一、单项选择题

在每小题列出的四个备选项中选择一个最佳答案，错选、多选或未选均无分。

1-5 CABBC 6-10 AABBA 11-15 DDBBB 16-20 CDBCC

21-25 BCDDA 26-30 DBACA

二、简答题

【参考答案】

常用的教学法有：语法—翻译法(Grammar Translation Method);听说法(The Audio-Lingual Method);功能法(Functional Approach);任务型教学法(Task-based Language Teaching);认知法(Cognitive Approach)和情景法(Situational Method)。

选择教学法时应注意以下几点：

1.符合学生的认识规律和学生的身体和心理发展水平;

2.符合英语学科特点及学生的年龄特点;

3.有利于发挥教师的主导作用和调动学生学习的主动性与积极性;有利于加强基础，培养能力，减轻负担，提高质量;

4.精讲多练，注意交叉使用个人活动、双人活动、小组活动与集体活动等不同的练习形式。

三、教学情境分析题

【参考答案】

1.导入环节。首先该教师运用了多媒体展示法进行导入，在授课之前先给同学们展示和神话人物有关的图片，帮助学生们开阔了思路，拓展了想象空间，为接下来的授课做了很好的铺垫，其次师生之间的互动问答又锻炼了学生的交流能力。

2.首先通过有趣的内容进行导入，可以将学生的注意力快速的吸引到课堂之上，其次导入可以开阔学生的思路，将头脑中和课文有关的记忆唤起，为学习做好成分的准备。再次道路可以为教师之后的授课做一个有利的铺垫。

3.图片导入法，温故知新导入法，设疑导入法，名人名言导入法，讲故事导入法，视频导入法和游戏导入法。

四、教学设计题

【参考设计】

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:

① 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.

② 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.

③ 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.

设计意图：让学生通过介绍的方式，对电脑的发展史有个基本的了解，通过介绍计算机硬件可以扩大学生的词汇量，为理解文章做铺垫，同时激发了学生学习的兴趣。

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.)

② What’s the passage about? (It’s about the history of computer.)

③ 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.

① Alan Turing built an Analytical Machine to solve any mathematical problems. (F)

② 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)

④ 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)

设计意图：在略读和查读过程中，学生在对整个文章的大意有了基本的把握，锻炼了学生快速阅读的技巧。通过任务型教学法，让学生仔细阅读文章，可以加深学生对文章的理解，也锻炼了学生对细节信息的获取能力。

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:

① “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?”

设计意图：根据已有信息复述文章可以加深学生对本课的掌握程度。设置采访活动，可以锻炼学生用英语表达的能力，让学生将所学的知识进行信息输出，加强说的训练。在采访的过程中，增强同学们的合作理念。

(责任编辑：admin)