Module 1 Grammar

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山东省淄川般阳中学高一英语《Module 1 Grammar 》学案

Learning focus
The uses of some importantrulesof the present tenses.
To know more aboutadjectives ending in –ing &-ed.
【学情调查，情境导入】
I.1）Ms Shen’s method of teaching is ________ ____(完全不象)___of the teachers at my Junior High school.2)一位姓沈的女士
2.现在进行时的用法：
They are playing basketball now.现在他们正在打篮球。
We are making model planes these days.这些天我们在做飞机模型。
Mr. Ma is coming.马老师要来了。
3.写出下列动词的-ing和–ed形式
interest vt.使感兴趣-- ______ --- ______ surprise vt.使惊奇-- ______ --- ____
The train arrives at 8:30 and leaves at 8:45._____________________________
If it rains tomorrow, we shall stay at home._____________________________
As is knownto all,the earth is round.__________________________
8.The students will go to theSummerPalaceif it ___ rain.
A. don’t rain B. doesn’t rain C. won’t rain D. isn’t raining

外研版必修四module1 grammar1 (一)no matter 引导的让步状语从句

No matter+疑问词”结构用法疑难解析no matter常与疑问代词或疑问副词一起构成连词词组引导让步状语从句，意为“不管……，无论……”，是高考的高频考点之一，在运用时应注意以下几点：一、注意从句的时态由no matter what/who/where/when…引导的从句往往用一般现在时或一般过去时。

如：No matter who you are, you must obey the rules. 无论你是谁，都应该遵守规则。

二、注意被修饰的名词、形容词以及副词的位置1.no matter what/whose/which修饰名词时，该名词必须紧跟其后；2.no matter how修饰形容词或副词时，该形容词或副词也必须紧跟其后。

如：No matter how hard he works, he find it difficult to make ends meet. 无论他多么努力工作，却总是入不敷出。

三、注意“no matter+疑问词”结构与“疑问词+ever”在用法上的区别1. “no matter+疑问词”结构只能引导让步状语从句，这时可以和“疑问词+ever”互换。

如：No matter where he may be （=Wherever he may be）, he will be happy. 他无论在什么地方都快乐。

2. 而“疑问词+ever”还可以引导名词性从句。

如：Give this book to whoever likes it. 谁喜欢这本书就给谁吧。

（这里不能用no matter who。

）3.1)whoever既可引导名词性从句，又有在从句中作主语、宾语、表语等；2)whomever也可引导名词性从句，但只能在从句中作宾语。

如：You may invite whomever you like.4. whatever表示“无论什么”，没有一定的范围限制；whichever表示“无论哪一个、无论哪些”，其后可接一个名词。

英语：module1 grammar教案(外研版必修2)

Module 1 Our Body and Healthy HabitsGrammarGrammar 1 nouns used as verbs名词转化为动词很多表示物件、身体部位或某类人的名词可以用作动词，某些抽象名词也可用作动词。

名词和动词在转化时，有时不改变意思，有时意思也相应地变化，在学习的过程中注意记忆总结。

1 名词和动词在转化时，有时不改变意思，有时也相应地变化。

eye n. 眼睛.（用眼睛看）注释，端详ship n. 船，v. 用船装help v. 帮助n. 帮助love v. 爱n.. 爱picture 能画，照片v. 用图表示，描述2 有些名词和动词在转化时会发生元音改变或词尾变化blood----bleed sell----sale sing---- song advise----advice bathe----- bath believe---- beliefe.g.We ship grain to Africa.我们把谷物运往非洲。

These desks and chairs are coated with dust. 这些桌椅落上了灰尘。

We lunched together.我们一起吃了午餐。

3 Look at the verbs in bold. What are the nouns of these verbs?A.When Zhou Kai’s mother saw him heading towards the front door without a jacketon, she eyed him anxiously.B And I’m not overweight so I never have to diet4 1) She mothered the orphan他慈母般地照顾这个孤儿。

He wolfed his meal.他狼吞虎叨地吃饭．2）Tom braked the car.汤姆刹了车。

外研版高中英语必修5 Module1 Grammar精品课件

训练
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2. 表示现在的状态或情况。如句 ③。
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3. 表示一个按规定、计划、安排要发生的动作, 这类词有: go, come, arrive, leave, start, begin等。如句②。
语 4. 表示客观事实、科学真理、格言等。如句 ④。
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探 5. 在时间状语从句或条件状语从句中, 用一般现在时表示将来。训
4. be about to表示“立即的将来”, 该句型很少与表示将来的
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具体时间连用, 但可以和when引导的状语从句连用。如句④。
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5. come, go, leave, arrive, start等词也可以用一般现在时和现
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在进行时表示将来。如句⑤。
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语法探
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探 ①We will go to the park if it doesn’t rain tomorrow.
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②The shop opens at 7: 30 am, and closes at 9: 30 pm.
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③Her sister is busy at the moment.
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究 A. made
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C. makes
［2011全国卷Ⅰ］课
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B. is making
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D. has made
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【解析】选C。考查一般现在时的用法。句意: 提前这么早计划是没有意义的——有很多事情在明年会发生变化。用一般现在时表示现在的情况。

