人教版九年级英语第二单元教学设计

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篇1：九年级英语第二单元

有关九年级英语第二单元

英语第二单元单词、重点词组和句型

lantern /lnt (r)n/ n. 灯笼 p.9 stranger /streind (r)/ n. 陌生人p.10

relative /reltiv/ n. 亲属;亲戚 p.10 put on 增加(体重);发胖 p.10

pound /paund/ n. 磅(重量单位);英镑p.10 folk /fulk/ adj. 民间的;民俗的 p.11

goddess /gdes/, /gA:d@s/ n. 女神 p.11 steal /sti:l/ v. (stole /stul/, stolen /stuln/) 偷;窃取p.11

lay /lei/ v. (laid /leid/, laid) 放置;安放;产(卵);下(蛋)p.11 lay out 摆开;布置 p.11

dessert /di’z:(r)t/ n(饭后)甜点;甜食 p.11 garden /ga:(r)dn/ n. 花园;园子 p.11

admire /dmai (r)/ v. 欣赏;仰慕 p.11 tie /tai/ n. 领带 v. 捆;束 p.12

haunted /h:ntid/ a. 有鬼魂出没的;闹鬼的p.13 ghost /gust/ n. 鬼;鬼魂 p.13

trick /trik/ n. 花招;把戏 p.13 treat /tri:t/ n. 款待;招待v. 招待;请客 p.13

spider /spaidr)/ n. 蜘蛛 p.13 Christmas /krisms/n. 圣诞节 p.14

fool /fu:l/ n. 蠢人;傻瓜 v. 愚弄adj. 愚蠢的p.14 lie /laI/ v. (lay /leI/, lain /leIn/)平躺;处于 p.14

novel /nvl/, /na:vl/ n.(长篇)小说 p.14 eve /i:v/ n(尤指宗教节假日的)前夕;前夜 p.14

bookstore /bukst:(r)/ n. 书店 p.17 dead /ded/ adj. 死的;失去生命的 p.14

business /bizns/ n. 生意;商业 p.14 punish /pnis/ v. 处罚;惩罚 p.14

warn /w:(r)n/ v. 警告;告诫 p.14 present /preznt/ n. 现在;礼物adj. 现在的 p.14

nobody /nubdi/, /nuba:di/ pron. 没有人 p.14 warmth /w:(r)mθ/ n. 温暖;暖和 p.14

spread /spred/ v. 传播;展开 n. 蔓延;传播 p.14 Chiang Mai /tinmaI/, /da:nmaI/ 清迈(泰城市)

Halloween /hlui:n/ 万圣节前夕 p.13 St. /seint/ Valentine’s /vlntainz/ Day 情人节

Clara /kla:r/, /kler/克拉拉(女名)p.10 Santa /snt/ Claus /kl:z/圣诞老人 p.14

Charles /ta:(r)lz/ Dickens /diknz/查尔斯 狄更斯(英) p.14

Scrooge /skru:d/ 斯克鲁奇n.(非正式)吝啬鬼 Jacob /deikb/ Marley /ma:(r)li/雅各布 马利

一、重点短语

1. the Lantern Festival 元宵节 2. the Dragon Boat Festival 端午节

3. the Water Festival 泼水节 4. be fun to watch 看着很有意思

5. eat five meals a day 一天吃五餐 6. put on five pounds 体重增加了五磅

7. in two weeks 两星期之后 8. be similar to... 与.......相似

9. throw water at each other 互相泼水 10. a time for doing sth. 做某事的时候

11. the traditional of… … 的传统 12. in the shape of... 呈……的形状

13. folk stories民间传说故事 14. go to…for a vacation 去…度假

15. wash away 冲走;洗掉 16. lay out摆开;布置

17. end up最终成为;最后处于 18. share sth. with sb. 与……分享……

19. as a result结果 20. one,. . the other... (两者中的)一个……另一个……

21. take sb. out for dinner 带某人出去吃饭 22. dress up 乔装打扮

23. haunted house 鬼屋 24. trick or treat (万圣节用语)不给糖果就捣蛋

25. fly up to… 飞向… 26. take sb. around…带某人到处走走

27. play a trick on sb.捉弄某人 28. give out 分发

29. the importance of…. …..的重要性 30. care about….. 关心

31. call out 大声呼喊 32. remind sb. of 使某人想起

33. sound like 听起来像 34. treat sb. with. 用/以……对待某人

35. the beginning of new life 新生命的开始 36. the spirit of.. . ….的.精神

37.on October the 31st 在10月31日 38.how touching 多么动人

39.have good luck in the new year在新的一年里有好运气 40. in need 需要帮助;处于困境中

41. not only…but also…不但…而且… 42. between…and… 在…和…之间

二、用法

1. What + a(n) + 形容词 + 可数名词的单数形式(+主语+谓语+其他)! 多么…..的…..!

2. How + 形容词/副词(+主语+谓语+其他)! …..多么….!

3. be going to ….将要/打算….. 4. in + 时间段 在…后

5. give sb. Sth. 给某人某物;把某物给某人 6. plan to do sth. 计划做某事

7. refuse to do sth. 拒绝做某事 8. one of + 名词复数形式….之一

9. It is + 名词 + 动词不定式 做某事是…. 10. What…think of….? …认为…怎么样?

11. make sb. do sth. 让某人做某事 12. used to be 过去是….

13. warn sb. to do sth. 警告某人做某事 14. tell sb. to do sth. 告诉某人做某事

15. decide to do sth. 决定做某事 16. promise to do sth.承诺做某事

三、重点句型

1. I think that they’ re fun to watch.

我认为它们看着很有意思。

2. What do you like about.. . ?

What do you like best about the Dragon Boat Festival?

关于端午节，你最喜欢什么?

3. What a great day!

多么美好的一天!

4 .1 wonder if...

I wonder if it’ s similar to the Water Festival of the

Dai people in Yunnan Province.

我想知道它是否与云南傣族的泼水节相似。

5. How+adj. /adv. + 主 + 谓!

How fantastic the dragon boat teams were!

龙舟队多棒啊!

6. What do/does+sb. + think of sth. ?

What does Wu Yu think of this festival?

吴宇觉得这个节日怎么样?

7. It’s my favorite festival because...

它是我最喜欢的节日，因为……

四、语法

1). 宾语从句

宾语从句在复合句中作主句的宾语。三大考点：引导词、时态和语序。

① 由连接词+ 主语+ 谓语 构成

常由下面的一些词引导：

②由that 引导 表示陈述意义 that 可省略

He says (that) he is at home. 他说他在家里。

③由if , whether 引导 表示 一般疑问意义(带有是否、已否、对否等)

I don’t know if / whether Wei Hua likes fish.

我不知道韦华是否喜欢鱼。

④由 连接代词、连接副词(疑问词) 引导 表示特殊疑问意义

Do you know what he wants to buy? 你知道他想要买什么吗?

⑤从句时态要与主句一致

当主句是一般现在时，从句根据情况使用任何时态

当主句是一般过去时，从句应使用过去某时态(一般过去时,

过去进行时，过去将来时，过去完成时)

He said (that) he was at home. 他说他在家里。

I didn’t know that she was singing now. 我不知道她正在唱歌。

She wanted to know if I had finished m homework.

她想要知道我是否已经完成了我的作业。

Did you know when he would be back? 你知道他将会什么时候回来?

2). 感叹句

感叹句是表达喜、怒、哀、乐以及惊奇、惊讶等强烈感情的句子。

感叹句通常由 what 或 how 引导。现分述如下：

一、由 what 引导的感叹句，其句子结构可分为以下三种：

1. 可用句型：“ What + a/an +形容词+可数名词单数(+主语+谓语+ 其他)!”。如：

What a nice present it is! 它是一件多么好的礼物啊!

What an interesting book it is! 它是一本多么有趣的书啊!

2. 可用句型：“ What +形容词+可数名词复数(+主语+谓语+ 其他)!”。如：

What beautiful flowers they are! 多么漂亮的花啊!

What good children they are! 他们是多么好的孩子啊!

3. 可用句型：“ What +形容词+不可数名词(+主语+谓语+ 其他)!”。如：

What fine weather it is today! 今天天气多好啊!

What important news it is! 多重要的新闻啊!

二、由 how 引导的感叹句，其句子结构也分为三种：

1. 可用句型：“ How +形容词 / 副词(+主语+谓语+ 其他)!”。如：

How careful she is! 她多么细心啊! How fast he runs! 他跑得多快啊!

2. 可用句型：“ How +形容词+ a/an +可数名词单数(+主语+谓语)!”。如：

How beautiful a girl she is! 她是个多么漂亮的姑娘啊!

3. 可用句型：“ How +主语+谓语!”。如：

How time flies! 光阴似箭!

由 what 引导的感叹句与由 how 引导的感叹句有时可以转换，但句中部分单词的顺序要有所变化。如：

How beautiful a girl she is! = What a beautiful girl she is!

What delicious cakes these are! = How delicious these cakes are!

三、有时感叹句也可以由一个单词、词组、祈使句、陈述句等构成。

如： Good idea! (好主意!) wonderful! (太精彩了!) Thank goodness! (谢天谢地!)

篇2：第二单元第一课时 学案设计(人教版英语九年级)

Unit 2 I used to be afraid of the dark.

Section A (1a-2c)

PartⅠ Analysis of the Teaching Material

Ⅰ.Status and Function

You know, people sure change when they grow. Our students should realize and deal with their changes correctly. Unit2 is to talk about how we have changed.

This lesson is the first period of Unit2. All the activities in this Unit are carried around this topic. So this period is very important. If the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. It can practice Ss’ listening, speaking, reading and writing.

Such a topic about what Ss used to be like is related to their daily life. So it is useful.

The first period serves as an introduction and lead-in part.. Activity 1a introduces lots of words describing people’s appearance and personality. Activities 1b, 2a and 2b gives students practice in understanding the target language in spoken conversation. Activities 1c and 2c provides oral practice using the target language. Students are fond of such activities. So they are helpful to improve students spoken English.

Teaching and learning goals

Language goals

1. Words ＆ expressions.

used to，be interested in

2. Key sentences

Mario, you used to be short, didn’t you? Yes I did.

Did you use to play the piano? No, I didn’t

Ability goals

Most students can talk about the changes of theirs and other people’s appearances and personalities with “used to be”.

Emotion ＆ attitude goals

Most students can deal with changes correctly. And at the same time care about others’ changes, thus to build up good relationship between people.

Strategy goals

Most students can describe appearances and personalities by comparing.

Teaching important points

More than 90% know the structure “used to ”and its negative and interrogative forms.

Teaching aid

A multimedia courseware is needed. In fact, students are still very young, and are interested in pictures and funny things. So the courseware can both help me and them.

PartⅡ Analysis of the Teaching Methods

In this lesson I’ll mainly use “Task-based” teaching method. That is to say, I’ll let Ss Know what we will learn in this lesson. And master the target language step by step.

“ Learning by using, learning for using.” I will also use Situational Approach Method.

Communicative Approach Method will be used.

Some traditional methods will also be used.

PartⅢ Analysis of the Learning Strategies

Pairwork.

Groupwork.

The students who sit at the same desk and group can make a conversation and learn from each other. It makes each student feel relaxed. They needn’t worry about making mistakes.

PartⅣ Teaching Procedures

Step I Lead-in

Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we find a phrase “used to ”. What does it mean? How is it used in English?

The usage of “used to”

“used to＋positive Verb”expresses people often did sth. In the past, but don’t do that now anymore. e.g..

I used to go to work by bus. Now I take a taxi.

She used to be very shy.

“be used to doing”expresses people foster a habit to do sth. e.g.

I used to get up late, but now I am used to getting up early and going to bed early.

He is used to being praised by others.

So the sentence “I used to be afraid of the dark.” means in Chinese: 我过去常害怕黑暗。

Purpose of my designing: Let Ss know directly the target language of this lesson and what they going to do.

Step II 1a Filling in the chart

First let’s talk about something about people’s appearance and personality Next we are going to fill in the chart below with words to tell about people’s appearance and personality.

Appearance Personality

tall outgoing

straight hair funny

beautiful angry

black careful

dirty happy

hungry hard-working

sad strange

tired noisy

Now we are going to make sentences to tell about people’s appearances and personalities with the words in the chart.

Purpose of my designing: This activity is used as the beginning of the new lesson and also as the review of description words about people’s appearance and personality in Grade 8.

StepⅢ1b Listening and writing

Next you are going to listen to a conversation. In the conversation you will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words telling about friends’ appearances and personalities. While listening, pay attention to the form of the sentences.

Purpose of my designing: The activity gives Ss practice in understanding the target language in spoken conversation.

StepⅣ 1c Doing pairwork

Look at the picture on page 10 and make more conversations.

A: Mario used to be tall.

B: Yes, he did. Now he’s tall.

Purpose of my designing: This activity provides oral practice using the target language.

StepⅤ2a Listening and checking

Next turn to page 11 and we are going to listen to a tape and check the words we hear.

Purpose of my designing: This activity provides listening practice using the target language.

StepⅥ2b Listening and filling in the blanks

On page 11, listen for information to be filled in the blanks. Remember to pay attention to the form of the language while listening.

Do pay attention to the form of the language while listening.

Purpose of my designing: This activity gives Ss practice understanding the target language in spoken conversation.

StepⅦ2c Doing pairwork

Practice the conversation in activity 2b on page 11. Then make conversations about yourselves.

Purpose of my designing: This activity provides oral practice using the target language.

StepⅧMaking a summary

You used to be short.

I used to be really quiet.

She used to have long hair.

He used to wear glasses.

used to + positive verb

“used to＋positive Verb”expresses people often did sth. In the past, but don’t do that now anymore.

Purpose of my designing: This activity gives Ss a clear outline of this lesson.

StepⅨ.Consolidation(if possible)

Translate the following sentences.

1．你以前常去那儿吗？

2．过去我常在晚饭后散步。

3．他过去不常吃鱼。

4．他们过去常唱英文歌，不是吗？

5．Lily过去是个工人。

6．凯特过去上学常迟到。

Purpose of my designing: This translation can help me and Ss check how well Ss master the target language.

StepⅩ.Homework

Students try to make a survey: Who has changed most?

Elements Past Now

Hair

Height

Build

personality

Hobby

Purpose of my designing: Homework is also important for Ss to practice English after class. At home they can have more time to list their changes between now and the past in many aspects. They can learn more after class, not in class. In this point, homework is the stretch of the class.

StepⅩ Blackboard Design

Unit 2 I used to be afraid of the dark.

Section A (1a-2c)

Words ＆ expressions.

used to

be interested in Key sentences

Mario, you used to be short, didn’t you? Yes I did.

Did you use to play the piano? No, I didn’t

Purpose of my designing: Write the key words on the left in order to get the students to memorize them. Put the target language on the right in order to tell the students that this is the importance in this lesson. The blackboard design is also very important. In my opinion, the blackboard design can reflect the lesson and let the students master the lesson easily.

篇3：九年级英语人教版教学设计

AUnit9 I like music that I can dance to（第1课时）

一、教材分析

定语从句是本单元的语法要点，是在1-8单元已经对该语法知识有所渗透的前提下安排的。本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。

二、三维目标

1、知识目标：

掌握本单元基本词汇，学会恰当的使用引导词that ,who

2、能力目标

1）掌握功能句“What kind of music do you like ?  I like music that I can dance to .    I love singers who can write their ownmusic.”

2）能够自如地谈论自己所喜欢的音乐和音乐家。

3、情感目标：

通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。

三、教学重点

1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ”的使用方法。

2）“prefer …to…”的用法

3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句 “What kind of music do you like ? I like music that I can dance to .      I love singers who can write their own music.”

四、教学难点

定语从句运用

五、教学策略

采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。

六、教学准备

自制多媒体课件（PowerPoint）；录音机(A tape recorder)

七、教学环节

1、课堂导入

⑴ Warming up

⑵ Discuss: Do you like music? What kind ofmusic do you know?

⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..（多媒体出示）

⑷Let Ss read 1a. Explain the sentences:

I prefermusic that has great lyrics=I like music that has great lyrics better.

lyrics:the plural form is often used.

Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.

2、课堂讲授

Explain attributive clauses.

定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导

I love singers who write their ownmusic

I like music that I can dance to.

a. that即可代表事物也可代表人，which代表事物；它们在从句中作主语或宾语，that在从句中作宾语时常可省略关系词，which在从句中作宾语则不能省略。而且，如果which在从句中作“不及物动词＋介词”的介词的宾语，注意介词不要丢掉，而且介词总是放在关系代词which的前边，但有的则放在它原来的位置

b. which作宾语时，根据先行词与定语从句之间的语义关系，先行词与which之间的介词不能丢

c. 代表物时多用which，但在带有下列词的句子中用that而不用which，这些词包括all,anything, much等，这时的that常被省略

d. who和whom引导的从句用来修饰人，分别作从句中的主语和宾语，whom作宾语时，要注意它可以作动词的宾语也可以作介词的宾语

e. where是关系副词，用来表示地点的定语从句

3、课堂练习

Fill inthe blank with who that

1）.I have a brother _______likes soccer.

2）Tom doesn’t like movies_______are too long and too scary.

3） We prefer groups ________ play loud and energetic songs.

4） He likes friends_________ often help each other

4、课堂活动

1) Askand answer in pairs:

What kindof music do you like best? Why?

I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons.

2) Listento four pieces of music .Then practice the conversation in pairs.

3) Showseveral pictures and introduce their favorite singers ,groups and so on..

4) Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.

5) Listenand complete 1b,2a and 2b.

5、课堂小结

在定语从句中，先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导。

I love singers who write their ownmusic

I like music that I can dance to.

who / that 在定语从句中做主语时，谓语动词的单复数应与先行词保持一致

I prefershoes that are cool.

I like apizza that is really delicious.

I lovesingers who are beautiful.

I have afriend who plays sports.

