[外研版(必修2)]Module 1 Our Body and Healthy Habits 教案

Module 1 Our Body and Healthy Habits I. 模块教学目标

II. 目标语言

Ⅲ.教材分析与教材重组

1. 教材分析

本模块以Our Body and Healthy Habits为话题，旨在通过模块教学使学生通过讨论什么是健康，什么是健康的生活方式，如何才能获得健康和保持健康等问题，使学生树立正确健康观念，建立起一种健康的生活方式。针对日常生活中经常遇到的对健康有害的坏习惯，指导学生发表自己的见解和看法，通过进一步讨论使学生明确什么样的生活习惯是健康的。并能应用相关谚语就此写一篇文章。

1.1 INTRODUCTION 这一部分设计了四个活动。第一个活动帮助学生复习和学习有关饮食、锻炼、健康和疾病的词汇；第二个活动引导学生学会表达一些与饮食有关的句子；第三个活动向学生们介绍一些有关健康的西方谚语；第四个活动是前一个活动的延伸和深化，要学生说出一些有关健康的汉语谚语，并尝试把它们翻译出来。总之，通过上述四个活动，使学生对起居和健康的关系有一个初步的了解。

1.2 VOCABULARY AND READING 这一部分是本模块的主题部分。首先是词汇的学习。第一个活动就是帮助学生复习和学习一些介绍事物、身体和健康的词汇并回答有关的问题。然后就是阅读活动，围绕周凯的生活方式，教材设计了四个活动，从细节到词汇，甚至也涉及到了文章的结构。在能力上，主要是培养学生对词汇的应变力、理解力和分析问题的能力。从情感态度上，通过周凯和妈妈的矛盾冲突和周凯对自己生活习惯的描述，帮助学生了解什么是健康的生活方式，如何树立健康的生活习惯，并在实际生活中，建立起自己的健康生活方式。

1.3 SPEAKING 1 通过讨论怎样保持健康，并且决定哪些是生活中有关健康的重要事项，使学生养成良好的生活方式。

1.4 FUNCTION 讨论将来的表达方法，掌握will表示预测的用法。

1.5 GRAMMAR 1 这一部分是有关构词法——名词动用的内容。这部分不要求学生掌握具体的理论知识，只是使学生初步了解这种转化并使学生具体掌握一些转化的词例。

1.6 LISTENING AND VOCABULARY 通过听医生和病人之间的对话掌握不同身份、职业的人说不同的话，学会询问病情和描述症状。掌握有关疾病、症状和人体器官的单词。

1.7 GRAMMAR 2 这一部分是介绍will 和be going to 表示将来的用法，通过这部分教学，要使学生明确区分这两种表达的不同之处并在实际中运用。

1.8 PRONUNCIATION 听并跟读听力中出现的六个句子，注意音与音之间的连读。

1.9 SPEAKING 2 通过讨论对话掌握对健康问题的描述，包括描述、询问病情及提供帮助。

1.10 EVERYDAY ENGLISH 通过对话，掌握一些常用的表达方式。

1.11 WRITING 通过把多个句子按顺序排列组成一段，训练学生的逻辑思维能力，通过讨论掌握描述生病的整个过程，并就此写一篇文章。

1.12 CULTURAL CORNER 通过阅读了解有关各国的医疗卫生体系。

1.13 TASK 通过作问卷调查使学生意识到自己是否有健康的生活习惯，并养成良好的生活方式。

1.14 MODULE FILE 对整个模块做出总结，巩固所学知识。

2. 教材重组

2.1将INTRODUCTION的主要内容和VOCABULARY AND READING整合成一节阅读课。

2.2 将GRAMMAR 1 和GRAMMAR 2 整合成一节语法课。

2.3 将LISTENING AND VOCABULARY, PRONUNCIATION, EVERYDAY ENGLISH与WORKBOOK(P71)中的Listening整合成一节听力课。

