一、单选题
1、Which of the following ______ parts is different from others in pronunciation?
A wished
B jumped
C kissed
D waited
解析：【喵呜刷题小喵解析】：本题考查的是英语中ed的发音规则。在给出的四个选项中，A、B、C选项中的ed发音均为/t/，而D选项中的waited中划线部分发音为/id/。因此，D选项中的发音与其他三个选项不同，所以正确答案为D。
2、Which of the following shows the general intonation pattern in a complex sentence?
A When I started my career（升）there was no（升）unemployment.
B When I started my career（升）there was no（降）unemployment.
C When I started my career（降）there was no（升）unemployment.
D When I started my career（降）there was no（降）unemployment.
解析：【喵呜刷题小喵解析】：在语音语调中，句子中对于没有说完的内容一般用升调，句子的末尾用降调。在给出的句子中，“When I started my career”是句子的开始部分，表示未说完的内容，因此应该使用升调。而“there was no unemployment”是句子的结尾部分，表示已经说完的内容，因此应该使用降调。因此，正确选项为B，即“When I started my career（升）there was no（降）unemployment。”
3、All the ______ in this school are taught by the same teacher.
A six-year-olds
B six-years-old
C six-year-old
D six-years-olds
解析：【喵呜刷题小喵解析】：这道题目考查的是形近词辨析。在选项中，A选项“six-year-olds”表示“六岁的孩子”，前面加上the表示一类人。B选项“six-years-old”并不是正确的用法。C选项“six-year-old”虽然表示“六岁的”，但它是一个形容词，不能作为主语。因此，正确答案是A选项“six-year-olds”。
4、The risk of infection for that patient hasn’t diminished after the operation. ______, it has increased.
A On the whole
B On the contrary
C On the average
D On the other hand
解析：【喵呜刷题小喵解析】：题干中提到，那个病人手术后感染的风险没有降低，反而增加了。因此，需要选择一个与“反而”意思相近的选项。B选项“On the contrary”表示“相反”，符合题意。A选项“On the whole”表示“大体上”，C选项“On the average”表示“平均而言”，D选项“On the other hand”表示“另一方面”，都与题意不符。因此，正确答案为B选项。
5、Testing is still a usual means ______ which students’ progress is measured.
A in
B at
C of
D by
解析：【喵呜刷题小喵解析】：本题考查介词的用法。句子中使用了被动语态“is measured”，表示“被测量”，而“be measured by”是固定搭配，表示“用……来测量”。因此，正确选项为D，即“by”。句子的意思是“测试仍然是衡量学生进步的一种常用手段”，其中“by”表示“用测试”来测量学生的进步。所以选项D是正确答案。
6、Many people ______ in the project at both research and editing stages and we would like to thank them all here.
A have involved
B have been involved
C having involved
D having been involved
解析：【喵呜刷题小喵解析】：本题考查非谓语动词。句子里面有and作为连词，所以前面应该是一个句子，be involved in参加。根据句意“许多人在研究和编辑阶段都参与了这个项目，我们想在这里感谢他们所有人。”，应该用现在完成时的被动语态，表示“参与”这一动作已经发生并对现在产生影响，且主语people与involve之间为被动关系，故应使用现在完成时的被动语态have been involved。因此，正确答案为B。
7、Only until very recently ______ possible that grammarians are able to make accurate statements about the rules of some languages.
A has it been
B it has been
C was it
D it was
解析：【喵呜刷题小喵解析】：本题考查时态和倒装句。由于only放在句首，句子需要倒装，因此排除B和D选项。同时，根据句意“只有到了最近，语法学家才能够对某些语言的规则做出准确的陈述”，整个句子应该使用现在完成时，表示过去发生的事情对现在的影响。因此，正确答案为A选项，即“has it been”。
8、This was not _______ they had expected after years of painstaking research.
