高中英语Module3Literature英美文化欣赏教案含解析外研版选修70926521

最新版英语学习资料 Module 3 Literature 在英国乃至世界文学史上，莎士比亚都有举足轻重的地位，下面让我们走进他的文学世界。 William Shakespeare

Of all the famous English writers，probably the best known is William Shakespeare. He was born in Stratford-upon-Avon in 1564 on April 23rd.His father was an important man in town so Shakespeare had a good upbringing.Shakespeare probably went to school (although no records survive to prove this)but not university.He got married when he was 18 to Anne Hathaway and the couple had 3 children. Shakespeare wrote 38 plays and 154 sonnets (a sonnet is a kind of poem)．He began working in his hometown of Stratford but by 1592 was writing in London.He became rich enough to buy a house in the capital and one in Stratford.He wrote sad stories called tragedies，like Romeo and Juliet，funny stories or comedies，romantic stories and stories about historical figures such as Julius Caesar. Shakespeare died on his birthday in 1616，almost 400 years ago.But why are his works still popular today? His works looked at common human themes，such as betrayal，murder，lust(欲望)，power，ambition and love.These themes are as much a part of human nature today as they were all those years ago and are the themes we see in modern soap operas and Hollywood films.Even though his theatre，The Globe, was burned down in 1613，it was rebuilt in London in 1997 and you can still see his plays performed there today. Shakespeare's influence on the English language can still be felt today.We talk about “fair play”，meaning honest behaviour but this phrase was first used by Shakespeare.He coined the phrase “you can have too much of a good thing”．And it was Shakespeare who came up with the expression to disappear “into thin air” which we still use today when we lose something. Shakespeare's works have been translated into every major language in the world.And perhaps we'll still be as fascinated by his works 400 years from now as we've been for almost the last 400.

外研版精品英语资料（精校版）GRAMMAR倒装在英语中，为了句子结构的需要或强调某一句子成分，往往采用倒装语序。

倒装一般有两种：将主语和谓语完全颠倒过来，即完全倒装；将谓语的一部分（通常是助动词、系动词或情态动词）移至主语之前，即部分倒装。

一、使用全部倒装的情况：★here, there或out, in, up, down, away等副词位于句首且主语为名词时。

如：Here comes the manager you want to see.In came the English teacher who was tall and thin.注意：如果主语是人称代词时，主语和谓语的语序不变。

如：Away she went.Here you are.★当表示地点的介词短语位于句首且主语为名词时。

如：In front of the playground stands a newly-built house.★某些表示祝愿的句子。

如：Long live world peace!二、使用部分倒装的情况：★含有否定意义的副词或连词如hardly, never, not, little, seldom, not only, no longer, no sooner, not until等位于句首时，句子部分倒装。

如：Never before have I read an article that is so full of lies.No sooner had they gotten married than they started to argue.注意：1. not only ... but also连接两个并列分句时，如果not only位于句首，则前一分句倒装，后一分句仍然用正常语序。

如：Not only was the city seriously polluted, but also the streets were crowded.2. not until引导状语从句位于句首时，主句倒装，从句不倒装。

