年11月1日教师资格证考试初级中学《英语学科知识与教学能力》真题及答案

201５年11月１日教师资格证考试初级中学《英语学科知识与教学能力》真题及答案
1.Ｗhicｈof ｔhe ｆolｌowｉnｇcｏrrectly deｓcｒｉbes the Engliｓｈpｈonｅmｅ/θ/?
A A vｏiceless dentａｌｆricatｉve
B A voiｃelｅｓs ａｌveolar fricａtivｅ
ＣＡvｏiceleｓｓdental pｌosiｖｅ D A vｏiceｌｅss alveｏｌaｒｐlosｉvｅ
[答案］A
２.Whｉch of tｈｅfollowing coｎsonanｔcluｓtｅrs ｍaｙnｏt sｅrｖe as tｈe begｉｎｎｉng oｆa worｄ?
Ａ/ｓpr/ B /ｓkw／ C /str/ D /swt/
[答案] D
３.Ｔｈe ｇoｌd medal ｗas ____ tｏMS Ｂarrette foｒｈer excellent ｐerfoｒmancｅｉｎtｈe dｒama.
A disｔribｕｔｅd
B ｃontribuｔed
C awａrded Ｄｒewarded
[答案] C
4.Ｔhe ｖisiｔｏｒs had mａdｅｓo much __＿_tｈat Ｍr．Water hａd to ｓpeｎd sｅｖｅral d ａys to clｅaniｎg ｕp afｔeｒwarｄs．
A tｒouble
B dｉｓtuｒbance Ｃdａmａge D mｅss
[答案] D
5.How many ｍｏrphemｅs doｅs ｔhe wｏrd “teｌecomｍunｉcatｉｏn” contain？
A 1 Ｂ2 C 3 Ｄ４
［答案] Ｄ
6.Iｎｔhe foreign langｕages boｏkstorｅ____to be ｆound bｏoks in variｏus laｎguages．
A ｉｓ
B ｉs beｅｎ
C aｒe
D are beeｎ
[答案] Ｃ
7.A pｅｒsoｎneeds to know who he/she iｓｂefore bｅiｎg ａbｌe to know what____ ma ｋes him or ｈer happy.
A is ｉｔthaｔ
B it is that
C is it which
D it ｉs which
[答案］ B
８.There____ ｎothiｎｇｍore for dｉｓcussｉoｎ, ｔｈe ｃonferenｃe to ａn ｅnｄ２０miｎutes eａrlier.
A be
B to be Ｃbeinｇ D to havｅbeen
［答案］Ｃ
９.Wｈich ｏf the following iｓan ｅntailmenｔｏf ｔｈｅutｔerａnce “Annｉe brｏkｅtｈe winｄoｗ”？
A Ａnｎｉｅwas cａｒelesｓ
B Aｎnie wａs ｄiｓruptive
C Aｎｎiｅdｉd someｔhing to tｈe wiｎdｏw
D It is Ａnnｉｅwｈｏbrｏke tｈe ｗｉndow [答案］D
10.Ｔhe foｌｌoｗing cｏnvｅrsａtiｏn clearly vioｌateｓthe____.
Ａ：Ｈoｗdo you fｉnally go to school?
B：Ｔhe ｂus is so ｆaｓｔso I ｇｏt to school vｅry earlｙ.
A Maｘiｍof Quａnｔity
B Maxｉｍof Rｅlatiｏn
C Ｍａｘim of Quａlity
D Maxim of Manner
[答案］Ｂ
11.Ｗhich of ｔｈe fｏlloｗｉnｇｓtａtｅmeｎtｓａbout a ｌessｏn plan ｉｓinａppropriaｔe?
A It is a tｅacｈing ｇｕｉde.
ＢIｔis a bluｅprinｔto be strｉctly followed.
C It taｋes intｏａccount syllabｕｓand ｓtudentｓ.
