Book 10 Unit4 Learning efficiently[上学期]

课件65张PPT。Exercises
in the WorkbookListening Discuss these questions briefly
with others in your group.1). What makes a good talk?Prepare a talk by listing the things to be talked about. When you present your talk, first tell your audience what you're going to talk about. Then say it. Finally, sum up what you’ve said.2). What things should you NOT
do when giving a talk?You should not write down every thing you want to say and read it aloud to your audience.2. Han Tao has to give a talk to his
English class. He knows what he
wants to say but he doesn’t know the
best way to present his talk. His
neighbor, Mrs Jones, is giving him
some advice. Listen and answer these
questions. 1).What is Han Tao’ talk going to
be about?His talk is about stamp collecting as a hobby.2). What has Han Tao done so far
to prepare his talk?He has made a list of the things he wants to talk about.3. Taking notes. Say what you are going to talk about,
say it and then summarize what you
said.
Write topics on the board.
Use visuals if possible
Hand out examples after the speech
so audience are not distracted.Don’t read your speech.
Make eye contact with the
audience and use a conversational
tone.
Make notes to remind you of what
to say.Listening textHOW TO PRESENT S TALKHan Tao (H) has to give a talk to his English class. He knows what he wants to talk about, but he doesn’t know the best way to present his talk. His neighbor, Mrs Jones (J), is giving him some advice.J: Hi, Han Tao. Why aren’t you
outside in the sun?B: Oh, hi, Mrs Jones. I can’t. I
hope to prepare a talk for school
and I’m stuck.J: Oh, what’s the problem?H: Well, I’ve made a list of the
things I want to talk about. But
I don’t know how to start my talk.J: Mmm. Let me have a look at your
plan… Hey, that looks good.B: Thanks.J: You know, the best advice I ever
got about giving a talk was from
my father. He said: “First, tell
them what you’re going to talk
about. Then say it. And finally,
tell them what you’ve said.”H: Um. I’m not sure I understand.J: Well, for example, you could start
your talk with something like:"
Good morning, everyone. Today I
want to tell you about my hobby,
which is stamp collecting. First
I’m going to tell you how I got
started and how my collection

developed. And then I want to tellyou why I think stamp collecting
is a great hobby.”H: Oh, I see. I’m really just telling
them a summary of what I wrote
on my plan.J: That’s right. It’s like a preview
to prepare them to listen. You
could even write your three topics
on the board if you wanted. That
way, the listeners not only hear,
but also SEE what you’re going
to talk about.
H: Good idea.J: In fact, you should try to use
visuals throughout your talk. You
could show them some of your
stamps, for example.H: Yeah, and I could even hand out
some of the stamp books aroundthe class. My teacher says that some
people learn better when they can
touch things or do something.J: Great idea. But they might get so
interested in looking that they forget to
listen. I suggest you hand them out
after the talk.H: Yeah. Right. So, now I need to
write down exactly what I’m
going to say.J: Mmm. That’s not really such a
good idea.H: Why not?
J: If you write out your speech, it’ll
sound like as though you’re reading
it out. You need to make eye contact
with your audience and speak
directly to them in a conversational
tone.H: But I might forget what I want to say.J: Not if you make notes. Here, I’ll show
you…Talking --- Giving a TalkNow it’s your turn to prepare a two-minute talk abut something your are interested in. It could be a hobby or sport, a book or film, a career you hope to follow when you leave school or a country you know a lot about.Decide on the subject for your talk and then brainstorm possible topics.
Read through your notes and choose three or four topics to talk about.3. Decide in what order you want to talk about them and write headings on a sheet of paper.4. Under each heading write any
key words that will help you
remember what you are going to
talk about. Use Han Tao’s notes
on the previous page as a model.5. Read through the list of rules for
giving a talk that students in your
class made in the listening section.
Think about how you can put the
rules into practice.6. Practice your talk with a partner. Listen to each other’s talk and offer advice for improving it.7. Give your talk to a group of
your classmates. Ask your
group to tell you what you did
well in your talk and what you
need to improve for the next
time.Using words & ExpressionsUse the visual cues to guess the
words. r_______c______ainbowassettec____a_____m___ablbumessy2. Answers. centigrade
currency
seminar
resemble
tiresome6. assess
7. consult
8. oral
9. concrete
10. component 3.Answers. shabby 2. caption 3. beneath4. preview5. competent4. Answers.Across:
1. ballet 4. bent 5. adopt 6. visual
9. cuisine 10. frequent 11. acquisitionDown:
1. bonus 2. tend 3. component
6 vague 7. acute 8. digestUsing Structures:Complete the sentences with the verbs in brackets in appropriate form of the subjunctive mood.1).We should act as though he
_____________ us. (watch)were watching2). The rules require that two people
____present at all times. (be)
3). If I ____ in charge, I’d do
things differently. (be)
4). I wish I _____ faster at typing
than I am. (be)bewerewere5). If only you ______John as well
as I do. (know)
6). I insist that you ___quiet. (be)
7). It is necessary that you _____
your safety belt on at all times.
(keep)knewbekeep8). Imagine what it would be like
if we _____ wings. (have)
9). She suggested that we all
__________ a good night’s
sleep before the exam. (have)hadshould have10). It is important that everyone
_______ ready to leave at 6 am.
(get)get1).They insisted that all workers be
allocated an apartment in the
new building.
2).The teacher recommended that
they preview the questions before
reading the text.2. Keys to sentence translation3).The car is so old I wouldn’t be
surprised if it were to fall to
pieces before we get there.
4). If you were not so outspoken,
you would be more likely to
please others.5). It is important that the holiday
bonus be paid before the end of
the months.
6). I wouldn’t mind asking her to
explain if she wasn’t always so
vague.7). If I were you, I would consult
an expert before I start building
my own house.
8). I could replace these shabby
curtains if Bill gave me the
money he owes me.9). If it were up to me, I’d change
all my money into local currency
immediately.3. Suggested answers.1). (omitted)
2). If you had got there earlier,
the shop would still have been
open. / You would have been
there earlier if you hadn't
stopped to talk to your friends.3). If you hadn’t spent so much
money on new clothes, you
would have had enough money
for a holiday. / You would
have had enough money for a
holiday if you had saved more.4). If you hadn’t put your glasses on
the chair , you wouldn’t have sat
on them. / You wouldn’t have sat
on your glasses if you had put
them on the table.5). If you always put your keys in the
same place, you wouldn’t lose
them. / You wouldn’t lose your
keys if you kept tem in your bag.
/ You wouldn’t have lost your
car keys if you had put them in a
safe place.6). You cold have handed in your
homework if you had
remembered to bring it. / If
you had put your homework
in your school bag as soon as
you have finished it, you
wouldn’t have left it at home.Speaking TaskDid you enjoy writing in English? Explain your answer.
What is the most difficult thing about writing in English? Here are some possibilities. Thinking up good ideas / Collecting and organizing raw materials / Writing an argumentative essay / Planning and organizing the structure / Using correct grammar and spelling / Using words and idioms correctly / Making the writing interesting3. What kind of activities do you think
would help you to improve your
writing?Listening on Page 79Ms White want to introduce a new study technique to her class. As she is a little worried that parents may not approve, she has called a meeting to explain it to them. Listen once to her talk to find the answer to the questions.1 What problem does Ms White say
here students have?
2 What technique does Ms White
suggest the students try?Note-taking: Students have difficulty (1) _______ in English
Why? Worry too much about getting their writing (2) _______ and so don’t write much.writingcorrectNeed to help students to write (3) ___________________________more and to write more fluentlyWhat is journal writing?
Students write in a special bookeach (4) _______
for (5) ______ minutes, increasing to (6) ______ minsdaythree tenmustn’t (7) _____ writing
can write about (8) _______________
don’t worry about (9) _________stopanything they likeaccuracyWhy do journal writing?
Will help them concentrate on fluency rather than (10) _________.
Does that mean correctness is not important?accuracyNo, but it is not important when writing in their (11) _______.
Please encourage your children to (12) _______ journal writing.tryjournalListening textMY COLLECTION OF STAMPS Good morning everyone. Today I
want to tell you about my hobby,
which is stamp collecting. First I’m
going to tell you how I got started
and how my collection developed. And then I want to tell you why I
think stamp collecting is a great
hobby. I started collecting stamps when I
was about 7 years old, I started
because I liked the stamps on the
envelopes that we got in the post. I didn’t like just throwing such
beautiful things away so I got a
notebook and started sticking the
stamps from the envelopes into it.
This is my very first stamp album. I’ll
pass it around after my talk so you
can see it. Before long, my mother and father’s
friends were saving their stamps for
me too and I started collecting stamps
from all over the world. Soon my
album was full and I needed a much
bigger book to keep them all in. I also
decided to organize my stamps into countries. As I got older I started buying
stamp collecting magazines,. Before long
I began swapping stamps with other
collectors. I mow have a huge collection
of over 10,000 stamps. Here are just a
couple of my stamp books which I’ll pass
around later. I like collecting stamps for several
reasons firstly, many stamps are very
beautiful. Look up at the screen. On
theses two stamps are Chinese
paintings. Another reason I enjoy my
hobby is that you learn about other
countries. These American stamps, for instance, celebrate the 100th
anniversary of the first powered flight
by the Wright brothers in 1903. This one
has their plane on it and this one has
their portraits. Another good thing
about stamp collecting is that people
of any age can enjoy it and it doesn’tmatter if you are rich or poor. You can
collect cheap or very expensive stamps.
You can collect any stamps you like and
can afford or you can specialize in one
country, one type of design, such as
birds or ships. You can collect stamps
on your own, or you can join a stamp club. Oh, one more reason for collecting
stamps: If you buy and sell the fight
stamps, you can actually make a lot of
money from your hobby, but you need
to be an expert and that takes years.
I hope you have enjoyed my talk
and have learned something about stamp collecting. I would be happy
to talk after class to anyone who is
interested and I can also show you
some of my favorite stamps. Thank
you for listening.Homework: Writing task on page 79.
Reading task on page 80.课件30张PPT。The Subjunctive Mood Grammar1. If I were Andy Lou, I would be in Hong Kong now.
2. I wish I were a millionaire.
3. We suggest that everyone should help the AIDS patients.
When to use the Subjunctive Mood in English?hypotheseswishessuggestion虚拟语气The Subjunctive Mood 虚拟语气是一种特殊的动词形式(verb structure), 用来表示说话人所说的话不是一个事实 (fact)，而只是一种假设(hypotheses )愿望(wishes)、建议(suggestion) 或怀疑doubt等等。The definition of the Subjunctive Mood1. 虚拟语气在条件句中
1) “表示不太可能出现的情况”, 条件从句一般用过去时,主句用would do, should do 或 might /could do; 虚拟语气应该注意的几点:2) 表示“本可能发生却未发生的事情”, 条件从句用过去完成时, 主句用would have done, should have done, might / could have done.The old men would find it difficult to get a job if they left the farm.
I should be surprised if it was less than five pounds.
If I frightened those birds, they might fly off and I would never see them again.
If I were you, I would accept the offer.If I were asked to define my mood, I’d say “bored”.
If he had taken his doctor’s advice, he might not have died so soon.
If he had realized that, he would have run away while there was still time.
If she had not married, she could have become special in the filed.2. 虚拟语气在条件句也可用来表示“将来不太可能出现的情况”, 条件从句用 should do, were to do或一般过去时, 主句用 would do, should do, could/might do.If it should rain tomorrow, the sports meet would have to be put off.
I could see the surface of the moon with my own eyes if I were to go to the moon some day.
What would you do if he failed to come tomorrow?注意: 含有 should 的条件句, 主句可以 用一般现在时或一般将来时. 例如:
If there should be another flood, what shall we do?
Ask her to leave a message if she should come.3. 在正式英语文体中, if 从句中的第一个动词如果是should, were 或 had, 可将此动词置于句首, 替代 if．例如：Were it all true, it would still not excuse their actions.
Had the captain been more careful, his ship would not have sunk.
Should any visitors come, I would say you are not here.4. if only 和 suppose (supposing), 也可以引导虚拟从句．
If only I had more time, I could go there to help them.
Supposing it were fine tomorrow, would you go climbing the mountain with us? 5. If it were not / had not been for… 也是常见的虚拟句型, 意思是“要不是……” 例如:
If it had not been for your help, we would not have achieved so much in our work.
