一、单项选择题(本大题共30小题。每小题2分，共60分)
在每小题列出的四个备选项中选择一个最佳答案，请用28铅笔把答题卡上对应题目的答案字母按照要求涂黑。错选、多选或未选均无分。
1. Which of the following consonants doesn't fall under the same category according to theplace of articulation?
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一、单项选择题(本大题共30小题。每小题2分，共60分)
在每小题列出的四个备选项中选择一个最佳答案，请用28铅笔把答题卡上对应题目的答案字母按照要求涂黑。错选、多选或未选均无分。
1. Which of the following consonants doesn't fall under the same category according to theplace of articulation?
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2. Which of the following has the proper word stress?
A. comParison
B. Comparison
C. compaRison
D. compariSon
3. The method is__________success and the students have made __________progress.
4. --What you said is not__________with what you do, which has a bad effect on our kids.
--Sorry, I will change my ways.
A. consistent
B. controversial
C. confident
D. considerate
5. Studying in Russia is quite different from that in China. It took him nearly half a year to __________the language problem and culture shock.
A. turn over
B. take over
C. go over
D. get over
6. If it__________ possible, I would have helped him, but I was too busy.
A. is
B. was
C. were
D. had been
7. __________finishes eating lunch last ought to wash the dishes.
A, The person
B. Whoever
C. Anyone
D. Who
8. You'd better make a mark__________ you have any questions while you are reading thepassage.
A. at which
B. in where
C. in the place
D. where
9. Application of the transformational rules yields__________ structure.
A. lexicon
B. deep
C. mexical
D. surface
10. The word'offend' originally meant'to strike against', but now the word signifies 'tocreate or excite anger'. This is an example of
A. meaning shift
B. broadening of meaning
C. narrowing of meaning
D. loss of meaning
11. English course objectives at the stage of basic education include five aspects, that is, students' language skills, language knowledge, emotional attitude, cultural awareness and_________.
A. learning level
B. practical activities
C. learning strategies
D. habits of thinking
12. What's the starting point and destination of English course?
A. Knowledge impartation.
B. Students' development.
C. Language usage.
D. Habit formation.
13. There are many different ways of presenting grammar in the classroom. Among them, three are most frequently used and discussed. Which one does not be|ong to them?
A. The deductive method.
B. The inductive method.
C. The guided discovery method.
D. The productive method.
14. A student finds it difficult to learn the English sounds __________. If you are the teacher, which of the following strategies can be used?
A. Explaining how to make the sounds.
B. Using tongue twisters.
C. Writing them on the blackboard.
D. Making up sentences.
15. Students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text. This description belongs to__________stage.
A. pre-listening
B. while-listening
C. post-listening
D. none of them
16. What type of approach does the student apply to listening according to what he describes? __________'When I listen to English tapes, I am always worried about my limited vocabulary. I tend to figure out its actual meaning when coming across an unknown word, so that stop makes me miss the next part of the speech.'
A. Detail-oriented approach.
B. Top-down approach.
C. Interactive approach.
D. Bottom-up approach.
17. __________method of teaching writing pays great attention to the accuracy of the finalproduct but ignores the process, which the students go through to reach the final goal.
A. Form-oriented
B. Product-oriented
C. Content-oriented
D. Process-oriented
15. When the teacher is presenting a new language, giving explanations, checking answers,which of the following should be adopted?
A. Whole class work.
B. Pair work.
C. Group work.
D. Individual work.
19. What items are mainly assessed in the following questions?
How well did you work in your group tasks ?
A. Language performance.
B. Improvement in strategies.
C. Progress.
D. Classroom participation.
20. When a teacher wants to test students'__________ listening skills, grammar, vocabulary and pronunciation, which of the following test format is the most suitable one?
A. True or false questions.
B. Completion.
C. Dictation.
D. Translation.
请阅读Passage l。完成第21-25小题。
Passage 1
Looking back on my childhood, I am convinced that naturalists are born and not made.Although we were brought up in the same way, my brothers and sisters soon abandoned their pressed flowers and insects. Unlike them, I had no ear for music and languages. I was not an early reader and I could not do mental arithmetic.
Before World War I we spent our summer holidays in Hungary. I have only the dim memory of the house we lived in, of my room and my toys. Nor do I recall clearly the large family of grandparents, aunts, uncles and cousins who gathered next door. But I do have a crystal-clear memory of dogs, the farm animals, the local birds and above all, the insects.
I am a naturalist, not a scientist. I have a strong love of the natural world, and my enthusiasm has led me into varied investigations. I love discussing my favorite topics and enjoy burning the midnight oil, reading about other people's observations and discoveries. Then something happens that brings these observations together in my conscious mind. Suddenly you fancy you see the answer to the riddle, because it all seems to fit together. This has resulted in my publishing 300 papers and books, which some might honor with the title of scientific research.
But curiosity, a keen eye, a good memory and enjoyment of the animal and plant world do notmake a scientist; one of the outstanding and essential qualities required is self-discipline, a qualityI lack. A scientist can be made. A naturalist is born. If you can combine the two, you get the best of both worlds.
21. According to the author, a born naturalist should first of all be
A. full of ambition
B. self-disciplined
C. full of enthusiasm
D. knowledgeable
22. The first paragraph tells us that the author
A. lost his hearing when he was a child
B. didn't like his brothers and sisters
C. was born to a naturalist's family
D. was interested in flowers and insects in his childhood
23. The author says that he is a naturalist rather than a scientist probably because he thinks he
A. just rends about other people's observations and discoveries
B. comes up with solution in most natural ways
C. has a great deal of trouble doing mental arithmetic
D. lacks some of the qualities required of scientist
24. The author can't remember his relatives clearly because
A. he didn't live very long with them
B. he was fully occupied with observing nature
C. the family was extremely larger
D. he was too young when he lived with them
25. Which of the following statements is true?
A. The author believes that a born naturalist can not be a scientist.
B. The author read a lot of books about the natural world and oil industry.
C. The author's brothers and sisters were good at music and languages.
D. The author spend a lot of time working on fiddles.
请阅读Passage 2。完成第26-30小题
Passage 2
Move over Methuselah. Future generations could be living well into their second century andstill doing Sudoku, if life expectancy predictions are true. Increasing by two years every decade,they show no signs of flattening out. Average lifespan worldwide is already double what it was 200years ago. Since the 1980s, experts thought the increase in life expectancy would slow down andthen stop, but forecasters have repeatedly been proved wrong.
