人教版高中英语选修7 Unit5_语言点名师教学设计

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人教版高中英语选修7 Unit5 听说课名师教学设计

P--运用（语言输出）
2.启发式教学法在学生根据一张地图猜测听力信息。
教学流程
（详见相应教学设计）
教
学
评
价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。
3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。
教
材
分
析
本单元围绕“Travelling abroad”这一话题，展开形式多样的听、说、读、写学习活动。Using Language中的Listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况,然后完成三个相应的任务型练习。通过这些题，学生将学会获取听力材料中的具体用词和细节要点，同时了解有关Peru这个国家的一些情况，为下面的Reading and speaking作了铺垫；Reading and speaking的阅读部分是对秘鲁这个国家的一段介绍，要求学生能运用找读的策略从地图上找到文中提到的地方，并回答几个问题。然后为大家提供了一个旅游小册子，其内容是在秘鲁旅游的四条路线。要求学生在读后根据文章细节回答四个问题；Speaking部分主要是设置了一个情景your group plans to spend eight days in and around Cuzco，要求学生依据所提供的旅游手册来选择适合自己团队的旅游路线，学会表达喜好和可能性。这是一个任务型训练，旨在培养学生的口头表达能力和实践能力.
2.深度挖掘听力信息任务的设置和文本再构，学生能进一步去判断并思考表达
观点，发展了口语技能。
教学难点：
对所听内容及其关键信息进行加工和整合，并进行推断和提取，同时锻炼口语技能。

高中英语人教版选修7Unit5TravellingabroadLanguagepoints教案(系列一)

选修七Unit 5 Travelling abroadPeriod 1 Language points词汇详解：1. keep up保持；继续；不低落；跟上，不落后；My parents do their best to keep up the family tradition.我的父母为了保持家庭的传统竭尽全力。

You can't keep up the pretence any longer.你不能再假装下去了。

I hope the fine weather will keep up.我希望好天气继续下去。

I think it important that we keep up with the times.我认为跟上时代是很重要的。

She likes to keep up with the latest fashions.她喜欢穿戴入时。

2. fit in相适应；相融和【联想拓展】fit in with 与……相适应I'll change my timetable to fit in with yours.我将改动我的时间表以适应你的。

His good mood fit in with the joyful occasion.他良好的心绪与那欢快的场合很和谐。

His ideas did not quite fit in with our aims.他的想法和我们的目标不完全一致。

I wasn't sure if she would fit in with my friends.我不确定她是否与我的朋友合得来。

A lot of our new students have a hard time fitting in.我们的许多新生在融入进来的时候都会遇到困难。

Lonnie doesn’t seem to fit in with the other children.朗尼似乎和其他孩子合不来。

人教版高二英语选修七Unit 5 Traveling Abroad教案设计

3. I went to the place _______ I visited ten years ago.
4. I went to the place _______ I worked ten years ago.
5. This is the reason ______ he was late.
4. Explanation
5. Discussion.
Step 1: Lead in
Enjoy an English song with attributive clauses. （设设计目的：通过听歌填词，引起学生对定语从句的注意和兴趣，并引出本节课的主题。）
Step2: The definition and structure of attributive clause 定义和结构
know other reasons? Guess! （设计目的：通过对点练习，巩固定语从句的结构和关系代词的基本使用.）
Step 5:Summary 关系词
指人
指物
从句中的作用
Who
√
主语，宾语
Whom
which
that
whoes Step 6:Homework 课外作业
1. Finish the exercises in the learning plan
Teacher will present a picture of her, and lead students to say some attributes. And then teacher
explains the antecedent, relative pronouns and clause. （设计目的：教师展示学生感兴趣的照片，引导学生自己说出定语和定语从句，以便激发学生学

高中英语选修7 Unit5 Travelling Abroad教案

高中英语选修7 Unit5 Travelling Abroad一.教学内容人教版高中英语选修7 第五单元（Travelling Abroad)二. 教材分析本单元以Travelling abroad and studying abroad为话题，旨在通过单元教学，使学生获得旅游、旅居国外方面的通用知识，开阔眼界，以及旅游方面的英语表达。

