2015教師資格《英語學科》初中預測卷匯總

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　　11. Which of the following activities does not belong to pre-reading activities?

　　A. scanning

　　B. setting the scene

　　C. skimming

　　D. paraphrasing

　　12. According to the New Curriculum Standard, the ultimate goal of English education is to develop students' ability to use English communicatively. Therefore, English education in schools,should be__________.

　　A. knowledge-centred

　　B. ability-oriented

　　C. speaking-focused

　　D. communication-focused

　　13. Classroom language can also be called in-class language, which is the specially used language system by both teachers and students in classroom teaching. Which of the following is not consisted in it?

　　A. spoken language

　　B. body language

　　C. spelling language

　　D. written language

　　14. To develop the skill of listening, the teacher asks the students to learn several new words that will appear in the listening passage and predict what the listening is about. Which stage is it at in listening class now?

　　A. Warming up

　　B. Pre-listening

　　C. While-listening

　　D. Post-listening

　　15. There are some speaking activities. Which of the following mainly focuses on the form and accuracy?

　　A. Controlled activities.

　　B. Semi-controlled activities.

　　C. Communicative activities.

　　D. Problem-solving activities.

　　16. When a student said in class," I come home at 6 o'clock yesterday", the teacher says "Came not comed". The teacher's response does not obey which rule of effective feedback?

　　A. relevance

　　B. accuracy

　　C. guidance

　　D. timeliness

　　17. The best grouping of teaching when the students are given the task to design a poster for a school event is__________.

　　A. pair-work

　　B. groupwork

　　C. one-to-one

　　D. individual

　　18. When a teacher makes a lesson plan, he should do all of the following EXCEPT__________.

　　A. design techniques that have easy and difficult aspects of items

　　B. try to design techniques that involve all students

　　C. take into consideration the different demands and needs of all students

　　D. cater only to the top range students to make sure the progress of teaching

　　19. Which stage of the speaking lesson is the least controlled by teachers?

　　A. Presentation.

　　B. Practice.

　　C. Play.

　　D. Production.

　　20. When a teacher teaches young learners English pronunciation, he should__________.

　　A. listen as much as possible

　　B. input regardless of students'ability

　　C. tolerate small errors in continuous speech

　　D. read more English materials

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　　請閱讀Passage l，完成第21～25小題。

　　Passage 1

　　40 years ago the idea of disabled people doing sport was never heard of. But when the annual games for the disabled were started at Stoke Mandeville, England in 1948 by Sir Ludwig Guttmann, the situation began to change.

　　Sir Ludwig Guttmann, who had been driven to England in 1939 from Nazi Germany, had

　　been asked by the British government to set up an injuries center at Stoke Mandeville Hospital near London. His ideas about treating injuries included sport for the disabled.

　　In the first games just two teams of injured soldiers took part. The next year, 1949, five teams took part. From those beginnings, things have developed fast. Teams now come from abroad to Stoke Mandeville every year. In 1960 the first Olympics for the Disabled were held in Rome, in the same place as the normal Olympic Games. Now, every four years the Olympic Games for the Disabled are held, if possible, in the same place as the normal Olympic Games, although they are organized separately. In other years Games for the Disabled are still held at Stoke Mandeville. In the 1984 wheelchair Olympic Games, 1064 wheelchair athletes from about 40 countries took part.

　　Unfortunately, they were held at Stoke Mandeville and not in Los Angeles, along with the other Olympics.

　　TheGameshavebeenagreatsuccessinpromotinginternationalfriendshipandunderstanding, and in proving that being disabled does not mean you can't enjoy sport. One small source of disappointment for those who organize and take part in the games, however, has been the unwillingness of the International Olympic Committee to include disabled events at Olympic Games for the able-bodied. Perhaps a few more years are still needed to convince those fortunate enough not to be disabled that their disabled fellow athletes should not be excluded.

　　21. The first games for the disabled were heldafter Sir Ludwig Guttmann arrived in

　　England.

　　A. 40 years

　　B. 21 years

　　C. 10 years

　　D. 9 years

　　22. Which of the following statements is NOT true?

　　A. Sir Ludwig Guttmann is an early organizer of the games for the disabled.

　　B. Sir Ludwig Guttmann is an injured soldier.

　　C. Sir Ludwig Guttmann is from Germany.

　　D. Sir Ludwig Guttmann is welcomed by the British government.

　　23. Besides Stoke Mandeville, surely the games for the disabled were once held in__________.

　　A. New York

　　B. London

　　C. Rome

　　D. Los Angeles

　　24. In Paragraph 3, the underlined word "athletes" means__________.

　　A. people who support the games

　　B. people who watch the games

　　C. people who organize the games

　　D. people who compete in the games

　　25. From the passage, we may conclude that the writer is __________ .

　　A. one of the organizers of the game for the disabled

　　B. a disabled person who once took part in the games

　　C. against holding the games for the disabled

　　D. in favor of holding the games for the disabled

　　請閱讀Passage 2，完成第26～30小題。

　　Passage 2

　　Social change is more likely to occur in societies where there is a mixture of different kinds of people than in societies where people are similar in many ways. The simple reason for this is that there are more different ways of looking at things present in the first kind of society. There are more ideas, more disagreements in interest, and more groups and organizations with different beliefs. In addition, there is usually a greater worldly interest and greater tolerance in mixed societies. All these factors tend to protnote social change by opening more areas of life to decision.

　　In a society where people are quite similar in many ways, there are fewer occasions for people to see the need or the opportunity for change because everything seems to be the same. And although conditions may not be satisfactory, they are at least customary and undisputed.

　　Within a society, social changes is also likely to occur more frequently and more readily in the material aspects of the culture than in the non-material, for example, in technology rather than in values; in what has been learned later in life rather than what was learned early; in the less basic and less emotional aspects of society than in their opposites; in the simple elements rather than in the complex ones; in form rather than in substance; and in elements that are acceptable to the culture rather than in strange elements.

　　Furthermore, social change is easier if it is gradual. For example, it comes more readily in human relations on a continuous scale rather than one with sharp difference. This is one reason why change has not come more quickly to Black Americans as compared to other American minorities,because of the sharp difference in appearance between them and their white counterparts.

