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SEFC 高三 unit 22 bees 課文處理共6篇

時(shí)間:2022-10-08 15:49:00 綜合范文

  下面是范文網(wǎng)小編收集的SEFC 高三 unit 22 bees 課文處理共6篇,以供借鑒。

SEFC 高三 unit 22 bees 課文處理共6篇

SEFC 高三 unit 22 bees 課文處理共1

  Unit 6 Mainly Revision

  一、教學(xué)目標(biāo)與要求

  通過(guò)本單元教學(xué),學(xué)生復(fù)習(xí)第1~5單元出現(xiàn)的日常交際用語(yǔ)和語(yǔ)法;并圍繞環(huán)境保護(hù)和廢棄物處理這一題材,讓學(xué)生認(rèn)識(shí)廢棄物的危害性和如何正確處理廢棄物,從而達(dá)到保護(hù)環(huán)境這一目的。

  二、教學(xué)重點(diǎn)與難點(diǎn)

  1.重要詞匯

  remind, throw away, get rid of, treat, break up, break down, seek, sort ,hand out, paints, make room for,toy,side by side, soap,

  active adj. 積極的;主動(dòng)的;敏捷的

  hopeless adj. 絕望的;無(wú)望的

  throw away 扔掉

  deal with 處理

  get rid of 擺脫

  depend on 依靠; 視……而定

  break up 分解(物理變化)

  be active in 在……積極

  make an active effort 努力

  take out 拿出, 去掉

  compared with 與……比較

  clean up 收拾; 整理

  take up 吸收(水分); 溶解(固體)

  2.重要句型

  1)No matter how much you want to bathe, it just isn't safe.

  2)Waste must be treated so that it does not become a danger to life.

  3)It will be years before +從句.

  3.日常交際用語(yǔ) 復(fù)習(xí)第1~5單元出現(xiàn)的日常交際用語(yǔ)

  I'd rather do sth. I'd rather not do sth. I'd prefer...to...

  can I have some more chalk?

  Well done.That's very good.

  I (don't)like...

  I'd like to do... I would hate to...

  I hate doing sth.

  4.重點(diǎn)語(yǔ)法

  revision of Past Participle, the V- ing Form and Noun Claues.

  5.寫作要求

  rewrite the story in different persons.

  課時(shí)安排:九課時(shí)學(xué)完本單元

  Lesson 21

  Step 1 Revision

  1 Check the homework exercises.

  2 Give the Ss a quick oral quiz to see how much the Ss remember about the sea.

  tell the name of two large oceans.What is the sea between Europe and Africa ?

  Where is the Dead Sea ? Where is the saltiest lake in the world ?

  Where is the world's longest coral bed ?

  Step 2 Presentation

  SB Page 31,Part 1. Teach the new world waste.Ask questions about the picture,and get the Ss to tell what they think is happening.

  Step 3 Reading

  get the Ss read the dialogue silently and find out this information:

  What are the school children going to look for ?

  What are they planning to do after this ?

  What is the problem ?

  Step 4 Deal with some language points

  1.party的用法

  party(n.)除表示“黨”,“娛樂(lè)性的聚會(huì),晚會(huì)”外,還作“(進(jìn)行某活動(dòng)的)一伙人”解( =a group of people doing something together),a party of+n.意為一伙……。如:

①We must follow the party line. 我們應(yīng)遵循黨的路線。

②That is why I am giving this party tonight.

  這就是我今晚舉行宴會(huì)的原因。

③ A party of school children is going to France. 一群學(xué)生正前往法國(guó)。

④Half-way up the mountain we met another party of people climbing down.

  上山的中途我們遇見(jiàn)另一群正在下山的人。

⑤ A rescue party has been sent out to bring back the injured workers.

  已經(jīng)派出一支營(yíng)救隊(duì)去把受傷的工人接回來(lái)。

⑥There are twenty in all in the party travelling in Nanjing.

  在南京的旅游團(tuán)總共有20人。

  2.gather['g$J+]的用法

  gather既可用作及物動(dòng)詞,意為“使聚集”(=cause to come together);“采集(花等)”(=pick[flowers,etc.]);“收(莊稼等)”;也可用作不及物動(dòng)詞,意為“聚集,集合”(=come together)。例如:

①The teacher gathered the students around him.

  老師將學(xué)生聚集在他周圍。

②We are gathering materials to get ready for an article.

  我們?cè)跒閷懳恼滤鸭牧稀?/p>

③They are gathering flowers in the garden. 他們?cè)诨▓@里采花。

④We usually help the peasants to gather the rice.

  我們通常幫助農(nóng)民收水稻。

⑤Many people gathered to listen to the speech.

  有很多人聚攏來(lái)聽(tīng)報(bào)告。

  3. Let me remind you what we are looking for.我來(lái)提醒大家一下我們要找的東西。

  remind vt. - to make someone think about something they might have forgotten提醒;使人們想起(可能忘記的事)

  If I forget, please remind me.如果我忘了,請(qǐng)?zhí)嵝盐摇?/p>

  please remind me that I must call him up before noon.請(qǐng)?zhí)嵝盐以谥形缰敖o他打個(gè)電話。

  4. I suppose it's better to be safe than sick.我想平安總比生病好。

  Suppose 意為“想,認(rèn)為,猜測(cè)”;(同義詞:think, guess)

  I suppose that is my fault.我想那是我的錯(cuò)。

  I don't suppose I'll trouble you again.我想我不會(huì)再來(lái)麻煩你了。

  he supposed it was too late to change his mind.他想改變主意已為時(shí)太晚。

  Who could have supposed you were going to do such a thing?

  誰(shuí)會(huì)想到你竟要做這樣一件事呢?

  Suppose還常用于插入語(yǔ)中,如:

  You don't mind my smoking, I suppose?我想你不介意我抽支煙吧?

  What do you suppose that dance is?你認(rèn)為那是什么舞蹈?

  5.It looks as if/as though +clause結(jié)構(gòu)中l(wèi)ook是連系動(dòng)詞,意為看起來(lái),似乎,后面的從句中謂語(yǔ)多用直陳語(yǔ)氣,有時(shí)也可用虛擬語(yǔ)氣。如:

①It looks as if they are all in a terrible hurry. 看上去他們極為匆忙。

②It looks as if it is going to rain. 看上去天要下雨。

③It looks as though we shall have to do the work ourselves.

  看來(lái)我們只得親自做這工作。

④It looks as if he didn't know anything about the secret.

  看來(lái)他對(duì)這個(gè)秘密一無(wú)所知。

▲sb. +look as if/as though+clause意為某人看上去,似乎……,后面的從句謂語(yǔ)多用虛擬語(yǔ)氣,也可以用直陳語(yǔ)氣。如:

①He looked as though he were from the country.

  他看上去似乎來(lái)自農(nóng)村。(事實(shí)上他并非來(lái)自農(nóng)村)

②You look as if you didn't care. 你似乎并不在乎。(實(shí)際上你很在乎)

▲look(link-v. )后面除接as if/as though從句外,還常接形容詞、分詞、名詞、介詞短語(yǔ)等作表語(yǔ)。如:

①He was not a very big man, but he looked strong.

  他身材并不高大,但看上去很健壯。

②He looked startled when his nephew came in.

  當(dāng)他外甥進(jìn)來(lái)時(shí),他看上去大吃一驚。

③He looked a perfect fool. 他看上去是個(gè)大傻瓜。

④You looked in splendid health. 你看上去健康狀況極佳。

⑤She looked to be a young woman of twenty. 她看上去有二十來(lái)歲。

⑥The weather does not look like clearing up. 天氣看來(lái)不會(huì)晴朗。

  6.sb./sth. +not +adj. /adv. +enough +動(dòng)詞不定式結(jié)構(gòu)意為某人、某物不夠……,(以致)不能……。如:

①The boy is not old enough to go to school. (= The boy is too young to go to school. )小男孩未到上學(xué)年齡。

②She didn't run fast enough to catch up with you. (=She ran too slowly to catch up with you. )她跑得不夠快,趕不上你。

③The coat is not large enough for you to wear. (=The coat is too small for you to wear. )外套太小,你穿不上。

▲如果這個(gè)結(jié)構(gòu)中去掉not,則成了sb. /sth. +adj. /adv. +enough +動(dòng)詞不定式,意為某人、某物足以……,(以致)能……。如:

①We were fortunate enough to get an empty car.

  我們很幸運(yùn)地租到一輛空車。

②I stayed long enough to make certain that the house was absolutely empty.

  我呆得很久,以致能肯定那房子是空的。

  7.It+seems+ that-clause結(jié)構(gòu)表示判斷或猜測(cè),意為看來(lái)(著重在從實(shí)際情況看來(lái))。如:

①It seems that nobody knew what had happened.

  看來(lái)沒(méi)有人知道發(fā)生了什么事。

②It seems (that) he was late for the train. 看來(lái)他誤了火車。

③It seemed to him that he had never worked so hard in his life.

  他覺(jué)得自己一生中從未如此努力工作。

④It would seem (=It seems) that something is wrong. 看上去似乎有點(diǎn)毛病。

⑤It seemed that life for her was rather hard. 看來(lái)她當(dāng)時(shí)生活很艱難。

  It +seems +as if/as though +clause結(jié)構(gòu)和剛剛論述的結(jié)構(gòu)意義和用法差不多。如:

①It seems as if there will be an election soon. 看來(lái)不久將進(jìn)行選舉。

②It seems as if we shall have to walk home. 看來(lái)我們得步行回家。

③It seems as if you are the first one here. 看來(lái)你似乎是第一個(gè)來(lái)客。

▲seem(link-v. )后面除接that-clause或as if(as though)-clause外,還常接形容詞、分詞、名詞、介詞短語(yǔ)等作表語(yǔ)。如:

①She does not seem likely to get it from you.

  她似乎不可能從你這兒得到它。

②She always seemed well pleased, happy and contented.

  她看來(lái)總是高興、幸福和滿足。

③This seems to me a glorious life.

  我覺(jué)得這看來(lái)是光榮的一生。

④You seem in high spirits, Mary. 你看上去情緒很高,瑪麗。

  8.詞組no matter意為不管、無(wú)論,后面常跟who,what,when,where,how等連用,相當(dāng)于whoever,whatever,whenever,wherever,however等,引出讓步狀語(yǔ)從句。如:

①No matter who knocks, don't open the door. (=Whoever knocks, don't open the door. )不論誰(shuí)敲門,你都不要開(kāi)。

②No matter what happened, he would not say a word.(=Whatever happened, he would not say a word.)不論發(fā)生什么事,他都將保持沉默。

③No matter where you go, I'll go with you. (=Wherever you go, I'll go with you. ) 不管你上那兒,我都跟你去。

④No matter how loudly he shouted, he wouldn't be heard.(=However loudly he shouted, he wouldn't be heard.)無(wú)論他如何大聲叫嚷,都不能使別人聽(tīng)

○5No matter how late he goes to bed, he always gets up early.

  不管睡的多晚,他總是起得很早。

○6No matter who attend the conference, I'd like to stay at home.

  不管是誰(shuí)參加會(huì)議,我都要呆在家里。

○7No matter what you say, I won't believe you.

  不管你說(shuō)什么,我都不不相信你。

○8No matter how hard she worked, she couldn't satisfy her teacher.

  不管她學(xué)習(xí)多么刻苦,她總是不能使老師滿意。

○9No matter where you go, you must work hard.

  不管你上哪兒,都要努力工作。

  Step 5 Practice

  SB Page 31,Part 2.Practise the sentences orally with the whole class.Then demonstrate how Ss can use the phrases

  on the right to replace the words in bold to make new sentences.

  Step 6 Workbook

  Wb Lesson 21,Exx.2 and 3.

  Step 7 Consolidation

  get the Ss to practise the dialogue in pairs.See if they can do this with their books shut.

  Step 8 Homework

  Finish off the Workbook exercises.

  Lesson 22

  Step 1 Revision

  1 Check the homework exercises.

  2 Revise the dialogue in Lesson 21,paying special attention to internation.

  Step 2 Pre-reading discussion

  SB Page 32 The purpose of this phase is to make Ss aware of how much rubbish is produced and thrown away.

  demonstrate by making a list on the blackboard of the rubbish which is thrown away in your own house.

  Step 3 Presentation

  get the Ss to talk about the picture and describe what they can see.

