江苏牛津英语高中英语阅读课
M7U1 READING
Unit 1 Living with technology
The evolution of video and sound devices
Early history of TV
The first public TV broadcasts were made in the USA in 1925. Later, in 1928, the first long-distance TV broadcast was made between the UK and the USA. Regular public broadcasting followed shortly afterwards, first beginning on 11 May 1928 in New York and on 20 August 1929 in London.
Many different people contributed to the development of TV. Most early TV broadcasts were made using a system developed by John Logie Baird in the UK. However, his system was very primitive and had many drawbacks. An American, Philo Farnsworth, made important breakthroughs in the development of TV in the late 1920s and early 1930s. Modern TVs use many of the principles first discovered by Farnsworth.
John Logic Baird constructed the first colour TV in 1928, but it was not until 1938 that the first colour TV programme was broadcast. It took more than two decades, though, until 1951, for regular colour TV broadcasts to begin in the USA. Regular colour TV broadcasts were delayed in the UK until 1967. However, within a short time nearly all TV broadcasts were made in colour, and within five years more colour TVs than black-and-white TVs were being used. The modern age：satellite TV
Satellites were used to broadcast TV beginning in 1962. Satellites allow TV to be broadcast live over vast distances, with everyone receiving the same broadcast at the same time. They also make TV accessible to people who live far away from cities, and satellite dishes can often be seen distributed throughout the countryside and remote areas. Of course, only a small percentage of people own satellite dishes. However, most people still benefit from satellite TV, as local TV companies broadcast the signals they get from satellite receivers to the population living nearby. Early history of sound recorders
It all began in 1877, when Thomas Edison made the first recording of a human voice on his invention, the record player. Early record players used round tubes to record on. However, in 1887 Emile Berliner, a German living in the USA, invented a record player that used discs as alternatives to tubes, and so the modern record player was born. The first record players had to be wound up by hand and only played records that were two minutes long. Times surely have changed!
Sound and video recorders
In 1928, the first tape recorders used to sound were made in Germany. Most early recorders employed steel tape to record on, which made them heavy and difficult to use, or paper tape, which was easier to use but often broke. It was not until the early 1950s that most tape recorders began using plastic tape as they do today. Meanwhile, electr
ical components eventually became so small that, by the late 1960s, portable cassette players were developed, along with video recorders which were used by TV stations. By the late 1970s, video recorders small and cheap enough for home use were introced. Sound and video go digital
In 1982, the first CDs were made available. CDs are often used for storing and playing music because they have a much better sound quality than traditional records and cassettes. In 1993, the VCD was born, and in 1995, the DVD was invented. The DVD is now the standard for recording and playing back video.
The future
With the development of digital technology, sound and video can now be stored on a PC, on the Internet, or using some form of portable storage. This will soon make records, cassette recorders, CDs, DVDs and even TVs things of the past. Technology is now changing faster than most people can keep pace with. Who can foresee what the future will bring?
Project
To phone or not to phone?
In the USA, the Amish--a Christian group--are famous because they drive carriages instead of cars, do not use TVs or refrigerators, and do not have personal telephones. Many people assume the Amish must have religious reasons for their many rules, but this is not true. In truth, whenever a new technology is introced, the Amish meet and discuss its advantages and disadvantages. They then vote on whether they will accept it. The Amish reject cars because they like having tight communities where everyone lives close together. They have no TVs or refrigerators because their homes do not have electricity--they do not think it is necessary and dislike dealing with strangers, such as the people who work at the electric company.
Since the Amish value seeing each other face to face, they oppose having telephones in their houses. However, in each community there is often a small building that has a telephone for emergencies.
The telephone is very convenient for communication, and most people in the world today cannot live without it. However, maybe the Amish have a valid point. Which is more of a friend, someone you often talk to over the phone or someone you often talk to face to face? And, if you need help, who can help you better, someone far away or someone in the room with you? There is something important about being together and sharing life that cannot be found over a telephone wire.
There are other disadvantages to the telephone, as well. For example, no matter what the circumstances, when the phone rings, everything stops so that the call can be answered. Your family could be eating dinner or chatting together, yet this will be interrupted. However, most phone calls are not really that important; certainly, they could not be more important than family time. Then, when you are absorbed in a book or simply trying to rest, the phone always seems to be ringing, destroying whatever peace you might have. However, the person calling is often merely a salesman or someone who has dialled the wrong number.
With mobile phones, these problems increase. How many times have you been talking with a friend, only for your friend to interrupt the conversation to answer a call? For some reason, a typical mobile phone call is nearly always given greater importance than a face-to-face conversation. Yet, once again, most mobile phone calls are about rather small matters. When asked later what the call was about, your friend always answers, 'Oh, nothing really.' If the call was really about 'nothing', then why was it so important as to interrupt your conversation and waste your precious time?
