教师资格证考试高级英语真题解析

2016年上半年中小学教师资格考试

英语学科知识与教学能力试题（高级中学）

（满分：100分考试时间：120分钟）

题号一二三总分统分人签字

得分

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一、单项选择题（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．Excellent novels are those which national and cultural barriers.

A. transcend

B. traverse

C. suppress

D. surpass

2. As Alice believed him to be a man of integrity, she refused to consider the possibility thathis statement was .

A. irrelevant

B. facetious

C. fictitious

D. illogical

3. The girls are afraid that being friendly to strangers could be misinterpreted by theirneighbours.

A. ever-present

B. ever-presented

C. ever-presenting

D. ever-presently

4. His presentation will show youcan be used in other contexts.

A. that you have observed

B. that how you have observed

C. how that you have observed

D. how what you have observed

5. Many students start each term with an award check, but by the time books are bought, food is paid for, and a bit of social life，it looks rather emaciated.

A. lives

B. lived

C. was lived

D. has lived

6. Which of the following is correct in its use of punctuation?

A. The teacher asked,“Who said,‘Give me liberty or give me death’？”

B. The teacher asked,“Who said,‘Give me liberty or give me death?’”

C. The teacher asked,“Who said‘Give me liberty or give me death’”？

D. The teacher asked,“Who said‘Give me liberty or give me death’？”

7. The pair of English phonemes differ in the place of articulation.

A. ／／ and ／／

B. ／／ and ／／

C. ／ｄ／ and ／ｚ／

D. ／m／ and ／n／

8. There are consonant clusters in t he sentence“Brian, I appreciate beautiful scarf you brought me.”

A. two

B. three

C. four

D. five

9. When saying “It’s noisy outside”to get someone to close the window, the speaker intends

to perform a(n).

A. direct speech act

B. locutionary act

C. indirect speech act

D. perlocutionary act

10. That a Japanese child adopted at birth by an American couple will grow up speaking English indicatesof human language.

A. duality

B. cultural transmission

C. arbitrariness

D. cognitive creativity

11. Fluent and appropriate language use requires knowledge of and this suggests

that we should teach lexical chunks rather than single words.

A. denotation

B. connotation

C. morphology

D. collocation

12. “Underlining all the past form verbs in the dialogue” is a typic al exercise focusing on.

A. use

B. form

C. meaning

D. function

13. Which of the following activities may be more appropriate to help students practice a new

structure immediately after presentation in class?

A. Role play.

B. Group discussion.

C. Pattern drill.

D. Written homework.

14. When teaching students how to give appropriate responses to a congratulation or an

apology, the teacher is probably teaching at.

A. lexical level

B. sentence level

C. grammatical level

D.: discourse level

15. Which of the following activities can help develop the skill of listening for gist?

A. Listen and find out where Jim lives.

B. Listen and decide on the best title for the passage.

C. Listen and underline the words the speaker stresses.

D. Listen to pairs of words and tell if they are the same.

16. When an EFL teacher asks his student“How do you know that the author liked the place

since he did not tell us explicitly?”，he/she is helping students to reach comprehension.

17. Which of the following types of questions are mostly used for checking literal comprehension

of the test?

A. Display questions.

B. Rhetorical questions.

C. Evaluation questions.

D. Referential questions.

18. Which of the following is a typical feature of informal writing?

A. A well-organized structure is preferred.

B. Short and incomplete sentences are common.

C. Technical terms and definitions are required.

D. A wide range of vocabulary and structural patterns are used.

19. Peer-editing during class is an important step of theapproach to teaching writing.

A. genre-based

B. content-based

C. process-Qriented

D. product-oriented

20. Portfolios, daily reports and speech delivering are typical means of ．

A. norm-referenced test

B. criterion-referenced test

C. summative assessment

D. formative assessment

请阅读Passage 1，完成第21-25小题。

Passage 1

When the Viaduct de Millau opened in the. south of France in 2004, this tallest bridge in the

world won worldwide accolades. German newspapers described how it “floated above the clouds”

with“elegance and lightness”and “reathtaking”beauty. In France, papers praised the“immense”

“concrete giant.”Was it mere coincidence that the Germans saw beauty where the French saw heft

and power? Lera Borodisky thinks not.

