新版译林9Aunit1-4语法复习教案课案
牛津译林版初三英语上学期教案9A Unit4 Welcome to the unit
as you have time, you’ll be happy to go back to your hometown. Through your hard work, I believe you can do something good to your hometown. For example, you can donate a great deal of money to your hometown if possible. Are you willing to do that?2. Teach some new words and phrases: on one’s mind, times, whenever, a great deal of = much, as soon as, throughStep3:Practice1. Discuss: How do you learn about the world?2. Listen to the conversation and answer questions.3. Read the conversation and answer more questions.4. Work in pairs and talk about your ideas. 通过讨论，反复听读，让学生充分积累有用的表达，为输出形成自己的对话作好准备。
Step4: Comic strip1.Listen and answer the questions: Does Eddie want to grow up?Will Eddie build his house by himself?2.Listen again and complete the passage.3.Read and act.鼓励学生表演Hobo和Eddie 的对话，并尽可能多地加入自己的想法。
牛津译林版9AUnit1-Unit4重要考点复习【词汇、句型、语法】
【牛津译林版9AU1-U4重要考点复习】【U1 Know yourself】一、重要句型。
二、重点句子。
1.整天工作不说话对我来说是糟糕的。
It’s terrible for me to work without speaking all day long.2.人生就像一场赛跑，你要么领先，要么落后。
Life is like a race. You either take the lead or fall behind.3.对我们来说，失之毫厘，谬以千里。
To us, a miss is as good as a mile.4.我们不能犯任何错误，我们所有人都知道必须注意每个细节。
We can’t afford to make any mistakes, all of us know that it’s necessary to pay attention to every detail.5.作为一个医生，再怎么仔细也不为过。
As a doctor, you can’t be too careful.6.她将她大部分时间都奉献给了她的事业。
She has devoted most of her time to her work.7.一些人相信生肖相同的人性格也许相似。
Some people believe that people born under the same animal sign may have similar personalities.8.你的生活和你的未来都掌握在你手中。
It is you who shape your life and your future.三、本单元语法精粹。
1.both…and…：连接的主语谓语动词用复数。
2.not only…but (also)…、either…or…和neither…nor…连接的主语：谓语动词采用就近原则。
【U2 Colours】一、重要句型。
牛津译林版中考英语总复习教案含习题(9A Unit1)
中考英语总复习教案9A Unit 1 Know yourself一.复习单词表A. 易错单词grammar 语法praise 赞扬，表扬general 总的，普遍的connect 连接miss 错误，过失attention 注意，专心standard 标准carelessness 粗心impatient 不耐烦的fixed 固定的lively 活泼的divide 分开speech 演说absent 缺席的B. 重点单词用法1. eat up 吃光（ate, eaten ）eat sth. up eat up sth. eat it/ them up2. neither(全部否定)“两者都不”。
作主语，谓语动词只能用单数。
neither of the+名词复数／宾格，Neither of the twins has been there．either 否定句,也He is n’t a teacher. She isn’t a teacher, either.-I like PE.-Me,too.-I don’t like PE.-Me, either/Neither do I .either…or…(或者…或者…,要么…要么…)就近原则neither---nor ---(既不......也不.....) 就近原则not only... but also ( 不但...而且...) 就近原则There are many trees on e ither side／each side／both sides of the road．-When shall we meet today or t omorrow?-I’m free, either is OK./both are OK.3.praise(v.) sb. be praised as....( n.) win high praise from sb.4. ①connect A to/ with BShe connected the mouse to the computer.Make sure the key-board must be connected to the computer correctly.Can you see the mouse connected to the computer.There is a bridge connecting the two villages .5. miss (n.) To us, a miss is as good as a mile.