泛讀全新閱讀book1,U12

ExtensiveReading(July,2006forstudentsof2006):

CollegeEnglishReadingCourseBookI—Nov.2002,ShanghaiForeignLanguageEducationPressExtensiveReading—Units1&2,Book1Unit1Text1:GoodbyeSchool

(15minutes)1.GeneralComprehensionofthetextHowdidtheauthorspendhistimebetweenleavingschoolandstartingwork?Whatpriorityshouldabusinessmanhaveaccordingtotheauthor?Whatistheauthor’splanaftergraduationandwhy?Whatisyourcommentonhisdecision?ExtensiveReading—Units1&2,Book1ReadingSkills:UsingWordPartcluestoguesswordmeanings(partⅠ)RecognizingPrefixes:in-(inhospitable),un-(uninhabitable),out-(outfit),…RecognizingSuffixes:-worthy(trustworthy),-ity(responsibility),-less(hopeless),…Readingforthemainidea:recognizingtopicsExtensiveReading—Units1&2,Book1ReadingfortheMainIdeaMainideaquestionstestyourunderstandingoftheentirepassage.Theydon’tincludespecificquotationsfromthepassage.Instead,theyaskbroadquestionsthatfocusonthepassage’sprimarypurpose.Unlikethemesandargumentsquestions(questiontype5),mainideaquestionsdonotconcerntheauthor’sopinionsonthesubject—theyjustfocusonthesubjectorideaitself.Mainideaquestionscoverthingssuchas:.ExtensiveReading—Units1&2,Book1What’stheprimarypurposeofthepassage?Whatmainideaistheauthortryingtoconvey?Whydidtheauthorwriteit?Thebestwaytodealwithmainideaquestionsistocomeupwithaone-sentencesummaryofthepassageExtensiveReading—Units1&2,Book1GraspingtheMainIdea:Aparagraphisagroupofsentencesrelatedtoaparticulartopic,orcentraltheme.Everyparagraphhasakeyconceptormainidea.Themainideaisthemostimportantpieceofinformationtheauthorwantsyoutoknowabouttheconceptofthatparagraph.Whenauthorswritetheyhaveanideainmindthattheyaretryingtogetacross.Thisisespeciallytrueasauthorscomposeparagraphs.Anauthororganizeseachparagraph'smainideaandsupportingdetailsinsupportofthetopicorcentraltheme,andeachparagraphsupportstheparagraphprecedingit.ExtensiveReading—Units1&2,Book1Awriterwillstatehis/hermainideaexplicitlysomewhereintheparagraph.Thatmainideamaybestatedatthebeginningoftheparagraph,inthemiddle,orattheend.Thesentenceinwhichthemainideaisstatedisthetopicsentence

