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一、單項選擇題
1．C[解析]go oil后面可以接不定式、動名詞和with結(jié)構(gòu)。go on doing sth．指“繼續(xù)
做(剛才做的事)……”，表示繼續(xù)做原來正在做的事情；go on to do sth．指“接著做(其他的事)……”go on with”繼續(xù)做某事”，后接名詞或代詞。
2．B[解析]表示比較，用“more than”結(jié)構(gòu)。
3．D[解析]根據(jù)句式，這里用反身代詞表示“強(qiáng)調(diào)”，譯為“親自，自己”。
4．B[解析]同級比較用as…as和not so(as)…as句式。
5．A[解析]略。
6．C[解析]本題重點考查through和across的區(qū)別。through表示“從……當(dāng)中穿過，或從一邊到另一邊”，強(qiáng)調(diào)動作在空間進(jìn)行；across一般用于表示“橫過，越過”，強(qiáng)調(diào)動作在物體表面進(jìn)行。
7．A[解析]本題考查rather和quite的比較，兩個詞都表示“相當(dāng)”，rather較quite語氣重。rather可以與比較級或too連用而quite不能。
8．D[解析]be interestin9表示“有趣的”，主語是物；be interested in用于表示“對……感興趣”，主語是人。
9．B[解析]本題考查被動語態(tài)的時態(tài)，由題意可知應(yīng)該用現(xiàn)在進(jìn)行時，后一句的意思是：天氣預(yù)報正在播報，我想聽。
10．B[解析]《失樂園》和《復(fù)樂園》均是John Milton的作品。
11．D[解析]元音劃分標(biāo)準(zhǔn)有以下幾個要素：(1)發(fā)音時的舌位；(2)口部的開合及大??；(3)唇形；(4)元音長短；(5)元音音標(biāo)多少個。
12．A[解析]音位是人類語言中能夠區(qū)別意義的最小聲音單位。
13．B[解析]能力的學(xué)習(xí)通常包括觀察能力學(xué)習(xí)、思維能力學(xué)習(xí)、自學(xué)能力學(xué)習(xí)、問題解決能力學(xué)習(xí)等。
14．C[解 析]傳統(tǒng)的英語教學(xué)是以語言知識傳授為本，以“應(yīng)試”為主要目的的英語課堂傳輸，教師主要扮演著英語知識傳授者的角色，學(xué)生則成了被動的語言知識的接受 者。這種單向傳導(dǎo)式的、以注重語言知識傳授而忽視語言能力和情景對話培養(yǎng)為特征的、封閉的英語課堂教學(xué)模式，極大地挫傷了學(xué)生學(xué)習(xí)英語的積極性。課堂教學(xué) 的轉(zhuǎn)型需要教師把英語教學(xué)更
多地視為一個學(xué)生主動進(jìn)行語言實踐活動的過程，因此英語教師應(yīng)從知識傳授者的角色轉(zhuǎn)變?yōu)橛⒄Z教學(xué)活動的設(shè)計者和組織者。故“以教師為主體”應(yīng)轉(zhuǎn)變?yōu)?ldquo;以學(xué)生為主體”。
15．C [解析]相關(guān)學(xué)科的理論應(yīng)用于英語教學(xué)的實踐時，還需要語言學(xué)家或是外語教師的中介作用或努力。
16．C[解 析]綜合語言運(yùn)用能力的形成建立在語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識等素養(yǎng)綜合發(fā)展的基礎(chǔ)上。語言技能和語言知識是綜合語言運(yùn)用能力基 礎(chǔ)。情感態(tài)度是影響學(xué)生學(xué)習(xí)和發(fā)展的重要因素。學(xué)習(xí)策略是提高學(xué)習(xí)效率、發(fā)展自主學(xué)習(xí)能力的先決條件。文化意識則是得體運(yùn)用語言的保障。故(：項正確。
17．A[解析]教學(xué)目標(biāo)的功能有指導(dǎo)測量和評價，指導(dǎo)教學(xué)策略的運(yùn)用和指導(dǎo)學(xué)生學(xué)習(xí)三大功能。
18．D[解析]學(xué)生的發(fā)展是英語課程的出發(fā)點和歸宿。
19．C[解析]修改錯誤應(yīng)該被認(rèn)為是鼓勵的一種方式。
20．C[解析]英語教學(xué)應(yīng)以形成性評價為主，而不是以總結(jié)性評價為主。
21．C[解 析]根據(jù)文中信息“Their ability to withstand almost any disaster makes them seem like something out of a comic book．”可知，作者認(rèn)為，黑匣子能抵御任何災(zāi)難是不可置信的。選擇C項。
22．A[解 析]根據(jù)文中信息“When planes fall from the sky，as a Yemeni airliner did on its wav to Comoros Islandsin the India ocean June 30，2009，the black box is the best bet for identif．
ving what went wmng．”可知，從黑匣子中可以分析出事故的原因。選擇A項。
23．C[解 析]根據(jù)文中信息“Early models often failed to withstand crashes，however,so in 1965 the device was completely redesigned and moved to the rear of the plane—the area least sub-iect to impact—from its original position in the landing weus(起落架艙)．”可知，正確答案為C項。
24．C[解析]根據(jù)文中信息“the Federal Aviation Authority required that the bOXe8，whlch were never actually black，be painted orange or yellow to aid visibility．”可知，黑匣子被涂成橘色或黃色是為了方便識別。正確答案為C項。
25．A[解析]根據(jù)文中信息“Experts believe the boxes from Air France Flight 447，whieh crashed near Brazil on June 1，2009，are in water nearly that deep，but statistics say they’re still likelv to tum up．In the approximately 20 deep-sea crashes over the past 30 years，only one plane’s black boxes were never recovered．”可知，正確答案為A項。
