1.【答案】D。解析：考查語音學知識。
2.【答案】A。解析：考查重音知識。這個例子是stress“重音練習”，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?shù)�，公平地”，hardly“幾乎不，簡直不”，nearly“幾乎，密切地”，seldom“很少，不�！�。根據(jù)句意，此處表示否定意思，故選B。
5.【答案】B。解析：考查動詞辨析。句意為“問題是怎樣一一放射性廢料”。deal(with)意為“處理(事情)，應付，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(問題)”。根據(jù)題意，應為處理放射性材料，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我的房間”。so…that…“如此……以致……”引導結(jié)果狀語從句。
7.【答案】C。解析：考查不定代詞的用法。句意為“在你離開前，確保你已有了護照、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“沒有什么”。根據(jù)句意，應為要帶的一切東西，故選C。
8.【答案】C。解析：考查時態(tài)語態(tài)。signed…month短語做后置定語修飾agreement。sign和agreement之間為動賓關系，因此用過去分詞。句意為“據(jù)說上個月兩家公司簽訂的協(xié)議將會在5月1日生效”。故選C。
9.【答案】D。解析：考查語言學知識。題目的意思是“根據(jù)喬姆斯基的觀點，人類與生俱來具有習得和輸出語言的內(nèi)在能力。這種能力叫什么?”喬姆斯基的一個著名理論：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的內(nèi)在語言能力叫做語言習得機制，可以簡稱為LAD。因此該題正確答案為D。
10.【答案】C。解析：考查語言學知識。如果語言的功能僅限于交流，那么動物的叫聲也可以稱作語言，但事實并非如此。交通燈系統(tǒng)僅能傳遞簡單的信息，而語言則要比這復雜的多。所有這些都是因為語言的二重性和遞歸性使得人類可以創(chuàng)造出數(shù)量無限的句子來傳遞無限的信息，這都體現(xiàn)了語言的創(chuàng)造性，故選C。
11.【答案】D。解析：考查閱讀教學。讀前活動包括：predicting(預測內(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”。
12.【答案】B。解析：考查新課標內(nèi)容。題目問的是：根據(jù)新課程標準，英語教育最大的目標是培養(yǎng)學生的英語語言運用能力。所以，英語教育應該是能力教育。本題可以利用排除法來選擇。
13.【答案】c。解析：考查課堂用語。題目的意思是“課堂用語是老師和學生在課堂上實施教學的語言，包含哪些種類?”課堂用語包含書面語，口語，肢體語言。書面語的英文書寫是“written language”。故選C。
14.【答案】B。解析：考查讀前活動知識。在聽文章之前，讓學生學習可能在聽力中出現(xiàn)的新單詞并預測聽力文章的內(nèi)容。這是處于pre.1istenin9階段。故選B。
15.【答案】A。解析：考查口語活動。口語活動有多種方式，其中控制性活動主要重視形式與準確性。
16.【答案】C。解析：考查教學反饋的有效內(nèi)容。題目問的是“當學生說‘我昨天6點鐘回的家’。老師說‘是came而不是come’。這位老師的反應違背了有效反饋的哪個原則”。本題主要考查有效反饋的原則：相關性，準確性，引導性，及時性，刺激性，互動性等。A項為相關性，B項為準確性，C項為引導性，D項為及時性。在這段話中老師直接指出了學生的錯誤，并糾正了，顯然是沒有注意反饋的引導性原則。故選C。
17.【答案】B。解析：考查教學活動中的分組方式。題目的意思是“在讓學生設計一個校園活動的海報任務中最好的分組方式是什么?”設計關于校園活動的海報這個任務比較綜合，對于學生個人而言有一定難度，因此，最好的分組方式是小組合作。故選B。
18.【答案】D。解析：考查教學設計。教師在進行教學設計時，應考慮到大多數(shù)學生的水平，并根據(jù)不同類型學生的特點設計出難易結(jié)合的教案，故選D。
19.【答案】D。解析：考查教師角色。在presentation，practice，production三個不同的階段，教師對學生的控制力不斷降低，從presentation→praetice→pmduction，以教師為中心很快過渡到以學生為中心，教師的角色先后為演員、觀眾和評論員。最終實現(xiàn)以學生為主體、教師為主導的教學新要求。
20.【答案】C。解析：考查語音教學。教年輕的學習者英語發(fā)音，正確的做法之一就是要包容一些小錯誤，不要一錯了就馬上糾正。
Passage l
