英语学科知识与教学能力试题(初级中学)

注意事项：

1.考试时间120分钟，满分150分。

2.请按规定在答题卡上填涂、作答。在试卷上作答无效，不予评分。

一、单项选择题(本大题共30小题。每小题2分，共60分)

在每小题列出的四个备选项中选择一个最佳答案，请用28铅笔把答题卡上对应题目的答

案字母按要求涂黑。错选、多选或未选均无分。

1. The phrase "in bed" is pronounced as __________ in real speech.



2. There are two syllables in the word "photo"./əu/occurs in both syllables, but the first one is__________the second because it is stressed.

A. longer than

B. shorter than

C. as long as

D. as short as

3. Jimmy asked Mary to lend him some money, which she agreed to, _________ that he paid her back the following month.

A. on occasion

B. in case

C. under circumstances

D. on condition

4. Zhang Jun's teacher suggests that he take a (n) _________ language course to improve his English.

A. intermediate

B. middle

C. medium

D. average

5. It is reported that the _________ of the country, from hotels to transport, is old and decrepit.

A. industrialization

B. infrastructure

C. correspondence

D. commutation

6. _________conscious of her moral obligations as a citizen.

A. Marsha was and always will be

B. Marsha has to be and always will be

C. Marsha had been and will always be

D. Marsha has been and will always be

7. Potential subjects should be informed of the research and __________ an opportunity to decide if they want to participate.

A. gave

B. giving

C. give

D. be given

8. Don' t be discouraged, __________ and you will surely pass the exam.

A. Make a bit more effort

B. To make a bit more effort

C. Making a bit more effort

D. If you make a more effort

9. What would you say to the hotel receptionist to get a double room?

A. Rent us a double room.

B. Book us a double room.

C. We'd like to have a double room.

D. Let' s have a double room.

10. Which of the following best represents the order from a harsh command to a very polite request?

a.Could you close the door?

b. Close the door.

c. Please close the door.

d. Would you please close the door?

A. b-c-a-d

B. c-b-a-d

C. d-a-c-b

D. c-b-d-a

11. The first P in the PPP teaching model stands for __________, which aims to get learners to perceive the form and meaning of a structure.

A. practice

B. production

C. presentation

D. preparation

12. The main objective of mechanical practice is to help students learn by heart the__________of a language item.

A. meaning

B. function

C. context

D. form

13. The __________ method is more fitted to the explicit presentation of grammar when the basic structure is being identified.

A. inductive

B. contrastive

C. comparative

D. deductive

14. Which of the following can be regarded as a communicative language task?

A. Information-gap activity.

B. Dictation.

C. Sentence transformation.

D. Blank-filling.

15. If a teacher asks students to concentrate on such features as structure, coherence and cohesion of a text, he/she aims at developing students'__________.

A. strategic competence

B. cultural awareness

C. communicative competence

D. discourse awareness

16. English teachers often ask students to __________ a passage to get the gist of it.

A. skim

B. scan

C. predict

D. infer

17. The correct meaning of a lexical item in a given context is __________.

A. the one provided in a dictionary

B. the one which best fits the context

C. the central or core meaning of the item

D. the one which is assumed to be correct

18. In writing, students may not know how to put something into proper English and thus ask their teacher for help. Here the teacher is to play the role of a/an __________.

A. facilitator

B. assessor

C. controller

D. participant

19. A/An __________ language test, such as IELTS or TOEFL, is developed on the basis of a fixed standard.

A. individual-referenced

B. peer-referenced

C. norm-referenced

D. criterion-referenced

20. A systematic textbook evaluation is NOT to examine whether a textbook __________.

A. covers all grammatical rules

B. provides authentic language

C. matches the needs of learners

D. can help realize the objectives of a language program

请阅读Passage 1。完成第21-25小题。

Passage 1

For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don' t feel like I am more prepared than my peers. Thus, I am currently facing a dilemma of whether to pursue my graduate studies in Brazil or in the USA.

The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.

To illustrate, I compared the master's degrees in economics from Duke and Fundacāo Getú lio Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program.

Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in .certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.

This seems to be the same kind of difference that I noticed comparing what I studied in Georgetown as an undergraduate to what some of my friends studied in their undergraduate careers in Brazil. Now, is this more liberal education good or bad? There are factors pulling it each way, and the ideal solution, in my view, is a reasonable middle ground. What I see happening in American universities, however, is a little too much liberalization. Too much liberty tends to encourage students to take the more "interesting" courses, and ignore those that are considered most "boring".The problem is that many of these"boring" courses are usually foundational courses, which give students the analytical tools they need in order to be truly competent in their fields of study.

