1．D[解析]依据下句可知，说话的人有重要的事情要去做，所以不能参加游戏。“I’m afraid not”表示委婉拒绝。
2．C[解析]句意为：我们要去书店。你可以跟我们一起去，也可以晚点和我们在那里见面。“or”表示或者，在“come with US”和“meet US there later”中选择其一。
3．B[解析]Ncacy告诉我她想去这件事是发生在过去的，所以应该用tell的过去式形式told。
4．A[解析]下句提到还有“some juice”，所以排除D项。B项和C项不符合题意，故选A。
5．D[解析]第二句句意为：是的。但是工作结束后我想再喝一杯。只有another有“再一。又一”之意，故选D。
6．D[解析]第二句句意为：我猜测你开得太快了。表示的是在过去的某个时候开车开得很快，所以用drive的过去进行时。
7．C[解析]因为是在两个人中选择一个，所以用good的比较级better，排除A、D。the better choice表示David是那个比较好的选择。
8．C[解析]第一句句意为：我被选作主持人，我感到很开心。“被选作”是被动语态，并且是发生在过去的动作，所以选择C项。
9．D[解析]这里用d0的过去完成时，表示过去已经完成的动作对现在的影响。
10．A[解析]美国的自由女神像是法国人赠予的礼物。
11．D
12．C
13．A[解析]根据新课标要求，7—9年级的英语课程建议每周不少于四课时。因此应该选择A。
14．D[解析]根据新课标要求，基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。因此正确答案应该选D。
15．B[解析]根据新课标要求，学会使用1500--1600个的单词和200—300个习惯用语或固定的搭配。因此正确答案应该选B。
16．B[解析]根据新课标要求，除教材外，课外阅读量应累计达到15万词以上。因此应该选择B。
17．C[解析]《义务教育英语课程标准(2011年版)》采用国际通用的分级方式，将英语课程目标按照能力水平设为九个级别。正确答案应该选C。
18．C[解析]根据新课标要求，7—9年级分别完成三、四、五级目标，因此正确答案为C。
19．A[解析]根据新课标要求，在英语课程实施中，帮助学生有效地使用学习策略，不仅有利于他们把握学习的方向，采用科学的途径提高学习效率，而且还有助于他们形成自主学习的能力，为终身学习奠定基础。因此正确答案应该选A。
20．C[解析]根据新课标要求“语言技能是构成语言交际能力的重要组成部分。语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力”。因此答案应该选择C。
21．C[解析]本文主要讲述了专家学者们对人们如何进行改变的建议。故C项最符合题意。
22．B[解析]根据第四段中的第一句可知，Nicholas Christakis认为当人们的朋友或朋友的朋友们发生积极的转变时，他们会比较倾向于积极的转变。故可推知人们在别人的鼓励下比较容易发生转变。故选B。
23．C[解析]根据第五段中的“There’S desire，but I just kept putting it off．I didn’t get to it until the summer．”keep off的意思是“避开，不接近”，可知Johnny Augustin做事拖拉，不到最后一刻不愿意完成该完成的事。故C是正确答案。
24．D[解析]根据第四段可知向朋友学习是转变的一个方法；根据第三段的第二句可知一开始就设立目标也是转变的一个方法；根据最后一段的第一句可知拥有积极的态度也是转变的一个方法。只有D项在文中没有提及。故选D。
25．D[解析]本文最后一段讲述了积极的态度是成功转变的一个关键因素。文中第五段是第四段观点的例证，因此可以推测最后一段的下文应该是最后一段观点的例证。故选D。
26．A[解析]本文主要讲述了“Earthship”的结构及其环保功能，第六段的第一句点题，说明“Earthship”很环保，是最好的住所。故选A。
27．D[解析]“They”的前面是“The walls are extremely stron9”，根据就近原则，可知“They”是指“Walls”。
28．C[解析]A项、B项和D项都只是描述了“Earthship”构造材料的特性，不能作为观点。C项代表了作者的观点。
29．B[解析]A项、C项和环保无关，排除。B项指用过的水可以抽到花园重复利用，D项指轮胎不能回收，但是瓶子和纸可以。明显B项比D项更环保。
30．B[解析]文章的主旨是宣扬“Earthship”异于普通房子的环保功能。B项最能体现这个观点。
二、简答题
31．[参考答案]英语学习调查问卷
姓名：日期：
一、阅读下面的句子，你同意这些说法吗?在每个句子后面用圆圈将你自己的看法圈起来。
1．你平时学习有计划吗?有（ ）有时有（ ）没有（ ）
2．你上课做笔记吗?做（ ）有时做（ ）不做（ ）
3．你做作业前复习吗?复习（ ）有时不做（ ）复习（ ）
4．你考试前制定目标吗?制定（ ）有时不制定（ ）制定（ ）
5．你有预习的习惯吗?有（ ）有时有（ ）没有（ ）
6．你课后有阅读的习惯吗?有（ ）有时有（ ）没有（ ）
7．你会听英语磁带学习吗?会（ ）有时会（ ）不会（ ）
8．你对英语学习感兴趣吗?感兴趣（ ）有时有（ ）没有（ ）
9．你觉得老师上课有趣吗?有（ ）有时感兴趣（ ）不感兴趣（ ）
10．你有学英语的动力吗?有（ ）有时有（ ）没有（ ）．
11．你记单词有耐心吗?有（ ）有时有（ ）没有（ ）
12．你觉得自己具有学好英语的能力吗?具有（ ）不具有（ ）
二、用你自己的话完成下面的句子、
我觉得英语书是：
三、你对今后的英语课和英语老师有什么想说的?
