New York, or maybe you will prefer to get around the town by taxi (British) or cab (American).
Chips or French fries?
But other words and expressions are not so well known. Americans use a flashlight, while for the British, it’s a torch. The British queue up; Americans stand in line. Sometimes the same word has a slightly different meaning, which can be confusing. Chips, for example, are pieces of hot fried potato in Britain; in the States chips are very thin and are sold in packets. The British call these crisps. The chips the British know and love are French fries on the other side of the Atlantic.
Have or have got? There are a few differences in grammar, too. The British say Have you got…? While Americans prefer Do you have...? An American might say My friend just arrived, but a British person would say My friend has just arrived. Prepositions, too, can be different: compare on the team, on the weekend (American) with in the team, at the weekend (British). The British use prepositions where Americans sometimes omit them (I’ll see you Monday; Write me soon!).
Colour or color?
The other two areas in which the two varieties differ are spelling and pronunciation. American spelling seems simpler: center, color and program instead of centre, colour and progromme. Many factors have influenced American pronunciation since the first settlers arrived four hundred years ago. The accent, which is most similar to British English, can be heard on the East Coast of the US. When the Irish writer George Bernard Shaw made the famous remark that the British and the Americans are two nations divided by a common language, he was obviously thinking about the differences. But are they really so important? After all, there is probably as much variation of pronunciation within the two countries as between them. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.
34、根据提供的信息和语言素材设计教学方案，用英文作答。该方案没有固定的格式，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：某城镇普通高中二年级（第一学期）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）》六级水平。学生课堂参与积极性一般。
正确答案：
Class Type: Reading class
Teaching Contents: This passage is about some differences between British English and American English.
Teaching Objectives:
Knowledge objective:
Students will know some differences between British English and American English.
Ability objectives:
(1) Students can identify a variety of English.
(2) Students are able to find out the main idea and the details of a passage.
Emotional objective:
After this lesson, students will have more interest in exploring the English language culture.
Teaching Key and Difficult Points:
Teaching key point:
How to help students grasp some details of the passage and read it in different ways.
Teaching difficult point:
How to help students have confidence in learning English,
Major Steps:
Step 1 Pre-reading (3 minutes)
Let students hear recordings of accents from around the English speaking world.
(Justification: This step can help students notice the differences of English.)
Step 2 While-reading (12 minutes)
Fast reading
Ask the students to skim the passage to get the main idea and scan the text and find the differences between American English and British English, Invite two students to answer it and then show the answer on the PPT. (Vocabulary, grammar, spelling, pronunciation).
(Justification: Students will have a general idea of this passage, and their reading ability of scanning can be practiced.)
Careful reading
Ask the students to read the paragraphs carefully and find the specific differences between British English and American English. Later students should give their answers; teacher will show the details on the PowerPoint.
(Justification: Students will understand more about the passage and improve their reading ability.)
Step 3 Post-reading (5 minutes)
Ask the students to discuss one question in group of four, and then share their opinions.
Q: Are there any differences between Chinese in different provinces?
(Justification: Help students have more confidence in speaking English and they will get the consciousness of cooperation.)
答案解析：
本题考查的是教学设计，按照阅读的思路来设计整个教案，设计过程中注意分析材料，把教案具体化，达到本节课设定的教学目标。
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