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　　一：单项选择题

　　1.选A

　　【解析】句意：这个惊人的消息使我意识到我们将面临多么严重的问题。结合句意可知答案为A，此处what引导的宾语从句是一个感叹句。

　　2.选D

　　【解析】通过前半句“I’ve been very busy”现在完成时，可知搭配用的时间状语为“在过去的几周里”，固定搭配用介词“over the past couple of weeks=in the past couple of weeks”. 句意为：很抱歉没给你打电话，可是这几个星期我一直很忙。

　　3.选A

　　【解析】根据句意“ 你既然连让他试试的机会都不给，又怎么能期望他进步呢?”这里when=since，故选A。

　　4.选B

　　【解析】注意上下文的语境。全文语境为：——大家都到齐了吗? ——没有，Bob 和Tim 两人请假了。

　　5. 选D

　　【解析】Here, There, Thus, Then等副词位于句首, 且当句子的主语是名词时，句子用全部倒装句，选D。

　　6.选C

　　【解析】该题为混合虚拟语气句。根据题干中条件从句里的时间提示词“then”, 可判断从句是对过去情况的虚拟，因此从句谓语用过去完成时，注意虽主句用了与现在相反的虚拟语气，但从句与过去情况相反，故选C。

　　7.选B

　　【解析】句意：父亲节将要到来，为了给爸爸买礼物我已经从银行取了一些钱。

　　解答：根据选项此题考察非谓语动词。题干中空格划在名词后，但是空格后的部分不是对bank解释说明，而是说明取钱的目的，因此此题中非谓语动词作目的状语，非谓语动词中不定式做状语用来表示目的，因此选择B。

　　8. 选C

　　【解析】考查英美概况。题干问的是英国最长的河是什么?A项是克莱德河，B项是默西河或者默塞河，C项是塞文河，D项是泰晤士河。英国最长的河是塞文河，故选C。

　　9. 选A

　　【解析】考查英美文学。A项是《瓦尔登湖》，梭罗的作品，B项是《拾荒者》，库珀的作品，C项是《论自然》，爱默生的作品，D项是《自我之歌》，惠特曼的作品。题干问的是梭罗的作品，故选A。

　　10. 选D

　　【解析】考查形态学。 television中的vision是自由词素，可以单独使用，故选D。

　　二：完形填空

　　11.选C

　　【解析】词组by nature表示“天生地，出于本性”。

　　12.选D

　　【解析】危险不明显才需要指出来，所以选D“潜在的”。

　　13.选B

　　【解析】用耳机听音乐，须用介词through“凭借，用”。

　　14.选A

　　【解析】作者的儿子戴着耳机听音乐，作者跟他讲话时，他的声音很大且不自然。由此可知，空格所在后半句只是一种假设，故用A。

　　15.选C

　　【解析】take the…attitude“持有......的态度”，C符合句意。

　　16.选D

　　【解析】由but转折和前面的“live and let live”，可知作者认为别人有权欣赏摇滚乐如果他们喜欢的话，have every right意为“完全有权利”，D符合句意。

　　17.选B

　　【解析】由句中的powerful可知，作者亲自体会到摇滚乐对年轻人的影响，因此选B。take possession of“占有，占领”。

　　18.选B

　　【解析】a collective madness与noise level有引起与被引起的关系，故选B。

　　19.选D

　　【解析】由and可知空格处要填的词应与前后的动作接近，故选D。Stamped“跺脚，用力踏”。

　　20.选C

　　【解析】由后面的misfortune可知填入空格的词含消极意义。spectacle除有“眼镜，景象”之义外，还有“受人嘲笑的人(或物)”的意思，符合句意。

　　三：阅读理解

　　A

　　【主旨大意】同一家庭出身的兄弟姐妹性格为何不同?那是因为他们生活于不同的家庭环境：对于父母的体验，第一个出生的孩子与以后出生的孩子会迥然不同;在语言发展上，后出生的孩子更喜欢向哥哥姐姐学习而不是向父母学习……

　　21. 选A

　　【解析】根据第一段第二句中的“…different experience…”以及第一段最后一句中“…might live in a stable and close family in the first few years; another might be raised in a family crisis, with a disappointed mother and angry father.”可知，该短语意为“生活在不同的家庭环境中”，故A项正确。

　　22. 选B

　　【解析】根据第二段最后一句话中“Later-borns don’t enjoy that much talking time with parents, but instead they harvest lessons from bigger brothers and sister…”可知后出生者更倾向于向兄弟姐妹学习，故B项正确。

　　23. 选D

　　【解析】根据第三段最后一句“Even those siblings who fought the most had just as much positive communication as the other sibling pairs.”可知，即使兄弟姐妹间争吵不断，他们也在此中学习相处之道，故D项正确。

　　24. 选B

　　【解析】根据语境可知，有兄弟的女孩比有姐妹的女孩更具有女性品质特征，故B项正确。

　　B

　　【主旨大意】文章叙述了作者从英语文学专业毕业之后，几经周折，最终幸运地找到自己喜爱的写书这门职业的事情。

　　25.选C

　　【解析】推理判断题。根据前后文“but no sense of what I wanted to do”“just trying to earn an income. I tried journalism, …then finance, which I hated. Finally, I got a job…”可知作者对于找怎样的一份适合自己的工作这件事漫无目的。故选C。

