(总分：150.00，做题时间：90分钟)
一、第一部分 选择题(总题数：0，分数：0.00)
二、单项选择题(总题数：0，分数：0.00)
三、(一)单项选择(总题数：20，分数：40.00)
1.—Should I hand in form right now?
—No. ______. And when you finish it, call me please.
（分数：2.00）
A.It doesn"t matter
B.Take your time √
C.Take it easy
D.Never mind
解析：[解析] 考查交际用语。问句意为“我应该现在交上表格吗”，答句意为“不，______。你完成的时候请打电话给我”。It doesn"t matter“没关系”，Take your time“不着急，慢慢来”，Take it easy“别紧张，别激动”，Never mind“没关系，不要紧”。B项最符合句意。
2.Body language is a powerful communication system, ______ it can signal very different things.
（分数：2.00）
A.but
B.so
C.for √
D.then
解析：[解析] 考查句内逻辑关系及连词辨析。句意为“肢体语言是一个强大的交流系统，______它可以表示非常不同的东西”。根据语境可知，前后是因果关系，后半句表示原因。故选C。
3.Keep your life ______ so that things don"t get you down.
（分数：2.00）
A.in disbelief
B.in preparation
C.in disguise
D.in proportion √
解析：[解析] 考查介词短语辨析。in proportion“相称，符合比例”，keep sth. in proportion表示“理性地看待问题，不要把事情看得太糟(太严重)”，代入句中，意为“理性地看待生活，这样才不会因一些事情而沮丧”。D项最符合语境。in disbelief“不相信”，in preparation“在准备中”，in disguise“伪装，化装”，均不符合句意。
4.One of the main reasons is that making furniture ______ vast quantities of trees.
（分数：2.00）
A.require
B.requires √
C.required
D.requiring
解析：[解析] 考查时态及主谓一致。分析句子结构，可知“make furniture ______ vast quantities of trees”是由that引导的表语从句，从句中缺少谓语，故排除D。从句中陈述的是一般事实，且用现在分词短语作主语，因此正确答案为B。
5.If it ______ rain heavily, the city would have great trouble because of its poor drainage system.
（分数：2.00）
A.should √
B.would
C.could
D.might
解析：[解析] 考查虚拟语气。根据后半句可知句中是对现在或是将来的虚拟，因此在本句前半句需要用should+动词原形的形式，因此正确答案为A。
6.______ a long way ahead of you if you want to be a good English teacher.
（分数：2.00）
A.It was
B.It has
C.There seems
D.There seems to be √
解析：[解析] 考查固定句型。句意为“如果你想成为一名优秀的英语教师，似乎有漫长的道路要走”。There seems to be...“好像有，似乎有”。故选D。
7.Thinking helps people control their own destinies. Those who avoid thinking run the risk of ______.
（分数：2.00）
A.victimizing
B.being victimized √
C.having victimized
D.having been victimized
解析：[解析] 考查动词用法及时态。victimize“使受害，使受苦”，为及物动词，且句中表达的是被动意义，故排除A、C。句中陈述的是一般事实，没有完成意义，故用一般现在时的被动语态。因此正确答案为B。
8.The English language teaching business will become the victim of its own success, ______ may be astonishing to you.
（分数：2.00）
A.which √
B.that
C.what
D.as
解析：[解析] 考查非性定语从句。which引导非性定语从句，指代前面整句话的内容。
9.An advertisement as a whole may be misleading though each sentence separately is ______ true.
（分数：2.00）
A.literally √
B.partly
C.ambiguously
D.apparently
解析：[解析] 考查副词辨析。句意为“尽管每个单独的句子______是正确的，但作为一个整体，一条广告可能会产生误导”。literally“照字面地，确实地”，partly“部分地，不完全地”，ambiguously“含糊不清地，模棱两可地”，apparently“看来，显然”。A项最符合语境，代入句中，表示“字面上看都是正确的”。
10.When you"re reading a document, underlining may help to keep your mind ______ on the material.
（分数：2.00）
A.focus
B.focused √
C.to focus
D.having focused
解析：[解析] 考查惯用搭配。keep sth.+adj.是惯用搭配，表示保持某种状态。句意为“当你阅读一份文件时，加下划线会帮助你把注意力集中到材料上”。
11.It is suggested that you use specific strategies ______ your way of learning.
