unit11 Language studyPPT课件
人教版九年级英语unit11第十一单元全单元课件
Those awful pictures Let’s go to the Rockin’ on the walls make me
Restaurant. I love their uncomfortable, and
hamburgers.来自the loud music makes
me nervous.
1c Role-play a conversation between Amy and Tina.
I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating.
But that music makes me sleepy. I want to have the hamburgers at Rockin’Restaurant.
Tina
2d Role-play the conversation. Hey, Bert. I think I’ve made Alice mad and I’m not sure what to do about it.
What happened?
• 第二课时
king power prime minister banker fame pale queen call in examine palace wealth to start with grey lemon
11 tell sb to do sth
告诉某人去做某事
• 10 more important 更重要 less important 不太重 要
• 12 find—found—found come—came—come
• say –said—said buy—bought--bought
初中英语七年级下册课件：Module11-Unit3 Language in u
Sample Essays
Provide two sample essays, one with strong writing skills and the other with room for improvement, for students to compare and analyze.
Middle School English Grade 7 Volume 2 Courseware
contents
目录
Unit OverviewVocabulary and GrammarListening and Speakingreading comprehensionWriting trainingComprehensive exercises
To foster students' analytical and critical thinking skills by encouraging them to compare and contrast different language examples.
To promote teamwork and cooperation among students through group activities and discussions.
THANKSFOR
感谢您的观看
WATCHING
阅读策略讲解
根据学生水平和兴趣选择合适的阅读材料，激发阅读兴趣，培养阅读习惯。
阅读材料选择
通过多种形式的练习，如选择题、填空题、简答题等，巩固阅读理解和技巧。
阅读练习
引导学生反思阅读过程，发现自己的不足，及时调整阅读策略和方法。
阅读反思与反馈
中职教材英语基础模块上册 Unit 11Making Friends
而pe且rs也on是(你yo愿u意ca向n他re伸ly出on援w助h之en手y的ou人n。eed help), and this is the person
(to whom you
与…分享，共 信赖，依靠 愿意 向…伸出援助之手，帮一下
stay in. You have to ___________a room ___________other
three students.
实用文档
Language Study I 2. Put the Chinese into English
1) Womenplay an important our countrpy.art
与…相处得很好
5. a number of the number of
6. a few of
许多 数量，号码
…中的几个，一些
实用文档
译文 词组
第二段 People use the word “friend ”freely. Friends may have known each
other since
ห้องสมุดไป่ตู้词组
• Friends play an important part in our lives. We may have many
friends. But we 在…中起重要作用 在我们的生活中
•
•often don’t clearly understand how we make friends. We may get on
sorrows with you.
4.Don’t walk in front of me– I may not follow. Don’t walk b不只eh要要in走与d在我m我肩e—的并I前肩m面，a，做y n我我o不的t l会朋ea跟友d.随。J你us。t w不a要lk走be在si我de的m身e后—，an我d不b会e m带y领你。 friend.
全国英语等级考试 第一级教程Unit11ppt课件
技能要求(Skills)
1.听力：听懂有关身体情况的简短文章和对话。 2.阅读：读懂有关身体健康情况介绍的文章，并回答 问题。 3.写作： 改写句子：掌握有关句型和表达方式，利用所学语 法结构和句型改写句子。 书面表达：简要介绍个人健康身体情况。 4.口语：熟读对话与课文，背诵对话语句，并就课文 内容进行对话问答。
CLOSE
decide to do
☆意为决定去做某事，停下来去做另外一件 事。 I decide to go to the USA for the further education.
CLOSE
stop doing/stop to do
☆ stop doing sth 表示停止做某事，指停止 做原来的事情。 Hearing the doorbell, she stopped washing the dishes. ☆ stop to do 表示停下（手头的事情）去做 另外一件事。 Hearing the doorbell, she stopped to open the door.
