Chapter7 课文设空

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Chapter 7_4

Chapter 7On the morning appointed for her departure Tess was awake before dawn at the marginal minute of the dark when the grove is still mute, save for one prophetic bird who sings with a clear voiced conviction that he at least knows the correct time of day, the rest preserving silence as if equally convinced that he is mistaken. She remained upstairs packing till breakfast-time, and then came down in her ordinary weekday clothes, her Sunday apparel being carefully folded in her box.Her mother expostulated. `You will never set out to see your folks without dressing up more the dand than that?'`But I am going to work!' said Tess.`Well, yes,' said Mrs Durbeyfield, and in a private tone, `at first there mid be a little pretence o't... But I think it willbe wiser of lee to put your best side outward,' she added. `Very well; I suppose you know best,' replied Tess with calm abandonment.And to please her parent the girl put herself quite in Joan's hands, saying serenely `Do what you like with me, mother.' Mrs Durbeyfield was only too delighted at this tractability. First she fetched a great basin, and washed Tess's hair with such thoroughness that when dried and brushed it looked twice as much as at other times. She tied it with a broader pink ribbon than usual. Then she put upon her the white frock that Tess had worn at the clubwalking, the airy fullness of which, supplementing her enlarged coiffure, imparted to her developing figure an amplitude which belied her age, and might cause her to be estimated as woman when she was not much more than a child. `I declare there's a holes in your stockings-heel!' said Tess.`Never mind holes in your stockings - they don't speak! When I was a maid, so long as I had a pretty bonnet the devil might ha' found me in heels.Her mother's pride in the girl's appearance led her to step back, like a painter from his easel, and survey her work as a whole. `You must zee yourself!' she cried. `It is much better than you was t'other day.'As the looking-glass was only large enough to reflect a very small portion of Tess's person at one time, Mrs Durbeyfield hung a black cloak outside the casement, and so made a large reflector of the panes, as it is the wont of bedecking cottagers to do. After this she went downstairs to her husband, who was sitting in the lower room.`I'll tell 'ee what 'tis, Durbeyfield,' said she exultingly; `he'll never have the heart not to love her. But whatever youdo, don't zay too much to Tess of his fancy for her, and this chance she has got. She is such an odd maid that it mid zet her against him, or against going there, even now. If all goes well, I shall certainly be for making some return to that pa'son at Stagfoot Lane for telling us - dear, good man!'However, as the moment for the girl's setting out drew nigh, when the first excitement of the dressing had passed off, a slight misgiving found place in Joan Durbeyfield's mind. It prompted the matron to say that she would walk a little way - as far as to the point where the acclivity from the valley began its first steep ascent to the outer world. At the top Tess was going to be met with the spring-cart sent by theStoke-d'Urbervilles, and her box had already been wheeled ahead towards this summit by a lad with trucks, to be in readiness. Seeing their mother put on her bonnet the younger childrenclamoured to go with her.`I do want to walk a little ways wi' Sissy, now she's going to marry our gentleman-cousin, and wear fine cloze!'`Now,' said Tess, flushing and turning quickly, `I'll hear no more o' that! Mother, how could you ever put such stuff into their heads?'`Going to work, my dears, for our rich relation, and help get enough money for a new horse,' said Mrs Durbeyfield pacifically. `Good-bye, father,' said Tess, with a lumpy throat.`Good-bye, my maid,' said Sir John, raising his head from his breast as he suspended his nap, induced by a slight excess this morning in honour of the occasion. `Well, I hope my young friend will like such a comely sample of his own blood. And tell'n, Tess, that being sunk, quite, from our former grandeur, I'll sell him the title - yes, sell it - and at no onreasonablefigure.'`Not for less than a thousand pound!' cried Lady Durbeyfield. `Tell'n - I'll take a thousand pound. Well, I'll take less, when I come to think o't. He'll adorn it better than a poor lammicken feller like myself can. Tell'n he shall hae it for a hundred. But I won't stand upon trifles - tell'n he shall hae it for fifty-for twenty pound! Yes, twenty pound - that's the lowest. Dammy, family honour is family honour, and I won't take a penny less!'Tess's eyes were too full and her voice too choked to utter the sentiments that were in her. She turned quickly, and went out. So the girls and their mother all walked together, a child on each side of Tess, holding her hand, and looking at her meditatively from time to time, as at one who was about to do great things; her mother just behind with the smallest; thegroup forming a picture of honest beauty flanked by innocence, and backed by simple souled vanity. They followed the way till they reached the beginning of the ascent, on the crest of which the vehicle from Trantridge was to receive her, this limit having been fixed to save the horse the labour of the last slope. Far away behind the first hills the cliff-like dwellings of Shaston broke the line of the ridge. Nobody was visible in the elevated road which skirted the ascent save the lad whom they had sent on before them, sitting on the handle of the barrow that contained all Tess's worldly possessions.`Bide here a bit, and the cart will soon come, no doubt,' said Mrs Durbeyfield. `Yes, I see it yonder!'It had come - appearing suddenly from behind the forehead of the nearest upland, and stopping beside the boy with the barrow. Her mother and the children thereupon decided to go no farther,and bidding them a hasty goodbye Tess bent her steps up the hill. They saw her white shape draw near to the spring-cart, on which her box was already placed. But before she had quite reached it another vehicle shot out from a clump of trees on the summit, came round the bend of the road there, passed the luggage-cart, and halted beside Tess, who looked up as if in great surprise. Her mother perceived, for the first time, that the second vehicle was not a humble conveyance like the first, but a spick-and-span gig or dogcart, highly varnished and equipped. The driver was a young man of three or four-and-twenty, with a cigar between his teeth; wearing a dandy cap, drab Jacket, breeches of the same hue, white 'neckcloth, stickup collar, and brown driving - gloves - in short, he was the handsome, horsey young buck who had visited Joan a week or two before to get her answer about Tess.Mrs Durbeyfield clapped her hands like a child. Then she looked down, then stared again. Could she be deceived as to the meaning of this?`Is dat the gentleman-kinsman who'll make Sissy a lady?' asked the youngest child.Meanwhile the muslined form of Tess could be seen standing still, undecided, beside this turnout, whose owner was talking to her. Her seeming indecision was, in fact, more than indecision: it was misgiving. She would have preferred the humble cart. The young man dismounted, and appeared to urge her to ascend. She turned her face down the hill to her relatives, and regarded the little group. Something seemed to quicken her to a determination; possibly the thought that she had killed Prince. She suddenly stepped up; he mounted beside her, and immediately whipped on the horse. In a moment they had passed the slow cartwith the box, and disappeared behind the shoulder of the hill. Directly Tess was out of sight, and the interest of the matter as a drama was at an end, the little ones' eyes filled with tears. The youngest child said, `I wish poor, poor Tess wasn't gone away to be a lady!' and, lowering the corners of his lips, burst out crying. The new point of view was infectious, and the next child did likewise, and then the next, till the whole three of them wailed loud.There were tears also in Joan Durbeyfield's eyes as she turned to go home. But by the time she had got back to the village she was passively trusting to the favour of accident. However, in bed that night she sighed, and her husband asked her what was the matter.`Oh, I don't know exactly,' she said. `I was thinking that perhaps it would ha' been better if Tess had not gone.'`Oughtn't ye to have thought of that before?'`Well, 'tis a chance for the maid------Still, if 'twere the doing again, I wouldn't let her go till I had found out whether the gentleman is really a good hearted young man and choice over her as his kinswoman.'`Yes, you ought, perhaps, to ha' done that,' snored Sir John. Joan Durbeyfield always managed to find consolation somewhere: `Well, as one of the genuine stock, she ought to make her way with 'en, if she plays her trump card aright. And if he don't marry her afore he will after. For that he's all afire wi' love for her any eye can see.'`What's her trump card? Her d'Urberville blood, you mean?' `No, stupid; her face - as 'twas mine.'在约好动身的那天早上，天还没亮苔丝就醒了——那时候正是黑夜即将天亮的时刻，树林里静悄悄的，只有一只先知先觉的鸟儿在用清脆嘹亮的声音歌唱着，坚信至少自己知道一天的正确时辰，但是其它的鸟儿却保持着沉默，仿佛也同样坚信那只唱歌的鸟儿把时辰叫错了。

