reading 2 & reading practice

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牛津英语Reading-2

牛津英语Reading-2

How did he react to the news?
2. If you hear a comedian telling jokes about the way people behave when they queue up in lines, or asking why it only rains when you forget your umbrella, you are listening to an observational comedian. (Line10)
7. F (P5) I like it when the … 某些及物动词, 如:like, love, enjoy,
如: a) When talking ( = When she is talking) of her daughter, she feels very
proud.
b) When told (= When she was told) that
her son had passed the exam, she was very
17. make room for... 18. make sure 19. make a team
20. be made in
为... ... 找出空间 保证 组成一个队
产于
ughing helps your body stay healthy
and can even help you fight pain. (Line53) [考点] stay 用作系动词,意为“保持(某
(3) reaction n. 反应
react v. 反应
1.It was difficult to guess what her _____ to the news would be. A. impression B. comment C. reaction D. opinion

Reading 2阅读译文

Reading 2阅读译文

Unit 1生命礼赞比尔-休伊特切特·肖伯对人友善,但沉默寡言,是个情感不大外露的人。

然而,即使在今天,在一场意外几乎改变了他及其家庭的一切之后很久,每当谈到它,切特·肖伯仍激动不已。

在一次器官捐赠者家庭幸存成员的集会上,肖伯,这位63 岁的圣诞树林场主,代表所有的器官接受者,起身向那些死者的近亲致谢。

“要是没有你们,‟他动情地说,。

任何像我这样的人都活不到今天。

”此种难言之感,肖伯体验最甚,因为,当他饱含热泪站在那里的时候,他的胸腔里跳动着的是他女儿帕蒂的心脏。

五年前,女儿的最大不幸却使切特·肖伯成了第一个植入自己孩子心脏的人。

他患慢性心脏病多年,1994 年8 月22 日,他做了心脏移植手术,那是他女儿帕蒂死于车祸之后第四天。

帕蒂22 岁,是个有志向的护士。

当时她正在田纳西州大雾山度假。

从此以后,切特·肖伯成为一个器官捐赠的福音传道者,以此作为对他女儿的最好纪念。

肖伯说,“医务人员告诉我,他们可以大谈特谈器官捐赠的重要性,”“但是这都没有什么影响力,除非有一个自己经历过此事的人向人们宣传.”1972 年,帕蒂才1 岁,肖伯心脏病首次发作。

当时他36 岁,在西尔斯连锁店当推销员,因病失业9 个月。

在随后几年里,他的心脏病复发两次,不得不辞去工作。

帕蒂20 岁时,经常为父亲开车,将他从位于底特律市伯克利郊区的家里送到密西根北部,那里有他在自家土地上创办的林场。

1990 年,切特·肖伯的名字被列在等待心脏移植的名单上,这似乎给了他生存的最后一线希望。

但是,几年过去了,他没有等到捐赠的心脏。

他的状况糟糕到几乎白天不能动弹。

他说:“我几乎是放弃了”,“我已等得太久了。

”4 帕蒂的家人认为,父亲的病痛对帕蒂产生了很深的影响,她决定从事医疗工作,因为她目睹了父亲经历的一切痛苦。

1994 年,她决心要拿到外科手术助理的学位。

离开学只有几天了,她和儿时的朋友,24 岁的托德·赫布斯特一起开始了她一生的最后一次度假。

Reading (2)

Reading (2)

教学反思
小结:
1、本课时为Unit7Reading的第二课时,为阅读课后的补充和提高。

整节课基本按照计划和
围绕教学目标完成,达到预设的效果。

2、能在文本的基础上,通过深入文本、归纳出新的可供生口头输出的框架结构,让学生掌
握介绍学校社团的基本表达。

3、能结合学校资源,以实际情况展开学生对社团的介绍,增进班级学生对学校社团的进一
步了解。

反思提高:
1、在getting ready环节,可以让学生自己归纳句型,加深印象,如有困难,再进行板书提
示;
1.Hi, everybody, I’m from …….Club.
2.It’s interesting/exciting/meaningful….
3.Our club will teach you to …….
4.You can……
5.Welcome to our club!
2、本课时为后面的口头输出能够顺利进行,让学生预先完成了writing部分——海报的设
计,其实本节课完全可以由学生通过小组活动,在课内先完成笔头的框架结构来介绍社团,在进行口头输出;可以忽略海报的设计,只出现介绍的句子,达到可能生成的效果。

3、整节课,教师忽略了全体学生参与到活动中的重要,只让五个社团进行介绍,没有达到
人人开口说的目的,可以在活动最后,让小组与小组之间进行交流招新,不一定要一一展示,这样每个学生的能力都有一定的提高。

如下图:
4、本节课的两点还应体现在最后“Make a comment 评论”环节,引导学生学会评价,由于时间紧迫,后面只请了两位学生进行点评,可以让学生选择自己所评的club进行走动式口头评价。

