2014下半年高级中学英语学科知识与教学能力真题及答案资料

2014年下半年全国中小学教师资格考试真题英语学科知识与教学能力精选（高级中学•精选）一、单项选择建（本大Sg共30小霞，国小题2分，共60分）在每小题列出的四个播选选项中选择一个幅珪答窠f消用2B铅笔把答题卡上对应题目的答案字母按要求涂国，错造，娶话或未选均无分，WhichoftheFollowingistheproperpronunci^tiotiof"haveB"8SaresultofassiHiikation?A./heftu/3./lievtu/C/haeftu/Dt/lidevtWL【答案】Cfl 专家航机：本蕤考盒音系学规贝hHawet。在发音过程中出现了同化现象.Whichofthefollowingihowstheproperrhythmicalpatternofthesentence?Cometoseeusatour'n^wapartmentCoinetoseeusatournewaparLinent.Cometo\eeusatournewaparhneiit.Cometousatour'neiA-apdttinent.2.【答案】A（ 专家解析:Cometoseeusatournewapartment.Hecarnetodinnerandmyinonifixedarcastprimerib.pie.yoghurt,drinks,andthatkindof,anditwasreallygood.A.meat B.stuff C.staH D.Dish3【答窠】B,与冢解析女霆考新名词词义蜴听.M/at3"肉，肉类",3【答窠】B,员"，dish亨磔子，盘子"根据题中的roast,primerib,pieryoghurt.drinks可知stuff.东西'正轴'Unlikehersister.Judithisashy.unsociablepersonwhodislikestogotopartiesortomakenewfriends.A.charmingB.friendlyC.graciousD.Gregarious4.【答案】D. 专家解析：本逛考食形容词辨析.分析句子可知答案应该学与shy（去看的）和unsociable（不爱交际的）急:思相反的词.因此选gregarious（社交的，合群）.HepledgedsupportforcareQ.whereyoungsterswerelookedafterbecloserelativeslikeauntsoruncles,butnotparents.A.familyB.kinshipC.siblingD.Relative5.【答案】专家解所：本翅考台固定搭配・kinshipcare意思弄“疗养.亲属抚美“・•.willneverknowallthatwasinhisheadatthetime..A.norwillanyoneelse B.noranyoneelsewillC.norwontanyoneelse D.noranyoneelsewont.【答案】A. 、专家能析：本题考合倒装，nor是否定词，因此句子提要倒装。故选A,.Shedoesntwanttoworkrightnowbecauseshethinksthatifsheajobsheprobablywouldn,tbeabletovisitherfriendsveryoften.A.hastogetB.weretogetC.hadgotD.couldhavegot7.【答案】B. :专家第析：本也考合虚拟正气.是对将来的虚拟，句分为:地现在不想立即工作.因为她觉在如果池要序工作的话，（将来）可能就不能经常去找访朋友了，”故选B.•Whatisthecorrectwaytoreadthedecimal,106.16inEnglish?A.Onehundredandsixpointonesix B.OnehundredandsixpointsixteenC.Oneliundvedandsixpointsonesix D.Onehundredandsixpointssixteen8.【答案】A,中公专家解析：本题考合英语中带有小数点的数字的读法,小数点之后的数字要一个一个读出来，之前的按照五定的,顺序来读.例如15.67的谟法为：fifteenpointsixseven.WhenanyofthemaxiinsundertheCooperativePrincipleisfloutedonpurpose,mightarise.A.ambiguousstructure B.contradictorypropositionC.mutualunderstandingD.conversationalimplicature9.【答案】D. 专家解析：本题考宜会话原则知识.中公敦台提供IndianEnglishisavarietyoftheEnglishlanguage.A.socialB.regionalC.historicD.SituationalL0.【答案】B. 专家解析:印度英港其于regionalEnglish.Inteachingpronunciation,theteachershouldtellthestudentsthatcanbeusedtoconveymoreimportantmessages.A.rhymeB.stressC.devoicingD.Rhythm11.【答案】B. 专家鲜析：本感考台英语正音致学.英式中的申音可以用来表示强词.台探供Whenateacherasksstudentstodiscusshowthewritersideasareorganizedinthetext,he/sheintendstodevelopstudentsskillof.A.recognizingthetextualstructure B.understandingthewriterzsintentionC.distinguishingfactsfromopinions D.commentingonthecontentofthetext【答案】A. •专家邮所:本翅考查英法阅读效学.教师让同学讨论作当的观点吊如何被组织熊枭的，为的是让学生认识文章的结构，Whichoftl)efollowingfocus(es)onaccuracyinteachinggrammar?A.simulation B.substituticndrillsC.roleplay D.Discussion13.