二、 簡答題(本大題共1小題，共20分)
根據(jù)題目要求完成下列任務(wù)，用中文作答。
31. 簡述思維導(dǎo)圖(mind mapping)的含義(4分)及其兩個用途(6分)，寫出教師在課堂教學(xué)中運用思維導(dǎo)圖的三點注意事項(6分)，并舉一例說明思維導(dǎo)圖的用法。(4分)
(1)思維導(dǎo)圖是一種使用圖形來組織和表達發(fā)散性思維的工具。它運用圖文并重的技巧，把各級主題的關(guān)系用相互隸屬與相關(guān)的層級圖表現(xiàn)出來，建立主題關(guān)鍵詞與圖像、顏色等要素之間的記憶鏈接。
(2)思維導(dǎo)圖的兩個用途：學(xué)生在學(xué)習(xí)中可以利用思維導(dǎo)圖組織學(xué)習(xí)內(nèi)容、整理知識框架等，以提升學(xué)習(xí)效率。例如，在預(yù)習(xí)時，學(xué)生可以利用思維導(dǎo)圖展現(xiàn)新舊知識間的聯(lián)系，促進知識的有效遷移；在課堂上，學(xué)生可以利用思維導(dǎo)圖做課堂筆記，節(jié)省時間，方便記憶；在復(fù)習(xí)時，學(xué)生可以利用思維導(dǎo)圖有效整合知識，加強記憶。
教師在教學(xué)中可以利用思維導(dǎo)圖制作教學(xué)計劃、整理教學(xué)設(shè)計、展示教學(xué)內(nèi)容等，以提升教學(xué)效率。例如，在語法課上，教師可以利用思維導(dǎo)圖構(gòu)建語法知識網(wǎng)絡(luò)；在閱讀課上，教師可以利用思維導(dǎo)圖展示文章組織結(jié)構(gòu)；在寫作課上，教師可以利用思維導(dǎo)圖理清寫作思路。
(3)教師在課堂教學(xué)中運用思維導(dǎo)圖的三點注意事項：
①要注意相關(guān)性。思維導(dǎo)圖所歸納、總結(jié)的知識都應(yīng)圍繞某個主題來展開。教師要為學(xué)生創(chuàng)設(shè)與學(xué)習(xí)主題相關(guān)的、學(xué)生感興趣的問題情境，激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動其學(xué)習(xí)積極性，然后指導(dǎo)學(xué)生以問題情境為中心構(gòu)建思維導(dǎo)圖。
②要注意靈活性。思維可視化的形式應(yīng)依據(jù)不同問題的性質(zhì)而自由變化，不必拘泥于固定的思路和風(fēng)格。
③要注意適度性。思維導(dǎo)圖只是一種輔助教學(xué)的工具，教師不能完全依賴它。
(4)案例：在閱讀篇幅長、生詞多、文章結(jié)構(gòu)和層次復(fù)雜或不太清晰的文章時，先由教師呈現(xiàn)思維導(dǎo)圖，大概地介紹全文大意，幫助學(xué)生整體理解文章；然后，根據(jù)中心主題和主干提出問題，學(xué)生帶著問題分部分、分層次閱讀，突出重點，關(guān)注細(xì)節(jié)，加深理解；閱讀后，可讓學(xué)生在小組內(nèi)進行分享和交流，此時教師在多媒體課件中利用思維導(dǎo)圖呈現(xiàn)答案的關(guān)鍵詞，幫助學(xué)生梳理知識點；最后，教師引導(dǎo)學(xué)生根據(jù)思維導(dǎo)圖的提示復(fù)述課文內(nèi)容。
三、教學(xué)情境分析題
32.下面片段選自某高中英語課堂教學(xué)實錄。
T.. Good morning, boys and girls. We talked about some verbs yesterday. Now I'd like to see whether you have learned to use them. Are you ready?
Ss : Yes.
T:Listen! Yesterday, you were going to play football after school when it began to rain, so you tidn't do it. Can you describe it with the word "prevent"? Who would like to have a try?
