1、课前自主学习课堂互动探究解码书面表达勤思巧学园地Unit 16 Stories Period FiveCommunication Workshop 课件（北师大版选修6，课标通用）课前自主学习课堂互动探究解码书面表达勤思巧学园地课前自主学习课堂互动探究解码书面表达勤思巧学园地答案 1.tiresome2.awkward3.tense4.dizzy5.applaud6clumsy课前自主学习课堂互动探究解码书面表达勤思巧学园地.短语天地1_ 出错，出故障2_ 吸引的注意力3_ 把某物赠送给某人4_ 讲得通，有道理5_ 最后，终于6rather than _7refer to _8in this
2、case _9on the other hand _10be tired of _课前自主学习课堂互动探究解码书面表达勤思巧学园地答案 1.go wrong2.attract ones attention3.present sb with sth4.make sense5.in the end6.而不是，宁愿7.指的是；参考；涉及到 8.在这种情况下 9.另一方面 10.对厌烦课前自主学习课堂互动探究解码书面表达勤思巧学园地课前自主学习课堂互动探究解码书面表达勤思巧学园地课前自主学习课堂互动探究解码书面表达勤思巧学园地.预读理解.预读理解Read the text and find the c
3、orrect answers to the questions.1How many examples are given to describe the awful day of the writer?A1.B2.C3.D4.2When did the events happen?AIn spring.BIn summer.CIn autumn.DIn winter.课前自主学习课堂互动探究解码书面表达勤思巧学园地3 How did the writer think of the poetry reading competition?AHe knew it from the poster.BH
4、e was reminded by his classmates.CHe was reminded by his English teacher.DHe thought of it by himself.4What was the result of the competition?AHe got the first prize.BHe got the second prize.CHe got many praises.DHe got the last.课前自主学习课堂互动探究解码书面表达勤思巧学园地5How can we describe the day of the writer?AClu
5、msy and awful.BCheerful and interesting.CExciting and impressive.DAdventurous and shameful.答案 1.C2.B3.C4.D5.A课前自主学习课堂互动探究解码书面表达勤思巧学园地课前自主学习课堂互动探究解码书面表达勤思巧学园地(1)present还可作形容词用，意为“出席的，存在的”，此时常用作后置定语；而当“现在的”讲，通常作前置定语。How many people were present at the meeting?有多少人出席了会议？He was the only Englishman prese
6、nt.他是唯一一个出席的英国人。Oxygen is present in the air.氧气存在于空气中。Heres the doctors present address.这是那个医生现在的住址。课前自主学习课堂互动探究解码书面表达勤思巧学园地(2)present还可作名词，意为“现在，礼物”。He is with Jones at present.他现在跟琼斯在一起。For the present we had better do nothing.我们最好暂时什么也别做。课前自主学习课堂互动探究解码书面表达勤思巧学园地【单项填空】(1)All the people _at the par
7、ty were his supporters.Apresent BthankfulCinterested Dimportant(2)Was he _the class or _it yesterday?Apresent at；absent fromBabsent；presentCpresent；absentDpresent from；absent at答案(1)A(2)A课前自主学习课堂互动探究解码书面表达勤思巧学园地1refer to(1)提到，谈到We agreed never to refer to the matter again.我们一致同意永远不再提这件事。朗文当代(2)参考，查阅
8、Complete the exercise without referring to a dictionary.请在不查阅词典的情况下完成练习。(3)涉及，关于The new law does not refer to farmland.新法律与耕地无关。课前自主学习课堂互动探究解码书面表达勤思巧学园地refer to sth/sb as.把看作Johnson referred to the discovery as a major breakthrough in medical science.约翰逊称这项发现是医学领域里的一个重大突破。课前自主学习课堂互动探究解码书面表达勤思巧学园地ref
9、er to与look up都有“查看”之意，refer to后面主要接所查的工具书与资料，而look up主要指查某些具体的东西，常用于look up sthin.结构。He made a speech without referring to his notebook.他没看稿子发表的演讲。I looked up the new word in my dictionary.我在词典里查阅这个新词。课前自主学习课堂互动探究解码书面表达勤思巧学园地【单项填空】You may_a dictionary if you dont know how to pronounce a word.Alook u