ofthatparagraph.Thetopicsentenceannouncesthegeneraltheme(orportionofthetheme)tobedealtwithintheparagraph.Althoughthetopicsentencemayappearanywhereintheparagraph,itisusuallyfirst-andforaverygoodreason.Thissentenceprovidesthefocusforthewriterwhilewritingandforthereaderwhilereading.Whenyoufindthetopicsentence,besuretounderlineitsothatitwillstandoutnotonlynow,butalsolaterwhenyoureview.ExtensiveReading—Units1&2,Book1IdentifyingtheTopic:Thefirstthingyoumustbeabletodotogetatthemainideaofaparagraphistoidentifythetopic-thesubjectoftheparagraph.Thinkoftheparagraphasawheelwiththetopicbeingthehub-thecentralcorearoundwhichthewholewheel(orparagraph)spins.Yourstrategyfortopicidentificationissimplytoaskyourselfthequestion,"Whatisthisabout?"Keepaskingyourselfthatquestionasyoureadaparagraph,untiltheanswertoyourquestionbecomesclear.Sometimesyoucanspotthetopicbylookingforawordortwothatrepeat.Usuallyyoucanstatethetopicinafewwords.ExtensiveReading—Units1&2,Book1Letustrythistopic-findingstrategy.RereadthefirstparagraphonthisthefirstparagraphundertheheadingGraspingtheMainIdea.Askyourselfthequestion,"Whatisthisparagraphabout?"Toanswer,saytoyourselfinyourmind,"Theauthorkeepstalkingaboutparagraphsandthewaytheyaredesigned.Thismustbethetopic-paragraphorganization."Rereadthesecondparagraphofthesamesection.Askyourself"Whatisthisparagraphabout?"Didyousaytoyourself,"Thisparagraphisaboutdifferentwaystoorganizeaparagraph"?Thatisthetopic.Next,rereadthethirdparagraphandseeifyoucanfindthetopicoftheparagraph.How?Writethetopicinthemarginnexttothisparagraph.Remember,gettingthemainideaofaparagraphiscrucialtoreading.ExtensiveReading—Units1&2,Book1gostraight直接virtually實質(zhì)上distantandmagic不可思議signup簽約withoutregret不后悔expeditionto派遣到intensivetraining大強度訓(xùn)練remotetropicalcountryassignedto分配，指派regularroutine常規(guī)事物fabulousmutter嘀咕fling投擲swish揮動stroll漫步2.Difficultlanguage&contentpointsExtensiveReading—Units1&2,Book1WritingStyleofthepassage:NarrationSuggesteddivisionofthepassage:Thetextcanbedividedintothreeparts:

PartI:Paragraphs1-3:Theauthorwantedtogoabroadtoworkaftergraduation.

PartII:Paragraphs4-7:HesucceededinfindingajobinShell.

PartIII:Paragraphs8-end(paragraph12):Helikeshisworkandchallenge.ExtensiveReading—Units1&2,Book1Text2:TheSaturdayEveningPost(15minutes)1.GeneralComprehensionofthetext1)Whydidtheexecutivestudytheauthorforsuchalongtimebeforehemadeadecision?2)Accordingtothemother,whatshouldtheauthordoifhewantedtosellhismagazines?3)Whatisyourcommentonthemother’strainingmethod?4)Howcanthemother’sideabecomparedtotheChinesemotherspracticenow?ExtensiveReading—Units1&2,Book12.Difficultlanguagepointsandsentences:makesomethingofnolongerrightafterburstin/intoinconferencewithconquertheworldofbusinessblessedwitheyesb.worthyofaknighthoodthesoulofhonestyadmireone’sspunktobeimpressedby

