注意事项：

　　1.考试时间为l20分钟。满分为l50分。

　　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照要求涂黑。错选、多选或未选均无分。

    1. The phrase "this year" is pronounced asin real speech.

    2. Which of the following shows the proper pronunciation of "for" in the sentence "1 will beright here waiting for you"?

    3. Can you imagine the difficulty I hadlanguage obstacles I fit studied abroad?

　　A. to overcome

　　B. overcoming

　　C. overcome

　　D. overcame

   4. It shocks us that a large percentage of middle school studentsskip breakfast, themost important meal of the day.

　　A. originally

　　B. namely

　　C. regularly

　　D. obviously

　　5. The author and photographer_________coming to our university to give a lecture next Friday.

　　A. was

　　B. is

　　C. were

　　D. are

　　6. Only when the CIA Director David was forced to resignthat it's hard to keep our e-mail secret.

　　A. we realized

　　B. realized we

　　C. did we realize

　　D. we did realize

　　7. It was March 5,2013president Hugo cost his last fight in life at the age of 58.

　　A. that

　　B. when

　　C. since

　　D. while

　　8. --I was disappointed that you didn't come to my party last night.

　　--I wish_________occupied then.

　　A. I'm not

　　B. I wasn't

　　C. I haven't been

　　D. I hadn't been

　　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 bcmk." 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 themeaning and usage of the words first, and then make full use of the words iu listeniug, reading orwriting tasks, ask representatives to show products of the tasks, and give an evaluation her 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 andaccuracy?

　　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, be/she areintended to train students'_________ strategy in reading class.

　　A. skimming

　　B. scanning

　　C. extensive reading

　　D. intensive reading

　16. Which of the following is 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.

　　请阅读Passage l，完成第21-25小题。

　　Passage 1

　　I am one of the many city people who are always saying that given the choice we should preterto live in the country away from the dirt and noise of a large city. I have managed to convincemyself that if it weren't for my job I would immediately head out for the open spaces and go backto nature in some sleepy village buried in the country. But how realistic is the dream?

　　Cities can be frightening places. The majority of the population live in massive tower blocks,noisy, dirty and impersonal. The sense of belonging to a community tends to disappear when youlive fifteen floors up. All you can see from your windows is sky, or other blocks of flats. Childrenbecome aggressive and nervous--cooped up at home all day, with nowhere to play; their mothefeel islated from the rest of the world. Strangely enough, whereas in the past the inhabitants of one

　　street all knew each other, nowadays people on the same floor in tower blocks don't even say hello to each other.

　　Country life, on the other hand, differs i~om this kind of isolated existence in that a sense of community generally binds the inhabitants of small villages together. People have the advantage of knowing that there is always someone to turn to when they need help. But country life has disadvantages too. While it is true that you may be among fiSends in a village, it is also true that you are from the exciting and important events that take place in cities. There's little possibility of going to a new show or the latest movie. Shopping becomes a major problem, anti for anythingslightly out of the ordinary you have to go on an expedition to the nearest large town. The city dweller who leaves for the country, is often oppressed by a sense of unbearable stillness and quiet.

　　What, then, is the answer? The country has the advantage of peace and quiet, but suffers ti'om the disadvantage of being cut off; the city breeds a feeling of isolation, and constant noise batters the senses. But one of its tnain advantages is that you are at the centre of things; and that life doesn't come to an end at half past nine at night. Some people have found(or rather bought) a compromise between the two: they have expressed their preference for the"quiet life" by leaving the suburbs and moving to villages within commuting distance of large cities. They generally have about as much sensitivity as the plastic flowers they leave behind--they are polluted with strange ideas about change and improvement which they force on to the unwilling original inhabitants of the villages.

