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。
31.与传统教学媒体相比，多媒体辅助英语教学具有哪些优点?
三、教学情境分析题(本大题1小题，30分)
根据题目要求完成下列任务，用中文作答。
32.下面是某英语教师在教授The Olympic Games一课后布置的作业：
Now you have two tasks. One is to finish the listening part in workbook. The other is to find an interesting mythology about the Olympic Games and share with us tomorrow.
根据作业内容回答以下问题：
(1)该作业布置的合理吗?
(2)布置作业应注意哪些事项?
(3)常见的作业有哪些形式?请结合实例为本课设置新的作业形式(至少一种)。
四、教学设计题(本大题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。
33.设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课教学方案。
教案没有固定格式，但须包含下列要点：
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。
语言素材：
Journey down the Mekong
Part 1 The Dream and the Plan
My name is Wang Kun. Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip. Two years ago she bought an expensive mountain bike and then she persuaded me to buy one. Last year, she visited our cousins, Dao Wei and Yu Hang at their college in Kunming. They are Dai and grew up in western Yunnan Province near the Lancang River, the Chinese part of the river that is called the Mekong River in other countries. Wang Wei soon got them interested in cycling too. After graduating from college, we finally got the chance to take a bike trip. I asked my sister, "Where are we going?" It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends. Now she is planning our schedule for the trip.
I am fond of my sister but she has one serious shortcoming. She can be really stubborn.
Although she didn't know the best way of getting to places, she insisted that she organize the trip properly. Now, I know that the proper way is always her way. I kept asking her,"When are we leaving and when are we coming back?" I asked her whether she had looked at a map yet. Of course, she hadn't. My sister doesn't care about details. So I told her that the source of the Mekong is in Qinghai Province. She gave me a determined look--the kind that said she would not change her mind. When I told her that our journey would begin at an altitude of more than 5,000 meters, she seemed to be excited about it. When I told her the air would be hard to breathe and it would be very cold, she said it would be an interesting experience. I know my sister well. Once she has made up her mind, nothing can change it. Finally, I had to give in.
Several months before our trip, Wang Wei and I went to the library. We found a large atlas with good maps that showed details of world geography. From the atlas we could see that the Mekong River begins in a glacier on a Tibetan mountain. At first the river is small and the water is clear and cold. Then it begins to move quickly. It becomes rapids as it passes through deep valleys, travelling across western Yunnan Province. Sometimes the river becomes a waterfall and enters wide valleys. We were both surprised to learn that half of the river is in China. After it leaves China and the high altitude, the Mekong becomes wide, brown and warm. As it enters Southeast Asia, its pace slows. It makes wide bends or meanders through low valleys to the plains where rice grows. At last, the river delta enters the South China Sea.
一、单项选择题
1.【答案lD。解析：考查辅音的发音特征。[b]是带声的、双唇音和爆破音。
2.【答案】C。
3.【答案】D。解析：考查动词辨析。句意为“深圳已经通过了一项禁止在公共场合抽烟的新法律，这可以一个城市的文明程度”。weigh“权衡，考虑”，balance“平衡”，explore“探索，研究”，measure"衡量”。根据语境可知D项最符合句意.
