2016年下半年高中教师资格证英语学科试题及解析 三套

　　【摘要】环球网校教师资格频道诚意整理2016年下半年高中教师资格证英语学科试题及解析 三套，点击↑↑↑可收藏此文。

　　点击查看：2016年下半年高中教师资格证各学科模拟试题及答案汇总

　　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28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. How many liaisons of sound are there in the sentence "I called you half an hour ago"?

　　A. one

　　B. two

　　C. three

　　D. four

　　2./t/is not fully pronounced in__________.

　　A. football

　　B. suitcase

　　C. at home

　　D. hot day

　　3. The following day I ran my first race at high__________.

　　A. latitude

　　B. altitude

　　C. longitude

　　D. attitude

　　4. If you wait for the __________moment to act, you may never begin your project.

　　A. definitive

　　B. optimum

　　C. implacable

　　D. righteous

　　5. I don't ever say such words in public; that would be __________my dignity.

　　A. beneath

　　B. under

　　C. beyond

　　D. above

　　6, The origins of human speech remain a mystery,__________ we have a fairly accurate idea of when writing began.

　　A. once

　　B. if

　　C. though

　　D. since

　　7, Even when __________to such tough living conditions, the children would never have any complaint.

　　A. exposing

　　B. exposed

　　C. expose

　　D. to expose

　　8. __________her mother started to go to the meditation class,

　　A. It was at about this time that

　　B. That was about this time

　　C. It was at about this time when

　　D. It was about this time that

　　9. What type of sentence is "Tom likes apples, but Tim likes pears."?

　　A. A simple sentence.

　　B. A coordinate sentence.

　　C. A complex sentence.

　　D. None of the above.

　　10. The ambiguity in "My friend drove me to the bank." is caused by__________.

　　A. lexical items

　　B. a grammatical structure

　　C. homonymy

　　D. polysemy

　　11. Which of the following is a communicative activity?

　　A. Listening to the news report and talking about an event.

　　B. Listening to the news report and filling in a form.

　　C. Listening to the news report and writing the main idea.

　　D. Transferring the information from the news report into a chart.

　　12. Teachers who believe in the __________ model will enable students to understand the meaning and usage of the words first, and then make full use of the words in listening, reading or writing tasks, ask representatives to show products of the tasks, and give an evaluation for it at last when teaching vocabulary.

　　A. PPP

　　B. PWP

　　C. PPT

　　D. TBLT

　　13. __________is a type of activity in which the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen as much as possible.

　　A. Answering questions.

　　B. Gap-filling.

　　C. Dictogloss.

　　D. Sequencing.

　　14. There are some speaking activities. Which of the following mainly focuses on the form and accuracy?

　　A. Controlled activities.

　　B. Semi-controlled activities.

　　C. Communicative activities.

　　D. Problem-solving activities.

　　15. When a teacher asks the students to find some key words from a text quickly, he/she is intended to train students' __________strategy in reading class.

　　A. skimming

　　B. scanning

　　C. extensive reading

　　D. intensive reading

　　16. Which of the following it NOT among the features of process writing?

　　A. Help students to understand their own composing process.

　　B. Let students discover what they want to say as they write.

　　C. Encourage feedback both from the teacher and peers.

　　D. Emphasize the form rather than the content.

　　17. What's the teacher doing by saying "Who wants to have a try"?

　　A. Controlling discipline.

　　B. Giving prompt.

　　C. Evaluating students' work.

　　D. Directing students' attention to the lesson.

　　18. Which of the following is NOT the advantage of group work?

　　A. Creating some peaceful and quiet time in class.

　　B. Arousing their awareness of cooperation.

　　C. Promoting students' participation in the class.

　　D. Encouraging different opinions and contributions to the work.

　　19. What is the teacher doing in terms of error correction?

　　S: I go to the theatre last night.

　　T: You go to the theatre last night?

