（初级中学）
(总分：150.00，做题时间：120分钟)
一、单项选择题
本大题共 30 小题，每小题 2 分，共 60 分。在每小题列出的 四个备选项中只有一个是符合题目要求的，错选、多选或未选均无分。 (总题数：22，分数：60.00)
1.The similarity between the English consonants /p/, /b/, and /m/ is that they are all A.fricative B.plosive C.labial-dental D.bilabial √ 解析：
本题考查辅音的分类。根据辅音的分类，按照发音部位，/p/，/b/，/m/ 都属于双唇音（bilabial）；按照发音方式，/p/，/b/是爆破音（plosive），/m/是鼻音（nasal）。故本题 选 D。 2.Which of the following is a back vowel in English? A./ə:/ B./ɔ:/ √ C./ʌ/ D./e/ 解析：
本题考查元音的分类。根据元音的分类，可知/ə:/属于中元音，/ɔ:/属于后 元音，/e/属于前元音。但/ʌ/比较特殊，发此音时舌头的最高位置偏中后，所以有的分类系统会把它 归为中元音，也有的把它归为后元音，考生在做此类题时要根据选择项的情况灵活处理。
3.There is only one playground slide in this school, so the students have to take ( ) to use it. A.turns √ B.the turns C.a turn D.the turn 解析：
本题考查习惯搭配。句意为“因为学校只有一个滑梯，所以学生们不得 不轮流使用”。take turns to do sth.为习惯搭配，意为“轮流去做某事”。故本题选 A。
4.Out of everyone’s expectation, Johnson suddenly returned ( ) a rainy night. A.at B.in C.on √ D.during 解析：
本题考查介词用法。句意为“出乎所有人意料，约翰逊在一个雨夜突然 回来了”。与具体时间搭配的介词为 on。表示具体某天或某天的上午、下午、晚上等特定日期时， 前面应用介词 on。如果 day，morning，afternoon，evening，night 等表示时间的名词前有形容词修 饰时表示某一特定时间，也需用介词 on。
5.She ( ) it very well when she described her younger brother as “brilliant but lazy”. A.put √ B.made C.assumed D.interpreted 解析：
本题考查动词辨析。句意为“她把他弟弟表述成‘聪明但懒惰’，这真是 说得太好了”。put 有“说，表达”的意思，put it very well 意为“说得很好”。make“做，制造”，assume “假定，承担”，interpret“解释，口译”。故本题选 A。
6.We don’t think ( ) possible to master a foreign language without much memory work. A.this B.that C.its D.it √ 解析：
本题考查 it 作形式宾语时的用法。当不定式、动名词或从句在复合宾语 结构中作动词 think ，make ，find，consider，feel，suppose 等的宾语时，常用 it 用作形式宾语， 真正的宾语是后面的不定式。句意为“我们认为不进行大量的记忆是不可能掌握一门外语的”。
7.( ) the same mistakes in the annual financial report again made his boss very angry.
A.His having made √ B.He having made C.He had made D.He has made 解析：
本题考查非谓语动词。句意为“他在年度财务报告中又犯了同样的错误， 这让他的老板非常生气”。分析成分，句子中已经有谓语动词 made，所以排除 C、D。非谓语动词 作主语时，动名词的复合结构就是在动名词前加上它的逻辑主语，其形式为：名词所有格/形容词性 物主代词＋动名词。故本题选 A。 8.I would have told him the answer, but I ( ) so busy then. A.had been B.were C.was √ D.would be 解析：
本题考查动词时态。句意为“我本来可以告诉他答案，但我那时太忙了”。 由 would have told 可知前半句是对过去的假设；而由 then 可知后半句是在描述过去的事实，因此后 半句用一般过去时。故本题选 C。
9.The use of the expression “I won’t bore you with all the detail…”includes that people usually observe the ( ) maxim in their daily conversations.
