第一篇：小學英語考編教學設計

篇一：2014安徽教師考編面試：教案之小學英語 2014安徽教師考編面試：教案之小學英語

推薦閱讀： 2014年安徽教師面試輔導課程簡章 2014安徽教師招聘面試網校輔導課程 2014安徽教師考編統考筆試成績查詢入口

一、教學目標知識與技能：

會拼讀多音節詞interesting, exciting, difficult, boring, expensive，知道意思;感知句型：this book is more interesting than that one.this game is the most exciting.i think it is more difficult/the most difficult.情感態度價值觀：

培養學生理性購買圖書的意識。

二、教學重點

拼讀單詞：interesting, exciting, difficult, boring, expensive 理解對話的意思，會讀句子，在會讀句子基礎上進行對話活動練習。

三、教學難點

會讀句子，在會讀句子基礎上進行對話活動練習。

四、教具準備

video.cd.word cards

五、教學過程(一)學生活動

greeting to teacher.nice to meet you ,too!answer teacher’s questions it’s a book.bookstore/bookshop answer questions yes i do./no i don’t.translate the dialogue in groups with teacher’s questions.know about “e”.watch the video they are ken ann and mocky.they went to the bookstore.an e-book.monkey king.《美猴王》

watch the dialogue again and draw a line.answer questions about the dialogue.listen to the dialogue ,talk about the meaning of the dialogue together.read the words follow the teacher.listen and repeat the dialogues.read follow teacher.listen & guess the right picture.boys for ken girls for ann teacher for mockey.act the story in groups.(二)教 師 活 動 一: warming up greeting nice to meet you!二: language preparation 1 show a english books & ask what’s this? it’s a ________.we can buy it in _________.today we will learn “buying e-book”.(write the title)do you know e-book? explain “e”.e-mail? 三: learn the story 1 watch and answer.(show the video)ask students to watch the video with the question : who are they? where did they go last sunday? what book did they buy at last? what’s the name of the e-book? do you know the chinese meaning? explain.2 show the video.what books did they found before e-book? draw a line under the book.3 listen & translate.play the video one by one and talk about the meaning(write the new words or put the word cards on blackboard.)4 read & spell read the words.四: practice 1 watch & repeat play the video again.play it one by one 2 read ask students to read follow teacher.3 game listen to the dialogue and guess the right picture.4 act the story in different roles.read mockey’s speaking.5 act the story in groups.五：homework 1 repeat the story five times 2 read the dialogues & try to know the text.(六)板書設計

unit 10 buying e-books lesson 1 interesting exciting difficult boring expensive this book is interesting.this book is more interesting.(than that one.)this book is the most interesting.更多信息 淮南人事考試網 安徽教師招聘網

篇二：2016安徽教師考編小學英語聽說課設計思路解析 2016安徽教師考編小學英語聽說課設計思路解

析

2016年安徽省中小學新任教師招聘統考公告預計5月底，筆試時間6月底，中公安徽教師考編網將第一時間整理匯總2016年安徽教師考編公告。2016年安徽省中小學新任教師考編筆試面試內容參考《2015安徽中小學教師招聘9029人公告》 2016安徽教師招聘小學英語聽說課設計思路解析

小學英語的課型中，聽說課占了很大的比重，所以學會設計聽說課，理解聽說課的設計思路對于大家來說是一個重難點。小學聽說課的課型分為let’s learn和let’s talk兩類，其中前者側重于單詞的操練，而后者更側重于句型的操練。不管是側重單詞還是側重于句型的練習，在設計該課型的時候需秉承一個理念，即不可直接呈現單詞與句型(即把單詞句型寫在黑板上，告訴學生是什么意思)，而是在情境之中把這些重點的單詞與句型引出來。

傳統的教學當中，老師會直接把單詞與句型寫在黑板上，然后告訴學生，這就是我們今天要學習的單詞或句型，大家記住它們的意思并且能夠運用，之后就是這些知識點的操練。接下來給學生放幾遍聽力，讓學生回答幾個問題，最后這堂課就在幾組role play中愉快的結束了。相信現在還有很多地方的老師仍然以這樣的方式進行教學。而我們中公教育為大家提供的是一種新穎的，符合時代步伐的，吸引考官的設計思路。接下來為大家一一講解。

我們按教學四部曲進行。第一部分是導入或者熱身，通過一些chant等來吸引學生的注意以及學習興趣。比如我們在碰到圣誕節，感恩節等關于節日的課程時都可以用jingle bell這首歌來導入。接下來是新課呈現部分，這一部分分四步。第一步：呈現新單詞、句型并且操練。第二步：預測聽力相關內容或者描述書本上的圖片。第三步：播放聽力回答問題。其中前兩部可以合并，這點可以靈活處理。

總的來說，新課呈現部分一定要注意情境的設置。因為通過情境的鋪墊，學生就能對應出單詞以及句型的意思。比如，在小學英語中my home這一單元，let’s talk 部分有living room這一新單詞。教師可以通過圖片的形式將房間的照片呈現給學生看，然后引領他們看客廳的位置：“同學們，這個位置有沙發，有電視，還有茶幾，想想你們家里面放置這些東西的地方我們叫什么”，通過這樣的情境問答來引出新單詞living room。對于語言學習來說，學生是知道什么是客廳的，只是不知道客廳用英語怎么說，所以老師起到的是一個引導的作用，讓學生能夠理解兩種語言間的過渡與轉換。大家謹記，單詞與句型的呈現都遵循情境中實現的原則。在句型與單詞都講解之后，進行一個簡單的小操練，通過hide and seek，lower voice，magic finger等方法都可以。第二步，要引導學生去看書本上的圖片，讓學生根據圖片來預測聽力的內容會設計哪些話題等等。這一步也是非常重要的，讓學生進行預測也是為了降低他們聽聽力的難度，因為對情境有一定的了解之后，聽聽力時才不會挫敗學生的求知欲。預測之后就要播放磁帶，聽聽力。此時需要提醒

的是，一定要讓學生帶著問題去聽聽力。這樣學生才會目的明確，才能高效。聽力至少聽兩遍，每一遍都要安排相應的任務。第二遍可以讓學生核對自己的答案，或者注意發音等。聽力的任務布置上，大家靈活設置即可。

教學四部曲的第三部即鞏固。這一部分的目的是鞏固學生所學的知識，我們可以通過設置辯論，角色扮演，情境問答等方式展開。注意鞏固方式的多樣化，避免枯燥。最后一部分就是小結與作業。大家需要注意的就是不要教師自己總結，而是讓學生總結，老師補充。作業，設置一些開放性的即可。以上就是英語面試過程中聽說課的設計思路，希望能對大家有所幫助。

中公資深講師劉群群解析 更多安徽教師考試信息請收藏安徽教師招考網 安徽中小學教師考編網 篇三：小學英語考編知識

第一部分：詞法

考點

一、名詞

一、名詞的復數：

1.名詞變復數的規則形式

1).一般情況下直接加s book------bookscup-----cups 2).以輔音字母+y結尾的，先變y為i再加es.city-------cities family-----families 3).以s、x、sh、ch結尾的加es.bus-----buseswish------wisheswatch------wathes 4).以o結尾的多數加s 初中階段只有三個單詞加es.tomato-----tomatoespotato------potatoeshero-----heroes 5).以f、fe 結尾的，先把f、fe變v 再加es.leaf----leavesself---selvesshelf----shelveslife----livesthief---thieves 2.少數名詞的復數形式是不規則的。

man----menwoman---womenchild----childrenfoot-----feettooth----teeth mouse---mice 3.單數和復數形式相同。

deer---deerfish----fishsheep----sheepchinese----chinese japanese---japanese 4.某國人的復數。

1).中、日不變。chinese----chinese japanese---japanese 2).英、法變。englishman----englishmen frenchman----frenchmen 3).其余s加后面。american-----americans german----germans australian---australians

二、不可數名詞： 1.不可數名詞：

1).不能直接用數字表數量2).不能直接加a或an3).沒有復數形式 4).可用some、any、lots of、plenty of、much 修飾5).可用“量詞短語”表示 2.不可數名詞的數量的表示方法：a / 數字+ 量詞 + of + 不可數名詞a piece of paper a cup of tea a glass of milk

三、名詞的所有格： 1.’s 所有格。

1).用and連接兩個并列的單數名詞表示共有關系時，這時只在最后一個名詞后加“’s.”this is ____________________(mary and lily)bedroom.2).1).用and連接兩個并列的單數名詞表示各有關系時，這時分別在每個名詞后加“’s.”these are ________________(tom and jack)school bags.3).以s結尾的名詞，變所有格時在s后加“’”,不以s 結尾的復數名詞，仍加“’s‖teachers’ daychildren’s day 4).表示店鋪、醫院、診所、住宅等名稱時，常在名詞后加 ’s 代表全稱。at the doctor’s at the bob’s 5).由some、any、no、every與one、body 結合的復合不定代詞something、anything 等和else 連用時，所有格應加在else的后面。

this is _________________(somebody else)pencil.6).表示時間、距離、國家、城市等無生命的名詞，也可在詞尾加’s 來構成所有格。an hour’s ride two weeks’ timechina’s capital 2.of 所有格：

1).of 用來表示無生命的名詞所有格。the map of china the door of the room 2).雙重所有格：

of + 名詞所有格 of + 名詞性的物住代詞 he is a friend of my _________(brother).is she a daughter of __________(you)?