　　A. Correcting the student's mistake.

　　B. Hinting that there is a mistake.

　　C. Encouraging peer correction.

　　D. Asking the student whether he really went to the theatre.

　　20. Which one does not belong to subjective questions in the following English tests?

　　A. Writing.

　　B. Oral test.

　　C. Translation.

　　D. Cloze.

　　Passage 1

　　A lyric is a subjective poem of intense personal emotion whose principal quality is its musical form. Poe, master of the lyric, was led to explain all poetry as the rhythmical creation of beauty in words. Because great poetry is often pure music, haunting melody, and chiming syllables, the reader should not glance through poetry as he read his newspaper or the latest magazine--skipping a word here and a line there, and still hope to get what the author had intended for him. Poetry being music, like all other forms of music, it gains its meaning when interpreted by the human voice.

　　It is the special function of lyrical poetry to give pleasure through this musical quality no less than through fine contemplation of beauty it inspires--beauty of thought, of feeling, of expression, and of technical skill. But poetry is more than a great pleasure. It should also be an outlet for our own unspoken thoughts and our varied moods. It makes articulate our choked-up passageways of speech, giving adequate expression to our pent-up loves and joys and glories, and furnishes release and relief to our fears, grieves and sorrows. A great poet takes our half-formed thoughts, or suppressed moods, our crushed desires, and needs, and leads them out into the open, endowing them with a harmony, and completeness ...

　　Great verse can help to vitalize our thinking about the commonplace and elemental in life, and can idealize and give meaning to the simplest things in creation. Listen to Tennyson:

　　Flower in the crannied wall,

　　I pluck you out of the crannies,

　　I hold you here, root and all, in my hand,

　　Little flower--but if I could understand,

　　What you are, root and all, and all in all,

　　I should know what God and man is.

　　21. What isthe passage mainly about?

　　A. Mixed emotions

　　B. Great poets

　　C. Lyric poems

　　D. Musical forms

　　22. What does the underlined word "articulate" in Para. 2 probably mean?

　　A. Clear.

　　B. Safe.

　　C. Straight.

　　D. Difficult.

　　23. According to the author, a great poet is one who__________.

　　A. gives meaning to readers' life

　　B. makes readers blessed with wisdom

　　C. puts readers in a peaceful state of mind

　　D. enables readers to have a sense of belonging

　　24. It can be inferred from Tennyson's poem that__________.

　　A. it's vital to treasure what we have

　　B. it's hard to live life to the fullest

　　C. it's great to appreciate the beauty of nature

　　D. it's impossible to understand what God and man is

　　25. Which of the following is TRUE according to the passage?

　　A. The lyric is beautiful poetry of action and story.

　　B. The most important feature of the lyric is its musical form.

　　C. Poetry gains its meaning when read silently and carefully.

　　D. Poe defined all poetry as pure music with chiming syllables.

　　请阅读Passage 2，完成第26～30小题。

　　Passage 2

　　That experiences influence subsequent behavior is evidence of an obvious but nevertheless remarkable activity called remembering. Learning could not occur without the function popularly named memory. Constant practice has such an effect on memory as to lead to skillful performance on the piano, to recitation of a poem, and even to reading and understanding these words. So-called intelligent behavior demands memory, remembering being a primary requirement for reasoning. The ability to solve any problem or even to recognize that a problem exists depends on memory.

　　Typically, the decision to cross a street is based on remembering many earlier experiences.

　　Practice (or review) tends to build and maintain memory for a task or for any learned material.

　　Over a period of no practice what has been learned tends to be forgotten; and the adaptive consequences may not seem obvious. Yet, dramatic instances of sudden forgetting can be seen to be adaptive. In this sense, the ability to forget can be interpreted to have survived through a process of natural selection in animals. Indeed, when one's memory of an emotionally painful experience leads to serious anxiety, forgetting may produce relief. Nevertheless, an evolutionary interpretation might make it difficult to understand how the commonly gradual process of forgetting survived natural selection.

