What should we pay attention to and master in sixth grade Oxford English?

learning target

Master the composition and usage of the present continuous tense.

Master the usage of modal verbs must, should and can can.

Use imperative sentences skillfully.

Main knowledge points

● Present continuous tense

Structure: the present continuous tense indicates the action that is going on or happening now, and its structure is: subject +be (am, is, are)+ present participle+others.

Present participle: Use the verb -ing in the present continuous tense, that is, the present participle form.

The ing form of most verbs is to add ing directly after the verb;

The ing form of verbs ending in silent e is to remove e and add ing.

● Modal verbs

Modal verbs are: can, could, may, might, must, need, should, etc. Generally speaking, modal verbs are followed by verb prototypes.

Should: it means should, and its negation is directly followed by not, abbreviated as should' t, which means "should not, should not"

Can: it means "yes" when requesting or allowing, and can means "no".

Must: indicates what must be done.

● imperative sentence

There are two kinds of imperative sentences: affirmative sentences and negative sentences.

Affirmative imperative sentences directly begin with "verb prototype", for example:

Put on your hat. Put on your hat.

Negative imperative sentences add don't before the predicate verb, for example:

Don't play here. You can't play here.

● When it is forbidden to do something, especially when it is expressed by slogans, we usually use "No+ gerund." For example, smoking is prohibited.

Usage of "●mean"

▲ When we want to express "meaning, meaning", we usually use "meaning", for example, a red light means "stop". A red light means "stop".

▲mean plus "s" can be used as a noun, meaning "method, means and tool". For example:

There is no way to help him. Nothing can help him.

Sixth grade, U2: Ben's birthday.

learning target

Master the expression of date

What do you want ... I want ... Do you want ... ...？ Yes I want to do ...; I want ... ...

Understand the future usage of be+v-ing table.

Main knowledge points

● Ordinal number

One, two, three, four, five ... we all call these words representing numbers cardinal numbers to represent specific quantities. These cardinal numbers have corresponding ordinal numbers to indicate the order. For example, one is the first, and the first is the first.

▲ Composition of ordinal number:

△ First, generally add -th after the corresponding cardinal words, such as: fourth, seventh, etc.

△ The second type: when the cardinal word ending in -ty becomes ordinal, change Y to I and add eth. Like thirty-three.

△ The third type: When the cardinal words indicating "tens" or "hundreds" are changed into ordinal numbers, as long as the single digits are changed into ordinal numbers, the tens or hundreds of digits remain unchanged. Such as: 21, 21.

The abbreviation of △ ordinal number consists of Arabic numerals and the last two letters of ordinal number. For example: second-second.

Attention should be paid to the use of ordinal numbers, and the definite article the should be added before ordinal numbers, and it should be used as an attribute in a sentence before the modified nouns.

● Month

▲ In English, the first letter of the month name should be capitalized anyway. When you mean "in a certain month", you should add the preposition in before the name of the month, for example, in March.

▲ Except for May/June/July, there is no abbreviated form in these three months, and there are abbreviated forms in other months. January-January/February-February/March-March/April-April/August-August/September-September/October-October/November-November-December-December.

Date expression

There are differences in the date of expression between Britain and the United States.

English expressions of dates are written in the order of day, month and year, for example, February 2009 is 65438+ 10.

The English expression should be 10th December 2009, pronounced as December Temple, two days and nine days.

▲ The American expression of date is in the order of month, day and year, but in the American writing, ST, nd and RD in 1st, 2nd and 3rd are not used. For example, the American expression of June 5438+February 2009 10 should be 20091February 10, pronounced as December 10th, 2nd, 9th.

● It means that on a specific day, the preposition on should be added before the name of the month. Christmas Day is February 25th of 12, and "February 25th of 12" can be said to be1February 25th.

Sixth grade, U3: I was there!

learning target

Master the structure and usage of the simple past tense.

Review the sentence pattern "Where is it?" ... it's above/inside/near/below ...

Main knowledge points

● Simple past tense

The simple past tense is mainly the action or the state of being that happened at some time in the past.

▲ The simple past tense of the be verb has the following structure: subject +be (was/were)+…, and the be verb has three am is are. Past tense of am, past tense of is is was, past tense of are is was.

▲ Special interrogative sentences in the simple past be verb sentence pattern: special interrogative sentence+was/were ………, for example, where were you at six o'clock? Where were you at six o'clock? ), the usage of special interrogative words will not change, just change the be verb into the past tense.