6、作业布置

Write a composition about the kinds of the friends they likeand dislike

八、教学反思

通过本单元的学习，不仅能使学生学会本单元的功能句，而且通过创设情境调动学生的积极性和自主性，使学生敢于用英语交流和表达，学习中遇到困难，愿意主动向他人请教，并有较强的合作精神，使学生进一步体会到英语学习的快乐与成就。

1.人教版山雨教学设计

2.人教版《山雨》教学设计

3.人教版《雨说》 教学设计

4.人教版《渔夫的故事》教学设计

5.人教版晏子使楚教学设计

6.人教版咏柳教学设计

7.人教版学弈教学设计

8.人教版找春天教学设计

9.人教版花钟教学设计

10.人教版花钟优秀教学设计

篇4：九年级第二单元的教学设计

一、单元教学目标：

1、了解不同文体的基本特点,能根据不同文体特点收集信息,进行筛选分析,作出归纳.

2、掌握速读法的要领，读课文后能说出基本情节或文章梗概。

3、运用速读法，在最短的时间内获取一篇文章最多的有价值的信息。

4、学会合作探究和自由写作，能自由地、有条理的叙述事实，在文章中表达自己的见解。

5、安排“迅速捕捉阅读信息的”的训练，尽可能多地发表自己的见解。

二、单元课时安排共13课时

课本整体感知单元整体学习1课时

《藤野先生》3课时

《生命与和平相爱》1课时

《热爱生命》1课时

《享受生活》2课时

诵读欣赏1课时

“综合学习与探究”4课时

三、教学设想

本单元课文都出于名家之手，4篇文章用不同的方式说了不同的事，作者和他们作品中的人物都是热爱生活的'。文章篇幅较长，内容充实，信息量大，因此单元主要任务是学会“迅速捕捉阅读信息”。本单元学习要培养良好的读书习惯，运用“观其大略”的速读法，学会从课文中迅速捕捉信息；理解并积累关键词语，理解文章的主旨。在大量的阅读中扩大我们的视野，增长知识，积累语言，培养语感，努力形成不畏艰险、勇于挑战、积极向上的人生态度，，善思考，形成心忧天下、关心人类命运的价值取向，增强爱国主义情感。

四、教学过程

第1课时确定本单元的学习内容

第一块：浏览单元内容，了解其特点：

教学步骤教师组织学生活动

1导入：让学生浏览目录、课文（还可以延伸到发展性评价手册）明确任务

2巡视、指导浏览目录、课文

3布置讨论：本单元的内容和具有怎样的特点？思考、讨论

第二块：确定单元学习方法：

教学步骤教师组织学生活动

1回顾我们曾经学习过的种种学习方法（如：九年级上册的读书方法，圈点勾画的具体要求，上一单元的比较与辩微等）回顾、复习

2针对本单元的学习内容和特点，制定相应的学习方法和学习计划制定计划

第三块：学习评价

教学步骤教师组织学生活动

1出示评价内容：

1、你有自己的专题吗？你能用简要的语言阐述一下吗？

2、你能说出哪些课文题目，作者，文章的主要内容？

3、组成学习小组：分工收集资料，商定展示成果的形式。

自我反馈

2小结：自我小结

篇5：人教版九年级历史第二单元复习资料

第七课：东西方文化交流的使者

1、阿拉伯数字：前身是印度梵文的字头文字(即：阿拉伯数字的创造者是古印度人)。阿拉伯人加以改造，12世纪初，传到欧欧洲。16世纪，与现在的写法基本一致。

2、亚欧商业往来的途径：丝绸之路

3、阿拉伯的辉煌文化：创立完整的代数学;巴格达医院院长阿齐斯写成外科医学著作《医学集成》;医生依本·西拿著有《医典》。

4、意大利商人马可·波罗到中国元朝大都任官，游历中国大江南北，返回后完成《马可·波罗行纪》。激起欧洲人对东方的憧憬和向往。

第八课：古代科技与思想文化(一)

1、文字的出现：象形文字——古埃及人(30)，对以后字母文字产生重要影响;

楔形文字——两河流域(古巴比伦)苏美尔人(3000年)，被西亚古代各民族所采用，为人类文明的发展作出了重大贡献。

字母文字——腓尼基人(22个)，为以后欧洲的字母文字奠定了基础。

2、世界三大宗教

第九课：古代科技与思想文化(二)

1、古代科学家 ：① 阿基米德：发现杠杆定律、浮力定律、发明螺旋式水车

② 亚里斯多德：创立物理学、植物学、动物学、逻辑学，被誉为“百科全书”式的学者。

2、古代文学家：① 荷马(古希腊)：《荷马史诗》，包括《伊利亚特》和《奥德赛》。 ②索福克勒斯(古希腊悲剧作家)：《俄底浦斯王》。 ③《天方夜谭》又名《一千零一夜》：阿拉伯民间故事集，《阿里巴巴》、《阿拉丁和神灯》。 ④埃斯库罗斯：古希腊悲剧之父

⑤阿里斯托芬：古希腊喜剧之父

3、建筑特色

罗马式建筑 特点：拱顶、多梁柱、平面呈十字架形 如：麦加大清真寺

哥特式建筑 特点：高、直、尖和强烈的向上感 如：巴黎圣母院

中国古典建筑 特点：中轴对称、层次分明、主体突出 如：故宫

篇6：新目标八年级英语下册第二单元教学设计 (人教版英语八年级)

Teaching aims of unit 2

Ⅰ.Teaching article:（教学课题）

Unit 2 What should I do?

II.Teaching aims and demands(教学目的和要求):

1.Knowledge Objects

Talk about problems and give advice

2. Process and method

By listening、speaking、reading、and writing.

3. Emotion and attitude

Learn to list problems and give advice and help others..

III. Teaching importance (教学重点)

Talk about problems and give advice

IV.Teaching diffculty(教学难点):

How to give advice

V. Teaching ways(教学方法):

Revision, learning, practice and reading.

V.Teaching tools(教学工具):

Tape-recorder and Lattern.

VI.Teaching time(教学时间): 八 年 级 英 语 教 学 设 计

总计：第八课时

Period Period 1 Main teacher Wang Haiyan

Assistant Song Haixia Class teacher

Content Unit 2 What should I do?

（1a----1c）

Aims Language and Ability Talk about problems.

Give advice

Process and method To understand the target language by listening、reading.

Emotion and attitude Training the student’s hobbies of studying

Important

Points Talk about problems.

Give advice

Difficult Points could / should, how to give advice

Methods 1.Reading method.

2.Speaking method.

3.Self check method.

Aids 1.A projector.

2.Large chart paper, colored markers. Revision and perfection

procedures

procedures

Step 1 Leading in

1.Greetings .

2.Free talk.

Step 2 Pre-task

Teach the new words and phrases.

Step 3 While-task

SB Page10,1a & 1b.

Point to the advice and ask someone to read the each one to the class .

Discuss and finish the box in group.

3、Play the recording and let Ss fill in the chart .Check the answers .

SB Page 10 , 1c .

1、Point out the sample conversation in activity 1c .

2、Ask two Ss to read it to the class .Have Ss work in pairs .

Step4 Pair work:

1.Point out the conversation in the box in activity 1c. ask two students to read it to the class.

2.Ask the students work with a partner. Make your own conversations about the people in the picture.

3.Then ask several pairs to say their conversations to the class.

.Step 5 Summary

Today we’ve learned the key vocabulary and the target of the unit by reading and writing.

Blackboard design Unit 2 What should I do?

（1a----1c）

Serious ot Serious

What’s wrong…?== What’s the matter……?

Maybe I should------.

A: What’s wrong/the matter?

B: My clothes are out of style.

A: Maybe you should buy some new clothes.

B: But I don’t have enough money.

Homework Make a conversation using “What’s wrong…?

.

Reflection after class

八 年 级 英 语 教 学 设 计

总计：第九课时

Period Period 2 Main teacher Wang Haiyan

Assistant Song Haixia Class teacher

Content Unit 2 What should I do?

（2a----2c）

Aims Language and Ability Talk about problems.

Give advice

Process and method To understand the target language by listening、reading.

Emotion and attitude Training the student’s hobbies of studying

Important

Points Talk about problems.

Give advice

Difficult Points How to give advice

Methods 1.Reading method.

2.Speaking method.

3.Self check method.

Aids 1.A projector.

2.Large chart paper, colored markers. Revision and perfection

procedures

procedures

Step 1 warm up.

Greet the class as usual and check the homework.

Step 2 Post-task

SB Page 11 , 2a & 2b .

1、First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no” .

2、Correct the answers .

Do with activity 2b in the same way .

Step 3 Pairwork

SB Page 11 , 2c .

Ss work in pairs , then ask some pairs to act out their conversations .

Step 4 Summary

1.Today we’ve reviewed the key vocabulary and the target of the unit by reading and writing.

2.Grammar focus.

1)Learn the grammar focus by heart.Get ss to go over grammar focus。

2.Explain:should,could

Step 5 Extension

Show some pictures and get ss to say “What should we do?”

Ss say according to the pictures:What should we do?

Blackboard design Unit 2 What should I do?

keep out want sb to do sth

enough money, old enough… , enough to…

argue with, agree with , help with…

out of style, in style

What’s wrong?/up?/the matter?

call sb. up 8.a ticket to the ball game, a key to the door on the phone

Homework Recite the Grammar focus

Reflection after class

八 年 级 英 语 教 学 设 计

总计：第十课时

Period Period 3 Main teacher Wang Haiyan

Assistant Song Haixia Class teacher

Content Unit 2 What should I do?

（3a----4）

Aims Language and Ability Learn read and write the target language.

Learn to give advice.

Process and method To understand the target language by listening、reading.

Emotion and attitude Learn to list problems and give advice and help others.

Important

Points Talk about problems.

Give advice

Difficult Points How to give advice

Methods 1.Reading method.

2.Speaking method.

3.Self check method.

Aids 1.A projector.

2.Large chart paper, colored markers. Revision and perfection

procedures

procedures

Step 1 Warm up

1.Ask ss question:What problems do you have ?

What should I do ?

2.Ss try to answer the questions and give some good advice.

Step 2 Presentation

1.Ask ss question like:What do you think the advive?

Is it a good idea/a bad idea/an okay idea?

2.ss try to answer the question.

Step 3 While-task

SB Page12,3a & 3b.

1.Show Eve’s problem and try to give her some good advice

2.show Eve’s friens’ some advice and say it is a good idea/a bad idea/an okay idea.

ss try to give Eve advice.

.Learn about Eve’s friends’ adive

Step4 Pair work:

1.Point out the conversation in the box in activity 3b. ask two students to read it to the class.

2.Ask the students work with a partner. Make your own conversations about the people in the picture.

3.Then ask several pairs to say their conversations to the class.

.Step 5 Discuss in group

1.Show Jim’s problem(4 p12)

2.Ss work in group and give Jim some good advice.

Step 6 practice.

Show some problems and let ss give advice.ss give advice

Step 7 Summary

Recite 3a(P12)

Blackboard design Unit 2 What should I do?

1.need to do sth. I need to get some money.

2.pay for. You must pay for it.

3.borrow …from… I borrow a book from him.

4.ask for. I ask my parents for some money.

5.either/also/too I can swim, too I can also swim. I can’t swim, either.

Homework Recite 3a(P12)

Reflection after class

八 年 级 英 语 教 学 设 计

总计：第十一课时

Period Period 4 Main teacher Wang Haiyan

Assistant Song Haixia Class teacher

Content Unit 2 What should I do?

SectionB（1a----1c）

Aims Language and Ability 1.Language points

2. Read and write the target language.

3.Learn to help others to solve problems.

Process and method To understand the target language by listening、reading.

Emotion and attitude Learn to list problems and give advice and help others.

Important

Points Read and write the target language.

Difficult Points Original, what to do, except/besides, leave out, get on

Methods Task-based teaching method;

Aids 1.A projector.

2.Large chart paper, colored markers. Revision and perfection

procedures

procedures

Step 1 Warm up

greeting the class

2.show some problems and give some advice.

Try to anwser the questions .

Step 2 Presentation

1.show pictures to learn language items

2.Ss answer the question

Step 3 Practice

1.Show example to ss,Work in pairs

2.Get ss to work in groups and discuss

SB Page13,1a

Point to the advice and ask someone to read the each one to the class .

Discuss and finish the box in group.

3、Play the recording and let Ss fill in the chart .Check the answers .

SB Page 13 , 1b .

1、Point out the sample conversation in activity 1c .

2、Ask two Ss to read it to the class .Have Ss work in pairs .

Step4 Pair work:

1.Point out the conversation in the box in activity 1c. ask two students to read it to the class.

2.Ask the students work with a partner. Make your own conversations about the people in the picture.

3.Then ask several pairs to say their conversations to the class.

.Step 5 Summary

Today we’ve learned the key vocabulary and the target of the unit by reading and writing.

Blackboard design Unit 2 What should I do?

My friend has the same haircut as I do.

Everyone else/ What else.

I don’t know that to do.

Everyone is here except John.

Besides us, all the other Ss went to the movie.

Homework Make a conversation using “What’s wrong…?

.

Reflection after class

八 年 级 英 语 教 学 设 计

总计：第十二课时

Period Period 5 Main teacher Wang Haiyan

Assistant Song Haixia Class teacher

Content Unit 2 What should I do?

SectionB (2a----2c)

Aims Language and Ability Talk about problems.

Give advice

Process and method To understand the target language by listening、reading.

Emotion and attitude Training the student’s hobbies of studying

Important

Points Read and write the target language.

Difficult Points Original, what to do, except/besides, leave out, get on

Methods Task-based teaching method;

Aids 1.A projector.

2.Large chart paper, colored markers. Revision and perfection

procedures

procedures

Step 1 Warm up

greeting the class

2.Free talk.

Step 2 Pre-task

SB Page 13 ,1a .

1、Say , Look at the items on the list .

2、ask Ss to complete the writing on their own .

3、Correct the answers .

Step 3 While-task

SB Page 13, 2a.

1、Read the instructions and point out the sample conversation.

2、Ask Ss to work with a partner and make their own conversations about the items in activity 1a .

3、Call several pairs to say one or more of their conversations to the class .

SB Page 13, 2b .

1、Read the instructions and have Ss know what to do .Play the recording and ask Ss to write their answer on their own .

2、Ask two Ss to write their answers on the Bb .

Correct the answers.

Step 4 pairwork.

SB Page 13, 2c .

1、Point out the sample conversation and ask two Ss to read it to the class .

2、Then point to the phrases in the box .Ask Ss to ask and answer with a partner .

3、Ask several pairs to say their questions and answers to the class .Correct any incorrect questions or answers .

Step 5 Summary

Today we’ve learned the key vocabulary and the target of the unit by reading and writing.

Blackboard design Unit 2 What should I do?

My friend has the same haircut as I do.

Everyone else/ What else.

I don’t know that to do.

Everyone is here except John.

Besides us, all the other Ss went to the movie.

Homework Make a conversation using “What’s wrong…?

.八 年 级 英 语 教 学 设 计

总计：第十三课时

Period Period 6 Main teacher Wang Haiyan

Assistant Song Haixia Class teacher

Content Unit 2 What should I do?

Aims Language and Ability Revise the words and the target language.

Process and method To understand the target language by listening、reading.

Emotion and attitude Learn to give advice.

Important

Points 1. Language points 2. Read and write the target language.

Difficult Points Read and write the target language.

Methods 1.Reading method.

2.Speaking method.

3.Self check method.

Aids 1.A projector.

2.Large chart paper, colored markers. Revision and perfection

procedures

procedures

Step 1 Warm up

1.greeting the class

2.Show pictures to talk about the problems and give advice 3.Ask ss questions just like:What’s the matter? What should he/she do?

3.Look at the pictures.

4.Try to answer teacher’s questions

Step 2 Presentation

1、Show a picture of Ann and Mary

2、Get ss to compare Ann to Mary

3、show Mary’s problem

Step 3 Task 1 reading(3a P14)

1.Read the passage quickly and try to answer the question “Why is the boy upset and lonely?”

2.give your advice according to the boy’s problem

.Step 4 Task 2 practice

1、Get ss to write a letter to the boy。

2、Ss write a letter and give good advice.

Step 5 Summary

Today we’ve learned the key vocabulary and the target of the unit by reading and writing.

1.recite the letter (P14)

2.finish off 3c(P14)

Blackboard design Unit 2 What should I do?

SectionB（3a----4）

be angry with

get on well with,

have a fight with,

the same age as, give some advice

Homework

finish off 3c(P14)

.

Reflection after class

八 年 级 英 语 教 学 设 计

总计：第十四课时

Period Period 7 Main teacher Wang Haiyan

Assistant Song Haixia Class teacher

Content Unit 2 What should I do?

Aims Language and Ability 1. Language points 2. Reading and writing.

Process and method To understand the target language by listening、reading.

Emotion and attitude Learn to relax and plan things for themselves..

Important

Points 1. Language points 2. Reading and writing.

Difficult Points Reading and writing.

Methods Task-based teaching method，

Aids 1.A projector.

2.Large chart paper, colored markers. Revision and perfection

procedures

procedures

Step 1warm up

1.Greetings .

2.Free talk.

Step 2 presentation

1、Ask question:What do you usually do after class?

2、Discuss the question.

Step 3 Learn the strate

Show the two strategies

Get ss to understand the strategies

Step4Reading(while 1)

1.Show the question:Why are the children under

too much pressure?

2.Get ss to read the passage as quickly as possible and find out the answer to the question.

Step5 reading (while 2)

1.Read again and answer more questions.

2.Get ss to read it carefully and answer the questions

3.Get ss to discuss and give the answers to the questions：

1）When do you feel under pressure

2） What should you do to relax?

Step6Language items

1. points in the passage.

2.Listen to the tape and read it

3.Listen to points in the passage.

4.Listen to the tape and read itGet ss to write a letter to Cathy

Step 6 Summary

Today we’ve learned the key vocabulary and the target of the unit by reading and writing.

