以下是小编收集整理的高中新课改中“二先二后”教学模式初探，本文共13篇，希望对大家有所帮助。
篇1：高中新课改中“二先二后”教学模式初探
高中新课改中“二先二后”教学模式初探
高中新课改中“二先二后”教学模式初探杜 菁
一。何谓“二先二后”课堂教学模式“二先二后”的课堂教学模式，简单说就是“先学后教、先练后讲”。“先学”是指学生在课堂教学的开始阶段，按照老师所揭示的教学目标和要求，自己学习教师指定的素材，或自己观察，或自己实验，尝试回答有关的问题。“后教”是指教师针对学生在自主学习过程中暴露出来的问题进行分析和指导，并按目标要求进行讲解和补充。“先练后讲”是指老师给学生留出一定的时间和空间，让他们在课堂上独立完成本节课的作业或研讨研讨某些问题。“二先二后”课堂改革教学模式的目标就是要真正实现学生主体和老师主导的双向互动和内在结合。二。“二先二后”课堂教学模式的设计理念1.教师教学方式的转变重点要实现教师教学方式的三个转变：教学不再是教师教、学生学的过程，而是师生交往、积极互动、共同发展的过程。实施“二先二后”的'课堂教学模式，让教学成为师生交往、共同发展的过程。可以说，创设基于师生交往的互动、互惠的教学关系，是本次教学改革的一项重要内容；教学在重结论的同时，更加重视结论的生成过程。重结论、轻过程的传统教学只是一种形式上走捷径的教学。学会重在接受知识，积累知识，以提高解决当前问题的能力，是一种适应性就习。会学，重在掌握方法，主动探求知识，目的在于发现新知识、新信息以及提出新问题，是一种创新性学习；教学要时刻关注每一位学生。实施“二先二后”的课堂教学模式，我们强调三个关注：第一是关注每一位学生。在教师的课堂教学中所有的学生都是教师应该关注的对象；第二是关注学生的情绪生活和情感体验；第三是关注学生的道德生活和人格养成。
2.学生学习方式的转变
转变学习方式从根本上说就是要从传统学习方式转向现代学习方式。实施“二先二后”的课堂教学模式，要努力使学生的学习方式实现五个转变：主动性，当学生自觉地担负起学习的责任时，学生的学习才是一种真正的有意义的学习；独立性，教师要充分尊重学生的独立性，积极鼓励学生独立学习，培养学生独立学习的能力；独特性，教师要尊重每一个学生的独特个性和具体生活；体验性，鼓励学生多种形式参与，使学习过程成为一个富有个性的过程；问题性，一方面使学生通过问题来进行学习；另一方面使学生通过学习来生成问题。唯有如此，才能有效地促进学生学习方式的转变。
三。“二先二后”课堂教学模式的实施策略
“二先二后”课堂教学模式的基本思想就是让学生人人都会学，真正实现学生主体和教师主导的双向互动和内结合。
“二先二后”课堂教学模式的基本步骤是：①揭示教学目标。揭示教学目标，就是指教师要在学生自学之前让他们明确本节课的教学目标，给课堂教学定向；②先学前的指导。在这一阶段，教师要让学生知道他们需要自学什么内容，怎样进行自学，达到什么要求等。为学生提示学习方法；③先学。“先学”是指学生按照课程或教师提出的学习要求，先进行自学，通过主动阅读、观察、思考或动手操作，理解目标知识；④后教。“后教”是指教师在学生先学的基础上，结合学生中存在的问题和疑惑所进行的有针对性的教学活动；⑤先练后讲。“先练后讲”一是指检测和巩固本节课的所学知识和技能，二是引导学生通过练习把知识转化为解决实际问题的能力。
四。“二先二后”课堂教学模式的成效与反思
“二先二后”课堂教学模式实施半年来，教师的课堂角色发生了明显变化。首先，教师面对新课程普遍感到提高自身素质已经近在眉睫。其次，教师集体备课的实效性显著增强。在每周一次的集体备课中，教师初动的、应付了事的现象不见了，都能认真准备、认真说课，做出水平较高的课件。再次，课堂开始出现师生互动、平等参与生动场面。“二先二后”的课堂是学生主动学习的课堂，在这样的课堂上，教师们经常会发现学生的闪光点。
在实践新课程改革的过程中，我们发现仍存在不少问题。在此仅谈与课堂教学改革有关的三点。
第一。在课堂教学改革的认识和实践上教师存在着“有先有后”的现象。
第二。课堂教学时间明显紧张或不足。
新课程改革倡导学生主动参与，学生容易提出新问题、发生争论，所以存在教学时间不够的矛盾和冲突。
第三。新课程标准确立了学生的主体地位，在这样的情形下，教师如何教学才能达到预设的教学目标，无疑是一个严峻的挑战。
作为一名教育工作者能亲历新一轮课程改革，深感荣幸，我的感受是：高中课程改革、课堂教学改革任重道远，需加倍努力才能不断推向深入。
（作者通联：044000山西省运城市盐湖二中）
篇2：高中一年级《归去来兮辞》 教学(二)
高中一年级《归去来兮辞》 教学(二)
《归去来兮辞》 教学设计示例(二)［教学目的］
1．体会感悟作者返朴归真的人生志趣与人生境界，能对作者的思想进行简单辨析。
2．朗读并背诵全文，在朗读与背诵中体悟作者情感，了解辞赋的特点。
3．弄懂并积累“来、胡、奚、而、以、谏、樽、觞、眄、审、容膝、策、矫、岫、盘桓、棹、窈窕、遑遑、皋、委、怀、聊、乘化”等字词的意义。
［教学重点］
1．了解作者辞官归田的原因，深刻体味诗人鄙弃官场，热爱田园的无限欣喜之情。
2．背诵全文。
［教学课时］
1课时
［教学步骤 ］
一读－－一字一词读，凭借注释，读准字音，了解词义，弄懂上面提到的字词，理会文义。
二读－－概括地读，分清层次，理清各层次的大意。
三读－－细细品读，体会感悟作者的情感，粗略辨析作者的思想。
四读－－表情朗读，读出抑扬、轻重、缓急。
五读－－熟读成诵，琅琅上口。
（说明：诗歌、辞赋一定要强调读，在读中积词会意、读中感悟、读中辨析、读中融会贯通，文言诗歌、辞赋，尤要强调如此。）
一．精要了解作者和其性情：
陶潜（365－427）东晋大诗人。一名渊明，字元亮，私谥靖节，浔阳柴桑（今江西九江）人。出身于破落官僚地主家庭，《晋书》《宋书》均谓其系陶侃曾孙，后人亦有疑其说者。曾任江州祭酒、镇军参军、彭泽令等职，因不能适应官场的世俗约束，决心去职归隐。长于诗文辞赋，诗多描绘自然景色及其在农村生活的情景，其中的优秀作品寄寓着对官场与世俗社会的厌倦，表露出洁身自好不愿屈身奉迎的志趣，但也有宣扬“人生无常”“乐天安命”等消极思想者。另一类题材的诗，如《咏荆轲》、《读山海经・精卫衔微木》等篇，寄寓抱负，颇多悲愤慷慨之音。其艺术特色，兼有平淡与爽朗之胜；语言质朴自然，而又极为精炼，具有独特风格。散文以《桃花园记》最有名，而辞赋以本篇最有名。有《陶渊明集》。
注意几点：
1，陶渊明青少年时，受儒家思想教育，曾有“大济于苍生”的抱负和“骞翮思远翥”的壮志，但由于东晋当时的士族门阀制度相当严酷，陶渊明非士族出身，因而很难有通过做官来伸展志向实现抱负的机会。
2，他“性刚才拙，与物多忤”（《与子俨等疏》），“少无适俗韵，性本爱丘山”（《归园田居》），有心做官，但又厌倦官场世俗条框的束缚，所以总处在“一心处两端”（出仕与归隐）的情状之中。他29岁开始入仕，从此13个年头，时官时隐，达3次，做官时间总计不过四五年。这种矛盾的情状一直贯穿一生。
3，本篇写在作者辞官隐之前，不是像课本注释中所说的写在辞官归隐之初。也就是说，本文是辞官归隐前的想象之作，不是写实之作。这是许多选本和鉴赏文章都弄错了的。我们的课本也以讹传讹，弄错了。
二．通过序文，了解陶潜辞官归隐的原因。
指出三点理由：
1．“质性自然，非矫厉所得”，也就是说自己本性自然，不会扭曲自我，不会强迫自我去做本性不想做的事。
2．“饥冻虽切，违已交病”，忍饥受冻固然严重，但是违背自我性情会身心“交病”，那比交冻可能更难以忍受。
3．“程氏妹丧于武昌”，需要去奔丧。
其中第一条是根本的。自己的本性使然，“性本爱丘山”，崇尚自然随意，任性随情，做官是“深愧平生之志”。官场实在有违自我性情与志趣，所以才最终弃官归隐。
三．理清层次。
第一段，申述“归去来兮”的缘由。
开头一句，开门见山地喊出久郁心中之志。－－“归去来兮，田园将芜胡不归？”俨然抒发一口闷气，顿觉自在坦荡、轻松畅快。最后的反问，表明其志已决，不容持疑、犹豫。接下来，说明归隐的原因。“心为形役”，为衣食所迫而出来做官，既如此，那就没有什么惆怅悲伤的了。表明其心情很轻松。过去的事情无法追悔，未来的日子是可以自我掌握的。违心的官场日子即将结束，未来的顺心的生活即将开始，那就按照自我的意志遂心遂意地生活下去。过去是“迷途”，昨日是“非”，那么今天的抉择就是“是”，是正确的。迷途未远，悔悟与庆幸之情溢于言表！
第二段，想象归家路途的轻快与归家后的.情状。
先乘船，后上路，和风拂衣，小舟飘荡，而心情的愉快也尽显其中。这在阅读时需要注意。“问征夫以前路，恨晨光之熹微”，昼夜兼程，归心似箭。问征夫，暗自计程；恨熹微，嫌天亮太迟。这种急迫，在到家时完全变成孩子般的欢呼与雀跃－－“乃瞻衡宇，载欣载奔”，是一派狂喜之态。“僮仆欢迎，稚子候门”，家人主仆共同欢迎主人归来。“携幼入室，有酒盈樽”，可以想像举家欢宴，主人开怀畅饮的情状。其中“松菊犹存”有喻义，喻坚韧芬芳之节操仍在。接下来四句，“引壶觞”到“之易安”，写饮酒自乐之景与傲然自得之情。再接下来由居室转到庭园及高处、远处，这里有情有景，情景交融，一派悠然自得之情从字面流露出来，可以想象，他走走停停，停停走走，时而环顾，时而远望，白云行走，飞鸟投林，都摄入他的眼帘。作者正如“出岫之云”“倦飞之鸟”，做官本是无心，官场确使他厌倦。写抚“孤松”其实也是在言志，言孤傲坚贞之志。
这一段由路途写到家门，由家门到居室，再由居室到庭院，甚至目光远及。表面写景，实际抒怀，营造了一个与官场截然相反的、旷达悠然、美妙和谐的境界。
该段可以分三层，跟韵有关系。
开头到“熹微”（押韵i/ui）为第一层。再到“盈樽”（押韵en/un）为第二层。再到本段结束“盘桓”（押韵an）为第三层。
第三段，想象定居下来后农村生活的乐趣。
第一句与文章首句呼应。接着表示要与世想忘，谢绝交游－－主要是与世俗官场的人谢绝交往，并非所有人。作者以听家人的知心话为快乐，以琴书为伴侣，嚣嚷、喧吵不入耳中，可以说是乐以忘忧了。接下来的描写是一段颇带诗意的描绘。春回大地，农人告诉他将要从事春耕了。并且在农事闲暇，乘兴出游，“或命巾车，或棹孤舟。既窈窕以寻壑，亦崎岖而经丘。木欣欣以向荣，泉涓涓而始流。”注意它的句意承接，“或命巾车”后承“亦崎岖而经丘”，“或棹孤舟”后续“既窈窕以寻壑”。前者是陆路，后者是水路。“木欣欣以向荣，泉涓涓而始流”既是实景，又是心景，由物及人，自然生出人生暂
篇3：高中必修二功教学设计
高中功教学设计
高中必修二功教学反思
《功》的这节内容是力学中的重点内容之一，是后续学习的基础。功的概念比较抽象，是学生学习中的一个难点，功的计算题对于基础太薄的学生来说，就更困难了。
这节课，我先是按照教材的编写顺序，从“力的成效”入手，让学生体会力与距离的关系，引出功的含义。然后让学生举出生活中做功的实例，巩固和检查学生对功的含义的理解。在学生对功的含义有了初步的了解后，引导学生分析“想想议议”中的“做功与不做功”的图片，总结出不做功的三种情况。再通过我的“哑剧”表演，训练学生学会正确判断物体是否做功，帮助学生进一步理解功的含义，这样处理学生比较感兴趣，容易接受。
公式W=F?S中的F、S是做功的两个必要条件。由于学生在解题能力上有差异，导致部分学生在解答灵活性、综合性较强的问题时还是有困难。因此在习题课上要有所侧重，要多给予学生解题方法上的指导，指导学生会审题，会找关键词，重点词，提高学生的思维能力，解答物理问题的能力。
篇4：高中生物教学中先学后教模式应用论文
高中生物教学中先学后教模式应用论文
摘要：
伴随着科教兴国战略的提出，我国教育体制开始实施改革，教育方法也不断得到创新。教育对于一个国家至关重要，与国人的素质直接相关，因此，要想提高学生们的素质，就要实施高效的教育方法，以此来提升我国的教育水平。在新课改的“自主学习”的背景下，在高中教学中逐渐兴起了“先学后教”的教育模式，通过对学生进行这种教学模式的教育，学生们能够显著地提升学习效率和减轻沉重的学习负担。本文将会全面探讨并深刻剖析“先学后教”教学模式，以高中生物教学中的“先学后教”模式的实例进行全面分析，分析这种教学模式的实用价值和教学意义。
关键词：
先学后教；高中生物；教学；模式；应用；研究
在新课改的背景下，高中生物课的要求是希望学生们能够在课堂上独立自主的进行学习，然后利用所学知识进行深度的科学研究，从而摒弃传统的死板教学方法，避免学生们出现因为一味的被动接受知识而对学习失去乐趣、思维模式僵化、学习效率下降等。“先学后教”模式在高中生物课程中的实施完美的解决了上述问题，通过“先学后教”，学生们完美的融入到了课堂知识的探索学习中，学习效率不断得到提升，为我国教育理念和模式开辟了新的路径。
一、对于“先学后教”模式的认识
“先学后教”(Thefirstpost-teaching)教学模式是总结过去高中课堂的不足而创新的一种教学模式。在这种教学模式下，学生们在课前和课上先进行有目的的预习和学习，将探索过程中的问题和疑惑带到课堂上，然后教师再进行讲课，学生们在这一过程中可以将问题予以提出，从而达到提升课堂效率的目的。
二、“先学后教”模式在高中生物教学中的实施
（一）关于“先学”
在高中生物的学习中，学生们能够事先通过预习，明确学习目标和学习任务，能够创造出教学生活情境。比如在《光合作用》一课中，学生们在教师的引导下了解本节课程的教学目标和教学任务，然后教师将难点介绍给学生，之后学生们通过学习课本，在生活中会对家庭中的花草引起关注，并对有关疑惑向家人进行提问，提前对有关知识进行了解；通过“先学”，学生们将课本上的重点和难点用笔在课本上标出，为后续学习奠定基础；生物是一门图形结合的学科，学生们能够事先对课本上的图片进行细致的研究，为后续教学扫清障碍；学生们对一些能够自己动手的实验现象进行研究和思考，大大节省了后续上课讲解的时间。
（二）关于“后教”
通过“先学”阶段学生们对于问题的思考和大量的实验，教师在课上进行讲课时就能够有针对性的进行精讲。在这一过程中，教师要对学生们进行分组，教师在讲解过程中以小组讨论的形式突出重点和考点，将主要时间放在解决学生疑惑上，从而加强学生对于所学知识的印象，从而提高教学品质。在“后教”过程中，教师要起到开导学生，将学生们的问题简单化，用实验的方法启发学生，让学生们真正喜欢上生物课程的作用。
三、“先学后教”模式教学在高中生物教学中的应用
（一）关于《DNA是主要的遗传物质》一课中“先学后教”的实施
这节课的教学目标是让学生们理解DNA是主要的遗传物质，并掌握肺炎双球菌的转化实验和噬菌体侵染细菌的实验。课前，根据“先学后教”教学模式的要求，教师要先让学生们了解本节课的重点是两个实验的过程和原理，然后对学生们进行分组。引导学生进行细胞增殖内容的学习，让学生们自主思考染色体的组成以及DNA的相关事宜。课上，首先向学生们播放关于染色体和DNA的教学视频，然后问学生们：高等、低等生物共有的物质基础是什么？然后和学生们对肺炎球菌的转化实验进行共同探讨，在这一过程中和学生们讨论蛋白质和核酸是否是生物的共有物质基础。解决学生们在“先学”过程中的疑惑。接下来进行小组讨论在实验中的细菌因为加热而失活，进而使得失活的细菌将无毒细菌转化为有毒细菌的过程中，所表现出的形状是否为可遗传性。
（二）案例结果
通过上述案例，进行了普通模式的教学和“先学后教”模式的教学，在进行普通模式的教学的学生对于DNA的相关知识的掌握程度明显不如进行“先学后教”模式教学的学生，通过上述案例，体现出“先学后教”教学模式对于提升学生学习效率和学习乐趣具有促进作用。
四、“先学后教”教学模式的价值和意义
（一）改变了传统的教师授课模式
传统的教学模式是教师在固定的时间和地点对学生们进行知识的灌输，它以“课”为形式，实现了对于大多数学生的教学任务，而且还方便了教师们进行集体教学。但是这种教学模式也存在着一定的弊端，高中的学生的学习任务异常繁重，学习时间十分紧张，如果所有的学习任务都由老师安排，所有的学习节奏都由老师来带的`话，十分容易导致学生缺乏学习时间，对知识没有能够进行充分的预习，达不到良好的知识巩固的效果，此外，还不利于学生们动手能力和独立思考能力的培养，对于学生的个别差异很难照顾到。通过引进“先学后教”教学模式，实现了学生们自主学习和小组合作，对于学习能力的提升有促进作用。
（二）丰富了中国教学模式理论
创新中国教学模式理论刻不容缓，通过“先学后教”教学模式的理论提出和方案实施，极大地丰富了中国的教学模式理论，对于高中学生自主学习，提高课堂效率有着十分积极的意义。
（三）极大提升了学生们课堂学习效率
通过“先学后教”教学模式的实行，使得教师能够有针对性的授课，能够根据学生们的反馈进行教学，学生们在充分学习课本知识的前提下，带着问题有针对性的进行学术的探讨，课堂氛围显得异常融洽，使得学习效率大大提升。结语综上所述，面对我国教育体制改革的不断深入，教学模式也不断得到创新。“先学后教”教学模式作为国内提出的具有先进意义的教学模式，代表了新课改的基本思想。这一过程中，学生们能够显著提升课堂效率，大大增加学习的乐趣和热情，对于学生们今后的科研道路有着十分积极的作用，因此这一教学模式值得应用并推广。
参考文献：
[1]罗丽亚.高中生物教学中“先学后教”模式应用的价值分析[J].中国科教创新导刊,,14:101-102.
