Elaboration Likelihood Model
【精品】消费者行为学基本概念
消费者行为学核心概念的中英文对照表P5消费者行为学consumerbehavior研究个体或群体为满足需要与欲望而挑选、购买、使用或处置产品、服务、观念或经验所涉及的过程。
P5角色理论roletheory许多消费者行为类似于戏剧情节。
由于要扮演许多角色，人们有时候会根据自己当时所处的特定“剧情”改变消费决策。
P7重度使用者(频繁使用者)heavyusersP9关系营销relationshipmarketing在品牌与消费者间建立起维持终身的关系.P11全球营销/消费文化globalconsumerculture在这种文化中世界各地的消费者出于对品牌消费品、电影明星、名人及休闲活动的热爱而联结起来。
P49差别阈限differentialthreshold指感觉系统察觉两种刺激之间的差别或者变化的能力。
P49最小可觉察差别justnoticeabledifference能够察觉到的两种刺激之间的最小差别。
P49韦伯定律Weber'sLawK=△i/I（K为常数【不同感觉常数不同】；△i为产生最小可察觉差别所要求的刺激强度的最小变化量；I为引起变化的刺激强度)P50阈下知觉subliminalperception刺激在消费者的感知水平之下。
P52知觉警惕perceptualvigilance消费者更可能意识到与他们目前需要有关的刺激物。
P52知觉防御perceptualdefense人们看他们所要看的，而不看他们所不想看的。
P57知觉地图perceptualmap画出产品或品牌在消费者心目中“处于”何种位置的形象方式。
P72经典性条件反射classicalconditioning（伊凡·巴普洛夫狗铃声干肉粉分泌唾液)指将一种能够诱发某种反应的刺激与另一种原本不能单独诱发这种反应的刺激想配对,随着时间的推移，因为与能够诱发反应的第一种刺激相联结，第二种刺激会引起类似的反应。
（重点研究包括饥饿、口渴、性唤起以及其他基本内驱力的视觉和嗅觉线索。
国际经济与贸易(双语)-教学大纲
《国际经济与贸易》教学大纲课程编号：112602B课程类型：□通识教育必修课□通识教育选修课□专业必修课√专业选修课□学科基础课总学时：32 讲课学时： 32学分：2适用对象：金融学（国际金融英文班）先修课程：经济学、金融学一、教学目标本课程的主要目标：本门课程的教学，旨在使学生了解和掌握《国际经济学》中的主要理论和研究方法，并能灵活运用所学的理论和方法研究和分析国际经济领域的问题和现象，认识现象和问题的本质属性。
Through the teaching of this course, students should know and seize the major theories and inquisitive method of the international economics. Meanwhile, students should be able to research and analyze some problem and phenomena and understand the substantial properties in the field of international economy according to the theories and methods studied in this course.二、教学内容及其与毕业要求的对应关系要求学生掌握国际贸易基本理论、基本知识，了解当代国际贸易的热点问题及发展趋势，把握国际贸易理论研究前沿。
学完本课程后，应达到以下基本要求：1、了解国际贸易理论前沿和发展状况，能够理解和掌握国际贸易基本概念、历史、理论、政策、新趋势和新实践等基本知识，掌握国际贸易基本方法和基本知识；2、了解国际贸易实践，通过案例教学把握国际贸易的实际情况，能够理论联系实际解决问题，具有分析和解决国际贸易实际问题的能力和研究、分析和编写报告的能力；3、使学生能够运用所学知识，正确分析和解释国际贸易问题与现象。
混合logit模型
混合logit模型•研究出行选择行为（选择何种交通方式出行）•研究消费者商品选择行为（选择购买何种商品）•研究顾客的满意度（满意度的影响因素）•研究某种事物的接受度•产品的市场份额估计•支付意愿及选择偏好2 数据描述及研究步骤2.1 数据描述我们利用inschoice.dta来应用条件logit模型、混合logit 模型、随机参数logit模型、潜类别logit模型。
该数据集包含6个变量用于记录250人的可用保险计划和选定计划的信息，各变量的描述如下：•id：用于识别个体•premium：保费（随方案而变），Insurance premium(in $100/month)•deductible：免赔额（随方案而变），Deductible (in $1,000/year)•ine：收入（个人属性），Ine (in $10,000/year)•insurance：保险方案（可选方案），Insurances•choice：选定的保险方案（因变量），Chosenalternative首先，我们看一下数据前10行的格式：. list in 1/10, sepby(id) abbreviate(10)+----------------------------------------------------------+| id premium deductible ine insurancechoice ||----------------------------------------------------------|1. | 