2026年四川省人教版初中英语第12单元口语交际专项训练

2026年四川省人教版初中英语第12单元口语交际专项训练一、单项选择题（总共10题，每题2分，共20分）1.Inthe2026SichuanProvincialJuniorHighSchoolEnglishSpeakingPracticeUnit12,whatistheprimaryfocusofthespeakingactivitiesdesignedtoenhancestudents'communicativecompetence?A.Memorizingvocabularylistsandgrammarrulesthroughrotelearning.B.PracticingformalwrittenEnglishessaysandcompositions.C.Engagingininteractivedialoguesandrole-playingscenariostoimprovefluencyandconfidence.D.Listeningtorecordedaudiomaterialsforpronunciationcorrectiononly.Answer:CExplanation:ThecoreobjectiveofUnit12inthe2026SichuanProvincialJuniorHighSchoolEnglishcurriculumistodevelopstudents'communicativecompetencethroughinteractivespeakingactivities.Theseactivitiesarestructuredtoencouragespontaneousexchanges,role-playing,andreal-lifesimulations,aligningwiththeunit'sthemeof"DailyConversationsinEnglish."OptionAisincorrectastheunitemphasizespracticalapplicationovermemorization.OptionBisirrelevantbecausethefocusisonoral,notwritten,skills.OptionDispartiallycorrectbutincomplete;whilelisteningisacomponent,theprimarygoalisbroadercommunicativecompetence,notjustpronunciation.2.Accordingtothe2026SichuanProvincialJuniorHighSchoolEnglishcurriculumforUnit12,whichofthefollowingspeakingtasksismostlikelyincludedinthelessonplantopracticemakingrequests?A.Writingaformallettertoapenpal.B.Describingapictureindetailusingadjectives.C.Role-playingascenariowherestudentsaskfordirectionsinanewcity.D.Recitingapoeminfrontoftheclasstoimprovepronunciation.Answer:CExplanation:Unit12specificallytargetspracticalspeakingscenarios,suchasaskingfordirections,makingrequests,andengagingindailyconversations.OptionAisawrittentask,whichisoutsidethescopeofthisunit.OptionBfocusesondescriptivelanguage,whichisasecondaryskill.OptionDinvolvesrecitation,notcommunicativeinteraction.OptionCalignsperfectlywiththeunit'sobjectives,asitsimulatesreal-lifesituationswherestudentsmustusepoliterequestsandquestions.3.InthespeakingpracticeactivitiesforUnit12,whatroledoestheteachertypicallyplaytofacilitatemeaningfulinteractionsamongstudents?A.Actingasastrictmonitortoensureallstudentsfollowtherules.B.Providingdirectinstructionongrammarrulesbeforeeachactivity.C.Servingasafacilitatorbyguidingdiscussions,offeringprompts,andprovidingfeedback.D.Assigningindividualspeakingtaskswithoutanygroupinteraction.Answer:CExplanation:Effectivespeakingpracticerequiresafacilitativeteacherrole.InUnit12,theteachershouldencouragecollaboration,providecontext-specificprompts(e.g.,"Howwouldyouaskforatableatarestaurant?"),andofferconstructivefeedbacktoenhancefluency.OptionAiscounterproductive,asarigidapproachstiflesnaturalconversation.OptionBshiftsfocustogrammar,which,whileimportant,issecondarytocommunicationinthisunit.OptionDisolatesstudents,defeatingthepurposeofinteractivespeaking.4.WhichofthefollowinglanguagefunctionsismostemphasizedinthespeakingtasksofUnit12accordingtothe2026SichuanProvincialJuniorHighSchoolEnglishcurriculum?A.Expressingcomplexemotionsthroughliterarymetaphors.B.Givingdetailedinstructionsforassemblingapieceoffurniture.C.Engaginginpoliterequestsandoffersineverydaysituations.D.Deliveringpersuasivespeechesonglobalenvironmentalissues.Answer:CExplanation:Unit12focusesonpractical,high-frequencylanguagefunctionssuchasmakingrequests("CanIborrowyourpen?""Wouldyoumindopeningthewindow?"),offeringhelp,andrespondingpolitely.OptionAistooadvancedforjuniorhighstudentsand偏离stheunit'stheme.OptionBinvolvestechnicalinstructions,whichisnottheprimaryfocus.OptionDismoresuitedforadvancedlearners.OptionCdirectlyalignswiththeunit'sobjectives,teachingstudentsessentialdailycommunicationskills.5.Howdoesthe2026SichuanProvincialJuniorHighSchoolEnglishcurriculumintegrateculturalawarenessintothespeakingactivitiesofUnit12?A.ByrequiringstudentstomemorizeculturalfactsaboutEnglish-speakingcountries.B.BycomparingandcontrastingcommunicationstylesbetweenChineseandWesterncultures.C.ByfocusingsolelyonEnglishgrammarwithoutanyculturalcontext.D.ByencouragingstudentstouseslangandidiomsfromAmericanpopculture.Answer:BExplanation:Unit12incorporatesculturalawarenessbyteachingstudentstoadapttheircommunicationstyletodifferentcontexts.Forexample,itmightcontrasttheindirectnessofChineserequestswiththedirectnessofEnglishones.OptionAissuperficial;culturallearningshouldbeintegrated,notmemorized.OptionCignorestheimportanceofculturalrelevanceinlanguageuse.OptionDpromotesinauthenticlanguageuse;slangisnottypicallytaughtinformalcurricula.OptionBreflectstheunit'semphasisonculturallysensitivecommunication.6.InthespeakingpracticeforUnit12,whatisthepurposeofusingrole-playingscenarios,suchasorderingfoodinarestaurantoraskingforadvicefromafriend?A.Toteststudents'abilitytorecitefixeddialogueswithoutimprovisation.B.Toprovideacontrolledenvironmentforstudentstopracticereal-lifecommunication.C.Toassessstudents'grammaraccuracyinwrittenexams.D.Tomemorizevocabularylistsrelatedtofoodandshopping.Answer:BExplanation:Role-playinginUnit12isdesignedtosimulateauthenticinteractions,allowingstudentstopracticespontaneouscommunicationinasafesetting.Forexample,role-playingarestaurantscenariohelpsstudentsusephraseslike"I'dlikeasalad,please"or"Doyouhaveanyrecommendations?"OptionAcontradictsthegoalofcommunicativecompetence.OptionCisirrelevanttospeakingpractice.OptionDfocusesonvocabularyrecall,whichissecondarytofluency.7.Accordingtothe2026SichuanProvincialJuniorHighSchoolEnglishcurriculum,whatistherecommendedapproachforteacherstohandlestudentswhoarehesitanttospeakinclassduringUnit12activities?A.Forcingthemtospeakimmediatelywithoutanysupport.B.Providingsimplesentencestartersandencouragingpeersupport.C.Assigningthemwrittentasksinsteadofspeakingactivities.D.Penalizingthemfornotparticipatingactively.Answer:BExplanation:Unit12emphasizescreatingasupportiveenvironmentforshystudents.Teachersshouldusesentenceframes(e.g.,"Youcansay...")andpairstudentsformutualencouragement.OptionAisdemotivating.OptionCavoidsthecoreobjectiveoftheunit.OptionDispunitiveandcounterproductive.OptionBalignswiththeunit'sfocusongradual,confidence-buildingpractice.8.Whichofthefollowingassessmentmethodsismostsuitableforevaluatingstudents'speakingperformanceinUnit12?A.Gradingbasedsolelyonthenumberofwordsspokenperminute.B.Usingarubrictoassessfluency,accuracy,andinteractionskills.C.Assigningafixedscorewithoutanyspecificcriteria.D.Comparingstudents'speakingabilitiestoastandardizedwrittentest.Answer:BExplanation:Unit12requiresaholisticassessmentofcommunicativeskills.Arubricallowsteacherstoevaluatefluency(howsmoothlystudentsspeak),accuracy(grammarandpronunciation),andinteraction(howtheyengagewithothers).OptionAisoverlyquantitativeandignoresquality.OptionClackstransparency.OptionDisinappropriatebecausespeakingandwritingaredistinctskills.9.InthespeakingactivitiesofUnit12,howdoesthecurriculumencouragestudentstouseavarietyofsentencestructures?A.Byrequiringthemtouseonlysimplesentencesforsimplicity.B.Byprovidingtemplatesforcomplexsentenceswithoutexplanation.C.Bygraduallyintroducingmorecomplexstructuresthroughguidedpractice.D.Byhavingstudentsmemorizeafixednumberofcomplexsentences.Answer:CExplanation:Unit12introducescomplexitygradually.Forexample,studentsmightstartwithbasicrequestsandprogresstoconditionalsentences("Ifyouneedhelp,Icanhelpyou").OptionAlimitscreativity.OptionBispassivelearning.OptionDpromotesrotememorization.OptionCalignswiththeunit'sfocusonnatural,progressiveskilldevelopment.10.Accordingtothe2026SichuanProvincialJuniorHighSchoolEnglishcurriculum,whatisthekeydifferencebetweenthespeakingactivitiesinUnit12andthoseinearlierunits?A.Theactivitiesarelongerandrequiremorewriting.B.Thefocusshiftsfromaccuracytofluencyandinteraction.C.Thevocabularyismoreadvancedandtechnical.D.Theactivitiesaremorestructuredandteacher-led.Answer:BExplanation:Unit12emphasizescommunicativecompetence,prioritizingfluencyandinteractionoverstrictaccuracy,whichismoretypicalofearlierunits.Forinstance,studentsmightbeallowedtomakeminorgrammaticalerrorsiftheirmessageisclear.OptionAisincorrectbecausetheunitremainsprimarilyoral.OptionCintroducesadvancedvocabularytooearly.OptionDcontradictstheunit'sgoalofspontaneouscommunication.二、填空题（总共10题，每题2分，共20分）1.InthespeakingpracticeofUnit12,studentsareencouragedtouse_______tomakepoliterequests,suchas"Wouldyoumind...?"or"Couldyou...?"Answer:modals(e.g.,can,could,will,would)Explanation:Unit12teachespoliterequest-makingusingmodalslike"Couldyoupassthesalt?"or"Wouldyoumindclosingthewindow?"Thesestructuresareessentialforpolitecommunication.2.Therole-playingactivityinUnit12wherestudentsactastouristsaskingfordirectionsinvolvespracticing_______and_______skills.Answer:askingfordirections,givingdirectionsExplanation:Thisscenariorequiresstudentstousephraseslike"Whereisthenearestbusstation?"andtorespondwithturn-by-turninstructions,coveringbothaskingandgivingskills.3.Accordingtothe2026SichuanProvincialJuniorHighSchoolEnglishcurriculum,teachersinUnit12shoulduse_______toprovidecontextforspeakingactivities.Answer:realia(e.g.,pictures,maps,orobjects)Explanation:Unit12usesvisualaids(e.g.,amenuoracitymap)tohelpstudentsunderstandthescenarioandgeneraterelevantlanguage.4.OneofthekeylanguagefunctionsemphasizedinUnit12is_______,suchasofferinghelp("CanIhelpyouwiththat?").Answer:offeringhelpExplanation:Theunitincludesactivitieswherestudentspracticeofferingassistance,acrucialdailycommunicationskill.5.Toassessstudents'speakingprogressinUnit12,teachersshouldusea_______withspecificcriterialikefluency,accuracy,andinteraction.Answer:rubricExplanation:Arubricallowsforstructuredevaluationofcommunicativecompetence,aligningwiththeunit'sobjectives.6.InthespeakingpracticeforUnit12,studentsaretaughttouse_______