Unit5Workingtheland大單元設(shè)計教學(xué)設(shè)計高中英語人教版選擇性

英語學(xué)科必選修一大單元整體學(xué)習(xí)學(xué)程設(shè)計Unit5WorkingTheLand單元概述【單元內(nèi)容】：本單元以“農(nóng)業(yè)”為主題，探討了一系列與農(nóng)業(yè)相關(guān)的熱點問題，提供了多模態(tài)語篇素材介紹了農(nóng)業(yè)科學(xué)家袁隆平、世界糧食日、化學(xué)耕作與有機(jī)耕作、培養(yǎng)農(nóng)業(yè)人才、發(fā)展生態(tài)農(nóng)業(yè)進(jìn)行農(nóng)業(yè)扶貧和農(nóng)業(yè)創(chuàng)新等內(nèi)容，旨在幫助學(xué)生深度思考農(nóng)業(yè)發(fā)展對國家建設(shè)乃至世界和平穩(wěn)定等方面的貢獻(xiàn)和意義。本單元還著力培養(yǎng)學(xué)生正確的價值觀，通過介紹袁隆平和李保國的感人事跡、現(xiàn)代農(nóng)業(yè)的多元發(fā)展、青年人的農(nóng)業(yè)創(chuàng)業(yè)之路等，引導(dǎo)學(xué)生思考正確的人生追求和理想事業(yè)，理解個人的發(fā)展和價值的實現(xiàn)要與國家和社會發(fā)展的需要相結(jié)合。單元標(biāo)題“耕耘”(WorkingtheLand)體現(xiàn)了本單元農(nóng)業(yè)的主題。引言“我畢生的夢想是讓所有人遠(yuǎn)離饑餓”出自我國著名農(nóng)業(yè)科學(xué)家袁隆平。引言不僅與單元主題相呼應(yīng)，還反映了糧食生產(chǎn)與世界人民的饑餓問題密切相關(guān)。主題圖呈現(xiàn)的是我國鄉(xiāng)村的自然風(fēng)貌。白墻黑瓦的小村莊，背靠山坡，四周農(nóng)田綠意盎然，生機(jī)勃勃，讓人感受到農(nóng)村與農(nóng)業(yè)發(fā)展的希望以及建設(shè)美麗鄉(xiāng)村的重要意義?！菊n標(biāo)要求】：核心素養(yǎng)教學(xué)目標(biāo)與要求語言能力主題：農(nóng)業(yè)詞匯:能正確使用下列單詞和詞塊。devote,shortage,tackle,crisis,boost,convince,characteristic,attain,conventionalassumption,intense,overe,expand,output,estimate,domestic,consumptionprise,generate,leisure,soil,celebrity,grain,vision,reality,salty,urban,bomb,extension,chemical,wheat,flavour,nutritional,nutrition,organic,widespread,digestessential,mineral,alternative,grocery,instance,depth,root,entirely,aspectworktheland,conductresearch,fulfilone'sdreams,devote...to,pursueacareerin,haveashortageof,tacklethecrisis,amatterofgreatdebate,overeenormoustechnicaldifficulties,beprisedof,deepdown,alleviateworldhunger,inturn,freeof,forinstance,inconclusion語法:能夠在語篇中理解和恰當(dāng)使用主語從句。語篇：1.讀懂并理解介紹人物的記敘文，理解并欣賞其語篇特征和寫作手法2.讀懂并理解說明文，包括作者傳達(dá)的觀點以及文中的邏輯關(guān)系。3.聽懂并理解錄音采訪中的關(guān)鍵信息，并判斷被采訪人的主要觀點及其支撐信息之間的關(guān)系。表達(dá)：能夠在對話中運用恰當(dāng)?shù)木涫奖磉_(dá)觀點、陳述理由。能夠以書面形式清晰地表達(dá)觀點，并進(jìn)行說理論證。學(xué)習(xí)能力1.能夠通過構(gòu)詞法、話題詞匯等方式建構(gòu)詞匯語義網(wǎng)，擴(kuò)大詞匯量。2.能夠分辨觀點與事實，聽懂對因果關(guān)系的解釋和說明。文化意識理解以袁隆平為代表的農(nóng)業(yè)科學(xué)家對我國以及全球農(nóng)業(yè)發(fā)展的貢獻(xiàn)。了解農(nóng)業(yè)領(lǐng)域中的熱點問題，如世界饑餓問題、耕作方式的選擇等，能夠理性思考，從人類命運共同體的角度和高度理解糧食問題以及農(nóng)業(yè)發(fā)展問題。了解農(nóng)業(yè)在我國經(jīng)濟(jì)發(fā)展中的基礎(chǔ)地位和重要作用，理解農(nóng)業(yè)可持續(xù)發(fā)展、農(nóng)業(yè)扶貧等工作的重要意義。思維品質(zhì)能夠在農(nóng)業(yè)主題的探究中，客觀分析并識別各種信息之間的內(nèi)在關(guān)聯(lián)和差異。能夠根據(jù)所獲得的信息加深對主題內(nèi)容的理解，提煉出自己的觀點，并能恰當(dāng)?shù)卣撟C自己的觀點，表達(dá)自己對農(nóng)業(yè)發(fā)展、糧食問題的看法?！締卧繕?biāo)】Bytheendoftheunit,wewillbeableto:readaboutagriculturalscientistYuanLongping.listentoandtalkabouttheproblemofworld.writeaboutyouropiniononorganicfarming.learnaboutfarmingindustriesinothercountries.