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。
Oprah Winfrey has come a long way from her poor childhood home in a small Mississippi town. She was an unwanted child whose parents never married. She was brought up on her grandmother's farm. The possibility that she would become rich and famous was slim.
Oprah's mother left her child in her mother's care, so she could go to work in Milwaukee, Wisconsin. It was a strict and difficult life for Oprah. But it also led the way for her future.
She was a highly intelligent child. By the age of three, she had learned to read and write. She also made her first public appearance at that age. Oprah's intelligence was resented (憎恨) by other children of her age. They called her unkind names and pushed her away. Oprah felt very isolated and unwanted. It made her feel worse that she didn't live with her mother and father. She felt that no one loved her. This made her angry and rebellious (判逆的). These feelings brought her much trouble as she was growing up. She often behaved badly, causing her grandmother to punish her. By the age of seven, she was too much for her grandmother to discipline.
Then Oprah went to live with her mother, Vernita, who worked very hard as a housekeeper in Milwaukee. It was hard for her to work and take care of her bright, troublesome child. They lived in poverty in a small apartment. Oprah took out all her angry feelings on her mother. When Oprah was eight, Vernita sent her to live with her father and stepmother in Nashville, Tennessee.
But she moved again a few months later when Vernita married a man with two children. Vernita wanted Oprah to be with her and her new family. Unfortunately, she felt she didn't belong with them. She believed she wasn't loved by anyone. Her angry and frustration grew stronger. She struck back by misbehaving and running away from home. Her parents found her impossible to discipline. When she was 14, they tried to send her to a special center for troubled girls.
But there was no room for her. So Vernita sent Oprah back to live with her father. Vernon Winfrey was by then a successful businessman and family man. He took one look at his daughter and knew she needed love, guidance and discipline. He gave her all three. It was a turning point in Oprah's life. He was strict about his daughter's education. He gave her homework in addition to her schoolwork. She was allowed to watch only one hour of television a day. She became an A student and a popular girl in her class. Oprah watched Barbara Walters, a famous journalist, and decided that was what she wanted to be.
When she was still in high school, she got a part-time job reading news on the radio. In her senior year she won a beauty contest and a four-year scholarship to Tennessee State University.
While still in college she was offered a job as a news broadcaster at a local television station. She was the first female and the first African-American newscaster in Nashville. She was promoted to anchor, the most important position on the news team, while still a senior.
After Oprah graduated she got a job with a Baltimore news station. But she soon realized that broadcasting news wasn't enough for her. She had to let her personality shine through. She wanted to show emotion when she told a story, not just report it. Meanwhile the station managers were thinking the same way. They removed her from the anchor spot and wondered what to do with her. Finally they put her on an early morning talk show called People Are Talking. No one knew what to expect. The show was a great success. In a very short time, the managers and Oprah all knew what she was born to do. She was everything a talk show host should be.
She was so successful that she got a show with a bigger station in Chicago. In 1985 the show was changed to The Oprah Winfrey Show. It was broadcast nationally and soon became the most popular talk show on television. By the age of 35, Oprah Winfrey was one of the most famous celebrities in America. Environmental activists in South Korea are condemning a government plan to hunt endangered whales for scientific research. They believe the plan is part of an effort to re-start commercial whaling activities. Such activities are banned in many countries. South Korea announced the proposal in July at a meeting of the International Whaling Commission in Panama. The head of the South Korean delegation said the plan was needed to answer questions about minke whale populations. He said the hunt would take place near the South Korean coast. But he did not say how many of the animals would be caught.
The International Whaling Commission has yet to make a decision on the South Korean plan. The organization banned commercial whaling in 1986 because of concerns about the survival of whale species. But now, some South Korean fishermen say they are facing a threat from minke whales. They say these animals are eating what would have been their catch.
The plan was immediately condemned by anti-whaling nations. Wildlife activists also criticized the proposal. Han Jeong-hee works in Seoul for the environmental group Greenpeace. "It's really regretful to hear that Korean government is, like, considering conducting scientific whaling. Scientific whaling is just, like, thinly-disguised commercial whaling. And, you know, we are of course against all commercial whaling. Japan's the only country which is doing scientific whaling at the moment and Korea is just trying to follow that."
Apart from the plan in South Korea, an aquarium(水族馆)in the American state of Georgia also wants to import eighteen beluga whales from Russia. The United States currently has 31 beluga whales. They are living in six aquariums and marine parks. Four of them are at the Georgia Aquarium in Atlanta.
The Georgia Aquarium has asked the National Oceanic and Atmospheric Administration (NOAA) for permission to import the beluga whales. If it was approved, aquarium officials would send some of the animals to the other facilities.
The Georgia Aquarium says it hopes to use the beluga whales in research, education and breeding programs. They currently are being held at a Russian research center. Yet many people oppose the plan. They say it is wrong to catch any wild animal.
