一、单选题
1、The similarity between the English consonants /p/, /b/, and /m/ is that they are all _______.
A fricative
B plosive
C labial-dental
D bilabial
解析：【喵呜刷题小喵解析】：本题考查辅音的分类。在给出的选项中，A选项摩擦音，B选项爆破音，C选项唇齿音，都不符合/p/, /b/, /m/的共同特点。而D选项双唇音，符合这三个辅音的共同特点，因为它们都是双唇发音的音素。因此，正确答案是D选项。
2、Which of the following is a back vowel in English?
A /ə: /
B /ɔ: /
C /ʌ/
D /e/
解析：【喵呜刷题小喵解析】：根据元音的分类，/ɔ:/属于后元音，因此B选项是正确的。A选项的/ə:/是中元音，C选项的/ʌ/也是中元音，D选项的/e/是前元音，因此它们都不是后元音。因此，正确答案是B项。
3、There is only one playground slide in this school, so the students have to take _____ to use it.
A turns
B the turn
C a turn
D the turns
解析：【喵呜刷题小喵解析】：本题考查的是介词短语的习惯搭配。句子中的“take turns to use it”表示“轮流使用”，是固定搭配。因此，正确答案是A选项“turns”，表示“轮流”。其他选项不符合语法或习惯用法，因此不正确。
4、Out of everyone’s expectation, Johnson suddenly returned _______ a rainy night.
A at
B in
C on
D during
解析：【喵呜刷题小喵解析】：正确答案是C，“on a rainy night”是固定搭配，表示“在一个雨夜”。因此，选项C“on”是正确的介词选择。其他选项如A的“at”、B的“in”和D的“during”都不符合这个固定搭配的用法。因此，正确答案为C。
5、She _______ it very well when she described her younger brother as “brilliant but lazy”.
A put
B made
C assumed
D interpreted
解析：【喵呜刷题小喵解析】：这道题目考查了动词短语的辨析。在句子中，描述者形容她的弟弟为“聪明但懒惰”，需要使用一个动词来描述她的表达效果。A选项的“put it very well”意为“表达得很好”，符合句子中描述者的表达效果，因此A选项是正确的答案。B选项“make”意为“制作”，与句意不符，C选项“assume”意为“假定，设想，承担”，与句意也不符，D选项“interpret”意为“理解，解释”，也不符合句意。因此，正确答案为A选项。
6、We don’t think _______ possible to master a foreign language without much memory work.
A this
B that
C its
D it
解析：【喵呜刷题小喵解析】：本句考查形式宾语。在句子中，think后面接了一个宾语从句，为了避免头重脚轻，使用了形式宾语it来代替真正的宾语，而形式宾语it后面接的是形容词或名词作宾补，再跟真正的宾语。根据句意，该句的意思是“没有大量的记忆工作，掌握一门外语是不可能的”，其中真正的宾语是不定式短语“to master a foreign language”，所以选项D“it”作为形式宾语，符合语法和句意。因此，正确答案是D。
7、_______ the same mistakes in the annual financial report again made his boss very angry.
A His having made
B He having made
C He had made
D He has made
解析：【喵呜刷题小喵解析】：本题考查非谓语动词。句子中已经有谓语动词made，所以排除CD。非谓语动词作主语时，动名词的复合结构就是在动名词的前加上它的逻辑主语，此处逻辑主语是he，因此选项A His having made符合语法和语境。选项B He having made和选项D He has made都不是正确的非谓语动词形式，因此可以排除。因此，正确答案是A。
8、I would have told him the answer, but I ______ so busy then.
A had been
B were
C was
D would be
解析：【喵呜刷题小喵解析】：本句为虚拟语气，前半句为虚拟语态，但是转折后这是个事实，then提示是过去，故选was。A、B、D均为虚拟语气，故排除。因此，正确选项为C。
9、The use of the expression “I won’t bore you with all details…” indicates that people usually observe the ______ maxim in their daily conversations.