(v ) miss sb. very much miss doing sth.6. attention (n.) pay more/ no/ little/much attention to sth/ doing sth.The work we has paid attention to ______________( finish ) next sunday.7. standard ( n ) standardswork to high standardsThe quality of the robot isn't up to standard.8.pioneer (n ) a pioneerThe pioneer of China's space technology programme9. care (n ) take good care of( v ) care about care for(adj.) careful, careless (adv.) carefully, carelessly(n ) carelessnessHe failed in the exam because of his _____________.10. patient (adj.)耐心的(n.)病人impatient (反义词) patiently (adv)be patient with sb．对某人有耐心,容忍某人be patient of sth. 能容忍某事He is an impatient (patient) doctor．11. lively —livelier 活泼的,热闹的,生机勃勃的She is lively. / She is a lively girl．lovely (adj.)-lovelierliving (adj.) 活着的, 可做前置定语也可做表语living peopleHe is no longer living.alive (adj.) 活着的,做后置定语people alivelive 现场直播的（地）(adj/adv)a live TV showThe football match was covered live on TV12. divide--- divided / dividingdivide sth. -- sth. be divideddivide sth into…→sth. be divided into…被分成A year is divided into twelve months．The teacher often divides us into four groups in class．The earth can _be divided into two halves. (divide)．13.shape (n.) in shape stand in different shapes( v.) 使成形，塑造shape your life and your future14.speak (v.) speak English speak in front of the whole school(n.) speech- speeches speakermake a speech to a large group of people15. absent (adj.) 缺席的be absent from school二. 重点短语及句型用法1.keep all her things in good order 使她所有东西保持井然有序keep sth. in order2.All of us know that it's necessary to pay attention to every detail.It's + adj. +of sb. + to do sth. = sb. be+ adj. + to do sth.It's + adj. +of sb. + not to do sth. = sb. be+ adj. + not to do sth.It's + adj. + for sb. + to do sth.= to do sth. + be + adj.It's + adj. + for sb. + not to do sth．It's + adj. that +从句Is it necessary _________( tell ) your father everything?It`s important for them to do these things.It`s important that they do these things3. To us, a miss is as good as a mile. We can't afford to make any mistakes.对我们来说，失之毫厘差以千里。
初中英语九年级上册(牛津译林版)Unit4Grammar教学设计
预习作业：
（1）预习下一节课的内容，提前了解一般将来时和一般过去将来时的用法；
（2）查阅相关资料，了解不同时态在实际语境中的应用，为下一节课的学习做好准备。
4.拓展作业：
（1）参加英语角活动，与同学分享所学语法知识，互相纠正错误，共同提高；
2.技能目标：通过课堂讨论、练习和课后作业，提高学生的英语语法运用能力，使他们在实际情境中能够准确、流畅地使用所学时态。
（二）过程与方法
1.过程目标：通过小组合作、讨论、互动等形式，引导学生积极参与课堂活动，培养他们自主学习、合作探究的能力。
2.方法目标：
（1）采用任务型教学法，设计丰富多样的课堂活动，如小组讨论、角色扮演、语法接龙等，让学生在实际操作中掌握语法知识；
（2）通过实例对比，让学生明确现在进行时与一般现在时、一般过去时的区别；
（3）引导学生运用现在进行时进行句子练习。
2.教学目标：
（1）让学生掌握现在进行时的构成和用法；
（2）能够区分不同时态的用法；
（3）提高学生的语法运用能力。
（三）学生小组讨论
1.教学活动设计：
（1）将学生分成小组，每组选择一个场景，用现在进行时描述场景中的动作；
（一）教学重难点
1.教学重点：
（1）掌握现在进行时、一般现在时和一般过去时的用法；
（2）能够运用所学时态进行句子转换，提高语法运用能力；
（3）培养学生在实际情境中运用不同时态进行口头和书面表达的能力。
2.教学难点：
（1）学生对现在进行时、一般现在时和一般过去时的混淆；
（2）在书面表达中，学生难以准确运用所学时态；
初中英语九年级上册（牛津译林版）Unit4Grammar教学设计
苏教版译林初中英语教案9A Unit1 Grammar
Teaching procedures:
Step1 Lead-in
Step2 Presentation
ingand,but,orandso
我们可以用并列连词and、but、or和so来连接单词、短语或者句子。
Neither Dad nor Mum is at home today.
Step3 Practice
1. Complete Parts B1 and B2. Check answers together.
2. Do some extra exercises. (PPT)
Step4Homework
(1)《校本作业》
教后反思（红字）
not only ... but (also):不但......而且......；不仅......还有......
either ... or ...:要么......要么......；或者......或者......；不是......就是......
neither ... nor ...:既不......也不......
(3)并列连词or意思是“或者”，表达选择关系。
"Tea or milk?" Jack asked.
注意：在否定句中并列成分通常用or连接，而不用and。
I cannot speak German or Japanese.