　　26. The passage is mainly discussing__________.

　　A. certain factors that determine the ease with which social changes occur

　　B. certain factors that promote social change

　　C. the necessity of social change

　　D. two different societies

　　27. One of the factors that tend to promote social change is__________.

　　A. joint interest

　　B. different points of view

　　C. less emotional people

　　D. advanced technology

　　28. According to the passage, which of the following is NOT true?

　　A. Social change tends to meet with more difficulty in basic and emotional aspects of society.

　　B. Disagreement with and argument about conditions tend to slow down social change.

　　C. Social change is more likely to occur in the material aspect of society.

　　D. Social change is less likely to occur in what people learned when they were young.

　　29. The expression "greater tolerance" (Para. 1) refers to__________.

　　A. greater willingness to accept social change

　　B. quicker adaptation to changing circumstances

　　C. more respect for different beliefs and behavior

　　D. greater readiness to agree to different opinions and ideas

　　30. Social change is less likely to occur in a society where people are quite similar in many ways because__________.

　　A. people there have got so accustomed to their conditions that they seldom think it necessary to change

　　B. people there have identical needs that can be satisfied without much difficulty

　　C. people there are easy to please

　　D. people there are less disputed

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　　二、簡答題(本大題1小題，共20分)

　　根據題目要求完成下列任務，用中文作答。

　　31.課堂教學設計是以獲得最優(yōu)化的教學效果為目的，提高課堂教學質量的一項關鍵工作。簡述其五個基本要素，并說明基本程序。

　　三、教學情境分析題(本大題1小題，30分)

　　根據題目要求完成下列任務，用中文作答。

　　32.以下是一位老師在進行詞匯教學時的情景：

　　Step1復習(revision)

　　互致問候后，教師將裝有彩色小圖片的信封分發(fā)給各小組。

　　T：Open the envelopes.please.You have something nice in them.What are they?

　　S：A green ear，a red ball，a blue plane，a yellow cat…

　　T：What do you like?

　　S：I like…

　　Step 2導人(1eading—in)

　　PPT播放歌曲，師生共同演唱。

　　T：Let’s sing the song“Who Is Wearing Yellow Today”.

　　音樂結束后，教師并沒有停下來，而是改編歌詞繼續(xù)唱。

　　T：Who is wearing blue today?blue today?blue today?Who is wearing blue today?

　　blue today?

　　Step 3呈現(presentation)

　　T：Who is wearing blue today?

　　S：You are wearing blue today.

　　T：Yes，I’m wearing blue today.I’m wearing a blue sweater now.

　　學生跟讀：sweater，sweater，blue SWeater

　　T：I like the blue sweater.If you like it.please say it out loud.

　　PPT展示粉紅色毛衣圖片

　　T：Do you like the pink sweater?

　　S：Yes，I like the pink sweater.

　　(借助學生穿著的服裝，引出jacket等新詞，展開活動)

　　T：It is too hot.I’ll take off my sweater.Please take off your iacket.

　　(伴隨動作，一次教授詞組：take off，put on，hang up和put away)

　　根據以上所給的教學案例，回答下面問題。

　　(1)教師在復習、導入及呈現環(huán)節(jié)創(chuàng)設了不同情境，請分別對其創(chuàng)設方法及作用進行分析。(15分)

　　(2)評析教師在語言學習活動中的角色。(15分)

　　四、教學設計題(本大題1小題，40分)

　　根據提供的信息和語言素材設計教學方案，用英文作答。

　　33.設計任務：請閱讀下面學生信息和語言素材，設計一節(jié)英語語法課的教學方案。教案沒有固定格式。但須包含下列要點：

　　• teaching objectives

　　•teaching contents

　　• key and difficult points

　　• major .steps and time allocation

　　• activities and justifications

　　教學時間：45分鐘

　　學生概況：某城鎮(zhèn)普通中學九年級(初中三年級)學生，班級人數40人，多數已經達到《義務教育英語課程標準(2011版)》四級水平，學生課堂參與積極性一般。

　　語言素材：

　　Girl 1 : Where are you going, Larry?

　　Boy 1 : To Tom' s party.

　　Girl 1 : Lucky you !I' d love to go to that party !

　　Boy l : Yeah, well, I'm a little nervous. I don't know what to wear.

　　Girl 1 : If I were you, I'd wear a shirt and tie.

　　Boy 1 : What if everybody else is wearing jeans and T-shirts?

　　Girl 1 : Oh, you shouldn't worry about what other people are wearing.

　　Boy 1 : And I don't have a present. What if everyone brings a present?

　　Girl 1 : If I were you, I'd take a small present--a pen or something. Keep it in your pocket

　　and if everyone has a present, you can give him yours. If not, you can keep it.

　　Boy 1 : OK. But what if I don't know anyone?

　　Girl 1 : If you don' t know anyone, you can talk to Tom. He'll introduce you to people.

　　Boy 1 : I guess I can do that.

　　Girl 1 : Look !You' re sure to have fun. But if you' re still nervous, you can leave.

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　　一、單項選擇題

　　1.【答案】D。解析：考查語音學知識。

　　2.【答案】A。解析：考查重音知識。這個例子是stress“重音練習”，故選A。

　　3.【答案】B。解析：考查形容詞辨析。句意為“律師需要一位__________秘書”。inefficient意為“不能勝任的，沒有能力的”，sufficient意為“充分的，足夠的”，effective意為“有影響的”，efficient意為“有效的，能干的”。根據句意，應為需要能干的秘書，故選B。

　　4.【答案】B。解析：考查副詞辨析。句意為“我肯定變胖了一我__________提不上我的褲子了。”fairly“相當地，公平地”，hardly“幾乎不，簡直不”，nearly“幾乎，密切地”，seldom“很少，不常”。根據句意，此處表示否定意思，故選B。

　　5.【答案】B。解析：考查動詞辨析。句意為“問題是怎樣一一放射性廢料”。deal(with)意為“處理(事情)，應付，做生意”，dispose(of)意為“處理(廢物)，處置，除掉，去掉”，disposal意為“處理，處置”，是名詞，do意為“處理;整頓;解決(問題)”。根據題意，應為處理放射性材料，故選B。

　　6.【答案】D。解析：考查固定句型。句意為“天氣太冷了我不想離開我的房間”。so…that…“如此……以致……”引導結果狀語從句。

　　7.【答案】C。解析：考查不定代詞的用法。句意為“在你離開前，確保你已有了護照、票__________東西”。everything意為“所有，一切東西”，something意為“某種東西”，anything意為“任何東西”，nothing“沒有什么”。根據句意，應為要帶的一切東西，故選C。

　　8.【答案】C。解析：考查時態(tài)語態(tài)。signed…month短語做后置定語修飾agreement。sign和agreement之間為動賓關系，因此用過去分詞。句意為“據說上個月兩家公司簽訂的協議將會在5月1日生效”。故選C。

　　9.【答案】D。解析：考查語言學知識。題目的意思是“根據喬姆斯基的觀點，人類與生俱來具有習得和輸出語言的內在能力。這種能力叫什么?”喬姆斯基的一個著名理論：Chomsky proposed that human beings are born with an innate ability known as Language Acquisition Device or LAD。也就是人類與生俱來的內在語言能力叫做語言習得機制，可以簡稱為LAD。因此該題正確答案為D。

