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初中英语九年级上册(牛津译林版)Unit5Grammar教学设计

3.能够运用所学的语法知识，对英语文章进行阅读理解，提高阅读速度和准确性，培养学生在阅读过程中获取、整理、运用信息的能力。
4.通过小组讨论、角色扮演等活动，提高学生的英语口语表达能力和听力理解能力，使他们在真实的语言环境中能够熟练运用所学知识进行交流。
（二）过程与方法
1.采用任务型教学法，让学生在完成具体任务的过程中，自主探究、合作学习，培养他们发现问题、解决问题的能力。
4.结合本章节的内容，教育学生关爱家人、朋友，珍惜与他们共度的时光，树立正确的人生价值观。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语语法知识有了一定的了解和掌握，但在实际运用中仍存在一些困难。特别是对于时态的运用，学生容易混淆，需要进一步巩固和练习。在本章节的学习中，学生将通过具体的语境，深入理解和运用一般过去时、现在完成时和过去进行时。此外，学生在团队合作和口语表达方面有待提高，需要教师在教学过程中给予关注和指导。针对学生的实际情况，本章节的教学应注重以下方面：
（三）情感态度与价值观
1.培养学生热爱英语学习的情感，激发他们学习英语的兴趣和自信心，使他们在学习过程中始终保持积极的态度。
2.通过学习英语，帮助学生拓宽国际视野，了解不同文化背景下的生活习俗，培养他们的跨文化交际意识。
3.在课堂教学中，注重培养学生的团队合作精神，让他们学会相互尊重、相互帮助，提高人际交往能力。
五、作业布置
为了巩固本节课所学的一般过去时、现在完成时和过去进行时的语法知识，以及提高学生的实际应用能力，特布置以下作业：
1.书面作业：
a.完成教材Unit 5 Grammar部分的练习题，包括填空、选择、改写句子等，要求学生在规定时间内独立完成。
b.结合自己的周末生活，用一般过去时、现在完成时和过去进行时各写一段话，描述自己做过的事情，字数不少于100字。

Unit5Grammar课件牛津译林版九年级上册英语

(3)_S_i_n_c_e_/A__s it was still early, we went to buy some drinks. “We’d better be quick (4)_s_i_n_c_e_/a_s_ the opera will begin in 20 minutes,” Kitty suggested. We came back quickly. Then we waited for Amy outside the theatre.
(2)_S_i_n_c_e_/A__s Millie also planned to take the underground, we went to the theatre together. When we arrived, Kitty had already been there. Soon Simon and Daniel came.
weather will ________(持续)?5. The old man usually goes out
for a ________(呼吸) of fresh air on sunny mornlainsgt s. breath
√ √
√ √
√
Thank you~
much.2. We should get close to ________(自然) and enjoy its
beauty.3. People think ___n_a_t_u_r_e(高度地) of this piece of music because of its shpiegchialyl style.4. Do you know how long the bad
2. Why does Tan like the sounds of nature? __________________________________________________________

牛津译林版九年级上册英语Unit 5 Grammar知识点总结梳理

Unit 5 Art worldGrammar1.Why do people think highly of Tan's music? The art festival is open to all students and parents.(1)be open to的含义:对…开放的,公共的:如: These garden is open to the public.这些公园向公众开放。

2.When we arrived, Kitty had already been there. Wed better be quick _______ the opera will begin in 20 minutes, Kitty suggested.(1)had+pp(动词过去分词)”结构:过去完成时。

【注意】过去完成时是一个相对的时态,以过去时间为基点,它所表示的动作不仅发生在过去,更强调“过去的过去”,只有和过去某时或某动作相比较时,才用到它。

如: I had been at the bus stop for20 minutes when a bus finally came.我在车站已经等了20分钟,一辆公共汽车终于来了。