大学英语二reading2答案

大学英语二reading2答案

大学英语二reading2答案1、When you have trouble, you can _______ the police. They will help you. [单选题] *A. turn offB. turn to(正确答案)C. turn onD. turn over2、Mary's watch is more expensive than _____. [单选题] *A. Susan's(正确答案)B. that of Susan'sC. that of SusanD. Susan3、—Look at those purple gloves! Are they ______, Mary?—No, they aren’t. ______ are pink. ()[单选题] *A. you; IB. your; MyC. yours; Mine(正确答案)D. you; Me4、58.—How much is Lucy's skirt?—She________320 yuan for it. I think it's a little dear. [单选题] *A.tookB.paid(正确答案)C.spentD.bought5、He has grown rich lately. [单选题] *A. 后来B. 以后C. 终于D. 最近(正确答案)6、The family will have _______ good time in Shanghai Disneyland. [单选题] *A. theB. a(正确答案)C. anD. /7、--Why are you late for school today?--I’m sorry. I didn’t catch the early bus and I had to _______ the next one. [单选题] *A. wait for(正确答案)B. ask forC. care forD. stand for8、We have made a _______ tour plan to Sydney. [单选题] *A. two dayB. two daysC. two-day(正确答案)D. two-days9、The market economy is quickly changing people’s idea on_____is accepted. [单选题] *A.what(正确答案)B.whichC.howD.that10、Chinese people spend _____ money on travelling today as they did ten years ago. [单选题] *A. more than twiceB. as twice muchC. twice as much(正确答案)D. twice more than11、There may be something wrong with her _______. She can’t see things clearly. [单选题] *A. eyes(正确答案)B. earsC. mouthD. nose12、Alice is a ______ girl. She always smiles and says hello to others.()[单选题] *A. shyB. strictC. healthyD. friendly(正确答案)13、My brother usually _______ his room after school. But now he _______ soccer. [单选题] *A. cleans; playsB. cleaning; playingC. cleans; is playing(正确答案)D. cleans; is playing the14、My father always gets up early. He’s never late _______ work. [单选题] *A. toB. for(正确答案)C. onD. at15、He studied harder to _______ his reading skills. [单选题] *A. improve(正确答案)B. rememberC. memorizeD. forget16、31.That's ______ interesting football game. We are all excited. [单选题] *A.aB.an(正确答案)C.theD./17、You wouldn' t have caught such ____ bad cold if you hadn' t been caught in ____?rain. [单选题] *B. a, aC. a,the(正确答案)D. /, /18、Hearing that he had passed _____ health examination, he immediately made _____ call to his parents. [单选题] *A. a; /B. the; /C. the; a(正确答案)D. a; the19、81.Some birds are flying ________ the lake. What a beautiful picture! [单选题] *A.forB.underC.inD.above(正确答案)20、The house was completed five months ago. [单选题] *A. 完成(正确答案)B. 复杂D. 装着21、I like booking tickets online,because it is _______. [单选题] *A. boringB. confidentC. convenient(正确答案)D. expensive22、Mr. White likes to live in a _______ place. [单选题] *A. quiteB. quiet(正确答案)C. quickD. quietly23、69.Online shopping is easy, but ________ in the supermarket usually ________ a lot of time. [单选题] *A.shop; takesB.shopping; takeC.shop; takeD.shopping; takes(正确答案)24、She is _______, but she looks young. [单选题] *A. in her fifties(正确答案)B. at her fiftyC. in her fiftyD. at her fifties25、Can you tell me how the accident _______? [单选题] *A. came about(正确答案)B. came backC. came downD. came from26、What’s your _______ for the coming new year? [单选题] *A. playB. plantC. plan(正确答案)D. plans27、Bob used ______ on the right in China, but he soon got used ______ on the left in England.()[单选题] *A. to drive; to driveB. to drive; drivingC. to driving; to driveD. to drive; to driving(正确答案)28、We have ______ homework today. ()[单选题] *A. too manyB. too much(正确答案)C. much tooD. very much29、John is quite _______. He likes to attend activities in?his spare time. [单选题] *A. active(正确答案)B. quietC. lazyD. honest30、At nine yesterday morning, I ______ an English class while they ______ a PE class.()[单选题] *A. was having; were having(正确答案)B. had; hadC. was having; hadD. had; were having。

Reading2

Reading2
n Huanghe Football Club.
look strong(看上去强壮)
look:联系动词,意为“看起来...”,后面接 形容词 Eg: 1.玛丽穿蓝色衣服看上去年轻。
Mary looks young in blue.
2.她好像生气了。
She looks angry.
Does Li Hua have any dreams?
Yes. He does. He wants to play in the next World Cup. We hope his dream comes true.
want
1.want sth. 想要某物
eg:她不想要这本书 She doesn't want the book.
He enjoys listening to music(听音乐). It makes him happy(使他高兴). listen 指“听的过程” 区 别
eg: Listen!Who is singing?
hear 指“听的结果” eg: I can hear something in the room. 我能听见房间里有声音。
Does he play football well?
Yes, he does. Many people like
him.
a member of...
表示“...(俱乐部)的成员”
Eg: Amy 是阅读俱乐部的成员。
Amy is a member of the Reading Club.
tips: 由普通名词转化而来的专有名词,每个单词的第一个字母都要大写。
3.你妈妈看上去年轻。
Your mother looks young.

牛津译林版英语九上Reading(2)(史)

牛津译林版英语九上Reading(2)(史)
c.①caresalotaboutpeople
关心别人很多
2.②Someoneofgreatcharm____. a.haslotsofmoney.
b.③hasanattractivequality c.wearsbeautifulclothes 3.Ifsomeone④ insistsonsomething,heorshe____. a.speaksloudly b.cannotmakeadecision c.issuretosaythatsomethingistrue
_____ 1 _____ 5
_____ 3 _____ 4
_____ 6 _____ 2
a.HepburnmetColetteinFrance. b.HepburnhadfourmoreOscarno minations c.RomanHolidaywasabigsuccess d.HepburnwonanOscarforBestAc tress e.AlwaysAudreyHepburn’slastappearan ceinafilm f.Hepburnplayedtheleadroleinthe playGigi
Twoyearslater,Hepburnwaschosentoplaythele adroleinRomanHoliday,andwonthe(6)______ Oscar __forBestActressthatyear.Duringher(7)_____ lifetime _____,HepburnhadfourmoreOscarnominatio ns.ShemadeherfinalappearanceinthefilmAlw aysin1989andplayedtheroleofan(8)_________ angel ____.