【答案】Be中公专家解析：本版考立英日i£法教学.其中替换练习(SubsEutiondrills)强调了准摘性・,WhenateachersaysNextpleasepayattentiontothetimeofarrivalanddepartureoftheplanesintherecording/,he/sheintendstodevelopstudentstskillof.A.predicting B.gettingthegeneralpictureC.distinguishingsoundsD.gettingspecificinformation.【答案】D. 专家解析：本即考在英语听力致学。金目中教师让学生注点听力中.飞机共达和出发的时同早为了gettingspecificinformation.也就票存到"时间.佗息.•.Ifateacherasksstudentstolistasmanywaysastheycantotellsomeonetoopenthedoorandlistthepossiblefunctionsofasentenceindifferentcontexts,he/sheisprobably

tryingtohighlight.tryingtohighlight.A.thepotentialmeaningsofasentence3.differentrealizationsofthesamefunctionC.therelationshipbetweenformandfunctiondifferentwaysoigettingpeopletodothesamething.【答案】C.16.Theteacherwouldusetohelpstudentscommunicateinteachingspeaking.16.TheteacherwoulduseA.substitutiondrillsB.groupdiscussionA.substitutiondrillsB.groupdiscussionC.listeningandactingD.readingaloudC.listeningandactingD.readingaloud.【答案】B,,•专家解析：本超考查荚i£口语教学,为了归助学生在口iEi天堂上相互的交流,教师可以采取小组讨论的形式来进行饯堂活就。.assessmentisusedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentsconipareswiththatofanother.A.Criterion-referenced B.Norin-referencedC.FormativeD.SuimnativeC.FormativeL7.【答案】G.、专求解析：本扳考直教学评价相关知识,其中形成性教学评价导若,对学生日前学习过程中的表现、「斤取行的成级以及所反映的情感、态度、策珞等方面的发辰”做出评价.其目的亨・,激励学生学习.帮助学生有效调控自己的学习过程,使学生获行成就感，X强自信心,培赤合作情.Whichofthefollowingteacher'sinstructioncouldservethepurposeofelicitingideas?A.Shallwemoveon?B.Readafterme.everyoneA.Shallwemoveon?Theterinseemstohaveoriginatedinonlinefeministforurns<wheretriggerwarningshaveforsomeyearsbeenusedtoflagdiscussionsofrapeorothersexualviolence.TheTimespiece,whichwasskepticallytitledwarning:TheLiteraryCanonCouldMakeStudentsSquirm,suggestedthattriggerwarningsaremovingfromtheonlinefringestotheclassroom,andmightbemorebroadlyappliedtohighlightinadvancethedistressoroffensethataworkofliteraturemightcause.HuckleberryFinn"wouldcomewithawarningforthosewhohaveexperiencedracism;TheMerchantofVenice"wouldhaveananti-Semitismwarningattached.ThecallfromstudentsfortriggerwarningswasspreadingoncampusessuchasOberlin,whereaproposalwasdraftedthatwouldadviseprofessorsto"beawareofracism,classismrsexism,andotherissuesofprivilegeandoppressionindevisingtheirsyllabi;andRutgers,whereastudentarguedinthecampusnewspaperthattriggerwarningswouldcontributetopreservingthecassroomasasafespace“forstudents.Onlinediscussionoftriggerwarningshassometimesbeenguardedlysympathetic,sometimescritical.JessicaValentihasnotedonTheNationfswebsitethatpotentialtriggersfortraumaaresomanifoldastobebeyondthepossibilityofcataloguing:°Thereisnotriggerwarnngforlivingyourlife?Somehavesuggestedthataprofessor-sabilitytoteachwouldbecompromisedshoulditbecomecommonplacefor“TheGreatGatsby-,tohearatriggerwarningalertingreaderstothedisgustingcharactersandincidentswithinitspages.Othershaveworriedthattrigger-warningadvocates,inseekingtoprotectthevulnerable,runtheriskofdisempoweringtheminstead,"Bendingtheworldtoaccommodateourpersonalfrailtiesdoesnothelpusovercomethem",JennyJarviewroteonTheNewRepublic'sonlinesite.Jarvie'spiece,likemanyothersonthesubject,citedtheUniversityofCalifornia,SantaBarbara,asacampuswherechampionsoftriggerwarningshavemadesignificantprogress.Earlerthisyear,studentsatU.C.S.B.agreeduponaresolutionrecommendingthatsuchwarningsbeissuedininstanceswhereclassroommaterialsmighttouchupon"rape,sexualassaultabuse,self-injuriousbehavior,suicide,andgraphicviolence,r.Theresolutionwasbroughtbyaliteraturestudentwhosaidthat,asapastvictimofsexualviolence,shehadbeenshockedwhenateachershowedamovieinclasswnichdepictedrape,withoutgivingadvancenoticeofthecontent.Thestudenthopedtospareothersthepossibilityofexperiencingapost-trauniatic-stressreaction.Thetrigger-warningdebatemay.bycomparison,seemhardtounderstand;butexpressalargerculturalpreoccupationwithachievingsafety,andafearoflivinginitsabsence.Thehopethatsafetymightbefound,asinatherapist'soffice,inaclassroomwhereliteratureisbeingtaughtisindirectcontradictiontoonepurposeofliterature,whichistogiveexpressionthrougharttodifficultanduncomfortableideasandtherebytoenlargethereader*sexperienceandcomprehension.Theclassroomcanneverbeanentirelysafespace,norfprobably,shoulditbe.Butitsdifficulttofaultthosewhohopethatitmightbe,whentheoutsideworldconstantlyprovesitselfpervasivelyhostile,aswellas,onoccasion,horrificallyviolent.Whichofthefollowinggroupsofpeoplearemostinfavorof"triggerwarning,?A.Students. B.Reporters. C.Feminists. D.Professors.21.【答案】A. 专家解析：细节期.文中提到的Eggerwarnings±要讲到对学生的影冉.Whichofthefollowingmightbeapossiblechangetobebroughtaboutbytriggerwarningtoliteratureteaching?Teacherswillabandonmaterialsrelatedtoracism,sexism,violence,etc.Teacherswillignorestudentsrequestsforasafespace“indesigningtheirsyllabi.TeacherswillgivestudentsadvancenoticeofthecontentthatislikelytodistressoroHendthem.Teacherswillallowstudentstoexpressdifferentanduncomfortableideastoenlargetheirexperience.【答案】C< 专家阙析:细节题《根据文中的whereastudentarguedinthecampusnewspaperthattriggerwarningswouldcontributetopreservingtheclassroomasa"safespace*forstudents,可知C正谕.Whatdoestheauthormeanby"compromisedinPARAGRAPH3?A.Questioned.B.Improved.C.Challenged.D.Weakened.A.Questioned.B.Improved.C.Challenged.D.Weakened.23.【答案】D.,专家解听：词义推所迎。compromised23.【答案】D.,专家解听：词义推所迎。compromised点忠京妥办的，也就是被削弱的忌思故选Weakened,24.Whatdoesthem"inPARAGRAPH3referto?A.Risks.B.FrailtiesC.Traumas.D.Possibilities.A.Risks.B.FrailtiesC.Traumas.D.Possibilities.24.【答案】B.专家能听：内容推所咫，24.