外研版高中英语选修7Module3LiteratureSection2word教案
2019-2020年高二英语选修7 模块3 literature 整体阅读教案 外研社
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 theeffects to 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 which _________ 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 b ecause he was fat 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。
高中英语Module 3 Literature 学案外研版必修7
Module 3 Literature信积累不信速成；信机遇更信准备！Period I◆Introduction1. act out2. He described life in the middle of the 19th century ,a period that is now called Victorian , as it is when Queen Victoria ruled Britain .(译成汉语，注意结构)3 be friendly/kind /cruel/unkind to sb◆知识讲解1 scene (现场/场景/布景，指局部的或周围的环境、风景、景色)♣ scenery (指一个地区的总体形象，尤支农村中风景优美有自然特色的地方)♣ sight (景物，游览胜地，用复数；情景；景象常用单数a beautiful sight )♣ view (可数名词，表示从某处可见到的远景，着重点在你能看到的部分。
)eg 1) What’s happening in this scene?2）We passed though many beautiful scenery on our journey .3) She enjoyed seeing the sights in Shanghai .4) You ‘ll get a fine view of the town from the top of the hill.◆Reading and vocabulary (1)△Activity 1 and 21.must be hanged ((hanged;hanged)绞死;吊死(hung/hung 悬挂)1) hang a picture on the wall 2) The curtains hang well 3) He was hanged for murder.2 starve1) starve to death 2) starve for water. 渴望;极需要3) lock Oliver in a room4) sent Oliver out to work 5) pick out /pick up◆Oliver Asks For More1 The room in which the boys were fed was a large stone hall ,with a large pot at one end.(注意句型结构)2 serve the soup3 be given another 60 grams of bread4 “物”+ need washing /need to be washed5 every bit of soup6 They would sit staring at the pot with eager eyes , as if they wanted to eat it .♣ 构成词组：be eager for /be eager to do /be eager + that clause7 have excellent appetites 8 become wild with hunger 9 sleep next to him10 have a wild ,hungry look in his eye11 with his assistants in a line behind him /stand in line12 disappear down the boy’s throats 13 whisper to each other / speak in a whisper14 nudge him 15 be desperate with hunger and misery 16 rise from the table17 Frightened by his own courage , I want some more. 18 stare at19 in complete astonishment20 hold on to the pot for supper ♣ 词组hold up They were held up by fog他们被雾所阻。
高中英语外研版高中选修7Module3Literature-with复合结构教学设计
municative Approach
2.Task-based Language Teaching
3.Total Situational Action
Teaching Aids
A computer and a multi-mediacourseware.
Teaching Procedures
Show picturesto the students, then ask themto finish sentences using with and guide them to summarize thestructural characteristics.
With + n + prep
With + n./pron. + -ving.
(2)Increase students’cultural confidence by writing.
Thinking Quality
(1)Infiltrate students’logical thinking and develop their ability to systematize grammatical rules.
Step 3
Practising
(23min)
Task 2. Training (pair work, 2min)
Speak out the structural characteristics of with in each sentence.
mustn’t talk with a person with your finger pointing at her.
With + n./pron. +-ved
高中英语外研版高中选修7Module3Literature-B7M3教案
Consolidation
(10min)
1.T asks Ss to fill the passage according to Chinese given in the essay.
(13min)
1.T asks Ss to find the words concerning literature,culture and art from this passage with their deskmates.
2.T shows the mind map of this topic to them.
2.T asks some of them to show their answers.
Ss finish these sentences with what they have reviewability.
2.To help students understand the real spiritual connotation of literature.
II.Teaching Objectives
1. Knowledge and skills:
To learn about vocabulary and expression related to the literature,culture and art.
2.Emotion, attitude and values:
2. How to help students to express their opinions.
外研版高中英语选修七课件：Module3 LiteratureSectionⅡ IntegratingSkills
4re_f_r_e_sh_i_n_g_ adj.__r_ef_r_e_sh__ v ......
5 _h_a_r_m_o_n_y_ n h_a_rm__o_n_i_o_us adj. har_m_o_n_i_o_u_s_lyadv.
