Unit 6 Grammar
牛津译林版英语9AUnit6Grammar教学设计
-讲解情态动词在推测过去情况时的用法，结合实际语境进行讲解；
-演示被动语态的过去时态的构成和用法，并提供实例。
2.教学内容关联：
-通过讲解和实例，让学生掌握三个过去时态的用法和区别；
-借助情态动词的推测用法，培养学生的思维能力和语言表达能力；
（2）运用交际法，鼓励学生进行口头交流，提高口语表达能力；
（3）利用情境教学法，创设丰富的语境，让学生在实际语境中感知、运用语法知识。
（三）情感态度与价值观
1.情感态度：
（1）激发学生对英语学习的兴趣，培养积极的学习态度；
（2）鼓励学生积极参与课堂活动，克服恐惧心理，增强自Байду номын сангаас心；
（3）培养学生合作精神，学会倾听、尊重他人意见。
牛津译林版英语9AUnit6Grammar教学设计
一、教学目标
（一）知识与技能
1.知识目标：
（1）学生能够理解并运用一般过去时描述过去发生的事情；
（2）学生能够理解并运用过去进行时描述过去某一时刻正在进行的动作；
（3）学生能够理解并运用过去完成时描述在过去某个时间点之前已经完成的动作；
（4）学生能够掌握情态动词如must、can、could、might等表示对过去事情的推测；
3.设想三：分层练习
-设计不同难度的练习题，包括填空、改错、句型转换等，以满足不同层次学生的学习需求；
-通过互动白板等教学工具，及时反馈学生的学习效果，并进行针对性指导。
4.设想四：实际应用
-创设真实的写作任务，如写一篇关于过去旅行的日记，要求学生运用所学的时态和情态动词；
-鼓励学生在课后进行口语练习，如在家庭中与家人分享学校的过去活动，巩固所学知识。
沪教牛津版-英语-七上--Unit 6 Grammar 教案
初中-英语-打印版Unit 6 conditional sentencesLanguage（语法课）一、定位：practice -based，启发学生, 归纳语言知识，开展各层次的强化性和综合性练习，多种技能结合训练, 以练为主。
二、教学目标：1. Help the students conclude the usages of conditional sentences.2. Enable the students to master the usages of the conditional sentences b y doing exercises.三、教学环节设计:Step 1. Warming-up(1) S how the students some pictu res.(2) A sk the students to observe the sentences.Step 2. Presentation—using the simple future t ense(1) Show the students sentences.(2) Ask th e students to observe these sentences.(3) Help them conclude how the tense of conditional sentences are used and work out the rule.Step 3. Practice(1) Ask the students to finish the exercisesA William’s mum is giving him advice abo ut his problems. Match the half-sentences from the boxes to complete her advice for him.B Carol is giving advice to Henry. What is she saying? Use the pictures and the words in brackets to help y ou.(2) Check the answers and ask the students to think of more verbs used in this way.(3) Do more exercises.Step 4. Homework(1) Review conditional sentences.(2) Finish the exercises in Book B.初中-英语-打印版。
Unit6 Grammar【课件】八年级英语下册(牛津深圳版)
Chimpanzee (猩猩), hold, hard
Some frogs swim fast
The chimpanzee is holding the heavy Two frogs were swimming very
things hard.
fast
Look and observe.
1.The elephant and the parrot were playing basketball happily.
Many adverbs are formed by adding -ly to adjectives.
Adjectives Most adjectives Adjectives ending in -y Adjectives ending in a consonant + -le Adjectives ending in -ll
3 在英语中，有些词既可以作形容词，又可以作副词，如early, much, fast, late, hard, high, little, wide, loud等。 由于这类词词性虽不同，但词形却一 样，这就需要大家学会在特定语境中判断它们各自的词性。如： Thank you very much. (adv.) 多谢。 There is much water in the river. (adj.) 河里有很多水。 The music is too loud. Please turn it down. (adj.) 音乐声太大，请调低点。
牛津译林版英语7AUnit6Grammar教学设计
5.鼓励学生在日常生活中的英语表达中，尽量运用所学时态，提高英语实际运用能力。
五、作业布置
为了巩固学生对本章节一般现在时、现在进行时和一般将来时的掌握，以及提高他们的实际应用能力，特布置以下作业：
1.完成教材Unit 6 Grammar部分的练习题，包括填空、选择、改错等题型，要求学生在规定时间内独立完成。
4.通过头脑风暴活动，让学生列举更多关于日常习惯和正在进行的动作的例子，为新课的学习做好铺垫。
（二）讲授新知
1.教师结合教材内容，讲解一般现在时、现在进行时和一般将来时的概念和用法。
2.通过示例句子和情境，让学生理解并区分这三种时态的用法，如：
-一般现在时：描述日常习惯、客观事实，如：“I always get up at 6:00 in the morning.”
