高二英语literature教案7

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高三英语 Module 3《Literature》教案(外研版选修7)

高三英语 Module 3《Literature》教案(外研版选修7)

Module 3 LiteratureThe first period (词汇教学)Teaching aims1.Train and develop students’ ability of solving problems(multiplechoices)2.train and develop students’ ability of reading prehension3.enable students’to master the usages of the following 9words:Scene;feed:Serveeager;appetite;whisper;desperate;seize;ha ngTeaching procedures:Step 1. Check students’ homework1. Check the answers of daily exercise 59and solve the difficult problems in groups ( Students’ activity 1)T: Have you done your dailyexercises ?Firstlet me check your answers . Then you can deal with your problems in your groups.2. Check the answers of reading material A in the newspaperStep 2 New words1.Scene1). (戏剧的)一场2). 场面;事件[C]3.) 景色,景象;(舞台)布景[C]What a fantastic mountain scene! 多么迷人的山景!4.) (事件发生的)地点,现场;(戏剧等的)背景[the S][(+of)]The criminal fled the scene.罪犯逃离了现场。

高二英语选修七课件ModuleLiteratureCulturalCorner

高二英语选修七课件ModuleLiteratureCulturalCorner

题型介绍:multiple choice, true/false, short answer questions, etc.
答题策略:理解问题,寻找关 键信息,排除干扰项
练习题目:提供一些阅读理解 练习题,让学生实际操作和练 习
6
Activity Zone
Group Discussions
讨论主题:文学 作品中的文化元 素
《简·爱》:夏洛蒂· 勃朗特的代表作,讲 述了简·爱与罗切斯特 先生的爱情故事。
Literary Genres
Novel: A long narrative work of fiction, usually in prose form, that presents a sequence of related events and experiences.
社交礼仪差异: 不同国家的社交 礼仪和习惯不同
价值观差异:不 同国家的价值观 和信仰不同
Cross-cultural Communication
重要性:促进理解,增进友 谊,推动全球化进程
挑战:语言障碍,文化差异, 价值观冲突
定义:不同文化背景的人们 之间的交流和沟通
策略:尊重差异,积极倾听, 寻求共同点,避免误解和偏见
Literary Themes
Love and Relationships: Exploring the complexities of human relationships and the various forms of love.
Identity and Self-Discovery: Examining the journey of self-discovery and the search for one's true identity.

