参考答案

一、单项选择

1.【答案】D。

2.【答案】A。

3.【答案】C。解析：考查非谓语动词。句意 “ 更多的工作需要去做以取得最后的成功 ”。need 做实意动词后接动

词作宾语有两种结构：need doing 意为 “ 主语需要被做 ”，可以用 need to be done 转换;need to do 主语需要(自己)去做。故选 C。

4.【答案】C。解析：考查动词短语。A. good at 擅长;B.tired from 由于 …… 而感到厌烦;C. unaware of 没有意识到;D. uninterested in 不感兴趣。句意：因为他没有意识到新的限制，所以他被交通警察阻止了下来，他被罚了 200 元钱。根据句意故选 C。

5.【答案】D。解析：考查固定短语。permit sb. to do sth. 为固定短语，意思是 “ 允许某人做某事 ”。permit doing sth. 为固定短语，意思是 “ 允许做某事 ”，故应选 D。

6.【答案】D。解析：考查固定搭配。句意：他们原本希望在月底前完成项目，但是没有实现。A find out 找出，查明，发现;B give out 分发;C hand out 分发，把 …… 拿出来;D work out 解决，实现。选择符合语境的选项，故选 D。

7.【答案】C。解析：考查虚拟语气。句意：你认为 Anderson 已经获准离开运动会了吗?没有，如果获得许可的话，他昨天就该开着车回深圳了。有 yesterday 说明是对过去的虚拟。考查对过去的虚拟，主句用 would have done 的结构，故选 C。

8.【答案】D。解析：考查让步状语从句。本句意思是：尽管她爱她的丈夫，她确实有时候和他生气。as“ 尽管 ”，句子用部分倒装，much as she loves her husband=though she loves her husband much，故选 D。

9.【答案】A。解析：考查动词短语。本句意思是：多数吸烟者说他们在某种程度上从吸烟中获得好处，但是健康专家建议他们最好戒掉它。benefit from 意思是 “ 从 …… 中获得利益 ”;cut out 意思是 “ 切掉，停止，放弃 ”。故选 A。

10.【答案】B。解析：考查固定搭配。本句意思是：这个报告中的很多发现值得注意。(1)worth 是一个只能作表语的形容词，意思为 “ 值 …… 的 ”、“ 相当于 …… 的价值的 ”、“ 有 …… 价值的 ”、“ 值得 …… 的 ”。后接名词、接动名词的主动形式。(2)worthy 可作表语，也可作定语。作定语时意思为 “ 有价值的 ”、“ 值得尊敬的 ”、“ 应受到赏识的 ”。用作表语时意思为 “ 值得 …… 的 ”、“ 应得到 …… 的 ”，其后接 of sth.，也可以后接 to do sth。作后置定语时，必须用 “worthy of + 名词 ” 结构。(3)“worthy of+ 动名词 ” 与 “worth+ 动名词 ” 在形式上完全不同：worthy of后面接被动式的动名词;而 worth 后面接主动式的动名词，虽然在形式上是主动的，但其意义仍然是被动的。(4)worthwhile 与 worthy 一样，既可作表语，又可作定语。表示某事因重要、有趣或受益大而值得花时间、金钱或努力去做，一般做 “ 值得的 ”、“ 值得做的 ”、“ 有意义的 ” 解。用作表语时，可接动名词或动词不定式。(5)worth (one’s)while只作表语。worth while 后多接动名词，worth one’s while 后多接不定式。故选 B。

11.【答案】A。解析：结构语言观将语言看作是由结构上相互联系的单位组成的、用来表达一定意义的结构系统。交际或功能语言观是知道如何运用规则去做事情。故选 A。

12.【答案】D。解析：考查教学论。TBL 是任务型教学的缩写。故选 D。

13.【答案】B。解析：Hedge 认为交际能力主要由五部分能力构成：语言能力、语用能力、语篇能力、策略能力和流利度。故选 B。

14.【答案】B。解析：考查形成性评价。形成性评价指的是对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出的评价，是基于对学生学习全过程的持续观察、记录、反思而做出的发展性评价，它包括学习档案、教室观察和学生日记，而小测试是终结性评价，故选 B。

15.【答案】B。解析：教师在纠错过程中，没有直接指出学生的错误，也没有让学生纠错，而是采用暗示的方式，启发学生自己发现错误。故选 B。

16.【答案】A。

17.【答案】D。

18-20 CDC

Passage 1

21.【答案】C。解析：考查细节理解题。根据第一段中提到 If the Great Depression is any guide, we may see a drop in our sky high divorce rate. 如果有经济大萧条的迹象的话 , 我们会看到(原来)极高的离婚率会下降。故选 C。

