(完整版)沪教版牛津英语六年级基础语法复习整理

形容词比较级最高级

<一>规则变化

A. 单音节和不可拆双音节形容词

1．以e结尾+r / st

huge-huger/hugest

large- larger- largest

safe- safer- safest

2．辅音字母+y结尾：去y + ier / iest

heavy-heavier-heaviest

dirty- dirtier- dirtiest

happy-happier-happiest

early-earlier-earliest

friendly-friendlier-friendliest

angry-angrier-angriest

healthy-healthier-healthiest

easy-easier-easiest

3．重读闭音节,以一个元音字母加一个辅音字母结尾:双写辅音字母+ er，est big-bigger- biggest

fat- fatter- fattest

thin- thinner- thinnest

hot- hotter- hottest

wet- wetter- wettest

red- redder- reddest

strong young old short clever new

great

tall

high

cheap

poor

rich

small

slow

fast

light

B. 部分双音节形容词, 多音节形容词

famous- more famous- the most famous

modern – more modern – the most modern

careful- more careful- the most careful

beautiful-more beautiful-the most beautiful

expensive – more expensive (less expensive)- the most expensive interesting- more interesting- the most interesting

<二>不规则变化

good/well-better –best

bad/badly/ill-worse-worst

little-less-least + u. n. (few-fewer-fewest) + c. n.

many/much-more –most

far-farther-farthest (距离)

far-further-furthest（程度）

<四>too, very, quite, so, as…as，not as /so…as, less …修饰形容词原级

very/quite tall（很高），

too tall（太高）

so tall（如此高）

as tall as(与某人一样高)

not as tall as /not so tall as（不如某人高）= less tall

注意事项：

1、形容词最高级前必须加the；副词最高级前可加the，也可不加the

e.g. the biggest cities；draw (the) best

2、much可修饰比较级：……得多

e.g. much taller ……高得多

3、原级标志：very非常；too太；quite相当；（not）as+原级+as （不）像……一样；less+原级不如……；so如此（共五个）

时态填空

(一) 常用固定词组：

A型. doing

like doing/ love doing/ enjoy doing 喜欢做某事

hate doing 讨厌做某事

finish doing 完成做某事

practise doing练习作某事

start doing / begin doing开始做某事

What about doing…? / How about doing…? 做某事怎么样？be good at doing善于做某事

be poor at doing不善于做某事

Sb. spend(s) some time doing sth. 某人花时间做某事remember doing记住做过某事

forget doing忘记做过某事

see sb. doing看见某人正在做

by doing通过做某事

by not doing通过不做某事

stop doing停止做某事

instead of doing而不是做某事

go doing

B型. to do

would like to do / want to do想要做某事forget to do忘记要做某事

remember to do 记得要做某事have/has to do不得不做某事had to do不得不做某事

will have to do将不得不做某事

plan to do计划做某事

One's job is / was to do... 某人的工作是做某事

like to do/love to do喜欢做某事

start to do / begin to do开始做某事

need to do需要做某事

don’t need to do/ don’t have to do不需要做某事

learn to do学习做某事

promise to do / promise not to do保证做某事/保证不做某事

tell sb. to do / tell sb. not to do 告诉某人做某事/告诉某人不做某事ask sb. to do / ask sb. not to do 叫某人做某事/叫某人不做某事

It takes/took sb. some time to do sth.某人花时间做某事

It’s time to do sth. 做某事的时间到了

C型. do

Let sb. do让某人做

help sb. (to) do帮助某人做

Why not do...? 为何不做......？

would rather do / would rather not do 宁愿做/宁愿不做

had better do / had better not do最好做/最好不做

can do能做

may do可以做

must do必须做

will do 将要做

would do想要做

shall do 应该做

should do应该做

can't do不能做

may not do 不可以做

mustn't do不准做

won't do将不做

wouldn't do将不做

shan't do将不做

shouldn't do 不应该做

needn’t do 不需要做

(二) 五种常见时态：

现在进行时

公式：am/is/are +doing (现在分词)

时间状语：

now 现在

listen 听

look 看

these days 最近

eg.

Look, they are planting trees.

一般现在时（助动词do/does）

公式：V. / V.+s/es/ies （动词原形或动词第三人称单数）时间状语：

always 一直

usually 经常

often 常常

sometimes 有时候

once a week 每周一次

four times a day 一天四次

every year 每年

How often 多久一次

e.g.

I usually take an underground to school.

He often takes a bus home.

一般过去时（助动词did）

公式：V. +d/ed/ied或不规则（动词过去式）

时间状语：

yesterday 昨天

yesterday evening 昨天晚上

ten years ago 十年前

last week 上个星期

in the past 在过去

just now 刚才

e.g.

