高中英語-Unit 5 Meeting your ancestors教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

BOOK8Unit1Alandofdiversity教學(xué)設(shè)計(jì)教學(xué)內(nèi)容分析：本單元主要圍繞了具有多元文化的美國(guó)這一主題展開，其中重點(diǎn)介紹了加利福尼亞州的多元文化特征。本單元有助于培養(yǎng)學(xué)生跨文化交際意識(shí)，進(jìn)一步拓寬視野，為終身學(xué)習(xí)奠定良好的基礎(chǔ)。本單元所涉及的要點(diǎn)：通過了解美國(guó)的多元文化特征，培養(yǎng)學(xué)生跨文化交際意識(shí)；通過對(duì)加州移民的深入了解，使學(xué)生認(rèn)識(shí)到“美國(guó)是民族的熔爐”；掌握本單元教學(xué)目的和要求中詞匯的用法；掌握在書面表達(dá)中如何使用“方向和位置”來介紹一個(gè)地方和描述一個(gè)事件，以及鼓勵(lì)別人說話的方法；掌握名詞性從句的具體用法。Period1WarmingupandReadingTeachinggoalsEnablethestudentstotalkaboutthingsabouttheUSA.HelpthestudentslearnthehugediversityofracesandculturesinAmerica,especiallyinCalifornia.TeachingimportantanddifficultpointsLearnthehugediversityofracesandculturesinCalifornia.TeachingmethodsFastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork.TeachingaidsAmap,ablackboardandacomputerTeachingproceduresStep1Warmingup.AskthestudentstodescribewhattheylearnabouttheUSA.Groupwork:lookatthemapoftheUSAwithyourgroup.Writeonthemapthenamesofasmanyofthefollowingasyoucan.Compareyournameswithothergroups.Answerkey:Oceanontheeastcoast:AtlanticOceanOceanonthewestcoast:PacificOceanCountrytothenorthofUSA:CanadaCountrytothesouthofUSA:MexicoMountainrangeinthewest:RockyMountainsGreatLakes:Superior,Michigan,Huron,ErieandOntarioLongestriverintheUSA:MississippiRiverSomeimportantcities:NewYork,WashingtonDC,LosAngeles,SanFrancisco,NewOrleansStep2Pre-readingAskthestudentstotellthingsaboutCaliforniaincludingitslocation,size,population,economy,historyetc.WhatdoyoulearnaboutCalifornia?ShowthestudentssomepicturesandencouragestudentsnotonlytosaywhateachpictureisaboutbuthoweachonerelatestoCalifornia.Picture1:LifeofNativeCalifornianIndiansPicture2:ACaliforniangoldmineraround1849Picture3:AtraditionalChinesebuildinginSanFrancisco’sChinatownStep3FastreadingReadthroughthepassageandgetthemainidea.Readingcomprehension.Askthestudentsthefollowingquestions:Whenyoulookatthetitle,whatsoyouthinkof?Alandofdifferences.Californiaisalandofgreatdifferences—differencesinclimate,inlandscapeandattitude.2)WhyistheUSAcalledameltingpot?TherearemanyimmigrantstotheUSAandtherearemanyculturesandnationalities.Soitisaplaceinwhichpeople,ideas,etcofdifferentkindsgraduallygetmixedtogether.BesideeachdatenotedownanimportanteventinCalifornianhistory.15,000yearsago15,000yearsago16thcenture182118461848185000FirstsettlerscrossedtheBeningStraitfromAsia.ThesepeoplearenowknownasNativeAmericans.SpanishsoldiersarrivedinSouthAmerica.CaliforniabecamepartofMexico.TheUSdeclaredwaronMexico.GoldwasdiscoveredinCalifornia.Californiabecamethe31ststateoftheUS.Step4DetailreadingBesideeachculturalgroup,writetheperiodinwhichtheyfirstcametoCaliforniainlargenumbers.CulturalgroupsPeriodsCulturalgroupsPeriodsRussians

