1.【答案】D。解析：考查語(yǔ)音學(xué)知識(shí)。
2.【答案】A。解析：考查重音知識(shí)。這個(gè)例子是stress“重音練習(xí)”，故選A。
3.【答案】B。解析：考查形容詞辨析。句意為“律師需要一位__________秘書”。inefficient意為“不能勝任的，沒(méi)有能力的”，sufficient意為“充分的，足夠的”，effective意為“有影響的”，efficient意為“有效的，能干的”。根據(jù)句意，應(yīng)為需要能干的秘書，故選B。
4.【答案】B。解析：考查副詞辨析。句意為“我肯定變胖了一我__________提不上我的褲子了�！眆airly“相當(dāng)?shù)兀降亍�，hardly“幾乎不，簡(jiǎn)直不”，nearly“幾乎，密切地”，seldom“很少，不�！薄８鶕�(jù)句意，此處表示否定意思，故選B。
5.【答案】B。解析：考查動(dòng)詞辨析。句意為“問(wèn)題是怎樣一一放射性廢料”。deal(with)意為“處理(事情)，應(yīng)付，做生意”，dispose(of)意為“處理(廢物)，處置，除掉，去掉”，disposal意為“處理，處置”，是名詞，do意為“處理;整頓;解決(問(wèn)題)”。根據(jù)題意，應(yīng)為處理放射性材料，故選B。
6.【答案】D。解析：考查固定句型。句意為“天氣太冷了我不想離開(kāi)我的房間”。so…that…“如此……以致……”引導(dǎo)結(jié)果狀語(yǔ)從句。
7.【答案】C。解析：考查不定代詞的用法。句意為“在你離開(kāi)前，確保你已有了護(hù)照、票__________東西”。everything意為“所有，一切東西”，something意為“某種東西”，anything意為“任何東西”，nothing“沒(méi)有什么”。根據(jù)句意，應(yīng)為要帶的一切東西，故選C。
8.【答案】C。解析：考查時(shí)態(tài)語(yǔ)態(tài)。signed…month短語(yǔ)做后置定語(yǔ)修飾agreement。sign和agreement之間為動(dòng)賓關(guān)系，因此用過(guò)去分詞。句意為“據(jù)說(shuō)上個(gè)月兩家公司簽訂的協(xié)議將會(huì)在5月1日生效”。故選C。
9.【答案】D。解析：考查語(yǔ)言學(xué)知識(shí)。題目的意思是“根據(jù)喬姆斯基的觀點(diǎn)，人類與生俱來(lái)具有習(xí)得和輸出語(yǔ)言的內(nèi)在能力。這種能力叫什么?”喬姆斯基的一個(gè)著名理論：Chomsky proposed that human beings are born with an innate ability known as Language Acquisition Device or LAD。也就是人類與生俱來(lái)的內(nèi)在語(yǔ)言能力叫做語(yǔ)言習(xí)得機(jī)制，可以簡(jiǎn)稱為L(zhǎng)AD。因此該題正確答案為D。
10.【答案】C。解析：考查語(yǔ)言學(xué)知識(shí)。如果語(yǔ)言的功能僅限于交流，那么動(dòng)物的叫聲也可以稱作語(yǔ)言，但事實(shí)并非如此。交通燈系統(tǒng)僅能傳遞簡(jiǎn)單的信息，而語(yǔ)言則要比這復(fù)雜的多。所有這些都是因?yàn)檎Z(yǔ)言的二重性和遞歸性使得人類可以創(chuàng)造出數(shù)量無(wú)限的句子來(lái)傳遞無(wú)限的信息，這都體現(xiàn)了語(yǔ)言的創(chuàng)造性，故選C。
11.【答案】D。解析：考查閱讀教學(xué)。讀前活動(dòng)包括：predicting(預(yù)測(cè)內(nèi)容)，setting the scene(確定背景)，skimming(略"讀)，scanning(-尋讀)等。而paraphrasing(意譯)屬于“讀中活動(dòng)”。
12.【答案】B。解析：考查新課標(biāo)內(nèi)容。題目問(wèn)的是：根據(jù)新課程標(biāo)準(zhǔn)，英語(yǔ)教育最大的目標(biāo)是培養(yǎng)學(xué)生的英語(yǔ)語(yǔ)言運(yùn)用能力。所以，英語(yǔ)教育應(yīng)該是能力教育。本題可以利用排除法來(lái)選擇。
13.【答案】c。解析：考查課堂用語(yǔ)。題目的意思是“課堂用語(yǔ)是老師和學(xué)生在課堂上實(shí)施教學(xué)的語(yǔ)言，包含哪些種類?”課堂用語(yǔ)包含書面語(yǔ)，口語(yǔ)，肢體語(yǔ)言。書面語(yǔ)的英文書寫是“written language”。故選C。