[2]赖少莲.浅谈高中生物中“先学后教”的教学方式[J].中国校外教育,,11:99.
[3]谭文宇“.先学后教”模式在高中生物教学中的运用[J].宜宾学院学报,2012,12:107-109.
[4]司燕.高中生物课堂教学中“先学后教”模式的实施策略[J].新课程导学,,05:50.
[5]虞阳兰.高中生物“先学后教”模式的应用分析[J].中学课程资源,,06:14-15+11.
篇5：高中一年级 《师说》 教学设计示例(二)
高中一年级 《师说》 教学设计示例(二)
《师说》 教学设计示例(二)教学目的
1．学习有“破”有“立”的写法。
2．体会“说”这种体裁笔锋犀利的特点。
3．了解韩愈关于尊师重道的论述和本文的思想意义。
教学设想
一、教学重点和难点。
本文第2段既是教学重点，又是教学难点 。从全篇布局来看，作者先“立”（第1段）后“破”（第2段），“立”是为了“破”；“破”后再“立”（第3段），乃其“余事”，可见“破”是要害。这所谓“破”，实质上是针对砭时弊，即批判“耻学于师”的恶劣风尚。这不是一般性问题，必须联系当时特殊的社会背景进行分析，才能得到比较透彻的理解。对这个方面存在的困难，不不估计到。
此外，将这一段视为教学重点和难点，还出于这样的考虑：这一段笔锋犀利，汪洋恣肆，充分体现了“说”这种体裁“炜晔而谲诳”（陆机《文赋》）的特点。学生此前已学过《马说》《捕蛇者说》《黄生借书说》《少年中国说》等篇，对这个特点已有所认识，在此基础上着重体会一下本文作者的行文方式，对学生今后阅读同类作品必有很大的好处。
二、教学方法。
本文可以兼用诵读教法和讨论法。诵读，用来熟悉课文语句，领悟作者的思路；讨论，用来加深学生对本文思想意义和行文特点的认识。前者是基础，后者是提高，在时间分配上，应以前者为主。
采取逐段进行的方式：诵读一段，讨论一段。有关全篇主旨和布局的问题，放在最后讨论。讨论题应是开放性的，可以各抒己见，不给固定答案，要在于能自圆其说，以养成学生独立思考的习惯。
由于本文语言有鲜明的个性特征，要留出时间让学生做一点语言积累的工作。
三、课时安排。
本课拟用3课时。分配如下：
第一课时：介绍本文写作背景，初步了解本文基本内容，诵读第1段，讨论“师者，所以传道、受业、解惑”这一命题。
第二课时：诵读第2段，讨论韩愈对“耻学于师”时风的批判和文章的锋芒。
第三课时：诵读第3、4段，讨论“圣人无常师”这一命题。总结全文（认识本文思想意义和写作方法），积累语言。
四、预习安排。
这篇课文的预习工作十分重要，时间应相当充裕，做得越细致越好。为此，拟在课堂抽出20──25分钟让学生预习，掌握要领；未完成的部分由学生自找时间补做。
1．给下面的字注音后朗诵全文2―3遍。
谀（yú）苌（cháng）聃（dān）郯（tán）欤（yú）蟠（pán）经传（zhuàn）贻（yí）
2．本文是针对“耻学于师”的坏时尚写的，笔锋犀利。试就下列两个方面各举出几个例子。（划在课本上）
(1)批判坏现象的尖锐语气。
(2)叙述正确主张的决断语气。
(3)下面的一段文字出自柳宗元《答韦中立论师道书》，注意加黑点的语句。仔细阅读一遍，然后说说韩愈写《师说》有什么意图。
“自魏晋氏以下，人益（更加）不事师。今之世不闻有师；有，辄哗笑之，以为狂人。独韩愈不顾流俗，犯笑侮，收召后学（学生），作《师说》，因抗颜（态度严正不屈）而为师。世（世人）果群怪聚骂，指目牵引，而增与为言辞。愈以是得狂名。”
教学步骤
第一课时
教学过程
一、导入 新课。
这篇课文的`价值何在呢？这个问题现在还不忙作答。大家已经读过柳宗元《答韦中立论师道书》中那一段话，知道韩愈因写此文而被当时人目为“狂人”。请大家根据预习的印象，说说韩愈究竟“狂”不“狂”；如果说他“狂”，这又意味着什么？
学生自由发言。
（要求是：结合文中的某些句子说明韩愈有反对流俗的巨大勇气，有坚持真理的精神，敢于发人之所未发，敢于尖锐地指责坏习俗。）
在学生发言过程中，教师可以在恰当的时机提出一些富有启发性的问题作为补充。例如：①柳文中说韩愈“抗颜而为师”，这一点在本文中是否有所反映？②韩愈在本文中是怎样表述“今之世不闻有师；有，辄哗笑之”这种现象的？对此，他又是怎样评论的？③韩愈对孔子说的“三人行，必有我师焉”作了怎样的解释？等等。
[说明]设计这个环节的目的是，使学生能大致了解本文的内容。
二、作者和写作背景简介。
韩愈反抗流俗的这种勇气的确是难能可贵的。他以文章为武器批判落后事物的做法，贯穿着他的一生。同学们学过的《马说》就是一个显著的例子，它大约写于贞元十一――十六年间，比《师说》早几年，那时韩愈才30岁上下。更值得一提的是，唐宪宗元和十四年（8），宫中要迎佛骨，韩愈上表反对，要求将佛骨“投诸水火，永绝根本”。唐宪宗是信佛的，览表大怒，要杀死韩愈，多亏宰相说“愈虽狂，发于忠恳，宜宽容以开言路”，乃贬潮州――这年韩愈是51岁。他有诗记载这件事：“一封朝奏九重天，夕贬潮州路八千。欲为圣明除弊政，肯将衰朽惜残年。”这种胸怀在封建文人中是不可多得的。
韩愈在《师说》中所批判的“耻学于师”的坏风气，是在门第观念影响下产生的。门第观念源于魏晋南北朝的九品中正制。到唐代，改以官爵的高下为区分门第的标准。显贵之家称“高门”，卑庶之家称“寒门”。这对择师也有很大影响，在当时士大夫阶层中就普遍存在着“位卑则足羞，官盛则近谀”的心理。韩愈针对这种错误观念，提出以“道”为师，“道”在即师在，是有进步意义的。
三、诵读第1段。
1．诵读的准备。
先给下面的句子划分节奏（“・”表示极短暂的停顿，下同）：
人／非・生而・知之者
其闻道也／固・先乎吾
夫・庸知／其年・之先后・生于吾乎
然后解释词语句：
①“师者，所以传道受业解惑也”这句话，如改用现代语表述有几种方式？（教师是传道受业解惑的人。教师的任务是传道受业解惑。）
②“人非生而知之者，孰能无惑”中的“孰”，可否改为“岂”？（用“孰”表示无例外，虽为圣人，亦不能无惑。用“岂”表示反问，意即凡人皆有惑。用“孰”可以照应下文“古之圣人，其出人也远矣，犹且从师而问焉”这句话，不改为好
[4]
篇6：高中地理(中图版)必修二《人口增长的模式及地区分布》
高中地理(中图版)必修二《人口增长的模式及地区分布》
[教学目的]：
使学生能够分析不同人口增长模式的主要特点及地区分布
[重点难点]：
1、什么是人口增长模式，世界上有哪几种主要的增长模式，这是前提
2、将不同的增长模式进行比较，通过比较获得各种人口增长模式特点
3、分析不同的人口增长模式在世界上的分布
[讲授过程]：
导入：必修二介绍：
我国人文地理学的奠基人李旭旦教授认为：人文地理学，是以人地关系的理论为基础，探讨各种人文现象的分布、变化和扩散以及人类社会活动的空间结构的一门科学。
必修二主要介绍四个主题：
人口、聚落中的城市、生产活动以及人文地理学的基础理论——人地关系和可持续发展理论。
人口问题是一切人文地理学习内容的核心，
城市的发展与人口发展、人类居住地形态和人口迁移都有直接关系。
产业活动、不论是工业、农业、商业还是交通，也都与人类居住地有关，特别是与城市的发展有关。人地关系和可持续发展的内容更综合了其它三个主题，同时也贯穿于三个主题的学习之中。
人口：主要介绍人口增长模式的主要特点及地区分布、人口迁移的主要原因、环境承载力与人口合理容量。
1、1人口增长的模式及地区分布
一、人口增长模式
p4读图1-1-2，
[问题]从图中你能获取哪些信息？
1、世界人口增长总趋势：人口不断增长。
2、按时间分成明显的几个阶段：缓慢增长阶段、加速阶段、快速增长阶段。
描述人口增长的快与慢一般用人口的自然增长率来表示：
人口的自然增长率=出生率-死亡率
[问题]在不同的历史时期三个比率分别呈现什么样的特点？
——人口发展的`共同点：人口增长的变化具一定规律性：低高低——高低高——低低低的过程。
人口增长的阶段：
阅读材料中的上图：
分析几个阶段中：出生率、死亡率和人口自然增长率的特点。
图1-1-3，用人口金字塔来表示世界人口增长阶段。
人口金字塔介绍：
坐标：横坐标：比率，纵坐标：年龄。
不同人口金字塔表示了不同的出生率与死亡率之间的关系。[让学生说出其对应关系]
由此我们可以总结出三种人口增长的模式：
高低高模式、三低模式和高低高向“三低”过渡模式。
自己阅读三种模式，回答三个问题：
[问题一]三个模式分别具有什么特点？
[问题二]代表国家主要有哪些？一：主要是发展中国家；二：主要是发达国家（欧美日）；三：中国、阿根廷、土耳其、新加坡等国。
[问题三]三种增长模式有哪些有利与不利之处？一：人口剧增带来的各种问题：就业压力、住房问题、人均资源不足等；劳动力充足等。二：劳动力不足、人口老龄化。
过渡型中的两种类型：[介绍]
[问题]中国的人口转变原因？计划生育政策
[承转]由上面可以看出，不同模式的代表国家不同，由此可以看出人口增长存在明显的地区差异。
二、人口增长的地区分布：
阅读表1-1-1:
[问题]发达国家与发展中国家的三个率从时间发展角度来看分别有何趋势？
由此可以看出：发达国家与发展中国家人口增长的分化较明显。尤其是20世纪五十年代以后，发展中国家的人口增长大大超过了发达国家，目前世界人口的增长，95%来源于发展中国家。
各个大洲的差异：
阅读图1-1-7，[问题]从这幅图中你了解到了哪些信息？
1、各大洲人口数量差异
2、各大洲人口增长差异（亚非拉快，欧美日大洋洲慢）
篇7：《锦瑟》高中必修二语文教学教案
锦瑟①无端②五十弦③，一弦一柱思华年④。(锦瑟呀，你无缘无故为什么竟然也是五十根弦?你每根弦上发出的乐音都勾起了我对青春年少美好岁月的思念。①锦瑟：绘有花纹的瑟。《周礼·乐器图》：“饰以宝玉者曰宝瑟，绘文如锦者曰锦瑟。”②无端：没有来由地、无缘无故地。③五十弦：传说古瑟有五十根弦，后来的瑟多为二十五根弦。《汉书·郊祀志上》：“秦帝使素女鼓五十弦瑟，悲，帝禁不止，故破其瑟为二十五弦。”④华年：青春年华。)
庄生晓梦①迷蝴蝶，望帝②春心③托杜鹃。(庄周拂晓时梦见自己化为翩翩起舞的蝴蝶，望帝将春心托付给声声啼鸣的杜鹃。①庄生晓梦：语出《庄子·齐物论》：“昔者庄周梦为胡蝶，栩栩然胡蝶也。自喻适志与!不知周也。俄然觉，则蘧蘧然周也，不知周之梦为胡蝶与，胡蝶之梦为周与?”这段话的大意是，过去庄周梦见自己变成蝴蝶，欣欣自得好像自己真是一只蝴蝶，感到多么愉快和惬意啊!竟然不知道自己原本是庄周。突然间醒过来，却又惊惶不定地发现，原来我还是庄周呀。庄周弄糊涂了，他不知道在梦中是庄周变成了蝴蝶呢，还是蝴蝶梦见自己变成了庄周呢?庄子的本意在说明一个如梦似幻、物我混同的境界。李商隐引庄周梦蝶的故事，也许意在抒发人生如梦，往事如烟的感慨。②望帝：周朝末年蜀国君主的称号，他把帝位传给宰相开明，自己跑到深山里隐居下来。传说他死后，魂魄化为乌，名杜鹃，啼声哀凄，暮春而呜，伤感春去，也哀痛亡国。参看《蜀道难》有关注释。③春心：伤春之心，比喻对失去了的美好事物的怀念。)