　　In thinking about the evolution of memory together with all its possible aspects, it is helpful to consider what would happen if memories failed to fade. Forgetting clearly aids orientation in time,since old memories weaken and the new tend to stand out, providing clues for inferring duration.

　　Without forgetting, adaptive ability would suffer, for example, learned behavior that might have been correct a decade ago may no longer be. Cases are recorded of people who(by ordinary standards) forgot so little that their everyday activities were full of confusion. This forgetting seems to serve the survival of the individual and the species.

　　Another line of thought assumes a memory storage system of limited capacity that provides adaptive flexibility specifically through forgetting. In this view, continual adjustments are made between learning or memory storage (input) and forgetting (output). Indeed, there is evidence that the rate at which individuals forget is directly related to how much they have learned. Such data offers gross support of contemporary models of memory that assume an input-output balance.

　　26. From the evolutionary point of view, __________.

　　A. sudden forgetting may bring about adaptive consequences

　　B. forgetting for lack of practice tends to be obviously inadaptive

　　C. if a person gets very forgetful all of a sudden, he must be very adaptive

　　D. forgetting is an indication of an individual's adaptability

　　27. According to the passage, if a person never forgot,__________.

　　A. he would survive best

　　B. he would have a lot of trouble

　　C. the evolution of memory would stop

　　D. his ability to learn would be enhanced

　　28. From the last paragraph we know that __________ .

　　A. memory is a compensation for forgetting

　　B. the memory storage system is balanced

　　C. the capacity of a memory storage system is limited

　　D. forgetfulness is a response to learning

　　29. The tone of the passage can best be described as__________.

　　A. humorous

　　B. theoretical

　　C. exaggerative

　　D. philosophical

　　30. The main purpose of this passage is to__________.

　　A. interpret the function of forgetting

　　B. illustrate the process of adapting

　　C. explain the performance of memory

　　D. emphasize the importance of learning

　　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.在语法教学中，语法练习的形式有哪几种(10分)?请对任意两种练习形式进行举例说明(10分)。

　　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.下列教学片段选自某高中课堂实录：

　　T: Thank you. Look at the picture. We have learned Wang Hui's experiences in England.

　　Today let's talk about how Wang Hui wrote the passage. Open your book and look at the passage. How many paragraphs?

　　Ss: Five.

　　T: Yes. Let's find out the key words of each paragraph.

　　Ss: Way of life; something interesting ...

　　T: Good. Look at the picture. What's the structure of the passage? A or B?

　　Ss: (学生思考讨论) A.

　　T: Well, Next. Let's talk about how Wang Hui wrote his life in England. The first paragraph: Wang Hui talked about ...

　　Ss: Way of life.

　　T: Look at the picture. What did Wang Hui say?

　　S1: When you meet someone for the first time, you must use Mr or Mrs.

　　S2: When you get to know better, you use their first names.

　　阅读后回答下列问题：

　　(1)该片段反映了教学中哪两个环节(6分)?

　　(2)分析这两个教学环节的目的(8分)。

　　(3)从教学有效性的角度评价这个教学片段(至少写两个要点)(16分)。

　　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，设计一个25分钟的阅读训练活动。

　　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：25分钟

　　学生概况：某城镇普通中学高中一年级学生，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)》五级水平。学生课堂参与积极性一般。

　　语言素材：

　　Franklin's Famous Kite Experiment

　　In the eighteenth century, Benjamin Franklin conducted a number of experiments in which he showed what electricity is. Here is how he described one of his experiments.

　　In June 1752, I wanted to show that lightning and electricity are the same. Having realized that I could use a kite to attract lightning, I decided to do an experiment. I built a strong kite and waited for bad weather. When the first thunderstorm came, I took my condenser to a shed in the fields where I could do my experiment. My son helped me fly the kite.

　　The kite flew high in the rainy sky, but nothing happened. I was beginning to think that the experiment would not work. Just then, I saw some of the hairs on the string stand up. The string was getting charged!I brought my finger close to the key and felt a light but very clear electric shock. Others followed even before the whole string was wet, and I was able to collect and store a great deal of electricity in the condenser. This experiment proves that lightning and electricity are the same.

