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英语演讲Chapter-10--Using-Language
Use Familiar Words
Choose Concrete Words
Eliminate Clutter
Using Language Clearly
Using Language Clearly
Imagery
Rhythm
Just as you can be accurate without being clear, so you can be both accurate and clear without being interesting .If you want to move people with your speeches , use vivid, animated language . Although there are several ways to do this ,two of the most important are imagery and rhythm.
to remember. Used sparingly it is a
marvelous way to spruce up your
speeches. Used to excess, however, it
can be laughable and draw too much
attention ,so that listeners get more
Using Language Clearly-Image
1
Concrete Words
2
Smile
$
3
Metaphor
Using Language Clearly-Image
1 1 Concrete words
Choosing concrete words over
高中英语必修三(外研版)2-2Using language教学课件
(2)When the girl entered the room, the boy followed without _h_e_s_it_a_ti_o_n (hesitate)．
(3)她毫不犹豫地接受了我的提议。 She _h_a_d_n_o__h_e_s_it_at_i_o_n_i_n____ accepting my offer. (4)只要你考虑清楚了，就不要犹豫你的决定。 Don't _h_e_s_it_a_te__a_b_o_u_t ____ your decision once you udent gets hungry on the long drives to and from school, Wilson never hesitates to buy them a meal.
如果一个学生在往返学校的长途汽车上饿了，威尔逊会毫 不犹豫地给他们买一顿饭。
(1)hesitate to do sth. 迟疑做某事；不愿做某事 hesitate about/over (doing) sth. (做)某事犹豫不决 (2)hesitation n. 犹豫，迟疑 without hesitation 毫不犹豫地 have no hesitation in doing sth. 很乐意做某事
be generous with sth. 不吝惜某物 be generous to sb. 对某人慷慨 It is generous of sb. to do sth. 某人做某事真是慷慨大方 generously adv. 慷慨地，大方地 generosity n. 慷慨，大方
[即学即练] 单句语法填空
hull(船壳) of the boat. 我迅速地游向父亲并帮助他爬上船。 ③You will be required to assist Professor Smith in preparing a
(3)她毫不犹豫地接受了我的提议。 She _h_a_d_n_o__h_e_s_it_at_i_o_n_i_n____ accepting my offer. (4)只要你考虑清楚了，就不要犹豫你的决定。 Don't _h_e_s_it_a_te__a_b_o_u_t ____ your decision once you udent gets hungry on the long drives to and from school, Wilson never hesitates to buy them a meal.
如果一个学生在往返学校的长途汽车上饿了，威尔逊会毫 不犹豫地给他们买一顿饭。
(1)hesitate to do sth. 迟疑做某事；不愿做某事 hesitate about/over (doing) sth. (做)某事犹豫不决 (2)hesitation n. 犹豫，迟疑 without hesitation 毫不犹豫地 have no hesitation in doing sth. 很乐意做某事
be generous with sth. 不吝惜某物 be generous to sb. 对某人慷慨 It is generous of sb. to do sth. 某人做某事真是慷慨大方 generously adv. 慷慨地，大方地 generosity n. 慷慨，大方
[即学即练] 单句语法填空
hull(船壳) of the boat. 我迅速地游向父亲并帮助他爬上船。 ③You will be required to assist Professor Smith in preparing a
usinglanguage教案设计
Using Language 教案设计一、教学目标：1. 知识目标：（1）让学生掌握基本的日常用语，如问候、介绍、道别等。
（2）让学生学会使用简单的句子结构进行自我介绍和询问他人信息。
（3）让学生了解并运用一些基本的语法规则，如名词、动词、形容词的运用。
2. 能力目标：（1）培养学生具备基本的听、说、读、写能力。
（2）培养学生能够在日常生活中运用英语进行简单的交流。
3. 情感目标：（1）激发学生学习英语的兴趣，培养积极的学习态度。