The reason behind the steady rise in life expectancy is 'the decline in the death rate of theelderly', says Professor Tom Kirkwood from Newcastle University. He maintains that our bodies areevolving to maintain and repair themselves better and our genes are investing in this process to putoff the damage which will eventually lead to death. As a result, there is no ceiling imposed by thereahties of the ageing process.'There is no use-by-date when we age. Ageing is not a fixed
biological process,' Tom says.
A large study of people aged 85 and over carried out by Professor Kirkwood discovered that there were a remarkable number of people enjoying good health and independence in their late 80s and beyond. With people reaching old age in better shape, it is safe to assume that this is all due to better eating habits, living conditions, education and medicine.
There are still many people who suffer from major health problems, but modem medicine means doctors are better at managing long-term health conditions like diabetes, high blood pressure and heart disease.'We are reaching old age with less accumulative damage than previous generations. We are less damaged,' says Professor Kirkwood. Our softer lives and the improvements in nutrition and healthcare have had a direct impact on longevity.
Nearly one-in-five people currently in the UK will live to see their lOOth birthday, the Office for National Statistics predicted last year. Life expectancy at birth has continued to increase in the UK--from 73.4 years for the period 1991 to 1993 to 77.85 years for 2007 to 2009. A report in Science from 2002 which looked at life expectancy patterns in different countries since 1840 concluded that there was no sign of a natural limit to life.
Researchers Jim Oeppen and Dr. James Vaupel found that people in the country with the highest life expectancy would live to an average age of 100 in about six decades. But they stoppedshort of predicting anything more.
'This is far from eternity: modest annual increments in life expectancy will never lead toimmortality,' the researchers said.
We do not seem to be approaching anything like the limits of life expectancy, says Professor David Leon from the London School of Hygiene and Tropical Medicine. 'There has been no flattening out of the best of the best--the groups which everyone knows have good life expectancy and low mortalit_y'he says.
These groups, which tend to be in the higher social and economic groups in society, can live for several years longer than people in lower social groups, prompting calls for an end to inequalities within societies.
Within populations, genes also have an important role to play in determining how long we could survive for---but environment is still the most important factor.
It is no surprise that healthy-living societies like Japan have the highest life expectancies in the world. But it would still be incredible to think that life expectancy could go on rising forever. 'I would bet there will be further increases in life expectancy and then it will probably begin to slow,' says Tom, 'but we just don't know.'
26. The purpose of the prediction saying that future generations could be doing Sudoku when they are over 100 is to________.
A. report that doing Sudoku is a healthy living style
B. prove that doing Sudoku helps people move to Methuselah
C. predict that future generations will like Sudoku since it is very popular now
D. indicate that future generations could remain smart and energetic even if they are over 100
27. The underlined phrase 'this process' in Paragraph 2 refers to process.
A. the ageing
B. the body-evolving
C. the genes-repairing
D. the body's putting-off-damage
28. Based on recent studies made by various scholars, which of the following factors plays afundamental role in man's longevity?
A. Genes
B. Eating habits
C. Environment
D. Medical condition
29. The underlined phrase 'low mortality' in Paragraph 8 could best be replaced by
A. short life span
B. low death rate
C. low illness rate
D. good health condition
30. Which statement below is TRUE concerning life expectancy according to the passage?
A. Life expectancy goes on rising forever.
B. There could be further increases in life expectancy.
C. Life expectancy has slowed down since 1980s and it will stop.
D. Life expectancy in Japan doubles what it was 200 years ago.
二、简答题(本大题1小题，20分)
根据题目要求完成下列任务。用中文作答。
31.课堂提问有哪些功能?(8分)常见的理解性提问有哪三种类型?(6分)请各写出一个英语例子加以说明(6分)。
三、教学情境分析题(本大题1小题。30分)
根据题目要求完成下列任务，用中文作答。
32.以下是某堂课的教学材料：
Betty: Hi Mum, can you hear me?
Mum: Yes, I can. Where are you?
Betty: I'm standing on the Great Wall of China and talking to you.
Mum: Really?
Betty: We're on a school trip and we've having lunch. And we're lying in the sun and we'retaking lots of photos.
Mum: That's great, Betty. What are the others doing?
Betty: Well, Tony is eating an ice cream, and Lucy is buying some presents and postcards.And Tom is eating lunch and lying in the sun.
Mum: Can you send me a post card?
Betty: Yes. Lucy and I are writing postcards. We're enjoying the school trip a lot. Anyway,we're going home now. Bye!
Mum: Bye bye, Betty!
根据材料内容回答以下三个问题。
(1)这份材料属于哪种语篇类型?(7分)
(2)这份材料适合于哪种课堂教学?说明理由(至少写出两个要点)。(8分)
(3)分析教师选用文本材料时需要考虑的基本要素(至少写出三个要点)。(15分)
四、教学设计题(本大题1小题，40分)
根据提供的信息和语言素材设计教学方案，用英文作答。
33.设计任务：请阅读下面学生信息和语言素材，设计一节英语读写课的教学方案。教案没有固定格式，但须包含下列要点：
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人，多数已经达到《义
务教育英语课程标准(2011版)》二级水平，学生课堂参与积极性一般。
1b
Listen and write these city names in the boxes above.
Beijing Moscow Toronto Boston Shanghai
1c
Imagine you are in one of the placesin la. Talk about the weather with your friend on the phone.
