Period One

Teaching content

a)Self-introduction

b)Vocabulary and speaking

c)Everyday English and function

Teaching aims and demands

a) have the students to introduce themselves

b) have the students to know what you except from them

c) have the students get familiar with some words of subjects

d) have the students to learn the Everyday English and function

Teaching methods

a) speaking b)discussing c)pair-work& group-work

Teaching steps

Step1 Self-introduction

(I) This is the first English class in Senior high, you are fresh to the students , so are the students. So it is necessary for you to introduce yourself to the students and get them to introduce them to you and other students, you must stress that the students must introduce them in English. If necessary, you can make an example first.

eg : My name is Liyingxu , I am your new English teacher ,you can call me Mr.li. I was born on April 16th in a small village in Hebei province. I graduated from Northwest Minorities University, I have taught English in this school for three years. I am a friendly teacher, I am usually ready to help everyone of you. I like sports very much, but I am not good at it. I don’t like music so much, especially pop music, in my opinion, it is so noisy and meaningless. In my spare time, I like reading. I hope we can get along well with each other and I will try my best to teach you how to learn English well more than the grammar & vocabulary & drills. I will be strict with every student, so you must follow my words, or you will be punished.

(some drills needed to be written on the black board)

a) My name is ……

b) I am a ……

c) I was born on/in ……

d) I graduated from ……

e) I like/ am good at / am fond of ……

f) I hope/ think/ want ……

g) ……

(II) Get the students to introduce them to their partners in group of four, then ask some volunteers to introduce them to all the students in English. or Ask them to introduce them one by one.

Step2 Vocabulary and speaking

(I) Vocabulary

Ask the students to tell you what subjects they learned in Junior High school and what other subjects they will learn in Senior High school, ask the students to express them in English as possible as they can, then write the words on the Bb, teach the students to pronounce the words they don’t know.

eg: Chinese English Mathematics Physics Chemistry Biology Politics History Geography Arts Music IT (Information Technology) PE(Physical Education) GT(General Technology) Japanese Russian French

(II)Dialogue (pair-work)

T: How many subjects are science subjects?

S: ……

T: How many of them are languages?

S: ……

T: Which languages do you study at our school?

S: .…..

T: Which subjects do you like best? Why?

S: ……

Ask the students to imitate the dialogue to get which subject their partner like and why by using the following drills.

Which subject do you like best? Why?

Which subject do you like better between ...and …? Why?

I like … because …

I think … is important because …

I would like to study/learn … because …

In my opinion … is … so I …..

Ask some of them to show their dialogues to the class.

Step 3 Everyday English and Function

(I) T: After we have talked about the favorite subjects you like best, now lets turn to another part. Every day when we have a break between classes we may meet some old friends, you may talk about your classes, now please turn to P8 , let’s learn the dialogue in Everyday English and Function .

Ask the students to listen to the tape, then to read the dialogue in pairs. (explain some difficult words and teach ask them to pronounce them by looking up them in the dictionary)

Ask the students to read and analyze these sentences.

1 How are you doing?

2 Oh really?

3 Is that right?

(II) Work in pairs. Make a conversation about one of your classes . Use the conversation in activity 1 to help. Ask some of them to report and act their dialogue out.

Step4 Summary

The teacher summary the whole class for the students and tell them what they should do to improve .

Homework

I Review the drills we learned in this class.

II Preview Reading and vocabulary & Cultural corner.

Period 2

Teaching content

a) Reading and vocabulary

b) Cultural corner

Teaching aims and demands

a) get the students to understand the texts well

b) get the students to know the school life in other schools ( at home and in the USA)

c) help the students to improve their reading ability

Teaching methods

a) speaking b) reading c) discussing d) pair-work& group-work

Teaching steps

Step 1 Revision

I Revise last class by ask them which subject they like best and why.

II Revise everyday English by asking which class do you have before our English class and talk about it with the help of Everyday English and Function on P8

Step 2 Lead-in (Discuss and compare)

T: Everybody, we have studied in a new school named Pingluo Middle School. Before you come here , all of you studied in different schools, now I will give you some time to think what the main differences and similarities between Junior High school and Senior High school.