　　To do the experiment you need four things, a kite, a key, some really bad weather and a condenser, to store electricity. Most kites are made of paper, but a kite made of silk will not tear so soon in weather with rain and strong winds. Build the flame of the kite by making a small cross of two pieces of light wood. The pieces should be just long enough to reach the corners of the handkerchief. Tie the corners of the handkerchief to the points of the cross, and you will have a nice strong kite. Add a tail to the frame and tie a long string to the cross so you can control the kite.

　　The next three steps are very important. First, fix a very sharp piece of metal, pointing a foot or more above the frame to the top of the longer stick of the cross. Second, fasten a key to the end of the long string. Third, tie a silk ribbon to the string, just above the key. This ribbon, which must not get wet, will protect you from the electricity.

　　Fly the kite when a thunderstorm appears to be coming on. Stand inside a door, or under some cover, so that the silk ribbon does not get wet. Take care that the string does not touch the wall or the door. When a thundercloud comes over the kite, the sharp piece of metal will pull the electricity from the cloud. The kite and the string will become charged. When the kite and the string are wet from the rain, they will conduct the electricity very well. You can collect and store the electricity in the condenser and use it for other experiments.

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　　【摘要】环球网校教师资格频道诚意整理2016年下半年高中教师资格证英语学科试题及解析 三套，点击↑↑↑可收藏此文。

　　点击查看：2016年下半年高中教师资格证各学科模拟试题及答案汇总

　　一、单项选择题

　　1.【答案】D。解析：考查连读。liaison意为“连音”，在同一个意群里，如果相邻两词中的前一个词是以辅音结尾，后一个词是以元音或半元音，特别是/i/开头，就要将前后两个音拼起来连读。本句中called～vou，half～an，an～hour，hour～ago均需要连读，即I called～you half～an～hour～ago，故选D。

　　2.【答案】C。解析：考查不完全爆破。爆破音是指发音器官在口腔中形成阻碍，然后气流冲破阻碍而发出的音。爆破音有6个，即/p/，/b/，/t/，/d/，/k/，/g/当一个爆破音后面紧跟着另一个爆破音时，前面的爆破音不发生爆 破，这种现象叫做失去爆破。当一个爆破音后面紧跟着一个摩擦音、破擦音、鼻辅音或舌边音时，前面的爆破音发出的声音是非常轻微的，有时甚至听不出来，这种现象叫作不完全爆破。

　　3.【答案】B。解析：考查名词辨析。latitude意为“纬度，选择的余地”，altitude意为“高度，海拔高度”，longitude意为“经度”，attitude意为“态度;看法”。根据句意“第二天我第一次在高海拔地区参加了赛跑”可知选B。

　　4.【答案】B。解析：考查形容词辨析。句意为“如果你总等待最佳行动时机，你将永远不会着手你的计划”。definitive“明确的，最终的，决定性的”，optimum“最佳的，最适宜的”，implacable“(指仇恨、愤怒、敌意等)难平息的.不能改变的”.righteous"正直的，正义的”。故选B。

　　5.【答案】A。解析：考查固定搭配。句意为“在公共场合我从不说这些话，因为这有损我的尊严”。beneath one’s dignity是固定搭配.意为“损害尊严，有失身份”。

　　6.【答案】C。解析：考查连词辨析。句意为“我们对于写作的起始有了相当准确的观点，演讲的。起源仍然是个谜团”。根据句意.前后表转折.故选C。

　　7.【答案】B。解析：考查从句中的省略。前半句实际上是状语从句when(the children are)exposed to such tough living conditions的省略说法，句意为“甚至当孩子们被处在如此艰难的生活状况中时，他们也不会有任何的抱怨”。故选B。

　　8.【答案】A。解析：考查强调句。句意为“大概是在这个时间，她母亲开始上禅修课了”。It is/was…that…是强调句的标志，去掉结构词后，句子依然意义完整。若不用介词at.后面则需用关系副词when引导.故选A。

　　9.【答案】B。解析：考查句法学知识。该句子是由but连接的两个分句，不是简单句(simple sentence)，也不是复杂句(complex sentence)，而是并列句(coordinate sentence)。

　　10.【答案】D。解析：考查语义学知识。一词多义(polysemy)经常会导致表达含糊不清，表达意思不清楚。本句的歧义在于不知道是开车带“我”去河边还是去银行.

