2020年下半年教师资格证高中英语真题及解析

高中英语学科知识与教学能力

2020年下半年真题

注意事项：

1.考试时间为120分钟，满分为150分。

2.请按规定在答题卡上填涂、作答。在试卷上作答无效，不予评分。

一、单项选择题（本大题共30小题，每小题2分，共60分）

1. /s/ and /z/ can be distinguished by the .

A. place of articulation

B. state of tongue

C. state of vocal cords

D. manner of articulation

【答案】C

【解析】本题考查语音学。

/s/和/z/按发音方式为摩擦音，按发音部位为齿龈音，只有按照发音时声带是否震动判断，/s/为清辅音，/z/为浊辅音。故本题选C。

2.The word “realization" consists of syllables and morpheme.

A. five; five

B. five; four

C. four; three

D. four; four

【答案】C

【解析】本题考查音系学。

realization 的音标为/ri:?l?'ze??n/ 根据元音音素进行划分，可分为4个音节；realization 进行词素划分，可分为real，-ize,-tion三个词素。故本题选C。

3. Which of the following is least associated with newspaper publishing?

A. proofreading

B. editorial

C. censorship

D. citizenship

【答案】D

【解析】本题考查语义学。

题干为：以下哪个与报纸印刷关系最弱? proofreading意为“校对”；editorial 意为“编辑的；主编”；censorship意为“审查制度；审查机构”；citizenship意为“公民身份；公民资格”，由语义可以进行区分，只有D项citizenship 和报纸印刷的关系最弱。故本题选D。

4. Which of the following best describes the relation between "piece” and "peace”?

A. synonymy

B. homonymy

C. antonymy

D. hyponymy

【答案】B

【解析】本题考查语义学。

“piece”和“peace”在发音是相同，但词性和含义均不同，属于同音异形异义词。synonymy 意为“同义关系”；homonymy意为“同音异义”；antonymy意为“反义关系”；hyponymy意为“上下义关系”，故本题选B。

5. She was not impressed by the story Paul shared with her, for she had already heard of it.

A. in the least

B. at the most

C. least of all

D. for the most

【答案】A

【解析】本题考查介词短语辨析。

句意：她一点也没有被Paul分享的故事打动，因为她已经听过一次了。in the least意为“一点；丝毫”；at the most意为“至多；不超过”；least of all意为“最不，尤其”；for the most 意为“对大多数”；根据句意，可知in the least“一点；丝毫”符合句意，故本题选A。

6. Without facts, we can't form worthwhile opinions, for we need to have factual knowledge

our thinking.

A. which to be based upon

B. upon which to base

C. which to base upon

D. upon which to be based

【答案】B

【解析】本题考查动词不定式。

句意：没有事实，我们就不能形成有价值的观点，因为我们的思考必须以真实的知识为基础。upon which to base our thinking 是动词不定式短语作定语，短语中介词必须放在which 前。故本题选B。

7. It's true that water will continue to be it is today—in importance to oxygen.

A. how

B. which

C.as

D. what

【答案】D

【解析】本题考查表语从句。

句意：水将继续和它现在一样，像氧气一样重要，这是真实的。设空处为be动词之后的表语从句，从句中缺少表语，意为“什么”，应使用what。故本题选D。

8. He is helpless under such circumstances, .

A. however brilliant a mind he may have

B. however a brilliant mind he may have

C. however brilliant a mind may he have

D. However a brilliant mind may he have

【答案】A

【解析】本题考查让步状语从句。

句意：在这种情形下他是无助的，无论他有多么聪明的头脑。However= no matter how，感叹句式how+形容词+a/an +单数名词，应为how brilliant a mind,该句中不需要倒装。故本题选A。

9. Which of following refers to "the part of input that has been internalized by learners”?

A. feedback B output

C. Intake

D. washback

【答案】C.

【解析】本题考查语言观及语言学习观。

学习者内化的部分是指学习者先学习新知识，再建构于原有知识框架中。故本题选C。

10. Which of the following describes the language of an individual speaker with its unique characteristics?

A. Idiolect

B. Taboo

C. Regional dialect

D. Social dialect

【答案】A

【解析】本题考查语言学。

描述个体说话带有个人特色的是个人习语。idiolect意为“个人习语，个人语言”；taboo 意为“禁忌；忌讳”；reginal dialect意为“地区方言”；social dialect意为“社会方言；社会习惯于”，根据题意，可知为idiolect。故本题选A。

11. What role does he/she play when a teacher explains the purpose of a task, the steps to do it and its time limit?

A. An organizer.

B. An observer

C. An evaluator

D. A prompter

【答案】A

【解析】本题考查教师角色。

题干中教师向学生说明任务目的，步骤和时间限制等，体现教师在组织课堂活动，应为组织者。故本题选A。

12. What does he/she intend to do when a teacher writes the following sentences “She gets up early. She wears a uniform. She works very hard.” on the blackboard at the presentation stage?