early1800sJapanese

Early1900sChinese

Late1840s/early1850sCambodians

Fromaboutthe1970sAfricans

1800sKoreans

Fromaboutthe1970Italians

Late1800sDanish

1911Jewish

1920sPakistanis

Fromaboutthe1970sStep5Post-readingWhyisCaliforniainthe21stcenturysuchamulticulturalcommunity?(Using3or4sentencestoexplain.)ThestateofCaliforniaisamulticulturalcommunitybecauseEuropean,AfricanandAsianpeoplehavebeenimmigratingtothestateforthelast200years.Beforetheirarrival,NativeAmericanpeoplehadlivedthereforthousandsofyears.PeoplefromallovertheworldarestillcomingtosettleinCaliforniabecauseofitsgoodclimateandthelifestyleitoffers.Step6HomeworkFinish“Learningaboutlanguage”onpage4.Period2LanguagepointsTeachingaims:Learnexpressionsandphrases.Learnlanguagepoints.Teachingimportantpoints:LanguagepointsTeachingmethods:PresentationandpracticeTeachingproceduresStep1RevisionRetellthepassageStep2phrasesthethirdlargeststate

第三大州Amulticulturalstate

一個(gè)具有多種文化的州Bymeansof

通過……工具Inprehistorictimes

Inaddition

另外diefrom

死于……Inthe18century

在18世紀(jì)Fightagainst

反對(duì)…..而戰(zhàn)爭(zhēng)Themajority

大多數(shù)Gainindependence

獲得獨(dú)立Achieveone’sdream

實(shí)現(xiàn)某人的夢(mèng)想Makealife(forsb)

謀生Step3Languagepoints1.means:amethodorawayofdoing.方式，方法，手段（但復(fù)數(shù)同形）Translate:一切可能的辦法都試過了。Allpossiblemeanshavebeentried.=Everypossiblemeanshasbeentried.bymeansof:byusing依靠，憑借2.occur:comeintosb’smind(想起，想到)happen,takeplace(發(fā)生)1)Whendidtheaccidentoccur?發(fā)生2)Agoodideaoccurredtomeallatonce.想到3.multi-前綴，是“多，多方面，多方向”的意思multi-coloured

多色的multi-racialcountry

多種族國(guó)家multi-media

多媒體multiparty

多黨multipartysystem

多黨制multi-purpose

多種用途思維拓展：mono-前綴：one,single單e.g.:amonolingualdictionary(單語詞典)bi-前綴：two,twice,double雙e.g.:abilingualdictionary(雙語詞典)4.Declarev.宣告，聲稱，宣稱，申報(bào)translatethefollowingsentences1)Warwasdeclaredontheenemy.2)Shedeclaredthatsheknewnothingaboutit.3)Haveyouanythingtodeclare.declareoneself

