2026年教师资格证《高中英语》预测试卷一
一、单项选择题
每题2分，共30题，共60分
1.
Some parents are just too protective.They want to_______their kids from every kind of danger， real or imagined.
参考答案C
解析本题考查动词辨析。句意为“有些父母对子女保护过度，他们想处处_____孩子以免遭任何实际的或者假想的危险”。spot“认出，玷污”，dismiss“开除，解雇”，shelter“庇护，保护”，distinguish“区别”。只有C项符合句意。
2.
There are several hats on the shelf， and you can choose_______you like.
参考答案C
解析本题考查从句连词。根据句意“架子上有几顶帽子，你可以从中选择你喜欢的任何一顶”，可排除A项“任何地方”和D项“任何时候”。B、C两项都可以表示“任何一个”，但有范围的选择用whichever，没有范围的选择用whatever。从架子上的帽子中做选择，有范围。故本题选C。
3.
_______， the tallest boy is the youngest.
参考答案A
解析本题考查倒装句。though引导的让步状语从句要倒装，一般将名词、形容词、副词等置于句首。句意为“尽管这可能有点奇怪，但这个最高的男孩是年纪最小的”。故本题选A。
4.
Which of the following is not a part of teaching speaking？
参考答案D
解析本题考查口语教学内容。口语教学内容包括语言形式、语言内容、功能、(文化与交际)策略等。D项“概要”不属于口语教学内容。
5.
But the Swiss discovered long years ago that constant warfare brought them _______suffering and poverty.
参考答案B
解析本题考查短语辨析。句意为“但是多年以前瑞士人就发现连年不断的战争给他们带来的只有苦难和贫穷”。anything but“决不，根本不”，nothing but“只有，只不过”，none otherthan“不是别的，正是……”，no more than“不过，仅仅”。根据句意可知本题选B。
6.
A Chinese student makes a sentence as follows "He is a rich man who like travelling" .The error in that sentence is the result of_______.
参考答案A
解析本题考查二语习得。二语习得者在学习外语的过程中很容易受到母语的影响。母语有利于外语学习叫正迁移(positive transfer，也叫facilitation)；母语阻碍外语的学习叫负迁移(negativetransfer，也叫interference)题干例子便是负迁移的表现，因为汉语中谓语动词没有第三人称单数形式。故本题选A。二语习得中还有一些错误，不能用母语的影响来解释，比如He speaked English.这个例子，学习者过度应用了语法规则，这种现象叫过度概括(overgeneralization)语用错误(pragmatic failure)指学习者按照本民族的文化习惯来表达，结果违反了目的语国家的文化习俗。
7.
To develop the skill of listening， the teacher asks students to learn several new words that will appear in the listening material and predict what the listening material is about.Which stage is it at in listening class？
参考答案B
解析本题考查听力教学。在听文章之前，教师让学生学习可能在听力中出现的新单词并预测听力文章的内容。这处于听前(Pre—listening)阶段。
8.
Which of the following underlined parts is different in pronunciation from others？
参考答案A
解析本题考查字母组合的发音。A项中ew的发音为／ju:／，其他三项中ew的发音均为／u:／，故本题选A。
9.
Bill is very_______; you can trust him and turn to him for help when you are in trouble.
参考答案A
解析本题考查形容词辨析。reliable“可靠的”，proud“骄傲的，自豪的”，dependent“依靠的”，confident“自信的”。句意为“比尔非常可靠，你可以信任他并且在有麻烦的时候向他求助”。故本题选A。
10.
When you pick up a newspaper， you read through the headlines， titles and subtitles quickly to get a general idea about what is written on the page and find out if there is anything interesting.
This skill is called_______.
This skill is called_______.
参考答案B
解析本题考查阅读技巧。读报时通过快速浏览标题、副标题，抓住文章要点并找到有趣的内容，这种阅读技巧叫作略读。故本题选B。
11.
We'd better discuss everything_______before we work out the plan.
参考答案A
解析本题考查介词短语辨析。句意为“我们最好先讨论好一切，然后再制订计划”。in detail“详细地”，in general“一般而言，总的来说”，On purpose“故意地”，On time“准时”。根据句意可知，应该是先详细讨论再制订计划，故本题选A。
12.
