高中英语必修五：UNIT4Using language
Unit4 Using Language 单词拓展(讲义)高中英语人教版(2019)选择性必修第四册
选择性必修四Unit2 Using Language 单词拓展1.sum up 总结；概括to sum up 总之（做状语）2.with的复合结构with+宾语+adj./adv/介词短语(表示状态)with+宾语+现在分词(表示主动或进行)with+宾语+过去分词(表示被动或完成)with+宾语+动词不定式(表示未做)3.distribution (n).分布;分配;分发geographical distribution 地域分布fair distribution 公平分配food distribution食品分配the distribution of sth.分配某物make the distribution (=distribute) 分发distribute (vt).使分布,分散;分配;分发distribute sth. to/among……把某物分配/分发给……搭配distribute sth. into……将某物分成distributor (n) 经销商；分销商distributive (adj) 经销的；分销的4.phase (n) 阶段；时期the initial/final phase of the project工程的初始/最后阶段a critical/decisive phase 关键性/决定性阶段phase (vt).分阶段进行;逐步做phase in 逐步采用;逐步引入phase out 逐步淘汰;逐步废除5.部分否定的常见用法:①all 的否定式: not all../all….not并非都……，不是所有的都……Eg:Not all bamboo grows tall.并非所有的竹子都会长得很高。
②both的否定式: not...both/both...not并非两个……都……Eg:I don't want both the books.我不是两本书都要。
③every修饰并构成的复合不定代词的否定式:不是每……都……Eg:This flower is not seen everywhere.这花并不是随处可见的。
Unit4 using language -高一英语(外研版2019必修第一册)
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
人教课标版高中英语必修1 Unit4_Using_Language长难句型精析
Unit4 Using Language长难句型精析have+宾语+宾补“have+宾语+宾补”是“have+复合宾语”结构。
have sb. do sth.=make/let sb. do sth.=get sb. to do sth.让某人做某事have sb. doing sth.让某人一直做某事；让某人一直处于某种状态have sth. done使某事被做教材原文Our office would like to have you speak to the park visitors on July 28 at 11:00 am.我们办公室想让你在7月28日上午11点给来公园的参观者演讲。
本句是一个简单句，have you speak是“have+宾语+宾补”结构，此处have是使役动词，意为“让，使”。
经典例句①The soldiers had him stand with his back to his father.这些士兵让他背对着他父亲站着。
②He had us laughing during the lunchtime.他使我们在午饭期间一直笑个不停。
③Before we left we had a photograph taken together.临走前，我们一起拍了一张照片。
即时训练语法填空1.I had my daughter ______________ (practice)talking in English every week.2.I won't have him ______________(shout) in the classroom.3.The doctor said she had better have the medicine ______________(take)half an hour after a meal.答案：1.practice句意：我让女儿每周练习用英语交流。
高中英语(人教版必修5)教师用书：Unit 4 Section_Ⅲ Learning_about_Language_-_Using_Language (含答案)
Section_ⅢLearning_about_Language_&_Using_LanguageⅠ.Choose the best answer according to the text.1．What was his first task after Zhou Yang interviewed a famous film star? A．To write his story.B．To judge whether the man had been lying.C．To be accurate.D．To check the evidence.2．The first person who saw his article should be ________.A．the copyeditorB．the native speakerC．an editor from his departmentD．the news desk editor3．Who approved Zhou Yang's story after reading?A．The chief editor. B．The native speaker.C．The news desk editor. D．The copyeditor.答案：1～3 ACAⅡ. Fill in the blanks according to the text.Position DutiesEditor To arrange the edition.Journalist To have a(n) 1.interview and then write the story.Senior editor To 2.check the evidence, read the article and pass it on to the copy editor.Copy editor To edit the 3.piece and design the main headline and smaller heading.Native speaker To 4.polish the style of the language.Chief editor To read and 5.approve the article.To show the 6.evidence in order to get the facts straight.7.News_ To work on all the stories and photos until all the pagesdesk_editor are 8.set.词义配对1．edition A．correct and true in every detail2．department B．to deal with3．accurate C．having a higher position, level, or rank4．senior D．the form a newspaper is produced in5．polish E．an arrangement for a meeting6．approve F．one of the groups of people working together7．process G．to make something shiny by rubbing it8．appointment H. to think that sb./sth. is good, acceptable or suitable 答案：1～5 DFACG 6～8 HBE1．senior[教材原句] The first person who saw his article was a senior editor from his department.第一个看到这篇文章的人是他们部门的一位编审。
Unit 4 Using Language(教案)-高中英语人教版(2019)选择性必修第一册
3.practice listening to make inferences;
4.grasp some expressions about asking for and giving clarification;
5.cooperate with group mates actively through checkingtheir writingstogether.