（分数：2.00）
A.getting over
B.making for
C.turning into
D.fitting into √
解析：[解析] 考查动词短语辨析。get over“克服，从……中恢复过来”，make for“走向，前往，有利于”，turn into“(使)变成，成为”，fit into“适合，融入”。句意为“建议你采用适合你的学习方式的具体策略”。D项最符合语境。
12.In Canada there are two official languages, English and ______.
（分数：2.00）
A.French √
B.Latin
C.Spanish
D.Portuguese
解析：[解析] 考查英美概况。加拿大有两种官方语言——英语和法语。
13.Previewing is a technique of allowing your eyes to travel rapidly ______ a page, stopping here and there to register the main idea.
（分数：2.00）
A.at
B.via
C.over √
D.with
解析：[解析] 考查介词辨析。over a page有“跨越”的意思，表示浏览了一页的内容，故选C。
14.The play Pygmalion later adapted to the musical comedy My Fair Lady was written by ______.
（分数：2.00）
A.Charles Dickens
B.Jack London
C.Mark Twain
D.Bernard Shaw √
解析：[解析] 考查英美文学知识。萧伯纳的名作《皮格马利翁》(又名《卖花女》)通过描写教授如何训练一名贫苦卖花女并最终成功被上流社会所认可的故事，抨击当时英国的腐朽保守的等级意识。后来它被改编成音乐剧《窈窕淑女》。
15.教师在传授新的教学内容时，通过建立与教学有关的情景，将学生带入新知识准备的状态的教学行为是______。
（分数：2.00）
A.提问
B.导入 √
C.操练
D.呈现
解析：[解析] 考查教学过程的安排。导入是课堂教学中关键性的一步，是教师引导学生进入教学主题、把握教学重点的首要环节，是教师在传授新的教学内容时，通过建立与教学有关的情景，将学生带入新知准备状态的一种教学行为。
16.最初提出“交际能力”这一概念的是______。
（分数：2.00）
A.海姆斯 √
B.克拉申
C.乔姆斯基
D.帕默
解析：[解析] 考查英语教学论知识。“交际能力”这一概念最初是由美国社会语言学家戴尔·海姆斯(Dwell Hymes)提出的。他认为，交际能力不仅包括对一种语言的语言形式的理解和掌握，而且还包括对在何时何地、以什么方式对谁恰当使用语言形式进行交际的知识体系的理解和掌握。
17.英语课程资源的核心部分是______。
（分数：2.00）
A.广播影视
B.报刊杂志
C.英语教材 √
D.教具和食物
解析：[解析] 考查英语课程知识。英语教材是英语课程资源的核心部分。
18.基础教育阶段学生应学习和掌握的英语语言基础知识除了语音、词汇、语法、话题外，还有______。
（分数：2.00）
A.语篇
B.话语
C.功能 √
D.交际
解析：[解析] 考查英语课程知识。基础教育阶段学生应学习和掌握的英语语言基础知识包括语音、词汇、语法、功能及话题。
19.学生常通过调查、采访、研究等______活动获取信息。
（分数：2.00）
A.信息收集 √
B.信息交流
C.信息转换
D.信息推理
解析：[解析] 考查英语教学论知识。信息收集是指通过各种方式获取所需要的信息。通过调查、采访、研究等获取信息属于信息收集活动。
20.某学生在学习英语的过程中，利用推理、归纳等逻辑手段完成具体学习任务，他运用了______。
（分数：2.00）
A.策略
B.认知策略 √
C.交际策略
D.资源策略
解析：[解析] 考查英语课程知识。英语学习策略包括认知策略、策略、交际策略和资源策略等。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；策略是指学生对学习进行计划、实施、反思、评价和调整的行动和步骤；交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的行动；资源策略是学生合理并有效利用多种媒体进行学习和运用英语的方式和方法。根据四种策略的含义可知题目中的学生运用了认知策略。故选B。
四、(二)阅读理解(总题数：1，分数：15.00)
I often think of culture in terms of the "iceberg concept" commonly used in educational studies, with its small visible tip and huge mass below the surface. Most people tend to view only the surface aspects of culture, sometimes known as the five F"s: food, fashion festivals, folklore, and flags. But of course culture goes deeper than that. It is other 95 percent below the surface of which we need to be aware.
