高中英语Unit 1 Art-learning about language
Unit 1 Art-learning about languagePart One: Teaching Design (第一部分：教学设计)Period 2: A sample lesson plan for Learning about Language(Subjunctive Mood (1) I wish I could/ did/ would… If I did …, I would do…) AimsTo discover and learn to use useful words and expressionsTo discover and learn to use useful structuresProceduresI. Warming up by underlining time expressionsHistorical texts make use of time expressions to tell stories. Now go back to page 1 and underline all the expressions about time.II. Doing vocabulary exercisesTurn to page 3 and do exercises 2, 3 and 4.III. Learning about The Subjunctive MoodExamine the verbs in each of the following sentences:1. If Harrison were chosen to be the next chief executive officer of the corporation, several controversial hiring practices would change.2. If I were you, I would increase my weekly contribution to the company-sponsored retirement fund.3. I wish that his report were longer.4. We recommend that the trip be postponed because of violence in the region.5. The finance department requests that he submit updated budget projectionseach month.All the above sentences are correct.Two terms apply to the mood of English verbs: indicative and subjunctive. An indicative verb makes a statement that is factual, whereas a verb in the subjunctive mood is used to indicate a situation or condition that is hypothetical, doubtful, or conditional.In the indicative mood, we would never write "Harrison were," "I were," "report were," "trip be," or "he submit," but these verbs are correct in the examples above because each of the sentences is written in the subjunctive mood; that is, in every case, the sentence is describing a situation that is hypothetical or conditional:1. Harrison is not now the C.E.O., but hypothetically he could be chosen for that position. The conditional nature of the position is suggested by the word if.2. Again, as the word if makes clear, I am not, in fact, you. So once again the situation is hypothetical and conditional: I would save more only under the condition that I became you.3. His report is not, in fact, longer, so the sentence speaks of a hypothetical situation.4. The trip is not currently postponed, so the subjunctive mood is appropriate to suggest a possibility, not an actuality.5. He is not currently submitting reports monthly, so we use the subjunctive mood to discuss the possibility--not the actuality--of his doing so.For all verbs except to be, the present subjunctive mood is most often made by omitting the characteristic s ending on verbs with third-person singular subjects. Thus, whereas in the indicative mood we would write "man leaves,"in the subjunctive mood we would omit the s on the verb leave: "The judge insisted that the man not leave town." For the verb to be, we simply use be for all present tense subjunctive mood verbs and were for all past tense forms, regardless of whether the subject is singular or plural.The Columbia Guide to Standard American English points out that while many subjunctive-mood phrases are commonly used in ordinary speech--"if I were you," "if need be," "far be it from me," and so on--strict use of the subjunctive mood is rare, even in the most formal speaking and writing situations. Very few people would write, for example, "If he arrive on time, we will have dinner before the show." However, if a form of the verb to be were used in that sentence, all polished writers would agree that the subjunctive is necessary: "If he were [not was] to arrive on time, we could have dinner before the show."The Harbrace College Handbook lists other common, fixed expressions that are stated in the subjunctive mood: "so be it," "be that as it may," "as it were," and "God bless you".TEST YOURSELFWhich of the following sentences need verbs in the subjunctive mood?1. If I was Sam, I would hire an assistant now before the hiring freeze takes effect.2. The committee suggested that Dr. Jones is chosen as the next chief of staff.3. As August approaches, every school child wishes that his or her vacation was longer.4. It is critical that every potential donor gives blood during this shortage.III. Reading and discoveringNow read the text again to find as many examples of Subjunctive Mood (I wish I could/ did/ would… If I did …, I would do…) as possible.IV. Closing downTo end the period you are to do grammar Ex.1 & 2 on page 4& 5.。
《Unit 1Learning About Language》第2课时教学课件【高中英语人教版】
动词不定时是动词的非谓语形式，结构一般为“(not) to do”。
主语 + 连系动词（be, seem, look, ...） + 表语 (not) to do
动词不定式作表语
动词不定式
用法
1. 表示目的。例如： The purpose of education is to develop a fine personality in children. 教育的目的是发展儿童良好的品格。2. 用于第一人称疑问句中，表示征求意见。例如： What am I to say if they ask me the question? 要是他们问我这个问题，我该怎么回答呢？
Practice
Read these sentences and fill in the blanks using the correct words from the text on pages 2 and 3. Discuss with your partner the component of each sentence.