Blackboard design

Unit 2 What should I do?

What do you usually do after class?

why are students now under too much pressure?

When do you feel under pressure?

What should you do to relax?

Homework

Finish off 3c .

Reflection after class

篇7：九年级下册第二单元的教学设计

九年级下册第二单元的教学设计

一、单元教学目标：

1、了解不同文体的基本特点,能根据不同文体特点收集信息,进行筛选分析,作出归纳.

2、掌握速读法的要领，读课文后能说出基本情节或文章梗概。

3、运用速读法，在最短的时间内获取一篇文章最多的有价值的信息。

4、学会合作探究和自由写作，能自由地、有条理的叙述事实，在文章中表达自己的见解。

5、安排“迅速捕捉阅读信息的”的训练，尽可能多地发表自己的见解。

二、单元课时安排共13课时

课本整体感知 单元整体学习1课时

《藤野先生》 3课时

《生命与和平相爱》 1课时

《热爱生命》 1课时

《享受生活》 2课时

诵读欣赏 1课时

“综合学习与探究” 4课时

三、教学设想

本单元课文都出于名家之手，4篇文章用不同的方式说了不同的事，作者和他们作品中的人物都是热爱生活的。文章篇幅较长，内容充实，信息量大，因此单元主要任务是学会“迅速捕捉阅读信息”。本单元学习要培养良好的读书习惯，运用“观其大略”的速读法，学会从课文中迅速捕捉信息；理解并积累关键词语，理解文章的主旨。在大量的阅读中扩大我们的视野，增长知识，积累语言，培养语感，努力形成不畏艰险、勇于挑战、积极向上的人生态度，善思考，形成心忧天下、关心人类命运的价值取向，增强爱国主义情感。

四、教学过程

第1课时 确定本单元的学习内容

第一块：浏览单元内容，了解其特点：

1、导入：让学生浏览目录、课文（还可以延伸到发展性评价手册） 明确任务

2 、巡视、指导 浏览目录、课文

3 、布置讨论：本单元的内容具有怎样的特点？ 思考、讨论

第二块：确定单元学习方法：

1 、回顾我们曾经学习过的种种学习方法（如：九年级上册的读书方法，圈点勾画的具体要求，上一单元的比较与辩微等）

2 、针对本单元的学习内容和特点，制定相应的学习方法和学习计划

第三块：学习评价

1、出示评价内容：

1你有自己的专题吗？你能用简要的语言阐述一下吗？

2你能说出哪些课文题目，作者，文章的主要内容？

3组成学习小组：分工收集资料，商定展示成果的形式。

自我反馈

2、小结： 自我小结

《藤野先生》

学习目标：

1、认真阅读课文，了解藤野先生的思想品质，了解鲁迅先生的生平。

2、学习文章精选材料，多方面表现人物品质的手法。

3、学习本文抓住任务语言行动表现人物性格特征的写法，领会文章语言的感情色彩。

重难点分析：

教学重点： 了解作品的时代背景，学习文章精选材料，多方面表现人物性格的手法，了解散文形散神不散的特点，学习本文抓住人物语言行动表现人物性格特征的写法，领会文章语言的感情色彩。

教学难点：了解藤野先生的思想品格，了解鲁迅先生中青年时代的心路历程。

第一课时

课堂学习：

一、创设情景导入：

1 创设情境，导入新课：多媒体出示鲁迅先生照片和藤野先生的照片。鲁迅为什么对藤野先生始终不忘呢？ 观看图片，思考。

二、快速浏览，整体感知

1 问题设计：鲁迅对藤野先生的第一印象是什么？我和藤野先生直接交往的事有几件？我对藤野先生的感情是怎样的？ 学生带着问题快速浏览课文，边读边思考

2 组织学生讨论、交流

3 组织学生用表格形式填写：藤野先生与作者交往的典型事例及反映的思想品质。

三、语文活动：

1 课本扉页后的彩色插图中有藤野先生的油画肖像，请你为这张画像配一段简要的文字说明 。（观察思考并配文字说明。）

2 组织交流、评点

课后学习： 1、文章的感情线索是怎样的？。

2、思考文中藤野先生的两次叹息用意？

第二课时

课堂学习：

一、课文分析

1 深入探究，请大家依照“去仙台前”“在仙台”“离开仙台”给文章理清脉络。

2 课文的线索是怎样安排的？ 思考，交流

3 交流明确

二、深入探究分析

1 文章中两次写到藤野先生的叹息，请找出文中语句，思考这两次叹息有什么不同吗？

2 文章的最后三段和第一、第三部分并不是写藤野先生，这是否离题呢？ （思考分析材料安排与主题的关系 ）组织交流并明确

课后学习：1、研读鲁迅先生在仙台的经历，思考给你带来的启示 。

第三课时

一、课文研读

1 组织学生探究分析鲁迅先生在仙台的经历,组织学生说说藤野先生的形象 。

2 刚到仙台时,有人也对鲁迅表现出了关心,你能找到具体描写的文字吗？请读一读 找出具体描写的文字

3 思考:鲁迅先生后来不学医了,为什么作为医专教授的藤野先生仍对他产生了深远的影响?这对我们有什么启示? 思考并交流

二、拓展研读

1 组织学生阅读《〈呐喊〉自序》，或鲁迅先生的其他作品，深入理解到仙台学医对鲁迅走上文学道路的重要作用（阅读《〈呐喊〉自序》，或鲁迅先生的其他作品，交流读后的感受。）

三、课后作业

“没有爱，便没有成功的教育”。师爱激励鲁迅先生自强不息。在生活中，你也一定遇到过好教师，请用生动的语言写出这位老师的一个爱生片段。300字左右。

《生命与和平相爱》

学习目标：

1、学会在速读中迅速捕捉信息，能用简要语言复述本课基本内容。

2、学习把人物放在文化背景中展示的方法，学会逐步深入的描写内容。

3、了解犹太民族重视文化教育，重视培养生存能力的情况，了解犹太民族珍惜生命，向往和平的感情。

课前学习：

1、了解电影《索菲的选择》、《辛德勒名单》的情节内容，了解犹太民族的苦难历史。

2、课前收集作者铁凝介绍资料，了解其创作历程。

第一课时

课堂学习

一、整体感知课文

1 创设情景导入：屏幕投影出示马克思、达尔文爱因斯坦等伟人肖像图。教师语：他们都是在经济、科学、政治等方面为世界做出杰出贡献的人才，他们都是犹太人，犹太人为什么会具有如此优秀才能，学了本文我们会找到一些答案！ 观看倾听思考进入课文学习

2 组织学生快速阅读课文，读了本文后你会留有怎样的'印象，在这些印象中，你感受最深的是什么？

组织交流

二、研读课文

1 组织学生理清课文结构 认真读课文，找出课文能清晰地表现作者写作思路的几个关键句子，理清结构。

2组织小组合作学习围绕“说说我眼中的戴维展开”，“戴维为什么会具有优秀才能”等问题展开讨论。

思考： 本文构思精巧，写作上有许多地方值得我们学习，文章在艺术上有那些方面较有特色？ 小组合作学习交流讨论归纳总结

三、拓展延伸

1 创新思维小练习：“后来一切都好”作者认为是“像一个智者的和平寓言”请你也写一句告诫人类的“和平箴言”。引导学生交流、评价 交流、评价

课后学习：你认为我们中国人的家庭教育有哪些成功之处，有哪些需要改进之处？

附阅读资料：中国人该敬畏犹太民族的一千个理由

现代中国人至少有双重因缘敬畏犹太民族。

仅仅数十名犹太人在短短数十年时间里，就从理论和实践两方面将在宇宙深处沉寂了数百亿年的基本物质力量释放于人世，不仅避免了100万盟军士兵和2000万日本平民的生命伤亡，提前结束了中国抗战和第二次世界大战，而且永远改变了人类的处境、思维和命运。

由于犹太姓氏所占比例过大，阿尔伯特爱因斯坦(Albert Einstein，1879年生于德国乌尔姆城)、马科斯玻恩(Max Born，1882年生于波兰弗罗茨瓦夫)、尼尔斯玻尔(Niels Bohr，1885年生于丹麦哥本哈根)、恩利克费密(Enrice Fermi，1891年生于意大利都灵)、J罗伯特奥本海默(J Robert Oppenheimer，19生于美国纽约)等犹太科学家主导的现代物理学，曾一度被称为“犹太物理学”。

令中国人无比骄傲的“核大国”地位和全部宇航成就，都受惠于犹太科学家的天才和劳作。

同样，由于卡尔马克思(Karl Marx，18生于普鲁士莱茵省特里尔市)纯正的犹太血统，由于俄国革命浓重的犹太背景：俄国革命之父普列汉诺夫的夫人罗莎莉(Rosalie)是虔诚的犹太妇女，俄国革命无可争辩的领袖列宁拥有1/8的犹太血统，苏联红军缔造者托洛茨基和十月革命著名领导人斯维尔德洛夫(全俄中央执行委员会主席)、季诺维也夫(共产国际执行委员会主席)、加米涅夫(莫斯科苏维埃主席)、捷尔仁斯基(全俄肃反委员会主席)、季维诺夫(外交人民委员部委员)、乌里茨基(彼得格勒肃反委员会主席)……都是犹太人，由于罗莎卢森堡、梅叶勒夫娜海尔夫曼、安娜库莉赫芙、贝拉库恩、库特艾斯纳等名震欧洲的犹太男女革命家惊人的承受力和殉道者般的牺牲精神，在整个20世纪成为中国和全球激进主义革命精神源泉的历史运动和世界思潮，曾一度被称为“犹太共产主义”、“犹太国际主义”和“犹太布尔什维克主义”。

苏联操控的共产国际在上世纪20至40年代派驻中国的代表和顾问，也流淌着浓度甚高的犹太血统。直到今天，马克思主义仍然是中国宪法和一切社会生活的意识形态基础。

犹太人对中国和世界的启示性意义远远不止于此。

有关勇气

哪个民族曾经遭受过如此漫长而深重的苦难：从亚述人、马其顿人、巴比伦人、埃及人、迦太基人、波斯人、希腊人、罗马人到十字军东征、欧洲中世纪“黑暗时代”(Dark Ages)、黑死病、腺鼠疫；从意大利梵蒂冈教廷的“隔都”、沙皇俄国的“栅栏区”、莎士比亚的《威尼斯商人》、法国“德雷福斯案”到斯大林的民族放逐和“犹太医生案”、纳粹德国的奥斯威辛、达豪、布痕瓦尔德集中营、毒气室，直到4次中东战争以及几乎整个阿拉伯-伊斯兰世界的环伺与敌视……几乎整个世界都在合谋排斥、驱逐、迫害、虐待、屠杀和灭绝犹太人，这个“上帝的选民”向世界各地流散迁徙的经历，几乎就是数千年里人间灾祸的路线图，以至犹太人发明了4个恐怖的词汇，以音译形式直接进入各国语言：pogrom(排犹)、genocide(灭犹)、holocaust(屠犹)、ghetto(隔都)。这个从荆棘之途、骷髅之地泣血而来的古老民族，至今还在为自己的故土和圣城流血。(写作本文时，“伟大东方伊斯兰突击阵线”刚刚在土耳其伊斯坦堡制造了“和平绿洲”犹太会堂和“以色列之家”连环爆炸案，240多名正在举行安息日仪式的犹太教徒正倒在血泊中呻吟。)

从1938年4月到1940年5月，当圣路易斯号作为犹太人悲剧和欧美国家耻辱的双重象征在大西洋的“诅咒之航”来回漂行时，中国驻维也纳总领事何凤山却向德国和奥地利犹太人签发了成千上万份前往中国的签证。60年后的，以色列政府授予何凤山“义士”称号，以表彰他签发那些“生命的签证”的勇气和人道关怀。

这使我作为中国人，多年来为自己所属的民族第一次感到由衷的自豪和荣耀：中国没有参予对犹太人的合围，何凤山表现了古老的东方人道精神。陈铭道教授在《与上帝摔跤》一书中，以如此简洁的叙述和那帧朴素的照片，给我们留下了这位中国绅士的动人故事和清朗笑容。

正是这个人口从来不到人类1/400的弱小族群，这个几乎在每一个时代、每一个国度都成为厌恶、忌恨、诅咒、仇视和杀戮对象的生命-信仰共同体，这个唯一纵贯50、散居五大洲的世界民族，却恰似浩瀚星空中最孤绝、最炫目的彗星，屡屡划破人类文明的漫漫历史长夜。

现代人类赖以安身立命、不可移易的时间与空间、世界与宇宙将不是我们从双眼到内心观察和感受到的这种状态；维系现代文明的基本范式和普世价值将无从确立；各个民族将被迫以支离破碎的方式孤独地面对冷漠无垠的苍穹，人类的世界性感受将长久停留于物候循环的蒙昧时代，人类的彼此接近和天下一家的伟大理想将在更漫长曲折的黑暗中摸索；——犹太人是上帝和人类的选民。

推动近代世界文明巨大进步的宗教改革、文艺复兴、产业革命和社会演变将失去源头和方向；高倡“自由、平等、博爱”和“共产主义是自由人的自愿联合体”的现代资本主义和社会主义将失去它们的精神蓝本，失去塑造明天的内在冲动，失去它们的历史合法性；——犹太人是天生的资本主义者、社会主义者和世界主义者。

“人人生而平等”的古老箴言催生的将不是履行“四海一家”伟大天命的美利坚合众国，而是又一个贪婪、血腥的专制帝国；短暂、渺小的个体生命将不仅失去永恒王国的意义可能，而且失去现实世界的存在价值，在世界范围内兴起的现代人权运动(女权主义、民权运动、反对种族歧视、环保主义、争取言论和思想自由、废除死刑等)都将沦为民族、宗教、国家、阶级、政党和个人的工具；——犹太人是天生的自由主义者、民主主义者和个人主义者。

一名俄国人的一段名言，完全适用于全世界每一个犹太人：“一个有觉悟的工人，不管他来到哪个国家，不管命运把他抛到哪里，不管他怎样感到自己是异邦人，言语不通，举目无亲，远离祖国—他都可以凭《国际歌》的熟悉曲调，给自己找到同志和战友。”(列宁：《欧仁鲍狄埃》)犹太民族在历史和精神意义上，一直在谱写和传唱并不仅仅属于他们自己的《国际歌》，在这个吉凶难卜、忧患丛生的世界上，阅读《与上帝摔跤—犹太人及其音乐》这样的书，既痛苦，又幸福—它为犹太人而写，也为我们所有人而写：“心中想说的话将肯定不只是有关犹太人的音乐。”

犹太 优太

我和《与上帝摔跤》的作者陈铭道教授同属一代，可谓“多灾多难的一代”。命运几乎没有对我们微笑过，—我们却由此获得一项不菲的人生回报：永远不对人失去信心、希望和爱，永远为不幸和苦难掬泪，永远向英勇和崇高致敬，永远站在应该站立的那一边。

对犹太民族的受难和牺牲，同情还是冷漠；对犹太民族的奋斗和成就，敬佩还是抹煞，几乎成为衡量善良与邪恶、文明与野蛮的天然尺度。陈铭道教授在完成《黑皮肤的感觉—美国黑人音乐文化》一书后，在患脑血栓偏瘫后，又为自己的同胞写出了另一则人类自由本性的感人乐章，并再次出色地证明：真正的艺术永远源于苦难，指向拯救。

世界通常是一个逐渐解蔽的过程，偶尔有一次豁然开朗的爆发。中国人正以前所未有的规模和心境走出自己的国度。这个边界分明的小小的星球，既不是这样花花哨哨、五彩斑斓，也更非看上去那样单调、枯燥，那样“不过如此”。真正激动人心的旅游，是关于人类精神生命的巡礼，真正不朽的世界指南，永远导向一切生命的死而复生，永远展望着所有的民族都在由真理和正义、旋律和乐音主宰的世界里复活。正如本书开篇第一段和结尾一段文字所寄望的那样：“有一天，每一个犹太人终将意识到：没有犹太民间音乐的复活，就没有犹太民族的复兴，正如一个人没有心脏不能活，一个民族没有民间音乐也不能活；到了这一天，犹太民族的复兴才会成为一种现实。”

最让我心生感动的，是漾溢全书的某种类似宗教情怀的谦卑、忧伤和神秘的心迹，以及对人类受难和牺牲的宿命般的庄严、肃穆，这使我不断想到爱因斯坦以及许多犹太人所特有的目光和文字：

我们所能有的最美好的经验是奥秘的经验。它是坚守在真正艺术和真正科学发源地上的基本感情。谁要是体验不到它，谁要是不再有好奇心也不再有惊讶的感觉，他就无异于行尸走肉，他的眼睛是迷糊不清的。就是这样奥秘的经验—虽然掺杂着恐怖—产生了宗教。我们认识到有某种为我们所不能洞察的东西存在，感觉到那种只能以其最原始的形式为我们感受到的最深奥的理性和最灿烂的美—正是这种认识和这种情感构成了真正的宗教感情。

中国人有特殊的原因关注犹太人，感受犹太人，祝福犹太人。我的朋友、社会学家周孝正教授曾经不顾民族学、辞源学和外交政策的约束，建议将“犹太”改为“优太”，以表明对这个弱小而伟大的民族的敬意。

《热爱生命》

学习目标：

1、学会在小说阅读中把握基本情节，能复述故事梗概。

2、学习细致入微地描写对表现人物意志的作用。

3、了解人物在绝境中顽强求生的精神状态，感知人热爱生命的本能，珍惜生命。

课堂学习：

一、速读课文，理清层次

1 组织学生交流课前自主学习情况。 介绍你所了解的小说时代背景及小说家杰克 ·伦敦的生平事迹。

2 让学生在小组内说说看了课文后的主要印象，然后在全班交流，理清课文的层次。 用简要的语言复述课文主要情节。

3 组织交流、归纳小结

二、人物形象大家谈

1 引导学生谈谈对主人公这一形象的认识。 抓住人物形象对课文作深入分析并谈自己获得的启示。

2 组织交流、归纳小结

三、语文活动 读写“超链”