toavoidmisunderstandingsinconversations.Answer:clarifyingquestions(e.g.,"Whatdoyoumeanby...?")Explanation:Theunitincludesstrategiesforconfirmingunderstanding,suchasaskingforrepetitionorclarification.7.ThecurriculumforUnit12suggeststhatteachersshouldcreatea_______environmenttoencouragestudentstospeakfreely.Answer:supportiveExplanation:Anon-judgmentalatmospherehelpsstudentsovercomehesitation,akeyfocusoftheunit.8.WhenpracticingmakingrequestsinUnit12,studentslearntousephraseslike_______or_______tobepolite.Answer:"MayI...?","Doyoumind...?"Explanation:Thesearepolitealternativestodirectcommands,teachingstudentstobecourteousincommunication.9.ThespeakingactivitiesinUnit12ofteninvolve_______scenarios,suchasdiscussingweekendplanswithfriends.Answer:informalExplanation:Theunitfocusesoneveryday,casualinteractions,notformalspeech.10.Accordingtothe2026SichuanProvincialJuniorHighSchoolEnglishcurriculum,Unit12integratesculturalawarenessbyteachingstudentsabout_______indifferentcountries.Answer:communicationstylesExplanation:Theunitcontrasts,forexample,thedirectnessofAmericanrequestswiththeindirectnessofChineseones.三、判断题（总共10题，每题2分，共20分）1.ThespeakingactivitiesinUnit12aredesignedprimarilytoteststudents'abilitytomemorizeandrecitefixeddialogueswithoutimprovisation.Answer:FalseExplanation:Unit12focusesoncommunicativecompetence,encouragingstudentstoadaptlanguagenaturally,notjustrepeatmemorizedlines.2.InUnit12,teachersshouldassessstudents'speakingperformancebasedsolelyonthenumberofwordstheyspeakperminute.Answer:FalseExplanation:Evaluationshouldconsiderfluency,accuracy,andinteraction,notjustwordcount.3.Therole-playingscenariosinUnit12areoverlystructuredanddonotallowforanystudentcreativity.Answer:FalseExplanation:Whilescenariosprovidecontext,theyalsoencouragestudentstoaddtheirownideas,fosteringcreativity.4.Unit12emphasizestheuseofadvancedvocabularyandtechnicaltermstoimprovestudents'languageproficiency.Answer:FalseExplanation:Theunitfocusesonhigh-frequency,practicalvocabulary,notobscureterms.5.Accordingtothe2026SichuanProvincialJuniorHighSchoolEnglishcurriculum,shystudentsshouldbeforcedtospeakinclassduringUnit12activities.Answer:FalseExplanation:Theunitadvocatesforgradual,supportivepractice,notforcedparticipation.6.ThespeakingpracticeinUnit12includesactivitieswherestudentsgivedetailedinstructionsforassemblingfurniture.Answer:FalseExplanation:Theunitfocusesondailyconversations,nottechnicalinstructions.7.Unit12teachesstudentstouseslangandidiomsfromAmericanpopculturetoenhancetheirspeakingskills.Answer:FalseExplanation:Theunitpromotesnatural,appropriatelanguageuse,notinformalslang.8.TheassessmentofspeakingperformanceinUnit12shouldbebasedonafixedscorewithoutspecificcriteria.Answer:FalseExplanation:Arubricwithclearcriteria(fluency,accuracy,interaction)isnecessaryforfairevaluation.9.ThespeakingactivitiesinUnit12aredesignedtoshiftthefocusfromaccuracytofluencyandinteraction.Answer:TrueExplanation:Thisalignswiththeunit'sobjectiveofdevelopingcommunicativecompetence.10.Unit12integratesculturalawarenessbyrequiringstudentstomemorizeculturalfactsaboutEnglish-speakingcountries.Answer:FalseExplanation:Theunitteachesculturalsensitivitythroughpracticalcommunication,notrotememorization.