SectionⅡLearning about Language根据汉语或首字母提示，写出下列单词1．The music reminded me of the happy scene(场景)in my childhood.2．Exercise will improve your appetite(食欲) for food.3．Jim was a great support(支持) to us when our father died.4．My father accidentally locked(用锁锁) me out of the house last Saturday.5．Don't laugh.It's cruel(残酷的) to make fun of people's misfortune.6．If you feed your dog on cakes and biscuits，it's not surprising he is so fat.7．He was offered a reward of $10，000 for providing the important clue.8．The picture hanging in my study was painted by a famous artist.9．The little boy came up to his mother and whispered something in her ear.10．“Don't hesitate; seize the first opportunity that comes along！” he said in an excited voice.Ⅱ.拓展词汇根据词性和汉语提示，写出下列单词1．novel n. 小说→novelist n. 小说家2．serve v. 端上(饭菜等)→service n. 服务3．eager adj. 热切的；渴望的→eagerly adv. 热切地；渴望地4．desperate adj.绝望的；非常需要的→desperately adv.绝望地→desperation n. 绝望5．health n．健康(状况)→healthy adj.健康的[寻规律、巧记忆]根据提示补全下列短语1．in astonishment 惊讶地，吃惊地2．stare at 凝视，盯着看3．hold on to 抓紧，握紧4．disagree with 不同意5．in a...voice 用……声音(说)，……声地6．hit sb.on the head 打某人的头7．pick out 挑选出8．put up 张贴；搭建Ⅳ.选词填空选用上述短语的适当形式填空1．He watched the game in astonishment for a while.“I can hardly believe my eyes！” he exclaimed.2．He announced the news in a high voice to the people present at the meeting.3．It's not polite to stare at a girl in the face.4．He held on to the rock to stop himself slipping.5．This store has put up many advertisements throughout the neighbourhood.[寻规律、巧记忆]feed v ．喂养，饲养，为……提供食品(教材P 30)The room in which the boys were fed was a large stone hall ，with a large pot at one end.男孩们吃饭的场所是一间宽敞的大石厅，一口巨大的锅放在大厅一侧。

Teaching Methods
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

3.Where does the man take Oliver?
Grammar(1): Inversion Used for Emphasis
• 英语的正常语序是主语在前，谓语在后。但 有时为了语法的需要或为了强调，把全部谓 语或谓语的一部分提到主语前面，这种语序 在语法称为倒装。除了在疑问句中，句子要 用倒装外，还有一些句子要用倒装。英语的 倒装一般分成两种，一是把谓语动词全部放 在主语前，叫做全倒装。一是把谓语的助动 词部分放在主语前，叫做部分倒装。
•
部分倒装 – only所修饰的副词,介词短语和状语从句放 在句首时， 如： • 1) Only then did he know that he was rejected by the boss. • 2) Only in this way can you collect more stamps. • 3) Only when her father came back was she able to go to school.
一些含有否定意义的副词或连词 如hardly, never, not, not only, little,
c.用so作简单回答时表明前面说的情况也适 用于另一个人， 如： • He likes swimming in summer very much. So do I. • We saw the football match last week. So did they. • The girl can speak fluent English. So can the boy.
• • • •
•
• •
但如果主语是人称代词时，不用倒装，如： Here it is. Down it dropped. – 直接引语的部分或全部放在句首时，如： 1) “Who will come here to help you?” asked the teacher. 2) “I don’t think he will come.” said the girl. – 当介词短语在句首时，如： 1) In front of the old house sat an old woman. 2) On the top of the mountain stands a tower.

高二年级英语教案（外研版选修7电子版3）Senior Two English Teaching Plan（共6个教案）二零二一年March 6th, 2021课时教学设计首页Date:March. 6th第 1 页（总44 页）课时教学流程T: Look at the picture, do you know who he is？Show the following picture or other pictures of Charles Dickens to the students.S: He is Charles Dickens who is one of the England’s most famous novelists.T: Have you ever read his novels?S: Yes, I have read some of his novels such as“The Pickwick Papers”, “Dombey and Son” and “David Copperfield”.S: I have read “Hard Times”, “A Tale of Two Cities”, “Great Expectations” and “The Mystery of Edwin Drood”.T: I am glad that you have read some of Charles Dickens’novels. Our topic of today isrelated to one of CharlesDickens’ novels, “OliverTwist”. Can you guess whenand where the storyhappened? Look at thepicture and have a guess.S: The story happened inLondon in early 19thcentury. From the picture, Ican see that it was just theLondon city of the early19th century.T: Got it. Can you tell me yourreasons?S: From the style of thebuilding and the carriages inthe street, I can judge that itwas the London of the early19th century.主要环节的效果T: Can you tell me somethingmore about Charles Dickensand his novels? V olunteer?Encourage the students totell what have known aboutCharles Dickens and hisnovels.S: It was just here that Dickenswas so true a child of themand of that happy theory sobitterly applied. He was theone oppressed people thatsimply asked for justice; Hewas the one Parish Boy whoinnocently asked for more.T: You have done a good job.With the help of Internet,you got so muchinformation that can helpyou to understand CharlesDickens’ works well.第 2 页（总45 页）课时教学设计尾页第 3 页（总46 页）课时教学设计首页Date:March. 8th第 4 页（总47 页）课时教学流程work in which he directly attacks social institutions, in this case the workhouse system of which Oliver is a victim. Dickens’s travels as a reporter had shown him much of this particular evil, and he was able at the samewhere the boys were fed?2.Why did the bowls neverneeded washing?3.Why did the boys chooseone boy to ask for morefood?4.How did they choose therepresentative to ask forno more; second, boysusuallyhave excellent appetites;third,they have starved for threemonths. As a result, the boysbecame quite wild withhunger.第 5 页（总48 页）课时教学设计尾页板书设计Blackboard Wrting DesignWhen she came in, I was doing my homework.当她进来时，我正在做作业。

