九年级第一单元 教学设计(冀教版英语九年级)

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篇1：九年级第一单元 教学设计(冀教版英语九年级)

Unit 1 Stay Healthy

Lesson 1: What is wrong , Danny?

Teaching Aims:

1. Mastery words and expressions.

2. Teach how to see a doctor in foreign countries.

Teaching Important Points:

1. Compound Sentences.

Teaching Difficult Points:

1. Some words and expressions about the illness and seeing a doctor.

Teaching Preparation: Audiotape picture

Teaching Steps Activity Design Language Notes

Step1. Warming up.

Talk about the question: How often are you ill? What is the last time that you are ill? What’s wrong with you?

Step2. Come to “THINK ABOUT IT”.

Step3.Listen to the tape and answer the following questions:

1.What’s wrong with Danny?

2.Does Danny have to stay in hospital?

Step4. Read the text.

Read the text and check the answers in listening part. Encourage the students to ask more questions about this part. Such as:

When does Danny feel unwell?

What does Mr. Dinosaur think of Danny’s illness?

Does Danny have a fever?

Is the hospital always open?

Who is the doctor?

What does the doctor say to Danny?

Check the answers and give them enough hints to answer the questions.

Step5. Act out:

Act out the dialogue in front of the class. Make another dialogue to perform in the class. The roles are doctors and patients and the patients’ family members.

Step6.Come to “LET’S DO IT.”

Make up a dialogue in front of the class. When they are acting, help them when it is necessary. Teach them more new words about illness and parts of the body

Step7. Homework

1. Finish off the activity book.

2.Go on the next reading in the student book. * Let the students talk about the questions in groups. Then give a report to the class. They can make up a dialogue in pairs or in three or four.

If time is not enough, you can choose several groups to perform in front of the class.

* This is a difficult task for the students. If the questions are a little difficult, they can’t answer them. But we don’t have time to let them listen again

* Divide the class into several groups and act out the role-play in front of the class. Choose the best one and give them praise.

* Teach them more new words about illness and parts of the body

Blackboard Writing Design：

After Class(教学反思)：

Lesson2: A Visit to the Dentist

Teaching Aims:

1. Mastery words and expressions.

2.

Lesson 3: Good Food, Good Health

Teaching Aims:

1.We must eat healthy and keep healthy.

2.Know about the balanced diet.

Teaching Important Points:

1.Know more words about the names of the grain in our daily life.

2.How to eat healthy and keep healthy.

Teaching Difficult Points:

What is a balanced diet?

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.warming up:

Talk about the question: what do you eat in your daily life? Do you think what the foods you eat contain?

Step2.Read the text and answer the following questions:

1.What do bread, noodles and rice come from?

2.Is fruit different from vegetables?

Answer the questions in class in oral. If they can’t answer them correctly, let them read the text. Help them find the correct answer.

Step3. Read the text in details and finish the exercises.

Read the text and fill in the blanks:

1.Bread, noodles and rice are made from _______.

2 ______and _______are very good source of ________, _______ and _______.

3. ______ ______ are made from potatoes.

4.Salad is made of _______ ________.

5.Many people think that only meat and chicken have _______.

______ makes your bones and teeth strong.

Step4.Listen to the tape and let the students follow it for two time. Let them have the correct pronunciation and intonation.

Step5. Ask some students to read the text in the class. Don’t read the whole text, read only the important words, expressions and sentences.

Step6. Come to “LET’S DO IT”.

Fill in the chart to compare the eating habits of your classmates.

Interview four or more students to fill in the chart. They can design more questions to ask the others.

Step7.Homework

Finish off the activity book.

Go on the next reading in the student book * Some words are too difficult for them to answer, so the teacher shows some new words to them with pictures.

Blackboard Writing Design：

After Class(教学反思)：

Lesson 4: Don’t Smoke, Please!

Teaching Aims:

1.Know more about disease.

2.Learn the harm of smoking and drinking.

Teaching Important Points:

1.Some words and expressions about the disease.

2.Know how to keep healthy.

Teaching Difficult Points:

Help people keep healthy.

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.Warming up:

Divide the class into groups of three or four. Talk about the following questions: what do you think of smoking?

The teacher: Some boy students think smoking makes them look more handsome. Is it right? No, it’s very wrong. Smoking is more harmful to all the people around the world. Now let’s talk about the topic in groups. After a while, every group will give a talk in front of the class.

Step2. Come to “THINK ABOUT IT”.

When we are talking the two questions, we can use the Internet to help us. Search more information for the students. Search more pictures to show the students how many pains have the diseases brought us.

Ask some students to answer the questions.

S1: When I eat too cold food, my stomach always hurts..

S2: When I have a fever, I know I have a cold.

S3: I have a headache when I wear fewer clothes in winter.

Step3. Listen to the tape and answer the following questions:

What’s wrong with Danny?

How is Brian today?

Step4. Read the text and Fill in the blanks:

Brian feels ______ on Monday.

Brian wants to make a poster about ________.

Smoking is also bad for your _______.

Step5. Make sentences with the following language points:

be away from

Li Ming has been away from school for ten days.

if

If the weather is fine, we will go the park tomorrow.

also

He is also a doctor.

Step6. Come to “PROJECT”.

Divide the class into groups of three or four to finish the task. Discuss the diseases causes by smoking and drinking. It can be divided into two steps. The first step, talk the harm of smoking. Drinking is more harmful than smoking. Many people died from drinking every year. They drink too much, but they still drive their cars. Now too many accidents happen on the road.

Make a poster to show the harm of smoking and drinking for people. Every group makes their posters and explains to the others what it means.

Put the posters up in the class. Every group sends a poster to the teachers in the school. Let all the teachers tell the students about the harm of smoking and drinking.

Step7. Homework:

Finish off the activity book.

Go on the next reading in the student book.

* Group1: We all think smoking is a great harmful to the bodies. Many people die of lung cancer every year. Lung diseases sometimes causes by smoking.

Group2: I also think smoking is bad for health. So give your friends or relatives advice. Let them give up smoking.

Every group gives their report. Then the teacher sums their talks in class.

.

* After playing the tape, the teacher checks the answers.

Blackboard Writing Design：

After Class(教学反思)：

Lesson 5: Jane’s Lucky Life

Teaching Aims:

1.The spirit of the disabled.

2.Know more about the disabled people.

Teaching Important Points:

Learn the spirit of the disabled people.

Teaching Difficult Points:

Know about the difficulties that the disabled people have to face in the world.

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.Warming up:

If you are a disabled person, what problems will you meet?

Divide the class into groups of three or four. The teacher can design the task for every group.

Step 2. Come to “THINK ABOUT IT”.

Ask some students to talk about the questions in pairs. Then let some students demonstrate their opinions in class.

Step3. Look at the picture of Jane. Do you think what’s wrong with Jane? Do you think she is happy? Why?

Step4. Read the text and let’s learn more about Jane. Encourage the students to ask more questions about this part.

S1: How old is Jane?

S2: She is forty years old.

S3: What is she unable to do?

S4: She is unable to brush her teeth. She can’t run or jump. She can’t make breakfast.

S5: Is she married?

S6: Yes, she has a daughter and a son.

If some students can’t answer some of the students, the teacher helps them.

Step5. Demonstrate the dialogue in part 2.

Let some students act out the dialogue in front of the class.

Step6: Listen to the tape and read after it for several times. Play the tape for several times in order to let them have correct answers.

Step7. Imagine you are Jane. What difficulties will you meet in your life?

Step8. Come to “LET’S DO IT”.

Divide the class in groups and discuss the questions. Let them demonstrate their opinions freely. The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.

Step9. Homework

Finish off the activity book.

Go on the next reading in the student book.

* Group1 lost an arm in an accident. Now what difficulties will you meet?

Group 2 lost a leg in an accident. Now what difficulties will you meet?

Group 3 is deaf.

Group4 is blind.

Let the students talk about their problems for five minutes. Then give a report in the class.

*Ask some students to answer the questions in class. Do you think when you are happy?

*The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.

Blackboard Writing Design：

After Class(教学反思)：

篇2：冀教版九年级英语课件

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、板书设计

Unit9  I like music that I can dance to

1.prefer….to….=like …better than……

Iprefer singing to dancing

2.Attributiveclauses(定语从句).

I love singers who write their ownmusic

先行词  “人”

I like music that I can danceto.

先行词  “物”

九、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。

篇3：冀教版九年级英语课件

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：down, dialogue, ending, documentary,drama, plenty, plenty of, shut, shut off, superhero, once in a while

2) 能掌握以下句型：

① While some people stick to onlyone kind of movies, I like to watch different kinds depending on how I feelthat day.

② When I’m down or tired,I prefer movies that can cheer me up.

③ But they try their best tosolve their problems.

④ Laughing for two hours is agood way to relax.

⑤ Documentarieslike March of the Penguins whichprovide plenty of information about a certain subject can be interesting,…

⑥ I don’t mind action movies likeSpider Man when I’m too tired tothink.

⑦ I can just shut off my brain…

⑧ Once in a while, I like towatch movies that are scary.

⑨ But I’m too scared to watchthem alone.

⑩ It doesn’t feel so scaryanymore.

2.能力与发展目标：

进一步熟练掌握that/ which/ who引导的定语从句。

3. 情感态度价值观目标：

1) 阅读短文，能按要求获取相关的信息。

2) 通过阅读训练来提高学生们的阅读能力。

3) 能用定语从句表达自己的喜好， 并能对自己过的电影，听过的CD等进行描述。

二、教学重难点

1. 教学重点：

1) 掌握本课时中出现的生词down, dialogue, ending,documentary, drama, plenty, plenty of, shut, shut off, superhero, once in awhile

2) 学会用that/which/who引导的定语从句描述自己喜好

2. 教学难点：

学会用that/which/who引导的定语从句描述自己喜好

三、教学过程

Ⅰ. Revision

1.Work in pairs.

Askyour partner about what’s his/her favorite movie/music/movie star /city/…

通过学生之间的讨论，熟练掌握引导的定语从句。

2.Share your ideas with the class.

II. Warming up

1. 引导学生使用常用句型：

What kind of… do you like?

I like movies that…

I love music that…

I prefer movie stars who ….

2. 展示表示电影类型的词汇。

Ⅲ. Reading 2d

1. Readthe conversation and answer the questions.

1. What kind of music does Scottlike? Why?

2. Does Scott like serious movies?

3. What kind of movies does Jill wantto see?

2. Role-play the conversation in2d.

1.      I’ll just listen tothis new CD I bought.

2.      I suppose I’ll justlisten to this new CD I bought.

3.      I like smooth musicthat helps me relax after a long week at work.

4.      I only like moviesthat are funny.

5.      In this case, I’llask someone who likes serious movies.

6.      I prefer moviesthat give me something to think about.

Ⅳ. Language points

1. Hmm,depends which movie.

1) 本句省略了depends前的主语it和whichmovie后的从句部分we’ll watch，这是典型的口语表达形式。在口语和非正式场合，为保持语言简洁明了，交流者往往会省略彼此所知或逻辑上可明确推断的内容。例如：

AnythingI can do for you?

我能为您做些什么吗？（省略句首部分Is there）

Pleasehand me one of those books; I don’t care which.

请把那些书递给我一本，不管哪本都行。（省略句尾部分you hand me）

2) Itdepends (on) who/ what/ how/ whether…是一个常见句型。当depend后接疑问词及含有疑问词的短语和从句时，口语中会省略depend后的介词on，以求话语简练。例如：

Itdepends what day you catch me, and at what time of day.

这取决于你哪天见我，以及见我的时间。

Well,as for this matter, I can’t decide for now. Depends whether or not your dadwill say yes.

嗯，这件事我现在决定不了，取决于你老爸是否会同意。

2. Ijust want to laugh and not think too much.

这句话中的to laugh和not think too much均为动词不定式，但后者在not和think之间省略了to。英语语句中当多个不定式结构并列使用时，to出现在第一个结构中，后面的往往会省略。再如：

Shelikes to sing, dance and hang out with her friends.

她喜欢唱歌、跳舞、与朋友们外出消遣。

3. Iprefer music that has great lyrics.

句中的'prefer意为“更喜爱；更喜欢”，后可接名词、v.-ing形式或动词不定式。如：

Iprefer the white bag. 我更喜欢那个白色的包。

Tonyprefers staying / to stay at home on weekends.

托尼更喜欢周末待在家。

此外，prefer还可用于句型“prefer ... to ...”中，意为“喜欢……而不喜欢(胜过)……”。如：

Lindaprefers apples to pears.

琳达喜欢苹果而不喜欢梨。

Iprefer reading books to watching TV. 我喜欢阅读而不喜欢看电视。

4. Isuppose I’ll just listen to this new CD I bought.

仔细观察下面例句中suppose的用法和意义，然后补全结论部分所缺的内容。

a. Weare supposed to get there on time.

b. Isuppose she will be back next year.

c. —Doyou suppose he will agree?

—Yes, I suppose so. / No, I suppose not.

a. Weare supposed to get there on time.

（1）观察例句a可知，“被期望/要求做某事”或“该做某事”可用 __________________ 结构表示，含有必须、应该做某事之意，相当于should。

b. Isuppose she will be back next year.

c. —Doyou suppose he will agree?

—Yes, Isuppose so. / No, I suppose not.

（2）例句b中“suppose +that从句”意为“猜测/假定……”，that可以省略，若为否定句，和think，believe等动词的用法一样，应该否定____(主语/从句)，即否定前移；例子c中对疑问句作肯定回答可用________________ ，否定回答可用No, I suppose not。

Ⅴ.Grammar

在复合句中修饰名词或代词的从句叫定语从句

e.g.  I like music that I can dance to.

music是先行词，that是关系代词

He is the man who I met yesterday.

man是先行词，who是关系代词

RULES

人 (n.) + who/that  + 从句      物 (n.) +that/which + 从句

关系代词who; that;的作用：

a. 做代词，代替先行词

b. 在从句中担任句子成分：主语或宾语

c. 做连词，把主句和从句连接起来

who / that/which 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 prefer shoes that______ cool.(be)

I like a pizza that______ reallydelicious. (be)

I love singers who ______beautiful. (be)

I have a friend who _______sports. (play)

在2d中找定语从句。

1. Isuppose I’ll just listen to this new CD I bought.

2. Ilike smooth music that helps me relax after a long week at work.

3. Ionly like movies that are funny.

4. Inthis case, I’ll ask someone who likes serious movies.

5. Iprefer movies that give me something to think about.

1. 阅读指导

1) 快速阅读全文,  注意每段话的首句, 有利于理解每段的段落大意。

2) 把含有定语从句的句子画出来, 帮助你理解并完成阅读任务。

2. Work on 3a.

Fill in the chart. List the differentkinds of movies and the movie names.