　　26.选B

　　【解析】细节理解题。根据第二段话“I decided to try to satisfy a deep-down wish to write a novel”可知作者决定写小说的目的只是满足自己内心深处的愿望，实现自己的梦想。故答案为B。

　　27. 选D

　　【解析】推理判断题。根据文章第三段话“It takes confidence to make a new start”“ My confidence dived”“ Believing my novel could not be published, I put it aside”及本段叙述了作者回答别人问题时提到“I’m writing a novel, but I’m not quite sure if I’m going to get there”可知，此时他的感觉应该是还不完全确定他现在是否还要继续写他的小说。故答案选D。

　　28.选A

　　【解析】推理判断题。本段作者表达他刚刚开始时“there’s no end in sight”到后来的“an unbelievable stroke of luck” “to be a published writer — is unbelievably rewarding(有回报的)”是想要告诉读者，坚持自己的目标是值得的，总会碰到运气的降临。B项“刻苦努力是成功之路”，不符合文章意思。C、D项停留于文章表面意思。故答案为A。

　　C

　　29. 选D

　　【解析】细节题。根据文章第一段第二句可知，今天我们使用最多的能源是电能。

　　30. 选A

　　【解析】细节题。根据最后一段倒数第一、二句可知选 A。

　　非选择题部分

　　注意事项:

　　用黑色字迹的签字笔或钢笔将答案写在答题纸上，不能答在试题卷上。

　　第四节：字母和单词注音

　　31. [i:]32. [si:]33. [eit∫]34. [ˈlɪkwɪd]

　　35. [ˈbɒtl]36. [spaʊs]37. [ˈhɒlədeɪ]38. [maɪs]

　　39. [ˈɒksən]40. [plɑːnt]

　　第五节：填空题

　　41.【答案】flexibility

　　【解析】考查教案的特征。

　　42.【答案】grammatical

　　【解析】考查乔姆斯基的观点。他认为语言是一种复杂的系统，可以用有限的语法规则创造出无限的句子。

　　43.【答案】Displacement

　　【解析】考查移位性的定义。移位性指的是谈话双方涉及不在场的人或物，交际仍然能够进行下去。

　　44.【答案】bottom-up

　　【解析】考查自下而上的阅读模式的定义。

　　45. multiple intelligences

　　【解析】霍华德·加德纳提出的是“多元智能理论”。

　　第六节：翻译题

　　46. Reading aloud is very important for English learning.

　　47. I am looking forward to your invitation.

　　48. It was said that he has been shot on his way home.

　　49. We would have caught the train if we had taken off a little bit earlier.

　　50. We should try our best to finish the task in spite of many difficulties.

　　51. 【参考译文】通常我们认为阅读是为了理解文本的意义。然而关于读者实际上是如何获取意义的，人们提出了三种不同的模式。这里先谈一谈“自下而上”的模式，这种模式提出读者是通过逐字、逐词和逐句的方式来建构文本意义的。只有低级阶段的处理完成，下一阶段才能开始。他们先理解文本的部分意义，从而通过这种方式最终理解整个文本的意义。

　　第七节：简答题

　　52.交际法的语言观：语言不只是某种形式的符号系统，语言是一种社会规范，语言的社会交际功能是语言的最本质的功能。语言学不应仅仅研究语言的形式，更要关注语言要完成的社会功能以及语言在人们社会交往中受到的制约因素，因此，第二语言教学的目的不仅是让学习者掌握语言规则、能正确地运用语言，更要掌握语言的使用规则，得体地运用语言。交际法还认为，学习者在言语中出现一些错误是正常的也是不可避免的现象，学习者所追求的不可能是完美无缺的交际，而只能是有缺陷的但有效的交际，因此，对学习者的语言错误不应苛求。

　　53.形成性评价是在教学过程中，为调节和完善教学活动，保证教学目标得以实现而进行的确定学生学习成果的评价。形成性评价的好处有：提高学生学习的兴趣;增强学生学习的责任意识;增强学生的与人交往合作的意识;掌握(优选)学习方法。

　　54.行为目标指用可观察和可测量的行为陈述的目标，这种目标陈述应有主体、行为、条件、标准四个要素。

　　主体的表述：在教学目标的表述中首先要指明主体。合适的教学目标是针对特定学习者。因为弄清学习者的特征是确定高质量教学目标的必要前提。

　　行为的表述：即说明通过教学后，学生能做什么(或说什么)。在表述教学目标中的行为这一要素时，首先要选择合适的行为动词来说明学习的类型。

　　条件的表述：即规定学生行为产生的条件。条件是指学习者在什么情况下表现行为，也就是说在评定学习者的学习结果时，该在哪种情况下评定。

　　标准的表述：即规定符合要求的作业标准。标准是指衡量学习结果行为的最低要求。

　　第八节：写作

　　55. 【参考范文】

　　Automobile and our life

　　With the development of science and technology, the automobile has become common in our life. However, people have different opinions about the existence of the automobile and its influence on our life.

