| 第 1 頁(yè)：模擬試題 |
| 第 2 頁(yè)：參考答案 |
參考答案
一、單項(xiàng)選擇題
在每小題列出的四個(gè)備選項(xiàng)中選擇一個(gè)最佳答案，錯(cuò)選、多選或未選均無(wú)分。
1-5 CABBC 6-10 AABBA 11-15 DDBBB 16-20 CDBCC
21-25 BCDDA 26-30 DBACA
二、簡(jiǎn)答題
【參考答案】
常用的教學(xué)法有：語(yǔ)法—翻譯法(Grammar Translation Method);聽(tīng)說(shuō)法(The Audio-Lingual Method);功能法(Functional Approach);任務(wù)型教學(xué)法(Task-based Language Teaching);認(rèn)知法(Cognitive Approach)和情景法(Situational Method)。
選擇教學(xué)法時(shí)應(yīng)注意以下幾點(diǎn)：
1.符合學(xué)生的認(rèn)識(shí)規(guī)律和學(xué)生的身體和心理發(fā)展水平;
2.符合英語(yǔ)學(xué)科特點(diǎn)及學(xué)生的年齡特點(diǎn);
3.有利于發(fā)揮教師的主導(dǎo)作用和調(diào)動(dòng)學(xué)生學(xué)習(xí)的主動(dòng)性與積極性;有利于加強(qiáng)基礎(chǔ)，培養(yǎng)能力，減輕負(fù)擔(dān)，提高質(zhì)量;
4.精講多練，注意交叉使用個(gè)人活動(dòng)、雙人活動(dòng)、小組活動(dòng)與集體活動(dòng)等不同的練習(xí)形式。
三、教學(xué)情境分析題
【參考答案】
1.導(dǎo)入環(huán)節(jié)。首先該教師運(yùn)用了多媒體展示法進(jìn)行導(dǎo)入，在授課之前先給同學(xué)們展示和神話人物有關(guān)的圖片，幫助學(xué)生們開(kāi)闊了思路，拓展了想象空間，為接下來(lái)的授課做了很好的鋪墊，其次師生之間的互動(dòng)問(wèn)答又鍛煉了學(xué)生的交流能力。
2.首先通過(guò)有趣的內(nèi)容進(jìn)行導(dǎo)入，可以將學(xué)生的注意力快速的吸引到課堂之上，其次導(dǎo)入可以開(kāi)闊學(xué)生的思路，將頭腦中和課文有關(guān)的記憶喚起，為學(xué)習(xí)做好成分的準(zhǔn)備。再次道路可以為教師之后的授課做一個(gè)有利的鋪墊。
3.圖片導(dǎo)入法，溫故知新導(dǎo)入法，設(shè)疑導(dǎo)入法，名人名言導(dǎo)入法，講故事導(dǎo)入法，視頻導(dǎo)入法和游戲?qū)敕ā?/P>
四、教學(xué)設(shè)計(jì)題
【參考設(shè)計(jì)】
1. Teaching aims:
(1) Students will be able to understand the new words and expressions from the text.
(2) Students can have a better understanding of the history and basic knowledge of computers.
(3) Students can talk about the passage after skimming, scanning and careful reading.
(4) Students can improve the abilities of reading and speaking.
Teaching contents:
(1) new words and expressions from the text
(2) reading strategies: skimming, scanning and careful reading
2. Pre-reading (3’)
(1) Free talk:
�、� Play a short video to visit an IT museum in the World Exposition. Enable students to imagine an IT museum which is open in the World Exposition.
�、� Show some pictures of calculation tools such as abacus, calculator, huge computer, PC, laptop, PDA, and ask students to act as a guide, introducing them.
�、� Offer some pictures of hardware such as monitor, printer, keyboard, mouse, USB, and ask another student to play as a guide to introduce them.
(2) Ask students to look at the pictures and the title of the reading passage. Predict what it is going to be about.
設(shè)計(jì)意圖：讓學(xué)生通過(guò)介紹的方式，對(duì)電腦的發(fā)展史有個(gè)基本的了解，通過(guò)介紹計(jì)算機(jī)硬件可以擴(kuò)大學(xué)生的詞匯量，為理解文章做鋪墊，同時(shí)激發(fā)了學(xué)生學(xué)習(xí)的興趣。
3. While-reading (12’)
Skimming and scanning
(1) Ask students to skim the passage quickly to prove their guess and answer the questions.
① Who am I? (A computer.)
�、� What’s the passage about? (It’s about the history of computer.)
�、� In which order is the text written? (According to the time.)
(2) Play the tape, ask students to scan the text and find out the topic sentence of each paragraph.
Careful reading
(1)Divide the students into two teams. Show some true or false questions on the screen.
�、� Alan Turing built an Analytical Machine to solve any mathematical problems. (F)
�、� People began to realize that the computer got cleverer and quicker with time passing. (T)
③ The computer began to serve the human race since it was brought into people’s homes. (F)
�、� Since the 1970s, the computer was used by people around the world through the Internet. (T)
⑤ The larger the computer is, the more memory it has. (F)
Ask students to have a competition. They should stand up and decide whether it’s true or false first and then find the information from the text to support their opinion.
(2) Ask students to work in groups of four people and complete the following chart. And then check the answers.
(Suggested answers: calculating, analytical, cards with holes, universal machine, memory, laptop, the early 1960s, network, share, ways)
(3) Enable students to see the changes of computers’ shape, and come to the inside of the computer. Then read paragraph 2 and fill in the blank. After that, present some pictures to help students understand the words easily.
(Suggested answers: memory, in Tubes, On Transistors, On small chips, small)
設(shè)計(jì)意圖：在略讀和查讀過(guò)程中，學(xué)生在對(duì)整個(gè)文章的大意有了基本的把握，鍛煉了學(xué)生快速閱讀的技巧。通過(guò)任務(wù)型教學(xué)法，讓學(xué)生仔細(xì)閱讀文章，可以加深學(xué)生對(duì)文章的理解，也鍛煉了學(xué)生對(duì)細(xì)節(jié)信息的獲取能力。
4. Post-reading (5’)
(1) Ask students to retell this passage with the help of the information that we have finished in while-reading.
(2) Have an interview: Imagine the students meet Bill Gates when going out of the museum. Invite a student to act as Bill Gates, the others may ask him the questions like these:
�、� “Mr. Bill Gates, could you tell us in what ways computers are used now?”
② “Mr. Bill Gates, what do you think the future computers will be like?”
設(shè)計(jì)意圖：根據(jù)已有信息復(fù)述文章可以加深學(xué)生對(duì)本課的掌握程度。設(shè)置采訪活動(dòng)，可以鍛煉學(xué)生用英語(yǔ)表達(dá)的能力，讓學(xué)生將所學(xué)的知識(shí)進(jìn)行信息輸出，加強(qiáng)說(shuō)的訓(xùn)練。在采訪的過(guò)程中，增強(qiáng)同學(xué)們的合作理念。
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