使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这些问题的发生。

学会表达个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况。

本节课主要是通过“warming-up & pre-reading”部分的学习，使学生了解了在国外学习生活时可能面临的困难以及怎样解决这些困难。

Warming Up让学生说说想去哪个国家去旅游或学习并用已有的知识和经验讨论在国外学习或旅行会遇到什么问题。

Pre-reading是Reading 的热身活动，要求学生采用与同学讨论交流的方式谈论在国外学习的利与弊，为正文的阅读做好知识上和心理上的铺垫。

Reading是一篇介绍中国女孩谢蕾在伦敦学习和生活的情况，让学生通过实例对比在国内学习生活与在国外学习生活的不同，从而培养他们的国际视眼。

三、学情分析1.情感和认知方面：学生对国外的学习生活情况了解是很感兴趣的。

在以往的学习阅读中对国外的生活学习也有所了解，但不是很具体。

这篇关于中国女孩在伦敦学习和生活情况的介绍和他们的生活比较贴近，在在预读，学习，讨论时会觉得比较亲近熟悉。

2.语言技能方面：我校大部分学生英语语言能力比较若，在思维上相对有较强的独立性，通过老师的引导和提示，一般能够从的文字资料中获取主要信息和基本的内容，能根据阅读目的运用适当的阅读策略完成阅读任务。

但一些学生的分析信息和处理信息的能力还欠缺，尤其是归纳总结能力。

四、教学目标1. Knowledge aims: Duide the students to master the first part of the words and phrases related to the topic, including "lecture, qualification, recommend, comfort, substitute, acknowledge, as far as one is concerned, be occupied with, keep it up, fit in ... and etc.2. Ability aims: Enable the students to learn about the information of travelling abroad, working or studying abroad by using different reading skills. Enable the students to summarize the advantages and the disadvantages of living or studying in a foreign country.3. Emotional aims: Help the students learn about the differences and difficulties of living and studying in a foreign country and learn how to deal with the problems that they would face when studying in a foreign country.五、教学重点及难点1. Widen the vocabulary range. Develop the students’reading skills namely skimming and scanning and so on.2. Guide the students to summarize the benefits and difficulties of living in a foreign country.六. 教学方法1．演示法：通过相关的图片、PPT等网络多媒体辅助显示给学生看，便于学生对基础知识和背景知识的把握，并从旧知识中获得启迪，从而达到解决问题的目的。

人教版高中英语选修7教案Unit 5 Traveling abroad

人教版高中英语选修7教案Unit 5 Traveling abroad Unit Traveling abrad一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1bard/abard/abrad/brad 2get used t/be used t/used t 词形变化1qualifiatin n 资格, 条qualif v (使)具有资格,2 preparatin n 准备, 预备prepare v 准备, 预备,3 frtable ad 舒适的frt n 安慰v 安慰, 使(痛苦等)缓和4 require v需要, 要求, 命令requireent n 需求, 要求, 必要条gvern v 统治, 支配管理gvernent n 政府,重点单词1 qualifiatin n资格；证明2 preparatin n准备；预备3 reend vt推荐；建议4 frt n舒适；安慰vt安慰substitute n代替者；代用品vt用……代替……6 anledge vt 承认；确认；答谢7 up vt占有；占领；占据8 gvern vi≈vt统治；支配；管理9 ntradit vt 反驳；反对；否认; 与矛盾10 abundant ad丰富的, 充裕的,重点词组eep it up 保持优秀成绩；继续干下去as far as ne is nerned 就……而言settle in（迁入新居；更换工作后）安顿下ut f the questin不可能的重点句型1 “It’s nt ust stud that’s diffiult u have t get used t a hle ne a f life, hih an tae up all ur nentratin in the beginning,” exp lained Xie Lei, h had lived all her life in the sae it in hina2 I have been s upied ith r that I haven’t had tie fr sial ativities重点语法被动语态（II）(见语法专题)II 词语辨析(旨在提供完形填空所需材料)1) bard/abard/abrad/brad【解释】bard n(木, 纸)板;滑水板vt用板铺;用板盖; 上(船、车、飞机)船舷; 甲板;abard adv ≈prep 在船(飞机、车)上, 上船(飞机、车)abrad adv往国外, 海外, 找教案http://zhaiaanbrad ad宽的, 阔的, 广泛的adv宽阔地【练习】选择bard/abard/abrad或brad并用其适当的形式填空1) Seties hen derating, e need t sa a ______ in half2) She said gd-be t her friends and _______ a plane fr Ne r3) She ent _______ the plane4) During the Spring Festival, an peple hse t travel _______) Liu xiang is faus fr his speed in hurdle at he and _______6) The gnasti ah has _______ shulders7) The rbber h rbbed the ban f ash ________ dalight as sentened t death at lastes: 1) bard 2) barded 3) abard 4) abrad ) abrad 6) brad 7) brad2) get used t/be used t/used t【解释】get used t +sth/ding sth 习惯于……(侧重于动作)be used t+sth/ding sht 习惯于……(侧重于状态)be used t d 被用做……(被动语态)used t过去常常(强调现在不再存在)【练习】选择get used t/be used t或used t，并用其适当的形式填空1) e ________ send ards t eah ther b pst N e send eletrni ards in stead2) I’sure that he ill sn __________ untr life3) N peple in it _________ shpping n the internet4) st f the d there ________ae furniturees: 1) used t 2) get used t 3) are used t 4) is used t III 词性变化（旨在提供语法填空所需材料）1qualifiatin n 资格, 条qualif v (使)具有资格,2 preparatin n 准备, 预备prepare v 准备, 预备,3 frtable ad 舒适的frt n 安慰v 安慰, 使(痛苦等)缓和4 require v需要, 要求, 命令requireent n 需求, 要求, 必要条gvern v 统治, 支配管理gvernent n 政府,【练习】根据句子结构，用括号内所提供词的适当形式填空1) ---Are u sure he is ________ t drive a ar?---es He gt his driving _______ befre he ______ as a teaher(qualifiatin)2) Ever fail is bus ______ fr the Spring Festival fr there are lts f _______ t d (preparatin)3) Anne h launhes a ar is ______ and is _______ b peple h lve peae all arund the rld (ae)4) The _______ f energ ill help us researh the a t save and _______ the energ (nserve)) Thugh the sup is _______, I’ve lst sense f ______ and it ____ust lie ______ater(taste)es:1) qualified; qualifiatin; qualified 2) preparing; preparatin 3) aese; aed 4) nservatin; nserve ) tast; taste; tastes; tastelessIV 重点词汇（旨在提供综合运用所需材料）1 qualifiatin n资格；证明[重点用法]qualif v (使)具有资格，证明合格qualifiatin as当任(职务等)的资格找教案http://zhaiaanqualifiatin fr在(某方面)具有资格取得资格，合格qualif as取得……资格qualif fr有……资格，有……权；应得；使合格，使能担任，使适合于qualif sb．t d sth．使某人有资格做某事[典例]1) hat’s the qualifiatin as a dtr？取得当一名医生的资格是什么?2) hat qualifiatins have u gt t have fr this b? 申请这个工作你得要具有的条是什么?3) D u qualif fr the vte? 你有投票资格吗?4) I hpe t qualif as a teaher 我希望取得教师资格。