高二英语选修7 模块3 literature 整体阅读教案教学案例：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 theeffectsto 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 w hich _________ 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 because he was f at 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。

Oliver was locked in a room and maybe would be hanged
第八页，编辑于星期五：十一点 三十五分。
main idea of each part
Part 1: The living condition of the boys was very
poor and there they suffered from hunger badly.
第二十页，编辑于星期五：十一点 三十五分。
9. They promised a __r_e_w_a_rtdo anyone who
could help them.
10. The children _d_e_s_p_e_r_a_t_el_yexplained what had happened.
第二十一页，编辑于星期五：十一点 三十五分。
第四页，编辑于星期五：十一点 三十五分。
Skimming
What did Oliver ask for? And why?
Oliver asked for more food, because Oliver Twist and his companions in the workhouse were very hungry.
desperate eager employ
reward
seize
support
whisper
第十七页，编辑于星期五：十一点 三十五分。
1. He tried to find work, but no one wanted to ______ heimmp. loy
2. The boy_s_e_iz_e_d_ the bowl of soup and started to eat it.

重点
Write a composition
难点
Main language points in Every day English
基本
设想
Practice and write
教学
过程
教学内容
教法
学法
Step 1
Step 2
Step 3
Step 4
Step 5
Revision:
Ask the students to read their answers to the exercises in the workbook.
Practicing and writing
Practicing and writing
板书Leabharlann 设计Module 3Literature
Every day English and Task
效果
检测
与
校正
教
学
札
记
3. Decide who will play character and who will be the director.
4. Exchange ideas with one or two other students.
5. Act out for the whole class.
Writing:
Write a composition about to describe a scene of one of Charles Dickens’ novels.
Homework:
1. Finish all the Ex. in Workbook.
2. Write a composition about to describe a scene of one of Charles Dickens’ novels on Ex book.

2019-2020年外研版高中英语选修7《Module 3 Literature》（Period 2）word教案■ Goals●To learn sentences about emphatic sentences■ProceduresStep 1: Learning about Emphatic sentencesA cleft( or emphatic) sentence is a device for focusing attention on a particular如：It was in 1975 that I worked in a factory.（强调时间状语）It was in Shanghai that I saw the film. （强调地点状语）It is English that Prof. Lin teaches us. （强调宾语）It is Prof. Lin who teaches us English. （强调主语）It was not until at least 30 seconds had passed that the man was able to speak. (强调not until 句型)Step 2: Correct the statementsExample: It was a bag that Oliver was holding. (books)No, it was books that he was holding.1. It was a man who said, “Go home, your monster.” (woman)No, it was the woman who said “Go home, your monster.”2. It was early that this happened. (late)No, it was late that this happened.3. It was meat that the boys were eating. (soup)No, it was soup that the boys were eating.4. It was Mr. Bumble who gave the boys their food. (the warden)No, it was the warden who gave the boys their food.5. It was Mr. Bumble who was locked in a room. (Oliver)No, it was Oliver who was locked in a room.Example: Did Oliver want more clothes? (food)No, what Oliver wanted is more food.1. Did Charles Dickens write novels about modern London? (Victorian London) No, what Charles Dickens wrote was novels about Victorian London.2. Did Nancy pretend to be Oliver’s mother? (sister)No, what Nancy did was to pretend to be Oliver’s sister.3. Did Nancy terrify Oliver? (the man)No, what terrified Oliver was the man.4. Did Oliver go with the man? (shout for help)No, what Oliver did was shouting for help.。