二、教学内容：1. 第一课时：基本日常用语（1）问候：hello, good morning, good afternoon, good evening, goode （2）介绍：my name is, this is my friend（3）询问：how are you? fine, thank you.2. 第二课时：自我介绍和询问他人信息（1）句子结构：my name is, i am from, i am a（2）询问：where are you from? what do you do?3. 第三课时：基本语法（名词、动词、形容词）（1）名词：boy, girl, teacher, student, book, pen（2）动词：be, have, do, go, e, eat, drink（3）形容词：big, small, tall, short, happy, sad三、教学方法：1. 情境教学法：通过设定各种真实的日常情境，让学生在实际交流中学习、掌握语言。
2. 任务型教学法：通过完成各种小组任务，培养学生的团队合作精神和实践能力。
3. 交际法：鼓励学生在课堂上积极发言，提高听说能力。
四、教学步骤：1. 热身活动（5分钟）（1）教师与学生用中文进行简单的自我介绍。
（2）学生分组，用中文进行互相介绍。
2. 课堂导入（10分钟）（1）教师用英文进行自我介绍，并向学生问候。
高中英语：Using language语言背诵
〖语篇话题〗Unit1 using language爱因斯坦被认为是最伟大的科学家之一，他对世界做出了无数的贡献。
他不仅提出了广义相对论，而且发表了杰出的物理学论文。
他对知识充满热情，使他能够物理和数学方面取得了巨大的成就。
他长得有点古怪，留着浓密的胡子和长长的白发，但他是一个勇敢和善良的人。
不幸的是，据报道他在76岁时去世了，因此全世界都哀悼这位杰出科学家的伟大损失。
〖语言背诵〗Einstein was considered one of the greatest scientists, who made numerous contributions to the world. Not only did he put forward the general theory of relativity, but also he published extraordinary physics papers. He had a great passion for knowledge, enabling him to make great achievement in physics and math. He was slightly odd-looking with a thick moustache and long white hair, but he was a courageous and kind figure. Unfortunately, it was reported that he passed away at the age of 76, so the whole world mourned the great loss of a brilliant scientist.〖语篇话题〗Unit1 using language爱因斯坦被认为是最伟大的科学家之一，他对世界做出了无数的贡献。
英语人教版高中选择性必修二教案Unit 1 Using Language
Unit 1 Science and ScientistsUsing Language Period 1教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“谈论科学研究的经历”（Talk about scientific experiences），听说活动聚焦参观科学博物馆，通过这样的科学探究和体验方式激活学生的相关经历，让学生谈论不同类型的科学探究活动，描述自己参与科学实验和科学研究的经历，与同学交流。
该板块体现了科学与生活、科学与学习的联系。
教学目标在本课学习结束时，学生能够：1. 充分利用图片中的有效信息预测听力内容；2. 听懂谈论科学探究体验活动的对话，把握对话的核心内容和重要细节；3. 口头叙述自己参与科学探究活动的经历，或描述常见的科学现象，与同学交流分享。
教学重难点【教学重点】1. 能够充分利用图片中的有效信息预测听力内容；2. 听懂谈论科学探究体验活动的对话，并运用从中所学知识和词汇叙述自己参与科学探究活动的经历，或描述常见的科学现象，与同学交流分享。
【教学难点】运用所学知识和词汇描述自己参与科学探究活动的经历或常见的科学现象。
教学过程Step 1 Warming-upLook at the photos below, and discuss in groups what these activities have to do with science.1) What can you see in the pictures?2) What is he/she doing?3) Why is he/she doing that?设计意图：讨论图片，引出话题，为听力活动作铺垫。
Step 2 Pre-ListeningThe photos above are related to the conversation you will hear. Using the photos, try to predict the answers to the following questions.1) Where are the people in the conversation going to go?2) What kind of place is it, and what does it focus on?3) What kinds of things can you do there?设计意图：通过图片中的有效信息预测听力内容。
Unit+5+Using+language+教学设计 高中英语外研版(2019)必修第三册
必修三Unit 5 What an adventure!Using language教学设计课题Using language:课标理念本单元属于人与自然的主题语境下关于人与自我的探讨，关于讨论探险家的探险天性、探险意义和探险精神。
