English knowledge points in the first volume of Grade Three +0
Module 3
phrase
1. Die for ... ...
Understand it
Give up. Give up
Step 4 be alone
Step 5 be happy
6. Good enough.
7. At that time
8. finally, finally
9. and, and
10. Died of
1 1. Take care.
12. Once again
13. Need
14. Have to
sentence pattern
One of ... 1. One of the best. ...
Try to do ... try to do sth. ...
Step 3 start doing ... start doing ...
Step 4 stop doing ... stop doing ...
Key grammar
Because it is a conjunction, it means "because", indicating the inevitable causal relationship. If it needs to be emphasized, it is usually placed after the main sentence and before the main sentence. It is often used to answer questions raised by the interrogative word "why", such as:
Because it rained, we had to play indoors.
Because of the rain, we have to play indoors.
◆ so can guide the adverbial clause of the result, but so and because cannot be used at the same time, for example:
Haste makes waste, so be careful at work.
Haste makes waste, so be careful at work.
There are often modal verbs such as can, could, may, may, and should in the adverbial clause of purpose guided by that. The clause guided by so follows the main clause and there is no comma before the clause, for example:
I stayed so that he wouldn't feel lonely.
I stayed so that he wouldn't feel lonely.
Knowledge points of English texts in the ninth grade last semester
Interrogative words are interrogative pronouns "who, who, what, which, whose" and interrogative adverbs "when, where, how and why". In addition, the conjunction "whether" also applies.
What is the function of the structure "interrogative words+infinitive verbs"? Its main functions are as follows:
(1) When the subject appears, such as:
When to hold the meeting has not been decided.
Where to live is a problem.
How to deal with the rising cost of living has become a topic of daily discussion.
When an object, such as:
We must know what to say at the meeting.
He doesn't know who to trust.
Do you know how to play bridge?
(3) Complement, such as:
The question is where to find financial assistance.
The question is who to choose.
(4) When nouns are appositive, such as:
Tom doesn't know which book to read first.
Do you have any idea how to do it?
5] object complement, such as:
Jim is not sure whose to choose.
Mary and John are not sure whether to get married or not.
Verbs suitable for "interrogative words+infinitive verbs" are: "know, see, decide, tell, ask, consider, find, explain, forget, guess, hear, imagine, ask, learn, remember, think, surprise, understand" and so on.
It is worth noting that when this structure is used as an object, its function is equivalent to a noun clause, such as:
I can't decide which dictionary to buy. /I can't decide which dictionary I should buy.
Jack doesn't know where to find such a good teacher. /Jack doesn't know where he can find such a good teacher.
Some verbs, such as "ask, show, tell, advise, tell and teach", can have an object first, and then add an appropriate structure of "interrogative word+infinitive verb". For example:
The chief technician showed the apprentice how to repair the machine.
Did you tell him where to get the application form?
To sum up, it can be seen that the structure of "interrogative words+infinitive verbs" is a special structure with fresh image, convenient use, not easy to make mistakes, and can be used for many purposes.
English review strategies for grade three
First, pay attention to the foundation and be good at induction.
Judging from the examination syllabus in recent years, the capacity and coverage of examination questions have increased, which not only strengthens the examination of basic English knowledge, but also strengthens the examination of knowledge application ability. It should be noted that in recent years, the entrance examination questions of senior high school entrance examination have gradually strengthened the examination of students' vocabulary and phrases.
In view of this situation, in learning new lessons, give students two suggestions:
1, we must firmly grasp the key points and difficulties of each unit; Focus on strengthening the mastery of basic vocabulary, phrases and sentence patterns; At the same time, everyone should be good at summarizing and summarizing the daily learning content, and expand the problem-solving ideas through supporting exercises and unit tests.
2. On the basis of consolidating and mastering the basic knowledge, students should have special grammar training and learn the special skills of questions, so as to deepen their understanding and strengthen their improvement. It is necessary to concentrate scattered and disorderly knowledge content, form a system, distinguish different knowledge content, prevent confusion or mutual interference, and improve their ability to solve problems.
Second, get to the point.
Judging from the outline of senior high school entrance examination, the focus of English examination is those contents that play an outline role in the whole or at all levels and parts. The emphasis is relatively comparative and can be divided into levels. Learning and reviewing must grasp the key points of learning. For example:
In the study of part-of-speech knowledge, verbs and prepositions are the focus;
When learning sentence structure, complex sentences are the focus, while general interrogative sentences are the non-focus
From the requirements of improving the overall English ability, reading comprehension and written expression are the key points.
Therefore, when students study new lessons or review, they must grasp the key points and master the key knowledge in a limited time.
Third, review efficiently.
By analyzing the trend of proposition in senior high school entrance examination in recent two years, it is found that proposition increases the proportion of basic knowledge and subject ability, appropriately reduces the content of recitation, increases the proportion of pragmatic examination, and highlights the examination of practical application ability of language. Therefore, students should pay attention to the following three points when reviewing:
1, follow the teacher's review rhythm. In the review class, you should think more, analyze more and summarize more. For the exercises in each review stage, we must thoroughly analyze and understand the knowledge points contained in the topic, and avoid doing the questions only for the answers, but to "know both why and why".
2. In the vocabulary and grammar review stage, we should use the vocabulary and grammar we have learned by making sentences, and summarize the grammar rules and points that should be paid attention to when using them.
3. In reading, you can insist on completing one or two reading comprehension or cloze every day to consolidate your sense of language.
In short, "sharpening the knife does not mistake the woodcutter." Students in the busy study and review process, don't forget to summarize themselves in time, find their own shortcomings, and repair their weak links, so as to improve faster.
Ninth grade English unit knowledge points finishing related articles;
★ Organize and summarize the knowledge points of English grammar in Grade 9.
★ Combing and learning methods of the knowledge points in Unit 1 of Grade Three English.
★ Review of ninth grade English knowledge points
★ Induction and learning methods of English knowledge points in Grade Three.
★ Summary of knowledge points of ninth grade English phrases in People's Education Edition
★ Summary of English knowledge points in Grade 9 of Grade 3
★ Summary of ninth grade English knowledge points 202 1
★ Summary of ninth grade English knowledge points
★ Important knowledge points of English in Grade Three.
★ Knowledge points of English unit in the first volume of the third grade.