(2)had better的用法:最好;应该;还是……好【注意】①had better 结构中是had而不是would;② had better中的had可与主语缩略成you'd better等;③ had better后加动词原形,即had better do sth,其否定形式为: had better not do sth;④had better do sth.可与以下句型转换: It's better(best)for sb to do sth =sb should/ought to do sth(3)介词in的含义和用法:在…之后练习：(1)Did Alan enjoy seeing his old friends yesterday?Yes, he did. He _______ his old friends for a long time.A.didn’t seeB. wouldn’t seeC. hasn’t seenD. hadn’t seen(2) By the time my parents reached home yesterday, I _______ the dinner already.A had cookedB cookedC have cooked D. cook(3) ________ the end of last month we had seen more than ten American movies.A. ByB. AtC. InD. From(4) The manager is said to have arrived back from Paris where he _________ some European business partners.A. would meetB. is meetingC. meetsD. had met(5) The wind ________ for a week before you came here.A blewB blowsC has blown D. had blown(6)The teachers _________the office for a few minutes when we arrived, We didn't meet them.A. had leftB. have been away from C had been away from D. have left(7)Oh, I had a terrible toothache.You’d better ________ see a dentist and have your bad teeth pulled out.A to goB goingC goes to D. go to(8) She will wake up in two minutes.(就画线部分提问)_______ ________ will she wake up?(9)-What time do you expect me back, Mum?Say,_______ half an hour.A.atB. beforeC. inD. for(10)The plane will take off ________ three hours. I must get to the airport right now.A. inB. forC. onD. at(11) I hear our teacher will be back _________three weeks' time.A. atB. inC. forD. after(12)When will the second class begin?________ two minutes.A.ForB. AtC. InD. After(13)Shanghai Disneyland has started to be built and it will be open _______ five years.A. inB. forC. fromD. before(14)我的朋友建议我在银行找个工作。

英语人教版九年级全册Unit 5 Grammar (情态动词)

Unit5 It must belong to Carla.（Grammar)一、教材分析：本单元主要围绕情态动词“must, might, could, can`t ”等表推测的用法展开，通过灵活运用这些情态动词，让学生学习推理，培养学生的逻辑判断能力。

二、学习目标1. 了解近五年中考情态动词考情。

2. 学会灵活运用情态动词的重要用法。

3．情感目标培养学生的逻辑思维和推断能力三、教学重点难点情态动词的重要用法。

四、教具使用黑板，多媒体课件五、教学方法探究式教学，任务型教学六教学步骤：教学过程教学设计与分析Step1 GreetingSay hello to the students ,then introduce myself to thestudents .（设计意图：用问候消除师生间的陌生感，做好课堂师生的配合铺垫）Step2 Show the learning aims:出示学习目标，让学生掌握本节课的学习任务。