一、单项选择题
1.【答案】C。解析：考查辅音的分类。辅音按照发音部位，可分为双唇音、唇齿音、齿间音、齿龈音、齿龈后音、硬颚音、软腭音、声门音等。A、B、D三项均属于齿龈音，只有C项属于齿间音。故选C。
2.【答案】A。解析：考查重音知识。在多音节词中，一般重音落在倒数第三个音节上。comparison的正确发音/kom‘paerisn/。故选A。
3.【答案】C。解析：考查冠词用法。第一个空泛指一件成功的事，故用a success;progress为不可数名词，make progress为固定词组，意为“取得进步”，故用零冠词。
4.【答案】A。解析：考查固定搭配。句意为“你的言行不一致，这会对我们的孩子造成坏的影响”。Be consistent with“与……一致”，故选A。controversial“有争议的;引发争论的”，confident“自信的”，considerate“替人着想的;体贴的”，均不符合题意。
5.【答案】D。解析：考查动词短语辨析。turn over“(使)翻转，移交”，take over“接管，控制”，go over“仔细检查”，get over“克服”。根据句意“在俄罗斯学习与在中国学习是相当不同的，他花费了几乎半年时间才克服语言问题和文化冲击”，故选D。
6.【答案】D。解析：考查虚拟语气。根据“but I was too busy”可以判断，该句表达的是与过去事实相反的情况，是非真实条件句，所以用虚拟语气。主句谓语用would/should/could/might have+过去分词.从句谓语用had+过去分词。故选D。
7.【答案】B。解析：考查主语从句。分析句子结构，该句缺少主语成分。当anyone等指人的不定代词作先行词时，后面要由关系代词who引导定语从句，即Anyone who finishes eating lunch last ought to wash the dishes。whoever引导主语从句，相当于the person who或anyone who，但只表示“谁”，句意为“最后吃完午饭的人要刷盘子”。
8.【答案】D。解析：考查状语从句。句意为“当你读文章时，最好在有问题的地方做个标记”。从句中缺少表示地点的状语，所以用where引导地点状语从句。而当where引导定语从句时，要有先行词place，加上at可以改成“You’d better make a mark at the place where you have any questions”。
9.【答案】D。解析：考查语言学知识。表层结构(surface structure)是深层结构通过一系列转换规则之后得到的最后结果，是说话人说出的句子。
10.【答案】B。解析：考查语义变化。语义变化有多种：词义扩大(widening ofmeaning)、词义缩小(narrowing ofmeaning)和词义转移(meaning shift)。“0ffend”在古代的意思是“击打”，现在有了“冒犯，惹怒”的意思，因此是词义的扩大。
11.【答案】C。解析：考查英语课程目标。基础教育阶段英语课程的目标是“以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力”。故C项正确。
12.【答案】B。解析：考查英语课程内容。学生的发展是英语课程的出发点和归宿。故选B。
13.【答案】D。解析：考查语法教学。常用的三种语法教学法有：演绎法(deductive method)、归纳法(inductive method)和指导发现法(guided discovery metllod)。因此答案为D。
14.【答案】A。解析：考查语音教学。学生对两个英语发音混淆不清的时候，教师可以向学生解释如何正确发音。本来学生就不清楚如何发音，用绕口令更容易使他分辨不清。而把语音写在黑板上容易分散学生在“听”上的注意力。造句属于产出训练阶段的练习，也不适合此处情境。故选A。
15.【答案】C。解析：考查听力教学。题目中叙述的教学内容为听后阶段的活动。
16.【答案】D。解析：考查听力模式。该学生描述到自己在听英语时，遇到不认识的词汇总是深究，以至于错过了录音后面的内容。这是bottom.up approach(自下而上法)。A指“注重细节的方法”，B指“自上而下法”，C指 “互动法”。
17.【答案】B。解析：考查写作教学。重结果的教学模式对写作最后的成果十分重视，但是却忽视了对写作过程的监控，不利于写作能力的培养。
18.【答案】A。解析：考查课堂活动形式。当教师要呈现新知、给出解释或是核对答案时，应采取全班活动(whole class work)。
19.【答案】D。解析：考查课堂评价。教师问学生在小组活动中表现怎么样。主要是查看学生参与课堂的积极性。故选D。
20.【答案】C。解析：考查测试的形式。A项为“判断正误题”，8项为“完形填空”，C项为“听写题”，D项为“翻译题”。听写题可以考查学生的听力能力、语法、词汇、语音、书写等多项内容。
Passage l
21.【答案】C。解析：通读全篇，可知作者自童年起就一直热爱自然，这种热爱促使他进行各种研究，成为一名自然学家。故选C项。
22.【答案】D。解析：由第一段可知，童年的作者对花和昆虫感兴趣。作者在第一段提到“Although we were brought up in the same way，my brothers and sisters soon abandoned their pressed flowers and insects.”此句暗示作者自己坚持了下来，故D项正确。
23.【答案】D。解析：由最后一段“one ofthe outstanding and essential qualities required is self-discipline.A quality I lack.”可知，D项正确。
24.【答案】B。解析：由第二段“Nor do…have a crystal.clear memory of dogs，the farm animals，the local birds and above all，the insects.”可知，作者将全部注意力都放在观察自然上了，故选B项。
25.【答案】C。解析：由第一段“Unlike them，I had no ear for music and languages”可知，作者的兄弟姐妹们擅长于音乐和语言，故C项正确。A项无中生有，B项oil industry错误，D项与第三段矛盾。
Passage 2
26.【答案】D。解析：该题问的是文章一开始预言未来的一代在过百岁时仍然能够玩一种叫作数独的益智游戏，这种预言的目的是什么?A项说的是说明数独是一种健康生活方式，浏览本文可知本文重点不在于介绍数独游戏，而在于说明人类寿命的延长以及分析使寿命延长的一系列原因。因此A选项可以排除：B项说的是为了证明数独游戏能帮助人们回到玛土撒拉(传说中的吸血鬼长寿者)，这很明显脱离了文章大意要表达的意思。C项说的是未来的一代会喜欢数独游戏因为这个游戏现在很流行，本文围绕未来一代将会更加长寿论述，中心不在游戏;D项说的是暗示未来一代在过百岁时也会很聪明并且精力旺盛，与文章的中心最为接近，并且最靠近文章的主题思想。因此正确答案为D。
27.【答案】B。解析：由文章第二段第二句话“He maintains that our bodies are evolving to maintain and repair themselves better and our genes are investing in this process to put off the damage which will eventually lead to death”.可知我们的身体以更好地维持和自我修复的方式成长，并且我们的基因也参与进这个过程来延迟破损。这个过程指的是身体的成长过程。所以B项正确。
28.【答案】A。解析：第二段第一句“The reason behind the steady rise in life expectancy is“the decline in the death rate ofthe elderly”，说明了平均寿命增长的原因在于死亡率的降低。文章第二段第二句话“He maintains that our bodies are evolving to maintain and repair themselves better and our genes are investing in this process to put offthe damage which will eventually lead to death.”说明了基因可以推迟或延缓死亡。由此我们可以间接推出基因在人类寿命中的基础性作用。
29.【答案】B。解析：从字义来看，mortality是“死亡，致命”的意思，因此画线词就是较低死亡率的意思;另外从语境来看，这是由and连接的两个并列成分，good life expectancy and low mortality，并列的成分前后含义应该接近，前面说的是较长的寿命，刚好和后面的较低死亡率同义转换。因此正确答案为B。
30.【答案】B。解析：根据文章大意可推知人类的平均寿命在未来一段时间内可能会继续增长，但不会永远无限期地增长。因此正确答案为B。
二、简答题
31.【参考答案】
提问是课堂教学的重要组成部分。从教师教的角度看，提问是教师输出信息、传递信息和获得教与学的反馈的重要渠道，是教师训练学生思维和提高学生理解能力的重要手段;从学生学的角度看，提问使学习者的兴趣得以保持和提高，使创造性思维得以发展，使新、旧知识得以连接和巩固。另外，提问还具有锻炼表达能力，检查学习效果等多种功能。
理解性提问有三种类型：展示性、参考性和评估性提问。
(1)展示性提问是教师根据具体教学内容进行的提问，这类问题只要求学生对课文进行事实性的表层理解，并根据短时记忆或者查看课文找到答案。如：What did Mandela do to help Elias solve the problems?
