银符考试题库-在线练习-教师资格认定考试初级中学英语模拟题46

教师资格认定考试初级中学英语模拟题46

一、单项选择题
在每小题列出的四个备选项中选择一个最佳答案。

1. —Thank you for reminding me of the time, or I ______ late for the flight yesterday.
—Don't mention it.

A.will have been
B.would have been
C.must be
D.could be

A B C D

[考点] 考查含蓄虚拟语气。
[解析] 句意：“谢谢你提醒我时间，否则昨天我要赶不上飞机了。”“不客气。”此处为含蓄虚拟语气，由yesterday可知是对过去事实的虚拟，应用would+have done。故本题选B。

2. The morpheme "-ed" in the word "connected" is a(n) ______.

A.inflectional morpheme
B.allomorph
C.root
D.derivational affix

A B C D

[考点] 考查形态学。
[解析] inflectional morpheme意为“屈折词素”；allomorph意为“词素变体”；root意为“词根”；derivational affix意为“派生词缀”。在connected中，词缀-ed既不改变connect的词类也不改变意思，只是表示connect的过去式形式，属于屈折词素。故本题选A。

3. 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 B C D

[考点] 考查语篇教学。
[解析] 句意：当教授学生如何对祝贺和道歉进行合适的回应时，教师可能是在进行______教学。A项“词汇层次”；B项“句式层次”；C项“语法层次”；D项“话语(语篇)层次”。祝贺和道歉属于交流，是语言功能的运用，话语层次的教学，有利于学生经历真实语境，提高语言运用的准确性。故本题选D。

4. In my opinion, all Mr. White ______ good to his students in his class at present. He is very strict in their study.

A.does does does
B.does did do
C.does does do
D.did do does

A B C D

[考点] 考查强调句。
[解析] 句意：在我看来，现在怀特先生在课上所做的一切确实对学生有好处，他对他们的学习要求很严格。Mr. White does为定语从句，修饰all，此处的does为实义动词，意为“做”；第二个does是助动词，强调了谓语do；第三个do构成短语do good to，意为“对……有益”。故本题选C。

5. The main difference between

lies in the ______.

A.position of the tongue
B.openness of the mouth
C.shape of lips
D.length

A B C D

[考点] 考查语音学。
[解析] 按照舌位的高低，

都属于后元音；按照嘴的张合度，

属于闭元音，

属于半开元音；按照发音时的唇形，

都属于圆唇音；按照长度，

都属于长音。题干问的是两个音标的区别，所以应该是“嘴的张合度”。故本题选B。

6. When the spaceship ______ the rocket, I suddenly got a feeling of ______ the sky because of the zero gravity.

A.lifted off; soar into
B.lifted off; soaring into
C.separated from; soar into
D.separated from; soaring into

A B C D

[考点] 考查动词短语辨析。
[解析] 句意：当飞船与运载火箭分离的时候，因为零重力，我突然有种翱翔天空的感觉。lift off意为“(飞机、火箭等)起飞，升空，发射”，是不及物动词短语，如果选A项，则句子应改为When the spaceship was lifting off；separate from意为“分离，分开”；soar into意为“冲向，飞入”。题干中表示“飞船与运载火箭分离的时候”，用separate from，所以排除A和B；介词of之后，用v+ing形式。故本题选D。

7. We have no trust in him because he has never ______ the grandiose promises he makes.

A.delivered on
B.eaten off
C.forgotten about
D.abided by

A B C D

[考点] 考查动词短语辨析。
[解析] 句意：我们不信任他，因为他从来不履行他所做的浮夸的承诺。delivered on意为“履行”；eaten off意为“吃掉，腐蚀掉”；forgotten about意为“忘记”；abided by意为“遵守，信守”。根据题中空处时态为现在完成时，需填入动词的过去分词形式。故本题选A。

8. Which of the following activities may be more appropriate to help students practice a new structure immediately after the presentation in class? ______

A.Role play.
B.Group discussion.
C.Pattern drill.
D.Written homework.

