SEFC 高三 unit 22 bees 课文处理（共8篇）由网友“加州BeBe”投稿提供，下面是小编为大家整理后的SEFC 高三 unit 22 bees 课文处理，仅供大家参考借鉴，希望大家喜欢，并能积极分享!
篇1：SEFC 高三 unit 22 bees 课文处理
Unit 22 Bees
Lesson85 THE LANGUAGE OF HONEY BEES(1)
I. Do true or false on p229 of the workbook
II. Reading comprehension:
1. Which of the following statements is right?
A. All the bees live together.
B. Most bees live together.
C. Many bees live together.
D. Some bees live together.
2. The scientists can study the language of honey bees only after the development of
_________.
A. the modern beehive B. experiments
C. dishes of honey D. both A and B
3. You can find out the main idea of the text simply from_______.
A. the title
B. the first sentence of paragraph 1
C. the first sentence of paragraph 2
D. the first sentence of paragraph 3
4. The phrase “ tell the bees apart” in paragraph 2 means _________.
A. let the bees live separately
B. tell one bee from the other
C. drive the bee away
D. tear the bees into pieces
5. Karl von Frisch made an experiment to research _________.
A. the food of honey bees
B. the dance of honey bees
C. the hive of honey bees
D. the ways honey bees communicate
6. The marked bee told the other bees by ________.
A. making a circle to the left
B. making a circle to the right
C. performing a circle dance
D. all of the above
7. After the marked bee danced, the other bees ______.
A. danced together
B. became very excited
C. seemed not to notice it
D. both A and B
8. Different dances indicate different _______.
A. food B. feeding places
C. steps D. semicircles
9. The circle dance communicates ________.
A. the distance of food
B. the information of food
C. the amount of food
D. both A and B
(D;D;A;B;D;D;D;B;D)
III. Questions:
1. How did Karl von Frisch find that one bee was able to communicate the news of food to the other bees in its hive?
2. How did Karl von Frisch find out whether the dance of one bee told the other bees how far away the feeding place was?
Suggested answers:
1. First Karl von Frisch built special hives, and each hive had got only one honeycomb. He then built a glass wall so that he cold watch what was going on inside. In order to tell the bees apart, he painted some bees with little spots of colour. When all this was ready, he watched through the glass. He found that as soon as a marked bee returned to the hive from the feeding place, the bee began to perform a dance on the surface of the honeycomb. And the circle dance, he thought, seemed to communicate news of food.
2. Karl von Frisch set up two feeding places. One was close to the hive while the other was much farther away from the hive. He marked all the bees that came to the nearby feeding place blue, and all the bees that went to the faraway place were marked red. When all these bees came back to the hive, he found that all the “blue” bees were doing a circle dance. But the “red” bees were doing a wagging dance. Things were quite clear now. the circle dance meant that food was near, while the wagging dance meant that food was far away.
Lesson 86 THE LANGUAGE OF HONEY BEES (2)
I. Do true or false on p230 of the workbook
II. Reading comprehension:
1. Which of the sentences tells the main idea of paragraph 1?
A. But then another question came up.
B. The number of wagging dances per minute told the exact distance to the feeding place.
C. Von Frisch and his co-workers wet up a feeding place close to the hive.
D. Then they slowly moved it farther and farther away.
2. The phrase “came to light” in paragraph 1 means ________.
A. became known
B. came to a bright place
C. turned bright
D. both B and C
3. We can rewrite the last sentence of paragraph 1 as “_______”
A. They also discovered that bees can only fly 3.2 kilometres.
B. They also discovered that bees can fly as far as 3.2 kilometres.
C. They also discovered that the farthest distance bees can fly is 3.2 kilometres.
D. Both B and C.
4. the word “astonishing” in paragraph 1 means ______.
A. unusual B. surprising
C. frightening D. shocking
5. Which paragraph(s) is (are) mainly about “the wagging dance shows direction”?
A. Paragraph 2 B. Paragraph 3
C. Paragraph 2 and 3 D. Paragraph 2, 3 and 4
6. The different position of the sun can be shown by _______.
A. the right part of the wagging dance
B. the right part of the circle dance
C. the straight part of the wagging dance
D. the straight part of the circle dance
7. Which of the following statements is possible according to the last paragraph?
A. We human beings can communicate as honey bees do
B. We human beings can go as quickly as honey bees.
C. We human beings can come to help each other in a very fast way.
D. We human beings can learn something from animals’ behavior
(B;A;D;B;C;C;D)
III. Questions:
1. Did the wagging dance tell the bees how far away the food was?
2. How did the bees learn the direction of a feeding place?
Suggested answers:
1. In order to answer this question, Karl von Frisch and his co-workers set up a feeding place close to the hive. Then they slowly moved it farther and farther away. They then watched the wagging dance and discovered that the father away the feeding station was, the slower the dance was. So it was clear that the number of wagging dances per minute told the exact distance to the feeding place.
2. Karl von Frisch watched the wagging dance very carefully. He noticed that the straight part of the dance was different in the afternoon from what it had been in the morning. He found out that the straight part of the dance changed when the sun’s position changed. If the feeding place was toward the sun, the dancer headed straight upward during the straight part of the wagging dance. If the feeding place was away from the sun, the straight part of the wagging dance pointed downward. In this way, the wagging dance of the bee showed the direction of a feeding place.
篇2：SEFC 高三完形填空解题技巧
完形填空设空以实词为主、虚词为辅，单词为主、短语为辅。动词、名词、形容词、副词、代词等实词通常要占全部小题数的80%以上。而介词、连词、冠词等虚词则相对考得较少。
完形填空解题步骤
通览------试填-----复核
1 通览----速度全文，把握大意
快速阅读一下全文，通过通览全文、领会大意，概略地了解文章的体裁、背景、内容、结构层次、情节、写作风格等等。
2 试填----紧扣文意，瞻前顾后
先易后难，逐层深入。紧扣全文内容，联系上下文和语境，展开逻辑推理，注意从上下文中寻找线索，注意词汇的意义、搭配，惯用法，语法，常识等多个角度进行综合考虑。
3 复核----全面检查，确保语意连贯，用词准确
试填后，要把全文再通读一遍 ，注意看所选答案填入空白处后能否做到文章意思通顺、前后连贯、逻辑严谨、结构完整、首尾呼应。
解题技巧
1. 充分利用文章的上下文和前后句，找到对选择有提示作用的词或句。（同义词或反义词）
2. 注意固定搭配3. 注意同义词的辨义4.根据动作的发出者确定所选的词5.根据上下文的逻辑关系确定选项6. 根据生活常识以及相关知识确定选项7. 利用语法知识选出正确选项
解题技巧
1 充分利用文章的上下文和前后句，找到对选择有提示作用的词或句。这些词有可能是同义词或反义词。
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
根据转折连词but的提示，所选的词应与shallow相反，因此选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小题)
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小题)
A graduation B movement C separation D vacation
2 注意固定搭配，包括动词与介词的搭配、动词与名词的搭配以及形容词与名词的搭配等，同时要根据内容选择正确的短语。
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小题)