A Quantity
B Quality
C Relevance
D Manner
解析：【喵呜刷题小喵解析】：此题考查的是日常对话中人们遵循的合作原则。题目中的“I won’t bore you with all details…”意味着说话者不想详细地描述所有细节，以免使对方感到无聊。这违背了数量原则，即所说的话应该包含交谈目的所需要的信息，不多也不少。因此，正确答案是A选项，即“Quantity”（数量）。其他选项如质量原则、关联原则和方式原则在此句话中并未得到体现。
10、Which of the following is an evaluative move used by a teacher in class to comment on students’ performance?
A initiative move
B follow-up move
C framing move
D repair move
解析：【喵呜刷题小喵解析】：本题考查评估性行为。评估性行为是指老师在课堂上用来评价学生表现的行为。在给出的选项中，B选项“follow-up move”是反馈话步，主要表现为教师对学生回答做出的后续性话语，其结构包括三类：接受、评价和评论。这与评估性行为的特点相符合。A选项“initiative move”是引发话步，要求对方用语言或非语言做出反应，传达思想、事实、意见等，不符合题意。C选项“framing move”是框架话步，用来表明课堂话语新一阶段的开始，在语流中起着表示边界的作用，也不符合题意。D选项“repair move”是维修话步，与题意不符。因此，正确答案为B项。
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
解析：【喵呜刷题小喵解析】：在任务型教学法中，教师通常围绕特定的交际和语言项目，设计具体的、可操作的任务。学生通过表达、沟通、交涉、解释、询问等语言活动形式来完成这些任务，从而达到学习和掌握语言的目的。D选项“pattern practice activities”（句型练习活动）并不符合任务型教学法中“围绕特定交际和语言项目设计任务”的特点，因此不是典型的任务型教学法活动。因此，正确答案为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
解析：【喵呜刷题小喵解析】：本题考查的是课堂教学中的教学方法。题干中提到，如果老师给学生展示在开始之前如何设计一个活动，她使用的技术是什么。在给出的选项中，A项“新授”是指教授新课的环节，与题干描述不符；C项“引出”也不符合题意；D项“评价”与题干描述也不匹配。而B项“展示”则与题干描述相符，因为老师通常会在让学生活动前先做示范，即展示如何完成一个活动。因此，正确答案是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
解析：【喵呜刷题小喵解析】：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分析文章的结构。这是因为分析文章的结构是语篇教学的一部分，而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。通过对文章结构的分析，学生可以获得对文章整体的理解，包括对语篇功能和结构的理解，从而培养他们的语篇能力。因此，正确答案是B，即分析文章的结构。
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.
解析：【喵呜刷题小喵解析】：这道题主要考察的是如何鼓励学生批判性地阅读文章。选项A提到“评价其观点”，这是批判性阅读的核心，因为它鼓励学生不仅理解文章的内容，还要对其观点进行评价和反思。选项B“发现事实”和选项C“发现详细信息”虽然也是阅读的一部分，但它们更多地是理解和获取事实，而不是对文章进行批判性思考。选项D“做翻译练习”与批判性阅读没有直接关系。因此，正确答案是A。
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?
解析：【喵呜刷题小喵解析】：本题考查的是课堂上老师常用的提问方式。展示性问题通常已知答案或可以在工具书中找到，答案唯一，用于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”是一个展示性问题，因为它询问的是故事中的具体事件，答案可以从故事中直接找到。而A选项“如果你是故事中的女孩，你会表现得像她吗？”和C选项“你同意那个女孩儿是个热心肠的人吗？”都属于参考性问题，因为它们没有固定答案，取决于学生的个人观点。因此，正确答案是D选项。
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.