  Step 4 Deal with some language points

  1.waste的用法

  1)adj.荒蕪的,無(wú)法利用的 waste land荒地

  Waste-paper-basket字紙簍,waste products廢物

  2)waste[U] n.廢物,浪費(fèi)。例如:

①With the development of modern agriculture and industry more and more waste is produced.

  隨著現(xiàn)代工農(nóng)業(yè)發(fā)展,越來(lái)越多的廢物產(chǎn)生了。

②There's too much waste in this house. 這一家人太浪費(fèi)了。

▲waste還可用于下面結(jié)構(gòu)中。

  It's a waste of time/money/speech. 例如:

①It's a waste of time to wait any longer.

  再等下去是白費(fèi)時(shí)間。

②It's a waste of your speech talking to him.

  跟他講話白費(fèi)唇舌。

  3)waste vt.浪費(fèi)。例如:

①We mustn't waste a drop of water or a grain of rice.

  一滴水一粒米我們都不應(yīng)當(dāng)浪費(fèi)。

②All his efforts were wasted. 他全部努力都白費(fèi)了。

▲waste作動(dòng)詞,可用于下列結(jié)構(gòu):

  Waste sth . on(doing) sth . 在某事上浪費(fèi)。

  Waste time (in) doing浪費(fèi)時(shí)間做某事。例如:

①He wasted much of his time and money on playing cards.

  打牌浪費(fèi)了他的大量時(shí)間和金錢。

②Don't waste time talking to him, he won't change his plan.

  別浪費(fèi)時(shí)間跟他講了,他不會(huì)改變計(jì)劃的。

  2. How to get rid of waste is a great problem for the world today.

  get rid of除掉,擺脫,排除、擺脫、處理掉

①We must get rid of the bad habits. 我們必須去掉壞習(xí)慣。

②We must get rid of all our worries and have a good rest.

  我們必須排除一切煩惱,好好休息一下。

③How can I get rid of my toothache?

  我怎樣才能治好牙痛呢?

  he cant' get rid of the cold.

④They asked us to get rid of these old cars.

  他們要求我們把這些舊車處理掉。

⑤He is always troubling me. How can I get rid of him?

  他總是給我找麻煩,我怎樣才能擺脫他呢?

⑥We'd better get rid of these old books and newspapers.

  我們最好把這些舊書籍和報(bào)紙?zhí)幚淼簟?/p>

  3. In many countries with sea coasts, human waste is poured directly into the sea without being treated.在許多有海岸的國(guó)家,人類的糞便沒(méi)經(jīng)過(guò)處理就直接投入了大海。

  Without意為“不;沒(méi)有”,后跟名詞或V-ing形式。如:

  he went to work without his breakfast.他沒(méi)吃早飯就上班去了。

  She passed by without saying hello to me.她走了過(guò)去,竟然沒(méi)跟我打聲招呼。

  tom entered the room without being seen by anyone.湯姆在誰(shuí)也沒(méi)看見(jiàn)的情況下進(jìn)了屋

  Without[wi'Jaut] 后跟-ing的被動(dòng)式,作方式狀語(yǔ),表示“未經(jīng)/被……”的意思。例如:

①He left the classroom without being permitted.

  他未經(jīng)許可就離開(kāi)教室。

②She walked away from home on a dark night without being seen.

  她在黑暗中離家出走,沒(méi)有被人看見(jiàn)。

③He was lucky; he escaped from the burning house without being injured.

  他真幸運(yùn),他從著火的房子里逃了出來(lái),沒(méi)有受傷

  4. Although the sea breaks up the waste, beaches may become polluted and may not be safe to eat.雖然海水可分解廢物,但海灘會(huì)被污染,魚吃起來(lái)也會(huì)不安全。

  break up意為“驅(qū)散”(=scatter),“打碎、拆散”(=separate or become separated into parts by breaking)。例如:

①The police came and broke up the meeting.

  警察來(lái)了并驅(qū)散了這個(gè)會(huì)議。

② The meeting broke up in great confusion.

  會(huì)議在一片混亂中散會(huì)。

③The ship was breaking up on the rock.

  船在礁石上撞毀了。

④Where the soil becomes too hard , we break it up.

  在土壤過(guò)硬的地方,我們就反它打碎。

⑤Sentences can be broken up into clauses, and clauses into phrases.

  句子可以分成從句,從句有可分成短語(yǔ)。

  5.be against的用法

  be against意為“反對(duì);違背”(=be in opposition to)。例如:

①He was strongly against slavery.

  他極力反對(duì)奴隸制。

②Anyone who is against the plan raise your hand.

  任何反對(duì)這個(gè)計(jì)劃的人,請(qǐng)舉手。

③It's against our school rules for the girl students to wear necklace.

  女生戴項(xiàng)鏈?zhǔn)沁`反我校校規(guī)的。

④Mary got married to Tom. It was against her parent's wishes.

  瑪麗與湯姆結(jié)婚了,這是違背她父母愿望的。

⑤It is against your promise to go on smoking.

  你繼續(xù)抽煙是違背你的諾言的。

【注意】be for意為“贊成”(=to support,to say yes to)。例如:

①Are you for the proposal or against it?

  你是贊成這個(gè)建議還是反對(duì)它?

②The young people were strongly against the old teaching methods.

  年輕人極力反對(duì)舊的教學(xué)方法。

③Is he for giving up the plan for travelling?

  他贊成放棄這個(gè)旅行計(jì)劃嗎?

  6.break down的用法

  break down意為“分解”。例如:

①It is not easy to break down plastics and other similar rubbish.

  塑料和其他類似垃圾不容易分解。

②Sugar and starch are broken down in the stomach.

  糖和淀粉在胃中被分解。

③Water can be broken down into hydrogen and oxygen. 水可以分解成氫和氧。

▲break down 意為“壞了”。例如:

①When the pumps the broke down, they would repair them for us.

  水泵壞了,他們就幫我們修。

②Their equipment frequently broke down.

  他們的設(shè)備經(jīng)常壞。

  7. Other waste may be thrown into the sea, either 19 kilometers from land, or more than 40 kilometers from land, depending on the nature of the materials.其他的廢物可以倒入海中,或者離陸地19公里,或者離陸地40公里,這取決于材料的性質(zhì)。

  depend on依靠(=rely on);依賴;視……而定

  children depend on their parents for food and clothing.兒女們依賴他們的父母供給衣食。

①The price of the computer depends on the quality.

  電腦的價(jià)格依靠質(zhì)量而定。

  price depends on the quality.價(jià)格依質(zhì)量而定。

②Whether he can go to attend the meeting or not depends on the weather.

  他是否能參加這次會(huì)議要依靠天氣情況而定。

  Whether we'll go camping or not this weekend depends on the weather.

  這個(gè)周末是否去露營(yíng)要看天氣。

③Their success depends on their continuing effort.

  他們的成功依賴于他們不懈的努力。

  8.seek的用法

  Seek[si:k]意為“企圖,試圖”(=to try;to make an attempt)。例如:

①We've never sought to hide our views.

  我們從來(lái)不想隱瞞自己的觀點(diǎn)。

②They are seeking to attain the most advanced technological levels in the world.

  他們正設(shè)法達(dá)到世界最先進(jìn)的技術(shù)水平。

③It was no use seeking to persuade him to give up smoking.

  企圖說(shuō)服他戒煙是沒(méi)用的。

④We sought to change his mind but we failed.

  我們?cè)噲D改變他的看法,但我們失敗了。

【注意】 seek還可以表示“征求,尋求,謀求,追求”。例如:

①M(fèi)ost men seek wealth; all men seek happiness.

  多數(shù)人謀求財(cái)富,所有的人都謀求幸福。

②Our purpose was to seek friendship and cooperation.

  我們的目的是尋求友誼和合作。

③You should seek advice from your parents on this problem.

  在這個(gè)問(wèn)題上你應(yīng)該征求你父母的建議。

④He who seeks trouble never misses.

  自找麻煩,肯定會(huì)碰到麻煩。(諺語(yǔ))

  9. The problem of dealing with waste has become so great that several international organizations have been set up to protect the world and to fight against pollution.處理廢物的問(wèn)題變得如此重要以至于現(xiàn)在已經(jīng)建立了好幾個(gè)國(guó)際組織,來(lái)保護(hù)世界和與污染作斗爭(zhēng)。

  deal with對(duì)付;處理;與……打交道;論述;涉及

  deal的過(guò)去式和過(guò)去分詞都是dealt。例如:

① I don't know how to deal with the problem.

  我們不知道如何處理這個(gè)問(wèn)題。

②At the beginning of this term, we'll have many difficulties to deal with.

  這學(xué)期開(kāi)始我們將有許多難題要解決。

③That matter needs to be dealt with. 那件事需要處理了。

▲deal with還可以作“對(duì)待;對(duì)付”解。例如:

④The old lady is hard to deal with. 那個(gè)老太太很難對(duì)付。

⑤What is the best way of dealing with the cruel enemy?

  對(duì)付殘忍的敵人最好的辦法是什么?

【注意】deal with 還可以作“論述或談?wù)摚硢?wèn)題)”解。例如:

①This book deals with problems of pollution.

  這本書論述污染問(wèn)題。

②He made a speech at the conference, dealing with folk music.

  他在大會(huì)上做了一次演講,談民間音樂(lè)。

  that matter has already been dealt with.那件事已經(jīng)處理了。

  the sick man was difficult to manage, but the nurse dealt with him all right.

  這個(gè)病人不好管理,但那個(gè)護(hù)士對(duì)他卻很有辦法。

  the article deals with the housing problem.這篇文章論述了住房問(wèn)題。

  10.She has also been very active in protecting the environment.

  be active in在……方面積極

  he is always active in politics.他總是積極從事于政治。

  She has been very active in helping those disabled children.她一直積極致力于幫助殘疾孩子。

  Step 5 Reading aloud

  play the tape of the text for the Ss to listen and follow.

  Step 6 Text and activity

  Introduce the next passage by miming the activity of throwing sth. away.

  a throw-away society is a country which throws away a lot of rubbish.

  activity

  the purpose of the activity is to develop the idea contained in the last Paragraph.

  get the Ss to work in groups of four and to caculate the rubbish totals for China.

  Step 7 Workbook

  Wb Lesson 22 Exx.1-4.

  Step 8 Homework

  read the passages again and answer the questions in Ex. 1 without looking at the book.

  Finish off the Wb exercises. Do Ex.2 as written work.

  Lesson 23

  Step 1 Revision

  1 Check the homework exercises.

  2 Do a brainstorm with the class.Ask for diferent types of rubbish that are thrown away and make a list on the Bb. Ask for different ways of dealing with the waste.

  Step 2 Presentation for reading

  get the Ss to look at the picture and get the Ss to tell what they think is happening.

  Step 3 Reading

  Let the Ss read the passage carefully.Go through it with the Ss and deal with any languages .

  1.reuse的用法

  reuse意為“再利用”,其中前綴re-表示“再”(=again)。

【注意】與use有關(guān)的一些用法。例如:

①We should reuse the waste paper in order to save a lot of money.

  為了節(jié)省大量資金,我們應(yīng)該再利用廢紙。

②Retell the story in your own words. 用你自己的話重講這個(gè)故事。

③The waste water can be recycled. 廢水可以再循環(huán)使用。

④He used to get up very early. 他過(guò)去常常早起。

⑤We have already been used to the country life.

  我們已經(jīng)習(xí)慣于農(nóng)村的生活。

⑥You will soon get used to living in the countryside.

  你會(huì)很快習(xí)慣于在農(nóng)村居住。

⑦Use your head, then you will have a good idea.

  動(dòng)動(dòng)腦筋,你會(huì)有好主意的。

⑧It's useful for us to get some information about the computer.

  獲取一些有關(guān)電腦方面的信息是有用的。

⑨It's no use crying over split milk.

  牛奶潑地,哭也無(wú)益。

  2.escape的用法

  1)n.逃跑,逃脫;消遣,消遣物。例如:

①The thief jumped into a car and made his escape.

  小偷跳進(jìn)一輛汽車,逃之夭夭。

②He reads adventure stories as an escape.

  他看冒險(xiǎn)小說(shuō)作為消遣。

  2)v.逃跑,逃脫;漏出,逸出。常和from連用。例如:

①They escaped from the burning house.

  他們從燃燒的屋中逃出來(lái)。

②Some gas is escaping from the pipe. 煤氣正從管道逸出。

▲當(dāng)escape表示“逃避,避免”解時(shí),后面要接 V-ing形式。例如:

①He narrowly escaped being drowned. 他差一點(diǎn)被淹死了。

  Step 4 Discussion

  read aloud these questions.Then put the Ss in groups of four to discuss them.