　　21. What is the main idea of the first paragraph?

　　A. Large cities are dirty and noisy.

　　B. A job is very important for "me".

　　C. Many city people prefer village to city.

　　D. Villages are tidy and peaceful.

　　22. According to the author, why are cities frightening?

　　A. Because the pressure of work may make people suffer.

　　B. Because many blocks in city are dirty, noisy and impersonal.

　　C. Because it's hard to tlnd a good job in city.

　　D. Because living in a city is not safe.

　　23. Which of the following is not the disadvantage of country life?

　　A. It is inconvenient to buy something.

　　B. Villagers can't enjoy the exciting events.

　　C. Villagers have little opportunity to see a film.

　　D. There are many friends around each villager.

　　24. What does the last sentence of this passage mean?

　　A. City people want to change country life.

　　B. City people want to combine the advantages of city and village.

　　C. Villages don't welcome city people.

　　D. City people don't concern the feeling of villagers.

　　25. The best title of the passage may be

　　A. Country Life Has Many Advantages

　　B. City People Prefer Village to City

　　C. Country Life and City Life

　　D. Cit" Life is Better Than Country Life

　　请阅读Passage 2。完成第26-30小题。

　　Passage 2

　　It is frequently assumed that the mechanization of work has a revolutionary effect on the livesof the people who operate the new machines and on the society into which the machines have beenintroduced. For example, it has been suggested that the employment of women in industry takethem out of the. household, their traditional sphere and fundamentally alter their position in society.In the nineteenth century, when women began to enter factories, Jules Simon, a French politician,warned that by doing so, women would give up their femininity. Fredrich Engels, however,predicted that women would be liberated from the"social, legal, and economic subordination" ofthe family by technological developments that made possible the recruitment of "the whole femalesex .., into public industry." Observers thus differed concerning the social desirability ofmechanization's effects, but thev agreed that it would trmsiorm women's lives.

　　Historians, particularly thnse investigating the history of women, now seriously question thisassumption of transforming power. They conclude that such dramatic technological innovations asthe spinning jenny, the sewing tnachine, the typewriter, and the vacuum cleaner have not resultedin equally dramatic social changes in women's economic position or in the prevailing evaluation ofwomen's work. The employment of young women in textile mills during the Industrial Revolutionwas largely and extension of an older pattern of employment for young, single women as domestics.It was not the change in office technology, but rather the separation of secretarial work, previouslyseen as an apprenticeship for beginning managers, from administrative work that in the 1880'screated a new class of "dead end" jobs, thenceforth considered "women's work". The increase inthe numbers of married women enployed outside the home in the twentieth century, had less to dowith the mechanization of housework and an increase in leisure time for these women than it didwith their own economic necessity and with high marriage rates that shrank the available pool ofsingle women worke, previously, in many cases, the only women employers would hire.

　　Women's work has changed considerably in the past 200 years, moving from the household tothe ofiice or the factory, and later becoming mostly white-collar instead of blue-collar work. Fundamentally, however, the conditions under which women work have changed little since the Industrial Revolution: the segregation of occupatious by gender, lower pay for women as a group,jobs that require relatively low levels of skill and offer women little opportunity for advancement all persist, while women's household labour remains demanding. Recent historical investigation has

　　led to a major revision of the notion that lec.hnology is always inherently revolutionary in its effectson society. Mechanization may even have slowed any change in the traditional position of womeu

　　both in the labour market and in the home.

　　26. What is the main idea of the first paragraph?

　　A. The mechanization of work has a revolutionary eftct.

　　B. The social mechanization would "aftct women's lives.

　　C. The social status of women has changed.

　　D. Observers have different ideas about the effect of social mechanizatiou.

　　27. The underlined word "innovations" in Para.2 may be replaced by

　　A. efficiency

　　B. productivity

　　C. innovations

　　D. transforming

　　28. Why did the numbers of married women employers increase in the 20th century?

　　A. The mechanization of housework.

　　B. The married women have much spare time.

　　C. The employers don't want to hire the single women.

　　D. Because of their own economic uecessity and high marriage rates.

　　29. Which of the following statement is Not true?

　　A. Now the phenomenon of choosing employees by gender does no longer exist.

　　B. Women have little opportunity for promotion.

　　C. Women are needed to do much housework.

　　D. Women always get low pay in their occupations.

　　30. The best title of the passage may be

　　A. The Influence of Mechanization

　　B. The Status of Women is Changing

　　C. Changes of Women's Work

　　D. Are Women and Men Equal?

二.简答题

　　根据题目要求完成下列任务。用中文作答。

　　31.词汇的呈现内容包括单词的意义、信息、用法和记忆策略等。词汇意义呈现的方式有哪些请列举四种并举例说明。

　　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初中课堂实录，阅读后回答问题：

　　T: Ok!Next, let's read the text and choose the best heading for each paragraph. Read the passage and choose the best heading for each paragraph.

　　(5 minutes later)

　　T: Now, who can show us the answer?

　　SI: B, A, C, F, E.

　　T: You are clever, but, do you have any other ideas for Paragraph 3?

　　S l: Ohsorry, It's D.

　　T: Excellent!Now we have known the main meaning of each paragraph. This time let'sread each paragraph carefully. Then, make a group discussion and try to fill in the form.10minutes please.

