一、单选题
1、Which of the following correctly describes the English phoneme /θ/?
A、A voiceless dental fricative
B、A voiceless alveolar fricative
C、A voiceless dental plosive
D、A voiceless alveolar plosive
2、Which of the following consonant clusters may not serve as the beginning of a word?
A /spr/
B /str/
C /skw/
D /swt/
3、The gold medal was _____ to MS Barrette for her excellent performance in the drama.
A distributed
B buyed
C awarded
D rewarded
4、The visitors had made so much____ that Mr. Water had to spend several days to cleaning up.
A trouble
B disturbance
C damage
D mess
5、How many morphemes does the word "telecommunication" contain?
A 1
B 2
C 3
D 4
6、In the foreign languages bookstore _____to be found books in various languages.
A is
B is been
C are
D are been
7、A person needs to know who he/she is before being able to know what ___makes him or her happy.
A is it that
B it is that
C is it which
D it is which
8、There____nothing more for discussion，the conference came to an end 20 minutes earlier.
A be
B to be
C being
D to have been
9、Which of the following is an entailment of the utterance "Annie broke the window" ?
A Annie was careless
B Annie was disruptive
C Annie did something to the window
D It is Annie who broke the window.
10、The following conversation clearly violates the_____ . A: How do you finally go to school? B: The bus is so fast so I got to school very early.
A Maxim of Quantity
B Maxim of Relation
C Maxim of Quality
D Maxim of Manner
11、Which of the following statements about a lesson plan is inappropriate?
A It is a teaching guide
B It is a blueprint to be strictly followed
C It takes into account syllabus and students
D It describes in advance what and how to teach
12、Skill-integrated activities allow teachers to build in more____ into a lesson，for the range of activities will be wide.
A certainly
B simplicity
C variety
D accuracy
13、A language proficiency test that only consists of multiple-choice questions lacks___.
A construct validity
B content validity
C test reliability
D scorer reliability
14、When a teacher asks students to rearrange a set of sentences into a logical paragraph he/she is trying to draw their attention to____.
A grammar
B vocabulary
C sentence patterns
D textual coherence
15、Which of the following activities would help students develop the skill of extracting specific information?
A Inferring meaning from the context
B Recognizing the author's belief and attitudes
C Using information in the reading passage to make hypotheses
D Listening to the flight information to see if the plane is on time
16、Which of the following activities can be used to check students' understanding of difficult sentences in the text?
A Paraphrasing
B Blank-filling
C Story-telling
D Summarizing
17、When a teacher organizes group work, which of the following might be of the Least Concern?
A lncreasing peer interaction
B lncreasing individual practice
C Developing language accuracy
D Providing variety and dynamics
18、If a teacher asks students to collect, compare and analyze certain sentence patterns，he/she aims at developing students’______.
A discourse awareness
B cultural awareness
C strategic competence
D linguistic competence
19、When a teacher says to the whole class，" stand up and act out the dialogue，he/she is playing the role of a(n)______.
A monitor
B organizer
C assessor
D prompter
20、Which of the following may better check students' ability of using a grammatical structure?
A Having them work out the rule
B Having them give some examples
C Having them explain the meaning
D Having them explain the structure
From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple of storytelling. But is it true? Or, to put the matter less starkly, is there a connection between creativity and dishonesty in real people who are not bent on world domination, as well as in fictional supervillains? Writing in Psychological Science. Francesca Gino of Harvard University and Scott Wiltermuth of the University of Southern California suggest that there is—and that cheating actually increases creativity.
Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involved adding up numbers for a cash reward, which was presented in a way that seemed to them to allow them to cheat undetected (though the researchers knew when they did). This was sandwiched between two tests for creativity, one of which was to work out how to fix a candle to a cardboard wall with a box of drawing pins, and the other a word-association test. This combination showed not only that creative people cheat more, but also that cheating seems to encourage creativity—for those who cheated in the adding-up test were even better at word association than their candle-test results predicted.
That result was confirmed by a second set of experiments, in which some people were given many opportunities to cheat and others few. The crucial predictor of creativity, the researchers confirmed, was the actual amount of cheating, not any propensity to cheat.