【單元任務(wù)】Thethemeofthisunitisagricultureandfarming.StudentswillbeginbyreadingaboutYuanLongpingandhybridrice.TheywillthenturntotheproblemofworldhungerandwhatorganisationssuchastheFoodandAgriculturalOrganizationaredoingtobattheproblem.Thedifferencesbetweenchemicalfarmingandorganicfarmingwillthenbeintroducedandstudentswillbeledtoconsidertheprosandconsofeach,Studentswillthenresearchwheretheirfoodesfromandhowitisprocessedfromfarmtoplate.Finally,theywillwatchavideoaboutanagriculturaluniversitywhichteachessustainablefarming.Itishopedthatstudentscanusetheinformationinthisunittogainappreciationforwheretheirfoodesfrom,andtobeemoreawareofissuesfacingagriculture,theenvironmentandthefutureofhumanity.【學(xué)習(xí)導(dǎo)航】TopicLanguagesAroundtheWorldReadingGettoknowanagriculturalscientistListeningExploretheworldhungerproblemSpeakingCelebratesomeschoolactivitiesthatcelebrateWordFoodDay.WritingEvaluatechemicalfarmingandorganicfarming.ProjectMakeaposterofyourfavoritedish,fromfieldtoplate.LookingIntoTheFutureLookingIntoTheFuture主題語境：人與社會—科技Reading（input）LearnaboutagriculturalscientistYuanLongpingReading（input）LearnaboutagriculturalscientistYuanLongping.Thinking（output）Thinkaboutthefurthermeaningofthesayingintheopeningpage.Adam’ssituationandyours.Section1Listening（input）Getspeakers’opinionsontheworldhungerproblem.Speaking（output）Talkabouttheadvantagesanddisadvantagesofnewtechnology.Reading（input）Learnaboutthedifferencesbetweenchemicalfarmingandorganicfarming.Writing（output）Writeyouropinioninanessay.Project：Makeaposterofyourfavoritedish,fromfieldtoplateProject：Makeaposterofyourfavoritedish,fromfieldtoplate課程大概念：讓學(xué)生從源頭上對菜肴的食材進(jìn)行了解和探究，加深他們對農(nóng)業(yè)生產(chǎn)的認(rèn)識和情感?！靖靼鍓K語篇分析】語篇在教材中的位置語篇形式/標(biāo)題語篇題材及主要內(nèi)容語篇子主題SBP50Readingandthinking題材：記敘文介紹中國科學(xué)家袁隆平選擇從事農(nóng)業(yè)研究的原因，突出袁隆平對世界農(nóng)業(yè)的貢獻(xiàn)以及對人民深厚的感情。引導(dǎo)學(xué)生探究袁隆平在職業(yè)選擇，事業(yè)奮斗和個人性格方面的價值觀。SBP54Listeningandspeaking題材：電視采訪內(nèi)容：主持人采訪世界糧農(nóng)組織官員，與其談?wù)撌澜缃訂栴}饑餓問題的起因，解決措施及該組織對此問題提出的倡議。幫助學(xué)生理解世界饑俄問題與全球糧食生產(chǎn)問題，啟發(fā)學(xué)生積極思考，完成有意義的語言理解和口語輸出，為“世界糧食日”設(shè)計出有意義的活動。SBP55Readingforwriting題材：說明文文章將有機(jī)耕作和化學(xué)耕作進(jìn)行對比，分析闡釋兩種耕作技巧的優(yōu)劣勢，并提出現(xiàn)代農(nóng)業(yè)有待解決的問題。學(xué)生通過閱讀思考耕作方式和可持續(xù)發(fā)展的問題?！菊n時安排】StageOverallPerception整體感知Exploration&Construction探究建構(gòu)Application&Transfer應(yīng)用遷移Reconstruction&Expansion重構(gòu)拓展Period0.53.522OverallPerceptionOverallPerception整體感知WorkingTheLandGettoknowmoreaboutagriculturalindustries【LearningObjectives】Bytheendofthislesson,youareexpectedtobeableto:readaboutagriculturalscientistYuanLongping.listentoandtalkabouttheproblemofworld.writeaboutyouropiniononorganicfarming.learnaboutfarmingindustriesinothercountries.