And ask them to discuss these two problems:

1 Do you think that work at Senior High school is harder than that at Junior High school?

2 Are Senior High teachers similar to Junior High teachers?

T: After we have compared Senior High school and Junior High school, now we will learn something about Likang’s First day at Senior High. before we read the text let’s learn some words first.

Step 3 Vocabulary

Deal with the vocabulary on P2 by finishing the questions in the part.

Step 4 Reading

I Scanning

Read the text quickly and try to find the answer to these questions:

a) What are the differences between Likang’s Junior High school and Senior High school?

b) What are the two things the English teacher thinks important to do in class?

c) What are the two things that the English teacher wants to improve?

II Understanding

Play the tape for the students and ask them to listen & read following the tape in a low voice. Then finish the forth part in Reading and Vocabulary on P3.

III Careful-reading

Ask the students to read the passage again and find out which word in the box in the fifth part of Reading and Vocabulary on P4. And ask them try to guess the meaning and explain the words in English according to the text.

Ask the students to read the three summaries of Likang’s opinion about the new school in the sixth part in Reading and Vocabulary on P4. Decide which is the best.

IV Discussion

T: We have known the Likang’s life at Senior High, is your English classroom like Likang’s? is your class the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discuss with your partner and compare your school life with Likang’s.

Step5 Cultural corner

T: we have learned likang’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.

I Ask the students to listen to the tape and read the text.

II Ask the students to answer the following questions:

a) What are the differences between the grades in China and the US?

b) How is the school year divided ?

c) How long does the Summer Vacation last?

d) When do they start and finish school?

e) What do they do after school?

III Ask the students to prepare a short reply to introduce the school system , vacation, study time & after-school activities in China by imitating the letter in Cultural corner.

Step6 Summary

The teacher summary the class by comparing the school life in China and the US.

Homework:

I Write a reply to Rob Marshall

II Read the text for as many times as they can

III Preview the language points in these two passages.

Period 3

Teaching content

a) the language points in the two passages

b) the important and difficult drills in the two passages

Teaching aims and demands

a) get the students to master some useful words or expressions

b) get the students to master some important drills

c) get the students to do some exercises about the language points.

d) to improve the students ability of using English

Teaching methods

a) Explaining

b) Discovering

c) Practicing

Teaching steps

Step 1 Revision

Revise last class by checking home work and analyze the students’ replies. You can also ask some the students to read the good replies for the students

Step 2 Language Study

I Underline the useful expressions

science subject; academic subject; be similar to…; differences between A and B; the attitude to…; teaching method; a city not far from …; write down…; on the computer; on the screen; information from websites; a woman called….; be nothing like; speak a lot in class; have fun introduce oneself; in groups; give sb instructions; work by oneself; improve one’s spelling; in a fun way; in other words; for one’s homework; a description of; look forward to doing…; be impressed with…; A is the same size as B; the number of; the American school systems; secondary school; cover 7 years; receive the high school diploma; go to college; divide….into..; September through December; take part in; be free to do…; without the help of sb; become friends; last a long time; There is a popular belief; They say that…; have similar life experiences; under the same roof; Thanks for doing…; ask sb about…; do experiments; have dinner; stay on at school; take a bus home; school day; be fluent in Chinese; speak Chinese with fluency;make a lot of progress; at the beginning of; write to sb; all over the world; the smell of; paint the wall; move to…; have the biggest smile

II Analyze the language points

A) Words

1 information noun facts or details telling sth about a situation, person ,event, etc

information about/on sb/sth 關(guān)于某人/謀事的信息

a piece of information 一則消息； 一份情報(bào)

ask for information on/about 打聽關(guān)于……的消息

2 instruction n (pl) sth that sb tells you to do 指示

(pl) information on how to do or use sth 說明

follow the instructions for 遵守……的指示

instructions on(how to do ) sth （如何做）某事的指示

instructions to do sth 做某事的指示

on sb’ instructions 遵照某人的指示

be under instructions to do sth 被指示做某事

instructions in 有關(guān)……的指示

3 embarrassed adj. feeling nervous and uncomfortable and worrying

be embarrassed to do sth 羞于做某事

be embarrassed about/at 對(duì)……感到困窘

4 attitude n sb’s opinions of feelings about sth, especially as shown by their behaviour

attitude to/towards sth/sb 對(duì)某人/某事的態(tài)度

5 behaviour n way of treating others ; manners

behaviour towards/to ……對(duì)……的態(tài)度/行為

be on one’s good/best behaviour 循規(guī)蹈矩；行為檢點(diǎn)

put sb on his best behaviour 規(guī)勸/警告某人要規(guī)規(guī)矩矩

6 previous adj happening or existing before the event or object you are talking about 以前的；從前的

the previous day 前一天

previous to 在……以前

previously adv 以前；從前

7 impress vt. to have a favourable effect on sb ; to make sb feel admiration and respect

impress sth in /on sth

impress sth on/opon sb

impress sb with sth

be impressed at/by/with

impression n.