6_d__ev_o_t_e__ v......//_d_e_v_o_t_io_n_ n
My message is __t_h_a_t _it_d_o_e_s_n_'t_m__a_tt_e_r_i_f____ you're black, white, fat, thin, old and young.
.
Step 1 Read the passage on Page 52 carefully and fill in the blanks. O_n_e1_d_ay the teacher asks us ifli_s_te2n_i_n_g_t_o_m__u_s_ic_ can help our study.
高考英语一轮复习Module3Literature学案外研版选修7
高考英语一轮复习Module3Literature学案外研版选修7三言两语1.On one hand, reading literature bookscan let the students learn about theculture.2．Whenever he is faced with difficultiesin writing, he won't give up easily.3．What makes this novel stand out is itsunique characters, language, plots andstyle.1.这是中国人第一次获得诺贝尔文学奖。
It is the first time that Chinesehas_won_the_Nobel_Prize_for_Literature.2．我们总是不断地在莎士比亚的诗歌中发现新的美妙之处。
We are alwaysfinding_new_beauties_toShakespeare's poetry.[单词拼写应用]核心单词1．scene n．场景；场面2．feed v．喂养；为……提供食品3．whisper v．低声地说；耳语4．healthy adj.健康的5．support n．支撑物6．seize v．抓住7．hang v．绞死；吊死8．reward n．酬谢；奖赏；赏金9．escape v．逃跑10．attain v．获得，达到[语境运用] 用所给词的适当形式填空1．(2018·全国卷Ⅲ)So do we dance in order to make ourselves feel better, calmer, healthier(healthy)?2．(2019·天津卷)I was ready to pay for my bananas at the grocery one night, when fear seized(seize) me.3．(2015·陕西卷)Previous generations concentrated on getting children to school on time, fed(feed), dressed and ready to learn.4．It's difficult for him to_support(support) himself on such a small salary.5．A number of recent studies indicate that happiness is_attained(attain) more easily after middle age.拓展单词1．cruel adj.冷酷的→cruelty n．冷酷；残酷2．serve v．端上(饭菜等)→service n．服务；兵役3．eager adj.热切的；渴望的→eagerly adv.渴望地；急切地4．desperate adj.绝望的→ desperately adv.不顾一切地→desperation n．绝望5．intend v．打算→ intention n．意图；目的；打算6．distribute v．分发，分配，分送→ distribution n．分发7．starve v．饿死→starvation n．挨饿，饿死8．concern n．关心，担心→ concerned adj.担心的；关注的9．accumulate v．积累→ accumulation n．积累10．accomplish v．完成(任务等)，取得(成功)→ accomplishment n．完成[语境运用] 用所给词的适当形式填空。
【精品】外研版高中英语选修7全册教案
外研版高中英语选修7 全册教学设计教案目录Module 1 Basketball-Period 1Module 1 Basketball-Period 2Module 1 Basketball-Period 3Module 1 Basketball-Period 4Module 1 Basketball-Period 5Module 1 Basketball-Period 6Module 1 Basketball-Period 7Module 1 Basketball-Section 1 Background readingsModule 1 Basketball-Section 2 The Analysis of the Difficult SentencesModule 2 Highlights of mey senior Year-Period 1Module 2 Highlights of mey senior Year-Period 2Module 2 Highlights of mey senior Year-Period 3Module 2 Highlights of mey senior Year-Period 4Module 2 Highlights of mey senior Year-Period 5Module 2 Highlights of mey senior Year-Period 6-7Module 2 Highlights of mey senior Year-Section 1 Background ReadingsModule 2 Highlights of mey senior Year-Section 2 The Analysis of the Difficult SentencesModule 2 Highlights of mey senior Year-Section 3 Words and ExpressionsModule 3 Literature-Period 1Module 3 Literature-Period 2Module 3 Literature-Period 3Module 3 Literature-Period 4-5Module 3 Literature-Period 6-7Module 3 Literature-Section 1 Background readingsModule 3 Literature-Section 2 The Analysis of the Difficult SentencesModule 3 Literature-Section 3 Words and ExpressionsModule 3 Literature-TaskModule 4 Music Born in America-(Period 5-6)Module 4 Music Born in America-(Period 7-9)Module 4 Music Born in America-Period 1Module 4 Music Born in America-Period 2Module 4 Music Born in America-Period 3Module 4 Music Born in America-Period 4Module 4 Music Born in America-Section 1 Background ReadingsModule 4 Music Born in America-Section 2 The Analysis of the Difficult SentencesModule 4 Music Born in America-Section 3 Words and ExpressionsModule 5 Ethnic Culture-Grammar1Module 5 Ethnic Culture-Grammar2Module 5 Ethnic Culture-IntroductionModule 5 Ethnic Culture-Reading and Vocabulary(1)Module 5 Ethnic Culture-Reading and Vocabulary(2)Module 5 Ethnic Culture-Section 1 Background ReadingsModule 5 Ethnic Culture-Section 3 Words and ExpressionsModule 5 