剑桥英语教学能力认证考试教程-TKT Course-Unit16

TKT考试和答案TKT考试（Teaching Knowledge Test）是剑桥大学英语考评部（Cambridge Assessment English）为英语教师设计的考试，旨在评估教师对英语教学的理解和教学技能。

以下是一些模拟试题和答案，供参考。

---**TKT考试模拟试题****1. Which of the following is NOT a characteristic of communicative language teaching?**A. Focus on language formsB. Use of real-life situationsC. Interaction between learnersD. Meaningful communication**答案：A. Focus on language forms****2. What is the purpose of a lesson plan?**A. To provide a detailed description of every activity in the lessonB. To serve as a record of what the teacher has taughtC. To outline the aims, content, and procedures of a lessonD. To evaluate the effectiveness of the lesson**答案：C. To outline the aims, content, and procedures of a lesson****3. What is the main difference between a direct and an indirect approach to teaching grammar?**A. The direct approach involves more teacher talkB. The indirect approach focuses on form rather than meaningC. The direct approach uses deductive learningD. The indirect approach uses inductive learning**答案：D. The indirect approach uses inductive learning****4. What is the term for the process of making language learning more interesting by adding elements of fun and enjoyment?**A. MotivationB. EngagementC. DifferentiationD. Personalization**答案：B. Engagement****5. Which of the following is NOT a component of the lesson stages model?**A. IntroductionB. DevelopmentC. PracticeD. Evaluation**答案：D. Evaluation****6. What is the term for the process of making language learning more accessible to learners by adapting the content to their needs?**A. DifferentiationB. PersonalizationC. AdaptationD. Flexibility**答案：A. Differentiation****7. What is the main purpose of using authentic materials in the classroom?**A. To provide a model of native-speaker languageB. To motivate learners by using real-life textsC. To test learners' understanding of the languageD. To teach learners about the culture of English-speaking countries**答案：B. To motivate learners by using real-life texts****8. What is the term for the process of making language learning more relevant to learners by connecting it to their interests and experiences?**A. DifferentiationB. PersonalizationC. AdaptationD. Flexibility**答案：B. Personalization****9. What is the term for the process of making language learning more challenging by providing learners with opportunities to use the language in new and different ways?**A. DifferentiationB. PersonalizationC. ExtensionD. Flexibility**答案：C. Extension****10. What is the main purpose of using a variety of teaching methods in the classroom?**A. To cater for different learning stylesB. To make the lesson more interestingC. To cover all aspects of languageD. To ensure that all learners are engaged**答案：A. To cater for different learning styles**---请注意，以上试题和答案仅供参考，实际TKT考试的题目和内容可能会有所不同。

