第三题:Writing a summary of a passage means looking for the main idea of each part and putting it down in a sentence. Look at each paragraph of the reading passage and write down its main idea.
第四题: Explain in your own words what the writer means by the title “A night the earth didn’t sleep”. In pairs, suggest another title for the text.
此外,教材的Using structures的第二部分“Who am I thinking of ?”的活动较为灵活,学生可以以两人一组为单位开展活动:
Student A is thinking of one of his/her classmates. Student B has four chances to find out who the classmate is. Each question must include as many attributive clauses as possible. Student A only answers “Yes” or “No”.
例如:B:“Is he a person who likes to play football?” A:“Yes.”B:“Is he sitting in a seat which is close to the window?” A:“No.” B:“Does he have a big blue bag in which he carries all his books and pens?” A:“Yes.” B:“Is it Li Xiaobo?” A:“ Yes. Well done ! ” 这种安排设计具有实用性和交际性,容易把学生引入真实的交际情景中,充分体现“为用而学、在用中学、学以致用”的思想。
三、重组教材、大胆增删
以人教版《普通高中课程标准实验教科书》必修1第4单元Earthquakes一文为例。
Warming up: Many people believe that “It is always calm before a storm.” Look carefully at the two photos. Now, imagine there has been a big earthquake. Describe to your partner what might happen to the objects in the photos. Then have a class discussion.
方法一:联系实际,教师和学生共同回顾5.12四川汶川地震发生后城镇受危害的情况,要求学生推测图片中两个城市可能遭受过什么损失,自然过渡到第一个问题:Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?
方法二:删除Pre-reading的第一个问题,直接由Warming up过渡到Reading。
Pre-reading的第二个问题What do you think will happen before an earthquake?所附图片是关于地震前自然界出现的一些异常现象:如空中的亮光、井水升腾、鸡犬不宁、鱼跳鼠窜等等。而这些图片内容在Reading文章中的第一段都有所涉及,教师在使用时可以删减。