14.【答案】B。解析：考查讀前活動(dòng)知識(shí)。在聽(tīng)文章之前，讓學(xué)生學(xué)習(xí)可能在聽(tīng)力中出現(xiàn)的新單詞并預(yù)測(cè)聽(tīng)力文章的內(nèi)容。這是處于pre.1istenin9階段。故選B。
15.【答案】A。解析：考查口語(yǔ)活動(dòng)�？谡Z(yǔ)活動(dòng)有多種方式，其中控制性活動(dòng)主要重視形式與準(zhǔn)確性。
16.【答案】C。解析：考查教學(xué)反饋的有效內(nèi)容。題目問(wèn)的是“當(dāng)學(xué)生說(shuō)‘我昨天6點(diǎn)鐘回的家’。老師說(shuō)‘是came而不是come’。這位老師的反應(yīng)違背了有效反饋的哪個(gè)原則”。本題主要考查有效反饋的原則：相關(guān)性，準(zhǔn)確性，引導(dǎo)性，及時(shí)性，刺激性，互動(dòng)性等。A項(xiàng)為相關(guān)性，B項(xiàng)為準(zhǔn)確性，C項(xiàng)為引導(dǎo)性，D項(xiàng)為及時(shí)性。在這段話中老師直接指出了學(xué)生的錯(cuò)誤，并糾正了，顯然是沒(méi)有注意反饋的引導(dǎo)性原則。故選C。
17.【答案】B。解析：考查教學(xué)活動(dòng)中的分組方式。題目的意思是“在讓學(xué)生設(shè)計(jì)一個(gè)校園活動(dòng)的海報(bào)任務(wù)中最好的分組方式是什么?”設(shè)計(jì)關(guān)于校園活動(dòng)的海報(bào)這個(gè)任務(wù)比較綜合，對(duì)于學(xué)生個(gè)人而言有一定難度，因此，最好的分組方式是小組合作。故選B。
18.【答案】D。解析：考查教學(xué)設(shè)計(jì)。教師在進(jìn)行教學(xué)設(shè)計(jì)時(shí)，應(yīng)考慮到大多數(shù)學(xué)生的水平，并根據(jù)不同類型學(xué)生的特點(diǎn)設(shè)計(jì)出難易結(jié)合的教案，故選D。
19.【答案】D。解析：考查教師角色。在presentation，practice，production三個(gè)不同的階段，教師對(duì)學(xué)生的控制力不斷降低，從presentation→praetice→pmduction，以教師為中心很快過(guò)渡到以學(xué)生為中心，教師的角色先后為演員、觀眾和評(píng)論員。最終實(shí)現(xiàn)以學(xué)生為主體、教師為主導(dǎo)的教學(xué)新要求。
20.【答案】C。解析：考查語(yǔ)音教學(xué)。教年輕的學(xué)習(xí)者英語(yǔ)發(fā)音，正確的做法之一就是要包容一些小錯(cuò)誤，不要一錯(cuò)了就馬上糾正。
Passage l
21.【答案】D。解析：由第一、二段可知，Sir LudwigGuttmann在1939年到達(dá)英國(guó)，首次殘疾人體育比賽則是
1948年在Stoke MandeviHe舉行，中間相差9年。
22.【答案】B。解析：由第一、二段可知，Sir Ludwig Guttmann在1939年從德國(guó)被驅(qū)逐到英國(guó)，英國(guó)政府命他在倫敦附近的Stoke Mandeville醫(yī)院建立殘疾人康復(fù)中心.他在1948年組織了首次殘疾人體育比賽。文中并沒(méi)有提到他是受傷士兵。只說(shuō)首次殘疾人體育比賽有兩支受傷士兵的隊(duì)伍參加。故選B。
23.【答案】C。解析：由第三段“In l960 the fimt Olympics for the Disabled were held in Rome”可知，第一屆殘奧會(huì)是在羅馬舉行，故選C。
24.【答案】D。解析：由第三段“In the l984 wheelchair Olympic Games，1064 wheelchair athletes from about 40countries took part."可知，參加輪椅殘奧會(huì)的athletes應(yīng)是指運(yùn)動(dòng)員，故選D。
25.【答案】D。解析：最后一段第一句提到了殘疾人運(yùn)動(dòng)會(huì)發(fā)揮的巨大作用，可見(jiàn)作者對(duì)此是支持的。故選D。
Passage 2