tkt剑桥英语教学能力认证考试全真模考题全文共10篇示例，供读者参考篇1Title: My Experience Taking the TKT Cambridge English Teaching Ability TestHello everyone! Today I want to share with you my experience taking the TKT Cambridge English Teaching Ability Test. It was a really exciting and challenging day for me, but I learned a lot from it!First of all, the test had three modules: Module 1 – Language and background to language learning and teaching, Module 2 –Lesson planning and use of resources for language teaching, and Module 3 – Managing the teaching and learning process. Each module had different types of questions, like multiple choice, matching, and true/false.Before the test, I made sure to review all the study materials and attended some preparation courses to help me feel more confident. During the test, I tried my best to stay calm and focused, even when some questions were tricky. I rememberedto read each question carefully and think about the best answer before choosing it.After the test, I felt relieved but also anxious to know my results. It took a few weeks, but finally, I received them and I was so happy to see that I passed all three modules! I couldn't have done it without my teachers' help and support.In conclusion, taking the TKT Cambridge English Teaching Ability Test was a great experience for me. It helped me improve my English teaching skills and gave me a sense of accomplishment. I would definitely recommend it to anyone who wants to become a better English teacher. Thank you for listening to my story!篇2Title: My Experience with the TKT Cambridge English Teaching Qualification ExamHey everyone! Today I want to talk about my experience taking the TKT Cambridge English Teaching Qualification Exam. It was a big deal for me because I really want to be a great English teacher when I grow up. So, let me tell you all about it.First of all, the exam was kind of tough. There were three modules to complete, and each one tested my knowledge of different teaching skills. I had to study a lot to make sure I was ready. But you know what? It was actually kind of fun too. I got to learn so many new things about teaching English that I never knew before.The first module was all about language and background to language learning and teaching. I had to answer questions about grammar, vocabulary, and how people learn languages. It was a bit tricky, but I remembered what my teacher told me in class and I think I did pretty well.The second module was about lesson planning and use of resources for language teaching. I had to think about how to plan a lesson and what kind of materials I could use to help my students learn better. I even had to make a lesson plan for a class of imaginary students. It was super cool!The last module was about managing the teaching and learning process. This one was a bit challenging because I had to think about how to keep my students interested and motivated during the lesson. It made me realize that being a teacher is not just about knowing stuff, but also about how to make learning fun for everyone.Overall, the TKT Cambridge English Teaching Qualification Exam was a great experience for me. I learned a lot and I feel more prepared to become a great English teacher in the future. I can't wait to keep learning and growing as a teacher. Wish me luck, guys!篇3Hello everyone! Today I want to tell you about the TKt Cambridge English Teaching Knowledge Test.The Tkt exam is super important for teachers who want to show off their English teaching skills. It's like a badge of honor that says "I know how to teach English really well!"In the Tkt exam, you have to answer lots of different questions about teaching English. Like, how to make sure your students understand what you're saying, or how to help kids who are struggling with English.One question might be something like: "How can you make sure your students are having fun while learning English?" You might think, "Hmm, I can use games or songs to make learning English more fun!" That's a great answer!Another question might be: "What can you do to help a student who is having trouble understanding a lesson?" You could say, "I can use simpler language or visual aids to help the student understand better." That's a smart answer!The Tkt exam is all about showing that you know how to teach English in a way that's engaging and effective. So, if you want to be a super awesome English teacher, make sure to study hard and practice lots for the Tkt exam!Good luck, future English teachers! You got this!篇4Title: My Experience Taking the TKT Cambridge English Teaching Qualification TestHi guys! Today I want to share with you all about my experience taking the TKT Cambridge English Teaching Qualification Test. It was super exciting and I learned a lot from it!First of all, let me tell you what the TKT test is all about. TKT stands for Teaching Knowledge Test. It's a test for teachers who want to prove they have the skills to teach English to speakers of other languages. The test has three modules: Module 1 -Language and Background to Language Learning and Teaching, Module 2 - Lesson Planning and Use of Resources for Language Teaching, and Module 3 - Managing the Teaching and Learning Process.So, on the day of the test, I was a bit nervous but also very excited. I had studied really hard and felt ready to show what I knew. The test had multiple choice questions and some short answer questions too. I had to think carefully and use all the knowledge I had gained from my teacher training.During the test, I focused and answered each question to the best of my ability. Some questions were easy, while others were a bit tricky. But I didn't give up, I kept going and tried my best. After finishing the test, I felt relieved and proud of myself for completing it.A few weeks later, I got my results and I was so happy to see that I had passed the test! It was such a great feeling to know that I had proven my teaching abilities and was ready to take on the world as an English teacher.In conclusion, taking the TKT Cambridge English Teaching Qualification Test was a challenging but rewarding experience. I learned a lot from studying for the test and I now feel more confident in my teaching skills. I would recommend this test toany teacher who wants to improve their teaching abilities and prove their knowledge in the field of English language teaching.篇5Oh! Hi everyone! Today I'm gonna tell you all about this super cool test called the TKT (Teaching Knowledge Test) Cambridge English Teaching Qualification Exam. It's like a superhero test for teachers!So, the TKT exam is all about testing teachers on their teaching abilities and knowledge. It's like a secret mission to make sure teachers are super duper good at what they do. The test has three parts: Part 1 is about language and background to language learning, Part 2 is about planning lessons and use of resources for language teaching, and Part 3 is about managing the teaching and learning process. Sounds fun, right?To pass this amazing test, you have to answer lots of questions and show off your teaching skills. You gotta know all about teaching methods, how to make lesson plans, the best ways to help students learn, and lots of other awesome stuff. It's like a puzzle to solve, but with teaching instead of numbers!But don't worry, if you study hard and practice lots, you can totally ace this test and become a teaching superhero! So grabyour pencils, get ready to learn, and let's rock this TKT exam together! Go, go, TKT power!