本课以学习理解、应用实践、合作探究、迁移创新等方式来发展学生听、说、读、写的综合技能。
内容分析Using language第一部分Past future：通过复习上节课所学文章中的两个句子来引入过去将来时，再通过教科书上的活动来引入第二部分。
第二部分First aid：通过对新单词的意思的讲解，引导学生完成活动五。
第三部分Amazing road trips:通过听一段关于一群人骑318国道为孩童慈善筹款的采访，激活学生的兴趣，了解探险的不易和其探险精神以及探究冒险精神背后的涵义。
教学目标 1.学生能够了解将来时的各种形式，掌握各种形式的适用范围，并正确运用所学语法知识完成语言的输出，达到知识的融会贯通。
2.学生能够在丰富多样的教学任务中循序渐进地对本单元的语法知识进行认识、理解、分析，并在具体的语言环境中对其加以灵活运用，实现将知识内化于心，而外化于行。
3.学生能在小组合作学习的过程中培养自己的团队合作意识。
4.学生能够在自主学习的过程中锻炼自己的独立思考和解决问题的能力。
教学重点 1.学生能正确区分过去将来时的不同形式，并在具体的语境中去灵活运用。
2.理解听力材料表达的主要观点，能够基于听力材料内容内容形成自己的观点并发表看法。
教学难点 1.语法项目的不同形式在不同语言环境中的使用2.引导学生提炼出探险家的优秀品格，学习其探险精神并能联系实际生活和学习。
教学过程教学步骤教学活动设计意图Step-1 Warm up 1.Review the passage of the last class and point out twogroups of sentences and ask Ss the questions:What is the difference between the two groups ofsentences?通过复习上节课的相关知识，激发学生的原有图式。
2019外研版高中英语必修一Unit5 Using Language教学设计
Unit 5 Using Language教学设计●课时内容：本课时内容包括语言知识运用Attributive clauses，与动物有关的谚语Animal idioms以及关于动物的辩论De bating about animals三部分。
Attributive clauses讲解由关系副词why，when，where引导的定语从句，让学生进一步了解关系副词的含义以及在句子中所作的成分，加深对定语从句的理解。
Animal idioms介绍了和动物有关的谚语，妙趣横生，旨在拓宽学生视野，了解东西方文化的差异，培养学生的文化意识和文化素养。
Debating about animals以辩论的形式展开，形式新颖，话题有趣，能充分调动学生的积极性和主动性。
参赛双方就动物是否养在动物园里这一问题展开辩论，双方必须观点鲜明，不能模棱两可。
通过辩论赛，学生能增强逻辑思维能力，增加自身的应变能力、沟通能力、团队合作能力。
同时，学生也能开阔视野，增加知识储备。
●课时目标：1.掌握并记忆本课时的重点词汇authority, source, absent, for the first time, instead of, kill two birds with one stone, when the cat’s away（the mice will play）, hold your horses, rain cats and dogs, 并能在真实语境中灵活运用。
2.通过学习why，when，where引导的定语从句，学生进一步理解关系副词在定语从句中充当的句子成分，并结合先行词的含义，确定正确的引导词。
同时学会分析句子成分，进一步区分关系副词和关系代词的作用和区别。
3.通过查阅、辩论的方式，学生掌握更多常见的与动物有关的习语，以及关于动物园里动物的辩论。
在拓宽视野、扩大知识面的同时，培养学生的思维反应能力和语言表达能力。
2019外研版高中英语选择性必修四Unit4 Using language 板块教学设计
5.Guide students to draw some rules about attributive clauses.
1.Carefully read the underlined sentences and try to understand the logic of them.
2.Rewrite the sentences using attributive clauses.
3.Show the sentences to the class.
4.Checkallthesentences.
5.Draw some rules about attributive clauses.
To practice more about writing attributive clauses.
3.Play the audio record.Ask students to fill in the blanks and answer the three questions.
4.Ask some students to read aloud the completed text and answers to the questions.
anize group work.Discuss and write about something recently bought. Use attributive clauses appropriately.
3.Ask students to exchange their works among group members. Try to improve their works.
anize group work to discuss Questions 1-4.
1.Carefully read the underlined sentences and try to understand the logic of them.
2.Rewrite the sentences using attributive clauses.