A. Practice sentence patterns using model sentences.

B. Check if students can pronounce the sentences correctly.

C. Monitor whether students can accurately express their ideas.

D. Draw students' attention to the form of a new language item.

【答案】D

【解析】本题考查语法教学。

题干中教师给出的句子中，用下划线标出了句子中的第三人称单数形式，为的是引起学生关注第三人称单数形式的新知识点。故本题选D。

13. What skill does he/she use when a student uses language knowledge and contextual clues to figure out the meaning of a new word?

A. Contrasting.

B. Summarizing

C. Deducing

D. Predicting

【答案】C

【解析】本题考查词汇教学。

学生借助上下文语境理解新词汇属于学生推断，推导。contrasting意为“对比；对照”；summarizing意为“总结”；deducing意为“推导；推论”；predicting意为“预测”。故本题选C。

14. Supplementing, deleting, simplifying and reordering are often used in .

A. adapting teaching materials

B. delivering teaching materials

C. evaluating teaching materials

D. presenting teaching materials

【答案】A

【解析】本题考查教学设计。

增补、删减、简化及调整顺序常用于调整教学材料中。故本题选A。

15. Which of the following is least recommended at the lead-in stage in a reading class?

A. Activating students' schema of the topic.

B. Giving advice on how to use reading strategies.

C. Sharing background information about the text.

D. Correcting language mistakes students have made.

【答案】D

【解析】本题考查导入。

题干中指出在阅读课中最不推荐的导入是，A项“激活学生已有知识”；B项“就如何使用阅读技巧提出建议”；C项“分享课文相关的背景知识”；D项“纠正学生犯的错误”；A，B，C项均适合阅读课导入。故本题选D。

16. Which of the following best describes the phenomenon that learners apply the skills acquired in one field to another?

A. Transfer

B. Deduction

C. Contextualization

D. Induction

【答案】A

【解析】本题考查课堂教学技能。

题干中指出“学习者将所学技巧运用于其他内容”属于知识迁移。transfer意为“转移；迁移”；deduction意为“推导；推断”；contextualization意为“情景化”；induction意为“归纳”；故本题选A。

17. If the focus is placed on , students are supposed to go through the stages of drafting, receiving feedback, and revising before submitting the final version of their writing.

A. Product

B. process

D. format C. genre

【答案】B

【解析】本题考查中学写作教学。

在强调写作过程的时候，学生需要经历初稿、收到反馈、修订，并最终交定稿的过程。故本题选B。

18. What would he/she do in a reading class if a teacher wants to develop students' inferential comprehension?

A. Ask them to retell the story.

B. Ask them to underline difficult sentences.

C. Ask them to read the text sentence by sentence.

D. Ask them to read the text for implied meaning.

【答案】D

【解析】本题考查中学阅读教学。

题干中指出教师想要发展学生推理能力，可以采取的措施。A项“让学生复述故事”；B 项“划出长难句”；C项“让学生逐句读课文”；D项“让学生读文章内涵的意思”，分析题目和选项。故本题选D。

19. Which of the following activities can be used if the focus is on developing students' oral fluency in English?

A. Blank-filling.

B. Story-telling.

C. Transformation.

D. Translation.

【答案】B

【解析】本题考查口语教学。

题干中指出发展学生英语口语的活动，blank-filling 意为“填空”；story-telling意为“讲故事”；transformation意为“转换；变换”；translation意为“翻译”，适合于口语练习的是story-telling。故本题选B。

20. What is the focus when a teacher says to the class" Rewrite each of the following sentences using the passive voice.”?

A. Skill

B. Meaning

C. Structure

D. Function

【答案】C

【解析】本题考查语法教学。

题干中指出教师让学生将句子改写为被动语态，skill意为“技巧”；meaning意为“含义”；structure意为“结构”；function意为“功能”，进行句子改写属于“结构”练习。故本题选C。

请阅读Passage1, 完成第21~25小题。

Passage 1

I have personally come to understand that “empowerment” is not a lesson that can be thought by way of textbooks or lectures, projects or field trips, and not even by way of principles and inspirational teaching. It must be taught by personal examples.

