2023學(xué)年完整公開課版Unit3 Developing ideasreading 公開課課件

Developingideas——reading

Unit3Timeschange!目錄contentsPre-readingILanguagepointsⅣFastreadingIIHomeworkⅤIntensivereadingIIIⅥPost-readingIPre-readingPre-readingLookatthemessagesandanswerthequestions.1.Whichmessageiseasiertounderstand?Whichmessagedoyouprefer?Why?2.Whichwaydoyouusetosendmessages?Pre-readingLookatthetitleandpredicttheauthor’sattitudetowardsemojis.Yourpredition:Emojis:anewlanguage?Theauthormaybeskepticalaboutemojisasanewlanguage.

IIFastreadingFastreadingLearningtolearnWhenyougiveyouropinion,yourargumentwillbestrongerifitissupportedbyevidence.Evidencecancomefromprimarysources,suchasoriginaldocumentsandinterviews,orsecondarysources,suchasbooksandmagazines.FastreadingReadthepassagequicklyanddecidethefollowingstatementisTrue(T)orFalse(F)1.Theauthorusesemojisforcommunicatingwithfriendsfromtextmessagestoemails,blogsandothersocialmedianetworks.()2.In1999,emojishave1,600simpledesigns.()3.Emojis,asanewlanguagehaveclearadvantagesovertraditionallanguages,includingwritingandspeaking.()FFFFastreadingReadthepassagecarefullyanddecidethefollowingstatementisTrue(T)orFalse(F)4.Theauthorsupportsthemainideaofparagraph7bygivinganexample.

()5.Someeducatorsworryaboutthenegativeeffectonourtraditionallanguages.()TTFastreadingChoosetheauthor’spurposeinwritingthepassageandgiveyourreasons.1.Toguidereaderstouseemojisproperly.2.Todiscussthedevelopmentandinfluenceofemojis.3.Tocriticisetheincreaseduseofemojis.4.Toentertainreaderswithexamplesofhowemojishavebeenused.FastreadingChoosetheauthor’spurposeinwritingthepassageandgiveyourreasons.Theauthorintroducesthetopicofemojisthroughexamples,thenintroducestheoriginanddevelopmentofemojis,andexplainstheapplicationofemojisindailylife.Finally,thearticlediscussesthefuturedevelopmentofemojis.Wecanseefromthepassagethattheauthorintendstodiscussthedevelopmentandinfluenceofemojis.IIIIntensivereadingIntensivereadingReadthepassagecarefullyandanswerthefollowingquestions.1.DoyouthinktheShakespeareserieswithemojisisaneffectivewaytoencourageyoungreaderstoreadtheclassics?Giveyourreasons.2.Whatdoyouthinkaboutthewaypeopleuseemojis?3.Whatlifestylechangesdoeseachreadingpassageinthisunitfocuson?Whatisthecommonmessageconveyedinbothpassages?IntensivereadingReadthepassagecarefullyandanswerthefollowingquestions.Idon’tthinkso.Justasmanypeoplesay,thesenewversionsofShakespeareserieshavetakenawaytheheartandsoulofShakespeare’splays.DoyouthinktheShakespeareserieswithemojisisaneffectivewaytoencourageyoungreaderstoreadtheclassics?Giveyourreasons.Intensivereading2.Whatdoyouthinkaboutthewaypeopleuseemojis?Emojisoccasionallyusedindailyconversationarereallyvividandinterestinginconveyingourfeelings.Butifweonlyuseemojistocommunicate,itsometimesmaybeveryhardforustounderstandanditisalsoawasteoftimespendingsomuchtimefindingproperemojistoexpressone’sfeelings.Readthepassagecarefullyandanswerthefollowingquestions.IntensivereadingThefirstpassagefocusesonchangesofpeople’sreadinghabits,whilethesecondpassagefocusesonchangesofthewaywecommunicate.Bothpassagesconveychangesofourlivesandsocietyinwhichwelive.3.Whatlifestylechangesdoeseachreadingpassageinthisunitfocuson?Whatisthecommonmessageconveyedinbothpassages?Readthepassagecarefullyandanswerthefollowingquestions.ⅣPost-readingPerhapspeoplewillonedaychoosetocommunicateinpictures,andforgethowtowriteproperly.Post-readingWorkingroups.Giveatalkaboutthesentencefromthepassage.Doyouagreeordisagreewithit?(Forexample,Idisagreewithit)Post-readingWorkingroups.Giveatalkaboutthesentencefromthepassageandmakenotes.ReasonsEvidenceIt’sinconvenientforustousepictures.Picturescanbeconfusingwhenusingthem.LanguagepointsV

1.attemptn.&vt.嘗試;努力;試圖Languagepoints:Wordsmakeanattempt/attemptstodo/atdoingsth.

嘗試/試圖做某事inanattempttodosth.

試圖做某事atthefirstattempt

首次嘗試attempttodosth.

嘗試做某事Theymadenoattempttoescape.他們沒有企圖逃跑。

2.advantagen.優(yōu)點(diǎn);有利因素Languagepoints:Wordstakefulladvantageof充分利用haveanadvantageover勝過，優(yōu)于advantagesanddisadvantages利與弊atadisadvantage處于不利地位

competitiveadvantage競爭優(yōu)勢Hisheightgiveshimaclearadvantage.他的身高使他具有明顯的優(yōu)勢。

3.adaptationn.改編本，改寫本；適應(yīng)Languagepoints:Wordsadaptv.