篇6Title: My Experience Taking the TKT Cambridge English Teaching Knowledge TestHey everyone,I want to share with you all about my experience taking the TKT Cambridge English Teaching Knowledge Test! It was quite an adventure, let me tell you.First of all, the test was super duper long, like over 3 hours! There were three different parts to the test – Part 1, Part 2, and Part 3. Part 1 was all multiple-choice questions, Part 2 was about teaching practice, and Part 3 was an interview about teaching. It was a lot to remember!I remember feeling nervous at first, but then I remembered all the things I learned in my English class and my teacher training sessions. I knew I could do it! The questions were pretty tough, but I tried my best to answer them all.In Part 2, I had to pretend to be a teacher and answer questions about different teaching scenarios. I had to think onmy feet and come up with answers quickly. It was a bit tricky, but I managed to get through it.Finally, in Part 3, I had to talk about teaching with one of the examiners. They asked me lots of questions about my teaching style and how I would handle different situations in the classroom. It was like having a real-life teaching interview!Overall, taking the TKT Cambridge English Teaching Knowledge Test was a great learning experience. Even though it was tough, I feel proud that I was able to challenge myself and show what I know about teaching English.So, if any of you are thinking about taking the TKT test, don't worry! Just study hard, stay calm, and believe in yourself. You can do it too! Good luck, everyone!篇7Title: My Experience with Taking the TKT Cambridge English Teaching Qualifications TestHi guys! Today I want to share with you about my experience of taking the TKT Cambridge English Teaching Qualifications Test. It was a super cool but also a little bit scary experience!First of all, I had to study really hard to prepare for the test. I had to learn about different teaching methods, how to manage a class, and how to engage students in learning English. It was tough, but I knew I needed to do my best to pass the test.On the day of the test, I was so nervous! But when it started, I tried to stay calm and remember all the things I had studied. There were different sections in the test, like understanding language, teaching language, and classroom management. I had to answer a lot of questions and write some short essays too.After the test was over, I felt a mix of relief and worry. I was glad it was done, but I wasn't sure if I had done well enough to pass. I had to wait for a few weeks to get my results.Finally, when I got my results, I was so happy! I had passed the test and I felt really proud of myself. It was a big accomplishment for me and I knew all my hard work had paid off.So, that's my story of taking the TKT Cambridge English Teaching Qualifications Test. It was a challenge, but I did it! If you ever want to become an English teacher, remember to study hard and believe in yourself. You can do it too! Good luck!篇8Hello everyone! Today, I want to talk about the TKT Cambridge English Teaching qualification exam. It's a super important test for English teachers like me to show our teaching skills!First, let's talk about what the TKT exam is all about. It's like a big test that shows if we know how to teach English well. We have to answer lots of questions about teaching methods, lesson planning, and how to help students learn English better.To pass the TKT exam, we need to study really hard and practice teaching English to our friends or classmates. We need to understand things like how to explain grammar rules, how to make lessons fun, and how to help students feel confident when they speak English.I remember when I took the TKT exam, I was super nervous! But I studied every day and practiced teaching English with my friends. When I finally took the test, I felt prepared and ready to show what I knew.After the exam, I felt so proud of myself for passing! I got my TKT certificate and now I can teach English to people all around the world. It's such a cool feeling to know that I have the skills to help others learn English.So, if you want to become an awesome English teacher like me, remember to study hard, practice teaching, and believe in yourself. You can do it! Good luck on your TKT exam!篇9Hey guys, today I want to tell you about the TKT Cambridge English Teaching Qualification Exam! It's a test for teachers to show that they have the skills to teach English really well.In the exam, there are three parts. The first part is about language and background to language learning. It asks questions like "How do students learn new words?" or "What are the different types of language skills?"The second part is about how to plan lessons. You have to think about things like what activities you can do in class, how to make sure all students are involved, and how to help students practice their English.The last part is about how to manage the classroom. You have to know how to deal with problems that might come up, like students who are bored or disruptive. You also have to think about how to give feedback to your students so they can improve.It's a tough exam, but if you study hard and practice, you can do it! Just remember to think about what you would do in different situations and how you can be the best teacher you can be.I hope this helps you understand a bit more about the TKT exam. Good luck, everyone! You can do it!篇10Oh boy, here we go! So, like, this is a pretend test thingy for the TKT Cambridge English Teaching Qualification Exam. The test is super duper important and it's all about showing how good you are at teaching English. Sounds cool, right?Alrighty, so the first question is all about lesson planning. You gotta plan a lesson on animals for a group of kids. What activities would you do and what materials would you use? Make sure it's fun and engaging 'cause kids get bored real quick!Next up, let's talk about classroom management. How would you handle a situation where one of your students is being a bit of a troublemaker and disrupting the class? Would you give them a time out, chat with them after class, or something else?Now, onto the last question! It's all about assessing your students' progress. How would you check if your students are really understanding the English you're teaching them? Would you use tests, games, or maybe even have a little chat with them?So there you have it, three questions for our pretend TKT Cambridge English Teaching Qualification Exam. Remember, it's all about being a super awesome teacher and helping your students learn English in the bestest way possible. Good luck, my friend! You got this!。

