1.【答案】D。解析：考查语音学知识。
2.【答案】A。解析：考查重音知识。这个例子是stress“重音练习”，故选A。
3.【答案】B。解析：考查形容词辨析。句意为“律师需要一位__________秘书”。inefficient意为“不能胜任的，没有能力的”，sufficient意为“充分的，足够的”，effective意为“有影响的”，efficient意为“有效的，能干的”。根据句意，应为需要能干的秘书，故选B。
4.【答案】B。解析：考查副词辨析。句意为“我肯定变胖了一我__________提不上我的裤子了。”fairly“相当地，公平地”，hardly“几乎不，简直不”，nearly“几乎，密切地”，seldom“很少，不常”。根据句意，此处表示否定意思，故选B。
5.【答案】B。解析：考查动词辨析。句意为“问题是怎样一一放射性废料”。deal(with)意为“处理(事情)，应付，做生意”，dispose(of)意为“处理(废物)，处置，除掉，去掉”，disposal意为“处理，处置”，是名词，do意为“处理;整顿;解决(问题)”。根据题意，应为处理放射性材料，故选B。
6.【答案】D。解析：考查固定句型。句意为“天气太冷了我不想离开我的房间”。so…that…“如此……以致……”引导结果状语从句。
7.【答案】C。解析：考查不定代词的用法。句意为“在你离开前，确保你已有了护照、票__________东西”。everything意为“所有，一切东西”，something意为“某种东西”，anything意为“任何东西”，nothing“没有什么”。根据句意，应为要带的一切东西，故选C。
8.【答案】C。解析：考查时态语态。signed…month短语做后置定语修饰agreement。sign和agreement之间为动宾关系，因此用过去分词。句意为“据说上个月两家公司签订的协议将会在5月1日生效”。故选C。
9.【答案】D。解析：考查语言学知识。题目的意思是“根据乔姆斯基的观点，人类与生俱来具有习得和输出语言的内在能力。这种能力叫什么?”乔姆斯基的一个著名理论：Chomsky proposed that human beings are born with an innate ability known as Language Acquisition Device or LAD。也就是人类与生俱来的内在语言能力叫做语言习得机制，可以简称为LAD。因此该题正确答案为D。
10.【答案】C。解析：考查语言学知识。如果语言的功能仅限于交流，那么动物的叫声也可以称作语言，但事实并非如此。交通灯系统仅能传递简单的信息，而语言则要比这复杂的多。所有这些都是因为语言的二重性和递归性使得人类可以创造出数量无限的句子来传递无限的信息，这都体现了语言的创造性，故选C。
11.【答案】D。解析：考查阅读教学。读前活动包括：predicting(预测内容)，setting the scene(确定背景)，skimming(略"读)，scanning(-寻读)等。而paraphrasing(意译)属于“读中活动”。
12.【答案】B。解析：考查新课标内容。题目问的是：根据新课程标准，英语教育最大的目标是培养学生的英语语言运用能力。所以，英语教育应该是能力教育。本题可以利用排除法来选择。
13.【答案】c。解析：考查课堂用语。题目的意思是“课堂用语是老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，口语，肢体语言。书面语的英文书写是“written language”。故选C。
14.【答案】B。解析：考查读前活动知识。在听文章之前，让学生学习可能在听力中出现的新单词并预测听力文章的内容。这是处于pre.1istenin9阶段。故选B。
15.【答案】A。解析：考查口语活动。口语活动有多种方式，其中控制性活动主要重视形式与准确性。
16.【答案】C。解析：考查教学反馈的有效内容。题目问的是“当学生说‘我昨天6点钟回的家’。老师说‘是came而不是come’。这位老师的反应违背了有效反馈的哪个原则”。本题主要考查有效反馈的原则：相关性，准确性，引导性，及时性，刺激性，互动性等。A项为相关性，B项为准确性，C项为引导性，D项为及时性。在这段话中老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原则。故选C。
17.【答案】B。解析：考查教学活动中的分组方式。题目的意思是“在让学生设计一个校园活动的海报任务中最好的分组方式是什么?”设计关于校园活动的海报这个任务比较综合，对于学生个人而言有一定难度，因此，最好的分组方式是小组合作。故选B。
18.【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。
19.【答案】D。解析：考查教师角色。在presentation，practice，production三个不同的阶段，教师对学生的控制力不断降低，从presentation→praetice→pmduction，以教师为中心很快过渡到以学生为中心，教师的角色先后为演员、观众和评论员。最终实现以学生为主体、教师为主导的教学新要求。
20.【答案】C。解析：考查语音教学。教年轻的学习者英语发音，正确的做法之一就是要包容一些小错误，不要一错了就马上纠正。
Passage l
21.【答案】D。解析：由第一、二段可知，Sir LudwigGuttmann在1939年到达英国，首次残疾人体育比赛则是
