株洲市十八中高一英语学案Module 3 Unit 1 Grammar 编制易娇艳审核高一英语备课组

湖南省株洲市第十八中学2017-2018学年高一下学期期中考试英语试题

湖南省株洲市第十八中学2017-2018学年高一下期中考试英语试题命题人罗志方审题人贾小红时量120分钟总分150分第一部分听力技能（共两节，满分20分）第一节（共5小题，每小题1分，满分5分）听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳答案，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话读两遍。

1. What does the man think of Linda’s husband?A. Clever.B. Unfriendly.C. Quiet.2. What will the weather be like on Friday?A. Rainy.B. Windy.C. Sunny.3. What are the speakers talking about?A. A hotel.B. An airport.C. A hospital.4. What does the man suggest doing?A. Going fishing.B. Staying at home.C. Buying some books.5. What is in the man’s bag?A. Some CDs.B. Some bottles.C. Some books.第二节（共15小题，每小题1分，满分15分）听下面5段对话或独白。

每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。

每段对话或独白读两遍。

听第7段材料，回答第6、7题。

6. What does the woman usually do on Saturdays?A. She goes swimming.B. She plays basketball.C. She goes shopping.7. When does the woman usually go to the cinema with friends?A. On Friday nights.B. On Saturday nights.C. On Sunday nights. 听第7段材料，回答第8、9题。

Book3Unit1 grammar导学案

Book3 Unit1 Festivals around the world Grammar导学案Learning aims to use Modal Verbs情态动词用法important and difficult points to learn how to use may, might, will, would, can, could, shall,should and mustlearning methods to co-study and practice一情态动词用法情态动词的语法特征1) 情态动词不能单独做谓语, 除ought和have外, 后面只能接不带to的不定式。

2) 情态动词无人称、数的变化, 但有些情态动词, 如can、will也有一般式和过去式的变化。

3) 情态动词的“时态”形式并不是时间区别的主要标志, 不少情况下, 情态动词的现在式形式和过去式形式都可用来表示现在时间、过去时间和将来时间。

只作情态动词的can / could/ may / might/ ought to/ must可情态可实义的need/ dare可情态可助动词的shall / should/ will / would相当于情态动词的have to/ used to1. can 和could：1) .表示能力，意为“能，会…”could是can的过去式, 表示与过去有关的能力和推测:e.g. We all knew that the young man couldn’t be a doctor.eg. The girl can dance very well.2). 表示说话者的推测﹑事物的可能性。

在肯定句中，can表示理论上的可能性；在否定和疑问句中, can表示不相信、怀疑等态度。

如：Can the news be true?In spring, it can be windy in the north of China3). 在口语中, can可以表示请求或允许；could可以代替can表示请求, 表示更加委婉、客气的语气，不表示过去; 以could或would提问时，不能再以could或would作答，而应该用can或will。

高中英语必修三教案：Unit+1+Festivals+around+the+world+Grammar1

株潭中学英语学科备课表（教案）
课题
课型
Grammar1
年级
高一
日期
2018.3
新授
主备人
复备人
授课人
教学
目标
1.Learnthe grammar knowledge ofModal verbs.
2.Learn to apply modelverbs.
3. Learn to distinguish the feelingsthroughmodel verbs
3）情态动词没有人称，数的变化
4）情态动词表示说话人的语气或情绪
3.can与could
1)表能力The new-built theatre can seat 1500 people.
2)表示推测，意为“可能”“或许”，用于疑问句或否定句
Can she be in the computer center?
7)could + have + done表示对过去能做而未做的事情感到惋惜，遗憾;常译为本可以
To finish the class exercises
Do exercises in workbook.
Students read thesentences
LearnModel verbs
Finish the exercise
1.What modal verbs have you learned?
Can, couldMay, mightMust/have toNeedDare
Will/wouldShall/should/ought to
2.情态动词的语法特征
1）情态动词本身具有一定的意义
2）不能单独做谓语，不能独立使用。通常情况下，后面接动词原形，一起构成谓语

