高中英语阅读6+1高一B版

高中英语阅读6+1（高一B版）

星期一至星期六

答

案

与

简

析

第一周

星期一BDCBA

星期二ABCD

星期三DBCBD ACBDB ACBAC CADAB 星期四BCDAA

星期五DCCDB

星期六BADCD ACACD BADCB DACBB

第二周

星期一BBACD

星期二CDDB

星期三ACBDD CBABC ADABC DDBAC 星期四CADB

星期五ABADC

星期六DBCAC BDCAD DBDAC AACDB

第三周

星期一ACDCB

星期二BBCD

星期三ADBCD CABDC BDCBA DBCAB 星期四BADDC

星期五ADDB

星期六BCCDB ABDDB ABCBA CDACD

第四周

星期一CDBDA

星期二DBACB

星期三CBAAB CDADC ABDBC DDBAC 星期四ADCAC

星期五ACADB

星期六DBACC BDAAD CBABC DCDBA

第五周

星期一BDCBC

星期二BDAD

星期三DBACB DACBA CDCAB CDADB 星期四DBCA

星期五CBDA

星期六DABDB CABCB CBADB ADBCA

第六周

星期一CDDB

星期二BCDAB

星期三ABCAD CBDBD ADBCA BADCC 星期四BDACB

星期五DCACB

星期六BACAB CDADB DBCDA CCDAB

第七周

星期一CDAC

星期二BDDD

星期三DBABC AADBC BDDCD ABBCC

星期五BABDC

星期六BDACA BBCBC ADCDB ABDAC

第八周

星期一BDBC

星期二AADCB

星期三DCBCA BDBCD ADADC ABBCA 星期四CBAD

星期五DCADB

星期六DACAD BBACD BCABC DDCDA

第九周

星期一DACDB

星期二ABCD

星期三ACBDA CBCAD BCDAB DABCD 星期四CADBC

星期五CBDBA

星期六CCBDA CBDCA CADBD ADBDC

第十周

星期二DCBAB

星期三CADBC ADBCB DCADA CBADA 星期四DACB

星期五CBDAA

星期六DBCAD BCBDB ADABD CDCAB

第十一周星期一ADAB

星期二DBADC

星期三DADCB CADBA DBCAB CACBD 星期四CBAD

星期五DBDAA

星期六DABDC BDCAA BDACB BACDC

第十二周星期一DCBA

星期二ACBA

星期三BDCAD BCDCB ABCAD ADABC 星期四DACCD

星期五CBAD

星期六CDABD BDACB CDABC ADCAB

第十三周星期一AABCD

星期二DDAC

星期三BCDAD BADCB DACBC ACABD 星期四BAAD

星期五DABAD

星期六BDCAA BDCAB BCDAC DBACB

第十四周星期一CDACB

星期二DCBAC

星期三BDACB CDADB ACDAC DACDB 星期四BDCAC

星期五DBCB

星期六CBDAB DCABD ACABD BCCDA

第十五周星期一DCADB

星期二BDAC

星期三BBADC DACBC ADCBB CDADA 星期四CBDAC

星期五BDCB

星期六CBDAC BDBAC ADBCA DACBD

第十六周星期一CBAAD

星期二BACC

星期三BDCAC CDADB DCABB ADABC 星期四CDBA

星期五ACBCB

星期六DBCAD CBDAC BDABC ACDBA

第十七周星期一CCABD

星期二CACDB

星期三DACBC ABACB DADBC CDADA 星期四DBADC

星期五ADBBC

星期六ABDCA DBCAB ADDAC DDBCA

第十八周星期一CDADB

星期二CDAB

星期三DBCAB CDBAC ABDCA BDACD 星期四DCAAC

星期五ABCDC

星期六ABDBC CDACB ADBCB ADCBA

第十九周星期一DCBA

星期二DABCD

星期三DBDBA CDCAC BDACB DACAB 星期四DCABD

星期五BBADC

星期六DBCDA CBADC BBDAC ADBCA

第二十周星期一CBBA

星期二CDCBA

星期三DBCAB DACDC BADCA DBDBC

星期四DABBD

星期五BDCA

星期六DACBD ACBDB DACDA BCABC

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而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。该模式有利有弊，弊在对学生语言基础知识的掌握不利，容易造成学生语言基本功不扎实。然而，由于强调整体篇章理解，在阅读时采取跳跃式搜索、猜测等方法，所以有利于培养学生快速阅读理解能力。 阅读速度的培养是阅读教学中一个重要的任务。目前，中学生阅读能力在速度上与可能达到的指标相比普遍要低几倍，甚至十几倍。随着信息时代的到来，人们急需尽快获取各种信息资料，成倍提高工作效率与学习效果，培养学生的快速阅读理解能力是实施英语素质教育的必然要求。然而，训练学生阅读速度必须建立在学生对文章容处于陌生状态的基础上，因此，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速阅读习惯、快速阅读理解能力。这一阶段的教学设计主要如下： 1、引入题材。可采用设疑悬念、直观导入、故事导入等引入方式。 2、进行快阅。可向学生介绍组读法、察读法、浏读法、略读法、跳读法等快速阅读方法。 3、检测理解。可采用问答题、判断题、选择题、做笔记、填图表等检测形式。 附SEFC Book IA Lesson 26 & Lesson 27 阅读理解问答题： 1) Which was the USA's strongest earthquakes ? 2) How many people lost their lives and how many people lost theirhomes in the 1906 earthquake ?

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