A_______is a variety of language that serves as a medium of communication among groups of people with diverse linguistic backgrounds.
参考答案A
解析本题考查社会语言学中的基本概念。通用语(1ingua franca)是一种语言变体，是使用不同语言的人之间的交流语言。洋泾浜语(pidgin)通常是由两种或两种以上不同的自然语言成分因为特定原因混杂而成的语言。当洋泾浜语作为第一语言或母语被儿童习得，便成为克里奥尔语(creole )语言的语域变体(register variety)是一种交际情景方言(situational dialect)，以交际时说话者所用语体或文体的得体性为主要特征。
13.
Parents in China spend _______it takes to give their kids an edge， but sometimes they just blindly follow a trend and over-schedule their children.
参考答案A
解析句意：在中国，父母不惜一切代价给孩子提供优势，但有时他们只是盲目地跟随潮流，过多地安排孩子的时间。whatever引导宾语从句且在从句中作宾语，符合题意，故选A。
14.
______cold it is，the young man refused to put on a warm coat.
参考答案A
解析句意：不管天多冷，这个年轻人都不愿穿上暖和的外套。however引导让步状语从句，其结构为however+形容词+主语+系动词，意为“不管怎样……，无论如何……”，相当于nomatter how；no matter“无论，不管”，引导让步状语从句时要与疑问词连用；as／though也可引导让步状语从句，表示“虽然，尽管”，但要用部分倒装结构，即形容词+as+主语+系动词。故选A。
15.
It was not_______she took off her dark glasses _______I realized she was a famous actress
参考答案B
解析not until的强调结构为It is／was not until+时间状语+that…。故选B。
16.
Which of the letter "u" in the following words has a different pronunciation from others？
参考答案D
解析考查语音学知识。根据开音节规则可知，单个元音字母后面加个辅音字母，再加一个不发音的字母e构成的重读音节为开音节单词。而在开音节中元音字母发本音，但要注意的是，由元音字母加re字母结尾的重读音节并不构成开音节，所以lure中u字母的发音与其他三个不同，故选D。
17.
When he came in， he found that paper clips， drawing pins and safety-pins were_______all over the
floor.
floor.
参考答案A
解析考查动词辨析。scatter“分散，散开”；spray“喷，喷射”；disperse“分散，扩散”；separate“分离，分开”。scatter指人或物向四处散开，或把物随意撒开；disperse多指把一群人或物等彻底驱散。句意：当他进来的时候，他发现回形针、图钉和安全针散得地上到处都是。故选A。
18.
A:Do you know where Mr.Brown is？
B:Somewhere in the southern suburbs of the city.
Speaker B violates the maxim of_______.
B:Somewhere in the southern suburbs of the city.
Speaker B violates the maxim of_______.
参考答案B
解析考查合作原则的违反。说话者B的话语没有提供足够的信息，没能说明布朗先生的具体住所。故选B。
19.
In English teaching， teachers should NOT pay attention to_______.
参考答案A
解析在英语教学中，教师应该给学生提供独立学习和交流的机会，鼓励学生探索掌握英语的方法，并培养他们的兴趣。而不应该立即纠正学生的错误，打击学生的积极性。
20.
What does the following practice？
'Peer and I went to the school yesterday.
Peer and 'I went to the school yesterday.
Peer and I went to the 'school yesterday.
Peer and I went to the school yesterday.
'Peer and I went to the school yesterday.
Peer and 'I went to the school yesterday.
Peer and I went to the 'school yesterday.
Peer and I went to the school yesterday.
参考答案A
解析由题干可以看出这些句子在不同的单词前边标记，主要是为了考查句子的重读情况。故选A。
一、单项选择题
-
Passage 1
Australia's frogs are having trouble finding love.Traffic noise and other sounds of city life， such as air conditioners and construction noise， are drowning out the mating calls of male frogs in urban areas，leading to a sharp drop in frog populations.But， in the first study of its kind， Parris， a scientist at the University of Melbourne， has found that some frogs have figured out a way to compensate for human interference in their love lives.
