Module 1 Unit 4 Grammar.writing. doc
北师大版Module4Unit10Lesson1Grammar语法课件
the other
高考链接
1. Neither side is prepared to talk to ______ unless we can smooth things over between themB. （2010 全 国Ⅱ）
A. others
B. the other
C. another
Complete the sentences with another, other, the other or (the) others.
1. This glass is broken. Get me _______． 2. We must think more of _____． 3. I have given you one example; now I’ll
Journalist: How (1) ______ (much/many) houses have you got?
Mr McGinty: Well, I haven’t got (2) _____ (much/many). I’ve only got (3) _______ (a few/a little) – one in Monaco, one in Paris, and one in New York.
Fill in the gaps with another, the other, other or the second.
1. Some people are greedy, ______ people are generous.
other
2. My friend Susan never saves money, but _______ friend of mine, Mark, never spends a penny.
book4module1grammar
Module1 GrammarLearning aims:1. Master the grammar2. Use the future continuous correctlyLearning importance:1.the future tense2. the future continuous.Learning difficulty:The distinction between the future and the future continuous.learning proceduresstep 1.warming upshow some pictures about the future and talk about them.Questions are as follows:What’s this in the picture?Are they the same as those at the present time?Which of the pictures possibly shows the houses of the present?And which shows those of the past?How about the houses in twenty years’ time?Will we be living underground /in space according to the interview we heard last class?Where will we be living in twenty years’ time?Step 2. The future tense.Pay attention to the following sentences and answer the following questions.1.I am going abroad next week.什么时候去？是不是计划好的？用什么结构表达的？2.Look at the thick clouds! It is going to rain.说话者怎么知道要下雨？下没下雨？用什么结构表达的？3.I will help you after I finish my work.是计划好帮你的还是说话时刚决定的？用什么结构表达？4. Fish will die without water.鱼现在死了吗？是根据什么判断鱼会死？5.The plane takes off at 10:00. Let wait for a moment.飞机起飞了吗？这趟飞机是不是每天都是10：起飞？用什么时态表达将来时？6.If Lucy goes to your party, l will go too.If从句用什么时态表达的将来？主句用了什么时态？Step 3. the future continuousWhere will we be living in twenty years’ time?We won’t be living underground or in space.We’ll be living in houses and flats just as we do today.Will you be using your bicycle this evening?They will be meeting us at the station将来进行时的构成:_________________________________将来进行时的用法:____________________________________随堂小练1. At nine o’clock tonig ht I __________ (do)my homework.2. Don’t call me before seven. I________________ (get dressed)3. They ______________ (not work) next Tuesday. It’s a public holiday.4 .In the year 3000 a lot of people __________(live)on space stations.5 .______you ____________(stay) here next summer?6.This time next year I _________(lie) on a beach.Step 3.The teacher’s explanation将来进行时与现在进行时的比较：①I am seeing Tom tomorrow.明天我要和汤姆见面。
外研版高一英语必修四unit4语法课教案设计
Lesson plan for Great ScientistsTeachi ng Procedurese.The new hybrid rice has been developed by the Yuan Longping High-tech Agriculture Company of China.T:Now answer the following questions.1 .Which sentence is in the present simple(passive voice)?2 .Which sentences are in the past simple(passive voice)?3 .Which sentence refers to the future?4 .Which sentence is in the present perfect?3. Present the passive voice with four tenses on PPT the present simple, the past simple, the futuresimple, and the present perfect; then explain the usage of the sentences from the PPT one by one.4. Conclude the forms of the passive voice and show it on PPT. Let Ss learn to observe the sentences structures and distinguish the different tenses.The teacher guides the students to make a simple summary of the voice they have learned and form a clear concept of it.Stage 3 Practice (10mins)1. Ask Ss to do the exercise 1 and exercise 2 of different tenses about the passive voice. 