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九年级英语第四单元语法总结完整版

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1 Unit 4 一、知识点 2. pretend to do sth. 假装做某事 I pretended to sleep just now. pretend to be doing sth. 假装正在干某事 The students pretended to be writing when the teacher came in. pretend +从句 假装… I pretended that I fell asleep. 3. be late for 迟到 如： I am late for work/ school/ class/ party. 4. a few 与 a little 的区别，few 与 little 的区别 ⑴ a few 一些 修饰可数名词 a little 一些 修饰不可数名词 两者表肯定意义 如：He has a few friends. 他有一些朋友。 There is a little sugar in the bottle. 在瓶子里有一些糖。 ⑵ few 少数的 修饰可数名词 little 少数的 修饰不可数名词 但两者表否定意义 如：He has few friends. 他没有几个朋友。 There is little sugar in the bottle.在瓶子里没有多少糖。 5. hundred, thousand , million, billion (十亿)词前面有数词或several 一词时要不能加s ，反之，则要加s 并与of 连用， 表示数量很多 如：several hundred/ thousand/ million/ billion people 几百/千/百万/十亿人 hundreds of trees 上百棵树 8. what if + 从句 如果…怎么办 ， 要是… 又怎么样 如： What if she doesn’t come? 要是她不来怎么办？ What if LiLei knows? 如果李雷知道了怎么办？ 9. add sth. to sth. 添加…到… 如： I added some sugar to water. 我把糖添加到水里。 10. 系动词与形容词连用 get nervous 变得紧张 feel shy 觉得害羞 look friendly 看起来友好 11. too +形/副+to do sth. 太…而不能 如： I’m too tired to stand. 我太累了而不能站。 12. help with sth. 如：They help with this problem. help sb. do. 如：They help you relax. 他们帮助你放松 13. in public 在公共场所 如: Don’t smoke in public. 请不要在公共场所吸烟。 14. energetic adj. 活力的 如：She is an energetic girl. 她是一个活力的女孩。 energy n. 活力 如：She has lots of energies. 她有活力。 15. ask sb. to do 叫…做某事 ask sb. not to do sth.叫…不要做某事 tell sb. to do 告诉…做某事 tell sb. not to do sth. 告诉…不要做某事 如：Teacher asked me to clean the classroom. Teacher asked me not to clean the classroom. 16. start doing == start to do. 开始做某事 如： He started speaking/ to speak. 他开始说话。 17. borrow sth. from sb. 从某人那里借来某物 如： I borrowed a book from Lily. 我从莉莉那里借来一本书。 18.wait for sb.等某人 如：I am wait for him. 我正在等他。 19. introduce sb. to sb. 把某人介绍给某人 如： I introduced Lily to Anna. 我把莉莉介绍给安娜。 2

20. invite sb. to do 邀请某人做某事 如： Lily invited me to go to her home for supper. 莉莉邀请我去她家吃晚饭。 21. have dinner/ supper 吃晚饭 have lunch/ breakfast 吃午餐、吃早餐 22. plenty of 修饰不可数名词，也可以修饰可数名词 许多 如： They have plenty of food/ apples. 他们有许多的食物/苹果。 23. 给某人某物 give sth. to sb. 如： give an apple to me give sb. sth. give me an apple 给我一个苹果 24. get along (with)=get on (with) ①进行，进展 The business is getting along very well. 生意进展的很顺利。 How are you getting along with your English study? 你的英语学习进展的怎么样了？ ②相处 Do you get along with your boss?= Do you and your boss get along? 你跟老板合得来吗？ I’m getting along very well with my classmates. 我和同学们相处得很好。 25. would rather … than … （= would … rather than）宁愿，而不愿。 前后连接两个动词原形，否定形式为：would rather not do sth ①would rather … than … = prefer … to … 但prefer … to … 若连接两个动词，动词应为v-ing 形式。 He would rather jog than play football. =He prefers jogging to playing football. ②would rather 常单独使用，表示“宁愿做…” He would rather watch TV at home. ③rather than = instead of 而不是（连接两个并列成分，前后对称）。 I’d prefer to go to in summer rather than in winter. I decided to write rather than telephone. I like going out with you rather than with him. She enjoys listening rather than speaking. 25. in fact 事实上 26. let sb. down 让某人失望 如： Don’t let your mother down. 不要让你的妈妈失望。 27. come up with sth. 提出 想出 如：He came up with a good idea. 他提出了一个好主意。 catch up with sb. 追上 赶上 如：Lily caught up with Anna. 莉莉赶上了安娜。 28. have experience doing 在做某事有经验 如： I have experience teaching Chinese. 我在教英语方面有经验。 29. come out 出版，出来 如：The magazine comes out once a week. 这种杂志每周出一次。 30. by accident 偶然地，无意之中 如： Last week I cut my finger by accident. 上个星期我不小心割到自己的手指。 31. hurry to do 匆忙… I hurry to call the police. 32. more than=over 超过 34. offer 提供 offer sb sth 给××…… offer to sb sth 主动提出干…… 35. ①give sb sth=give sth to sb 3

类似的词还有:pass、lend、show、write、send等 ②buy sb sth=buy sth for sb 类似的词还有:make、draw、cook等 36.look for寻找find找到、发现 find out指经过观察、探索、调查等弄清楚、弄明白。 discover 指发现那些客观存在而不为人所知的实情。如科学上的重大发现。 37.bring 带来 take 带走 fetch 去并拿来 38.talk to/with sb 同××说话。 tell 告诉, 分辨，辨别。 speak to sb 同××说话，做及物动词，后跟语言。 say 后跟名词、代词及宾语从句做宾语，着重强调说话内容。 39.What if …… 如果……将会怎么样？（引导条件状语从句、疑问句） What if she doesn’t come? 她要是不来怎么办？ What if your parent don’t agree? 如果你的父母不同意怎么办？ What if you should fall sick? 如果你生病了怎么办？ 40.What does/do ×× look like? 问相貌。 What’s ×× like? 问“品质性格”。 41.give a speech 做演讲 have a speech听演讲 give a report 做报告 have a report 听报告 42.permission (n.) 允许，许可 permit (v.) 允许 without permission 未经许可 43.plenty of 充足的，相当多的。修饰可数或不可数名词，只能用于肯定句。否定、疑问句中用 enough. 44.not……in the slightest=not……at all 根本不 45.a little = a bit 修饰形容词、副词 a little = a bit of 修饰不可数名词 46.the rest 其余的，可指代可数或不可数名词。The other(s) 只能指代可数名词

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人教版九年级英语 unit 4 词汇语法

人教版九年级英语 unit 4 词汇语法


proud adj. 骄傲的；自豪的
翻译下列句子
1.It is not polite to ask a stranger questions about his personal life.
2.他们为儿子感到自豪。
He used to __________ in a small village, but now he has been used to ________in the big city.
2. I _______you,because I must be wrong.
A.dare not ask
B.dare not to ask
C.dare to not ask
D.dare not asking
• They don't have much private time
any more.
The number of girls is forty.
—How many women doctors are there in your hospital? —______ them ______ over twenty. A .A number of; are B .The number of; are C .The number of; is
习惯于
• The pig is used to eat.
被用来
练习
Mr. Lee used to _______ dinner in the restaurant, but now he is used to _______ every meal with his family at home.
A. have, eat
dare 实意动词
九年级英语4单元知识点

九年级英语4单元知识点

九年级英语4单元知识点英语是一门重要的国际语言，对于我们学生来说，掌握好英语是非常必要的。

在九年级的英语教学中，第四单元是一个重要的学习阶段，需要我们掌握一些基本的语法规则和词汇。

本文将围绕这个主题展开讨论。

第一个知识点是过去进行时。

过去进行时是表示过去某个时间点正在进行的动作或状态。

它的结构是“was/were + 动词的ing形式”。

例如，“I was studying English last night.” 这个时态的使用需要与过去的时间点相呼应，并强调动作或状态的延续性。

第二个知识点是虚拟语气。

虚拟语气是表示非真实情况或假设的语气。

它的结构是“主语+动词过去式(或 were) +（if从句中）主语+动词原形”。

例如，“If I had a million dollars, I would buy a big house.” 这个虚拟语气的形式可以用来表达假设、愿望、建议等。

第三个知识点是情态动词。

情态动词用来表示说话人对事物的看法、态度或推测。

常见的情态动词有can, could, may, might, must, shall, should, will, would等。

例如，“You must study hard if you want to pass the exam.” 情态动词具有一定的语法特点和用法规则，我们需要掌握它们的不同意思和用法。

第四个知识点是形容词的比较级和最高级。

形容词的比较级和最高级用来比较两个或多个事物的程度、大小、质量等。

比较级的结构是“形容词的比较级+than”，最高级的结构是“the+形容词的最高级”。

例如，“She is taller than her sister.” 在使用比较级和最高级时，我们需要注意形容词的不规则变化和用法。

第五个知识点是情感动词和部分不定式。

情感动词用来表示说话人的情感、意图或愿望。

常见的情感动词有want, would like, love, hate, prefer等。

人教版九年级上册第四单元语法知识点梳理

人教版九年级上册第四单元语法知识点梳理

人教版九年级上册第四单元语法知识点梳理Unit 4：I used to be afraid of the dark.第四单元的语法重点是：used to的用法；if引导条件状语从句；few和little。

used to的用法：used to是一个固定结构，意为“过去经常；以前常常”，其后接动词原形。

它表示过去存在某种状态或者过去的某种经常性、习惯性的行为或者动作。

★其用于肯定句的结构为：主语+used to+动词原形+其他。

如：I used to play ping-pong with my brother.过去我常常和我哥哥一起打乒乓球。

★其用于否定句的结构为：主语+didn't+use to+动词原形。

如：You didn't use to like action movies.你过去不喜欢动作片。

★其用于一般疑问句的结构为：Did+主语+use to+动词原形+其他?如：Did your sister use to be shy?你的妹妹过去害羞吗？【辨析：】be used to(doing)sth意为“习惯于(做)某事”，to后可接名词、代词或动名词。

如：The students are used to the new teacher now.学生们现在习惯这个新老师了。

They are used to raising their hands first when they want to ask questions.他们习惯了问问题前先举手。

if引导条件状语从句：★if引导的非真实性条件状语从句即虚拟语气，通过动词形式的变化来表示说话人对发生的动作或存在的状态所持的态度或看法的动词形式称为语气，虚拟语气表示说话人所说的话不是事实，而是一种祝愿，建议或是与事实相反的假设等。

★if引导的条件状语从句分为真实和非真实条件句，非真实条件句应用虚拟语气。

如果要表示与现在或将来事实相反时，其虚拟语气结构为：句型条件从句主句谓语动词形式动词过去式（be动词用were）would动词原形即：（从句）if主语+动词过去式（be动词用were)，一般过去时（主句）主语+would+动词原形过去将来时。

九年级英语知识点第四单元

九年级英语知识点第四单元

九年级英语知识点第四单元In the fourth unit of the ninth-grade English curriculum, students will learn various important knowledge points. These knowledge points are essential for building a solid foundation in English language skills. In this article, we will explore some of these knowledge points in detail.1. Grammar:1.1 Verb Tenses:- Present Simple: used to describe habits, routines, and general truths.- Present Continuous: used to describe actions happening at the moment of speaking.- Present Perfect: used to describe past actions that have a connection to the present.- Past Simple: used to describe completed actions in the past.- Past Continuous: used to describe actions that were ongoing in the past.- Future Simple: used to describe actions that will happen in the future.1.2 Modal Verbs:- Can: used to express ability or permission.- Could: used to express past ability or permission.- Should: used to give advice or make recommendations.- Must: used to express strong obligations or necessity.- Would: used to express hypothetical situations or polite requests.1.3 Active and Passive Voice:- Active Voice: emphasizes the doer of the action.- Passive Voice: emphasizes the receiver of the action.2. Vocabulary:2.1 Synonyms and Antonyms:- Synonyms: words with similar meanings.- Antonyms: words with opposite meanings.2.2 Word Formation:- Prefixes: affixes added at the beginning of a root word to change its meaning.- Suffixes: affixes added at the end of a root word to change its meaning.2.3 Idioms and Phrases:- Common idiomatic expressions and phrases used in English.2.4 Homophones:- Words that sound alike but have different meanings and spellings.3. Reading Comprehension:3.1 Skimming and Scanning:- Techniques to quickly find specific information in a text.3.2 Understanding Main Ideas and Supporting Details:- Identifying the central theme of a passage and supporting information.3.3 Inference and Deduction:- Drawing conclusions based on implicit information in the text.4. Writing Skills:4.1 Descriptive Writing:- Using sensory details and adjectives to create vivid descriptions.4.2 Narrative Writing:- Organizing events in a chronological sequence and developing characters.4.3 Persuasive Writing:- Presenting arguments and supporting them with evidence.4.4 Letter Writing:- Formatting and structuring formal and informal letters.5. Listening Skills:5.1 Identifying Information:- Listening for specific details or key points.5.2 Note-taking:- Taking effective notes during a listening activity.5.3 Understanding Dialogue:- Comprehension of conversations and interactions between speakers.These knowledge points are crucial for students to enhance their English language skills. By mastering these grammar rules, expanding their vocabulary, improving their reading comprehension, honing their writing skills, and enhancing their listening skills, students can become more proficient in English. Practice and continuous learning are essential for their growth and development in this subject.In conclusion, the fourth unit of the ninth-grade English curriculum covers a wide range of knowledge points necessary for students' English language proficiency. Understanding and applying these concepts will significantly contribute to their language development and success in English.。