　　11.【答案】A。解析：考查交际活动。听新闻报道并谈论其中的一个事件.属于communicative activitv.其他选项均不符合.

　　12.【答案】D。解析：考查词汇教学模式。任务型教学模式(Task-based Language Teaching)是新课标所倡导的一种教学模式。在展示环节，教师通过展示让学生理解词语的意义和用法。任务环节，教师要通过将词汇最大限度置于听读写练习中。汇报环节，学生推举各组代表来展示听读写的任务完成情况。评价和联系环节：教师对学生的任务汇报进行评价.评价他们对新词的使用.

　　13.【答案】C。解析：考查听力教学活动中的概念。题目中所述听力教学活动为语法听写(dictogloss)。

　　14.【答案】A。解析：考查口语活动。121语活动有多种方式，其中控制性活动主要重视形式与准确性.

　　15.【答案】B。解析：考查阅读教学。scanning“寻读”，可以帮助学生快速找到所需信息，准确定位。故选B。skimming“略读”，快速浏览文本，掌握文章大意。extensive reading"泛读”，是指进行广泛、大量的阅读.可以使学生通过频繁地接触语言材料，自觉或不自觉地学到或掌握大量词汇，开阔学生的视野。intensive reading"精读”.是指深入细致、逐字逐句地阅读，可以通过深入钻研.加深知识的积累，、

　　16.【答案】D。解析：过程写作的特点有：

　　Focus on the process of writing that leads to the final written product;

　　Help student writers understand their own composing process;

　　Help them build repertoires of strategies for prewriting, drafting, and rewriting;

　　Give students time to write and rewrite;

　　Place central importance on the process of revision;

　　Let students discover what they want to say as they write;

　　Give students feedback throughout the composing process(not just on the final product) to consider as they attempt to bring their expression closer and closer to intention;

　　Encourage feedback both from the instructor and peers;

　　Include individual conferences between teacher and student during the process of composition.

　　过程写作关注写作的内容与过程。D项不属于过程写作的特点，故选D。

　　17.【答案】B。解析：考查课堂提问的作用。教师问“谁想试一试”，对课堂活动起到促进作用，故选B。

　　18.【答案】A。解析：考查小组活动。小组讨论能让学生积极地表达自己的意见和观点，促进学生参与课堂活动.提升学生的交流合作意识，而不是给学生创造安静的学习时间。

　　19.【答案】B。解析：考查课堂纠错行为。教师是在暗示学生的话里有错误。

　　20.【答案】D。解析：考查英语测试内容。不属于主观性试题的是完形填空。故选D。

　　Passage l

　　21.【答案】C。解析：通读全文可知，文章通篇都在谈论抒情诗，故选C。

　　22.【答案】A。解析：根据原文“But poetry is more than a great pleasure.It should also be an outlet for our own unspoken thoughts and our varied moods.It makes articulate our choked-up passageways of speech…”可知.诗歌可以释放我们内心说不出的想法和各种情感.让我们原本阻塞的语言变得清晰明了。此处articulate意为“清晰的”.故选A。

　　23.【答案】C。解析：根据原文“A great poet takes our half-formed thoughts，or suppressed moods，our crushed desires，and needs，and leads them out into the open，endowing them with a harmony，and completeness…”可知，C项正确。

　　24.【答案】C。解析：根据“Great verse can help to vitalize our thinking about the commonplace and elemental in life。and can idealize and give meaning to the simplest things in creation."可知，读诗歌的用意是赞颂自然之美。故选C。