沧海月明①珠有泪②，蓝田③日暖玉生烟④。(沧海月色分明，鲛人泪化珍珠，珍珠泪光点点;蓝田日光温暖，美玉埋在地下，云烟袅袅升起。①月明：《大戴礼记》：“蚌蛤龟珠，与月盛虚。”清朱鹤龄注此句引《文选》注曰：“月满则珠全，月亏则珠阙。”这里的“月明”即“月满”或“月圆”。鲛人之泪化珠，当在月满之时。②珠有泪：古代传说南海有鲛人，能织丝绸，哭泣时眼泪变成明珠。晋张华《博物志》卷二：“南海外有鲛人，水居如鱼，不废绩织，其眼泣则能出珠。”又《太平御览》卷八零三引《博物志》：“鲛人从水出，寓人家，积日卖绢，将去，从主人索一器，泣而成珠满盘，以与主人。”③蓝田：山名。在今陕西蓝田县东，骊山之南阜。山出美玉，故又言玉山。《元和郡县志》：“关内道京兆府蓝田县之蓝田山，一名玉山，在县东二十八里。”④玉生烟：相传宝玉埋在地下，上空会出现烟云，阳光下见得分明。陆机《文赋》：“石韫玉而山辉，水怀珠而川媚。”中唐诗人戴叙伦曾说：“诗家之景如蓝田日暖，良玉生烟，可望而不可置于眉睫之前也。”意思是诗歌的特征贵在含蓄。李商隐在这里有可能是化用其意，表示美好愿望终如蓝田之烟云，可望而不可即。另解，“蓝田”一句是一典故，源自干宝《搜神记》。传说春秋时，吴王夫差的小女儿紫玉爱慕韩重，并想嫁给他，但吴王不同意，因此郁闷而死。韩重从外地游学回来，前往她的墓上哀悼。忽然紫玉现出原形，赠送明珠给韩重，并对他唱歌。韩重想抱住她，紫玉却像轻烟一般不见了。“紫玉成烟”后来成了典故，一般指少女去世。李商隐在这里也可能是化用这个典故，抒写他某一段伤心的恋情。)
此情可①待成追忆?只是当时已惘然②。(这情景难道将来会引起我的追忆?其实在当时身处其中也已令我不胜惘然。①可：难道、哪能。②惘然：迷惘、茫然。)
李商隐此诗在诗坛上最享盛名;然而又最难理解。自宋元以来，揣测纷纷，莫衷一是。各家解说，很难说哪对哪不对。本书采用朦胧恍惚说。
先看首联：“锦瑟无端五十弦，一弦一柱思华年。”诗开篇借用民歌的起兴手法，抒发哀怨幽思之情。诗人为什么用瑟起兴呢?瑟这种乐器本可以演奏各种情调的乐曲，但诗人以为瑟之为曲，清幽哀怨，如“何时诏此金钱会，暂醉佳人锦瑟旁”(杜甫《曲江对酒》)，诗人也自吟：“弦危中妇瑟，甲冷想夫筝!”(《送别《)。这首诗虽未指出锦瑟所奏的曲名，但诗人一开篇即埋怨琴瑟，你为什么无缘无故五十弦，因此勾起我对“华年”的思念?由此说明这“华年”诗人原本不想思，也不忍思，却是被瑟声勾起不由不思，不能不思，瑟声的情调和诗人内心的困惑由此也就可想而知。读这两句诗还应注意，诗人没有指出弹奏者是谁，如果不是佳人而恰恰是诗人自己呢，那就更能引人遐想了，这就造成了一种迷惘的意境。这首诗,一般认为写于作者晚年, 锦瑟的五十根弦，象征诗人将近五十岁的人生(李商隐活了46岁)。“一弦一柱”则兴寄遥深，感情凝重;“思华年”为全篇主脑，以下文字皆因此生发出来。诗人聆锦瑟繁弦，思华年往事，音繁绪乱，怅惘难言。由此可见，这首诗有可能是诗人在人生暮年回忆青春年少时的一段往事。
再看颔联：“庄生晓梦迷蝴蝶，望帝春心托杜鹃。”此联紧承上文“思华年”一语，写诗人回忆中的感受。出句用庄周梦为蝴蝶事，抒发往事如烟之叹。昔日的理想和情思是那样美好，在回忆中又是如此真切，的确使人迷恋，致使诗人觉得它才是真实的存在，而眼下的困顿状况只不过是一场梦。但又可以反过来理解：如果眼下的困顿状况是真，则昔日美好的理想和情思岂不成了虚幻的梦?这真是“不知周之梦为蝴蝶与?蝴蝶之梦为周与!”诗人因此感到人生虚无，陷入迷惘的境界之中。对句用望帝魂化杜鹃事，含有“欲将心事付琴瑶”意思，表明诗人对“华年”的一往情深，抒写“思华年”时的凄苦。诗人用“望帝”自况，用“春心”喻少年时的美好理想和情思，用杜鹃悲苦凄楚的鸣唱喻凄清的瑟声。意思是说，无论人生是梦是真，是喜是悲，他都不会让自己的“春心”自生自灭，即使死去，也要像望帝借杜鹃的啼声唱出自己的悲哀那样，借用琴瑟唱出自己的凄美的心曲。这两句各用一事，而衔接自然，如出一意，也反映了诗人用典的工巧。
古人写诗作文讲究起承转合，首联、颔联是“起”和“承”，颈联是“转”，尾联是“合”。笔到“转”时，大抵前面文情已然达到小小一顿之处，似结非结，含意待申。在此下面，点笔落墨，好像重新再“起”似的。其笔势或如奇峰突起，或如藕断丝连，或者推笔宕开，或者明缓暗紧……手法可以不尽相同，而神理脉络，是有转折而又始终贯注的。──这是历来诗家在律诗创作上极为重视的一联，最能见出作者的功力，也最不易写好。
本诗的颈联是：“沧海月明珠有泪，蓝田日暖玉生烟。”本来，在颔联里诗人用“庄生”“望帝”两典似乎已将他的“华年之思”说得差不多了，往下确实难以为继，孰料诗人在瞬息之间视通万里，给我们展示了这两幅美好的画面，真可谓奇峰突起。前一幅以深青色的大海和天上的一轮明月为背景，塑造了鲛人泣泪成珠的形象。这是从民间传说中演化出来的，但又有作者的创造。“珠有泪”者，泪化珠，珠化泪，珠光、泪光融成一片，难以分清，它使人怅惘而又联想无穷。试想，鲛人在痛苦中哭泣，其泪却化为人们喜爱的珍珠;但是，人世中却又常常把美好的东西作践毁灭，让珠化成了泪，其痛苦恐怕是鲛人也难以想象的吧!其中有多少情味可供读者品尝!至于这泪究竟是影射美人之泪还是作者本人之泪，大可不必去管，反正这意境是够美的了。后一幅以蓝田秀丽的群山和温暖的阳光为背景，塑造了“玉生烟”的形象。玉沉埋在地下，不为人所见，但它那温润的精气却能透过泥土，烟雾般升腾在空中，为山增辉。这个想象来源于古老的说法(晋陆机《文赋》里“石韫玉而山辉”一句也来自这个说法)。但诗人引用这个说法的意义非同寻常：从玉被掩埋这一面来说，那是很可悲的;从“生烟”这一面来说，却又使人感到欣慰，其中的况味也真是一言难尽。这两幅画面尽管色调不同，但在表达作者怅惘、悲伤之情上是完全一致的。至于它们的象征意义如何，那就见仁见智,尽可各抒己见了。是不是有怀才不遇之叹?在庙堂外(沧海)时没有人来“求珠”，在长安(蓝田)时也无人“发玉”。但是，我们可以设想，玉埋地，也许是暗示诗人怀才不遇，玉生烟，也许是欣慰于“仕途不幸诗家幸”吧。
最后一联是“合”，用“此情”二字总揽全篇，与开端的“华年”相为呼应;用“追忆”二字缆住如野马奔驰的思绪，与开端“思”相为呼应。读这两句诗更要注意“惘然”二字，“惘然”也就是“无端”，无端的惘然，就是朦胧，混沌，莫可名状。诗人在结尾用这两句诗，强化其怅惘的心情，在怅惘之中见出他回忆往事的苦痛和迷茫。诗人描摹的心情只能是现在的感觉，但又穿插了过往和未来。“当时”是指往昔，而“待”却是未来。“追忆”既是今天忆往昔，又指将来忆现在。“此情可待成追忆”，犹言我今天在上面回忆的那番感慨将永远萦绕在心中，将来也仍然会时时追忆。“只是当时已惘然”，只是当年身历其中便有怅惘之情，今日回忆倍感怅惘，将来追忆必定更加惘然，一切都如水中之月，镜中之花，捉摸不到，琢磨不透，恍如隔世,不堪回首。
高二语文第二单元《锦瑟》原文
锦瑟无端五十弦，一弦一柱思华年。
庄生晓梦迷蝴蝶，望帝春心托杜鹃。
沧海月明珠有泪，蓝田日暖玉生烟。
此情可待成追忆，只是当时已惘然。
篇8：《锦瑟》高中必修二语文教学教案
一、导入
同学们，老师说两句诗，大家看看是谁的作品?身无彩凤双飞翼，心有灵犀一点通。春蚕到死丝方尽，蜡炬成灰泪始干。是谁的?没错，李商隐。今天，我们再来学习他的一首诗《锦瑟》。
二、目标
好的，现在我们来看一下这节课的学习目标。请看大屏幕，我们一起读一下。那么带着这三个目标，我们一起来品读这首诗。首先来认识一下作者，你来介绍一下，介绍的很全面，看来你预习的很好，请坐。
三、整体把握
接下来，我们来我们听一下这首诗的配乐朗诵，在听的时候，请大家注意它的语气节奏。听完之后大家有什么感受?朦胧，不解。确实不好理解。那好的，现在我们一起来读一下这首诗，再品味一下。有感觉了吗?嗯，感到一种哀婉。很好。那现在我们想请一位同学们为大家配乐朗诵一下这首诗。谁愿意挑战一下自己?好的，后面的男生，你的手举的最高，你来读。很好，请坐，谢谢你。
四、合作探究
同学们，《锦瑟》一诗，堪称李商隐诗集中的压卷之作。然而，对于这首诗的旨意，千百年来聚讼纷纭，莫衷一是。元好问就曾发出这样的感叹：“诗家总爱西昆好，独恨无人作郑笺。”这样的诗固然好，可是就算东汉的大训诂学家郑玄再世，也只能望之兴叹，无力为它作注。可见这首诗的特异之处。
如果把古今关于《锦瑟》一诗的诠释和争论收集在一起，足可以编成一本厚厚的书。这里我们只看其中一部分的说法，请看大屏幕。有这么多。
好，这首诗的立意究竟缘何?诗歌表达了怎样的情感?现在我们来细细的品读。待会的时候同学们可以各抒己见。
先看第一联。一起读一下。这句是起兴之笔。同学们，这句大家是怎么理解的?好的，你来说，锦瑟清幽哀怨，牵出作者的情丝，令作者回想起往事，一言难尽。说的太好了，请坐。好的，现在我们来看一下“瑟”这种乐器，请看大屏幕，相传它有五十根弦，后因为它的声音太悲，唐代的时候改为二十五弦。作者写五十弦，一方面是暗示自己年过半百，一方面也道出了悲苦之深。
如果说首句是起兴，那么颔联和颈联则是对往昔的追忆。
好，现在来看诗的颔联，这里有两个典故，请同学们把他们找出来，看看这两个典故表达了一种什么样的情感?你来说，对，庄生梦蝶，千古一梦，表现了对美好情感的追怀。以及望帝化鸟，更转出一种悲凉的情调来──生而不能，死则续梦!理解的很透彻请坐。这是怎样的悲哀啊!
接着，诗意又转，开出另一新的境界来。看诗的颈联。“珠有泪”是什么意思?看一下课文注释。鲛人泣泪，化而为珠，人们独爱珍珠之美，却不曾体会鲛人之痛，这其中滋味，大家可以体味一番。“蓝田日暖玉生烟”是什么意思?你来说，很好，请坐。蓝田美玉，才美不外现，终将如轻烟散去，美好事物不能长在，寄寓了悲伤之情。可见这一句透着作者对明珠、美玉的爱慕、执着，却又带着几分哀痛、无奈。
最后一联，以感叹作结。“此情可待成追忆，只是当时已惘然”。往事如烟，纵使千般美好，而今思之，也只不过是水中之月，镜中之花。全诗就在这种无限怅惘的情绪中结束，余音袅袅，言尽而意不止。
好的，现在请大家再自由的朗读这首诗，感受一下作者的哀婉伤感。
五、拓展延伸
同学们，尾联说“此情可待成追忆”，此情到底是什么情?前面我们说这首诗朦胧多解，它的主旨和情感到底是什么呢?大家可以各抒己见，畅所欲言。 好的，你先说，你觉得是政治诗，表达了他在官场上的失意。好的，请坐。谁有不同的观点，你来。嗯，这是作者的文人自伤。噢，你也想说，噢，是一首爱情诗，表达了对亡妻的悼念。请坐。你怎么认为，噢，你也觉得这是一首爱情诗。
看来，大家都比较倾向认为《锦瑟》是爱情诗，是一个垂暮老人回首锦瑟华年所唱出的一曲哀婉凄美的歌。
那好，现在我们再一起读一下这首哀婉凄美的歌。
六、小结作业
同学们，一首《锦瑟》朦胧多解，我们不敢说李商隐开启了中国当代朦胧诗的先河，也不敢说他影响了法国的象征主义诗派。但他确实是一位中国古典诗歌中的“先锋派”。也许正是这种朦胧美，才吸引了一代又一代的读者。课下的时候请同学们再细细的品味这首诗，然后搜集李商隐的其他作品加以赏析，这节课就上到这里!