A male southern brown tree frog sends out a mating call when he's looking for a date.It is music to the ears of a female southern brown tree frog.But， add the sounds of nearby traffic and the message just is not going out.Parris spent seven years studying frogs around Melbourne.She says some frogs have come up with an interesting strategy for making themselves heard.
"We found that it's changing the pitch of its call， so going higher up， up the frequency spectrum， being higher and squeakier， further away from the traffic noise and this increases the distance over which it can befor heard， "Parris said.
The old call is lower in pitch.The new one is higher in pitch.
Now，that may sound like a pretty simple solution.But， changing their calls to cope with a noisy environment is actually quite extraordinary for frogs.And while the males have figured out how to make themselves heard above the noise， Parris says it may not be what the females are looking for.
"When females have a choice between two males calling， they tend to select the one that calls at a lower frequency because，in frogs， the frequency of a call is related to body size.So， the bigger frogs tend to call lower，" she explained."And so they also tend to be the older frogs， the guys perhaps with more experience，they know what they're doing and the women are attracted to those."
Frog populations in Melbourne have dropped considerably since Parris began her research， but it is not just because of noise.Much of Australia has been locked in a 10-year drought，leaving frogs fewer and fewer ponds to go looking for that special someone.
Australia's frogs are having trouble finding love.Traffic noise and other sounds of city life， such as air conditioners and construction noise， are drowning out the mating calls of male frogs in urban areas，leading to a sharp drop in frog populations.But， in the first study of its kind， Parris， a scientist at the University of Melbourne， has found that some frogs have figured out a way to compensate for human interference in their love lives.
A male southern brown tree frog sends out a mating call when he's looking for a date.It is music to the ears of a female southern brown tree frog.But， add the sounds of nearby traffic and the message just is not going out.Parris spent seven years studying frogs around Melbourne.She says some frogs have come up with an interesting strategy for making themselves heard.
"We found that it's changing the pitch of its call， so going higher up， up the frequency spectrum， being higher and squeakier， further away from the traffic noise and this increases the distance over which it can befor heard， "Parris said.
The old call is lower in pitch.The new one is higher in pitch.
Now，that may sound like a pretty simple solution.But， changing their calls to cope with a noisy environment is actually quite extraordinary for frogs.And while the males have figured out how to make themselves heard above the noise， Parris says it may not be what the females are looking for.
"When females have a choice between two males calling， they tend to select the one that calls at a lower frequency because，in frogs， the frequency of a call is related to body size.So， the bigger frogs tend to call lower，" she explained."And so they also tend to be the older frogs， the guys perhaps with more experience，they know what they're doing and the women are attracted to those."
Frog populations in Melbourne have dropped considerably since Parris began her research， but it is not just because of noise.Much of Australia has been locked in a 10-year drought，leaving frogs fewer and fewer ponds to go looking for that special someone.
21.
Parris is the first person who made study for_______.
参考答案C
解析推理判断题。本文主要讲由于人类噪音干扰，青蛙改变叫声来求偶。全文围绕“matingcalls”展开，最后一段又指出青蛙数量下降是由于干旱。噪音和干旱都属于环境因素。故C项正确。
22.
Why do some frogs change the pitch of its calls？
参考答案D
解析细节理解题。由第三段“…further away from the traffic noise and this increases the distance over which it can be for heard，”可知，青蛙改变音高是为了避免噪音干扰。
23.
Female frogs may not be attracted by the new call because_______.
参考答案D
解析细节理解题。由倒数第二段“When females have a choice between two males calling……so，the bigger frogs tend to call lower，”可知体型大的青蛙叫声更低，更能吸引异性。D项指出低频率叫声有着特殊的物理意义，即青蛙的体型差异。所以D项正确。
24.
What does the word" considerably" in the last paragraph mean？
参考答案D
解析词义推测题。“ considerably”位于最后段句首，作为副词修饰drop。 该句意思是自从Parris开始她的研究后，墨尔本的青蛙数量下降。B项“直接地”，C项“认真地”明显不符合题意。最后一段最后一句提到，十年干旱期间，池塘的数量越来越少，由此可知青蛙数量下降有一个过程，不是突然的，因此A项错误。故选D。
25.