2. 重点训练词组 (Focal Expressions)
decide to do according to stop doing keep on doing too…to…
hold up need to do as…as… try to
3. 重点句型和习惯表达法 （Focal Functions and Patterns）
CLOSE
keep on doing/keep doing
1. 均可表示“继续做某事，反复做某事”，可互换， 只是keep on 更加强调时间的间隔性和动作的反 复性，及某人做某事的决心。 He kept on working until midnight though he was tired. 2. 若表示连续不断的动作，或某一动作的持续状态， 只宜用keep doing。 They kept standing outside the room during CLOSE all the meeting.
Unit11_SectionA(Grammar_Focus-3b)精品课件
否定句：主语+助动词didn’t+动词原形+其它.
I don’t go to school. →I didn’t go to school. 一般疑问句：Did +主语+动词原形+其它? Do you have breakfast? →Did you have breakfast? Yes, I do./No, I don’t. → Yes, I did./No, I didn’t.
climbed (climb) the mountains and (go) to Green Park. We _______
____ (see) a lot of flowers. We ___ saw ate (eat) our lunch under some trees played (play) some games after that. But at about two o’clock, and ______ got (get) very cloudy and we _______ it ____ worried (worry) it would rain.
末尾只有一个辅音字母的重读闭音 节词，先双写这个辅音字母，再加ed
结尾是“辅音字母+y”的动词，先变 “y”为“ i”再加-ed
stop trip
study worry
stopped tripped
studied worried
规则动词过去式词尾-ed的读音
读音规则
在浊辅音和元音后面 在清辅音后面 在t, d 后面
Luckily, it _____ didn’t (do not), and the sun _____ came (come) out again!
现代大学英语精读第二版book3unit11 PPT
Warming up
Warming up Questions/Activities
What kind of writing is this? How does the language strike you?
• Academic writing ? • Formal words or informal words? • Impersonal structures ? • Long or short sentences ? • Clear presentation ?
Background
Views on History
C. Big tradition and small tradition
An idea particularly important in the study of cultural anthropology.
✓ History is not a series of events that have a linear, causal relationship.
✓ The self-claimed objective analysis is impossible.
✓ Traditional historians ask, “What happened?” and “What does the event tell us about history?” New historicists ask, “How has the event been interpreted?” and “What do the interpretations tell us about the interpreters?”
Background
大学综合英语unit11
Unit 11LANGUAGE STRUCTURESPRACTICE IExample:A: What do you wish you were?B: I wish I were a deep sea diver.A: What would you do if you were one?B: I’d explore the secrets of the sea.PRACTICE IIExample:A: I wish I’d been a good swimmer.B: Aren’t you one? I thought you were.A: No, I’m not. If I’d been a good swimmer, I could have saved the boy from drowning. PRACTICE IIIExample:A: What do you think you’ll do when you graduate four years from now?B: I think I’ll be a competent interpreter.A: Would you be a competent interpreter if you graduated tomorrow?B: I’m afraid I wouldn’t.DIALOGUELearning Chinese as a Foreign LanguageA: Hi, Xiaohua!B: Hi, David, how’s everything?A: Good. So far so good , I mean.B: You’ve been in China for two months. How do you like your CFL programme in the Chinese Department?A: My interest in Chinese grows with each passing day. But then so does my difficulty in learning Chinese. It’s such a difficult language! It’s so different from European languages, such as English and French.B: As a learner of English as a foreign language, I’m going through a similar ordeal. I have difficulty with spelling, pronunciation and, believe it or not, with numbers and figures.A: But you speak English so much better than I do Chinese. I wish I were able to talk to native speakers in Chinese the way you are talking to me.B: You will. Only it takes time.A: I know. “Rome was not built in a day.”B: And“只要工夫深，铁杵磨成针”，as the Chinese saying goes.A: Which means ...?B: Which means “Dripping water wears away stone.”or “Where there’s a will, there’s a way.”By the way, what do you find most difficult with learning Chinese?A: The grammatical structure of Chinese doesn’t seem to be as complex as I used to think. In many ways it is simpler than most European languages. No verb agreement, no irregular verbs and nouns, very few and simple tense markers, to name just a few.B: Those are exactly the causes of some of the major problems I have with my English learning.A: But the Chinese writing system is altogether new to me. Instead of neat rows of 26 simple alphabetic letters, there are tens of thousands of unique characters formed with a varied number of strokes . Many of these characters seem complex. Although the calligraphy of Chinese characters is artistically beautiful, I won’t be able to appreciate it until I can recognize and write at least 