下课，同学们再见! 板书
锦瑟 李商隐 起兴用典 追忆哀婉伤感 悲叹
篇9：高中二年级语文《窦娥冤》 教学设计示例(二)
高中二年级语文《窦娥冤》 教学设计示例(二)
《窦娥冤》 教学设计示例(二)教材分析：
这场戏节选自元杂剧代表作家关汉卿的代表作品《窦娥冤》中最精彩的一折。这一折戏是全剧的高潮，通过描写窦娥被解往刑场问斩的经过，刻画了她敢于反抗的性格，揭露了社会的黑暗。
教学目的：
一、使学生了解元杂剧的特点及有关知识；
二、理解节选部分的剧情及窦娥的形象；
三、理解窦娥形象的社会意义，理解戏剧的主题。
教学重点：
窦娥形象、元杂剧常识。
教学难点 ：
三场戏对表现窦娥形象的作用。
教学设想：
先使学生了解元杂剧的常识，再理清：赴法场、别蔡婆、立誓愿三场戏的情节结构，依次分析三场戏对塑造人物形象的意义与作用，最后总结窦娥形象的社会意义。教学过程 中注意启迪学生积极思考。
课时安排：
三课时
教学过程 ：
第一课时
教学内容：简介常识、通读全文
具体步骤：
一、导入 新课：从古代戏曲的不同种类、不同角色导入 新课。
二、简介元杂剧的常识：套数（散套）
1、元曲的分类：散曲
元曲小令
剧曲（杂剧）
2、元杂剧的结构形式：“四折一楔子”
元杂剧的“折”相当于现代戏剧中的“幕”，由同一宫调的一套曲子组成，包括多场次。“楔子”相当于“序幕”或“过场戏”，多用在第一幕前的'介绍剧情、人物，也有用在两幕之间的。
3、元杂剧的剧本构成：
唱词：按宫调、曲牌写成的韵文；
宾白：即说白。曲词为主，所以说白为宾。
科介：即现代戏剧中的“舞台提示”。
4、元杂剧的角色：
旦：女角色。包括正旦（女主角）、副旦（女配角）、外旦（老年女角色）、小旦（少年女角色）四类。
末：男角色。也包括正末、副末、外末、小末四类。
净：俗称“大花脸”，多扮相貌、性格上有特异之处者。
丑：俗称“小花脸”。多扮次要角色。
此外，还有“卜儿”（老妇人）、孛老（老头儿）、孤（官员）、徕儿（小厮）、细酸（读书人）等角色。
5、其他：元杂剧多一人主唱，因而又可分为“旦本戏”（女角色主唱）、和“末本戏”（男角色主唱）两类。
三、简介关汉卿及有关常识：
关汉卿，元杂剧的代表人物，与郑光祖（代表作《倩女离魂》）、白朴（代表作《墙头马上》）、马致远（代表作《汉宫秋》）四人共称为元曲四大家。关汉卿的代表作品即《窦娥冤》，其他著名作品还有《望江亭》《单刀会》《救风尘》等。其中，《窦娥冤》又是中国十大古典悲剧之一。
四、检查预习：说出下列元杂剧中常见的口语、衬字的意义
行动些、没来由、葫芦提、只合、则落得、无心正法、也么哥
五、理清节选部分的情节结构：
启发：节选部分中，窦娥先后做了哪些事？课文可分为几场？
赴法场怨天（窦娥指斥天地鬼神）
见蔡婆遗嘱（窦娥告别婆婆）
在刑场誓愿（窦娥发下三桩誓愿）
六、课堂小结：
学习本课，我们首先要了解元杂剧的知识，关汉卿及其创作情况，节选部分的情节结构。以上这几方面，我们要用心掌握。
七、布置作业 ：
1、预习：熟读“端正好”、“滚绣球”两支曲子；
2、通读节选部分，掌握字词。
第二课时
教学内容：赏析第一、二场戏
具体步骤：
一、复习检查：元杂剧的有关知识，节选部分情节结构
二、阅读欣赏第一场戏
1、指名朗读开场的舞台提示（科介）
问：这段科白写了什么内容？起到什么作用？
答：描写了押解死囚的情景。渲染了一种肃杀可怕的气氛。
2、阅读“端正好”这支曲子：
指名朗读；说出曲子大意。
问：这曲子中，窦娥主要诉说了什么？
答：窦娥主要诉说了自己莫名其妙受到了惩罚，冤屈可以动地惊天。窦娥由“屈”而“怨”，自然地引出了下支曲子。
3、阅读“滚绣球”
教师范读这支曲子。
问：这支曲子的各句依次写了什么内容？试理清此曲中窦娥的情绪变化过程。
学生回答以后教师明确：窦娥先前也是认为世间自有鬼神主持公道，但悲惨的遭遇让她不禁对天地鬼神产生了怀疑，而后愤怒地揭露了社会的不公，阶级的对立，对天地鬼神大胆地彻底否定。但封建社会的一句弱女子，又能如何呢？窦娥的天大冤屈，怨恨，也只能转化一声悲泣。即：传统观念怀疑质问揭露黑暗彻底否定一声悲泣
重点理解：“地也，你不分好歹何为地！天也，你错勘贤愚枉作天！”
简析：这两句，是借窦娥之口，对封建社会作猛烈的抨击、尖锐的批判，同时，也表现了窦娥的觉醒意识和反抗精神，历来被认为是本剧中最具有思想性的一句台词。
三、阅读第二场
1、指名朗读“倘绣才”；问：窦娥为何哀告走后街？
答：“怕则怕被我婆婆见”、“枉将他气杀也么哥”说明她怕走后街是怕被她婆婆见到后让婆婆伤心。
2、讨论：这一情节表现了窦娥具有哪些精神品质？对揭示主题有何作用？
明确：这一情节表现了窦娥温顺善良的一面，使窦娥的形象更加丰满。同时，也突出了窦娥所处的社会环境的黑暗，现实的残酷。另外，这一情节也激起了人们对窦娥的深切同情。
3、学生默读接下来的一段科介，及“快活三”“鲍老儿”，看科介和唱词在内容上有何联系？
答：都诉说了自己的冤屈，立下了遗嘱。
点拨：人们称这种在唱词、说白中诉说同样的内容为“曲白相生”。
4、简析艺术手法：这场戏中运用多种艺术手法：
悬念：哀告走后街
巧合：怕见婆婆偏偏遇见婆婆
曲白相生：说白与唱词相互补充。
四、课堂小结：
前两场戏中，窦娥的感情由屈而怨，由怨到悲，初步展示了她的反抗精神，她温顺善良的品格。同时，也激起了人们对她命运的深切同情，对黑暗社会的憎恨。
五、布置作业 ：
背诵“端正好”与“滚绣球”二曲。
预习“三桩誓愿”疏通文字。
第三课时
教学内容：第三场戏的阅读鉴赏、总结、练习
具体步骤：
一、复习检查背诵“端正好”、“滚绣球”两支曲子；
试述前两节中窦娥的感情变化、所表现的性格特点。
二、阅读第三场戏
1、朗读第一桩誓愿的相关段落，思考：
窦娥的第一桩誓愿是什么？
剧中采用了什么手法来表现它的？
这桩誓愿的实质是什么？
2、学生回答：
窦娥的第一桩誓愿是“血溅白练”。作者以曲白相生的手法，反复表现，给人以深刻的印象。窦娥发下这桩誓愿，实质是希望刑场上的人能了解她
篇10：高中一年级《阿房宫赋》 教学设计示例(二)
高中一年级《阿房宫赋》 教学设计示例(二)
《阿房宫赋》 教学设计示例(二)教学目标
（一）知识教学点
1．理解课文善用丰富的想象、对偶、比喻、排比、夸张等修辞方法的特点，并明确它们对突出主题思想的作用。
2．掌握“一、爱、取、族”等实词的用法，培养朗读、背诵的能力。
（二）能力训练点
学习本文善于从多种角度，具体、生动、细致地描写艺术形象，并在此基础上议论的写作特色。
（三）德育渗透点
通过作者对秦亡原因的阐释，了解本文作者借古讽今、讽时刺世的写作目的，认识封建统治者骄奢淫逸、横征暴敛、不顾人民死活、必然导致覆亡的道理。
教学重点
1．理解本文的思想意义。
2．掌握积累文言词语的含义和用法。
3．了解本文铺陈夸张的艺术手法和多种修辞手法的运用。
教学课时
2课时
教学过程
第一课时
一、导入
“以史为鉴，可以知兴衰”，总结历史的兴亡教训可以补察当今为政的得失。在这种思想的指导下，贾谊写了《过秦论》，其中心论点是：“仁义不施而攻守之势异也。”针对汉初的情况，主张施行仁政。同样是总结秦亡的教训，针对唐敬宗继位后，广造宫室，天怒人怨的.现实，杜牧作《阿房宫赋》以讽时刺世，那么，在这篇赋中，杜牧又提出了怎样的观点呢?让我们通过学习来体会。
二、整体感知
1．教师范读、正音。
2．学生大声地自读。
3．在预习的基础上，让学生课上对照注解疏通全文，将疑点划出，以备质疑、释疑。
4，完成课后练习第一题，从总体上把握全文。
三、学习第一段
1．提问课后练习第一题答案，从总体上把握全文。
2．找一学生读第一段。
3．学生齐读。
4．学生质疑、教师指导、明确重点掌握的词。
（1）需要掌握的重点实词：
六王毕：完了、结束
北构而西折：动词，架木做屋
不霁何虹 雨止初晴
（2）特殊用法
四海一 “一”数→动 统一
骊山北构而西折 “北”、“西” 名→状 向北、向西 “骊山” 名→状 从骊山
未云何龙 “云” 名→动 出现云彩 “龙” 名→动 出现龙
未霁何虹 “虹”名→动 出现虹
歌台暖响 “响”动→名 歌声
5．段意理解。
本断可分四层：
第一层：开首十二字，交代时代背景，点出地理环境。 “兀” “出”虽是粗笔勾勒，但已显爱憎，揭示了秦始皇统一后骄纵享乐，几十万劳动者的辛劳与血泪才换得阿房宫“出”。
第二层：“覆压……流入宫墙。”夸张手法，总写阿房宫的宏伟规模。“覆压”言其广，“隔离”言其高。骊山，起伏不断；二川，滔滔不绝，这两句将宫殿趋向、座落地势、规模之大形象鲜明地描绘出来。
第三层：“五步……不知西东。”以大量的对偶、排比等骈句，极力描绘、渲染了阿房宫内楼台殿阁的宏伟、豪华，桥梁复道的奇丽、壮观。“五步” “十步”，写出楼阁之密；廊腰飞檐，指出宫室之美。廊腰缦回突出曲线美；钩心斗角突出结构美。“盘盘焉、镅伞保是概括各式各样楼阁的形状，像蜂房那样邃密，如漩涡那样纡回。“矗不知其几千万落”，掷笔长叹，言非笔墨所能尽言。
第四层：本段最后部分。
从行文上看，这部分带过渡性质，从建筑写到宫殿中人物的活动，“歌台暖响”等四句既写宫中歌舞之盛，也写出这欢歌狂舞背后隐藏着宫人的无限悲戚。“―日之内，一宫之间，而气候不齐”，重在写人之感受，亲疏各别，冷暖不均。
6．小结“赋”的特点。
刘勰在《文心雕龙》中说赋的特点是“铺采摘文，体物写志”。作者围绕一个事物，就某一客观对象反复描写，多方渲染，极尽铺陈之能事，以达曲传其义，情尽意足之效果。本文的第三段就体现了上述特点。
7．学生反复读，尝试背诵。
四、布置作业
背诵第一段，预习下几段。
第二课时
一、研读第二段
1．学生读。
2．学生就字词质疑，教师指点，明确重点、难点。
（1）补充注释。
a．绿云扰扰：“绿云”，浓墨有光彩的云，此处形容女子的头发黑密；“扰扰”，纷乱蓬松的样子。
b．“燕赵之收藏，韩魏之经营，齐楚之精英。”
这里用“互文”修辞格：本应合在一块儿说的词，因对偶、押韵或字数的限制，临时拆开来使用，理解时又应合在一块儿。可译为“燕、赵、齐、楚、韩、魏六国之统治者有无数的金玉珍宝。”
（2）重点掌握的词。
a．杳不知其所之也 “杳”，深远；“之”，动词，去。
b．尽态极妍 “妍”，美丽。
c．缦立 “缦”通“曼”，久。
d．“逦迤” 连绵词，接连不断的样子。
（3）特殊用法。
a．辇采于秦 “辇”，名→状，乘辇。
b．燕赵之收藏，韩魏之经营，齐楚之精英……
“收藏”“经营”，动→名，收藏的金玉珍宝，经营的金玉珍宝。
c．鼎铛玉石，金块珠砾： “鼎”“玉”“金”“珠”，名→状 “铛”“石”“块”“砾”，名→动
（4）段意理解。
a．过渡：在第―段中，作者从背景、外貌、内景等方面极力铺陈，阿房宫的形象已矗立于眼前，富丽堂皇。在本段中，由宫殿的描绘，自然过渡到对宫人、宫藏的描绘。
b．写宫人：“妃嫔媵嫱……三十六年。”
分别从宫人的来源、宫人的生活、宫人的命运几方面进行描写。明星、绿云、渭流、腻烟、雾、雷霆等具体形象的描绘，比喻精彩，想象奇特，又经过了艺术的夸张，极写宫女之多，妃嫔彩娥，济济各殿，也见出秦皇的骄奢淫逸，糜烂不堪。而她们“尽态极妍”的目的是“望幸”，可是却“有不得见者三十六年”! “望幸”与“不得见”，充满了对孤寂痛苦的宫女的同情，更有对暴君的揭露。
c．写宫藏：本段余下的部分。
“收藏”“经营”“精英”及“剽掠”这些词写出秦人掠夺之甚。“鼎铛玉石，金块珠砾”八个字有四组对比，六国的珠宝尽入秦宫，但在宫中却视若土石，任意抛洒，有奢侈之心，无爱惜之意，批判锋芒渐露“亦不甚惜”，我们仿佛已听到作者的斥责和愤慨的声音了。
二、研读第三段
学生读、背第三段
1．学生质疑，教师点拨，明确重点。
（1）补充注释
a．纷奢：繁华奢侈 b．直栏横槛 槛：栏杆
（2）重点实词
a．函谷举 举：被攻取
b．可怜焦土 可怜：可惜
2．段意理解
这一段由上文的描写转入议论。
（1）第一层：“嗟乎”至“用之如泥沙。”
以常理和反问斥秦统治者只顾个人享受，不顾百姓死活、横征暴敛、挥霍无度的罪行。
（2）第二层：“使负栋之柱”至“不敢言而敢怒。”
摆出秦皇罪证，六个排比分句，运用比喻、夸张，紧扣阿房宫，进行强烈的对照描
篇11：附录二 高中常用词组 (人教版高三英语下册教学论文)
附录二 高中常用词组
a bit (of) 少量，一点
a bottle of 一瓶……
a glass of 一杯……
a great deal of 很多的；大量的
a great many 许许多多；极多
a kind of 一种，一类
a little 一点，少量
a lot 很，非常
a lot of 许多，大量
a moment ago 刚才
a number of 若干；一些
a pair of 一对，一双
a piece of 一片，一张，一块
a place of interest 名胜
a series of 一连串的；一系列；一套
a variety of 种类繁多的
a waste of time 浪费时间
according to 按照；根据……所说
act as 担当；充当；扮演
act out 把……表演出来；把……付诸行动
adapt to 适应(新环境等)
advise sb. (not) to do sth. 劝某人做某事
after all 毕竟
after a while 过了一会儿
after class 课后
ahead of (在空间或时间上比某人、某物) 更前；更早
aim (sth.) at 旨在；瞄准
all by oneself 独立地，单独
all day 一整天，一天到晚
all of a sudden 突然地；冷不防；意外地
all over 遍及
allow for 顾及，为……做准备
all right 好的，行
all the same 仍然，还是
all the time 一直，总是
all the way 一直；一路上
all the year round 一年到头
and so on 等等 (表示列举未尽)
agree with 同意某人意见，符合，一致
around the corner (常与 just 连用) 即将来临；在拐角处
as far as I know 就我所知
as if 好像，似乎
as a result of 作为(……的)结果
ask for 请求，询问
as soon as 一……就……
as soon as possible 尽早地，尽快地
as though ( = as if) 好像
as usual 像平常一样
as well 也，同样地
as well as 也；还；而且
at all 一点也不
at breakfast 早餐时
at first 起先，首先
at first sight 乍一看；初见之下
at hand近在手边；在附近
at home 在家
at last 终于，最后
at least 至少
at most 至多
at night 在夜里，在晚上
at once 立刻，马上
at present 现在；目前
at school 在上学
at sea 在海上
at the age of… 在……岁时
at the beginning of 在……开始的时候
at the end of 在……结尾，在……尽头
at the mercy of 任由……摆布或控制
at the same time 同时
at times 有时，偶尔
base on 以……为根据
be able to 能够
be addicted to 沉溺于
be afraid of 害怕
be amazed at 对……感到惊讶
be angry with 对某人发脾气
be aware of 知道；意识到
be busy doing 忙着做……
be / get engaged to sb. 与某人订婚
be excited about 对……感到兴奋
be filled with 充满……
be full of 充满……
be / get lost 迷路
be good at 在……方面好，善于
be interested in 对……感兴趣
be made up of 由……组成
be on good terms (with sb.) (与某人) 关系好
be pleased with 对……感到满意
be proud of 以……自豪
be satisfied with 对……表示满意或满足
because of 因为；由于
believe in 信任；信仰；支持；赞成
belong to 属于；是……成员
benefit from 从……中获益
both…and… ……和……都
break away from 摆脱；脱离
break down 毁掉；坏掉；中止
bring… back to life 使苏醒；使生动；使活泼
bring in 引进；引来
bring sb back 送回某人
burn down (使) 烧成平地；烧毁
by air / by plane 乘飞机
by sea 乘船
by ship 乘船
by the time 到……时候
by the way 顺便说，顺便问一下
call for 要求；需要
call in 召集；打电话
call on 访问；号召；邀请
call up 召唤；使人想起；调动 (力量、人员等)；提出 (议案等)；(给……) 打电话
calm (sb.) down (使某人) 镇静；(使某人)平静；(使某人) 宁静
carry on 坚持下去，继续下去
catch a glimpse of 瞥见
catch fire 着火；开始燃烧
change one’s mind 改变主意
cheer (…) up (使) 感到振奋；(使) 感到高兴
cool off 变凉；冷却；冷静
come about 发生
come across 偶然遇见；碰到
come along 来，随同
come down 下来，落下
come in 进来
come into being 出现；形成；产生
come on 来吧，跟着来，赶快
come out 开花，发芽，出现，出来
come over 过来，顺便来访
come to terms with 某心忍受 (不愉快的处境)
come to life (变得) 活泼；苏醒过来
come true 实现
come up with 找到，提出(答案办法等)
communicate with sb 与…交流
consist of 由……组成；由……构成
contribute to… 为……作贡献 (或捐款)；有助于……；向……投稿
cool off 变凉；冷却；冷静
cut down 砍倒
cut off 切掉；切断；突然中止
date back 回溯至
day and night 日日夜夜地
deal with 处理；安排
depend on 依靠；信赖；取决于
devote… to… 献身于……
die down 变弱；平息；消失
die of 病 (饿、冻) 死
dig up 挖出；掘起
do one’s best 尽最大努力
do one’s homework 做作业
do (some) reading 阅读，朗读
do well in 在……方面干得好
draw one’s attention (to) 吸引某人的注意
dream of 梦想；梦到
dress up 盛装；打扮；装饰
drive off 把 (车) 开走；赶走；击退
drop off 放下……，下车
drop sb a line 给某人写信(通常指写短信)
eat up 吃光
end up with 以……告终
enjoy oneself 过得快乐，玩得痛快
even if 即使；纵然；虽然
even though 即使
ever since 从那时起，此后一直
every now and then 不时地
except for 除了……以外
fall asleep 入睡，睡着
fall behind 落在后面
fall down 倒下，跌倒
fall in love with… 爱上……
fall off 从……掉下
far away 遥远
field trip 野外旅游
fill up with… 用……装满
find out 找出，查出
for example 例如
for once 就这 (那) 一次
for the moment 暂时；目前
free from 不爱……的影响；没有……的
from then on 从那时起
from… to… 从……到……
get around ( = get about) 四处走动；活动
get away from 逃离
get on one’s feet 站立起来
get back 回来，取回
get down 下来，落下
get married 结婚
get stuck 遇到困难；陷进去
get together 相聚
get off 下来，从……下来
get on 上车
get on well with 与……相处融洽
get / be tired of 对……感到厌倦；对……失去兴趣
get to 到达
get up 起床
get used to 适应于……；习惯于……
give a concert 开音乐会
give… a hand 给……帮助
give birth to 生(孩子)
give in 让步；投降
give off 释放；放出
give up 放弃
go about 开始做；着手于
go back 回去
go boating 去划船
go by 过去；走过
go camping 宿营
go down on one’s knees 跪下
go fishing 去钓鱼
go hiking 去徒步旅行
go home 回家
go on doing 继续做某事
go on with 继续某种行为
go out 外出，去外面
go over 复习，仔细检查
go sailing 驾船航行；进行帆船运动
go shopping 去买东西
go skating 去滑冰
go through 通过；经受；仔细检查
go wrong 走错路；误入歧途；不对头；出毛病
go to bed 睡觉
go up 上升；增长；攀登
grow up 长大，成长
had better do 最好做……
hand in 交上来
hands up 举手
have a cold 感冒
have a cough 咳嗽
have a (good) rest 休息
have a good time 过得快乐
have a headache 头痛
have a look 看一看
have an effect on 对……产生作用；对……有效果
have a seat 坐下，就坐
have a try 尝试，努力
have mercy on 对……表示怜悯
have sports 进行体育活动
have supper 吃晚饭
have to 不得不，必须
hear of 听说
help yourself to 自取，随便吃点……
help…with… 在某方面帮助某人
here and there 到处，处处
hold a sports meeting 举行运动会
hold on 等一等，别挂断电话
hold together (使) 连在一起；(使) 团结一致
hold up 举起；拿起；举出
how long 多久