In a series of clever experiments guided by pointed questions, Boroditsky is amassing evidence

that, yes, language shapes thought. The effect is powerful enough, she says, that “the private mental

lives of speakers of different languages may differ dramatically,” not only when they are thinking in

order to speak, “but in all manner of cognitive tasks,”including basic sensory perception.“Even a

small’ fluke of grammar”—the gender of nouns-”can have an effect on how people think about

things in the world,” she says.

As in that bridge, in German, the noun for bridge, Brucke, is feminine. In French, pont is

masculine. German speakers saw prototypically female features; French speakers, masculine ones.

Similarly, Germans describe keys (Schlussel) with words such as hard, heavy, jagged, and metal, while

to Spaniards keys (llaves) are golden, intricate, little, and lovely. Guess which language construes key

as masculine and which as feminine? Grammatical gender also shapes how we construe abstractions.

In 85 percent of artistic depictions of death and victory, for instance, the idea is represented by a

man if the noun is masculine and a woman if it is feminine, says Boroditsky. Germans tend to paint

death as male, and Russians tend to paint it as female.

Language even shapes what we see. People have a better memory for colors if different shades

have distinct names—not English’.light blue and dark blue, for instance, but Russian’s goluboy

and-stinly. Skeptics of the language-shapes-thought claim have argued that that’s a trivial finding,

showing only that people remember what they saw in both a visual form and a verbal one, but not

provin；-that they actually see the hues differently. In an ingenious experiment, however, Boroditsky

and colleagues showed volunteers three color swatches and asked them which of the bottom two was

the same as the top one. Native Russian speakers were faster than English speakers when the colors had distinct names, suggesting that having a name for something’allows you -to perceive it more

sharp ly. Similarly, Korean uses one word for “in” when one object is in another snugly, and a

different one when an object is in something loosely. Sure enough, Korean adults are better than

English speakers at distinguishing tight fit from loose fit.

Science has only scratched the surface of how language affects thought. In Russian, verb forms

indicate whether the action was completed or not-as in “she ate ［and finished］the pizza.” In

Turkish, verbs indicate whether the action was observed or merely rumored. Boroditsky would love

to run an experiment testing whether native Russian speakers are better than others at noticing if

an action is completed, and if Turks have a heightened sensitivity to fact versus hearsay. Similarly,

while English says “she broke the bowl” even if it smashed accidentally, Spanish and Japanese

describe the same event more like “the bowl broke itself.”“When we show people video of the

same event,” says Boroditsky, “English speakers remember who was to blame even in an accident,

but Spanish and Japanese speakers remember it less well than they do intentional actions. It raises

questions about whether language affects even something as basic as how we construct our ideas of

causality.”

21. Which of the following is closest in meaning to the underlined word . “accolades” in

PARAGRAPH ONE?

A. Praises.

B. Awards.

C. Support.

D. Gratitude.

22. What can be inferred from PARAGRAPH TWO?

A. Language does not shape thoughts in any significant way.

B. The relationship between language and thought is an age-old issue.

C. The language we speak determines how we think and see the world.

D. Whether language shapes thought needs to be empirically supported.

23. What is the role of the underlined part “As in that bridge” in PARAGRAPH THREE?

A. Reflecting on topics that appeal to the author and readers.

B. Introducing new evidence to what has been confirmed before.

C. Identifying the kinds’ of questions ’supported by the experiments.

D. Claiming that speakers of different languages differ dramatically.

24. Which of the following has nothing to do with the relationship between language and

thought?

A. People remember what they saw both visually and verbally.

B. Language： helps to shape what and how we perceive’the world.

C. Grammar has an effect on how people think about things around us.

D. Science has only scratched the surface of how language affects thought.

25. Which of the following best represents the author’s argument in the passage?

A. The gender of nouns affects how people think about things in the world.

B. Germans and Frenchmen think differently about the Viaduct de Millau.

C. Language shapes our thoughts and affects our perception of the world.

D. There are different means of proving how language shapes our thoughts.

请阅读Passage 2，完成第26～30小题。

Passage 2

When American-born actor Michael Pena was a year old, his parents were deported.

They

had illegally walked across the . border from Mexico and when they were caught by immigration authorities, they sent Pena and his brother to stay with relatives in the . “It was

quite a bit of a gamble for my parents,”says Pena, ”but they came back a year later.”Pena’s

father, who had been a farmer in Mexico, got a-job at a button factory in Chicago and, eventually,

a-green card. Pena stayed in Chicago until, at 19, he fled to Los Angeles to pursue his acting

dreams.

