2014下半年《高中英语学科知识》教师资格证考试真题答案

一、选择题(本大题共30小题，每小题2分，共60分)

在每小题列出的四个备选选项中选择一个最佳答案，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。错选、多选或未选均无分。

1.which of the following is the proper pronunciation of “have to “ as a result of assimilation?

A./hef tu/ B. /hev tu/ C. /hæf tu/ D. /hæv tu/

1.【答案】C。解析：本题考查音系学规则。Have to 在发音过程中出现了同化现象。

2.which of the following shows the proper rhythmical pattern of the sentence?

A.´Come to ´see us at our ´new a`partment

B.`Come to`see us at `our new `apartment

C.`Come to`see us `at our `new` apartment

D.`Come to `see us`at our`new a`parement

2.【答案】A。解析：`Come to`see us at `our new `apartment.

3.He came to dinner and my mom fixed a roast, prime rib ,pie, yohurt, drinks, and that kind of _,and it was really good.

A. meat B. stuff C. staff D. Dish

3.【答案】B。解析：本题考查名词词义辨析。Meat 是“肉，肉类”，staff是“工作人员”，dish是“碟子，盘子”。根据题中的roast, prime rib , pie, yoghurt, drinks 可知stuff“东西”正确。

4.Unlike her _sister, Judith is a shy ,unsociable person who dislike to go to parties or to make new friends.

A. charming B. friendly C. gracious D. Gregarious

4.【答案】D。解析：本题考查形容词辨析。分析句子可知答案应该是与shy(害羞的)和unsociable(不爱交际的)意思相反的词。因此选gregarious(社交的、合群)。

5.He pledged support for “_care”，where youngsters were looked after be close relatives like aunts or uncles, but not parents.

A. family B. kinship C. sibling D. Relative

5.【答案】B。解析：本题考查固定搭配。Kinship care 意思是“寄养，亲属抚养”。

6.I will never know all that was in his head at the time , _.

A. nor will anyone else B. nor anyone else will

C. nor won´t anyone else D. nor anyone else won´t

6.【答案】A。解析：本题考查倒装。Nor是否定词，因此句子需要倒装。故选A。

7. She doesn´t want to work right now because she thinks that if she _a job she probably wouldn´t be able to visit her friends very often .

A. has to get B. were to get C. had got D. could have got

7. _本题考查虚拟语气，是对将来的虚拟，句意为“她现在不想立即工作，因为她觉得如果她要是工作的话，(将来)可能就不能经常去探访朋友了。”故选B。

8. What is the correct way to read the decimal “106.16” in English?

A. One hundred and six point one six B. One hundred and six point sixteen

C. One hundred and six points one six D. One hundred and six points sixteen

8.【答案】A。解析：本题考查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，之前的按照正常的顺序来读。例如15.67的读法为： fifteen point six seven .

9. When any of the maxims under the Cooperative Principle is flouted on purpose, might arise.

A. ambiguous structure B. contradictory proposition

C. mutual understanding D. conversational implicature

9.【答案】D。解析：本题考查会话原则知识。

10. Indian English is a _ variety of the English language.

A. social B. regional C. historic D. Situational

10.【答案】B。解析：印度英语属于 regional English .

11. In teaching pronunciation, the teacher should tell the students that _ can be used to convey more important messages.

A. rhyme B. stress C. devoicing D. Rhythm

11.【答案】B。解析：本题考查英语语音教学。英语中的重音可以用来表示强调。

12. When a teacher asks students to discuss how the writerˊs ideas are organized in the text, he /she intends to develop studentsˊ skill of _ .

12.【答案】A。解析：本题考查英语阅读教学。教师让同学讨论作者的观点是如何被组织起来的，为的是让学生认文章结构。

13. Which of the following focus(es) on accuracy in teaching grammar?

A. simulation B. substitution drills

C. role play D. Discussion

13.【答案】B。解析：本题考查英语语法教学。其中替换练习(Substitution drills)强调了准确性。

14. When a teacher says “Next, please pay attention to the time of arrival and departure of the planes in the recording .” ,he/she intends to develop students' skill of _ .