译林版高中英语选择性必修第1册 U2L2 Reading (II)

译林版高中英语选择性必修第1册 U2L2 Reading (II)

5. Overcome with sorrow, she jumps into his grave. (para. 2, lines 13–14) 不胜伤悲,她跳进了梁山伯的坟墓。
① [usually passive] to be extremely stronglysant as if whispering to the audience
The two lovers spend three years at school together.
The lovers are separated because ...
Liang falls sick and dies.
• 这本书是如此吸引人以至于我手不释卷。 This book is so attractive that I can’t
__t_ea_r__m_y_s_e_lf_a_w__a_y___ from it. • 悲愤之下,他将信撕成碎片。
Sad and angry, he __to_r_e_t_h_e_l_e_tt_e_r _in_t_o_p_i_e_c_e_s____. • 这幢旧楼将要被拆除来为新图书馆腾出地方。
• 只有通过多方努力我们才能有效解决这个难题。 _O_n_l_y_w__it_h__co_m__b_in_e_d__e_ff_o_r_ts__ can we effectively solve the tough problem.
• 感到恐惧与紧张,我发现考前睡不好觉。 _O_v_e_r_c_o_m_e__w_i_th__fe_a_r_a_n_d__n_e_rv_o_u_s_n_e_s,sI find it hard to have a sound sleep before an exam.

U2 Reading (II) 教案2021-2022学年牛津译林版七上

U2 Reading (II) 教案2021-2022学年牛津译林版七上

Unit 2 Let’s play sports!Reading (II)I. Teaching aims and learning objectivesBy the end of the lesson, students are expected to be able to:1.复述文章;2. 正确使用新词、词组和句型;3. 说说他们最喜欢的球员。

II. Teaching contents1..生词新词: player, member, club, free, hope, dream, true, free time, come true2. 新结构: He is a new member of Huanghe Football Club.He looks strong and plays football very well.I hope his dream comes true.III. Focus of the lesson and predicted area of difficulty了解生词和短语的用法。

报告他们小组最喜欢的球员。

IV. Teaching proceduresStep 1 Lead-in1. Read the text and finish the tableT:男孩女孩,上节课我们学习了一篇关于西蒙的英雄——李华的文章。

你还记得文章说了什么吗?T:好。

请打开你的书,翻到第20 页。

让我们一起大声朗读这篇文章。

在阅读时,请注意细节,因为我们需要稍后完成此表格。

你准备好了吗?太棒了!你读得很好。

现在,我们要不要尝试完成表格?这里有一些关于李华的信息。

如果需要,您可以先与您的合作伙伴讨论。

2.根据表格复述课文T:对。

你做得好!现在你可以试着根据表格来讲述文章吗?我会给你一分钟的时间来准备它。

【设计意图】通过提问昨天上课的内容,使学生迅速进入状态。

通过集体朗读课文,并且完成一张表格,激活对课文细节的记忆。

新版英语第三课时 Reading (2)-课件

新版英语第三课时 Reading (2)-课件


.
A.My pleasure B.All right
C.Enjoy yourself D.The same to you
Ⅱ.补全对话 A:Hi,Bill!It’s a nice day,isn’t it? B:Yes,it is.1. E A:Nothing much.I’d like to go out for a trip.Will you please go with me? B:Why not?2. A A:Shall we go to the Great Wall? B:That’s a good idea.3. C A:I think we’d better go the you.What shall we take with us? A:5. G B:All right.Let’s get ready for a trip.
Unit 3
A day out
第3课时
Ⅰ.根据首字母及汉语提示补全单词 1.( 日照中考改编 )Tom began to show a special interest ( 兴趣 ) in painting in his
childhood. 2.When will you start your journey ( 旅程 ) to the South Hill? 3.The sun is shining ( 照耀 ) brightly.Let’s go out to enjoy it. 4.His talk is boring ( 乏味的 ),but no one left. 5.Look!The sky ( 天空 ) is blue and cloudless.
Ⅲ.阅读理解 Go on a road trip?Check out these roadside attractions and museums. World’s Largest Ball of Paint In 1977,Michael Carmichael created the biggest ball of paint.Starting with a baseball as the

英语阅读II 教学大纲

英语阅读II  教学大纲

《英语阅读II》课程教学大纲一、说明(一)课程基本信息[课程类别]专业基础课[课程编号]12010009[学分]2[总学时]总计32学时,其中理论32学时。

[适用对象]英语专业一年级学生[先修课程与后续课程]先修课程:英语阅读I后续课程:商务英语阅读I[开课单位] 外国语学院(二)课程简介《英语阅读II》为《英语阅读I》的后续课程,是专业基础课之一,配合《综合英语》课培养学生阅读能力的重要课程,也是学生进一步学习高级阶段专业课的基础。

通过学习该课程,能让学生建立良好的阅读习惯,加强英语语感,培养学生的语言和思想鉴赏力,引领学生亲近语言智慧,感受语言之美和思想之美。

(三)教学目的与要求该课程要使学生在语言学习过程中扩大词汇量,扫清阅读障碍,从语言、知识、文化、技巧等方面增强语言与思想鉴赏力,并通过多角度和多层面思考,提高思辩能力。