2.4 将SPEAKING 1, SPEAKING 2和FUNCTION整合成一节口语课。

2.5 将WRITING, TASK和WORKBOOK中的Writing整合成一节写作课。

2.6 将CULTURAL CORNER 和WORKBOOK（P69）中的Reading整合成一节泛读课。

3. 课型设计与课时分配

1st period Reading

2nd period Grammar

3rd period Listening

4th period Speaking

5th period Writing

6th period Extensive Reading

IV. 分课时教案

The First Period Reading

Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

anxious, captain, injure, injury, pain, painful, normal, lifestyle, head, eye, toward, a sweet tooth

b. 重点句式

When Zhou Kai’s mother saw him heading towards the front door without a jacket on, she eyed him anxiously. P2

Zhou Kai went and did as he was told. P2

I never have to diet ... P3

I was stupid enough to ... P3

As you can see from what I’ve said, I’m a normal kind of person. P3

As I’ve said, this isn’t a problem. P3

2. Ability goals能力目标

Help the students to learn Zhou Kai’s healthy lifestyle by reading the texts.

3. Learning ability goals学能目标

Enable the students to learn how to talk about personal lifestyles.

Teaching important points教学重点

Why does Zhou Kai have a healthy lifestyle?

Teaching difficult points教学难点

Understand what a healthy lifestyle is.

Teaching methods教学方法

Skimming, scanning，asking and answering activity and discussion.

Teaching aids教具准备

A recorder and multimedia.

Teaching procedures & ways教学过程与方式

Step I Warming up

T: Good morning, boys and girls! I think you must know the famous Chinese saying: People regard food as their prime want. Eating plays an important part in our daily life. Now, I have some questions for you. Please answer my questions with complete

sentences. Do you often eat fish?

S. No, I don’t often eat fish.

T: Do you often eat fruit?

S: Yes, I often eat fruit, almost every day.

T: Do you often catch cold?

S: No, I don’t quite often catch cold. I’m very fit.

T: You eat a lot of sweet things, don’t you?

S: I like eating sweet things, but I don’t often eat them.

T: Do you often take exercise?

S: I take a lot of exercise every week. For example, I do morning exercises every day. T: Good! That’s why you have a strong body. Now, class, please go through the words in the box of Activity 1. Then do Activity 2 and tick the sentences true for you. And then make a dialogue with your partners just as what I did with you just now.

After some time, ask some pairs to do their role-play.

T: OK. You did an excellent job! Now, let’s learn some English proverbs in Activity 3. Now, I want someone to read the proverbs for us. OK, Mike, please read them out. Mike reads the proverbs.

T: Very good! Your pronunciation is really beautiful! Next, I’d like you to explain the meanings of these proverbs in English. Maybe it’s a little difficult for you. Just have a try.

The students discuss the proverbs.

T: OK. Stop here. Who volunteers to explain the first one to us? What is the meaning of “You are what you eat”？

S: It means what you like eating will have an effect on your body.

T: Well done! What about the second one?

S: It means that if you have a healthy body, you’ll think clearly and quickly.

T: Yes, a strong body can help you make a success. Next one?

S: It means that if you go to bed early and get up early, you’ll have a good rest at night, and if so, you’ll feel full of energy.

T: That’s a good explanation! OK, next one?

S: It means that fruit and vegetables will protect you from illnesses.

T: Good! All of you did a good job! Now, let’s do some translation. Please translate these proverbs into Chinese. Have a discussion first!

The students work in pairs.

T: OK. The first one, who wants to have a try?

S: 吃什么补什么。

T: Right! What about the second one?

S: 身体健康，精神爽!

T: Good! Next one?

S: 睡得早，起得早，聪明，富裕，身体好！

T: Excellent! The last one?

S: 每日一苹果，疾病远离我！

Step II Presentation of the text

T: You did a good job! Next, let’s look at the photo on the next page. What can you see in this photo?

Ss: A boy.

T: Yes, a boy! What’s your impression of the boy?