高一英语三unit1语法教案.doc

GrammarTeaching Goals: 1. To check what has been learned yesterday.2.To enable Ss to master some new words and expressions.3.To get Ss to have knowledge of the grammar point: the model verb Teaching Procedures:Step 1. Revision1.Ask Some Ss to retell the reading text.2.Ask Ss to answer the following question to see whether they did their homework or not.How many festivals are mentioned in our text?Purpose : To consolidate the words and phrases in the text.Finish Ex1Purpose: To enable Ss to master some new words and expressions.Ex2 Many people think that Christmas is a western __________, but in fact it is really a worldwide holiday. Christmas actually as a _______ festival celebrated by _________ aroundthe world. Its ______ is around the 3rd or 4th century AD, when the _______ of remembering Jesus ’birth on December 25th first started. Today, of course, many people celebrate Christmas __________ it were just a holiday to ______________ family, ratherthan a holiday about a _______.celebration, religious, Christians, origin, custom, as though, have a fun with, beliefStep 3. Grammar point1. Explain for Ss the grammar point: the modal verb(1)can/could 可以表示能力、许诺、请求或某种可能性，could还可用于：①提出委婉的请求，（注意在回答中不可用 could）。

高一英语第三单元导学案

高一一部英语Book Three Unit One导学案 C 编制人审核人审批人日期Reading and Comprehending1.Fast reading2. Intensive reading1) Choose the best anwser.(1) Why do Japanese people light lamps during the festival of the dead?A. Because they want to make the festival color.B.Because they want to light up their rooms.C.Because they want to light up their way.D.Because they want to lead their ancestors to return to earth.(2) Which of the following was not mentioned as a famous person in the text?A.Mohandas GandiB.Christopher ColumbusC.Abraham Lincoln.D.Qu Yuan(3) The place where people will usually decorate churches and town halls with flowers and fruits is ___________.A.IndiaB.AmericaC.EuropeD.China(4) Easter is held in memory of the return of Jesus for Christmas and also celebrates ________.A.the coming of springB.the autumn harvestC.the Lunar New YearD.the end of a year2). Dicuss and answer the following questions.(1) What are festivals of the dead usually for?(2) What makes autumn festivals happy events?(3) What do people usually do at spring fesativals?(4) what is one important reason to have festivals and celebrations?Compare the festivals of the dead in Mexico, Japan and China.What things are similar?What things are different?3. Reading and discussionDiscuss in pairs which festivals you think are the most omportant and which are the most fun.4. ConsolidationAsk students to talk about festivals in their own words according to the text.Then let them complete the following passage with proper words or phrases. There are all kinds of festivals and __________around the world,which are held for different __________. The ancient festivals were mainly held at three times a year---the end of the cold _________, planting in spring and __________in autumn. Some festivals are held to _________the dead or __________the ancestors, who might return either to help or ___________, while other festivals are held to honor famous people or to the___________, such as Dragon Boat Festival, Columbus Day, and so on. Harvest and ___________________festivals are happy events because their food is __________for the winter and the ______________work is over, to which Mid Autumn Festival belongs. And the most ________________andimportant festivals are the ones that___________________the end of winter and to the coming o f_____________________such as the Lunar New Year, at which people have a very _______________参考译文第一单元世界各地的节日节日和庆典自古以来，世界各地就有各种各样的节日和庆典。

高中英语Module1 SectionⅢGrammar学案外研版必修1

Module 1 My First Day at Senior High 现在时态和以ing与ed形式结尾的形容词语境自主领悟先观察原句后自主感悟1.I live in Shijiazhuang, a city not farfrom Beijing.2.She thinks that reading comprehensionis important, but we speak a lot in class,too.3.Today is my first day at Senior Highschool and I'm writing down my thoughtsabout it.4.We're using a new textbook and Ms Shen'smethod of teaching is nothing like that ofthe teachers at my Junior High school.5.The teachers are very enthusiastic andfriendly and the classrooms are amazing.6.Some students were embarrassed at firstbut everyone was very friendly and it wasreally nice.1.1、2两句用了一般现在时；3、4两句用了现在进行时。

