《高中英语》
一、单项选择题(本大题共 30 小题，每小题 2 分，共 60 分)
1. Ten years ago the population of our village was _____ that of theirs.
A. as twice large as B. twice as large as
C. twice as much as D. as twice much as
2. In the cinema, there was an old man _____ beside me.
A. sat B. sit C. sitting D. to sit
3. The multinational corporation is making a take-over _____ for a property company.
A. application B. bid C. proposal D. suggestion
4. —I’m surprised to hear that Sue and Paul have _____. —So am I. They seemed very happy together when I last saw them.
A. broken up B. finished up C. divided up D. closed up
5. — Do you think you could do without help? — _____. This is not the first time for me.
A. Take care B. Hurry up C. Not exactly D. Don’t worry
6. The affix “-able” in the word “touchable” is a (n) _____. A. derivational infix B.
derivational suffix C. inflectional infix D. inflectional suffix
7. Concerning pidgin and creole, which of the following is NOT true?
A. A pidgin is not a native language of a particular region. B. Pidgins are rule-governed, like any human language. C. Creole is essentially pidgin. D. Pidgins are created to serve a wide range of communicative purposes. 8. [p], [t], [k] are _____. A. fricatives B. affricates C. glides D. stops
9. Which of the following sentences is a two-place predicate?
A. It is snowing. B. The baby is sleeping. C. John gave Mary a book. D. Jack loves Mary.
10. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to _____ the rules and vocabulary to do whatever it is one wants to do.
A. use B. analyze C. learn D. remember
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11. If a teacher asks “What does corrective feedback mean”, this type of question is called “_____”. A. referential question B. tag question
C. rhetorical question D. display question
12. A variety of games, role-plays, situations, etc. are _____ communicative activities prepared to support the Communicative Language Teaching. A. text-based B. task-based C. game-based D. situation-based
13. What is the purpose of using information gap activity?
A. To prepare students for oral presentation. B. To provide students with an enjoyable activity based on effective communicative approaches. C. To ask students to listen and write. D. To make enough input. 14. In _____, substitutional and transformational drills are frequently used and aimed at form accuracy. A. cognitive processing B. communicative practice
C. meaning practice D. mechanical practice
15. In a conversation about how to spend a holiday, a student says, “I have plan to go traveling with my family.” Which of the teacher’s feedback will keep up communication as well as help the student correct his syntax error?
A. You should say you have planed to go traveling with your family. B. Why not say you planned to go traveling with your family?
C. You say you haveplan to go traveling?
D. You should pay attention to the tense of the sentence. 16. Which of the following does a teacher want his / her students to develop if he / she guides them to take
notes key words, abbreviations and symbols?
A. Cultural awareness. B. Language awareness. C. Learning strategies. D. Language knowledge. 17. According to The National English Curriculum Standards, the language knowledge students are
required to learn consists of phonetics, vocabulary, grammar, _____. A. function and theme B. culture and society
C. literature and linguistics D. discourse and genre
18. Which of the following should a teacher avoid when using an ELT course book?
A. Selecting appropriate supporting materials and resources. B. Interpreting curriculum goals and its expectations for the course. C. Planning lessons in relation to specific goals, topics, texts, and tasks. D. Implementing everything in the book without considering students’ needs and levels. 19. Total Physical Response as a TEFL method is more often used for teaching ____. A. children B. adults C. ESP course D. GE course
20.Which of the following is an example of teachers’ indirect corrective feedback?
