Unit 1-4 Review-Grammar（课件）-2024-2025学年KET剑桥英语 -

Grammar – Review Unit 1 - Unit 4 time required for grammar part : 50 mins 1 Summary Summary All the grammar points in Unit 1- Unit 4 have been summarized in this section. T can choose some of them to review and practice. 2 1. Present simple P31-P38 are optional if the students know how to use present simple. 3 Present simple - be nationality I’m/am Chinese. age jobs feelings time where things are She’s/is 14. They’re/are teachers. Are you happy? Is it 10 o’clock? Are the plates on the table? am/is/are We use be to talk about: present simple – be Steps: 1 Tell students they are going to review a basic but important tense in English. It’s present simple. 2 In present simple, we can use ‘be’ for different uses. Read the examples and explain. 3 Point out the forms of be – am / is / are 4 We use present simple verbs to talk about: things that happen regularly We often go to school by bike. Summer comes after spring. We live in China. Present simple – verbs things that are always true present simple – verbs (usage) Steps: Introduce the concept of “verbs” (words to say what someone or something does or what happens to them). Summarize the usage of present simple verbs. For each one, show the rule and give an example sentence. T can also ask Ss to make sentences. 5 Positive forms I am (’m) Spanish. You / We / They He / She / It are (’re) is (’s) Present simple - be Positive: Subject + + ... be Steps: 1 Students fill each blank with the correct form of be. 2 Complete the positive sentence structure. 6 Positive / Negative forms I am / ’m Spanish. You / We / They are / ’re He / She / It is / ’s / am not ’m not / are not aren’t / is not isn’t Negative: Subject + + +... be not Present simple - be Steps: 1 Students fill each blank with the correct form of be. 2 Complete the negative sentence structure. 7 Question forms I Spanish? you / we / they he / she / it Am Are Is Question forms: + subject + ...? Be Present simple - be Question forms – be Steps: 1 Have Ss complete the question forms with am, is, are. 2 Have Ss notice ‘am, is, are’ are verb be. 3 Complete the sentence structure. 8 Short answers Yes, I he / she / it we / they No, I he / she / it we / they am. is. are. am not. isn’t. aren’t. Short answers: Yes, subject + be. / No, subject + be + not. Present simple - be Question forms and short answers – be Steps: 1 Click and explain short answers to students. 2 Have Ss complete the answers with yes. 3 Let Ss notice the short answers with yes pattern. 4 Have Ss complete the answers with no. 5 Let Ss notice the short answers with no pattern. 9 I/You/We/They in Beijing. He/She/It positive/negative forms: live don’t live lives doesn’t live Present simple – verbs “live” 3rd person singular Subject + verb + ... Subject + don’t / doesn’t + v-base form + ... present simple – verbs (positive/negative forms) Steps: Tell Ss that they are going to summarize the positive and negative forms with present simple verbs. Show the chart and ask Ss which form of “live” they should fill in each blank. Check answers with Ss. Have Ss pay attention to the subject “he/she/it”. Have Ss notice the difference between verbs when the subject is 3rd person singular and not 3rd person singular. Ask Ss, “What do we need to do with verbs in 3rd person singular?” (for most verbs, add –s to the end of the verb) Show the sentence pattern. 10 you/we/they live in Beijing? he/she/it Question forms: Do Does Yes, I/we/they he/she/it No, I/we/they he/she/it short answers: do. does. don’t. doesn’t. Present simple – verbs Do / Does + subject + v-base form + ...? Yes, subject + do / does. No, subject + don’t / doesn’t. present simple – verbs (question forms & short answers) Steps: Tell Ss that they are going to summarize the question forms and short answers with present simple verbs. Show the chart of question forms and ask Ss which word they should fill in each blank. Then, check answers with Ss. Further highlight that in yes-no questions, we should use the base form of verbs. Show the sentence pattern. Show the chart of short answers and ask Ss which word they should fill in each blank. Show the sentence pattern. 11 Complete the sentences with the correct present simple form of the verb in brackets. 1 Jill two children. (have) 2 Andy’s brother in an office. (work) 3 She my sister. (be) 4 - you English? (speak) - No, I . 5 The boys computer games. (not play) 6 - she stamps? (collect) -Yes, she . 