(2)参考性提问是根据课文相关信息提问，这类问题没有现成的答案，学生要结合个人的知识和课文所提供的信息进行综合分析。如：What’s the meaning of the phrase“out of work”in the context?
(3)评估性提问要求学生在理解课文的基础上进行深层次的逻辑思维，运用所学语言知识就课文的某个事件或观点发表自己的看法。如：What do you think about their way to@hi for their,ights?
三、教学情境分析题
32.【参考答案】
(1)语篇指的是实际使用的语言单位，是一次交际过程中的一系列连续的话段或句子所构成的语言整体。
根据韩礼德的观点，语篇是一个语义单位或意义潜势的现实化，任何一个Ll头或书面语言片段，不论其长短，只要能构成一个语义整体，即表达完整的意思，就可以称之为语篇。根据语篇的概念，该材料属于会话语篇。
(2)这份材料适合于口语教学。
理由：
①材料语言比较简单，没有生僻词汇，句式偏向口语化，适合用于口语练习;
②选材偏向生活化，有生活气息，适合平时与人交际使用，英语口语的最终目的就是让学生达到沟通交流，因此会话语篇可以提供一个交流的环境。
③材料以对话形式呈现有问有答，也有连读和吞音部分，对于语音语调的学习都是很好的内容。
(3)考虑要素：
①教学内容要素：教学内容是要完成的教学任务，是实现教学目标的主要载体。因此教师在选择材料时，将教科书作为主要依据，教材分析基本关注教学的重点、难点及考点方面，比较注重显性教材的运用而忽视隐性教材的挖掘和利用，较少关注与学习教材内容有密切关系的认知和心理因素，以及教材对学生能力的要求，而对教学的重点和难点也只是阐述其内容，没有做进一步的分析。在新课改背景下，教学内容分析既要求对显性教材的运用，也要求对隐性教材的挖掘和利用。
②教学对象要素：学生是分析教学任务必须要考虑的因素，分析学生是为了帮助学生解决学习中的困难，完成教学任务。教师应该做到以下两点：一是要了解教学活动开始前学生在认知、情感、态度等方面已经达到了什么样的水平，这一水平标志着学生已经能做什么，说什么，想明白了什么等(即学生的学历和学情)。这是学生掌握新的学习任务的起点水平。二是要了解教授了教学材料后预期学生在认知、情感、态度等方面必须达到的状态。对这种状态的把握最终会转化为确定的教学任务与具体的学习目标。只有当教师对教学前和教学后这两种状态的差距做到心中有数时.才能根据学生的实际情况.确定恰当的教学内容。
③教学目标要素：教学目标是教育者在教学过程中，希望受教育者达到的要求或产生的变化结果，也是教师完成教学任务的归宿。新课程标准从关注学生的学习出发，强调学生是学习的主体，教学目标是教学活动中师生共同追求的，而不是由教师所操纵的。因此，教学目标的主体显然应该是学生。教师在选择教学材料的同时也要以学生为出发点，思考需要完成怎样的教学目标或达到怎样的教学效果。
四、教学设计题
33.【参考设计】
Teaching Contents: A lesson about describing the weather.
Teaching Objectives:
Knowledge objectives
(1) Students could have a good command of these following words.
rain, windy, cloudy, sunny, snow, weather
(2) Students could master these following sentence patterns.
How' s the weather?
It's cloudy./It's sunny./It's raining.
Ability objective Students could know how to describe the weather.
Emotional objectives
(1) According to the guide of teaching, students could cultivate the good habits of protecting environment and other natural resources.
(2) According to talk about the weather, students could learn how to get on well with others.
Teaching Key Points:
Master the vocabularies and sentence patterns expertly.
Teaching Difficult Point:
Learn how to describe different weather in different places.
Teaching Aid:
Multi-media
Teaching Procedures :
Step I Lead-in (5 minutes)
The teacher uses multi-media to present some pictures of different weather.
T:'There are many different weather in different seasons. Different weather has different meanings to our life.
This class we will learn the weather. Now everyone has to speak out different kinds of weather as many as possible and the one who speak out the most will get a red paper star.'
(Justification: These pictures on the screen can help students to know what they will learn this class. The brainstorming will stimulate their interests and incentives. )
Step 2 Presentation (15 minutes)
(1) The teacher plays the tape and asks them to listen to the tape recorder and guess the weather. At the same time, write the important sentence pattern 'How's the weather?' on the blackboard.
(2) Guide students to observe the weather in the five places and finish la.
(3) Make students listen to the tape, and then write the right places (lb) in the boxes above (la).
(Justification: At this step, their ability of listening for specific information will be well developed, and their participation will increase. The teacher also could guide them to speak out the key sentences.)
Step 3 Practice (10 minutes)
(1) Pair work
①Two students in a pair, speak out the weather in the five places, and check the answer of lb.
② Make a dialogue to ask the weather.
S1: How's the weather?
$2: It's rainny. How's the weather in Beijing?
SI: It's sunny.
(2) Group work
The teacher gives a sentence pattern'Look!The weather in ... is ...'. Let students complete the sentence by using the words they have learned. Ten students in a group, which group do the best in ten minutes will be given some gifts after the class.
(Justification: This step is mainly to practice their speaking and listening skills by putting the knowledge into their daily life. This activity can let them enjoy the study.)
Step 4 Consolidation (lO minutes)
Students should write down the words they have heard from the teacher. Then check the words, if there is a mistakes, they need more practice after class.
(Justification: This step will deepen students' impression of these words and make students realize their mistakes. It's also make students know how to review after class.)
Step 5 Summary and Homework (5 minutes)
Summary: The teacher asks one student to give a summary for this class.
Homework: The teacher asks students to review the new words they have learned in this class and try to make sentences using them.