▲ When answering questions in the simple past tense, the tense of the response sentence should also be in the past tense. Were you at home yesterday? Yes, I am. The answer method is the same as the present tense, but we must pay attention to the tense.

▲ The past tense is often used with some words or phrases that indicate the past time, such as two days ago, a moment ago, just now, etc.

In the sixth grade, go to U5: On the farm.

learning target

Master the interrogative sentences in the simple past tense.

The preposition on is used to indicate the usage of a specific week.

Know some verb phrases about agricultural labor

Main knowledge points

Basic sentence patterns of simple past tense

The basic sentence pattern of the simple past tense is "subject+action verb /be verb (past tense) ...

Represents an action or state that occurred at a certain time in the past;

Habitual and regular actions and behaviors in the past generally have no influence on the present, but only show the past.

Morphological changes in the simple past tense

Different from the ordinary present tense, in the ordinary past tense, the behavioral verbs used with all persons will change, and these verbs change irregularly.

▲ General rule: Add ed directly at the end of the word. For example: roll-roll

▲ Verbs ending in a silent e, with a d at the end, such as like—liked.

▲ A stressed closed syllable verb ending with a vowel letter and a consonant letter: double the consonant letter at the end, and then add ed. For example, stop—-stopped.

▲ For verbs ending with the letter Y and preceded by consonants, change Y to I first, and then add -ed. Such as: study-studied.

Questions in the simple past tense

In the past tense, the general interrogative sentence of be verb is to put be before time, while in did verb, you should add did before the subject to restore the verb to its original form.

The affirmative answer to the general question pattern of be verb is Yes, and the subject is +was/were. The negative answer is no, subject+no, no.

● Usage of the preposition on

▲on can be used in many places. For example, when we mean "on a certain day" and "on a certain morning/afternoon/evening", we should use the preposition on.

For example, Monday afternoon, May 1st.

▲ The preposition on forms a phrase with seven days in a week to indicate time. Note that no other prepositions can be used, only on can be used. Sunday is Sunday.

Sixth grade U6: Holidays

learning target

Learn the expressions and descriptions of festivals.

Continue to learn the morphological changes, sentence structure and pronunciation rules of the general past tense.

Review the simple future tense

Learn the pronunciation of the letter combination oo

Main knowledge points

● The basic sentence pattern of the general past tense is "subject+action verb /be verb (past tense) ...", which indicates the action or state that occurred at a certain time in the past; Habitual and frequent actions and behaviors in the past, the general past tense only explains the past. I went home at nine o'clock yesterday. I went home at nine o'clock yesterday. )

Morphological changes of the general past tense: the general ed is directly added to the end of the word, such as: want-want；; ; Verbs ending in silent e, add d at the end, such as: like-like；; A stressed closed syllable verb ending with a vowel letter and a consonant letter: double the consonant letter at the end and then add ed. Such as: stop—-stopped; ; For verbs that end with the letter Y and are preceded by consonants, change Y to I first, and then add -ed, for example, study-studied.

Negative sentences in the past tense: In negative sentences, the auxiliary verb "mei" should be added before the action verb, and the action verb behind the auxiliary verb should be in its original form, while the structure of other sentences remains unchanged. I did not go to school yesterday. )

General past tense interrogative sentences: general interrogative sentences should use the auxiliary verb did, which should be brought to the beginning of the sentence, and other sentence structures remain unchanged. In addition, the action verbs in general interrogative sentences should also be expressed in prototype, such as: Did you go home yesterday? Did you go home yesterday? ) Answer with yes, ... Do. /No, ... No.

In past tense interrogative sentences, the auxiliary verb should be used did, and the action verb behind it should remain the original form. What time did you go home yesterday? When did you go home yesterday? )

Pronunciation rules of suffix -ed: When the verb +ed ends with a consonant (except [t]), ed is pronounced as [t]. For example, surfing, watching, watching; ; When the verb +ed ends with a voiced consonant (except [d]), ed is pronounced as [d]. Such as word playing, listening and cleaning; ; When the verb +ed ends with the letters t and d, ed is pronounced as [id]. Such as access, needs and wants.

The word afternoon, balloon, school and cool Chinese letter combination oo: oo is pronounced as [u:]; Oo In the words good, foot and look, the pronunciation of cook is [u].

In the sixth grade, go to U7: at Christmas.

learning target

Learn noun possessive pronouns and noun possessive cases.

Learn to use whoser to ask questions about items: Is this/whose …?

