2015教師資格《英語(yǔ)學(xué)科》初中預(yù)測(cè)卷匯總

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　　11. Which of the following activities does not belong to pre-reading activities?

　　A. scanning

　　B. setting the scene

　　C. skimming

　　D. paraphrasing

　　12. According to the New Curriculum Standard, the ultimate goal of English education is to develop students' ability to use English communicatively. Therefore, English education in schools,should be__________.

　　A. knowledge-centred

　　B. ability-oriented

　　C. speaking-focused

　　D. communication-focused

　　13. Classroom language can also be called in-class language, which is the specially used language system by both teachers and students in classroom teaching. Which of the following is not consisted in it?

　　A. spoken language

　　B. body language

　　C. spelling language

　　D. written language

　　14. To develop the skill of listening, the teacher asks the students to learn several new words that will appear in the listening passage and predict what the listening is about. Which stage is it at in listening class now?

　　A. Warming up

　　B. Pre-listening

　　C. While-listening

　　D. Post-listening

　　15. There are some speaking activities. Which of the following mainly focuses on the form and accuracy?

　　A. Controlled activities.

　　B. Semi-controlled activities.

　　C. Communicative activities.

　　D. Problem-solving activities.

　　16. When a student said in class," I come home at 6 o'clock yesterday", the teacher says "Came not comed". The teacher's response does not obey which rule of effective feedback?

　　A. relevance

　　B. accuracy

　　C. guidance

　　D. timeliness

　　17. The best grouping of teaching when the students are given the task to design a poster for a school event is__________.

　　A. pair-work

　　B. groupwork

　　C. one-to-one

　　D. individual

　　18. When a teacher makes a lesson plan, he should do all of the following EXCEPT__________.

　　A. design techniques that have easy and difficult aspects of items

　　B. try to design techniques that involve all students

　　C. take into consideration the different demands and needs of all students

　　D. cater only to the top range students to make sure the progress of teaching

　　19. Which stage of the speaking lesson is the least controlled by teachers?

　　A. Presentation.

　　B. Practice.

　　C. Play.

　　D. Production.

　　20. When a teacher teaches young learners English pronunciation, he should__________.

　　A. listen as much as possible

　　B. input regardless of students'ability

　　C. tolerate small errors in continuous speech

　　D. read more English materials

　編輯推薦：

　　請(qǐng)閱讀Passage l，完成第21～25小題。

　　Passage 1

　　40 years ago the idea of disabled people doing sport was never heard of. But when the annual games for the disabled were started at Stoke Mandeville, England in 1948 by Sir Ludwig Guttmann, the situation began to change.

　　Sir Ludwig Guttmann, who had been driven to England in 1939 from Nazi Germany, had

　　been asked by the British government to set up an injuries center at Stoke Mandeville Hospital near London. His ideas about treating injuries included sport for the disabled.

　　In the first games just two teams of injured soldiers took part. The next year, 1949, five teams took part. From those beginnings, things have developed fast. Teams now come from abroad to Stoke Mandeville every year. In 1960 the first Olympics for the Disabled were held in Rome, in the same place as the normal Olympic Games. Now, every four years the Olympic Games for the Disabled are held, if possible, in the same place as the normal Olympic Games, although they are organized separately. In other years Games for the Disabled are still held at Stoke Mandeville. In the 1984 wheelchair Olympic Games, 1064 wheelchair athletes from about 40 countries took part.

　　Unfortunately, they were held at Stoke Mandeville and not in Los Angeles, along with the other Olympics.

　　TheGameshavebeenagreatsuccessinpromotinginternationalfriendshipandunderstanding, and in proving that being disabled does not mean you can't enjoy sport. One small source of disappointment for those who organize and take part in the games, however, has been the unwillingness of the International Olympic Committee to include disabled events at Olympic Games for the able-bodied. Perhaps a few more years are still needed to convince those fortunate enough not to be disabled that their disabled fellow athletes should not be excluded.

　　21. The first games for the disabled were heldafter Sir Ludwig Guttmann arrived in

　　England.

　　A. 40 years

　　B. 21 years

　　C. 10 years

　　D. 9 years

　　22. Which of the following statements is NOT true?

　　A. Sir Ludwig Guttmann is an early organizer of the games for the disabled.

　　B. Sir Ludwig Guttmann is an injured soldier.

　　C. Sir Ludwig Guttmann is from Germany.

　　D. Sir Ludwig Guttmann is welcomed by the British government.

　　23. Besides Stoke Mandeville, surely the games for the disabled were once held in__________.

　　A. New York

　　B. London

　　C. Rome

　　D. Los Angeles

　　24. In Paragraph 3, the underlined word "athletes" means__________.

　　A. people who support the games

　　B. people who watch the games

　　C. people who organize the games

　　D. people who compete in the games

　　25. From the passage, we may conclude that the writer is __________ .

　　A. one of the organizers of the game for the disabled

　　B. a disabled person who once took part in the games

　　C. against holding the games for the disabled

　　D. in favor of holding the games for the disabled

　　請(qǐng)閱讀Passage 2，完成第26～30小題。

　　Passage 2

　　Social change is more likely to occur in societies where there is a mixture of different kinds of people than in societies where people are similar in many ways. The simple reason for this is that there are more different ways of looking at things present in the first kind of society. There are more ideas, more disagreements in interest, and more groups and organizations with different beliefs. In addition, there is usually a greater worldly interest and greater tolerance in mixed societies. All these factors tend to protnote social change by opening more areas of life to decision.

　　In a society where people are quite similar in many ways, there are fewer occasions for people to see the need or the opportunity for change because everything seems to be the same. And although conditions may not be satisfactory, they are at least customary and undisputed.

　　Within a society, social changes is also likely to occur more frequently and more readily in the material aspects of the culture than in the non-material, for example, in technology rather than in values; in what has been learned later in life rather than what was learned early; in the less basic and less emotional aspects of society than in their opposites; in the simple elements rather than in the complex ones; in form rather than in substance; and in elements that are acceptable to the culture rather than in strange elements.

　　Furthermore, social change is easier if it is gradual. For example, it comes more readily in human relations on a continuous scale rather than one with sharp difference. This is one reason why change has not come more quickly to Black Americans as compared to other American minorities,because of the sharp difference in appearance between them and their white counterparts.

　　26. The passage is mainly discussing__________.

　　A. certain factors that determine the ease with which social changes occur

　　B. certain factors that promote social change

　　C. the necessity of social change

　　D. two different societies

　　27. One of the factors that tend to promote social change is__________.

　　A. joint interest

　　B. different points of view

　　C. less emotional people

　　D. advanced technology

　　28. According to the passage, which of the following is NOT true?

　　A. Social change tends to meet with more difficulty in basic and emotional aspects of society.

　　B. Disagreement with and argument about conditions tend to slow down social change.

　　C. Social change is more likely to occur in the material aspect of society.

　　D. Social change is less likely to occur in what people learned when they were young.

　　29. The expression "greater tolerance" (Para. 1) refers to__________.

　　A. greater willingness to accept social change

　　B. quicker adaptation to changing circumstances

　　C. more respect for different beliefs and behavior

　　D. greater readiness to agree to different opinions and ideas

　　30. Social change is less likely to occur in a society where people are quite similar in many ways because__________.

　　A. people there have got so accustomed to their conditions that they seldom think it necessary to change

　　B. people there have identical needs that can be satisfied without much difficulty

　　C. people there are easy to please

　　D. people there are less disputed

　編輯推薦：

　　二、簡(jiǎn)答題(本大題1小題，共20分)

　　根據(jù)題目要求完成下列任務(wù)，用中文作答。

　　31.課堂教學(xué)設(shè)計(jì)是以獲得最優(yōu)化的教學(xué)效果為目的，提高課堂教學(xué)質(zhì)量的一項(xiàng)關(guān)鍵工作。簡(jiǎn)述其五個(gè)基本要素，并說(shuō)明基本程序。

　　三、教學(xué)情境分析題(本大題1小題，30分)

　　根據(jù)題目要求完成下列任務(wù)，用中文作答。

　　32.以下是一位老師在進(jìn)行詞匯教學(xué)時(shí)的情景：

　　Step1復(fù)習(xí)(revision)

　　互致問(wèn)候后，教師將裝有彩色小圖片的信封分發(fā)給各小組。

　　T：Open the envelopes.please.You have something nice in them.What are they?

