高中部高中英语《M1P2 Reading and Vocabulary》 外研版必修5.ppt

;Objectives;Words: pare omit variety differ remark switch confusing Expressions: have … in mon with get around be similar to make a difference have difficulty (in) doing sth. Patterns: It is … to do sth. make it … for … to do sth.;Before the class;汉语是我们的母语，我们从学英语开始，就是用汉语来解释和记忆英语的。变“用汉语解释和记忆英语”为“用英语解释和记忆英语”。避免了将英语转换为另一种语言——汉语所带来的不便和时间耗费。不但提高了效率，而且久而久之，有可能在头脑中建立起两种思维系统，即在汉语思维之外，还可以逐步建立起独立的英语思维系统。;用英语解释和记忆英语，本身就是在学习和运用英语，对提高英语语感和英语的阅读理解能力以及综合运用能力很有好处，是一举多得的好方法。真正做到了用英语品味英语，越品越有味；用英语理解英语，理解更准确。鉴于本环节初次尝试此种设置，可能有些学生对英语解释不能完全理解，为降低难度，英文解释后还配有中文解释，以方便学生回顾早读课中已预习过的单词，进一步加深记忆。;Read the explanation and speak out the word it explains.;to give a spoken statement of an opinion or thought ;pare;the characteristic of often changing and being different ;get around be similar to lead to have difficulty (in) doing sth.;Reading Tips; 略读(skimming)只看文章标题、下标题以及每个部分或者段落第一行，关注文章中反复出现的关键词。 略读时，要用充足的时间读懂段落的第一句和第二句，因为第一句往往是该段的主题句(topic sentence)，而第二句往往是对前句的延伸(extension)或进一步的解释(explanation)。;运用扫读(scanning)迅速浏览从第三句开始的后面部分,搜寻作者对开头两句的支持句(supporting sentences),并同时注意文章中间是否有转折词(transition),因为这些词常常会把文章的思路逆转或加入其它重要的信息。当读到段落的最后一句时,我们又要使用略读,这时必须再次放慢速度(slow down your pace)直到完全消化作者对段落的小结(conclusion),因为该小结有可能与主题句截然相反或引导读者进入下一个段落。;Reading strategy; To get general ideas;1. Which one best summarizes the passage? a. It tells the ways that American English and British English are different and predicts the future of these two varieties. b. It tells five differences between American English and British English. c. It tells that users of English are able to understand each other easily. ;2. In which ways are British English and American English different? A. Vocabulary. B. Grammar. C. Prepositions. D. Spelling and pronunciation.; To solve difficult points;;1. have a lot / much in mon with 与……有很多共同之处 Do you think you would have a lot in mon with high school students there? 你觉得你会和那里的高中生有很多共同 点么？ have not much/nothing/little in mon with