四、名詞作句子成分： 1.名詞作主語

1).表示時間、金錢、距離作主語時，謂語動詞用單數。two hours ________(be)enough for us to get there.2).量詞短語“數字+量詞+ of +?”作主語時，謂語動詞應與量詞保持一致。a pair of shoes _______(be)under the bed.two pieces of paper _______(be)on the desk.3).名詞+介詞（with、except、along with ??.）+名詞作主語時，謂語動詞應與前面的名詞保持一致。the teacher with the students _________(be)planting trees on the hill.4).短語“neither?nor?、either?or?、not only?but also ?‖連接主語時，謂語動詞實行就近原則。neither he nor i ______(be)a frenchman.2.名詞作定語： 1).名詞作定語時，一般用單數形式。there is a shoe factory near the school.2).名詞作定語時，個別情況用復數形式。(sport)the sports meeting will be held next week.3).man、woman 作定語表示性別時，man、woman隨后面的名詞單復數而變。one man teacher two women teachers 考點二： 冠詞的用法

考查重點

冠詞的考查重點包括不定冠詞a和an的用法，定冠詞the的用法和零冠詞的用法等。一.a和an的區別

不定冠詞有a和an兩種形式，a用于輔音(不是輔音字母)開頭的詞前，an用于元音(不是元音字母)開頭的詞前。

例如：a boy, a university, a european country;an hour, an honor, an island, an elephant, an umbrella, an honest man ,a useful book 不看字母看讀音,不見原因(元音)別施恩(n)二.不定冠詞的用法 1.泛指某一類人、事或物；相當于any，這是不定冠詞a/an的基本用法。a horst is an animal 2.泛指某人或某物，但不具體說明何人或何物。a girl is waiting for you.a lot(of), after a while ,a few ,a little ,at a time ,have a swim ,have a cold ,in a hurry ,for a long time,have a good time ,have a look 三.定冠詞的用法

1.特指某(些)人或某(些)物，這是定冠詞的基本用法。the book on the desk is mine 2.指談話雙方都知道的人或事物。open the window, please.3.指上文已經提到的人或事物。i have a car.the car is red.4.指世界上獨一無二的事物。which is bigger, the sun or the earth? 5.用在序數詞，形容詞最高級前。the first lesson is the easiest one in this book.6.用在由普通名詞構成的專有名詞前。the great wall 長城，the united states 美國 7.用在某些形容詞前，表示某一類人。the poor窮人, the blind盲人 8用在姓氏復數形式前，表示“全家人”或“夫妻倆”。the greens 格林一家或格林夫妻倆 9.用在方位詞前。on the left在左邊，in the middle of在中間 10.用在樂器名稱前。she plays the piano every day.all the same仍然；all the time一直；at the moment此刻；at the same time同時；by the way順便說；do the shopping/washing買東西/洗衣服；in the morning/afternoon/evening 在上午/下午/晚上；in the open air 在戶外，在野外 四.零冠詞的用法

1.棋類,球類,一日三餐名詞前不用任何冠詞 play chess play footballhave supper 特例：當football，basketball指具體的某個球時，其前可以用冠詞：i can see a football.我可以看到一只足球。where’s the football？那只足球在哪兒？(指足球，并非“球類運動”)2.季節,月份,星期,節假日名詞前不用任何冠詞.in julyin summeron mondayon teachers’ day 3.人名,地名,國家名前不加冠詞beijing is the capital of china 4.學科,語言,稱呼,語職務名詞前不用冠詞math is hard to learn 5.復數名詞表示類別時不加冠詞they are workersi like eating apples 6.名詞前已有物主代詞(my，your，his，her等)、指示代詞(this/these，that/those)、不定代詞(some，any等)及所有格限制時,不用冠詞my book(正)；my the book(誤)7.在表特定的公園，街道，車站，橋，學校等之前。no.25 middle school 五.用與不用冠詞的差異

in hospital住院/in the hospital在醫院里 go to school(church?)上學(做禮拜?)/go to the school(church?)到學校(教堂?)去 two of us我們當中的兩人/the two of us我們兩人(共計兩人)next year明年/the next year 第二年 a teacher and writer一位教師兼作家(一個人)/a teacher and a writer一位教師和一位作家(兩個人)考點三：代詞

1.主格作主語,賓格作動詞或介詞的賓語.he teaches ______(we)chinese.2.三種人稱代詞并列時,順序為: 單數:二,三,一（you, she and i）復數:一,二,三(we , you and they)注:若把責任擔,第一人稱最當先,(即若做錯事時,把第一人稱放在最前面.)she and i have been to beijing.who broke the window ? i and mike.注：it 還有一些特別的用法。

1）用作形式主語,常用于 ―it’s +adj +to do sth‖句型中.2)用在句型: ―it seems that ?‖中.3)用在句型: ―it’s one’s turn to do sth‖中.4)用在句型: ―it’s time to do sth / for sth‖中.5)用在句型: ―it’s +adj +that 從句‖中.6)用作形式賓語, 用來代替動詞不定式.make /think /feel/find + it + adj(名詞)+ to do sth.二.物主代詞.1.形容詞性的物主代詞作定語放在名詞前，不能單獨使用。2.名詞性的物主代詞，后面不能加名詞。名詞性的物主代詞常與of 連用。our classroom is as big as ______(they).this is a friend of ______(my).注: 1)名詞性的物主代詞相當于形容詞性的物主代詞加一個名詞.（名詞性的物主代詞=形容詞性的物主代詞+ 名詞）

2)形容詞性的物主代詞與own 連用時,后面可跟名詞也可不跟名詞.my own house = a house of my own 三.反身代詞

反身代詞有規律,第三人稱賓格加self.其余都要物主加self,復數ves來把f替.反身代詞的常用搭配: enj oy oneselfhurt oneselfteach oneself = learn?by oneslfall by oneself help oneself to ? look after oneself leave sb by oneselflose oneself in say to oneself for oneself dress oneselfimprove oneselfsee oneself in the mirror 四.指示代詞

1.近指: this these 遠指: thatthose2.用法: 1)that those 常用來代替前面出現的人或物,以避免重復.that代替可數名詞的單數或不可數名詞.those 代替復數名詞.the weather in guangdong is hotter than _____ in qinghai.the books in that shop are cheaper than ______in this shop.a.thisb.that c.one d.those one 代替同類事物中的一種.而it代替上文中出現的某事物.this book is a good one.may i borrow it ? 2.some與any 的區別 一般情況下,some用于肯定句,any用于否定,疑問句,條件句中.但在表建議的疑問句中,仍用some 代any.常用于could / would / may 開頭或what about /how about ?.的句中。may i have some water ? he asked me for some paper , but i didn’t have any.3.many與much的區別

many+可數名詞的復數 much+不可數名詞 都相當于 a lot of +復數名詞/不可數名詞 注:a lot of 不能用于否定句中.否定句中用many /much.4.a few /few /a little /little 的區別 the story is easy to read.there are _____ new words in it.hurry up!there is _____ time left.5.each / every 的區別

each 表示兩者或兩者以上的人或物中的每一個.而every 表示三者或三者以上的人或物中的每一個.there are trees and frowers on _____ side of the street.______ student has read a story.注:each 可以與of 連用, each of 作主語時,謂語動詞用單數.而every 不能與of 連用.只能放在名詞前作定語.each of us _______(study)hard.6.no one 與none 的區別

no one 表示沒有人, 不能與of 連用.而none of +復數名詞/ 代詞，作主語時，謂語常用單數。

第二篇：教師考編小學語文作文教學設計

一、作文教育的含義

作文教育是小學語文教育的主要組成部分，也是為全部提髙學生本質打基礎的一項主要作業。

(一)作文教育是培育學生書面表達才能的主要途徑

書面表達較之口頭表達，更具簡潔性、嚴密性、準確性的特色。咱們通常碰到或傳聞這么的狀況：說話人講了一番話，這些缺點在聽的時分并沒有顯著感覺到。這是什么原因呢？主要是在口頭說話的時分，聽的目標就在眼前，有當時的言語環境，說話人還能夠用腔調，手勢來幫助，而一旦寫成文字就不一樣了，作文教育的特定使命，恰是要培育學生運用恰當的文字來進行表達的才能。這種才能形成了，學生將終身獲益。