人教版高中英语选修7 Unit5_Using_language_精品教案

Unit5 Using language 精品教案Target language:agent, travel, parallel, abundant, govern, destinationWe could…You might…It would be possible to …It isn’t possible to …… would be a perfect place for us.I don’t think you’d enjoy …… would probably suit youTeaching Goals:Through listening, enable the Ss to acquire detailed information about Peru. Enable the Ss to express likes and improbability with the target language Enable the Ss to write about problems they might experience while traveling. Teaching important and difficult points:Talk about tours in and around Cuzco with functional items given. Teaching methodListening, fast reading, and speakingTeaching AidsA recorder, a projector, and a computerTeaching Procedures:Step1 RevisionCheck the homework ( Ask a Ss to read the letter)Sample letter:Dear mom and dad,How is everything going? I miss you very much.I have got used to my new life her. My English has improved a lot since I came here. So I don’t have any difficulty in communicating with the local people. You know at that beginning, I even had difficulty in using the phoneand paying on the bus. I was encouraged by my tutor to give my own opinions in the essay. And now I get really good marks. I feel so confidentI enjoy living with my host family. They helped me a lot with my everyday life and understanding of local customs. They are very kind and warm-hearted. So don’t worry about me.Send my love to grandpa and grandma.Your love,Xie LeiStep2. ListeningDeal with listening in Using Language“Today we will travel to Peru. First, let’s look at the map of South America on page 42. Find the cities of Liam and Cuzco and the Andes Mountains.Who can describe their locations according to the map?”Lima, Capital City, lies on the west coastCuzco, in the South Mountainous area, the site of ancient capital of Inca civilizationAndes Mountain, runs parallel to Pacific Ocean, the longest mountain in the worldEtc.Listen and do Exercise 2.Listen again and do Exercise 3&4 on page 42.If necessary, listen to it several times.Step3 Reading“OK, after listening, we have known about Lia’s travel plan. Would you like to take a tour there? Before you go, let’s learn something about this country. Now look at the reading passage in Reading and speaking. Read the text and underline the places mentioned in it.”The Ss are supposed to underline: costal belt, the Andes Mountains, high flat。