12.87 1.70 5.74 Health1 |2. | 13.13 2.14 5.74 HCorp 0 |3. | 1 2.03 2.26 5.74 SickInc 0 |4. | 1 1.65 2.945.74 MGroup 0 |5. | 1 0.87 3.56 5.74 MoonHealth 0 ||----------------------------------------------------------|6. | 2 3.52 1.24 2.89 Health 0 |7. | 2 3.23 1.52 2.89 HCorp 0 |8. | 2 2.81 2.31 2.89 SickInc 0 |9. | 2 1.04 2.58 2.89 MGroup 1 |10. | 2 0.93 3.17 2.89 MoonHealth 0 |+----------------------------------------------------------+然后，查看下数据的基本特征：. sum id premium deductible ine insurance choiceVariable | Obs Mean Std. Dev. Min Max-------------+---------------------------------------------------------id | 1,250 125.5 72.19709 1 250premium | 1,2502.298161 .858024 .0568172 4.348273deductible | 1,2502.194286 .7541999 .334168 4.171037ine | 1,250 4.935434 1.4401650 8.337807insurance | 1,250 3 1.41478 1 5-------------+---------------------------------------------------------choice | 1,250 .2 .4001601 0 12.2 研究步骤本文主要目的是通过inschoice.dta介绍stata估计混合logit模型、潜类别logit模型和随机参数logit模型的方法，同时为了做对比，也将估计条件logit模型，具体流程如下：•估计条件logit模型；•估计混合logit模型；•估计随机参数logit模型；•在估计潜类别logit模型。
elm模型在健康广告中的运用
ELM 模型（Elaboration Likelihood Model）是一种信息处理模型，常用于解释和预测个体对信息的接受和态度改变。
在健康广告中，可以运用ELM 模型来提高广告的效果和影响力，以下是一些运用方式：1.引起注意和兴趣：通过吸引人的标题、图像或故事引起受众的注
意，并激发他们对健康问题的兴趣。
2.提供信息：清晰、简洁地传达有关健康问题、产品或服务的关键
信息。
确保信息具有可信度和可靠性。
3.引发思考：通过提问、引用科学研究或提供案例，引发受众对健
康问题的思考，促使他们更加深入地处理信息。
4.增强信念：提供证据和论据，支持广告中的主张，增强受众对健
康建议或产品的信念。
5.激发情感：利用情感诉求，如恐惧、希望或社会认同，来增强受
众对健康问题的关注，并促使他们采取行动。
6.引导行为：明确指出具体的行动步骤或建议，引导受众采取有利
于健康的行为。
7.调整信息处理方式：根据受众的认知需求和处理能力，调整信息
的呈现方式。
对于低卷入者，可以使用简单直接的信息和情感诉求；对于高卷入者，可以提供更多详细的科学证据和理性论证。
8.重复和强化：通过重复关键信息、展示实际效果或用户见证，强
化受众对健康信息的记忆和接受程度。
需要注意的是，在运用ELM 模型时，应确保广告内容的合法性、道德性和真实性，以建立受众的信任和提高广告的有效性。
AIC信息准则
G: collection of “admissible” models (in terms of probability density functions). ˆ θ is MLE estimate based on model g and data y. y is the random sample from the density function f (x). • Model Selection Criterion ˆ Maximizing Ey Ex[log(g(x|θ(y)))]
Ω
f (x) log
f (x) dx g(x|θ) f (x) log(g(x|θ))dx
Ω
=
Ω
f (x) log(f (x))dx −
relative K-L information f : full reality or truth in terms of a probability distribution. g: approximating model in terms of a probability distribution. θ: parameter vector in the approximating model g. • Remark I(f, g) ≥ 0, with I(f, g) = 0 if and only if f = g almost everywhere. I(f, g) = I(g, f ), which implies K-L information is not the real “distance”.