Ss: He is very handsome. He is tall. He is smiling at us. He is wearing a white shirt. T: Can you guess his hobby?

Ss: He likes playing football.

T: Yes, we can see he holds a football in his hand, right? Do you know the boy’s name?

Ss: Zhou Kai.

T: Yes. This class we’ll learn something about Zhou Kai’s lifestyle.

Step III Reading

T: Before we come to the text. We’ll deal with some words in Activity 1. Please do it quickly. A few minutes later, we’ll check the answers together.

The students do the activity.

T: OK. No.1, which word is connected with food?

Ss: Sweets.

T: Right. Which words are connected with the body?

Ss: Fever, injure, injury, pain, painful, break (an arm).

T: Good. Which word means usual or ordinary?

Ss: Normal.

T: Yes. Which word means leader?

Ss: Captain.

T: Right. Which word means worried about something that may happen?

Ss: Anxious.

T: Now, let’s come to Zhou Kai (1). I’ll play the recording for you. While listening, please catch the main idea of the passage and do the multiple choice on the screen. The students do it while listening to the tape.

T: OK. Stop here, please look at the big screen and choose the correct one. Which one is the best?

The passage Zhou Kai (1) mainly tells us that______.

A. Zhou Kai wants to play football in the rain.

B. Zhou Kai is fit enough to play football in all weathers.

C. Zhou Kai’s mother cares about him very much.

D. Zhou Kai dislikes his mother very much.

Ss: The third one.

T: Yes, good. We can see this point from the conversation between Zhou Kai and his mother. Next, let’s learn some details about this passage. You’ll be given a few minutes to read the passage again and answer the questions in Activity 2.

A few minutes later.

T: Now, do this activity with your partners. One asks and the other answers. OK, Question 1, who volunteers to do it?

S: Why is Zhou Kai’s mother anxious?

S: Because he is going out to play football in the rain without a jacket on.

T: Next question?

S: What does she think will happen?

S: She thinks he will catch a bad cold.

T: Next one?

S: What does she ask him to do?

S: She asks him to at least wear a jacket.

T: Good. I have some words shown on the big screen. Please organize a short paragraph with the words according to the content of Zhou Kai (1). You may add more words.

anxious, fever, catch a bad cold, get one’s jacket on

Give the students some minutes to prepare it.

T: OK, who volunteers to do it?

S: Mother eyed Zhou Kai anxiously when she saw him going out without a jacket on. She was afraid of his catching a fever and a bad cold. Finally, Zhou Kai had to obey his mother’s words and got his jacket on.

T: Excellent! Now, let’s learn more details about Zhou Kai’s lifestyle. Please read Zhou Kai (2) and then summarize the main idea of each paragraph. You can discuss with your partners.

The students read it silently.

T: OK, class, who volunteers to tell the topic sentence of each paragraph? What’ the topic sentence of Paragraph 1?

S: The topic s entence of the first paragraph is “My mother has always made sure we eat very healthily, and fresh fruit and vegetables are a very important part of our diet”.

T: Yes, right! From the first paragraph, we can see that the family really have a good diet habit. Especially, Zhou Kai, he doesn’t have a sweet tooth. Do you know the meaning of “have a sweet tooth”?

S: Sorry, we are not sure.

T: Let’s analyze it together. Zhou Kai says, “A lot of my school friends eat sweets every day but ...”. Pay attention to the word “but”, it tells us that Zhou Kai doesn’t have the same eating habit as his school friends. Following this, Zhou Kai also says, “I’d rather eat a nice piece of fruit.”Now can you guess if Zhou Kai like eating sweets?

S: No, he doesn’t like eating sweets.

T: So, “have a sweet tooth”means: like eating sweet things. OK, what’s the topic sentence of Paragraph 2?

S: It is “I’m quite healthy”.

T: Yes, right. But he still tells us his two unlucky experiences. Now, what about Paragraph 3?