Ⅵ. Careful Reading

Work on 3b. Read the passageagain and answer the questions.

1. How does the writer describeeach kind of movie?

2. What kinds of movies does thewriter prefer to watch when he or she is sad or tired?

3. How does the writer feel afterwatching these movies?

4. Does the writer like scarymovies? When does he or she watch them?

Ss try to read and find theanswers to these questions.

Then check the answers with theSs

Ⅶ. Practice

Work on 3c:

1. Work in groups and ask otherswhat kinds of movies they like in different situations.

2. Share your ideas and comparethem.

Ⅷ. Language points

1. While some people stick toonly one kind of movies, I like to watch different kinds depending on how Ifeel that day.

stick   v. 粘贴；将……刺入 (stuck, stuck)

e.g. He stuck a stamp on the envelope.  他把一张邮票贴到信封上。

stick to  坚持；固守

e.g. Stick to your dream, you’llsucceed with your hard work.

坚持你的梦想，付出努力，你就会成功的。

2. WhenI’m down or tired, I prefer movies that can cheer me up.

down  adj.悲哀；沮丧用于系动词后作表语

e.g. When he is down, he often listens togentle music.

他心情沮丧时，常听柔和的音乐。

cheer up 使高兴；高兴起来；使振奋

e.g. Cheer up! Our troubles will soonbe over.

振作起来！我们的困难很快就会过去。

3. Documentaries like March of the Penguins which provideplenty of information about a certain subject can be interesting,…

plenty of 大量；充足 既可修饰可数名词复数形式， 也可修饰不可数名词。

e.g. Thereis plenty of coal in this area.

这个地区有丰富的煤。

4.I can just shut off my brain…我就让大脑不思考

shut  v. 关闭；关上shut off 关闭；停止运转

e.g. Shut off the internet.

5. Once in a while, I like towatch movies that are scary.

once in a while 偶尔地；间或

e.g. He went tosee them once in a while. 他偶尔去探望他们。

Ⅸ. Exercises

用that/who填空

1. The girl __________ you saw just now is my sister.

2. Doyou remember the words _________ we learned last year.

3. Thisis the watch __________ my mother gave me for my birthday.

4. I like the present ________you’ve sent to me.

5. The nurse ____ we talked aboutcan speak English well.

6. This is the man _______ I metyesterday.

7. No one likes books _____ areboring.

8. We prefer singers ________write their own lyrics.

Ⅹ. Homework

According 3c,write a report about the result of your group.

板书设计：

Section A 2 (2d-3c)

down, dialogue, ending, documentary, drama, plenty, plenty of,shut, shut off, superhero, once in a while

① While some people stick to onlyone kind of movies, I like to watch different kinds depending on how I feelthat day.

② When I’m down or tired, Iprefer movies that can cheer me up.

③ But they try their best tosolve their problems.

④ Laughing for two hours is agood way to relax.

⑤ Documentaries like March of the Penguins which provideplenty of information about a certain subject can be interesting,…

⑥ I don’t mind action movies likeSpider Man when I’m too tired tothink.

⑦ I can just shut off my brain…

⑧ Once in a while, I like towatch movies that are scary.

⑨ But I’m too scared to watchthem alone.

⑩ Itdoesn’t feel so scary anymore.

教学反思：

本堂课学生表现很好，在课堂上由始至终都能保持着良好的心态，积极参与教学的每个环节。本节课做任务、做游戏等活动，既自然连贯又激发了学生的学习兴趣。引导学生主动地获取知识，在此过程中培养了学生的学习能力和思维能力。

篇4：冀教版九年级英语课件

一、教学目标：

1. 语言知识目标：

1)  学习掌握下列词汇：intelligent

2）进行一步复习巩固学习Section A 部分所学的生词和词组。

3）掌握如何表达自己喜好的句型。

4）掌握that/which/who引导的定语从句的用法。

2. 能力与发展目标：

1）使学生学会表达自己的喜好。

2）能对自己看过的书籍，电影，听过的CD等进行简单的描述。

3．情感态度价值观目标：

通过表达个人的喜好， 提高自己的欣赏美的水平。

二、教学重难点

1. 教学重点：

1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2)  总结 表达个人喜好的不同句型。

3）总结that/which/who引导的定语从句的用法。

2. 教学难点：

that/which/who引导的定语从句的用法。

三、教学过程

I. Revision and Leading in

1. Have a dictation of the newwords learned in the last class.

2. Review some main phrases welearned in the last class. Check the homework.

3. Revision

Whatkind of group/singers/… do you like?

◆ Whatkind of music can’t you stand?

◆ Whatkind of musicians don’t you like?

◆ Whatabout your classmates?

i) 按照要求完成句子,每空一词。1. I like quiet and slow music. (对画线部分进行提问)

____________ ______ ______ do you like?

2. Thatbook is interesting. (同上)

____________ ______ ______ ______ that book?

3. Thatwoman is my teacher. She is wearing a pink T-shirt. (合二为一)

Thewoman ______ ______ ______ a pink T-shirt is my teacher.

1. What kind of music  2. What do you think of  3. who is wearing

ii). 用所给词的适当形式填空。

1. Sheprefers _______(stay) at home to playing outside.

2. Doyou know a girl ________ (call) Li Na?

3. Bothof Alice’s parents are _________ (music).

4. Shelikes singers who write their own _______ (lyric).

1. staying   2. called    3. musicians     4. lyrics

Warming up

老师找几幅熟悉的歌星、电影明星的图片，让学生用that/who引导的定语从句猜测他们的信息。

引导学生使用定语从句回答问题， 并找部分同学把答案写在黑板上。

II. Grammar Focus

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

1). 你喜欢哪种音乐？ 我喜欢可以随之歌唱的音乐。

______________ ______ music do you like?

I love music _____ /_____ I can______ ______ _________.

2). 许飞喜欢哪种团队？他更喜欢演奏宁静慢节奏的歌曲的团队。

What kind of _____ _____  XU Fei like?

He ______ group ______/___________ quiet and slow songs.

3). 你喜欢哪种电影？我更喜欢给我带来思考的电影。

____________ ______ ______ _______ _____ ______?

I______ movies ______ /______ ______ ______ _______ ______ _____ ______.

4). 卡门喜欢哪种音乐家？ 他喜欢表演不同音乐的音乐家。

Whatkind of _______ does Carmen like?

Shelikes ______ _______ ______ ______ _______ _______ _______.

1). What kind of, that/which ，sing along with    2). group does, prefers, that/whichplay

3). What kind of movies doyou like , prefer , that/which give me something to think about

4). Musicians, musicians who playdifferent kinds of music

2. 学生们根据记忆，看大屏幕来完成填空练习。

3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。

III. Grammar

定语从句是指在复合句中作定语的从句，定语从句所修饰的词叫先行词。

定语从句通常放在先行词的后面，由关系代词或关系副词引导。本课我们将学习由关系代词that或which及who引导的定语从句。

which,who, that 引导的定语从句

which,that 和who是定语从句中重要的引导词。下面的例句是由which, that和who引导的定语从句。请同学们仔细观察，然后补全结论部分所缺内容。

【例句】

1. Chinais a country which / that has a long history.

2. Thisis the book which / that my mother bought me yesterday.

3. Theman who / that is standing by the door is her brother.

4. Ilike the boy who / whom / that I met at the party.

【结论】

1. 观察例句1和2可以看出，which引导的定语从句修饰的是____（人/物）。由例句3 和4可知，who引导的定语从句修饰的是_____（人/物）。

2. 由例句1和3可知，which和who在定语从句中可以作_____语；观察例句2和4可以看出，which和who在定语从句中还可以作____语。

3. 观察例句1和2可以看出，which在定语从句中作主语或宾语时均可由________代替；由例句3可知，who在定语从句中作主语时，可由________代替；由例句4可知，who在定语从句中作宾语时，可由________或________代替。

Keys: 物，人，主，宾，that, that, whom, that

【运用】

将下列各题中的两个句子合并为含有that或which引导的定语从句的复合句。

1.    The pot is very expensive. It was used by my mom yesterday.

_________________________________________________________________

2. Themagazine is mine. You read it this morning.

_______________________________________________________________

3. Thedog is cute. Tom is looking after it.

_______________________________________________________________

4. Thatis the most interesting film. She has seen the film.

________________________________________________________________

选用that, who, whom 或 which填空。

1. Thegirl _______________ you saw at the meeting is a good swimmer.

2. Thetown ___________ we visited a few years ago is much larger than before.

3.April 1st is a day ____________ is called April Fools’ Day.

4. Thegirl ___________ often helps me with my English is from No. 8 Middle School.

1. who/whom/that;2. which/that; 3. which/that; 4. who/that

IV. Practice

1. Work on4a: Choose words from the different columns to makesentences.

1). 让学生根据表格内容，用定语从句写句子，不同的学生有不同的答案。

2). 让学生体会先行词是物时用that/which引导，先行词是人时，用who/that引导。

2. Work on 4b.

1) 让学生们阅读表格中的内容。

2）让学生阅读4b中的问题。小组展开讨论，完成定语从句。

3) 找部分同学到黑板上写下自己的答案， 共同校正答案。

V. Pair work.

Work on 4c.

A: What kind of food do youenjoy?

B: I enjoy food that is sweet.

…..

Example:

A: Whatkind of groups do you like?

B: Ilike groups that wear really cool clothes.

A:That’s not really important to me. I like groups that can sing.

A: Whatkind of groups don’t you like?

B: Idon’t like groups that sing others’ songs. ….

VI. Exercise

1. Heis the man __________ is ready to help others.

2. Thegirl ________________ I spoke to just now is my friend.

3. Thedress ___________ you bought in the city mall is made of silk.

4. Billlikes music ___________ he can sing along with.

5. Thisis the village __________ I used to live in.

6.Women always like buying many things _____________ they don’t need at all.

7. I’mstudying a subject ___________ I am very interested in.

Keys: 1. that/who   2. that/who 3. that/which  4. that/which  5.that/which 6. that/which  7. that/which

VII. Homework

1.  复习Grammar Focus 中的内容。

2.  Make a survey

调查你的家庭成员他们对电影，CD 食物，歌曲， 音乐制作人等的喜好，并写成一个小报告，向你的同学们汇报一下。

板书设计：

Section A 3 (Grammar Focus-4c)

1. Thepot that / which was used by my mom yesterday is very expensive.

2. Themagazine (that / which) you read this morning is mine.

3. Thedog (that / which) Tom is looking after is cute.

4. Thatis the most interesting film (that) she has seen.

教学反思：

快乐学习，合作学习。没有兴趣的学习无异于一种苦役。没有兴趣的地方就没有智慧和灵感。因此在课堂中小老师领学，小组内朗读学习，小组表演，调查活动，让学生在合作中能够人人参与、激发兴趣，感受成功。

篇5：九年级第一单元教学设计

九年级第一单元教学设计

一、单元教学目标：

1、了解一般写景散文的写作思路和构思方式，学习和运用从不同的角度描写景物的方法。

2、通过反复吟诵，能说出作品所写的自然风景的个性特点，及给予人们的种种启示。

3、掌握吟哦讽诵的要领，学会在朗读中加深对文章的理解，体会其深蕴的人文内涵。

4、学会合作探究和写作，能从各个渠道收集、筛选和组合材料，并运用到写作中去。

5、能用流畅的口语介绍本地的风景、特产、风俗和民情。

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 《鼎湖山听泉》 2课时

《林中小溪》及同作者散文 2课时 《飞红摘翠记黄山》 2课时

《画山绣水》 1课时 诵读欣赏 1课时

自由阅读 1课时 综合学习与探究 4课时

三、教学设想

本单元的中心内容是自然山川，着重领略和要求掌握的学习方法是吟哦讽诵，就是要求学生能通过吟诵去体会和把握文章所表现出的作者的思想感情。因而要教会学生从反复吟诵中，了解作品所写的自然风景的个性特点及给予人们的种种启示，加深理解其中深蕴的人文内涵。并且能从吟诵中品味文章的神气、写作上的妙处，领会到写景散文的一般思路。进而参与综合学习与探究活动，在充分准备的基础上，进行合作探究和写作。

四篇课文的安排，应各有侧重点，《鼎湖山听泉》作为本单元的第一篇课文，可以作为示例，指导学生学习在吟哦讽诵中注意作者感情嬗变的历程及对人生和历史的感悟；《林中小溪》一文在运用所学的方法自主学习的同时，可向学生介绍一下这位被称赞为在整个世界文学中，未必能找到与他并驾齐驱的作家的前苏联作家的作品风格，并再选择一些他的作品来加深学生的感受。《飞红摘翠记黄山》《画山绣水》则重点学习写景角度的选择与转换及材料的整理和运用，为写作做好准备。

