一、单项选择题
1.【答案】D。解析：考查辅音的分类。根据发音部位不同，英语的辅音可以分为：双唇音(bilabial)、唇齿音(labiodental)、齿音(dental)、齿龈音(alveolar)、齿龈后音(postal veolar)、硬腭音(palatal)、软腭音(velar)、声门音(glottal)。[f]，[v]是上齿咬下唇的唇齿音。
2.【答案】A。解析：考查同化规则。同化规则即通过模仿一个序列音位的一个特征使一个语音与另一个语音相似。从而使两个音子变得相似。多数情况下语音同化实际上也体现在有关单词的拼写中。例如：possible的否定形式是impossible而不是inpossible，因为齿龈音[n]同化成了双唇音[m]。出于同样原因，legal，regular的否定形式是illegal，irregular。然而，也有单词，如unbeatable，同化在其发音中的确存在，但在拼写上并没有体现出来。
3.【答案】D。解析：考查形容词辨析。句意为“博物馆长( )，带我们参观了古代的手抄本”。promising意为“有希望的，有前途的”，没有“was agreein9”这类用法，pleasing意为“令人喜爱的，使人愉快的”，obliging意为“乐于助人的.恳切的”。故选D。
4.【答案】C。解析：考查动词辨析。句意为“那位新同事( )他在进入我们公司之前在好几家大公司工作过”。claim意为“宣称，声称”，符合题意。confess意为“承认”，declare意为“宣布”.confirm意为“确认，证实”，均不符合题意。故选C。
5.【答案】A。解析：考查动词短语辨析。turn around表示“回转，转向，转身，扭转”，turn over表示“(底朝上的)翻转，旋转，思考，移交等”，此处指“翻地”，turn on表示“开启，变得兴奋，突然装出，开始”。turn up表示“找到，出现.突然发生”。句意为“高涨的玉米价格在催生非洲的饥荒的同时，促使更多农场主在自己原本种植小麦、大豆甚至牧草的土地上种玉米”.故选A.
6.【答案】C。解析：考查句法知识。granted that是一个固定搭配，表示“假定，即使”，what作said的宾语。A项应该是supposing，所以也不正确，B和D两项不符合语法要求，故排除。句意为“假设你说的是真的，还有其他的因素需要考虑”，故选C。
7.【答案】A。解析：考查反义疑问句。其回答和反义疑问句的用法一致，“前肯后否，前否后肯”。根据第二句的意思.可判定第二句为肯定回答，即“她昨天确实没去学校”。故选A。
8.【答案】C。解析：考查条件状语从句。该句是由if引导的条件状语从句。从句用一般现在时，主句用一般将来时。因此so后边的助动词要用will。故选C。
9.【答案】B。解析：考查句法学中的范畴。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：考查同义词类型。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。Audi0.1ingual 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(transformatiOU 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，学生可以自由畅想与话题有关的观点。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，El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，教师和学生之问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。解析：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。
Passage l
21.【答案】B。解析：根据第一段中的“However，they work pretty well because thev are‘reset’each dav，when the sun comes up.”与第二段的实验可推知B项正确。
22.【答案】D。解析：根据第二段中“And we can program the lighting to produce artificial‘days’，different from the day outside.After a while we have shifted their clocks."可以得知D项正确。
23.【答案】C。解析：根据文中研究太阳和地球磁场对鸽子生物钟影响的实验可知，二者都能帮助鸽子辨别方向。因此C项正确。
24.【答案】A。解析：文章中以“Do pigeons use their biological clocks to help them find directions from the sun?”提出问题，然后通过实验来解答问题。即采用了提出问题一解答问题的模式.因此A项正确。
25.【答案】B。解析：根据文章尾段的最后一个实验可知，在晴天的时候，两组鸽子都能准确辨别方向，因此鸽子在晴天是根据太阳辨别方向，跟磁场无关;在阴天时，背上无磁性铜棒的鸽子才能正确辨别方向.背上有磁棒的鸽子则不能，因此在阴天鸽子根据磁场辨别方向。综上可知.作者意在说明鸽子在不同的天气用不同的方法辨别方向。因此B项正确。
Passage 2
26.【答案】D。解析：本文介绍的是巴西的一些民间组织如何反对转基因作物。他们从转基因产品对环境的污染，对农户身体的损害，以及对巴西经济的影响出发，反对政府将转基因作物合法化。文章主要介绍的是Non—governmental organizations(NGOs)和 ActionAid两个组织。作者在文章末尾也介绍了一些其他的立场。例如巴西科学家Crodowaldo Pavan.他认为不能简单地将转基因作物全盘否定.