10、p Brefer toClook into Dlook for答案 B课前自主学习课堂互动探究解码书面表达勤思巧学园地2on the other hand另一方面常用于：on(the)one hand.on the other hand.一方面另一方面On(the)one hand I want to sell the house，but on the other hand I cant bear the thought of moving.一方面我想把房子卖掉，但另一方面我又不愿搬家。朗文当代课前自主学习课堂互动探究解码书面表达勤思巧学园地【单项填空】I would like a job w
11、hich pays more，but_I enjoy the work Im doing at the moment.Ain other words Bon the other handCfor one thing Das a matter of fact答案 B课前自主学习课堂互动探究解码书面表达勤思巧学园地1(课文重现)The day started to go wrong the instant I left home.我离开家，日子就全乱了。【句式分析】(1)本句中go wrong表示“不顺利，出现问题”，还可表示“犯错误，搞错，弄错，出毛病”等。The televisions gon
12、e wrong again.电视机又坏了。朗文当代Somethings gone wrong with my watch.我的手表出毛病了。课前自主学习课堂互动探究解码书面表达勤思巧学园地(2)the instant在句中作连词，引导时间状语从句，表示“一就”。The instant I saw him，I knew he was the man the police were looking for.我一看到他就认出他正是警方在寻找的那个人。课前自主学习课堂互动探究解码书面表达勤思巧学园地引导时间状语从句的其他名词词组有：(1)the minute，the second，the moment
13、“一就”。如：Telephone me the second you get the result.你一得到结果就给我打电话。(2)the first/last time，each/every time，next time，any time等。如：Each time I called on him，he was busy with his work.我每次去看他，他都忙于工作。课前自主学习课堂互动探究解码书面表达勤思巧学园地【单项填空】(1)I was so familiar with him that I recognized his voice_Ipicked up the phone.A
14、while Bafter Cin case Dthe minute(2)Did you remember to give Jenny the video tape?Yes._I saw her.ASo long as BAny timeCWhenever DThe moment答案(1)D(2)D课前自主学习课堂互动探究解码书面表达勤思巧学园地2(课 文 重 现)The more I looked down，the redder my face became.我越朝下看，我的脸越红。【句式分析】本句使用了“the比较级，the比较级”结构，该结构表示“越越”。如：The more you li
15、sten to English，the easier it will become.越是多听英语，它就会变得越容易。The more a person reads，the wiser he will become.一个人书读得越多就会变得越聪明。课前自主学习课堂互动探究解码书面表达勤思巧学园地“比较级and比较级”表示“越来越”。如：Winter is coming；it is getting colder and colder.冬天来了，天气变得越来越冷。课前自主学习课堂互动探究解码书面表达勤思巧学园地【单项填空】Its believed that_you work，_result you
16、will get.Athe harder；the betterBthe more hard；the more betterCthe harder；a betterDmore hard；more better答案 A课前自主学习课堂互动探究解码书面表达勤思巧学园地As far as I am concerned，education is about learning and the more you learn，_.Athe more for life are you equippedBthe more equipped for life you areCthe more life you ar
17、e equipped forDyou are equipped the more for life答案B句意：据我看，教育就是学习，你学得越多，你为生活所准备得就越多。考查“the比较级，the比较级”。课前自主学习课堂互动探究解码书面表达勤思巧学园地写人记事记叙文【写作任务】请以“My First Class in the New School”为题，用英语写一篇短文。注意：内容只需涉及一个方面；词数为100左右。课前自主学习课堂互动探究解码书面表达勤思巧学园地【写作分析】第一步：认真审题本单元的写作题材是写人记事，要求写出一件事或有关人物。一、写人记事属于记叙文范畴，包括人物介绍、讲述故事
18、、撰写游记、新闻报道、校园轶事等。二、写人时，要交代清楚人物的身份和事迹，大体分为三段。第一段写出生年月和地点以及家庭背景。第二段要详细描述人物的成绩，例如，何时何地荣获何种奖项。第三段要写人物的优秀品质对他人的影响。课前自主学习课堂互动探究解码书面表达勤思巧学园地三、写事时，要交代清楚事件发生的时间和地点，重点描述事件中感人的场面。第二步：提炼要点1on my first day in the new school2find it difficult to follow my teacher3be totally different from.4read the text as aloud
