外研版（2019）必修第三册Unit 1 Knowing me, knowing you Using language课件(共38张PPT)
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| 名称 | 外研版（2019）必修第三册Unit 1 Knowing me, knowing you Using language课件(共38张PPT) |
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| 格式 | pptx | ||
| 文件大小 | 48.2MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-12-28 13:01:29 | ||
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(共38张PPT)
Unit 1
Knowing me, knowing you
1
Learning Objectives
2
Using language
3
Vocabulary
4
Homework
1
Learning
Objectives
语言能力
掌握描述性格、表达请求与拒绝的核心词汇及句型，能准确运用相关表达完成口语互动。
听懂关于人际交往的短对话，捕捉关键信息（如不当行为、沟通意图），完成信息匹配与填空任务。
能清晰地描述他人行为特点，礼貌且恰当拒绝不合理要求，进行简单的人际沟通类口语表达与互动。
思维品质
通过分析对话中的不当沟通行为，培养批判性思维，理性判断行为合理性并提出改进方案。
结合自身生活实际，思考不同场景下的沟通策略，发展逻辑分析与问题解决能力。
从多角度看待人际相处问题，学会尊重他人观点，提升思维的全面性与灵活性。
学习能力
掌握听力预测、关键词定位等技能，提升听力信息获取效率，形成有效的听力学习策略。
通过小组讨论、角色扮演等活动，增强合作学习与探究学习的能力。
自主归纳请求与拒绝的表达规律，学会积累话题相关词汇，养成主动梳理语言知识的习惯。
文化意识
了解中外文化中礼貌沟通、拒绝他人的基本礼仪与表达方式，拓宽跨文化交际视野。
尊重不同文化背景下的人际沟通习惯，增强跨文化交际敏感度与包容度。
结合单元主题认识自身性格特点与沟通方式，理解良好人际关系的重要性，树立尊重他人、友善沟通的意识。
Using language
2
Activity 1
Look at the sentences from the reading passage and answer the questions.
1. Who was disappointed in sentence (a) What is approached in sentence (b)
2. Why does the author use -ed instead of -ing here
Because -ing is used when the action is done by the subject of the sentence, while -ed is used when the action is done to the subject of the sentence. Here, both "disappoint" and "approach" are actions done to the subjects.
"I"
"Your friendship"
Activity 1
Compare them with the following sentences and answer the questions.
3. What is the difference between the two groups of sentences
Sentences (a) and (b) contain -ed as adverbial while sentences (c) and (d) contain adverbial clauses.
4. Why does the author choose to use –ed instead of an adverbial clause in the reading passage
Because -ed makes the sentences shorter and sound more formal as written language.
-ed as adverbial—过去分词作状语
过去分词作状语时，表示的动作是主语动作的一部分，与谓语表示的动作或状态是同时或几乎同时发生的，有时先于谓语动词的动作发生；其逻辑主语通常是句子的主语；过去分词与主语之间是逻辑上的动宾关系。
例句：Built thirty years ago, the house looks very beautiful.
虽然这座房子是30年前建造的，但是它看起来很漂亮。
1．过去分词作时间状语（相当于时间状语从句）。
Seen from the hill, the village looks more beautiful.
(＝When it is seen from the hill, the village looks more beautiful.)
2．过去分词作原因状语（相当于原因状语从句）。
Confused by the stones flying at them from all sides, the boys ran into the building.
(＝Because they were confused by the stones flying at them from all sides, the boys ran into the building.)
一、类型
3．过去分词作条件状语（相当于条件状语从句）。
Given more time and support, we could have done it better.
(＝If we were given more time and support, we could have done it better.)
4．过去分词作让步状语（相当于although/though引导的让步状语从句）。
Attacked many times, the residents in London didn't give in.
(＝Although they were attacked many times, the residents in London didn't give in.)
5．过去分词作方式或伴随状语（相当于方式状语从句，当表示伴随时，相当于一个并列句）。
Followed by his wolf dog, the hunter walked slowly in the forest.