【ContextandTask】Lookatthephotoandthetitleofthetext.Discussthesequestions:Whoisthemaninthephoto?Whatcropisheholdinginhishands?Whatdoyouknowabouttheman?Whatelsedoyouwanttoknowabouthim?Activity1：Lookattheopeningpageanddescribewhatyouseeandhowdoyouunderstandthisunit'stitle“WorkingtheLand”.Activity2：Explainthequoteandtheconnectionbetweenthequoteandthepicture.Activity3：Thinkaboutwhatishungerproblemandmakeawordsnetaboutagriculture.Exploration&ConstructionExploration&Construction探究建構(gòu)ReadingandThinkingAPioneerforAllPeople語篇分析:What:（1）內(nèi)容板塊的活動主題是“Gettoknowafamousagriculturalscientist”。本文的內(nèi)容由三部分組成：第一部分(para.1)是概述，介紹了袁隆平公認(rèn)的“科學(xué)家”和自評的“農(nóng)民”兩種身份，并點明了他為農(nóng)民奉獻(xiàn)一生。第二部分(para.24)是文章的主體部分，講述袁老“擇業(yè)研究收效”，這一超級稻研發(fā)收效的過程。第三部分（para.56）講述袁隆平名利雙收之后仍然掛心農(nóng)業(yè)、不斷開拓的精神。（2）明線暗線1）明線：以時間線為牽引的袁隆平“總體介紹擇業(yè)為農(nóng)潛心鉆研成果顯著奉獻(xiàn)逐夢”的人生軌跡2）暗線：袁隆平終生為農(nóng)民和農(nóng)業(yè)的奉獻(xiàn)精神Why:向讀者介紹袁隆平心系農(nóng)民、攻堅克難、淡泊名利、無私奉獻(xiàn)、不斷逐夢的美好品質(zhì)。How:（1）文章結(jié)構(gòu)本文為一篇“總分”結(jié)構(gòu)的記敘文，“總”的部分是作者的總述,提綱挈領(lǐng)地講述了袁隆平院士的“雙重身份”和對農(nóng)民的終身奉獻(xiàn)；“分”的部分是袁老為農(nóng)民農(nóng)業(yè)奉獻(xiàn)一生的軌跡。（2）語言特點為介紹袁老“一心為農(nóng)”的精神，文中使用了一般過去式講述袁老則職業(yè)選擇和技術(shù)克難。使用現(xiàn)在完成時來表述他的研究成果和影響。使用對比和比喻的手法講述了他的“先鋒精神”和“心系天下”。且本文含有大量的介紹性語塊和擇業(yè)克難、收效顯著、淡泊名利、持續(xù)追夢的語塊，它們既是理解文章的重點，也是學(xué)生進(jìn)行語言輸出時的重要支架：1）介紹人物...knownas...isoneofconsiderhimselfbecauseIndeed......wasbornin...Aftergraduatingin...heworkedas...2）擇業(yè)克難However,whatconcernedhimmostis...Totacklethiscrisis,hechoseto......realizedthat......wasconvincedthat...Throughintenseeffort,...overeenormoustechnicaldifficultiesto...3）收效顯著 ...enabled...tohasallowed...tohelpedfeednotjust...but...4）淡泊名利Becauseof...,...hasreceivednumerousawardsbothin...and...Giventhatonemightthink...However,thisisfarfromthecase.Deepdown,...isstilla...atheart.Asamanof...,...careslittlefor...,Instead...5）持續(xù)逐夢Whatimpressespeoplemostabout...is...Despite,...isstillyoungatheartandfullofvision....envisionedhassucceededin...Hislatestvisionfor...hasalsobeeareality.【LearningObjectives】Bytheendofthislesson,youareexpectedtobeableto：1.

Figureoutthestructureofthepassagebyanalysingthemainideaofeachparagraph.2.

GetthedetailedinformationofeachpassageandsummarisethemoralfeaturesofYuan.3.

Expresstheirideasonthegiventopicsthroughcriticalthinking.【ContextandTask】Whoisthemaninthephoto?Whatcropisheholdinginhishands?Whatdoyouknowabouttheman?Whatelsedoyouwanttoknowabouthim?Activity1:Readthetitleandthefirstsentenceofeachparagraph.Whatkindofwritingisthis?Activity2:Listentothetext.Matchthemainideawitheachparagraph.Activity3:Readthetextagainandfillintheblanks.Activity4:Discussandthinkcriticallyaboutthetext.DoyouwanttomakegreatcontributionstootherslikeYuanLongping,TuYouyou,LinQiaozhi?Ifso,whatpreparationsareyousupposedtomake?Homework:.1.