A third experiment tested the idea that this is because both creativity and dishonesty require, as it were, a flexible attitude to rules. In this experiment volunteers were asked about their attitude to bossy signs, such as “no cycling” and “no diving” notices, after being allowed to cheat (again, in a way transparent to the experimenters) on a coin-tossing test. Cheats, it turned out, were less constrained to obey such signs.
It is, it goes without saying, a long way from such acts of petty defiance to building a lair inside an extinct volcano and threatening Washington from it—or even to non-fictional acts of serious crime. But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyle and Ian Fleming were on to something.
21、Which of the following is closest in meaning to the underline phrase "were on to something" in the last paragraph?
A were inspired by something.
B were going to do something.
C were worried about something.
D were aware of the nature.
From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple of storytelling. But is it true? Or, to put the matter less starkly, is there a connection between creativity and dishonesty in real people who are not bent on world domination, as well as in fictional supervillains? Writing in Psychological Science. Francesca Gino of Harvard University and Scott Wiltermuth of the University of Southern California suggest that there is—and that cheating actually increases creativity.
Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involved adding up numbers for a cash reward, which was presented in a way that seemed to them to allow them to cheat undetected (though the researchers knew when they did). This was sandwiched between two tests for creativity, one of which was to work out how to fix a candle to a cardboard wall with a box of drawing pins, and the other a word-association test. This combination showed not only that creative people cheat more, but also that cheating seems to encourage creativity—for those who cheated in the adding-up test were even better at word association than their candle-test results predicted.
That result was confirmed by a second set of experiments, in which some people were given many opportunities to cheat and others few. The crucial predictor of creativity, the researchers confirmed, was the actual amount of cheating, not any propensity to cheat.
A third experiment tested the idea that this is because both creativity and dishonesty require, as it were, a flexible attitude to rules. In this experiment volunteers were asked about their attitude to bossy signs, such as “no cycling” and “no diving” notices, after being allowed to cheat (again, in a way transparent to the experimenters) on a coin-tossing test. Cheats, it turned out, were less constrained to obey such signs.
It is, it goes without saying, a long way from such acts of petty defiance to building a lair inside an extinct volcano and threatening Washington from it—or even to non-fictional acts of serious crime. But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyle and Ian Fleming were on to something.
22、What can be concluded from the passage about Janves moriaty and Ernst Stavro Blofield?
A They are two evil geniuses.
B They are two psychologises.
C They are two story-tellers.
D They are two researchers.
From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple of storytelling. But is it true? Or, to put the matter less starkly, is there a connection between creativity and dishonesty in real people who are not bent on world domination, as well as in fictional supervillains? Writing in Psychological Science. Francesca Gino of Harvard University and Scott Wiltermuth of the University of Southern California suggest that there is—and that cheating actually increases creativity.
Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involved adding up numbers for a cash reward, which was presented in a way that seemed to them to allow them to cheat undetected (though the researchers knew when they did). This was sandwiched between two tests for creativity, one of which was to work out how to fix a candle to a cardboard wall with a box of drawing pins, and the other a word-association test. This combination showed not only that creative people cheat more, but also that cheating seems to encourage creativity—for those who cheated in the adding-up test were even better at word association than their candle-test results predicted.
That result was confirmed by a second set of experiments, in which some people were given many opportunities to cheat and others few. The crucial predictor of creativity, the researchers confirmed, was the actual amount of cheating, not any propensity to cheat.
A third experiment tested the idea that this is because both creativity and dishonesty require, as it were, a flexible attitude to rules. In this experiment volunteers were asked about their attitude to bossy signs, such as “no cycling” and “no diving” notices, after being allowed to cheat (again, in a way transparent to the experimenters) on a coin-tossing test. Cheats, it turned out, were less constrained to obey such signs.
It is, it goes without saying, a long way from such acts of petty defiance to building a lair inside an extinct volcano and threatening Washington from it—or even to non-fictional acts of serious crime. But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyle and Ian Fleming were on to something.
23、Which of the following describes the sequence of Dr Gino and Dr Wiltermuth's research?
A candle test, adding-up test, word assoviation test.
B candle test，word association test, adding-up test.