27.【答案】B。解析：根据文章第一段第二句“Brazil is the world’s second largest produeer of sovbeans behind the United States and ahead of Argentina.”可知巴西为世界上第二大大豆生产国.仅次于美国，位居阿根廷之前。故选B。
28.【答案】B。解析：文章第二段介绍的是NGO的立场。作者引用NGO负责人Jean—Marc yon der Weid的话，“We ave not saying that genetic engineering is，in principle，something bad;we say that we need more science to be sure that it will work in an appropriate way with no harm in the future”“This is both for health and environmental reasons”我们并不是说转基因工程不好;我们的立场是，需要用科学方法来确保它不会在将来对环境造成危害。这主要是出于对环境和健康的考虑。四个选项中只有B项不符合NGO的立场。
29.【答案】B。解析：文章第三段介绍的是另一个反对组织ActionAid.它也同样反对将转基因作物合法化。它号召巴西的农户不要依靠跨国公司作为种子的来源，否则就会被牢牢地控制住.失去自主权。
30.【答案】C。解析：根据文章第四段前两句“Brazilian scientist Crodowaldo Pavan said there should be checks on what multinationals can do，but that doesn’t mean GM seeds should be banned.He says fears over their usage are unfounded.”可知巴西科学家Crodowaldo Pavan认为应该对跨国公司实行一定的监督.但是不能对转基因作物全盘否定。他说.担心转基因作物的危害是没有根据的。这和C项的叙述相符合。
二、简答题
31.【参考答案】
词汇意义的常见呈现方式包括利用教师的手势、动作等肢体语言，利用图片、图表、简笔画、语义图、投影仪等直观教具和声光电多媒体，直接作用于学生的视觉(看见实物)、听觉(听到发音)和动觉感受器，使词与客观事物建立直接联系，理解其意义。比如在呈现表示喜怒哀乐的词汇时，可以通过图片或者影像，还可以通过教师或学生的面部表情进行呈现、
除了使用上述直观手段呈现和讲解词义外.还可以利用学生已有的词汇知识来呈现和讲解新词，常见的具体方法包括构词法、同义词法、反义词法、英文释义法(定义法)、翻译、问答等。比如在呈现词组“pick up”时，教师可以边说词汇边表演，呈现词汇，然后创设情境讲解“pick up”的具体用法。
三、教学情境分析题
32.【参考答案】
(1)教学方法：
①采用了多媒体辅助教学法，利用多媒体播放音乐能给学生提供一个轻松愉悦的学习环境和学习氛围，还能吸引学生的注意力，同时能为下节课做良好的铺垫：
②采用了交际型语言教学法，通过师生之间的问答，以及小组成员的沟通交流，锻炼学生的口语表达能力，同时锻炼学生的组织交流能力：
③采用了任务型教学法，学生通过围绕任务而展开练习，使学生能更好地发展他们的集中注意力以及语言表达能力。
(2)教学反思：
①每个教学步骤都有明确的设计意图和师生对应的活动，受时间和内容限制，学生即兴反应和表达时间不足.课堂灵活性不够：
②利用歌曲引入课堂，由于学生的视野有限，通过听歌大部分学生不能准确猜出歌词来源以及其意义，打击学生的积极性：
③开展“互动一发生式”教学，组织小组合作学习，由于教学容量大，师生问答少，参与度不高，效率难以保证;
④由于内容宽泛，所以小组讨论之后给出的汇报具有不定向性，同时没有明确说明汇报歌曲的相关内容规定.这样活动安排占用时间长.影响整体授课安排。
四、教学设计题
33.【参考设计】
Class Type: Reading class, 1 period
Teaching Contents: This lesson contains some useful words and phrases about festivals and celebrations. It will provide students with a better opportunity to understand festivals and celebrations around the world.
Teaching Objectives:
(1) Knowledge objective
Students can learn some useful words and expressions in this text like feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night, etc.
(2) Ability objectives
①Students can know different festivals and celebrations around the world.