26．C[解析]由文章第二段可知，作者主要關(guān)注的是最近美國醫(yī)療系統(tǒng)中基層醫(yī)療資源的萎縮。選擇C項。
27．D[解 析]根據(jù)文中信息“cntrary to popular belief，the more physicians taking care of vou don，t guaraJltee better care．”可知，人們普遍認(rèn)為，越多醫(yī)生照顧病人越好，選擇D項。
28．D[解析] 根據(jù)文中信息“Combine this fact with annual govemment threats to indis-criminatelv cut reimbursements，physicians are faced with no choice but to increase quantlty to boost income．”可知，選擇D項。
29．B[解析]根據(jù)文中信息“They see how heavily the reimbursement deck is stacked a-gainst primary care．”可知，選擇B項。
30．A[解 析]根據(jù)文中信息“Make primary care more attractive to medical students by for-giving student loans for those who choose primary care as a career and reconciling the marked differ-ence between specialist and primary caye physician salaries．”可知，選擇A項。
二、簡答題
31．[參考答案] (1)形成性評價是指教師在英語教學(xué)過程中，通過問卷法、問答法、觀察記錄法、學(xué)生作品分析法以及測驗等方法，對學(xué)生學(xué)習(xí)過程中表現(xiàn)出的興趣、態(tài)度、參與 活動程度和他們的語言發(fā)展?fàn)顟B(tài)作出判斷，對他們的學(xué)習(xí)嘗試作出肯定，以促進(jìn)學(xué)生的學(xué)習(xí)積極性，幫助教師改進(jìn)教學(xué)。形成性評價還包括學(xué)生相互評價和學(xué)生自我 評價等方式，它伴隨著整個英語教學(xué)過程，對英語教學(xué)起著十分重要的促進(jìn)作用。
(2)英語教學(xué)過程中之所以以形成性評價為主，是因為：
①在英語教學(xué)中實施形成性評價有利于激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，增強(qiáng)學(xué)生的學(xué)習(xí)動機(jī)；
②調(diào)動全體學(xué)生的積極性，使每一個學(xué)生都能參與到教學(xué)的各個環(huán)節(jié)中來；
③創(chuàng)造一種緊張而又活躍的課堂氣氛；
④讓每一個學(xué)生都能發(fā)現(xiàn)自己的優(yōu)點，看到自己的進(jìn)步，使每一個學(xué)生的價值在英語課堂得以體現(xiàn)，從而幫助學(xué)生樹立自信心；
⑤培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略；
⑥培養(yǎng)學(xué)生自我管理的意識和能力；
⑦幫助發(fā)展學(xué)生自主學(xué)習(xí)的能力和合作精神，從而不斷提高教育教學(xué)水平，提高英語教學(xué)質(zhì)量。
三、教學(xué)情境分析題
32． [參考答案]該教師采用了任務(wù)型閱讀教法，即通過學(xué)習(xí)者完成某些任務(wù)來組織教學(xué)活動。新課程標(biāo)準(zhǔn)程倡導(dǎo)任務(wù)型的教學(xué)模式，即學(xué)生在教師的指導(dǎo)下，通過感 知、體驗、實踐、參與和合作等方式實現(xiàn)任務(wù)的目標(biāo)。此模式中的“任務(wù)”就是教師所設(shè)計的各項課堂活動。本教學(xué)活動設(shè)計的內(nèi)容與學(xué)生生活相關(guān)，有一定的真實 性，激發(fā)了學(xué)生的學(xué)習(xí)興趣，調(diào)動了學(xué)生的積極性。另外，采用分組討論可以有效地將不同層次的學(xué)生組織到一起學(xué)習(xí)，讓學(xué)生都有參與和展示自己的機(jī)會。本教學(xué) 活動，將課堂“還給”了學(xué)生，體現(xiàn)出了“以學(xué)生為主體”的教學(xué)理念。
四、教學(xué)設(shè)計題
33．[參考答案]Teaching objectives
1．Knowledge and skills objectives
Master these words and phrases：get up，run，eat，breakfast，lunch，dinner，go to school，work，bed，o’clock，shower，morning，afternoon，evenin9，homework，get to…
2．Process and methods objectives
Listening：To train students’pronunciation and intonation by listening and imitating to the tape．To improve students’listening ability and the ability to capture specific information．Listening to the tape about a student in a foreign high school．Learn how to interview celebrities or big shots．
Speaking：By showing pictures on the courseware，let the students ask each other their own schedules and write them down．Make a summary in a group and talk about the similar．
3．Emotion，attitude and values objectives
According to students’practice，using courseware and topics of students’common interests to guide students to love their life and learning．
Step 1 Warming up
T：Good morning，class．Look at the pictures．Let’s talk about the activity you do at a certain time．Please Work in pairs．(show pictures on screen)
Task 1 T：What time do you usually get up?(what time側(cè)重時間點)