Readthetexttwiceandtrytowriteexpressionstoreplacethe

following:shortage,tacklethiscrisis,boostyields,beconvinced,attain,conventional,intenseeffort,beprisedof,generated,alifeofleisure,envision,vision.2.

Writeapassagetitled“YuanLongping’sDevotiontoHybridRice”within100wordsfromtheseaspects:motivation,process,achievement,viewoflifeandvision.Ifpossible,trytousetheexpressionsabove.

ListeningandspeakingExplorethewordhungerproblem【LearningObjectives】Bytheendofthisperiod,youwillbeableto：1.learntogetspeakers’opinionsinadialogue;2.learntotalkabouttheadvantagesanddisadvantagesofnewtechnology.【ContextandTask】DoyoustillrememberwhatmotivatedYuanLongpingtostudyagriculture?Canyouthinkofanyothercausesthatmayleadtotheworldhungerproblem?PleaserefertothepicturesinActivityl.Activity1:Inpairs,discusswhatyoucanseeinthephotosandhowyouthinkeachphotorelatestoworldhunger.Activity2:Listentoaradiointerviewandtakenotes.Thenanswerthefollowingquestions.1.WhatistheFAO?Whatisitsmission?2.Whatcanseriouslyaffectcropproduction?3.WhatdoestheFAOthinkaboutnutritiousfood?4.WhatistheFAOdoingtoalleviateworldhunger?5.WhatdoestheFAOsuggestcountriesdo?Activity3:Listenagainandidentifyhowthespeakersupportshisfacts.Matchthesupportingevidencewiththefacts.Activity4:Workinpairs.Discussthefollowingquestionsandthenshareyouranswersinclass,Useatableliketheonebelowtohelpyouorganizeyourthoughts.Whatareallthepossiblecausesofworldhungerthatyoucanthinkof?Whatcanpeopleandcountriesdotohelpalleviatethesecauses?Activity5:Ingroups,brainstormaboutthefuture.Discussthesepoints.Activity5:WorkingroupstobrainstormideasforsomeschoolactivitiesthatcelebrateWorldFoodDay.Usetheexpressionstohelpyoumunicatewithyourgroupmembers.Application&Application&Transfer應(yīng)用遷移ReadingforwritingWeleorrejectfuturechanges語篇分析：該部分以“評估化學(xué)作和有機(jī)耕作”(Evaluatechemicalfarmingandorganicfarming)為活動主題，思考耕作方式與農(nóng)業(yè)可持續(xù)發(fā)展的問題。學(xué)生先閱讀文本，了解化學(xué)耕作和有機(jī)耕作的概念以及各自的優(yōu)缺點，再結(jié)合自己的理解選取其中一種耕作方式，使用論據(jù)，論證為什么該耕作方式更好，表達(dá)傾向性的觀點。整個活動需要學(xué)生結(jié)合文本內(nèi)容和自己的理解深人思考，著重訓(xùn)練思維的邏輯性和批判性。整體而言，該閱讀文本是千篇說明文。文本分別介紹了化學(xué)耕作和有機(jī)耕作兩種耕作方式的特點，分析了各自的優(yōu)缺點，最后的結(jié)論是人類如果想要既吃得飽又吃得健康，同時保持環(huán)境的可持續(xù)發(fā)展，還有很長的路要走。文本啟發(fā)讀者從多角度思考農(nóng)業(yè)耕作的方式，辯證地看待化學(xué)耕作和有機(jī)耕作的問題。在文本結(jié)構(gòu)上，作者采用了“先分后總”的信息組織方式先介紹化學(xué)耕作方式，再介紹有機(jī)耕作方式，最后談了自己的看法一一其實，目前并沒有一種耕作方式可以解決全部問題。文本使用了說明、舉例、對比等寫作手法，并運用了大量的語篇標(biāo)識詞，例如:表示轉(zhuǎn)折的however、but，表示舉例的forexample、forinstance，表示并列和遞進(jìn)的and、also，表示補(bǔ)充信息的inaddition，用以引出不同信息的asfor、asanalternative，用以引出原因和結(jié)論的because、therefore，等等。用這些標(biāo)識詞連接句子、構(gòu)成語篇，也體現(xiàn)了文本較強(qiáng)的邏輯性和所說明內(nèi)容的全面性?！綥earningObjectives】Bytheendofthisclass,youwillbeableto:Knowwhatthe“OREO”WritingModelis;Usethemodeltowriteanargumentation;Learntoreviseyourownwritingaccordingtothechecklist.