2020年下半年教师资格证初中英语真题及解析

初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. Which of the following shows the correct stress of the word "pedestrian" ?

A./'padestri?n/

B./pades'tri?n/

C./padestri'?n/

D./pa'destri?n/

【答案】D

【解析】本题考查语音学。

Petrol 和 gasoline是汽油的两种同义表达，petrol英式英语，gasoline为美式英语，即为同义词。故本题选C。

2. Which of the following words has a different stress pattern?

A. Facility

B. Caterpillar

C. Community

D. Accompany

【答案】B

【解析】本题考查语音学。

题干为以下哪个单词的重音与其他不同。facility [f??s?l?ti]、community [k??mju?n ?ti]、accompany[??k?mp?ni] 的重音均在第二音节上，而caterpillar[?k?t?p?l?r]的重音在第一音节上。故本题选B。

3. Because of the strong sun the new drawing-room curtains have from dark blue to grey.

A. fade

B. paled

C. fainted

D. blurred

【答案】A

【解析】本题考查动词。

题干为由于太阳光照强烈，新上色的窗帘从深蓝色褪色成了灰色。表达褪色用fade。pale 意为“发白，变白”；faint意为“衰落，变得微弱”；blur意为“模糊”。故本题选A。

4. Which of the following pairs of words are synonyms?

A. Red-color

B. Tall-short

C. Petrol-gasoline

D. Father-father

【答案】C

【解析】本题考查语义学。

Petrol 和 gasoline是汽油的两种同义表达，petrol英式英语，gasoline为美式英语，即为同义词。故本题选C。

5. We don't know what experiment those researchers would on females to test this hypothesis.

A. apply

B. carry

C. deliver

D. perform

【答案】B

【解析】本题考查动词。

carry on意为“进行，开展”，句意为“我们不知道研究人员会在女性身上做什么实验来验证这一假设。”故本题选B。

6. Tom said he would go to Hong Kong for winter vacation and he go.

A. did

B. had

C. does

D. will

【答案】A

【解析】本题考查强调句。

题干为汤姆说他要去香港过寒假，他确实去了。英语中对谓语动词进行强调固定用助动词do，does或did。句子是过去时态，所以用did。故本题选A。

7. It is forbidden faster than 60 mph on this highway.

A. to driving

B. to drive

C. being driven

D. to be driven

【答案】B

【解析】本题考查动词不定式。

此句中it为形式主语，且题干中没有表达被动的含义。故本题选B。

8. In the sentence "It's no use crying over the spilt milk", the italicized part is .

A. an object

B. an adverbial

C. a subject

D. a complement

【答案】C

【解析】本题考查动词ing形式。本句是it做形式主语，真正的主语是crying over the spilt milk。It is no use doing sth. 故本题选C。

9. Which of the following describes the function of the sentence “It is a nice day,isn't it”?

A. Informative

B. Phatic

C. Directive

D. Performative

【答案】B

【解析】本题考查语言学中语言的主要功能。

A选项为‘信息功能’，B选项为‘寒暄功能’，C选项为‘指使功能’D选项为‘施为功能’。题干为谈论天气体现了语言的什么功能? 谈论天气属于人们日常生活中的寒暄。故本题选B。

10. Which of the following describes the process in which one's language ability is developed in natural and everyday situation?

A. Performance

B. Competence

C. Learning

D. Acquisition

【答案】D

【解析】本题考查应用语言学。

下列哪一项描述了一个人的语言能力是在自然和日常环境自然地获得?

语言习得指的是是在潜意识的情形下自然地获得语言知识和言语技能。与题干中描述的概念一致。考生要注意“习得A cquisition”与“学习Learning”的概念区分，Learning指在课堂中有意识的学习。故本题选D。

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。

A选项‘组织者’，B选项‘观察者’，C选项‘评价者’，D选项‘促进者’。

当教师在课堂上布置任务，阐述任务步骤及时间限制，该教师是在组织课堂活动，所以体现的是组织者的角色。故本题选A。

12. What does he/she intend to do when a teacher writes the following sentences “She gets up early. Sh e 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.