7 She to London every summer. (fly) has works is Do speak don’t don’t play Does collect does flies Exercise 1 12 Adverbs of Frequency We are always happy at the weekend. I usually go to bed early. Hannah often walks to school. My parents sometimes go swimming. Dan never forgets his homework. be + adverbs of frequency adverbs of frequency + verb present simple – adverbs of frequency Steps: Tell Ss that we use adverbs of frequency to talk about how often something happens. Show 5 adverbs of frequency (always, usually, often, sometimes, never). Ask Ss which word means the highest frequency (always) and which word means the lowest frequency (never). Then, show the picture to explain adverbs of frequency in terms of percentage. Lead Ss to look at the adverbs of frequency one by one. For each word, show an example sentence to help Ss understand. Have Ss look all the example sentences. Lead Ss to conclude the position of adverbs of frequency in a sentence. 13 Write complete answers using the adverb of frequency in brackets. 1 How often do you write emails? (sometimes) 2 How often does your grandfather ride a bike? (never) 3 How often does it rain on your birthday? (often) 4 How often are you late for school? (never) 5 How often do you have maths lessons on Wednesdays? (usually) I sometimes write emails. My grandfather / He never rides a bike. It often rains on my / our birthday. I’m never late for school. I / We usually have maths lessons on Wednesdays. Exercise 2 14 2. Present continuous 1. We use present continuous verbs to talk about to talk about things that are happening now. e.g. I’m watching TV in the living room. now Present continuous Time phrases right now at the moment Look!/Listen! 2. form: am / is / are + v-ing present continuous – usage Steps: Summarize the usage of present continuous verbs. Tell Ss that we use present continuous verbs to talk about things that are happening now. T can also ask Ss to make sentences. We form the present continuous with to be and the –ing form of the verb. Further ask Ss what time symbols of the present continuous they know. After Ss’ brainstorm, show some examples. 16 Present Continuous - Positive Positive forms I am (’m) eating. You / We / They He / She / It Positive: Subject + + . am/is/are V-ing are (’re) is (’s) Positive forms: Steps: Fill in the blanks with correct forms of be. 2. T shows the positive sentence pattern. 17 Negative forms I eating. You / We / They He / She / It / am not ’m not / are not aren’t / is not isn’t Negative: Subject + + + . not V-ing am/is/are Present Continuous - Negative Negatives Steps: Fill in the blanks. T shows the negative sentence pattern. 18 Question forms I eating? you / we / they he / she / it Am Are Is Present Continuous – Question forms Question forms: Is / Am / Are + subject + v-ing + ...? Question forms Steps: 1 Have Ss complete the question forms with am, is, are. 2 Have Ss notice the personal pronouns are subjects. 3 Have Ss notice We make questions by putting am, is or are in front of the subject. 4 Have Ss notice we put v-ing after the subject. 5 Show the sentence pattern. 19 Short answers Yes, I he / she / it we / they No, I he / she / it we / they am. is. are. am not. isn’t. aren’t. Present Continuous – Short answers Short answers: Yes, subject + am / is / are. No, subject + am not / isn’t / aren’t. short answers Steps: 1 Have Ss complete the answers with yes. 2 Let Ss notice the short answers with yes pattern. 3 Have Ss complete the answers with no. 4 Let Ss notice the short answers with no pattern. Special attention should be given to ‘No, I am not.’, instead of using ‘amn’t’. Or we can say ‘I’m not’. 20 Complete Jack’s email using the present continuous form of the verb in brackets. Hi Nick, How are you? I’m bored. I (0) (sit) at my desk in my bedroom but I (1) (not listen) to music because my mum and dad (2) (sleep). It (3) (rain) so I can’t play football with my friends. My brother’s in the living room but he (4) (not watch) TV because he has got a lot of homework. What (5) you (do)? Are you bored? Write back soon, Jack am sitting am not listening are sleeping is raining isn’t watching are doing Exercise 3 21 Present Simple and Present Continuous Present simple Present continuous 1. We use the present simple to talk about things and actions that happen a lot, or usually. e.g. You usually wear jeans and a T-shirt. 1. We use the present continuous to talk about things that are happening now. e.g. I’m wearing a suit. 2. We also use present simple verbs to talk about states that don’t change (not actions). e.g. I understand German and Spanish. 