(Justification: Summary can help students to consolidate the knowledge what they have learned in the class and the homework gives a guidance for review.)
Blackboard Design:
Words: Sentences:
rain, windy, cloudy, How's the weather?
sunny, snow, weatherIt's cloudy./It's sunny./It's raining.
Teaching Reflection.
2. Which of the following has the proper word stress?
A. comParison
B. Comparison
C. compaRison
D. compariSon
3. The method is__________success and the students have made __________progress.
4. --What you said is not__________with what you do, which has a bad effect on our kids.
--Sorry, I will change my ways.
A. consistent
B. controversial
C. confident
D. considerate
5. Studying in Russia is quite different from that in China. It took him nearly half a year to __________the language problem and culture shock.
A. turn over
B. take over
C. go over
D. get over
6. If it__________ possible, I would have helped him, but I was too busy.
A. is
B. was
C. were
D. had been
7. __________finishes eating lunch last ought to wash the dishes.
A, The person
B. Whoever
C. Anyone
D. Who
8. You'd better make a mark__________ you have any questions while you are reading thepassage.
A. at which
B. in where
C. in the place
D. where
9. Application of the transformational rules yields__________ structure.
A. lexicon
B. deep
C. mexical
D. surface
10. The word'offend' originally meant'to strike against', but now the word signifies 'tocreate or excite anger'. This is an example of
A. meaning shift
B. broadening of meaning
C. narrowing of meaning
D. loss of meaning
11. English course objectives at the stage of basic education include five aspects, that is, students' language skills, language knowledge, emotional attitude, cultural awareness and_________.
A. learning level
B. practical activities
C. learning strategies
D. habits of thinking
12. What's the starting point and destination of English course?
A. Knowledge impartation.
B. Students' development.
C. Language usage.
D. Habit formation.
13. There are many different ways of presenting grammar in the classroom. Among them, three are most frequently used and discussed. Which one does not be|ong to them?
A. The deductive method.
B. The inductive method.
C. The guided discovery method.
D. The productive method.
14. A student finds it difficult to learn the English sounds __________. If you are the teacher, which of the following strategies can be used?
A. Explaining how to make the sounds.
B. Using tongue twisters.
C. Writing them on the blackboard.
D. Making up sentences.
15. Students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text. This description belongs to__________stage.
A. pre-listening
B. while-listening
C. post-listening
D. none of them
16. What type of approach does the student apply to listening according to what he describes? __________'When I listen to English tapes, I am always worried about my limited vocabulary. I tend to figure out its actual meaning when coming across an unknown word, so that stop makes me miss the next part of the speech.'
A. Detail-oriented approach.
B. Top-down approach.
C. Interactive approach.
D. Bottom-up approach.
17. __________method of teaching writing pays great attention to the accuracy of the finalproduct but ignores the process, which the students go through to reach the final goal.
A. Form-oriented
B. Product-oriented
C. Content-oriented
D. Process-oriented
15. When the teacher is presenting a new language, giving explanations, checking answers,which of the following should be adopted?
A. Whole class work.
B. Pair work.
C. Group work.
D. Individual work.
19. What items are mainly assessed in the following questions?
How well did you work in your group tasks ?
A. Language performance.
B. Improvement in strategies.
C. Progress.
D. Classroom participation.
20. When a teacher wants to test students'__________ listening skills, grammar, vocabulary and pronunciation, which of the following test format is the most suitable one?
A. True or false questions.
B. Completion.
C. Dictation.
D. Translation.
请阅读Passage l。完成第21-25小题。
Passage 1
Looking back on my childhood, I am convinced that naturalists are born and not made.Although we were brought up in the same way, my brothers and sisters soon abandoned their pressed flowers and insects. Unlike them, I had no ear for music and languages. I was not an early reader and I could not do mental arithmetic.
Before World War I we spent our summer holidays in Hungary. I have only the dim memory of the house we lived in, of my room and my toys. Nor do I recall clearly the large family of grandparents, aunts, uncles and cousins who gathered next door. But I do have a crystal-clear memory of dogs, the farm animals, the local birds and above all, the insects.
I am a naturalist, not a scientist. I have a strong love of the natural world, and my enthusiasm has led me into varied investigations. I love discussing my favorite topics and enjoy burning the midnight oil, reading about other people's observations and discoveries. Then something happens that brings these observations together in my conscious mind. Suddenly you fancy you see the answer to the riddle, because it all seems to fit together. This has resulted in my publishing 300 papers and books, which some might honor with the title of scientific research.
But curiosity, a keen eye, a good memory and enjoyment of the animal and plant world do notmake a scientist; one of the outstanding and essential qualities required is self-discipline, a qualityI lack. A scientist can be made. A naturalist is born. If you can combine the two, you get the best of both worlds.
21. According to the author, a born naturalist should first of all be
A. full of ambition
B. self-disciplined
C. full of enthusiasm
D. knowledgeable
22. The first paragraph tells us that the author
A. lost his hearing when he was a child
B. didn't like his brothers and sisters
C. was born to a naturalist's family
D. was interested in flowers and insects in his childhood
23. The author says that he is a naturalist rather than a scientist probably because he thinks he
A. just rends about other people's observations and discoveries
B. comes up with solution in most natural ways
C. has a great deal of trouble doing mental arithmetic
D. lacks some of the qualities required of scientist
24. The author can't remember his relatives clearly because
A. he didn't live very long with them
B. he was fully occupied with observing nature
C. the family was extremely larger
D. he was too young when he lived with them
25. Which of the following statements is true?
A. The author believes that a born naturalist can not be a scientist.
B. The author read a lot of books about the natural world and oil industry.
C. The author's brothers and sisters were good at music and languages.
D. The author spend a lot of time working on fiddles.
请阅读Passage 2。完成第26-30小题
Passage 2
Move over Methuselah. Future generations could be living well into their second century andstill doing Sudoku, if life expectancy predictions are true. Increasing by two years every decade,they show no signs of flattening out. Average lifespan worldwide is already double what it was 200years ago. Since the 1980s, experts thought the increase in life expectancy would slow down andthen stop, but forecasters have repeatedly been proved wrong.
The reason behind the steady rise in life expectancy is 'the decline in the death rate of theelderly', says Professor Tom Kirkwood from Newcastle University. He maintains that our bodies areevolving to maintain and repair themselves better and our genes are investing in this process to putoff the damage which will eventually lead to death. As a result, there is no ceiling imposed by thereahties of the ageing process.'There is no use-by-date when we age. Ageing is not a fixed
biological process,' Tom says.