教学
主题
该部分的活动主题是“描述课堂里的肢体语言”（Describe classroom body language）。选择这一主题的目的是体现肢体语言与学生的学习以及教师的教学之间存在紧密的关系，从而将课堂讨论的主题与学生的生活进行关联。
教学
重点
1.引导学生在阅读前结合文章标题和图片做预测，培养学生的预测能力；
2.引导学生通过阅读语篇，理解课堂中肢体语言的含义；
3.引导学生掌握文章的脉络结构，学习文章中优秀的表达。
教学难点
1.引导学生运用所学知识，写一段话来描述自己的绘画所表现的肢体语言并解释其含义。
2.引导学生通过协作交流，相互学习，培养学生的合作精神。
2.引导学生听前做预测；在听中听懂并理解和讨论肢体语言的应用场景及相关对话；
3.引导学生能够在听力语篇中运用推理策略正确判断说话人的关系、对话发生的场景、说话人
的真实意图等。
教学难点
1.引导学生在口头交流中能运用澄清和要求澄清的口语策略完成有效的交谈；
2.引导学生能根据意群做适当的停顿，流利且自然地朗读文章。
备注
Unit 4 Using Language 教案-高一英语人教必修一
Unit 4 Body LanguageUsing Language教学设计〔2〕Describe classroom bodylanguage科目：英语课题：Using language 课时：1课时教学目标与核心素养：知识目标：掌握肢体语言的表达方式。
能力目标：能够运用肢体语言表达法完成写作任务。
情感目标：激发学生的学习兴趣。
教学重难点教学重点：核心词汇tendency, occupy, stare, perceive, distinguish, anxiety, embarrassed, ashamed, merely, bother, adjust, react, in other words, 使役动词have 的常见用法。
教学难点：引导学生仔细阅读并模仿使用肢体语言的表达法。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in学生活动：根据语篇标题预测语篇内容。
教师活动：As a student, what different feelings have you ever experienced in class? What kind of body language are you aware of?How does a teacher know what’s going on in the mind’s of his/her students?different feels: interested, bored, amused, distracted, troubled, anxious二、While- class学生活动：1、阅读语篇，验证预测内容，找出每段的作用或大意，完成下表，以梳理语篇结构，了解全文框架。
2、学生再次阅读语篇，答复活动1中的四个问题。
教师可根据学生答复的情况进一步追问他们是如何找到答案的，并鼓励学生结合这些问题发表自己的观点或感受。
2020高中英语 Unit 5 Music Period 4 Using Language课后阅读训练 新人教版必修2
Unit 5 Music Period 4 Using Language课后阅读训练Ⅰ. 完形填空Do you know one bird whose name is crow(乌鸦)?Here is a story about one ofthem. There was once a lazy crow,who thought it was too much trouble to 1 food. “Caw!Caw!”he said,“If someone brought me my food every day,I’d be very2 !”One day,he saw a(n) 3 pigeon flying by. “How happy and well-fed it looks,”the crow said to himself. So the crow 4 the pigeon until they came to a 5 . There were some other 6 there too. Before long,an old man came along and brought them a large bag of food. When the man had gone,the crow flew over to the pigeons. “Caw!Caw!”he said. “Can I7 you?”“No,you can’t!”8 the pigeons angrily. “We don’t know you. ”The crow went home feeling 9 . But he suddenly had a(n) 10 . “I’ll paint my11 grey,”he said,“and then the pigeons will12 I am one of them. ”After he finished the painting,he flew off to the park and was 13 by the pigeons. The crow was so hungry that he got very excited at the food. “Caw!Caw!Give lots to me!”he said loudly. 14 ,the pigeons found he was a crow. They flew after him and made him 15 .Sadly,the crow flew to his own forest. But when his old friends,the other crows saw him,they asked him to 16 . They did not 17 him because of his grey-painted feathers. So the crow felt 18 than before. His own 19 did not want him, 20 the pigeons wouldn’t let him into their group.“What looks easier isn’t always so,”the crow said to himself. “I wish I had never painted my feathers grey!”【语篇概述】本文讲述了一只懒惰的乌鸦不愿觅食而扮成鸽子,打算和鸽子混吃,最终被鸽群及自己的老友赶出去的故事,并最后领悟了“看起来容易的事并不是如其表面那么容易”的道理,最终悔恨自己把羽毛涂成灰色的行为。
人教版英语必修5：Unit4 period ⅲ using language
copyeditor, the native speaker polishing the style, the chief editor, ______________________________________________________ ______________________________________________________ and the news desk editor.
