必修一第4章复习助学稿

【课题】第四单元复习案新闻类文本阅读技巧高考要求（选考内容）：阅读评价中外实用类文本。

了解新闻、调查报告、访谈、传记、科普文章等实用类的文体基本特征和主要表现手法。

准确解读文本，筛选、整合信息。

分析思想内容、构成要素和语言特色，评价文本产生的社会功用，探讨文本反映的人生价值和时代精神。

1、新闻的特点是及时、准确、真实。

要求必须保证所报道的事实确有其事；必须保证构成新闻事实的基本要素——时间、地点、人物、事件、原因、结果的真实准确；必须保证事实中人物的语言、动作、心理活动的真实准确；必须保证事实报道中所涉及的各种资料真实准确。

要注意感受它的真实性、时效性和受众性(足够的受众及传播价值)特点。

新闻真实性的突出：一是根据采访经过突出真实性；二是根据对新闻现场的客观反映突出真实性；三是根据准确的数据突出真实性；四是从细节描写的角度突出真实性。

这四个方面也是回答的一般解题思路。

2、新闻一般由标题，导语，主体，背景，结语五大部分构成。

新闻写作常常按照“最重要材料（导语）——次重要材料——更次要材料——最次要材料”的“倒金字塔”结构，即先讲重要的结果，再事实经过。

⑴新闻标题。

新闻标题是在新闻之前对新闻内容加以概括或评价的简短文字，是新闻中常考的一个考点。

新闻标题分引题、正标题、副标题。

正标题的作用:划分与组织新闻内容、揭示新闻内容、评价新闻内容、吸引读者阅读。

引题的作用:交待背景、烘托气氛、揭示意义、提出问题、说明原因(目的)。

副标题的作用:交待事情结果、补充次要事实、印证主题中的观点、解释主题的含义。

标题作用：揭示新闻的内容，传递新闻的主要信息；评点新闻的事实，引导读者理解新闻主题；增强新闻的可读性，吸引更广泛的读者层；表达记者观点和感情。

(2)新闻导语，就是用最精粹的文字，简明扼要地把最重要、最新鲜的事实及其意义表达出来，是消息中最有价值的部分。

导语是一篇文章总的概括，需要开门见山，因此它位于新闻正文的开头。

必修一第三四单元复习学生资料第一课时一、基础积累1、字音徘徊长歌当哭菲薄踌躇桀骜黯然噩耗肆无忌惮喋血攒射屠戮和蔼浸渍殒身不恤洗涤绯红尸骸创伤作揖租赁篱笆解剖堕入拍摄创伤纤巧忏悔琐事①刺②难③朝④调⑤佛⑥爪戊戌叱咤莅临精悍激亢箜篌酣畅显宦谦逊涕泗①屏②角③禁④强⑤着⑥差2．辨形组词①②③① ②③ ④⑤2．近义词辨析(1)包含·包涵①在界定信息化战争时，应该把机械化______进去。

②本文作者之一，蔡先生的名字有误，实是出于电脑的原因，我们在此向蔡先生致歉，请蔡先生多多______。

(2)接收·接受青海省玉树地区发生地震后，市民政局、市慈善协会迅速行动，全力做好社会各界捐赠______工作，同时，将捐赠款项在市民政局网站上公示，并及时更新，______社会各界监督。

(3)常常·往往在中美商务和政治关系中，______缺乏正确的声音与手段缓和合作气氛和增加相互之间的理解。

在我们的双边关系中，最重要的______不是我们说什么，而是我们在什么时候如何去说。

(1)启迪·启发①江苏泰州的梅兰春酒业就是我们在做好大企业品牌的同时接手的一个小企业案例，对中国广大的中小企业更有______意义。

②张俊提出的“留住雷锋的人”这个概念给了我们很大，我们正在考虑，是不是在最后加入雷锋死后他的战友沿着雷锋足迹重走雷锋路的细节。

(2)弥漫·迷漫①在庆祝建国六十周年的日子里，大街小巷里______着快乐的氛围。

②今天早晨，因为大雾______，京沪高速公路被迫封闭。

二、课文内容阅读理解：1.“我也早觉得有写一点东西的必要了，这虽然于死者毫不相干，但在生者，却大抵只能如此而已。

倘使我能够相信真有所谓“在天之灵”，那自然可以得到更大的安慰，——但是，现在，却只能如此而已。

”作者为何要反复说“却大抵只能如此而已”“却只能如此而已”？2.“我将深味这非人间的浓黑的悲凉”这一句中运用了什么修辞手法？有什么作用？3. “真的猛士，敢于直面惨淡的人生，敢于正视淋漓的鲜血。

高三总复习必修一UnitFourUnit four Earthquakes一、重点导学根据所给句子判断知识点的词性词义，并归纳其用法1、burst 词性：词义：※ 原句再现In the city, the water pipes in some buildings crached and burst. 城市里，一些大楼里的水管爆裂。

