Organizing students to anticipate the general content of the reading passages should be in the step of_____.A.post-readingB.while-readingC.pre-readingD.test
Organizing students to anticipate the general content of the reading passages should be in the step of_____.
A.post-reading
B.while-reading
C.pre-reading
D.test
B.while-reading
C.pre-reading
D.test
参考解析
解析：考查阅读技能教学。
C选项，题干的意思是组织学生预测文章的内容应该是在哪个环节？四个选项分别为
读后、读中、读前和测试环节。根据PWP教学模式，该活动应该在读前环节。
故此题的正确答案为C。
C选项，题干的意思是组织学生预测文章的内容应该是在哪个环节？四个选项分别为
读后、读中、读前和测试环节。根据PWP教学模式，该活动应该在读前环节。
故此题的正确答案为C。
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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 outB.run intoC.talk aboutD.take on
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.suggestionB.feedbackC.promotionD.inspiration
二、考题解析【教案】Teaching aims:Knowledge aim:Students will know the structure of letter and know how to invite and refuse others.Ability aim:Students will improve their reading abilities such as skimming and scanning.Emotional aim:Students will use what we have learned into their daily life.Key and difficult point:Key Point: Students will know how to invite and refuse others.Difficult Point: Students will be more confident in speaking English and improve their reading skills.Teaching procedure:Step 1: Warming-up1. Greetings.2.Play a video of Dear John Letter to lead in the lesson.Step 2: Pre-readingAsk students to predict what we will learn today according to the video.Step 3: While-reading1.How to improve students’ reading ability?2.Which school did you graduate?
二、考题解析【教案】Teaching aims:Knowledge aim:Students can express their opinion and give others solutions on the topic.Ability aim:Students can develop their logical thinking ability through writing.Emotional aim:Students will know how to get along with their parents and then love and cherish their family.Key and difficult point:Key Point: Students make clear about how to give others suggestions. .Difficult Point: Students can understanding the deep meaning of family.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song : Five Hundred Miles, then ask students the theme of the song, if they don’t know, the teacher will tell them that the song is used to express the feeling of wandering one missing his families.Step 2: Pre-writing1. The teacher read the letter to students and let students pay attention to the feeling of the author.2. Brainstorming: tell students they should write a letter to the author, and what they should do is to have a discussion on the topic what the author should do to get along with her parents, and they are supposed to give as many suggestions as possible.3. Then invite some students to write down their ideas on the blackboard.4. Analysis the format of letter briefly.Step 3: While-writingDrafting: According to the analysis above, give students 15 minutes to write a letter to the author. First, remind them of the preparations we made during pre-writing. Secondly, go into them and give them some instructions when they are writing and ask them pay attention to grammar, punctuation, spelling and so on.Step4: Post-writing1. Peer editing: After the drafting, ask students to check the ideas or the logical development. Pay attention to the grammar, spelling and punctuation of their writings.2. Sample show: choose several passages for them to learn and give them some evaluations from the advantages and disadvantages.Then ask them to rectify their own writings according the evaluations.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to talk about their own problems honestly with their parents and try to solve them together.Blackboard design:1. Please talk about the principles of teaching writing?2. What’s your favorite book?
二、考题解析【教学过程】Teaching aims:Knowledge aim:Students can master the format of the news bulletin.Ability aim:Students can organize their news writings well by imitating the sample.Emotional aim:Students will be more sensitive to different genres of literature.Key and difficult point:Key Point: Students can write a news bulletin in correct format.Difficult Point: Students can actively convey messages in written English.Teaching procedure:Step 1: Warming-up1. Greet the students.2. Play a short piece of video which is a recent international news, then encourage students to talk about their opinions towards this news.Step 2: Pre-writing1. The teacher read the passage for students and ask them to decide which style of writing it belongs to.2. Let students read it again and work in groups of four to conclude the structure that the reporter used to write this passage. Present students’ answers on the blackboard.3. Continue the group work. Have a discussion about the news happened recently.Step 3: While-writingGive students 15 minutes to write a news bulletin according to the standard format. Remind them to pay attention to the tense, structure, and the coherence.Step4: Post-reading1. Deskmates check the writings for each other.2. Invite some volunteers to share their news by reading them aloud.3. The teacher gives them some comments.Step5: Summary and HomeworkSummary: the teacher will summarize today’s key point.Homework: students revise their own works after class; each group need to make a newspaper by organizing members’ news reports together.1.How well will your students do in this writing class?2.Please talk about a news you heard recently.