(二)作文教育是培育學生調查才能、思維才能的主要途徑

學生作文所表達的是自個的所見所聞，所思所感。作文的這些內容都是調查和思維的結果。學生在表達的過程中，無論是挑選安排材料，仍是安排言語，用詞造句，都離不開調查和思維。例如，學生作文中常常呈現的用詞不當，句子不通，條理不清等缺點，這當然是由于言語文字的表達才能較差，一起也是由于調查不行細心，思維不行嚴密。

言語文字的表達和調查，思維活動恰是這么嚴密地聯絡在一起。作文教育既培育前進學生的言語文字表達才能，也推進學生調查才能和思維才能的開展。

(三）作文教育是前進學生思維知道水平的主要途徑

作文并不是單純的文字練習。咱們從學生的作文中，不僅能夠看出他們的語文水平，而且能夠看出他們知道的凹凸。魯迅從前說過美術家當然須有精熟的技工，但尤須有前進的思維和髙尚的人格。他的制造，表面上是一張両或一個雕像，其實是他的思維與品格的體現。”小學生的習作，相同也是用言語文字表達他們自個對客觀事物的知道和感觸，相同也反映了他們的“思維與品格”。

透過學生的作文，老師能夠了解學生的心里活動，把握學生的思維脈息，然后有對于性地因勢利導，逐漸提髙學生的思維知道水平，把教育生作文和教育生做人嚴密地結合起來。

由此可見，作文教育是書面言語表達才能、調查思維才能和思維知道才能的歸納練習，它能夠推進學生的表達才能、思維才能和知道才能的一致開展。咱們要全部知道作文教育的含義，使作文教育在全部前進學生的本質中充分發揮作用。

二、怍文教育的規劃

作文教育新概念的提出，新思想，新表達，真體會，不管哪方面，都是請求學生自個能熟練地運用祖國的言語文字?？涩F在的作文教育中，還有許多落人窠臼、故步自封的教法，這個不只違反了作文教育的原意，也挫傷了學生學習作文的積極性。

“老師出題，學生寫文；以實在、詳細為請求寫一件事，一項活動，一件物品”，要改動作文教育中的這些老面孔，使學生情愿寫作文，喜愛寫作文，并信任自個能寫好作文，老師應當視界開闊，將那些傳統意義上的作文請求加以改造，使其有必定的主題性和情境性；依據不相同的年級，不相同的教育意圖，將作文融于游戲、制造、觀察、查詢、畫畫、表演、爭辯之中，乃至甩手請學生自個規劃怎么作文，自立挑選寫作文，自立定量，把做作文的自動權交給了學生。

例如，學生對幾何圖形對錯常了解的，老師出示習作內容：△△/〇，提出習作請求，把它們恣意地組合成圖形，想一想這個圖形像啥？然后依據幻想寫篇文章。學生的積極性高漲，構思十分奇妙，有的手工勞動組合成圣誕樹，有的組合成小魚??學生的思路十分開闊，打破了曩昔千人一面的記敘文的老框框，不管從文體上，仍是內容上，都帶來了一股清新的氣味。

再比方，寫人寫事是學生寫作的基本內容，人和事都是千姿百態，但老師可依據不相同的教育內容，創設不相同的情境。筆者請求學生寫《我的母親》時，邀請了幾位母親來校參加聯誼，先是母親自我介紹，再是孩子對母親進行評估，長矮處，喜好，平經常做的事，學生通過面對面的觸摸和商討，寫出來的母親就具典型性了。

(一)“發現式”作文教育

作文教育規劃應轉向“發現式”，使學生能夠既把握基本知識，又能通過發散思想和聚合思想得到獨創性成果。這種規劃既有利于開展孩童的發明性思想和才干，又能激起他們的學習的愛好和熱心。

疑問是思想的起點，學生不但要學會解決疑問，而且要學會提疑問。世界萬物中有許多萬個為什么，學生在根究這些為啥的過程中，逐步養成勇于質疑，勇于批評，勇于發明的思想質量。比方，在學生的習作請求中，動植物常是學生們的寫作目標，咱們應鼓舞先在動植物上提問，許多個疑問的問和答，本來即是學生作文思想激活的過程。

老師應當多創設情境，或利用多媒體為學生供給日子中、大天然中的許多資料，像潮汛，景色迷人的景點，長城??讓學生感同身受，又能作幻想說話?？梢娭灰@么感悟型、搬遷型、內化型的規劃，才干真正將學生發明的潛能誘發出來。

(二)作文教育中內容的新穎性

多年來，小學生的習作多是以寫人記事為主的記敘文，寫出來的文章迥然不一樣，不只缺少時代感，而且很少有日子氣味，十分板滯。

內容的新穎，并不是請求學生說假話，說大話，套話，而是請求學生會從自個的日子中去開掘風趣的資料，愛玩是一切孩子的天分，游玩中孩子會縱情展露出自個的靈性。葉圣陶先生在《文章例話》序中說日子猶如源泉，文章猶如溪流，泉源豐盈而不干涸，溪流天然活活潑潑地流個不停?！?/p>

因而，老師應在日子中關懷學生吃啥，穿啥，喝啥，玩啥，看啥。這么既開闊了學生的視界，又為學生供給了縱情發揮才能、暴露特性的機會，寫出的作文必定是有著他們生龍活虎的身影。

(三）逼真的言語

學生胡編亂造，裝腔作勢，運用成人化的言語，這已成為多年作文教育中不爭的現實。如有學生寫《我最煩惱的一件事》“煩心事像繁星相同，鱗次櫛比??”天真爛漫的恣意，“煩心事”如“繁星”般多，這不是府人自擾。

老師應當開掘學生本身言語的藝術魅力，留神捕捉他們具有傻氣、靈氣、正氣、虎氣的言語，而且用這些言語做典范，引導他們恰當地運用這些言語，就能激活作文言語，使之豐甯起來。而且應鼓舞學生斗膽幻想，讓學生續寫課文、改寫課文，寫幻想作文，寫童話故事，科幻故事，使學生“活化”課文言語。

(四)評估求準、腳踏實地

每個學生的日子經驗和學習才能不相同，完結作文的質量各不相同，老師對學生的作文反應應具有人文認識，使每個學生都感受到自個是成功者，自個有才能成功，既要腳踏實地，又要留意方式、辦法，要重視每個學生在已有水平上的開展及開展中的特性區別，不能簡略地評出等級，而是給予更多的鼓勵、獎賞和提示，給予更多的詳細的言語評估。如學生幻想豐富，老師可用“你的幻想豐富，真能干”這樣的話加強贊揚，如學生的作文不盡人意，老師可用“信任自個，你已經在不斷進步”這么滾燙的言語來鼓舞。

傳統的作文教育中，學生作文的正誤、好壞多由老師來評判，學生處于被迫位置，思想處于“休克”狀況，而開放性的作文評估能夠由“師生一起修改”;“學生互改”或“學生自改”，把評估權交給學生，真正培育學生自動探究的主體認識。

第三篇：小學英語 教學設計

PEP小學英語五年級下冊 Unit 3 PartA Read and write

教學設計

一、教材分析：

本單元的重點學習內容之一是12個月份的名稱，包括了聽說認讀。學生聽說問題不大，但是要認，甚至是縮寫，對中下生還是存在比較大的困難。本教案從有趣的“Let us chant”引出12個月份的名稱，通過背誦、默寫，使學生輕松掌握。本單元的主題句：When is your birthday?因為是學生比較感興趣的話題，相當于日?？谡Z，學生比較容易掌握。但本課時拓展至“When is Grandma's birthday?"涉及到詢問別人的生日，家人的生日，為家人制造生日表格等，是學生比較難掌握的內容。同時，掌握一些簡單的閱讀方法，為以后的閱讀打好牢固基礎也是本課時的教學重點。

二、教學目標

1、知識與技能：

(1)能夠聽、說、讀、寫句子：When is your birthday? It's in May.My birthday is in June.Uncle Bill's birthday is in June, too.(2)能聽懂、會說課文的內容，并能完成課本下面的表格和相關練習。(3)能夠掌握詢問他人生日的方法：When is XX's birthday?并能流利回答：His/ Her birthday is in...(4)能夠掌握簡單的閱讀方法。

2、過程與方法：

(1)通過閱讀教學法，讓學生在實際操作中，總結閱讀方法，并安排了適當的練習進行鞏固加強。

(2)通過多媒體直觀法，讓學生通過圖片掌握重點，解決難點。

3、情感態度與價值觀：學會尊重他人，關心家人。

三、教學重難點：

(1)本課時重點掌握如何詢問別人的生日：When is your birthday? It's in...(2)教學難點是掌握閱讀方法，并實際運用。

四、教學過程： Step1.Pre-reading 1.Let's chant:(課本P26)2.Read the words and write down the words.3.Revise:

When is your birthday ? When is your mother'birthday ? When is your father'birthday ?