C adding-up test, candle test, word association test.
D adding-up test, word association test, candle test.
From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple of storytelling. But is it true? Or, to put the matter less starkly, is there a connection between creativity and dishonesty in real people who are not bent on world domination, as well as in fictional supervillains? Writing in Psychological Science. Francesca Gino of Harvard University and Scott Wiltermuth of the University of Southern California suggest that there is—and that cheating actually increases creativity.
Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involved adding up numbers for a cash reward, which was presented in a way that seemed to them to allow them to cheat undetected (though the researchers knew when they did). This was sandwiched between two tests for creativity, one of which was to work out how to fix a candle to a cardboard wall with a box of drawing pins, and the other a word-association test. This combination showed not only that creative people cheat more, but also that cheating seems to encourage creativity—for those who cheated in the adding-up test were even better at word association than their candle-test results predicted.
That result was confirmed by a second set of experiments, in which some people were given many opportunities to cheat and others few. The crucial predictor of creativity, the researchers confirmed, was the actual amount of cheating, not any propensity to cheat.
A third experiment tested the idea that this is because both creativity and dishonesty require, as it were, a flexible attitude to rules. In this experiment volunteers were asked about their attitude to bossy signs, such as “no cycling” and “no diving” notices, after being allowed to cheat (again, in a way transparent to the experimenters) on a coin-tossing test. Cheats, it turned out, were less constrained to obey such signs.
It is, it goes without saying, a long way from such acts of petty defiance to building a lair inside an extinct volcano and threatening Washington from it—or even to non-fictional acts of serious crime. But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyle and Ian Fleming were on to something.
24、What does the underlined words "the other" in paragraph 2 refer to?
A The trick
B The test
C The reward
D The combination
From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple of storytelling. But is it true? Or, to put the matter less starkly, is there a connection between creativity and dishonesty in real people who are not bent on world domination, as well as in fictional supervillains? Writing in Psychological Science. Francesca Gino of Harvard University and Scott Wiltermuth of the University of Southern California suggest that there is—and that cheating actually increases creativity.
Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involved adding up numbers for a cash reward, which was presented in a way that seemed to them to allow them to cheat undetected (though the researchers knew when they did). This was sandwiched between two tests for creativity, one of which was to work out how to fix a candle to a cardboard wall with a box of drawing pins, and the other a word-association test. This combination showed not only that creative people cheat more, but also that cheating seems to encourage creativity—for those who cheated in the adding-up test were even better at word association than their candle-test results predicted.
That result was confirmed by a second set of experiments, in which some people were given many opportunities to cheat and others few. The crucial predictor of creativity, the researchers confirmed, was the actual amount of cheating, not any propensity to cheat.
A third experiment tested the idea that this is because both creativity and dishonesty require, as it were, a flexible attitude to rules. In this experiment volunteers were asked about their attitude to bossy signs, such as “no cycling” and “no diving” notices, after being allowed to cheat (again, in a way transparent to the experimenters) on a coin-tossing test. Cheats, it turned out, were less constrained to obey such signs.
It is, it goes without saying, a long way from such acts of petty defiance to building a lair inside an extinct volcano and threatening Washington from it—or even to non-fictional acts of serious crime. But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyle and Ian Fleming were on to something.
25、What conclusion can be drawn from this passage?
A The more a person cheats, the more creative he is.
B Cheating is likely to encourage creativity to some extent.
C A person who cheats is more creative than a person who doesn't.
D A person who is creative cheats more than A person who is less creative.
While in Rome a few years ago my family and I made a point of eating pizza at the restaurants which were most famous for that food. There the pizzas were baked in cavernous, brick-lined ovens. One could order specific types of pizza (such as with cheese and anchovies, to name a combination of which I am fond) or, of course, get pizza with “the works.”
This always proved to be interesting. One such masterpiece included, among many ingredients, green peas. A cheery-looking poached egg decorated the center of that particular pizza.
Historically, the Greeks who occupied southern Italy between 730 and 130 B. C. get credit for developing a flat round bread topped with vegetables, herbs, onion, garlic, oil and cheese. This was the ancient forerunner of the Italian treat.