高二英语选修七全册教案设计(超级整理版).docx

高二英语选修七全册教案设计(超级整理版).docx

壽二英语选修七教秦Unit 1 Living wellPeriod 1 Word study &Warming upTeaching Aims:1.To present the topic of this unit ----- disabilities2.To heighten students' awareness of the challenges facing people with disabilities.3.To learn some words and useful expressions in order to express their own feelings.4.To promote the notion that students with disabilities have similar wishes and desiresto non-disabled students・Teaching Important Points:How to improve the students' speaking ability.Teaching Difficult Points:How to make the students gain enough information to express themselves.Teaching Methods:1.Pair work or group work to make every student join in the class activities2.Discussion to make every student express himself finely.Teaching aids:CAI equipment with a Multi-media classroom and other normal teaching tools. Teaching Procedure:Step I GreetingsStep II Word studyLearn the words and expressions.StepIUPresentation1.Show some pictures of the performance Qian Shou Guan Yin. Do you know them ? Let's see their peijormance.2.What do the following words mean?disabled: unable to use a certain part of one^s body disability: the state of being disabled disabled people : people with disability(Disabled people are those who can't use a certain part of the body • They can't see, hear, speak, walk or behave properly.)3.How many different types of disabilities do you know?A .physical disabilitydeafness, dumb/mute, blindness, lame(跛足的),near-sighted, six fingers, color blindness, paralyzation(瘫痪)hunchback, dwarf, armless, legless, handlcss...B .mental disabilitydepression, learning difficulty, brain injury,phobias (恐'慎症)Step IV Warming up1.Do you know?1) .Do you know anyone who is disabled around you? How docs he or she deal with the disabilities?2) .Do you know any famous people who are disabled? What do they do?(Show some pictures of some famous people who are disabled.)Steven Hawking (1942一,England), speech impaired, can only move one of his fingers, Physicist / mathematician, made a research in the beginning of space, matter and time.In spite of his brain disease, he decides to continue with his research andwriting, and his famous book "On History of Time” used to be a best scllc 匸 Helen Keller (1882一1968, United Kingdom ), blind and dumb, learn to read Braille (盲文),to speak and write .Finished the studies in Radcliff College. Became famous writer …“Three days To See."Franklin Roosevelt (1882■一 1945, America ) a disease in legs and had to use wheel chair, the 32nd, 33rd and 34th president, and was selected the 35th a year before he died. The only one who was selected the president four times in American history ・ Beethoven (1770 一 1827, Germany ) Deaf, famous musicianVincent Van Gogh (凡高),Epilepsy (癫痫症),painterZhang Haidi: writer, paralytic, in a wheelchairHu yizhou (1978…,China ) some problems in his brain. His IQ is only 30. A fomous conductor (扌旨挥家)in the Chinese Disabled Art GroupSanglan (桑兰)(1981 一,China.),a famous gymnast seriously in a competition and can't stand ・She helped to bid 2008 Olympic Games and helped organize the Paralympics (残疾人运动会)Deng Pufang: son of Deng Xiaoping, paralytic, wheelchair, chairman of the Chinese Disabled Union.2. Read the introduction about the students. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you.Barry is vision impaired ・Sally was born with spinal bifida (脊柱裂)and relies on a wheel chair to get around Gao Qiang has diabetes (糖尿病)•Step V DiscussionWhat do you learn from these disabled?They're broken in body but firm in spirit. (身残志坚)StepVI Homework1. Tiy to talk to disabled people and know more about them.2. Preview "Marty's story M <Period 2 ReadingTeaching goals1. Target language:a. 重点词汇和短语eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragementb. 重点句型1.1 have to adapt to my disability.(体操运动员).She hurt herself mental disability difficulty with eye sight severe illness Rada is mentally disabled. learning difficulty brain injurydeafnesshearing problem lossof an arm or leg walking difficulty2.All in all, I have a good life.3.Every time after a long absence from school, I feel really stupid because I am a bit behind the others.4.Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2.Ability goalsHelp students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well3・ Learning ability goalsBy talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.Teaching important pointsHow positive stories about the people with disabilities inspire others.Teaching difficult pointsHow to help student understand the difficulties the disable have to overcome・Teaching methodsDiscussing, explaining, reading and practisingTeaching aidsMultimedia computerTeaching proceduresStep I Leading inDeal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.T: Good morning /afternoon, class!Ss: Good morning/afternoon, Mr. /Miss...T: In this class we are going to learn about disabilities and the life of the disabled. First let 's watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.After the discussion, Teacher will present the four pictures on Page 1 to students.T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don^t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?Ss: They look happy and satisfied. They are smiling.T: Yes, they are. But all of them are disabled. Can you guess when their disability might be?SI: ...S2:…T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them ? Here is a website "Family village". From here we can learn some positive stories about the disabled.Step II Pre-readingAsk students to read the pre-reading carefully and find out the purpose of the website・Then show the suggested answer on the PowerPoint.Suggest answer:1.To give ordinary young people with a disability the chance to share their stories with others.2.To inspire other disabled people.3.To get non-disabled people to understand more about how challenging life can be for people with disabilities.Step III ReadingDeal with the reading part.Task 1 ScanningAsk the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.T: First Vd like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner. Several minutes later, students compare their information with each other in groups・Then check the answer with the whole class.T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.Show some suggested adjectives on the PowerPoint.brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is vety optimistic. Then continue to discuss the next two questions on Page3.Deal with the next two questions in the same way.Suggested answers:1.1think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.2.1think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.3.Maybe at the beginning I will feel very low and disappointed, but Martyrs story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying liffe.Task 2 Careful readingAsk students to read the text carefully and then finish Ex3 on Page 4.T: Now let's read the text again and try to sum up the main idea of each paragraph. Several minutes later check the answers with the whole class.Suggested answers:Paragraph 1:1 have a muscle disease, which is very unusual.Paragraph 2: No one knows how the disease develops.Paragraph 3: The difficulties I have in daily liffe.Paragraph 4: My fellow students have begun to accept me for who I am.Paragraph 5 All in all, I have a good lifb・Paragraph 