【答案】B.Whichofthefollowingcanbethenegativeimpactthattriggerwarningexertsonliteratureteachingaccordingtothewriter?Itmayhighlightthepurposeofliteratureteaching.Itmayexposestudentstothedarksideoftheworld.Itmaydeprivestudentsoftheirintellectualgrowth.Itmaycausestudentstoexperienceapost-traurnatic-stressdisorder.【答案】De 专家鲜析：细节推断题.根据文中的第一段的最后一句以及通篇的观点厘述，可知D正摘.请阅读passage2,完成26〜30小版Passage2Themedicalcommunityoweseconomistsagreatdeal.AmartyaSenwonaNobelPrizeforEccnomicSciencesin1998.Hehasspenthisentirecareerpromulgatingideasofjusticeandfreedom,withhealthrarelyoutofhisgaze.JosephStiglitzwonaNoblein2001.In1998,whenhewaschiefeconomistatthe(then)notoriouslyregressiveWorldBank,hefamouslychallengedtheWashingtonConsensus.AndJeffSachs,acontroversialfiguretosomecritics,canfairlylayclaimtotheenormousachievementofputtinghealthatthecenteroftheMillenniumDevelopmentGoals.HisCommissiononMacroeconomicsandHealth'wasalandmarkreport,providingexplicitevidencetoexplainwhyattackingdiseasewasabsolutelynecessaryifpovertywastobeeradicated.AndImustoffermyownpersonalgratitudetoaveryspecialgroupofeconomists-LarrySummers,DeanJamison,KennethArrow.DavidEvans,andSanjeevGupta.TheyweretheeconomicteamthatdrovetheworkofGlobalHealthButalthoughwemightbekindtoeconomists,perhapsweshouldbetougheronthedisciplineofeconomicstextbook,andyouwillseetheprioritygiventomarketsandefficiency,priceandutility,profitandcompetition.Thesewordshavechillingeffectsonourquestforbetterhealth.Theyseemtomarginalizethosequalitiesofourlivesthatwevaluemostofall-notourself-interestbutouthumanity;notthecostsandbenefitsofmonetaryexchange,butvisionandidealsthatguideourdecisions.Itwastheseissuesthatwereaddressedatlastweek,sGlobalHealthLabrheldatLondonSchoolofHygiene&TropicalMedicine.AnneMills,Vice-DirectoroftheSchoolferventlyarguedthecaseinfavorofeconomists.Itwastheywhocontributedtounderstandingtheideaof“bestbuys"inglobalhealth.Itwaseconomistswhochallengeduserfees.Anditwaseconomistswhomadetheconnectionbetweenhealthandeconomicgrowth,providingoneofthemostcompellingpoliticalargumentsfortakinghealthseriously.Someeconomistsmightadoremarkets,butnothealtheconomists,shesaid."Healthcareisdifferent/Forherkindofeconomist,ahealthsystemisasocialinstitutionthatembodiesthevaluesofsociety"」Althoughcompetitionhasaparttoplayinhealth,itshouldbeusedjudiciouslyasamechanismtoimprovethequalityofcare.ChrisWhittyfChiefScientificAdviserattheUKsDepartmentforInternationalDevelopment,expressedhiscontemptforthosewhoprofessindifferencetoeconomics.Economicsisabouttheefficientallocationofscarceresources.Anyonewhobackedtheinefficientallocationofresourcesis“immoral'.Hedidcriticizeeconomistsfortheirarrogance,though.Economistsseemedtobelievetheirideasshouldbeacceptedsimplybecauseoftheauthoritytheyheldaseconomists.Economics,hesaid,isonly