A a result as bad as
B as a result as bad
C as bad as a result
D as bad a result as
解析：【喵呜刷题小喵解析】：题目考查了as…as的用法，该用法表示“和……一样”，其结构为“as+形容词/副词+a(an)+名词+as”。在本题中，句子中需要表达的是“这个结果并没有他们经过多年辛苦研究后所期望的那么糟糕”，因此应该使用“as bad a result as”这个结构，表示“结果并没有那么糟糕”。因此，正确答案为D。
9、Which of the following words is formed through derivation?
A Students
B Shorter
C Bought
D Insanity
解析：【喵呜刷题小喵解析】：本题考察的是语言学中的形态学。根据题目描述，我们需要找出通过派生法构成的单词。派生法是通过添加前缀或后缀来创造新词的构词法。在给出的选项中，只有D选项“Insanity”是通过添加前缀“in-”构成的派生词，因此D选项符合题目要求。其他选项如A的“Students”是名词复数形式，B的“Shorter”是形容词比较级形式，C的“Bought”是过去分词形式，都不是通过派生法构成的。因此，正确答案是D。
10、The utterance “Now, correct me if I’m wrong…” suggests that people are likely to observe the ______ Maxim in daily conversations.
A Quantity
B Quality
C Relevance
D Manner
解析：【喵呜刷题小喵解析】：本题考查的是语言学中的语用学。在会话含义中，有四个合作原则，包括数量原则、质量原则、关联原则和方式原则。根据题目中的例子“Now, correct me if I’m wrong…”可以看出，说话者希望听者指出他是否说错了，即要求听者说真话，不说假话或者不确定的话，这符合质量原则的要求。因此，正确答案是B选项，即质量原则。
11、When a teacher asks students to brainstorm what they will write about an unforgettable trip, he/she mainly focus on ______.
A ideas
B layout
C style
D feedback
解析：【喵呜刷题小喵解析】：这道题考查的是写作技能教学。题目中提到老师让学生进行头脑风暴，讨论他们将要写的难忘的旅行，这主要关注的是学生的想法和创意。因此，正确答案是A选项，即想法。布局、文体和反馈虽然在写作过程中也很重要，但在这个特定的情境下，老师更关注的是学生关于旅行的各种想法和创意。
12、Which of the following is communicative task?
A Reading aloud the dialogue on passage 24.
B Writing a party invitation to your friends.
C Translating the first paragraph into Chinese.
D Making sentences with the expressions given.
解析：【喵呜刷题小喵解析】：交际型任务是指那些需要与他人进行实际交流的任务。在本题中，A选项是阅读对话，C选项是翻译段落，D选项是用给定的表达造句，这些任务都不涉及与他人的实际交流。而B选项是给自己的朋友写Party邀请函，这是一个需要与他人实际交流的任务，因为邀请函需要被发送给朋友，并且可能需要回复。因此，B选项是符合交际型任务的定义的。
13、What is being practiced if a teacher asks students to read words like “cot, hot” and “dog, log”?
A Spelling and structure
B Stress and sound
C Minimal pairs
D Phonetic symbols
解析：【喵呜刷题小喵解析】：本题考查语音教学。老师让学生读单词“cot, hot”和“dog, log”，实际上是在进行最小对立体（minimal pairs）的练习。最小对立体是指发音相似但意义不同的词对，通过比较和练习这些词对，可以帮助学生更好地掌握语音规则和发音技巧。因此，正确答案是C选项，最小对立体。
14、What teaching method is used by the teacher if much of his or her class time is spent on drilling the sentence patterns followed by exercises like repetition, memorization, mimicry, etc?
A The Natural Approach
B The Communicative Approach
C The Audio-lingual Method
D The Grammar-translation Method
解析：【喵呜刷题小喵解析】：根据题目描述，老师的大部分时间都花在采用重复、记忆、模仿等方式的句型练习上，这符合听说法的特点。听说法强调句型为中心，通过反复操练来提高学生的口语能力。因此，正确选项为C，即The Audio-lingual Method（听说法）。A选项的自然方法、B选项的交际法和D选项的语法翻译法都不符合题目描述的教学法特点。
15、According to the affective-filter hypothesis _______ is not an affective factor influencing language learning.
