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。
It's one of our common beliefs that mice are afraid of cats. Scientists have long known that even if a mouse has never seen a cat before, it is still able to detect chemical signals released from the cat and run away in fear. This has always been thought to be something that is hard-wired into a mouse's brain.
But now Wendy Ingram, a graduate student at the University of California, Berkeley, has challenged this common sense. She has found a way to "cure" mice of their inborn fear of cats by infecting them with a parasite, reported the science journal Nature.
The parasite, called Toxoplasma gondii, might sound unfamiliar to you, but the shocking fact is that up to one-third of people around the world are infected by it. This parasite can cause different diseases among humans, especially pregnant women—it is linked to blindness and the death of unborn babies.
However, the parasite's effects on mice are unique. Ingram and her team measured how mice reacted to a cat's urine before and after it was infected by the parasite. They noted that normal mice stayed far away from the urine while mice that were infected with the parasite walked freely around the test area.
But that's not all. The parasite was found to be more powerful than originally thought-even after researchers cured the mice of the infection. They no longer reacted with fear to a cat's smell, which could indicate that the infection has caused a permanent change in mice's brains.
Why does a parasite change a mouse's brain instead of making it sick like it does to humans? The answer lies in evolution.
"It's exciting and scary to know how a parasite can manipulate a mouse's brain this way," Ingram said. But she also finds it inspiring. "Typically if you have a bacterial infection, you go to a doctor and take antibiotics and the infection is cleared and you expect all the symptoms to also go away." She said, but this study has proven that wrong. "This may have huge implications for infectious disease medicine." 请阅读Passage完成下面小题。
Frenchmen attach great importance to education. They regard the cultivation of children as a social obligation. French education mixes warm romantic humor into its careful and severe education. I have ever heard such a story:
It took place in an ordinary French family. One day, when the boy was playing basketball, the ball hit a vase off the shelf with its mouth knocked off a large piece. The vase was an antique handed down through generations from Bourbon Dynasty. To cover the great trouble, the boy glued the pieces together and put the vase back to its place panic-stricken.
That evening his mother noticed the change on it. At dinnertime, she asked her boy if he had broken the vase. Being scared of punishment, the boy said by a sudden inspiration that a cat jumped in from the window and knocked the vase off the shelf. His mother was quite clear that her son was lying, for all the windows were closed before her leaving. However, she just said that it seemed it was her carelessness not to have the window tightly closed.
Before going to bed, the boy found a note on his bed, on which he was asked to go to the study. The boy had thought he had gotten by under false pretences, but then felt he couldn't dodge the misfortune. Now that he had already lied, he made up his mind no matter what his mother said, he would disavow to the end.
On seeing her son enter in fear, his mother took out a chocolate box and gave one piece of the chocolates to her son. "Baker, this chocolate is a reward for you, for you created a cat with your special imagination." Then, she put another chocolate in his hand. "This chocolate is a reward for your ability to restore. But the glue you used is for restoring paper materials; to restore a vase needs higher special technique. Tomorrow, let's bring the vase to the artists to see how they make a craftwork intact as it was." With that, she took the third chocolate. "The last chocolate stands for my apology. I shouldn't have laid a vase in a place where it could so easily fall down. I wish you hadn't been scared, my little sweetheart."
"But, Mom, I..." The boy tried to make something clear, but he awkwardly uttered nothing but some words. "Our talk is over. Good night, Baker! " She gave a soft kiss on his forehead and walked out of the study.
The following days were the same as before. The only change was that the boy had never told a lie since then.