If it were not for the wise decision, we could not be living a happy life.6. 虚拟语气用于I wish…　的宾语从句中: 表示现在时间, 动词用一般过去时和过去进行时 (be动词用were /was)。 表示过去时间, 动词用过去完成时和过去完成进行时。 表示将来时间, 动词用 would/ could 等+动词原形。I wish I knew how to operate this computer.
I wish he weren’t so lazy.
I do wish everything would be as quiet as before.
I wish we hadn’t been working overtime yesterday.注意: 这里I wish… 所表达的意思与 if only…差不多。以上的句子都可 以用if only 来代替 I wish 例如:
If only I knew how to operate this computer.
If only we hadn’t been working overtime yesterday.7. It’s (about/high) time +从句，表示“该做而未做的事”, 是一种婉转的建议, 从句中的动词用一般过去时。例如：
It is high time we began to work.
We’ve enjoyed the evening, but it’s time we went home.
It’s about time the boy learned to behave himself.8. 表示“要求、建议、命令” 等动词demand, require, suggest, insist, advise, order 等后接宾语从句时, 从句谓语动词一般用虚拟语气, 即should + 动词原形 (do/be done), should 也可以省略．例如：He insisted that John (should) do the job.
We suggest that the meeting (should) not be postponed.
The union demanded that the wages (should) be raised by 20%.常用的这类动词是: ask (要求), advise (建议), command(命令), decide(决定), demand(要求), insist(坚持), move(提议), order(命令), propose(提出), require(要求), request(请求), suggest (建议), urge(主张) 如果这些动词不是表示“要求、建议、命令”等意思时, 这时宾语从句一般不用虚拟语气。例如：
He insisted that I was wrong. (这儿 insist 意思是“坚持认为”）
The expression on her face suggests that she knows the secret.　 (这儿 suggest 意思是“表明”）1. If he had not lost his money, he ___ the piano last week. A. would buy B. had bought C. bought D. could have bought
2. If we were to be 200 years old, we ___ everything. A. will change B. can change C. could change D. changed3. If you __ that film last night, you would not be so sleepy now. A. didn’t see B. haven’t seen C. wouldn’t seen D. hadn’t seen4. You are late. If you __ a little minutes earlier, you __ him.
A. came, would meet
B. had come, would have met
C. came, would have met
D. were to come, would meet
5. But for the storm, we __ a pleasant journey.
A. should have B. have had
C. would have D. should have had
6. ___ to do the work, I should do it some other day.
A. If were I B. I were
C. Were I D. Was I7. Without the computer, the problem __ in such a short time.
A. couldn’t be solved
B. wouldn’t have solved
C. couldn’t have been solved 8. Without electricity, human life __ quite different today. A. will be B. were to be C. would be D. is 9. “You are very selfish. It’s high time you _______ you are not the most important person in the world,” Edgar said to his boss angrily. A. have realized B. realized C. realize D. should realize10. I wish I ____ longer this morning, but I had to get up and come to class. A. could have slept B. slept C. might have slept D. have slept课件31张PPT。Leaning about LanguageDiscovering useful words and expressions1. Choose the correct words to
complete the passage.centigrade competent allocate booklet recipe in detail slow down frequent consult caption Sally was so excited that Mary
couldn’t understand what she was
saying. Mary told her to
___________ and tell her again.
Then sally told her she had been
_________ an apartment close to
the university. slow downallocatedMary congratulated her and said she knew those apartments well because her best friend lived there and she was a _________ visitor. She told Mary about them _________ and Sally became even more excited about living there.frequentin detail2. I consider myself a __________
cook so I usually don’t _________ a
recipe book. I just remember what I
did last time. One day my daughter
brought home from school a small
_______ with easy recipescompetentconsultbookletin it and asked me to help her cook something. There were pictures of each step in the recipe with __________ underneath to tell you what to do, so I let her follow the _________ on her own. captionsrecipeWhen she had finished, she proudly put her cake into the oven to cook. About ten minutes later we smelt burning. I opened the oven to find may daughter’s cake on fire, and it was all my fault. I had heated the oven to 250o __________ instead of 150o!centigrade 2. Practice working out the meaning of
words using the context. Read the
sentences and work out the
meaning of the words printed in
bold. Bob was very poor and his clothes
were shabby because he had had
them a long time. looking old and worn out,
not in good conditionshabby2.It rained all morning, then the sun suddenly appeared from behind the clouds and we saw a beautiful rainbow in the distance.a many-colored arch that appears in sunlight after
rain has fallenrainbow3. The brewery in Oldtown makes
better beer than the one in our
town.a factory where beer is madebrewery4. His hearing is so acute that he can
even hear a pin drop.very good, accurateacute5. My glasses are bent because I left
them on my bed and then sat on them.bentforced out of shape6. I had so much luggage to carry
that I had to catch a cab from the
airport to my hotel.cabAnother name for a taxi
( used mainly in the US and
Australia）7. I went to the bank to change my
RMB into American currency.money that used in a particular countrycurrency8. The Lotus Blossom Restaurant
offers both Chinese and French
cuisine.a style of cookingcuisine9. Some three hundred educators
attended a seminar on second
language acquisition.a person who educates or teacheseducatorsA meeting where people come to study or learn sth from expertssomething that has been obtainedseminaracquisition3. Play a word puzzle games in this
part. One defines a word and the
other guesses it.efficient manual adopt diameter digest assess beneathLeaning about LanguageDiscovering useful structures Complete the sentences by using
the subjunctive mood in the object
clause.1). They demanded that the best
food ___________. (cook)be cooked 2). He suggested that the twins ______
to a ballet school. (send)
3). She asked that all the photographs
she took recently ________ in an
album. (keep)be sentbe kept4). They insisted that __________
_________________________
_____.
5). We urge that ______________
__________________________
_______.the noisypassenger be taken off the planeall students beallowed to choose what subject tostudy6). He advise that ______________
_________________.
7). They recommend that ________
___________________________
___________.all suitcases bechecked for bombsthecomputer be turned off whennot in use 8). I suggest that ________________
____________________________.
9). We intended that _____________
____________________________
___________.
10). He requested that ___________
____________________________.all mobile phones beturned off during the meetingall students betold the exam at least one monthin advancehis clothes bewashed by 10 o’clock that evening 2. Read the conversation and underline
the use of the subjunctive mood.A: Suppose you never needed to
sleep. What would you do?
B: Wouldn’t that be good? I’d spend
my time going to movies and
visiting friends.C: Don’t you think you’d get bored?
I’d rather use the time for more
study.
A: I wouldn’t. I’d get job and earn
some money. What would you do,
Tim? D: I’d probably still sleep, even if I
didn’t need to. I love sleeping. In
fact, I wish I had more time to
sleep, not less.3. Discuss the following questions in
your group, using the subjunctive
mood.1). If you had three wishes, what
would they be?
2). If the world was one big country
with one government, how
would everyone’s life be different?3). If you cold spend six months in a
foreign country to improve your
English, which country would you
choose and why? What kind of
things would you do to improve
your English? Learn the new words of this unit by
heart.
If three were only 3 days for you to
survive, suppose what would you
do within these 3 days. Write a
short passage to list your ideas
using subjunctive mood.Homework:If there were only 3 days left for me, I would …课件42张PPT。 Using LanguageUsing Language1. When you have a list of new words to learn for English, how do you do about learning them?
2. What do you think is the best way to learn grammar rules? A Survey of your learning stylesDo you think your English would improve most if for three months you:
a) lived with native English speakers who didn’t speak any Chinese;
b) went to an intensive English school in China;c) stayed at home and studied from textbooks;
d) stayed at home and watched English movies, listened to English radio and learned English pop songs.1. Tick only the statements that you think resemble your situation.
2. In the table circle the numbers that match the statements you ticked.Task1 ReadingVisual learners learn best when they can see or watch something. They like to read or look at pictures, and diagrams.Auditory learners learn best when there is an oral component to the material they are learning. They prefer to listen to explanations or instructions rather than read them.Tactile learners learn best through concrete experiences; that is, when they can touch or feel real objects, do experiments or make things.Task2 Discussion1. What result did you get from the quiz? Do you agree or disagree with the result? If you disagree, what kind of learner do you believe you are? Give reasons.2. What kind of activities have you found most useful when learning new English words? Do these activities suit the type of learner you are?
3. Make a list of activities for learning new vocabulary for each of the three types of learners.Task3 ListeningXiaozhou is a tactile learner. He finds reading quite difficult, so Yufang and Annie are discussing with him the best way for him to practice reading. Before you listen, work with a partner and think of some things that could help a tactile learner practice reading.Listen to the tape. What three things do Yufang and Annie advise Xiaozhou to do to improve his reading?1. Try reading the text and listening to a recording of it at the same time.2. Read the text aloud and move in some way as you read.
3. Photocopy the text and cut it into paragraphs. Then try to put the paragraphs in the right order.Listen again and answer the questions. What kind of learner is Annie?
Why does Annie listen while she reads?
Does Annie always expect to listen to reading passages? Give reasons.
What else is Xiaozhou having problems with?What kind of learner is Annie?
Auditory leaner.
2. Why does Annie listen while she reads?
She finds it easier to learn while she is listening.3. Does Annie always expect to listen to reading passages? Give reasons.
No, she doesn’t. She feels that listening while reading is a useful study technique for her. She expects that as her reading improves she’ll no longer need to listen at the same time.4. What else is Xiaozhou having problems with?
He is also having problems with the new words in the text.Y: What English homework do we have tonight?
A: We have to read the text in Unit 5.
X: I hate reading. It always takes me so long and then I can never remember what I’ve read.Listening TextWHY DON’T YOU GIVE IT A TRY?A: You should do what I do.
X: What’s that?
A: Well, you know that all the reading texts in the course book are recorded?
X: Yeah.
A: I listen to the tape while I’m reading.
Y: But isn’t that cheating?A: No, of course not. I still do all the reading comprehension questions on my own. I just have extra help with the reading.
Y: But you won’t be able to do that in an exam. And anyway, not all reading texts have a recording with them.A: I know that. I’m just using the tapes to help me PRACTISE my reading. You see, I find it easier to learn when I’m listening. But once I can read easily, I’ll stop using the tapes.
X: Do you think it would help me too?
A: You never know. Why don’t you give it a try?X: Mmm. I will. But I still won’t be able to remember the text later.
Y: I’ve thought of something you could do about that.
X: Oh?
Y: Yeah. That quiz said you were a tactile learner, didn't it?X: That’s right. I learn best by doing things.
Y: So, why don't you try reading out loud along with the tape? And you could move your body in some way while you’re reading or walk up and down.
X: Do you think that would work?
Y: It’s worth a go.A: You know what else you might be able to do?
X: What?
A: Photocopy the text and cut it into paragraphs and mix them all up. Then try to fit them back together in the right order. That way you would be doing something while you’re reading.X: I could try, I suppose, and see if it helps. But there’s still the problem of all the words in the text I don’t know.
Y: Let’s think what you can do to make it easier.
A: How about… (fade out)What do you think of Annie and Yufang’s advice? Is it good advice or not? Discuss your opinions with your group. Discussion 1In your group, discuss what aspect of leaning English you find most difficult. Give each person in your group some helpful advice based on the kind of learner he or she is. Use expressions like:You should … Why don’t you…
How about…? It’s worth a go.
Do you know what else might be able to do?
Do you think it would help me?
I’ve thought of something you could do.
You never know .
I could see if it helps.WritingImagine you have a friend in another part of China with whom you keep in touch by email. Read the email below and then write a suitable answer.Hi,
Congratulations on your great English mark. I’m proud of you. I wish I were doing as well in my English class. I try really hard but I just don’t seem to get any better. For example, we have to learn 40 new words every week and the teacher tests us on Mondays. I spend half an hour every afternoon learning the words, but I still get only about 20 out of 40 correct in the test.
And I’m not much better at reading. I read the passage and half the time it doesn't make sense. It takes me ages to read because I have to keep looking up words in the dictionary. Then I usually foregut what I’ve read. Have you got any suggestions? I need HELP: -(.