In the end, I feel like American universities sometimes delegate too much responsibility to students in terms of choosing their academic careers. For me, this is troubling. Students in their twenties usually have very little experience in the field they are studying, and many times they don' t really know the tools they need to succeed in their area of interest. It is certainly the case in my situation. Fortunately, I research and discuss a lot before picking my classes, and was able to take advantage of my liberal American education to build both a strong foundation and take classes that interest me. But is this always the case? From my experience, I think not. What I see happening at Georgetown is that many students just pick the classes they find most interesting, without any real consideration of how it is going to support their overall academic formation. This result is a deficit in fundamentals.

21. Which of the following influences the writer's judgment of the universities in the passage?

A. The academic information provided by his friends in Brazil.

B. The information obtained from the university authorities.

C. Those commonly held beliefs concerning the ranking of universities.

D. The learning experience of himself in the USA and that of his friends in Brazil.

22. Why did the writer choose to compare the master's programs rather than the bachelor's programs?

A. It is easier to make such a comparison.

B. The master' s program may better illustrate the difference.

C. The master' s program is simpler than the bachelor' s program.

D. It is of less interest to the writer to compare the bachelor's programs.

23. Which of the following can be inferred as the writer's attitude towards the American higher education?

A. Biased.

B. Positive.

C. Critical.

D. Negative.

24. Which of the following is true about the writer's experience?

A. He has benefited from the American education.

B. He has been harmed by the American education.

C. He has not laid a solid foundation for his academic career.

D, He has selected courses that do not support his overall academic formation.

25. which of following words is closest in meaning to "deficit" in the last PARAGPAPH?

A. Deficiency.

B. Sufficiency.

C. Requirement.

D. Decline.

请阅读Passage 2，完成第26—30小题。

Passage 2

One evening, while Marcos Ugarte was doing his homework and his father, Eduardo, prepared lesson plans, they heard someone yelling outside. Eduardo,47, and Marcos,15, stepped onto the porch of their home in Troutdale, Oregon, and saw a commotion four doors down, outside the home of their neighbors, the Ma family."I didn't think anything was wrong," Eduardo recalls."I told Marcos we should give them some privacy." He headed back inside, but Marcos's eye was caught by aglow from the Ma house.

"Dad, the house is on fire!" Marcos cried.

Clad only in shorts, the barefoot teen sprinted toward the Ma's home with his dad.

Grandmother Yim Ma, mother Suzanne Ma, and son Nathan Ma were gathered on the front lawn yelling for help. when the Ugartes got there, they saw father Alex Ma stumbling down the stairs,coughing, his face black with soot.

"Is anyone else in the house?" Eduardo asked.

"My son!" Alex managed to say, pointing to the second floor. Eduardo started up the stairs, but thick， black smoke, swirling ash, and intense heat forced him to his knees. He crawled upstairs and down the hall where Alex said he would find Cody, eight, who had locked himself in a bedroom.

As the fire raged across the hall, Eduardo banged on the bedroom door and tried to turn the doorknob. Cody didn' t respond. Eduardo made his way back downstairs.

Meanwhile, Marcos saw Yim and Suzanne pulling an aluminum ladder out of the garage.

"Cody was standing at the window, screaming for help," says Marcos."I knew I had to do something." He grabbed the ladder, positioned it near the window, and climbed toward the boy.

when Marcos reached the window, he pushed the screen into the room and coaxed Cody out.

"It' s OK," Marcos told him. "I' ve got you."

Holding Cody with one arm, Marcos descended the ladder.

When firefighters arrived, plumes of black smoke were billowing from the back of the house as flames engulfed the second floor. Emergency personnel took Cody to a nearby hospital, where he was treated for smoke inhalation and released. No one else was injured. The cause of the blaze is still under investigation.

"You just don' t see a teenager have that kind of composure," says Mark Maunder, Gresham Fire Department battalion chief.

The Ma family relocated. The day after the fire, Alex visited Marcos. "Thank you for saving my son," Alex said. "You are his hero forever."

26. What did Eduardo mean when he said to his son "... we should give them some privacy"?

A. He was indifferent to his neighbors:

B. He wanted his son to do his homework.

C. He would like to concentrate on his own work.

D. He thought that nothing unusual occurred in the neighborhood.

27. How many people are there in the Ma family?

A. Five.

B. Six.

C. Three.

D. Four.

28. Whom does the underlined word "he" in PARAGRAPH 5 refers to?

A. Alex.

B. Eduardo.

C. Marcos.

D. Nathan.

29. What does the underlined word "composure" in the last but one PARAGRAPH

mean?