S1 :We didn't play football yesterday because a sudden rain prevented us.
T:OK. But would you please begin your sentence with "The sudden rain..."? Who'd like to try?
S2: The sudden rain prevented us to play football yesterday.
T: Oh, you are so quick, and you are almost right.Do we say " prevent somebody to do something" or "prevent somebody... "
S3 : Oh. The sudden rain prevented us from playing football yesterday.
T: Prefect. Let's read S3's sentence together and remember the verb pattern of“prevent”， OK?
根據(jù)該教學(xué)片段回答下面四個問題：
(1)該教師采取了什么方式引出復(fù)習(xí)鞏固的內(nèi)容?(5分)
(2)當(dāng)該教師發(fā)現(xiàn)學(xué)生沒有完全掌握所學(xué)內(nèi)容時，采取了什么補救方法?(5分)
(3)這種補救方法有哪兩個優(yōu)點?(10分)
(4)該教師復(fù)習(xí)鞏固所教內(nèi)容還可以采用其他哪兩種方法?(10分)
(1)該教師采用了提問的方式引出復(fù)習(xí)鞏固的內(nèi)容。為了檢測學(xué)生是否掌握所學(xué)動詞“prevent”的用法。該教師創(chuàng)設(shè)了相關(guān)情境，逐步引導(dǎo)學(xué)生回答問題，達到使學(xué)生鞏固單詞、學(xué)以致用的目的。
(2)該教師用的補救方法為提示法。該教師的初衷是讓學(xué)生能夠正確運用“prevent sb．from doing sth．”結(jié)構(gòu)，當(dāng)學(xué)生未能使用此用法時，該教師用句子的開頭部分“The sudden rain…”來提示學(xué)生說出完整的句子以達到鞏固該動詞用法的效果。
(3)這種補救方法的兩個優(yōu)點：
①具有啟發(fā)性，能促進學(xué)生積極思考。在詞匯鞏固教學(xué)中，教師通過提示部分相關(guān)信息啟發(fā)學(xué)生回憶所學(xué)單詞的相關(guān)用法，讓學(xué)生主動建構(gòu)知識，使之印象更深，并且有利于培養(yǎng)學(xué)生的自主學(xué)習(xí)意識。
②具有針對性，能節(jié)省時間，突出重點?！皃revent sb．from doing sth．”是“prevent”的重要用法。該教師帶領(lǐng)學(xué)生鞏固此用法，重點突出，針對性強，注重實效，做到了有的放矢。
(4)復(fù)習(xí)鞏固所教內(nèi)容還可以采用的其他兩種方法：
①測試法。教師可以將帶有“prevent”的句子改編成填空題或選擇題對學(xué)生進行測試，測試結(jié)束后可帶領(lǐng)學(xué)生朗讀完整的句子，鞏固“prevent sb．from doing sth．”的用法。此方法可以加深學(xué)生對該詞的記憶和理解。
②對比法。教師可以讓學(xué)生進行頭腦風(fēng)暴，想出與“prevent”相關(guān)的詞組及例句，如“avmd doing sth．”“prevent sb．from doing sth．”等，并對比區(qū)分不同動詞的用法。該方法能夠激發(fā)學(xué)生的思考、活躍學(xué)生的思維，讓學(xué)生對知識點進行系統(tǒng)學(xué)習(xí)，達到鞏固知識的目的。
四、教學(xué)設(shè)計題(本大題1小題，40分)
根據(jù)提供的信息和語言素材設(shè)計教學(xué)方案，用英文作答。
33．
設(shè)計任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計20分鐘英語閱讀的教學(xué)方案。
教案沒有固定格式，但須包含下列要點：
·teaching objectives
· teaching contents
·key and difficult points
·major steps and time allocation
·aetivities and justifications
教學(xué)時間：20分鐘
學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中一年級學(xué)生，班級人數(shù)40人。多數(shù)學(xué)生已經(jīng)達到《普通高中英語課程標(biāo)準(zhǔn)(實驗)》五級水平。學(xué)生課堂參與積極性一般。
語言素材：
The Three Gorges Dam
"Walls of stone to hold back clouds and rain"
Mao Zedong wrote a poem in which he dreamed of "walls of stone to hold back clouds and rain till a smooth lake rises in the narrow gorges". Now his dream has come true. The power of the Yangtze River,which is the world" third longest river, has been harnessed by the Three Gorges Dam.