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题)
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题)
A doing B raising C putting D producing
3 注意同义词的辨义
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
四个选项都可以表示时间。while强调一段时间内进行的动作，常与进行时连用；till表示的是动作持续到某时或到某时才开始；for表示的是动作持续了一段时间；as连接的是一个与谓语动作几乎同时发生的动词。答案应选D，表示他一边向船靠近一边大声喊。
4.根据动作的发出者确定所选的词
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能够到太平洋捕鱼，因此第一个空答案A为。捕鱼用动词catch，第二个空答案为B。
上下文5 根据的逻辑关系确定选项
有时，选项中所给的四个词为表示上下文逻辑关系的连接性词语，它涉及到文章的起承转合、上下连贯。这类题主要考查考生对上下文逻辑关系的理解，如转折关系、让步关系、因果关系、递进关系、增补关系、比较关系以及对比关系等。
常见的承接语有and,but,however,so,therefore,等。其中for one thing…for another…等连接词表示列举；First…and then,First…Next…Then…Finally…用来按次序描述时间发生的过程；anyhow,still,though,although…表示让步关系；therefore,so表结果；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(职责） were clearing tables and washing dishes,____sometimes I helped cook.（2003 北京 第40题）
A. or B. so C. but D. even
6 根据生活常识以及相关知识确定选项
1）The space is left to let the rail
expand（膨胀） 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‘‘国际日期变更线’’，是人们所规定的，看不见，摸不着，但是可以越过。它是新的一天开始的地方。答案分别为B 和D
7 利用语法知识选出正确选项
1）When Ed first phoned and ___
we play, I laughed quietly,figuring
on an easy victory.(NMET2003 , 37题)
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题)
A.before B.if C. while D. as
3). As my father,____ worked three jobs, once told me, …（2003 北京 54题）
A .he B. that C. who D .whoever
篇3：SEFC 高三 unit 22 Bees
Language points of lesson85 and lesson86:
一．单词和词组
1．amazing
1）amazing意思与surprising接近，常用作定语。例如：
The new car is running at an amazing speed．
那辆新车以惊人的速度行驶。
2）amaze用作及物动词，意思是“使惊讶”。例如：
It amazed me to hear that you were leaving．
听说你要走我很惊讶。
3）amazement用作不可数名词，意思是“吃惊”。例如：
To my amazement，I came first．
使我吃惊的是我居然第一个到。
2．again and again
意思是“反复、再三”，类似的说法还有over and over，over and over again。例如：
He told me again and again not to make friends with her．
他再三告诫我不要和她交朋友。
3．tell… apart
基本含义是“分辨出，能认出其间的差异”。例如：
To tell the two handkerchiefs apart，she made a mark in her own handkerchief．
为了把两块手绢分开，她在自己的那块上做了记号。
注意，tell作“区分、分辨”解时，常与情态动词can，could，be able to或其否定式连用。常见句型有tell the difference between… and…，tell…from…。例如：
Can you tell Mary from her twin sister？
你能分辨玛莉和她的孪生姐妹吗？
4．to one's astonishment
to＋one's +名词常译为“使某人……的是”，名词常为表示感情的词。例如：
to one's surprise 使某人吃惊的是
to one's joy 使某人高兴的是
常用于这种结构的名词还有sorrow，delight，excitement，disappointment，amazement，relief等。
5．surrounding
1）surrounding作形容词，意思是“周围的”。例如：
There is no such kind of modern hospital in the surrounding areas．
在周围地区没有如此现代化的医院。
2）surrounding 作名词常用复数，意思是“环境，周围的事物”。例如：
Children are living in pleasant surroundings．
孩子们生活在舒适的环境里。
3）surround作动词用，意思是“包围，环绕”。例如：
My hometown is a small village surrounded with rivers．
我的家乡是一个河水环绕的小村庄。
6．far away
1）far away遥远，常与from连用，指离某地远。例如：
The factory where my father works is far away from the center of town．
我父亲工作的工厂离市中心很远。
2）far from 远离，用法同far away from。
3）如果要具体表示甲地离乙地多远，则用句型：距离+away from。例如：
The classroom is fifty meters away from the playground．教室离操场有50米远。
4）faraway则用作形容词，意思是“遥远的”。例如：
At that time he lived in a faraway island by himself．
当时他独自一人住在一个遥远的小岛上。
7．set up建立，创立，竖立
与set有关的短语很多。例如：
set off for 动身去某地
set off an nuclear bomb 引爆原子弹
set out to do sth． 着手做某事
set out（for） 出发，启程
set sb．free 释放某人
set an example to sb．／set sb．an example
为某人树立榜样
set fire to 放火（烧）
set sth．on fire 放火烧
set sail 启航
set up home 成家，建立家园
8．come up
在课文中意思是“被提出”。该短语还可解释为“上升，抬头”等。例如：
The question hasn't come up yet．
问题尚未被提出。
He put his head under water，but soon came up for breath．
他把头伸进水中，但不久又抬头换气。
下面再把有关come的短语归纳一下。
come true 变为现实
come from 出生（于）；来自
come in 进入，进来
Come in，please． 请进。
come over 过来；顺便来访
come round （走）过来；来
come back 回来
come on 赶快
come down 落下
come out 出来；（书等）出版；发行
come about 发生；产生
come across （偶然）遇见，发现
come to 共计；达到
come off 从……离开；脱落
9．course
1）course走向，所经之路。例如：
The map shows the courses of the chief rivers．
这幅地图表明了主要河流经过的区域。
2）course过程，进程。例如：
in the course of conversation在谈话过程中
3）course课程。例如：
a course in French 法语课程
complete one's college course 读完大学
4）构成词组：of course 当然
二、句型
1.It is the honey bee that has most interested scientists because of the “language” they use to communicate with each other.
是蜜蜂最使科学家感兴趣因为他们有彼此交流的语言。
强调句：It is/was +强调部分+that+除强调的句子其它部分.
Is/Was it+强调部分+that+除强调的句子其它部分?
Why/Who/How/Where/What/When is/was it that+除强调的句子其它部分?
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，使设计实验研究蜜蜂的语言成为可能。
句中的it是形式宾语，真正的宾语是后面的不定式短语to design experiments。it作形式宾语其句型是：主语+及物动词+it+宾语补足语+不定式。用于该句型的常见动词有：find，think，feel，make等。例如：The heavy rain made it impossible for him to get to the school on time．
大雨使他不可能准时到校。
He found it hard to improve his spoken English．
他觉得要提高他的口语水平很难。
She feels it necessary to master a foreign language．
她感到掌握一门外语很有必要。
3.The farther away the feeding station was，the slower the dance was．
喂食处越远，舞蹈动作的速度就越慢。
该句型的结构是： the+比较级…，the+比较级…。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，取得的进步就越大。
The more he explained，the more we were puzzled．
他愈解释，我们愈糊涂。
试比较下列句型：more and more+形容词
（原级）或比较级+比较级。该句型的意思是“越来越……”。例如：
The day is getting longer and longer．
The park is more and more beautiful．
篇4：SEFC高三Unit 6 Mainly Revision
Unit 6 Mainly Revision
一、教学目标与要求
通过本单元教学，学生复习第1～5单元出现的日常交际用语和语法；并围绕环境保护和废弃物处理这一题材，让学生认识废弃物的危害性和如何正确处理废弃物，从而达到保护环境这一目的。
二、教学重点与难点
1．重要词汇
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. 积极的；主动的；敏捷的
hopeless adj. 绝望的；无望的
throw away 扔掉
deal with 处理
get rid of 摆脱
depend on 依靠; 视……而定
break up 分解(物理变化)
be active in 在……积极
make an active effort 努力
take out 拿出, 去掉
compared with 与……比较
clean up 收拾; 整理
take up 吸收(水分); 溶解(固体)
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 +从句．
3.日常交际用语 复习第1～5单元出现的日常交际用语
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.重点语法
Revision of Past Participle, the V- ing Form and Noun Claues.
5.写作要求
Rewrite the story in different persons.
课时安排：九课时学完本单元
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“党”，“娱乐性的聚会，晚会”外，还作“（进行某活动的）一伙人”解（ =a group of people doing something together），a party of＋n．意为一伙……。如：
①We must follow the party line. 我们应遵循党的路线。
②That is why I am giving this party tonight.
这就是我今晚举行宴会的原因。
③ A party of school children is going to France. 一群学生正前往法国。
④Half-way up the mountain we met another party of people climbing down.
上山的中途我们遇见另一群正在下山的人。
⑤ A rescue party has been sent out to bring back the injured workers.
已经派出一支营救队去把受伤的工人接回来。
⑥There are twenty in all in the party travelling in Nanjing.
在南京的旅游团总共有20人。
2．gather['g$J+]的用法
gather既可用作及物动词，意为“使聚集”（＝cause to come together）；“采集（花等）”（=pick[flowers，etc.]）；“收（庄稼等）”；也可用作不及物动词，意为“聚集，集合”（＝come together）。例如：
①The teacher gathered the students around him.
老师将学生聚集在他周围。
②We are gathering materials to get ready for an article.
我们在为写文章搜集材料。
③They are gathering flowers in the garden. 他们在花园里采花。
④We usually help the peasants to gather the rice.
我们通常帮助农民收水稻。
⑤Many people gathered to listen to the speech.
