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一、單項選擇題
1．D[解析]依據(jù)下句可知，說話的人有重要的事情要去做，所以不能參加游戲。“I’m afraid not”表示委婉拒絕。
2．C[解析]句意為：我們要去書店。你可以跟我們一起去，也可以晚點和我們在那里見面。“or”表示或者，在“come with US”和“meet US there later”中選擇其一。
3．B[解析]Ncacy告訴我她想去這件事是發(fā)生在過去的，所以應(yīng)該用tell的過去式形式told。
4．A[解析]下句提到還有“some juice”，所以排除D項。B項和C項不符合題意，故選A。
5．D[解析]第二句句意為：是的。但是工作結(jié)束后我想再喝一杯。只有another有“再一。又一”之意，故選D。
6．D[解析]第二句句意為：我猜測你開得太快了。表示的是在過去的某個時候開車開得很快，所以用drive的過去進(jìn)行時。
7．C[解析]因為是在兩個人中選擇一個，所以用good的比較級better，排除A、D。the better choice表示David是那個比較好的選擇。
8．C[解析]第一句句意為：我被選作主持人，我感到很開心。“被選作”是被動語態(tài)，并且是發(fā)生在過去的動作，所以選擇C項。
9．D[解析]這里用d0的過去完成時，表示過去已經(jīng)完成的動作對現(xiàn)在的影響。
10．A[解析]美國的自由女神像是法國人贈予的禮物。
11．D
12．C
13．A[解析]根據(jù)新課標(biāo)要求，7—9年級的英語課程建議每周不少于四課時。因此應(yīng)該選擇A。
14．D[解析]根據(jù)新課標(biāo)要求，基礎(chǔ)教育階段英語課程的目標(biāo)是以學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識的發(fā)展為基礎(chǔ)，培養(yǎng)學(xué)生英語綜合語言運用能力。因此正確答案應(yīng)該選D。
15．B[解析]根據(jù)新課標(biāo)要求，學(xué)會使用1500--1600個的單詞和200—300個習(xí)慣用語或固定的搭配。因此正確答案應(yīng)該選B。
16．B[解析]根據(jù)新課標(biāo)要求，除教材外，課外閱讀量應(yīng)累計達(dá)到15萬詞以上。因此應(yīng)該選擇B。
17．C[解析]《義務(wù)教育英語課程標(biāo)準(zhǔn)(2011年版)》采用國際通用的分級方式，將英語課程目標(biāo)按照能力水平設(shè)為九個級別。正確答案應(yīng)該選C。
18．C[解析]根據(jù)新課標(biāo)要求，7—9年級分別完成三、四、五級目標(biāo)，因此正確答案為C。
19．A[解析]根據(jù)新課標(biāo)要求，在英語課程實施中，幫助學(xué)生有效地使用學(xué)習(xí)策略，不僅有利于他們把握學(xué)習(xí)的方向，采用科學(xué)的途徑提高學(xué)習(xí)效率，而且還有助于他們形成自主學(xué)習(xí)的能力，為終身學(xué)習(xí)奠定基礎(chǔ)。因此正確答案應(yīng)該選A。
20．C[解析]根據(jù)新課標(biāo)要求“語言技能是構(gòu)成語言交際能力的重要組成部分。語言技能包括聽、說、讀、寫四個方面的技能以及這四種技能的綜合運用能力”。因此答案應(yīng)該選擇C。
21．C[解析]本文主要講述了專家學(xué)者們對人們?nèi)绾芜M(jìn)行改變的建議。故C項最符合題意。
22．B[解析]根據(jù)第四段中的第一句可知，Nicholas Christakis認(rèn)為當(dāng)人們的朋友或朋友的朋友們發(fā)生積極的轉(zhuǎn)變時，他們會比較傾向于積極的轉(zhuǎn)變。故可推知人們在別人的鼓勵下比較容易發(fā)生轉(zhuǎn)變。故選B。
23．C[解 析]根據(jù)第五段中的“There’S desire，but I just kept putting it off．I didn’t get to it until the summer．”keep off的意思是“避開，不接近”，可知Johnny Augustin做事拖拉，不到最后一刻不愿意完成該完成的事。故C是正確答案。
24．D[解析]根據(jù)第四段可知向朋友學(xué)習(xí)是轉(zhuǎn)變的一個方法；根據(jù)第三段的第二句可知一開始就設(shè)立目標(biāo)也是轉(zhuǎn)變的一個方法；根據(jù)最后一段的第一句可知擁有積極的態(tài)度也是轉(zhuǎn)變的一個方法。只有D項在文中沒有提及。故選D。
25．D[解析]本文最后一段講述了積極的態(tài)度是成功轉(zhuǎn)變的一個關(guān)鍵因素。文中第五段是第四段觀點的例證，因此可以推測最后一段的下文應(yīng)該是最后一段觀點的例證。故選D。
26．A[解析]本文主要講述了“Earthship”的結(jié)構(gòu)及其環(huán)保功能，第六段的第一句點題，說明“Earthship”很環(huán)保，是最好的住所。故選A。
27．D[解析]“They”的前面是“The walls are extremely stron9”，根據(jù)就近原則，可知“They”是指“Walls”。
28．C[解析]A項、B項和D項都只是描述了“Earthship”構(gòu)造材料的特性，不能作為觀點。C項代表了作者的觀點。