四、教学内容与过程
（一）导入新课
1.教师通过播放一段关于日常生活的视频，引导学生观察并描述视频中人物的动作和状态。
2.学生观看视频后，教师邀请他们分享观察到的内容，如：“The man is reading a book.”或“The girl is playing with her cat.”
3.教师根据学生的回答，板书一般现在时和现在进行时的句子，引导学生回顾这两种时态的用法。
（2）新授：结合教材内容，以任务型教学法引导学生学习一般现在时、现在进行时和一般将来时的用法。
（3）练习：设计形式多样的练习题，让学生在不同场景中运用所学语法知识，提高他们的实践能力。
（4）巩固：开展小组讨论、情景剧表演等活动，让学生在实际运用中巩固所学知识。
（5）拓展：鼓励学生课后收集与单元话题相关的素材，进行拓展学习，提高他们的自主学习能力。
牛津译林版英语7AUnit6Grammar教学设计
b.创设校园生活场景，让学生用英语描述自己和同学的学习、活动情况，提高学生在实际语境中运用时态的能力。
2.利用多媒体教学资源，如动画、图片、视频等，辅助讲解语法知识点，帮助学生形象地理解时态的概念和用法。
5.课后作业设计要富有针对性、拓展性和趣味性，让学生在课后继续巩固所学知识，提高学生的自主学习能力。
a.布置一些与时态相关的写作任务，如写一篇关于自己的日常生活的短文，要求运用所学时态。
b.推荐一些英语学习网站、APP等资源，让学生在课后自主练习，拓展学习视野。
四、教学内容与过程
（一）导入新课
1.教学活动设计：教师以一首英文歌曲《The wheels on the bus》作为课堂导入，让学生在轻松愉快的氛围中进入学习状态。同时，歌曲中包含了本节课所要学习的三种时态（一般现在时、现在进行时、一般过去时），为接下来的语法学习做好铺垫。
2.教学过程：
a.教师发放练习题，包括填空、选择、改错等类型；
b.学生独立完成练习题，教师巡回指导；
c.教师选取部分学生的答案进行展示和讲解，纠正错误；
d.学生互相批改练习，共同提高。
（五）总结归纳
1.教学活动设计：教师引导学生回顾本节课所学内容，总结三种时态的用法，并进行课堂小结。
2.教学过程：
a.教师提问：“What have we learned today?”，引导学生回顾所学时态；
5.通过课堂讲解、例句展示、练习巩固等多种方式，让学生逐步掌握语法知识点。
（三）情感态度与价值观
在本章节的教学中，教师将关注学生的情感态度和价值观培养，使学生在学习语法知识的同时，形成以下情感态度和价值观：
人教版八年级上册英语Unit 6 知识点语法归纳总结
人教版八年级上册英语Unit 6 知识点语法归纳总结Unit 6 Grammar SummaryIn this unit, we have learned several important grammar points related to tenses, sentence structures, and word usage. In this summary, we will outline and explain these points to reinforce our understanding.1. Present tenses:- Present simple: Used for habitual actions and general truths. Formed with the base form of the verb, adding 's' or 'es' for third-person singular subjects.- Present continuous: Used for actions happening at the moment of speaking or temporary actions. Formed with the present tense of the verb 'be' (am, is, are) + the present participle (-ing form) of the main verb.2. Past tenses:- Simple past: Used for completed actions in the past. Regular verbs are formed by adding '-ed' to the base form, while irregular verbs have specific forms.- Past continuous: Used for actions that were in progress at a specific time in the past. Formed with the past tense of the verb 'be' (was, were) + the present participle (-ing form) of the main verb.3. Future tenses:- Will + base form: Used for future predictions, decisions, and promises.- Be going to + base form: Used for future plans or intentions.- Present continuous: Used for future arrangements or fixed plans.4. Gerunds and infinitives:- Gerunds: Verb forms ending in '-ing' that function as nouns.- Infinitives: Base form of the verb preceded by 'to' that can function as nouns, adjectives, or adverbs.5. Passive voice:- Formed with the auxiliary verb 'be' + past participle. The subject of the active voice sentence becomes the object in the passive voice.6. Reported speech:- Reporting verbs such as say, tell, ask, etc., are used to report what someone said.- Reported speech involves changing verb tenses, pronouns, time expressions, and place expressions.7. Conditional sentences:- Zero Conditional: Used for general truths and facts. Formed with present simple in both the if-clause and the main clause.- First Conditional: Used for possible events in the future. Formed with present simple in the if-clause and future simple (will + base form) in the main clause.- Second Conditional: Used for hypothetical or unreal events in the present or future. Formed with past simple in the if-clause and would + base form in the main clause.- Third Conditional: Used for hypothetical or unreal events in the past. Formed with past perfect in the if-clause and would have + past participle in the main clause.8. Comparative and superlative forms:- Comparative: Used to compare two things. Most adjectives add '-er' or use 'more' before the adjective. Irregular forms have specific comparative forms.- Superlative: Used to compare three or more things. Most adjectives add '-est' or use 'most' before the adjective. Irregular forms have specific superlative forms.Remember to practice these grammar points through exercises and conversation to develop a strong foundation in English grammar.。
牛津译林版英语七年级上册Unit6 Grammar课件
Countable noun: 可数名词是可以数清数目的词
Uncountable noun: 不可数名词是不能数清数目的词
Countable nouns and uncountable nouns
Can you help the nouns in the box find their home? apple rice lemon meat hamburger carrot juice sheep milk sweet pork man beef chicken
a “u ”
an “h”
singular
选择“a”或“an” 填空。
_a__ hamburger _a_n__ hour
_a__ lemon
_a_n__ umbrella
_an__ orange
_a___ university[ˌjuːnɪˈvɜːrsəti]
an important meeting There is _a__ ‘u’ and _a_n_ ‘s’ in the word ‘use’.