解析：【喵呜刷题小喵解析】：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。因此，老师鼓励学生总结故事，可以帮助他们发展认知策略。A选项，制定学习计划，属于调控策略，不是认知策略。C选项，大声读课文，不属于认知策略。D选项，做句型练习，也不属于认知策略。因此，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
解析：【喵呜刷题小喵解析】：这道题目考察的是教师如何通过练习帮助学生发展他们的语篇能力。首先，我们需要了解什么是语篇能力。语篇能力指的是学生能够理解和运用语言进行连贯、有意义的交流的能力。在给出的选项中，A选项“paraphrasing sentences”（句子释义）是最有可能帮助学生发展他们的语篇能力的练习。句子释义要求学生用英语解释或转换句子，这不仅可以帮助学生理解和运用语言，还能提高他们的语篇连贯性和意义表达能力。相比之下，B选项“translating sentences”（翻译句子）虽然也涉及语言的理解和运用，但它更侧重于语言的对应关系，而不是语篇的连贯性和意义表达。C选项“unscrambling sentences”（整理句子）和D选项“transforming sentences”（句型转换）虽然也可以帮助学生提高语言技能，但它们更多地是语言技能方面的练习，而不是专门针对语篇能力。因此，正确答案是A选项。
18、The advantages 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
解析：【喵呜刷题小喵解析】：本题考察的是对结对和小组活动好处的理解。根据题目描述，我们需要找出不属于结对和小组活动好处的一项。
A选项“同伴交流”是小组活动和双人活动的一个明显好处，因为学生们可以与同伴进行互动，分享想法和观点。
B选项“多样性和活力”也是小组活动和双人活动的一个好处，因为不同的学生有不同的观点和想法，可以带来多样性和活力，使得活动更加有趣和有意义。
C选项“增加语言实践”也是小组活动和双人活动的一个好处，因为学生们可以在实践中运用语言，提高语言技能。
而D选项“保证准确性的机会”并不是小组活动和双人活动的主要好处。小组活动和双人活动更强调的是流畅性和交流，而不是准确性。因此，D选项“保证准确性的机会”是不属于结对和小组活动好处的。
因此，正确答案是D选项。
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.
解析：【喵呜刷题小喵解析】：在培养学生正确使用词语的能力时，教师应该避免要求学生机械地记忆双语单词表。这种死记硬背的方法不利于学生真正理解和运用词语。相反，教师应该教授学生在语境中使用词语，给出例子，并解释词语的形式、意义和用法。这样，学生才能更好地掌握词语，并在实际运用中正确使用。因此，选项D“要求学生记住双语单词表”是教师应该避免的。
20、Which of the following practices 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
解析：【喵呜刷题小喵解析】：合作学习是一种鼓励学生相互协作、共同完成任务的学习方式。在给出的选项中，A选项“做一个项目”是最有可能鼓励学生在学习方面合作的实践。项目通常需要学生们分工合作，共同完成任务，这有助于培养学生的合作精神和团队协作能力。而其他选项如B选项“做一个听写”、C选项“参加考试”和D选项“复制一个文本”都不需要或很少需要学生的合作，因此不符合题目要求。因此，正确答案是A选项。
In recent years, however, society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order plus all who drop out before being ranked fail to develop the foundational reading, writing, and mathematical proficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnically diverse culture. So today, in asking schools to leave no child behind, society is asking that educators raise up the bottom of the rank-order distribution to as specified level of competence. We call those expectations our “academic achievement standards”. Every state has them, and, as a matter of public policy, schools are to be held accountable for making sure that all students meet them.
To be clear, the mission of sorting has not been eliminated from the schooling process. For the foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.
The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.
The students’ mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards
The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success however small. This new understanding has spawned increased interest in formative assessment in recent years.
21、What do the “academic achievement standards” in Paragraph 1 refer to?
A The driving dynamic forces for all students who need to survive in society.
B Confidence, optimism, and persistence that students need in order to succeed.
C Differentiated levels of competence specified for students with different abilities.
D The missions of students who want to beat others in their achievement race in
解析：【喵呜刷题小喵解析】：在给出的段落中，作者提到“society is asking that educators raise up the bottom of the rank-order distribution to as specified level of competence. We call those expectations our ‘academic achievement standards’”。这句话明确指出了“学术成就标准”是指定的、针对学生的不同能力水平的能力标准。因此，正确答案是C选项，即“针对学生不同能力的不同水平的能力标准”。
22、Which of the following would happen due to the change in mission for assessment?
A Most students would achieve a certain level of academic success.
B Educators would raise up the bottom of the rank order distribution.
C Teachers would help low achievers to beat high achievers successfully.
D Schools would eliminate sorting and ranking from the schooling process.