Step3 Analyze the exam exercises通过展示近五年河北中考情态动词的考题，让学生掌握情态动词的考法和用法。

（设计意图：学生观察表格，明白中考考情态动词侧重点。

）Step4 Show the key points播放幻灯片，让学生了解情态动词的重要用法，并能用思维导图把它们的用法总结出来。

（设计意图：通过学生自主学习，掌握情态动词的基本用法和表推测的用法。

）Step4 practice播放历年各省市的中考题，让学生掌握做题的技巧和方法。

（设计意图：问答形式再次操练情态动词的用法，加深学生对它们的理解）Step5 Summary让学生自己总结本节课的知识点和易错点。

（设计意图：通过填空的形式，让学生再次巩固易错点。

）Step6 practice学生运用知识点去做巩固练习，做完后，小组内先交流。

（设计意图：独立完成巩固练习，并核对答案通过课堂练习，检测学生对本课知识的掌握情况）。

unit5_Grammar_非限制性定语从句

选修七 Unit5 Grammar 非限制性定语从句【学习目标】复习非限制性定语从句的用法。

【学习重难点】非限制性定语从句与限制性定语从句中关系词的用法区别。

【学法指导】独立完成以下练习，小组讨论疑难。

【学习过程】关系词相关系代词和关系副词。

关系代词有that, which, who, whom, whose, as 等；关系副词有when, where, why 等。

关系词通常有下列三个作用：A 、引导定语从句；B 、代替先行词；C 、在定语从句中担当一个成分。

12(1) Our guide ，who was a French Canadian ，was an excellent cook. (2) Peter, whom you met in London, is now back in Paris. (3) The boy, whose father is an engineer, studies very hard. (4)Water ，which is a clear liquid ，has many uses.(5)These apple trees ，which I planted three years ago ，have not borne any fruit. (6)The play ，whose style is rigidly formal ，is typical of the period. (7)He will put off the picnic until May 1st, when he will be free. (8) They went to London ，where they lived for six months. (9)He didn't tell me the reason, for which he lost his job.3、限制性定语从句和非限制性定语从句的区别：This is the house which we bought last month.这是我们上个月买的那幢房子。

Unit5grammar知识点讲义牛津译林版英语七年级上册

【Grammar】重点单词1. dumpling n.汤团，饺子3. grandparent n.祖父(母) 4. other adj.另外，其他5. thing n.东西，物品【Grammar】重点短语1. family members 家庭成员2. give each other presents 互送礼物3. rice dumplings 粽子4. want rice dumplings 想吃粽子5. go out 出去；外出6. go out for a birthday dinner 出去吃生日晚餐7.at a restaurant near my home 我家附近的一家餐馆8. some other nice things 一些其他的好东西【Grammar】重点句子&语法1. What do you do on Halloween? 在万圣节前夕你们做什么?2. Which would you like? 你想要哪一个?3. Who is Mr Wu? 吴先生是谁?4.—Whose bag is this? 这个是谁的包? —It is Millie’s. 它是米莉的。

5.—When is your birthday? 你的生日是什么时候? —It is on 2 July. 是七月二号。

6. Where is my pen? 我的钢笔在哪里?7. Why are you so happy? 你为什么这么高兴?8.—How do you get to school? 你怎样去上学? —I get to school by bus. 我乘坐公共汽车去上学。

9.Whose glasses are these? 这是谁的眼镜?10.What do we have for lunch? 我们午饭吃什么?11. What a nice cake! 多么漂亮的一个蛋糕呀!12. We go out for a birthday dinner. 我们出去吃生日大餐。

Unit5 Grammar (同位语)

解释说明关系同位语从句
定语从句
修饰或限定关系
定语从句
连词—不充当成关系代词有具连词不充当成关系代词—有具体意义—主宾分---无具体意无具体意体意义主/宾— 义—不可省略不可省略做宾可省略
The news that our team has won the game is true.
Combine the sentences
1.The possibility pleased the Canadians. 2. The weather in winter would be warmer.
The possibility that the weather in winter would _____________________________________________________________ be warmer pleased the Canadians. _____________________________________________________________ 1.The hope was exciting. 2. We could go to France.
Grammar
The Appositive Clause
(同位语从句同位语从句) 同位语从句
Revision: The Noun Clause
主语从句宾语从句表语从句定语从句 What it was to become was a mystery. I don’t know who will help Henry to win the bet. His trouble is that he doesn’t know anybody in London. This is the factory that we visited yesterday.