A Attitude
B Motivation
C Interest
D Intelligence
解析：【喵呜刷题小喵解析】：本题考查了克拉申的情感过滤假说，根据该假说，影响语言学习的情感因素主要包括态度、动机和兴趣。而智力与情感过滤假说没有直接关系，因此不会影响语言学习。因此，正确答案为D选项，即智力。
16、What does his or her feedback focus on if a teacher’s comment is “John, it would be much better if you have given more details!”?
A Content
B Language
C Attitude
D Aptitude
解析：【喵呜刷题小喵解析】：本题考查教学评价。老师的评价“John，如果你给更多的细节就更好了”表明老师对John的回答或作品的内容提出了改进意见，因此他的反馈应该主要关注内容方面。选项A“内容”符合题意。选项B“语言”、选项C“态度”、选项D“才能”与老师的评价内容不符，因此可以排除。因此，正确答案为A。
17、Which of the following is a referential question?
A Where was Yang Liwei born?
B Who is the first Chinese astronaut?
C Why do you think Yang Liwei is a great astronaut?
D When did Yang begin his historic space travel?
解析：【喵呜刷题小喵解析】：参考性问题旨在鼓励学生发表自己的观点或看法，没有固定的答案。在给出的选项中，C选项“Why do you think Yang Liwei is a great astronaut?”是一个参考性问题，因为它询问的是个人的观点和理由。而A、B、D选项都是展示性问题，它们都有明确的答案，如“Yang Liwei was born in…”，“The first Chinese astronaut is…”，“Yang began his historic space travel in…”等。因此，正确答案是C。
18、Having lived in China for a long time, John could fully understood the cultural shocks experienced by his Chinese students. Which of the following traits does John have in this instance?
A Avoidance
B Empathy
C Extroversion
D Introversion
解析：【喵呜刷题小喵解析】：根据题目描述，John已经在中国生活了很长时间，他可以完全理解他中国学生所遇到的文化冲击。这显示出John具备共情能力，能够理解并体验他人的感受。因此，正确答案为B选项，即Empathy（共情）。其他选项如Avoidance（逃避）、Extroversion（外向）和Introversion（内向）与题目描述不符。
19、When the teacher asks students to read a text for the main idea, he/she intends to develop students’ skill of ______.
A Retelling
B Predicting
C Skimming
D Scanning
解析：【喵呜刷题小喵解析】：根据题目描述，老师让学生读文章获得主旨大意，这通常是为了训练学生快速把握文章主要内容的技能。在选项中，skimming（略读）是一种快速阅读的方法，主要用于获取文章的主旨大意，因此是正确答案。而其他选项如retelling（复述）、predicting（预测）和scanning（扫读）都与获取文章主旨大意的目标不太符合，因此可以排除。
20、Which of the following is based on the communicative view of the language?
A Structural syllabus
B Skill-based syllabus
C Genre-based syllabus
D Functional-notional syllabus
解析：【喵呜刷题小喵解析】：交际法认为语言学习的主要目的是进行交流，而不是简单地学习语言的结构或语法规则。功能意念大纲（D选项）是以交际为目的的大纲，它强调学习者应该掌握语言的功能和意念，以便能够在实际生活中使用语言进行交流。结构大纲（A选项）、技能大纲（B选项）和体裁大纲（C选项）虽然也是语言学习的一部分，但它们更注重语言的结构、技能或体裁，而不是交际目的。因此，正确答案是D选项，功能意念大纲。
There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that's an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that's an instrumental motive, since the relation between fame and research is not so inherent, Often, people have both for doing things.
What mix of motives- internal or instrumental or both is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success.
We analyzed data drawn from 11, 320 cadets in nine entering classes at the United States
Military Academy at West Point, all of whom rated how much each of a set of motive influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army.
How did the cadets fare, years later? How did their progress relate their original motives for attending West Point?
We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations) than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service.
Remarkably, cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military..
Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.
There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to "money for college," "career training" or. seeing the world" will do the job, While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.
21、21.According to the passage, which of the following is an internal motive for a newly recruited soldier?