A. say “went” instead of “go”
B. we never use “at” that way
C. choice A is not the right answer
D. who can help him with this sentence?
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请阅读 Passage 1，完成 21~25 小题。
An electric signal can trick a monkey’s brain into believing the animal’s finger has been touched. Touch something, and your brain knows. The hand sends signals to the brain to announce contact was made. But that feeling of touch may not require making actual contact, tests on monkeys now show. Zapping brain cells can fool the animal into thinking its finger has touched something. A person who has lost a limb or become paralyzed may need an artificial limb to complete everyday tasks. But such patients may not truly feel any objects they hold. The new findings point toward one day creating a sense of touch in those who use such artificial limbs. Psychologist Sliman Bensmaia of University of Chicago worked on the new tests. His team’s findings appeared on October 14 in the Proceedings of the National Academy of Sciences of the United States of America. The sense of touch is crucial to everyday tasks: People without it may have difficulty cracking an egg, lifting a cup or even turning a doorknob. That’s why restoring it is a major goal for designers of artificial limbs. In their new study, Bensmaia and his co-workers worked with rhesus monkeys (恒河猴). The scientists implanted electrodes (电极)--- small devices that can detect and relay an electrical signal—into the animals’ brains. The scientists used the electrode data to identify which neurons had become active. Then the scientists used the implanted electrodes to zap those same neurons. And the monkeys reacted as though their fingers had been touched. In fact, they hadn’t. The monkeys couldn’t use words to tell the scientists what they had felt. Instead, they communicated by looking in a particular direction—just as when they had really been touched. The new findings show how touch-sensitive devices could be built. The new study also offers “a nice clear pathway” for figuring out how to restore a sense of touch to an amputee(被截肢者) or someone with a injury of spinal cord. The study shows how artificial limbs might be connected to the brain so that a person can “feel” with such a prosthesis (假肢). But such a supersensory device doesn’t exist yet and scientists have a lot of work to do before people will benefit from it. Researchers must first figure out whether the electrodes would work in people in the same way they do in monkeys. “I think the foundation is laid for human trials,” Bensmaia said. 21.What does the underlined word “it” refer to?
A. The sense of touch B. An artificial limb
C. The turning of a doorknob D. The lifting of a cup
22.Bensmania tested monkeys to prove that the feeling of touch _____. A. is important to everyday tasks
B. may not require making actual contact
C. is a problem of life and death
D. may be a challenge for designers of artificial limbs. 23.Monkeys tell researchers their sense of touch by _____. A. putting up one of their fingers B. making their brain cells active
C. looking in a particular direction D. mimicking natural signals in the brain
24.The last sentence of the text suggests humans _____. A. will use touch-sensitive devices B. will test monkeys soon
C. lay foundations for monkey trials D. will be tested on the electrodes
25.The passage is mainly about _____. A. restoring a sense of touch B. fooling a clever monkey
C. making new artificial limbs D. sending a signal with a touch
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请阅读 Passage 2，完成 26~30 小题。
Passage 2
On a five to three vote, the Supreme Court knocked out much of Arizona’s immigration law Monday-a modest policy victory for the Obama Administration. But on the more important matter of the Constitution, the decision was an 8-0 defeat for the Administration’s effort to upset the balance of power between the federal government and the states. In Arizona v. United States, the majority overturned three of the four contested provisions of Arizona’s controversial plan to have state and local police enforce federal immigration law. The Constitutional principles that Washington alone has the power to “establish a uniform Rule of “Naturalization” and that federal laws precede state laws are noncontroversial. Arizona had attempted to fashion state policies that ran parallel to the existing federal ones. Justice Anthony Kennedy, joined by Chief Justice John Roberts and the Court’s liberals, ruled