小学英语?阅读一、考题回顾二、考题解析【教学设计】Teaching aims:Knowledge aim:Students will master the meaning and usage of the structure “be doing” through reading the passage.Ability aim:Students will apply the “be doing” to communicate with each other in real situation.Emotional aim:Students will be more interest in learning English.Key and difficult point:Key Point: Students will master how to improve reading abilities through finding main idea and details.Difficult Point: Students will apply the “be doing” to communicate with each other in real situation.Teaching procedure:Step 1: Warming-up1. Greetings.2. Play a riddle and students guess the animals, such as “long nose, big ears and strong body——elephant”, then lead to the topic of “let’s go to the zoo to see what animals are doing”.Step 2: Pre-reading1. According to the title, students have a prediction about what kinds of animals are mentioned in the passage.Step 3: While-reading1. Fast reading: students read the passage fast and figure out what kinds of animals are mentioned in the passage then make a list.2. Careful reading: students read the passage carefully and answer the question: what are the animals doing? Then fill in the blanks.1. How do you improve students’ interest in learning English?2. What principle should you use in the post-reading step?
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 lessonKey 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-up1. 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-reading1. Introduce the topic: Film Review Crouching Tiger, Hidden Dragon2. 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-reading1.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-reading1. Retell: Ask students to use the words and expressions learnt to retell part of the story according to following clues;Li Mubai friend loveYu Xiulian fiancé swordYu Jiaolong young woman2. 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 HomeworkSummary: 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
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二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the meaning and pronunciation of the words.Ability aim:Students will know how to pronounce “ch” and “sh” in words.Emotional aim:Students will be interested in learning English.Key and difficult point:Key Point:Students will master the meaning and pronunciation of the words.Students will know how to pronounce “ch” and “sh” in words.Difficult Point:Students will be interested in learning English.Teaching procedure:Step 1: Warming-up1. Greetings. Talk about the weather.2. Chant with the studentsTomato tomato wash wash washTomato tomato cut cut cutTomato tomato cook cook cookTomato tomato eat eat eatAsk them if they remember the first step in the chant. They may say that it is to “wash” the tomato. Then tell them that today we are going to learn some pronunciation in it.Step 2: Presentation1. Draw some pictures according to different words, and then explain the meanings to the students.2. Play the finger show with the students to consolidate the words. For example, finger 1 refers to “chicken”, and finger 2 refers to “lunch”. When the teacher points finger 1, the students should read “chicken” loudly. The rest could be done in the same manner.3. Ask students to find similarities and differences among the words. They may say that in the first two words, there is “ch” in the words, while in the last two words, there is “sh” in the words. And they pronounce similarly.4. Conclude the rules of “ch” and “sh”. Tell them that when they see “ch”, they should pronounce [ch], and when they see “sh”, they should pronounce [sh]. They may sound similar, but they are different. Please be notice that.Step 3: Practice1. Ask a few students if there are other words containing “ch” or “sh”. They may answer “chopsticks”, “ship” or “shop”.2. Read the words in a different order, and ask students to rank the words according to the listening. At the same time, invite one students to come to the front and write the words down on the blackboard. Check answers later.Step4: ProductionAsk students to make up dialogues with their deskmates. 5 minutes will be given. After that, invite 2 pairs to share their dialogues. Give encouragement.Step5: Summary and HomeworkSummary: Ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Read the words to their parents.Blackboard design:1. What will you do to help students master the pronunciation of what we need to learn?2. What will you do if the students can’t focus on your class?
二、考题解析【教学过程】Teaching aims:Knowledge aim:Students can get some knowledge about the city Pompeii.Ability aim:Students can use the past perfect tense to describe a place.Emotional aim:Students will be interested in foreign history and have the desire to explore unknown things.Key and difficult point:Key Point: Students can fully understand the passage and find required information.Difficult Point: Students can cultivate the curiosity towards foreign history.Teaching procedure:Step 1: Warming-up1. Greet the students.2. Show some pictures of culture relics and introduce some background knowledge about them.Step 2: Pre-reading1. Use pictures and videos to teach new words: Volcanic eruption, buried, event, etc.2. Exhibit the picture of Pompeii and ask students whether they know something about this city. Invite several people to briefly talk about it.Step 3: While-reading1. Read the text quickly and find the main content of the passage.2. Read it for the second time. Students need to complete the timeline after reading the passage.
