一、單項選擇題
1.【答案】D。解析：考查單詞的重讀。whose在這個定語從句中是關系代詞，起連接作用，而且在從句中作定語.需要重讀，發長音，因此D項正確。
2.【答案】B。解析：考查輔音的發音特征。按照發音部位，[t][d][s][z][n]均為齒齦音(alveolar)。齒齦音是舌尖音的一種，發音時，舌尖頂住上齒齦。palatal“硬腭音”，bilabial“雙唇音”，dental“齒間音”。故選B。
3.【答案】A。解析：考查詞義辨析。句意為“在羅馬，因為所有的路看起來都一樣，所以游客很容易__________”。disoriented“迷失方向的”，deluded“輕信的，受蒙騙的”，distracted“心煩意亂的，思想不集中的”.delineated為動詞delineate“描繪”的過去分詞。根據句意可知，由于道路的相似.游客應該是很容易迷失方向.故選A。
4.【答案】D。解析：考查形容詞辨析。句意為“對于邀請他出席聽證會的請求，他立即 __________ 答道：‘好的’”。effective“有效的”，eloquent“雄辯的”，emotional“感情上的，傷感的”，emphatic“著重的，加強語氣的”。根據句意可知.回答中的“YES”應該是加強語氣的.故選D。
5.【答案】B。解析：考查固定搭配。句意為“堅持、謙遜和機會是這個女孩職業生涯成功的 __________ ”。contributing factor“促成因素.影響因素”，為固定搭配，故選B。
6.【答案】B。解析：考查定語從句。主句為“the teacher will be able to ascertain the extent”，定語從句為“to the children understand whatthey are reading”.先行詞為extent.短語to…extent意思是“到……程度”。句意為“這樣做.老師就能確定孩子們對他們所讀的內容理解到什么程度了”。故選B。
7.【答案】D。解析：考查祈使句。句意為“在你離開辦公室前一所有的燈都已關閉”。根據句意可知，后半句應為祈使句，表示一種命令或建議，因此，空格處應填入動詞的原形形式，seetoitthat“確保”，其他選項形式皆不符合題意，故選D。
8.【答案】C。解析：考查強調句。強調句的結構為It is/was+被強調部分+that/who+其他部分。強調句去掉It，be，that后，句子結構仍完整.句意仍明確。本題中只有C選項符合此條件，去掉后為“From hermum she heard her grandfather was born in Germany.”，故選C。
9.【答案】D。解析：考查合作原則。根據格賴斯提出了一個要求交談參與者共同遵守的一般原則，即“合作原則”(cooperative principle)。合作原則要求參與交談者必須遵守此原則，否則對話將無法進行下去。故本題應選D。
10.【答案】C。解析：考查語言學中的基本概念。現代邏輯學家把談論語言本身的語言稱為元語言(metalanguage)，故選C。其他三項，paralanguage“副語言”，指與話語同時或單獨使用的手勢、身勢、面部表情和距離等，這些也能表示某種意義，一般有配合語言加強表達能力的作用;speciallanguage“特殊(專業)語言”;in terlanguage“中介語”.是指在第二語言習得過程中，學習者通過一定的學習策略。在目的語輸入的基礎上所形成的一種既不同于其第一語言也不同于目的語.隨著學習的進展向目的語逐漸過渡的動態的語言系統。
11.【答案】c。解析：考查3P教學模式。所謂3P教學模式，即：Presentation(呈現)→Practice(操練)→Production(輸出)。這三個階段可以理解成：教師教—學生練—學生用。在教學過程中，教師首先給學生引入和展現某個特定的語言形式、結構、功能等，通過練習使學生掌握其意義，然后再讓學生進行假設交際.從而達到語言的輸出.形成學習成果。
12.【答案】D。解析：考查語言練習的目的。機械型練習，如重復、替換等，這種練習在內容上嚴格受到控制，著重訓練學生去熟練掌握語法點的結構形式.
13.【答案】D。解析：考查語法教學方法。演繹法(The deductive method)是先說明語法結構，之后讓學生進行練習。歸納法(The inductive method)是先給出一些例子.讓學生通過討論等方式自己總結出語法規則。題干是對演繹法特征的描述.