【ContextandTask】Whatdoyouknowaboutchemicalfarming?Whataboutorganicfarming?Activity1:Readthetext,andthenanswerthequestionsonpage56.Activity2:Matchthemainideas(AD)belowwiththeparagraphs.Thenpletethesentencesinthetable.Activity3:riteanargumentativeessaygivingyouropiniononchemicalororganicfarming.Activity4:Exchangeyourdraftwithapartner.Activity5:Getfeedbackforyourwork.ThepraiseandattentionyougetfromotherswillencourageyouinyourEnglishstudies.Further,thisprovidesanotheropportunityforstudentstolearnfromeachother.Homework:Polishyourwritingandshareyouressaywiththerestoftheclass.ReconstructionReconstruction&Extension重構(gòu)拓展WorkingthelandReconstructasawholetostrengthenyourunderstandingofagriculturalindustry【LearningObjectives】1.Broadenyourhorizonsbyreadingtheprovidedextensivereadingmaterials;2.Reconstructthemindmapofagricultureindustrytohaveabetterunderstandingofthewholeunit;3.Thinkabouttherelationshipbetweenindividualvalueandthenationalvalue.【單元拓展】GrouparticlereadingAThetraditionalChineseShaoxingoperahasalonghistory,butthesedaysitseemsthatyoungpeopledon’tshowmuchinterestinit.Nowadays,aspopmusicandonlinefilmsarepopularwiththepublic,Shaoxingoperaisstrugglingforitssurvival.Themarketoftheoperaisbeingsmaller.Itremainspopularonlywiththeoldergeneration.AccordingtoZhejiangprovincialculturaldepartment,themostoffansofShaoxingopera,China’ssecondlargesttraditionalopera,areabove40yearsold.AndmanyteenagersknownothingaboutShaoxingoperaandhaveneverbeentothetheatre.YangJianxin,headofthedepartment,said,“Now,youngpeoplearecrazyaboutotherartformsbutnotthetraditionaloperas.ThelargestproblemforShaoxingoperatodayishowtobeeacceptabletotheyoung.”Actually,notonlyShaoxingoperabutalsomanyothertraditionalChineseoperasareindanger.That’sreallyworrying.Luckily,peoplearetryingtoprotectthem.Forexample,KunquhasbeenlistedasoneoftheMasterpieces(杰作)oftheOralandIntangibleHeritageofHumanitybyUNESCOsince2001.In2006,Shaoxingopera,forthefirsttimeinhistory,enteredthepub(酒吧).Itwasreallyagoodtrytoattracttheyouth.Besides,aShaoxingoperagroupopenedaShaoxingoperablogontheInternettoinvitepeople,especiallytheyoung,toexpresstheiropinionsaboutthistraditionalartform.1．Whatisthepurposeofparagraph1?A．Tointroducethetopic.B．Toshowyoungpeople’spreference.C．ToremendShaoxingopera.D．TotalkaboutthehistoryofShaoxingopera2．WhyisithardforShaoxingoperatosurvive?A．Themarketofartisclosedtoit.B．Theatersdon’tacceptitanylonger.C．Theyounggenerationhavegottiredofit.D．Modernartisbeingincreasinglypopular3．Whatdoestheunderlinedword“them”inparagraph4referto?A．Modernarts. B．Chineseoperas.C．TheMasterpieces. D．ShaoxingoperaandKunqu.【話題導(dǎo)讀】這是一篇說明文。文章主要介紹了中國越劇面臨的生存困境、原因以及近年來為解決這一現(xiàn)狀而進(jìn)行的一些嘗試。做題邏輯：讀文章答題再查讀文章講解參考：1．推理判斷題。根據(jù)第一段內(nèi)容“ThetraditionalChineseShaoxingoperahasalonghistory,butthesedaysitseemsthatyoungpeopledon’tshowmuchinterestinit.”（中國傳統(tǒng)的越劇有著悠久的歷史，但現(xiàn)在年輕人似乎對它沒有太大興趣。）可知，第一段內(nèi)容引出了一個社會現(xiàn)象，現(xiàn)在年輕人對中國傳統(tǒng)的越劇沒有太大興趣，下文介紹了導(dǎo)致這種社會現(xiàn)象的原因和針對這種情況采取的措施，由此可推斷出，文章第1段的目的是引出文章主題。故選A項。2．細(xì)節(jié)理解題。根據(jù)第二段關(guān)鍵句“Nowadays,aspopmusicandonlinefilmsarepopularwiththepublic,Shaoxingoperaisstrugglingforitssurvival.Themarketoftheoperaisbeingsmaller.”（如今，隨著流行音樂和網(wǎng)絡(luò)電影的流行，越劇正在為生存而掙扎。戲劇的市場越來越小。）可知，因為流行音樂和網(wǎng)絡(luò)電影等現(xiàn)代藝術(shù)的流行，戲劇的市場越來越小，越劇正在為生存而掙扎，由此可知，越劇很難生存是因為現(xiàn)代藝術(shù)正變得越來越流行。故選D項。3．詞義猜測題。根據(jù)畫線單詞上文“Actually,notonlyShaoxingoperabutalsomanyothertraditionalChineseoperasareindanger.That’sreallyworrying.”