22.【答案】D。解析：考查推理判断题。根据第二段中提到的 Rather, with incomes decreasing and insecure jobs,unhappy couples often couldn’t afford to divorce. They feared neither spouse could manage alone. 随着收入减少和不稳定的工作 , 不快乐的夫妻常常离不起婚。他们害怕配偶双方都无法独立生活。故选 D。

23.【答案】D。解析：考查细节理解题。根据第三段中提到的 Furthermore, the housing market meltdown will make it more difficult for them to finance their separations by selling their home. 此外 , 房产市场的暴跌会使得他们在卖掉住房之后 , 更难负担起各自生活的费用。故选 D。

24.【答案】D。 解 析： 考 查 推 理 判 断 题。 根 据 第 五 段 提 到 For some, the hardships of life without steady work eventually overwhelmed their attempts to keep their families together. The divorce rate rose again during the rest of the decade as the recovery took hold. 对于一些家庭来说 , 没有稳定工作的生活的艰辛最终会压倒他们团结家庭的努力。随着经济复苏 , 在这十年剩余时间里 , 离婚率会再次上升。故选 D。

25.【答案】A。解析：考查主旨大意题。根据最后一段提到的 Today’s economic crisis could well generate a similar number of couples whose relationships have been irreparably( 无法弥补地 )ruined. So it’s only when the economy is healthy again that we’ll begin to see just how many broken families have been created. 现在的经济危机可能会产生同等数量的夫妇 ,他们的关系已经被完全毁坏 , 无法弥补。因此 , 只有在经济再次向好 , 我们会看到(在经济危机时期)有多少家庭破裂了。言外之意 , 经济复苏 , 离婚率会上升。故选 A。

26.【答案】C。解析：考查推理判断题。由题干中的 Sparacino’s study 定位到第二段，该段末句指出 Instead, they hope, primarily, to relive their earlier successes. 之后作者对此做了进一步阐释，第三段倒数第二句提到 ...attendees had been more popular, more often regarded as attractive, and more involved in extracurricular activities than those classmates who chose not to attend. 由此可见，人们是否参加同学聚会与他们以前在学校的经历有关，故答案为 C。从第三段倒数第二句话可以推出，聚会参与者在校期间表现很活跃，但并没有提及他们成绩优异，所以 B 选项可以排除。第二段的第二句 ...the overwhelming majority who attend reunions aren’t there invidiously to compare their recent accomplishments with those of their former classmates. Instead, they hope, primarily, to relive their earlier successes. 表明 Sparacino 的观点与 Jeffe的观点不一致，因此可以排除 A 选项和 D 选项。

27.【答案】A。解析：考查事实细节题。由题干中的 U.S. 定位至第四段和第五段。第五段首句指出 ...Americans are probably no different from any other people, except that Americans have created a mind-boggling number and variety of institutionalized forms of gatherings... 可 知 D 选 项 合 文 意; 第 五 段 末 句 的 ...Indeed, reunions have increasingly become formal events that are organized on a regular basis... 和第六段末句的 ...alumni reunions are increasingly being planned by specialized companies rather than by part-time volunteers... 表明 B 选项符合文意;第五段末句的 ...they have also become big business. 表明 C 选项符合文意;在第二段中作者提到 ...the overwhelming majority who attend reunions aren’t there invidiously to compare their recent accomplishments with those of their former classmates. 由此可知，大多数人参加同学聚会不是为了炫耀最近的成就。因此可以判断 A 选项不是美国同学聚会的特点，故答案选 A。

28.【答案】D。解析：考查细节推理题。由题干中的 return to campus 可以迅速定位到文章中的倒数第二段。该段第二句指出 Alumni who decide to attend their reunions share a common identity based on the years they spent together as undergraduates.，由此可以看出，参加同学聚会的这些人曾经在大学度过一段美好的时光，D 选项是对这句话的同义转述，同时可以排除 A 选项，聚会并不是纯粹为了参加各种各样的聚会活动，B 选项与文中表达意思相反;大学度过的美好时光不仅仅是校园外活动，还有校园内的，所以排除 C 选项。故答案为 D。