mankiw7e-chap07

capita had been just one-tenth of one percent higher during the 1990s, the U.S. would have generated an additional $496 billion of income during that decade.
famines during the past 3 decades.
Poverty is associated with oppression of women
and minorities. Economic growth raises living standards and reduces poverty….
Consumption function: c = (1–s)y
(per worker)
CHAPTER 7
Economic Growth I
14
Saving and investment
saving (per worker)
= y – c
= y – (1–s)y
= sy
National income identity is y = c + i
CHAPTER 7
Economic Growth I
6
The lessons of growth theory
…can make a positive difference in the lives of hundreds of millions of people.
These lessons help us
MACROECONOMICS
N. Gregory Mankiw
PowerPoint® Slides by Ron Cronovich

2024版七年级语文上册第7课《散文诗二首--荷叶母亲》教学课件

课文小结
1.搜集积累表达母爱歌颂母亲的诗歌、名言等。 2.探究两首诗的异同点。 3.选择你喜欢的方式，把自己对父母的爱付诸行动。
初读感知，理清结构
莲花（①~③）
荷
叶
·
母
荷叶（④~⑦）
亲
母亲（⑧~⑨）
送莲（眼前）赏莲（回忆）雨打白莲，梗上莲蓬雨打红莲，荷叶护莲由景入情，赞颂母亲
第三章
CHAPTER I
壹贰叁肆
作
课
深
课
者
文
入
文
简
解
探
小
介
读
究
结
品味语言
那一朵红莲，昨夜还是菡萏的，今 1 晨却开满了，亭亭地在绿叶中间立
第四章
CHAPTER I
壹贰叁肆
作
课
深
课
者
文
入
文
简
解
探
小
介
读
究
结
课文小结
《荷叶·母亲》
语言朴实平淡，宁静而致远。作者以清丽的笔调，描述了雷雨之夜的一朵红莲被风雨打得左右倾斜，红莲旁的大荷叶倾侧覆盖在红莲上，无惧无畏地守护着红莲，正如母亲呵护着儿女一般的情景，表达了对母亲由衷的感激和爱恋。平实中蕴涵真情，让人回味无穷。
品味语言
雨点不住地打着，只能在那勇敢慈 2 怜的荷叶上面，聚了些流转无力的
水珠。
赏析：运用拟人手法，写出了荷叶为保护红莲而显示的勇敢坚强的精神，也让人感到在荷叶的保护下，红莲安全了。这是对勇敢、圣洁的母爱的诗意赞美。
思考探究
1.作者在风雨中几次看红莲？当时的环境是怎样的？红莲呢？作者的心境又是如何变化的？
思考探究