S: The topic sentence is “I’m crazy about football”.

T: Really good! What’s the meaning of the phrase “be crazy about”here? Does it mean someone has mental problems? Let’s read the context. We can see a dash “—”between the two sentences, so we know the sentence“I’m crazy about football”is used to explain the last one. The two sentences have the same meaning. The last sentence is “But there’s one thing I really love”, so the phrase “be crazy about”means “love”—love or like something very much.

T: Yes, good. We can know Zhou Kai’s hobby is playing football. OK, good, now please summarize the whole passage in a sentence. What is it?

S: Zhou Kai has a healthy lifestyle.

T: OK, good, really good. Now read the passage again and finish Activity 4.

Several minutes later, check the answers.

T: I have more exercises for you in order to understand the two passages deeply. Please look at the big screen and choose the best answers.

Choose the best answers:

1. Which of the following statements is RIGHT?

A. Zhou Kai was strong enough to protect him from the cold weather.

B. Zhou Kai was not healthy enough to play football in the rain.

C. Zhou Kai’s mother advised him to play football in the rain with a jacket on.

D. Zhou Kai’s mother didn’t allow him to play football in the rain.

2. “And I’m not too heavy, so I never have to diet.”The word “diet”means_____.

A. eat meat

B. eat less sweets

C. eat more fat

D. eat less

3. According to Passage 2, which of the following is NOT healthy food?

A. Fresh vegetables

B. Fruit

C. Fish

D. Fat

4. From what Zhou Kai said in Para.2 of Zhou Kai (2) we can infer that_____.

A. he often plays football while raining.

B. he often gets injured while doing sports.

C. he is a lot healthier than his classmates.

D. he catches no cold all the time.

5. From the two passages we learnt that_____play(s) an important role in Zhou Kai’s daily life.

A. Zhou Kai’s classmates and teacher

B. the football team members

C. healthy food

D. Zhou Kai’s mother

6. In Zhou Kai’s opinion, _____.

A. sweets are better than fruit

B. sweets are not so good as fruit

C. both sweets and fruit are important to one’s health

D. neither sweets nor fruit is important to one’s health

T: Have you finished? Let’s check the answers together.

Key: CDDCDB

T: Now, let’s come to the words of this passage. Please finish Activity 5.

Let the students deal with the exercises. And talk about the answers with them.

Step IV Post-reading

T: Now, please go through the two passages again and find out how are the two passages connected? You can discuss this problem in groups.

Let the students do this job.

T: Who can explain this question to us?

S: They are connected because they both talk about the way Zhou Kai’s mother looks after him, and because they both mention the time he got ill after playing football in the rain.

T: Yes, that’s right! But there is a big difference between the two passages. Do you

know what it is? That is Zhou Kai (1) is in the third person while Zhou Kai (2) is in the first person. Right?

Ss: Right!

T: What is the advantage of using the first person to tell a story?

Ss: It’ll make the telling more vivid and shorten the mental distance between the author and the readers.

T: Really good! Now we have finished the reading. Do you think Zhou Kai has a healthy lifestyle?

Ss: Yes.

T: Why? Can you explain this point according to the text? Now, suppose you are Zhou Kai. Please tell your healthy lifestyle according to the two passages.

S: My name is Zhou Kai and I think I have a healthy lifestyle. My mother gives me lots of fresh fruit and vegetables. I eat fish, rather than fat, sugar and sweets. I also exercise regularly, and I often play football.

T: Yes, that’s right. You know why Zhou Kai has a healthy body. So, if you want to have a healthy body and live a happy life, you should follow Zhou Kai’s example to build a healthy lifestyle —eat healthily and exercise a lot.

StepV Homework.

T: Revise the text, please pay attention to the important language points. Next class we’ll have a dictation of some key sentences first and then we’ll come to the grammar part, please preview it after class. Time is up today. Bye-bye!

