SectionⅡ“ReadingandThinking”的課文習讀環(huán)節(jié)泛讀課文，完成以下學習任務(一)理清文脈結(jié)構(gòu)(二)把握主旨大意1．What'sthemainideaofthetext？()A．Theimportanceoftakingcourses.B．WhyAdamjoinedavolunteerclub.C．HowAdamdealtwiththefreshmanchallenges.D．Adamisworriedabouthiscourses.2．Matchthemainideawitheachparagraph.Para.1A．Goingintoseniorhighschoolisachallenge.Para.2B．Adamwillstudyhardtorealizehisdream.Para.3C．Adamneedstochooseextra－curricularactivities.Para.4D．It'shardforAdamtochoosecourses.精讀課文，完成以下學習任務(一)閱讀理解1．HowdidAdamfeelatthebeginningofhisseniorhighschool？()A．Excited. B．Interested.C．Confused. D．Worried.2．Whatdoesthephrase“maketheteam”meaninthethirdparagraph？()A．Organiseanewteam.B．Beeamemberoftheteam.C．Beetheleaderoftheteam.D．Beattheteam.3．WhywasAdamrefusedtojointhefootballteam？()A．Becausehewasshort.B．Becausehehadtoomanythingstodo.C．Becausehedidn'tplaywellenough.D．Becausehedidn'tplay.4．Whatdoesthephrase“advancedcourse”refertointhelastparagraph？()A．Advancedmaths.B．Advancedliterature.C．Advancedphysics.D．Advancedchemistry.5．WhatkindofpersonisAdam？()A．Braveandhard－working.B．Negativeandsilly.C．Activeandshy.D．Gentleandpatient.[Tip]如何推斷人物性格特點人物性格推斷題考查考生對文章中出現(xiàn)的人物性格進行分析和推斷的能力，解答此類題時，首先要把握文章的中心思想并抓住文中列舉的具體事實，要特別注意描寫人物的語言以及其言談舉止中流露出的情緒、情感等。充分利用表達情感色彩、主觀態(tài)度和個人觀點的詞語來推斷人物的性格。如第5題從課文作者的自述中可以判斷出他的性格是勇于挑戰(zhàn)且學習努力。(二)閱讀表達1．WhatproblemsisAdamfacedwithatpresent?___________________________________________________________________________2．Accordingtoyourownexperience,listseveralconfusionsaboutaseniorhighschoolstudent.______________________________________________________________________________________________________________________________________________________3．Whatdoyouthinkaseniorhighschoolstudentshoulddowhenenteringseniorhighschool?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________|閱|讀|技|能|提|升|厘清雙線，把握文脈本篇課文屬于敘事文體，文章以第一人稱的口吻描述了外國學生Adam所面臨的挑戰(zhàn)。此類文章一般有兩條線索，一條是情節(jié)線(明線)，敘述事件發(fā)生的過程，如本文的情節(jié)線為“Goingfromjuniorhighschooltoseniorhighschoolisachallenge—takecourses—chooseextra－curricularactivities—studyharderandbeingresponsibleforalotmore”；一條是情感線(暗線)，描述人物情感的變化，如本文的情感線為“confused—carefulandhopeful—unhappybutdetermined—worriedbuthappy—confidentaboutfuture”。兩條線索彼此映照，強烈鮮明地突出文章主旨：Adam雖然遇到了困難，但總是能夠找到積極的解決方案，展現(xiàn)了一種積極向上的態(tài)度。在閱讀時要注意厘清文章的線索，以便更好地把握文章主旨。(一)賞用詞之妙challenge.Thejuniorhighschooltoseniorhighschoolisareallybigchallenge.Thefirstweekwasalittleconfusing.賞析：confusing一詞形象地表達出開學第一周作者的茫然，不知所措。對于confuse一詞，其－ing形式表示“令人困惑的”，修飾物；其－ed形式表示“感到困惑的”，修飾人。2．Obviously,Iwasunhappy,butIwon'tquit.賞析：副詞Obviously作狀語，修飾整個句子，在這里obviously也起到了銜接過渡的作用，將作者的心理刻畫得淋漓盡致。副詞作狀語修飾整個句子時，注意其靈活翻譯。提能訓練①(選詞填空)Thestudentsare____________aboutthe____________mathsproblem.(confusing/confused)②(完成句子)__________(傷心的是),shecouldnottakepartintheactivity.(二)賞句式之高1．IknowthatChineseisaverydifficultlanguage,butIhopetobefluentwhenIgraduate.賞析：本句是由并列連詞but連接的并列復合句。第一個分句中使用了that引導的賓語從句，第二個分句中使用了when引導的時間狀語從句。高級句式的運用，使語言凝練，文章結(jié)構(gòu)緊湊。2．MyadviserremendedthatIshouldsignupforadvancedliteraturebecauseIlikeEnglishandI'mgoodatit.賞析：本句中that引導賓語從句，表示建議的具體內(nèi)容，從句中使用了虛擬語氣(should＋動詞原形)；because引導原因狀語從句，說明了選修高級文學課程的原因。提能訓練/完成句子①Weremendthat____________________________toimproveyourwritingskills.我們建議你讀更多的書來提高你的寫作技能。②Iwillvisitmygoodfriend________________________________________.當我有時間時，我將拜訪我的好朋友。(三)賞描摹之韻(心理描寫)Goingfromjuniorhighschooltoseniorhighschoolisareallybigchallenge.Thechallenge.Thefirstweekwasalittleconfusing.