發(fā)表態(tài)度declarewaron/upon

宣戰(zhàn)declareagainst

聲明反對(duì)declarefor

聲明支持5.Keepup:保持,堅(jiān)持,持續(xù)1)Themanageraskedtheworkerstokeepupthework.2)Therainkeptupfortwodaysandtheroadswereflooded.Step4Exercises:translation1.我就是想不起他的名字.(occur)Hisnamejustdidn’toccurtome.2.他宣稱他是正確的.(declare)Hedeclaredthathewasright.3.鼓起勇氣,成功就屬于你.(keepup)Keepupyourcourage,andsuccesswillbeyours.4.他雖然不會(huì)說話,但能通過手勢(shì)讓別人知道他的意思.(bymeansof)Hecouldn’tspeak,butmadehimselfunderstoodbymeansofsigns.Step5HomeworkReviewthelanguagepoints.Period3GrammarTeachingaimsEnablethestudentstousetheNounClausesasthesubject,object,predicativeandappositive.HelpthestudentslearnhowtousetheNounClauses.TeachingimportantanddifficultpointsDifferthenounclauses.TeachingmethodsAnalysisandhavesomediscussions.TeachingproceduresStep1PreparationAskthestudentstounderlinethenounclausesinthefollowingsentences.Thentellwhattypesofnounclausestheyare.1)WhethernativeAmericansarrivedinCalifornia15,000yearsagoor14,000yearsagoisnotimportant.Subjectclause(主語從句)2)ThefactthattheyarrivedalongtimebeforeEuropeansiswhatmatters.Appositiveclause(同位語從句)&Predicativeclause(表語從句)3)IbelievethatthenativeAmericansweretreatedbadlywhenthefirstEuropeanscame.Objectclause(賓語從句)Step2DiscussionAskthestudentstodiffertheNounClausesasthesubject,object,predicativeandappositive.名詞性從句特征主語從句賓語從句表語從句同位語從句Step3Analysis1.高考考查熱點(diǎn):1)名詞性從句的語序（陳述句語序）；2)幾對(duì)重要關(guān)聯(lián)詞的區(qū)別：whether\if,what\that,what\whatever,who\whoever,etc;3)it用作形式主語或形式賓語代替主語從句或賓語從句；4）根據(jù)具體情景選用適當(dāng)?shù)年P(guān)聯(lián)詞。2.根據(jù)例句，討論：1）whether\if的區(qū)別I.Pleasetellmeif/whetheryouwillgotothelecturestomorrow.II.Italldependsonwhethertheskywillclearup.III.Thequestioniswhetherthefilmiswellworthseeing.IV.WhetherhewillbewelltomorrowI’mnotsure.V.Whetheritistrueremainsaproblem.A.引導(dǎo)賓語從句，位于及物動(dòng)詞后B.引導(dǎo)賓語從句，位于介詞后C.引導(dǎo)賓語從句，放句首D.引導(dǎo)表語從句，主語從句或同位語從句whether:A,B,C,Dif:A2)What\that的區(qū)別I.Ithinkthatitisunnecessaryformetospeaklouder.II.Hismotherissatisfiedwithwhathehasdone.III.Thathewasabletocomemadeushappy.IV.Thisiswhatmakesusinterested.V.ThereasonwasthatTodhadneverseenthemillion-poundnotebefore.所引導(dǎo)的從句中是否缺主語、表語或賓語漢語意義能否省略What缺什么；所……的東西、事情否that不缺無意義賓語從句中能省略3）who\whoever;what\whatever的區(qū)別I.ThespokenEnglishcompetitioniscoming.Whowillattendthemeetinghasn’tbeendecidedyet.II.Ibelievewhoevertakespartinthecompetitionwilltryhisbest.III.Canyoutellmewhatyouwouldliketoorder?IV.Whateverhappens,don’tbesurprised.V.Allthefoodhereisdelicious.Justorderwhateveryoulike.名詞性從句讓步狀語從句Who表示“誰”/Whoever表示“…的任何人”表“不論誰”What表“什么，所…的東西、事情”/Whatever表“…的任何東西”表“無論什么”4)常見的it作形式主語的結(jié)構(gòu)I.Itisafactthathewonthematch.II.ItisnecessarythatwedostudytheEnglish.III.Itisknowntoallthatlighttravelsinstraightlines.IV.Itseemedthathewouldcomehere.基本句型結(jié)構(gòu)常用詞語Itis+名詞+that從句Itisafact/ashame/apity/nowonder/goodnews/…that…Itis+形容詞+that從句Itisnecessary/strange/important/possible/likely/…that…這類主語從句中,謂語動(dòng)詞常為(should)+動(dòng)詞原形Itis+過去分詞+that從句Itissaid/reported/decided/known/…that…It+不及物動(dòng)詞+that從句Itseemed/happened/doesn’tmatter/hasturnedout/…that…Step4Practice1)Exs.3&4,StudentsBookP52)Makesentencesusingnounclausesasthesubject,object,predicativeandappositive.Step5Homework1.Reviewwhatwehavelearnttoday.2.Translatesentences:1)顯而易見,英語很重要.(主語從句)2)瑪利認(rèn)為他會(huì)幫助她.(賓語從句)3)我從來未到過那兒這事實(shí)是真的.(同位語從句)4)問題是我們下一步該怎么做.(表語從句)Period4ListeningandspeakingTeachinggoalsTraintheirlisteningandspeakingabilities.TeachingimportantanddifficultpointsHelpthestudentstotalkaboutposition,spaceanddirectionandillustratewaysthatlistenersindicatethattheyarelisteningtothespeaker.TeachingmethodsPairworkandgroupwork,discussionandcooperationTeachingaidsArecorder,acomputer,andablackboardTeachingproceduresStep1ListeningThefirsttimethestudentslistentothetapetheyareexpectedtolistenforthegistonly.ReadEx1onpage6withstudentssothattheyknowwhattolistenforandplaytherecordingrightthroughwithoutstopping.4GeographicareasofCalifornia2WhereGeorge’stourstarted3CalifornianotasGeorgeexpected1WhereGeorgeisnow5CalifornianpeopleReadthepostcardonpage6withstudentsandaskthemtorecallthemissinginformation.Thenplaythetaperightthroughwhilestudentslistenforthemissingdetails.Playittwiceifnecessaryandthencheckanswersbyplayingthetapeagainandstoppingwhenthemissingdetailsaregiven.DearSam,I’mhereinJoshuaTreeNationalPark,inthesoutheastern_partofCalifornia.Havebeentravelingaroundthestateofcaliforniaforthreeweeksnow.VerydifferentfromwhatIhaveseenin___Americanmovies____.Noteveryoneis___rich__andnoteveryonelivesnearthe__beach/coast_.Firsttraveledsoutheastthroughrichfarmlandthentothecentralpart.Theygroweverythinghereincluding__cotton,nuts,vegetablesandfruit.Cattletoo.Thentraveledfurther__southeast_intomountainsand_desert_.Californiansareveryfriendly,andtheyarefrommanydifferent___races_andcultures.Everyculturehasitsown____music__,___festivals_____,foodandart.Mostinteresting.Wishyouwerehere.GivemylovetoPaula.Yours,GeorgeTellthestudentsthatwhentheylistentothistimetheyaretofocusonwhatChristie,whoismainlylistening,says.PlaythetapeandstopaftereachthingthatChristiesayssothatstudentscanwritedownherwordsaccordingtothechartonpage7.Christie’squestionsThatisinteresting.Whereareyou?Cool.Whereisthat?YouwatchtoomanyAmericanmovies.Whatareyoudoingdownthere?Thatisinteresting.Howisthetripbeen?IwishIcouldseeitformyself.Whatisitreallylike?Thatdoesn’tsurpriseme.Suchas?Oh,Isee.Hispanic?Soundsgreat4.Getthestudentstocomparetheiranswerswiththeirpartnersandchecktheanswers.Step2SpeakingWithapartnerholdatelephoneconversationaboutaplaceyouhavevisitedrecently.Sitbacktobackwithyourpartnersoyoucan’tseeeachother.PartnerA:Talkaboutwheretheplaceis,whattheclimateislike,whatyouthoughtaboutthepeople,andanyotherinterestingthingsyousawordid.PartnerB:Encourageyourpartnertotalkbyaskingquestionsandmakingcomments.3.Swaproles.PartnerBtellsPartnerAabouthis\hervisit.Step3HomeworkWriteashortpassageabouttheplacetheyhavevisitedrecently.Period5UsingLanguage--readingTeachinggoalsTargetlanguageUsefulwordsandexpressions:luggage,tram,apparently,slip,bakery,ferry,hire,seagull,immigration,teamupwith,markout,takein,agreatmany.TeachingimportantanddifficultpointsImprovethestudents’readingability(skimmingandscanning).enablethestudentstograsptheusefulwordsandexpressions.TeachingmethodsReading,discussion,cooperativelearningTeachingprocedures:Step1Lead-inLookatGeorge’sphotos.ThenquicklyreadGeorge’sdiary.Writethedayshesawthesethingsunderthephotos.1Wednesday(AlcatrazIsland)2Monday(Fisherman’sWharf)3Tuesday(Chinatown)4Tuesday(blueandwhiteroadsigns)5Wednesday(GoldenGateBridge)Monday(cablecar)ReadGeorge’sdiarymoreslowlyandanswerthequestions.WhydidAndrewHallidieinventthecablecarsystem?Heinventedthecablecarsystembecausethehorse-drawntramsusedbeforewereunsafe.WheredidGeorgeeatlunchonhisfirstdayinSanFrancisco?HeateatFisherman’sWharf.WhydidGeorgehireacar?WhydoyouthinkhejoinedupwithTerriandPeter?Itwascheapertohireacarwithotherpeoplebecausetheycouldsharethecost.Alsoheprobablyenjoyedbeinginthecompanyofothertourists.NamethreethingsthatvisitorscandoinChinatown.EatinChineserestaurants,gotomarkets,visittemplesandmuseums.WhatisAlcatrazIslandfamousfor?Theislandusedtobeaveryharshprisonforthemostdangerousprisoners.III.ReadGeorge’sdiaryagain.Putthemark”^”intheplaceswhereGeorgehasleftoutsomewords.Discusswithothersinyourclass:WhydidGeorgeleaveoutsomewordswhenhewrotehisdiary?Step2LanguagepointsTeamupwith:makeaneffortincooperationwith;worktogetherwith與……協(xié)力從事,合作Translate:Heteamedupwithanexperiencedworkerintheproject.2.hire解雇fire租,雇傭1)Youare_fired___,becauseyouaresolazyforthework.2)Imust____hire_ahousewhenfindingajobinthecity.Takein接受Takein接受,接納,接待吸收,領(lǐng)會(huì),理解改小(衣服)包含,包括欺騙Hehadnowheretolivein,sowetookhimin.接納2)Thedressneedstobetakenin.改小3)Theylistenedtomylecture,buthowmuchdidtheytakein,Iwonder?理解4)Don’tletyourselfbetakeninbythesepoliticians.欺騙Takeoff拆開,拆散Takeon貶低,貶損名譽(yù)等Takeapart從事,對(duì)…..產(chǎn)生興趣,打聽,占用空間或時(shí)間Takeawayfrom脫下,脫去,起居,休假,離開Takeup開始雇傭,露出,承擔(dān),接受Step3Pairworkandconsolidation.Makesentenceswiththenewwordslearnedinthislesson.Step4HomeworkReadthepassageagainPrepareforthedictionoftheusefulwordsandexpressionsofthisunit3.Prepareforthewritingofthenextlesson.Period6WritingTeachinggoalsEnablethestudentstotakeanactivepartinsearchingforinformationanddiscussion.Enablethestudenttowritashortgroupessayaboutacity,provinceorzoneinChinaandimprovethestudents’abilityofwriting.Enablethestudentstosharetheiressayswithothergroups.TeachingimportantanddifficultpointsHowtoorganizeandwriteashortessayaboutacity,provinceorzone.TeachingmethodsResearch,cooperativelearningTeachingaidsAcomputerorsomepicturesTeachingprocedures:Step1DiscussionGetthestudentstodiscusswiththeothermembersoftheirgroupwhichChinesecity,provinceorzonetheywanttowriteabout.Getthestudentstodiscusstheirchoiceswithothergroupsandmakesurethateachgroupwillbewritingaboutadifferentplace.Oncethestudentshavedecidedonaplace,askthemtodiscusswhattopicstheywillwriteaboutandinwhatordertheywillwriteaboutthem.Herearesomeexamplesoftopics.TopicsFeaturesLocation