onescienceamongmanythatpolicymakershavetotakeintoaccount.ButClareChandler,amedicalanthropologisttookadifferentview.Sheasked,whathasneoliberaleconomicseverdoneforglobalhealth?Heranswer,inoneword,was"inequality".Neoliberaleconomicsframesthewaywethinkandact.Herargumentsuggestedthatanyeconomicphilosophythatputapremiumonfreetrade,privatization,minimalgovernment,andreducedpublicspendingonsocialandhealthsectorsisaphilosophybereftofhumanvirtue.Thediscussionthatfollowed,ledbyMartinMcKee,poseddifficultquestions.Whydoeconomiststreattheirtheorieslikereligions?Whyareeconomistssosilentontheirownfailures?Caneconomicseverbeapolitical?Therewerefewsatisfactoryanswerstothesequestions.Whichofthefollowingbestdescribestheauthor*sattitudetowardeconomists?A.Contempt.B.Reservation.C.Detachment.D.Endorsement.26.【答案】C.,专家解析：态度题e作者对经济学家的态度是比较客观的。Whoholdsacriticalviewoneconomistsrroleinmedicalfieldaccordingtothepassage?A.AmartyaSen.B.JeffSachs.C.LarrySummers.D.ClareChandler..【答案】B. 专家解听:细节题.答案在第一段第5行,.WhichofthefollowingisclosestinmeaningtodisciplineinPARAGRPH2?A.SubjectB.Lesson.C.Punishment.D.Regulation.【答案】A. 专家程析：推新题.Discipline在此处指的是一门学科.故而选建subject。WhichofthefollowingisNOTusedintheauthortspresentationofhisideas?A.Thesisstatement.B.Rhetoricalquestions.A.Thesisstatement.B.Rhetoricalquestions.Specificexamples.Directquotation.Specificexamples.Directquotation.29.【答案】A. 、专家猊析：卯节题.A项并不早作者厘述自己观点的方式.Whatdoestheauthorintendtotellthereader?Thereisstillalongwaytogoforeconomiststogenuinelycontributetoglobalhealth.Economists*roleinglobalhealthis,toalargeextent,negative.Economistsincreasedtheinequalityofresourceallocationsinglobalhealth.Economicsisonlyonescienceamongmanythatpolicymakershavetotakeintoaccountinprovidinghealthcareprograms..【答案】A」、专家解析：土旨大总题.根居文章最后一段的,Therewerefewsatisfactoryanswerstothesequestions.11可知A山向,二、简答迓（本大题1小题，20分）根据翅目要求完成下列任务，用中文蚱答.31识堂提问的作用序什么？（8分）封闭性问题与开放性向Q各自有何特点？（12分）.【答案】（一）谀空赤问的作用（8分，每点2分）（1）引起学生江急.学生让意力不集中时，教师进行提问，往往可以唉回学生的江点力,让学生申新回归课堂教学・•，（2）巩固深受教学.致用在深堂教学中以一组问题前后相连的形式，不断启发、追问、质器、慨括、小结，那么学生就会匕匕交仝面.系统.牢固地学运知识和技能.（3）获取反馒信息.学生在答问时反映出的忠维受阻.歧义,谡误.遗漏等一些现象,较之凭借作业.测试等方式,能更及时、更清晰地展现在教师的面前.让教加能及时通过舜示、点拨.后发,或

者反问、加问、追问，V至凋孕策珞.改换话题，另辟,径，达到合海引导学生用维的目的.，(4)加注后生之间沟通与交流.教师提问，同学讨论，学生回答，岸一科交汽.课堂提问不仅可以乔高学生的表达能力，培养他们的团队精神，更可以促进师生感情融洽，从而更好地投动教学.(二)封闭性问题和开放性向孩的特点(12分)A.封闭性问题特点：(6分，每点2分)(1)从问题答案的角度：♦闭性可也壬去定叁南,喳一，(2)从锻炼学生寝力的角度：强化巩固课空所学，记忆必须死记硬背的知识。(3)从课堂教学的角度：拨高深堂汴问的有效性方面发挥了中要作用，B.开放性问题特点：(6分，可点2分)(1)从问题的答案来料：答案不岸唯一的，岸多种家甘的。(2)从能炼学生笔力的角度:培养学生的发散思维，促进学生创新能力的提高.(3)从景里救学的角度：创设一个t口交交松.自由的问题情境，学生充分发挥自己的聪明才智，迪过不同角度的探索,自己去获取新知识.矶固原有的知识。三、教学情境分析题(本大超1小S2,30分)根据跑目要求完成下列任务，用中文作答，32.