Deep culture (below the surface) includes elements such as child-raising beliefs, concepts of self, beauty and personal space, religious rituals and perspectives, eating habits, facial expressions, eye contact, work ethic, approaches to problem solving and interpersonal relationships, moral values, world views and personal discipline—to name (more than) a few.
The children that come into my classroom each year have such a variety of life paths. Looking at their cultural backgrounds with the "iceberg concept" in mind has helped to keep me aware of the aspects of their lives that are not in plain view. And the more I work with the students, the more my awareness of these subtle realms increase.
Developing cultural competence is a process of inner growth. In order for me to be as effective as possible with the students I work with, I must continuously engage in a process of self-reflection. To be able to know others, especially diverse others, one must know the self. So the growth of a culturally competent educator starts there. We must look within for a deeper understanding of who we are before we can adequately address the needs of our students.
This investigation should include our core beliefs, hidden biases and our religious perspectives. Developing cultural competence is also a process that comes with experience and engagement, and with sometimes painful lessons that highlight our limitations and prejudices. To learn about the backgrounds of the students in my class takes time and effort; it involves reading about their countries of origin, visiting their homes and meeting family members, connecting with parents, developing relationships with community members and organizations, and going to cultural and religious festivals. By learning about my students lives outside the classroom, I am more prepared to work with them in the classroom.
Schools don"t exist in vacuums; they are situated within communities. Community involvement helps me understand the socio-cultural backgrounds of my students" lives and build bridges between the home and school. This exposure helps challenge my own perspective and biases.
This journey of establishing a multicultural learning community in my classroom with a foundation of respect for all cultures is ever changing and evolving. Children bring to the classroom rich cultural life experiences, so why not tap into it? This involves a continuous process of research about the lives of the children in my classroom, as well as of my own interpretations and perspectives. The differences of culture are complex and continually changing, but it makes our classroom a natural place to learn.（分数：15.00）
(1).It can be inferred that most people view culture as 5F"s because they ______.（分数：3.00）
A.can be observed easily √
B.belong to deep culture
C.go deeper below the surface
D.are the most important elements
解析：[解析] 推断题。根据第一段第二句“Most people tend to view only the surface aspects of culture, sometimes known as the five F"s: food, fashion festivals, folklore, and flags”，可知正确答案为A。根据第一段第三句“But of course culture goes deeper than that”，可知B、C错误。D项在文中没有被提及。
(2).The underlined "starts there" in Paragraph 4 most probably means "starts with ______".（分数：3.00）
A.knowing others
B.knowing oneself √
C.diversifying the students
D.understanding the cultural situation
解析：[解析] 词汇题。根据第四段第三、四句“To be able to know others, especially diverse others, one must know the self. So the growth of a culturally competent educator starts there”，可知为了能够了解他人，一个人必须要首先了解自己。故B项正确。
(3).The writer"s presence in religious festivals is mainly to ______.（分数：3.00）
A.show his curiosity about religious
B.learn more about the students" cultural background √
C.develop good relationships with the parents
D.recognize the hidden biases and religious perspectives
解析：[解析] 推断题。根据第五段第三句“To learn about the backgrounds of the students in my class takes time and effort; it involves...and going to cultural and religious festivals”可知B项正确。
(4).Which of the following is TRUE according to the text?（分数：3.00）
A.One"s deep culture is supported to be apparent.
B.Children with various life paths bring more cultural prejudices.
C.Community involvement helps to remove cultural barriers. √
D.Developing the cultural competence means removing the differences.