  Step 5 Practice

  go through the example with the Ss and show them what they have to do .

  answers:

  1 Disappointed with the results of the experiment, she started a new one.

  2 Separated at birth, the twins do not know each other.

  3 Ruined by a bad business deal,he had to sell the house.

  4 Being sentenced to death,Charles Darnay felt hopeless.

  5 I love bread freshly baked. I love freshly-baked bread.

  6 The city,defended by an army of 6,000 men,was difficult to take.

  7 The precious necklace,stolen by a thief,was never found.

  8 We found a beautifully dressed lady.

  9 Defeated but still alive,they mangaed to escape in a boat.

  Step 6 Practice

  do the first one with the whole class.

  answers:

  1 What 2 why 3 where 4 How many 5 Whether 6 how 7 Who

  8 that 9 whether 10 how many

  Step 7 Workbook Wb Lesson 23 Exx.1-3.

  Step 8 Homework

  Finish off the homework exercises.

  do the exercise in Part 5 of the SB as written work.

  read the passage in Lesson23 and tell the main idea of it.

  Lesson 24

  teaching Aims

  1. Review the grammatical points and useful expression appearing from Unit 1 to Unit 5.

  2. Do some listening.

  teaching Important points

  1. Train the students'ability of listening.

  2. The grammatical points.

  teaching steps

  Step 1 Revision

  1.Check the homework exercises.

  2.Discuss about waste and pollution,using the questions in Wb Lesson 22,Ex.1 and Part 2 in SB Page 34.

  Step 2. Checkpoint 6

  revise the grammar points in this unit.

  1.take up的用法

  take up意為“對(duì)……有興趣,從事(某事)(作為嗜好、事業(yè)等)”(=interest oneself in; engage in sth. [as a hobby. business etc.])。例如:

①His father takes up computers.

  他爸爸從事電腦工作。

②They seem to be very much taken up with stamps.

  他們似乎對(duì)郵票很感興趣。

  2.stop[st&p]的用法

  Stop意為“制止,防止,阻止,妨礙”。例如:

①We must stop the disease (from) spreading.

  我們一定要防止疾病蔓延。(from也可省略)

②I had to think of a way stopping him from following me around all the morning.

  我得想辦法阻止他纏我整整一上午。

③This stopped the development of their own industries.

  這妨礙了他們自己工業(yè)的發(fā)展。

【注意】類似 stop sb./sth. from doing sth. 結(jié)構(gòu)的有: prevent sb. /sth. from doing sth. (這其中的from??墒÷?,但在被動(dòng)句中則決不能省略。);keep sb./sth. from doing sth. (其中的 from不可省略,否則一省略,意思正相反)。

  例如:

①There's nothing that prevents you (from) going to bed if you want to.

  如果你想去睡覺(jué),沒(méi)有什么事會(huì)不讓你去(或你盡管睡去)。(句中from可省略,意思不變)

②The heavy rain didn't keep them from watching the football match.

  大雨沒(méi)能阻止他們看足球賽。

③The heavy rain didn't keep them watching the football match.

  大雨使得他們不能繼續(xù)看足球賽。

④Hearing the words, he couldn't keep from laughing.

  聽(tīng)了這話,他不由得笑了起來(lái)。

  3.clean up/clear up/tidy up (=put in order; make clean or tidy)意為:“清理;整理”。例如:

①You should always clean up after a picnic.

  野餐后你一要收拾干凈。

②He cleared up his room before they arrived.

  在他們來(lái)之前,他先把房子整理一下。

③Clear/Tidy up the desk before you leave the office, will you?

  離開(kāi)辦公室之前,把辦公桌整理一下好嗎?

④I have to tidy myself up a bit. 我得梳理一下。

  4.compared to 的用法

  compared to 意為“和……比起來(lái);與……相比”解。例如:

①VCD production this year increased by 50% compared to the last year.

  和去年相比,今年VCD的產(chǎn)量提高了50%。

②Compared to , the price of the computer has been reduced by 50%.

  和相比電腦的價(jià)格降低了50%。

③Compared to many other students, he was lucky enough.

  和許多其他學(xué)生相比,他是夠幸運(yùn)的了。

④It is a big place now compared to what it used to be.

  和過(guò)去比起來(lái),它現(xiàn)在是一個(gè)大地方了。

  固定用法與辨析

  1. 辨析gather與collect:

  兩詞都表示“集中,歸攏”,但兩者有細(xì)微區(qū)別。

  gather既可用于人,也可用于物。如:

  gather flowers 采集花 gather one's ideas together集中思想。

  collect很多場(chǎng)合與gather完全同義,但一般只用于物,指有選擇或有一定計(jì)劃將零散事物歸攏。如:

  collect money: 籌募資金 gather money 攢錢。

  2. 辨析seek 與search:

  兩詞都表“搜尋”,但有差別。

  Seek指對(duì)高目標(biāo)或抽象事物的追求。如:seek knowledge渴望知識(shí)。

  而search指仔細(xì)尋找或檢查某地點(diǎn)或某人。如:

  the police searched his house. 警察搜查了他的房子。

  3. 辨析rubbish與refuse:

  兩詞都表“廢物,垃圾”,但兩者有細(xì)微差別。

  refuse指堆積在一起的破爛無(wú)用東西。如:

  the refuse was unloaded at the city dump. 垃圾傾倒在城市的垃圾場(chǎng)上。

  rubbish指垃圾特意集中起來(lái)以便清除掉,但不象refuse那樣成堆成批的存在,該詞也常用于比喻。如:

  put the rubbish into the fire. 把垃圾燒掉。 He talked a lot of rubbish. 他說(shuō)了一大堆廢話。

  4. 辨析sort of與a sort of:

  Sort of是口語(yǔ)用語(yǔ),只能作狀語(yǔ),放在所修飾的動(dòng)詞、形容詞前,表示“有幾分,有點(diǎn)兒”。

  I sort of thought you might do it. 我有幾分料到你會(huì)這么做。

  a sort of 只作定語(yǔ),表示“一種……”。如: a new sort of radio 一種新型收音機(jī)。

  Step 3. Listening

  Listening Cassette Unit 6.Do each exercises in turn. Play the tape, then let Ss discuss their answers in pairs, play the tape again if necessary, then check the answer with the whole class.

  Step 4. Word study

  get the Ss to do this exercises individually, then check their answers in pairs. Go through the answers at the end.

  answers:

  1. rubbish 2. solid 3. sank 4. techniques

  5. seek 6. rid 7. active 8. gloves

  9. tins 10. sort

  Step 5. Workbook

  do exercises on workbook.

  Step 6. Homework

  Finish off the workbook exercises.

  改錯(cuò)

  1. You had better make a mark which you have any questions. (which-where)

  2. The girl spent as much as she could go over her lessons. (go-going)

  3. You’re spending your time trying to persuade him,he’ll never join us. (spending-wasting)

  4. The fact has to be faced where the nearest filling station is 30 kilometers away. (where-that)

  5. It’s time you going to pick up your daughter from school. (going-went)

  6. Dr.Black comes from either Oxford or Cambridge,I can’t remember where. (where-which)

  7. I won’t go to the party unless inviting to. (inviting-invited)

  8. Only can he answer the question. (can he-he can)

  9. It was in the street where he had his pocket picked. (where-that)

  10. Look.They are practicing dancing on the music. (on-to)

SEFC 高三 unit 22 bees 課文處理共2

  高三復(fù)習(xí)課教案SEFC?1??U?17?Great?Women

  教學(xué)課型:高三復(fù)習(xí)課(45 分鐘)

  教材版本:人教修訂版

  教材分析:

  高一英語(yǔ)第十七單元的中心話題是famous women――“著名女性”。介紹了世界上不同民族、不同領(lǐng)域中的非凡女性及其成就的取得,各部分的內(nèi)容都是圍繞這一中心話題而進(jìn)行設(shè)計(jì)的。我上的這節(jié)課本單元的閱讀復(fù)習(xí)課,講的是一位60歲的女性獨(dú)自一人在南極探險(xiǎn)的故事,是一篇以第一人稱來(lái)敘述的記敘文,敘述“我”獨(dú)自一人在南極探險(xiǎn)的故事,講述了“我”怎樣以頑強(qiáng)的意志和高超的自救技能戰(zhàn)勝困難,脫離險(xiǎn)境;表現(xiàn)了“我”樂(lè)觀和大無(wú)畏的精神。通過(guò)本課的學(xué)習(xí),既要讓學(xué)生通過(guò)語(yǔ)言實(shí)踐活動(dòng)來(lái)體驗(yàn)語(yǔ)言,從而提升自己綜合語(yǔ)言運(yùn)用的能力,又要讓學(xué)生學(xué)習(xí)到了語(yǔ)法重點(diǎn),以及各知識(shí)點(diǎn)的歸納與終結(jié)。

  學(xué)生分析:

  我們學(xué)校進(jìn)行的是分層次教學(xué)――班級(jí)分層。我所帶的班級(jí)是平行班,英語(yǔ)水平一般,大部分學(xué)生對(duì)單詞、短語(yǔ)、和語(yǔ)法知識(shí)掌握的都不是太好。但是進(jìn)入高三以來(lái),同學(xué)們的學(xué)習(xí)熱情高漲,都想通過(guò)高三的一輪復(fù)習(xí)來(lái)重新打好英語(yǔ)基礎(chǔ)。在教學(xué)過(guò)程中,我也發(fā)現(xiàn)大部分學(xué)生愿意學(xué)習(xí),勤于學(xué)習(xí),但在課堂上不懂得知識(shí)的串聯(lián)和綜合,英語(yǔ)寫作上也有一定的困難。

?知識(shí)與技能

  1)重點(diǎn)詞匯和短語(yǔ)

  2)學(xué)生能圍繞“著名女性“這一話題進(jìn)行聽(tīng)、說(shuō)、讀、寫

?過(guò)程與方法:

  1)培養(yǎng)學(xué)生在閱讀中捕獲重要信息的能力,同時(shí)提高學(xué)生口語(yǔ)表達(dá)能力和寫作能力。

  2)通過(guò)組織學(xué)生小組活動(dòng),培養(yǎng)他們合作學(xué)習(xí)的習(xí)慣

?情感態(tài)度與價(jià)值觀:

  1)培養(yǎng)學(xué)生樹立學(xué)好英語(yǔ)的信心和產(chǎn)生學(xué)英語(yǔ)的興趣

  2)讓學(xué)生陶冶情操、拓展視野,開(kāi)發(fā)思維能力,發(fā)展個(gè)性,提高人文素養(yǎng),形成健康的人生觀。

?教學(xué)重點(diǎn)、難點(diǎn)

  教學(xué)重點(diǎn)

  Inspire, admire, generous, mean, tense, dull, dishonest, champion, stormy, threaten, optimistic,,regret, extreme, extremely, climate, value, pianist, bother, fame, promise,struggle to one’s feet,be about to, around the corner,? die down,

  be optimistic about

  教學(xué)難點(diǎn)

  1.Another journey of challenge and danger was about to begin. But challenges were just around the corner.

  2.On hands and knees I got the tent up and dragged my sleeping bag into the tent and lay down out of the cold wind.

  3.It is an experience I shall never forget and shall value for the rest of my life.

  4.On the third day I was struggling through stormy weather and during the next week the wind grew stronger and I found myself spending a whole day in my tent.

  5.I was in good health and all of my equipment was working well

  6.I did so without regret.

  教材處理:

  1). 小組討論,概括文章內(nèi)容

  2). 知識(shí)點(diǎn)綜合鏈接

  3)學(xué)生在參與搜集資料

  4).圖片展示自己崇拜的女性

  5). 作文口頭表達(dá)訓(xùn)練:

  教學(xué)過(guò)程:

  StepⅠ: Presentation

  1.由幻燈片給出圖片,讓學(xué)生回憶課文Alone In Antarctica內(nèi)容,引導(dǎo)學(xué)生迅速進(jìn)入最佳狀態(tài),是他們?cè)谳p松愉快的氛圍中和老師一起踏上對(duì)知識(shí)的探索之旅。

  2.進(jìn)行小組討論:Who is she? Why is she famous?

(圖片1)On foot and without the support of a dog team or snowmobile, Helen and her dog Charlie? challenge the? elements.