【設計意圖】：通過一個節奏感強烈的Chant復習學過的單詞，避免了枯燥，也增強了學生的學習興趣。由單詞過渡到句子的訓練，符合學生的認知規律，也不偏離本節課的教學內容，為下面的學習內容做好了鋪墊?。?/p>

Step2.While-reading 1.Skimming.T：(PPT 出現本課主角：John.)Who is the boy ? Ss: He is John.T:Who is the woman ? Ss:She is John's Grandma.T: What is John doing ? Ss: He is making a birthday chart.T: Do you know when his birthday is? Open your book.Read and circle the date.When is John’s birthday?（read and circle)

Learning tip ①（學習方法小提示）:在閱讀短文時我們可以根據自己所需要了解的信息快速瀏覽，獲取關鍵信息。

【設計意圖】：從最簡單的問題開始，讓孩子們增強自信心，同時給他們介紹了閱讀的方法，讓他們更容易表現自我！2.Scanning.（1）Read and underline

How many people are there in John,s family ? Who are they ?(2)PPT出現John的一家，教學Uncle Bill Aunt Mary Cousin Alice

【預設】：學生在看此圖的時候，可能不會讀叔叔和阿姨的單詞，教師應該給予適當的提示，然后反復練習幾遍。）【設計意圖】：掃清課文難點，解決學生困惑。）

Learning tip ②（學習方法小提示）:

在閱讀時如需要尋找細節信息，應該放慢閱讀速度，在找到的關鍵信息處劃線或做標記。(3)小組合作填寫Birthday chart 【設計意圖】：圖文并茂，讓學生們順利的找到相關的人物，并能在圖片和學習方法的指引下，很好的完成老師的任務。）（4）做課本上的練習

【設計意圖】：通過簡單的練習，讓學生鞏固課文內容?。?.Listen and read

The Ss listen to the tape, and repeat.Pay attention to the pronunciation and intonation.【設計意圖】：讓學生在錄音的幫助下，模仿閱讀，很好的引導孩子們的英語閱讀。)Step3.Post-reading 1.分角色讀

2.試著背誦深顏色句型，小組檢查

3.My family（這是本課的拓展練習，試學生的掌握情況而定）I have a happy family!There are 3 people in my family.They are my dad, my mom and me.My father’s birthday is in March.My mother’s birthday is in June.My birthday is in July.I love my family!【設計意圖】：讓學生在任務中完成書寫，達到本課時的“書寫”的教學目標。)Step 4.Homework

1.copy the sentences three times.2.Make a family birthday chart of your own, and remember the birthday of your family.（給自己的家人做一張生日表，并牢記每一位親人的生日）

第四篇：考編英語真題

PART IIREADING COMPREHENSION(30 MIN)

In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on your coloured answer sheet.TEXT A

Still, the image of any city has a half-life of many years.(So does its name, officially changed in 2001 from Calcutta to Kolkata, which is closer to what the word sounds like in Bengali.Conversing in English, I never heard anyone call the city anything but Calcutta.)To Westerners, the conveyance most identified with Kolkata is not its modern subway—a facility whose spacious stations have art on the walls and cricket matches on television monitors—but the hand-pulled rickshaw.Stories and films celebrate a primitive-looking cart with high wooden wheels, pulled by someone who looks close to needing the succor of Mother Teresa.For years the government has been talking about eliminating hand-pulled rickshaws on what it calls humanitarian grounds—principally on the ground that, as the mayor of Kolkata has often said, it is offensive to see “one man sweating and straining to pull another man.” But these days politicians also lament the impact of 6,000 hand-pulled rickshaws on a modern city’s traffic and, particularly, on its image.“Westerners try to associate beggars and these rickshaws with the Calcutta landscape, but this is not what Calcutta stands for,” the chief minister of West Bengal, Buddhadeb Bhattacharjee, said in a press conference in 2006.“Our city stands for prosperity and development.” The chief minister—the equivalent of a state governor—went on to announce that hand-pulled rickshaws soon would be banned from the streets of Kolkata.Rickshaws are not there to haul around tourists.(Actually, I saw almost no tourists in Kolkata, apart from the young backpackers on Sudder Street, in what used to be a red-light district and is now said to be the single place in the city where the services a rickshaw puller offers may include providing female company to a gentleman for the evening.)It’s the people in the lanes who most regularly use rickshaws—not the poor but people who are just a notch above the poor.They are people who tend to travel short distances, through lanes that are sometimes inaccessible to even the most daring taxi driver.An older woman with marketing to do, for instance, can arrive in a rickshaw, have the rickshaw puller wait until she comes back from various stalls to load her purchases, and then be taken home.People in the lanes use rickshaws as a 24-hour ambulance service.Proprietors of cafés or corner stores send rickshaws to collect their supplies.(One morning I saw a rickshaw puller take on a load of live chickens—tied in pairs by the feet so they could be draped over the shafts and the folded back canopy and even the axle.By the time he trotted off, he was carrying about a hundred upside-down chickens.)The rickshaw pullers told me their steadiest customers are schoolchildren.Middle-class families contract with a puller to take a child to school and pick him up;the puller essentially becomes a family retainer.From June to September Kolkata can get torrential rains, and its drainage system doesn’t need torrential rain to begin backing up.Residents who favor a touch of hyperbole say that in Kolkata “if a stray cat pees, there’s a flood.” During my stay it once rained for about 48 hours.Entire neighborhoods couldn’t be reached by motorized vehicles, and the newspapers showed pictures of rickshaws being pulled through water that was up to the pullers’ waists.When it’s raining, the normal customer base for rickshaw pullers expands greatly, as does the price of a journey.A writer in Kolkata told me, “When it rains, even the governor takes rickshaws.”

While I was in Kolkata, a magazine called India Today published its annual ranking of Indian states, according to such measurements as prosperity and infrastructure.Among India’s 20 largest states, Bihar finished dead last, as it has for four of the past five years.Bihar, a couple hundred miles north of Kolkata, is where the vast majority of rickshaw pullers come from.Once in Kolkata, they sleep on the street or in their rickshaws or in a dera—a combination garage and repair shop and dormitory managed by someone called a sardar.For sleeping privileges in a dera, pullers pay 100 rupees(about $2.50)a month, which sounds like a pretty good deal until you’ve visited a dera.They gross between 100 and 150 rupees a day, out of which they have to pay 20 rupees for the use of the rickshaw and an occasional 75 or more for a payoff if a policeman stops them for, say, crossing a street where rickshaws are prohibited.A 2003 study found that rickshaw pullers are near the bottom of Kolkata occupations in income, doing better than only the ragpickers and the beggars.For someone without land or education, that still beats trying to make a living in Bihar.There are people in Kolkata, particularly educated and politically aware people, who will not ride in a rickshaw, because they are offended by the idea of being pulled by another human being or because they consider it not the sort of thing people of their station do or because they regard the hand-pulled rickshaw as a relic of colonialism.Ironically, some of those people are not enthusiastic about banning rickshaws.The editor of the editorial pages of Kolkata’s Telegraph—Rudrangshu Mukherjee, a former academic who still writes history books—told me, for instance, that he sees humanitarian considerations as coming down on the side of keeping hand-pulled rickshaws on the road.“I refuse to be carried by another human being myself,” he said, “but I question whether we have the right to take away their livelihood.” Rickshaw supporters point out that when it comes to demeaning occupations, rickshaw pullers are hardly unique in Kolkata.When I asked one rickshaw puller if he thought the government’s plan to rid the city of rickshaws was based on a genuine interest in his welfare, he smiled, with a quick shake of his head—a gesture I interpreted to mean, “If you are so naive as to ask such a question, I will answer it, but it is not worth wasting words on.” Some rickshaw pullers I met were resigned to the imminent end of their livelihood and pin their hopes on being offered something in its place.As migrant workers, they don’t have the political clout enjoyed by, say, Kolkata’s sidewalk hawkers, who, after supposedly being scaled back at the beginning of the modernization drive, still clog the sidewalks, selling absolutely everything—or, as I found during the 48 hours of rain, absolutely everything but umbrellas.“The government was the government of the poor people,” one sardar told me.“Now they shake hands with the capitalists and try to get rid of poor people.”