※ 拓展学习The square is bursting with tourists.I felt as if my heart would burst with joy.The police burst through the door.There was a burst of laughter in the next room.He burst in on our conversation.The speaker burst into angry speech.The woman burst out crying like a child.I am bursting to tell you the news.※ 重点操练Somehow or other, the baby______ into tears.(突然大哭)2、suffer 词性：词义：※ 原句再现The suffering of the people was extreme. 人们极度痛苦。

※ 拓展学习He suffered terribly when his mother died.If I lost, my self-esteem will suffer.He suffered no painI suffered most from lack of rest.I am suffering from a cold.※ 重点操练_______ such heavy pollution already , it may now be too late to clean up the river .（由于受到）3、reach v. 词性：词义：※ 原句再现The number of people who were killed or injured reached more than 400,000. 伤亡人数达到四十多万。

Unit 4 Natural Disasters —2022-2023学年高一英语人教版（2019）必修第一册大单元“四步复习法”第二步：单元思维导图回顾知识第三步：单元重难知识易混易错定语从句一、定义1.在主从复合句中，对某一名词或代词起修饰作用的从句叫定语从句。

被修饰的名词或代词叫先行词，引导定语从句的词叫关系词。

2.关系词分为关系代词(that，which，who，whom，whose，as等)和关系副词(when，where，why等)两类。

二、关系代词引导的定语从句1.who引导的定语从句[合作探究]The children who were injured in the car accident are being treated in the hospital now.目前，在车祸中受伤的孩子们正在医院接受治疗。

Danny was the man who we rescued from the ruins.丹尼是我们从废墟中救出来的那个人。

[自主发现1]who指人，在定语从句中可以充当主语、宾语。

2.whom引导的定语从句[合作探究]Rose is the person (who/whom) you should care about.罗丝是你应该关心的人。

The boy(whom) the teacher often praises is their monitor.老师经常表扬的那个男孩是他们的班长。

[自主发现2]whom指人，在定语从句中作宾语，可省略，也可用who代替。

3.whose引导的定语从句[合作探究]I know the person whose house was destroyed in the earthquake.我认识那个人，他的房子在地震中被摧毁了。

He lives in a room whose window faces north.他住在一个窗子朝北的房间里。

高中英语必修一unit4范文Learning a new language can be a daunting task, especially when it comes to mastering the intricacies of grammar and vocabulary. However, for high school students, the study of English as a compulsory subject under Unit 4 can be a transformative experience that not only enhances their linguistic abilities but also opens up a world of opportunities. In this essay, we will explore the significance of this unit and its impact on students' personal and academic growth.Firstly, Unit 4 of the high school English curriculum focuses on developing students' proficiency in various aspects of the language. From exploring the nuances of sentence structure to delving into the richness of English vocabulary, this unit equips students with the foundational skills necessary for effective communication. By mastering the grammatical rules and conventions of the language, students gain the confidence to express themselves clearly and coherently, both in written and oral forms.Moreover, the content covered in Unit 4 extends beyond merelanguage mechanics. It encompasses the study of diverse literary genres, including fiction, poetry, and non-fiction. This exposure to a wide range of literary works not only enhances students' reading comprehension but also fosters their appreciation for the art of storytelling and the power of language. As they engage with these texts, students develop critical thinking skills, learning to analyze and interpret the deeper meanings and themes that lie within.One of the key benefits of Unit 4 is its emphasis on practical application. Through a range of activities and exercises, students are encouraged to put their newly acquired skills into practice. This includes tasks such as writing persuasive essays, delivering oral presentations, and engaging in group discussions. These hands-on experiences allow students to hone their communication abilities, preparing them for the demands of higher education and the professional world.Furthermore, the study of English under Unit 4 transcends the boundaries of the classroom, offering students opportunities to explore the language in real-world contexts. Field trips, language exchange programs, and international study opportunities can all be integrated into the curriculum, providing students with the chance to immerse themselves in authentic linguistic and cultural experiences. These enriching activities not only deepen their understanding of the English language but also foster a global perspective and anappreciation for cultural diversity.In addition to the academic benefits, Unit 4 also contributes to the personal growth and development of high school students. The process of learning a new language can enhance cognitive abilities, such as problem-solving, critical thinking, and memory retention. As students navigate the complexities of grammar and vocabulary, they cultivate a sense of discipline, persistence, and resilience – skills that are invaluable in all aspects of their lives.Moreover, the study of English under Unit 4 can have a profound impact on students' self-confidence and self-expression. By mastering the language, they gain the ability to effectively communicate their thoughts, ideas, and emotions, empowering them to engage with the world around them in a more meaningful and confident manner. This, in turn, can lead to improved social interactions, enhanced academic performance, and a greater sense of personal fulfillment.In conclusion, the significance of Unit 4 in the high school English curriculum cannot be overstated. Through its comprehensive approach to language learning, it equips students with the necessary skills and knowledge to thrive in an increasingly globalized world. By fostering linguistic proficiency, critical thinking, and cultural awareness, this unit lays the foundation for students' future success,both academically and personally. As high school students embark on this journey of language acquisition, they can look forward to the transformative experience that Unit 4 has to offer, ultimately shaping them into confident and well-rounded individuals.。