29．B[解析]A項、C項和環(huán)保無關(guān)，排除。B項指用過的水可以抽到花園重復(fù)利用，D項指輪胎不能回收，但是瓶子和紙可以。明顯B項比D項更環(huán)保。
30．B[解析]文章的主旨是宣揚“Earthship”異于普通房子的環(huán)保功能。B項最能體現(xiàn)這個觀點。
二、簡答題
31．[參考答案]英語學(xué)習(xí)調(diào)查問卷
姓名：日期：
一、閱讀下面的句子，你同意這些說法嗎?在每個句子后面用圓圈將你自己的看法圈起來。
1．你平時學(xué)習(xí)有計劃嗎?有（ ?。┯袝r有（ ?。]有（ ）
2．你上課做筆記嗎?做（ ?。┯袝r做（ ?。┎蛔觯ā 。?br />
3．你做作業(yè)前復(fù)習(xí)嗎?復(fù)習(xí)（ ?。┯袝r不做（ ?。?fù)習(xí)（ ?。?br />
4．你考試前制定目標(biāo)嗎?制定（ ?。┯袝r不制定（ ）制定（ ?。?br />
5．你有預(yù)習(xí)的習(xí)慣嗎?有（ ?。┯袝r有（ ?。]有（ ?。?br />
6．你課后有閱讀的習(xí)慣嗎?有（ ?。┯袝r有（ ?。]有（ ?。?br />
7．你會聽英語磁帶學(xué)習(xí)嗎?會（ ?。┯袝r會（ ）不會（ ?。?br />
8．你對英語學(xué)習(xí)感興趣嗎?感興趣（ ?。┯袝r有（ ?。]有（ ?。?br />
9．你覺得老師上課有趣嗎?有（ ）有時感興趣（ ?。┎桓信d趣（ ）
10．你有學(xué)英語的動力嗎?有（ ?。┯袝r有（ ）沒有（ ?。?br />
11．你記單詞有耐心嗎?有（ ）有時有（ ?。]有（ ?。?br />
12．你覺得自己具有學(xué)好英語的能力嗎?具有（ ）不具有（ ?。?br />
二、用你自己的話完成下面的句子、
我覺得英語書是：
三、你對今后的英語課和英語老師有什么想說的?
三、教學(xué)情境分析題
32． [參考答案]該教師在聽力教學(xué)過程中只注重讓學(xué)生聽而忽略了講的作用。這種聽力訓(xùn)練不僅使學(xué)生感到很被動，而且疲勞乏味，學(xué)生注意力很難集中，很難達(dá)到理 想的教學(xué)效果。高中聽力教學(xué)是英語教學(xué)中的一個重要的、基礎(chǔ)的環(huán)節(jié)，然而實際教學(xué)中有很多因素會影響聽力的教學(xué)，比如學(xué)生的基本功不扎實、基礎(chǔ)知識積累不 足(語音語調(diào)不熟悉、詞匯不過關(guān)等)，教師的教學(xué)方法不得當(dāng)(教學(xué)方法過于傳統(tǒng)、只聽不講、聽力材料不夠豐富生動等)，所以在教學(xué)實踐中要綜合運用語音、 詞匯、閱讀技巧、聽說結(jié)合等教學(xué)方法以提高學(xué)生的聽力水平。除了正常的教學(xué)，更為重要的是要加強日常聽力的練習(xí)，因為英語聽力水平的提高不是一蹴而就的， 而是一個日積月累、相當(dāng)復(fù)雜的過程。聽力教學(xué)要以學(xué)生整體語言能力的提高為基礎(chǔ)，要以科學(xué)的學(xué)習(xí)方法和訓(xùn)練方法為前提，在教師的正確指導(dǎo)下，并經(jīng)過長期的 訓(xùn)練，才能達(dá)到令人滿意的效果。
四、教學(xué)設(shè)計題
33．[參考答案]
1．Teaching objectives
1．Knowledge and sklls objectives
(1)Words：copy，own，get over．
(2)Sentence patterns：
She asked me if she could copy my homework．
I asked her why she wanted to do that．
T sanid it would start a bad habit
(3)Continue to learn Direct Speech and Reported Speech．
2．Process and methods objectives
Practieing more to improve the students’four skills and to understand it is very important for us to complete our own tasks by ourselves．
3．Emotion，attitude and values objectives
Be aware of the importance of interpersonal relationship．
Ⅱ．Important points
ContinuP to leam to repoft what someone said(more kinds of Reposed Speech)，and how to use it(as formal subject)．
Ⅲ．Difficult points
1．Practice more about the grammatical structures in different ways and summary about these．
2．HelD the students find out the right idea to study English in the future．
IV．Teaching Procedure
Step 1 Greetings
Step 2 Warming up
Ask a few students how they can report someone said，and to give some examples about daily life.
