A teacher handed out a list of twenty"Fature tense" sentences and asked students to discuss and find out the grammatical structures. What is the teacher's grammar teaching method? A．Induction. B．Presentation. C．Consolidation. D．Deduction.

What stage can the following grammar activity be used at
　　The teacher asked students to arrange the words of sentences into different columns raarked subject, predicate, object, object complement, adverbial and so on.
　　

A. Presentation.
B. Practice.
C. Production.
D. Preparation.

During class, the teacher leads students to memorize the important points of the teaching content. On one hand, the teacher helps students to grasp the key points. On the other hand, what learning strategy is the teacher teaching?

A.Cognitive strategy
B.Self-management strategy
C.Communication strategy
D.Resource strategy

If a teacher starts with language examples and guides students to work out the rules, he/she is using the_______ method.

A．deductive
B．conducive
C．inductive
D．constructive

A teacher handed out a list of twenty "Future tense"sentences and asked students to discuss and find out the grammatical structures. What is the teacher's grammar teaching method?

A．Induction.
B．Presentation.
C．Consolidation.
D．Deduction.

When teaching students how to give appropriate responses to a congratulation or an apology,the teacher is probably teaching at _________.

A.lexical level

B.sentence level

C.grammatical level

D.discourse level

A teacher showed students an example and explained the usage of past perfect tense,and ask students to listen“past perfect tense”sentences by imitating that example.What’s teacher's grammar teaching method?

A.Consolidation.
B.Presentation.
C.Deduction.
D.Induction.

二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the structure of attributive Clause and understand what the relative words or antecedents are.
Ability aim: Students can use the attributive clause to describe what happened in their daily life and make up more superior sentences.
Emotional aim: Students will be inspired to study both English and putonghua very well so that they can solve problems they will meet abroad by themselves.
Teaching Key Points:
Students acquire the clause structure and know the relative words as well as antecedents.
Teaching Difficult Points:
Students can apply the structure into daily communication and get the difference between relative pronoun and adverb.
Teaching Methods:题目来源于考生回忆
Communicative teaching method, task-based teaching method, situational teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Review: Show students two sentences. One is an adverbial clause of place that linked by where and the other is an attributive clause that also linked by where Where there is a will there is a way. Let them find out the differences or similarities between them and lead to what we’re going to learn today.
Step 2: Presentation
1. Read the passage briefly and and answer 3 questions. Where is the Ocean park? Who helped us? How was the ride? To lead the three underlined parts Then write down the three sentences students choose from the passage after reading.
2.Explain the common parts of these three sentences and show the structure of attributive clause.
3.Tell students that when the antecedent is a person or an object, we should choose different relative words. Also, they should understand the difference between attributive clause linked by where and the adverbial clause of place linked by where.题目来源于考生回忆
Step 3: Practice
1. Give them some sentences with blankets and let them choose the proper relative words.
2. Show them several clauses and find out which are attributive clauses.
Step 4: Production
Discussion and share: students work in pairs to describe their travel by using attributive clauses; teacher will give them 5 minutes to prepare it and 5 minutes later, invite some students to share their experiences.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students find more rules about attributive clauses and prepare for the next class.
Blackboard design:

二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the words “long, small,short, ears, eyes mouth,tail...”
Ability aim: Students can get the key information about rabbit and use the words to describe other animals.
Emotional aim: Students will improve their interest in English.
Teaching Key Points:
Students can understand the meaning of the words“long, small short” and use them to describe other animals.
Teaching Difficult Points:
Cultivate students awareness of loving animals and protecting animals.
Teaching Methods:
TPR teaching method, Communicative teaching method, task-based teaching method.
Teaching Aids:
Pictures, Blackboard and so on.
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Let students guess a riddle about rabbits. (Teacher need to make some actions to help students guess the answer- rabbit) and then lead in the topic “A rabbit”.
Step 2: Pre-reading
1. Show Students different pictures of rabbits to let students discover the common points.
2. Invite two students to try to describe rabbits in their own words.
3. Teach students these words “ tail, mouth ,ears,eyes”
Step 3: While-reading
1.Let students read the sentences and circle the words that are used to describe rabbits and invite one student to share.
2.Read them again and find out what part of the rabbits do they describe? After that,invite two students to write and draw a picture on the blackboard.
Step 4: Post-reading
Make a survey: Let students work in group of four. They’ll be given 15 minutes to ask each other about what are they favorite animals and fill in the survey table. After that, invite some students to share their survey result by intimating the animals in front of the blackboard.
Step 5: Summary & Homework
Summary: Invite a student to be a small teacher, to make a summary about what we have learned today.
Homework: Draw a picture of your favorite animals and share it to your friends.

Which of the following features is not exhibited by the deductive method?

A．It saves time.
B．It pays more attention to form.
C．It teaches grammar in a decontextualized.
D．It encourages students to work out the grammatical way rules.

If a teacher starts with language examples and guides students to work out the rules, he/ she is using the __________ method.

A．deductive
B．conducive
C．inductive
D．constructive

What stage can the following grammar activity be used at?
The teacher asked students to arrange the words of sentences into different columns raarked subject, predicate, object, object complement, adverbial and so on.

A. Presentation.
B. Practice.
C. Production.
D. Preparation.

A teacher handed out a list of twenty"Fature tense" sentences and asked students to discuss and find out the grammatical structures. What is the teacher's grammar teaching method?

A. Induction.
B. Presentation.
C. Consolidation.
D. Deduction.

Think about when a teacher handed out a list of twenty"Past tense"sentences and asked students to discussand find out the grammatical structures．What is the teacher's grammar teaching method?

A.Induction．
B.Presentation．
C.Consolidation．
D.Deduction．

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

A.Consolidation.
B.Presentation.
C.Deduction.
D.Induction.

二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the sound /ai/ in the words “five”, “alive” and so on.
Ability aim:
Students will apply the sound correctly in real communication.
Emotional aim:
Students will be more interest in speaking English.
Key and difficult point:
Key Point: Students will master the sound /ai/ in the words “five”, “alive” and so on.
Difficult Point: Students will apply the sound correctly in real communication.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2.Play a chant they have learned “tomato, tomato, wash, wash, wash” and lead them to learn another chant this class..
Step 2: Presentation
1. Students watch the picture and tell the teacher what they can see in the picture, and the teacher guide them to present the first part of the chant. Then students watch the picture carefully and predict what’s wrong with the boy, then the teacher guide them to present the last part of the chant.
2. Students observe the sentences and find out what common letters they can find.
3. The teacher teaches them correct pronunciation of the letter “i” in “five”, “right” and so on.
Step 3: Practice
1. Read the pronunciation /ai/ and the words that includes “i” repeatedly.
2. Listen to the tape and follow the tape, paying attention to the intonation of the chant.
3. Students work in pairs to make a chant in 5 minutes.
Step4: Production
1. The teacher writes more words that includes the sound /ai/and students try to read them.
2. Students work in groups to make a story using the picture and the words with the sound /ai/ on the blackboard.
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 search other pronunciation of the letter “i” and list those words accordingly.
Blackboard design:



1. As an English teacher, what do you think of the usage of multimedia in class?
2. Do you think that singing English songs or playing chant are useful for cultivating students' interest in English learning?