1 组织学生深入谈谈课文某一句话或某一段情节，甚至全文的感受，交流后组织写一篇读后感。 学习作者细致入微的描写使课文的语句具有感染力的写作方法，写一篇简短的读后感。

2 组织交流、评价

教师寄语：每一个生命的强者，都是矗立在我们面前的丰碑。每一个生命的强者，都在历史的深处无言地启示着我们：面对人生的不幸和苦难，唯有“扼住命运的咽喉”，不轻言放弃，奋起抗争，勇于拼搏，才能创造人生的奇迹、重铸生命的辉煌！

《享受生活》

学习目的：

1、快速浏览课文，说出作者喜欢的是哪些事物，作者有怎样的人生态度。

2、了解作者的非凡经历，说出给你的人生启迪。

3、学会在叙述中恰当地穿插议论和抒情。

第一课时

课堂学习：

一、整体感知

1 组织学生用一句话介绍你所了解的作者。

2 快速浏览课文，说出作者大概写了多少喜欢，作者喜欢的是哪些事物。从这些喜欢，你可以看出作者有怎样的人生态度 ？读读、思思交流明确

3 组织交流

二、理解性阅读，品味语言

1 问题探讨：请你根据课文说说作者“触摸到这个多姿多彩的世界”有哪些方式？作为一个有很多缺陷的人，她为什么能享受到多姿多彩的生活？ 理解性阅读课文，小组合作学习交流

2 反复诵读文中你喜欢的诗意盎然的句子，谈谈你读后的感受。

三、仿写一段话

1 结合课后探究练习四以“忘我是快乐的”为开头写一段话。 仿写一段话

课后学习：了解作者生平资料及带给你的启示。

第二课时

一、拓展性阅读

1 组织学生说说海伦 ·凯勒不向命运屈服，战胜残疾走向成功的非凡经历，引导学生联系现实生活中的人和事，谈谈对人生的启迪。

2学生书面准备后，先在小组内交流。然后推荐代表在全班交流 。

附：阅读资料

天才与苦难

上帝象精明的生意人，给你一份天才，就搭配几倍于天才的苦难。

世界超级小提琴家帕格尼尼就是一位同时接受两项馈赠，又善于用苦难的琴弦把天才演凑到极限的奇人。

他首先是一位苦难者。四岁时一场麻疹和强直性昏厥症，已使他快入棺材。七岁患上严重肺炎，不得不大量放血治疗。四十六岁牙床突然长满脓疮，只好拔掉几乎所有的牙齿。牙病刚愈，又染上可怕的眼疾。幼小的儿子成了他手中的拐杖。五十岁后，关节炎，肠道炎，喉结核等多种疾病吞噬着他的机体。后来声带也坏了，靠儿子按口形翻译他的思想。她仅活到五十七岁，就口吐鲜血而亡。死后，尸体也备受磨难，先后搬迁八次。

上帝搭配给他的苦难实在是太残酷无情了。但他似乎觉得还不够深重，又给生活设置了各种障碍和漩涡。她长期把自己囚禁起来，每天练琴十至十二小时，忘记饥饿和死亡。十三岁起他就周游各地，过着流浪生活。除了儿子和小提琴，他几乎没有一个家和其他亲人。

苦难是他的情人。他把她拥抱得那么热烈和悲壮。

其次，他才是一位天才。三岁学琴，十二岁就举办首次音乐会，并一举成功，轰动舆论界。之后，、他的琴声遍及法、意、奥、德、英、捷等国。他的演奏是帕尔马首席提琴家罗拉惊异得从病榻上跳下来，木然而立，无颜收他为徒。他的亲身使卢卡观众欣喜若狂，宣布他为全国首席小提琴家。

他不但用独特的指法、弓法和充满魔力的旋律征服了整个欧洲甚至整个世界，而且发展了指挥艺术，还创作出《随想曲》、《无穷动》、《女妖舞》和八部小提琴协奏曲及许多吉他演奏曲。几乎欧洲所有文学艺术大师如大仲马、巴尔扎克、肖邦、司汤达等都听过他演奏并为之激动。音乐评论家勃拉兹称他是“操琴弓的魔术师”。歌德评价他“在琴弦上展现了火一样的灵魂”。李斯特大喊：“天啊，在这四根弦中包含桌多少苦难、痛苦和受到残害的生灵啊！”

上帝创造天才的方式便这般独特和不可思议。

命运对霍金同样十分残酷。17岁时，他考取了著名的牛津大学，21岁时，却患上了萎缩性脊髓侧索硬化症。医生说他至多只能活两年半。就像正要开放的花朵遭到严霜的打击，霍金的人生面临着严重的挑战。如果他在命运面前软弱一下，对自己说“算了，反正一共只有两年半了”，就可能痛苦的生活，平庸的消失。但是，霍金心里想，反正就是一死，命运的能耐再大，最坏也不过如此。他对命运说：“随你的便吧。”他对自己说：“时间只有两年半，不算多，要努力做些有意义的事，让生命留下一点辉煌。” 疾病不断地向他进攻。他的病情渐渐加重，肌肉一天天的萎缩下去，走路越来越不稳，连站也变得困难起来。为了与咄咄逼人的病魔斗争，他努力锻炼。他坚持靠自己的力量上楼。腿的力量弱了，他就用手拉着扶手艰难地走上楼去。

病情不断的加重。霍金终于站立不住，坐上了轮椅；他的手指失去了活动能力，十个手指中，只有两个还能活动。1984年，他说话已经相当困难，吐字不清，说几个词要花好长时间。1985年，他又得了肺炎，治疗时切开了气管，从此就再也没有发出声音，只能在心里讲话。后来，人们为他在轮椅上安装了一台电脑和语音合成器。他用仅有的两个完好的手指在键盘上敲出要说的词，组成相应的句子，经过语音合成器发出声音来。他就用这个办法，进行学术交流，做学术报告。

命运带给霍金的苦难实在是太多了，是常人难以想象，难以忍受的。但命运在他顽强的挑战面前似乎退却了，一个两年半过去了，又几个两年半过去了，他还是坚强地活着。

但霍金向命运的挑战，不仅仅是指它能活着，更是指它的创造。脚不行了，手不行了，嘴不行了，走路、吃饭、说话都要别人或机器帮忙，体重只有四十公斤。但是，他的大脑还很行。他让助手把资料摊在小桌上，一页页的阅读。他的身体一点也没有离开过轮椅，但是，他的思维却飞出了地球，飞出了太阳系，飞出了银河系，飞到了上百亿光年外的宇宙深处，飞向了神秘莫测的黑洞。他在大脑中想像着，论证着，推理着，计算着。他思考着宇宙从什么时候开始，时间有没有尽头。他发现了黑洞的蒸发性，推论出黑洞的大爆炸，他还建立了一种非常美的科学的宇宙模型。

霍金成了伟大的天体物理学家。他写的科学著作《时间简史——从大爆炸到黑洞》风行世界，发行量达1000万册。他被选为皇家学会会员，成为只有像牛顿这样的大科学家才能跻身的卢卡逊数学讲座的教授。霍金不仅以他的成就征服了科学界，也以他顽强搏斗的精神征服了世界。他的事迹表明，人是可以向命运挑战的。

综合学习与探究

第1课时

课堂学习：

1 组织学生归纳速读课文的方法 归纳、交流

2 指导探讨练习一到三题 小组合作探讨，大组交流

课后学习：把前面布置的对课文内容的质疑整理出来，选出有价值的问题，准备下节课探讨。

第2课时：

1 指导探讨第四题 学生讨论

2 把从学生中收集的问题返回到学生中去，选择有质量的，小组探讨。 小组合作探讨交流

课后学习：整理自己收集的有关“生命”“生存”“生活”的相关资料。

第3课时：

1 巡视、指导各组的活动 组内交流资料，补缺补漏，整合资料，并确定展示形式，分工写作

第4课时：

1 出示评判标准和要求（主题、内容、语言、结构） 各组交流，评判

2 学生推荐师生互动评判

3 组织优秀作品校园展示

单元小结

总结方面 获得收益 存在问题

（1）课堂发言的情况。

（2）完成作业的情况。

（3）参与活动的情况。

（4）学习兴趣的增强。

（5）学习能力的提高。

（6）情感态度的升华。

（7）对老师建议、评价

九年级（下）第二单元教学设计”九年级（下）第二单元教学设计”

篇8：人教版九年级上历史单元教学设计

1教学目标

知识与能力：

1.了解新航路开辟的原因：14—15世纪欧洲资本主义的萌芽，西方对东方的向往，最早开辟新航路的两个欧洲国家。2.掌握开辟新航路的过程：迪亚士进入印度洋，达·伽马到达印度，哥伦布抵达美洲，麦哲伦及船队完成第一次环球航行。

3.探讨新航路开辟的影响：使世界开始连成一个整体，促进欧洲资本主义的产生和发展，为欧洲开辟了殖民探索的道路。

过程与方法：

1.通过列表归纳“新航路开辟过程”，指导学生阅读课文，梳理知识。

2.通过阅读《14世纪前后欧亚主要商路》图、《新航路开辟》图，提高学生读图能力。

3.通过评价哥伦布、麦哲伦等航海家和新航路开辟影响，初步培养学生从多元史观评价历史事件和历史人物的能力。

情感、态度与价值观

1.钦佩欧洲航海家敢于创新和不怕困难的大无畏的精神。

2.体验新航路开辟对世界产生的深远影响。

2学情分析

初三的学生经过两年的中国历史学习，已积累了一些历史知识，掌握了一些历史学习的方法，对他们学习世界历史是很有帮助的。如中古史学习了丝绸之路等内容，了解了传统的中西方商路，在学习本课时与之联系，就容易理解新航路的路线的“新”。

由于主课的学习压力，学生不能对历史、地理投入较多的精力，他们中大多数阅读历史地图的能力较弱，教师在本课教学中要进行必要的指导。

3重点难点

本课教学重点：新航路开辟的过程及影响。

本课教学难点：评价欧洲航海家和新航路开辟的影响。

4教学过程4.1第二学时评论(0)教学目标评论(0)学时重点评论(0)学时难点教学活动活动1【导入】

从很早的时候起，一条条陆地和海上商路就把欧亚两洲联系起来，例如古代中国连接东西方商路——丝绸之路。展示《14世纪前后欧亚主要商路》，请同学说出马可·波罗向东进发路线。东西方传统商路以地中海东岸为中心。

15—16世纪西欧的航海家从大西洋沿岸出发，向东或向西，向着茫无边际的大洋深处远航，努力寻找一条通向东方的新航路。他们前仆后继，终于开辟了环绕地球的四通八达的海上航路。让我们来学习大航海时代——新航路的开辟。

活动2【活动】新航路开辟的背景

(1)原因：西欧商品经济的发展，去东方追求财富

欧洲商品经济的发展和资本主义萌芽的出现要求扩大国外市场，新兴的资产阶级很想从东方贸易中获取更多的财富。长期以来西欧就从东方进口胡椒、肉桂等高级调味品和珠宝、丝绸等奢侈品。《马可·波罗行纪》在欧洲流传之后，更激起上层社会对东方的向往。

(2)客观条件

技术的进步也促成了远洋航行。地理知识的增加，地图绘制的改进，地圆学说的流行，罗盘针的应用，都为远洋航行提供了便利条件。

(3)首先探寻新航路的国家：葡萄牙和西班牙

葡萄牙和西班牙是伊比利亚半岛上的新兴国家，濒临大西洋。12世纪中期和15世纪晚期，葡萄牙、西班牙王国先后形成，它们都是中央集权的国家，有能力支持和供应远航必备的装备，热衷于探寻新航路。

活动3【活动】开辟新航路的过程

(1)学生阅读课本新航路开辟过程的内容和《新航路开辟图》)

(2)教师在黑板上先画上世界地图的简图，让学生画出四位航海家的航海路线、重大地理发现(教师在投影上展示航海路线图)

(3)让学生填写《新航路开辟表》(在黑板上板书)

(小结)新航路的含义：区别于从巴尔干到小亚细亚的东西方商道，15—16世纪开辟的从欧洲绕过非洲或美洲由远洋航行到达东方的商路叫做新航路。远洋航行、东西方交通是两个基本要素。由于哥伦布发现美洲大陆，因此新航路还包括欧洲通往美洲的航路。

(4)印第安人和西印度群岛的由来

哥伦布认为欧洲和亚洲隔大西洋相望，四次到达美洲，却认为到达印度，所以称当地居民Indian(印第安人)，意思是印度的居民;称加勒比海域的岛屿为WestIndies(西印度群岛)，16世纪初，意大利航海家American(亚美利哥)也航行到美洲，他认为这里不是亚洲，而是一块新大陆。后来这块新大陆就以他的名字被命名为亚美利加洲，即美洲。

(5)麦哲伦——“英雄”还是“恶魔”

在菲律宾马克坦岛上航海家麦哲伦遇难的地方，有一座纪念亭，亭中一块石座铜碑。

正面碑文写着：费尔南多·麦哲伦。154月27日死于此地，他与马克坦岛酋长拉普拉普的战士们的交战中受伤身亡，麦哲伦船队的一艘船——维多利亚号，在埃尔卡诺的指挥下，于1521年5月1日驶离宿务港，并于1522年9月6日返西班牙港口停泊，第一次环球航海就这样完成了。

反面碑文写着：拉普拉普。1521年4月27日，拉普拉普和他的战士们，在这里打退了西班牙入侵者，杀死了他们的首领费尔南多·麦哲伦。由此，拉普拉普成为击退欧洲人入侵的第一位菲律宾人。

纪念碑正反面对麦哲伦持不同的评价，你同意哪一种?结合史实进行评论。

麦哲伦是是伟大的航海家、探险家;也是欧洲殖民主义者。

活动4【活动】新航路开辟的影响

(1)新航路开辟以后，从欧洲到亚洲、美洲和非洲等地的交通往来日益密切，世界开始连成一个整体，世界市场开始形成。

地理大发现，促进自然科学的发展：证明地圆学说的正确性;提高了人类对地球的认识水平，新航路开辟使世界被发现了，世界从分散到统一，从地区到全球。

商品种类增多，动植物扩散，如原产美洲的玉米、烟草、花生、西红柿等作物开始传入欧亚，非洲的咖啡传到欧美。贸易范围扩大，欧亚贸易走向全球贸易，促进世界市场初步形成。

这一市场是以欧洲为中心的。

(2)欧洲的贸易中心转移。由原来地中海沿岸移到大西洋沿岸，促进了西欧封建制度的衰落和资本主义的发展。

商路从地中海转移到大西洋沿岸，商贸中心从意大利转移到大西洋国家，大西洋沿岸的荷兰、英国、法国资本主义发展起来了。

(3)新航路的开辟也为欧洲开辟了殖民探索道路。

葡萄牙、西班牙、英国、荷兰、法国等相继走上了殖民扩张的道路，他们大量掠夺殖民地的财富，造成了亚非拉国家和地区的贫穷和落后;同时客观上使掠夺的财富成为资本的原始积累，推动了欧洲资本主义的发展。

所以，新航路是一条殖民掠夺之路，开始了西方国家对外扩张之路;同时又是一条世界市场联系之路;它还是一条人类文明之路。

活动5【测试】课堂小结

文艺复兴：反宗教神学、反封建制度——为资本主义产生和发展奠定思想基础

新航路开辟：世界走向整体资本原始积累——为资本主义产生和发展奠定经济基础

活动6【作业】比较中西方航海

(课堂作业)比较哥伦布的等人的航海与中国郑和的远航，有什么不同?

(从时间、规模、目的、性质、影响等方面比较，表格在投影上展示)

活动7【作业】多元史观评价哥伦布

(回家作业：完成P63活动与探究第2题)对哥伦布开辟欧洲到美洲的大西洋航路的不同评价

(参考答案)多元史观评价哥伦布

(1)革命史观：早期殖民扩张，灾难屈辱落后

哥伦布远航美洲给印第安人带来破坏和掠夺，带来巨大的灾难，加剧了他们的贫穷和落后。

(2)文明史观：人类文明链接，交流碰撞发展

(3)整体史观(全球史观)：世界由分散走向整体，世界市场雏形出现

哥伦布发现新大陆具有划时代意义，加强了世界各地区各民族之间的联系，世界市场开始形成，从而推动了世界的文明进程。

(4)现代化史观：资本主义扩展，落后地区开发

(5)社会史观：促进物种交流，丰富人民生活

篇9：九年级英语第二十四单元

科目 英语

年级 初三

文件 middle3 unit24.doc

标题 Mainly Revision

章节 第二十四单元

关键词

内容

一、教法建议

【抛砖引玉】

单元双基学习目标

Ⅰ. 词汇学习

rock , hardly , low , rise , famous , photograph , at the foot of , at all , fly over , a line of mountains , ask for

Ⅱ. 句型学习

I like writing to my penfriend , but it takes a lot of time .

Though much of its land is sand , it grows a lot of fruit .

Hardly any .

None at all .

Ⅲ. 交际英语

谈论某一国家的地理位置及气候、特征。

【指点迷津】

单元重点词汇点拨

1 . take 耗费 ( 时间 ) ；需要 ( 多少时间 )

It may take me several weeks to get back .

It will take them three hours to do this work .

This work will take them three hours .

〖点拨〗take 的过去式took，过去分词 taken。It takes sb . some time to do sth . 某人花费多少时间做某事。

2 . rock 岩石；大石头

They found a good place in the rocks .

〖点拨〗rock 主要指巨石、暗礁，stone 主要指小石块。

3 . hardly 几乎不；简直不

I'm so tired that I can hardly walk .

That is hardly possible .

There is hardly a cloud in the sky .