Module 3 Literature 【美文阅读】狄更斯用现实主义笔法展现了当时广阔的社会风景画，又在幽默讽刺之余宣扬他那理想化的伦理道德观。

在英国及说英语的国家里，他几乎家喻户晓。

读狄更斯笔下的人物形象，其奥秘之处简直可以与《红楼梦》中的人物形象媲美。

狄更斯不管是描绘人物的面貌、气质、谈吐，还是人物的服饰、举止风采，都能让人如见其人，如闻其声。

Dickens' Literary Style and CharactersDickens' writing style is poetic，with a strong comic touch.His literary style is also a mixture of fantasy and realism.Many of his characters' names provide the reader with a hint as to the roles played in advancing the storyline，such as Mr.Murdstone in the novel David Copper field，which is clearly a combination of “murder” and stony coldness.One “character” vividly drawn throughout his novels is London itself.From the coaching inns on the out­skirts of the city to the lower reaches of the Thames，all aspects of the capital are described over the course of his body of work.Dickens is famed(著名的) for his description of the hardships of the working class，his intricate(错综复杂的) plots，and his sense of humour.But he is perhaps most famed for the characters he created.His novels created characters to whom readers could relate.Dickensian characters－especially their typical names，such as Oliver Twist，Pip，David Copperfield and so on－are among the most memorable in English literature.【诱思导学】1．What's Dickens' writing style?_______________________________________________2．What did Dickens describe most in his novels?_______________________________________________【答案】 1.Poetic and a mixture of fantasy and realism. 2.The hardships of the working class in old London.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是学生通过对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，为下一堂课对课文的全面理解起到一个铺垫作用。

1 第一部分 教学设计说明 在英国文学史上，十九世纪是群星灿烂的小说鼎盛时代。而在这些伟大的小说家中，狄更斯则是一颗最为光彩照人的明星。从小饱尝人间艰辛的狄更斯最同情劳苦人民和孤苦无依的孩子。狄更斯是高产作家，他凭借勤奋和天赋创作出一大批经典著作。他又是一位幽默大师，常常用妙趣横生的语言在浪漫和现产中讲述人间真相，以至于马克思也不得不赞叹地称他为“杰出的小说家”。本模块介绍了狄更斯的作品Oliver Twist 和Great Expectations及其生平，掌握文中的词汇，培养语言技能。 该单元的课时划分与设计和教材基本保持一致，即听说课，阅读课，语法课，运用知识课和写作课。在实际教学过程中，建议老师根据学生实际情况以及教学设施教学计划等因素, 对教材和《金色教案》教学设计重新整合与删减以便更加符合本地教学实际，达到理想的教学效果。也可参照我们提出的“实际教学课时划分建议”进行教学。 Period 1 Reading INTRODUCTION Vocabulary and reading 和READING AND VOCABULARY合并为第一课时“阅读课”。 通过了解狄更斯进行课前热身。 读前引导学生以某种形式处理本模块的生词表，如跟读磁2

带、顺序造句、划分音节、词缀学习、辨析讲解等，为阅读课文做好铺垫准备。 读时引导学生从课文形式入手，划分意群、探究谓语、识别

搭配、落实衔接，进而圈定段落主题句，获得篇章结构，理解全文。 读后要求学生在课中或者课后摘录文中的短语、搭配、句型，

并模仿造句、模拟作文，落实、巩固、内化课文学习所得。 在阅读教学过程中教师还可以参考、使用我们提供的“信息转化”手段，如“表格”、“树型图”和“Additional Material/补充材料”，如课文“小结填空”、“难句详解”、“阅读理解单选题”、“高考链接”等，优化教学，提高成效。 最后，教师可以参考或者直接使用我们提供的“closing down”设计结束本节阅读课。 Period 2 Function 第二课时FUNCTION Emphatic sentences是“功能课”，学习强调句的用法”。教学重点是强调句的用法和结构形式。 Period 3 Grammar 课本32页GRAMMAR 1 Inversion used for emphasis为第三课时“语法课”，集中学习和演练Inversion used for emphasis。 Period 4 Writing 学习p37的Reading and Vocabulary(2)描写Philip Pirrip

