考题
单选题Why not ______ your teacher for help when you can’t finish ______ the story by yourself.A
to ask; writeB
to ask; writingC
ask; writingD
asking; to write正确答案：D解析：考查固定用法。句意：当你自己无法完成故事的写作任务时，为什么不向老师寻求帮助呢。why not表示提建议，后接动词原形；finish后要接动词的-ing形式。故选C。
考题
小学英语?阅读
一、考题回顾二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can master the sentence :”what time is it? it is ..” and you can/ can not ...”
Ability aim:
Students can improve their reading skills including scanning and skimming skills
Emotional aim:
Students can be more interested in English and take part in activities.
Key and difficult point:
Key Point: know how to ask about the time and master the sentences::”what time is it? it is ..” and you can/ can not ...”
Difficult Point: use the sentence structure in daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Ask students how did they spend their weekend.
3. Ask students “do you know wangfujing street in Beijing”
Step 2: Pre-reading
1. show a picture about wangfujing street and ask “what can you see in this picture”
2. draw a clock and ask students “Do you know how to ask about time?” and “what can you do at this time?
Step 3: While-reading
Global reading: Ask students :”how many characters in the dialogue?” and “where are they”
Detailed reading: what does Jenny buy and who will get the gift?Step4: Post-reading
1. Role-play: two students in a group. One student act as traveller and one student is tour guide. Give them 5 minutes to make dialogue with what we have learnt today.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to practice the sentence structure learned today with desk mates after class.
Blackboard design:1. What will you do if the students don't finish your homework?
2. What reading skills are used in the passage?答案：解析：1.
Homework is an important means to show students' intelligence and improve their quality. Doing homework is the summary and consolidation of the knowledge learned, so doing homework is one of the important means for students to master knowledge.Third, fourth grade students such as not to assign homework is not conducive to the timely review of students to consolidate the knowledge, is not conducive to students to develop good learning habits. Therefore, how to help students homework on time with high quality is the primary task of every teacher.
firstly, I will talk to students to analyze the reason why he did not finish the homework. The reason maybe as follows: He dose not how to do it without any help. or he thinks homework is so much and can not finish it and so on. Then I will take action according to the reasons.
2.
In order to make students be more interested in reading and can understand the knowledge clearly, I use detailed reading to make students find the detail information and global reading to find the how many characters in the dialogue. In the reading passage. students can master and scanning skills and skimming skills. They can understand the passage step by step.
考题
小学英语?阅读
一、考题回顾二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the Chinese classical story of Kong Rong giving the big pear to brothers.
Ability aim:
Students will improve their reading skills including the skimming and scanning.
Emotional aim:
Students will be more interest in learning Chinese old story.
Key and difficult point:
Key Point: Students will master how to improve reading abilities through finding main idea and details.
Difficult Point: Students will share their feelings after reading the story.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Sing a song “If you’re happy”, then ask students why I’m happy and tell them in this class I will tell them an interesting story.
Step 2: Pre-reading
1. Show a picture of pear, and students have a brainstorm of what stories they can think of related to the pear.
Step 3: While-reading
Global reading: students read the passage fast and what stories it is about. Then find the main character and time of the story.
Detailed reading: students read the passage carefully and answer the question:
1. What did Kong Rong do when his father gives him one of the biggest pears?
2. Why did he do that in such way?
Step4: Post-reading
1. Role-play: 3 students in a group to play as Kong Rong, the father and the narrator, and they make a role-play in 10 minutes.
2. Discussion: students work in pairs to discuss what kind of person Kong Rong is and what they can learn from Kong Rong.
Step5: Summary and Homework
Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: Ask students to search another Chinese old story and make a poster.
Blackboard design:1. How do you teach students in reading class?答案：解析：1.