（事實上，不僅越劇，還有許多其他中國傳統(tǒng)戲劇都處于危險之中。這真令人擔(dān)憂。）可知，包括越劇在內(nèi)的許多中國傳統(tǒng)戲劇都處于危險之中，這一點令人擔(dān)憂，由此可知，畫線單詞所在句指的是“人們正在盡力保護(hù)中國傳統(tǒng)戲劇”，“them”代指的是“Chineseoperas”，即中國戲劇。故選B項。BWhenAlexPetriewenttostaywithhisfather,henoticedthatthe75yearoldwalkedaroundseveraltimesduringthenight.Thiswasworrying:hisfatherlivedaloneandhadrecentlybeendiagnosedwithLewybodydementia(路易體失智癥).“Iwasfeelingquitenervousaboutitandwonderedifhewasdoingiteverynight,”saysPetrie.“It'snotnicetothinkthathe'sworriedorcan'tsleepproperly.”ButPetriehadrecentlyinstalled(安裝)asmarthomesystem,Howz,inhisfather'sflat.Itusessensorstotrackmovements,feedingthedataintoanappthatfamilymembersandclosefriendscanaccess.OncetheHowzsystemhasanalyzedandestablishedsomeone'shabitualwayofdoingthings,itwillsendalerts(警報)totheappifthereareanychanges.Forexample,ifasensorusuallysensesmovementbefore8ameachday

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signalingthetimethepersonnormallygetsup

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analertwillbesentiftherehasbeennomovementbythattime.Relativescanthencallintomakesureeverythingisokay.Usingtheapp,Petriecouldseethathisfatherusuallygotagoodnight'ssleepandveryrarelywalkedaboutduringthenight.Withthisknowledge,hewasabletoprovidetherightkindofsupportandcarewhenhisfatherdidhaveasleeplessnight.Howz,whichwasdevelopedbyIntelesant,aManchesterbasedhealthtechpany,aimstohelppeopleliveindependentlyintheirownhomesandprovidepeaceofmindfortheirrelatives.Petriesetuptwosensorsinhisfather'sflat:oneonthefrontdoorandanotherinthehall.“ThedoorsensorisimportantasIcanseewhetherhiscareershavevisited.Itdoesn'ttellmewhohasvisitedbutit'seasytofindoutbythetimeoftheday.Thesensorinthehallcoversthemostmonlyusedareaoftheflat.Itgivesusanearcontinuousviewofwhetherhe'supandabout.It'salittlesafetynet,”saysPetrie.4.WhatwastheproblemwithPetrie'sfather?A.Heinsistedonlivingalone.B.Hedidn'tlikethecarehome.C.Healwayswentoutforawalkatnight.D.Hesometimescouldn'tfallasleepatnight.5.Whatisparagraph3mainlyabout?A.HowHowzworks.

B.HowHowzistested.C.WhoinventedHowz.

D.WhyHowzwascreated.6.WhatdoesPetriethinkofHowz?A.Itisn'tprivacyfriendly.

B.Itisn'tsafeenough.C.Itisquitehelpful.

D.Itisbigbusiness.7.Whatdoestheauthorwanttotellusinthetext?A.Techshortensthedistancebetweenpeople.B.Techisbenefitingpeople'sdailylife.C.Techaffectsthewaypeoplework.D.Techisslowingdownaging.【話題導(dǎo)讀】這是一篇記敘文。文章通過講述兒子騎自行車上學(xué)，進(jìn)而獨立的事情，和妻子出差作者的擔(dān)心告訴我們：生活中我們不要太糾結(jié)于某些事情，當(dāng)我們走到人生的某個階段，我們必須適度放手。4．細(xì)節(jié)理解題。根據(jù)第一段的“Wealwaysridetogether;sometimesheleads;sometimesIdo.Andasweride,wemunicatethewaystoreducethedangers:Don’tgotoofast,andwatchoutfordoorssuddenlyswingingoutfromparkedcarsandjaywalkingpedestrians,etc.I’mnotsurethereisabetterwaytoletmysonknowhowtodealwithtrafficdangers.（我們總是一起騎車；有時他騎前面；有時候我騎前面。當(dāng)我們騎車的時候，我們會交流減少危險的方法：不要騎得太快，當(dāng)心停著的車突然打開的門和亂穿馬路的行人等等。一些朋友擔(dān)心在交通中騎車的風(fēng)險，但是有沒有更好的方法讓我的兒子知道如何處理交通危險）”可知，作者陪兒子上學(xué)是為了教他在交通情況復(fù)雜的情況如何騎自行車，以規(guī)避交通危險的發(fā)生。故選B。5．詞義猜測題。