Best wishes,
Donghua Sample LetterDear Donghua,
Thanks for your kind words. I’m sorry you are not doing so well in English and I hope the following suggestions will help.Learning new words: Perhaps your problem is that you haven’t yet found the method of learning new words that suits you best. Have you thought about asking some of the students who are doing well at English in your class how they learn new words? you could then try some of their methods and see which works best for you.My way of learning new words is to first look at each word carefully and then write the words out with dashes between syllables, like this syl-la –bles. That helps me with the spelling. Then I write sentences with the words in them to help me remember the meaning. Finally, I look at the words again just before I go to bed and somehow my brain learns them while I’m sleeping. Of course everyone is different, so this might not work for you, but try it anyway and see if it makes any difference.As for having trouble with reading, I’d like to suggest that you don’t worry about understanding every bit of the text. Why don’t you first just read the passage through without stopping just to get a general idea. Then think about your purpose for reading that particular text, forexample, to find some specific details, to summarize the main points, etc. Once you know WHY you are reading you can read the text again and focus just on those parts that will help you achieve your purpose. Also , try to guess the meaning ofunknown words rather than always going to the dictionary.
I hope this advice helps. Let me know how you get on.
Love,
MitchellHomework1. Complete the writing task.
2. And review the words and expressions of this Unit.课件74张PPT。课标人教实验版高三 Module 10 Unit 4Warming-up & Reading 1＋2＋3…＋100＝ ?Leading in 1＋100，2＋ 99，3＋98，……
49＋52，50＋51
altogether 50 pairs So :
Answer =101×50＝5050 A ten-year-old boy (高斯（C.F. Gauss ) worked
out the problem
assigned by the
teacher in a few
seconds. From this example, we know the significance of method. Right methods can always help improve the efficiency of solving problems. As to our study, we can also apply certain methods or strategies to make ourselves an efficient learner.Question:
So how to be an efficient learner and how to learn efficiently?
No idea? OK, the unit we are going to learn focuses on this topic. And I’m sure, after learning it, you will know how.Warming-upWhat does the graph tell you about the study habits of Guo Qiang?Do you think Guo Qiang is spending an appropriate amount of time on each aspect of his English study?
Do you think a survey of your classmates would show similar results?In pairs interview each other to
find out your partner’s
English study habits.
Then make a graph
to show the result.Task 1Please read the following statements and choose a number from 1 to 5 to mark each one.
(If you choose number1, it means you strongly disagree with the statement; 2 means you disagree with the statement; 3 means you have no opinion about the statement; 4 means you support the statement; 5 means you firmly support the statement.)Memorizing English sentences can help improve your English ability quickly.
It is very important to do a lot of listening practice.Reference questions:3. Learning English textbooks carefully will improve for your English learning.
4. If we want to learn English well, we must spend plenty of time on spoken language.5. Recitation is very helpful for learning English.
6. The more English newspapers,
magazines and novels we read,
the better we can learn English.
7. We can learn grammar well by
doing exercises.8. Good pronunciation and intonation will help us to learn English well.
9.It is an important strategy to guess the meaning of a word or a sentence from the context.10. Doing a lot of writing practice
is very important if we want to
improve this English skill.
11. It is necessary to learn words
and expressions by heart.12. Comprehension is most
important when we learn
English texts .
13. We should learn new
words by repeating them.14. Reading is as important as
listening, speaking and writing.
15. We must have an outline
before we begin writing. Before you read the passage, think about the techniques you use when you read different kinds of text in Chinese. Pre-readingReflect on your experienceWhat is the first thing you do
when you are given a text to read? Do you start at the beginning to the end or do you do other things first, such as looking at the title and any headings , looking at any pictures or diagrams, reading the conclusion or introduction? Why do you read in the way you do?Most competent readers survey a text before they read in detail to see what it is about or whether it is useful, interesting, etc.2. When you start reading the text in
detail do you think about the
content? For example, do you
think about whether you agree
with the text or not, whether the
information is interesting, what
further information you would like
to know, etc.Competent readers read active; thinking while reading. This may involve commenting, evaluating, summarizing, paraphrasing, etc. They may not even be aware theyare doing this, but if the brain were not engaged in this way, they would understand and retain very little of the text.3. Suppose you were on holiday and
you had a really good novel that
you had been looking forward to
reading. Would you read it quickly
or slowly? Would you stop
sometimes to think about what you
have read? Would you talk to
others about what your are reading?Most, but not all readers, read novels for enjoyment and so they will often share their experience with others by talking about the book . Readers read for enjoyment in various ways, for example, some readers are most interested in the plot and may skipover the descriptive parts in order to find out what happened next. Others, with an interest in language, may pause and re-read the passage they find particularly beautiful or interesting . The point is, people read for pleasure in many different ways and all of them are valid.4. Suppose your teacher asked you
to find out about the planet Mars,
such as size, temperature and
distance from the earth. You have
found a book on the solar system.
Would you read the or just the part about Mars? Would you read every word or just skim it looking for key words like “ degrees Centigrade”, “kilometers” and “diameters”?Efficient readers are those who keep the purpose for reading in mind and focus on those part of the text that help them to achieve that purpose. It is important for us to understand this, becausemany think that all texts in their English class must be read slowly and purposely and that every part of it must be thoroughly understood.5. Do you read the newspaper in
the same way as you read a
novel? Do you read a recipe and
a cook book in the same way? The questions are also concerned
with the notion that text are read
differently according to the type
of text it is and the reason for
reading it.Supposing you had just bought a new DVD player. Would you read the instruction from beginning to end or would you look at the contents page and then read what you needed to know.Efficient readers are those who keep
the purpose for reading in mind and
focus on those part of the text that
help them to achieve that purpose.
It is important for us to understand this, because many think that all texts in their English class must be read slowly and purposely and that every part of it must be thoroughly understood.Read the first question in Comprehending and look at the title of the reading passage and the pictures. Discuss with a partner what you think the text will say about reading.ReadingTask1: Skimming
(Go over the text and complete Ex1.)4. Summary
3. Learn the techniques of Good readers
Practice makes perfect
Make your reading practice enjoyablec A good reader reads in different ways
depending on the purpose for reading.
a Before reading in detail, good readers
preview the text.
d A good reader doesn’t need to
understand every word in a text.
b. A good reader reads actively not
passively.Task2: Second Reading
Ex2: Read the text again and
summarize it in 3 sentences and
then make a poster advising
students how to improve their
reading skills. Improve Your Reading
Do as much reading as possible
Practice using the reading
techniques of good readers
Enjoy what you readTask3: Third Reading
( Read the text once more in pairs
and you can have a discussion with
the point mentioned in the text. )View-exchangeTask4: Scanning
(Read it again and try to complete
Ex 3 on page 34.) If there are more than 3% new
words on a page of text, you will
find the text difficult to read and
probably won’t enjoy it.2. You will find reading more
enjoyable when you read
things you are interested in
or that you find useful.3 The key to success in reading is frequent practice plus good reading techniques.
Before you start reading a text in detail preview the text to find out what it contains and how it is organized.5. You will understand what you
read better if you already know
something about the content or
organization.6. While reading, a good reader
thinks about what he / she is
reading.7. It is not necessary to understand
every word in a text.
8 Learning and practising efficient
techniques will improve your
ability to read. Ex4 on page34.
Work in groups and discuss the best way to read in the following circumstances. Write down the steps you would take in the correct order.Knowledge output 1. You don’t know how to set up your new computer. You decide to read the owner’s manual first.Look at the contents page of the
manual and in the section that tells
you how to set up your computer.
Read the steps one by one, following
each step as you go. 2. You are in an exam. You must read a short text and then answer some questions about it. The text contains quite a few unfamiliar words.First read the questions to find out what answers to look for in the text. Read the text and underline parts that will help you answer the questions. Reread the questions again and scan the text for the answers.Don’t worry about unknown words unless you need to know the meaning in order to answer the question. If you need to know the meaning, try to work it out from context or by thinking of other words which have the same root. 3. You are writing an essay about Shakespeare’s life. You need to find out the names of his two children so you deicide to look for the information on the Internet.Using a search engine, type in some key words such as Shakespeare + children. Look quickly through the list of sites the search engine finds. When you find one that might havethe answer, click on it and then scan the text looking for key words like son, daughter, child, children until you find the information. 4. You are in a restaurant in New Zealand. The menu is in English and you don’t understand all words.Ask the waiter to explain what the words mean or look up the words in a travel dictionary. 5. It is a holiday and you have decided to sit in the park and read a really exciting novel that your friend lent you.Answers may vary to read novels in different ways.There are certain techniques you can learn and then its is up to you to practise, practise and practise. 有某些技能技巧可供你学习,然后就全靠你自己练习、练习，再练习了。Language Points it is up to somebody 意思是 it is somebody’s responsibility or duty, 可理解成“取决于某人；在于……；该由……负责”．
如：
－Shall we go out? 我们可以出去
吗？
－It’s up to you.　由你决定。 I can’t take the decision. It’s not up to me. 我不能做决定，这不取决我。　
＜拓展＞　up to 还有表示“深度、高
度、地位等”直到……；（数目上）直
到，至多……；　“接近于；达
到”“胜任、适宜”等意思。 Mary is small and just comes up to Bills’ chest.
Everyone has his part to play, from the office boy up to the president.
They worked here up to the last minute.
Up to ten people can sleep in this tent. If your goods are up to the sample, they will certainly sell well in the market.
The interpreter’s English was not up to the task.
What have you been up to lately?2. For example, suppose in biology you were studying how plants reproduce, then you could find an English text about this on the Internet. 例如：
假设在生物学中，你正在研究植物如何繁衍，那你会在因特网上找到有关这方面的文章． suppose 可以看成连接词，意思是 imagine what will/would happen if. 它所引导的从句表示“主观设想的情况”．因此，有些动词用虚拟语气． 例如：
Suppose you fall and hurt yourself when you’re out alone in the mountains?
另外，suppose, supposing 用做连接词时，还可以用来表示建议，表示“……怎么样？” Suppose we put it off till next week?
Supposing you have another try?3. You may find you have more than one strong learning style, which is a bonus because being able to learn in more than one style increases your chances of finding activities that suit you. 你或许会发现自己有不止一种倾向的学习风格，这是一种意外的收获，因为能够以多种风格学习会增大找到合适的学习活动的机会．bonus在本句中意思是 anything pleasant in addition to what is expected, 可以理解为“意外令
人高兴的事”We like our new house, and it’s a real bonus that my mother lives so near.
As a special bonus, all our holidays will include the use of a car for a week.Bonus还可以表示 a payment that is added to what is usual, 可以理解为“奖金；红利；特别津贴”，如：All their employees will receive a Christmas bonus.
Those who finish the job early will be paid a bonus.Homework:
Preview Learning about language Part.
Examine your reading style and work out a program to improve your reading. Unit 4 Learning efficiently
(考试时间：120分钟 总分150分)
第Ⅰ卷（三部分，共115分）
第一部分：听力：（略）
第二部分：英语知识运用（共两节，满分45分）
第一节：单项选择：（共15小题；每小题1分，满分15分）
从A、B、C、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该题涂黑。
21. Beyond ___________stars, Fei Jun-long, the Chinese astronaut, saw nothing but ___________ space.
A. 不填; the B. the; 不填 C. 不填; 不填 D. the; the
22. --Dad, I'm confused what I am going to do after graduation.
--You'd better first explore your talents and get to know yourself so as to find out __________ your real interests lie.
A. what B. where C. in which D. how
23. His _________ as a teacher is unquestionable.
A. capacity B. competence C. ability D. undertaking
24. You are very selfish. It’s high time you _______ you are not the most important person in the world,” Edgar said to his boss angrily.
A. have realized B. realized C. realize D. should realize
25. The _______ look in her face suggested that she ________ it before.
A. surprising; wouldn't know B. surprised; hadn't known
C. surprising; hadn't known D. surprised; shouldn't know
26. He would never have got the job, _________ for the fact that his father had great influence over the company.
A. had it not been B. it had not been C. it were not D. were it not
27. It is how much you read but _________ you read ___________ counts.
A. that; that B. that; what C. what; what D. which; what
28. --Guess what! I came across an old friend at the English evening last night.
-- _________I'm sure you had a wonderful time together.
A. Sounds good! B. Very well. C. How nice! D. All right.
29. I was thinking of going to see John when who ________ appear but John himself!
A. should B. shall C. must D. will
30. They expect us to do whatever they want __________ painting, decorating and repairs.
A. on the way to B. by way of C. out of the way D. in the way of
31. Your grade is _______ average.
A. below B .under C. beneath D. down
32. The man's first two _________ paintings are now on exhibition in the museum.
A. little red oil B. red little oil C. oil red little D. little oil red
33. --Tom, what would you like to eat, some beef?
