一、单项选择题在每小题列出四个备选项中选择一个最佳答案。
Donna's fourth-grade classroom looked typically traditional. My job was to make classroom visits and encourage implementing of a training program focusing on language arts ideas that would empower students to feel good about them and take charge of their lives. Donna was one of the volunteer teachers in this project.
I sat in the back of the room and watched. All the students were working on the task, filling their notebook paper with thoughts and ideas. A student next to me was filling her page with "I can't kick the soccer ball." "I can't do long division with more than three numerals." Her page was half full and she showed no signs of letting up. I walked clown the row glancing at students' papers. Everyone was writing down things they couldn't do.
By this time, the activity engaged my curiosity, l decided to check with the teacher to see what was going on but I noticed she too was busy writing. "I can't get John's mother to come in for a teacher conference." "I can't get my daughter to put gas in the car." "I can't..."
Curious and puzzled about what they were doing, I returned to my seat and continued my observations.
Students wrote for another ten minutes. They were then instructed to fold their papers in half and bring them to the front. They placed their "I can't" statements into an empty shoe box. Then Donna added hers. She put the lid on the box, tucked it under her arm and headed out the door and down the hall.
Students followed her. I followed the students. Halfway down the hall, Donna entered the custodian's room, came out with a shovel, and marched the students out to the farthest corner of the playground. There they began to dig. They were going to bury their "I Can'ts"!
The digging took over ten minutes with dirt. Students stood around the freshly dug grave. At this point Donna announced, "Boys and girls, please join hands and bow your heads." They quickly formed a circle around the grave.
They lowered their heads and waited. Donna delivered the eulogy. "Friends, we gather here today to honor the memory of 'I Can't'. While he was with us on earth, he touched the lives of everyone, some more than others. We have provided' I Can't' with a final resting place and a headstone that contains his epitaph. He is survived by his brothers and sisters, 'I Can', ' I will' and ' I'm Going to Right Away'. They are not as well known as their famous relative and are certainly not as strong and powerful. Perhaps some day, with your help, they will make an even bigger mark on the world. May ' I Can't' rest in peace and may everyone present pick up their lives and move forward in his absence. Amen." Even in traditional offices, "the lingua franca of corporate America has gotten much more emotional and much more right-brained than it was 20 years ago," said Harvard Business School professor Nancy Koehn. She started spinning off examples. "If you and I parachuted back to Fortune 500 companies in 1990, we would see much less frequent use of terms like journey, mission, passion. There were goals, there were strategies, there were objectives, but we didn't talk about energy ;we didn't talk about passion."
Koehn pointed out that this new era of corporate vocabulary is very "team" -oriented--and not by coincidence. "Let's not forget sports—in male-dominated corporate America, it's still a big deal. It's not explicitly conscious; it's the idea that I'm a coach, and you're my team, and we're in this together. There are lots and lots of CEOs in very different companies, but most think of themselves as coaches and this is their team and they want to win."
These terms are also intended to infuse work with meaning--and, as Khurana points out, increase allegiance to the firm. "You have the importation of terminology that historically used to be associated with nonprofit organizations and religious organizations: Terms like vision, values, passion, and purpose," said Khurana.
This new focus on personal fulfillment can help keep employees motivated amid increasingly loud debates over work-life balance. The "mommy wars" of the 1990s are still going on today, prompting arguments about why women still can't have it all and books like Sheryl Sandberg's Lean In, whose title has become a buzzword in its own right. Terms like unplug, offline, life-hack, bandwidth, and capacity are all about setting boundaries between the office and the home. But if your work is your "passion," you'll be more likely to devote yourself to it, even if that means going home for dinner and then working long after the kids are in bed.
But this seems to be the irony of office speak: Everyone makes fun of it, but managers love it, companies depend on it, and regular people willingly absorb it. As Nunberg said, "You can get people to think it's nonsense at the same time that you buy into it." In a workplace that's fundamentally indifferent to your life and its meaning, office speak can help you figure out how you relate to your work--and how your work defines who you are. 二、简答题(本大题共20分)
根据题目要求完成下列任务,用中文作答。
1. 在语法教学中,语法练习的形式有哪几种?请对任意两种练习形式进行举例说明。
(1)语法练习的形式①机械型练习。这类练习的作用是帮助学生熟记、掌握语法规则和形式,一般使用互不连接的单独结构、短语或句子。常见的练习形式有填空、选择和替换等。
②意义型练习。这类练习强调形式的正确理解和输出,但同时涉及了意义。练习仍然使用互不连接的单独结构,答案通常是确定的。常见的练习形式有:基于意义的填空或选择、配对、改错及合并句子、汉译英或英译汉等。
③交际型练习。这类练习最有使用价值和趣味性,它强调以交际为目的的意义输出或理解,在交际过程中同时注意结构的运用。常见的练习形式有:两人活动、小组讨论活动、角色扮演活动、头脑风暴活动等。
(2)练习举例
①机械型练习——替换练习
T: I'm trying to find a book in the box.