When we ask our students who come from disadvantaged backgrounds, or those, who face a

personal lifestyle this in direct conflict to the principles that we teach, we have to be willing to show them how to overcomer, how to make the transition from one state of being into the next, how to be empowered. We must make the lesson of empowerment come to life, in a real, up-dose and personal way. And the only way this can be done is when we al low ourselves to become living examples of what we teach.

Preparatory school for Global Leadership (PSCL) is a school that I started because I believed that I had method, a way of teaching and learning that would empower the urban disadvantaged child. But as l sit back and think about it now, PSGL was a school that I started so that I would showcase empowerment to a group of students (and stuff) who needed a real life, example of how to grow beyond one' s current circumstance.

When l reflect on my journey of starting the school, I realize that every step along the way was personally teaching about empowerment. It is one thing to teach it, but it is another to live it. Unless we experience empowerment on a personal level, we can not help students learn it, circumvent obstacles as they arise and develop and employ the new skills needed to function to be empowered.

How can we get in the face of a student and push him to a place that is foreign and scary, asking him to become greater than his environment? We can't, why? Because we do not know what it lacks like, we do not know what it feels like. Our role as a teacher becomes technical, causing us to miss out on the spirit of truly good teaching, where one teaches with relevancy, authenticity and experience.

When I look at the faces of these students, I know that my process of starting the school was for them. When I became what I taught, when I empowered myself in spaces where there was no one there to empower me, when I chose to succeed without excuses, I became a living lesson.

These students saw me and our staff as extensions of the lessons we were trying to teach. Our lives, not by our perfection, but by our effort, showed students how to apply what we taught.

21. Which of the following can be regarded as a necessary condition for teachers to empower their students?

A. Having been successful in empowering students.

B. Possessing the expertise in the subject they teach.

C. Having received adequate training on empowerment.

D. Being able to integrate personal experiences into their teaching.

22. Which of the following can be inferred from the passage?

A. Only children from disadvantaged background need to be empowered.

B. The author is able to empower herself when faced with difficulties.

C. Teachers with personal experience of empowerment cannot teach.

D. The author does not practice what she advocates in her own life.

23. Which of the following is true about the Preparatory School for Global Leadership?

A. It is the most renowned of its kind in the world.

B. Its graduates are well received by their employers.

C. Its staff are unwilling to empower themselves as living examples.

D It aims at empowering trainees to grow beyond their circumstances.

24. Which of the following is closest in meaning to the underlined word "circumvent” in Paragraph 4?

A. Overcome.

B. Encounter.

C. Move around.

D. Take away.

25. Why does the author highly value a teacher's experience of empowerment in teaching?

A. To enable students to learn and use new skills.

B. To turn teaching technical with dogmatic lectures.

C. To make teaching relevant, authentic, and convincing.

D. To extend and perfect his professional career as a teacher.

21.【答案】D

【解析】细节理解题。本题可定位到第四段第三句除非我们自己体验“empowerment”，否则我们无法帮助学生学习，所以对老师来说，首先需要自己亲身体验才能更好得教学生。故本题选D。

22.【答案】B

【解析】推理判断题。

B项正确，从全文可看出，作者同意老师需要亲身经历才可以使教学更有说服力，而作者自己也是这么做的；A项中的0nly太过绝对，文中只说“我”问来自disadvantaged background的小孩，而不是只有这一类小孩才需要，A项错误；C项的观点与全文观点相反，根据第五段可知C项错误；D项和B项相反，D项错误。故本题选B。

23.【答案】D

【解析】推理判断题。本题可定位到第三段。整个第三段都是对Preparatory School for Global Leadership的介绍。A项和B项在第三段中并未涉及，C项中的unwilling和该段所表达的想法相反，D项正确，可定位到第三段最后一句。故本题选D。

24.【答案】A

【解析】词义猜测题。本题可定位到第四段第三句。该句所表达的含义为：只有老师自己有亲身体验，才可以帮助学生学习，问题，然后开发和运用技能。根据分析和选项含义可确定答案为A。故本题选A。

25.【答案】C

【解析】推理判断题。本题可定位到第五段。C项中的三个形容词和第五段最后一句中的三个名词相对应。故本题选C。

请阅读Passage2，完成第26~30小题。

Passage 2

Cats have the widest hearing range of nearly any mammal” not only can they perceive sound in what we define as the "ultrasonic" range, they can also appreciate all the bass Dr Dre can throw at them. They can swivel their whiskers forwards while hunting to provide a kind of short-range radar. And they can see exceptionally well in the dark thanks to a reflective surface behind the retina that bounces light back, giving it a second chance to hit a photoreceptor. They see more distinct images per second than we do.