that the state flew too close to the federal sun. On the overturned provisions the majority held the congress had deliberately “occupied the field” and Arizona had thus intruded on the federal’s privileged powers. However, the Justices said that Arizona police would be allowed to verify the legal status of people whocome in contact with law enforcement. That’s because Congress has always envisioned joint federal-state immigration enforcement and explicitly encourages state officers to share information and cooperate with federal colleagues. Two of the three objecting Justice-Samuel Alito and Clarence Thomas-agreed with this Constitutional logic but disagree about which Arizona rules conflicted with the federal statute. The only major objection came from Justice Antonin Scalia, who offered an even more robust defense of state privileges going back to the alien and Sedition Acts. The 8-0 objection to President Obama turns on what Justice Samuel Alito describes in his objection as “a shocking assertion of federal executive power”. The White House argued that Arizona’s laws conflicted with its enforcement priorities, even if state laws complied with federal statutes to the letter. In effect, the White House claimed that it could invalidate any otherwise legitimate state law that it disagrees with. Some powers do belong exclusively to the federal government, and control of citizenship and the borders is among them. But if Congress wanted to prevent states from using their own resources to check immigration status, it could. It never did so. The administration was in essence asserting that because it didn’t want to carry out Congress’s immigration wishes, no state should be allowed to do so either. Every Justice rightly rejected this remarkable claim. The Supremacy Clause of the United States Constitution declares that federal laws are the “supreme Law of the Land.” Hence, state court laws are inferior so long as the federal law is valid . Given the split jurisdiction between federal and state sovereignty set up by the Constitution, one major point of contention is the ‘in pursuance thereof’ phrase in the Supremacy Clause. This means that it is not always possible to make a federal law in certain areas - that is, certain areas of law are reserved solely for the states to regulate, and any federal law in that area is unconstitutional. Defining this split of exclusive jurisdiction is the job of the Judicial Branch via interpretation of the Constitution, and has changed over time. In any case, the Constitution itself retains supremacy, so even if federal law is forbidden in certain areas, the Constitution itself always is supreme over any state law. The standards for resolving putative conflicts between federal laws are not always clear, and neither for that matter is the standard for determining what constitutes a federal law capable of superseding effect. The technique of setting federal norms of professional conduct on a decentralized basis by borrowing or incorporating state norms is increasingly trouble- some to the extent that the borrowed state norms are disuniform and that they are being put to multiple remedial purposes. Federal legislation preempting state law of professional conduct is conceivable but hardly likely, particularly as the norms are pressed into duty for purposes other than professional discipline. Pending other steps that might lead to national uniformity, the answer for the federal courts may be a uniform set of norms directly regulating litigation conduct in all federal courts. 26. Three provisions of Arizona’s plan were overturned because they _____. A. deprived the federal police of Constitutional powers. B. disturbed the power balance between different states. C. overstepped the authority of federal immigration law. D. contradicted both the federal and state policies. 27. On which of the following did the Justices agree, according to Paragraph 4?
A. Federal officers’ duty to withhold immigrants’ information. B. States’ independence from federal immigration law. C. States’ legitimate role in immigration enforcement. D. Congress’s intervention in immigration enforcement. 28. It can be inferred from Paragraph 5 that the Alien and Sedition Acts _____. A. violated the Constitution B. undermined the states’ interests
C. supported the federal statute D. stood in favor of the states
29. The White House claims that its power of enforcement _____. A. outweighs that held by the states B. is dependent on the states’ support