　　10.【答案】C。解析：考查語言學知識。如果語言的功能僅限于交流，那么動物的叫聲也可以稱作語言，但事實并非如此。交通燈系統僅能傳遞簡單的信息，而語言則要比這復雜的多。所有這些都是因為語言的二重性和遞歸性使得人類可以創(chuàng)造出數量無限的句子來傳遞無限的信息，這都體現了語言的創(chuàng)造性，故選C。

　　11.【答案】D。解析：考查閱讀教學。讀前活動包括：predicting(預測內容)，setting the scene(確定背景)，skimming(略"讀)，scanning(-尋讀)等。而paraphrasing(意譯)屬于“讀中活動”。

　　12.【答案】B。解析：考查新課標內容。題目問的是：根據新課程標準，英語教育最大的目標是培養(yǎng)學生的英語語言運用能力。所以，英語教育應該是能力教育。本題可以利用排除法來選擇。

　　13.【答案】c。解析：考查課堂用語。題目的意思是“課堂用語是老師和學生在課堂上實施教學的語言，包含哪些種類?”課堂用語包含書面語，口語，肢體語言。書面語的英文書寫是“written language”。故選C。

　　14.【答案】B。解析：考查讀前活動知識。在聽文章之前，讓學生學習可能在聽力中出現的新單詞并預測聽力文章的內容。這是處于pre.1istenin9階段。故選B。

　　15.【答案】A。解析：考查口語活動。口語活動有多種方式，其中控制性活動主要重視形式與準確性。

　　16.【答案】C。解析：考查教學反饋的有效內容。題目問的是“當學生說‘我昨天6點鐘回的家’。老師說‘是came而不是come’。這位老師的反應違背了有效反饋的哪個原則”。本題主要考查有效反饋的原則：相關性，準確性，引導性，及時性，刺激性，互動性等。A項為相關性，B項為準確性，C項為引導性，D項為及時性。在這段話中老師直接指出了學生的錯誤，并糾正了，顯然是沒有注意反饋的引導性原則。故選C。

　　17.【答案】B。解析：考查教學活動中的分組方式。題目的意思是“在讓學生設計一個校園活動的海報任務中最好的分組方式是什么?”設計關于校園活動的海報這個任務比較綜合，對于學生個人而言有一定難度，因此，最好的分組方式是小組合作。故選B。

　　18.【答案】D。解析：考查教學設計。教師在進行教學設計時，應考慮到大多數學生的水平，并根據不同類型學生的特點設計出難易結合的教案，故選D。

　　19.【答案】D。解析：考查教師角色。在presentation，practice，production三個不同的階段，教師對學生的控制力不斷降低，從presentation→praetice→pmduction，以教師為中心很快過渡到以學生為中心，教師的角色先后為演員、觀眾和評論員。最終實現以學生為主體、教師為主導的教學新要求。

　　20.【答案】C。解析：考查語音教學。教年輕的學習者英語發(fā)音，正確的做法之一就是要包容一些小錯誤，不要一錯了就馬上糾正。

　　Passage l

　　21.【答案】D。解析：由第一、二段可知，Sir LudwigGuttmann在1939年到達英國，首次殘疾人體育比賽則是

　　1948年在Stoke MandeviHe舉行，中間相差9年。

　　22.【答案】B。解析：由第一、二段可知，Sir Ludwig Guttmann在1939年從德國被驅逐到英國，英國政府命他在倫敦附近的Stoke Mandeville醫(yī)院建立殘疾人康復中心.他在1948年組織了首次殘疾人體育比賽。文中并沒有提到他是受傷士兵。只說首次殘疾人體育比賽有兩支受傷士兵的隊伍參加。故選B。

　　23.【答案】C。解析：由第三段“In l960 the fimt Olympics for the Disabled were held in Rome”可知，第一屆殘奧會是在羅馬舉行，故選C。

　　24.【答案】D。解析：由第三段“In the l984 wheelchair Olympic Games，1064 wheelchair athletes from about 40countries took part."可知，參加輪椅殘奧會的athletes應是指運動員，故選D。

　　25.【答案】D。解析：最后一段第一句提到了殘疾人運動會發(fā)揮的巨大作用，可見作者對此是支持的。故選D。

　　Passage 2

　　26.【答案】A。解析：全文共三段，根據每段的第一句“Social change is more likely to occur in societies…”，“Wi“n a society，social changes is also likely to occur more frequenfly and more readily in…”和“Furthermore，social change is easier if it is gradual”可知，本文講的不是哪些因素能推動社會變革，而是哪些因素使社會變革

　　更容易發(fā)生，因此選A。

　　27.【答案】B。解析：根據第一段“The simple reasonforthisisthatthere aremore differentways oflooking atthings...There are more ideas...In addition，there is usually a greater worldly interest and greater tolerance in mixed societies…A兒these factors tend to promote social change”可知，有很多因素能推動社會變革.B項是其中一個因素。

　　28.【答案】B。解析：根據第二段“social changes is also likely to occur more frequently and more readily in the material aspects…in what has been learned later in life rather than what was learned early…in the less basic and less emotional aspects of society than in their opposites”可知A、C、D項都正確，而由第一段最后一句可知，不同的觀點以及對現狀不滿可以加速社會變革，因此B項錯誤。

　　29.【答案】C。解析：由第一段以及常識可知，社會容忍度指的是對不同觀點、信仰、行為等的尊重。

　　30.【答案】A。解析：由第一段最后一句“although conditions may not be satisfactory，they are at least customary and undisputed”可知答案為A，此選項是對原文的同義轉述。

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　　二、簡答題

　　31.【參考答案】

　　(1)課堂教學設計的五個基本要素：教學任務及對象;教學目標;教學策略;教學過程;教學評價。

　　(2)課堂教學設計的基本程序：

　　①分析教學任務，闡述教學的預期目標;從學習的需求分析開始，了解教學中存在的問題，學生的實際情況與期望水平之間的差距。這樣以解決“為什么”及“學什么”和“教什么”的問題。

　�、诜治鰧W生特征，教師在分析具體的教學內容時，不僅要考慮課程、單元及課時的教學內容的選擇和安排，更需考查學生在進行學習之前，對于本課程中本單元的學習內容具有什么知識和技能，即對學生初始能力的評定，了解學生的一般特征和對所學內容的興趣和態(tài)度，即確定學生的起點狀態(tài)。