解析：[解析] 细节题。文章开始指出深层文化是在表面以下的文化，因此可知它不是显而易见的。A项错误；多样的生活经历并非能带来更多的文化偏见，B项属于无中生有；根据第三段的“Developing cultural competence is a process of inner growth" "Developing cultural competence is also a process that comes with experience and engagement, and with sometimes painful lessons that highlight our limitations and prejudices”可知，发展文化能力并不意味着消除差异，D项错误。根据第五段“Community involvement helps me understand the socio-cultural backgrounds of my students" lives and build bridges between the home and school. This exposure helps challenge my own perspective and biases”可以推知社区介入有助于消除文化障碍。因此正确答案为C。
(5).What would be the best title for this text?（分数：3.00）
A.Students from Other Countries
B.Teacher"s Role in the Classroom
C.New cultural Concept
D.The Cross-cultural Classroom √
解析：[解析] 主旨题。作者在文章中先是讲述了深层文化的内涵，接着说明了自己如何更好地了解不同文化背景的学生，最后总结性地说明在自己班级中，学生带来的文化的多样性与变化性，并指出这是一项连续不断的工作。通篇文章围绕着一个多元文化的班级来讲述，因此正确答案为D。
五、第二部分 非选择题(总题数：0，分数：0.00)
六、填空题(总题数：0，分数：0.00)
七、(一)短文填空(总题数：1，分数：20.00)
without with often poultry mean prefer currency find little that
Salt once was literally worth its weight in gold, traded ounce for ounce. It served as a 1 in many cultures and still does in some parts of the world. The word "salary" comes from the Latin "solariums", 2 "salt allowance".
We seem to have a special connection to salt. Not only would the flavor of many foods suffer 3 it, we would die without the sodium it contains.
But now salt is to be the next "trans fat", and the warnings to eat 4 are getting louder. The AMA is calling for food industry to cut sodium levels in half over the next decade, quoting "overwhelming evidence" 5 excessive sodium intake is tied to hypertension, heart disease and stroke.
But why do some of us have trouble giving up our favorite seasoning? Dr Gary Beauchamp, director and president of the Monell Chemical Senses Center in Philadelphia, has been trying to 6 out for the last 20 years.
Beauchamp said that we"re likely born 7 a preference for salt, which may not be evident in newborns, but by six months when "salt receptors" are more mature—babies seem to 8 to a salty solution to plain water.
Beauchamp suggested that you retrain your palate to like less salt. Then, how to reduce salt consumption? Here are some tips for you:
·Buy fresh 9 , fish and lean meats instead of canned, cured, smoked or processed types.
·Do not add salt during cooking. Instead, put a few grains of common salt at the table as a "finishing" salt.
·Use primarily fresh vegetables or choose plain frozen more 10 than canned.（分数：20.00）
解析：Currency
解析：meaning
解析：without
解析：less
解析：that
解析：find
解析：with
解析：prefer
解析：poultry
解析：often
八、(二)课程与教学论知识填空(总题数：5，分数：10.00)
21.综合语言运用能力的形成是建立在学生语言技能、语言知识、情感态度、 1和文化意识等素养整体发展的基础上。
（分数：2.00）
解析：学习策略
22.《全日制义务教育英语课程标准》以学生“ 1”的描述方式设定各级目标要求。
（分数：2.00）
解析：能做某事
23.英语课程的评价体系要体现 1的多元化和评价形式的多样化。
（分数：2.00）
解析：评价主体
24.语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。听和读是 1的技能，说和写是表达的技能。
（分数：2.00）
解析：理解
25.“突出学生主体，尊重 1”是《全日制义务教育英语课程标准》所倡导的基本理念之一。
（分数：2.00）
解析：个体差异
九、翻译题(总题数：2，分数：15.00)
26.Michael Jordan was the top scorer in the NBA, and played for the Chicago Balls from 1984 to 1993. He was named their most valued player five times. Wearing his famous number 23 shirt, he became the most successful basketball player in the history of the game.
（分数：5.00）
__________________________________________________________________________________________
正确答案：()
解析：迈克尔·乔丹是NBA的顶尖球员。1984年至1993年期间效力于芝加哥公牛队。他曾5次荣膺最有价值球员。身披著名的23号球衣，迈克尔·乔丹成为篮球运动史上最成功的球员。
27.A student"s self-respect is vitally important if effective learning is to take place. It may result partly from teacher approval, from a student"s peer, or as a result of success. A lack of respect from a teacher or peer can make students frustrated and upset. In such a situation, disruptive behaviour is an attractive option. It can impress peers, and does, at least, force the teacher to take them seriously.