IJet the students pay attention to the changes of their speech，and translate with：Now let’s learn about more kinds of Reported Speech．
Step 3 Vocabulary and sentence pattern study
1．Ask the students to fill the blanks on their own．
(Complete ten sentences，Self-check 1)
2．Check the answers．
1)Can you bring some music cds to the party?
2)My friend does well in English SO she often helps me with my projects•
3)He didn’t know what was happening outside．
4)1’m so cold．Can I borrow your jacket?
5、I’m seeing Sue this afternoon．Do you want me to pass on any messages?
In some cases．students need to use another form of the word，for example，adjusting for tense or subject／verb agreement．
3．Ask the students to make their own sentences with the words，preferably sentences that are meaningful．
eg：1 want to know，“Copying homework is right or wrong?”etc．
This activity can help the students think more about how to study the vocabulary in future，and find the right way to enlarge their vocabulary．
Step4 Just for fun
Let the students read and talk about it，find out what makes the cartoon funny．(Neither person can hear what the other person is saying)
This activity provides reading practice with the target language．And with the topic’s help，we can start the new text．
Can we hear what the author want to tell us?
Step 5 Reading(Self-check 2)
(Notice：turn off s(ound)Show the whole story with CAl，and give the chance to the students，
let them dub for the pictures．
After several times．play the recording for help to correct their voice．And then let all the students dub for the story．
It is very important to understand the whole story before they learn the details•
Step 6 Text study
1．Find main idea
Ask the students to read silently，quickly through to the end without stopping to find the main clues．
We had a big fight last week in school．→She said she had forgotten to do hers．→I said I didn，t think it was a good idea for her to copy my homework．→She said it was much better if she did her own homework．
Help the Students recite the passage with the sentences．
2．Sentences’stucly
There are more than 10 Reported Speech sentences in the story．Find all the sentences to study the Direct speech and Reported Speech．And continue to study sentences’changes for Reported Speech．
Step 7 Pair work
1．Ask a few pairs of students to rewrite the story as a conversation．Pretend you(as author)
are talking about the fight with other person．
eg：A：Who’S your best friend?
B：Mv best friend is Xiao Li，bul last week we had a big fight and now she isn’t talking to me．
A：How did it start?
B：…
This activity practices students to understand the target language in spoken conversations.
2．Ask the students to change their identity in talking about the fight．For example，pretend you(fitS author)and“Xiao Li”，etc．
This activity develops students’ability to use reported speech correctly．And it is very impor-tant for the students to enjoy the experience of learning English．If we can do this,they will be moti-vated to learn and improve．
Step 8 Practice
1．She said,“0ur bus Will arrive in five minutes．”
→She said that their bus would arrive in five minutes．
2．He asked，“Can you come to my party?’’
→He asked me if I could go to his party．
3．He asked，“Where are you going，Lana?”
→He asked Lana where she was going．
4．The teacher said to the boy．“0pen the window．”
→The teacher told the boy to open the window．
5．She said，“What a lovely day it isIl，
→She said what a lovely day it was．
(With the CAI to show the whole practice，all the answers are italic，they each will be shown after the students’discussing．)
Step 9 Have a test
1．The teacher said．“The earth goes Found the sun．”
→The teacher said that the earth goes Found the SUn．
2．The girl said to us，“He isn’t a teacher，isn’t he?”
→The girl asked US whether／if he was a teacher．
3．She asked me if she could copy my homework．
→She asked me．“Can I copy your homework?”
4．I asked her why she wanted to do that．
→I asked her．“Why do you want to do this?”
Step l0 Homework
Read the story again and write it as a conversation．If possible，make a soap opera play please．
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