　�、勖鞔_具體的學習目標，分析學生從起點狀態(tài)過渡到終點狀態(tài)應掌握的知識、技能或應形成的態(tài)度與行為習慣：即學生通過學習應該掌握什么知識和技能。

　�、艽_定教學策略，考慮用什么方式和方法給學生呈現教材，提供學習指導;考慮怎樣才能實現學習目標或教學目標。解決“怎么學”和“怎么教”的問題，其中應考慮教學媒體的選擇和應用，根據不同的情況選擇不同的教學媒體或教學資源。

　�、輰嵭薪虒W設計評價，考慮如何對教學的結果進行科學的測量與評價。考慮用什么方法引起學生的反應并提供反饋：對學和教的行為做出評價，在行為評價時，一方面要以目標為標準進行評價，另一方面評價提供了關于教學效果的反饋信息，從而對模式中所有步驟作重新審查，特別應檢驗目標和策略方面的決定。

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　　三、教學情境分析題

　　32.【參考答案】

　　(1)①復習環(huán)節(jié)：

　　創(chuàng)設方法：運用圖片創(chuàng)設情境。

　　作用：通過彩色小圖片等直觀的教具能夠符合兒童形象思維占優(yōu)勢的學習特點，有利于兒童建立清晰、明確的概念，從而調動學生的學習興趣，加深理解和記憶，增強教學效果。

　　②導入環(huán)節(jié)：

　　創(chuàng)設方法：運用多媒體創(chuàng)設情境。

　　作用：通過多媒體為學生創(chuàng)設豐富多彩、形象生動、妙趣橫生的教學情境，可以充分調動學生的試聽感官系統，激發(fā)學生學習興趣，提高學生的認知能力。同時，還可以提高課堂的信息容量;縮短教學時間，提高教學效率;實現學生學習方式的多元化，利于優(yōu)化課堂教學效果。

　　③呈現環(huán)節(jié)：

　　創(chuàng)設方法：運用生活素材創(chuàng)設情境。

　　作用：運用生活素材創(chuàng)設真實的、貼近學生生活的情境，讓學生從熟悉的現實生活和體驗中出發(fā)，了解和掌握知識.使學生感受到英語學習與我們的El常生活是息息相關的。有利于提高英語教學的實效。

　　(2)評析：首先，在整個語言學習活動中，教師在復習、導入、呈現環(huán)節(jié)分別運用圖片、多媒體、生活實際素材等組織教學，為學生創(chuàng)設語言學習的情境，引導學生學習新詞匯，發(fā)揮了其作為組織者、引導者以及創(chuàng)設者的作用。但是，在新課程實施中，要求教師要不斷更新觀念，轉變角色，堅持“以學生為主體，教師為主導”，積極推行互動式、開放式的教學實踐。而在案例的導入及語言呈現環(huán)節(jié)中，該教師設置的問題和活動開放性不強、互動性不高，沒有為學生提供充分發(fā)揮主體性的機會，在一定程度上限制了學生的創(chuàng)造力，不利于充分調動學生的積極性。

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　　四、教學設計題

　　33.【參考設計】

　　Teaching Content: This class contains some key vocabulary and target language about giving advice to people.

　　Teaching Objectives :

　　Knowledge objective

　　( 1 ) Key Vocabulary : tie

　　(2) Target Language :

　　If I were you, I'd wear a shirt and tie.

　　If I were you, I' d take a small present.

　　Ability objective

　　Students should develop their listening skills and improve their communicative competence.

　　Emotional objective

　　Students should give some directions to those who are in trouble and get into the habit of helping others.

　　Teaching Key Points:

　　(1) Listening practice

　　(2) Target language

　　Teaching Difficult Point:

　　Students should cultivate the ability to use the target language.

　　Teaching Methods :

　　(1) Listening to cassettes

　　(2) Pair work

　　(3) Teaching by induction

　　Teaching Aids :

　　A tape recorder, a picture of a person in a lion's cage, a projector

　　Teaching Procedures :

　　Step 1 Revision (5 minutes)

　　Check homework. Students talk about how to spend a large amount of money.

　　Invite a student to come to the front of the class and ask, if you had 100,000 yuan, what would you buy?

　　Students take turns answering his / her question.

　　(Justification: The revision will examine students' learuing effect and easily lead in the text.)

　　Step 2 Presentation (10 minutes)

　　The teacher makes students' attention focus on the picture, and asks students to describe it. Help students say that the boy is going to somewhere, but he doesn't know what to wear. The girl is helping him to pick out clothes.

　　Then points to the list of reasons, and invite a student to read them to the class.

　　T: You are going to listen to a conversation between Larry, and the girl, and circle the reasons. For the first time, you only need to listen to it. For the second time, you should listen to it again and circle the reasons.

　　Check the answers.

　　(Justification : The process of this step can provide practice for students in understanding the target language in spoken conversation. )

　　Read the instructions to the class.

　　Point to the list of sentences. Invite a student to read them to the class.

　　T: You will listen to the same conversation again. This time you are going to check the four things that Larry's sister says to him.

　　Play the recording again. Students listen and check the things.

　　Check the answers.

　　(Justification : The process of this step provides listening practice for students in using the target language.)

　　Step 3 Practice (10 minutes)

　　The teacher points to the list of Larry' s worries in the box, and invites a student to read them to the class. Then asks students to look back at the list of checked sentences.

　　Read the instructions to the class.

　　T: Please make conversations by using information from Activities 2b and 2c.

　　Ask a pair of students to demonstrate a conversation to the class.

　　S1 : I don't know what to wear.

　　S2 : If I were you, I' d wear a shirt and tie.

　　Get students to work in pairs. As the pairs work together, walk around the room checking the pairs' progress and giving language and pronunciation support as needed.

　　After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.

　　Optional activity

　　Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give the other student. Ask a student to read his / her advice to the class. The rest guess the problem.

　　(Justification: This activity provides oral practice for students in using the target language.)

　　Step 4 Grammar Focus (15 minutes)

　　Ask different students to read the question and answer and the statements to the class.

　　S1 : What would you do if you won a million dollars?

　　S2: I'd give it to charity.

　　S3 : If I were you, I' d wear a shirt and tie.

　　S4 : If I were you, I'd take a small present.

　　Write them on the blackboard.

　　Show a picture of someone in a lion's cage on the screen by a projector. Ask students questions pointing to the picture.

　　T: Have you ever been in a lion's cage?

　　Ss : No.

　　T: That's right. None of us has ever been in a lion's cage. What would you do if you were in a lion's cage?

　　(Write the question on the blackboard.)

　　S1 : I 'd call for help. (Write the sentence on the blackboard.)

　　T: What about you?

