一、单项选择题
1.【答案】C。解析：考查句子语调。陈述旬和特殊疑问句用降调。一般疑问句用升调。选择疑问句or前面的词用升调。一句话中列举并列单词时除最后一个用降调外，其余全用升调。故选C。
2.【答案】B。解析：考查语音的分类。voiceless“清音”;labiodental“唇齿音”;fricative“摩擦音”;plosive“爆破音”./v/属于浊音、唇齿音和摩擦音。故选B。
3.【答案】B。解析：考查形容词辨析。complex“综合的，复杂的”，temporary“暂时的，临时的”，exclusive“独有的，排外的”，fragile“脆的，易碎的”。句意为“这个手机只能暂时维持使用6个小时，之后你必须给电池进行充电”。故选B。
4.【答案】C。解析：考查动词短语辨析。call up“打电话，召集”，take up“拿起，承担;接纳”，stamp out“扑灭，踩灭：消除”，hand in“上交，递交，呈现”。句意为“这个女孩唤醒了他消失已久的情感”。故选C。
5.【答案】A。解析：考查名词辨析。focus“重点，焦点”，sense“感觉，观念，道理”，conflict“矛盾，冲突”，conscience“良心，道德”。句意为“无论财富多么重要，它都不应该成为我们生活的焦点”。故选A。
6.【答案】A。解析：考查虚拟语气。从句与过去事实相反，主句的谓语要用would/should/could/might+have+过去分词。句意为“要不是你的帮助，我们不可能及时完成任务。”故选A。
7.【答案】B。解析：考查宾语从句。分析句子成分可知，“__________attendedtheirwedding”是宾语从句，从句中缺少主语，再结合句意可知应用whoever。句意为“新娘和新郎给每个参加他们婚礼的人发一些礼物来分享他们的幸福”。故选B。
8.【答案】C。解析：考查交际用语。问句意为“你把父亲节给忘了吧?”，答句意为“__________。我已经在帝王餐厅订好了位置”。根据答语可知，第二个人没有忘记。C项是“How could I(forget about Father’s Day)”的省略形式，意为“我怎么能忘记呢”，符合句意。
9.【答案】B。解析：考查形态学知识。USA，AIDS，WT0都是首字母缩写词(acronym)，而Flu则是缩写词(abbreviation)。
10.【答案】D。解析：考查语言习得。美国语言学家克拉申在20世纪70年代提出了“语言习得”理论，认为人们掌握语言有两种主要方式：一种是习得，另一种是学习。习得是指通过接触语言来学习语言，无意识地逐渐掌握语言规律。
11.【答案】A。解析：考查语法教学。题目问的是：一位老师列出了二十个与将来时相关的句子，然后请学生讨论并找出将来时的语法结构，这位老师使用了哪种语法教学方法?语法教学的常用方法有两种：演绎法和归纳法。A项的Induction是归纳法;D项的Deduction是演绎法。本题中的教学方法很明显是归纳法。B项的新课展示和C项的巩固提高，都是教学环节，不是教学方法。因此选A项。
12.【答案】D。解析：考查听力教学。听后活动的目的不包括D项，只给出答案而不做解释的做法是不对的。
13.【答案】D。解析：考查口语活动设计原则。设计口语活动时应具有遵循以下原则：最大限度地练习口语、均等参与、高度激励以及恰当的语言难易程度。D项“High language level”不符合。
14.【答案】B。解析：考查阅读教学。针对主题的头脑风暴是pre-reading的内容，所以B选项正确。A和C属于while-reading的内容，D属于post-reading的内容，均不符合。
15_【答案】C。解析：考查写作教学。过程写作的主要步骤有：creating a motivation to write，brainstorming，mapping，freewriting，outlinin9，drafting，editing，revising，proofreading and conferencing。故选C。
16.【答案】B。解析：考查写作活动。思路图从视觉上帮助学习者记录并整理思绪。学生写下作文的话题或用一个词语来代替这个话题。引导他们思考有关它的一切就是这张图应当有的内容。一切带有个人色彩的标记，如箭头、图形、分项符号等，可以帮助学习者在记录的同时整理出各项相关内容的关系结构。
17.【答案】A。解析：考查教师角色。在教学反馈阶段，教师的角色是评估者，故选A。
18.【答案】D。解析：考查教学评价。教了语音之后，教师做测试以便检查学生哪些音会发，哪些音不会发，这属于“diagnostic test(诊断性测验)”。aptitude test“能力倾向测验”，proficiency test“水平测试”，achievement test“成就测试”。
19.【答案】C。解析：考查课堂提问类型。提问在课堂教学中发挥着重要的作用。课堂教学可以采用多种提问形式。题目中只有C项是回忆性提问，其他三项均是理解性提问。故选C。
20.【答案】B。解析：考查教学评价。形成性评价(formative assessment)关注学习的过程，而不是终结性评价
(summative assessment)o
Passage l
21.【答案】B。解析：根据“There are three basic processes that cause a change in oceanic salinity.One of these is the subtraction of water from the ocean by means of evaporation…The opposite of evaporation is precipitation…A third process by which salinity may be altered is associated with the formation and melting of sea ice.”可知.本文主要讲的是引起海水盐度变化的原因。
22.【答案】C。解析：根据第一段“0ne oftheseisthe subtraction ofwaterfromthe ocean bymeans of evaporation.