3.Show the sentences to the class.
4.Checkallthesentences.
5.Draw some rules about attributive clauses.
To practice more about writing attributive clauses.
3.Play the audio record.Ask students to fill in the blanks and answer the three questions.
4.Ask some students to read aloud the completed text and answers to the questions.
anize group work.Discuss and write about something recently bought. Use attributive clauses appropriately.
3.Ask students to exchange their works among group members. Try to improve their works.
anize group work to discuss Questions 1-4.
教学设计7：Using language
Using language一、教学内容本课是人教版必修五unit 2 The united kingdom Using language中的阅读文章，该文本具体介绍了萍玉在英国伦敦为期四天的游览历程。
文本中含有大量的非谓语动词和对景点的介绍的句子，因此学生可以通过学习文本，把文本作为范文进行写作练习。
二、教学对象分析本课例授课对象为普通中学高二年级两个平行班学生，学生英语基础较薄弱，授课内容是人教版高中英语教科书必修五Unit2 The United Kingdom中的using language部分。
三、教学目标这是一节读写课，通过对using language的reading passage中语言知识和语境知识的学习，帮助学生掌握文章体裁的语篇结构和语言特点，学生能够结合已有的各种写作技巧进行创作。
四、教学重难点培养学生的阅读技能和写作技能。
五、教学方法1. 以学生间的pair work和group work为主。
2. 利用多媒体及图片促使学生语言运用能力的提高。
六、设计理念及思路Badger和White结合了过程教学法和体裁教学法的优点，提出了“过程体裁教学法（process genre approach）”。
过程体裁教学法认为写作应包括语言知识、语境知识、写作目的和写作技巧等要素。
写作目的、语言知识和语境知识可以为学生提供足够的输入，使学生有话可说。
调动学生的写作潜力、写作技巧的训练可以使学生知道怎么说。
因此，教师把写前的阅读文本的处理作为写作教学的一个重要组成部分。
在写作前有针对性的对阅读材料的内容、话题、语言、篇章结构、词汇等进行分析，开展有效的输入性教学活动，从不同层面和不同角度来解决学生在写作中遇到的各种问题。
而学生通过运用阅读文本中的词汇、句型、语篇结构，结合各种写作技巧进行写作，不仅加深了对阅读文本的理解；还拓宽了思维，提高了语用能力，形成一种以读促写的良性循环模式。
七、教学步骤Step 2 Reading for structureStudents read the passage quickly and answer the questions. How is the passage organized, in order of time or place?In order of time.How did Pingyu plan her three days?TowerSt Paul’s CathedralWestminster AbbeyBig BenBuckingham PalaceGreenwichHighgate CemeteryBritish Museum(Leaving London)。
外研版(2019)选择性必修第二册Unit 4 Using language 课件
五、It is+形容词
如:strange/natural/surprising/obvious/true/fortunate/wonderful /funny/possible /impossible/likely/unlikely/clear/unusual/certain/important...)t hat...如: It is certain that he will win.他一定会取胜。 It is important that we should learn from each other and help each other.
4.It is stupid
பைடு நூலகம்
of you to make such a mistake.
5. It is a pleasure to be with you.
6.It is a fact that she won the first place.