6: People with disabilities can also live well.T: Now lets read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.Suggested answers:1.He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.2.Don" feel sorry for the disabled or make fun of them, and don't ignore them eithe匸Just accept them for who they are and give them encouragement to live a good life asnon-disabled people.3.Because Marty is strong-minded and independent. His efforts have gained his fellow studentsrespect and understanding. So they have learned to accept him for who he is. Task 3 SummaryAsk students to work together to write a mini biography for Marty according to the text. T: Now we \e finished Marty 9s story. Now it's time for you to work in groups and write a mini biography for him.Step IV Homework:Retell Marty t story according to the mini bio.Surf the internet to learn more about the life of disabled people.Period 3&4 Reading (Language points)Teaching Aims:1 ・ To learn some new words and phrases.2.To master the main idea of each paragraph.3.To learn some complicated sentence patterns.Teaching Important Point:The usage of some useful words and expressions.Teaching Difficult Point:How to grasp and remember the detailed information of the reading material Teaching Methods:1.Explanations of words and phrases to get the students know their meanings-2.More examples to get the students know the usage・3.Pair work or group work to get every student to join in the class activities and learnself-study.Teaching aids:CAI equipment with a Multi-media classroom and other normal teaching tools. Teaching Procedures:Step I Greeting and revisionT: Good morning, girls!Ss: Good morning, Huang!Step II Language pointsT: OK,now would you please open your textbook and turn to page 18 -------- E nglish poetiy. Have you noticed that in slime paragraphs, there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?" Ok, let^s read the first paragraph togethe匚Ss: (reading)T: Thanks for your sweet voice・ WhoM like to translate the second sentence into Chinese? Xxx, would you please?Words and expressions:1.disability 伤残;无力;无能disabled皿/:伤残的the disablcd(指代一类人)伤残人士disable 使丧失能力;使伤残disablement 〃.残废;伤残选词填空:disability, disable, disabled, disablement1)He gets money from the Government because of his ____________ •2)The _______ are to receive more money・3)She managed to lead a normal life in spite of her __________ •4)Many soldiers were __________ in the war.5)The insurance(保险)policy covers sudden death or ____________ .2.ambition n.野心;雄心ambitious d/.有雄心的;野心勃勃的be ambitious for sth/to do sth对(做)某事怀有雄心/热切的希望ambitiously ddu.野心勃勃地Eg: A boy who is ambitious/filled with ambition usually works hard.完成句子:2)Mothers are often highly ____________ (怀有热切的期望)their children.3)I am ___________________ (热切希望能成功)in life.4)His ________________________________ (要做首相的雄心)is likely to berealized.3.beneficial d/.=having a good or useful effect有益的;受益的be beneficial to...对…有益;对…有利beneficially adv.受益地;获利地beneficiary 受惠者;受益人benefit n.益处;帮助有益于;有助于翻译:1)新鲜空气和优良食物有益于健康.(beneficial)Fresh air and good food are beneficial to the health.2)他的休假已产生了有益的效果.(beneficial)His holiday has had a beneficial effect.3)旅游业对该地区的经济将有裨益.(benefit)Tourism will benefit the economy of this district.4)这本书对你没有多大益处.(benefit)The book isn't of much benefit to you.4.in other words=that is to say换句话说in a/onc word简言之;总之翻译:1)他们叫他离开--换句话说,他被解雇了.They asked him to leave——in other words he was fired.2)总之,我不喜欢这份工作.In a word, I don't like the job.3)换句话说,他成了英雄.He became, in other words, a hero.5.adapt vt.使适应;改编adapt (oneself) to使(自己)适应adapt sth for使某物适应;使某物适合;改编某物adapt sth from根据…改编某物adaptable必/.能适应的;可改编的adaptation 适应;改编本adapter/adaptor 〃.适应者;改编者介词填空:1)The play is adapted _______ a novel.2)This book is adapted ______ beginners.3)When you go to a new country, you must adapt yourself ___ new customs.4)Novels are often adapted _____ the stage, television and radio.6.breath 〃.呼吸;气息out of breath上气不接下气catch one's breath喘息;歇口气hold one's breath不出声;屏息get one's breath (again/back)喘过气来;恢复过来lose one's breath喘不过气来;呼吸困难take a deep breath作一次深呼吸take breath歇口气;歇会儿take sb's breath a way使某人大吃一惊breathe讥.呼吸breathing必/.呼吸(着)的breathless购/.屏息的1.1was all____ when I got to the top of the mountain.A. held my breathB. out of breathC. taken a deep breathD. taken my breath away2.We ____ while Mr Evans read the exam results.A. took a deep breathB. out of breathC. got our breath back D, held our breath7.absence n.缺席;不在(某处)absence of mind心不在焉;神不守舍absent adj席的;不在的讥.使缺席;使离开be absent fi*om缺席;不在presence 〃.出席;至U场present a".出席的;在场的;现在的完成句子:1)Mr Green will be in charge __________________ (在我离开期间).2)Why were you ________________ (旷课)yesterday?8.annoy W.使…不悦;惹恼annoyed•颇为生气的annoying dQj.恼人的;讨厌的annoyingly cd认恼人地;讨厌地annoyance几烦恼;使人烦恼的事情单句改错:1)Ifs annoyed to miss a train.2)He was annoyed with the boy's rudeness, (at/about)3)I felt annoying when he refused to help.4)To his annoy, he discovered they hadn't waited.9.all in all总而言之above all首先;最重要的是after all毕竞;终究first of all首先not at all根本不;别客气for all虽然;尽管in all总共;总之选词填空:all in all, above all, after all, for all, in all1)He is a poor musician ________ his training.2)You must, ________ , be loyal to your country.3)There are five hundred books on the shelf ______ .4)Eveiyone makes mistakes, and _________ , he is only a child.5)The book has some weak spots, but _________ I consider it a success.10.independent a".独立自主的be independent of不依赖;独立于independence 〃•独立;白主independently a旳.独立地;自主地完成句子:1)It was the first time that she had lived independently—(独立生活).2)If you have a car, you will be independent o匸(不依赖)trains and buses.3)I quite like living alone, because it jnakes me more independent (使我更独立).11.make fun of=laugh at 取笑for fun/in fun为了玩乐;开玩笑地have firn玩乐选词填空:make fun of, in fun, have fun1)The kids at school used to ___________ JilPs clothes.2)Don^t get upset. He said it was only _________ .3)We _______ in camping last week.4)ITs cruel to ____________ the disabled・12.encouragement 〃•鼓励;奖励encourage W.鼓励;激励;支持encourage sb in sth在某事上鼓励某人encourage sb to do sth鼓励某人做某事encouraged仇^.受到鼓励的;被鼓励的encouraging鼓舞人心的;鼓励的encouragingly dd认鼓舞人心地选词填空:encouragement, encourage, encouraged, encouraging1)My mother _encouraged_ me to apply for the job・2)She felt encouraged^ by the many letters of support.3)Praise acts as an encouragement to the young.4)The results of the survey have been very encouraging.5)She was given encouragement to try something new・13.conduct n.行为;品行W.指挥;管理conduct oneself为人;表现conductor 〃.管理人;指挥;售票员完成句子:1)The guide conducted the visitors nnmd_(带领游客参观了)the museum.2)I'm glad to see your conduct at schoo[_(你在校的行为)has improved.3)The reporter was criticized for unprofessional conduct_ (不专业行为). Phrases and sentence structures:1 ・ She was proud to have recently represented her country in an athletic competition where she won a gold medal in the 50-metre race.她很骄傲最近她代表她的国家参加了一次运动比赛,并赢得50米赛跑的金牌.1) “to have rcprcscntcd,^是不定式________ ,表示不定式的动作发生在谓语动词was proud 之__1>I am sorry ____ you waiting for such a long time.A・ keeping B. having kept C. to keep D. to have kept2>Hc is said _____ a new book about business English.A. to writeB. to have written C- writing D. having written2) “where~ ____________ ,引导的是 _______________ 从句,修饰的是2. Other disabled people find the website beneficial …其他残疾人认为这个网站很有 …“find"是 ______ , the website 是 ______ , beneficial 是 ____________ . "find"后还常 接 、 _________ 、 、 等作宾语补足语。