NOAA officials are studying how the beluga whales might be affected by being brought to the United States. They also want to know whether the Georgia Aquarium and its partners can properly care for the whales and how they might be used in educational activities. The federal Marine Mammal Protection Act sets rules which NOAA must consider when deciding whether these animals may be imported. NOAA officials told VOA they plan to make a decision on the request by early next year. 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. 什么是课堂总结?它的作用是什么?请具体说出至少两种课堂总结方法。
课堂总结是整个教学过程的最后一个环节,是在课堂讲解和操练结束后,在较短的时间内,运用简洁准确的语言、文字、表格或图示,对一堂课所学的主要内容、知识结构进行的总结归纳。
课堂总结的作用:
(1)对课堂教学进行归纳梳理,给学生一个整体印象。课堂总结可以帮助学生理清所学知识的层次结构,有助于学生掌握知识的重点和知识的系统性。
(2)促进学生掌握和记忆新知识。在较短时间内对知识的回顾和总结,可以有效地突出教学重难点,这样可以帮助学生巩固所学内容,并且根据知识脉络归纳学习规律。总结的过程就是学生高效率的记忆过程。
(3)为学生进一步学习架设桥梁,并为学生复习提供依据。教师可在做总结时提出一个有启发性的思考,造成悬念,为下一节课做好铺垫。学生在好奇心的诱导下主动预习新课,悬念成为新旧知识的联结点和桥梁。
课堂总结方法:
(1)总结式。总结式结尾是一种较常见的传统课堂总结模式。教师对一堂课的主要内容、知识结构、学生需要掌握的技能技巧进行概括,即简单地复习一下。
(2)悬念式。设计一个深入又能激起高潮的悬念,使学生感到言而未尽,引发学生主动学习,激发他们的课外求知欲,对学生的预习起到一定的指导作用。
(3)延伸式。把课堂上的讲述内容有机地向外延伸,使之成为联系第二课堂的纽带。教师可以让学生以课文内容为基本线索,利用课余时间组织一次以某个课堂活动内容为主题的演讲比赛。(列举两种即可)
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. 设计任务:请阅读下面学生信息和语言素材,设计一节课的教学方案。教案没有固定格式,但必须包含下列要点:
●teaching objectives
●teaching contents
●key and difficult points
●major steps and time allocation
●activities and justification
教学时间:45分钟
学生概况:某城镇普通中学高中一年级第一学期学生,班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。
语言素材:
Pompeii: The facts
August 24, in the year AD 79, began normally for the people in Pompeii, a town at the foot of Mount Vesuvius. Farmers went out to their fields, shopkeepers set out their goods for sale, craftspeople opened their workshops and the rich walked to the public baths while their servants cleaned their houses and washed their clothes. Unfortunately, the end of the day was far from normal for the 20,000 citizens of Pompeii.
Early in the afternoon, when many people were resting from the heat of the day, Mount Vesuvius erupted. Millions of tonnes of ash, lava and pumice poured onto the surrounding hillside and over the town of Pompeii and other towns and villages. By evening Pompeii was buried under 3-5 meters of ash and mud, and at least 2,000 men, women and children were buried with their town.
Teaching objectives:
(1)Knowledge objective
Students can master the words about volcano eruptions and the usage of "erupt".
(2)Ability objective
Students can describe natural disasters and past events.
(3)Emotion objective
Students can speak English confidently in front of the class.
Teaching Contents:
The passage is about how the city of Pompeii was destroyed by volcano eruption.
Teaching key points:
Students can master the words about volcano eruption and know how to describe a natural disaster.
Teaching difficult points:
Students can describe a natural disaster by using the words and sentence structures they have learned.
Teaching procedures:
Step 1 Lead-in(5 minutes)
The teacher can show students pictures of different natural disasters and tell them some historical facts about the disasters.
Then show students pictures of Pompeii and tell a short story about it.
(Justification: This step will warm up the class, and students will become quite curious and be attracted by Pompeii's mysteries.)
Step 2 Presentation(20 minutes)
(1)New Words
Divide the students into 4 groups and give each group cards with names of natural disasters on them. The teacher shall write all the vocabulary related to nature disasters on the blackboard and ask students to match descriptions with the corresponding disaster.
(Justification: This group activity helps attract students' attention and arouse their interest. They can grasp the meaning of new words faster.)
(2)Speech
Keep the 4 groups and each group will be given 5 minutes to prepare for a 2-minute description of volcano eruption, then they shall select one group member to present it in front of the class.
(Justification: This group activity helps students memorize all the words and promote their ability of presenting in front of the class.)
Step 3 Consolidation(15 minutes)
Call on 4~6 students to evaluate the presentations given by each group with questions like:
What do you think of the group A's presentation?
Is there any more vocabulary we have learned today that can be used in that presentation?
What improvements do you think they need?
(Justification: This step will help students memorize the vocabularies. What's more, it will also help train students' critical thinking.)
Step 4 Summary and homework(5 minutes)
The teacher will show the flash cards of words and sentences to lead students to read and review them again.
The homework is to describe a nature disaster with at least 10 sentences.
(Justification: The homework of writing will help students make use of the words they have learned, and strengthen their interest and confidence in learning English.)