It is said that the modern pizza, originally consisting of red tomatoes, green fresh basil, and white mozzarella cheese on a crust was created in Naples in 1889. The colors represented the colors in the flag of Italy.
During World War II many U. S. soldiers cultivated an appreciation for pizza while stationed in Italy. Upon returning home they had to search out restaurants in Italian neighborhoods to satisfy their longing for more “pizza pie.” Smart businessmen and restaurateurs noticed this trend and pizzerias began to open in non-Italian communities.
In one of my written questionaires I asked people at what age they first ate pizza. Burlington, North Carolina resident Anne Miller answered age 50. (No one I polled said that they had never eaten pizza.) Most of my age fortyish respondents replied that they first sampled pizza as teenagers. John Calabrisi, retired Pittsylvania County Public Schools Planetarium Director, remarked that he had been eating pizza “all of my life.” Obviously, John is Italian.
Now pizza is America’s second favorite fast food (hamburgers are number one). The average American eats 22.5 pounds of pizza per year. At first, some people viewed pizza as a snack food, but with the advent of deep dish pizza, multiple toppings, and family-oriented pizza parlors, pizza became a “full-meal deal.”
Pizza Hut and Domino’s are the leading sellers of pizza nationwide, and the number of fast food pizza purveyors grew by 57% between 1985 and 1989. Since the first pizzeria in this country opened in a New York City neighborhood in 1905 the meteoric rise in popularity and sales of this fun food has spawned the existence of over 32,000 pizza parlors nationwide.
26、The modern pizza was created in _____.
A Rome
B Greek
C Italy
D America
While in Rome a few years ago my family and I made a point of eating pizza at the restaurants which were most famous for that food. There the pizzas were baked in cavernous, brick-lined ovens. One could order specific types of pizza (such as with cheese and anchovies, to name a combination of which I am fond) or, of course, get pizza with “the works.”
This always proved to be interesting. One such masterpiece included, among many ingredients, green peas. A cheery-looking poached egg decorated the center of that particular pizza.
Historically, the Greeks who occupied southern Italy between 730 and 130 B. C. get credit for developing a flat round bread topped with vegetables, herbs, onion, garlic, oil and cheese. This was the ancient forerunner of the Italian treat.
It is said that the modern pizza, originally consisting of red tomatoes, green fresh basil, and white mozzarella cheese on a crust was created in Naples in 1889. The colors represented the colors in the flag of Italy.
During World War II many U. S. soldiers cultivated an appreciation for pizza while stationed in Italy. Upon returning home they had to search out restaurants in Italian neighborhoods to satisfy their longing for more “pizza pie.” Smart businessmen and restaurateurs noticed this trend and pizzerias began to open in non-Italian communities.
In one of my written questionaires I asked people at what age they first ate pizza. Burlington, North Carolina resident Anne Miller answered age 50. (No one I polled said that they had never eaten pizza.) Most of my age fortyish respondents replied that they first sampled pizza as teenagers. John Calabrisi, retired Pittsylvania County Public Schools Planetarium Director, remarked that he had been eating pizza “all of my life.” Obviously, John is Italian.
Now pizza is America’s second favorite fast food (hamburgers are number one). The average American eats 22.5 pounds of pizza per year. At first, some people viewed pizza as a snack food, but with the advent of deep dish pizza, multiple toppings, and family-oriented pizza parlors, pizza became a “full-meal deal.”
Pizza Hut and Domino’s are the leading sellers of pizza nationwide, and the number of fast food pizza purveyors grew by 57% between 1985 and 1989. Since the first pizzeria in this country opened in a New York City neighborhood in 1905 the meteoric rise in popularity and sales of this fun food has spawned the existence of over 32,000 pizza parlors nationwide.
27、What does the underline word “works” in the first paragraph refer to?
A Effects.
B Types.
C Contents.
D Ingredients.
While in Rome a few years ago my family and I made a point of eating pizza at the restaurants which were most famous for that food. There the pizzas were baked in cavernous, brick-lined ovens. One could order specific types of pizza (such as with cheese and anchovies, to name a combination of which I am fond) or, of course, get pizza with “the works.”
