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。
Seventy years ago, more than 160,000 Allied troops stormed the beaches of Normandy during the D-Day invasion. And while we all know that day served as a huge turning point for the Allied cause, you probably haven't thought much about what those soldiers carried with them to eat during and after the invasion. Food had to be lightweight, nutritious and very high in energy; after all, these men were about to invade Nazi-occupied land. As it happened, the one substance that could fulfill all those requirements was a very unlikely item—a Hershey's chocolate bar.
The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U.S. Army emergency rations. According to Hershey's chief chemist Sam Hinkle, the U.S. government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and "taste a little better than a boiled potato". The final product was called the "D ration bar", a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move through the normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ounce mold by hand.
As for taste, well, most who tried it said they would rather had eaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it. And despite the U.S Army's best efforts to stop the men from doing so, some of the D ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed for extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.
But "Hitler's Secret Weapon", as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome addition to kit bags. Along with the D rations, troops received three days worth of K ration packs. These were devised more as meal replacements and not sustenance snacks like the D rations, and came completely with coffee, canned meats, processed cheese and tons of sugar. At various points during the war, men could find powdered orange or lemon drink, caramels, chewing gum and—of course—more chocolate. Along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men. Julia Gillard, as education minister and then prime minister, identified the Gonski Report on school funding, later renamed the Better School Plan, as one of her crowning achievements.
Backed by the Australian Education Union and Australia's cultural-left education blob (a term coined by Britain's Secretary of State for Education, Michael Gove), her argument is that Gonski will deliver excellence and equity in education by massively increasing government expenditure.
The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage, is also lauded as bring clarity, transparency and consistency to school funding. Not so. As noted by the National Comission of Audit, the flaws and weaknesses in the report are manifest.
Under the heading "Complexity of the funding model," section 9.7 Appendix Volume 1, the statement is made that "new school funding arrangements are complex, inconsistent and lack transparency". Instead of having a national funding model, we have a situation where the states and territories and Catholic and independent school sectors have their own approaches to allocating funding to schools.
So much for the argument that the Gonski model represents an improvement on the Howard government's supposedly opaque and insistently applied socio-economic status (SES) mode.
The Schooling Resource Standard is also criticized for not being "based on a detailed analysis of the cost of delivering education" and the formula employed for quantifying disadvantage for using faulty data leading to students "being misidentified as being inside or outside definitions of educationally disadvantaged".
Citing international research and an analysis carried out by the ALP federal member for Fraser, Andrew Leigh, when an academic at the Australian National University, the audit report also concludes there is little, if any, relationship between increased expenditure and raising standards.
Mirroring the argument put by Jennifer Buckingham in her School Funding on a Budget, the audit report argues "increasing funding does not necessarily equate to better student outcomes".
As common sense suggests, and contrary to the Australian Education Union's "I Give a Gonski" campaign, a more effective way to raise standards is to have a rigorous curriculum, qualified and committed teachers, strong parental engagement and schools, within broad guidelines, that have the flexibility to manage themselves.
To applaud the commission of audit's analysis of school funding should not be taken as unqualified support. The suggestion that the states, and most likely their education departments, should control how funding to independent school is allocated is a mistake.