外研八年级上册Module 1 Grammar重点语法一般现在时,一般过去时,一般将来时与现在进行时

班级姓名学号分数Module 1 How to learn English一般现在时,一般过去时,一般将来时与现在进行时（时间：60分钟，满分：100分）一、单项选择(本大题共40小题，每小题1.5分，共60分)1．The kangaroo ________ from ________.A．come; Australia B．comes; AustraliaC．comes; Australian D．come; Australian2．—Do you have an art lesson today?—Yes. And it _________ at 12:00. Then we can have lunch.A．finish B．finishing C．to finish D．finishes 3．— Does your father like hamburgers for dinner?— No, he _________. He always eats healthy food.A．is B．does C．isn’t D．doesn’t 4．Everyone in my class ________ sports.A．enjoy B．is like C．like D．enjoys5．Turn off the tap. The pot ________ water.A．was full of B．is full of C．was filled with D．is filled of 6．My dog likes________, but it never _______ me.A．to bark; bark at B．barking; barkC．barking; barks at D．barking at; barks7．Listen! ________ you ________ someone screaming?A．Are; hear B．Are; hearing C．Did; hear D．Do; hear 8．Jim would like ________ a doctor when he ________ up.A．to be; grows B．be; will growC．being; grows D．to be; will grow9．Sandy, please tell me what ________ you. Maybe I can help you.A．worrying B．worriesC．worries about D．worried about10．My school is a little far from my home. It often ________ me half an hour ________ there.11．—I hear Jackie Chan will come to Wuxi next week.—Really? ________ he ________, my sister will be very happy.A．If; comes B．If; will come C．Before; come D．Till; comes 12．—Jim, you ________ late again!—Sorry, I ________ next time.A．are; don’t B．will be; won’t C．are; won’t D．will be; don’t 13．Tom ______ to go far if he _______ some help. Our house is next to his. A．doesn’t need; need B．needn’t; needs C．doesn’t need; needs D．needn’t; need 14．The teachers in our school each ________ a computer now.A．are having B．have C．is having D．has 15．—Here comes the bus! Where is our principal?—She can’t go to the museum with us. She ________ some visitors around our school. A．is showing B．shows C．has showed D．was showing 16．—Listen, our teachers _________ Red Songs in the next room.—Yes. Let’s go and have a look.A．sing B．sings C．sang D．are singing 17．—Lucy, can you help me cook dinner?—Oh, sorry, Mom. I __________ my clothes.A．am washing B．wash C．washed D．to wash 18．Look, the children ________ the flowers in the garden.A．are watering B．water C．watered D．will water 19．—Excuse me, where is Miss Smith?—She ________ on the phone outside the office now.A．talks B．talked C．is talking D．was talking 20．—Tom, I need your help!—Oh, sorry, Mr. Li. I _______ the classroom.A．clean B．am cleaning C．cleans D．to clean 21．—Listen! Who ________ in the next room?—I don’t know.A．sing B．sings C．singing D．is singing 22．—May I speak to Mr. Brown?A．take B．takes C．is taking D．are taking23．The Whites ________ TV now.A．are watching B．watches C．watching D．is watching24．—Where are you going, Tom?—To play football. Mike ________ for me at the school gate at present.A．waits B．waited C．is waiting D．will wait25．—Keep quiet, kids. Dad ________ in the next room.—OK, Mum.A．sleep B．sleeps C．has slept D．is sleeping26．—What did they do last weekend?—They ________ in the park.A．went a boat B．went to a boat C．went boating D．took boating27．—________ he ________ to school?—Yes, he did. He was late.A．Does; hurry B．Did; hurry C．Was; hurried D．Were; hurry28．I ________ but ________ nothing.A．was listened; was hearing B．listened; heard C．listen;heard D．heard; listened to 29．When I passed the music room, I ________ some students ________ a beautiful song.A．hear; are singing B．hear; singing C．heard; singing D．heard; are singing30．—________ you born in Cambridge?—No. I ________ born in Canada.A．Was, were B．Were, was C．Are, am D．Were, wasn’t31．—Excuse me, don’t you see the sign “No smoking” on the wall?—Sorry, I ________ it.A．don’t see B．didn’t see C．don’t look at D．didn’t look at32．________ a concert next Saturday?A．Will there have B．Will there be C．Is there going to have D．Is there having 33．—Where is the morning paper?—I ________ it for you at once.A．get B．am getting C．to get D．will get34．He _______ very busy today. He _______ free next week.35．—Will there be a concert in People’s Theatre next week?— ________. Let’s go together.A．Yes, there is B．No, there isn’t C．Yes, there will D．No, there won’t 36．—________ a tall teaching building in our school in the future?—I am not sure.A．Will there be B．Will there is C．Will there have D．Will there has 37．There’s going to ________ in tomorrow’s newspaper.A．have something interesting B．have interesting somethingC．be something interesting D．be interesting something38．They will ________ finish the work tomorrow.A．can B．could C．be able to D．are able to 39．There ________ a football match this evening.A．is going to have B．will have C．is going to be D．will be have 40．They ________ to the museum three days ago. They ________ there again tomorrow. A．will go; went B．go; will go C．went; will go D．went; went 二、用所给单词的正确形式填空(本大题共40小题，每小题1分，共40分)41．I think he ________ (become) a good basketball player in ten years.42．Michael __________ (teach) in a school in Yunnan from February to June next year. 43．—Are you going ________(see) your brother?—Yes, I am.44．We ________ at the school gate at eight o’clock tomorrow.（meet）45．There ________ (be) a sports meeting tomorrow morning in our school.46．We _____ (camp) by the lake. It was quite good.47．I ________ (wake) up suddenly because of a nightmare (恶梦) last night.48．Last weekend, our parents ______(take) us to China to visit the Great Wall.49．They said “hello” to each other and then _____(sit) down.50．The children ______(fly) kites in the park happily yesterday afternoon.51．They ______(forget) to do their homework last weekend.52．—Who ________ (pay) for you to go to France?—My parents did.53．The man jumped off his bike and ________ (hide) himself behind the bushes quickly.55．Yesterday he saw me and ________(nod) to me in front of the library. 56．Yesterday I stayed at home and ________(read) Alice in Wonderland.57．Your English sounds great. Who ________ (teach) you? Did you learn it by yourself? 58．This city ________ (build) a new library for the blind now.59．It’s 10:30 a.m. Susan and her sister are still ________(sleep).60．Peter is ________ (print) the documents at the moment.61．There is a cat _________ (lie) in the basket.62．Look! They ________ (dig) a hole.63．— Excuse me, can I talk with your manager now?— I’m afraid not. He ________ (speak) at an important meeting.64．Look! The dog is ________ (cross) the street to run after the cat.65．—Where is Sandy?—Oh, She _________ (practise) basketball with other team members.66．I can’t go out with you. I _________ (wash) my clothes now.67．The twins ________ (do) their homework in their bedroom at the moment.68．I will take a photo of you when you are ________ (dance).69．Be quiet! The little boy ________ (sleep) now.70．I often ________ (buy) gifts for my parents on their birthdays.71．________ he ________ (clean) the windows once a week?72．My lovely pet never ________ (worry) because we take good care of her. 73．— How about playing basketball?— ________(sound) great.74．My favorite subjects ________(be) science and music.75．—Who ________ (cook) meals in your family?—My mother.76．She is very famous and she often ________ (appear) on TV.77．The father usually ________ (fly) a kite with his son in spring every year.78．V atersay hasn’t got a school, but she ________ (teach) herself at home. 79．“Where is my schoolbag?” Tom always ________ (ask) his mother.80．There ________ (be) a pen and three books on my desk.参考答案：1．B【解析】句意：这只袋鼠来自澳大利亚。

Module 1 Unit 1 Grammar

定语
3) Mary is a student who is 21 years old.
定语
分析定语与它说修饰的名词的位置关系（前、后），有什么规律？
Module 1 Unit 1 Grammar : Attributive Clause
通常单个的单词做定语放在名词的前面；而短语或从句做定语放在名词的后面。
Module 1 Unit 1 Grammar : Attributive Clause
定语从句三要素：
1. 先行词（antecedent）. 2. 关系代词（that, which, who, whom, whose）; 关系副词（where, when, why） 3.关系代词或关系副词代替先行词在定语从句中充当的句子成分. 定语从句的核心：关系代词或关系副词代替先行词在定语从句中充当的句子成分。
1)Mary is a 21-year-old student. （名词的前面） She is a nice girl.（名词的前面） 2) Mary is a student 21 years old. （名词的后面） Mary is a student in her twenties. （名词的后面） 3) Mary is a student who is 21 years old. （名词的后面）
Module 1 Unit 1 Grammar : Attributive Clause
[即时演练2] 使用定语从句合并句子，并说出关系词that在从句中作什么成分 ①This is the house.Lu Xun once lived in the house. →This is the house that Lu Xun once lived in .(that在定语从句中作宾语 ) ②Jack is no longer a lazy boy.He used to be a lazy boy. →Jack is no longer a lazy boy that he used to be .(that在定语从句中作表语 ) ③The boy is Tom.The boy is studying in the classroom. →The boy that is studying in the classroom is Tom.(that在定语从句中作主语 )