A B C D

[考点] 考查语法教学。
[解析] 句意：下列哪个活动更适合帮助学生在学习后立即练习新的语法结构?A项“角色扮演”；B项“小组讨论”；C项“句型练习”；D项“书写作业”。由此可以看出，句型练习更适合新知识呈现后的语法教学模块的练习部分，A、B两项可以放在语言运用部分。故本题选C。

9. The ______ achieved through the learning of a school subject are the concentrated reflection of the educational value of the subject, which consist of correct values and attitudes, indispensable qualities, and key abilities.

A.core competencies
B.comprehension
C.abilities
D.strategies

A B C D

[考点] 考查《义务教育英语课程标准(2022年版)》课程目标。
[解析] 核心素养是课程育人价值的集中体现，是学生通过课程学习逐步形成的适应个人终身发展和社会发展需要的正确价值观、必备品格和关键能力。故本题选A。

10. Were it not for the fact that he ______ his work, he ______ enjoying himself by the seaside.

A.completed; wouldn't have been
B.had completed; wouldn't have been
C.has completed; wouldn't be
D.completes; wouldn't be

A B C D

[考点] 考查虚拟语气。
[解析] 句意：要不是因为他已经完成了工作的事实，他不会到海边放松自己。前半句Were it not for...为if虚拟条件句的省略倒装，fact后是同位语从句，表示动作已经完成的事实，用现在完成时。后半句表示与现在事实相反，主句用wouldn't+动词原形。故本题选C。

11. If the focus is placed on ______, the teacher is supposed to help students collect information, make an outline, draw up the first draft and revise it.

A.content
B.process
C.genre
D.format

A B C D

[考点] 考查写作教学。
[解析] 重内容的教学模式注重写作素材的搜集和写作内容的丰富，重点在于帮助学生丰富写作。教师的作用就是在确定写作题目，明确写作要求之后，帮助学生通过各种渠道收集素材，并指导学生对所得素材进行加工和分类，构思提纲。重过程的写作教学力求营造一种教学氛围，把学生和学生的需求置于师生间交互学习的中心。genre意为“体裁”；format意为“形式”。题干中的教师帮助学生收集信息，拟定提纲，撰写初稿，修改润色，这属于重内容的教学模式。故本题选A。

12. Though he started late, Mr. Guo played the piano as well as, if ______, Miss Liu.

A.not better than
B.not better
C.no better than
D.no better

A B C D

[考点] 考查省略句。
[解析] 句意：虽然郭先生钢琴学得晚，可是他弹得即使不比刘小姐好，也至少和她一样好。Miss Liu作宾语，than不可以省略，所以排除B和D。no better than意为“两者都不好”；not better than意为“不比……好”，而本题是说郭先生弹得不错，故排除C项。故本题选A。

13. Which of the following tasks fails to encourage active language use? ______

A.Reciting a text.
B.Bargaining in a shop.
C.Writing an application letter.
D.Reading to get a message.

A B C D

[考点] 考查活动设计。
[解析] 句意：下列哪一项任务没有鼓励灵活使用语言?根据任务型教学法理论，任务设计时应该注重培养学生灵活运用语言的能力，而死记硬背课文不是灵活运用语言的表现。故本题选A。

14. If someone says "I know the word", he should not only understand its meaning, but also be able to pronounce, spell, and ______ it.

A.explain
B.recognize
C.memorize
D.use

A B C D

[考点] 考查词汇教学。
[解析] 句意：如果有人说：“我认识这个单词”，他应该不仅要理解它的意思，而且还能够发音、拼写和运用。根据英语词汇教学理论，在课堂中教授新单词时，要求学生不仅能够掌握发音、拼写、知道其含义，还要能够熟练地运用。故本题选D。

15. When a teacher leads students to guess the meaning of a new word based on the contextual clue, which one of the following approaches does he use? ______

A.Bottom-up Approach.
B.Top-down Approach.
C.Interactive Approach.
D.3P Approach.

