一、单项选择题
1.【答案】D。解析：考查连读。liaison意为“连音”，在同一个意群里，如果相邻两词中的前一个词是以辅音结尾，后一个词是以元音或半元音，特别是/i/开头，就要将前后两个音拼起来连读。本句中called～vou，half～an，an～hour，hour～ago均需要连读，即I called～you half～an～hour～ago，故选D。
2.【答案】C。解析：考查不完全爆破。爆破音是指发音器官在口腔中形成阻碍，然后气流冲破阻碍而发出的音。爆破音有6个，即/p/，/b/，/t/，/d/，/k/，/g/当一个爆破音后面紧跟着另一个爆破音时，前面的爆破音不发生爆 破，这种现象叫做失去爆破。当一个爆破音后面紧跟着一个摩擦音、破擦音、鼻辅音或舌边音时，前面的爆破音发出的声音是非常轻微的，有时甚至听不出来，这种现象叫作不完全爆破。
3.【答案】B。解析：考查名词辨析。latitude意为“纬度，选择的余地”，altitude意为“高度，海拔高度”，longitude意为“经度”，attitude意为“态度;看法”。根据句意“第二天我第一次在高海拔地区参加了赛跑”可知选B。
4.【答案】B。解析：考查形容词辨析。句意为“如果你总等待最佳行动时机，你将永远不会着手你的计划”。definitive“明确的，最终的，决定性的”，optimum“最佳的，最适宜的”，implacable“(指仇恨、愤怒、敌意等)难平息的.不能改变的”.righteous"正直的，正义的”。故选B。
5.【答案】A。解析：考查固定搭配。句意为“在公共场合我从不说这些话，因为这有损我的尊严”。beneath one’s dignity是固定搭配.意为“损害尊严，有失身份”。
6.【答案】C。解析：考查连词辨析。句意为“我们对于写作的起始有了相当准确的观点，演讲的。起源仍然是个谜团”。根据句意.前后表转折.故选C。
7.【答案】B。解析：考查从句中的省略。前半句实际上是状语从句when(the children are)exposed to such tough living conditions的省略说法，句意为“甚至当孩子们被处在如此艰难的生活状况中时，他们也不会有任何的抱怨”。故选B。
8.【答案】A。解析：考查强调句。句意为“大概是在这个时间，她母亲开始上禅修课了”。It is/was…that…是强调句的标志，去掉结构词后，句子依然意义完整。若不用介词at.后面则需用关系副词when引导.故选A。
9.【答案】B。解析：考查句法学知识。该句子是由but连接的两个分句，不是简单句(simple sentence)，也不是复杂句(complex sentence)，而是并列句(coordinate sentence)。
10.【答案】D。解析：考查语义学知识。一词多义(polysemy)经常会导致表达含糊不清，表达意思不清楚。本句的歧义在于不知道是开车带“我”去河边还是去银行.
11.【答案】A。解析：考查交际活动。听新闻报道并谈论其中的一个事件.属于communicative activitv.其他选项均不符合.
12.【答案】D。解析：考查词汇教学模式。任务型教学模式(Task-based Language Teaching)是新课标所倡导的一种教学模式。在展示环节，教师通过展示让学生理解词语的意义和用法。任务环节，教师要通过将词汇最大限度置于听读写练习中。汇报环节，学生推举各组代表来展示听读写的任务完成情况。评价和联系环节：教师对学生的任务汇报进行评价.评价他们对新词的使用.
13.【答案】C。解析：考查听力教学活动中的概念。题目中所述听力教学活动为语法听写(dictogloss)。
14.【答案】A。解析：考查口语活动。121语活动有多种方式，其中控制性活动主要重视形式与准确性.
15.【答案】B。解析：考查阅读教学。scanning“寻读”，可以帮助学生快速找到所需信息，准确定位。故选B。skimming“略读”，快速浏览文本，掌握文章大意。extensive reading"泛读”，是指进行广泛、大量的阅读.可以使学生通过频繁地接触语言材料，自觉或不自觉地学到或掌握大量词汇，开阔学生的视野。intensive reading"精读”.是指深入细致、逐字逐句地阅读，可以通过深入钻研.加深知识的积累，、
16.【答案】D。解析：过程写作的特点有：
Focus on the process of writing that leads to the final written product;
Help student writers understand their own composing process;
Help them build repertoires of strategies for prewriting, drafting, and rewriting;
Give students time to write and rewrite;
Place central importance on the process of revision;
Let students discover what they want to say as they write;
Give students feedback throughout the composing process(not just on the final product) to consider as they attempt to bring their expression closer and closer to intention;
Encourage feedback both from the instructor and peers;
Include individual conferences between teacher and student during the process of composition.