2.一般现在时中，谓语动词一般用动词原形，但当主语是单数第三人称时，一般在动词原形后加s。

3.以ing结尾的形容词，常表示“令人……的”。

如例句5。

以ed结尾的形容词，常表示“感到……的”。

如例句6。

一、一般现在时1．表示经常性或习惯性的动作或存在的状态，常与always, every time, now and then, occasionally, often, seldom, sometimes, usually等连用。

译林版英语高一模块三Unit1教学案Grammar

M3U1教学案Grammar: Noun clauses一、定义：在复合句中起名词作用的从句叫名词从句(Noun Clauses）。

名词从句的功能相当于名词或名词词组, 它在复合句中能担任主语、宾语(动词宾语、介词宾语)、表语、同位语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。

二、成分.名词性从句在功能上相当于名词主语: What he does is important.表语: This is what he does every day.宾语: I don’t like what he does every day.同位语: I don’t know the man, Mr. White.I don’t know about the fact that he is a teacher.三、名词性从句的构成有3种1.That + 陈述句That light travels in straight lines// is known to all.It is certain that we’ll win the game.2.if/whether + 陈述句No one knew if/whether he lost his sight because of an accident.3.疑问词+句子的剩余成分This is what we are looking for.注意：1. 当陈述句在句中作主语时，要用连接代词that。

Eg：1.)That you didn’t come yesterday made him very angry.==____made him very angry ____you didn’t come yesterday.2.)你这次又没有通过考试_________________________made me very disappointed.四、在下列情况下，只能用whether而不用if:（1）引导主语从句、表语从句、同位语从句、介词之后的宾语从句。

株洲市十八中高一英语学案Module 3 Unit 1 Grammar 编制易娇艳审核高一英语备课组

Module 3 Unit 1 Grammar：Noun clause （Period 1）Don't put off what should be done today till tomorrow. 今日事，今日毕。

Don't claim to know what you don't know. 不要不懂装懂。

【学习目标】认知：名词性从句识记：名词性从句的引导词；综合运用：能运用名词性从句完成简单练习;【学习步骤】Step 1. 【Lead-in】Fill in the blank with the right word and underline the clause. （根据课文填词并下划线从句)① At lunchtime, the radio forecast ____ the mist would become a thick fog in the afternoon.② She wondered________the buses would still be running.③ The truth is_______the fog is too thick for the bus to run that far.④ She had a feeling_______ she was being watched by a tall man in a dark coat.⑤_______ the blind man wants is just to help others in poor weather.Step 2 【Presentation】指出下列每个句子中画线部分在句中的成分。

His job is important. (做______语)What he does is important.This is his job. (做______语)This is what he does every day.I don’t like his job. (做______语)I don’t like what he does every day.I don’t know about the man, Mr. White. (做______语)I don’t know about the fact that he is a teacher.Step 3.【Summary 1】A.Defintion (名词性从句的定义)_____________________________________________________B.Function. (名词性从句的功能)_____________________________________________________C.Kinds(名词性从句的种类)①____________②_____________③____________④___________ Step 4.【Consolidation】指出下列画线部分为何种名词性从句.1. That I can pay back the help people give me makes me happy.2.Whether he’ll be able to come is not yet known.3.Why they have not left yet is not clear so far.4. She believed that he had not told her the truth.5. I wonder if/ whether that’s a good idea.6. Polly didn’t know which way she should go.7. I’m interested in who that tall man is.8. There was a discussion about whether Polly had found the blind man.9. My question is whether Polly can find her way home.10. The problem is how Polly going to find us in the crowd.11. The news that he couldn’t come made us upset.12. Whatever gave you the idea that I can sing ?Step 5.【Summary 2】根据句子1——12，找出名词性从句的连接词引导名词性从句的连接词可分为三类：：________ ___________. _____________连接代词：________. ___________. __________. _________. ________.：_________.___________.__________._____________Step 5 【Homework】1. Multiple choice.①. I want to know_________.A. what is his nameB. what’s his nameC. that his name isD. what his name is②. Could you tell me ______ she is looking for?A. thatB. whoseC. whoD. which③. ---I’m waitin g for the mail. Do you know ________ it will arrive?---Usually it comes by 4: 00.A.howB. whereC. whenD. what④. Miss Green didn’t tell us _______ in 2002.A. where does she liveB. Where she livesC. where did she liveD. where she lived⑤. ---We don’t know _____________.---It is said that he was born in Sweden.A. what he isB. if he lives hereC. where he comes fromD. which country is he from⑥. Do you know ________ I could pass the exam?A. thatB. whetherC. whatD. which2. Underline all the noun clauses you can find on page 9.3. C1 P92Module 3 Unit 1 Grammar: Noun clause （Period 2-3）What ends well is well. 结果好，就一切都好。

