Unit 5 Grammar

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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? __________________________________________________________

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）。

牛津译林版英语九年级上Unit5 Grammar教学设计

9年级英语上册Unit 5 Grammar课堂检测Unit 5 Grammar一、用because, since / as填空。

1. It must have rained _____ the ground is wet.2. _____ it is so hot, let’s go swimming.3. _____ I have no money, I can’t buy any food.4. We couldn’t go out ____ it’s too cold.5. _____ you can’t answer the question, I’ll ask someone else.6. He introduced me _____ I was new.7. _____ Nancy is ill, she can’t go to school.8.-Why are you absent? - _____ I’m sick.9. _____ he asks you , you’ll let him know why.10. We all like her _____ she is kind.二、根据短文内容及首字母提示，填写所缺单词，使短文意思完整。

Lang Lang is a famous Chinese p__1__, we all think h__2__ of him. He was born in a music family in Shenyang, Liaoning, on June 14, 1982.At the age of three, Lang lang __3__ an interest in the piano when watching a cartoon on TV. From then on, he started to practice p__4__ the piano. When he was five years old, his first c__5__ was given. When he was nine, his father g __6__ up his job and took him to learn the piano in Beijing. At eleven, he j__7__ in the national children’s piano contest and got the first place.Interest is the best teacher, but it also needs you to practice h__8__. Next time, when you decide to do something, remember to try your b__9__ and you’ll get a great s__10__ some day.Keys:一．1.because, 2.Since/As 3. Since/As 4.because 5. Since/As6.because7.Because8.Because9. Since/As 10. since/As二．1.pianist 2.highly 3.showed 4.playing 5.concert6.gave7.joined8.hard9.best 10.success。

8上 Unit 5 Grammar 知识点

8A U5 Grammar1.May的用法(2) a,表示推测，意为“可能，也许”一般用于肯定句中。

变成否定句常用can’t表示“不可能”。

他可能在家里。

He may be at home.他不可能在家里。

He can’t be at home.b,表示请求许可，与can同义，但语气比can更正式，更有礼貌。

否定回答时用No,youcan’t/mustn’t,不用No, you may not.我可以用下你的笔吗？May I use your pen?No, you can’t/mustn’t2.向水中走去(注) go towards(prep.) the water【towards只表示朝向某个方向，并不意味着到达，而to含有到达之意】3.可能需要洗个澡may need a bath4.害怕某人/某物be afraid of sb./sth.5.可能害怕老虎may be afraid of tigers6.害怕担心做某事(担心发生某种后果) be afraid of doing sth.7.不敢做某事(胆小) be afraid to do sth8.J尼克不敢爬树，因为他担心从树上掉下来。

Nick is afraid to climb the tree,because he is afraid of falling down from it.9.走近狮子go near the lions10.可能会伤害我may hurt me11.可能不饿may not be hungry12.四处跳跃jump around13.可能正在互相嬉戏may be playing with each other14.闭着眼睛站着(注) stand with the eyes closed(adj.)作动词stand的伴随状语(with sth+adj.)15.开着窗户睡觉(注) sleep with the windows open(adj.)16.开/关这扇门(注) open/close(v.) the door17.使这扇门开着/关着(注) keep the door open/closed(adj.)18.出差了be away on business19.动词不定式作宾语：当句中已经有谓语动词，而我们又要表达不止一个动作概念时，其余的动词可以使用非谓语形式表达。

牛津译林版九年级英语上册Unit 5 Grammar 示范课教案

三、教学目标
通过本课时的学习，学生能够：
1.感知并总结because, since和as引导的原因状语从句的构成规则。
2.区分because, since和as引导的原因状语从句的异同。
3.运用原因状语从句来解释自己观点的原因。
4.进一步体会艺术的魅力。
四、教学重难点
【重点】
1.感知并总结because, since和as引导的原因状语从句的构成规则。
12.Students discuss and fill in the form.
13. Students share their ideas.
活动层次
应用实践之内化察学生完成练习的情况，了解其对目标语言知识的掌握情况。
观察学生在描述时是否能够准确运用所学语言知识，根据情况给与必要的指导和反馈，了解其在实际生活中运用目标语言的能力。
3. PreviewIntegrated Skills.
教学活动
2.Studentslisten and fill in the blanks.
3.Studentsobserve and work out the rules.
4. Students read the sentence and judge.
5. Students read and match.
活动层次
学习理解之感知与注意、获取与梳理、概括与整合
应用实践之内化与运用
效果评价
通过观察学生完成活动的情况，判断其对because，since和as引导的原因状语从句知识的掌握情况。
环节设计意图：引导学生在语境中识别并理解because，since和as引导的原因状语从句的意义、功能与句型结构。
环节三：巩固新知，完成练习，在此基础进行迁移创新。(15 mins)