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。

当老师在知识呈现阶段写下三个句子，均含有一般现在时，同时将gets up，wears，works 划线，目的是要让学生注意到新的语言项目，一般现在时态。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。

当学生结合所学知识与上下文推测新单词的意思，用到了推理的策略。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。

根据义务教育课程标准，教师可以根据学生情况和自己教学需要对教材做出适当调整。具体包括：补充、删减、简化和调整顺序等。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。

在课程导入阶段，要以激活学生背景知识，熟悉话题为主，同时为了帮助学生更好地学习，可以适当介绍一些阅读策略，但是不能过分关注语言纠错，会挫伤学生的学习积极性。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。将语言学习技能从一个领域转移到另一个领域属于知识的迁移。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

C. genre

D. format

【答案】B

【解析】本题考查中学写作教学。

如果写作时将重点放在起草稿、反馈、修改等步骤上，那这是重过程的写作模式。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】本题考查阅读教学。

如果教师想要发展学生的推理能力，那可以让学生阅读文章找出文本的隐含意义。其他三项都没有关注到“推理”。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。

讲故事着重在于练习口语交际，属于锻炼语言流畅性的活动，而其他三种活动都在关注语言的准确性。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】本题考查中学语法教学。

当教师要求学生“用被动语态重新写以下句子”时，教师在关注学生使用被动语态这个语法知识的使用情况，所以在关注语言结构，而不是意义、功能或是技巧。故本题选C。

请阅读Passage1, 完成第21~25小题。

Passage 1

In a traditional classroom, much, if not most, of class time is spent with the teacher presenting content -telling, showing, explaining and lecturing. Whether it's a first-grade teacher reading to students, a high school government teacher lecturing on the Articles of Confederation, or a math teacher demonstrating how to solve an equation, class time is when the teacher delivers information and the students receive it .

Ideally, lessons involve a mixture of delivery and discussion, supplemented by activities that engage students to support their comprehension. But in reality, just getting the content across can

take most of the class period, especially when lessons are interrupted by student questions, discipline problems, and distractions like fire drills, assemblies, and other disruptions.

There are lots of good reasons for this model and its durability in education. It is an efficient way to assure that all students have access to the same course content, and it provides a way for teachers to transmit their expertise in a subject, and enthusiasm for it, to their students. Most teachers love being the "sage on the stage", and many are very good at it.

Nevertheless, many teachers also feel frustrated by the limitations of this model, especially when lecture and presentation take up the lion' s share of the class period, leaving little time for the good stuff of teaching一getting into students', helping them make meaning out of information, drawing out their evolving understanding, encouraging and sparkling their excitement and comprehension. In today's environment of high-stakes testing, with multiple standards—and now with the Common Core, new standards—there never seems to be enough time for all the things teachers wish they could do with their students: project-based activities, individual or group learning challenges, Deep discussions and inquiry activities.

So it' s not surprising that, when teachers are asked what they believe is the greatest value of flipping instruction, the answer is almost always, “It gives me more time to work directly with students during class.” Teachers at Michigan's Clintondale High School claim that, since they have flipped their classrooms, the amount of time they spend with students has increased by a factor of four. That is substantial gain—and it makes a real difference in students believing that the teacher is there for them when help is needed.

21. According to the passage, what differentiates a flipped classroom from a traditional one?

A. The amount of time that teachers spend with individual students.

B. The amount of knowledge that teachers impart to students.

C. The content of the teaching materials used by teachers.

D. The variety of activities organized by teachers.

22. According to the passage, which of the following features typically characterizes a traditional classroom?

A. Inquiry

B. Delivery

C. Exemplification

D. Discussion

23. Which of the following best explains the underlined expression "sage on the stage?" in Paragraph 3?

A. Demanding

B. Liberal

C. Imaginative

D. Authoritative

24. According to Paragraph 4, what should have been incorporated in traditional classrooms?

A. Preparing students for high-stakes tests.

B. Developing students' analytical thinking skills.

C. Assisting students to attain the Common Core standards.

D. Enhancing students' ability to cope with learning pressures.

25. Which of the following reflects the author's view on a flipped classroom?

A. Radical

B. Opposed

C. Supportive

D. Paradoxical

21.【答案】A

【解析】本题考查细节理解题。由第一段可知，传统课堂与新型课堂最大的区别在于教师花费在每个学生身上的时间变了。传统课堂中教师主要关注知识传授，因此没有时间与学生互动、讨论等；而新型课堂正好可以弥补这个缺陷。故本题选A。

