The teacher created a situation and asked students to think of words and expressions that can be used in that situation.A.Association. B.Generalization. C.Collocation. D.Contextualization.

In teaching pronunciation, the teacher should tell the students that __________can be used to convey more important messages.

A．rhyme
B．stress
C．devoicing
D．rhythm

When a teacher intends to introduce a new grammar item, which of the following strategies can be used to get students to notice it?

A．Transformation
B．Input enhancement
C．Expansion
D．Substitution

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.

What vocabulary learning strategy does the following activity help to train?
The teacher created a situation and asked students to think of words and expressions that can be used in that situation.

A.Association.
B.Generalization.
C.Collocation.
D.Contextualization.

二、考题解析
【教案】
Teaching aims
Knowledge aim: students will know the pronunciation of the group of letter “ear”.
Ability aim: students can read words with “ear” when they learn vocabulary.
Emotional aim: students will be more interested in speaking English.
Key and difficult points:
How to pronounce the group of letter “ear”.
Teaching procedure:
Step 1: Warming-up
After greeting students, the teacher plays a game to warm up the class: I say you point. The teacher speaks out a certain part of the body and students point it quickly. For example: point your eye! Point your ear! Point your hand!
Step 2: Presentation
Draw a ear on the blackboard and ask students what it is. Write down the word. Then ask what ears can be used to, and they will say we use ear to hear something. Write down word “hear”. Then do the action of hearing and put hands near the ear, and write down the word “near”.
Ask students to read the three words after the teacher, and find out the similarity among them. After discussion, they will say all these words have “ear”. Then ask students how to pronounce this group of letter. We will know it pronounce as /ir/.
Step 3: practice
Give students some other words with the group of letter “ear” and ask students to read them by groups. For example, a sentence “my dear, your tear is clear in my mind for years”. Then students can have a brainstorming and think of more words with “ear”.
Play a game Hot potato to practice these words. The teacher plays a piece of music. When the music is playing, students pass the ball from one to another. When the music stops, the one who gets the ball should read words on the blackboard.
Step4: Production
Do a chant with students: put your ear, near my ear, and you will hear, and you will hear, and you will hear, NOTHING!

二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the sentence structure “We have great bags for only ￥12! we have....for only....; You can buy...for only .... ”.
Ability aim: Students can use these sentence structures to apply in their daily life.
Emotional aim: Students will improve their confidence of learning English and not afraid of speaking English in Class.
Teaching Key Points:
Students know the expressions about describing great sale and master the sentence structure.
Teaching Difficult Points:
Students can apply the expressions into daily communication.
Teaching Methods:
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.Play a video about an advertisement of Huawei phone and invite students to talk about the content of this video.Then the teacher leads in the topic of “Huaxing’s great sale.”
Step 2: Pre-speaking
1.Show two pictures about Huaxing store and its great sale advertisement.
2.Let students listen to the tape and find out what things are at great sale.
3.Ask students to listen to the tape again and collect the useful expressions about great sale.
Step 3:While-speaking
1. Ask students to read Huaxing’s store’s advertisement actively and vividly.
2. Let students talk about the expressions of great sale.
3. Role-play: students work in pairs to make conversation.Suppose there is a situation that you own a store. One student is shop assistant, the other students is customer. Teacher will give them 8 minutes to prepare it.
Step 4: Post-speaking
Share and evaluation: Invite some students to perform the conversation in the front.
Step 5: Summary & Homework
Summary: let them look at the blackboard and summarize this class.
Homework: Ask students to design a poster of their own store’s great sale and share it next class.
Blackboard design:

The author suggests that a mathematician asked to solve a problem in an ill-defined situation would first attempt to do which of the following？( )

A.Identify an analogous situation.
B.Simplify and define the situation.
C.Vary the underlying assumptions of a description of the situation.
D.Determine what use would be made of the solution provided.

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.

Teacher Tom gave the topic of “Send a Letter”, and then asked students to recall the words they learnt such as “post office, stamp, envelope, address, zip code”. Which memorizing strategy did he use?

A.Memory systems.
B.Association.
C.Dictionary strategy.
D.Internet assistance.

Teacher Tom gave the topic of“Send a Letter”,and then asked students to recall the words they learnt such as“post office,stamp,envelop,address,zip code”.Which memorizing strategy did he use?

A.Memory systems.
B.Association.
C.Dictionary strategy.
D.Internet assistance.

Let′s think of a situation__________this idiom can be used.

A.where
B.which
C.that
D.what

二、考题解析
【教案】
Teaching aims:
Knowledge aim: Students can understand the pronunciation of “ear”, and get some simple spelling rules.
Ability aim: Students can read the words with the pronunciation of “ear” correctly by listening and speaking. Ability of listening and speaking will be improved.
Emotional aim: Students can increase their interests in learning English.
Key and difficult point:
Key points: Students can understand the pronunciation of “ear”, and how how to read the words contain “ear”, such as hear, near and etc.
Difficult points: Students can master the pronunciation of “ear” and read the related words correctly.
Teaching procedure:
Step 1: Warming-up
Greeting the students.
Sing a song: Head shoulder keens and toes.
Step 2: Presentation
1. Show the chant and ask the students the question: Can you find the same letter combination in these words?
2. Listen to the tape and let students pay attention to the pronunciation of “ear”, and then ask the students question: what does “ear” sounds like in these words?
3. Teacher the pronunciation of “ear” ,and let students pay attention to the teacher’s mouth.
4. Game: Play the finger show to practice the new words.
Step 3: Practice
Find more words with “ear” such as tear, dear, clear... and ask students to try to read by themselves and then invite some of them to share with the class. The teacher should act the role of monitor.
Step4: Production
1. Ask students to make up their own sentences by using the words learned today, such as “He hears the bad news,and then his tears falls down. ”.
2. Reading competition: let students to read the chant as quickly as possible, and then let students choose the best one.
Step5: Summary and homework
1. Summary: ask students summary what have learned in the class.
2. Homework:
(1) read these word after class.
(2) Find more words with “ear” and make another chant.

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?