必修三Unit1Grammar教案

《高中英语（上外版）》必修第三册Unit 1 Road to Success课时：第3课时课题：Grammar in Use课型：语法课教学设计与说明一.学情分析本节课授课对象为高一第二学期的学生。

经过第一学期的学习，同学们已经有了分词在句子中各项功能的总体概念。

但是大部分同学们对分词各项句法功能的总体框架结构是不清晰的，对分词的各项句法功能各自的特点、重点、难点没有概念。

所以需要帮助学生分项理清特点、重点、难点，并在语言实际交际运用中加以操练并巩固。

二．教材分析单元语法运用Grammar in Use聚焦于分词作补语（宾语补足语和主语补足语）的复习和巩固。

教材P9-10上有三道语法练习题。

第一题旨在分析分词在句子中的功能，认识分词做补语的结构。

第二题旨在辨认分词作补语的结构并能正确区分这一结构中现在分词和过去分词在做补语时的区别。

第三题考查语言的综合运用能力，要求学生在语篇中、在上下文语境中理解、分析、归纳并灵活运用分词作补语这一语法功能，同时要求学生区分分词作补语与分词其它功能的区别。

三．教学设计思路本课为本单元语法教学的第二课时：语法练习课，旨在帮助学生在第一节语法课的基础上复习巩固分词作补语这一语法功能，并为学生创设产出的机会，提高语用能力。

导入部分利用课本P8-9练习I&II，采用归纳演绎教学法复习第一课时学习过的内容，引导学生学会对学过的语法规则进行分类归纳，在头脑中形成非谓语知识体系的网络架构。

操练部分采用任务型教学方法，在遵循学生认知规律的基础上设置多层次能力要求逐步递进的实践任务，引导学生在完成各个层次的任务中逐步实现分词做补语这一语法功能的内化，并在任务中实现learning by using, learning for using的语法学习目标。

