考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will be able to describe their daily life and acquire some knowledge about listening strategies.题目来源于考生回忆
Ability aim: Students can obtain the main idea quickly from the listening material and develop the ability of grasping detail information.
Emotional aim: Students can foster the interest and desire of learning English, and be fond of taking part in kinds of practical activities.
Teaching Key Points:
Students can get the main idea and useful information from the listening material.
Teaching Difficult Points:
Students can apply these skills in their listening and apply these expression in their daily communication.
Teaching Methods:
Communicative teaching method, task-based teaching method, audio-lingual teaching method.
Teaching Aids:题目来源于考生回忆
PPT, Blackboard, recorder and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Sing an English song It' my life, invite the whole students to clap when singing together and lead to the topic.
Step 2: Pre-listening
1.Free talk: Give students three minutes to talk about their own daily life and invite them to share it.
2.Prediction: Let students work in pairs and ask them to predict Lin Fei's daily life.
Step 3: While-listening
1. Listen to the tape for the first time and ask them when Lin Fei gets up and when he goes to school, then let students to share answers.题目来源于考生回忆
2.Listen to the tape for the second time and ask them to fill in the chart, then invite them to share their answers.
Step 4: Production
1.Retelling: Ask students to retell Lin Fei's daily life with the help of the chat in their own words, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their retelling in the front.
2.Survey: Let students discuss their own daily life in the group of four and make a report in the form of chart. 8 minutes later teacher invites some groups to share the result of their reports.
Step 5: Summary & Homework
Summary : Invite a little teacher to help teacher make a summary of this class.
Homework: Let students introduce their daily life to their parents and make a share in the next class.
Blackboard design:答案：解析：暂无解析
考题
If you get into difficulties, don"t hesitate to （） help.A、ask aboutB、ask afterC、ask forD、ask in正确答案:C
考题
二、考题解析
【教案】
Teaching aims
Knowledge aim: students will know the pronunciation of the group of letter “ear”.
Ability aim: students can read words with “ear” when they learn vocabulary.
Emotional aim: students will be more interested in speaking English.
Key and difficult points:
How to pronounce the group of letter “ear”.
Teaching procedure:
Step 1: Warming-up
After greeting students, the teacher plays a game to warm up the class: I say you point. The teacher speaks out a certain part of the body and students point it quickly. For example: point your eye! Point your ear! Point your hand!
Step 2: Presentation
Draw a ear on the blackboard and ask students what it is. Write down the word. Then ask what ears can be used to, and they will say we use ear to hear something. Write down word “hear”. Then do the action of hearing and put hands near the ear, and write down the word “near”.
Ask students to read the three words after the teacher, and find out the similarity among them. After discussion, they will say all these words have “ear”. Then ask students how to pronounce this group of letter. We will know it pronounce as /ir/.
Step 3: practice
Give students some other words with the group of letter “ear” and ask students to read them by groups. For example, a sentence “my dear, your tear is clear in my mind for years”. Then students can have a brainstorming and think of more words with “ear”.
Play a game Hot potato to practice these words. The teacher plays a piece of music. When the music is playing, students pass the ball from one to another. When the music stops, the one who gets the ball should read words on the blackboard.
Step4: Production
Do a chant with students: put your ear, near my ear, and you will hear, and you will hear, and you will hear, NOTHING!答案：解析：暂无解析
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
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
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 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
高中英语?阅读
一、考题回顾二、考题解析
【教案】
Teaching aims:
Knowledge aim:
(1)Students are able to distinguish the words and Expressions and comprehend their meanings in sentences and paragraphs:leap,enjoyable, graceful,excellent, Martial arts etc.
(2)Studentsunderstand this review and make a film review.
Ability aim:
(1)Students can guess the meaning of new words and phrases while reading, understand what this review is talking about.
(2)After this lesson, students can learn how to write a review about films by using the words and expressions learnt.
Emotional aim:
Students are able to love learning English after this lesson
Key and difficult point:
Key Point: Learn to make a film review based on: director, plot, setting, characters, and actors and develop the reading skill of fast reading and scanning.
Difficult Point: Learn the reading skill of scanning for the specific information of the text and to be able to make a review in writing by the words they learnt.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show the English trailer of Crouching Tiger, Hidden Dragon and ask students several questions:
Do you like watching movies?
What’s your favorite movie?
Do you want to know more about this film after watching this video?
Step 2: Pre-reading
1. Introduce the topic: Film Review Crouching Tiger, Hidden Dragon
2. Present vocabularies in PPT about Crouching Tiger, Hidden Dragon and then the teacher will ask several questions. The teacher will give the new words and explain new words with sentences.
How does this person looks like?
Is she or he happy or anything else?
Could you please give me some word to describe it?
What does this word means?
3.After learning new words, Give students a table and help them study movie types. At the same time, give students the words about types of film (Romantic film; Martial arts film; Adventure film; Thriller; Comedy); and then show representatives one by one: Titanic; The ShaoLin Temple; Kung Fu Panda; and Bean; last show the definitionsStep 3: While-reading
1.Fast reading: ask students to read the text fast and choose a best summary of this review.
Check the answers.
It is a martial arts film that tells the story of a stolen sword, and the fight to get it back.
2.Careful reading: ask students to scan and read the text again, then discuss the questions:
Discuss the following questions.
When did the story took place?
Where did the story happened?
Who are the main characters in this film?
What this story is talking about?
And then ask students to discuss the reasons why LiMubai did not marry Yu Xiulian, and whether they should get married? Invite two students express ideas in class.
Step4: Post-reading
1. Retell: Ask students to use the words and expressions learnt to retell part of the story according to following clues;
Li Mubai friend love
Yu Xiulian fiancé sword
Yu Jiaolong young woman
2. Discussion: Ask students to choose one of the favorite characters based on the introduction of the text and explain why in their own words. Then find some students to describe one character in public and give students feedback on their performance.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: write a review on your favorite film more than 100 words.
Blackboard design:1.What's your favorite sports?
2.Please introduce yourself答案：解析：1.I think it is jogging. It is a simple sport and doesn't require skills of any sort. This leaves room for me to enjoy the beautiful suburban scenery while jogging. Fresh air caresses my face and blows into my chest, which translates into inspirations. And inspirations are really good stuff for me. It can hepl me to lead a better life.Besides, it can make me relax, and forget my troubles and also after it, I can get the energy and chase my dream again.
2.I’m number 2. I have just graduated from Peking University. And get my English degree. In my life, I like doing some sports,like jogging, yoga, playing the badminton with my friends. They all good for my body. Besides, I also read some books which concludes a large number of aspects, such as education, literature, medicine and so on. And my favorite book is The Pilgrim, which give me some inspiration about life.
考题
单选题A
To interest students in finding jobs.B
To ask more companies to hire college students.C
To help student find part-time jobs.D
To ask students work in school offices.正确答案：C解析：[考点]目的题。录音开头提到，由于学费的提高，很多大学生去找兼职工作，为了让他们找起来更容易，我们提供一系列当地兼职工作的服务。C项与之意思一致。
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.
