单选题This out-of-date teaching method _____.Amust do away withBmust have done away withCmust being done away withDmust be done away with
单选题
This out-of-date teaching method _____.
A
must do away with
B
must have done away with
C
must being done away with
D
must be done away with
参考解析
解析：
句意：这种过时的教学方法必须被废除。do away with为固定短语，意思是“废除；去掉”。考查情态动词和含介词的短语变被动语态时的用法。
句意：这种过时的教学方法必须被废除。do away with为固定短语，意思是“废除；去掉”。考查情态动词和含介词的短语变被动语态时的用法。
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二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the words and expressions to describe their favourite club and explain their personal taste for club.Ability aim: Students can express their favourite things and communicate with others around the given topic.Emotional aim: Students will express themselves and show their personalities to the others with confidence.Teaching Key Points:Students can express their personal choices for clubs in English.Teaching Difficult Points:Students can express themselves correctly and fluently and gain the confidence of speaking English.Teaching Methods:Communicative teaching method, task-based teaching method and audiolingual teaching method.Teaching Aids:Video, Blackboard and so on.Teaching Procedures:Step 1: Warming-up1.Greeting with with the students and show them a picture on the screen. The content of the picture is a entry test question of high-IQ club Mensa, which is very hard.2.Show students a video about Mensa club -- a high-IQ club in the world to lead to the main topic of this lesson -- clubs.Step 2: Pre-speaking1. Do a brainstorming about “various kinds of club they know” by asking the question “ Is there any club you know?”2. Record the answer on the blackboard.3.Introduce some new type of club like Home club,ACG-lover club and Fit club to the students.Step 3: While-speakingDivide students into groups of four and ask them to do a survey about “ Which club do you like?” and make a chart according to the discussion result.During the survey, try to briefly explain the reason why they like this club. Give them ten minutes.
小学英语《Sour and Sweet》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the new words.Ability aim: Students can use these new words in a communication in their daily life.Emotional aim: Students will improve their interest in English by realizing the practical use.Teaching Key Points:Students know the new words of some food and their taste.Teaching Difficult Points:Students can apply the words into daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, TPR teaching method.Teaching Aids:Cards, Blackboard and so on.Teaching Procedures:Step 1: Warming up题目来源于考生回忆1.Greetings2.Sing a chant Where is my candy, invite the whole students to clap when singing together.Step 2: Presentation1.Use different methods to present new words and sentenceShow students some real candies and lemon to present candy and lemonDo the action of eating ice-cream and let students guess the word;2.Draw some pictures and write corresponding words, draw happy face and sad face to show students the feeling when we eat them, and tell them happy face means it is sweet, sad face means sour.Step 3: Practice1. Games: See-saw, Read Lips, hot potato2. Match the pictures with wordsStep 4: ProductionMake Dialogue: work with their partner and make a dialogue.-What is it?题目来源于考生回忆-It’s a lemon.It is sour.Step 5: Summary & HomeworkSummary: Invite a student to be a small T to make a summary of what we have learned today.Homework: Thinks of more food which is sweet or sour.Blackboard design:
二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the content about hobbies.Ability aim: Students can improve their writing ability about hobbies, such as drawing.Emotional aim: Students will foster a hobby and know how to keep it.Teaching Key Points:Students know the content about hobbies and can improve their writing ability about hobbies.Teaching Difficult Points:Students can learn how to write, basing on their hobbies..Teaching Methods:Communicative teaching method, task-based teaching method, situational teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up1.Greetings2. Show two pictures about hobbies , ask all students to observe and describe.Step 2: Pre-writing1. Divide students into two groups, group A and group B and ask them to read the the dialogue.2. Lead students to summary the main idea.3.Read the dialogue by themselves again, then ask them some questions to get details.(1) What are they fond of?(2) How about drawing, what can it teach you?(3) Where will they go?4. Ask students to work in groups and discuss, do a survey on hobbies and reason, collecting key points.Step 3: While-writingStudents write an article within 20 minutes.Step 4: Post-writing1.Self editing: students work in pairs to check if there are faults in spelling and grammar.2.Sharing: choose 1-2 writing and show it on the screen.3.Evaluating: appreciate and give comments.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students talk about their hobbies to their friends or parents.Blackboard design:
二、考题解析【教案】Teaching Aims:Knowledge aim: Students will know what sense group is and master how to pause between sense groups.Ability aim: Students can use the method to divide a long sentence into several parts and read the sentence more fluently.Emotional aim: Students will improve their intonation and not be afraid of speaking English.Teaching Key Points:Students know the concept of sense group and pausing point of a long sentence.Teaching Difficult Points:Students can apply the pause between sense groups into daily reading to improve their pronunciation and intonation.Teaching Methods:Communicative teaching method, task-based teaching method, Audio-lingual teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up1. Greetings2.A tongue twister: I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.Step 2: Presentation1.Ask students how to read a sentence quickly and in rhyme.2.Read the first sentence twice. The first time without sense group pausing and the second time with it. Let students compare the two and find out the difference. Sense group is a meaning unit.3.Explain the principle of sense group, which is according to(1)grammar(2)meaning(3)punctuation4. Divide the first sentence mainly according to grammar.Step 3: Practice1. Students read the first sentence, pausing according to sense group.2. Students try to divide sense groups of the second sentence and read it.Step 4: ProductionRole-play: Students imagine a dialogue with a foreigner and apply sense group pausing in the dialogue. teacher will give them 10 minutes to prepare it and 10 minutes later, invite some students to role the conversation in the front.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework: seek for a part of an English movie to make a dubbing.Blackboard design:
二、考题解析【教案】Teaching Aims:Knowledge aims:(1) Students will master two difficult words,such as universal, unfamiliar.(2) Students will learn knowledge about body language.Ability aim: Students are able to understand the meaning of body language in their daily life and can improve the ability in scanning and skimming.Emotional aim: Students can show their feelings with body language in reality.Teaching Key Points:Students can know the meaning of various body languages.Teaching Difficult Points:Students are able to express their feelings with body language in reality..Teaching Methods:Communicative teaching method, task-based teaching method, situational teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play a clip from a popular American TV series Lie to me (many body languages are shown in it), invite two students to talk about their feelings.Step 2: Pre-reading1.Let’s say. Lead students to talk about body languages that we usually see in our daily life.Step 3: While-reading1.Fast reading. Read the passage for the first time and ask students to summarize the main idea.2.Careful reading. Read the passage for the second time with questions.(1) How many body languages are mentioned in the passage when we meet others?(2) what is the difference in different countries? Talk it in details.Step 4: Post-readingDivide all students into several groups and give them five minutes to discuss other body languages that we usually use. After that, invite three students to share.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students surf the internet and collect more information about body language..Blackboard design:
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判断题It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.（）A对B错
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