外研版B3 Module1 language points
2020-2021学年外研版英语必修3教师用书：Module 1 Section Ⅱ Langua
姓名，年级：时间：SectionⅡLanguagePoints(Ⅰ)(Introduction & Reading andVocabulary)Ⅰ.单词拼写根据汉语或首字母提示，写出下列单词1．As we all know，the dove(鸽子） is a symbol(象征） of peace and freedom.2．She had to face (面对） the fact that her life had changed forever.3．Her sculpture （雕塑） will be on show at the museum until the end of this month.4．A new factory is located/situated(位于） in the suburbs，about a mile from the town.5．How the ancient （古代的) Egyptians built the pyramids puzzled people for centuries。
6．Mozart’s birthplace and the house where he composed “The Magic Flute” are both museums now.7．The government has begun a new project at the airport to make passengers more comfortable.8．As Chinese,we should take pride in our great civilisation from thousands of years ago。
9．The Alps Range is famous for its beautiful scenery。
10．The Eiffel Tower is well known as the landmark of Paris。
2014春外研版初中英语八年级下册Module3 Unit1&Unit2 Language Points
当堂巩固
3.加强科技知识学习，了解宇宙奥秘
重点难点
掌握Unit1和Unit2的重要知识点并能熟练运用。
预习学案
学生笔记（教师点拨）
学案内容
【预习时间】8min。
【教师建议】请同学们注意单词的拼写。书写要认真。
Ⅰ英汉互译
1.be up to___________2.宇宙飞船模型____________
初二英语课时学案
课题
Module 3 Journey to space
Unit1&Unit2 Language points
编制人
审核人
学习
目标与
评价
设计
目标及要求
识记
理解
应用
1.熟悉掌握Unit1和Unit2的重点单词、短语及句子，准确率达98%。
预习
2.掌握Unit1和Unit2的重要知识点并能熟练运用。
本句为含有think的主从复合句，即“主语+ think+宾语从句”
翻译：I think it is a good thing.____________________________
【拓展】
当主句的谓语动词是think, believe, suppose(猜测，认为)等，而主句的主语又是第一人称时，后面宾语从句的定词常要前移，
5.They are very far away and their light has to travel for many years to reach us.（Unit2）
它们离我们很遥远，它们的光必须要经过很多年才能到达地球。
reach
为__________动词，后接宾语。
arrive
外研版高中英语必修三高一英语《B3M3：LanguagepointsandGrammar1》课件
7. They can destroy houses, but leave the furniture inside exactly where it was.
leave vt. “让…处于某种状态”, 常接形容词、副 词、分词和介词短语等作宾补。
+adj. +to do leave sth./sb. +doing +done +n. +介词短语
know her.
2. occur 正式用语, 所指的时间和事件都比较 确定, 有计划无计划都可以，在以具体事物、 事件作主语时, 可与happen互换 These events occurred in 1909.
3. take place “事先计划或预想到的事发生” The meeting took place at 8:00 as planned.
Translation: 她双手蒙着脸哭了起来。
She buried her face in her hands and cried.
She sat there，buried in thought.
end up 以。。。结束；结果为。。。 1). We were going to go out, but ended up watching videos. 2). If you go on like this, you’ll end up in prison.
4. There are violent winds of 120 kilometres per hour or more, which cause huge waves, heavy rain and floods.(L16, P23)
• 辨析：
• cause “起因，原因”，指引起某种结果的必然原 因，即主要事实方面的原因，常和effect 连用， 表示因果。常+of
外研版高中英语必修1 Module1 重难点归纳
Module1重难点归纳一、【Language Points】1.倍数的表达方式：A is …times + as +adj.原级+as +BA is …times + adj.比较级+than + BA is …times + the size/length/width/depth/height/weight of…2.否定转移——反意疑问A.常见否定转移的表达：sb. don’t think/guess/believe/supposeB.反意疑问遵循“一从二三主”原则eg: I don’t think he is right, is he?You don’t think he is right, do you?He/She/Tom doesn’t think I am right, does he/ does she/ does Tom？3. –ing/-ed 形容词区别a. -ing形容词修饰物b. -ed形容词修饰人（人所特有的五官face, look, voice, smile, expression也用-ed 来修饰）4. 对would you mind doing的回答介意—Yes, you’d better not./ I prefer you not to do./ I’m sorry , but…不介意—No, of course not./ Certainly not./ Not at all./ Go ahead.5. 倒装句——表情况相同She likes dancing, so do I . 倒装句表情况相同She doesn’t like dancing, neither do I.She likes dancing, so she does. 正常语序表“确实是这样”6. take part in/ join in / join/ attendA. take part in 参加群众性的、集体性的活动，例如take part in school activities/ take part in the Olympic GamesB. join in 参加正在进行的竞赛活动常用join sb. (in) doingC. join 参加某个组织或团体，例如，join the Party(共产党) / join the league(共青团)/ join the army(参军)D. attend正式用语，常指参加婚葬，会议，典礼，上学，上课等，例如，attend thewedding (婚礼) attend the funeral(葬礼) attend class(上课) attend school(上学) 7. matter的用法It doesn’t matter if…如果…没关系Does it matter if…如果…有关系吗？It matters a lot if…如果…很要紧【Key Phrases】at the start/ beginning of 在…的开始/开端at the end of 在…的末尾academic subject学科the attitude to/towards 对…的态度in other words换句话说science/art subject 理/文科take part in/ join/ join sb. (in) doing/ attend 参加be far (away) from 离…远be near to 离…近divide sth. into = sth.be divided into 把…划分为behave in a polite way/method 以礼貌的方式做事move to 搬到…look forward to doing 期盼做某事the method of doing sth. 做…的方法feel/get/be bored with 对…感到厌倦nothing like什么也不如sth like 大约，有点像impress sb with sth.be impressed with 某人对…印象深刻introduce …to sb 把…介绍给…leave a deep impression on/ leave an unforgettable impression on …给某人留下深刻印象/…给某人留下难忘的印象We have fun.我们玩得高兴。
b3unit1 language points
• 12.The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. [模仿要点] 句子结构： • …are the ones ＋ 定语从句 模仿】最有经验最有益的老师是那些不仅教 给知识的人而且还是教你如果获取知识的人 •The most experienced and helpful teachers are the ones who can not only offer us knowledge but also tell us the way how to gain knowledge
18.享受生活 19暂时忘记我们的工作
• 1.Festivals and celebrations of all kinds have been held everywhere since ancient times. • 2.Most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn. (表示“倾向”过去常常) • celebrate 的宾语是__，___和____
many people think that christmas is a western celebration,but in fact it is really a worldwide holiday.Chritmas actually as a religious festival celebration by Christians around the world.Its origin is around the 3th or 4th centry AD,when the custom of remembering Jesus'birth on december 25th first started. Today,of course,many peole celebrate Christmas as though it were just a holiday to have fun with family, rather than a holiday about a belief.