8, 888 Chinese characters. I’m just kidding.B: How does Chinese sound to you?A: I find putonghua rather melodious, a little like singing.B: Do you have any difficulty distinguishing the four tones?A: Yes, I do. The tonal system of Chinese really bothers me. It’s a major source of difficulty with my comprehension and pronunciation. It’s so upsetting that most of the time I don’t understand what I hear and am not understood by others.B: I suggest you take advantage of living in China and go to lectures, movies, and plays “8,888 times,”and dip yourself in the language environment as much as possible. Before I forget, I have two tickets for a newly-released feature film. Would you like to go with me and improve your listening for the tones?A: Certainly! Thank you so much.B: My pleasure.LISTENING IN & SPEAKING OUTAmerican EducationEducation is an enormous and expensive part of American life. Its size is matched by its variety.Differences in American schools compared with those found in the majority of other countries lie in the fact that education here has long been intended for everyone —not just for a privileged elite. Schools are expected to meet the needs of every child, regardless of ability, and also the needs of society itself. This means that public schools offer more than academic subjects. It surprises many people when they come here to find high schools offering such courses as typing, sewing, radio repair, computer programming, or driver training, along with traditional academic subjects such as mathematics, history, and languages. Students choose their curricula depending on their interests, future goals, and level of ability. The underlying goal of American education is to develop every child to the utmost of his or her own possibilities, and to give each one a sense of civic and community consciousness.The new universities greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own course of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world.The approach to teaching may seem unfamiliar to many, not only because it is informal, but also because there is not much emphasis on learning facts. Instead, Americans try to teach their children to think for themselves and to develop their own intellectual and creative abilities.Students spend much time learning how to use resource materials, libraries, statistics and computers. Americans believe that if children are taught to reason well and to research well, theywill be able to find whatever facts they need throughout the rest of their lives. Knowing how to solve problems is considered more important than the accumulation of facts.This is America’s answer to the searching question that thoughtful parents all over the world are asking themselves in this fast-moving time: “How can one prepare today’s child for a tomorrow that one can neither predict nor understand?”READING IGirls and Boys Come Out to PlayThe football sailed over the fence at least half a dozen times every lunch hour, not due to any lack of skill: a “lost”ball provided a passport into the girls’school next door. Games of tennis, tag, handball and football were all crammed into the corner of the schoolyard beside our own Maginot line.On the other side, girls sunbathed and were regularly told to pull their socks up and not hitch up their skirts. “This is not Brighton beach, you know.”Apart from the daily mêlée in the bus queue, this was our only contact with the opposite sex at school.The excuses grew more sophisticated. Divinity club, drama, mixed hockey matches for charity and other worthy causes were all surprisingly well supported. Even so, we all resented this unnatural division.If school was preparing us for life, why was it so unlike the real world? It is ironic that I now find myself defending single sex education and that I now believe that its very artificiality is its main strength.Ideally, education should provide everyone with the opportunity to develop their talents to the full.But in reality this is more difficult than it seems. Boys are often more pushy than girls and demand more than their fair share of the teacher’s attention. If this is not forthcoming, they are likely to be disruptive.To keep the peace, teachers, often unintentionally, devote more of their time to the boys.The result is that in a mixed class girls can expect