A. Sympathy.

B. Bravery.

C. Calmness.

D. Warm-heartedness.

30. Which of the following is the best title for the passage?

A. Fire Upstairs in the Neighbor' s House

B. A Mysterious Fire That Causes No Death

C. Teen Braves Blaze to Help Neighbors in Need

D. Importance of Neighbor's Help in Times of Difficulty

二、简答题(本大题1小题，20分)

根据题目要求完成下列任务，用中文作答。

31.简述scanning的含义并举一例说明其基本用途。写出训练该项技能时的三条注意事项，并用英语写出两句相关的教师指令语。

三、教学情境分析题(本大题1小题，30分)

根据题目要求完成下列任务，用中文作答。

32.下面是某教师在阅读课教案中设计的教学目标。该单元的话题是Animals。



根据所给信息从下列三个方面作答：

(1)分析上述教学目标存在的三个问题;(9分)

(2)提出三条相应的建议;(9分)

(3)分别修改各项教学目标。(12分)

四、教学设计题(本大题1小题，40分)

根据提供的信息和语言素材设计教学方案。用英文作答。

33.设计任务：请阅读下面学生信息和语言素材，设计一节英语听说课的教学方案。

教案没有固定格式，但须包含下列要点：

· teaching objectives

· teaching contents

· key and difficult points

· major steps and time allocation

· activities and justification

教学时间：45分钟

学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人，多数学生已经达到

《义务教育英语课程标准(2011年版)》二级水平，学生课堂参与积极性一般。

语言素材：

Interviewer: Scott has an interesting job. He works at a radio station. Scott, what time is your radio show?

Scott: From twelve o' clock at night to six o' clock in the morning.

Interviewer: What time do you usually get up?

Scott: At eight thirty at night. Then I eat breakfast at nine.

Interviewer: That' s a funny time for breakfast!

Scott: Yeah. After that, I usually exercise at about ten twenty.

Interviewer: When do you go to work?

Scott: At eleven o' clock, so I' m never late for work.

一、单项选择题
1.【答案】B。解析：考查音的同化。in，bed原本分别读/In/，/bed/，但作为相邻词一起发音时，因唇形的影响而发生了同化：/n/是齿龈音，/b/是双唇音，/n/在双唇音/b/前面被同化成双唇音/m/。所以in bed读作/Im‘bed/。

2.【答案】A。解析：考查音的重读。元音字母在重读者节中读音响而长，在非重读音节中短而轻。“o”在重读音节中的发音会比其在非重读音节中的发音拖得略长一些。单词photo第一个音节中为重读音节，第二个为非重读音节，故选A。

3.【答案】D。解析：考查介词短语辨析。句意为“Jimmy向Mary借钱，她同意了，下周还钱”。四个选项中只有on condition后面跟that从句(=if,providedthat)，表示“如果，只要，条件是……”，强调某人采取行动前必须事先认可的条件。on occasion“间或，有时”;in case“假使，万一”;under circumstances中间通常加形容词，表示“在……情况下”。故选D。

4.【答案】A。解析：考查近义词辨析。intermediate“中等程度的，中级的”，侧重难易程度;middle“中间的”，侧

重方位和时间;medium“中等的，中号的(尺寸、数量、规模等)”;average“平均的，普通的，一般的”。根据句意可知，张军的老师建议他参加一一门中级水平的语言课程来提高他的英语水平，故选A。

5.【答案】B。解析：考查名词辨析。句意为“据报道，从宾馆到交通，这个国家所有的都已陈旧失修”。industrialization“工业化”，infrastructure“公共建设，基础设施”，correspondence“往来信件，通信，一致”。commutation“减刑，代偿”。根据fromhotels to transport，可知B项最符合句意。

6.【答案】D。解析：考查动词时态。四个选项中都有连词and连接两个时态，因此前后时态必须相互搭配，只有D项的前后两种时态搭配。连词前面用现在完成时态，后面用一般将来时态，表示从过去开始一直持续到现在并将延续到将来的一种状态。be conscious of意为“意识到”。句意为“Marsha一直记得而且也将永远记得她作为一名公民所应有的道德责任”。