D Ｉｔdｅscrｉbes in advａncｅwhaｔand how to ｔｅacｈ．
[答案] Ｂ
12.Skilled-ｉｎｔｅｇｒated actｉvities allow teａｃhers ｔo buiｌd in ｍore__＿_ iｎto a lesson，ｆo ｒｔhe range oｆaｃtiviｔieｓwｉll bｅwｉdｅr.
A ｃｅrtａinly Ｂｓiｍｐlicity C variety D acｃuracy
[答案] Ｃ
13.A langｕａge profｉcｉeｎｃｙtｅst that onｌy consistｓｏf mulｔipｌe-choiｃe qｕｅsｔｉons lackｓ_＿__.
A construct ｖalｉditｙ
B content vａlidiｔy Ｃtest relｉａbiｌity Ｄscorer ｒeliabilｉtｙ
［答案］ A
１４．Ｗｈen a teａchｅr asｋｓsｔuｄentｓto ｒｅaｒraｎgｅa ｓｅt of sentenｃeｓiｎｔｏa
loｇical paｒａgraph ｈe/ｓhe is tryiｎg ｔo dｒａw their ａtteｎtｉon ｔo_＿_＿.
A gramｍeｒ
B vｏｃabulａｒy
C ｓeｎteｎce patｔｅｒns Ｄtextual cohｅrence
[答案] D
15.Wｈich of the followiｎｇactivｉtｉes wｏulｄhelp ｓｔudｅnts ｄｅvｅlop thｅｓkｉｌl of eｘtｒactinｇsｐｅｃific ｉnｆormatｉon?
A Inｆeｒing meaning frｏm tｈe cｏntext
ＢRecognｉｚinｇthe ａuthoｒ’ｓｂelief and aｔtitudes
C Using iｎfｏrmatｉoｎｉｎthｅreading passagｅtｏmaｋe hｙpoｔheses
ＤLｉstening tｏthe fliｇht ｉｎｆormａtioｎto ｓee if ｔhe planｅis on time
［答案] D
16.Which ｏｆｔhe foｌlowiｎg activitｉes caｎbe ｕseｄto chｅck ｓtudentｓ’s unｄｅrstａnding ｏf difｆiｃｕlｔsｅntｅnｃes in ｔhｅtｅｘt?
ＡＰａrａｐhｒasing B Bｌanｋ-ｆｉlｌing C Sｔｏry-tｅllｉｎg ＤSｕmmarizｉng ［答案] A
1７.Wｈeｎａtｅａcher ｏrgａnｉｚeｓgrouｐwｏrk，wｈich of the follｏwing mｉｇht be ｏf the Least Ｃoｎcern?
A Inｃｒｅａｓｉｎg ｐeeｒinｔｅractioｎ
B Ｉncｒeasｉnｇiｎdividual prａctiｃｅ
ＣDeｖelopiｎｇlanｇuａge accuracｙ
D Prｏvｉｄing vａｒiety and ｄynamics
[答案] C
1８.Ｉf a tｅaｃｈｅr asｋs stｕdeｎtｓto colｌｅｃt, ｃomparｅand ａnalyze certain sentence pattｅrns, he／she ａims ａt develｏpiｎg sｔudｅnｔs’__＿＿．
A disｃourｓｅａｗａｒeness
B ｃuｌtural awareness
C strategic competｅｎce
D linguｉstｉc coｍpeteｎce
[答案］Ｄ
19.Wｈen a teachｅr saｙs ｔo ｔhe whole claｓｓ，“ｓｔand up and act ｏut ｔhe dialoguｅ”, ｈｅ/she ｉs ｐlaying tｈｅｒｏlｅof ａ(n)＿＿__.
ＡmonｉtoｒＢorｇａnizer C asｓessor D proｍｐter
[答案] B
20．Which oｆthe foｌlowing maｙbetter cheｃk studeｎts’s abilｉty of uｓing a grammatical ｓｔrｕctuｒe ?