　　S：A green ear，a red ball，a blue plane，a yellow cat…

　　T：What do you like?

　　S：I like…

　　Step 2導(dǎo)人(1eading—in)

　　PPT播放歌曲，師生共同演唱。

　　T：Let’s sing the song“Who Is Wearing Yellow Today”.

　　音樂(lè)結(jié)束后，教師并沒(méi)有停下來(lái)，而是改編歌詞繼續(xù)唱。

　　T：Who is wearing blue today?blue today?blue today?Who is wearing blue today?

　　blue today?

　　Step 3呈現(xiàn)(presentation)

　　T：Who is wearing blue today?

　　S：You are wearing blue today.

　　T：Yes，I’m wearing blue today.I’m wearing a blue sweater now.

　　學(xué)生跟讀：sweater，sweater，blue SWeater

　　T：I like the blue sweater.If you like it.please say it out loud.

　　PPT展示粉紅色毛衣圖片

　　T：Do you like the pink sweater?

　　S：Yes，I like the pink sweater.

　　(借助學(xué)生穿著的服裝，引出jacket等新詞，展開(kāi)活動(dòng))

　　T：It is too hot.I’ll take off my sweater.Please take off your iacket.

　　(伴隨動(dòng)作，一次教授詞組：take off，put on，hang up和put away)

　　根據(jù)以上所給的教學(xué)案例，回答下面問(wèn)題。

　　(1)教師在復(fù)習(xí)、導(dǎo)入及呈現(xiàn)環(huán)節(jié)創(chuàng)設(shè)了不同情境，請(qǐng)分別對(duì)其創(chuàng)設(shè)方法及作用進(jìn)行分析。(15分)

　　(2)評(píng)析教師在語(yǔ)言學(xué)習(xí)活動(dòng)中的角色。(15分)

　　四、教學(xué)設(shè)計(jì)題(本大題1小題，40分)

　　根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。

　　33.設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)一節(jié)英語(yǔ)語(yǔ)法課的教學(xué)方案。教案沒(méi)有固定格式。但須包含下列要點(diǎn)：

　　• teaching objectives

　　•teaching contents

　　• key and difficult points

　　• major .steps and time allocation

　　• activities and justifications

　　教學(xué)時(shí)間：45分鐘

　　學(xué)生概況：某城鎮(zhèn)普通中學(xué)九年級(jí)(初中三年級(jí))學(xué)生，班級(jí)人數(shù)40人，多數(shù)已經(jīng)達(dá)到《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)(2011版)》四級(jí)水平，學(xué)生課堂參與積極性一般。

　　語(yǔ)言素材：

　　Girl 1 : Where are you going, Larry?

　　Boy 1 : To Tom' s party.

　　Girl 1 : Lucky you !I' d love to go to that party !

　　Boy l : Yeah, well, I'm a little nervous. I don't know what to wear.

　　Girl 1 : If I were you, I'd wear a shirt and tie.

　　Boy 1 : What if everybody else is wearing jeans and T-shirts?

　　Girl 1 : Oh, you shouldn't worry about what other people are wearing.

　　Boy 1 : And I don't have a present. What if everyone brings a present?

　　Girl 1 : If I were you, I'd take a small present--a pen or something. Keep it in your pocket

　　and if everyone has a present, you can give him yours. If not, you can keep it.

　　Boy 1 : OK. But what if I don't know anyone?

　　Girl 1 : If you don' t know anyone, you can talk to Tom. He'll introduce you to people.

　　Boy 1 : I guess I can do that.

　　Girl 1 : Look !You' re sure to have fun. But if you' re still nervous, you can leave.

　編輯推薦：

　　一、單項(xiàng)選擇題

　　1.【答案】D。解析：考查語(yǔ)音學(xué)知識(shí)。

　　2.【答案】A。解析：考查重音知識(shí)。這個(gè)例子是stress“重音練習(xí)”，故選A。

　　3.【答案】B。解析：考查形容詞辨析。句意為“律師需要一位__________秘書(shū)”。inefficient意為“不能勝任的，沒(méi)有能力的”，sufficient意為“充分的，足夠的”，effective意為“有影響的”，efficient意為“有效的，能干的”。根據(jù)句意，應(yīng)為需要能干的秘書(shū)，故選B。

　　4.【答案】B。解析：考查副詞辨析。句意為“我肯定變胖了一我__________提不上我的褲子了。”fairly“相當(dāng)?shù)兀降?rdquo;，hardly“幾乎不，簡(jiǎn)直不”，nearly“幾乎，密切地”，seldom“很少，不常”。根據(jù)句意，此處表示否定意思，故選B。

　　5.【答案】B。解析：考查動(dòng)詞辨析。句意為“問(wèn)題是怎樣一一放射性廢料”。deal(with)意為“處理(事情)，應(yīng)付，做生意”，dispose(of)意為“處理(廢物)，處置，除掉，去掉”，disposal意為“處理，處置”，是名詞，do意為“處理;整頓;解決(問(wèn)題)”。根據(jù)題意，應(yīng)為處理放射性材料，故選B。

　　6.【答案】D。解析：考查固定句型。句意為“天氣太冷了我不想離開(kāi)我的房間”。so…that…“如此……以致……”引導(dǎo)結(jié)果狀語(yǔ)從句。

　　7.【答案】C。解析：考查不定代詞的用法。句意為“在你離開(kāi)前，確保你已有了護(hù)照、票__________東西”。everything意為“所有，一切東西”，something意為“某種東西”，anything意為“任何東西”，nothing“沒(méi)有什么”。根據(jù)句意，應(yīng)為要帶的一切東西，故選C。

　　8.【答案】C。解析：考查時(shí)態(tài)語(yǔ)態(tài)。signed…month短語(yǔ)做后置定語(yǔ)修飾agreement。sign和agreement之間為動(dòng)賓關(guān)系，因此用過(guò)去分詞。句意為“據(jù)說(shuō)上個(gè)月兩家公司簽訂的協(xié)議將會(huì)在5月1日生效”。故選C。

　　9.【答案】D。解析：考查語(yǔ)言學(xué)知識(shí)。題目的意思是“根據(jù)喬姆斯基的觀(guān)點(diǎn)，人類(lèi)與生俱來(lái)具有習(xí)得和輸出語(yǔ)言的內(nèi)在能力。這種能力叫什么?”喬姆斯基的一個(gè)著名理論：Chomsky proposed that human beings are born with an innate ability known as Language Acquisition Device or LAD。也就是人類(lèi)與生俱來(lái)的內(nèi)在語(yǔ)言能力叫做語(yǔ)言習(xí)得機(jī)制，可以簡(jiǎn)稱(chēng)為L(zhǎng)AD。因此該題正確答案為D。

