一、单项选择题
1.【答案】D。解析：考查重读音节。重读音节是指单词中读音特别响亮的音节。双音节词的重音主要受词性影响，其次是前缀。如果是动词、形容词、介词，重音往往在第二个音节上;如果是名词，重音往往在第一个音节上。带有a-，be-，in-，ex-等前缀的双音节词，重音普遍在第二个音节。
2.【答案】A。解析：考查音系学知识。根据序列规则，只有A项符合。
3.【答案】D。解析：考查动词辨析。spread意为“传播，伸展”，emend意为“延伸;扩大;推广”，organize意为“组织，使有系统化”，enrich意为“使充实;使富足;使丰富”。句意为“阅读是丰富我们词汇量最好的方法之一”。故选D。
4.【答案】B。解析：考查形容词辨析。brief意为“简短的，简洁的;短暂的”，legal意为“合法的”，thorough意为“彻底的，完全的”，straight意为“笔直的，正直的，整齐的”。句意为“为了避免上当受骗，网络使用者需牢记浏览合法的网站”。故选B。
5.【答案】D。解析：考查副词辨析。entirely意为“完全地，彻底地”，still意为“仍然”，otherwise意为“否则，另外;在其他方面”，besides意为“而且，再说(强调所补充的内容)”，表示递进关系。句意为“我不介意帮你去商店买东西。再说，去散步对我也有好处”。故选D。
6.【答案】A。解析：考查状语从句。分析句子结构可知为时间状语从句，旬意为“直到10点Jill才到办公室，这使他的老板很生气”。故选A。
7.【答案】A。解析：考查比较级用法。not，never之类的否定词与形容词的比较级连用表示最高级含义，意为“再没有比……更……的了”。句意为“与Lucy一起工作非常棒，我实在找不到比她更好的搭档了!”故选A。
8.【答案】D。解析：考查虚拟语气。根据句子后半句中would have enjoyed结构可知是与过去事实相反，条件从句谓语结构为“had+过去分词”。句意为“如果Rick不是因为重感冒的话。他将会在他的生日聚会上玩得更好”。故选D。
9.【答案】B。解析：考查语言学知识。数(number)、性(gender)、格(case)是用来分析名词的范畴，时(tense)、态(voice)、体(aspect)是用来分析动词的范畴。
10.【答案】A。解析：考查语言学知识。英国语言学家F.Palmer认为，语言中没有真正的同义词。“cast”和“throw”都有“投，抛”之意，但从语言学的角度分析，它们分别存在于不同的语体中，属于风格同义词。
11.【答案】C。解析：考查听说法的特点。Audio-1ingual Method(听说教学法)，基本特点是：先听说、后读写;教学以句型为中心;将外语与母语对比，确定教学难点;大量练习和反复实践;及时纠正任何错误;尽量不用母语;广泛利用电化教学手段。可见答案C错误。
12.【答案】B。解析：考查3P教学法。presentation是“新课展示”，是对新课内容进行教学的，practice是“练习”，练习是针对所学内容进行训练与巩固的，production是“产出”，产出是指在熟练掌握所学内容的基础之上进行提高的部分，preparation是“准备”，准备通常是指在课前进行准备。因此正确答案为B。
13.【答案】B。解析：考查语法教学。在语法练习中，机械操练有两种常用方式：替换操练(substitution drills)和转换操练(transformation drills)。题干中叙述内容属于转换操练的内容。故选B。
14.【答案】B。解析：考查听力教学。题目问的是：“下列哪个活动是适合在听前环节活动中进行的?”该题考查听力教学中的“听前环节”。听前环节主要包括准备活动;介绍相关背景知识：安排学生通过讨论相关图片，预测文章的内容或学习与该主题相关的词汇等。但是A项“写相似的文章”.C项“把所有关于文章的主要信息写下来”，D项“记笔记和填空”，这三项均不适合在“听前”。故选B。
15.【答案】C。解析：考查写作教学。在“头脑风暴”阶段，学生可以自由畅想跟话题有关的观点，并记下来。
16.【答案】C。解析：考查课堂用语。题目的意思是“课堂用语是教师和学生在课堂上实施教学的语言，包含哪些种类?”课堂用语包含书面语，口语，肢体语言。书面语的英文书写是“written language”。故选C。
17.【答案】D。解析：考查调查问卷的提问方式。A、B、C三项均为选择性问题，只需回答“是”或“不是”：只有D项是开放性问题，能真正看出学生一天的学习情况。
18.【答案】D。解析：考查师生关系模式。句意为“为了学生的发展，教师和学生之间最有益处的关系模式是什么”。根据句意可知D项“民主模式”正确。
19.【答案】D。鳞析：考查教学活动。教学活动必须建立在学生的认知发展水平和已有的知识经验基础之上。因此，学生的个人知识储备、生活世界和直接经验都是重要的课程资源。所以D项正确。
20.【答案】B。解析：考查英语教学方式。B项不正确，学习过程中不应马上纠正学生的错误。
Passagel。
21.【答案】A。解析：根据第二段“Between 1982 and 1984 the Plastics Division ofICI had lost a hundred and twenty million dollars，and they felt that the most hopeful new market was in packaging，bottles and cans.”以及第三段“Since l982 it has opened three new factories producin9“Melinar”.the raw material from which high quality polyester bottles are made.”可知，“ICl’s Plastics Division”在1982到1984年的产品销量不好，他们觉得包装业有市场潜力，并开始制造聚酯瓶子，故选A。