no more than a third of the teacher’s time. This becomes a habit and boys get used to being assertive and in control while girls learn to give way and to play a subordinate role. Having to contend with the complications of adolescence at the same time exacerbatesthe problem. Surely this is not a desirable preparation for life.If girls and boys are kept separate, domination by one sex is not possible. In my experience, stronger boys often pushed out the weaker, dismissing them as “cissies”. Perhaps we needed todominate someone and these were our substitute girls. But at least we didn’t get used to “shouting down”the girls or assuming that they would always give way.In a girls’school, pupils get the full attention of the teacher. They are free to develop the selfassurance which later on may help them to resist discrimination. Because they are used to having influence in the classroom, they expect to have influence in the world. If reality turns out differently, then at least they can tackle it without being hampered by the difficulties of adolescence as well.At school I always favoured the arts more than the sciences and happily progressed to specialization in English. Would I have done so in a mixed school? Perhaps not. The fact is that in coeducational schools, girls dominate the arts while boys dominate the sciences. This is because in the early teenage years girls excel in language-based subjects and, rather than be beaten, boys concentrate on the sciences. Single sex schools are free from such stereotyping.I don’t think that girls and boys should be separated because they distract one another. I can’t believe that flirtation or boyish bravado poses a serious threat to classroom order. There are stronger social and educational reasons than that. Perhaps a good compromise would be to have mixed schools but to teach boys and girls separately for at least part of the time. This at least would get rid of the Maginot lines that are as much a part of my school memories as semolina and chalk dust.READING IIStudents Who Push BurgersA college freshman squirms anxiously on a chair in my office, his eyes avoiding mine, those of his English professor, as he explains that he hasn’t finished his paper, which was due two days ago. “I just haven’t had the time,”he said.“Are you carrying a heavy course load?”“Fifteen hours,”he says — a normal load.“Are you working a lot?”“No, sir, not much. About 30 hours a week.”“That’s a lot. Do you have to work that much?”“Yeah, I have to pay for my car.”“Do you really need a car?”“Yeah, I need it to get to work.”This student isn’t unusual.Indeed, he probably typifies today’s college and high school students. Yet in all the lengthy analyses of what’s wrong with American education, I have not heard employment by students being blamed.But such employment is a major cause of educational decline. To argue my case, I will rely on memories of my own high school days and contrast them with what I see today. Though I do have some statistical evidence, my argument depends on what anyone over 40 can test through memory and direct observation.When I was in high school in the 1950s, students seldom held jobs. Some of us baby-sat, shoveled snow, mowed lawns, and delivered papers, and some of us got jobs in department stores around Christmas. But most of us had no regular source of income other than the generosity of our parents.The only kids who worked regularly were poor. They worked to help their families. If I remember correctly, only about five people in my class of 170 held jobs. That was in a workingclass town in New England. As for the rest of us, our parents believed that going to school and helping around the house were our work.In contrast, in 1986 my daughter was one of the few students among juniors and seniors who didn’t work. According to the Bureau of Labor Statistics, more than 40 percent of high school students were working in 1980, but sociologists Ellen Greenberger and Laurence Steinberg in “When Teenagers Work”came up with estimates of more than 70 percent working in 1986, though I suspect that the figure may be even higher now.My daughter, however, did not work; her parents wouldn’t let her. Interestingly, some of the students in her class implied that she had an unfair advantage over them in the classroom. They were probably