知识目标:学生通过学习了解并掌握1. 阅读材料中出现的重点词汇、常用短语;2. 阅读材料中出现的词根、词缀;3. 阅读材料所成在的文化背景知识;4. 相关阅读技巧和策略。

能力目标:学生通过学习锻炼1. 篇章理解能力和翻译能力;2. 相关阅读技巧;3. 自主思考和思辨能力;4. 语言综合应用能力;5. 欣赏性和批判性阅读能力以及研究型阅读能力。

素质目标:学生通过学习1. 养成良好的阅读习惯;2. 培养有效的阅读意识;3. 提高语言和思想鉴赏力。

(四)主要教学方法与手段该课程的主要教学方法与手段为:任务型教学学法、启发式教学法、线上线下混合式教学法、阅读法和小组合作法。

(五)实践教学内容与要求无(六)课程考核该课程为考查课,最终成绩分为平时成绩和期末成绩两个部分。

平时成绩考查学生日常学习成果,分为出勤、作业、课堂任务、测验四个部分,占总成绩40%。

期末成绩是终结性评价的手段,通过期末测试考查学生完成整门课程的情况,占总成绩60%。

(七)学时分配表二、本文Unit 1 Getting to Places教学目的与要求:Students will1. read and understand the article “A Portrait of the Modern Nomad”;2. learn and practice identifying the writer’s purpose and making predictions;3. conduct a series of reading, listening, speaking and translating exercises;4. learn and practice the following roots: vid, vis, sum, sumpt, mot, moe, lect, lig, spect.教学重点与难点:教学重点:1. understanding the article “A Portrait of the Modern Nomad”;2. reading skills and strategies: identifying the writer’s purpose and makingpredictions;3. roots: vid, vis, sum, sumpt, mot, moe, lect, lig, spect.教学难点:reading skills and strategies; long sentence translation of “A Portrait of the Modern Nomad”学时:4第1节 A Portrait of the Modern Nomad1. background of the article2. key words and expressions explanation第2节 A Portrait of the Modern Nomad1. discourse analysis2. long sentence translation第3节 A Portrait of the Modern Nomad1. discourse analysis and summary2. after-reading exercises3. word formation: roots第4节reading skills and strategies1. How to identify the writer’s purpose2. How to make predictions辅助教学环节:1. preview activity: reading pictures and vocabulary workshop2. further reading: Urban TravelUnit 2 Dealing with People教学目的与要求:Students will1. read and understand the article “The Empathy Jolt”;2. learn and practice outlining and diagraming;3. conduct a series of reading, listening, speaking and translating exercises;4. discuss on generation gap.教学重点与难点:教学重点:1. understanding the article “The Empathy Jolt”2. reading skills and strategies: outlining and diagraming3. discuss on generation gap.教学难点:reading skills and strategies; long sentence translation of “The Empathy Jolt”学时:4第1节The Empathy Jolt1. background of the article2. key words and expressions explanation第2节The Empathy Jolt1. discourse analysis2. long sentence translation第3节The Empathy Jolt1. discourse analysis and summary2. after-reading exercises3. discussion: generation gap第4节reading skills and strategies1. How to use outline to structure ideas2. how to use the diagram to highlight key points辅助教学环节:1. preview activity: reading pictures and vocabulary workshop2. further reading: Saying NOUnit 3 House and Home教学目的与要求:Students will1. read and understand the article “The Bad News About Green Architecture”;2. learn and practice recognizing and interpreting syntax meaning and the grammatical mood;3. conduct a series of reading, listening, speaking and translating exercises;4. discuss: green building.教学重点与难点:教学重点:1. understanding the article “The Bad News About Green Architecture”2. reading skills and strategies: recognizing and interpreting syntax meaning and the grammatical mood;3. discussion: green building教学难点:reading skills and strategies; long sentence translation of “The Bad News About Green Architecture”学时:4第1节The Bad News About Green Architecture1. background of the article2. key words and expressions explanation第2节The Bad News About Green Architecture1. discourse analysis2. long sentence translation第3节The Bad News About Green Architecture1. discourse analysis and summary2. after-reading exercises3. discussion: green architecture第4节reading skills and strategies1. recognize and interpret syntax meaning2. recognize and interpret the grammatical mood辅助教学环节:1. preview activity: reading statements and vocabulary workshop2. further reading: On House and InteriorsUnit 4 Education教学目的与要求:Students will1. read and understand the article “Tiger Moms: Is Tough Parenting Really the Answer?”;2. learn and practice identifying discourse markers;3. conduct a series of reading, listening, speaking and translating exercises;4. discuss: what is the essence of the tiger parenting approach? Do you agree on this approach?教学重点与难点:教学重点:1. understanding the article “Tiger Moms: Is Tough Parenting Really the Answer?”2. reading skills and strategies identifying discourse markers;3. education discussion教学难点:reading skills and strategies; long sentence translation of “Tiger Moms: Is Tough Parenting Really the Answer?”学时:4第1节Tiger Moms: Is Tough Parenting Really the Answer?1. background of the article2. key words and expressions explanation第2节Tiger Moms: Is Tough Parenting Really the Answer?1. discourse analysis2. long sentence translation第3节Tiger Moms: Is Tough Parenting Really the Answer?1. discourse analysis and summary2. after-reading exercises3. discussion: what is the essence of the tiger parenting approach? Do you agree on this approach?