how many/much 多少
hurry up 赶快
in a hurry 匆忙地
in all 总共；总之
in case (of) 假设；万一
in common 共同(的)；共有(的)
in danger 在危险中；垂危
in fact 实际上
in front 前方，正对面
in front of 在……前面
in future 将来
in honour of 为向……表示敬意；为庆祝……；为纪念……
in one’s opinion 按照……的看法
in order 按顺序；整齐
in order to 为了
in preparation for 为……做准备
in public 公开地；公然
in ruins 成为废墟；遭到严重破坏
in store 贮藏着；准备着；就要来到
in terms of 就……而言
in the air 在空中
in the day 在白天
in the eyes of 在……看来
in the end 最后
in the future 今后，将来
in the open air 在户外，在野外
in the wild 在自然环境下
in this way 用这种方法
in total 总共
in trouble 处于困境中
in turn 转而；反过来；轮流
in vain 徒劳；白辛苦
insist on 坚持 (做)
instead of 代替
join hands 携手；联手；合伙
just now 刚才，不久前
keep doing 一直做某事
keep in mind 记住
keep in touch with… 与……保持联系
keep track of 保持联系
keep up with 跟上；赶上
knock about <口>接连打击；(浪等) 冲击 (船等)；碰撞
knock at / on 敲门、窗等
later on 后来，稍后
laugh at 嘲笑
lead to 导致某种结果
learn from… 向……学习
leave alone 不打扰；不理会
leave behind 把……留在，遗留在
leave out 省去；遗漏；不考虑
lend a hand 帮助
less than 少于，不到
Let’s go 我们一起去吧。
Let me see. 让我想一想。
light up 照亮；使放光彩；点上 (烟等) 吸起来
live on 继续存在，继续活着
live through 度过；经受住
live with 忍受；与……住在一起
lock sb up 将某人锁于某处不得进出；将某人监禁起来
look after 照顾，照看
look at 看，看着
look for 寻找
look into 调查；观察
look like 看上去像
look on… as 把……看作
look out 留神，注意
look over 仔细检查
look the same 看起来很像
look up 向上看，查阅
look up to 尊敬；钦佩
lots of 许多
make a choice 做出选择
make a contribution to 贡献给……
make a decision 做出决定
make a difference 有关系；有影响
make a living 谋生
make a mistake 犯错误，出错
make a noise 吵闹
make faces 做鬼脸
make friends 交朋友
make fun of 取笑；嘲笑
make jokes about sb 以某人为笑柄
make money 赚钱
make oneself at home 别客气
make room for 给……腾出地方
make telephone calls 打电话
make the bed 整理床铺
make the most of 充分利用；充分展示
make sure 确保，确认
make fun of 取笑；嘲笑
make up one’s mind 下决心
more and more 越来越
more or less 或多或少，多少有点
more than 多于，……以上，比……更
morning paper 晨报
multiply…by… ……乘以……
neither…nor… 既不……也不……
next to 相邻，靠近
no longer 不再
no matter 不论
not…any more 再也不
not at all 一点也不
not only…but also 不仅……而且……
now and then 时而；不时；偶尔
of course 当然
on all sides 在各方面；到处
on board 上船厂 (或火车、公共汽车、飞机等)
on duty 做值日
on earth 在地球上
on end 直立；竖着
on fire 失火
one day 有一天，某一天
on foot 走路，步行
on holiday 在度假
on one’s way to 在……途中
on sale 出售；减价
on show/display 陈列，展出
on the left 在左边
on the air 正在播出的
on the contrary 正相反
on the other hand 另一方面
on time 准时
once upon a time 很久以前
open up 开设，开业，开放
ought to 应当；应该
over there 在那边
owe sth to sb 把……归功于某人
pass on 传递
pay attention to 注意；留意
pay back 偿还；报答
pay for 付钱，支付
pay off 还清 (债务等)；付清
pick out 挑出；辨别出
pick up 拾起，捡起
play a joke on 戏弄人
play a trick on sb. 开某人玩笑；欺骗某人
plenty of 许多；大量的
point to 指向
prefer to… 宁愿……
prefer…to… 更喜欢……不喜欢…….
protect sb / sth from 保护、保卫某人(某事物)
pull down 拆毁；摧毁；推翻
pull sb up 把……往上拽
put an end to 结束
put away 把……收起来，放好
put down 放下
put forward 提出；建议；推荐
put… in prison 把……投入监狱
put on 穿上，上演，放唱片等
put out 出版；生产；扑灭；关掉
put up 挂起，举起
put off 推迟
put together 把……结合成一整体；装配
rather than 宁可
regard…as… 把……当作……
regardless of 不理会；不顾
relate sb. / sth. 理解或同情某人 (某事物)
relate (…) to (与……) 有关；涉及
rely on 依靠；信赖；指望
right now 立刻，马上
ring up 打电话
roll over 翻转；倒转
roll up (使) 成卷 (或筒、球) 形
run away 逃跑，流失
rush out 冲出去
say goodbye to 告辞，告别
see sb off 到火车站、飞机场等处为某人送行
send for 使某人来到；要求将某物取来或送到
send up 发射
serve as 作为；当作
set an example to 为……树立榜样
set aside 把……置于一旁；留出；拨出
set foot (in) 到达；进入；踏上
set free 释放
set out 出发；上路
set up 设立；创立
set off 出发，动身
shut down 把……关上
sit down 坐下
slow down 放慢
so far 到目前为止
sooner or later 迟早，早晚
so that 以便，以致于
speak highly of 称赞
stand for 代表；代替；象征；支持
stare at 盯着
start with 以……开始
stay away 不在家；外出
stay in touch with 与……保持联络
stay up 不睡；熬夜
such as 例如
suffer from 遭受 (痛苦、疾病、损失等)
take action 采取行动
take a look at 看
take / leave a message 捎(留)口信
take a chance 冒险；碰运气
take a seat 就座
take advantage of 对……加以利用
take care of 照料，注意
take exercise 锻炼，做运动
take in 欺骗；摄取
take measures 采取措施
take off 成功；成名；脱掉(衣服)；(飞机)起飞
take one’s place 坐某人的座位，代替某人职务
take out 取出
take over 接受；接管
take part 参加
take part in 参加；参与 (某事物)
take photos 照相
take place 发生
take time 花费时间
take possession of 占有；占领
take turns 轮流
talk about 交谈，谈论关于……
talk with/to 跟……交谈
teach oneself 自学
tear down 弄倒某物；拆除某物
tear up 撕毁；取消 (合同等)
tear up 撕毁；取消 (合同等)
test on 在…… (身上)做试验
thanks to 由于，幸亏
the day after tomorrow 后天
the day before yesterday 前天
the more, the better 越多越好
the same as… 和……相同
think about 考虑
think highly of 对……高度评价
think of 认为，想起
This way, please. 请这边走。
throw about 乱丢，抛散
throw light upon 阐明某事；使某事显得非常清楚
to one’s surprise 令某人惊讶的是
tongue twister 绕口令
too…to 太……而不能
trial and error 反复实验；不断摸索
trip over 被……绊倒
try on 试穿
try out 尝试，试验
turn around 转过身；转过来
turn down 关小，调低
turn...into… 把……变成
turn on 打开(电门、煤气、自来水等)开关
turn off 关(电门、煤气、自来水等)开关
turn out 结果 (是)；证明 (是)；原来 (是)
turn…over 把……翻过来
turn to 开始干；求助于；转向
up and down 上上下下，来来回回
upside down 颠倒着；倒转着
use up用完；用尽
used to do 过去常常，过去曾经
wait for 等候
wake up 醒来，叫醒
watch out 注意；当心
well done 做得好
what if 倘使……将会怎样；即使……又有什么要紧
wipe out 擦洗……的内部；去除
work on 继续工作
write down 写下来，记下来
责任编辑：李芳芳
篇12：高中语法专项二 倒装` (人教版高三英语下册教学论文)
高中语法专项二
倒装
所谓倒装也就是谓语动词出现在主语之前的现象。其中谓语动词全部放在主语之前的叫作全部或完全倒装；把谓语中的助动词或情态动词放在主语之前的则称为部分倒装。
一、全部倒装。
1． 由here，there，now, then + come/go …时。如：
There goes the bell! Now comes your turn.。
2．副词out，in, into, away, up, down等置于句首时。如：
Out jumped a tiger from behind a rock. In came an old man with a long white beard.
3. 当地点状语置于句首时。如：
At the corner of the street stands a newly-opened tea house.
On the wall hang two pictures.
但当主语为代词时，不用倒装结构。
Here they are.
Out they went into the forest.
Away they rushed when they saw some enemy soldiers running along.
二、部分倒装
1．在口语中，用在以so，neither，nor引起的缩略答语中，即So do sb./ Neither(nor) do sb.结构。(So do sb: 两者比较，也是如此；So sb does: 同一个人再次确定，确实如此)
2．only + 状语放句首。如：
1） Only when he reached school did he realize that he left his textbook at home.
2） Only then did she see her mother.
3） Only in this way can we improve our English.
3．表否定意义的成分 little; few; seldom; neither; nor; no; not; never; hardly; scarcely（很少）放在句首时。如：
1) Never shall I forget the day when I met Mr.Wang in the countryside.
2)As she is busy writing an important article, seldom does she watch Tv.
3)Hardly does the hibernating animal make any movement and need any food in winter.
4)Little did I expect to meet him on such an occasion.
4．几个结构：
1) Not only+倒… but also+顺
Not only is he a diligent student, but also he is a warmhearted helper.
2) Neither+倒… nor +顺
Neither did they remain silent nor any one of them shout at the top of his voice.
3)Either +倒… or +顺
Either will he choose to stay or go with the big group.
4)Not until置于句首时， Not until+时间+肯定句的部分倒装（没有not ）
Not until he lost his health did he realize what good health meant.（倒装在后）
5．在虚拟语气结构中，当if省略时, 后面的had, should ，were提到句首，剩下部分不变。
If he had known about it , he would have come to the meeting yestersay. = Had he known about it, …
If it were to rain tomorrow, we wouldn’t have the meeting. = Were it to rain tomorrow, …
6. 在so + adj/adv + that…结构中，当so + adj/adv置于句首时。如：
So louldly did he speak that everybody could hear him clearly.
7. 在Scarcely / Hardly had …when和No sooner had… than(刚…就…)的结构中。如：
Hardly had I got back when I started cooking.
No sooner had we sat down than he found it was time to go.
8. 在频度状语often, always, many a time等开头的句子中
Often did we warn them not to do so.
Many a time has she helped me with my English.
9. 在as（尽管）引导的让步状语从句中 = Though／Although。。。(此时不可用 As…, 因为as放句首时只能表示因为或是当。。。的时候)
Young as he is, he knows a lot. Child as he is, he knows a lot.
Hard as he works, he is not good at maths.
放中间时as和though可以替换, 注意名词前提时不带任何冠词。
责任编辑：李芳芳
篇13：掌握英语学习丛书人教版高中三册全套教案二(人教版高二英语教案教学设计)
广东省教学教材研究室 编
广东教育出版社
说 明
《掌握英语》是广东省教学教材研究室组织编写的《掌握学习指导丛书》之一。本书是根据人民教育出版社2003年重新修订的并经全国中小学教材审定委员会审查通过的全日制普通高级中学教科书（必修）《英语》（Senior English for China Student’s Book），并参照了九年义务教育、高级中学《英语课程标准》的要求编写的。目的是积极贯彻新课程标准精神，通过围绕课本内容补充大量的相关材料帮助学生学习和训练，达到开拓学生的学习视野，丰富学生的知识面，帮助他们掌握教学内容，提高学习成效的目的。
本书共四册，每学期一册。每册按课本单元编写，每单元由两大板块组成：Language Focus和Integrating skills。 Language Focus 有Word study和 Grammar两部分。该板块主要是围绕单元的语言知识进行解释与扩充，巩固和提高，其中的Self-taught旨在启迪学生的思维，发展学生的学习策略。Integrating skills由Listening and talking 和Reading and writing两大部分组成。该板块的内容与话题相关，并注重情景设置，配有不同形式的听、读材料和训练，以及说、写活动任务。目的是在大量的内容相关、循环反复的训练中培养学生的综合运用语言的能力。本书构思新颖，用英语编写，有一定的广度和难度，并积极体现新课标精神。
《掌握英语》是由黄志红组织，肖鹏老师构思，编写组集体讨论，最后分工编写而成的。参加编写的人员有：第十三、十六、十七、十八、十九和第二十二单元：由肖鹏和沈益共同编写，第十四、十五单元：由王晓贤老师编写；第二十、二十一单元：由镇祝桂老师编写。
本书由唐锡玲老师负责统稿、审稿，罗耀权老师负责校对。
本书配有录音带、参考答案和听力录音材料，方便师生使用。
本书编写组
2004年1月
目 录
Unit 13----------------------------------------------------------------------------------------
Unit 14 -----------------------------------------------------------------------------------------
Unit 15-----------------------------------------------------------------------------------------
Unit 16 -----------------------------------------------------------------------------------------
Unit 17 ------------------------------------------------------------------------------------------
Unit 18 ------------------------------------------------------------------------------------------
Unit 19 -------------------------------------------------------------------------------------------
Unit 20 -------------------------------------------------------------------------------------------
Unit 21 --------------------------------------------------------------------------------------------
Unit 22 ------------------------------------------------------------------------------------------
参考答案---------------------------------------------------------------------------------------
听力原文录音材料-----------------------------------------------------------------------------
Unit 13
Healthy eating
Part I
Language Focus
A. Word Study
A1: Topic words
As we know, different countries have different eating habits. It is said that Chinese food is the healthiest food in the world. But bad food and bad eating habits will make you weak or sick. If you have no time to cook your own meals, you will have to buy them. So it is important for us to know what food is good and what is not. Please write out names of food in the right places.