外研版七年级英语下册单元语法专练-01Module1-Grammar物主代词的用法(专练+答案)

Module 1 Lost and found.Grammar 物主代词的用法（时间：100分钟，满分：100分）一、单项选择(本大题共40小题，每小题1.5分，共60分)1．—Is this ________ card, Tony?— Yes, ________ is.A．you; this B．you; it C．your; this D．your; it 2．—Are those your friends?—No, they are my brothers. _________ names are Charles and Luke.A．They B．Their C．Them D．Theirs 3．—Is that eraser your sister’s?—No, _________ is on the desk. It’s my eraser.A．she B．her C．hers4．—Is this ________ pencil?—Yes, it’s________.A．your; mine B．your; my C．her; mine D．his; hers 5．Jim is Lily’s brother. ______ favourite subject is PE.A．My B．Your C．His D．Her 6．________ am Anna. _________ name is Kate.A．My; She B．My; Her C．I; Her7．This isn’t ________ pen. I left ________ at home this morning.A．me，my B．my，IC．mine，myself D．my，mine8．—Excuse me, Jack. Is this your dictionary?—Yes, it is. It’s ________.A．I B．mine C．me D．my 9．This is not ________ watch. I think it’s ________ watch.A．you, he B．his, her C．she, my D．me, his 10．The hat is Jack’s. The swea ter is ________, too.A．mine B．his C．hers D．yours 11．— Is this your pencil?—No, ________. It’s ________.A．it isn’t；his B．it isn’t；my C．it is；her 12．This is Anna’s brother. ________ favorite subject is math.A．He B．Him C．His D．Her 13．—What’s _________ name?—_________ is Alice.A．her; She B．his; She C．she; Her 14．This is ________ English teacher and he is very fun. What about ________? A．our; you B．us; yours C．our; yours D．us; you 15．For girls, ________ is great. It’s ________ favorite drink.A．bread; his B．milk; their C．bread; their D．milk; his 16．Mom, can I have a new sweater? Look at ________. ________ too short.A．my; It’s B．mine; It C．mine; It’s 17．This computer isn’t ________. It’s Jack’s.A．my B．her C．hers D．their 18．It’s my mother’s birthday. My father will give ________ a new handbag as a birthday present. ________ old one is too old.A．her; Her B．her; She’s C．she; Her D．she; Hers 19．My parents and I love animals a lot, and ________ have a dog and a cat at home.________ names are Emily and Norma.A．they, Their B．we, Our C．they, Them D．we, Their 20．—Hello! What’s ________ name?—Hi! ________ name is Bob.A．my; My B．your; Your C．your; My D．your; I 21．—_________ these your parents?—No, they are _________ uncle and aunt.A．Is；me B．Are；my C．Is；my D．Are；me 22．—What’s your classmate’s name?— _________ name is Lucy.A．Her B．She's C．He's D．His 23．—Are those notebooks Sally’s?—No, they’re ________. I lost them this morning.A．hers B．mine C．ours D．theirs 24．— Is this ________ backpack?— No, ________ is on the sofa.A．yours; mine B．yours; my C．your; mine D．your; my 25．— Is this bag ________, Betty?—No, it’s not mine. It’s Lucy’s.A．yours B．hers C．his D．theirs 26．Mr. Wu is our math teacher, we all love ______.A．he B．he’s C．his D．him 27．—Is this ______ on the sofa?—Yes, it is _______.A．yours; mine B．yours; my C．your; mine D．your; my 28．—Is this English book ________?—No, it’s ________.A．hers, my B．him, mine C．yours, my D．his, mine 29．—Excuse me. Is this Eric’s notebook?—No, ________ is very big. This one is small.A．he B．his C．her D．hers 30．—Excuse me, is this Mary’s pencil box?—Yes, it is. It’s ________.A．mine B．ours C．hers D．theirs 31．________ has an iPhone. ________ color is white.A．Her; It’s B．Her; Its C．She; It’s D．She; Its 32．________ mobile phone is on the table and ________ is over there.A．My; yours B．Your; my C．My; your D．Yours; mine 33．This is ________ iPad. Yours is over there.A．my B．me C．I D．mine 34．The girl is Tina. This is _______ jacket. ________ is yellow.A．her; It B．her; It’s C．her; His D．his; Its 35．— Is this __________ ruler?— No, __________ is in his pencil box.A．Jim; his B．Jim’s; his C．Jim; he D．Jim’s; he36．—Look! Is this your eraser?—No, it’s not ________. It’s Lingling’s.A．mine B．hers C．his D．yours 37．—Are those pencils ________? I found ________ under the desk.—Yes, thank you.A．your；they B．your; them C．yours；them 38．This is my cousin. ________ name’s Tom.A．He B．His C．Her D．My 39．—Could you help ________ with ________ English?—No problem.A．me; mine B．me; my C．I; me D．mine; my 40．— Is this ________ computer?—Yes, it’s ________. My mother bought it for me.A．you; me B．your; my C．yours; mine D．your; mine二、用所给单词的正确形式填空(本大题共20小题，每小题1分，共20分)41．I want to buy Sally a bag for _________ (she) birthday.42．This notebook is not _____________ (my). It’s his.43．Betty and Tony often send emails to _________ (they) old friends.44．—I can’t find my era ser. May I use ____________ (you)?—Of course. Here you are.45．The blue sweater is ________ (I).46．Sue Clark is in ________ (he) class. She’s a nice student.47．The blue hat is _____(my). That white one is Judy’s.48．This is _____ (they) classroom. It’s very tidy.49．Alice and Kitty sees a lot of people on _________ way to school. (they)50．—Is this set of keys yours, Sam?—No, ________ (I) are in my schoolbag.51．Mary lost ________ (she) keys in the classroom.52．I have a yellow sweater and ________ (he) is blue.53．My sister’s favorite sport is volleyball, but ________ (my) is soccer.54．The white model plane is ________ (she).55．My English book is on the desk. How about ________(you) ?56．This is my math book. Where is __________ (your)?57．Mary is a girl. This is ________ (she) favourite dress.58．They nod ________ (they) heads to show “Yes”.59．Tom is a boy and __________(he) family name is Smith.60．Bill often helps Lin Feng because Lin Feng is ________ (he) friend.三、完成句子(本大题共10小题，每小题2分，共20分)61．那个白色的飞机模型是她的。

(word完整版)外研版必修3 module1 语法

Grammar:一般现在时和一般过去时的被动语态&主谓一致Ⅰ.用所给动词的正确形式填空1．Paris is one of the most beautiful cities and _______（visit) by more than eight million tourists every year。