　　10.【答案】C。解析：考查語(yǔ)言學(xué)知識(shí)。如果語(yǔ)言的功能僅限于交流，那么動(dòng)物的叫聲也可以稱(chēng)作語(yǔ)言，但事實(shí)并非如此。交通燈系統(tǒng)僅能傳遞簡(jiǎn)單的信息，而語(yǔ)言則要比這復(fù)雜的多。所有這些都是因?yàn)檎Z(yǔ)言的二重性和遞歸性使得人類(lèi)可以創(chuàng)造出數(shù)量無(wú)限的句子來(lái)傳遞無(wú)限的信息，這都體現(xiàn)了語(yǔ)言的創(chuàng)造性，故選C。

　　11.【答案】D。解析：考查閱讀教學(xué)。讀前活動(dòng)包括：predicting(預(yù)測(cè)內(nèi)容)，setting the scene(確定背景)，skimming(略"讀)，scanning(-尋讀)等。而paraphrasing(意譯)屬于“讀中活動(dòng)”。

　　12.【答案】B。解析：考查新課標(biāo)內(nèi)容。題目問(wèn)的是：根據(jù)新課程標(biāo)準(zhǔn)，英語(yǔ)教育最大的目標(biāo)是培養(yǎng)學(xué)生的英語(yǔ)語(yǔ)言運(yùn)用能力。所以，英語(yǔ)教育應(yīng)該是能力教育。本題可以利用排除法來(lái)選擇。

　　13.【答案】c。解析：考查課堂用語(yǔ)。題目的意思是“課堂用語(yǔ)是老師和學(xué)生在課堂上實(shí)施教學(xué)的語(yǔ)言，包含哪些種類(lèi)?”課堂用語(yǔ)包含書(shū)面語(yǔ)，口語(yǔ)，肢體語(yǔ)言。書(shū)面語(yǔ)的英文書(shū)寫(xiě)是“written language”。故選C。

　　14.【答案】B。解析：考查讀前活動(dòng)知識(shí)。在聽(tīng)文章之前，讓學(xué)生學(xué)習(xí)可能在聽(tīng)力中出現(xiàn)的新單詞并預(yù)測(cè)聽(tīng)力文章的內(nèi)容。這是處于pre.1istenin9階段。故選B。

　　15.【答案】A。解析：考查口語(yǔ)活動(dòng)。口語(yǔ)活動(dòng)有多種方式，其中控制性活動(dòng)主要重視形式與準(zhǔn)確性。

　　16.【答案】C。解析：考查教學(xué)反饋的有效內(nèi)容。題目問(wèn)的是“當(dāng)學(xué)生說(shuō)‘我昨天6點(diǎn)鐘回的家’。老師說(shuō)‘是came而不是come’。這位老師的反應(yīng)違背了有效反饋的哪個(gè)原則”。本題主要考查有效反饋的原則：相關(guān)性，準(zhǔn)確性，引導(dǎo)性，及時(shí)性，刺激性，互動(dòng)性等。A項(xiàng)為相關(guān)性，B項(xiàng)為準(zhǔn)確性，C項(xiàng)為引導(dǎo)性，D項(xiàng)為及時(shí)性。在這段話(huà)中老師直接指出了學(xué)生的錯(cuò)誤，并糾正了，顯然是沒(méi)有注意反饋的引導(dǎo)性原則。故選C。

　　17.【答案】B。解析：考查教學(xué)活動(dòng)中的分組方式。題目的意思是“在讓學(xué)生設(shè)計(jì)一個(gè)校園活動(dòng)的海報(bào)任務(wù)中最好的分組方式是什么?”設(shè)計(jì)關(guān)于校園活動(dòng)的海報(bào)這個(gè)任務(wù)比較綜合，對(duì)于學(xué)生個(gè)人而言有一定難度，因此，最好的分組方式是小組合作。故選B。

　　18.【答案】D。解析：考查教學(xué)設(shè)計(jì)。教師在進(jìn)行教學(xué)設(shè)計(jì)時(shí)，應(yīng)考慮到大多數(shù)學(xué)生的水平，并根據(jù)不同類(lèi)型學(xué)生的特點(diǎn)設(shè)計(jì)出難易結(jié)合的教案，故選D。

　　19.【答案】D。解析：考查教師角色。在presentation，practice，production三個(gè)不同的階段，教師對(duì)學(xué)生的控制力不斷降低，從presentation→praetice→pmduction，以教師為中心很快過(guò)渡到以學(xué)生為中心，教師的角色先后為演員、觀(guān)眾和評(píng)論員。最終實(shí)現(xiàn)以學(xué)生為主體、教師為主導(dǎo)的教學(xué)新要求。

　　20.【答案】C。解析：考查語(yǔ)音教學(xué)。教年輕的學(xué)習(xí)者英語(yǔ)發(fā)音，正確的做法之一就是要包容一些小錯(cuò)誤，不要一錯(cuò)了就馬上糾正。

　　Passage l

　　21.【答案】D。解析：由第一、二段可知，Sir LudwigGuttmann在1939年到達(dá)英國(guó)，首次殘疾人體育比賽則是

　　1948年在Stoke MandeviHe舉行，中間相差9年。

　　22.【答案】B。解析：由第一、二段可知，Sir Ludwig Guttmann在1939年從德國(guó)被驅(qū)逐到英國(guó)，英國(guó)政府命他在倫敦附近的Stoke Mandeville醫(yī)院建立殘疾人康復(fù)中心.他在1948年組織了首次殘疾人體育比賽。文中并沒(méi)有提到他是受傷士兵。只說(shuō)首次殘疾人體育比賽有兩支受傷士兵的隊(duì)伍參加。故選B。

　　23.【答案】C。解析：由第三段“In l960 the fimt Olympics for the Disabled were held in Rome”可知，第一屆殘奧會(huì)是在羅馬舉行，故選C。

　　24.【答案】D。解析：由第三段“In the l984 wheelchair Olympic Games，1064 wheelchair athletes from about 40countries took part."可知，參加輪椅殘奧會(huì)的athletes應(yīng)是指運(yùn)動(dòng)員，故選D。

　　25.【答案】D。解析：最后一段第一句提到了殘疾人運(yùn)動(dòng)會(huì)發(fā)揮的巨大作用，可見(jiàn)作者對(duì)此是支持的。故選D。

　　Passage 2

　　26.【答案】A。解析：全文共三段，根據(jù)每段的第一句“Social change is more likely to occur in societies…”，“Wi“n a society，social changes is also likely to occur more frequenfly and more readily in…”和“Furthermore，social change is easier if it is gradual”可知，本文講的不是哪些因素能推動(dòng)社會(huì)變革，而是哪些因素使社會(huì)變革

　　更容易發(fā)生，因此選A。

　　27.【答案】B。解析：根據(jù)第一段“The simple reasonforthisisthatthere aremore differentways oflooking atthings...There are more ideas...In addition，there is usually a greater worldly interest and greater tolerance in mixed societies…A兒these factors tend to promote social change”可知，有很多因素能推動(dòng)社會(huì)變革.B項(xiàng)是其中一個(gè)因素。

　　28.【答案】B。解析：根據(jù)第二段“social changes is also likely to occur more frequently and more readily in the material aspects…in what has been learned later in life rather than what was learned early…in the less basic and less emotional aspects of society than in their opposites”可知A、C、D項(xiàng)都正確，而由第一段最后一句可知，不同的觀(guān)點(diǎn)以及對(duì)現(xiàn)狀不滿(mǎn)可以加速社會(huì)變革，因此B項(xiàng)錯(cuò)誤。

　　29.【答案】C。解析：由第一段以及常識(shí)可知，社會(huì)容忍度指的是對(duì)不同觀(guān)點(diǎn)、信仰、行為等的尊重。

　　30.【答案】A。解析：由第一段最后一句“although conditions may not be satisfactory，they are at least customary and undisputed”可知答案為A，此選項(xiàng)是對(duì)原文的同義轉(zhuǎn)述。