7.【答案】D。解析：考查动词的语态。后半句的主语是代词they，谓语动词是give，根据句意应是“他们被提供机会决定是否要参与研究”，故用被动语态。

8.【答案】A。解析：考查祈使句。祈使句的基本结构是“动词原形+其他”。常考的特殊结构还有“祈使句+and/then/or+陈述句”，该结构相当于一个由if引导的条件状语从句。Make abitmore effortandyouwill surely pass the exam.=If youmake abitmore effort，youwill surely pass the exam.意为“再努力一点，你一定能通过考试的”。故选A。

9.【答案】c。解析：考查交际用语。订房间的礼貌用语应该是“We’dlike to have…”。rent意思是“租用”.与hotel提供的服务是不一致的，且语气生硬;B、D两项的语气和用法都不合适。故选C。

10.【答案】A。解析：考查口语交际中的礼貌用语。在英语l：1语交际中的祈使句表示一种命令和要求。而疑问句则多表示请求。由此可知b的语气最强烈，用排除法可以直接选出A项。C也是祈使句，但是与please连用，相比b来说礼貌一点;用“Would you please…”是最礼貌的一种请求。故选A。

11.【答案】C。解析：考查3P教学模式。所谓3P教学模式，即：presentation(呈现)→practice(操练)→production(输出)。我们可以将这三个阶段理解成：教师教→学生练→学生用。在教学过程中，教师首先给学生引入和展现某个特定的语言形式、结构、功能等，通过练习使学生掌握其意义，然后再让学生进行假设交际，从而达到语言的输出，形成学习成果。

12.【答案】D。解析：考查语言练习的目的。机械型练习，如重复、替换等，这种练习在内容上受到严格控制，着重训练学生熟练掌握语法点的结构形式。

13.【答案】D。解析：考查语法教学方法。演绎法(The deductive method)是先说明语法结构，之后让学生进行练习。归纳法(The inductive method)是先给出一些例子，让学生通过讨论等方式自己总结出语法规则。题干是对演绎法特征的描述。

14.【答案】A。解析：考查交际性语言活动。信息差活动Onformation-gap activity)是指通过设置活动，持不同信息的双方为了了解对方的信息，产生交流的愿望和想法，从而通过交际手段、交换信息等完成任务，是交际语言任务的一种。故选A。

15.【答案】D。解析：考查语篇教学。语篇(discourse)由一个以上的句子或语段组成，各成分之间在形式上是衔接的.在语义上是连贯的。老师让学生集中注意力于文章的结构、上下文衔接与连贯性等方面，目的是培养学生的语篇意识。

16.【答案】A。解析：考查英语阅读策略。略读(skimming)和寻读(scanning)都是快速阅读的方式，略读的主要目的是获取文章的大意。寻读的目的是从文章中查寻特定的细节内容。

17.【答案】B。解析：考查英语词汇的语境意义。英语单词的词汇意义指字典上出现的多个不同的意义，但在不同的语境中。其意义的选择也不同。因此词汇的意义受语境的影响，联系语境才能准确地理解词汇在文本中的具体意义。

18.【答案】A。解析：考查教师的角色。根据题目提供的情境，“写作课上，当学生不知道如何用英语表达某事物时，会向老师寻求帮助”，此时教师扮演了促进者(facilitator)的角色。assessor“评价者”，controller“控制者”，participant“参与者”。均不符合题意。故选A。

19.【答案】D。解析：考查语言测试类型。标准参照语言测验(Criterion-referencedlanguagetest，简称CRT)是以考生个人与特定的标准(如教学目标)作为评价标准。所以，这种考试对考生来说，不管别人程度如何，关键在于确定自己是否达到了既定的目标。常模参照语言测验(Norm-referenced language test，简称NRT)是以考生个人在团体中的相对位置作为评价标准。所以，这种考试比较看重考生的个别差异。雅思(IELTS)、托福(TOEFL)属于标准参照语言测验，代表了国际性英语标准化水平的测试。

20.【答案】A。解析：考查对教材的评估。系统的教材评估能帮助检测是否实现了语言课程教学目标，是否满足了学生的需要.是否给学生提供了真实的语言交际等。“包含所有的语法规则”不是系统的教材评估的内容。故选A。

Passage l

21.【答案】D。解析：细节题。根据文章第一段中的“When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil”可知。影响作者对大学判断的因素是作者自己在美国的求学经历以及他朋友在巴西求学的经历。