牛津译林版英语7AUnit5Grammar优秀教学案例

2.问题导向激发思考：教师在教学过程中提出了引导性问题，激发了学生的思考和探究欲望。通过阶梯式的问题设置，引导学生由浅入深地理解情态动词"can"和"may"的用法，培养了学生的思维能力。
3.小组合作增强互动：教师设计了多种小组活动，如小组讨论、角色扮演等，让学生在小组内共同探讨情态动词"can"和"may"的用法。这种合作学习方式不仅提高了学生的学习兴趣，还培养了他们的团队协作能力和沟通能力。
（五）作业小结
1.教师布置作业，要求学生运用情态动词"can"和"may"写一篇小短文，描述自己的日常生活。
2.教师提醒学生在完成作业过程中注意语法规则，确保语言表达的准确性。
3.教师鼓励学生在课后主动复习所学知识，巩固记忆，提高语言运用能力。
五、案例亮点
1.情境创设丰富多样：本节课通过多媒体展示、图片、图表等多种形式，为学生提供了丰富的语言情境，使学生在真实的语境中感知和理解情态动词"can"和"may"的用法，提高了学生的语言运用能力。
（二）问题导向
1.教师提出引导性问题，激发学生的思考和探究欲望，引导学生自主发现和总结情态动词"can"和"may"的用法。
2.通过设置阶梯式的问题，引导学生由浅入深地理解情态动词"can"和"may"的用法，培养他们的思维能力。
3.鼓励学生提出问题，充分调动他们的学习积极性，培养他们的问题意识和解决问题的能力。
3.教师进行现场示范，用"can"和"may"进行对话，让学生跟随教师一起练习，加深对这两个情态动词用法的理解。

高二英语选修六_Unit5_Grammar名师教学设计

Unit5 Grammar名师教学设计Book6 Unit5: The Power of Nature Section 3语法课框架单1/ 112/ 11Section 3语法课教学设计3/ 114/ 11DEL C3 深度加工知识Step 3Application（运用）1．Change the following sentences into the －ing form. Put the verbs intothe correct forms.(1)When Rose woke up in the middle of the night，she saw her roomwas as bright as day.(2)After we had stopped the car，we found ourselves trapped in thickfog and couldn't see clearly ahead.(3)Because I had spent all night reading the documents，I was verytired the next day.(4)As the child had never seen a rainbow before，he was very excited.Suggested answers：(1)Waking up in the middle of the night，Rose saw her room was asbright as day.(2)Having stopped the car，we found ourselves trapped in thick fog andcouldn't see clearly ahead.(3)Having spent all night reading the documents，I was very tired thenext day.(4)Having never seen a rainbow before，the child was very excited.2．Do Exercise 4 in Discovering useful structures on Page 37.First ask students to do the exercises individually and then let themdiscuss and check their answers with their partners，and finally give themthe correct answers and deal with any problems they might meet.1.在具体语境中运用ing形式作状语1.学生是否能在具体语境中掌握ing形式的用法5/ 11Exercises请用括号里所给动词的适当形式填空:1. _____ (live) in a southern city of China, I have never seen such a wonderful snow view.2. _____ (not grow) up yet, you’re not allowed to enter the bars.3. _____ (encourage) by the director, the actors performed wonderfully in the play.4. _____ (Know) all this, they made me pay for the damage.5. The students are sitting in the reading-room, _____ (read) all kinds of books. Key:1. Living2. Not having grown3. Encouraged4. Knowing5. reading二、单项选择1．The great hall was crowded with many people, _____ many children _____on their parents’ laps.A. including; seatedB. including; seatingC. included; satD. included; sitting2. _____ for a long time, most of the crops in this area died from lacking water.A. Being no rainB. There was no rainC. To be no rainD. There being no rain3．His letter, _____ to the wrong number, reached me late.4．A. having been addressed B. to have addressed5．C. to have been addressed D. being addressed4．"You can't catch me" Janet shouted, ______away. (NMET2005全国卷3)A. runB. runningC. to runD. ran5．More and more people are signing up for Yoga classes nowadays, ______ advantage of the healthy and relaxation benefits. (NMET2005上海卷)6/ 11A. takingB. takenC. having takenD. having been taken6．______ in the queue for half an hour, Tom suddenly realized that he had left his wallet at home. (NMET2004北京卷)A. To waitB. Have waitedC. Having waitedD. To have waited答案1.A。

牛津译林版九年级英语上册课件：Unit 5 Grammar

Look and answer: A: Why are you wearing a raincoat?
B: Because it’s going to rain.
A: Why do they turn on the fan?
B: Because it is too hot.
A: Why does the boy eat the cake?
Because 语气最强，表直接原因，回答why的问题。通常放在主句之后，可单独使用。
Attention:
We never use the conjunction so in sentences with because.
______ her daughter hadn’t come back, _____ she looked worried. A.Because; / B. Because; so C. Though; but D. Thought; /
As Tan Dun likes the sounds of nature, he uses them a lot in his music.
6. 既然我们还活着，我们应该尽力出去。
Since we are still alive, we should try to go out.
How much do you know about Tan Dun? Do you like him? Why or why not? Which of his works do you like best? Why?
• I like him because his music makes me feel relaxed.
• I like Tan Dun’s music because he uses the sounds of nature a lot. • I like Water best because it is very special.