2．The Eiffel Tower _______(locate） in Paris.3．The Sagrada Familia ______________(design) by an architect called Antonio Gaudi。

4．Florence’s most beautiful paintings and sculptures ______________（produce） by great artists。

5．Athens_______（know） as the birthplace of western civilisation.6．The Parthenon _______(build） during this period。

Ⅱ.写出下列句子中谓语动词的正确形式1．Threefourths of the project ______________（complete) by the time we arrived there。

2．Egg and rice_____(be) her usual breakfast。

3．Many a student_______（realize） the importance of mastering a foreign language so far.4．Our team ___（be） an expert team。

5．Either the students or their head teacher ____(be） supposed to reconsider how to deal with the problem.6．The teacher with the students___(be) playing football on the playground.Ⅰ。

外研版高中英语Book 3 Module 1 Grammar---主谓一致教学课件

California has a lot of sunny days.
California is one of states of America that has a lot of sunny days.
眼见为实 To see is to believe.
Correction
Neither of them is responsible for this matter.
The student who works hard will succeed. The students who work hard will succeed.
Prepositional phrases
The biker in this race is very competitive.
The bikers in this race are very
titles
Practice:
1 The students, as well as the instructor, (keeps / keep) very busy. 2 The writer, who wrote the books, (sticks / stick) to the rules. 3 A driver’s license or two credit cards (is / are) required. 4 No one (wants / want) the GDP to go down. 5 Each of the plants (has / have) been sold. 6 Some of the rocks (is / are) slippery.
A football team has 11 players. 这个团队赢得了比赛。 This group wins the game.

Module1Grammar2----Adjectivesendingin-ingand-ed

Part One The General Idea of This Period1. This part enable the students to master the uses of -ng form and -ed form.2. This grammar is very important in this unit. I will lead the students to make clear thedifferences and function of this two forms , and encourage them to remember more words about the two forms. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.Part Two Teaching Aims and Demands1. Knowledge objects(1) To learn and master the uses of -ing form and -ed form, etc.(2) To get the Ss to be familiar with this two forms.2. Ability objects(1) To cultivate their ability to discover, analyze and solve problems.(2) Train them with some effective learning methods to optimize Ss3. Moral objects (1) To make students be interested in grammar study.Part Three Teaching Keys and Difficult Points1. Key points :(1) .the uses of -ing form and -ed form(2) . Some words about the two form.2. Difficult points :Differences and function of this two formsPart Four Teaching Methods and Teaching Aids1. Teaching Methods1. Communicative teaching method;2. Audio-visual teaching method;3. Task-based teaching method;4. Classified teaching method.As we all know:the maininstructionalaims oflearningcultivate students a 'bilities of listening, speaking, reading, English language. So in this lesson I 'llmainly use “Audio-visualThat is to say, I 'll le t he students get a better understanding of the key structures. Istudents some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.2. Teaching Aids1. multimedia2. a projector3. the blackboard' learning resultsEnglish in the Middle School is to writing and their good sense of the Communicative t ”eaching method, ” teaching meth,o “d Tas-kbased ” teaching method and “Classified ” teaching method. ive the 'll gPart Five ——Teaching stepsStep1 Warm-up and Lead-in1, Brainstorming ( a competition between groups, writing as many words ending in -ing and -ed)Ast oni shed - Ast onishingAsto un ded - Asto undingBored - Bori ngChalle nged - Challe ngingCharmed - Charm ingComforted - Comfort ingCon fused - ConfusingConvin ced - ConvincingDep ressed - Dep ress ingDisa ppoin ted - Disa ppointingDiscouraged - Discouragi ngDisgusted - Disgusti ngEmbarrassed - Embarrass ingEn couraged - En couragi ng2. Now p lease look at these two senten ces, try to comp lete the senten ces by filli ng in the bla nks.(1. excited, exciting 2. interested, interesting) and pl ates. (in terest ing / in terested)1.1 was whe n I saw the n ews. (excit ing / excited)2. The dog was in p lay ing games, such as playing balls, wires Ste p2 Presentation1. Read My First Day at Senior High again and underline the adjectives with -ngor -ed endin gs. After you have found out them try to find out the differe nces betwee n words with -ing and -ed endin gs.(amaz ing, in teresti ng, bored, embarrassed, hardwork ing)Come to activity 2 and ask the stude nts to choose the correct explan ati on.1. ) The -ng form describes thin gs; the -ed form describes people2. ) the -ng form describes the people or things that cause the feeling;the —dform tells us how people feel.(The 2nd sentence is correct)Ste p 3 Practice1.Finish the excises in activity 3.Check the an swers with the stude nts.Exercise:(1. bored 2. interested 3. amazing 4. disappointed 5. embarrassed 6. boring)I wasn '---t-(bored) with the lesson.I was very - (interested) with his teaching method.The computer screen is abosolutely ---(amazing).He was ---(disappionted) because Ms Shen will not be the teacher every day.Group activities won ' t ma-k-e-(eymoubarrassed)because you can keep quiet if you want to. The journey home from school was---(boring).2. More details about Grammar 2.动词的ing形式和动词的ed形式都可以在句中作定语和表语，具有以下特点:1．动词原形多为及物动词。

世纪金榜必修一Module1Grammar

主语+_______________+ don’t (doesn’t) 实义
动词原形（+其它） ③疑问句：am/is/are ________ +主语+表语 ________+ do/does 主语+实义动词原形（+其它）
一般现在时的具体用法
一般现在时的具体用法
1) 表示现在时刻的状态、能力、性格、个性。
现在进行时的句型结构
All the students are looking at the blackboard
carefully. She is always thinking of herself. What are you doing these days?.
Is she always thinking of herself?
4. To find the street where I lived in my childhood is no
easy task because the city ______ so rapidly all these years. A. is changing C. will have changed B. has changed D. will change
或安排好的事情。 The train leaves at six tomorrow morning. When does the bus start? It starts in ten minutes. 2）here, there等放在句首时需用倒装结构，表示动作正在
进行。
Here comes the bus. = The bus is coming. There goes the bell. = The bell is ringing.