下面呈杲教授的法堂教学片断;T:...Now,letsmakeourownwisheswithifonly*.ButpleasedoiVtforgettogiveadescription,eventhoughifsverybrief,ofsituation,thecontext,whereyoumakethewishwithoneortwosentences...howaboutLiz?Liz:Nowit*s5o'dock,andthereisatrafficjamontheexpressway.Thehotelwillcancelourroomat6o*clockifwedonorgettothehotel.Then.VIIsay:ohzIwishifonlyIdidrftgoonthejourney.T:Listen,Liz.Yousee,onceyouuse“Iwish*,youdon*tneedtouseifonly".Justuseeitherone.Liz:Yes.T:Sowillyoutryagain?Justthewish.Liz:IfonlyIdidn,tgoonthejourney.T:Tomakeitbetter,youcansayifonlyIhadntgoneonthisjourney'becauseyouarealreadyontheway.Goonzplease.请根据所给材料，分析该教师的教学目的和教学过程，评价其教学行为和反馈方式。•.【答案】（一）分析教学目的和教学过程（1）教学目的：（9分）知识目标：学生掌握由"only"引导的虚拟正气的用法.技能目标：驾高学生的英沙造句嶂力.语法运用辙力以及英语表达能力。情感目标：学生可以正确认识自己的错误并且改正错误,养成良好的意志品片.（2）教学过程：（5分）该教学、情境闺于语法教学中的巩固环节。教师采用让学生创设沿境进行造句的方法对学「斤的Ifonly引导的点拟语气的用法进行班固.敦学过程中昨生对话.既学习了IE法又被炼了口诳表达伟力.（二”平价教学行为和反馈方式（16分）优：（1）及时评价，然助学生纠正语法错误。做到语法训练的准谕性.（2）语法巩固练习设苦要求学生结合具体语贪造句，可以榻陈学生的在自己所创设的遥境中应用英语，峻炼了综合语言运用笔力.（3）致学素材的使用贴近学生生活，如：makeourownwishes就可以让学生有话可说，怵现了英语教学的文浅性，真正体现了素质教育的理念.（4）该教学片断属于语法教学中的巩固环节，因此，体现了语言教学的渐迸性、持续II.输：（1）田法巩固练习形式潞显单一咕煤，该教师仅采用了让学生造句的练习方法。（2）反慎过程歆少对学生的鼓励.会打击学生学习的积吸学生回答问题之后，没有鼓励学生，而是直接-Listen,Liz.Yousee,onceyouuse...：'（3）反馈的方式过于五接,可以采用引导的方式，让学生自己发现自己的15法话误并进行改正，达到印象深刻的目的.该老师在教学过程中总导亘接指出学生的结误.（4）教师没有充分预沁到学生的出错点，做到春苗纠错.如在让学生造句之前，应该区别ifo川y和wish在用拟语气句子中的用法.这宜在学生造句过程中就不会出现Liz的问题了.四、教学设计题（本大题1小题，40分）根据摞供的名息和语言素材设计教学方案，用英文作答。.设计任务：请阅读下面学生佶息和超古素材，设计一节语言读写课教学方案。教案;殳有固定格式.但须包含下列要点：•teachingobjectives•teachingcontents•keyanddifficultpoints•majorstepsandtimeallocation,activitiesandjustifications领上珞俾总大多我学时间：45分钟学生慨况：杲城镇普通中学高中一年级第二学期学生,第级人数40人,多数学生已经达到《《普通高中英Ei果程标准（位聆）＞＞五级水平,学生汉堂参与积极性一段，TownTwinningHowareOxfordintheUKandGrenobleinFrancesimilar?Welltheyarebothmediumsizedtownsofbetween100,000and200,000inhabitants.Theybothhaveuniversitiesandindustries.Tourismisimportanttobothofthem,andtheyarebothclosetosomeofthemostbeautifulcountrysideintheregion.Buttheysharesomethingelse.theyliaveatowntwinningagreement.Towntwinningisnotanewidea,butithasbecomemorepopularinrecentyearsbecauseittsnoweasiertofindoutaboutandvisitothercountriesandtowns,lt*sanagreementbetweentownsorcitiesofsimilarsizeandage,andwhichhavesimilarfeaturessuchastourism,industry.cultureandentertainment.Towntwinningagreementsencouragepeoplefromthetwotownstovisiteachother.Therearevisitsandexchangesbetweenschools,theatergroupsandsportsteams.Visitorsfromtheforeigntownusuallystayintheprivatehomesofthetowntheyarevisiting.Thereisusuallyabigpartyforthevisitors."owntwinningagreementsareperhapsmostusefulforstudentsandpeoplewhowanttopracticespeakinganotherlanguage.Thisisbecauselivingwithaforeignfamilyforoneortwoweeksmeansthatyouhavetospeaktheirlanguage,andasaresultyouimprovefast.33.