解析：【喵呜刷题小喵解析】原文中提到“society is asking that educators raise up the bottom of the rank-order distribution to as specified level of competence”，说明社会要求教育者提高排名末尾的学生达到一定的能力水平，但并没有说所有学生都会达到某种学术成功，因此选项A“大多数学生都会达到一定的学术成功”最为合适。选项B虽然提到了提高排名末尾的学生，但原文中并没有说教育者会“提升”排名末尾的学生，因此B选项不准确。选项C和D都与原文内容不符，因此可以排除。
23、Which of the following is closest in meaning to the underlined word “accommodate” in Paragraph 4?
A Adapt.
B Match.
C Accept.
D Understand.
解析：【喵呜刷题小喵解析】：在第四段中，“accommodate”一词指的是“适应”或“适应于”的意思。在这段文字中，它指的是教师需要适应学生不同的学习速度，通过使用差异化教学来满足每个学生的需求。因此，最接近“accommodate”意思的选项是C，即“接受”。
24、Which is meant by the author about the emotional promise of assessment for students?
A To reach a minimum level of achievement.
B To build up their confidence in success.
C To enable them to compete with others.
D To help them realize their goals.
解析：【喵呜刷题小喵解析】根据题目中的描述，社会已经认识到学校仅仅排序和排名学生的局限性，因为底部的三分之一到一半的学生以及所有在排名之前辍学的学生都没有获得在日益复杂和多元的文化中生存所需的基本阅读、写作和数学能力。因此，社会要求学校提升排名分布底部的学生的能力，达到一定的竞争水平。作者提到，评估程序必须修订，以允许所有学生在适当的水平上成功，同时程序必须鼓励希望和持续的努力，而不是让学生放弃。此外，学生不再仅仅是为了在成就比赛中打败其他学生，他们的目标至少部分是变得有能力。因此，作者关于评估对学生情感承诺的含义是建立他们对成功的信心。因此，正确答案是B选项，即“建立他们对成功的信心”。
25、Which of the following is likely to be the title of this passage?
A Formative Assessment
B Success in Meeting Standards
C A New Mission of Assessment
D Limitations of Current School Ranking
解析：【喵呜刷题小喵解析】：文章主要讨论了学校评估标准的变化，以及评估与评级的新使命。文章开头提到社会对学校仅进行学生排序和排名的局限性有了认识，发现低成就和辍学的学生没有获得基本的阅读、写作和数学技能，因此社会要求学校提升排名靠后的学生的能力，达到一定的竞争水平。文章进一步指出，虽然排序的使命并未完全消除，但社会要求所有学生达到一定的最低成就水平。这种变化对评估的影响深远，需要修订只允许少数学生成功的评估程序，并促进所有学生的希望和持续努力。因此，文章主要讨论的是评估的新使命，即选项C“A New Mission of Assessment”。
The subject of ballads, books and films, Robin Hood has proven to be one of popular culture’s most enduring folk heroes. Over the course of 700 years, the outlaw from Nottinghamshire who robs from the rich to give to the poor has emerged as one of the most enduring folk heroes in popular culture–and one of the most versatile. But how has the legend of Sherwood Forest’s merry outlaws evolved over time, and did a real Robin Hood inspire these classic tales?
Beginning in the 15th century and perhaps even earlier, Christian revelers in certain parts of England celebrated May Day with plays and games involving a Robin Hood figure with near-religious significance. In the 19th century, writer-illustrators like Howard Pyle adapted the traditional tales for children, popularizing them in the United States and around the world. More recently, bringing Robin to the silver screen has become a rite of passage for directors ranging from Michael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin’s existence, writers, performers and filmmakers have probed their imaginations for new incarnations that resonate with their respective audiences. In 14th-century England, where agrarian discontent had begun to chip away at the feudal system, he appears as an anti-establishment rebel who murders government agents and wealthy landowners. Later variations from times of less social upheaval dispense with the gore and cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.