racehomeheadtowardchangeoncemindraiseagood-for-nothingbowtosuperiorwillwithaheavyheartinone’svisionpotentialbuyersengagesalespitchabatchoftrudgethroughforfearofExtensiveReading—Units1&2,Book1Paraphraseandtranslation:WhenIturnedeightyearsOld，mymotherdecidedthatthejobofstartingmeontheroadtowardmakingsomethingofmyselfcouldnolongerbesafelydelayed．(Line1)Paraphrase:When工waseightyearsoldmymotherthoughtthatitwashightimethatlstartedmycareer．我8歲時，母親認為我應(yīng)該盡快開創(chuàng)自己的一番事業(yè)，不能再耽擱了。ExtensiveReading—Units1&2,Book1WhenIburstinthatafternoonshewasinconferencewithanexecutiveoftheCurtisPublishingCompany．(L6)WhenIrushedintothehousethatafternoonshewastalkingwithanexecutiveoftheCurtisPublishingCompany．那天下午我趕回家時，她正與一位科蒂斯出版公司的執(zhí)行經(jīng)理談話。ExtensiveReading—Units1&2,Book1Heaskedme“wasittrueasmymotherhadtoldhim，heasked，thatIlongedfortheopportunitytoconquertheworldofbusiness?”(L8)HeaskedmeifIwasaseagertobecomeanaccomplishedbusinessmanasmymotherhadSaid．他問我，是否真像我母親所說，我渴望有機會在商界干一番大事業(yè)。ExtensiveReading—Units1&2,Book1MymotherrepliedthatIwasblessedwithararedeterminationtomakesomethingOfmyself．(L11)paraphrase:MymotheransweredthatIhadanunusualdeterminationtodowellinmycareer．translation:我母親回答說，我有幸具有成就一番事業(yè)的雄心壯志。Heeyedmesilentlyforalongpause，asthoughweighingwhetherIcouldbetrustedtokeephisconfidence，thenspokeman-to-man開誠布公地交談．(Line18)ExtensiveReading—Units1&2,Book1Text3:LovethyNeighbor(15minutes)1.GeneralComprehensionofthetext1)Whydoestheauthorthinkit’s“justaswell”thatAmericans’relationshipswithneighborsmaybechanging?2)Whatisthedifferencebetweenacommunityandaneighborhoodaccordingtotheauthor?3)Howmanyofthefollowingaretrueinyourneighborhood?4)Doyoudothesame?5)Whatdoyouhatemostofthefollowing?Youcommentonthese.ExtensiveReading—Units1&2,Book1Ifneighborshavechanged,neighborhoodshavenot.Theystillcomprisethesameelements.Ifyouliveinarealneighborhoodyoucanbesuremostofthefollowingpeoplewillbefoundthere:—Onefamilywithmorekidsthantheycantakecareof.—Adogthatgetsintogarbagecans.—Onegrandhomewithafamilysorichthattheyreallyaren'tpartoftheneighborhood.—Abadkidwhostealsorsetsfiretothings,althoughnoonehaseverbeenabletoproveit.—PeoplewholeavetheirChristmasdecorationsupuntilMarch.ExtensiveReading—Units1&2,Book1—Agrouchywomanwhowon'tletthekidscutthroughherbackyard.—Someonewhodoesn'tcuttheirgrassmorethantwiceasummer.—SomeonewhocutstheirgrasstwiceaweekandoneofthetimesalwaysseemstobeSundaymorningat7:30.—Onedrivewaywithajunky-lookingpickuptruckortrailer"that'salwayssittingthere.—Afamilythatneverseemstoturnoffanylightsinthehouse.ExtensiveReading—Units1&2,Book1—Ateenagerwhoplaystheradiotooloudinthesummerwiththewindowsopen.—Someonewholeavestheirbarkingdogoutuntil11:30mostmornings.—Onemysterycouple.Theycomeandgobuthardlyanyoneevernoticesthemandnooneknowswhattheydo.—Acouplethathasloudpartiesallthetimewithgueststhatspendanhouronleavingoncetheygetoutsideandstartshoutinggood-byetoeachother.—Someonewhodoesn'tpulltheshades.—Ahousewithabigmapletreewhoseownersdon'traketheleavesuntilmostofthemhaveblownintosomeoneelse'syard.ExtensiveReading—Units1&2,Book12.DifficultlanguagepointsgoingoutofstylegrouchyrelationwithmaplecalluponorderfriendlydistanceclearboundaryabunchoffolklorewanderProximityHedgeExtensiveReading—Units1&2,Book1Unit2ReadingSkills:UsingWordPartcluestoguesswordmeanings(partⅡ)AnalyzingCompounds:closed-ended,two-way,…Readingforthemainidea:Highlightingthetopicsentence.ExtensiveReading—Units1&2,Book1Text4:MakingfriendsinAmericanCulture(15minutes)GeneralComprehensionofthetext1)Whatcanyoudoconcerningtopicsinaconversation?2)What’sthemainideaofthispassage?3)PleaselistthetipstotalktotheAmericans.Makethefirstmoveyourself.Followuponequestionwitharelatedone.4)DoyouthinkthistipsareonlytrueoftalkingtotheAmericans?Why?ExtensiveReading—Units1&2,Book12.Difficultlanguagepoints(SeeP9Teacher’sbookforquestions)keeptheconversationmovingmakethefirstmovecasualacquaintanceresultinexchangegreetingscasualconversationkeepupcurrenteventsskiparoundclosed-endedquestionsopen-endedquestionstwo-wayconversationgiveinformationnegativecommentbarrierstocommunication