This family history makes Pena’s latest role especially personal. In Cesar Chavez, Pena plays

the labor leader as he struggles to organize immigrant California farm workers in the 1960s. To

pressure growers to improve working conditions and wages, Chavez led a national boycott of table

grapes that lasted from 1965 to 1970 and is recorded in the film. Chavez, like Pena, was the

American-born son of Mexican farmers who immigrated to the .“He understands this duality,

the feeling of being born in a place but very big idea of where your heritage comes from,“

says the film director, Diego Luna. ”This thing of having to go to school and learn in English and

th en go home to speak Spanish with your parents.”

As immigration policy is hotly debated on Capitol Hill this year, Luna and others who were

involved with Cesar Chavez are hoping the movie will spark new support for reform and inspire

American Latinos to get involved. “The message Chavez left was that change couldn’t happen

without the masses being a part of their own change,” says Ferrera, a first generation Honduran

American who plays the union leader’s wife Helen. Rosario Dawson, who co-founded the advocacy

group Voto Latino, plays Chavez ally and labor leader Dolores Huerta.

Immigrant-rights issues in the . have evolved substantially in the years since Chavez founded the United Farm Workers (UFW). Undocumented workers now make up a far larger share

of the agricultural workforce in California than they did in the 1960s, according

to Miriam Pawel,

author of The Crusades of Cesar Chavez, published the next month. Chavez was vehemently, against

illegal immigration, believing it made, strikes difficult to execute and weakened the union. He

initiated a program in the mid-1970s to locate undocumented farm workers and report them to

immigration officials, Pawel writes. And despite his early victories, Chavez’s UFW union represents

just a small part of those working on California farms today.

“Chavez’s legacy is not in the field, which is sad,” says Pawel. Still, she says, his organizing

strategies, featured extensively in Cesar Chavez, have been adopted by other activists, including

those leading the modern immigrant-rights movement. Chavez’s most important contribution may

have been humanizing the Latino population for the American public. Farm laborers, many of whom

barely spoke English, traveled across the country during the grape boycott, standing outside grocery

stores to persuade housewives not to buy grapes and to spread the word about their plight. “They

gave the boycott this very human face,” says Pawel.

“It was families talking to other families,” says Luna. “It’s about the power we have just by

being who we are.”

26. What has made Pena’s role as the movie Cesar Chavez so distinctive?

A. His Mexican immigrant background.

B. His Awareness of his Mexican heritage.

C. His bilingual life at home and at school.

D. His status before legal registration in the US.

27. Whom does the underlined word “He” in PARAGRAPH TWO refer to?

A. Luna.

B. Pena.

C. Chavez.

D. Ferrera.

28. What did the film-makers want to achieve through the movie Cesar Chavez?

A. To report on immigration policy debates.

B. To stir immigration debates with a biopic.

C. To make known the achievements of Michael Pena.

D. To highlight the seeds of change within the masses involved.

29. Which of the following is closest in meaning to the underlined word “vehemently” in

PARAGRAPH FOUR?

A. Emotionally.

B. Deliberately.

C. Strongly.

D. Actively.

30. Which of the following may best summaries Chavez’s contribution in leading the Latino

immigrant-rights movement?

A. The American public came to realize the power of change in the Latino community.

B. The modern immigrant rights movement leaders knew how to organize their activities strategically.

C. The . government knew how to locate undocumented farm workers and offer them official

registration.

D. The Mexican farm workers could travel across the country during the grape boycott to share

their sufferings.

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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. 某位高一英语教师组织了一个关于oil pollutio。的口语活动，学生们却对该活动没有兴

趣，活动难以开展。请分析学生不感兴趣的两个主原要因(8分），并列举组织成功的口语活动应

注意的三个主要事项。(12分）

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三、教学设计题（本大题1小题，30分）

32. 下面是某高中教师的课堂教学片段。

T: Just now we get to know many different sports, for example…

Ss: Weight-4lifting, fencing, aerobics, triathlon, shooting…

T: Great. Now, let’s think about this question: How many ty pes can these sports be divided into?

Ss: (discuss with partners)

T: For example, football, tennis, table-tennis, they belong to…

Sl：Ball games.