A B C D

[考点] 考查阅读教学。
[解析] 自下而上的模式(Bottom-up Approach)是一个解码的过程，从声音到单词、句子、整篇文章的理解。自上而下的模式(Top-down Approach)是一个宏观的加工过程，通过背景、语境等信息理解文章大意，其次再对文章的细节、单词等进行分析。而交互式教学模式(Interactive Approach)则将前两者教学结合起来，综合两者的优势来开展教学。本题题干是基于上下文的线索和语境进行猜词，属于自上而下的教学模式。故本题选B。

16. Taiwan lies ______ the east of Fujian and is larger than ______ island in China.

A.to; any
B.in; any
C.to; any other
D.in; any other

A B C D

[考点] 考查介词和代词辨析。
[解析] 句意：台湾岛位于福建省的东面，在中国比任何一个其他的岛屿都大。in表示“在……范围内，在……之中”；to表示方位，不接壤。根据二者的地理位置可知，此处应用介词to。any other表示“其他任何一个”，指在同一范围内与其他剩余的相比较；any表示“任何一个”。故本题选C。

17. Again as ______ in this experiment, he didn't lose heart.

A.he failed
B.did he fail
C.he did fail
D.had he failed

A B C D

[考点] 考查倒装句。
[解析] 句意：尽管他这次实验失败了，但他并没有灰心。as/although引导的让步状语从句需将表语或状语提前，其余成分不变，这里的again作状语，故采用倒装语序后为again as he failed。故本题选A。

18. The doctor insisted the plan ______ reasonable and we ______.

A.was; carry it out
B.be; carry it out
C.be; should carry it out
D.was; carried it out

A B C D

[考点] 考查虚拟语气。
[解析] 句意：医生坚持认为这个计划是合理的，我们应该执行。insist后接宾语从句时，若表示“坚持说”，即强调从句的内容是真实的，是已经存在的事实，后接陈述语气，但是若insist表示“坚持主张”，从句的内容还不是事实，但是非常希望它成为事实，则后接虚拟语气。结合句意可知，本题中前半句为“坚持说”，后接陈述语气，即was；第二个空表示“坚持主张”，应使用虚拟语气，即动词原形或should+动词原形。故本题选A。

19. Which of the following activities is often used to develop students' speaking accuracy? ______

A.Identifying and correcting oral mistakes.
B.Acting out the dialogue in the text.
C.Having discussions in groups.
D.Describing people in pair.

A B C D

[考点] 考查口语教学。
[解析] 句意：以下哪项活动经常用于培养学生的口语的准确性?A项意为“识别并纠正口语错误”；B项意为“表演文中的对话”；C项意为“分组讨论”；D项意为“两人一组描述人物”。口语纠错可保证语言的正确输出，为精确表达奠定基础，是关注准确性的口语活动。角色扮演、课堂分组讨论、小组活动都是关注流利性的口语活动。故本题选A。

20. The main difference between /m/ and /n/ lies in ______.

A.manner of articulation
B.place of articulation
C.voicing
D.length

A B C D

[考点] 考查语音学。
[解析] 句意：/m/和/n/的主要区别是______。/m/和/n/都是辅音，辅音的分类标准主要有发音方式、发音位置、带声性三种，可排除D。在发音方式(manner of articulation)上，/m/和/n/都是鼻音；在发音位置(place of articulation)上，/m/是双唇音，/n/是齿龈音；在带声性(voicing)上’/m/和/n/都是浊辅音。故本题选B。