　　S1 : I 'd get out fast. (Write the sentence on the blackboard. )'

　　Get several more examples from other students.

　　T: When we talk about things that haven't happened, we often use the word"would"(underline the word"would" in the question). Apostrophe "d" is the abbreviation of the word "would" (underline the abbreviation "d"in the answers).

　　Then underline the word "were" in the two statements.

　　T: When you tell someone what you would do, you use the expression if I were you.

　　Get all the students to read the target language on the blackboard.

　　Pronunciation noteWhen saying the words"would you" in phrases such as what would you doEnglish speakers often run the words together and pronounce these words as if they were spelled "wudjudu".

　　(Justification: Let students know the point of the grammar and the right pronunciation of words.)

　　Step 5 Summary and Homework (5 minutes)

　　Summary: In this class, we've learned the target language. I'd give it to charity and if I were you, I'd wear a shirt and tie. And we've also done much listening practice using the target language.

　　Homework : Write a composition entitiled"What would you do if you go abroad? ", and .share your views with other students.

　　(Justification: Students could consolidate what they have learned, and practice their writing ability.)

　　Blackboard Design:

　　Unit 4 What would you do?

　　Section A

　　The Second Period

　　Target language:

　　A: What would you do if you won a million dollars?

　　B: I'd give it to charity.

　　A: If I were you, I'd wear a shirt and tie.

　　B : If I were you, I'd take a small present.

　　A: What would you do if you were in a lion's cage?

　　B: I'd call for help.

　　C : I' d get out fast.

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　　注意事項：

　　1.考試時間為120分鐘，滿分為150分。

　　2.請按規(guī)定在答題卡上填涂、作答。在試卷上作答無效，不予評分。

　　一、單項選擇題(本大題共30小題，每小題2分，共60分)

　　在每小題列出的四個備選項中選擇一個最佳答案，請用28鉛筆把答題卡上對應題目的答案字母按照要求涂黑。錯選、多選或未選均無分。

　　1. The pronunciation of the English contraction "don't" is__________ .

　　2. Which of the following has the proper word stress?

　　A. scientific

　　B. Scientific

　　C. sCienTific

　　D. scientific

　　3. The text is approachable, coping well with quite__________subjects.

　　A. complex

　　B. complicated

　　C. sophisticated

　　D. intricate

　　4. We have a very communicative__________ to teaching languages.

　　A. means

　　B. method

　　C. manner

　　D. approach

　　5. Mr. Smith used to smoke__________but he has given it up.

　　A. seriously

　　B. heavily

　　C. badly

　　D. hardly

　　6. Much of the debate on an ongoing society in China has focused on the extended families__________ the number of "empty-nets" is growing by the millions every year.

　　A. that

　　B. when

　　C. where

　　D. which

　　7. If global warming goes on like this, Maldives in the Indian Ocean__________in the century to come.

　　A. disappears

　　B. disappeared

　　C. has disappeared

　　D. is going to disappear

　　8. --She unwillingly took the job, didn't she?

　　--I've no idea.__________ .

　　A. It doesn't hurt to ask

　　B. It counts for nothing

　　C. It doesn't make sense

　　D. It's a deal

　　9. Which of the following sets of phonetic features characterizes the English phoneme [p]?

　　A. [voiced, dental, fricative]

　　B. [voiceless, bilabial, stop]

　　C. [voiced, bilabial, fricative]

　　D. [voiceless, dental, stop]

　　10. The function of the sentence "A nice day, isn't it? " is__________ .

　　A. informative

　　B. phatic

　　C. directive

　　D. performative

　　11. To achieve fluency, when should correction be conducted?

　　A. After class.

　　B. The moment error occurs.

　　C. At the summary stage of the activity.

　　D. During the course of the communication.

　　12. A teacher showed students an example and explained the usage of past perfect tense, and asked students to list ten"past perfect tense" sentences by imitating that example. What's the teacher' s grammar teaching method?

　　A. Consolidation.

　　B. Presentation.

　　C. Deduction.

　　D. Induction.

　　13. Teaching activities must be based on the students' cognitive development level and the existing experienced knowledge, thus, students' personal knowledge, students' life world and are also the important curriculum resources except textbook.

　　A. game activities

　　B. labour activities

　　C. attitude

　　D. direct experience

　　14. What's the overall goal of English teaching in basic education stage?

　　A. Increase students' vocabulary and grammar of the knowledge.

　　B. Improve students' English learning and foreign cultural interesting.

　　C. Cultivate students' ability of listening and spoken English.

　　D. Cultivate students' comprehensive capability of language.

　　15. Which one does not belong to subjective quiz questions in the following English tests?

　　A. Writing.

　　B. Oral test.

　　C. Translation.

　　D. Cloze.

　　16. Which is the most advantageous relationship mode between teachers and students for the development of students?

　　A. Managerial mode.

　　B. Permissive mode.

　　C. Arbitrary mode.

　　D. Democratic mode.

　　17. Cooperative learning emphasizes on__________ and collective responsibility.

　　A. teachers' responsibility

　　B. individual responsibility

　　C. solely responsibility

　　D. team responsibility

　　18. What is the teacher doing by saying this in terms of instruction?

　　"Now, did the questions help you understand the text better? "

　　A. Observing the activity.

　　B. Evaluating the activity.

　　C. Monitoring the activity.

　　D. Controlling the activity.

　　19. Which aspect of vocabulary is trained in the following?

　　The teacher asks the students to read the following passage to tell the writer's attitude towards the woman he is interviewing.

　　Tall, tanned and debonair, Hazel Henderson is an unlikely revolutionary. She greets me with a warm smile and orders a port of tea, unlike the well-heeled matrons staying at this comfortable hotel.

　　A. Register.

　　B. Connotation.

　　C. Collocation.

　　D. Constitution.

　　20. To establish the evaluation index system of evaluation of students' all-round development must include__________ .

　　A. subject learning goals

　　B. general development goals

　　C. subject learning goals and general development goals

　　D. emotional goals

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　　請閱讀Passage l，完成第21～25小題。

　　Passage 1

　　In spite of all stories of prosperity in the United States, not only does poverty exist there, but crimes of various types have been increasing at an alarming rate. Most acts of violence were committed by young people. 57% of the criminals arrested in 1979 were youths below 25 of age.

　　Everyone agrees that crime is partly a result of bad material conditions: poverty, lack of education,living without a settled home,being parentless,sufferings from other kinds of misfortune, etc.

　　There are also other factors than material conditions which are responsible for the sharp increase of crime rate. In the first place, some state laws provide a death penalty but some not.Secondly, the Constitution allows every citizen to carry weapons for his own protection. It is therefore possible and easy for anyone in the country to get a gun. Finally, there has been too much shown on TV and too much reported in newspaper of all kinds of crime, the details of which are so accurately described that even children know how to duplicate what they have seen or read.