(＝The hunter walked slowly in the forest and his wolf dog followed him.)
6．过去分词作结果状语（相当于结果状语从句）。
He failed in the competition, blamed by his companions.
(＝He failed in the competition, so that he was blamed by his companions.)
7．过去分词作状语，起补充说明作用（相当于一个并列句）。
They eventually arrived at the destination, tired and excited.
(＝They eventually arrived at the destination, and they became tired and excited.)
他们最终到了目的地，又累又激动。
练习：
The old man went into the room, (由
他的妻子搀扶着).
supported by his wife
二、注意事项
1．过去分词作状语时，其前面可以带有相应的连词when, though, although, as if, as though, if, unless, until, once等。
例句：Unless invited, I won't attend the ball.
2．过去分词所表示的动作，必须是逻辑主语所承受的动作。
如果分词的逻辑主语与主句的主语不一致，则可以用下列方法来修正：
①给分词添加自己的主语，构成独立主格结构；
②给分词改变语态（现在分词与过去分词转换）；
③用相应的状语从句来表达；
④用with 复合结构。
3．有些常见的分词结构属于固定结构，其逻辑主语不需要和主句主语一致，也就是说，它们的主句主语和句子的主语没有关系，如：compared with, judging from/by, generally/exactly speaking, considering, seeing,
including, supposing/providing/provided 等。
4．v. ed分词作状语时，否定形式为：否定词放在分词的前面。即：Not＋v. ed或Never＋v. ed或Hardly＋v. ed等。
5．有些过去分词已用作形容词，常用于系表结构，作状语时不表被动动作而表状态。这样的过去分词及短语常见的有：seated (坐), hidden (躲), absorbed in (沉溺于), born (出生), dressed in (穿着), tired of (厌烦)等。
过去分词作条件、原因及时间状语时，通常放在句首；
作伴随、结果状语时，通常放在句末；作方式状语时，
一般放在句末，有时也放在句首；作让步状语时，一般
放在句首，有时也放在句末。
Told that his mother was ill, Li Lei hurried home quickly.
(原因状语)
得知母亲生病了，李雷迅速赶回了家。
The old man walked into the room, supported by his son. (方式状语)
老人在儿子的搀扶下走进了房间。
三、位置
四、过去分词的独立结构作状语
过去分词作状语时，有时在分词前加上自己的主语，这种带有自身主语的过去分词被称为过去分词的独立结构。过去分词的独立结构在句中作状语时，通常可表示时间、原因、条件等。
Much time spent sitting at a desk, office workers are generally troubled by health problems.
很多时间都坐在办公桌旁，办公室职员一般都受到健康问题的困扰。
五、过去分词与现在分词作状语的区别
过去分词作状语：
过去分词所表示的动作与句子的主语之间是逻辑上的动宾关系，即表被动； 过去分词所表示的动作往往发生于谓语动词所表示的动作之前，或表示“一种状态”，与谓语动词所表示的动作同时发生或存在
现在分词作状语：
现在分词所表示的动作与句子的主语之间是逻辑上的主谓关系，即表主动； 现在分词的一般式（doing）表示的动作与谓语动词所表示的动作同时发生或几乎同时发生；现在分词的完成式（having done）表示的动作发生在谓语动词所表示的动作之前
Activity 2
Rewrite the underlined sentences with the –ed form.
Last week, Anne was attracted by a particular article in a magazine, so she bought it.
Anne was praised in class, and she felt happy as well as ashamed.
Anne was shocked by the decision and did not know what to do.
Last week, attracted by a particular article in a magazine, Anne bought it.
Praised in class, Anne felt happy as well as ashamed.
Shocked by the decision, Anne did not know what to do.
Activity 3
Read the plot summary and choose the correct form of the words.
Inside Out is an animated film about the five emotions of a girl called Riley: Joy, Sadness, Fear, Disgust and Anger. Influencing / Influenced mainly by Joy, most of Riley's memories are happy ones.
