--How many boy students are there in your class? --There are __________girls as boys.A．three times many as B．many as three times C．as many three times D．three times as many

How many liaisons of sound are there in the sentence "I'm an English boy"

A.one
B.two
C.three
D.four

Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”
Recruiting more first generation students has____

A.reduced their dropout rates
B.narrowed the achievement gap
C.missed its original purpose
D.depressed college students

小学英语《boy toy voice noise》
一、考题回顾



二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students know how to pronounce oy and oi then to use it.
Ability aim: Students can pronounce /??/ correctly and use it in other words.
Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.
Teaching Key Points:题目来源于考生回忆
Students can have correct pronunciation of certain words of the same rule.
Teaching Difficult Points:
Students could be confident in pronouncing words.
Teaching Methods:
Communicative teaching method, inductive teaching method.
Teaching Aids:
PPT, Blackboard flashcards and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.
Step 2: Presentation
1. Draw pictures of boy and toy,then show the words after them.
2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.题目来源于考生回忆
3. Read the words together, and then let students find the common pronunciation part oy and oi.
Step 3: Practice
1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.
2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.
Step 4: Production
Read more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students introduce the words and pronunciation to their friends or parents.
Blackboard design:

二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students know how to pronounce oy and oi then to use it.
Ability aim: Students can pronounce /??/ correctly and use it in other words.
Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.
Teaching Key Points:
Students can have correct pronunciation of certain words of the same rule.
Teaching Difficult Points:
Students could be confident in pronouncing words.
Teaching Methods:
Communicative teaching method, inductive teaching method.
Teaching Aids:
PPT, Blackboard flashcards and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.
Step 2: Presentation
1. Draw pictures of boy and toy,then show the words after them.
2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.
3. Read the words together, and then let students find the common pronunciation part oy and oi.
Step 3: Practice
1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.
2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.
Step 4: Production
Read more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students introduce the words and pronunciation to their friends or parents.
Blackboard design:

How many liaisons of sound are there in the sentence "I'm an English boy"

A.one
B.two
C.three
D.four

Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”We may infer from the last paragraph that_____

A.universities often reject the culture of the middleclass
B.students are usually to blame for their lack of resources
C.social class greatly helps enrich educational experiences
D.colleges are partly res

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?

初中英语?阅读
一、考题回顾



二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will grasp and understand the main and detailed information of the passage.
Ability aim:
Students will improve their reading and speaking skills.
Emotional aim:
Students will foster the interest and desire of learning English and take part in speaking activities actively.
Key and difficult point:
Key Point: Students will totally understand the content of the passage.
Difficult Point: Students will foster the interest of learning English, and take part in speaking activities.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show students pictures about different types of transportation and naturally lead to today’s topic.
Step 2: Pre-reading
1. Ask students two questions and some volunteers will be invited to share their answers.
Q1: How do you come to school?
Q2: How do your parents go to work?
2. Ask students to predict the main idea of the passage based on the above discussion and pictures on the screen.
Step 3: While-reading
1st reading: Ask students to read the passage for the first time and check their prediction. Besides, they need to find out which countries are mentioned in the passage and circle them.
2nd reading: Ask students to read the passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.



Step4: Post-reading
Discussion: ask students to discuss the advantages and disadvantages of different modes of transportation. Four students in a group, after five minutes, some groups are supposed to show their results.
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 investigate their friends’ way of going to school and find some interesting ways of transportation on the Internet.
Blackboard design:



1. How to improve students’ reading and speaking ability in your class?
2. How did you evaluate the performance of students in the class?