2. We do not usually use state verbs in the present continuous. e.g. I am understanding German and Spanish. Underline the correct present tense. Why does the dog smell / is the dog smelling you? This pullover feels / is feeling so soft. I think / ’m thinking of moving away. Sorry, we have / ’re having lunch: can you call back later? Adam looks / is looking like his brother a lot. They hate / are hating going to the theatre. What do they look / are they looking for? Be quiet please, I try / ’m trying to study. Exercise 4 23 3. Countable nouns & uncountable nouns Countable nouns Uncountable nouns Complete the rules. 3. do not take or : e.g. I like water. I like a water. I like three waters. 1. are things we count: e.g. three tomatoes, an onion, four carrots 2. can be or : e.g. an egg, six eggs plural 3. take or : e.g. an egg, a banana, six eggs a/an 1. are things we count: e.g. cheese, butter, orange juice 2. be plural: e.g. cheeses, butters, orange juices can’t a/an a number Note: Use ‘an’ before a countable noun that begins with a vowel sound. can cannot singular a number Rules for countable and uncountable nouns 1 Tell that there are countable nouns and uncountable nouns. What are countable nouns and uncountable nouns? 2 Draw their attention to the first rule. Look at the examples in the first column, these foods are countable nouns. Lead students to fill in the blanks. Look at the examples in the second column, fill in the blanks. 3 Draw their attention to the second rule of countable nouns and look at the examples: ‘an egg’ is singular form. ‘six eggs’ is a plural form. So, countable nouns can be singular and plural. 4 Let them observe the examples: cheeses, butters, orange juices. Ask: Are they true or false? –false. Can uncountable nouns have a plural form? – No. Fill in the blank with ‘plural’. 5 Have them look at the third rule of countable nouns and the examples: Can countable nouns take ‘a’ ,‘an’ or a number? –Yes. 6 Remind students that we use ‘an’ before a countable noun that begins with a vowel sound (20 vowel sounds). Example: an egg, an onion, an apple, an orange, etc. When a word begins with a consonant sound (24 sounds), we use ‘a’ before it. Example: a banana, a pear. 7 Let them look at the examples: I like water. I like a water. I like three waters. Do we use a/an or a number before uncountable nouns? –No. 25 Plural forms For most nouns, add banana – bananas; apple - apples -s For nouns that end in -ch, -sh, -s, or-x, add . -es match – matches; dish – dishes; bus – buses; box – boxes For most nouns that end in -f or -fe, -f or -fe becomes . -ves knife – knives; half - halves For nouns that end in a consonant and –y, change the –y to . family – families; city - cities For some nouns that end in –o, add . piano – pianos; kangaroo - kangaroos For some nouns that end in –o, add . -ies -s -es hero – heroes; potato – potatoes; tomato - tomatoes Some nouns are irregular. child – children; man – men; woman- women; person - people Spelling rules for plural forms 1 Say that countable nouns have a plural form. There are some general rules for spelling plural nouns. 2 Let students look at the examples and get the rules for spelling plural nouns. 26 How to make uncountable nouns countable? milk cheese toast coffee a glass of milk a piece of cheese a slice of toast a cup of coffee Quantifiers allow us to make uncountable nouns countable. two glasses of milk How to make uncountable nouns countable? Steps: 1 let students look at the pictures and say these foods are all uncountable nouns. How to make uncountable nouns countable? 2 We can add some units for the uncountable noun. Give the examples. 3 For example, milk is uncountable but a glass of milk can be counted. Conclude that ‘glass/piece/slice/cup’ are quantifiers. Quantifiers（量词）allow us to make uncountable nouns countable. 4 You can say a glass of milk, 2 glasses of milk etc. 27 Complete the table with the words from the box. countable uncountable ink ant sugar oil rice soup air orange bread tea sand money car student hair biscuit burger a glass of wine knife furniture traffic ant ink sugar oil orange rice soup car student biscuit air bread tea sand money burger a glass of wine knife hair furniture traffic Exercise 5-A Steps: 28 Write the plural forms of the countable nouns. 1. orange 9. baby 2. photo 10. story 3. piano 11. knife 4. zoo 12. wife 5. box 13. child 6. bus 14. tooth 7. hero 15. a glass of wine two 8. tomato 16. a slice of bread three oranges photos pianos zoos boxes buses heroes tomatoes babies stories knives wives children teeth glasses of wine slices of bread Exercise 5-B 29 4. Quantifiers: some, any, many, much, a few, a little, a lot of 30 some / any 1. Used when the exact number isn’t known some any 2. with plurals and uncountable nouns. 