According to Parris， what are the reasons for the dropping of the frog's population in Melbourne？
参考答案B
解析细节理解题。第一段提到“Traffic noise and other sounds of city life，such as air conditioners and construction noise，”可知A项是各种噪音中的两种，因此A不全面。D项“池塘数量的减少是由于干旱”不是根本原因。C项“求偶叫声频率的改变是青蛙面对噪音干扰的反应”，不是其数量减少的原因。B项正确。
Passage 2
Homework has never been terribly popular with students and even many parents， but in recently years it has been particularly scorned.School districts across the country， most recently Los Angeles Unified， are revising their thinking on this educational ritual.Unfortunately， L.A.Unified has produced an inflexible policy which mandates that with the exception of some advanced courses， homework may no longer count for more than 10% of a student's academic grade.
This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework.But the policy is unclear and contradictory.Certainly， no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment.But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives，it is going riskily close to the implication that standards need to be lowered for poor children.
District administrators say that homework will still be a part of schooling;teachers are allowed to assignas much of it as they want.But with homework counting for no more than 10% of their grades， students can easily skip half their homework and see very little difference on their report cards.Some students might do well on state tests without completing their homework， but what about the students who performed well on the tests and did their homework？ It is quite possible that the homework helped.Yet rather than empowering teachers to find what works best for their students， the policy imposes a flat， across-the-board rule.
At the same time， the policy addresses none of the truly thorny questions about homework.If the district finds homework to be unimportant to its students' academic achievement， it should move to reduce or eliminate the assignments， not make them count for almost nothing.Conversely， if homework matters， it should account for a significant portion of the grade.Meanwhile， this policy does nothing to ensure that the homework students receive is meaningful or appropriate to their age and the subject， or that teachers are not assigning more than they are willing to review and correct.
The homework rules should be put on hold while the school board， which is responsible for setting educational policy， looks into the matter and conducts public hearings.It is not too late for L.A.Unified to do homework right.
Homework has never been terribly popular with students and even many parents， but in recently years it has been particularly scorned.School districts across the country， most recently Los Angeles Unified， are revising their thinking on this educational ritual.Unfortunately， L.A.Unified has produced an inflexible policy which mandates that with the exception of some advanced courses， homework may no longer count for more than 10% of a student's academic grade.
This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework.But the policy is unclear and contradictory.Certainly， no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment.But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives，it is going riskily close to the implication that standards need to be lowered for poor children.
District administrators say that homework will still be a part of schooling;teachers are allowed to assignas much of it as they want.But with homework counting for no more than 10% of their grades， students can easily skip half their homework and see very little difference on their report cards.Some students might do well on state tests without completing their homework， but what about the students who performed well on the tests and did their homework？ It is quite possible that the homework helped.Yet rather than empowering teachers to find what works best for their students， the policy imposes a flat， across-the-board rule.
At the same time， the policy addresses none of the truly thorny questions about homework.If the district finds homework to be unimportant to its students' academic achievement， it should move to reduce or eliminate the assignments， not make them count for almost nothing.Conversely， if homework matters， it should account for a significant portion of the grade.Meanwhile， this policy does nothing to ensure that the homework students receive is meaningful or appropriate to their age and the subject， or that teachers are not assigning more than they are willing to review and correct.
The homework rules should be put on hold while the school board， which is responsible for setting educational policy， looks into the matter and conducts public hearings.It is not too late for L.A.Unified to do homework right.
26.
It is implied in Paragraph 1 that nowadays homework_______.
参考答案A
解析推理判断题。这里可以看到，选项A和D是意义相反的。A是指目前家庭作业得到了更过的批评；D是指家庭作业获得了更多的好评。我们根据文章首段首句，家庭作业从来就不受欢迎，而目前它更是受到了更多的批评。可以很快得出，答案应该是A。
27.
