8A Unit 6 Grammar2教学案
人教版八年级英语上册(教案)：Unit 6 Section A2 (Grammar focus3c)
Section A2 (Grammar focus-3c)一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：college, education, medicine, university, London, article, send2）进行下一步复习巩固学习Section A 部分所学的生词和词组。
3）总结一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
4) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
2. 情感态度价值观目标：每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。
人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
二、教学重难点1. 教学重点：1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
2. 教学难点：1) 掌握一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
三、教学过程Ⅰ. Warming- up and revision1. Have a dictation of the new words learned in the last class.2. Game: Give some riddles on jobs to the Ss. Ss try to guess the job.3. Ask and answer what they want to be and how they’re going to do that.4. Role-play the conversation in 2d.Ⅱ. Grammar Focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习。
Unit6 Grammar 优质课教案(安徽省)
Unit6 Grammar优质课教案（安徽省）Teaching design for “8A Unit 6 Grammar (A)”I．Analysis of the teaching materialGrammar (A) of Unit 6,8A aims to enable the Ss to use to-infinitives for purpose by talking about things people do in Zhalong Nature Reserve. It consists of two expressing ways---to do/ in order to do.II. Analysis of the SsJunior Grade 8 Ss may have met such structures when they did exercises before. This is a lesson for them to get a clearer idea and deeper understanding of to-infinitives for purpose.III. The intention of my teaching designDue to the above analyses as well as New National Curriculum Standards, I mean to help the Ss understand and use this grammar item in real situations instead of explaining grammar rules only, which might help the Ss master this structure more firmly and use it more frequently and naturally in their English study.IV. Teaching aimsBy the end of this lesson, the Ss will be able to:A: Linguistic knowledge aims:using to-infinitives for purpose.2. tell the differences between to do and in order to do.3. master the negative form----in order not to do.B: Linguistic ability aim: make sentences with to-infinitives used for purpose.C: Learning strategy aim: experience the advantage and joy of team work.D: Emotion, attitude & culture awareness aim: have further understanding of protecting wildlife and nature reserves.V. Teaching important and difficult points1. How to help the Ss make correct sentences with to-infinitives for purpose .2. How to inspire the Ss to express themselves on this topic in English freely and accurately.VI. Teaching methods and Learning methods1. Teaching methods: task-based method; situational communication method; student-oriented method2. Learning methods: individual work, group work, pair workVII. Teaching aids1. multimedia2. the BbVIII. Teaching proceduresIX. The Bb designX. Teaching reflection。
unit6grammar教案
Lesson Plan for Unit 6 Grammar上课内容：Unit 6 Grammar Adverbs, the comparatives and the superlatives of adverbs一、教材分析：本课是八年级下册第6单元的语法——副词和副词的比较级与最高级。
虽为复习课但是有很多琐碎的小知识点，这节课主要立足于帮助学生回顾归纳学过的知识，然后再灵活运用。
二、学生分析：八3班有相当部分的学生学习英语的兴趣不浓，惰性较大，学生对于副词和它的比较级最高级等语法知识遗忘率很高，缺乏总结归纳的主动性，学生运用知识去解题的能力也有待提高，课堂上即时练习当堂评讲非常有必要。
三、教学目标1.知识目标：了解副词、副词比较级与最高级的构成与用法。
2.能力目标：1）总结归纳副词、副词的比较级与最高级的构成与用法；2）能正确运用副词、副词的比较级与最高级的构成与用法知识来完成练习。
四、教学重点和难点1.教学重点：1）总结归纳副词、副词的比较级与最高级的构成与用法；2）能正确运用副词、副词的比较级与最高级的构成与用法知识来完成练习。
2.教学难点：综合运用副词的原级、比较级和最高级知识。