March 15, 2007
-2-
background
Estimation error variance bias parameter vector for the full reality model. is the projection of ϑ onto the parameter space of the approximating model Θk . the maximum likelihood estimate of θ in Θk . Variance ˆ For sufficiently large sample size n, we have n θ − θ
6.1 选择性样本模型
• 具体步骤
– 第一步：利用从全部企业（包括上市和未上市）中随 机抽取的样本，估计上市倾向模型 ；并利用估计结果 计算逆米尔斯比的值。
– 第二步，利用选择性样本观测值和计算得到的逆米尔 斯比的值，将(ρσ1)作为一个待估计参数，估计经理报 酬模型，得到β1的估计。
– 注意，在抽取样本时间必须保证所有选择性样本包含 于全部样本之中。
• 如果采用OLS直接估计原模型：
– 实际上忽略了一个非线性项； – 忽略了随机误差项实际上的异方差性。 – 这就造成参数估计量的偏误，而且如果不了解解释变
量的分布，要估计该偏误的严重性也是很困难的。
6、一点说明
• 如果对截断被解释变量数据计量经济学模型采用 最大似然估计，必须首先求得“截断分布”，为 此，必须存在明确的“截断点”。
• 被解释变量样本观测值受到限制。
二、“截断”数据计量经济学模型
1、思路
• 如果一个单方程计量经济学模型，只能从“掐头” 或者“去尾”的连续区间随机抽取被解释变量的 样本观测值，那么很显然，抽取每一个样本观测 值的概率以及抽取一组样本观测值的联合概率， 与被解释变量的样本观测值不受限制的情况是不 同的。
– 一是，所抽取的部分个体的观测值都大于或者小于某 个确定值，即出现“掐头”或者“去尾”的现象，与 其它个体的观测值相比较，存在明显的“截断点”。
– 二是，所抽取的样本观测值来自于具有某些特征的部 分个体，但是样本观测值的大小与其它个体的观测值 相比较，并不存在明显的“截断点”。
• 样本选择受到限制。
19
3886.0
1313.9
3765.9
44
4140.4
2072.9
2390.2
20
2413.9
Hotelling-model以及两个扩展和多党竞选模型解析
基本思路： 假定两家厂商生产的同种产品具有质量差异， 及消费者对产品质量偏好服从 [d,e]
区间上的均匀分布，研究二次运输成本下两家厂商的选址和价格竞争的二阶段完全 信息动态博弈问题。 假设： （1）长度为1的“ 线性城市”； （2）交通费用为距离的二次函数，单位交通费用为t （3）消费者对产品质量的偏好 在 [d，e ]区间均匀分布，
w
x1 x2 m或x1 x2 m x1 = x2 = m
m x1 x2或m x1 x2
• 当x2 < m，党派1的最优策略x1为大于x2，小于2m-x2之间的任意数。 • 当x2 = m时，那么党派1的最优策略x1=x2。 • 当x2 > m，党派1的最优策略x1为大于2m-x2 ，小于x2之间的任意数。
1、来源：1838“伯特兰德悖论”———解决：引入产品差异性；特殊空间上的差异。 1929哈罗德·霍特林——经典Hotelling模型。
2、基本假设： （1）产品同质。 （2）决策变量：价格。 （3）成本函数相同，且AC＝MC＝C0； （4）长度为1的线性市场，两个厂商，消费者均匀分布，每个消费者购买一件商品。 （5）消费者购买商品的交通成本与离商店的距离成比例，单位距离的交通成本为t。
Hotelling模型中企业选址问题——转化成跨国企业选择经营何种品牌 产品的问题。
一、单一 A品牌经营下跨国公司的均衡利润 和基本模型 中 A、 B两企业 进行竞争的结果相同：
二、单一 D品牌经营下跨国公司的均衡利润 1、 先考虑给定 的情况下 ，B企业的两种选择 ： 第一种， 在 [ x ，1 ] 区间 内达到利润最大化：
启示 1 跨国公司并购我国企业后，在大多数情况下并不会选择弃
用我国民族品牌，现有民族品牌被弃用的例子，可能是因为
2024年教师资格考试高中学科知识与教学能力英语试题与参考答案
2024年教师资格考试高中英语学科知识与教学能力模拟试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、The teacher encourages students to to foster their interest in English literature.A) read extensivelyB) study hardC) focus solely on grammarD) memorize vocabularyAnswer: A) read extensivelyExplanation: Reading extensively is a strategy that can help students to gain a better understanding of English literature. Insisting that students solely focus on grammar or memorize vocabulary would be restrictive and less effective in fostering an interest in the subject.2、In a classroom discussion, the teacher mistakenly called the author ofa famous novel “Jane”. The class pointed out the error, and the teacher should:A)apologize and correct the mistakeB)ignore the student’s interventionC)defend the mistake by dismissing it as a trivial errorD)ASCEND services and report the student to an administratorAnswer: A) apologize and correct the mistakeExplanation: Maintaining a respectful and welcoming classroom environment is crucial. When the teacher makes a mistake, it is important to correct it and apologize to the class. This shows integrity, reinforces the importance of accuracy in academic settings, and strengthens the teacher-student relationship.3、Which of the following sentences is grammatically correct?A. If I am you, I would study harder.B. If I were you, I would study harder.C. If I was you, I would study harder.D. If I will be you, I would study harder.Answer: BExplanation: The correct choice is B. This sentence uses the second conditional form, which is used to talk about hypothetical situations in the present or future. In the second conditional, we use ‘were’ with ‘I’ and ‘he/she/it’ to show that the situation is not real or is unlikely. Options A, C, and D are incorrect because they do not follow the proper structure for the second conditional.4、Choose the sentence where the underlined word is used correctly:A. She was so disinterested in the topic that she fell asleep during the lecture.B. He showed a disinterested concern for the welfare of others, always willing to help.C. The judge listened to both sides of the case with a disinterested air, ensuring fairness.D. Despite being a disinterested party, he still had a lot to say about the matter.Answer: CExpl anation: The correct choice is C. The word ‘disinterested’ means impartial or unbiased, especially in the context of a judge who must remain neutral. In option A, the word should be ‘uninterested’ as it refers to a lack of interest. Option B is incorrect because showing concern for the welfare of others suggests personal interest, which contradicts the meaning of‘disinterested.’ Option D is also incorrect because someone who is disinterested would not have much to say about a matter if they are truly impartial.5、What is the correct tense to use when describing a past event that hasa present result?A. Present perfectB. Simple pastC. Present perfect continuousD. Past perfectAnswer: A. Present perfectExplanation: The present perfect tense is used to describe an action that started in the past and continues to the present, or an action that has a presentresult. For example, “I have finished my homework.”6、Which of the following sentence structures is used to express a condition that is true in the present?A. If + past tense, would + verbB. If + past perfect, would have + past participleC. If + present tense, would + verbD. If + past tense, would + past participleAnswer: C. If + present tense, would + verbExplanation: The correct structure for expressing a condition that is true in the present is “if + present tense, would + verb.” For example, “If it rains, we would stay indoors.” This structure is used to talk about hypothetical or conditional situations that are possible or likely to happen.7、In the teaching of English to senior high school students, which of the following methods is most suitable for fostering critical thinking and analytical skills?A)Memorization of vocabulary listsB)Frequent vocabulary quizzesC)Debate and discussion on complex topicsD)Recitation of literary passagesAnswer: CExplanation: C) Debate and discussion on complex topics is the most suitable method for fostering critical thinking and analytical skills because it encourages students to analyze, evaluate, and construct arguments on varioustopics. This method requires students to think deeply and consider multiple perspectives, which is crucial for developing critical thinking and analytical skills.8、Which of the following is an effective strategy for teaching advanced grammar to senior high school English students?A)Presenting rules through long lectures followed by extensive drillingB)Implementing grammar drills through fill-in-the-blank exercises onlyC)Giving a list of grammar rules to be memorizedD)Using real-life examples and contexts to explain grammar rulesAnswer: DExplanation: D) Using real-life examples and contexts to explain grammar rules is an effective strategy for teaching advanced grammar to senior high school English students. It helps students connect theoretical knowledge with practical situations, making it easier for them to understand and apply the rules in various contexts.9.The sentence “She is not only an excellent teacher but also a caring friend to her students” uses the tense of:A. present simpleB. past simpleC. present perfectD. past perfectAnswer: AExplanation: The sentence “She is not only an excellent teacher but also acaring friend to her students” uses the present simple tense to describe qualities that are true about the teacher. The phrase “not only…but also” is used to connect two a djectives, and both adjectives follow the verb “is,” indicating the present simple tense is the correct choice.10.In the following dialogue, who is asking for help?A. JohnB. MaryC. Mr. SmithD. The teacherDialogue:John: Excuse me, Mr. Smith, I don’t understand the meaning of this part of the text.Mr. Smith: Sure, John. Let me explain it to you.Answer: AExplanation: The correct answer is A, John, because in the dialogue, he is the one who doesn’t understand and is asking Mr.Smith for help. The other options, like Mary, Mr. Smith, and the teacher, are not making the request for help; they are either responding or participating in the conversation.11、Which of the following is NOT a characteristic of communicative language teaching (CLT)?A) Focus on fluency over accuracy.B) Emphasis on learner-centered instruction.C) Use of authentic materials in the classroom.D) Strict adherence to grammatical rules.Answer: D) Strict adherence to grammatical rules.Explanation: Communicative Language Teaching (CLT) emphasizes communication and interaction as both the means and the ultimate goal of learning a language. It focuses on fluency and the ability to communicate effectively, often prioritizing these aspects over strict grammatical correctness. CLT encourages learner-centered activities, the use of real-life materials, and a variety of interactive techniques, which makes option D not a characteristic of CLT.12、In the context of second language acquisition, the term ‘interlanguage’ refers to:A) The native language of the learner.B) The language used by the teacher in the classroom.C) A transitional system that reflects the learner’s current state of L2 knowledge.D) The standard form of the target language.Answer: C) A transitional system that reflects th e learner’s current state of L2 knowledge.Explanation: Interlanguage is a term used in second language acquisition theory to describe the dynamic linguistic system that learners construct as they learn a new language. It is an evolving system that is neit her the learner’sfirst language nor the target language but a unique, intermediate stage of language development. This concept helps explain why learners may make systematic errors and how they progress towards proficiency in the second language.13.The following sentence is an example of which type of sentence structure?A) SimpleB) CompoundC) ComplexD) Compound-complexAnswer: C) ComplexExplanation: A complex sentence contains at least one main clause and one or more dependent clauses. The example se ntence could be “Although it was raining, the students still played football.”14.Which of the following words is the correct past tense form of the verb “go”?A)GrewB)Goin’C)GoneD)GoteAnswer: C) GoneExplanation: The correct past tense form of the verb “go” is “went,” and its past participle is “gone.” Therefore, the correct answer is “Gone.”15、The following sentence is a conditional clause: “If it rains tomorrow,we will cancel the picnic.” In which of the following scenarios would this conditional clause be in the past perfect tense?A) We will cancel the picnic if it had rained yesterday. (X)B) We will cancel the picnic if it rains tomorrow. (X)C) We will cancel the picnic if it had rained this morning. (X)D) We will have canceled the picnic if it had rained yesterday. (✓) Answer: DExplanation: The past perfect tense is used to describe an action that occurred before another past action. In this scenario, the conditional clause is in the past to imply that the picnic cancellation will have already taken place if the rain occurred prior to the picnic. Option D correctly uses the past perfect tense (“would have canceled”).16、Which of the following sentences is an example of a complex-embedded sentence?A) She decided to go for a walk, the weather seemed nice.B) She decided to go for a walk, because the weather seemed nice. (X)C) She decided to go for a walk and the weather seemed nice. (X)D) Even though the weather seemed nice, she decided to go for a walk. (✓) Answer: DExplanation: A complex-embedded sentence contains a main clause and at least one embedded clause, often introduced by subordinating conjunctions like “even though” or “although.” In option D, the clause “Even though the w eatherseemed nice” is the embedded clause, making it a complex-embedded sentence.17、In the following sentence, which phrase structure angle is used to explain the relationship between the words “students” and “expected”?A. Subject-Verb-Object (SVO)B. Prepositional PhraseC. Subject-Object-Verb (SOV)D. Adverbial ClauseAnswer: BExplanation: The phrase “of the students” is a prepositional phrase. It modifies the verb “expected” by indicating whose attitude or expectation is in focus in the sentence.18、Which of the following sentences demonstrates parallel structure in terms of语法功能？A. The teacher encouraged participation and gave constructive feedback.B. The students studied, while门外weren’t allowed in.C. While the students are studying, the teacher is grading papers.D. When the bell rings, the students rush out of the classroom, and the teacher stops the class.Answer: AExplanation: Parallel structure involves using grammatically similar elements to create a balanced and rhythmical effect. Choice A utilizes parallel structure as both “encouraged participation” and “gave constructive feedback” arephrases that complete the action of “encouraged” with similar structure. Choices B and D use dependent and independent clauses respectively, and choiceC uses a dependent clause with independent clause structure.19.What is the most appropriate method to use when teaching a new vocabulary item to high school students?A)Direct translationB)Contextual cluesC)rote memorizationD)Unresponsive questioningAnswer: B) Contextual cluesExplanation: Using contextual clues helps students understand the meaning of new vocabulary within the context of the text or lesson. It encourages active learning and promotes deeper understanding of the language.20.In a high school English class, which of the following activities is best suited for assessing students’ comprehension of a complex literary text?A)Multiple-choice questionsB)Vocabulary matching exercisesC)Oral presentationsD)Short answer questionsAnswer: C) Oral presentationsExplanation: Oral presentations require students to synthesize and express their understanding of a complex literary text. This activity encourages critical thinking, analysis, and communication skills, making it an effectiveway to assess comprehension.21、Which of the following best describes the concept of “modal verbs” in English?A、Nouns that indicate the type of person or thing.B、Verbs that express the level of formality of a sentence.C、Verbs that express probability, ability, permission, and advice.D、Adjectives that modify the quality or state of a noun.Answer: C解析: Modal verbs in English are a group of verbs that express modality, including possible meanings such as ability, permission, necessity, advice, and probability. Therefore, the correct answer is C.22、In the context of English listening skills, which of the following strategies is most effective for identifying key information and details in a spoken text?A、Listening for t he speaker’s accent and dialect.B、Focusing on the overall structure of the speech.C、Noting the intonation and stress patterns in the speech.D、Paying attention to specific information and facts provided.Answer: D解析: Effective listening skills include paying attention to the specific information and facts provided in a spoken text to identify key details and information. Therefore, the correct answer is D.23.Which of the following phrases is used to describe a past event that has already finished in the past?A)“I have gone to the movies last night.”B)“I had gone to the movies last night.”C)“I went to the movies last night and I was tired.”D)“I’m going to the movies last night.”Answer: B) “I had gone to the movies last night.”Explanation: The correct answer is “had gone” because it uses the past perfect tense, which is used to describe a past event that happened before another past event. Options A, C, and D use different tense structures, which are not appropriate for this specific context.24.In the senten ce “She was reading a book when the bell rang,” which clause indicates that the action started first?A)“She was reading a book”B)“She read a book”C)“The bell rang”D)“She went to school”Answer: A) “She was reading a book”Explanation: The clause “She was reading a book” indicates that the action of reading started first, which is followed by the action of the bell ringing, represented by the clause “The bell rang.” Option B uses the past simple tense, which indicates that the actions occurred at different times but not necessarily in sequence. Option C focuses on the bell ringing event. Option D introducesa completely different unrelated event.25.The following sentence is an example of which sentence structure?A. SimpleB. CompoundC. ComplexD. Compound-complexAnswer: C. ComplexExplanation: A complex sentence contains an independent clause and at least one dependent clause. The example sentence is “Although it was raining, the students still played outside.” Here, “Although it was raining” i s a dependent clause, and “the students still played outside” is an independent clause.26.Which of the following is NOT a characteristic of a good vocabulary teaching strategy?A. Encourages students to use new words in different contextsB. Provides students with multiple examples of word usageC. Requires students to memorize a large number of words without contextD. Involves students in activities that promote word retentionAnswer: C. Requires students to memorize a large number of words without contextExplanation: A good vocabulary teaching strategy should avoid rote memorization and instead focus on helping students understand and use words indifferent contexts. Therefore, requiring students to memorize words without context is not an effective strategy. The other options (A, B, and D) are all characteristics of effective vocabulary teaching strategies.27、Which of the following texts is NOT an excellent example for teaching narrative writing skills in high school English?A) “To Build a Fire” by Ja ck London — This text provides a vivid narrative that can be dissected for how to structure a compelling narrative.B) “The Lottery” by Shirley Jackson — This story has a timeless theme and can be used to teach how to build tension and surprise in a narrative.C) “The Road Not Taken” by Robert Frost — This poem is a classic and can be used to expound on narrative poetry rather than a narrative essay.D) “Raymond’s Run” by Toni Cade Bambara —This story can be used to analyze character development and plot structure.Answer: C) “The Road Not Taken” by Robert Frost —This poem is primarily a narrative of a poet contemplating his past decisions, and it is not an example of narrative writing.28、Which of the following activities is most effective for developing students’ comprehension skills when teaching a complex text in high school English?A) Group discussions about the main ideas of the text —This activity encourages students to share their ideas and defend their interpretations.B) Summarizing the text in their own words — This activity helps students toretell the text and understand the main points.C) Writing a summary and responding to a few higher-order thinking questions based on the text — This combines summarization with analysis.D) Reciting the text from memory — This activity helps with memorization but not necessarily with comprehension.Answer: C) Writing a summary and responding to a few higher-order thinking questions based on the text — This combines summarization with analysis, prompting students to think critically about the text.29.Choose the word that best completes the sentence.The student’s performance in the_________was exceptional, which impressed the teacher greatly.A. actB. playC. danceD. performanceAnswer: BExplanation: The correct answer is “play” because it is the correct noun that fits the context of student performance. The other options (act, dance, performance) do not fit as well in the context of a student’s performance in a class setting, as “play” typically refers sp ecifically to a theatrical performance performed by students.30.Which of the following is an example of scaffolding in instruction?A. Teaching a complete lesson at onceB. Providing students with detailed notes and instructionsC. Breaking a complex concept into smaller parts and building upon themD. Asking questions that require students to provide only one-word answersAnswer: CExplanation: The correct answer is “C. Breaking a complex concept into smaller parts and building upon them.” Scaffolding is a teaching technique that involves providing support to students as they move toward a goal. Breaking a complex concept into smaller parts helps students manage the complexity and gradually move towards a full understanding of the material, which is the essence of scaffolding. The other options do not represent scaffolding; instead, they describe different teaching strategies or methods.