　編輯推薦：

　　二、簡(jiǎn)答題

　　31.【參考答案】

　　(1)課堂教學(xué)設(shè)計(jì)的五個(gè)基本要素：教學(xué)任務(wù)及對(duì)象;教學(xué)目標(biāo);教學(xué)策略;教學(xué)過(guò)程;教學(xué)評(píng)價(jià)。

　　(2)課堂教學(xué)設(shè)計(jì)的基本程序：

　　①分析教學(xué)任務(wù)，闡述教學(xué)的預(yù)期目標(biāo);從學(xué)習(xí)的需求分析開(kāi)始，了解教學(xué)中存在的問(wèn)題，學(xué)生的實(shí)際情況與期望水平之間的差距。這樣以解決“為什么”及“學(xué)什么”和“教什么”的問(wèn)題。

　?、诜治鰧W(xué)生特征，教師在分析具體的教學(xué)內(nèi)容時(shí)，不僅要考慮課程、單元及課時(shí)的教學(xué)內(nèi)容的選擇和安排，更需考查學(xué)生在進(jìn)行學(xué)習(xí)之前，對(duì)于本課程中本單元的學(xué)習(xí)內(nèi)容具有什么知識(shí)和技能，即對(duì)學(xué)生初始能力的評(píng)定，了解學(xué)生的一般特征和對(duì)所學(xué)內(nèi)容的興趣和態(tài)度，即確定學(xué)生的起點(diǎn)狀態(tài)。

　?、勖鞔_具體的學(xué)習(xí)目標(biāo)，分析學(xué)生從起點(diǎn)狀態(tài)過(guò)渡到終點(diǎn)狀態(tài)應(yīng)掌握的知識(shí)、技能或應(yīng)形成的態(tài)度與行為習(xí)慣：即學(xué)生通過(guò)學(xué)習(xí)應(yīng)該掌握什么知識(shí)和技能。

　?、艽_定教學(xué)策略，考慮用什么方式和方法給學(xué)生呈現(xiàn)教材，提供學(xué)習(xí)指導(dǎo);考慮怎樣才能實(shí)現(xiàn)學(xué)習(xí)目標(biāo)或教學(xué)目標(biāo)。解決“怎么學(xué)”和“怎么教”的問(wèn)題，其中應(yīng)考慮教學(xué)媒體的選擇和應(yīng)用，根據(jù)不同的情況選擇不同的教學(xué)媒體或教學(xué)資源。

　?、輰?shí)行教學(xué)設(shè)計(jì)評(píng)價(jià)，考慮如何對(duì)教學(xué)的結(jié)果進(jìn)行科學(xué)的測(cè)量與評(píng)價(jià)?？紤]用什么方法引起學(xué)生的反應(yīng)并提供反饋：對(duì)學(xué)和教的行為做出評(píng)價(jià)，在行為評(píng)價(jià)時(shí)，一方面要以目標(biāo)為標(biāo)準(zhǔn)進(jìn)行評(píng)價(jià)，另一方面評(píng)價(jià)提供了關(guān)于教學(xué)效果的反饋信息，從而對(duì)模式中所有步驟作重新審查，特別應(yīng)檢驗(yàn)?zāi)繕?biāo)和策略方面的決定。

　編輯推薦：

　　三、教學(xué)情境分析題

　　32.【參考答案】

　　(1)①?gòu)?fù)習(xí)環(huán)節(jié)：

　　創(chuàng)設(shè)方法：運(yùn)用圖片創(chuàng)設(shè)情境。

　　作用：通過(guò)彩色小圖片等直觀(guān)的教具能夠符合兒童形象思維占優(yōu)勢(shì)的學(xué)習(xí)特點(diǎn)，有利于兒童建立清晰、明確的概念，從而調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣，加深理解和記憶，增強(qiáng)教學(xué)效果。

　　②導(dǎo)入環(huán)節(jié)：

　　創(chuàng)設(shè)方法：運(yùn)用多媒體創(chuàng)設(shè)情境。

　　作用：通過(guò)多媒體為學(xué)生創(chuàng)設(shè)豐富多彩、形象生動(dòng)、妙趣橫生的教學(xué)情境，可以充分調(diào)動(dòng)學(xué)生的試聽(tīng)感官系統(tǒng)，激發(fā)學(xué)生學(xué)習(xí)興趣，提高學(xué)生的認(rèn)知能力。同時(shí)，還可以提高課堂的信息容量;縮短教學(xué)時(shí)間，提高教學(xué)效率;實(shí)現(xiàn)學(xué)生學(xué)習(xí)方式的多元化，利于優(yōu)化課堂教學(xué)效果。

　　③呈現(xiàn)環(huán)節(jié)：

　　創(chuàng)設(shè)方法：運(yùn)用生活素材創(chuàng)設(shè)情境。

　　作用：運(yùn)用生活素材創(chuàng)設(shè)真實(shí)的、貼近學(xué)生生活的情境，讓學(xué)生從熟悉的現(xiàn)實(shí)生活和體驗(yàn)中出發(fā)，了解和掌握知識(shí).使學(xué)生感受到英語(yǔ)學(xué)習(xí)與我們的El常生活是息息相關(guān)的。有利于提高英語(yǔ)教學(xué)的實(shí)效。

　　(2)評(píng)析：首先，在整個(gè)語(yǔ)言學(xué)習(xí)活動(dòng)中，教師在復(fù)習(xí)、導(dǎo)入、呈現(xiàn)環(huán)節(jié)分別運(yùn)用圖片、多媒體、生活實(shí)際素材等組織教學(xué)，為學(xué)生創(chuàng)設(shè)語(yǔ)言學(xué)習(xí)的情境，引導(dǎo)學(xué)生學(xué)習(xí)新詞匯，發(fā)揮了其作為組織者、引導(dǎo)者以及創(chuàng)設(shè)者的作用。但是，在新課程實(shí)施中，要求教師要不斷更新觀(guān)念，轉(zhuǎn)變角色，堅(jiān)持“以學(xué)生為主體，教師為主導(dǎo)”，積極推行互動(dòng)式、開(kāi)放式的教學(xué)實(shí)踐。而在案例的導(dǎo)入及語(yǔ)言呈現(xiàn)環(huán)節(jié)中，該教師設(shè)置的問(wèn)題和活動(dòng)開(kāi)放性不強(qiáng)、互動(dòng)性不高，沒(méi)有為學(xué)生提供充分發(fā)揮主體性的機(jī)會(huì)，在一定程度上限制了學(xué)生的創(chuàng)造力，不利于充分調(diào)動(dòng)學(xué)生的積極性。

　編輯推薦：

　　四、教學(xué)設(shè)計(jì)題

　　33.【參考設(shè)計(jì)】

　　Teaching Content: This class contains some key vocabulary and target language about giving advice to people.

　　Teaching Objectives :

　　Knowledge objective

　　( 1 ) Key Vocabulary : tie

　　(2) Target Language :

　　If I were you, I'd wear a shirt and tie.

　　If I were you, I' d take a small present.

　　Ability objective

　　Students should develop their listening skills and improve their communicative competence.

　　Emotional objective

　　Students should give some directions to those who are in trouble and get into the habit of helping others.

　　Teaching Key Points:

　　(1) Listening practice

　　(2) Target language

　　Teaching Difficult Point:

　　Students should cultivate the ability to use the target language.

　　Teaching Methods :

　　(1) Listening to cassettes

　　(2) Pair work

　　(3) Teaching by induction

　　Teaching Aids :

　　A tape recorder, a picture of a person in a lion's cage, a projector

　　Teaching Procedures :

　　Step 1 Revision (5 minutes)

　　Check homework. Students talk about how to spend a large amount of money.