高中英语 Module3《Literature》教案(外研版选修7)Period 3

高中英语 Module3《Literature》教案(外研版选修7)Period 3
那与我无关。
Please don't let my illness concern you.
请你不要担心我的疾病。
We are all concerned for [about] her safety.
我们大家都担心着她的安全。
There is some cause for concern but no need for alarm.
Explaining and practicing
Explaining and practicing
板书
设计
Module 3
Literature
Readingand Vocabulary (2)
(Language points)
1.concern vt.涉及,有关
concern oneself about关心,挂念
重点
Main language points inReadingand Vocabulary (2).
难点
Main language points in Reading and Vocabulary (2).
基本
设想
Practising and Explaining
教学
过程
教学内容
教法
学法
Step 1
3.How does Pip and Estella’s relationship change?
4.How does Pip and Magwitch’s relationship change?
Homework:
1. Review the text after class.
2. Remember main language points in the text.

外研高二英语选修七教案:Module 3 Literature Period five Cultural Corner+ Reading Practice

外研高二英语选修七教案:Module 3 Literature Period five Cultural Corner+ Reading Practice

Period five Cultural Corner+ Reading PracticeRevision1. Can you say something about the following characters?1).Oliver Twist 3). Abel Magwitch2). Pip 4). David Copperfield2.Do you want to know more about the creator----- Charles Dickens?3. Review and Act•1). Get into groups and decide what to act.•2). Decide the roles and practice in groups.•3). Prepare a 3 min scene and perform it for the rest of the class. Cultural Corner1. Read and answer•1). What experiences from his own life did Dickens use in his novels?•2). Why is Oliver Twist a very important novel?•3). How did Dickens’ novels help to improve English society2. Listen to the passage and enjoy some beautiful Sentences•1). However, it brought child poverty to the attention of the public, and for this reason alone it is a very important novel.•2). Some people believe that he had a heart attack as a result of his excitement during the reading of the final part of Oliver Twist.Reading Practice1. Now we are familiar with the characters in Charles Dickens’ novels. Doyou know where these novels are set in?Dickens’ London2. Prediction1).Look at the title of the passage. What do you expect the writer tosay?a. London used to be the largest city in the world.b. Today London is a clean city full of skyscrapers and broadavenues.c. London in the 19th century used to be a city with both rich and poor districts.d. Dickens felt at home in London as it is the capital of England.3. Fast Reading1). Read the passage and choose the sentence which best expresses the main idea.A. Dickens’ cast of characters lived in London, the largest and richest city in the world.B. Every chapter of his novels describes the sights, sounds, and smells of the city, and provides a social commentary of London life.C. In the middle of the 19th century, London was a filthy city for rich and poor people alike.D. London is very different today, and few people mourn the passing of the old city.2). Decide what type the passage is .a. a narrativeb. a descriptionc. an argument4.Detailed Reading•Choose the correct answer.1).Few people had a good standard of living because____.• a. the taxpayers didn’t care about them• b. the city was polluted• c. there were huge numbers of poor people• d. the wealth was distributed unfairly among the population2). Poverty was so severe that_____.• a. some people were ill because they didn’t have enough to eat• b. children wore rags for school• c. the river became polluted and caused disease and death• d. it was dangerous to swallow the water if you fell in the river3). The port of London was where_____.a. the district of the East End and Southwark wereb. the poorest people livedc. men queued for work every dayd. ships came all over the world to load and unload their goods4). The old city of London was_______.a. the business and financial district of Londonb. where Dickens livedc. where the Law Courts and many restaurants and squares wered. Dickens set his stories5). The further west you we nt in Dickens’ London________.a. the more Dickens felt at homeb. the richer and more important the people who lived there werec. the safer it was to walk at nightd, the less it looks like London today5.Listen to the tape and decide where these sentences go in the passage• A. Dickens’ favorite pub for a pint of beer was Ye Old Cheshire Cheese.• B. There are now broad avenues and skyscrapers and the atmosphere is cleaner.• C. As a result, there were huge numbers of desperately poor people.• D. The men queued for work every day outside the clocks and warehouses.Module FileLook over the vocabulary, grammar focus, function and everyday English in the module file. Check what we have learnt in this module. If you have any problem, raise your questions or seek help from your classmates. Homework•Write a description of your town or city. Describe what it was like in the past.。

高二英语选修7 模块3 literature 整体阅读教案 外研社 教案

高二英语选修7 模块3 literature 整体阅读教案 外研社 教案

高二英语选修7 模块3 literature 整体阅读教案教学案例:教学目标Teaching Aims:1)Help the students learn more about Charles Dickens.2)Have a deep understanding of the significance of English literature as well as theeffectsto the world culture.3)Improve the students' reading prehension ability.课型Type of Lesson:a reading prehensive lesson教具Teaching Aids: Multimedia教法Teaching Methods: Task based method (任务型教学)教学过程Teaching procedures:第一步作业检查1. Ask two or three students to give a talk on their schooldays.2. Ask some students their opinions about what kind of novels they like best.第二步导入新课Step 1 Show students a cover of an English literature book and let them have some knowledge of what will be learned in the module.设计目的: 在于渲染气氛Tell them: many of the novels you like were created in the history of English literature. Today we’ll learn a famous person who played an important role in literature.Step 2 Show some masterpieces of his, let the students guess who he is. Then show the photo of Dickens to the students, (学生对此人理解甚少,所以先展示其作品效果更好;也可以出示照片,再询问其作品情况,要视学生具体情况而定.)and introduce more about him, saying “ Charles Dickens was a great novelist in the 19th century. In one of his novels,he wrote about Children’s life in a workhouse. Many Children in this workhouse were orphan s. They had so little to eat that they often starved. By doing this, teach the students some new words such as novelist, novel, workhouse, orphan, starve.设计目的: 通过介绍人物引出生词,并学习单词. 有助于理解课文内容.Step 3 let the students explain the new words in simple English according to their understanding. Use the new words to fill in the blanks.novel novelist take place orphanworkhouse starveCharles Dickens was a great _______ in the 19th century, who wrote many famous _______, most of w hich _________ in London. In one of his novels, he wrote about children’s life in a _______.Many children in this workhouse were ________ who lost both of their parents. They had so little to eat that they often _______ .Answers: novelist, novels, took place, orphans, starved.设计目的: 在于让学生学以致用,更好更快得接受新词汇.并对理解文章做铺垫.第三步预测文章内容(个人自由发言)Step 1 Show the students a picture of Oliver Twist and ask the following questions. then guess what the passage may be about.1)What does Oliver look like?2)What is he doing?3)What’s the tall man? Will he give him more?4)What will happen next?Step 2 Ask one or two students to give their opinions.第四步阅读文章Step 1 Let students skim the text and find out the main idea of the passage.What's the main idea of the passage?(a) The boys in the workhouse decided that they needed more food. Oliver Twist said that he would ask the warden for more to eat.(b)The boys in the workhouse were starving and chose Oliver Twist to ask for more food.When Oliver did this, the workhouse managers were very angry and locked Oliver ina room.(c)The boys in the workhouse chose Oliver Twist to ask for more food. When he did this,the workhouse managers were very angry and sent Oliver out to work.答案: bStep 2 Let students read the text again and do the true or false questions and correct the false statements.1)The boys in the workhouse were always allowed only one bowl of soup and nothing else.2)The boys’ spoons were so large that it took not very long for the boys to drink the soup in their bowls.3)The boys tried to eat every bit of soup because they had excellent appetites.4)The boys had to choose a boy to ask for more food because they thought that one big boy would eat another small boy.5)The warden’s face became very pale because he was f at and unhealthy.6)The managers decided to hang Oliver for punishment.Keys: FFFTFFStep 3 Let students have a skimming reading and answer the questions.1)Why didn’t the bowls need cleaning?2)Why did Oliver have the courage to ask for more food?3)What punishment did Oliver receive immediately after he finished his words?Answers :1)As the boys cleaned then with their spoons, trying to eat every bit of soup.2)Because he was desperate with hunger and misery.3)No sooner had the boy spoken these words than the warden hit him on the head withsoup spoon.设计目的: 通过重点句型的点击, 突出本文重点语法和知识结构.第五步金口玉言Fill each blank with an appropriate word according to your understanding of the text.1)When the boys stared at the pot after finishing their soup, their eyes would shine with ______.2)In the gentleman’s opinion, the boys must ______ whatever they were given. Answers: 1)eagerness / hunger 2) accept设计目的: 锻炼学生的总结和对课文主要内容的整合能力.第六步讨论(双人或四人小组活动)Ask students the following question and let them state their point of view.What can we learn from the passage? You can talk about the following things:The purpose of writingThe attitude of the writerThe effect on uspared with Oliver, what do you think of our life today?Possible answers:In the passage, the writer condemned the hard living conditions of the poor people with bitter hatred and confirmed the writer as a passionate observer, expressing his anger with the evil society.设计目的: 充分发挥学生的想象力,运用所学的语言知识,表达自己的思想情感,同时通过比较切身实际,教育学生珍惜自己的幸福生活和学习机会,努力拼搏.并鼓励学生对社会福利事业多加关注.第七步作业布置1. Read this text again and try to find out some important or difficult words and expressions.2. 1)Role-play: make up a dialogue about what happened between Oliver and other boys and the warden.2)Retell the story in brief words…教后记: 本课按照《新课标》要求,从听说读写四个方面设计了许多易于操作的任务型活动,通过让学生完成各种语言活动,提高他们的语言运用能力.阅读教学模式各种各样,但关键要处理好三个阶段,即读前活动,读中活动和读后活动.读前活动主要是话题的引入,引入活动主要是激活学生的已有知识,激发学生的学习兴趣和好奇心,从而顺利地引入课文。