26.【答案】A。解析：全文共三段，根據(jù)每段的第一句“Social change is more likely to occur in societies…”，“Wi“n a society，social changes is also likely to occur more frequenfly and more readily in…”和“Furthermore，social change is easier if it is gradual”可知，本文講的不是哪些因素能推動(dòng)社會(huì)變革，而是哪些因素使社會(huì)變革
更容易發(fā)生，因此選A。
27.【答案】B。解析：根據(jù)第一段“The simple reasonforthisisthatthere aremore differentways oflooking atthings...There are more ideas...In addition，there is usually a greater worldly interest and greater tolerance in mixed societies…A兒these factors tend to promote social change”可知，有很多因素能推動(dòng)社會(huì)變革.B項(xiàng)是其中一個(gè)因素。
28.【答案】B。解析：根據(jù)第二段“social changes is also likely to occur more frequently and more readily in the material aspects…in what has been learned later in life rather than what was learned early…in the less basic and less emotional aspects of society than in their opposites”可知A、C、D項(xiàng)都正確，而由第一段最后一句可知，不同的觀點(diǎn)以及對(duì)現(xiàn)狀不滿可以加速社會(huì)變革，因此B項(xiàng)錯(cuò)誤。
29.【答案】C。解析：由第一段以及常識(shí)可知，社會(huì)容忍度指的是對(duì)不同觀點(diǎn)、信仰、行為等的尊重。
30.【答案】A。解析：由第一段最后一句“although conditions may not be satisfactory，they are at least customary and undisputed”可知答案為A，此選項(xiàng)是對(duì)原文的同義轉(zhuǎn)述。
二、簡(jiǎn)答題
31.【參考答案】
(1)課堂教學(xué)設(shè)計(jì)的五個(gè)基本要素：教學(xué)任務(wù)及對(duì)象;教學(xué)目標(biāo);教學(xué)策略;教學(xué)過(guò)程;教學(xué)評(píng)價(jià)。
(2)課堂教學(xué)設(shè)計(jì)的基本程序：
�、俜治鼋虒W(xué)任務(wù)，闡述教學(xué)的預(yù)期目標(biāo);從學(xué)習(xí)的需求分析開(kāi)始，了解教學(xué)中存在的問(wèn)題，學(xué)生的實(shí)際情況與期望水平之間的差距。這樣以解決“為什么”及“學(xué)什么”和“教什么”的問(wèn)題。
②分析學(xué)生特征，教師在分析具體的教學(xué)內(nèi)容時(shí)，不僅要考慮課程、單元及課時(shí)的教學(xué)內(nèi)容的選擇和安排，更需考查學(xué)生在進(jìn)行學(xué)習(xí)之前，對(duì)于本課程中本單元的學(xué)習(xí)內(nèi)容具有什么知識(shí)和技能，即對(duì)學(xué)生初始能力的評(píng)定，了解學(xué)生的一般特征和對(duì)所學(xué)內(nèi)容的興趣和態(tài)度，即確定學(xué)生的起點(diǎn)狀態(tài)。
�、勖鞔_具體的學(xué)習(xí)目標(biāo)，分析學(xué)生從起點(diǎn)狀態(tài)過(guò)渡到終點(diǎn)狀態(tài)應(yīng)掌握的知識(shí)、技能或應(yīng)形成的態(tài)度與行為習(xí)慣：即學(xué)生通過(guò)學(xué)習(xí)應(yīng)該掌握什么知識(shí)和技能。
�、艽_定教學(xué)策略，考慮用什么方式和方法給學(xué)生呈現(xiàn)教材，提供學(xué)習(xí)指導(dǎo);考慮怎樣才能實(shí)現(xiàn)學(xué)習(xí)目標(biāo)或教學(xué)目標(biāo)。解決“怎么學(xué)”和“怎么教”的問(wèn)題，其中應(yīng)考慮教學(xué)媒體的選擇和應(yīng)用，根據(jù)不同的情況選擇不同的教學(xué)媒體或教學(xué)資源。