作为本单元重点学习的学习方法吟哦讽诵，一要创设好的情境，如为学生提供音乐、画面等激起学生朗读的兴趣和热情。二是要指导学生在读中思索、品味，以达到感悟的目的。

单元起始课

总结回顾

教学步骤教师活动学生活动备注

1导入，并明确任务：在初中两年的学习中，你有哪些好的语文学习的方法，供大家参考、学习。讨论

2出示、补充讨论的话题：

1、我们在课本上学到了哪些方法？思考，讨论

3组织交流发表各自观点

共同走进九年级（上）语文

教学步骤教师活动学生活动备注

1指导学生浏览课文、目录。本学期的语文课本和过去有什么不同？你认为本学期我们的语文学习和过去会有什么不同？浏览课文、目录

2布置任务：制订本学期的读书计划（要求根据课文的相关内容，阅读同题材、体裁的作品，和文学名著）制订计划

3组织交流并提供一定的参考意见交流

整体把握第一单元主要内容

教学步骤教师活动学生活动备注

1初步朗读课文，要求读准字音、读通句子。读后能简要概括每篇课文的主要内容（各自然风景的特点）朗读课文

2组织交流指导学生浏览课文交流

3指导阅读《综合学习与探究》了解其中所提出的问题，并在以后的学习中带着这些问题学习，并能提出新的问题。阅读

4组成学习小组：1、分工收集资料。2、商定展示成果的形式。

教学反思

课后学习：1、熟练地朗读第一课 2、收集有关鼎湖山的资料

《鼎湖山听泉》

学习目标：1、在诵读中理清作者的写作思路及感情发展的脉络。

2、能分析作者工于取材，扣住泉字，抓住听这个关键来组合材料。

3、能分析课文以泉为主，兼及其他的详略有致、明暗交错的组材方式。

4、在反复诵读中，体会本文的语言特点。

5、学习本文将深刻的哲理寄予在景物的状写中，并随景致的变化，

有层次地表达。

6、在吟哦讽诵的基础上，背诵优美语段。

重难点分析：1、吟哦讽诵而后得之是本单元要重点学习的学习方法。是重点，也是难点。要教会学生在吟诵中有所得、有所悟。首先就要让学生产生朗读的兴趣，乐于沉浸其中，思考、感悟。因而创设情境，激发学习热情，是很重要的环节。

2、学习本文将深刻的哲理寄予在景物的状写中，并随景致的变

化，有层次地表达。是本课的另一个重点。在学习中，把读写结合起来，让学生学会这种表达思想情感的方式。

第一课时

课堂学习：

一、朗读课文、整体感知：

教学步骤教师活动学生活动备注

1创设情境，导入新课：多媒体展示鼎湖山秀美风光。

教师补充。在优美的音配画中，学生介绍有关鼎湖山的相关资料。

2指导学生带着问题读课文。思考：勾画作者游山踪迹，寻找作者感情发展的脉络。学生自由朗读课文，并作圈点勾画和旁批。

3组织学生交流交流

二、反复诵读，深入理解

教学步骤教师活动学生活动备注

1问题设计：鼎湖山可写之景很多，而作为游记，也应较全面地介绍。作者为什么要集中笔力写山泉？又是怎样做到以泉为主，兼及其他的？学生带着问题自由朗读课文，边读边思考

2组织学生讨论、交流讨论、交流

3指导学生重点朗读第二三段：1、体会比喻的妙处（两者之间有什么相似之处）2、找出下文中与此相呼应的比喻。3、引用楹联有何作用？4、应用怎样的语气语调来朗读？学生自由朗读、揣摩语气语调、思考、交流、个别朗读、其他学生评价

三、语文活动：

教学步骤教师活动学生活动备注

1播送音乐，指导学生用心聆听、感受。用一个比喻把自己所听所感写出来。听音乐，写片段

2组织交流、评点交流、互评

课后学习： 1、进一步完善自己的作品。

2、收集古诗文中写自然美景的名篇。

第二课时

课堂学习：

一、课文分析

教学步骤教师活动学生活动备注

1由《小石潭记》的由景生情引入对本文主题的认识。学生背诵、复习有关知识

2指导重点朗读第八段。1、文章是从哪些角度设喻的？2、为什么先举乐音，再举本体？作者如何把泉景与人生感悟联系在一起的？朗读、思考、讨论、个别读、交流

3指导学生沉浸其中反复诵读至背诵诵读

二、拓展延伸

教学步骤教师活动学生活动备注

1引导学生交流列代写自然美景的佳作，进一步体会这种由景生情，由情而悟的写法。交流古诗文、体会其表达的情感。

2语文活动：小小辩论会

是拉动经济发展重要，还是自然环境、文物古迹的保护重要？学生按所持观点不同分组，合作辩论

教学反思

课后学习：1、写一个议论片段，把自己的观点有理有据地表达出来。

2、预习《林中小溪》熟读课文，并收集有关作者资料。

《林中小溪》

学习目标：1、在诵读中，领略大自然的美和小溪所显示出的生命力量，把握作者的思想感情脉络，理解作者的人生信念。

2、能找出眼前景与人生感悟两者之间的对应关系。

3、了解普里什文作品的风格，体会作品诗的深警和反复回荡的旋律 之美。

4、收集对众多名家对普里什文的评价，通过对其他作品的阅读，进一步加深对理解，并能有自己独特的评价。

重难点分析：1、在诵读中体会作者蕴涵在写景状物中的丰富内涵和人生哲理同样是本课的教学重点。只是经过上一课的学习，学生对此种表现手法已有了一定的感性认识。本课以此为重点，是要在巩固的同时，学生能把他运用到自己的写作中去。

2、普里什文的散文被称为俄罗斯语言的百草。作品有其独特的风格，作为初三学生，应该尝试从一定的高度来评析课文，虽然很难，但可以从学习、借鉴名家的评论开始做起。

第一课时

课堂学习

一、整体感知课文

教学步骤教师活动学生活动备注

1由《鼎湖山听泉》导入：1、背诵第八段。2、复习由景生情、由情而悟的写法。背诵、复习提问。

2指导学生用刚学的方法朗读课文，理清文章层次、并用简洁的语言概括文章内容。朗读、勾画

3组织讨论交流讨论交流

二、阅读课文，体验作者情感

教学步骤教师活动学生活动备注

1指导学生带着问题朗读文章主体部分，在学生自由朗读的基础上，请个别同学读，并对他们的朗读作出评价。

问题：作者从小溪在林中冲破重重障碍奋然前行中，感悟到人生哲理。请说出两者之间的相似之处。朗读、勾画、批注

2组织讨论交流讨论交流

三、语文活动

教学步骤教师活动学生活动备注

1创新思维小练习：

1、由涓涓溪流你有何独特感

悟？2、生活中还有哪些美景会给你联想？学生选择喜爱的段落反复诵读，感作者所感，生自己所悟。

引导学生交流、评价交流、评价

课后学习：1、收集众多名家对普里什文的评价，并阅读《大地的眼睛》

2、背诵优美段落（自由选择）

第二课时

课堂学习：

一、反复诵读，评析课文

教学步骤教师活动学生活动备注

1检查学生背书情况学生轮流背诵

2教师补充及归纳对作者有代表性的评价学生交流有关作者及评论家对他作品风格的评论。

3为学生评论提供范文学习、借鉴、模仿名家的评论，为课文中的某一部分写一段评论性的文字

4组织交流、指导评价交流、评价

二、拓展延伸

教学步骤教师活动学生活动备注

1引导学生比较阅读阅读普里什文的另一部作品，比较、进一步体会其作品的风格

教学反思

课后学习：1、进一步修改课堂上的评论性文字。

2、收集有关黄山、桂林的资料

《飞红摘翠记黄山》

学习目标：1、能说出黄山诸景的特点。

2、了解电视解说词的特点，能说清本文写作角度的转换。并能在自己的写作中运用这种变换角度多方面写景的.方法。

3、能用流畅的语言介绍一处自然景观。

重难点分析：黄山是一个大题材，它的特点是多方面的。作者用多幅画面组接连缀，从各个方面写出了黄山的特点。在写景是依据观察和表现的需要，自由地变换角度。这是本文的学习重点。

课堂学习：

一、朗读课文、理清层次

教学步骤教师活动学生活动备注

1情景导入：播放有关黄山的风光片激发学生的阅读热情。看影片，并交流手中资料

2朗读课文，1、课文介绍了黄山的哪些内容？找出课文在介绍自然景观时，选材组材上和前面两课最大的不同。朗读、思考

3组织交流、归纳小结交流

二、反复诵读，学习多角度写景的方法

教学步骤教师活动学生活动备注

1由学生选择喜欢的内容反复诵读，准备做一次电视节目主持人朗读、为说话练习作准备。

2按文章所写的不同类别，分别请几位同学介绍。学生配合画面介绍

3思考：1、作者是如何从不同的角度去表现景物的？用简洁的语言概括景物的特点。学生读读、思思，并做好批注。

4组织交流、归纳小结交流

二、语文活动

教学步骤教师活动学生活动备注

1教师提供一个学生较为熟悉的自然景观，供学生参考。学生选择其中一点，学习用多角度写景的方法，写一段解说词。

2组织交流、评价交流

教学反思

课后学习：1、继续完成课堂小短文。 2、背诵精彩语段。

《画山绣水》

学习目的：1、能说出本文在选材和组材上的独特之处。

2、学习和尝试运用间接材料来丰富作品内容，表现事物的方法。

3、理解作品中所表达的主题，并能有自己合乎理性的评析。

重难点分析：1、学习和尝试运用间接材料来丰富作品内容，表现事物的方法。是学习本文的重点。

2、品味杨朔散文诗化的语言是难点，因而在教学安排上要注意：一是反复诵读，在诵读中提升语言的感悟能力，二是参考评论家的评论，三可以和《林中小溪》比较。

课堂学习：

一、整体感知

教学步骤教师活动学生活动备注

1由黄山导入。交流手中有关资料

2朗读课文，说出本文在选材上和前面文章的不同。读读、思思

3组织交流交流

4问题探讨：本文用了不少间接材料来写景，作者是怎样运用的，你认为哪一段用的最好，好在哪里？学生选择自己认为写得最好的地方，反复朗读，思考、讨论、交流

二、反复诵读、品味语言

教学步骤教师活动学生活动备注

1由课题画山绣水的内涵，引出对杨朔语言风格的评析。（教师可指导学生从虚实结合、动静结合、句式工整、笔墨凝练等方面探究）学生探究杨朔诗话的创作风格在文中的表现。并做好旁批

2组织交流交流

三、拓展迁移、质疑探讨

教学步骤教师活动学生活动备注

1问题设计：

1、有人认为把眼前的美景和凄惨的故事联系在一起，很不协调，在自然美景和阶级教育联系在一起就更是牵强附会了，你怎么看？

2、杨朔写散文是像写诗一样写的。普里什文称自己的散文为诗体随笔请比较一下两者的异同，你个人欣赏谁的作品。学生可任选其中一个问题，小组内合作探究

教学反思

课后学习：把探究所得形成文字。

综合学习与探究

第一课时

课堂学习：

教学步骤教师活动学生活动备注

1组织学生归纳写景散文的一般路数，常用的表现手法归纳、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：

教学步骤教师活动学生活动备注

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：整理自己收集到的有关常州的相关资料。

第3课时：

教学步骤教师活动学生活动备注

1巡视、指导各组的活动组内交流资料，补缺补漏，并确定展示形式，分工写作

第4课时：

教学步骤教师活动学生活动备注

1出示评判标准和要求各组交流，评判

2学生推荐师生互动评判

3组织优秀作品出展板

教学反思

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

教学反思

篇6：冀教版九年级下册英语教学计划

一、指导思想：

1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神；

2、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，活跃思维，展现个性，发展心智和拓展视野；

3、培养初步运用英语交际的能力和自学能力。

二、学生情况分析

今年任教的两个班英语，学生的基本情况较差，部分学生已经对英语失去了信心，还有一部分学生觉得英语越来越难，渐渐力不从心了，不感兴趣了，据老师反馈上课的注意力也不集中了，发言也不是很活跃。针对这种情况，教学的时候需要注意在备课中增加趣味性，以此来提高学生对英语学习的兴趣。

三、教材分析 教学目的

1、要使学生受到听、说、读、写、英语的训练，掌握最基础的语言知识和语言技能以及培养初步援用英语交际的能力；养成良好的外语学习习惯，掌握学习外语的基本方法；为进一步学习和运用英语打下扎实的基础。

2、使学生明确学习英语的目的性，

3、培养初步运用英语交际的能力和自学能力。

具体目标： 针对实际情况，我制定了以下方面的教学目标：

语言技能：

听：

1、能听懂课文大致内；

2、能抓住简单语段中的观点；

说：

1、能使用恰当的语调和节奏表达课文大意；

2、能经过准备就一般话题作短暂表达

读：

1、能理解阅读材料中不同的观点和态度；

2、能识别不同文体的特征；

3、能通过分析句子结构理解难句和长句；

写：

1、能简单写出连贯且结构较完整的句子，

2、能默写课文；

3、能在写作文中基本做到文体较规范、语句较通顺；

2、语言知识：

语音：

1、逐步做到语音、语调自然、得体；

2、根据语音辨别和书写不太熟悉的单词或简单语句。

词汇：

1、运用词汇描述比较复杂的事物、行为和特征，说明概念等；

2、尽可能学会使用规定的习惯用语或固定搭配。

语法：

1、进一步掌握描述时间、地点、方位的表达方式；

2、进一步理解、掌握比较人、物体及事物的表达方式；

3、使用适当的语言形式进行描述和表达观点、态度、情感等；

4、学习、掌握基本语篇知识并根据特定目的有效地组织信息。

功能：

1、掌握询问信息、谈论物件，表示否定，表示不肯定，表示发生在某一过去时间之前的行为。

2、灵活运用已经学过的常用功能项目，进一步学习并掌握如何描写与分类，描写物体，和叙述等语言功能项目；

3、恰当理解和表达道歉和应答，忠告等交际功能；四、课时安排 每周7节，共2个单元，期中考试前完成第1，2单元内容。

四、教学具体措施

1、认真专研教材和课标，精心备课，认真上好每一堂课。确定每堂课的基础内容，预备内容和拓展内容，满足不同层次学生的不同需求。

2、充分利用现有的现代化教学设备，加强直观教学，提高课堂效率。

3、多与学生沟通，了解学生学习状况和需求，及时改进教学中存在的问题和不足。

4、积极开展丰富多彩的英语活动，提高学生兴趣。如英语朗读比赛、单词听写比赛、学唱英文歌曲，课前五分钟活动等。

5、注重个别辅导，在面向全体学生的基础上，培优补差。

6、不断学习，加强自身素质和业务能力的提高。

7、摸清学生基本情况，逐步激励学生对英语产生学习兴趣。

8、重视课堂教学质量，逐步提高学生英语交际能力。

9、有意识培养学生听力、表述、朗读、书写和作业的基本能力。

10、重视思维过程系统编排，由浅入深，由易到难，由已知到未知，循序渐进，点面结合，逐步扩展，循环往现，以加深影响。

五、彻底复习，迎接学业水平测试

全面复习，迎接学业水平测试（大约在6月28日左右） 总之，这个学期学生毕业，我针对种种问题，在本期的英语教学中，一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆单词、听音、写作等英语学习技艺，培养良好的学习习惯和自主探索，合作探究能力。充分调动学生的学习积极性和主动性。教学上采取任务型教学，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。还要注意培养良好的师生注意培养良好的师生关系，尊重理解学生，与学生一起分享学习中的苦与乐。使每一位学生都能在学习中取得很大成绩，有所进步。