五、教学过程：1.Greetings.(1min)2. Show some sentences and let Ss have an impression on what adverbs are.(2mins)The man shouts __loudly__.Liu Xiang runs __quickly_.We play __happily__.What kind of words are they? Adverbs adv.（副词）（设计意图:学生观察例句，在老师的引导下初步认识什么是副词。
）3. Learn the rules of forming adverbs and the usage of adverbs.(5mins)◆副词的基本形式：（形容词+）ly◆副词的主要作用：用来修饰动词、形容词、其他副词或整个句子，说明时间、地点、程度、方式等。
八上U6 grammar教学设计
8上Unit 6 Birdwatching
Grammar教学设计
一、学习目标
语言能力：学会运用本课时的重点词汇、短语及语法知识。
思维品质：通过问题探究、合作交流、演绎归纳等策略让学生理解动词不定式表目的的语法结构。
文化意识：通过问题探究和演绎归纳策略让学生学会运用语法知识解决问题的意识。
学习能力：学会归纳描述“动词+宾语+动词不定式to do”结构中的几种动词的特殊用法。
二、教学重点
通过问题探究、合作交流、演绎归纳等策略让学生理解动词不定式表目的的语法结构。
三、教学难点
学会归纳描述“动词+宾语+动词不定式to do”结构中的几种动词的特殊用法。
五、板书设计
六、教学反思。
初中英语八年级上册(牛津译林版)Unit6Grammar优秀教学案例
4.反思与评价：在教学过程中，我设置了反思与评价的环节，让学生在课堂结束前进行自我评价和小组评价。这种教学策略有助于学生及时发现自己的不足，调整学习策略，提高学习效果。同时，教师对学生的评价也能够给予学生肯定和鼓励，激发学生的学习动力。
（三）小组合作
小组合作是一种有效的教学策略，能够培养学生的团队合作能力和交流沟通能力。在教学过程中，我组织学生进行小组合作活动，让学生在小组内用英语进行交流和讨论，运用现在完成时态描述自己的经历。例如，我可以让学生进行角色扮演，模拟一段对话，其中一个学生用现在完成时态描述自己的旅行经历，另一个学生进行回应。通过这样的活动，学生能够在实际交流中运用和巩固现在完成时态。
问题导向教学策略能够激发学生的思考和探究欲望，培养学生的批判性思维能力。在教学过程中，我提出了若干与现在完成时态相关的问题，引导学生进行思考和讨论。例如，“现在完成时态和一般过去时态有什么区别？”，“现在完成时态用在什么样的句子中？”，通过问题的引导，让学生在思考和解答问题的过程中，深入理解和掌握现在完成时态的用法。
四、教学内容与过程
（一）导入新课
为了激发学生的学习兴趣，我设计了一个有趣的导入环节。我向学生展示了一张旅行照片，并提问：“你们猜猜我上周末去了哪里？”学生积极猜测，并用英语表达自己的猜测。然后，我回答：“I went to Beijing.”并强调：“I went to Beijing last weekend.”接着，我引导学生思考：“如果我们想描述我去北京的经历，我们可以用什么时态呢？”学生回答：“一般过去时。”我接着提问：“那么，如果我们想描述我去北京的另一个经历，我们该用什么时态呢？”这时，我引入现在完成时态的概念，并引导学生思考现在完成时态的构成和用法。
秋牛津译林版八年级的英语上册的Unit6Grammar学案英语教案
八年级上册Unit 6 Grammar 教案、学校： ________班级：____________姓名：__________家长署名：_______ 【板块重点】一、教课目的1..学习动词不定式to do 和 in order to作状语，表示目的。
2.掌握“动词 +宾语 +动词不定式to do”构中，动词不定式结to do 作宾语补足语。
3.在语境中运用不定式表示目的状语及宾语补足语的两种用法。
二、教课重点、难点ing to-infinitives for purpose.ing verbs +objects +to-infinitives二、短语、句子1Write downTake photos of the birdsLet me join their school tripI often go to the market to watch the birds.2.Take a note book with you in order to write down what you see.We ask people not to catch birds for any reason.Max tells funny jokes and often makes me laugh .3 She saw a baby panda drink her mother’ s milk.4 This will help people understand the importance of wetlands.三、句型、语法重点1.to do 做状语，表示目的(1)go to do sth.(2)in order to do sth. / in order that+ 从句2.to do 作宾语补足语(1) 不带 to 的不定式： have/ let/ make sb. do sth.see/ watch / hear...sb. do sth.划分： make laws to do sth./make sb. do sth.划分： see sb. do sth. / see sb. doing sth.(2)help sb. (to) do sth.(3)ask / need / tell / invite...sb. to do sth.八年级上册Unit 6 Grammar 教案主备：童华清审查：日期：2018-8-1学校： ________ 班级： ____________ 姓名：__________ 家长署名：___________ 【课前导学】一、汉译英。
初中英语八年级下册(牛津译林版)Unit6Grammar教学设计
1.教师将学生分成若干小组，每组选择一个话题，如：“My Last Holiday”、“A Memorable Day”等，要求学生用一般过去时描述话题中的事件；
2.学生在小组内进行讨论，互相交流描述过去事件的句子，互相纠正语法错误，提高语言表达能力；
3.教师巡回指导，关注学生的讨论过程，及时解答他们的问题，给予鼓励和肯定。
2.学生分享自己在课堂上的收获和感悟，互相借鉴学习经验；
3.教师对本节课的教学进行评价，针对学生的表现给予肯定和鼓励，对存在的问题进行指导和建议；
4.布置课后作业，要求学生运用一般过去时完成相关练习，巩固所学知识。
五、作业布置
为了巩固本章节所学的一般过去时知识，确保学生对语法点的掌握，特布置以下作业：
5.学生在情感态度上，可能对英语语法学习存在一定程度的恐惧和排斥，需要教师以生动、有趣的方式进行教学，激发学生的学习兴趣和积极性。
三、教学重难点和教学设想
（一）教学重难点
1.重点：一般过去时的构成及其在不同语境中的应用。
难点：不规则动词过去式的变化和应用。
针对这一重难点，我设想通过以下方法进行教学：
（四）课堂练习
1.设计不同形式的练习题，如填空、选择、改错等，让学生巩固一般过去时的知识；
2.安排口语练习，如角色扮演、小组讨论等，让学生在实际语境中运用一般过去时；
3.设置难易适度的写作任务，要求学生用一般过去时描述一个过去的事件，提高他们的写作能力。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般过去时的构成、用法及频率副词的运用；
针对这一重难点，我设想采用以下教学方法：
（1）设计不同场景的口语练习，让学生在角色扮演中运用频率副词描述过去的行为；
八年级英语上册Unit6Period2Grammar教案人教新目标版