A To serve the country
B To receive career training,
C To earn money for college
D To broaden their scope of vision
解析：【喵呜刷题小喵解析】：根据文章中的描述，内部动机是与活动本身相关的，而仪器动机则与活动的结果相关。文章提到，如果科学家进行研究是因为她想要发现关于世界的重要事实，那么这就是一个内部动机，因为发现事实是与研究活动本身相关的。同样，对于新招募的士兵来说，如果他们想要为国家服务，那么这就是一个内部动机，因为为国家服务是与士兵的身份和活动本身相关的。因此，选项A“To serve the country”是一个内部动机。其他选项如“To receive career training”（接收职业培训）、“To earn money for college”（赚取大学学费）和“To broaden their scope of vision”（拓宽视野）都是与结果相关的仪器动机，因此不是内部动机。
22、22. Which of the following is closest in meaning to the underlined word"cadets"in Paragraph 3?
A A. In-service soldiers
B、 B Military researchers
C C. Military officers
D D. Military trainees
解析：【喵呜刷题小喵解析】：在第三段中，文章提到“We analyzed data drawn from 11, 320 cadets in nine entering classes at the United States Military Academy at West Point”。这句话明确指出“cadets”指的是参加美国西点军校九个入学班级的11,320名学员。根据上下文，可以推断出“cadets”最接近的意思是“军事学员”或“军事训练生”，因此答案为D。其他选项A（现役士兵）、B（军事研究员）、C（军事官员）都不符合上下文的语境。
23、23. According to the passage, which of the following is conducive to career success?
A A. Strong internal and strong instrumental motives
B B. Strong internal and weak instrumental motives
C C Weak internal and strong instrumental motives
D D. Weak internal and weak instrumental motives
解析：【喵呜刷题小喵解析】：根据文章中的描述，研究发现，拥有强烈内部动机的学员更有可能毕业并成为军官，他们在军队中的表现也更好，并且更有可能在服役五年后继续留在军队中。而同时拥有强烈内部动机和强烈工具性动机的学员在各项指标上的表现都不如只有强烈内部动机但工具性动机较弱的学员。因此，结论是强烈的内部动机对职业成功更有利，而工具性动机并不总是带来好处，有时甚至会产生反作用。因此，选项B“强烈的内部动机和较弱的工具性动机”最有利于职业成功。
24、24. What do the writers disapprove concerning the current situation of attracting recruits?
A A.Taking into account applicants internal motives
B B Making them focus on the meaning of their work
C C. Relying on whatever motivational tools available
D D. Taking into account applicants instrumental motives
解析：【喵呜刷题小喵解析】：文章指出，努力应该被用来设计活动，使得工具性的后果不会成为动机。帮助人们专注于他们工作的意义和影响，而不是如金钱回报等，可能是改善他们工作质量和财务成功的最佳方式。文章提到，当前教育者和导师倾向于使用所有可用的激励工具来招募参与者或提高表现，这虽然可能吸引更多参与者，但也可能导致更差的士兵或学生。因此，作者不赞成C选项“依赖所有可用的激励工具”，而是主张考虑参与者的内部动机并帮助他们专注于工作的意义。
25、25. What can be the best title for the article?
A A. Motivation and Fame
B B Iwo Types of Motives
C C. The Secret of Effective Motivation
D D. The Study on the Function of Motives
解析：【喵呜刷题小喵解析】：文章主要探讨的是动机对于成功的影响，特别是内部动机和工具性动机的混合对于成功的影响。文章通过具体的研究数据，发现内部动机对于成功的影响更为积极，而工具性动机并不总是带来好处，有时甚至会产生反作用。因此，文章的核心观点是如何有效地激发动机，而"The Secret of Effective Motivation"（有效动机的秘诀）能够准确概括文章的主旨。
【 Passage2】
The ritual of English tea time is believed to have originated in the late 100's when Anna Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea
The Duchess chronically experienced. “sinking feeling” (what we would term “low blood sugar”) in the late afternoon. To tide her over the long hours between meals she turned to carbohydrates.
Other royals immediately copied the Duchess, and afternoon tea parties became quite fashionable. Low tables were set up in front of sofas and chairs, and the ladies found a new opportunity to show off pretty clothes, fine china embroidered linen tablecloths and napkins, and silver tableware.
Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling little sandwiches and sweet pastries as well as scones were being arranged on decorative stands and plates for the ladies' pleasure.
The tea party mania quickly spread across the Atlantic where tea was already enjoyed as a beverage. This fondness for tea was later suppressed by the patriotic Americans during the era immediately preceding the American Revolution because of the unreasonable British tax on tea.
However, by April 27, 1776, Congress announced in the Philadelphia Packet that drinking of tea can now be indulged. "The custom of afternoon tea parties was not really revived in this county, though, until the mid180, when Victorian ways were in vogue here. Leisure- class American ladies began having "kettledrums" at 4 p.m. "Kettledrums was called that in connection with the term" teakettle." Petits fours and other dainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud The Illustrated Diary of a Victorian Woman, Chronicle Books, 1987) gave an anecdote concerning tea time: Mrs. Barnes had out a lovely tea-cloth for her tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unused to such dainty, contrived to slop his tea all over it. Thankful it was not L. As it was, my new feather boa, which I wore for the first time, got into my teacup, causing much alarm and merriment to all assembled. Lilian Black-Bares was, as ever, strong in adversity and wrung out the offending object in the kitchen sink. Fear it may never be the same again, none the less."
My family, mother, and I were able to relieve some of that sophisticated elegance (minus the drippy boa) when we had tea at the Ritz in London. The Palm Court, an open area on the ground floor of the hotel, is a study in turn-of-the century decor. Gilt statuary, palms, and other plants, and stylishly-set lite tables beckon welcomingly under high-up, rose-tinted skylights.
Our waiter brought us a selection of finger sandwiches of smoked salmon, ham, cucumber, Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) were offered with butter, and various preserves and jellies.
Along with this we were served Indian or China tea, and hot chocolate for my young daughter. Then the dapper waiter presented a vast tray holding many French pastries and cakes from which we could choose. After several teeny sandwiches and a couple of marmalade-coated scones, a chocolate eclair seemed to add carbohydrate overload to carboload, but "when in England, do as the English do."
This tea feast was served between 3: 30 and 5: 30 p.m. Around 10: 00 p.m. we had regained Just enough appetite to sample some fish and chips(French fries), and then we put our weary stomachs and ourselves to bed.
26、26. What can be inferred about the writer's opinion concerning what is served at the British
teatime?
A A. The English have taken in excessive carbohydrate.
B、
B. The English prefer to have different types
of drinks
C、
C. The English are not particular about the
food varieties.
D D. The English have a peculiar liking for junk food.
解析：【喵呜刷题小喵解析】：根据文章中的描述，作者提到在英式下午茶中，提供了许多碳水化合物类的食物，如三明治、饼干、蛋糕等，并且作者自己也提到“a chocolate eclair seemed to add carbohydrate overload to carboload”，说明英国人摄入的碳水化合物量较多。因此，可以推断出作者认为英国人过度摄入了碳水化合物，选项A正确。文章中没有提到英国人喜欢不同类型的饮料或者对食物种类没有特别的喜好，也没有提到英国人喜欢吃垃圾食品，因此选项B、C、D均不正确。
27、 27. Which of the following is a typical feature of Victorian tea time?
A、
A. An occasion to gather with family.
B、
B. An occasion to demonstrate patriotism.
C、 C. An occasion to show off delicacy and
elegance
D、 D. An occasion to entertain the British royal members
解析：【喵呜刷题小喵解析】根据题目中的描述，维多利亚时代的下午茶是一种展示精致和优雅的机会。原文中提到了“the ladies found a new opportunity to show off pretty clothes, fine china embroidered linen tablecloths and napkins, and silver tableware”，以及“Petits fours and other dainty delights were served amid Victorian opulence”，这些都表明了维多利亚时代的下午茶是一种展示精致和优雅的机会。因此，选项C“An occasion to show off delicacy and elegance”是正确答案。
28、28. Why does the author quote Maud Berkeley in the passage?
A A. To define the nature of Victorian tea time.