篇7：秋夜(冀教版九年级必修) 教案教学设计

秋夜(冀教版九年级必修) 教案教学设计

本文选自鲁迅的散文诗集《野草》，作于1924年9月，《秋夜》是一篇含蓄隽永的散文诗，文章成功地运用了象征手法，紧扣各种景物的特征，赋予它们不同类型的人物性格，借以寄寓作者强烈的爱憎感情。因此，教授本文时，应联系当时的社会现实和作者的思想感情，重点理解景物的象征意义，并体会象征手法的表达作用，同时辅以一定的练习，加深对文章的理解，培养动手动脑能力，充分体现学生主体原则。

二、教案设计

[教学目标]

1、 通过本文的学习，使学生体会象征手法的表达作用。

2、 体会文章描绘出的含蓄隽永的意境，从而感受作者的爱憎情感。

[教学重点]

抓住景物特征，理解景物的象征意义，体会象征手法的表达作用。

[教学难点]

如何将不同性质的两类事物加以区分，从而体会作者爱憎情感。

[教学准备]

投影仪及投影练习5张，巩固性讲义练习一份。

[教学方法]

通过阅读引导学生分析课文内容，辅以练习检测巩固课堂效果，充分突出学生的主体地位，培养学生的动脑动手能力。

[教学过程]

1、 布置预习：

认真阅读《秋夜》，标出自然段落，分清结构层次，划出重点、关键词语，思考其深层含义。

2、导入：

1924年初，国共两党实现了第一次合作，一个新的革命高潮逐步在全国形成，但是穷途末路的封建军阀不甘心退出历史舞台，一方面残酷镇压革命力量，另一方面，疯狂围剿新文化运动，为此，鲁迅先生写下了一篇寓意深刻、动人心弦的战斗篇章--《秋夜》（板书课题）

3、 简介《野草》（投影下列内容，并指名朗读）

《野草》是鲁迅唯一的一部抒情散文诗集，收作品二十三篇，大部分写于1924年至1926年之间。这期间是鲁迅思想向共产主义世界观飞跃的前夜，因此，《野草》总的主题是：“催促新的.产生，对于有害于新的旧物，则竭力加以排击。”（《三闲集我和〈语丝〉始终》）

4、 研读文前提示，出示教与学的目标（投影）

a) 体会象征手法的表达作用。

b) 体会含蓄隽永的意境。

c) 感受作者的情感。

5、 检查预习，思考：

文中作者写了秋夜中的哪些景物。作者对这些景物寄寓了强烈的爱憎感情，哪些是作者所热爱的？哪些是憎恶的？（归纳板书）

枣树                                 天空

热爱（光明）   青虫                    憎恶（黑暗） 月亮

红花                                恶鸟

6、 以上都是些很常见的景物，但在作者笔下却蕴含着悠远的艺术魅力，这是为什么呢？原来是运用了象征手法（板书），而这些景物到底象征了什么呢？（仔细研读课文）

课文第一节：作者为什么不说“有两株枣树”却用“一株……还有一株……”？

（讨论明确）：这是运用反复的修辞手法，指出赞颂对象，使读者有一个突出而强烈的印象。

7、 为什么说奇怪而高的天空的微笑大有深意？从“繁霜洒在园里的野花草上”这一句，我们能否看出其深层含义？

明确：

（1）“微笑”是指反动军阀表现出的虚伪做作的微笑，显示其欺骗手段的高明而洋洋得意。

（2）“繁霜”实指军阀政府实行文化高压政策，极力摧残“园里的野花草”。

8、 指名朗读第4节，思考：

（1） 枣树有哪些特征？找出描绘枣树的句子。（略）

（2） 为什么“只有创伤，其他一无所有”的枣树却欠伸得很“舒服”？

讨论明确：“一无所有”的枣树更便于战斗，因为折磨增强了他的毅力，摧残砥砺了他的斗志。

（3） 文中写枣树时用了三个“直刺”，其含义是否相同？

讨论明确：一二两个“直刺”表明了枣树的斗争对象，第三个“直刺”写出了枣树那种顽强和坚忍不拔的战斗风格。

（4） 由上面的分析，我们可以看出枣树的象征意义是什么呢？（板书：）

坚毅不屈的战士形象，是作者着力赞颂的对象。

9、 小红花又是一种什么形象呢？（投影下列判断题）

（1）“小粉红花”象征了那些被压迫、被摧残的弱小者，作者对其的感情是：同情………………………………………………………………（   ）

（2）第三段化用了英国诗人雪莱的《西风颂》中的“冬天来了，春天还会远吗？”告诉人们黑暗不会永远地统治大地，光明终将到来。…………………………（   ）

（3）红花的梦--秋后有春，坚信春天必然到来，充满胜利的信心。落叶的梦--春后是秋，明白斗争有反复，是艰难曲折，错综复杂的，因而必须进行韧性的抗争。…………………………………………………………………………………（   ）

10、 分析：小青虫形象：

快速阅读（7-9）节，思考：

（1） 7节和9节中作者两次提到“夜半的笑声”这两种笑声是否相同？

明确：第一次：蔑视的笑、胜利的笑，是示威与挑战。

第二次：快意的笑、欢欣的笑，是对未来的神往。

（2） 文末有“苍翠精致的英雄们”具体指的是什么？

明确：具体指小青虫

（3） 这些小青虫又象征了什么呢？作者对其态度是什么？

明确：象征追求光明，不怕牺牲的进步青年

态度：a  批评其乱撞，不讲策略的弱点。

b  更敬佩（板书：）其追求光明，不怕牺牲的斗争精神。

11、 作为作者深深憎恶的“天空、月亮、恶鸟”等景物又有哪些特点？他们的象征意义是什么呢？作者对其是什么态度？

讨论明确： （1）天空：奇怪而高      月亮：圆满      恶鸟：夜游

（2）象征：阴险冷酷、丑恶狡猾的反动势力。

（3）态度：鞭挞

12、 在铁枝似剑的枣树的直刺之下，他们的狼狈形象是什么？哪些词语可以看出其狼狈象来。（投影下列判断题）

（1）“月亮躲到东边去了”并不是月亮真的向东边离去，而是指其慌不择路，脱离了原有的轨道。（  ）

（2）“哇”的一声，是恶鸟绝望的哀鸣，从另一角度显示反动势力惶惶不可终日的惊恐心理，反衬枣树的战斗威力。（   ）

（3）两三个青虫休息在灯的纸罩上喘气，是因为看到同伴葬身火海后产生的恐惧心理及畏难举动。（  ）

13、 有人说：有意境的作品能够用各种艺术方法使读者产生象外有象、景外有景的审美感受，那么本文的意境有什么特点呢？

自由讨论后明确：本文的意境含蓄而隽永，作者善于抓住事物的主要特征来刻画形象，用“枣树”与“天空”这两种景物构成了一幅大有深意的画面，因而意境深远而又奇特，这种效果又主要得益于作者采用了象征的艺术手法，增强了文章的表达作用，那么象征手法的表达作用到底是什么呢？

（投影下列内容）

象征手法的表达作用：把现实和幻想融为一体，确切真实生动形象地表现了人格化的景物所代表的社会力量，寄托作者的爱憎情感，表现作者自身的战斗精神，运用象征手法的课文还有：《海燕》、《松树的风格》、《井冈翠竹》、《白杨礼赞》等。

14、 总结课文，进行思想教育。

本文刻画的枣树形象由于它的隐喻和象征作用，能够使读者在想象中幻化出一个寓于人生经验的坚强斗士形象，更能幻化为“横眉冷对千夫指，俯首甘为孺子牛”的鲁迅形象。可以说，散文《秋夜》形象地体现了鲁迅敢于直面惨淡的人生，执着于现在的战斗的伟大精神，作为我们中学生也应向鲁迅学习，既要学会作文，更要学会作人，努力使自己成为一个对社会有益的人。

15、 练习巩固（略）

附板书

枣树：坚毅不屈的战士形象（赞颂）

热爱（光明）青虫：追求光明，不怕牺牲的进步青年（敬佩）

红花：被压迫、被摧残的弱小者（同情）

秋夜（象征）

天空（奇怪而高）

憎恶（黑暗）月亮（圆满）     阴险冷酷、丑恶狡猾的反动势力（鞭挞）

恶鸟（夜游）

三、教后感

教授这篇课文，我有以下几点感受：

1、 教学目标要明确，要出示给学生，让学生明白学什么，可以时时检查教师的教学环节是否正确。

2、 要充分调动学生的学习积极性。除了调动积极性启发回答问题外，还要辅以一定的练习加以检测反馈，这样比单纯的讲课要实在得多，要告诉学生学习的方法：授人以鱼，不如授人以渔“。

3、 当学生遇到较深、较难的问题时，要善于启发诱导。例如本课中第一个问题为什么不写两株枣树，而用“一株……还有一株……”，学生回答认为这两株一是代表共产党，一是代表国民党，这明显是错误的，如何引导呢？我举例：假如你考试成绩差了，老师对你说，学习第一要努力，第二还是要努力……这是什么意思呢？学生很快便想到这是强调，所以很自然地解决了“反复修辞强调作用”这个问题，所以教师的临场发挥驾驭课堂的能力要强。

4、 要利用电教设备，扩大课堂的容量。

篇8：冀教版九年级数学知识点

九年级数学知识点

空间与图形

图形的认识：

1、点，线，面

点，线，面：

①图形是由点，线，面构成的。

②面与面相交得线，线与线相交得点。

③点动成线，线动成面，面动成体。

展开与折叠：

①在棱柱中，任何相邻的两个面的交线叫做棱，侧棱是相邻两个侧面的交线，棱柱的所有侧棱长相等，棱柱的上下底面的形状相同，侧面的形状都是长方体。

②N棱柱就是底面图形有N条边的棱柱。

截一个几何体：用一个平面去截一个图形，截出的面叫做截面。

视图：主视图，左视图，俯视图。

多边形：他们是由一些不在同一条直线上的线段依次首尾相连组成的封闭图形。

弧，扇形：

①由一条弧和经过这条弧的端点的两条半径所组成的图形叫扇形。

②圆可以分割成若干个扇形。

角

线：

①线段有两个端点。

②将线段向一个方向无限延长就形成了射线。射线只有一个端点。

③将线段的两端无限延长就形成了直线。直线没有端点。

④经过两点有且只有一条直线。

比较长短：

①两点之间的所有连线中，线段最短。

②两点之间线段的长度，叫做这两点之间的距离。

角的度量与表示：

①角由两条具有公共端点的射线组成，两条射线的公共端点是这个角的顶点。

②一度的1/60是一分，一分的1/60是一秒。

角的比较：

①角也可以看成是由一条射线绕着他的端点旋转而成的。

②一条射线绕着他的端点旋转，当终边和始边成一条直线时，所成的角叫做平角。始边继续旋转，当他又和始边重合时，所成的角叫做周角。

③从一个角的顶点引出的一条射线，把这个角分成两个相等的角，这条射线叫做这个角的平分线。

平行：

①同一平面内，不相交的两条直线叫做平行线。

②经过直线外一点，有且只有一条直线与这条直线平行。

③如果两条直线都与第3条直线平行，那么这两条直线互相平行。

垂直：

①如果两条直线相交成直角，那么这两条直线互相垂直。

②互相垂直的两条直线的交点叫做垂足。

③平面内，过一点有且只有一条直线与已知直线垂直。

初三数学复习资料

有理数、整式的加减、一元一次方程、图形的初步认识。

(1)有理数：是初中数学的基础内容，中考试题中分值约为3-6分，多以选择题，填空题，计算题的形式出现，难易度属于简单。

【考察内容】复数以及混合运算(期中、期末必考计算)数轴、相反数、绝对值和倒数(选择、填空)。

(2)整式的加减：中考试题中分值约为4分，题型以选择和填空题为主，难易度属于易。

【考察内容】

①整式的概念和简单的运算，主要是同类项的概念和化简求值

②完全平方公式，平方差公式的几何意义

③利用提公因式法和公式法分解因式。

(3)一元一次方程：是初一学习重点内容，主要学习内容有(归纳、总结、延伸)应用题思维、步骤、文字题，根据已知条件求未知。中考分值约为1-3分，题型主要以选择和填空题为主，极少出现简答题，难易度为易。

【考察内容】

①方程及方程解的概念

②根据题意列一元一次方程

③解一元一次方程。题型：追击、相遇、时间速度路程的关系、打折销售、利润公式。

(4)几何：角和线段，为下册学三角形打基础

相交线和平行线、实数、平面直角坐标系、二元一次方程组、不等式和不等式组和数据库的收集整理与描述。

(1)相交线和平行线：相交线和平行线是历年中考中常见的考点。通常以填空，选择题形式出现。分值为3-4分，难易度为易。

【考察内容】

①平行线的性质(公理)