But others in Kolkata believe that rickshaws will simply be confined more strictly to certain neighborhoods, out of the view of World Bank traffic consultants and California investment delegations—or that they will be allowed to die out naturally as they’re supplanted by more modern conveyances.Buddhadeb Bhattacharjee, after all, is not the first high West Bengal official to say that rickshaws would be off the streets of Kolkata in a matter of months.Similar statements have been made as far back as 1976.The ban decreed by Bhattacharjee has been delayed by a court case and by a widely held belief that some retraining or social security settlement ought to be offered to rickshaw drivers.It may also have been delayed by a quiet reluctance to give up something that has been part of the fabric of the city for more than a century.Kolkata, a resident told me, “has difficulty letting go.” One day a city official handed me a report from the municipal government laying out options for how rickshaw pullers might be rehabilitated.“Which option has been chosen?” I asked, noting that the report was dated almost exactly a year before my visit.“That hasn’t been decided,” he said.“When will it be decided?”

“That hasn’t been decided,” he said.11.According to the passage, rickshaws are used in Kolkata mainly for the following EXCEPT A.taking foreign tourists around the city.B.providing transport to school children.C.carrying store supplies and purchases

D.carrying people over short distances.12.Which of the following statements best describes the rickshaw pullers from Bihar? A.They come from a relatively poor area.B.They are provided with decent accommodation.C.Their living standards are very low in Kolkata.D.They are often caught by policemen in the streets.13.That “For someone without land or education, that still beats trying to make a living in Bihar”(4 paragraph)means that even so, A.the poor prefer to work and live in Bihar.B.the poor from Bihar fare better than back home.C.the poor never try to make a living in Bihar.D.the poor never seem to resent their life in Kolkata.14.We can infer from the passage that some educated and politically aware people A.hold mixed feelings towards rickshaws.B.strongly support the ban on rickshaws.C.call for humanitarian actions fro rickshaw pullers.D.keep quiet on the issue of banning rickshaws.15.Which of the following statements conveys the author’s sense of humor? A.“?not the poor but people who are just a notch above the poor.”(2 paragraph)B.“?,.which sounds like a pretty good deal until you’ve visited a dera.”(4 paragraph)C.Kolkata, a resident told me, “ has difficulty letting go.”(7 paragraph).D.“?or, as I found during the 48 hours of rain, absolutely everything but umbrellas.”(6 paragraph)16.The dialogue between the author and the city official at the end of the passage seems to suggest A.the uncertainty of the court’s decision.B.the inefficiency of the municipal government.C.the difficulty of finding a good solution.D.the slowness in processing options.TEXT B Depending on whom you believe, the average American will, over a lifetime, wait in lines for two years(says National Public Radio)or five years(according to customer-loyalty experts).The crucial word is average, as wealthy Americans routinely avoid lines altogether.Once the most democratic of institutions, lines are rapidly becoming the exclusive province of suckers(people who still believe in and practice waiting in lines).Poor suckers, mostly.Airports resemble France before the Revolution: first-class passengers enjoy “élite” security lines and priority boarding, and disembark before the unwashed in coach, held at bay by a flight attendant, are allowed to foul the Jetway.At amusement parks, too, you can now buy your way out of line.This summer I haplessly watched kids use a $52 Gold Flash Pass to jump the lines at Six Flags New England, and similar systems are in use in most major American theme parks, from Universal Orlando to Walt Disney World, where the haves get to watch the have-mores breeze past on their way to their seats.Flash Pass teaches children a valuable lesson in real-world economics: that the rich are more important than you, especially when it comes to waiting.An NBA player once said to me, with a bemused chuckle of disbelief, that when playing in Canada--get this--“we have to wait in the same customs line as everybody else.”

Almost every line can be breached for a price.In several U.S.cities this summer, early arrivers among the early adopters waiting to buy iPhones offered to sell their spots in the lines.On Craigslist, prospective iPhone purchasers offered to pay “waiters” or “placeholders” to wait in line for them outside Apple stores.Inevitably, some semi-populist politicians have seen the value of sort-of waiting in lines with the ordinary people.This summer Philadelphia mayor John Street waited outside an AT&T store from 3:30 a.m.to 11:30 a.m.before a stand-in from his office literally stood in for the mayor while he conducted official business.And billionaire New York mayor Michael Bloomberg often waits for the subway with his fellow citizens, though he's first driven by motorcade past the stop nearest his house to a station 22 blocks away, where the wait, or at least the ride, is shorter.As early as elementary school, we're told that jumping the line is an unethical act, which is why so many U.S.lawmakers have framed the immigration debate as a kind of fundamental sin of the school lunch line.Alabama Senator Richard Shelby, to cite just one legislator, said amnesty would allow illegal immigrants “to cut in line ahead of millions of people.”

Nothing annoys a national lawmaker more than a person who will not wait in line, unless that line is in front of an elevator at the U.S.Capitol, where Senators and Representatives use private elevators, lest they have to queue with their constituents.But compromising the integrity of the line is not just antidemocratic, it's out-of-date.There was something about the orderly boarding of Noah's Ark, two by two, that seemed to restore not just civilization but civility during the Great Flood.How civil was your last flight? Southwest Airlines has first-come, first-served festival seating.But for $5 per flight, an unaffiliated company called BoardFirst.com will secure you a coveted “A” boarding pass when that airline opens for online check-in 24 hours before departure.Thus, the savvy traveler doesn't even wait in line when he or she is online.Some cultures are not renowned for lining up.Then again, some cultures are too adept at lining up: a citizen of the former Soviet Union would join a queue just so he could get to the head of that queue and see what everyone was queuing for.And then there is the U.S., where society seems to be cleaving into two groups: Very Important Persons, who don't wait, and Very Impatient Persons, who do--unhappily.For those of us in the latter group--consigned to coach, bereft of Flash Pass, too poor or proper to pay a placeholder--what do we do? We do what Vladimir and Estragon did in Waiting for Godot: “We wait.We are bored.”

17.What does the following sentence mean? “Once the most democratic of institutions, lines are rapidly becoming the exclusive province of suckers?Poor suckers, mostly.”(2 paragraph)A.Lines are symbolic of America’s democracy.B.Lines still give Americans equal opportunities.C.Lines are now for ordinary Americans only.D.Lines are for people with democratic spirit only.18.Which of the following is NOT cited as an example of breaching the line? A.Going through the customs at a Canadian airport.B.Using Gold Flash Passes in amusement parks.C.First-class passenger status at airports.D.Purchase of a place in a line from a placeholder.19.We can infer from the passage that politicians(including mayors and Congressmen)A.prefer to stand in lines with ordinary people.B.advocate the value of waiting in lines.C.believe in and practice waiting in lines.D.exploit waiting in lines for their own good.20.What is the tone of the passage? A.Instructive.B.Humorous.C.Serious.D.Teasing.TEXT C

A bus took him to the West End, where, among the crazy coloured fountains of illumination, shattering the blue dusk with green and crimson fire, he found the café of his choice, a tea-shop that had gone mad and turned.Bbylonian, a while palace with ten thousand lights.It towered above the other building like a citadel, which indeed it was, the outpost of a new age, perhaps a new civilization, perhaps a new barbarism;and behind the thin marble front were concrete and steel, just as behind the careless profusion of luxury were millions of pence, balanced to the last halfpenny.Somewhere in the background, hidden away, behind the ten thousand llights and acres of white napery and bewildering glittering rows of teapots, behind the thousand waitresses and cash-box girls and black-coated floor managers and temperamental long-haired violinists, behind the mounds of cauldrons of stewed steak, the vanloads of ices, were a few men who went to work juggling with fractions of a farming, who knew how many units of electricity it took to finish a steak-and-kidney pudding and how many minutes and seconds a waitress(five feet four in height and in average health)would need to carry a tray of given weight from the kitchen life to the table in the far corner.In short, there was a warm, sensuous, vulgar life flowering in the upper storeys, and a cold science working in the basement.Such as the gigantic tea-shop into which Turgis marched, in search not of mere refreshment but of all the enchantment of unfamiliar luxury.Perhaps he knew in his heart that men have conquered half the known world, looted whole kingdoms, and never arrived in such luxury.The place was built for him.It was built for a great many other people too, and, as usual, they were al there.It seemed with humanity.The marble entrance hall, piled dizzily with bonbons and cakes, was as crowded and bustling as a railway station.The gloom and grime of the streets, the raw air, all November, were at once left behind, forgotten: the atmosphere inside was golden, tropical, belonging to some high mid-summer of confectionery.Disdaining the lifts, Turgis, once more excited by the sight, sound, and smell of it all, climbed the wide staircase until he reached his favourite floor, whre an orchestra, led by a young Jewish violinist with wandering lustrous eyes and a passion for tremolo effects, acted as a magnet to a thousand girls, scented air, the sensuous clamour of the strings;and, as he stood hesitating a moment, half dazed, there came, bowing, s sleek grave man, older than he was and far more distinguished than he could ever hope to be, who murmured deferentially: “ For one, sir? This way, please,” Shyly, yet proudly, Turgis followed him.21.That “behind the thin marble front were concrete and steel” suggests that A.modern realistic commercialism existed behind the luxurious appearance.B.there was a fundamental falseness in the style and the appeal of the café..C.the architect had made a sensible blend of old and new building materials.D.the café was based on physical foundations and real economic strength.22.The following words or phrases are somewhat critical of the tea-shop EXCEPT A.“?turned Babylonian”.B.“perhaps a new barbarism’.C.“acres of white napery”.D.“balanced to the last halfpenny”.23.In its context the statement that “ the place was built for him” means that the café was intended to A.please simple people in a simple way.B.exploit gullible people like him.C.satisfy a demand that already existed.D.provide relaxation for tired young men.24.Which of the following statements about the second paragraph is NOT true? A.The café appealed to most senses simultaneously.B.The café was both full of people and full of warmth.C.The inside of the café was contrasted with the weather outside.D.It stressed the commercial determination of the café owners.25.The following are comparisons made by the author in the second paragraph EXCEPT that A.the entrance hall is compared to a railway station.B.the orchestra is compared to a magnet.C.Turgis welcomed the lift like a conquering soldier.D.the interior of the café is compared to warm countries.26.The author’s attitude to the café is A.fundamentally critical.B.slightly admiring.C.quite undecided.D.completely neutral.TEXT D I Now elsewhere in the world, Iceland may be spoken of, somewhat breathlessly, as western Europe’s last pristine wilderness.But the environmental awareness that is sweeping the world had bypassed the majority of Icelanders.Certainly they were connected to their land, the way one is complicatedly connected to, or encumbered by, family one can’t do anything about.But the truth is, once you’re off the beat-en paths of the low-lying coastal areas where everyone lives, the roads are few, and they’re all bad, so Iceland’s natural wonders have been out of reach and unknown even to its own inhab-itants.For them the land has always just been there, something that had to be dealt with and, if possible, exploited—the mind-set being one of land as commodity rather than land as, well, priceless art on the scale of the “Mona Lisa.”