22.【答案】B

【解析】本题考查细节理解题。从文章第一二段可以看出，传统课堂的教学模式主要为教师传送知识，而学生被动接受知识。故本题选B。

23.【答案】D

【解析】本题考查词义猜测题。Sage on the stage意为“讲台上的圣人”，即权威。结合划线部分前一句中的“expertise”即可推断出。故本题选D。

24.【答案】B

【解析】本题考查推理判断题。根据文章第四段可知，在当今高风险的考试环境中，有多种标准——现在有了共同核心，新标准似乎从来没有足够的时间来做教师希望与学生一起做的所有事情：基于项目的活动，个人或小组的学习挑战，深入的讨论和探究活动”。由此推知，作者认为，应该在传统课堂中培养学生的批判分析能力。故本题选C。

25.【答案】C

【解析】本题考查观点态度题。从文章最后一段可以看出，新型课堂让老师有大量时间与学生直接互动，一对一帮助学生等，可见让教师和学生都受益匪浅，作者及其支持。故本题选C。

请阅读Passage2，完成第26~30小题。

Passage 2

First there were hammers banging. Then paint brushes. Then carpet. Soon we had a new room above the garage. And my grandmother moved in.

It was the late 1960s, I was 10 and had no idea that we were going against the grain, that the trend was for families to splinter, seniors to take better and longer care of themselves, kids to move away younger and younger.

All I knew was that our family had three generations under one roof, which made a difference in who sat where in the car, what desserts mysteriously disappeared overnight and how long you waited outside the bathroom door.

This past week, a new census report raised a lot of eyebrows. In the past decade, there has been a resuming of the family deck: a 30 percent rise in U.S. households with at least three generations, People are moving back in. Generations are consolidating

So I guess we were ahead of our time. Forget about a babysitter. Of course, today this has more to do with money than anything else. Senior citizens have a harder time paying their bills and their children have a harder time shelling out monthly checks for retirement or nursing homes. Kids can' t find jobs, even college grads. What it means, ultimately, is more people under one roof, with a broader span of years between them. Braces and dentures. Grey hair and dyed hair. This is lamented as a regrettable consequence of a feeble economy. But I'm not sure it's a bad thing.

I learned a lot from having our grandmother in the house. For one thing, it beat hiring a babysitter we didn't like. And there was someone else to take us to school or drive us to places when our folks were working. There was another family member at the school plays and another person to cry to if we were hurting. I got to watch how my mother related to her mother, and I saw that mine wasn't the only generation that found the one before it confounding and, at times, infuriating.

I also heard more family history than I did with just one older generation under the roof. There was no shortage of conversation. Dinners were louder and animated. In short, we were bigger. My grandmother spoke about grant's creams, and talked about listening to the radio during the Pearl Harbor attacks. They talked about relatives l' d never met and never would meet, my bloodline.（缺失部分内容）

It wasn't all “The Wa l tons”. I knew who I was and where I came from more once my grandmother called our home her home.

There' s a wonderful film called "Avalon” that follows an immigrant's family in the 20th century. At the beginning of the film, it is Thanksgiving, and a small city home is Jammed with uncles, aunts, grandparents, kids. At the end of the film, years later, it is Thanksgiving again, and a family of four sits in a suburban kitchen eating with the TV on. Yes, it was cramped, sometimes annoying, and it was no fun waiting for a shower or hearing my grandmother snoring. But years later, when she finally moved out, I can tell you this. It got quieter. It was less funny. We were still a family, but we were .…. smaller.

