高中英语牛津译林版课件The art of painting Grammar and usage
牛津译林版高中英语必修四M4U3Grammar
M4U3Grammar
一、被动语态的构成
被动语态的构成形式为“be + V-ed”, 通过改变be的时态，可以构成不同时态的被动语态，以下是不同时态下被动语态的构成形式：
1. 一般现在时：am / is / are + V-ed
2. 一般过去时：was / were + V-ed
3. 一般将来时：will (shall) + be + V-ed
4. 过去将来时：would (should) +be + V-ed
5. 现在进行时：am / is / are + being + V-ed
6. 过去进行时：was / were + being + V-ed
7. 现在完成时：has / have been + V-ed
8. 过去完成时：had been + V-ed
9. 将来完成时：will have been + V-ed
三特殊结构或句型中的被动语态
1. 双宾语动词的被动结构
在give, lend, offer, send, tell, show等动词后可接双宾语，即指人的间接宾语和指物的直接宾语。当把含有这些动词作谓语的句子变为被动语态时，在多数情况下都把间接宾语变为句子的主语；有时也把直接宾语变为主语，把间接宾语改为to引导的短语。如：
I sent my mum a letter yesterday. (主动语态)
My mum was sent a letter yesterday. (被动语态，间接宾语作主语)
A letter was sent to my mum yesterday. (被动语态，直接宾语作主语)
2. 在主动语态中，某些感官动词如hear, watch, see, feel, notice等及使役动词make, let, have等后作宾补的不定式一般不加to，但改为被动语态时，不定式要加to。如：
We saw Lucy carry a big heavy box the other day. → Lucy was seen to carry a big heavy box the other day.
译林版牛津高中英语模块三unit1 grammar 名词性从句
GRAMMAR
――――名词性从句
一、定义：
名词性从句是由if, whether, that, how和各种疑问词充当连接词所引导的从句，其功能同名词一样。
二、类型：主语从句、表语从句、宾语从句、同位语从句
(请说出以下句子中的画线部分在句子中充当的成分)
1. When we’ll hold the sports meeting has not been decided yet.
2.The fact that Great Britain is made up of three countries is still unknown
to many people..
3.He wonder if he could use my bike.
4. I am thinking about who will be given the job.
5. That he has won the first prize is true.
6. My parents’ wish is that I can go to a key university.
7. They are discussing the problem whether they should ban(禁止) fishing in
the lake.
8. The problem is how I can get in touch with them.
9. It is not clear whether she will attend his wedding.
10. I have no idea when he would return.
三、用法
1、主语从句：在复合句中做主句的主语。引导词有连词that (that 不可省),whether; 代词有who, what ,which; 副词 when ,where, how, why 等。如:
2019译林版高中英语选择性必修一Unit 3 The art of painting 单词表
1
Unit 3 The art of painting 默写
portrait /ˈpɔːtreɪt/ n. 肖像,半身画像;详细的描述,描绘* (29)
landscape /ˈlændskeɪp/ n. 乡村风景画;风景,景色(29)
wander /ˈwɒndə(r)/ vi. & vt. 闲逛,漫步;走失;走神;蜿蜒曲折(30)
gallery /ˈɡæləri/ n. 展览馆,画廊;长廊,走廊;楼上旁听席(30)
decade /ˈdekeɪd; dɪˈkeɪd/ n. 十年,十年期(30)
mostly /ˈməʊstli/ adv. 主要地,一般地(30)
pond /pɒnd/ n. 池塘,水池(31)
canvas /ˈkænvəs/ n. 画布,油画;帆布* (31)
neighbourhood /ˈneɪbəhʊd/ n. (AmE neighborhood)街区,城区;邻近的地方(31)
strike /straɪk/ vt. & vi. (struck, struck)突然想到;撞,碰;打,突击,罢工;划(火柴). n. 罢工,袭击;击,打(31)
setting /ˈsetɪŋ/ n. 环境,背景;情节背景(31)
like-minded /ˌlaɪk ˈmaɪndɪd/ adj. 想法相同的,志趣相投的(31)
liberation /ˌlɪbə'reɪʃ(ə)n/ n. 解放,摆脱(31)
opposed /əˈpəʊzd/ adj. 截然不同的;强烈反对的(31)
as opposed to (表示对比)面,相对于(31)
dominate /ˈdɒmɪneɪt/ vt. & vi. 在···中具有最重爱(或明显)的特色,支配,控制;占有优势;俯视(31)
employ /ɪmˈplɔɪ/ vt. 运用,使用;雇用(31)
牛津译林版高中英语选修六M6U2GRAMMAR
高中英语学习材料
madeofjingetieji
课题名称 M6UNIT2 GRAMMAR 课型 总课时
【学习目标】 复习过去时态：一般过去时、过去将来时、过去进行时和过去完成时等。
复习将来时态：一般将来时、将来进行时和将来完成时等。
【学习重点】 一般过去时， 过去完成时,现在完成时和一般过去时区别;
将来完成时， 将来进行时, 固定句式
【学习难点】 一般过去时， 过去完成时,现在完成时和一般过去时区别;
将来完成时， 将来进行时, 固定句式
【学法指导】 Teaching, Exercise
【导学过程】（学习方式，学习内容，学习程序，问题） 导学留白
预习导学（10分钟）
1.请同学们复习高考新资讯144-146页热点语法部分，归纳出要点，并将自己的疑难困惑记录在下面：
1）.一般过去时
2）.过去进行时
3）.过去完成时
4）.一般将来时
5）. 将来进行时
6）.将来完成时
常见动词时态考点归纳
1. — Do you live in this city? — No, we ______ it for holidays.
A. just visit B. just visited C. are just visiting D. have visited
牛津译林版英语九上it5artworld—grammar同步练习
Made of canruohanxing
灿若寒星制作
Unit 5 Art world—grammar
一.单选题
1.____ you’ve got a chance, you might as well make full use of it.
A. Now that B. After C. Although D. As soon as
2. He found it increasingly difficult to read, ____ his eyesight was beginning to fail.
A. and B. for C. but D. or
3. A man cannot smile like a child, ____ a child smiles with his eyes, while a man smiles with his lips
alone.
A. so B. but C. and D. for
4. I won't take part in Julie's birthday party _____ I am invited.
A. unless B. after C. because D. if
5. _____ he exercises every day, ___ he is very healthy.
A. Because; so B. Because; through
C. Because; / D. Though; /
二. 填入恰当的连词
1. ______ you do not understand, I will explain again.
2. ______ Jane was the oldest in this family, she had to look after the others.
Unit3TheArtofPaintingTheartofpainting短语句型积累
B4U3 The art of painting
Welcome to the unit
1. portrait painting肖像画
2. still life painting 静物画
3. landscape painting 山水画
4. cityscape painting城市景观画
5. real-life painting 写实画
6. history painting 历史画
Reading
1. be housed in 被设在…
2. feature some paintings以一些画作为特色
3. appreciate masterpieces欣赏杰作
4. wander through the gallery漫步于展馆
5. lay eyes on见到
6. make the deepest impression on sb 给某人留下最深刻的印象
7. be greatly inspired by深受…的启发
8. bring the beauty to the canvas 使美跃然于画布之上
9. in a unique way 以独特的方式
10. see sth up close近距离看某物
11. be struck by被…震撼
12. jump out at sb 一下子吸引住某人
13. like-minded artists 志同道合的艺术家
14. seek liberation from… 力求从…中挣脱出来
15. as opposed to 而，相对于（表示对比）
16. dominate European art 在欧洲艺术界占主流
17. employ fresh brushwork 运用自由的笔法
18. far less realistic than… 远不如…写实
19. the essence of the view of art 艺术观的精髓
译林版高中英语选必一Unit4 Grammar and usage 教案
1 《英语》（选择性必修·第一册）
Unit 4 Exploring poetry
Grammar and usage
江苏省通州高级中学 林红梅
I. Learning objectives
By the end of the lesson, students will be able to:
1. identify and categorize the use of to-infinities, verb-ing, and verb-ed forms;
2. summarize general rules of to-infinitives, verb-ing, and verb-ed forms;
3. use the right forms of to-infinitives, verb-ing, and verb-ed to finish tasks such as rewriting
sentences, completing an article and writing on the importance of reading poems.
II. Key competence focus
1. Learn how to use the right forms of to-infinitives, verb-ing, and verb-ed in different situations.
2. Write on the importance of reading poems using the right forms of to-infinitives, verb-ing, and
verb-ed.
III. Predicted area of difficulty
1. Use the right forms of to-infinitives, verb-ing, and verb-ed in different situations.
译林版高中英语必修三Unit4 Grammar and usage 教案
1 《英语》（必修·第三册）
Unit 4 Scientists who changed the world
Grammar and usage
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the meaning of verb-ed forms as attributives, adverbials and object complements;
2. learn how to use verb-ed forms as attributives, adverbials and object complements in different
situations;
3. write a passage using verb-ed forms, verb-ing forms and to-infinitives.
II. Key competence focus
Learn how to use verb-ed forms as attributives, adverbials and object complements in different
situations.
III. Predicted area of difficulty
1. Use verb-ed forms as attributives, adverbials and object complements in new situations.
2. Write a passage using verb-ed forms, verb-ing forms and to-infinitives.
IV. Teaching procedures
Step 1 Lead-in
T asks students to find to-infinitives, verb-ing forms and verb-ed forms in the reading passage and
牛津译林版高中英语选择性必修第一册 Unit3 Reading 2 教案
Book 1 Unit 3 The art of painting
Reading 2
First impressions
一、教学目标
By the end of this section, students will be able to:
1. summarise the main idea of the travel journal; 2. apply different expressions to describing the similarities or the differences between two things.
二、教学重难点
1. To retell the journal through clarifying the context of the passage;
2. To learn to use sentences showing comparison.
三、教学过程
步 骤 教学活动 设计意图 互动时间/模式
Revision
Step 1 The teacher has the students review the text and read
the last paragraph of the travel journal and answer
the following questions.
1. What are the similarities of the Impressionists’
paintings?
2. What do you know about Vincent van Gogh?
The teacher has the students finish B1 on Page 33 to
practise the use of new words and expressions. 复习课文内容，为“阅读策略”环节做好铺垫。 8’
译林版高中英语必修二Unit 4 Grammar and usage 教案
1
《英语》（必修·第二册）
Unit 4 Exploring literature
Grammar and usage
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand different types of modal verbs;
2. know how to use modal verbs in new conditions.
II. Key competence focus
1. Fully understand the usage of modal verbs. `
2. Use modal verbs in real conditions.
III. Predicted area of difficulty
Use modal verbs properly in real situations.
IV. Teaching procedures
Step 1 Lead-in
1. T shows Ss a famous quote from Francis Bacon.
2. T asks Ss to have a free talk on how we can choose good books.
【设计意图：整个导入环节紧扣单元话题，由培根的名言引入，激发学生的热情和好奇心。同时利用问题和答案导出“如何选择好书”这一话题，为后文的阅读做准备。】
Step 2 Exploring the rules
T asks Ss to read a website article about how to choose books to find the sentences that use modal
verbs and fill in the table below the article.