  StepⅡ:Word and phrase revision

  老師播放幻燈片(圖片2)讓學(xué)生復(fù)習(xí)詞組和重點(diǎn)單詞,檢查學(xué)生預(yù)習(xí)情況。

  Step Ⅲ: Important sentences revision

  通過(guò)復(fù)習(xí)重點(diǎn)單詞和短語(yǔ),引出課文中經(jīng)典句子(圖片3):

  但是天氣變化即將發(fā)生

  but changes were just around the corner

  第三天,我與暴風(fēng)雨天氣拼搏,接下來(lái)的星期里,風(fēng)刮的越發(fā)猛烈了,我只得整天躲在帳篷里。

  on the third day I was struggling through stormy weather and during the next week the wind grew stronger and I found myself spending a whole day in my tent.

  我身體很好,所有設(shè)備都管用。

  I was in good health and all of my equipment was working well.

  躺在冰雪上,很快就會(huì)凍死的。

  我趴著把帳篷支好,把睡袋拖進(jìn)帳篷,避開(kāi)寒風(fēng)躺了下來(lái)。

  Lying on the ice,I would soon die.

  on hands and knees I got the tent up and dragged my sleeping bag into the tent and lay down out of the cold wind.

  我毫不后悔地這么做了。

  I did so without regret

  那段經(jīng)歷讓我終生難忘,珍惜一生。

  StepⅣ Language points

  老師在呈現(xiàn)語(yǔ)言點(diǎn)時(shí),以學(xué)習(xí)目標(biāo)為導(dǎo)向,引導(dǎo)學(xué)生選擇性注意,培養(yǎng)學(xué)生區(qū)別重要信息和次要信息能力;以問(wèn)題為導(dǎo)向,引導(dǎo)學(xué)生對(duì)重要信息的.注意,培養(yǎng)學(xué)生專注與重要信息的能力。老師在播放圖片時(shí),用不同顏色標(biāo)出重難點(diǎn),要求學(xué)生做出課堂筆記,關(guān)注易錯(cuò)誤信息。

  task 1: key phrases:

  1.講解短語(yǔ) (just) around the corner時(shí),采用歸納法:

  on one’s way

  on the point of doing

  draw near

  In store (for)

  be approaching/ coming

(close/near )at hand

  on hand

  be upon sb.

  高考鏈接:

---I am so tired, Mum.

----Keep up courage and the success is just ___.

  a. in the corner B. on the corner

  c. around the corner?? D. at the corner

  2.講解lie時(shí),采取歸納-總結(jié)-練習(xí)的方法:

  a)?? lie? (撒謊vi )- lied -lied -lying

  Lie (躺.,位于vi )-lay -lain ---lying .

  Lay (下蛋,擱置vt )-laid-laid-laying .

  b)?? lie ,lay 的記憶方法:

  規(guī)則的撒謊, 不規(guī)則的躺, 躺過(guò)就下蛋, 下蛋不規(guī)則。

  the boy lying under the tree lied to me that he had laid the book on the shelf.

  the cock ______on the grass _____that he had _____ 2 eggs.

  c)高考再現(xiàn):

  1).There was an oil painting________in the corner.?? It_______there for several days.

  a.laying; had laid??? B.lain; had laid

  c. lying; had lain?? D. laid; had been lain

  2).The dictionary still _______where I _____it a moment ago.

  a.Lies; laid?? B.lied; lay??? C. laid; laid?? D.lies; lay

  3).At the foot of the mountain_______.

  a. a village lie????????????????? B. lies a village

  c. does a village lie????????? D. lying a village

  4).At last we arrived at? the foot of mountain_____lies a village.

  a.that????? B. which????? C.where???? D.what

  3.on hands and knees=on all fours

  W??????? lie on one’s back

  W??????? lie on one’s side

  W??????? lie on one’s stomach

  W??????? stand on one’s head

  W??????? stand on one’s leg like a cock

  W??????? get (down)on one’s knees

  W??????? struggle to one’s feet

  W??????? rise to one’s feet

  W??????? jump/spring? to one’s feet

  4. regret

  regret doing/having done…為過(guò)去的事而后悔

  regret to say/tell you/inform you…為要說(shuō)的話而遺憾

  類似短語(yǔ):

  remember (forget)doing/ to do

  go on doing / to do

  Stop doing /to do

  can’help doing / (to) do

  mean to do/ doing

…..

  1).I regret _____ you that you have not??? passed the examination.

  a. telling? B.tell? C.to tell???? D.told

  2).Much to my ______, I am unable to accept your invitation.

  a. regret?? B. surprise?? C. disappointment D. sorrow

  3).Mr. Smith regtetted_____his secretary for the mistake, for he later discovered it??? was his own fault.

  a.to blame?????? B.being blamed

  c. blamed??????? D.having blamed

  task 2: Sentence patterns

  a. I found myself spending a whole day in my tent. 我發(fā)現(xiàn)自己整天都呆在帳篷里。

  Find oneself…? 發(fā)現(xiàn)自己(處于某種狀態(tài));不知不覺(jué)地…….

  Find +o. + n/adj./介短/adv/ (to be)… / doing/ done….

  Find? it +adj./n. +to do/ that….

  改錯(cuò):

  he found himself lain on the grass.

  he found himself surrounding by a group of boys.

  I found the boy seating under the tree.

  I found impossible to communicate with each other.

  I found me? at the edge of the river.

  b.. I had travelled only two hours one day when the winds increased …

  一天,我剛走了兩個(gè)小時(shí),突然狂風(fēng)大作,我只好趁風(fēng)力還不算太大之前,支起帳篷。.…,

  I was moving forward over a slope that seemed safe when suddenly …

  幾天以后,我正在一個(gè)似乎安全的斜坡上前行,突然,滑雪板下的大地陷下去了。

  句式總結(jié):had done….when…..

  be doing ….when….

  be about to do? / be on the point of doing… when….

  高考再現(xiàn):

  1).Jasmine was holidaying with her family in a wildlife park_____she was bitten on the leg by a lion.

  a.when??? B.while? C.since?? D.once

  2).We were swimming in the lake_____suddenly the storm started.

  a.when? B.while? C.until? D.before

  3).----were you about to go out_____?

----yes, it was.

  a.when I dropped in???? B.while I came

  c.as it began to rain????? D. when I stayed there

  StepⅤ Writing

  根據(jù)本單元的內(nèi)容,學(xué)生們自己提供所崇拜女性的照片,結(jié)合本單元的重點(diǎn)句子,口頭敘述自己心目中的偶像。

  結(jié)束語(yǔ):(Read together)

  common women of all fields also make great contributions to our society, and they are also Great Women!

  StepⅥ? Homework

  remember the main sentences in the text.

  Write it after the oral composition.

SEFC 高三 unit 22 bees 課文處理共3

  Language points of lesson85 and lesson86:

  一.單詞和詞組

  1.a(chǎn)mazing

  1)amazing意思與surprising接近,常用作定語(yǔ)。例如:

  the new car is running at an amazing speed.

  那輛新車以驚人的速度行駛。

  2)amaze用作及物動(dòng)詞,意思是“使驚訝”。例如:

  It amazed me to hear that you were leaving.

  聽(tīng)說(shuō)你要走我很驚訝。

  3)amazement用作不可數(shù)名詞,意思是“吃驚”。例如:

  to my amazement,I came first.

  使我吃驚的是我居然第一個(gè)到。

  2.a(chǎn)gain and again

  意思是“反復(fù)、再三”,類似的說(shuō)法還有over and over,over and over again。例如:

  he told me again and again not to make friends with her.

  他再三告誡我不要和她交朋友。

  3.tell… apart

  基本含義是“分辨出,能認(rèn)出其間的差異”。例如:

  to tell the two handkerchiefs apart,she made a mark in her own handkerchief.

  為了把兩塊手絹分開(kāi),她在自己的那塊上做了記號(hào)。

  注意,tell作“區(qū)分、分辨”解時(shí),常與情態(tài)動(dòng)詞can,could,be able to或其否定式連用。常見(jiàn)句型有tell the difference between… and…,tell…from…。例如:

  can you tell Mary from her twin sister?

  你能分辨瑪莉和她的孿生姐妹嗎?

  4.to one's astonishment

  to+one's +名詞常譯為“使某人……的是”,名詞常為表示感情的詞。例如:

  to one's surprise 使某人吃驚的是

  to one's joy 使某人高興的是

  常用于這種結(jié)構(gòu)的名詞還有sorrow,delight,excitement,disappointment,amazement,relief等。

  5.surrounding

  1)surrounding作形容詞,意思是“周圍的”。例如:

  there is no such kind of modern hospital in the surrounding areas.

  在周圍地區(qū)沒(méi)有如此現(xiàn)代化的醫(yī)院。

  2)surrounding 作名詞常用復(fù)數(shù),意思是“環(huán)境,周圍的事物”。例如:

  children are living in pleasant surroundings.

  孩子們生活在舒適的環(huán)境里。

  3)surround作動(dòng)詞用,意思是“包圍,環(huán)繞”。例如:

  my hometown is a small village surrounded with rivers.

  我的家鄉(xiāng)是一個(gè)河水環(huán)繞的小村莊。

  6.far away

  1)far away遙遠(yuǎn),常與from連用,指離某地遠(yuǎn)。例如:

  the factory where my father works is far away from the center of town.

  我父親工作的工廠離市中心很遠(yuǎn)。

  2)far from 遠(yuǎn)離,用法同far away from。

  3)如果要具體表示甲地離乙地多遠(yuǎn),則用句型:距離+away from。例如:

  the classroom is fifty meters away from the playground.教室離操場(chǎng)有50米遠(yuǎn)。

  4)faraway則用作形容詞,意思是“遙遠(yuǎn)的”。例如:

  at that time he lived in a faraway island by himself.

  當(dāng)時(shí)他獨(dú)自一人住在一個(gè)遙遠(yuǎn)的小島上。

  7.set up建立,創(chuàng)立,豎立

  與set有關(guān)的短語(yǔ)很多。例如:

  Set off for 動(dòng)身去某地

  Set off an nuclear bomb 引爆原子彈

  Set out to do sth. 著手做某事

  Set out(for) 出發(fā),啟程

  Set sb.free 釋放某人

  Set an example to sb./set sb.a(chǎn)n example

  為某人樹立榜樣

  Set fire to 放火(燒)

  Set sth.on fire 放火燒

  Set sail 啟航

  Set up home 成家,建立家園

  8.come up

  在課文中意思是“被提出”。該短語(yǔ)還可解釋為“上升,抬頭”等。例如:

  the question hasn't come up yet.

  問(wèn)題尚未被提出。

  he put his head under water,but soon came up for breath.

  他把頭伸進(jìn)水中,但不久又抬頭換氣。

  下面再把有關(guān)come的短語(yǔ)歸納一下。

  come true 變?yōu)楝F(xiàn)實(shí)

  come from 出生(于);來(lái)自

  come in 進(jìn)入,進(jìn)來(lái)

  come in,please. 請(qǐng)進(jìn)。

  come over 過(guò)來(lái);順便來(lái)訪

  come round (走)過(guò)來(lái);來(lái)

  come back 回來(lái)

  come on 趕快

  come down 落下

  come out 出來(lái);(書等)出版;發(fā)行

  come about 發(fā)生;產(chǎn)生

  come across (偶然)遇見(jiàn),發(fā)現(xiàn)

  come to 共計(jì);達(dá)到

  come off 從……離開(kāi);脫落

  9.course

  1)course走向,所經(jīng)之路。例如:

  the map shows the courses of the chief rivers.

  這幅地圖表明了主要河流經(jīng)過(guò)的區(qū)域。

  2)course過(guò)程,進(jìn)程。例如:

  In the course of conversation在談話過(guò)程中

  3)course課程。例如:

  a course in French 法語(yǔ)課程

  complete one's college course 讀完大學(xué)

  4)構(gòu)成詞組:of course 當(dāng)然

  二、句型

  1.It is the honey bee that has most interested scientists because of the “l(fā)anguage” they use to communicate with each other.

  是蜜蜂最使科學(xué)家感興趣因?yàn)樗麄冇斜舜私涣鞯恼Z(yǔ)言。

  強(qiáng)調(diào)句:It is/was +強(qiáng)調(diào)部分+that+除強(qiáng)調(diào)的句子其它部分.

  Is/Was it+強(qiáng)調(diào)部分+that+除強(qiáng)調(diào)的句子其它部分?

  Why/Who/How/Where/What/When is/was it that+除強(qiáng)調(diào)的句子其它部分?