--Mom, anything ________ beef. You know, I dislike beef.
A. but B. like C. than D. with
34. Our monitor _________ you more help, even though he was very busy.
A. may give B. may have given C. might give D. might have given
35. --Has Billy finished his homework today?
--I have no idea. He _________ it this morning.
A. would do B. was doing C. has done D. had done
第二节：完形填空（共20小题；每小题l.5分，满分30分）
??阅读下面短文，掌握其大意，然后从36－55各题所给的四个选项(A、B、C和D)中，选出最佳选项，并在答题卡上将该项涂黑。
The lady with the white fence taught me to leave the gate to life open...
When my husband died of a brain disease, I became very angry. Life was not 36 . I hated being alone. One day, as I was 37 down a busy street in town, I suddenly noticed a new fence, which was being set up 38 a house. I 39 to the side to really admire the fence. The carpenter had done such a good job that my eyes almost 40 up with tears. I could not 41 myself away. I stopped the engine, went over and touched the fence. It still 42 of fresh paint. I could hear a lady was trying to start the lawn mower in the back garden.
"Hello!" I shouted and 43 at her. “Well, hello!”. She stood up and wiped her hands in the apron. "I—I came to see the fence. It is so beautiful! " I said.
"The fence is not there for my 44 ," the lady explained to me in 45 voice. "I live alone. But so many people drive by every day, and I thought they 46 be glad to see something really nice. People see my fence and wave. 47 stop like you and come up to the veranda(走廊) to have a chat."
" 48 weren't you sad when they expanded the road and everything changed so much? "I asked.
Her reply 49 my life. "Change is a part of life and takes part in 50 us who we are. When something we do not like happens to us, we have two choices: to become a 51 person or to become a better person."
I carefully left the gate 52 and drove on with a new feeling inside me. I could not 53 what it was, but I could feel the thick stone wall around my angry heart breaking off. And 54 a pretty white fence was built. I decided that I would keep the gate open for everything and everyone that came my 55 .
36. A. fair B. unhappy C. successful D. unknown
37. A. walking B. driving C. wandering D. running
38. A. near B. beside C. around D. in
39. A. pulled down B. pulled off C. pulled through D. pulled out
40. A. welled B. dried C. took D. kept
41. A. put B. tear C. send D. carry
42. A. felt B. tasted C. sounded D. smelled
43. A. looked B. stared C. waved D. glared
44. A. sake B. street C. job D. income
45. A. an angry B. a frightened C. a doubted D. a matter-of-fact
46. A. ought to B. should C. might D. have to
47. A. Everyone B. Nobody C. A few D. Few
48. A. So B. But C. Thus D. Though
49. A. gave B. changed C. charged D. cost
50. A. making B. leaving C. finding D. catching
51. A. better B. bitter C. best D. worst
52. A. open B. closed C. broken D. locked
53. A. discuss B. speak C. talk D. tell
54. A. unfortunately B. besides C. surprisingly D. instead
55. A. position B. way C. route D. method
第三部分：阅读理解（共20小题；每小题2分，满分40分）
阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。
A
Playbill Thu, 24 Nov 2005 9:30 A.M. PST(By John Nathan)
Harold Pinter will not collect his Nobel Prize for Literature on Dec. 10 as planned because of health reasons.
The playwright was due to travel to Stockholm to receive the world's most famous literary award, but his publisher Stephen Page will make the journey instead.
The dramatist, who has been recovering from cancer of the esophagus (食道), will however still deliver his planned lecture to the Swedish Academy on Dec. 7, which is due to be broadcast live to British television audiences.
Pinter is the first British playwright to win the Nobel Prize, worth $ 1.3 million. In recognition of both the award and his 75th birthday, a starry cast(演员阵容) of leading British actors is to perform a reading Pinter's Celebration.
The event will be presented by the Gate Theatre Dublin at London's Albery Theatre for three nights only from Dec. 1 to 3.
Directed by Alan Stanford, the cast includes Sinead Cusack, Janie Dee, Michael Gambon, Jeremy Irons, Stephen Rea, Charles Dance and Penelope Wilton.
For the reading of Celebration Gambon and Graham will take on the roles of the hard men and brothers Lambert Matt who are married to two sisters, Julie and Prue, played by Wilton and Cusack respectively.
Set in a London restaurant, the title of the play refers to Lambert's and Julie's anniversary. Though often hilarious(热闹的),the piece has moments of unease.
Celebration received its world premiere(首演) at the Almeida in 2000 when it was directed by the author and presented along with the dramatist's first play The Room, written 43 years earlier.
56. Which of the following statements it NOT mentioned?
A. Harold Pinter will not travel to Stockholm to collect his Nobel Prize for Literature on Dec. 10.
B. Publisher Stephen Page will travel to Stockholm to receive the Nobel Prize for Literature instead of Pinter.
C. Pinter is the first British to win the Nobel Prize.
D. Pinter's play Celebration is set in a London restaurant.
57. Harold Pinter wrote his first play The Room when he was ________.
A. 43 B. 32 C. 75 D. 35
58. The part Penelope Wilton will play in Celebration is _________.
A. Lambert B. Matt C. Julie D. Prue
59. What would be the best title for the passage?
A. Pinter will not attend this year's Nobel Prize Ceremony.
B. Celebration is to be performed by a cast of leading British actors.
C. Pinter will still deliver his planned lecture to the Swedish Academy.
D. Celebration received its world premiere at the Almeida in 2000.
B
When a 20-pound turkey emerged from the kitchen at a weekend dress rehearsal(排演) for Thanksgiving dinner, about two dozen Chinese immigrants pulled out their digital cameras and took pictures.
"Wah ! "exclaimed several.
"It's cooked so well," said Wilson Goh. "Under the light, it's very pretty."
Sponsored(赞助) by the Chinese American Etiquette Association, the event addressed the typical American holiday's traditions, which often baffle new immigrants.
"The great thing is that immigrants come and adopt these holidays and traditions and also change them," said Noah Pickus, a professor of ethics and public policy at Duke University who studies American identity. "That is part of how they become American, and it gives new energy to us."
Jane Leu, director of Upwardly Global, a San Francisco organization that helps immigrant professionals rebuild their careers, sees special relevance for immigrants in Thanksgiving.
"Most don't know that it is actually a celebration of getting through the first year in America and living to tell the tale," Leu said. "My sense is that you have to be in the U. S. for a long time before you feel that getting up at 7 a.m. on a day off to put in the turkey and bake up some pies has any meaning."
Many immigrants do adopt the holiday after they arrive in the United States, but in their own ways.
Cherie M. Querol Moreno, 52,of Daly City, will serve lumpia(spring rolls) and coconut and pineapple fruit salad this Thanksgiving to honor her native Philippines. And she'll serve succotash and corn to represent the contributions of Native Americans. Moreno says she used to serve turkey, but there's always too much. She will instead serve chicken this year.
"The spirit of the holiday lives in each wave of settlers that arrives and enriches this country with their culture and traditions , "said Moreno, who immigrated in 1980. "I didn't want to imitate the first Thanksgiving; I wanted to make the occasion meaningful to us."
60. The Chinese American Etiquette Association is most probably an organization which _______.
A. helps new immigrants from China to get to know about American culture and customs
B. just teaches new immigrants from China to get to know about the holiday--Thanksgiving
C. helps Chinese immigrant professionals rebuild their careers
D. studies American identity
61. From the passage, we can infer that ________.
A. the two dozen Chinese immigrants took pictures excitedly
B. people usually get up late on a day off
C. immigrants don't like to adopt American holidays and traditions.
D. for many immigrants, Thanksgiving is actually a celebration of getting through the first year in America
62. The underlined word "baffle" can be best replaced by _________.
A. surprise B. satisfy C. frighten D. puzzle
63. From the text, we know that Moreno is among those immigrants who _________.
A. don't like to serve turkey at Thanksgiving dinner
B. are celebrating Thanksgiving to get through the first year in America
C. adopt American holidays and traditions and also change them
D. want to honor only their native Philippines by serving their favorite food
C
Yellowstone Weather
Yellowstone National Park is at high altitude(海拔). Most of the park is above 7,500 feet (2,275 meters).
Yellowstone's weather is unpredictable. In summer, it may be warm and sunny with temperatures in the high 70s. At night in any given month, the temperature may drop close to freezing. So it is best to come prepared for cold evenings and mornings, especially if you are camping or hiking. When you leave your campsite, please leave it prepared for possible thundershowers and wind.
A sunny warm day may become fiercely stormy with wind, rain, sleet and sometimes snow.
Without enough clothing, and easy day hike or boat trip can turn into a battle for survival.
Seasonal Weather Information
Spring
Cold and snow continue into May, although temperatures gradually climb. Early in spring, daytime temperatures average in the 40s to 50s;by late May and June, they may reach the 60s and 70s. Nighttime lows fall below freezing.
Summer
Daytime temperatures are usually in the 70s, occasionally reaching the 80s in the lower elevations (高度). Nights are cool, temperatures may drop in the 40s and 30s--sometimes even the 20s. June can be cool and rainy; July and August tend to be somewhat drier, although afternoon thundershowers are common.
Fall
Weather can be pleasant, although temperatures average 10--20 degrees lower than summer readings. Nighttime lows can fall into the teens and lower. Snowstorms increase in frequency as the weeks go by or towards the end of the fall season.
Winter
Temperatures often stay near zero throughout the day, occasionally reaching high in the 20s. Suhzero nighttime lows are common. Annual snowfall averages nearly 150 inches in most of the park. At higher places, 200-- 400 inches of snow have been recorded.
64. The author writes this passage most probably for those who plan to ________ in Yellowstone National Park.
A. do research work B. take a business trip
C. have sports games D. spend their holidays or take a tour
65. Which of the following best describes Yellowstone's weather?
A. Yellowstone's weather is generally changeable and it snows most of the year.
B. It's neither too hot in summer nor too cold in winter.
C. Weather in fall is pleasant and temperatures never fall below freezing.
D. It's pretty warm in the day and very cool at night throughout the year.
66. If you are planning to spend your holidays in Yellowstone National Park in summer, what should you take with you?
A. Just some light clothing such as T-shirts or skirts.
B. Just some warm clothing such as sweaters and coats.
C. Both light clothing and warm clothing.
D. Either light clothing or warm clothing.
67. What does the underlined word "readings" refer to?
A. literature works B. books C. announcements D. figures
D
Seeing with Sound
Have you ever watched a dog lift up its ears and bark at the air? That dog has just heard a sound that is too high-pitched (声调高的) for you to hear.
The Science of Sound
Objects that are vibrating (振动) ,moving back and forth quickly, make sounds. Rhythmic sound vibrations produce sound waves. Sound waves travel in every direction. The frequency of a sound is the number of waves that pass a given point each second. The more rapidly an object vibrates, the greater the frequency of sound it makes. Frequency is measured in hertz. One hertz equals one sound wave per second.
The frequency of sound determines the degree of highness or lowness of the sound. A highpitched sound has a higher frequency than a low-pitched sound. Humans hear sounds that have frequencies from about 20 hertz to 20,000 hertz.
Seeing with Sound
Sound with a frequency higher than 20,000 hertz is called ultrasound. In other words, ultrasound is too high-pitched for humans to hear. However, any animals can hear ultrasound. Bats can hear higher sounds than any other animal. Some can hear up to 210,000 hertz. Bats send out lots of highpitched squeaks(吱吱叫声) and then listen to the echoes bouncing(弹跳) off things like insects. The shorter the time interval between the squeak and the echo, the closer they are to the insect. Using sound to find or "see" things is called echolocation.
Dolphin Sounds
Another animal that uses ultrasound is the dolphin. Dolphins can hear sounds up to about 150,000 hertz. Dolphins use sound waves to find food underwater. They make clicking sounds that hit whatever is around them and then bounce back to the dolphins. Dolphins can send as many as 2,000 clicks per second. Dolphins' ultrasound ability is so sensitive that they can detect small fish from 10 feet(3m) away.
Now what about that dog that heard a sound that you did not? The sound was his owner using an ultrasonic whistle to call him home. Because dogs can hear up to 50,000 hertz, the dog at the park will head home.