Dog partisans will appeal to the dog' s allegedly superior intelligence — though if that were the primary criterion for choosing a pet, one would expect to see a lot more crows and squid on leads around town. In fact, cats are rather cleverer than commonly assumed, as the biologist and animal-behaviour expert John Bradshaw shows in his new book. They can even be trained to an extent which was news to me Bradshaw' s book mixes pellets of cat lore with accounts of feline evolution, anatomy, genetics and development from newborn kitten to adulthood, plus descriptions of cat-psychology experiments in the laboratory, many of which he has conducted himself. Some of the most interesting parts indicate holes in our current scientific knowledge. "Many mother cats try to move their litters at least once before they wean them,” he observes," but science has yet to find out why". No one knows why cats go crazy for catnip, nor why they are able “to classify shapes according to whether they are closed or open.” Kittens, meanwhile, "may also use special

movements of their tails to signal playfulness, but so far no scientist has been able to decode these". As far as potential research projects go, decoding the tail-language of playing kittens must be about the interesting unsolved problem in science.

The cat is an apparently phlegmatic beast, but Bradshaw points out that cats experience strong emotions, and sometimes might be suffering in silence. They aren't particularly sociable, and cats who are housed with others who weren't litter-mates - perhaps by well-meaning owners who think they need the company — can become chronically stressed.

Luckily, then, cats probably aren't aware that today they are once again hate-figures, the furry target of spittle-spraying ecologists who, armed with dodgy statistics, accuse cats of wildly "murdering" all the country's songbirds. It's a bit more complicated than that, Bradshaw shows. Rats also kill songbirds, and cats keep their numbers down; while the RSPB says the disappearance of habitat is a far more important factor in the decline of songbird populations than predator numbers. But we could at least, Bradshaw suggests, reverse the counterproductive selection pressure we currently exert on the domestic cat when we neuter house cats before they reproduce. This means, he explains, that the "friendliest, most d ocile” cats are prevented from leaving any descendants, while wild cats — which are more suspicious of humans and better at hunting — will leave more offspring. Unintentionally, we are causing cats to evolve into animals society won't like as much.

Cat-haters probably won't appreciate this book, but anyone else might. It is written in a friendly and engaging way, has helpful tips for cat owners, and is packed with excellent cat facts. Why, you might have wondered, do cats get stuck up trees? Because all their claws face forwards, so none can be used as brakes on the descent. We all know how good cats are at twisting mid-air to land on their feet, but they have an even more impressive trick: some cats ado a "parachute" position during a long fall, with all four legs stuck out to the side, before coming back to the landing position at the last moment. This cat-parachute pose, Bradshaw calculates," limits the falling speed to a maximum of fifty-three miles an hour” so enabling some cats to fall from high-rise buildings and walk away unhurt. l' d like to see a dog try that.

26. What can be inferred about cats from Bradshaw's research?

A. Cats' whiskers can aid them to confuse preys.

B. Cats can detect sounds far away from them.

C. Cats can process images better than we do.

D. Cats' intelligence has been underestimated.

27. According to Paragraph 3, which of the following constitutes a potential research topic?

A. Doing cat-psychology experiments.

B. Decoding playing kittens' tail-language.

C. Discovering why cats can classify shapes.

D. Investigating why cats go crazy for catnip.

28. Which of the following is closest in meaning to the underlined word “phlegmatic” in Paragraph 4?

A. Lonely.

B. Emotional

C. Sullen

D. Calm

29. For what reason did the ecologists accuse cats?

A. Reproducing more offspring.

B. Destroying songbirds' habitat.

C. Killing the country's songbirds.

D. Being suspicious of human beings

30. According to the author, what is most impressive about cats during a long fall in Bradshaw's writing?

A. Cats can be trained to land safely.

B. Cats tend to use their claws as brakes.

C. Some cats can adopt a "parachute" position.

D. Most cats are good at playing tricks in mid-air.

26.【答案】C

【解析】推理判断题。前三项可定位到第一段。A项在原文中的意思是“它们可以在打猎时把胡须向前旋转，以提供一种短程雷达”；B项意为“猫可以探测到距离很远的声音”，原文的表述是猫可以听到人类听不到的声音，没说距离远近，B项错误；C项正确，根据第一段最后一句可得出答案；D项错误，没有说到猫的智商。故本题选C。