make an impression on sb

8 cover vt to include or deal with sth 包含

be covered by/ with被……所覆蓋

cover for sb 頂替某人

cover (a distance) 走（一段距離）

cover (sth new )報(bào)道（消息；新聞）

cover sth up/over 蓋住某物

Step 3 Practicing

Ask the students to do some exercises about the language points just learned

Homework

I Remember the usages of the words today

II Preview and try to analyze the difficult sentences in these to passages

Period 4

Teaching content

a) the language points in the two passages

b) the important and difficult drills in the two passages

Teaching aims and demands

a) get the students to master some useful words or expressions

b) get the students to master some important drills

c) get the students to do some exercises about the language points.

d) to improve the students ability of using English

Teaching methods

a) Explaining

b) Discovering

c) Practicing

Teaching steps

Step 1 Revision

Revise the words learned yesterday by doing some translation exercises.(C to E or E to C).

Step 2 language study

1. The teacher is a very enthusiastic woman called Ms. Shen. 這個(gè)非常熱情的女老師是沈老師。

called Ms. Shen 是過去分詞短語(yǔ)作定語(yǔ)，與所修飾的詞之間存在著邏輯上的被動(dòng)關(guān)系，相當(dāng)于定語(yǔ)從句who/that was called Ms. Shen。 如：

We visited the new library built three weeks ago.我們參觀了三周前建成的圖書館。

The first textbooks written for teaching English as a foreign language came out in the 18th century.最早為外語(yǔ)教學(xué)而寫的英語(yǔ)課本出現(xiàn)在十八世紀(jì)。

Most of the artists invited to the party were from South Africa.被邀請(qǐng)來(lái)參加聚會(huì)的大多是南非藝術(shù)家。

注：短語(yǔ)一般放在被修飾詞之后，單個(gè)過去分詞放在被修飾詞之前

2．And we have fun. I don't think I will be bored in Ms. Shen's class! 我們上課上得很開心，我認(rèn)為我不會(huì)對(duì)沈老師的課厭煩的。

　　（1）have (great) fun 玩得開心

=have (a lot of) fun / = have a wonderful time / =enjoy oneself 如：

The children were having a lot of fun with the building blocks.孩子們玩搭積木玩得很開心。

You're sure to have some fun tonight.今晚你一定會(huì)玩得很開心。

They had a lot of fun chatting on the net.他們?cè)诰W(wǎng)上聊天聊得很開心。

fun/,是不可數(shù)名詞，常用于be fun 結(jié)構(gòu)中，相當(dāng)于interesting。如

Seeing monkeys in the zoo is great fun.在公園看猴子非常有趣。

What fun it is to play a game after work!工作之余活動(dòng)一下多么有趣！

注: 此處的what fun不能用how funny代替，因?yàn)?funny"是“滑稽的，好笑的”的意思。

［拓展］for fun=in fun 開玩笑地

make fun of 嘲笑，取笑。如

I'm not saying such a serious thing for fun.我說如此嚴(yán)肅的事情絕不是開玩笑。

It's bad manners to make fun of the blind.取笑盲人是不禮貌的。

（2） 我們要注意本句英漢表達(dá)的區(qū)別。英語(yǔ)中有些動(dòng)詞，如think, believe, expect, suppose, feel, guess, imagine 等，當(dāng)它們后面接一個(gè)具有否定意義的賓語(yǔ)從句時(shí)，通常要把主句的動(dòng)詞變?yōu)榉穸ㄊ剑�而賓語(yǔ)從句中的謂語(yǔ)動(dòng)詞用肯定形式。這種現(xiàn)象稱為否定的轉(zhuǎn)移。如：

We don't think there is anything interesting in your pictures.我們認(rèn)為你的畫并沒有什么有趣的地方。

I don't believe what he said is true.我認(rèn)為他說的不是真話。

I don't suppose they will object to my suggestion.我想他們不會(huì)反對(duì)我的建議。

He didn't imagine that she would go abroad.他料想她不會(huì)出國(guó)了。

I don't feel the food can last us through the winter.