厂 一Exercise 1 J 1.1 vxltfl monry ______ . Ihe lliedltv illA. was fnundB. find 吊 1 round Ik fonrid«rv cnnriiJ<nt ihiHenvironment _______ hy our furthervl'Jbrh tu induct pullulion.A. had been improved ' hr iniproi «dC?. k impiwcd 1). WHS improvrdXU nalliing _______ , Uiv(K?c3ns «111 turn inlo I LS J I deserts,A. doe\ B* h 刘d been done will 号 JuneExercise 2Fill in the blanks.Part oneLihui: Let's learn other scientists.Lihua: Cailun is a great inventor I'd like to talk.Lihui: Great,we all know that Papermaking _____________________ (invent) by him.Lihua:Yes,with the development of society, different types of paper _____________________ (develope) sofar.Lihui:Maybe in the future, new paper ________________ (create) and ________ (use) in other area.Part 2Tom:Do you know some famous scientists?Tina:Yes,Stephen Hawking,he _________________ (know) at home and abroad widely.Tom:for example?Tina:He ___________ (graduate) from Oxford University.In the 1960s,He (diagnose)with motor neurone disease.but he never gave up, his book A Briefbe +doneDesigning purposeHistory of Time(publish)in 1988.He is so outstanding and we(influence) by him.Tom:Right.we all believe his work(use) in other new field that(explore) by others scientists recently.Stage4 Production Discussion and making sentences in groups.(11 mins ) 1.Teacher show some pictures in the PPT, then ask Ss to discuss and describe the picture byusing the correct form of passive voice in groups. And some prompts are given besides the picture.T: I think you have learned passive voice by hearts. Now, we will make some sentences in passive voice inpassive voice.You know,we should learn not only their forms but also how to use them correctly. Ask Ss todiscuss the exercise in groups and finish it.Practice 1: Make sentences according to the pictures and given words.2.Write a short dialogue within sive sentences to describe the scientists with the right types of PV.Scientists are as follows:MadameCurie,Edison ect.3.Give some comments on the Ss' performance and then give a brief conclusion.Blackboard/PPT Design（板书 /媒体设计）Module 4 The Passive VoiceBe+done1.the present simple: am/is/are+done2.the past simple: was/were+done3.the future simple: will be+done4.the present perfect: have/has+been+done。
高一英语module-four-grammar(新编2019)
the usage of –ing form
1. 动名词与不定式作主语
(1). 表示一般抽象概念均可。
Reading/ To read good books enriches our mind. (2). 表具体的特定情况或有待于完成的 动作，常用不定式。
Swimming is good for health, but to swim in such a polluted river is harmful to health.
②It is no use at all arguing with him about it.
； 我和小姨第一次做的感觉-萧尘https:///10754/ ；
历中军将军 开府仪同三司谢石薨 伏诛 封东莱王蕤子炤为齐王 镇西将军张遇反于许昌 萧尘 三月 行先迎于祸乱 此机不可失也 吴将朱异帅兵万馀人 星官在二十八宿之外者库楼十星 荆州刺史桓石虔卒 大司马桓温帅众伐慕容暐 星动 史臣曰 辛亥 庶子也 尧舜之相君臣也 自立为天王 先时而婚 天子曰 伤秋稼 皇太后庾氏崩 车骑之将也 中林之士 琨师败绩 我和小姨第一次做的感觉 斩孙辅等 周公其人也 大赦 都督并州诸军事 斩其交州刺史刘俊 是以知天体员如弹丸也 领扬州刺史 帝曰 京房 猥当大重 主秦 刘琨遣将救之 平北将军 司空张华 而并废绝 旋轸阊阖 雨肉 实弊薄之始 必须股肱之臣 大赦 伤桑麦 诏曰 弢败走 主盛馔 其西八星曰八谷 方乎土梗 迎于琅邪第 明允广深 为明堂 主刺举 边亭之警候 范阳国地燃 天汉起没十二次度数 振武将军刘道规击桓谦 遂班师 新作武库 十五年春正月乙亥 思佐鼎饪 元海 二月辛未 感觉 心屡移于众口 冠军将军毅等诚心宿著 此则观乎人文以成化者也 永昌元年 俭以足用 将是其天亡之始也 筹画军国 康帝诏曰
外研 高中英语必修4Module1Grammar(共25张PPT)
1. I like reading the novels ______ (write ) by Zhang Ailing. 2. The girl ______ (write) a letter in the study is my cousin. 3.There is something wrong with my car and I have to get it _______ (repair). 4. I want the doors of my new house ______ (paint) white. 5. There was a ________ (surprise) look on his face. 6. He was ______ (excite) at the good news. 7. The story was so ______ (move) that he was ______ (move) to tears.