The Three Gorges Dam, which is the biggest construction project in China since the building of the Great Wall and the Grand Canal, has been built to control flooding and provide hydro-electric power for the central region of China. The dam is nearly 200 meters high and 1.5 kilometers wide. It is the largest hydro-electric power station and dam in the world and has cost more than any other construction project in history.
Sun Yat-sen ,who was the leader of the 1911 Revolution, first suggested the idea of a dam across the Yangtze River in 1919. Three quarters of China's energy is produced by burning coal. In 1993, China used 1.2 billion tons of coal for heating and generating electricity. Unfortunately, burning coal causes se-rious air pollution and increases global warming. The dam will generate electricity equal to about 40 mil-lion tons of coat without causing so much air pollution.
The reservoir has flooded 2 cities,11 counties,140 towns and more than 4,000 villages. More than a million people who lived in the region have moved from their homes. Now they're living in a happy new life in different areas.
The Three Gorges area is one of the most beautiful areas of China and the project has flooded some of China's most famous historical sites, including the Qu Yuan Temple, the Han Watchtower and the Moya Cliff carvings. About 800 historical relics have been submerged. Some of them are being removed and are being put into museums.
【參考設(shè)計】
Teaching Contents :
The lesson mainly talks about the Three Gorges Dam, including its features, advantages and disad-vantages.
Teaching Objectives :
( 1 ) Knowledge objective
Students can get more information about the fea-tures, advantages and disadvantages of the Three Gorges Dam.
(2) Ability objectives
① Studentscanimprovetheirreadingabilities through fast reading and detailed reading.
②Students can introduce the Three Gorges Dam in their own words.
( 3 ) Emotional objective
Students can develop a sense of national pride through learuing this passage.
Teaching Key and Difficult Points:
Students can get a general idea of the passage and learn to use reading strategies to understand the material.
Major Steps :
Step 1 Warming up (3 minutes)
Show a poem of Mao Zedong on PPT:Walls of stone to hold back clouds and rain till a smooth lake rises in the narrow gorges. Ask students which place it is.
Then show some
beautiful pictures of the Three Gorges Dam.Tell students today we will have a visit here.
(Justification:The poemand pictures can arouse students’interest in this class. )
Step 2 Pre-reading(4 minutes)
Ask students to have a
discussion:Why did we Chi-nese build the Three Gorges Dam? Then ask some of
them to share their ideas.
(Justification: Through discussion, students will be prepared for the reading class, and it will be helpful to understand the material. )
Step 3 While-reading (8 minutes)
Task 1
Ask students to read the passage quickly and give a summary of each paragraph. Ask some students to share their ideas and help students to analyze the ar-ticle structure.
Task 2
Ask students to read the passage again and complete the following table. Then ask some students to show their answers and give assessments.
Task 3
Ask students to pay attention to Paragraph 2-5, anddiscuss the questions below with partners:
( 1 ) What's the biggest advantage of the Three Gor-ges Dam project?
(2) What has happened to the historical relics near the Three Gorges Dam7
( 3 ) What do you think about the Three Gorges Dam?
Ask some groups to show their opinions and lead studentstolearnthenecessityoftheThree Gorges Dam.
(Justification: Through three tasks, students can have a thorough understanding of the passage, and learn the reading strategies. )
Step 4 Post-reading (5 minutes)
Role play:Divide students into groups of four. Three students act as engineers from the Three Gorges Dam and one student as a reporter. The reporter asks some questions about the Three Gorges Dam and their feelings about the construction project. After three minutes, invite some groups to show their dialogues.
(Justification: Students can talk about the Three Gorges in their own words and develop a sense of na-tional pride. )
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