3. in positive sentences, offers and requests e.g. Some students are taking an exam today. Would you like some coffee? Can you lend me some money, please? 1. Used when the exact number isn’t known 2. with plurals and uncountable nouns. 3. in negative sentences and in questions e.g. We haven’t got any books with us. Do we have any coffee? Review Ask the difference between the two quantifiers first and then explain. 31 a lot of / lots of 2. Use a lot of and lots of in informal styles. Lots of is more informal than a lot of. 3. Both used with plural countable nouns and with uncountable nouns 4. Both used in affirmatives, negatives, and questions e.g. There are a lot of (=lots of) apples in the basket. I don’t need a lot of (=lots of) milk. Just half a cup. Are there a lot of (=lots of) good players at your tennis club? 1. means ‘a large number/amount of sb. or sth.’ 5. We usually use a lot of and lots of rather than much and many in informal affirmative clauses. e.g. There are a lot of historic buildings in Rome. I went shopping and spent a lot of money. Not: There are many historic buildings in Rome. Not: I went shopping and spent much money. Look at examples and review the usage of a lot of and lots of. 32 much / many 1. Much means a large amount of. much many 2. Use much with uncountable nouns. e.g. I haven’t got much money. 1. Many means a large number of. 2. Use many with plural nouns. e.g. Are there many oranges in the fridge? 3. Usually use much with questions and negatives. e.g. Is there much water? I don't have much money with me. 3. Usually use many with questions and negatives. e.g. How many eggs are in this cake? There aren’t many apples in the fridge. 4. Use How much in questions to ask about the amount of sth. 4. Use How many in questions to ask about the number of sth. In informal styles, we prefer to use lots of or a lot of in affirmative clauses: e.g. I went shopping and spent a lot of money. Not: I went shopping and spent much money. 33 a few / few 1. means some a few few 1. means not many/almost none; has a negative meaning 2. Use a few with plural countable nouns. e.g. I need a few things from the store. 2. Use few with plural countable nouns in formal contexts. e.g. Very few students learn Latin now. Note: Without the article, little / few sound rather formal. That's why we don't use them very often in everyday English.  A negative sentence with much / many is more common here. Example: I need little money. = I do not need much money. Few friends visited me. = Not many friends visited me. 34 a little / little 1. means some a little little 1. means not much /almost nothing; has a negative meaning 2. Use a little with uncountable nouns. e.g. She saves a little money every month. 2. Use little with uncountable nouns in formal contexts. e.g. They had little money to spend. Note: Without the article, little / few sound rather formal. That's why we don't use them very often in everyday English.  A negative sentence with much / many is more common here. Example: I need little money. = I do not need much money. Few friends visited me. = Not many friends visited me. 35 Choose the correct option. Would you lend me some / any music for my party, please? They told him there were many ghosts in the castle but he didn’t see some / any. I’d like some / any shoes to match my bag. Do you have some / any in the shop at the moment? The shop isn’t very busy. There are only a few / few people waiting to pay. There are a few / a little sweets in my pockets. She had a little / little money left when she returned from travelling. It cost me much / a lot of money to buy this necklace. I didn’t send many / much emails when I was on holiday. How many / much homework did Mrs Williams give you? Exercise 6 36 5. too / enough 37 TOO ENOUGH as much or as many as people need more or less than people need 1. too + adj. / adv. ... 2. enough + uncountable noun ... This hat is too small. I was driving too fast. 2. too much + uncountable noun ... There is too much salt in this food. 3. too many + plural countable noun ... There are too many students in this classroom. This hat isn’t big enough for you. We’re not walking quickly enough. 1. adj. / adv. + enough ... There is enough milk in the fridge. 