What's your excuse?JuneSome good excuses•"Morning. I'm not going to be in today. I was up all last night sick. My stomach feels terrible."•"I won't be in today, I am not feeling well." •"I've spent the last 12 hours either in bed or in the bathroom. I don't think I should go to work today."•"I feel terrible, and I just don't think it would be fair to you or my co-workers to come to work in this condition -I'd be pretty useless."I never seem to have enough time•"My schedule this week is a little tight."•"I’m all booked up. I’m booked solid."•"I’m otherwise engaged."•"I’ve already made other arrangements."•"I just can’t make it."•"I don’t seem to have the time."Different kinds ofexcuses----When you want be lazyFIRST------Disease•1 Have a fever•2 Have a toothache and want to see a doctorFIRST------Disease•3 Have a stomachache•4 Have abdominal[æbˈdɑmənəl] pain (girls may use it usually)•……SECOND------Accident•3A roommate was ill and must sent him or her to hospital•4 Money was stolen•……THIRD------Other•1 I’m not in the mood•2 My bed was broken•3 Student union have activities •……1 Snapshot•Have you ever heard any of these excuses? Have you ever used any of them.•Which are good excuses? Which are bad excuses?•What other excuses can you make for not accepting an invitation?2 Perspectives Who said it?• A Who do you think made these requests? Listen and match each request with a person. • B Pair work Can you think of another request each person might make?4 Speaking What a request!• A Think of requests that people have made recently. Write two things people asked you to do and two things people asked you not to do .• B Group work Compare with others. Who has the most interesting or unusual requests? Who did what was asked?•Example:•A: My mom asked me to get a haircut.•B: What did you tell her?5 Word Power• A Find three words or phrases in the list that are usually paired with each verb. Then compare with a partner.• B Pair work•Example:• A I never tell a lie.• B Are you sure? What if someone asks how much you weigh?6 ConversationAre you doing anything on Saturday?•Book closed:•Daniel is going to Albert's surprise birthday party. Amanda told him not to say anything to Albert. Now Albert is calling to invite Daniel to dinnerthat night! If you were Dainel, would you tell the truth or a lie?Questions: ( Listen to the CD )•1.Does Daniel make an excuse ? an apolopy ?• 2. How does Albert respond? Does he express anger? regret?• 3. What should Daniel have done ? What would you have done in Albert's situation?Vocabulary•How are things: How are you?•Oh, that's too bad ! : I'm sorry to hear that sth. disappointing/ bad has happened.•make it: be able to go to an eventB Pair Work•Make up you own excuse for not accepting an invitation.Making appointments•How about the…•Is the _________ convenient for you…•What about next….•I’m sorry I can’t but _______ is free, is that good for you?•Is _________ good for you?Politely Apologizing•I’m extremely sorry…•I hate to do this but…•I can’t be sorry enough but…•My deepest apologizes…•Unfortunately…•If there were any way I could, I would b ut…7 Listening He said, she said Tips:•be around: at here•see you around: see you then •I'm wondering•run-down: weak• a dance club•set up•look forward to•terrific surprise7 Listening He said, she said• A• d e b a•B•Albert came here singing " happy birthday " to himself. When he opened the door, all his friends shouted, " Surprise! Surprise ! Happy birthday!" Albert was really surprised and said," I can't believe it!" He immediately asked Amanda if she set it up.10 Speanking Good intentions• A Group work What are some things you would like to do in the near future? Think of three intentions.•A: I'm going to learn how to sail.•B: That sounds fun. Are you going to take lessons?10 Speanking Good intentions• B Class activity•Report the best intentions you heard. Then predict which ones will happen.•"Tatyana said she was going to learn how to sail, but she doesn't want to take lessons."11 Writing A voice mail message •Listen to messages•Tips:•Seafood GrillReading P111When is it ok to tell a little white lie?•When is it ok to lie? Is it ok to lie to avoid taking the blame? Avoid hurting someone’s feelings?•Are you ok with little white lies?•How often do people lie?•Who lies more, men or women?Men are bigger liars than women, says survey•In a poll of 3,000 people, researchers found that the average British man tells three lies every day, that's equivalent to 1,092 a year.•However the average woman appears more honest, lying 728 times a year -around twice a day.•Moms are the people mostly likely to be lied toTop Lies•Men1. I didn't have that much to drink2. I had no signal3. I’m stuck in traffic4. No, that doesn’t make you look fat •Women1. Nothing's wrong, I'm fine2. It wasn't that expensive3. It was in the sale4. I’ve got a headache13 Reading P111•big lies•protect a fiendship•the average people•hide something•date sb.•make an excuse•stretch the truth13 Reading P111• C Group work•Can you think of other reasons people tell white lies? What white lies have you told recently?。

Unit 16 An English Evening.教学目的和要求Teaching aims and demands 通过综合复习，能将所学的内容向家长做一个汇报学会一些简单的歌谣，同时学会回答一些简单的问句复习各类的词汇，并完成该单元的各项活动完成小短剧的表演交际用语Expressions in communication Wow, what a big turnip!I can‟t pull it o ut.Let me help you.Let‟s have a race.No problem.Let‟s do it.What have you got in your group?重点朗读词汇Key words and expressions English, evening, quietly, fast, asleep, past, turnip,Pull, suddenly, fall, break, stay, indoors, live, best,Race, problem, group所需教具Materials for teaching 所学的各类单词图片重新组合单词的字母卡片乒乓球拍及乒乓球各三个用于涂色的大图奖励用的贴纸如何导入教学？教师进入教室后对学生们说：“Hello, this is the last class of this term. I hope you all have a good time. We‟ll learn some new things and we‟ll also review some old things.”a)“First of all. Let‟s say a chant. Please hold your hands like this. Let‟s get ready.” 教师带着学生准备说歌谣。