过程写作关注写作的内容与过程。D项不属于过程写作的特点，故选D。
17.【答案】B。解析：考查课堂提问的作用。教师问“谁想试一试”，对课堂活动起到促进作用，故选B。
18.【答案】A。解析：考查小组活动。小组讨论能让学生积极地表达自己的意见和观点，促进学生参与课堂活动.提升学生的交流合作意识，而不是给学生创造安静的学习时间。
19.【答案】B。解析：考查课堂纠错行为。教师是在暗示学生的话里有错误。
20.【答案】D。解析：考查英语测试内容。不属于主观性试题的是完形填空。故选D。
Passage l
21.【答案】C。解析：通读全文可知，文章通篇都在谈论抒情诗，故选C。
22.【答案】A。解析：根据原文“But poetry is more than a great pleasure.It should also be an outlet for our own unspoken thoughts and our varied moods.It makes articulate our choked-up passageways of speech…”可知.诗歌可以释放我们内心说不出的想法和各种情感.让我们原本阻塞的语言变得清晰明了。此处articulate意为“清晰的”.故选A。
23.【答案】C。解析：根据原文“A great poet takes our half-formed thoughts，or suppressed moods，our crushed desires，and needs，and leads them out into the open，endowing them with a harmony，and completeness…”可知，C项正确。
24.【答案】C。解析：根据“Great verse can help to vitalize our thinking about the commonplace and elemental in life。and can idealize and give meaning to the simplest things in creation."可知，读诗歌的用意是赞颂自然之美。故选C。
25.【答案】B。解析：根据“A lyric is a subjective poem of intense personal emotion whose principal quality is its musical form”可知.抒情诗并非是关于行为和故事的美丽诗歌，而是关于强烈个人情感的诗歌，可排除A，“it gains its meaning when interpreted by the human voice”当被人们解读的时候，它会增加自身的含义，可排除C，“great poetry is often pure music.haunting melody.and chiming syllables”可知并不是所有的诗歌都是和谐音节的纯粹音乐.排除D，故选B。
Passage 2
26.【答案】A。解析：原文第二段指出，如果一段时间内我们不对自己所学的进行练习，那么很快就会有所遗忘.在这种情况下适应性的后果也许不太明显。但是突发性失忆却会给适应性带来明显后果。故选A。
27.【答案】B。解析：原文第三段表明，不遗忘的话，适应力就会变差。记录也显示不遗忘的人的生活是混乱的。故选B。
28.【答案】D。解析：原文最后一段提到，研究表明记忆存储系统有限，而遗忘能力可对其进行灵活调节。在学习记忆(输入)与遗忘(输出)之间不断调节。事实证明，个人的遗忘率与他学习多少有直接关系。故选D。
29.【答案】B。解析：本文通篇都在讨论遗忘对于人的适应机制的重要性，行文严谨，理论性很强，故选B。
30.【答案】A。解析：通读全文可知，全文都在谈论遗忘的作用及其重要性，故选A。
二、简答题
31.【参考答案】
(1)语法练习的形式
①机械型练习。这类练习的作用是帮助学生熟记、掌握语法规则和形式，一般使用互不连接的单独结构、短语或句子。常见的练习形式有填空、选择和替换等。
②意义型练习。这类练习强调形式的正确理解和输出，但同时涉及了意义。练习仍然使用互不连接的单独结构，答案通常是确定的。常见的练习形式有：基于意义的填空或选择、配对、改错及合并句子、汉译英或英译汉等。
③交际型练习。这类练习最有使用价值和趣味性，它强调以交际为目的的意义输出或理解.在交际过程中同时注意结构的运用。常见的练习形式有：两人活动、小组讨论活动、角色扮演活动、头脑风暴活动等。
(2)练习举例
①机械型练习——替换练习
T：I’m trying to find a book in the box.
S：I’m trying to find a book in the box.
T：shelf.
S：I’m trying to find a book in the shelf.
T：bed.
S：I’m trying to find a book in the bed.
⑦意义型练习——汉泽英
我打算在我家乡买套房子。
1 want to buy a house in my hometown.