This always proved to be interesting. One such masterpiece included, among many ingredients, green peas. A cheery-looking poached egg decorated the center of that particular pizza.
Historically, the Greeks who occupied southern Italy between 730 and 130 B. C. get credit for developing a flat round bread topped with vegetables, herbs, onion, garlic, oil and cheese. This was the ancient forerunner of the Italian treat.
It is said that the modern pizza, originally consisting of red tomatoes, green fresh basil, and white mozzarella cheese on a crust was created in Naples in 1889. The colors represented the colors in the flag of Italy.
During World War II many U. S. soldiers cultivated an appreciation for pizza while stationed in Italy. Upon returning home they had to search out restaurants in Italian neighborhoods to satisfy their longing for more “pizza pie.” Smart businessmen and restaurateurs noticed this trend and pizzerias began to open in non-Italian communities.
In one of my written questionaires I asked people at what age they first ate pizza. Burlington, North Carolina resident Anne Miller answered age 50. (No one I polled said that they had never eaten pizza.) Most of my age fortyish respondents replied that they first sampled pizza as teenagers. John Calabrisi, retired Pittsylvania County Public Schools Planetarium Director, remarked that he had been eating pizza “all of my life.” Obviously, John is Italian.
Now pizza is America’s second favorite fast food (hamburgers are number one). The average American eats 22.5 pounds of pizza per year. At first, some people viewed pizza as a snack food, but with the advent of deep dish pizza, multiple toppings, and family-oriented pizza parlors, pizza became a “full-meal deal.”
Pizza Hut and Domino’s are the leading sellers of pizza nationwide, and the number of fast food pizza purveyors grew by 57% between 1985 and 1989. Since the first pizzeria in this country opened in a New York City neighborhood in 1905 the meteoric rise in popularity and sales of this fun food has spawned the existence of over 32,000 pizza parlors nationwide.
28、Who actually introduced pizzerias in non-Italian communities?
A U.S. soldiers
B Italian businessmen
C Smart Americans
D Smart businessmen and restaurateurs
While in Rome a few years ago my family and I made a point of eating pizza at the restaurants which were most famous for that food. There the pizzas were baked in cavernous, brick-lined ovens. One could order specific types of pizza (such as with cheese and anchovies, to name a combination of which I am fond) or, of course, get pizza with “the works.”
This always proved to be interesting. One such masterpiece included, among many ingredients, green peas. A cheery-looking poached egg decorated the center of that particular pizza.
Historically, the Greeks who occupied southern Italy between 730 and 130 B. C. get credit for developing a flat round bread topped with vegetables, herbs, onion, garlic, oil and cheese. This was the ancient forerunner of the Italian treat.
It is said that the modern pizza, originally consisting of red tomatoes, green fresh basil, and white mozzarella cheese on a crust was created in Naples in 1889. The colors represented the colors in the flag of Italy.
During World War II many U. S. soldiers cultivated an appreciation for pizza while stationed in Italy. Upon returning home they had to search out restaurants in Italian neighborhoods to satisfy their longing for more “pizza pie.” Smart businessmen and restaurateurs noticed this trend and pizzerias began to open in non-Italian communities.
In one of my written questionaires I asked people at what age they first ate pizza. Burlington, North Carolina resident Anne Miller answered age 50. (No one I polled said that they had never eaten pizza.) Most of my age fortyish respondents replied that they first sampled pizza as teenagers. John Calabrisi, retired Pittsylvania County Public Schools Planetarium Director, remarked that he had been eating pizza “all of my life.” Obviously, John is Italian.
Now pizza is America’s second favorite fast food (hamburgers are number one). The average American eats 22.5 pounds of pizza per year. At first, some people viewed pizza as a snack food, but with the advent of deep dish pizza, multiple toppings, and family-oriented pizza parlors, pizza became a “full-meal deal.”
Pizza Hut and Domino’s are the leading sellers of pizza nationwide, and the number of fast food pizza purveyors grew by 57% between 1985 and 1989. Since the first pizzeria in this country opened in a New York City neighborhood in 1905 the meteoric rise in popularity and sales of this fun food has spawned the existence of over 32,000 pizza parlors nationwide.
29、Which of following is TRUE according to the passage?