Ethnic CultureSection 2 The Analysis of the Difficult SentencesModule 6 The World’s Cultural Heritage-(Period 4-5)Module 6 The World’s Cultural Heritage-(Period 6-7)Module 6 The World’s Cultural Heritage-Period 1Module 6 The World’s Cultural Heritage-Period 2Module 6 The World’s Cultural Heritage-Period 3Module 6 The World’s Cultural Heritage-Section 1 Background ReadingsModule 6 The World’s Cultural Heritage-Section 2 The Analysis of the Difficult SentencesModule 6 The World’s Cultural Heritage-Section 3 Words and ExpressionsModule 1 BasketballPart One Teaching Design▇Goals· To read about the basketball players:Michael Jordan, Wilt Chamberlain;· To Learn to enjoy the titles■ProceduresStep 1: Warming up by learning IntroductionPlease think about the following questions:(1)Do you love team sports, such as football, basketball, volleyball?(2)Can you name some basketball players, at home or abroad? Do you know what positions they play?(3)What are the forwards doing---attacking or defending?(4)What is the referee doing?Let’s look at the picture on page 1 and what do the words mean?2.What is the NBA?Class, what basketball games do you love watching? Why?Step 2: Practice for words studyOur school basketball team is awesome. Last year we _________ over 3,000 points. At the start of the season, our two star __________, Yang Hua and Xiao Ping _________ of getting 30 points each in every game. They didn’t manage that, but they _________ about 25 each. The game I remember best is the one where I _______ the ball through the basket six times in the first 15 minutes. Our coach said that was a _______ for our team. When the game was over, everyone jumped out of their seats and _______ for me; they wanted me to sign their programmes. My pen _________ because I had to write fast.Step 3: Before you read1. Information about Michael Jordan and Wilt ChamberlainClass, are you familiar with Michael Jordan and Wilt Chamberlain? Here is a posterStep 4: While you read1. Fast reading for general ideas of the textShall we get the details of the two famous basketball players? As we have known, they are outstanding and are well thought of in the history of basketball. Read the two titles and they are meaningful. “Michael Jordan--- Head and Shoulder Above the Rest”. Look at yourself, and your head and shoulder are always above the rest of the other parts of your body. It means somebody is much better than others. “Wilt the Stilt --- the Tower of Power” Class, have you ever seen people walk on stilts in the Spring Festival? They are taller than people who don’t. As we know, Chamberlain was even 19 centimeters taller than Jordan. He was not only tall but also full of power and magic on the basketball court. Comprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. (Divide the whole class into two groups) Group A read the first passage about Jordan and group B read the other. And then introduce the basketball player to each other by using the information of the text. (a form of finding topic sentence or generalidea of each paragraph)Now read the recording of the text. Pay attention to the details while listening and reading.2. Fill in the formDuring the 1990s, Michael Jordan was probably the ___________ athlete in the world. He was _________ the most valued player five times. Millions of fans admire his athletic ability, ___________and confidence. Off the basketball __________, MichaelChamberlain. He is the only NBA player who _________ over 50 points per game for an entire season. There is no _________ that he __________ the title “outstanding player of his generation”.Step 5: After you read1. Retell the text2. Introduce the two famous sportsmenModule 1 BasketballPeriod 2 Function -- Expressing Feelings and Emotions■Goal●To learn to describe feelings and emotions■ Procedures心理状态动词的-ing形式与-ed形式1)-ed形式多用来修饰人，描述人的声音、表情或感受；多和人连用，如：an excited girl,/I am tired./He was frightened to death when he heard the news. / He was frightened by the frightening noise. /You looked frightened．2)-ing形式则多用来修饰事物，描述事物的状态或性质。