A Having tｈｅm woｒk oｕt the rｕle
B Haｖiｎｇthｅm gｉve some examplｅs
ＣHaving them ｅxｐlaｉn thｅｍeaｎing
D Having tｈem explain tｈe structure
[答案］ B
Ｐａssａgｅ 1
FＲOM Ｊames Moriarｔy tｏEｒｎst Stavｒo Ｂlofｅld, the idｅa of the evｉl gｅniｕｓｈa ｓbeen a ｓｔapｌe of ｓtorytelling. Ｂut is ｉt truｅ? Or, tｏｐut the matteｒlｅss stａrkｌy, is t ｈere ａcｏｎｎecｔioｎｂｅtｗeen cｒeａtiviｔｙand dｉshｏnesty in reaｌｐeoｐlｅwｈo aｒe not ｂent ｏｎwｏｒｌd domiｎaｔｉon, as ｗeｌl ａｓiｎfiｃtional ｓuｐervillainｓ？Wｒiting in Psｙｃｈologicａl Scｉeｎｃe, Fｒａｎcｅｓｃa Giｎｏof ＨaｒvaｒｄＵnｉverｓiｔｙaｎｄScott Wilterｍuｔh of the Univeｒsｉtｙof Southern Californiａｓuggest tｈat ｔhere is—and thａt cheａｔing actually ｉncｒｅases ｃｒeativｉｔy.
Dr Gｉno and DｒWｉltermｕtｈtesｔed tｈe honeｓｔy of 1５3 vｏｌｕnteeｒs with a ｔask that iｎvolved aｄdiｎg up nｕmｂｅrs ｆor ａｃaｓｈreｗard, whiｃh ｗａs prｅｓented iｎa way that seeｍeｄto them to allow them ｔo ｃheａt uｎdｅtectｅd (thｏugｈｔｈe ｒesｅａrchers ｋnew ｗhen ｔｈｅy ｄiｄ). Ｔhis waｓｓandwiched ｂｅｔｗeen tｗo tests foｒｃreａtivｉty, one of wｈｉch ｗas ｔo ｗｏrk out how to fix a candｌｅｔo a ｃardboaｒd wall ｗith a ｂox ｏｆdrawing pｉｎs＊, anｄtｈe ｏther ａwoｒｄ-aｓｓoｃiａtiｏn test．Thi ｓcｏｍbiｎaｔiｏn shｏwed ｎｏt ｏnｌｙｔhat creativｅpeｏple ｃhｅat mｏｒe, buｔalsｏthaｔcheatiｎg seems to enｃouragｅcrｅativｉｔy—ｆｏr ｔｈｏse who cheaｔｅｄｉn tｈｅadding－ｕp teｓt were eveｎbｅtteｒａt word assｏciaｔioｎthan ｔhｅir candle-tesｔreｓult ｓprｅdｉcted.
Tｈａt ｒｅsulｔwａs confｉｒｍed ｂy a secｏnd sｅt ｏf experiments, in whｉch some pｅople were given many opportuｎｉtｉeｓto cheat anｄotｈers fｅｗ. Ｔhe cｒuｃial prｅdictｏr oｆ
creativｉty，the researchｅrs coｎfirmｅd, waｓtｈe actual aｍoｕnt oｆcheaｔinｇ, ｎot aｎy ｐropensity to cｈｅat.
A ｔhｉrd ｅｘpｅrｉmenｔtested the idea that thｉs ｉｓｂeｃaｕse both creaｔｉvitｙanｄ
diｓｈonesｔｙrequiｒｅ, aｓｉt ｗere, a flexible atｔitｕｄe to ｒｕles. Ｉn tｈis eｘｐeriｍen ｔvoｌunteers ｗeｒe askｅｄabouｔthｅiｒaｔｔｉtude to ｂｏssｙｓｉgns, sｕｃh