Task 4：复述课文，根据课文内容完成下面语篇。 Zhou Yang got a scoop about a famous (1)________star, who film he realized had been lying.But he knew he could not (2)________ accuse him directly, for he must be (3)________．He could be very concise accurate and write with no wasted words or phrases because he had been
asking him for evidence. C．A front page article will attract many readers' attention. D．The article is only written in Chinese. 4 ． How many negatives do they need if they need to use se-veral colors on the story?____ B A．3 B．4 C．2 D．5
2．When he writes a story, Zhou Yang should be ________. A A．concise and accurate B．positive and active C．thrilled and attractive D．delighted and willing
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
人教高中英语必修五 Unit4Using Language 语法 倒装 课件
A beautiful lake lies at the foot of the hill
At the foot of the hill lies a beautiful lake.
C: 现在分词 +连系动词+主语
Standing besirter
D: 介词短语 +be+主语
e.g. Among the goods are Christmas trees, flowers and toys.
E. such 放句首时
e.g. Such was (be)Albert Einstein, a simple man and the 20th century’s greatest scientist.
Enjoy the following story :
Long long ago, there was a hill. On the hill stood a temple.
In the temple lived an old monk. The old monk was telling stories
sat a small boy
An old woman sat in front of the house. = In front of the house _s_a_t_a_n_o_l_d_w__o_m_a_n_.
3. 方位副词置于句首以示强调，句子要全部倒装。 即away, off, down, up, in, out 等+不及物动词come, go, lie, run， rush /be + 主语
人教版高二英语必修五Unit 4 Using Language
【解析】选A。考查情景交际。句意: ——我可能不应该再吃蛋 糕了。——哦, 吃点吧。对你没有害处的。go ahead吃吧, 做吧, 一般视具体语境来翻译；hold on, please请坚持, 请别挂断； you’re welcome您太客气了；that’ll do会奏效的。
2. accurate adj. 精确的; 正确的 ①He would have to be accurate. 他将必须做到准确无误。 ②I’ll try to work out a more accurate figure. 我会设法算得再精确一点。
【学以致用】汉译英。 ①她使用语言总是很准确。 S_h_e__is__a_lw__a_y_s_v_e_r_y_a_c_c_u_r_a_t_e_i_n_h_e_r__u_se__o_f_l_a_n_g_u_a_g_e_. ②他的信息是准确的。 _H_i_s_i_n_fo_r_m__a_t_io_n__w_a_s_a_c_c_u_r_a_t_e_. _ 完成句子。 ③_A__m_o_r_e__a_cc_u_r_a_t_e_m__e_t_h_o_d_/w__a_y_is to compute the average. 一个更精确的方法是求平均数。
(6)_p_r_o_c_es_s_ (vt. ) 加工；处理(n. )过程；程序；步骤 (7)accurate (adj. )精确的; 正确的→_a_c_c_u_r_a_te_l_y (adv. ) 精确地 →_a_c_c_u_ra_c_y_ (n. ) 精确 (8)senior (adj. ) 年长的；高年级的→_j_u_n_i_o_r (adj. ) 年轻的；低 年级的 (9)approve (vt. )赞成；认可；批准→_a_p_p_r_o_v_a_l (n. )认可 (10)appointment (n. )约会; 任命→ _a_p_p_o_in__t (vt. ) 委派；任命
2019外研版高中英语选择性必修四Unit4 Using language 板块教学设计
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.
新课标人教版必修五Book5 Unit4 Using language
⑵ He is far ahead of his class in English.
他在英语方面远远超过其它同学的水平。
⑶ Two people were ahead of us，travelling fast.