A.Quantity √ B.Quality C.Relevance D.Manner 解析：
本题考查会话含义理论。题干意思：“我不会把所有的细节都说给你听” 这种表达表明人们在日常交谈中通常会遵守什么准则？Quantity maxim“数量准则”，Quality max“质 量准则”，Relevance maxim“关联准则”，Maner maxim“方式准则”。在合作原则中，数量准则是指： ①使你说的话语如（交谈的当前目的）所要求的那样信息充分。②不要使你的话语比所要求的信息 更充分。故本题选 A。 10.Which of the following is an evaluative move used by a teacher in class to comment on students’ performance? A.Initiation move B.Follow-up move √ C.Framing move D.Repair move 解析：
本题考查课堂话语分析。题干意思：下面哪一个是教师用来评价学生课 堂表现的评价话步？Initition move “引发话步”，包括要求对方用语言或非语言形式做出反应，传 达思想、事实、意见或信息等。Follow-up move“反馈话步”，主要表现为教师对学生回答做出的后 续性话语，其结构包括三类话自：接受 （accept）、评价（evaluate）和评论（comment）。例如“Good” “Fine”这样一些词属于反馈话步。Framing move“框架话步”，用来表明课堂话语新一阶段的开始， 在语流中起着标示边界的作用。例如“well”“OK”这样一些词属于框架话步。故本题选 B。
11.Which of the following activities is NOT typical of the Task-Based Language Teaching method?
A.Problem-solving activities B.Opinion exchange activities C.Information-gap activities D.Pattern practice activities √ 解析：
本题考查任务型语言教学活动。题干的意思：下列哪项活动不是典型的 任务型语言教学活动？任务型语言教学是指在教学活动中，教师围绕特定的交际和语言项目，设计 出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任 务，以达到学习和掌握语言的目的。根据任务的定义及特点，任务型教学活动可分为解决问题型、 交流意见型、信息沟等类型的活动。D 项“句型练习活动”属于传统的教学活动，不属于典型的任 务型语言教学活动。故本题选 D。
12.If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of A.presentation B.demonstration √ C.elicitation D.evaluation 解析：
本题考查教学技巧。题干的意思：如果教师在让学生开始做一个活动前 先向他们展示活动是如何进行的，那么他/她使用的是什么技巧？A 项“呈现”，B 项“示范”，C 项 “引入”，D 项“评价”。根据题意，可知本题选 B。
13.When a teacher asks students to discuss how a text is organized, he/she is most likely to help them
A.evaluate the content of the text B.analyze the structure of the passage √ C.understand the intention of the writer D.distinguish the facts from the opinions 解析：
本题考查语篇教学。题干的意思：如果教师让学生讨论一篇文章是如何 组织的，他/她最有可能是帮助他们做什么？A 项“评价文章内容”，B 项“分析文章结构”，C 项“理 解作者的意图”，D 项“区分事实和观点”。教师让学生讨论一篇文章是如何组织的，最有可能是帮 助学生分析文章结构。故本题选 B。
14.Which of the following practices can encourage students to read an article critically? A.Evaluating its point of view √ B.Finding out the facts C.Finding detailed information D.Doing translation exercises 解析：
本题考查阅读教学。题干的意思：下列哪种练习可以鼓励学生批判性地 阅读文章？A 项“评价它的观点”，B 项“找出事实”，C 项为“找到细节信息”，D 项“做翻译练习”。 评价文章观点的活动能够引导学生在理解文本的基础上对文章中的观点进行分析、评判，促使学生 主动、积极地思考，促进学生批判性思维的发展。故本题选 A。
15.Which of the following is a display question used by teachers in class? A.If you were the girl in the story, would you behave like her? B.do you like this story Girl the Thumb, why or why not? C.do you agree that the girl was a kind-hearted person? D.What happened to the girl at the end of the story? √ 解析：
本题考查课堂提问的类型。题干的意思：下列哪个问题属于教师在课堂 上使用的展示性问题？A 项“如果你是故事里的女孩，你会像她一样表现吗？”，B 项“你喜欢拇指 姑娘的故事吗，为什么？”，C 项“你认为这个女孩是个热心人吗？”，D 项“在故事的结尾这个女 孩发生了什么？”。展示性问题指的是教师已经知道答案或者答案能在相关工具中找到，用于检查学 生对课文内容的字面理解的提问。D 项属于展示性问题，而其他三项均属于参考性问题，即教师所 提问题没有预设的答案，目的是发散思维、寻求信息。故本题选 D。
