|
22.A[解析]根据第三段的最后一句和第四段的描述可知，面部表情的意义在不同的文化中是不同的。故本题选A。
23.B[解析]根据第四段的第二句可知，东方人观察人的面部表情时倾向于观察眼睛而忽略了嘴。故本题选B。
24.A[解析]根据最后一段的第二句可知，用明显的方式来表达一些情感在一些亚洲文化里面是不礼貌的，所以他们会选择更微妙的方式来表达。由此可以推知亚洲人认为用眼神来表达情感是更为微妙的方式。故本题选A。
25.A[解析]本文是围绕不同文化表达情感的差异来展开的，因此A项最能概括本文的主旨。
26.A[解析]男女大脑在某些方面的差异是天生固有的。
27.C[解析]根据文章第五段“People surveyed completed four tasks that tested sex-related cognitive skills：matching an object to its rotated form，matching lines shown from the same angle…”推断，以白色为限定范畴可推出选项C为答案。
28.B[解析]根据第二段“Men are better at maintaining and dealing with mental images，while women tend to excel(擅长)at recalling information from their brain’S files.”可推出答案为B。
29.A[解析]由第四段的“Those results could be improper because the studies involved ol-der people，and women live longer than men…”可以推出A正确。
30.B[解析]根据文章开头“…hut men’s minds decline more than women’S…”可知本题答案为B。
二、简答题
31.[参考答案]任务型教学中的阶梯型原则是指所设计的任务应该由简到繁，由易到难，前后相连，层层深入，形成由初级任务到高级任务，再由高级任务到初级任务的循环，并由数个微型任务构成“任务链”。在语言技能方面，应该先输入后输出，使教学呈阶梯式层层推进。使不同类型的学生在完成任务的过程中，都能有机会自主地选择，决定学习的最有利时机。
三、教学情境分析题
32.[参考答案]显然，这种认识是肤浅的，这将使师生互动流于形式。作为一种特殊的人际交往活动，师生互动旨在让学生积极主动地思维起来，不仅要让他们“在思维”，更要让他们“会思维”。认知心理学指出，有问必答，有求必应，有时也并非是积极思维的表现。由此可见，师生互动并不仅仅是一种教学形式，其实质是教学原则和教学思想的体现。因此，广义地讲，凡是能调动学生积极思维来完成认识上两个飞跃的各种教学活动和措施都可以看成是师生互动。
四、教学设计题
33.[参考答案]Teaching objectives
1.Knowledge and skills objectives：organize sentences with the highest form of adjectives，ad-verbs to express true feelmgs.
2.Process and methods objetives：Through interaction between teachers and students to improve students’study enthusiasm.Through group discussion to enhance communication among students.
3.Emotion-attitud,，and values objectives：
Discover the beauty of life and learn to appreciate others and find out your own advantages and improve yourself constantly.
TeachinR procedures：
|
Lead．in
|
|
|
Teaching
procedures
|
I'eacher’S activities
|
Students’activities
|
Time
|
|
|
Step 1
|
Show pictures of sonic successful
people and input the new words．
|
Answer questions and
make sentences．
|
3ˊ
|
|
|
Task one：Find the best in others
|
|
|
Teaching
procedures
|
reacher’S act i vities
|
Students’activities
|
Time
|
|
|
Step 2
|
1．Gef students to read the
Superlative degrees of positive
adjectives they just leam．
2．Teach the negative ones．
3．Cpmpare the twIl kinds and
dn W a conclusion that weuse the positive ones more because we appreciate others more．
|
1．Read the positive words to-
gether．
2．Read the negative ones after
the teacher．
3．Reach the conclusion with
the help of teacher．
|
2ˊ
|
|
|
Step 3
|
1．Guide students to appreciate
the beautiful things in life．
2．Show some pictu res with the
proper situations and elicit
the appreciating sentences．
|
1．Leam，speak and imitate．
2．Brainstorm．
|
3ˊ
|
|
|
Step 4
|
Ask students to work in pairs to
discuss“the best”they know．
|
Work in pairs and make conver-
sations．
|
4ˊ
|
|
|
Step 5
|
1．Teach the phrases about the
acts in a talent show．
2．Play the mp3 and ask the students to finish the exercise of 2a and 2b．
3．Check answers to the ques-tions．
4．Ask students to report the acts in complete sentences．
|
1．Learn and speak．
2．Listen and do the exercises．
3．Check the answers．
4．Retell the acts．
|
8ˊ
|
|
Task 2：Find the best in ourselves
|
|
Step 6
|
1．Show some pictures and elicit
the idea that one should try to find the best of himself．
2．Get students to discuss ingroups about how to be the personal best．
3．Share the opinions on this topic with students．
|
1．Look and speak．
2．Group discussion．
3．Guess and fill in the blanks．
|
4ˊ
|
|
Group work：Make the appreciate cards
|
|
Teaching
procedures
|
Teacher’S activities
|
Students’activities
|
Time
|
|
Step 7
|
1．Guide students to write 1—-2
sentences to appreciate each of the group mate by using the target language．
2．Get several students to share
what they write about others．
3．Ask students to give the paper
to the right person they write for and share their feelings about that．
|
1．Think and write．
2．Discuss and share．
3．Exchange the paper．
|
8ˊ
|
|
Step 8
|
1．Get students to write down the best side of themselves on the last piece of paper．
2．Ask them to stick the paper on the Wall．
|
Write and stick the paper on the
wall．
|
5ˊ
|
|
|
Step 9
|
1．Work out the conclusion with
the whole class．
2．Enjoy a poem with the class
together．
|
1．Discuss and answer ques-
tions．
2．Read the poem．
|
2ˊ
|
|
|
Step 10
|
Assign homework：
Appreciate at least lo things or
people in life with the ta rget lan-
guage.
|
Finish the homework after class．
|
1ˊ
|
|
|
|
|
|
|
|
|
|
|
|
(责任编辑：admin) |