68. To be able to hear ultrasound, you must be able to hear _______.
A. less than 20 hertz B. exactly 20,000 hertz
C. less than 20,000 hertz D. more than 20,000 hertz
69. Which animal can hear the highest ultrasound according to the passage?
A. A bat. B. A dog. C. A dolphin. D. A human.
70. Which of the following statements is an example of echolocation?
A. The bat caught the insect in midair and flew off to eat it.
B. The dolphin make clicking sounds that bounced off the fish and back to it.
C. The person heard an echo when he shouted into the valley.
D. The dog heard his owner's ultrasonic whistle because he used ultrasound.
E
There is a popular belief among parents that schools are no longer interested in spelling. No school I have ever taught in has ever ignored spelling or considered it unimportant as a basic skill. There are, however, different ideas about how to teach it, or how much priority(优先) it must be given over general language development and writing ability. The problem is, how to encourage a child to express himself freely and confidently in writing without holding him back with the complexities(复杂性) of spelling.
If spelling becomes the only focal(焦点的) point of his teacher's interest, clearly a bright child will be likely to "play safe". He will tend to write only words within his spelling range, choosing to avoid adventurous language. That's why teachers often encourage the early use of dictionaries and pay attention to content rather than technical ability.
I was once shocked to read on the bottom of a sensitive piece of writing about a personal experience. "This work is terrible! There are far too many spelling errors and your writing is terrible." It may have been a sharp criticism of the pupil's technical abilities in writing, but it was also a sad reflection on the teacher who had omitted to read the essay, which contained some beautiful expressions of the child's deep feelings. The teacher was not wrong to draw attention to the errors, but if his priorities had centered on the child's ideas, an expression of his disappointment with the presentation would have given the pupil more motivation to seek improvement.
71. Teacher are different in their opinions about ______.
A. the difficulties in teaching spelling
B. the role of spelling in general language development
C. the complexities of the basic writing skills
D. the necessity of teaching spelling
72. The underlined expression "play safe" probably means _________.
A. to write carefully B. to do as teachers say
C. to use dictionaries frequently D. to avoid using words one is not sure of
73. Teachers encourage the use of dictionaries so that ___________.
A. students will be able to express their ideas more freely
B. students will have more confidence in writing
C. teachers will have less trouble in correcting mistakes
D. students will learn to be independent of teachers
74. The author seems to think that the teacher's judgment on that sensitive piece of writing is _________.
A. unfair B. reasonable C. foolish D. careless
75. The major point discussed in the passage is ________.
A. the importance of developing writing skills
B. the complexities of spelling
C. the correct way of marking compositions
D. the relationship between spelling and the content of a composition
第二卷(非选择题 共45分)
第四部分：写作(共三节，满分45分)?
第一节 短文改错(共10小题；每小题1分，满分10分)?
此题要求改正所给短文中的错误。对标有题号的每一行作出判断：如无错误，在该行右边的横线上画一个勾(√)；如有错误(每行只有一个错误)，则按下列情况改正：
该行多一个词：把多余的词用斜线(＼)划掉，在该行右边横线上写出该词，并也用斜线(＼)划掉。
该行缺一个词：在缺词处加一个漏词符号(∧)，在该行右边横线上写出该加的词。
该行错一个词：在错的词下划一横线，在该行右边横线上写出改正后的词。
注意：原行没有错的不要改。?
Yesterday my English teacher asked each student write 76. ______________
a composition title "The Greatest Achievement of My 77. ______________
Life". I'm not sure what to write about it. I've thought 78. ______________
it over for a long time. I did many things. Coming to 79. ______________
America, get a job and meeting new people were my 80. ______________
achievement. I think my greatest achievement was 81. ______________
learning English. Sometime I don't understand everything 82. ______________
people are saying, but each day I get better or better. 83. ______________
I told my teacher this was difficult composition to write. 84. ______________
Above all, it is hard to measure everything you have done 85. ______________
in your life.
第二节 书面表达(满分25分)
假定你是李华。在最近的一次班会上，你班同学们就“高三学生是否需要吃补品来保持健康”展开了讨论。请根据下表提供的信息用英语写一篇短文，并谈一些你自己的看法，给某英语杂志投稿。
60％的同学认为
40％的同学认为
1．坚持锻炼，无需吃任何补品(tonic)。
1．高三阶段课业繁重，很多同学经常感到疲劳。
2．过多摄人补品会增加体重，对健康不利。
2．补品可以帮助恢复精力。
3．价格比较贵。
3．没时间锻炼身体。
注意：1．词数：100左右。短文开头已为你写好，不计人词数。
2．内容可适当发挥，注意行文连贯。
I'm writing to tell about the discussion we've had in the recent class meeting about whether Senior 3 students should take a lot of tonics to keep fit.
新课标选修十单元测验四
参考答案
单项填空
21—25 BBBCB 26—30 ACCAD 31—35 DAADB
完形填空
36—40 ABCBA 41—45 BDCAD 46—50 CCBBA 51—55 BADDB
阅读理解
56—60 CBCAA 61—65 BDCDA 66—70 CDDAB 71—75 BDAAD
短文改错
76．write前加to 77．title→titled 78．去掉it 79．√ 80．get→getting
81．achievement→achievements 82．Sometime→Sometimes 83．or→and
84．was后加a 85．Above→After
书面表达
One possible version:
I'm writing to tell about the discussion we've had in the recent class meeting about whether Senior 3 students should take a lot of tonics to keep fit.
Opinions are divided on the topic. Sixty percent of the students think it unnecessary to take any tonics. They hold the opinion that taking tonics will cause them to put on weight, which is bad for their health. What's more, the price of tonics is rather high.
However, forty percent of the students point out that Senior 3 students have a lot more homework to do every day. So many students get tired and tonics can help to refresh themselves. In addition, they can't afford time to have sports.
Personally, having right food is more important. The best way to stay healthy is to take exercise regularly.
Unit 4 Learning efficiently
（一）教材分析：
本单元的中心话题是“语言学习策略，如何改进听、说、读、写的技能”，内容涉及“如何成为一名成功的阅读者”、 “你怎样才能学得更好”、 “适用各类人群的学习技巧”、 “讨论阅读训练的最佳方法”、 “介绍一种新的学习技巧”、 “提出建议，改进学习方法” 等。语言技能和语言知识都是围绕这一中心设计的。
热身（Warming-up）部分由两个练习组成：练习1是一张图表， 显示某学生课外学习英语时间分配情况，即用于听、说、读、写、语法、词汇的时间比例。 要求学生参照图表分组讨论三个问题：图表对该学生的学习习惯做了哪些介绍；对该学生课外英语学习的时间安排提出看法；如果对本班同学的调查是否会取得同样结果。教师应当结合这个表格引导学生反思自己学习英语学习观念是否有积极意义。练习2是两人小组活动，要求学生相互采访同伴的英语学习习惯，并将结果绘成图表。
读前部分有两个练习，，主要讨论阅读技巧。练习1是让学生先考虑一下自己阅读汉语的习惯、技巧，并列出六个方面的与此相关的问题帮助学生思考。练习2是让学生阅读“理解”部分的第一个练习 “阅读”部分的标题和图片，要求两人一组讨论课文对“阅读”这一话题会说些什么。目的是预测阅读内容，抓住阅读要点。
阅读部分上一篇说明文，话题是“如何成为一名成功的阅读者”。 内容涉及以下方面：1）多读、多练习、熟能生巧。 2）享受阅读练习中的乐趣。 3）学会良好的阅读方法，即预测阅读内容、主动阅读、依阅读目的确定阅读方式、学会依据上下文猜测词义。 4）结论是用适当的方法通过大量的练习，我们就能提高阅读能力。
“语言学习”部分由词汇和语法两部分组成。词汇部分练习有三项练习。练习1要求学生能理解本课重要词语的意义，并运用到新的语境中去。练习2设置了九个句子，要求学生能够根据上下文的内容确定句中黑体词的意思。 这个练习用来训练学生判断和猜测词义的能力，进一步让学生消化课文中第三段 d小节的有关内容。练习3用做游戏的方法，让学生用英语解释本课中的一些生词。练习3设置三个情景，让学生分组用虚拟语气展开讨论。语法部分的三项练习曾层层深入，帮助学生掌握虚拟语气的结构形式和意义入手，再引导他们在新的语境中进行运用。
语言的运用部分包括三项内容， 对学生进行听、说、读、写的综合训练。第一项是“阅读与讨论”， 阅读内容是一份学习风格的测评。测评包括32条陈叙，分别归入三种学习风格类型：听觉型、视觉型、触觉型， 让学生能够阅读对照，看自己是属于哪种风格的学习者。阅读后设置两个练习，练习1是不是小组讨论三个问题：关于学习风格的评测结果，讨论对评测结果的看法。第二个问题讨论学习英语生词的最好活动，这些活动和学习风格是否有关。第三个问题要求学生分别对三种类型的学习者学习生词活动列表说明。练习2设计了一个活动，让同类学习风格的学生组成一组，讨论学好词汇的有效方法，制成海报，与其它组进行比较。
第二项是“听与讨论”。听力内容是三个学深讨论不同的学习风格者会如何进行阅读。另外， 在听力材料中还提供了若干垂询别人意见与提出建议的句子。听完录音，再让学生就这一话题展开讨论。
第三项是“阅读和写作”。Donghua 在电子邮件里提出了有关词汇学习与阅读中遇到的困难，要求学生利用电子邮件回信，提出自己的看法与建议，给与帮助。同时，在电子邮件后，还列出了建议信的写作方法和步骤，让学生学习参考。
本单元涉及要点：
1）学习了解语言学习策略，包括如何改进听、说、读、写的技能，怎样才能学得更好的内容。
2）复习并掌握表示“劝告与建议”的用语。
3）学习并掌握本单元词汇。
4）复习并掌握好虚拟语气的用法。
（三）教学安排
对课本内容进行优化组合，可将本单元分成5个课时
Period 1 Reading
Period 2 Language points
Period 3 Grammar
Period 4 Listening
Period 5 Integrating Skills
Period 1 Reading
Ⅰ. Teaching aims:
Enable the students to realize that different language learning strategies are taken by individuals.
Introduce to the students several aspects of being a successful and efficient reader
Ⅱ. Teaching important points:
Get the students to know how to be a successful and efficient reader and work out a program to improve their reading
Ⅲ. Teaching difficult points:
Enable the students to use the information mentioned in the reading part to evaluate their reading and work out an improvement strategic program.
Ⅳ. Teaching methods:
Cooperative learning, task-based learning
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-record
Ⅵ. Teaching procedures:

StepⅠ Lead-in
Greetings
Show them a calculation question “ 1+2+3+…+100=?” The students surely will respond immediately with an answer 5050. Ask them who first worked out the problem in the world with a much easier solution. (A ten-year-old boy (高斯（C.F. Gauss ) worked out the problem assigned by the teacher in a few seconds.）
3．Get a conclusion: From this example, we know the significance of method. Right methods can always help improve the efficiency of solving problems. As to our study, we can also apply certain methods or strategies to make ourselves an efficient learner.
Step Ⅱ Warming-up
1. Assign Exercise 1. Discuss Ss’ answers.
Set Exercise 2.
Ask Ss to help you make a list on the board of reason for learning English, for example:
to pass an exam
to get into university for further study in English
to read books in English
for travel purposes
to get a better job
Having written the list, go through the most popular reasons for learning English and ask what skills they will need in order to succeed.
Assign Exercise 2.
When Ss have completed their graphs, asks them to discuss with a partner whether they consider they are giving the right amount of time to each language area according to their reasons for studying English.
Step Ⅲ Reading
Ask Ss to discuss the six groups of question in Exercise 1. Spend some time checking their answers and reinforcing the ideas outlined above.
Set Exercise 2.
Step Ⅳ Reading
Ask the Ss to read the text on their own, keeping in mind that their reason for reading the text is to complete the first exercise in Comprehending. In order to discourage Ss from reading in more detail than they need at the end of the exercise, give them a set time for read the passage and complete Exercise 1. Advise them not to look up unknown words in their dictionary, but to underline any they cannot work out the meaning for.
Ask Ss to finish Exercise 2. They may read the text again if necessary, but only once, before answering the question in Exercie2.
Ask Ss to read the text once more in pairs or groups according to their ability. And do Exercise 3 & 4.