22.【答案】C。解析：根据第四段“Nor was PVC，the plastic which had been used for bottles since the 1960s.suitable for drinks with gas in them."可知，作为“plastics of various kinds”中的一种，PVC在1960s就已用于瓶子包装，因此可以判断“plastics of various kinds”在1960s就已用于瓶子包装。
23.【答案】D。解析：根据第六段“Polyester bottles are virtually unbreakable.The manufacturers claim they are also lighter，less noisy when being handled，and cau be reused."可知，制造商认为聚酯瓶子比玻璃瓶子好是因为聚酯瓶子不易碎。
24.【答案】C。解析：根据第六段“ne public，though，have been more difficult to persuade."可知，大众对聚酯瓶子还不太认可，因此聚酯瓶子不太普及，故选C。
25.【答案】B。解析：根据最后一段，用塑料容器代替易拉罐装食物目前还是一种设想，想要实现还需要解决高温产生的难题。
Passage 2
26.【答案】C。解析：根据第一段“I would blank out because of nervousness and fear.I couldn’t think of the answer.”可知，blank out在此是指由于紧张和害怕导致一时忘了答案，故选C。
27.【答案】D。解析：由第二段“poor grades are often a result ofpoor study habits”可知，成绩差是不良的学习习惯造成的结果。故选D。
28.【答案】C。解析：由第二段“test anxiety has been recognized as a real problem”可知，考试焦虑已经被认为是一个真正的问题。故选C。
29.【答案】A。解析：由第三段可知，学生先参加一个考试焦虑度的测试，如果焦虑度高的话，则会参加短期课程来减缓焦虑，故选A。
30.【答案】B。解析：由最后一段“With almost all students，relaxation and less stress are felt after taking our program.”可知，几乎所有的学生，在参加过我们的项目之后，会变得更轻松，压力感减少。故选B。
二、简答题
31.【参考答案】
(1)范文对于英语写作主要有以下三方面的作用：
①范文能够说明所用体裁的特点;
②范文是说明英语语篇衔接手段如何使用的最好语境;
③范文能够开阔学生的思路。
(2)范文在教学中的使用步骤及每个步骤的教学目标：
①利用范文进行谋篇布局。
师生要能够在范文的结构和语言方面进行讨论，并弄清楚两个问题：a.这类文章结构和语言如何为文章的交际目的服务：b.还有哪些别的可能的结构和语言上的变化。只有这样，学生才能最大限度地利用范文来指导写作而不受范文的限制，才有可能避免全班学生千篇一律的现象。(目标)
②利用范文达到连贯的效果。
该步骤的教学目标是使学习者在写作中避免出现连接语使用不够的现象，造成文章的逻辑跳跃性很大，理解起来比较困难。也有相当一部分学生主观上想尽量多用连接语，以加强句子之间的衔接，但结果是连接语过分堆积，不仅不能增强语义方面的衔接力，反而往往会增加冗余信息，甚至造成语义上的逻辑混乱。这种现象也是写作教学应尽量避免的内容。(目标)
③利用范文开阔学生的写作思路。
这一阶段的目标是培养学生积极思考的习惯，使学生能够开阔自己的思路，这是影响学生写作的关键因素。
三、教学情境分析题
32.【参考答案】
(1)该教师采用了最传统的“语法翻译法”进行教学。采用这种教学法的缺点是：①以教师为中心向学生灌输知识，缺乏趣味性，不能发挥学生的主动性;②孤立分析和讲解语音、单词变化和语法规则，忽视了在语境中教授词汇的意义和用法;③重视语法规则，轻视听说;④大量使用母语，阻碍了英语的积极使用。
(2)建议：①单词的展示阶段应注意直观性、情景性和趣味性原则。教师应以学生为中心，运用图片、多媒体、肢体语言等方式展现词汇。②词汇教学不能只停留在讲解展示层次，要给学生提供具体的情境，让学生使用单词。教师可运用“听描述、画词汇”“同义、反义找找看”等方式引起学生兴趣，调动学生积极性，让学生在愉快的教学活动中巩固和应用词汇。③教师应设计昕、说、读、写四种技能相融合的词汇教学活动。④教师在课堂中应尽量使用英语，加大学生目的语的输入。
(3)PPT(Presentation，Practice，Testing)教学模式：
①呈现：教师借助实物、图片、视频、行为等方式呈现单词的意义和用法。
②练习：通过匹配、替换、表演、猜测、词汇接龙等练习活动，训练和巩固所学词汇。
③测试：设置语境运用所学词汇，或者设计活动了解学生对词汇音、形、义的掌握程度。
TBLT(Task Based Language Teaching)模式：
①呈现：通过呈现使学生了解单词的意义和用法。
②任务：在完成听力、阅读或写作任务的过程中充分使用单词。
③展示作品：小组代表展示本小组的听力、阅读和写作作品。
④评价与练习：对学生的作品进行评价，主要是观察新学词汇的使用情况。
(注：词汇教学模式还有PPA模式、情境教学模式、“词、句、文”模式等。)
四、教学设计题
33.【参考设计】
Teaching Contents: The sentence pettern"It is + adj. + that""It is + adj. + to-infinitive""It is + adj. + for sb. + to-infinitive".