〖点拨〗hardly 作“简直不”讲时，多和 can 连用，hardly 后面可以接用 when 引导的从句，意思是“一……就……”。如：He had hardly walked into the classroom when it began to rain cats and dogs . 他刚一进教室，天就下起了大雨。

4 . sky 天空

There were no clouds in the sky .

〖点拨〗sky 通常用作单数，与定冠词连用。如有形容词修饰时，可与不定冠词连用。

a blue sky 蔚蓝的天空。in the sky在天空。

5 . rise 上升，上涨

The sun rises in the east .

After the heavy rain the river will rise .

Prices continue to rise .

〖点拨〗rise 的过去式是rose，过去分词为 risen。rise 是不及物动词，表示的是自然界中，日、月、水位、物价等的自然上升。

6 . grass 草，草地

Sheep live on grass .

Keep off the grass ! 请勿践踏草地 ！

〖点拨〗grass常作不可数名词用。a leaf of grass 一片草叶。

7 . famous 著名的

The town is famous for its hot springs .

He is a famous man .

〖点拨〗be famous for 以……而著名。be famous as 作为……而出名。

My uncle is famous for his songs .

Her sister is famous as a singer .

单元词组思维运用

1 . neither of 两者皆不

Neither of my parents enjoys good health . 我父母的身体都不健康。

〖说明〗①neither of 只表示“两个人或物都不”，不能用来表示两个以上的人或物。谓语动词用单数。若表示两个以上的人或物，就得用 none , not one , not any .

②both of 则表示“两者都”，either of 则表示“两者中任一”，如：

Both of them have come . 他们俩都来了。

Neither of them has come . 他们俩都没来。

Either of them has come . 他们俩全都来了。

〖说明〗both of 着重指整体“两者都”，either 虽然也有“两者都”之意，但强调“两者中的任何一个”。故：both of 作主语时，谓语动词用复数。either of 作主语时，谓语动词用单数。作形容词时，both 修饰复数名词，either 修饰单数名词。neither 作形容词，也是修饰单数名词。如：

You can sit on either of the end of the boat .

Both answers are correct . 两个答案都对。

Either answer is correct . 两个 ( 中的任何一个 ) 答案都对。

Neither answer is correct . 两个答案都不对。

2 . at first 起初，开始时

At first the baby was happy . Half an hour later she began to cry .

at last 最后，终于／at the beginning of 起初

At last he had an idea . 终于，他有了主意。

I found a job at the beginning of last month . 上月初我找到一份工作。

3 . climb up 攀登，爬上

There he gets out of the lift and climbs up to the fifteenth floor on foot .

4 . at the foot of 在……的底部 ( 脚下 )

There is a small river at the foot of the hill .

5 . go down 下去， ( 日，月等 ) 落下

The sun has gone down .

The wind has gone down a little .

6 . have a great time =enjoy oneself过得愉快极了

I had a great time during the holidays .

―Did you have a great time at her birthday party ?

―Yes , we had a great ( good , nice , wonderful ) time .

7 . at all 全然；究竟

①用于否定句，意为“一点儿也不”，“完全不”。

I didn't understand anything at all .

No problem at all . 完全不成问题。

②用于疑问句，意为“究竟”，“到底”，“真的”。

Do you know it at all ?

8 . be interested in 对…感兴趣

At the age of eight he became very interested in maths .

9 . have a big smile 满面笑容

You can see from my photograph that I have a big smile and long black hair .

He had a big smile when I met him next .

10 . ask for 要求，约请

Mary asked for time to think this over .

11 . be covered with 覆盖着

The table is covered with a cloth .

The mountains were covered with snow .

二、学海导航

【学法指要】

单元难点疑点思路明晰

1 . 由 though 引导的状语从句的句型

Though I like writing to my penfriend , it takes a lot of time . 虽然我喜欢给笔友写信，但花了很多时间。

※ 由连词 though ( 虽然 ) 引导的状语从句，全句中有“但是”之意，然而 thought 与 but 不能前后连用，只能用其中一个。上句也可以说成：

I like writing to my penfriend , but it takes a lot of time .

※ though 引出的从句放在句首时，从句后面要有逗号。但也可将 though 引出的状语从句放在主句之后。

Though it was raining , he went there .

He didn't do this work well though he did his best . 虽然他尽了最大努力，但还是没干好这工作。

※ though 常与 even 连用，表示强调。如：

Even though I didn't understand a word , I kept smiling .

2 . 由 after 引导的时间状语从句的句型

But after we left the mountains behind us , there was hardly a cloud in the sky . 然而当我们把群山峻岭甩在后面后，天空几乎万里万云。

※ after we left the mountains behind us，是由连词 after 引导的时间状语从句。引导时间状语从句的还可由 when , while , before , till , since 等词引起。

leave behind 是“把 ( 某物 ) 留在 ( 某物 ) 的后面”。

由 after 引导的时间状语从句举例如下：

After we had finished lunch , we all sat on the grass .

※ after 引导的从句，有时放在主句之后。如：

I arrived at the station after the train had left .

3 . They say that… =It is said that … 据说

…and they say that there are ten sheep for every person . 据说每人占有十头羊。

句中的 they 并没有具体的对象，泛指人们 ( people ) 。

They say that… =People say that… =It is said that… 如：

It is said that he will leave in a few days . 据说他过几天就要动身。

4 . How often do you write ? 你们隔多久通一次信 ?

( 1 ) How often 常用来询问动作的频率，回答可用：some times／very often／not too often／once／twice／three times a year…有时／经常／一年一次 ( 二次／三次 ) 等。例如：

―How often do you go to see your grandmother in the countryside ? 你多久去看一次住在农村的祖母 ?

―Twice a year . 一年去两次。

( 2 ) 注意下面以 how 提问的句子的准确含意。

―How long have you waited here ?

― For about two hours .

how long 表示动作或状态“延续的时间”。

―How much time did you spend on this work ?

― Just a week .

how much time 表示一个“总的时间量”。

5 . …because neither of us has much time . ……因为我们俩没有太多的时间。

neither 意为：两者中任意一个“都不”。所以句中的相关动词或名词应该用单数形式。此句中用 has , 不能用 have。句中的 neither 是代词。例如：

Neither answer is right . 两个答案都不对。 ( 两者中，无论哪个答案都不对。 )

句中的 neither 是形容词，名词 answer 及动词 be 都用单数形式。

Neither of them knows her . 他们俩都不认识她。

6 . Both John and Ann have got penfriends . 约翰和安 ( 两人 ) 都有笔友。

( 1 ) both…and…“对方都；又……又……”，构成关联连词。例如：

She is both beautiful and kind . 她又漂亮又亲切。

She can both sing and dance . 她能歌善舞。

( 2 ) both 在句中还常作形容词和代词。例如：

Both brothers are in Japan . ( both 是形容词 )

Both of the brothers are in Japan . ( both 是代词 )

I saw them both yesterday .

They both went out .

neither…nor…与 either…or…的用法：

neither…nor… ( 连词 ) “既不……又不……”。例如：

It is neither hot nor cold .

Neither you nor he is right . =Neither he nor you are right .

either…or… ( 连词 ) “或……或……”。例如：

Either you or he is right . =Either he or you are right .

7 . …but I can't spend much time on it . ……但我不能在它上面花很多的时间。

( 1 ) spend time on something “在某事上花时间”。例如：

I spent two hours on my homework .

( 2 ) spend money on something “花钱买东西”。例如：

He spent about four hundred yuan on this bicycle .

( 3 ) spend time ( in ) doing something “花时间做某事”。例如：

The young man spent three years ( in ) writing that book .

8 . Though I like writing to my penfriend , it takes a lot of time . 虽然我喜欢给笔友写信，但花了很多时间。

( 1 ) though 连词，“虽然”，引出一个状语从句。汉语中常说“虽然……但是……”，但在英语中用了 though , 就不用 but ; 同样用了 but 就不用 though。上面的句子也可说成：I like writing to my penfriend , but it takes a lot of time .

( 2 ) though 引出的从句放在句首时，从句后要写逗号，也可将 though 引出的从句放在主句后。例如：

Though it rained heavily , the football match still went on .

He didn't do this work well though he did his best .

9 . We've just returned from a short holiday at Ayers Rock . 我们刚从艾尔斯山短期度假归来。

( 1 ) return from a holiday “度假后回来”

( 2 ) Ayers Rock “艾尔斯山”，澳大利亚中部山脉。

10 . …so we flew most of the way . ……所以我们大部分旅途都乘飞机。

( 1 ) so 在此意为“因此，所以”，在句中作连词，因此不能说成 because…so… , 两个词只能分别使用一个。

( 2 ) flew 是 fly 的过去式。

11 . From Sydney we flew over a line of mountains in the southeast . 从悉尼起飞，我们越过澳大利亚东部的一系列山脉。

( 1 ) fly over “飞越”。over 意为“在……上面” ( 指空间 ) 。例如：

There is a light over Li Ming . 李明的上方有一盏灯。

( 2 ) a line of mountains 意为“群山”。

12 . But after we left the mountains behind us , there was hardly a cloud in the sky . 然而当我们把群山峻岭甩在后面时，天空几乎万里万云。

( 1 ) after we left the mountains behind us 在句中作状语，在语法上称作状语从句。

( 2 ) hardly 副词，意为“简直不，几乎不”，与之连用的句子属否定范畴。。例如：

We got hardly any news .

He could hardly say any words when he heard the bad news .

She can hardly speak French , can she ?

13 . Ayers Rock is a large , low mountain . 艾尔斯山是一座大而低矮的山。

low 形容词，“低的，矮的”。例如：

The temperature is very low . 温度很低。

You can hardly see any low houses in this new city .

14 . We started climbing up before it was light . 天亮之前，我们便开始登山。

( 1 ) climbing up 在此指“登山”。

( 2 ) it 指时间。

( 3 ) before it was light 意为“天亮之前”。

15 . Lower down , at the foot of the Ayers Rock , most of the ground is cove

red with forest and grass . 往低处走，在艾尔斯山脚下，大部分地面被森林和草地覆盖。

( 1 ) Lower down 及 at the foot of the Ayers Rock , 在句中作地点状语。

( 2 ) at the foot of…“在……的脚下”。例如：

Look , the cat is lying at the foot of the wall .

( 3 ) be covered with… “被……覆盖”。例如：

The road is covered with thick snow .

( 4 ) grass 是不可数名词。

16 . All around it is sand . 它 ( 艾尔斯山 ) 的周围都是沙漠。

这是个倒装句，正确的语序为：Sand is all around it .

17 . …and they say that there are ten sheep for every person . 据说每人占有10头羊。

句中的 they 并没有具体的对象，泛指人们 ( people ) 。

They say that… =It is said that…“据说”。

18 . I must stop writing now , as I have rather a lot of work to do . 现在我必须停笔了，因为我有相当多的事要做。

在此 as 为连词，“因为”，语气比 because 或 for 轻。例如：

As I am ill , I won't go .

Everybody likes him as he is kind .

19 . P . O . Box 7892 此为邮政信箱代号，P . O 为 Post Office 的缩写。

20 . You can see from my photograph that I have a big smile and long black hair . 从照片中，你可以看到我满脸笑容，长着长长的黑头发。

( 1 ) photograph 为书面语言，photo 多用于口语。

( 2 ) 句中 that 引导的宾语从句较长，所以将它放在状语 from my photograph 的后面。

21 . as , because , for 的异同

这三个词都可以作连词，表示原因或理由，其区别如下：

( 1 ) because 表示直接而明确的原因，它在这三个词中语意最强。它所连接的从句多是放在主句之后进行解释。在回答以“why”提问的问题时，也只能用 because . 如：

He had to stay at home yesterday because he was ill .

I didn't go , because I was tired .

( 2 ) as 所表示的`理由，或者是明显的被人所众知的理由，或者是推理的理由。语意不如 because 强。如：

As it rained , I stayed at home . 因为下雨，所以我待在家中。 ( 下雨是人所共知的，呆在家中的理由不如生病呆在家中的理由充分，没有那样强的必要性 )

As it is going to rain , let's stop working . 快下雨了，让我们歇手吧。 ( 表示推理的理由 )

( 3 ) for 所论述的理由和原因多是解释性的补充说明，或是显而易见的。它的语意最弱，它少用于口语。for 所引导的分句总是放在句末，不可用于句首。如：

I asked him to stay to tea , for I had something to tell him .

The days were short , for it was now December .

22 . long 和 for a long time 的用法析难

※ long ( 作为表达时间的副词 ) 常用在否定句和疑问句中，在肯定句中一般不用 ( 除非同 so , too , as…as… , enough 连用 ) 它。而用 ( for ) a long time . 如：

Have you been working here long ?

How long have you known him ?

※ 在否定句中，long 和 long time 的意思不一样。如：

He didn't speak for long . =He only spoke for a short time

He didn't speak for a long time . =It was a long time before he spoke .

23 . lift , put up , raise , rise 的析难

( 1 ) life ( 举起，抬起 ) ，指用体力或机械力将物体举起或拿起，强调物体的沉重，举起的时间和距离都较短。常可与 raise 换用，在口语中 like 比 raise 更常用。如：

Can you lift the stone ?

( 2 ) put up ( 举起，升起，挂起 ) ，后面通常跟“手，旗帜，窗帘”等名词。常用于口语。如：

If you have any questions , please put up your hands .

They are putting up some new pictures on the wall .

( 3 ) raise ( 举起，升高 ) ，该词强调把某人或某物举起或抬起到应有的高度。raise 还可用于借喻，如提高物价，提高生活水平等。如：

He raised the child from the ground .

Please raise your hands . 请举手。

She raised her eyes and looked at me .

( 4 ) rise ( 上升，上涨 ) 。是不及物动词，指事物本身从低处升 ( 涨 ) 到高处。

The river is rising after the rain . 雨后河水上涨。

The balloon slowly rose over the heads of the crowd . 气球在人群的上方慢慢上升。

24 . wish 与 hope 的用法异同

※ hope 一般表示预计有可能实现的事物。如希望做某事，希望得到某物或发生某事等。而 wish 除了可以表示可以实现的希望外，常用来表示难以实现或不可能实现的愿望，或者希望的与现状不一样。wish 还可用作祝愿。试比较：

I wish it were true . 但愿是事实。 ( 可惜不是事实 )

I hope it isn't true . 我希望这不是事实。 ( 可能不是事实 )

He hoped to get the first prize . 他希望获得一等奖。 ( 有可能实现的希望 )

She wished she were a bird . 她希望她是一只鸟。 ( 不可能实现的愿望 )

Wish you a happy new year .

※ 在否定句中，否定词通常放在 hope 或 wish 之后。如：

I hope she won't come . 我希望她不来。( 不能说 I don't hope she'll come )

※ wish 可接不定式或复合不定式。hope 可接不定式，但不接“宾语 + 不定式”的复合不定式。如：

She hoped to visit Beijing .

She wished to go there .

He wishes us to go swimming with him .

We hope him to get well soon . ( × )

We hope that he will get well soon . ( √ )

※ hope 和 wish 都能接宾语从句，但语气不一样。hope 所接的从句中，谓语动词用陈述语气。wish 所接的宾语从句中，谓语动词常用过去时 ( 或过去完成时等 ) 虚拟语气。

I hope it will be fine tomorrow .

I wish it was not raining .

【妙文赏析】

The Customer Is always Right

The manager of a shop was scolding one of his staff . “I saw you arguing with a customer , ”he said , “Will you please remember that in my shop the customer is always right . Do you understand ? ”

“Yes , sir , ”said the assistant . “The customer is always right . ”

“Now what were you arguing about ? ”

“Well , sir . He said you were an idiot ( 白痴 ) . ”

【思维体操】

1 . Which of the five is least like the other four ?

A Z F N H

( a ) ( b ) ( c ) ( d ) ( e )

2 . Which of the five makes the best comparison ?

Foot is to hand as leg is to :

ELBOW PIANO TOE FINGER ARM

( a ) ( b ) ( c ) ( d ) ( e )

3 . Which of the five is least like the other four ?

PECK OUNCE PINT CUP QUART

( a ) ( b ) ( c ) ( d ) ( e )

4 . Three enemy messages were intercepted ( 窃听 ) at communications headquarters . The code was broken , and it was found that “Berok tenlis krux”means“Secret attack Wednesday”and“Baroom zax tenlis”means“Secret plans included”and“Gradnor berok plil elan”means“Wednesday victory is ours . ”What does“krux”mean ?

SECRET WEDNESDAY NOTHING ATTACK PLANS

( a ) ( b ) ( c ) ( d ) ( e )

答案：

1 . A The others are consonants ( 辅音 ) ; A is a vowel ( 元音 ) .

2 . E A foot is attached to a leg ; a hand is attached to an arm .

3 . A Peck is the only dry measure ; the others measure both liquid and dry quantities .

4 . D tenlis =secret ; berok =Wednesday ; krux =attack

三、智能显示

【心中有数】

单元要点发散思维

1 . 过去将来时态

过去将来时态由“would + 动词原形”构成，还可由“was／were going to + 动词原形”构成。过去将来时表示从过去某一时间看来将要发生的动作或存在的状态。它常用在宾语从句中。

2 . 过去完成时态

过去完成时态由“had + 动词的过去分词”构成。过去完成时态表示在过去某一时间或动作之前已经发生或完成的动作，它表示动作发生的时间是“过去的过去”。这个过去时间常可用 by 或 before 短语表示，也可用 when , before 引导的时间状语从句表示。

3 . 现在完成时态

现在完成时态由“have／has + 动词的过去分词”构成，表示过去发生或已经完成的某一动作对现在造成的影响或结果；或表示过去已经开始，并持续到现在的动作或状态。

4 . 由 so…that ( 如此……以致 ) 引导的结果状语从句。so 后跟形容词或副词。

5 . 由 though ( 虽然……，但是…… ) 引导的让步状语从句。注意不要受汉语的影响，写成“* Though…，but…”的错句。

6 . 动词不定式

( 1 ) 动词不定式在句中作定语，位于所修饰的名词或代词之后；

( 2 ) “疑问词 + 动词不定式”结构，在句中作主语、宾语、表语等成分。

7 . 连词词组 both…and , either…or , neither…nor , 用来连接两个并列的成分。

【动手动脑】

单元能力立体检测

Ⅰ . 词汇

单词拼写，按照括号内的要求写出下列单词的相应形式

1 . box ( 复数 ) ________ 2 . care ( 副词 ) ________

3 . full ( 反义词 ) ________ 4 . lie ( 现在分词 ) ________

5 . slowly ( 比较级 ) ________ 6 . story ( 复数 ) ________

7 . sun ( 形容词 ) ________ 8 . teach ( 过去分词 ) ________

9 . twenty ( 序数词 ) ________ 10 . wash ( 第三人称单数 ) ________

Ⅱ . 单项选择：

1 . Many visitors say Beijing is becoming ____ and ____ .