　　Invite a student to come to the front of the class and ask, if you had 100,000 yuan, what would you buy?

　　Students take turns answering his / her question.

　　(Justification: The revision will examine students' learuing effect and easily lead in the text.)

　　Step 2 Presentation (10 minutes)

　　The teacher makes students' attention focus on the picture, and asks students to describe it. Help students say that the boy is going to somewhere, but he doesn't know what to wear. The girl is helping him to pick out clothes.

　　Then points to the list of reasons, and invite a student to read them to the class.

　　T: You are going to listen to a conversation between Larry, and the girl, and circle the reasons. For the first time, you only need to listen to it. For the second time, you should listen to it again and circle the reasons.

　　Check the answers.

　　(Justification : The process of this step can provide practice for students in understanding the target language in spoken conversation. )

　　Read the instructions to the class.

　　Point to the list of sentences. Invite a student to read them to the class.

　　T: You will listen to the same conversation again. This time you are going to check the four things that Larry's sister says to him.

　　Play the recording again. Students listen and check the things.

　　Check the answers.

　　(Justification : The process of this step provides listening practice for students in using the target language.)

　　Step 3 Practice (10 minutes)

　　The teacher points to the list of Larry' s worries in the box, and invites a student to read them to the class. Then asks students to look back at the list of checked sentences.

　　Read the instructions to the class.

　　T: Please make conversations by using information from Activities 2b and 2c.

　　Ask a pair of students to demonstrate a conversation to the class.

　　S1 : I don't know what to wear.

　　S2 : If I were you, I' d wear a shirt and tie.

　　Get students to work in pairs. As the pairs work together, walk around the room checking the pairs' progress and giving language and pronunciation support as needed.

　　After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.

　　Optional activity

　　Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give the other student. Ask a student to read his / her advice to the class. The rest guess the problem.

　　(Justification: This activity provides oral practice for students in using the target language.)

　　Step 4 Grammar Focus (15 minutes)

　　Ask different students to read the question and answer and the statements to the class.

　　S1 : What would you do if you won a million dollars?

　　S2: I'd give it to charity.

　　S3 : If I were you, I' d wear a shirt and tie.

　　S4 : If I were you, I'd take a small present.

　　Write them on the blackboard.

　　Show a picture of someone in a lion's cage on the screen by a projector. Ask students questions pointing to the picture.

　　T: Have you ever been in a lion's cage?

　　Ss : No.

　　T: That's right. None of us has ever been in a lion's cage. What would you do if you were in a lion's cage?

　　(Write the question on the blackboard.)

　　S1 : I 'd call for help. (Write the sentence on the blackboard.)

　　T: What about you?

　　S1 : I 'd get out fast. (Write the sentence on the blackboard. )'

　　Get several more examples from other students.

　　T: When we talk about things that haven't happened, we often use the word"would"(underline the word"would" in the question). Apostrophe "d" is the abbreviation of the word "would" (underline the abbreviation "d"in the answers).

　　Then underline the word "were" in the two statements.

　　T: When you tell someone what you would do, you use the expression if I were you.

　　Get all the students to read the target language on the blackboard.

　　Pronunciation noteWhen saying the words"would you" in phrases such as what would you doEnglish speakers often run the words together and pronounce these words as if they were spelled "wudjudu".

　　(Justification: Let students know the point of the grammar and the right pronunciation of words.)

　　Step 5 Summary and Homework (5 minutes)

　　Summary: In this class, we've learned the target language. I'd give it to charity and if I were you, I'd wear a shirt and tie. And we've also done much listening practice using the target language.

　　Homework : Write a composition entitiled"What would you do if you go abroad? ", and .share your views with other students.

　　(Justification: Students could consolidate what they have learned, and practice their writing ability.)

　　Blackboard Design:

　　Unit 4 What would you do?

　　Section A

　　The Second Period

　　Target language:

　　A: What would you do if you won a million dollars?

　　B: I'd give it to charity.

　　A: If I were you, I'd wear a shirt and tie.

　　B : If I were you, I'd take a small present.

　　A: What would you do if you were in a lion's cage?

　　B: I'd call for help.

　　C : I' d get out fast.

　編輯推薦：

　　注意事項(xiàng)：

　　1.考試時(shí)間為120分鐘，滿(mǎn)分為150分。

　　2.請(qǐng)按規(guī)定在答題卡上填涂、作答。在試卷上作答無(wú)效，不予評(píng)分。

　　一、單項(xiàng)選擇題(本大題共30小題，每小題2分，共60分)

　　1. The pronunciation of the English contraction "don't" is__________ .

　　2. Which of the following has the proper word stress?

　　A. scientific

　　B. Scientific

　　C. sCienTific

　　D. scientific

　　3. The text is approachable, coping well with quite__________subjects.

　　A. complex

　　B. complicated

　　C. sophisticated

　　D. intricate

　　4. We have a very communicative__________ to teaching languages.

　　A. means

　　B. method

　　C. manner

　　D. approach

　　5. Mr. Smith used to smoke__________but he has given it up.

　　A. seriously

　　B. heavily

　　C. badly

　　D. hardly

　　6. Much of the debate on an ongoing society in China has focused on the extended families__________ the number of "empty-nets" is growing by the millions every year.

　　A. that

　　B. when

　　C. where

　　D. which

　　7. If global warming goes on like this, Maldives in the Indian Ocean__________in the century to come.

　　A. disappears

　　B. disappeared

　　C. has disappeared

　　D. is going to disappear

　　8. --She unwillingly took the job, didn't she?

　　--I've no idea.__________ .

　　A. It doesn't hurt to ask

　　B. It counts for nothing

　　C. It doesn't make sense

　　D. It's a deal

　　9. Which of the following sets of phonetic features characterizes the English phoneme [p]?

　　A. [voiced, dental, fricative]

　　B. [voiceless, bilabial, stop]

　　C. [voiced, bilabial, fricative]

　　D. [voiceless, dental, stop]

　　10. The function of the sentence "A nice day, isn't it? " is__________ .

　　A. informative

　　B. phatic

　　C. directive

　　D. performative

　　11. To achieve fluency, when should correction be conducted?

　　A. After class.

　　B. The moment error occurs.

　　C. At the summary stage of the activity.

　　D. During the course of the communication.

　　12. A teacher showed students an example and explained the usage of past perfect tense, and asked students to list ten"past perfect tense" sentences by imitating that example. What's the teacher' s grammar teaching method?

　　A. Consolidation.

　　B. Presentation.

　　C. Deduction.

　　D. Induction.

　　13. Teaching activities must be based on the students' cognitive development level and the existing experienced knowledge, thus, students' personal knowledge, students' life world and are also the important curriculum resources except textbook.

　　A. game activities

　　B. labour activities

　　C. attitude

　　D. direct experience

　　14. What's the overall goal of English teaching in basic education stage?

　　A. Increase students' vocabulary and grammar of the knowledge.

　　B. Improve students' English learning and foreign cultural interesting.

　　C. Cultivate students' ability of listening and spoken English.

　　D. Cultivate students' comprehensive capability of language.

　　15. Which one does not belong to subjective quiz questions in the following English tests?

　　A. Writing.

　　B. Oral test.

　　C. Translation.

　　D. Cloze.

　　16. Which is the most advantageous relationship mode between teachers and students for the development of students?

　　A. Managerial mode.

　　B. Permissive mode.

　　C. Arbitrary mode.

　　D. Democratic mode.

　　17. Cooperative learning emphasizes on__________ and collective responsibility.

　　A. teachers' responsibility

　　B. individual responsibility

　　C. solely responsibility

　　D. team responsibility

　　18. What is the teacher doing by saying this in terms of instruction?

　　"Now, did the questions help you understand the text better? "

　　A. Observing the activity.

　　B. Evaluating the activity.

　　C. Monitoring the activity.

　　D. Controlling the activity.

　　19. Which aspect of vocabulary is trained in the following?

　　The teacher asks the students to read the following passage to tell the writer's attitude towards the woman he is interviewing.