　　25.【答案】B。解析：根据“A lyric is a subjective poem of intense personal emotion whose principal quality is its musical form”可知.抒情诗并非是关于行为和故事的美丽诗歌，而是关于强烈个人情感的诗歌，可排除A，“it gains its meaning when interpreted by the human voice”当被人们解读的时候，它会增加自身的含义，可排除C，“great poetry is often pure music.haunting melody.and chiming syllables”可知并不是所有的诗歌都是和谐音节的纯粹音乐.排除D，故选B。

　　Passage 2

　　26.【答案】A。解析：原文第二段指出，如果一段时间内我们不对自己所学的进行练习，那么很快就会有所遗忘.在这种情况下适应性的后果也许不太明显。但是突发性失忆却会给适应性带来明显后果。故选A。

　　27.【答案】B。解析：原文第三段表明，不遗忘的话，适应力就会变差。记录也显示不遗忘的人的生活是混乱的。故选B。

　　28.【答案】D。解析：原文最后一段提到，研究表明记忆存储系统有限，而遗忘能力可对其进行灵活调节。在学习记忆(输入)与遗忘(输出)之间不断调节。事实证明，个人的遗忘率与他学习多少有直接关系。故选D。

　　29.【答案】B。解析：本文通篇都在讨论遗忘对于人的适应机制的重要性，行文严谨，理论性很强，故选B。

　　30.【答案】A。解析：通读全文可知，全文都在谈论遗忘的作用及其重要性，故选A。

　　二、简答题

　　31.【参考答案】

　　(1)语法练习的形式

　　①机械型练习。这类练习的作用是帮助学生熟记、掌握语法规则和形式，一般使用互不连接的单独结构、短语或句子。常见的练习形式有填空、选择和替换等。

　　②意义型练习。这类练习强调形式的正确理解和输出，但同时涉及了意义。练习仍然使用互不连接的单独结构，答案通常是确定的。常见的练习形式有：基于意义的填空或选择、配对、改错及合并句子、汉译英或英译汉等。

　　③交际型练习。这类练习最有使用价值和趣味性，它强调以交际为目的的意义输出或理解.在交际过程中同时注意结构的运用。常见的练习形式有：两人活动、小组讨论活动、角色扮演活动、头脑风暴活动等。

　　(2)练习举例

　　①机械型练习——替换练习

　　T：I’m trying to find a book in the box.

　　S：I’m trying to find a book in the box.

　　T：shelf.

　　S：I’m trying to find a book in the shelf.

　　T：bed.

　　S：I’m trying to find a book in the bed.

　　⑦意义型练习——汉泽英

　　我打算在我家乡买套房子。

　　1 want to buy a house in my hometown.

　　三、教学情境分析题

　　32.【参考答案】

　　(1)教学环节主要包括课堂导入(1ead.in)，新课讲授(presentation)，巩固提高(consolidation)，总结与作业(summary and homework)。该片段属于课堂导入和新课讲授阶段。

　　(2)课堂导入的目的在于使学生的注意力集中到课堂中来，明确教学任务，激发学生的求知欲和学习兴趣。新课讲授的目的在于呈现本堂课的教学内容.包括语言结构和语言功能.让学生掌握基本语言知识.同时锻炼学生的语言能力，即听说读写能力。通过教学活动的设置，完成教学任务，达到教学目标。

　　(3)有效教学是教师遵循教学活动的客观规律，以最优的过程和最大的效率促进学生在知识、技能、情感态度与价值观方面“三维目标”上获得整合、协调、可持续发展，从而有效地实现预期的教学目标，满足社会和个人的教育价值需求而组织实施的教学活动.

