英语：Unit4 Using language
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Unit4 using language -高一英语(外研版2019必修第一册)
• The boys _w_h_o_ are playing football are from Class One.
正在踢足球的男孩是一班的。
• Is this the girl __(_w_h_o_)__you talked of in your letter?
他就是你在信中谈及的那个女孩子吗？
漂亮的，有趣的， 美味的，困难的， 无聊的，简单的
定语从句
定语从句
从句作定语
在被修饰的名词后面
在被修饰的名词前面 形容词作定语
两种定语
形容词作定语
例句
She is a beautiful woman
比较
形容词在被 修饰的名词
前面
完整的句子 作定语
She is a woman who makes me blush.
定语从句
关系代词
that
who
关系代词 whom
6+3
which
whose
as
先行词所指 人/物 人 人 物 人/物 人/物
在从句中作的成分 主语、宾语 主语、宾语 宾语 主语、宾语 定语(……的） 主语、 宾语
注意
宜用that不宜用who指人的情况： ①当主句是以who开头的特殊疑问句时。 Who is the person that came to see you yesterday?昨天来看你的那个 人是谁。 Who is the man that is shouting there? ②关系代词在从句中作表语。 She is not the girl that she used to be。
我不喜欢你推荐给我的那本书。
• The gold medal (_w__h_ic_h_)she won has been given to her
正在踢足球的男孩是一班的。
• Is this the girl __(_w_h_o_)__you talked of in your letter?
他就是你在信中谈及的那个女孩子吗？
漂亮的，有趣的， 美味的，困难的， 无聊的，简单的
定语从句
定语从句
从句作定语
在被修饰的名词后面
在被修饰的名词前面 形容词作定语
两种定语
形容词作定语
例句
She is a beautiful woman
比较
形容词在被 修饰的名词
前面
完整的句子 作定语
She is a woman who makes me blush.
定语从句
关系代词
that
who
关系代词 whom
6+3
which
whose
as
先行词所指 人/物 人 人 物 人/物 人/物
在从句中作的成分 主语、宾语 主语、宾语 宾语 主语、宾语 定语(……的） 主语、 宾语
注意
宜用that不宜用who指人的情况： ①当主句是以who开头的特殊疑问句时。 Who is the person that came to see you yesterday?昨天来看你的那个 人是谁。 Who is the man that is shouting there? ②关系代词在从句中作表语。 She is not the girl that she used to be。
我不喜欢你推荐给我的那本书。
• The gold medal (_w__h_ic_h_)she won has been given to her
Unit4Usinglanguage高中英语外研版(2019)必修第二册
① Using this way, he solved the problem. 他用这种方法解决了这个问题。
② He used this way and solved the problem.
7. 作伴随状语。
用来说明动作发生的背景或状况。一般情况下, 现在分词 的动作与谓语动词的动作同时进行, 其动作发出者就是句 子的主语。谓语动词是主要动作, 分词是次要动作。
B2U4 Using language
-ing as adverbial
Learning objectives
-ing as a动词-ing形式作状语时,在句中表示时间、 原因、条件、让步、结果、方式或伴随动作 ,相当于对应的状语从句或并列句。
现在分词的逻辑主语必须是句子的主语， 必须和句中的主语含有逻辑上的主谓关系， 否则不能用现在分词作状语。
5_F_e_e__li_n_g_(feel) extremely discouraged, I almost gave up. But thanks to the support of my teacher, parents and friends, I overcame my fears, 6k_n__o_w_i_n_g_(know) that I did the best I could.
(=Because he was anxious about his
child’s safety), he couldn’t fall asleep. 因为担心孩子的安全,他不能入睡。
3. 作条件状语。
通常放在句首,相当于if/ unless等引导的条件状语
从句。
① Using a new method(=If we use a new
② He used this way and solved the problem.