T: Great. And then…How about rings? Double bars? Which type of sports do they belong to?

Ss: (silent)

T: (w rite “gymnastics” on the blackboard) Now read after me…

S2: Ms Xia, how to say “kua Ian” in English? It is the, honor of all our Chinese people.

T: Yeah, we really ought to know 110-hurdle race. By the way, which ,type do both running and 110-hurdle race belong to?

Ss: (silent)

T: Let me tell you, track and field sports. Read after me.

Ss: (read after the teacher)

T: Don’t forget the sports that are done in the water-the water sports. So what are the different types of sports we’ve learnt today?

Ss: Ball games, gymnastics, track and field and water games.

T: Excellent!

根据上面所给信息，从下列两个方面作答：

(1）该片段属于什么教学环节（6分）？其教学目的是什么？(6分）

(2)该片段存在哪两个主要问题（10分）？请提出相应的改进建议。(8分）

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四、教学设计题（本大题1小题，共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20分钟的英语阅读教学方案。

该方案没有固定格式，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：20分钟

学生概况：某城镇普通高中二年级（第一学期）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（实验）》六级水平。学生课堂参与积极性一般。

语言素材：

Words, words, words

British and American English are different in many ways. The first and most obvious way is

in the vocabulary. There are hundreds of different words which are not used on the other side

of the Atlantic, or which are used with a different meaning. Some of these words are well

known-Americans drive automobiles downfreeways and fill up with gas; the British drive

cars along motonvays and fill up with petrol. As a tourist, you will need to use the

underground in London or the subway in New York, or maybe you will prefer to get around the

town by taxi (British) or cab (American).

Chips or French fries?

But other words and expressions are not so well known. Americans use a flashlight, while

for the British, it’s a torch. The British queue up; Americans stand in line. Sometimes the

same word has a slightly different meaning, which can be confusing. Chips, for example, are

pieces of hot fried potato in Britain; in the States chips are very thin and are sold in packets.

The British call these crisps. The chips the British know and love are Frenchfries on the other

side of the Atlantic.

Have or have got?

There are a few differences in grammar, too. The British say Have you got…？While Americans prefer Do you have…？An American might say My friend just arrived, but a British

person would say My friend has just arrived. Prepositions, too, can be different: compare on

the team, on the weekend (American) with in the team, at the weekend (British). The British

use preposition s where Americans sometimes omit them (I’ll see you Monday; Write me soon!).

Colour or color?

The other two areas in which the two varieties differ are spelling and pronunciation. American spelling seems simpler: center, color and program instead of centre, colour and

programme. Many factors have influenced American pronunciation since the first settlers

arrived four hundred years ago. The accent, which is most similar to British English, can be

heard on the East Coast of the US. When the Irish writer George Bernard Shaw made the

famous remark that the British and the Americans are two nations divided by a common language, he was obviously thinking about the differences. But are they really so important?

After all, there is probably as much variation of pronunciation within the two countries as

between them. A Londoner has more difficulty understanding a Scotsman from Glasgow than

understanding a New Yorker.

2016年上半年中小学教师资格考试英语学科知识与教学能力试题

（高级中学）参考答案及解析

一、单项选择题

【解析】考查动词辨析。句意为“优秀的小说是会跨越民族和文化的障碍的”。A,B两项与C,D两项均为形近词辨析。transcend“胜过，超越”，常用搭配是transcend national barriers超越国界；traverse“横越，穿过”，traverse the grassland穿越草地；suppress “抑制，镇压”；surpass“优于，超过”。所以正确答案为A。

【解析】考查形容词辨析。空格要填入的是一个形容词，修饰“他的陈述（his statement)”, 句意为“因为Alice相信他是一个正直的人，所以她不认为他的言论存在＿可能性”。as表示因果关系，前半句对“他”的描述是“正直的人”，后半句中refused表示否定，前后应该意思一致，因此空格应该表达和integrity相对的含义。irrelevant“不相干的，不切题的”,facetious“诙谐的，爱开玩笑的”，fictitious`嘘构的，编造的”，illogical“不合逻辑的，不合常理的”。所以正确答案为C。