The Second Period Grammar

Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

finger, hand, house, mother, taste, lie down, examine, write a prescription.

b. 语法

Nouns used as verbs

Will / be going to for future actions

2. Ability goals能力目标

Introduce the word formation —nouns used as verbs and guide the students to enlarge their vocabulary in this method.

Enable the students to use will and be going to correctly and reinforce their language sense.

3. Learning ability goals学能目标

Help the students learn how to use will and be going to correctly.

Teaching important points教学重点

How to express your intention and prediction with will and be going to.

Teaching difficult points教学难点

How to use a noun as a verb and how to use will and be going to correctly. Teaching methods教学方法

Discovery approach.

Teaching aids教具准备

Multimedia.

Teaching procedures && ways教学过程与方式

Step I Revision

T: Good morning, class! First, let’s do some revision. Please take out a piece of paper and write some sentences. I say them in Chinese and you write in English.

1. When Zhou Kai’s mother saw him heading towards the front door without a jacket on, she eyed him anxiously.

2. I don’t have a sweet tooth.

3. I’d rather eat a nice piece of fruit.

4. I’m not overweight so I never have to diet.

5. I was stupid enough to play football in the rain.

6. Last winter, almost all my classmates got flu.

7. I am captain of the class team at school.

8. As you can see from what I’ve said, I’m a normal kind of person.

Step II Grammar 1

T: OK, you did a good job. Please look at the first and the fourth sentences you wrote

just now. In the two sentences, please pay attention to the three words: head, eye and diet.

The students observe the words.

T: We’ve learnt these three words. What are the meanings of those words when we first learn them?

Ss: 头，眼睛，饮食。

T: That’s right. Which word class do they belong to?

Ss: They are nouns.

T: That’s right. Which word class do they belong to in the two sentences?

Ss: They are verbs.

T: Yes. Here, they are used as verbs. Now, let’s find their meanings. In the first sentence, what does the verb “head”mean? Does it still mean “头”?

Ss: No, it means “向什么地方行进”.

T: Good. Quite right! What about the word “eye”? Does it still mean “眼睛”? Ss: No, it means “注视”.

T: Good. In the third sentence, what does the word “diet” mean as a noun?

Ss: It means “饮食”.

T: What’s the meaning of the word in the fourth sentence?

Ss: It means “节食”.

T: So as you can see from our analysis, some nouns can also be used as verbs. That’s the meaning of the title of Grammar 1: 名词动用. Now, since you know this point, please finish Activity 2.

After the students finish it, check the answers and explain something to the students. Sample answers:

mother(溺爱), houses(给……房子住)，finger(触摸)，taste（品尝），hand(传递). T: Now, I have some more exercises for you. Please look at the big screen and finish them.

练习: 把下面每小题中划线的名词转化为动词填入该题的空中，注意使用正确的动词形式。

1. (1) He went to Europe by ship.

(2) The products will be _____to Europe.

2. (1) Are we allowed to take pictures in the museum?

(2) The artist_____her as a Spanish dancer.

3. (1) This flower smells.

(2) Apple trees _____ in Spring.

4. I need some water to _____ the rose.

5. (1) The doctor advised him to take more exercise.

(2) To keep healthy, she _____ every day.

6. (1) He is reading a book in his room.

(2) Did you _____ a seat on the plane?

7. (1) I can’t study in this heat.

(2) I’ll _____ some milk for coffee.

8. (1) The southern face of the building _____ the park.

(2) I’d like to live in a room whose window_____ south.

9. (1) My sister is a nurse in the People’s Hospital.

(2) She_____ her husband back to health.

10. (1) My father works in a middle school.

(2) He is going to _______ a boy.

Key: 1. shipped 2. pictured 3. flower 4. water

5. exercises

6. book

7. heat

8. faces, faces

9. nursed 10. father

Step III Grammar 2

T: Now let’s come to Grammar 2. Please read and observe the sentences carefully, and see what the difference between will and be going to is. And discuss this question with your partners.

The students read and discuss.