What can be inferred from Paragraph 4.？
参考答案B
解析推理判断题。首先排除选项C，它与文章第四段首句完全一致。其次，含有must，always，every(以及其派生词)，each，all，absolutely，at all等词的选项，倾向于不选，因此也可以排除选项A；再结合文章第四段进行分析，第四段提到“如果社区学校认为家庭作业对学生的学业不重要，社区学校应该减少或者取消家庭作业，而不是布置家庭作业，又让它们占很小的分数比例；相反，如果家庭作业重要，它应该在学业中占重要的一部分。”从这两句的内容中，我们可以简单归纳出，L.A.Unified所指定的这项政策到目前为止还未对家庭作业对于学生学业是否有重要作用给出确定答案，因此选项B符合题意。
28.
According to Paragraph 3， one problem with the policy is that it may_______.
参考答案A
解析细节理解题。本题中选项A和B是意义相反的两个选项。一个是使学生对家庭作业感到沮丧，一个是增加了学生对其的兴趣。故而答案很可能就在这二者之中。再结合文章看，文章第三段第二句指出，“如果家庭作业仅占分值的10%，学生很容易少做一半的家庭作业， 在他们的成绩单上也不会有什么差别。”“家庭作业仅占分值 10%”这是L.A.Unified制定出的家庭作业政策的内容，因此，从这句话可以看出有了这项政策，既然成绩单上不会有区别，学生就会选择少做一半的家庭作业。这就给学生在家庭作业这条路上设了阻碍。A项符合逻辑。
29.
L.A.Unified has made the rule about homework mainly because poor students_______.
参考答案C
解析细节理解题。文章第二段首句说到“这项政策的制定是为了解决贫困家庭的学生在完成家庭作业中可能遇到的困难。”这与题干所问“制定该政策的主要原因”以及“贫困学生”就对应起来了，故C是正确选项。
30.
What's the passage mainly about.？
参考答案D
解析主旨大意题。本文主要讲述了L.A.地区的一项新的家庭作业的政策，而通过文章可以发现，这项政策实际上是一种对待家庭作业错误的方法。
二、简答题
每题10分，共1题，共10分
31.
简述skimming的基本含义并举一例说明其用途(10分)。写出训练该项技能时可采取 的三个步骤，并用英语写出两句相关的教师指令语(10分)。
参考答案详见解析
解析(1)略读是指以尽可能快的速度阅读，这就要求读者有选择地进行阅读，可跳过某些细节，以抓住文章的大意，从而加快阅读速度。其目的是了解文章的大意。略读对阅读速度要求较高，而对理解的精确度则要求较低。例如：在教学“Will people have robots？”一课时，教师可以设置略读活动“Ask students to skim thepassage within 2 minutes and summarize the main idea ofit”，让学生在2分钟内略读文章，然后总结文章大意。
略读活动可以帮助学生了解文章大意，提高学生的阅读速度。略读是教师需要训练学生提高的阅读能力之一。
(2)训练该项技能时可以采取三个步骤：
①通读文章的起始段和结尾段。
②细读其他段落的主题句。
③浏览一些与主题句相关的信息词。
教师指令语：
①Skim the passage to get the gist of it and write it down on your notebook.
②Skim the text to get the main idea of it and discuss with your deskmates.
略读活动可以帮助学生了解文章大意，提高学生的阅读速度。略读是教师需要训练学生提高的阅读能力之一。
(2)训练该项技能时可以采取三个步骤：
①通读文章的起始段和结尾段。
②细读其他段落的主题句。
③浏览一些与主题句相关的信息词。
教师指令语：
①Skim the passage to get the gist of it and write it down on your notebook.
②Skim the text to get the main idea of it and discuss with your deskmates.
三、教学情境分析题
每题10分，共1题，共10分
32.