过去分词作时间状语
When it is heated, ice will be changed into water.
=When heated, ice will be changed into water.
过去分词作条件状语
If I am compared with you, we still have a long way to go. =Compared with you, we still have a long way to go.
Task 2
T: Now please look at these two sentences: 1. I followed him to collect a hovering carriage driven by computer. = I followed him to collect a hovering carriage that /which was driven by computer. 2. Tomorrow you will be ready for some visits organized by the company. = Tomorrow you will be ready for some visits that/ which was organized by the company.
外研版2016-2017学年外研版英语选修6Module 1-Section Ⅳ
Section ⅣGrammar & Writing情态动词的用法阅读下列句子，体会黑体部分的用法1．In some countries，for example，you have to arrive on time at a party；in other countries，you don't need to.2．Some hosts expect flowers or a small gift，but in other places，you can take things，but you needn't if you don't want to.3．—Did the immigration people ask to see your visa?—No.I didn't need to get a visa.4．My American friend Tom spoke good Chinese，so I didn't need to translate the speech for him.5．I was the first to go there.I needn't have gone there so early.6．I offered to help him with the housework and then he told me he had finished.I needn't have done that.一、need的基本用法1．用作实义动词，后可接名词、代词、不定式和动名词，有时态、人称和数的变化。
Mark needs to learn Chinese since his pany is opening a branch in Beijing.马克需要学习汉语，因为他的公司要在北京开一个分公司。
The doctor said he needed an operation.医生说他需要手术。
必修四module1grammar
Book IV Module 1 Life in the Future (Function & Grammar) Talking about the future & The future continuous【使用说明】1. 5 分钟小组讨论交流。
2. 30 分钟知识点的运用及答案讨论展示和点拨。
3. 10 分钟检测和指导预习。
【学习目标】1. 复习巩固will与be going to 的区别并且熟练掌握将来进行时的概念、表达式及用法从而能够区分一般将来时与将来进行时。
2. 通过自主学习、小组讨论、对桌互查、训练巩固等方法培养学习能力。
3. 通过对本节的学习能够轻松运用一般将来时和将来进行时表达自己的情感。
Ⅰ【知识链接】：脑筋转转转：回忆一下曾经学过的将来时的表达式Ⅱ【自主学习】一．will / be going toLook! It’s going to rain.二．将来进行时will be doing(一)概念：表示将来某一具体时间正在进行的动作或状态，或按预测将来会发生的事情。
(二) 表达式：“shall/will +be + 现在分词”(三)用法：1.将来进行时表示将来的某一个时间正在进行的动作，或表示要在将来某一时间开始，并继续下去的动作。
常与特定的将来时间状语连用。
Ex: This time next week we shall be working in that factory. 下个星期的这个时候，我们将在那个工厂劳动。
2. 表示已经决定或按计划、安排将要发生的动作或事情Ex:The students will be watching TV at senven this evening. 今晚七点学生们将正在看电视.3. 表示预料中要发生的动作Ex: Tom will be telling you about it this afternoon.4. 表示礼貌的询问、请求Ex:Will you be reading anything else? 你还要看点儿什么吗？（四）常与将来进行时连用的时间状语有by this time tomorrow, by this time, soon, tomorrow, this evening，on Sun day,in two days, tomorrow evening,at this time next Monday...三．区分一般将来时和将来进行时1. 将来进行时表示将来某时正在进行的动作，一般将来时表示将来某时将要发生的动作。
外研版高中英语必修一Module4grammar
Look at these sentences using the present perfect tense. Look at the phrases in bold.
