一、单项选择题
1.【答案】C。解析：考查句子语调。一般疑问句、否定疑问句用升调，以Wh开头的特殊疑问句一般用降调。选择疑问句or前面的词用升调.or后面的词用降调。故选C。
2.【答案】D。解析：考查语音的同化。在正常连贯的言语中，带声擦音在不带声清音前时变成相应的不带声擦音，这种过程叫作清音化。此题中，带声擦音/v/在不带声清音/p/，/t/，/k/前都被同化为不带声擦音/f/，而在带声元音/i/前时还是读作/v/.所以答案选D.
3.【答案】C。解析：考查名词词义。句意为“有些刑事法庭的日程安排太紧，积压了许多案件”。backlog指“积累(积压待办事项)”。
4.【答案】B。解析：考查形容词辨析。由后旬waiting for the reply可知“你的信将会很快得到关注”.因此选B.immediate意为“立即的”.
5.【答案】B。解析：考查动词短语辨析。句意为“学好英语并不容易，但是如果你，最后会成功的”。hang oil意为“坚持下去，握住不放，(耐心等待)”，符合句意。hang about意为“(在某处)闲呆着”，hang up意为“挂断电话，把……挂起来”，hang onto意为“保留，保有”，均不符合句意，故选B。
6.【答案】B。解析：考查短语辨析。句意为“_________天气怎样，运动会如期举行”。in favor of“赞成”，regardless of“不管，不顾”，apart from“除了……之外”，due to“由于”。
7.【答案】D。解析：考查时态。by the time表示“到……时候”。根据对话的意思，是表示到将来的某个时候，要用将来完成时.故选D。
8.【答案】C。解析：考查定语从句。该句中先行词families在从句中作状语，所以应该用关系副词，that和which是关系代词，故排除。先行词families不表示时间，排除B。关系副词在定语从句中相当于“介词+which”。
这里where=in which.表示地点。
9.【答案】B。解析：考查情景语境。对不同的对象在不同的场合采用不同的语言。
10.【答案】D。解析：考查句法学中的成分分析。女孩和女人的主要区别是女孩是孩子，女人是成人。他们都是“人”.有生命的.非男性。
11.【答案】D。解析：考查教学设计。教师在进行教学设计时，应考虑到大多数学生的水平，并根据不同类型学生的特点设计出难易结合的教案。故选D。
12.【答案】A。解析：考查教学流程。导入(Lead-in)的目的是上课开始时，教师帮助学生将注意力有效地集中在上课的内容上。B为新课呈现环节，C为准备环节，D为练习环节。
13.【答案】A。解析：考查学习类型。考查autonomous learning“自主学习”;interactive learning“交互学习”;contextualized learning“情境化学习”;task.based learning“任务型学习”。学生自己在自我评估中心查资料，属于“自主学习”.故选A。
14.【答案】C。解析：考查语法教学知识。教师通过一个例子讲了语法过去完成时的用法，然后让学生模仿此例子造十个过去完成时的句子，是典型的“演绎”教学法。consolidation意为“巩固”。presentation意为“呈现”.deduction意为“演绎”.induction意为“归纳”。
15.【答案】D。解析：考查词汇教学。该教师在词汇教学中创造情境，让学生了解词汇在具体情境下的使用，意在训练学生在情境中学习词汇的学习方法.故选D。
16.【答案】B。解析：考查听力材料的选择。教师在选择听力材料的时候，要尽量避免材料里面含有超越学生理解能力的概念。
17.【答案】C。解析：考查阅读策略。寻读是一种快速阅读方式，其目的是从较长的文字资料中查寻特定的细节内容。
18.【答案】C。解析：考查教师角色。只有c项“走动并观察每位学生在小组活动中的表现情况”正确体现了教师的观察者角色。
19.【答案】C。解析：考查教学反馈。题目问的是“当学生说‘我昨天6点钟回的家’。教师说‘是came而不是come’。这位教师的反应违背了哪项原则”。A项为相关性，B项为准确性，C项为引导性，D项为及时性。在这段话中教师直接指出了学生的错误.并纠正了.显然是没有注意反馈的引导性。故选C。
20.【答案】B。解析：考查教学活动评价。教师问“这些问题帮你更好地理解文章了吗?”这是教师在对教学活动做评价。故选B。
Passage l
21.【答案】C。解析：根据文章第二段“She has found a way t0‘cure’mice of their inborn fear of cats by infecting them with a parasite。reported the science iournal Nature.”可知，Berkeley发现了一种通过让老鼠感染寄生虫来改变它们天生害怕猫的方法。文章下面的内容也都是围绕着这个新发现来阐述的.故选C。
22.【答案】A。解析：文章第一段指出老鼠即使没有见过猫也是会害怕的，可推断出这是天生就刻在老鼠脑子里的一种行为。deeplv rooted“深深根植于”符合文章想要表达的意思.故选A。
23.【答案】B。解析：根据文章第四段“They noted that normal mice stayed far away from the urine while mice that were infected with the parasite Walked freely around the test area.”可知，受到寄生虫感染的老鼠能够自由随意地在测试区域周围走动.故选B。