Academics, meanwhile, have combed the historical record for evidence of a real Robin Hood. English legal records suggest that, as early as the 13th century, “Robehod,” “Rabunhod” and other variations had become common epithets for criminals. But what had inspired these nicknames: a fictional tale, an infamous bandit or an amalgam of both? The first literary references to Robin Hood appear in a series of 14th- and 15th-century ballads about a violent yeoman who lived in Sherwood Forest with his men and frequently clashed with the Sheriff of Nottingham. Rather than a peasant, knight or fallen noble, as in later versions, the protagonist of these medieval stories is a commoner. Little John and Will Scarlet are part of this Robin’s “merry” crew—meaning, at the time, an outlaw’s gang—but Maid Marian, Friar Tuck and Alan-a-Dale would not enter the legend until later, possibly as part of the May Day rituals.
While most contemporary scholars have failed to turn up solid clues, medieval chroniclers took for granted that a historical Robin Hood lived and breathed during the 12th or 13th century. The details of their accounts vary widely, however, placing him in conflicting regions and eras. Not until John Major’s “History of Greater Britain” (1521), for example, is he depicted as a follower of King Richard, one of his defining characteristics in modern times.
We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages of books. And even if we did, fans young and old would still surely flock to England’s Nottinghamshire region for a tour of the legend’s alleged former hangouts, from centuries-old pubs to the Major Oak in Sherwood Forest. What we do know is that the notion of a brave rebel who lives on the outskirts of society, fighting injustice and oppression with his band of companions, has universal appeal—whether he’s played by Erroll Flynn, Russell Crowe or even, as on a 1979 episode of “The Muppet Show,” Kermit the Frog.
26、Which of the following is closest in meaning to the underlined phrase “a rite of passage” in Paragraph 2?
A A milestone event.
B A top agenda.
C A religious ceremony.
D A privileged right:
解析：【喵呜刷题小喵解析】：根据第二段的描述，“带来罗宾到银幕上已经成为从迈克尔·柯蒂斯和雷德利·斯科特到特里·吉里曼和梅尔·布鲁克斯等导演的一个仪式。”可以看出，这里的“rite of passage”指的是将罗宾带入银幕的行为，这是一个具有里程碑意义的事件，因此最接近的选项是A，即“里程碑事件”。
27、Which of the following is true about Maid Marian according to the passage?
A A woman with a good heart.
B A woman Robin Hood loved.
C A woman Robin Hood helped.
D A woman studying Robin Hood legend.
解析：【喵呜刷题小喵解析】：根据原文中的描述，“Later variations from times of less social upheaval dispense with the gore and cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.”（在较少社会动荡的时代，这些变化摒弃了血腥，将罗宾描绘成一个失去土地的贵族，拥有一颗金子般的心，并有一个爱情兴趣，即玛丽安。）可以得知，根据文章，玛丽安是罗宾霍德所爱的女人，因此选项B“A woman Robin Hood loved”（罗宾霍德所爱的女人）是正确的。
28、Which of the following has been a defining characteristics of Robin Hood since the sixteenth century according to the passage?
A A religious celebrity.
B A versatile aristocrat.
C A supporter of King Richard.
D A beloved robber in Nottingham.
解析：【喵呜刷题小喵解析】：根据文章中的描述，从16世纪开始，Robin Hood被描绘为King Richard的支持者，这是他的一个定义性特征。文章中提到，“Not until John Major’s 'History of Greater Britain' (1521), for example, is he depicted as a follower of King Richard, one of his defining characteristics in modern times.” 这意味着从16世纪开始，支持King Richard成为了Robin Hood的一个显著特点。因此，选项C“A supporter of King Richard”是正确答案。
29、Which of the following methods is used by the author in elaborating his points?
A Quotation.
B Contrast and comparison.
C Classification.
D Rhetorical question.
解析：【喵呜刷题小喵解析】：在文章中，作者通过对比不同时代罗宾汉形象的演变，以及学术界对罗宾汉真实存在性的探讨，来阐述罗宾汉作为流行文化中最持久的民间英雄之一，其形象如何随着时间的推移而发展。这种方法正是对比和比较，所以答案为B。
30、Which of the following is a proper title for the passage?
