英语必修 第二册Unit 4 History and traditions学案设计

这是一份英语必修 第二册Unit 4 History and traditions学案设计，共12页。学案主要包含了策略学习，素养提升等内容，欢迎下载使用。
【策略学习】
段落大意题
段落大意题主要考查段落的主要意思，是对一个段落的基本内容的简缩和概括。概括、总结、归纳段落大意就是用准确的、简练的语言把一个段落的主要意思明确而完整地表达出来。
做题时要特别注意“首尾兼顾”，即所问段落的首句和尾句。一是因为它们往往体现主旨要义，二是因为利用这些信息可以迅速提炼段落结构框架，在框架下的主旨判断，其准确性更高。
【典例】 (2020·全国卷Ⅰ阅读D)
The cnnectin between peple and plants has lng been the subject f scientific research.Recent studies have fund psitive effects.A study cnducted in Yungstwn，Ohi，fr example，discvered that greener areas f the city experienced less crime.In anther，emplyees were shwn t be 15% mre prductive when their wrkplaces were decrated with huseplants.
32. What is the first paragraph mainly abut?
A. A new study f different plants.
B. A big fall in crime rates.
C. Emplyees frm varius wrkplaces.
D. Benefits frm green plants.
【分析】
·第一步 首尾兼顾定段意：通读全文可知，Recent studies have fund psitive effects.是本段的主旨，后通过列举两项科学研究来说明绿色植物对人类的好处。
·第二步 析选项，斟酌判断：
·第三步 比对选项得出答案。
【素养提升】
一、阅读理解
1
Peple all want t imprve the way they study. Many students say that a lack f cncentratin is their biggest prblem. It seriusly affects their ability t study, s d their test results. If s, use these tips t help yu.
Study Techniques
Yu shuld always study in the same place. Yu shuldn’t sit in a psitin that yu use fr anther purpse. Fr example, when yu sit n a sfa t study, yur brain will think it is time t relax. Dn’t watch TV while yu are studying. Experts warn that yur cncentratin may be reduced by 50 percent if yu attempt t study in this way. Always try t have a white wall in frnt f yu, s there is nthing t distract (make less cncentrated) yu. Befre sitting dwn t study, gather tgether all the equipment yu need. Apart frm yur textbks, pens, pencils and knives, make sure yu have a dictinary. If yur study desk r table is needed when yu are nt studying, stre all yur equipment in a bx beside it.
Yur eyes will becme tired if yu try t read a text which is n a flat surface. Psitin yur bk at an angle f 30 degrees.
Be realistic and dn’t try t cmplete t much in ne study perid. Finish ne thing befre beginning anther. If yu need a break, get up and walk arund fr a few minutes, but try nt t telephne a friend r have smething t eat.
Test-taking Skills
All yur hard wrk will be fr nthing if yu are t nervus t take yur test. Getting plenty f rest is very imprtant. This means d nt study all night befre yur test! It is a better idea t have a lng-term study plan. Try t make a timetable fr yur study which lasts fr a few mnths.
Exercise is a great way t reduce pressure. Ding sme frm f exercise every day will als imprve yur cncentratin. Eat healthy fd t.
When yu arrive in the examinatin rm, find yur seat and sit dwn. Breathe slwly and deeply. Check the time n the clck during the test, but nt t ften. Abve all, take n ntice f everyne else and give the test paper yur undivided attentin.
1. What des the underlined wrd “it” in the secnd paragraph refer t?
A. Yur textbk.
B. Yur dictinary.
C. Yur study desk r table.
D. The equipment yu need.
2. What can be inferred frm the passage?
A. Yu shuldn’t lk at everyne else during the test.
B. Yu will have enugh energy t deal with yur study and exams by eating healthy diet.
C. A white wall is a must fr yu t cncentrate mre.
D. If yu feel tired during study, yu can walk arund fr a few minutes.
3. Which f the fllwing statements is true accrding t the passage?
A. Yu shuld study in a different place every day, s yu dn’t get bred.
B. Check the time during the exam at a certain time.
C. Yur cncentratin will imprve if yu study and watch TV at the same time.
D. Staying up all night and studying is tiring, but yu will learn a lt using this methd.
2
Fr sme students, there's nthing better than sitting back during schl breaks with sme friends, family and a cuple scary mvies, nt having t wrry abut hmewrk. There are als students (such as myself) wh get anxius during schl breaks because we dn't have anything t d. Over fall break I gt a slight head start n my hmewrk, wrte an article fr this paper, did sme laundry and ther chres and slept abut 10 hurs every day. And I still fund myself feeling bred.
