一、选择题在每小题列出的四个备选项中选择一个最佳答案。 请阅读Passage完成下面小题。
A big focus of the criticism of computer games has concerned the content of the games being played. When the narratives of the games are analyzed they can be seen to fall into some genres. The two genres most popular with the children I interviewed were "Platformers" and "Beat-them-ups". Platform games such as Sonic and Super Mario involve leaping from platform to platform, avoiding obstacles, moving on through the levels, and progressing through the different stages of the game. Beat-them-ups are the games which have caused concern over their violent content. These games involve fights between animated characters. In many ways this violence can be compared to violence within children's cartoons where a character is hit over the head or falls off a cliff but walks away unscathed.
Controversy has occurred in part because of the intensity of the game play, which is said to spill over into children's everyday lives. There are worries that children are becoming more violent and aggressive after prolonged exposure to these games. Playing computer games involves feelings of intense frustration and anger which often expresses itself in aggressive "yells" at the screen. It is not only the "Beat-them-up" games which produce this aggression; platform games are just as frustrating when the characters lose all their "lives" and "die" just before the end of the level is reached. Computer gaming relies upon intense concentration on the moving images on the screen and demands great hand-to-eye coordination. When the player loses and the words "Game over" appear on the screen, there is annoyance and frustration at being beaten by the computer and at having made an error. This anger and aggression could perhaps be compared to the aggression felt when playing football and you take your eye off the ball and enable the opposition to score. The annoyance experienced when defeated at a computer game is what makes gaming "addictive": the player is determined not to make the same mistake again and to have "one last go" in the hope of doing better next time.
Some of the concern over the violence of computer games has been about children who are unable to tell the difference between fiction and reality and who act out the violent moves of the games in fight on the playground. The problem with video games is that they involve children more than television or films and this means there are more implications for their social behavior. Playing these games can lead to anti-social behavior, make children aggressive and affect their emotional stability. 请阅读Passage完成下面小题。
The fashion industry blatantly pays attention to plus-size women. A good fit is everything, stylists often counsel, but in assessing its market America's fashion business appears to have mislaid the measuring tape. A frequently-cited study done a few years ago by Plunkett Research, a market-research firm, found that 67% of American women were "plus-size", meaning size 14 or larger. That figure will not have changed much, but in 2016, only 18% of clothing sold was plus-size, according to NPD Group, another research firm.
Designers and retailers have long thought of the plus-size segment as high risk. Predicting what these customers will buy can be difficult, as they tend to be more cautious about styles. Making larger clothes is more expensive; higher costs for fabric cannot always be passed on to consumers. In turn, plus-size women shopped less because the industry was not serving them well. "We have money but nowhere to spend it," says Kristine Thompson, who runs a blog called Trendy Curvy and has nearly 150000 followers on Instagram, a social-media site.
At last, that is changing. Fast-fashion brands, including Forever 21 and a fashion line sold in partnership with Target, a giant retailer, have expanded their plus-size collections. Lane Bryant, a plus-size retailer, and Prabal Garung, a designer, have done the same. In March, Nike extended its "X-sized" sportswear range. Revenue in the plus-size category increased by 14% between 2013 and 2016, compared with growth of 7% for all apparel.
Social media has played an important role in changing attitudes in the fashion business, says Madeline Jones, editor and co-founder of PLUS Model Magazine. Nonetheless, designer brands still hold back (Walmart sells the most plus-size apparel). Some brands, such as Michael Kors, do sell plus-size ranges but do not advertise them or display them on websites. Gwynnie Bee, Stitch Fix and Dia&Co, for example, share information with designers on preferred styles and fits. Tracy Reese, a designer known for creating Michelle Obama's dress for the Democratic National Convention in 2012, is one brand that recently enlisted Gwynnie Bee's help to create a new plus-size collection. Gwynnie Bee prompted the label to create bigger patterns and more appealing designs.
Not all plus-size shoppers are convinced. Laura Fuentes, a hairstylist from Abilene, Texas, says that many upmarket department stores still keep their plus-size clothing sections poorly organized, badly stocked and dimly lit, if they stock larger clothes at all. Yet such complaints should be taken with a pinch of salt, says Ms. Thompson. "We're nowhere near where we should be but we've made progress," she says. 二、简答题(本大题20分)1.
