一、单项选择题
1.【答案】D。解析：考查弱读。在英语口语中，有时由于语速快或在句子中处于次要位置而不被强调等原因，某些元音会被弱读。通常情况下，冠词、介词、代词、连词等虚词在句子中要弱读。弱读规律的第二阶梯是所有元音经过一定程度弱化后都可以变为/a/音，这使元音发生了较大程度的弱化，是所有元音共有的弱化状态。例如：for，from，of'to，some等。故选D。
2.【答案】A。解析：考查辅音的分类。辅音的分类依据主要有三种：发音方式、发音部位和声带状态。其中发音部位指发生气流阻碍的部位。故A项正确。B、C、D三项均是描写元音的因素。
3.【答案】A。解析：考查形容词辨析。句意为“吉姆几乎没有任何朋友，因为他是一个__________的人”。bel.ligerent“好争吵的”，gregarious“爱社交的”，generous“慷慨的”，beneficent“仁慈的”。故选A。
4.【答案】A。解析：考查形容词辨析。obstinate“固执的，顽固的”，obstructive“妨碍的”，obedient“服从的”，obsessive"着迷的，迷恋的”。句意为“他因固执地拒绝遵守命令而被解雇了”。故选A。
5.【答案】A。解析：考查动词辨析。accommodate意为“容纳，使适应”，符合句意“市政府正修建更多的道路以适应日益增加的车辆”。accept意为“接受，承认，承担”，hold意为“持有，支持，保存”，receive意为“收到，得到，接受”.这三项均不符合句意。
6.【答案】D。解析：考查倍数表达法。句意为“女生人数是男生的三倍”，此句用的是该句型A+be+倍数+as+adj./adv.(原级)+as+B，表示“A是B的多少倍数”。故选D。
7.【答案】B。解析：考查倒装结构。该题是由as引导让步状语从句，副词置于句首时，从句要部分倒装。句意为“我虽然见多识广.但还从未见过比她更有效率的人”。
8.【答案】B。解析：考查非限定性定语从句。先行词为sound health，关系词与value之间为所属关系，所以选用of which。句意为“友谊像健康一样直到失去才知道它的珍贵”。故选B。
9.【答案】C。解析：考查语句之间的涵义关系。A项表示“同义关系”，B项表示“矛盾关系”，C项表示“蕴涵关系”，D项表示“预设关系”。分析题干可知，他喜欢狗，那么他一定喜欢动物;他喜欢动物，但不一定喜欢狗。因此，由X能推出Y.但是由Y推不出X，X包含Y。故选C。
10.【答案】B。解析：考查会话含义理论。A向B打听Mr.Brown在哪儿，B回答说“该市南部郊区的某个地方”。显然B没有提供充足的信息量，但这可能是因为他自己也不是很清楚确切地址。为了遵守质量(quality)7隹则，他只好违反数量(quantity)准$U第一条次则——使你的话语如(交谈的当前目的)所要求的那样信息充分。故选B。
11.【答案】B。解析：考查阅读教学模式。就阅读教学的模式来说，主要有三种：自上而下的模式(top.Down model)，自下而上的模式(bottom-up model)和交互补偿模式(interactive model)。在自下而上的模式中，学生从字母.到单词.到句子，逐个进行解码从而理解全文。
12.【答案】C。解析：考查词汇教学。当学生学习词汇的用法时，学生应注意词汇的搭配(collocation)、短语(phrases)、习语(idioms)、风俗(style)和语域(register)等，故选C。A、B、D三个选项均属于词汇的信息(basicinformation)。
13.【答案】D。解析：考查听力教学。为保证听力活动的效果，课堂气氛应是轻松活跃的。故选D。
14.【答案】B。解析：考查口语教学。口语教学有很多种活动，包括控制性活动、半控制性活动、交际性活动等。交际性活动又包括很多，例如信息差活动、讨论、辩论、访谈、解决问题的活动、以流利性为导向的游戏等。accuracy.focused games属于控制性活动。故选B。
15.【答案】D。解析：考查写作教学。学生在写作中犯错常常是难以避免的情况.但是教师要不怕学生犯错并鼓励他们运用较难的词汇和句子，这样学生的写作能力才会提高，故A错误。教师如果经常对错误持消极的态度，就会阻碍学生的写作热情，不利于写作技能的提高，故B错。教师在批阅作文时，不应该自己把所有的错误都改正，而应该指出错误并让学生自己去改，以培养学生独立写作的能力，C项错误，故选D。
16.【答案】C。解析：考查课堂管理。学生小组活动时教师最好在教室里走动，监控活动完成情况，为学生提供帮助。有必要时教师可以参与活动，但不宜过度。否则会影响到课程的管理。
17.【答案】B。解析：考查教学评价。测试属于终结性评价的方式。学习者记录袋、课堂观察、问卷调查都属于形成性评价的方式。
18.【答案】D。解析：考查“好”教材应具备的特征。好的教材，应该考虑到不同层次学生的需求，以及不同学生的学习风格.因此D项错误。
19.【答案】B。解析：考查教学评价。教学评价标准包括目标参照性评价、常模参照性评价和个体参照性评价。对一个学生与其之前的表现相比作评价.属于个体参照性评价。故选B。
20.【答案】D。解析：考查教师角色。教师在要求学生进行小组任务前，先给全班同学分配角色，这体现了教师的组织者角色。故选D。
Passage l
21.【答案】D。解析：文章开头提到，据哈佛大学的报纸进行的一项匿名调查揭示了一个出人意料的事实，那就是进人美国大学的学生中存在学术上不诚实的行为。接着.作者在文章第二段引用具体数据来说明这一主题。选项中，D项意为“进入美国大学的学生中存在学术上不诚实的行为”.这与前两段的中心旬意思一致，因此.正确答案是D。
22.【答案】A。解析：题目中的“The results….suggested that cheating may be becoming more commonplace."意为“与此前针对2013班级所做的调查相比，该次调查结果表明作弊现象可能会越来越普遍”.由此可推知，2013年所做的调查之后，人们发现更多的学生作弊.故作弊现象可能会越来越普遍，故正确答案为A。