29.【答案】C。解析：考查篇章结构题。本题主要问第一段在全文所起的作用。作者在第一段用罗纳·谢斐的小说《美式重》及其在书中提出的关于同学聚会的观点开篇，第一段末句用一个疑问句提出问题，之后全文都围绕看美国同学聚会及这个问题展开说明。可见，第一段在全文中起到引子和铺垫的作用，用以引出后文作者自己的观点，故答案为 C，文中没有深入讲解罗纳 · 谢斐的小说，故排除 A;作者在第二段首句提出自已的观点：Jaffe’s observation may be misplaced but not completely lost 这在一定程度上肯定了罗纳·谢斐的观点，所以作者写第一段不是为了进行反驳，其观点也并非与罗纳 · 谢斐的观点针针相对，故排除 B 和 D 选项。

30.【答案】A。解析：考查主旨大意题。文章开篇就指出了同学聚会这一主题，第四段开始具体谈及美式同学聚会，第七段对美国校友会的历史进行了简述，之后举例说明校友会的不同组织形式，并深入分析大批校友参加同学聚会的原因，末段分析了 20 世纪 60 年代末的毕业生不愿意参加同学聚会的原因。可见，本文大部分内容是在讨论校友会受欢迎的原因以及人们参加的原因。所以答案为 A 选项;B 项虽在文章中稍有提及，但并非本文重点，故排除;文中没有谈及美国大学传统，排除 C 选项;本文并未重点涉及同学聚会的社会、经济影响，故排除 D 选项。

二、简答题

31.【答案要点】

(1) 定义：所谓形成性评价是指在教学活动过程中，评价活动本身的效果，可以调节活动过程，保证目标的实现而进行的评价，是为指导教学过程顺利进行而对学生在学习过程中使用所学知识进行学习活动的情况的评价。

(2) 目的：形成性评价的主要目的是为了发现每个学生的学习潜能，促进学生的学习;为教师提供教学反馈;通过收集学生日常学习的情况和学习需要，随时调整教学内容和方法，帮助学生有效调控自己的学习过程，从而提高课堂教学效率。激励学生学习，使学生获得成就感，增强自信心等。

(3) 原则：科学性原则、导向性原则、激励性原则、情感性原则、可行性原则等。(列举三种即可)

三、教学情境分析

32.【参考答案】

1. 导入环节。首先该教师运用了多媒体展示法进行导入，在授课之前先给同学们展示和神话人物有关的图片，帮助学生们开阔了思路，拓展了想象空间，为接下来的授课做了很好的铺垫，其次师生之间的互动问答又锻炼了学生的交流能力。

2. 首先通过有趣的内容进行导入，可以将学生的注意力快速的吸引到课堂之上，其次导入可以开阔学生的思路，将头脑中和课文有关的记忆唤起，为学习做好成分的准备。再次导入可以为教师之后的授课做一个有利的铺垫。

3. 图片导入法，温故知新导入法，设疑导入法，名人名言导入法，讲故事导入法，视频导入法和游戏导入法。

四、教学设计题

33.(1)【参考设计】

Teaching Plan

Teaching type: Grammar class

Teaching contents: This lesson is from a junior high school, and it mainly focuses on the grammar points about present perfect tense with the adverbials “for” and “since”.

Teaching objectives:

Knowledge objective:

Students can know the function of present perfect tense correctly by analyzing sentences.

Ability objectives:

(1) Students can master the present perfect tense with the adverbials “for” and “since”.

(2) Students can talk about their favorite thing from childhood which they still have by using the present perfect tense correctly.

Emotional objectives:

(1) Students can cultivate their love for English learning.

(2) Students will work with their team members and improve their cooperative learning abilities.

Teaching key points and difficult points:

Teaching key points:

How to master the present perfect tense with the adverbials “for” and “since”.

Teaching difficult points:

How to talk about something by using the present perfect tense correctly.

Teaching procedures:

Step 1 Warming-up (2 minutes)

(1) Say hello to students.

(2) Show some pictures to students.

The teacher will show some pictures in which there are some toys that are teacher’s favorite one from childhood. The teacher will ask students if they are beautiful and cute, and then ask students to think if they will give their favorite toy to others.

Ask them to talk in pairs, then the teacher will invite someone to show their answer to lead in the class.

(Justification: By showing some toy pictures, it can stimulate students’ interest, attract their attention, and lead in the class naturally.)

Step 2 Presentation (8 minutes)

(1) Listen to the tape.

Ask students to listen to the tape carefully and answer the following questions:

How long has Amy had the magazine?

How long has Amy had these soft toys and board games?

Students will find the answers easily, then the teacher will write down the answers on the blackboard. They are:

She has had the magazine for a couple of months.

She has had these soft toys and board games since she was a child.

(2) Focus on the two sentences and conclude the rules.