Period 2 GrammarTarget language 目标语言1. Words and expressions重点词汇和短语pair, since2. Key sentences重点句子How long have you been skating?I have been skating since 9 o’clock.I have been skating for five hours.How long did you skate?I skated for two hours.Ability goals 能力目标Enable students to use “How long have you been doing ...?” and “I’ve been doing ... since/for ...” structure.Learning ability goals 学能目标Help students learn how to use since/for in present perfect progressive tense. Teaching important and difficult points 教学重难点The difference between simple past tense and present perfect progressive tense. Teaching aids 教具准备Projector and slide.Teaching procedures and ways 教学过程与方式Step I Listening (2a, 2b, P45)Students will listen to the recording and deal with activities 2a and 2b on page 45. They will hear the use of for and since in the present perfect progressive tense. Then they will do some groupwork to practice it orally.T: In the first period, we listened to a TV reporter interviewing some marathon participants. One of them is Alison. Do you remember? Finally, he won the skating marathon. Now the TV reporter is interviewing him. Turn to page 45, look at 2a. Her e are six questions. Which questions did the reporter ask? Go through the questions first. Then listen to the interview and tick the questions you hear.Play the recording. Then check the answer by asking students to read the complete questions.T: Now we’ve got the questions. The answers to these questions are also given in acti vity 2a. Let’s listen to the interview again and match them.Play the recording again. Then check the answers.T: So what are the different uses of the two words?Write the two words for and since on the board.T: Since usually comes before a date or a point of time while for comes before a period of time. But they both introduce adverbial of time in present perfect progressive tense. Understand?Let students give some examples for each word.Since For1990 many yearslast Friday a century8:45 several hoursthe war broke out three weeksThen let them give complete sentences using these examples.Sample sentences:He has been living alone since the war broke out.It has been raining since last Friday.We have b een playing basketball for several hours.One of my friend has been practicing Yoga for many years.T: What is the difference between “How long did you skate?” and “How long have you been skatin g?”Explain that “did” question means that the person has stopped doing the action. While “have been doing” question shows that the pers on is continuing to do the action at the moment.Step II Pairwork (2c, P45)In this step, students will practice the interview orally.T: Now work in pairs and role play the interview. One is the reporter. Ano ther oneis Alison. Role play the interview.They are supposed to practice using the simple past tense and present perfect progressive tense in their conversation.Sample conversation:A: Alison, congratulations on winning the skating marathon!B: Thank you.A: So, how long did you skate today?B: For six hours!A: Was this your first skating marathon?B: No, I skated in a marathon last year.A: You’re an excellent skater, Alison. Do you skate every day?B: Yes, I do.A: How long have you been skating?B: Since I was seven years old. I got my first pair of skates on my birthday from my grandmother ...Step III Grammar focusHelp students have a deep understanding of the present perfect progressive tense. T: The present perfect continuous is made up of two elements: (a) the present perfect of the verb to be (have/has been), and (b) the present participle