A. predicting B. getting the general picture

C. distinguishing sounds D. getting specific information

14.【答案】D。解析：本题考查英语听力教学。题目中教师让学生注意听力中“飞机抵达和出发的时间”是为了 getting specific information, 也就是得到“时间”信息。

15. If a teacher asks students to list as many ways as they can to tell someone to open the door and list the possible functions of a sentence in different contexts. he/she is probably trying to highlight _ .

15.【答案】C。

16. The teacher would use _to help students communicate in teaching speaking.

A. substitution drills B. group discussion

C. listening and acting D. reading aloud

16.【答案】B。解析：本题考查英语口语教学。为了帮助学生在口语课堂上相互交流，教师可以采取小组讨论的形式来进行课堂活动。

17._ assessment is used to measure how the performance of a particular student or group of students compares with that of another.

A. Criterion-referenced B. Norm-referenced

C. Formative D. Summative

17.【答案】C。解析：本题考查教学评价相关知识。其中形成性教学评价是指“对学生日常学习过程中的表现、所取得的成绩以及所反映的情感、态度、策略等方面的发展”做出评价。其目的是“激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神”。

18. Which of the following teacher's instruction could serve the purpose of eliciting ideas?

A. Shall we move on? B. Read after me, everyone

C. What can you see in this picture D. What does the world “quickly” mean?

18.【答案】C。解析：在英语教学中恰当的运用教学手段可以激励学生学习动力。C项的提问比较开放，且有助于全体学生积极的参与进去，相对于其他三项，C项的回答也比较开放的，能够激起学生的学习兴趣。

19. Which of the following is an example of teachers'indirect corrective feedback?

A. Say “went” instead of “go” B. We never use “at” that way

C. Choice A is not the right answer D. Who can help him with this sentence?

19.【答案】D。解析：本题考查教学反馈相关知识。ABC三项都属于直接反馈，只有D项是属于间接反馈。

20. Total Physical Response as a TEFL method is more often used for teaching _.

A. children B. adults C. ESP course D. GE course

20.【答案】A。解析：全身反应法主要是对于初学者应用比较多。故选children.

请阅读passage1,完成第21～25小题

Passage 1

Unless you spend much time sitting in a college classroom or browsing through certain areas of the Internet, it's possible that you had not heard of trigger warnings until a few weeks ago, when they made an appearance in the Times. The newspaper explained that the term refers to preemptive alters, issued by a professor or an class might be sufficiently graphic to spark symptoms of post-traumatic-stress disorder.

The term seems to have originated in online feminist forums, where trigger warnings have for some years been used to flag discussion of rape or other sexual violence. The Times piece, which was skeptically titled “warnings are moving from the online fringes to the classroom, and might be more broadly applied to highlight in advance the distress or offense that a work of literature might cause. “Huckleberry Finn” would come with a warning for those who have experienced racism; The Merchant of Venice would have an anti-Semitism warning attached. The call from students for trigger warnings was spreading on campuses such as Oberlin, where a proposal was drafted that would advise professors to “be aware of racism, classism, sexism, and other issues of privilege and oppression” in devising their syllabi; and Rutgers, where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a “safe space” for students.

Online discussion of trigger warnings has sometimes been guardedly sympathetic, sometimes critical. Jessica Valenti has noted on The Nation's website that potential triggers for trauma are so manifold as to be beyond the possibility of cataloguing: “There is no triggers for warning for living your life.” Some have suggested that a professor's ability to teach would be compromised should it become commonplace for “The Great Gatsby” to hear a trigger warning alerting readers to the disgusting characters and incidents within its pages. Others have worried that trigger-warning advocates, in seeking to protect the vulnerable, run the risk of disempowering them instead, “Bending the world to accommodate our personal frailties does not help us overcome them”, Jenny Jarvie wrote on The New Republic's online site.

Jarvie's piece, like many others on the subject, cited the University of California, Santa Barbara, as a campus where champions of trigger warnings have made significant progress. Earlier this year, students at U.C.S.B. agreed upon a resolution recommending that such warnings be issued in instances where classroom materials might touch upon “rape, sexual assault , abuse, self-injurious behavior, suicide, and graphic violence”. The resolution was brought by a literature student who said that, as a past victim of sexual violence, she had been shocked when a teacher showed a movie in class which depicted rape, without giving advance notice of the content. The student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.

