2020-2021学年Reading教学课件ppt

这是一份2020-2021学年Reading教学课件ppt，共36页。PPT课件主要包含了Leading in，Du Fu，Bai Juyi，Reading ，Skimming ，Scanning ，Thinking ，Group work，Finish B1，Thinking 等内容，欢迎下载使用。

1. grasp beynd ne's grasp 某人无法理解have a gd grasp f... (=have a gd cmmand f…) 很好地掌握……grasp sb. by the hand/arm 抓住某人的手/手臂grasp a chance/an pprtunity 急忙抓住机会，毫不犹豫地抓住机会练习：他们现在精通多门外语。They ___________________ many freign languages nw.
have a gd grasp f
2. cntradictrybe cntradictry t 与……相矛盾/对立cntradict vt.反驳，驳斥；相矛盾cntradict sth. 反驳……；与……相矛盾cntradict sb. 反驳某人cntradict each ther 相互矛盾cntradict neself 自相矛盾cntradictin n.不一致，矛盾，对立in cntradictin t 与……相对立（或截然不同） 练习：There is a _____________ (cntradict) between the tw sets f figures.
cntradictin
3. patiencebe/run ut f patience with… 对……没有耐心lse patience with… 对……失去耐心with patience 耐心地patient adj.有耐心的 n.病人 impatient adj.没有耐心的be patient with sb. /sth. 对某人/某事有耐心patiently adv.耐心地 impatiently adv.没耐心地impatience n.不耐烦，无耐心练习：The manager listened t the custmers' cmplaints attentively with great _________, trying nt t miss any pints.
4. rewarda reward fr (ding) sth. 因（做）某事而获得的奖励in reward (fr…) 作为（对……的）回报/奖赏give/ffer a reward t sb. fr sth. 为某事而给某人奖励/报酬reward sb. with sth. 用某物奖励某人reward sb. fr (ding) sth. 因（做）某事奖赏某人练习：The students have been wrking hard n their lessns and their effrts ______________ (reward) with success in the end.
will be rewarded
5.realityin reality 事实上，实际上bring. . .back t reality 使……回到现实turn. . .int reality 把……变为现实real adj. 真正的，真实的 really adv. 事实上，真正地；确实realize v. 将……变为现实，实现；意识到realize ne's dream 实现某人的梦想 realistic adj. 现实的；实事求是的练习：T __________ (real) his dream as a pianist, he threw himself int practicing playing the pian when he was free.
1. What is petry? What is the biggest difference between petry and ther genres f literature?
Petry is a literary wrk in which a pet expresses beautiful and elegant quality, and his r her feelings thrugh a distinctive style. Petry differs frm ther genres f literature in that it highlights the aesthetic and rhythmic qualities f language, such as the sund symblism represented by rhythms and rhymes, which are the actual sund effects created by the lines f petry.
2. What is yur understanding f the qutatin n page 43?
Petry is an expressin f what ne feels r thinks in his/her heart r mind. When it is kept t neself inside, it is called "ne's will", but when it is expressed in wrds and shared with thers, it is called petry.
Pre-reading
1. Hw d yu like the tw pems?
Bth pems are very descriptive. I like the first ne because it fcuses n the tpic f spring and clearly describes a spring mrning in a way that is easy t understand. The secnd ne is abut dreams and uses sme artistic techniques, such as metaphr and persnificatin. Even thugh it is a little bit mre difficult t understand, it is interesting t read.
2. What ther pems r pets d yu knw abut?
He wrte pems abut the beauty f nature and his experiences while travelling. He had a great gift fr language. He met Li Bai n his travels and he admired the great pet very much. I knw his pem "On Yueyang Twer", which describes what he saw and hw he felt while he visited the great twer.
A pet frm the Tang Dynasty, he started writing petry frm a very yung age and mst f his pems were accessible and appealing t the masses. His pem "The Old Charcal Seller" tells f the peple's tugh life and the gvernment's crruptin during thse times.
He is an English pet. I enjy reading his pem "Gd-Night". He uses language in a fun and creative way t shw the different meanings f the wrds "gd night".
Percy Bysshe Shelley
A famus American pet, she wrte pems that are creative and encurage careful thught. I like her pem "Hpe Is the Thing with Feathers", which cmpares the feeling f hpefulness and expectatin t a bird.
Emily Dickinsn
1. Why d peple read pems?
Pems create vivid pictures and tell stries by using language creatively. Readers enjy the challenge f trying t understand the pet's intentin in writing a pem. A pem is a windw int the pet's ideas and feelings abut issues happening during the time when it was written. Readers can lk at the pem's frm and literary devices t see what the pet saw. By reading it alud, they can feel the rhythms and rhymes f the pem as well as the pet's emtins.
2. What aspects f a pem d yu pay attentin t when yu read it?
I pay attentin t a pem's frm, its rhythm and rhyme, as well as the wrds used by the pet. The purpse f the pem is ften shwn by its frm. Fr example, pets use extremely lng frms fr narrating stries. A pem's rhythm and rhyme help me understand the pet's feelings thrugh sund. Wrd chice and literary devices enable me t understand the meaning f the pem better.