Activity 3
Read the plot summary and choose the correct form of the words.
Believing / Believed that she is Riley's most important emotion, Joy always tries to take the lead. Preventing / Prevented from playing her role in Riley's emotional development, Sadness feels annoyed. When Riley moves to a new city, she has a hard time adjusting to her new surroundings. Sadness wants to do her duty but by accident causes the loss of Riley's happy core memories with Joy.
Now separating / separated from her friends and her beloved hockey team, Riley starts to feel lost and helpless, and wants to run away from her parents and new school. Worried about her, Joy and Sadness try to work together to ensure she gets her core memories back.
Activity 3
Read the plot summary and choose the correct form of the words.
Eventually, realising / realised that every emotion has a role, Joy understands it is okay for Riley to feel sad sometimes. Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up, and settle down in her new life.
Activity 3
Read the plot summary and choose the correct form of the words.
Activity 4
Read the tips and underline the words that describe behaviour towards others.
Try to forgive someone when they apologise.
It’s not easy for anyone to say sorry.
It’s not a good idea to criticise someone in
front of others. This can cause embarrassment.
It’s important to tell the truth. Don’t lie.
Don’t judge someone too quickly. It takes time to understand a person.
Don’t always complain about people. Try to look on the bright side.
Activity 5
Describe the situations with the words you underlined in Activity 4.
I'm really sorry. l didn't mean it. ____________
You're so selfish! ____________
I know you're sorry. It's OK. Don't worry about it. ____________
I can tell he is not easy to get along with. ____________
I don't want to wait for him all the time. ____________
My pet parrot flew away with my homework. ____________
apologise
criticise
forgive
judge
complain
lie
Activity 6
Work in pairs. Discuss what you should do in the following situations and explain your reasons.
You forgot your best friend's birthday, and you feel bad about it.
Your neighbour always makes a lot of noise late at night. You cannot stand it.
I slipped at art class and spilt some paint on my classmate's favourite jeans.
Your friends have asked you to watch a boxing match with them, but you don't like boxing.
Your colleague says that a person's sex matters a lot in the workplace, but you don't agree.
Activity 7
Listen to three conversations and match them to the pictures.
Conversation 2
Conversation 3
Conversation 1
Activity 8
Listen again and complete the table.
Request Refusal
1 Tina has to leave her flat 1. . She wants to stay at Kerry's place. Kerry thinks that 2. is too long. Tina is welcome to stay
for 3. .
2 Mike invites Ryan to 4. on 5. . Ryan cannot come, because he has
to New York
to 6. at the weekend.
3 Jane would like to see Becky's 7. for some ideas Becky refuses because she thinks it is better for Jane to 8. .
next week
one month
a few days
come to the party
Saturday
prepare for the trip
project
do her project by herself
Activity 8
Learning to learn.
If you have to say no to a request, your refusal will sound more polite if you begin with a statement of regret, such as I'm sorry..., I'd really like to, but... Then explain why your answer is no, eg I'm really busy right now. If possible, suggest an alternative — How about next week
Activity 9
Work in pairs. Act out the conversation about asking for a favour and refusing politely.
student A
You will go on a trip with your family for two weeks and you would like to ask Student B to take care of your pet cat. Explain to him / her:
You'd like to send your pet cat to his / her flat to stay for two weeks.
Your cat is well-behaved and won't make any trouble.
You will treat him / her to dinner when you come back.
Activity 9
Work in pairs. Act out the conversation about asking for a favour and refusing politely.
student B
Student A would like you to do him / her a favour. You have to refuse politely. Explain to him / her:
You don't want your room to be messy.
Your parents won't allow it.
You know another classmate who likes cats and maybe he / she would like to help.
3
Vocabulary
adjust v.适应，（使）习惯
adjust sth to sth 调整······以适应······
adjust to (doing) sth 习惯（做）某事
adjust oneself to sth 使某人适应某物
例句：Human beings are infinitely flexible and able to adjust when survival depends on it.