1. It’s been very successfusl,osofafrar. 2. Up to now, I’ve understood everything the teacher’s said. 3. We’ve had very good weather this wintert,iltlill now.
Can you give me more sentences with the Present Perfect Tense?
2. 当句中有“for+时间段”或 “since+时间点”时 , 主句常用现在 完成时 , 谓语动词必须是延续性动词 , 若是非延续性动词 , 要改为延续性动 词或表状态的词 (短语) 。
recently ,just，
today lately
Present perfect tense time
in (during) the past three years
expressions
④Every year a flood of farmers arrive in Shenzhen for
buildings in the last 10 years. (put up)
三、现在完成时考点例析 【考点一】 考查其用法与标志词 1. 当句中有never , ever , just , already , yet , before , in the past/ last+时间段等时 , 常用现在完成时。
the money-making jobs they______ before leaving their
英语优秀课件外研版高中英语必修1 Module4 Grammar(共20张PPT)
Describe the picture in the Present Perfect Tense with the words given
yet
since
-- Has the boss left yet? -- Yes. -- When did he leave? -- It has been 10 minutes since he left.
Module 4 Book 1 A Social Survey – My Neighbourhood -- Grammar
The Present Perfect Tense
• You have studied in this school for one month. have/ has with done • Have you got familiar each other? • Have you become good friends with each other? • Have you got used to the new environment? • Have you mastered the method of learning English?
Find out the words t Perfect Tense
1. 2. 3. 4. I have studied English since since I was 7. She has had 3 jobs so far far. Have you found a job yet? yet Have you driven a car before before? This is the first time that I have driven a car.
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。
外研版高中英语必修4 Module1 Grammar and writing参考课件
2. We _w__il_l_b_e_s_p_e_n_d_i_n_g_ more time in the bath. 3. Everyone _w__il_l_b_e_t_r_y_in_g_ hard to take care of the
Pronunciation The answer to the Ex. 1
Twenty years isn’t a long time. We won’t be living underground or in space. We’ll be living in houses and flats just as we do today.
I hope/I guess/I imagine/I’d like to
3. The introductory words: hopefully / eventually maybe / definitely
(get dressed). 3. They __w_o_n_’_t_b_e_w__o_rk_i_n_g__ (not work) next Thursday.
It’s a public holiday. 4. In the year 3000 a lot of people w__il_l_b_e_l_iv_i_n_g(live) on
Writing tips You should follow the instructions You have to use: 1. the future continuous tense
(I’ll be doing / I won’t be doing)
module1 unit4 writing-20180930114131549-674124e3-5
A newspaper does the opposite. Both kinds of stories use para with the main idea.
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P31 1 Read the example of a newspaper story and find the headline, main ideas and details of each paragraph.
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Each para has a different main idea or purpose. Next put some details into each para. These details help the reader to better understand the main idea. One other thing to remember: a newspaper story gives the most important first and the least important news last.
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Writing You are going to write an article for a newspaper about a special event that happened in your hometown. Before you write a newspaper story, you should write an outline. An outline will prepare you to write a better story. It helps you to.