A . more , the most beautiful B . more , more beautiful

C . more , more beautiful D . more beautiful , more beautiful

2 . He told me he would arrive ____ Beijing ____ the morning of January 8 .

A . at ; in B . in ; in C . in ; on D . to , on

3 . What do you like about our city ? ____ .

A . Very much B . Only a little

C . The hills and the lakes D . We like it very much

4 . ― I think the shop ____ .

― No , it's open . It ____ at six .

A . is close , close B . is closed , closes

C . closed , closes D . closes , is closed

5 . Bill ____ in London all his life , in fact he was born there .

A . has lived B . is living C . had lived D . was living

6 . ____ do you write to your friends ?

____ About once a month .

A . When B . What C . How often D . How soon

7 . He's been to many places , ____ she ?

A . hadn't B . isn't C . doesn't D . wasn't

8 . We'll go as soon as it ______ .

A . will stop snowing B . stops snowing

C . will stop to snow D . stops to snow

9 . What ____ the population of China ?

A . is , become B . are , become C . are , grow D . is , grow

10 . You may do these exercises ____ in class ____ after class , but you must finish them this afternoon .

A . neither , or B . neither , nor C . either , or D . either , nor

11 . You ____ to the school if you're ill .

A . don't need come B . don't need coming

C . needn't come D . need not to come

12 . The bus arrived at 10 o'clock , ____ we should be here now .

A . but B . so C . because D . or

13 . ― Who is on the team , John or Tom ?

― ____ . Because they have to do some other things .

A . Neither B . None C . Either D . Both

14 . Young trees should ____ well when it is dry .

A . is watered B . waters C . be watered D . water

15 . ____ we have today !

A . How a fine weather B . How fine weather

C . What a fine weather D . What fine weather

16 . ____ America is very large , ____ its population is quite small .

A . Though , but B . 不填，so that C . 不填，but D . As , 不填

17 . ― Excuse me , Can I ____ your football , please .

― Sorry , Jack ____ it just now .

A . borrow ; lent B . borrow ; borrowed

C . lend ; borrowed D . lend ; lent

18 . If the young trees ____ , they will grow up quickly .

A . are taken care B . are taken good care of

C . take good care D . take good care of

19 . My son grow bigger and bigger , he can wash himself and get ____ .

A . dressed B . to dress C . dressing D . dress

20 . ― How many books shall I read this week , Mr Hu ?

― ____ .

A . Just right B . The more , the better

C . Hour and hour D . Never mind

Ⅲ . 用动词的适当形式填空

1 . The workers ______ ( cut ) down all the trees and the trucks ______ ( arrive ) at 10 this morning .

2 . If it ______ ( not rain ) tomorrow , we ______ ( help ) the farmers pick apples .

3 . Tom ______ ( not pass ) the last week's exam .

4 . Yesterday Tom ______ ( tell ) me that his bike ______ ( break ) last week .

5 . Mr Smith ______ ( be ) in the city ever since Mr Smith ______ ( come ) two years ago .

Ⅳ . 根据所给汉语完成句子，每个空格填一个单词

1 . 你同意他的看法吗 ?

Do you ______ ______ him ?

2 . 昨天的大雨使得我们无法去野餐。

The heavy rain yesterday ________ us ________ going for a picnic .

3 . 老师告诉我们尽力踢好。

The teacher told us to play as well ________ we ________ .

4 . 湖水太深，不能游泳。

The river is ________ deep ________ swim in .

5 . 汤姆善于与他人交友。

Tom is ________ making ________ with others .

6 . 机器出了毛病，你查明原因了吗 ?

There's something wrong with the machine . Have you ________ ________ why ?

7 . 请等一会儿，爸爸有话对你说。

Please ________ ________ for a moment . Father has a few words with you .

8 . 上个星期天，我们过得非常开心。

We ________ very much last Sunday .

Ⅴ . 根据要求改写句子：

1 . I could hardly see anything ( 改为反意疑问句 )

I could hardly see anything , ______ ______ ?

2 . The students must hand in paper in time . ( 改为被动语态 )

The paper must ________ ________ in time .

3 . I want to know when we are going to leave . ( 改为简单句 )

I want to know ________ ________ leave .

4 . The old man died five years ago . ( 改变句子句意不变 )

The old man has ________ ________ for five years .

5 . It is sunny today . ( 改为感叹句 )

________ ________ sunny day it is today !

6 . The skirt cost her 100 yuan . ( 改写句子，句意不变 )

She ________ 100 yuan ________ the skirt .

7 . None of the cars on show are cheap . ( 改为肯定句 )

________ ________ cars on show are cheap .

答案：Ⅰ . 1 . boxes 2 . carefully 3 . empty 4 . lying 5 . more slowly 6 . stories 7 . sunny 8 . taught 9 . twentieth 10 . washes Ⅱ . 1 . B 2 . C 3 . C 4 . B 5 . A 6 . C 7 . A 8 . B 9 . D 10 . C 11 . C 12 . B 13 . A 14 . C 15 . D 16 . C 17 . A 18 . B 19 . A 20 . B Ⅲ . 1 . cut , arrived 2 . doesn't rain , will help 3 . didn't pass , is studying 4 . told , broke 5 . has been , came Ⅳ . 1 . agree with 2 . stopped…from… 3 . as…can 4 . too , to 5 . good at , friends 6 . found out 7 . hold on 8 . enjoyed ourselves Ⅴ . 1 . could I 2 . be handed 3 . when to 4 . been dead 5 . What a 6 . spent…on 7 . All of

【创新园地】

朋友们，下面是一些“妙语人生”的格言，请你译成汉语后赠送给你的知心朋友。

1 . Life is fine and enjoyable , yet you must learn to enjoy your fine life .

2 . Life is compared to a voyage .

3 . Life is but a hard and tortuous journey .

4 . Life is a horse , and either you ride it or it rides you .

5 . Life is a great big canvas , and you should throw all the paint on it you can .

6 . Life is a foreign language : All men mispronounce it .

7 . Other men live to eat , while I eat to live .

8 . Life is like an onion : You peel it off one layer at a time , and sometimes you weep .

9 . Life is like the moon ; now dark , now full .

10 . Everyone must die ; let me but leave a loyal heart shining in the pages of history .

创新园地答案：

1 . 人生是美好的，但要学会如何享用美好的生活。

2 . 人生好比是一次航程。

3 . 人生无坦途。

4 . 人生象一匹马，你不驾驭它，它便驾驭你。

5 . 人生是一幅大画布，你应该努力绘出绚丽多彩的画面。

6 . 生活是一种外语，谁都发不好它的音。

7 . 别人为食而生存，我为生存而食。

8 . 生活就象洋葱，你只能一层一层地把它剥开，有时还得流泪。

9 . 月有阴晴圆缺，人有悲欢离合。

10 . 人生自古谁无死，留取丹心照汗青。

篇10：英语九年级第四单元教学设计

This period is about the part—“Grammar Focus” of unit 5. It focuses on passive voice with relevant exercises designed to practice the language point. It is a linking part of the whole unit, and makes students realize the significance of passive voice.

Ⅱ. Teaching Aims:

1. To enable the students to analyze the structure of those passive sentences;

2. To get to know how to change the voice of the sentences.

Ⅲ. Important Teaching Points:

1. To encourage students understand the passive voice in English.

2. To help students apply the passive voice in sentences.

3. To make the students realize difference between active voice and passive voice.Ⅳ. Difficult Teaching Points:

1. How to change the sentence from active voice to passive voice.

2. How to make students utilize the passive voice.

Ⅴ. Teaching Methods:

1. Talking to improve the students’ speaking ability;

2. Situational dialogue to arouse the interest of students;

3. Discussion to make every student work in class.

Ⅵ. Teaching Aids:

1. The multimedia

2. The blackboard

Ⅶ. Teaching Procedures:

Step1 Lead-in

1. Greet the whole class as usual.

T: Class begins! Good morning everyone! Sit down, please! Today, we will come

to learn Unit5, grammar focus, passive voice. Take it easy! Firstly, we will watch a short film from the “Freaky Friday”.

2. Review a short video from the film (Freaky Friday) we have watched.

(1) Ask Students to act the film.

(2) The others talk about what they are doing.

T: can you remember the last four sentences of the video? (Play the slides) And try to imitate these sentences with me, OK? (Practice for 3 times) Now, try to role play in pair. OK, go!

3. Review the passive sentences we have learned in this unit.

(1) Read the passive sentences on the screen.

(2) Try to find out the model of the passive sentences.

Step 2 Grammar learning

1. Structure of passive sentences

T: As we all know, sentences can be divided into passive voice sentences and active voice sentences. What is the similarity of these sentences?

Active voice

(On the blackboard) Voice

Passive voice

T: As we can see, the structure is like “be + v-pp” (write on the blackboard). T: We have just mentioned, “我乘坐机车是不被允许的” how to say?

T: Then,”抽烟是不被允许的”how to say?(play the slide)

T: Let’s see some past participant of some usual v

erbs. There are three types changes of v-pp. (play the slides)

T: The jacket _____ (make) wool. (Play the slides).

A bank _____ (rob) yesterday. (Play the slides).

The rice _____ (grow) in China. (Play the slides).

T: OK, turn to page 36, group4 and group5 read the questions, and group 1/2/3

read the answers. Clear? Are you…ready go!

2. Voice exchange

(1) Simple sentence “刘谦变魔术” how to say?(Play the slide) Then, how to

change it into passive voice?

(2) 4 steps of change the voice of a sentence. (Play the slides)

(3) Many people speak English all over the world. (Demonstrate the 4 steps on

the blackboard)

Step 3 practice

T: Until now, we have learned the way of change the voice of a sentence. Do you know how to do it?

T: According to the four steps, we can rewrite following sentences. And try to finish 4b in groups, OK?

T: OK, let’s check the answer.

T: Let’s do some exercises to apply the passive voice in sentences. (Show them some photos of their everyday activities and give them some help in necessary.) Try to describe the picture by two voices; you can do it in pairs. OK, go!

T: Who would like to share your answer with us? (Point 4-5 pairs)

Step 4 Homework

1. Finish the Section A of the Exercise book;

2. Prepare for the dictation.

篇11：人教版九年级上册第二单元化学知识点

人教版九年级上册第二单元化学知识点

第一节水分子的运动

1、水由固态变为液态，在有液态变为气态，水分子的数目和大小没有变化，变化的只是分子之间的间隔和排列方式。

2、水升高温度时水分子获得能量，运动加快，分子之间的间隔增大，水由液态变为气态。水的温度降低，水分子失去能量，运动减慢，分子之间到的间隔减小，水由气态变为液态。

3、分子的基本性质：

⑴分子很小，看不见，摸不着。

⑵分子不断运动，获得能量运动加快。

⑶分子之间有间隔，三态变化分子之间间隔发生变化。

4、分子是构成物质的一种基本微粒，是保持物质化学性质的一种微粒，物质由哪种微粒构成哪种微粒就保持物质的化学性质。

5、水的天然循环：水的天然循环通过三态变化实现，太阳为水的循环提供里能量，植物的蒸腾作用，土壤的渗透作用实现了水的自身净化，水的天然循环，即实现了水的净化，有完成了水资源的重新分布。

6、水的人工净化：水的人工净化主要包括：沉降、吸附、过滤、蒸馏、灭菌等方法(沉降过程中加入明矾，明矾是一种净水剂，溶于水可吸附水中的悬浮杂质而沉降。

7、混合物纯净物

混合物：有多种物质组成的物质。没有固定的组成和性质。

纯净物：有一种物质组成的物质。有固定的组成和性质。

8、物质的提纯方法：

①过滤：把不溶于液体的固体和液体分开

②蒸发：把溶于液体的固体和固体分开

③蒸馏：分离沸点不同的液体

水的分解与合成

一、水的分解

1、条件：通直流电，在水中加少量的稀硫酸或氢氧化钠可增强导电性。

2、现象：两积极有气泡产生，一段时间后阴阳两极产生的气体体积比为2:1

3、验证两极产生的气体:①用燃着的木条接触阴极产生的气体，气体燃烧火焰呈蓝色，说明是氢气;②用带火星的木条接触阳极产生的气体，带火星的木条复燃，说明是氧气。

4、化学反应：2H2O2H2↑+O2↑

5、结论：①水是由氢氧两种元素组成;②化学变化是分子分成原子，原子重新组合成新物质的分子。(化学变化的实质)

6、实验中注意的问题：

①氧气在水中溶解性比氢气大，氧气氧化性很强，有时会和电极发生反应，因此开始时氢气与氧气的体积比会大于2:1.②为增强水的导电性，电解水时向水中加入适量的稀硫酸和氢氧化钠。

7、分解反应：有一种物质生产两种或两种以上的其它物质的反应叫分解反应(一变多)

8、水的合成：

㈠氢气燃烧：2H2+O22H2O(氢气具有可燃性)

①现象：产生淡蓝色火焰，放出大量的热，烧杯内壁有水雾出现。

②点燃氢气前验纯方法：用一小试管，收集一试管氢气，用拇指堵住管口，移近酒精灯火焰，松开拇指点火，如果听到尖锐的爆鸣声，就说明氢气不纯，如果声音很小，就说明氢气较纯。(凡是可燃性气体与氧气接触，加热或点燃都有可能发生爆炸)

㈡氢气作为燃料的三大优点：来源广;放热量多;无污染。

9、原子：是化学变化中最小的粒子(在化学变化中不能在分)

①有些原子可以直接构成分子，有些原子可直接构成物质，有原子构成的物质，原子保持物质的化学性质。

②有原子构成的物质

10、化合反应：有两种或两种以上的物质生产一种物质的反应。(多变一)

11、氢气的性质：

原子的构成

㈠、α粒子轰击金箔

1、现象：大多数α粒子穿过金箔且不改变原来的方向，少数改变方向，极少数α粒子被方向弹回。

2、原因：大多数α粒子通过原子内部空间的空隙，不改变运动方向;少数α粒子碰到原子核方向改变甚至方向弹回。

3、原子的结构

4、原子呈电中性：原因是原子核所带的正电荷和海外电子带的负电荷，电量相等，电性相反。

5、原子中的数量关系：①质子数=核电荷数=核外电子数

②一个质子的质量=一个中子的质量(原子的质量主要集中在原子核上，电子的质量忽略不计)

③电子的多少决定原子的体积，电子越多体积越大。

6、注意：①不同原子，原子核内质子数一定不同。

②同种原子，原子核内质子数和中子数不一定相等。

③所有原子核内一定含有质子，但不一定含有中子。

④质子数决定原子的种类。

㈡、原子中的电子

1、在原子中电子的能量不同，能量高离核较远，能量低里核较近。把电子离核远近不同的区域运动称为电子的分成排布。

2、原子结构示意图及含义：

3、原子的化学性质由最外层电子决定，在化学反应中原子核不变，发生改变的只是核外电子。

①金属原子：最外层电子数小于4个在化学反应中易失电子，带正电荷形成阳离子。

②非金属原子：最外层电子数大于等于4个，易得电子，带负电荷，形成阴离子。

③稀有气体原子：最外层8个电子(氦原子最外层2个电子)达到稳定结构，极不易失也不易得。

4、原子得失电子形成离子，失电子形成阳离子，得电子形成阴离子。带电的原子团也叫离子(如：SO42-CO32-OH-NH4+NO3-等)

5、原子和离子的关系(原子核不变，质子和中子不变，相对原子质量不变，只是电子发生变化)

㈢、相对原子质量：

1、定义：以质子数和中子数都是6的碳原子(碳12原子)的质量的1/12(约1.66×10-27千克)作标准，其它原子质量跟它的比值，就是这种原子的相对质量(单位“1”通常不写)

2、相对原子质量的理解：

①某原子的相对原子质量=

②相对原子质量是个比值，单位“1”