C. is established by federal statutes D. rarely goes against state laws
30. What can be learned from paragraph 7?
A. Immigration issues are usually decided by Congress
B. Justices intended to check the power of the Administration
C. Justices wanted to strengthen its coordination with Congress
D. The Administration is dominant over immigration issues
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二、简答题(本题共 1 小题，20 分)
根据题目要求完成下列任务，用中文作答。如何理解英语学习中的探究活动的意义和价值?(8 分)怎样设计探究性的学习活动?(12 分)
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。以下是某高中英语教师教授短文的教学片段：
(1) The teacher wrote the new vocabulary down and asked students to look them up in the
dictionary. (2) The teacher explained the usage of those words in Chinese. (3) After dealing with the vocabulary, the teacher began to focus on passage reading. 根据所给材料回答下列三个问题：
(1)该教师采用了什么教学方法?用这种方法进行词汇教学有何缺点?(10 分)
(2)针对该教学方法的缺点，对该教师的词汇教学提出建议。(12 分)
(3)列举两种常见的词汇教学模式，并简要说明。(8 分)
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。设计任务：请阅读下面学生信息和语言素材，设计一节 20 分钟的英语阅读课的教案。教案没有固定格式，但须包含下列要点：
● Teaching objectives
● Key and difficult points
● Major steps and time allocation
● Activities and justifications
教学时间：20 分钟
语言素材：
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《高中英语》 参考答案与解析
一、单项选择题
1-5 ABCBC 6-10 CACBB 11-15 DDBBB 16-20 CDBCC
试题分析：作者认为阅读应该是一种快乐，而不是强迫性的阅读，强调通过快乐阅读培养阅读习惯。
21.【答案】D。解析：考查细节理解题。题目的意思是根据文段孩子们害怕或者是不喜欢读书是因
为_____。根据第一段“This means that when they don’t know a word, they are going to make a mistake, right
in front of everyone”意为，这意味着当他们不知道单词的时候，他们会犯错，而且是在所有的人面前犯错，这会给他们他们带来一些害怕。故选 D。
22.【答案】A。解析：考查细节理解题。根据第二段作者的话“Now I’m going to say something about
reading that you have probably never heard a teacher say before. I would like you to read a lot of books this year, but I want you to read them only for pleasure. I am not going to ask you questions to find out whether you understand the books or not. If you understand enough of a book to enjoy it and want to go on reading it, that’s enough for me. Also I’m not going to ask you what words mean.”意为“现在我要说一些关于阅读的事情，你可能从来没有听说过一个老师说。我希望你读很多书，但今年，我想让你读书只为乐趣，我不想问你
问题，是否理解文章，如果你足够理解一个你喜欢这本书，想去读它，这对我来说已经足够了，我也不想问你单词的意思。”在这里 enjoyment, enjoy 和 pleasure 是同义词。故选 A。
23.【答案】C。解析：考查细节理解题。根据“The children sat stunned and silent. 孩子们震惊和沉默地坐着。”第三段“seriously, ‘Mr. Holt, do you really mean that?’”能得出答案。当老师说了这些话之后，孩子们都很震惊耶，很奇怪，所以他会确定问老师是不是真的这样?这表明学生是很不太相信的。答案选项的 it sounded too good to be true，意为听起来太好了以致不相信这是真的。
24【. 答案】C。解析：考查细节理解题。根据第四段最后一句话“She answered, Oh, sure, but I just skip over those parts and go on to the next good part. “她回答说，哦，当然，但我只是跳过这些部分，继续读下一个好的部分。”可以得出答案是这个女孩知道如何欣赏这些文章。故选 C。
25.【答案】B。解析：考查细节理解题。四个选项的意思分别是：A 孩子在阅读的时候不能够区别
好的部分以及不好的部分;B 应该留给学生孩子自己去选择，读什么以及如何读;C 在学校阅读永远不会是一个愉快和启发性的体验;D 阅读需要理解每一部分的信息。其实根据常识可以判断 C 和 D 是错误的，然后再结合全文大意，作者认为孩子不应该是强迫去读，要让他们自己读，选择材料读。故选 B。