根據(jù)劃線部分所在句子“Thisishealthy,ofcourse,asmysonneedsspacetodevelopindependenceinpreparationforhisinevitabledeparturefromhome.However,thatmeanssoonhewillwanttoridetoschoolonhisown,andIwillnolongerhavethiswonderfulroutine.（當(dāng)然，這是健康的，因為我的兒子需要空間來培養(yǎng)獨立性，為他inevitable離家做準(zhǔn)備。然而，這意味著他很快就會想自己騎車上學(xué)，而我將不再有這種美妙的日常生活）”可知，作者的兒子需要空間來發(fā)展獨立，并且馬上就要自己騎自行車上學(xué)。由此可知，他的離家是不可避免的，即劃線詞為“不可避免的”與unavoidable同義。故選A。6．細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段的“MywifehasjustleftonasixmonthworkinLibyan,wherethereisawarongoing.Inthedaysofherleaving,wespokeopenlyaboutthepossibility,howeverunlikely,thatshemightbekilled.（我妻子剛剛離開，在利比亞工作了六個月，那里正在進(jìn)行一場戰(zhàn)爭。在她離開的日子里，我們公開談?wù)摿怂赡鼙粴⒌目赡苄?，盡管可能性不大）”可知，作者對妻子的離開擔(dān)心是因為他擔(dān)心她在國外會有遇害的危險。故選C。7．主旨大意題。根據(jù)本文的主要內(nèi)容，和最后一段“Aswetravelthroughlife’sstages,wemustletgoofsomuch.AndIdon’tthinkitgetseasierwithpractice.Butmaybejustacceptingthateventuallywewillhavetoletgoisthesecrettolivingafulllife.（當(dāng)我們走過人生的階段時，我們必須放手。但是，也許只是接受最終我們將不得不放手，是一個完整的生活的秘密）”可知，文章通過講述兒子騎自行車上學(xué)，進(jìn)而獨立的事情，和妻子出差作者的擔(dān)心告訴我們：生活中我們不要太糾結(jié)于某些事情，當(dāng)我們走到人生的某個階段，我們必須適度放手故選。因此A項“放手在生活中是必要的”可以作為本文最佳標(biāo)題。故選A。CNowalotofpeoplearepayingmuchmoneytogettheirchildrenthemusicteaching.Asweknowtolearnaninstrumentsuchastheviolinoraccordiontakesyears.Thejobopportunitiesformusiciansarescarceandpetitionisfierce.Thenwhyaremorepeoplethaneverbeforepayingalotofgoodcashtogettheirchildrenthebestmusicteachingtheycanafford?Thesecretliesintheinfluenceofmusiconthewholeperson.Ithasbeenfoundthatlearningamusicalinstrumentactuallyincreasesaperson’sIQovertime.Differentinstrumentsanddifferenttypesofmusichavevaryingeffect,withclassicalmusicandthestringfamilyingoutontop,potentiallyincreasingyouIQbyupto12points!Whenisagoodtimetostartlearningmusic?Expertshavefoundthateventhefetuscanbenefitfromlisteningtoclassicalmusic.Surroundyourselfandyourfamilywithgoodmusicfromthefirst.TheSuzukiPianoMethodteacheschildrenfromtheageof3yearspiano,withtwolessonsperweek.Frompreschool,childrencanlearntoreadmusicandplayfromsheetmusic.Progressinlearningyourinstrumentisdirectlyproportionaltotheamountofpracticing.Istheresuchathingasanunmusicalchild?ShinichiSuzukiproposesthatmusicisthenativehomelanguageofallhumanbeingsandthereforenobodycanbe“unmusical”.Ofcoursethereareexceptionaltalents,paredtowhichothersmayseemtobeslowerlearners.Isthereanybenefitforadultsinstartinganinstrument?Apartfromthepurelyrelaxingaspect,yes.LearninganinstrumentcanearnevenadultsadditionalIQpoints,andasaddedbenefitinimprovesyourhealthbyreducingyourstresslevels.Yoursociallifemaybenefittoo,ifyouarepreparedtoeoutofyourboxandjoinoccasionssuchasChildish(musicalgettogethers)orarrangehouseconcerts.Ithasbeenestablishedthatpeoplewhoplayinstrumentstendtobemoreemotionallybalancedandmorepatientwiththemselves,othersandlifeingeneral.Sogoahead,signupforthatamateurorchestra,dustoffyouroldtromboneortakeyourfirstrealsixstringdownfromtheattic;getoutthereandplay!8．Whyaresomanypeoplepayingalotofmoneytogettheirchildrenthemusicteaching?A．Allofthemandtheirchildrenlikemusicverymuch.B．Theywanttoincreasetheirchildren’sIQ.C．Theyknowtolearnaninstrumenttakesyears.D．