最新外研版高中英语选修7《module 3 literature》section 3教案.doc
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 cakes 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 by 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 buying 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 babymilk 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 leave a 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.。
高中英语外研版高中选修7Module3Literature-20232316党员示范课
The Unique Drama Culture in ChinaReading for speakingⅠ. Teaching contentThe basic in formation of traditional Chinese opera.Ⅱ.Teaching ObjectsAfter class, students can1)get the right words, phrases, and sentences about Chinese drama culture;2)use the right words, phrases and sentences to make a short speech about the Chinese drama ;3)feel the charming of Chinese drama, love it and set up a sense of inheriting it .Ⅲ. key and difficult pointMake a speech on Chinese drama.Ⅳ.Teaching proceduresActivity 1 Enjoy a video and answer the following questions.1. What is the topic of this video?_______________________________________________________________________2. What elements（元素）related to this topic can you find in this video?________________________________________________________________________3. What else do you know about this topic?________________________________________________________________________Activity 2 Read two passages for detailed information about brief introduction about Chinese opera.Task 1 Read passage 1 and answer the following questions.Traditional Chinese operaTraditional Chinese opera is a popular form of drama and musical theatre in China with roots going back to the early periods in China. It is a mixed performance art that is a mixture of various art forms that existed in ancient China, and evolved gradually over more than a thousand years, reaching its mature form in the 13th century during the(960–1279). Early forms of Chinese theater are simple, but over time they mixed various art forms, such as music, song and dance, martial arts, acrobatics, costume and make-up art, as well as literary art forms to become traditional Chinese opera.There are over a hundred regional branches of traditional Chinese opera today. In the 20th century the emerged in popularity and has come to known as the "national theatre" of China,but other genres like,,,,,,, and are also performed regularly before crazy fans. Their differences are mainly found in the music and dialects; the stories are often shared and borrowed.1.What is traditional Chinese opera?________________________________________________________________2.Beside music and dance, what else art forms can be found in Chinese opera?_______________________________________________________________3.How many regional branches of traditional Chinese opera are there?_______________________________________________________________4.What are main differences among regional branches of traditional Chinese opera?_______________________________________________________________Task 2 Read the passage 2 to get more information about Sichuan opera.Three Types of Face ChangesFace changes are a big part of the magic of Sichuan opera. The actors in these plays almost suddenly change their faces. Doing so expresses different moods. It’s said that the Chinese people developed this art to scare wild animals away but, these days, it serves to draw more and more visitors to the opera.There are actually 3 ways actors use this technique. The first,Wiping Mask, uses cosmetics. Actors put the face paint on in a way that lets them change their faces. This grease paint is removed at the key moment. So, depending on what part of the face the actor wants