right, for while she was home studying they were pushing burgers, waiting on tables, or selling dresses 20 hours a week. Working students have little time for homework.I attended a public high school, while she attended a Roman Catholic preparatory school whose students were mainly middle class. By the standards of my day, her classmates did not “have to”work. Yet many of them were working 20 to 30 hours a week. Why?They worked so that they could spend $60 to $100 a week on designer jeans, rock concerts, stereo and video systems, and, of course, cars. They were living lives of luxury, buying items on which their parents refused to throw hard-earned money away. Though the parent would not buy such tripe for their kids, the parents somehow convinced themselves that the kids were learning the value of money. Yet, according to Ms. Greenberger and Mr. Steinberg, only about a quarter of those students saved money for college or other long-term goals.How students spend their money is their business, not mine. But as a teacher, I have witnessed the effects of employment. I know that students who work all evening aren’t ready for studying when they get home from work. Moreover, because they work so hard and have ready cash, they feel that they deserve to have fun —instead of spending all their free time studying.Thus, by the time they get to college, most students look upon studies as a spare-time activity.A survey at Pennsylvania State University showed that most freshmen believed they could maintain aB average by studying about 20 hours a week. (I can remember when college guidebooks advised two to three hours of studying for every hour in class —30 to 45 hours a week.) Clearly individual students will pay the price for lack of adequate time studying, but the problem goes beyond the individual. It extends to schools and colleges that are finding it difficult to demand quantity or quality of work from students.Perhaps the reason American education has declined so markedly is because America has raised a generation of part-time students. And perhaps our economy will continue to decline as fulltime students from Japan and Europe continue to outperform our part-time students.。
新人教版七年级英语下册unit11全单元分课时课件(共129张ppt)
观察与思考
Bob: Hi, Carol. How was your school trip yesterday? Carol: It was great!
Bob: Did you go to the zoo?
Carol: No, I didn’t. I went to a farm. Look, here are my photos.
What do you do? What do you do? Feed some chickens. Feed some chickens.
Talk with a farmer. Take some photos. Take some photos.
How wasschyouorl stcrhipoo学l t校r旅ip行?
went for a walk
My last trip
milked a cow
My last trip
rode a horse
My last trip
fed chickens
My last trip
talked with a farmer
My last trip
took some photos
___ Did you grow any apples?
√ ___ Do they grow apples?
___ Did you eat them?
___ Were they good?
√
2b Listen again. Circle T for true or F
for false.
1. The farmer showed Carol around the farm.
Bob: Did you ask him any questions?
初中英语七年级下册Unit11new words and phrases教学课件
⑴milk a cow 喂鸡 ⑵ride a horse 许多 ⑶feed chickens 挤牛奶 ⑷quite a lot (of) 骑马 ⑸in the countryside 总的说来 ⑹fire station 爬山 ⑺all in all 在乡下 ⑻be interested in 消防站 ⑼talk with a farmer 对…感兴趣 ⑽climb a mountain 与农民谈话
fire station
Remember the words according to their similar pronunciation or forms.
/ɪ/ milk pick gift interested /əʊ/ grow slow robot /aɪ/ quite countryside fire exciting guide / ʌ/ sun luckily worry lovely /a:/ farmer farm fast dark
Remember the words and phrases by conversion（转换）, compound （合成）and derivative（派生）
(1) Conversion（转换）：一个单词（或短语）由一种词类用作另一种词类 ① The kids like drinking milk, they are milking. ② The farmers are farming on the farm. ③ His worry is worrying about his son. ④ Fast trains go fast. (2) Compound （合成）: 将两个或两个以上的单词合成在一起而构成的新词 ① any + thing = anything ② country + side = countryside ③ every + thing = everything (3) Derivative（派生）: 在词根上加前缀或后缀构成另一个与原意略有变化或截然相反的词 ① farm + er = farmer ② excite + ing=exciting ③ interest + ed=interested ④ love + ly = lovely
剑桥少儿英语一级上册Unit11PPT课件
30
Thank You
在别人的演说中思考，在自己的故事里成长
Thinking In Other People‘S Speeches，Growing Up In Your Own Story 讲师：XXXXXX XX年XX月XX日
我们的家谱
教师：梁老师
1
Warming up !
2
grandpa 爷爷
3
grandma 奶奶
4
dad 爸爸
5
mum 妈妈
6
daughter 女儿
7
son 儿子
8
son 儿子
9
cousin 表（堂）兄弟姐妹
10
nephew niece
11
Practice
umm →→ mum add →→ dad randgam→→ grandma
--Yes, she is./ No, she isn’t.