牛津译林版英语9AUnit5Grammar优秀教学案例

5.结合学生的生活实际，设计富有生活气息的情境，让学生在轻松的氛围中学习和运用情态动词。
（二）问题导向
1.设计具有启发性的问题，引导学生主动思考、探索情态动词的用法。
2.通过问答、讨论等形式，让学生在解决问题过程中，深入理解情态动词的意义和用法。
3.鼓励学生提出问题，培养他们主动质疑、主动探究的学习精神。
二、教学目标
（一）知识与技能
1.理解并掌握情态动词"can"和"may"的用法，包括它们的一般现在时、一般过去时和一般将来时的表达方式。
2.能够正确运用情态动词构造句子，并能够在适当的情境中进行运用。
3.学会区分情态动词"can"和"may"在意义和用法上的差异，并能够根据语境选择合适的动词。
4.能够运用情态动词进行简单的交流和表达，提高英语口语表达能力。
3.组织学生进行同伴评价，让他们互相观摩、互相借鉴，提高语言表达能力。
4.教师对学生的学习情况进行评价，给予及时的反馈，指导他们改进学习方法。
5.结合反思与评价，让学生在总结经验的基础上，不断提高自己的学习能力和综合素质。
四、教学内容与过程
（一）导入新课
1.利用多媒体课件展示一幅图片，如一个人正在做某件事情，让学生猜测他是否能做到，从而引入情态动词"can"的用法。
牛津译林版英语9AUnit5Grammar优秀教学案例
一、案例背景
牛津译林版英语9AUnit5涉及的情态动词语法点是本章节的核心内容。情态动词作为英语语言中表达可能性、能力、建议等概念的重要工具，对于学生理解和运用英语具有至关重要的作用。本章节内容主要围绕情态动词"can"和"may"的用法展开，包括它们的现在时、过去时和将来时的表达方式，以及它们在句子中的位置和搭配。对于九年级的学生而言，掌握情态动词的用法不仅有助于提高他们的英语水平，还能够帮助他们更好地理解和应用英语语言表达方式。

unit5grammar现在分词作状语

Assignment:
Finish and polish the passage.
The father said: practice makes perfect!
V-ing 作状语
When she was standing alone on the seashore, she
was lost in the beauty of the sea.
his children, as if it were his blood in his veins.
表语
as great as a mountain So the father’s love is________________.
the father’s love is________________.
A 1. ___many times , he still couldn’ t understand it . C many times , but he still couldn’ t 2. ___ understand it. B him many times and he’ll understand it. 3. ___ A. Having been told B. Tell C. He was told D. Though he had told
Revision: v-ing form
Used as Adverbial
Van Beek, 39, wants to complete the triathlon(铁人三项） with his daughter who is unable to walk because being outside is her favourite. For the swimming part, he pulls his daughter through the water in a kayak (皮艇) and then pulls her behind him in a cart as he cycles. He runs the last leg (路程) pushing her in a buggy（童车).