The trigger-warning debate may, by comparison, seem hard to understand; but express a large cultural preoccupation with achieving safety, and a fear of living in its absence. The hope that safety might be found, as in a therapist's office, in a classroom where literature is being taught is in direct contradiction to one purpose of literature, which is to give expression through art to difficult and difficult and uncomfortable ideas, and thereby to enlarge safe space, nor, probably, should it be. But it's difficult to fault those who hope that it might be, when the outside world constantly proves itself pervasively hostile, as well as, on occasion, horrifically violent.

21. Which of the following groups of people are most in favor of “trigger warning”?

A. Students B. Reporters C. Feminists D. Professors

21.【答案】A。解析：细节题。文中提到的trigger warning 主要讲到对学生的影响。

22. Which of the following might be a possible change to be brought about by trigger warning to literature teaching?

A. Teachers will abandon materials related to racism, sexism, violence, etc.

B. Teachers will ignore students's requests for a “safe space” in designing their syllabi.

C. Teachers will give students advance notice of the content that is likely to distress or offend them.

D. Teachers will allow students to express different and uncomfortable ideas to enlarge their experience.

22.【答案】C。解析：细节题。根据文中的where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a “safe space” for students.可知C正确。

23. What does the author mean by “compromised” in PARAGRAPH 3?

A. Questioned B. Improved C. Challenged D. Weakened

23.【答案】D。解析：词义推断题。Compromised的意思是妥协的，也就是被削弱的意思，故选Weakened。

24. What does “them” in PARAGRAPH 3 refer to ?

A. Risks B. Frailties C. Traumas D. Possibilities

24..【答案】B。解析：内容推断题。them 在文中指的是我们个人人性的弱点。

25. Which of the following can be the negative impact that trigger warning exerts on literature teaching according to the writer?

A. It may highlight the purpose of literature teaching.

B. It may expose students to the dark side of the world.

C. It may deprive students of their intellectual growth.

D. It may cause students to experience a post-traumatic-stress disorder.

25..【答案】D。解析：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阐述，可知D正确。

请阅读passage 2, 完成26～30小题。

Passage 2

The medical community owes economists a great deal. Amartya Sen won a Nobel Prize for Economic Sciences in 1998. He has spent his entire career promulgating ideas of justice and freedom, with health rarely out of his gaze. Joseph Stiglitz won a Noble in 2001. In 1998, when he was chief economist at the (then) notoriously regressive World Bank, he famously challenged the Washington Consensus. And Jeff Sachs, a controversial figure to some critics, can fairly lay claim to the enormous achievement of putting health at the center of the Millennium Development Goals. His “Commission on Macroeconomics and Health” was a landmark report, providing explicit evidence to explain why attacking disease was sbsolutely necessary if poverty was to be eradicated. And I must offer my own personal gratitude to a very special group of economists- Larry Summers, Dean Jamison, Kenneth Arrow, David Evans, and Special Gupta. They were the economic team that drove the work of Global Health 2035.

But although we might be kind to economists, perhaps we should be tougher on the discipline of economics textbook, and you will see the priority given to markets and efficiency, price and utility, profit and competition. These words have chilling effects on our quest for better health. They seem to marginalize those qualities of our lives that we value most of all – not our self-interest, but out humanity; not the costs and benefits of monetary exchange, but vision and ideals that guide our decisions. It was these issues that were addressed at last week's Global Health Lab, held at London School of Hygiene & Tropical Medicine.

Anne Mills, Vice-Director of the school, fervently argued the case in favor of economists. It was they who contributed to understanding the idea of “best-buys” in global health. It was economists who challenged user fees. And it was economists who made the connection between health and economic growth, providing one of the most compelling political arguments for taking health seriously. Some economists might adore markets, but not health economists, she said. “Health care is different.” For her kind of economist, a health system is a “social institution that embodies that embodies the values of society”.