人类适应能力是无穷的，为了生存可以适应任何环境。
After a while his eyes adjusted to the dark.
过了一会儿他的眼睛习惯了黑暗。
adjustability n.适应性
adjustable adj.（位置、大小等）可调整的
adjustive adj.调节的；调整的
by accident 偶然，意外地
例句：We met by accident at the exhibition.
我们在展览会上不期而遇。
Lily made an obvious mistake by accident.
莉莉无意中犯了一个明显的错误。
归纳：与by accident结构相似的短语
by chance 偶然；碰巧 by mistake 错误地；无意中
by design 有意地
accident n.意外事件，偶然因素
accidental adj意外的；偶然的
accidentally adv.意外地；偶然地
an accident waiting to happen 可能发生的意外
it's no accident 非偶然；事出有因
辨析 incident，event 与 accident
词条 用法 例句
incident 既可指小事件或附带事件，也可指政治上具有影响的事件或事变 On the very day when I left, an incident occurred. 事件就发生在我离开的当天。
event 指大事件（个人的、集体的或国家的），尤指历史上的重大事件；还可指“赛事” The important event of the week was the storm. 那一周中的大事就是那场暴风雨。
accident 强调偶然或意外发生的不幸事件，如 a traffic accident（交通事故） She was involved in a serious car accident last week. 上星期她出了一场严重的车祸。
forgive v.原谅；饶恕
forgive sb sth 原谅某人某事
forgive sb for (doing) sth 原谅某人（做）某事
forgive and forget 不念旧恶；不记仇
例句：I'll never forgive you for what you did. 我永远不会原谅你做的事。
Can you forgive me for forgetting your birthday
你能原谅我忘了你的生日（的事）吗
After the argument the boys decided to forgive and forget.
经过争论之后，男孩们决定互相原谅，不记前仇。
注意：forgive的过去式为forgave，过去分词为forgiven
4
Homework
1. Complete the exercises at the end of the class.
2. Preview pages 10 to 16 of Unit 1.
See you in the next class!
Unit 1
Knowing me, knowing you
1
Learning Objectives
2
Using language
3
Vocabulary
4
Homework
1
Learning
Objectives
语言能力
掌握描述性格、表达请求与拒绝的核心词汇及句型，能准确运用相关表达完成口语互动。
听懂关于人际交往的短对话，捕捉关键信息（如不当行为、沟通意图），完成信息匹配与填空任务。
能清晰地描述他人行为特点，礼貌且恰当拒绝不合理要求，进行简单的人际沟通类口语表达与互动。
思维品质
通过分析对话中的不当沟通行为，培养批判性思维，理性判断行为合理性并提出改进方案。
结合自身生活实际，思考不同场景下的沟通策略，发展逻辑分析与问题解决能力。
从多角度看待人际相处问题，学会尊重他人观点，提升思维的全面性与灵活性。
学习能力
掌握听力预测、关键词定位等技能，提升听力信息获取效率，形成有效的听力学习策略。
通过小组讨论、角色扮演等活动，增强合作学习与探究学习的能力。
自主归纳请求与拒绝的表达规律，学会积累话题相关词汇，养成主动梳理语言知识的习惯。
文化意识
了解中外文化中礼貌沟通、拒绝他人的基本礼仪与表达方式，拓宽跨文化交际视野。
尊重不同文化背景下的人际沟通习惯，增强跨文化交际敏感度与包容度。
结合单元主题认识自身性格特点与沟通方式，理解良好人际关系的重要性，树立尊重他人、友善沟通的意识。
Using language
2
Activity 1
Look at the sentences from the reading passage and answer the questions.
1. Who was disappointed in sentence (a) What is approached in sentence (b)
2. Why does the author use -ed instead of -ing here
Because -ing is used when the action is done by the subject of the sentence, while -ed is used when the action is done to the subject of the sentence. Here, both "disappoint" and "approach" are actions done to the subjects.