Step Ⅴ Homework
1. Ask Ss to go over the text again and underline points they find difficult in the text.
2. Ask Ss to evaluate their reading style and work out a program to improve their reading or giving others suggestions how to improve reading efficiency.
Period 2 Language Points
Ⅰ. Teaching aims:
Target Language
centigrade, competent, allocate, booklet, recipe, in detail, slow down, frequent, consult, caption, shabby, rainbow, brewery, acute, bent, cab, currency, cuisine
Ability goals
Enable Ss to use the new words in the text or passages
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅱ. Teaching important points:
Enable Ss to use the new words in context
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅲ. Teaching difficult points:
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅳ. Teaching methods:
Cooperative learning, task-based learning
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-recorded
Ⅵ. Teaching procedures:

StepⅠ Greetings
StepⅡ Lead-in
T: Yesterday we read the text on “How to become an efficient Reader”. Do you go through the text again after class? So I’d like ask one Ss to tell us what advices are given in the text.
StepⅢ Language points in Reading
Ask Ss to figure out whether they have difficult points in the reading passage.
Answer to them respectively.
Here are 2 common difficulty points for reference.
Language Points
There are certain techniques you can learn and then it is up to you to practice, practice and practice. 有某些技能技巧可供你学习,然后就全靠你自己练习、练习，再练习了。
it is up to somebody 意思是 it is somebody’s responsibility or duty, 可理解成“取决于某人；在于……；该由……负责”．如：
－Shall we go out? 我们可以出去吗？
－It’s up to you.　由你决定。
I can’t take the decision. It’s not up to me. 我不能做决定，这不取决我。　
＜拓展＞　up to 还有表示“深度、高度、地位等”直到……；（数目上）直到，至多……；　“接近于；达到”“胜任、适宜”等意思。
Mary is small and just comes up to Bills’ chest.
Everyone has his part to play, from the office boy up to the president.
They worked here up to the last minute.
Up to ten people can sleep in this tent.
If your goods are up to the sample, they will certainly sell well in the market.
The interpreter’s English was not up to the task.
What have you been up to lately?
2. For example, suppose in biology you were studying how plants reproduce, then you could fin d an English text about this on the Internet. 例如：假设在生物学中，你正在研究植物如何繁衍，那你会在因特网上找到有关这方面的文章．
suppose 可以看成连接词，意思是 imagine what will/would happen if. 它所引导的从句表示“主观设想的情况”．因此，有些动词用虚拟语气
例如： Suppose you fall and hurt yourself when you’re out alone in the mountains?
另外，suppose, supposing 用做连接词时，还可以用来表示建议，表示“……怎么样？”
Suppose we put it off till next week?
Supposing you have another try?
3. You may find you have more than one strong learning style, which is a bonus because being able to learn in more than one style increases your chances of finding activities that suit you. 你或许会发现自己有不止一种倾向的学习风格，这是一种意外的收获，因为能够以多种风格学习会增大找到合适的学习活动的机会．bonus在本句中意思是 anything pleasant in addition to what is expected, 可以理解为“意外令人高兴的事”
StepⅣ Discovering useful words and expressions
1. Exercise1. First go through the words and their meaning with Ss and ask them to finish the blank-filling within 6 min. Then check the answers.
Exercise 2. Ask Ss to working out the meaning of words using the context.
Ex2 on page 25. Ask the Ss to read the text and try to guess the meaning of each bolded words in the context and try to explain them in English. Then ask them to look up the words in English-English dictionary, and check whether their former definitions are right or wrong.
3. Ex 3 Play a game in pairs, one student gives a definition and another student guesses the correspondent word.

StepⅣ Consolidating Exercise
Go over the Exercises in the workbook if time permits.
Step V. Homework
Complete all the Exercises on page 76 &77.
Period 3 Grammar: Revising of the Subjunctive Mood
Ⅰ. Teaching aims:
Enable the Ss to grasp the structure and meaning of the Subjunctive Mood
Enable the Ss to apply the Subjunctive Mood to the context
Ⅱ. Teaching important points:
Enable the Ss to grasp the structure and meaning of the Subjunctive Mood and apply this grammar to detail context
Ⅲ. Teaching difficult points:
The meaning of the Subjunctive Mood and its appliances
Ⅳ. Teaching methods:
Inductive and deductive methods, task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard
Ⅵ. Teaching procedures:

Step I Lead in
List three sentences on the screen.
1) If I were Andy Lou, I would be in Hong Kong now.
2) I wish I were a millionaire.
3 )We suggest that everyone should help the AIDS patients.
Ask Ss in what kind of circumstance do we use the Subjunctive Mood.
虚拟语气是一种特殊的动词形式(verb structure)，用来表示说话人所说的话不是一个事实 (fact)，而只是一种假设(hypotheses ) 愿望(wishes)、建议(suggestion) 或怀疑doubt等等。
Step Ⅲ Knowledge Recalling
1. Ask the Ss to recall some knowledge they’ve learned in Book6.
Step Ⅳ Further Explaining
虚拟语气应该注意的几点:
1.虚拟语气在条件句中
1)表示不太可能出现的情况”, 条件从句一般用过去时,主句用would do, should do 或 might /could do;
2)表示“本可能发生却未发生的事情”，　条件从句用过去完成时，主句用would have done, should have done, might / could have done
The old men would find it difficult to get a job if they left the farm.
I should be surprised if it was less than five pounds.
If I frightened those birds, they might fly off and I would never see them again.
If I were you, I would accept the offer.
If I were asked to define my mood, I’d say “bored”.
If he had taken his doctor’s advice, he might not have died so soon.
If he had realized that, he would have run away while there was still time.
If she had not married, she could have become special in the filed.
2.虚拟语气在条件句也可用来表示“将来不太可能出现的情况”，　条件从句用 should do, were to 或一般过去时，主句用 would do, should do, could/might do.
If it should rain tomorrow, the sports meet would have to be put off.
I could see the surface of the moon with my own eyes if I were to go to the moon some day.
What would you do if he failed to come tomorrow?
注意：含有 should 的条件句，主句可以用一般现在时或一般将来时．例如：
If there should be another flood, what shall we do?
Ask her to leave a message if she should come.
3. 在正式英语文体中，if 从句中的第一个动词如果是should, were 或 had, 可将此动词置于句首，替代 if．例如：
Were it all true, it would still not excuse their actions.
Had the captain been more careful, his ship would not have sunk?
Should any visitors come, I would say you are not here.
4. if only 和 suppose (supposing), 也可以引导虚拟从句．
If only I had more time, I could go there to help them.
Supposing it were fine tomorrow, would you go climbing the mountain with us?
5. If it were not / had not been for… 也是常见的虚拟句型，意思是“要不是…”　例如：
If it had not been for your help, we would not have achieved so much in our work.
If it were not for the wise decision, we could not be living a happy life.
6. 虚拟语气用于I wish…　的宾语从句中：表示现在时间，动词用一般过去时和过去进行时 (be动词用were /was)．表示过去时间，动词用过去完成时和过去完成进行时．表示将来时间，动词用 would/ could 等+动词原形
I wish I knew how to operate this computer.
I wish he weren’t so lazy.
I do wish everything would be as quiet as before.
I wish we hadn’t been working overtime yesterday.
注意：这里I wish… 所表达的意思与 if only…差不多．以上的句子都可以用if only 来代替 I wish 例如：
If only I knew how to operate this computer.
If only we hadn’t been working overtime yesterday.
7. It’s (about/high) time +从句，表示“该做而未做的事”，是一种婉转的建议，从句中的动词用一般过去时　例如：
It is high time we began to work.
We’ve enjoyed the evening, but it’s time we went home.
It’s about time the boy learned to behave himself.
8. 表示“要求、建议、命令” 等动词demand, require, suggest, insist, advise, order 等后接宾语从句时，从句谓语动词一般用虚拟语气，即should + 动词原形（do/be done), should 也可以省略．例如：
He insisted that John (should) do the job.
We suggest that the meeting (should) not be postponed.
The union demanded that the wages (should) be raised by 20%.
常用的这类动词是：ask (要求）, advise（建议）, command（命令）, decide（决定）, demand（要求）, insist（坚持）, move（提议）, order（命令）, propose（提出）, require（要求）, request（请求）, suggest（建议）, urge（主张）
如果这些动词不是表示“要求、建议、命令”等意思时，这时宾语从句一般不用虚拟语气。例如：
He insisted that I was wrong. 　(这儿 insist 意思是“坚持认为”）
The expression on her face suggests that she knows the secret.　（这儿 suggest 意思是“表明”
Step Ⅴ Consolidating and Applying the rule
Exercise to be shown on the PPT and one student at a time to do the exercise orally.
Step Ⅵ Summary and Assignment
Make a summary of today’s task.
Assign Ss to finish relative Exercises listed in workbook.
Period 4 Integrating Skills
Ⅰ. Teaching aims:
Introduce to the Ss that different people have different learning styles.
Check their learning styles and work out how to improve their learning.
Integrate knowledge acquired in this Unit, practicing reply to an E-mail and giving suggestions.
Ⅱ. Teaching important points & Teaching difficult points::
Let Ss aware that different people have different learning styles
2. Reply to an E-mail giving suggestions on how to improve reading and words-memorizing.
Ⅲ. Teaching methods:
Task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard, a recorder
Ⅵ. Teaching procedures:
StepⅠPre-reading
1. Ask them some questions that highlight the different ways in which different students learn. e .g.
When you have a list of new words to learn for English how do you do about learning them?
What do you think is the best way to learn grammar rules?
Do you think your English would improve most if for three months you:
lived with native English speakers who didn’t speak any Chinese;
went to an intensive English school in China;
stayed at home and studied from textbooks;
d) stayed at home and watch English movies, listened to English radio and learned English pop songs
StepⅡ Reading
1. Explain that they are going to complete a questionnaire which will give them some indications of what their particular learning style is. Explain that they are to read each statement and to tick the ones that apply to the. Tell them not to spend too long on each statement, but to tick the ones that they immediately recognize them.
2. Ask Ss to record their results on the table provided and to read the description of
Step Ⅲ Discussion
Ask the Ss to discuss questions in Exercise 1 or to hold a discussion with the whole class.
Step Ⅳ Writing
Read the email with the class. Ask Ss what the purpose of the email is and what Donghua want the recipient of the letter to do.
Ask Ss to use what they’ve learned to list as many strategies of learning new vocabulary as possible.
Ask Ss to define exactly what Donghua’s reading problem is.
Ask Ss to suggest ways Donghua could improve her reading.
Review the language used to give advice that is listed on page 80.
Ask Ss to reply to the e-mail.
Sample writing
Dear Donghua,
Thanks for your kind words. I’m sorry you are not doing so well in English and I hope the following suggestions will help.
Learning new words: Perhaps your problem is that you haven’t yet found the method of learning new words that suits you best. Have you thought about asking some of the students who are doing well at English in your class how they learn new words? you could then try some of their methods and see which works best for you.
My way of learning new words is to first look at each word carefully and then write the words out with dashes between syllables, like this syl-la –bles. That helps me with the spelling. Then I write sentences with the words in them to help me remember the meaning. Finally, I look at the words again just before I go to bed and somehow my brain learns them while I’m sleeping. Of course everyone is different, so this might not work for you, but try it anyway and see if it makes any difference.
As for having trouble with reading, I’d like to suggest that you don’t worry about understanding every bit of the text. Why don’t you first just read the passage through without stopping just to get a general idea. Then think about your purpose for reading that particular text, for example, to find some specific details, to summarize the main points, etc. Once you know WHY you are reading you can read the text again and focus just on those part that will help you achieve your purpose. Also , try to guess the meaning of unknown words rather than always going to the dictionary.
I hope this advice helps. Let me know how you get on.
Love,
Mitchell
Period 5 Listening & Speaking
Ⅰ. Teaching aims:
Train the Ss’ listening and speaking skills
Ⅱ. Teaching important points:
Enable the Ss to master to listen to how to materials on learning (reading, giving a talk, etc) strategies.
Enable the Ss to have a group discussion on the topic mentioned in the listening part using fun_ction phrases of giving advice or suggestions.
Ⅲ. Teaching difficult points:
How to listen effectively on the listening material and how to organize the discussion well.
Ⅳ. Teaching methods:
Listening, task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard, a recorder
Ⅵ. Teaching procedures:
StepⅠLead-in
Greetings.