Lesson Plan（the 3 period）rdLearning Objectives:By the end of the period, the students are expected to:1. have the ability of classifying and summarizing grammar rules of -ing / -ed forms as complements;2. form the network of -ing / -ed forms as complements in mind so as to distinguish them from other functions of -ing / -ed forms;3. skillfully apply -ing / -ed forms as complements in listening, reading and writing.Learning Procedures:Step I. Revision (Interactive activity)*T: Help the students recall and classify what they learned in the first period of Grammar in Use with the help of Exercise I & II on P 8-9.*Ss: Recall the grammatical rules of -ing / -ed forms used as complements by category.I. -ing form used as complements:feel / hear / listen to / see / watch / look at / notice / observe ... + O. + doing (O. C.)S.+ be felt / heard ... + doing (S. C.)discover / find / smell / catch ... + O. doing (O. C.)S. + be + discovered ... + doing (S. C.)get / have / keep / leave / send / set / start ... + O. doing (O. C.)with + O. + doing (O. C.)II. -ed form used as complements:see / hear / watch / find / feel / consider ...+ O. + done (O. C.)S.+ be seen ... + done (S. C.)get / have / keep / leave / make ... + O. + done (O. C.)declare / like / need / order / want / wish ... + O. + done (O. C.)with + O. + done (O. C.)Note: After working non-stop for twenty hours, he went to bed tired and hungry. (O. C.) The athlete went away quite satisfied with the result of the match. (O.C.)Step II. PracticeI. Identify - ing /- ed forms as complements in the lyrics (Task 1)*T: Play the song “Those Sweet Words” and ask students to identify - ing /- ed forms as complements in the lyrics while enjoying the melody. And then focus on the functions of -ing / -ed forms in “Iknow I saw you saying it.” and “I just h ave to hear t hose sweet words s poken like a melody.” and the meanings of the two sentences.*Ss: Identify - ing /- ed forms as complements and translate the two sentences into Chinese.Those Sweet WordsBy Norah JonesWhat did you sayI know I saw you saying itMy ears won't stop ringingLong enough to hearThose sweet wordsWhat did you sayAnd now the dayThe hour hand has spunBefore the night is doneI just have to hearThose sweet wordsSpoken like a melodyAll your love...II. Apply -ing / -ed forms as complements in individual sentences. (Task 2)*T: Ask students to identify the structure of -ing / -ed forms as complements in the following sentences and then fill in the blanks with proper forms of the verbs given in the box. Call students’attention to the differences between -ing forms as complements and -ed forms as complements.*S: Read the sentences silently and underline the structure of -ing / -ed forms as complements in each sentence and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing forms as complements and -ed forms as complements.III. Apply -ing / -ed forms as complements in a passage. (Task 3)*T: Ask students to read a short passage and fill in the blanks with the -ing / -ed forms of the verbs given in the box. Then circle the ones that are used as complements. Call students’ attention to the differences between -ing / -ed forms as complements and -ing / -ed forms for other functions.*S: Read the short passage silently and circle the structures of -ing / -ed forms as complements in the passage and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing / -ed forms as complements and -ing / -ed forms for other functions.IV. Apply -ing / -ed forms as complements in writing sentences. (Task 4)*T: Ask students to read each sentence in Chinese carefully and make out which category of -ing / -ed forms as complements fits the contexts best based on the given word in the brackets. And then translate the whole sentence into English.*S: First, make out and write down the proper structure of -ing / -ed forms as complements. Then, translate the whole sentence into English.。

【英语】湖南省株洲市第十八中学2015-2016学年高一下学期期中考试

株洲市第十八中学2016年下学期期中考试试卷高一英语暨模块三结业考试命题人：龙薇审题人：罗志方时量：120分总分150分第Ⅰ卷第一部分：听力（共两节，每小题1.5分，满分30分）第一节：听下面5段对话。

每段对话后有一个小题。

从小题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

1. Where does the man live now ?A. Atlanta.B. Chicago.C. New York.2. What is available now?A. A one-bedroom apartment.B. A two-bedroom apartment.C. A three-bedroom apartment.3. How did the woman get there?A. In her car.B. By bus.C. In Linda’s car.4. How much does the man usually pay for telephone services?A. 20 dollars a month.B. 30 dollars a month.C. 40 dollars a month.5. What are the two speakers talking about?A. TV programs.B. An old movie.C. A fashion show.第二节：听下面5段对话或独白。

每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题给出5秒钟的作答时间。

每段对话或独白读两遍。

听第6段材料，回答第6、7题。

6. What time did the man have breakfast today?A. At 7:00a.m.B. At 8:00a.m.C. At 9:00a.m.7. What will the woman do?A. Have breakfast earlier.B. Start having breakfast.C. Break all her bad habits. 听第7段材料,回答第8、9题。

高一英语必修三第一单元教学计划

高一英语必修三第一单元教学计划English: In the first unit of the high school English curriculum, students will focus on developing their reading and writing skills. The main themes covered in this unit include "Teenagers should be allowed to choose their own clothes" and "Teenagers should be allowed to spend their free time as they please." Through reading a variety of texts, students will learn how to analyze arguments, identify persuasive techniques, and form their own opinions on the topics. In addition to reading and discussing the texts, students will also practice writing essays that require them to present arguments and support their opinions with evidence. Through these activities, students will not only improve their English language skills but also enhance their critical thinking and analytical skills. The unit will culminate in a project where students will have the opportunity to showcase their understanding of the topics through a presentation or written report.中文翻译: 在高中英语课程的第一个单元中，学生将专注于发展阅读和写作能力。