The teacher will ask students to observe these two sentences and find the similarities and differences, then the teacher will give them some hints if necessary. Students will find out that these two sentences both use present perfect tense and the structure is: sb + have/has done sth.

But in the first sentence, we use adverbial “for” + a period of time, and in the second sentence, we use adverbial “since” + a point of time.

Then the teacher will write down the rules on the blackboard to help students understand and memorize.

(Justification: By listening to the tape, students will grasp the topic and some detailed information about the listening material, and through comparing with the two sentences, students can find out the grammar rules about present perfect tense with adverbial “for” and “since”. At the same time, their individual learning abilities can be improved.)

Step 3 Practice (4 minutes)

(1) Ask students to fill in the blanks with the correct forms of the verbs in brackets.

a. We _____ (have) a piano since last November. We _____(buy) it from the Li family when they moved to the US last year.

b. This museum _____ (be) here for over 20 years. It _____ (be) one of the oldest buildings in this small town.

(2) Ask students to rewrite the sentences using “for” or “since”.

Jim is in Japan. He arrived there three days ago.

_________________________________________

b. Linda is ill. She became ill on Monday.

_________________________________________

(Justification: Through the controlled and uncontrolled practice, students can use the grammar points accurately and correctly.)

Step 4 Production (5 minutes)

Making a survey.

Ask students to work in a group of four and interview their group members about their favorite thing from childhood which they still have. For example, it can be a toy or a book. They can refer to the chart on the blackboard. Four minutes later, the teacher will invite some students to show their results, and students need to say the complete sentences. The teacher will give some evaluations.

(Justification: By making a survey, students can consolidate the grammar points, and they can also improve their oral English.

At the same time, their awareness of cooperation can be aroused.)

Step 5 Summary and homework (1 minute)

(1) Summary: Invite one student to work as a little teacher to summarize what they’ve learned today, and then make a conclusion together.

(2) Homework: Let students write three paragraphs about their favorite thing, using the chart in the production part.

(Justification: The purpose of this step is to let students recall what they learned today, and help students deepen their understanding of this grammar point.)

(2)【参考设计】

Teaching type: Reading class

Teaching contents: This lesson is from Foreign Language Teaching and Research Press, senior high school, the second book, Module 4, Cultural Corner part. It gives a brief introduction about Picasso’s career and his main contribution.

Teaching Objectives:

(1) Knowledge objectives:

① Students are able to know the different stages of Picasso’s career and his main contribution.

② Students are able to know the main features of Cubism.

(2) Ability objectives:

① Students are able to find the main idea and detailed information about the passage through some reading skills like skimming and scanning.

② Students are able to retell the passage according to the given time.

(3) Emotional objectives:

① Students can foster their interest and desire of learning English, and they can be fond of taking part in class activities.

② Students are able to improve their interest in Western and oriental paintings actively.

Teaching key and difficult points:

Teaching key point:

Students can understand and master the basic knowledge of the reading material correctly.

Teaching difficult point:

Students can foster the interest of learning English and strengthen their interest in painting.

Teaching Procedures:

Step 1: Pre-reading (3 minutes)

(1) Show students some famous paintings in western world, such as The Last Supper, Quernica and so on.

(2) Ask students to watch a short video about Cubism, which mainly introduces the features of this movement.

(Justification: Showing students some pictures of famous paintings can improve their interest in this topic. A short video can help students to know more background information about the passage. )

Step 2: While-reading (6 minutes)

(1) Ask students to read the passage for the first time and finish the following blanks.

(3) Ask students to talk about the following questions in group of 4. Four minutes for them to discuss.

① What can you see and how do you feel when you look at the famous painting Quernica?

② What does Picasso want to express through this painting?

(Justification: Filling the blank helps students to know the main information of the passage and helps them to improve the reading skills. Time line will help them to know more detailed information about Picasso’s career. Questions can improve student’s critical thinking. )

Step 3: Post-reading (4 minutes)

(1) Ask students to retell the passage according to the time line and blank.

(2) Ask students to share their favourite painters and the works of the painters. Four students a group and two minutes for them to discuss. After two minutes, ask some of them to share in front of the classmates.

(Justification: Through retelling, students’ understanding of the passage will be strengthened. The final discussion will help them to improve their speaking and organizing ability.)

Step 4: Summary and Homework (2 minutes)

Summary: Invite two students to be the teacher assistants to make a conclusion for the class.

Homework:

(1) Make a resume about the students’ favorite painter and show it next class.

(2) Search more information about Cubism and collect more representative works.

(Justification: Summary can make students know the main information about the class. Homework can help students to consolidate the knowledge that they have learned in class and use them in daily life.)