阅读某教师“从《社戏》到《故乡》看鲁迅”教学设计，回答问题。
案例：【复习导入】上节课，我们分析了《故乡》中的人物形象，知道了作者在刻画人物形象时，采用了对比的手法。本节课我们也借鉴这种手法，探究文章的主旨。【比较阅读】少年闰土，给我们留下了深刻的印象。请同学们跟着老师一起回顾这段文字：“深蓝的天空中挂着一轮金黄的圆月，下面是海边的沙地，都种着一望无际的碧绿的西瓜，其间有一个十一二岁的少年，项带银圈，手捏一柄钢叉，向一匹猹尽力地刺去。”读着这段优美的文字，我们眼前浮现出一个富有活力、充满朝气的小英雄形象。说到少年，《社戏》中也描写了一群活泼可爱的少年，请大家比较《社戏》中的少年和《故乡》中的少年闰土，找出他们的相似点。年龄:和“我”年龄相仿，十一二岁。生活环境：离海边不远的偏僻的农村。生活状况：无忧无虑。和“我”的关系：和“我”以哥弟相称，与“我”建立了深厚的友谊。性格特征:活泼、勇敢、热情、纯真……通过比较，我们发现他们非常相似，我们可以把少年闰土看成《社戏》中那群少年中的一个。他们都是“我”在故乡亲密无间的小伙伴，是充满阳光的、美好的少年。【讨论续写】当年的小英雄闰土长大后，却变成了一个迟钝麻木的“木偶人”。二十年后，《社戏》中这群孩子在故乡见到“我”会是一番怎样的情景？讨论:二十年后，长大了的《社戏》中的孩子会成为什么样的人？续写：想象二十年后“我”在故乡遇到其中一个孩子的情景，进行续写。续写要求:①结合人物特点和时代背景；②写出人物的语言、外貌、动作的变化及“我”的感受;③150字左右。【展示交流】展示并说出自己续写的理由，其他同学补充评价，老师点评。问题：(1)评析“比较阅读”环节的作用。（10分）(2)评析“讨论续写”环节的目的。（10分）
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There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that’s an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that’s an instrumental motive, since the relation between fame and research is not so inherent. Often, people have both for doing things.What mix of motives—internal or instrumental or both—is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success.We analyzed data drawn from 11, 320 cadets in nine entering classes at the United States Military Academy at West Point, all of whom rated how much each of a set of motives influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army.How did the cadets fare, years later? How did their progress relate to their original motives for attending West Point?We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations) than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service.Remarkably, cadets with strong internal and strong instrumental motives for attending West Point performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military.Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to "money for college,” “career training" or “seeing the world” will do the job. While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.According to the passage, which of the following is an internal motive for a newly recruited soldier?Which of the following is closest in meaning to the underlined word “cadets” in Paragraph 3?According to the passage, which of the following is conducive to career success?What do the writers disapprove concerning the current situation of attracting recruits?What can be the best title for the article?
A.To serve the country. B.To receive career training. C.To cam money for college. D.To broaden their scope of vision.
问题2：
A.In-service soldiers. B.Military researchers. C.Military officers. D.Military trainees.
问题3：
A.Strong internal and strong instrumental motives. B.Strong internal and weak instrumental motives. C.Weak internal and strong instrumental motives. D.Weak internal and weak instrumental motives.
问题4：
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