不可数名词
不可数名词作主语时，谓语动词用单数形式。
例：There is some money in the purse. 钱包里有一些钱。 如果不可数名词前有复数名词修饰，two glasses of milk，谓语动词用 复数 如果不可数名词前有单数名词修饰，a glass of milk，谓语动词用单数
*sports center → sports centers
注： 集体名词本身复数的概念,不存在单数形式 glasses,clothes,trousers等,单独出现谓语要用复数
the +姓（s）=the +姓+family表示某某一家人 格林一家 the Greens=the Green family
Unit6Grammar课件英语牛津译林版七年级上册
5.—________ meat do you need
—One kilo.( B)
A.How many
B.How much
C.How long
[解析] 空格后是不可数名词m概要
课时讲练
知识清单
14
知识概要
课时讲练
知识清单
13
4.There isn’t ________ in the glass.( C )
A.any oranges
B.some orange
C.any orange
[解析] 由空格前的isn’t可知选项中的orange应用作不可数名词，表示“橙 汁”，在否定句中应用any修饰。
知识概要
课时讲练
知识清单
10
三、用括号内所给单词的正确形式填空。
1.The two singers at the party are both _C__h_in_e_s_e_（Chinese）. 2.There is some _p_o_r_k_（pork） on the plate. 3.Are there any __p_o_ta_t_o_e_s（potato） in the kitchen 4.You can see many new __fa_c_t_o_ri_e_s_（factory） in Sunshine Town. 5.Only two _w__o_m_e_n__d_o_c_to_r_s_（woman doctor） work in that hospital. 6.There _a_r_e_（be） three bags of rice on the ground. 7.It’s time for lunch. All the _c_h_i_ld_r_e_n_（child） sit around the table. 8.On the plate, there _i_s_（be） some beef, chicken and vegetables.
牛津译林版英语七年级下册Unit6Grammar优秀教学案例
1.学生能够感受到英语学习的乐趣，培养对英语的热爱和兴趣。
2.学生能够树立自信心，相信自己能够掌握一般现在时的运用。
3.学生能够培养合作精神，乐于与同伴一起讨论和完成学习任务。
4.学生能够培养批判性思维，对一般现在时的运用进行自我检查和评价。
5.学生能够认识到一般现在时在实际生活中的重要性，提高运用英语进行交流的能力。
二、教学目标
（一）知识与技能
1.学生能够掌握一般现在时的构成、用法及构成句子时的基本原则。
2.学生能够运用一般现在时描述日常生活中的习惯、喜好和一般事实。
3.学生能够正确运用一般现在时进行简单的交流和写作。
4.学生能够理解并运用一般现在时的相关语法术语，如主语、谓语、动词形式等。
5.学生能够通过听力、阅读和写作活动，提高对一般现在时的识别和运用能力。
4.提醒学生及时巩固所学知识，预习下一节课的内容，为深入学习一般现在时的被动语态做好准备。
五、案例亮点
1.情景创设：本案例通过讲述一个男孩和他的宠物狗的日常互动故事，引发学生对一般现在时的兴趣，并激发他们的学习动机。利用多媒体展示不同场景的照片或视频，让学生观察和描述其中的动作和状态，引导他们运用一般现在时进行表达。这样的情景创设既符合学生的认知水平，又能激发他们的学习兴趣，提高他们的学习积极性。
（五）作业小结
1.布置一道课后作业，让学生运用一般现在时描述自己的家庭成员或朋友的特点和习惯。如：“我的妈妈每天早上跑步。”“我的朋友小明喜欢看电影。”
2.要求学生在作业中注意使用一般现在时的标志性词语，如：always、usually、often、sometimes、never等。
3.鼓励学生在课后进行自我反思，思考自己在学习一般现在时中的优点和不足之处。如：学生在课后撰写反思日记，记录自己在课堂上的表现和学习收获。
Unit6Grammar课件牛津译林版七年级英语下册(1)
一般过去时
Be动词的一般过去时 实义动词的一般过去时
Be动词的一般过去时
肯定句：主语+was/were+其他.