State schools, on the whole, compete against non-government schools, and allowing state governments or their education bureaucracies to decide how funding is allocated to independent schools represents a conflict of interest. 二、简答题 根据题目要求完成下列任务，用中文作答。
1. 请简述教师课堂上“创设语境”需要考虑的基本要素，并举例说明具体的教学手段。
(1)教师在课堂上“创设语境”需要考虑的基本要素有四点：
①创设语境要有针对性。创设语境要做到有的放矢，因材施教，所开展的活动目标、内容、方法及形式等都要适合学生的年龄特征、智力水平。
②创设语境要有趣味性。创设的语境要能够充分调动学生参与的积极性，使学生感知更加清晰、想象更加活跃、思维更加深刻、记忆更加牢同。
③创设语境要贴近生活。语境的创设要尽可能贴近学生生活，让学生有话可说，真正参与到教师所创设的语境中来。培养学生运用所学的语言材料在特定的语言情景中的交际能力。
④创设语境要有可操作性。语境的创设要便于操作，不要超出教师的可控范围。如在学习Library一课时，如果为了追求语境的创设完全把课堂搬到图书馆中，学生在图书馆中并不能大声讲话，新环境也容易使学生分心，这样就不能达到提升学生英语能力的目的。
(2)教学手段：
①充分挖掘教材中可利用因素，创设语境，激发学生学习兴趣。
教师抓住学生“新奇”的心理，利用教材创设合适的语境，就能激发学生的学习积极性。如在教授初中英语第二册Unit 18 Ann's Birthday Party时可以把教室设计为Ann的家，将教室的课桌摆在四周，中间放着讲台，上面放着事先准备好的玩具电话，还有学生事先准备的生日蛋糕、一些蜡烛、一些水果、饮料和食物。让一个学生扮演Ann，她首先拨响“电话”，向朋友们发出邀请。“朋友们”陆续打来电话与Ann“对话”。这样的语境既贴近生活，富有趣味性，又可以巩固课堂教学。
②借助现代技术，由传统单一性教学向现代多样性教学转变。
英语教学有着得天独厚的优势，教师可运用录音机、多媒体等现代教具和技术，服务英语教学。例如在讲授SEC Book Ⅱ中的“Hurricane”时，由于原文阅读篇幅较长，可以把课文内容设置成几幅相应的图片或几段相应的视频：狂风暴雨、风吹树倒、房屋倒塌、供电设施破坏、军队救援等。学生可以迅速进入到图片或视频中所给出的语境中，与老师展开进一步的讨论。
③发挥教师主导作用，开展形式多样的课堂活动。
创设语境是为了提高教学效果。任何教学活动都是紧紧围绕教学目的进行的，这就要求充分发挥教师的主导作用。例如：教授交际用语中“问路”和“指路”的表达法时，教师设计了如下的游戏：A．教师说出想做的事，学生猜地名；B．将教室内的过道看成街道，将学生的座位设想为一个个岔路口，上面贴着一些街名，然后教师发出指令，学生表演；C．把学生所处的位置想成不同的地名，师生做根据路线找地名的游戏；D．让学生根据简易地图做一个在陌生人与一个警察的问路对话，使学生身临其境，学以致用。
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，设计一节英语读写课的教学方案。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：某城镇普通中学八年级(初中二年级)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：
Dinosaurs
Dinosaurs lived on the Earth over sixty million years ago. This was a long time before people existed. Dinosaurs lived everywhere. Some were as small as chickens. Others were as big as ten elephants. Some dinosaurs even had wings and could fly.
Many dinosaurs were harmless. They were as gentle as sheep and ate plants. Others were harmful. They were fiercer than tigers and ate meat.
Dinosaurs all died out suddenly. Nobody knows why. We know about the lives of dinosaurs from the skeletons, eggs and footprints they left behind.
Diogenes
Diogenes was a famous thinker. He lived in Greece about two thousand years ago. He taught that the way to be happy was to own as few things as possible. All he owned was a big jar that he lived in, a coat, a bag and a cup. He was very happy. One day, Diogenes saw a boy drinking water from his hands by a fountain, so he threw away his cup and became even happier.
[参考设计]
Teaching Contents: An article is about dinosaurs and the other article is about Diogenes.
Class Type: Reading and writing class
Teaching Objectives:
(1) Knowledge objective
Students can understand the knowledge about dinosaurs and Diogenes and master the writing skills to describe people and object.
(2) Ability objective
After learning the materials, students' ability of writing and reading will be well developed.
(3) Emotional objective
Students can get more information about dinosaurs and Diogenes and become more interested in science.