外研必修五Module 1 Grammar

Do Activity 3 on Page 5. Complete the sentences with since and for. since 1. English grammar has not changed much ______ the time of Shakespeare. for 2. The American spelling system has existed _____ about 20 years. 3. I have been studying English ______ I was in since primary school. 4. We have an American teacher. He has been here ______ January. since for 5. CNN has been on the air _____ more than twenty years. since 6. David has worked for CNN _____ the year 2000.
现在完成时常与since和for构成的时间状语连用，现将它们的用法归纳如下： (1) since作连词，后跟句子，它所表示的时间是 “从过去某一点开始到现在”。若从句谓语为终止性动词，主句的时间则从这一“时刻”算起。如： He has lived here since he left Shanghai. 若从句谓语为延续性或状态性动词，主句的时间则从其动作结束那刻算起。例如： It is six years since he was a teacher. I haven’t heard from her since she lived t示时间的名词，必须是表示“时间的一点”，不能表示时间的一段。例如： He has taught at this school since 1965 / two years ago. (3)介词for构成的短语，表示时间的长度，后跟一段时间，不能跟时间的一点。例如： We have studied English for two years. They have known each other for five years. ★注意： ①在肯定句中，非延续性动词的现在完成时不能和since / for构成的时间状语连用，但在否定句中却可以。

外研版高中英语必修一课件：Module1+语法

1．标题栏
一般写在左上角，包括发件人姓名、邮箱地址、发件日期、收件人姓名、邮箱地址以及邮件主题。
排列格式为：
FROM：发件人姓名、邮箱地址 DATE：发件日期 TO：收件人姓名、邮箱地址 SUBJECT：简明扼要地介绍信的内容。通常是
单词、短语，偶尔用句子。
2．称呼
位于正文的开头。如何称呼，要看发件人与收件人的关系而定。若是同学、朋友，可以直呼其名；若是长辈或上级，要在姓氏前加上Mr.， Miss. , Mrs. ,Dr. , Professor等表示称谓的词。
他们把桌子都铺上了干净的白桌布。
When I woke up，I found the ground covered with snow.当我醒来时，我发现地面被雪覆盖了。
The books on the desk, whose covers are shiny, are prizes for us.
②Having⑤co足ve以re支d 付20 miles，I felt tired out.________
③Water covers nearly three quarters of the earth's surface.________
④The course you take covers law and business.________
excited感到激动的 pleased感到愉快的
satisfied感到满意的 surprised感到惊讶的 worried感到担心的 moved感动的
迁移运用
用所给动词的适当形式填空
1．The story he told us was very________ and we were ________ deeply.(move)

module1 grammar将来进行时

Translation
❖明年这个时候，我将会在上海游玩。
❖This time next year, I will be visiting shanghai.
❖明天5点半，我们将会在吃晚饭。
❖At 5:30 tomorrow, we shall be having supper.
❖今天晚上8点，我将会在洗衣服。
2. I ____ in the sun on the beach today next week. A. will bathe B. am bathing C. will be bathing D. bathe
3. What do you think the children ___ when we get home? A. will be doing B. will do C. are doing D. are going to do

The future continuous (将来进行时) 表示将来某一时间内正在进行的动作。构成：“shall/ will be doing” Shall可以用于第一人称I, we ；
常见的时间状语
❖ 将来的一个具体时间 ❖ 例如： ❖ At this time tomorrow/ next year ❖ At 6 o'clock this /evening
高考考点透视
1. At this time tomorrow _____ for New York. A. we’re going to fly B. we’ll be flying C. we’ll fly D. we’re to fly
2. Why don’t you put the meat in the fridge? It will _____ fresh for several days. A. be stayed B. stay C. be staying D. have stayed