7. 作伴随状语。
用来说明动作发生的背景或状况。一般情况下, 现在分词 的动作与谓语动词的动作同时进行, 其动作发出者就是句 子的主语。谓语动词是主要动作, 分词是次要动作。
B2U4 Using language
-ing as adverbial
Learning objectives
-ing as a动词-ing形式作状语时,在句中表示时间、 原因、条件、让步、结果、方式或伴随动作 ,相当于对应的状语从句或并列句。
现在分词的逻辑主语必须是句子的主语， 必须和句中的主语含有逻辑上的主谓关系， 否则不能用现在分词作状语。
5_F_e_e__li_n_g_(feel) extremely discouraged, I almost gave up. But thanks to the support of my teacher, parents and friends, I overcame my fears, 6k_n__o_w_i_n_g_(know) that I did the best I could.
(=Because he was anxious about his
child’s safety), he couldn’t fall asleep. 因为担心孩子的安全,他不能入睡。
3. 作条件状语。
通常放在句首,相当于if/ unless等引导的条件状语
从句。
① Using a new method(=If we use a new
高中英语 选择性必修三 unit4 usinglanguage 课文串讲
我们22个人就这样在寒冷中生活了四个月。我们的纪律和团队合作精神使我们保持乐观，并帮助我们以 积极的态度成功地克服了恐惧。我们还庆祝生日、庆祝节日，甚至捕获到一只海洋动物也庆祝一番。这 是我一生中永远不会忘记的一段插曲。
我们必须小心，不要经常出门，因为变幻的温度可能会使我们生病。穿衣服太多而太热同穿得太少而变 冷差不多一样危险。汗水可能很快就会结成冰。我们中的许多人还因为燃烧动物脂肪产生的黑烟而生病。 它伤了我们的眼睛，烧伤了我们的肺。
Байду номын сангаас
The twenty-two of us lived like this in the cold for four months. Our discipline and team spirit kept us optimistic and helped us deal with our fears in a positive and successful way. We also celebrated our birthdays, festivals, and even the times when we caught a sea animal. This was an episode in my life that I would never forget.
THE REWARD FOR PERSEVERANCE
锲而不舍的回报
We watched as Shackleton and the boat sailed away from Elephant Island. It was easy to imagine the danger ahead of them. Would they ever return to find us? What might happen to them? What if they were delayed? We fell so alone and desperate. But it was not for long. There was nothing like a good dinner and some music to cheer us up.
我们必须小心，不要经常出门，因为变幻的温度可能会使我们生病。穿衣服太多而太热同穿得太少而变 冷差不多一样危险。汗水可能很快就会结成冰。我们中的许多人还因为燃烧动物脂肪产生的黑烟而生病。 它伤了我们的眼睛，烧伤了我们的肺。
Байду номын сангаас
The twenty-two of us lived like this in the cold for four months. Our discipline and team spirit kept us optimistic and helped us deal with our fears in a positive and successful way. We also celebrated our birthdays, festivals, and even the times when we caught a sea animal. This was an episode in my life that I would never forget.
THE REWARD FOR PERSEVERANCE
锲而不舍的回报
We watched as Shackleton and the boat sailed away from Elephant Island. It was easy to imagine the danger ahead of them. Would they ever return to find us? What might happen to them? What if they were delayed? We fell so alone and desperate. But it was not for long. There was nothing like a good dinner and some music to cheer us up.
新人教版高中英语选择性必修三U4using language课文详解翻译
downtown Chinatown. The cousins chatted with Lin Fei, who
市中心(的)
chat with 与…聊天
定语从句
had moved to Canada many years earlier.
Para 4
“This is the largest Chinatown in Toronto. We have a few more
介词短语作定语，修饰 a city
Overall, Montreal is a city with wonderful sights and sounds.