②平行线的判别方法

③构造平行线，利用平行线的性质解决问题。

(2)平面直角坐标系：中考试题中分值约为3-4分，题型以选择，填空为主，难易度属于易。

【考察内容】

①考察平面直角坐标系内点的坐标特征

②函数自变量的取值范围和球函数的值

③考察结合图像对简单实际问题中的函数关系进行分析。

(3)二元一次方程组：中考分值约为3-6分，题型主要以选择，解答为主，难易度为中。

【考察内容】

①方程组的解法，解方程组

②根据题意列二元一次方程组解经济问题。

(4)不等式和不等式组：中考试题中分值约为3-8分，选择，填空，解答题为主。

【考察内容：】

①一元一次不等式(组)的解法，不等式(组)解集的数轴表示，不等式(组)的整数解等，题型以选择，填空为主。

②列不等式(组)解决经济问题，调配问题等，主要以解答题为主。

③留意不等式(组)和函数图像的结合问题。

(5)数据库的收集整理与描述

分值一般在6-10分，题型近几年主要以解答题出现，偶尔以选择填空出现。难易度为中。

初三数学学习方法：提高数学成绩的技巧

该记的记，该背的背，不要以为理解了就行

有的同学认为，数学不像英语、史地，要背单词、背年代、背地名，数学靠的是智慧、技巧和推理。我说你只讲对了一半。数学同样也离不开记忆。试想一下，小学的加、减、乘、除运算要不是背熟了“乘法九九表”，你能顺利地进行运算吗?尽管你理解了乘法是相同加数的和的运算，但你在做9.9时用九个9去相加得出81就太不合算了。而用“九九八十一”得出就方便多了。同样，是运用大家熟记的法则做出来的。同时，数学中还有大量的规定需要记忆，比如规定(a≠0)等等。因此，我觉得数学更像游戏，它有许多游戏规则(即数学中的定义、法则、公式、定理等)，谁记住了这些游戏规则，谁就能顺利地做游戏;谁违反了这些游戏规则，谁就被判错，罚下。因此，数学的定义、法则、公式、定理等一定要记熟，有些能背诵，朗朗上口。比如大家熟悉的“整式乘法三个公式”，我看在座的有的背得出，有的就背不出。在这里，我向背不出的同学敲一敲警钟，如果背不出这三个公式，将会对今后的学习造成很大的麻烦，因为今后的学习将会大量地用到这三个公式，特别是初二即将学的因式分解，其中相当重要的三个因式分解公式就是由这三个乘法公式推出来的，二者是相反方向的变形。

对数学的定义、法则、公式、定理等，理解了的要记住，暂时不理解的也要记住，在记忆的基础上、在应用它们解决问题时再加深理解。打一个比方，数学的定义、法则、公式、定理就像木匠手中的斧头、锯子、墨斗、刨子等，没有这些工具，木匠是打不出家具的;有了这些工具，再加上娴熟的手艺和智慧，就可以打出各式各样精美的家具。同样，记不住数学的定义、法则、公式、定理就很难解数学题。而记住了这些再配以一定的方法、技巧和敏捷的思维，就能在解数学题，甚至是解数学难题中得心应手。

篇9：英语教学活动调查 (冀教版英语九年级)

当前，在课堂教学中，教师组织的课堂活动越来越丰富，但这些活动大多关注实现目标的要素是什么，在一定程度上忽视了学生发展的主体性、系统性、个性化。存在重灌输轻发现、重知识轻实践、重结果轻过程的现象。因此，如何提高英语课堂中师生活动的有效性是个很重要的问题，非常值得关注。下面就对怎样提高课堂中师生活动的有效性做了调查分析：

一、没有把学生的发展放在首位

首先，英语教学中的师生活动必须把学生的发展放在首位。把学生放在首位，意味着相信学生的潜能，相信学生有自主学习的能力，从而把活动的主动权真正教给学生，真正解放学生，培养学生的创造力，而我们的课堂是满堂灌。把学生的发展放在首位，意味着必须关注全体学生的发展，关注学生的全面发展。

其次，活动的有效性，必须基于并服务于学生的发展，一般意义上的有效活动是基于并服务于学生的发展，即课堂教学应是以学定教，而不是传统的以教定学。既要关注学生的当下成长，更要关注学生的未来发展，既要重视学生对知识的掌握，更要注重学生品质及能力的培养（包括社会责任感、创新精神、实践能力）

二、没有创设富有针对性的教学情境

在英语课堂教学活动中，情境的创设非常重要。学生的有效性离不开情境中的积极互动，正是在这种互动中，学生的认知才得以有效增长和积极建构。因此，教师应通过创设并利用活动情景促进学生的发展。在关注如何为学生创设有效的情景，选择有效活动内容上做足文章。师生活动中的情景创设原则是，要有利于学生获得有益的直接经验、趣味性、启发性等。

调查表明，我们的英语课堂活动中，没有重有效情境的创设、活动的步骤的研究，从而出现学生不积极参与活动的现象。

三、没有构建平等、民主、和谐的人际互动。

有效的课堂活动离不开教师用心营造的平等、民主、和谐的人机互动具有这种特质的人际互动能够为孩子们创造安全、宽松、温馨的心理氛围和学习背景，也是促进学生经验有效增长的最为重要的因素。这种人际互动主要指教师与学生、学生与学生的认知、情感互动。

其中，师生互动的质量会直接影响到生生互动的质量，是最为重要的互动关系。在有效的师生活动中，离不开教师的有效提问。教师的提问如果能够做到富有针对性、启发性、开放性。就能够有效引导学生的积极观察、探索、思考、提升，就是有效的提问。而我们在调查中发现，英语课堂只是教师讲，提问少，有时还无效。教师没有给学生创造条件，没有积极引导学生互动、合作、学习、共同建构。

四、没有发挥好游戏的独特作用。

游戏是英语课堂教学中活动的主要组织形式，为此，教师在课堂教学中应倡导游戏精神，结合相关的教学内容恰当的创设形象生动、富有趣味的游戏情景，在游戏中进行有效学习，轻松实现教学目标。在调查中发现，英语课堂中游戏很少，学生学习英语的兴趣不够高。

五、没有处理好预设与生成的关系。

由于受传统的“目标模式”影响，许多教师都把实现预设的教学目标作为唯一的价值追求和教学活动有效性的唯一指标。而对教学活动中学生表现出的与预设不一致的回答、反应等表现，要么忽视回避、置之不理，要么千方百计地诱导学生回到教师预设的框架中。有的教师甚至无端的否定，批评学生的不配合，从而导致本该多样的、开放的、灵动的课堂活动变成单一、静止、封闭、呆板的过程。这就是我们目前的英语课堂活动。

稍有教育经验的人都会承认这样一个事实，即在教学活动中永远找不到两个一模一样的教学情境：一方面是因为教学内容，情景需要随着活动的推进而不断调整，教学技术手段也会随着社会的进步而日益改进；另一反面更为重要的原因还在于教学活动的必备要素--学生（人）的复杂性。学生与教师已有的经验不同，他们对环境中的物与人的兴趣、需要、和互动方式也各不相同，这就使得教学活动变得异常复杂，时时处处充满不可预知的变数。

因此，教学活动中可能发生的一切，不都是教师所能预测的。教学活动的真实推进及最终结果，更多是由教学活动的具体进行状态一级教师与学生的活动状态所决定的。因此，教师在教学活动中要妥当处理好预设与生成的关系，关注教学活动过程中学生的表现，锤炼自己的教学机智，及时将那些出乎意料却具有隐形的潜在的“点”，转化为显性的教学行为，这是此调查中的最大收获。

篇10：冀教版九年级英语上册unit4教案 (冀教版英语九年级)

Unit4 Stay Healthy

Title Lesson 25: What is wrong with Danny

Teaching Aims:

1. Mastery words and expressions.

2. Teach how to see a doctor in foreign countries.

Teaching Important Points:

1. Compound Sentences.

Teaching Difficult Points:

1. Some words and expressions about the illness and seeing a doctor.

Teaching Preparation: Audiotape picture

Teaching Steps Activity Design Language Notes

Step1. Warming up.

Talk about the question: How often are you ill? What is the last time that you are ill? What’s wrong with you?

Step2. Come to “THINK ABOUT IT”.

Step3.Listen to the tape and answer the following questions:

1.What’s wrong with Danny?

2.Does Danny have to stay in hospital?

Step4. Read the text.

Read the text and check the answers in listening part. Encourage the students to ask more questions about this part. Such as:

When does Danny feel unwell?

What does Mr. Dinosaur think of Danny’s illness?

Does Danny have a fever?

Is the hospital always open?

Who is the doctor?

What does the doctor say to Danny?

Check the answers and give them enough hints to answer the questions.

Step5. Act out:

Act out the dialogue in front of the class. Make another dialogue to perform in the class. The roles are doctors and patients and the patients’ family members.

Step6.Come to “LET’S DO IT.”

Make up a dialogue in front of the class. When they are acting, help them when it is necessary. Teach them more new words about illness and parts of the body

Step7. Homework

1. Finish off the activity book.

2.Go on the next reading in the student book. * Let the students talk about the questions in groups. Then give a report to the class. They can make up a dialogue in pairs or in three or four.

If time is not enough, you can choose several groups to perform in front of the class.

* This is a difficult task for the students. If the questions are a little difficult, they can’t answer them. But we don’t have time to let them listen again

* Divide the class into several groups and act out the role-play in front of the class. Choose the best one and give them praise.

* Teach them more new words about illness and parts of the body

Blackboard Writing Design：

After Class(教学反思)：

Title Lesson 26: Where Is Danny ?

Teaching Aims:

1.Learn more expressions for describing illness and treatment.

2.Know how to see a doctor in foreign countries

Teaching Important Points:

1.Know some knowledge about the illness and the treatment.

2.Go to see a doctor.

Teaching Difficult Points:

1.Know some words and expressions about the illness and the treatment

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.Warming-up

Talk in groups about the showings about the cold. The teacher asks the students “When you catch a cold, how do you feel?” Let the students sum the phenomenon of the cold. Then give a report in the class. They can begin like this: when I have a fever, I…

Step2. Come to “THINK ABOUT IT”.

Talk about the following question: “What do your father and mother usually tell you to do when you catch a cold?”

At the same time, ask the students to talk about the question: “What do your parents do when you are ill? How do they feel when you are ill?”

Step3.Listening task

Listen to the tape and answer the following questions:

What’s wrong with Brian?

What does Jenny do to help Brian?

Finish the exercises in oral in class.

Step4. Reading task

Read the text and fill in the blanks according to the text.

1. _______ almost never gets sick.

2.Brian’s ________ and _______ hurt.

Jenny brought some _______ _______ for lunch.

Jenny says to Brain: “_______ _______.”

Finish the blanks in class in oral.

Step5.Come to “PROJECT”

Divide the class into groups in three or four. Complete the dialogues. In the group, one is a patient. Another is a doctor. The others can be the nurses or the patients’ family members.

Let the students grasp the words and expressions of illness and treatment. Encourage the students to read their student books and readers to find out facts about cases and symptoms of common illness.

Step6. Homework

Finish off the activity book.

Go on the next reading in the student book.

*S1: When I have a cold, I have a fever.

S2: When I have a cold, I often cough day and night.

S3: When I have a cold, I often have a running nose.

S4: When I have a cold, I often have a headache.

*S5: My father and mother usually tell me to drink more water and take medicine three times a day.

When I’m ill, my mother looks after me at home. She can’t go to work.

S6: My parents tell me to keep warm and drink more water. When I have to get an injection, my parents are sad.

S7: My parents often tell me to play inside and take medicine. When I am ill, my parents are worried.

*After they grasp more words and expressions about the illness, they can begin the role-play.

Blackboard Writing Design：

After Class(教学反思)：

Title Lesson 27: Good Food, Good Health

Teaching Aims:

1.We must eat healthy and keep healthy.

2.Know about the balanced diet.

Teaching Important Points:

1.Know more words about the names of the grain in our daily life.

2.How to eat healthy and keep healthy.

Teaching Difficult Points:

What is a balanced diet?

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.warming up:

Talk about the question: what do you eat in your daily life? Do you think what the foods you eat contain?

Step2.Read the text and answer the following questions:

1.What do bread, noodles and rice come from?

2.Is fruit different from vegetables?

Answer the questions in class in oral. If they can’t answer them correctly, let them read the text. Help them find the correct answer.

Step3. Read the text in details and finish the exercises.

Read the text and fill in the blanks:

1.Bread, noodles and rice are made from _______.

2 ______and _______are very good source of ________, _______ and _______.

3. ______ ______ are made from potatoes.

4.Salad is made of _______ ________.

5.Many people think that only meat and chicken have _______.

______ makes your bones and teeth strong.

Step4.Listen to the tape and let the students follow it for two time. Let them have the correct pronunciation and intonation.

Step5. Ask some students to read the text in the class. Don’t read the whole text, read only the important words, expressions and sentences.

Step6. Come to “LET’S DO IT”.

Fill in the chart to compare the eating habits of your classmates.

Interview four or more students to fill in the chart. They can design more questions to ask the others.

Step7.Homework

Finish off the activity book.

Go on the next reading in the student book * Some words are too difficult for them to answer, so the teacher shows some new words to them with pictures.

Blackboard Writing Design：

After Class(教学反思)：

Title Lesson 29:Don’t Smoke, Please!

Teaching Aims:

1.Know more about disease.

2.Learn the harm of smoking and drinking.

Teaching Important Points:

1.Some words and expressions about the disease.

2.Know how to keep healthy.

Teaching Difficult Points:

Help people keep healthy.

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.Warming up:

Divide the class into groups of three or four. Talk about the following questions: what do you think of smoking?

The teacher: Some boy students think smoking makes them look more handsome. Is it right? No, it’s very wrong. Smoking is more harmful to all the people around the world. Now let’s talk about the topic in groups. After a while, every group will give a talk in front of the class.

Step2. Come to “THINK ABOUT IT”.

When we are talking the two questions, we can use the Internet to help us. Search more information for the students. Search more pictures to show the students how many pains have the diseases brought us.

Ask some students to answer the questions.

S1: When I eat too cold food, my stomach always hurts..

S2: When I have a fever, I know I have a cold.

S3: I have a headache when I wear fewer clothes in winter.

Step3. Listen to the tape and answer the following questions:

What’s wrong with Danny?