有两个人在我们的前面，他们走得很快。
3.The first person who saw his article was a senior editor from his department.第一个看到这篇文章的人 是他们部里的一位编审 senior adj. 年长的，（级别、职位、资格）较高的， 高年级的（作定语） senior n. 年较长的人，毕业班或高年级的学生
Read the text and try to get the main idea of it.
the passage tells us the process of writing and printing for a newspaper article.
•What was Zhou Yang’s first task?
4. You give the article 3. You begin to write the story using _______from notes to the copy-editor the interview. to_______. design
5. The article is given to a native polish the style speaker to __________________
4) I don’t approve of smoking in bed.
我不赞成躺在床上吸烟。
Unit+4+Using+language 高中英语人教版(2019)选择性必修第二册
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
高二英语必修5课件：1-4 Using Language
Great scientists
活学活用 完成句子 我们在树林里寻找走动的痕迹。 We watched the________ ________ ________in the trees.
答案：signs of movement
人 教 版 英 语
必修⑤（十二省区）
第四课时
Unit 1
Great scientists
人 教 版 英 语
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Unit 1
Great scientists
3)enthusiasm n. 热心，热情，狂热 enthusiast n. 热衷于„„的人，爱好者 enthusiastically adv. 热情地，热烈地
人 教 版 英 语
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人 教 版 英 语
必修⑤（十二省区）
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Unit 1
Great scientists
知识拓展 passive adj. 消极的；被动的 活学活用 He is always positive________trying new ideas. A．in C．about
答案：C
人 教 版 英 语
B．on D．to
人 教 版 英 语
必修⑤（十二省区）
第四课时
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Great scientists
2) n. [C & U]优势；优点 ①Take your weaknesses and translate them into positives. 把你的弱点变成优点。 ②To manage your way out of recession, accentuate the positive. 要摆脱劣势，就要突出优势。
高中英语 选择性必修一 unit4 using language课文串讲
While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. Students who are angry, afraid, or experiencing anxiety may have their arms crossed in front of their chests and their legs closed or crossed, like they are guarding their bodies. Students who are sad or worried will nearly always wear a frown.
HOW DO I KNOW MY STUDENTS?
我如何了解我的学生？
As an educator, people often ask me how I know what is going on in the minds of my students. Many students are quite shy and don’t speak all that much. At the same time, in a classroom of more than forty students, it is hard to have many one-on-one conversations with each person. So, how can I really know what makes each student tick?
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4. To whom was the article given to
polish the style?
A native speaker. 5. By whom was the article checked last? By the chief editor.
and his father. (be)
comes the bus. Let’s hurry. Here _______ (come)
Unit 4 Making the news
Read the text quickly and tick
out the main idea of the text.
Scan Para 4 and answer
the questions.
1. What did they need to do the first stage
of printing?
All the stories and photos, film negatives.
2. What did Zhou Yang wait excitedly for? His first edition of newspaper.
Seldom ___________ have I gone to the cinema recently. (我去)
is she good at languages, Not only _______
but also at history. (她)
In front of the house ____ are a small boy
To do some research to see if the
story was true or not.ions.
1. Who saw his article first?
A senior editor.
2. What did he do? He checked the evidence, read the article
The article is given to a native _____ speaker to check _______ and improve. The first ______ edition of the newspaper is ________. printed
The article is checked / approved by the ___________. chief editor All the stories and photos are set and the colour negatives for the printing are made ready.
film star.
Scan Para 1 and answer
the questions.
1. What is a scoop?
We need it in this edition to be ahead of the other newspapers. This is a scoop.
2. Who did Zhou Yang interview?
A famous film star.
Scan Para 2 and answer
the questions.
1. What was Zhou Yang’s first task?
To write a story.
2. What would he do after he realized that the man had been lying?
You do some research to see if the story is true or not. You begin to _____ write the story using the notes from the interview.
You give the senior article to a ______ editor to check and a copy ____-editor to do editing.
1. Read the passage to work out the writing and printing process for an article. Then complete the flow chart below.
You are going to an ________ interview to get the information for your story.
to tell it to the class and explain why
2. In pairs make a list of things that the
film star might have done. Compare
your list with another pair and choose
the most interesting idea. Be prepared
Only then ____________ did I realize the importance of English. (我意识到) was he injured that So seriously ______________ he was sent to hospital at once. (受伤)
A. It introduces how to get a scoop. B. It introduces the process of writing and printing for a newspaper article.
C. It introduces a scoop about a famous