26.【答案】D。解析：考查细节题。根据文章第一段可知，亚洲基础设施投资银行的首批四个贷款项目用于在孟加拉国乡村地区普及电力供应，提高印度尼西亚贫民窟的生活条件，以及改善巴基斯坦和塔吉克斯坦的道路状况。除了印度以外的其他三个国家都有提到，所以正确答案是 D。
27【. 答案】C。解析：考查细节题。根据文章第一段的最后一句...the projects were financially sound ...and had been accepted by the people in the project areas.可知 A 项表述正确;根据文章第三段中 Three of the
projects are being financed with other institutions ... that allowed the new bank to begin the projects quickly.可知 B 项表述正确;同样根据文章第三段最后一句可知孟加拉国是亚投行唯一一个独立出资的项目，也就是说没有其他机构投资，所以 C 项表述错误;根据文章第二段可知虽然在塔吉克斯坦修建的这条公路只有三英里长，但它将有助于改善首都杜尚别附近一条重要贸易线路的交通拥堵情况。所以 D 项表述正确。题干中让选错误的一项，故正确答案为 C。
28.【答案】C。解析：考查细节题。题干让选出金先生不支持的一项，实际也是让选出表述错误的一项。根据文章第四段...it is intended to operate as an international bank dedicated to improving the basic structures and facilities ...across Asia.可知 A 项表述正确;同样根据第四段...the Asian Infrastructure
Investment Bank places less emphasis on the reduction of poverty, ..可知世界银行和亚洲开发银行更加关注减少贫困，所以 D 项表述正确;根据第四段最后一句 We can work wonderfully together.可知 B 项表述正确。而 C 项文中并没有提到。文中只是提到美国拒绝加入亚投行，声称不确定亚投行会是否能合规，但是并不是说亚投行会对美国造成威胁。故正确答案为 C。
29【. 答案】B。解析：考查词义猜测题。He has also emphasized that the new bank will be more streamlined
and strive to be “lean, green and clean.”(他还强调亚投行的结构将会较为精炼，努力做到“精干、廉洁和绿色”)。lean 前面的 more streamlined 表示精简的，可以推断出 lean 的词义。Be well funded 资金充足;Be less redundant 不冗余;Be less corrupted 不腐败;Be well organized 组织性很强。故选 B。
30【. 答案】B。解析：考查细节题。文中说 Washington has shown no signs of wanting to join the new bank
(华盛顿一直没有显示出想要加入的迹象)，判断 A 表述错误。根据 Other members of the European Union, including France and Germany, rushed in after Britain(包括法国和德国在内，欧盟的其他一些成员也很快加入)可以判断C表述错误。根据The withdrawal of Britain from the European Union is not expected to affect its relationship with the bank(英国退出欧盟不会对它与亚投行的关系产生影响)可以判断 D 表述错误。根据 Two dozen countries have expressed interest in joining the bank(有二十多个国家表达了加入亚投行的意向)可以判断 B 表述正确，故选 B。
二、简答题
【参考答案】
(1)按照基础教育阶段英语课程分级总体目标的要求，课程标准对语言知识、语言技能、情感态
度、学习策略和文化意识等五个方面提出了相应的内容标准。
(2)其中“情感态度”是指兴趣、动机、自信、意志和合作精神等影响学生学习过程和教学效果的相关因素以及在学习过程中逐渐形成的祖国意识和国际视野。保持积极的学习态度是英语学习成功的关键。教师应在教学过程当中不断激发并强化学生的学习兴趣，并引导他们逐渐将兴趣转化为稳定的学习动机，以使它们树立自信心，锻炼客服困难的意志，认识自己学习的优势与不足，乐于与他人合作，养成和谐、健康向上的品格，通过英语课程，增强祖国意识、拓展国际视野。
三、教学情境分析题
【参考答案】
(1)语篇指的是实际使用的语言单位，是一次交际过程中的一系列连续的话段或句子所构成的语言整体。根据韩礼德的观点，语篇是一个语义单位或意义潜势的现实化，任何一个口头或书面语言片段，不论其长短，只要能构成一个语义整体，即表达完整的意思，就可以称之为语篇。语篇之所以重要，是由于它是交际过程中传递(口头或书面的)信息的语言形式。根据语篇的概念，第一篇属于会话语篇，
第二篇属于段落语篇。
(2)第一篇适合口语教学，第二篇适合阅读教学。
理由：①第一篇语言比较简单，没有生僻词汇，句式偏向口语化，适合用于口语练习;第二篇语言偏向书面化，词汇相对较复杂，并且多了长难句，适合进行句子的分析，因此适合阅读教学。②第一篇偏向生活化，有生活气息，适合平时与人交际使用，英语口语的最终目的就是让学生达到沟通交流，因此会话语篇可以提供这样一个交流的环境。第二篇偏向说明性语言，是补充介绍知识的，因此可以作为阅读材料来使学生在知识层面有所丰富和提高，同时也加强了语言理解方面的训练。
(3)需要考虑的基本要素：
①教学内容要素
教学内容是要完成的教学任务，是实现教学目标的主要载体。因此教师在选择材料时，需将教科书作为主要依据，教材分析基本关注教学的重点、难点及考点方面，比较注重显性教材的运用而忽视隐性教材的挖掘和利用，较少关注与学习教材内容有密切关系的认知和心理因素，以及教材对学生能力的要求，而对教学的重点和难点也只是阐述其内容，没有做进一步的分析。在新课改背景下，教学内容分析既要求对显性教材的运用，也要求对隐性教材的挖掘和利用。