How is Brian today?

Step4. Read the text and Fill in the blanks:

Brian feels ______ on Monday.

Brian wants to make a poster about ________.

Smoking is also bad for your _______.

Step5. Make sentences with the following language points:

be away from

Li Ming has been away from school for ten days.

if

If the weather is fine, we will go the park tomorrow.

also

He is also a doctor.

Step6. Come to “PROJECT”.

Divide the class into groups of three or four to finish the task. Discuss the diseases causes by smoking and drinking. It can be divided into two steps. The first step, talk the harm of smoking. Drinking is more harmful than smoking. Many people died from drinking every year. They drink too much, but they still drive their cars. Now too many accidents happen on the road.

Make a poster to show the harm of smoking and drinking for people. Every group makes their posters and explains to the others what it means.

Put the posters up in the class. Every group sends a poster to the teachers in the school. Let all the teachers tell the students about the harm of smoking and drinking.

Step7. Homework:

Finish off the activity book.

Go on the next reading in the student book.

* Group1: We all think smoking is a great harmful to the bodies. Many people die of lung cancer every year. Lung diseases sometimes causes by smoking.

Group2: I also think smoking is bad for health. So give your friends or relatives advice. Let them give up smoking.

Every group gives their report. Then the teacher sums their talks in class.

.

* After playing the tape, the teacher checks the answers.

Blackboard Writing Design：

After Class(教学反思)：

Title Lesson 30: Jane’s Lucky Life

Teaching Aims:

1.The spirit of the disabled.

2.Know more about the disabled people.

Teaching Important Points:

Learn the spirit of the disabled people.

Teaching Difficult Points:

Know about the difficulties that the disabled people have to face in the world.

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.Warming up:

If you are a disabled person, what problems will you meet?

Divide the class into groups of three or four. The teacher can design the task for every group.

Step 2. Come to “THINK ABOUT IT”.

Ask some students to talk about the questions in pairs. Then let some students demonstrate their opinions in class.

Step3. Look at the picture of Jane. Do you think what’s wrong with Jane? Do you think she is happy? Why?

Step4. Read the text and let’s learn more about Jane. Encourage the students to ask more questions about this part.

S1: How old is Jane?

S2: She is forty years old.

S3: What is she unable to do?

S4: She is unable to brush her teeth. She can’t run or jump. She can’t make breakfast.

S5: Is she married?

S6: Yes, she has a daughter and a son.

If some students can’t answer some of the students, the teacher helps them.

Step5. Demonstrate the dialogue in part 2.

Let some students act out the dialogue in front of the class.

Step6: Listen to the tape and read after it for several times. Play the tape for several times in order to let them have correct answers.

Step7. Imagine you are Jane. What difficulties will you meet in your life?

Step8. Come to “LET’S DO IT”.

Divide the class in groups and discuss the questions. Let them demonstrate their opinions freely. The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.

Step9. Homework

Finish off the activity book.

Go on the next reading in the student book.

* Group1 lost an arm in an accident. Now what difficulties will you meet?

Group 2 lost a leg in an accident. Now what difficulties will you meet?

Group 3 is deaf.

Group4 is blind.

Let the students talk about their problems for five minutes. Then give a report in the class.

*Ask some students to answer the questions in class. Do you think when you are happy?

*The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.

Blackboard Writing Design：

After Class(教学反思)：

Title Lesson 31: Danny Tells All

Teaching Aims:

1.Know more about the disease.

2.Learn more about the hospital in foreign country.

Teaching Important Points:

1.Know something about the disease and hospital in foreign countries.

2.How do we feel when we are in hospital?

Teaching Difficult Points:

Demonstrate the feeling in hospital.

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.Warming up:

What do you think of Danny? Do you miss him? What do you want to know about him?

Step2. Listen to the tape and answer the following questions:

What’s wrong with Danny?

Where is Danny now?

Let the students answer the questions in class in oral.

Step3.Read the text and encourage students to ask more questions:

S1: Who went to see Danny in hospital?

S2: Brian and Jenny.

S3: What did Danny feel about missing school?

S4: He felt terrible.

S5: Is everyone quiet as Brian reads the letter?

S6: Yes.

S7: What did the doctor take from Danny’s stomach?

S8: An appendix.

Give them hints and let them ask more questions.

Step4. Make sentences with the following language points:

1.I have something to tell you.

They have a lot of homework to do.

2.in hospital; in the hospital

I was ill in hospital last year.

We went to see my uncle in the hospital.

I’m feeling much better.

Much equals a lot, even, far, a little

Step5.Come to “LET’S DO IT”.

Divide the class into groups. Talk about the questions. After a while, let some students give their report to the class.

Step6. Homework

Finish off the activity book.

Go on next reading in the student book.

* Let some students answer the questions in class in oral. Pay attention to the words that they are using. If you think it is necessary to show more words, you can show some new words to them.

* Show them more words and expressions about disease with the cards.

When the students are discussing, the teacher walk around the classroom and give them help if it is necessary.

Blackboard Writing Design：

After Class(教学反思)：

篇11：英语教学活动策略 (冀教版英语九年级)

摘要：本文分析了影响初中英语课堂互动的主要因素和存在的问题，并结合初中英语教学实践，探讨了初中英语课堂师生互动的策略。

关键词：初中英语；师生互动；策略

教育本身就表现为教师和学生之间的互动,没有互动的教育是难以想象的,更谈不上是有效的。近些年来,随着教育改革的不断深入,教育行为不断改善,尊重学生、热爱学生的观念在教育实践中有了一定的落实,积极的师生关系正在形成之中,不少教师也开始有意识地通过积极的互动提高教育的有效性。在实际工作中发现,凡是在人数较多的班级中,进行师生互动有相当的困难,原因是学生人数多,很难做到面向全体,而且无关因素的刺激也大大降低了教育的效果。为此我们对这一情况进行了关注,并尝试一些可以在教学活动中积极建构有效的师生互动的方法。近年来在外语教学中对语言的交际性与人本理论在教学实践中的应用作了大量的探索和尝试, 外语教学越来越重视师生互动, 并把它作为评判教学效果的一个重要尺度。英语课堂上的师生互动体现了和谐的师生关系, 反映了语言教学的内在要求, 符合语言交际性原则和以人为本的学习理论, 是英语教学应当努力追求的境界。加强对英语课堂师生互动性的研究, 认识和把握其中的规律将有助于英语教学质量的提高。

一、师生互动氛围的创设

师生互动氛围是指能激发, 推动师生互动的课堂环境,它是一种民主的交际氛围, 也是一种心情舒畅, 充满真实,相互关心和理解的心理氛围。当代人本主义教育思潮的一个典型代表罗杰斯的“非指导性”教学思想认为教师在教学中必须有“安全感”, 他信任学生, 同时感到学生同样也信任他, 不能把学生当成“敌人”倍加提防, 课堂中的气氛必须是融合的, 诚意的,“开放的”, 相互支持的。

英语教师应善于引导学生消除语言学习和表达的恐惧心理, 使他们认识到语言表达中的错误是语言学习中的一个组成部分, 是一种正常现象。鼓励他们用英语表达自己,让他们懂得只有通过多练, 多说才会减少错误, 达到语言表达准确流利的要求, 让他们在语言实践中体验到成功的快乐, 增强自信心。英语教师应善于给学生创造一个自由学习的环境, 帮助他们最大限度的发展自己的潜能, 而不是像行为主义所主张的那样---精心安排各种强化手段去控制和塑造学生的行为。

英语教师应该让学生们认识到学习是相互依赖的行为,应该在相互合作的环境中进行。每个学生在自己需要的时候可以依赖其他同学和老师的帮助, 也在别人需要的时候去帮助别人, 学生在付出的同时也获得收益。英语教师可以利用语言, 肢体语言, 实物演示, 音乐, 图片, 多媒体教学设备等手段营造一个能够给学生积极暗示的环境, 减轻学生心理压力, 激发学生兴趣和学习的积极性和主动性。

二、开展各种课堂活动实现师生互动

英语课堂的活动形式丰富多彩, 但总是体现听, 说,读, 写, 译五项技能的训练, 要实现师生互动, 课堂活动必须遵循师生双向或多项交流的原则。例如英语课堂上常见的听写练习, 传统的做法是老师读出一些词, 词组, 句子学生把它们记录下来, 这个过程信息的流动是单向的,没有师生的互动, 学生往往感到乏味, 厌倦, 但是如果换一种做法, 例如设计出一些能够使用这些词, 词组, 句子的具体场景, 通过师生, 学生之间会话, 讨论的形式, 要求学生完成相应的任务, 这个过程体现了师生互动的要求,效果会更好。

师生互动的课堂活动是交际性活动, 常见形式有: 扮演角色( role play) , 模拟活动( simulation) , 小组讨论(group discussion) , 课堂讨论(seminar) 等形式。英语教师在课堂起的作用不是“教”学生, 不是向学生灌输知识,而是促进学生自己学习, 即组织学生开展交际活动。

三、教师与学生的情感互动策略

1.情感备在教案

教师在备课时要充分考虑学生的情感需要。教师要把学生作为多彩、具有丰富情感的人来看待，而不要把他们看成是接受知识的容器。只有在情感交流中知识才会被学生很好地接纳。卢家楣教授将学生的情感需要归纳为四大需要：依恋需要、理解需要、尊重需要和求德需要。由于班额的关系，课堂上教师要照顾到每位学生的情感需要确实很难做到。这就需要教师学会课堂观察，及时记录学生的信息，教师可以利用这些信息进行备课，从而把积极地情感恰当、有效地传授给这些需要的学生。

2.情感融在课堂

情感本身具有九大功能，其中一项就是情感的感染功能。学生在课掌上的情绪很大程度上由教师的情绪所诱发。当教师心情舒畅、表情丰富、抑扬顿挫地讲授时，学生的情绪就变得愉悦、兴奋，能积极主动地参与到教学活动中来，课堂气氛就显得十分活跃，教学效果自然也就比较好。那么如何让课堂师生情感互动起来并有所相长，笔者认为可以从以下几个方面着手：教师在教学过程中要调控好自己的情绪--“以情融情”； 利用丰富的语音、语调及表情--“以表融情”；创设情境--“以境融情”，这样才能充分调动学生的积极性。

3.情感延伸课外

师生情感互动的出发点是爱心融入，而爱心仅限于课堂是不够的，教师要多参与学生的课外活动，要与学生一起“玩”，在玩的过程中更容易将情感融入学生的心灵深处。比如，课间，教师若发现一个穿上新衣服的学生，可以夸他今天真帅；发现一个学生萎靡不振时，轻轻地问候他，并问他是否需要帮忙；发现一个学生哼着一首流行歌曲，可以夸他唱得好并向他讨教如何学唱歌；学生在跳绳时，教师与他们一起跳；学生在打球时，和他们一起打玩….教师要善于捕捉这些施爱的机会。这种生活中的情感交流，更容易拉近师生之间的距离，促进师生的情感进一步发展。教师要学会施爱于细微之处，施爱于意料之时，施爱于意料之外，施爱于批评之中，施爱于学生之间，施爱于教学之余。

四、教师对学生的激励性评价策略

课堂师生互动的真正意义就在于教师如何激发学生“动”起来。课堂师生互动的基本小循环是教师提问、学生回答、教师反馈，教师的反馈又激起学生下一轮的互动。本文将从课堂的即时激励性评价和建立激励性评价机制两方面探讨激励性评价策略。

1.课堂即时激励性评价策略

英语是一种目标语言，对于初中学生来说，在学习的过程中经常会碰到各种不同的问题或困难，犯这样或那样的错误，为了不挫伤学生学习的积极性，教师对学生的每一点成功都进行鼓励是教学过程中的一个有效的策略。因此，课堂激励语言是英语教师的主要评价语言。主要包括学生回答正确时的激励性语言评价和学生回答不完全正确时的激励性语言评价，学生回答不正确时的激励性语言评价等几个方面。比如对学生回答正确时的评价，教师应该用肯定性评价，这具有积极的强化作用，能鼓励学生再接再厉，积极向上。肯定法激励性语言评价，通常较为简洁，有些甚至仅仅一个单词，但用于英语课堂却十分奏效，能让学生精神为之一振。如：Right；Very good!，That’s true!，Great!, A good job，Excellent!，Terrific，funny，Good idea，Well done，perfect，I Think your answer is very useful，What you said is meaningful，You are very clever!等等。当学生对自己的回答没有把握，诚惶诚恐等待教师的评定时，这些肯定语对学生的鼓励作用就可想而知了。回答问题得到教师真诚的肯定后，学生对英语学习的信心会随之增强，互动的愿望也会更加强烈。

2.建立课堂师生互动激励性评价机制

许多一线教师对激励性评价做过研究，但还没发现专门为课堂师生互动制定的激励性评价机制。如果说促进课堂师生互动的课堂即时激励性评价是动态的，那么激励性评价机制就是“动静结合“的激励性评价。课堂师生互动的激励性评价机制应该从关注学生个体的处境和需要出发，尊重和体现学生的个性差异，给予学生个体更多被认可的机会，激发学生的主体精神。苏霍姆林斯基说过：“培养全面发展的人的技巧和艺术就在于：教师要善于在每一个学生面前，甚至是最平庸的、在智力发展上最有困难的学生面前，都向他打开他的精神发展的领域，使他在这个领域达到顶点，--从人的自尊感的泉源中汲取力量。”唤醒潜能，激发力量，促进学生走向成功，这是激励性评价机制的重要原则。

五、教师对教材的处理策略

1.教材的“改、换、舍、加”策略

这是从学生的认知角度去考虑的策略。目前实用的教材偏难，教师利用改(Adapt)：对内容和方式进行修改；换(Replace)：将更适合学生的教学内容和方式替换教材上的内容和方式；舍(Omit)：可以舍弃掉不贴切或不适合学生实践的内容或手段；加(Add)：可以根据需要增加其它教学资源或者实践方式。将教材处理成完全符合学生最近发展区的学习内容，这样的课堂才会有互动，才会有生趣，才有有效果。

2.根据教师自身的优势设计教材的策略

教材处理不仅仅需要考虑学生的需要，教师还要善于自我设计，扬长避短，发挥创造性。比如，善于唱歌的教师，可以挖掘歌曲方面的素材；善于运动的教师，可以挖掘运动方面的素材等。教师根据自己的特长，设计出既适合学生，又适合自己的教学内容。只有这样，教师对课堂的调控能力才得以淋漓尽致地发挥，课堂的师生互动才会更加流畅。比如，在笔者的课堂中，利用自己女儿的照片从而设计了关于介绍自己的亲人的相关英文活动，得到很好的师生互动，使得学生学习兴趣大大增加。

3.教材的情感处理策略

对教学内容进行情感处理是指教师从情感角度对教学内容进行加工和组织。在向学生呈现教学内容的过程中充分发挥其在情感方面的积极作用。教师应以情感为手段，巧妙地组织教学内容，充分调动情感因素的功能，促进学生各方面素质的发展。使整节课浑然一体，师生情绪激昂，情感相通。有效地利用教学内容中的情感资源，引发学生积极的情感体验，促进课堂师生情感互动。

参考文献：

[1]文亚光.初中英语语法教学的理念与实践[J].中小学外语教学(中学)，(4).