高中英语人教版选修7【教学设计】Unit 5

the ability of reading and writing of students. The book includes a large number of new words, which are difficult for my students to understand. Therefore, it is important for them to preview the new words and the reading parts. The English of my students is poor. So it is difficult for them to get the main idea of the reading.【知识目标】1. 四会词汇board, cafeteria, lecture, qualification, preparation, recommend, shopkeeper, comfort, substitute, academic, requirement, tutor, numb, acknowledge, occupy, hopefully, enterprise, succeed, comment, passport, visa, agent, parallel, abundant, govern, destination2. 认读词汇summarize, Lima, Cuzco, the Andes, Peru, Lia, Lake Titicaca, Inca Empire, Machu Picchu, Puno, the Amazon Jungle3. 词组adjust to , keep it up , fit in, (get/be) used to, as far as one is concerned, feel at home, travel agent, settle in4．重点词汇board, preparation, recommend, substitute, occupy, enterprise, comment, destination5. 重点句式It was the first time she had ever left her home country, … P38Xie Lei , who is 21 years old, has come to our universityto complete a business qualification. P38It’s not just study that’s difficult. You have to get used toa whole new way of life, which can take up all your …. P38I have been so occupied getting used to everythingthat I haven’t had time for social activities. …. P39I’m going to join a few university clubs and hopefullyI’ll meet some people I have things in common with. … P39Why does Lia prefer to…?I like/don’t like doing/ to do…I prefe r to…【能力目标】Enable Ss to know something about volunteer and Jo’s work in PNG as a volunteer teacher.Help Ss to learn about PNG and find out more information about the country through internet.【情感目标】Make Ss know what is a volunteer and the spirit of volunteers.Get the Ss to realize that they should make the most of what they own and do something for the poorHelp them realize the importance of sharing.【教学重点】Talk about travel or live in another countryPractise expressing and supporting an opinionRevise the Attributive Clause (non-restrictive)Write a letter to a penfriend.【教学难点】How to revise the Attributive Clause(non-restrictive).How to improve communication skills.How to write a letter.Multimedia。

人教版高中英语选修7 Unit5 语言点名师课件

ቤተ መጻሕፍቲ ባይዱ
(1)make preparations for ... 为……做准备(强调动作)
in preparation for
作为……的准备
(2)prepare sth.
准备某事
prepare for sth.
为……做准备
be prepared for sth.
为某事做好准备(表示状态)
①The students are making preparations for the coming examinations. 学生们正在为即将到来的考试做准备。
2．recommend [教材原句] Xie Lei highly recommends it. 谢蕾强力推荐它。 (1)vt.推荐；介绍 recommend sb. sth. ＝ recommend sth. to sb.
向某人推荐/介绍某物
recommend sb. for ... /as ... 推荐某人做……/是……
4. 能在情境中有效运用所学的词汇表达自
己的观点。
Step1 Revision
(一)用所给词的适当形式填空
单词识记
1．Tom did too little preparation (prepare) for his examination,
so he failed the exam. 2．Our teacher recommended (recommend) the dictionary to
(1)n.代替者；代用品 ①The course teaches you the theory but there's no substitute for practical experience. 这门课程教的是理论，但没有任何东西能代替实践经验。

新课标人教版选修七Book7_unit5_Language_points

单元主题
• 文化交流与理解：本单元以文化交流与理解为主题，通过探讨不同文化背景下的交际方式和语言运用，帮助学生增强跨文化意识和跨文化交际能力。
核心内容
文化差异与交际策略
介绍文化差异对交际的影响，以及针对不同文化背景的交际策略，如非语言交际、礼仪习俗等。
跨文化交际能力
强调跨文化交际能力的重要性，包括如何适应不同文化环境、如何处理文化冲突等。
宾语从句
由一个完整的句子作为宾语，例如：“I don’t know where he lives.”（我不知道他住在哪里。）
表语从句
由一个完整的句子作为表语，例如：“The problem is that we don’t have enough money.”（问题是我们没有足够的钱。）
同位语从句
写作技能培养途径探讨
积累素材与灵感
通过阅读、观察、思考等方式，积累各类写作素材和灵感，丰富文章内容。
模仿与创新
学习优秀范文的写作技巧和表达方式，进行模仿练习，逐渐形成个人独特的写作风格。
反馈与修改
重视他人对自己作文的反馈意见，认真修改和完善作文，提高写作水平。
优秀范文欣赏与借鉴
词汇3
详细解释词汇3的含义、用法及常见搭配。
短语及习惯用法短语1
解释短语1的含义，给出例句展示其用法。
短语2
解释短语2的含义，给出例句展示其用法。
习惯用法1
解释习惯用法1的含义，给出例句展示其用法。
词义辨析与例句展示
词义辨析1
对比分析词义相近的词汇，给出例句帮助理解。
词义辨析2
语音语调
注意语音语调的准确性，通过模仿和练习来提高发音和语调的自然度。