23.【答案】C。解析：根据题目中的“the measure taken by Harvard University”可定位至第六、第七段。这两段提到，哈佛大学已成立一个由教职员工和学生组成的委员会.目的是整治作弊现象：从今年开始哈佛学院要实施一个新的、更强大的战略用来与所有学生，尤其一年级的学生.沟通关于学术诚信的重要性.以及如何实现学术诚信。A、B、D项与原文相吻合，而C项文中并未提到，因此不是哈佛大学采取的措施。
24.【答案】B。解析：文章最后一段开头讲到“In a rebuff to critics who sav university has become little more than an expensive pany”即调查结果对于那种说哈佛大学无异于一个昂贵聚会的批评作出反驳，接着讲到哈佛大学的大部分受访学生优先考虑学业，而且部分学生并不局限于自己的专业，积极拓展。可见.哈佛大学并非是一个昂贵聚会，学生们虽然作弊，依然很重视学业。B项符合题意。
25.【答案】D。解析：本文主要讲述了进入美国大学的学生中存在的学术上的不诚实行为。作者严格依照调查结果，引用调查数据以及相关权威人士的观点，客观地陈述了这一现象。因而.作者采用了客观陈述的语气。正确答案为D。
Passage 2
26.【答案】D。解析：it is claimed的意思是“据宣称”，即不是作者本人的言论，所以选项D更符合题意。
27.【答案】C。解析：从文章第四段“Part of reality television’s appeal is due to its ability to place ordinary people in extraordinary situations."可知这种需求是因为能把普通人放置到不平凡的处境中.C项是该句的同义替换。
28.【答案】D。解析：A、B选项说法太笼统，只有D选项在文章最后一段出现。
29.【答案】B。解析：从文章第四段“Reality television also has the potential to turn its participants into national celebrities，outwardly in talent and performance programs such as Pop Idol，though frequently Survivor and Big Brother participants also reach some degree of celebrity.”可知选B。
30.【答案】C。解析：从文章最后一段“Mark Burnett，creator of Survivor and other reality shows，has agreed with this assessment，and avoids the word‘reality’to describe his shows”可知Mark Burnett也认为称它为“realitv television”是不准确的，并且避免用reality这个词汇。
二、简答题
31.【参考答案】
口语是一种产出性技能.既要流利.又要准确。流利强调意义的完整表达，准确强调语言形式的正确使用。过分注重流利而忽视准确.可能造成语言令人费解的后果;而过分强调准确，则会使意义表达不连贯。因此，在口语教学中应该首先强调流利性.同时注意准确性，很好地平衡两者关系。一般来说，模仿性口语要纠错，以保证正确输出.为精确表达奠定基础：交际性口语要容忍错误的发生，尽量不打断学生的思路，等学生连贯地表达出自己的想法后再纠正典型错误。
三、教学情境分析题
32.【参考答案】
(1)教师对学生的错误地方画线。是一种让学生修改其错误的提示性标记。材料中教师在错误处画线，有助于学生在自我更正的过程中积极地思考出错的原因.从错误中吸取教训。同时，学生能够对所学知识进行查漏补缺.可以认识到自己还没有完全掌握哪些知识点或哪些语言规则掌握得不准确。学生可以从错误中学到知识.知识的残缺也会得到及时的弥补。
(2)该教师在批改此学生的作文中，能够认真阅读并指出错误之处，并希望学生自行改正，是教师批改的一大优点.但该教师没有区分错误的类型，对于出现的错误不加区分一律画线，是其批改中出现的不当之处。有的学生可以悟出来，如be afraid make mistakes，play a important等。此类错误不必多加解释，经过提示，学生可以自行解决。但对于As a matter of fact为什么画线.学生很难发现其出错原因是前面用了in fact，造成重复现象。还有to be patient when vou still do poorly in Chinese学生很可能搞不懂错在哪里。这时，教师应给出详细解释，确保学生理解错误原因。因此.对学生书面表达中出现的错误的处理方式应有别于口语中出现的错误处理方式。从某种程度上说.书面表达错误的处理应更加严谨.要求学生充分运用所掌握的语言知识来监察和修改语言输出.少出或不出语言形式方面的错误。
(3)教师如果在教学过程中发现学生普遍存在某一类的言语错误，此类现象可以看作对课堂教学是否正确高效的一种反馈。教师可以通过对普遍性错误的分析.找出教学中的薄弱环节，从而针对学生的实际情况，及时优化教学内容.改进教学方法.促进教学质量的进一步提高。
四、教学设计题
33.【参考设计】
Class Type: Reading class
Teaching Contents: This lesson contains some useful words and phrases about healthy eating. Meanwhile, in this passage it makes students think what healthy food is and how important it is to eat healthy food.