第4节reading skills and strategiesLearn to identify discourse markers辅助教学环节:1. preview activity: reading statements and vocabulary workshop2. further reading: The Parrot’s TrainingUnit 5 Animals教学目的与要求:Students will1. read and understand the article “My Life with the Chimpanzees”;2. learn and practice recognizing and appreciating figurative expressions;3. conduct a series of reading, listening, speaking and translating exercises;4. discuss: the coexistence of human beings and animals.教学重点与难点:教学重点:1. understanding the article “My Life with the Chimpanzees”2. reading skills and strategies: recognizing and appreciating figurative expressions;3. discussion: the coexistence of human beings and animals.教学难点:reading skills and strategies; long sentence translation of “My Life with the Chimpanzees”学时:4第1节My Life with the Chimpanzees1. background of the article2. key words and expressions explanation第2节My Life with the Chimpanzees1. discourse analysis2. long sentence translation第3节My Life with the Chimpanzees1. discourse analysis and summary2. after-reading exercises3. the coexistence of human beings and animals.第4节reading skills and strategiesrecognizing and appreciating figurative expressions辅助教学环节:1. preview activity: reading pictures and vocabulary workshop2. further reading: A Street Cat Named BobUnit 6 Celebrations教学目的与要求:Students will1. read and understand the article “How to Tell If Your Relationship Will Survive the Holidays?”;2. learn and practice recogniging the writer’s assumptions and making inferences;3. conduct a series of reading, listening, speaking and translating exercises;4. discuss: making good impression on holidays.教学重点与难点:教学重点:1. understanding the article “How to Tell If Your Relationship Will Survive the Holidays?”2. reading skills and strategies: recognizing the writer’s assumptions and making inferences;3. discussion: making good impression on holidays.教学难点:reading skills and strategies; long sentence translation of “How to Tell If Your Relationship Will Survive the Holidays?”学时:4第1节How to Tell If Your Relationship Will Survive the Holidays?1. background of the article2. key words and expressions explanation第2节How to Tell If Your Relationship Will Survive the Holidays?1. discourse analysis2. long sentence translation第3节How to Tell If Your Relationship Will Survive the Holidays?1. discourse analysis and summary2. after-reading exercises3. discussion: making good impression on holidays.第4节reading skills and strategiesrecognizing the writer’s assumptions and making inferences辅助教学环节:1. preview activity: reading pictures and vocabulary workshop2. further reading: Memories of ChristmasUnit 7 Food and Drink教学目的与要求:Students will1. read and understand the article “Thoughts on Food and Culture”;2. learn and practice interpreting the writer’s tone and appreciating humor in literary works;3. conduct a series of reading, listening, speaking and translating exercises;4. discuss: everything about human beings is basically related with food.教学重点与难点:教学重点:1. understanding the article “Thoughts on Food and Culture”2. reading skills and strategies: interpreting the writer’s tone and appreciating humor in literary works;3. discussion: everything about human beings is basically related with food.教学难点:reading skills and strategies; long sentence translation of “Thoughts on Food and Culture”学时:4第1节Thoughts on Food and Culture1. background of the article2. key words and expressions explanation第2节Thoughts on Food and Culture1. discourse analysis2. long sentence translation第3节Thoughts on Food and Culture1. discourse analysis and summary2. after-reading exercises3. discussion: everything about human beings is basically related with food.第4节reading skills and strategiesinterpreting the writer’s tone and appreciating humor in literary works;辅助教学环节:1. preview activity: reading quotations and vocabulary workshop2. further reading: Eating Well: Less Science, More Common SenseUnit 8 Health and Medicine教学目的与要求:Students will1. read and understand the article “Pill-popping Replaces Healthy Habits”;2. learn and practice drawing conclusions;3. conduct a series of reading, listening, speaking and translating exercises;4. discuss: pharmaceutical marketing教学重点与难点:教学重点:1. understanding the article “Pill-popping Replaces Healthy Habits”2. reading skills and strategies: drawing conclusions;3. discussion: pharmaceutical marketing教学难点:reading skills and strategies; long sentence translation of “Pill-poppingReplaces Healthy Habits”学时:4第1节Pill-popping Replaces Healthy Habits1. background of the article2. key words and expressions explanation第2节Pill-popping Replaces Healthy Habits1. discourse analysis2. long sentence translation第3节Pill-popping Replaces Healthy Habits1. discourse analysis and summary2. after-reading exercises3. discussion: pharmaceutical marketing第4节reading skills and strategiesDrawing conclusions辅助教学环节:1. preview activity: reading statements and vocabulary workshop2. further reading: Is Sugar the New Tobacco?三、附录(一)建议使用的教材及教学参考资料教材:新交际英语阅读教程2,董志善,外语教学与研究出版社,2018。

剑桥雅思5test2reading2的阅读全文解析

剑桥雅思5test2reading2的阅读全文解析

智课网IELTS备考资料剑桥雅思5test2reading2的阅读全文解析摘要:烤鸭在看剑桥雅思5时,如果看到不懂的内容,不要着急,今天小马小编带来剑桥雅思5test2reading2的阅读全文解析,希望能解答您心中的疑问。