我認(rèn)為這食物是不夠我們過冬的。

注：在反意疑問句中，若陳述部分是第一人稱，think等詞用一般現(xiàn)在進(jìn)，則疑部部分需與從句中的主語(yǔ)和謂語(yǔ)保持一致，否則要與主句的主語(yǔ)和謂語(yǔ)保持一致。如：

I don't think it's going to rain tomorrow, is it? 我認(rèn)為明不會(huì)下雨，對(duì)嗎？

You don't think I have made mistakes, do you?你并不認(rèn)為我犯了什么錯(cuò)誤，是嗎？

3 In other words, there are three times as many girls as boys. 換句話說，女孩是男孩的三倍。

　（1）in other words 意為“換句話”，在句中用作插入成分。如：

In other words, she must give up singing.換言之，她必需放棄唱歌。

I'm not used to the way you speak to me. In other words, I don't want to continue our conversations.我不習(xí)慣于你對(duì)我談話的方式。換句話講，我不想繼續(xù)我們的談話了。

Beethoven wrote many world-famous musical compositions. In other words, he was a great musician.貝多芬寫過許多世界著名樂曲。換句話講，他是一位偉大的音樂家。

①A + be+倍數(shù) +as+ adj. +as+B

Asia is four times as large as Europe.亞洲是歐洲的四倍大。

②A+be+倍數(shù)+ 比較級(jí)+than+B

Asia is three times larger than Europe.亞洲比歐洲大三倍。

③A+be+倍數(shù)+the size/length/height/depth/width+ of+ B

Asia is four times the size of Europe.亞洲是歐洲的四倍大。

注: time 表示倍數(shù)，一般只限于表示基數(shù)詞在內(nèi)的三倍或三倍以上，若表示兩倍可用副詞twice 或形容詞double。 time 表示的倍數(shù)也可以用分?jǐn)?shù)，百分?jǐn)?shù)或某些表程度的副詞替換。

The street is twice the length of that one.這條街是那條街的兩倍長(zhǎng)。

Ten is double five.十是五的二倍。

This pencil is a quarter as long as that one.這枝鉛筆是那枝的四分之一長(zhǎng)。

Our room is 60％ the size of theirs. 我們房間的面積是他們房間面積的60%。

4 I'm looking forward to doing it！我非常渴望去做。

look forward to sth./doing sth. 意思是“期待著某事/做某事”，其中“to”是介詞。如：

I look forward to hearing from you as early as possible.我期待著早日收到你的來(lái)信。

Boys and girls are looking forward to Children's Day.孩子們期盼著兒童節(jié)的來(lái)臨。

I'm looking forward to his return just as much as he himself seeing me.我期待他的歸來(lái)同他盼望見到我的心懷一樣強(qiáng)烈。

［鏈接］動(dòng)詞＋介詞to構(gòu)成的常用短語(yǔ)有：

look forward to 盼望…… turn to 求助于；轉(zhuǎn)向；翻到…… pay attention to 注意…… stick to 堅(jiān)持 get down to 開始認(rèn)真干……　 object to 反對(duì) belong to 屬于 refer to 談到，涉及，參閱 point to 指向　 see to 處理，料理 come to 共計(jì)；蘇醒 reply to 答復(fù) agree to 同意　 add to 增加 devote…to… 貢獻(xiàn)……給……　compare…to…把……比作……

5 The school year is divided into two semesters, the first of which is September through December, and the second is January through May.一學(xué)年有兩個(gè)學(xué)期，第一學(xué)期從九月到十二月，第二學(xué)期從一月到五月。

（1）be divided into “把……分成……”。如:

Our class is divided into four groups. 我們班分成四組。

America is divided into over 30 stales. 美國(guó)分成50多個(gè)州。

（2）the first of which…是定語(yǔ)從句，修飾 semesters. 如：

We live in a house, in front of which is a small river.

