particularly interested in seeing，we bought an excellent guidebook and read it thoroughly before leaving.
Friendly warnings didn’t change our planning，although we might have more prudently checked with the U.S.State Department’s list of troublespots.We didn’t see a lot of children among the foreign visitors during our six-day stay in Istanbul，but we found the tourist areas quite safe，very interesting and varied enough even to suit our son，whose oft-repeated request is that we not see “every single” church and museum in a given city.
Vaccinations weren’t needed for the city，but we were concerned about adapting to the water for a short stay.So we used bottled water for drinking and brushing our teeth，a precaution that may seem excessive，but we all stayed healthy.
Taking the advice of a friend，we booked a hotel a 20-minute walk from most of Istanbul’s major tourist sites.This not only got us some morning exercise，strolling over the Karakoy Bridge，but took us past a colorful assortment of fishermen，vendors and shoe shiners.
From a teenager and pre-teen’s view，Istanbul street life is fascinating since almost everything can be bought outdoors.They were at a good age to spend time wandering the labyrinth of the Spice Bazaar，where shops display mounds of pungent herbs in sacks.Doing this with younger children would be harder simply because the streets are so packed with people；it would be easy to get lost.
For our two，whose buying experience consisted of department stores and shopping mall boutiques，it was amazing to discover that you could bargain over price and perhaps end up with two of something for the price of one.They also learned to figure out the relative value of the Turkish lira，not a small matter with its many zeros.
Being exposed to Islam was an important part of our trip.Visiting the mosques，especially the enormous Blue Mosque，was our first glimpse into how this major religion is practiced.Our children’s curiosity already had been piqued by the five daily calls to prayer over loudspeakers in every corner of the city，and the scarves covering the heads of many women.
Navigating meals can be troublesome with children，but a kebab，bought on
the street or in restaurants，was unfailingly popular.Since we had decided this trip was not for gourmets，kebabs spared us the agony of trying to find a restaurant each day that would suit the adults’ desire to try something new amid children’s insistence that the food be served immediately.Gradually，we branched out to try some other Turkish specialties.
Although our son had studied Islam briefly，it is impossible to be prepared for every awkward question that might come up，such as during our visits to the Topkapi Sarayi，the Ottoman Sultans’ palace.No guides were available so it was do-it-yourself，using our guidebook，which cheated us of a lot of interesting history and anecdotes that a professional guide could provide.Next time，we resolved to make such arrangements in advance.
On this trip，we wandered through the magnificent complex，with its imperial treasures，its courtyards and its harem.The last required a bit of explanation that we would have happily left to a learned third party.
26.Why did the couple choose Istanbul as their first holiday destination？ A.They were interested in the churches and museums there. B.Istanbul’s street life is fascinating to their teenage boys. C.This city could help broaden their vision with new experiences. D.The city is not listed as a trouble spot by the U.S.State Department. 27.Why did their friends react so negatively to their plan about their trip？ A.They thought their lives might be endangered. B.They though their plan was not prudently made. C.They believed that the tourist areas were peculiar.
D.They believed that the people in the tourist areas were eccentric. 28.Whom does “our two” in PARAGRAPH 8 refer to？ A.The couple. B.The kids.
C.Local-style markets. D.The gourmets.
29.Which of the following places was NOT visited by the family？ A.Islamic complex. B.Historical buildings. C.Local-style markets. D.Shopping mall boutiques.
30.Which of the following best indicates their impression of the tourist areas？ A.Terrible. B.Vague.
C.Memorable. D.Poor.
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.《普通高中英语课程标准（实验）》对高中写作技能目标提出了具体要求，写出其中涉及的三种写作体裁，并以记叙文为例，简述教师应从哪四个方面指导学生进行英语记叙文习作。
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阅读课第一课时教案中设计的教学目标。 Topic：five senses Teaching aims
1.to fully understand the reading material about five senses. 2.to grasp the usage of the link verbs.
3.to improve the students’ ability of listening，speaking，reading and writing. 根据所给信息从下列三个方面作答：
（1）总体评价该教学目标的合理性；（6分） （2）分别评析上述三项目标；（12分） （3）分别修改各项教学目标。（12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。
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的教案，教案没有固定格式，但须包含下列要点： teaching objectives teaching contents key and difficult points majoy steps and time allocation activities and justification
教学时间：45分钟
学生概况：某城镇普通中学高中一年级第二学期学生，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，学生课堂参与度与积极性一般。 语言素材：
The trick of eating healthily is remembering that no food in itself is good or bad；eating properly depends on eating the right variety of food in the right amount.Too much of even the most “healthy” food can lead to illness and disorders.
If you like a snack，avoid chocolate and crisps and head for fruit，filled rolls，soup and baked potatoes instead.Sugar-free breakfast cereals are also a good bet.
Recommended servings per day Fruit and Vegetables Meat，Fish，Poultry，Eggs，Beans，and Nuts Good sources of vitamins A and C，also These provide protein，iron and B contain fiber，folic acid，vitamin E and vitamins．Have 2 to 3 servings per day iron．Aim for at least 5 servings per with plenty of variety． day． Milk，Cheese and Yoghurt Bread，Cereals，Pasta，Brown Rice，Noodles and potatoes． These provide protein，calcium and B These provide fiber，B vitamins．Have 2 to 3 servings per day vitamins(including folic acid) and some and choose low fat varieties． iron．Choose wholegrain varieties and have at least 5 to 6 servings per day． 参考答案 一、单项选择题 1-5 BBADB 6-10 BDCDC 11-15 CDDAD 16-20 ABADA
21-25 DBBCB 26-30 CAADC
6.B【解析】the extent to which相当于how much。句意：通过这样做，教师就可以确定孩子们在多大程度上理解他们所阅读的东西。
9.D【解析】语言分析学家格赖斯（Grice）认为，在所有的语言交际活动中，对话双方有意无意地遵循着某一原则，以求有效地配合而完成交际任务，否则交谈就无法顺利进行。
16.A【解析】略读（skim）策略旨在快速阅读文章，以了解文章大意。 18.A【解析】在学生进行语言实践时，教师为学生指明方向、提供资源、帮助判断，并适时对学生给予鼓励，此时教师扮演的是引导者（facilitator）角色。 19.D【解析】标准参照测试（criterion-referenced testing）是以特定的语言能力标准作为判别标准的测试。美国EST举行的TOEFL、英国的IELTS均属于标准参照测试。 二、简答题 31.【答案要点】
三种写作体裁：记叙文、议论文、应用文。
教师应从以下四个方面指导学生进行英语记叙文写作： （1）明确五个W和一个H
要写好记叙文，首先要确定先写什么，最后写什么，然后用五个W和一个H的方法开始布局谋篇，即what（什么事），who（什么人），when（什么时候），where（什么地点），why（什么原因），how（怎么样）。整个写作内容的确定、写作材料的筛选，都要围绕这五个W和一个H进行。 （2）确定以第几人称及以何种顺序展开叙述
一般来说，英语记叙文要以第一人称（I/we）和第三人称（he/she/it/they）来展开叙述。第一人称是从“参与者”的角度进行叙述；第三人称是以“观察者”的身份展开叙述，要根据具体情况合理选用。
在确定了人称之后，要确定展开记叙的顺序。在英语记叙文中，最常用的是按事情发展的时间或空间顺序进行记叙。 （3）在塑造人物、展开情节上下工夫
记叙的任何事情都是由人来进行的，人物塑造的好坏是衡量记叙文好坏的一个
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