16.Which of the following would a teacher encourage students to do in order to develop their cognitive strategies? A.To make a study plan B.To summalize a story √ C.To read a text aloud D.To do pattern drills 解析：
本题考查课程标准知识。题干的意思：为了培养学生的认知策略，教师 会鼓励学生怎样做？A 项“制订学习计划”，B 项“概述故事”，C 项“大声读文章”，D 项“做句型 练习”。认知策略是指学生为了完成具体学习任务而采取的步骤和方法，同时也包括学习者加工信息 的一些方法和技术。概述属于加工信息的一种方法。故本题选 B。
17.Which of the following exercises would a teacher most probably use if he/she wants to help students develop discourse competence? A.Paraphrasing sentences √
B.Translating sentences C.Unscrambling sentences D.Transforming sentences 解析：
本题考查语篇教学。题干的意思：如果教师想培养学生的语篇能力，他 /她最有可能采用以下哪种练习？A 项“释义句子”，B 项，“翻译句子”，C 项“整理句子”，D 项“转 换句子”。语篇能力就是能够依靠上下文或语境理解篇章和通过衔接连贯、逻辑联系等手段组织篇章 结构的能力，简而言之，就是能够对篇章信息进行理解、加工和再创作的能力。释义句子即用英语 解释或转换句子，符合题意。故本题选 A。
18.The advantages of pair and group work include all of the following EXCEPT A.interaction with peers B.variety and dynamism
C.an increase in language practice D.opportunities to guarantee accuracy √ 解析：
本题考查课堂活动形式。题干的意思：下列哪项不是结对活动和小组活 动的优点？A 项 “与同伴互动”，B 项“多样化和活力”，C 项“语言练习增多”，D 项“保证准确 性的机会”。结对活动和小组活动主要是通过成员相互交流与合作来完成任务。它们可以促进学生间 的互动，活跃课堂气氛。结对活动和小组活动重在交流，主要关注语言表达的流畅性，会在一定程 度上忽视准确性。故本题选 D。 19.Which of the following should a teacher avoid when his/her focus is on developing students’ ability to use words appropriately? A.Teaching both the spoken and written form B.Teaching words in context and giving examples C.Presenting the form, meaning, and use of a word D.Asking students to memorize bilingual word lists √ 解析：
本题考查语言知识教学。题干的意思：如果教师专注于培养学生恰当地 使用单词的能力，那么他/她应该避免以下哪种方式？A 项“教单词的口语和书面形式”，B 项“在 语境中教单词并举例子”，C 项“呈现单词的形式、意义及用法”，D 项“要求学生记忆双语单词表”。 在词汇教学中，教师不仅要讲授单词的形式，还要创设具体的语境，让学生在运用中加深对词汇意 义的理解，掌握词汇的用法和功能，进而恰当得体地运用词汇表情达意。记忆双语单词表属于单纯 的记忆活动，不能起到促进学生恰当使用词汇的作用。故本题选 D。
20.Which of the following practices is most likely to encourage students’ cooperation in learning?
A.Doing a project √ B.Having a dictation C.Taking a test D.Copying a text 解析：
本题考查课堂组织活动。题干的意思：下列哪种练习最有可能培养学生 在学习中的合作精神？A 项“完成项目”，B 项“听写”，C 项“考试”，D 项“抄写课文”。根据题 意，在完成项目时需要多方合作，这最有可能培养学生的合作精神。故本题选 A。 请阅读 Passage 1,完成第 21～25 小题。
Passage 1
In recent years, however, society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order—plus all who drop out before being ranked—fail to develop the foundational reading, writing, and mathematical proficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnically diverse culture. So today, in asking schools to leave no child behind, society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our “academic achievement standards”. Every state has them, and, as a matter of public policy, schools are to be held accountable for making sure that all students meet them.
To be clear, the mission of sorting has not been eliminated from the schooling process. For the foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.
The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.
The students’ mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.