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What's so funny?John McCrone reviews recent research on humourYou should spend about 20 minutes on Questions 14-27, which are based on Reading Passage 21.The joke comes over the headphones: 'Which side of a dog has the most hair? The left ‘No, not funny. Try again’. Which side of a dog has the most hair? The outside.' Hah! The punchline is silly yet fitting, tempting a smile, even a laugh. Laughter has always struck people as deeply mysterious, perhaps pointless. The writer Arthur Koestler dubbed it the luxury reflex: 'unique in that it serves no apparent biological purpose'.2.Theories about humour have an ancient pedigree. Plato expressed the idea that humour is simply a delighted feeling of superiority over others. Kant and Freud felt that joke-telling relies on building up a psychic tension which is safely punctured by the ludicrousness of the punchline. But most modern humour theorists have settled on some version of Aristotle's belief that jokes are based on a reaction to or resolution of incongruity, when the punchline is either nonsense or, though appearing silly, has a clever second meaning.3.Graeme Ritchie, a computational linguist in Edinburgh, studies the linguistic structure of jokes in order to understand not only humour but language understanding and reasoning in machines. He says that while there is no single format for jokes, many revolve around a sudden and surprising conceptual shift. A comedian will present a situation followed by an unexpected interpretation that is also apt.4.So even if a punchline sounds silly, the listener can see there is a clever semantic fit and that sudden mental 'Aha!' is the buzz that makes us laugh. Viewed from this angle, humour is just a form of creative insight, a sudden leap to a new perspective.5.However, there is another type of laughter, the laughter of social appeasement and it is important to understand this too. Play is a crucial part of development in most young mammals. Rats produce ultrasonic squeaks to prevent their scuffles turning nasty. Chimpanzees have a 'play-face' - a gaping expression accompanied by a panting 'ah, ah' noise. Inhumans, these signals have mutated into smiles and laughs. Researchers believe social situations, rather than cognitive events such as jokes, trigger these instinctual markers of play or appeasement. People laugh on fairground rides or when tickled to flag a play situation, whether they feel amused or not.6.Both social and cognitive types of laughter tap into the same expressive machinery in our brains, the emotion and motor circuits that produce smiles and excited vocalizations. However, if cognitive laughter is the product of more general thought processes, it should result from more expansive brain activity.7.Psychologist Vinod Goel investigated humour using the new technique of 'single event' functional magnetic resonance imaging (fMRI). An MR! scanner uses magnetic fields and radio waves to track the changes in oxygenated blood that accompany mental activity. Until recently, MRI scanners needed several minutes of activity and so could not be used to track rapid thought processes such as comprehending a joke. New developments now allow half-second'snapshots' of all sorts of reasoning and problem-solving activities.8.Although Goel felt being inside a brain scanner was hardly the ideal place for appreciating a joke, he found evidence that understanding a joke involves a widespread mental shift. His scans showed that at the beginning of a joke the listener's prefrontal cortex lit up, particularly the right prefrontal believed to be critical for problem solving. But there was also activity in the temporal lobes at the side of the head (consistent with attempts to rouse stored knowledge) and in many other brain areas. Then when the punchline arrived, a new area sprang to life - the orbital prefrontal cortex. This patch of brain tucked behind the orbits of the eyes is associated with evaluating information.9.Making a rapid emotional assessment of the events of the moment is an extremely demanding job for the brain, animal or human. Energy and arousal levels may need to be retuned in the blink of an eye. These abrupt changes will produce either positive or negative feelings. The orbital cortex, the region that becomes active in Goel's experiment, seems the best candidate for the site that feeds such feelings into higher-level thought processes, with its close connections to the brain's sub-cortical arousal apparatus and centres of metabolic control.10.All warm-blooded animals make constant tiny adjustments in arousal in response to external events, but humans, who have developed a much more complicated internal life as a result of language, respond emotionally not only to their surroundings, but to their own thoughts. Whenever a sought-for answer snaps into place, there is a shudder of pleased recognition. Creative discovery being pleasurable, humans have learned to find ways of milking this natural response. The fact that jokes tap into our general evaluative machinery explains why the line between funny and disgusting, or funny and frightening, can be so fine. Whether a joke gives pleasure or pain depends on a person's outlook.11.Humour may be a luxury, but the mechanism behind it is no evolutionary accident. As Peter Derks, a psychologist at William and Mary College in Virginia, says: 'I like to think of humour as the distorted mirror of the mind. It's creative, perceptual, analytical and lingual. If we can figure out how the mind processes humour, then we'll have a pretty good handle on how it works in general.'Questions 14-20Do the following statements agree with the information given in Reading Passage 2?In boxes 14-20 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this14 Arthur Koestler considered laughter biologically important in several ways. F15 Plato believed humour to be a sign of above-average intelligence. NG16 Kant believed that a successful joke involves the controlled release of nervous energy. T17 Current thinking on humour has largely ignored Aristotle's view on the subject. F18 Graeme Ritchie's work links jokes to artificial intelligence. T19 Most comedians use personal situations as a source of humour. NG20 Chimpanzees make particular noises when they arc playing. TQuestions 21-23The diagram below shows the areas of the brain activated by jokes. Label the diagram.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 21 -23 on your answer sheet.21.Problem solving 22.temporal lobes 23.evaluating informationQuestions 24—27Complete each sentence with the correct ending A-G below.Write the correct letter A-G in boxes 24-27 on your answer sheet.24 One of the brain's most difficult tasks is to C25 Because of the language they have developed, humans A26 Individual responses to humour F27 Peter Derks believes that humour DAreact to their own thoughts.Bhelped create language in humans.Crespond instantly to whatever is happening.Dmay provide valuable information about the operation of the brain.Ecope with difficult situations.Frelate to a person's subjective views.Gled our ancestors to smile and then laugh.这篇文章虽然看起来比较贴近生活,但是理解起来还是有一定难度的,而且生词也是比较多的,所以如果基础差的考生理解这篇文章是有一定障碍的,下面我们来看看本文需要掌握的生词和高频词汇:1.疑难词注解:punchline(结尾警语、妙语连珠) pedigree(血统,家谱)punctured(被刺破的) ludicrousness(可笑的,滑稽的)appeasement(缓和,平息) ultrasonic(超声波)gaping(多洞穴的;目瞪口呆的) scuffles(混战,扭打)motor circuits(动力电图) magnetic fields(磁场)abrupt changes(突变,陡变) apparatus(装置,设备)distorted(歪曲的,受到曲解的) evolutionary accident(进化故事)prefrontal cortex(前额皮质) temporal lobes(颞叶)orbital cortex(额眶部皮质)functional magnetic resonance imaging (fMRI)(机能性磁共振成像)MRI scanners(核磁共振扫描仪) computational linguist(计算机语言学家)2.高频词headphones(耳机、听筒) dub(授予……称号)psychic tension(谨慎紧张) incongruity(不协调,不一致,不适宜)format(格式,版本) conceptual(概念上的)instinctual(本能的) evaluative(可估价的)metabolic(代谢) semantic(语义的,语义学的)apt(恰当的,有倾向的,灵敏的) leap to(迅速作出,立即作出)tap into 挖掘,开发 warm-blooded 恒温的,热温的 arousal n.唤醒,激励可以看出这些词汇还是有很多专业名词,对这些词汇如果不了解很可能阻碍大家答对题目。