When the opportunity arose in 2003 for the national power company to enter into a 40-year contract with the American aluminum company Alcoa to supply hydroelectric power for a new smelter, those who had been dreaming of some-thing like this for decades jumped at it and never looked back.Iceland may at the moment be one of the world’s richest countries, with a 99 percent literacy rate and long life expectancy.But the proj-ect’s advocates, some of them getting on in years, were more emotionally attuned to the country’s century upon century of want, hardship, and colonial servitude to Denmark, which officially had ended only in 1944 and whose psychological imprint remained relatively fresh.For the longest time, life here had meant little more than a sod hut, dark all winter, cold, no hope, children dying left and right, earthquakes, plagues, starvation, volcanoes erupting and destroying all vegeta-tion and livestock, all spirit—a world revolving almost entirely around the welfare of one’s sheep and, later, on how good the cod catch was.In the outlying regions, it still largely does.Ostensibly, the Alcoa project was intended to save one of these dying regions—the remote and sparsely populated east—where the way of life had steadily declined to a point of desperation and gloom.After fishing quotas were imposed in the early 1980s to protect fish stocks, many indi-vidual boat owners sold their allotments or gave them away, fishing rights ended up mostly in the hands of a few companies, and small fishermen were virtually wiped out.Technological advances drained away even more jobs previously done by human hands, and the people were seeing every-thing they had worked for all their lives turn up worthless and their children move away.With the old way of life doomed, aluminum projects like this one had come to be perceived, wisely or not, as a last chance.“Smelter or death.”

The contract with Alcoa would infuse the re-gion with foreign capital, an estimated 400 jobs, and spin-off service industries.It also was a way for Iceland to develop expertise that potentially could be sold to the rest of the world;diversify an economy historically dependent on fish;and, in an appealing display of Icelandic can-do verve, perhaps even protect all of Iceland, once and for all, from the unpredictability of life itself.“We have to live,” Halldór ásgrímsson said in his sad, sonorous voice.Halldór, a former prime minister and longtime member of parliament from the region, was a driving force behind the project.“We have a right to live.”

27.According to the passage, most Icelanders view land as something of A.environmental value.B.commercial value.C.potential value for tourism.D.great value for livelihood.28.What is Iceland’s old-aged advocates’ feeling towards the Alcoa project? A.Iceland is wealthy enough to reject the project.B.The project would lower life expectancy.C.The project would cause environmental problems.D.The project symbolizes and end to the colonial legacies.29.The disappearance of the old way of life was due to all the following EXCEPT A.fewer fishing companies.B.fewer jobs available.C.migration of young people.D.Imposition of fishing quotas.30.The 4 paragraph in the passage A.sums up the main points of the passage.B.starts to discuss an entirely new point.C.elaborates on the last part of the 3 paragraph.D.continues to depict the bleak economic situation.PART III

GENERAL KNOWLEDGE(10 MIN)

There are ten multiple-choice questions in this section.Choose the best answer to each question.Mark your answers on ANSWER SHEET TWO.31.Which of the following statements in INCORRECT? A.The British constitution includes the Magna Carta of 1215.B.The British constitution includes Parliamentary acts.C.The British constitution includes decisions made by courts of law.D.The British constitution includes one single written constitution.32.The first city ever founded in Canada is A.Quebec.B.Vancouver.C.Toronto.D.Montreal.33.When did the Australian Federation officially come into being? A.1770.B.1788.C.1900.D.1901.34.The Emancipation Proclamation to end the slavery plantation system in the South of the U.S.was issued by A.Abraham Lincoln.B.Thomas Paine.C.George Washington.D.Thomas Jefferson.35.________ is best known for the technique of dramatic monologue in his poems..A.Will Blake

B.W.B.Yeats C.Robert Browning D.William Wordsworth 36.The Financier is written by A.Mark Twain.B.Henry James.C.William Faulkner.D.Theodore Dreiser.37.In literature a story in verse or prose with a double meaning is defined as A.Allegory.B.Sonnet.C.blank verse.D.rhyme.38.________ refers to the learning and development of a language.A.Language acquisition

B.Language comprehension C.Language production

D.Language instruction 39.The word “ Motel” comes from “motor + hotel”.This is an example of ________ in morphology.A.Backformation B.Conversion C.Blending D.acronym 40.Language is t tool of communication.The symbol “ Highway Closed” on a highway serves A.an expressive function.B.an informative function.C.a performative function.D.a persuasive function.Part IV

Proofreading & Error Correction(15 min)

The passage contains TEN errors.Each indicated line contains a maximum of ONE error.In each case, only ONE word is involved.You should proofread the passage and correct it in the following way:

For a wrong word,underline the wrong word and write the correct one in the blank provided at the end of the line.For a missing word，mark the position of the missing word with a “∧” sign and write the word you believe to be missing in the blank provided at the end of the line.For a unnecessary word,cross the unnecessary word with a slash “/” and put the word in the blank provided at the end of the line.EXAMPLE

When ∧ art museum wants a new exhibit, it buys things in finished form and hangs them on the wall.When a natural history museum wants an exhibition, it must often build it.So far as we can tell, all human languages are equally complete and perfect as instruments of communication: that is, every language appears to be well equipped as any other to say the things their speakers want to say.There may or may not be appropriate to talk about primitive peoples or cultures, but that is another matter.Certainly, not all groups of people are equally competent in nuclear physics or psychology or the cultivation of rice or the engraving of Benares brass.Whereas this is not the fault of their language.The Eskimos can speak about snow with a great deal more precision and subtlety than we can in English, but this is not because the Eskimo language(one of those sometimes miscalled 'primitive')is inherently more precise and subtle than English.This example does not come to light a defect in English, a show of unexpected 'primitiveness'.The position is simply and obviously that the Eskimos and the English live in similar environments.The English language will be just as rich in terms for similar kinds of snow, presumably, if the environments in which English was habitually used made such distinction as important.Similarly, we have no reason to doubt that the Eskimo language could be as precise and subtle on the subject of motor manufacture or cricket if these topics formed the part of the Eskimos' life.For obvious historical reasons, Englishmen in the nineteenth century could not talk about motorcars with the minute discrimination which is possible today: cars were not a part of their culture.But they had a host of terms for horse-drawn vehicles which send us, puzzled, to a historical dictionary when we are reading Scott or Dickens.How many of us could distinguish between a chaise, a landau, a victoria, a brougham, a coupe, a gig, a diligence, a whisky, a calash, a tilbury, a carriole, a phaeton, and a clarence ?

