Howitt and other was an extened sensitive period in the higher IQ
individuals or another way of looking at it is that the sensitivity
to the environment which is characteristic of earlier childhood seems to end earlier for in dividuals with a lower IQ ,Hewitt says smart kids may tend to take part
in challenging activities and this keeps them ready to consider learning or it could be that lead to a high IQ also cause an extended leaming period.
An extended learning period does not neccssarily mean
a further increase in the IQ .But a very smart teenager with an extended “sensitive period”
of learning might be able to pick up a new language or a musical instrument. Such learning can have long term benefits.
“even if in the end IQ ends up being determined to a large extent by the genes ,if there’
s bee aperiod where the environment makes
a difference ,that could have lifelong consequences ,”Hewitt says.
41.Hewitt originally though the most important thing affecting kid’s intellingence was .
A. the gene B.the environment C.the parenting decision D.the scientific knowledge
42. What has H ewitt discovered recently about kid’s intelligence? A. The environment maybe more important for kids intelligence B. Adolescence is a importance period for kid’s intelligence C.Biology plays a big part in one’s intelligence D. Hard times are bad for kid’s intelligence
43.Hewitt firds that kids with a higher IQ. A. End their sensitive periads earlier
B. Have a longer period of adolescence C. Behave just like much younger children
D. Are sensitive to the environment in adolescence
44. The underlined part “this” in paragraphs refers to A.smart kids B.cause an extened leaming period C. Individuals wit a lower IQ D.take part in challeng activities
45. We can infer form the passage that an extended learning period A.determines the IQ in the end B.May benefit teens all their lives C. Has nothing to do with the genes
D. Is often found inthe lower IQ individuals 四、写作材料（10分）
小组活动（group work )是我们英语课堂中的一个重要学习方式。请你根据以下图示，写一篇短文，介绍我们应如何在课堂中展开小组活动，并谈谈你喜欢或不喜欢这种学习方式的理由。
注意：1. 文中应包括所有要点；2. 不能出现真实的校名和姓名；3. 开头已给出（不计入总词数），你只需接着写；4.词数：100左右。 图：Group work How to do it:
1. Have different tasks 2. Piscuss the topic
3. Write down the key points 4. Give a reoport
5. Finish the task in time What’s your opinion:
Group work is often organized in the English classroom.
Let me show you how to do it. 五、简述
1.在小学英语教学中如何渗透学习策略的培养（4分） 2.课堂提词的基本要求有哪些？（6分）
六、案例分析（15分）
以下是针对人教版PEP英语三年级下册教材UNIT5 DO you like pears? Part A Let’s learn 部分词汇教学的两个教学案例： 【案例1】 水果单词教学
课前，教师让每一个学生准备一种水果，同时保密，教师也准备一些可品尝的水果。新授完水果类单词后：
T:Let’s play a game “Touch,Smell ,taste and say”
Close you eyes ,fist touchu the fruit ,say the names of fruit. Close you eyes ,then smell the fruit,say the namesof fruit Close you eyes,taste the fruit ,say the name of fruit
一部分学生进行touch and say, 一部分学生进行smell and say ,一部分学生进行taste and say ,由于学生对水果充满兴趣，因此对这类游戏也和喜欢，教师在游戏前说明规则，并且进行了一定的示范，所以在游戏过程中秩序井然，达到了预期的操作效果。 【案例2】水果类单词教学
教师新授和巩固操练完水果类单词pear,apple,orange,banana.和表达洗好的名型Do you like....?Yes,i do /NO I don’t 后，设计了一个调查任务：了解同学喜欢的水果。感觉课堂气氛非常活跃。学生投入十分积极，一问一答都不错。可是仔细一听，其实有些同学并不能对他人问句的实际意义做出正确的判断，在回答调查问题结果时。又是还会出现针对同一水果对A回答“喜欢”对B回答“不喜欢” 的情况。对于这样的调查结果，教师很难检验其正确度和可信度，活动流于形式，不能真正对学生的学习情况起评价作用。
【问题】请根据以上教学案例的描述，先判断活动分别属于词汇教学中的音形匹配，音义匹配、音形义匹配或词汇综合运用活动的那种操练活动，并分析者两个教学案例活动是否合理，如有不合理之处，并给出改进建议。
七、教学设计（15分）
【阅读材料】请根据人民出版社《义务教育教学书（PEP）（三年级起点）》四年级上册Unit2 My Schoolbag part B Let’s talk.部分内容，按要求完成下列教学设计任务。
问题：
1. 请根据教学内容确定本课时的语言技能（听说）目标（4分）
2. 请设计一个语言运用活动。（要求：设置一个真实语境，让学生运用核心句型以小组活动形式进行语言交际训练）（8分） 3. 请设计出课时的板书（3分）
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