21版英语《复习方略》外研版:必修2 Module 3.pptVIP

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  • 2021-11-05 发布于北京
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21版英语《复习方略》外研版:必修2 Module 3.ppt

【备选要点】 1. lose vt. 失去; 丢失 【写作金句】 One of the problems with jazz today is that the entertainment aspect of the music has been lost. 今天爵士乐的一个问题是失去了音乐的娱乐方面。 【语块必记】 (1)lose face/heart/weight    丢面子/灰心/减肥 lose one’s job/balance 失业/失去平衡 lose oneself in sth. /be lost in sth. 专心致志于某事 lose one’s way=be/get lost 迷路 (be) lost in thought=lose oneself in thought 陷入沉思 (2) loss n. 失去; 丧失 at a loss 困惑; 不知所措 【语境速测】 单句语法填空 ①She listened intently to the music, ______(lose) herself in its beauty. ② ____(lose) in the forest, we had to remain where we were, waiting for help. ③I was __ a loss when I first entered the classroom with these students. 句式升级 ④He was lost in deep thought, so he didn’t pay attention to what I was saying. (过去分词短语作状语) →__________________, he didn’t pay attention to what I was saying. ? losing Lost at Lost in deep thought 2. compose v. 组成, 构成; 作曲, 创作(音乐) 【文化金句】 Chinese set phrases are a type of traditional Chinese idiomatic expression, most of which are composed of four characters. 成语是中国惯用语的一种, 大多数由四个汉字组成。 【语块必记】 (2)composer     n. 创作者; 作曲者; 作曲家 (3)composition n. 作曲; 创作; 写作 【语境速测】 单句语法填空 ①He’s a _________ (compose) of serious music; I like his music a lot. ②You’ve made several grammatical mistakes in the ___________ (compose). 完成句子 ③委员会由十人组成。 The committee __________________________________ten men. ? composer composition consists of/is composed of/is made up of Step 1 以高考为导向·印证教材基础 Step 2 以核心为根本·探究课堂重点 Step 3 以检测为载体·提升语基能力 Step 4 以话题为主线·锤炼素养技能 核心素养测评 Module 3 Music 高中全程复习方略 内容索引 核心素养测评 Step 1 以高考为导向·印证教材基础 Step 2 以核心为根本·探究课堂重点 Step 3 以检测为载体·提升语基能力 Step 4 以话题为主线·锤炼素养技能 1. influence vt. 影响; 感化; 支配 n. 影响(力); 控制力 【文化金句】 Most Chinese are pretty familiar with the characters, plots and scenes in the Four Great Classical Novels of China, which have profoundly influenced the ideas and values of Chinese people. 大多数中国人对四大名著中的人物、情节和场景都很熟悉。它们已经深深地影响了中国人的思想和价值观。 【语块必记】 (1)influence sb. to do sth.     影响某人去做某事 (2)have an influence on/upon. . .

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