用it有关句式完成句子
1.你最好先完成你的家庭作业。
外研2019版选择性必修第二册
unit4 Using language
新课导入
找出下列句子中it的指代内容
1.It was clear enough what she meant. 答案:what she meant 2.It hasn’t been made clear when the new road is to be opened to traffic. 答案:when the new road is to be opened to traffic 3.It is no use asking him. 答案:asking him
2.It be+形容词+for sb.to do sth.与It be+形容词+of sb.to do sth. 如果句型中的形容词描述的是sb.的品质、品格, 在逻辑上可以作sb.的表语,则sb.前应用介词of,否 则就用for。如: It’s necessary for us to use a short-wave radio to
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Using languageTeaching goals 教学目标1. Target language 目标语言2. Ability goals 能力目标Enable the students to learn to use the -ing form as the attribute, the object complement and the predicative.3. Learning ability goals 学能目标Help the students learn how to use the -ing form as the attribute, the object complement and the predicative.Teaching important points 教学重点Let the students know the members of the sentence and the structures of the sentences with the -ing form.Teaching difficult points 教学难点Help the students to tell the -ing form as the predicative and the usage of the present continuous tense.Teaching methods 教学方法Practice and conclude.Teaching aids 教具准备A computer and a projector.Teaching procedures & ways 教学过程与方式StepⅠDiscovering useful structuresThere are two steps in this step. One is to revise the usage of the -ing form which the students have learned in Unit 2. The other one is to learn the new usage of the -ing form.Task 1 RevisionT: Now let’s have a revi sion about the -ing form used as the subject and the object. Here are some sentences for you to translate.1. Talking to him is talking to a wall.2. Smoking may cause cancer.3. Walking is my sole exercise.4. Talking mends no holes.5. I suggested bringing the meeting to an end.6. He admitted taking the money.7. I couldn’t help laughing.8. Your coat needs brushing.Suggested translation:1. 和他说话等于对牛弹琴。
2. 吸烟会致癌。
3. 散步是我唯一的运动。
4. （谚）空谈无济于事。
5. 我建议结束会议。
6. 他承认钱是他拿的。
7. 我禁不住笑了起来。
8. 你的大衣需要刷一下了。
Task 2 New usage of the -ing formAsk the students to look at Exercise 4 on Page 20. And then work in pairs to finish the Exercise. In order to make sure the quality, the teacher can ask some of the students to explain some of the phrases in the Exercise.T: Now let’s finish the Exercise 4 on Page 20. I’ll give one minute for you to check your answers. Because you have done this in the homework, I think one minute is enough. And then I’ll choose some of them to let you explain. But before doing this you’d b etter pay attention to the example. In the example, we can use for ... phrase or an attributive to explain the -ing phrases. Are you clear?Ss: Yes.T: Ok, do the Exercise now.One minute later.T: Well, what does cooking pot mean?S1: A pot that is used for cooking.T: What does operating table mean?S2: A table for operating.T: What does drinking horse mean?S3: It means a horse that is drinking water.T: It seems that you have master the usage of the -ing form as attribute. Now, let’s look at the Exerci se1 on Page 21. What does it tell us to do?S4: It tells us to find the sentences in the reading passage where the -ing form isused as the object complement.T: Can you find some?S4: Yes. In fact we have done this work in the last period. But I don’t und erstand what object complement means.T: This is a good question. The object complement is used to explain what object has done, or doing, or to do. Or we can think that the speaker wants to express his/her meaning more completely. Of course, in this unit we only study the -ing form as the object complement. The structure of the sentence with an object complement is: (Show the following on the screen.)Subject + Predicate + Object + Object complementAre you clear now?S4: Yes.T: Now, let’s look at Exercise 2. Have you done this?Ss: Yes.T: Ok, now let’s check the answers for this Exercise. Who would like to say your answers out?Teacher can ask 9 students to read the 9 complete sentences to check the answers. If there are some questions, teacher should give students some explanations, and make some changes if there are some incorrect answers.T: Well, can you analyze the part of speech of the -ing form in the 9 sentences? S5: In the first three sentences the -ing form is used as object complement.T: Right. Have you found the same structure in other sentences?S5: Yes. In the fifth, the sixth, the seventh, the eighth and the ninth sentence, the -ing form is also used as the object complement.T: How about the rest?S5: In the fourth sentence, the -ing form is used as the attribute.T: Quite right. Now I think we can go on to do Exercise 3. Let me see if you have finished this Exercise.Teacher walks around, the students are asked to check their answers.T: I’m very glad that most of you have finished the exercise. But some of you need to be more deligent. Next time I’ll specially check your answers. Well, the structure of the sentences has been given. Can you tell me the structure?S6: Yes, I can. The words in the left column are the subject. The -ing forms in the middle column are the attribute. And the words in the right column the words are used as the predicate, and so on.T: Right. Now I’d like you to read out one of your sentences and then translate it. Who can?S7: The boy climbing the mountain is a friend of my brother. 爬山的那个男孩儿是我哥的一个朋友。