[2]刘军琴.新课标下初中英语有效性教学探讨[J].成功(教育版)，(11).

[3]李洁莉.中国外语课堂中师生互动实践的探讨[J].黑龙江教育学院学报，(3).

篇12：九年级上册英语lesson14 说课稿 (冀教版英语九年级)

一、说教材

九年级上册英语lesson14主要是围绕着世界记录这个话题, 谈论了几项世界记录, 并让学生知道了丹妮想打破什么样的世界记录,进一步熟悉比较级和最高级的用法, 并用来谈论生活中发生的事情

二, 说教学目标

知识目标:让学生知道丹妮想打破什么世界记录，并能够运用所学知识,谈论生活中发生的事情。

能力目标: 进一步熟悉比较级和最高级的用法,掌握lesson14的句型

情感目标: 让学生知道他们能做什么，培养学生做一个积极向上的人.

教学重点:让学生知道丹妮想打破什么世界记录，并能够运用所学知识,谈论生活中发生的事情。

教学难点: 进一步熟悉比较级和最高级的用法,掌握lesson14的句型

三,说教法

新课程标准规定，九年级学生要完成分级目标的五级标准，即有较明确的英语学习动机和积极主动的学习态度，能听懂教师有关熟悉话题的陈述，能就日常生活的各种话题与他人交换信息。依据课标和学生实际，采取如下教法。

1．重点解释

在教学中，对学生遇到的困难和模糊的地方进行解释，有效发展学生的综合语言运用能力和知识的准确性。

2．独立练习法

先让学生独立完成练习, 然后再讲解, 有利于学生熟练地掌握知识.

3．注重过程评价

在整个教学活动中，对学生的每一个进步都给予充分的肯定和表扬,培养,激发学生学习的积极性和自信心。

四, 说学法

以上我所采用的教法都是依据新课程标准英语课程的基本理念，有助于学生掌握如下学法

1．积极操练，重在口头

在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流，自己做相应练习。只有这样，才能将书本知识变成自己的知识和语言能力。

2．及时反馈，矫正错误

通过操练、问答等形式，及时发现学生存在的问题和不足，矫正错误，弥补不足。

五, 说教学过程

1、组织教学

2、复习

3、导入新课

4、讲授新课

5、练习

6、总结

7、作业

六, 说板书设计

板书设计应该条理清晰,突出重点, 难点, 因此, 我设计以下板书.

lesson14

1, 单词梳理

Kilo,unusual,guitar,impossible,lift,pull等

2, 词组梳理

Try to do, try doing, keep sb. doing sth, keep+形容词， keep sth等

3, 句型梳理

The population of +某地+be+数词

某地+has+a population of +数词+people

What’s the population of…?

How large is the population of…?

4, 语法梳理

So + adj. , such+(a/an)+adj.+noun,

I don”t think…

篇13：冀教版英语四年级第一单元知识点

单词

服装类：

1、shirt(尤指男式的)衬衫

2、shirt T恤衫(注意字母T要大写，而且需要连字符)

3、skirt裙子

4、trousers裤子(复数)

5、sweater毛衣，线衣大衣;

6、coat外套

7、cap(有帽舌的)帽子

8、dress连衣裙

9、shoes鞋(复数)

10、socks短袜(复数)

11、shorts短裤(复数)

12、scarf 围巾

13、gloves 手套

注意：trousers, shoes, socks, shorts, gloves 都要使用复数形式，These are/ They are…

篇14：冀教版英语四年级第一单元知识点

形容词

1、new 新的

2、old 旧的

3、tall 高

4、short 矮

5、long 长

6、short短

三、代词

1、it它

2、they他们;她们;它们

3、this这，这个

4、these这些

5、my我的

四、星期类：

1、day一天;一日

2、today今天

3、week星期

4、Sunday星期日

5、Monday星期一

6、Tuesday星期二

7、Wednesday星期三

8、Thursday星期四

9、Friday星期五

10、Saturday星期六

篇15：冀教版英语四年级第一单元知识点

重点句型

1、This is a red skirt. 这是一条红色的短裙。(单数)(划线部分要会替换)

2、These are yellow trousers.这些是红色的裤子。(复数)(划线部分要会替换)

3、He/She is wearing a green sweater. 他/她穿着一件绿色的毛衣。(划线部分要会替换)

He/ She is wearing blue trousers. 他/她穿着一条蓝色的裤子。(注意裤子是复数形式，

wearing后面不需要加冠词a)

4、This is a new sweater.这是一件新毛衣。(单数)

5、This is an old sweater. 这是一件旧毛衣。(单数)(注意：old 中字母o是元音字母，前面需要使用冠词an)

6、These are new trousers.这些是新裤子。(复数)

7、These are old trousers.这些是旧裤子。(复数)

8、I like your trousers.我喜欢你的裤子。

9、Are they new? Yes, they are. /No, they aren’t.他们是新的吗?是的。/ 不，不是。(复数)

Is it new? Yes, it is./ No, it isn’t. 它是新的么?是的。/ 不，不是。(单数)

10、What is she wearing? She is wearing a green sweater, an orange skirt and a brown scarf.她穿着什么? 她穿着一件绿色毛衣，桔色短裙和棕色围巾。

11、Is this your cap? No! It’s Kim’s cap.这是你的帽子吗? 不，这是Kim的帽子。

12、Are these your gloves? No, they aren’t .这些是你的手套吗? 不是。

13、What day is today? It’s Monday. 今天星期几? 今天星期一。(划线部分要会替换)

14、How many days are there in a week? 一周有几天?Seven. 七天。

15、What do you do in the evening?你晚上做什么?(划线部分要会替换)

篇16：九年级上册英语第一单元

九年级上册英语第一单元

I.重点词汇

Test----exam words----vocabulary

Excited----exciting amazing----surprising

sometimes----sometime----some times----some time

for example----such as----like begin with----to begin with

maybe----perhaps----probably affect----influence

problem----question

II.重点词组

1.ask…for… 2.speaking skills

3.ask…about… 4.not…at all

5.get excited about 6.end up

7.make mistakes 8.first of all

9.to begin with 10.later on

11.be afraid of 12.laugh at

13.make sentences 14.take notes

15.write down 16.make sure

17.deal with 18.look up

19.make up 20.worry about

21.be angry with 22.go by

23.each other 24.solve a problem

25.regard…as… 26.complain about

27.change…into… 28.try one’s best

29.with the help of 30.compare…to…

31.think about 32.break off

III.重点句子

1.I learn by studying with a group.

2.It’s too hard to understand the voices.

3.He finds watching movies frustrating because the people speak too quickly.

4.We get excited about something and then end up speaking in Chinese.

5.Why don’t you join an English club to practice English.

6.Last year my English class was difficult for me.

7.It was easy for me to understand the teacher.

8.Now I’m enjoying learning English.

9.Perhaps we have seen young children playing together.

IV.话题语法

1.谈论学习方法

2.by+v-ing结构做状语

九年级英语第一单元语法知识点

Unit1 Section A

1.By: ①通过…..方式(途径)。后跟名词，代词，或者动名词。He won the game by a lot of practice. 他通过大量的练习赢得比赛。Tom understand the meaning of the word by looking it up in the dictionary . T om 通过查字典明白了这个单词的含义。

对by提问用how,

---How do you study for a test? ---By listening to tapes.你是怎样为考试而学习的?通过听磁带。

②在…..旁边。例：by the window/the door

③乘坐交通工具 例：by bus/car

④在……之前，到……为止。例：by October在10月前 ⑤被 例：English is spoken by many people. by 还可以表示：“在…旁”、“靠近”、

2. 如：The students often talk about movie after class. 学生们常常在课后讨论电影。

3.提建议的句子： ①What/ how about +doing sth.? 如：What/ How about going shopping? ②Why don’t you + do sth.? 如：Why don’t you go shopping? ③Why

not + do sth. ? 如：Why not go shopping?

④Let’s + do sth. 如： Let’s go shopping ⑤Shall we/ I + do sth.? 如：Shall we/ I go shopping?

多。a lot 许多，很，非常，在句子中做程度状语，修饰动词，也可修饰形容词副词的比较级， I t rains a lot at this time of year. ：I eat a lot. 我吃了许多。that way ，前面省略了in 用那种方式

的话。

too…to 太…而不能 常用的句型 too+adj./adv. + to do sth. 如：I’m too tired to say anything. 我太累了，什么都不想说。 6.学生有更独特的见解。

specific 形容词特有的，特别的，具体的，明确的，

Our English teacher has a specific teaching style. 我们的英语老师有独特的教学风格。

Suggestion名词，建议，意见动词是suggest Can you make a suggestion for me?你能给我提个建议吗? 7.助。

下课文里的新单词。

8.Li Ming feels differently .李明的感觉不同。

副词，不同地，有区别地 现看电影是令人沮丧的，因为他们说话太快。

find watching movies frustrating 发现看电影令人沮丧 find + 宾语 + (名词 形容词 等) I find him friendly. 我发现他很友好。 I found him working in the garden.我发现他真在花园工作。

We found him in bed. He found the window closed. 10.read aloud 大声朗读

的用法，三个词都与”大声“或”响亮“有关。 ①aloud是副词,重点在出声能让人听见,但声音不一定很大, 常用在读书或说话上。通常放在动词之后。aloud没有比较级 形式。如: He read the story aloud to his son.他朗读那篇故事给他儿子听。 ②loud可作形容词或副词。用作副词时,常与speak, talk, laugh等动词连用,多用于比

较级,须放在动词之后。如: She told us to speak a little louder. 她让我们说大声一点。 ③loudly是副词,与loud同义,有时两者可替换使用,但往往 含有令人讨厌或打扰别人的意思,可位于动词之前或之后。如: He does not talk loudly or laugh loudly in public. 他不当众大声谈笑。

都没有。 not …at all 一点也不 根本不 如：I like milk very much. I don’t like coffee at all. 我非常喜欢牛奶。我一点也不喜欢咖啡。 not经常可以和助动词结合在一起，at all 则放在句尾

还是说中文。.get excited 高兴，激动

be / get excited about sth.=== be / get excited about doing sth. === be excited to do sth. 对…感兴奋 如：I am / get excited about going to Beijing.=== I am excited to go to Beijing. 我对去北京感到兴奋。 .

常见的有： ①是：am 、is、are ②保持：keep、stay

③ 转变：become、get、turn ④ ……起来 feel、look、smell、taste、sound后面都接形容词

① end up doing sth 终止做某事，结束做某事 如：The party ended up singing. 晚会以唱歌而结束。 ② end up with sth. 以。。。结束 如： The party ended up with her singing. 晚会以她的歌唱而告终。end up 结束

Section B and self check 单词我不会读。

pronounce 动词，发音。

I can pronounce all the words in the newspaper我能读出这张报纸上所有的单词.

I don’t know how to pronounce this new word我不知道这个生词怎么发音。

.pronunciation 名词 发音,发音方法

He has a good pronunciation. 他的发音很好。

The word has two pronunciations.这个单词有两个发音。 2不懂口语。

spoken 口头的，口语的。 speaking 讲话的，说某种语言的。

make mistakes 犯错make mistakes in sth. 在某方面犯错 by mistake 错误地，无意地

I often make mistakes. 我经常犯错

The more careful you are,the fewer mistakes you will make.你越细心，你 犯的错误就越少。

He made a lot of mistakes in his spelling.他在拼写方面犯了很多错误。

I took your book by mistake.我错拿了你的书。 4.get...right使。。。正确get +sb\sth+adj. 使某人或某物处于某种状态The work gets me tied.

get + 宾语 + 宾补(形容词 ) 使某种情况发生

Get the shoes clean. 把鞋擦干净 Get Mr. Green to come. 让格林先生进来

You can’t get him waiting. 你不能让他老等着

5.一起练习(英语)的伙伴. 动词不定式做定语 He is always the first to come.他总是第一个到的人。 I have nothing to say. 我没什么可说。

I need a pen to write with.我需要写字的钢笔。

I need some paper to write on. 我需要一些写字的纸 I don’t have a room to live in.我没有住的房间。 6.