有很多人聚拢来听报告。
3. Let me remind you what we are looking for.我来提醒大家一下我们要找的东西。
remind vt. - to make someone think about something they might have forgotten提醒；使人们想起（可能忘记的事）
If I forget, please remind me.如果我忘了，请提醒我。
Please remind me that I must call him up before noon.请提醒我在中午之前给他打个电话。
4. I suppose it's better to be safe than sick.我想平安总比生病好。
suppose 意为“想，认为，猜测”；(同义词：think, guess)
I suppose that is my fault.我想那是我的错。
I don't suppose I'll trouble you again.我想我不会再来麻烦你了。
He supposed it was too late to change his mind.他想改变主意已为时太晚。
Who could have supposed you were going to do such a thing?
谁会想到你竟要做这样一件事呢？
suppose还常用于插入语中，如：
You don't mind my smoking, I suppose?我想你不介意我抽支烟吧？
What do you suppose that dance is?你认为那是什么舞蹈？
5．It looks as if/as though +clause结构中look是连系动词，意为看起来，似乎，后面的从句中谓语多用直陈语气，有时也可用虚拟语气。如：
①It looks as if they are all in a terrible hurry. 看上去他们极为匆忙。
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.
看来我们只得亲自做这工作。
④It looks as if he didn't know anything about the secret.
看来他对这个秘密一无所知。
▲sb. ＋look as if/as though＋clause意为某人看上去，似乎……，后面的从句谓语多用虚拟语气，也可以用直陈语气。如：
①He looked as though he were from the country.
他看上去似乎来自农村。（事实上他并非来自农村）
②You look as if you didn't care. 你似乎并不在乎。（实际上你很在乎）
▲look（link-v. ）后面除接as if/as though从句外，还常接形容词、分词、名词、介词短语等作表语。如：
①He was not a very big man, but he looked strong.
他身材并不高大，但看上去很健壮。
②He looked startled when his nephew came in.
当他外甥进来时，他看上去大吃一惊。
③He looked a perfect fool. 他看上去是个大傻瓜。
④You looked in splendid health. 你看上去健康状况极佳。
⑤She looked to be a young woman of twenty. 她看上去有二十来岁。
⑥The weather does not look like clearing up. 天气看来不会晴朗。
6．sb./sth. ＋not +adj. /adv. ＋enough +动词不定式结构意为某人、某物不够……，（以致）不能……。如：
①The boy is not old enough to go to school. (＝ The boy is too young to go to school. )小男孩未到上学年龄。
②She didn't run fast enough to catch up with you. (=She ran too slowly to catch up with you. )她跑得不够快，赶不上你。
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。
▲如果这个结构中去掉not，则成了sb. /sth. +adj. /adv. ＋enough +动词不定式，意为某人、某物足以……，（以致）能……。如：
①We were fortunate enough to get an empty car.
我们很幸运地租到一辆空车。
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结构表示判断或猜测，意为看来（着重在从实际情况看来）。如：
①It seems that nobody knew what had happened.
看来没有人知道发生了什么事。
②It seems (that) he was late for the train. 看来他误了火车。
③It seemed to him that he had never worked so hard in his life.
他觉得自己一生中从未如此努力工作。
④It would seem (=It seems) that something is wrong. 看上去似乎有点毛病。
⑤It seemed that life for her was rather hard. 看来她当时生活很艰难。
It +seems +as if/as though +clause结构和刚刚论述的结构意义和用法差不多。如：
①It seems as if there will be an election soon. 看来不久将进行选举。
②It seems as if we shall have to walk home. 看来我们得步行回家。
③It seems as if you are the first one here. 看来你似乎是第一个来客。
▲seem（link-v. ）后面除接that-clause或as if（as though）-clause外，还常接形容词、分词、名词、介词短语等作表语。如：
①She does not seem likely to get it from you.
她似乎不可能从你这儿得到它。
②She always seemed well pleased, happy and contented.
她看来总是高兴、幸福和满足。
③This seems to me a glorious life.
我觉得这看来是光荣的一生。
④You seem in high spirits, Mary. 你看上去情绪很高，玛丽。
8．词组no matter意为不管、无论，后面常跟who，what，when，where，how等连用，相当于whoever，whatever，whenever，wherever，however等，引出让步状语从句。如：
①No matter who knocks, don't open the door. (=Whoever knocks, don't open the door. ）不论谁敲门，你都不要开。
②No matter what happened, he would not say a word.(=Whatever happened, he would not say a word.)不论发生什么事，他都将保持沉默。
③No matter where you go, I'll go with you. (=Wherever you go, I'll go with you. ) 不管你上那儿，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.)无论他如何大声叫嚷，都不能使别人听
○5No matter how late he goes to bed, he always gets up early.
不管睡的多晚，他总是起得很早。
○6No matter who attend the conference, I'd like to stay at home.
不管是谁参加会议，我都要呆在家里。
○7No matter what you say, I won't believe you.
不管你说什么，我都不不相信你。
○8No matter how hard she worked, she couldn't satisfy her teacher.
不管她学习多么刻苦，她总是不能使老师满意。
○9No matter where you go, you must work hard.
不管你上哪儿，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．荒芜的，无法利用的 waste land荒地
waste-paper-basket字纸篓，waste products废物
2）waste[U] n．废物，浪费。例如：
①With the development of modern agriculture and industry more and more waste is produced.
随着现代工农业发展，越来越多的废物产生了。
②There's too much waste in this house. 这一家人太浪费了。
▲waste还可用于下面结构中。
It's a waste of time/money/speech. 例如：
①It's a waste of time to wait any longer.
再等下去是白费时间。
②It's a waste of your speech talking to him.
跟他讲话白费唇舌。
3）waste vt．浪费。例如：
①We mustn't waste a drop of water or a grain of rice.
一滴水一粒米我们都不应当浪费。
②All his efforts were wasted. 他全部努力都白费了。
▲waste作动词，可用于下列结构：
waste sth . on(doing) sth . 在某事上浪费。
waste time (in) doing浪费时间做某事。例如：
①He wasted much of his time and money on playing cards.
打牌浪费了他的大量时间和金钱。
②Don't waste time talking to him, he won't change his plan.
别浪费时间跟他讲了，他不会改变计划的。
2. How to get rid of waste is a great problem for the world today.
get rid of除掉，摆脱,排除、摆脱、处理掉
①We must get rid of the bad habits. 我们必须去掉坏习惯。
②We must get rid of all our worries and have a good rest.
我们必须排除一切烦恼，好好休息一下。
③How can I get rid of my toothache?
我怎样才能治好牙痛呢？
He cant' get rid of the cold.
④They asked us to get rid of these old cars.
他们要求我们把这些旧车处理掉。
⑤He is always troubling me. How can I get rid of him?
他总是给我找麻烦，我怎样才能摆脱他呢？
⑥We'd better get rid of these old books and newspapers.
我们最好把这些旧书籍和报纸处理掉。
3. In many countries with sea coasts, human waste is poured directly into the sea without being treated.在许多有海岸的国家，人类的粪便没经过处理就直接投入了大海。
without意为“不；没有”，后跟名词或V-ing形式。如：
He went to work without his breakfast.他没吃早饭就上班去了。
She passed by without saying hello to me.她走了过去，竟然没跟我打声招呼。
Tom entered the room without being seen by anyone.汤姆在谁也没看见的情况下进了屋
without[wi'Jaut] 后跟-ing的被动式，作方式状语，表示“未经／被……”的意思。例如：
①He left the classroom without being permitted.
他未经许可就离开教室。
②She walked away from home on a dark night without being seen.
她在黑暗中离家出走，没有被人看见。
③He was lucky; he escaped from the burning house without being injured.
他真幸运，他从着火的房子里逃了出来，没有受伤
4. Although the sea breaks up the waste, beaches may become polluted and may not be safe to eat.虽然海水可分解废物，但海滩会被污染，鱼吃起来也会不安全。
break up意为“驱散”（=scatter），“打碎、拆散”（=separate or become separated into parts by breaking）。例如：
①The police came and broke up the meeting.
警察来了并驱散了这个会议。
② The meeting broke up in great confusion.
会议在一片混乱中散会。
③The ship was breaking up on the rock.
船在礁石上撞毁了。
④Where the soil becomes too hard , we break it up.