三、教学情境分析题
32.【参考答案】
(1)教学环节主要包括课堂导入(1ead.in)，新课讲授(presentation)，巩固提高(consolidation)，总结与作业(summary and homework)。该片段属于课堂导入和新课讲授阶段。
(2)课堂导入的目的在于使学生的注意力集中到课堂中来，明确教学任务，激发学生的求知欲和学习兴趣。新课讲授的目的在于呈现本堂课的教学内容.包括语言结构和语言功能.让学生掌握基本语言知识.同时锻炼学生的语言能力，即听说读写能力。通过教学活动的设置，完成教学任务，达到教学目标。
(3)有效教学是教师遵循教学活动的客观规律，以最优的过程和最大的效率促进学生在知识、技能、情感态度与价值观方面“三维目标”上获得整合、协调、可持续发展，从而有效地实现预期的教学目标，满足社会和个人的教育价值需求而组织实施的教学活动.
①该教学片段中，教师通过回顾旧知识的方式引入新课，但是没有进一步让学生展开讨论，没有充分激活学生的关联知识。导入内容趣味性不高，不利于激发学生的学习兴趣。
②教师在新授环节采用了学生讨论的形式，锻炼了学生的1：3语表达能力，同时培养了学生的合作精神。
③在新授环节中，教师应注意让学生整体感知文章，而不是机械地分析每一部分的大意，这样不利于学生阅读能力的培养。
④教学反馈较单一，应多用一些启发性的反馈语，引导学生积极探索新知，培养学生的自主探究能力，提高教学效率。
四、教学设计题
33.【参考设计】
Class type：Reading class
Teaching Contents：Franklin’s Famous Kite Experiment
Teaching Objectives：
(1)Knowledge objective
Students can master the following words, phrases and the sentence patterns.
①Important words: conduct, charge, shock, prove, tear, fasten, explain, appear
②Important phrases: do an experiment, a great deal, tie ... tostop ... from ...
③Important sentence patterns: Having realized that I could useI decided to do an experiment.
(2) Ability objective
Students can improve their reading ability through reading activities.
(3) Emotional objectives
① After learning the passage, students are expected to know about some famous scientists and their inventions and train students' qualities of science.
② Students will have a serious attitude towards science.
Teaching Key Points:
(1) tearn the words and phrases listed above.
(2) enable students to improve their reading ability.
Teaching Difficult Points:
(1) How to understand the following sentence correctly.
Having realized that I could use a kite to attract lightning, I decided to do an experiment.
(2) How to help students understand the passage better.
Major Steps:
Step 1 Pre-reading (3 minutes)
T: Today we come to the reading. It's about Franklin's kite experiment. As we all know, Benjamin Franklin is a famous politician. But today we will read a passage about him as a scientist. We should learn about his serious attitude towards science. Let's see how Franklin made his famous electricity experiment by flying a kite.
T: Do you have the experiences of flying a kite? Have you ever made a kite by yourself?. Why do you often go out to play kites?
Students share their own ideas with each other.
(Justification: Activate students' background knowledge, and help the teacher introduce the theme of the text.)
Step 2 While-reading (14 minutes)
(1) Fast reading (4 minutes)
Ask the students to read the passage quickly and match the paragraphs with the main ideas (on the screen).
Show the following on the screen:
Paragraph 1The Tip of doing the experiment
Paragraphs 2-3Introduction to Franklin's experiment
Paragraphs 4-6The process of the experiment
Students browse the text quickly to get the general idea.
(Justification: Train students' ability of skimming for the main idea.)
(2) Careful reading (10 minutes)
①Ask students to read the text carefully to find relevant information:
A. List all the materials that are needed to make a kite.
B. List what are needed to do the same kite experiment as Franklin did.
C. Get students to read the text and then decide whether the following statements are true (T) or false (F).
a. In 1752, scientists already knew what electricity is. ( )
b. Franklin was helped by a friend to do the experiment. ( )
c. Franklin made the kite of silk because wet silk does not conduct electricity. ( )
d. A condenser was used in the experiment to store electricity. ( )
e. The key tied to the string was put into the door to stop the kite from flying away. ( )
Students finish the reading task and report to the whole class.
(Justification: Train students' ability of scanning for detailed information.)
② Use the multimedia to present Franklin's experiment.
Students are asked to fill out the form about Science Report.
Title: Experimenter's name
Justification:
Procedure:
Results:
Conclusion:
(Justification: Teach students how to write a science report.)
Step 3 Post-reading (8 minutes)
Present some questions:
①Why is the kite made of silk better than the one made of paper?
②Do you think Franklin's experiment was dangerous? And why?
③ What do you learn from this experiment?
Students are asked to think about the questions, discuss with classmates and report to the whole class.
(Justification: Help students understand the text better and offer them opportunities to communicate with their classmates.)
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