四、简答题（总共8题，每题2分，共16分）1.DescribeonespeakingactivityfromUnit12thathelpsstudentspracticemakingrequests.Answer:Arole-playingactivitywherestudentssimulateaskingforitemsinastore.Forexample,StudentAisashopkeeper,andStudentBisacustomerwhomustusepoliterequestslike"CouldIhaveachocolatebar,please?"or"Doyouhaveanyapples?"Theteacherprovidessentencestartersandencouragescreativity.Explanation:Thisactivitycontextualizesrequest-making,allowingstudentstopracticepolitelanguageinasimulatedreal-lifescenario.2.Howdoesthe2026SichuanProvincialJuniorHighSchoolEnglishcurriculumencouragestudentstouseavarietyofsentencestructuresinUnit12?Answer:Thecurriculumintroducescomplexitygradually.Forinstance,studentsmightstartwithsimplerequests("CanIborrowyourpen?")andprogresstomorecomplexstructureslikeconditionalsentences("Ifyouneedhelp,Icanhelpyou.")orWh-questions("Whattimeisthenextbus?")throughguidedpractice.Explanation:Thisprogressiveapproachensuresstudentsbuildconfidencewhilemasteringdifferentsentencetypesnaturally.3.WhatistheroleoftheteacherinfacilitatingspeakingactivitiesinUnit12?Answer:Theteacheractsasafacilitatorbyprovidingprompts,guidingdiscussions,offeringfeedback,andcreatingasupportiveenvironment.Forexample,inarole-play,theteachermightsay,"NowStudentAisaskingfordirections.Whatcouldhesay?"andencouragepeerinteraction.Explanation:Afacilitativerolepromotesspontaneouscommunicationandreducesanxiety.4.WhyisitimportantforstudentstopracticeusingclarifyingquestionsinUnit12?Answer:Clarifyingquestionshelpavoidmisunderstandingsinconversations.Forexample,ifafriendsays,"Let'sgotothepark,"astudentmightask,"Whichparkdoyoumean?"Thisensuresbothpartiesunderstandeachotherclearly.Explanation:Theunitteachesthateffectivecommunicationrequiresconfirmingunderstanding,especiallyinreal-lifesituations.5.HowdoesUnit12integrateculturalawarenessintospeakingactivities?Answer:Theunitcontrastscommunicationstyles,suchasthedirectnessofAmericanrequests("CanIhavethebill?")withtheindirectnessofChineseones("MayItroubleyouforthebill?").Studentslearntoadapttheirlanguagebasedonculturalcontext.Explanation:Thispreparesstudentsforcross-culturalcommunicationbyteachingthemtobesensitivetodifferences.6.WhataresomecommonchallengesstudentsfacewhenpracticingspeakinginUnit12,andhowcanteachersaddressthem?Answer:Challengesincludehesitation,fearofmakingmistakes,andlimitedvocabulary.Teacherscanaddressthesebyprovidingsentencestarters,encouragingpeersupport,andcreatinganon-judgmentalenvironment.Forexample,ateachermightsay,"Don'tworryaboutgrammar;justtrytoexpressyouridea."Explanation:Asupportiveapproachhelpsstudentsovercomebarrierstocommunication.7.DescribeonespeakingactivityfromUnit12thatfocusesonofferinghelp.Answer:Studentsrole-playascenariowhereonepersonisstruggling(e.g.,carryingheavybags),andothersofferassistance.Forexample,StudentAmightsay,"Iseeyou'recarryingalot.CanIhelpyou?"or"Doyouneedahand?"Explanation:Thisactivityteachespracticalphrasesforofferinghelp,akeydailycommunicationskill.8.HowdoestheassessmentofspeakingperformanceinUnit12differfromearlierunits?Answer:Earlierunitsmayfocusonaccuracy,butUnit12prioritizesfluencyandinteraction.Forexample,astudentmightbeallowedtomakeminorgrammaticalerrorsiftheirmessageisclearandtheyactivelyparticipateintheconversation.Explanation:Thisshiftreflectstheunit'sgoalofdevelopingcommunicativecompetence,notjustgrammaticalperfection.