1. The young singer’s intention of performing the song was
A to build trust between you and your client.
2. The best way to do business is
B to achieve permanent peace between their two countries.
3. What the survivors attempted to do was
C to build a memorial to the heroes who saved their lives.
Unit(1)ArtLearningAboutLanguage课件高中英语人教版选择性
2、形式
类别 一般式
完成式
进行式 完成进行式
主动语态
被动语态
பைடு நூலகம்
意义
(not) to do
(not) to be done 同时发生或者发生 在谓语动词之后
(not) to have done (not) to have been 发生在谓语动词之
done
前
(not) to be doing /
(not) to have been
educator
...
astronaut
businessman/ businesswoman
Look, think and learn
As a middle school student, my dream is to become an artist. To achieve my dream, the first thing to do is to read as many books on art as possible. All I want is to be left alone and read the whole day in my room. For that, the least I can expect is to have this day all to myself. Besides, My idea is to learn different types of art at home and abroad. Among them, perhaps the best way is to understand that Western art is to look at the development of painting over the centuries. I have known the purpose of each type of art is to convey people’s attitudes towards life.
高中英语Unit1ArtSectionLearningaboutLanguageUsingLangu
拓展
figure sb./sth. out
弄懂；弄清楚；弄明白
figure on sth./doing sth. 计划；打算
figure in 将某事包含在内；计算在内
keep one's figure 保持体型
识图巧记
④The boy can't figure out the algebra problems. 这个男孩做不出这道代数题。 ⑤He's trying to figure out a way to solve the problem. 他正在努力想办法解决这个问题。
答案：A 细节理解题的考查。根据Metropolitan Museum of Art (5th Avenue and 82nd Street) 一部分的第一句话“The reputation of this museum lies in the variety of its art collection” 可知这家博物馆以收藏艺术品种类繁多而享有盛名。下文介绍 了它的艺术品收藏涵盖了5000多年来世界上众多国家的文明 史，由此推知，A正确。
6．civilization (n.)文明 7．fragrant (adj.)芳香的，令人愉快的 8．avenue (n.)林荫道，大街 9．visual (adj.) 视觉的，看得见的 10．signature (n.)签字，署名
短语完形
1. be allergic to sth.
对……过敏
2. in the flesh 活着的；本人
答案：B 该题考查细节理解。在The Frick Collection (5th Avenue and E. 70th Street) 这部分的最后一句话可知。
Unit1ArtLearningAboutLanguageVocabulary教学设计-高中英语人教
教学设计(3)变化：real (adj.)：真实的，现实的。
realism (n.)：现实主义。
realist (n.)：现实主义者。
realistic (adj.)：现实的，逼真的。
realistically (adv.) ：现实地，逼真地。
reality (n.)：现实，实际。
2. influential /ˌɪnfluˈenʃ(ə)l/ adj.(1)语境和语意：having or exercising influence or power.Influential painters such as Leonardo da Vinci (1452–1519), Michelangelo (1475–1564), and Raphael (1483–1520) built upon Giotto and Masaccio's innovations to produce some of the greatest art that Europe had ever seen.(2)搭配：an influential newspaper, an influential person, an influential leader, an influential event(3)变化：influence (n./v.)：影响。
influential (adj.)：有影响力的。
influentially (adv.)：有影响力地uninfluenced (adj.) ：未受影响的。
(4)网络3. rank /ræŋk/ n. & v.critic (n.) ：批评家，评论家。
critical (adj.) ：批评的，批判性的。
critically (adv.) ：批评地，批判性地。
(3)网络7. representative /ˌreprɪˈzentətɪv/ adj. & n.(1)语境和语意：n. an item of information that is typical of a class or group; adj. representing or standing for something else.These pictures are representative of ink wash animation films. Have you seen any of them before? What do you know about them?(2)搭配： a sales representative; a representative modern play, a representative sample, representative.(3)变化：represent (v.)：代表，表现。
2019-2020年高中英语Unit1Art-learningaboutlanguage
2019-2020年高中英语Unit1Art-learningaboutlanguagePart One: Teaching Design (第一部分：教学设计)Period 2: A sample lesson plan for Learning about Language(Subjunctive Mood (1) I wish I could/ did/ would… If I did …, I would do…)AimsTo discover and learn to use useful words and expressionsTo discover and learn to use useful structuresProceduresI. Warming up by underlining time expressionsHistorical texts make use of time expressions to tell stories. Now go back to page 1 and underline all the expressions about time.II. Doing vocabulary exercisesTurn to page 3 and do exercises 2, 3 and 4.III. Learning about The Subjunctive MoodExamine the verbs in each of the following sentences:1. If Harrison were chosen to be the next chief executive officer of the corporation, several controversial hiring practices would change.2. If I were you, I would increase my weekly contribution to the pany-sponsored retirement fund.3. I wish that his report were longer.4. We