人教版七上英语第七课课文

人教版七上英语第七课课文全文共3篇示例，供读者参考篇1Unit 7: A Brochure About a Panda ZooHey everyone! For this unit's writing assignment, we were asked to create a brochure promoting a panda zoo. I decided to make mine about a really cool place called the Chengdu Research Base of Giant Panda Breeding. Let me tell you all about it!The Chengdu Panda Base is located in Chengdu, the capital city of Sichuan Province in southwest China. It was founded in 1987 and its main goals are to help conserve and breed giant pandas, as well as educate the public about these amazing animals. The base covers an area of about 92 acres and it's divided into two parts - the Panda Garden and the Panda Nursery.Let's start by talking about the Panda Garden. This is where you can see adult giant pandas just hanging out, eating bamboo, playing, and doing their panda thing. There are big outdoor enclosures with trees, rocks, ponds, and everything a pandacould want. The enclosures are designed to be similar to the pandas' natural bamboo forest habitat. And get this - there's even an air-conditioned indoor area just in case the weather gets too hot or cold for the pandas!One of the coolest parts of the garden are the panda kindergartens. That's where you can watch baby pandas between 1-4 years old play together on slides, seesaws, and climbing structures. They're just the cutest and most adorable things ever! The kindergarten areas have viewing areas where visitors can watch the panda cubs wrestle, tumble, and snuggle up for naps.Okay, now let's move on to the Panda Nursery area. This is where all the newborn panda babies are raised and cared for by specialists. Only staff and a few lucky visitors are allowed into the nurseries each day on a guided tour. That's because the baby pandas are very delicate and need a calm, quiet environment. On the tour, you might see keepers cradling and feeding the tiny pink babies with milk bottles and doing health checks. I'm told that newborn pandas are about as big as a stick of butter - can you even imagine how tiny that is?!If you visit the Panda Base with your family or on a school trip, there are lots of other cool exhibits and activities besides the pandas. At the Panda Story Cinema, you can watch a 3D movieabout how the research base is working to help increase panda numbers through breeding programs. Or you can check out the Giant Panda Museum to learn about their biology, habitats, and conservation efforts.For kids, there are special panda-themed playgrounds and hands-on exhibits where you can try activities like panda keepers do. Like cleaning out their enclosures, preparing their food, and even dressing up in a panda suit! My little brother loved crawling through the bamboo tunnels and panda dens. There's also an area where you can try your hand at panda artwork and crafts.No trip would be complete without heading to the souvenir shops and restaurants too. The gift shops are stocked with the most adorable panda plushies, tees, hats, keychains and other panda-riffic merch. And of course, there are yummy treats like panda-shaped breads, chocolates, ice creams and drinks. The family-friendly restaurants serve up some tasty regional Sichuan cuisine as well.Overall, the Chengdu Research Base is an awesome place to learn about these gentle giants while also having a ton of fun! It's one of the best panda conservation centers in the whole world. I definitely give it two big panda thumbs up! If you're ever in theChengdu area, you have to stop by. Seeing those cuddly black and white bears will put the biggest smile on your face.Alright, that's all I've got for my panda zoo brochure. I tried to make it fun and descriptive, while also including cool facts that would make people want to visit. Let me know if you have any other questions! Pandas rule!篇2Unit 7 - A Bamboo CurtainHey classmates! I'm here to share my thoughts on the latest unit we covered in our English textbook. Unit 7 is called "A Bamboo Curtain" and it really caught my interest with its unique cultural elements and insightful life lessons.The unit kicks off with a reading passage about a Chinese folk art called bamboo weaving. As someone who loves arts and crafts, I found the process of creating intricate patterns and designs using thin strips of bamboo absolutely mesmerizing. The passage did an excellent job of walking us through the different steps involved, from selecting the right bamboo to dyeing it with vibrant colors. What struck me the most, however, was the dedication and patience required to master this ancient art form. It made me appreciate the skillful hands of the bamboo weaverswho can transform a humble natural material into beautiful works of art.Complementing the main reading, the unit also featured several shorter texts that delved deeper into the cultural significance of bamboo curtains in Chinese society. I learned that these curtains were not just decorative pieces but also served practical purposes, such as providing shade and privacy while allowing air to circulate freely. The way they seamlessly blended functionality and aesthetics really resonated with me.Moving on to the language focus section, I found the grammar points covered to be incredibly useful. We revisited relative clauses, which I initially struggled with but now feel much more confident about using correctly. The exercises not only reinforced the grammatical concepts but also incorporated cultural elements, making the learning experience more engaging and relatable.One of the highlights of this unit was the dialogue section, where two friends discussed the art of bamboo weaving. I enjoyed practicing the dialogue with my classmates, as it allowed us to understand the nuances of language