Climate

Geography

History

Population

Production

culture

Step2Getthestudentstogiveeachpersoninthegrouponeofthetopicsfromthelisttowriteaparagraphabout.wheneveryonehasfinished,askthestudentstoreadtheparagraphsaloudinthecorrectorder,makingsuggestionsforimprovingeachothers’writingandcheckeachothers’spelling,punctuationandgrammar.Getthestudentstodecidewhattheywanttowriteinconcludingparagraph.Itshouldmakeacommononthefuturedevelopmentofthisplace.Askthestudentstowriteacleancopyofthewholeessay.Putinmaps,pictures,tablesorchartswherenecessarytomakeitattractive.Step3SharingMakeawalldisplayoraclassbookletcontainingtheessaysfromeverygroup.Samplewriting:BeijingisthecapitalcityofChinaandcovers16,800squarekilometers.Itissurroundedbymountainstothenorthandwest.Oneofthem,LingShan,isover2,300metershigh.Theclimatecanbeverydryinwinterandhumidinsummer.Autumnisthebestseasonbecauseitisusuallyfineandpleasantlywarm.BeijingwasthecapitalcityofmanydynastiesinChinesehistory.Thesedynastiesleftalargenumberofarchitecturalsouvenirsinthecity:theForbiddenCity,theSummerPalaceandtheTempleofHeaven,etc.Thereisalsoalegacyofroyalparks:JingshanandBeihai.Since1949theseparksandbuildingshavebeenopentothepublic.Nowadays,Beijingisthecapitalofathrivingcountrywithalargepopulation.Morethanhalfofthemliveinthe3entrofthecity.AswellasbeinganimportanteconomiccentreBeijingisals9othesiteofthemainvenuefortheOlympicGamesin2008.Asbefitsitsstatus,Beijingisthecentreofmanyculturalactivities,suchasconcerts,operas,modernpaintingexhibitionsandinternationalevents.TodayBeijingisindeedanexampleofacityinthemodernworld.效果分析學(xué)生掌握了閱讀文本中的一些長(zhǎng)難句并學(xué)會(huì)分析其句子結(jié)構(gòu)掌握了一些語法知識(shí)提高了口頭表達(dá)能力教學(xué)內(nèi)容分析：本單元主要圍繞了具有多元文化的美國(guó)這一主題展開，其中重點(diǎn)介紹了加利福尼亞州的多元文化特征。本單元有助于培養(yǎng)學(xué)生跨文化交際意識(shí)，進(jìn)一步拓寬視野，為終身學(xué)習(xí)奠定良好的基礎(chǔ)。本單元所涉及的要點(diǎn)：通過了解美國(guó)的多元文化特征，培養(yǎng)學(xué)生跨文化交際意識(shí)；通過對(duì)加州移民的深入了解，使學(xué)生認(rèn)識(shí)到“美國(guó)是民族的熔爐”；掌握本單元教學(xué)目的和要求中詞匯的用法；掌握在書面表達(dá)中如何使用“方向和位置”來介紹一個(gè)地方和描述一個(gè)事件，以及鼓勵(lì)別人說話的方法；掌握名詞性從句的具體用法。學(xué)生英語學(xué)習(xí)情況分析在我校高中階段，英語學(xué)習(xí)是不少學(xué)生的薄弱點(diǎn)，在高中各學(xué)科中，英語學(xué)習(xí)的困難居其他學(xué)科之首（尤其對(duì)男生），導(dǎo)致很多學(xué)生對(duì)英語學(xué)習(xí)失去了興趣，甚至放棄了對(duì)英語的學(xué)習(xí)。