as “ｎｏcyｃｌing”aｎｄ“no diｖiｎg” ｎotiｃeｓ，aｆter beiｎg aｌlｏwed tｏcheaｔ(again, ｉn a ｗaｙｔｒanｓｐaｒent ｔｏtｈｅeｘｐｅｒｉmenｔｅｒs) oｎ a coin-tossing tesｔ．C ｈeats, it tｕrneｄoｕｔ, were ｌesｓconsｔraｉned to oｂｅy such signs．
It is，it goeｓwitｈouｔsａyｉng， a lonｇwａy from sｕｃh actｓｏf pｅtty defｉanｃe to buiｌdinｇ a laｉｒinside ａn extinct voｌcano aｎd threaｔｅning Ｗａshington from it—ｏr even to non-fictｉｏnａｌaｃts ｏf serious crime. Bｕt ｓｏme soｒt of lｉnｋｅxiｓts, so thｉｓｒeｓeａｒcｈdoｅs inｄeed ｓｕggest that ArｔhｕｒＣｏnan Dｏyle anｄIan Flemｉng ｗerｅｏn to somethinｇ．
21.What can be ｃoｎcｌｕｄed ｆrom the pａssaｇe ａbout Ｊanves Moriａty anｄEｒｎst StavrｏＢｌofielｄ?
A They are tｗｏevil gｅniusｅｓ. ＢＴhｅy arｅtwo psｙchｏloｇisｔs.
ＣTｈｅy ａrｅtｗｏstory－ｔellers．ＤThey are two researchers．
[答案] Ａ
22.Whicｈｏf the ｆoｌlowing is cloｓeｓt ｉn meaniｎg tｏthe uｎｄｅrliｎed phrasｅ”were ｏn tｏｓometｈｉng” in the last parａgraph？
A ｗｅre inｓpｉrｅｄby sｏmeｔhinｇ
B ｗerｅgｏｉng to do ｓｏｍｅthing
C were wｏｒrｉed aboｕt sｏmetｈｉng
D weｒe aｗarｅoｆthe nature
[答案] Ｄ
23.Whicｈof thｅｆollｏwinｇdeｓcrｉbes the seｑuence of Dr. Wiｌtermｕtｈ’s research？
A ｃaｎｄle tｅsｔ, word asｓｏviaｔion test, addiｎg-up ｔeｓｔ
B candle teｓt, woｒd assoｃiation tｅst, adding-uｐteｓt
C addiｎg-uｐtest, candｌe ｔeｓｔ, ｗoｒd assｏcｉａtion ｔeｓt
D adｄｉng-up test, word aｓsｏciaｔion tｅst，candle test
24.Ｗhat ｄoes the underlｉｎed woｒds “ tｈｅｏtｈer”ｉn paraｇrａph 2 rｅfｅr to ?
ＡThｅｔｒicｋ B The ｔest ＣThｅreｗard D Tｈｅcombinatｉon
[答案] Ｂ
２5.Ｗhat conclｕｓion cａn be drawn from tｈｉｓpａssage?
ＡThe more ａperｓon cｈｅａｔs, the more ｃrｅａtive ｈe ｉｓ .
B Ｃheaｔinｇｉｓliｋely ｔo encｏurage cｒeaｔivitｙto some eｘtenｔ.
ＣＡｐeｒsoｎwho ｃheats is more cｒeａtiｖｅthaｎａpｅｒｓon who ｄｏesn’t
D Ａperson ｗｈo is cｒeative cheatｓmore tｈan A person whｏｉs lesｓcreativｅ．
［答案] B
Pasｓａｇe 2
Ｗhile iｎRｏme a few years ａｇo ｍｙfamilｙand Ｉｍadｅa poｉnt of eatｉng piｚｚa. 简答题
31.请说明精听与泛听的区别，并分别简述教师应该如何指导学生进行精听与泛听的训练。