Healthy food
Junk food
A2:
Tips for word study
In this unit we’ll meet a lot of words connecting with food. When we talk about vegetables, we, of course, speak of fibre, Vitamin C and some other nutrients contained in them. When we have a talk about food like meat and fish, we’ll surely mention calorie, fat and protein etc. in it.
Exercise
A) Read the following sentences very carefully and write out the suitable word according to the meaning of each sentence.
1. A __________ is a person who never eats meat or fish.
2. People who are on diets try to eat food that does not contain many __________.
3. The word “__________” is relating to milk or products made using milk.
4. __________ is something consists of the parts of plants or seeds that your body cannot digest.
5. ___________ is a food in the form of a thick, slightly sour liquid that is made by adding bacteria to milk.
6. ___________ is a simple meal that is quick to cook and eat.
7. __________ is something in meat, cheese, and butter which forms an energy stored in your body.
B) Fill in the blanks with the words given in the box above the following sentences. Each word can only be used once.
bacon, bar, bean, dairy, lettuce, mineral, muscle, nutrient, peel, product, snack, soft, spoonful, stir, strong, vitamins, vegetarian, yoghurt,
1. My younger brother prefers _________ drinks to __________ drinks. And he never drinks wine at parties with his friends.
2. In winter, people in this cold and faraway town can only get ________ in stead of fresh pork.
3. As is known to all, some special __________ are found in eggs, meat and ______ products.
4. Hey, you cannot drink the water of the river directly. I have got two bottles of ___________ water here and you can have one.
5. It is good for you to drink a tin of _______ milk before you go to bed. You can also have some fresh dairy __________ delivered by the farm.
6. –What can I do for you, young man?
– Three _______ of chocolate, please.
7. I know ___________ is not so healthy and is less _________, but I’ve been as busy as a bee these days and have no time to cook.
8. Miss Alice is a ___________ and never touches meat in her meals. She prefers to have plenty of ___________ and __________ instead.
9. First put a _____________ of sugar into the coffee and then __________ it with a stick.
10. Combine nuts, sugar, and orange ________ in a small bowl and the mixture will taste wonderful.
B. Grammar
B1: Useful Phrases
1. ought to:
a) to indicate duty or obligation
1) You use ought to to say that you think it is normally right to do a particular thing or behave in a particular way, especially when giving or asking for advice or opinions.
2) You’ve got a very good position in the company. You ought to take care of it.
3) Do you think I ought to stay with him?
b) to express probability or expectation
1) You ought to finish this by Friday.
2) You ought to ask a lawyer for advice.
3) I realize I ought to have told you about it.
2. plenty of: a lot of; many; much; a great deal of; a number of
1) If there is plenty of something, there is a large amount of it, often more than it is needed.
2) There is still plenty of time to take Jill out for pizza.
3) Michael was so thirsty that he drank plenty of water when he caught sight of a tap in the corner of the hall.
3. keep up with: to remain informed; to compete with;
1) If someone or something keeps up with another person or thing, the first one moves, progresses, or increases as fast as the second.
2) She shook her head and started to walk on. He kept up with her…
3) She did not bother to keep up with the news.
4) Things are changing so fast that it’s hard to keep up with them.
4. short of: not enough; not much / many
1) If you are short of something or if something is short, you do not have enough of it.
2) His father’s illness left the family short of money.
3) At that time he was rich and probably never went short of anything.
5. now and then: now and again; occasionally; on and off; sometimes
1) If you say that something happens now and then or every now and again, you mean that it happens sometimes but not very often or regularly.
2) My father has a collection of magazines to which I return every now and then.
3) Judy works far from home, and she needs to go to see her mother now and then.
6. roll up: to fold something around itself to make the shape of a ball or tube, or to make a piece of clothing shorter
1) If you roll up your sleeves or trouser legs, you fold the ends back several times, making them shorter.
2) Walking in the surf, she had to roll her pants up to her knees.
3) That shop assistant is rolling up the purchases into a sheet of paper.
4) The chimney rolls up smoke.* (= Thick smoke comes out of the chimney.)
5) Our football team has rolled up another victory.* (= Our football team won again.)
6) A carriage rolled up to an inn.* (= A carriage arrived at an inn in a hurry.)
B2: Useful grammatical structures
1. You ought to be careful with fruit.
A) Here “ought to” means “should”. More examples:
1) All of us ought to respect not only our own privacy, but that of others.
2) You ought not to drink so much; you are ruining yourself by drinking a lot.
3) You ought not to shout to your parents like this, instead you ought to respect them.
B) Besides the use above, the structure “ought to” is used usually with expression that you think it is a good idea or it is important for you or someone else to do a particular thing, especially when giving or asking for advice or opinion.
1) You ought to ask the policeman over there for help.
2) You ought to ask for some advice from those experts in that field.
3) you ought to go to the airport to see them off.
C) The structure “ought to have” is used with a past participle to indicate that although it was best or correct for someone to do something in the past, they did not actually do it.
1) I realize that I ought to have told you about it.
2) They ought to have gone there by car, but they went by bike.
3) Whatever reasons you might have, you ought not to have told such a lie.
D) The structure “ought to” is used to tell others politely that you must do something.
I think I ought to leave for the airport right now.
2. It’s nothing serious.
When the words “nothing, anything, everything, something” are modified by adjectives, they should be put in front of those adjectives. More examples:
1) Attention please! I have something important to tell you.
2) Those who want to go to Paris please take everything necessary with you.
3) The old lady said she had not seen anything interesting in that old town.
3. Choosing what to eat is no longer as easy as it once was.
The phrase “no longer” means “not…any longer”, but their positions in the sentences are quite different. “no longer” can only be put before the predicate or behind the predictive while part of “not…any longer” should be put at the end of the sentence.
1) Sorry. Mr. Wild has no longer worked in our company.
2) His uncle said Tommy no longer lived upstairs.
3) You are very silly and I don’t think I can stand you any longer.
4. If we want to keep up with the high pace of modern life, we had better learn to make the right choices about what and how we eat.
The phrase “keep up with” means “to compete with or to remain informed”. More examples:
1) If you want to catch up with others, you should put your whole heart into your weak subjects and work harder than before.
2)The best way to keep up with the news is to surf the internet.
3) There is so much in the fashion field that you can never find enough money to keep up with it.
The structure “had better do…” means “it is best for somebody to do…”. It is often used in its short form as “’d better do”.
1) You’d better go to see a doctor or you will suffer a lot.
2) We’d better take a bath in the sea on such a hot day.
3) We’d better learn how to face the reality in our life. In this way we can be more practical.
4) You’d better not bother your mother right now for she is too tired after a day’s work in the company.
5. Eating habits become part of who we are.
“to become part of” means “to be part of” or “to have something to do with”
1) They are very glad that the lovely puppy has become part of their life.
2) That’s a tricky plan. I don’t want to be part of it.
3) The old man was delighted that he has become part of our family.
6. Organic vegetables are vegetables that are grown without chemicals that can be harmful to human beings and the environment.
The phrase “to be harmful to” means “to do somebody / something harm” or “to do harm to somebody / something”. More examples:
1) Polluted water is not only harmful to humans but also fish and other animals.
2) Drinking too much is harmful to your health.
3) Staying up too late is harmful to your health.
7. The same goes for “crash diets” that some companies say will make us lose weight fast.
The phrase “to go for” means “it is also true”.
1) Learning Chinese is interesting . The same goes for learning English.
2) Mrs Green is kind and patient. The same goes for her husband.
3) What I have said to Mr Smith goes for you, too.
8. We ought to learn more about our body and fuel it needs to keep fit. Only in that way will we be ready for the challenges and opportunities in life.
The second sentence is an inverted one, that is, its predicate is before the subject. Why? Because the structure with “only” is put at the beginning of the sentence. More examples:
1) Only by working hard can you catch up with the others in study.
2) Only to this hospital can you send the SARS patients.
3) Only by talking to him heart-to-heart can you know what’s really in his mind..
Compare to the following sentences:
1) Only the doctor can save your kid’s life. (“The doctor” is the subject of the sentence, so the normal word order is used.)
2) Mr. Goody, my son always speaks of you before us and admires you very much. Only you can persuade him now. (“you”, of course, is the subject of the sentence.)
9. Most fruits are naturally sweet and we can eat them just the way they are - all we have to do is clean or peel them.
“just the way they are” means “to be what they are”. More examples:
1) My younger sister always leaves her quilt just the way it is after she gets up in the morning.
2) You should not remove what your father left on the table and you’d better let them just the way they are.
3) Please put the book the way it was.
The phrase “clean or peel them” is used as the predicative in the sentence. Pay attention that the word “to” in the infinitive here is left out.
1) What she has done is (to) offer you her help.
2) All they were doing was (to) try to persuade their manager.
3) All I want to say is (to)take good care of yourself.
B3: Key grammatical items
Modal Verbs (1) -had better, should and ought to
When you give advice or your opinion about something, you can use had better or had better not.
1) You had better(= You’d better) get some more information about the plan to be carried out next week.
2) That old man is carrying a lot of paper over there and you had better(=you’d better) give him a hand.
3) You had better not (=You’d better not) drink the water that is polluted.
When you are trying to advise someone about what to do or what not to do, you can use should / ought to or should not / ought not to.
1) You should / ought to pay more attention to your behavior at the meeting.
2) You should not / ought not to have left without saying goodbye to Mr. Howard.
3) You should / ought to deliver these ESL materials to the state education bureau tomorrow morning.
C: Key grammatical items & practice
C1: Suppose you are a doctor and need to give your patients advice. You need to use should, ought to, had better or their negative forms. Your advice should be based on the situation given in the sentence.
e.g.: Tom feels cold because didn’t wear enough clothes. So you said to him,
“you’d better wear enough clothes so that you won’t feel cold.” or
“you should have put on more clothes to keep warm.”
1. Andy didn’t wash his hands before meal. So you said to him,
“________________________________________________”
2. Alice was very careless to step downstairs that way! So you said to her,
“____________________________________________________”
3. John was lack of sleep and he felt tired. So you said to him,
“____________________________________________________”
4. Kay had eaten some fruit that were not ripe. So you said to her,
“____________________________________________________”
5. Tony had got something wrong with his back. So you said to him,
“____________________________________________________”
6. Mike seldom did morning exercises last month. So you said to him,
“____________________________________________________”
7. Jane had got a high fever. So you said to her,
“____________________________________________________”
8. Mr. Smith stayed up too late last night. So you said to him,
“____________________________________________________”
C2: Fill in the blanks with the word or phrase like “had better (not)”, “should (not)”, “ought to (not)” .
1. ____________ you have come here five minutes earlier, you could meet Jimmy.
2. You _____________ go there by car or you will miss the plane.
3. We __________________ do it ourselves so that we can know what we are short of.
4. You _____________ say hello to your coach and it can make him happy.
5. They _________ go to the information office and ask them for their help in no time.
6. He _____________ go and deliver this emergency letter to the headquarter office right away.
7. You ______________ disturb your father for he has not got a good sleep these days.
8. All of you __________ help each other wherever you go. A friend indeed is a friend in need.
9. They _____________ leave that young boy alone in the woods in the night.
10. You ________________ show your pity on such a person like him.
Part II
Integrating skills
A: Listening & talking
Listen to the following passage about box lunches two times and fill in the blanks with the suitable words. The first time you should try to be familiar with the main idea of the passage, and the second time you will be given some pauses for writing the missing words.
Box Lunches: Packed for Safety!
Follow food safety basics (noted above) when you pack a lunch.
Always start with a clean lunchbox or a new ___(1)___bag. Wash your lunchbox out with soap and ______(2)_______ water after every use.
Pack a _____(3)_____ chill pack in an insulated lunch box to ___(4)____ perishable foods chilled. Those foods _______(5)_______ sandwiches or salads made with deli meat, _____(6)______ fish, hard-cooked eggs, and other foods made with ______(7) _______, poultry, fish or eggs.
If you ______(8)_______ any foods in a thermos, make ____(9)____ it has a good seal.
Keep a carried lunch or _____(10) ______ in a dark, cool, dry and clean place. The refrigerator is best if you have perishable ingredients. ______(11)_______ kids to ask their teacher if they need to find a _______(12)________ place.
Make sure to toss foods that aren't ____(13) ____ properly.
Help children ______(14) _______ to wash their hands before eating their lunch; tuck a note in the lunch box as a ______(15)_______ reminder for younger children.
Teach caution about _______(16)________ carried lunches with other children; some _____(17)________ may have allergic(过敏) reactions to come foods or ingredients.
Activities for talking
1. After listening to the passage above, discuss with your partners about how to pack a lunch box or what snacks you think will be good for you. Use your own words in discussion and use the information from the passage as much as you can.
2. Talk about your habits before your meals and share your partners with your own idea on healthy eating. More than 10 sentences should be used in your talk.
B: Reading & doing
B1: Read the passage and choose one best word from the three words given in each bracket.
ABOUT CANNED FOOD: SHELF LIFE
One of the most frequently asked questions about canned food is its shelf life and “use-by” __ 1 __ (dates / days / data). The canned food's shelf life is the length of time it stays in good condition and can be used. The codes that are __ 2 __ (placed / put / stamped) on canned food are manufacturers' codes that usually designate the date the __ 3 __ (goods / product / matter) was packaged. The codes __ 4 __ (different / vary/ come) from manufacturer to manufacturer and usually __ 5 __ (include / including / contain) coding for time and place of canning. Most manufacturers __ 6 __ (require / offer / provide) a toll-free number to call for __ 7 __ (answers / puzzles / questions) about canned food expiration dates. The following is a sample of how to read product codes.
Remember, the code stamped on the can is __ 8 __ (where / when / how) it was packaged. The general rule of thumb is that canned food has a __ 9 __ (shelf / its / lasting) life of at least two years from the date of purchase. It is recommended that all canned food be __ 10 __ (place / stored / hidden) in moderate temperatures (75° F and below).
For more information about canned food expiration dates, nutritional content of canned food and the __ 11 __ (right / exact / real) date of processing, please review the answers to our FAQs about __ 12 __ (canned / packed / frozen) food storage. For additional food safety information, please visit our branches in the cities sponsored by the National Food Processors Association.
B2: Read the following passage and choose one from A、B、C or D for each blank.
ABOUT CANNED FOOD
From artichoke hearts(朝鲜蓟心) to pumpkin, there are more than 1,500 food items packaged in cans. __ 1 __ with traditional canned favorites such as tomatoes and peaches, you'll find many new and __ 2 __ specialty foods that provide endless possibilities for canned creations.
Did you know that canned food is __ 3 __ full of nutrition? In most instances, canned food is equally or even __ 4 __ nutritious than its fresh and frozen counterparts. Plus, it's available year-round __ 5 __ it can easily be added to your favorite recipes __ 6 __ a convenient meal solution. To __ 7 __ more about canned food research, recipe ideas and nutrition __ 8 __, spend some time at Mealtime. Before long, you'll __ 9 __ that canned food really is an easy way to eat __ 10 __.
1. A. Along B. Down C. Alone D. Up
2. A. excited B. exciting C. special D. adventurous
3. A. packing B. wrapped C. packed D. wrapping
4. A. much B. more C. less D. many
5. A. that B. as C. when D. so
6. A. for B. to C. at D. with
7. A. study B. take C. learn D. observe
8. A. passages B. advice C. suggestion D. information
9. A. discover B. gain C. learn D. find
10. A. wrong B. good C. right D. more
C. Reading comprehension
Dear Elisa,
You said in the letter that you cut little pieces off bars and sweets. You feel like you’re not really eating as much, but you know you end up eating a lot. It bugs your mom. And you wonder what you can do.
Well, you realize that you do have a problem and that is a good start. I would like to suggest that you should learn some different behavior techniques to help you change your eating habits.