　　Some people hold that the automobile should be a common tool in our life, for it makes our life easier and convenient. For instance, within a short distance, it’s a bless for people unable to ride a bike to drive there, which is time-saving. However, where there is a supporting voice, there is a denying one. It’s known to all that the automobile can produce gas in driving, which can cause pollution to our environment. Moreover, it needs more oil, which is expensive and not environment-friendly.

　　In my opinion, its advantages outweigh the disadvantages. We should use the automobile in a proper way to make our life better and better.

　　56. 【参考范文】

　　Dear Tom,

　　I’m glad to hear that you are considering making up with Peter. If I were you, I would consider a bike as a birthday present for him.

　　As far as I know, Peter is always in poor health so he can take more exercise by riding a bike to build up his body. In the meanwhile, you can often go outing by bike together, which is helpful to rebuild your friendship. Besides, taking a bike is an environmentally-friendly means of transport. It's convenient for him to get around as well.

　　Apart from giving him a gift, you can also adopt other means, such as travelling, seeing a movie, having dinner and going shopping. No matter what you do, being sincere is the most important. I really hope that we can be good friends forever.

　　Yours,

　　Li Hua

　　第九节：教学设计题

　　57. Teaching Objectives:

　　Knowledge Objectives:

　　Ss can learn to recognize and pronounce some important words such as “e-mail” and “Chinese”.

　　Ability Objectives:

　　Ss can learn to use some reading strategies such as skimming and scanning in the reading process.

　　Ss can understand the passage with the help of pictures.

　　Emotional Objectives:

　　Ss can learn to treasure their friends and learn more about them.

　　Teaching Key Points:

　　Ss can learn to recognize and pronounce some important words such as “e-mail” and “Chinese”.

　　Teaching Difficult Points:

　　Ss can learn to treasure their friends and learn more about them.

　　Teaching Procedures:

　　Step 1 Leading-in

　　The teacher asks the students some questions: “Do you have many good friends?”, ”Do you like them?”and“Why?”.

　　Then the teacher would make a summary that friends are important to us all and lead into the next section by saying that “Today I’m going to introduce another kind of friend to you”.

　　Purpose: The purpose of this step is to activate students’ prior knowledge about friends, arousing their learning interest and motivation and activate the classroom atmosphere.

　　Step 2 Pre-reading

　　The teacher shows the students a robot and asks them “What’s this?”, “Do you know its name?” and so on. After the students come up with different answers, the teacher asks them to predict what the passage might be mainly about based on their answers and the title of the passage.

　　Purpose: The purpose of this step is to introduce the topic of the class, activate the classroom atmosphere so as to get prepared for the while-reading section.

　　Step 3 While-reading

　　Activity 1 Skimming

　　The teacher asks the students to go through the passage quickly and try to choose the main idea of the passage.

　　A. Robin needs a friend

　　B. Robin can speak English

　　C. Robin can play ping-pong

　　Purpose: The purpose of this step is to cultivate students’ ability to read quickly to generalize the main idea of the passage.

　　Activity 2 Scanning

　　The teacher asks the students to go through the passage for the second time and try to finish the following “tick or cross” exercise.

　　1. ( )Robin is friendly and funny.

　　2. ( )Robin can speak English.

　　3. ( )Robin can play basketball.

　　4. ( )Robin can’t play ping-pong.

　　5. ( )Robin can swim.

　　6. ( )Robin can do some kung-fu.

　　Purpose: The purpose of this step is to cultivate students’ ability to locate specific information.

　　Activity 3 Careful reading

　　The teacher asks the students to go through the passage for the third time and pay attention to some difficult words in the passage.

　　Chinese e-mail

　　The teacher would explain these words from the perspectives of pronunciation, spelling and meaning.

　　Purpose: The purpose of this step is to let the students have a good mastery of the important words in the passage.

　　Step 4 Post-reading

　　The teacher asks the students to retell the passage using the information from the blackboard. The students might be asked to work with their partners first and then some of them will be asked to come to the blackboard and retell the article to the whole class. When they have finished, other students will be asked to evaluate their performance together.

　　Purpose: The purpose of this step is to cultivate students’ comprehensive competence.

　　Step 5 Summary

　　1. The teacher guides the students to make a summary of the knowledge objectives today,including the words like Chinese and e-mail.

　　2. The teacher makes supplements from the perspective of ability objectives of reading skillslike skimming and scanning.

　　3. The teacher adds more that students should learn to treasure their friends and know moreabout them.

　　Purpose: The purpose of this step is to help the students to deepen students’ understanding of the new knowledge points and consolidate what they have learned today.

　　Step 6 Homework

　　The teacher asks the students to introduce one of their friends from the aspects of their personalities, what they can do and what they cannot do.

　　Purpose: The purpose of this step is to let the students use the language to facilitate the development of their language competence.