19、as.5give me a big smile6volunteer to take charge of.7thanks to the comforting smile8be confident9improve my English gradually课前自主学习课堂互动探究解码书面表达勤思巧学园地第三步：扩点成句1I still remember how nervous I was on my first day in the new school three years ago when I found it difficult to follow my teacher in the fir
20、st English class.2The teacher spoke English throughout the class，which was totally different from the lessons I had taken before.3The English teacher came to me while I was reading the text as aloud as other students.课前自主学习课堂互动探究解码书面表达勤思巧学园地4She gave me a big smile and said she liked my voice very m
21、uch.5I volunteered to take charge of English study in my class.6Thanks to the comforting smile，I began to be confident.7Since then not only can I follow the teacher，but also I have been improving my English gradually.课前自主学习课堂互动探究解码书面表达勤思巧学园地【参考范文】I still remember how nervous I was on my first day in
22、 the new school three years ago，when I found it difficult to follow my teacher in the first English class.The teacher spoke English throughout the class，which was totally different from the lessons I had taken before.课前自主学习课堂互动探究解码书面表达勤思巧学园地In the morning class the next day，the English teacher came
23、to me while I was reading the text as aloud as other students.Afterlistening to me for a while,she gave me a big smile and said she liked my voice very much.The smile shone on the whole day and the following days.A week later，I volunteered to take charge ofEnglish study in my class.Thanks to the com
24、forting smile in my first morning class,I began to be confident.Since then not only can I follow the teacher，but also I have been improving my English gradually.课前自主学习课堂互动探究解码书面表达勤思巧学园地【亮点展示】亮点一：本文第一部分讲述了我作为一个新生在第一天的第一节英语课上遇到的困难；第二部分讲述了老师的微笑帮我解决了困难；第三部分感谢老师给了我自信，且英语成绩逐步提高。层次分明，条理清晰。亮点二：文中多处使用了复合句：ho
25、w引导的宾语从句，when和which引导的非限制性定语从句，while引导的时间状语从句。为本文增加了得分点。课前自主学习课堂互动探究解码书面表达勤思巧学园地亮点三：精彩词语be different from；take charge of；thanks to；not only.but also以及形式宾语it的运用，使文章内容生动，丰富。课前自主学习课堂互动探究解码书面表达勤思巧学园地【写作模板】I still remember _(简短介绍当时发生的情况)The teacher spoke English throughout the class，which _(自己的主要问题是什么)In
26、 the morning the next day，while I was reading the text，the teacher _(别人对自己的鼓励和表扬)A week later,I volunteered to _(自己的进步与变化)Thanks to the comforting smile,I began to _(别人的鼓励给自己带来的信心和变化)课前自主学习课堂互动探究解码书面表达勤思巧学园地高考阅读理解训练指导一、阅读理解题的选材与命题特点近几年的高考英语试卷保持了“稳中有变，变中求新，立足语篇”的基本命题思路。在阅读理解方面主要考查考生理解主旨要义、理解文中具体信息、根据
27、上下文推断词义、根据短文判断和推理、理解文章的基本结构以及理解作者的意图与态度等方面的能力。现以近几年高考全国卷为例，谈谈阅读理解题的选材及命题特点。课前自主学习课堂互动探究解码书面表达勤思巧学园地1对语篇领悟能力的检测仍是高考的重点和基本点高考英语阅读理解着重检测考生对语篇的整体把握能力、根据所提供的语境进行语篇分析的能力以及综合利用有效信息解决实际问题的能力。在近几年的高考中，涉及较低能力要求的事实性和细节性考题的比例虽呈上升趋势，但词义猜测、推理判断和主旨概括等深层次试题仍占很大比重。课前自主学习课堂互动探究解码书面表达勤思巧学园地2选材更趋多样化、现代化和生活化，突显语言与文化相结合的
