In an English class,the teacher,firstly,plays the radio and asks students to listen to the tape and understand the dialogue.Then,the teacher asks students to read after the tape to imitate the pronunciation.Next,the teacher asks students to repeat the dia

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

If a teacher asks students to collect, compare and analyze certain sentence patterns, he/sheaims at developing students′

A.discourse awareness

B.cultural awareness

C.strategic competence

D.linguistic competence

When a teacher asks the students to find some key words from a text quickly, he/she is intended to train students' __________strategy in reading class.

A．skimming
B．scanning
C．extensive reading
D．intensive reading

If a teacher gives commands in English and asks students to show understanding by action_______or gestures, he/she is most probably using

A．Communicative Approach
B．Audio-Lingual Approach
C．Grammar Translation Method
D．Total Physical Response

In a listening class,the teacher asks students to write a broad outline according to their notes which are made during listening.Which stage does this activity belong to?

A.Pre-listening
B.While-listening
C.Post-listening
D.Practice

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?

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?

If a teacher gives commands in English and asks students to show understanding by action or gestures, he/she is most probably using__________.

A．Communicative Approach
B．Audio-lingual Approach
C．Grammar Translation Method
D．Total Physical Response

In an English class, the teacher, firstly, plays the radio and asks students to listen to the tape and understand the dialogue. Then, the teacher asks students to read after the tape to imitate the pronunciation. Next, the teacher asks students to repeat the dialogue in pairs...What teaching method does the teacher use in this class?

A.Communicative Approach.
B.Task-Based Teaching Approach.
C.The Audio-Lingual Approach.
D.The Audio-Visual Approach.

The teacher asks students to do a group-work task. Before the task, the teacher assigns roles clearly around the class, pointing to each student in turn."You are A ... you are B ..., etc."
Here the teacher plays the role of_______

A．controller
B．prompter
C．facilitator
D．organizer

When a teacher asks the students to find some key words from a text quickly, be/she areintended to train students'_________ strategy in reading class.

A．skimming
B．scanning
C．extensive reading
D．intensive reading

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 can master the usage of formal subject.
Ability aim: Students can use formal subject to communicate in their daily life.
Emotional aim: Students can enhance their interest in learning English.
Key and difficult point: Students can use formal subject to communicate in their daily life.
Teaching procedure:
Step 1: Warming-up
The teacher plays a documentary video about the earthquake in Wenchuan. Then asks students to talk about their feelings after watching. And lead in the topic.
Step 2: Presentation
The teacher lets students to read the passage and get the main idea. Then the teacher picks the last sentence out. The teacher will use the sentence as example to explain the structure and usage of formal subject.
Step 3: Practice
After explaining, the teacher will show some normal sentences. Students should transfer them into formal subject structure.
For example: Taking good care of the orphans is very important.
→It is very important to take good care of the orphans.
Step4: Production
The teacher lets students talk with their deskmates. They should come up with some ways to help the orphans. Then invites some students to show their opinions.
Step5: Summary and Homework
The teacher summarizes what they have learnt today. Then after class, students could say something to these orphans and take a video. The teacher will help them sent it to the orphan.