remend that the trip be postponed because of violence in the region.5. The finance department requests that he submit updated budget projections each month.All the above sentences are correct.Two terms apply to the mood of English verbs: indicative and subjunctive. An indicative verb makes a statement that is factual, whereas a verb in the subjunctive mood is used to indicate a situation or condition that is hypothetical, doubtful, or conditional.In the indicative mood, we would never write "Harrison were," "I were," "report were," "trip be," or "he submit," but these verbs are correct in the examples above because each of the sentences is written in the subjunctive mood; that is, in every case, the sentence is describing a situation that is hypothetical or conditional:1. Harrison is not now the C.E.O., but hypothetically he could be chosen for that position. The conditional nature of the position is suggested by the word if.2. Again, as the word if makes clear, I am not, in fact, you. So once again the situation is hypothetical and conditional: I would save more only under the condition that I became you.3. His report is not, in fact, longer, so the sentence speaks of a hypothetical situation.4. The trip is not currently postponed, so the subjunctive mood is appropriate to suggest a possibility, not an actuality.5. He is not currently submitting reports monthly, so we use the subjunctive mood to discuss the possibility--not the actuality--of his doing so.For all verbs except to be, the present subjunctive mood is most often made by omitting the characteristic s ending on verbs with third-person singular subjects. Thus, whereas in the indicative mood we would write "man leaves," in the subjunctive mood we would omit the s on theverb leave: "The judge insisted that the man not leave town." For the verb to be, we simply use be for all present tense subjunctive mood verbs and were for all past tense forms, regardless of whether the subject is singular or plural.The Columbia Guide to Standard American English points out that while many subjunctive-mood phrases are monly used in ordinary speech--"if I were you," "if need be," "far be it from me," and so on--strict use of the subjunctive mood is rare, even in the most formal speaking and writing situations. Very few people would write, for example, "If he arrive on time, we will have dinner before the show." However, if a form of the verb to be were used in that sentence, all polished writers would agree that the subjunctive is necessary: "If he were [not was] to arrive on time, we could have dinner before the show."The Harbrace College Handbook lists other mon, fixed expressions that are stated in the subjunctive mood: "so be it," "be that as it may," "as it were," and "God bless you". TEST YOURSELFWhich of the following sentences need verbs in the subjunctive mood?1. If I was Sam, I would hire an assistant now before the hiring freeze takes effect.2. The mittee suggested that Dr. Jones is chosen as the next chief of staff.3. As August approaches, every school child wishes that his or her vacation was longer.4. It is critical that every potential donor gives blood during this shortage.III. Reading and discoveringNow read the text again to find as many examples of Subjunctive Mood (I wish I could/ did/ would… If I did …, I would do…) as possible.IV. Closing downTo end the period you are to do grammar Ex.1 & 2 on page 4& 5.温馨提示：最好仔细阅读后才下载使用，万分感谢！。
Unit 1 Art Learning About Language 课件-高中英语选择性必修第三册
5 To tell you the truth, I take yoga classes simply because I want to stay in shape. ( ..., my purpose...)
office. (The reason that ...) The reason that he bought the computer was to work at home rather than go to the office. 3 Doing deep breathing exercises for ten minutes can make you feel more relaxed.(A good way to relax is ... ) A good way to relax is to do deep breathing exercises for ten
subjective emerged
influential
in particular
purchased was fond of
themes
+—
Discover useful structures
02
撕伞环节2
Read these sentences and fill in the blanks using the correct words from the text on pages 2 and 3. Discuss with your partner the function of the italicised infinitives.