Although competition has a part to play in health, it should be used judiciously as a mechanism to improve the quality of care. Chris Whitty, Chief Scientific Adviser at the UK's Department for International Developments, expressed his contempt for those who profess indifference to economics. Economic is about the efficient allocation of scarce resources. Anyone who backed the inefficient allocation of resources is “immoral”. He did criticize economists for their arrogance, though. Economists seemed to believe their ideas should be accepted simply because of the authority they held as economists. Economics, he said, is only one science among many that policy markers have to take into account. But Clare Chandler. A medical anthropologist, took a different view. She asked, what has neoliberal economics ever done for global health? Her answer, in one word, was “inequality”, Neoliberal economics frames the way we think and act. Her argument suggested that any economic philosophy that put a premium on free trade, privatization, minimal government, and reduced public spending on social and health sectors is a philosophy bereft of human virtue. The discussion that followed, led by Martin Mckee, posed difficult questions. Why do economists treat their theories like religions? Why are economists so silent on their own failures? Can economics ever be apolitical? There were few satisfactory answers to these questions.

26. Which of the following best describes the author's attitude toward economists?

A. Contempt B. Reservation C. Detachment D. Endorsement

26.【答案】C。解析：态度题。作者对经济学家的态度是比较客观的。

27. Who holds a critical view on economists role in medical field according to the passage?

A. Amartya Sen. B. Jeff Sachs C. Larry Summers D. Clare Chandler

27.【答案】B。解析：细节题。答案在第一段第5行。

28. Which of the following is closest in meaning to “discipline” in PARAGRPH 2?

A. Subject B. Lesson C. Punishment D. Regulation

28.【答案】A。解析：推断题。Discipline 在此处指的是一门学科。故而选择subject.

29. Which of the following is NOT used in the author's presentation of his ideas?

A. Thesis statement B. Rhetorical questions

C. Specific examples D. Direct quotation

29.【答案】A。解析：细节题。A项并不是作者阐述自己观点的方式。

30. What does the author intend to tell the reader?

A. There is still a long way to go for economists to genuinely contribute to global health.

B. Economists' role in global health is, to a large extent, negative.

C. Economists increased the inequality of resource allocations in global health.

D. Economics is only one science among many that policy makers have to take into account in providing health care programs.

30.【答案】A。解析：主旨大意题。根据文章最后一段的“ There were few satisfactory answers to these questions.” 可知A正确。

二、简答题(本大题1小题，20分)

根据题目要求完成下列任务，用中文作答。

31.课堂提问的作用是什么?(8分)封闭性问题与开放性问题各自有什么特点?(12分)

31.【答案】(一)课堂提问的作用(8分，每点2分)

(1)引起学生的注意，学生注意力不集中时，教师进行提问，往往可以唤回学生的注意力，让学生重新回归课堂教学。

(2)巩固课堂教学。教师在课堂教学中以一组问题前后相连的形式，不断启发、追问、质疑、概括、小结，那么学生就会比较全面、系统、牢固地掌握知识和技能。

(3)获取反馈信息。学生在答问时反映出的思维受阻、歧义、谬误、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，让教师能及时通过提示、点拨、启发，或者反问、加问、追问，甚至调整策略，改换话题，另辟蹊径，达到合理引导学生思维的目的。

(4)加强师生之间沟通与交流。教师提问，同学讨论，学生回答，是一种交流。课堂提问不仅可以提高学生的表达能力，培养他们的团队精神，更可以促师生感情融洽，从而更好地推动教学。

(二)封闭性问题和开放性问题的特点(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：封闭性问题有固定答案，且答案唯一。

(2)从锻炼学生能力的角度：强化巩固课堂所学，记忆必须死记硬背的知识。

(3)从课堂教学的角度：提高课堂提问的有效性方面发挥了重要作用。

B.开放性问题特点：(6分，每点2分)

(1)从问题的答案来看：答案不是唯一的，是多种多样的。

(2)从锻炼学生能力的角度：培养学生的发散思维，促进学生创新能力的提高。

(3)从课堂教学的角度：创设一个比较宽松、自由的问题情境，学生充分发挥自己的聪明才智，通过不同角度的探索，自己去获取新知识，巩固原有的知识。

三、教学情境分析题(本大题1小题，30分)

根据题目要求完成下列任务，用中文作答。

32.下面是某教授的课堂教学片断：

T:…Now, let's make our own wishes with “if only”. But please don't forget to give a description, even though it's very brief, of situation, the context, where you make the wish with one or two sentences… how about Liz?