(4)并列连词so意思是“因此，所以”，表达因果关系，常用来连接两个简单句。
He hit me, so I struck (打) him back.
We must not only understand the text but also learn it by heart.
牛津译林版初三英语上学期教案9A unit4 Grammar
Step6: Homework
1. Make the sentences with all the conjunctions we learnt today.
2. Try to write a short story about your favourite person who never gives up
Title
9AUnit4Grammar
Teaching objectives:
Knowledge objectives:
learn about the adverbial clauses introduced bybefore, after, when, while, till and until, as soon as and whenever.
Step5: Practice
Help complete the passage about Lin Shuhao: The secret to Lin’s success.
巩固所学
Step 6: Discussion
What can we learn from Jeremy Lin? Using thethe adverbial clauses introduced bybefore, after, when, while, till and until, as soon as and whenever.
3. Show some sentences about Lin Shuhao using the adverbial clauses introduced bybefore and after.
4. Work out the rules: Before means earlier than a certain time; after means later than a certain time.
新译林版九年级上册英语 Unit 1 课时4 Grammar教学课件
Neither Dad nor Mum is at home.
第四页，共三十三页。
新课导入
翻译下列短语或句子。
1. 一个天生的艺术家 a born artist
2. 因为……给某人留下印象
impress sb with ... 3. 寻找一些更好的东西
search for something better 4. 辞去会计的工作
新译林版九年级上册英语 Unit 1 课时4 Grammar教学课件
科 目：英语 适用版本：新译林版 适用范围：【教师教学】
Unit 1 Know yourself
Grammar
第一页，共三十三页。
学习目标
1. 学会使用并列连词and, but, or 和so 2. 学会使用并列连词both...and... , not only... but (also)... ,either ...or... 和 neither...nor....
would not think
_B_i_ll_y_w__o_u_l_d_n__o_t _a_c_c_e_p_t_o_t_h_e_r_s’_a_d_v_i_c_e_o_r_t_h_in_k__tw__ic_e_.
Байду номын сангаас第十四页，共三十三页。
新课讲解
3. Judy is gentle. Judy never gets angry with others.
意思，表达转折关系。
第十页，共三十三页。
新课讲解
I can be a good teacher. I can be a good doctor.
I can be a good teacher or a good doctor.
牛津译林版9AUnit1-Unit4重要考点复习【词汇、句型、语法】
【牛津译林版9AU1-U4重要考点复习】【U1 Know yourself】一、重要句型。
二、重点句子。
1.整天工作不说话对我来说是糟糕的。
It’s terrible for me to work without speaking all day long.2.人生就像一场赛跑，你要么领先，要么落后。
Life is like a race. You either take the lead or fall behind.3.对我们来说，失之毫厘，谬以千里。
To us, a miss is as good as a mile.4.我们不能犯任何错误，我们所有人都知道必须注意每个细节。
We can’t afford to make any mistakes, all of us know that it’s necessary to pay attention to every detail.5.作为一个医生，再怎么仔细也不为过。
As a doctor, you can’t be too careful.6.她将她大部分时间都奉献给了她的事业。
She has devoted most of her time to her work.7.一些人相信生肖相同的人性格也许相似。
Some people believe that people born under the same animal sign may have similar personalities.8.你的生活和你的未来都掌握在你手中。
It is you who shape your life and your future.三、本单元语法精粹。
1.both…and…：连接的主语谓语动词用复数。
2.not only…but (also)…、either…or…和neither…nor…连接的主语：谓语动词采用就近原则。
【U2 Colours】一、重要句型。
牛津译林英语9Au1l4 grammar 教案
英语（九年级上册）Unit 1 Know yourselfGrammarI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use the conjunctions “and”, “but” , “or” and “so” to join ideas together;2. use “both … and”, “not only … but also”, “either … or” and “neither … nor” to connect the same part of the two sentences.II. Teaching contents1. New words and phrases: impatient, think twice (about sth.), do the dishes;2. Structures: Both Kitty and Simon are energetic.Not only the students but also their teacher knows about the four people.Either Simon or David is ready to take on new challenges.Neither Millie nor her friends know about types of personality.III. Focus of the lesson and predicted area of difficulty1. To talk about something with the correct conjunctions;2. To use the verb form after “not only … but also”, “either … or” and “neither … nor” correctly.IV. Teaching proceduresA Using and, but, or and soStep 1 Lead inFree talk.T: Today, we'll learn Grammar of Unit 1. We've met four outstanding persons. Do you remember them? (Show the pictures of the characters we've learned.)S: They are Wu Wei, Su Ning, Liu Tao and Fang Yuan.T: Among them, I admire Wu Wei the most because I wanted to be an artist when I was young. 【设计意图：通过复习reading中人物，导入新课，利用旧内容过渡至新板块的学习，使学生迅速进入学习状态。