The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence—for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.（分数：10） (1).What do the “academic achievement standards” in Paragraph 1 refer to?（分数：2） A.The driving dynamic forces for all students who need to survive in society B.Confidence, optimism, and persistence that students need in order to succeed
C.Differentiated levels of competence specified for students with different abilities √ D.The missions of students who want to beat others in their achievement race in school 解析：
细节题。根据关键词所在文中的句子“We call those expectations our ‘academic achievement standards’.”可知其对应的就是“those expectations”所指的内容。根据前面一句话“… society is asking that educators raise up the boom of the rank-order distribution to a specified level of competence.”可确定答案为 C。
(2).Which of the following would happen due to the change in mission for the role of assessment?（分数：2）
A.Most students would achieve a certain level of academic success √ B.Educators would raise up the bottom of the rank-order distribution C.Teachers would help low achievers to beat high achievers successfully D.Schools would eliminate sorting and ranking from the schooling process 解析：
细节题。根据第四段“The students’ mission is no longer merely to beat other students in the achievement race…all students can achieve a certain level of academic success”可知 A 项 正确，C 项错误。B 项文章没有提及。根据第二段“To be clear, the mission of sorting has not been eliminated from the schooling process.”可知，D 项错误。故本题选 A。
(3).Which of the following is closest in meaning to the underlined word “accommodate” in paragraph 4? （分数：2） A.Adapt B.Match C.Accept √ D.Understand 解析：
词义题。根据画线词定位到文章倒数第二段的最后一句，该句包含四个 小分句，采用了平行结构“must+v.”。此处 accommodate 有“承认，接受”的意思。当它表示“（使） 适应”时常用的搭配为 accommodate（sb.） to sth.。故本题选 C。
(4).Which is meant by the author about the emotional promise of assessment for students?（分数：2）
A.To reach a minimum level of achievement B.To build up their confidence in success √ C.To enable them to compete with others D.To help them realize their goals 解析：
推断题。根据题干中的关键词 emotional promise 将答案锁定在第三段和 最后一段。根据第三段“Assessment and grading procedures…must now be revised to permit the possibility that all students could succeed at some appropriate level…must now be replaced by others that promote hope and continuous effort…”以及最后一段“The driving dynamic force for students cannot merely be competition for an artificial scarcity of success … The driving forces must be confidence ， optimism， and persistence…”可推断出作者表达的意思是通过评估改革，教师要激发学生的自信与 希望，使他们相信通过不断的努力，终会取得成功。故本题选 B。 (5).Which of the following is likely to be the title of this passage?（分数：2） A.Formative Assessment
B.Success in Meeting Standards C.A New Mission of Assessment √ D.Limitations of Current School Ranking 解析：
主旨题。文章一开始分析了给学生排名这种评价方式的弊端，然后讲述 了评价方式的改革，即学校要让所有学生而不仅仅是一部分学生达标。A 项“形成性评价”，B 项“成 功达标”，D 项“学校现行的排名制度的弊端”，三项均不能全面地体现文章的中心思想。C 项“评 价的新使命”最适合做这篇文章的标题。
请阅读 Passage 2,完成第 26～30 小题。
Passage 2
The subject of ballads, books and films, Robin Hood has proven to be one of popular culture’s most enduring folk heroes. Over the course of 700 years, the outlaw from Nottinghamshire who robs the rich to give to the poor has emerged as one of the most enduring folk heroes in popular culture-and one of the most versatile. But how has the legend of Sherwood Forest’s merry outlaws evolved over time? Did a real Robin Hood inspire these classic tales?
Beginning in the 15th century and perhaps even earlier, Christian revelers in certain parts of England celebrated May Day with plays and games involving a Robin Hood figure with near-religious significance. In the 19th century, writer-illustrators like Howard Pyle adapted the traditional tales for children, popularizing them in the United States and around the world. More recently, bringing Robin to the silver screen has become a rite of passage for directors ranging from Michael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin’s existence, writers, performers and filmmakers have probed bed their imaginations for new incarnations that resonate with their respective audiences.In 14th-century England, where agrarian discontent had begun to chip away at the feudal system, he appears as an anti-establishment rebel who murders government agents and wealthy landowners. Later variations from times of less social upheaval dispense with the gore and cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.
Academics, meanwhile, have combed the historical record for evidence of a real Robin Hood. English legal records suggest that, as early as the 13th century, “Ro behod,” “Rabunhod” and other variations had become common epithets for criminals. But what had inspired these nicknames: a fictional tale, an infamous bandit or an amalgam of both? The first literary references to Robin Hood appear in a series of 14th- and 15th-century ballads about a violent yeoman who lived in Sherwood. Forest with his men and frequently clashed with the Sheriff of Nottingham. Rather than a peasant, knight or fallen noble, as in later versions, the protagonist of these medieval stories is a commoner. Little John and Will Scarlet are part of this Robin’s “merry” crew—meaning, at the time, an outlaw’s gang-but Maid Marian, Friar Tuck and Alan-a-Dale would not enter the legend until later, possibly as part of the May day rituals.