14.【答案】A。解析：考查交際性語言活動。信息差活動(Information-gap activity)可以使學生進行信息的傳遞和交流.實現真正交流的目的，培養學生的綜合語言運用能力，是一種任務型的語言交際活動。
15.【答案】D。解析：考查語篇教學。語篇(discourse)由一個以上的句子或語段組成，各成分之間在形式上是銜接的.在語義上是連貫的。老師讓學生集中注意力于文章的結構、銜接與連貫性等方面，目的是培養學生的語篇意識。
16.【答案】A。解析：考查英語閱讀策略。略讀(skimming)指快速閱讀文章以了解其內容大意(gist)的閱讀方法。換句話說，略讀是要求讀者有選擇地進行閱讀，可跳過某些細節，以求抓住文章的大概，從而加快閱讀速度。
17.【答案】B。解析：考查英語詞匯的語境意義。英語單詞的詞匯意義指字典上出現的多個不同的意義，但在不同的語境中.其選取的意義不同。因此詞語的意義是由語境決定的，聯系語境才能準確地理解詞匯在文本中的具體意義。
18.【答案】A。解析：考查教師的角色與作用。根據題目提供的情境，“寫作課上，當學生不知道如何用英語表達時.老師給予他們幫助”，此處教師扮演了促進者(facilitator)的角色。assessor“評價者”，controller“控制者”，participant“參與者”.均不符合題意。
19.【答案】D。解析：考查語言測試類型。標準參照語言測驗(Criterion-referenced language test，簡稱CRT)是以考生個人與特定的標準(如教學目標)作為評價標準。所以，這種考試對考生來說，不管別人程度如何，關鍵在于確定自己是否達到了既定的目標。常模參照語言測驗(Norm-referenced language test，簡稱NRT)是以考生個人在團體中的相對位置來作為評價標準。所以，這種考試比較看重考生的個別差異。雅思(IELTS)、托福(TOEFL)屬于標準參照語言測驗.代表了國際性英語標準化水平的測試。
20.【答案】A。解析：考查對教材的評估。系統的教材評估應該是能幫助教師檢測是否實現了語言課程教學目標.是否滿足了學生的需要.另外還有是否給學生提供了真實的語言交際等。“包含所有的語法規則”不是系統的教材評估內容。故選A。
Passage l
21.【答案】D。解析：細節題。根據第一段第四句“But as undocumented immigrants in Maryland，they then had to confront the reality that they must pay two to three times what former high school classmates pay to attend the state’s public colleges."可知.馬里蘭無證件移民不得不面臨的現實是跟他們之前的高中同學比起來，他們必須花費兩到三倍多的學費去讀公立大學。D項符合此意。
22.【答案】B。解析：語義題。“I’mhanging on their vote.”中的hangon有“依賴于，取決于”之意，即無證件移民依賴于這場投票。根據第四段第一句“Question 4 asks voters to affirm or strike down a law that the legislature passed last year，known as Maryland’s version of the“Dream Act，”which granted certain undocumented immigrants the ability to obtain in-state tuition at public colleges and universities.”可知.這場投票關系到無證件移民的州內學費問題，這是關系他們未來的一場投票，故選B。
23.【答案】B。解析：指代題。首先定位到畫線詞them在第四段中的位置，由于them是代詞，代詞是用來代替前面出現過的事物，所以關注第四段倒數第二句“The subsidy comeswith conditions.”，同時，再看them后面解釋說明的內容“To take advantage，students must first go to atwo-year community college.”，即學生需要付出的條件，
這正好與them前句子中的conditions內容相符.故選B。
24.【答案】c。解析：態度題。根據第五段“The law was pushed to a referendum after opponents mounted a light-ning petition drive that showed the depth of division over illegal immigration across the state and the nation.Critics say discounting tuition for students…”可知馬里蘭公民對于無證件移民減免學費的態度是有分歧的。故選C。
25.【答案】B。解析：主旨題。本文講述的是無證件移民學生渴望通過法案來使他們享有州內學費的待遇，以此來實現自己的求學夢。B選項Undocumented Students’Hope for“Dream”符合此意。
Passage 2