2024-2025学年初中英语九年级上册(译林牛津版)教案Unit4Grammar
Unit 4 Growing upGrammar设计说明教学反思首先通过复习Reading，讨论关于Spud Webb的情况，来引入新课，呈现出相关的时间状语从句，通过一系列的讲解和练习，让学生掌握不同的连词的用法，学会各连词所引导的时间状语从句，并掌握与其相关的时态，学会用时间状语从句来表达自己的想法。
教学目标通过本课时的教学，让学生达成以下目标：1.知识目标(1)掌握单词：career, against。
(2)掌握连词before, after, when, while, since, till, until, as soon as 和whenever引导的时间状语从句。
2.能力目标（1）通过学习，掌握连词以及时间状语从句的用法。
（2）学会用时间状语从句来表达思想，培养写作能力。
3.情感目标通过谈论学生自身的变化让他们懂得感恩。
重点难点重点：学习生词和短语以及各连词引导的时间状语从句的用法。
难点：灵活使用生词、短语以及连词，学会使用时间状语从句。
教学准备PPT 课件；相关图片。
授课时数1课时教学过程Step 1 Lead-in1. Talk about Spud Webb.2. Revise the sentences with adverbial clauses of time in the passage about SpudWebb. Lead in the clauses.·While (he was) attending junior high, Spud tried out for the school team.·When he finally got the chance, he scored 20 points in his first game.·After he graduated, he was forced to play in another basketball league.·He remained there for about a year before the NBA took notice of him.Step 2 Grammar A1. Talk about the meanings and the uses of the conjunctions: before, after, when, while.（1）before意为“在……之前”, 表示主句动作发生在从句动作之前。
牛津译林版九年级英语上册9A Unit 1第4-6课时教案
牛津译林版九年级英语上册9A Unit 1第四课时主备：Objectives1. To use adjectives to describe characteristics2. To recognize whether an adjectives is positive or negativeteaching procedures1. Divide the class into groups of four. Each group works together to complete Part A. One student in each group writes down the answers on a piece of paper. Groups raise their hands when they have finished.2. When all the groups have finished, each group must give their answers to another group to mark. Remind students to put the name of their group at the top of the paper.3. Read out the correct to the class. Each group marks another group’s answers. The group with the most correct answers wins.4. Ask students to work on their own to do Part B. Remind them to look at the pictures and the words provided.5. Ask students to compare their answers with their neighbours and discuss the differences.6. When the discussion is finished, ask a student for the answer to No.1. Ask all students who agree to raise their hands. If a student gives an incorrect answer, ask other students what the correct answer should be.7. Homework: 《课时练》P7-89A Unit 1第五、六课时Grammar 主备：Objectives1. To use ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive to express opinions about a person’s actions.2. To use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive to describe a person’s characteristics and abilities.3. To use the basic sentence elements to make up a sentencepart Ateaching procedures1. Tell students that we use the ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive structure to talk about our feelings towards people and what they do.2. Ask three students to read the three sentences in the grammar table at the top of page 9. Encourage students to ask questions if they are unsure of the meaning.3. Ask students to complete the exercise on their own. Students have to write the correct words form the box in the blanks without making any changes.4. Ask a pair of students to read out what they have written. Check for incorrect answers and mispronunciation.Part BTeaching procedures:1. Tell students that we can also use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive structure to talk about a person’s personality and abilities.2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else’s actions. In Part B, students learn to express what they think about a person’s personality and abilities.3. Ask three different students to read the sentences in the grammar table at the top of page 10. Encourage students to ask questions if they are unsure of the meaning.4. For stronger classes, tell students to cover the adjectives on the right and work on their