2017英語必修Ⅴ外研版Module1課件語言點

2017EnglishCompulsoryVForeignLanguageResearcWordsandPhrasesGrammarknowledgereadingcomprehensionWritingskillsListeningtrainingcontents目錄WordsandPhrases01CATALOGUEKeyvocabulary01Thewordsandphrasesthatareessentialforunderstandingthecontentofthecourseware.Vocabularylist02Acomprehensivelistofkeyvocabularyitems,includingtheirdefinitionsandexamples.Wordusage03Detailedexplanationsofhowtousethekeyvocabularycorrectlyindifferentcontexts,includingsentencestructureandcollocations.Keyvocabulary010203UsefulexpressionsAcollectionofcommonandusefulphrasesthatcanbeappliedindifferentsituations,includinggreetings,introductions,requests,andotherpracticallanguageexpressions.ExpressionexamplesDetailedexamplesofhowtousetheusefulexpressionscorrectly,includingcontextandscenarioswheretheycanbeapplied.ExpressionvariationsExplanationsofhowtheusefulexpressionscanbemodifiedorextendedtofitdifferentpurposesorcontexts,allowinglearnerstoadaptthemtotheirspecificneeds.UsefulExpressionsGrammarknowledge02CATALOGUE

Sentencestructure簡單句(SimpleSentence):由一個主語和一個謂語構(gòu)成，是最基本的句子結(jié)構(gòu)。例如：“Iamastudent.”并列句(CompoundSentence):由兩個或多個簡單句用并列連詞連接而成。例如：“Iamastudent,andsheisateacher.”復(fù)合句(ComplexSentence):由一個主句和一個或多個從句構(gòu)成，從句由關(guān)聯(lián)詞引導(dǎo)。例如：“Iamastudent,becauseIaminschool.”表示動作發(fā)生的時間，如現(xiàn)在、過去、將來等。英語中有16種時態(tài)，常用的有現(xiàn)在時、過去時、將來時等。時態(tài)(Tenses)表示動作與主語之間的關(guān)系，分為主動語態(tài)和被動語態(tài)。主動語態(tài)表示主語是動作的執(zhí)行者，被動語態(tài)表示主語是動作的承受者。語態(tài)(Voices)TensesandVoicesSubjunctivemood虛擬語氣(SubjunctiveMood):表示與事實相反的情況或主觀愿望，通常用于從句中。例如：“IfIwereyou,Iwoulddoitdifferently.”虛擬語氣的基本形式:有三種基本形式：與現(xiàn)在事實相反、與過去事實相反、與將來事實相反。每種形式都有特定的謂語形式。readingcomprehension03CATALOGUE總結(jié)詞分析文章結(jié)構(gòu)詳細描述在閱讀理解中，分析文章結(jié)構(gòu)是關(guān)鍵的一步。通過分析文章的結(jié)構(gòu)，可以更好地理解作者的思路和文章的邏輯關(guān)系，從而更好地把握文章的主旨。Analysisofarticlestructure總結(jié)詞：理解細節(jié)詳細描述：在閱讀理解中，理解細節(jié)是必要的步驟。細節(jié)是構(gòu)成文章的重要元素，通過理解細節(jié)，可以深入了解文章的主題和內(nèi)容，從而更好地理解文章的主旨。UnderstandingDetails總結(jié)詞：理解主旨詳細描述：在閱讀理解中，理解主旨是最終的目標。通過理解文章的主旨，可以全面地把握文章的中心思想，從而更好地理解文章的內(nèi)涵和意義。UnderstandingthemainideaWritingskills04CATALOGUE123Ensureparagraphsarewell-structured,withcleartopicsentences,supportingdetails,andconclusions.ParagraphdevelopmentEnsureparagraphsareunifiedandcoherent,withideasflowinglogicallyandsmoothly.UnityandcoherenceUsetransitionwordsandphrasestolinkideaswithinparagraphsandconnectparagraphstoformacoherenttext.TransitionwordsParagraphwritingUsecatchytitlesandsubtitlestoattractreaders'attentionandgiveapreviewofthecontent.TitleandsubtitleProvideatableofcontentsatthebeginningofthechaptertoguidereadersthroughthecontent.TableofcontentsUsesectionbreakstodividethechapterintomanageablesections,makingiteasierforreaderstofollowthecontent.SectionbreaksChapterlayoutClearlanguageUseclear,simplelanguagetocommunicateideaseffectively.Avoidcomplexsentencestructuresandjargontoensureawideaudiencecanunderstand.PrecisevocabularyChooseprecisevocabularytoconveyexactmeaningsandavoidambiguity.Researchandreviewvocabularyoptionstoensureaccuracy.ActivevoiceUsetheactivevoicetomakethetextmoreengagingandreadable.Passivevoicecanbeusedoccasionallyforspecificeffects,butshouldnotbeoverused.LanguageexpressionListeningtraining05CATALOGUETheabilitytounderstandandinterpretthemeaningofspokenlanguage,includingvocabulary,grammar,andcontextclues.ComprehensionskillsTheabilitytoquicklyandeffectivelytakenoteswhilelistening,whichhelpsinbetterretentionandcomprehensionofinformation.Note-takingskillsTheabilitytopredictthecontentoftheupcominginformationbasedonthegivencontextandpreviousknowledge.PredictingskillsListeningskillsContentanalysisAnalyzethemainideaandimportantdetailsofthelisteningmaterialtoensurefullcomprehension.ContextanalysisUnderstandtheculturalandsocialbackgroundofthelisteningmaterialtobetterunderstandthelanguageused.LanguageanalysisAnalyzethelanguageusedinthelisteningmaterial,includingvocabulary,grammar,andpronunciation.AnalysisofListeningMaterialsMultiple-choiceexercisesProvidemultiple-choicequestionsbasedonthelisteningmaterial,allowingstudentstotesttheircomprehension.Gap-fillexercisesProvidesentencesorparagraphswithmissinginformation,askingstudentstofillinthegap