在说该歌谣的时候教师一定要注意节奏。

剑桥英语教学能力认证考试教程摘要：I.引言- 简要介绍剑桥英语教学能力认证考试（TKT）的目的和意义T 考试的基本信息- 考试结构：笔试和面试- 考试内容：阅读、写作、听力、口语、语法和教学知识T 考试的准备- 了解考试大纲和评分标准- 参加培训课程或自学- 练习模拟考试T 考试的注意事项- 考试时间和地点- 考试费用和支付方式- 考试需要的证件和材料T 考试的收益- 提升英语教学能力和自信心- 增加就业机会和职业发展- 获得国际认可的英语教学资格证书正文：剑桥英语教学能力认证考试（TKT, Teaching Knowledge Test）是英国剑桥大学考试委员会（Cambridge Assessment English）针对英语教师推出的一项国际认证考试，旨在评估和认证非英语母语的英语教师的教学能力。

该考试涵盖了阅读、写作、听力、口语、语法和教学知识等多个方面，全面评估教师的教学水平和能力。

TKT 考试分为笔试和面试两个部分。

笔试包括阅读、写作和听力三个模块，面试包括口语模块。

考试内容涵盖了英语教学的各个方面，包括语法、词汇、发音、课堂管理等。

考试合格后，考生将获得由剑桥大学考试委员会颁发的TKT 证书，这是国际上广泛认可的英语教学资格证书。

要参加TKT 考试，考生需要先了解考试大纲和评分标准，以便了解考试的要求和难度。

然后，考生可以选择参加培训课程或自学，提高自己的英语教学能力。

此外，考生还需要练习模拟考试，熟悉考试的流程和题型。

在参加TKT 考试时，考生需要注意考试时间和地点，并提前做好考试准备。

考试费用和支付方式也需要提前了解，以便做好财务安排。

在考试当天，考生需要携带有效的身份证件和材料，以便通过考试的审核。

通过TKT 考试，考生可以提升自己的英语教学能力和自信心，增加就业机会和职业发展。

剑桥英语教学能力认证考试教程-TKTCourse-Unit17Unit17 Assessment types and tasksWhat are assessment types and tasks?Assessment means judging learners’ performance by collecting information about it. We assess learners for different reasons, using different kinds of tests to do so.Assessment tasks are the methods we use for assessing learners. We can assess learners informally or rmal assessment is when we observe learners to see how well they are doing something and then give them comments on their performance. Formal assessment is when we assess learners through tests or exams and give their work a mark or a grade.Key conceptsList all the reasons you can think of for assessing learners.There are several reasons why we might want to assess learners:1.At the beginning of a course we might give them a test to find out what theyknow and don’t know. This is called a diagnostic test. The information from the assessment helps us decide what to teach and which learners need help in which areas of language.2.When learners go to language school or evening classes, the school may wantto know what level the learners are, so they give them a test. This is called a placement test. We use the information from a placement test to decide what level of class the learners should go into.3.After we have finished teaching a part of a course we may want to find outhow well learners have learnt it. This is called formative assessment. If we use a test for this purpose it is called a progress test. We use the information from formative assessment to decide if we need to continue teaching this area or not, and to give learners feedback on their on their strengths and difficulties in learning in this area.4.At the end of a term or course, we may assess learners to see how well theyhave learnt the contents of the whole course. This kind of assessment is called achievement or summative testing. Learners usually receive a score or mark from this kind of testing and sometimes feedback on their performance.5.Sometimes learners take tests to see how good they are ata language. Thiskind of test is called a proficiency test. The contents of the test are not based on a course or syllabus that the learner has followed.Learners can also assess themselves (self-assessment)or on another (peer assessment). They usually do this informally with checklists to guide them. The reason for using both of these kinds of assessment is to help learners to understand their language use and performance better, and so become more autonomous.There are many different assessment tasks, e.g. gap-fill, multiple-choice question, true/false questions, ordering, correcting mistakes, taking part in interviews, conversations or role-plays, writing letters or compositions, dictation.There are some important differences between these tasks:●Some tasks are like takes we use outside the classroom to communicate, e.g.a conversation, an interview, a letter, reading a leaflet forprices. These taskstest communication skills.●Some tasks, e.g. gap-fill, test the accuracy of language use. We do not usethem to communicate, and they do not test communication skills.●Some tasks, such as gap-fill or choosing between pairs of sounds, just testo ne thing, e.g. learners’knowledge of the past tense, or their ability to distinguish between sounds.●Some tasks, such as a composition or a conversation, test many thingstogether. A composition, for example, tests spelling, handwriting, punctuation, grammar, vocabulary, organization of ideas and fluency o writing. A conversation can test pronunciation, organization of ideas and fluency of writing. A conversation can test pronunciation, appropriacy, accuracy, fluency and interaction.●The answers to some k inds of assessment tasks are easy to mark becausethey are either right or wrong, e.g. in multiple-choice, true/false, gap-fill and dictation tasks. These are called objective tests.●Marking some kinds of tasks, e.g. compositions, role-plays, stories,interviews, involves judging many things together, e.g. for writing: spelling,handwriting, punctuation, grammar, vocabulary, organization of ideas, fluency of writing. The learner may do some of these tasks depends on ourjudgment. These tasks are called subjective tests.●Another kind of assessment method is a portfolio. This is a collection oflearners’work, which the learner creates him/herself, or with the teacher, during a course. Often it also contains comments on the work written by thelearner or classmates. Portfolios can be used for formal or informalassessment.●Some informal assessment methods are: observing learners’spoken orwritten work and answers to comprehension tasks; keeping notes on thelearners’ performance; asking learners to complete s elf- or peer-assessment sheets. We often use informal assessment methods to assess areas such asattitude and effort, particularly with young learners and teenagers. Informal assessment is often followed up by feedback to the learners on the strengthsand weaknesses of their performance, and suggestions for how to improve.Key concepts and the language teaching classroom●Assessment can affect what we teach, how we teach and our learners’motivation for learning. It is very important for tests to havea good influence on teaching and learning.●Some assessment tasks are easy to write and to mark. But do they reflect whatwe are teaching and what learners need to use the language for? We should not use a particular testing method just becauseit is easy to use and easy to mark.●To really reflect the level of learners’learning, the content and methods ofprogress and achievement tests should reflect the content and methods of outteaching.●Feedback to learners on what they got right or wrong, their strengths andweaknesses, and what they can do improve, is very important. Through feedback, assessment helps learning.●Informal assessment is often much more suitable for assessing young learnersthan formal assessment. This is because their ways of thinking and learning are based on experiencing and communicating.See Unit 21 for including assessment in teaching and Unit 28,31and32 for correcting learners’work and giving feedback.FOLLOW-UP ACTIVITIES (See page 173 for answers)Here are ten assessment tasks. Can you name them and say what they aim to test?1.The learner looks at a simple picture story, then tells the story to the teacher.2.The learners listen to a recording describing the appearance of a girl. Thanthey complete a picture of the girl by drawing her.3.Learners take part in a speaking activity in which thy act out parts.4.The learners answer some simple questions about themselves orally.5.The learners complete blanks with the correct form of theverb to have.6.The learners choose the correct works for some pictures, and write themunder the pictures.7.The learners repeat words after the teacher.8.The learners research and write about a topic.9.The learners fill in sheets about their own progress.10.The teacher keeps notes on learners’ diffi culties with the area being taught,then discusses them with the learners.REFLECTION1.How was your English assessed at school? Did assessment help you leanEnglish?2.Which are better assessments of a learner’s English: tests that focus oncommunication or tests that focus on accuracy?3.Which is more helpful to teaching and learning: informal or formalassessment?DISCOVERY ACTIVITIES1.Look back to the reasons for assessment on pages 71. Which kinds ofassessment take place in your school?2.Look at a test from your coursebook. Decide on its purpose. Does it useobjective or subjective tasks? Does it focus on accuracy or communication?Does it match what and how you teach?3.Think of one you classes. What are you teaching them now?How could youcarry out some informal assessment of this area of learning? Write your answers in your TKT portfolio.e the TKT Glossary to find the meaning of these terms: cloze test,continuous assessment, matching task, open comprehension questions, oral test, sentence completion.TKT practice task (See page 176 for answers)For question 1-5, match the instructions with the terms listed A-H. There is one extra option which you do not need to use.Instructions1.Read the sentences and complete the blanks with one word only.2.What are the names of these things? Write the name beside each picture.3.Draw a line between the words on the left and their meaning on the right.4.Exchange ideas on the topic with your classmates.5.Look at these and write the story they tell.。