二、考题解析【教案】Teaching aims:Knowledge aim: students will know more about the history of New Zealand.Ability aim: students can catch some detailed information about the passage.Emotional aim: students will appreciate different culture and history.Key and difficult point:Students will get the history about New Zealand.Students can express their ideas about the topic.Teaching procedure:Step 1: Warming-upGreet the students.Watch a clip about “Dad, where are we going” and try to describe the video.Step 2: Pre-readingShow some pictures to introduce New Zealand’s background information.Step 3: While-reading1st reading: leave the question to you--try to find the key time-points?2nd reading: now try to find the issues according to responding time-points?3rd reading: leave the question to them-what is the capital before and now?Step4: Post-readingActivity 1: invite two students to retell the passage according the timeline on the blackboard.Activity 2: divide them into groups of 3 to talk about which country do they like best?Step5: Summary and homeworkInvite a student to make a summary then leave them the homework-search online for the development of coffee culture in China.
高中英语?阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can know the basic meaning of passage and are able to master the different greeting for the strangers.Ability aims:Students can practice guessing content of next paragraph according to the clues which is given in the passage.Emotional aim:Students are able to love learning English and like to read different English passage after this lesson.Key and difficult point:Key Point: guess the content of next paragraph according to the clues and know the “learned” body language, especially different greetingsDifficult Point: improve students’ reading interest.Teaching procedures:Step 1: Warming-up1. Greetings.2. Play a video about Chaplin’s mime and ask students several questions:What kind of body language can you see from this video?Do you know the meaning of these body language?Step 2: Pre-readingPresent the passage on the screen and read it for all the students. Before reading, ask students one question: What’s the main ideas of these two paragraphs? And guess the main to topic of this lesson?Then invite several students to share their ideas.Step 3: While-reading1.Lead the students to think one question: Is this a whole passage? And ask students to scan the whole passage and give the teacher answer.2.Ask students to discuss in group and after 10 minutes to invite several students to share their ideas with all the students.3.And different students may be just guess the content of several paragraphs. So give students a chart, ask them to finish discussing in 5 minutes. Then invite two representatives to state the whole passage.Step4: Post-readingGuessing game: Present another passage on the screen. And give students 10 minutes to read and discuss.Then make a chart and tell your own stories according to chart in your own group .Then invite the representatives to make a report for the whole class.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Present a passage and ask students to read and write a short passsage,which will be put behind of last paragraph.Blackboard design:1.Do you have the experience in teaching?2. What will you do if you pass this exam?
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:
高中英语?阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will have a basic understanding of Wordsworth and the meaning of the poem.Ability aim:Students will have their own comprehension of the poem.Emotional aim:Students will be interested in reading poems and their confidence will be built up.Key and difficult point:Key Point: Students will master some new words from the poem such as vale, daffodil, etc.Difficult Point: Students will understand the emotions that poetry wants to express.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song, She walks in beauty, which is also a poem written by Byron.Step 2: Pre-reading1. Introduce the major English Romantic poet William Wordsworth.2. Introduce the background of the writing of this poem.Step 3: While-reading1. Read the poem for students, let them underline the words they don’t understand. And teacher explain the meaning by giving some example sentences.2. Ask students the main idea and what they feel about this poem.3. Let students read the poem again, and try to find out what the writer mention in the poem.4. Let students find the rhyme.(It’s a combination of cross rhyme and couplet, whose the structure is ababcc )4. Read the poem for the third time. Combining the background of the poet's writing, students is asked to think about what the clouds and daffodils written in the author's poems represent, whatare the deep meanings?Step4: Post-reading1. Discussion: What is the difference between metaphors in poetry and in novels?2. Survey: What plants or animals will you compare yourself to? Why?Step5: Summary and HomeworkSummary: ask a student to conclude the lesson and summarize for the whole class.Homework: ask students to collect more of their favourite poems on the internet and share in the next class.Blackboard design:1. How do you think about designing poetry appreciation courses?2. How are all the links in your course connected?
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-up1. 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: Presentation1. 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: Practice1. 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: ProductionLet 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 HomeworkSummary: 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?
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:
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-up1. 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-reading1. Show a picture of pear, and students have a brainstorm of what stories they can think of related to the pear.Step 3: While-readingGlobal 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-reading1. 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 HomeworkSummary: 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?
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 skillsEmotional 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-up1. Greetings.2. Ask students how did they spend their weekend.3. Ask students “do you know wangfujing street in Beijing”Step 2: Pre-reading1. 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-readingGlobal 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-reading1. 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 HomeworkSummary: 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?