在土壤过硬的地方，我们就反它打碎。
⑤Sentences can be broken up into clauses, and clauses into phrases.
句子可以分成从句，从句有可分成短语。
5.be against的用法
be against意为“反对；违背”（＝be in opposition to）。例如：
①He was strongly against slavery.
他极力反对奴隶制。
②Anyone who is against the plan raise your hand.
任何反对这个计划的人，请举手。
③It's against our school rules for the girl students to wear necklace.
女生戴项链是违反我校校规的。
④Mary got married to Tom. It was against her parent's wishes.
玛丽与汤姆结婚了，这是违背她父母愿望的。
⑤It is against your promise to go on smoking.
你继续抽烟是违背你的诺言的。
【注意】be for意为“赞成”（=to support，to say yes to）。例如：
①Are you for the proposal or against it?
你是赞成这个建议还是反对它？
②The young people were strongly against the old teaching methods.
年轻人极力反对旧的教学方法。
③Is he for giving up the plan for travelling?
他赞成放弃这个旅行计划吗？
6.break down的用法
break down意为“分解”。例如：
①It is not easy to break down plastics and other similar rubbish.
塑料和其他类似垃圾不容易分解。
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. 水可以分解成氢和氧。
▲break down 意为“坏了”。例如：
①When the pumps the broke down, they would repair them for us.
水泵坏了，他们就帮我们修。
②Their equipment frequently broke down.
他们的设备经常坏。
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.其他的废物可以倒入海中，或者离陆地19公里，或者离陆地40公里，这取决于材料的性质。
depend on依靠（＝rely on）；依赖；视……而定
Children depend on their parents for food and clothing.儿女们依赖他们的父母供给衣食。
①The price of the computer depends on the quality.
电脑的价格依靠质量而定。
Price depends on the quality.价格依质量而定。
②Whether he can go to attend the meeting or not depends on the weather.
他是否能参加这次会议要依靠天气情况而定。
Whether we'll go camping or not this weekend depends on the weather.
这个周末是否去露营要看天气。
③Their success depends on their continuing effort.
他们的成功依赖于他们不懈的努力。
8.seek的用法
seek[si:k]意为“企图，试图”（＝to try；to make an attempt）。例如：
①We've never sought to hide our views.
我们从来不想隐瞒自己的观点。
②They are seeking to attain the most advanced technological levels in the world.
他们正设法达到世界最先进的技术水平。
③It was no use seeking to persuade him to give up smoking.
企图说服他戒烟是没用的。
④We sought to change his mind but we failed.
我们试图改变他的看法，但我们失败了。
【注意】 seek还可以表示“征求，寻求，谋求，追求”。例如：
①Most men seek wealth; all men seek happiness.
多数人谋求财富，所有的人都谋求幸福。
②Our purpose was to seek friendship and cooperation.
我们的目的是寻求友谊和合作。
③You should seek advice from your parents on this problem.
在这个问题上你应该征求你父母的建议。
④He who seeks trouble never misses.
自找麻烦，肯定会碰到麻烦。（谚语）
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.处理废物的问题变得如此重要以至于现在已经建立了好几个国际组织，来保护世界和与污染作斗争。
deal with对付；处理；与……打交道；论述；涉及
deal的过去式和过去分词都是dealt。例如：
① I don't know how to deal with the problem.
我们不知道如何处理这个问题。
②At the beginning of this term, we'll have many difficulties to deal with.
这学期开始我们将有许多难题要解决。
③That matter needs to be dealt with. 那件事需要处理了。
▲deal with还可以作“对待；对付”解。例如：
④The old lady is hard to deal with. 那个老太太很难对付。
⑤What is the best way of dealing with the cruel enemy?
对付残忍的敌人最好的办法是什么？
【注意】deal with 还可以作“论述或谈论（某问题）”解。例如：
①This book deals with problems of pollution.
这本书论述污染问题。
②He made a speech at the conference, dealing with folk music.
他在大会上做了一次演讲，谈民间音乐。
That matter has already been dealt with.那件事已经处理了。
The sick man was difficult to manage, but the nurse dealt with him all right.
这个病人不好管理，但那个护士对他却很有办法。
The article deals with the housing problem.这篇文章论述了住房问题。
10.She has also been very active in protecting the environment.
be active in在……方面积极
He is always active in politics.他总是积极从事于政治。
She has been very active in helping those disabled children.她一直积极致力于帮助残疾孩子。
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意为“再利用”，其中前缀re-表示“再”（=again）。
【注意】与use有关的一些用法。例如：
①We should reuse the waste paper in order to save a lot of money.
为了节省大量资金，我们应该再利用废纸。
②Retell the story in your own words. 用你自己的话重讲这个故事。
③The waste water can be recycled. 废水可以再循环使用。
④He used to get up very early. 他过去常常早起。
⑤We have already been used to the country life.
我们已经习惯于农村的生活。
⑥You will soon get used to living in the countryside.
你会很快习惯于在农村居住。
⑦Use your head, then you will have a good idea.
动动脑筋，你会有好主意的。
⑧It's useful for us to get some information about the computer.
获取一些有关电脑方面的信息是有用的。
⑨It's no use crying over split milk.
牛奶泼地，哭也无益。
2.escape的用法
1）n．逃跑，逃脱；消遣，消遣物。例如：
①The thief jumped into a car and made his escape.
小偷跳进一辆汽车，逃之夭夭。
②He reads adventure stories as an escape.
他看冒险小说作为消遣。
2）v．逃跑，逃脱；漏出，逸出。常和from连用。例如：
①They escaped from the burning house.
他们从燃烧的屋中逃出来。
②Some gas is escaping from the pipe. 煤气正从管道逸出。
▲当escape表示“逃避，避免”解时，后面要接 V-ing形式。例如：
①He narrowly escaped being drowned. 他差一点被淹死了。
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意为“对……有兴趣，从事（某事）（作为嗜好、事业等）”（＝interest oneself in; engage in sth. [as a hobby. business etc.]）。例如：
①His father takes up computers.
他爸爸从事电脑工作。
②They seem to be very much taken up with stamps.
他们似乎对邮票很感兴趣。
2.stop[st&p]的用法
stop意为“制止，防止，阻止，妨碍”。例如：
①We must stop the disease (from) spreading.
我们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.
我得想办法阻止他缠我整整一上午。
③This stopped the development of their own industries.
这妨碍了他们自己工业的发展。
【注意】类似 stop sb./sth. from doing sth. 结构的有： prevent sb. /sth. from doing sth. （这其中的from常可省略，但在被动句中则决不能省略。）；keep sb./sth. from doing sth. （其中的 from不可省略，否则一省略，意思正相反）。
例如：
①There's nothing that prevents you (from) going to bed if you want to.
如果你想去睡觉，没有什么事会不让你去（或你尽管睡去）。（句中from可省略，意思不变）
②The heavy rain didn't keep them from watching the football match.
大雨没能阻止他们看足球赛。
③The heavy rain didn't keep them watching the football match.
大雨使得他们不能继续看足球赛。
④Hearing the words, he couldn't keep from laughing.
听了这话，他不由得笑了起来。
3．clean up/clear up/tidy up (=put in order; make clean or tidy)意为：“清理；整理”。例如：
①You should always clean up after a picnic.
野餐后你一要收拾干净。
②He cleared up his room before they arrived.
在他们来之前，他先把房子整理一下。
③Clear/Tidy up the desk before you leave the office, will you?
离开办公室之前，把办公桌整理一下好吗？
④I have to tidy myself up a bit. 我得梳理一下。
4．compared to 的用法
compared to 意为“和……比起来；与……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的产量提高了50%。
②Compared to , the price of the computer has been reduced by 50%.
和相比电脑的价格降低了50%。
③Compared to many other students, he was lucky enough.
和许多其他学生相比，他是够幸运的了。
④It is a big place now compared to what it used to be.