4.【答案】B。解析：考查形容词辨析。句意为“_________工会和管理层之间一直缺乏沟通”。regretful意为某人“感到遗憾的”，regrettable意为某事“令人遗憾的，可惜的”。regrettin9和regretted为分词形式，均不符合题意。故选B。
5.【答案】B。解析：考查习惯用语。may well主要用于加强推测的语气，表示具有较大的可能性;might as well用于表示提议，意为“不妨”;as well as常用来连接两个并列的成分，作“也，还”解;as well作“也：又”解，相当于too或also，常位于句末。句意为“既然火车一个小时以后才开，我们不妨到快餐店吃点东西”。故选B。
6.【答案】C。解析：考查逻辑关系。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。
7.【答案】D。解析：考查情态动词。前旬说“情况现在一团糟”。后句说“多遗憾!这件事本来可以以截然不同的方式发展的”。could have done"本可以，本能够”，表示对过去的推测，故选D。
8.【答案】C。解析：考查同位语从句。that引导的从句用来说明the rumot“流言”的内容，故选C。
9.【答案】D。解析：考查形态学知识。复合词通常是由两个或两个以上的单词合写在一起构成，派生词是通过在词根上加后缀或前缀来构成的新词。A、B、C都是复合词，D项是由词根accept加上前缀un.和后缀一able构成的派生词.故答案选D。
10.【答案】B。解析：考查语义变化。语义变化有多种：词义扩大(widening ofmeaning)、词义缩小(narrowing ofmeaning)和词义转移(meaning shift)。“0ffend”在古代的意思是“击打”，现在的意思是“冒犯，惹怒”，因此是词义的扩大。
11.【答案】C。解析：考查英语课程目标。基础教育阶段英语课程的目标是“以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础.培养学生英语综合语言运用能力”。故C项正确。
12.【答案】B。解析：考查英语课程内容。学生的发展是英语课程的出发点和归宿。故选B。
13.【答案】D。解析：考查语法教学方法。常用的三种语法教学法有：演绎法(The deductive method)、归纳法(The inductive method)和指导发现法(The guided discover),method)。因此答案为D。
14.【答案】A。解析：考查语音教学。学生对两个英语发音混淆不清的时候，教师可以向学生解释如何正确发音。本来学生就不清楚如何发音，用绕口令更容易使他分辨不清。而把语音写在黑板上容易分散学生在“听”上的注意力。造句属于产出训练阶段的练习，也不适合此处情境。故选A。
15.【答案】C。解析：考查听力教学。题目中叙述的教学内容正是听后阶段的活动。
16.【答案】D。解析：考查听力模式。该学生描述到自己在听英语时，遇到不认识的词汇总是深究，以至于错过了录音后面的内容。这是bottom-up approach(自下而上法)。A指“注重细节的方法”，B指“自上而下法”，C指“互动法”。
17.【答案】B。解析：考查写作教学。重结果的教学模式对写作最后的成果十分重视，但是却忽视了对写作过程的监控.不利于写作能力的培养。
18.【答案】A。解析：考查课堂活动形式。当教师要呈现新知、给出解释或是核对答案时，应采取全班活动 (whole class work)。
19.【答案lD。解析：考查课堂评价。教师问学生在小组活动中表现怎么样，主要是查看学生参与课堂的积极性。故选D。
20.【答案】C。解析：考查测试的形式。A项为“判断正误题”，B项为“完形填空”，C项为“听写题”，D项为“翻译题”。听写题可以考查学生的听力能力、语法、词汇、语音、书写等多项内容。
Passage l
21.【答案】D。解析：由第一段中的“On Dec ll，2012，he became the first Indian soldier to parade outside Buck-ingham Palace.He said wearing a turban instead of the famous bearskin was‘the best moment of his life.…可以推知选D。
22.I答案】A。解析：A项说她喜欢英国的生活方式，符合文章内容;B项说她是《太阳报》的记者，文中没有提及.C项说她2007年从诺丁汉搬走.实际上是她2007年从德国搬到了诺丁汉，D项说她认为英国每个人都太友善了.而原文的意思是“英国是一个生活的好地方.因为每个人都很友好”。故选A。
23.【答案】C。解析：根据倒数第四段第一句“The census results also suggested the English language could be a barrier for immigrants trying to integrate into British society."可知C项正确。
24.【答案】B。解析：A项表示“消极的”，B项表示“中立的”，C项表示“积极的”，D项表示“有偏见的”。通读全文可知，作者的态度一直是中立的。故选B。
25.【答案】C。解析：选项A、B、D在文章中都有涉及，而它们也正好说明了英国的多样性。故选C。
Passage 2
26.【答案】A。解析：全文共三段，根据每段的第一句“Social change is more likely to occur in societies…”，“Within a society.social change is also likely to occur more frequently and more readily in…”和“Furthermore，social change is easier if it is gradanl”可知，本文讲的不是哪些因素能推动社会变革，而是哪些因素使社会变革
更容易发生，因此选A。
27.【答案】B。解析：根据第一段“The simple reason for this is that there are more different ways of looking at things…There are more ideas…In addition.there is usually a greater worldly interest and greater tolerance in mixed societies...Allthesefactorstendto DrOBote social change"可知，有许多因素能推动社会变革，B项是其中一个因素。
