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。
When we analyze the salt salinity (盐浓度) of ocean waters, we find that it varies only slightly from place to place. Nevertheless, some of these small changes are important. There are three basic processes that cause a change in oceanic salinity. One of these is the subtraction of water from the ocean by means of evaporation. In this manner, the salinity is increased, since the salt stays behind. If this is carried to the extreme, of course, white salt would be left behind; this, by the way, is how much of the table salt we use is actually obtained.
The opposite of evaporation is precipitation, such as rain, by which water is added to the ocean. Here the ocean is being diluted so that the salinity is decreased. This may occur in areas of high rainfall or in coastal regions where rivers flow into the ocean. Thus salinity may be increased by the subtraction of water by evaporation, or decreased by the addition of fresh water by precipitation.
Normally, in hot regions where the sun is very strong, the ocean salinity is somewhat higher than it is in other parts of the world where there is not as much evaporation. Similarly, in coastal regions where rivers dilute the sea, salinity is somewhat lower than in other oceanic areas.
A third process by which salinity may be altered is associated with the formation and melting of sea ice. When seawater is frozen, the dissolved materials are left behind. In this manner, seawater directly beneath freshly formed sea ice has a higher salinity than it did before the ice appeared. Of course, when this ice melts, it will tend to decrease the salinity of the surrounding water.
In the Weddell Sea, the densest water in the ocean is formed as a result of this freezing process, which increases the salinity of cold water. This heavy water sinks and is found in the deeper portion of the oceans of the world. Several decades ago, the US sociologists went so far as to develop a series of universal facial images supposed to represent the seven basic human emotions: happiness, sadness, surprise, fear, disgust, anger and neutrality. But now, a new study by researchers at the University of Glasgow indicates that these standardized facial images aren't so universal after all.
For the study, the Scottish researchers found 13 Western Caucasians (mainly Europeans) and 13 East Asians (mostly Chinese students). The volunteers were shown the standardized facial images and asked to identify the emotions being expressed. At the same time, the researchers electronically monitored the eye movements of the volunteers.
According to the results, published in the journal Current Biology, the Asian participants had a harder time than the Caucasians telling the difference between a face meant to look fearful compared with one showing surprise, and a face supposedly expressing disgust compared with one displaying anger. "This strongly suggests that the meanings of facial expressions are different across culture." says Rachael Jack, who led the study.
The study also showed that the volunteers focused on different parts of the face in their efforts to understand the underlying emotions. "Westerners look at both the eyes and the mouth to the same degree, yet Easterners favor the eyes and overlook the mouth. This means that Easterners have difficulties distinguishing facial expressions that are similar around the eyes." Ms Jack says. The faces representing fear and surprise "both have big, wide open eyes, while the mouths are very different." She notes. "It would be difficult to distinguish between the two... if you didn't look at the mouth."
So why would different cultures express emotions in different ways? Ms Jack thinks it may be considered impolite in some Asian cultures to display certain emotions in an obvious manner, and that they use more subtle ways to express them. In particular, muscle movements around their eyes could be more important for expressing feelings than over-expressive mouth movements, explaining why the Asian participants focused on the eyes, she says. 二、简答题 根据题目要求完成下列任务，用中文作答。
1. “任务型教学法”是新课标中倡导的一种教学方法，它能够有效地激发学生者的学习动机，使他们主动参与学习。请简述任务型教学的基本过程。
任务型教学分为任务前、任务中和任务后三个基本过程。
(1)在任务前(pre-task)过程中，教师要创设任务情境，设计任务时要提供给学生明确、真实的语言信息，使学生明白该做什么。在课上，教师适时地呈现学习的任务，提出完成任务的方式及所要达到的目标。同时要联系相关知识。让学生回忆、联系、列出所学的相关知识。
(2)在任务中(while-task)过程中，教师要落实任务，设计数个微型任务，构成任务链。让每组同学讨论他们的发现，或是交流体验，并做好向全班同学汇报最后结果的准备。同时，教师让各组学生代表依次展示他们的学习成果。此时，其他学生或教师如有疑问，可以向小组代表咨询有关问题。
(3)在任务后(post-task)过程中，教师指导学生归纳、总结语言、词汇和短语、重点句型和语言知识、话题表达方法等。采取的方式可以由学生先讨论，然后小组向全班展示任务结果。与此同时，学生在教师的指导下，口、笔头练习语言难点，或者完成为巩固课文内容而设计的口、笔头练习。最后教师要检查任务完成情况和语言知识掌握情况，形式可以是学生自评、小组互评、教师总评。
四、教学设计题 根据提供的信息和语言素材设计教学方案，用英文作答。
1. 设计任务：请阅读下面学生信息和语言素材，设计一节英语听说课的教学方案。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：某城镇普通中学七年级(初中一年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》三级水平，学生课堂参与积极性一般。
语言素材：
Unit 1 My name is Gina
1b Listen to the three conversations.