　　(lO minutes later.)

　　T: Time is up. Which group wants to show your form to us? Ok, Group 1.

　　$2: ...

　　T: Well done. Do you agree with them?

　　Ss: Yes!

　　T: Ok, very good.

　　(1)分析该教师的教学目标。(10分)

　　(2)该教学片段属于教学中的哪个环节?请评析教师在该片段中是如何实现其教学目标的。(10分)

　　(3)请评析该教师的反馈方式。(10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：请阅读下面的学生信息和语言素材，设计一个30分钟的英语写作教学活动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 iustifications

　　教学时间：30分钟

　　学生概况：某城镇普通中学八年级(初二)学生，班级人数40人。多数学生已达到《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：

　　3a Read the three notes. Match each note with the correct situation.

　　Thank-you note for a girl.

　　Thank-you note for a party.

　　Thank-you note for help.

　　Note 1

　　Dear Kim,

　　Sometimes it isn't easy being the new kid at school, but I had a wonderful time on Saturdaynight. Thank you so much for inviting me. I didn't know some of the girls, but they were allreally friendly to me. And the video you showed was really funny. I feel like part of the groupnow.

　　Maria

　　Note 2

　　Dear Ton,

　　Thanks for showing me the school last week. I was having a hard time finding it until youcame along. And I enjoyed meeting Carlos. He's really good at math, isn't he? He said he'dhelp me with my math project. Friends like you make it a lot easier to get along in a new place.

　　Bill

　　Note 3

　　Dear Aleen,

　　Thanks for the tickets for next week's game. I'm sorry you and your father can't go, but I'mreally happy to have the tickets. I'm going to ask my cousin, Tommy, to go with me. I'll think ofyou as we watch the Black Socks win the game. (I hope! )

　　John36 Fill in the blanks in this thank-you note.

　　Dear Sarah,

　　for inviting me to your house on Friday. I reallymeeting your family.And your baby sister is really______. I had atime. I'm. I had to leaveearly, but I had a family dinner. My grandfather was having his 90th tirthday party!

　　Yours sincerely,

　　Maria

答案及解析

   一、单项选择题

   1.【答案】B。

　3.【答案】B。解析：考查惯用搭配。havedifficulty(in)doing sth意为“做某事有困难”，thediffieuhyIhad overcoming language obstacles在整个句子中作宾语.I had overcoming language obstacles是省略了关系代词that的定语从句，关系代词在句中充当宾语。故选B。

　　4.【答案】C。解析：考查副词辨析。句意为“令我们惊讶的是，大多数中学生会略过一天中最重要的早餐部分”。0riginally“起初，原来”，namely“也就是，换句话说”，regularly“有规律地，按时，经常”，obviously“明显地”。C项最符合句意。

　　5.【答案】B。解析：考查主谓一致和时态。主谓一致中有一原则——意义一致。当and连接的两个并列主语在意义上指同一人、同一物、同一事或者同一概念时，应看作单数，谓语动词用单数。“The author and photographer”指一个人，即作家兼摄影师，排除C、D。根据“next Friday”表将来，因此答案为B，用现在进行时表将来。

　　6.【答案】C。解析：考查倒装句。在以“only+状语”开头的句子中，句子要使用部分倒装，助动词要放在主语前。故选C。

　　7.【答案】B。解析：考查定语从句。先行词March 5，2013在从句中作时间状语。故选8。

　　8.【答案】D。解析：考查虚拟语气。问句意为“你昨天晚上没来我的聚会，我很失望”。答句意为“我希望那时我不忙”。根据语境可知此处要用虚拟语气。根据第一句判断此处是对过去的虚拟，故选D。

　　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，属于交际性活动，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，教师展示让学生理解词语的意义和用法。任务环节，教师要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。PPP模式是指教学过程中的Presentation，Practice，production。PWP模式是教学过程中的Pre-，While-，Post-;PPT模式是Presentation，Practice and Testing。

　　13.【答案】C。解析：考查听力教学活动。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。口语活动有多种方式，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。故答案选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 repretoires 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：考查英语测试类型。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：文章开头讲到，“许多市民说，给他们一个机会他们宁愿住在乡下，远离肮脏而又嘈杂的大城市”，接着讲到作者自己也这样认为，因此，第一段主要内容是与城市相比，很多市民更喜欢乡下。C项符合题意。

　　22.【答案】B。解析：根据题目中的“cities frightening”可定位至第二段前两句“Cities can be frightening places.

