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One day，a teacher was speaking to a group of students about how to (31) their time．He gave an example those students would never forget．
He pulled out a wide jar(罐子) and put it on the table． He also took out several rocks and carefully put them into the jar one at a time． When no more rocks would( 32) inside，he asked，"Is this jar full?"
Everyone in the class shouted，" Yes． "The teacher replied，"Really?" He pulled out a box of small stones． He dumped some in and ) (33)the jar． The stones went down into the spaces (34) the big rocks． He then asked the group once more，"Is this jar full?"
"Probably not，"one of them answered． "Good ! "he replied． He brought out a glass of sand and dumped the sand into the jar and it went into all of the spaces( 35) ． Once more he asked the question，"Is this jar full?"
"No!"the class shouted． Once again he said，"Good! Then he poured a cup of water in (36) the．jar was full． Then he asked，"What is the key point here?"One student put up his hand and said，"The key point here is that even if you are busy，you can (37) plan everything well if you try really hard ! "" No， the speaker replied，"that's not the point． The point is if you don-t put the big rocks In(38) ，your ’ll never get them in． What are the 'big rocks in your (39) ? Time with your loved ones，your education，or your dreams? Remember to put these big rocks in first，or you ’II never get them in (40) ．"
( )31．
A．spend
B．take
C．kill
D．arrange
参考答案
更多 “ One day，a teacher was speaking to a group of students about how to (31) their time．He gave an example those students would never forget．He pulled out a wide jar(罐子) and put it on the table． He also took out several rocks and carefully put them into the jar one at a time． When no more rocks would( 32) inside，he asked，"Is this jar full?"Everyone in the class shouted，" Yes． "The teacher replied，"Really?" He pulled out a box of small stones． He dumped some in and ) (33)the jar． The stones went down into the spaces (34) the big rocks． He then asked the group once more，"Is this jar full?""Probably not，"one of them answered． "Good ! "he replied． He brought out a glass of sand and dumped the sand into the jar and it went into all of the spaces( 35) ． Once more he asked the question，"Is this jar full?""No!"the class shouted． Once again he said，"Good! Then he poured a cup of water in (36) the．jar was full． Then he asked，"What is the key point here?"One student put up his hand and said，"The key point here is that even if you are busy，you can (37) plan everything well if you try really hard ! "" No， the speaker replied，"that's not the point． The point is if you don-t put the big rocks In(38) ，your ’ll never get them in． What are the 'big rocks in your (39) ? Time with your loved ones，your education，or your dreams? Remember to put these big rocks in first，or you ’II never get them in (40) ．"( )31．A．spendB．takeC．killD．arrange ” 相关考题
考题
)22． What can we learn about the teacher from the passage?The teacher is a kind -teacher．②The teacher never scolds his students．③The teacher works very hard．④The teacher likes to help his students．A．①②③ B．①③④ C．①②③④
考题
The young teacher gave the students extra work because she was () by all the noise and talking in the classroomA、interruptedB、degeneratedC、exasperatedD、terminated
考题
which expression is wrong about learning students' names? ()
A. It shows students that the teacher is interested in them.B. The teacher could ask individual students to assist with demonstrations.C. The teacher could ask individual students to assist with equipment in the class.D. It shows the teacher is responsible.
考题
The teacher is _____ to teach the students how to learn.A、supposeB、supposingC、supposedD、supposes
考题
When students engaged in group work, the teacher gave feedback after each group hadstated their opinion and shown their output. This is called
A．instructing
B．observing
C．monitoring
D．evaluating
考题
When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________.A. instructing
B. observing
C. monitoring
D. evaluating
考题
As a teacher, we should try to _______ it _______ to our students how helpful a correct learning method is.A.get, about
B.get; away
C.get; across
D.get; off
考题
The teacher would use __________ to help students communicate in teaching speaking.
A．substitution drills
B．group discussion
C．listening and acting
D．reading aloud
考题
When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________.