Task 2 T：When do people usually eat breakfast?when可詢問時間段或時間點)
Ss：…
T：Now please ask and answer in pairs．
S1：…
S2：…
Design intention：On one hand，atbsorbing students’attention and interest into English teaching activities through warming-up．On theother hand，bringing the topic into the teaching of present through teacher’s asking and students’answering．(At first teacher gives demonstration and then students make practice，which help the students learn how to ask and respond about time.)
Step 2 Reading and writing(3a)
Task 1
T：Here is a letter from Jane to Mona．Please read it quietly and divide it into parts to ask and answer in Pairs．
S1：What time do you usually get up?
S2：I usually get up at 6：30．
S3：What time do VOU usually eat breakfast?
S4：I usually eat breakfast at 7：30．
Design intention：To improve students’reading speed and the ability to quick。undertanding of the main idea of the tex t through silent reading．
Task 2
T：PIease read aftt．r the tape recorder．(Teacher plays the tape and pauses it sentence by sen-tence for students to repeat．)(After repeating)Now please read the letter again．This time wrote down each activitv on t he blank line after the times listed at the top．You should complete the activity individually．
Design intention：Let the students listen to the tape at first and then read loudly，and remind students to pay attention to the pronul、ciation and intonation，develop good habit of reading.
Task 3
T：Please read Jane’s letter to your partner and write down what she does at these times.
Design intention：Through students reading the essay to their partner，they can get feedback of their l．eading which is good for their correcting of pronunciation and deepening their understanding the details of the text．The teaching advocates students to experience and improve students’collaborative learning．
Step 3 Complete the letter(3b)
T：Look at 3 a for informatinon aboutJane’s morning．And work in pairs by asking each other about Jane’s morning．(Teacher wal ks around the class and gives a hand to students who need help．)
Design intention：Adopt a new way of language practice activities with the old materials in teaching，in order to achieve the teaching purpose that making new learning with the old materials，to make students work positively witll others and to help each other，to experience the joy of suc-cess，to get other students’or teacher’S help when they meet a question．
Step 4 Pairwork
T：Imagine you axe a famous movie star．Fill in the timetable with the things you usually do and share the information with your partners．
Design intention：Let students introduce their routine through role playin9．Guide students tolearn language in activities by using task-based teaching and improve their learning initiative and en-thusiasm．
Step 5 Homework
Ask students to watch a short video(about Jim’S day)and to complete questions according to the video．Then invite students to 6lI in a self-assessment form to reflect their understanding．
Design Intention：To exercise student’S listening at,ility and check out students’independent study ability．
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