You are correct in assuming you eat more when cutting off little pieces of food. But there is more to it. A lot of people deny they are eating much when eating small pieces. Also, this eating behavior may happen more often when you are bored, angry, tired, upset, or just because food is easily available and it's socially acceptable. To just depend on “will power” within that same food atmosphere would not help.
You stated that it bugs your mom, but you didn't say how you feel. Most people feel guilty about eating “forbidden foods” such as cakes, cookies and sweets. Because they feel bad after the first piece, they eat more because eating is pleasurable and gives comfort. They express the attitude of “Well, as long as I had one piece, I might as well have more because I blew my diet anyway. I'll just start my diet again tomorrow.”
The most successful long term changes in eating habits result from using right behavior techniques. First, you need to know what environmental and mental factors cause your current eating habit. Is food placed in your kitchen within your sight and reach? What time of day are you more likely to eat little pieces of food? What room are you in when eating? Are you standing, sitting or lying down? Are you alone? Does your eating accompany another activity like watching television? What is your mood? Are you actually feeling hungry or are you eating for some other reasons?
The answers to these questions would help you identify the environment in which you eat inappropriately. This record would also reveal your other food habits. Once identified, you can change your food environment to change your eating habits. A dietitian would be able to give you meaningful suggestions in steps to achieve a change. Also, alternative activities need to be planned by you so that when you are tired, angry or upset, you can do something other than eat.
Yours,
Orin
C1: Try your best to choose the right words underlined in the passage to fill in the blanks according to the meaning of each following sentence.
1. If you __________ something that has been out of sight, you uncover it so that people can see it.
2. If you ______________ something, you state that it is not true.
3. If one thing is an _____________ to another, the first can be found, used, or done instead of the second.
4. If someone or something _________ you, they worry you or make you angry.
5. The word “________________” means concerned with protection of the natural world of land, sea, air, plants, and animals.
6. If you ____________ something, you say or write it in a formal or definite way.
7. A study of the British diet has ___________ that a growing number of people are overweight.
8. The government has ______________ that the police had driven away all the people with force, who were against the act passed, were marching towards the City Hall the other day.
9. To tell you the truth, I did it only to ____________ my parents.
10. The police report ____________ that Jack Error was arrested for robbing a small bank in the town of a lot of money.
11. These letters _____________ him to be an honest man.
12. _______________ groups plan to stage public protests during the conference.
C2: Read the passage above carefully again, and answer the following questions.
1. What did Elisa say in her letter to Orin?
A. She admits she has eaten too much though she cut her food in small pieces.
B. She says she’s eaten less than before for she has cut her food into small pieces.
C. What she has done on her diet is the same as most people have done.
D. She has changed her eating habits completely after the writer’s suggestion.
2. What is “will power” mentioned in the passage?
A. Anger and sadness.
B. Happiness and tiredness.
C. Self control power.
D. Environment and atmosphere.
3. What do most people feel after they eat some “forbidden food”?
A. They feel bad because the food is polluted and it cannot be eaten.
B. They feel guilty because the food will make them heavier and heavier.
C. They feel very happy because the food is good for health.
D. They feel sad because they are not allowed to eat such food.
4. Why does the writer raise so many questions to Elisa in Paragraph 4?
A. Just ask Elisa to answer all these questions as soon as possible.
B. Just remind Elisa of getting all the food out of her sight.
C. Just remind Elisa to get rid of all her bad eating habits.
D. Just tell Elisa where and when she can eat what she likes.
D: Writing
The following passage is adapted from a magazine, written by a college student. Try to write a reply to this student in about 150 words and tell her / him how to be on a healthy diet.
Dear Orin,
I am a college freshman and I recently started working out a few times a week. I'm also trying to eat healthier food, but I find it difficult to do this because I am on a 2-meal/day dining plan. So, I usually skip breakfast and have a large lunch and dinner. I may have an afternoon or midnight snack. I know I should be having more smaller meals throughout the day, but that is not possible when on a meal plan. Do you have any suggestions?
Also, what’s your option about eating in a school cafeteria? I'm bored of turkey sandwiches, salads and cereal!
Yours,
Weight
Unit 14
Festivals
Part I
Language Focus
A: Word Study
Topic words
Learn the following words shown in the two diagrams which include many of the words in this unit.
Diagram 1
This diagram shows us words concerning with different aspects about festivals.
KKii
Diagram 2: Verbs + nouns(objects)
verbs objects verbs objects verbs objects
honor the ancestor solve the problem celebrate the cycle of life
light the candle choose the date build unity/community/nation/
future
salute to the dead respect life and nature share our hopes for the happy future
enjoy the spirit of a holiday
Exercise
A) Fill in the blanks with proper words from the diagrams above. The first letter has been given.
1. The ways of Christmas celebration in Canada are s_________ to those of other countries.
2. Nowadays holidays are becoming c___________, as the business world all aim at the chance of selling things in the holidays.
3. When we learn different festivals of different counties, we should first understand and r_________ their cultures.
4. It has been proved that teachers should try to make students s__________ the problems on their own.
5. National Day and Labour Day are two of China’s m___________ festivals, when people can have a 7-day holiday in each.
6. If you don’t believe in anything, it means you have no f____________.
7. World Water Day is a r___________ that people need to love water, save water, and use water properly.
8. Dragon Boat Festival was originally celebrated to h___________ Qu Yuan, an ancient Chinese statesman and poet.
9. Rows of lighted lamps are s____________ of India’s festival Diwali.
B) Fill in the blanks with purpose, theme, crimes, destruction, arguments, and unity.
Let’s create some holidays of our own. The p___________ of our holiday creation is to make our life better.
First, Peace Day. The t____________ of it is “No fighting or c___________ are allowed. Second, Nature Day, we’ll try to realize the aim of no pollution or d_____________ of nature. Third, Friendship Day, we’ll reduce a____________ or fights to the minimum (最小值).
In all, we will try to build a society of u_________, friendship, peace and health.
B: Grammar
B1: Useful phrases
1. make a decision: decide, settle, or give a judgment (裁决) or solution to something or a problem
1) Darling, it’s up to you to make a decision on how we should have Valentine’s Day.
2) The government has made a decision to arrange those senior army men to spend Ederly Day in Hawaii.
3) We are facing with serious situations. It’s high time that we should make a decision.
2. have … in common: share…by two or more people or things
1) Most religious holidays have something in common, that is, they were originally celebrated to worship gods or buddhas.
2) They are brothers, but they have little in common.
3) American English and British English have much in common.
3. believe in: have trust in, or feel sure of the value or worth of
1) Diwali is a five day Hindu festival which people in India celebrate, as they believe in Laksmi, goddess of wealth.
2) Generally speaking, parents are your first teachers whom you believe in most.
3) I dare say he is lying. He is the last person who I believe in in our circle.
4. as well (as) : in addition (to); too; together with
1) The most popular food on Thanksgiving Day is roast turkey, as well as corn, cranberries, and pumpkin pie and so on.
2) Mid-autumn Festival is a time for family reunion, as well as a day to celebrate harvesting.
3) Before the Spring Festival, people give their houses a thorough cleaning, prepare for gifts and lucky money, as well as children’s Sunday best and everyone’s delicious food.
5. keep …alive: keep…living or in existence
1) Dragon Boat Festival is celebrated in many parts of China, so that Chinese traditional festivals will be kept alive.
2) An old woman from Shanxi went to many countries to teach Chinese paper cut. She said, “I can cut all kinds of features. I just want to keep our ancestors’ paper cutting skills alive, and spread it to all over the world.”
3) We have to make measures to keep the wild animals alive.
6. play tricks on: to deceive someone as a joke
1) On April Fool’s Day, people play tricks on each other, which might lead to some unexpected results.
2) The naughty boy played a trick on his teacher by hiding a toy snake into the drawer.
3) I am serious. Don’t play silly tricks on me.
7. be taken in: to be deceived by someone
1) I reminded myself on the early morning of April Fools’ Day, “Never be taken in anyway today”.
2) I came to know that I had been taken in after I paid for the second-hand car.
3) Don’t be taken in by their promises.
8. in one’s opinion: from one’s own point of view
1) In my opinion, cultures of one country influence those of another.
2) ― What’s is the possible result of their football game in your opinion, Jim?
― I guess Class One will win, as in the last game they won Class Three by 2 goals ahead.
3). I like the dress, but in my mother’s opinion, it is not a nice fit.
9. dress up: put on special clothes
1) People who will take part in the parade have already dressed up.
2) On Halloween, some people dressed up to frighten others as a joke.
3) We all will have to dress up for the opening ceremony of the school sports meet.
B2: Useful grammatical structures
1. I don’t think it’s necessary to create a nature day in our village.
1) I don’t think it’s going to rain tomorrow, as we’ll have an outing.
2) We don’t believe that the world is created by God.
3) They didn’t think it was safe to put so much money in the case.
2. Kwanzaa was born in 1966, when people created a new festival so that African-Americans would be able to celebrate their history and culture.
1) Race Unity Day (the second Sunday in June or sometimes the Saturday before it) is celebrated so that the USA would have no racial prejudice (偏见).
2) People even travel hundreds of thousands of kilometers to their home towns, so that they could get together with their families and friends during the Spring Festival.
3) I wore my glasses so that I could see the blackboard clearly.
3. The people who created Kwanzaa liked the characteristics of the African festivals so much that they used them to write the seven Principles of Kwanzaa.
1) The Harry Potter stories are so interesting that I always forget my meals or sleep when I read them.
2) There are so many festivals all over the world that I can’t tell the exact dates of them.
3) I’ve been to the museum so many times that I can describe every exhibit in it.
4. Earth Day is a reminder that we need to care about the world we live in and that we should learn to respect life and nature.
1) He said that it was another victory, and that he would try even harder next time.
2) We believed that we would have our salary raised, and that we might have to do heavier work in the future.
3) He promised that he would try every effort to help, and that he would be my lifelong friend.
5. The people who created Kwanzaa used the word for “first fruit” in Swahili, the largest language in Africa.
1) Earth Day is celebrated on March 21, the first day of spring.
2) People all over China celebrate the Spring Festival, the Chinese New Year.
3) Have you heard about Kwanzaa, a seven-day festival celebrating the culture and history of African Americans?
B3: Key grammatical items
Modal Verbs (2) -must, have to and have got to
1. “Must” helps to express the speaker’s determination or ideas. It means that one wants to do something or is sure of doing something. “Mustn’t” consists of(包含) the meaning of “be not permitted” or “be forbidden”. The negative answer to the question “Must …?” is “needn’t” or “not have to”, but not “mustn’t”.
2. “Have to” means “need to do something or be forced to do something”. You may not be willingly doing it, but you are obliged to do it or responsible to do it.
3. “Have got to” has the same meaning as “have to”, but it’s more colloquial.
e.g. 1) We must remember our past and build our future.
2) We have to build our loves, think for ourselves, and speak for ourselves.
3) －I’ve got to leave now. It’s late already.
－Oh, really? Must you leave so soon?
C: Key grammatical items & practice
C1: Complete the following sentences by choosing the suitable phrases from the above ones.
1. All the people, including the emperor and the prime minister, ______________ by the two weavers who promised to make the emperor’s magic new clothes.
2. The fox _______________ on the crow in order to get the meat from her mouth.
3. The doctor gave the patient who had serious heart trouble a heart transplant (移植) so as to ______________. And it was successful.
4. She used to say she didn’t __________ marriage, but now she’s changed her mind.
5. My grandpa has finally ___________ to retire next month.
6. John said at the meeting, “________, we should create our own Music Festival.”
7. The little boys and girls are ___________ as rabbits, pandas, and pigs in the play.
8. The Spring Festival is a time for relaxation, family reunion, _______ seeing off the old year and welcoming a new year.
C2: Fill in the following sentences with the correct forms of the model verbs “have to” and “must”.
1. I am so sorry for being late, because I ___________ go to the police station to report the car accident I met with on my way here.
2.- Must I go to work tomorrow earlier than usual?
- No, you ___________.
3. Tom, you __________ play computer games so often, as you are going to have your final exams soon.
4. The teacher calls on us to take part in the coming sports meet. Everybody _________ join in an event, as this is the school rule.
5. We ___________ take measures to get rid of robberies and thefts in our city.
6. The boss had one strict rule. He said that all the workers _________ come to work on time.
7. He ____________ support seven people. He is the only bread earner （经济支柱）in his family.
8. We __________ use the office phone for private calls.
C3: Complete the following sentences.
1) They celebrate festivals ______________________________________. (目的是将自己国家的历史和文化保存下来)
2) People in the country seem to be so interested in traditional festivals ___________________
_____________________________________________ (结果农村的节日气氛显得更浓厚些). (气氛:atmosphere)
3). _________________________________________________________ (我认为他不会出席) the meeting of next week.
4). They all agreed that festival presentations in tourist resorts should be planned, _________ ______________________________________________________ (并且他们应该展现出原貌).(原貌: original form)
Part II
Integrating skills
A: Listening and speaking
A1: Listen to the tape once and fill in the missing words.
Carving pumpkins into jack- o'lanterns is a Halloween custom ____________ to Ireland. The Irish people carved frightening faces out of turnips, beets or _____________ representing “Jack of the Lantern”. When the Irish brought their customs to the _____________, they carved faces on pumpkins. Today jack-o' lanterns _____________ of a house on Halloween night let costumed children know that there are goodies waiting, if they ________ and say: “ _________________!”
A2: The story you’re going to listen to is about the ancient New Year.
1) Listen to the monologue to get the main idea of it. Tick the following items mentioned in the passage.
1. the oldest holiday ( ) 2. The Old Chinese new year ( )
3. the beginning of spring( ) 4. buying presents for friends and relatives ( )
5. early Egyptians ( ) 6. Roman Senate(参议院)( )
7. an 11-day celebration ( ) 8. the weather conditions of 2000 years B.C.( )
9. Julius Caesar( )
2) Listen again and answer the following questions.
1. When was first ancient New Year celebrated?
2. What did people think of the beginning of spring?
3. Who kept changing the Roman calendar?
4. What did the Roman Senate do to set the calendar right?
A3: Listening comprehension
1) First listening: Listen to the dialogue and choose the correct choice to answer the following questions.
1. Why does Jack know so much about Teachers’ Day in different countries?
A. He is writing a report. B. His father is a teacher.
C. He wants to be a teacher after graduation.
2. Which country/countries has/have Teachers’ Day on September 5th?
A. America. B. India and Korea C. The USSR and Sudan(苏丹).
3. When is the USSR Teachers’ Day?
A. June 12th. B. January 16th. C. On the first Sunday in October.
4. What can you know from the dialogue?
A. The ways of celebrating Teachers’ Day in different countries are completely different.
B. Different countries have much in common in celebrating Teachers’ Day.
C. Only some Asian countries celebrate Teachers’ Day.
2) Listen to the passage again and fill in the blanks in the chart below.
Country Teachers’ Day Other Descriptions
America September 28th It is the ___________ of Chinese ancient philosopher Confucious (孔子).
Thailand January 16th Teachers _______________ work on that day.
___________ June 12th /
Hungary __________ /
Many of
these
countries
/ The government and the whole society show their _________, __________ and _________ to teachers and education.
A4: Oral practice:
Work in pairs to describe how you celebrate your Spring Festival in your home town.
B: Reading & doing
B1: Read the following passages carefully and choose the proper words to fill in the blanks.
The History of Valentine’s Day
Valentine's Day started in the time of the Roman Empire. In ancient Rome, February 14th was a holiday to __1__ (honour/amaze/satisfy) Juno. Juno was the Queen of the Roman Gods and Goddesses. The Romans also knew her as the Goddess of women and __2__ (money/marriage/education). The following day, February 15th, began the Feast of Lupercalia. The lives of young boys and girls were strictly __3__(united/separate/equal). However, one of the customs of the young people was name drawing (抓阄). On the __4__ (end/ eve/beginning) of the festival of Lupercalia, the names of Roman girls were written on __5__ (loafs/piles/pieces) of paper and placed into jars. Each young man would draw a girl's name from the jar and they would then be __6__ (partners/enemies/ pioneers) for the duration of the festival with the girl whom he chose. Sometimes the pairing of the children __7__ (held/remained/lasted) a whole year, and often, they would __8__ ( pull/draw/fall) in love and would later marry.