初中英语?语法一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the rule of the Simple Past Tense.Ability aim:Students will able to talk about the things happened in the past in their daily life.Emotional aim:Students will learn how to cooperate with others.Key and difficult point:Key Point: Students will master the structure of the Simple Past Tense.Difficult Point: Students will use the structure of the Simple Past Tense in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Ask students a question: what are you reading recently? And ask some students to share with the whole class.Step 2: Presentation1. Review the knowledge about the past tense of verbs: write some verbs on the blackboard and ask students to change the verbs into their past tense.2. Ask students to read the dialogue and pay attention to the background information about Mark Twain. Then ask students some questions: What’ Mark Twain’ real name? When did he born? When did he begin to work? And then invite some students to share the answers with the whole class and write down on the blackboard.3. Then ask students when these things happened and then tell them the rule of past tense: Simple Past Tense refers to the actions or states happened at a certain moment in the past, or a certain period of time in the past. It is often used with temporal adverbial, such as yesterday, last week and so on.4. Ask students to read the dialogue again and try to find other sentences which used the Simple Past Tense and share with class. Then tell students the rule of general and special interrogative sentences in the past tense: general interrogative sentences use auxiliary verbs (did) and special interrogative sentences use special interrogative words (what, when, how...).Step 3: Practice1. Ask student to role play the dialogue and ask two groups to show in class.2. Play a game: magic box. There is a magic box which is full of all kind of verbs, ask students to choose one card and then make a sentence with it using the Simple Past Tense.Step4: ProductionDiscussion: ask students to talk about what happened to them in the last weekend, they should use the Simple Past Tense and then invite two of them to show their conversation.4 in 1, 5 minutes will be given.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the usage of Simple Past Tense learned today with desk mates after class.Blackboard design:1. Could you list any other temporal adverbials which can be used in The Simple Past Tense?
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?
初中英语?阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the basic format of argumentation and get the general idea of the passage.Ability aim:Students will write argumentation to express their views on different issues.Emotional aim:Students will be interested in learning English and are no longer afraid of writing in English.Key and difficult point:Key Point: Students will master how to write an argumentation.Difficult Point: Students will express their opinions in daily life through argumentative essays.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students different types of mobile phones and ask them to discuss similarities and differences.Step 2: Pre-readingAsk students two questions and some volunteers will be invited to share their answers.Q1: Do you have a mobile phone? Are you satisfied with it?Q2: What is the most important factor when you choose your mobile phone?Step 3: While-reading1st reading: Ask students to read the passage for the first time and figure out the main idea and genre of the passage.2nd reading: Ask students to read the passage for the second time and pay attention to the structure of the passage. Some students will be invited to try to summarize the format of the argumentation.Step4: Post-reading1. Discussion: Four students in a group, ask them to discuss the advantages and disadvantages of mobile phones for junior high school students.2. Outlining: Ask students to write an outline based on their opinions about the influence of mobile phones for junior high school students.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to revise their outline and complete their composition after class.Blackboard design:1. Please talk about your blackboard.2. Why did you design your post-reading activities in this way?
单选题If a university is to be of any use, it should prepare the students for an intellectual career by ______.Aimparting knowledge and developing skillsBdeveloping students’ independence in thinkingCdisciplining the students in their subject fieldsDpromoting the imagination in connecting details with general principles
单选题When you are reading a novel, you should check your understanding of the content after ______.Aevery chapterBevery sectionCevery four or five pagesDevery ten or twelve pages
问答题Students are becoming busier and busier. They have more courses to take, more expectations to meet, and more pressure to suffer. But many teachers complain that students are not spending enough time on reading, especially on reading literary works. What is your opinion on this issue? Write a composition of about 400 words on the following topic:Should Students Read Literary Works?In the first part of your writing you should present your thesis statement, and in the second part you should support the thesis statement with appropriate details. In the last part you should bring what you have written to a natural conclusion or a summary. Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.
单选题About principles of teaching reading, which description is wrong?AThe selected texts and attached tasks should be accessible to the students.BTasks should be given after reading.CTasks should help develop students' reading skills rather than test their reading compre-hension.DThe teacher should provide enough guidance and assistance at the beginning.
单选题About principles of teaching reading, which description is wrong?AThe selected texts and attached tasks should be accessible to the students.BTasks should be given after reading.CTasks should help develop students' reading skills rather than test their reading comprehension.DThe teacher should provide enough guidance and assistance at the beginning.