No scolding. It looks unimaginably queer. In fact, the three chocolates are the alarm in the boy's heart all the time. Sometimes, no punishment itself is a kind of punishment. 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。 课堂提问有哪些功能?简述展示性问题和参考性问题的内涵，并各写出一个英语例子加以说明。
(1)①引起学生注意。学生注意力不集中时，教师进行提问可以唤回学生的注意力，让学生重新回归课堂。
②提示学习重点。有针对性，有计划性地设计提问，可以帮助学生理解教学的重点和难点，掌握学习方法；并调动学生的思维活动，促进学生积极思考问题。
③巩固课堂教学。教师在课堂教学中以一组问题前后相连的形式，不断启发、追问、质疑、概括、总结，那么学生就会比较全面、系统、牢固地掌握知识和技能。
④获取教学反馈。学生的知识掌握情况能通过回答问题更及时、更清晰地展现在教师的面前，让教师能及时调整教学策略，达到合理引导学生思维的目的。
⑤加强师生交流。课堂提问不仅可以锻炼学生的表达能力，培养他们的团队精神，还可以促进师生感情，从而更好地推动教学。
(2)展示性问题：教师已经知道答案或者答案能在相关工具书中找到，用于检查学生对课文内容的字面理解。学生作答时只需凭借表层理解、短时记忆，或是快速查找课文，便能找到答案。如：What did Mandela do to help Elias solve the problems?过多的展示性问题会限制学生自由思考，不利于发展学生的创新思维和综合语言运用能力。
参考性问题：参考性问题即真实性问题，教师不知道答案或者教师所提的问题没有预设的答案，目的是让学生发散思维，获取更多信息。学生作答时需在一定程度上参阅课文内容，同时结合个人的认知和经历，对课文信息进行综合分析。参考性问题可以促使课堂对话更具有交互性，促进学生对所学内容进行深层理解，有利于学生用所学知识进行真实的、具有独创性的语言输出，从而促进语言习得。如：Why do you think Yang Liwei is a great astronaut?
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15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：15分钟
学生概况：某城镇普通中学七年级(初中一年级)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)》二级水平。学生课堂参与积极性一般。
语言素材： Wenyuan Clothes Store
Come and buy your clothes at Wenyuan's great sale! Do you like sweaters? We have sweaters at a very good price—only 25 Yuan! Do you need bags for sports? We have great bags for only 12 Yuan! For girls, we have T-shirts in red, green and white for only 18 Yuan! For boys, you can buy socks for only 5 Yuan each! Anybody can afford the prices! Come and see for yourself at Wenyuan Clothes Store!
[参考设计]
Teaching Contents:
The reading material for the reading lesson is a promotion advertisement of a clothes store.
Teaching Objectives:
(1) Knowledge objective
Students are able to recognize the new words "anybody, afford, sweaters" and master the sentence pattern "We have...for... yuan", and be more familiar with the topic of"buying and selling".
(2) Ability objective
Students can proficiently use communicative language to buy and sell things. Besides, their reading skills are also improved.
(3) Emotional objective
Students will raise the awareness of spending money reasonably and develop a good concept of consumption.
Teaching Key and Difficult Points:
How to make students use the reading strategies of skimming and scanning to grasp the English usage of buying and selling things.
Major Steps:
Step 1 Pre-reading (4 minutes)
(1) Recognizing new words
The teacher paraphrases the new words "anybody, afford" and shows some pictures of sweaters, and then makes a sentence "Anybody can afford a sweater" to help students recognize the new words.
(2) Discussion
After that, the teacher uses PPT to show some pictures of clothes of a clothes store, and asks students to work in groups to make a promotion advertisement, using the sentence pattern "We have...for...yuan." Then the whole class discuss what price is reasonable for the clothes.
(Justification: These activities can help students understand the reading material better, and arouse students' interest in the topic of buying and selling.)
Step 2 While-reading (8 minutes)
(1) Skimming
The teacher asks students to read the passage quickly and find out the main idea of it.
After reading, some students are invited to share their ideas and the teacher gives them proper assessment and positive reply.
(Justification: Students' skimming ability can be improved through this step, from which they can master the general meaning of the passage. Positive feedback can encourage students to participate in class activities.)
(2) Scanning
The teacher asks students to read the passage again with some specific questions:
① How much are the bags for sports?
② What color are the T-shirts of 18 Yuan?
③ How many kinds of clothes at Wenyuan Clothes Store are on sale?
(Justification: Students' scanning skill can be improved through this step.)
(3) Careful reading
The teacher asks students to read the passage carefully, do the "True or False" exercises and draw a promotion poster for the clothes store.
We can buy clothes at Wenyuan Clothes Store. ( )
Girls can buy socks for only 5 Yuan each. ( )
Wenyuan Clothes Store sells T-shirts in red only. ( )
Then the teacher checks the answers and asks students to compare their posters with their partners.
(Justification: This step can help students understand the passage better. Drawing can make the reading part more interesting.)
Step 3 Post-reading (3 minutes)
The teacher divides students into eight groups and asks students to do a role-play. One student acts as the shop assistant and the others act as customers.
S1: How much is/are...?
S2: It's/They are...
Then the teacher asks them to perform their dialogues to the class.
At last, the teacher gives them proper assessment and makes a summary like "We should spend money reasonably and develop a good concept of consumption".
(Justification: The role-play can help students consolidate what they have learned, communicate with their classmates, and form reasonable consumption habits.)
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