24.【答案】B。解析：寄生虫会对未出生的小孩造成致命性的伤害，故A排除;文章只表明这种感染对老鼠的大脑有永久性的改变，并没有提及人类，故C排除;寄生虫对人类有危害，但是并不能说明对老鼠没有危害，故D排除。文章最后一段指出.人们一旦受到细菌感染就希望吃抗生素来清除所有的感染并希望所有的症状都能消失.但是这种想法是错误的.也可以推断出B是正确的。
25.【答案】D。解析：在整篇文章中，作者都是在客观地叙述Wendy Ingram的新发现。故选D。
Passage 2
26.【答案】A。解析：在第二段，作者举例说，舞台上的主角吸引了我们的注意力，但我们没有忽视配角的支持与舞台布景的衬托。下文的exceptional children与例子中的leading actor相对应;下文的family和society与例子中的supporting players和scenery相对应，从而说明了超常孩子的成长与家庭和社会有很大关系，故选A。
27.【答案】C。解析：根据文章第三段最后一句“The great interest in exceptional children…indicates the strong feeling in our society that all citizens….deserve the opportunity to fully develop their capabilities."可知，C项正确。
28.【答案】D。解析：本文开头第一段概括了全文的主题思想。下文详细地阐述了家庭和社会对超常孩子的重要性.教育对所有孩子的重要性和所有孩子平等地受教育的法律保证。这些细节都说明了教育适应超常孩子的必要性。B项本文未涉及.A、C虽有涉及.但不是全文的主题思想。故选D。
29.【答案】A。解析：根据第四段中间的“Recent court decisions have confirmed the right of all children—disable or not—to an appropriate education”可知.A项正确。
30.【答案】D。解析：文章首段中的“…to develop to their full adult potential”和文章最后一句中的“…to those who cannot profit substantially from regular programs."清楚地表明了“exceptional children”指的是智力超常的儿童，因此A项不正确。文章的第四段对“All men are created equal”在教育中的含义给予了具体的解释，即“每个孩子具有得到帮助、学到能力极限的权利”.因此B项错误。本文的宗旨是赞同学校对超常儿童与普通儿童采用不同的教学计划：法律确认的是所有孩子享有适当的教育的权利.这包括超常儿童的潜能得以最大发挥的权利.因此C项不对。D项意为“学校通常的教学计划不能满足超常儿童充分发挥潜能的需要”。“调整教学计划适应超常儿童的必要性”是本文的中心，这与D项内容一致，故选D。
二、简答题
31.【参考答案】
规范、工整、美观的板书不但具有示范作用，还能使学生以愉悦的心境感知、理解、记忆，提高学习效率。板书设计合理与否直接影响学生对教师教学意图的理解和对教学重点、难点的把握.直接影响学生的课堂学习效率。科学合理的板书设计可以使一节课的重点、难点一目了然.使教学内容条理清楚，不但能够提高视觉记忆效果.还能引导学生思路.启发学生进行高水平创造性思维。
根据板书的内容和结构，英语板书可分为线索式、提纲式、表格式、流程式板书等。
(1)线索式板书是根据教学内容，用表示时间、地点、人物、事件、原因、结果等的关键词为板书主线进行的板书设计。
(2)提纲式板书是按顺序对具有纲目作用的教学内容要点进行板书。
(3)表格式板书是用表格呈现重点内容或课文的篇章结构。
(4)流程式板书是用文字、线条和关系框图等将分散的相关知识或内容按流程顺序进行排列.以揭示教学内容系统中的若干要素及其联系。
三、教学情境分析题
32.【参考答案】
(1)该教学片段是课堂教学中的呈现与讲解环节和巩固与运用环节。在呈现语法与讲解阶段，该教师使用了归纳法：在巩固与运用阶段.该教师使用了演绎法。
(2)该教师在巩固与运用阶段使用了意义操练法。首先.该教师要求学生给出更多的例句。虽然该练习有部分模仿的成分，但句子由学生说出，教师的控制有限.学生会依据自己的想法和自身的实际造句。其次，教师给出图片，要求学生根据图片说出更多的句子.也属于意义操练范畴。意义操练的过程是在知识传授和能力培养之间架起一道桥梁，教师向学生单向传授知识转变为师生共同学习的双向交流.使学生动脑、动口学习，从而使他们的语言技能得到培养。
(3)除了意义操练外，常用的语法操练还有机械型操练和交际型操练等。
机械型操练是句型操练的初级阶段.对学生操练时理解的要求较低。其教学目的主要是帮助学生通过多次机械操练，正确无误地记忆句型，养成习惯，并能自动地初步掌握句型。机械性操练的方法有：替换操练、转换操练、并句操练等。
交际型操练要求学生在适当的情景中，自由使用所学的语法项目.用英语进行交流的活动.以培养学生用英语进行正常交际的技能。它强调以交际为目的的意义输出或理解，常见的方法有：讲故事、情景对话、小组讨论、角色扮演等。
四、教学设计题
33.【参考设计】
Class Type: Writing class, 1 period
Teaching Contents: The topic is about writing an article about making a band.