外研版英语必修一Module1-Module3重点知识总结
Key Points Module1 Ⅰ. Language Points 1.倍数的表达法：倍数的表达法： as as……as (两个as 中间用原级) 倍数+ 比较级比较级 + than the +性质名词性质名词 +of 2.否定转移——反意疑问否定转移——反意疑问A.常见否定转移的表达：sb. don ’t think/guess/believe/suppose B.反意疑问遵循“一从二三主”原则反意疑问遵循“一从二三主”原则eg: I don ’t think he is right, is he? You don You don’’t think he is right, do you? He/She/Tom doesn He/She/Tom doesn’’t think I am right, does he/ does she/ does Tom ？3. –ing/-ed 形容词区别形容词区别a. -ing 形容词修饰物形容词修饰物b.-ed 形容词修饰人（人所特有的五官face,look,voice,smile, expression 也用-ed 来修饰）来修饰）4. 对would you mind doing 的回答的回答的回答 介意—Yes, you’d Yes, you’d better not./ I prefer you not to do./ I better not./ I prefer you not to do./ I ’m sorry , but … 不介意—No, of course not./ Certainly not./ Not at all./ Go ahead. 5. 倒装句——表情况相同倒装句——表情况相同She likes dancing, so do I . 倒装句表情况相同倒装句表情况相同She doesn’t like dancing, neither do I. She likes dancing, so she does.—正常语序表“确实是这样”—正常语序表“确实是这样”6.6.take part in/ join in / join/ attend A. take part in 参加群众性的、集体性的活动，例如take part in school activities/ take part in the Olympic Games B. join in 参加正在进行的竞赛活动参加正在进行的竞赛活动 常用join sb. (in) doing 参加正在进行的竞赛活动C. join 参加某个组织或团体，例如，join the Party(共产党) / join the league(共青团)/ join the army(参军) D. attend正式用语，常指参加婚葬，会议，典礼，上学，上课等，例如，attend the wedding(婚礼) attend 常指参加婚葬，会议，the funeral(葬礼) attend class(上课) attend school(上学) 7. matter的用法的用法It doesn’t matter if…如果…没关系没关系Does it matter if…如果…有关系吗？有关系吗？It matters a lot if…如果…很要紧很要紧Ⅱ. Key Phrasesat the start/ beginning of 在…的开始/开端的末尾开端 at the end of 在…的末尾attitude to/towards 对…的态度换句话说的态度 in other words换句话说take part in/ join/ join sb. (in) doing/ attend 参加参加divide sth. into = sth. be divided into 划分为把…划分为move to 搬到…look forward to doing 期盼做某事期盼做某事feel/get/be bored with 对…感到厌倦感到厌倦be impressed with 某人对某人对…印象深刻印象深刻…给某人留下深刻印象/…给某人留下难leave a deep impression on/ leave an unforgettable impression on 忘的印象忘的印象用这种方式：in this way in this manner with this method by this means ——————一般现在时Ⅲ. Grammar——————一般现在时1.经常性、习惯性动作用一般现在时经常性、习惯性动作用一般现在时She goes to see the film once a week. He always/often/usually/sometimes/never/seldom talks with others. The teacher said that the earth travels around the sun. The light travels faster than sound. I will go to Xi’an if it doesn’t rain tomorrow. t talk with your mouth full. The room is bright with all the lights on. Ms. Liu comes into classroom with a book in her hand. The mother left, with the baby crying. b. 被动——done He is sleeping with the window closed. c. 还没做还没做With so much homework to do, I can’t go out. that……﹠so that 2. so…thatthat……如此…以致于…A. so…thatShe explains English grammar so clear that even I can understand it. B. so that 引导结果状语从句，译为“因此”引导结果状语从句，译为“因此”引导结果状语从句，译为“因此”’t feel completely stupid. Mrs. Liu just smiles, so that you don3.appreciate 的用法的用法A. appreciate (one’s) doing 感激（某人）做某事感激（某人）做某事I appreciate your helping me. …如果…我将感激不尽B. I would appreciate it if我将感激不尽I would appreciate it if you help me. 4. admit 的用法的用法A. admit doing 承认做了某事承认做了某事承认做了某事He admitted breaking the window. B. sb. be admitted to/into 被…录取或接收录取或接收I was admitted to/into Peking University. 5. prefer 的用法的用法 (preferring, preferred) A. prefer sth. 更喜欢更喜欢…—Which one do you prefer, the apple or the pear? —I prefer apple. B. prefer sth to sth. 比起…更喜欢…Rather than talk with us, he prefers to play alone. admit/appreciate/avoid/consider/mind/look forward to/be busy/be good at +doing sb. need to do 某人必须做某事 sth. need doing such little children/ such great progress(such little:这么小) so little+不可数名词不可数名词 “如此少”eg: do you think/believe/guess/suppose, 插入语最大的特点是后接陈述句插入语最大的特点是后接陈述句 Who do you think you are? What do you guess she likes? When do you suppose we should set off(出发)?Where do you think we can go? 划线处都应为陈述句划线处都应为陈述句eg: The dog approached the garden when the girl ran out. China is larger than other countries.(population are peasants.(4. afford 的用法的用法sth. can/can can/can’’t/be able to/ be not able to afford 意为“能够/不能支付得起”不能支付得起”to do sth. eg: I can afford this coat. = I can afford to buy this coat. 5. “许多大，大量的”“许多大，大量的”A. + 可数名词复数：可数名词复数： many a good/ great many a large/ great number of 谓语动词用复数谓语动词用复数There are a great many books in our school ’s library. A number of teachers in our school are men. B. + 不可数名词：much a great deal of a large amount of 谓语动词用单数谓语动词用单数A great deal of water in our city is wasted every year. A large amount of money was lost. C. + 两可：a lot of=lots of plenty of (这两个短语作主语时谓语动词形式依据名词是否可数来确定) a large quantity of (作主语，谓语动词用单数) large quantities of (作主语，谓语动词用复) A lot of students in this school have passed the exam.(后接了可数名词复数，所以谓语动词用复数) Lots of food is eaten by the guests.(客人) （后接了不可数名词，所以谓语动词用单数）A large quantity of milk is wasted. (a large quantity of 作主语，谓语动词用单数) Large quantities of milk are wasted. (large quantities of 作主语，谓语动词用复数) 6. 多个形容词作主语时的顺序多个形容词作主语时的顺序 ：“限冠形龄颜国材”“限冠形龄颜国材”Ten strong young Chinese students are taking part in the boat race. 7. 半系动词：包括5个感官动词(look, sound, smell, taste, feel); remain; keep 最大特点：后接形容词，The 100-year-old architecture still remains new. eg: It is the first time that I have visited China. eg: It was the first time that I had visited China. 从句，从句通常用一般过去式从句，从句通常用一般过去式eg: It is six years since we saw each other last year. I have been to France twice. (make/ earn money by doing sth. 等一会儿例如 wait for a while 等一会儿挣钱 such as 例如靠…挣钱feel fortunate doing sth. 做某事感到很幸运做某事感到很幸运 remain to be done 尚待，有待为生尚待，有待 live on 以…为生so far / up to now/ till now 到目前为止(完成时态标志词除了这三个还有：since, already, yet, never) 。
外研社高中英语必修一Module1 language points
impress
vt.使……留下深刻印象；使……铭记；让……明白…… (的重要性等)；盖(印)于……
①The people present were all impressed by/at/with his speech.