高中教案_高二Unit 7 教案

高中教案_高二Unit 7 教案

高中教案_高二Unit 7 教案TEACHING PLAN FOR UNIT 7 (Book 2A) LIVING WITH DISEASEI. Brief statements Based on the Unit This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease. In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar?the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations. All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.II. Teaching Goals 1. Talk about deadly diseases and attitudes towards AIDS, cancers, etc. 2. Practise talking about imaginary situations. 3. Practise supporting and challenging an opinion. 4. Learn to use the Subjunctive Mood (1): If I were you, ? I wish I could ? 5. Write a personal narrative.III. Teaching Plan: (Six Periods)1st period: Warming-up, Listening (WB) … Talking (Optional)2nd period: Speaking3rd period: Reading?Born Dying4th period: Integrating Skills (SB)5th period: Language Study?Word Study6th period: Language Study?GrammarThe First PeriodGOALS: To focus on talking about deadly diseases (esp. AIDS) as warming upand listening practice. ?To learn some basic knowledge about AIDS. ?To help students build the right attitudes towards AIDS.TEACHING PROCEDURESI. Warming up 1. Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS ?Are you familiar with this red ribbon?What’s it related to? ? What doesn’t it mean? Do you know?(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)2) Show a picture of Pu Cunxin and other stars to show that AIDS isa worldwide problem. ? Do you know them?What is their job besides acting?Is it just the problem in China?(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)2. BrainstormingQ1: While talking about AIDS, what other diseases can you think of? Inpidual work: Let students painstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it?s a deadly disease.)3. How much do you know about AIDS?1) Pair work—questions for discussion ? What’s the full name of AIDS?Can AIDS be transmitted? ? In what ways can it be transmitted? What kinds of people are likely to get AIDS?Do people with AIDS look healthy at first?Is it safe or dangerous to stay or to be friends with them? Why? Students don”t have to give the exact answers. These questions will help them think about this disease?AIDS.)2) AIDS QUIZ (inpidual work)1) AIDS quiz (p.49)?check students? knowledge about AIDS.2) Picture quiz ?Can the AIDS virus transmitted via the following routes?Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)1. Pre-listening: Go through EX1…2 in Part1 and guess ?What do the letters HIV and AIDS stand for?2. While-listening: Listen to the tape and finish exercises in Part1…2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.III. Talking (Optional) Role play:Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student?s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)IV. Homework1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.2. Learn the new words of this unit by heart.The Second Period GOALS:To practise supporting and challenging an opinion.To practise listening comprehension.TEACHING PROCEDURESI. RevisionDo you still remember this logo? What can you learn from it?Q1: Do you remember what it means?Q2: In what ways is AIDS transmitted?II. Speaking1. Pre-speaking1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions— ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.2) As has just been talked about, AIDS is not only a personal problem, but[1][2][3][4][5]下一页。