to change, he or she will put the paint on the forehead, the eyebrows, cheeks or nose. The change occurs by removing the paint while on stage.The most challenging face change is called the Pulling Mask. This requires thinly cut masks that are painted to match the emotion. Each mask is tied with silk thread①to a part of the costume②. While acting, the performer wears all the masks, pasted to his or her face. The masks are removed with the emotional changes of the play. Actors have to be very skilled to perform this face change.While the Wiping Mask uses grease paint or liquid cosmetics③, the Blowing Mask uses powders. In a puff of breath, the actor changes the color of his face, using silver, skin-tone④or gold powder. At the start of the play, a little box is set on the stage. This box holds all the powders needed. At the moment the change needs to occur, he or she will kiss the ground. While posed in this way, they blow into the box. This releases the powder and it is blown onto his or her face. All of this occurs in only seconds while the actor’s breath is held and eyes are closed. By the time they stand back up, the face of the actor is a different color, showing the required emotion.①thread n.线②costume n.戏服③cosmetic n.化妆品④skin-tone n.肤色1.The Sichuan opera actors suddenly change their faces to ___________________.2.Which way is most difficult for actors?A.The Wiping MaskB. The Pulling MaskC. The Blowing Mask3.Match the ways of changing faces to the right explanations.The Wiping Mask A. This requires thinly cut masks that are painted to match the emotion. Each mask is tiedwith silk thread to a part of the costume.The Pulling Mask B. the actor changes the color of his face, using silver, skin-tone or gold powder.The Blowing Mask C. Actors put the face paint on in a way that lets them change their faces. This greasepaint is removed at the key moment.Activity 3 Group work: make a conclusion about the information of Chinese opera we have got today.Pay attention to:1. the number of words is about 100;2. use some connectives like first of all, then, therefor to make your speech logical;_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _____________________________________________________________________________ ——————————————————————————————————————————Activity 5 Share your speech to the whole class.Activity 6 Homework.1.Make a speech in your dormitory.2.Finish Word Study on P89.。
外研版高中英语选修7《module 3 literature》(period 3)word教案
外研版高中英语选修7《module 3 literature》(period3)word教案Period 3 Grammar -- Inversion used for emphasis■Goal●To learn about Inversion■ ProceduresStep1: Learning about Inversion倒装是一种语法手段，用于表示一定的句子结构或强调某一句子成分。
一、从句子结构上看，倒装句可分为完全倒装和部分倒装。
1.完全倒装完全倒装即把整个谓语放到主语之前（使整个谓语动词，而非助动词），谓语形式不作变化。
In came the teacher.比较该句的正常语序：The teacher came in.完全倒装要紧分以下几种情形：(1)here, there, out, in, up, down, now, then, away 等副词置于句首时。
例如：Down fell the rotten branches from the tree.There appeared to be a man in black in the distance.注意：在这些副词引出的倒装句中，当主语是一般名词时用完全倒装句，但当主语是代词时，主语和谓语的位置就不能颠倒。
例如：Here comes the postman!Out he rushed. (不能说：Out rushed he.)(2) 在含有直截了当引语的句子中。
例如：“Where were you born?” asked the man(3) 为了句子的平稳。
例如：Under that tree sits a beautiful girl, who is dressed in white.Lucky is he who has been enrolled into a famous university.如不倒装，句子的语序为：A beautiful girl, who is dressed in white, sits under that tree.He who has been enrolled into a famous university is lucky.不难看出，不倒装的句子显得头重脚轻。
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Module 3 LiteratuteSection 2 The Analysis of the Difficult Sentences from Module 3 Literature1. The bowls never needed washing, as the boys cleaned them with their spoons, trying to eat every bit of soup.粥碗从来用不着洗，孩子们费用汤匙把碗刮得重又明光正亮了才放手，试图吃掉每一点粥。
一、need washing=need to be washed"need"既可以作情态动词，也可以作实义动词，但是它们的用法不同。