和过去比起来，它现在是一个大地方了。
固定用法与辨析
1. 辨析gather与collect:
两词都表示“集中，归拢”，但两者有细微区别。
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很多场合与gather完全同义，但一般只用于物，指有选择或有一定计划将零散事物归拢。如：
collect money: 筹募资金 gather money 攒钱。
2. 辨析seek 与search:
两词都表“搜寻”，但有差别。
seek指对高目标或抽象事物的追求。如：seek knowledge渴望知识。
而search指仔细寻找或检查某地点或某人。如：
The police searched his house. 警察搜查了他的房子。
3. 辨析rubbish与refuse:
两词都表“废物，垃圾”，但两者有细微差别。
refuse指堆积在一起的破烂无用东西。如：
The refuse was unloaded at the city dump. 垃圾倾倒在城市的垃圾场上。
rubbish指垃圾特意集中起来以便清除掉，但不象refuse那样成堆成批的存在，该词也常用于比喻。如：
Put the rubbish into the fire. 把垃圾烧掉。 He talked a lot of rubbish. 他说了一大堆废话。
4. 辨析sort of与a sort of:
sort of是口语用语，只能作状语，放在所修饰的动词、形容词前，表示“有几分，有点儿”。
I sort of thought you might do it. 我有几分料到你会这么做。
a sort of 只作定语，表示“一种……”。如： a new sort of radio 一种新型收音机。
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.
改错
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)
篇5：SEFC课文图式法阅读理解模式初探
SEFC课文图式法阅读理解模式初探
一、图式理论教学的概念
图式的实质就是一种结构、一种框架。图式法教学，就是通过使课文结构化，把课文的主要内容按照层次结合到人们头脑中贮存信息的一个具有等级层次的教学模式。
图式法阅读理解模式就是学生运用图式理解课文，把新旧知识联系起来并融进头脑中已有的认知结构中去。进行课文教学时，学生对课文中出现的单词、句子已有一般的认识。为了理解课文，学生必须把头脑里的知识和课文里特指的情景同信息联系起来，建立新的图式。学生通过头脑中的图式和语篇相互作用，才能获得对课文的理解。图式把整篇课文的主要内容概括了起来，并揭示了它们之间的内在关系，使学生不是停留在表层而是深入到课文的内部结构中去理解课文，理解作者意图，掌握文章的精髓。
二、理论依据与应用
图式理论是认知心理学家用以解释、理解心理过程的一种理论。美国人工智能专家鲁梅尔哈特为图式理论的建立和完善作出了重要贡献。他把图式称为以层级形式储存于长时记忆中的一组“相互作用的知识结构”或“构成认知能力的建筑板块”。人们头脑中储存各种图式，如：开电视机的图式，去公园的图式。
现代教育心理学，特别是信息加工的认知心理学，强调人已经具有的知识和知识结构对当前认知活动的决定作用，因此提出了一种高层次的理论──图式理论；而且“在阅读心理学的领域内，用图式理论来说明阅读理解过程，成了研究阅读理解的主流”，［张必隐“阅读心理学”（23）］
图式法阅读理解模式是教育心理学的基本理论（特别是图式理论）。其做法就是要找到学生认知网络的“结合点”，使得新的、困难的知识与学生已有的认知体验结合，并使文章结构化，与学生的“脑图”结构一致，从而容易理解，便于记忆，对课文内容形成一个整体概念，进行听、说、读、写的综合训练。
如：学“Country Music”时，由于引文时间上的交叉及内容上的纵横，加上对美国音乐知识缺乏了解，学生极易混淆各条信息和内容。教师课前可对美国音乐知识先作介绍，再通过图式作语篇结构分析。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
图示课文脉络清晰，学生对American Country Music主题的变化、发源地、歌手、乐器的变化理解就不会有大的问题，从而提高阅读能力和应试能力。
三、图式法教学的实践过程
根据英语学习认识过程的阶段性原理：感知→理解→巩固→运用→反馈，在图式法教学中，笔者采用“输入信息→分层次理解课文→结合课文进行语言实践活动→形成图式→运用语言”的教学流程。构建的图式法教学模式包含5个阶段：
1．丰富、激活背景知识（Presentation）。向学生显示资料，材料中每一单位都是所要建立的图式的一个例证。这些材料可以是事件、人物、物品、课本、故事、图画或任何其它与课文有关的材料。教师对这些资料提出与课文主题有关的问题，以便学生抓住课文的要点。
2．阅读理解（Reading）。阅读解疑扫清语言障碍。学生思考教师提出的问题，找出课文的大意及要点。该阶段一定要由学生自己阅读并听录音，注意听力训练，培养自学能力和分析问题、解决问题的能力。
3．讨论（Discussion）。个人阅读的基础上，学生就课文结构的逻辑体系进行讨论，可同桌也可四人一组进行讨论，形成各自小组的图式。
4．构图（Scheme）。教师组织全班就某组的图式进行评议，以尽量简洁的线条勾勒出课文的内在结构。此过程就是教师引导学生去伪存真的过程。这是本模式的核心部分。教师要善于引导，做好提示（暗示），并提供补充，使结构完善起来。
5．运用（Retelling）。在图式形成的过程中，学生对课文的内容有了总体把握；通过该阶段，学生要了解课文的细节，进而运用图式对课文进行复述，或者写出课文概要或者进行对话等多种运用语言的.形式。
下面以“A Person of Great Determination”的教学设计为例：
1．Presentation．以determination作为切入口自然引入，通过三个人物的故事，引起学生的兴趣和好奇心；学生就教师所呈现的语言材料和课文中的图进行感知，形成初步的表像。
2．Reading．先听录音、后阅读；然后学生对教师提出的问题进行思考回答，了解课文大意，并在教师的指导下掌握语言点。
3．Discussion．四人一组进行讨论形成各自小组图式，并画在练习本上。
4．Scheme．教师选用一些图式，全班进行评议，教师提供补充，并在黑板上板书。
板书设计
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．同桌根据课内练习图表进行对话，完成全文大意的简述。学生充分发挥想象力，进一步巩固前一阶段所学的知识，加深对课文的理解，达到初步运用语言知识的目的。
四、图式法教学实践的效果
1．图式法教学明显优于传统的填鸭式教学或分段式教学，是提高学生阅读理解能力的有效方法。它能有效地把握住课文内容和 篇章结构，对于高中学生思维，特别是概括能力及抽象逻辑思维能力的发展具有明显的促进作用，有利于发展学生智力，培养学生的自学能力及分析问题、解决问题的能力。
2．有利于发挥教师的主导作用和学生的主体作用，能有效地促进学生实际运用语言能力的全面提高，同时也促进学生学会学习，学会研究，学会创造，从而提高教学效率。
3．有利于激发个人及小组的探究精神、学习兴趣、团结协作精神及创造意识。学生们在自学材料、组织材料、分析结构、形成图式的过程中，有发现、有归纳、有创造。
参考文献：
1．胡春洞、王才仁主编：《英语阅读论》，9月，广西教育出版社。
2．张必隐：《阅读心理学》，北京师范大学出版社。
3．杨志耀：，“图式理论和阅读理解”，英语周报第9期。
(广东省广州市第43中学 刘佩玲)篇6：高三复习课教案SEFC 1 U
高三复习课教案SEFC 1 U 17 Great Women
教学课型：高三复习课（45 分钟）
教材版本：人教修订版
教材分析：
高一英语第十七单元的中心话题是famous women――“著名女性”。介绍了世界上不同民族、不同领域中的非凡女性及其成就的取得，各部分的内容都是围绕这一中心话题而进行设计的。我上的这节课本单元的阅读复习课，讲的是一位60岁的女性独自一人在南极探险的故事，是一篇以第一人称来叙述的记叙文，叙述“我”独自一人在南极探险的故事，讲述了“我”怎样以顽强的意志和高超的自救技能战胜困难，脱离险境；表现了“我”乐观和大无畏的精神。通过本课的学习，既要让学生通过语言实践活动来体验语言，从而提升自己综合语言运用的能力，又要让学生学习到了语法重点，以及各知识点的归纳与终结。
学生分析：
我们学校进行的是分层次教学――班级分层。我所带的班级是平行班，英语水平一般，大部分学生对单词、短语、和语法知识掌握的都不是太好。但是进入高三以来，同学们的学习热情高涨，都想通过高三的一轮复习来重新打好英语基础。在教学过程中，我也发现大部分学生愿意学习，勤于学习，但在课堂上不懂得知识的串联和综合，英语写作上也有一定的困难。
・知识与技能
1）重点词汇和短语
2）学生能围绕“著名女性“这一话题进行听、说、读、写
?过程与方法：
1)培养学生在阅读中捕获重要信息的能力，同时提高学生口语表达能力和写作能力。
2)通过组织学生小组活动，培养他们合作学习的习惯
?情感态度与价值观：
1）培养学生树立学好英语的信心和产生学英语的兴趣
2）让学生陶冶情操、拓展视野，开发思维能力，发展个性，提高人文素养，形成健康的人生观。
?教学重点、难点
教学重点
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
教学难点
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.