【解析】考查形容词的用法。句意为“女孩们担心对陌生人友善会被如影随形的邻居误解”。ever-present修饰名词，表示“时时存在的”，例如，“爱是永恒的”可翻译为love is ever--present。没有B和C这类搭配。形容词修饰名词，排除D选项。所以正确答案为A。【解析】考查从句。show sbsth结构，这里sth是how引导的宾语从句，宾语从句中缺主

语，what引导的主语从句，翻译为“所……的”what作observe的宾语。句意为“他的发言将向你展示，你所观察到的如何被用于其他语境”。所以正确答案为D。

【解析】考查省略。句中出现了三个并列结构：books are bought, food is paid for, and a bit of social lif。e一般情况下，谓语动词是不可省略的，如果内容与其前所说的内容是并列关系，谓语动词为be时，则可以省略be动词。按照are brought, is paid和并列结构来看，这里应该填一般现在时的被动语态，排除C选项，live a life这里应该用被动，排除A,D，所以正确答案为B。句意为“很多学生在学期伊始有支票奖励，但在买了书和食物及社交花费之后，钱就变少了”。

【解析】考查标点的用法。Who said后面是一句话，不用逗号隔开，排除A和B。引用语用双引号标出，如果引用语中又有引用语则用单引号。C和D区别在问号的位置，如果引语为疑问句的话问号要放双引号内，所以正确答案为D。

【解析】考查音素的发音。[?][?]都属于Palatal（上9音）); [θ]. in the world”和最后一段第一句话可知B,C,D是和语言和思想的关系是相关的。故选A。

【解析】题干含义：下列哪一项能够最好地代表作者的论点。A,B项是作者为了证明论点给出的例证。本文作者主要的观点是语言能够塑造、影响思想，D项意思是“有不同的方法证明语言是如何塑造思想的”，但不同的证明方法不是作者要表达的中心观点。故选C。

Passage 2

【解析】题干是是什么让Pena在Cesar Chave中扮演如此与众不同的Chave？可将答案定位到文章第二段第四句，Pena和Chavez一样出生在美国，父亲都是移民到美国的墨西哥农民，由此可看出他们有相同的背景，故此题选A。

【解析】题干是第二段画线部分He指代什么。定位到原文中，这是导演说的一句话，“他能够理解这种二元性，出生在一个地方，却对故土有远大抱负的感觉”，这句话承接之前提到了Pena和Chaves的相似背景，所以这里的he是指Pena.

【解析】此题是问导演通过Cesar Chave这部电影想要达到什么目的。可将答案定位到第三段，导演及整个剧组希望这部电影能够表达他们对于移民政策改革的支持并希望所有的拉丁美洲籍美国人能够加入其中。A项是报导移民政策的辩论；B项是通过自传电影使移民问题能在社会上引起轰动；C项是让Michael Pena的成就为人所知；D项是强调广大人民群众参与的改变的种子。故此题选B。

【解析】vehemently 原意是指“激烈地，坚决地，强烈地”。A项意为“感性地”；B项意为“故意地，精心地”;C项意为“强烈地”;D项意为“积极地”。意思最为接近的为C项。故此题选C。

【解析】此题是问以下哪个选项最能体现Chavez领导的拉丁移民运动的成就。根据题干信息定位到文章倒数第二段第二句，提到了他的成就还包括他的组织战略被其他一些参与者所采用，这些策路包括了现代移民民权运动。A项是说是美国公众从拉丁团体中了解到改变的重要性，属于无中生有；C项意为美国政府知道如何找到未归档的农民工人信息并帮助他们注册，文中并未提及政府找移民农民信息；D项意为墨西哥农民在抵制葡萄的时候跨越国家

去分享他们的苦难。只有B项现代移民权运动的领导者能够有策路地组织活动符合原文。

二、简答题

31.【参考答案】

学生不感兴趣的两个主要原因：

第一，口语话题本身具有一定难度性，选择的话题本身是陌生的，远离学生的实际生活，学生对油污染的背景知识、相关原因和影响并不了解。因此无法引起学生的学习兴趣。学生在完成任务的过程中，可能会遇到生词，难以表达。

第二，口语活动形式过于单一，学生缺少参与积极性，学生对执行任务的兴趣也会淡化。第三，教师也没有进行必要的背景知识介绍，没有给予必要的词汇或者句式结构，没有给学生搭建有效的梯子，让学生感觉无从下手。