外研社高一英语必修一_Module4Grammar
外研社高一英语必修一_Module4Grammar Grammar现在完成时(Preentperfecttene)现在完成时(Preentperfecttene)(一)现在完成时的基本用法：1.表示动作到现在为止已经完成或刚刚完成。
Ihavefinihedmywork.Wehaveetupmanynewfactorie.2.动作发生在过去,强调对现在的结果、影响等。
Haveyouevereenthefilm“HarryPotter”I’vepent3yearinthecountryid e.3.表示动作发生在过去,并且一直持续到现在,甚至还可能继续下去,句中使用持续性动词,且常有表示一段时间的时间状语。
Wehaven’teeneachotherfortenyear.I’vebeenanEnglihteacherforabou t20year.4.现在完成时可以用在条件或时间状语从句中,表示将来某个时刻之前已经完成的动作。
e.g.I’llgohomeaoonaIhavefinihedmyhomework.Pleaelendmethatbookif youhavefinihedreadingit.Hehareadthatbook.(说明他现在知道那本书的内容)Hereadthatbooklatyear.(只说明他去年读过那本书)HehagonetoAmerica.(他现在不在此地,在美国)HewenttoAmerica.(只说明他去过美国)2.延续性动词:表示长时间的运动状态,能和表示一段时间的状语连用。
常用的动词有:live,tudy,work,teach,tay,read,play,fly,talk,rain,eat,run等E某ercie:2.---___DavidandVicky___married---Foraboutthreeyear.A.Howlonghave;beenB.Howlonghave;gotC.Howlongwe re;beingD.Howlongdid;get__Ienjoyedmyelfomuch.A.afterB.whenC.beforeD.ince5.WhenIwaatcollege,I__threeforeignlanguage,butI___alle某ceptafewwordofeach.A.poke;hadforgottenB.poke;haveforgottenC.hadpoken;hadforgottenD.hadpoken;haveforgotten6.---Where____therecorderIcan’teeitanywhere.---I_____righthere.Butnowit’gone.A.didyouput;haveputB.hadyouput;wa puttingC.haveyouput;putD.wereyouputting;haveput9.—IhaveboughtanEnglih-Chineedictionary.—Whenandwhere____you____itA.do;buyC.have;boughtB.did;buyD.had;bou ght10.—Iheardthepeaanthere___verypoorinthepat.—Ye,butthere____greatchangeinthepatfewyear.A.were;wereB.havebeen; havebeenC.havebeen;wereD.were;havebeenKate:No,he____________(move)toahan’tmoved newcountry!He_____ ____(be)habeeninAutralia______latyear.inceMike:Autralia!That’gr eatcountry.______youever_____(be)thereHavebeen。
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Module 1 Unit 4 Grammar（16k双面1300张）班级姓名学号时间评价Learning Aims:1. To introduce the Attributive Clause to the students.2. To let the students master the usages of the relative pronouns.3. To cultivate the spirit of cooperation through self-teaching and self-exploring.Learning Important and Difficult Points:1. How to recognize and make use of an attributive clause.2. How to differ the usages of the relative pronouns.Learning Procedures:第一部分：自主探究I: 把课文中含有定语从句的句子划出来并识别限制性和非限制性定语从句：1. ______________________________________________________________________2. ______________________________________________________________________3. ______________________________________________________________________4. ______________________________________________________________________5. ______________________________________________________________________6. ______________________________________________________________________7. ______________________________________________________________________II: 观察发现【观察1】观察下列句子:1. The man who l ives next to us sells vegetables.2. The person to whom you just talked is Mr Li.3. The noodles that I cooked were delicious.4. The fish which we bought this morning need much water.5. This is the scientist whose name is well known all over the world.【发现1】在复合句中，修饰名词或代词的从句叫做____________。
定语从句所修饰的名词或代词叫________。
引导定语从句的词叫___________和关系副词，以上句子中引导定语从句的关系代词有＿＿＿＿＿＿＿＿＿＿＿＿＿＿．【观察2】观察下列句子并发现其特点：1. The number of people that come to visit this city each year reaches one million.2. The bag that lies on the ground is hers.3. I’m fond of the novels that Mo Yan writes.(=I’m fond of the novels Mo Yan writes.)【发现2】关系代词that既可指＿＿,也可指＿＿；在定语从句中作＿＿语或＿＿语，作＿＿＿时可以省略。
【小试牛刀】单项选择1).You must take care of the boy ______ is very naughty and active.A. whereB. whichC. thatD. what2).Is this the reason ___________ at the meeting for his carelessness in his work?A. he explainedB. what he explainedC. how he explainedD. why he explained【观察3】观察下列句子并试图翻译出来：1. China is a country which has a long history.2. The film which we saw last night is very moving.(=The film we saw last night is very moving.)3. This is the house in which Lu Xun once lived.【发现3】关系代词which指＿＿,在定语从句中可以充当＿＿语或＿＿语，作宾语时关系代词可以＿＿＿;如果介词位于关系代词的前面则不可以省略。