own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the adjectives on the right to form sentences. Encourage more able students to write the sentences with their own adjectives. Accept any sensible answers.5. Ask students to read out their sentences. Check for mistakes and mispronunciation.Part CTeaching procedures1. Write a sentence on the board. Ask students to shorten the above sentence to give the main idea of it. Explain to students that a sentence can be divided into different parts. We can add or remove the different parts of a sentence to clarify the meaning of it.2. Tell students that each sentence part has its own name. Ask seven students each to read one definition and the sample sentences that follow. Encourage them to ask questions if they are not sure of the meaning.3. Explain to students that the basic parts of a sentence are the subject and the predicate. To make a sentence richer in meaning, we can add predicative, objects, attributives and adverbials to the sentence with additional information.4. Ask students to complete Part C1 on page 12 using the table on page 11 as a guide.5. Ask eight students to each read out one sentence and the answer they choose. Check for mistakes and mispronunciation.6. Ask each student to find a sentence from any English book, magazine or newspaper. Then ask them to identify the different parts of the sentence.7. Ask students to complete the sentences in Part C2 on page 13 and choose the correct sentence element in brackets. For stronger classes, ask students to add more elements to each of the sentences. For weaker classes, allow students to work in pair.8. Ask students to volunteer to read out their answers. Ask them to read the whole sentence, not just the words they have written.9. Homework: 《课时练》P9-12。
牛津译林版9A unit4 词汇 语法 综合讲义设计
Unit 4 Growing Up[单词解析]1.on one’s mind 挂在心上扩展keep sth in mind 牢记2.whenever conj.无论何时;每当[引导时间状语从句和让步状语从句] Whenever you need help,please come to me.Whenever I mention playing soccer,he says he is too busy.[补充] no matter +疑问词用于引导让步状语从句，所以第一个列句可以改写成No matter when you need help,please come to me.3.through prep凭借He finally became a scientist through a few years of hard work.4.as soon as 一......就....[引导时间状语从句，若主句为一般将来时，从句要用一般现在时表将来含义]He will call me as soon as she arrives.5.a great deal of...大量......[其后接不可数名词，相当于a large amount of...]I still need a great deal of paper.6.succeed in doing sth 成功地做某事She succeeded in solving the physics problem.7.to one’s surprise 令人惊讶的是To my surprise,Lucy got the first place this time.[补充] to one’s deligh t 令某人愉快的是t o one’s appointment 令某人失望的是t o one’s depression令某人沮丧的是8.force v.强迫force sb to do 强迫某人做某事Don’t force me to do anything I don’t like.9.remain vi:逗留linking verb:仍然是；保持remain +adj 保持......remain to be done 有待于......When I return home,the food remains good.The problems remains to be solved.10.t ake notice of/pay attention to 注意Please take notice of my announcement.11.p rove v.证明linking verb. 证明是prove+宾语prove （to be）adj/n/介词短语等I can prove that Jack has nothing to do with the case.His saving the little boy without hesitation proved his courage.[补充] prove与turn out二者搭配及句型类似，只是turn out通常为物做主语，其主动形式表被动含义，而prove则无此限制，并且prove的被动式为be proved.turn out 证明是，结果是(表示与预期不一样的结果）prove 证明是，结果是（表示与预期的结果比较吻合）It turned out to be a mistake.12.m atter vi:要紧；有关系[此含义相当于count]What he said doesn’t matter.[补充] It doesn’t matter. 没关系。
译林版初中英语：9A Unit1 Grammar 学案
主备：崇明中学童华清审核：日期：2016-8-11学校________ 班级____________ 姓名__________ 家长签字__________ 【板块要点】一、教学目标1. 掌握连词and, but, or, 和so的用法。
2. 掌握连词both…and…, not only…but (also)…, either…or…, 和neither… nor…的用法。
3. 能够用恰当连词来表达合理的句子。
教学重点、难点1. 掌握连词连接部分的对应关系(形式上)相等原则。
2. 掌握连词连接主语时谓语的正确形式。
三、句型（语法）1. and, but, or 和so的用法：(1) and表并列关系, 肯定句中用“and” 表“和”；否定句中用“or”表“和” 。
Study hard, _____ your math will be better.= Stud y hard, _____ your math will be worse.(2) but表转折关系，不能和although/ though同时使用。