Hidden Valley looks a lot like the dozens of other camps that dot the woods of central Maine. There's a lake, some soccer fields and horses. But the campers make the difference. They're all American parents who have adopted kids from China. They're at Hidden Valley to find bridges from their children's old worlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chinese version of "Twinkle, Twinkle, Little Star." "Her soul is Chinese," she says, "but really she's growing up American."
Hidden Valley and a handful of other "culture camps" serving families with children from overseas reflect the huge rise in the number of foreign adoptions, from 7,093 in 1990 to 15,774 last year. Most children come from Russia (4,491 last year) and China (4,206) but there are also thousands of others adopted annually from South America, Asia and Eastern Europe. After cutting through what can be miles of red tape, due to different customs and cultures, parents often come home to find a new predicament. "At first you think, 'I need a child'," says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia, 5, from China in 1995. "Then you think, 'What does the child need?'"
The culture camps give families a place to find answers to those kinds of questions. Most grew out of local support groups; Hidden Valley was started last year by the Boston chapter of Families with Children from China, which includes 650 families. While parents address weighty issues like how to raise kids in a mixed-race family, their children just have fun riding horses, singing Chinese songs or making scallion pancakes. "My philosophy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents," says the director, PeterKassen, whose adopted daughters Hope and Lily are 6 and 4.
The camp is a continuation of language and dance classes many of the kids attend during the year. "When we rented out a theater for ' Mulan,' it was packed," says Stephen Chen of Boston, whose adopted daughter Lindsay is 4. Classes in Chinese language, art and calligraphy are taught by experts, like Renne Lu of the Greater Boston Chinese Cultural Center. "Our mission is to preserve the heritage," Lu says.
Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder, Colo., when he was 7. "I went through a stage where I hated India, hated everything about it," he says. "You just couldn't mention India to me." But after six sessions at the East India Colorado Heritage Camp, held at Snow Mountain Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high school next year.

1. What is the writer's primary purpose in writing this passage? ______

A.Revealing the procedures for foreign adoptions.
B.Recounting an amazing childhood camping experience.
C.Investigating how Hidden Valley serves foreign adoption families.
D.Demonstrating how culture camps help foreign adoption families.

A B C D

[解析] 主旨大意题。根据整篇文章的内容，作者在记述文化营对于美国父母和他们收养的外国孩子的意义和作用。故本题选D。

2. Which of the following is closest in meaning to the underlined word "predicament" in PARAGRAPH TWO? ______

A.Dilemma.
B.Status.
C.Contradiction.
D.Consequence.

A B C D

[解析] 细节理解题。根据第二段“predicament”后面的“At first you think, 'I need a child',”says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia, 5, from China in 1995.“Then you think, 'What does the child need?'”可知，虽然通过重重困难收养了一个孩子，但是却发现了新的问题，不知道孩子想要什么，所以家长的处境变得两难。故本题选A。

3. Where are the adopted kids served by Hidden Valley from? ______

A.Russia.
B.India.
C.China.
D.America.

A B C D

[解析] 细节理解题。根据第一段第四句“They're all American parents who have adopted kids from China”，可知答案是C。故本题选C。

4. What can a culture camp help to do according to Peter Kassen? ______

A.It helps the adopted kids form a right attitude to their complex heritage.
B.It helps Chinese children have fun with their American parents.
C.It helps Americans increase the adoption from Russia and China.
D.It helps American parents adopt children from other countries.

A B C D

[解析] 细节理解题。根据Peter Kassen定位到第三段“'My philosophy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents,' says the director, Peter Kassen.”可见，他认为“只要孩子们看到其他中国孩子和他们的白人父母一起做的，他们都可以做”。A、C、D三项与原文不符。故本题选B。

5. What can be inferred about Alex from the last paragraph? ______

A.The culture camps caused Alex to hate everything about India.
B.The East India Colorado Heritage Camp led to Alex's immigration.
C.Hidden Valley served as a link between the old world and the new.
D.The culture camps helped Alex better understand his mix-raced heritage.

A B C D

[解析] 推理判断题。根据最后一段的表述，Alex是祖籍印度的孩子，在他参加文化营前后对于印度这个国家的认识的变化，可以推断出D项，文化营帮助Alex更好地理解了跨种族的文化。故本题选D。