（分数：10.00）
__________________________________________________________________________________________
正确答案：()
解析：要实现有效学习，学生的自尊至关重要。自尊可能源于得到教师的赞赏、同伴的尊重或成功的体验。缺乏来自教师或同伴的尊重，学生会产生受挫感和不安。在这种情况下，学生更易以捣乱来吸引同伴的注意，或至少让教师重视他们。
十、书面表达(总题数：1，分数：20.00)
28."Teachers usually have the belief that what is happening in their classroom should be what they have expected to happen in their teaching plan."
As an English teacher, what"s your opinion on the belief above? Base your opinion on the concept of New Curriculum.
You should write at least 120 words.
（分数：20.00）
__________________________________________________________________________________________
正确答案：()
解析：[参考范文]
Many teachers usual]y have the belief that what is happening in their classroom should be what they have expected to happen in their teaching plan. Their teaching usually depends on their ideas, which they think to be the most important among their teaching methods that their teaching plan must be carried out exactly and nothing should be changed. But they always neglect the fact that their students are changing actively all the time and the fact that no teacher in this world can design everything before class. So the problem is that the teacher teaches what he or she should teach and the students learn little in class.
If you do not want to fail in everyday teaching in your classroom, do remember the simple theory that the teacher cannot teach but instruct his or her students, and that students are expected to take on a greater degree of responsibility for their own learning. An ideal class should be student-centered instead of teacher-centered. Just as Montessori says, "We teachers can only help the work going on, as servants wait upon a master."
十一、案例分析与教学设计(总题数：1，分数：30.00)
[听力材料]
A: Hi, Liu Tao! Where is John? Is he in the classroom?
B: No, he is at home. He"s ill.
A: Is he? I"ll go and see him this afternoon. Where is his home?
B: Sorry, I don"t know. You may call him.
A: Do you know his telephone number?
B: Yes. It"s 4576321.
A: Sorry?
B: It"s 4576321.
A: Thank you.
B: That"s all right.
[教学案例]
(教师拿出若干不同颜色的礼物盒摆在桌上，然后将一个玩具汽车快速藏入其中一个盒子里，请学生猜玩具在哪个盒子里)
T: Where is the car?
S: Is it in the red box?
T: Maybe.
T: Now let"s see where the cat is ... Look! It"s in the yellow box.(教师用PPT呈现课文人物John的照片)
T: Look at this photo. He"s John. He"s an American boy. He lives in our city. He studies in our school. But today he"s not in the classroom. Where is John? Guess, please!
S: Is he at home?
T: Maybe.
S: Is he in the supermarket?
T: Perhaps.
S: Is he in the park?
T: We don"t know. Now, let"s listen to the conversation and find out the answer.
(教师用PPT呈现问题Where is John?并播放课文录音)
T: Where is John?
S: He"s at home.
T: It"s school time. Why is he at home?
S: He is ill.
T: John is ill. I"ll go and see him. Would you like to come with me?
S: Yes.
T: Let"s go.
(教师用PPT呈现John躺在卧室床上的画面)
T: Yes! He is in the bedroom. What"s the matter with him?
S: He is ill.
