参考答案及解析

一、单项选择题

1.D。专家解析：元音划分标准有以下几个要素：(1)发音时的舌位;(2)口部的开合及大小;(3)唇形;(4)元音长短;(5)元音音标多少个。

2.A。专家解析：音位是人类语言中能够区别意义的最小声音单位。

3.B。专家解析：能力的学习通常包括观察能力学习、思维能力学习、自学能力学习、问题解决能力学习等。

4.C专家解析：传统的英语教学是以语言知识传授为本，以“应试”为主要目的的英语课堂传输，教师主要扮演着英语知识传授者的角色，学生则成了被动的语言知识的接受者。这种单向传导式的、以注重语言知识传授而忽视语言能力和情景对话培养为特征的、封闭的英语课堂教学模式，极大地挫伤了学生学习英语的积极性。课堂教学的转型需要教师把英语教学更多地视为一个学生主动进行语言实践活动的过程，因此英语教师应从知识传授者的角色转变为英语教学活动的设计者和组织者。故“以教师为主体”应转变为“以学生为主体”。

5.C 。专家解析：相关学科的理论应用于英语教学的实践时，还需要语言学家或是外语教师的中介作用或努力。

6.C。专家解析：本题重点考查through和across的区别。through表示“从……当中穿过，或从一边到另一边”，强调动作在空间进行;across一般用于表示“横过，越过”，强调动作在物体表面进行。

7.A。专家解析：本题考查rather和quite的比较，两个词都表示“相当”，rather较quite语气重。rather可以与比较级或too连用而quite不能。

8.D。专家解析：be interesting表示“有趣的”，主语是物;be interested in用于表示“对……感兴趣”，主语是人。

9.B。专家解析：本题考查被动语态的时态，由题意可知应该用现在进行时，后一句的意思是：天气预报正在播报，我想听。

10.B。专家解析：《失乐园》和《复乐园》均是John Milton的作品。

11.C。专家解析：go on后面可以接不定式、动名词和with结构。go on doing sth.指“继续做(刚才做的事)……”，表示继续做原来正在做的事情;go on to do sth.指“接着做(其他的事)……”go on with”继续做某事”，后接名词或代词。

12.B。专家解析：表示比较，用“more than”结构。

13.D。专家解析：根据句式，这里用反身代词表示“强调”，译为“亲自，自己”。

14.B。专家解析：同级比较用as…as和not so(as)…as句式。

15.A。专家解析：根据句子意思“他穷得付不起车费.”

16.C。专家解析：综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养综合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障。故C项正确。

17.A。专家解析：教学目标的功能有指导测量和评价，指导教学策略的运用和指导学生学习三大功能。

18.D。专家解析：学生的发展是英语课程的出发点和归宿。

19.C。专家解析：修改错误应该被认为是鼓励的一种方式。

20.C。专家解析：英语教学应以形成性评价为主，而不是以总结性评价为主。

21.D。专家解析：这篇文章讲的是黑匣子的重要性，黑匣子对于飞机是不可或缺的。

22.A。专家解析：根据文中信息“When planes fall from the sky，as a Yemeni airliner did on its way to Comoros Islands in the India ocean June 30，2009，the black box is the best bet for identifying what went wrong.”可知，从黑匣子中可以分析出事故的原因。选择A项。

23.C。专家解析：根据文中信息“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 subject to impact—from its original position in the landing weus(起落架舱).”可知，正确答案为C项。

24.C。专家解析：根据文中信息“the Federal Aviation Authority required that the bOXe8，which were never actually black，be painted orange or yellow to aid visibility.”可知，黑匣子被涂成橘色或黄色是为了方便识别。正确答案为C项。

25.A。专家解析：根据文中信息“Experts believe the boxes from Air France Flight 447，which crashed near Brazil on June 1，2009，are in water nearly that deep，but statistics say they’re still likely 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，正确答案为A项。