Teaching Objectives:
(1) Knowledge objective
Students can write down their own opinions about having a band and share it with their friends.
(2) Ability objective
Students will improve their writing and speaking abilities.
(3) Emotional objective
After learning this lesson, students will know how to express their opinions logically.
Teaching Key Point:
How to write an article and share their new ideas with their friends.
Teaching Difficult Point:
How to use the ability of writing in real situations in their lives.
Teaching Procedures:
Step 1 Lead-in (5 minutes)
Ask students to listen to some music and guess the names of these music. After guessing the names, tell them these music are from a famous band--Monkees. Then tell them some specific information about this band and let them have a discussion.
T: What's your favorite band? Do you want to have your own band? Today we are going to learn something about the band.
(Justifications: To catch their attentions and lay better English learning surroundings for the further study.)
Step 2 Pre-writing (10 minutes)
Ask students to read the reading material and complete the form.
Suggested answers: The TV organizers had looked for 4 musicians. →They put an ad looking for rock musicians.
→They only found one and had to use actors for other members of the band. →They gave a TV show, which became a huge hit.→They played and sang songs written by other musicians. →They started to play and sing their own songs like a real band.
And then answer the following questions together.
T: Suppose you are going to form your own band. Have a discussion in a group of four.
How should you form your own band?
(1) What's your band's name?
(2) What kind of band will you be? For example, will you be a rock band or a country style band?
(3) Who is the lead singer? Who will play which instrument (guitar, drum, piano, violin and saxophone)?
(4) Where to play?
(5) How to make your band famous?
(Justification: After reading the reading parts the students will know something about having a band, and they can open their mind. The discussion can help them think about the idea of making a band more deeply.)
Step 3 While-writing (15 minutes)
(1) Drafting
Then set a situation that they can write to their friends to express ideas of making a band and the above discussions will be helpful for their writing. Ask students to write a draft.
(2) Peer editing
After the drafting, ask students to check their articles with deskmates. They should read the passage and check the ideas or the logical development. Also, check carefully the grammar, spelling and punctuation of their writings.
(Justification: In this part, they can write down their own ideas about the band and they can also learn from each other.)
Step 4 Post-writing (10 minutes)
Ask several students to read their passages and then give some evaluations from the advantages and disadvantages. Then ask students to revise their articles according to the evaluations.
(Justification: This is also a very important part for my students, they can know where their mistakes are and
they can get to know how to check it after the teacher's evaluation. It's a good chance to open their minds to the teacher and their writing skills can be improved.)
Step 5 Summary and Homework (5 minutes)
Summary: Ask students about what they have learned today.
Homework: Ask students to go on to revise the writing according to the evaluations and search the Internet for more information about music. Ask them to choose an English song for their band to perform next class.
(Justification: After this, students can learn more about music and express their feelings on music with friends.)
Blackboard Design:
How should you form your own band?
(1) What's your band's name?
(2) What kind of band will you be? For example, will you be a rock band or a country style band?
(3) Who is the lead singer? Who will play which instrument (guitar, drum, piano, violin and saxophone)?
(4) Where to play?
(5)How to make your band famous?
Teaching Reflection.
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