ExtensiveReading—Units1&2,Book1Text5:MyDaughter,MyFriend(15minutes)1.GeneralComprehensionofthetext1)WhydidJuliewriteherfistletter?2)WhatisthemostimportantmessageofJulie’sbirthdaynote?3)Whatisanidealrelationshipbetweenparentsandchildren?4)Howdoyoukeepagoodrelationshipwithyourparents/adults?5)Isgenerationgapstillaproblemnow?Why?6)Whatisyourcommentonthewaythemotheranddaughtercommunicate?ExtensiveReading—Units1&2,Book12.Difficultlanguagepointstoothfairystartatraditiongiveinshoutingmatchesgothroughthetraumasofadolescencestompedoffinahuffaddtoone’slooksathree-weektrialperiodlightuppryoutprovidestabilitytobudgetone’sfundsrawemotionschorerazortubstomphuffsnottychaoticdwindleExtensiveReading—Units1&2,Book1Text6:HopeinaBottle(15minutes)1.GeneralComprehensionofthetext1)Whatdidtheauthorfindinthebottle?2)What’sthemainmessagethattheauthortriedtoconveyinthestory?3)Pleaseexplainthetitle.4)Whatisyourideaon“Iwasraisetogive,nottake.”?5.“Inthislife,alwaysgiveyourselfsomethingtolookforwardto.”Whatdoyouthinkofthisstatement?ExtensiveReading—Units1&2,Book12.Difficultlanguagepointslargemoundsofseaweedcatchone’seyebecomepenpalslushtropicaljunglespalm-linedcaysonalarkmultiplesclerosisacceptagestureraisetogive,nottakeagiftofhoperightplaceforhealinglookforwardtosth.spatecruiseintriguepepperbarrierrooflarkExtensiveReading—Units1&2,Book1Iftimepermits,dotheexercisesofeachunit.Ifnot,theexercisesshouldbedoneafterclass.KeytotheExercises:KeytoText1,Unit1:GoodbyeSchoolI.1B2D3D4D5C6AII.1fling2supercilious3zoom4trudge5hoistReading:Paragraph1:1B2DParagraph2:1D2AExtensiveReading—Units1&2,Book1KeytoText2,Unit1:TheSaturdayEveningPostI.1D 2B 3A 4A 5C 6CII.1.Shewantshimtomakesomethingofhimselfandhaveanearlystarttohiscareer.2.Hewasafraidofthedogsthatsnarledbehindthedoorsofpotentialbuyers.Hewastimidaboutringingthedoorbellsofstrangers,relievedwhennoonecametothedoor,andscaredwhensomeonedid,andcouldnotdeliverandengagingsalepitch.ExtensiveReading—Units1&2,Book13.Thebattletomakehimdifferentfromhisfather.4.Thewell-writtencompositionhewroteabouthissummervacation.5.Writersdidn’thavetohaveanygumptionatall.ExtensiveReading—Units1&2,Book1KeytoText3,Unit1:LovethyNeighborI.1T

2F 3T 4T 5T 6FII.1.在我看來，美國的鄰里關(guān)系正在變得不正常。2.《圣經(jīng)》里的戒律“熱愛你的鄰居”大概是一句拙劣的譯文，它的本義必定是“尊敬你的鄰居?！?.鄰居開始共同做的唯一點一件事是相互接近，只有進一步發(fā)展關(guān)系，才有足夠的理由成為最好的朋友。4.橫跨在你們之間的車道、籬笆或柵欄并不是一道冷漠的屏障，它們只不過是一條清晰的分界線。5.鄰里較之社區(qū)更容易使人產(chǎn)生懷舊情緒，但社區(qū)也