A．instructing
B．observing
C．monitoring
D．evaluating
考题
When a student said “All the classes will be finished before December 7th, and then students have exams”, the teacher didn't stop him to correct the tense mistake, but let him keep talking. What can we conclude from this activity?A.The teacher combined listening and speaking skills.
B.The teacher focuses on fluency.
C.The teacher is doing contextualized practice.
D.The teacher is using different speaking activities.
考题
Which role does the teacher play in the following activities? When the students are doing a group work task, the teacher joins one or two groups for a short period of time.A.source of help
B.controller
C.participant
D.assessor
考题
When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________.
A. instructing
B. observing
C. monitoring
D. evaluating
考题
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!
考题
小学英语?听说
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master some phrases about hobbies and the sentence structure about how to talk about hobbies
Ability aim:
Students will improve their speaking ability in talking about hobbies.
Emotional aim:
Students will be more confident in speaking English.
Students will arouse their interest in learning oral English.
Key and difficult point:
Key Point: How to talk about hobbies.
Difficult Point:
Students will be more confident in speaking English.
Students will arouse their interest in learning oral English.
Teaching procedure:
Step 1: Warming-up
1. Greeting.
2. Chant: Dog, dog, what can you do?
I can run after you.
Panda, panda, what can you do?
I can eat so much bamboo.
Mouse, mouse, what can you do?
I can hide in the shoe.
Mike, Mike, what can you do?
I can draw animals in the zoo!
Step 2: Presentation
1. Read the dialogue by the teacher, and ask what the dialogue is about. (It’s about Peter’s hobbies)
2. Let the students find what Peter’s hobbies are. And tell them we can use what’s ..’s hobbies? to ask others’ hobby.
He likes reading stories, doing Kung fu and swimming and he also like singing.
Meanwhile I will use pictures and actions to help them understand these phrases and add -s after like when we meet he/she/it and v-ing follows the verb like.
Step 3: Practice
1.Listen to the tape and try to follow it. Then give them 5 minutes to role play the conversation in pairs.
2.Invite volunteer to answer my question: who is your best friend? What are his/her hobbies.
Step 4: Production
Work in group of four to do a survey ask group members two questions: who is your best friend? What are his/her hobbies. Fill in the chart and then do a report in 7mins.
Step5: Summary and Homework
Summary: make a brief summary of what we have learned today.
Homework: Ask their parents what their hobbies are and draw their hobbies down.
Blackboard design:
1.Please talk about your teaching aims.
2.How to lead students master the phrases in real class? What activities will you design?
考题
初中英语?口语
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will know how to express their hobbies and interest.
Ability aim:
Students will improve their abilities of speaking and listening.
Emotional aim:
Students will be more confident in speaking English.
Key and difficult point:
Key Point: Students will know how to express their hobbies and interest in English.
Difficult Point: Students will be more confident in speaking English and not be afraid of speaking English in public.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2.Sing a song of Mick Jackson to lead in the lesson.
Step 2: Pre-speaking
Ask students to look at the picture of Paul Jackson and Beijing Opera to predict what we will learn today.
Step 3: While-speaking
1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not and get the main idea of the passage.
2nd listening: Ask students to listen to the tape for the second time and tick and cross.
Mike’s favorite actor is Paul Jackson. ( )
Mike’s father often goes to see Beijing Opera on weekends.( )
Black September is a very successful thriller.( )
3rd listening: Ask students to listen to the tape for the third time, read after the tape and invite several students to summarize how to express hobbies.
Step4: Post-speaking
Ask students to have a discussion about their hobbies, four students in a group and give them 5 minutes.
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 introduce their favourite movies and share with their parents.
Blackboard design:
1.How to improve students’ speaking ability?
2.Do you think blackboard design is important?
考题
二、考题解析
【教案】
Teaching aims:
Knowledge aims:
Students will know how to describe a day using proper conjunctions and tense.
Students will master some words, such as waste, value... and a sentence structure: I usually + simple present tense.
Ability aim:
Students will improve their abilities of speaking and listening.