in a conversational context. The dialogue also touched upon the importance ofpreserving traditional crafts and passing them down to future generations – a message that really struck a chord with me.The writing section challenged us to compose a short essay about a traditional craft or art form from our own culture. As someone deeply interested in Chinese calligraphy, I seized this opportunity to share my passion and knowledge on the subject. Researching and writing about the intricate brushstrokes, the different calligraphic styles, and the philosophical underpinnings of this art form was an incredibly enriching experience.But Unit 7 wasn't just about learning linguistic skills – it also imparted valuable life lessons. The central theme of perseverance and dedication resonated strongly with me. Mastering any skill, be it bamboo weaving or calligraphy, requires unwavering commitment, patience, and a willingness to learn from mistakes. This lesson will undoubtedly serve me well as I navigate through various challenges in my academic and personal life.Overall, I thoroughly enjoyed studying Unit 7 and the insights it provided into Chinese cultural heritage. It not only deepened my appreciation for traditional arts but also reinforced the importance of preserving and promoting thesetime-honored traditions. I can't wait to see what otherfascinating cultural elements our English textbook has in store for us in the upcoming units!篇3It's A Small World After AllHey there! I'm super excited to share with you what we learned in our latest English class. We covered Lesson 7 from our textbook, and boy, was it an eye-opener! The theme of this unit is all about how the world has become a "global village," thanks to advancements in technology and transportation. Pretty cool, right?The lesson kicked off with a thought-provoking reading passage titled "A Small World." It talked about how easy it is nowadays to communicate with people from different parts of the globe and how we can access information and goods from all over the world with just a few clicks. Crazy, isn't it?One fascinating example they gave was about a British company that sells ice cream made from milk produced by camels in the United Arab Emirates! Who would've thought, right? And get this – the ice cream is then shipped all the way to Britain for people to enjoy. Mind-blowing!But that's not all. The passage also mentioned how people can work remotely for companies based in different countries, attend online classes with students from across the globe, and even participate in international conferences without leaving their homes. Technology has truly made the world a much smaller place.After the reading, our teacher took us through some cool vocabulary words related to the topic. Words like "global," "interconnected," "instantaneous," and "borderless" really drove home the idea of how integrated our world has become.Next up, we learned about different means of transportation that have made global travel and trade more accessible. From airplanes and ships to trains and trucks, we discussed how these modern marvels have revolutionized the way we move people and goods around the world.But the highlight of the lesson, at least for me, was the listening exercise. We got to hear interviews with people from different countries sharing their experiences of living and working abroad. It was so inspiring to learn about how they adapted to new cultures, learned new languages, and embraced the diversity of our global community.One person, a software engineer from India, talked about how he got the opportunity to work for a tech company in Silicon Valley, USA. He shared how exciting yet challenging it was to adjust to a completely new environment, but also how rewarding it felt to be part of an international team working on cutting-edge technologies.Another interview featured a young woman from China who had gone to study fashion design in Italy. She spoke about the cultural differences she encountered, like the more relaxed pace of life and the emphasis on art and creativity in Italian society. But she also talked about how enriching the experience was, as she got to learn from some of the world's most renowned fashion houses and designers.Listening to these stories really drove home the message that our world is becoming increasingly interconnected, and that embracing diversity and cross-cultural understanding is crucial in today's global landscape.Of course, no English lesson would be complete without some good ol' grammar practice. We focused on using various tenses to talk about past, present, and future events related to globalization and cross-cultural experiences.For example, we had to use the present perfect tense to describe how technology "has transformed" the way we communicate and do business. We also practiced using future tenses to speculate about how the world "will become" even more connected in the years to come.Phew, I know that was a lot to take in! But trust me, this lesson was an absolute blast. Not only did we learn about the fascinating topic of globalization, but we also got to practice our English skills in a super engaging way.So, my fellow language learners, let's embrace the fact that we live in a truly "small world" and use this opportunity to connect with people from different cultures, learn about their customs and traditions, and maybe even pick up a few words in their languages along the way!Who knows, maybe one day we'll be the ones sharing our stories of living and working abroad, inspiring the next generation to explore the richness and diversity of our global village.Until next time, keep learning, keep exploring, and remember – the world is your oyster!。