Of course, using the mobile phone for text messages is the worst. In one study, girls average 80 text messages a day, and boys average 30. What do people talk about in text messages? While these messages always seem important at the time, most people cannot really remember them the next day. Phones and text messages focus on building relationships with many people. However, these relationships are often quite shallow. Many teenagers say that while they have a lot of friends, they really have no best friend. The use of technology for communication rather than talking face to face is one reason why this is true. Meanwhile, real relationships are often sacrificed, and whatever personal peace one has is destroyed whenever the phone rings. The Amish in general have a higher degree of mental health than most people. They have very calm and stable lives because they value community and living in peace above all else, especially new technology. Maybe they are right. Maybe we should throw all of our phones into the stbin, along with our cars and TVs for good measure. Maybe we should rid ourselves of modern technology and return to simpler times.
What's that? ... Sorry, I have to go. The phone's ringing ...
Unit 2 Fit for life
This article will focus on two drugs that started revolutions in medicine. If you open up any medicine cupboard or go to any medicine counter in the world, it is likely that you will find aspirin and penicillin. Both of these medicines have saved millions of people's lives and have proved beneficial to mankind since they were invented.
Aspirin：： was invented in 1897. However, the basic chemical used to make aspirin can be found in nature. Nearly 3,500 years ago, people chewed on leaves or drank a kind of tea made from leaves possessing a special chemical to rece body pains and fever. About 2,500 years ago, the Greek physician Hippocrates, father of all doctors, made a juice from a tree bark containing salicylic acid for the same effect. It was in 1897 that a European chemist called Dr Felix Hoffmann proced aspirin from this chemical. The first trials of this medicine took place in 1899, when the company Hoffmann worked for began distributing the medicine in powder form to physicians to use with patients. A year later, in 1900, aspirin was sold in shops in the form of tablets. Within a short time, aspirin became the best-selling medicine in the world for pain relief.