27.【答案】B

【解析】细节理解题。本题可定位到第三段。另外三项在本段也有涉及，但根据最后一段可知B项正确。故本题选B。

28.【答案】D

【解析】词义猜测题。本题可定位到第四段第一句。该句中的but和strong emotions是解题点，but表示转折关系，所以可猜测phlegmatic的词义和strong emotions 相反，A项意为“孤独的”；B项意为“感情冲动的”，和strong emotions 同义；C项意为“闷闷不乐的”；D 项意为“冷静的”。结合选项，可确定答案为D。故本题选D。

29.【答案】B

【解析】推理判断题。本题可定位到第五段第三句。老鼠也会杀死鸣禽，猫也会减少它们的数量;皇家鸟类保护协会表示，栖息地的消失是导致鸣禽数量下降的一个更重要的因素，而不是捕食者的数量。所以可知，songbird的栖息地的消失才是猫受谴责最重要的原因。故本题选B。

30.【答案】C

【解析】细节理解题。本题可定位到最后一段第五句。猫在下降时会采取“降落伞”的姿势，所以从很高的楼上掉下来也不会伤到。故本题选C。

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.简述进行短文听写（dictation）的目的（6分）与三个基本步骤（6分）。写出短文听写的一个优点（4分）和一个缺点（4分）。

【参考答案】

（1）短文听写是一种有效听力训练方式，能够帮助学生扩充词汇量，提高拼写、句法、听力、理解、记笔记和一定的书面表达等多方面的技能，是一种兼顾语言输入与输出的训练方式。

（2）短文听写的三个基本步骤

①听前预测

如果是听写填空，第一步:快速浏览材料，了解大意，预测内容浏览材料时，尤其要关注所给材料的首尾部分以及空格前后的部分，要确定空格要求填写单词的词性、单复数以及时态语态;根据上下文推测要填单词的可能词义;根据上下文及短文主题推测句子可能陈述的内容。

②听中速记

通常，短文听写会引导学生听2-3遍录音，听第一遍录音时，切忌急于完整地填

写每个空格。这一遍的主要任务主要是理清文章的脉络。可以适当做点简单的记录，单词可采用缩写或只记录开头字母。注意以听为主，从整体上把握句子含义的前提下，适当记录关键词，一般三、四个单词即可，且不可贪多而影响了对句子含义的理解，甚至影响对后面句子的听写。听第二遍录音时，要尽量使用缩略词进行记录，长的词语可以先写个头，对于不重要的冠词、介词等能省则省，争取把重要的信息都抓住。听第三遍录音时，重点放在空格部分。一方面要对所填内容进行仔细核听;另一方面要重点关注没有听懂或不是很有把握的地方，尽量补全没有写出的内容。

③听后检查

三遍录音听完以后，务必进行最后检查。利用语法知识和一些习惯表达方式检查所写文本内容。如果听出的单词或词组与语法知识不符，从语法上讲是错误的，这时要相信语法，因为有些时候一些单词的-ed或-s发音很轻，可能会听不清楚，把相应的单词或词组改为正确的语法格式。

（3）优缺点

优点：短文听写能够兼顾语言输入与输出的训练，在考查学生的综合语篇理解能力的基础上，检测学生的词汇、语法等方面的学习效果，有助于全面考查学生的综合语言运用能力。

缺点：短文听写的形式不够灵活，对于学生的自主语言输出水平，提升有限，难以体现英语教学的人文性特点。

三、教学情境分析题（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。

32.下面是一节高中英语课堂教学片段实录。

T: Arm yourself with sunscreen, sunglasses and a hat in a period of hot weather.

S1: How can you arm yourself? You already have two arms - how do you put on more?

T: Can we figure out the meaning of “arm" from the text? Look for another place where the word “sunscreen” appears.

S2: In this sentence:" Health experts warned people, when outside, to apply sunscreen with a sun protection factor…”

S3: So I think "arm yourself” is kind of "apply”.

S1: Oh, that makes sense. Is he right?

T: I could answer you, but I'd like you to find out the meaning of "arm" in the dictionary.

T: Got it? Can you explain it in English?

S4: Yes, it's a verb, different from the noun "arm”, meaning to provide yourself or others with weapons or to provide what you need for a task.

T: Nicely done!