③一个质子和一个中子质量近似相等，都约为一个电子质量的1836倍，电子的质量忽略不计，原子的质量主要集中在原子核上。

④相对原子质量=质子数+中子数

⑤原子的实际质量与相对质量成正比：

物质在水中的溶解

一、溶解过程：溶质分子均匀的分散到溶液分子中间的过程。

1、溶液：一种或几种物质分散到另一种物质里形成均一稳定的混合物。

2、溶质：被溶解的物质叫溶质。溶质可以是气体、液态、固体。

3、溶剂：溶解其他物质的物质叫溶剂。一种溶液中溶剂只有一种，一般为液态。

4、溶液的基本性质(特征)：

①均一性：溶液中各部分的浓度性质都相同。

②稳定性：只要溶剂不蒸发，外界条件不改变，溶剂和溶质就不会分离。

均一、稳定的原因：分散到水中分子和离子直径小于1纳米，均匀分散到水中，跟水分子一起不停运动。

③溶液的质量=溶质的质量+溶剂的质量

5、溶液中溶质和溶剂的判定

①固体、液态与气体之间形成溶液中一般把液体当作溶剂，固体和气体当作溶质。

②当两种液体形成溶液时，习惯上把量多的当作溶剂，量少的为溶质，只要溶液中有水时，无论水的量多少，水总是溶剂。

③溶液的命名：溶质的溶剂溶液。如：氯化钠的水溶液，简称氯化钠溶液。

6、电离：溶于水或熔化状态下能够产生自由离子的过程叫做电离。

7、乳化作用：洗洁精、洗衣粉等含表面活性的物质可以使食用油等物质以细小液滴均匀分散到水中，形成乳浊液，这种现象称为乳化作用，油和洗洁精并没有形成溶液。

溶液组成的定量表示

1、溶质的质量分数：溶质的质量与溶液的质量的比值叫溶质的质量分数。

2、公式：溶质的质量=╳100%

3、注意问题：

①溶液的质量是指全部溶解在溶剂中形成溶液的质量，不包括未溶解的质量。

②一定溶液中溶质的质量分数一定，溶液是均一稳定的。

③注意判断溶液中的溶质，特别是能与水反应的物质，溶质是与水反应的生成物。

4、几个相应公式：

①溶质的质量=溶液的质量╳溶质的质量分数

②溶液的质量=溶质的质量÷溶质质量分数

③溶剂的质量=溶液的质量—溶质的质量

5、配制溶液质量分数一定的溶液

①主要仪器：托盘天平、量筒、烧杯、玻璃棒、钥匙、滴管。

②主要步骤：计算、称量、溶解

初中化学常见物质的颜色

液体的颜色

1、无色液体：水，双氧水

2、蓝色溶液：硫酸铜溶液，氯化铜溶液，硝酸铜溶液

3、浅绿色溶液：硫酸亚铁溶液，氯化亚铁溶液，硝酸亚铁溶液

4、黄色溶液：硫酸铁溶液，氯化铁溶液，硝酸铁溶液

5、紫红色溶液：高锰酸钾溶液

6、紫色溶液：石蕊溶液

气体的颜色

7、红棕色气体：二氧化氮

8、黄绿色气体：氯气

9、无色气体：氧气，氮气，氢气，二氧化碳，一氧化碳，二氧化硫，氯化氢等气体

三大化石燃料：煤、石油、天然气

(1)煤：“工业的粮食”(主要含碳元素);

煤燃烧排放的污染物：SO2、NO2(引起酸雨)、CO、烟尘等

(2)石油：“工业的血液”(主要含碳、氢元素);

汽车尾气中污染物：CO、未燃烧的碳氢化合物、氮的氧化物、含铅化合物和烟尘

(3)天然气是气体矿物燃料(主要成分：甲烷)，是较清洁的能源。

篇12：九年级语文上册第三单元教学设计（人教版）

[单元总揽]

本单元选编的是一组写少年生活的小说。它们或着重描写少年人物形象为中心，或描写人物的变化，或从人物视角了解人生。欣赏这组作品，从中可以得到人生的启示和艺术享受，使学生了解到不同时期、不同时代、不同国家的少年生活的故事。

《故乡》―作者以“我”回故乡的迁居为活动顺序，再现了现实中的故乡与回忆中的故乡的巨大反差，反映了那个时代、那个社会的真实内容，揭示了深刻的主题。文中描写少年闰土的片断历来脍炙人口，让人印象深刻。

《孤独之旅》―作者写了一个失学少年杜小康在牧鸭生活中经历风雨磨练后成长的故事。文中出色的环境描写，为人物活动提供了一个广阔的背景。

《我的叔叔于勒》―作者通过少年若瑟夫的视角，描述的菲利普夫妇对亲弟弟于勒的冷酷无情，体现了资本主义社会的人情冷暖和世态炎凉，揭示了资本主义社会人与人之间的关系是“赤裸裸的金钱关系”。

《心声》―作者通过描写一位与万卡有相似命运的学生李京京执着要求在语文公开课上朗读课文的故事。揭示了社会生活和义务教育中普遍存在的一些令人深思的问题。

[单元教学目标]

（一）知识和能力

1、注意小说的体裁的特点，了解人物、情节、环境等要素。着重掌握塑造人物形象的方法（肖像、语言、动作、心理及细节描写），进而把握小说的主题。

2、注意培养学生的想象能力和创造能力，理解作者的写作意图，并得出自己的见解。

3、注意揣摩小说的语言，从中得到启发，并不断积累，提高语言环境的实际运用能力。

（二）过程和方法

1、进一步认识人物形象、故事情节、环境描写是小说的重要组成部分。

2、了解故事情节对人物性格的决定作用。

3、体会环境描写的作用。

（三）情感态度和价值观

1、感受课文中人物所表现的思想感情，结合生活经验和成长历程阅读体味小说的内涵、小说的主题。

2、通过整体阅读走进作者描述的世界，深入体会感悟，达到情感的共鸣与升华。

[教学的重难点]

1、引导学生通过阅读，把握对小说人物形象的分析和评价。

2、辨析环境的作用。

3、欣赏小说的语言。

4、结合自己的生活经验，阅读中形成自己的阅读感受与体验，作出自己的阅读评价。

[课时安排]（共10课时）

1、故乡（2课时）

2、孤独之旅（1课时）

3、我的叔叔于勒（2课时）

4、心声（1课时）

5、综合性学习?青春随想（2课时）

6、单元小结与达标（2课时）

篇13：九年级上册英语第二单元知识点

1. What a great day!

本句是what引导的感叹句。what意为“多么，真，太”，用作定语，修饰名词。此处句式结构为What + a/an + 形容词 + 可数名词单数形式(+ 主语+谓语)!口语中常可以省略主语和谓语。例如：

What a new watch (it is)! 多么新的一块手表啊!

2. Hou Yi was so sad that he called out her name to the moon every night.

so...that意思是“如此……以至于……”，中间用形容词或者副词，so修饰词形容词或副词，形容词后一般没有名词，that的后面是表示结果的状语从句。而同义短语such...that的中间有名词，such修饰此名词。

Our teacher is so kind that all of us like him.

我们的老师是如此好心以至于我们都喜欢他。

He runs so fast that nobody in my class can catch up with him.

他跑得那么快，我们班没有人能追上他。

It is such an interesting film that all of us like it.

它是一部如此有兴趣的电影以至于我们都喜欢它。

He had such long arms that he could almost touch his knees.

他的胳膊很长，几乎就能够到他的膝盖。

注意：如果名词前的形容词是表示数量的few、little、many、much仍要用so修饰。

There are so many people in the room that we could not get in.

房间里那么多的人，我们都进不去。

【拓展】

so that意思是“以便于、为了”，引导表示目的的状语从句。

We got up early this morning so that we can catch the first bus.

我们今天早上起床很早是为了能赶上第一班公共汽车。

3. I’m going to Chiang Mai in two weeks.

(1) go, come, leave, start, fly等表示位移的动词，常用这些动词的现在进行时表示将要发生的动作。例如：

Jim is going boating this afternoon. 吉姆今天下午要去划船。

Are they all coming tomorrow? 他们明天都来吗?

(2) in two weeks意为“两周后”，表示将来的时间，常用how soon来对其提问。例如：

— How soon will the dinner ready? 晚饭还有多长时间做好?

— In ten minutes. 十分钟后。

— How soon will they come back? 他们多久回来?

— In two weeks. 两周后。

4. Marley used to be just like Scrooge, so he was punished after he died.

used to do sth是一个固定结构，意思是“过去经常做某事”，后面用动词原形，表示过去的某种经常性、习惯性的行为或者动作，并意味着这种动作目前已经不存在。

肯定句：

I used to play with my friends after school.

过去放学后我常常和朋友们一起玩。

否定句：

You didn’t use to like pop songs.=You usedn’t to like pop songs.

你过去常常不喜欢流行歌曲。

一般疑问句：

Did your sister use to be quiet? = Used your sister to be quiet?

你的妹妹过去常常是很安静吗?

there be句式：

There used to be a lot of fishes in this river.

过去这条小河常常有许多鱼。

【拓展】

(1) be used to do something意思是“被用来做某事”，是动词短语use …to do的被动语态结构。

Knives are used to cut things.小刀是用来切东西的。

(2) be used to doing something意思是“习惯于做某事”，to后接动词-ing形式。例如：

My father is used to living in the village.

我爸爸习惯于住在小山村。

5. He warns Scrooge to change his ways if he doesn’t want to end up like him.

(1) warn作动词，意为“警告;告诫”，常用于以下结构：

1) warn sb. (not) to do sth. 意为“告诫某人(不要)做某事”。例如：

He warned her to keep silent. 他告诫她保持沉默。

2) warn sb. about sth. 意为“提醒某事注意某事”。例如：

She warned us about the serious situation.

她提醒我们注意形势的严峻性。

3) warn sb. of/against (doing) sth. 意为“告诫某人当心/提防(做)某事”。例如：

They warned me against swimming in that part of the river.

他们告诫我不要在河的那一带游泳。

(2) end up意为“最终成为;最后处于，结束”，其后可以跟with; in; doing等：

1) end up with表示“以……结束”，其后可以跟任何名词。例如：

If you do that, you’ll end up with egg on your face.

你要是那样做，必将出洋相。

2) end up in后面一般接一个地点名词。例如：

If you continue to steal, you’ll end up in prison.

你要是继续行窃，早晚得进监狱。

3) end up doing 表示“以做……结束”。例如：

The party ended up singing an English song.

晚会以一首英文歌而结束。

篇14：九年级英语第二单元测试题及答案

一. 单项选择 (共10小题，计10分)

本题共有10个小题，请从每个小题的四个选项中，选出最佳答案。

( )1. — Jenny, do Chinese people celebrate_________Easter Day?

— No. This is the first time I’ve celebrated_________festival.

A. the; the B. the; a

C. /; the D. /; a

( )2. — What did you do on April Fool’s Day?

— I played a trick_________my brother.

A. on B. to

C. with D. at

( )3. We will have two family parties this autumn. One is at Halloween and_________is at Thanksgiving.

A. other B. the other

C. another D. the others

( )4. — Do you have_________in Beijing?

— Yes. My aunt and uncle live there.

A. classmates B. cousins

C. partners D. relatives

( )5. — Have you found the poor dog yet?

— Yes. But he was_________when we found him. The bad weather killed him.

A. dying B. died

C. dead D. die

( )6. — The Dragon Boat races are so exciting, but our boat is still behind.

— Don’t worry. I am sure_________our team will win!

A. if B. that

C. whether D. why

( )7. — Could you tell me something about Valentine’s Day in Japan?

— Well, not only adults_________children celebrate it.

A. but B. and

C. although D. because

( )8. — Will we have dinner at the Hope Restaurant?

— Maybe. We’ll go there if the show_________before 6. But I don’t know if there

any free tables then.

A. will end; were B. will end; will be

C. ends; were D. ends; will be

( )9. — Can you spare time to come to our Thanksgiving party?

— Well, I don’t know

A. that I can finish my work by then

B. if can I finish the work by then

C. whether I can finish the work by then

D. that can I finish the work by then

( )10. — I am going back to America for Thanksgiving Day.

— ________. And we will miss you.

A. Enjoy yourself B. You’re welcome

C. That’s interesting D. The same to you

二. 完形填空 (共10小题，计10分)

阅读下面短文，理解大意，然后从各小题的四个选项中选出一个最佳答案，使短文连贯完整。

Jack was a hard-working student when young but he had some big problems. He used to be shy before his classmates. So he had 11 friends at school. Bob was a new student in his class. All the students were soon familiar (熟悉的) with him and got on well with him 12 Jack.

One day, some boys put some money into Jack’s bag and Bob pretended (假装) to have 13 his money. Of course, they found the money in 14 bag at last.

Jack felt shameful (可耻的) 15 he could not say anything about it. Soon his classmates called him a thief and 16 him in the school. His teachers also

17 that and called his parents to the school, too. Just then, Bob stood out and helped Jack make everything 18 .

From that day, Jack and Bob 19 good friends. Bob often took Jack to take part in many activities and Jack became outgoing. Bob was weak in English and Jack often helped him 20 it. Now Jack became the monitor in his class, and he had more friends. He enjoyed the nice friendship and the school life.

( )11. A. many B. few

C. several D. new

( )12. A. against B. like

C. except D. for

( )13. A. lost B. wasted

C. found D. made

( )14. A. your B. their

C. Bob’s D. Jack’s

( )15. A. but B. if

C. since D. unless

( )16. A. agreed with B. laughed at

C. dealt with D. got excited about

( )17. A. allowed B. faced

C. developed D. believed

( )18. A. clear B. easy

C. hard D. wonderful

( )19. A. greeted B. met

C. became D. loved

( )20. A. to B. in

C. by D. with

三. 阅读理解 (共15小题，计20分)

第一节：阅读下面一篇短文，判断下列句子是否符合短文内容，符合的用“A”表示，不符合的用“B”表示。 (共5小题，计5分)

A

If you find that your young child is telling a lie (谎言), don’t worry. According to Canadian scientists, it’s quite normal.

The scientists tested 1,200 children. They were two to seventeen years old. The study showed that those who were able to tell a lie had arrived at an important stage

(阶段) of development.

Only one fifth of two-year-olds tested in the study were able to tell a lie and nearly 50% of three-year-olds could tell a lie. The study also found 90% of four-year-olds were able to lie and almost every child at the age of 12 told lies. But just 70% of 16-year-olds told a lie.

Kang Lee, a teacher of Toronto University, was the leader of the research team. He said, “Parents shouldn’t be worried if their child tells a lie. Almost all children lie. It is a sign that they have arrived at a new stage of development.”

Why? Because kids that can lie have developed an ability which is helpful to keep the truth at the back of their brain (大脑). For small children, telling a lie can show intelligence (智力) — quick thinking; it is an ability to hide (隐瞒) the truth and make up the lie in their brain at the same time.

“They might even be famous or successful in the future,” Lee added.

( )21. From the study, we learn that 50% of two-year-olds could tell lies.

( )22. 12-year-olds are the most likely (最有可能) to tell lies.

( )23. The writer wants to tell parents not to worry if their kids lie.

( )24. Kang Lee likes those who like telling lies.

( )25. All kids can be successful if they are able to lie.

第二节：阅读下面三篇短文，从各小题所给的四个选项中选出能回答所提问题或完成所给句子的一个最佳答案。 (共10小题，计15分)

B

Survey: What were you scared of when you were a kid?

I was scared of spiders but I didn’t let my friends know because all of them liked catching these spiders. I was terrified but I just acted cool.

— Buding, still afraid of spiders

I was scared of the dark because I didn’t know if there was something scary inside the room. As a result, I always liked sleeping with my back facing the wall because it made me a little comfortable.

— Gerard, not so afraid of the dark anymore, but still sleeps with his back facing the wall

Strange as it probably sounds, I was scared of shadows (影子). Not the shadows themselves, but what they formed (形成). Because I was near-sighted (近视的), the shadows I saw formed into the scariest things I saw in my mind.

— Jean, no longer afraid of shadows

I was afraid of the old woman who lived alone right in front of us. Very large trees covered the front part of her small house. The few times I saw the old woman, it scared me because she looked like a witch

(女巫). Once I was playing volleyball with my friends and the ball flew into her house. We all ran home quickly and decided that it was okay to lose the ball instead of seeing her come out of the house.

— Mac, who has already moved to a different house

( )26. Buding used to be afraid of ________.

A. the dark B. spiders

C. shadows D. an old woman

( )27. Gerard sleeps ________.

A. with the light on

B. with his parents

C. with the window open

D. with his back facing the wall

( )28. After the volleyball flew into the woman’s house, Mac and his friends ________.

A. ran home quickly

B. asked her for it

C. broke into her house

D. waited for her to come out

C

“Did you go skating a lot last year?” I asked. Jen shook her head and looked at me. Finally she said, “On Thanksgiving, Mom and I always went to visit some friends who lived on a farm. I especially loved seeing their big turkeys.”

Until then, I didn’t think about how Jen felt. She had a new stepfather (继父) and stepbrother, and had a new town and home, too. Jen and her mom used to live near a lake where Dad and I went every summer, and she had to move up north with us. She had more changes than me.

Jen seemed sad, so I was busy thinking of some ways to cheer her up on Thanksgiving. I told her my plan and she was excited. First we made a huge snowball, and then a small snowball. Then we built a wall behind the big snowball as a tail. Jen mixed some food coloring with water, saying, “We can spray (喷) colors on the tail.” Our snow turkey had a red, blue, green, and yellow tail. We were so busy that we didn’t notice our parents come outside. Dad found a hat for the snow turkey, and Mom wrapped her scarf around its neck.

“Thanks for cheering Jen up,” Mom said. “You’re a good brother, and you always come up with great ideas.’’ A happy feeling spread through me. I began to understand how much she cared about everyone in our new family.

( )29. What did Jen do on Thanksgiving in the past?

A. She went skating with her friends.

B. She went to the farm with her mother.

C. She stayed at home with her mother.

D. She made snow turkeys with her mother.

( )30. What can we learn from the second paragraph?

A. Jen lived near a lake in the past.

B. The writer was Jen’s stepfather.

C. Jen moved up north for studying.

D. The writer just moved out of his old house.

( )31. How many people are there in Jen’s new family?

A. Two. B. Three. C. Four. D. Five.

D

If you are into music festivals, then you have probably heard of the Bestival. It takes place every September on the Isle of Wight, the UK. As it is at the end of summer, people think it’s their last chance to go to a festival and have fun before going back to boring work during a year.

The dream begins as soon as you start traveling to the island. In order to get to the campsite of the Bestival, you have to take the ferry (渡轮). The ferry is full of happy festival lovers who are ready to take part in the fantastic music party. After you arrive at the campsite, you can put your tent up. The atmosphere of excitement there will make you want to discover this magical land of music. There people talk with each other openly. They are not that cold like those you meet in your daily life.

It lasts for four days. During that time you forget all your worries and problems, just like a dream. And it is really hard for you to come back to “reality” (现实) after that.