A The Real Robin Hood
B The Fictional Robin Hood
C The Figurative Robin Hood
D The Imaginary Robin Hood
解析：【喵呜刷题小喵解析】文章主要讨论了罗宾汉这个流行文化中的经典形象如何随着时间的推移而发展，以及它如何与不同时代的文化和历史背景相适应。文章没有明确提及“真正的”罗宾汉是否存在，而是讨论了这一形象在不同时代和文化背景下的表现和发展。因此，最符合文章主题的标题应该是“The Figurative Robin Hood”，即“象征性的罗宾汉”，因为它强调了罗宾汉作为一个象征性形象的发展和演变，而不是强调其真实性。选项A“The Real Robin Hood”过于强调其真实性，而选项B“The Fictional Robin Hood”和选项D“The Imaginary Robin Hood”都暗示了罗宾汉是虚构的，没有突出其象征性和文化意义。因此，正确答案是C。
二、简答题
31、根据题目要求完成下列任务，用中文作答。
简述英语校内课外活动的三个主要作用（6分），列出四种活动形式（8分）。写出教师组织课外活动的三点注意事项。（6分）
参考答案：
见答案。
解析：【喵呜刷题小喵解析】
这个题目要求简述英语校内课外活动的三个主要作用，列出四种活动形式，以及教师组织课外活动的三点注意事项。
对于第一个问题，英语校内课外活动的三个主要作用可以简述为：
1. 培养学生的英语兴趣和爱好，提高学生的英语应用能力。
通过参加英语课外活动，学生可以更深入地了解英语，发现英语的魅力，从而培养出对英语的持久兴趣。同时，课外活动也能提供实践英语的机会，提高学生的英语应用能力。
2. 拓展学生的英语知识面，增强学生的英语文化素养。
课外活动往往涉及到更广泛、更深入的英语知识，能够帮助学生拓展英语知识面，了解英语国家的文化、历史、风俗习惯等，从而增强学生的英语文化素养。
3. 培养学生的团队合作和沟通能力，提高学生的综合素质。
课外活动往往需要学生们一起合作完成，这可以培养学生的团队合作和沟通能力。同时，参与课外活动也能提高学生的综合素质，包括领导力、创新力、批判性思维等。
对于第二个问题，四种英语校内课外活动形式可以是：
1. 英语角活动：定期举行的英语角活动为学生提供了一个轻松、自由的英语交流环境，可以促进学生之间的英语交流。
2. 英语演讲比赛：英语演讲比赛可以激发学生的英语表达热情，提高学生的英语演讲能力。
3. 英语戏剧表演：英语戏剧表演可以帮助学生更好地理解和运用英语，同时也能培养学生的表演能力和团队合作精神。
4. 英语歌曲比赛：英语歌曲比赛可以让学生在轻松愉快的氛围中学习和运用英语，同时也能提高学生的音乐素养和审美能力。
对于第三个问题，教师组织课外活动时应注意以下几点：
1. 活动内容要贴近学生的实际情况，符合学生的兴趣爱好。这样才能激发学生的参与热情，使活动达到预期的效果。
2. 活动形式要多样化，激发学生的参与热情。单一的活动形式容易让学生产生厌倦感，多样化的活动形式可以保持学生的新鲜感，提高活动的吸引力。
3. 活动过程中要注重学生的安全，确保活动的顺利进行。安全是任何活动的首要考虑因素，教师在组织课外活动时，要确保学生的安全，防止意外事故的发生。
教学情境分析题（本大题1小题，30分）
根据题目要求完成下列任务，用中文作答。
下面片段选自某初中英语课堂教学实录。
T: Good morning, boys and girls. We talked about “The present prefect tense” yesterday, and I hope that you have got some idea about it. Do you still remember the forms of the tense?
S1: Have/Has done.
T: You’re right, good boy. And who can say a sentence with the form?
S2: Let me try. We have learnt English for a few years.
T: Very good, thank you.
S3: My father have gone to Hangzhou and tells us about its beautiful scenery there.
T: Oh, you also remember the form, but then, where is your father? Is he still in Hangzhou or back home now?
S3: Back home.
T: Oh, I see, you mean your father went to Hangzhou sometime in the past, and he has come back home from there. And since your father is not you yourself, not I, next time you should say “My father has been to Hangzhou and tells us about its beautiful scenery there.” OK?