22.【答案】A。解析：细节题。根据文章第三段中的“I choseto present amaster’S degree comparisonhere because the shorttwo-year study period makes it simpler than comparing afour-yearprogram”可知，作者选择选择硕士学位做对比的原因是，两年课程的对比相对于四年课程的对比较简单些，这里指的是课程的对比相对简单，而不是课程相对简单，C项是迷惑选项，A项符合题意。

23.【答案】C。解析：态度题。根据文章内容可知，作者对这种自由教育是抱有否定态度的，但是如果能充分利用这种自由教育的环境，既夯实自己的基础知识又能选出感兴趣的课，也是可以受益的，辩证地来看，作者的态度应该是批判性的。

24.【答案】A。解析：细节题。根据文章最后一段中的“…and was able to take advantage ofmy liberal American education to build both a strong foundation and take classes that interest me”可知，作者不仅能够利用自由的美国教育奠定坚实的基础。也能够上感兴趣的课，尽管文章中作者是持有否定的态度的，但从自身经历来讲，他从美国教育中是受益的。故选A。

25.【答案】A。解析：词义题。根据文章最后一段中的“what I see happening at Georgetown is thatmany students just pick the classes they find most interesting，without any real consideration ofhow it is going to support their overall academic formation.The resultis a deficit in fundamentals."可知.很多学生仅仅选他们觉得有趣的课，没有为进一步打基础做好学术考虑，这导致的结果是基础知识的不足。故选A。

Passage 2

26.【答案】D。解析：细节题。根据文章第一段中的…I didn’t think anything was wrong，’Eduardo recalls”可知，Eduard0认为邻居家并没有发生任何奇怪的事情。

27.【答案】A。解析：细节题。根据文章可知，Ma家里有五口人，分别是：grandmother Yim Ma，mother Suzanne Ma，sonNathan Ma，fatherAlex Ma，另外还有被锁在房问里的Cody。

28.【答案】B。解析：指代题。根据文章第五段中的“Eduardo startedupthe stairs，butthick，black smoke，swirling ash，and intense heat forced him to his knees.He crawled upstairs and down the hall where Alex said he would find Cody，eight，whohadlockedhimselfin abedroom.”可知，这一系列动作都是Eduardo进行的，Alex说 Eduardo将会找到Codv。故he指的是Eduardo。

29.【答案】C。解析：词义题。通过整篇文章可知，Mareos在救cody中，和父亲完美的配合，体现出他在处理危机情况时冷静的态度。可推断composure为冷静的意思.只有calmness符合。

30.【答案】C。解析：主旨题。整篇文章讲的是Mareos这个青少年在邻居家发生火灾时，和父亲一起去解救受困的邻居，因此C项“烈火中青年勇于救被困邻居”最符合文意。

二、简答题

31.【参考答案】

(1)scanning的含义：

scanning译为“找读，扫读，寻读，查读”，是一种快速阅读方式，其目的是从较长的文字资料中查寻特定的细节内容。寻读要求既快又准，要在短时间内准确地找到目标。

基本用途：

例如：在教学“NelsonMandela--AModem Hero”一课时，可以通过设置寻读活动“Ask students to scan the passage in 5minutes and completethe chan—ATimeline ofElias’Life”，让学生在5分钟内扫读文章，然后根据时间顺序填写表格。通过寻读活动，可以帮助学生了解文章特定信息，提高学生的阅读速度。寻读是教师需要训练学生提高的阅读能力之一。

(2)注意事项：

①在设计寻读活动时，要有明确的时限规定，以促使学生在较短的时间内完成任务。

②在设计寻读活动时，要引导学生借助关键词快速锁定寻读目标，切忌从头逐字地寻找，导致学生的寻读技巧未得到有效的培养。

③在设计寻读活动时，教师的指令要清楚，不能过于简单，这会造成学生不清楚做什么的局面。从而影响阅读效果。指令中应包含学生应在多长时间内(time limit)，通过怎么读(how).读出什么(what)等信息。

教师指令语：

①Scan the Paragraphs 3-5 in 5 minutes to get enough information to fillin the table.

②Scan the first ten lines in 3 minutes and answer the following two questions.