"I"
"Your friendship"
Activity 1
Compare them with the following sentences and answer the questions.
3. What is the difference between the two groups of sentences
Sentences (a) and (b) contain -ed as adverbial while sentences (c) and (d) contain adverbial clauses.
4. Why does the author choose to use –ed instead of an adverbial clause in the reading passage
Because -ed makes the sentences shorter and sound more formal as written language.
-ed as adverbial—过去分词作状语
过去分词作状语时，表示的动作是主语动作的一部分，与谓语表示的动作或状态是同时或几乎同时发生的，有时先于谓语动词的动作发生；其逻辑主语通常是句子的主语；过去分词与主语之间是逻辑上的动宾关系。
例句：Built thirty years ago, the house looks very beautiful.
虽然这座房子是30年前建造的，但是它看起来很漂亮。
1．过去分词作时间状语（相当于时间状语从句）。
Seen from the hill, the village looks more beautiful.
(＝When it is seen from the hill, the village looks more beautiful.)
2．过去分词作原因状语（相当于原因状语从句）。
Confused by the stones flying at them from all sides, the boys ran into the building.
(＝Because they were confused by the stones flying at them from all sides, the boys ran into the building.)
一、类型
3．过去分词作条件状语（相当于条件状语从句）。
Given more time and support, we could have done it better.
(＝If we were given more time and support, we could have done it better.)
4．过去分词作让步状语（相当于although/though引导的让步状语从句）。
Attacked many times, the residents in London didn't give in.
(＝Although they were attacked many times, the residents in London didn't give in.)
5．过去分词作方式或伴随状语（相当于方式状语从句，当表示伴随时，相当于一个并列句）。
Followed by his wolf dog, the hunter walked slowly in the forest.
(＝The hunter walked slowly in the forest and his wolf dog followed him.)
6．过去分词作结果状语（相当于结果状语从句）。
He failed in the competition, blamed by his companions.
(＝He failed in the competition, so that he was blamed by his companions.)
7．过去分词作状语，起补充说明作用（相当于一个并列句）。
They eventually arrived at the destination, tired and excited.
(＝They eventually arrived at the destination, and they became tired and excited.)
他们最终到了目的地，又累又激动。
练习：
The old man went into the room, (由
他的妻子搀扶着).
supported by his wife
二、注意事项
1．过去分词作状语时，其前面可以带有相应的连词when, though, although, as if, as though, if, unless, until, once等。
例句：Unless invited, I won't attend the ball.
2．过去分词所表示的动作，必须是逻辑主语所承受的动作。
如果分词的逻辑主语与主句的主语不一致，则可以用下列方法来修正：
①给分词添加自己的主语，构成独立主格结构；
②给分词改变语态（现在分词与过去分词转换）；
③用相应的状语从句来表达；
④用with 复合结构。
3．有些常见的分词结构属于固定结构，其逻辑主语不需要和主句主语一致，也就是说，它们的主句主语和句子的主语没有关系，如：compared with, judging from/by, generally/exactly speaking, considering, seeing,
including, supposing/providing/provided 等。
4．v. ed分词作状语时，否定形式为：否定词放在分词的前面。即：Not＋v. ed或Never＋v. ed或Hardly＋v. ed等。
5．有些过去分词已用作形容词，常用于系表结构，作状语时不表被动动作而表状态。这样的过去分词及短语常见的有：seated (坐), hidden (躲), absorbed in (沉溺于), born (出生), dressed in (穿着), tired of (厌烦)等。
过去分词作条件、原因及时间状语时，通常放在句首；
作伴随、结果状语时，通常放在句末；作方式状语时，
一般放在句末，有时也放在句首；作让步状语时，一般
放在句首，有时也放在句末。
Told that his mother was ill, Li Lei hurried home quickly.