of the main verb (base + ing).She has been / She’s been runningShe hasn’t been runnin gHas she been running?Hasn’t she been running?Example: to live, present perfect continuousI have been living I h aven’t been living Have I been living?You have been living You haven’t been living Have you been living?He, she, it has been living He hasn’t been living Has she been living? We have been living We haven’t been living Have we been living?You have been living You haven’t been living Have you been living?They have been living They haven’t been living Have they been living?The function of the present perfect continuous:The present perfect continuous refers to an unspecified time between “before now” and “now”. The spe aker is thinking about something that started but perhaps did not finish in that period of time. He/she is interested in the process as well as the result, and this process may sti ll be going on, or may have just finished. Examples:1. Actions that started in the past and continue in the present.a. She has been waiting for you all day (=and she’s still waiting now).b. I’ve been working on this report since eight o’clock this morning (=and I still haven’t finished it).c. They have been travelling since last October (=and they’re not home yet).2. Actions that have just finished, but we are interested in the results.a. She has been cooking since last night (=and the food on the table looks delicious).b. It’s been raining (= and the streets are still wet).c. Someone’s been eating my chips (= half of them have gone).T: Some verbs are not normally used in the continuous form; we use the present perfect simple instead. For example:I’ve wanted to visit China for years.She’s known Robert since she was a child.I’ve hated that music since I first heard it.I’ve heard a lot about you recently.We’ve understood everything we’ve h eard this morning.Step IV HomeworkT: Please review the grammar points after class.。
Unit 6 Grammar教案 牛津译林初中英语八年级上册
Unit 6 BirdwatchingGrammar教案（一）总课题8A Unit 6Birdwatching 总课时第课时课题Grammar A 课型New教学目标知识目标.To get to know to infinitives and in order to能力目标To understand the use of to infinitives and in order to情感目标To develop an understanding about when to use simple presenttense to talk about future.教学重点To understand the use of to infinitives and in order to教学难点To develop an understanding about when to use to infinitives课前预习Preview the new words.Look up the words in the dictionary to find out the differences教学方法情景教学法、归纳法教学过程教学环节教师活动二次备课Step1 PresentationStep 2. Practice 1.Check the homework of the opposite of some adjectivesAsk some students to write the opposites of some adjectives2.Explanation abo ut sentence structuresInvite the students to open their books directly to Page81. Explain that each word or phrases plays a part in the sentence. Different combinations of the elements form different sentence structures. Write the foll owing sentence son the board and analyze it She eats breakfast.S V O3.Ask the students to read the ir sentences of each structureE.g. S+V The swan is swimming.S+V+DO Sandy is watching a bird.S+V+P Birdwatching is interesting.S+V+IO+DO Sandy gave the doves some food. S+V+DO+OC Sandy calls her parrot Chatty.plete the exercises on Page81Go through the sample sentences on Page81. explain how the elements combined together. Pay special attention to the last two sentences.Sandy gave the doves some food.Sandy calls her par rot Chatty.Step 3. PresentationStep4. ProductionStep5. Homework 2. Make some sentences a ccording to the former part of the unit and get them to analyze.3. Show another group of sentences and get the studen ts to decide the sentence str ucture.1. Have a free talk and elicit the use of simple present, talking about programmers, timetable, calendars .2. Talk about the schedule for tomorrow with simple present tense.1. (Organizing a school trip)Talk about the timetable on Page82. Complete the notes on Page 83 using the simple present tense of verbs in brackets.2.Talk about the schedule using simple present tenseTIME ACTIVITIES6:30 The first underground leaves8:00-10:00 Give lessons to Class1 and Class2 11:00 Meet my friends from Xiamen12:00 Have lunch with my friends13:00 Return to school13:30 Have a meeting16:00 Meet some parents in the office 19:00 Watch Ji XiaolanFill the bla nks with proper forms of the given verbs according to the schedule.3. Make a summary to the use of simple present tense.1. Recite the note about organizing a school trip on Page83.2. Complete the relative exercises.3. Make five more sentences according to the sentence structures.4. Preview Grammar C教学反思Grammar教案（二）教学内容8Aunit6 Birdwatching Grammar 二次备课教学目标1. To use to-infinitives for pu rpose2. To learn to use verbs+objectives+to-infinitives重点难点Key points:To use to-infinitives for purposeDifficult points:To learn to use verbs+objectives+to-inf initives教学流程设计教学流程设计Step1.Lead-in (guessing)Step2.Finding rules and fill in the table.1.Teacher let students say which syntax-function the underline parts play.2.Students answer and fill i n the following table in group. Step3.Presentation1. Use to-infinitives for purposee.g.He sat dow n to have a rest.Ask Ss to give more examples.2.Tell Ss that we can use in orde r to to expres s purpose.This is more formal than usi ng to-infinitives.Ask Ss to change the sentences with in order to.People go to Zhalong in order to watch the birds.They should read abou the bird first in order to learn more about them.ing verbs+objects+to-i nfinitives不定式做宾语补足语Show the Ss more examples :The policeman asked the boys not to play football on the road. The teacher told me to come to school earlier next time.Ask the Ss to find more verbs that can be used in this way. The teacher asked him to speak louder.I notice her enter the roo m：Have a summary吾（五）看（see. watch.notice.observe.look at）三室（使）(let.make.have)，两厅（听）(hear.listen to),一感觉feel，不太土toStep4 ProductionAsk the Ss to finish exercisesStep5 Homework课题Unit 6 Grammar 课时课型新课教学目标1.To master the constructions of to-infinitives for purpose and verbs+objects +to-infinitives.2.To understand and use them correctly.重、难点1.To master the constructions of to-infinitives for purpose and verbs+objects +to-infinitives.2.To understand and use them correctly.教学设计详案二次备课内容Step1. Show learning aims. (1')Step2. Guide students to learn and understand the construction of to-infinitives for purpose.1.Read the following sentences and say about to-infinitives in them.(3')(1).When she was six months old, she began to eat bamboo.(2).Please remember to bring your homework tomorrow.(3).We hope to get good grades in this midterm exam.(4).I often go to the market to watch the birds.(5).Now the Chinese government has made laws to prevent all these things.T says: 动词不定式不仅可以位于某些动词后做其宾语，如:(1).(2).(3),而且可以作目的状语。
新目标八年级上册英语Unit6 Section A 2 (Grammar focus-3c)表格教案
Oh, it’s going to rain. (即将发生某事)
be going to后接动词原形,其中be根据主语的不同变成相应的am, is或are。如：
I am going to have a birthday party.