三、教学情境分析题

32.【参考答案】

(1)教学目标存在的问题：

①它违反了教学设计“以学生为中心，体现学生的主体地位”的原则，没有明确指出教学的主体是学生。

②它没有把握好预期的教学目标，对教学内容，即知识目标的设计不明确;对于能力目标的设计也太笼统。

③教学目标是三维教学目标，即知识目标、能力目标和情感态度目标，它缺少情感态度目标。

(2)三条相应的建议：

④设计教学目标的知识目标时，以(学生)“能”说出、列举、背诵、复述、识别、解释、分类、对比、归纳等为模式，具体明确让学生了解和掌握的主要知识点。(Students“can”speak，list,recite，retell，distinguish from,explain， classify，contrast，conclude…)

②没计铑力目标时，以“在能力方面，通过经历、参与、讨论、交流、合作、分享等，(学生)能了解、掌握、学习……”为模式，具体说明通过这节课的学习，学生能在哪些能力上得到提升。(Through“experience，takepartin,discussion，communication，cooperation，share”，students can understand,master,learn…)

③增加情感目标环节的设置，设计情感目标时.以“学生学会认可、接受、称赞、喜欢、关心、热爱、坚持、保持、重视、追求、培养、尊重……”为模式，学生通过课堂学习，参与活动，以及教师在情感上进行什么样的引导，从而让学生在情感上产生什么样的倾向。(Studentslearnto approve，accept，praise，like，care about，love，persist in，retain，value，pursue，cultivate，respect…)

(3)教学目标修改为：

Teaching aims

Knowledge aims:

① Students can understand the main idea of the text and get to know the dangerous situation of animals.

② Students can master the following words and expressions: ...

③ Students can grasp the following sentence patterns: ...

Ability aims:

①Students can improve their ability of listening by listening to the text.

②Students can improve their ability of speaking by pair work and discussion.

③ Students can learn to get useful information and improve their ability of reading by Questions and Answers practice and comprehensive reading.

Emotional aims:

① After this lesson, students will be aware of the animals' dangerous situation and take measures to protect them.

② Students can realize the importance of relationship between humans and animals and try to love nature.

四、教学设计题

33.【参考设计】

Teaching Contents:

A dialogue between the interviewer and Scott about Scott' s daily routine.

Teaching Objectives:

(1) Knowledge objectives

① Students can master the following words and expressions: radio station, usually, funny, exercise.

② Students can use the following sentence patterns:

a. What time do you usually...?

b. When do you ...?

(2) Ability objectives

① Students can improve their listening ability by listening to the dialogue.

② Students can improve the speaking ability by talking about what they usually do in a day.

(3) Emotional objectives

Through this class, students can know something about radio workers' jobs and respect them.

Teaching Key Point:

How to help students master the new words, expressions and the usage of the sentence patterns.

Teaching Difficult Point:

How to make students master the words and expressions and improve their speaking and listening skills.

Teaching Procedures:

Step 1 Warming up and Lead-in (5 minutes)

The teacher greets the students and asks them two questions. The first question is"What are your parents' jobs?"

and the second is "Do you know something about the job of a radio host?" Then the teacher tells the students that Scott has an interesting job and asks them to listen to the text and get to know about Mr. Scott.

(Justification: This step can get students to combine English learning with their daily life. Also, it' s easy for them to say something about their life.)

Step 2 Listening (15 minutes)

The teacher asks students to listen to the tape for the first time with the following questions. After that, asks students to try to answer the questions. Then, the teacher asks them to listen to the tape for the second time with the purpose to repeat it.

①Where does Mr. Scott work?

② Does he eat breakfast in the moming as common people? Why?

③ When does he go to work?

④ Is he usually late for work?

(Justification: This step can get students to have a further understanding of the dialogue.)

Step 3 Practice and Consolidation (20 minutes)

(1) Practice the sentence patterns (10 minutes)

The teacher selects an example in the dialogue, points out the sentence patterns and then makes students to make

their own sentences according to the example.

Sentence Pattern 1 : --What time do you usually...? --I usually ...

Sentence Pattern 2 : --When do you ...? --I ...

Examples:

①--What time do you usually get up?

--I usually get up at 7 am.

② --When do you go to work?

--I go to work...

(Justification: This step can get students to master the sentence patterns.)

(2) Making an interview (10 minutes)

The teacher asks two students in pair. One student acts as an interviewer and the other acts as an interviewee. The interviewer makes an interview about the interviewee's job. The interviewee should use the above sentence patterns.

(Justification: Students act out the dialogue in their own way, which helps to consolidate what they have learned in this class.)

Step 4 Summary and Homework (5 minutes)

Summary: The teacher asks one student to summarize what he/she has learned in this class.

Homework: The teacher asks students to do exercises of this part on the exercise book.

(Justification: Students can review and consolidate what they havelearned in this class.)

Blackboard Design:

Words and Expressions: radio station, usually, funny, exercise.

Sentence Patterns:

① What time do you usually...?

② When do you ...?

Teaching Reflection.