考题
问答题On the left are two shapes with an arrow between them. Decided how the second is related to the first. After this there is a third shape, an arrow and four shapes. Find which of the four shapes goes with the third one to make a pair like the two on the left.正确答案：C解析：(从左边的例子来看，第二个的边框比第一个黑重，第一竖栏的字母B由上转到下，第二竖栏的方框由上转到下，第三竖栏不变。以此类推，选项C为正确答案。)
考题
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 aimsStudents can master the key sentence structure “what are you doing?” .(2) Ability aimsStudents can communicate with their partners by using the new sentence.(3)Emotional aimsStudents will be more interested in sharing their ideas with others and take part the group activity.Teaching key pointMaster the new sentence structure.Teaching difficult pointDescribe what other people are doing.Teaching Methods:Situational teaching method, task-based teaching methodTeaching Aids:PPT三、教学过程要完成清晰Teaching procedureStep 1 Warming-upAt 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-readingShow 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-readingFast-readingAsk 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 reading1.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-reading1.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 homeworkSummary: do the summary together with students and let them have a clear clue about what we have learnedHomework: 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?答案：解析：
考题
单选题In the context of the passage as a whole, which of the following additions would most strengthen the first paragraph?A
A sentence listing mundane tourist attractions available on the East Coast, inserted after sentence 2B
A sentence offering an overview of the attractions that Branson offers, inserted after sentence 4C
A sentence explaining the settlement of the Ozarks and the founding of Branson, after sentence 4D
A sentence listing recent statistics regarding annual in－state visitors versus out－of－state visitors to Branson, inserted before sentence 5E
A sentence listing the annual tourist revenues in the city of Branson, inserted before sentence 6正确答案：A解析：这篇文章讨论了Branson作为旅游景点的吸引力，所B项内容能强化第一段的内容。
考题
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 on
Teaching Procedures:
Step 1: Warming up
1. Greetings
2.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: Presentation
1.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)punctuation
4. Divide the first sentence mainly according to grammar.
Step 3: Practice
1. 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: Production
Role-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 & Homework
Summary : students look at the blackboard and summarize this class.
Homework: seek for a part of an English movie to make a dubbing.
Blackboard design:答案：解析：暂无解析
考题
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:题目来源于考生回忆
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 on
Teaching Procedures:
Step 1: Warming up
1. Greetings
2.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: Presentation题目来源于考生回忆
1.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)punctuation
4. Divide the first sentence mainly according to grammar.
Step 3: Practice
1. 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: Production
Role-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.题目来源于考生回忆
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework: seek for a part of an English movie to make a dubbing.
Blackboard design:答案：解析：暂无解析
考题
To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.（）A对B错错略
考题
单选题Where is the best place to insert the following sentence?Perhaps if students could work such little excursions into their busy study schedules, they would have similar “eureka” experiences.A
after sentence 7B
after sentence 8C
after sentence 9D
after sentence 10E
after sentence 11(as the last sentence of the second paragraph)正确答案：B解析：第11句讨论了Isaac Asimov’s “eureka”的经历，插入的这句话对这个思想进一步阐释，将其与学生的生活联系起来。
考题
单选题_____ is a type of activity in which the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen as much as possible.A
Answering questionsB
Gap filingC
DictoglossD
Sequencing正确答案：D解析：题目中所述听力教学活动为语法听写（dictogloss）。
考题
Of the two types of sentence stress, sense stress shows contrast, while logical stress shows meaning.（）正确答案:错误
考题
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-up
1. 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: Presentation
1. 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: Practice
1. 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: Production
Let 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 Homework
Summary: 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?答案：解析：1.
As far as I’m concerned, there are two sentence stress rules: logical stress and grammatical stress. Logical stress is what i have presented in the presentation. The grammatical stress refers to that we need to stress notional word, which usually contains noun, verb, adjective adverb and so on. At the same time, the functional word needn’t to be stressed, which usually includes conjunction, article and preposition.
2.
The difficulty in my eyes is: first of all, without the participation of students, because of the teaching reasons, I can not interact effectively with students based on their feedback. In this case, it is difficult for me to organize classroom teaching activities and achieve the desired results. Second, what I need to improve is to introduce the key points to the students in a way that is easy to accept and adapt to the environment without an atmosphere of spoken English, because my spoken English is not very fluent, and I am very concerned about this interview. So I felt a little nervous. However, all these factors did not affect my overall performance. In view of the above problems, I will constantly reflect, and learn from experience in practice to improve my teaching ability. In short, I am basically satisfied with the presentation.