So the economy may be driving us more under one roof, and we may whine that our independence is withering. But for centuries, kids, parents, grandparents and even great-grandparents have been sharing space, and when it stopped, we began complaining about the collapse of family values. Maybe the economy, of all things, is offering us a small fix.

26. Which of the following is true about the evolution of American families around the 1960s?

A. Three generations of the family decided to unite and live together.

B. Young people moved away from their parents to live on their own.

C. Uncles, aunts, parents, grandparents and kids lived

D. Seniors wanted to stay away from their kids after retirement to enjoy life.

27. Which of the following is closest in meaning to the underlined phrase “raised a lot of eyebrows” in Paragraph 4?

A. Initiated many disagreements.

B. Expressed strong disbelief.

C. Showed much disapproval.

D. Caused great surprise.

28. What does the underlined expression "our folks” in Paragraph 6 refer to?

A. The author's relatives.

B. The author's grandparents.

C. The author's parents.

D. The author's neighbors.

29. What e does the writer value most in a three-generation family?

A. A better sense of himself and a closer tie to his family.

B. Richer knowledge about his relatives and neighborhoods.

C. Parental love and support whenever and wherever he needs.

D. Family conversations at the dinner table about interesting issues.

30. Why did the writer mention the film "Avalo n”?

A. To illustrate the lack of privacy in a three-generation family.

B. To show nostalgia for his happy childhood life in a big family.

C. To demonstrate the role economy plays in shaping family structures.

D. To highlight the common problems encountered by immigrant families.

26.【答案】B

【解析】本题考查细节理解题。根据文章中第二段可知，20世纪60年代的主流是家庭内部成员分离，父母自己照顾自己，孩子在越来越小的时候就搬离父母的家，所以A和C选项错误，D 选项文中未提及，B选项符合当时潮流。故选B。

27.【答案】D

【解析】本题考查词义猜测题。Raise eyebrows 意为“引人侧目”，表示令人惊讶或不同意。根据上下文内容，作者提到小时候的家庭分离到最新的人口普查报告显示越来越多的三代同堂的现象，所以人们对此现象的反应应是惊讶，由于这种现象是真实存在的，所以不能选择A选项“引发诸多不同意”。故选D。

28.【答案】C

【解析】本题考查细节理解题。根据文中第六段可知，因为作者的祖母和他们同住，所以也就有人照顾他们并且能送他们去上学，而这几项工作都是父母的责任，所以针对文中our folks were working, 指的是由于父母在工作，所以由别人来完成这些责任，所以our folks 应是指的作者的父母。故选C。

29.【答案】A

【解析】本题考查推理判断题。根据文中第八段“It wasn’t all ‘The Wa ltons' .I knew who I was and where I came from more once my grandmother called our home her home.”以及上下文内容可知，作者在对于三代同堂的家庭中获得了更多对于自身的认知，以及上下文提到的与祖母同住和搬离之后的区别,最后一段中“But for centuries, kids, parents, grandparents and even great-grandparents have been sharing space, and when it stopped, we began complaining about the collapse of family values.”提到，由于家庭成员的分离，人们又开始抱怨家庭价值的崩塌，这些都体现了作者对于三代同堂这种现象带来的好处的认可，也就是使家庭内部更加紧密。故

选A。

30.【答案】C

【解析】本题考查推理判断题。根据第九段中“At the beginning of the film….. in a suburban kitchen eating with th e TV on.”可知，这部电影描述的是一个移民大家庭一开始同住在一个拥挤的城里的小房子里过感恩节，而结尾的时候则变成了一家四口住在郊区的大房子里看着电视过感恩节的话面，这里的前后对比说明了生活水平的提高导致了家庭居住环境以及居住人口的变化，与作者在上下文中提到的经济对于家庭居住人口变化的影响形成呼应，所以作者是通过这部电影展示经济变化对改变家庭结构的影响，第九段中作者提到的祖母离开后的变化也是反映经济条件变化的结果。故选C。