  2.The development of the modern beehive in 1851 made it possible to design experiments to research the language of honey bees.

  1851年新式蜂箱的研制,使設(shè)計(jì)實(shí)驗(yàn)研究蜜蜂的語(yǔ)言成為可能。

  句中的it是形式賓語(yǔ),真正的賓語(yǔ)是后面的不定式短語(yǔ)to design experiments。it作形式賓語(yǔ)其句型是:主語(yǔ)+及物動(dòng)詞+it+賓語(yǔ)補(bǔ)足語(yǔ)+不定式。用于該句型的常見(jiàn)動(dòng)詞有:find,think,feel,make等。例如:The heavy rain made it impossible for him to get to the school on time.

  大雨使他不可能準(zhǔn)時(shí)到校。

  he found it hard to improve his spoken English.

  他覺(jué)得要提高他的口語(yǔ)水平很難。

  She feels it necessary to master a foreign language.

  她感到掌握一門外語(yǔ)很有必要。

  3.The farther away the feeding station was,the slower the dance was.

  喂食處越遠(yuǎn),舞蹈動(dòng)作的速度就越慢。

  該句型的結(jié)構(gòu)是: the+比較級(jí)…,the+比較級(jí)…。意思是“越……,就越……”。例如:

  the more, the better.越多越好。

  the harder you work,the greater progress you will make.

  你越努力,取得的進(jìn)步就越大。

  the more he explained,the more we were puzzled.

  他愈解釋,我們愈糊涂。

  試比較下列句型:more and more+形容詞

(原級(jí))或比較級(jí)+比較級(jí)。該句型的意思是“越來(lái)越……”。例如:

  the day is getting longer and longer.

  the park is more and more beautiful.

SEFC 高三 unit 22 bees 課文處理共4

  完形填空設(shè)空以實(shí)詞為主、虛詞為輔,單詞為主、短語(yǔ)為輔。動(dòng)詞、名詞、形容詞、副詞、代詞等實(shí)詞通常要占全部小題數(shù)的80%以上。而介詞、連詞、冠詞等虛詞則相對(duì)考得較少。

  完形填空解題步驟

  通覽------試填-----復(fù)核

  1 通覽----速度全文,把握大意

  快速閱讀一下全文,通過(guò)通覽全文、領(lǐng)會(huì)大意,概略地了解文章的體裁、背景、內(nèi)容、結(jié)構(gòu)層次、情節(jié)、寫作風(fēng)格等等。

  2 試填----緊扣文意,瞻前顧后

  先易后難,逐層深入。緊扣全文內(nèi)容,聯(lián)系上下文和語(yǔ)境,展開(kāi)邏輯推理,注意從上下文中尋找線索,注意詞匯的意義、搭配,慣用法,語(yǔ)法,常識(shí)等多個(gè)角度進(jìn)行綜合考慮。

  3 復(fù)核----全面檢查,確保語(yǔ)意連貫,用詞準(zhǔn)確

  試填后,要把全文再通讀一遍 ,注意看所選答案填入空白處后能否做到文章意思通順、前后連貫、邏輯嚴(yán)謹(jǐn)、結(jié)構(gòu)完整、首尾呼應(yīng)。

  解題技巧

  1. 充分利用文章的上下文和前后句,找到對(duì)選擇有提示作用的詞或句。(同義詞或反義詞)

  2. 注意固定搭配3. 注意同義詞的辨義4.根據(jù)動(dòng)作的發(fā)出者確定所選的詞5.根據(jù)上下文的邏輯關(guān)系確定選項(xiàng)6. 根據(jù)生活常識(shí)以及相關(guān)知識(shí)確定選項(xiàng)7. 利用語(yǔ)法知識(shí)選出正確選項(xiàng)

  解題技巧

  1 充分利用文章的上下文和前后句,找到對(duì)選擇有提示作用的詞或句。這些詞有可能是同義詞或反義詞。

  1) Many old people don’t have good ____. They can’t watch TV, but they can listen to music or news over the radio .

  a hearing B health C eyesight D time

  2) Some parts of the water are very shallow. But in some places it is very, very______.

  a. deep B.high C. cold D. dangerous

  根據(jù)轉(zhuǎn)折連詞but的提示,所選的詞應(yīng)與shallow相反,因此選A

  3) I climbed the stairs slowly, carrying a big suitcase,my father following with two more.By the time I got to the third floor ,I was___ and at the same time feeling lonely.( NMET 第26小題)

  a helpless B lazy C anxious D tired

  4) … and then both ended up from

  the same high school, just three weeks before_____, Bill asked Mark if they could talk.(北京春季卷第45小題)

  a graduation B movement C separation D vacation

  2 注意固定搭配,包括動(dòng)詞與介詞的搭配、動(dòng)詞與名詞的搭配以及形容詞與名詞的搭配等,同時(shí)要根據(jù)內(nèi)容選擇正確的短語(yǔ)。

  1)The city(Washington) was named___George Washington, the first president of the United States.

  a. by B. for C. as D. after

  2) It was 4 o’clock when the front doorbell rang. Mrs Clarke was ____

  tea at the time.

  a. cooking B. making C.burning D. serving

  3) Mark____ down and helped the boy pick up these articles.(2003 北京 春 50小題)

  a.fell B. sat C.lay D. knelt

  4) … Ed’s been the least physically fit member in the family, and_____ proud of himself.(NMET2003第42題)

  a. strangely B. personally C. reasonably D. eagerly

  5)… , but they are _____ damage to our houses and shops of historical interest,’’ Said John Norris,one of the protesters.(NMET第30題)

  a doing B raising C putting D producing

  3 注意同義詞的辨義

  1)Soon I heard a ___ like that of a door burst in , and then a climb of

  Feet.

  a. sound B. cry C. voice D.shout

  2)The boy was ___ ① ____ the water and his canoe was _②___ away.

  a.on B.within C.in D.under ② A running B floating C flowing D pulling

  3).‘‘ Give me a hand,’’ he shouted_____ he got near the boat.

  a. while B. till C. for D. as

  四個(gè)選項(xiàng)都可以表示時(shí)間。while強(qiáng)調(diào)一段時(shí)間內(nèi)進(jìn)行的動(dòng)作,常與進(jìn)行時(shí)連用;till表示的是動(dòng)作持續(xù)到某時(shí)或到某時(shí)才開(kāi)始;for表示的是動(dòng)作持續(xù)了一段時(shí)間;as連接的是一個(gè)與謂語(yǔ)動(dòng)作幾乎同時(shí)發(fā)生的動(dòng)詞。答案應(yīng)選D,表示他一邊向船靠近一邊大聲喊。

  4.根據(jù)動(dòng)作的發(fā)出者確定所選的詞

  1). And video cameras can be used

  to ___people’s actions at home.

  a. keep B. make C. record D. watch

  2). When the papers were____ she discovered that twelve boys had made exactly the same mistakes throughout the test.

  a. collected B. completed C. marked D. answered

  3). Japan is an island country and its_①__ go all over the Pacific looking for fish to _②__.

① A. fishing boats B. lifeboats C. planes D. trains

② A.buy B. catch C.hold D.weigh

  只有fishing boats能夠到太平洋捕魚,因此第一個(gè)空答案A為。捕魚用動(dòng)詞catch,第二個(gè)空答案為B。

  上下文5 根據(jù)的邏輯關(guān)系確定選項(xiàng)

  有時(shí),選項(xiàng)中所給的四個(gè)詞為表示上下文邏輯關(guān)系的連接性詞語(yǔ),它涉及到文章的起承轉(zhuǎn)合、上下連貫。這類題主要考查考生對(duì)上下文邏輯關(guān)系的理解,如轉(zhuǎn)折關(guān)系、讓步關(guān)系、因果關(guān)系、遞進(jìn)關(guān)系、增補(bǔ)關(guān)系、比較關(guān)系以及對(duì)比關(guān)系等。

  常見(jiàn)的承接語(yǔ)有and,but,however,so,therefore,等。其中for one thing…for another…等連接詞表示列舉;First…and then,First…Next…Then…Finally…用來(lái)按次序描述時(shí)間發(fā)生的過(guò)程;anyhow,still,though,although…表示讓步關(guān)系;therefore,so表結(jié)果;because,since,due to,owing to…表原因,等等。

  1). A transistor radio is sometimes

  very small.It is very easy to carry…___,radio broadcasts are better for

  blind people.

  a. Besides B. However C. Yet D. Sometimes

  2). At first nothing happened,____

  Suddenly a large rat rushed out of

  the… A.and B. or C. so D.then

  3). My main responsibility(職責(zé)) were clearing tables and washing dishes,____sometimes I helped cook.(2003 北京 第40題)

  a. or B. so C. but D. even

  6 根據(jù)生活常識(shí)以及相關(guān)知識(shí)確定選項(xiàng)

  1)The space is left to let the rail

  expand(膨脹) when it gets ___.

  a. wet B. cold C. hot D. dry

  2)…,you __①__the international dateline.By agreement, this is the point where a new day__②__.

① A. see B. cross C. are D. are stopped by

  _②A.is coming B is discovered C.is invented D. begins

  the international dateline是‘‘國(guó)際日期變更線’’,是人們所規(guī)定的,看不見(jiàn),摸不著,但是可以越過(guò)。它是新的一天開(kāi)始的地方。答案分別為B 和D

  7 利用語(yǔ)法知識(shí)選出正確選項(xiàng)

  1)When Ed first phoned and ___

  We play, I laughed quietly,figuring

  on an easy victory.(NMET2003 , 37題)

  a.declared B. mentioned C.persuaded D. suggested

  2). I realized that____ I had done that I would have lost a new friend and missed all the fun we would have together.(2003 北京 春季 53題)

  a.before B.if C. while D. as

  3). As my father,____ worked three jobs, once told me, …(2003 北京 54題)

  a .he B. that C. who D .whoever

SEFC 高三 unit 22 bees 課文處理共5

  展茅中心小學(xué)?? 丁維

【內(nèi)容摘要】

  略讀課文在我們的語(yǔ)文課文中占有舉足輕重的作用,至第三學(xué)段五年級(jí)上冊(cè)起,略讀課文所占的比重與精讀課文已是平分秋色了。但略讀課文的設(shè)計(jì)常常存在誤區(qū),針對(duì)這種情況,我們對(duì)略讀課文的地位、作用認(rèn)識(shí)不夠清楚,對(duì)略讀課文的編排意圖理解不夠透徹,沒(méi)有很好地把握略讀課文教學(xué)的“尺度”而引起的。上好略讀課文可以從這幾方面去思考設(shè)計(jì):依托提示語(yǔ)、注重學(xué)法遷移、拓展訓(xùn)練。

【關(guān)鍵詞 】? 略讀課文???? 定位?? “精”處理

  輕輕翻閱我們的語(yǔ)文課本,我們可以很清楚地看到,我們課本中的課文由三大類組成,一是精讀課文,一是略讀課文,另外為選讀課文。 從小學(xué)第二學(xué)段第五冊(cè)開(kāi)始,在保持一定量選讀的基礎(chǔ)上,將課文分為精讀和略讀兩種類型,且隨年級(jí)的升高,逐步增大略讀的份量,精讀相對(duì)減少。到第七冊(cè),略讀課文的篇數(shù)已約占全冊(cè)課文的44%,同時(shí)也不僅僅是出現(xiàn)在每個(gè)單元的末尾,而是融在其中,與前面的精讀課文密切聯(lián)系。至第三學(xué)段五年級(jí)上冊(cè)起,略讀課文所占的比重與精讀課文已是平分秋色了。但是,占如此大比重的略讀課文教學(xué)并沒(méi)有受到廣泛的關(guān)注,關(guān)于這方面的教學(xué)設(shè)計(jì)與研究也是微乎其微。

《課程標(biāo)準(zhǔn)》對(duì)于略讀課文的要求只是寥寥幾筆:“略讀課文重在略讀方法的指導(dǎo),在閱讀實(shí)踐中,逐步培養(yǎng)學(xué)生的略讀能力?!蔽覀兺荒芎芎玫匕盐账奶攸c(diǎn),因此縱觀如今的略讀課文教學(xué),存在這樣兩種情況:一種是輕描淡寫、放手自讀。 人教版實(shí)驗(yàn)教材參考用書中曾指出略讀課文不像精讀課文那樣嚴(yán)格細(xì)致,內(nèi)容上只要求“粗知課文大意”,不需字斟句酌;方法上則更加放手,主要靠學(xué)生自己把課文讀懂。于是很多人就有了“馬馬虎虎”走過(guò)場(chǎng)的念頭。課堂上,讓學(xué)生隨隨便便讀幾次,輕描淡寫、囫圇吞棗,讀讀就帶過(guò)了,學(xué)生根本沒(méi)有留下什么印象。另一種是難以割舍、精雕細(xì)琢教材中的略讀課文無(wú)論從內(nèi)容,還是語(yǔ)言上看,篇篇文質(zhì)兼美,出于名家之筆,確屬“閱讀精品”,深受學(xué)生的喜歡,作為教師的我們也難以割舍。于是詞句品析、朗讀感悟、積累運(yùn)用、人文熏陶、面面俱到,精雕細(xì)琢。這些情況的出現(xiàn) ,主要是我們對(duì)略讀課文的地位、作用認(rèn)識(shí)不夠清楚,對(duì)略讀課文的編排意圖理解不夠透徹,沒(méi)有很好地把握略讀課文教學(xué)的“尺度”而引起的。那么,怎樣才能把略讀課上得更精彩呢?