牛津译林英语七年级上册Unit 5Grammar (共43张PPT)

like playing it because it is easy and interesting.
1. Where do I play the game? 2. When do I play it? 3. How do I look after the animals? 4. Why do I like playing it?
-He looks after the animals.
-Which animal do you like best? -Where do I play the game? -When do I play it? -How do I look after the animals?
-I like dogs best.
可数名词的数量
Game
6
_H_o_w__m__u_c_h milk is there in the
glass?
不可数名词的数量
Game
7
--_H__o_w__m_a_n__y_t_im__e_s_ did your mother go shopping this week?
Watch & answer
1. Who is he? Old Macdonald.
2. Whose farm is it? Old Macdonald’s.
3. What is on the farm? A chick, a duck, a pig, a dog and a cow.
4. What does he do on the farm? He looks after the animals.
-On the Internet. -After work.
-I feed the animals some water and food. -Why do I like playing it?

Unit5Grammar语法现在完成时(1)八年级英语上册单元语法(牛津深圳版)

班级姓名学号分数Unit 5 Educational exchanges现在完成时（1）（时间：60分钟，满分：100分）一、概念：表示过去发生或已经完成的动作对现在造成的影响或结果；或从过去已经开始，持续到现在的动作或状态。

二、用法：1. 现在完成时的"完成用法"现在完成时用来表示现在之前已发生过或完成的动作或状态,但其结果却和现在有联系,也就是说,动作或状态发生在过去但它的影响现在还存在.Eg: He has turned off the light.他已把灯关了. (灯现在不亮了.)I have spent all of my money. (含义是:现在我没有钱花了.)2. 现在完成时的"未完成用法"指的是动作开始于过去某一时刻，一直延续到现在，或可能还要继续下去。

这里的动词要用持续性动词。

常与for（+时间段）,since（+时间点）连用.Eg: Mary has been ill for three days.Mary has been ill since three days ago.三、构成：1. “助动词have/has + 动词过去分词”①肯定句：主语+have/has+过去分词+其他①否定句：主语+have/has+not+过去分词+其他①一般疑问句：Have/Has+主语+过去分词+其他①特殊疑问句：特殊疑问词+一般疑问句（have/has+主语+过去分词+其他）四、现在完成时时间状语1. 现在完成时不能单独与准确时间连用，(如表示过去的时间状语）。

如yesterday，last(morning、afternoon)等，除非与for, since连用。

2. 现在完成时往往同表示不确定的过去时间状语连用。

如：already“已经”（肯定），yet“还，仍然”（否定，疑问），just“刚刚”，before“从前”，recently/ lately“最近”，still“仍然”，in the past/last few years“在过去/最近几年里”Eg:I haven't seen much of him recently (lately).We have seen that film before.3. 现在完成时常常与表示频度的时间状语连用。

初中英语八年级上册(牛津译林版)Unit5Grammar优秀教学案例

初中英语八年级上册（牛津译林版）Unit5Grammar优秀教学案例
一、案例背景
初中英语八年级上册（牛津译林版）Unit5涉及情态动词can的用法，这一知识点对于学生来说相对较为复杂，需要通过具体的教学案例来帮助他们理解和掌握。本案例背景设定在一所初级中学的英语课堂，教师在教学过程中发现学生在使用情态动词can时常常出现混淆和错误，因此决定设计一堂针对性的语法课，以提高学生对情态动词can用法的掌握程度。
五、案例亮点
1.情境创设法：本案例通过引入真实的生活情境，如购物、问路等，使学生能够将所学的语法知识与实际生活相结合，提高了学生的学习兴趣和参与度。情境创设不仅帮助学生更好地理解和记忆语法知识，还提高了学生的实际应用能力。
2.问题导向法：教师在教学过程中提出有意义的问题，引导学生思考和探索情态动词can的用法，激发了学生的思维能力和解决问题的能力。通过问题导向，学生能够主动思考和质疑，培养了他们的批判性思维和问题解决能力。
4.利用评价结果，教师可以对教学方法和策略进行调整和改进，以提高教学效果和学生的学习效果。
四、教学内容与过程
（一）导入新课
1.教师通过与学生进行简单的英语对话，复习已学过的一般现在时态，为导入新课做好铺垫。
2.利用图片或多媒体资源展示与情态动词can相关的情景，如一个人正在尝试跳高，引发学生对情态动词can的好奇心。
2.教师讲解情态动词can的不同形式，如can, could, be able to等，并解释其用法和区别。
3.教师进行现场演示，用情态动词can表达自己的能力和请求，让学生跟随教师一起模仿和练习。
4.教师通过多个示例句子，展示情态动词can在实际语境中的应用，如“Can I borrow your book?”等，帮助学生理解和掌握。