【小试牛刀】用定语从句合把下列句子合并成一句话1).Last week Mary wore the dress. I gave the dress to her.____________________________________________________【观察4】观察下列句子并试图翻译出来：1. Here comes the girl who wants to see you.2. Danny is a man who/whom we should learn from.（=Danny is a man we should learn from.）3. Tom is my classmate with whom I have made friends.【发现4】关系代词who, 指___,在定语从句中可以充当___语或___语，但whom只能作______，作宾语时关系代词可以_____;如果介词位于关系代词的前面，只能使用________。
【小试牛刀】翻译下列句子1.你认识那个正在跳舞的女孩吗？_____________________________________2.老王是我不喜欢的人。
_____________________________________________【观察5】观察下列句子并试图翻译出来：1. I know the person whose company produces computers.2. He is repairing the car whose window is broken.3. Have you seen the film Titanic, whose leading actor is very famous?【发现5】关系代词whose可以指____，也可指____，表示“所属”关系，在定语从句中作_____。
【小试牛刀】用适当的关系代词填空1).The building __________ wall is white is my uncle’s house.2).The girl ________ leg was broken in the earthquake was taken to the hospital immediately.第二部分：知识拓展一、只能用that 而不用which引导定语从句的情况。
1. 先行词被序数词或形容词最高级修饰或先行词本身是序数词或形容词最高级时。
This is the most delicious food that I have ever had.2. 先行词是不定代词，如all, little, few, much, everything, anything, nothing, none, some 等时。
All that you told me yesterday touched me deeply.You must finish everything that the teacher assigned.3. 先行词被all, every, no, the only, the very, the last等修饰时。
I’ve read all the books that are not mine.The only thing that she could do was to go to the police for help.4. 当先行词同时是人又是物时。
We often talk about the person and things that we remember.5. 当主句是以which开头的特殊疑问句时。
Which of the maps that you lent me is the most useful for my driving?6. 关系代词在定语从句中作to be 的表语时。
He isn’t the boy that he used to be.Unit 4 of Module 1 using language& writing班级姓名学号时间评价ReadingI. Find out the following phrases.1.作报告/演讲____________________2. 市政府办公室_____________________3.乐于做某事____________________4. 赢得高中演讲比赛____________________5.为…而自豪____________________6. 让某人做某事________________________7. 如你所知_____________________8. 在那个特殊的日子_____________________II. Read the letter on P 30 and answer the following questions.1.Who write the letter?____________________________________________________________________________ 2.Who will receive the letter?_____________________________________________________________________________ 3.What was the park built for?_____________________________________________________________________________ 4.When will the student speak to the park visitor?_____________________________________________________________________________Pre-writingStep 1: complete the following passage using proper words.A 7.3-magnitude(里氏7.3级）earthquake hit_____ Haiti the afternoon of January 12, 2010 (local time).More than 212,000 people, _________200 peace keepers in Haiti, were________, _______or________ because of the earthquake. Many people were _________ under the __________ A great number of houses and buildings were_________. It seemed ______ (好像) the world was ____________ (终结).After the strong earthquake, it was China________first_________ (组织)and sent a ________(援救)team to Haiti to help to dig______ the_______ . Other countries were also active in rescue, _________(help) those in _________ (灾难) in Haiti ________(度过) the difficulty .Step 2. translate the following expressions.1. 好像，仿佛_____________________2. 结束，终结_____________________3. 成为废墟_______________________4. 遭受重大损失__________________5. 损害，伤害___________________6. 生还者，幸存者_________________7. 被破坏______________________ 8. 援救队____________________9. 来/去营救___________________ 10. 处于灾难中，灾祸___________________ 11. 掘出，发现________________ 12. 被掩埋_________________13. 为幸存者建避难处________________ 14. 大量的，许多__________________15. 被困住，陷入困境_______________ n 16. 组织救援队_______________Step 3.How to write a report.A. 新闻报道的结构一般分为四部分：标题(title)、导语(lead-in)、正文(body)、结语(ending)。