A large study of people aged 85 and over carried out by Professor Kirkwood discovered that there were a remarkable number of people enjoying good health and independence in their late 80s and beyond. With people reaching old age in better shape, it is safe to assume that this is all due to better eating habits, living conditions, education and medicine.
There are still many people who suffer from major health problems, but modem medicine means doctors are better at managing long-term health conditions like diabetes, high blood pressure and heart disease.'We are reaching old age with less accumulative damage than previous generations. We are less damaged,' says Professor Kirkwood. Our softer lives and the improvements in nutrition and healthcare have had a direct impact on longevity.
Nearly one-in-five people currently in the UK will live to see their lOOth birthday, the Office for National Statistics predicted last year. Life expectancy at birth has continued to increase in the UK--from 73.4 years for the period 1991 to 1993 to 77.85 years for 2007 to 2009. A report in Science from 2002 which looked at life expectancy patterns in different countries since 1840 concluded that there was no sign of a natural limit to life.
Researchers Jim Oeppen and Dr. James Vaupel found that people in the country with the highest life expectancy would live to an average age of 100 in about six decades. But they stoppedshort of predicting anything more.
'This is far from eternity: modest annual increments in life expectancy will never lead toimmortality,' the researchers said.
We do not seem to be approaching anything like the limits of life expectancy, says Professor David Leon from the London School of Hygiene and Tropical Medicine. 'There has been no flattening out of the best of the best--the groups which everyone knows have good life expectancy and low mortalit_y'he says.
These groups, which tend to be in the higher social and economic groups in society, can live for several years longer than people in lower social groups, prompting calls for an end to inequalities within societies.
Within populations, genes also have an important role to play in determining how long we could survive for---but environment is still the most important factor.
It is no surprise that healthy-living societies like Japan have the highest life expectancies in the world. But it would still be incredible to think that life expectancy could go on rising forever. 'I would bet there will be further increases in life expectancy and then it will probably begin to slow,' says Tom, 'but we just don't know.'
26. The purpose of the prediction saying that future generations could be doing Sudoku when they are over 100 is to________.
A. report that doing Sudoku is a healthy living style
B. prove that doing Sudoku helps people move to Methuselah
C. predict that future generations will like Sudoku since it is very popular now
D. indicate that future generations could remain smart and energetic even if they are over 100
27. The underlined phrase 'this process' in Paragraph 2 refers to process.
A. the ageing
B. the body-evolving
C. the genes-repairing
D. the body's putting-off-damage
28. Based on recent studies made by various scholars, which of the following factors plays afundamental role in man's longevity?
A. Genes
B. Eating habits
C. Environment
D. Medical condition
29. The underlined phrase 'low mortality' in Paragraph 8 could best be replaced by
A. short life span
B. low death rate
C. low illness rate
D. good health condition
30. Which statement below is TRUE concerning life expectancy according to the passage?
A. Life expectancy goes on rising forever.
B. There could be further increases in life expectancy.
C. Life expectancy has slowed down since 1980s and it will stop.
D. Life expectancy in Japan doubles what it was 200 years ago.
二、简答题(本大题1小题，20分)
根据题目要求完成下列任务。用中文作答。
31.课堂提问有哪些功能?(8分)常见的理解性提问有哪三种类型?(6分)请各写出一个英语例子加以说明(6分)。
三、教学情境分析题(本大题1小题。30分)
根据题目要求完成下列任务，用中文作答。
32.以下是某堂课的教学材料：
Betty: Hi Mum, can you hear me?
Mum: Yes, I can. Where are you?
Betty: I'm standing on the Great Wall of China and talking to you.
Mum: Really?
Betty: We're on a school trip and we've having lunch. And we're lying in the sun and we'retaking lots of photos.
Mum: That's great, Betty. What are the others doing?
Betty: Well, Tony is eating an ice cream, and Lucy is buying some presents and postcards.And Tom is eating lunch and lying in the sun.
Mum: Can you send me a post card?
Betty: Yes. Lucy and I are writing postcards. We're enjoying the school trip a lot. Anyway,we're going home now. Bye!
Mum: Bye bye, Betty!
根据材料内容回答以下三个问题。
(1)这份材料属于哪种语篇类型?(7分)
(2)这份材料适合于哪种课堂教学?说明理由(至少写出两个要点)。(8分)
(3)分析教师选用文本材料时需要考虑的基本要素(至少写出三个要点)。(15分)
四、教学设计题(本大题1小题，40分)
根据提供的信息和语言素材设计教学方案，用英文作答。
33.设计任务：请阅读下面学生信息和语言素材，设计一节英语读写课的教学方案。教案没有固定格式，但须包含下列要点：
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人，多数已经达到《义
务教育英语课程标准(2011版)》二级水平，学生课堂参与积极性一般。
1b
Listen and write these city names in the boxes above.
Beijing Moscow Toronto Boston Shanghai
1c
Imagine you are in one of the placesin la. Talk about the weather with your friend on the phone.