使適合,使適應(yīng);改編adaptto...

適應(yīng)……adaptoneselfto...

使自己適應(yīng)或者習(xí)慣于……adapt...from...

根據(jù)……改寫(改編)adaptableadj.

能適應(yīng)的;可修改的Don’tworry.Heonlyneedsaperiodofadaptation.不要擔(dān)心，他只是需要一段適應(yīng)期。

4.tendencyn.趨勢Languagepoints:WordsThereisagrowingtendency

amongemployerstohirecasualstaff.雇主雇用臨時(shí)職員有增加的趨勢。haveatendencytodosth.

有做某事的傾向tendto/towards

趨向/傾向于tendtosb./sth.

照料，照看某人/某事tendtodosth.

易于/往往會(huì)做某事

1.searchfor________________2.belimitedto________________

3.______________增加，添加

4.______________拿走，帶走

5.______________關(guān)注，聚焦于

6.______________

不同意

7.______________換成

搜索限于Languagepoints:Importantlexicalchunksaddtotakeawayfocusondisagreewithchangeinto

1.Theword“emoji”comesfromJapanese,literallymeaning“picturecharacter”.Languagepoints:ImportantsentencesParaphrase:Theword“emoji”developsfromaJapaneseword,anditmeans“picturecharacter”.literallymeaning“picturecharacter”是現(xiàn)在分詞短語的伴隨狀語，它所表達(dá)的動(dòng)作或狀態(tài)是伴隨著句子謂語的動(dòng)作而發(fā)生或存在的。例如：Studentswentaway,runningandlaughing.Theboysatinfrontofthefarmhouse,cuttingthebranch.

2.WhenfirstintroducedinJapanin1999,emojiswerelimitedto176simpledesigns.Languagepoints:Importantsentences“WhenfirstintroducedinJapanin1999”為過去分詞短語作時(shí)間狀語，動(dòng)詞introduce與其邏輯主語emojis構(gòu)成被動(dòng)的關(guān)系。該結(jié)構(gòu)相當(dāng)于狀語從句WhenemojiswerefirstintroducedinJapanin1999.

例如：Whenheated,icewillbechangedintowater.

3.Withasmilingorsadfaceaddedtoamessageorpost,yourreadercan“see”yourfacialexpressionwhilereadingyourwords.Languagepoints:ImportantsentencesParaphrase:Whenyouuseasmilingorsadfaceinamessageorpost,yourreadercan“see”yourfacialexpressionwhiletheyarereadingyourwords.

3.Withasmilingorsadfaceaddedtoamessageorpost,yourreadercan“see”yourfacialexpressionwhilereadingyourwords.Languagepoints:Importantsentenceswithsthdone結(jié)構(gòu)在句中作狀語，asmilingorsadface與add之間是被動(dòng)關(guān)系，所以add用過去分詞形式。例如：Withthehomeworkfinished,shewentshopping.Youcanentertheroomwithyourphonepoweredoff。

Languagepoints:Importantsentencesa.with+名詞(或代詞)+現(xiàn)在分詞Withthecrowdscheering,theydrovetothepalace.b.with+名詞(或代詞)+過去分詞Shehadtowalkhomewithherbikestolen.c.with+名詞(或代詞)+形容詞Iliketosleepwiththewindowsopen.3.Withasmilingorsadfaceaddedtoamessageorpost,yourreadercan“see”yourfacialexpressionwhilereadingyourwords.

Languagepoints:Importantsentencesd.with+名詞(或代詞)+介詞短語Withthechildrenatschool,wecan’ttakeourvacationwhenwewantto.e.with+名詞(或代詞)+副詞Theboystoodtherewithhisheaddown.f.with+名詞(或代詞)+動(dòng)詞不定式Withnoonetotalkto,Johnfeltmiserable.3.Withasmilingorsadfaceaddedtoamessageorpost,yourreadercan“see”yourfacialexpressionwhilereadingyourwords.

4.Theintentionoftheseadaptationsistomaketheclassicsmoreaccessibletoyoungreaders.Languagepoints:ImportantsentencesParaphrase:Thepurposeoftheseadaptationsistomaketheclassicseasierforyoungreaderstounderstandandappreciate.accessible作為形容詞，在本句為“易懂的”。beaccessibleto意為“易得到的；易使用的”。例如：Shewantstowritesciencebooksthatareaccessibletogeneralaudiences.(易懂的)Computersshouldbemade

readilyaccessibletoteachersandpupils.（易得到的）

5.

Butthismakesothers,especiallyeducators,worrythatwearelosingtheabilitytocommunicateproperlyusingthewrittenword,oreventhespokenword.Languagepoints:Importantsentences“thatwearelosingtheabilitytocommunicateproperlyusingthewrittenword,oreventhespokenword.”that引導(dǎo)的從句作worry的賓語，其中不定式“tocommunicate”作名詞ability的后置定語；“usingthewrittenword,oreventhespokenword”為現(xiàn)在分詞短語作方式狀語。

5.

Butthismakesothers,especiallyeducators,worrythatwearelosingtheabilitytocommu