adv. 一般来说，总体上
声色俱佳
Most of us speak both English and French, and the city has
Standing in the distance, they were astonished惊奇 to see misty
现在分词短语作状语
foggy adj. 有雾的，雾茫茫的
clouds rising from the great Niagara Falls, which is on the south
吐司
奶酪
Para 10
That night the train was speeding along the St Lawrence River
speed v.快速前行
towards the Gulf of St Lawrence and down to the distant east
coast towards the province of Nova Scotia and its largest city,
Unit+4+Using+Language+教学设计 高中英语人教版(2019)选择性必修第一册
选择性必修一Unit 4 Using Language【Teaching Objectives:】1.Teach students to recognize and interpret body language cues.2.Enable students to understand the emotions and feelings behind different body language expressions.3.Create a classroom environment where students feel heard and supported.【Teaching Key and Difficult Points:】1.How to effectively teach students to recognize and interpret different forms of body language.2.How to encourage students to apply their understanding of body language in practical situations.【Teaching Procedures:】Step 1: Lead-inBegin the class with a discussion on the importance of non-verbal communication. Show a short video clip or images illustrating various forms of body language. Engage students in a brainstorming session on what they already know about body language. Highlight the idea that body language can convey emotions, intentions, and feelings.Step 2: Post-readingProvide students with the article "How Do I Know My Students?" from which you've extracted examples of body language.In pairs or small groups, have students read and discuss the article. Ask students to identify instances of body language described in the article and how they relate to the emotions or thoughts of the individuals.Step 3: While-readingActivity 1.1. What does the author suggest about students who lean forward in class?A) They are daydreaming. B) They are engaged and interested.C) They are angry or afraid. D) They are distracted.2. According to the article, why might a student hide their face in their hands?A) They are embarrassed or ashamed. B) They are excited about the lesson.C) They want to avoid eye contact. D) They are happy.3. Why does the author emphasize the importance of reacting to body language in the classroom?A) To make students uncomfortable. B) To assess students' academic abilities.C) To create a supportive learning environment.D) To encourage students to speak more in class.Activity 2. Present a list of common body language cues (e.g., eye contact, facial expressions, posture, gestures). Discuss each cue's meaning and how it can vary in different contexts.Activity 2. Show images or short video clips of people exhibiting various forms of body language. Have students analyze and interpret the body language cues in these examples.Step 4: Post- readingActivity 1. Provide students with real-life scenarios (e.g., job interviews, social interactions, classroom situations). In pairs or small groups, have students role-play these scenarios while paying attention to their body language. Encourage peer observation and feedback on body language cues during role-play.Activity 2. Lead a class discussion on the importance of empathy in understanding others. Discuss how recognizing body language can lead to more empathetic communication. Have students share their insights and experiences on how body language affects their daily interactions.【Homework Assignment】Assign students to observe and record instances of body language in their daily lives.Have them reflect on how recognizing body language influenced their interactions.Encourage students to write a short reflection essay or share their experiences in the next class.。
Unit+4+Using+Language高中英语人教版(2019)选择性必修第一册
Please scan for the structure of the text, and draw a mind map of the passage.
Para.3: Recognize when students are interested or bored
Para.4: Recognize when students are distracted
Meaning
① struggling with what the teacher says.
② wear a serious expression
② daydreaming
③ make eye contact ④ raise his hand and smile
⑤ an absence of eye contact ⑥ have his head lowered
Unit 4 Using Language
Reading for Writing
Prediction
From the photo:
It may be about stories between the teacher and the students in a classroom.
From the title:
it is easy to perceive .... 很容易察觉到... it is sometimes much harder to distinguish ...有时很难区分... be troubled 有烦恼;陷入烦恼 experience anxiety 经历焦虑 have one's arms crossed 手臂交叉 have one's legs closed or crossed 双腿合拢或交叉 guarding their bodies 保护他们自己的身体 wear a frown 皱眉
【课件】Unit4+Using+Language课件-高中英语人教版(2019)+选择性必修第二册+
Para.4 “This is the largest Chinatown in Toronto. We have a few more in the Greater Toronto Area, so you can guess that there are a lot of Chinese people in Canada! Chinese people have been coming here for more than a hundred years. Therefore, we can get all kinds of great food here from all over China,” Lin Fei told them.
1.Which city is the wealthiest one in Canada？ A Toronto. B. Montreal C. Vancouver D. Halifax
2,Which of the following is TRUE about Montreal？ A. They stayed there for several days. B. A photographer took photos for them. C. A photographer suggested they stay longer. D. French is used less widely in Montreal that in Toronto.