While most contemporary scholars have failed to turn up solid clues, medieval chroniclers took for granted that a historical Robin Hood lived and breathed during the 12th or 13th century. The details of their accounts vary widely, however, placing him in
conflicting regions and eras. Not until John Major’s “History of Greater Britain” (1521), for example, is he depicted as a follower of King Richard, one of his defining characteristics in modem times.
We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages of books. And even if we did, fans, young and old, would still surely flock to England’s Nottinghamshire region for a tour of the legend’s alleged former hangouts, from centuries-old pubs to the Major Oak in Sherwood Forest.What we do know is that the notion of a brave rebel who lives on the outskirts of society, fighting injustice and oppression with his band of companions, has universal appeal—whether he’s played by Erroll Flynn, Russell. Crowe or even, as on a 1979 episode of “The Muppet Show,” Kennit the Frog.（分数：10）
(1).Which of the following is closest in meaning to the underlined phrase “a rite of passage” in Paragraph 2? （分数：2）
A.A milestone event √ B.A top agenda
C.A religious ceremony D.A privileged right 解析：
词义题。根据画线词定位到文章第二段。该段主要讲述了在不同时期， Robin Hood 的形象从充满宗教色彩，到融入儿童故事，再到被搬上大荧幕的经历变化。a rite of passage 所在句子意为“将 Robin 的形象搬到荧幕上对各位导演、来说，已经成为（）”。A 项“一件 具有里程碑意义的事”，B 项“一项头等议程”，C 项“一个宗教仪式”，D 项“一项特权”。A 项最 符合原文意思。
(2).Which of the following is true about Maid Marian according to the passage?（分数：2） A.A woman with a good heart B.A woman Robin Hood loved √ C.A woman Robin Hood helped
D.A woman studying Robin Hood legend 解析：
细节题。根据第三段最后一句话“…cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.”可知，Maid Marian 是 Robin Hood 的恋人。故本 题选 B。 (3).Which of the following has been a defining characteristics of Robin Hood since the sixteenth century according to the passage?（分数：2） A.A religious celebrity B.A versatile aristocrat
C.A supporter of King Richard √ D.A beloved robber in Nottingham 解析：
细节题。根据第五段中的“Not until John Major’s ‘History of Greater Britain’ （1521）, for example, is he depicted as a follower of King Richard， one of his defining characteristics in modem times”可知，本题选 C。根据第二段可知，A 项说的是 15 世纪甚至是更早时候的 Robin Hood 的形象；根据第三段可知，B 项说的是 14 世纪时期 Robin Hood 的形象；根据第一段第二句话所描 述的时间“Over the course of 700 years”，D 项也不符合题意。
(4).Which of the following methods is used by the author in elaborating his points? （分数：2） A.Quotation
B.Contrast and comparison √ C.Classification D.Rhetorical question 解析：
推断题。本文讲述了 Robin Hood 作为一个有象征意义的人物，在不同 的时期，人们对于他真正的身份和来源的不同版本的介绍。作者在陈述这些内容的时候，采取了对 比和比较的方法。故本题选 B。 (5).Which of the following is a proper title for the passage?（分数：2） A.The Real Robin Hood B.The Fictional Robin Hood C.The Figurative Robin Hood √ D.The Imaginary Robin Hood 解析：
主旨题。根据最后一段第一句“We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages of books.”可知，我们不能确定 Robin Hood 是否真的存在过，故 A、B、D 三项均不合适。C 项的意思是“具有象征意义的 Robin Hood”，此标 题与文章内容最贴近。
二、简答题
本大题 1 小题，20 分。根据题目要求完成下列任务，用中文作答。 (总题数：1，分数：20.00)
21.简述英语校内课外活动的三个主要作用，列出四种活动形式，并写出教师组织课外活动的三点注意事项。（分数：20.00）
__________________________________________________________________________________________ 正确答案：(
（1）英语校内课外活动的三个主要作用：
①英语校内课外活动是学生英语学习的重要组成部分，能为学生的语言实践和自主学习提供更 大的平台。