高中英语选修7 课文挖空

选修7 unit1 课文填空：MARTY’S STORYHi, my name is Marry Fielding and I guess you could say that I am "one in a million". 1. ____________________ (换句话说), there are not many people like me. You see, I have a muscle disease which makes me very weak, so I can't run or climb stairs as quickly as other people. 2. ____________________（除此之外）, sometimes I am very 3. __________（笨拙的）and drop things or bump into furniture. Unfortunately, the doctors don't know how to make me better, but I am very 4. _______（外向的）and have learned to 5. __________________（适应）my disability. My motto is: live one day at a time.Until I was ten years old I was the same as everyone else. I used to climb trees, swim and play football. In fact, I used to dream about playing professional football and possibly representing my country in the World Cup. Then I started to get 6.______________________（越来越弱）, until I could only enjoy football from a bench at the stadium. In the end I went into hospital for medical tests. I stayed there for nearly three months. I think I had 7. _______________ （至少）a billion tests, 8. _____________（include）one in which they 9. ________________（切去）a piece of muscle from my leg and looked at it under a 10. ________________. Even after all that, no one could give my disease a name and it is difficult to know what the future holds.One problem is that I don't look any 11. _____________________（与……不同）other people. So sometimes some children in my primary school would laugh, when I got 12. ______________________ after running a short way or had to stop and rest halfway up the stairs. Sometimes, too, I was too weak to go to school so my education suffered. Every time I returned after an absence, I felt stupid because I was behind the others.My life is a lot easier at high school because my 13. __________________（同学）have accepted me. The few who cannot see the real person inside my body do not makeme 14. ___________（annoy）, and I just ignore them. 15. ______________________（总而言之）I have a good life. I am happy to have found many things I can do, like writing and computer programming. My ambition is 16. ______________ (work) for a firm that develops 17. _____________________（计算机软件）when I grow up. Last year invented a computer football game and a big company has decided to buy it from me. I have a very busy life with no time 18. _________________（闲坐着）feeling sorry for myself. 19. ______________________（也）going to the movies and football matches with my friends, I spend a lot of time with my pets. I have two rabbits, a parrot, a tank full of fish and a tortoise. 20. ______________________（look after）my pets properly takes a lot of time but I find it worthwhile. I also have to do a lot of work, especially if I have been away for a while.In many ways my disability has helped me grow stronger psychologically and become 21. ______________________（更独立）. I have to work hard to 22. ______________________（过正常的生活）but it has been worth it. If I had a chance to say one thing to healthy children, it would be this: having a disability does not mean your life is not 23. _________（satisfy）. So don't feel sorry for the disabled or 24. ______________________（取笑）them, and don't ignore them either. Just accept them for who they are, and give them 25. ___________ （encourage）to live as rich and full a life as you do.Thank you for reading my story.选修7 unit1 课文填空答案1.In other words2.In addition3.clumsy4.outgoing5.adapt to6. weaker and weaker7.at least8.including9.cut out10.microscope11.different from12.out of breath13.fellow students 14.annoyed15.All in all16.to work puter software18.to sit around19.As well as20. to look after 21.more independent22.live a normal life23.satisfying24.make fun of 25.encouragement。

(五)课文挖空Unit 7

Unit 7 The Cellist of Sarajevo塞拉耶佛的大提琴手(計57格, 每格2分)As a pianist, I was invited to ________(performing, perform) with a cellist ______(in,at, on) the International Cello Festival in Manchester, England. The performance on that opening night c________ _________(=contain) works for the unaccompanied cello. On the stage was a solitary chair. There was no piano, music stand, or conductor’s podium. Theworld-famous cellist Yo-Yo Ma was one of the performers that night, and there was a __________(moved, moving) story behind the musical composition that he _____ _______(預計) play.身為一位鋼琴家，我受邀在英國曼徹斯特舉辦的國際大提琴節與一位大提琴手一起演奏。

開幕夜的表演是無伴奏的大提琴曲。

臺上只擺了一張椅子。

沒有鋼琴，沒有譜架，也沒有指揮臺。

享譽國際的大提琴家馬友友是那晚的表演者之一，而他所要演奏的曲目背後有一則動人的故事。

On May 27, 1992, in Sarajevo, one of the few bakeries that still had a supply of flour was making and distributing bread to the ________(starved, starving) people in this ________(torn-war, war-torn) city. At 4 p.m., a long line had already formed and reached the street outside the bakery. Suddenly, a mortar shell fell directly into the middle of the line, and twenty-two people were killed. Flesh, blood, bone, and rubble were splattered over the street.1992年5月27日，在塞拉耶佛一間少數還有麵粉來源的麵包店正在飽受戰爭摧殘的城內製作並發送麵包給飢民。