Hw des it sund?
an explrer in an unfamiliar landscape
fully understand a pem t appreciate it
1. Hw is petry different frm ther types f literature?
Mre than ther types f literature, it usually implies a deeper meaning beynd the wrds n the page.
2. What aspects shuld yu pay special attentin t when yu read a pem alud?
The aspects f rhythm, repeated wrds, rhymes and ther special effects.
3. What are the basic questins yu shuld ask t understand a pem?
Wh is talking? Wh is being talked t? What is being described? Is there a sense f place? Are there ther peple r bjects there?
4. What des the lecturer think f pems that are easy t understand?
They are ften less interesting than thse that cnstantly reveal deeper and previusly unrecgnized meanings.
Discussin
1. Fcus n Paragraph 2, read alud the stanza frm Sweet and Lw. Hw des it sund?
Firstly, the wrds "Wind f the western sea" are repeated.Secndly, there are several rhyming wrds: "lw" rhyming with "blw" and "g", "sea" rhyming with "me".
2. Fcus n Paragraph 3, read alud the stanza frm Caged Bird.
(1) What is being described?
The pet is talking abut a singing bird which is kept in a cage.
(2) What images cme int yur mind when reading it?
When we read it, we see in ur mind the images f a bird in a cage and a distant hill.
3. Read paragraphs 4 and 5 and answer the fllwing questins.
(1) What shuld yu d when yu have difficulty in understanding a pem?
When we have difficulty in understanding a pem, we shuld set it aside and cme back t it later. With ur insight int life becming deeper, we may ne day find it nt s hard t understand at all.
(2) Accrding t the lecturer, what is mre imprtant in appreciating a pem?
Petry reading can make us feel smething r let us perceive anther level f meaning, which is mre imprtant and wrth ur effrt.
Chse ne f the pems in the lecture transcript and think abut the sund and sense f the pem. Hw des it make yu feel?
The pem by Maya Angelu describes the image f a caged bird wanting t be free. The lines are shrt and simple, which makes the message mre direct and pwerful. The shrt lines culd als imply the sense f being in a small cage with very little space t fly arund in. This des nt stp the bird frm singing thugh, and by repeating the sund f sme wrds: “trill”, “still” and “hill” I can imagine the sund that the bird makes as it sings its lnely sng. "Caged Bird" reminds me f the pssibilities we have in life, and that we shuld lk past ur current limitatins.
1. What are the functins f the three pems quted in this transcript?
The first example (lines frm "Sweet and Lw" by Alfred Tennysn) sunds great with strng rhythm and it is written in rhyme. The lecturer uses it t supprt the tip f "fllw yur ears". The secnd example (lines frm "Caged Bird" by Maya Angelu) includes several images. By using it, the lecturer suggests paying attentin t images in pems when reading a pem. The third example (lines frm "Stpping by Wds n a Snwy Evening" by Rbert Frst) is nt easy t understand, which is suitable as an example t supprt the tip f "be patient when having truble in understanding a pem."
2. Why desn't the lecturer qute a pem as an example t supprt the furth tip?
By giving the furth tip, the lecturer emphasizes that the imprtance f reading pems lies in what the pem can make us feel r perceive. Unlike the previus three tips, this tip is nt fcusing n the ways t understand a pem, but n what attitude and expectatins we shuld have when reading a pem. As a result, it is unnecessary t give an example f a pem t supprt this tip since it is nt related t the understanding f the cntent r meaning f a pem.
Is the last paragraph a gd ending? Why r why nt?
The last paragraph is a gd ending. At the beginning f the lecture, the speaker pints ut that petry is a cmbinatin f "sund" and "sense". The last paragraph eches the beginning by mentining it again, which makes the lecture mre cherent.
Apart frm the fur tips given by the lecturer, what ther tips can yu give n hw t read a pem?
Frm my pint f view, t understand a pem better, we shuld als knw mre abut the pet and the backgrund in which the pem was created—the theme f a pem usually has a clse relatinship with the backgrund in which the pet wrte it.
After-reading
cntradictry
interpreting
1. What des the authr mean by "cntradictry pems"?
In sme pems, the pet starts with ne particular image, and then adds smething that seems nt t be in the crrect place. These lines, which stick ut, make the pems interesting.
2. Interpreting petry can be difficult. Why des the authr still enjy it?
Because it makes the authr wnder-smetimes it is like a riddle t slve, r a questin t answer.
The lecturer says that ne des nt need t fully understand a pem t appreciate it. D yu agree? Supprt yur pinin with yur wn experience f reading petry.
Yes, I agree. There are ther aspects f petry that can be appreciated besides the pet's message. I recall reading "Snnet 18" by William Shakespeare. The language was quite difficult t understand, but because f the sund aspects, I appreciated its easy flwing rhythm and rhymes. It was very pleasant t read-like a sng. I hpe t understand its full message ne day.
When I see the beautiful flwersI can lk at them fr hursMy heart feels gladAnd I stp feeling badI lve their smellAnd all is well