T: OK, class, what is the usage of will? Sentence 1: Can you lie down, please, and I’ll examine you? Does the doctor prepare for a long time or have a plan before the decision is made?

Ss: No.

T: The second one? I’ll write you a prescription. Does the doctor carefully think about this decision for a long time?

Ss: No.

T: The doctor makes his decision as he is speaking. He didn’t carefully plan it for a long time, right?

Ss: Right.

T: So, we can say you use will when the speaker decides to do something as he speaks. That is will 可以表示说话时决定马上要做的动作，多数情况是听了对方的话语后所做出的反应.What about the third one? My wife’s going to visit her this afternoon. Is this decision made when speaking?

Ss: No.

T: Of course, not. Obviously, his wife has made this decision before. So, you use be going to when someone has decided to do something before. 就是说，be going to 表示经过事先考虑或安排后的意愿。It’s the same case as the next sentence. Now, please take out your listening materials and analyze these sentences through context by yourself.

Let the students do it.

Step IV Exercise

T: Now, let’s do some exercises. First please finish Activity 2 and then we’ll check the answers.

A few minutes later, check the answers.

T: Now, turn to page 67 and do the Exercises 1 to 3.

Sample answers to Exercise 3:

1. When are you going to get up in the morning?

I’m going to get up at six in the morning.

2. What are you going to do at midday?

I’m going to have lunch with my uncle.

3. What are you going to do in the afternoon?

I’m going to swim.

4. What are you going to do in the evening?

I’m going to watch TV at home.

Step V Homework

T: Now, today’s homework is in our WORKBOOK. Turn to page 68 and finish Exercise 4.

The Third Period Listening

Teaching goals教学目标

1. Target language目标语言

a.重点词汇和短语

cough, migraine, chest, heart, lung, stomach, throat, breathe, pneumonia, symptom, penicillin, stomachache, X-ray, write sb. a prescription, have a temperature, broken arm, sore throat

b.重点句式P6

How long will I be off work?

My wife is going to pick me up in a quarter of an hour.

I’ve got a temperature of 37℃.

2. Ability goals 能力目标

Enable the students to get detailed information from the listening material and tell different words spoken by different persons.

3. Learning ability goals学能目标

Help the students learn how to describe symptoms of a health problem and how to give advice as a doctor.

Teaching important points教学重点

Help the students learn about parts of human body and symptoms of health problems. Listen to detailed information of the patient’s problems.

Teaching difficult points教学难点

Get information about the health problems of the patient and the doctor’s advice Teaching methods教学方法

Discussion, listening and cooperative learning.

Teaching aids教具准备

A recorder and a computer.

Teaching procedures & ways教学过程与方式

Step I Greetings and Revision

T: Good morning / afternoon, students. Let’s check your homework. Please open your books and turn to page 68.

Check the answers to Exercise 4 with the whole class.

Step II Lead-in

T: This module mainly talks about our body and how to keep healthy. This class, we will listen to a conversation between a doctor and a patient. After listening, you will know what is the matter with the patient and what the doctor advises her to do to keep healthy. Before listening, let’s do some tasks.

Step III Pre-listening

Ask the students to do Activity 1 and Activity 2.

T: You will have 2 minutes to finish vocabulary exercise in Activity 1. With the help of this exercise, write the words according to the definitions in Activity 2 and Activity 6 within 4 minutes.

Four minutes later check the answers with the whole class.

T: All of you did an excellent job. Look at the bottom of page 6. Who volunteers to tell which of these problems have you had?

S1: I’ve had a cough, but I’ve never had a toothache.

S2: I’ve had a stomachache. I’ve never had migraine.

Step IV Listening

Tell the students to look through the questions before listening.

T: We will listen to a conversation between a doctor and a patient. Before you listen to the tape, please read through the questions that you have to answer after listening. Talk about Activity 3 with your partners to decide which sentences are said by the doctor and which by the patient.

Play the tape for the students.