He does not like to talk much, but his work shouts!(3) or表选择关系。
I can be a good teacher or a good doctor. He doesn’t like singing or dancing.(4) so表因果关系，不能和because同时使用。
Mr. Li was ill, so Mr. Wang took his class instead.2. both…and…, not only…but (also)…, either…or…, 和neither… nor…的用法：(1) 它们可以连接名词(动名词)，代词，形容词，动词和介词短语等。
(2) 作主语：Both she and I _________ (be) going to do the cleaning. (复数)Not only the students but also the teacher _________ (be) working hard. (就近原则)Either you or I __________ (be) going there. (就近原则)Neither you nor he __________ (have) been to the Great Wall. (就近原则)主备：审核：日期：2016-8-11学校________ 班级____________ 姓名__________ 家长签字__________ 【课前导学】1. Words and phrases.2.与本课语法关联知识或已学知识归纳。
最新牛津英语译林版 9A Unti4 语法学案(无答案)-word文档
The day gets longer_________________(当春天到来时)
3.while意为，表示主句动作发生在从句动作进行的过程中。注意：while引导的从句谓语动词必须是（瞬间性/延续性）
6.as soon as意为“一···就”。其中从句通常用一般现在时表将来时。
(1).I will tell him the good news_____________________(他一回来我就告诉他这个好消息)
(2).We began to work___________________(我们一到那里就开始工作了)
StepⅠ语法规则
一、时间状语从句概念：
二、before,after,when和while引导时间状语从句，这些词可以位于句首，也可放在句中。
1.before意为，after意为，两个词后面可接一个具体的时间点，也可以接一个句子，构成时间状语从句。
His father died_____________________(他的父亲在他出生前去世了)
( )2.---What time will Diana get to Chengdu?
---I’m not sure.When she ___________,I’ll call you..
A.will arrive B.arrive C.arrives D.is going to arrive
(）3.The bus driver always says to us,”Don’t get off __________ the bus stops.”
牛津译林版-英语-九上--教案：4单元 Grammar
课题9A Unit 4 Grammar教学目标Learn the use of “before, after, when, while, since, till, until, as soon as, and whenever”.重点难点教学过程Step 1 RevisionTranslation:1. 上初中阶段，Spud 参加了学校篮球队的选拔。
2. 他接下来成了足球队的领队。
3. Lily更加刻苦地练习并使教练改变了主意。
4. 没有大学愿意邀请他去打篮球，仅仅因为他的身高。
5. 在他毕业以后，他被迫在另一个篮球联盟效力。
Step 2 Grammar1. Learn the use of before, after, when and while, then complete the Part A.A Using before, after, when and whileB Using since, till and untilC Using as soon as and whenever1) I go jogging every morning. Then I have breakfast.2) I practised playing basketb all for hours. I felt tired out.3)I have been crazy about playing basketball ________ I was a little boy.4) The weather has been awful this week. The rain did not stop _______ yesterday eve ning, so we could not practise basketball for se veral days.5)We played basketball in the playground this afternoon _________ it was getting dark.6)David often goes to play basketball _______________ school is over.7)He watches the NBA ____________ there is a game on TV.8) ________________ he learnt that the NBA players would come to China, hetried his best to get a ticket.一、before, after, when, while, till, until, as soon as, whenever引导的时间状语从句中，如果主从句都是将来发生的动作，主句用一般将来时，从句用一般现在时。
新译林版英语九年级上册1-4单元语法复习导学案
语法复习Unit1 - 49A Unit 1【学习目标】学会使用并列连词and、but、or、so、both…and…、not only…but (also)…、either…or…、neither…nor…1.and意为___________,表示一种__________关系,如：让我们互相帮助互相学习Let’s ___________________________________________________________________.but意为___________,表示一种__________关系，如：我想去踢球，但是得先完成作业。
I want ___________________________, ________________________________________first.2. or意为___________,表示一种__________关，如：他们什么时候来，今天还是明天？When will they come, __________________________________?so意为___________,表示一种__________关系，如：我的眼镜坏了，所以需要付新的My glass is broken, _____________________________________________________.3.both…and…意为________________________,如：他和我都擅长英语_____________________________________________________________ good at English.not only…but (also)…意为______________________,如：不但王先生而且他的儿子也经常参加慈善行走活动。
___________________________________often _____________________the charity walk.4.either…or…意为________________________,如：你可以选择电脑或手机，但不能都要。
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eg, We are talking about whether we'll go on the pinic.
b.引导词与动词不定式或not连用时，只用whether.
eg, Please let me know what to do next.