1948年在Stoke MandeviHe举行，中间相差9年。
22.【答案】B。解析：由第一、二段可知，Sir Ludwig Guttmann在1939年从德国被驱逐到英国，英国政府命他在伦敦附近的Stoke Mandeville医院建立残疾人康复中心.他在1948年组织了首次残疾人体育比赛。文中并没有提到他是受伤士兵。只说首次残疾人体育比赛有两支受伤士兵的队伍参加。故选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，第一届残奥会是在罗马举行，故选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，参加轮椅残奥会的athletes应是指运动员，故选D。
25.【答案】D。解析：最后一段第一句提到了残疾人运动会发挥的巨大作用，可见作者对此是支持的。故选D。
Passage 2
26.【答案】A。解析：全文共三段，根据每段的第一句“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，本文讲的不是哪些因素能推动社会变革，而是哪些因素使社会变革
更容易发生，因此选A。
27.【答案】B。解析：根据第一段“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儿these factors tend to promote social change”可知，有很多因素能推动社会变革.B项是其中一个因素。
28.【答案】B。解析：根据第二段“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项都正确，而由第一段最后一句可知，不同的观点以及对现状不满可以加速社会变革，因此B项错误。
29.【答案】C。解析：由第一段以及常识可知，社会容忍度指的是对不同观点、信仰、行为等的尊重。
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”可知答案为A，此选项是对原文的同义转述。
二、简答题
31.【参考答案】
(1)课堂教学设计的五个基本要素：教学任务及对象;教学目标;教学策略;教学过程;教学评价。
(2)课堂教学设计的基本程序：
①分析教学任务，阐述教学的预期目标;从学习的需求分析开始，了解教学中存在的问题，学生的实际情况与期望水平之间的差距。这样以解决“为什么”及“学什么”和“教什么”的问题。
②分析学生特征，教师在分析具体的教学内容时，不仅要考虑课程、单元及课时的教学内容的选择和安排，更需考查学生在进行学习之前，对于本课程中本单元的学习内容具有什么知识和技能，即对学生初始能力的评定，了解学生的一般特征和对所学内容的兴趣和态度，即确定学生的起点状态。
③明确具体的学习目标，分析学生从起点状态过渡到终点状态应掌握的知识、技能或应形成的态度与行为习惯：即学生通过学习应该掌握什么知识和技能。
④确定教学策略，考虑用什么方式和方法给学生呈现教材，提供学习指导;考虑怎样才能实现学习目标或教学目标。解决“怎么学”和“怎么教”的问题，其中应考虑教学媒体的选择和应用，根据不同的情况选择不同的教学媒体或教学资源。
⑤实行教学设计评价，考虑如何对教学的结果进行科学的测量与评价。考虑用什么方法引起学生的反应并提供反馈：对学和教的行为做出评价，在行为评价时，一方面要以目标为标准进行评价，另一方面评价提供了关于教学效果的反馈信息，从而对模式中所有步骤作重新审查，特别应检验目标和策略方面的决定。
三、教学情境分析题
32.【参考答案】
(1)①复习环节：
创设方法：运用图片创设情境。
作用：通过彩色小图片等直观的教具能够符合儿童形象思维占优势的学习特点，有利于儿童建立清晰、明确的概念，从而调动学生的学习兴趣，加深理解和记忆，增强教学效果。
②导入环节：
创设方法：运用多媒体创设情境。
作用：通过多媒体为学生创设丰富多彩、形象生动、妙趣横生的教学情境，可以充分调动学生的试听感官系统，激发学生学习兴趣，提高学生的认知能力。同时，还可以提高课堂的信息容量;缩短教学时间，提高教学效率;实现学生学习方式的多元化，利于优化课堂教学效果。
③呈现环节：
创设方法：运用生活素材创设情境。
作用：运用生活素材创设真实的、贴近学生生活的情境，让学生从熟悉的现实生活和体验中出发，了解和掌握知识.使学生感受到英语学习与我们的El常生活是息息相关的。有利于提高英语教学的实效。
(2)评析：首先，在整个语言学习活动中，教师在复习、导入、呈现环节分别运用图片、多媒体、生活实际素材等组织教学，为学生创设语言学习的情境，引导学生学习新词汇，发挥了其作为组织者、引导者以及创设者的作用。但是，在新课程实施中，要求教师要不断更新观念，转变角色，坚持“以学生为主体，教师为主导”，积极推行互动式、开放式的教学实践。而在案例的导入及语言呈现环节中，该教师设置的问题和活动开放性不强、互动性不高，没有为学生提供充分发挥主体性的机会，在一定程度上限制了学生的创造力，不利于充分调动学生的积极性。
四、教学设计题
33.【参考设计】
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)
2a
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. )
2b
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.