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。

(一)课前自主学习Ⅰ.阅读单词——————知其意．．胃口；食欲悼念，哀悼，为……哀痛．.淘气的；调皮的．.孤儿.．．[．纵联]婚礼演员阵容，全体演员．.章节．.．麻雀.(营养)作用；滋养.．幸福，福祉；健康.．．指南针，罗盘.公司，企业．.海军．.资料，文件．.喷泉；喷水池．.．一束，一串.．．[]纵联女主人大使.．笼，提灯灯．.行人.．Ⅱ.重点单词——————写其形支撑物．.．．[纵联]抓住绞死；吊死．.拖；拉；硬拽．.．．[纵联]低声地说；耳语报答；回报．.烟雾．.．.吞下；咽下(食物或饮料)(使)窒息，(使)噎住，(使)呼吸困难．.．．[纵联]获得，达到逃跑．.喂养；为……提供食品．.．．[纵联]酬谢；奖赏；赏金尖叫；高声喊叫．.Ⅲ.拓展单词——————通其变．．小说家→．小说.新奇的．．场景；场面→．风景，景色(总称)． .冷酷的→．残酷；冷酷热切的；渴望的→．.．热切；渴望．．端上(饭菜等)→．服务；服侍． .绝望的→．绝望→.绝望地；拼命地；不顾一切地健康的→.．．健康→不健康的.．打算→．．打算；目的；意图→故意的.． .违法地；非法地→.违法的；非法的→(反义词).合法的→.合法地．．分发，分配，分送→．分配，分布．．挨饿，饿死→．(使)挨饿，(使)饿死．．关心，担心.影响到；涉及→.关心的，担心的；有关的→.关于．．积累→．积累，积聚[纵联]．．完成(任务等)，取得(成功)→．成就；完成纵联.“结婚”有好词①．婚礼②．结婚③．婚姻④．新娘⑤．新郎⑥钻戒⑦金项链⑧．宴席纵联.“女性”词缀“­”半边天①．女主人②．女主人③．女演员④．女服务员⑤．女管家；空姐⑥．公主纵联.一起来“抓”①．抓住②．抓住，捉住③．抓住，控制④．攫取，霸占⑤．俘获，夺得⑥．逮捕；拘留纵联.七嘴八舌有话“说”①．低声地说②．说，讲；告诉③ .告诉；讲述④ .交谈，讲话⑤ .说；讲⑥ .演说；向……讲话⑦．沟通；交流⑧ .复述，重讲纵联.词根“­”荟萃①．得到；获得②．获得；赢得③．包含；容纳④．维持；继续⑤．维持；继续⑥．保持；持有纵联.开心记词“奖”多多①．奖赏；奖品②．奖品；奖励③．奖品；奖赏④．奖金；红利⑤．奖学金纵联.动词后缀“­”多积累①积累②(使)加快③提倡，主张④分配⑤欣赏；感激⑥集中单元话题——文学与艺术子话题文学体裁①．小说②．神话③．寓言④．传说⑤．自传⑥．逸事⑦．随笔⑧．评论⑨．散文⑩．诗(总称)⑪童话⑫．抒情诗子话题影视戏曲①．录音棚；工作室②．剧院；戏剧③．戏剧④．喜剧⑤．悲剧⑥．版权⑦．批判主义⑧京剧子话题文学人物①．剧作家②．批评家③．导演④．剧组⑤．人物；角色⑥．全体演员[学考对接·活学活用]高考采撷(一) 阅读中的词汇应用．(·全国卷Ⅰ阅读)' ❶ , ❷， .①在本单元中的同根动词是：，其同义词为：②写出在句中的含义：公司合作；协作。