During breaks many students take the pprtunity t camp while it's still warm utside, r ski if it's nt. But yu knw what's happening t the peple wh make a habit f aviding hmewrk r prductive activities ver breaks? They're messing up their sleeping patterns, by prcrastinating and then cramming in hmewrk that's suddenly due in tw days, and finally wishing the break culd last a little lnger.
This is why we shuld make it a pint t d hmewrk ver shrt breaks. I'm nt saying that prfessrs give students a 10-page essay t write r have them finish an entire bk during a break — I'm just encuraging students t make use f time t get ahead.
Breaks are fr family, friends and neself. Ding a lt f hmewrk during breaks can make ne feel burnt ut, but it will benefit everyne t take sme time t catch up r get ahead s that when the break ends and we have t pull urselves back t reality, we're nt left hping uselessly fr a lnger break.
When teachers give yu hmewrk ver fall break, they' re frcing yu t use yur break the way yu shuld. A break is meant t give yu the gift f time, and it shuld be used wisely. Wrk tday s yu can party tmrrw. Party tday and yu'll be hating the wrk tmrrw.
4. What d we knw abut the authr during schl breaks?
A. She desn't just want t get relaxed.B. She never gets bred due t her study.
C. She tries t keep herself as busy as pssible.D. She enjys the life withut hmewrk anxiety.
5. What des the underlined wrd “prcrastinating” in Paragraph 2 mean?
A. Depending n.B. Turning t.C. Picking ut.D. Putting ff.
6. Which f the fllwing statements wuld the authr agree with?
A. One shuld avid parties ver schl breaks.
B. Studying prperly ver schl breaks reduces stress.
C. Schl breaks are fr students t relax rather than study.
D. Students shuld d much hmewrk during schl breaks.
7. What's mst prbably the authr's purpse in writing the text?
A. T shw the imprtance f hmewrk.B. T explain why schl breaks are useful.
C. T tell us hw we shuld spend schl breaks.D. T give us sme tips n hw t study at hme.
3
We have t admit that reading is nt a pleasant thing at schl. Reading is nt based n a child's interests, but t cpe with tests. When children are little we make them read alud, befre the teacher and ther children, s that we can be sure they "knw" all the wrds they are reading. This means that when they dn't knw a wrd, they are ging t make a mistake, right in frnt f everyne. After having taught fifth-grade classes fr fur years, I decided t try at all csts t rid them f their fear and dislike f bks, and t get them t read ftener and mre adventurusly.
One day, I said t them, "Nw, I wuld like yu t read a lt f bks this year, but I want yu t read them nly fr fun. I am nt ging t ask yu questins t find ut whether yu understand the bks r nt t ask yu what wrds mean. If yu understand enugh f a bk t enjy it and want t g n reading it, that's enugh fr me."
The children sat shcked and silent. Was this a teacher talking? One girl, wh had just cme t us frm a schl where she had had a very hard time, lked at me steadily fr a lng time after I had finished. Then, still lking at me, she said slwly and seriusly, "Mr. Hlt, d yu really mean that?" I said just as seriusly, "I mean every wrd f it."
Later, she really astnished me. One day, she was reading at her desk. Frm a glimpse f the illustratins I thught she was reading Mby Dick(白鲸).I said, "Dn't yu find parts f it rather heavy ging?" She answered, "Oh, sure, but I just skip ver thse parts and g n t the next gd part.”
This is exactly what reading shuld be. Let the students make their wn decisins, find smething, dive int it, take the gd parts, skip the bad parts, get what yu can ut f it and g n t smething else.