牛津译林版八年级英语上册Unit5Grammar优秀教学案例

牛津译林版八年级英语上册Unit5Grammar优秀教学案例
一、案例背景
在我国初中英语教学中，语法一直是教学的重点和难点。牛津译林版八年级英语上册Unit5的Grammar部分，主要围绕一般过去时展开，旨在帮助学生掌握过去时态的用法，并能运用到实际语境中。然而，传统的语法教学方法往往使学生感到枯燥乏味，难以激发他们的学习兴趣。为此，本教学案例将采用情境教学法，结合生活实例，让学生在轻松愉快的氛围中掌握一般过去时的用法，提高他们的英语语法水平。通过本节课的学习，学生将能够描述过去发生的事情，分享自己的经历，增进同学间的交流。本案例注重实用性和人性化，旨在培养学生的英语素养，提高他们的综合语言运用能力。
3.强调语言学习与现实生活的联系，培养学生关注社会、关爱他人的情感，提高他们的社会责任感。
4.激发学生对英语学习的兴趣和自信心，使他们勇于面对挑战，不断追求自我超越。
三、教学策略
（一）ห้องสมุดไป่ตู้景创设
在本章节的教学中，我将充分利用情景教学法，为学生创设丰富多样的语言环境，使他们能够在真实的语境中感知、体验和运用一般过去时。具体方法如下：
2.讲解一般过去时的基本构成，包括动词过去式的变化规则和不规则变化。
3.通过示例句和练习，让学生掌握一般过去时的疑问句和否定句的构成。
4.结合课本实例，讲解与一般过去时相关的词汇和短语，拓展学生的词汇量。
（三）学生小组讨论
在学生小组讨论环节，我将组织以下活动：
1.将学生分成小组，让他们讨论一般过去时的用法和动词过去式的变化规律。
二、教学目标
（一）知识与技能
1.让学生掌握一般过去时的基本构成和用法，包括动词过去式的变化规则和不规则变化。
2.培养学生运用一般过去时描述过去发生的事情，如个人经历、故事等，并能正确使用一般过去时的疑问句和否定句。

Unit 5 Grammar 让步状语从句

C. although
D. as though
选择最佳答案填空。
( B ) 3. It’s not easy _____ a foreign language well.
A. learning
C. learned works hard.
B. to learn
D. to learning
( C) 4. _____ he is in poor health, _____ he
⑦ 有时可用副词yet, still, nevertheless (但不能用连词but) 来配合连接词though或although，以加强语气，如： Though he is over seventy, yet / still / nevertheless he can ride ough后面的主语和谓语动词be 可以省略，但前提条件是这个主语和主句中的主语指同一个人或物时，如： Though (it was) cold, it was a fine winter morning. Though (they were) very tired, they continued to march on.
选择最佳答案填空。
( B ) 1. _____ the story is short and simple, it
is difficult to understand.
A. But B. Although
C. And tired.
A. though
D. For
( D ) 2. She closed her eyes _____ she were B. as although
相同点：用作连词
表示“虽然”，两者大致同义，可换用，只是

unit5 Grammar 定语从句介词+关系代词_关系副词课件

4.Jeanne was her old friend,____she borrowed a necklace. A.from who B.fromBwhom C.to that D.to whom
5.His glasses,_____he was like a blind man,fell to the ground andC broke its leg. A.which B.with which C.without which D.that
2.固定的动词+介词短语,介词不能提前。 3.关系代词和关系副词有时可转换：
where, when, why = 介词 + which 4.先行词是the way 时,且从句中缺少方式状语
时，关系词用that / in which或省略. 想一想
1.Do you know who lives in the building_____C_there is a well? A.in front of it B. in front of whose C.in front of which D.in front which
which is bright and nice.
in
15.The little girl is reading a book,_____which there
are many pictures. about 16.What were the things_______which he was not too
This is the first time (that) the president has visited the country.
(2)当point, situation, case等词作先行词表示 “情况，境地，场合”等意思时，其后常由 where引导定语从句，where在句中作状语。如：