B B. To prove that tea time is fashionable in America,
C C. To exemplify how exquisite an English tea time ritual was
D D. To contrast he difference between English and American tea time
解析：【喵呜刷题小喵解析】：作者引用Maud Berkeley的日记内容，是为了举例说明维多利亚时代的下午茶仪式是如何进行的，从而证明英式下午茶的精致和优雅。日记中描述了茶会上的装饰、食物和饮料，以及一个小插曲，这些都是为了展示维多利亚时代下午茶的精致和优雅。因此，正确答案是C，即为了例证英式下午茶的精致。
29、
29. Which of the following is close in meaning
to the underlined word "weary" in the last paragraph?
A、A. Exhausted.
B B. Tedious.
C C. Energetic.
D D Greedy.
解析：【喵呜刷题小喵解析】：在原文中，“weary”一词用来形容人们因为长时间的忙碌或活动而感到疲劳或筋疲力尽的状态。选项A中的“Exhausted”也表示疲惫、精疲力尽，与“weary”意思相近，所以是正确答案。选项B中的“Tedious”表示令人厌倦的，选项C中的“Energetic”表示精力充沛的，选项D中的“Greedy”表示贪婪的，都与原文中的“weary”意思不符。
30、30. Which of the following is not employed in the passage?
A、A. Quotation.
B B. Flashback.
C、 C. Concrete example
D D. Comparison and contrast.
解析：【喵呜刷题小喵解析】：在给出的选项中，A选项“Quotation”表示引用，文中确实存在引用，如“Maud The Illustrated Diary of a Victorian Woman, Chronicle Books, 1987”的引用；C选项“Concrete example”表示具体实例，文中也存在具体实例，如作者与家人在伦敦的Ritz酒店享用下午茶的经历；D选项“Comparison and contrast”表示比较和对比，文中也存在对下午茶在不同时期和地区的比较和对比。而B选项“Flashback”表示回忆或回溯，文中并没有出现明显的回忆或回溯的叙述方式，因此B选项是不被采用的叙述方式。
二、简答题
31、简述形成性评价的含义（4分），形成性评价的两种方法或手段（8分）并从两个方面简述形成性评价的注意事项（8分）
参考答案：
本题考查形成性评价
解析：【喵呜刷题小喵解析】
本题要求简述形成性评价的含义、两种方法及注意事项。
首先，形成性评价的含义是在教学过程中进行的评价，旨在及时获取教学反馈信息，调整教学策略，促进学生的全面发展。这种评价关注学生的学习过程，而不仅仅是结果。
其次，形成性评价的两种主要方法或手段包括观察法和测验法。观察法是通过观察学生的学习过程、态度、行为等表现，来评价学生的学习情况；测验法则是通过设计测验题目，测试学生对所学内容的掌握情况。
最后，形成性评价的注意事项包括评价的客观公正性和评价的及时反馈性。评价要客观公正，不能带有主观偏见，要全面、准确地反映学生的学习情况；评价要及时反馈，让学生及时了解自己的学习状况，从而调整学习策略，提高学习效果。
32. 教学情境分析题。
下面是某教室一节听说课听前环节的教学实录，单元话题为My Favourite Animal的课堂实录。
T: Today we'll talk about animas Do you lke animals?
Ss: Yes.
T: I like animals, too. Please guess what my favourite animal is.
Ss: Dog! Monkey! Pandas! Elephant!