--这是你的奶奶 吗？
--是的，她是。
/不，她不是
。
16
--Is that your grandma?
--Yes, she is./ No, she isn’t.
--那是你的奶奶 吗？
--是的，她是。/ 不，她不是。
17
keep clean，please！
12
Practice
hgdauret →→ daughter
nehpwe →→ nephew
sincuo →→ cousin 13
This is my father.
14
This is my father. his father. her father.
英语九年级全册Unit11 教学课件 人教新目标版
1. 一直等她让我很生气。
Waiting for her drove me angry.
2. 我宁愿待在家里也不愿去公园。
I’d rather stay at home than go to the park.
3. 为什么不去看电影呢？
Why don’t you/not go to the movies?
The loud music _m__a_k_e_s__m_e__n_e_r_v_o_u_s_.
轻松柔和的音乐让我感到放松。
Soft and quiet music _m__a_k_e_s_m__e_r_e_l_a_x_.
金钱和名望不能让人感到快乐。
Money and fame don’t always _m__a_k_e__p_e_o_p_l_e_h_a_p_p__y_. .
1. 我今天不想打篮球。 I don’t feel like playing basketball today.
2. 她的爸爸和妈妈都不喜欢看足球。 Neither her father nor her mother likes watching football game.
3. 父母总是很担心我们的学习。 Parents are always worried about our study.
【结论】
以上例句中make的意思是“使得；让”。 句1中make的宾语是人(me)，宾语补足语是形容词(happy)； 句2中make的宾语是物(our life)，宾语补足语是形容词(easy and convenient)； 句3中make的宾语是人(us)，宾语补足语是不带to的动词不定式(clean)； 句4中make的宾语是物(the machine)，宾语补足语是不带to的动词不定 式(work)。
大学思辨英语教程 精读4教学课件Unit_11
Isaiah Berlin
Learning Objectives
Intercultural Competence
Communicative Competence
Critical Thinking Reading Skills
Lead in
In Text A, Isaiah Berlin, one of the leading political theorist of the 20th century, examines the two fundamental senses of liberty: negative liberty and positive liberty. In Text B, E. B. White, a Pulitzer Prize winner well-known as co-author of the English language style guide The Elements of Style, delineates why he values freedom so much, especially in the particular historical context of WWII.
• Critical Thinking
• Clarify the meanings of key concepts about freedom • Evaluate the validity of the author’s arguments in actual
social and political lives • Discuss the author’s assumptions and critique
人教九年级全一册 Unit11 使役动词专项讲解 课件.ppt
3) make + sb. / sth. +do sth. 表示“使…做…” 被动结构：sb. be made to do sth.
4) make + sb. / sth. +done(过去分词) 表示“使…被…”
熟能生巧
下雨的天气使他难过。
用法1：make + sb. / sth. + 形容词 表示“使某人或某物处于某种状态”
1. Li Mei’s words made her mother_____. A. happily B. smiles C. angry D. exciting
2. The snakes usually make us_____. A. studied B. scared C. excited D. relaxed
4. Small animals made the monkey ____of the forest. A. the king B. kings C. to king
eg： He made me laugh. 他使我大笑。
It makes me feel nervous. 它使我感到紧张。
用法3：make + sb. / sth. +do sth（省略 to的不定式）
A.do B.did C.done D.does
1. The good news _m__a_d_e__u_s_e_x_c_it_e_d_.
（使我们兴奋）
2. We _m__a_d_e_h_i_m__h_e_a_d_m__a_s_te_r_ yesterday.
（选他当校长）
人教版九年级英语课件：Unit11(共43张PPT)
A. to
B. / C. so that D. in order to
(A )(3)The little boy is only two years old. The box is
_____heavy for him _____ carry.
A. too; to
B. so; that
C. too; not to D. very; to
( B )5.Why does fame not make the singer happy? A. Because he is not famous any more. B. Because he is always worried about being followed by others. C. Because everyone loves his songs. D. Because he is famous.