Not only has aspirin proved vital for recing fever and helping stop pain, but there are also other things that aspirin can help with. Lawrence Craven, a doctor from the USA, introced the idea in 1953 that aspirin had the potential to rece the risk of heart attacks, because it helped the blood circulate better. The report was ignored. However, in 1971, Smith and Willis from the UK proved that aspirin could have that effect, and in 1977 a study carried out in the USA showed that aspirin could prevent strokes, as well. Eleven years later, Dr Thun from the USA showed that aspirin could rece the risk of some cancers by 40 per cent. In 1999, aspirin was over 100 years old, and yet there have been more discoveries about how it can help increase the length of people's lives. In 2003, a Chinese doctor, Dr Yuan Minsheng, found that aspirin could rece blood sugar levels and, therefore, help people with diabetes.
㈡ 如何上好新教材中的英语阅读课
本文根据笔者的教学实践，提出了几点教英语阅读课的行之有效的做法。关键词：《高中英语教学大纲》 英语阅读课 教学模式 进入高中以后，英语阅读课是每个单元教学的重心。我们经常可以在教室中看到这样的教学模式：先教生词，再讲语法，逐句讲解，朗读背诵，大量模仿，仿佛阅读课文只是为了掌握词汇和语法。新的高中大纲强调：阅读是理解和吸收书面信息的手段。也就是说，阅读教学不仅仅是为了掌握一定的语言知识，而且要从中获取有用的信息，同时掌握一些阅读的技能技巧。现在我们正在使用的牛津译林版新教材阅读文章题材广泛，内容丰富，信息量大，知识点多，用以往的老教法来教新教材，显然是行不通的。那么面临着新课程改革下的更富有挑战性的英语阅读课，我们应该怎样有效地组织教学呢？我根据一轮教过来的教学实践，总结了几点教学体会。一、精心备课，并充分发动学生，做好课前的准备 1.寻找背景知识介绍等相关的补充素材。语言是文化的载体，每篇文章总会不同程度地反映出作者的思想境界、立场观点。对不同国家和地区的风俗习惯、社会制度和文化背景下的思维方式和表达的方式等各方面的知识了解，将有助于学生对阅读材料的理解，增强跨文化意识，减少阅读障碍。2. 吃透课文，精心准备我们经常可以发现，一些教师在教完几个单元后，便以为掌握了阅读课文的一般教法，可以不看教参，不查资料，不作教学设计，步步照搬老模式。殊不知每篇文章的题材不同，体裁各异，阅读目的也就有所不同，需要根据具体情况采用不同教法。我们同样也可以发现，有不少有经验的教师，教学过程衔接有序，教学目标明确，方法得当。有的在上课之前往往在黑板上设计一个表格，或画一幅图，在教学过程中要求学生把一些主要的信息填入其中，并以此为线索，组织学生复述或复习课文。虽然他们的课看似上得很轻松，但课前却作了大量的准备。因此，在教课之前，对本课的教学内容、方法、要求要做到心中有数，这是教好阅读课文的基础。3. 预习指导。牛津译林版教材阅读文章考虑到中学阶段的基础性，为学生以后的阅读作准备，所选择的材料包括各种题材和体裁，具有内容新、时代感强，能吸引学生的注意力。指导学生预习课文，不仅有助于学生课前了解教学内容，把握重点、难点，而且能使他们发现问题，提高兴趣。二、教学模式1.速读（Fast-reading） 采用自上而下模式，侧重培养快速阅读理解能力。“自上而下的模式”是哥德曼（Goodman）1971年提出的阅读理论模式。按这个模式，阅读者在阅读过程中不是逐字、逐句地去理解文章，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。由于强调整体篇章理解，在阅读时采取跳跃式搜索、猜测等方法，所以有利于培养学生快速阅读理解能力。随着信息时代的到来，人们急需尽快获取各种信息资料，成倍提高工作效率与学习效果，采用自上而下模式正可以满足这样的需求。因此，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速阅读习惯、快速阅读理解能力。可采用问答题、判断题、选择题、填图表等检测形式来检测学生的理解。例如：牛津英语模块八第三单元阅读课文“Visiting the masters”,让学生快速阅读全文后，回答以下三个问题：1.Which countries has Li Ming visited on his trip? 2. How many days did they spent in Paris? 3. Where are they going next?2. 细读（Intensive reading） 这一步骤主要引导学生逐步仔细阅读课文，了解课文的主要情节和细节，就课文内容情节提一些问题，让学生分析段落大意以及段落之间的联系或中心思想。对文中尚未学过的生词和习惯用句式，可鼓励学生根据上下文利用已学过的知识去猜测去推断。目的是培养学生独立分析、独立思考和逻辑推理的能力，以及用英语思维的习惯。这一阶段的教学设计主要如下：（1）、细读课文。可采用全文阅读，逐段阅读，合段阅读等阅读方式。（2）、检测理解。可采用问答题、判断题、讨论题、选择题等检测形式。（3）、阅读析评。可采用学生发言、教师总结或师生一起讨论归纳等双边活动形式。3.复读（Re-reading activity）在速读和细读的基础上，可引导学生再次阅读课文，从整体上把握课文或作者的思想，巩固文章的内涵和语言点，最终达到运用的目的。这一步骤既可在课上进行，也可在课后进行。