  一、依托提示語(yǔ),突顯教學(xué)重點(diǎn)

  受教學(xué)時(shí)間的影響,我們知道略讀課文的課時(shí)多數(shù)是一課時(shí)。這就要求我們教師在處理教材時(shí)能快速抓準(zhǔn)略讀課文的教學(xué)重點(diǎn),從而使略讀課文和精讀課文形成一個(gè)小系統(tǒng)的教學(xué)整體,形成教學(xué)合力,更好地發(fā)揮訓(xùn)練閱讀、遷移能力和陶情冶趣的功能。人教版課標(biāo)實(shí)驗(yàn)教材在每一課略讀課文前都有一段承上啟下的提示語(yǔ)。

  例如《花的勇氣》一課前是這樣寫的:

  茁壯生長(zhǎng)在磚縫中的小瓜苗,讓我們感受到了生命的頑強(qiáng)。當(dāng)我們面對(duì)千萬(wàn)朵在冷風(fēng)冷雨中怒放的小花的時(shí)候,又會(huì)有什么樣的感受呢?有感情地朗讀課文,說(shuō)說(shuō)作者在維也納經(jīng)歷一件什么事,她為什么會(huì)從“失望”“遺憾”到“驚奇”“心頭怦然一震”?把自己喜歡的部分多讀幾遍,體會(huì)體會(huì)作者內(nèi)心的感受。

  這段提示語(yǔ)生動(dòng)活潑,既激發(fā)了學(xué)生的閱讀興趣,又延續(xù)了本組課文的主題性,同時(shí)還明確提出了閱讀要求。但是,通常提示語(yǔ)中的閱讀要求是帶有隱性的,需要教師去挖掘。上面這段提示語(yǔ),我們可以從兩方面進(jìn)行提煉:

  1、閱讀課文,想想課文寫了一件什么事,找找作者心情變化的詞語(yǔ),想想為什么會(huì)有這樣的變化。這是要求我們?cè)诮虒W(xué)中能夠引導(dǎo)學(xué)生整體感知,了解課文的主要內(nèi)容,作者心情變化的由來(lái)。

  2、把自己喜歡的部分多讀幾遍,體會(huì)體會(huì)作者內(nèi)心的感受。這句話則要求我們?cè)诮虒W(xué)中能夠有意識(shí)地去引導(dǎo)學(xué)生品讀體會(huì)課文中含義較為深刻的詞句,感受生命的美好,同時(shí)積累文中豐富的語(yǔ)言。

  像這樣依托提示語(yǔ),我們可以迅速、準(zhǔn)確地把握略讀課文的教學(xué)重點(diǎn),有利于我們合理地設(shè)計(jì)教學(xué),有效地開(kāi)展略讀課文的教學(xué)。

  二、結(jié)合精讀課文,注重學(xué)法遷移

  略讀課文作為精讀課文的延伸,我們?cè)谠O(shè)計(jì)教學(xué)時(shí)不但要注重外在學(xué)法上的遷移、運(yùn)用、鞏固、總結(jié),同時(shí)也注重人文內(nèi)涵上的遷移延伸,做到瞻前顧后、內(nèi)外融合。

《花的勇氣》之前有兩篇精讀課文,分別是《觸摸春天》、《生命? 生命》。兩篇課文都是 生命教育的典范,文中有很多含義深刻的詞句。針對(duì)這點(diǎn),我們可以設(shè)計(jì)這樣一個(gè)塊面讓學(xué)生去充分品讀:

  師:高樓萬(wàn)丈拔地而起,危峰兀立拔地而起,拔地而起的都是該讓我們抬頭仰望的,那么小花拔地而起的氣魄你是哪里感受到的呢?

  生1:我從“改天換地”感受到小花拔地而起的氣魄,草地在短短的幾天里發(fā)生了巨大的變化,各種顏色鮮艷的小花覆蓋了大片大片的綠色。

  生2:我從“傲然挺立、明亮奪目、神奇十足”感受到小花拔地而起的氣魄,在冷風(fēng)冷雨中小花它們不怕,這么堅(jiān)強(qiáng)、這么勇敢、那需要有多大的勇氣?。?/p>

……

  整個(gè)過(guò)程通過(guò)讓學(xué)生自主思考、交流、朗讀,讓學(xué)生對(duì)已有的知識(shí)、語(yǔ)言進(jìn)行再一次提升、積累。

  生命的真諦是什么,生命的意義何在,熱愛(ài)生命是本組課文的主題?!队|摸春天》告訴我們:誰(shuí)都有熱愛(ài)生活得權(quán)利,誰(shuí)都可以創(chuàng)造一個(gè)屬于自己的繽紛世界?!队郎难劬Α穯⑹疚覀儯阂宰约旱膼?ài)心給他人帶來(lái)幸福,生命才更有意義?!渡? 生命》教育我們:要珍惜生命,讓有限的生命體現(xiàn)無(wú)限的價(jià)值。《花的勇氣》在最后讓我們明白在人生的道路上,陰風(fēng)冷雨并不可怕,要以無(wú)所畏懼的勇氣面對(duì)一切艱難險(xiǎn)阻。在設(shè)計(jì)教學(xué)時(shí),我們可以引導(dǎo)學(xué)生進(jìn)行積累,積累自己了解到的生命現(xiàn)象,頁(yè)可以說(shuō)說(shuō)身邊那些熱愛(ài)生命的故事。這里既對(duì)主題進(jìn)行了總結(jié)和提升,又溝通了課內(nèi)和課外,可以說(shuō)是一舉兩得。

  三、尋找訓(xùn)練空間,點(diǎn)亮思維火花

  葉圣陶曾經(jīng)說(shuō)過(guò) “精讀文章,只能把它認(rèn)作例子與出發(fā)點(diǎn),既熟習(xí)了例子,又定了出發(fā)點(diǎn),就得推廣開(kāi)來(lái),閱讀略讀書籍?!毙麓缶V也明確提出:略讀課文的教學(xué)在內(nèi)容理解上要求低于精讀課文的教學(xué),方法上要更加放手。由此可見(jiàn),略讀課文應(yīng)該是學(xué)生進(jìn)行自主閱讀的舞臺(tái),略讀課文的教學(xué)設(shè)計(jì)應(yīng)該體現(xiàn)教師是如何引導(dǎo)學(xué)生把從精讀課文中習(xí)得的學(xué)習(xí)方法付諸實(shí)踐運(yùn)用的。

《花的勇氣》是一篇教育意義深刻的文章,因此,在教學(xué)的時(shí)候,我針對(duì)這一特點(diǎn),最后設(shè)計(jì)這樣一個(gè)環(huán)節(jié),通過(guò)說(shuō)話練習(xí)來(lái)拓展學(xué)生的思維能力。

  師:同學(xué)們生活中有很多生命擁有這樣的勇氣,感受著花的勇氣,是否讓你想起了它們呢?用一句話來(lái)說(shuō)一說(shuō)。

  花的勇氣――在冷風(fēng)冷雨中拔地而起

  種子的勇氣――(如:在石頭重壓下破土而出)

  梅花的勇氣――(如:在冰天雪地中傲然綻放)

(…… )的勇氣――

  2.誦一誦。

  師:是的,同學(xué)們,生命中有很多令人震撼的勇氣。

  出示:有關(guān)生命的小詩(shī)

  花的勇氣――在冷風(fēng)冷雨中拔地而起;

  種子的勇氣――在狹小的磚縫中破土而出;

  梅花的勇氣――在冰天雪地中傲然綻放;

  小草的勇氣――在野火中重生;

……

  勇氣,就是在生命中,

  勇敢地面對(duì)一切風(fēng)風(fēng)雨雨。

  無(wú)論你多么弱小,

  無(wú)論你遇到什么困難,

  只要你擁有勇氣,

  就會(huì)擁有希望。

  讓我們記住,

  生命的意味――勇氣!

  當(dāng)然一篇好的文本,它的語(yǔ)言和思維訓(xùn)練點(diǎn)肯定不只一處。在設(shè)計(jì)時(shí),我們不可能面面俱到,當(dāng)然也不能特立獨(dú)行和精讀課文、本組訓(xùn)練重點(diǎn)風(fēng)馬牛不相及。在品味、積累作者語(yǔ)言的同時(shí),我們也要適時(shí)地設(shè)計(jì),去點(diǎn)亮學(xué)生思維的火花,以更開(kāi)放的形式讓學(xué)生獨(dú)立自由地思考。蘇霍姆林斯基講得十分深刻――真正的學(xué)校應(yīng)當(dāng)是一個(gè)積極思考的王國(guó)。我想,我們略讀教學(xué)的課堂更應(yīng)該是學(xué)生積極思考的天地。

  以上是自己通過(guò)教學(xué)實(shí)踐后粗淺的所得。還是葉老的話“就教學(xué)而言,精讀是主體,略讀只是補(bǔ)充;但是就效果而言,精讀是準(zhǔn)備,略讀才是應(yīng)用?!蔽覀儜?yīng)該把“略讀”提升到一個(gè)應(yīng)有的高度,略讀課文的教學(xué)設(shè)計(jì),我們應(yīng)該進(jìn)行“精”處理,不能一略而過(guò)。

  參考文獻(xiàn)

《淺談小學(xué)語(yǔ)文略讀課文教學(xué)中的“精”處理》????? 董大偉???? 、12

《讓略讀課上得更精彩》????????????????????????? 李? 穎???? 、5

  們面對(duì)面的交流,了解他們的想法,“私下”幫助他們表達(dá),鼓勵(lì)他

  們積極舉手,相信,他們也會(huì)成為舉手積極的好學(xué)生。

  4 、重視補(bǔ)缺拉差,鼓勵(lì)優(yōu)于“處罰”。作業(yè)是語(yǔ)文課堂的有機(jī)組成部分,對(duì)

  于中差生,從作業(yè)的完成,批改,到訂正都應(yīng)是老師關(guān)注的重點(diǎn),他們作業(yè)中暴

  露的問(wèn)題就是老師應(yīng)該在反饋中必須解決的問(wèn)題。由于學(xué)習(xí)基礎(chǔ)等原因,一部分

  同學(xué)的作業(yè)跟不上其他同學(xué),針對(duì)這部分同學(xué)的補(bǔ)缺拉差,老師則需多花時(shí)間和

  精力,而更重要的是耐心和鼓勵(lì),一味地斥責(zé),甚至“處罰”,只會(huì)適得其反,

  事倍功半。

  語(yǔ)文課,就應(yīng)該上出“語(yǔ)文味”。樸實(shí),真實(shí),扎實(shí),是語(yǔ)文課堂的本真。而扎

  實(shí)必須扎準(zhǔn),扎穩(wěn),讓語(yǔ)文的“車輪”滾得慢一點(diǎn),不要過(guò)于注重課堂教學(xué)的流

  程,要讓孩子們?cè)跇銓?shí)中透過(guò)文字的“窗口”欣賞到語(yǔ)文世界的“美景”;不要

  過(guò)于關(guān)注教學(xué)環(huán)節(jié),要讓孩子們?cè)谡鎸?shí)中享受學(xué)習(xí)的過(guò)程和樂(lè)趣;不要過(guò)于關(guān)注