译林版高中英语必修二Unit 2 Reading (II) 教案

译林版高中英语必修二Unit 2 Reading (II) 教案

《英语》(必修·第二册)Unit 2 Be sporty, be healthyReading (II)I. L earning objectivesBy the end of the lesson, students will be able to:1. understand the usage of the following words: congratulation, assume, tend, range, instead;2. accumulate some useful chunks;3. use the new words and expressions in new situations;4. use cautious language to avoid overgeneralizing.II. Key competence focus1. Understand some new words and expressions.2. Be able to use the new words and expressions in new situations.III. Predicted area of difficultyUse the new words and expressions in new situations properly and correctly.IV. Teaching proceduresStep 1 Lead-inReview the main idea of the guide by completing a summary.T: Hello, everyone! In the first period of this unit, we’ve learned a guide to exercise for beginners. Today we will review the text, appreciate the language in it, and discuss how to use some of the words and phrases, and practise using them in new situations.T: Would you fill in the blanks according to what you have learned from the text?【设计意图:回归课本,以便学生回忆前一日所读文章内容;此外,以概要的形式展现原文,让学生在潜移默化中体会概要的特点,为概要写作打下基础。

新译林版英语八年级上册 U2 Reading2

新译林版英语八年级上册 U2 Reading2

10
10. near the end of the week
在这周快要结束的时候
at the end of ... 在……结束时
e.g. 在快到月底的时候
near the end of the month 11. discuss the books with our classmates
和我的同学谈论我们的书
31
Introduce your school life
My school life
1. starts / ends

2. grade, class:
Which?
3. favourite subject: What? Why?
4. favourite sport/ What? How often? How?
discuss sth with sb. 和某人谈论某事
11
12. Time seems to go faster when we are reading interesting books. 在我们阅读有趣的书籍时,时间似乎 过得更快。
12
seem (to be) happy near the end of the week discuss sth. with sb.
16
17
ቤተ መጻሕፍቲ ባይዱ
Answer the questions:
1. What club is John in?
Buddy Club.
2. Who is John’s hero? Why?
Tony. Because he often listens carefully to my problems and offers me help.

牛津英语 七下 Unit 2 Reading 2

牛津英语 七下 Unit 2 Reading 2

播放课文录音,跟读课文。
复述课文,复习Reading部分。
小组讨论交流各自不能理解的单词、 词组和句型。 Sth. is wrong with Be ready to do sth. Ask sb to do sth. Be broken Computer engineer College students Do some shopping
小组讨论,汇报展示(Act out the dialogue.)。
当堂反馈
Have a great time ! Thank you !
看漫画阅读课文并回答问题.
ቤተ መጻሕፍቲ ባይዱ
1. What does Simon’s community centre have? 2. What do volunteers do at the community centre? 3. When do they meet? 4. What are they going to do this weekend? 5. There’s something wrong with Simon’s computer? How will he get help?
预习导入与检测
学习目标
1.知识目标: a.学习词汇:helpful; community; skill; problem; something; engineer; check; broken; someone; fix; anyone; college; lucky; volunteer b.学习词组:help sb. With sth. Do some shopping c.学习句型:①They help us with all kinds of problems.. ② There is something wrong with my computer. ③ I ‘m going to ask a computer engineer to check it. ④ Some college students are ready to help. 2. 技能目标:能了解有关社区中心的知识并用英语介绍社区中心 的活动内容。