[答案］精听与泛听的区别;
精听(Caｒeｆuｌｌｉstｅning），是通过听课文,再把文章的内容感知一遍同时可以加深对文章细节内容的一个深入了解。

并且可以通过一些训练来检验听的效果(Fillｉｎg in Ｂlanｋs／Ｔrue ｏｒＦaｌse／Ｑｕestｉｏns/Formｓ)。

泛听（Extｅnｓive listeｎing）,是让学生初步听材料并回答问题,让学生初步了解文章的主旨大意(main idea）和基本信息(bａsｉc ｉｎformａｔｉoｎ)，例如:时间、地点、原因、方式等。

教师在指导学生进行精听训练时，要与语音、语法和词汇的学习结合,可以“听”“读”“写”的技能训练相结合,还可以与社会、文化背景知识的学习相结合。

在进行精听训练时，教师可以指导学生在反复多听的基础上完成一些辨音、填充缺失内容、听写的练习，之后还可以进行一些拓展练习,如总结听力材料中出现的语音现象、跟读或朗读内容、分析听力材料的文本结构和语言特点等。

教师在指导学生进行泛听训练时，一定要严格要求学生,应该一气呵成地只听一遍就完成听力练习，中间不能停顿或重复。

在进行泛听训练中可以使用的听力训练包括：测试对听力内容是否理解的选择题、判断题，测试是否抓住重点词句的填空题,以及用自己的语言写出或口述出听到的主要内容的练习等，完成这些练习后,教师要注意和学生及时总结，或与同学共同讨论泛听的策略,如：如何根据上下文判断生词的含义,如何预测下文等。

32.教学情境分析题
王老师是七年级的英语老师，在一次英语课上，他首先讲解了like与dｉlikｅ的区别，然后要求学生做
一项配对活动，活动结束后，他宣布做练习四，整个活动过程中，王老师始终在台上，活动过程如下图。

(１）该教师在每个活动阶段分别存在什么问题？(15分）
(２）针对每个阶段中存在的问题提出相应的建议（15分）
[答案］（1）该教师在每个活动阶段存在的问题有：
活动开始前,该教师下发任务不是很明确,没有限定活动时间，学生在练习的过程中可能会没有计划,课堂会比较散漫;另外,教师在活动前应该提供一个示范，使学生在活动练习的过程中更明确。

活动开始中,该教师不应该一直站在讲台上，应该参与到学生的活动中去，体现教师参与者、指导者、更正者、控制者等的角色。

活动结束后，该教师不应该直接宣布做训练四,应该要求学生对前面的配对活动作出反馈,并给予适当的反馈与鼓励。

（2)每个阶段的建议：
活动开始前，教师应该合理选择任务的难度,使学生明确任务的目标，尤其是任务的目的、完成的过程以及对于结果的要求，都要交代的清清楚楚,使每个学生都有事情干。

同时要给予学生充分的活动准备时间，提供必要的语言资源,给学生提供一些可供选择的完成思路。

活动开始中,教师要充分发挥自己的作用，摆正自己的位置,此时教师不仅是平时课堂的指导者、更正者、控制者，同时还是讨论组中的一员。

教师应该走到学生中去参与讨论。

同时,还要注意防止学生失控，如说一些与主题无关的事甚至出现吵闹的现象。

活动结束后,教师要注意引导学生进行反馈,让学生独立、完整的反馈结果，提升语言的准确度和流利度。

对于学生在活动中出现的问题，要及时反馈，引导学生更正;对于学生表现优秀的地方,要及时给予鼓励,加强学生的自信心,增强英语学习的兴趣和合作意识。

33.教学设计题
设计任务：请阅读下面学生的信息和素材,设计一个１5分钟的口语教学活动，教案没有固定格式,但要包括以下几点:
Teachｉng objectiｖｅs, tｅaching coｎtents, ｋey ａnd diｆfｉcuｌt poinｔs, major stｅps ａnｄｔime allocatioｎ, actｉｖｉties anｄ jusｔｉficationｓ.
教学时间：15分钟
学生概况：某城镇普通初一年级第一学期学生,4０人,多数学生已经达到《普通初中英语课程标准（实验)》二级水平,学生课堂参与积极性一般。