Unit 4 Journey Across A Vast Land
Using Language Seeing The True North Via Rail:
Toronto and Montreal
Learning Objectives
1.Which city is the wealthiest one in Canada？ A Toronto. B. Montreal C. Vancouver D. Halifax
2,Which of the following is TRUE about Montreal？ A. They stayed there for several days. B. A photographer took photos for them. C. A photographer suggested they stay longer. D. French is used less widely in Montreal that in Toronto.
Unit 4 Journey Across A Vast Land
Using Language Seeing The True North Via Rail:
Toronto and Montreal
Learning Objectives
Unit 4 Using Language 知识点课件-2022-2023年高中英语选择性必修第一册
词汇精讲 句型剖析
学以致用 单句语法填空 (1)He was embarrassed (embarrass) about the unexpected question then. (2)And most people don’t dance,because they fear embarrassment (embarrass). (3)He was embarrassed to admit (admit) making a mistake. (4)His speech was followed by an embarrassing (embarrass) silence.
词汇精讲 句型剖析
单句语法填空 (1)On my holidays,I will travel around the world.In a word,my life will be much richer and more colourful. (2)Word came that three astronauts had been successfully sent into space. (3)The boss asked him to leave.In other words (word), he was fired. (4)I was very angry and had words with him over money.
ห้องสมุดไป่ตู้
词汇精讲 句型剖析
4.【教材原文】While it is easy to perceive when students are interested,bored,or distracted,it is sometimes much harder to distinguish when students are troubled.(Page 44)
人教版英语必修四unit4Using+language PPT课件 图文
countries, shaking one’s head means “no” while n_o_d_d__in_g_ means “yes”. However, in Bulgaria, parts of Greece and Iran, the gestures have the _o_p_p_o_s_it_e__ meaning. Although there’re many interpretations of our body language, some gestures are _u_n_i_v_er_s_a_l_. The _s_m_i_le_ is the best example. It can be used to express almost any _e_m_o_t_i_o_n_.
7. Body language is the same all over the world. F Body language is sometimes the same, but it is sometimes quite different.
8. Most people can understand each other if they try. T
thumb
A smile /a handshake.
Twisting hands together. Patting or rubbing stomach.
Hanging head.
Smiling, arms open and head back.
Fast reading
Decide which of the sentences are true or false.
clap
1. When youc_la_p___, you move
Unit+4+Using+language 高中英语人教版(2019)选择性必修第二册
“Hello, my name is Jean-Phher, "he said, “and I was wondering where you are from.” “你们好，我叫让-菲利普，是一名摄影师。”他说道，“请问你们从哪里来?”
The girls told him they were from China and were on a train trip across Canada. When they told him they had only one day in Montreal, he said, “That's too bad. You owe it to yourselves to stay longer. Overall, Montreal is a city with wonderful sights and sounds. Most of us speak both English and French, and the city has unique Quebec culture and traditions. There are fantastic restaurants and clubs around, too. Here, we love good coffee, toast, and cheese. And good music, of c姑她总ou娘们的rs们只来e!”告能说oo我ww诉 ，在ee应他 蒙蒙istt该， 特特hto.要她 利利too努n们尔尔seb力s来是逗.e/ls学f自一留tht习o.中座一把d。国声天o某s，色时事th并俱，.归自且佳他功己正的说于应在城道某该进 市:人“做那行 。/某某太横 我事事可跨 们惜加 大了拿 多，大 数你的 人们火 既应车 说该之 英多旅 语待。 ，几得 也天知 说。 法和乐语俱 !” 。乐这部HI他座。eo把w城这owe他市里eitd的拥的tho成有人ims 就独酷aycs归h特爱elife功的美vtoe于魁味mst努北的eund力克咖tys 工th文啡oa作化、rhdis。和吐. h传司ar统和d w。奶o此酪rk外。. ，当这然里，还还有有很动棒听的的餐音馆
The girls told him they were from China and were on a train trip across Canada. When they told him they had only one day in Montreal, he said, “That's too bad. You owe it to yourselves to stay longer. Overall, Montreal is a city with wonderful sights and sounds. Most of us speak both English and French, and the city has unique Quebec culture and traditions. There are fantastic restaurants and clubs around, too. Here, we love good coffee, toast, and cheese. And good music, of c姑她总ou娘们的rs们只来e!”告能说oo我ww诉 ，在ee应他 蒙蒙istt该， 特特hto.要她 利利too努n们尔尔seb力s来是逗.e/ls学f自一留tht习o.中座一把d。国声天o某s，色时事th并俱，.归自且佳他功己正的说于应在城道某该进 市:人“做那行 。/某某太横 我事事可跨 们惜加 大了拿 多，大 数你的 人们火 既应车 说该之 英多旅 语待。 ，几得 也天知 说。 法和乐语俱 !” 。乐这部HI他座。eo把w城这owe他市里eitd的拥的tho成有人ims 就独酷aycs归h特爱elife功的美vtoe于魁味mst努北的eund力克咖tys 工th文啡oa作化、rhdis。和吐. h传司ar统和d w。奶o此酪rk外。. ，当这然里，还还有有很动棒听的的餐音馆