Reading ability plays an increasingly important role in primary school, so when I teach reading class, I will cultivate students’ reading strategies that includes skimming and scanning. Namely, first students read the passage fast to get the main idea or simple clue of the passage. After that, they can read it carefully to get the details in order to have a whole understanding of the passage. Finally, they may have a discussion to share their opinions about the passage, so that their mind would be opened or their critical thinking could be developed.
考题
What kind of questions should we ask our students when we want to give them a reason to read?The questions should have a good general idea of what the text is about, should be concerned with the general meaning or with the most important points of the text, and not focus on minor details, and should be fairly easy to answer and not too long.略
考题
初中英语?语音
一、考题回顾二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will know the rule of logical stress in a complete sentence.
Ability aim:
Students will use the logical stress correctly and know how to make use of the sentence stress in different sentences correctly.
Emotional aim:
Students will be more confident in speaking English.
Key and difficult point:
Key Point: Students will master the rule of logical stress in sentences in English.
Difficult Point: Students can use the logical stress in sentences in daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Listen to an English song and feel about the tune of the melody. Let students to know that not only songs but also the language has its stress in order to express different emotions.
Step 2: Presentation
1. Work in pairs to read the passage by themselves and ask them to pay more attention to the sentence stress. After practice, ask one pair to perform it and others should tell their opinion whether they agree or not.
2. Listen to the tape of the passage and find out whether the students themselves make any mistakes. Then let students find out the rule of the sentence stress (logical stress ) with the help of the teacher: in a sentence we can stress the important part according to the meaning of the passage. After the students find the rule, the teacher read the passage and let them repeat after it.
Step 3: Practice
1. Ask students to read the passage by themselves again and they should use the correct logical stress while reading.
2. Give students more sentences and ask them read the sentences by themselves using the logical stress.
Step4: Production
Let students work in groups of 4 and make a dialogue about the theme parks, such as the theme, the feature, the activities and so on, and they should use the rule of logical stress learned in the class. After that invite two groups to share their outcomes with the whole class.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to read the work of Shakespeare’s and use the logical stress learned today after class.
Blackboard design:1. Can you conclude the rule of sentence stress comprehensively?
2. Are you satisfied with this presentation? Which do you think is the most difficult part?答案：解析：1.
As far as I’m concerned, there are two sentence stress rules: logical stress and grammatical stress. Logical stress is what i have presented in the presentation. The grammatical stress refers to that we need to stress notional word, which usually contains noun, verb, adjective adverb and so on. At the same time, the functional word needn’t to be stressed, which usually includes conjunction, article and preposition.
2.
The difficulty in my eyes is: first of all, without the participation of students, because of the teaching reasons, I can not interact effectively with students based on their feedback. In this case, it is difficult for me to organize classroom teaching activities and achieve the desired results. Second, what I need to improve is to introduce the key points to the students in a way that is easy to accept and adapt to the environment without an atmosphere of spoken English, because my spoken English is not very fluent, and I am very concerned about this interview. So I felt a little nervous. However, all these factors did not affect my overall performance. In view of the above problems, I will constantly reflect, and learn from experience in practice to improve my teaching ability. In short, I am basically satisfied with the presentation.
考题
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can master the intonation of showing their attitudes.
Ability aim:
After this lesson, students can practice their listening and speaking ability through group work.
Emotional aim:
Students are able to love learning English after this lesson.
Key and difficult point:
Key Point: master the intonation of showing their attitudes.
Difficult Point: cultivate the interest of students’ learning English.
Teaching procedures:
Step 1: Warming-up
1. Greetings.
2. Play a video about a person who is shopping at a store and has a conversation with the shop assistant. And ask students to answer some questions: Does this customer want to buy the clothes? Give the reason
Step 2: Presentation
1.Ask students to listen the conversation carefully and the teacher reads the conversation that today needs to learn and ask students:
Which part does the male show the interest? Give the reason
And which part does the male show the uninterested? Give the reason
2.Then present the conversation on the PPT, and ask students to listen to the conversation again, pay attention to the intonation of male’s answers. And ask students to answer some questions:
When male shows the interest to the content of female’s saying, what kind of intonation does he use? Uninterested, what’s intonation?