They are going to act in the play.
→Are they going to act in the play?
→Yes, they are. / No, they aren’t.
做句子练习
作业
设计
1. Review “Grammar Focus”.
2. Finish your conversation in 3c.
2)进行下一步复习巩固学习Section A部分所学的生词和词组。
教学重
点难点
1)掌握一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
2)能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
教学流程
二次备课
Ⅰ. Warming-up
Ask and answer:
What are you going to be when you grow up?
I’m _______ _____ ______ _____ really hard.
⑤想去哪里工作？
______ _______ you going to work?
⑥我打算搬往上海。
I’m ______ _____ ________ to Shanghai.
⑦你打算从什么时候开始？
When ______you _______ to _____?
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Unit 6 Grammar（2）主备人：马海珍一．Teaching aims and demands:1.To revise the grammar in Unit 6.2. To do some exercises to consolidate them.3.To train the students’ reading ability.二．Teaching importance and difficulties:1. The grammar in Unit 6.2. The studen ts’ reading abilty.三Teaching preparation: pictures, recorder四Teaching methods:Presentation. reading. discussion.五Teaching properties:Blackboard.六Teaching procedures:Ask students to revise the grammar in Unit 6.第一环：自学一．导入Step 1 Check out.1.Ask some students to retell them and give some examples.Have a competition.2.Answer the questions the students arise.二．示标1.To revise the grammar in Unit 6.2. To do some exercises to consolidate them.3.To train the students’ reading ability.三．导学Step 2. Summary.Retell the grammar in Unit 6 in chorus.四．探究Step 3.Memorization.Ask students to memorize the language points in five minutes, then have a dictation.五．交流Step 4 Consolidation.Do some exercises to consolidate the grammar.第二环：精讲语法知识。
1.现在进行时和过去进行时的简单区别:现在进行时是指此刻或现阶段发生的动作或存在的状态。
结构：be(am/ is/ are)+Ving过去进行时是指过去某个时刻或阶段正在进行的动作。
结构：be(was/ were)+Ving2.开始做某事start/ begin to do sth. /doing sth.3.not ter 直到......之后才...... not ... until... 直到......时候才......eg. He didn't go to bed until his mother came back.4.if 引导的条件状语从句，主句用一般将来时、情态动词+动词原形、祈使句时，从句用一般现在时。
5.fall from a tree/ fall down from a tree/ fall off a tree6.过去进行时结合文章中句子的运用于理解。
7. They did not know where to go.带疑问词的不定式做动词know的宾语。
eg. I don’t know what to wear today.8.I tried my best to run out to the street too.try/ do one’s best to do sth. 尽某人自己最大的努力做某事其中to是动词不定式小品词run out to… 中的to是介词，表示方向。
9. I could not see anything at all. not… at all 根本不……= I could see nothing at all.10. I did not even know where I was. 宾语从句中用陈述语序。
eg. People don’t know who you are.11. say to oneself 自言自语12. I told myself to calm down. tell/ ask sb (not) to do sth. 要求某人（不要）做某事13. I was safe.= I was saved. 我获救了（安全了）。
14. I did not know if anyone was around me.中的if是“是否”的意思，引导宾语从句，不是“如果”引导的条件状语从句。
15. like thunder 中的like是介词“像”，不是动词“喜欢”, 故无形式的变化。
16. excited people 与exciting news17.stay/ be alive (awake)18. “名词+y” 构成形容词hard ----- hardy blood ----- bloody snow ----- snowy storm ----- stormy cloud ---- cloudy grass ------ grassy hill----- hilly rain ---- rainy注：如果是以一个元音字母加辅音字母结尾的名词转换成形容词是，应双写再加y.sun ----- sunny fog ----- foggymud ----- muddy stat ----- starry如果名词以字母e结尾，则要先去e再加–y.ice ----- icy stone ---- stony19. 过去进行时是由“ was/were + 现在分词” 构成。
Was和were的用法和一般过去时中Be 的用法一样，由句子的主语决定。