Conversation 1
A: Hello. I'm Mary.
B: Hi, Mary. I'm Jim.
Conversation 2
A: What's your name?
B: Alan.
Conversation 3
A: My name's Jenny.
B: I'm Gina.
A: Nice to meet you.
2a Listen to the four conversations.
Conversation 1
A: Hello. What's your name?
B: My name is Jenny.
A: I'm Tony.
B: Nice to meet you.
Conversation 2
A: What's his name?
B: His name is Tony.
A: And what's her name?
B: Her name is Jenny.
Conversation 3
A: Excuse me, are you Mark?
B: Yes, I am.
A: I'm Bob. Nice to meet you.
B: Nice to meet you, too.
Conversation 4
A: Good morning, boys and girls. My name is Lina. What's your name?
B: My name is Jim. And what's your name?
C: My name is Mary.
[参考设计]
Teaching Contents: Teach students how to introduce themselves to others.
Teaching Objectives:
(1) Knowledge objective
Students could learn the sentence patterns, such as "Good morning, hello, hi, nice to meet you. My name is Gina. What's your name?"
(2) Ability objective
Students could use these sentences they have learned after class, know how to introduce themselves to other students, and know some information about other new students.
(3) Emotional objective
Students can be willing to communicate with others and make friends with others.
Teaching Key and Difficult Points:
(1) How to introduce themselves.
(2) How to use possessive adjectives, such as my, your, his and her correctly.
Teaching Aids:
A picture, blackboard, media.
Teaching Procedures:
Step 1 Leading-in (5 minutes)
The teacher shows students a picture of two people greeting each other, and students look at this picture carefully.
T: How do we know a new student? This class will tell us.
(Justification: Motivate students and attract their attention to the new class.)
Step 2 Presentation (20 minutes)
(1) The teacher asks students one by one to introduce their names to others, and ask them write down their names on the blackboard.
T: How many names can you see on the blackboard?
Ss: One, two, three...
(2) Ask students to listen to the tape for the first time, make them focus on how the people introduce themselves to others and greet each other. Write the sentences "Hi, hello, Good morning; I'm..., My name's...; nice to meet you, nice to meet you, too." on the blackboard.
(3) Ask students to listen to the tape again, and let the students repeat the dialogue by using their own words.
(Justification: This step can help students develop their listening and speaking abilities.)
Step 3 Practice (15 minutes)
Activity 1:
The teacher asks students questions one by one based on what they have heard on the tape.
T: What's your name?
S1: My name is...
T: What's your name?
S2: I'm...
T: Nice to meet you.
S3: Nice to meet you, too.
Activity 2:
Ask three students in a pair to make a dialogue to introduce themselves and others.
S1: What's your name?
S2: My name is... And what's his name?
S3: His name is... What's her name?
S1: She is...
After these activities, students write down the sentences they have used.
(Justification: The activities can make students understand the content of the listening, consolidate the language points, and improve their communicating skills.)
Step 4 Summary and Homework (5 minutes)
Summary: In this class, we have learned some sentences about how to introduce and greet people, and we should use them into practice.
Homework: Make a dialogue about introducing a student to your family, write it down on your notebook, and share it with your partner next class.
(Justification: Make a conclusion and check out whether the students achieve the teaching objectives.)
Blackboard Design:
Good morning.
Hello.
Nice to meet you.
My name is Gina. What's your name?
...
深色：已答题 浅色：未答题