②英语校内课外活动有助于激发和提升学生学习英语的兴趣，帮助学生丰富语感、开阔视野、 增长知识、发展智力和造性格。
③英语校内课外活动有助于提升学生的活动组织能力和管理能力。 （2）英语校内课外活动的四种形式：
①英语演讲。学校可组织开展小组、班级间的英语演讲比赛，鼓励学生积极参与，提高学生的 英语口语水平。
②英语角。英语角为广大爱好英语的学生提供交流的空间和展现自己的机会，能够带动更多的 学生用英语交流，使人人都能开口说英语，促进学生英语学习的进步。
③英语墙报。英语墙报是对学生进行教育、锻炼学生组织能力的重要渠道，学校可以定期组织 学生设计英语墙报，分享英语学习经验，以提高其学习英语的积极性。
④英语短剧汇演。学校可以根据具体情况，定期组织校园英语短剧汇演，丰富学生的校内课外 活动。 （3）教师组织课外活动的三点注意事项：
①要考虑学生的兴趣、特长和差异性，活动要符合学生的年龄特征。 ②活动内容要丰富多彩，组织形式要多样化，要富有吸引力 ③要充分发挥学生的主体性和积极性，并注意因势利导。 ) 解析：
三、教学情境分析题
本大题 共1 小题，30 分，根据题目要求完成下列任务，用中文作答。 (总题数：1，分数：30.00)
下面片段选自某初中英语课堂教学实录。
T: Good morning, boys and girls. We talked about “The present perfect tense” yesterday, and I hope you have got some idea about it. Do you still remember the forms of the tense? S1: Have/Has done.
T: You are right, good boy. And who can say a sentence with the form? S2: Let me try. We have learnt English for a few years. T: Very good, thank you.
S3: My father have gone to Hangzhou and often tells us about its beautiful scenery there. T: Oh, you also remember the form, but then, where is your father? Is he still in Hangzhou or back home now? S3: Back home.
T: Oh, I see, you mean your father went to Hangzhou sometime in the past, and he has come back home from there. And since your father is not you yourself, not I, next time you should say “My father has been to Hangzhou and often tells us about its beautiful scenery there”. OK?
请根据该教学片段回答下面三个问题（分数：30）
(1).该教师的教学有哪些优点？写出 2 个即可。（分数：8）
__________________________________________________________________________________________ 正确答案：(
该教师的教学有以下 2 个优点
①讲授新课之前采用复习法巩固知识，为学生接下来的学习做好铺垫。案例中的教师采用循序 渐进的教学方法，先复习语法结构（现在完成时的基本结构），再引申到语法运用（造句），以此来 检查学生的掌握情况，帮助学生巩固旧知。
②合理使用纠错技巧，进行有针对性的教学反馈，以启发引导为主，提高学生的参与度。在案 例中该教师采用多种纠错技巧引导学生分辨 have/has been to 和 have/has gone to，最终使学生掌握 其正确用法。 ) 解析：
(2).该教师发现学生表达错误时，采取了哪四种具体的纠错方式？（分数：8）
__________________________________________________________________________________________ 正确答案：(
该教师发现学生表达错误时，采取了以下四种纠错方式 ①直接纠错法
直接纠错是指学习者出现错误时，教师打断其语言训练或实践活动，对其错误予以正面纠正（说 出正确的语言形式，并让学生改正）。教师直接纠错时使用的课堂用语通常有：You should say…./No， you shouldn’t say that…/Read after me…/Pay attention to…/Oh,you mean…/We don’t say… in English. We say…等。该教师在纠正学生的第三人称单数错误以及 has gone to 和 has been to 的不同用法时直 接指出其错误“next time you hould say…” ②重述法
重述是指教师对学生语言表达中的错误进行含蓄纠正，是对学生的表达进行部分肯定之后的纠 正。该方法以学生的语言表达为基础，对部分成分或词语进行修正，并保持原表达的意思不变。该 教师针对第三位同学的两次表达，首先进行了部分肯定“Oh，you also remember the form”，然后分 别重述了其正
确表达形式“My father has been to Hangzhou and often tells us about its beautiful scenery there” “he has come back home from there”。 ③强调法
教师在纠正学生的表达时有意重读或拖长出错部分的发音或用升调以表示特别强调。例如：该 教师针对学生的语法错误，就对助动词的单数形式 has 进行了着重强调。 ④元语言反馈法
元语言反馈是指学生出现言语错误时，教师对学生的错误进行技术上的分析和描述，如指出词 类误用、时态错误等。例如：该教师解释助动词应用第三人称单数 has 时说“since your father is not you yourself,not I,next time you should say…” ) 解析：
(3).再列出其他两种纠错方式，并各举一例说明。（分数：14）
__________________________________________________________________________________________ 正确答案：( 其他两种纠错方式 ①重复法
教师发现学生的语言错误后，可以要求学生重新回答，并使用 Once more./Pardon？/Repeat please.等对学生加以引导。 例如：
T: What did you have for supper yesterday? S: I have a glass of milk and some dumplings. T: Once more. /Pardon? / Repeat it please. S: I had a glass of milk and some dumplings. T: That’s right. ②追问法
当学生没能准确回答问题而又未犯语法错误时，教师应鼓励学生继续回答，直到其做出更合理、更符合逻辑的回答。 例如：
T: Who told you the news?