a. 过去进行时表示过去某一时候或某一时间正在进行的动作，通常有一个表示过去时间的状语或状语从句，有时可能在上下文中有所暗示。
We were talking about you just now.b. go, come, leave, start 等动词的过去进行时表示根据安排过去某一时刻后即将或不久之后要发生的动作，相当与过去将来时。
He said his parents were going to American soon.c. 过去进行时和一般过去时经常在一个句子中使用，有连词when, as, justas ,while 等引导。
有时由while 引导时强调同时进行。
While I was doing my homework, he was resting.20. as 引导的介词短语大多用作状语，有时也可用作定语、宾语补足语等。
如：It was Paul’s first important lesson as a student of chemistry and he will never forget it.(状语)As a League member, I’ll take the lead in everything. (状语)He is well known as a writer. (状语)She has a job as a teacher. (定语)They have me as one of their own. (宾语补足语)第三环：演练一．词形变化。
1.There are many ______ (mouse)in the house.2. It's______(real) cold here. You'd better put on your coat.3. The children screamed because they were very ________(frighten).4. They spend two hours______ (practise) (read) English every day.5. We didn't know where________(go) at first.6. Then he______(try) to calm down and screamed for help.7. It is necessary for us (change) water for goldfish every day.8 .The boy ran very quickly (catch) the last bus.9 .The doctor said he ______ (can not) do anything for the old man .10 .We (not leave) the house until the policeman comes.二.单项选择( ) 1. The floor is very dirty. Will you please ________?A. mop it upB. mop up itC. to mop it upD. to mop up it ( ) 2. Can you _______ the big stone? It is in the middle of the road and it may cause a traffic accident.A. bringB. removeC. takeD. catch ( ) 3. –My uncle fell off the bike and hurt his legs yesterday.--______________.A. I am sorry to hear thatB. He is too carelessC. That’s too badD. He should be careful( ) 4. --_________ is the temperature tomorrow?--I think it will be _______ than today.A. How, lowerB. What, higherC. What, lowD. How, high ( ) 5. –What’s up, Lily? You seem to be unhappy.--Nothing serious. I just can’t decide ________ to do next.A. whatB. howC. whereD. when ( )6. ________ I'll be in ten more years.A. What do you thinkB. Do you think whatC. When do you thinkD. Do you think when( )7.In the past, few people knew that the earth _________ around the sun.A. movedB. had movedC. movesD. was moving ( ) 8.I don’t know if it _________ tomorrow. If it _________ , we will stay indoors.A. rains; rainsB.will rain;rainsC. rains; will rainD. will rain; will rain ( )9. I heard her _____ in the next room when I walked past.A. cryingB. criedC. cryD. was crying( )10. He _____ an umbrella today because it is fine today.A. doesn’t need takeB. needn’t to takeC. doesn’t need to takeD. need not to take( )11. -- ______ does your cat weigh? – About 5 kilograms.A. WhatB. How muchC. How manyD. How( )12. You should play with your pet for ______ every day.A. sometimesB. some timesC. sometimeD. some time ( )13. – Must I clean my rabbits hutch every day? – No, you ______.A. mustn’tB. needn’tC. can’tD. don’t( )14. When you leave the classroom, don’t leave the windows ______.A. openB. openedC. openingD. to open( )15. – What’s wrong with you ?-- I feel ______. I heard a ______ noise just now.A. frightening, frightenedB. frightening, frighteningC. frightened, frighteningD. frightened, frightened。