21.【答案】D。解析：由第一、二段可知，Sir LudwigGuttmann在1939年到達英國，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年從德國被驅(qū)逐到英國，英國政府命他在倫敦附近的Stoke Mandeville醫(yī)院建立殘疾人康復中心.他在1948年組織了首次殘疾人體育比賽。文中并沒有提到他是受傷士兵。只說首次殘疾人體育比賽有兩支受傷士兵的隊伍參加。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，參加輪椅殘奧會的athletes應是指運動員，故選D。
25.【答案】D。解析：最后一段第一句提到了殘疾人運動會發(fā)揮的巨大作用，可見作者對此是支持的。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社會變革，而是哪些因素使社會變革
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，有很多因素能推動社會變革.B項是其中一個因素。
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項都正確，而由第一段最后一句可知，不同的觀點以及對現(xiàn)狀不滿可以加速社會變革，因此B項錯誤。
29.【答案】C。解析：由第一段以及常識可知，社會容忍度指的是對不同觀點、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，此選項是對原文的同義轉(zhuǎn)述。
二、簡答題
31.【參考答案】
(1)課堂教學設計的五個基本要素：教學任務及對象;教學目標;教學策略;教學過程;教學評價。
(2)課堂教學設計的基本程序：
�、俜治鼋虒W任務，闡述教學的預期目標;從學習的需求分析開始，了解教學中存在的問題，學生的實際情況與期望水平之間的差距。這樣以解決“為什么”及“學什么”和“教什么”的問題。
�、诜治鰧W生特征，教師在分析具體的教學內(nèi)容時，不僅要考慮課程、單元及課時的教學內(nèi)容的選擇和安排，更需考查學生在進行學習之前，對于本課程中本單元的學習內(nèi)容具有什么知識和技能，即對學生初始能力的評定，了解學生的一般特征和對所學內(nèi)容的興趣和態(tài)度，即確定學生的起點狀態(tài)。
�、勖鞔_具體的學習目標，分析學生從起點狀態(tài)過渡到終點狀態(tài)應掌握的知識、技能或應形成的態(tài)度與行為習慣：即學生通過學習應該掌握什么知識和技能。
�、艽_定教學策略，考慮用什么方式和方法給學生呈現(xiàn)教材，提供學習指導;考慮怎樣才能實現(xiàn)學習目標或教學目標。解決“怎么學”和“怎么教”的問題，其中應考慮教學媒體的選擇和應用，根據(jù)不同的情況選擇不同的教學媒體或教學資源。
�、輰嵭薪虒W設計評價，考慮如何對教學的結(jié)果進行科學的測量與評價�？紤]用什么方法引起學生的反應并提供反饋：對學和教的行為做出評價，在行為評價時，一方面要以目標為標準進行評價，另一方面評價提供了關于教學效果的反饋信息，從而對模式中所有步驟作重新審查，特別應檢驗目標和策略方面的決定。
三、教學情境分析題
32.【參考答案】
(1)①復習環(huán)節(jié)：
創(chuàng)設方法：運用圖片創(chuàng)設情境。
作用：通過彩色小圖片等直觀的教具能夠符合兒童形象思維占優(yōu)勢的學習特點，有利于兒童建立清晰、明確的概念，從而調(diào)動學生的學習興趣，加深理解和記憶，增強教學效果。
�、趯氕h(huán)節(jié)：
創(chuàng)設方法：運用多媒體創(chuàng)設情境。
作用：通過多媒體為學生創(chuàng)設豐富多彩、形象生動、妙趣橫生的教學情境，可以充分調(diào)動學生的試聽感官系統(tǒng)，激發(fā)學生學習興趣，提高學生的認知能力。同時，還可以提高課堂的信息容量;縮短教學時間，提高教學效率;實現(xiàn)學生學習方式的多元化，利于優(yōu)化課堂教學效果。
�、鄢尸F(xiàn)環(huán)節(jié)：
創(chuàng)設方法：運用生活素材創(chuàng)設情境。
作用：運用生活素材創(chuàng)設真實的、貼近學生生活的情境，讓學生從熟悉的現(xiàn)實生活和體驗中出發(fā)，了解和掌握知識.使學生感受到英語學習與我們的El常生活是息息相關的。有利于提高英語教學的實效。
(2)評析：首先，在整個語言學習活動中，教師在復習、導入、呈現(xiàn)環(huán)節(jié)分別運用圖片、多媒體、生活實際素材等組織教學，為學生創(chuàng)設語言學習的情境，引導學生學習新詞匯，發(fā)揮了其作為組織者、引導者以及創(chuàng)設者的作用。但是，在新課程實施中，要求教師要不斷更新觀念，轉(zhuǎn)變角色，堅持“以學生為主體，教師為主導”，積極推行互動式、開放式的教學實踐。而在案例的導入及語言呈現(xiàn)環(huán)節(jié)中，該教師設置的問題和活動開放性不強、互動性不高，沒有為學生提供充分發(fā)揮主體性的機會，在一定程度上限制了學生的創(chuàng)造力，不利于充分調(diào)動學生的積極性。
四、教學設計題
33.【參考設計】
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.