教材处理：
1). 小组讨论，概括文章内容
2). 知识点综合链接
3）学生在参与搜集资料
4）．图片展示自己崇拜的女性
5). 作文口头表达训练：
教学过程：
StepⅠ: Presentation
1．由幻灯片给出图片，让学生回忆课文Alone In Antarctica内容，引导学生迅速进入最佳状态，是他们在轻松愉快的氛围中和老师一起踏上对知识的探索之旅。
2．进行小组讨论：Who is she? Why is she famous?
（图片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
老师播放幻灯片（图片2）让学生复习词组和重点单词，检查学生预习情况。
Step Ⅲ: Important sentences revision
通过复习重点单词和短语，引出课文中经典句子(图片3)：
但是天气变化即将发生
But changes were just around the corner
第三天，我与暴风雨天气拼搏，接下来的星期里，风刮的越发猛烈了，我只得整天躲在帐篷里。
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.
我身体很好，所有设备都管用。
I was in good health and all of my equipment was working well.
躺在冰雪上，很快就会冻死的。
我趴着把帐篷支好，把睡袋拖进帐篷，避开寒风躺了下来。
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.
我毫不后悔地这么做了。
I did so without regret
那段经历让我终生难忘，珍惜一生。
StepⅣ Language points
老师在呈现语言点时，以学习目标为导向，引导学生选择性注意，培养学生区别重要信息和次要信息能力；以问题为导向，引导学生对重要信息的.注意，培养学生专注与重要信息的能力。老师在播放图片时，用不同颜色标出重难点，要求学生做出课堂笔记，关注易错误信息。
Task 1: key phrases:
1.讲解短语 (just) around the corner时，采用归纳法：
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.
高考链接：
---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.讲解lie时，采取归纳-总结-练习的方法：
a) lie (撒谎vi )- lied -lied -lying
lie (躺.,位于vi )-lay -lain ---lying .
lay (下蛋,搁置vt )-laid-laid-laying .
b) lie ,lay 的记忆方法:
规则的撒谎, 不规则的躺, 躺过就下蛋, 下蛋不规则。
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)高考再现：
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…为过去的事而后悔
regret to say/tell you/inform you…为要说的话而遗憾
类似短语：
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. 我发现自己整天都呆在帐篷里。
find oneself… 发现自己（处于某种状态）；不知不觉地…….
find +o. + n/adj./介短/adv/ (to be)… / doing/ done….
find it +adj./n. +to do/ that….
改错：
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，我刚走了两个小时，突然狂风大作，我只好趁风力还不算太大之前，支起帐篷。.…,
I was moving forward over a slope that seemed safe when suddenly …
几天以后，我正在一个似乎安全的斜坡上前行，突然，滑雪板下的大地陷下去了。
句式总结：had done….when…..
be doing ….when….
be about to do / be on the point of doing… when….
高考再现：
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
根据本单元的内容，学生们自己提供所崇拜女性的照片，结合本单元的重点句子，口头叙述自己心目中的偶像。
结束语：(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.
篇7：略读课文的“精”处理
展茅中心小学 丁维
【内容摘要】
略读课文在我们的语文课文中占有举足轻重的作用，至第三学段五年级上册起，略读课文所占的比重与精读课文已是平分秋色了。但略读课文的设计常常存在误区，针对这种情况，我们对略读课文的地位、作用认识不够清楚，对略读课文的编排意图理解不够透彻，没有很好地把握略读课文教学的“尺度”而引起的。上好略读课文可以从这几方面去思考设计：依托提示语、注重学法迁移、拓展训练。
【关键词 】 略读课文 定位 “精”处理
轻轻翻阅我们的语文课本，我们可以很清楚地看到，我们课本中的课文由三大类组成，一是精读课文，一是略读课文，另外为选读课文。 从小学第二学段第五册开始，在保持一定量选读的基础上，将课文分为精读和略读两种类型，且随年级的升高，逐步增大略读的份量，精读相对减少。到第七册，略读课文的篇数已约占全册课文的44%，同时也不仅仅是出现在每个单元的末尾，而是融在其中，与前面的精读课文密切联系。至第三学段五年级上册起，略读课文所占的比重与精读课文已是平分秋色了。但是，占如此大比重的略读课文教学并没有受到广泛的关注，关于这方面的教学设计与研究也是微乎其微。
《课程标准》对于略读课文的要求只是寥寥几笔：“略读课文重在略读方法的指导，在阅读实践中，逐步培养学生的略读能力。”我们往往不能很好地把握它的特点，因此纵观如今的略读课文教学，存在这样两种情况：一种是轻描淡写、放手自读。 人教版实验教材参考用书中曾指出略读课文不像精读课文那样严格细致，内容上只要求“粗知课文大意”，不需字斟句酌；方法上则更加放手，主要靠学生自己把课文读懂。于是很多人就有了“马马虎虎”走过场的念头。课堂上，让学生随随便便读几次，轻描淡写、囫囵吞枣，读读就带过了，学生根本没有留下什么印象。另一种是难以割舍、精雕细琢教材中的略读课文无论从内容，还是语言上看，篇篇文质兼美，出于名家之笔，确属“阅读精品”，深受学生的喜欢，作为教师的我们也难以割舍。于是词句品析、朗读感悟、积累运用、人文熏陶、面面俱到，精雕细琢。这些情况的出现 ，主要是我们对略读课文的地位、作用认识不够清楚，对略读课文的编排意图理解不够透彻，没有很好地把握略读课文教学的“尺度”而引起的。那么，怎样才能把略读课上得更精彩呢？
一、依托提示语，突显教学重点
受教学时间的影响，我们知道略读课文的课时多数是一课时。这就要求我们教师在处理教材时能快速抓准略读课文的教学重点，从而使略读课文和精读课文形成一个小系统的教学整体，形成教学合力，更好地发挥训练阅读、迁移能力和陶情冶趣的功能。人教版课标实验教材在每一课略读课文前都有一段承上启下的提示语。
例如《花的勇气》一课前是这样写的：
茁壮生长在砖缝中的小瓜苗，让我们感受到了生命的顽强。当我们面对千万朵在冷风冷雨中怒放的小花的时候，又会有什么样的感受呢？有感情地朗读课文，说说作者在维也纳经历一件什么事，她为什么会从“失望”“遗憾”到“惊奇”“心头怦然一震”？把自己喜欢的部分多读几遍，体会体会作者内心的感受。
这段提示语生动活泼，既激发了学生的阅读兴趣，又延续了本组课文的主题性，同时还明确提出了阅读要求。但是，通常提示语中的阅读要求是带有隐性的，需要教师去挖掘。上面这段提示语，我们可以从两方面进行提炼：
1、阅读课文，想想课文写了一件什么事，找找作者心情变化的词语，想想为什么会有这样的变化。这是要求我们在教学中能够引导学生整体感知，了解课文的主要内容，作者心情变化的由来。