S: I'm trying to find a book in the box.
T: Shelf.
S: I'm trying to find a book in the shelf.
T: Bed.
S: I'm trying to find a book in the bed.
②意义型练习——汉译英
我打算在我家乡买套房子。
I want to buy a house in my hometown.
四、教学设计题(本大题共40分)
根据提供的信息和语言素材设计教学方案,用英文作答。
1. 请阅读下面语言素材,设计一节英语阅读课的教学方案。
该方案应突出如下要点:
Teaching objectives
Teaching methods
Major steps
教学时间:45分钟
语言素材:
What is the most fun you can have in 21 hours and 23 minutes? On 15 October 2003, Yang Liwei answered this question. His voyage in space took him 600,000 kilometres in orbit,around the Earth 14 times, in just over 21 hours. It made him China's first astronaut in space. He had worked towards this achievement for many years.
Born in 1965, Yang had wanted to fly since he was a young boy. His friends and teachers from Suizhong in the north-east of Liaoning Province have all said that he loved science and technology from a young age. He always had a strong desire to learn how to fly. His dream was encouraged by his parents as well as his older sister and younger brother.
In 1983, he joined the army, and went to flight school. He graduated in 1987 and became a pilot. In 1998, he applied to be a member of Project 921, which is now called Shenzhou.
He was one of the only 14 selected from 1,500 candidates. The team spent the next five years being trained. They not only studied all the subjects required to be an astronaut, but also learnt survival skills and all about how spaceships and rockets are built. Yang scored among the very top in everything the group studied. In September 2003, only three out of the 14 candidates were picked for the Chinese space adventure, and Yang was one of them. He took all kinds of tests to prove he was fit for this important task. Although Yang did not get the best scores on every single test, it was his high scores on the psychological tests that finally won him the status of China's first astronaut. Yang was described by his superior as hard-working and always in control of himself. Because of these qualities, they were optimistic he would be successful.
In the end, Yang was indeed a success. His name will go down in history with those of Yuri Gagarin and Alan Shepard. The people of China can be proud of Yang Liwei, and young people all over the world can look up to him as an example of a man who managed to live his dream.
Teaching Objectives:
(1) Knowledge objective
Students can get detailed information about Yang Liwei from this text.
(2) Ability objective
①Students can improve their reading skills after this lesson.
②Students' abilities of speaking and writing can be improved by practicing interviewing an expert.
(3) Emotion objective
①Students can learn how to cooperate as well as study individually while interviewing an expert.
②Students can strengthen their confidence in learning English.
③Students will set up great career ideals.
Teaching key and difficult points:
(1) Students get the detailed information about Yang Liwei by skimming and scanning.
(2) Students can interview an expert by using what they have learned in this class.
Major steps:
Step 1 Lead-in
Show a flash about Chang'e flying to the moon to draw students' interest.
What does the flash mean?
Do you know who is the first astronaut of space exploration in China?
Step 2 Scanning
Scan the passage and find out what happened to Yang Liwei in the following years:
1965,
1983,
1987,
1998,
Sept. 2003,
15 Oct. 2003.
Step 3 Skimming
Skim the passage and match the main idea with each paragraph.
Para. 1 Yang's childhood.
Para. 2 Yang began his training as a Chinese astronaut.
Para. 3 Introduction of Yang's space exploration.
Para. 4 Conclusion of Yang's space exploration.
Para. 5 Yang was chosen to be the 1st astronaut for the Chinese space mission.
Step 4 Careful reading
Students read the passage carefully and finish the following questions.
①What made Yang Liwei China's first astronaut?
②What was he interested in when he was young?
③How were they trained to be an astronaut?
④What influence does Yang Liwei have on the young?
Step 5 Conclusion
Interview "Yang Liwei".
Now you are a news reporter. You will need to know about:
a. his childhood
b. his education
c. his working and study experience
d. his achievements
e. how to succeed
Work in pairs: Student A: a reporter
Student B: Yang Liwei
Sample:
A: Good morning, Yang Liwei. I'm a reporter from CCTV. I would like to ask you some questions.
B: Good morning!...
Example: The reporter can raise questions like this:
①Can you tell me something about...?
②What was your...like?
③What do you think is the most important thing to...?
Step 6 Group work
(1) Choose one of the three astronauts of Shenzhou Ⅶ to interview.
(2) Student A: Zhai Zhigang/Liu Boming/Jing Haipeng
Other students in the group: reporters
(3) Carry out the interview and finish the interview notes.
(4) Show your interview notes.
Step 7 Assignments
Write a summary about Yang Liwei.