(原因状语)
得知母亲生病了，李雷迅速赶回了家。
The old man walked into the room, supported by his son. (方式状语)
老人在儿子的搀扶下走进了房间。
三、位置
四、过去分词的独立结构作状语
过去分词作状语时，有时在分词前加上自己的主语，这种带有自身主语的过去分词被称为过去分词的独立结构。过去分词的独立结构在句中作状语时，通常可表示时间、原因、条件等。
Much time spent sitting at a desk, office workers are generally troubled by health problems.
很多时间都坐在办公桌旁，办公室职员一般都受到健康问题的困扰。
五、过去分词与现在分词作状语的区别
过去分词作状语：
过去分词所表示的动作与句子的主语之间是逻辑上的动宾关系，即表被动； 过去分词所表示的动作往往发生于谓语动词所表示的动作之前，或表示“一种状态”，与谓语动词所表示的动作同时发生或存在
现在分词作状语：
现在分词所表示的动作与句子的主语之间是逻辑上的主谓关系，即表主动； 现在分词的一般式（doing）表示的动作与谓语动词所表示的动作同时发生或几乎同时发生；现在分词的完成式（having done）表示的动作发生在谓语动词所表示的动作之前
Activity 2
Rewrite the underlined sentences with the –ed form.
Last week, Anne was attracted by a particular article in a magazine, so she bought it.
Anne was praised in class, and she felt happy as well as ashamed.
Anne was shocked by the decision and did not know what to do.
Last week, attracted by a particular article in a magazine, Anne bought it.
Praised in class, Anne felt happy as well as ashamed.
Shocked by the decision, Anne did not know what to do.
Activity 3
Read the plot summary and choose the correct form of the words.
Inside Out is an animated film about the five emotions of a girl called Riley: Joy, Sadness, Fear, Disgust and Anger. Influencing / Influenced mainly by Joy, most of Riley's memories are happy ones.
Activity 3
Read the plot summary and choose the correct form of the words.
Believing / Believed that she is Riley's most important emotion, Joy always tries to take the lead. Preventing / Prevented from playing her role in Riley's emotional development, Sadness feels annoyed. When Riley moves to a new city, she has a hard time adjusting to her new surroundings. Sadness wants to do her duty but by accident causes the loss of Riley's happy core memories with Joy.
Now separating / separated from her friends and her beloved hockey team, Riley starts to feel lost and helpless, and wants to run away from her parents and new school. Worried about her, Joy and Sadness try to work together to ensure she gets her core memories back.
Activity 3
Read the plot summary and choose the correct form of the words.
Eventually, realising / realised that every emotion has a role, Joy understands it is okay for Riley to feel sad sometimes. Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up, and settle down in her new life.
Activity 3
Read the plot summary and choose the correct form of the words.
Activity 4
Read the tips and underline the words that describe behaviour towards others.
Try to forgive someone when they apologise.
It’s not easy for anyone to say sorry.
It’s not a good idea to criticise someone in
front of others. This can cause embarrassment.
It’s important to tell the truth. Don’t lie.
Don’t judge someone too quickly. It takes time to understand a person.
Don’t always complain about people. Try to look on the bright side.
Activity 5
Describe the situations with the words you underlined in Activity 4.
I'm really sorry. l didn't mean it. ____________
You're so selfish! ____________
I know you're sorry. It's OK. Don't worry about it. ____________
I can tell he is not easy to get along with. ____________
I don't want to wait for him all the time. ____________
My pet parrot flew away with my homework. ____________
apologise
criticise
forgive
judge
complain
lie
Activity 6
Work in pairs. Discuss what you should do in the following situations and explain your reasons.
You forgot your best friend's birthday, and you feel bad about it.
Your neighbour always makes a lot of noise late at night. You cannot stand it.
I slipped at art class and spilt some paint on my classmate's favourite jeans.
Your friends have asked you to watch a boxing match with them, but you don't like boxing.