高二（11）除少數(shù)同學(xué)積極性較高外，如唐佳，單文靜，侯翔等。相當(dāng)一部分同學(xué)比較被動(dòng)如王歡，王偉宇等，或非常被動(dòng)如范軍，范洪寧等。他們的主要表現(xiàn)在下面幾個(gè)方面：1．學(xué)習(xí)英語的目的不明大多數(shù)人把學(xué)習(xí)英語看作是“為了高考”是“被迫無奈”，而沒有當(dāng)作是多掌握了一樣人生的工具。因此，不少學(xué)生缺乏學(xué)習(xí)動(dòng)力，無法將強(qiáng)烈的學(xué)習(xí)愿望變成強(qiáng)大的學(xué)習(xí)內(nèi)驅(qū)力，有效地推動(dòng)自己的英語學(xué)習(xí)。事實(shí)表明，目的明確的學(xué)生英語學(xué)習(xí)水平較高，而缺乏明確目的的學(xué)生，水平較低。教師應(yīng)該試圖提升中學(xué)生的學(xué)習(xí)動(dòng)機(jī)，從而提高中學(xué)生的英語學(xué)習(xí)水平。2.缺乏積極的學(xué)習(xí)態(tài)度和毅力不少學(xué)生對(duì)英語學(xué)習(xí)的努力程度不夠。他們有學(xué)好英語的愿望，但缺乏學(xué)習(xí)的毅力，沒有長(zhǎng)期努力的思想準(zhǔn)備。他們不愿在英語學(xué)習(xí)上多花時(shí)間與精力，遇到困難很容易產(chǎn)生疲勞感，甚至厭煩感。積極的學(xué)習(xí)態(tài)度會(huì)促進(jìn)英語水平的提高，而消極的態(tài)度會(huì)抑制進(jìn)步。他們的學(xué)習(xí)態(tài)度主要是建立在興趣之上的。因此，教師應(yīng)盡可能呼喚起他們的積極態(tài)度，提升學(xué)習(xí)效果。要避免一人講課、眾人聽課的局面，多一些互動(dòng)，吸引學(xué)生參與課堂教學(xué)。教師要精神飽滿地上課，因?yàn)槟愕膽B(tài)度會(huì)直接影響學(xué)生的行為。盡量讓課堂充滿生氣，提高學(xué)生自主學(xué)習(xí)的能力。3.缺乏對(duì)英語的興趣和信心對(duì)英語的興趣“一般”或“不大”的人數(shù)較多。興趣是推動(dòng)學(xué)習(xí)的重要力量。人們對(duì)有興趣的東西往往表現(xiàn)出極大的積極性。如果學(xué)生對(duì)英語學(xué)習(xí)有興趣，就會(huì)產(chǎn)生學(xué)習(xí)動(dòng)力。不少學(xué)生對(duì)學(xué)好英語不抱任何希望。自信心是一種強(qiáng)大的內(nèi)部動(dòng)力，能激勵(lì)人積極行動(dòng)，追求一定的目標(biāo)，堅(jiān)持不懈地去實(shí)現(xiàn)自認(rèn)為可達(dá)到的成就。學(xué)生自信心越強(qiáng)，就越易學(xué)好英語，學(xué)習(xí)進(jìn)步越大，學(xué)習(xí)的自信心就越足。自信心強(qiáng)的學(xué)生英語學(xué)習(xí)水平較高，而缺乏自信心的學(xué)生，由于害怕出錯(cuò)，得到的操練機(jī)會(huì)少，語言能力提高就不明顯。因此提高自信心對(duì)提高英語學(xué)習(xí)水平非常重要。中學(xué)生自己應(yīng)該樹立自信是一方面，同時(shí)教師也要積極設(shè)法幫助中學(xué)生樹立自信。在提問時(shí)，教師應(yīng)當(dāng)對(duì)英語學(xué)習(xí)水平較低的學(xué)生提供一些幫助，如問題簡(jiǎn)單些，或給予適當(dāng)?shù)奶崾?。?dāng)學(xué)生答對(duì)問題時(shí)，應(yīng)該給予表揚(yáng)，讓他產(chǎn)生一種滿足感，以增加學(xué)生自信心。其次，對(duì)缺乏自信心的學(xué)生要多贊揚(yáng)，少批評(píng)。贊揚(yáng)的話語會(huì)提高對(duì)方的自信心，為學(xué)習(xí)帶來動(dòng)力。以寬容的態(tài)度對(duì)待學(xué)生，面對(duì)缺乏自信的學(xué)生，要積極鼓勵(lì)，耐心指導(dǎo)。此外，要善于發(fā)現(xiàn)學(xué)生的優(yōu)點(diǎn)，從對(duì)方的優(yōu)點(diǎn)出發(fā)，幫助建立自信心。4.缺乏最基本的學(xué)習(xí)方法語言學(xué)習(xí)的最大特點(diǎn)是輸出的能力是由輸入量的大小來決定的。也就是說，讀得多聽得多言語能力就會(huì)越強(qiáng)。學(xué)習(xí)本族語，你不找它，它也會(huì)找你。但學(xué)習(xí)英語你不找它，它永遠(yuǎn)不會(huì)找你。因此，對(duì)于我們學(xué)生，最急需做的是讓他們持續(xù)不懈地多讀多聽。cramming,astudentmaylearnthesubjectwellenoughtogetbyontheexamination,butheislikelysoontoforgetalmosteverythinghelearned．