T: Now let’s listen to it again and check the answers.

Listen again and check the answers with the whole class.

Step V Listening (WORKBOOK P71)

Ask the students to do WORKBOOK Listening.

T: Now, boys and girls, let’s look at the picture on page 71. There are three people in the picture. Say who they are and what’s happening.

S: The man is a doctor. The woman lying in the bed is a patient. The other woman is a nurse. Maybe the woman has got an illness. The doctor is giving her some advice. T: Good. Now, let’s come to Exercise 12 to see what’s wrong with the woman and what the doctor does to treat her. You will have 3 minutes to put these sentences in the correct order.

Three minutes later.

T: Listen to the conversation and check your answers.

Play the tape for the students.

T: Now let’s listen to it again to finish Exercise 13.

Check the answers with the whole class.

Step VI Post-listening

Dialogue

T: We have covered two listening materials. Both of them are conversations between the doctor and the patient. Work with your partners to make a dialogue. One acts as a doctor and the other as a patient. You will have 5 minutes to prepare for it.

Five minutes later.

T: Are you ready? Have a try!

A sample version: D = doctor P = patient

D: What’s bothering you, madam?

P: I am not feeling very well. My whole body feels weak. I really feel terrible.

D: Don’t worry. Let me examine you. Open your mouth. Do you have a sore throat? P: Yes, when I am speaking or swallowing things, it aches much.

D: Let me take your temperature.

P: What’s the temperature?

D: It’s 38℃. You have got a temperature.

P: Is it serious?

D: Take it easy! You will be better after an injection.

P: I don’t like injection. Will taking pills work?

D: But having an injection has a quick effect.

P: OK, I will endure it for I am busy these days. I must get better soon.

D: I give you an injection now. But you need a rest.

P: Oh, I have a lot work to do.

D: You must look after yourself. You had better sleep early tonight.

P: Yes, I will. Thank you!

T: Excellent! You have done a good job.

Pronunciation

T: Now, let’s look at the six sentences in Pronunciation which also appear in listening parts. Pay attention to liaisons between words and mark the sounds, which are linked. This time, please read the sentences following the tape.

Everyday English

Show the six expressions on page 8 on the screen.

T: Please look at the screen. Guess the meanings of these expressions.

Check the answers with the whole class.

T: Now that you have known these expressions, please make several short dialogues using them.

Sample dialogue 1:

S1: Our class won the basketball match yesterday!

S2: Terrific!

Sample dialogue 2:

S1: I was off work yesterday.

S2: Oh dear! You missed an important meeting.

Sample dialogue 3:

S1: I can look after your cat while you are on holiday.

S2: That couldn’t be better. Thank you very much.

Sample dialogue 4:

S1: Have more chocolate?

S2: Thank you. But I don’t have a sweet tooth.

人教版高中语文必修三

13、李白在《蜀道难》一诗中，化用西晋张载《剑阁铭》中“形胜之地，匪亲勿居”语句的句子是“，。，”，从而表达了对国事的忧虑与关切。 14、从李白《蜀道难》一诗中“，，”的长叹中，我们似乎也感受到了诗人对功业难成的一声叹息。 《登高》中理解性默写的名句训练 1、由高到低，写诗人所见所闻，渲染秋江景物特点的句子 是：，。 2、写远望所见，用传神之笔描写凄冷江色和长江气势的句子是：， 3、用落叶和江水抒发时光易逝、壮志难酬的感伤的句子 是：，。 4、情景交融、意境旷达，极写自己羁旅之愁和孤独之感的句子 是：，。 5、道出郁积诗人心中的自身之苦和国运之恨，无限悲凉难以排遣的句子 是：，。 6、本诗的主旨句（表现诗人忧国伤时）的句子是：，。 7、杜甫《登高》中为我们营造了一幅气势磅礴的长江秋日图的句 是:，。 8、杜甫《登高》中集中表现了夔州秋天的典型特征的句子 是:，。前人也曾把这两句誉为“古今独步”的“句中化境”。 《琵琶行》中理解性默写的名句训练 1．《琵琶行》中“月”这一意象贯穿始终，对烘托气氛、推动情节发展具有重要的作用。请写出诗中写到“月”的3个句子：，，。2．诗歌中既交待秋天的背景又蕴含离别之意，并为诗人秋夜送别友人这一事件渲染出悲凉气氛的诗句是：，。 3．诗歌中第一次写到琵琶女演奏音乐的诗句是：，。4．描写琵琶女初次出场时的情态的诗句是：，。