26.C。专家解析：由文章第二段可知，作者主要关注的是最近美国医疗系统中基层医疗资源的萎缩。选择C项。

27.D。专家解析：根据文中信息“contrary to popular belief，the more physicians taking care of you don，t guaraJltee better care.”可知，人们普遍认为，越多医生照顾病人越好，选择D项。

28.D。专家解析：根据文中信息“Combine this fact with annual government threats to indis-criminately cut reimbursements，physicians are faced with no choice but to increase quantity to boost income.”可知，选择D项。

29.B。专家解析：根据文中信息“They see how heavily the reimbursement deck is stacked a-gainst primary care.”可知，选择B项。

30.A。专家解析：根据文中信息“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，选择A项。

二、简答题

31.[参考答案](1)形成性评价是指教师在英语教学过程中，通过问卷法、问答法、观察记录法、学生作品分析法以及测验等方法，对学生学习过程中表现出的兴趣、态度、参与活动程度和他们的语言发展状态作出判断，对他们的学习尝试作出肯定，以促进学生的学习积极性，帮助教师改进教学。形成性评价还包括学生相互评价和学生自我评价等方式，它伴随着整个英语教学过程，对英语教学起着十分重要的促进作用。

(2)英语教学过程中之所以以形成性评价为主，是因为：

①在英语教学中实施形成性评价有利于激发和培养学生学习英语的兴趣，增强学生的学习动机;

②调动全体学生的积极性，使每一个学生都能参与到教学的各个环节中来;

③创造一种紧张而又活跃的课堂气氛;

④让每一个学生都能发现自己的优点，看到自己的进步，使每一个学生的价值在英语课堂得以体现，从而帮助学生树立自信心;

⑤培养学生良好的学习习惯和形成有效的学习策略;

⑥培养学生自我管理的意识和能力;

⑦帮助发展学生自主学习的能力和合作精神，从而不断提高教育教学水平，提高英语教学质量。

三、教学情境分析题

32.[参考答案]该教师采用了任务型阅读教法，即通过学习者完成某些任务来组织教学活动。新课程标准程倡导任务型的教学模式，即学生在教师的指导下，通过感知、体验、实践、参与和合作等方式实现任务的目标。此模式中的“任务”就是教师所设计的各项课堂活动。本教学活动设计的内容与学生生活相关，有一定的真实性，激发了学生的学习兴趣，调动了学生的积极性。另外，采用分组讨论可以有效地将不同层次的学生组织到一起学习，让学生都有参与和展示自己的机会。本教学活动，将课堂“还给”了学生，体现出了“以学生为主体”的教学理念。

四、教学设计题

33.[参考答案]

Teaching objectives

1.Knowledge objectives

Students can 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.Ability objectives

Students can listen and imitate according to the tape to improve their ability ot capture specific information.

3.Emotional objectives

Students can be aware of the importance of time and learn how to make use of time.

Students can ask each other their own schedules and write them down.

Teaching Procedures:

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侧重时间点)

Task 2 T：When do people usually eat breakfast?when可询问时间段或时间点)

Ss：…

T：Now please ask and answer in pairs.

S1：…

S2：…

Design intention：On one hand，absorbing 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。Understanding of the main idea of the text through silent reading.

Task 2

T：Please read after the tape recorder.(Teacher plays the tape and pauses it sentence by sentence for students to repeat.)(After repeating)Now please read the letter again.This time wrote down each activity 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 pronunciation 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 leading 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 information about Jane’s morning.And work in pairs by asking each other about Jane’s morning.(Teacher walks 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 with others and to help each other，to experience the joy of suc-cess，to get other students’ or teachers’ 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 to learn language in activities by using task-based teaching and improve their learning initiative and enthusiasm.

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 ability and check out students’ independent study ability.

Class Reflection:

Blackboard Design:

get up，run，eat，breakfast，lunch，dinner，go to school，work，bed，o’clock，shower，morning，afternoon，evenin9，homework，get to