Your colleague says that a person's sex matters a lot in the workplace, but you don't agree.
Activity 7
Listen to three conversations and match them to the pictures.
Conversation 2
Conversation 3
Conversation 1
Activity 8
Listen again and complete the table.
Request Refusal
1 Tina has to leave her flat 1. . She wants to stay at Kerry's place. Kerry thinks that 2. is too long. Tina is welcome to stay
for 3. .
2 Mike invites Ryan to 4. on 5. . Ryan cannot come, because he has
to New York
to 6. at the weekend.
3 Jane would like to see Becky's 7. for some ideas Becky refuses because she thinks it is better for Jane to 8. .
next week
one month
a few days
come to the party
Saturday
prepare for the trip
project
do her project by herself
Activity 8
Learning to learn.
If you have to say no to a request, your refusal will sound more polite if you begin with a statement of regret, such as I'm sorry..., I'd really like to, but... Then explain why your answer is no, eg I'm really busy right now. If possible, suggest an alternative — How about next week
Activity 9
Work in pairs. Act out the conversation about asking for a favour and refusing politely.
student A
You will go on a trip with your family for two weeks and you would like to ask Student B to take care of your pet cat. Explain to him / her:
You'd like to send your pet cat to his / her flat to stay for two weeks.
Your cat is well-behaved and won't make any trouble.
You will treat him / her to dinner when you come back.
Activity 9
Work in pairs. Act out the conversation about asking for a favour and refusing politely.
student B
Student A would like you to do him / her a favour. You have to refuse politely. Explain to him / her:
You don't want your room to be messy.
Your parents won't allow it.
You know another classmate who likes cats and maybe he / she would like to help.
3
Vocabulary
adjust v.适应，（使）习惯
adjust sth to sth 调整······以适应······
adjust to (doing) sth 习惯（做）某事
adjust oneself to sth 使某人适应某物
例句：Human beings are infinitely flexible and able to adjust when survival depends on it.
人类适应能力是无穷的，为了生存可以适应任何环境。
After a while his eyes adjusted to the dark.
过了一会儿他的眼睛习惯了黑暗。
adjustability n.适应性
adjustable adj.（位置、大小等）可调整的
adjustive adj.调节的；调整的
by accident 偶然，意外地
例句：We met by accident at the exhibition.
我们在展览会上不期而遇。
Lily made an obvious mistake by accident.
莉莉无意中犯了一个明显的错误。
归纳：与by accident结构相似的短语
by chance 偶然；碰巧 by mistake 错误地；无意中
by design 有意地
accident n.意外事件，偶然因素
accidental adj意外的；偶然的
accidentally adv.意外地；偶然地
an accident waiting to happen 可能发生的意外
it's no accident 非偶然；事出有因
辨析 incident，event 与 accident
词条 用法 例句
incident 既可指小事件或附带事件，也可指政治上具有影响的事件或事变 On the very day when I left, an incident occurred. 事件就发生在我离开的当天。
event 指大事件（个人的、集体的或国家的），尤指历史上的重大事件；还可指“赛事” The important event of the week was the storm. 那一周中的大事就是那场暴风雨。
accident 强调偶然或意外发生的不幸事件，如 a traffic accident（交通事故） She was involved in a serious car accident last week. 上星期她出了一场严重的车祸。
forgive v.原谅；饶恕
forgive sb sth 原谅某人某事
forgive sb for (doing) sth 原谅某人（做）某事
forgive and forget 不念旧恶；不记仇
例句：I'll never forgive you for what you did. 我永远不会原谅你做的事。
Can you forgive me for forgetting your birthday
你能原谅我忘了你的生日（的事）吗
After the argument the boys decided to forgive and forget.
经过争论之后，男孩们决定互相原谅，不记前仇。
注意：forgive的过去式为forgave，过去分词为forgiven
4
Homework
1. Complete the exercises at the end of the class.
2. Preview pages 10 to 16 of Unit 1.
See you in the next class!