T: Look! （教师拿出一个毛绒兔子）My favourite animal is a rabbit. It is lovely and cute. Please read after me: cute. （教师在黑板上写出cute，学生跟读）
T: Now read after me: chicken, elephant, giraffe, lion, monkey, panda, penguin, sheep, tiger, zebra. （教师在PPT上呈现听力材料中涉及的所有动物词汇，逐一领读）
Ss: …
根据所给材料，从以下三个方面作答：
（1）听前环节的两个优点是什么？
（2）这段中有哪两个问题？
（3）针对上述问题给出两项建议。
32、（1）听前环节的两个优点是什么？（10分）
（2）这段中有哪两个问题？（10分）
（3）针对上述问题给出两项建议。（10分）
参考答案：
（1）第一，教师利用小兔子教具引出单词并讲解单词，采用了直接法以及情景教学法。该方法以其直观性、趣味性、生动性，激发了学生的参与和学习欲望，有助于吸引学生的注意力，同时可以帮助学生组织思维，加速外语和客观事物的直接联系，印象深刻。
第二，教师在听前环节，讲解单词的方式比较好。通过带领学生讨论自己喜爱动物的方式引入今天的主题，在学习新单词前很自然的先复习了以往学过的单词，起到温故知新的作用；另外，在黑板上书写单词以及领读，可以看出教师很注重单词发音的准确性，注重培养学生的口语能力，这样更有助于学生听说读写能力的全面发展。该老师很好的将单词的音、形、义结合，有助于学生对于单词的全面理解以及掌握。
（2）第一，教师将PPT上呈现出来的听力材料中涉及的所有动物词汇逐一领读这一点不太恰当。通过老师的呈现不难看出本节课重点内容应为cute等形容词，但是老师一直领读动物的单词，有点本末倒置，没有突出本节课的重难点；另外动物单词都是以前学过的，对于初中生来说过于简单，没有必要花费过多时间。第二，教师在听前环节直接将听力材料呈现出来，这样不太恰当。已经看到听力材料，学生会有依赖性，可能会有很多学生不听直接看屏幕去完成任务，那听力环节就失去了意义，不利于学生听力能力的培养。
（3）建议：第一，教师应该将将课堂重心放在cute等形容词上，突出本节课的重难点。教师可以在讲解完单词后，多带领学生朗读和练习新单词，过程中应该多结合一些有趣的学习方式，例如游戏以及抢答等。另外，教师也可以创设情境让学生练习单词，如让学生根据呈现图片造句、填空等方式都比较适合初中生。
第二，听前环节不要呈现听力材料。听前教师可以做很多活动，如讲解单词、背景介绍或者对主题进行预测，这些活动可以帮助学生熟悉听力话题，对听力材料更加感兴趣。听力材料在完成听中任务后呈现比较好，教师可以让学生看着材料跟磁带或者自己朗读，这样既可以帮助学生巩固听力内容，同时可以纠正学生发音，让学生重视培养自己口语能力。
解析：【喵呜刷题小u解析】
在回答此类问题时，首先需要对给出的课堂实录进行深入理解。在这段实录中，教师首先通过询问学生是否喜欢动物，以及自己最喜欢的动物是什么，引发学生的兴趣，然后通过展示毛绒兔子，引出“rabbit”这个单词，并讲解其含义和发音。接着，教师领读了一系列动物单词，包括本课听力材料中涉及的动物。
对于第一个问题，听前环节的两个优点，可以从教师的教学方法和学生的学习效果两个方面来分析。教师采用了直观教学法，通过小兔子的教具和领读动物单词的方式，激发学生的学习兴趣，同时也注重单词的发音准确性，培养了学生的口语能力。这些都是听前环节的优点。
对于第二个问题，这段实录中存在的问题有两个。一是教师在领读动物单词时，没有突出本课的重难点，即形容词的学习，而是将重心放在了动物单词上，这可能会导致学生无法准确把握本课的学习重点。二是教师在听前环节直接将听力材料呈现出来，这可能会让学生产生依赖性，不利于培养学生的听力能力。
对于第三个问题，针对上述问题给出的建议，一是教师应该将课堂重心放在形容词的学习上，通过创设情境、游戏等方式，引导学生学习和练习新单词。二是听前环节不要直接呈现听力材料，而是可以通过讲解单词、背景介绍等方式，帮助学生熟悉听力话题，提高学生的学习兴趣和听力能力。
根据提供的信息和语言素材设计教学方案,用英文作答。 33.设计任务:请阅读下面学生信息和语言素材,设计20分钟的口语教学方案。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 justifications
教学时间:20分钟
学生概况:某城镇普通中学七年级(初中一年级)学生班级人数40人。多数学生已经达到《义务教育英语课程标准(2011年版)》二级水平。学生课堂参与积极性一般。
语言素材:
Ms. Li: Hello, my name is Li Fang. I’m your teacher and you are my students. I’m Chinese. I’m from Wuhan .What’s your name?