Teaching Objectives:
(1) Knowledge objectives
①To use "It is + adj. + that" to say how one feels about sth.
② To use "It is + adj. + to-infinitive" to describe actions and situations.
③ To use "It is + adj. + for ... + to-infinitive" to specify the person one is talking about.
(2) Ability objective
Students can use "It is + adj. + that ...", "It is + adj. + to-infinitive" and "It is + adj. + for ... + to-infinitive" in daily communication.
(3) Emotional objective
Students can understand the differences between the Chinese language and English.
Teaching Key Points
(1) To use "It is +adj. + that" to say how one feels about sth.
(2) To use "It is + adj. + to-infinitive" to describe actions and situations.
(3) To use "It is + adj. + for ... + to-infinitive" to specify the person one is talking about.
Teaching Difficult Points
How to enable students to master the different uses of the following structures:
(1) It is + adj. + that ...
(2) It is + adj. + to-infinitive
(3) It is + adj. + for sb. + to-infinitive
Teaching Procedures:
Step 1 Lead-in (5 minutes)
Teacher show students a beautiful place of interest and two sentences:
It is interesting that there are so many beautiful flowers in the garden.
It is cool to spend our holiday here.
Ask students to guess their meaning and pay attention to the sentence pattern.
(Justification: The present of the beautiful place of interest and sentences can arouse students' interests in the class and help the teacher lead in the new teaching content.)
Step 2 Part A (10 minutes)
(1) Tell students that we use the "it is + adj. + that" structure to say bow we feel about something.
(2) Encourage them to ask questions if they are unsure of the meaning.
(3) Ask students to complete the exercises on their own.
(4) Ask some students to make some sentences using the adjectives and the given phrases.
① We can walk 100 kilometres in 45 hours. (possible)
② There are so many different trees in the parks. (interesting)
③ There was snow on one of the mountains. (surprising)
④ Each team must raise at least HK $6,000. (important)
⑤ So many people want to help others in need. (nice)
(Justification: This step makes students understand the structure"it is + adj. + that". Doing exercises can help students have a deep understanding of how the structure are formed and how they are used.)
Step 3 Part B (10 minutes)
(I) Explain that the"It is + adj. + to-infinitive" structure is similar to the structure students learned in Part A
except that here, the adjective describes an action or activity.
(2) Encourage students to ask questions if they are unsure of the meaning.
(3) Check that students have understood the structure.
(4) Ask students to make sentences using the given structure:
It is difficult to ...
It is easy to ...
It is exciting to ...
It is necessary to ...
(Justification: This step makes students understand and master this structure "It is + adj. + to-infinitive". The teacher in this step plays the role of organizer, resource-provider and assessor.)
Step 4 Part C (9 minutes)
(1) Explain that the structure in Part C is the same as the structure in Part B except that we insert"for sb."
between the adjective and the "to-infinitive" to indicate who we are talking about.
(2) Encourage students to ask questions if they are unsure of the meaning.
(3) Check that students have understood the structure.
(4) Ask students to make sentences using the given pictures and words.
①People should not go hiking alone. (dangerous)
②Jimmy's team can raise over HK $6,000 for charity. (possible)
③You can get very hot on the hike. (important/take lots of water)
(Justification: This step makes students understand and master this structure"It is + adj. + for ... + to-infinitive". Using picture prompts and words can help them practice the target language while negotiating meaning.)
Step 5 Practice (6 minutes)
Give students one topic--travel and ask them to make sentences in groups using the three sentence patterns.
Then ask some students to report their sentences.
(Justification: A real purpose for genuine communication among students can help them practice the language in a communicative way.)
Step 6 Summary and Homework (5 minutes)
Summary:
One student acts as an assistant teacher to guide all the students to summarize the new knowledge of this lesson.
Homework:
(1) Finish the exercises.
(2) Write a short story about your life including the grammar.
(Justification: Summary can help students consolidate the knowledge what they have learned in the class.
Homework makes students combine the grammar structure with their life, and practice their writing skills at the satne time.)
Blackboard Design:
1. It is + adj. + that clause
2. It is + adj. + to do sth
3. It is + adj. + for sb + to do sth
Teaching Reflection.
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