Liz: Now it's So' clock, and there is a traffic jam on the express way. The hotel will cancel our room at 6 0' clock if we do nor get to the hotel. Then, I'll say: oh, I wish if only I didn't go on the journey.

T: Listen, Liz. You see, once you use “I wish”, you don't need to use “if only”, Just use either one.

Liz: Yes.

T; So will you try again? Just the wish.

Liz; If only I didn't go on the journey.

T; To make it better, you can say “if only hadn't gone on this journey”, because you are already on the way. Go on, please.

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。

32.【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“If only”引导的虚拟语气的用法。

技能目标：提高学生的英语造句能力，、语法运用以及英语表达能力。

情感目标：学生可以正确认识自己的错误并且改正错误，养成良好的意志品质。

(2)教学过程：(5分)

该教学情境属于语法教学中的环节。教师采用让学生创设语境进行造句的方法对所学的If only 引导的虚拟语气的用法进行巩固。教学过程中师生对话，既学习了语法又锻炼了口语表达能力。

(二)评价教学行为和反馈方式(16分)

优：(1)及时评价，帮助学生纠正语法错误。做到语法训练的准确性。(2)语法巩固练习设置要求学生结合具体语境造句，可以锻炼学生在自己所创设的语境中应用英语，锻炼了综合语言运用能力。(3)教学素材的使用贴近学生生活，如：make our own wishes 就可以让学生有话可说，体现了英语教学的实践性，真正体现了素质教学的理念。(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进性、持续性。

缺：(1)语法巩固练习形式略显单一枯燥，该教师仅采用了让学生造句的练习方法。(2)反馈过程缺少对学生的鼓励，会打击学生学习的积极性。学生回答问题之后，没有鼓励学生，而是直接“ Listen, Liz. You see, once you use …” (3)反馈的方式过于直接，可以采用引导的方式，让学生自己发现自己的语法错误并进行改正，达到印象深刻的目的。该教师在教学过程中总是直接指出学生的错误。(4)教师没有充分预料到学生的出错点，做到提前纠错。如在让学生造句之前，应该区别if only 和 wish 在虚拟语气句子中的用法。这样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)

根据提供的信息和语言素材设计教学方案，用英文作答。

33.设计任务：请阅读下面学生信息和语言素材，设计一节语言读写课教学方案。教案没有固定格式，但须包含下列要点：

-teaching objectives

-teaching contents

-key and difficult points

-major steps and time allocation

-activities and justifications

教学时间;45分钟

学生概况：某城镇普通中学高中一年级第二学期学生，班级人数40人，多数学生已经达到《普通高中英语课程标准(试验)》五级水平，学生课堂参与积极性一般。

Town Twinning

How are Oxford in the UK and Grenoble in France similar? Well, they are both medium-sized towns of between 100,000 and 200,000 inhabitants. They both have universities and industries. Tourism is important to both of them, and they are both close to some of the most beautiful countryside in the region. But they share something else, they have a town twinning agreement.

Town twinning is not a new idea, but it has become more popular in recent years because it's now easier to find out about and visit other countries and towns. It's an agreement between towns or cities of similar size and age, and which have similar features such as tourism, industry, culture and entertainment.

Town twinning agreements encourage people from the two towns to visit each other. There are visits and exchanges between schools, theater groups and sports teams. Visitors from the foreign town usually stay in the private homes of the town they are visiting. There id usually a big party for the visitors.

Town twinning agreements are perhaps most useful for students and people who want to practice speaking another language. This is because living with a foreign family for one or two weeks means that you have to speak their language, and a result you improve fast.

33.【答案】 Topic: Town Twinning

Teaching contents: Oxford and Grenoble are town twinning. They have some similarities. Town twinning agreements are useful and helpful for people to visit and exchange between cities of different countries.

Class Type: Reading and speaking class, 1 period

Knowledge aims:

1.The students will be able to understand the main idea and some details of the passage.

2.The students will be able to say something about Town Twinning.

Ability aims:

1.The students will be able to use reading methods such as skimming, scanning and careful reading during the process of understanding of the passage.

2.Students can improve the abilities of reading and speaking.

Emotional aims:

1.Students can get more interested in English culture.

2.Students can improve the spirit of friendship and exchanges, and build up the sense of global cooperation.