26.【答案】C。解析：推斷題。由原文第一段“We had been wanting to expand our children’s horizons by taking them to a place that was unlike anything we’d been exposed to during our travels in Europe and the United States.”可知.為了拓寬孩子們的視野.作者夫婦二人決定不去熱門的歐洲和美國旅游，而是選擇了與眾不同的伊斯坦布爾。故選C。
27.【答案】A。解析：推斷題。由原文第三段“What we didn’t foresee was the reaction of friends，who warned that we were putting our children‘in danger’，referring vaguely，and most incorrectly，to disease，terrorism or just the an-known."可知.朋友們含糊地提及那個地方可能會有疾病、恐怖組織或者其他一些未知的風險。故選A。
28.【答案】A。解析：指代題。由原文第七段及上下文語境可知，此處的“our two”應為作者夫婦二人。故選A。
29.【答案】D。解析：細節題。由原文第八段“Being exposed to Islam was an important part of our trip.Visiting the mosques，especially the enormous Blue Mosque，was our first glimpse into how this major religion is practiced.”可知，A項排除：由第九段“AlthoughoursonhadstudiedIslambriefly itisimpossibletobepreparedforeveryawkwardquestion that might come up，such as during our visits to the Topkapi Sarayi，me ottoman Sultans’palace."可知B項排除;由原文第四、五段，C項可排除。作者在文中并沒有提及shopping mall boutiques，故選D。
30.【答案】C。解析：態度題。由原文最后一段可以看出，作者認為這次的旅途是令人難忘且值得紀念的。故選C。
二、簡答題
31.【參考答案】
三種寫作體裁：記敘文、議論文、應用文。
教師應從以下四個方面指導學生進行英語記敘文寫作：
(1)明確“五個W和一個H”
要寫好記敘文，首先要確定先寫什么，再寫什么，最后寫什么，然后開始布局謀篇。我們可以用“五個W和一個H”的方法，即what(什么事)，who(什么人)，when(什么時候)，where(什么地點)，why(什么原因)，how(怎么樣)。整個寫作內容的確定、寫作材料的篩選，都要圍繞這“五個W和一個H”進行。
(2)確定以第幾人稱及以何種順序展開敘述
①一般來說.英語記敘文要以第一人稱(I/we)或第三人稱(he/she/it/they)來展開敘述。第一人稱是從“參與者”的角度進行敘述：第三人稱是以“觀察者”的身份展開敘述，要根據具體情況合理選用。
②在確定了人稱之后，要確定展開敘述的順序。在英語記敘文中，最常用的是按事情發生的時間或空間順序進行記敘。
(3)在塑造人物、展開情節上下功夫
我們記敘的任何事情都是由人來進行的。人物塑造的好壞是衡量記敘文寫作好壞的一個重要標準。因此，表達人物的動作、語言以及展開情節時，使用哪些句型、短語、詞匯都應該仔細推敲，對于事情的情節展開要突出重點、詳略得當，可有意識地采用類似“設置懸念”“前后呼應”等寫作手法，以吸引讀者的興趣。
(4)注意文章的完整性
整篇文章要完整，內容全面、詳略得當，層次分明，重點突出。英語記敘文的時態通常為一般過去時，但如果是經常性的事件或自然現象、社會現象.則用一般現在時。
三、教學情境分析題
32.【參考答案】
(1)該教學目標的合理性體現在，試圖從教學的知識目標(理解閱讀材料，掌握系動詞的用法)和教學能力目標(提高學生的聽、說、讀、寫能力)這兩個方面來設計。既包含了教學過程中知識內容的傳授，又包含了能力培養的目標。
(2)盡管該教學目標存在其合理性，但是，總的說來，該教學目標設計得不科學，太寬泛、空洞、不具體、教學對象不明確。具體來說：①它違反了教學設計“以學生為中心，體現學生的主體地位”的原則，沒有明確指出教學的主體是學生。②它沒有把握好預期的教學目標，對教學內容，即知識目標的設計不明確，“理解閱讀材料，掌握系動詞的用法”的說法太空洞寬泛。因為知識目標指的是學生對具體語言知識，如語音、詞匯、語法等方面的掌握。③對于能力目標的設計也比較籠統，因為能力目標指通過這堂課學生能夠鍛煉什么樣的能力。它要求學生能通過感知、理解與模仿，能夠在適當的情境中運用本課涉及的詞組等語法知識，正確描述“人們正在做什么”，如能夠正確聽、說、讀、寫教材中的單詞或句子，能夠談論教材中相關的話題等。④教學目標是三維教學目標，即知識目標、能力目標和情感態度價值觀目標，題中缺少情感態度價值觀目標。⑤此外，該教師的教學目標在書寫時出現了拼寫錯誤.系動詞的英文表達應為linkverbs，而非linkwords。
(3) Teaching aims
Knowledge aims:
① Students can understand the meanings of five senses according to their daily life.