Could you tell me whether u go or not?
9A unit1-4 Grammar Review
教师
张敏
学生姓名
陈雪洁
上课日期
2016-1-9
学科
英语
年级
初三
备课时间
2016/1/5-8
类型
一对一
学案主题
9A unit1-4语法复习
排课时段
90分钟
教学目标
1.连接词
2.宾语从句
3.定语从句
教学过程
9A unit1-4语法复习
1.连接词
1) and，but, or, so的用法
c. if当如果讲时，引导的是条件状语从句，这时不能用whether.
(3).特殊疑问句转化成宾语从句时，引导词用特殊疑问词；引导词后要用陈述句语序。
E.g. Could you tell me what's the matter\wrong with you?
特殊情况：当do you think后接特殊疑问句转化成宾语从句时，句式结构应为引导词＋do you think＋陈述句语序。
4).人称的变化和标点的使用
(1).从句的主语如果是第一人称，变为宾语从句则与主句的主语一致；如果是第二人称，则与主句的宾语一致；如果是第三人称，不用变化。如：
“May I use your knife？”He asked me.
→He asked me if he might use my knife.
And“和，又”表并列，顺承或增补。
But “但是”表转折（however “然而，但是”,连接句子得用“，”隔开）
or “或者”表选择；也表示否则，不然
so “因此，所以”表因果，常用来连接两个简单句
2）both… and…“两者都……”谓语动词用复数
Not only… but also… “不仅……而且……”强调后者，就进
2).连接词
(1) .陈述句转化成宾语从句时，引导词用that,口语中常常省略。
e.g, She told me (that) she would like to go with us.
注意：that不能省略的情况
A．当宾语从句的主语是that时。
He says that that is a useful book.
1)概念:在句中担当宾语的从句叫宾语从句，宾语从句可作谓语动词的宾语，也可做介词的宾语。
eg, He said he was good at drawing. (动词宾语)
He asks him how long Mike has been down . (动词宾语)
Miss Zhang is angry at what you said. (介词宾语)
“Do you know her telephone number？”He asked me.
→He asked me if I know her telephone number.
(2).宾语从句的标点均由主句决定。主句是陈述句，用句号；主句是疑问句，用问号。如：
Who will give us a talk? I don’t know. →I don’t know who will give us a talk.
(2).以whether或if引导的宾语从句,主要用来引导一般疑问句意思或选择疑问句意思的宾语从句，从句同样是陈述语序
eg, I wonder if /whether you have told the news to Li Lei .
注意：一般情况下，whether和if可以互用，但有些情况例外。
B.当宾语从句为主从复合句时
I’m afraid that if you’ve lost it, you must pay for it.
C.当两个或多个宾语从句由并列连词连接时，除第一个从句中的that可以省略外，其余从句中的that都可以省略。
He said (that) the film was very interesting and that he enjoyed seeing it very much.
3).宾语从句时态
(1).当主句是一般现在时，一般将来时或祈使句时，从句不受主句的限制，根据自身的需要选用相应的时态。例如：
Do you know（if/whether he has seen the film）?
(2).当主句是一般过去时，从句要用过去时的相应时态。例如：
I didn't know（if/whether he had seen the film.）
Either…or…“要么…..要么……”两者选一，就进
Neither…nor… “既不……也不……”就进原则
2.宾语从句
注意！宾语从句小口诀：
宾语从句三注意，时态语序引导词；
主句一般现在时，从句不需受限制；
主句一般过去时，从句须用相应时；
陈述句转化that引，一般疑问句用if/whether,
特殊问句疑问词，引导词后陈述式。
→She agreed to help me with my maths.
Do you know？Where does he live? →Do you know where he lives?
5)宾语从句的转化
(1).当主句谓语动词是hope，wish，decide，forget，plan，agree等，且主句主语与从句主语相同时，从句可简化为不定式结构。如：
She agreed that she could help me with my maths.
注意：当主句是一般过去时，而从句表示的是客观真理，自然现象，科学原理，格言等，从句仍然要用一般现在时。例如：
He said（that the earth moves round the sun.）
The teacher told us（that light travels much faster than sound.）