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。
A new scheme for getting children to and from school is being started by the education authorities in part of Eastern England. This could end the worries of many parents fearful for their children's safety on the roads.
Until now the Country Council has only been prepared to provide bus services for children living more than three miles from their school, or sometimes less if special reasons existed. Now it has been decided that if a group of parents ask for help in organizing transport they will be prepared to go ahead, provided the arrangement will not lose money and that children taking part will be attending their nearest school.
The new scheme is to be tried out this term for children living at Milton who attend Impington school. The children live just within the three-mile limit and the Council has said in the past it will not undertake to provide free transport to the school. But now they have agreed to organize a bus service from Milton to Impington and back, a plan which has the support of the school's headmaster.
Between 50 and 60 parents have said they would like their children to take part in. Final calculations have still to be carried out, hut a council official has said the cost of parents should be less than $6.50 a term.
They have been able to arrange the service at a low cost because there is already an agreement with the bus company for a bus to take children who live further away to Impington. The same bus would now just make an extra journey to pick up the Milton children. The official said they would get in touch with other groups of parents who in the past had asked if transport could be provided for their children, to see if they would like to take part in the new scheme. In the college-admissions wars, we parents are the true fighters. We're pushing our kids to get good grades, take SAT preparatory courses and build resumes so they can get into the college of our first choice. I've twice been to the wars, and as I survey the battlefield, something different is happening. We see our kids' college background as a prize demonstrating how well we've raised them. But we can't acknowledge that our obsession is more about us than them. So we've contrived various justifications that turn out to be half-truths, prejudices or myths. It actually doesn't matter much whether Aaron and Nicole go to Stanford.
We have a full-blown prestige panic; we worry that there won't be enough prizes to go around. Fearful parents urge their children to apply to more schools than ever. Underlying the hysteria is the belief that scarce elite degrees must be highly valuable. Their graduates must enjoy more success because they get a better education and develop better contacts. All that is plausible—and mostly wrong. We haven't found any convincing evidence that selectivity or prestige matters. Selective schools don't systematically employ better instructional approaches than less selective schools. On two measures—professor's feedback and the number of essay exams— selective schools do slightly worse.
By some studies, selective schools do enhance their graduates' lifetime earnings. The gain is reckoned at 2-4% for every 100-point increase in a school's average SAT scores. But even this advantage is probably a statistical fluke. A well-known study examined students who got into highly selective schools and then went elsewhere. They earned just as such as graduates from higher-status schools.
Kids count more than their colleges. Getting into Yale may signify intelligence, talent and ambition. But it's not the only indicator and, paradoxically, its significance is declining. The reason: so many similar people go elsewhere. Getting into college isn't life's only competition. In the next competition—the job market and graduate school—the results may change. Old-boy networks are breaking down. Princeton economist Alan Krueger studied admissions to one top Ph.D. program. High scores on the GRE helped explain who got in; degrees of prestigious universities didn't.
So, parents, lighten up. The stakes have been vastly exaggerated. Up to a point, we can rationalize our pushiness. America is a competitive society; our kids need to adjust to that. But too much pushiness can be destructive. The very ambition we impose on our children may get some into Harvard but may also set them up for disappointment. One study found that, other things being equal, graduates of highly selective schools experienced more job dissatisfaction. They may have been so conditioned to being on top that anything less disappoints. 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)》四级水平,学生课堂参与积极性一般。
语言素材:
[参考设计]
Teaching Content: This lesson is about the new sentence pattern "by doing". It can help the students to talk about how they study.
Teaching Objectives:
(1) Knowledge objective
Students could master some expressions of English learning methods and sentence patterns like "I study... by...".
(2) Ability objective
Students could talk about how to learn English and describe their study in sentence pattern "by doing".
(3) Emotional objective
Students could help others to learn English while communicating. It can strengthen their confidence.
Teaching Key Points:
(1) Master the usage of sentence patterns like "How do you study...?" "I study... by...".
(2) Express their ideas in the "by doing" structure.
Teaching Difficult Points:
Describe English learning methods with abundant vocabulary and use these methods effectively.
Teaching Aids:
Multi-media, some related pictures.
Teaching Procedures:
Step 1 Leading in and Warming up (5 minutes)
The teacher will play a video and lead in the topic "learning to learn". Students will talk about some learning methods they know with the language structure "by doing"
(Justifications: Playing a related video will help students recall their old times of studying and make preparations for the next step.)
Step 2 Presentation (10 minutes)
(1) Students use the pictures on Page 1 to predict phrases about learning methods with the language structure "by doing".
(2) Students will do exercise from la.
(Justifications: Students will understand the usage of "by doing" better through this part. They can also master some phrases related to English learning methods.)
Step 3 Listening (10 minutes)
Students will do some listening exercises from 1b, 2a and 2b. They can gain some methods to learn English while listening.
(Justifications: Students will know the usage of "by doing" completely through listening materials. Also, they can imitate pronunciation from listening materials and gain key phrases from listening exercises.)
Step 4 Practice (10 minutes)
Two students work in a group to do a conversation exercise according to the content from 2a and 2b.
(Justifications: Students can practice making conversations according to listening materials and enhance their understanding of the usage of "by doing".)
Step 5 Consolidation (5 minutes)
Two students work in a group to practice the conversation. Then change their roles.
(Justifications: Students will enhance their understanding of English learning and improve the skills of listening and speaking.)
Step 6 Summary and Homework (5 minutes)
Summary: Students will recall what they have learned today. The teacher can repeat them.
Homework: Students will do some exercise on the textbook and make sentences with "by doing".
(Justifications: This will help students recall what they have learned today and check whether they have mastered the knowledge.)
Blackboard Design:
New sentence patterns:
How do you study for a test?
I study by working with a group.