In this manner,the salinity is increased”可知，答案为C，即海水蒸发可使盐度增加。
23.【答案】C。解析：根据第二段“The opposite of evaporation is precipitation…SO that the salinity is decreased”“in areas of high rainfall…‘in coastal regions where rivers flow into the ocean”可以排除A、B、D项，答案选C。
24.【答案】D。解析：按照出题顺序，此题考查的是海水盐度变化的第三个原因。根据第四段可知，海水冻冰后，杂质析出，因此冰下的海水比冰的盐度高;冰融化后，海水盐度又会降低。所以答案为D，即海水温度与盐度有很大关系。
25.【答案】A。解析：根据“IntheWeddell Sea,the densestwaterinthe oceanisformed as a result ofthisfreezing process，which inereases the salinity of cold Water."可知。威尔德海是作为例子说明冰冻过程引起的盐度变化，答案为A。
Passage 2
26.【答案】B。解析：根据题干关键词定位到第一段中的最后一句“But now.a new study bv researchel"8…so universal after all”可知，这七种标准的面部表情并不具有普遍性，由此可以推知人类的基本情绪不止七种。故选B。
27.【答案】A。解析：根据题干关键词定位到第三段和第四段。从第三段的最后一句和第四段的描述可知，面部表情的意义在不同的文化中是不同的。故选A。
28.【答案】B。解析：根据题干关键词定位到第四段的第二句“Westerners look at both the eyes and the mouth to the same degree….are similar around the eyes”，由此可知，东方人观察人的面部表情时倾向于观察眼睛而忽略了嘴。故选B。
29.【答案】A。解析：根据题干关键词定位到最后一段的第二句“Ms Jack thinks it may be considered impolite in some…subtle ways to express them”，由此可知，用明显的方式来表达一些情感在一些亚洲文化里面是不礼貌的，所以他们会选择更微妙的方式来表达。由此可以推知亚洲人认为用眼神来表达情感是更为微妙的方式。故选A。
30.【答案】A。解析：纵观全文可知本文是围绕不同文化表达情感的差异来展开论述的.因此A项最能概括本文的主旨。故选A。
二、简答题
31.【参考答案】
在教学过程中，强调语法服从功能，重视学生表达的流利性和得体性，属于交际法。
交际法的优点：
①有利于培养学生的语言运用能力和学以致用的意识。
②强调学生的主动性和互动性。
③课堂上的交际活动以学生为主体，有利于激发学生的学习兴趣、钻研精神和自学能力。
交际法的不足：
①交际法要求根据学生需要来选择教学内容，确定教学要求。这对于我国实际情况来说是不现实的。我国的学生学习英语不是目前生存的需要，没有融合型动机，大部分学生的需求只是知识和能力的提高。
②交际法主要适合小班型教学，学生使用语言的机会多。而我们国家目前中学的班型都在45人左右，甚至更多，学生使用外语交流的机会相对较少，不利于表现出交际法的优势。
三、教学情境分析题
32.【参考答案】
(1)第一位教师布置作业的特点是作业布置紧贴考试内容，注重知识的掌握。不足：比较枯燥，死板，无法引起学生的兴趣;作业量太大。
第二位教师布置作业的特点是注重锻炼学生收集资料、自主学习、团队合作的能力。不足：作业的完成缺乏有效的监督，很难落实学生是否认真搜集资料并与小组其他同学进行了分享和讨论。
(2)注意事项：
①作业的形式。作业形式要新颖有趣，不只是抄写单词、句型、语篇，因为它机械地重复，枯燥无味，会失去挑战性，无法引起学生的学习兴趣。
②作业的量。过多的练习，会使学生感到望而生畏。部分学生一开始作业认真，由于量大难度大就马虎起来。乱填一气。因此，教师在布置作业的时候要把握好作业的量与难度。
③作业的难度。作业过难，基础差的学生干脆不写，或者抄袭别人的作业;作业过于简单，基础好的同学会感觉毫无挑战。因此，教师设计作业要充分考虑到学生的个体差异，把握好作业的难度设置。
④作业布置的有效性。教师布置的口头作业，如记忆语篇、和同伴编一段情景对话、用英语向家人介绍某人某物等等，由于没有有效地监督和及时有效地检查，有的学生忽视了这项作业，失去了锻炼口头交际能力和语言的综合运用能力的机会。针对此现象，教师在布置作业时要确保作业的有效完成。
(3)常见的英语作业形式有：课时作业、课本剧表演作业、问卷调查作业、采访型作业、开放型作业、实践操作型作业、辩论型作业等。
四、教学设计题
【参考设计】
Teaching Content: A listening material about "I remember meeting all of you in Grade 7".