Teaching Objectives:
(1) Knowledge objective
Students can acquire the knowledge of balanced diet and nutrition.
(2) Ability objectives
① Students are able to talk about different kinds of food, unhealthy eating and balanced diet.
② Students can improve their reading ability.
(3) Emotional objectives
① Students can develop a sense of forming a healthy eating habit.
②Students can develop the ability of cooperative learning.
Teaching Key Points:
(1) How to improve students' reading ability through the activities.
(2) How to enable the students to comprehend the bad effects of unhealthy eating habits and develop balanced eating habits.
Teaching Difficult Points:
Enable students to talk about different kinds of food and balanced diet.
Major Steps:
Step 1 Pre-reading (8 minutes)
(1) The teacher asks the students whether they know that the food they eat helps them grow in different ways.
Then shows students some pictures about different kinds of food on the screen, and asks students to classify them into different categories.
After students complete the form, the teacher asks them to discuss the answers they have filled. Meanwhile, the teacher offers some suggestions.
(2) The teacher asks students to work in pairs to discuss the following questions and then invites three of them to tell their opinions to the class.
①Which groups of food do you like best?
② Which do you eat most often?
③ What will happen to you if you don' t eat a balanced diet?
(3) The teacher lets students look at the title and the pictures of it and predict what the passage is about, then read it quickly to see if they are right.
(Justification: Cultivate students' ability to classify different kinds of food and enable students to realize the necessity to keep a balanced diet. Make predictions about the text can arouse their curiosity to know more about it.)
Step 2 While-reading (16 minutes)
(1) Skimming and Scanning (6 minutes)
① Skimming
The teacher asks students to skim the reading passage and then answer the following questions:
a. Who are mentioned in the story?
b. Where did the story happen?
After that the teacher checks the answers with the whole class.
②Scanning
The teacher allows students to read the passage carefully this time to locate some important details, and then use the information from the reading passage to tick out the correct statements and give reasons for their answers.
a. Usually Wang Peng' s restaurant was full of people.( )
b. Yong Hui could make people thin in two weeks by giving them a good diet.( )
c. Wang Peng's regular customers often become fat.( )
d. Yong Hui's menu gave customers more energy-giving food.( )
e. Wang Peng's menu gave customers more protective food.( )
f. Wang Peng decided to compete with Yong Hui by copying her menu.( )
(Justification: Students' reading ability of getting the general ideas and locating the specific information can be
trained and improved by skimming and scanning practice.)
(2) Careful reading (i0 minutes)
The teacher asks students to read the passage again and then work in pairs to complete the following gaps:
① The weakness of the diet in Wang Peng' s restaurant was that it did not give __________.
② The strength of the diet in Wang Peng' s restaurant was that it provided __________.
③The weakness of the diet in Yong Hui' s restaurant was that it did not give __________.
④ The strength of the diet in Yong Hui' s restaurant was that it provided __________.
And then asks students to divide the passage into 3 parts and give the main idea of each part.
(Justification: In this part, students' analyzing and summarizing ability can be trained.)
Step 3 Post-reading (6 minutes)
The teacher asks students to cliscuss the following questions in groups and write clown the main points and compare them with those of other groups.
(1) What do you think Wang Peng will provide to win his customers back?
(2) How do you think the story will end?
When students are discussing the questions, the teacher can withhold the readiness to provide resources.
(Justification: Discussing in groups provides them the opportunities to express their ideas actively and makes them have a deeper understanding of the text. At the same time, it can also inspire their imagination and cultivate their cooperative awareness.)
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