目的是将课内所学到语言知识延伸到课外某个相似的话题中，创造性的解决问题，从而培养学生举一反三的能力。例如：在完成”Visiting the masters”阅读后，可以设计以下问题：1.As students,what can we learn from Van Gogh’s life experience? 2.What should we do and what shouldn’t we do while visiting the art museums? 三、强化练习，不断巩固在教材的基础上适当增加提高阅读技能的活动，比如：教师可以精心挑选和补充阅读理解训练题型对学生加以训练，课外阅读也是提高学生词汇量和阅读量的有效途径，教师可为学生介绍一些英文方面的报刊和读物，鼓励学生用英语写日记、办简报等活动。阅读是一个综合过程，阅读技能的提高更是一个循序渐进的过程。上好阅读课，既有利于教学目标的达成，即在知识、技能、情感态度、价值观等方面达到既定目标，又可以帮助学生建立新旧知识体系之间的联系，通过将阅读策略与技能培训、思维训练相结合，可以锻炼学生的逻辑思维能力，使学生变得更聪明，同时又可以提高他们的人文素养。教师若能结合学生的认知水平，合理、灵活地进行阅读课文教学，高中英语阅读教学目标是完全能够实现的。 参考文献：1.《高中英语教学大纲》2. 杜萍.“高中英语阅读策略与教学方法的研究”[J].中小学外语教学,2004年第四期
㈢ 如何有效进行高中英语阅读教学
一、新课标的具体要求
《江苏省普通高中英语课程标准教学要求》七级目标中读的目标描述为：
1. 能从一般性文章中获取和处理主要信息。
2. 能理解文章主旨和作者意图。
3. 能通过上下文克服生词困难，理解语篇意义。
4. 能通过文章的线索进行推理。
5.能根据需要从网络等资源中获取信息。
6. 能阅读适合高中生的英语报刊或杂志。
7. 除教材外，课外阅读量应累计达到23万词以上。
八级目标中读的目标描述为：
1. 能识别不同文体的特征。
2. 能通过分析句子结构理解长句和难句。
3. 能理解阅读材料中不同的观点和态度。
4.能根据学习任务的需要从多种媒体中获取信息并进行加工处理。
5. 能在教师的帮助下欣赏浅显的英语文学作品。
6. 除教材外，课外阅读量应累计达到30万词以上。
“英语阅读不但是中国大多数英语学习者的学习目的，而且是中国大多数英语学习者的学习手段。”因此培养学生的阅读能力是中学英语教学的一个主要目的。
阅读能力的高低，一般取决于两个方面，一是理解程度，即阅读理解；二是读速快慢，即阅读速度。阅读不是被动的接受型语言活动，它不仅涉及语音、语法、词汇这些语言因素，还有非语言因素，如背景知识、逻辑推理、评价判断等，是一种积极的心理活动。阅读的过程，就是读者运用自己的经验、知识，对文章进行猜测、证实、再猜测、再证实的心理活动，通过这些心理活动过程，达到对文章的深度理解。理解与速度是主次关系，理解是主，速度是辅，速度的快慢以理解为标准而进行调节。英国教育学家爱德华。费赖博士认为：“一个中等水平的英国人或美国人，阅读速度可达到250词每分钟（wpm），或者更快一些，阅读理解的准确率为70%左右”。新课标要求我国学生的阅读速度达到60-100wpm，理解准确率达到70%。
二、阅读能力的培养
（一）抓住英语阅读课堂教学
影响中国学生英语阅读理解的主要原因是语言因素，即学生的英语水平问题。因此，教师在日常教学中要十分重视学生语言知识的学习，如对词汇、句型、语法的掌握，为学生实施进一步阅读活动奠定必要的语言基础。
基于语言的两种功能――用于表达内容的事务功能与用于表达社会关系与个人态度的交往功能，语言课堂应包含以下两种活动：解释领会语言点的活动与实践语言点的活动。换句话说，课堂教学应该为达成语言点学习活动与交际活动的融会贯通提供平台。阅读课上我们应该充分利用文本这一融语言点与语境于一体的媒介，加强对语言基本功的夯实与实际运用能力的提升，达到“教学做合一”。
牛津教材每单元reading后Exercise D是训练学生在语境中理解生词的含义，在完成此题后，教师可以进一步设计语境让学生通过思考、讨论，巩固对他们的理解，最后可要求学生以课文为基础，对这些词汇进行拓展性造句或复述课文。
（二）精心组织、指导学生泛读
要达到《课标》对读的要求，单靠教科书是远远没有足够的语言输入量的，没有一定的输入量，就无法保证一定的输出量。因此，我们要有计划地指导学生的泛读。学生在泛读时，不仅仅在提高阅读的流利程度，还在增加着新词汇，加深着旧词汇，巩固着语法知识。另外，泛读还能帮助学生提高写作能力及听力和口语。更重要的是泛读能培养学生阅读英语的积极态度，提高英语学习的动机。在实际操作过程中要注意以下问题：
1. 指导学生合理选择阅读材料
英语原著、中学生阅读教材、专业报刊杂志或网络资源等为学生的阅读学习提供了广阔的空间。在选择时应把握好以下几个原则：（1）联系性原则，指材料的选择应考虑与课文、句型、语法、词汇教学的联系，考虑学生的听、说、读、写水平；（2）专题性原则，指阅读同一话题的若干篇文章，其优点在于随着读者在阅读过程中对某一话题的了解和背景知识的积累，他会相对容易地了解相关话题的文章；（3）时效性原则，指选取的材料要贴近现实和社会，能放映各个领域的最新成果和发展等；（4）趣味性原则；（5）难易度适中原则，一般认为，选材时应对词汇和语法进行严格的控制，生词不超过总词汇量的2%，新句型不超过5%，使学生在阅读过程中基本无语言障碍。
2. 帮助学生有效激活图式
由于读者头脑中先存的知识（背景知识）及知识结构（图式）在阅读过程中起重要的作用，教学中就要以激活学生的相关图式为目的，通过对文章标题、插图、关键词等线索的讨论，迅速调动头脑中的相关背景知识，帮助他们理解阅读中碰到的新内容，以提高阅读速度。预测（读者借助逻辑、语法、文化等线索，对文章的主题、体裁、结构及相关词汇进行猜测）是激活图式的一个重要方法，在阅读过程中，对学生进行预测能力的培养是十分必要的。成功的预测能较大程度地激发学生的阅读兴趣，为下一步的阅读与理解做好导向性的铺垫。
㈣ 高三英语阅读理解教案
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