�、輰�(shí)行教學(xué)設(shè)計(jì)評(píng)價(jià)，考慮如何對(duì)教學(xué)的結(jié)果進(jìn)行科學(xué)的測(cè)量與評(píng)價(jià)。考慮用什么方法引起學(xué)生的反應(yīng)并提供反饋：對(duì)學(xué)和教的行為做出評(píng)價(jià)，在行為評(píng)價(jià)時(shí)，一方面要以目標(biāo)為標(biāo)準(zhǔn)進(jìn)行評(píng)價(jià)，另一方面評(píng)價(jià)提供了關(guān)于教學(xué)效果的反饋信息，從而對(duì)模式中所有步驟作重新審查，特別應(yīng)檢驗(yàn)?zāi)繕?biāo)和策略方面的決定。
三、教學(xué)情境分析題
32.【參考答案】
(1)①?gòu)?fù)習(xí)環(huán)節(jié)：
創(chuàng)設(shè)方法：運(yùn)用圖片創(chuàng)設(shè)情境。
作用：通過(guò)彩色小圖片等直觀的教具能夠符合兒童形象思維占優(yōu)勢(shì)的學(xué)習(xí)特點(diǎn)，有利于兒童建立清晰、明確的概念，從而調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣，加深理解和記憶，增強(qiáng)教學(xué)效果。
②導(dǎo)入環(huán)節(jié)：
創(chuàng)設(shè)方法：運(yùn)用多媒體創(chuàng)設(shè)情境。
作用：通過(guò)多媒體為學(xué)生創(chuàng)設(shè)豐富多彩、形象生動(dòng)、妙趣橫生的教學(xué)情境，可以充分調(diào)動(dòng)學(xué)生的試聽(tīng)感官系統(tǒng)，激發(fā)學(xué)生學(xué)習(xí)興趣，提高學(xué)生的認(rèn)知能力。同時(shí)，還可以提高課堂的信息容量;縮短教學(xué)時(shí)間，提高教學(xué)效率;實(shí)現(xiàn)學(xué)生學(xué)習(xí)方式的多元化，利于優(yōu)化課堂教學(xué)效果。
�、鄢尸F(xiàn)環(huán)節(jié)：
創(chuàng)設(shè)方法：運(yùn)用生活素材創(chuàng)設(shè)情境。
作用：運(yùn)用生活素材創(chuàng)設(shè)真實(shí)的、貼近學(xué)生生活的情境，讓學(xué)生從熟悉的現(xiàn)實(shí)生活和體驗(yàn)中出發(fā)，了解和掌握知識(shí).使學(xué)生感受到英語(yǔ)學(xué)習(xí)與我們的El常生活是息息相關(guān)的。有利于提高英語(yǔ)教學(xué)的實(shí)效。
(2)評(píng)析：首先，在整個(gè)語(yǔ)言學(xué)習(xí)活動(dòng)中，教師在復(fù)習(xí)、導(dǎo)入、呈現(xiàn)環(huán)節(jié)分別運(yùn)用圖片、多媒體、生活實(shí)際素材等組織教學(xué)，為學(xué)生創(chuàng)設(shè)語(yǔ)言學(xué)習(xí)的情境，引導(dǎo)學(xué)生學(xué)習(xí)新詞匯，發(fā)揮了其作為組織者、引導(dǎo)者以及創(chuàng)設(shè)者的作用。但是，在新課程實(shí)施中，要求教師要不斷更新觀念，轉(zhuǎn)變角色，堅(jiān)持“以學(xué)生為主體，教師為主導(dǎo)”，積極推行互動(dòng)式、開(kāi)放式的教學(xué)實(shí)踐。而在案例的導(dǎo)入及語(yǔ)言呈現(xiàn)環(huán)節(jié)中，該教師設(shè)置的問(wèn)題和活動(dòng)開(kāi)放性不強(qiáng)、互動(dòng)性不高，沒(méi)有為學(xué)生提供充分發(fā)揮主體性的機(jī)會(huì)，在一定程度上限制了學(xué)生的創(chuàng)造力，不利于充分調(diào)動(dòng)學(xué)生的積極性。
四、教學(xué)設(shè)計(jì)題
33.【參考設(shè)計(jì)】
Teaching Content: This class contains some key vocabulary and target language about giving advice to people.
Teaching Objectives :
Knowledge objective
( 1 ) Key Vocabulary : tie
(2) Target Language :
If I were you, I'd wear a shirt and tie.
If I were you, I' d take a small present.