高中英语 Module 3 Literature教案选修7

高中英语 Module 3 Literature教案选修7

Module 3 Literature 【美文阅读】狄更斯用现实主义笔法展现了当时广阔的社会风景画,又在幽默讽刺之余宣扬他那理想化的伦理道德观。

在英国及说英语的国家里,他几乎家喻户晓。

读狄更斯笔下的人物形象,其奥秘之处简直可以与《红楼梦》中的人物形象媲美。

狄更斯不管是描绘人物的面貌、气质、谈吐,还是人物的服饰、举止风采,都能让人如见其人,如闻其声。

Dickens' Literary Style and CharactersDickens' writing style is poetic,with a strong comic touch.His literary style is also a mixture of fantasy and realism.Many of his characters' names provide the reader with a hint as to the roles played in advancing the storyline,such as Mr.Murdstone in the novel David Copper field,which is clearly a combination of “murder” and stony coldness.One “character” vividly drawn throughout his novels is London itself.From the coaching inns on the out­skirts of the city to the lower reaches of the Thames,all aspects of the capital are described over the course of his body of work.Dickens is famed(著名的) for his description of the hardships of the working class,his intricate(错综复杂的) plots,and his sense of humour.But he is perhaps most famed for the characters he created.His novels created characters to whom readers could relate.Dickensian characters-especially their typical names,such as Oliver Twist,Pip,David Copperfield and so on-are among the most memorable in English literature.【诱思导学】1.What's Dickens' writing style?_______________________________________________2.What did Dickens describe most in his novels?_______________________________________________【答案】 1.Poetic and a mixture of fantasy and realism. 2.The hardships of the working class in old London.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是学生通过对学案所给出的内容的学习,了解本课文中所出现的词汇,初步了解课文以及相关的背景知识,为下一堂课对课文的全面理解起到一个铺垫作用。

英语:Module 3 《Literature》英文教案(7)(外研版选修7)

英语:Module 3 《Literature》英文教案(7)(外研版选修7)
1. Ask students to read phrases and expression in the box and make sure they k students to read the dialogues in the textbook.
3. Complete the conversation with phrases and expression in the box.
Literature
Every day English and Task
效果
检测

校正




Practice and write
教学
过程
教学内容
教法
学法
Step 1
Step 2
Step 3
Step 4
Step 5
Revision:
Ask the students to read their answers to the exercises in the workbook.
Everyday English
4. Ask the students to guess the meanings of each everyday saying.
Task
Work in groups.
1. Choose an extract from this module and find a description of a Dickens’ novel and choose an extract that interest you.
2. Look through the useful phrases in this module.
3. Decide who will play character and who will be the director.

外研版高中英语选修7 Module 3《Literature》word讲义

外研版高中英语选修7 Module 3《Literature》word讲义

教材:选修7课题: Module 3 Literature年级:高二科目:英语天津一中2015-2016年第二学期高二英语讲义3课时1学生应掌握的词汇词组互译:1.in astonishment _______________2.in a…voice_______________3. a huge amount of _______________4.bring sth to the attention of sb_______________5.stare at _______________6.believe in sb _______________7.as a result _______________8.in one’s early twenties_______________9.be come fond of _______________10.hold on to _______________11.intend to do _______________12.suffer from _______________13. a lack of _______________14.feel at home _______________15.let go of sb/sth _______________课上典型例题:1我的表可能需要清洗了,因为这周它慢了。

My watch probably__________ __________as it__________ __________losing time this week.2他盯着这个单词,努力想记起它的意思。

He__________ __________ the word__________ __________remember what it meant.3我的儿子吃惊的盯着我,好像已经忘了我是谁。

My son stared at me__________ __________, as if he __________ __________ who I was. 4他脸都气白了。

高二英语外研版选修7教案:Module3Literature5含解析

高二英语外研版选修7教案:Module3Literature5含解析
Then came the chairman。
Here is your letter.
2) 表示运动方向的副词或地点状语置于句首,谓语表示运动的动词。
Out rushed a missile fromunder the bomber.
Ahead sat an old woman。
注意:上述全部倒装的句型结构的主语必须是名词,如果主语是人称代词则不能完全倒装.例如:Here he comes. Away they went.
二、倒装句之部分倒装
部分倒装是指将谓语的一部分如助动词或情态倒装至主语之前。如果句中的谓语没有助动词或情态动词,则需添加助动词do, does或did,并将其置于主语之前.
1)句首为否定或半否定的词语,如no, not, never, seldom, little, hardly, at no time, in no way, not until… 等。
It is by air that I am going toBeijingto attend a meeting tomorrow morning.
Homework:
1。 Finish the Wb Ex. on grammar
2。 Ex 2 as homework in Ex。 Book.
Explaining and practicing
重 点
Main usages in the Grammar.
难 点
Main usages in the Grammar。
基 本
设 想
Explain and Practice
教 学
过 程
教 学 内 容
教 法
学 法
Step1
Step 2

高中英语选修七课件ModuleLiterature

高中英语选修七课件ModuleLiterature

Cross cultural communication and understanding
• Appreciating cultural diversity: Literature from around the world exposes students to different cultures and ways of thinking, broadening their horizons.
The Importance of Literature in English Learning
Improving language skills
Reading literature helps students improve their vocabulary, grammar, and reading comprehension.
• Character Traits and Stereotypes: Identifying and evaluating the characteristics assigned to characters and consideriபைடு நூலகம்g whether they conform to or challenge stereotypes.
高中英语选修七课件 ModuleLiterature
汇报人:XX 20XX-02-06
目录
• Literature Overview and Significance
• Novel reading strategies and techniques
• Methods and Examples of Poetry Appreciation
Thematic Interpretation: Delving into the deeper meanings and messages conveyed through the story's events, characters, and settings.

Literature+Writing+Workshop+教学设计 高二下学期英语北师大版(2019)

Literature+Writing+Workshop+教学设计 高二下学期英语北师大版(2019)

北师大版(2019)选择性必修第三册Unit 8 LiteratureWriting Workshop教材分析:这节课的教材来源于北师大版(2019)选择性必修第三册,Unit 8 Literature Writing Workshop部分。

该部分主要介绍了文学写作的基本原则和技巧,涵盖了文学写作中的主题选择、人物塑造、情节安排、环境描写等方面。

教学目标:1. 了解文学写作的一些基本原则和技巧;2. 掌握文学写作的主题选择、人物塑造、情节安排、环境描写等写作技巧;3. 提高学生的写作能力和创造力;4. 培养学生对文学的欣赏与理解能力。