他的演讲给到场的人们留下了深刻的印象。
②The new teacher made a Байду номын сангаасood impression on the students. 新教师给学生们留下了好印象。
②Under the teacher's instruction，we've made great progress in our physics study. 在老师的指导下，我们的物理学习取得了很大的进步。 ③I've been instructed to wait here until the lecturer arrives. 我得到指示在这儿等讲课老师到来.
in other words 换句话说，换言之
注意区分
①The boss asked him to leave－in other words，he was fired. 老板请他走人，也就是说，他被解雇了。 ②His hair grew gray, in other words, he is old. 他的头发逐渐灰白，也就是说，他老了。 ③He spoke so fast that no one could get in a word.
③The final match between Liverpool and AC Milan was dramatic and impressive.
利物浦与AC米兰的最后决赛具有戏剧性色彩但也是印象 深刻的。
外研社必修一 module 1 语言知识点 第一单元 language points
其否定式: not as/so +adj./ adv. +as 不如……那样……
This dictionary is not as/so useful as you think. 这本字典不如你想象的那样有用。
1.as…as结构中如出现表示倍数的词，应放在as…as 结构之前。 e.g. Our school is four times as large as yours. 我们的学校比你们的学校要大四倍。
be nothing like sb/sth
丝毫不像； 绝对不
She’s nothing like her mother.
她一点儿都不像她妈妈。
It looks nothing like a horse.
这完全看不出像马。
6. I don’t think I will be bored in Ms Shen’s class.
far adv.
（1）a long distance far away e.g. My parents don’t live far away. 我父母住在不远的地方。 far from=far away from e.g. My home is very far from the hospital. e.g. My home is 20 kilometers away from the hospital.
（2）+adj./adv. 修饰比较级
① That’s far too much.
那太多咯。
② You’ll get there far more quickly by car.
你坐汽车去那儿就快得多。
按含义程度分—— 1、…多了：a lot, much, far 2、甚至更：even, still 3、稍微有点：a little, a bit
三年级英语上册全册教案(外研版一起)
三年级英语上册全册教案（外研版一起）module 1the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want…do you use…(3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china.teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make students remember the new words:chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want…do you use…attitude aims:the students could make differences in food culture between the western countries and china.teaching important points:do you use chopsticks in …?do you use a knife and fork in …?teaching difficult point:the pronunciation of some new words. for example, chopsticks preparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice,hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles”and a new word “chopsticks”can be leaded out.共27页，当前第1页123456789101112131415161718192021222324252627t: i like noodles. i eat noodles with chopsticks.the teacher takes out the real chopsticks and then says the new word. at the same time, the teacher shows the picture of chopsticks.an activity can be made here. the title of the activity is saying words as quickly. the pronunciation of new word is a difficult point. so the teacher should ask students to practice more.step three:the new word “use”can be leaded out in the process of communication.t: can you use chopsticks?the word card of use should be shown.we use chopsticks in china. and the teacher writes the sentence on the blackboard.we use chopsticks.do you use chopsticks? yes, we do. no, we don’t.ask and answer in pairs.the teacher inquires the students if the english people usechopsticks and a knife and fork will be leaded out.t: we use chopsticks in china. do the english people use chopsticks?s: no, they don’t.english people use a knife and fork.do you use chopsticks / a knife and fork? yes, i do. no, i don’t.step four:(1)presentation of the text.amy and daming are in the park. they want to eat noodles. watch the cd-rom, then answer the questions: “does amy use chopsticks in england?”the students look at the co-rom and then answer questions.now amy is using chopsticks. watch again, then answer the next question: are the chopsticks “easy”or “hard”for her?easy –hardchopsticks are hard for amy.a knife and fork are easy for her.some other oposite words are shown here.big-smalllong-shortfat-thinhot-coldwhite-blackeasy-hardlisten again, then answer:are the chopsticks “easy”or “hard”for english people?t: if i say “big”. you should say “small”. please say the words as quickly as you can.chopsticks are hard for english people. so amy make the mess.?mess /e/then the students read the passage again.find the sentences, “do you …?”. then circle them.practice:(1)in china, we use __________. in england, people use ________. chopsticks are ________ for chinese people. they are _______ for english people.chant:do you use chopsticks? yes i do. yes, i do.we use chopsticks in china.they’re easy for us.do you use ___________? yes i do. yes, i do.we use ________ in england.they’re easy for us.homework:ask students to practice the sentence patterns that they have learned in this lesson.unit 2 i’m eating hamburgers and chipsteaching aims:(1)mastering the new words:hamburgers, chips, fast food(2)the basic structure of processing tense共27页，当前第2页123456789101112131415161718192021222324252627teaching important point:the processing tenseteaching difficult point:the changes of “be”preparation:word card, card for real things,cd-romteaching process:warming up part:review the content of unit one.we use chopsticks in china. english people use a knife and fork in england. listen to a poem, then say it.step one:presentation and practicea. the teacher does actions and ask questions.what am i doing?（running, playing, jumping, etc.）e.g. you’re running.b.do actions：look, i’m eating. i’m eating hamburgers and chips.and then the new words are be leaded out. hamburger, chip?it’s english fast food. here we can talk about the england food. steak, cheese, bread and butter, etc. what is chinese / english fast food? do you like …? do you want …?step two:asking students to listen to the tape and answer the questions.what is amy eating?listen, point and repeat the text.practice:here the teacher asks students to practice the processing tense.look at amy. she’s eating hamburgers and chips. she’s using her hand. what is daming doing ? he’s eating rice.what is he using? he’s using chopsticks.then the teacher asks students to talk about the pictures in the textbook. s: what is daming doing? s: he’s ---s: what is daming using? s: he’s ---step 3 consolidation and extension1. game: what am i eating?the teacher does actions and asks students to guess what he\she is doing.for example: are you eating a hamburger?2. guessing game: what am i doing? what is he / she doing?3. make a new dialogue.it’s time for _________. (breakfast/ lunch/ dinner)i like _______.look, i’m eating ________.i’m using ________.step 4 summarythe differences between chinese customs and english customschina englandwe use ___________. they use __________________ is chinese fast food. _____ and _____ are english fast foodstep 5 homeworkmake a summary about the differences in customs in different countries.reflection of module one:the topic of module one is talking about the different customs in different countries. at the first, i prepare many datas about the differences. i think that the students maybe know little about these differences. but i am surpised at students’aboundance in the knowledge. so i change my plans. i asks them discuss these differences in groups. then i ask them to stand up in a line in the front of the classroom to tell others about the differences. they tell a lot. i am very happy. in the future, i should make great efforts to find students’knowledge. we should really believe them and give tasks to them. they can achieve the tasks perfectly. 