　　All these have resulted in a high frequency of crimes committed both by professional criminals and by nonprofessional ones in murder, drug smuggling, robbery, etc.

　　21. The author intends to tell the readers that__________.

　　A. the United States is a wealthy country although poverty and crime exist there

　　B. crime has become a serious problem in the United States, although it is said to be a prosperous one

　　C. despite the fact that crimes have been increasing rapidly in the United States, it is a country of prosperity

　　D. in spite of stories about poverty and crime in the United States, it is prospering at an increasing rate

　　22. Besides bad material conditions, __________also leads to the sharp increase of crime rate.

　　A. poverty

　　B. being parentless

　　C. lack of education

　　D. easy access to guns

　　23. Which of the following is correct according to the text?

　　A. Of the criminals arrested in 1970, 57 percent were youths below 25 of age.

　　B. Lack of education has little to do with the crime rate.

　　C. Differences in state laws for death penalty also account for the increase of crime rate.

　　D. Drug smuggling is the only product of too many shows and reports.

　　24. The author is worried about the fact that__________.

　　A. children may imitate what they have seen or read about crime

　　B. the more prosperous the United States is, the higher the crime rate becomes

　　C. citizens carrying guns will be punished

　　D. all the state laws will be punished

　　25. The underlined word "penalty" is closest in meaning to__________ .

　　A. punishment

　　B. trial

　　C. accusation

　　D. execution

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　　請閱讀Passage 2，完成第26～30小題。

　　Passage 2

　　Many people believe the glare from snow causes snow-blindness. Yet, dark glasses or not,they find themselves suffering from headaches and watering eyes, and even snow-blindness, when exposed to several hours of "snow light".

　　The United States Army has now determined that glare from snow does not cause snow-

　　blindness in troops in a snow-covered country. Rather, a man's eyes frequently find nothing to focus on in a broad expanse of barren snow-covered terrain. So his gaze continually shifts and jumps back and forth over the entire landscape in search of something to look at. Finding nothing,hour after hour, the eyes never stop searching and the eyeballs become sore and the eye musclesache. Nature offsets this irritation by producing more and fluid which covers the eyeball. The fluid covers the eyeball in increasing quantity until vision blurs, then is observed, and the result is

　　total, even though temporary, snow-blindness.

　　Experiments led the Army to a simple method of overcoming this problem. Scouts ahead of a main body of troops are trained to shake snow from evergreen bushes, creating a dotted line as they cross completely snow-covered landscape. Even the scouts themselves throw lightweight, dark colored objects ahead on which they too can focus. The men following can then see something.Their gaze is arrested. Their eyes focus on a bush and having found something to see, stop scouring the snow-blanketed landscape. By focusing their attention on one object at a time, the men can cross the snow without becoming hopelessly snow-blind or lost. In this way the problem of crossing a solid white terrain is overcome.

　　26. To prevent headaches, watering eyes and blindness caused by the glare from snow, dark glasses are__________ .

　　A. indispensible

　　B. useful

　　C. ineffective

　　D. available

　　27. When the eyes are sore tears are produced to

　　A. clear the vision

　　B. remedy snow-blindness

　　C. ease the irritation

　　D. loosen the muscles

　　28. Snow-blindness may be avoided by__________ .

　　A. concentrating to the solid white terrain

　　B. searching for something to look at in snow-covered terrain

　　C. providing the eyes with something to focus on

　　D. covering the eyeballs with fluid

　　29. The scouts shake snow from evergreen bushes in order to__________ .

　　A. give the men behind something to see

　　B. beautify the landscape

　　C. warm themselves in the cold

　　D. prevent the men behind from losing their way

　　30. A suitable title for this passage would be __________ .

　　A. Snow-Blindness and How to Overcome It

　　B. Nature's Cure for Snow Blindness

　　C. Soldiers in the Snow

　　D. Snow Vision

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　　二、簡答題(本大題1小題，20分)

　　根據題目要求完成下列任務，用中文作答。

　　31.簡述形成性評價的概念及目的，并列舉其中的一種評價方式。

　　三、教學情境分析題(本大題1小題，30分)

　　根據題目要求完成下列任務，用中文作答。

　　32.以下是某教師的課堂教學片段：

　　(教師拿出若干不同顏色的禮物盒擺在桌上，然后將一個玩具汽車快速藏人其中一個盒

　　子里，請學生猜玩具在哪個盒子里)

　　T：Where is the car?

　　S：Is it in the red box?

　　T：Maybe.

　　T：Now let’S see where the cat is…Look!It’s in the yellow box.(教師用PPT呈現課文人物John的照片)

　　T：Look at this photo.He’s John.He’s an American boy.He lives in our city.He studies in our school.But today he’s not in the classroom.Where is John?Guess，please!

　　S：Is he at home?

　　T：Maybe.

　　S：Is he in the supermarket?

　　T：Perhaps.

　　S：Is he in the park?

　　T：We don’t know.Now，let’s listen to the conversation and find out the answer.

　　(教師用PPT呈現問題Where is John?并播放課文錄音)

　　T：Where is John?

　　S：He’s at home.

　　T：It’s school time.Whv is he at home?

　　S：He is ill.

　　T：John is ill.I’ll go and see him.Would you like to come with me?

　　S：Yes.

　　T：Let’s go.

　　(教師用PPT呈現John躺在臥室床上的畫面)

　　T：Yes!He is in the bedroom.What’S the matter with him?

　　S：He is ill.

　　(教師組織學生做游戲操練對話的重點和難點Where is…?及其回答)

　　在以上材料中，教師在復習導人環(huán)節(jié)、課文教學環(huán)節(jié)、語言操練環(huán)節(jié)分別創(chuàng)設了不同情境，閱讀后請分別對其所使用的創(chuàng)設方法及其在教學中的作用進行分析。

　　四、教學設計題(本大題1小題，40分)

　　根據提供的信息和語言素材設計教學方案，用英文作答。

　　33.設計任務：請閱讀下面學生信息和語言素材，設計一節(jié)英語聽說課的教學方案。教案沒有固定格式。但須包含下列要點：

　　•teaching objectives

　　• teaching contents

　　• key and difficult points

　　•major steps and time allocation

　　•activities and justifications

　　教學時間：45分鐘

　　學生概況：某城鎮(zhèn)普通中學八年級(初中二年級)學生，班級人數40人，多數已經達到《義務教育英語課程標準(2011版)》四級水平，學生課堂參與積極性一般。