I was (be) in primary school in 2020. Mary was (be) at home yesterday. We were (be) in Beijing last week.
Unit 6 Outdoor fun
Grammar
Revision
写出下列动词的过去式
规则变形
不规则变形
look- looked notice- noticed study- studied try- tried plan- planned stop- stopped
do/does- did are- were am/is- was take- took put- put run- ran
否定回答：No, 主语+didn’t.
Exercise had
Did
visit
came
put
rides
didnt ride
are singing
A
Talk about last weekend’s activiMillie _v_is_i_te_d__ the park and __h_a_d__ a good time.
否定句：主语+didn’t+动词原形+其他.
I went swimming last night.(改为否定句) I didn’t go swimming last night. Simon played football ten minutes ago.(改为否定句) Simon didn’t play football ten minutes ago.
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Exercise 2: 单项选择。
4. --_____ I borrow these magazines? --Sorry, only the magazines over there can be borrowed. A.Need B. would C. Must D. May 5. It’s the library! So you _____ not shout here. A. must B. can C. should D. may 6. Many people like Jay Chou because he _____ write and sing popular songs. A. must B. can C. should D. may
Can ______ May I carry your bag for Benny: Yes. I ____. you? Daisy: Yes, you may. That’s so kind of you, Benny. Can you open the door for I’m ready to go.____ me? Benny: Yes, I can. Daisy: Thanks.
cannot speak as many languages as Lo. 3. Hi _____
can 4. Both Hi and Lo _____ dance. can play cannot drive a car, but he _____ 5. Lo _____ chess. can swim, but he cannot 6. Hi ____ _____ play the
We use must and must not (mustn't) to tell people what to do or what not to do.
You must not/ mustn’t do that，Benny. We must always be careful with electricity. They must not/mustn’t play near the heater?
Hi and Lo are talking about themselves. What are they saying? Read their conversation and then complete the statements below with Can or Cannot.
can play football. 1. Hi _____ cannot paint. 2. Lo _____
1. I must drink more water.
2.______________________________ I must go to bed early.
3.______________________________ I must take the medicine on time.
4.I must noteat _____________________ cold food. 5.______________________________ I must not go out alone. 6.______________________________ I must not share cups with others.
Work out the rule After modal verbs such as can, may and must, we use (the base form/the –ing form/ the – 原形 ed form) of a verb.
Summary 2
• • • • • • • • • must—must not/mustn’t的用法 1) 必须 – 表示义务(主观看法) = have to 必须，不得不(客观要求) 2) mustn’t 不准，禁止 3) 一定，必定 – 肯定推测 拓展2 Must I finish my homework now? must Yes, you ____________. No, you ______________________. needn’t/ don’t have to
Daisy is not feeling well today. Benny is at home with her. Read their conversation below. Fill the blanks with may or can. Benny: How are you feeling, Daisy? Daisy: Not very well. May I get you a chair? Benny: ____ Daisy: Yes, thanks. May I borrow your bicycle, Benny: I’m going out. _____ Daisy? Daisy: Yes, you may. Before you go to meet your friends, can you come and see the doctor with me?
guitar.
We use may and may not to ask for and give permission. In less formal situations, some people like to use can and cannot(can’t) for the same purpose. May/Can I use your mobile phone？ Yes, you may/can. No, you may not/can't. You may/can turn on the TV. You may not/cannot play in the kitchen.
Exercise 2: 单项选择。
1. --May I watch TV, Dad? --No, you _____. You must finish your homework first. A.mustn’t B may not C. couldn’t D. might not 2. --_____ you carry the bag by yourself? --Yes, I can. A. Must B. Can C. Should D. May 3. You _____ throw rubbish everywhere. A. mustn’t B. can’t C. may not D. couldn’t
Daisy saw a doctor. The doctor told her what to do and what do not do. Help her write down the doctor’s instructions.
drink more water go to bed early eat cold food share cups with others go out alone take the medicine on time
Grammar
Use the following sentence “I can …” to tell others your special ability. For example: I can bold my breath for 2 minutes. ……
We use the modal verbs can and cannot (can't) to say we are able or unable to do something. Now read the following sentences. We can use electricity to make many things. We cannot/ can’t see electricity. Can you think of an example? Yes, I can./No, I cannot/ can&#annot/can’t的用法 1) 能够 能力 2) 可以许可 = be able to 3) 可能猜测 拓展：can的过去式为could, 也可以表示委婉的 请求。
• may – may not的用法 • 1) 可以 许可 • 2) 可能 猜测