共27页，当前第3页123456789101112131415161718192021222324252627reading of module one:content of reading:an article about the different customspurpose of reading:broaden the cultural knowledge of students.preparation:multiplayerstep of reading:firstly, i ask students to discuss about the festivals. then they can talk freely about the festivals in china. talking as the topic, i lead students to talk about the festivals in western countries. in this lesson, i take christmas day as an example. the students are required to express more idea. they must speak in english. then i write down all the sentences on the blackboard. more than thirty sentences are learned in the class. in my opinion, it is a good way. it is not necessary to find all the reading materials in datas. our students are the good material resource. the sentences are spoken by students as following:it is very good.i like it.……..module 2the general aims of module one:language points:(1) the new words: make, cake, idea, instead, lovely.(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.what are you making?i’m…(3) the new words: good idea! be quiet!teaching important points:1. what are you making?i’m making…2. can use these by themselves.unit 1 we are making a cake.teaching aims:1. make students remember the new words:making a cake; good idea and so on.2.can listen and say: what are you doing? we’re making a cake.please be quiet! i’m working.teaching important and focal points:what are you doing? we’re making a cake.please be quiet! i’m working.teaching aids:1.tape-recorder2.some cardsteaching course:step one warming up1.say the poem of module 1.2.review: do you use chopsticks in england? no, we don’t.what are you doing? i’m eating.are you eating a hamburger? yes, i am.step two presentation and practice1.ask the child to act, and ask him: what are you doing?the child try to answer: i’m eating…2.ask ss to look at their books. elicit as much as i can.3.play the cassette. the children listen and follow it.4.play the cassette again. pause after each utterance for the children to point at the corresponding picture.5.play the cassette again. ask the children to find “we are making…”then explain.6.play the cassette again. ask the students to repeat.共27页，当前第4页123456789101112131415161718192021222324252627step three1.listen to the tape and say the sentence.2.explain and practice: read row by row.3.practice in pairs. then check it.step four1.point and say: cake, plane, kite, noodles2. practice in pairs.: what are you doing? we’re making a plane.3.check them.step five1.listen and write the missing words.2.now point and say.homework:read the text to your friend or your parents.thinking:this book is difficult for almost students. i spent more time to teach itabout module one. they are not happy to learn it. unit one: they couldn’t read it well. they couldn’t say, “chopsticks, knife, fork”and some sentences well.unit 2 i’m watching tv.teaching aims:1.can listen and repeat: i’m watching tv.2.can sing the song.3.play the game: point and say.teaching important and focal points:i’m watching tv.teaching aids:tape-recorderteaching course:step one wrming up1.listen to the tape of unit 1 and repeat.2.review: what are you doing? we’re making a cake.step two1.ask the children to look at the picture. listen to the tape.2.play the cassette again and explain.3.play the cassette again. the children follow it.4.practice the sentence: i’m watching tv.step three1.listen and say the words.2.teach the children the song line by line.3.listen and sing.step five1.play the game in groups.2.point and say: what is he doing? he’s sleeping.homework:finish activity three.thinking:this book is difficult for almost students. i spent more time to teach it about module one. they are not happy to learn it. unit two: it’s easier than unit one. almost students could read it well.reflection of module one:name: who is clever?purpose: remember the words in module oneteaching steps:step oneread the texts and the words in module one.step twogive the students ten minutes to remember these words: chopsticks, knife and fork.step threecheck them.step fourgive the students ten minutes to remember these words: use, people, hard and easy.step fivecheck them.step sixfind out who is the best one.thinking:the students could remember these words quickly to use this way. theydid this well that their group could get high points.reading:title: fox and grapescontent:this is a fox. he is very hungry. he sees some black grapes. the grapes are high from the ground. he wants to eat them very much. he jumps and jumps, but he still can’t reach the grapes.in the end, the fox gives up. he says to himself, “i don’t want to eat the grapes. they are not good to eat.”共27页，当前第5页123456789101112131415161718192021222324252627teaching steps:1. watch the flash about “fox and grapes”in chinese.2. teacher tells the students the story in english, and ask them to listen it carefully.3. give them the paper and ask them to read it by themselves.4. ask them to tell the story with their own words.5. make a book about this story.thinking:this is the first class about english reading. so i just ask them to listen the story and say some easy sentences. i want them to listen the story just like chinese story, so i do some actions. at last, some students from class one can recite the story with their own words. but the class two is not good.module 3the general aims of module three:teaching aims:(1) vocabulary: naughty, dragon boat, row, lake, feed, get outsentence structure：what are these/those?they’re…(2) vocabularies:wet, shortssentence structure: this is …’s …these are …’s …teaching important points:(1) mastering the sentence introducing the plural forms(2) the students could describe the processive form of some things in non-plural sentences.teaching difficult points:(1) the students could describe a situaton in which plural formsare used.