(教师组织学生做游戏操练对话的重点和难点Where is...?及其回答)（分数：30.00）
(1).案例分析
以上教学案例在复习导入环节、课文教学环节、语言操练环节分别创设了不同情境，阅读后请分别对其所使用的创设方法及其在教学中的作用进行分析。（分数：15.00）
__________________________________________________________________________________________
正确答案：()
解析：(1)复习导入环节：运用实物创设情境。教师拿出若干不同颜色的礼物盒及玩具汽车等，为学生们创设了一个具体直观的具有信息差的猜测情境，复习旧知，激发兴趣。
实物情境因其本身的直观具体性，使学生看得见，摸得到，利于感受，利于理解。教师在教学过程中，向学生出示某些与教学内容相关的实物，创设实体情境，可以有效地吸引学生的注意力，激发学生的学习兴趣，提高学生的学习效率。
(2)课文教学环节：运用多媒体创设情境。教师用PPT呈现课文人物John的照片及John躺在卧室床上的画面，呈现问题Where is John?并播放课文录音等，为学生创设视听情境。
通过多媒体为学生创设丰富多彩、形象生动、妙趣横生的教学情境，可以充分调动学生的试听感官系统，激发学生学习兴趣，提高学生的认知能力。同时，还可以提高课堂的信息容量；缩短教学时间，提高教学效率；实现学生学习方式的多元化，利于优化课堂教学效果。
(3)语言操练环节：运用活动创设情境。教师组织学生做游戏操练对话的重点和难点Where is...?及其回答，体现了这一创设情境的方式。
教师结合学生情况及教学内容设计多样化的教学活动，可以有效地激发学生学习的积极性，活跃课堂气氛。
(2).教学设计
根据所给的教学案例完成以下指定的后续教学活动设计并说明设计意图。
(1)本课教学难点“Do you know John"s telephone number?”及表达电话号码的教学活动。
(2)本课功能句式“Where is...?”及其回答和“Do you know John"s telephone number?”及表达电话号码的综合运用活动。（分数：15.00）
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正确答案：()
解析：(1)Step 1 Revision
①用“接力”的方法报数。在报数的时候请学生根据老师手势的提示，改变报数的方向。如：当老师的手指向前排的一位学生，就从前往后竖排报数；当老师的手指向右边，则变为从左向右方向横排报数；当老师的手指向后面，则变为从后往前竖排报数。提醒学生要集中注意力。
②游戏——猜数字
游戏规则：教师出示几张单词卡片，每出示一张卡片，说出数字单词的第一个字母，让学生猜是哪个数字单词。如：
教师：O ______
学生：One.
教师：Yes.
(设计意图：运用接力游戏及猜数字游戏，营造出一种轻松愉快的英语氛围，提高学生学习的积极性，并为电话号码教学做准备。)
Step 2 Presentation
①出示电话号码卡片110、120、114、119等，每出示一张，教师都要说：“What"s the phone number?”引导学生用英语说出号码，注意前面的单词用升调读，最后一个用降调读。
(设计意图：运用卡片引导学生说出简单号码，为学习新句型作铺垫。)
②板书句型Do you know John"s telephone number?边板书，边示范读，然后采用教师一个人一全体的方式读出句子。
(设计意图：强化新句型，使学生在读的过程中获取新知。)
③游戏——猜电话号码
教师问学生：Do you know my telephone number?学生纷纷猜测。接着进入游戏。
游戏规则：把全班分成几个小组，请个别学生猜老师电话号码的第一位数，猜对的，小组加分，教师将电话号码的第一个数字写在黑板上。以此类推，猜出老师电话号码的每一位数。
(设计意图：运用猜电话号码游戏，在强化句型使用的同时让学生自然而然地表述英语电话号码，激发他们的求知欲。)
④指导电话号码的读法
数字0读成字母。o单词zero。22既可读成two-two，也可读成double two。电话号码较长时，中间稍作停顿比一口气念完的效果要好。如：6257022就可在念完625后，稍作停顿再念7022，即625-7022。
(设计意图：明确指出电话号码的读法，使学生准确掌握新知。)
(2)综合运用活动
①角色扮演
教师拿出一个房子模型，让一位学生戴上头饰扮演John。
T: John, please go home.
扮演John的学生走到“房子”后面。
T: John is at home now. He"s ill.
教师拿出一束鲜花。
T: I"ll go and see him. Where is his home?
S1: Sorry. I don"t know. You may call him.
T: Do you know his telephone number?
S1: It"s 4576321.
T: Sorry?
S1: 4576321.
T: Thank you.
S1: That"s all right.
将鲜花分发给各个小组，让学生分角色操练表演对话。
(设计意图：用分角色操练来营造一种轻松有趣的氛围，在巩固新知的基础上，培养和锻炼学生英语会话的能力。)
②游戏——点兵点将
游戏规则：教师在黑板上列出几个人的电话号码，教师用Do you know...telephone number?句型提问，随机指学生，被点到的学生快速起立做出回答，说出教师提到的人所对应的电话号码。接着，该学生继续用此句型随机提问其他同学。(速度可越来越快)
(设计意图：在操练新句型与电话号码表达方式的同时，锻炼学生的听力，考查学生的反应能力。)
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