2025初中英语教学设计模板全英文模拟测试

Part I: Multiple Choice (20 points, 2 points each)

1. Which of the following is thecore componentof a lesson plan that states what students are expected to learn by the end of the lesson? A. Teaching Procedures B. Teaching Aids C. Learning Objectives D. Blackboard Design

2. In the "PPP" teaching model, what does the second "P" stand for? A. Presentation B. Practice C. Production D. Performance

3. Which section of a lesson plan typically includes activities like group discussions or role-plays to encourage creative language use? A. Warm-up/Lead-in B. Presentation C. Practice D. Production

4. When writing learning objectives, teachers are advised to use: A. Vague and general terms B. Observable and measurable verbs C. Complex academic language D. Only nouns

5. The "Anticipated Problems & Solutions" section in a lesson plan mainly addresses: A. School administrative issues B. Potential student difficulties and how to overcome them C. Detailed content of the textbook D. Teacher's personal schedule

6. Which teaching aid is most dynamic for presenting new vocabulary in context? A. A word list B. Flashcards or multimedia C. A grammar book D. A final exam paper

7. What is the primary purpose of the "Warm-up/Lead-in" stage? A. To give the final test B. To review the entire textbook C. To activate students' prior knowledge and interest D. To assign homework

8. A good "Blackboard Design" should be: A. Cluttered with all details B. Left empty for students to fill C. Clear, logical, and highlight key points D. Written in Chinese only

9. Which verb is most appropriate for a skill-based learning objective? A. Memorize B. Understand C. Write / Describe / Pronounce D. Think

10. The "Homework Assignment" should ideally: A. Be completely new and unrelated to the lesson B. Be punitive for misbehavior C. Consolidate or extend the lesson's learning D. Be optional every time

Part II: Matching (10 points, 1 point each)Match the lesson plan section (A-E) with its correct description (11-20).

Sections:A. Learning Objectives B. Teaching Procedures C. Teaching Aids D. Production E. Reflection

Descriptions:11. A step-by-step sequence of classroom activities, often divided into stages. 12. Materials and resources used to facilitate teaching and learning. 13. The stage where students apply what they have learned in new, less controlled situations. 14. Clear statements of what students will be able to do after the lesson. 15. The teacher's evaluation of the lesson's effectiveness after teaching it. 16. Often includes time allocation for each activity. 17. Examples include PowerPoint, videos, realia, or worksheets. 18. These should be aligned with curriculum standards. 19. This part may involve tasks like surveys or project-making. 20. Helps in planning future lessons by identifying strengths and weaknesses.

Part III: True or False (10 points, 1 point each)21. A lesson plan is a fixed script that teachers must follow exactly. 22. The "Practice" stage focuses on accuracy with guided activities. 23. It is unnecessary to consider different learning styles when designing procedures. 24. The "Teaching Methods" section explainshowthe teacher will teach (e.g., CLT, TPR). 25. Objectives like "Students will learn the past tense" are well-written and measurable. 26. A lesson plan should only focus on content, not on classroom management. 27. The "Presentation" stage is where the teacher introduces new language points. 28. All students should be given identical homework regardless of their level. 29. Including a "Contingency Plan" is a good idea for timing issues. 30. Self-reflection is an unimportant part of the teaching design cycle.

Part IV: Short Answer Questions (30 points)31. List the three main stages of thePPPteaching model in order. (6 points) 32. What are theABCDfour elements often considered when writing a clear Learning Objective? (8 points) 33. Briefly explain the main difference between thePracticeandProductionstages in a lesson plan. (8 points) 34. Namefourcommon items that should be included in the header of a standard English lesson plan template. (8 points)

Part V: Design Practice (30 points)35. Suppose you are teaching a lesson titled "Talking about Future Plans (using 'be going to')" to a junior high school class (Grade 7). Please complete the following partial lesson plan template in English.

Lesson Plan Template

• Topic:Talking about Future Plans
• Grade Level:Grade 7
• Time Duration:45 minutes

1. Learning Objectives:By the end of this lesson, students will be able to: a) (Language Knowledge) ___. b) (Language Skill)____. c) (Affect / Attitude)__.

2. Key Vocabulary & Structures:

   • Key Vocabulary: weekend plans (e.g., see a movie, visit grandparents, do sports).
   • Key Structure: _____.

3. Teaching Aids:(List at least three) a)b) c) ___

4. Teaching Procedures:

   • Warm-up (5 mins):Describe one activity you would use to start this lesson.

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   • Presentation (15 mins):Briefly explain how you would introduce the new structure "be going to" and related vocabulary.

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   • Practice (10 mins):Describe one controlled or semi-controlled activity for students to practice the structure.

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   • Production (10 mins):Describe one communicative activity (e.g., survey, interview, planning) for students to use the language freely.

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   • Summary & Homework (5 mins):State how you would summarize and assign homework.

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(试卷结束)

---2025初中英语教学设计模板全英文模拟测试（带答案）

Part I: Multiple Choice

1. C
2. B
3. D
4. B
5. B
6. B
7. C
8. C
9. C
10. C

Part II: Matching11. B 12. C 13. D 14. A 15. E 16. B 17. C 18. A 19. D 20. E

Part III: True or False21. F (It is a flexible guide.) 22. T 23. F (It is very important to consider them.) 24. T 25. F (It is not measurable. A better one is "Students will be able to form three sentences using the past tense correctly.") 26. F (It should consider both.) 27. T 28. F (Differentiated homework can be more effective.) 29. T 30. F (It is very important for professional development.)

Part IV: Short Answer Questions31. Presentation, Practice, Production. 32. A: Audience (Who? - The students), B: Behavior (What will they be able to do? - Use a measurable verb), C: Condition (Under what circumstances? - e.g., "in a group", "using a chart"), D: Degree (How well? - e.g., "correctly", "three times"). 33.Practicefocuses onaccuracythrough controlled or guided activities (e.g., drills, substitution exercises) where mistakes are corrected.Productionfocuses onfluencyand creative use of language in freer, more communicative activities (e.g., role-plays, discussions) where the focus is on communication rather than perfect accuracy. 34. (Any four) Topic/Title, Grade Level, Time Duration, Teacher's Name, Date, Textbook/Unit.

Part V: Design Practice (Sample Answers)35.

1. Learning Objectives:a) Recognize and understand the structure "be going to + verb" for stating future plans. b) Ask and answer questions about future plans using "be going to" in a short dialogue. c) Participate actively in group work and express personal plans with confidence.
2. Key Structure:Subject + am/is/are + going to + base verb. Question form: What are you going to do...?
3. Teaching Aids:a) PowerPoint with pictures of activities, b) Flashcards of verbs/phrases, c) Worksheets for practice, d) Whiteboard/markers.
4. Teaching Procedures:
   • Warm-up:Show pictures of different weekend activities. Ask students "What do you usually do on weekends?" to review known verbs.
   • Presentation:Introduce "This weekend, I am going to..." with pictures and gestures. Present the structure on the board. Model questions and answers ("What are you going to do?" "I'm going to...").
   • Practice:Conduct a "Substitution Drill" using flashcards. Or, use a worksheet with sentence completion exercises (e.g., "Shegoing to a book.").
   • Production:"Weekend Plan Survey": Students walk around, ask at least 3 classmates "What are you going to do this weekend?" and note down answers. Then report one finding to the class.
   • Summary & Homework:Review the structure on the board. Homework: Write 5 sentences about your family members' plans for next week using "be going to".