剑桥国际英语教程Unit 1-unit16Unit1 A time to remember2. Conversation: Where did you learn the skate?p2B: Hey, that was fun, thanks for the lesson. No problem. So. Tell me alittle about yourself. What do you do?I work in a travel agency. Really, what do you do there? I am in charge of their computers. So, you are a computer specialist. Well, sort of. Yeah, I guess so. That’s great.Then maybe you can give me some help with a computer course I am taking.O h, sure….. But only if you promise to give me some more skating lessons.It’s a deal. 4. listening p3 life as an immigrant 1.Yu HongWhere are from originally, Yu Hong? I am from china. From near shanghai. And when did you move here?I came here after I graduated from college. That was in 1992. And what do you do now? I am a transportation engineer.I see. So you are an immigrant to the United States. Yes, that’s right.What are some of the difficulties of being an immigrant in the U.S.?Oh, that’s not an easy question to answer. There are so many things really. I guess one of the biggest difficulties is that I don’t have any relatives here. I mean I have a lot of friends. But that’s not the same thing. In china, on holidays or the weekend, we visit relatives. It isn’t the same here. And what do you miss the most from home?Oh, that’s easy. My mom’s soup. She makes great soup. I really miss my mother’s cooking. 2.AjayWhere are you from, Ajay? I am from India.And when did you move to the U.S.? It was in 1991.Are you studying in here at the moment?Not now. I came here as a student and graduated two years ago. I amworking as a computer technician.Uh-huh. And what was it like when you first came here? Was it difficult?Yeah, It was at times. The main difficulty I had was with educational system. Things are very different here. Teaching methods. Everything is very different from what I was used to in India. And what do you miss the mostfrom India?To tell you the truth. After you’re here for a while, you don’t miss anything very much.But I guess the weather and my family are the things I miss. And thequality of life. The quality of life is much nicer back home, frankly speaking. Bp11E xcuse me. It’s me again. I’m sorry. I need some more information- ifyou don’t mind. Not at allThanks. Do you know how much a taxi to the city cost?1Well, it depends on the traffic, of course. But it usually costs about $40.Forty dollars? I guess I’ll take the bus. That’s means I have almost an hour till the next one. Where can I find an inexpensive restaurant in the airport? Maybe a fast-food place? Go upstairs and turn right. You’ll see a snack bar on your left. Thanks very much. Have a nice day. You, too.Units1-21. listening p14Thanks for taking the time to speak with me, Jeri. Oh，it's my pleasureYou have a beautiful accent. Where did you grow up? I grew up in England, in a city called Brighton. How do you spell that? B-R-I-G-H-T-O-N Just like it sounds. Yes.What was that like?Brilliant. It’s a lovely city, right by the sea. My family still lives there. My family owns a restaurant, and my mother teaches school.What did you want to be when you grew up?Well, I never thought I’d be a model! I wanted to be a doctor or maybe a writer. Why not a model?Well, I always thought I looked funny.I can’t imagine it. Were you popular when you were growing up?Not really. I wasn’t unpopular, but I wasn’t in the popular crowd at school. I had a nice group of friends, thought.How did you like school?Oh, I loved school. I was a great student. My mother actually taught at my primary school. I always thought that was terrific.What about your free time as a child. Did you have a hobby?I used to paint. Actually, I still do. I have some paintings in a gallery right now.?That’s impressive. adj. 感人的；令人钦佩的；给人以深刻印象的Well, it’s a very small exhibit. But it’s something I really enjoy. Did you have a favorite game when you were growing up?That’s easy. My favorite game was chess. My grandfather taught me how to play. I used to visit his house in the country. We would have chess tournaments. It was wonderful. What about a favorite place?Hmm. My favorite place? I used to go to summer camp in Ireland. I loved that. I got to go horseback riding almost every day. Do you still go to Ireland? No. Not very often.Unit 3. p18 5. listening capsule hotel2Welcome to the program your home is my home. Our guest tonight is Brad Philips from California. Brad, tell us a little bit about yourself. What do you do?Well, at the moment, I’m working as an English teacher in Tokyo, Japan. Tokyo is an exciting city, but it’s also very spread out. It can sometimestake hours to go from one part of the city to another. When I don’t feel like going all the way home, I sometimes stay in a capsule hotel. A capsule hotel? Can you explain what that is?Yeah. It’s a hotel with lots of small rooms. Actually, they’re notreally rooms. They’re spaces that are two meters by one meter, and only a meter high. In other words, they’re very cramped! But the hotel is cheap and very convenient.And what’s inside each littl e room, or should I say, each space?Well, inside every capsule there’s a bed, a TV, a reading light, a radio, and an alarm clock. The hotel also has lockers, where you can keep your personal belongings. adj. 个人的；身体的；亲自的n. 人事消息栏；人称代名词That’s great. And what kind of people stay in a capsule hotel?Well, probably people like me. People who miss the last train home ordon’t want to go all the way home only to turn around and come back to work again. So, it gets pretty busy, as you can imagine.Finally, would you recommend a capsule hotel to other people?Sure! The rooms are small, but you get used to sleeping in a small space.I just wouldn’t recommend a capsule hotel to people who can’t relax in small, cramped spaces. p19 CONVERSATIONB. Listen to the rest of the conversation. What changes would Brain liketo make in his life? BRIAN: Yeah! It’s sometimes pretty hard to pay the rent. I’m thinking about changing jobs. TERRY: What kind of job would youlike to look for??BR IAN: I’m not sure, but I wish I worked some where else. I’m sick ofthis place. I need to live some where more exciting. 厌恶；厌倦TERRY: I know what you mean. Hey, maybe we could move to another city. We could evenbe roommates.BRIAN: Yeah. Uh. Maybe … be sick for渴望Unit 4 I’ve heard of thatCONVERSATION(p22)B. Listen to the rest of the conversation. How did Steve like the fried brains? What else did he order?KATHY: Oh, good! Here comes the waiter now!WAITER: Here are your snails. And for you, sir...the fried brains. STEVE: Thank you.KATHY: Mmm, these snails are delicious! How are the brains?STEVE: Well, I think they’re…yuck! Oh sorry, I guess brains are too strange for me. Umm, I think I’m going to order something e lse, if youdon’t mind. int. 啐（表示反感等，等于yuk） n. 讨厌的东西（等于yuk）adj. 令人反感的（等于yuk）3KATHY: Oh, sure. Go ahead. STEVE: Excuse me, waiter! WAITER: Yes?STEVE: Uh, I really don’t care for this appetizer. Could you bring me something else? WAITER: Yes, of course .What would you like instead? KATHY: Try the snails.STEVE: No, I don’t think so. I’ll tell you what. Just forget anappetizer for me, and bring me nice, juicy hamburger… medium rare… with French fries and large soda. LISTENING(p23)5. Listen to six people ask questions about food and drink in a restaurant. Check the item that each person is talking about. 1WOMAN: Have you finished with this? MAN: No, I’m still drinking it. Thanks. 2MAN: Did you order this?WOMAN: Yes, that’s mine. Mmm, it looks great and smells delicious. 3MAN: Don’t you like it?WOMAN: I haven’t tasted it yet. I’m waiting for the waitress to bring me a fork. 4MAN: Did you enjoy it?WOMAN: Well, it was a little tough. I think it was cooked for too long. 5WOMAN: How is it?MAN: Great. Just the way I like it: black and strong 6MAN1: Your turn or mine?MAN2: It’s my treat this time. You paid last time. Remember? LISTENING (p26)A Listen to people explain how to make these snacks. Which snack are they talking about? Number the photos from 1 to 4. 1.WOMAN: I love to eat this at the movies. Sometimes I even make it myself at home. It’s really easy. First, you put a little oil in a pan. Then heat the oil. When the oil’s hot----but not too hot ---- put in the kernels. Next, when you see they’re starting to pop, cover the pan. Shake the pan a little until the noise stops. After that, pour it into a bowl. Finally, Sprinkle a little salt over it and enjoy! 2.MAN: Let me tell you how to make my favorite snack. It takes some time, but it’s worth it. First, you take an avocadoand mash it. Next you chop half a tomatoand half an onion and add them to the avocado. After that, you chop alittle cilantro(香菜)---- you know, Chinese parsley(香芹菜)---- and put that in, too. Then, squeeze a lemon or a lime on top. Finally, sprinkle the mixture with a little salt, pepper, and of course, hot sauce. Mmm, it’s great with chips.43.WOMAN: A friend from New York City taught me how to make this. First, cut it in half. Then toast it. After that, let it cool a little and then spreadcream cheese on it. It’s really good for breakfast, but you can eat it any time. 4.MAN: Some people buy the frozen kind at the supermarket but I like to make my own. you need dough, olive oil, sauce, and cheese �C lots of cheese. First, you roll out the dough into a circle and rub a little oil on it. Then put the dough into the oven and bake for a few minutes. Next, spoon a little sauceover the dough. After that, cover the sauce with grated cheese. Then put it back into the oven and bake for another ten minutes or until the cheese melts. Finally, cut it into slices. You’ll love it!Units 3-4 Progress check (p28) LISTENINGA Listen to three people talk about things they wish they couldchange .Check the topic each person is talking about. 1.WOMAN: I get really bored on weekends. I wish I belonged to a club orsports team. If I belonged to a club, I `d have something to do. And I` d probably get to meet new people and make new friends. 2.MAN: I wish I could type better. I should take a typing course this summer.I really need it for my school work. And people say that if you can typereally well, it’s something you`ll find useful later in life. 3.WOMAN: Gosh, I really have to go on a diet. I`ve gained ten pounds since last year, and everyone tells me I look fat.If I don’t lose weight now, Iwon`t be able to get into any of my summer clothes. I wish I didn’t like desserts so much!Unit5 CONVERSATION [P.30]B. Listen to the rest of the conversation. Where are they going to stay? How will they get there? Julia: That's great! The more the merrier!Nancy: By the way, where are we going to stay?Julia: Oh, We can stay at my aunt and uncle’ beach house. They haveplenty of rooms and I'm sure they’ll be happy to have guests. I'll callthem tonight to let them know what time we’re going toarrive. I guess we’ll leave pretty early. There’s a direct bus every morning at 5:00 a.m. NANCY: that's fine with me. I think' I’ll be too excited to sleep!JULIA: I know! And the best thing is, we’ll probably get there in time to spend a few hours at the beach after we get settled.LISTENING [unit5 P. 34]A listen to an interview with a spokeswoman from the New York Cityvisitors center .check the four topics she discusses.5感谢您的阅读，祝您生活愉快。