二、简答题（本大题1小题，共20分）

根据题目要求完成下列任务，用中文作答。

31.简述学习策略对学生英语学习的作用（5分）。以记笔记为例，简述学习策略培养的三种方法。（15分）

31.【参考答案】

学习策略指学生为了有效地学习和使用英语而采取的各种行动和步骤以及指导这些行动和步骤的信念。英语学习策略包括认知策略、调控策略、交际策略和资源策略等。培养学生的英语学习策略，不仅有利于学生把握英语学习方向，采用科学的英语学习方法，提高学习效率，而且还利于学生形成自主学习的行为习惯。

记笔记是认知策略的一项技能。记笔记在课堂教学中具有重要意义，有助于指引学生并稳定学生的注意力，有助于学生对学习内容的理解吸收。记笔记的过程是一个积极思考的过程，可调动眼、耳、脑、手一齐活动，促进了对课堂讲授内容的理解。

组织策略是整合所学新知识之间、新旧知识之间的内在联系，形成新的知识结构。

组织是学习和记忆新信息的重要手段，其方法是将学习材料分成一些小的单元。并把这些小的单元置于适当的类别之中，从而使每项信息和其他信息联系在一起。因此，在记笔记时，教师要教会学生对信息进行分类，以提高他们的记忆能力。在教复杂概念时，教师不仅要有序地组织材料，而且，重要的是要使学生清楚这个组织性的框架。

精细加工策略:是一种将新学材料与头脑中已有知识联系起来从而增加新信息的意义的深层加工策略。一般的精细加工的策略有许多种，比如位置记忆法、首字联词法、视觉联想法和关键词法。

元认知策略指学生对自己的认知过程及结果的有效监视及控制的策略。在记笔记时，学生要对于笔记的前期内容搜集整理，笔记书写过程中的框架构思及内容编排，以及后期笔记

内容扩充修改的程序步骤形成一个制式化的过程，每一个环节的应做事项要在各个环节处理得当，逐步形成自己记笔记的一个程序模式，以此提高记笔记的效率和内容的质量。

三、教学情境分析题（本大题1小题，共30分）

根据题目要求完成下列任务，用中文作答。

32.下面是英语课堂的三种座位图。

根据英语课堂教学实际情况，回答下列问题：

（1）分别列出上面座位图的一个优点。（18分）

（2）分别分析上面座位图的一种适用情况。（12分）

32.【参考答案】

（1）0rderly rows这种座位编排方式使得教室整齐划一，空间充分利用，有利于教师管理课堂、维持秩序和有计划地传授知识，有利于教师观察学生的一切活动。

Horseshoe的座位编排方式占用空间较小，学生比较集中，教师与学生的距离较近，适合于教师讲授新课，也适合学生交流讨论，更便于师生开展各种表现活动。教师也可以到黑板板书，还可随时走到中央地带，了解每位学生的学习状况。学生可以互相对视和倾听，有助于师生之间、学生之间交流各种信息。

Separate tables 这种座位分布加强了学生的主体性，有利于互助式、互动式、讨论式的学习，有利于小组成员进行相互交流合作，小组合作学习改变了在传统教学师生单维交流中,教师垄断整体课堂的信息源,而学生处于被动局面的状况,学生的主动性、创造性能够得以充分的发挥。

（2）0rderly rows是大班授课最适宜的座位排列方式。从教师来说，易于观察与控制全班学生的课堂行为，利于进行系统讲授。教师可以随时走到学生中间，充分发挥了教师的控制作用。在学生自主学习能力不高以及课堂秩序不易维持的班级中可以采用这种座位编排方式，学生注意力容易集中，减少相互干扰。

Horseshoe 比较适合低学段的小班教学，对于低学段的英语教学中所需的各种角色扮演、游戏活动、歌舞表演都可以非常方便地在中央地带进行。并且根据需要，可以迅速地将