8. What did the teacher tell his students t read fr?
A. Fr pleasure.B. Fr knwledge.
C. Fr a larger vcabulary.D. Fr higher scres in exams.
9. On hearing the teacher's talk, hw did the children prbably feel?
A. Stupid.B. Unreasnable.
C. Understandable.D. T gd t be true.
10. What can we learn frm the girl?
A. She skipped ver thse easy parts while reading.
B. She turned ut t be a tp student thrugh reading.
C. She had a hard time finishing the required reading tasks.
D. She learned t appreciate sme parts f the difficult bks.
11. What is the teacher's pint f view in the passage?
A. Reading requires teachers' guidance.
B. Reading helps students d well in schl.
C. Children shuld be left t decide what t read.
D. Children can nt tell gd parts frm bad nes.
4
In ne high schl bilgy class, almst fur in every 10 lw-incme students wuld fail the curse. But with sme simple practices t reduce test anxiety(焦虑), researchers cut that number in half.
Christpher Rzek is a psychlgist at Stanfrd University. He studies hw stress and ther things can affect leaning. Reducing test anxiety had raised test scres in several small studies, S Rzek and his team decided t test it n a larger scale. Rzek's grup wanted t knw if shrt stress-relief activities befre an exam wuld affect a student's grade. They tested 1,175 bilgy students at a large, public high schl in lllinis. At this schl, a little mre than half f lw-incme students fail their bilgy finals. Only 6 percent f high-incme students fail.
They divide the students int fur grups. One grup spent 10 minutes free-writing abut their fears. This was designed t clear the kids' heads s that they culd then fcus n the exam. Anther grup read hw the bdy respnds t stress and hw these can actually help with attentin. Then they answered reading cmprehensin questins. Students in a third grup did bth f these reading and writing activities. A furth grup, called the active cntrl grup, read a passage that tld them t just ignre their wrries.
Afterward, the students all tk their final test in bilgy. A ttal f 205 lw-incme students did ne r bth stress-relieving activities. On average, these students scred higher n the exam than their classmates in the cntrl grup. Indeed, 82 percent f them passed the class. Only 61 percent f the lwer-incme students in the cntrl grup passed. It didn't seem t matter whether a student read r free-wrte abut managing stress, r bth. All methds wrked equally well at helping students pass their tests.
Nearly all the high-incme kids passed the class whether they did the activities r nt. These students may be less nervus befre exams. Or they may have already learned ways t deal with the stress, Rzek says.
12. The cntrl grup in the study refers t the students wh .
A. did the free-writing abut their fearsB. were nt affected by their exam stress
C. were cntrlled t be active in examsD. received n stress-relieving training
13. We can learn frm the study that .
A. all the stress-relieving activities had a psitive effect n the lw-incme students
B. the high-incme students perfrmed as well as the lw-incme students
C. all the lw-incme students wh did stress-relieving activities passed the exam
D. Few lw-incme students wh did nt d stress-relieving activities passed the exam
14. Why did the stress-relieving activities make n difference fr the high-incme students?
A. Because they were very rich.
B. Because they had pssibly been trained.
C. Because they were nt nervus.
D. Because they had studied the subject well.
15. What is the authr's purpse in writing the text?
A. T present the result f a research.
B. T draw teachers' attentin t exam stress.
C. T intrduce a psychlgist at Stanfrd University.
D. T encurage students t d stress-relieving activities.
5
"Cnfidence" is prbably ne f the mst nticeable quality in the Americans. They shw cnfidence in the way they talk, the way they smile, the way they dress and the way they walk. Living and cmpeting with all these cnfident American students, I find it extremely imprtant t be cnfident as an internatinal student and teacher. As a student, being cnfident means yu shuld dare t raise yur hand whenever a questin r a pint cmes t yur mind. Dn't mind if it sunds simple r silly. Otherwise yu will never get a chance t speak in class at all. What's wrse, the prfessrs may think yu are nt prepared fr the discussin r yu d nt have yur wn pinin n the tpic — this is the last cmment any gradate wuld nt like t receive.
Being cnfident fr me as a freign teacher means calmly asking the student t repeat what he r she has said if I did nt get it. Pretending t understand what yu actually did nt may just bring yurself uneasiness r even shame. But the time I mst need t be cnfide is when my students cme t my ffice and bargain abut the grades I have given fr their speeches (The curse I'm teaching here is Public Speaking.) Mdesty is a quality highly valued in China, but it wn't be f much help here if yu want t survive and succeed in a gd American graduate prgram.