PART VTRANSLATION(60 MIN)

SECTION A CHINESE TO ENGLISH

Translate the underlined part of the following text into English.Write your translation on ANSWER SHEET THREE.朋友關系的存續是以相互尊重為前提的, 容不得半點強求、干涉和控制。朋友之間, 情趣相投、脾氣對味則合、則交;反之, 則離、則絕。朋友之間再熟悉, 再親密, 也不能隨便過頭，不恭不敬。不然，默契和平衡將被打破, 友好關系將不復存在。每個人都希望擁有自己的私密空間，朋友之間過于隨便，就容易侵入這片禁區，從而引起沖突，造成隔閡。待友不敬，或許只是一件小事，卻可能已埋下了破壞性的種子。維持朋友親密關系的最好辦法是往來有節，互不干涉。

SECTION B ENGLISH TO CHINESE

Translate the following text into Chinese.Write your translation on ANSWER SHEET THREE.I thought that it was a Sunday morning in May;that it was Easter Sunday, and as yet very early in the morning.I was standing at the door of my own cottage.Right before me lay the very scene which could really be commanded from that situation, but exalted, as was usual, and solemnized by the power of dreams.There were the same mountains, and the same lovely valley at their feet;but the mountains were raised to more than Alpine height, and there was interspace far larger between them of meadows and forest lawns;the hedges were rich with white roses;and no living creature was to be seen except that in the green churchyard there were cattle tranquilly reposing upon the graves, and particularly round about the grave of a child whom I had once tenderly loved, just as I had really seen them, a little before sunrise in the same summer, when that child died.我想那是五月的一個周日的早晨；那天是復活節，一個大清早上。我站在自家小屋的門口。就在我的面前展現出了那么一番景色，從我那個位置其實能夠盡收眼底，可是夢里的感覺往往如此，由于夢幻的力量，這番景象顯得超凡出塵，一派肅穆氣象。群山形狀相同，其山腳下都有著同樣可愛的山谷；不過群山挺然參天，高于阿爾卑斯峰，諸山相距空曠，豐草如茵，林地開闊，錯落其間；樹籬上的白玫瑰娟娟彌望；遠近看不見任何生物，唯有蒼翠的教堂庭院里，牛群靜靜地臥躺在那片郁郁蔥蔥的墓地歇息，好幾頭圍繞著一個小孩的墳墓。我曾對她一腔柔情，那年夏天是在旭日東升的前一刻，那孩子死去了，我如同當年那樣望著牛群。

PART VI

WRITING(45 MIN)

Recently newspapers have reported that officials in a little-known mountainous area near Guiyang, Guizhou Province wanted to turn the area into a “central business district” for Guiyang and invited a foreign design company to give it a n entirely new look.The design company came up with a blueprint for unconventional, super-futuristic buildings.Tis triggered off different responses.Some appreciated the bold innovation of the design, but others held that it failed to reflect regional characteristics or local cultural heritage.What is your view on this? Write an essay of about 400 words.You should supply an appropriate title for your essay.In the first part of your writing you should state clearly your main argument, and in the second part you should support your argument with appropriate details.In the last part you should bring what you have written to a natural conclusion or make a summary.Marks will be awarded for content, organization, grammar and appropriateness.Failure to follow the above instructions may result in a loss of marks.Write your essay on ANSWER SHEET FOUR.—THE END –

參考答案 tones of voice 2 huskiness 3 universal signal;4 thought or uncertainty 5 indifference 6 honesty 7 distance;8 situation;9 mood;10 unconsciously same posture SECTION B INTERVIEW

1.C 2.A 3.D 4.A 5.C 6.B 7.C

8.D 9.D 10.A PART IIREADING COMPREHENSION

11.A 12.C 13.B 14.A 15.D 16.C 17.C 18.A 19.D 20.B 21.A 22.B 23.B 24.B 25.C 26.A 27.D 28.D 29.A 30.C

31-35 DAAAC

36-40 DAACB

Part IV Proofreading & Error Correction 1 be后插入as;2 their改為its;3 There改為It;4 Whereas改為But 5 further 改為much 6 come改為bring;7 similar改為different;8 will改為would;9 as important去掉as;10 the part去掉the

SECTION A CHINESE TO ENGLISH Friends tend to become more intimated if they have the same interests and temper, they can get along well and keep contacting;otherwise they will separate and end the relationship.Friends who are more familiar and closer can not be too casual and show no respect.Otherwise the harmony and balance will be broken, and the friendship will also be nonexistent any more.Everyone hopes to have his own private space, and if too casual among friends, it is easy to invade this piece of restricted areas, which will lead to the conflict, resulting in alienation.It may be a small matter to be rude to friends;however, it is likely to plant the devastating seeds.The best way to keep the close relationship between friends is to keep contacts with restraint, and do not bother each other.SECTION B ENGLISH TO CHINESE 我想那是五月的一個周日的早晨；那天是復活節，一個大清早上。我站在自家小屋的門口。就在我的面前展現出了那么一番景色，從我那個位置其實能夠盡收眼底，可是夢里的感覺往往如此，由于夢幻的力量，這番景象顯得超凡出塵，一派肅穆氣象。群山形狀相同，其山腳下都有著同樣可愛的山谷；不過群山挺然參天，高于阿爾卑斯峰，諸山相距空曠，豐草如茵，林地開闊，錯落其間；樹籬上的白玫瑰娟娟彌望；遠近看不見任何生物，唯有蒼翠的教堂庭院里，牛群靜靜地臥躺在那片郁郁蔥蔥的墓地歇息，好幾頭圍繞著一個小孩的墳墓。我曾對她一腔柔情，那年夏天是在旭日東升的前一刻，那孩子死去了，我如同當年那樣望著牛群。

PART VI WRITING The important role of a city’s local conditions in the urban design Recently there is a hot debate on a report that a foreign design company invited by a little-known mountainous area in Guiyang provided a design without paying too much attention to the city’s unique characteristics.Some people appreciate the bold innovation of the design but others do not like it.In my opinion, any urban design should take the city’s original cultural heritage into account.The designers should suit their design to local conditions and try to take advantage of the local resources.First, a city’s regional characteristics or local cultural heritage are its symbol, its identity.In a mountainous area, too many unconventional, super-futuristic buildings will not be compatible with the city’s landscapes.Without these landscapes, it is just another so called modern city composed of concrete and steel.Take Beijing for example.In the past few years, Beijing has been removing a large number of such alleys traditionally called hutong, in order to make it become a real international city.But without these hutongs can this city still be called Beijing, an ancient capital? The disappearance of hutongs means the disappearance of a period of history, a cordial lifestyle, and even the disappearance of Beijing itself.Then Beijing will lose its uniqueness.Second, it can help a city save a lot of money by suiting the design to local conditions and try to take advantage of the local resources.This is especially important to small cities, like this one in a mountainous area near Guiyang.We all know Guiyang is a developing city, not very rich.Unconventional, super-futuristic buildings mean large need of money input.Then more burdens may be added to this city, which will run counter to the city’s original purpose of developing itself.Instead, if connections between a city’s culture and the various urban sectors, including housing, infrastructure and governance, are well made, the maximum economic benefits will be achieved.Besides, the modernization should be a gradual process.More haste, less speed.Nonetheless, it should not be overlooked that the shortcomings of futuristic-style constructing outweigh its advantages brought.In conclusion, any urban design should take the city’s original cultural heritage into account.The designers should suit their design to local conditions and try to take advantage of the local resources.A scientific city design should be dependent on the city’s regional characteristics, on a case-by-case basis.

第五篇：小學英語音標教學設計

小學英語音標教學設計

孫靜盛

教學理念：

1、教學音標的目的不僅是認識45個音標，更重要的是培養學生運用音標的

拼讀來學習英語的能力，最后形成正確的語音、語調。拼讀是一個熟能生巧的過程，只有反復多拼，才能達到熟練。

2、字母、音標、單詞、句子“四結合”。音標教學不是孤立的，它可以結合

與其相應的字母、單詞或句子教學，由點到面，循序漸進，并且元音和輔音結合，培養學生簡單拼讀音標的英語能力以及訓練學生正確的語音、語調、情感，讓音標教學的目的更加突出。

3、音標教學的過程中，教給學生正確的發音方法。悅耳動聽在元音，口齒清晰在輔音。

3、小學生好動，就讓學生在活動中學，小學生好勝，就讓學生在競賽中練，加上簡易的繞口令，既滿足了學生的娛樂愿望，又順利地完成了學習任務。教學中，我盡量設計游戲、競賽，讓學生高興地練。如通過“字母、音標對比游戲”、“摘蘋果”、“競賽讀句子”等學習活動，這樣的設計是符合小學生的認知水平以及年齡特點的。