Emotional aim:
Students will be more confident in speaking English.
Key and difficult point:
Key Point: Students will know how to introduce a day in English.
Difficult Point: Students will use the sentence structure in real communicative situation.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Play a video about Tom’s day and ask students what kind of information have they caught.
Step 2: Pre-listening
1. Review the knowledge about simple present tense. Ask students to make sentences using simple present tense.
2.Using pictures to explain some words: waste-value, brush.
Step 3: While-listening
1st listening: Ask students to listen to the tape for the first time and try to get the main idea of the passage and underline the conjunctions used.
2nd listening: Ask students to listen to the tape for the second time and complete the timetable below.
考题
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:
考题
初中英语《口语教学活动》
一、考题回顾
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:题目来源于考生回忆
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.题目来源于考生回忆
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:
考题
小学英语?语音
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will know the meaning of the four words and master the pronunciation of them.
Ability aim:
Students will know how to write the letters ABCD correctly.
Emotional aim:
Students will be more confident in speaking English.
Students will arouse their interest in learning oral English.
Key and difficult point:
Key Point:
Students will know the meaning of the four words and master the pronunciation of them.
Students will know how to write the letters ABCD correctly.
Difficult Point:
Students will be more confident in speaking English.
Students will arouse their interest in learning oral English.
Teaching procedure:
Step 1: Warming-up
1. Greetings. Talk about the weather.
2. Sing a song called ABCD.
Step 2: Presentation and practice
1. Write down four pictures one by one to explain the new words. Teach them how to pronounce each word clearly.
2. Ask the students to read each word after the teacher for twice. Then play high and low voice with them. If the teacher read one word loudly, the students should read it slowly, and vice versa.
3. Let them notice the first letter of each word and ask what they are. They may answer it is the first four letters in the alphabet. Then teach them how to write them in upper and lower case one by one.
4. Ask students to play a game called Act and Write. They need to work in groups of 3. One or two students need to form a letter with their bodies. The other student should guess what it is and write down on the blackboard.
Step4: Production
1. Ask the students to make up sentences according to the words learned today. Then write them down on the blackboard. Correct mistakes if any.
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 play act and write with their parents.
Blackboard design:
1. Which is more important in the lesson, pronunciation or writing?
2. What will you do if the students do not interact with you?
考题
资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments.
A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.
Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:
1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class.
2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.
3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.
4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.
The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.
What is the most distinct feature you think by the term “inclusion classroom”?（ ）A.It is desired for students with special needs
B.It is tutored by regular teachers for mainstream students
C.It is planned for collaborative learning by mainstream students
D.It has students with special needs and regular education classmates
考题
资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments.
A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.
Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:
1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class.
2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.
3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.
4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.
The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.
What are the benefits of collarborative learning for special needs students? （ ）A.It helps special needs students think creatively
B.It helps special needs students from all the attending students
C.It helps special needs students learn varied ability from classmates
D.It helps students work together on solving problems and assignments
考题
资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments.
A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.
Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:
1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class.
2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.
3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.
4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.
The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.
Which following one is NOT true about the “Simple Jigsaw strategy”？ （ ）
A.Task mastering students work on a teacher-assigned task
B.It involves four-person teams
C.Each student in the group acts as an “expert”
D.teacher-assigned task is divided into equal parts
考题
单选题The teacher would use to help students communicate in teaching speaking.A
substitution drillsB
group discussionC
listening and actingD
reading aloud
考题
单选题Which role does the teacher play in the following activities? When the students are doing a group-work task, the teacher joins one or two groups for a short period of time.A
organizerB
controllerC
participantD
assessor
考题
单选题The teacher should focus students' attention on ____, not only the use oflanguage form in teaching speaking.A
language meaningB
accentC
origin of languageD
interlocutor
考题
单选题In a speaking class, the teacher asks students to work in pairs and create a new short play about asking ways. This activity belongs to _____.A
warming-upB
presentationC
practiceD
production
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