我们的朋友越多，我们就会越开心。
知识拓展
“比较级 + and + 比较级”意为“越来越……”。如果是多 音节形容词时常用“more and more + 形容词原级”。 如：Tom likes eating meat. He becomes fatter and fatter.
汤姆喜欢吃肉。他变得越来越胖。
airport, they got ____ excited _____ they cried out.
A. too; to B. so; that C. /; so that D. very; to
( C)(2)We study hard _____ we can have a good future.
二、阅读课本第82页2d，选择正确答案。 ( C )1.Who is / are Julie’s friends?
九年级英语：Unit11Let’sProtecttheEnvironment课件北京课改版
7 Fill in the blanks with both , either, none or neither.
1 There are some shops on sides of the street. 2 A: Which of the two buses shall I take to the airport?
develop
our country A sense of humor -------------------------
Try to make sentences with the above expressions.
Example
Since she became a mother herself, she realized how much her parents loved her.
5, Write: Decide what our biggest environmental problem is . Write a paragraph to suggest what we should do about it.
I think the biggest environmental problem is… -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
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Grammar (workbook)
▪1. What decision
have they made?
▪2. Have you fed the
pigs yet?
2020年10月2日
16
▪3. You haven’t given them anything to eat.
▪4. We have already discussed this question.
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17
▪5. The doctor is examining this big panda.
▪6. A nurse is testing its blood.
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18
▪7. He is weighing the
baby elephant.
▪8. Nobody has seen or
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24
7. I want to join the school band, but on the other hand I have to spend more time studying English.
2020年10月2日
25
演讲完毕，谢谢观看！
Thank you for reading! In order to facilitate learning and use, the content of this document can be modified, adjusted and printed at will after downloading. Welcome to download!
汇报人：XXX 汇报日期：20XX年10月10日
26
+done
5
现在完成时态
主动语态: has/have + done 被动语态: has/have + been +
done
过去完成时态
主动语态: had + done 被动语态: had + been + done
2020年10月2日
6
含有情态动词的结构
主动语态 :
情态动词+do
被动语态:
情态动词+be+done
2020年10月2日
7
Rewrite the sentences:
▪1. The key to the classroom is kept by our monitor.
▪2. The song of the 1998 World Cup was performed by Ricky Martin.
过去将来时态
主动语态: would+do 被动语态: would+be+done
2020年10月2日
4
现在进行时态
主动语态: be+doing 被动语态: be+being+done
过去进行时态
主动语态 : was/were+doing 被动语态: was/were+being
2020年10月2日
Unit 11
Language study
2020年10月2日
1
2020年10月2日
2
一般现在时态
主动语态: do / does 被动语态: be+done
一般过去时态
主动语态: did
被动语态: was/were+done
2020年10月2日
3
一般将来时态
主动语态: will+do 被动语态: will +be +done
▪6. This song was written while he was fishing.
▪7. The new music video is played several times a day.
▪8. The boy had been given a golden pen by the schoolmaster. ▪Or : A golden pen had been given to the boy.
▪3.The performance will be given in the Capital Concert Hall.
▪4. He knew that he would be invited to perform in the New Year’s Concert.
▪5.The beautiful song is being sung by everyone in the country.
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20
3. The new treatment,
which combines
traditional Chinese
medicine with modern
western medicine,
works well. 2020年10月2日
21
4. The fire spread
from the factory to
heard of Ma Youming
since she moved to
Africa.
2020年10月2日
19
Translation
1. In maths, X stands
for the unknown.
2. This album contains
her best songs of the
பைடு நூலகம்
past few years.
the houses nearby in
less than half an
hour.
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22
5. The pop singer succeeded in making his fans happy in a variety of ways.
2020年10月2日
23
6. Within three years, the country girl has been turned into a superstar.