2、把自己喜欢的部分多读几遍，体会体会作者内心的感受。这句话则要求我们在教学中能够有意识地去引导学生品读体会课文中含义较为深刻的词句，感受生命的美好，同时积累文中丰富的语言。
像这样依托提示语，我们可以迅速、准确地把握略读课文的教学重点，有利于我们合理地设计教学，有效地开展略读课文的教学。
二、结合精读课文，注重学法迁移
略读课文作为精读课文的延伸，我们在设计教学时不但要注重外在学法上的迁移、运用、巩固、总结，同时也注重人文内涵上的迁移延伸，做到瞻前顾后、内外融合。
《花的勇气》之前有两篇精读课文，分别是《触摸春天》、《生命 生命》。两篇课文都是 生命教育的典范，文中有很多含义深刻的词句。针对这点，我们可以设计这样一个块面让学生去充分品读：
师：高楼万丈拔地而起，危峰兀立拔地而起，拔地而起的都是该让我们抬头仰望的，那么小花拔地而起的气魄你是哪里感受到的呢？
生1：我从“改天换地”感受到小花拔地而起的气魄，草地在短短的几天里发生了巨大的变化，各种颜色鲜艳的小花覆盖了大片大片的绿色。
生2：我从“傲然挺立、明亮夺目、神奇十足”感受到小花拔地而起的气魄，在冷风冷雨中小花它们不怕，这么坚强、这么勇敢、那需要有多大的勇气啊！
……
整个过程通过让学生自主思考、交流、朗读，让学生对已有的知识、语言进行再一次提升、积累。
生命的真谛是什么，生命的意义何在，热爱生命是本组课文的主题。《触摸春天》告诉我们：谁都有热爱生活得权利，谁都可以创造一个属于自己的缤纷世界。《永生的眼睛》启示我们：以自己的爱心给他人带来幸福，生命才更有意义。《生命 生命》教育我们：要珍惜生命，让有限的生命体现无限的价值。《花的勇气》在最后让我们明白在人生的道路上，阴风冷雨并不可怕，要以无所畏惧的勇气面对一切艰难险阻。在设计教学时，我们可以引导学生进行积累，积累自己了解到的生命现象，页可以说说身边那些热爱生命的故事。这里既对主题进行了总结和提升，又沟通了课内和课外，可以说是一举两得。
三、寻找训练空间，点亮思维火花
叶圣陶曾经说过 “精读文章，只能把它认作例子与出发点，既熟习了例子，又定了出发点，就得推广开来，阅读略读书籍。”新大纲也明确提出：略读课文的教学在内容理解上要求低于精读课文的教学，方法上要更加放手。由此可见，略读课文应该是学生进行自主阅读的舞台，略读课文的教学设计应该体现教师是如何引导学生把从精读课文中习得的学习方法付诸实践运用的。
《花的勇气》是一篇教育意义深刻的文章，因此，在教学的时候，我针对这一特点，最后设计这样一个环节，通过说话练习来拓展学生的思维能力。
师：同学们生活中有很多生命拥有这样的勇气，感受着花的勇气，是否让你想起了它们呢？用一句话来说一说。
花的勇气――在冷风冷雨中拔地而起
种子的勇气――（如：在石头重压下破土而出）
梅花的勇气――（如：在冰天雪地中傲然绽放）
（…… ）的勇气――
2．诵一诵。
师：是的，同学们，生命中有很多令人震撼的勇气。
出示：有关生命的小诗
花的勇气――在冷风冷雨中拔地而起；
种子的勇气――在狭小的砖缝中破土而出；
梅花的勇气――在冰天雪地中傲然绽放；
小草的勇气――在野火中重生；
……
勇气，就是在生命中，
勇敢地面对一切风风雨雨。
无论你多么弱小，
无论你遇到什么困难，
只要你拥有勇气，
就会拥有希望。
让我们记住，
生命的意味――勇气！
当然一篇好的文本，它的语言和思维训练点肯定不只一处。在设计时，我们不可能面面俱到，当然也不能特立独行和精读课文、本组训练重点风马牛不相及。在品味、积累作者语言的同时，我们也要适时地设计，去点亮学生思维的火花，以更开放的形式让学生独立自由地思考。苏霍姆林斯基讲得十分深刻――真正的学校应当是一个积极思考的王国。我想，我们略读教学的课堂更应该是学生积极思考的天地。
以上是自己通过教学实践后粗浅的所得。还是叶老的话“就教学而言，精读是主体，略读只是补充；但是就效果而言，精读是准备，略读才是应用。”我们应该把“略读”提升到一个应有的高度，略读课文的教学设计，我们应该进行“精”处理，不能一略而过。
参考文献
《浅谈小学语文略读课文教学中的“精”处理》 董大伟 、12
《让略读课上得更精彩》 李 颖 、5
们面对面的交流，了解他们的想法，“私下”帮助他们表达，鼓励他
们积极举手，相信，他们也会成为举手积极的好学生。
4 、重视补缺拉差，鼓励优于“处罚”。作业是语文课堂的有机组成部分，对
于中差生，从作业的完成，批改，到订正都应是老师关注的重点，他们作业中暴
露的问题就是老师应该在反馈中必须解决的问题。由于学习基础等原因，一部分
同学的作业跟不上其他同学，针对这部分同学的补缺拉差，老师则需多花时间和
精力，而更重要的是耐心和鼓励，一味地斥责，甚至“处罚”，只会适得其反，
事倍功半。
语文课，就应该上出“语文味”。朴实，真实，扎实，是语文课堂的本真。而扎
实必须扎准，扎稳，让语文的“车轮”滚得慢一点，不要过于注重课堂教学的流
程，要让孩子们在朴实中透过文字的“窗口”欣赏到语文世界的“美景”；不要
过于关注教学环节，要让孩子们在真实中享受学习的过程和乐趣；不要过于关注
是不是能完成教学任务，要让孩子们在扎实中成为语文学习的主人。老师们，让
我们摒弃课堂教学的“形式化”，扎扎实实地培养学生的语文素养。
【关键词 】 略读课文 定位 “精”处理
轻轻翻阅我们的语文课本，我们可以很清楚地看到，我们课本中的课文由三大类组成，一是精读课文，一是略读课文，另外为选读课文。 从小学第二学段第五册开始，在保持一定量选读的基础上，将课文分为精读和略读两种类型，且随年级的升高，逐步增大略读的份量，精读相对减少。到第七册，略读课文的篇数已约占全册课文的44%，同时也不仅仅是出现在每个单元的末尾，而是融在其中，与前面的精读课文密切联系。至第三学段五年级上册起，略读课文所占的比重与精读课文已是平分秋色了。但是，占如此大比重的略读课文教学并没有受到广泛的关注，关于这方面的教学设计与研究也是微乎其微。
《课程标准》对于略读课文的要求只是寥寥几笔：“略读课文重在略读方法的指导，在阅读实践中，逐步培养学生的略读能力。”我们往往不能很好地把握它的特点，因此纵观如今的略读课文教学，存在这样两种情况：一种是轻描淡写、放手自读。 人教版实验教材参考用书中曾指出略读课文不像精读课文那样严格细致，内容上只要求“粗知课文大意”，不需字斟句酌；方法上则更加放手，主要靠学生自己把课文读懂。于是很多人就有了“马马虎虎”走过场的念头。课堂上，让学生随随便便读几次，轻描淡写、囫囵吞枣，读读就带过了，学生根本没有留下什么印象。另一种是难以割舍、精雕细琢教材中的略读课文无论从内容，还是语言上看，篇篇文质兼美，出于名家之笔，确属“阅读精品”，深受学生的喜欢，作为教师的我们也难以割舍。于是词句品析、朗读感悟、积累运用、人文熏陶、面面俱到，精雕细琢。这些情况的出现 ，主要是我们对略读课文的地位、作用认识不够清楚，对略读课文的编排意图理解不够透彻，没有很好地把握略读课文教学的“尺度”而引起的。那么，怎样才能把略读课上得更精彩呢？
一、依托提示语，突显教学重点
受教学时间的影响，我们知道略读课文的课时多数是一课时。这就要求我们教师在处理教材时能快速抓准略读课文的教学重点，从而使略读课文和精读课文形成一个小系统的教学整体，形成教学合力，更好地发挥训练阅读、迁移能力和陶情冶趣的功能。人教版课标实验教材在每一课略读课文前都有一段承上启下的提示语。
例如《花的勇气》一课前是这样写的：
茁壮生长在砖缝中的小瓜苗，让我们感受到了生命的顽强。当我们面对千万朵在冷风冷雨中怒放的小花的时候，又会有什么样的感受呢？有感情地朗读课文，说说作者在维也纳经历一件什么事，她为什么会从“失望”“遗憾”到“惊奇”“心头怦然一震”？把自己喜欢的部分多读几遍，体会体会作者内心的感受。
这段提示语生动活泼，既激发了学生的阅读兴趣，又延续了本组课文的主题性，同时还明确提出了阅读要求。但是，通常提示语中的.阅读要求是带有隐性的，需要教师去挖掘。上面这段提示语，我们可以从两方面进行提炼：
1、阅读课文，想想课文写了一件什么事，找找作者心情变化的词语，想想为什么会有这样的变化。这是要求我们在教学中能够引导学生整体感知，了解课文的主要内容，作者心情变化的由来。
2、把自己喜欢的部分多读几遍，体会体会作者内心的感受。这句话则要求我们在教学中能够有意识地去引导学生品读体会课文中含义较为深刻的词句，感受生命的美好，同时积累文中丰富的语言。