S: The sports meet will be held in our city next summer. T: Good, but who told you the news, Lily or Jane? S: Jane told me the news. ) 解析：
四、教学设计题
本大题共1 小题，40 分。根据提供的信息和语言素材设计教学方案，用英文作答。 (总题数：1，分数：40.00)
22.设计任务：请阅读下面学生信息和语言素材，设计 15 分钟的英语听说教学方案。教案没有 固定格式，但须包含下列要点： (1) teaching objectives (2) teaching contents (3) key and difficult points (4) major steps and time allocation (5) activities and justifications 教学时间：15 分钟
学生概况：某城镇普通中学七年级(初中一年级)学生, 班级人数 40 人。多数学生已经达到《义 务教育英语课程标准(2011 年版)》二级水平。学生课堂参与积极性不高。 语言素材：
Hi! I’m Tony: I don’t like to get up early. In the moming, get up at eight. Then I go to school at eight thirty. I don’t have much time for breakfast, so I usually eat very quickly. For lunch, I usually eat hamburgers. After school, I sometimes play basketball for half an hour. When I get home, I always do my homework first. In the evening, I either watch TV or play computer games. At ten thirty, I brush my teeth and then I go to bed. Mary is my sister. She usually gets up at six thirty. Then she always takes a shower and eats a good breakfast. After that, she goes to school at eight thirty. At twelve, she eats lots of fruit and vegetables for lunch. After lunch, she sometimes plays volleyball. She always eats icecream after dinner. she knows it’s not good for her, but it tastes good! In the evening, she does her homework and usually swims or takes a walk. At nine thirty, she goes to bed.（分数：40.00）
__________________________________________________________________________________________ 正确答案：( Teaching Contents:
The passage is about habits of Tony and Mary. Teaching Objective （1）Knowledge objectives
①Students can master the basic information of the listening material. ②Students can know how to describe their habits. （2）Ability objectives
①Students can develop the ability to talk about healthy/unhealthy habis correctly. ②Students can improve their listening and speaking abilities through activities （3）Emotional objective
Students can learn the importance of good habits and cultivate healthy habits. Teaching Key and Difficult Points （1）Teaching key point
①Students can get the main topic and specifc information of the material. ②Students can improve their listening and speaking abilities. （2）Teaching difticult point
Students can describe their habits correctly. Major Steps:
Step 1 Pre-listening （3 minutes）
Ask students some questions as following to share their daily life in group of four, and choose three representatives to share their ideas （1）What time do you usually get up on school days? （2）What time do you have breakfast
（3）Do you have some healthy/unhealthy habits?
（Justification: Through group discussion, students can pay attention to this topic, and strengthen their cooperative spirit and speaking abilities.） Step 2 while-listening （8 minutes） 1. Extensive listening
Ask students to listen to the tape for the first time and answer the question: What is the main idea of the listening material? 2. Intensive listening
Ask students to listen to the tape for the second time and fill in the following table
Get up Go to school Have lunch Go to bed Tony Mary （ Justification: Through extensive listening, students will grasp the main content of this listening material and through intensive listening, students will enhance their ability of grasping specific information.） Step 3 Post-listening （4 minutes） 1．Discussion
Ask students to have a discussion in pairs to compare Tony’s and Mary’s habits according to the table above, and answer questions: Who is healthier and why? 2．Interview
Ask students to interview some classmates in their class about their habits. Invite some volunteers to make a report in the front of the class and give them feedback.
Get up Go to school Exercise Have lunch Do homework Student 1 Student 2 Student 3
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