教学重点:1. 文学写作的基本原则和技巧;2. 文学写作中的主题选择、人物塑造、情节安排、环境描写等写作技巧。

教学难点:1. 如何通过写作展现出主题的深度和意义;2. 如何通过细腻的环境描写和人物塑造来丰富情节。

学情分析:学生为高二学生,具有一定的英语基础。

他们对文学作品可能有一定的了解,但在文学写作方面的经验相对较少。

如何激发学生的写作兴趣,并培养他们的文学欣赏能力和写作技巧是这节课的重点。

教学策略:1. 激发学生的学习兴趣,通过引入一些经典的文学作品和写作实例来引起学生的兴趣和好奇心;2. 引导学生进行文学写作实践,通过讨论和实践活动来帮助学生理解和掌握写作技巧。

教学方法:1. 情景教学法:通过分析和讨论文学作品的情景来帮助学生理解和感受写作技巧的应用;2. 合作学习法:通过小组合作,让学生在讨论和写作过程中相互学习和交流,提高学习效果;3. 案例教学法:通过分析和讨论文学作品的案例来帮助学生了解和运用写作技巧。

导入环节:在导入环节中,我将通过一段视频来激发学生对文学写作的兴趣并引起他们的思考。

选择一个深受学生喜爱的文学作品的片段,如《哈利·波特》系列的某个片段,让学生观看其中的精彩的描述情节的部分。

然后,我会向学生提问,询问他们对这个片段中的文学语言的看法,以及他们对文学写作具体是什么样的印象。

高二英语选修七课件ModuleLiteratureCulturalWriting

高二英语选修七课件ModuleLiteratureCulturalWriting

文学作品中 的文化冲突: 如文化差异、 文化冲突等
文学作品中 的文化传承: 如对传统文 化的继承和 发展等
4
CulturalWriting部分
文化写作的定义和特点
定义:文化写作是一种通过文字表达文化现象、文化内涵和文化价值的写作方式。 单击添加文本具体内容,简明扼要地阐述您的观点。根据需要可酌情增减文字添加文本
教师教学反馈和建议
教师应关注学生的学习情况,及时给予反馈
教师应根据学生的学习进度和需求,调整教学计划
教师应鼓励学生积极参与课堂讨论,提高学习积极性
教师应定期与学生进行沟通,了解学生的学习困难和需求,提供针对性的帮助和建 议
学生自我评价和反思
自我评价:学生对自己的学习情况进行自我评价,包括学习态度、学习方法、学习效果等方面。 反思:学生对自己的学习情况进行反思,包括学习过程中的优点和不足,以及如何改进等。 教师评价:教师对学生的学习情况进行评价,包括学生的学习态度、学习方法、学习效果等方面。 同伴评价:学生之间的相互评价,包括对同学的学习态度、学习方法、学习效果等方面的评价。
《英语写作指南》:提供 写作技巧和范文,有助于
提高英语写作能力。
《英语国家文化背景》:介 绍英美国家的历史、文化、 社会等方面的知识,有助于 加深对英语国家文化的理解。
《英语文学术语词典》: 解释英语文学术语,有助
于提高文学鉴赏能力。
学习方法和建议
阅读理解:仔细阅读文章,理解大意,注意关键词和句型 写作练习:根据题目要求,进行写作练习,注意语法和拼写 拓展阅读:阅读相关书籍和文章,扩大知识面,提高阅读理解能力 合作学习:与同学讨论交流,分享学习经验和方法,互相帮助,共同进步
反复修改和打磨:对文章 进行反复修改和打磨,确 保语言流畅、逻辑清晰、 结构完整

高中英语 Module3《Literature》教案(外研版选修7)Period 5

高中英语 Module3《Literature》教案(外研版选修7)Period 5
Never have I seen such a performance.
Nowhere will you find the answer to this question.
Not until the child fell asleep did the mother leave the room.
三、以否定词开头作部分倒装
2)表示运动方向的副词或地点状语置于句首,谓语表示运动的动词。
二、倒装句之部分倒装部分倒是指将谓语的一部分如助动词或情态倒装至主语之前。如果句中的谓语没有助动词或情态动词,则需添加助动词do, does或did,并将其置于主语之前。
1)句首为否定或半否定的词语,如no, not, never, seldom, little, hardly, at no time, in no way, not until…等。
It isBeijingthat I am going to attend a meeting tomorrow morning by air.
It is a meeting that I am going toBeijingto attend tomorrow morning by air.
It is tomorrow morning that I am going toBeijingto attend a meeting by air.
It is by air that I am going toBeijingto attend a meeting tomorrow morning.
效果
检测