Teaching Key Points:

Understand some knowledge about Town Twinning and retell the passage.

Teaching Difficult Points:

How to make students understand some knowledge about Town Twinning and retell the passage?

Teaching Aids：multi-media

Teaching Procedures:

Step 1 Warming up and lead-in (5 min)

1.Greeting

2.Lead in the topic by playing a video about Beijing city and New York are town twinning and ask students to have a free talk:

(1)What is the relationship between Beijing and New York?

(2) Why can the cities become town twinning、

(Justification: Attract students's interests to learn this lesson and lead to the main idea of the text.)

Step 2: Pre-reading (7 min)

1.Common sense on town twining .

2.Ask students to give examples of town twining cities.

3.Play the video about Oxford and Grenoble are town twining. While enjoying the video, students think over the following question:” What are the similarities between the two cities?”

(Justification: Focus students's attention on the main topic of the reading passage. Comprehending the new words can help students to understand the passage easily. It prepares students to understand the topic and provides them with the opportunity to connect some aspects of the topic to their knowledge.)

Step 3: While- reading(18 min)

Fast reading.

Ask students to read the passage quickly and then conclude the main idea of each paragraph.

Main idea:

Paragraph 1—introduction—the similarities between the two cities

Paragraph 2—definition of town twining

Paragraph 3—contents of town twining agreements

Paragraph 4—functions of town twining agreements

(Justification: Train the students'reading ability of scanning for the general information of the passage. The questions, which are closely related to the main points of the passage, help the Careful reading

1.Ask the students to read the passage carefully and decide whether the statements are true or false and explain why.

(1)Both size and population in Oxford and Grenoble are similar.

(2)Oxford University is famous in the world; However, there is no university in Grenoble.

(3)Town twinning is a new idea in modern times.

(4)Town twining agreements encourage people to visit and exchange in culture and education.

(5)Town twining agreements are useful for foreign language learning.

2.Ask students to work in group and have a competition to answer the following questions:

(1)what are the similarities between Oxford and Grenoble?

(2)Why are the idea of town twinning popular nowadays?

(3)What is the definition of town twining agreements?

(4)What activities do the agreements take to encourage people from the two towns to visit each other?

(5)Why are the town twining agreements useful for students and people who want to learn a language?

3.Listening practice

Play the tape and ask students to read the passage after the tape and pay attention to the pronunciation of the words and sentences.

(Justification: In this part, I use the task-based teaching method to arouse the enthusiasm of students and to train their analyzing and summarizing ability. In the process of answering the questions, students’ reading skills for the detailed information are improved and it will help students understand the passage logically. The listening practice helps student consolidate their understanding of the text.)

Step 4:Post-reading (10min)

Get students retell the passage according to the outline and key words on PPT. Ask students to retell between partners first, then ask two students to retell before class.

Outline of the text:

Paragraph 1-introduction the similarities between the two cities.

Paragraph 2-definition of town twining

Paragraph 3-contents of town agreements

Paragraph 4-functions of town twining agreements

Key word:

Oxford in the UK and Grenoble in France are similar in the following three aspects:...medium-size...university...tourism...popular...because...encourage...There are visits and exchanges...Visitors...stay in...a big party...useful...because...

(Justification: The activity of retelling the text is carried out under certain situation can activate the atmosphere of the class and arouse students’ interest at the same time. It helps students strengthen what they have learned during this lesson.)

Step 5:Summary and Homework:(5min)

Summary: Ask one students to act as an assistant teacher to guide others to summarize what they have learned in this class. And then give a conclusion about this lesson.

Homework:

1.Listen to the tape and read the text aloud.

2.Ask students to search for more information the Internet and write a short passage about Beijing’s town twinning city.

(Justification: Homework is so important and necessary for students to master the knowledge they have learned in class. It will check whether the students achieve the teaching aims.

Class Reflection:

Blackboard Design:

Outline of the text:

Paragraph 1-introduction

Paragraph 2-definition

Paragraph 3-contents

Paragraph 4-functions

Key words:

Oxford in the UK and Grenoble in France are similar in the following three aspects:...medium-size...university...tourism...popular...because...encourage...There are visits and exchanges...Visitors...stay in...a big party...useful...because...