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　　一、單項選擇題

　　1.【答案】D。解析：考查語音知識。“don’t”這個縮略詞的正確發(fā)音為D項。

　　2.【答案】A。解析：考查重音知識。根據英語單詞的重音規(guī)律，一些從名詞派生出來的形容詞，重音通常后移。故選A。

　　3.【答案】B。解析：考查形容詞辨析。句意為“這篇課文把相當——主題講述得深入淺出、通俗易懂。”四個選項均有“復雜”之意，complex“側重內在關系的復雜，需通過仔細研究與了解才能掌握和運用”，complicated“語氣更強.著重強調極其復雜，很難分析、分辨或解釋”，sophisticated“側重指事物發(fā)展到或達到高級程度時所體現出的復雜”，intricate“著重指事物錯綜復雜，令人迷惑理解”。此處指主題錯綜復雜，很難分析理解，故選B。

　　4.【答案】D。解析：考查名詞辨析。means“指實現目的的任何手段，或使用某種交通工具的方式”，method“指有條理的，系統的辦法，特別指新的辦法”，manner“指特殊的或怪異的方式、方法，與動作有關”，approach“指待人接物或思考問題的方式、方法、態(tài)度，常用approach to sth”。句意為“我們在語言教學中非常強調交際教學法。”此處指教學方法，與思考問題有關，故選D。

　　5.【答案】B。解析：考查副詞辨析。句意為“史密斯先生以前吸煙很__________，但是他現在已經戒了”。seriously“認真地，嚴肅地”，heavily“沉重地，猛烈地”，badly“非常，惡劣地”，hardly“幾乎不，剛剛”。表示吸煙嚴重用heavily修飾。故選B。

　　6.【答案】C。解析：考查定語從句。該句中先行詞families在從句中作狀語，所以應該用關系副詞，that和which是關系代詞，可以排除。先行詞families不表示時間，排除B。關系副詞在定語從句中相當于“介詞+which”。這里where相當于in which.表示地點。

　　7.【答案】D。解析：考查動詞時態(tài)。句意為“如果全球變暖像現在這樣持續(xù)下去的話，那么在印度洋的馬爾代夫將會在未來的世紀消失”。be going to“將要”，表將來。故選D。

　　8.【答案】A。解析：考查交際用語。It doesn’t hurt to ask意為“又不是不能問;問一下也無妨”，It counts for nothing意為“這不算什么”，It doesn’t make sense意為“沒有意義;講不通”，It’s a deal意為“一言為定”。句意為“——她不想要這份工作，不是嗎?——我也沒有主意，問一下也無妨”。故選A。

　　9.【答案】B。解析：考查語音知識。輔音[P]為清音、雙唇音、爆破音，故選B。

　　10.【答案】B。解析：考查語言的功能。phatic指應酬功能，是為了建立維持社會接觸而進行的日常寒暄。談論天氣是常用的寒暄方式之一。

　　11.【答案】C。解析：考查課堂糾錯。為保證講話的流利性，應在總結時候糾正講話時犯的錯誤，而不是立即糾正。

　　12.【答案】C。解析：考查語法教學知識。教師通過一個例子講了語法過去完成時的用法，然后讓學生模仿此例子造十個過去完成時的句子，是典型的“演繹”教學法。consolidation意為“鞏固”，presentation意為“呈現”，deduction意為“演繹”，induction意為“歸納”。

　　13.【答案】D。解析：考查教學活動。教學活動必須建立在學生的認知發(fā)展水平和已有的知識經驗基礎之上。因此.學生的個人知識儲備、生活世界和直接經驗都是重要的課程資源。所以D項正確。

　　14.【答案】D。解析：考查英語教學目標�；A教育階段英語教學的總體目標是培養(yǎng)學生綜合運用語言的能力。

　　15.【答案】D。解析：考查英語測試內容。不屬于主觀性試題的是完形填空。故選D。

　　16.【答案】D。解析：考查師生關系模式。句意為“為了學生的發(fā)展，教師和學生之間最有益處的關系模式是什么”。根據句意可知D項“民主模式”正確。

　　17.【答案】B。解析：考查合作性學習。合作性學習強調個人的責任感和集體的責任感。

　　18.【答案】B。解析：考查教學活動評價。教師問“這些問題幫你更好地理解文章了嗎?”這是教師在對教學活動做評價。故選B。

　　19.【答案】B。解析：考查詞匯教學。通過閱讀一段文字來判斷作者對所描述人物的態(tài)度，這是在幫助學生挖掘詞匯的隱含意義，故選B。

　　20.【答案】C。解析：考查學生評價內容。建立評價學生全面發(fā)展的評價指標體系必須包括學科學習目標和一般性發(fā)展目標。故C正確。

　　Passage l

　　21.【答案】B。解析：根據文章第一段第一句話可知，美國盡管繁榮，但還是存在貧困，而且還存在不斷增長的高犯罪率。只有B選項符合題意。

　　22.【答案】D。解析：根據第三段”the Constitution allows every citizen to carry weapons for his own protection.”可知，由于憲法允許使用槍支，從而造成了不斷增長的高犯罪率。由此可知除了不良的環(huán)境外，槍支的使用也催生了犯罪率的增長。

　　23.【答案】C。解析：根據第三段“In the first place，some state laws provide a death penalty but some not.”可知，有些州存在死刑刑罰而有些州并沒有，導致了犯罪率上升。

　　24.【答案】A。解析：根據第三段“even children know how to duplicate what they have seen or read.”可知，作者最擔心的是孩子們可能會模仿他們看到或讀到的有關犯罪的行為。所以答案選A。

　　25.【答案】A。解析：根據該句“In the first place，some state laws provide a death penalty but some not.”可知一些州有關于死刑的懲罰措施而另一些州沒有。即penalty意為“處罰，懲罰”。

　　Passage 2

　　26.【答案】c。解析：根據第一段“Yet，dark glasses or not，theY find themselves suffering from headaches and watering eyes，and even snow—blindness”可知，深色眼鏡并不起作用，故選C。

　　27.【答案】C。解析：根據第二段“the eyebaHs become sore…Nature offsets this irritation by producing more and fluid which covers the eyebaH”可知，眼淚的分泌是為了緩和刺激.故選C。

　　28.【答案】C。解析：根據第二段可知，雪盲癥的發(fā)生最根本的原因是茫茫雪原上看不到除了白色以外的顏色，因而眼睛疲勞，因此提供可以聚焦的物體是根本預防辦法，故選C。

　　29.【答案】A。解析：根據第三段“The men following can then see something.I'Ileir gaze is arrested”可知.偵查員搖落樹上的雪是為了使后面的部隊有物體可以聚焦，從而避免雪盲癥的發(fā)生，故選A。