二、简答题（20分）Question:Explain the importance of vocabulary teaching in high school English language learning and discuss two effective strategies for teaching vocabulary to high school students.Answer:Vocabulary teaching plays a crucial role in high school English language learning for several reasons:1.Foundation for Language Skills: Vocabulary is the building block of language. A strongvocabulary enables students to understand and express themselves more effectively. It is essential for reading comprehension, writing, and speaking.2.Enhances Reading Comprehension: A diverse vocabulary allows students to understand complex texts, grasp the nuances of language, and appreciate literature.3.Facilitates Communication: A rich vocabulary helps students articulate their thoughts and emotions more precisely, both in written and spoken forms.4.Boosts Confidence: As students expand their vocabulary, they become more confident in their language abilities, which can positively impact their self-esteem and motivation.Two effective strategies for teaching vocabulary to high school students are:1.Contextual Teaching: Presenting new words in context helps students understand their meanings and usage. This can be done by incorporating new vocabulary into readings, discussions, and writing activities. For example, when teaching the word “euphemism,” provide examples from various texts and encourage students to identify other euphemisms in their own lives.2.Interactive Vocabulary Games: Engaging students in interactive games can make vocabulary learning enjoyable and memorable. Games like “Word Search,” “Scattergories,” and“Word Association” can help students practice and reinforce new vocabulary in a fun and engaging way.Explanation:The importance of vocabulary teaching in high school English languagelearning is highlighted by the reasons mentioned in the answer. The first reason emphasizes the foundation that vocabulary provides for language skills. The second reason explains how a diverse vocabulary aids in reading comprehension. The third reason highlights the impact of vocabulary on communication, and the fourth reas on emphasizes the positive effects of a rich vocabulary on students’ confidence and motivation.The answer also provides two effective strategies for teaching vocabulary: contextual teaching and interactive vocabulary games. Contextual teaching ensures that students understand the meanings and usage of new words, while interactive vocabulary games make the learning process enjoyable and memorable.三、教学情境分析题（30分）Teaching Context Analysis QuestionPassage:This passage is from the novel “The Great Gatsby” by F. Scott Fitzgerald. The protagonist, Jay Gatsby, has hosted an extravagant party at his mansion, hoping to impress an old flame, Daisy Buchanan. Tom Buchanan, Daisy’s husband, arrives at the party. Tom, who is aware of Gatsby’s identity, cautions Gatsby about Daisy’s true qualities.Context:Teacher Ms. Chen will be teaching a class on the theme of “Isolation and Longing” from the novel “The Great Gatsby.” She plans to use this passageto illustrate the theme and to enhance students’ reading comprehension skills.Task:Ms. Chen decides to ask students to discuss the reasons behind Gatsby’s isolation and the factors that contribute to his longing for Daisy. She wants to encourage open, critical thinking.Teaching Objectives:•To understand the characters’ motivations.•To analyze the literary devices used to convey the characters’ emotions and themes.•To enhance critical thinking and discussion skills.Situation Analysis:1.Identify the Factors Behind Gatsby’s Isolation:•Discuss the potential reasons for Gatsby’s feelings of isolation.•Identify the social dynamics and class differences that contribute to Gatsby’s isolation.•How does the setting of the Great Gatsby during the 1920s reflect the isolation of the character?2.Explain Gatsby’s Longing for Daisy:•Why is Gatsby so captivated by Daisy?•What does Gatsby’s relationship with Daisy represent in the context of the novel and the time period?Question:How can Ms.Chen effectively use the given passage to teach the theme of “Isolation andLonging”? What strategies should she employ to enhance students’ understanding and critical thinking skills?Answer and Explanation:Answer:Ms. Chen can effectively use the following strategies and questions to teach the theme of “Isolation and Longing” and enhance students’ understanding and critical thinking skills:1.Introduction:•Begin with a brief background on the setting and context of the 1920s in the novel “The Great Gatsby”. This will help students understand the social and historicalcontext and how it influences Gatsby’s isolation.2.Discussion Questions:•Encourage students to discuss potential reasons for Gatsby’s isolation.Potential reasons could include the social barriers between the wealthy elite and the middle class, Gat sby’s fabricated background, and his general loneliness.