Ralph Waldo Emerson once said that in order to achieve contentment, one should "cultivate the habit of being grateful for every good thing that comes to you, and to give thanks continuously". It turns out Emerson—who explored the meaning of a good life in much of his work—wasn't far off when it comes to what we now know about counting one's blessings. Research is continually finding that expressing thanks can lead to a healthier, happier and less-stressed lifestyle.
How can we, as Emerson advised, be thankful for each thing that contributes to our lives? Below are four habits that could help you cultivate gratitude on a daily basis.
Keep a journal. —Research has shown that writing down what you're thankful for can lead to a range of wellness benefits. Keeping a gratitude journal can reinforce positive thoughts—something particularly helpful as the brain tends to naturally focus on what goes wrong. Putting pen to paper can also help you make more progress as you work toward personal goals. In order to reap the full benefits of keeping a journal, Dr. Robert Emmons, gratitude researcher and psychology professor at the University of California, Davis, recommends writing for 5 to 10 minutes every other day. "You really need to commit to doing it, and if you write it down eventually it will become more automatic," Emmons says. "It's like exercise—you're not just going to get up one morning and go running, you need to have a plan."
Don't avoid the negative. —Expressing gratitude has been proven to generate more optimism, but thankful people also don't shy away from the negative. Emmons says that while we often associate gratitude with focusing on the good and avoiding the bad, the key to leading a thankful life is embracing setbacks as part of your overall journey. Emmons suggests recalling a hard time you once experienced—chances are, you'll start to feel grateful for your current state and for overcoming former challenges.
Spend time with loved ones. —Thankful people know they didn't get to where they are by themselves—and they make it a habit to spend time with those people who matter most. "Gratitude really helps us connect to other people," Emmons says. "It actually strengthens relationships and relationships are the strongest predictors of happiness and coping with stress." Expressing appreciation for loved ones can also help create closeness by allowing others to see how you look at them. According to Dr. Michael E. McCullough, a University of Miami researcher, your feelings of gratitude benefit more than just yourself. "More than other emotion, gratitude is the emotion of friendship," McCullough told the New York Times in 2011. "It is part of a psychological system that causes people to raise their estimates of how much value they hold in the eyes of another person."
Volunteer. —Everyone needs a little help sometimes—and grateful people know there's no other way to acknowledge this than by paying it forward. In his book "Thanks!", Emmons notes that those who volunteer often feel grateful for the experience to give back. "Since service to others helped them to find their own inner spirituality, they were grateful for the opportunity to serve," he wrote. As recent research published in BMC Public Health points out, volunteering can result in fewer feelings of depression and increased overall well-being. Emmons suggests examining your own talents and use them to help others, noting that people become more grateful as givers rather than receivers.

6. According to the research, ______ is an important factor in having a healthy lifestyle.

A.expressing gratitude
B.cultivating good living habits
C.achieving contentment
D.exploring the meaning of life

A B C D

[解析] 本文为议论文。主要介绍了为成为一个感恩的人，我们应该养成四个习惯，分别为记日记、不要回避消极的一面、花时间和爱人在一起以及做志愿者。
细节理解题。根据第一段最后一句“Research is continually finding that expressing thanks can lead to a healthier, happier and less-stressed lifestyle.”可知，表达感谢是拥有健康快乐生活方式的重要因素。故本题选A。

7. What can we learn from Paragraph 4? ______

A.We should learn to hide from negative things.
B.The hard times we have experienced may be valuable to us.
C.It is easy to have a thankful life as long as have confidence.
D.Sometimes thankful people are negative when facing hardships.

A B C D

[解析] 推理判断题。根据第四段最后一句“Emmons suggests recalling a hard time you once experienced—chances are, you'll start to feel grateful for your current state and for overcoming former challenges.”可知，我们所经历的艰难时刻对我们是有价值的。故本题选B。

8. Emmons's words on Paragraph 5 suggest that ______.

A.gratitude enhances relationships between people
B.a feeling of gratitude generates appreciation for loved ones
C.thankful people like to spend time with others
D.people should make a habit of being with others

A B C D

[解析] 推理判断题。根据第五段第四句“It actually strengthens relationships and relationships are the strongest predictors of happiness and coping with stress. (它实际上加强了关系，并且人际关系是幸福和应对压力的最强预测。)”可知，感恩能增进人与人之间的关系。故本题选A。

9. What does the last paragraph imply? ______

A.Those who receive help will feel a bit depressed.
B.Those who volunteer to help others will show more gratitude.
C.When offered help, you'll feel grateful to the service.
D.When offering help, you will feel grateful for your inner spirituality.