T: In the last period, we’ve learned there are mainly three kinds of learners. So what are they? And today we are going to listen how different learners might tackle a reading task.
StepⅡ Listening
Pre-listening (Ask Ss to turn to page 38 and have a discussion on how to help a tactile learner improve their reading.)
Listening task(Exercise 2--- answer the questions)
Listening task(Exercise 3 – filling the blanks)
Keys to tasks 2
1. Try reading the text and listening to a recording of it at the same time.
2. Read the text aloud and move in some way as you read.
3. Photocopy the text and cut it into paragraphs. Then try to put the paragraphs in the
right order.
Keys to task 3
1. Auditory leaner.
2. She finds it easier to learn while she is reading.
3. No, she doesn’t. She feels that listening while reading is a useful study technique for her. She expects that as her reading improves she’ll no longer need to listen at the same time.
4. He is also having problems with the new words in the text.
Step Ⅲ Discussion
What do you think of Annie and Yufang’s advice? Is it good advice or not?
Discuss what aspects of learning English you find most difficult. Give each person in your group some helpful advice based on the kind of learner he or she is.
Use expressions:
You should … Why don’t you…
How about…? It’s worth a go.
Do you know what else might be able to do?
Do you think it would help me?
I’ve thought of something you could do.
You never know.
I could see if it helps.
3. Read the proverb and discuss in your group how the y apply to learning English
It’s never too late to learn.
Better late than never.
If at first you don
To succeed, try, and try again.
Well begun is half done.
He who makes no mistakes makes nothing.
There is no royal road to learning.
Don’t bite off more than you can chew.
Drops of water out wear the stone.
StepⅣ Listening tasks on page 75 & 79.
If time permits, go over all the listening tasks and tell Ss to aware how to grasp key information and taking notes in this listening part.
Step V Assignment
Ask Ss to listen to all the recording again. And prepare for next period’s dictation.
4 Characteristics of a Successful Reader
Good readers of all ages share similar traits--four, to be exact--that not only help them to appreciate the literature in front of them, but also create an effective reader framework to improve comprehension and build critical reading skills. Does your child exhibit the following traits? If not, help him develop the secrets of successful readers.
Self-monitoring strategies
What does your child bring to the text? Does he or she draw from personal connections and prior knowledge? Successful readers engage in internal dialogue by asking questions such as "Does this make sense?" and "Does this word sound right?"
Like detectives, good readers examine the evidence, make reasonable predictions, and draw conclusions. They determine meaning by searching for context, picture, and phonetic clues. Suffixes, prefixes, and root words, like little puzzle pieces, help them to decode and understand words. Successful readers also notice signal and transition words such as first, in conclusion, and for example. These words help to provide structure, establish sequence, and introduce new thoughts or actions.
All readers become confused or lose?the?meaning of the text sometimes, but successful readers know when to stop and reread the passage. They might even use a stickie-note to write a thought or question to answer later. A good reader also uses sensory clues and description to visualize characters, settings, and action. Some think of it as watching a movie playing in their minds.
Structural awareness
Does your child notice how a text or novel is organized? Knowledge of structure can help provide him or her with valuable information about content. For example, when she's studying for a test, headings, subheadings, and highlighted words are easy guides to pertinent information. In novels, double-spacing within a chapter usually indicates a change of setting.
Learning to identify the genre of a book can be beneficial, too. Is it a fantasy, mystery, or biography? Maybe it is an historical or science fiction novel. Each genre has its own specific structure. Biographies often follow a time-line format, while fantasies tend to be plot driven.
Ability to choose appropriate materials
Good readers choose books they are able to read, while less adept readers often pick books that are too difficult for them. The perfect book stretches a child's capabilities without causing frustration. What is appropriate reading content for a seventh grader may not be appropriate for a third grader, even though she is able to decode the words.
Children need to experiment to find books that are a good fit for them. Many discover a particular author or series that they enjoy. Others get recommendations from their friends, teachers, or librarians. There are so many wonderful books to choose from to meet every child's particular needs. Help your child to learn how to select wisely.
Appreciation of the payoffs
Good readers live vicariously through a book's characters. They understand that distant planets, foreign cultures, and even ancient history can become readily accessible with a turn of the page. To them, books mean knowledge, adventure, and relaxation.
Characteristics of a Successful Learner
Takes Risks
Asks questions of teacher or others
Volunteers information
Participates in group discussions
Willing to try: reading, writing, problem solving
Reaches out for friendship
Independent thinker
Has A Positive Attitude
Willingly participates
Confidence in own ability (I can!)
Responds positively to teacher direction
Likes coming to school
Joy in discovery; inquisitive
Shows pride in work
Understands And Accepts Responsibility
Interacts appropriately with others
Respects school property
Follows school and classroom rules
Is a good listener
Self motivated
Is Reflective
Responds to such questions as: What are you thinking? How did you figure it out?
Makes connections and comparisons with past experience
Contributes relevant information to discussions
Comes up with solutions to group problems - classroom and playground
Is Able To Focus
Can sit for whole group activities
Listens attentively and follows directions
Completes tasks
Able to screen out distractions and doesn't distract others
Respects and Works Effectively With Others
Respect other's belongings and differences
Takes turns
Contributes and works cooperatively in groups
Sensitive to feelings of others
Listens to other points of view
Negotiates and accepts compromises
Communicates Thought Processes Effectively
Willing to share ideas in small or large group activities
Retells a story in sequence
Articulates ideas orally or through writing or drawing
Speaks confidently
Is Organized
Completes and returns class work and homework
Able to manage time and materials effectively
Efficient reading
Awareness
Don't treat all the books you read as the same thing.
Be aware of the type of material you are reading.
You may need to skim-read to establish the type of book.
Do this quickly, and then adjust your type of reading to suit.
Adapt
The way you read should be adjusted for the type of book.
Don't start reading until you have decided if the book is suitable.
Don't dwell on the writing if you are searching for a piece of information.
When it is necessary, switch your style of reading to suit the task.
Purpose
Decide the reason for reading the book before you begin.
Keep reminding yourself of the reason whilst you are reading.
The study task should be alive in your mind.
Be prepared to concentrate and take notes.
Selection
Choose your reading material carefully.
Choose the type of book(s) which will be of most use to you.
When starting a new subject, read beginner's books.
A quick review of the main points will help to understand the subject.
Switching
Switch from one way of reading to another when it's necessary.
This is very useful when selecting books or doing research for a project.
This skill is probably the second most useful after close reading.
It shows that you understand what you are doing.
Keys for effective learning
In Finnish universities, the students are given a lot of freedom, but also a lot of responsibility. If the student has got used to very teacher-centered, instructional system, s/he may feel that the teachers are not teaching enough. In this case, it is very typical that students blame teaching (or material, or topic) for not learning, but it is only you, who can learn. Even the best teacher cannot transfer information to your head in comprehensive form, if you are not active. However, it is easier to evaluate the teacher than yourself. That's why we reach good learning through the idea of good teacher.
When students and teachers are asked what a good teacher is like, they usually mention (by their own words) four things:
Expertice
Motivation
Teaching skills
Personality
Expertice
At school, the students are used to that the teacher is an expert, who should know everything. In the university, where teachers are also academic researchers, we have even stronger reasons to expect that they are experts in their area. However, in science the things are not so black-and-white. The scientific truth is achieved through research, competiting hypotheses, which get affirmed or weakened in the scientific society, until we reach the truth if ever. Especially computer-science is a fast developing discipline, and in many areas the knowledge is developing all the time. The teacher doesn't know everything, but a good teacher can always find out answers or - even better - guide the students, where to search. And finally, you will also become an expert in computer science.
This is also the reason, why it is so important to read text books - not just one, but several of them. Read also the newest articles, which have been published in a scientific forum - publishing in an international journal or conference gives at least some guarantees that the information has been reviewed. Notice that this is not always true in the information you can find in Internet - anybody can put anything to net, and for example the online dictionaries can contain errors which get corrected very slowly.
If you feel that lecture notes have errors, check other sources and ask the teacher. Such contradictory facts can be really important questions! Of course, very often the reason is simply that different sources describe things with different terminology or different (maybe implicit) assumptions, but ask anyway. If something is unclear for you, it is quite probably unclear for others, too.
Another important skill to manage is logical proofs. You can always check yourself the results, if you are able to prove them logically. If you want to have really comprehensive understanding, you should always be able to prove the results yourself!
Motivation
The students feel if the teacher is her- or himself motivated to teach and react to that. However, it is much more important that the learner is motivated to learn. A good teacher can motivate the students, but you can become motivated, even if your teacher is not. Motivation to learn new things, know more and become an expert in your area is maybe the most important thing in learning. It can compensate several other difficulties and you can go even "through grey stone-walls", if you just will enough.
It is important to rise motivation in the beginning of course, and in the beginning of each new topic. Ask yourself: "How I could use this information?" "Why this is important?" "Where I may meet these peoblems in the future?" Invent problems and applications, make questions and try to find answers. Try to connect the new knowledge into your previous knowledge - even if it feels to be very far - then the new questions become interesting and you want to know more. Good problems are often a good source of motivation - we people want to solve problems. This is also why solving exercise tasks - as many of them as possible - is so effective way of learning. But don't forget the larger perspective: try also to connect together everything you learn in small tasks. Ask yourself: "How do these things connect together?" When you construct an overall picture, you also remember better. Keeping a learning diary and drawing concept maps are especially good tools for this. And remember that you can always do them, even if it is not obligatory in the course!
Teaching skills
The vague term teaching skills refers here to two things: pedagogy and didactics. Pedagogy means the general theory of learning. The assumtions, how efficient learning happens can be unconscious or implicit, but still they have a strong impact on learning. On the other hand, didactics refers to practical teaching methods of subject, and usually the teacher develops her or his own practices. The student can easily develope her/his own counterpart to didactics as a collection of practical learning skills and methods. The general pedagogic style of the course cannot be changed but you can still apply your own "learning philosophy" as much as possible.
Pedagogy, the underlying assumptions of good learning, varies a lot in different cultures, universities and courses. If the student is used to very different pedagogy, it can take some time to adapt to new style. There are several classifications of pedagogies, but the main division is to behavioristic and constructivistic pedagogies.
In behavioristic pedagogy the main idea is that the new information flows from teacher to students. Pure behavioristic pedagogy is very teacher-centered: the teacher is responsible for translivering information, giving instructions, testing and evaluating students. The student's role is more passive: they should receive the information, follow instructions and show their knowledge in exams. As a contrast, constructivistic pedagogy is very student-centered. The learner is considered as an active constructor of knowledge and the teacher should only assist in this process. The students are encouraged to find information themselves, apply it and very often, even evaluate themselves or each other. One of the main ideas is to connect the new knowledge into previous knowledge and experiences and thus construct the overall knowledge level by level. Instead of remembering details, the learner should understand the main princliples.
Behavioristic pedagogy is older and still dominating in lecture-based university teaching. However, constructivistic methods and elements have been adopted also in our computer science education. The strange thing is that it is not the teachers, but students, who are often more conservative and do not accept new experiments. Even if constructivistic methods lead to more efficient learning, the students may find it more demanding or they may feel thrustrated, if they don't know, how they should study.
Most of didactics is demonstrating or illustrating new, often abstract and difficult concepts and principles. The problem is that different people benefit from different illustrations. According to one theory, people are divided into four types according to their most efficient means of learning. In the following list, we describe these types and give some hints, how you could utilize your strength. (However, some researchers claim that you learn most, when you have to use new methods, which you are not used to!)
Reading/writing: these people learn best if they read and process new things by writing. If you don't feel you learn in the lecture, concentrate on writing your own lecture notes or use the time by reading a good textbook. Learning diary is also very effective way to process learnt.
Acoustic type (Listening/speaking): these poeple learn best when somebody explains them or when they discuss about the topic. If you belong to this type, you will benefit from lectures, but self-studying may be harder for you. You can try to read textbooks aloud and discuss with other students about the topic.
Visual type (Seeing/drawing): these people grasp new things by pictures. If the lecture material doesn't contain too many pictures, try to draw them yourself. Use pictures also, when you are reading a book.
Kinesthetic type: these people learn best, when they can touch things or use the whole body for learning. This is a very strong way of learning for most people, even if academic education doesn't take it into account. Some kinesthetic people have found it useful to walk when they are reading. You can also try to invent (physical) games for demonstrating abstract functions or methods!