② Students can talk about Chinese festivals and customs in English and get to know some information about foreign festivals.
(3) Emotional objective
Students can have a further understanding of different festivals and celebrations around the world and at the same time respect the different festival customs in different countries.
Teaching Key Points:
(1) How to enable the students to understand different festivals and celebrations.
(2) How to help the students analyze the text.
Teaching Difficult Points:
(1) How to make the students comprehend different customs of different festivals and celebrations.
(2) How to arouse the students' interest in talking about this topic.
Teaching Procedures:
Step 1 Lead-in (5 minutes)
T: Hello, everybody!Did you enjoy your winter vacation?
Ss: Yes.
T: When do you think is the most exciting moment you have experienced in winter vocation?
Ss: At the Spring Festival.
T: Who would like to tell us why? Any volunteers?
SI: The Spring Festival is the most traditional festival in our country and family members can stay together and enjoy lots of delicious food.
S2: I like Spring Festival because I can get lucky money from my relatives.
S3: At the Spring Festival, I can visit my relatives and friends who I hadn't seen for a long time.
T: All of you share your opinions with us. Very. good!Today we will start a new unit. It's about festivals around world. Now please think about some festivals vou have already known. Which one do you know?
Ss: Mid-Autumn Festival, Duan wu festival ...
T: Quite right. That's called the Dragon Boat Festival. How about some other festivals?
Ss: New Year, International Labor's Day, National Day ...
T: Well done.
(Justification: To get students involved in this topic about festivals and celebrations smoothly by asking them how
they enjoyed the Spring Festival in winter vacation. Students will have curiosity about how other festivals are celebrated.)
Step 2 Pre-reading (9 minutes)
(1) Ask students to discuss in groups when festivals take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.
After they complete this form, ask students to exchange their opinions and share with the whole class.
(2) Ask students to talk about festivals celebrated in their city or town and ask them to share their answers to the question"What part of a festival do you like best--the activities, the music, the sights, the food or the people who visit?" with their group members.
(Justification: Cultivate students' thinking capacity and cooperative awareness by asking them to think out festivals as many as possible and communicating their opinions on their favorite festival with their group members.
Make predictions about the text and arouse their curiosity to know more about different festivals.)
Step 3 While-reading (16 minutes)
(1) Skimming and Scanning (6 minutes)
①Skimming
T: Look at the pictures and title of the passage and discuss in groups what kind of information you think will be introduced in the passage.
Possible answers:
a. The names of the festivals and celebrations in the world.
b. The times when the festivals take place.
e. What people eelebrate.
d. What people do in the festivals.
② Scan the reading passage and then fill in the following chart.
(Justification: Students' reading ability of getting the general ideas and locating the specific information can be trained and improved by skimming and scanning practice.)
(2) Careful reading (10 minutes)
Ask students to read the passage carefully, and then ask them to answer the questions"What do most festivals seems to have in common?""Why do you think these things might be important to people everywhere?" In this part,give students 7 minutes to read the text carefully and fill in the blanks below. After that, let them spend 3 minutes sharing their answers with the whole class.
(Justification: In this part, it arouses the enthusiasm of students and trains their abilities of analysis and summary by reading practice. In the process of answering the questions asked by the teacher, students' reading skills for the detailed information can be improved and it will provide students with a better opportunity to understand the passage.)
Step 4 Post-reading (10 minutes)
Ask students to retell the festivals mentioned in the passage. Choose the representatives to share.
(Justification: The activity of reciting the festivals mentioned in the passage can enable students to have a further understanding about different festivals and celebrations and at the same time it can arouse students' curiosity to know more information about the festival they are interested in, which will widen their horizon of knowledge. In addition, it helps students consolidate what they have learned in this lesson.)
Step 5 Summary and Homework (5 minutes)
Summary: Ask one student to act as an assistant teacher to guide others to summarize what they have learned in this class. And then give a conclusion about this lesson. Enlighten students to think about different festivals and celebrations and at the same time make students realize that they should know and respect different festival customs.
Homework: Ask students to complete exercise 4 in page 3 in their text book.
(Justification: Summary is of importance for students to master the knowledge they have learned in class.
Homework will check whether the students achieve the teaching objectives.)
Blackboard Design:
Festivals around the World Words and Expressions:
feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night Teaching Reflection.
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