(2) the students could use non-plural sentences correctly.ativity for module three:purpose of activity:having a systemic review of the important sentences and words that have been learned in module three. at the same time, the students’interests are aroused through the organization of activity.preparation of activity:pensil, pens, and many other things that students owns.process of activity:firstly, i let students to show the things that they have prepared. each one has a fixed place to stand up. and then we imitate the enviornment of supermarket. they can introduce their own things to other persons. they can persuade other persons to buy the things. the teacher guides the students to using the sentence:this is…these are …this is sam’s …the students are active because they all want to let others to know their things and exchange the things with other person. at the same time, they practice the sentence correctly and frequently.unit 1 these ducks are very naughty.teaching aims:vocabulary: naughty dragon boat, row, lake, feed, get outsentence structure：what are these/those?they’re…attitude aim:cultivating the emotion of loving life and natureteaching important point:共27页，当前第6页123456789101112131415161718192021222324252627mastering the sentence introducing the plural formsteaching difficult point:the students could describe a situaton in which plural formsare used.preparation:picutres, cards,cd-rom,teaching processes:step one: warming upthe students enjoy the song: row row row your boat. the teacher does actions andsings this song together with the students. the teacher writes these words on theblackboard and the students could learn these words from the song.row your/a boatstep 2: presentation and practicethe teacher asks students “do you want to row a boat?”according to the song. and further the teacher asks students “where can you row a boat?”then the teacher draws a picture of boat on the blackboard and teaches the new word lake. and the teacher says like this: “you can row a boat on a lake.”at this time, the teacher can show the picture of dragon boat. “look! this is a very big boat. it’s a dragon boat! the teacher asks questions such as what’s this/that ? it’s a …to practicethe new words and sentences. then the teacher can show more pictures about dragon boatand asks them. what are these? the students are leaded to speak out the sentence that they are dragon boats. the teacher draws some pictures of some ducks and practice the sentence pattern. the teacher says that“sam and his family are in the park now. let’s have a look. what’s happen?”after listening to the tape,some students perform different roles and read the new lesson. at the same time the teacher teaches the new words: these, those, feed the ducks. the students imitates the sound of ducks and teaches the word naughty. activities: read the text in rolesstep 4 summarythe teacher asks students to reinforce the new words:this, that, these, those.step 5 homeworkread the lesson for three times and write one timeunit 2 this is sam’s sweater.teaching aims:vocabulary: wet, shortsthe sentence structure: this is …’s …these are …’s …teaching important point:describing the processing of things using non-plural sentence.teaching difficult point:using the non-plural sentences correctly.preparation:cd-rom, pictures and word cardsteaching processes:step 1 warm upreview the song row row row your boat.at the same time, the teacher sings and does action to creat the situaiton for speaking english.the teacher takes out the rulers, pensils and so on. then the teacher leads the students to use the new sentenceis it ……’s….?yes, it is./ no, it isn’t.共27页，当前第7页123456789101112131415161718192021222324252627step 2 presentation and practicethe teacher draws sam’s clothes and amy’s clothes on the blackboard. the students are required to introduce the clothes.the teacher can write the sentence on the blackboard.this/that is …..’s….these/those are …..’s…….the teacher asks students to open the book and introduce like this: it’s raining now.what is happening to sam and amy? the teacher illustrates the new word wet.the trees are wet.the dog is wet.practice:the teacher asks students to practice the sentence pattern that they have learned.this/that is ….’s…these/those are …’s…then some dialogues are shown.sam:this is my red sweater. these are my blue shorts.the students are required to draw on the paper according to the content.step 3 summarythe teacher makes use of the picutre on the blackboard to practice the important sentence patterns.step 5 homeworkdraw a picture about your home and use the sentence to introducethis/that is ….’s…these/those are …’s…and also they should be able to write down at least foursentences.unit 2 this is sam’s sweater.teaching aims；language points:vocabularies:wet, shortssentence structure: this is …’s …these are …’s …emotion and attitude aim:create the english enviornment and the students could be enjoyable in the process of speaking english.teaching important point:the students could describe the processive form of some things in non-plural sentences.teaching difficult point:the students could use non-plural sentences correctly.preparation:cd-rom, pictures and word cardsteaching steps:step one：warming upreview the song: row row row your boat. the teacher can do actions with the students to arouse the students’interests.then we can take out the pensils, pens and so on. the students are guided to use the sentence as following.is it ……’s….? yes, it is./ no, it isn’t.through the guessing, the students finds the owner of these things.step two:presentation and practicethe teacher draws two different pictures and explains that this is sam’s clothes and amy’s clothes. the teacher write the following sentence onthe blackboard and asks students to practice according to the pictures. this/that is …..’s….these/those are …..’s…….the students are required to open the book and the teacher introduces that it is raining now. what has happened to sam and amy? the teacher asks students to listen to the tape and answer the questions. the teacher should explains the meaning of wet. here we can show a picture of raining and make students understand the word better. 共27页，当前第8页123456789101112131415161718192021222324252627the trees are wet.the dog is wet.the students are required to listen to the tape for three times and retell the story.in the next step we should guide students to practice the sentence pattern.this is my red sweater. these are my blue shorts.step three: summarythe teacher can use the pictures on the blackboard to review theimportant sentences.step four: homeworkasks the students to draw a picture of their own home and introduce the home using the sentence pattern that have been learned in the class. also at least four sentences are required to write down.this/that is ….’s…these/those are …’s…reading lesson:the reading class content:a flash: can i help him?purpose of reading:the students could review the content about the ducks and at the same time the story could arouse the students’emotion of protecting animals.the content of story:i find a turtle in the street, i want to keep him. “mom, can i keep him?”mom says, “no, it is not easy taking care of him. you have to feed him everyday. i find a cat in the street and i want to keep him. mom, can ikeep him?mom says, “no, it is not easy taking care of him. you have to feed him everyday. you have to wash him everyday.i find a dog in the street, i want to keep him. “mom, can i keep him?”mom says, “no, it is not easy taking care of him. you have to feed him everyday. you have to wash him everyday. you have to walk him everyday. process of reading:in the first period, i ask students to listen to the story and look at the flash. with teachers’guidance, the students listen to again and again. then the teacher know the situation if the students have mastered the main idea through asking questions. i do not require students to remember all the new words. the main idea is that the students could understand the idea and then they can get some ideas of protecting animals.reflection of module three:in module three, we mainly learn the processive forms of nouns. also through the learning of unit one, the students are active in the aspect of protecting animals. in the teaching of unit one, the students are veryinterested in the knowledge of protecting. therefore, i think that we should love nature and impart these good things to our students. our students are also volunteers in the proteching of our earth. in this method, the students learn quickly, efficiently.module 4the general aims of module four:language points:(1) the new words: can, jump, far, see, winner.