16. What shuld we d mst if we want t cmpete with American students?
A. Be quite cnfident.B. Be plite and friendly.
C. Have mre discussins.D. Knw what they think abut.
17. A prfessr will have the wrst pinin f a student wh .
A. gives a silly r simple answerB. tries t seize any chance t speak in class
C. shws n interest in theD. is cnsidered t have n pinin f his wn
18. The authr is mst likely t feel uneasiness if .
A. he asks a student t repeat what he has saidB. the students bargain with him
C. he pretends t knw what he desn'tD. he has t give a speech
二、七选五
T put missing sentences int a text, yu have t wrk like an investigatr and lk fr clues. 19. Usually these streets were full f busy peple (Missing sentence).
It was cmpletely quiet n the streets utside. Guy thught it was strange. Nw they were cmpletely empty. The snw that had fallen lked like a carpet. Outside lked like inside.
The missing sentence refers back t a frmer sentence as there is a reference t streets (these streets). 20. In the missing sentence we knw that usually the streets were full. This links t the fllwing sentence as “nw they were empty”. Here “they” refers back t “the streets”.
Read all the sentences taken ut f the text. Read the text and match the sentences with the gaps yu are sure abut. 21. There will always be a link between these sentences and the missing sentence. Lk fr reference wrds. What d they refer t? Typical reference wrds include: persnal prnuns (I, yu, he, she...), pssessive prnuns (my, mine, yur...) and demnstrative prnuns (this, that, these, thse). Besides, lk fr discurse markers such as in additin, hwever, as a result, then, etc.
22. If yu think there are tw pssible sentences fr ne gap, write dwn bth answers and check again later. Write dwn all the pssibilities fr each gap. If yu make the wrng chice at the beginning, this may affect the rest f yur answers. Yu dn’t have t read the text in rder. Yu can mve backwards and frwards t different paragraphs.
There may be extra sentences yu dn’t need. 23.
A. Here are the tips n hw t rder paragraphs.
B. The missing sentence als refers t the next sentence.
C. This example and the tips that fllw shw yu hw.
D. Read the sentences befre and after the gap carefully.
E.Discurse markers are really imprtant t help yu find the missing sentences.
F.If yu are nt sure which sentence ges in the gap, leave it and mve n t the next.
G.But remember, there will always be a link between the crrect missing sentence and the text.
三、语法填空文
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。请将答案的完整形式写在答题卡上相应题号的横线上。
Studying in grups is becming mre and 24. ppular in class. It is 25. (benefit) t us. Fr example, we can nt nly save time but als encurage each ther when we study in grups. I still remember when I was in Grade 8, my physics 26. (be) very pr. I had a really hard time with it. Once in class, the teachers asked27. (we) t discuss it with each ther, but I was very shy. I culd nt d it like 28. they tld me. My physics teacher encuraged me t face thers and talk with smene else bravely. Then I studied with sme 29. (classmate) tgether. When I did nt understand any questins, they culd give me sme advice 30. was very helpful. I culd quickly find ut the ways t deal with the prblems. After that, I felt very relaxed and asked my classmates a lt f questins abut physics. At last, I was able t finish my hmewrk by myself fr the first time. Hw 31. (inspire) I was! 32. (learn) in grups, I am nt wrried abut physics any mre. With my classmates' help, I am making prgress 33. (gradual) at present. It als gives me mre chances t imprve myself in many ways.
四、完形填空
1
When I was 15 years ld, I was a straight A student. I was always 34 with a great grup f friends, and I wuld hang ut with them every weekend. Then I mved t a new place just befre high schl, and everything 35 vernight.
While trying t 36 t my new surrundings, I als started tenth grade. Ging t public schl in a big city, hwever, was harder than befre. I started 37 nt well in class. Althugh I tried hard, my mind wuld g 38 the mment I attended the exam. All my 39 didn't pay ff, and I failed smehw. As a result, I became 40 and turned t vide games.
An English teacher nticed I was 41 .He suggested I shuld g t the after-schl classes fr the kids wh needed help. 42 t get a passing grade, I went. And that's where I met Oliver. 43 , he became my best friend and I was back n 44 . Little by little, my 45 imprved. It seemed that reshaping urselves in a new envirnment wasn't that terrible as 46 .