　　The majority of the population live in massive tower blocks，noisy，dirty and impemonal.”由此可知，作者认为城市可怕是因为城市嘈杂、肮脏而又没有人情味.其他选项内容文章均未提到。

　　23.【答案】D。解析：根据题干中的“the disadvantage of country life”可定位至第三段，第三段提到“it is also true that you are from the exciting and important event8 that take place in cities.There’s little possibility of going to a new show or the latest movie.Shopping becomes a major problem”。A、B、C三项均符合文意，根据第三段第四句“While it is true that you may be among friends in a village，it is also true that…”可知，生活在大帮朋友间并非缺点。

　　24.【答案】B。解析：文章最后一句意为“他们被有关改善和改变的奇怪思想影响了，而这些思想是他们强加给村里不愿改变的原始居民的。”文章最后一段讲到，乡村生活和城市生活各有优点。有些人在乡下和城市间找到了折中的办法，也就是将两种优点结合起来，而将城市的优点带到乡下，对于村民来说是强加于他们身上的。

　　故此句意味着市民想要将城市的优点和乡村的优点结合起来，B项符合。

　　25.【答案】C。解析：本文将城市生活和乡村生活进行了对比，二者各有优缺点，城市肮脏、嘈杂、没有人情味，但每个人都是世界的中心，而乡村生活虽然安静、人情味浓郁，但购物不便，也无法享受大城市的一些激动人心的重要的活动。选项中，C项“乡村与城市生活”最能概述文章大意.故选择C。

　　Passage 2

　　26.【答案】B。解析：第一段讲到，普遍认为：劳动的机械化对操作机器的人以及引进机器的社会都有革命性的影响。工业中雇佣妇女使她们从家务这样的传统领域中解放出来，并且从根本上改善了她们在社会上的地位。接着讲到，观察者关于社会机械化对妇女的影响持有不同观点，但他们一致认为这必将改变妇女们的生活。由此可知，第一段主要讲了社会机械化对妇女的影响，B项符合。

　　27.【答案】C。解析：根据“novations”之后的内容“as the spinningjenny，the sewing machine，the typewriter，and the vacuum cleaner…”可知纺纱机、缝纫机、打字机、吸尘器之类的产生属于科技上的革新。C项“innovations”意为“革新，革命”，符合题意。

　　28.【答案】D。解析：根据题于中的“the numbers ofmarried women employers increase in the 20th century,’可定位至第二段末句“llle increase in the numbers of married women employed outside the home in the twentieth century had less to do with the mechanization of housework and an increase in leisure time for these women than it did with their own economic necessity and with high marriage rates that shrank the available pool of single women workers，previously，in many cases，the only women employers would hire.”由此可知，20世纪已婚妇女职员的增加是因为她们经济上的必需性，以及结婚率的升高。D项符合。

　　29.【答案】A。解析：A项意为“如今，按性别雇佣员工的现象已经不复存在。”这与第三段第二句中“the segregation of occupations by gender”(按性别区分职业)相矛盾，因此不正确。其他选项均可在第三段第二句中找到依据。

　　30.【答案】C。解析：文章开头讲到，工业机械化使妇女从家务这样的传统领域中解脱，即使更多妇女参加工作，进而影响她们的生活和地位，接着文章讲到从工业革命时期到19世纪80年代，到20世纪妇女工作的发展变化，最后讲到，在过去的200年中，妇女的工作有了相当程度的变化，但仍然存在一些问题。综合全文内容可知，本文主要讲述了妇女工作的发展变化。C项符合。

　　二、简答题

　　31.【参考答案】

　　(1)直接呈现：适合一些简单的词汇尤其是之前学过的词。比如说之前学过friend，这节课教授friend。即可以直接教读，这种方式用的比较少。

　　(2)图画呈现：运用图画展示比较形象直观，而且是常用的方式，包括准备图片或者是在黑板上画出简笔画教学等。例如，教师出示一个雪天的图片，教授“snowy”。

　　(3)实物呈现：实物最具有直观与形象的特点，此法可用在能带来实物上课堂的一些词以及一些直接能够让学生感知的词，如面部的词，自己书包中的物件等。如：教师拿起一个同学的铅笔(pencil)，问学生“What’s this?”.然后回答“It’s a pencil.”。

　　(4)肢体语言呈现：动作、表情、声音等呈现单词、表达单词的意思，学生开始可以模仿老师的动作和单词读音等领会词义，学习单词。如在教smoke，litter，touch等动词时，教师直接做动作，让学生边听边看。