Learn prepositions and prepositional phrases.

Main knowledge points

Noun possessive pronoun = adjective possessive pronoun+noun, which plays the role of noun in the sentence, for example, my cushion is soft. Yours is very difficult.

Noun possessive pronouns are: mine (mine), yours (yours), his (his), hers (hers), its (its), theirs (theirs) and ours (ours).

Noun possessive case: adding' s' after nouns forms the possessive case of' s', indicating the possessive case of living things, such as Nvshu. "Noun +of+ noun" constitutes the possessive form of of, indicating the possessive case of inanimate objects, such as the legs of a table. When expressing what two people have, just add an S after the last noun. For example, this is Kitty and Wendy's cat. This is Kitty and Wendy's cat, which means that this cat belongs to Kitty and Wendy.

Who can ask questions about adjectives, such as mine, yours, hers, his, ours, theirs and Peter's? When asking questions about possessive pronouns of adjectives, which must put the words after possessive pronouns of adjectives at the beginning of the sentence, and then change the rest into general questions. Whose books are these?

In the front is in the front. Front and back are antonyms, one is "front" and the other is "back". A is in front of B. = B is behind A, for example, I am in front of you. You are behind me.

Behind ... I sit at the back of the bus. I sit in the back of the car.

Under the sixth grade, U 1: Who is younger?

learning target

Peer comparison of learning adjectives: as…as

Learn the comparative degree of adjectives.

Learning choice problem

Learn the pronunciation of the letter combination ir: girl, shirt, skirt, bird

Main knowledge points

Like ... like ... means: like ..., indicating the same level of comparison, and the prototype of an adjective or adverb is connected between two as. Meyer is as beautiful as a fairy. Meyer is as beautiful as a fairy.

Select the question: general question+featured content 1+ or+featured content 2. Can't use it. Yes. /No Answer multiple-choice questions. For example: Do you want a sandwich or a hamburger? Do you want a sandwich or a hamburger? ) We must answer "I want a sandwich." Or "I want a hamburger".

The comparative level is used to be higher or lower than the opponent, and its structure is "comparative level+ratio". They care more than you do. They are more careful than you.

The regular change of adjective comparative degree: directly add -er: short → shorter

End with the letter e, and then just add -r: large → large.

A stressed closed syllable ending in a consonant. Write this consonant twice and then add -er:hot→hot.

For words ending in consonant +y, change y to I and add -er: hurry → hurrier.

For some disyllabic words and polysyllabic words, add more: be careful → be more careful before the words.

The comparative changes of some adjectives are irregular, and the common ones are:

Ok, um → better.

Not good, sick → worse

Many, many → more

Less → less

Far → farther, farther.

Old → old, elder

The letter group ir pronounces this sound in words, such as: bird, girl, etc.

U2 below grade 6: Exercise more.

learning target

Compare adverbs at the same level: as…as, for example, run as fast as Ben

Comparative degree of learning adverbs

Learning phrases: be good at, do well, do well.

Learn the pronunciation of letter combinations or: morning, forty, horse, sport.

Main knowledge points

There are many adjectives in English that can be changed into adverbs with ly. For example, the adverb fast is fast.

The comparative degree of adverbs is mainly used in the structure of "comparative adverb+ratio". This sentence pattern can indicate that one party is superior to the other, or that one party is inferior to the other. She comes here less than before. She doesn't work as hard as before.

The changing law of adverb comparative degree is actually the same as that of adjective, especially the adverb from adjective to -ly. Usually, their comparative degree and superlative degree are formed by adding more and most before words, such as: faster and fastest. For irregular changes, students need to remember them one by one, such as:

Hmm → Better → Best.

Worse → worse → worst.

More → more → most.

Less → less → least.

Far → farther/farther → farthest/farthest

Be good at ... Be good at ... Both being good at and being good at can mean "be good at ..." Prepositions at and in are followed by nouns or gerunds. Mr. Feng is good at playing chess.

If you give affirmation or praise to what others have done, it is generally used: well done! (well done! )

U3: sixth grade of basic training for asking for directions.

learning target

Can you tell me the way to ...

Go along this street and turn right at the third crossing. Here ... in your ... you can take bus No.20 ... there is a bus every hour ... minutes.

Describe what happened in the simple past tense.

Pronunciation of the letter combination ou

Main knowledge points

Can you tell me how to ...? This is a sentence used to ask the way. You can also say where ... For example:

Can you tell me the way to the railway station? Can you tell me the way to the railway station?