It seems that it is this kind of music event that makes people gather together. It gives people a real sense of unity. Moreover, in the real world, people usually forget about their creativity. In fact, that is what best represents (代表) man’s ability and makes people happy. I took part in the Bestival with my friends the year before last. It was so exciting and we all lost ourselves in the beautiful music. We are family sung by Sister Sledge was my favorite. I’m really looking forward to joining in it for a second time.

( )32. Where do people enjoy the music at the Bestival?

A. On the island. B. On the ferry.

C. In the hotel. D. In the sea.

( )33. What does the writer think of the people at the Bestival?

A. Crazy. B. Friendly.

C. Cool. D. Patient.

( )34. Why does the writer say being at the Bestival is a dream?

A. Because people can enjoy music there.

B. Because people can get away from work.

C. Because people can play music there.

D. Because people can forget their problems.

( )35. According to the passage, what kind of ability can people show at the Bestival?

A. Teamwork. B. Creativity.

C. Imagination. D. Understanding.

四. 完成句子 (共5小题，计10分)

根据汉语意思，用单词或短语完成句子。

36. 你以前是长卷发，是吗?

You ________________ have long curly hair, didn’t you?

37. 让我感到意外的是我们的足球队输了比赛。

__________, our football team lost the game.

38. 尽管很累，爸爸还是帮助我做作业。

he was tired, my father helped me with my homework.

39. 最后他们到达了山顶。

They reached the top of the mountain ________________ .

40. 作为一名校篮球队成员，山姆感到很自豪。

Sam ________________ being a member of the school basketball team.

五. 短文填空 (共10小题，计10分)

用方框中所给单词的适当形式填空，使短文完整正确(每个单词限用一次)。

may, place, when, how, jump,

smile, they, know, easy, lose

One day, some people set out to sea by ship. One of (41)________ took his pet monkey with him. (42)________ they were far out at sea, their ship was broken for some reason and everyone fell into the sea, including (包括) the monkey. The monkey was sure that he would (43)________ his life because he couldn’t swim. Suddenly a dolphin came and put him on her back. They soon got to an island and then the monkey (44)________ down from the dolphin’s back.

The dolphin asked the monkey, “Do you know this (45)________?”

The monkey answered, “Yes, I do. The king of this island is my father. Don’t you know that I am a prince?”

(46)________ that no one had ever lived on the island, the dolphin said, “Well, you (47)________ be a prince, but now you can be a king!”

The monkey then asked, “(48)________ can I be a king?”

The dolphin (49)________ and answered, “That’s (50)________. As you are the only creature (生物) on this island, you will naturally be the king!” And then she swam away, leaving the monkey alone.

The story tells us that those who lie (撒谎) may end up in trouble.

六. 任务型阅读 (共5小题，计10分)

阅读下面短文，根据短文内容完成下列各题。

One can hardly imagine Chai Huilong, wearing glasses and a T-shirt, as a Chinese chive (韭菜) farmer.

Two years ago, Chai graduated from Tianjin College of University of Science and Technology Beijing. He took over his parents’ 20,000-square-meter plot of land and set up a business: growing Chinese chives.

But instead of growing Chinese chives in the traditional way, Chai plants them in garden pots (盆) and sells them directly to customers through an online store. Now his family makes 10 million yuan a year.

Running a business is a dream for many young graduates. Chai is one of those young graduates who have found great career opportunities in rural areas. They make good use of their agricultural knowledge and new skills, and get support from the government.

When Chai came up with the idea of growing Chinese chives, he was not sure about running his own business. But Youth Business China, a non-profit (非盈利的) program supported by the government which helps encourage youth entrepreneurship (创业精神), gave Chai courage and confidence. The program offers 30,000 to 50,000 yuan in start-up funding to young people who have great ideas. It also assigns (分配) each of them a tutor who provides guidance on spending the money and running the company.

“My relatives and friends regard farming as a bad job. But being a farmer is just my job,” said Chai. So far, his products have been shipped to places as far as Dubai on the Arabian Gulf. Chai is confident that he can make a greater success of this job in the future.

51. When did Chai Huilong graduate from college?

In__________.

52. What business did he set up after graduation?

__________.

53. How does Chai sell his products directly to customers?

Through__________.

54. What is Youth Business China?

It’s a non-profit program__________.

55. Which foreign city have Chai’s products been shipped to?

七. 补全对话 (共10小题，计10分)

(A) 根据对话内容，将方框内符合对话情景的句子抄写在对话空白处，使对话恢复完整。选项中有两项是多余的。

W: Who is the best teacher that you have ever had?

M: Miss Baymier. She is my head teacher in the primary school.

W: (56)

M: She was patient, kind, fun and smart.

W: Did she use to be strict?

M: (57)________________________ She really wanted us to get good grades.

W: What did you learn from her?

M: She taught us that we can do anything that we want to do.

W: Oh, anything? (58)

M: If we really want to do something and we work hard at it, I believe we can do it.

W: You said she was strict. (59)

M: Sure. But she had some rules that helped us to feel comfortable. For example, students had to be friendly to each other.

W: I see. (60)

M: That’s true. So her students all regarded her as their best teacher.

Did she use to have a lot of rules?

She used to be outgoing.

What was she like?

Yes, she did.

Do you really believe that we can do anything?

Yes, I agree.

She really cared about her students.

(B) 根据下面对话中的情景，在每个空白处填入一个适当的语句，使对话恢复完整。

W: Hi, John! Don’t you remember me?

M: Wow! You are Cathy, aren’t you?

W: That’s right.

M: (61)________________________ ?

W: Yes, I did. But I am slim (苗条的) now.

M: (62)________________________ ?

W: I ran every morning and I ate a lot of fruits and vegetables.

M: Are you still working in the shopping mall?

W: (63)________________________ . I have a new job.

M: (64)________________________ ?

W: I am working for a fashion magazine now.

M: (65)________________________ ?

W: Yes, I like it very much. It is not a busy job and I enjoy introducing beautiful clothes to our readers.

八、书面表达(20分) 

假设你叫李明，你们班级要选拔新班长，你想向班主任王老师推荐张航。请根据表格内容，写一封80词左右的推荐信给王老师。信的开头和结尾已给出，不计入总词数。

姓名 张航

特长 精通电脑，擅长演讲

性格、品质 自信、勤奋、谦虚、有条理、乐于助人

个人事迹 经常花很多时间组织课外活动，从不介意为班级做额外的工作，总是尽最大努力帮助同学，深受同学们欢迎。

Dear Mr Wang,

I’m writing to recommend Zhang Hang as our new monitor.

I hope you can consider my recommendation.

Yours sincerely,

Li Ming

篇15：九年级英语第二单元测试题及答案

1-5 CABDC 6-10 BADCA 11-15 BCADA

16-20 BDACD 21-25 BAABB

26-30 BDABA 31-35 CABDB

36. used to 37. To my surprise 38. Even though

39. in the end 40. takes pride in

41. them 42. When 43. lose 44. jumped 45. place

46. Knowing 47. may 48. How 49. smiled 50. easy

51. 2012

52. Growing Chinese chives

53. an online store

54. supported by the government which helps encourage youth entrepreneurship

55. Dubai

56. What was she like?

57. Yes, she did.

58. Do you really believe that we can do anything?

59. Did she use to have a lot of rules?

60. She really cared about her students.

61. You used to be fat/heavy, didn’t you

62. How did you lose weight

63. No, I am not

64. What’s your new job

65. Do you like your new job

One possible version:

Dear Mr Wang,

I’m writing to recommend Zhang Hang as our new monitor.

I think he has some strong qualities for this position. Zhang Hang is confident. He is good at making speeches. He also does well in computers.

He is hard-working, modest and organized. He often spends lots of time organizing after-school activities.

He is very helpful too. He never minds doing extra work for our class. He always tries his best to help other students. He is very popular with us.

I think Zhang Hang is the most suitable person to be our monitor.

I hope you can consider my recommendation.

Yours sincerely,

Li Ming

篇16：十一单元教学设计 (人教版英语八年级)

Teaching aims of unit eleve

Ⅰ.Teaching article:（教学课题）

Unit 11 Could you please clean your room ?

II.Teaching aims and demands(教学目的和要求):

1.Knowledge Objects

Learn to ask for permission.and reading and writing practice.

2. Process and method

By listening、speaking、reading、and writing.

3. Emotion and attitude

Training the student’s hobbies of studying.

III. Teaching importance (教学重点)

Learn to ask for permission.

IV.Teaching diffculty(教学难点):

How to Learn to ask for permission.

V. Teaching ways(教学方法):

Revision, learning, practice and reading.

V.Teaching tools(教学工具):

Tape-recorder and Lattern.

VI.Teaching time(教学时间):

Six periods八 年 级 英 语 教 学 设 计

总计：第八课时

Period Period 1 Main teacher Wang Haiyan

Assistant Song Haixia Class teacher

Content Unit 2 What should I do?

Aims Language and Ability 1. Knowledge Objects Key vocabulary. Target language.

2. Learn to ask for permission.

Process and method To understand the target language by writing、reading.

Emotion and attitude Training the student’s hobbies of studying

Important

Points Learn to use “be born” to ask sb sth

Difficult Points How to use “be born” to ask sb sth

Methods 1.Reading method.

2.Speaking method.

3.Self check method.

Aids 1.A projector.

2.Large chart paper, colored markers. Revision and perfection

procedures

Step 1 Leading in

Greetings .

Step 2 Pre-task

Teach the new words and phrases.

Step 3 While-task

SB Page65,1a & 1b.

1、Point to the items and ask someone to read the each one to the class .

2、Play the recording and let Ss fill in the chart .Check the answers .

SB Page 65 , 1c .

1、Point out the sample conversation in activity 1c .

2、Ask two Ss to read it to the class .Have Ss work in pairs .

Step4 Pair work:

1.Point out the conversation in the box in activity 1c. ask two students to read it to the class.

2.Ask the students work with a partner. Make your own conversations about the people in the picture.

3.Then ask several pairs to say their conversations to the class.

.

Blackboard design Unit 11 Could you please clean your room ?

（1a----1c）

Could you please …?

Could you … ?”.

Yes,sure.

Homework Make a conversation using “Could you please …?

Could you … ?”.

Reflection after class

八 年 级 英 语 教 学 设 计

总计：六十二课时

Period Period 2 Main teacher Wang Haiyan

Assistant Son Haixia Class teacher

Content Unit 11 Could you please clean your room ?

（2a----2c）

Aims Language and Ability 1. Key vocabulary.

2. Target language.

3. Grammar focus.

Process and method To understand the target language by writing、reading

Emotion and attitude Training the student’s hobbies of studing

Important

Points Learn to ask for permission.

Difficult Points Learn to ask for permission.

Methods 1.Reading method.

2.Speaking method.

3.Self check method.

Aids tape , tape-recorder , cards . Revision and perfection

procedures

Step 1 Greet the class as usual and check the homework.

Step 2 Post-task

SB Page 66 , 2a & 2b .

1、First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no” .

2、Correct the answers .

Do with activity 2b in the same way .

Step 3 Pairwork

SB Page 66 , 2c .

Ss work in pairs , then ask some pairs to act out their conversations .

Step 4 Summary

1.Today we’ve reviewed the key vocabulary and the target of the unit by reading and writing.

2.Grammar focus.

Blackboard design Unit 11 Could you please clean your room ?

（2a----2c）

Could you please …?

Could you … ?”.

Yes,sure.

Sorry,I can’t.

Homework Copy the grammar box in your exercise books..

Reflection after class 八 年 级 英 语 教 学 设 计

总计：六十三课时

Period Period 3 Main teacher Wang Haiyan

Assistant Son Haixia Class teacher

Content Unit 11 Could you please clean your room ?

（3a-----4）

Aims Language and Ability Review vocabulary items.

2. Writing using target language.

Process and method Reading skill. Writing skill.

Emotion and attitude Use list to help with your study.

Important

Points Like or don’t like

Difficult Points Writing using the chores.

Methods Reading 、saying 、listening and writing.

Aids A picture of computer. A tape recorder. Revision and perfection

procedures

Step 1 Leading in

Revise the pattern : Could you please … ? Could you … ?

Step 2 Pre-task

SB Page 66 , Grmmar focus .

1、Ask Ss to say the questions and answers .

2、Explain :the questions use the word could and the answers use the words can and can’t .

Step 3 While-task

SB Page 67 , 3a .

1、Read the conversation to class with a student .

2、ay blank every time you come to a blank .

3、Ask Ss to fill in each blank with the work make or do .

4、Correct the answers .

SB Page 67 , 3b .

1、Ask two Ss to read the sample phrases .

2、Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a .

3、Ask a student to say the name of a chore .

4、Then ask another student to say I like or I don’t like .Then ask a third student to give a reason .

Step 4 Post-task

SB Page 67 , Part 4 .

1、In groups of five , give each group a set of blank cards .

2、Ask Ss in each group to write one core onto a card .In turns ,.

3、one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason .

Blackboard design Unit 11 Could you please clean your room ?

（3a-----4）

I like doing sth.

I don’t like doing sth.

Homework Make two conversations after the conversation in 3a..

Reflection after class

八 年 级 英 语 教 学 设 计

总计：六十四课时

Period Period 4 Main teacher Wang Haiyan

Assistant Son Haixia Class teacher

Content Unit 11 Could you please clean your room ?

Section B(1a---1c)

Aims Language and Ability 1. Key vocabulary.

2. Target language.

3. Oral practice.

Process and method To understand the target language by writing、reading.

Emotion and attitude Prepare for the next class game.

Important

Points 1. Key vocabulary.

2. Target language.

Difficult Points Could you take out the trash?

Yes, sure.

Methods Listening and speaking methods. Communicative approach.

Pair work.

Aids A current wall calendar. A tape recorder. Revision and perfection

procedures

Step 1 Leading in

Ask some Ss with questions :Could you please … ? Could you … ?

Step 2 Pre-task

SB Page 68 ,1a .

1、Say , Look at the items on the list .

2、ask Ss to complete the writing on their own .

3、Correct the answers .

Step 3 While-task

SB Page 68, 1b .

1、Read the instructions and point out the sample conversation.

2、Ask Ss to work with a partner and make their own conversations about the items in activity 1a .

3、Call several pairs to say one or more of their conversations to the class .

SB Page 68, 2a & 2b .

1、Read the instructions and have Ss know what to do .Play the recording and ask Ss to write their answer on their own .

2、Ask two Ss to write their answers on the Bb .

Correct the answers.

Step 4 pairwork.

SB Page 68, 2c .

1、Point out the sample conversation and ask two Ss to read it to the class .

2、Then point to the phrases in the box .Ask Ss to ask and answer with a partner .

3、Ask several pairs to say their questions and answers to the class .Correct any incorrect questions or answers .

Blackboard design Unit 11 Could you please clean your room ?

Section B(1a---1c)

Could you take out the trash?

Yes, sure.

Homework Make some sample conversations.

Reflection after class

八 年 级 英 语 教 学 设 计

总计：六十五课时

Period Period 5 Main teacher Wang Haiyan

Assistant Son Haixia Class teacher

Content Unit 11 Could you please clean your room ?

(3a----4)

Aims Language and Ability 1. Review key words and target language of the unit.

2. Reading and writing practice.

Process and method Reading and writing skills.

Emotion and attitude Ask him or her for help.

Important

Points take care of ,feed ,mine ,weren’t=were not

Write an e-mail message to a friend .

Difficult Points How to write an e-mail message to a friend .

Methods Reading and writing methods.

Aids A projector. Revision and perfection

procedures

Step 1 Leading in

Ask Ss to translate some Chinese phrases .

Step 2 Pre-task

SB Page 69 , 3a .

1、Read the instructions and have Ss know what to do .

2、Ask Ss to read the letter on their own and complete the chart .

3、Ask two Ss to write their answers on the Bb .

Correct the answers .

Step 3 While-task

SB Page 69 , 3b .

1、Ask a student to read the beginning of the e-mail message.

2、Have Ss finish the message .Tell them they can look at the

3、Chart in activity 2b for ideas .

4、Ask some Ss to read their message to the class.

SB Page 69 , 3c .

Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class .

Step 4 Post-task

SB Page 69 , Part 4 .

1、Point out the sample conversation and read the instructions to have Ss know what to do .

2、Divide Ss into groups of three and ask them to make conversations .

3、Ask several groups to say their conversations to the class .

Step 5 Summary

Today we’ve learned the key vocabulary and the target of the unit by reading and writing.

Blackboard designUnit 11 Could you please clean your room ?

(3a----4)

take care of ,feed ,mine ,weren’t=were not

Homework Finish the selfcheck

Reflection after class

篇17：人教版九年级英语第五单元复习资料

material n.材料;原料

chopsticks n.筷子

coin n.硬币

fork n.餐叉，叉子

blouse n.(女士)短上衣;衬衫

sliver n.银，银器; adj.银色的

glass n.玻璃

cotton n.棉;棉花

steel n.钢;钢铁

grass n.草;草地

leaf n.叶，叶子

produce v.生产;制造;出产

widely adv.广泛地;普遍地

process v.加工;处理

France 法国

no matter 不论;无论

local adj.当地的;本地的

even though 虽然;即使

brand n.品牌;牌子

篇18：人教版九年级英语第五单元复习资料

avoid v.避免;回避

product n.产品;制品

handbag n.小手提包

mobile a.可移动的;非固定的

Germany n.德国

surface n.表面;表层

postman n.邮递员

cap n.(尤指有帽舌的)帽

glove n.(分手指的)手套

international adj.国际的

competitor n.参赛者;竞争者

paint v.用颜料画;刷漆

its adj.它的

form n.形式;类型

clay n.黏土;陶土

balloon n.气球

scissors n.(pl.) 剪刀

lively a.生气勃勃的;(色彩)鲜艳的

fairy n.童话故事

heat n.热;高温

polish v.磨光;修改;润色

complete v.完成

Korea 朝鲜;韩国

Switzerland 瑞士

San Francisco 圣弗朗西斯科(旧金山，美国城市)

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