　　①该教学片段中，教师通过回顾旧知识的方式引入新课，但是没有进一步让学生展开讨论，没有充分激活学生的关联知识。导入内容趣味性不高，不利于激发学生的学习兴趣。

　　②教师在新授环节采用了学生讨论的形式，锻炼了学生的1：3语表达能力，同时培养了学生的合作精神。

　　③在新授环节中，教师应注意让学生整体感知文章，而不是机械地分析每一部分的大意，这样不利于学生阅读能力的培养。

　　④教学反馈较单一，应多用一些启发性的反馈语，引导学生积极探索新知，培养学生的自主探究能力，提高教学效率。

　　四、教学设计题

　　33.【参考设计】

　　Class type：Reading class

　　Teaching Contents：Franklin’s Famous Kite Experiment

　　Teaching Objectives：

　　(1)Knowledge objective

　　Students can master the following words, phrases and the sentence patterns.

　　①Important words: conduct, charge, shock, prove, tear, fasten, explain, appear

　　②Important phrases: do an experiment, a great deal, tie ... tostop ... from ...

　　③Important sentence patterns: Having realized that I could useI decided to do an experiment.

　　(2) Ability objective

　　Students can improve their reading ability through reading activities.

　　(3) Emotional objectives

　　① After learning the passage, students are expected to know about some famous scientists and their inventions and train students' qualities of science.

　　② Students will have a serious attitude towards science.

　　Teaching Key Points:

　　(1) tearn the words and phrases listed above.

　　(2) enable students to improve their reading ability.

　　Teaching Difficult Points:

　　(1) How to understand the following sentence correctly.

　　Having realized that I could use a kite to attract lightning, I decided to do an experiment.

　　(2) How to help students understand the passage better.

　　Major Steps:

　　Step 1 Pre-reading (3 minutes)

　　T: Today we come to the reading. It's about Franklin's kite experiment. As we all know, Benjamin Franklin is a famous politician. But today we will read a passage about him as a scientist. We should learn about his serious attitude towards science. Let's see how Franklin made his famous electricity experiment by flying a kite.

　　T: Do you have the experiences of flying a kite? Have you ever made a kite by yourself?. Why do you often go out to play kites?

　　Students share their own ideas with each other.

　　(Justification: Activate students' background knowledge, and help the teacher introduce the theme of the text.)

　　Step 2 While-reading (14 minutes)

　　(1) Fast reading (4 minutes)

　　Ask the students to read the passage quickly and match the paragraphs with the main ideas (on the screen).

　　Show the following on the screen:

　　Paragraph 1The Tip of doing the experiment

　　Paragraphs 2-3Introduction to Franklin's experiment

　　Paragraphs 4-6The process of the experiment

　　Students browse the text quickly to get the general idea.

　　(Justification: Train students' ability of skimming for the main idea.)

　　(2) Careful reading (10 minutes)

　　①Ask students to read the text carefully to find relevant information:

　　A. List all the materials that are needed to make a kite.

　　B. List what are needed to do the same kite experiment as Franklin did.

　　C. Get students to read the text and then decide whether the following statements are true (T) or false (F).

　　a. In 1752, scientists already knew what electricity is. (　　)

　　b. Franklin was helped by a friend to do the experiment. (　　)

　　c. Franklin made the kite of silk because wet silk does not conduct electricity. (　　)

　　d. A condenser was used in the experiment to store electricity. (　　)

　　e. The key tied to the string was put into the door to stop the kite from flying away. (　　)

　　Students finish the reading task and report to the whole class.

　　(Justification: Train students' ability of scanning for detailed information.)

　　② Use the multimedia to present Franklin's experiment.

　　Students are asked to fill out the form about Science Report.

　　Title: Experimenter's name

　　Justification:

　　Procedure:

　　Results:

　　Conclusion:

　　(Justification: Teach students how to write a science report.)

　　Step 3 Post-reading (8 minutes)

　　Present some questions:

　　①Why is the kite made of silk better than the one made of paper?

　　②Do you think Franklin's experiment was dangerous? And why?

　　③ What do you learn from this experiment?

　　Students are asked to think about the questions, discuss with classmates and report to the whole class.

　　(Justification: Help students understand the text better and offer them opportunities to communicate with their classmates.)

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