【答案】Topic:TownTwinningTeachingcontents:OxfordandGrenoblearetowntwining.Theyhavesomesimilarities.Towntwinningagreementsareusefulandhelpfulforpeopletovisitandexchangebetweencitiesofdifferentcountries.ClassType:Readingandspeakingclass,1periodKnowledgeaims:Thestudentswillbeabletounderstandthemainideaandsomedetailsofthepassage.ThestudentswillbeabletosaysomethingaboutTownTwinning.Abilityaims:Thestudentswillbeabletousereadingmethodssuchasskimming,scanningandcarefulreadingduringtheprocessofunderstandingofthepassage.Studentscanimprovetheabilitiesofreadingandspeaking..Emotionalaims:StudentscangetmoreinterestedinEnglishculture.Studentscanimprovethespiritoffriendshipandcultureexchangesrandbuildupthesenseofglobalcooperation.TeachingKeyPoints:UnderstandsomeknowledgeaboutTownTwinningandretellthepassage.TeachingDifficultPoints:HowtomakestudentsunderstandsomeknowledgeaboutTownTwinningandretellthepassage?"TeachingAids:multi-mediaTeachingProcedures:Step1Warmingupandlead-in(5min)Greeting.LeadinthetopicbyplayingavideoaboutBeijingcityandNewYorkaretowntwinningandaskstudentstohaveafreetalk:WhatistherelationshipbetweenBeijingandNewYork?Whycanthetwocitiesbecometowntwining?(Justification:Attractstudents'intereststolearnthislessonandleadtothemainideaofthetext.)Step2:Pre-reading(7min)Commonsenseontowntwining.Askstudentstogiveexamplesoftowntwiningcities.PlaythevideoaboutOxfordandGrenoblearetowntwining".Whileenjoyingthevideo,studentsthinkoverthefollowingquestion:'Whatarethesimilaritiesbetweenthetwocities?*'(Justification:Focusstudentsattentiononthemaintopicofthereadingpassage.Comprehendingthenewwordscanhelpstudentstounderstandthepassageeasily.Itpreparesstudentstounderstandthetopicandprovidesthemwiththeopportunitytoconnectsomeaspectsofthetopictotheirknowledge.)Step3:While-reading(18min)Fastreading.Askstudentstoreadthepassagequicklyandthenconcludethemainideaofeachparagraph.Mainidea:Paragraphl--introduction--thesimilaritiesbetweenthetwocitiesParagraph2--definitionoftowntwiningParagraph3--contentsoftowntwiningagreementsParagraph4--functionsoftowntwiningagreements(Justification:Trainthestudents4readingabilityofscanningforthegeneralinformationofthepassage.Thequestions,whicharecloselyrelatedtothemainpointsofthepassage,helpthestudentsgraspitsmainidea.)'Carefulreading.Askthestudentstoreadthepassagecarefull/anddecidewhetherthestatementsaretrueorfalseandexplainwhy.BothsizeandpopulationinOxfordandGrenoblearesimilar.OxfordUniversityisfamousintheworld;However.thereisnouniversityinGrenoble.TowntwinningisanewideainmoderntimesTowntwiningagreementsencouragepeopletovisitandexchangeincultureandeducation."Towntwiningagreementsareusefulforforeignlanguagelearning.Askstudentstoworkingroupsandhaveacompetitiontoanswerthefollowingquestions:WhatarethesimilaritiesbetweenOxfordandGrenoble?Whyaretheideaoftowntwinningpopularnowadays?Whatisthedefinitionoftowntwiningagreements?Whatactivitiesdotheagreementstaketoencouragepeoplefromthetwotownstovisiteachother?Whyarethetowntwiningagreementsuseful