英语七年级上册unit7课文

Unit 7: My Neighborhood1. Introduction1.1 This unit focuses on the topic of neighborhoods, introducing students to vocabulary and expressions related to their local environment.1.2 The unit 本人ms to help students describe their neighborhoods, understand different types of houses and services av本人lable, and discuss the changes happening in theirmunities.2. Vocabulary and Expressions2.1 In this unit, students will learn words and phrases related to different types of housing such as apartment, villa, and cottage.2.2 They will also be introduced to expressions for describing the location of places, such as "next to," "across from," and "behind."2.3 Additionally, students will learn vocabulary related to places in the neighborhood, such as school, library, supermarket, and park.3. Grammar3.1 The unit introduces the present continuous tense to describe ongoing actions or activities in the neighborhood.3.2 Students will also learn how to use prepositions of place to describe the location of places in their neighborhood.4. Reading and Listening4.1 The reading and listening activities in this unit focus on descriptions of neighborhoods and different types of housing.4.2 Students will read and listen to passages about different neighborhoods and the houses and services av本人lable in each area.5. Speaking and Writing5.1 The speaking activities encourage students to describe their own neighborhoods and talk about the different types of houses and services they have.5.2 The writing tasks require students to write short descriptions of their neighborhoods and create a poster or map showing the important places in their local area.6. Cultural Perspectives6.1 This unit also includes cultural perspectives on neighborhoods, discussing the diversity ofmunities and theimportance of understanding and respecting different cultures within a neighborhood.6.2 Students will learn about different types of neighborhoods around the world and how people in thosemunities live and interact with each other.7. Conclusion7.1 Unit 7 provides students with the vocabulary and language skills to talk about their neighborhoods, understand different types of housing, and describe the services av本人lable in their local area.7.2 By the end of the unit, students will have a better understanding of their own neighborhoods and an appreciation for the diversity ofmunities around the world.。

译林版英语七年级unit 7课文

译林版英语七年级unit 7课文由于没有具体的课文内容，我可以给你一个获取译林版英语七年级Unit 7课文学习资料的方法：一、课本原文。

1. 找到译林版英语七年级的教材，直接阅读Unit 7的课文内容。

可以在学校图书馆借阅课本，或者向同学借用。

2. 如果有电子课本资源，例如学校的教育平台、某些教育类APP（如纳米盒等可能提供电子课本查看功能），可以在上面查看Unit 7课文的准确内容，包括单词、句子结构、语法点的体现等。

二、单词学习。

1. 整理Unit 7课文中的新单词。

- 制作单词表，列出单词、音标、词性和中文释义。

例如：单词音标词性中文释义。

(假设单词)shop[ʃɒp]名词商店。

- 对单词进行分类记忆，如名词类（表示人物、地点、事物等）、动词类、形容词类等。

2. 记忆单词的方法。

- 利用联想法，比如单词“shop”，可以联想到购物的场景，里面有各种商品。

- 制作单词卡片，一面写单词，一面写释义，随时进行自我测试。

三、语法学习。

1. 分析课文中的语法结构。

- 找出一般现在时（如果有）的用法，例如句子“He often goes to the shop.”中，“goes”是一般现在时第三人称单数的形式，要注意主语是第三人称单数时动词的变化规则。