Alittleoverlearning,ontheotherhand,isreallynecessaryforone'sfuturedevelopment．67、

Whatisthemainideaofparagraph1?A.

PeoplerememberwellwhattheylearnedinchildhoodB.Childrenhaveabettermemorythangrown-ups．C.

Poemreadingisagoodwaytolearnwords．D.

Storiesforchildrenareeasytoremember．68、Theauthorexplainsthelawofoverlearningby_______．A.

presentingresearchfindingsB.

settingdowngeneralrulesC.

makingacomparisonD.

usingexamples69、

Accordingtotheauthor,beingabletousemultiplicationtablesis_______．A.aresultofoverlearningB.

aspecialcaseofcrammingC.askilltodealwithmathproblemsD.

abasicsteptowardsadvancedstudies70、

Whatdoestheword“they”inParagraph4referto?A.

Commonlyacceptedrules．B.

Themultiplicationtables．C.Thingseasilyforgotten．D.

Schoolsubjects．71、

Whatistheauthor'sopiniononcramming?A.

Itleadstofailureincollegeexams．B.

It'shelpfulonlyinalimitedway．C.

It'spossibletoresultinpoormemory．D.

Itincreasesstudents'learninginterest．班級(jí)：_______________姓名:_______________考號(hào):__________________高二英語教學(xué)案編號(hào)：21專項(xiàng)訓(xùn)練二十一編寫人：張敏審核人：張秀萍課型：復(fù)習(xí)課課時(shí)：1使用時(shí)間2017-4-一．閱讀理解Youmaythinkthatsailingisadifficultsport,butitisreallynothardtolearnit.Youdonotneedtobestrong.Butyouneedtobequick.Andyouneedtounderstandafewbasicrulesaboutthewind.