【教育资料】Unit 3 Grammar 教案学习专用

Get the students to talk about 3 pictures that are similar with the exercises they have done.
Make use of the information “James is outgoing and caring. He is no longer what…” in Step 4 to create some situations and organize a series of practice about general questions, special questions and tag questions
The students try to use general questions, special questions and tag questions to talk about James.
Learn to respond and express quickly.
及时进行笔头巩 3 min
固操练，进一步
教育资源
课题名称
Unit 3 Teens in School：Do Our Parents Understand Us？ Grammar
（高一年级上 Module 1 Unit 3）
教学目标
By the end of the lesson, students will be able to: 1. know when to use “what” in a noun clause and use general questions, special questions and tag questions correctly in real situation. 2. form the idea of learning grammar by trying to use it.

高一牛津英语模块三第一单元教案

A d v a n c e W i t h E n g l i s h M o d u l e3Unit 1 The world of our sensesPeriond 1: welcome to the unitAims:---to give the Ss the idea that soemtimes the senses affect one another and people may be misled by them to help them to realize how they use their senses in their studies and daily life and to teacch them how to make better use of their senses.--- ask Ss to fully participate in the discussion, practise their spoken English, and share their opinions with one another.Precedures:Step 1 brainstormingAsk the following questions:With what do we see and hear?How do we know that a flower has a pleasant smell?How do we know whether a dish is delicious?What do we do when we want to know whether the wather in the basinis hot or cold? How do we know about the world around us? What are the five senses?(Blackboard: see – eyes—sight—lookHear-ears—hearing—soundTaste—tongue—taste—tasteSmell—nose—smell—smellTouch/feel—skin—touch--feel)As we all know almost everyone has five senses. We learn about the world through the five senses and we use them to study, wok and relax.Step 2 sharing informationAsk Ss to read the short passage and the main ideaAsk them to give more examplesLook at the 4 pictures and answer the questions below.Homework: translation事实情况是雾太大，车开不了那么远。

高一英语必修三第一单元教学计划

高一英语必修三第一单元教学计划Title: Teaching Plan for Unit 1 of English Course for Senior High SchoolI. IntroductionThis teaching plan is designed for the first unit of the English course for senior high school students. The unit focuses on the theme of relationships and introduces students to vocabulary and grammar structures related to this topic.II. Objectives1. To introduce students to key vocabulary related to relationships2. To practice reading and writing skills through various activities3. To review and reinforce grammar structures such as articles, subject-verb agreement, and prepositions4. To develop students' speaking and listening skills in a communicative contextIII. Materials1. Textbook: Senior High School English Coursebook, Book 32. Supplementary materials: Handouts, audio clips, and visual aids3. Technology: Projector, computer, and internet access for multimedia resourcesIV. Lesson Plan1. Lesson 1: Introduction to Relationships- Introduce the topic of relationships through a discussion or brainstorming activity.- Present key vocabulary related to family, friends, and romantic relationships.- Practice vocabulary through exercises and role-play activities.2. Lesson 2: Reading Comprehension- Assign a reading passage from the textbook on relationships.- Discuss the main ideas and key details of the text.- Practice reading comprehension skills through questions and discussions.3. Lesson 3: Grammar Review- Review and practice grammar structures such as articles, subject-verb agreement, and prepositions.- Provide exercises and activities to reinforce understanding.- Explain how these structures are used in the context of relationships.4. Lesson 4: Writing Practice- Assign a writing task related to relationships, such as a letter to a friend or a diary entry.- Provide feedback and opportunities for peer review.- Encourage creativity and self-expression in writing.5. Lesson 5: Speaking and Listening- Engage students in pair or group discussions on the topic of relationships.- Practice listening skills through audio clips or dialogues.- Provide speaking tasks such as role-plays or presentations on related topics.V. Assessment1. Formative assessments: Quizzes, homework assignments, and in-class participation2. Summative assessments: Unit test including vocabulary, grammar, reading, writing, speaking, and listening skillsVI. ConclusionThis teaching plan provides a structured framework for teaching the first unit of the English course for senior high school students. By incorporating a variety of activities and resources, students will have the opportunity to develop their language skills in an engaging and meaningful way. Through this unit, students will gain a better understanding of relationships and how language can be used to express emotions and ideas.。