A The Romes developed a flat round bread topped with vegetables, herbs, onions, garlic, oil and cheese.
B A man who hand been eating pizza all of his life is an Italian.
C Now pizza is America’s first favorite fast food.
D The number of fast food pizza providers grew more than half 1980s.
While in Rome a few years ago my family and I made a point of eating pizza at the restaurants which were most famous for that food. There the pizzas were baked in cavernous, brick-lined ovens. One could order specific types of pizza (such as with cheese and anchovies, to name a combination of which I am fond) or, of course, get pizza with “the works.”
This always proved to be interesting. One such masterpiece included, among many ingredients, green peas. A cheery-looking poached egg decorated the center of that particular pizza.
Historically, the Greeks who occupied southern Italy between 730 and 130 B. C. get credit for developing a flat round bread topped with vegetables, herbs, onion, garlic, oil and cheese. This was the ancient forerunner of the Italian treat.
It is said that the modern pizza, originally consisting of red tomatoes, green fresh basil, and white mozzarella cheese on a crust was created in Naples in 1889. The colors represented the colors in the flag of Italy.
During World War II many U. S. soldiers cultivated an appreciation for pizza while stationed in Italy. Upon returning home they had to search out restaurants in Italian neighborhoods to satisfy their longing for more “pizza pie.” Smart businessmen and restaurateurs noticed this trend and pizzerias began to open in non-Italian communities.
In one of my written questionaires I asked people at what age they first ate pizza. Burlington, North Carolina resident Anne Miller answered age 50. (No one I polled said that they had never eaten pizza.) Most of my age fortyish respondents replied that they first sampled pizza as teenagers. John Calabrisi, retired Pittsylvania County Public Schools Planetarium Director, remarked that he had been eating pizza “all of my life.” Obviously, John is Italian.
Now pizza is America’s second favorite fast food (hamburgers are number one). The average American eats 22.5 pounds of pizza per year. At first, some people viewed pizza as a snack food, but with the advent of deep dish pizza, multiple toppings, and family-oriented pizza parlors, pizza became a “full-meal deal.”
Pizza Hut and Domino’s are the leading sellers of pizza nationwide, and the number of fast food pizza purveyors grew by 57% between 1985 and 1989. Since the first pizzeria in this country opened in a New York City neighborhood in 1905 the meteoric rise in popularity and sales of this fun food has spawned the existence of over 32,000 pizza parlors nationwide.
30、The passage mainly talks about______.
A the development of Pizza.
B the popularity of Pizza.
C the types of Pizza.
D the making process of Pizza.
二、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。（20分）
参考答案：
本题考查听力技能教学
精听一般以泛听为前提，即通过泛听先了解英语听力材料的主要内容，并确认所需精听的信息处在什么位置，然后再注意听确切的内容。
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dislike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。
32、该教师在每个活动阶段分别存在什么问题?（15分）
参考答案：
见答案
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dislike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。
33、针对每个阶段中存在的问题提出相应的建议。（15分）
参考答案：
本题考查课堂教学活动
做类似的题应抓住相应的技巧：大致浏览——审题（找出解题要点）——定位知识点——拟答案。本题的关键点是图片内容以及“整个活动过程中，王老师始终在台上”。根据关键部分拟出答题要点，围绕要点展开陈述。
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 contents
•teaching objectives
•key and difficult points
•major steps and time 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 very busy on Friday. At 8:00 I have math. It is not fun. The teacher says it is useful, but I think it is difficult. Then at 9:00 I have science. It is difficult but interesting. At 10:00 I have history. After that, I have P.E. at 11:00. It’s easy and fun. Lunch is from 12:00 to 1:00, and after that we have Chinese. It is my favorite subject. Our Chinese teacher, Mr. Wang is great fun. My classes finish at1:50, but after that I have an art lesson for two hours. It is really relaxing! How about you? When are your classes? What is your favorite subject?
Your friend, Yu Mei.
34、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 and time allocation, activities and justifications
参考答案：
本题考查口语类的教学设计
口语类的教学设计是初中教学设计大题常考的一种课型，除了PWP模式之外，也可以用3P模式来写，即presentation——practice——production。
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