A B C D

[解析] 推理判断题。根据最后一段最后一句“Emmons suggests examining your own talents and use them to help others, noting that people become more grateful as givers rather than receivers.”可知，那些志愿帮助他人的人会成为感恩的人。故本题选B。

10. What would be the best title for the passage? ______

A.Gratitude for Achieving Contentment
B.Ways of Having a Healthier Lifestyle
C.Four Habits to Make You a Grateful Person
D.Gratitude Contributing to Success

A B C D

[解析] 主旨大意题。本文主要介绍了为成为一个感恩的人，我们应该养成的四个习惯。所以最佳标题是C项Four Habits to Make You a Grateful Person(使你成为感恩的人的四个习惯)。故本题选C。

二、简答题
根据题目要求完成下列任务，用中文作答。

1. 听说课是中学英语课中常见的课型之一，是学生掌握每个单元教学内容的基础，其主要目的是培养学生在现实生活中进行真实交际的能力，同步提高学生的听力水平和口语表达能力。在听说教学过程中，常用到PPP教学模式，请简述PPP教学模式的基本环节及各环节常见的展开形式。

PPP教学模式指的是听说教学过程中的呈现(Presentation)、训练(Practice)和运用(Production)三个环节。
   (1)呈现。这个阶段的目标有两个：一是确立听说形式、意义和功能；二是导入听说话题、激活背景知识，为训练做准备。呈现的听说方式多种多样，可以用举例、示范、角色扮演等活动引入听说内容，也可借助于动画和影视片段呈现听说内容。
   (2)训练。练习阶段的活动多为控制和半控制的活动，教师给学生提供机会训练听和说的语言结构、功能。常见的是用新知识和旧知识交叉的具有信息沟的信息来训练听说，以听力内容为主拓展口头训练等多种形式。
   (3)运用。运用阶段，学生不再就听力内容进行控制听说练习，而是运用所训练的技能自由进行听和说训练，将所学内容应用到新的语境之中，解决新的问题。常见的活动是听相关话题的不同内容，口头训练可以是拓展的角色扮演、访谈、辩论、复述等。

三、教学情境分析题
根据题目要求完成下列任务，用中文作答。
下面是一位初中英语教师在语音教学中使用的练习：
Teacher's instruction:
Look at the words on the blackboard. Tick the word you hear in each sentence I read.
Teacher reads:
I don't like these sports.
The pots are very dirty.
Look at that white cord on the water.
Mr. Smith was short.
Students tick the words they hear:
A　　　　　　　　　　　B
1. spots　　　　　　sports
2. pots　　　　　　 ports
3. cod　　　　　　　cord
4. shot　　　　　　 short
根据上面所提供的教学情境，从下面四个方面作答：

1. 该片段教学目的是什么?

教学目的：通过在语境中听音辨音的活动，提升对该语音的识别能力；在语境中增强对词语的理解和掌握。

2. 该教师采用了哪两种教学方法?

教学方法：①任务型教学法，教师给学生布置任务，学生在完成任务的过程中学习新单词；②情境教学法，结合语境，在语句中听懂的基础上进行理解识别。

3. 该教学片段体现了哪两个语音教学的原则?

教学原则：趣味性原则；实践性原则。

4. 列出能恰当体现语音教学原则的其他三种方法。

①结合文本材料的语境，让学生体会为何需要用到重音、升调降调等语音现象，从而更好地体会语音的使用场所。
②运用绕口令/歌曲等方式，帮助学生在轻松愉快的氛围中强化语音学习及训练。
③训练学生语音中的省略/同化等发音规则，通过观看影视作品、收听录音填空等活动，体会语音中的省略/同化等现象，体会发音规则，趣味理解运用。