First,youmustaskyourself,"Whereisthewindcomingfrom?Isitcomingfromaheadorbehindorfromtheside?"Youmustthinkaboutthisallthetimeontheboat.Thewinddirectiontellsyouwhattodowiththesail.

Let'sstartwiththewindblowingfromthebehind.Thismeansthewindandtheboataregoinginthesamedirection.Thenyoumustalwayskeepthesailoutsidetheboat.Itshouldbeata90°angle(角度)totheboat.Thenitwillcatchthewindbest.

Ifthewindisblowingfromtheside,itisblowingacrosstheboat.Inthiscase,youmustkeepthesailhalfwayoutsidetheboat.Itshouldbeata45°angletotheboat.Itneedstobeoutfarenoughtocatchthewind,butitshouldn'tflap(擺動(dòng)).Itshouldn'tlooklikeonaflagpole.Ifitisflapping,itisprobablyout

toofar,andtheboatwillslowdown.

Sailingintothewindisnotpossible.Ifyoutry,thesailwillflapandtheboatwillstop.Youmaywanttogointhatdirection.Itispossible,butyoucan'tgoinastraightline.Youmustgofirstinonedirectionandtheninanother.Thisiscalledtacking.Whenyouaretacking,youmustalwayskeepthesailinsidetheboat.1.Whatshouldyouconsiderfirstwhilesailing?A.Sailors'strength.B.Wavelevels.C.Winddirections.D.Sizeofsails.2.Whatdoestheword"It"underlinedinParagraph4referto?A.Theboat.B.Thewind.C.Thesail.D.Theangle.3.Whatdoyouhavetodowhensailingagainstthewind?A.Moveinastraightline.B.Allowthesailtoflap.

C.Lowerthesail.D.Tacktheboat.4.Wherecanyouprobablyfindthetext?A.Inapopularmagazine.B.Inatouristguidebook.

C.Inaphysicstextbook.D.Inanofficialreport.二.完形填空Whenourrestaurantbusinessfailed，weheadednorthinacampingtrucktoTexas，hopingtohavea“freshstart”.

Atthe

ofPaloDuroCanyon(峽谷）StatePark，I

ajobadvertisementhiringparkhosts.Thepositionoffereda

，permanentcampsiteinthepark,and

,thehostsservedasalinkbetweenthepark’sguestsandtherangers(護(hù)林人).Itwastheperfectsolution:arent-freeplacetoreorganizeourlives.WeenteredtheparkandImadean

forthefollowingday.

Theparkwas

,soittookussometimetofindanavailablesite.Thatevening,aswefinishedourdinner,mywifesawtwolargeskunks(臭鼠由）walkingtowardourtable.We

climbedontothetableand,forthenextfourhours,waitedforthemto

ourcamp.

Havingsurvivedthatnight,wewere

thateverythingelsewouldbeallright.Thenextdaywemetwiththepeoplewhoranthepark.Theyexplainedour

andgaveusabeautifulcampsite.

Thatevening,

,welearnedaboutthecanyon

.Theywerestrongandcold,rockingourlittlecampingtruckviolently，andwelay

inthedarkuntilthewindsdiedaway.

theweeksthatfollowed,welearnedtosurviveinourtruckand

thelittlemoneymywife

bysubstituteteaching.Buildingasuccessfulbusinessandthenlosingithadleftverylittletimeforbuildingasuccessful

Foratimeafterourbusiness

IthoughtImightlosemyfamilyaswell.

Livinginthetiny

withnotelevision,wesatclosetogetherreadingandtalking.Oneevening,standingunderajeweledsky，Ifoundmyself

forallthehardships.Wehadwalkedthetrailsandclimbedthecanyonwalls.Wehadbecomeafamily!1:A．backB．edgeC．centreD．entrance2:A．sponsoredB．publishedC．noticedD．a(chǎn)nswered3:A．safeB．freeC．convenientD．beautiful4:A．inreturnB．intimeC．inshortD．inturn5:A．AttemptB．AgreementC．a(chǎn)ppealD．a(chǎn)ppointment6:A．crowdedB．dangerousC．idealD．quiet7:A．repeatedlyB．immediatelyC．eventuallyD．calmly8: