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Unit 3 第3课时 Grammar-八年级英语下册(牛津译林版)

Unit 3 第3课时 Grammar-八年级英语下册(牛津译林版)

in brackets.
I __w__a_s___ (be) in Hainan last month. Some of our classmates __h_a_s_n_’_t_b_e_e_n___ (not be) to Hainan yet.
I _h_a_v_e__li_v_e_d__ (live) in Sunshine Town since I was born. Daniel ___li_v_e_d___ (live) in Nanjing in 2007.
I
(2)
_h_a_v_e_s_e_e_n_
never
so
many
wonderful pictures before.
C
Complete their conversation with the correct forms of the words
in brackets.
be buy read return see show
I ___w_r_o_t_e___ (write) an email to my friend yesterday. Daniel _h_a_s_a_l_r_e_a_d_y_w__r_it_t_en__ (write/already) two emails.
B
Help them complete the sentences with the correct forms of the words
C
Complete their conversation with the correct forms of the words
in brackets.
Millie: (5) __D_i_d_y_o_u__l_ik_e__(you/like) it?

外研版七年级英语下册Module 5 Unit 3

外研版七年级英语下册Module 5 Unit 3

根据“Around the world”中的信息, 补全下列句子：
1. There are many w__a_y_s of s_h_o_p_p_i_n_g_ in America today.
2. _C_a_t_a_lo_g_u_e_ s_h_o_p_p_i_n_g_ is one of the popular ways.
3. You can buy almost _a_n_y_t_h_i_n_g_ you need.
4. Many people order their _m__u_s_ic_ and b_o_o_k_s_ from catalogues.
Module task:Writing a shopping list for a school picnic
Paying over the Internet isn’t always safe.
Presentation
Language practice
What colour does she like? What size does she take? How many/much would you like?
5 Work in pairs. Writing a shopping list for a school picnic.
● What food do you need? ● What drinks do you need? ● How much/many do you need?
Shopping List 1. ___st_r_a_w_b_e_r_r_y________ _2_k_i_lo_s_____ 2. __m__il_k______________ _1_0_b_o_t_t_le_s_(瓶_ ) 3. __w__a_te_r_____________ _1_0_b_o_t_t_le_s_(瓶_ ) 4. ___________________ __________

人教版七年级上册英语Unit3语法总结

人教版七年级上册英语Unit3语法总结

人教版七年级上册英语Unit3语法总结1. 一般现在时：表示现在经常性或惯性的动作、状态或客观事实。

- 结构：主语 + 动词原形(+ 其他)- 例句：I usually get up at 7 o'clock in the morning.2. 现在进行时：表示现在正在进行的动作或情况。

- 结构：主语 + am/is/are + 现在分词(+ 其他)- 例句：She is studying English at the moment.3. 一般过去时：表示过去发生的动作或情况。

- 结构：主语 + 动词过去式(+ 其他)- 例句：They visited their grandparents last weekend.4. 过去进行时：表示过去某一时间点正在进行的动作或情况。

- 结构：主语 + was/were + 现在分词(+ 其他)- 例句：He was sleeping when the phone rang.5. 一般将来时：表示将来发生的动作或情况。

- 结构：主语 + will + 动词原形(+ 其他)- 例句：I will go to the park tomorrow.6. 能力和意愿：can，could，may，might，must，shall，should，would等。

- 例句：You should finish your homework before going out.7. 祈使句：表示命令、请求、建议、劝告或禁止等。

- 结构：动词原形(+ 其他)- 例句：Please pass me the book.8. 直接引语和间接引语：表示他人的陈述、断言或问句等。

- 结构：直接引语：引号内的内容；间接引语：引号外的内容。

- 例句：- 直接引语：He said, "I am studying English."- 间接引语：He said that he was studying English.以上是人教版七年级上册英语Unit3语法总结，供参考。

英语教案Unit3Grammar教案

英语教案Unit3Grammar教案

英语教案Unit3Grammar教案Unit 3 Grammar Lesson PlanI. IntroductionThis grammar lesson plan aims to teach students about the usage and formation of the present perfect tense in English. Students will learn how to form positive statements, negative statements, and questions using the present perfect tense. They will also practice using time expressions that are commonly used with this tense. By the end of the lesson, students should be able to use the present perfect tense accurately in conversation and written exercises.II. ObjectivesBy the end of this lesson, students should be able to:1. Understand the concept of the present perfect tense.2. Form positive and negative statements in the present perfect tense.3. Ask and answer questions using the present perfect tense.4. Use appropriate time expressions with the present perfect tense.III. Materials- Whiteboard markers- Handouts with practice exercises- A computer or projector to display examples and exercisesIV. Procedure1. Warm-up (5 minutes)- Begin the lesson by asking the students some questions about their recent experiences, e.g. "Have you ever traveled abroad?" or "Have you ever tried traditional Chinese food?"- Encourage students to share their experiences using the present perfect tense.2. Presentation (15 minutes)- Introduce the present perfect tense by explaining that it is used to talk about past events or experiences that have a connection to the present.- Write on the board: "Subject + have/has + past participle."- Provide examples of positive statements, negative statements, and questions using the present perfect tense.- Highlight the differences between "have" (used with pronouns 'I','you', 'we', and 'they') and "has" (used with the pronouns 'he', 'she', and 'it').3. Practice (20 minutes)- Distribute handouts with practice exercises.- Instruct students to complete the exercises individually.- Monitor their progress and provide assistance when needed.- Review the answers as a class and address any questions or concerns that arise.4. Guided Conversation (15 minutes)- Divide the class into pairs or small groups.- Provide each group with a set of conversation cards with prompts related to the present perfect tense.- Instruct students to take turns asking and answering questions using the present perfect tense.- Monitor their conversations and provide feedback on their usage of the present perfect tense.5. Production Task (20 minutes)- Ask students to write a short paragraph about their own experiences using the present perfect tense.- Encourage them to include at least three different verbs and appropriate time expressions.- Collect and review their paragraphs for accuracy and grammatical errors.6. Wrap-up (5 minutes)- Recap the main points covered in the lesson.- Answer any remaining questions from students.- Assign any additional homework or review activities as necessary.V. AssessmentAssessment during this lesson can be performed through observation of students' participation in the guided conversation activity, accuracy in completing the practice exercises, and the quality of their written paragraph.VI. Homework- Assign students to complete a set of exercises from their textbooks that focus on the present perfect tense.- Instruct them to review the lesson material and practice using the present perfect tense in their daily conversations.Note: This is a sample format for a grammar lesson plan. Adapt and modify it according to your teaching style, the level of the students, and the specific course requirements.。

上学期unit 3 grammar-PPT课件

上学期unit 3 grammar-PPT课件

• will do – would do
• am/is/are going to do – was/were going to do
• did – had done
h
3
(that) + tense changing
• Ms. Wu said, “class • Ms. Wu said (that)
4. Mum said, “Our house must be clean up today.”
5. Jay said, “I forgot to lock this door yesterday.”
6. Ms Wu said, “We are going to have a test for this Unit tomorrow.”
term.” 7. Ben said, “I don’t think you work hard these
days.” 8. Jim said, “Kate doesn’ht eat lunch this month.” 10
Sentence Contest
sentence group C (+/- 30)
• She said, “I’ll go there tomorrow.”
• She said she would go there the next
(following) day.
h
8
Sentence Contest
sentence group A (+/- 10)
1. Jack said, “It is raining outside.”
2. James said, “Everyone has arrived on time.”

Unit 3 第3课时 Grammar语法 反意疑问句高一英语必修一(人教版2019)

Unit 3 第3课时 Grammar语法 反意疑问句高一英语必修一(人教版2019)
These are your books, aren’t they?
3.陈述句的主语是nobody, no one, everyone, somebody等不定代词时，反意疑问部分的主语多用 he/they。 例：Everyone knows him, don’t they/ doesn’t he? 陈述句的主语something,nothing,anything,everything 等不定代词时，反意疑问部分的主语多用it。 例：Nothing in the world is difficult, is it?
?
4. Everyone should be on time, shouldn’t they ?
5. What he said isn’t true,
is it ?
6. She dislikes sports, doesn’t she ?
7. There was a mountain, wasn’t there ?
— They don’t work hard, do they? — Yes, they do./ No, they don’t.
不，他们工作努力。/ 是的，他们工作不 努力。
2.当陈述句部分是否定结构，反意疑问句用肯定式提问时 ，回答yes或no与汉语的意思正好相反。这种回答时，yes 要翻译为“不”，no翻译为“是” 例：---Lucy didn't attend the meeting, did she? 露西没有参加会议，是吗？
Unit 3 Sports and Fitness
Period 3 Discovering useful structures
All sports for all people. —Pierre de Coubertin

初中英语新译林版七年级上册Unit 3语法和写作知识(2024秋)

七年级英语上册Unit 3语法和写作知识一、语法（一）人称代词* 人称代词的功能1)主格代词常作主语，宾格代词常作动词或介词的宾语。

Eg: I like playing football. ( I在句中作主语）我喜欢踢足球。

You can ask me for advice. ( me在句中作ask宾语）你可以向我咨询建议。

2)宾格代词有时可代替主格代词在比较级中，在不引起误解的前提下，有时用宾格代词代替主格代词(尤其是其后跟有同位语all时).Eg: He is taller than us all. 他比我们都高。

在情景对话中，当省去谓语时Eg: --Who can drive a bus? -- Me. -- 谁会开公交车？ -- 我。

表示惊奇、猜疑、反问、不满、厌烦等情绪。

Eg: Why me? (表示一种不满的情绪）为什么是我？用作表语时，口语中常用宾语Eg: -- Who is there? -- It's me. -- 谁在那？ -- 是我。

3)三个人称的代词同时出现时，其单数人称排列顺序一般是“2 -- 3 -- 1”；复数人称排列顺序一般为“ 1 -- 2 -- 3”Eg: You,she and I all enjoy music. 你我她都喜欢音乐。

注意：在承担责任、承认错误、检讨工作时，排列顺序为“ 1 -- 2 -- 3”Eg:I and she are to blame for the accident. 她和我都应该为这次事故负责。

* it的用法it用作人称代词，代替事物。

1)代替刚提到的过的一件事，既可以直接一个具体的东西，也可以指前面所谈的事情或情况。

Eg: Please give it to me. 请把它给我。

2)习惯上用it代替this/that等指示代词。

Eg: --Who's this? --It is my mum. -- 这是谁？ -- 它是我妈妈。

人教版八下英语Unit 3 单元语法专题(Grammar Focus)

Unit 3 Could you please clean your
room? 单元语法专题(Grammar Focus)
语法专讲
【拓展】表示委婉请求的常见句型还有:
1.Would you like (to do) sth.?
2.May I do sth.? 3.Shall we
4.Would you mind (doing) sth.? 5.What/How about (doing) sth.?
⁠
语法专练
一、按要求完成句子,每空一词
1.— Could you please
⁠
⁠
open the window?
⁠
—Sorry, I’m busy.Ask Tom to do it.(根据答语补全问句)
2.— Could/May I ⁠
borrow your car?
⁠
—Yes,sure.Here is the key.(根据答语补全问句)
A: Sorry, I can’t. I have to do the dishes. ⁠
2.Q:Could I use your bicycle? (I’m afraid not/need it today) A: I’m afraid not. I need it today.
⁠
3.Q:Could you please take out the rubbish? (Sorry/practice the piano) A: Sorry, I can’t. I have to practice the piano.
3.She was abe could speak ⁠
two languages.
⁠
4.Could you please follow me?(改为否定句)

必修5 Unit3 Grammar


[高考真题]
No matter how frequently
, the works
of Beethoven still attract people all over the
world. (2006 广东)
A. performed
B. performing
C. to be performed D. being performed
过去分词作时间状语
过去分词作时间状语，相当于一个时间状语 从句。有时，过去分词前可以加when, while, until等词来强调过去分词所表示的动作与主 句谓语动词所表示动作的时间关系。
1. When it is heated, ice will be changed into water. When heated, ice will be changed into water.
= As I was worried about the journey, I was unsettled for the first few days.
participle used as the adverbial
➢Read three more sentences with past participles used as the adverbial.
A. completed
B. completing
C. being completed D. to be completed
3. When ___B__ for his views about his
teaching job, Philip said he found it very interesting and rewarding. (2012安徽)
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教学目标
• At the end of the class,Ss will be able to: • 1.Figure out the function of the past participle as the adverbial and attribute in this unit; • e past participle as the adverbial and attribute to make sentences; • 3.Write an Introduction about your future school. 语言接触，理解体验，总结归纳，综合运用
4. Rewrite the following sentences with the Past Participle . Write’10 1.Write an introduction about future school. 2. Homework
• 1. Worried about the journey ,I was unsettled for the first few days. • 2.Well-known for their experience, his parents company ,called “Future Tours”, transported me safely into the future in a time capsule • 3.Hit by a lack of fresh air ,my head ached. • 4.Soon I was back on my feet again and following him into collect a hovering crriage driven by comouter. • 5.Exhausted, I slid into bed and fell fast asleep.
Our future schoolbag 3. As She is surprised at the schoolbag, she turns her head back to find out what happens.
Surprised at the schoolbag ,she turns her head back to find out what happens.
water in the future
(deliver) delivered 2.The man has the water ________ by the computer. delivered The water is___________. The water______________________ is delivered by the computer very clean.
summary
过去分词作状语
被动 完成 过去分词作状语表示_____的和/ _____的和 1. 过去分词作状语表示_____的和/或______ 的动作,相当一个状语从句。 的动作,相当一个状语从句。 过去分词作状语时其逻辑主语为主句的主语， 2. 过去分词作状语时其逻辑主语为主句的主语， 一致 此时应注意主语人称______。 主语人称______ 此时应注意主语人称______。
dining in the future
3. With the dining room _______ built (build) in the sea, the girl and her mother are having a meal.
Sum up
过去分词作定语
过去分词（短语）作定语， So, 过去分词（短语）作定语， 与其所修饰的词 被动 ________关系 关系， 之间存在着逻辑上的________关系，且表示该动 已经完成 _____________。单个的过去分词作定语， 作_____________。单个的过去分词作定语，通常 前面 分词短语 置于被修饰词的_________ _________， ______________作 置于被修饰词的_________，而______________作 定语，则需置于被修饰词之后。 定语，则需置于被修饰词之后。
a time machine
4.If I am given a time machine , I will pay a visit to my future school.
Given a time machine, I will pay a visit to my future school.
Seen from the space, our future school looks like a plate. Surrounded by water, Lily classroom looks beautiful. Surprised at the schoolbag ,she turns her head back to find out what happens.
adverbபைடு நூலகம்al)
Discover’10 and Practice’20
2. Look at the pictures and complete the sentences
3. Combine these two sentences and sum up the rules of past
participle used as the adverbial.
学生基本情况简介
• 基本情况：我校是一所农村寄宿制高中示范校，学生英语语法 基础较薄弱，但是大部分学生的思维活动、学习热情、表现欲 望和合作精神还是可以在平时的教学中不断提高和培养的。根 据这些特点，教师可以采用与新课标要求相一致的教学方式， 即“任务型的教学法”，这样面向全体学生便于调动全班学生 的积极性，在师生互动、生生互动中实现教学任务和目标。 • 认知特点：高二学生处在身心快速发展时期，逻辑思维能力增 强。结合这个特点，学生对未来充满了好奇和期待，“未来生 活”这样的话题可以极大地拓展学生的想象力和创造力，有助 于学生形成良好的人生观和世界观。 • 原有知识基础： • 话题准备：科幻这个话题对于学生并不陌生，电影，动画等学 生应该不会陌生。同时在第三模块第四单元“Astronomy:the science of the stars”中就有相关话题的出现，学生应该会很感 兴趣。 • 知识准备：在本模块前两个单元已经学习了过去分词做定语， 表语和宾补的用法，所以做状语的用法会很快掌握。
教学重点
Use past participle as the adverbial and attribute to make sentences correctly
教学难点
Write an Introduction about your future school.
教学过程
lead-in 5’ 1. Let Ss understand the task the teacher given. 2. Let Ss read the sentences the teacher give. 1. find out its function in each sentence.(the attribute & the
Lily (百合花) 百合花) classroom
our future classroom
2. As Lily classroom is surrounded by water, Lily classroom looks beautiful. Surrounded by water, Lily classroom looks beautiful.
Combine the two sentences
our future school
1.When our future school is seen from the space, our future school looks like a plate. Seen from the space, our future school looks like a plate.
人教版教材 Module5
Unit 3
Life in the future Grammar
past participle as the attribute & the adverbial
指导思想和理论依据
• 《普通高中英语课程标准》指出“知识是语言能力的重要组成部分，是 普通高中英语课程标准》指出“知识是语言能力的重要组成部分， 高中英语课程标准 发展语言技能的重要基础” 提倡高中英语语法要从用的角度出发， 发展语言技能的重要基础”。提倡高中英语语法要从用的角度出发，强 调语法教学不能局限于语法范畴内，必须与逻辑思维、文化意识、 调语法教学不能局限于语法范畴内，必须与逻辑思维、文化意识、篇章 语境、题材体裁、词汇等联系起来，从而发展学生的语法意识， 语境、题材体裁、词汇等联系起来，从而发展学生的语法意识，确保语 言使用的准确性。同时还指出“ 言使用的准确性。同时还指出“教学中应增加开放性的任务型活动和探 究性的学习内容，使学生有机会表达自己的观点和看法。 究性的学习内容，使学生有机会表达自己的观点和看法。” • 因此在这堂课的教学设计中： 因此在这堂课的教学设计中： • 课堂导入部分，安排本堂课的教学任务：阅读部分为 “未来生活”，所 课堂导入部分，安排本堂课的教学任务： 未来生活” 以让学生以小组活动的形式设计未来学校，完成文章。任务目的明确， 以让学生以小组活动的形式设计未来学校，完成文章。任务目的明确， 充分发挥学生的想象力，保证学生充满热情去完成任务。 充分发挥学生的想象力，保证学生充满热情去完成任务。 • 通过图片，造句，讨论等多种形式组织课堂活动，完成语法学习过程。 通过图片，造句，讨论等多种形式组织课堂活动，完成语法学习过程。 • 通过探究和合作，聚焦语言过去分词作状语和定语的意义及用法，学生 通过探究和合作，聚焦语言过去分词作状语和定语的意义及用法， 通过观察，体验，加以归纳总结。 通过观察，体验，加以归纳总结。 • 以小组活动的方式，组织学生讨论和设计未来学校，包含过去分词作状 以小组活动的方式，组织学生讨论和设计未来学校， 语和定语的用法。在表达观点看法的同时，进行语言实际运用。 语和定语的用法。在表达观点看法的同时，进行语言实际运用。