摘要:
该高中英语知识清单系统整合了教材语料积累与续写语料运用内容,涵盖情感及动作描写词汇、多类型描写句型两大知识范畴,为学生搭建从基础语料识记到语境化语用实践的渐进式学习支架。
清单采用“词汇功能分类+句型情境匹配”的方式构建知识体系,如将frustrated等情感词汇、suspect, trace等动作词汇分类梳理,搭配情绪、人物、动作描写句型示例,培养学生的语言能力和学习能力。特别设计续写语料填空练习,如用suspected, cast, defend等词汇完成情境语段,实现语料从输入到输出的转化,不同水平学生可通过练习巩固运用,教师能据此设计分层教学活动,提升课堂语用训练实效。
内容正文:
教材语料积累
词汇
情感描写
frustrated adj.懊恼的;沮丧的;失意的
动作描写
suspect vt.& vi.怀疑;疑有;不信任
blame vt.把……归咎于;责怪;指责
decrease vt.& vi.(使大小、数量等)减少;减小;降低
cast vt.投射;向……投以(视线、笑容等);投掷
pour vt.倒出;倾泻;斟(饮料)
trace vt.追溯;追踪;查出
defend vt.保卫;防守;辩解
assistant n.助理;助手→assist vt.帮助;协助
break out (战争、打斗等不愉快的事情)突然开始;爆发
句型
1.As a young doctor,John Snow became frustrated because no one knew how to prevent or treat cholera. (情绪描写)
2.Described by the authors of the Story of Qian Xuesen as a man with “great scientific thought and scientific spirit” who was patriotic and served his homeland with effort,achievement,and devotion,Qian was an extremely well-respected man. (人物描写)
3.Qian read a lot and was extremely knowledgeable,especially in the area of frontier science research. (人物描写)
4.During the question and answer period after one of Hoyle’s lectures,Hawking stood up and pointed out that Hoyle had made a mistake in his maths. (动作描写)
5.Besides being brilliant,he was brave,though sometimes careless in what he said or did.He was willing to say what others were afraid to say,and to dream of what others were afraid to dream about.Furthermore,he was quite determined. (人物描写)
续写语料运用
请从以上语料中选择合适的词汇,完成以下语段,然后核对答案并背诵该语段。
我被怀疑偷了这位女士的金戒指,这使我面带愁容。我是如此沮丧以至于泪水像洪水一样顺着脸颊流下来。后来,我想我为什么要代人受过呢?因此我尽最大努力追踪真正的小偷以捍卫我的清白。在朋友们的帮助下,我深信我会证明我是被冤枉的。
I 1.was suspected of stealing the woman’s gold ring,which 2.cast a cloud of gloom over my face.3.So frustrated was I that tears poured down my cheeks like a flood.Then I thought why I should 4.take the blame for somebody else’s mistakes.So I tried my best to 5.trace the real thief to defend my innocence.With my friends 6.assisting me,I was greatly convinced that I would prove that I was wronged.
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