As the year prgressed, I made many friends and wn many awards as well. 47 , I see that my depressin slwly 48 . Having a friend really helped, even mre than vide games.
34. A. cveredB. surrundedC. filledD. greeted
35. A. imprvedB. revisedC. changedD. failed
36. A. adaptB. turnC. mveD. react
37. A. debatingB. sleepingC. imaginingD. perfrming
38. A. wildB. blankC. silentD. free
39. A. hpeB. effrtC. wisdmD. anxiety
40. A. addictedB. amazedC. depressedD. interested
41. A. strugglingB. cheatingC. missingD. recvering
42. A. PrudB. AfraidC. CnfidentD. Eager
43. A. CmpletelyB. CarefullyC. GraduallyD. Seriusly
44. A. trackB. purpseC. businessD. duty
45. A. decisinsB. gradesC. strengthsD. gals
46. A. suggestedB. plannedC. intendedD. expected
47. A. Wrse stillB. Lking backC. T be frankD. Generally speaking
48. A. existedB. balancedC. disappearedD. suffered
2
The requirements fr high schl graduatin have just changed in my cmmunity. As a result, all students must 49 sixty hurs f service learning, 50 they will nt receive a diplma. Service learning is academic learning that als helps the cmmunity. 51 f service learning include cleaning up a plluted river, wrking in a sup kitchen, r tutring a student. 52 a service experience, students must keep a jurnal and then write a 53 abut what they have learned.
Supprters claim that there are many 54 f service learning. Perhaps mst imprtantly, students are frced t think 55 their wn interests and becme 56 f the needs f thers. Students are als able t learn real­life skills that 57 respnsibility, prblem­slving, and wrking as part f a team. 58 students can explre pssible careers 59 service learning. Fr example, if a student wnders what teaching is like, he r she can chse t wrk in an elementary schl classrm a few afternns each mnth.
60 there are many benefits, ppnents 61 prblems with the new requirement. First, they 62 that the main reasn students g t schl is t learn cre subjects and skills. Because service learning is time­cnsuming, students spend 63 time studying the cre subjects. Secnd, they believe that frcing students t wrk withut 64 ges against the law. By requiring service, the schl takes away an individual’s freedm t chse.
In my view, service learning is a great way t 65 t the cmmunity, learn new skills, and explre different careers. 66 , I dn’t believe yu shuld frce peple t help thers — the 67 t help must cme frm the heart. I think the best 68 is ne that gives students chices: a student shuld be able t chse sixty hurs f independent study r sixty hurs f service. Chice encurages bth freedm and respnsibility and as yung adults, we must learn t handle bth wisely.
49. A. spendB. gainC. cmpleteD. save
50. A. andB. rC. butD. fr
51. A. SubjectsB. IdeasC. PrceduresD. Examples
52. A. WithB. BefreC. DuringD. After
53. A. diaryB. reprtC. nteD. ntice
54. A. cursesB. benefitsC. challengesD. features
55. A. beyndB. abutC. verD. in
56. A. carefulB. prudC. tiredD. aware
57. A. pssessB. applyC. includeD. develp
58. A. GraduallyB. FinallyC. LuckilyD. Hpefully
59. A. thrughB. acrssC. fD. n
60. A. SB. ThusC. SinceD. While
61. A. deal withB. lk intC. pint utD. take dwn
62. A. argueB. dubtC. verlkD. admit
63. A. muchB. fullC. lessD. mre
64. A. cstB. payC. careD. praise
65. A. cntributeB. appealC. attendD. belng
66. A. TherefreB. OtherwiseC. BesidesD. Hwever
67. A. curageB. desireC. emtinD. spirit
68. A. decisinB. purpseC. slutinD. result
A
对不同植物的一项新研究。原文中提到对绿色植物的研究，但不是该段的主旨。
以偏概全
断章取义
B
犯罪率大幅下降。用犯罪率下降来证明的是绿色植物的好处，故混淆主次。
以偏概全
断章取义
C
来自不同工作场所的员工。虽涉及工作场所的员工，但是以偏概全，不是本段的主题。
以偏概全
生搬硬套
D
绿色植物的好处。本段主旨就是列举两项科学研究来说明绿色植物对人类的好处。该项是对本段内容的精炼总结和概括
涵盖性强，
覆盖全段