应注意的三个主要事项：

第一，要符合口语活动设计原则。口语活动的人物与话题要有真实性和可操作性，必须能引起学生的兴趣，同时还应该贴近他们的生活、学习经历与社会实际；话题的难度要符合学生的英语水平与能力；话题任务的安排要有梯度，不同的任务可以穿插进行，组织课堂教学。

第二，设计丰富多彩的口语活动。例如，故事表演，话题辩论，采访活动和演讲等。教师应该广泛收集资料，尽可能设计不同类型、风格与要求的任务，应用于日常的课堂教学过程，使学生的创新精神与实践能力得到不断地培养与提高。

第三，口语活动要体现全员参与性。根据新课标，学生是课堂的主体，教师是参与者、组织者和引导者的角色。因此，教师要从学生“学”的角度设计出各种教学活动，使学生在完成各种任务的过程中逐步形成运用语言的能力。同时，口语活动要兼顾个性化发展和全员性参与，实现因材施教。

三、教学情境分析题

32. 【参考答案】

(1)该教学片段属于新课讲授（Presentation）和练习（Practice）环节。

新课呈现是新课教学中最重要的一环，目的是运用多种手段来创造情境与环境，介绍新的语言材料，指导学生理解和掌握知识，传递教学信息。练习环节的目的是让学生在某一特定话题下，通过机械性练习即控制性及半控制性练习，不断强化某一或某些语言结构和词汇。

(2) 问题一：新课教学环节的单词讲授过难：讲解的词汇需要注意学生的知识储备、认知能力和兴趣爱好。

该教师在讲授单词的过程中，忽略了学生的知识储备，学生对新学的单词都不熟悉。改进建议：①课前一定熟悉明确学生的知识水平。②培养学生良好的学习习惯，进而拓宽词汇量。帮助学生学会如何正确使用词典，自觉积累词汇，及时复习。学生要常查字典，但不要一味地依赖词典，应指导学生尽可能利用上下文找线索来猜词，养成对记词汇的敏感性，注意习惯用法与固定搭配等用法，引导学生在语境中学习词汇。学生掌握了音标、构词法等，就能在较少的时间里掌握较多的词汇，并通过词缀、近似词等来扩大词汇量。教师还可以指导学生运用其他方法，如联想、观察、对比、分析法来学习词汇，变难为易，以便养成良好的学

习习惯。

问题二：教学方法单一：该片段中教师只利用词汇归纳的方式来呈现新的单词，方式过于单一。改进建议：

展示词语意思的时候可以通过实物、动作、手势、定义、词汇信息（如近义词、反义词等）、上下文信息、表格、图表、翻译、间答、语义导图、信息填充等方式来进行。展示词语的结构和用法时可以通过例子、解释、同义词、反义词、上下文、问答、结构导图等方式进行。

四、教学设计题

33. 【参考设计】

Class Type: Reading class

Teaching Contents: This passage is about some differences between British English and American English.

Teaching Objectives:

Knowledge objective:

Students will know some differences between British English and American English.

Ability objectives:

(1) Students can identify a variety of English.

(2) Students are able to find out the main idea and the details of a passage.

Emotional objective:

After this lesson, students will have more interest in exploring the English language culture.

Teaching Key＆Difficult Points:

Teaching key point: How to make students grasp some details of the passage and read it in different ways.

Teaching difficult point: How to encourage students to have confidence in learning English.

Major Steps:

Step 1 Pre-reading (3minutes)

Let students hear recordings of accents from around the English speaking world. (Justification: This step can help students notice the difference of English.)

Step 2 While-reading (12 minutes)

1. Fast reading

Ask the students to scan the text and find the differences between American English and British English. Invite two students to answer it and then show the answer on the PPT. (Vocabulary, grammar, spelling, pronunciation).

(Justification: Students will have a general idea of this passage, and their reading ability of scanning can be practiced.)

2. Careful reading

Ask the students to read the paragraphs carefully and find the specific differences between British English and American English. Later students should give their answers; teacher will show the details on the PowerPoint.

(in)

：

(Justification: Students will understand more about the passage and improve their reading ability.)

Step 3 Post-reading (5 minutes)

Ask the students to discuss one question in group of four, and then share their opinions.

Q: Are there any differences between Chinese in different provinces?

(Justification: Help students have more confidence in speaking English and they will get the consciousness of cooperation.)