牛津译林版英语九年级上Unit2 grammar课件
4. He is doing his homework. I am sure. I am sure (that) he is doing his homework.
that when if /whether that where
Exercise 1
She says _________ she has a handbag. Do you know________ the plane will leave? She asks me ___________Tom was a teacher
注意事项
1．在以下情况中that 不能省略。 当句子的动词后接多与两个由that引导的宾语从句时，
1. She knows. Timmy is a good boy. She knows (that) Timmy is a good boy.
2. One and one is two. His father says. His father says (that) one and one is two.
宾语从句的语序用
陈述句语序 即：连接词+主语+谓语+其他成分
Exercise 2
1. When will he go to the library? （疑问句语序） His brother asks when he will go to the library . His brother asks when will he go to the library .
2. Orange can make people feel comfortable. (John / believe) John believes that orange can make people feel comfortab
3. Wearing red can make it easier to take action. (Many people / think) Many people think that wearing red can make it easier to take action. 4. It is good to paint the room blue. (Lily’s parents/be sure)
The Object Clause
宾语从句
What?
I want to eat.
连接词
（复合句） She says (that) she wants to eat.
主语 谓语
从句主语 从句谓语 从句宾语
主句
宾语从句
宾语从句的概念： 宾语从句是在复合句中充当宾语的句子。
宾语从句的结构： 连接词（引导词)+主语+谓语+其他
that
often
if/whether if/whether
that that
if/whether
Help Daniel write a note for his dad.
(that) Dad knows a lot about colours if/whether red is just the colour of heat and power
Lily’s parents are sure that it is good to paint the room blue.
Millie: Did you know∧there is a relationship between
colours and(tmhaoto)ds?
Sandy: Certainly. I think∧colours influence our everyday
2. Did he know French ? （疑问句语序） We wanted to know if/whether he knew French . We wanted to know if/whether did he know French.
Rewrite the sentences.
I also find∧some(thpaeto) ple prefer orange for their dining roo(tmhast.)
Sandy: True, but it depends on பைடு நூலகம்ersonal taste. Anyway,
we should choose the colour which makes us feel
3. Do red roses represent love? Can you tell me__if_/w__h_e_th__er__r_e_d_r_o_s_e_s_r_e_p_r_e_se_n_t__lo_v_e_?__
陈述句语序
4. Have you been to Shanghai? The teacher asks_if_/_w_h_e_t_h_e_r_y_o_u__h_a_v_e_b_e_e_n__to__S_h_a_n_g_h_a_i_.
if/whether yellow was once the colour of the rulers in ancient China if/whether the rulers in ancient Europe liked to wear purple
if/whether all the doctors in the world wear white uniforms
这样的宾语从句的从句部分原是陈述句 由从属连词that引导宾语从句， that在句中无词汇意思， 在从句中不充当成分，在口语中常省略。
我一点都 不胖！
引导词
Tell me if you are joking.
whether
2.引导词whether, if
这样的宾语从句的从句部分原是一般疑问句 由从属连词whether, if引导宾语从句, 意思是“是否” 。 一般来说，whether和if可以互换。
Do white clothes suit me?
vt. 适合
2. Sandy doesn’t know __if_/_w_h_e_th__er__w_h_i_te__ _c_lo_t_h_e_s_s_u_i_t _h_e_r._______________
Is the sports bag made of cotton?
comfortable.
定语从句
Should I choose the red dress?
改变人称
1. Kitty cannot decide __if_/_w_h_e_t_h_e_r _s_h_e_____ _s_h_o_u_l_d_c_h_o_o_s_e_t_h_e_r_e_d_d_r_e_s_s_. ____
3. Amy is asking ___if_/_w_h_e_t_h_e_r_th__e_s_p_o_rt_s__ __b_a_g__is__m_a_d_e__o_f _c_o_tt_o_n_.________
Does the green T-shirt match my trousers?
4. Simon is not sure __if_/_w_h_e_th__er__th_e__g_r_e_en_ _T_-_s_h_ir_t_m__a_tc_h_e_s_h_i_s_t_r_o_u_se_r_s_.____
将下列句子改为宾语从句
1. Can yellow bring people success? It isn’t certaini_f_/w__h_e_th_e_r__y_e_ll_o_w__c_a_n_b_r_i_n_g_p_e_o_p_l_e_s_u_c_c_e_s_s.
2. Kitty will come to my birthday party. I hope t_h_a_t_K__it_t_y_w__il_l_c_o_m_e__to__m__y_b_i_r_th_d__a_y_p_a_r_t_y_.
5. We realize. We should work hard. We realize (that) we should work hard.
1. My cousin’s favourite colour is blue. (I / know) I know that my cousin’s favourite colour is blue.
10 years ago. He tells me _______he is watching TV. I want to know ___________he has been to?
二、语序
She says (that) she wants to eat. Tell me if / whether you are joking. I want to know why you are late.
对不起，我迟到了！
引导词
I want to know why you are late.
3.引导词wh-question words
这样的宾语从句实际上是由特殊疑问句变化而来， 由原句的特殊疑问词引导 如：连接代词who, whom, whose, which，what 连接副词 where, why, when，how 这些词在从句中担当句子成分， 具有一定的意义，不能省略。
三大要素
★ 连接词
（引导词）
★
语序
时态
一、引导词
I know (that) you are right.
The doctor told me (that) I should take more water.
沪教牛津版九年级上册英语课件Unit 2 Listening Grammar
B Infinitives as subjects
2) 在很多情况下，通常用it作形式主语, 而把不定式放于句末。 It takes sb. some time to do sth. It takes me two hours to finish my homework every day. 我每天花费两小时的时间完成作业。 3) It’s + n. + to do sth. It’s a pleasure to drive a genius like you. 能给像您一样的天才开车是我的荣幸
教学课件
英语 九年级上册 沪教牛津版
Module 1 GeniusesUnit 2 Great mindsListening & Grammar
Role-play
In groups of three, act the story out.
Pre-listening
Albert Einstein
A Infinitives after nouns
be become help make start
A1 Jim is telling May about his dream. Complete their conversation with the words from the box.
4) It’s + adj. + to do sth. It is interesting to read the book. 阅读英语书是有趣的。 5) It's + adj. + for sb. to do sth. for sb. 常用于表示事物的特征特点，表示客观形式的形容词，如, impossible interesting, easy hard, difficult, 等。It’s hard for him to learn English well.学好英语对他来说是很难的。
Unit2Grammar课件牛津译林版九年级英语上册
二、宾语从句的语序
三、宾语从句的时态
1. 当主句是一般现在时，宾语从句的时态不作限制，我们可以根 据句子的需要使用任何一种时态。（需要性原则）
I hear (that)
Jim __w_a_s___ (be) a worker two years ago. Jim __i_s___ (be) an English teacher now. Jim __w_i_ll__co_o_k___ (cook) dinner tomorrow. Jim __is_s_i_n_g_in__g__ (sing) a popular song now. Jim __h__a_s _b_e_e_n__ (be) to the Great Wall twice. Jim __w_a_s__p_la_y_i_n_g__ (play) basketball when his father came back.
一、宾语从句的连接词（引导词）
1. 当宾语从句是陈述句时（包括肯定句和否定句），要用连接词 that引导。that在句中没有词义，不充当任何句子成分，因此在 口语或非正式文体中常常被省略。
e.g. I’m think (that) blue is better than pink. “I’m feeling blue” means (that) “I’m feeling sad”.
一、宾语从句的连接词（引导词）
3. 当宾语从句是特殊疑问句时，连接词用疑问句中的疑问词，同时 把原来的疑问语序改为陈述语序。此时宾语从句常可用“疑问词+to do”的结构替换。
e.g. He asked how they would go to the park. = He asked how to go to the park. I don’t know what I should do next. = I don’t know what to do next.
牛津译林版九年级英语上册Unit2 Grammar课件
什么是宾语从句？试比较：
简单句 We know him． 主s 谓 v 宾o We know he likes English. 复合句
主s 谓v
主s 谓v 宾o
宾o
宾语从句指在复合句中充当宾语的句子。
We can see (that) both of them are good at singing.
that Sandy: Sure. I also know blue can make us feel relaxed. that
Millie: Yes. My mum says blue is suitable
that for bedrooms. I also find some people prefer orange for their
Should I choose the red dress?
if/whether she 1. Kitty cannot decide __________________ should choose the red dress. ____________________________
Do white clothes suit me?
Some people think (4)____ that green can give us energy, but it also represents envy. Did that red represents good luck you know(5)____ in China?It is often used for celebrations! Please tell me your favourite colour and if/whether you know anything else (6)___________ about colours. Write back soon. Best wishes, n. 庆祝 Daniel
英语：Unit 2 Robots Grammar课件(译林牛津版九下)
1.确定连接词(根据从句句式)
从 句 的 句 式
陈 述 句
连 接词 that
பைடு நூலகம்
一般疑问句
特殊疑问句
if (whether)
特殊疑问词
2.确定从句语序(把从句变成陈述句) 3.确定从句的时态(根据主句时态)
从 句 时 态
主句时态
一般现在时
连 接 前 连 接 后 时态保持不变 一般现在时 一般过去时 一般过去时 过去完成时 过去将来时 过去进行时 过去完成时
2. My mother exercises every day. She wants to keep fit. My mother exercises every day in order to keep fit. 3. Mrs Smith worked hard. He wanted to make more money. Mr Smith worked hard in order to make more money. 4. We must spend more time studying. We can do better in the exam.
Useful expressions:
• • • • • I’m not sure… I’d like to know… I can’t imagine… Could you tell me … Does anybody know…
1 Where did Mr Jiang buy the robot? I’d like to know where Mr Jiang bought the robot ______________________________.
九年级英语 9A Unit 2 Grammar 译林版
初三英语9A Unit 2 Grammar 译林版【本讲教育信息】一、教学内容：9A Unit 2 Grammar二、教学目标：1.would rather…than…2.prefer … to …3. 不定代词 -body/-one/-thing【具体教学过程】（一）would rather… than…1. would rather + do + than + do 宁可……也不……（动词不同）I like to go shopping. I don’t like to do my homework.I would rather go shopping than do my homework.2. would rather do sth.(A) than sth. (B)宁可……也不……（动词相同）I like to do some cooking. I don’t like to do some cleaning.I would rather do some cooking than do some cleaning.I would rather do some cooking than cleaning.would rather do sth.（宁愿做某事）would rather not do sth.（宁愿不做某事）⎪⎩⎪⎨⎧yesterday. cinema the to gone hadnt you tomorrow.came you (that)rather would I now.right letter the posted you (that)rather would I完成下列句子：1. 我宁愿去看电影也不呆在家里。
I would rather _____________ __________ the cinema than __________ at home.2. 我宁愿穿红色的也不穿蓝色的。
牛津译林版英语九上Unit2知识点讲解
初中英语学习材料madeofjingetiejiUnit 2 知识点讲解Welcome to the unit1.P ink is a girl’s c olour. 名词所有格：①有些名词直接加’s→名词所有格e.g. children’s books②有些名词直接作名词所有格e.g. a girl friend 、a banana tree2.There is nothing wrong with sth =nothing wrong with sth e.g. I am not sure if there is something wrong with my watch=I am not sure if there is anything wrong with my watch..3.try it on .宾语为人称代词时放中间I would not like to try them on.4.I am not sure if blue looks good on you. 用法：衣服+look+adj.+on+sb、sb+look+adj.+in+衣服/颜色You look cool in the T-shirt. The T-shirt looks lovely on her.influence影响=affect 用法：have an influence on sthe.g. The bad weather has influenced our flight to Beijing recently .最近恶劣的天气影响了北京的航班。
Reading1.You may wonder whether it is true .wonder（v.）想知道= want to know（n.）奇迹one of eight wonders in the worldwhether（conj.）是否==if e.g.①He asked ，”do you move into a new house?”→He asked if/whether I moved into a new house.②He asked her “will you fly to Beijing?”→He asked her if /whether she would fly to Beijing.③He asked me if I would come tomorrow.④He asked if it was going to rain the next day.⑤He asked if it will rain tomorrow（宾语从句），if it rains tomorrow（状语从句），he won’t go.注意：如果，从句中有or not 连词，只能用whether …or not，不用if 。
牛津译林英语 九年级上册Unit2Grammar (共21张PPT)
I’m sure that you will succeed. I was surprised at what he had done.
把下列句子合并成一句。
can (could) you tell me 等后。
将下列句子合并成一句
1. Ask him. Can he come?
Ask him if / whether he can come.
2. I wonder. Is it going to rain? I wonder if / whether it is going to rain.
2. 在动词不定式前
They asked me whether to go on a bike.
3. 当与or not连用，或提出两种选择时:
I don’t know whether or not they will come to our party. Tell me whether you’d like to walk or take a bus. 4. 宾语从句提前时： Whether this is true or not, I can’t say. 5. 在 discuss(讨论)等少数动词后引导 宾语从句时： We discussed whether we should hold a meeting.
9A Unit2 Grammar
The Object Clause
一、教学目标 学习宾语从句用法
二、教学重点和难点 1 由引导词that, if/whether引导 的宾语从句 2 宾语从句中时态的变化
牛津上海英语九年级上册 Unit2 Grammar (2) (共35张PPT).
2. Put the Subject after
by
３.Change the form of Verb(do/does am/is /are + p.p.) *the new subject (singular or plural)
Look and say
Mrs. Lee often uses a recorder.
because a lot of work has
to be done at that time. Milk _is_d_e_l_i_v_e_re_d_ (deliver) from
house to house by milkman. Streets __a_r_e_s_w_e_p__t_ (sweep)
• 1. The workers hang lots of lanterns on both sides of the street every National Day.
• Lots of lanterns _________ _________on both sides of the street every National Day.
Several different cormorant fishermen were interviewed by the interpreter.
by street sweepers. The
vegetables
and
fruit
__a_r_e_s_o_l_d_ (sell) in the market.
Dim Sum(点心) i_s_c_o_o_k_e_d__(cook)
in the stalls etc.
Have a try! am/is/are + p.p.
牛津译林版英语九年级上册Unit 2 GrammarGrammar (共21张PPT)
名师课件免费课件下载优秀公开课课 件牛津 译林版 英语九 年级上 册Unit 2 GrammarGrammar (共21张PPT) 名师课件免费课件下载优秀公开课课 件牛津 译林版 英语九 年级上 册Unit 2 GrammarGrammar (共21张PPT)
名师课件免费课件下载优秀公开课课 件牛津 译林版 英语九 年级上 册Unit 2 GrammarGrammar (共21张PPT)
Sandy is chatting online with Millie about room colours. Try to add that to each object clause.
我们 知道 宋仲基。
We know Song Zhongji.
主语 谓语
宾语
We know Song Zhongji.
主语பைடு நூலகம்谓语
宾语
We know (that) he is a famous star in South Korea.
宾语是动作、行为的对象，是动作的承受者。 宾语从句是由一个句子来构成主句的宾语，并有一个连接词引导。
宾语从句由that引导
名师课件免费课件下载优秀公开课课 件牛津 译林版 英语九 年级上 册Unit 2 GrammarGrammar (共21张PPT)
宾语从句的语序
宾语从句必须用 _陈__述__语__序_
名师课件免费课件下载优秀公开课课 件牛津 译林版 英语九 年级上 册Unit 2 GrammarGrammar (共21张PPT)
Sandy does not know__if_/_w_h_e_t_h_e_r__w_h_i_t_e___ __c_lo_t_h_e_s__s_u_it__h_e_r_.___
牛津译林版英语九下Unit 2《Great people》(Grammar)教学设计
牛津译林版英语九下Unit 2《Great people》（Grammar）教学设计一. 教材分析牛津译林版英语九下Unit 2《Great people》主要介绍了一些杰出人物，包括他们的生平、事迹和对世界的影响。
本单元的语法重点是现在完成时态和过去进行时态的运用。
通过学习这两个时态，学生能够更好地描述过去发生的事情和现在的结果，以及过去正在进行的动作。
二. 学情分析九年级的学生已经掌握了基本的英语语法知识，对于现在完成时态和过去进行时态的概念和用法有一定的了解。
但是，他们在实际运用中可能会出现错误，特别是在时态的搭配和句型的结构上。
因此，在教学过程中，需要引导学生正确运用这两个时态，并进行大量的操练，以提高他们的语言运用能力。
三. 教学目标1.知识目标：学生能够掌握现在完成时态和过去进行时态的用法，能够正确运用这两个时态描述过去发生的事情和现在的结果，以及过去正在进行的动作。
2.能力目标：学生能够通过阅读和听力材料，理解杰出人物的事迹和对世界的影响，提高阅读和听力理解能力。
3.情感目标：学生能够激发对杰出人物的敬仰之情，培养他们的崇高品质和追求卓越的精神。
四. 教学重难点1.重点：学生能够正确运用现在完成时态和过去进行时态描述过去发生的事情和现在的结果，以及过去正在进行的动作。
2.难点：学生能够在实际语境中灵活运用这两个时态，并正确进行时态的搭配。
五. 教学方法1.情境教学法：通过创设生动有趣的情境，激发学生的学习兴趣，提高他们的语言运用能力。
2.任务型教学法：通过完成各种任务，培养学生的合作意识和解决问题的能力。
3.交际法：通过师生互动和生生互动，提高学生的口语表达能力和交际能力。
六. 教学准备1.教师准备：提前准备好相关的教学材料，如PPT、听力材料、阅读材料等。
2.学生准备：学生提前预习课文，了解本节课的主要内容。
七. 教学过程1.导入（5分钟）教师通过展示一些杰出人物的照片，引导学生谈论他们的事迹和对世界的影响，激发学生的学习兴趣。