28、特点就体裁而言，阅读材料所选择的文段涉及叙述体、论说体和应用体等多种文体；选材风格保持连续性，既注重题材的多样化、现代化和生活化，又较为综合地反映了政治、经济、文化和生活的各个方面，贴近生活，贴近时代，体现了“语言是文化的载体”这一重要理念。课前自主学习课堂互动探究解码书面表达勤思巧学园地3适当降低读速及难度要求，提高试题的信息含量，体现新课程的理念近几年阅读理解题的阅读量总体呈回落趋势，比如，2006年全国卷的读速略有降低，但近年来阅读速率要求均在5057wpm之间；难度系数适当降低，注重考查考生获取、分辨、整合、加工和表述信息的能力。课前自主学习课堂互动探究解码书面表达勤思巧学园地4阅读材
29、料更趋于“原汁原味”，设问方式更加深入阅读材料基本保留了其原有的语言风格，文章的展开不再是平铺直叙，而是兼有倒叙、插叙等多种方式；一词多义、熟词生义、多种时态的混用、结构复杂的长句、省略句以及插入语等语言现象比较常见。阅读材料的文化含量加大，文章的行文风格更具英语语言的特点，文章的谴词造句也更加地道，许多考生通常要反复阅读几遍才能读懂。课前自主学习课堂互动探究解码书面表达勤思巧学园地二、阅读理解题答案与干扰项关系的分析正确的选项往往是命题人员把阅读材料的内容或信息用不同的语言形式再现出来。一般而言，答案项的设置有以下几种方法：(1)选用原文中的词句；(2)使用原文词句的同义词或相似结构；(3)
30、使用原文词句的反义词或相反结构；(4)答案项是对生词、长句或难句的解释；(5)答案项是对原文词句或段落的归纳、推理或演绎；(6)使用原文的上下义结构，如用“科学”涵盖“计算机、航天、发明、电子”等概念。干扰项的设置通常有以下几种方式：课前自主学习课堂互动探究解码书面表达勤思巧学园地1张冠李戴命题者把文章作者的观点与他人的观点混淆起来，题干问的是作者的观点，选项中出现的却是他人的观点；或者题干问的是他人的观点，却把作者的观点放到选项中去。课前自主学习课堂互动探究解码书面表达勤思巧学园地以2006年全国卷第60题“The author planned to stop at Oklahoma Cit
31、y _.”为例。此题乍看C项“to pay at the cash register”和D项“to have more gas for his car”都对，因为原文中有这么一句“While I was standing in line at the cash register，I said hello to an older couple who were also paying for gas”。很明显作者是停下来付款加油时，偶遇一对老夫妇并问好，似乎选项C和D本身都没错，但题干问的是“作者计划在俄克拉荷马市逗留的原因”，如果考生没有理解题干，就会误选C项或D项。正确选择应为A项“to v
32、isit a friend”。课前自主学习课堂互动探究解码书面表达勤思巧学园地2偷梁换柱干扰项用了与原文相似的句型结构和大部分相似的词汇，却在不易引人注意的地方换了几个词汇，造成句意的改变。以 2006年 全 国 卷 第 57题“It can be inferred that greyhounds _.”为例。此题乍看应选B项“like staying in bed all day”，因为原文中有这么一句“especially they would much rather be at home in bed than walking around outside”。殊不知选项中加了“all d
33、ay”，使意思绝对化了。正确选项应为D项“need some exercise outdoors”。考生若注意不到此细节的变化，势必造成失分。课前自主学习课堂互动探究解码书面表达勤思巧学园地3无中生有干扰项往往是生活的基本常识和普遍接受的观点，但在原文中并无相关的信息支持点，这种选项的设置往往与问题的设问毫不相干。以 2006年 全 国 卷 第 67题“We may infer from the last two paragraphs that _.”为例。干扰项C项“English courses are necessary for foreign students”就是这种情况，而正确答案
34、应为A项“different teaching methods should be used”。解答这类考题时考生还应注意问题中有无“In the authors opinion”或“According to the passage”之类的限定语。课前自主学习课堂互动探究解码书面表达勤思巧学园地4以偏概全考生在做猜测文章中心思想、给文章添加标题或判断推理题时，往往会犯以偏概全的错误。产生这类错误的原因是考生受思维定势的影响或考虑不周，以局部代替整体。其具体表现为合理关联与不合理关联、准确概括与不准确概括之间的错位。不合理关联就是表层理解与深层理解相混淆。表层理解是对文章中客观事实的感知和记忆，
35、往往是文章直接表述的结论；深层理解则是对文章中的客观事实进行逻辑推理、总结或概括后得出的结论。课前自主学习课堂互动探究解码书面表达勤思巧学园地例如，2006年北京卷第73题“What did Loftus find out from her research？”的正确答案为B项“People can be led to believe in something false.”而误选C项“People tend to forget their childhood experiences.”的考生显然是根据文中“it came up with an account of their early c
36、hildhood experiences.The researchers then changed this detail into a manufactured memory through leading questions”的信息得出的，但它只不过是表层信息，其对原文信息的转述并不全面。不准确概括是指不能准确地按题目要求概括或提取文中的表层或深层信息。课前自主学习课堂互动探究解码书面表达勤思巧学园地例 如，2006年 全 国 卷 第 69题“What is the text mainly about _.”的正确答案为D项“Life after retirement”。干扰项A项“Learning to paint in later life”与C项“An artist turned teacher”极具迷惑性，但它们只是文章中的某个细节信息。考生如果不清楚细节信息与短文主题之间的关系，就容易犯概括不准确的错误。
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