一、单项选择题
1.【答案】C。解析：考查辅音的分类。辅音按照发音部位，可分为双唇音、唇齿音、齿间音、齿龈音、齿龈后音、硬颚音、软腭音、声门音等。A、B、D三项均属于齿龈音，只有C项属于齿间音。故选C。
2.【答案】A。解析：考查重音知识。在多音节词中，一般重音落在倒数第三个音节上。comparison的正确发音/kom‘paerisn/。故选A。
3.【答案】C。解析：考查冠词用法。第一个空泛指一件成功的事，故用a success;progress为不可数名词，make progress为固定词组，意为“取得进步”，故用零冠词。
4.【答案】A。解析：考查固定搭配。句意为“你的言行不一致，这会对我们的孩子造成坏的影响”。Be consistent with“与……一致”，故选A。controversial“有争议的;引发争论的”，confident“自信的”，considerate“替人着想的;体贴的”，均不符合题意。
5.【答案】D。解析：考查动词短语辨析。turn over“(使)翻转，移交”，take over“接管，控制”，go over“仔细检查”，get over“克服”。根据句意“在俄罗斯学习与在中国学习是相当不同的，他花费了几乎半年时间才克服语言问题和文化冲击”，故选D。
6.【答案】D。解析：考查虚拟语气。根据“but I was too busy”可以判断，该句表达的是与过去事实相反的情况，是非真实条件句，所以用虚拟语气。主句谓语用would/should/could/might have+过去分词.从句谓语用had+过去分词。故选D。
7.【答案】B。解析：考查主语从句。分析句子结构，该句缺少主语成分。当anyone等指人的不定代词作先行词时，后面要由关系代词who引导定语从句，即Anyone who finishes eating lunch last ought to wash the dishes。whoever引导主语从句，相当于the person who或anyone who，但只表示“谁”，句意为“最后吃完午饭的人要刷盘子”。
8.【答案】D。解析：考查状语从句。句意为“当你读文章时，最好在有问题的地方做个标记”。从句中缺少表示地点的状语，所以用where引导地点状语从句。而当where引导定语从句时，要有先行词place，加上at可以改成“You’d better make a mark at the place where you have any questions”。
9.【答案】D。解析：考查语言学知识。表层结构(surface structure)是深层结构通过一系列转换规则之后得到的最后结果，是说话人说出的句子。
10.【答案】B。解析：考查语义变化。语义变化有多种：词义扩大(widening ofmeaning)、词义缩小(narrowing ofmeaning)和词义转移(meaning shift)。“0ffend”在古代的意思是“击打”，现在有了“冒犯，惹怒”的意思，因此是词义的扩大。
11.【答案】C。解析：考查英语课程目标。基础教育阶段英语课程的目标是“以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力”。故C项正确。
12.【答案】B。解析：考查英语课程内容。学生的发展是英语课程的出发点和归宿。故选B。
13.【答案】D。解析：考查语法教学。常用的三种语法教学法有：演绎法(deductive method)、归纳法(inductive method)和指导发现法(guided discovery metllod)。因此答案为D。
14.【答案】A。解析：考查语音教学。学生对两个英语发音混淆不清的时候，教师可以向学生解释如何正确发音。本来学生就不清楚如何发音，用绕口令更容易使他分辨不清。而把语音写在黑板上容易分散学生在“听”上的注意力。造句属于产出训练阶段的练习，也不适合此处情境。故选A。
15.【答案】C。解析：考查听力教学。题目中叙述的教学内容为听后阶段的活动。
16.【答案】D。解析：考查听力模式。该学生描述到自己在听英语时，遇到不认识的词汇总是深究，以至于错过了录音后面的内容。这是bottom.up approach(自下而上法)。A指“注重细节的方法”，B指“自上而下法”，C指 “互动法”。
17.【答案】B。解析：考查写作教学。重结果的教学模式对写作最后的成果十分重视，但是却忽视了对写作过程的监控，不利于写作能力的培养。
18.【答案】A。解析：考查课堂活动形式。当教师要呈现新知、给出解释或是核对答案时，应采取全班活动(whole class work)。
19.【答案】D。解析：考查课堂评价。教师问学生在小组活动中表现怎么样。主要是查看学生参与课堂的积极性。故选D。
20.【答案】C。解析：考查测试的形式。A项为“判断正误题”，8项为“完形填空”，C项为“听写题”，D项为“翻译题”。听写题可以考查学生的听力能力、语法、词汇、语音、书写等多项内容。
Passage l
21.【答案】C。解析：通读全篇，可知作者自童年起就一直热爱自然，这种热爱促使他进行各种研究，成为一名自然学家。故选C项。
22.【答案】D。解析：由第一段可知，童年的作者对花和昆虫感兴趣。作者在第一段提到“Although we were brought up in the same way，my brothers and sisters soon abandoned their pressed flowers and insects.”此句暗示作者自己坚持了下来，故D项正确。
23.【答案】D。解析：由最后一段“one ofthe outstanding and essential qualities required is self-discipline.A quality I lack.”可知，D项正确。
24.【答案】B。解析：由第二段“Nor do…have a crystal.clear memory of dogs，the farm animals，the local birds and above all，the insects.”可知，作者将全部注意力都放在观察自然上了，故选B项。
25.【答案】C。解析：由第一段“Unlike them，I had no ear for music and languages”可知，作者的兄弟姐妹们擅长于音乐和语言，故C项正确。A项无中生有，B项oil industry错误，D项与第三段矛盾。
Passage 2
26.【答案】D。解析：该题问的是文章一开始预言未来的一代在过百岁时仍然能够玩一种叫作数独的益智游戏，这种预言的目的是什么?A项说的是说明数独是一种健康生活方式，浏览本文可知本文重点不在于介绍数独游戏，而在于说明人类寿命的延长以及分析使寿命延长的一系列原因。因此A选项可以排除：B项说的是为了证明数独游戏能帮助人们回到玛土撒拉(传说中的吸血鬼长寿者)，这很明显脱离了文章大意要表达的意思。C项说的是未来的一代会喜欢数独游戏因为这个游戏现在很流行，本文围绕未来一代将会更加长寿论述，中心不在游戏;D项说的是暗示未来一代在过百岁时也会很聪明并且精力旺盛，与文章的中心最为接近，并且最靠近文章的主题思想。因此正确答案为D。
27.【答案】B。解析：由文章第二段第二句话“He maintains that our bodies are evolving to maintain and repair themselves better and our genes are investing in this process to put off the damage which will eventually lead to death”.可知我们的身体以更好地维持和自我修复的方式成长，并且我们的基因也参与进这个过程来延迟破损。这个过程指的是身体的成长过程。所以B项正确。
28.【答案】A。解析：第二段第一句“The reason behind the steady rise in life expectancy is“the decline in the death rate ofthe elderly”，说明了平均寿命增长的原因在于死亡率的降低。文章第二段第二句话“He maintains that our bodies are evolving to maintain and repair themselves better and our genes are investing in this process to put offthe damage which will eventually lead to death.”说明了基因可以推迟或延缓死亡。由此我们可以间接推出基因在人类寿命中的基础性作用。
29.【答案】B。解析：从字义来看，mortality是“死亡，致命”的意思，因此画线词就是较低死亡率的意思;另外从语境来看，这是由and连接的两个并列成分，good life expectancy and low mortality，并列的成分前后含义应该接近，前面说的是较长的寿命，刚好和后面的较低死亡率同义转换。因此正确答案为B。
30.【答案】B。解析：根据文章大意可推知人类的平均寿命在未来一段时间内可能会继续增长，但不会永远无限期地增长。因此正确答案为B。
二、简答题
31.【参考答案】
提问是课堂教学的重要组成部分。从教师教的角度看，提问是教师输出信息、传递信息和获得教与学的反馈的重要渠道，是教师训练学生思维和提高学生理解能力的重要手段;从学生学的角度看，提问使学习者的兴趣得以保持和提高，使创造性思维得以发展，使新、旧知识得以连接和巩固。另外，提问还具有锻炼表达能力，检查学习效果等多种功能。
理解性提问有三种类型：展示性、参考性和评估性提问。
(1)展示性提问是教师根据具体教学内容进行的提问，这类问题只要求学生对课文进行事实性的表层理解，并根据短时记忆或者查看课文找到答案。如：What did Mandela do to help Elias solve the problems?