四、教学设计题
根据提供的信息和语言素材设计教学方案，用英文作答。

1. 根据提供的信息和语言素材设计教学方案，用英文作答。
请阅读下面学生信息和语言素材，设计20分钟的英语听说教学方案。该方案没固定格式，但须包含以下要点：
●teaching objectives
●teaching contents
●key and difficult points
●major steps and time allocation
●activities and justifications
教学时间：20分钟
学生概况：某城镇普通中学初中一年级(七年级)学生，班级人数40多人，多数学生已经达到《义务教育英语课程标准(2022版)》相应水平。学生课堂参与积极性一般。
语言素材：
My best friend is called Louise. She's short and chubby. She has big eyes, a straight nose and blond hair. She has brown eyes. Louise is very funny. She likes to tell jokes. Sometimes she makes jokes in class and gets into trouble! Louise and I like to go to the movies together and we like to talk about our favorite actors, singers, etc.
Alan is my best friend. He's very strong and athletic. He loves all kinds of sports—especially soccer. He's medium height and thin. He has short, straight, black hair and green eyes. We like to go to watch soccer games with our friends. And we often talk about games we see on TV. Alan knows about all the players of all the teams. He's like an encyclopedia of soccer!
My best friend's name is Penny. She is really smart. She always gets good grades at school. But she's also a lot of fun to be with. She's tall and rather large. She has long, straight, brown hair and brown eyes. We both like music a lot. We like to listen to music and sometimes we go to concerts together. We like to talk about the words of our favorite songs.

1. Teaching Contents
   The teaching material mainly talks about how to describe friends' appearances, characters and interests. Students can improve their listening and speaking ability by learning this lesson.
   2. Teaching Objectives:
   (1)Language Ability
   Students can learn some new words and expressions to describe a friend's appearance, character and interests and what they usually do.
   (2)Cultural Awareness
   Students can get a deeper understanding of friendship and strengthen their friendship with friends.
   (3)Thinking Capacity
   Students' logical thinking ability can be cultivated through completing some activities.
   (4)Learning Ability
   ①Students' listening and speaking ability can be improved by completing some tasks.
   ②Students can use listening strategies to get the main idea of the passage.
   3. Teaching Key and Difficult Points
   (1)Teaching Key Point
   Students can read, recognize and use the words and phrases.
   (2)Teaching Difficult Point
   Students can get the main idea of the passage and describe their friends with proper expressions.
   4. Teaching Procedures
   Step 1 Warming up (1 min)
   Brainstorming
   Students can talk about their outlook on the proverb "A life without a friend is a life without a sun".
   【Justification: Make a foundation for the following class activities and arouse students' learning interests.】
   Step 2 Presentation (7 mins)
   The teacher plays the tape for three times and asks students to find the detailed information of the whole passage, then fill in the blanks. (First time: get the general idea of the passage; Second time: catch the detail information; Third time: check the answers)　

Name

What does he/she look like?

What do you like to do together?

Students listen to the tape again and check the answers.
   【Justification: Help students to get a better understanding about the material by using the Task-based Language Teaching Method, and students can get the details with listening strategies.】
   Step 3 Practice (5 mins)
   The teacher asks students to make a dialogue in pairs and they can use the following questions: ①Who is your best friend? What does he/she look like? ②what does he/she usually do? What do you usually do? After that, choose two pairs to present their dialogues in front of the class.
   【Justification; This step can help students practice their speaking ability through pair work.】
   Step 4 Consolidation (5 mins)
   Discussion: talk about their ideal friends.
   【Justification: Students can describe their ideal friends with the words and sentences they have learned and their speaking ability can be improved.】
   Step 5 Summary and homework (2 mins)
   ①Summary: The teacher leads students to summarize what they have learned in this class.
   ②Homework: After school, students are invited to write a short passage to introduce their best friends.
   【Justification: Students can review what they have learned in this lesson and apply it in their homework.】

一、单项选择题

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1 2 3 4 5 6 7 8 9 10

二、简答题

三、教学情境分析题

1 2 3 4

四、教学设计题

深色：已答题浅色：未答题