Teaching Objectives:
(1) Knowledge objectives
①Students can consolidate the usage of remember and the sentence pattern "I remember doing sth".
② Students can be more familiar with the topic of memories.
(2) Ability objectives
According to study, students can improve their skills of listening for specific information and can talk about the meaningful and unforgettable memories in English freely.
(3) Emotional objectives
① Students can find out some meaningful memories from the past experience to encourage themselves studying hard.
②Students can understand we should cherish present and do our best to create a bright future.
③ Students can improve the confidence of learning English, and are not afraid of speaking English.
Teaching Key Points:
How to make students improve their skills of listening for specific information.
Teaching Difficult Point:
How to make students use the knowledge they learnt before to talk about the things happened in the past.
Teaching Aids: a tape recorder, multimedia, pictures
Teaching Methods: Communicative Approach, Task-based Teaching Method, Audio-Lingual Approach.
Teaching Procedures:
Step 1 Lead-in (5 minutes)
The teacher shows some photos about students' junior high school and play the music named"Seasons in the Sun" to let students look back on their junior high school memories, and told them today they are going to learn to express their memories in English.
T: (after listening) Now, who can tell me what's the subject of this song?
S: About youth.
T: Yes, it's about youth. Very good. This is the last unit of our English book. In this unit, we will mainly talk about our past school lives.
(Justification: This step could attract students' attention and lead in the new lesson easily.)
Step 2 Pre-listening (10 minutes)
Teacher asks students to look at the picture in this unit, and asks students to finish the task in la. Then asks students to check the things they remember doing at junior high school and add more things they remember as much as possible.
T: Now, look at the picture. What kind of party do you think it is? Is it a welcome party or graduation party?
S: Graduation party.
T: Look at the small pictures. What are the boy and girl talking about? Try to guess!
S: (Discussing)
T: OK. Let's look at the small scenes in this big picture. What does the girl remember doing? According to the pictures, please have a guess and finish the task in la. Do you understand?
S: Yes!
T: And you are supposed to write down some more items about what you remember doing in your past school time. Ok, now, let's do it.
(Justification: This step can attract students' attention and help and encourage them to foucus on the content of what they are about to hear.)
Step 3 While-listening (13 minutes)
(1) Teacher asks students to listen to the tape and match the memory with the person. Then asks them to tell their answers to their partners.
T: Ok, now, let's move on to our listening. Listen to the tape and match the memory with the person. And tell your answer to your partner by using sentences, such as, Peter remembers doing homework carefully to meet the standards of a strict teacher. Are you clear?
S: Yes!
T: Now, let's begin!
Students listen to the tape.
T: Ok, now, who can tell us your answers?
SI: Sarah remembers losing a schoolbag ...
T: Ok, very good. Sit down, please.
$2: ...
(2) Then the teacher plays the tape again, and asks students to read after the record.
T: Now, I will play the record again and you are supposed to read after the record silently. Any questions?
S: No.:
T: Ok, now, please listen to the tape. While listening, please pay more attention to the pronunciation and
intonations.
(Justification:This step make students listen and enjoy what they are listening. The task of matching the memorizing and with the person makes students focus on the listening itself. )
Step 4 Post-listening (12 minutes)
(1) The teacher asks students to make a dialogue with their deskmates by using the list in la.
T: Now, you are supposed to make a dialogue with your deskmate according to the list you wrote in la. Here is a conversation structure, you can make your dialogue according to it.
(Then the teacher writes the example on the blackboard.)
Example:
--What do you remember doing?
--I remember doing my homework very late till to 12 o'clock. What do you remember doing?
--Well, I remember winning a prize. And my parents took me to the biggest amusement park in our city.
--Wow!It's cool. What else do you remember?
--I still remember playing basketball on the playground with you and singing songs with our best friends.
--Yes, wonderful and colorful.
The teacher chooses one student and his/her deskmate to present their dialogue in front of the class and gives
some feedback.
(2) T: Now, look at the chart on PPT, I need you to make an interview. Interview some classmates and record at least three memories of thetn. Then fill the chart and make dialogue with your deskmates. Any questions?
S: No.
T: Good. Let's do it. After finished, I will invite three groups to share their dialogues, and the best group will get a reward.
(Justification: This step is easier for students' to have a high motivation to speak. According to their make dialogue with their deskmates can test the students' listening comprehension.)
Step 5 Summary and Homework (5 minutes)
Summary: Ask students to think about the key sentence structures they listened today, and then make a short summary.
Homework: Ask students to look back on their school life, and communicate these colorful feelings with their friends.
Blackboard Design:
Unit 14 I remember meeting all of you in Grade ?
Pre-listening:
While-listening:
Post-listening:
Example:
--What do you remember doing?
--I remember doing my homework very late till to 12 o'clock. What do you remember doing?
--Well, I remember winning a prize. And my parents took me to the biggest amusement park in our city.
--Wow!It's cool. What else do you remember?
--I still remember playing basketball on the playground with you and singing songs with our best friends.
--Yes, wonderful and colorful.
Teaching reflection.
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