32、该教师的教学有哪些优点？写出2个即可。（8分）
参考答案：
见答案。
解析：【喵呜刷题小u解析】：
该教师的教学优点可以从多个方面进行分析。首先，该教师注重激发学生的参与性，通过提问和鼓励学生回答，使得学生能够更加积极地参与到课堂学习中。这种教学方式能够激发学生的学习兴趣，提高学生的学习效果。其次，该教师纠正学生的错误及时有效，当学生在回答问题时出现错误时，教师能够及时发现并纠正，同时给出正确的用法和例句，帮助学生更好地掌握知识点。这种纠正错误的方式能够帮助学生形成正确的语言使用习惯，提高学生的语言水平。因此，该教师的教学优点主要体现在激发学生的参与性和纠正学生的错误及时有效两个方面。
33、该教师发现学生表达错误时，采取了哪四种具体的纠错方式？（8分）
参考答案：
见答案。
解析：【喵呜刷题小u解析】
本题考查的是教师纠错的方式，从教师与学生的对话中，我们可以看出教师采用了四种具体的纠错方式。首先，教师直接纠正了学生的错误，指出正确的形式。其次，教师引导学生自己纠正错误，询问学生是否记得该时态的形式，并让学生尝试说出正确的形式。第三，教师利用语境引导学生理解并纠正错误，询问学生父亲是否还在杭州，从而引导学生理解应该使用“has been to”而不是“has gone to”。最后，教师明确指示纠正，直接给出正确的表达，并告知学生下次应该怎么说。这四种纠错方式各有特点，但都旨在帮助学生纠正错误，提高语言表达的准确性。
34、再列举出其他两种纠错方式，并各举一例说明。（14分）
参考答案：
见答案。
解析：【喵呜刷题小u解析】
该题目要求分析某初中英语课堂教学实录中的一个片段，并提出两种纠错方式及其示例。在这个教学片段中，老师先让学生回顾了“现在完成时”的形式，然后让学生用这种形式造句。其中一个学生造的句子存在语法错误，老师通过提问的方式引导学生纠正了错误，并给出了正确的句子。
对于其他两种纠错方式，我们可以从老师的纠错方式中得到启示。首先，老师采用了直接纠正语法错误的方式，指出学生句子中的语法错误，并给出了正确的句子。其次，老师也采用了通过比较纠正错误的方式，引导学生比较不同的句子形式，并指出了正确的句子形式。
因此，我们可以总结出两种纠错方式：一是直接纠正语法错误，即直接指出句子中的语法错误，并给出正确的句子；二是通过比较纠正错误，即通过比较不同的句子形式，引导学生找出正确的句子形式。在实际教学中，老师可以根据学生的实际情况和错误类型选择适合的纠错方式，帮助学生纠正错误，提高语言表达的准确性。
设计任务：请阅读下面学生信息和听力语言素材，设计一节英语听力课的教学方案。教案没
有固定格式，但必须包含下列要点：
●teaching objectives
●teaching contents
●key and difficult points
●major steps and time allocation
●activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学八年级（初中二年级）学生，班级人数40人。多数已经达到《义务教育英语课程标准（201 1年版）》三级水平。学生课堂参与积极性一般。
语言素材：
Yu Gong Moves a Mountain
Once upon a time, there was a very old man. There were two mountains near his house. They were so big and high that it took a long way to walk to the other side. The old man told his family that they should all help him to move the mountains.
Yu Gong said they could put them into the sea because it's big enough to hold everything. Yu Gong and his family began to move some of the soil and stone into the sea. One day a man saw Yu Gong and his children when they were working on moving the mountains. He told Yu Gong that he could never do it because he was old and weak. As soon as the man finished talking, Yu Gong said that his family could continue to move the mountains after he died. His family would live and grow, but the mountains could not get bigger. So Yu Gong and his family kept on digging day after day and year after year. Finally, a god was so moved by Yu Gong that he sent two gods to take the mountains away. This story reminds us that you can never know what's possible unless you try to make it happen.
35、根据提供的信息和语言素材设计教学方案，用英文作答。
参考答案：
本题考查教学设计。
答题思路的点拨：严格按照教学设计的步骤来写，教学设计重在自己多练，建议考生多写，加强熟练程度。建议考生将教学设计模板固定化，形成自己的套路。
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