Unit 5 Grammar 定语从句课件高中英语人教版选择性必修第三册

_r_a_c_ia_l__/ˈ_r_eɪ_ʃ_l _/ adj.种族的；人种的 __p_r_e_j_u_d_i_c_e/_ˈ_p_r_e_d_ʒ_ʊ_d_ɪ_s_/__n.偏见；成见vt.使怀有(或形成)偏见
1. __n_u_r_s_er_y__r_h_y_m__e_____童谣 2. _b_e__m_a_d_e__u_p__o_f _st_h___由…组成 3. _c_h_e_r_r_y_b_l_o_s_s_o_m_____樱花 4. __t_o_t_h_e__p_o_in_t_______简明恰当 5. _i_n__a_g_o_o_d__m_o_o_d_____心情好 6. __c_o_n_s_i_s_t _o_f________由…构成 7. _f_ig_u_r_e_s_o_f__sp__ee_c_h____修辞格 8a. p_l_at_e_w_i_t_h_a_d_e_l_ic_a_te_p_a_t_t_er_n_o_f_l_e_av有es精巧的树叶图案的盘子 9.d_e_li_c_a_te__h_a_n_d_-_c_u_t _g_la_s_s精致的刻花玻璃
10.___b_e_p_o_p__u_la_r__w_i_th_______受欢迎 11.__tr_a_n_s_f_o_r_m_…__i_n_t_o_…_____变换…为… 12.__lo_o_k__b_a_c_k____________回头看；回忆 13.__in__p_a_r_t_ic_u_l_a_r_________特别是 14._g_iv_e__it__a_t_r_y___________试一试 15.t_o_o_n__e’_s_u_t_t_e_r_a_m__a_z_e_m_e_n_t令某人非常惊讶的是 16b._e_y_o_n_d_o_n_e_’s_c_o_m_p_r_e_h_e_n_s_io_n超出某人的理解 17.a__f_e_el_i_n_g_o_f_u_t_t_e_r_h_e_l_p_le_s_s一ne种ss 完全无助的感觉 18.__co_r_r_e_s_p_o_n_d__w_i_th_______和…通信 19.a__d_o_m__in_a_n__t _p_o_s_it_io_n_____一个举足轻重的地位

译林版八年级下册英语Unit 5 Grammar知识点总结

Unit 5GrammarSentences1. 在那里，什么是符合习俗的问候方式？What’s the proper way to greet people there?2. 英国人在家也很有礼貌。

British people are very polite at home as well.3. 我肯定这些对我们很有益处。

I’m sure these are helpful to us.4. 他们会足够有耐心地等你挪开。

They will be polite enough to wait till you move.Grammar Rule 1主语+be+adj.+enough+to do sth.这个句型用来描述主语的人品和能力，表示“某人在某方面已经能够达到做某事的程度”。

1. enough是副词，修饰前面的形容词。

enough用作副词时，位置在被修饰词的后面。

e.g. He is old enough to go to school.Andy is strong enough to be a player.2. 在使用本句型的时候，要注意主语和be动词的一致性。

形容词前没有任何诸如very, quite等之类的修饰词。

e.g. The room is big enough to hold 20 people.(1) enough作定语，意为“足够的，充分的”，位于名词之前。

I have enough money for the book.You have enough time to do it.(2) enough作状语，意为“充足地，充分地”，修饰形容词或副词，放在形容词或副词之后。

That coat is dear enough.Is this good enough?(3) enough作表语，意为“足够的”Six bottles should be enough.此句型可以合so...that...互换。