3. Then lead the students to conclude the rules of intonations of showing their attitudes. At the same time, write the male’s words on the blackboard with the help of symbols of rising tone and falling tone.
Step 3: Practice
1.Ask students to read this conversation after the tape.
2.Role-play: Ask students to practice this conversation with their partner and after 5 minutes, invite some students to read this conversation for all the students.
3. Dubbing: Ask students to look at a short video about a conversation between a Chinese student and another foreign student. But this video only has the frames, but doesn’t have the sound, which needs students to finish dubbing with their deskmates in given 10 minutes. Then invite several students to show their conversation with all the students.
Step4: Production
Make stories: Ask students to use the knowledge of intonation to make a short story according to the chart. Before this, divide the students into several groups with different persons and ask the representatives to get their topic through the way of random draw.1.What’s the teaching aims of this lesson?
2. What’s your major? Why do you want to be an English teacher?答案：解析：1.
There are three aims: knowledge aim,ability aim and emotional aim.
Knowledge aim:
Students can master the intonation of showing their attitudes.
Ability aim:
After this lesson, students can practice their listening and speaking ability through group work.
Emotional aim:
Students are able to love learning English after this lesson.
2.
My major is medicine. But I like English. And my biggest hobby is learning and speaking English. In my daily life, I like to go abroad to travel and reading English novels. I think English is more useful and attracting for me than my major, medicine.
考题
We are glad to be doing business with you. Jennifer Owens will be your _______ contact for all incoming materials and orders. If you have a question about payment, contact Ms. Simpson in our accounting office. She will help you sort the matter out. Again, welcome aboard. If there is anything we can do to help facilitate this new relationship, please do not hesitate to ask.
Sincerely,
A.primacy
B.primaries
C.primary
D.primarily
答案：C解析：
考题
初中英语?语法
一、考题回顾二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will know the usage of the frequency adverbs and the sentence structure “How often...?”.
Ability aim:
Students can use the sentence structure freely in their daily life.
Emotional aim:
Students will be more confident in learning English and not afraid of speaking English.
Key and difficult point:
Key Point: Students will know how to use the sentence structure in their daily life.
Difficult Point: Students can cultivate their confidence in learning English.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Ask students what they usually do in their spare time and why, and ask some of them to share with the whole class.
Step 2: Presentation
1. Listen to the tape for the first time and find out what the speaker does every day, and then invite students share their answers.
2. Ask students the following questions: how often does the speaker watch TV? How often does the speaker listen to music? And then write down the sentence on the blackboard.
3. Explain the sentence structure to students: the sentence structure is used to ask questions about how many times something has been done or how many times a state exists in a given period of time.
4. The teacher read the dialogue and ask students to read after it to get a deep understanding.
Step 3: Practice
1. Role-play. Ask students work in pairs and role play the dialogue. Then invite two groups to show in front of the class.
2. Play a game: word cards. Invite two couples of students. Ask one student to choose the card in the box and then ask the other students the question “ how often do you...?” using the activities showed in the card, and then change their role.
Step4: Production
Let students work in groups of 4 and discuss on the topic: how often do you...? according to their own hobbies. After that invite two groups to present in the whole class.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to ask their friends “ how often do you...?” after class and write down on the exercise book.
Blackboard design:1. Can you tell me the difference between “How often...?” and “How long...?”?
2. What do you usually do in your spare time?答案：解析：1.
The first sentence structure is used to ask questions about how many times something has been done or how many times a state exists in a given period of time. The second sentence structure includes two different usage: one is used to ask how long does it take. It's mainly used to ask questions for a period of time; the other is used to ask for the length of something.
2.