译林版高中英语选必二Unit4 Reading II 教案

译林版高中英语选必二Unit4 Reading II 教案

《英语》(选择性必修·第二册)Unit 4 Living with technologyReading (II)I. Learning objectivesBy the end of the lesson, students will be able to:1. master the following core vocabulary: capacity, finance, crime, urge, pose, demand, alternative;2. understand the core vocabulary in the text;3. use the core vocabulary in new context;4. grasp and apply the skills of the tip: understanding words in context;5. analyse some complex sentences in the text.II. Key competence focus1. Master and use the core vocabulary in new context.2. Grasp and apply the new reading skills.III. Predicted area of difficulty1. Use the core vocabulary in new context.2. Understand some complex sentences in the text.IV. Teaching proceduresStep 1 Building core vocabulary1) This book is within the capacity of younger readers.2) We are simply involved in an advisory capacity on the project.3) The factory is working at full capacity to make machines for farmers.4) The theatre has a seating capacity of 2000.1) It’s about time you sorted out your finances.2) Finance for education mainly comes from taxpayers.3) The band was financed by a famous financier.4) He has a diploma in banking and finance.T: Match the underlined words with their right definitions.1) Stores spend more and more on crime prevention every year.2) Mr Steele has committed no crime and poses no danger to the public.3) It would be a crime to travel all the way to Australia and not stop in Sydney.T: Match the underlined words with their right definitions.1) She urged him to stay.2) The situation is dangerous and the UN is urging caution.3) She urged her horse to jump the fence but failed.4) I had a sudden urge to hit him.1) He adopted a relaxed pose for the camera.2) Winter poses particular difficulties for the elderly.3) The artist asked her to pose for him to draw a pretty picture.4) The prisoner posed as a prison officer in order to escape.T: Match the underlined words with their right definitions.1) The project has demanded considerable investment of time and effort.2) There’s an increased demand for organic produce these days.demands.3) This firm attempts to meet its customers’1) We had no alternative but to fire Tom.2) There was no car to rent, so we found an alternative means of transport.【设计意图:此节关于核心词汇学习。

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1. The reason why people don’t want to stay with contradicts whatever her is that she always ___________ others say. 2. On my very first day of this school, I recognized acquaintances lots of my _____________. 3. Do you call your parents on their marriage anniversary ___________? mature 4. I’ll reply to you after ___________ consideration. 5. I really felt awkward _________ when I was told I had worn my coat inside out.
1)What are the topics we talk about in the USA? jobs, families, the place people come from, leisure interests, the latest movies, ethnic background, the weather 2) What topics should we avoid in communication in the USA? politics, religion, age, money and income
P8 P8 1. 传真机和办公设备公1. a salesman for a firm of fax machines and business supplies 司的销售人员 2. an outspoken human being 2. 直率的人 3. put one’s foot in one’s mouth 3. 说错话 4. the major shortcoming 4. 主要的缺点 5. have a complete absence of small talk 5. 根本不会闲聊 6. as a consequence 6. 因此,结果 7. make systematic mistakes 7. 经常犯错 8. It’s no coincidence 8. 不是巧合 9. look awkward 9. 看起来尴尬 10.tease a typist 10.打趣一个打字员 11.When is your baby due? 11.你什么时候生小孩? 12.go red 12.(脸)红 13.without any apology 13.没有道歉 14.put on weight 14.长胖
10. due adj. (表语)应支付;预定; 预期 phr. be due to do sth. 预定做… due to (doing) sth. 由于做… e.g. 他的书预定十月份出版. His book is due to be published in October. 因交通拥挤, 他迟到了. Due to the heavy traffic , he was late. ____________________ owing to, because of, on account of,
4. What did Esther think of the clerk's haircut? She thought it was a nice haircut and she wanted to know how much it cost.
5.Why did the young man think the company gave him a new job miles away? He thought the office would be quieter without him. 6. What did Esther think of her old school friend's husband? She thought he was ugly.
outspoken, acquaintance, mature, apologize, shortcoming, awkward, cautious, modest, anniversary, contradict
outspoken person as says 6. She is such a(n) __________ whatever comes to the mind first. modest about his 7. He was always _________ achievements even after he won the prize. 8. Having no patience is his main ________. shortcoming 9. I’m always ________ cautious about what I should say before the principal. apologized to him for my fault immediately I 10. I ___________ saw him the next day.
Reading Practice
Structure-analyzing
Para one Part 1: Features of conversation : talking at the same time 1)conversation: why – less lively? not _____________________ Para 2----8 Para 2 : How and what to talk about talk about jobs 2) not sure what to talk about---_______________.
The basic rules of social What causes her wrong kind of small talk? communication.
1) She was the most outspoken human being in the world.
2) She had never learnt the basic rules of social communication. 3) She was never cautious about other people’s feelings.

factual matters 3) talk more about feelings,but less about______________. close friends 4)highly personal conversation, but not mean___________.
5)few /many Americans worry/talk about________________. questions/safe topics the arguing topics 6)dislike arguments and avoid __________________. age and money 7—8): dangerous topics: __________________. Para 3 attention /suggestions Para 9 silence what to dislike:_________________.
4) The trouble with Esther was she said what she thought, and didn’t think about what she said.
The basic rules of social communication
Be polite and not to embarrass people.
Be aware of sensitive issues when we are having small talk.
Read the passage and answer the questions:
1. Why did the customer look awkward when she was asked how old she was? Because she didn't want to say her age.
Para. 1 saleswoman for a firm of fax machines and business supplies outspoken
―Every time I open my mouth, I put my foot in it.‖ Esther Greenbaum 说错话,犯使人难堪的错
2.How did the typist contradict Esther?
She said she wasn't pregnant.
Six questions
Age Marriage Income Address
Experience
Religion
3. What was wrong about Esther's advice to the salesman? Her advice was very insensitive as she told him that his wife was a fool and no one liked her.
Find out the examples of her wrong kind of small talk. mature woman 1. Esther vs. a _______ typist who is ______ heavy 2. Esther vs. a _______ salesman who is going 3. Esther vs. a _________ divorce through a messy ___________ clerk with a new hairstyle 4. Esther vs. a ______ _______ writer 5. Esther vs. a famous _______ colleague who has got a new 6. Esther vs. a __________ job miles away _____ school friend at the party 7. Esther vs. an old ____________
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