　　Tall, tanned and debonair, Hazel Henderson is an unlikely revolutionary. She greets me with a warm smile and orders a port of tea, unlike the well-heeled matrons staying at this comfortable hotel.

　　A. Register.

　　B. Connotation.

　　C. Collocation.

　　D. Constitution.

　　20. To establish the evaluation index system of evaluation of students' all-round development must include__________ .

　　A. subject learning goals

　　B. general development goals

　　C. subject learning goals and general development goals

　　D. emotional goals

　編輯推薦：

　　請(qǐng)閱讀Passage l，完成第21～25小題。

　　Passage 1

　　In spite of all stories of prosperity in the United States, not only does poverty exist there, but crimes of various types have been increasing at an alarming rate. Most acts of violence were committed by young people. 57% of the criminals arrested in 1979 were youths below 25 of age.

　　Everyone agrees that crime is partly a result of bad material conditions: poverty, lack of education,living without a settled home,being parentless,sufferings from other kinds of misfortune, etc.

　　There are also other factors than material conditions which are responsible for the sharp increase of crime rate. In the first place, some state laws provide a death penalty but some not.Secondly, the Constitution allows every citizen to carry weapons for his own protection. It is therefore possible and easy for anyone in the country to get a gun. Finally, there has been too much shown on TV and too much reported in newspaper of all kinds of crime, the details of which are so accurately described that even children know how to duplicate what they have seen or read.

　　All these have resulted in a high frequency of crimes committed both by professional criminals and by nonprofessional ones in murder, drug smuggling, robbery, etc.

　　21. The author intends to tell the readers that__________.

　　A. the United States is a wealthy country although poverty and crime exist there

　　B. crime has become a serious problem in the United States, although it is said to be a prosperous one

　　C. despite the fact that crimes have been increasing rapidly in the United States, it is a country of prosperity

　　D. in spite of stories about poverty and crime in the United States, it is prospering at an increasing rate

　　22. Besides bad material conditions, __________also leads to the sharp increase of crime rate.

　　A. poverty

　　B. being parentless

　　C. lack of education

　　D. easy access to guns

　　23. Which of the following is correct according to the text?

　　A. Of the criminals arrested in 1970, 57 percent were youths below 25 of age.

　　B. Lack of education has little to do with the crime rate.

　　C. Differences in state laws for death penalty also account for the increase of crime rate.

　　D. Drug smuggling is the only product of too many shows and reports.

　　24. The author is worried about the fact that__________.

　　A. children may imitate what they have seen or read about crime

　　B. the more prosperous the United States is, the higher the crime rate becomes

　　C. citizens carrying guns will be punished

　　D. all the state laws will be punished

　　25. The underlined word "penalty" is closest in meaning to__________ .

　　A. punishment

　　B. trial

　　C. accusation

　　D. execution

　編輯推薦：

　　請(qǐng)閱讀Passage 2，完成第26～30小題。

　　Passage 2

　　Many people believe the glare from snow causes snow-blindness. Yet, dark glasses or not,they find themselves suffering from headaches and watering eyes, and even snow-blindness, when exposed to several hours of "snow light".

　　The United States Army has now determined that glare from snow does not cause snow-

　　blindness in troops in a snow-covered country. Rather, a man's eyes frequently find nothing to focus on in a broad expanse of barren snow-covered terrain. So his gaze continually shifts and jumps back and forth over the entire landscape in search of something to look at. Finding nothing,hour after hour, the eyes never stop searching and the eyeballs become sore and the eye musclesache. Nature offsets this irritation by producing more and fluid which covers the eyeball. The fluid covers the eyeball in increasing quantity until vision blurs, then is observed, and the result is

　　total, even though temporary, snow-blindness.

　　Experiments led the Army to a simple method of overcoming this problem. Scouts ahead of a main body of troops are trained to shake snow from evergreen bushes, creating a dotted line as they cross completely snow-covered landscape. Even the scouts themselves throw lightweight, dark colored objects ahead on which they too can focus. The men following can then see something.Their gaze is arrested. Their eyes focus on a bush and having found something to see, stop scouring the snow-blanketed landscape. By focusing their attention on one object at a time, the men can cross the snow without becoming hopelessly snow-blind or lost. In this way the problem of crossing a solid white terrain is overcome.

　　26. To prevent headaches, watering eyes and blindness caused by the glare from snow, dark glasses are__________ .

　　A. indispensible

　　B. useful

　　C. ineffective

　　D. available

　　27. When the eyes are sore tears are produced to

　　A. clear the vision

　　B. remedy snow-blindness

　　C. ease the irritation

　　D. loosen the muscles

　　28. Snow-blindness may be avoided by__________ .

　　A. concentrating to the solid white terrain

　　B. searching for something to look at in snow-covered terrain

　　C. providing the eyes with something to focus on

　　D. covering the eyeballs with fluid

　　29. The scouts shake snow from evergreen bushes in order to__________ .

　　A. give the men behind something to see

　　B. beautify the landscape

　　C. warm themselves in the cold

　　D. prevent the men behind from losing their way

　　30. A suitable title for this passage would be __________ .

　　A. Snow-Blindness and How to Overcome It

　　B. Nature's Cure for Snow Blindness

　　C. Soldiers in the Snow

　　D. Snow Vision

　編輯推薦：

　　二、簡(jiǎn)答題(本大題1小題，20分)

　　根據(jù)題目要求完成下列任務(wù)，用中文作答。

　　31.簡(jiǎn)述形成性評(píng)價(jià)的概念及目的，并列舉其中的一種評(píng)價(jià)方式。

　　三、教學(xué)情境分析題(本大題1小題，30分)

　　根據(jù)題目要求完成下列任務(wù)，用中文作答。

　　32.以下是某教師的課堂教學(xué)片段：

　　(教師拿出若干不同顏色的禮物盒擺在桌上，然后將一個(gè)玩具汽車(chē)快速藏人其中一個(gè)盒

　　子里，請(qǐng)學(xué)生猜玩具在哪個(gè)盒子里)

　　T：Where is the car?

　　S：Is it in the red box?

　　T：Maybe.

　　T：Now let’S see where the cat is…Look!It’s in the yellow box.(教師用PPT呈現(xiàn)課文人物John的照片)

　　T：Look at this photo.He’s John.He’s an American boy.He lives in our city.He studies in our school.But today he’s not in the classroom.Where is John?Guess，please!

　　S：Is he at home?

　　T：Maybe.

　　S：Is he in the supermarket?

　　T：Perhaps.

　　S：Is he in the park?

　　T：We don’t know.Now，let’s listen to the conversation and find out the answer.

　　(教師用PPT呈現(xiàn)問(wèn)題Where is John?并播放課文錄音)

　　T：Where is John?

　　S：He’s at home.

　　T：It’s school time.Whv is he at home?

　　S：He is ill.

　　T：John is ill.I’ll go and see him.Would you like to come with me?

　　S：Yes.

　　T：Let’s go.

　　(教師用PPT呈現(xiàn)John躺在臥室床上的畫(huà)面)

　　T：Yes!He is in the bedroom.What’S the matter with him?

　　S：He is ill.