下面是某高中课堂实录的教学片段。
根据上面所给信息，从下面两个方面作答：
(1)该片段呈现的是英语教学的什么课型？它属于该课型的哪个环节？
(2)分析该片段的教学目标。
(3)评析该教师教学活动中的一个优点。
根据上面所给信息，从下面两个方面作答：
(1)该片段呈现的是英语教学的什么课型？它属于该课型的哪个环节？
(2)分析该片段的教学目标。
(3)评析该教师教学活动中的一个优点。
参考答案详见解析
解析(1)课型：英语语法课
该教学片段属于语法课中的练习(Practice)和输出(Production)环节。在练习环节，教师通过让学生合并两个句子的方式练习定语从句中关系代词who和that的用法；在输出环节，教师通过让学生描述最喜欢的电影或地方形成语篇来练习定语从句中关系代词的用法，使学生既学习了语法，又锻炼了口语交际能力。
(2)教学目标
①知识目标：学生能够掌握定语从句中关系代词who和that的用法。
②能力目标：学生能运用定语从句描述或讨论事情，能通过练习提高语法运用能力及口语表达能力。
③情感目标：学生能够将英语课堂学习与实际生活联系起来，逐步提高对语法学习的兴趣和积极性。
(3)优点
在教学活动中，该教师首先组织开展机械性操练，由浅入深，帮助学生理解关系代词的用法。在学生接触语法点之后，首先组织学生在句子层面进行操练，加深学生对语法点的记忆，使学生学习语法由控制性阶段达到自动化阶段，即实现内化，为学生进行灵活运用打下基础。然后该教师组织开展交际性练习，创设了真实而有意义的情境，让学生在讨论中运用新学的语法，由句子层面过渡到语篇层面，达到有效交际的目的。
该教学片段属于语法课中的练习(Practice)和输出(Production)环节。在练习环节，教师通过让学生合并两个句子的方式练习定语从句中关系代词who和that的用法；在输出环节，教师通过让学生描述最喜欢的电影或地方形成语篇来练习定语从句中关系代词的用法，使学生既学习了语法，又锻炼了口语交际能力。
(2)教学目标
①知识目标：学生能够掌握定语从句中关系代词who和that的用法。
②能力目标：学生能运用定语从句描述或讨论事情，能通过练习提高语法运用能力及口语表达能力。
③情感目标：学生能够将英语课堂学习与实际生活联系起来，逐步提高对语法学习的兴趣和积极性。
(3)优点
在教学活动中，该教师首先组织开展机械性操练，由浅入深，帮助学生理解关系代词的用法。在学生接触语法点之后，首先组织学生在句子层面进行操练，加深学生对语法点的记忆，使学生学习语法由控制性阶段达到自动化阶段，即实现内化，为学生进行灵活运用打下基础。然后该教师组织开展交际性练习，创设了真实而有意义的情境，让学生在讨论中运用新学的语法，由句子层面过渡到语篇层面，达到有效交际的目的。
四、教学设计
每题20分，共1题，共20分
33.
设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语写作教学方案。
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 justifications
教学时间：45分钟
学生概况：某城镇普通中学高中二年级学生，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)六级水平。学生课堂参与积极性一般。
语言素材：
There is an increasing number of school violence happening recently which have exerted terrible influence on our school life.What can we do about it？ Please write a passage of at least 120 words titled with "How to improve school safety？"
Key words: campus security guard
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：45分钟
学生概况：某城镇普通中学高中二年级学生，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)六级水平。学生课堂参与积极性一般。
语言素材：
There is an increasing number of school violence happening recently which have exerted terrible influence on our school life.What can we do about it？ Please write a passage of at least 120 words titled with "How to improve school safety？"
Key words: campus security guard
参考答案详见解析
解析Teaching contents：How to write an argumentationabout school violence.
Teaching objectives
(1)Students will learn some new words andexpressions，like bully，school violence，guards，rebellious，pose a great danger to…；Students willknow the structure of argumentation writing.
(2)Students will be able to give suggestions underthe topic of school violence；Students can write anargumentation writing about school violence.
(3)Students will recognize that school bullying ishorrible and no one deserves to suffer from it；Students will understand that it's important for themto stand up against bullies together.
Teaching key and difficult points
(1)Teaching key point
Students will know how to write an argumentation，including the basic structure，arguments，etc.
(2)Teaching difficult point
Students can write an argumentation about schoolviolence.
Major Steps：
Step l Warming up(2 minutes)
Play a short video report about the school violencehappening recently.After the video， invite twostudents to share their opinions about it.Givecorresponding comments and make， a short
conclusion that school bullying is absolutely horribleand weshould act together to fight against it.
( Justification：Video is a powerful tool to reveal thetruth and make students echo emotionally to this phenomenon.)
Step 2 Pre-writing (9 minutes)
(1) Divide students into groups of 4 to talk about thesolutions towards this issue.And remind them thatthey can give solutions from different aspects， suchas what should school do about this; what shouldparents do about this; and what should high schoolstudents do about this？
(2) Present them the written report of this video.Give 1 minute for them to read it.After they finishthe report， ask them to circle out the solutionsrecommended，as well as some key wordsandexpressions under such topic.
(3) Tell them to write an argumentation writingbased on this report.In their writing， they shouldcover the following information：what happened，why it happened， how to deal with them.
(4) Lead them to figure out the structure about the writing first.Then make a conclusion together that the first paragraph is about the phenomenon describing;the second paragraph is about the reasons and awful effects about this phenomenon;the third paragraph is about the solutions.Then 1 will give them an oral example.
(Justification：This step should prepare the students for structure as well as the contents of the writing.)
Step 3 While-writing (6 minutes)
Ask them to write down an argumentation under thetopic of school violence in 6 minutes.While writing， I will ask them to pay more attention tothe spelling， grammar， and the logic of sentences.
(Justification：With all the preparation from pre-writing part， students will be able to write down the argumentation fast.In this step ， students can practice how to organize their words， and they will learn to express their ideas logically.)
Step 4 Post-writing (3 minutes )
After they finish the writing， I will ask them to modify their draft by themselves ，and then exchange their draft to do the peer editing.
(Justification：Editing is an important process of writing.)
Teaching objectives
(1)Students will learn some new words andexpressions，like bully，school violence，guards，rebellious，pose a great danger to…；Students willknow the structure of argumentation writing.
(2)Students will be able to give suggestions underthe topic of school violence；Students can write anargumentation writing about school violence.
(3)Students will recognize that school bullying ishorrible and no one deserves to suffer from it；Students will understand that it's important for themto stand up against bullies together.
Teaching key and difficult points
(1)Teaching key point
Students will know how to write an argumentation，including the basic structure，arguments，etc.
(2)Teaching difficult point
Students can write an argumentation about schoolviolence.
Major Steps：
Step l Warming up(2 minutes)
Play a short video report about the school violencehappening recently.After the video， invite twostudents to share their opinions about it.Givecorresponding comments and make， a short
conclusion that school bullying is absolutely horribleand weshould act together to fight against it.
( Justification：Video is a powerful tool to reveal thetruth and make students echo emotionally to this phenomenon.)
Step 2 Pre-writing (9 minutes)
(1) Divide students into groups of 4 to talk about thesolutions towards this issue.And remind them thatthey can give solutions from different aspects， suchas what should school do about this; what shouldparents do about this; and what should high schoolstudents do about this？
(2) Present them the written report of this video.Give 1 minute for them to read it.After they finishthe report， ask them to circle out the solutionsrecommended，as well as some key wordsandexpressions under such topic.
(3) Tell them to write an argumentation writingbased on this report.In their writing， they shouldcover the following information：what happened，why it happened， how to deal with them.
(4) Lead them to figure out the structure about the writing first.Then make a conclusion together that the first paragraph is about the phenomenon describing;the second paragraph is about the reasons and awful effects about this phenomenon;the third paragraph is about the solutions.Then 1 will give them an oral example.
(Justification：This step should prepare the students for structure as well as the contents of the writing.)
Step 3 While-writing (6 minutes)
Ask them to write down an argumentation under thetopic of school violence in 6 minutes.While writing， I will ask them to pay more attention tothe spelling， grammar， and the logic of sentences.
(Justification：With all the preparation from pre-writing part， students will be able to write down the argumentation fast.In this step ， students can practice how to organize their words， and they will learn to express their ideas logically.)
Step 4 Post-writing (3 minutes )
After they finish the writing， I will ask them to modify their draft by themselves ，and then exchange their draft to do the peer editing.
(Justification：Editing is an important process of writing.)