3. enough + plural countable noun ... I have got enough bananas. too + adjective = + + enough not the opposite Review 38 Complete with too / enough. I left the coffee for a minute to cool because it was hot to drink. He wasn't strong to lift that heavy box. I do not have much time to prepare dinner. - Are we going to Hawaii this summer? - Unfortunately not. We don't have money this year. The kid eat many sweets and felt sick afterwards. There aren't policemen in our town. too enough too enough too enough Exercise 7 39 6. have got 40 have got We use have got to talk about: people in our families I have a sister. how people look He has big blue eyes. things we own She has many books. = have have got Steps: Tell Ss that they are going to summarize how to use the phrase “have got”. Tell Ss that “have got” and “have” mean the same thing, and “have got” is more informal. Show the three pictures one by one. For each picture, T first shows an example sentence that describes the picture, then T concludes what we use “have got” to talk about in this sentence. 41 I/You/We/They black hair. He/She/It have got positive/negative forms: have got/’ve got haven’t got has got/’s got hasn’t got have got – positive/negative forms Steps: Tell Ss that they are going to summarize the positive and negative forms with “have got”. Show the chart and ask Ss which form of “have got” they should fill in each blank. Check answers with Ss. Highlight that when the subject is in 3rd person singular (he/she/it), we should use “has got/hasn’t got”. 42 you/we/they got black hair? he/she/it have got yes-no question forms: Have Has Yes, I/we/they he/she/it No, I/we/they he/she/it short answers: have. has. haven’t. hasn’t. Grammar input: have got – question forms & short answers Steps: Tell Ss that they are going to summarize the question forms and short answers with “have got”. Show the chart of question forms and ask Ss which form of “have got” they should fill in each blank. Then, check answers with Ss. Show the chart of short answers and ask Ss which form of “have got” they should fill in each blank. Then, check answers with Ss. Highlight that when the subject is in 3rd person singular (he/she/it), we should use “has got/hasn’t got” in yes-no questions and answers. 43 Complete the sentences with the correct form of have got. My family is very large. I _________ three brothers and two sisters. She doesn’t know the time because she _________ a watch. My older brother Ben _________ a new car. I can't open the door. I _________ a key. -- I don’t know where my phone is. ______ you ______ it? -- No, I ______. have got hasn’t got has got haven’t got Have haven’t got Exercise 8 44 Exam task A2 Key for Schools Listening Part 5 time required: about 15 mins Tell students listening part 5 is one of the most difficult tasks for candidates. They will have mock test and practice how to use the answer sheet. 45 A2 Key for Schools Listening Candidate Answer Sheet Note that for listening part 2, they should write their answers in capital letters. 46 Listening Part 5 For each question, choose the correct answer. You will hear Marcia talking to her friend Josh about taking the school bus. Where does each person catch the school bus? Example 0 Josh Friends Max Oliver Emily Katy Tom Places A bridge B car park C cinema D crossing E motorbike shop F roundabout G traffic lights H tram stop F B A C G D Handout Play the audio twice. Give one minute for students to transfer their answers on answer sheet (handout) Open class feedback. 47 Glossary Building crossing roundabout tram stop traffic lights Distractors and Answers Marcia: I'm going to start taking the school bus next week, Josh. Where should I catch it? Josh: Well, I catch it from Hill Street. After the railway bridge, there's a roundabout, and my bus stop's there. Marcia: OK. Does Max catch it there? He lives near you. Josh: No. His mum drives him into town because she works at the motorbike shop. She leaves her car in the car park in George Street. Max catches the bus there. Marcia: OK. Josh: Oliver gets on at the bus stop in New Street, by the bridge - not the one near the cinema, the other one. distractor answer 1 2 0 Cue words Exercise 3 1. Listen again. Underline the distractors and circle the answers. 49 Marcia: Oh yes, I can catch it there, too. Who else goes on the bus? Josh: Emily. She lives opposite the cinema, so she catches the bus there, not far from the tram stop. Marcia: What about Katy, Emily's neighbor. Josh: She doesn't like crossing the busy road, so she gets on the school bus next to the traffic lights behind the station. Marcia: Oh yes. Josh: Tom gets the bus too, at the crossing, near the supermarket. Marcia: I know. Thanks, Josh. 3 4 5 Distractors and Answers 50 Checklist I revised the key words in Unit 1-Unit 4. I revised the grammar points in Unit 1-Unit 4. I practiced some topics in Speaking Part 1. I completed an exam task about Listening Part 5. I know how to transfer the answers to the answer sheet. 51 , track 1 2018 92788.18 $$