(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.共27页，当前第9页123456789101112131415161718192021222324252627can you…?yes, i can. \ no, i can’t.(3) the new words: winner, far, jump.(4) the basic structure of processing tenseattitude aims:the students could use the important sentences to introduce themseleves.teaching important points:(1) can you…?(2) the processing tenseunit 1 can you run fast?teaching aims：1.知识目标：①could speak and usethe words: can, winner, jump, far, see puddle。
外研版-B3U1-第3课时-Using language
Book 3 Unit 1 Knowing me, knowing youPeriod 2 Using languageTeaching contentThe grammar focuses on the verb-ed form as adverbial, which often refers to a past action or express a passive meaning. Students are expected to learn what the verb-ed as adverbial and how to use it. As for the vocabulary-learning part, students will learn words used to describe behaviour towards different people. Teaching objectives1. Guide the students to master the basic usage of the past participle and make them use the past participle instead of the adverbial clause properly.2. Guide students to learn how to politely decline requests and master interpersonal skills.3. Guide the students to use appropriate verbs to describe the behavior and make Suggestions in appropriate communicative terms.Focal and difficult points in teachingGuide the students to find and summarize the rules of using the past participle, and correctly use the past participle as adverbials.Teaching proceduresStep 1 Grammar--ed as adverbialActivity 1Play a guessing game to arouse students’ interest in grammar and ask them to observe and summarize the characteristics of the two sentences used in the two situations.1.Beaten by the sheep over and over again, Mr. Wolf would come back again.2.Seen from the top, the National Stadium looks like a bird nest.Activity 2Look at the sentences in the passage and answer the questions.2. What is approached in sentence(b)?3. Why is -ed used instead of -ing here?Notes:(1) The subject of the main clause is the same as the subject of the subordinate clause.(2) The predicate of the subordinate clause is constructed in the passive voice(be +v-ed)Activity 3Find more sentences using –ed as adverbial in the reading passage.Compare the two groups of sentences and answer questions.What is the difference between the two groups of sentences?Activity 5Complete each sentences using the right form of the verb.1. __________ (frighten) by noises in the night, the girl no longer dared to sleep in her room.2. The lady returned home, ________ (follow) by two policemen.3. ________(build) in 1949, the exhibition hall is over 50 years old.4. _______ (see) from a distance, the Opera House looks like ship sails.5. _________(affect) by the epidemic, the economy in China, however, is generally on the right track.6._______(test) positive for COVID-19, Feng was sent to a makeshift hospital for treatment. Activity 6Complete the sentences using –ed as adverbial.Activity 7Guide the students to summarize the usage of adverbials in the past participle.(1) The students compare the two groups of examples and find the same function in the first half of the sentences: to act as adverbials.(2) When the subject of the clause is the same as the subject of the clause, the subject of the clause is usually omitted, leaving only the past participle of the predicate.(3) When a participle is used as an adverbial, it can indicate the time, reason, degree and result of the predicate action.Step 2 PracticeActivity 1The students read a diary on Page 5 and rewrite the underlined sentences with the -ed form.Discussion: If you were Anne, what would you do?Activity 2Read the plot summary and use the correct form of the words to complete the following sentences . Students are supposed to distinguish verb-ed from verb-ing correctly.①________ (influence) mainly by Joy, most of Riley’s memories are happy ones.②________(believe) that she is Riley’s most important emotion, Joy always tries to take the lead.③________( prevent) from playing her role in Riley’s emotional development, Sadness feels annoyed.④________ ( separate) 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.⑤________ ( realize) that every emotion has a role, Joy understands it is okay for Riley to feel sad.⑥________ ( move) to a new city, Riley has a hard time adjusting to her new surroundings. Discussion: Talk about your feelings after reading the plot summary.Step 3: Tips for good interpersonal relationshipsTalk about interpersonal relationships and do Activity 4, 5 & 6.1. Read the tips and underline the words describing behaviour towards others and do Activity 4.2. Use the words to describe the different situation on Page 6 and do Activity 5.1)I am really sorry. I didn’t mean it. _________2)You’re so selfish! ________3)I know you’re sorry. It’s ok. Don’t worry about it. _______4)I can tell he is not easy to get along with. ________5)I don’t want to wait for him all the time. ________6)My pet parrot flew away with my homework. _____3. Discuss what you react in some different situations of Activity 6 on Page 6. Pay and put forward reasonable suggestions.Take Situation 1 for example and ask students to talk about other situations after model.Step 4: Homework1. Review the usage of v-ed form as adverbial.2. Go over the words and expressions learned in this period.。
初中英语外研版八年级上册《Module 3 Unit 1Language points》课件
the _____ one to save money for a
book.
A. cheapest
B. cheaper
C. more expensive D. most expensive
5. After practicing for several months, I
can swim much _____ now.
— His car ran _______ the river. A. with; in B. to; into C. with; into
4. enjoyable
enjoyable adj. 愉快的，快乐的 Enjoy English is an enjoyable magazine. 《生活英语》是一本令人愉快的杂志。 We all had an enjoyable evening. 我们全都度过了一个愉快的夜晚。 Thank you for the very enjoyable dinner.
这顿晚饭（吃得）很愉快，谢谢您。
[链接]enjoy 是动词， 后面的宾语一样是某 项活动、一餐饭等。其基本用法ቤተ መጻሕፍቲ ባይዱ下： 1) 观赏；爱好；乐于
(1) 跟名词或代词 I enjoyed all the school subjects then. 当时学校所有的课程我都爱好。
(2) 跟动词-ing情势， 不能跟动词不定式 作宾语：
我觉得打板球没有劲。
辨析exciting & excited
exciting是形容词，意为“令人激动的，振奋人心的”，常用来形容事物。如: This story is very exciting.
这个故事非常激动人心。
excited也是形容词，意为“兴奋的，激动的”，常用来形容人。如: I am excited to see that film star. 看到那个电影明星我很兴奋。
外研版必修module-body-language-语言点ppt课件
unexpected accident. （卷入）
3） The people who were involved in the case were mostly young people (与……相连）
= The people involved in the case were mostly young people. = The people related to the case were mostly young people.