B2: Read the following passages carefully and fill in the blanks with proper words.
Spring Festival
In China, the Spring Festival is the most important and __1__ of all Chinese festivals. Since 1949, the Spring Festival has become a __2__ holiday which is celebrated throughout the country for at __3__ a week. It is important as a family holiday, and on the eve of the Spring Festival, the whole family __4__ for a big meal. The principle ritual (典礼) activity during the festival is __5__ as “New Year's Visiting” wherein relatives and __6__ go to each other's houses and give greetings. Spring Festival carnivals (欢庆会) are different __7__ place to place, offering lantern and flower displays and the even more popular Lion and Dragon Dances. __8__ to Christmas in the Western countries, Spring Festival is the most celebrated festival in China.
C: Read comprehension
Read the following passage carefully and do the following exercises.
FLAG DAY in the USA: JUNE 14
The Fourth of July was traditionally celebrated as America's birthday, but the idea of celebrating the Flag Day firstly began in 1885. A Wisconsin Public School teacher, called BJ Cigrand, made his pupils celebrate June 14 as 'Flag Birthday'. He advocated the celebration of June 14 as 'Flag Birthday', or 'Flag Day'.
On June 14, 1889, a kindergarten teacher in New York City planned some ceremonies for his school children. His idea of celebrating Flag Day was later agreed by the State Board of Education of New York. On June 14, 1891, the Betsy Ross House in Philadelphia held a Flag Day celebration, and on June 14 of the following year, the New York Society of the Sons of the Revolution, observed Flag Day.
With the idea expanding, on May 8th,1893, Public Schools of Philadelphia directed that Flag Day exercises be held on June 14, 1893 in Independence Square. School children were gathered together, each carrying a small Flag, and patriotic(爱国的) songs were sung and addresses were given.
On June 14th, 1894, the first general public school children's celebration of Flag Day in Chicago was held in Douglas, Garfield, Humboldt, Lincoln, and Washington Parks, with more than 300,000 children participating.
Adults, too, participated in patriotic programs. Franklin K. Lane, Secretary of the Interior, delivered a 1914 Flag Day address in which he repeated words he said the flag had spoken to him that morning: “I am what you make me; nothing more. I swing before your eyes as a bright gleam of color, a symbol of yourself.”
Inspired by these state and local celebrations, Flag Day - the anniversary of the Flag Resolution of 1777 - was officially established on May 30th, 1916. While Flag Day was celebrated in all kinds of communities for years after that. It was not until August 3rd, 1949, that President Truman signed an Act of Congress announcing June 14th of each year as National Flag Day.
C1: Match the words and phrases on the left with their meaning on the right.
1.observe A. move forward and backward, or from side to side
2.expand B. set up
3.participate C. make sb. feel that they want to do sth. and can do it
4.swing D. celebrate
5.inspire E. become larger, unfold or spread out
6.establish F. write one’s name
7.sign G. take part in
C2: Read the passage again and decide if the following sentences are true or false. Write a “T” if the sentence is true. If it is false, write an “F” and correct it.
1. America’s birthday and Flag Day are on the same day.
2. Flag Day came from the state of Wisconsin, 1885.
3. The State Board of Education did favour the idea of the kindergarten teacher.
4. The first celebration of Flag Day in Chicago was carried out in private schools in 1894.
5. F. K. Lane gave a speech to adults, in which he expressed his love to the flag.
6. The act of Congress for the National Flag Day was passed long before August 3rd,1949.
D: Reading & writing
Ming Hua got an e-mail from Abby, her pen pal in the USA, after Thanksgiving Day. Suppose you are Ming Hua. Please write back to Abby after you read the e-mail below.
Dear Ming Hua,
For the whole week, I have been having my Thanksgiving Day with my parents. Now let me tell you something about Thanksgiving Day in America.－one of our national festivals.
Thanksgiving Day in America is celebrated on the fourth Thursday of November. It is a day in each year for giving thanks to God for blessings received during the year. On this day, people give thanks with feasting (盛宴) and prayer. They eat turkey, corn, cranberries, and pumpkin pie. Thanksgiving is usually a family day, celebrated with big dinners and joyous reunions, with good things to eat. Thanksgiving is also a time for serious religious thinking, church services, and prayer.
The First Thanksgiving observance in America was entirely religious .The custom spread from Plymouth to other New England colonies in America after the Plymouth colonists had settled in America in 1619. The first dreadful winter in Massachusetts had killed about half the members of the colony. In 1621, the settlers expected a good corn harvest, despite poor crops of peas, wheat, and barley. Thus, in early autumn, Governor William Bradford arranged a harvest festival to give thanks to God for the progress the colony had made.
The festival lasted three days. The men of Plymouth had shot ducks, geese, and turkeys. The menu also included clams, eel and other fish, wild plums and leeks, corn bread, and watercress. The women of the settlement did cooking over outdoor fires. About 90 Indians also helped in the festival. That’s the first thanksgiving in America.
Dear Ming Hua, I am glad we can share different cultures through emails. I was told you have a similar festival- the Mid-autumn Festival. Is there anything in common? How do you celebrate it? Is there a historical story behind it? Please tell me something about it.
Best wishes to you and god bless you on a good harvesting year.
Sincerely yours,
Abby
Unit 15
The Necklace
Part I
Language Focus
A: Word Study
A1: Topic words
In this unit, we learn some words that are very frequently used in communication. Please study the words in the following two charts.
Chart 1:
Name of the play The Necklace Author Guy de Maupassant
Characters in the play Mathilde Loisel, Pierrie Loisel, Jeanne
Materials the necklaces were made of diamond, glass
Verbs in the play script recognise, accept, explain, match, marry, cost
Nouns in the play script ball, palace, franc
Nouns formed
from verbs invitation, government, description
Adjectives and adverbs in the play script valuable, pretty, worth, precious, exactly
Chart 2
Learning on plays What you think about and do with
When reading a play, you try to know about time, place, characters, scenes, lines, acting and so on
When writing a play, you need to (work out) the outline, (make up) the plots, write down the dialogue , rehearse the play and perform.
A2: Tips for word study
1. recognise: know sb. or sth. because you have seen or experienced them before
1) I could more or less recognise his handwriting although he pretended to be Jim and signed his name.
2) But for the scar (疤) on her chin, I couldn’t have recognised her as she had such strong make-ups on the face.
3) I got to know Alice in 1994, but I could hardly recognise her last week when we met. Because she had had a plastic surgery(整形手术), which made her look so different.
2. accept: receive something offered, be willing to take something offered
1) Li Ming is not ready to accept critical ideas from other people.
2) I won’t accept the gold watch given by my grandma as I don’t think she should have bought me so expensive a present.
3) She received a lot of money from the man but she didn’t accept it.
3. worth: having a certain value, especially in money
1) The drama is worth watching a second time.
2) The Museum of Fine Arts is well worth a visit.
3) We believe that our freedom is worth fighting for.
4. marry: take sb. as a husband or a wife by law
1) Dianna was married to Prince Charles，but later she could not stand his disloyalty.
2) J. K. Rowling married a second time after she became famous for her masterpieces.
3) Her father married her to a rich man with a large clothing factory.
5. explain: show the meaning of, make something clear
1) How do you explain her strange behaviour?
2) Can you explain to me how this cell phone works?.
3) The doctor explained to us why the mad man always talks to himself.
6. rehearse: practise (a play, music ,etc. ) for public performance
1) He is rehearsing his role in the play as a hero.
2) Ten minutes of performance made us keep rehearsing for many more hours.
3) When you rehearse, you also need some audience to give advice.
Tips: The noun form of rehearse is “rehearsal”.
7. exactly: completely correct, quite
1)－To be frank, do you mean that I will drive over to pick you up?
－ Exactly.
2) Her earrings look exactly the same as mine, but mine are more expensive.
3) What exactly seems to be the problem?
8. Word formation
1) v + tion, sion n eg. invite – invitation
communicate – communication, solve – solution,
pronounce – pronunciation, introduce – introduction,
prepare – preparation, impress – impression,
express – expression explain – explanation
2) v + ment n eg. govern - government
agree – agreement, announce – announcement,
move – movement, endanger – endangerment
3) adj. + ness n eg: happy – happiness
ill – illness, sad – sadness,
careless – carelessness, kind – kindness,
weak – weakness happy– happiness
4) n /v + able, ible adj eg: value - valuable
reason – reasonable, fashion – fashionable,
enjoy – enjoyable, terror – terrible,
credit – credible (可信的) depend–dependable
Exercise
A1: Review the text and fill in the blanks according to the text, using words mostly from Chart 1.
The story in “The Necklace” was set in the 19th century in France. There were three major __1__ in the story: Mathilde Loisel, Pierre Loisel and Jeanne. Mathilde’s husband Pierre got an __2__ from the __3__ to a ball. He __4__ it and decided to go there with his __5__ wife. But his wife Mathilde was worried, because she had no new dress or any __6__ to wear. Her husband spent 400 __7__ on a new dress for her, and she borrowed a diamond necklace from her good friend Jeanne, in order to __8__ her new dress. They went to the __9__ and had a good time there.
On their way back after the ball, Mathilde found the necklace was no longer __10__ her neck. They rushed back to the palace and looked for it, but couldn’t __11__ it. It was lost.
In the case, the young __12__ had to borrow a great deal of money and bought a necklace that was __13__ like Jeanne’s. It cost them 16,000 francs. So they had to work day and night to pay for the debt. After ten years of hard work, they at last paid off all the money, but Mathilde became so old a woman that Jeanne even could not __14__ her when they met.
When Jeanne heard the story, she told Mathilde that the necklace she lent her wasn’t a real __15__ necklace. It was not __16__ at all. It was __17 __ 500 francs at the most.
A2: Fill in the blanks, using words mostly from Chart 2.
Before you act a play out, you need first of all to try to know about the setting of the play. That is the __1__ when it happens and the __2__ where it happens. You are also supposed to find out how many __3__ there are in the play, and what are the relationships among these people. Then you read and recite the __4__. Keep __5__ in each scene until you are very pleased with it, and at last you act it out to the audience.
When you write a play, you need to work out an __6__, make up the __7__, write down the __8__ and rehearse the play many times, and then ask a group of people to __9__ it out, to see whether your play is attractive and practical.
B: Grammar
B1: Useful phrases
1. call on (upon) : visit, appeal to, invite, require
1) I will call on my customers when I go to Hangzhou on business.
2) The government has been calling on the whole nation to fight against corruption (腐败).
3) I called on some old classmates for the classmate-gathering on the New Year’s Day.
2. pay back, pay for, pay off
(1) pay for: hand over the price of, bear the cost of
(2) pay back: return money that has been borrowed
(3) pay off: pay in full and free from obligation to
1) I paid 1800 yuan for the TV set last year, but now the price is 40 percent lower.
2) The deadline for returning me the money she borrowed is up, but she asked to delay paying it back.
3) You can pay off all the loan (贷款)to the bank at one time, although you should pay in installments(分期).
3. play a role/part in : perform (act ) a part in (a drama, a film etc.)
1) Jacky Chan has played many different roles in a lot of films.
2) In his latest film, he plays the role of a brave police officer.
3) In order to rehearse effectively, each of us should make full preparation for the role he plays.
4. at (the) most: not more than a particular amount or number
Its opposite is “at (the) least”.
1) I guess the second-hand car cost you 30,000 yuan at most.
2) I think the whole journey will take an hour at the most.
3) If you want to use an English word correctly, you will have to meet with the word for at least three times in at least three different contexts.
5. not …any more/ longer: neither, not again, not at the present time, or no longer
1) The next day I came, the poster of the name list was not there any longer. (It was no longer there.)
2) This coat doesn't fit me any more since I’ve grown a lot.
3) I didn’t wait for him any longer after I received his phone message.
6. after all: anyway, for a good reason that you should remember
1) Don’t blame (责怪) him so much for his mistakes, after all, he is a child.
2) She shouldn’t be working so hard. – She is 60, after all.
3) I don’t really care. After all, money isn’t everything.
7. day and night: for days without the difference between day and night, continuously
1) The soldiers are working day and night to rescue the people from the flood.
2) In summer it costs us a lot to have the air-conditioner on day and night.
3) The earth is spinning (转) day and night, year in and year out.
B2: Useful grammatical structures
1. Well，I would rather not (tell you).
1) I would much rather go out for a meal than stay in and watch TV.
2) ––What was all that about?
––I’m sorry, I would rather not say anything about it.
3) He would rather play computer games at home instead of going out.
2. ––I hope you weren’t ill.
––No, Jeanne, I wasn’t ill.
1) ––This isn’t yours, is it?
––No, it isn’t mine. Maybe it’s Jean’s.
2) ––I don’t think it’ll rain today.
––No, it certainly won’t rain. Just look at the sun.
3) ––I don’t believe she has done it all by herself.
––No, she can’t have done it all by herself.
3. Do you have a friend who might lend you some jewellery?
So I called on you and asked if I could borrow some jewellery.
1) We often go to the library to borrow books and magazines.
2) I have to borrow some money. Can you lend me a little?
3) She always lends her books to those who want to borrow them.
B3: Key grammatical items
Modal Verbs (3) -must, can/could, may/might
Modal verb “must” is used to show that the speaker thinks something is very likely or certain to be true while “can” is often used for totally negative tone, or in a question expressing the speaker’s guess which needs to be conformed. “May” expresses less confirmed tone towards a statement. “Could’ and “might” are the past forms of “can” and “may”.
e.g:
1. It can’t be true, Pierre. ( totally negative tone)
2. You must be Jeanne. ( totally affirmative tone)
3. You may not know that the necklace I returned is not the one that I had borrowed.(some sort of possibility)
C: Key grammatical items and practice
C1: Complete the following sentences with the phrases above to agree with the meaning of each sentence.
1. His parents had been missing him ____________ after he went to Taiwan in 1973.
2. Gong Li _____________ in different films, including both images (形象) of country women and city girls.
3. The commander _________ the soldiers to fight bravely for the country.
4. He is not a person worthy of trust. As far as I know, he has borrowed money from a lot of friends, but has never _____it ____ as he promised, Let alone (更不要说) __________his debts.
5.That lecture-room is not big enough to hold 300 people. It has ______ 250 seats.
6. Hearing this, I _______ feel regretful ________. I don’t think it was my fault.
7. I don’t think you need to treat them with a good dinner, because you are _________ a guest.
C2: Fill in the blanks, using “can”, “may”, “must”, “could”, and “might”.
(A)
A: It’s Sunday today. It’s breakfast time. But Danes is not downstairs yet. He __1__ be sleeping, I bet.
B: No. He __2__ be sleeping, as he is an early bird. He __3__ have got up. He __4__ be out doing some running, or he __5__ be reading in the garden.
A: Let me see…. (Looking out of the window) Yeah. He is holding a book. You are smart. Call him back here for breakfast.
B: All right.
(B)
A: There is a certain Mr. Wang who asked to see Miss Li. Where is Miss Li?
B: She __1__ be in her office, as when I telephoned her 20 minutes ago, she was there.
C: She __2__ be in her office now. Her timetable shows that she goes to the airport to meet someone at 10 o’clock. It’s 10:25. She __3__have been back so early.
B: Oh, Gosh. That Mr. Wang __4__ be that new comer. Miss Li __5__ have gone to the wrong place and failed to meet him.
C. Quite reasonable. But where is Miss Li now?
B: She might be still waiting at the airport, or she __6__ be on the way back. But she should have made a telephone call anyway.
C: I’ll call her to make sure. Ask Mr. Wang to wait, will you?
Part II
Integrating skills
A: Listening and talking
A1: a) Listen to the dialogues and answer the questions in pairs.
1. What are they talking about? ___________________________
2. How many questions does Helen mention? _________________
3. What is needed when you read a play? _____________________
b) Listen to the dialogue again, filling in the blanks of the following sentences.
You should be clear about these questions when you read a play.
How many __1__ are there in the play and __2__ are they? What is the __3__between each of them? What is __4__? What is __5__?
1. _____________ 2. ______________ 3. _________________
4. _____________ 5. ______________
A2: a) Listen to the tape and make the best choice for each of the following questions.
1. Guy de Maupassant is a French writer of _________.
A. 17th century B. 19th century C. 18th century
2. When was he born?
A. In 1850.
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