1）作为情态动词的“need”的用法与其他情态动词“can”，“may”，“must”的用法基本相同：在限左动词词组中总是位居第一，没有非限左形式，即没有不泄式、-ing分词或-ed分词等形式：第三人称单数现在时没有词形变化：情态动词之间是相互排斥的，即在一个限左动词词组中只能有一个情态动词。
下面是“ne亡d”作为情态动词的用法：a.need表示“需要”或“必须”，通常用于否定句和疑问句。
例如：You needn* t do it again.你不需要再做了。
He needn, t worry about it.这件事他无需担心。
Need he do this homework first?他需要先做这些作业吗？Need they fill in the form?他们需要填表吗？b.在否左句中，可以用need的否泄形式+不立式完成体。
例如：We needn" t have worried.其实我们不必要慌。
You needn* t have mentioned it.你本来不必提起这件事。
You needn* t have said that when he asked.当他问的时候，你其实不必要说。
c.needn' t后的不泄式间或也能用进行式或被动语态。
例如：He needn? t be standing in the rain.他不必要站在雨中We needn" t be waiting in this place・我们不必要在这儿等。
The hedges needn? t be trimmed this week.本周树藹不必要整修。
2）“need”作为实义动词时，通常用法是：A+need +to do物+need 4-doing物+need +to be done另外，“need”后还可以直接跟名词。
请看下而的例子：We need to collect the parcel before we leave for England・去英国之前，我们需要收拾好行李。
We need to tell him the truth.我们需要告诉他真相。
My car needs repairing.我的汽车需要修理。
The flowers need watering・这些花需要浇水。
His leather shoes needs to be mended.他的皮鞋需要修补。
Her room needs cleaning.她的房间需要打扫。
It is a question that needs very careful consideration.这是一个需要慎重考虑的问题。
I need a watch.我需要一块手表。
二、as还可以引导其他从句。
例如：1）引导时间状语从句：He noticed someone nodding to him as he got off the bus.下车时，他注意到有人冲他点头。
2）引导方式状语从句:He told them to watch carefully and do as he did.他要他们仔细观察并照着他做。
3）让步状语从句：Old as he is, he works as energetically as young people.他虽然上了年纪，干起活来却跟年轻人的劲头一样大。
4）引导建语从句：As is announced in today? s paper, he is to visit China next Monday・今天扌艮纸有报道，他下周一将访问中国。
2・ Oliver Twist and his companions slowly starved for three months until finally, they became quite wild with hunger・三个月以来，奥利弗特威斯特和同伴们一起忍受着慢性饥饿的煎熬，到后来饿得快疯了。
with表原因，理由，“为...，因...，”表此用法时多半与表情绪的词连用。
John was in bed with high fever.约翰因发烧卧床。
He jumped up with joy.他因髙兴跳起来。
Father is often excited with wine.父亲常因白酒变的兴奋。
3. There was one boy who was tall for his age, and was not used to being hungry all the time, as his father had kept a small cook shop.其中有个男孩，个子较同龄人髙，而且不习惯总这么挨饿，因为他父亲开过一家小饭铺。
1）used to 和 be used to 的区别ed to + do：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。
Mother used not to be so forgetful・Scarf used to take a walk.（过去常常散步）b.be used to + doing：对……已感到习惯，或“习惯于”，to是介词，后需加冬词或动名词。
He is used to a vegetarian diet・Scarf is used to taking a walk （现在习惯于散步）Are you used to the dry weather there?你们习惯那里的干燥的气候么?She* s been used to driving to work every day.她已经习惯了每天开车去上班。
2）would 和 used toa.和uld与used to ffiSuf用来表示过去经常性或习惯性的动作.以换用。
如：When <e were boys we used to/would go svimming every susmer.小时候•毎到夏天我们都要去游泳.He used to/would spend every penny he earned on books.过去•他通術把挣来的钱全花在买书衬。
uld与used t。
都不能用来茨示动作发生的具体频度或具体的一段时间.例如.不能说：I would,"used to go to France six times・He used to live in Africa for twenty years・上两句应改成：I went to France six times. 我去过法国 6 次.He lived in Africa for twenty years.他在非洲住过 20 年。
b.would与used to的区别主耍冇以卜几点：⑴used to叫捕过去的状态或侑况.would则不能°如：School children used to know the story of how Abraham Lincoln walked five miles to retxirn a penny he* dovercharged a customer・（不能用 would）过去.学校的孩子们都知道亚伯拉罕•林肖花样步行5英里退还多收顾客1便I：的故爭。
Yet. he cannot but reseziber China as it used to be.然而•他不会不记那IH日的中国（不能用 would）。
②would表示反复发生的动作。
如果某一动作没有反复性,就不能用would.只能用used如例如:And from that day on, as soon as the table was cleared and the dishes were gone. Mother would disappear into her sewing room to practice.从那天起.只要碗盘撤掉、饭桌一消理干净.妈妈就专上躲进做针线活的房间练习起来。
（貝有反复性〉I used to live in Dei jins・我过去住在北京。
（没有反奴性〉③used t。
茨示过去经常性或习惯性的动作或状态现在已经结束.would则表示有对能再发生.如：People used to believe that the earth was flat.过去.人们总以为地球足扁平的&（现在L!不再这样认为〉He would go to the park as soon as he was free.过去,他一有空就去公园。
（现在有可能再去）注总：used t。
的否定式和疑何句：过去我不喜欢竝剧。
I used not to like opera. /I usedn' t to like opera. /I didn* t use to like opera.过去你喜欢歌剧吗? Used you to like opera? /Did you use to like opera?Didn* t you use to like opera?你过去不喜戏歌剧吗？You used to like opera, didn' t you?你过去喜欢妣剧.足吗？There used to be a church here, usedn* t there?过去这里冇糜教堂.足不足？。