一、教學目標。

1、學習2個元音音素[ i: ] [i],和3個輔音音素[p]、[b]、[m]，掌握正確的 發音方法。

2、訓練學生通過2個元音和3個輔音組合進行簡單拼讀音標的能力，以及 正確練讀包含[i：]、[i]、[p]、[b]、[m]的詞、短語、句子。

3、正確書寫Bb、Ii、、Mm、Pp這4個字母和 [i：]、[i]、[p]、[b]、[m]這5 個音標。

4、培養學生學習英語的興趣、熱情，以及與同伴之間的合作意識。

二、課前準備。

教師：錄音機、相關磁帶、圖片詞卡、細線一條、一張白紙、26個字母

卡片、以及[i：]、[i]、[p]、[b]、[m]的音標卡片以及相關卡片。

學生：“p、b、m、I”4個字母的卡片、以及[i：]、[i]、[p]、[b]、[m]的

音標卡片。

三、教學過程。

1、復習熱身。

A、師生日常交談后，唱歌曲《ABC》（復習26個英語字母的讀音）

B、看誰反應快。教師任意出示26個英語字母卡片，學生讀出字母的讀音。

（為下面的音標教學做鋪墊，學習音標后，形成對比，認識到字母與字母音素讀音不同）。

2、新課呈示。

引入：(T: We have five new friends, today.)A、教授[i：]的發音。

1）教師示范[i：]----穿針引線音，邊示范邊用拇指和食指捏住線從左

向右拉。同時，解說發音要領：[i：]發音時，舌尖抵下齒，前舌中部最高，嘴唇向兩旁伸開，成扁平形。元音字母e及字母組合ee、ea、ie、ei可以讀作[i：]。

2）學生模仿，比一比，誰的發音最佳，并給予恰當的評價。B、教授[i]的發音。

1）教師示范[i]----微笑露酒窩音，邊示范邊將手掌張開放到頭上向自 己的方向揮動。同時，解說發音要領：[i]發音時，舌尖抵下齒，前舌后部最高，舌前部向硬顎抬起比[i：]低些，下顎稍下垂，舌前部也稍下降。

2）邊做動作邊模仿。

（學習音標如同一年級小朋友學習漢語拼音一樣，有一個音與形的認識過程。課堂上，要求學生仔細聽音、觀察口形，認真模仿，但是課堂上模仿、拼讀過程一長，學生很容易厭煩，所以教學中，運用比一比的競賽方法，以及結合動作學習的方法來集中學生的注意力。）

3）找一找。請學生們從26個英語字母中，找出哪些字母的發音包含[i：]。（Bb、Cc、Dd、Ee、Gg、Pp、Tt、Vv）

解說[i：]是一個長元音，“：”是長音符號，比相應的短元音要長兩倍以上。[i：]不是[i]的單純加長。

C、教授[p]的發音。

1）發[p]音。教師出示一張白紙，放在嘴前，示范發音，紙會顫動。要

求學生注意：發[p]時，雙唇緊閉，氣流從口腔沖出，送氣有力。[p]不響亮，單發[p]時，在遠處幾乎聽不見。

2）開火車比賽發音。（p---p---[p] [p] [p]）

（運用“p---p---[p] [p] [p]”這樣有節奏的練習發音，充滿趣味性，學生學得會非常有興趣）

3）簡單拼讀：[p]—[i：]==[pi：]，教師示范后，學生模仿發音。要領：輔音輕，元音重。兩音相連猛一碰。

（由[p]、[i：]的字母音標發音到[pi：]的簡單拼讀，是一個由易到難的循序漸進的一個過程，學生不會有困難感，對學生英語學習的興趣起到正面的推動作用。）

D、教授[b]的發音。

1）教師示范發音。要領：發音方法和[p]相同，但[b]在詞尾發得很輕，不如[p]送氣有力。

2）個人讀-------同桌互讀。

3）出示圖片詞卡（ball）、bag、bed。教讀：[b]---[b]===bag、[b]---[b]===bag、[b]---[b]===bed

（將音標與單詞相結合，由點到面到訓練，讓學生練讀[p]在單詞中的讀音，給學生灌輸簡單的拼讀規律）

E、教授[m]的發音。

1）教師示范發音。要領：發音位置和[p]、[b]相同，發音比較響亮，應注意發[m]時雙唇始終是緊閉的。

2）個人讀--------男生女生讀。

3）請你說出包含[m]的單詞，給小組贏得小星。

（mum、mother、meet、miss、monkey、mouse、mouth、mike、）（通過給小組加分的形式說出包含[m]的單詞，學生不僅復習了已有的

單詞，而且讓學生練習在不同的單詞里[m]的發音，那么對[m]的感知更加深刻。）

3、音標鞏固練習。

1）、學生簡單拼讀。

出示小黑板：[pi：] [bi：] [mi：] [pi]

[bi]

[mi]

[pi：p] [bi：p] [pi：m] [pib]

2）、字母、音標對比游戲。

教師出示一些卡片，其中有小寫字母p、b、m、I的卡片，有[p]、[b]、[m]、[i：]、[i]的音標卡片，以及一寫其他字母或音標的卡片。教師說：show me the small letter p/b/m/I?；蛘f：show me [p]、[b]、[m]、[i：]、[i]。讓學生出示相應的卡片。

（通過字母、音標對比游戲，能培養學生自覺地把單詞、音標作音、形比較，直至掌握一些規律，學生逐漸明白“[ i]”表示音標，那么單詞中有“i”這個字母，不代表它就發[i]的音，逐步學會見形知音的本領，這樣的訓練，也能為今后學生單詞拼讀、速記單詞能力的培養作好鋪墊。）3）摘蘋果。

教師在黑板上出示一張掛滿蘋果的樹掛圖，每個蘋果上寫有一個單詞，如milk、meet、see、key、thin、big、pig、three、he、she等。再畫兩個籃子，分別貼上[i：]、[i]的音標，每小組派幾名同學上前面來，把樹上的蘋果摘下來，將含有相同元音的單詞放入相應的籃子里，最快最準確的小組贏得小星。

（對[i：]和[i]這兩個長音和短音的學習做進一步的推進，讓字母音標學習與單詞相結合。將所有的單詞選入正確的籃子里后，再讓學生通過單詞的朗讀，訓練學生發音的準確、到位。）

4）、朗讀句子。（長條卡片出示）

1）I see a bee in the sea。

2）A big pig in the big ship。

（在教師示范并總結 [i：]、[i]的發音后，進行小組競讀比賽，看哪一組能正確朗讀上面的句子，做到既正確又壓韻，既流利又有感情，這樣一來學習活動既鍛煉了學生讀對[p]、[b]、[i：]、[i]4個音標的使用技能，又體現學生探究與集體主義精神。）

4、拓展訓練

繞口令。（小黑板出示）

He sees a ship.She sees a sheep.A ship and a sheep.This is a ship.That is a sheep.英語音標練習題 音標提高題

一.找出畫線部分讀音不同的單詞(每題2分,共20分)()1.A.tea B.meat C.weather D.beach()2.A.back B.fast C.have D.map()3.A.warm B.garden C.market D.party()4.A.school B.tooth C.choose D.good()5.A.book B.moody C.look D.cook()6.A.June B.ruler C.put D.menu()7.A.push B.fun C.sun D.ugly()8.A.tiger B.her C.officer D.over()9.A.go B.no C.cold D.hot()10.A.like B.lion C.pizza D.Friday

二.填空(每空1分,共9分)1.英語共有_______個音標.2.音標分為______音和______音兩大類.3.元音有________個,分為_____元音和_____元音.4.輔音有________個,按聲帶振動情況分為____輔音和____輔音.三.判斷下列單詞的音標,打√或×(每題0.5分,共3分)()1.listing 讀成 [listin].()2.yes 讀成 [jes].()3.wash 讀成 [wa:∫].()4.mind 讀成 [maid].()5.change 讀成 [t∫ein d ]..()6.tests 讀成 [tests].一.找出下列劃線部分發音不同的單詞.()1.A.cake B.take C.nap D.wave()2.A.breaed B.eat C.tea D.seat()3.A.never B.leg C.red D.he()4.A.good B.too

C.book D.neighborhood()5.A.father B.crab C.shark D.car()6.A.soda B.hot C.box D.not()7.A.bike B.five C.my D.his()8.A.order B.doctor

C.boring D.corner()9.A.what B.water C.walk D.talk()10.A.go B.no C.to D.nose()11.A.day B.play

C.they D.Sunday()12.A.lot B.not C.to D.follow()13.A.each B.idea C.theatre D.dear()14.A.flower B.follow C.how D.brown 二寫出下列音標對應的單詞 ['h?m,b3：g?] ['k?ul?] [sent] ['in'said] ['let?] ['au?] [w?:ld] [praud] ['wε?] [si:t] ['reini] ['evridei] [speis] [mes] [ti:m] [trai] ['bɑ:skit] [stɑ:t] ['hist?ri]