　　30.【答案】A。解析：本題考查全文主旨。全文講的就是雪盲癥怎么發(fā)生、怎么應對，故選A。

　編輯推薦：

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　　二、簡答題

　　31.【參考答案】

　　(1)形成性評價是指在教學活動過程中，評價活動本身效果，用以調節(jié)活動過程，保證目標的實現而進行的評價，是為指導教學過程順利進行而對學生在學習過程中使用所學知識進行學習活動的情況的評價。形成性評價的主要目的不是為了選拔優(yōu)秀學生，而是為了發(fā)現每個學生的學習潛能，促進學生的學習，并為教師提供教學反饋，它是一種雙向活動、引發(fā)學生真實行為表現的活動。形成性評價重視從學生的日常表現中提取信息，通過收集學生日常學習的情況和學習需要，隨時調整教學內容和方法，從而提高課堂教學效率。

　　(2)成長記錄袋是形成性評價中的一種重要的評價方式。它是以檔案袋為依據而對評價對象進行的客觀綜合性評價，主要是指收集學生自己認為能夠證明自己學習進步、創(chuàng)新精神和知識技能的成果，可以包括計劃、中間過程的草稿、最終的成果以及教師的評價等相關的資料，以此來評價學生學習和進步的狀況。

　　三、教學情境分析題

　　32.【參考答案】

　　(1)復習導入環(huán)節(jié)：運用實物創(chuàng)設情境。教師拿出若干不同顏色的禮物盒及玩具汽車等.為學生們創(chuàng)設了一個具體直觀的具有信息差的猜測情境，復習舊知，激發(fā)興趣。

　　實物情境因其本身的直觀具體性，使學生看得見，摸得到，利于感受，利于理解。教師在教學過程中，向學生出示某些與教學內容相關的實物，創(chuàng)設實體情境，可以有效地吸引學生的注意力.激發(fā)學生的學習興趣，提高學生的學習效率。

　　(2)課文教學環(huán)節(jié)：運用多媒體創(chuàng)設情境。教師用PVT呈現課文人物John的照片及John躺在臥室床上的畫面，呈現問題Where is John?并播放課文錄音等，為學生創(chuàng)設視聽情境。

　　通過多媒體為學生創(chuàng)設豐富多彩、形象生動、妙趣橫生的教學情境，可以充分調動學生的試聽感官系統，激發(fā)學生學習興趣，提高學生的認知能力。同時，還可以提高課堂的信息容量;縮短教學時問，提高教學效率;實現學生學習方式的多元化，利于優(yōu)化課堂教學效果。

　　(3)語言操練環(huán)節(jié)：運用活動創(chuàng)設情境。教師組織學生做游戲操練對話的重點和難點Where is…?及其回答，體現了這一創(chuàng)設情境的方式。

　　教師結合學生情況及教學內容設計多樣化的教學活動，可以有效地激發(fā)學生學習的積極性，活躍課堂氣氛。

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　　四、教學設計題

　　33.【參考設計】

　　Teaching Contents: In this listening and speaking class, students could learn the sentence pattern"if + simple present tense, ... will + simple future tense".

　　Teaching Objectives :

　　(1) Knowledge objective

　　Students could master the key vocabularies, phrases and sentence.

　　Key Vocabulary :

　　flower, against, chance

　　Phrases :

　　let in / help sb do sth / at the party / bring from / during the party

　　Sentences :

　�、買f you go to the party, you' 11 have a great time.

　�、贗f you do, you'll be late.

　　③What will happen if they have the party tomorrow?

　　(2) Abilty objective

　　Students could use the vocabularies and phrases to talk about conquences correctly.

　　(3) Emotional objective

　　Students should cultivate the spirit of helping and cooperating with others.

　　Teaching Key Points :

　　Master the vocabulary, phrases and sentences correctly.

　　Teaching Difficult Points:

　　Master and use the grammar properly.

　　Teaching Aids: Multi-media, tape

　　Teaching Procedures :

　　Step l Leading-in (5 minutes)

　　(1) Play flash : If you are happy.

　　(2) Key language :

　�、� If you are happy, what will you do?

　　If I am happy, I will smile.

　�、� What will happen if you become sad?

　　If I become sad, I will cry.

　　③ What will happen if you are going to do too much work?

　　If I am going to do too much work, I will get tired.

　　(Justification: The media will attract students' attention to the topic of the class.)

　　Step 2 Listening lb (10 minutes)

　　(1) Ask the students to look at the pictures and tell what they see.

　　(2) Play the tape and ask students to finish la.

　　(3) Check the answers.

　　statementsconsequences

　　I think l’m going to the party with Karen and Ann.If you do.you’U have a great time.

　　I think l’m going to wear jeans to the party.If you do，the teachers won’t let you in.

　　I think l’m going to take the bus to the party.If you do，you’11 be late.

　　I think l’m going to stay at home.If you do，you’11 be sorry.

　　(Justification: The listening activity can improve students' skill of listening for specific information.)

　　Step 3 Pair work (5 minutes)

　　Look at the picture above and make a conversation.

　　Key language :

　　A: I think I am going to stay at home.

　　B: If you do, you will be sorry.

　　A : Really ?

　　B: Yes, you should go to the party with me.

　　(Justification: Pair work could consolidate what students have learned and improve their speaking skills.)

　　Step 4 Listening 2a and 2b (10 minutes)

　　(1) Ask a student to read the six phrases.

　　(2) Play the recording for the first time. Ask students to grasp the main idea.

　　(3) Listen again and number the phrases in the order.

　　(4) Read the questions about the party.

　　(5) Listen again. Finish 2b.

　　(6) Check the answers.

　　(Justification: The listening activity can improve students' skill of listening for specific information again. )

　　Step 5 Group work (10 minutes)

　　(1) Ask students to work in groups. They are required to make a plan for the spring travel. Discuss and decide where they are going, when they are going, and how they will get there. Then ask students to give reasons.

　　(2) Ask several groups to show their plan to the class.

　　…

　　(Justification: Group work could develop students' spirit of cooperating with others and improve their speaking skills. )

　　Step 6 Summary and Homework (5 minutes)

　　Summary: Ask students what they have learned today. The teacher can give a clear summary.

　　Homework: Write ten sentences using the grammar they have learned today.

　　(Justification: The homework could cultivate the students' ability of writing.)

　　Blackboard Design:

　　Vocabularies : flower, against, chance

　　Phrases :

　　let in / help sb do sth / at the party / bring from / during the party

　　Sentences :

　�、買f you go to the party, you' 11 have a great time.

　�、贗f you do, you'll be late.

　　③ What will happen if they have the party tomorrow?

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