6 I live in Shijiazhuang, a city not far from Beijing

（1）far from a) 遠(yuǎn)離 b) 毫不；遠(yuǎn)非；一點(diǎn)也不

（2）away from & far (away) from , 兩個(gè)短語(yǔ)都可以用來(lái)作表語(yǔ)，狀語(yǔ)和后置定語(yǔ)。其中，其中away from用在表示具體距離的詞后面時(shí)，意為“離……（多遠(yuǎn)）， be away from意為“離開”。 far (away) from 通常不和具體的距離的詞連用，意為“離某地很遠(yuǎn)”。

We were sitting ___________(離……太遠(yuǎn))the stage to be able to see very much.

The Smiths live ___________( 20英里以外)the city of New York.

He works in a company ________________(遠(yuǎn)離他的家)。

7 …and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.

Nothing like意為 “沒有什么能比得上”， “絲毫不象”。

something like 意為“大約”， “幾分像”。

It looks nothing like a horse.

In summer there is nothing like swimming as a means of keeping fit.

It must be something like seven O’clock.

8 Today we introduced ourselves to each other.

introduce sb to sb 把某人介紹給某人

introduce sth in/ into 把某物引進(jìn)

introduce sb to sth 引導(dǎo)或帶領(lǐng)某人接觸某物

introduce sth to sb 宣布并介紹

introduction n 介紹；引進(jìn)；引論

an introduction to 對(duì)……的介紹；……的引論

9 Oh really? So have I.

“so +助動(dòng)詞/情態(tài)動(dòng)詞/系動(dòng)詞+主語(yǔ)”表示“（另一事物）也……”

He is interested in physics and so am I

If you can finish it in time, so can I .

表示否定意義時(shí)用“neither/nor +助動(dòng)詞/情態(tài)動(dòng)詞/系動(dòng)詞+主語(yǔ)”，意為“（另一事物）也不……”

Bob wasn’t at school last Friday, and neither/nor was Jack.

“so +主語(yǔ)+助動(dòng)詞/情態(tài)動(dòng)詞/系動(dòng)詞”表示對(duì)之前或?qū)Ψ剿�說的情況表示贊同或證實(shí)，意為“同一個(gè)人或事物）確實(shí)……”

------You have dropped a word here.

------Yes, so I have.

10 At the end of twelfth grade, American students receive the high school diploma.

at the end of 在……結(jié)束的時(shí)候；在……的盡頭； 在……的結(jié)尾處

in the end (at last; finally)最終，終于

by the end of 到……結(jié)束時(shí)

at the beginning of (at the start of ) 在……開始的時(shí)候

at the beginning (in the beginning ; at first) 起初，開始時(shí)

11 I take part in all kinds of after-school activities…

take part in

join in

join

Step3 Practice and summary

Ask the students to revise the language points just learned, the teacher should make a short summary to help them.

Homework

I Remember the points learned today

II Preview Grammar 1 , Listening and vocabulary , Pronunciation

III Read the passages as often as possible.

Period 5

Teaching content

a) Grammar 1

b) Listening and vocabulary

Teaching aims and demands

a) to revise the present tenses

b) to help the students to learn some forms of one word ,in order to introduce something about word-formation

Teaching methods

a) Discovering

b) practising

c) listening and speaking

d) imitating

Teaching steps

Step1 Revision

Revise the important points learned in last class by translating some Chinese sentences into English.

Step2 Lead in

There are two sentences in the passage “My first day at Senior High”

1)I live in Shijiazhuang, a city not far from Beijing .

2)I am writing down my thoughts about it.

What are the tense differences are there between these two sentences?

Ask the students to analyze the tenses.

Step3 Grammar study

T: Today we will revise the uses of the present tenses. One is the present simple tense, the other is the present continuous tense. Now let’s look at some examples:

(I) She visits her parents everyday.

What is the time by your watch?

The moon goes around the earth.

The train leaves at seven and arrives at nine.

We will go to the park if it doesn’t rain tomorrow.

Please tell him about it as soon as he comes back.

(II) All the students are looking at the blackboard carefully.

We are learning New Standard English.

Now we are leaving the classroom and approaching the playground.

She is always thinking of herself.

Ask the students to analyze the examples and try to find out the principles of the uses of the present simple tense & the present continuous tense.