  是不是能完成教學(xué)任務(wù),要讓孩子們?cè)谠鷮?shí)中成為語(yǔ)文學(xué)習(xí)的主人。老師們,讓

  我們摒棄課堂教學(xué)的“形式化”,扎扎實(shí)實(shí)地培養(yǎng)學(xué)生的語(yǔ)文素養(yǎng)。

【關(guān)鍵詞 】? 略讀課文???? 定位?? “精”處理

  輕輕翻閱我們的語(yǔ)文課本,我們可以很清楚地看到,我們課本中的課文由三大類組成,一是精讀課文,一是略讀課文,另外為選讀課文。 從小學(xué)第二學(xué)段第五冊(cè)開(kāi)始,在保持一定量選讀的基礎(chǔ)上,將課文分為精讀和略讀兩種類型,且隨年級(jí)的升高,逐步增大略讀的份量,精讀相對(duì)減少。到第七冊(cè),略讀課文的篇數(shù)已約占全冊(cè)課文的44%,同時(shí)也不僅僅是出現(xiàn)在每個(gè)單元的末尾,而是融在其中,與前面的精讀課文密切聯(lián)系。至第三學(xué)段五年級(jí)上冊(cè)起,略讀課文所占的比重與精讀課文已是平分秋色了。但是,占如此大比重的略讀課文教學(xué)并沒(méi)有受到廣泛的關(guān)注,關(guān)于這方面的教學(xué)設(shè)計(jì)與研究也是微乎其微。

《課程標(biāo)準(zhǔn)》對(duì)于略讀課文的要求只是寥寥幾筆:“略讀課文重在略讀方法的指導(dǎo),在閱讀實(shí)踐中,逐步培養(yǎng)學(xué)生的略讀能力?!蔽覀兺荒芎芎玫匕盐账奶攸c(diǎn),因此縱觀如今的略讀課文教學(xué),存在這樣兩種情況:一種是輕描淡寫、放手自讀。 人教版實(shí)驗(yàn)教材參考用書中曾指出略讀課文不像精讀課文那樣嚴(yán)格細(xì)致,內(nèi)容上只要求“粗知課文大意”,不需字斟句酌;方法上則更加放手,主要靠學(xué)生自己把課文讀懂。于是很多人就有了“馬馬虎虎”走過(guò)場(chǎng)的念頭。課堂上,讓學(xué)生隨隨便便讀幾次,輕描淡寫、囫圇吞棗,讀讀就帶過(guò)了,學(xué)生根本沒(méi)有留下什么印象。另一種是難以割舍、精雕細(xì)琢教材中的略讀課文無(wú)論從內(nèi)容,還是語(yǔ)言上看,篇篇文質(zhì)兼美,出于名家之筆,確屬“閱讀精品”,深受學(xué)生的喜歡,作為教師的我們也難以割舍。于是詞句品析、朗讀感悟、積累運(yùn)用、人文熏陶、面面俱到,精雕細(xì)琢。這些情況的出現(xiàn) ,主要是我們對(duì)略讀課文的地位、作用認(rèn)識(shí)不夠清楚,對(duì)略讀課文的編排意圖理解不夠透徹,沒(méi)有很好地把握略讀課文教學(xué)的“尺度”而引起的。那么,怎樣才能把略讀課上得更精彩呢?

  一、依托提示語(yǔ),突顯教學(xué)重點(diǎn)

  受教學(xué)時(shí)間的影響,我們知道略讀課文的課時(shí)多數(shù)是一課時(shí)。這就要求我們教師在處理教材時(shí)能快速抓準(zhǔn)略讀課文的教學(xué)重點(diǎn),從而使略讀課文和精讀課文形成一個(gè)小系統(tǒng)的教學(xué)整體,形成教學(xué)合力,更好地發(fā)揮訓(xùn)練閱讀、遷移能力和陶情冶趣的功能。人教版課標(biāo)實(shí)驗(yàn)教材在每一課略讀課文前都有一段承上啟下的提示語(yǔ)。

  例如《花的勇氣》一課前是這樣寫的:

  茁壯生長(zhǎng)在磚縫中的小瓜苗,讓我們感受到了生命的頑強(qiáng)。當(dāng)我們面對(duì)千萬(wàn)朵在冷風(fēng)冷雨中怒放的小花的時(shí)候,又會(huì)有什么樣的感受呢?有感情地朗讀課文,說(shuō)說(shuō)作者在維也納經(jīng)歷一件什么事,她為什么會(huì)從“失望”“遺憾”到“驚奇”“心頭怦然一震”?把自己喜歡的部分多讀幾遍,體會(huì)體會(huì)作者內(nèi)心的感受。

  這段提示語(yǔ)生動(dòng)活潑,既激發(fā)了學(xué)生的閱讀興趣,又延續(xù)了本組課文的主題性,同時(shí)還明確提出了閱讀要求。但是,通常提示語(yǔ)中的.閱讀要求是帶有隱性的,需要教師去挖掘。上面這段提示語(yǔ),我們可以從兩方面進(jìn)行提煉:

  1、閱讀課文,想想課文寫了一件什么事,找找作者心情變化的詞語(yǔ),想想為什么會(huì)有這樣的變化。這是要求我們?cè)诮虒W(xué)中能夠引導(dǎo)學(xué)生整體感知,了解課文的主要內(nèi)容,作者心情變化的由來(lái)。

  2、把自己喜歡的部分多讀幾遍,體會(huì)體會(huì)作者內(nèi)心的感受。這句話則要求我們?cè)诮虒W(xué)中能夠有意識(shí)地去引導(dǎo)學(xué)生品讀體會(huì)課文中含義較為深刻的詞句,感受生命的美好,同時(shí)積累文中豐富的語(yǔ)言。

  像這樣依托提示語(yǔ),我們可以迅速、準(zhǔn)確地把握略讀課文的教學(xué)重點(diǎn),有利于我們合理地設(shè)計(jì)教學(xué),有效地開(kāi)展略讀課文的教學(xué)。

  二、結(jié)合精讀課文,注重學(xué)法遷移

  略讀課文作為精讀課文的延伸,我們?cè)谠O(shè)計(jì)教學(xué)時(shí)不但要注重外在學(xué)法上的遷移、運(yùn)用、鞏固、總結(jié),同時(shí)也注重人文內(nèi)涵上的遷移延伸,做到瞻前顧后、內(nèi)外融合。

《花的勇氣》之前有兩篇精讀課文,分別是《觸摸春天》、《生命? 生命》。兩篇課文都是 生命教育的典范,文中有很多含義深刻的詞句。針對(duì)這點(diǎn),我們可以設(shè)計(jì)這樣一個(gè)塊面讓學(xué)生去充分品讀:

  師:高樓萬(wàn)丈拔地而起,危峰兀立拔地而起,拔地而起的都是該讓我們抬頭仰望的,那么小花拔地而起的氣魄你是哪里感受到的呢?

  生1:我從“改天換地”感受到小花拔地而起的氣魄,草地在短短的幾天里發(fā)生了巨大的變化,各種顏色鮮艷的小花覆蓋了大片大片的綠色。

  生2:我從“傲然挺立、明亮奪目、神奇十足”感受到小花拔地而起的氣魄,在冷風(fēng)冷雨中小花它們不怕,這么堅(jiān)強(qiáng)、這么勇敢、那需要有多大的勇氣啊!

……

  整個(gè)過(guò)程通過(guò)讓學(xué)生自主思考、交流、朗讀,讓學(xué)生對(duì)已有的知識(shí)、語(yǔ)言進(jìn)行再一次提升、積累。

  生命的真諦是什么,生命的意義何在,熱愛(ài)生命是本組課文的主題?!队|摸春天》告訴我們:誰(shuí)都有熱愛(ài)生活得權(quán)利,誰(shuí)都可以創(chuàng)造一個(gè)屬于自己的繽紛世界。《永生的眼睛》啟示我們:以自己的愛(ài)心給他人帶來(lái)幸福,生命才更有意義?!渡? 生命》教育我們:要珍惜生命,讓有限的生命體現(xiàn)無(wú)限的價(jià)值。《花的勇氣》在最后讓我們明白在人生的道路上,陰風(fēng)冷雨并不可怕,要以無(wú)所畏懼的勇氣面對(duì)一切艱難險(xiǎn)阻。在設(shè)計(jì)教學(xué)時(shí),我們可以引導(dǎo)學(xué)生進(jìn)行積累,積累自己了解到的生命現(xiàn)象,頁(yè)可以說(shuō)說(shuō)身邊那些熱愛(ài)生命的故事。這里既對(duì)主題進(jìn)行了總結(jié)和提升,又溝通了課內(nèi)和課外,可以說(shuō)是一舉兩得。

  三、尋找訓(xùn)練空間,點(diǎn)亮思維火花

  葉圣陶曾經(jīng)說(shuō)過(guò) “精讀文章,只能把它認(rèn)作例子與出發(fā)點(diǎn),既熟習(xí)了例子,又定了出發(fā)點(diǎn),就得推廣開(kāi)來(lái),閱讀略讀書籍?!毙麓缶V也明確提出:略讀課文的教學(xué)在內(nèi)容理解上要求低于精讀課文的教學(xué),方法上要更加放手。由此可見(jiàn),略讀課文應(yīng)該是學(xué)生進(jìn)行自主閱讀的舞臺(tái),略讀課文的教學(xué)設(shè)計(jì)應(yīng)該體現(xiàn)教師是如何引導(dǎo)學(xué)生把從精讀課文中習(xí)得的學(xué)習(xí)方法付諸實(shí)踐運(yùn)用的。

《花的勇氣》是一篇教育意義深刻的文章,因此,在教學(xué)的時(shí)候,我針對(duì)這一特點(diǎn),最后設(shè)計(jì)這樣一個(gè)環(huán)節(jié),通過(guò)說(shuō)話練習(xí)來(lái)拓展學(xué)生的思維能力。

  師:同學(xué)們生活中有很多生命擁有這樣的勇氣,感受著花的勇氣,是否讓你想起了它們呢?用一句話來(lái)說(shuō)一說(shuō)。

  花的勇氣――在冷風(fēng)冷雨中拔地而起

  種子的勇氣――(如:在石頭重壓下破土而出)

  梅花的勇氣――(如:在冰天雪地中傲然綻放)

(…… )的勇氣――

  2.誦一誦。

  師:是的,同學(xué)們,生命中有很多令人震撼的勇氣。

  出示:有關(guān)生命的小詩(shī)

  花的勇氣――在冷風(fēng)冷雨中拔地而起;

  種子的勇氣――在狹小的磚縫中破土而出;

  梅花的勇氣――在冰天雪地中傲然綻放;

  小草的勇氣――在野火中重生;

……

  勇氣,就是在生命中,

  勇敢地面對(duì)一切風(fēng)風(fēng)雨雨。

  無(wú)論你多么弱小,

  無(wú)論你遇到什么困難,

  只要你擁有勇氣,

  就會(huì)擁有希望。

  讓我們記住,

  生命的意味――勇氣!