1) consciousu_n_c_o_n_s_c_io__u_s (反义词）adj. _c_o_n_s_c_io__u_s_ly_(adv.) _c_o_n_s_c_io_u_s_n_e_s_s_ ( n.)
2) from culture to culture :form one culturv_a_r_io_u__s_(adj.) (各种各样的） _v_a_r_i_e_ty_____(n.)
or written language. （交际性的，交际的）
You’re not very ___c_o_m__m__u_n__ic_a__ti_v_e__ this morning; is
anything wrong? 爱说话的， 健谈的
2) more than _________ no more than _________ not more than _________ more … than… ________
five fingers spread: n. + p.p (过去分词）
独立主格结构： 它本身不是句子，但在语意上相当于 一个句子。独立主格结构构成是：名词/代词 + ed/ ing/ adj/ adv…在句中作时间、条件、方式、伴随状 语等，可替换成相应的状语从句。
高中英语Unit3 SectionBUsinglanguage课件外研版选择性必修第一册
语法精讲 动名词由“动词原形+-ing”构成,其否定形式为“not+动词-ing”;动名词的复 合结构为“形容词性物主代词或名词所有格+-ing”;单个动名词(短语)作主 语时,谓语动词要用单数形式。 1.动名词(短语)作主语通常表示一般性、习惯性的动作,且谓语动词一般 用单数。
I have no sympathy for students ___w__h_o__ __w__e_re___ __c_au_g_h_t__ _c_h_e_a_ti_n_g_ in exams.
3.remarkable adj.非凡的;不寻常的 (1)be remarkable for 因……而著名 (2)remark v.评论,谈论;说起 n.谈论;言论;评述 remark on/upon 对……评论 remark that...评论…… (3)remarkably adv.显著地;非常地;引人注目地 【佳句背诵】All of this makes the actions of the homeless Tom Smith even
【佳句背诵】The company is using a copy-protection program to keep people from copying their music CDs.[科学技术] 该公司正在使用一种版权保护程序来防止人们复制他们的音乐光碟。
【即学即练】单句语法填空/单句写作 ①David had a brain disease which prevented him ___f_ro_m_____walking or running like other children. ②Guards stood at the door to keep anyone from __l_e_a_v_in_g___(leave). ③Once I got injured in an accident,I was stopped from __w_o_r_k_in_g___(work). ④没有什么能阻止他实施他的计划。
Module3Unit1Languagepoints课件外研版英语九年级上册
as well as表示“不仅……而且……”
即学即练
as well as 连接主语时，谓语 动词跟前面的保持一致。
1)I like playing football and basketball.
I like playing football as well as __p_la_y_i_n_g_ (play) basketball.
1. hero—___h_e_r_o__e_s tomato — ____to_m__a_t_oespotato—______p_o_t_a_toes
2. choose—__c_h__o_s_e__ (p.)— ___c_h_o_s_e_n_ (p.p)—_____c_h_o_i_c_e( n.)
choose to do 3. because+句子 （有主语和动词） because of +短语
A.have B. to having
C.having D.to have
Language points
介词:包括……在内”
即学即练
动词 His job __in__cl_u_d_e_s__ looking after children.
I visited lots of natural wonders, i_n_c_lu_d_i_n_g_ Victoria Falls. 每个人都去了农场，包括TOM。 Everyone went to the farm, including Tom.
2.In the song I Bet My Life,the US rock band tells people
never to A catching their dreams.
A.give up B.give out C.given in
外研版必修一m3U3 language points(共19张PPT)
Q. Where is Alice Springs?
We got on in Sydney and we got off in Alice Spring, right in the middle of Australia,… (Line 7, Para 1) adj. 右(边)的,右侧的;正确的,准确的;恰当的,适合的 e.g. 我们住在河的右岸。
You must stand up for your rights.
*Wrongs should be righted in time.
错误应该得到及时地纠正。
vt. “to correct sth. that is wrong” 纠正(错误等) *right a wrong / the wrong: to do sth. to correct an unfair situation or sth. bad that you have done 平 反昭雪
• look out of, at midnight, be short for / of
Q. Did Alice’s first ride on the train take her
a long time?
*on a long-distance train/plane/bus…(Line 4, Para. 1) *What is the ____ between Shenzhen and Beijing?
• (Line 4, Para. 2) (U) the natural
features of an area, like mountains,
valleys, rivers and forests, when
thinking about them attractive to
外研版高中英语必修一Module1第三节LanguagePoints(修改中)
盼着吃东西，享受每一口食物。
2. When you are in a new school, you should make friends as many as possible.
倍数的表达：
(1) 数字+ times + as +形容词/副词+ as Our room is 3 times as large as theirs.
Line 52 a des 1. Could you just give
us a description of your cat?
能否请您向我们描述一下您的猫？
2.Can you give me a description of the thief?
你能给我描述一下那个窃贼的模样 吗 ?
否定前置 think, believe，suppose, expect, imagine Eg. 1.I think math difficult.
I don’t think math difficult. 我认为数学不难。
2. I believe that he is right. I don’t believe that he is right. 我认为他不对。
3. I suppose that he likes it. I don’t suppose that he likes it. 我想他不喜欢它。
Line 27 be bored in … 在 感到厌烦的
Eg.
1. My kids will not be bored in this game. 我的孩子绝对不会讨厌这个游戏。
外研版高中英语必修三M1P3LanguagePoints
1.他从18岁开始就有了汽车。 Hehashadacareversincehewas18. 2.自从你离开后他就一直在那里！ He’sbeenthere ever since youleft!
Tipsforteacher
Letthewordfly板块是帮助学生学习一些 一词多义、熟词生义的词汇。通过此环 节，学生可以对一些常见词的用法、意 思有一个全面的了解。在翻译过程中体 会词汇使用的丰富多彩。
1.因为天热这只狗不停地喘气。 The dog waspanting because of the hot weather. 2.因为你的缘故，我们已把会议推迟了。 Because of you, we have toputthe meeting off.
6.Athens,thecapitalofGreece,isknownasthe birthplaceofwesterncivilisation. 雅典是希腊的首都，作为西方文明的发祥 地而闻名于世。
Workinpairsandmakeupsentencesas manyaspossiblewithfaceinEnglish,th enwe’llcheckwhichgroupisthemostp roductive.