28.【答案】B。解析：根据第二段“social change is also likely to occur more frequently and more readily in the material aspeels…in what has been learned later in life rather than what was learned early…in the less basic and less emotional aspects of society than in their opposites"可知A、C、D项都正确。由第一段最后一句可知，不同的观点以及对现状的不满可以加速而不是减慢社会变革，因此B项错误。故选B。
29.【答案】C。解析：由第一段以及常识可知，社会容忍度指的是对不同观点、信仰、行为等的尊重。
30.【答案】A。解析：由第一段最后一句“although conditions may not be satisfactory，they are at least customary and undisputed”可知答案为A.此选项是对原文的同义转述。
二、简答题
31.【参考答案】
传统教学媒体呈现与传播单一信息.而多媒体可以集文字、声音、图像、动画于一体，使多种信息形成动态组合或集成.使教学内容更加丰富、生动形象。
多媒体辅助英语教学更快捷、高效，能节省教学时间.增加课堂教学容量;多媒体的视听效果能调动学生多种感官参与学习活动.营造良好的学习环境.视听结合有利于激发学生的学习兴趣，提高记忆效率;多媒体辅助教学为师生语言交际提供了更大的思维空间.为英语课堂教学的多边互动提供了便利条件，提高了课堂教学的效率。
三、教学情境分析题
32.【参考答案】
(1)两个作业都比较合理.第一个作业完成课后作业里的听力部分，目的是让学生在课后能继续复习本节课所学内容，同时锻炼了听的能力：第二个作业属于开放式的作业.让学生在课后搜集与奥林匹克运动会有关的话题.并在第二天的时候进行汇报.这样的作业形式既没有很大的书写量又锻炼了学生的信息搜集能力和语言组织能力.是比较好的作业形式。
(2)布置的作业既不要给学生造成压力又要能让学生在课后很好地复习所学知识.所以教师要注意作业的形式，不要布置让学生进行机械记忆的作业，而要让学生多动手.利用多种资源找到和本节课话题有关的知识.锻炼听说能力.将课堂所学的知识技能应用到实际生活中去.
(3)课时作业、课本剧表演作业、问卷调查作业、采访型作业、辩论型作业。本节课也可以采用问卷调查类型的作业，让学生回家之后调查家人朋友对奥林匹克运动会的熟悉程度.并做详细记录.第二节课再和同学们分享家人朋友的感想.
四、教学设计题
33.【参考设计】
Class Type: Reading class, 1 period
Teaching Contents: This lesson is about travel dream and travel plan.
Teaching Objectives:
(1) Knowledge objective
Students can learn some useful words and phrases related to travel like transport, prefer, disadvantage, fare,flow, schedule, organize, be fond of, care about, determined, change one's mind, make up one's mind, give in, etc.
(2) Ability objectives
①Students can talk about something related to travel, e.g. the place, the fares and transport, etc.
② Students can find out the characteristics of Wang Wei.
(3) Emotional objectives
① Students can learn the spirit of confidence and persistence.
② Students can raise their awareness to love and appreciate the beauty of nature.
Teaching Key Points:
(1) How to enable the students to summarize the characteristics of Wang Wei.
(2) How to help the students have a better understanding of the text.
Teaching Difficult Points:
How to make the students master the text and help the students analyze Wang Wei.
Teaching Procedures:
Step 1 Greetings (1 minute)
Greet the whole class as usual and present the teaching aims.
Step 2 Lead-in (5 minutes)
Show the photos of some beautiful places on the PowerPoint. The Great Wall, Budala Palace, Venice, Statue of Liberty in New York, America, Fujiyama.) Ask students whether they know where they are.
T: Do you like traveling?
Ss: Yes.
T: Why do you like traveling? Any volunteer?
S1: I can enjoy beautiful scenery.
T: Good, thank you for your sharing.
S2: I can broaden my horizon.
T: A very good point. Any other reasons?
S3: I can make friends during the journey.