The teacher summarize the uses of the two tenses.

Ask the students to read the passage again and choose sentences in the present simple tense and in the present continuous tense. Say which uses they show.

Step4 Listening and vocabulary

(I) Vocabulary

T: We have learned something about grammar, now let’s revise some old words learned in Junior High English.

explain explanation pronounce pronunciation encourage encouragement

understand understanding misunderstanding

Now finish the chart with the words in the box.

Complete these sentences with a suitable form of each word in the box., then check the answers with the students.

Ask the students to read the sentences in activity 2 again and answer the questions in activity 3.

(II) Listening

T: I really don’t know if your answers are correct or not, so let’s listen to the conversation to check your answers ,and you must try your best to get the general idea of the conversation.

Play the tape for the students, then ask the students to tell you what they have learned from the conversation.

T: Yes , most of you have known something about the conversation ,but you didn’t get the details clearly. I will play the tape for you after you read the questions in activity 4. Now please read the questions quickly.

Play the tape for the students and ask them to make some notes which will help them to answer the questions by write down some key words or phrases.

Check answers with the students and write down the difficult points.

Play the tape for the third time , stop when and where necessary, repeat the difficult parts.

Step 4 Summary

The teacher summarize the class by revising the word-formation. And ask the students to read the sentences in activity2 in Listening and vocabulary.

Homework

I Remember the words and the sentences in Listening and vocabulary.

II Try to find some other principles of word-formation.

III Preview Grammar 2 , Pronunciation &Writing. Speaking

Period 6

Teaching content

a) Grammar 2

b) Pronunciation

c) Speaking

d) writing

Teaching aims and demands

a) get the students to master the uses of –ing form and –ed form

b) help the students to improve their ability of talking about the school life.

c) to improve students’ pronunciation by listening and summarizing

d) to teach the students something about how to write an E-mail reply.

Teaching methods

a) discovering and summarizing

b) listening and speaking

c) imitating

d) discussing and writing

Teaching steps

Step 1 Revision

a) Ask the students to repeat the uses of the present simple tense and the present continuous tense.

b) have a dictation about the words and sentences in activity 2 in Listening and vocabulary.

Step 2 Grammar

I Lead in by doing exercises:

1 I was ________ when I saw the _______ news. (exciting & excited)

2 The dog was ________ in playing _________ games, such as playing balls, wires and plates. (interesting & interested)

Now please look at these two questions, can you fill in the blanks?

II Discovering and summarizing

Read My First Day at Senior High again and underline the adjectives with –ing or –ed endings. After you have found out them try to find out the different uses of words with different endings.

Ask the students to choose the correction explanation in activity 2 in Grammar 2.

Finish the excises in activity 3.

Step 3 Pronunciation

T: I found some students could not pronounce the words with –ed endings correctly, now let’s have a look at these words:

1 amazed bored tired

2 embarrassed

3 disappointed excited interested

Play the tape for the students and ask the to find the differences and try to imitate the pronunciation. Ask the students to find out the principles.

Step 4 Speaking

T: We often take part in many after-school activities, now let’s look at the pictures in Speaking part to find out what the US high school students do after class.

1 What can you see in the picture and what are they doing.

2 Is the school similar to ours? Explain why it is or isn’t.

3 Do students at our school do things like this?

4 How do you think about the after-school activities? Are they good or bad? How can we make best use of after-school activities.

Give the students some time to discuss the questions and try to report their own ideas. Then the teacher makes a summary.

Step5 Writing

T: We have sorrows and happiness in our school lives, sometimes we want to exchange our feelings with others, so we write a letter or make a call. Now we will read a letter from an American girl who likes sharing her memories of her first year at school. Ok, please turn to P8 and read it.

Give the students some time to read the letter.

Go through the letter and deal with some important or difficult points.

T: Do you want to write a letter to her and tell your memories of the first year at school. Now , can you tell me what should we write this reply and what will you write in it.

Ask the students to tell their own ideas and collect them and write down them on the black board.

The teacher give the students some suggestions.

Ask the students to write the reply in the class if enough time is left. Or, leave it as home work..

Homework

I Ask the students to write and correct their reply.

II Remember the uses of –ing & -ed endings.

III Finish the exercises about this module.