② Students can fully understand the reading materials about five senses.
③Students can grasp the usage of the link verbs: smell, feel, sound, taste, etc.
Ability aims:
① Students can improve their listening ability by listening to the text.
② Students can improve their speaking ability by pair work and discussion.
③ Students can improve their reading ability by comprehensive reading.
④ Students can improve their writing ability by abbreviating the text.
Emotional aims:
① After this lesson, students will realize the importance of five senses.
② Students can make full use of five senses in their daily life.
四、教學設計題
33.【參考設計】
Teaching Contents: It is about eating healthily and several scientific eating habits. It also offers recommending sewings per day.
Teaching Objectives:
( 1 ) Knowledge objective
Students can master the following words and expressions: healthy, healthily, amount, snack, bake, recommend,provide, variety, lead to.
(2) Ability objectives
① Students can develop their reading ability by skimming and scanning practice.
② Students can improve the speaking ability by talking about scientific and healthy eating habits.
(3) Emotional objective
Students can develop scientific and healthy eating habits and learn to live a healthy life.
Teaching Key Points:
(1) How to help students master the following words and expressions like healthy, healthily, amount, snack,bake, recommend, provide, variety, lead to.
(2) How to make students improve their reading and speaking skills.
Teaching Difficult Point:
How to guide students to develop a healthy eating habit.
Teaching Procedures:
Step 1 Warming up and lead-in (4 minutes)
Brainstorm: Questions and answers
The teacher asks students the following questions.
( 1 ) What do you eat every meal? List the food.
(2) Do you eat healthily?
(Justification: This step will help students to combine English learning with daily life, and at the same time it will arouse students' interest in learning this lesson. )
Step 2 Pre-reading (9 minutes)
The teacher asks students to discuss their opinions on eating properly. Then the teacher introduces the topic about healthy eating.
The teacher teaches the new words and expressions in sentence context, such as healthy, healthily, amount,snack, bake, recommend.
E.g. A healthy diet leads to good health.
(Justification: This step will have students know about what healthy and proper eating is. Teaching new words and expressions is effective for helping students to concentrate on the ideas of the reading passage and not worry about the meaning of the unfamiliar words.)
Step 3 While-reading (18 minutes)
(1) Fast reading (7 minutes)
The teacher asks students to read the text quickly and fill in the blanks according to the text.
(2) Intensive reading (11 minutes)
The teacher lets the students read the text and do the True or False exercises and explain the reasons:
① Eating properly means eating only the right variety of food. ()
② Eating too much healthy food has no bad effects on health.()
③ Soup, baked potatoes, crisps and chocolate are available for snacks. ()
④ Milk, cheese and yoghurt are good for our health, so we can choose the low fat varieties and have 2 to 3 servings every day. ()
⑤ In order to keep healthy, we should eat fruit and vegetables everyday without limit.()
Then the teacher checks the answers.
(Justification: This step will help students have a further understanding of the text. )
Step 4 Post-reading (9 minutes)
(1) Retelling
The teacher asks students to retell the passage according to the chart.
(2) Group work
The teacher divides students into several groups, and gives them an assignment. Students can first discuss it in groups, give their own opinions and choose a member to present their opinions to the whole class.
Assignment: Suppose you are a cook in our school canteen. What dishes would you serve on Tuesday?List out your dishes and explain the reasons.
(Justification: This step will practice students' ability of speaking and develop their spirit of cooperating with others. )
Step 5 Summary and Homework (5 minutes)
Summary: The teacher summarizes what they have learnt in this class.
Homework: The teacher asks the students to share what they have learnt about healthy food with their parents.
Meanwhile, the teacher asks the students to interview their parents about their opinions on healthy eating, and then next class the teacher will ask several students to share their interviewing reports with the whole class.
(Justification: Students can review and consolidate what they have learnt in this class. )
Blackboard Design:
Key words and expressions:
healthy, healthily, amount, snack, bake, recommend, provide, variety, lead to
Recommended servings per day Teaching Reflection.