Theywanttheirchildrentobeegreatmusicians.9．Whichofthefollowingistrueintheauthor’sopinion?A．Playingtheviolincanhelpincreaseaperson’sIQmost.B．Thepianoisthemostimportantinstrument.C．Peoplelikethetrombonethemost.D．Playingtheaccordioncanhelpreadmusic.10．WhatShinichiSuzukisaysmeans________.A．everychildhasnaturaltalentformusicB．a(chǎn)llpeoplecanunderstandandreadmusicC．itistoolateforanadulttostartaninstrumentD．theprogressinlearninganinstrumentdependsonnaturalgifts11．Whatismainlydiscussedinthematerial?A．WhetherwemustattendChildish B．Thepeople’sinterestinmusicalinstrumentsC．Theimportanceofmusicindevelopment D．Howtosendourchildrentomusicschools【話題導(dǎo)讀】這是一篇說明文。文章介紹了學(xué)習(xí)樂器給孩子還有成年人帶來的好處，鼓勵人們?nèi)W(xué)習(xí)一種樂器。8．細(xì)節(jié)理解題。根據(jù)第二段“Thesecretliesintheinfluenceofmusiconthewholeperson.Ithasbeenfoundthatlearningamusicalinstrumentactuallyincreasesaperson’sIQovertime.Differentinstrumentsanddifferenttypesofmusichavevaryingeffect,withclassicalmusicandthestringfamilyingoutontop,potentiallyincreasingyouIQbyupto12points!(秘訣在于音樂對整個人的影響。人們已經(jīng)發(fā)現(xiàn)，學(xué)習(xí)一種樂器實際上可以隨著時間的推移提高一個人的智商。不同的樂器和不同類型的音樂有不同的效果，古典音樂和弦樂系列最受歡迎，可能會讓你的智商提高12點！)”可知，這么多人花這么多錢讓他們的孩子接受音樂教育是因為他們想提高孩子的智商。故選B。9．細(xì)節(jié)理解題。根據(jù)第二段中“Differentinstrumentsanddifferenttypesofmusichavevaryingeffect,withclassicalmusicandthestringfamilyingoutontop,potentiallyincreasingyouIQbyupto12points!(不同的樂器和不同類型的音樂有不同的效果，古典音樂和弦樂系列最受歡迎，可能會讓你的智商提高12點！)”可知，A選項“拉小提琴最能幫助提高一個人的智商”正確。故選A。10．細(xì)節(jié)理解題。根據(jù)倒數(shù)第三段中“Istheresuchathingasanunmusicalchild?ShinichiSuzukiproposesthatmusicisthenativehomelanguageofallhumanbeingsandthereforenobodycanbe“unmusical”.(有沒有不懂音樂的孩子？ShinichiSuzuki提出，音樂是所有人類的母語，因此沒有人是“不懂音樂的”)”可知，ShinichiSuzuki認(rèn)為每個孩子天生就有音樂天賦。故選A。11．主旨大意題。根據(jù)第二段“Thesecretliesintheinfluenceofmusiconthewholeperson.Ithasbeenfoundthatlearningamusicalinstrumentactuallyincreasesaperson’sIQovertime.Differentinstrumentsanddifferenttypesofmusichavevaryingeffect,withclassicalmusicandthestringfamilyingoutontop,potentiallyincreasingyouIQbyupto12points!(秘訣在于音樂對整個人的影響。人們已經(jīng)發(fā)現(xiàn)，學(xué)習(xí)一種樂器實際上可以隨著時間的推移提高一個人的智商。不同的樂器和不同類型的音樂有不同的效果，古典音樂和弦樂系列最受歡迎，可能會讓你的智商提高12點！)”結(jié)合文章介紹了學(xué)習(xí)樂器給孩子還有成年人帶來的好處，鼓勵人們?nèi)W(xué)習(xí)一種樂器?？芍?，文章主要說明了音樂對人發(fā)展的重要性。故選C。DAsIwashdishesatthekitchensink,myhusband,Scott,pacesbehindme,annoyed.“Haveyouseenmykeys?”heasks.InthepastIwouldhaveturnedoffthetapandjoinedthehuntwhiletryingtofortmyhusband.Butthatonlymadehimangrier.Now,Ifocusonthewetdishinmyhands.Idon’tturnaround.Idon’tsayaword.I’musingatechniqueIlearnedfromadolphintrainer.ForabookIwaswritingaboutanimaltrainers’school,Istartedspendingmydayswatchingprofessionaltrainersdotheseeminglyimpossible:teachingdogstodanceonmandandchimpstoskateboard.Eventuallyithitmethatthesametechniquesmightworkonthatstubbornbutlovablespecies,theAmericanhusband.ThecentrallessonIlearnedisthatIshouldrewardbehaviourIlikeandignorebehaviourIdon’t.Afterall,youdon’tgetasealiontobalanceaballontheendofitsnosebytalking.ThesamegoesfortheAmericanhusband.IbeganthankingScottifhethrewonedirtyshirtintothelaundrybasket.Ifhethrewintwo,