Unit 20 Planning an individual lesson of a sequence lessonsHow do we plan an individual lesson or a sequence of lessons?When we plan an individual lesson, we need to think about its aims, the ‘shape’ of the lesson and the kind of techniques that are most appropriate for a particular group of learners. For example, if we are introducing a new grammatical structure, we might choose a Presentation, Practice and Production (PPP) approach or a Task-based Learning (TBL)approach. Skills lessons, too have regular shapes that we can use to organize lesson plans; for example, for receptive skills, we usually plan tasks or activities for learners to do before, while and after reading or listening; for productive skills, there is usually an introductory stage to set the scene(i.e. to explain the context) and a feedback stage after the speaking or writing activity.We also need to think about the connections between the aims of the lesson and the procedures we will use to achieve those aims. The available materials, the length of the lesson and the information we have about our learners will all help us to identify possible procedures. But the most important things is to make sure that the materials, tasks and activities we select are the ones that will help a particular group of learners to achieve the aim we have identified.A sequence of lesson is a number of related lessons that develop languageknowledge and/or language skills over a period of time. Sequences may develop a single topic or language area, or may involve topic or language area that are very closely connected. Here are three examples:⏹Key conceptsPlanning an individual lessonWhen we plan an individual lesson, we have to ask ourselves a number of questions:●Will the topic be interesting and motivating for my learners?●Are the activities and teaching materials at the right level for all the learners?●Have I planned enough for the time available? Do I need any extra material?●Have I planned too much for the time available? Are there any stages I can cutif necessary?●Have I thought about exactly how to start and end the lesson?●Does each step in the lesson help to achieve the aim?Planning a sequence of lessonsLook at these three teachers’schemes of work (i.e. outline plans) for a sequence of four lessons. What do you think might be the advantages and disadvantages of each scheme?A scheme of work helps us plan a sequence of lessons in the best way to cover theschool syllabus or the units of a coursebook in the time available. It also helps us to think about what we want to achieve and what materials we might need. It also helps us to include enough variety across our lessons. Teacher and learners need clear aims beyond the single lesson and need to see how lessons are linked to each other. Here are some of the main advantages and disadvantages of the three schemes of work on page 97:You can see that schemes of work are less detailed than lesson plans. Like any individual lesson, a sequence of lessons should have a logical and learning-friendly progression and a good balance of approaches and activities.Like a lesson plan, a scheme of work helps us to identify our aims and make sure we choose materials and procedures that match those aims.⏹Key concepts and the language teaching classroom●It’s a good idea to make lesson plans as simple as possible, so notes are betterthan full sentences, and there’s no need to describe every step in great detail.However, we may want to write down some important thins in a complete form-for example, prompts for drilling, questions to check learners’understanding, instructions, tec.● A lesson plan should be clear and easy to read during the lesson. Differentcolours, boxes, underlining, etc. are useful. It is often helpful to include drawings of the way the blackboard (or white board) will look at differentstages.●Variety is very important both in a sequence of lessons and in a single lesson.We should avoid always doing the same kinds of things in the same order, e.g.always beginning the lesson with a conversation or always ending with a role-play. There are several different ways of introducing variety into lessons.Here is a list of things we can vary:adapted from A Course in Language Teaching by Penny Ur, Cambridge University Press 1996●Learners may well require more frequent revision than the coursebookprovides. A scheme of work is a good way to make sure that we recycle language (i.e. use it again) and include regular revision activities during a sequence of lessons.●Coursebook units are often arranged around a specific topic (such as sport orrelationships), which may be a useful way of linking together a sequence of lessons. This kind of sequence give us the chance to develop particular areas of vocabulary, but learners may feel that the lessons are repetitive, so we need plenty of variety of texts and tasks.See Units 5-8 for skills-based lessons, Unit 18 for identifying and selecting aims and Unit 19 for identifying the different components of a lesson plan.FOLLOW-UP ACTIVITIES (See page 174 for answers)1. The lesson summaries 1-6 below are part of a scheme of work to introduce and practise language for describing people, clothes and places. Complete the scheme of work with the correct summaries (A, B or C) for lessons 1, 5 and 6.2 In the scheme of work in Activity I, which lesson or lessons:A.Has/have a variety of pace?e(s) different interaction patterns?C.Practise(s) receptive skills?D.Practise(s) productive skills?E.Increase(s) the level of difficulty?F.Has/have a change of topic?G.Has/have a change of language focus?H.Is/are lively change of language focus?I.Is/are calm and quiet?REFLECTIONThink about these comments from teachers. Which do you agree with and why?1.The coursebook gives me everything I need to plan a sequence of lessons.2.If I do a scheme of work, I don’t have to spend so much time planningindividual lessons.3.I want to respond to my learners’ needs from lesson to lesson. A scheme ofwork stops me from doing that.DISCOVERY ACTIVITIES1.Design a scheme of work for your next few lessons. Then summarise the aimsof your sequence of lessons as a handout for learners or a poster for the classroom wall. Put a copy in your TKT portfolio.2.For some very practical ideas on planning, look at Chapter 7 of PlanningLessons and Courses by Tessa Woodward, Cambridge University Press 2001 and Planning Class work: A Task-based Approach by Sheila Estaire and Javier Zanon, Macmillan 1994.3.Project work is a good way of planning a motivating sequence of lessons withplenty of variety. For ideas on planning project work and some good examples, have a look at this website:/think/methodology/project_work.shtml 4. Use the TKT Glossary to find the meaning of these terms: guided discovery,student-centred, teacher-centred.TKT practice task (See page 176 for answers)For question 1-5, look at the lessons in the project work sequence below and fill in the missing lessons from the options listed A-H.A.Some learners look for information on the internet or in the library andmake notes; some plan surveys to find out information from others using questionnaires.B.Groups exchange their work, check it and make final suggestions forediting.C.In each group learners read each other’s work, and make suggestions forediting.D.Groups plan their work and decide how to share tasks.E.Learners plan their writing or carry out survey interviews.。