三、教学情境分析题
32．[参考答案]该教师在听力教学过程中只注重让学生听而忽略了讲的作用。这种听力训练不仅使学生感到很被动，而且疲劳乏味，学生注意力很难集中，很难达到理想的教学效果。高中听力教学是英语教学中的一个重要的、基础的环节，然而实际教学中有很多因素会影响听力的教学，比如学生的基本功不扎实、基础知识积累不足(语音语调不熟悉、词汇不过关等)，教师的教学方法不得当(教学方法过于传统、只听不讲、听力材料不够丰富生动等)，所以在教学实践中要综合运用语音、词汇、阅读技巧、听说结合等教学方法以提高学生的听力水平。除了正常的教学，更为重要的是要加强日常听力的练习，因为英语听力水平的提高不是一蹴而就的，而是一个日积月累、相当复杂的过程。听力教学要以学生整体语言能力的提高为基础，要以科学的学习方法和训练方法为前提，在教师的正确指导下，并经过长期的训练，才能达到令人满意的效果。
四、教学设计题
33．[参考答案]
1．Teaching objectives
1．Knowledge and sklls objectives
(1)Words：copy，own，get over．
(2)Sentence patterns：
She asked me if she could copy my homework．
I asked her why she wanted to do that．
T sanid it would start a bad habit
(3)Continue to learn Direct Speech and Reported Speech．
2．Process and methods objectives
Practieing more to improve the students’four skills and to understand it is very important for us to complete our own tasks by ourselves．
3．Emotion，attitude and values objectives
Be aware of the importance of interpersonal relationship．
Ⅱ．Important points
ContinuP to leam to repoft what someone said(more kinds of Reposed Speech)，and how to use it(as formal subject)．
Ⅲ．Difficult points
1．Practice more about the grammatical structures in different ways and summary about these．
2．HelD the students find out the right idea to study English in the future．
IV．Teaching Procedure
Step 1 Greetings
Step 2 Warming up
Ask a few students how they can report someone said，and to give some examples about daily life.
IJet the students pay attention to the changes of their speech，and translate with：Now let’s learn about more kinds of Reported Speech．
Step 3 Vocabulary and sentence pattern study
1．Ask the students to fill the blanks on their own．
(Complete ten sentences，Self-check 1)
2．Check the answers．
1)Can you bring some music cds to the party?
2)My friend does well in English SO she often helps me with my projects•
3)He didn’t know what was happening outside．
4)1’m so cold．Can I borrow your jacket?
5、I’m seeing Sue this afternoon．Do you want me to pass on any messages?
In some cases．students need to use another form of the word，for example，adjusting for tense or subject／verb agreement．
3．Ask the students to make their own sentences with the words，preferably sentences that are meaningful．
eg：1 want to know，“Copying homework is right or wrong?”etc．
This activity can help the students think more about how to study the vocabulary in future，and find the right way to enlarge their vocabulary．
Step4 Just for fun
Let the students read and talk about it，find out what makes the cartoon funny．(Neither person can hear what the other person is saying)
This activity provides reading practice with the target language．And with the topic’s help，we can start the new text．
Can we hear what the author want to tell us?
Step 5 Reading(Self-check 2)
(Notice：turn off s(ound)Show the whole story with CAl，and give the chance to the students，
let them dub for the pictures．
After several times．play the recording for help to correct their voice．And then let all the students dub for the story．
It is very important to understand the whole story before they learn the details•
Step 6 Text study
1．Find main idea
Ask the students to read silently，quickly through to the end without stopping to find the main clues．
We had a big fight last week in school．→She said she had forgotten to do hers．→I said I didn，t think it was a good idea for her to copy my homework．→She said it was much better if she did her own homework．
Help the Students recite the passage with the sentences．
2．Sentences’stucly
There are more than 10 Reported Speech sentences in the story．Find all the sentences to study the Direct speech and Reported Speech．And continue to study sentences’changes for Reported Speech．
Step 7 Pair work
1．Ask a few pairs of students to rewrite the story as a conversation．Pretend you(as author)
are talking about the fight with other person．
eg：A：Who’S your best friend?
B：Mv best friend is Xiao Li，bul last week we had a big fight and now she isn’t talking to me．
A：How did it start?
B：…
This activity practices students to understand the target language in spoken conversations.
2．Ask the students to change their identity in talking about the fight．For example，pretend you(fitS author)and“Xiao Li”，etc．
This activity develops students’ability to use reported speech correctly．And it is very impor-tant for the students to enjoy the experience of learning English．If we can do this,they will be moti-vated to learn and improve．
Step 8 Practice
1．She said,“0ur bus Will arrive in five minutes．”
→She said that their bus would arrive in five minutes．
2．He asked，“Can you come to my party?’’
→He asked me if I could go to his party．
3．He asked，“Where are you going，Lana?”
→He asked Lana where she was going．
4．The teacher said to the boy．“0pen the window．”
→The teacher told the boy to open the window．
5．She said，“What a lovely day it isIl，
→She said what a lovely day it was．
(With the CAI to show the whole practice，all the answers are italic，they each will be shown after the students’discussing．)
Step 9 Have a test
1．The teacher said．“The earth goes Found the sun．”
→The teacher said that the earth goes Found the SUn．
2．The girl said to us，“He isn’t a teacher，isn’t he?”
→The girl asked US whether／if he was a teacher．
3．She asked me if she could copy my homework．
→She asked me．“Can I copy your homework?”
4．I asked her why she wanted to do that．
→I asked her．“Why do you want to do this?”
Step l0 Homework
Read the story again and write it as a conversation．If possible，make a soap opera play please．
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