　　(教師組織學(xué)生做游戲操練對(duì)話(huà)的重點(diǎn)和難點(diǎn)Where is…?及其回答)

　　在以上材料中，教師在復(fù)習(xí)導(dǎo)人環(huán)節(jié)、課文教學(xué)環(huán)節(jié)、語(yǔ)言操練環(huán)節(jié)分別創(chuàng)設(shè)了不同情境，閱讀后請(qǐng)分別對(duì)其所使用的創(chuàng)設(shè)方法及其在教學(xué)中的作用進(jìn)行分析。

　　四、教學(xué)設(shè)計(jì)題(本大題1小題，40分)

　　根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。

　　33.設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)一節(jié)英語(yǔ)聽(tīng)說(shuō)課的教學(xué)方案。教案沒(méi)有固定格式。但須包含下列要點(diǎn)：

　　•teaching objectives

　　• teaching contents

　　• key and difficult points

　　•major steps and time allocation

　　•activities and justifications

　　教學(xué)時(shí)間：45分鐘

　　學(xué)生概況：某城鎮(zhèn)普通中學(xué)八年級(jí)(初中二年級(jí))學(xué)生，班級(jí)人數(shù)40人，多數(shù)已經(jīng)達(dá)到《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)(2011版)》四級(jí)水平，學(xué)生課堂參與積極性一般。

　編輯推薦：

　　一、單項(xiàng)選擇題

　　1.【答案】D。解析：考查語(yǔ)音知識(shí)。“don’t”這個(gè)縮略詞的正確發(fā)音為D項(xiàng)。

　　2.【答案】A。解析：考查重音知識(shí)。根據(jù)英語(yǔ)單詞的重音規(guī)律，一些從名詞派生出來(lái)的形容詞，重音通常后移。故選A。

　　3.【答案】B。解析：考查形容詞辨析。句意為“這篇課文把相當(dāng)——主題講述得深入淺出、通俗易懂。”四個(gè)選項(xiàng)均有“復(fù)雜”之意，complex“側(cè)重內(nèi)在關(guān)系的復(fù)雜，需通過(guò)仔細(xì)研究與了解才能掌握和運(yùn)用”，complicated“語(yǔ)氣更強(qiáng).著重強(qiáng)調(diào)極其復(fù)雜，很難分析、分辨或解釋”，sophisticated“側(cè)重指事物發(fā)展到或達(dá)到高級(jí)程度時(shí)所體現(xiàn)出的復(fù)雜”，intricate“著重指事物錯(cuò)綜復(fù)雜，令人迷惑理解”。此處指主題錯(cuò)綜復(fù)雜，很難分析理解，故選B。

　　4.【答案】D。解析：考查名詞辨析。means“指實(shí)現(xiàn)目的的任何手段，或使用某種交通工具的方式”，method“指有條理的，系統(tǒng)的辦法，特別指新的辦法”，manner“指特殊的或怪異的方式、方法，與動(dòng)作有關(guān)”，approach“指待人接物或思考問(wèn)題的方式、方法、態(tài)度，常用approach to sth”。句意為“我們?cè)谡Z(yǔ)言教學(xué)中非常強(qiáng)調(diào)交際教學(xué)法。”此處指教學(xué)方法，與思考問(wèn)題有關(guān)，故選D。

　　5.【答案】B。解析：考查副詞辨析。句意為“史密斯先生以前吸煙很__________，但是他現(xiàn)在已經(jīng)戒了”。seriously“認(rèn)真地，嚴(yán)肅地”，heavily“沉重地，猛烈地”，badly“非常，惡劣地”，hardly“幾乎不，剛剛”。表示吸煙嚴(yán)重用heavily修飾。故選B。

　　6.【答案】C。解析：考查定語(yǔ)從句。該句中先行詞families在從句中作狀語(yǔ)，所以應(yīng)該用關(guān)系副詞，that和which是關(guān)系代詞，可以排除。先行詞families不表示時(shí)間，排除B。關(guān)系副詞在定語(yǔ)從句中相當(dāng)于“介詞+which”。這里where相當(dāng)于in which.表示地點(diǎn)。

　　7.【答案】D。解析：考查動(dòng)詞時(shí)態(tài)。句意為“如果全球變暖像現(xiàn)在這樣持續(xù)下去的話(huà)，那么在印度洋的馬爾代夫?qū)?huì)在未來(lái)的世紀(jì)消失”。be going to“將要”，表將來(lái)。故選D。

　　8.【答案】A。解析：考查交際用語(yǔ)。It doesn’t hurt to ask意為“又不是不能問(wèn);問(wèn)一下也無(wú)妨”，It counts for nothing意為“這不算什么”，It doesn’t make sense意為“沒(méi)有意義;講不通”，It’s a deal意為“一言為定”。句意為“——她不想要這份工作，不是嗎?——我也沒(méi)有主意，問(wèn)一下也無(wú)妨”。故選A。

　　9.【答案】B。解析：考查語(yǔ)音知識(shí)。輔音[P]為清音、雙唇音、爆破音，故選B。

　　10.【答案】B。解析：考查語(yǔ)言的功能。phatic指應(yīng)酬功能，是為了建立維持社會(huì)接觸而進(jìn)行的日常寒暄。談?wù)撎鞖馐浅Ｓ玫暮逊绞街弧?/div>

　　11.【答案】C。解析：考查課堂糾錯(cuò)。為保證講話(huà)的流利性，應(yīng)在總結(jié)時(shí)候糾正講話(huà)時(shí)犯的錯(cuò)誤，而不是立即糾正。

　　12.【答案】C。解析：考查語(yǔ)法教學(xué)知識(shí)。教師通過(guò)一個(gè)例子講了語(yǔ)法過(guò)去完成時(shí)的用法，然后讓學(xué)生模仿此例子造十個(gè)過(guò)去完成時(shí)的句子，是典型的“演繹”教學(xué)法。consolidation意為“鞏固”，presentation意為“呈現(xiàn)”，deduction意為“演繹”，induction意為“歸納”。

　　13.【答案】D。解析：考查教學(xué)活動(dòng)。教學(xué)活動(dòng)必須建立在學(xué)生的認(rèn)知發(fā)展水平和已有的知識(shí)經(jīng)驗(yàn)基礎(chǔ)之上。因此.學(xué)生的個(gè)人知識(shí)儲(chǔ)備、生活世界和直接經(jīng)驗(yàn)都是重要的課程資源。所以D項(xiàng)正確。

　　14.【答案】D。解析：考查英語(yǔ)教學(xué)目標(biāo)。基礎(chǔ)教育階段英語(yǔ)教學(xué)的總體目標(biāo)是培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。

　　15.【答案】D。解析：考查英語(yǔ)測(cè)試內(nèi)容。不屬于主觀(guān)性試題的是完形填空。故選D。

　　16.【答案】D。解析：考查師生關(guān)系模式。句意為“為了學(xué)生的發(fā)展，教師和學(xué)生之間最有益處的關(guān)系模式是什么”。根據(jù)句意可知D項(xiàng)“民主模式”正確。

　　17.【答案】B。解析：考查合作性學(xué)習(xí)。合作性學(xué)習(xí)強(qiáng)調(diào)個(gè)人的責(zé)任感和集體的責(zé)任感。

　　18.【答案】B。解析：考查教學(xué)活動(dòng)評(píng)價(jià)。教師問(wèn)“這些問(wèn)題幫你更好地理解文章了嗎?”這是教師在對(duì)教學(xué)活動(dòng)做評(píng)價(jià)。故選B。

　　19.【答案】B。解析：考查詞匯教學(xué)。通過(guò)閱讀一段文字來(lái)判斷作者對(duì)所描述人物的態(tài)度，這是在幫助學(xué)生挖掘詞匯的隱含意義，故選B。