  當(dāng)然一篇好的文本,它的語(yǔ)言和思維訓(xùn)練點(diǎn)肯定不只一處。在設(shè)計(jì)時(shí),我們不可能面面俱到,當(dāng)然也不能特立獨(dú)行和精讀課文、本組訓(xùn)練重點(diǎn)風(fēng)馬牛不相及。在品味、積累作者語(yǔ)言的同時(shí),我們也要適時(shí)地設(shè)計(jì),去點(diǎn)亮學(xué)生思維的火花,以更開(kāi)放的形式讓學(xué)生獨(dú)立自由地思考。蘇霍姆林斯基講得十分深刻――真正的學(xué)校應(yīng)當(dāng)是一個(gè)積極思考的王國(guó)。我想,我們略讀教學(xué)的課堂更應(yīng)該是學(xué)生積極思考的天地。

  以上是自己通過(guò)教學(xué)實(shí)踐后粗淺的所得。還是葉老的話“就教學(xué)而言,精讀是主體,略讀只是補(bǔ)充;但是就效果而言,精讀是準(zhǔn)備,略讀才是應(yīng)用?!蔽覀儜?yīng)該把“略讀”提升到一個(gè)應(yīng)有的高度,略讀課文的教學(xué)設(shè)計(jì),我們應(yīng)該進(jìn)行“精”處理,不能一略而過(guò)。

  參考文獻(xiàn)

《淺談小學(xué)語(yǔ)文略讀課文教學(xué)中的“精”處理》????? 董大偉???? 2008、12

《讓略讀課上得更精彩》????????????????????????? 李? 穎???? 2007、5

  們面對(duì)面的交流,了解他們的想法,“私下”幫助他們表達(dá),鼓勵(lì)他

  們積極舉手,相信,他們也會(huì)成為舉手積極的好學(xué)生。

  4 、重視補(bǔ)缺拉差,鼓勵(lì)優(yōu)于“處罰”。作業(yè)是語(yǔ)文課堂的有機(jī)組成部分,對(duì)

  于中差生,從作業(yè)的完成,批改,到訂正都應(yīng)是老師關(guān)注的重點(diǎn),他們作業(yè)中暴

  露的問(wèn)題就是老師應(yīng)該在反饋中必須解決的問(wèn)題。由于學(xué)習(xí)基礎(chǔ)等原因,一部分

  同學(xué)的作業(yè)跟不上其他同學(xué),針對(duì)這部分同學(xué)的補(bǔ)缺拉差,老師則需多花時(shí)間和

  精力,而更重要的是耐心和鼓勵(lì),一味地斥責(zé),甚至“處罰”,只會(huì)適得其反,

  事倍功半。

  語(yǔ)文課,就應(yīng)該上出“語(yǔ)文味”。樸實(shí),真實(shí),扎實(shí),是語(yǔ)文課堂的本真。而扎

  實(shí)必須扎準(zhǔn),扎穩(wěn),讓語(yǔ)文的“車輪”滾得慢一點(diǎn),不要過(guò)于注重課堂教學(xué)的流

  程,要讓孩子們?cè)跇銓?shí)中透過(guò)文字的“窗口”欣賞到語(yǔ)文世界的“美景”;不要

  過(guò)于關(guān)注教學(xué)環(huán)節(jié),要讓孩子們?cè)谡鎸?shí)中享受學(xué)習(xí)的過(guò)程和樂(lè)趣;不要過(guò)于關(guān)注

  是不是能完成教學(xué)任務(wù),要讓孩子們?cè)谠鷮?shí)中成為語(yǔ)文學(xué)習(xí)的主人。老師們,讓

  我們摒棄課堂教學(xué)的“形式化”,扎扎實(shí)實(shí)地培養(yǎng)學(xué)生的語(yǔ)文素養(yǎng)。

SEFC 高三 unit 22 bees 課文處理共6

  SEFC課文圖式法閱讀理解模式初探

  一、圖式理論教學(xué)的概念

  圖式的實(shí)質(zhì)就是一種結(jié)構(gòu)、一種框架。圖式法教學(xué),就是通過(guò)使課文結(jié)構(gòu)化,把課文的主要內(nèi)容按照層次結(jié)合到人們頭腦中貯存信息的一個(gè)具有等級(jí)層次的教學(xué)模式。

  圖式法閱讀理解模式就是學(xué)生運(yùn)用圖式理解課文,把新舊知識(shí)聯(lián)系起來(lái)并融進(jìn)頭腦中已有的認(rèn)知結(jié)構(gòu)中去。進(jìn)行課文教學(xué)時(shí),學(xué)生對(duì)課文中出現(xiàn)的單詞、句子已有一般的認(rèn)識(shí)。為了理解課文,學(xué)生必須把頭腦里的知識(shí)和課文里特指的情景同信息聯(lián)系起來(lái),建立新的圖式。學(xué)生通過(guò)頭腦中的圖式和語(yǔ)篇相互作用,才能獲得對(duì)課文的理解。圖式把整篇課文的主要內(nèi)容概括了起來(lái),并揭示了它們之間的內(nèi)在關(guān)系,使學(xué)生不是停留在表層而是深入到課文的內(nèi)部結(jié)構(gòu)中去理解課文,理解作者意圖,掌握文章的精髓。

  二、理論依據(jù)與應(yīng)用

  圖式理論是認(rèn)知心理學(xué)家用以解釋、理解心理過(guò)程的一種理論。美國(guó)人工智能專家魯梅爾哈特為圖式理論的建立和完善作出了重要貢獻(xiàn)。他把圖式稱為以層級(jí)形式儲(chǔ)存于長(zhǎng)時(shí)記憶中的一組“相互作用的知識(shí)結(jié)構(gòu)”或“構(gòu)成認(rèn)知能力的建筑板塊”。人們頭腦中儲(chǔ)存各種圖式,如:開(kāi)電視機(jī)的圖式,去公園的圖式。

  現(xiàn)代教育心理學(xué),特別是信息加工的認(rèn)知心理學(xué),強(qiáng)調(diào)人已經(jīng)具有的知識(shí)和知識(shí)結(jié)構(gòu)對(duì)當(dāng)前認(rèn)知活動(dòng)的決定作用,因此提出了一種高層次的理論──圖式理論;而且“在閱讀心理學(xué)的領(lǐng)域內(nèi),用圖式理論來(lái)說(shuō)明閱讀理解過(guò)程,成了研究閱讀理解的主流”,[張必隱“閱讀心理學(xué)”(23)]

  圖式法閱讀理解模式是教育心理學(xué)的基本理論(特別是圖式理論)。其做法就是要找到學(xué)生認(rèn)知網(wǎng)絡(luò)的“結(jié)合點(diǎn)”,使得新的、困難的知識(shí)與學(xué)生已有的認(rèn)知體驗(yàn)結(jié)合,并使文章結(jié)構(gòu)化,與學(xué)生的“腦圖”結(jié)構(gòu)一致,從而容易理解,便于記憶,對(duì)課文內(nèi)容形成一個(gè)整體概念,進(jìn)行聽(tīng)、說(shuō)、讀、寫的綜合訓(xùn)練。

  如:學(xué)“Country Music”時(shí),由于引文時(shí)間上的交叉及內(nèi)容上的縱橫,加上對(duì)美國(guó)音樂(lè)知識(shí)缺乏了解,學(xué)生極易混淆各條信息和內(nèi)容。教師課前可對(duì)美國(guó)音樂(lè)知識(shí)先作介紹,再通過(guò)圖式作語(yǔ)篇結(jié)構(gòu)分析。如下:

  american Country Music’s Change

  a.The change of song's subject→

  during the 1950s:love, money

  In the 1960s:angry with sociely

  In the 1990s:feeling alone in the modern world, value of having good friends

  b.The change of song's place, etc→

  home:to all parts of the U.S.A.

  Singers:from all over the world

  equipment:from guitar to electrical equipment

  c.Now at present→ Much the same as before

  圖示課文脈絡(luò)清晰,學(xué)生對(duì)American Country Music主題的變化、發(fā)源地、歌手、樂(lè)器的變化理解就不會(huì)有大的問(wèn)題,從而提高閱讀能力和應(yīng)試能力。

  三、圖式法教學(xué)的實(shí)踐過(guò)程

  根據(jù)英語(yǔ)學(xué)習(xí)認(rèn)識(shí)過(guò)程的階段性原理:感知→理解→鞏固→運(yùn)用→反饋,在圖式法教學(xué)中,筆者采用“輸入信息→分層次理解課文→結(jié)合課文進(jìn)行語(yǔ)言實(shí)踐活動(dòng)→形成圖式→運(yùn)用語(yǔ)言”的教學(xué)流程。構(gòu)建的圖式法教學(xué)模式包含5個(gè)階段:

  1.豐富、激活背景知識(shí)(Presentation)。向?qū)W生顯示資料,材料中每一單位都是所要建立的圖式的一個(gè)例證。這些材料可以是事件、人物、物品、課本、故事、圖畫或任何其它與課文有關(guān)的材料。教師對(duì)這些資料提出與課文主題有關(guān)的問(wèn)題,以便學(xué)生抓住課文的要點(diǎn)。

  2.閱讀理解(Reading)。閱讀解疑掃清語(yǔ)言障礙。學(xué)生思考教師提出的問(wèn)題,找出課文的大意及要點(diǎn)。該階段一定要由學(xué)生自己閱讀并聽(tīng)錄音,注意聽(tīng)力訓(xùn)練,培養(yǎng)自學(xué)能力和分析問(wèn)題、解決問(wèn)題的能力。

  3.討論(Discussion)。個(gè)人閱讀的基礎(chǔ)上,學(xué)生就課文結(jié)構(gòu)的邏輯體系進(jìn)行討論,可同桌也可四人一組進(jìn)行討論,形成各自小組的圖式。

  4.構(gòu)圖(Scheme)。教師組織全班就某組的圖式進(jìn)行評(píng)議,以盡量簡(jiǎn)潔的線條勾勒出課文的內(nèi)在結(jié)構(gòu)。此過(guò)程就是教師引導(dǎo)學(xué)生去偽存真的過(guò)程。這是本模式的核心部分。教師要善于引導(dǎo),做好提示(暗示),并提供補(bǔ)充,使結(jié)構(gòu)完善起來(lái)。

  5.運(yùn)用(Retelling)。在圖式形成的過(guò)程中,學(xué)生對(duì)課文的內(nèi)容有了總體把握;通過(guò)該階段,學(xué)生要了解課文的細(xì)節(jié),進(jìn)而運(yùn)用圖式對(duì)課文進(jìn)行復(fù)述,或者寫出課文概要或者進(jìn)行對(duì)話等多種運(yùn)用語(yǔ)言的.形式。

  下面以“A Person of Great Determination”的教學(xué)設(shè)計(jì)為例:

  1.Presentation.以determination作為切入口自然引入,通過(guò)三個(gè)人物的故事,引起學(xué)生的興趣和好奇心;學(xué)生就教師所呈現(xiàn)的語(yǔ)言材料和課文中的圖進(jìn)行感知,形成初步的表像。

  2.Reading.先聽(tīng)錄音、后閱讀;然后學(xué)生對(duì)教師提出的問(wèn)題進(jìn)行思考回答,了解課文大意,并在教師的指導(dǎo)下掌握語(yǔ)言點(diǎn)。

  3.Discussion.四人一組進(jìn)行討論形成各自小組圖式,并畫在練習(xí)本上。

  4.Scheme.教師選用一些圖式,全班進(jìn)行評(píng)議,教師提供補(bǔ)充,并在黑板上板書。

  板書設(shè)計(jì)

  L30 A Person of Great Determination

  the first bookstore→failed

  the second bookstore→not succeed

  the third bookstore→unsuccessful

  the boy The fourth bookstore→no use

  the fifth bookstore→no hope

  the sixth bookstore→success

  great determination

  a person of strong will

  great courage

  5.Dialogue.同桌根據(jù)課內(nèi)練習(xí)圖表進(jìn)行對(duì)話,完成全文大意的簡(jiǎn)述。學(xué)生充分發(fā)揮想象力,進(jìn)一步鞏固前一階段所學(xué)的知識(shí),加深對(duì)課文的理解,達(dá)到初步運(yùn)用語(yǔ)言知識(shí)的目的。

  四、圖式法教學(xué)實(shí)踐的效果

  1.圖式法教學(xué)明顯優(yōu)于傳統(tǒng)的填鴨式教學(xué)或分段式教學(xué),是提高學(xué)生閱讀理解能力的有效方法。它能有效地把握住課文內(nèi)容和 篇章結(jié)構(gòu),對(duì)于高中學(xué)生思維,特別是概括能力及抽象邏輯思維能力的發(fā)展具有明顯的促進(jìn)作用,有利于發(fā)展學(xué)生智力,培養(yǎng)學(xué)生的自學(xué)能力及分析問(wèn)題、解決問(wèn)題的能力。

  2.有利于發(fā)揮教師的主導(dǎo)作用和學(xué)生的主體作用,能有效地促進(jìn)學(xué)生實(shí)際運(yùn)用語(yǔ)言能力的全面提高,同時(shí)也促進(jìn)學(xué)生學(xué)會(huì)學(xué)習(xí),學(xué)會(huì)研究,學(xué)會(huì)創(chuàng)造,從而提高教學(xué)效率。

  3.有利于激發(fā)個(gè)人及小組的探究精神、學(xué)習(xí)興趣、團(tuán)結(jié)協(xié)作精神及創(chuàng)造意識(shí)。學(xué)生們?cè)谧詫W(xué)材料、組織材料、分析結(jié)構(gòu)、形成圖式的過(guò)程中,有發(fā)現(xiàn)、有歸納、有創(chuàng)造。

  參考文獻(xiàn):

  1.胡春洞、王才仁主編:《英語(yǔ)閱讀論》,9月,廣西教育出版社。

  2.張必隱:《閱讀心理學(xué)》,北京師范大學(xué)出版社。

  3.楊志耀:,“圖式理論和閱讀理解”,英語(yǔ)周報(bào)第9期。

(廣東省廣州市第43中學(xué) 劉佩玲)

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