Ability objective
Students should develop their listening skills and improve their communicative competence.
Emotional objective
Students should give some directions to those who are in trouble and get into the habit of helping others.
Teaching Key Points:
(1) Listening practice
(2) Target language
Teaching Difficult Point:
Students should cultivate the ability to use the target language.
Teaching Methods :
(1) Listening to cassettes
(2) Pair work
(3) Teaching by induction
Teaching Aids :
A tape recorder, a picture of a person in a lion's cage, a projector
Teaching Procedures :
Step 1 Revision (5 minutes)
Check homework. Students talk about how to spend a large amount of money.
Invite a student to come to the front of the class and ask, if you had 100,000 yuan, what would you buy?
Students take turns answering his / her question.
(Justification: The revision will examine students' learuing effect and easily lead in the text.)
Step 2 Presentation (10 minutes)
2a
The teacher makes students' attention focus on the picture, and asks students to describe it. Help students say that the boy is going to somewhere, but he doesn't know what to wear. The girl is helping him to pick out clothes.
Then points to the list of reasons, and invite a student to read them to the class.
T: You are going to listen to a conversation between Larry, and the girl, and circle the reasons. For the first time, you only need to listen to it. For the second time, you should listen to it again and circle the reasons.
Check the answers.
(Justification : The process of this step can provide practice for students in understanding the target language in spoken conversation. )
2b
Read the instructions to the class.
Point to the list of sentences. Invite a student to read them to the class.
T: You will listen to the same conversation again. This time you are going to check the four things that Larry's sister says to him.
Play the recording again. Students listen and check the things.
Check the answers.
(Justification : The process of this step provides listening practice for students in using the target language.)
Step 3 Practice (10 minutes)
The teacher points to the list of Larry' s worries in the box, and invites a student to read them to the class. Then asks students to look back at the list of checked sentences.
Read the instructions to the class.
T: Please make conversations by using information from Activities 2b and 2c.
Ask a pair of students to demonstrate a conversation to the class.
S1 : I don't know what to wear.
S2 : If I were you, I' d wear a shirt and tie.
Get students to work in pairs. As the pairs work together, walk around the room checking the pairs' progress and giving language and pronunciation support as needed.
After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.
Optional activity
Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give the other student. Ask a student to read his / her advice to the class. The rest guess the problem.
(Justification: This activity provides oral practice for students in using the target language.)
Step 4 Grammar Focus (15 minutes)
Ask different students to read the question and answer and the statements to the class.
S1 : What would you do if you won a million dollars?
S2: I'd give it to charity.
S3 : If I were you, I' d wear a shirt and tie.
S4 : If I were you, I'd take a small present.
Write them on the blackboard.
Show a picture of someone in a lion's cage on the screen by a projector. Ask students questions pointing to the picture.
T: Have you ever been in a lion's cage?
Ss : No.
T: That's right. None of us has ever been in a lion's cage. What would you do if you were in a lion's cage?
(Write the question on the blackboard.)
S1 : I 'd call for help. (Write the sentence on the blackboard.)
T: What about you?
S1 : I 'd get out fast. (Write the sentence on the blackboard. )'
Get several more examples from other students.
T: When we talk about things that haven't happened, we often use the word"would"(underline the word"would" in the question). Apostrophe "d" is the abbreviation of the word "would" (underline the abbreviation "d"in the answers).
Then underline the word "were" in the two statements.
T: When you tell someone what you would do, you use the expression if I were you.
Get all the students to read the target language on the blackboard.
Pronunciation noteWhen saying the words"would you" in phrases such as what would you doEnglish speakers often run the words together and pronounce these words as if they were spelled "wudjudu".
(Justification: Let students know the point of the grammar and the right pronunciation of words.)
Step 5 Summary and Homework (5 minutes)
Summary: In this class, we've learned the target language. I'd give it to charity and if I were you, I'd wear a shirt and tie. And we've also done much listening practice using the target language.
Homework : Write a composition entitiled"What would you do if you go abroad? ", and .share your views with other students.
(Justification: Students could consolidate what they have learned, and practice their writing ability.)
Blackboard Design:
Unit 4 What would you do?
Section A
The Second Period
Target language:
A: What would you do if you won a million dollars?
B: I'd give it to charity.
A: If I were you, I'd wear a shirt and tie.
B : If I were you, I'd take a small present.
A: What would you do if you were in a lion's cage?
B: I'd call for help.
C : I' d get out fast.