Personality
Finally, the teacher's and student's personalities and inter-personal relations can affect learning. All of us are unique personalities - rational and emotional, shy and brave, fast and slow. It is very hard to change your or your teacher's personality and we just have to live with it and respect different people. Of course, you like some teachers more than others, but this should not affect your learning. The teacher is just a teacher - not your life partner. If you feel that teacher is unfair to you, go to discuss with her/him. Usually it is just a misunderstanding, but it is better to check than create a monster in your mind.
Learning by Doing
There is really only one way to learn how to do something and that is to do it. If you want to learn to throw a football, drive a car, build a mousetrap, design a building, cook a stir-fry, or be a management consultant, you must have a go at doing it. Throughout history, youths have been apprenticed to masters in order to learn a trade. We understand that learning a skill means eventually trying your hand at the skill. When there is no real harm in simply trying we allow novices to "give it a shot."
Parents usually teach children in this way. They don't give a series of lectures to their children to prepare them to walk, talk, climb, run, play a game, or learn how to behave. They just let their children do these things. We hand a child a ball to teach him to throw. If he throws poorly, he simply tries again. Parents tolerate sitting in the passenger seat while their teenager tries out the driver's seat for the first time. It's nerve-wracking, but parents put up with it, because they know there's no better way.
When it comes to school, however, instead of allowing students to learn by doing, we create courses of instruction that tell students about the theory of the task without concentrating on the doing of the task. It's not easy to see how to apply apprenticeship to mass education. So in its place, we lecture.
Learning to Learn
Effective study skills and strategies are the basis of effective learning. They give you an opportunity to approach learning tasks systematically and independently. By always using good study habits—learning to work smarter—you will work like and become a successful student.
Learn To Learn
Learning is a very personal matter. There isn't one study/learning skill or strategy that works for every person in every situation. Therefore, learning to learn strategies are about learning what you know, learning what you don't know, and learning what to do about it. Your repertoire of study/learning strategies will:
enable you to take more responsibility for your own learning
allow you to spend your time effectively and stay on task
help you select the best approach(s) for each assignment or task
provide you with the knowledge and skills needed to begin, follow through, and complete assignments/tasks
present you with access to a variety of content and reference materials
give you the confidence to know when and who to ask for help
Know Yourself
Begin by honestly assessing your strengths and weaknesses in basic college skills—reading, writing, listening, and mathematics—and study/work habits such as as organization, time management, concentration, listening, and note taking.
Next, identify your learning style preferences. Many factors affect learning, but consider whether you learn most effectively by reading, by watching, by listening, or by doing? You must also become familiar with your instructors teaching styles to help you adapt your learning style to the best advantage.
In addition, consider when (Are you a morning person or a night owl?) and where (Do you concentrate best in a bright room with noise or in a cozy, quiet corner?) you are at your best for learning.
Manage Your Time and Life
The first step in learning to manage your time—controlling your own life—is to identify what your goals are and then to establish priorities to help you reach them.
Analyze how you are using your time. If you aren't spending time on your priorities, you must make the necessary adjustments or you won't reach your goals. If school, learning, and good grades are a priority, then you must make and follow a schedule that gives a significant amount of time to go to class and study.
Improve Your Concentration
As a good student, you will not necessarily study more than a poor student, but you will definitely use your study time more effectively.
Learn to keep your attention focused on the task at hand—concentrate. When you are in class or ready to study, give it your full attention.
And remember, how well you learn something, not how fast you learn it, is the critical factor in remembering. You must "get" something before you can "forget" it.
Know What Study Means & How To Do It
Learning takes more than just going to class and doing homework. It is really a four-part cycle:
preview>>class>>review>>study
When you establish a learning-cycle routine you will be able to learn more in less time with less stress.
Develop A Thinker's Vocabulary
English is the richest language with the largest vocabulary on earth. Each of our words is a symbol that represents an idea or object. Your ability to understand the meaning of the words others use and to select the right one(s) to communicate your ideas, information, and feelings is very important to effective learning.
To develop a thinker's vocabulary, you must become sensitive to words and develop strategies for unlocking the meanings of new words and a process for remembering the new words and their meanings.
Become An Active Reader
Did you ever fall asleep while playing tennis or when watching your favorite television show?
Probably not. How about when you're reading?
Probably so. What makes the difference?
If you are actively involved, physically and mentally, you stay interested and committed. When you become passive, you rapidly lose interest and drift away.
To learn from study/reading material, you must be an active, thinking participant in the process, not a passive bystander. Always preview the reading and make sure you have a specific purpose for each assignment. Read actively to fulfill your purpose and answer questions about the material. Keep involved by giving yourself frequent tests over what you've read.
Become An Active Writer
Writing that accurately expresses your ideas demands not only writing skill but focused attention, critical thinking and active involvement. Only if you become actively involved in the writing process will you be able to communicate your ideas clearly.
Your writing must have:
a purpose,
a controlling idea or thesis,
organized development of your idea with major and minor supporting details, and
a logical conclusion.
Build Listening & Note taking Skills
Accurately listening to a lecture and deciding what is important are two skills that must be mastered before you worry about how to write the information in your notes. Again, being an active rather than a passive participant is the key to your success.
Taking good notes demands that you :
prepare for class,
become an active listener,
distinguish major from minor points,
use a note-taking system,
participate in class, and
review often.
Know How To Study For & Take Exams
Exams are your way to show a professor how much you've learned. Preparing for exams will give you a better understanding of the material, lower your anxiety, and improve your scores.
Find out as much as you can about the exam, study and review the material over a period of time (use the night before as a final review not a cram session), pace yourself during the exam, and always go over your graded exam with your professor.
Master Every Course
You can't get something for nothing. You can, however, get nothing for something and that's exactly what you will get from any course if your only investment is money.
True education is not about cramming material into your brain. True education is the process of expanding your capabilities, of bringing yourself into the world.
Professors can merely set the stage for you to create learning through your own action.
Learning：A Lifelong Career
As food is to the body, so is learning to the mind. Our bodies grow and muscles develop with the intake of adequate nutritious food. Likewise, we should keep learning day by day to maintain our keen mental power and expand our intellectual capacity. Constant learning supplies us with inexhaustible fuel for driving us to sharpen our power of reasoning, analysis, and judgment. Learning incessantly is the surest way to keep pace with the times in the information age, and an infallible warrant of success in times of uncertainty.
Once learning stops, vegetation sets in. It is a common fallacy to regard school as the only workshop for the acquisition of knowledge. On the contrary, learning should be a never-ending process, from the cradle to the grave. With the world ever changing so fast, the cease from learning for just a few days will make a person lag behind. What's worse, the animalistic instinct dormant deep in our subconsciousness will come to life, weakening our will to pursue our noble ideal, sapping our determination to sweep away obstacles to our success and strangling our desire for the refinement of our character. Lack of learning will inevitably lead to the stagnation of the mind, or even worse, its fossilization, Therefore, to stay mentally young, we have to take learning as a lifelong career.
Types of reading
The way you read should be chosen to suit the task.
Don't use the same type of reading all the time.
This is one way to increase your study efficiency.
What follow are notes on different types of reading.
Rapid survey
Check what you are reading - a rapid glance is all that's necessary.
Is it what you need? up to date? right for the task?
Are all the contents relevant - or only some?
Are they written at the right level for you?
Answer these questions quickly.
This is also known as previewing.
Sampling
Explore the contents in a little more detail.
Look at chapter headings, or the introduction.
Skim read a page or two in various chapters.
Keep asking yourself "Is this book suitable for me?"
If the answer is "No" - move on to something else.
Skim reading
Make a rapid survey of the subject.
This may be to gain an overview, or to make a judgement about the book.
Glance through the book quickly and pick up the main points.
Try to get a general picture of what it is about.
This is a very useful skill which becomes easier with regular practice.
Search reading
Look for a single piece of information.
[For instance, someone's telephone number.]
Go straight to the contents, the index, or locate the page.
Look up the item of information (and write it down).
Put the book back - and move on without browsing.
Selective reading
Focus your attention on part(s) of the book.
Only one part is important for what your need.
Read the section, take its essence, and leave the rest alone.
Don't be distracted into browsing over more than you need.
This requires discipline, but it's a very useful skill.
Detailed study reading
This is reading to understand the content.
It is the most common approach in any serious form of study.
You should concentrate whilst reading.
You need to understand what the writer means.
You might also be taking notes whilst reading.
The reading may be part of your coursework, research for a project, or preparation for an exam.
You might also need to read a book more than once to grasp the point.
The most thorough method is known as SQ3R.
Close reading
This is reading for artistic appreciation.
This approach is used in subjects such as literature and religious studies.
Every word may be studied in close detail.
The book is examined for any possible meaning it may contain.
The results of this approach are 'interpretations' of the book.
Rapid reading
This is reading to 'find out what happens next'.
For instance, when reading popular fiction.
You will rarely dwell on the book or study it closely.
This is reading for pleasure or entertainment.
You don't need to pay attention to every word.
Speed reading
Speed reading courses teach you ultra-rapid skim-reading techniques.
This may be useful for absorbing information at a superficial level.
It's not really suitable for understanding and retaining information.
It's unlikely to help if you are engaged in studying.
Keep in mind the Woody Allen joke:
"I went on a speed reading course last week - and it worked! Yesterday I read War and Peace in an hour ... It's about some Russians."
Once again
Choose your style of reading to suit the task in hand.
Don't think that all books should be read in the same way.
Keep in mind why you are reading. You'll get more done
Why is learning important?
"Education is the best economic policy we have" Rt Hon Tony Blair MP The Learning Age
Learning brings more happiness than having sex, playing or watching sport or doing the National Lottery.
(Finding Happiness, Gallup/North Yorkshire TEC, 1997)
95% of people think that learning about new things boosts your confidence.
(National Adult Learning Survey, DfEE, 1998)
92% of people think that learning about new things is enjoyable.
(National Adult Learning Survey, DfEE, 1998)
Seven in ten adults (71%) think that learning can lead to a better quality of life. (Attitudes to Learning, Campaign for Learning/MORI, 1996)
Employers invested ￡10.6 billion in training in 1993.
(The Learning Age, DfEE, 1998)
93% of us believe that it's never too late to learn
83% of us believe that learning will become more important in the next millennium
72% of us think we should devote more time to personal development
?During the last century we have moved from the Industrial Age through the Information Age to the Knowledge Age. The ability to obtain, assimilate and apply the right knowledge effectively, will become a key skill in the next century. Our ability will no longer be judged solely by qualifications gained in the past, but will also be assessed by our capacity to learn and adapt in the future.
Learning isn't just about economic success, however. It is the key to achieving our full potential. Human beings are uniquely adapted to learn and we have the ability to do so throughout our lives.
Learning has the power to transform us. Specifically, we can become more successful:
at home and with our families
at work
at large in our local community
Learning can enable us to solve problems and change our attitudes.
It makes us more interesting to be with.
It can be enormous fun.
It can also be very challenging.
We believe that:
We all have the ability, at any age, to change our lives through learning.
Our survival in the twenty-first century as individuals, organizations and nations, will depend on our capacity to learn.
A learning population is healthier, more tolerant, independent and fulfilled.
Learning can take place in a range of styles；Anytime, any where, anyhow.
Main Factors Affecting People's Learning
None of us learns in isolation. There are a whole range of factors that can help or hinder us in learning. They include factors within each of us - such as our motivation and our preferred learning styles - as well as external factors - such as the opportunities that exist for us to learn and the other demands that life makes on our time and resources.
The key factors affecting people's learning include:
their resources
their image of learning
the rewards associated with any learning activity
the availability of information about learning opportunities
the availability of appropriate learning environments
the climate in which learning takes place, especially that created by government and employers.
For example, in terms of environments, it is acknowledged that we learn best in a high-challenge, low-threat environment. Much thinking has gone into how that environment can be created. Often it is an individual teacher's enthusiasm and ability that influences how we learn. Most of us remember a good teacher or a strong role model from when we were young; someone who got us excited about their subject by teaching us in an interesting way.
Equally, many barriers to learning exist which prevent people from getting started on learning or make it impossible to continue however strong that person's determination. Some of the most commonly recognised barriers to people's learning include:
shortage of money for course fees and related expenses
lack of confidence
lack of provision
lack of tutorial support when studying
lack of personal support
courses organised at inappropriate times and inaccessible places
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