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Reading task on Page 65 – II main idea
Read the passage again and try to find out the main idea of it.
( Students can discuss in groups. )
Main idea: The passage tells us what a primary source and a secondary source are and the difference between them.
Warming up
1. Do you want to get some information everyday? How can you get the information? There are so many ways to get information, but reading newspapers is one of the oldest. 2. Can you guess how complex it is to make news? This class we’ll learn a passage about how to make news. Let’s come to the passage.
Read the following information. Which are primary sources ( P) and which are secondary sources(S). Book Author Date written Life of Julius Plutarch Between 46 Caesar (100 BC --- (Greek) AD and 120 44 BC) AD The Gallic Wars Caesar (France) (Roman) In 50s BC (57 BC --- 52 BC) Julius Caesar Shakespea 1599 re (British) a play
chief editor
news desk editor
Reading -- II Filling the chart Read the passage and finish the chart for the writing and printing process for an article.
•What was Zhou Yang’s first task? •How many people read his article before it was ready to be processed into film negative? Who are they? an editor from his department copy-editor native speaker
1.You go to an
interview to get the information for your story
→ ←
2. You do some research to see if the story is true or not.
↓
another editor to check and the copy-editor to edit the piece and design the main headline and smaller heading You 4. give the article to
Reading -- I Scanning ( 2m )
Read the text and try to get the main idea of it.
( Students can discuss in pairs. )
Main idea: the passage tells us the process of writing and printing for a newspaper article.
3. You begin to write
the story using the notes from the interview.
5. The article is given
to a native speaker to check the use of English and improve the style.
Getting the “Scoop”
Using language
edition department task acf approve process
a. give work to, use for payment b. improve in behavior, intellectual interests, etc; making refined or elegant c. notice; pay attention to d. piece of work to be done, especially hard work e. one of several divisions of a government, business, shop etc. f. first in rank g. confirm; agree to h. careful and exact; free from error i. series of operations j. one printing of a book, newspaper etc.
6. The last stage the
→
article is checked /approved by the chief editor.
↓
8. The first edition of
the newspaper is printed.
←
7. All the stories and photos are set and the colour negatives for the printing are made ready.
Read the passage “Searching for the truth” on Page 65, and make sure the following statements are true or false :
1. When we read about Jia Sixie in our textbook we are reading a primary source. F 2. As we watch the news on TV, the person presenting the programme in the studio is the secondary source. T
Reading -- III Discussion
Now in fours, imagine what the film star has done. Discuss how he might try to lie about it
Reading task on Page 65 – I true or false
3. Photographers sometimes are both primary and secondary sources. F 4. Knowing the difference of primary and secondary sources can help us decide what is a fact and what is an opinion. T 5. Often facts and opinions are mixed in any report. T
S
P S
Assignment 1. Surf the internet to find more information about making news. 2. Try to retell the passage on Page 30.