(2)参考性提问是根据课文相关信息提问，这类问题没有现成的答案，学生要结合个人的知识和课文所提供的信息进行综合分析。如：What’s the meaning of the phrase“out of work”in the context?
(3)评估性提问要求学生在理解课文的基础上进行深层次的逻辑思维，运用所学语言知识就课文的某个事件或观点发表自己的看法。如：What do you think about their way to@hi for their,ights?
三、教学情境分析题
32.【参考答案】
(1)语篇指的是实际使用的语言单位，是一次交际过程中的一系列连续的话段或句子所构成的语言整体。
根据韩礼德的观点，语篇是一个语义单位或意义潜势的现实化，任何一个Ll头或书面语言片段，不论其长短，只要能构成一个语义整体，即表达完整的意思，就可以称之为语篇。根据语篇的概念，该材料属于会话语篇。
(2)这份材料适合于口语教学。
理由：
①材料语言比较简单，没有生僻词汇，句式偏向口语化，适合用于口语练习;
②选材偏向生活化，有生活气息，适合平时与人交际使用，英语口语的最终目的就是让学生达到沟通交流，因此会话语篇可以提供一个交流的环境。
③材料以对话形式呈现有问有答，也有连读和吞音部分，对于语音语调的学习都是很好的内容。
(3)考虑要素：
①教学内容要素：教学内容是要完成的教学任务，是实现教学目标的主要载体。因此教师在选择材料时，将教科书作为主要依据，教材分析基本关注教学的重点、难点及考点方面，比较注重显性教材的运用而忽视隐性教材的挖掘和利用，较少关注与学习教材内容有密切关系的认知和心理因素，以及教材对学生能力的要求，而对教学的重点和难点也只是阐述其内容，没有做进一步的分析。在新课改背景下，教学内容分析既要求对显性教材的运用，也要求对隐性教材的挖掘和利用。
②教学对象要素：学生是分析教学任务必须要考虑的因素，分析学生是为了帮助学生解决学习中的困难，完成教学任务。教师应该做到以下两点：一是要了解教学活动开始前学生在认知、情感、态度等方面已经达到了什么样的水平，这一水平标志着学生已经能做什么，说什么，想明白了什么等(即学生的学历和学情)。这是学生掌握新的学习任务的起点水平。二是要了解教授了教学材料后预期学生在认知、情感、态度等方面必须达到的状态。对这种状态的把握最终会转化为确定的教学任务与具体的学习目标。只有当教师对教学前和教学后这两种状态的差距做到心中有数时.才能根据学生的实际情况.确定恰当的教学内容。
③教学目标要素：教学目标是教育者在教学过程中，希望受教育者达到的要求或产生的变化结果，也是教师完成教学任务的归宿。新课程标准从关注学生的学习出发，强调学生是学习的主体，教学目标是教学活动中师生共同追求的，而不是由教师所操纵的。因此，教学目标的主体显然应该是学生。教师在选择教学材料的同时也要以学生为出发点，思考需要完成怎样的教学目标或达到怎样的教学效果。
四、教学设计题
33.【参考设计】
Teaching Contents: A lesson about describing the weather.
Teaching Objectives:
Knowledge objectives
(1) Students could have a good command of these following words.
rain, windy, cloudy, sunny, snow, weather
(2) Students could master these following sentence patterns.
How' s the weather?
It's cloudy./It's sunny./It's raining.
Ability objective Students could know how to describe the weather.
Emotional objectives
(1) According to the guide of teaching, students could cultivate the good habits of protecting environment and other natural resources.
(2) According to talk about the weather, students could learn how to get on well with others.
Teaching Key Points:
Master the vocabularies and sentence patterns expertly.
Teaching Difficult Point:
Learn how to describe different weather in different places.
Teaching Aid:
Multi-media
Teaching Procedures :
Step I Lead-in (5 minutes)
The teacher uses multi-media to present some pictures of different weather.
T:'There are many different weather in different seasons. Different weather has different meanings to our life.
This class we will learn the weather. Now everyone has to speak out different kinds of weather as many as possible and the one who speak out the most will get a red paper star.'
(Justification: These pictures on the screen can help students to know what they will learn this class. The brainstorming will stimulate their interests and incentives. )
Step 2 Presentation (15 minutes)
(1) The teacher plays the tape and asks them to listen to the tape recorder and guess the weather. At the same time, write the important sentence pattern 'How's the weather?' on the blackboard.
(2) Guide students to observe the weather in the five places and finish la.
(3) Make students listen to the tape, and then write the right places (lb) in the boxes above (la).
(Justification: At this step, their ability of listening for specific information will be well developed, and their participation will increase. The teacher also could guide them to speak out the key sentences.)
Step 3 Practice (10 minutes)
(1) Pair work
①Two students in a pair, speak out the weather in the five places, and check the answer of lb.
② Make a dialogue to ask the weather.
S1: How's the weather?
$2: It's rainny. How's the weather in Beijing?
SI: It's sunny.
(2) Group work
The teacher gives a sentence pattern'Look!The weather in ... is ...'. Let students complete the sentence by using the words they have learned. Ten students in a group, which group do the best in ten minutes will be given some gifts after the class.
(Justification: This step is mainly to practice their speaking and listening skills by putting the knowledge into their daily life. This activity can let them enjoy the study.)
Step 4 Consolidation (lO minutes)
Students should write down the words they have heard from the teacher. Then check the words, if there is a mistakes, they need more practice after class.
(Justification: This step will deepen students' impression of these words and make students realize their mistakes. It's also make students know how to review after class.)
Step 5 Summary and Homework (5 minutes)
Summary: The teacher asks one student to give a summary for this class.
Homework: The teacher asks students to review the new words they have learned in this class and try to make sentences using them.
(Justification: Summary can help students to consolidate the knowledge what they have learned in the class and the homework gives a guidance for review.)
Blackboard Design:
Words: Sentences:
rain, windy, cloudy, How's the weather?
sunny, snow, weatherIt's cloudy./It's sunny./It's raining.
Teaching Reflection.