A．bringing back to mind various kinds of useful information B．informing them about what has to be done next C．clearing up their mistakes and confusion D．helping them to revive old memories
B
Europe‘s world status had drastically changed. Its individual nations, once great powers, were dwarfed - politically and militarily by the United States and the former Soviet Union, numerically by India and China, economically by the United States, Japan, and any new economic powers that might emerge. Europe‘s empires had been widely separated; and yet, like the rest of the world‘s rich Northern Hemisphere, it could not shrug off the poor and hungry millions in the South.All the more reason,therefore,for European countries to come together-not merely to hold their own political and economic superpowers but also to maximize their power to meet their wider responsibilities in the world.
20th-centry Europe had witnessed and shared in extraordinarily rapid technological change.Computers,industrial robots and genetic engineering are only its most obvious recent examples.The splitting of the atom had vastly multiplied humaintu's power to destroy itself.Jet aircraft,space travel and electronic telecommunications had revolutionized the sense of distance and scale.Radio and television,still more than the cinema,had become truly\media\satellites giving all broadcasts in the global range.
But economic progress had not kept pace with technology;in a world of potential plenty and well- being,there were still both poverty and pollution.Political progress had been slower still.International cooperation was increasing,but the basic political unit remained the nation-state.That dated fro m an age when the fastest means of travel had been a galloping horse.
This was why the founders of the EC,as Monnet said,were not concerned to make coalitions of stat es but to unite people.A united Europe along these lines,with common rules and democratic institutions,was in his eyes a pilot plant for a united world.
44. According to the second sentence, C . A.India has a longer history than Europe B.Europe is much more developed than India C.India has a bigger population than Europe
D.Europe has greater political and military power
45. The underlined\South\ B .
A. it should care more for its own poor people in southern Europe B. it should not put away its responsibilities for supporting the poor nations C.it should not be arrogant towards the developing countries
D.it alone could not support the poor people in most third world countries
46.One of the problems for the present Europe is D . A.its economy is developing too fast B.its technology is developing too fast
C.its economic system is too old to be of any use D.its politics does not keep pace with its technology
47.the author seems to C . A.support the idea of a united Europe B.favor making common rules for Europe
C. object to the coalitions of European states
D. love to see Europe not doing its duty for the word
C
K. David Harrison is a linguist and leading specialist in the study of endangered languages.He is a n associate professor at Swarthmore College.Dr.Gregory D.S.Anderson is a linguist who is the director of the Living Tongues Institute for Endangered Languages,a non-profit organization devoted to the documentation,revitalization and maintenance of endangered languages.Together they lead Enduring Voices,a project devoted to documenting endangered languages and identifying the most crucial areas where languages are threatened and making expeditions to assist native communities in their efforts to revitalize and maintain their languages.Chris Rainier,a noted documentary photographer,joins them in communicating stories of the remaining natural wilderness and native cultures around the globe.
\represents the greatest single concentration of linguistic diversity on Earth,with 830 listed languages identified thus far and an unknown number remaining to be scientifically documented.Part of Papua New Guinea also falls within a language hot spot,where a large number of native languages are on the edge extinction. Without it,no survey of the world's languages or understanding of the current global process of language extinction would be complete,\
\with speakers of eleven local languages of Papua New Guinea.Our expedition took us to East Sepik Province,where we visited several small endangered-language communities.These local Karawari area languages lack a presence in teaching materials and books.In many villages,there is only passive knowledge of the ancestral Pondo-family language Yokoim and Karim,while in others,not even passive knowledge of the heritage tongue among schoolchildren is found.\
\Egypt or the Notre Da me Cathedral in France(both are world heritage sites),but languages are much more ancient and complex and even more impressive as monuments to human creativity.\
48. The Enduring Voices team was formed to C . A.conserve the environment of the wilderness B.improve communication between the natives C. save native languages from extinction D. help the natives learn foreign languages
49. In the last paragraph,Harrison mentioned the two world heritage sites to C .
A.stress the importance of human creativity
B.call on people to protect world heritage sites C.raise public awareness of language protection D.introduce two famous historic and cultural sites
50.The passage is mainly about B_. A.the importance of languages B.saving endangered languages
C. language learning in Papua New Guinea D. a famous linguist named K.David Harrison
第二部分 主观题
一、书面表达（15分）
Directions:In this part,you are to write a composition with Leading Children in the Right Direction as its title.Your composition should have a length of 120 words or so.please write it down on the Answer Sheet.