②教学对象要素
学生是分析教学任务必须要考虑的因素，分析学生是为了帮助学生解决学习中的困难，完成教学任务。教师应该做到以下两点：一是要了解教学活动开始前学生在认知、情感、态度等方面已经达到了什么样的水平，这一水平标志着学生已经能做什么，说什么，想明白了什么等等(即学生的学情)。这是学生掌握新的学习任务的起点水平。二是要了解教授了教学材料后预期学生在认知、情感、态度等方面必须达到的状态。对这种状态的把握最终会转化为确定的教学任务与具体的学习目标。只有当教师的心中对教学前和教学后这两种状态的差距做到心中有数时，才能根据学生的实际情况，确定恰当的教学内容。
③教学目标要素
教学目标是教育者在教学过程中，希望受教育者达到的要求或产生的变化结果，也是教师完成教学任务的归宿。新课程标准从关注学生的学习出发，强调学生是学习的主体，教学目标是教学活动中师生共同追求的，而不是由教师所操纵的。因此，教学目标的主体显然应该是学生。教师在选择教学材料的同时也要以学生为出发点，思考需要完成怎样的教学目标或达到怎样的教学效果。
四、教学设计题
【参考设计】
Teaching aims
1. Students can master the important words and expressions: standard, believe it or not, such as, be expected to, play a part in, recognize. 2. practice the reading skills
3. develop students’ confidence through letting them talk about standard English and dialects among students. Teaching Contents
1. Reading skills
2. Words and expressions: standard, believe it or not, such as, be expected to, play a part in, recognize. Teaching Procedures
Step 1 Lead-in (2’)
TQ: China is a very big country. Do we speak the same language? Can we understand each other?
1. China is a large country where different dialects are spoken. Can you list some of them? Discuss in
groups and ask some students to report the answer. 2. Is there anybody who can speak a dialect from other place? Ask some students to speak the dialects and others guess. 3. Do you think there are some dialects in English?
(Justification: By free talk, the topic of this class could be led in smoothly.)
Step 2 Pre-reading (2’)
Explain some words
standard 标准, 规格 dialect 方言 expressions 词语,表达 Spanish 西班牙的 neighboring 附近的，毗邻的 geography 地理 play a part 扮演一个角色 recognize 辨认出,认出
(Justification: Explain the new words, so that students can understand the text easily.)
Step 3 While-reading (11’)
1. Fast reading Scanning
1). Do you know what Standard English is from the text?
2). What is a dialect?
Skimming:
Read quickly to find the topic sentence for each paragraph. 2. Detailed Reading
(1) Answer question:
① How many dialects of American English have been listed in the text? ( Para 2) The mid-western, southern, African American, and Spanish dialects. ② Why does American English have so many dialects?(Para 2 & 3) That’s because people come from all over the world. And geography plays a part in making dialects
(2) Language points
standard (adj.&n.)
believe it or not
such as ……
(Justification: Students could use reading strategies to get the main idea and detailed information of the text.) Step 4 Post-reading (5’)Display different dialects and ask students to distinguish them then have a discussion about why have somany dialects. (Justification: Students could practice expressing their idea in oral English.)
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