T: Very good. That's a very exciting thing to make friends during the journey. Today we will follow Wang Wei and Wang Kun to experience an exciting journey along Mekong.
(Justification: To arouse students' interest in the topic of travel by asking them why they enjoy travelling.
Students will have curiosity about things related to travel presented in this unit, which can help students get involved into this unit easily and smoothly.)
Step 3 Pre-reading (9 minutes)
T: Hgve you visited the Mekong River?
(Show students the map and some beautiful pictures about Mekong)
T: Do you know something about Mekong? Can you list the countries that the Mekong River flows through?
Then ask some students to share their answers, and after that the teacher gives a brief introduction about the Mekong River.
The Mekong River is the heart of mainland Southeast Asia. The 12th longest river in the world, it runs from its headwaters on Tibetan Plateau through Yunnan Province of China, Burma, Thailand, Cambodia, Laos and Vietnam.
Over 60 million people depend on Mekong for food, water, transport and many other aspects of their daily lives.
(Justification: Enable students to think where the Mekong River is and how important it is for the residents along. Make predictions about the text and arouse their curiosity to know more about body language. Make students enjoy the beautiful sights along the Mekong River to arouse their interest in it.)
Step 4 While-reading (15 minutes)
(1) Skimming and Scanning (5 minutes)
①Skimming
Ask students to go through the passage quietly and do True or False questions.
a. Wang Kun is a high school student.( )
b. The source of Mekong is in Qinghai province. ( )
c. Finally Wang Kun agreed with his sister to cycle with her.( )
d. They found few atlas and books about Mekong River in library.( )
② Scanning
Ask students to scan the text quickly, and then answer the following questions.
a. Who are Wang Kun and Wang Wei?
b. What are their dreams?
c. Who are Dao Wei and Yu Hang?
d. What can you see when you travel along the Mekong River?
(Justification: Students' reading ability of getting the generaX ideas and locating the specific information can be trained and improved by skimming and scanning practice.)
(2) Careful reading (10 minutes)
Ask students to read the text again. And then work in groups trying to fill in the blanks and complete the form below.
① Fill in the blanks
Mekong River begins _________ a glacier on a Tibetan mountain. At first, the river is small and the water begins to move_________. It becomes__ as it passes _________ deep valleys. Sometimes the River_________wide Valley and becomes a _________. We were both surprised to learn that half of the river is in China. After it leaves China and the high altitudes, the Mekong becomes _________ brown and warm. As it enters Southeast Asia, it travels slowly _________ hills and low valleys, and the __________ where rice grows. At last the river's delta enters the South China Sea.
②Complete the form
Then ask students to share their answers with the whole class.
(Justification：Give students enough time to read the passage carefully and discuss the questions with their partners can help them have a further understanding of the passage.)
Step 5 Post-reading(10 minutes)
Ask students to make a comparison according to the contents in the passage.
An attitude is what a person thinks about somethin9.Write Wang Wei’S and Wang Kun’S similar and different attitudes about the trip in the chart.
(Justification: It can cultivate students'abilities of comparison and summary by making students do a comparison according to the contents in the passage. Meanwhile, it will consolidate what they have learnt in this lesson.)
Step 6 Summary and Homework (5 minutes)
Summary: Ask one student to act as an assistant teacher to guide others to summarize what they have learned in this class. And then give a conclusion about this lesson.
Enlighten students to realize the importance of having the spirit of confidence and persistence. Meanwhile, raise their awareness to love and appreciate the beauty of nature.
Homework: Ask students to work in pairs. Imagine that they are Wang Kun and Wang Wei. Choose a paragraph from the passage and use the information to help them make a dialogue.
E.g. Wang Wei: You know, we've always wanted to do a long bike trip. Why don't we go on one after we graduate from college?
Wang Kun: That's a good idea ...
(Justification: Making a dialogue according to the passage they have learned can help students have a further comprehension about the passage, and at the same time students can improve their oral English as well as their communicative ability.)
Blackboard Design:
Part 1 The Dream and the PlanJourney down the Mekong
Words and Phrases:
transport, prefer, disadvantage, fare, flow, schedule, organize, be fond of, care about, determined, change one's mind, make up one's mind, give in.
Teaching Reflection.