湖南省株洲市第十八中学2017-2018学年高一下学期期中

株洲市第十八中学2017学年下学期期中考试试题高一年级英语暨模块一结业考试命题人罗志方审题人贾小红时量120分钟总分150分第一部分听力技能（共两节，满分20分）第一节（共5小题，每小题1分，满分5分）听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳答案，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话读两遍。

1. What does the man think of Linda’s husband?A. Clever.B. Unfriendly.C. Quiet.2. What will the weather be like on Friday?A. Rainy.B. Windy.C. Sunny.3. What are the speakers talking about?A. A hotel.B. An airport.C. A hospital.4. What does the man suggest doing?A. Going fishing.B. Staying at home.C. Buying some books.5. What is in the man’s bag?A. Some CDs.B. Some bottles.C. Some books.第二节听下面5段对话或独白。

每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。

每段对话或独白读两遍。

听第7段材料，回答第6、7题。

6. What does the woman usually do on Saturdays?A. She goes swimming.B. She plays basketball.C. She goes shopping.7. When does the woman usually go to the cinema with friends?A. On Friday nights.B. On Saturday nights.C. On Sunday nights.听第7段材料，回答第8、9题。

高一英语教案高一英语(必修3)Unit1第1课时词汇导学案_0103文档

2020高一英语教案高一英语（必修3）Unit1第1课时词汇导学案_0103文档EDUCATION WORD高一英语教案高一英语（必修3）Unit1第1课时词汇导学案_0103文档前言语料：温馨提醒，教育，就是实现上述社会功能的最重要的一个独立出来的过程。

其目的，就是把之前无数个人有价值的观察、体验、思考中的精华，以浓缩、系统化、易于理解记忆掌握的方式，传递给当下的无数个人，让个人从中获益，丰富自己的人生体验，也支撑整个社会的运作和发展。

本文内容如下：【下载该文档后使用Word打开】三大段一中心五环节高效课堂―导学案学习目标知识与技能：掌握下列词、短语及句型的用法：words:takeplace―custom这部分单词中，重点单词的用法。

sentencepatterns:(1)festivalsaremeanttocelebrateimportant timesofyear.(2)thentellthegroupwhichfestiveisyourfavorite andwhy.过程与方法：自主预习，小组合作。

情感态度价值观：getthesstoknowsomefestivalsaroundtheworld.教学重点keywordsandphrases.教学难点award与reward的区别。

学法指导showyourself(展示自我)，cooperationandexploration （合作探究）学习过程一．自主探究――问题发现预习单词takeplace―custom，回答下列问题。

1）请你用本节课单词说出“宗教信仰”。

2）“搞恶作剧、开玩笑”除了playatrickon,我们以前学过的同义短语是什么？3）诗人是“poet”,那诗歌呢？4）reward与award的区别。

（从动词和名词两方面来区分） 5）与asthough同义的短语是什么？单词拓展。

二．合作探究――问题生成与解决问题：自学warmingup，找出下列句子，译成汉语并背诵。

高一英语3教案：Unit1LearningaboutLanguage：Grammar含解析

教学设计Learning about Language：Grammar整体设计教材分析This teaching period mainly deals with the grammar：modal verbs—the use of can，could，may，might，will，would,shall，should，must,can’t。

Students often feel modal verbs abstract and difficult，so it is necessary to make the lesson interesting and connect it with their daily life in order to make it easy to accept and understand。

Firstly，the teacher can ask students to read the reading passage FESTIVALS AND CELEBRATIONS again,tick out the sentences using modal verbs from the reading passage and translate them into Chinese。

Secondly，compare and discover the uses of each modal verb by giving a lot of example sentences。

Thirdly,do the exercises in Discovering useful structures on Page 5 and more exercises for students to master the related modal verbs。

Finally，summarize the use of can,could，may，might，will，would，shall，should,must，can’t。