像这样依托提示语，我们可以迅速、准确地把握略读课文的教学重点，有利于我们合理地设计教学，有效地开展略读课文的教学。
二、结合精读课文，注重学法迁移
略读课文作为精读课文的延伸，我们在设计教学时不但要注重外在学法上的迁移、运用、巩固、总结，同时也注重人文内涵上的迁移延伸，做到瞻前顾后、内外融合。
《花的勇气》之前有两篇精读课文，分别是《触摸春天》、《生命 生命》。两篇课文都是 生命教育的典范，文中有很多含义深刻的词句。针对这点，我们可以设计这样一个块面让学生去充分品读：
师：高楼万丈拔地而起，危峰兀立拔地而起，拔地而起的都是该让我们抬头仰望的，那么小花拔地而起的气魄你是哪里感受到的呢？
生1：我从“改天换地”感受到小花拔地而起的气魄，草地在短短的几天里发生了巨大的变化，各种颜色鲜艳的小花覆盖了大片大片的绿色。
生2：我从“傲然挺立、明亮夺目、神奇十足”感受到小花拔地而起的气魄，在冷风冷雨中小花它们不怕，这么坚强、这么勇敢、那需要有多大的勇气啊！
……
整个过程通过让学生自主思考、交流、朗读，让学生对已有的知识、语言进行再一次提升、积累。
生命的真谛是什么，生命的意义何在，热爱生命是本组课文的主题。《触摸春天》告诉我们：谁都有热爱生活得权利，谁都可以创造一个属于自己的缤纷世界。《永生的眼睛》启示我们：以自己的爱心给他人带来幸福，生命才更有意义。《生命 生命》教育我们：要珍惜生命，让有限的生命体现无限的价值。《花的勇气》在最后让我们明白在人生的道路上，阴风冷雨并不可怕，要以无所畏惧的勇气面对一切艰难险阻。在设计教学时，我们可以引导学生进行积累，积累自己了解到的生命现象，页可以说说身边那些热爱生命的故事。这里既对主题进行了总结和提升，又沟通了课内和课外，可以说是一举两得。
三、寻找训练空间，点亮思维火花
叶圣陶曾经说过 “精读文章，只能把它认作例子与出发点，既熟习了例子，又定了出发点，就得推广开来，阅读略读书籍。”新大纲也明确提出：略读课文的教学在内容理解上要求低于精读课文的教学，方法上要更加放手。由此可见，略读课文应该是学生进行自主阅读的舞台，略读课文的教学设计应该体现教师是如何引导学生把从精读课文中习得的学习方法付诸实践运用的。
《花的勇气》是一篇教育意义深刻的文章，因此，在教学的时候，我针对这一特点，最后设计这样一个环节，通过说话练习来拓展学生的思维能力。
师：同学们生活中有很多生命拥有这样的勇气，感受着花的勇气，是否让你想起了它们呢？用一句话来说一说。
花的勇气――在冷风冷雨中拔地而起
种子的勇气――（如：在石头重压下破土而出）
梅花的勇气――（如：在冰天雪地中傲然绽放）
（…… ）的勇气――
2．诵一诵。
师：是的，同学们，生命中有很多令人震撼的勇气。
出示：有关生命的小诗
花的勇气――在冷风冷雨中拔地而起；
种子的勇气――在狭小的砖缝中破土而出；
梅花的勇气――在冰天雪地中傲然绽放；
小草的勇气――在野火中重生；
……
勇气，就是在生命中，
勇敢地面对一切风风雨雨。
无论你多么弱小，
无论你遇到什么困难，
只要你拥有勇气，
就会拥有希望。
让我们记住，
生命的意味――勇气！
当然一篇好的文本，它的语言和思维训练点肯定不只一处。在设计时，我们不可能面面俱到，当然也不能特立独行和精读课文、本组训练重点风马牛不相及。在品味、积累作者语言的同时，我们也要适时地设计，去点亮学生思维的火花，以更开放的形式让学生独立自由地思考。苏霍姆林斯基讲得十分深刻――真正的学校应当是一个积极思考的王国。我想，我们略读教学的课堂更应该是学生积极思考的天地。
以上是自己通过教学实践后粗浅的所得。还是叶老的话“就教学而言，精读是主体，略读只是补充；但是就效果而言，精读是准备，略读才是应用。”我们应该把“略读”提升到一个应有的高度，略读课文的教学设计，我们应该进行“精”处理，不能一略而过。
参考文献
《浅谈小学语文略读课文教学中的“精”处理》 董大伟 2008、12
《让略读课上得更精彩》 李 颖 2007、5
们面对面的交流，了解他们的想法，“私下”帮助他们表达，鼓励他
们积极举手，相信，他们也会成为举手积极的好学生。
4 、重视补缺拉差，鼓励优于“处罚”。作业是语文课堂的有机组成部分，对
于中差生，从作业的完成，批改，到订正都应是老师关注的重点，他们作业中暴
露的问题就是老师应该在反馈中必须解决的问题。由于学习基础等原因，一部分
同学的作业跟不上其他同学，针对这部分同学的补缺拉差，老师则需多花时间和
精力，而更重要的是耐心和鼓励，一味地斥责，甚至“处罚”，只会适得其反，
事倍功半。
语文课，就应该上出“语文味”。朴实，真实，扎实，是语文课堂的本真。而扎
实必须扎准，扎稳，让语文的“车轮”滚得慢一点，不要过于注重课堂教学的流
程，要让孩子们在朴实中透过文字的“窗口”欣赏到语文世界的“美景”；不要
过于关注教学环节，要让孩子们在真实中享受学习的过程和乐趣；不要过于关注
是不是能完成教学任务，要让孩子们在扎实中成为语文学习的主人。老师们，让
我们摒弃课堂教学的“形式化”，扎扎实实地培养学生的语文素养。
篇8：高三英语课文翻译
我所住的社区 The Community Which I Live
I live in a city, since I was small, our family moved to a community, I have lived in the community for about ten years. I spend my childhood here, I make many friends, I get to know all the children here. I am so happy to live in the community, people here just like a big family. In the morning, the old like to dance and walk in the community, while the young do some jogging. In the afternoon, kids play together after school. At night, most people go out in the square after dinner, they share the things happened on that day, people laugh happily. The community is a big home for me, I know everyone here, it is a paradise.
我住在一个城市里，当我很小的时候，我的家人搬到了一个社区，我在这个社区生活了已经大概有十年了。在这里，我度过了我的童年，交了很多朋友，我认识这里所有的孩子。住在这样的一个社区里，我很高兴，这里的人就像家人。早上，老人家喜欢跳舞和散步，然而年轻人慢跑。午后，孩子放学了就一起玩。晚上，大部分人晚饭后走出来，聚集在广场里，他们交流今天所发生的事，人们开心的'笑着。社区对于我来说就是一个大家庭，我认识这里的每一个人，这里就像天堂。
★ SEFC高三Unit 6 Mainly Revision
★ unit 13 The USA(人教版高三英语教案教学设计)
★ 新课改下高中英语教学方法的实践探索(新课标版高考复习11)
【SEFC 高三 unit 22 bees 课文处理（共8篇）】相关文章：
浅谈如何提高学生英语阅读能力的方法 (中学英语教学论文)2023-05-28
呼吸的动画演示(人教版 高考复习)2022-11-01
高中英语课文原文2023-10-21
浅谈网络环境下的高中英语泛读教学 (中学英语教学论文)2022-05-08
Unit2 news media(人教版高三英语教案教学设计)2022-06-23
高三第五单元分课时教案(人教版高三英语教案教学设计)2023-05-23
高中英语新课标2023-12-14
高中英语阅读教学的几点思考2022-11-02
合理利用Project 优化高中英语写作教学 (中学英语教学论文)2023-12-11
人教版高三Unit 7 A Christmas Carol2022-09-01