Lingling: My name is Wang Lingling.
Ms. Li: Nice to mect you, Lingling. Where are you from?
Lingling: I’m from Beijing. I’m Chinese.
Ms. Li: How old are you? Lingling: I’m thirteen years old.
Ms. Li: Good. Hello, what about you?
Daming: Hello, Ms. Li, my name is Li Daming and I'm from Beijing, too. I’m twelve years old.
Ms. Li: Thanks. Hello, are you from America?
Tony: No, I'm not. I'm from England. I’m Tony Smith.
Ms. Li: Nice to meet you, Tony Hi, are you English, too?
Betty: No, I'm not. I’m American and my name is Betty King Lingling Tony and Betty are our friend
Ms. Li: Good! Welcome to Class 4 Grade7!
33、根据提供的信息和语言素材设计教学方案,用英文作答。 33.设计任务:请阅读下面学生信息和语言素材,设计20分钟的口语教学方案。教案没有固
定格式,但须包含下列要点:
参考答案：
Teaching contents: This lesson is from middle school, and it mainly talks about the where they are from and how old they are.
Teaching Objectives:
(1) Knowledge objectives
① Students can master the basic knowledge of the speaking material.
② Students can master the structure: where are you from? I’m from ... . I’m a/an ... .How old are you? I’m...
(2) Ability objective:
Students can improve their speaking abilities by class work.
(3) Emotional objective:
Students can foster the interest and desire of learning English, and can be fond of taking part in class activities.
Teaching key and difficult points:
Teaching key point:
How to help students understand and use the basic knowledge of the speaking material.
Teaching difficult point:
How to help students foster the interest in learning English.
Teaching Procedures:
Step1: Leading in (2 min)
Teacher will show students a picture about the first day of new school life and ask students to guess what this passage will mainly talk about? After several minutes, invite two students to share their answers with all of students.
(Justification: Pictures can create a more real situation for students, this will arouse students’ learning interest and help students predict what they will learn today.)
Step2: Presentation (8min)
Ask students to listen to the conversation to get the main idea of the conversation. And then ask students to read the conversation together to fill in the chart.
(Justification: Through this table, students will find the information and master the new sentence patterns by reading the dialogue.)
Step3: Practice (5 minutes)
Ask students to read the conversation in the group, four students in one group. And invite several group to show the conversation in the front of the classroom.
Then Ask students to fill in the survey. After 3 minutes, invite several representatives to make a report for the whole class.
(Justification: Survey can make students to practice the main structure and better understand the main information of the conversation that they have just learnt.)
Step4: Production (5 min)
Ask students to go different groups to introduce themselves. And then ask some of them to show their practice.
(Justification: Students can use the words and structure they have learned to express their ideas, and they can get the interest of expressing themselves in English.)
解析：【喵呜刷题小u解析】
本教学方案针对七年级学生的英语口语教学，旨在通过20分钟的时间帮助学生掌握基本的口语知识和结构，并提升他们的口语表达能力。方案分为四个主要步骤：Leading In、Presentation、Practice和Production。
Leading In阶段通过展示一张关于新学期第一天的图片，激发学生的好奇心和学习兴趣，并预测本节课的主要内容。
Presentation阶段，学生首先听取对话内容，了解对话的主要信息，然后通过阅读对话和填写表格的方式，进一步掌握对话中的关键信息和新的句子结构。
Practice阶段，学生分组进行对话练习，并在课堂上展示。之后，通过填写调查问卷的方式，对对话中的信息进行回顾和总结。
Production阶段，学生分组进行自我介绍，并在课堂上展示，这一过程不仅让学生有机会使用所学的词汇和句型，还能激发他们的表达兴趣。
整个教学过程旨在通过实际情境、对话练习和小组活动等方式，帮助学生掌握口语知识，提升口语表达能力，并培养他们对英语学习的兴趣。
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