素材：一封信
Deａr Jｅnny：
I ａm veｒｙbuｓy on Ｆｒiｄay. At 8:00 I ｈａve math. Ｉt iｓｎot fuｎ. The tｅacheｒsays iｔis usｅful, buｔＩthｉnk it iｓdifficulｔ. Ｔheｎat 9：０0 I hａve sｃience. It iｓｄiffｉｃｕlt bｕt inｔeｒeｓting．At 1０：０0 I hａve hisｔoｒy. At that, Ｉhave P．E. aｔ11:０0．It ‘s easy aｎd fｕn. Luｎch ｉs ｆｒoｍ１２:０0 to １：０0, ａnd after thａt wｅhaｖe Chｉｎesｅ. Ｉt is ｍy ｆavoｒite subjｅct．Our Ｃhinesｅteaｃheｒ, Mr. Ｗaｎg, iｓｇreat fuｎ．My cｌａs ｓｅs fｉｎisｈat 1:50, ｂｕt aftｅr thaｔI have ａn art lessoｎfor two hours．It is rｅalｌｙｒeｌaxing！How about ｙoｕ? When are your clａsseｓ? What’s your ｆａvorite subjeｃtｓ?
Ｙour frienｄ,
YｕＭei
[参考设计]
Ｔeaching cｏntent:
Thｅpaｓsage ｉs aboｕt ａｌettｅr that Yu Mｅi wｒiｔeｓtｏhｅr fｒienｄJｅnny, whiｃh tａlks ａｂout heｒstuｄy life ｏn Friday.
Class tyｐe ：Ｌistening and spｅakinｇcｌass
Ｔeachｉng Ｏｂjｅｃｔives：
1．Knowｌedｇe objectives:
(１) Stｕdents ｃａn masｔｅｒtｈｅmeanｉnｇaｎd ｕsage ｏf tｈｉs writing.
（2) Stuｄentｓcan use tｈe fixed structｕreｓ”I have science／ｍath/Chineｓe/ＰE”aｎd Iｔiｓ+adｊ. in ｐｒｏper situａtｉon to tａlk abｏｕt tｈｅｉr stuｄy life.
2.Ａbility objecｔives:
(１）Sｔｕdｅnts can get thｅmａin ideａabｏｕt whａt Ｙu Mei ｉs tａｌking ａboｕt ａｆｔe ｒlｉstｅning, ａｎd cａn gｅt ｓomｅusefuｌinfｏrｍａtion fｒom the wｒitｉng；
(2）Ｓtudents can imｐrｏve tｈeir ｌisteｎing anｄspｅaking abiｌｉties thｒouｇh ｃlass act ｉvities;
3.Ｅmｏｔionａｌobjectives
(１) Sｔudentｓcan improve tｈe ｃonｆideｎce of learｎing Enｇｌｉｓh, ａnd not aｆrａiｄof speaking Engｌiｓｈｉn clasｓ；
(２) Sｔuｄents caｎcoopｅrate with others actively，and comｐletｅthe tａsks tｏｇeｔhｅｒ；TｅaｃhinｇＫeｙＰｏinｔs& Difｆicult Pｏints：
Ｔeaching Key Poｉntｓ:
（１) Ｓtudｅnｔｓcaｎmake ｕｓe of new ｓeｎｔenｃｅs “I have science/mａth/Chｉnese/PE” a ｎd “It is +adｊ.”
(2) Ｓｔｕdｅnts ｃan coｍprｅhend of thｅmain idｅa of the ｗritｉng.
Teａching Ｄifficult Points：
(1) Ｓｔudents can use the ｎew sｅnteｎｃeｓcｏrrectly；
(2）Sｔudentｓｃan underｓtａnd iｔiｓvery nｅceｓsary to ｔalk abｏuｔtｈe stｕdy lifｅwi ｔｈtｈeir frieｎds to shaｒe theiｒidea.
TeachinｇPｒｏcedｕres:
Step １Warmｉng up and lead-in(2 ｍｉｎutｅs)
Taｌk abｏut whethｅr ｓtudｅｎts have writｔen tｈe ｌeｔteｒto their fｒiends，if they have ｗritten bｅfｏre, what they ｔａｌked about in the letter.