人教版高一英语必修三unit1FestivalsaroundtheWorldgrammar教案：加强

As students in the English language, it is essential to have a good grasp of grammar. This is even more importantwhen it comes to learning a language from a different culture. In the case of the English language, there are many grammar rules that can be quite challenging to comprehend. Therefore, it is essential to practice grammar to become fluent in the language. This is where the grammar lessons on Festivals around the World in the People's Education Press version ofthe high school English language curriculum come in.The first thing to note about these grammar lessons isthat they are tailored explicitly to the cultural context of festivals around the world. This is especially important because it helps students to understand the language in use within the context of the festival. For example, the grammar lessons teach students about verb tense, passive voice, and prepositions. These topics are essential because they help students to better understand how to use English in thecontext of different festivals around the world.One example of this is the lesson on verb tense. In the context of Festivals around the World, students learn about present simple, past simple, present continuous, and past continuous tense. These tenses have an essential role inlanguage because they allow for an accurate representation of the time and context of the festival being discussed. For example, if a student is learning about the Carnival in Rio de Janeiro, they must use present simple and past simple to convey accurate information about the festivities. In contrast, if they are talking about the running of the bulls in Pamplona, they would need a thorough understanding of present continuous and past continuous tense to properly convey information about the event.Another crucial aspect of the grammar lessons in this unit is the focus on passive voice. Passive voice is a vital part of the English language because it allows the writer or speaker to move the focus of a sentence from the subject to the object. This change can be used to give emphasis to an event rather than the person performing the action. For example, the sentence "The carnival was celebrated all over Brazil" moves the emphasis from who is celebrating to the event itself, allowing the reader or listener to focus more on the celebrations than the people celebrating.Prepositions are also a critical part of the grammar lessons. Understanding the correct preposition to use in a sentence is vital because it can affect the overall meaningthat the sentence conveys. For example, using "in" versus "on" a particular day can change the meaning of a sentence completely. In this unit, students learn about prepositionsin terms of time, location, and movement. This way, students can accurately place the events in a specific time and location.In conclusion, the grammar lessons on Festivals around the World in the People's Education Press version of the high school English language curriculum are an essential tool for students learning English. The lessons are tailored specifically to the context of different festivals around the world, making them a valuable resource for students seeking to learn the nuances of the English language. With this knowledge, students can more accurately express themselves and understand the English language in a deeper way.。

(高一英语教案)高一英语第三单元_高一英语教案

高一英语第三单元_高一英语教案/科目英语班级高一文件high1 unit3.doc标题American English〔美式英语〕章节第三单元关键词高一英语第三单元内容高中英语第一册Unit 3一、把握本单元消灭的单词和词组pronounce , medicine , British , however , European , reason , explain , have some difficulty in doing……, ask…for , and so on , more or less , change…into…, come about , bring in , a great many ,等等……。

二、Would you please say that again more slowlyHow do you pronounce／spell…I’m sorry I know only a little English .I have some difficulty in doing sth .I’m sorry I don’t quite follow you .What does this word mean三、1.I have some difficulty in pronouncing some of the words in English .在某些英语单词的发音上我有些困难。

have some difficulty (in) doing sth这是一个很常见的句型。

意思是“在做某事方面有困难〞。

其中介词in常可省略。

在此句型中difficulty是用作不行数名词，所以前面不能加不定冠词“a〞，也不能改为复数形式。

但difficulty前可加any , no等词，例如：Do you have any difficulty in translating this sentence into English 你把这句子翻译成英语有困难吗WE HAD NO DIFFICULTY IN FINDING HIS HOUSE YESTERDAY EVENING . (=WE DIDN’T HAVE ANY DIFFICULTY……)昨晚，我们毫不费劲地就找到了他的家。

株洲市十八中高一英语学案Module 3 Unit 1 Grammar 编制易娇艳 审核高一英语备课组

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高一英语3教案：Unit1LearningaboutLanguage：Grammar含解析

人教版高一英语必修三unit1FestivalsaroundtheWorldgrammar教案：加强

(高一英语教案)高一英语第三单元_高一英语教案

株洲市十八中高一英语学案Module 3 Unit 1 Grammar 编制易娇艳审核高一英语备课组

株洲市十八中高一英语学案Module 3 Unit 1 Grammar 编制易娇艳审核高一英语备课组