Where is the train station? Where is the train station?

Carry out ... carry out ...; Turn left/right; Take the no.20 bus ... take the bus. These phrases are all used to guide the way.

The simple past tense indicates the action or state at a certain time in the past.

Simple past tense of verb "1" The structure of be is as follows: subject +be (was/were)+… The verb "be" has three am is, and the corresponding past tense of am and is is was.

2. The simple past tense of notional verbs consists of subject+verb past tense+. ...

There are two kinds of negative sentences in the past tense, one is a be verb and the other is a notional verb. The verb to Be is to add not after be, and the real verb is to change the verb past tense into the original form and add not before it.

4. The general interrogative pattern of the be verb is to put be in front, while in the did verb, you should add did before the subject to restore the verb to its original form.

Changes of morphological rules in the general past tense

1. Generally, add ed directly after words, such as: want-want, work-worked, clean-cleaned, etc.

2. Morphological changes in the general past tense: verbs end with silent e and d, such as like-like, live-live, use-used.

3. A stressed closed syllable verb ending with a vowel letter and a consonant letter: double the consonant letter at the end, and then add ed. For example, stop—-stopped.

4. For verbs that end with the letter Y and are preceded by consonants, change Y to I first, and then add -ed. Such as: learning-being studied

Irregular changes in the form of words in the simple past tense

1. Some verbs ending in t have the same past tense as the original form, such as: put-put, let-let, cut-cut, etc.

2. Some verbs ending in d turn d into t in the past tense. For example: flower-flower, send-send.

For words ending in n, the past tense is to add t after the word. Such as: base-base, learn-learn.

For words ending in ow/aw, the past tense is to change ow/aw to ew. Such as: painting-painting, knowing-knowing, long-gray.

For words with two letters, the past tense is to change the two letters into single letters and add a t at the end. Such as: sleep-sleep, feeling-feeling, smell-smell.

6. For words with vowel letters o/i, the past tense is to change o/i to A. For example, come-camel, sing-sang, give-give, sit-sat, drink-drain, swim-swarm.

Jacket; House; Mouse; be away from home

Drive the mouse from my shirt out of the house. Throw the mouse on my coat out of the house.

Under Grade 6 U5: Four Seasons

learning target

How's the weather? Asking questions about the weather

Which sentence pattern do you like best? I like ...

Ask questions with why, and answer questions with why.

Ow pronunciation /au/

Main knowledge points

How's the weather? How's the weather? How's the weather? They mean the same thing. Note that there is like when you use what, and there is no like when you ask questions with how.

Which one do you like best? What do you like best?

I like ... the best. I like ... ...

Here best is the superlative of well, which means most. ...

Why, which means "why", is used in special interrogative sentences and is often used to ask why something happened. Why don't you go home? Why don't you go home? )。

Because it means "so", it is used to answer why's question.

Brown; Cattle; How; at present

How many brown cows did you see just now? How many brown cows did you see just now?

Sixth grade U6: Plan the weekend

learning target

Various sentence patterns of going

Several verbs and verb phrases are, go on, look, take.

Pronunciation of the letter combination ow in words

Main knowledge points

Be going to structure is often used to express: upcoming actions, plans or things to be done, things that are sure to happen. Be going to is followed by the prototype of the verb, and the be verb changes with the change of the subject. If the subject is we, then the be verb should use are. The interrogative and negative forms of be to are both variations of be verbs. If it is a question, the be verb of be to should be placed before the subject.

Go on a picnic.

Go for an outing, go hiking

Watch a play and a performance.

Watch Beijing Opera Watch Beijing Opera

Take part in a singing contest.

Take part in the sports meeting

Bowl; Snow; Windows; yellow

The girl with a yellow bowl is watching the snow by the window. The girl with a yellow bowl is looking at the snow through the window.

U7 in the sixth grade: A letter to a pen pal

learning target

Want and willing

Can I have ...; Why ... I think ...

Interrogative words who, where and what

Main knowledge points

What you want; Willing to want it; These two phrases have the same meaning.

Can I ...? what can I do? Can is used here to indicate a request.

Who who; What what; Where where; These are interrogative words, which are used to guide special interrogative sentences. For example:

Who do you want to write to? Who do you want to write to?

What's his hobby? What's his hobby?

Where does he live? Where does he live?

Injury; Nurse; Thursday; turn

Last Thursday, the nurse hurt her finger and it became black and blue. Last Thursday, the nurse hurt her finger and it became black and blue.