二、 填空题（共 10分，每空1分）
1. 英语课程应成为学生在教师的指导下 构建知识、发展技能拓展视野、活跃思维、展现个性的过程。
2. 教师要帮助学生不断尝试各种学习策略，指导学生 自我监控 使用策略的情况和 效果，并要根据需要几时调整，以提高他们的 自主学习能力。
3. 英语课外活动要着重调动学生参与的积极性。要注意鼓励、动员、吸引学习困难的学生参与课外活动，为他们设计适合的活动形式和内容。
4. 英语课程的评价要提现新课程的评价原则，要采用科学、合理的评价方法、 评价形 式 和评价手段，教师要不断学习和了解国内外语言评价的理论与实践研究成果，钻研语言评价技术与手段 。
5. 学生资源是 课程资源 的重要组成部分，教师应充分认识开发和利用学生资源 的重要意义。通过创设开放性的师生、生生互动的交流与分享平台，有效激活学生已有 的知识和经验，激发他们的 想象力和创造力 。
三、 案例分析题（10分） 【案例1】（5分）
人民教育出版社《义务教育教科书 英语》九年级 unit 8 it must belong to Carla.Section B2a-2e 的阅读材料是一篇关于英国巨石阵的说明文。阅读内容涉及英国文化，还有一些含 有连接词的复杂句子，需要引导学生在上下文语境中体会语言表达的确切含义。本节课的教 学重点是进一步巩固和拓展情态动词表示推测的用法以及通过相关的连接词理解句子间的 逻辑关系，培养学生的阅读技巧：难点是连接词在语言输出时的恰当使用。下面是一位初中 英语教师对该节课设计的热身和导入环节。 Step 1 Warming up and lead-in
Guessing game:What is it?
教师给学生展示三张半遮掩的图片，它们分别是The Great Wall,Pyramid（是个生词），Terra-Cotta Warrio 八年纪学过）。然后问学生What are they?接着引出Stonehenge（巨石阵）。 {课堂观察}
学生虽然对这三张图片很好奇，但难以表达出猜测的是什么。这期间虽然有讨论，但讨 论的兴趣和热情并没有预想中的那样高涨。授课教师尽力引导，但是学生就是不敢开口说。 【问题】
1. 分析授课教师设置guessing game 的教学目的是什么？（2分） 2. 分析这个教学环节中的不合理之处。（3分）
案例分析一
1. 目的是活跃课堂气氛，调动学生的学习积极性；同时引入话题，导入新课。
2.新课标提出英语课堂活动的内容和形式要贴近学生生活实际，符合学生的认 知水平和生活经验。案例中老师使用学生陌生的金字塔等图片脱离了学生生 活实际，超出了学生的认知水平。此外，英语教学应有利于学生理解外国文 化，加深对祖国文化的理解，进而拓展文化视野，形成跨文化交际意识和初 步的跨文化交际的能力。案例中教师虽然尽力引导，但缺乏必要的背景知识 介绍，学生依然建议老师导入时增强学生对不同文化的理解力，为开展跨文 化交际做准备。
【案例2】（5分）
这是七年级某班某天的英语作业：编写一个商场购物场景的对话。第二天交上来的作 业中有这样一段对话：
S（salesperson）:Can I help you? C（customer）:Yes.I want a sweter. S:What color you like? C:Blue. S:Give you.
C:How much is it cost? S:17 dollor. C:OK.I buy it. S:Thank you!Bye! C:Bye! 这是一个英语基础薄弱，而且学历能力以及学习习惯都较弱的七年级学生的作业。教师在批改作业时将学生在对话中的单词拼写错误圈了出来：对于语法错误，教师只在有问题 的句子后面打了个“×”：最后给了个等级“C”的评价。 【问题】
1. 根据这位初中英语教师批改作业的情况，指出不合理之处。（2分） 2. 请提出批改英语基础薄弱学生作用的建议。（3分）
案例分析二
1.新课标指出要充分发挥评价的积极导向作用。因此，作业批改要有利于学生不断体验英 语学习过程中的进步与成功，要有利于学生认识自我，建立和保持英语学习的兴趣和信心。案例中老师对学生的作业批改中没有任何激励性的语言，容易打击学生的学习积极性；同时语法错误只有×，无法帮助学生认识自己的不足。 2.新课标指出要注意评价方法的合理性和多样性。在批改基础薄弱的学生作业时，教师应 充分考虑学生的年龄、心理特征及认知水平，选用合理、多样的评价方式，如自我评价、 同伴评价、家长评价、教师评价等。教师可以首先提供适当的评价方法和可行的评价工 具，让学生做自我评价，自己发现和分析作业中的具体问题，主动反思和调控自己的学习策略；其次可以通过小组互改，做到扬长避短；再结合教师面批面改，帮助学生发现 问题和解决问题。
四、 教学设计（共 15分）（中英文均可）
根据人民教育出版社《义务教育教科书 英语》七年级下册 Unit 12 what did you do last weekend? Section B 3a-3b 写作部分，按要求进行相应的教学设计。 【问题】
1. 制定3a-3b写作部分的能力目标。（4分） 2. 制定3a-3b写作部分教学的重难点（2分） 3. 设计3a-3b写作前的活动。（2分） 4. 设计3a-3b写作后的活动。（4分） 5. 设计3a-3b写作部分的板书。（3分）
1. 能力目标：
1）复习一般过去时态的用法及动词的过去式。能正确叙述过去发生的事情。 2）通过不同形式的练习题来练习谈论过去发生的事件。 3）培养学生正确的写作习惯和良好的写作能力。
2、教学重难点
1. 教学重点：复习一般过去时态的用法及动词的过去式。 2. 教学难点：用一般过去时态描述过去的事件。
3、写前
Ⅰ. Warming- up and revision 1. Daily greeting.
2. Retell the article in 2b.
3. Review the vocabulary in this unit. Ⅱ. Presentation
Show the picture in 3a, what can you see ? Ask the students to practice in pairs.
4、写后
1.Make students check writing by themselves according to the writng standard. 2. Make students check writing with partners.
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