五、应用题（总共8题，每题4分，共24分）1.CaseStudy:Agroupofstudentsispracticingarole-playinUnit12wheretheyorderfoodinarestaurant.StudentAisthewaiter,andStudentBisthecustomer.StudentBwantstoorderasaladbutisunsurehowtoask.Task:Writeashortdialogue(5-7lines)whereStudentBpolitelyrequeststhesalad.Answer:Waiter:Goodevening!WhatcanIgetforyou?Customer:I'dliketohaveasalad,please.Waiter:Sure.Whatkindofsaladwouldyoulike?Customer:CouldIhaveaGreeksaladwithfetacheese?Waiter:Absolutely!Anythingelse?Customer:No,that'sall.Thankyou.Waiter:Yourorderwillbereadyshortly.Explanation:Thecustomerusespolitephraseslike"I'dlike..."and"CouldIhave..."tomaketherequest,aligningwiththeunit'sfocusonpolitelanguage.2.Scenario:Twostudents,StudentXandStudentY,arediscussingweekendplans.StudentXwantstogotothecinema,butStudentYisunsure.Task:Writeashortconversation(4-6lines)whereStudentYasksformoreinformationpolitely.Answer:StudentX:I'mgoingtothecinemathisSaturday.Wanttojoin?StudentY:Thatsoundsfun,butI'mnotsureaboutthemovie.StudentX:It'sacomedy.Doyoulikecomedies?StudentY:Yes,Ido!Couldyoutellmetheshowtimes?StudentX:There'soneat2PMandanotherat5PM.StudentY:Great!I'llcometothe2PMshow.Explanation:StudentYusesclarifyingquestions("Doyoulikecomedies?""Couldyoutellme...")tomakepoliterequestsforinformation.3.Problem:Astudent,StudentZ,isveryshyandavoidsspeakinginclassduringUnit12activities.Task:DescribeonestrategyateachercouldusetohelpStudentZovercomethishesitation.Answer:TheteachercouldpairStudentZwithasupportivepeerforarole-play,providingsimplesentencestarters.Forexample,theteachermightsay,"StudentZ,youcansay,'I'dliketo...'"andgraduallyencourageStudentZtoaddtheirownideas.Explanation:Peersupportandstructuredpromptshelpshystudentsbuildconfidencegradually.4.Scenario:StudentsarepracticingaskingfordirectionsinUnit12.StudentAislostandneedshelp.Task:Writeashortdialogue(4-6lines)whereStudentAasksfordirectionspolitely.Answer:StudentA:Excuseme,couldyouhelpme?StudentB:Ofcourse.Whereareyoutryingtogo?StudentA:I'mlookingforthelibrary.StudentB:It'stwoblocksahead.Turnleftatthecoffeeshop.StudentA:Thankyousomuch!StudentB:You'rewelcome.Explanation:StudentAusespolitephraseslike"Excuseme"and"Thankyou"tomaketherequest,reflectingtheunit'sfocusoncourteouscommunication.5.CaseStudy:Twostudents,StudentCandStudentD,arediscussingweekendplans.StudentCwantstogohiking,butStudentDisunsure.Task:Writeashortconversation(4-6lines)whereStudentDasksformoreinformationpolitely.Answer:StudentC:I'mgoinghikingthisSunday.Wanttocome?StudentD:Thatsoundsnice,butI'mnotsureabouthiking.StudentC:It'snottoodifficult.Doyoulikenature?StudentD:Yes,Ido!Couldyoutellmewheretomeet?StudentC:We'llmeetattheparkentranceat9AM.StudentD:Okay,I'llbethere!Explanation:StudentDusesclarifyingquestions("Doyoulikenature?""Couldyoutellme...")tomakepoliterequestsforinformation.6.Problem:Astudent,StudentE,makesmanygrammaticalerrorswhilespeakinginUnit12activities.Task:DescribeonestrategyateachercouldusetohelpStudentEimprovehisaccuracy.Answer:Theteachercouldprovidetargetedfeedbackaftereachactivity,focusingoncommonerrors(e.g.,verbtenses).Forexample