（Ｊuｓｔｉfｉcation: Ｔhrｏugh thｅasｋanｄanswｅr, on the ｏｎｈａnd, ｉｔwill ｈｅlp sｔｕdents ｐractice thｅiｒｏｒal Englｉsｈ, on tｈe othｅr ｈａｎd, iｔｃan provide a relａte ｄbａckground inｆｏｒｍatｉｏn wｈich caｎｈｅlp studeｎｔs oveｒcｏme obstacles.)
Step 2 Pre-listeniｎｇ（2 mｉnｕtes)
Shｏw ｔhe pictｕre aboｕt ｓomeｂody’s stｕｄy, and ask sｔｕdents tｏdescｒiｂe the ｃｏntent ａｃcording to the ｐiｃｔurｅ. Fｏr iｎsｔance:
T: Looｋａt thｉｓｐｉcture，herｅis ａbｏy nameｄＴom．Can yｏｕｔell ｍe what lessｏns does hｅhaｖe oｎFrｉday？
Ss: He haｓmａth.
Ss：……
T：OＫ,ｌｅt’s lｉsｔen to a materiａl anｄcheｃk if yoｕaｒe the luｃky one wｈｏgｏt ｔhe correct anｓwer.
(Justｉfiｃａtion: Thrｏugh this acｔivitｉes, stｕｄeｎtｓcan ｇet the relａｔed informaｔion and arouse theiｒinteｒｅsting ｉn leaｒnｉnｇＥnglｉsh.)
Sｔeｐ3 Wｈilｅ－lisｔening (6 miｎｕｔes)
(1）Plａy the reｃorｄ, aｎd ａsk sｔudents ｔo ｌisten to tｈe contｅnt. Ｔhen aｓk one ｓｔude ｎt to ｔell his/heｒａｎsｗeｒ.
(2) Ａsk ｓtudeｎts tｏｌiｓteｎcarefullｙanｄｆｉnd out the folｌｏｗing information.
Hｏｗdｏes Yu Mei thiｎｋof ｔｈe math？
What does Yu Mei hａve at 1０：00?
Ｗｈaｔ’s Yu Ｍｅi’ｓfａvoｒｉｔe ｓubject?
Ｔhen ａｓk studｅnts ｆill ｔhe ｂlanks in ｔable. Ａfter fｉnished, ask studenｔs ｔo ｃheck tｈ
e ａｔtentiｏn to thｅpronunciatioｎ, ａnd dｏｔｈｅｉmitatｉon．
(Ｊｕstifiｃaｔｉoｎ: Throuｇｈthe ｖaｒiｏus aｃtｉｖｉtiｅs，ｓtudenｔs ｃａn unｄerstａnd the ｄｅtａils oｆtｈe ｗrｉtinｇaｎd lｅarn to ｃoｍmｕnicａte wiｔh each ｏｔｈer.)
Sｔeｐ 4 Poｓｔ-liｓtening (４mｉnuteｓ)
Choose sｏｍe voluntｅeｒs tｏdo the interview. Oｎｅｏｆthe pａｒtnｅrs acts as ｔhe intｅrvieweｒａnｄｔhe ｏther inｔｅrvieｗee. Maｋe an intｅｒｖiｅw aｂｏut ｔｈe study ｌifｅ，u ｓｉnｇｔhe knｏwｌedgｅthey ｈave learnt today.
(Ｊｕstｉficatioｎ: Ｓtｕdents act out ｔhe dialogue in their ｏwn wａy, which heｌpｓto ｃoｎｓolidate what thｅy lｅarn iｎthis peｒioｄ.)
Ｓtep 5 Summaｒy aｎd ｈomeｗoｒｋ（1 ｍinｕｔe)
Sumｍary: Ask sｔｕdents tｏｔｈink about what we hａve ｌearnｔtｏdaｙ. And thｅn ｍaｋe ａsummａry．
Ｈoｍｅwork: Make a surveｙon ｔhe stuｄy ｌife oｆyour fｒｉenｄs, ａt leaｓt 4 ｐｅoｐｌe．Ａnｄｄo an oｒal repｏrt in ｔhe neｘt class. Pleasｅuｓe thｅseｎtences we leaｒnt todaｙin your oral repoｒt.
(Jｕｓtifiｃａtｉｏn: Summａry ｃａｎheｌp stｕdenｔs ｔｏdeepen their uｎderstanding of the ｐａｓｓａge anｄhｏmewｏｒk ｃan ｈelp sｔudentｓto impｒoｖe ｔheiｒspｅａkiｎｇand
ｗritiｎg ａbilｉty.)。