课时重点回顾
besituated/located… befamousfor workon becauseof beknownas eversince
词汇讲解，建议采用归纳法，先尽可能多的 呈现一些相关例句，或让学生从已学课文中 查找相应例句，引导学生试着从所观察到的 语言现象中总结出词汇的意思和用法。
Tolearntousethewordsandexpressio ns:
besituated/located… befamousforworkon becauseofbeknownas eversince
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必修三 Module 1一. across & betweenacross:between:AB C B ALine A is across line B and C. A is between B and C. swim across the river walk across the road二. 1. ••• 表示A 与B 地接壤用：be/lie on ,to 不强调是否接壤… • B is/lies on/to the southwest of A. • A is/lies on/to the northeast of B. 2.to表示A 位于B 以外用be/lie to … • B lies to the southeast of A. • A lies to the northwest of B. 3.表示A 位于B 的内部的be/lie in …… B is/lies in the west of A.原文再现 1.欧洲大陆 the continental Europe2.欧洲第三大国家 Europe ’s third largest country3.与英吉利海峡那边的英国隔海相望 face the UK across the English Channel4.在法国和下班呀之间是另一个山脉Between France and Spain is another mountain range. 5.位于塞纳河上 situated on the River Seine 6.位于巴黎 be located in Paris7.西班牙首都以东500公里 kilometres east of the Spanish capital8.从事那个工程 work on the project 9.法国三分之二的画家和作家生活在巴黎Two thirds of France’s artists and writers live in Paris. 10.作为西方文明的发祥地而闻名known as the birthplace of western civilisation11.从那时起 ever since12.与---有相同之处 have --- in common with 13. 据，就---而言 in terms of 14. 国家元首 the head of state 15.另一方面 on the other hand 16. 控制着 have control over 17. 成员国 member countries18.逐渐地，地点一点地 little by little19. 20世纪后半叶 the second half of the 20th century 20. 以及地中海的岛屿 plus the Mediterranean islands 21. 扩大了的欧盟 the expanded EU22.拥有超过五亿的人口 have a population of over … Language Points ：1. face n. 脸,面容 v. 面对,朝,1）He faced the difficulty with courage. 他勇敢地面对困难。
2）The sun was shining in our faces. 太阳光直射在我们脸上。
3）The building faces north.= The building faces (to) the north. 这栋建筑物朝北。
与face 相关的短语： 1） face to face 面对面His wish was to meet his favourite pop star face to face (have a face-to-face meeting) .他心向往之的是要面对面地见见他心目中的流行曲歌星。
2）hit sb in the face “打某人的脸” 3）in ( the) face of “面对” 搭配:1）face sth2）be faced with “面对”We are ______ with a difficult decision. 我们面临着一个困难的决定. 1) ______ (face) with such a situation, she didn ’t know what to do. 2) ______ such a situation, she didn ’t know … (face)2. Paris is the capital and largest city of France, situated on the River Seine . = Pairs is the capital and largest city of France, which is situated on the River Seine . = Pairs, situated on the River Seine , is the capital and largest city of Pairs.situated on the River Seine 是过去分词做定语，修饰Pairs 。
be situated on / in / to 位于，处于，坐落在…B AB A ABbe located1). ____________ in Chengdu, NO.7 High is a well-known school.2). 成都坐落于中国西南。
Chengdu is ____________ in the southwest of China.be situated/ located on/ in/ to3). 这座城市面积2000平方公里。
This city ______ an area of 2000 square kilometers. (cover)It covers an area of … square kilometers.4). 成都人口超过1000万。
Chengdu has a __________ of over/ more than 10 million.It has a population of about …有多少人口5). 成都有3000多年的历史了。
Chengdu has a ______ of more than 3000 years.It has a history of about … years.6). 成都因熊猫及小吃而出名. Chengdu is ______ for pandas and snacks.It is famous/ well-known for/ as7). 这座城市资源丰富，例如煤、石油。
The city is rich in resources such as coal and oil. It is rich in resources such as …GrammarⅠ形式时态助动词be的变化形式+ 实意动词的过去分词现在一般时态am (is , are )一般过去时态was ( were)一般将来时态shall ( will) bedone 一般过去将来时态should (would) be现在进行时态am(is, are) being过去进行时态was (were ) being现在完成时态has (have) been过去完成时态had been将来完成时态shall (will) have been过去将来完成时态should (would) have beenGrammar2 Subject and verb agreement 主谓一致Definition: 主谓一致是指以个句子的主语和谓语动词保持人称和数的一致。
四种基本原则：形式一致，意义一致，就近原则，就远原则。
1.形式一致：句中的谓语动词和它的主语在形式上保持一致。
1). They ______ an e-mail address. (have)2). A soldiers ______ killed in the battle last year. (be)2.意义一致：谓语动词的单复数形式取决于主语所表达的意义，而不是取决于表面的形式。
1). Bread and butter ______ his favorite food. (be)3.就近原则：谓语动词的人称和数与最近的主语一致。
·neither A nor B·either A or B·not only A but also B·not A but B· A or B·there be句型•Either you or I ______ wrong. (be)•Not only the students but also the teacher______ know the answer to the question. (do not )•Not you but I______ to answer for it. (be)•There ______two knives, a pen and several books on the table. (be)4.就远原则：谓语与A部分一致(就远原则）：together withalong with (或with)besides (或but/except)A + as well as +B +谓语动词includingrather thanlike1). The boy together with his parents ______ to the museum once a week. (go)2). No one but us ______ in the classroom at that time. (be)热身练习1.My family _______ a large one. Now the whole family _______ watching the match.2.Not only the boys but also the teacher ________ not know how to work out this math problem3.The teacher as well as the students ________ not know how to work out this math problem.4.The head teacher and English teacher of class 18 ________ very humorous.5.Mike, like his brothers, ________ (enjoy) chess.6.The teacher, together with the students, _______ now discussing Reading Skills that ______newly published in America.7. A number of famous people ______ invited to the party. The number of the students in our grade______ 850.8.It is you, rather than I, that _______ always breaking the traffic rules.9.Not the driver but the two injured young men ________ responsible(负责) for the accident.应注意的几个问题：1.集合名词：如：family, team, group, class, government, army, enemy, audience, committee,company, club, crew, party(政党) 等做主语时，如果作为一个整体来看待，谓语动词用单数；如果强调集体中的个体成员，谓语动词用复数。