《Unit 1Learning About Language》第1课时教学课件【高中英语人教版】
Language points
3. influential adj. 有很大影响的；有支配力的She is one of the most influential figures in local politics. 她是本地政坛举足轻重的人物。influential in sth / doing sth 在……方面有影响
Unit 1 Art
Learning About Language Period 1
Recalling
Which periods of art do the following pictures belong to? Use the information from the reading passages you learned in the previous lesson to help you.
be fond of emerge influential in particularpurchase realistic subjective theme
Unlike the earlier Realists who painted in a style, Impressionist painters focused more on their feelings of things and instant impressions. When Impressionism in France in the late 19th century, artists became more interested in everyday subject matter. They were also fascinated by modern objectives. As one of the most Impressionist painters, Claude Monet was impressed by the visual effects of the steam engine
新教材高中英语UNIT1ARTSectionⅡLearningAboutLanguage学案新人教版
Section Ⅱ Learning About Language（动词不定式作表语）情境创设·语法精讲教材链接（1）（教材P2）Perhaps the best way to understand Western art is to look at the development of Western painting over the centuries.（2）（教材P2）During the Middle Ages, the purpose of Western art was to teach people about Christianity.（3）（教材P3）In this work, Monet’s aim was to convey the light and movement in the scene-the subjective impression the scene gave him-but not a detailed record of the scene itself.（4）（教材P3）What they attempted to do was no longer show reality, but instead to ask the question, “What is art?”（5）（教材P8）From bronze bowls to ceramic vases, and jade sculptures to ink wash paintings, our goal is to display the Chinese artistic genius from ancient times.观察上面句子，系动词is或was后的不定式在句中作表语。
要点精析一、概述动词不定式（to+动词原形）是非谓语动词的一种形式，在句中不能单独作谓语，可以作除了谓语以外的其他句子成分，包括主语、宾语、表语、状语、定语、宾语补足语等，它不受主语人称和谓语动词时态变化的影响。
Unit1ArtLearningAboutLanguage讲解高中英语人教版选择性
Unit1 语法不定式（to do）做表语的用法一、形式1.to do 将来时主动式2.to be done 将来时被动式3.to be doing 进行时主动式4.to be being done 进行时被动式5.to have done 完成时主动式6.to have been done 完成时被动式二、不定式做表语主语+系动词+表语（to do)（表状态）1.主语常常是表示意向、打算、目的、希望或其具体内容等词汇，如：aim,goal,purpose,ambition,intention(意图),task(任务),plan,dream,decision,duty(责任),hope,wish,idea,way,job等。
2.用于be动词以及系动词之后。
系动词包括：五感：look,sound,feel,taste,smell;五变：bee,get,turn,go,grow;三保持：keep,stay,remain;一是：be(am,is,are);一像：seem;永不忘！！！3.表示想法、约定、义务、命令、可能性等。
eg:We are to travel in two days.4.what引导的主语从句（to do表目的）。
eg:What he wanted to do before going to school was tofinish his homework.5.疑问词（what,how,why,where等）+to do.eg:The question is how to carry out the plan.三、动词不定式做表语的时态动词不定式做表语时，如果不定式与逻辑主语之间是主动关系应使用to do;如果是被动关系应使用to be done.Eg:His goal is to bee a volunteer at the local hospital in the ing holidays.His goal is to be admitted into Peking University this summer.四、动词不定式作表语的其他注意事项1.一般说来,不定式前面的to 不能省略,但当主语部分含有实义动词do 时, to 常常省略。
Unit1 Art Learning About Language Using Language课件
Activity3: After Listening
Listen for signpost markers Signpost markers are phrases and expressions that are used to tell a listener what is going to be talked about next. Speakers use signpost markers when they want to introduce a new topic, to start a new point, to give an example, to summarise,etc. By listening for signposts, you will be able to follow what is being said.
Listen to the presentation and put the following items in the order that you hear them.
the background of ink wash animation films a short review of the film introduction to the topic of the presentation a description of the story in the film an explanation of the decline in ink wash animation
Period3 Learning About Language
语法Discover useful structures
Activity1Read sentences and fill in the blanks. Activity2Match the sntences. Activity3Works in pairs.Make conversations using the following questions and sentence patterns.