Ten years ago, he moved to Japan.

I sent a letter just now.

4. 一般将来时（助动词will/shall）

公式：am/is/are going to +V. , will /shall +V. 时间状语：

tomorrow 明天

next week 下个星期

this weekend 这个星期

in the future 在将来

Soon 很快，不久

in 15 years’ time 在15年后

How soon 多久以后

e.g.

I will fly to America tomorrow.

现在完成时（助动词have/has）

公式：have/has +done (过去分词)

时间状语：

already 已经

yet 尚

never 从未

ever 曾经

just 刚才

once 一次

before 在......之前

for 6 years 6年

how long 多久

e.g.

I haven’t read this newspaper yet.

Mary has already packed her things.

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6. 其他 taller更高的 7. 短语 go fishing去钓鱼enjoy oneself玩得愉快；得到乐趣get … in收割street sweeper扫地车by hand用手right away立即；马上in a short time很快head teacher 校长 a piece of一张；一片have a picnic去野餐better and better越来越好 三、核心句型 1. I’m 150 centimetres tall. 我身高150厘米。 解读：这是介绍身高的句型。“主语 + be动词 + 数字 + 长度单位(+ tall).”可以用来介绍某人的身高。 举一反三： My cousin is 154 centimetres tall. 我的堂弟身高154厘米。 Jim is 149 centimetres tall. 吉姆身高149厘米。 2. There are a lot of tall buildings in the city. 城市里有很多高大的建筑物。 解读： There be 句型中的be动词的变化遵循就近原则， be动词用is还是用are 是由be动词后面最近的名词来决定。There be句型的一般疑问句把系动词be提前，肯定回答用“Yes， there + be动词.”否定回答用“No， there + be动词 + not.”。 举一反三： There is a tree near my house. 我家的房子旁边有一棵树。 There are some books and a pen on the desk. 桌子上有一些书和一支钢笔。 — Is there a bus stop near here?这附近有一个汽车站吗? — Yes， there is. 是的，有。/No， there isn’t. 不，没有。 There isn’t a computer in my room. 我的房间里没有电脑。 3. I usually play football after school. 我通常放学后踢足球。 解读： play与球类名词相连，之间不加冠词； play与乐器名词相连，之间加定 冠词the。 举一反三： I like playing volleyball. 我喜欢打排球。 My sister can play the guitar. 我的妹妹会弹吉他。

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教学进度表 对教材的分析与理解 教材内容： Book 3A contains core language learning material, using a wide variety of text-types and activities to introduce language; poems; stories, cartoons, dialogues and practical tasks all engage the student at his/her personal level. This language preparation provides students with the means to carry out successfully the subsequent learning tasks, which are fully describe in the book.

教材目标： The “building block’’approach is based the fact that learning and the capacity to learn are developmental; that is, that students learn by building on known language, concepts and activities, to develop and expand progressively . The development of the thematic through related moudules ensures the deve lopment of language by constantly revisiting and recycling,thus building from a strong base within levels. In the knowledge that language and content develop and are revisited progressively throughout the package, vocabulary and stucutrues are introduced and practiced through tasks at a controlled pace steady enough to involve students’interest whilst ensuring constant consolidation . At lower levels, care has been taken to ensure that pupils are learning within familiar ,comfortable contexts so that the language is appropriate to their needs and interests. At higher levels, students’ knowledge of the world is taken into account as well. Student involvement is encouraged throughout Oxford English by tasks and activities that focus on interaction; teacher to student(s), in groups and in pairs. This collaboration ensures communication and the purposeful use of English . 总体设想： Workbook3A provides further post-task activities and exercises that reinforce the language learned through the students’ book and the associated tasks. They include activities that require the student to include a personal element in the form of posters, survey forms and personal information . Handwriting practice sheets are provided at the end of the book. Thus the workbook becomes a record of the student’s individual learning progress. The Workbook is primarily intended for use in the classroom, but may be used for homework as well. Overprinted Answer keys are available. Grammar Practice Book 3A :while further consolidating language and vocabulary learned in the Student’s Book, Grammar practice Book 3A revisits structures in appealing and humorous contexts, making this basic introduction to grammar stimulating for students. Overprinted answer keys are provided . Module 1 Getting to know you Teaching Aims: 1.Learn new sentence structures.. e.g. Hello,I’m… Good morning. Goodbye How are you? Fine,thank you. What’s your name? I’m… Come in, please. Thank you. 2. Review the letters 3.Learn grammer e.g. I’m… You’re…

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