根据上面提供的信息，回答下列问题：

（1）该教学片段的语言教学目标和策略目标分别是什么？（8分）

（2）该教师采取了哪三种方法达成上述目标（12分）

（3）该教师教学的一个优点和一个缺点分别是什么？（10分）

【参考答案】

（1）语言知识目标：学生学会生词“arm”作为动词的含义并能够使用词典查阅生词；策略目标：学生能够结合上下文语境理解生词，并查阅词典进行确认。

（2）该案例中采用了交际法、认知法和启发式教学法。①交际法认为语言不是存在于孤立的词语或句子中，而是存在于连贯的语篇中。该案例中教师运用贴近生活实际的真实语言材料帮助学生理解生词“arm”的含义，让学生处于情景之中，用英语进行交际。②该教师采取了认知法，认知法强调教学中发挥智力的作用，让学生理解所学的材料。该教学片段中教师充分调动学生的积极性进行词义理解和词典查阅，引导学生进行学习技能的培养；③该片段中教师没有直接给出生词含义，而是先引导学生讨论交流，在语境中对生词词义进行猜测，再引导其使用工具书——词典进行确认学习，属于启发式教学。

（3）优点：在该案例中，当学生不明白生词的含义时，老师并没有直接告诉学生，而是让学生通过讨论和查字典的形式弄清楚了生词的意思，培养了学生查字典的技能和习惯，逐步养成自主学习的能力。

缺点：在该案例中，学生通过自己的努力弄清楚了生词的意思后，该老师只是简单地评价“Nicely done”，并未对学生“讨论”和“查字典”的学习方法进行肯定，不能很好地促进学生的学习积极性。

四、教学设计

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20分钟的写作教学方案，帮助学生顺利完成该写作任务。

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 justification

教学时间：20分钟

学生概况：某城镇普通中学高中年级第一学期学生，班级人数40人，多数学生已经达到《义务教育英语课程标准（2011年版）》五级水平。学生课堂参与积极性一般。

语言素材：

WRITING

1. Think of someone famous that you admire a lot, for example, an artist, a musician or writer.

2. Write two or three paragraphs about his or her life. Below are some suggestions to help you.

3. Write about:

●Where he/she was born and where he/she lived as a child.

●His/her family. How he/she become famous.

●His/her songs/ music/painting/novels/poems…

●To show he/she has been in.

●Your opinion of his/her work. Explain why you like him/her.

●What you think will happen to him/her.

●Whether he/she will continue to be successful.

【参考答案】

一、Teaching contents

This is a writing lesson about writing a composition about someone famous that they admire

a lot.

二、Teaching objectives

(1) Knowledge objectives

①Students will get familiar with the content about introducing famous people.

②Students can learn writing format about writing a person.

(2) Ability objectives

Students can write a passage with the certain topic through imitation and practice.

Students can develop the ability to analyze the structure of the passage and master the skills of writing a composition.

(3) Emotional objectives

Students will be interested in learning English.

Students will build the confidence of learning English and talk with others confidently and bravely.

三、Teaching key and difficult points

Teaching key point:

How to help students get more points and supporting details of introducing a famous person.

Teaching difficult point:

How to help students apply the new sentences into daily life.

Students can foster the interest of learning English.

四、Major Steps

Step 1 Pre-writing (7 minutes)

Activity 1：Learn about the content of the sample.

The teacher will guide students to read the sample to summarize the topic of it.

Topic: a famous person that I admire a lot

Students will have a discussion about the format of the passage.

Para 1: the basic information of the person

Para 2: the reason why she/he became famous

Para 3: explain why you like him/her.

(Justification: Through reading the sample, students can write down some ideas about their composition and have a full understanding about the structure.)

Activity 2: Brainstorming

Students will work in groups to talk about a famous person who I admire and write down some ideas.

(Justification: Through brainstorming, students can write down some ideas about their composition and have a full understanding about the structure.)

Step 2 While-writing (8minutes)

Activity 1: Outlining

The teacher will guide students to write an outline of the composition and remind students to pay attention to the spelling and grammar.

Activity 2: Drafting

Students start to write their compositions based on the outline.

(Justification: Through above two activities, students will finish their writing and their writing ability will be improved.)

Step 4 Post-writing (5 minutes)

1. Editing

Self-editing: The teacher will give students a short time to go through their writing to correct mistakes in spelling and grammar.

Peer-editing: Students will exchange their passage with each other and correct mistakes in spelling and grammar.

2. Display and Evaluation

The teacher will invite some students to share their compositions to the whole class and guide other students to evaluate these compositions, then the teacher will make a conclusion.

(Justification: Through these activities, students will regulate their language and work out better ideas or expressions, meanwhile, students will be more willing to learn from others and improve their writing ability.)