Which of the following activities may be more appropriate to help students practice a new structure immediately after presentation in class? A. Role play. B. Group discussion. C. Pattern drill. D. Written homework.

Which of the following activities is the best for training detailed reading?

A.Drawing a diagram to show the text structure.
B.Giving the text an appropriate title.
C.Transforming information from the text to a diagram.
D.Finding out all the unfamiliar words.

Which of the following activities helps to train the skill of listening for gist?

A．After listening, the students are required to figure out the relationship between the characters.
B．After listening, the students are required to sequence the sentences according to the story.
C．After listening, the students are required to identify the characters appearing in the story.
D．After listening, the students are required to decide upon the title for the text.

______ aims to help students to pay attention to teaching contents efficiently at the beginning of the class.

A.Lead-in
B. Presentation
C. Preparation
D.Practice

Which of the following writing activities reflect process-orientation?

A.Asking the students to write an essay parallel to the text they have learned.
B.Asking the students to peer-edit their first draft.
C.Asking the students to complete a passage with transitions.
D.Asking students to lay a great focus on the grammar structure and word spelling.

In which stage of the Presentation-Practice-Production approach will students have the chance to use the new language freely and incorporate it into their existing language?

A.Presentation stage
B.Practice stage
C.Production stage
D.Practice stage and Production stage

根据下面资料，回答
Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.
第（34）题选

A.suggestion
B.feedback
C.promotion
D.inspiration

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?

Store layout and merchandise presentation, as well as______,help shoppers find items more quickly.

A.to have appropriate signs

B.appropriate signs are necessary

C.with appropriate signs

D.appropriate signs

Which of the following nominating patterns can a teacher adopt to ensure that all students are actively?involved in classroom activities?

A.Nominating those who are good at English.
B.Asking questions in a predicable sequence.
C.Nominating students after the question is given.
D.Nominating students before giving the question.

Which of the following statements about task design is incorrect

A.Activities must have clear and attainable objectives.

B.Activities should be confined to the classroom context.

C.Activities must be relevant to students' life experiences.

D.Activities should help develop students' language ability.

Which of the following activities may be more appropriate to help students practice a newstructure immediately after presentation in class

A.Role play.

B.Group discussion.

C.Pattern drill.

D.Written homework.

______ aims to help students to pay attention to teaching contents efficiently at the beginning of the class.

A.Lead-in
B.Presentation
C.Preparation
D.Practice

根据下面资料，回答
Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.
第（17）题选

A.work out
B.run into
C.talk about
D.take on

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?

　　一、标题不可缺少

　　What are you doing?

　　二、教学目标撰写要以学生为主语

　　Teaching aims:

　　(1) Knowledge aims

　　Students can master the key sentence structure “what are you doing?” .

　　(2) Ability aims

　　Students can communicate with their partners by using the new sentence.

　　(3)Emotional aims

　　Students will be more interested in sharing their ideas with others and take part the group activity.

　　Teaching key point

　　Master the new sentence structure.

　　Teaching difficult point

　　Describe what other people are doing.

　　Teaching Methods:

　　Situational teaching method, task-based teaching method

　　Teaching Aids:

　　PPT

　　三、教学过程要完成清晰

　　Teaching procedure

　　Step 1 Warming-up

　　At the beginning of class, ask students a question about what do they usually do on weekend. Students may have different answer like go to the zoo, stay at home and so on. Then teacher ask: “do you want to know what others are doing now?” to lead to the topic today, and write it down on the blackboard.

　　(step can give students chances to speak English ,and get a good preparation for the next step—the presentation part, student’s interest will be aroused as they can share the things they know with others in English. It can also help nurture students’ confidence.)

　　Step 2 Pre-reading

　　Show the picture about the Larry’s home, letting students guessing what happened and predict the content about the reading material.

　　(Justification: guessing part will focus students’ attention on the main topic of the reading passage. It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives)

　　Step3while-reading

　　Fast-reading

　　Ask students to read the short passage quickly and conclude the main idea.

　　(Justification: train students’ reading ability of scanning for the general information of the passage.)

　　Careful reading

　　1.ask students to read the passage again and answer the following questions:

　　What is Larry doing?

　　What is dad doing?

　　What’s grandpa doing?

　　2. Ask students to finish the sentence on the textbook.

　　(Justification: in this part, students’ analyzing and summarizing ability can be trained. In the process of answering, students can get the detailed information, which can help students understand the sentence.)

　　Step4 post-reading

　　1.play the tape and ask students to read the short passage after the tape and pay attention to the pronunciation of the words and sentences.

　　2.let students do the group work, it is a role play, four in a group. One of them call another one and ask what he or she is doing. After that, volunteers can show their performance before the class.

　　(Justification: this part can activate the atmosphere of the class and arouse students’interest at the same time. It helps students strengthen what they have learned during this lesson.)

　　Step 5summary and homework

　　Summary: do the summary together with students and let them have a clear clue about what we have learned

　　Homework: try to use the new knowledge to communicate with their partners after class.

　　(Justification: summary and homework can help students consolidate the knowledge what they have learned in the class, the homework can train students ability )

　　四、板书设计不可少

　　Blackboard design:

　　What are you doing?

　　What is Larry doing?

　　What is dad doing?

　　What’s grandpa doing?

Nowadays, peopletend to break the traditional absolute authority of teachers and grant studentsmore freedom, which makes the classroom more liberal and democratic. In somepilot programmes , teachers′ salaries are linked with students′ evaluation. Ifa teacher fails in the students′ evaluation, his or her salary will be hurt.Some people applaud this new practice, thinking that it would improve theteaching quality. Others, however, disagree with it, because it may misleadteachers to please their students. What is your opinion?
Write a compositionof about 200 words on the following topic:
Teachers′ Salaries Linked With Students′Evaluation