的感慨，因此才有了同病相怜、同声相应的诗文，才忍不住说出了自己的遭遇。文中直接点出“我”的悲惨遭遇的句子是“，”。文中还运用环境描写来间接表明“我”内心异常苦闷的句子有 “，。，。 ？。，。？ 。” 31《琵琶行》中表现琵琶女与作者自己的不幸身世互相同情和深厚情意的句子 是：，。 32、《琵琶行》中三次写琵琶女弹奏都用了侧面描写：第一次“”，侧面描写的句子是；第二次当“”结束弹奏后，诗人用“，”来进行侧面描写；最后一次“”，作者又用“。？”作侧面描写。 33、白居易《琵琶行》中的“”两句，写那若断若续的余音，似乎更能撩动人的情思，引起人的回味。 《锦瑟》中理解性默写的名句训练 1、《锦瑟》中以锦瑟起兴，引起对华年往事的追忆的句子 是：，。 2、《锦瑟》一诗的诗句“，”，它表现的这种可望不可即的理想境界代表的是诗人全部的情感。作者用此阴阳冷暖的不同境界展现了高洁的感情、执著的爱慕和无尽的哀思与怅恨。 3、《锦瑟》用典的四句 诗：，。，。 4、《锦瑟》一诗中回环曲折地表达了自己的惆怅苦痛，让人为之哀惋不已的句子 是：，。 5、《锦瑟》表达“聆听锦瑟之繁弦，勾起对华年往事之追思，音繁而绪乱，怅惘以难言”的诗句是：“，。 6、《锦瑟》中表达“华年往事”如梦般凄迷、如杜鹃啼春般伤感的诗 句，。感叹“才华被弃如沧海遗珠，追求向往终归飘渺虚幻”的千古名句是，。 7、《锦》诗中“，只是当时已惘然”抒发“此情”的无尽怅惘，别说现在追忆，就是当时就已经无尽的怅然若失了。 《劝学》中理解性默写的名句训练

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(完整word版)高中英语外研版必修五单词表

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外研版必修五module2重点知识与练习

1.___________________ adj.令人满意的f _________ adj.感到满意的f satisfy v .使人满意f __________ n.满意 2. _____ adj.充满压力的，紧张的f ________ adj.感到压力的f stress n.压力v .强调 3.volunteer n.志愿者v.志愿，自愿f _________ adj.志愿的，义务的 4.direct v.指挥，指导，指路adj.直接的，坦率的adv.直接地f _________ adv.直接地；立即，马上f _______ n.指导，指挥，方向f __________ n.指导者，主管；董事；导演f directory n.（电话）号码簿 5.______ adj.合格的，称职的f _________ v.使具有资格，使合格f qualification n ．资格，限制条件 6. _____ v.冻僵，冻住；使呆住n.（物价或工资的）冻结f _______ adj.极冷的f ______ adj.被冻住的，冷冻的f freezer n.冰箱 7. ___ vt. 签字；做手势示意n. 迹象，征兆；标牌；手势f signature n ．签名 8.apply v.申请，应用f ________ n.申请，申请书 9.require v. 需要，要求f _________ n. 要求，必要条件 10.___ v.遭受（痛苦），经历f suffering n.痛苦，苦难 11._________ n.个性，性格f __________ adj.私人的，亲自的f _________ adv.就个人而言；亲自f person n.人

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