- 关注特殊句式，如疑问句、否定句的构成。

例如“Do you like shopping?”是一般疑问句，其构成是助动词“Do/Does”+主语+动词原形+其他。

2. 做语法专项练习。

- 可以从课本后的练习题、配套练习册或者网上搜索针对译林版七年级Unit 7语法的练习题，通过练习加深对语法的理解和掌握。

四、课文理解。

1. 阅读课文后的问题。

- 一般课本会在课文后面设置一些理解性的问题，如对文章主旨的概括、细节的理解等。

认真回答这些问题有助于提高对课文的理解能力。

2. 对课文进行复述。

- 在理解课文的基础上，尝试用自己的话把课文内容复述出来，可以锻炼口语表达能力和对课文的整体把握能力。

Chapter 7 课后答案

Chapter 7 答案Discourse Analysis1.Define the following terms briefly.(1)discourse: a general term for examples of language use, i.e. language producedas the result of an act of communication. It refers to the larger units oflanguage such as paragraphs, conversations and interviews.(2)discourse analysis: the study of how sentences in written and spoken languageform larger meaning units such as paragraphs, conversations and interviews.(3)given information: the information that the addresser believes is known to the addressee.(4)new information: the information that the addresser believes is not knownto the addressee.(5)topic: the main center of attention in a sentence.(6)cohesion: the grammatical and/or lexical relationships between the differentelements of a text. This may be the relationship between different sentencesor different parts of a sentence.(7)coherence: the relationship that links the meanings of utterances ina discourseor of the sentences in a text.(8)discourse marker: the technical term for all the items that are used to helpconstruct discourse, such as signifying the beginning or ending of a paragraphor a turn in conversation. They are commonly used in the initial positionof an utterance and are syntactically detachable from a sentence, such aswell, I mean, now, then, first, second, finally.(9)adjacency pair: a set of two consecutive, ordered turns that “go together” in aconversation, such as sequences of question/answer, greeting/greeting, invitation/acceptance, criticism/denial.(10) preference structure: in the conversations there can be several second partsrelated to one first part, but they are not of equal status. The structural likelihoodis called preference, and this likely structure is the preference structurethat divides second parts into preferred and dispreferred. The former is thestructurally expected and the latter unexpected. In answering the question“Have you got a light?”, the reply “Here you are” is preferred and “Sorry, no, I don’t smoke” is dispr eferred.(11 presequence: the opening sequences that are used to set up some special potentialactions, such as greetings before formal conversations. “What are youdoing tonight?” can be used as a presequence if it is followed by “If nothingspecial, come over and have dinner with us please.”(12) critical discourse analysis: the analysis of language use directed at, and committedto, discovering the concealed ideological bias, injustice, inequality in the power relations among speakers and hearers.2.In the study of discourse, cohesion refers to the grammatical and/or lexical relationshipsbetween the different parts of a text. This may be the relationship betweendifferent sentences or different parts of a sentence. It concerns the questionof how sentences are explicitly linked together in a discourse by different kinds ofovert devices. Such cohesive devices include reference, substitution, ellipses, conjunction and lexical cohesion.3.one→the look-out4.them (line 4)→plant and animal species (line 3)that (line 7)→“Every ecosystem everywhere can’t be preserved intact.”it (line 7)→“Every ecosystem everywhere can’t be preserved intact.”it (1st one, line 8)→how can it be made consistent with the earlier objective?it (2nd one, line 8)→to deprive some people in some parts of the world of a pieceof their ecosystem but not others.5.It is not a coherent discourse. Although it has connection words such as a Ford–– a car and black –– Black, which look like cohesive devices, they refer to entirelydifferent things. There is a total lack of internal relation among the sentences. Atext can’t be only based on superficial connections between the words to pursuecoherence; there must be some relationship that links the meanings of the sentencesin a text, too. This text is not in line with our real experience of the way theworld is. Thus, we can’t make sense of it directly unless we are laborious to createmeaningful connections which are not actually expressed by the words and sentences.So it’s not a coheren t discourse.6.Coherence is the relationship that links the meanings of utterances ina discourse or of the sentences in a text. This extract is coherent. All the sentences (questions in fact) are organized around the topic “interview”, and they are arrang ed from the general to the more specific in a logical order so that the text is easy to follow.。

选修7 Unit 4 Sharing A LETTER HOME课文挖空

选修7 Unit 4 Sharing A LETTER HOME(课文挖空,50个空)班级姓名学号批改人Thanks for your letter, which took a to arrive. It was wonderful to you. I know you're to hear all about my life here, so I've some photos which will help you the places I talk about.You asked about my high school. Well, it's a bush school – the classrooms are made bamboo and the of grass. It takes me only a few minutes to walk to school down a track. When I reach the school grounds there are lots of "good mornings" for me from the boys. Many of them have walked a long way, sometimes to two hours, to get to school.There's no electricity or water and even no textbooks either! l'm still trying to to these conditions. However, one thing is for sure, I've become more in my teaching. Science is my most subject as my students have no of doing experiments. In fact there is no , and if I need water I have to carry it from my house in a bucket! The other day I was showing the boys the weekly chemistry experiment when, before I knew it,the was bubbling over everywhere! The boys who had never anything like this before started jumping out of the windows. Sometimes I wonder how chemistry is these students, most of whom will be going back to their villages after Year 8 anyway. To be honest, I doubt whether I'm to these boys' lives at all.You asked whether I'm getting to know any people. Well, that's actually quite difficult as I don't much of the local English dialect yet. But last weekend another teacher, Jenny, and I visit a village which is the home of one of the boys, Tombe. It was my first visit to a village. We walked for two and a half hours to get there - first up a mountain to a ridge we had fantastic views and then down a steep path to the valley below. When we arrived at the village, Tombe's mother, Kiak, who had been pulling weeds in her garden, started crying "ieee ieee". We shook hands with all the villagers. Everyone to be a relative of Tombe's.Tombe's father, Mukap, led us to his house, a low bamboo hut with grass of the roof - this shows it is a man's house. The huts were round, not like the school buildings.There were no windows and the doorway was just big enough to get through. The hut was dark inside so it took time for our eyes to . Fresh grass had been on the floor and there was a newly made for Jenny and me to sleep on. Usually Kiak would sleep in her own hut, but that night she was going to the platform with us. Mukap and Tombe were to sleep on small beds in another part of the hut. There was a fireplace in the centre of the hut near the doorway. The only I could see were one broom, a few tin plates and cups and a couple of jars.Outside Mukap was building a fire. Once the fire was going, he laid stones on it. When hot, he placed them in an empty oil drum with kau kau (sweet potato), corn and greens. He then covered the vegetables with banana leaves and left them to steam. I the food; it smelled delicious. We ate inside the hut sitting round the fire. I loved listening to the family softly to each other their language, even though I could not the conversation. Luckily, Tombe could be our .Later, I noticed a tin can standing on the grill over the fire. After a short time Tombe threw it out of the doorway.I was puzzled. Tombe told me that the can was heated to the leftover food. They believe that any leftovers evil spirits in the night, so the food is dried up in the can and the can is then thrown out of the hut. Otherwise they don't waste anything.We left the village the next morning after many goodbyes and firm handshakes. My muscles were aching and my knees shaking as we climbed down the mountain towards home. That evening I fell happily into bed. It was such a to have spent a day with Tombe's family.。