外研社必修一高一英语说课稿、教案

Module 1 Grammar 2 Adjectives ending in –ing and –edPart 1 Teaching materialThis lesson is the Grammar part talking about adjectives ending in –ing and –ed. It plays an important role in the English teaching of this unit. By studying this lesson, students can clearly know what the differences between –ing and –ed forms and how to use them. Teacher and students will summarize and do exercises together to help students grasp the usage of “adjectives ending in –ing and –ed”.1. Teaching aims1) Knowledge objectives:a. Students are required to know the explanations of –ing form and –ed form.b. Students should find adjectives with –ing or –ed endings appeared in the text.2) Ability objectives:a. Students can translate relative sentences or phrases between English and Chinese.b. Students can learn to apply the –ing form and –ed form in their writing.2. Important points and difficult pointsIn this lesson, the important points and the difficult points are the same. That is, let the students know what the –ing form and the –ed form stand for, teach them how to use these two forms correctly and do some relative exercises to strengthen their knowledge.Part 2 Teaching methodsAs we know, the grammar is important and difficult part for students to learn English, so we should apply the proper methods to help them learn easily and quickly. According to the situation, I will apply the discussion method, the induction method and deduction method, which will help students remember the grammar rules correctly and use them properly.Part 3 Studying methods1) Doing exercise is the most common way to help students to learn grammar.2) Another way is to compare e the different usages between the –ing and –ed forms, which can help students to understand grammar and not confuse the different usage of –ing and –ed forms.Part 4 Teaching proceduresStep 3：PracticeLet the students do some relative exercises to help them understand this part of grammar.1. The situation is more ____than ever. I’m _____ about what to do next.A. puzzled; puzzledB. puzzling; puzzlingC. puzzling; puzzledD. puzzled; puzzling2. The ______ news ______ Jim. He was _____ at it.A. surprising; surprised; surprisedB. surprised; surprised; surprisingC. surprised; surprising; surprisedD. surprised; surprising; surprising3. It was so ___ a poem that quite a few students were _____ to tears.A. moved; movedB. moving; movingC. moving; movedD. moved; moving4 —How did Jack do in the exams this time?—Well, his parents seem _____ with his results.A. pleasingB. pleasureC. pleasedD. Pleasant5 They are _____ at the news that their team was beaten by ours.A. disappointingB. disappointedC. surprisingD. PleasedStep 4: Question time and homeworkI will leave 5 minutes for students to quickly review what I have taught in this lesson, and if any one has confusion about this part, he or she can ask me questions freely about that.Homework is to let students carefully review what they have learnt in class and arrange them to finish post-text exercises.Part 5: Blackboard arrangementI will divide the blackboard into three parts.Middle: write down the title “adjectives ending in –ing and –ed”.Left: the –ing form, the explanation and the relative words.Right: the –ed form, the explanation and the relative words.Module 1 Cultural Corner A Letter from a Senior High SchoolPart 1 Teaching materialThe reading passage is a letter telling about the American school system. The emphasis of this period will be placed on the important new words, expressions in the part of Vocabulary and Reading. The teacher will let students find out the differences in the American and Chinese school systems, and then ask them to give explanations about the differences. By studying this lesson, the students can improve their reading ability, comprehend the text better and master the usage of important words.1.Teaching aims1) Knowledge objectives:a. Important words and phrases：cover, divide, join in, take part in, attend.b. Important sentences: 1. At the end of twelfth grade, American studentsreceive the high school diploma. 2. I take part in all kinds ofafter-school activities.c. Grammar: Attribute clause.e.g. The school year is divided into two semesters, the first of which isSeptember through December, and the second of which is Januarythrough May.2) Ability objectives:a. Understand the main idea of the text and answer some questions.b. Talk about similarities and differences.c. Improve students’ reading ability.3) Emotion objectives:a. Let students judge the difference between China and America.b. Develop students’ sense of cooperative learning.2. Important points and difficult points1) Important points: master the new words and phrase such as cover, divide, take part in, and attend; understand the main idea of the text and answer relative questions.2) Difficult points: find out the differences in Chinese and American school systems and grasp the usage of attribute clause.Part 2 Teaching methodsFast reading, intensive reading, pair work and discussion.1). Task-Based Language TeachingThe students can get the meaning of the words and phrases. Practice can help the students get the general idea and have a better understanding of the US school system.2). Communicative ApproachDiscussion, pair work and group work can help students to express their idea bravely and clearly.Part 3 Studying methods1) Students should consider the text as a whole.2) Students should pay attention to the main ideas and topic sentences.3) Students should discuss in class to understand the passage better.Part 4 Teaching proceduresStep 1: Warming-up and lead-inWe have learned Li K ang’s school life at senior high; do you want to know the life of the teenagers in the similar age of you in other countries? Now please turn to P9, let’s read the text in cultural corner and learn something about the Senior High school life in the US.Step 2 Fast-ReadingAsk the students to read the text and answer the question on Page 9. (Fast Reading)Similarities: A school year is divided into two semesters.Differences: American schools have long vacations.Step3 Careful-ReadingAsk the students to answer the following questions. (Careful Reading)1. How long does secondary school cover in the US? (Seven years)2. Which grades is high school? (Ninth to twelfth grades)3. What do they need if they want to go to college? (A high diploma)4. How many semesters are there in the school year? (Two semesters)5. What are they? (The first of which is September through December, and thesecond January through May.).6. What is the school schedule? (They start at 7:50 am and they finish at 3 pm.)7. What is the main idea of the third and the fourth paragraph? (The studen t’safter-school activities; the author wants to know something about the Chinese school system.)Step 4 DiscussionWhat do you think of the American school system and Chinese school system?(Please express your own opinion and discuss with your partner.)Step 5 Question time and homework1. Leave 5 minutes for students to deal with their confusion.2. Let students w rite something about American or China’s school system as homework.Part 5 Blackboard arrangementModule 2 Function and SpeakingPart 1 Teaching materialThis lesson is function and speaking part. It needs students to know how to express preference through conversations. As is known to all, one of the most important ways to learn a language is communication. Thus, by studying this part, students can not only learn the patterns of expressing preference, but also improve their speaking and listening ability.1. Teaching aims1) Knowledge objectives:a. Students can use the patterns to express their preference in conversation.b. Students can improve their listening and speaking ability.2) Ability objectives:a. Train students to grasp the new expressions of preference, such as preferto…., would rather…….b. Enable students to tell others their preference.2. Important points and difficult pointsThere are two important points.1. Let the students learn to use the patterns of preference.2. How to express their preference to others.The difficult point: the students need to ask questions with new expressions and get the right answers based on the given information.Part 2 Teaching methodsI will adopt the “task-based”teaching method and “scene-activity”teaching method.1. “Task-based” teaching method can establish a real scene and the interaction between teacher and students.2. “Scene-activity”teaching method offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome. Part 3 Studying methodsSince the students are those who are in Grade One, it is important to help them form a good habit of studying.1. They should pay attention to their oral English.2. Practice makes perfect. Students should practice more so as to consolidate the usage of preference expressions.3. I should note the key points and useful expressions and encourage the students to use them after class.Part 4 Teaching proceduresStep 1: Warming-up and lead-inGreet the class and tell the students that in today’s lesson we are going to learn how to express preference.Step 2: Preparations1) Ask some questions which would enable students to get a brief sense of the situations given in the book. e.g.:a. Who is your favorite teacher? And why?b. Which of these English language areas is the most difficult for you, grammar,conversation, vocabulary, listening, reading, writing or translation?2) Provide students some useful expression of preference, such as:Prefer to do… rather than to, prefer… to…, would rather (not) do….3) Teach students how to use the useful expressions by making sentences, such as:a. I would rather drink tea than coffee.b. I would rather not go.c. She preferred to stay at home rather than go out.Step 3 PracticeFinish activity 2 and activity 3. Work in pairs, with one student asking the question and the other answering. In activity 3, the students can use some useful words and sentence patterns. For example: I would prefer to do sth rather than do sth, would rather do sth than do sth, would do sth …rather than do sth …, I enjoy/love doing sth, I like/hate doing sth, m y favorite subject is…Step 4 Question time and homeworkQuestion time: Leave 5 minutes for students to ask questions freely.Homework: Write down a composition about favorite subject and it should include the reasons for liking it.Part 5 Blackboard arrangementI will divide the blackboard into three parts.Middle: the title “Function and speaking”.Left: the expressions of preferenceRight: some examples of using these expressions.Module 3 My First Ride on a TrainPart 1 Teaching materialThis lesson is a reading passage. It plays an important role in teaching this module. It tells about the travel to the central part of Australia. By studying this lesson, students can improve their reading ability and learn more about how to describe a travel. They can understand some difficult words and sentences to comprehend the text better. The students should do some listening, speaking and writing too.1. Teaching aims1) Affection aims:a. Through reading the passage about travelling, the students can hold a feelingof loving the nature.b. Students can have courage to describe their train ride experience.c. Students can keep conscious of good co-operation2) Reading skills:a. Students are able to predict the main idea of the passage based on thebackground information and the title.b. Students are able to find the main idea of the passage by fast reading.c. Students are able to answer detailed questions (true or false questions) afterdetailed reading.3) Cultural awareness:The students can know much more about the landscape, people and customs of Australia.2. Important points and difficult points1) Important points: Train the students’ reading skills (predicting, fast reading and detailed reading); teach students how to express their travel.2) Difficult point: Teach the students to describe their first train ride focusing on who, when, where, what and how.Part 2 Teaching methodsStudents in high school are quick in thought, they are eager to show what they know and they have a certain ability to read. And the main aim is to develop the students’ capability of using English in any aspect. So I will mainly adopt “discussion”method and “task-based” method.1. Discussion method can stimulate students’ interests in reading the passage.2. Task-based method can offer the students an opportunity to complete the tasks in which students use language to achieve a specific outcome.At the same time, I will make use of the modern electricity teaching equipments and all kinds of teaching means. All these would let the students get a better understanding of the passage.Part 3 Studying methodsSince the students are those who are in Grade One, it is important to help them form a good habit of studying.1) Students should consider the text as a whole.2) Students should pay attention to the main ideas and topic sentences.3) Students should discuss in class so as to understand the passage better.Part 4 Teaching proceduresStep 1: Pre-readingGreet the class and talk about first travel.Step 2: While-reading1. Fast reading:1) Read the text quickly and find the main idea and the main idea of each paragraph.2) Discuss in pairs and match the main ideas with each paragraph.This method is to improve the students’ reading capability and generalization.2. Intensive reading:Read the text again carefully and take some notes on the textbook, then answer the questions1) Was her destination on the coast of Australia?2) Was the scenery the same during the whole journey?3) Did she study while she was on the train?4) Do they still use camels to deliver goods?Step 3: Post-reading:1) Retell the passage according to some key words.2) Share their first train ride experiences in group and some students dopresentations to the whole classStep 4: Question time and homeworkLeave 5 minutes for students to deal with their confusion.The homework is to write an article about their first train ride experiences.Part 5 