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。

牛津译林版英语九年级上册Unit5 Grammar 课件

I like painting because I like all the different colours.
I like listening to music because it makes me feel relaxed.
A: Why do many people love Michael Jackson?
5.The art festival is open to all students and parents. Everybody is welcome.
Since/As the art festival is open to all students and parents, everybody is welcome.
Questions about Tan Dun
Daniel has more questions about Tan Dun. He searched the Internet and made some notes. Look at his notes and answer his questions. Use because to introduce the reasons.
lot in his music.
Do since/as have the same meaning as because?
Yes.
2. since显然的或已为人所知的理由，常译为“因为”、 “既然”，语气比because稍弱，含有勉强的语气，通常置于句首。
Since he asks you, you just tell him why. 他既然问你，那就告诉他为什么吧。
result
D__a_n_ie_l_d_e_c_i_d_e_d_t_o__p_la_y__th__e_v_io_l_i_n_a_t_t_h_e__a_rt

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。

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Grammar
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Integrated skills
Oral activities
Writing
Listening
Practice Add a question tag to the following sentences. 1. Let’s go to the movies, __________ shall we ? 2. Don’t turn the lights on, will you ? _________
e.g. Don’t be so noisy, will you? Stop talking, will/won’t/would/can/can’t you? Let me drive you home, will you? Let’s take a taxi, shall we?
Vocabulary
B: I’ve met one. I didn’t know he has another _________.
A: Oh, he has two ________ others .
e.g. I need another week / two weeks to finish this investigation. We finally moved to another apartment. *“Other” is always followed by plural nouns. It means 1) additional; 2) else, different. “Others” means more people or things.
Vocabulary
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2. Question tags added to imperative clauses Sometimes we add question tags to the imperative sentences to soften the imperative tone. For the second person imative, the question tag can be “will/would/can/ can’t/won’t you/?” “Won’t” is used to invite. “Will you” is often used as request. “Won’t you” is used to show less forceful orders. “Would” is less forceful than “will” and much less common. “Can’t you” can show the speaker’s annoyance. After a negative imperative, the question tag is “will you?”
3. Let me come and stay, _________________ will/won’t you? You can put it that it was arranged before.
4. Shut up, ___________ can’t you ? you ? 5. Don’t let me have to speak to you again, will _________
Vocabulary
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Integrated skills
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3. Another, other(s), the other(s)
*“Another” means 1) additional, one more (sometimes two more, three more ...) person or thing of the same type; 2) a different one, not the same person or thing.
1. I spent half of my time teaching law and the other in __________ London as a consultant to a big firm. 2. Cars are useful, but whether they are good for the environment is another _________ matter altogether. 3. The company says it has to reduce its labor costs. In other ______ words, some of us are going to lose our jobs.
Vocabulary
Grammar
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Integrated skills
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If the part addressed includes only the speaker the question tag usually is “will/won’t you?” If the part addressed includes both the speaker and the listener, the tag should be “shall we?”
Vocabulary
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e.g. Danny is playing with two other children. Saudi Arabia produces more oil than any other country (Singular noun must be used after “any other”.) I only know about this book, but there might be others (= other books).
Vocabulary
Grammar
Translation
Integrated skills
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Practice complete the following sentences with the words or phrases in the box. another other the other others the others
Vocabulary
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e.g. You can park on the other side of the street. She’s much brighter than all the other children in her class (“In her class” serves as a specific context.).
Unit 5
Vocabulary
Grammar
Translation
Integrated skills
Oral activities
Writing
Listening
Imperative sentences
Question tags added to imperative clauses
Another, other(s), the other(s)
*“The other (one)” means the second of the two people or things. “The others” (= the other ones) means the rest of the people or things. Note that here there must be a specific context.
Vocabulary
Grammar
Translation
Integrated skills
Oral activities
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another
other
the other
others
the others
others to do your work for you. 4. You shouldn’t expect ________ 5. She was the only person who replied to the invitation — none of ___________ the others bothered. 6. There is room for another _________ few people in the back of the bus. 7. A: Have you met Sally’s brothers?
Vocabulary
Grammar
Translation
Integrated skills
Oral activities
Writing
Listening
1. Imperative sentences Imperative sentences, also known as “commands” begin with a verb in the imperative mood and express a command, an instruction, an order, a warning, a request, a suggestion, a wish, an invitation, etc. There are three kinds of imperatives: the second person imperatives, the first person imperative, and the third person imperatives. For the second person imperatives, if we want to enhance the force of the imperative, we can add an emphatic DO or YOU at the beginning of the sentence.