,theteachermightsay,"Youused'is'insteadof'are'there.Remember,'are'isforpluralnouns."Explanation:Specific,constructivefeedbackhelpsstudentscorrectmistakesgradually.7.Scenario:StudentsarepracticingofferinghelpinUnit12.StudentFseesStudentGstrugglingwithheavybooks.Task:Writeashortdialogue(4-6lines)whereStudentFoffershelppolitely.Answer:StudentF:Hey,areyouokay?You'recarryingalot.StudentG:Yes,Iam.Thesebooksareheavy.StudentF:CanIhelpyouwithsome?StudentG:Thatwouldbegreat,thanks!StudentF:Noproblem!Let'sgo.Explanation:StudentFusespolitephraseslike"CanIhelpyou?"toofferassistance,reflectingtheunit'sfocusoncourteouscommunication.8.CaseStudy:Twostudents,StudentHandStudentI,arediscussingweekendplans.StudentHwantstogotothemuseum,butStudentIisunsure.Task:Writeashortconversation(4-6lines)whereStudentIasksformoreinformationpolitely.Answer:StudentH:I'mgoingtothemuseumthisSaturday.Wanttojoin?StudentI:Thatsoundsinteresting,butI'mnotsureabouttheexhibits.StudentH:There'sanartexhibition.Doyoulikeart?StudentI:Yes,Ido!Couldyoutellmetheopeninghours?StudentH:It'sopenfrom10AMto5PM.StudentI:Great!I'llcometothe10AMopening.Explanation:StudentIusesclarifyingquestions("Doyoulikeart?""Couldyoutellme...")tomakepoliterequestsforinformation.【标准答案及解析】一、单项选择题1.CExplanation:Theunit'sfocusisoninteractivespeaking,notrotelearningorwriting.2.CExplanation:Askingfordirectionsisapracticalscenariointheunit.3.CExplanation:Afacilitativeroleencouragesnaturalcommunication.4.CExplanation:Politerequestsareacoreskillintheunit.5.BExplanation:Theunitcontrastscommunicationstyles,notjustmemorizesfacts.6.BExplanation:Role-playingsimulatesreal-lifeinteractions.7.BExplanation:Sentencestartersandpeersupporthelpshystudents.8.BExplanation:Arubricallowsforholisticevaluation.9.CExplanation:Complexityisintroducedgradually.10.BExplanation:Theunitshiftsfocusfromaccuracytofluency.二、填空题1.modals(e.g.,can,could,will,would)Explanation:Modalsareessentialforpoliterequests.2.askingfordirections,givingdirectionsExplanation:Thescenariorequiresbothskills.3.realia(e.g.,pictures,maps,orobjects)Explanation:Visualaidsprovidecontextforspeaking.4.offeringhelpExplanation:Theunitincludesactivitiesforofferingassistance.5.rubricExplanation:Arubricallowsforstructuredevaluation.6.clarifyingquestions(e.g.,"Whatdoyoumeanby...?")Explanation:Clarifyingquestionsavoidmisunderstandings.7.supportiveExplanation:Asupportiveenvironmentencouragesspeaking.8."MayI...?","Doyoumind...?"Explanation:Thesearepoliterequeststructures.9.informalExplanation:Theunitfocusesoncasual,everydayinteractions.10.communicationstylesExplanation:Theunitcontrastsdifferentculturalcommunicationstyles.三、判断题1.FalseExplanation:Theunitemphasizescommunicativecompetence,notmemorization.2.FalseExplanation:Evaluationshouldconsiderfluency,accuracy,andinteraction.3.FalseExplanation:Scenariosallowforstudentcreativity.4.FalseExplanation:Theunitfocusesonpracticalvocabulary.5.FalseExplanation:Theunitadvocatesgradual,supportivepractice.6.FalseExplanation:Theunitfocusesondailyconversations,nottechnicalinstructions.7.FalseExplanation:Theunitpromotesnatural,appropriatelanguageuse.8.FalseExplanation:Arubricwithspecificcriteriaisnecessary.9.TrueExplanation:Theunitprioritizesfluencyandint