Blackboard arrangementBlackboard design should be thought for a thing that attracts the students’attention. I will divide the blackboard into three parts.Middle: The title “My first ride on a train”.Left: New words and expressionsRight: Relative questions about the passage.Module 3 Reading and SpeakingPart 1 Teaching materialThis lesson is the reading and speaking part. It plays an important role in the teaching of this unit. It tells about people’s childhood memories that they did one of the activities for the first time. By studying this lesson, students can improve their reading and speaking ability, and learn more about how to express their childhood memories.1. Teaching aims1) Knowledge objectivesa. Students can improve their reading and speaking ability.b. Students can hear, read and use the main sentence patterns to express their memories, for example: I can remember my first visit /trip to…when…The first time I went to / visit …I remember the day…2) Ability objectivesa. Enable the students to describe their first experiences.b. Enable students to grasp the specific information such as when, where, how, and why.2. Important points and difficult points1. Important points:a. Get the students to learn to use the starting patterns of describing their first experiences.b. How to tell others about their first experiences.2. Difficult points:The students need to cover all the elements like who, when, where, what, why and how for the purpose of expressing their experiences clearly.Part 2 Teaching methodsStudents of this stage are quick in thought and they are eager to show what they know, and they have a certain ability to read. But they are lack of the courage to express their ideas. Therefore, in this lesson, I will use the following strategies.1) Basic learning strategy: The students can get the meaning of new words and phrases.2) Practice strategy: Practice can help the students get the general idea and havea better understanding of language; to some extent, students can develop their ability of communication, thinking and expression in English.3) Use modern electricity teaching equipments and all kinds of teaching means, it can improve the students’ creativity in learning English.Part 3 Studying methodsSince students are those who are in Grade One, it is important to help them form a good habit of studying.1) Make the students join in the reading and they are masters of the class.2) They should pay attention to their oral English.3) Require students to do listening activity, Q & A and free discussion.Part 4 Teaching proceduresStep 1 Warming-up and lead-inGreet the class and tell the students that in today’s lesson we are going to learn how to express first experiences.Step 2 Preparations1) Provide students some useful expressions:I can remember my first visit /trip to…when…The first time I went to / visit …I remember the day…2) Teach students how to describe their experiences by using these expressions.For example: elements of who, when, where, what, why and how should be included.Step 3 While-readingLet the students r ead the five people’s descriptions about their childhood memories and underline the topic sentences they use.Step 4 Practice1) Tell other students the first time you did one of the activities.2) Group work: Describe the first time you traveled a long distance to one another.Step 5 Question time and homeworkLeave 5 minutes for students to ask questions freely.The homework is to write an article about their unforgettable first experiences of doing one activity so that their writing can be improved.Part 5 Blackboard arrangementI will divide the blackboard into three parts.Middle: the title “reading and speaking”Left: some useful words and expressions.Right: some typical examples.Module 4 Listening and vocabularyPart 1 Teaching materialThis lesson is the listening and vocabulary part. It needs students to listen to two passages and answer relative questions. By studying this lesson, students can improve their listening capability, and train their skills to grasp the key points while listening. Moreover, there are some new words and phrases for students to grasp, thus their vocabulary can be enlarged through learning this lesson.1. Teaching aims1) Knowledge objectives:a. Students can improve their listening and speaking ability.b. Students can grasp new words and phrases: committee, organization, unemployed, household, occupation, professional, manual, employment, a great many things, fascinating, as a result, congratulations, to do well, make it.2) Ability objectives:a. Enable students to understand the stressed words and its meaning, as well as big numbers.b. Enable students to pronounce properly the notional words and the stressed words.3) Cultural awareness:The students can know more about our city and community.4) Affection aims:a. Through listening the passages about the community, the students can hold afeeling of loving the country and their hometown.b. Students can keep conscious of good co-operation.2. Important points and difficult points1) Important points:a. Grasp the key words and phrases.b. Improve students’ listening level2) Difficult points:How to get effective information while listening?Part 2 Teaching methods:Students of this stage are quick in thought and they are eager to show what they know, and they have a certain ability to read. And the main aim is to develop the students’ ability of grasping the effective information while listening. Therefore, I will mainly adopt “whole language teaching” method and “task-based teaching” method.1. Whole language teaching” method can help to improve students’ integrated English language competence including listening, speaking and writing.2. Task-based teaching method can offer students an opportunity to complete the tasks in which students use language to achieve a specific outcome.Part 3 Studying methods1. I will summarize the new words and phrases appearing in the listening part and introduce the key points and methods to describe a place.2. Enable students to know more about other cities and communities through learning the listening materials.3. Enable students to grasp the effective information while listening.Part 4 Teaching proceduresStep 1 Warming-up and lead-inGreet the class and write down the key words that will appear in the listening part, which will help students eliminate the vocabulary barrier.Step 2 Pre-listeningLet the students guess what the passage is about just according to those key words given on the blackboard.Step 3 While-listening1) Fill in the chart on page 35 after the first listening.2) Set students into groups to discuss the meaning and its usage of phrases and sentence patterns, then ask each group to give a dialogue by using these phrases and sentence patterns. Through this kind of practice, the usage of these patterns can be easily grasped.3) Let the students mark the stressed words, then set every two students as a pair and read out the listening part especially the stressed ones to the other.Step 4 Post-listeningDiscussion: Talk about the neighborhood committee in your area.Then ask one or two students as the representatives to talk about their neighborhood committee in class.Step 5 HomeworkMake a survey of your neighborhood committee with your partner. This way can also help students train their team spirit.Part 5 Blackboard arrangementKey words and phrases: committee, organization, unemployed, household, occupation, professional, manual, employment, a great many things, fascinating, as a result, congratulations, to do well, make it.Discussion：Talk about the neighborhood committee in your area.Module 4 Grammar 2 Present perfect tense 2Part 1 Teaching materialThis lesson is the grammar part, and it is about the present perfect tense. By studying this lesson, the students can know better about the present perfect tense and use it correctly. Moreover, learning this part well would improve students’reading and writing ability. Teacher and students will summary and do exercises together to help students grasp the usage of present perfect tense.1. Teaching aims1) Knowledge objectivesa. Review the past simple tense and the present perfect tense.b. Grasp important phrases and sentence patterns:so far, up to now, till now, all one’s lifeI’ve worked for it for four years now.I’ve known him since September.It’s been very successful, so far.Up to now, I’ve understood everything the teacher’s said.We’ve had very good weather this winter, t ill now.2) Ability objectivesa. The students will be able to learn more about the Present Perfect Tense.b. The students can know how to use present perfect tense.2. Important points and difficult points1) Important points:a. Grasp the present perfect tense.b. To enable students to strengthen their grammar language knowledge which would help them to improve their ability of listening, reading and writing by doing some relative exercises.2) Difficult points:Present perfect tense with verbs is to describe events that can continue over a period of time, and it is easily mixed with the simple past tense which describes events happened at a particular point in time. So how to correctly use present perfect tense will be the difficult part.Part 2 Teaching methodsAs we know, grammar is an important but difficult part in learning English, so we should apply proper methods to help them learn easily and quickly. According to the situation, I will apply “deduction”method and “induction”method. These two methods would also help to improve students’ ability of self-learning.Moreover, I’d like to apply “task-based”method which offers students an opportunity to complete the tasks when they use language to achieve a specific outcome.Part 3 Studying methods1) As for learning grammar, doing exercise is the most common way to help students to learn.2) Another way is comparison which can help students to understand grammarand figure out the usage of present perfect tense.Part 4 Teaching proceduresStep 1 Greeting and lead-inGreet the class as usual and help students revise the use of present perfect tense.Step 2 The usage of present perfect tense：1. Present perfect tense is used for completed past actions or events, and it is the present result of the events that is significant. It is usually used together with just, recently, so far, up to now, till now, in the past, ever and never, etc.1）They have put up a lot of high-rise buildings recently.2）My wife has just bought a beautiful dress from one of the shops there.3）I've seen quite a lot of China.4）It has been six years since we last saw each other.2. Present perfect tense can also be used for ongoing or habitual situations continuing up to the present time (and not necessarily completed), particularly in describing for how long or since when something has been the case.And it usually used together with since, these days, this year, now, etc.1）She has lived in Beijing since she came to China.2）They have been friends for forty years.3）How many words have you learned this year?Step 3 PracticeLet the students do the exercises on page 36.Step 4 Question time and homeworkIf any student has confusion about this part, he or she can ask questions freely.The homework is to ask students to review what they have learnt in today’s lesson and finish the rest of the post-text exercises.Part 5 Blackboard arrangementBlackboard design should be thought for a thing that attracts students’ attention.I will divide the blackboard into three parts.Middle: Title “present perfect tense”.Left: The first situation of the usage of present perfect tense as well as its related words and phrases.Right: the second situation of the usage of present perfect tense as well as its related words and phrases.Module 5 Cultural CornerPart 1 Teaching materialThis lesson is cultural corner part. It is Mark Kendon’s description of science teaching in his school. By studying this lesson, students can have knowledge of the situation of learning science in foreign countries. Moreover, students can improve their reading ability and enlarge their vocabulary.1. Teaching aims:1) Knowledge objectivesa. Learn and grasp the following important useful new words and expressions in the part:lecture，astonished，used to do，be supposed to do and so on.b. Understand a passage about science teaching in Canada.2) Ability objectivesa. Improve the ability in reading.b. Grasp the meaning of the words from the context.3) Emotion aimsa. To raise students' interests in science and form the rigorous scientific attitude.b. Arouse their interest of learning so that they can form their own goals of study.c. To make them understand the importance of scientific knowledge.2. Important points and difficult pointsa. To make the students understand and grasp the vocabulary and knowledge related to science and experimentsb. To enable the students to grasp the effective information of the text.Part 2 Teaching methodsStudents of this stage are quick in thought and they are eager to show what they know, and they have a certain ability to read. And the main aim is to develop the students’ability of using English in any aspect. Therefore, in this lesson, I will mainly use “discussion” method and “task-based” method.Discussion method can stimulate students’ interests in reading the text.Task-based method can offer students the opportunity to complete the tasks in which students use language to achieve a specific outcome.At the same time, I will make use of the modern electricity teaching equipments and all kinds teaching means. All of these would let the students get a better understanding of the text.Part 3 Studying methodsSince the students are those who are in Grade One, it is important to help them form a good habit of studying. In class, I will try my best to help them form a good habit of studying English.1. They should consider the text as a whole.2. They should pay attention to the main idea and the topic sentences.3. I should note the key points and useful expressions.Part 4 Teaching proceduresStep 1 Greeting and lead-in。