Units 1-16 quizⅠ. Useful sentences:On the phone. (20 points)A.Please give three sentences about “Connecting someone”.（6 points）①②③B.Give three sentences about “ Asking to speak with someone”.（6 points）①②③C.Give two sentences about “Asking to speak with someone”. （4 points）①②D.If you can’t hear the phone clear, what can you say? Give two sentences （4 points）①②Ⅱ. Fill in the blanks.（20 points）plete the conversations with be or have and the adjectives in the parentheses.1. A: A singer (exciting) job.B: I disagree. I think a singer’s job (boring).2. A: A flight attendant (dangerous) job.B: I agree. It (stressful), too.3. A: A cashier’s job (easy).B: I disagree. A cashier (difficult) job.plete the conversations. Use the simple past form of the verbs in the parentheses. （12points）1. A: (have) a good weekend?B: Not really. I (study) all weekend.2. A: (do) anything last weekend?B: Yes, they (go) hiking in the woods.3. A: (get) anything at the mall?B: No. She went shopping, but she (not buy) anything.C.There are four mistakes in the message. Correct the mistakes.（4 points）Hi Kate,Sorry I miss your call on Saturday. I wasn’thome. I wasin the country this weekend. The weather werebeautiful.My parents there. I was all alone. It great.Talk to you soon,BrendaD.Unscramble the sentences.(4 points)1.(the; there isn’t; a mirror; in; bedroom)2. (no; pictures; the hall; there are; in)Ⅲ. Reading. (40 points)AEvery year there is a Spring Festival in China. Usually it is in January or February. It is the most important festival in China. So before it comes，everyone has to prepare things. They buy pork，beef，chicken，fruits and many other things. And they often make a special kind of food—“dumplings”. It means “come together”.On the day before the festival，parents buy new clothes for their children. Children also buy presents for their parents. On the Spring Festival Eve（除夕），all the family members come back to their hometown. This is a happy moment. Some sing and dance，some play cards and others get the dinner ready. When they enjoy the meal，they give each other the best wishes for the coming year. They all have a good time.1. Which is the most important festival in China?A. The Mid-Autumn Festival.2. When the Chinese Spring Festival is usually celebrated?A. In March or April.B. In May or June.3. What is the special kind of food for the Spring Festival in China?A. ChickenB. Dumpling4. What’s the meaning of the food “dumplings” for Chinese people in the Spring Festival?A. Look up.B. Help yourself.5. The familyA. give each other the best wishesC. sing，BStress（压力）is everywhere in our everyday life. Not only men have it, but also women and young people. The most important reasons of stress are：death, diseases, exams, making money, getting married, moving houses, changing jobs, ending friendships and so on.How do you know whether you have stress? Could you give your answers to the following questions?Yes or NoDo you easily get angry?Do you often sleep badly?Do you get headaches a lot?Do you take sleeping pills?Do you find it difficult to relax?Do you usually hide your feelings?Do you smoke and drink a lot to keep quiet?Do you find it difficult to put your heart into something?If you answer “Yes” to more than two of these questions, you are one of those people with stress. So what can you do about it?Doing relaxing exercises, talking with friends and listening to light music are all usual ways of relieving（减轻）stress. However, doctors now say that there are easier ways—people should laugh and smile more often. When you laugh and smile, your body relaxes. They also say that people, especially men, should cry more often, because crying is the natural way of relieving stress.6. Who has got stress in everyday life?A. Men and women.B. Young people.C. Both A and B.7. If you have over problems listed in the table, you are the person with stress.A. twoB. threeC. eight8. Which of the followings is NOT the reason of stress?A. Taking exams.B. Taking sleeping pills.C. Making money.9. What’s the easier way to relax your body?A. Talking with friends.B. Doing relaxing exercises.C. Laughing, smiling and crying.10. The main idea of the passage is .A. about stress and how to relieve your stressB. that there are many reasons for having stressC. that laughing and smiling more can help relieve your stressCThe Water World Swimming Pool is open every day from eight o’clock in the morning until half past seven in the evening. It costs two dollars sixty to enter the pool. There is a special cheap price for students with a student card. The price is one dollar forty. But you must bring your student card with you.On Wednesday morning the pool is only open to mothers and babies. So mothers can enjoy themselves in the water with their babies. Please leave your older children at home on Wednesday morning.The new Water World Café will be open up on June 22nd. From the caféyou can watch the swimmers or enjoy a drink after you swim.Please call 2105369 for more information. We look forward to seeing you at the Water World Swimming Pool.11.How long is the Water World Swimming Pool open every day?A. Eleven hours.B. Seven hours.C. Eleven and a half hours.D. Seven and a half hours.12. What is the price for students with a student card to enter the pool?A. Two dollars.B. One dollar forty.C. Two dollars sixty.D. One dollar.13. A ten-year-old boy can’t go to the Water World Swimming Pool.A. on SaturdayB. on SundayC. on Wednesday afternoonD. on Wednesday morning14. From the café you can watch the swimmers or enjoy a drink after you swim ___________.A. on May 21stB. on May 22ndC. on June 23rdD. on June 21st15. This passage is a (n) .A. advertisementB. noteC. storyD. sloganDMr. Brown was going away for a week. Before he left, he said to his son, "If anyone asksfor me, you can tell him that your father has been out for doing something, and will be back ina week, then be sure to ask him to sit down for a cup of tea.""OK, Dad," said his son. But he was afraid his soncouldn't remember this, he wrote these words down on a piece of paper and gave it to him. His son put it into his small pocket, took it out and looked at it every now and then.Four days passed, but no one came to see his father. The boy thought that there was no man to come and that the piece of paper was of no more use for him, so he burnt it that evening.The next afternoon, someone knocked at the door. The boy opened it. A man was standing at the door and said, "Where is your father?" The boy put his hand into his pocket at once and looked for the piece of paper.He could not find it. He suddenly remembered he had burnt it, so he shouted, "No more.” The man was very surpri sed. He asked, "No more? I met your father last week. When did it happen?” Burnt yesterday evening."16. Mr. Brown told his son that _____.A. he would be away from home for four daysB. he would be back in seven daysC. he would be back in a monthD. he liked a cup of tea17. Mr. Brown wrote the words down on ________.A. the wallB. the doorC. a piece of paperD. his son's pocket18. A man came to visit the boy's father on ________.A. the second dayB. the third dayC. the fourth dayD. the fifth day19. The man was very surprised because _________.A. he thought the child's father was deadB. the child didn't ask him to sit downC. the child gave him a cup of teaD. he couldn't find that piece of paper20. What was burnt? ___________.A. The piece of paperB. Mr. SmithC. The visitorD. The boyⅣ. Translation. (20 points)1.The other students in the class must__ __________ _____ (闭着眼睛).2.You must look after yourself and____ ________________ (保持健康).3.._____________________ (顺便问一下), why did you call me?4.She wasn't here __ ______________ (刚才).5.They can watch the football match___ ___________ (同时).6.What are you going to be when you______________ (长大)?7.She___ _____________ (出生)in Tianjin .8.Where were you__ ___________ ___ (昨天上午)?9.I got here ______ ___ (半小时前).10..___ ______ (起先) I found it very difficult, but now I can understand most of the lessons. Ⅴ. Writing. (10 points)Find the differences.。