　　20.【答案】C。解析：考查學(xué)生評(píng)價(jià)內(nèi)容。建立評(píng)價(jià)學(xué)生全面發(fā)展的評(píng)價(jià)指標(biāo)體系必須包括學(xué)科學(xué)習(xí)目標(biāo)和一般性發(fā)展目標(biāo)。故C正確。

　　Passage l

　　21.【答案】B。解析：根據(jù)文章第一段第一句話(huà)可知，美國(guó)盡管繁榮，但還是存在貧困，而且還存在不斷增長(zhǎng)的高犯罪率。只有B選項(xiàng)符合題意。

　　22.【答案】D。解析：根據(jù)第三段”the Constitution allows every citizen to carry weapons for his own protection.”可知，由于憲法允許使用槍支，從而造成了不斷增長(zhǎng)的高犯罪率。由此可知除了不良的環(huán)境外，槍支的使用也催生了犯罪率的增長(zhǎng)。

　　23.【答案】C。解析：根據(jù)第三段“In the first place，some state laws provide a death penalty but some not.”可知，有些州存在死刑刑罰而有些州并沒(méi)有，導(dǎo)致了犯罪率上升。

　　24.【答案】A。解析：根據(jù)第三段“even children know how to duplicate what they have seen or read.”可知，作者最擔(dān)心的是孩子們可能會(huì)模仿他們看到或讀到的有關(guān)犯罪的行為。所以答案選A。

　　25.【答案】A。解析：根據(jù)該句“In the first place，some state laws provide a death penalty but some not.”可知一些州有關(guān)于死刑的懲罰措施而另一些州沒(méi)有。即penalty意為“處罰，懲罰”。

　　Passage 2

　　26.【答案】c。解析：根據(jù)第一段“Yet，dark glasses or not，theY find themselves suffering from headaches and watering eyes，and even snow—blindness”可知，深色眼鏡并不起作用，故選C。

　　27.【答案】C。解析：根據(jù)第二段“the eyebaHs become sore…Nature offsets this irritation by producing more and fluid which covers the eyebaH”可知，眼淚的分泌是為了緩和刺激.故選C。

　　28.【答案】C。解析：根據(jù)第二段可知，雪盲癥的發(fā)生最根本的原因是茫茫雪原上看不到除了白色以外的顏色，因而眼睛疲勞，因此提供可以聚焦的物體是根本預(yù)防辦法，故選C。

　　29.【答案】A。解析：根據(jù)第三段“The men following can then see something.I'Ileir gaze is arrested”可知.偵查員搖落樹(shù)上的雪是為了使后面的部隊(duì)有物體可以聚焦，從而避免雪盲癥的發(fā)生，故選A。

　　30.【答案】A。解析：本題考查全文主旨。全文講的就是雪盲癥怎么發(fā)生、怎么應(yīng)對(duì)，故選A。

　編輯推薦：

　　二、簡(jiǎn)答題

　　31.【參考答案】

　　(1)形成性評(píng)價(jià)是指在教學(xué)活動(dòng)過(guò)程中，評(píng)價(jià)活動(dòng)本身效果，用以調(diào)節(jié)活動(dòng)過(guò)程，保證目標(biāo)的實(shí)現(xiàn)而進(jìn)行的評(píng)價(jià)，是為指導(dǎo)教學(xué)過(guò)程順利進(jìn)行而對(duì)學(xué)生在學(xué)習(xí)過(guò)程中使用所學(xué)知識(shí)進(jìn)行學(xué)習(xí)活動(dòng)的情況的評(píng)價(jià)。形成性評(píng)價(jià)的主要目的不是為了選拔優(yōu)秀學(xué)生，而是為了發(fā)現(xiàn)每個(gè)學(xué)生的學(xué)習(xí)潛能，促進(jìn)學(xué)生的學(xué)習(xí)，并為教師提供教學(xué)反饋，它是一種雙向活動(dòng)、引發(fā)學(xué)生真實(shí)行為表現(xiàn)的活動(dòng)。形成性評(píng)價(jià)重視從學(xué)生的日常表現(xiàn)中提取信息，通過(guò)收集學(xué)生日常學(xué)習(xí)的情況和學(xué)習(xí)需要，隨時(shí)調(diào)整教學(xué)內(nèi)容和方法，從而提高課堂教學(xué)效率。

　　(2)成長(zhǎng)記錄袋是形成性評(píng)價(jià)中的一種重要的評(píng)價(jià)方式。它是以檔案袋為依據(jù)而對(duì)評(píng)價(jià)對(duì)象進(jìn)行的客觀(guān)綜合性評(píng)價(jià)，主要是指收集學(xué)生自己認(rèn)為能夠證明自己學(xué)習(xí)進(jìn)步、創(chuàng)新精神和知識(shí)技能的成果，可以包括計(jì)劃、中間過(guò)程的草稿、最終的成果以及教師的評(píng)價(jià)等相關(guān)的資料，以此來(lái)評(píng)價(jià)學(xué)生學(xué)習(xí)和進(jìn)步的狀況。

　　三、教學(xué)情境分析題

　　32.【參考答案】

　　(1)復(fù)習(xí)導(dǎo)入環(huán)節(jié)：運(yùn)用實(shí)物創(chuàng)設(shè)情境。教師拿出若干不同顏色的禮物盒及玩具汽車(chē)等.為學(xué)生們創(chuàng)設(shè)了一個(gè)具體直觀(guān)的具有信息差的猜測(cè)情境，復(fù)習(xí)舊知，激發(fā)興趣。

　　實(shí)物情境因其本身的直觀(guān)具體性，使學(xué)生看得見(jiàn)，摸得到，利于感受，利于理解。教師在教學(xué)過(guò)程中，向?qū)W生出示某些與教學(xué)內(nèi)容相關(guān)的實(shí)物，創(chuàng)設(shè)實(shí)體情境，可以有效地吸引學(xué)生的注意力.激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)生的學(xué)習(xí)效率。

　　(2)課文教學(xué)環(huán)節(jié)：運(yùn)用多媒體創(chuàng)設(shè)情境。教師用PVT呈現(xiàn)課文人物John的照片及John躺在臥室床上的畫(huà)面，呈現(xiàn)問(wèn)題Where is John?并播放課文錄音等，為學(xué)生創(chuàng)設(shè)視聽(tīng)情境。

　　通過(guò)多媒體為學(xué)生創(chuàng)設(shè)豐富多彩、形象生動(dòng)、妙趣橫生的教學(xué)情境，可以充分調(diào)動(dòng)學(xué)生的試聽(tīng)感官系統(tǒng)，激發(fā)學(xué)生學(xué)習(xí)興趣，提高學(xué)生的認(rèn)知能力。同時(shí)，還可以提高課堂的信息容量;縮短教學(xué)時(shí)問(wèn)，提高教學(xué)效率;實(shí)現(xiàn)學(xué)生學(xué)習(xí)方式的多元化，利于優(yōu)化課堂教學(xué)效果。

　　(3)語(yǔ)言操練環(huán)節(jié)：運(yùn)用活動(dòng)創(chuàng)設(shè)情境。教師組織學(xué)生做游戲操練對(duì)話(huà)的重點(diǎn)和難點(diǎn)Where is…?及其回答，體現(xiàn)了這一創(chuàng)設(shè)情境的方式。

　　教師結(jié)合學(xué)生情況及教學(xué)內(nèi)容設(shè)計(jì)多樣化的教學(xué)活動(dòng)，可以有效地激發(fā)學(xué)生學(xué)習(xí)的積極性，活躍課堂氣氛。

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