module1grammar外研社必修一高中英语PPT课件

A. am going
B. had gone
C. would be going
D. go
2.Give her the book when you ____.
A. will meet her. B. meets her
C. meet her
D. meeting her.
3. ----I want to write Yang Liwei a letter, but I don’t have
① Class begins at eight every morning. 每天早晨八点钟开始上课。
② He always works at night. 他经常在晚上工作。
3) 表示按日程安排和时刻表将要发生的动作，用一般现在时表将来。常用于此类用法的动词有come, go, move, stop, leave, arrive, be, finish, continue, start, begin, open, close, take off等。
① You are always changing your mind. 你总是主意不定。 (太烦人了)
② He is always helping others. 他总是帮助别人。(他真是个好人。)
4) 表示位置移动的 return, leave, start, visit, go, come, fly, stay等动词可以用进行时表将来。
② He is watching a movie now. 他现在正在看电影。
2) 表示目前一段时间内正在进行, 但说话时可能没有进行的动作。
Right now I am studying Chinese by distance learning.

必修二module1,grammar

“be to＋ do”表示将来
①The Prime Minister is to visit Hungary in May
用法
例句
(1)Be quiet. The film is about to start “be about to＋动词原形” (2)Hurry up! The train is ，表示将来：这一结构表示 about to leave 眼下马上就要发生，不强调主观，一般不能与具体的时 (3).I was about to go 间状语连用。 out when it began to
• 1. will
• (1)表意愿 • I will help you with your with your Enlish. • (2) 临时决定马上做某事 • - I forget to post your letter. • - It doesn’t matter. I will go to post office at once. • (3) 客观必然的事 • My daughter will be 15 next year. • (4)表推测 • There will be a storm tomorrow. • (5)表习惯和倾向 • He will tell me an interesting story every time I visit him. • (6)祈使句，+and/or you will… • Go to bed, or you will be tired tomorrow. •
1. ----When will he leave here? ----He says he will not leave until he ____ C another job. A. will find B. is finding C. finds D. found 2. Look at the timetable. Hurry up! Flight 4026 takes __________(take) off at 18:20. Ladies and gentlemen, please fasten your seat belts. The plane_________ (take) off.

Unit 1 Grammar

Module 1 Unit 1 GrammarI.Warming up 单项选择1. He says (that I will come soonthat I would come soonthat he will come soonthat he would come soon).2. He asked me (had I seen the filmhave I seen the filmif I have seen the filmwhether I had seen the film).3. He asked me (how am I getting alonghow are you getting alonghow I was getting alonghow was I getting along).4. The physics teacher told the students that light (travels,traveling,will travel,traveled) faster than sound.5. He asked (did I pay how muchI paid how muchhow much did I payhow much I paid) for the computer.II. 思考问题1. 什么是直接引语和间接引语？2. 直接引语变间接引语时，主要考虑哪些方面的变化？3. 直接引语如果表示客观真理，变间接引语时，时态需要改变吗？4. 如果间接引语是由that引导的两个或两个以上的并列从句，that可以省略吗？5. 间接引语应采用什么语序？III. 语法归纳直接引语和间接引语 (一)_______________________________，并把它放在______里，叫直接引语。

__________________________________，称为间接引语。