海底两万里第七章原文批注

海底两万里第七章原文批注英文回答：Chapter 7 of "Twenty Thousand Leagues Under the Sea" is titled "An Unknown Species of Whale." In this chapter, the narrator, Professor Aronnax, and his companions observe a large creature in the depths of the ocean. They initially mistake it for a whale, but soon realize that it is something completely different.The chapter begins with the narrator describing the creature's massive size and the awe it inspires in him. He notes that its body is cylindrical and covered in scales, with a long, flexible tail. The creature also possesses a large mouth with sharp teeth and two pairs of eyes. As they observe it, they notice that it moves with incredible speed and agility.The crew of the Nautilus, the submarine they are traveling in, tries to harpoon the creature, but it managesto escape. The narrator expresses his frustration at not being able to capture it and study it further. He also ponders over the possibility of this creature being the legendary sea serpent.Despite their failed attempt, the crew continues their journey, encountering other fascinating marine life alongthe way. The chapter ends with the narrator expressing his desire to explore further and discover more unknown species.中文回答：《海底两万里》第七章的标题是《一种未知的鲸鱼》。

人教版七年级语文上册第7课《短文》教案

人教版七年级语文上册第7课《短文》教案一、教学目标1.理解课文内容，把握课文脉络，感知作者的情感表达。

2.分析课文的语言特点，学习作者的写作技巧。

3.培养学生热爱生活、关注细节的优良品质。

二、教学重点1.理解课文内容，感知作者情感。

2.分析课文语言特点，学习写作技巧。

三、教学难点1.深入理解课文内涵，提高审美情趣。

2.运用课文所学，进行写作实践。

四、教学过程第一课时一、导入新课1.教师简要介绍课文背景，引发学生对课文的好奇心。

2.学生自由分享对课文的理解和感悟。

二、自主阅读1.学生自主阅读课文，理解课文内容。

2.学生边阅读边勾画出生字词和关键语句。

三、课堂讨论1.教师提问：课文讲述了哪些事情？请简要概括。

3.教师提问：课文中哪个细节让你印象深刻？为什么？四、课堂讲解1.教师讲解课文生字词和关键语句。

2.教师分析课文的语言特点和写作技巧。

第二课时一、复习导入1.学生复述课文内容，巩固知识点。

2.教师提问：课文中有哪些写作技巧值得我们学习？二、课堂讨论1.学生讨论课文中的写作技巧，如对比、排比、设问等。

2.学生举例说明这些技巧在课文中的运用。

三、写作实践1.教师布置写作任务：以“我的生活小确幸”为主题，写一篇短文。

2.学生进行写作实践，教师巡回指导。

四、课堂小结1.学生分享写作心得，教师点评。

第三课时一、复习导入1.学生复述课文内容，巩固知识点。

2.教师提问：课文中有哪些细节让你感受到了生活的美好？二、课堂讨论1.学生讨论课文中的细节描写，如环境、人物、情感等。

2.学生分析这些细节描写对表现主题的作用。

三、课堂讲解1.教师讲解课文中的细节描写技巧。

2.教师分析这些技巧在课文中的运用。

四、写作实践1.教师布置写作任务：以“生活中的美好瞬间”为主题，写一篇短文。

2.学生进行写作实践，教师巡回指导。

五、课堂小结1.学生分享写作心得，教师点评。

第四课时一、复习导入1.学生复述课文内容，巩固知识点。

2.教师提问：课文中有哪些地方让你感受到了作者的独特视角？二、课堂讨论1.学生讨论课文中的独特视角，如观察、思考、感悟等。

人教版初一Unit 7 课文讲解-讲义(教师版)

Unit 7 课文讲解一、课堂目标1. 识记以下单词：much, sock, need, look, pair, take, clothes, store, buy,sell, sale ...；2. 理解有关购物和服装的文章，学会谈论衣物的价格、颜色及对服装的喜欢等；3. 掌握基数词的用法。

二、课前热身1. 复习说出下列图片所表示的单词2. 认识单词much pron.许多；大量；多少sock n.短袜adj.shorts n.（pl.）短裤T-shirt n.T恤衫trousers n.（pl.）裤子sweater n.毛衣skirt n.裙子shoe n.鞋small adj.小的；小号的dollar n.美元long adj.长的big adj.大的；大号的need v.需要short adj.短的；矮的pair n.一双；一对woman n.女子eleven num.十一look v.看；看上去thirteen num.十二ten num.十eighteen num.十八twelve num.十二thirty num.三十fifteen num.十五clothes n.（pl.）衣服；服装twenty num.二十 buy v.购买；买Mr.先生sell v.出售；销售；卖store n.商店very adv.很；非常sale n.特价销售；出售boy n.男孩all adj.所有的；全部的price n.价格how much ......... 多少钱 a pair of一双三、课文讲解一1. 课文朗读2. 重难点讲解womanwoman n. “女子”，复数形式为women。

eg. I'm talking to a woman. 我正在和一个女子说话。

There are 56 women teachers in our school. 我们学校有56名女教师。

【注】① man n. “男人”，复数形式为men。