I really have a great passion for sports, i like to do yoga, cycling and jogging. Take jogging for example. It stimulates me to learn more about body -building. Secondly, I am able to meet new friends through my hobby. Lastly, the hobby will teach me some self-discipline, because to do it regularly is so challenging.
考题
单选题In writing,students may not know how to put something into proper English and thus ask their teacher for help.Here the teacher is to play the role of a/an .A
facilitatorB
assessorC
controllerD
participant正确答案：C解析：
考题
高中英语?语法
一、考题回顾二、考题解析
【教案】
Teaching aims:
Knowledge aims:
(1)Students are able to master the meaning of bold words and phrases: period, law, advise, gold, worried about, out of work, Youth League, stage, stage, position, as a matter of fact, blow up, put in prison, equal
(2)Students can master the usage of adverb in attributive clause.
(3)After this lesson, students can know the difference of usage of adverb in attributive clause and the usage of pronoun in attributive clause.
Ability aim:
After this lesson, students can use grammar of attributive clause in reading and writing.
Emotional aim:
Students are able to love learning English after this lesson.
Key and difficult point:
Key Point: master the meaning of words and phrases :period, law, advise,gold,worried about etc.
Difficult Point: use grammar of attributive clause in reading and writing
Teaching procedures:
Step 1: Warming-up
1. Greetings.
2. Ask students to make several sentences using the grammar of usage of pronoun in attributive clause. Then write a sentence needing to use adverb in attributive clause. And then lead in the new grammar, adverb in attributive clause.
Step 2: Presentation
1.Ask students to open the book and read the passage to guess the meaning the bold words and then paraphrase the bold words with the help of PPT.
2. Then Ask students to find out more complex sentences that the clause is after a noun or pronoun and the words that are used to introduce the sentences: where, when, why or preposition plus which.
The time( when I first met Nelson Mandela )was a very difficult period of my life.
The school (where I studied only two years) was three kilometres away.
This was time (when one had got to have a passbook )to live in Johannesburg.
we were put in a position (in which we had either to accept we were less important, or fight the Government). ...
Then ask students to find the similarity of these sentences and invite several students to share their ideas. Then lead the students to conclude the rules of relative adverb in attributive clause and preposition plus which in attributive clause. (They all function as adverbials)
Step 3: Practice
1.Make sentences: Ask students to use the grammar that has just learnt to describe the pictures which are presented on the PPT.
2.Combine the sentences: Ask students to combine the sentences according to the grammar in attributive clause.
(1)This is a book. Its cover is blue. (whose)
(2)He is the teacher. He helped me. (who/that)
(3)Beijing is the place. I was born in this place. (where/ in which)
(4)This is the hotel. You will stay at the hotel. (where/at which)
Step4: Production
1.Make stories: Ask students to use the grammar that has just learnt to describe the video.
2.Discussion: Ask students to tell their daily life to use the grammar that has just learnt. And after 5minutes to invite several students to share their daily life.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: write a short passage about his daily life using the grammar that has just learnt.
Blackboard design:1.Which way do you think is better to learn attributive clause, do exercise or use it in oral English?
2. Do you think 'from which' in the first sentence can be replaced by 'that'?答案：解析：1.
(1)I think, first, the best way to learn attributive clause is tell the definition of this grammar in
sentence. For example, this is a beautiful teacher (who wears the red dress )is our teacher. Then ask students to pay attention to the clause to find the features of this sentence and conclude the attributive clause: noun/pronoun plus a whole sentence. Next tell the usage of pronoun in attributive clause. Last, teach the usage of adverb in attributive clause.
(2) Exercise and oral English should use togerther in practice attributive clasue. Doing exercise can make students master the structure of this grammar easily. And oral English can make students know the real situation of attributive clause in our daily life.
2.
No, I don’t think. From which is an relative adverb from the point of grammar. And that belongs to the pronoun. So it only can be used as the subject, object and so on but can not be used as the adverb or as as phrase. And this sentence doesn’t have the adverb, so we must use from which.