校正




Explaining and practicing
Explaining and practicing

高二英语选修七课件ModuleLiteratureCulturalReadingVocabulary

高二英语选修七课件ModuleLiteratureCulturalReadingVocabulary

Postmodernism: rejection of absolute truth, emphasis on fragmentation, and questioning of traditional narrative structures
Cultural Background
British Culture
弗吉尼亚·伍尔夫:代 表作《到灯塔去》、 《海浪》等
约翰·斯坦贝克:代表 作《愤怒的葡萄》、 《人鼠之间》等
World Literature
介绍世界文学的发展历程
探讨不同国家和地区的文学特 色
分析世界文学中的经典作品和 作家
探讨世界文学对个人和社会的 影响
Literary Movements
Romanticism: emphasis on emotion, imagination, and individualism
英国历史:从古 罗马时期到现代, 经历了多个历史 阶段
英国文学:包括 莎士比亚、简·奥 斯丁等著名作家 的作品
英国艺术:包括 绘画、雕塑、建 筑等各个领域
英国传统:如下 午茶、英式早餐、 圣诞节等
American Culture
历史背景:美国历史从殖民地时期 开始,经历了独立战争、西进运动、 南北战争等重要历史事件
上的单词。
单词搜索游戏: 学生需要在报 纸、杂志或网 络上寻找特定 的单词,并记 录找到的单词
数量。
Conclusion and Summary
THANK YOU
汇报人:
文化特色:多元化、包容性强,各 种文化相互融合
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价值观:强调个人自由、平等、民 主、创新和竞争
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Module 3 LiteratureSection 3 Words and Expressions from Module 3 Literaturescene n.a part of a play or film in which the action stays in one place for a continuous period of time:the funeral/wedding scenenude/sex scenesJuliet dies in Act IV, Scene iii.feed v.1 [T] to give food to a person, group or animal:I usually feed the neighbour’s cat while she’s away.Let’s feed the kids first and have our dinner after.[+ two objects] Do you feed your chickens corn?If you feed your dog on ca kes and biscuits, it’s not surprising he’s so fat. The kids love feeding bread to the ducks.2 [I or T] If a baby or animal feeds, it eats or drinks milk:The baby only feeds once a night at the moment, thank goodness.[R] Most babies can feed themselves b y the time they’re a year old.3 [T] to be enough food for a group of people or animals:This amount of pasta won’t feed ten people.4 [T] to produce or supply enough food for someone or sth.:[R] If agriculture were given priority, the country would easily be able to feed itself.Feed the world/starving.5 [T] to give a plant substances that will help it grow:Don’t forget to feed the tomatoes.serve v.to provide food or drinks:Do they serve meals in the bar?Breakfast is served in the restaurant between 7 and 9.We arrived at the hotel and were served with champagne and canapés.All recipes in this book, unless otherwise stated, will serve (= be enough for) 4 to 5 people.[+ object + adjective] Serve the tarts hot with custard or whipped cream. eager adj.wanting very much to do or have something, especially something interesting or enjoyable:the children’s eager facesShe sounded very eager to meet you.They crowded round the spokesperson, eager for any news.supportv.1 to agree with and give encouragement to someone or something because you want them to succeed:My father supported the Labour Party all his life.The majority of people in the town strongly support the plans to build a by-pass.I think it’s important to support local businesses by buyi ng locally.2 (US USUALLY root for, AUSTRALIAN ENGLISH barrack for) MAINLY UK If you supporta sports team or a sports player, you want them to win, and might show it by going to watch them play:Which team do you support?n. agreement with and encouragement for an idea, group or person: Environmental groups are fast gaining support among young people.We've succeeded in drumming up a lot of local support for our attempt to stop the hospital being closed.I signed a petition in support of the campaign to end the marketing of baby milk in developing countries.hang v.1 [I or T]to kill someone, especially as punishment for a serious crime, by dropping them with a rope tied around their neck, or to die in this way: (hanged or hung, hanged or hung)He was found guilty and hanged later that year.With so little evidence to prove her guilt, few people thought she should hang. [R] The woman tried to hang herself with a sheet.2 [I or T; + adverb or preposition] to fasten or support something at the top leaving the other parts free to move, or to be held in this way: (hung, hung)A heavy gold necklace hung around her neck.Long creepers hung (down) from the trees.The curtains hung in thick folds.Hang your coat and hat (up) on the rack over there.Many of his finest pictures hang/are hung (= are fixed to the wall so that they can be seen) in the National Gallery.Hang the pheasant/Let the pheasant hang for a few days for the flavour to improve before you cook it.reward n.1 something given in exchange for good behaviour or good work, etc:There’s a reward for whoever finishes first.The rewards of motherhood outweigh the anguish.2 an amount of money given to someone who helps the police or who helps to return stolen property to its owner:The police offered a reward for any information about the robbery.rough adj.dangerous or violent; not calm or gentle:a rough area of townThe other boys were rough, always looking for a fight.I’m always sea-sick if the water/wind/sea/weather is rough (= stormy).rough tempera rough neighborhoodescapev. 1 [I or T] to get free from something, or to avoid something:Two prisoners have escaped.A lion has escaped from its cage.She was lucky to escape serious injury.He narrowly (= only just) escaped a fine.His name escapes me (= I have forgotten his name).Nothing important escapes her notice/attention.2 [I]SPECIALIZED to press the key on a computer keyboard which allows you to leavea particular screen and return to the previous one or to interrupt a process: Escape from this window and return to the main menu.n. 1 [C or U] when someone succeeds in getting out of a place or a dangerous or bad situation:He made his escape on the back of a motorbike.an escape route /a narrow escape 九死一生They had a narrow escape (= only just avoided injury or death) when their car crashed.2 [C] an accidental loss:an escape of radioactivity3 [S] something that helps you to forget about your usual life or problems: Romantic novels provide an escape from reality.repay v.to pay back or to reward someone or something:He had to sell his car to repay the bank loan.She repaid the loan to her mother.[+ two objects] She repaid her mother the loan.How can I ever repay you for all your kindness?attain v.to reach or succeed in getting something; to achieve:He has attained the highest grade in his music exams.We need to identify the best ways of attaining our objectives/goals.India attained independence in 1947, after decades of struggle.concern n.1 a feeling of worry or nervousness, or something that worries you:Concern for the safety of the two missing teenagers is growing.There’s a lot of public concern about/over dangerous toxins recently found in food. [+ that] My concern is that you’re not getting enough work done.2 something that is important to you, or when something is important:[+ to infinitive] His concern to appear sophisticated amused everyone.The company’s sole concern is to ensure the safety of its employees.There’s a matter of some concern that I have to discuss with you.accumulate v.1 [T] to collect a large number of things over a long period of time:As people accumulate more wealth, they tend to spend a greater proportion of their incomes.The company said the debt was accumulated during its acquisition of nine individual businesses.We’ve accumulated so much rubbish over the years.2 [I] to gradually increase in number or amount:A thick layer of dust had accumulated in the room.If you don’t sort out the papers on your desk on a regular basis they just keep on accumulating.trial n.the hearing of statements and showing of objects, etc. in a court of law to judge whether a person is guilty of a crime or to decide a case or a legal matter: trial proceedingsTrial by jury is a fundamental right.It was a very complicated trial that went on for months.She’s going on/standing trial for fraud.accomplish v.to finish something successfully or to achieve something:The students accomplished the task in less than ten minutes.She accomplished such a lot during her visit.I feel as if I’ve accomplished nothing since I left my job.。

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