Teaching Key and Difficult Point:
How to describe people and objects in writing.
Teaching Aid: Multi-media
Teaching Procedures:
Step 1 Warming up and leading-in (5 minutes)
(1) Greeting.
(2) Lead in the topic of dinosaurs by filling in the chart below:
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dinosaurs |
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Collect students' ideas and lead them to the topic of dinosaurs.
(Justification: This step can attract students to the lesson.)
Step 2 Reading and listening (7 minutes)
(1) Listen to the tape about the dinosaurs.
(2) Answer the following questions according to the first passage.
Are all the dinosaurs the same size?
What are the characteristics of the harmless dinosaurs? And what are about the harmful ones?
Why did the dinosaurs die out suddenly?
(3) Answer the following questions according to the second passage.
Who was Diogenes?
When and where did he live?
What did he own?
Did he feel happy? And give an example.
(4) Listen to the tape about Diogenes.
(Justification: Focus students' attention on the main topic of the reading passages. The listening practice makes students have a further understanding of the passages.)
Step 3 Before-writing (5 minutes)
(1) How to describe people or objects? (what, who, when, where, why, how...)
Eg:
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dinosaurs |
Diogenes |
| What / Who |
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| When |
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| Characteristics |
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(2) Pay attention to the following points when writing:
Make clear of the "wh-"words and present the information in details.
Arrange the above information in certain order.
Describe people and objects in vivid words and expressions.
Write more about the important parts and less of the less important ones to make sure the passage is clearly organized.
(3) Give students another topic to write.
请根据下表内容，用英语写一篇介绍法国著名的作家和诗人莫泊桑的短文。词数120左右。
姓名和国籍 莫泊桑(Guy de Maupassant)，法国
经历 学生时代开始写小说，30多岁成名，43岁因病去世
成就 一生共写了六部长篇小说，300多篇中篇小说和短篇小说
代表作 短篇小说《项链》，主要描写中小资产阶级的生活
(Justification: In this part, the teacher uses the two passages given above to train students' analyzing and summarizing ability. In the process of summarizing the writing skills, students know how to write and what to write.)
Step 4 While-writing (20 minutes)
(1) Get students to outline the writing.
Paragraph 1—introduction to Guy de Maupassant(who, when, how)
Paragraph 2—achievements and masterpieces(what, how, why)
(2) Some key words and expressions
... a famous ... writer and poet, when ... a student, ... write novels ... known ... in his thirties.
In all his life, ... six long novels and ... novelettes and short stories. ... reflect ..., ... typical details ... best-known short story—The Necklace—... died ...
(3) Allow students some time to write it on paper.
(Justification: The activity of outlining the writing helps students strengthen what they have learned during this lesson and gives them the structure.)
Step 5 After-writing (5 minutes)
Ask one student to read what he or she wrote just now.
The teacher shows the standards of writing. Let students assess the writing and give suggestions and opinions. The teacher should give more appreciation to encourage students to love writing.
An example:
Guy de Maupassant is a famous French writer and poet, who is considered as the greatest short story writer in the French history. When he was a student, he began to write novels and became known to the French people in his thirties. In all his life, Guy de Maupassant wrote six long novels and more than three hundred novelettes and short stories. His novels mainly reflect the social life of middle and petty bourgeoisies. He was good at writing typical details from common things and his best-known short story—The Necklace is considered to be the best in this area. He died at the age of 43 because of illness.
(Justification: This step can make students get a better idea of how to write this kind of composition.)
Step 6 Summary and Homework(3 minutes)
Summary: Retell what they have learned in this class.
Homework:
(1) Listen to the tape and read the text aloud.
(2) Ask students to rewrite and copy their compositions.
(Justification: This step can check out their writings and whether the students achieve the teaching objectives.)
Blackboard Design:
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dinosaurs |
Diogenes |
| What / Who |
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| When |
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深色：已答题 浅色：未答题