　　(5)构词法呈现：英语词汇总量很大，很多词汇是有联系的，且系统性很强。教师在教学中也应利用词汇的这些特点。如学习care这个单词，可以根据构词法，引申出careful—carefullY—careless。

　　(这里为大家提供多种呈现方法，以供参考，在考试时按照要求，回答出四种即可。)

　　三、教学情境分析题

　　32.【参考答案】

　　(1)从三维目标上分析教学目标：

　　知识目标：学生能够知道文章的主要内容，以及文章的细节信息。

　　能力目标：泛读和精读两个任务的分层训练，学生的阅读能力有所提升，能掌握训读的阅读策略。

　　情感态度目标：小组活动，学生能够提高合作意识，体验合作学习的快乐。

　　(2)该教学片段属于阅读教学中的新课讲授环节。在本环节中，教师安排了初读感知和精细研读鼹个部分的阅读训练，层层深入地引导学生积极探索新知，具体任务的设置训练了学生的阅读能力，使学生掌握寻读的阅读策略。在教学中运用了小组合作的学习方式，提高了学生的口语表达能力。培养了学生的团队精神和合作意识。

　　(3)该教师采用的反馈方式是口头反馈、启发学生自己改错的方式。在外语教学中，教师不应该像监控器一样监控学生的语言输出。教学的最终目的是要促进迁移发生，也就是说，要启发学生学会用自己已经掌握的知识对自己的交际进行监控，自己改正错误。所以，该教师的做法启发了学生的思维。引导学生自己发现问题并改正，从而能更好地提高学生的学习效率，达到语言训练的目的。同时，该教师的反馈具有激励性，学生回答出错是很正常的情况，教师对此给予积极的鼓励会帮助学生树立学习的自信心，培养学习的兴趣。

　　四、教学设计

　　33.【参考设计】

　　Teaching Contents: The material is about writing a thank-you note.

　　Teaching Objectives:

　　(l) Knowledge objective

　　Students can be more familiar with the topic of "thanks" and know how to express their thanks to others.

　　(2) Ability objective

　　Students can write a thank-you note logically and use it to express their thanks.

　　(3) Emotional objective

　　Students wilt have the awareness of express their thanks after others' help.

　　Teaching Key and Difficult Points:

　　How to make students master the methods and procedures of writing a thank-you note.

　　Teaching Procedures:

　　Step 1 Pre-writing (7 minutes)

　　At this step the teacher will ask students to do three activities.

　　Activity 1: Sample reading

　　Students will be asked to read 3a, and match each note with the correct situation by themselves.

　　Activity 2: Discussion

　　Students will be divided into 8 groups and have a discussion about"What else condition can you think out to write a thank-you note?"

　　Then the teacher will make a summary on the useful ideas of writing a thank-you note.

　　Activity 3: Outlining

　　Students will be asked to read 3b, and illustrate the formation of letter.

　　Then the teacher will make a summary on the components of a thank-you note.

　　(Justification: The sample reading can help students have a basic understanding of the contents of a thank-you note. Through discussion, students' thoughts can be inspired by each other's sparkling points. The outlining can help students illustrate the main organizing structure and the most important points of the essay and make a preparation for the drafting.)

　　Step 2 Writing (18 minutes)

　　(1) Drafting

　　The teacher will set a situation that"you could write a letter to your friend or your parents to express your thanks for his or her help according to the formation and the notes" and give students enough time to write the first draft.

　　(2) Peer editing

　　After the drafting, the teacher will ask students to check their notes with their deskmates. They should read the passage and check the ideas or the logical development. Also, check carefully the grammar, spelling and punctuation of their writings.

　　(3) Revising

　　The teacher guides students to make necessary improvements in both organisation and contents based on their editing, e.g adding new points or deleting irrelevant facts, and correcting errors in spelling, punctuation, grammar or choice of words.

　　(Justification: Making the topic of writing close to students' life can stimulate their interests. Peer editing can provide an opportunity for students to share their writings and help them learn from each other. Proper guidance in revising can help students to make improvements in their writings.)

　　Step 3 Assessing (5 minutes)

　　The teacher will share two notes of the students and give some evaluations from the advantages and disadvantages.

　　Then the teacher will tell students the meaning of thanks and ask students to revise their notes according to the evaluations after class.

　　(Justification: This is also a very important part for students, from which they can find their mistakes and get to know how to correct them. It' s also a good chance for them to learn the meaning of thanks.)