賞析：副詞really和形容詞big恰當而又生動地描述了一個剛踏入高中校園的新生的真切感受——面臨的挑戰(zhàn)“真的”不小，因此入學第一周“有點迷?！?。提能訓練/完成句子Itwillbe_________________________________，asIhavetoworkandliveinaforeigncountryfornearlytwomonths.這對我而言真是一次巨大的挑戰(zhàn)，因為在近兩個月的時間里，我必須要在國外工作、生活。(四)賞銜接之順Studyinghardisn'talwaysfun,butI'llbewellpreparedforuniversityorwhateverelseesinthefuture.賞析：該句為but連接的并列句，前一分句說明了現(xiàn)狀——努力學習并不總是一件快樂的事情，后一分句表明了Adam的決心，but在此表示轉(zhuǎn)折關(guān)系。提能訓練/完成句子①Englishisquitehard,____________________________________(但是我決心學好它)．②Thehuntertriedtoescapefromtheforest,________________________(但是他迷路了)．成長路上有苦有樂，求學之路同樣如此。我們要勇敢地面對生活、學習上的困難與挫折，走出亮麗的人生。“我”一開始不喜歡數(shù)學，也被認為不是學數(shù)學的“料”。讀高中時，“我”想放棄數(shù)學。直到讀大學，“我”仍覺得數(shù)學枯燥乏味。幸好老師悉心指導，因材施教，從此我對數(shù)學情有獨鐘，學有所成，最終如愿以償：成為一名麻省理工學院數(shù)學博士生。Growingup,Ithoughtmathsclasswassomethingtobeendured,notenjoyed.Idislikedmemorizingformulasandtakingtests,allforthedullgoalofgettingagoodgrade.OneofmyteacherstoldmymotherthatIwas“slow”．Butmyproblemwasn'twithmathsitself.Infact,eq\o(whenatopicseemedparticularlyinteresting,\s\do4(①))，Iwouldgotothelibraryandreadmoreaboutit.Byhighschool,noonetoldmethatIcouldbeeaprofessionalmathematician(數(shù)學家).eq\o(WhatIwantedtodothen,\s\do4(②))wastoplaycollegefootball.MyambitionwastogetanathleticscholarshiptoattendaBigTenschool.Thechancesofthathappeningwereverylow.Butthatdidn'tstopmycoachesfromencouragingmetobelieveIcouldreachmygoalandpreparingandpushingmetoworkforit.Theymadevideotapesofmyperformancesandsentthemtocollegecoachesaroundthecountry.Intheend,aBigTenschool,PennState,didoffermeascholarship.Iwishmathsteachersweremorelikefootballcoaches.Studentsareaffectedbymorethanjustthequalityofalessonplan.Theyalsorespondtothepassionoftheirteachersandtheengagementoftheirpeers,andtheyseekasenseofpurpose.Theybenefitfromspecificinstructionsandconstantfeedback(反饋)．UntilIwenttocollege,Ididn'treallyknowwhatmathematicswas.Istillthoughtofitaslaboriouscalculations.Thenmyprofessorhandedmeabookandsuggestedeq\o(thatIthinkaboutaparticularproblem,\s\do4(③)).Itwasn'teasy,butitwasfascinating.Myprofessorkeptgivingmeproblems,andIkeptpursuingthem,eq\o(eventhoughIcouldn'talwayssolvethemimmediately,\s\do4(④)).ThemathematicalresearchIwasdoinghadlittleinmonwitheq\o(whatIdidinmyhighschoolclassrooms,\s\do4(⑤)).Instead,itwasclosertothemathsandlogicpuzzlesIdidonmyownasaboy.Itgavemethatsamesenseofwonderandcuriosity,anditrewardedcreativity.IamnowaPhDcandidateinmathematicsattheMassachusettsInstituteofTechnology.[閱讀理解]1．Whydidtheauthordislikemathsinthepast？()A．Becausehethoughtitwasdull.B．Becausehefounditdifficult.C．Becausehewasn'tgoodatit.D．Becausehethoughtitwasenjoyed.2．Whatcanweknowfromthetext？()A．Theauthorbecameaprofessionalmathematicianintheend.B．TheauthorreceivedascholarshipfromaBigTenschool.C．Theauthorthoughthighschoolmathswasinteresting.D．Theauthorbegantolovemathsaftergoingtocollege.3．Whatisthebesttitleforthetext？()A．HowILearnedMathsB．WhyILoveMathsC．MyDreamofBeingaMathematicianD．TheImportanceofMathsinOurLife[素養(yǎng)積累]1．由文積詞匯endurevt. 忍耐；忍受taketests 參加測試professionaladj. 專業(yè)的athleticadj. 體育運動的performancen. 表演passionn. 激情engagementn. 參與calculationn. 計算fascinatingadj. 極有吸引力的logicadj. 邏輯的2．據(jù)文悟句式句①：when引導時間狀語從句。句②：what引導主語從句，在從句中作賓語。句③：that引導賓語從句。句④：eventhough引導讓步狀語從句。句⑤：what引導賓語從句，在從句中作賓語。課下請完成UNIT1課時檢測(二)SectionⅡ課文閱讀理解泛讀課文，完成以下學習任務(一)①challenge②courses③activities④studying(二)1.C2.Paras.1～4ADCB