•Ask students to explore the literary devices in the passage (e.g., tone, imagery, symbolism) that contribute to the portrayal of Gatsby’sisolation. For example, the opulent yet superficial parties mightsymbolize the emptiness of Gatsby’s life.•Discuss Gatsby’s longing for Daisy. Why does Gatsby hold on to the past and his illusions about Daisy? Explore how Gatsby’s longing reflects romantic and societal ideals of the 1920s.3.Pair and Group Work:•Pair students to discuss their initial thoughts, then form small groups to share and debate their points. This fosters a collaborative andinteractive learning environment.•Use guided questions to prompt deeper analysis, such as: “What does Gatsby’s fixation on Daisy reveal about his personality and motivations?”or “How does the setting and social context impact Gatsby’s characterand desires?”4.Critical Thinking and Analysis:•Prompt students to think critically about the themes of isolation and longing. As k them to consider how Gatsby’s situation relates to othercharacters or to their own lives.•Encourage students to draw connections between the novel and current issues of social isolation and longing in modern times.5.Summarize and Conclude:•Conclude the lesson by summarizing the key points and encouraging students to share their insights. Ask them to reflect on how the characters’ situations influencethe overall narrative.Explanation:The teaching strategies mentioned are designed to engage students in critical thinking and deep analysis of the text. By discussing potential reasons for Gatsby’s isolation and the literary devices used to convey his emotions, students can gain a deeper understanding of the text and its themes. Pair andgroup work encourages collaborative learning, allowing students to share and build on each other’s ideas. Critical thinking questions prompt students to consider the broader implications of the text, fostering a more nuanced and meaningful interpretation of the novel.四、教学设计题（40分）1.请根据以下教学要求，设计一节45分钟的英语课堂活动。
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I need a sword that kills quickly and decisively. With such a mighty sword, I could rectify wrongs that have been committed. By rectifying the wrongs, there would be one less villainous, adulterous, murderer of kings. After I have rectified the wrongs, I would be free of these thoughts that are driving me mad. Yes, a sword that kills faster and more decisively is precisely what I need.
sword. The ad pictures Fortinbras raising the sword in battle. The ad proclaims, “10 Reasons Why the Great Dane Outperforms Its Competitors!” The ad continues, “Reason #1: Because of its sharper blade, the Great Dane kills faster and more decisively.” Hamlet, who had never heard of the Great Dane before, thinks,
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Chapter 5
TO THINK OR NOT TO THINK
Exploring Two Routes to Persuasion
RICHARD E. PETTY
The Ohio State University
ALAN J. STRATHMAN
University of Missouri–Columbia
JOHN T. CACIOPPO
University of Chicago
JOSEPH R. PRIESTER
University of California, Los Angeles
H amlet is reading a magazine. His eye is caught by an advertisement for the Great Dane
Hamlet continues to read the other 9 reasons, thinking about each in a manner similar to the way in which he thought about the first reason.
Laertes is reading the same magazine, and his eye is also caught by the Great Dane ad. Laertes, who was also unfamiliar with the Great Dane, thinks, “Fortinbras looks very fierce in this picture, and many advantages of the Great Dane are listed. It must be a fine sword.” Laertes merely skims the ad without stopping to think about any of the arguments listed.
To understand the ELM, it is first important to understand an assumption that the model makes about the nature of humans in general. That assumption is that people have neither the ability nor the motivation to evaluate everything carefully. Think about it. You are a busy person with many things to do. Add to this busyness the fact that you live in a complex world. Even if you are the type of person who loves to evaluate (Jarvis & Petty, 1996) and enjoys thinking about most things (Cacioppo & Petty, 1982), you will probably agree that you simply cannot take the time, and do not have the mental energy, to analyze carefully every decision you make and every piece of information you encounter.
Current research on persuasion suggests that, indeed, the amount and nature of the thinking matters greatly. The purpose of this chapter is to describe a theory of persuasion that maintains that not all attitude changes that look the same really are the same. This theory, பைடு நூலகம்alled the Elaboration Likelihood Model (ELM), states that the amount and nature of the thinking that a person does about a persuasive message (e.g., an advertisement) is a very important determinant of the kind of persuasion that occurs (Petty & Cacioppo, 1981, 1986; Petty & Wegener, 1999). By the end of this chapter, you should have a better understanding of why not all ratings of 8 on a 9-point scale are alike, and you should also have a framework for appreciating why certain variables (e.g., a person’s mood, the expertise of the message source) have the impacts on attitude change that they do.