高中英语人教版选修7Unit5TravellingabroadLanguagepoints教案(系列二)

选修七Unit 5 Travelling abroadPeriod 1 Language pointsPurpose:To teach Ss to grasp the use of some important words and phrases, as well as the analysis of some sentence structures.1. say goodbye to (line 1, paragraph 1)e.g. He really didn’t want to say goodbye to his newly-married wife.Similar phrases: say yes to sb. = agree with sb.; say no to sb. =disagree with sb.; say hello to sb.= greet sb.; say sorry to =apologize to sb.; …2. excited = being in a state of excitement; emotionally aroused; stirred (line 5, paragraph 1)exciting = creating or producing excitementThe excited children were opening their presents.孩子们兴奋地拆开他们的礼物。

The excited old lady soon calmed down.那个激动的老太太很快就平静下来了。

"It was an exciting hunt, but the fox escaped.""这真是一场扣人心弦的追猎,可惜狐狸还是跑了。

"an exciting trip一次令人兴奋的旅行3. dream of (line 5, paragraph 1)dream of meeting an old friend 梦见了一个老朋友;dreaming of a world at peace.梦想有和平的世界dream vt., vi. (dreamed 或dreamt, dreaming)做梦；梦见; 幻想；梦想I dreamt about my teacher last night.昨天夜里我梦见我的老师了。

人教版高中英语选修7 Unit5_写作课名师教学设计

句型：Studying in China is different from studying in America
It is the first time that从句
It is far more difficult to do
The best way to learn Chinese and about Chinese culture is…
What I can do to help you settle in is…
2.书信的正确写法。
教学难点：
1.学习在情景中礼貌地回信。
2.书信的写法在日常生活中的运用。
建
议
教
法
体验式教学法和结果定向写作模式（Product-oriented method）
设置情景体验，进行话题词汇教学
设置控制性练习运用词汇和仿写句型
Unit5写作课名师教学设计
Book 7 Unit5:Travelling abroad
【教材版本与册数】人教版选修7
【单元名称】Unit 5Travelling abroad
【课时】第5课时
【课型】Writing（写作课）
写作课框架单
教材版本：人教版册数：选修7单元：Unit 5编写人：夏小青课型（课时）：写作课（第5课时）
words：recommend，comfort, substitute, tutor, accommodation, transport etc.
useful expressions：fit inadjust to, get used to, settle in, keep up , as far as I am concerned etc.
Studying in China is different from studying in America

高中英语人教版选修七教案：Unit5+Grammer.doc

教材分析本节课作选修7第五单元的语法复习课，教学内容主要是复习非限定性定语从句。

教学内容是课本的Learning about language 的Revisinguseful structures 和workbook中的using structures部分.（Page 41&Page 81）学生分析学生擅长于模仿，但总体不够灵活。

在英语学习方面非常刻苦，认真，有一定的功底，不过，学的语法还不能够很好地运用于实际写作中。

教学目标Target aims Key sentences:1) Xie Lei, who is 21years old, has come to ouruniversity to study for abusiness qualification.2) She is halfwaythrough the preparationyear, which most foreignstudents complete beforeapplying for a degree course.3) You have to get usedto a whole new way of life,which can take up all yourconcentration in thebeginning.4) … explained Xie Lei,who had lived all her life inthe same city in China.5) Living with hostfamilies, in which there maybe other college students,fives…Ability aims Enable the students toapply the non-restrictiveattributive clauses intoreal contexts.Learning ability aims Help the students learnhow to use thenon-restrictive attributiveclauses properly.教学重点难点1. The correct use of the non-restrictive attributive clause2. How to put the non-restrictive attributive clauses into real contexts properly.教学策略Inductive approach and practice approach 教具 A blackboard教学步骤活动内容设计意图Step 1 Revision1. Greetings2. Translate the followingsentences into English with therestrictive attributive clausesorally and the teacher writes down通过复习上单元的限定性定语从句，引出本节课的复习非限定性定语从句。

人教高中英语选修7教案：unit5+travelling+abroad1.doc

揭阳第三中学教案表精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。