座位调整成圆形、矩形（三条边）或双弧型等。学生在这种U型结构中可以互相对视和倾听，方便学生之间的信息交流，教师也能很迅速地看到每个学生的反应。

Separate tables 适用于较高学段的英语教学，学生需要有较高的学习自主性和积极性，因为在这种自由的学习空间中，教师对学生的监控很难到位，所以对于学生自身的要求较高。在教学重点为培养学生学习能力和学习策略时可以采用此类编排方式，以培养他们的合作精神，沟通能力和解决实际问题的能力。

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分钟的阅读教学方案。

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 justification

教学时间：20分钟

学生概况：某城镇普通中学八年级（初中二年级）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）》三级水平。学生课堂参与积极性一般。

语言素材：

Summarizing

While reading, make notes or underline the main ideas in the text. After reading, write a short summary in your own words. This can help you better understand the text;

A Country Music Song Changed Her Life Forever

When Sarah was a teenager, she used to fight over almost everything with her family. But five years ago, while she was study abroad in England, she heard a song full of feelings about returning home on the radio. It made Sarah think about her family and friends back in the US. She came to realize how much she actually missed all of them. Ever since then, she has been a fan of American country music.

Country is a traditional kind of music from the southern states of America. Nashville, Tennessee is the home of country music. Many songs these days are just about modern life in the

US, such as the importance of money and success, but not about belonging to a group. However, country music brings us back to the “good old days” when people were kind to each other and trusted one another. It reminds us that the best things in life are free - laughter, friends, family, and the beauty of nature and the countryside.

Sarah hasn't been to Nashville yet, but it is her dream to go there one day. She has already read a lot about the place and done some research on it. She knows that there is a Country Music Hall of Fame Museum in Nashville. There are also always a lot of great country music concerts with famous musicians and singers; like Garth brooks. Sarah has already listened to most of his songs. “Garth is one of the most successful musicians in American history. He's sold more than 120 million records.” I hope to see him sing live one day!”

【参考答案】

一、Teaching contents

This is a reading lesson which mainly talks about country music and how Sarah learns about country music.

二、Teaching objectives

(1) Knowledge objectives

①Students will be able to grasp five words/phrase in the passage, such as country music,

fight over, study abroad, traditional, musician.

②Students will get familiar with the topic about music.

③Students can grasp the general idea of the whole passage.

(2) Ability objectives

Students can develop their reading ability by using reading strategies like skimming and scanning in their reading process.

(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 difficulty points

Teaching key point:

How to help students grasp the main idea and detailed information of the passage.

Teaching difficult point:

How to help students express their own opinions about music.

Students can foster the interest of learning English.

四、Major Steps

Step 1 Pre-reading (3 minutes)

Ask students to have a discussion about the following questions and invite some students to share their ideas.

Q1: Do you like music? Why?

Q2: What kinds of music do you like?

(Justification: This step can arouse students’ interests, activate class atmosphere and make a preparation for reading the whole passage.)

Step 2 While-reading (12minutes)

Activity 1: Fast reading

Skimming:

The teacher will ask students to read the whole passage quickly to get the main idea, then ask someone to share it with the whole class.

Scanning:

Students will read the passage again to locate certain information and finish the match as follows:

Para 1 sara’s dream

Para 2 something about sara

Para 3 country music

Activity 2: Careful reading

①Ask students to read the passage carefully and answer the following questions.

Q1:what is country music？

Q2: who is Garth brooks?

Q3:why did the country music change Sarah’s life?

②The teacher will ask students to read the passage again and fill in the blanks.

Sarah listened an American country music when she was in England. Ever since then, she____ a fan of American_____. Country is a ______ kind of music and its home is Nashville. It

____ us that the best things in life are free. There are a lot of country music____ with famous_____ and singers in Nashville. So, Sarah ____ go there one day.

（Justification: Skimming and scanning can help students have a basic understanding of the passage. Careful reading can deepen the impression of the passage.）

Step 3 Post-reading (5 minutes)

①Ask students to retell the passage based on the key words on the blackboard.

②Ask students to do a survey about the topic what’s your favorite music?

(Justification: This step can develop their reading ability and strengthen their cooperative spirit. Students can talk about music in their own words and improve their oral English.)