根据题目要求完成下列任务，用中文作答。 什么是课堂总结?它的作用是什么?请具体说出两种课堂总结的方法并给出示例。
(1)课堂总结是对教学内容和学习方法的总结，以及对课堂教学的拓展延伸，是让学生找出规律，激发学生对新知识的求知欲的重要环节。它常用于课堂的结尾。
(2)课堂总结的作用：
①归纳总结。总结可以使学生在课堂上学到的知识系统化，有利于突出重点、突破难点，引导学生整理、复习、巩固所学知识，并把新旧知识联系起来，形成知识结构，为学生的后续学习奠定基础。
②引导探索。课程结束时，教师可在学生理解新课内容的基础上适当拓展知识面，引起学生更浓厚的兴趣，开拓其创造性思维；必要时可提出带有启发性的问题，设置悬念，引导学生课下探索答案。
(3)课堂总结的方法：
①延伸法。教师将课内知识向课外知识延伸，拓展学生的知识面。新课程标准倡导对学生实际语言运用能力的培养，因此教师可以在课堂总结时巧妙设计一些课外活动题。比如人教版八年级上册Unit 8 How do you make a banana milk shake?教学生如何制作奶昔、沙拉、爆米花、面条及三明治。通过学习，学生掌握了如何用英语描述食品的制作过程。在课堂总结时可以让学生用英语描述如何制作粽子和用英语表达不同的烹饪方式。虽然这些内容并不是书本上的知识，但通过探究，学生的视野及知识面都得到了拓宽。
②悬念法。教师在帮助学生梳理完知识点后根据课文内容提出疑问，让同学们带着问题离开课堂。因为课堂的结束并不是完结，而是一个新的开始，此种方法还有利于下一节课的教学，可帮助教师顺利导入新课。比如人教版七年级下册Unit 12 Don't eat in class. Section B第一节课后，教师可以用下列话语设置新的悬念：“Today we talked about everyone's family rules. We see they sometimes help but sometimes annoy us a lot. And there is a girl called Zhao Pei who has the same problem. What are her family rules? Does she like them or hate them? What will she do with them? We will read her story tomorrow.”以提问的方式引起学生们的好奇心，让他们进行思考，为下堂课的学习做铺垫。
四、教学设计题(本大题40分)1.
根据提供的信息和语言素材设计教学方案，用英文作答。 设计任务：请阅读下面的学生信息和语言素材，设计20分钟的英语阅读教学方案。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：20分钟
学生概况：某城镇普通中学八年级(初中二年级)学生，班级人数40人。多数学生已达到《义务教育英语课程标准(2011年版)》三级水平。学生课堂参与积极性一般。
[参考设计]
Teaching Contents:
The teaching material for this reading lesson is a magazine article about three unusual museums introduced by three people.
Teaching Objectives:
(1) Knowledge objectives
①Students can grasp the meanings of the words "invent, progress, rapid, unusual, improve, peaceful”.
②Students can know more about the history of computer, toilet and tea.
(2) Ability objective
Students can acquire the reading ability to find the detailed information through answering the questions given.
(3) Emotional objective
Students can be interested in the history of computer, toilet, and tea.
Teaching Key and Difficult Points:
(1) Teaching Key Point
How to make students understand the main idea of the article.
(2) Teaching Difficult Point
Make students acquire the ability to find the answers to the questions.
Major Steps:
Step 1 Pre-reading (5 minutes)
Activity 1 Teaching new words
The teacher teaches new words by showing some pictures on the PPT.
The teacher shows two pictures on the PPT: one is a train, the other is a high-speed rail train.
T: Which is faster? The first one or the second one?
Ss: The second one.
T: Yes, very good. We can say the train is slow, while the high-speed rail train is rapid.
Then the teacher leads students to read the word "rapid" a few times.
The teacher teaches other words in the same way.
(Justification: Students can get the idea of the article easily after learning the new words.)
Activity 2 Predicting
The teacher asks students to predict what the article is about. The multiple choices to this question are given.
A．The museums about computer, toilet and tea.
B．The computer, toilet and tea in the past
C．The computer, toilet and tea in the future
(Justification: The activity can reduce the difficulty for the following reading.)
Step 2 While-reading (10 minutes)
Activity 1 Fast reading
T: Now read the passage quickly and check if you have made the right prediction before and answer the question.
Which three museums do the students talk about?
(Justification: Fast reading cultivates students' ability to find the main idea quickly.)
Activity 2 Careful reading
T: Read the article again and find the answers to the following questions.
(1) What does Ken say about the American Computer Museum?
(2) What can we learn at the International Museum of Toilets?
(3) Why is the Hangzhou National Tea Museum a nice place to enjoy tea?
(4) What do you think is the most interesting thing about each museum?
(Justification: Careful reading trains students' reading ability to scan for detailed information and thinking ability. Students can have a good understanding of the article after answering the questions.)
Step 3 Post-reading (5 minutes)
Activity Designing and showing
The teacher divides the whole class into groups of four. Then the teacher asks each group to talk about what the computer and toilet will be like in the future and design the most ideal model. After students finish, the teacher asks some groups to show or describe their models in front of the class. And then the teacher gives evaluations of their performances.
(Justification: Designing models can stimulate students' imagination and innovation and make them have a deeper impression of the knowledge they've learned in class.)
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