先，当老师讲话时对我来说明白她说的什么是不容易的。 first of all 首先 。强调顺序。 We will learn Lesson 4,first of all.we read new words.. 7.个词都能听懂。

begin with 以。。。作为开始=start with

To start with,we don’t have enough money.起初，我们没有足够的钱。

8.词是没关系的。

later on 随后，以后

It will be hotter later on随后天气会更加炎热。 He became a scientist later on.

realize 动词，认识到，了解到

I realized I made a mistakes.我意识到我犯了一个错误。 We did n’t realize the serious problem.我们没有意识到这个严重的问题。

讲话，因为我认为同学们会嘲笑我。

afraid 动词，怕，害怕

be afraid of sb/sth, 害怕某人、某物

be afraid to do sth.=be afraid of doing sth.害怕做某事 be afraid that恐怕,担心，表示委婉语气

Don’t be afraid of making mistakes when you speak English.说英语时不要害怕出错。

The little girl is afraid of the dark.这个下女孩怕黑。

She is afraid to go out alone at night.她害怕晚上独自出门。 I am afraid that I have to go now.我恐怕要走了。 laugh at sb. 笑话;取笑(某人)

Don’t laugh at people in trouble.不要嘲笑陷入困境中的人。

We are busy taking notes carefully in class.上课的时候我没忙着认真做笔记。

Mr Zhang was taking notes while listening to the talk.张先生边听报告边做笔记。 14.的老师留下了深刻的印象。

impress 动词，使感动，使。。。留下深刻印象

be impressed by ...因。。。而印象深刻

We are impressed by her smile.我们对她的微笑印象深刻。

My progress in English has impressed my classmates greatly.我在英语上取得的进步给同学们留下深刻的印象。

17. make up 组成、构成

18. one of +(the+ 形容词比较级)+名词复数形式 …其中之一 如： She is one of the most popular teachers. 她是欢迎的教师之一。

22. unless 假如不，除非 引导条件状语从句 如：You will fail unless you work hard..假如你不努力你会失败。 I won’t write unless he writes first. 除非他先写要不我不写

23. deal with 处理 如：I dealt with a lot of problem.

24. worry about sb./ sth. 担心某人/ 某事 如：Mother worried about his son just now. 妈妈刚才担心他的儿子。

25. be angry with sb. 对某人生气 如：I was angry with her. 我对她生气。

) 过去 如： Two years went by句末 15.either ①放在定句末表示“也” ②两者中的“任一”

③either…or… 或者…或者.…引导主语部分，谓语动词按照就近原则处理

16.complete完成，是个较正式的词，后不能接 finish指日常事物的完成

17.a,an 与连用表示“又一”，“再一”。

例：Please give me a second apple. There comes a fifth girl.

119.unless 除非，如果不，等于“if not”本身就表示否定，引导条件状语从句，主句为将来时，条件状语从句用一般现在时表示将来。

例：My baby sister doesn’t cry unless she’s hungry. =My baby sister doesn’t cry if she isn’t hungry.

Unless you take more care, you’ll have an accident.如果你不多加小心的话，你会出事的。

20.instead:adv 代替，更换。

例：We have no coffee, would you like tea instead? 我们没有咖啡了，改喝茶好吗?

Stuart was ill, so I went instead. 斯图尔病了，所以换了我去。

instead of 作为某人或某事物的替换

例：Let’s play cards instead of watching TV.

Give me the red one instead of the green one.

英语第一单元上册重点句子及句型

Unit 1

1. They go as fast as they can.

as…as sb. (one) can = as …as possible 尽可能地……

as…as中间加原级的形容词或副词。例：

I will work as hard as I can. 我将尽可能努力工作。

He ran as fast as he could. 他拼命地跑。

Please come here as soon as you can. 请尽快来这里。

2. We call the first Olympic Games the ”ancient“ Olympics.

我们把早期的运动会叫做”古代“奥运会。

call sb. / sth. +n. 称呼某人/某物……，后面的名词作宾语补足语。

例：We call the boy DaMao. 我们称呼那个男孩大毛。

类似于这种可以用名词或名词短语作宾语补足语的动词有：

name/call/make/choose/find/think等。例：

We chose him our monitor at yesterday's class meeting.

昨天班会我们选他当我们的班长。

I find him a clever boy. 我觉得他是个聪明的孩子。

3. It seemed that Zhuang Yong and Jenny Thompson, an American swimmer, had finished at the same time.

看上去好像庄泳和美国游泳选手詹尼·汤姆森同时游完全程。

以下几种方式可以表示”看起来……，似乎……“

It seems that +从句

seem to be +adj.

seem +adj.

例：Danny seemed excited. (Danny seemed to be excited.)

丹尼似乎很激动。

seem to do sth.

例：When his wife's pet cat died, Alan didn't seem to care at all.

艾伦妻子的宠猫死了，他好象一点也不在乎。

4. Diving is one of the most popular events at the Olympics.

潜水是奥运会欢迎的项目之一。

one of… ……其中之一，后常加级及名词复数。例：

Changjiang is one of the longest rivers in the world.

长江是世界最长的河流之一。

5. Make your country proud. 使你的国家因你而自豪。

proud作宾语补足语，修饰宾语your country;

make的用法：

make the bed 铺床 make tea 沏茶

make dumplings 包饺子 make a car 制造汽车

be made of 由……制成

make sb. /sth. +n. 使某人/某物成为……

made sb. /sth. +adj. 使某人/某物如何……

make sb. /sth. do 使某人/某物做某事

名词/形容词/do (不定式，省to)，作宾语补足语。

6. …his team came in twentieth. 他的队第二十名。

twentieth 第二十

整十数的序数词，变y为ie加th。例：

ninety→ninetieth fifty→fiftieth

7. We had such an interesting day at school today.

我们今天在学校度过了这么有趣的一天。

这句话也可以说成：We had so interesting a day at school today.

such和so意思都是”如此……/这样……"，但用法不同。

It is so interesting a film that we all want to see it once more.

它是如此有趣的电影，我们都想再看一遍。

Thanks a lot for sending me such beautiful pictures by e-mail!

多谢你用e-mail给我发来这么漂亮的图片。

He is so weak that he can't work on.

他如此虚弱以致不能再继续工作。

8. If I don't. I won't be able to sleep tonight.

如果我不写下来的话，我今晚睡不着觉。

此句是if构成的条件状语从句，要用一般现在时代替将来时。

I'll go to the park with my friends if it doesn't rain tomorrow.

如果明天不下雨，我要和朋友去公园。

9. If he practises walking on pizzas, he'll do better next time.

如果他保持练习在比萨饼上走的话，下次他会表现好一些。

finish, enjoy, practise, keep, mind后常加动名词作宾语。例：

You'd better practise speaking English both in and after class.

你在课上课下练习说英语。

篇17：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18：九年级上学期第一单元教学设计

九年级上学期第一单元教学设计

一、单元教学目标：

1、了解一般写景散文的.写作思路和构思方式，学习和运用从不同的角度描写景物的方法。

2、通过反复吟诵，能说出作品所写的自然风景的个性特点，及给予人们的种种启示。

3、掌握“吟哦讽诵”的要领，学会在朗读中加深对文章的理解，体会其深蕴的人文内涵。

4、学会合作探究和.写作，能从各个渠道收集、筛选和组合材料，并运用到.写作中去。

5、能用流畅的口语介绍本地的风景、特产、风俗和民情。

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 《鼎湖山听泉》 2课时

《林中小溪》及同作者散文 2课时 《飞红摘翠记黄山》 2课时

《画山绣水》 1课时 诵读欣赏 1课时

自由阅读 1课时 “综合学习与探究” 4课时

三、教学设想

本单元的中心内容是“自然山川”，着重领略和要求掌握的学习方法是“吟哦讽诵”，就是要求学生能通过吟诵去体会和把握文章所表现出的作者的思想感情。因而要教会学生从反复吟诵中，了解作品所写的自然风景的个性特点及给予人们的种种启示，加深理解其中深蕴的人文内涵。并且能从吟诵中品味文章的神气、.写作上的妙处，领会到写景散文的一般思路。进而参与“综合学习与探究”活动，在充分准备的基础上，进行合作探究和.写作。

四篇课文的安排，应各有侧重点，《鼎湖山听泉》作为本单元的第一篇课文，可以作为示例，指导学生学习在“吟哦讽诵”中注意作者感情嬗变的历程及对人生和历史的感悟；《林中小溪》一文在运用所学的方法自主学习的同时，可向学生介绍一下这位被称赞为“在整个世界文学中，未必能找到与他并驾齐驱的作家”的前苏联作家的作品风格，并再选择一些他的作品来加深学生的感受。《飞红摘翠记黄山》《画山绣水》则重点学习写景角度的选择与转换及材料的整理和运用，为.写作做好准备。

作为本单元重点学习的学习方法“吟哦讽诵”，一要创设好的情境，如为学生提供音乐、画面等激起学生朗读的兴趣和热情。二是要指导学生在读中思索、品味，以达到感悟的目的。

单元起始课

.总结回顾

教学步骤教师活动学生活动备注

1导入，并明确任务：在初中两年的学习中，你有哪些好的语文学习的方法，供大家参考、学习。讨论

2出示、补充讨论的话题：

1、我们在课本上学到了哪些方法？思考，讨论

3组织交流发表各自观点

共同走进九年级（上）语文

教学步骤教师活动学生活动备注

1指导学生浏览课文、目录。本学期的语文课本和过去有什么不同？你认为本学期我们的语文学习和过去会有什么不同？浏览课文、目录

2布置任务：制订本学期的读书.计划（要求根据课文的相关内容，阅读同题材、体裁的作品，和文学名著）制订.计划

3组织交流并提供一定的参考意见交流

整体把握第一单元主要内容

教学步骤教师活动学生活动备注

1初步朗读课文，要求读准字音、读通句子。读后能简要概括每篇课文的主要内容（各自然风景的特点）朗读课文

2组织交流指导学生浏览课文交流

3指导阅读《综合学习与探究》了解其中所提出的问题，并在以后的学习中带着这些问题学习，并能提出新的问题。阅读

4组成学习小组：1、分工收集资料。2、商定展示成果的形式。

教学反思

课后学习：1、熟练地朗读第一课 2、收集有关鼎湖山的资料

《鼎湖山听泉》

学习目标：1、在诵读中理清作者的.写作思路及感情发展的脉络。

2、能分析作者工于取材，扣住“泉”字，抓住“听”这个关键来组合材料。

3、能分析课文以泉为主，兼及其他的详略有致、明暗交错的组材方式。

4、在反复诵读中，体会本文的语言特点。

5、学习本文将深刻的哲理寄予在景物的状写中，并随景致的变化，

有层次地表达。

6、在“吟哦讽诵”的基础上，背诵优美语段。

重难点分析：1、“吟哦讽诵而后得之”是本单元要重点学习的学习方法。是重点，也是难点。要教会学生在吟诵中有所“得”、有所“悟”。首先就要让学生产生朗读的兴趣，乐于沉浸其中，思考、感悟。因而创设情境，激发学习热情，是很重要的环节。

2、“学习本文将深刻的哲理寄予在景物的状写中，并随景致的变

化，有层次地表达。”是本课的另一个重点。在学习中，把读写结合起来，让学生学会这种表达思想情感的方式。

第一课时

课堂学习：

一、朗读课文、整体感知：

教学步骤教师活动学生活动备注

1创设情境，导入新课：多媒体展示鼎湖山秀美风光。

教师补充。在优美的音配画中，学生介绍有关鼎湖山的相关资料。

2指导学生带着问题读课文。思考：勾画作者游山踪迹，寻找作者感情发展的脉络。学生自由朗读课文，并作圈点勾画和旁批。

3组织学生交流交流

二、反复诵读，深入理解

教学步骤教师活动学生活动备注

1问题设计：鼎湖山可写之景很多，而作为游记，也应较全面地介绍。作者为什么要集中笔力写山泉？又是怎样做到以“泉”为主，兼及其他的？学生带着问题自由朗读课文，边读边思考

2组织学生讨论、交流讨论、交流

3指导学生重点朗读第二三段：1、体会比喻的妙处（两者之间有什么相似之处）2、找出下文中与此相呼应的比喻。3、引用楹联有何作用？4、应用怎样的语气语调来朗读？学生自由朗读、揣摩语气语调、思考、交流、个别朗读、其他学生评价

三、语文活动：

教学步骤教师活动学生活动备注

1播送音乐，指导学生用心聆听、感受。用一个比喻把自己所听所感写出来。听音乐，写片段

2组织交流、评点交流、互评

课后学习： 1、进一步完善自己的'作品。

2、收集古诗文中写自然美景的名篇。

第二课时

课堂学习：

一、课文分析

教学步骤教师活动学生活动备注

1由《小石潭记》的由景生情引入对本文主题的认识。学生背诵、复习有关知识

2指导重点朗读第八段。1、文章是从哪些角度设喻的？2、为什么先举乐音，再举本体？作者如何把泉景与人生感悟联系在一起的？朗读、思考、讨论、个别读、交流

3指导学生沉浸其中反复诵读至背诵诵读

二、拓展延伸

教学步骤教师活动学生活动备注

1引导学生交流列代写自然美景的佳作，进一步体会这种由景生情，由情而悟的写法。交流古诗文、体会其表达的情感。

2语文活动：小小辩论会

是拉动经济发展重要，还是自然环境、文物古迹的保护重要？学生按所持观点不同分组，合作辩论

教学反思

课后学习：1、写一个议论片段，把自己的观点有理有据地表达出来。

2、预习《林中小溪》熟读课文，并收集有关作者资料。

《林中小溪》

学习目标：1、在诵读中，领略大自然的美和小溪所显示出的生命力量，把握作者的思想感情脉络，理解作者的人生信念。

2、能找出眼前景与人生感悟两者之间的对应关系。

3、了解普里什文作品的风格，体会作品“诗的深警和反复回荡的旋律” 之美。

4、收集对众多名家对普里什文的评价，通过对其他作品的阅读，进一步加深对理解，并能有自己独特的评价。

重难点分析：1、“在诵读中体会作者蕴涵在写景状物中的丰富内涵和人生哲理”同样是本课的教学重点。只是经过上一课的学习，学生对此种表现手法已有了一定的感性认识。本课以此为重点，是要在巩固的同时，学生能把他运用到自己的.写作中去。

2、普里什文的散文被称为“俄罗斯语言的百草”。作品有其独特的风格，作为初三学生，应该尝试从一定的高度来评析课文，虽然很难，但可以从学习、借鉴名家的评论开始做起。

第一课时

课堂学习

一、整体感知课文

教学步骤教师活动学生活动备注

1由《鼎湖山听泉》导入：1、背诵第八段。2、复习由景生情、由情而悟的写法。背诵、复习提问。

2指导学生用刚学的方法朗读课文，理清文章层次、并用简洁的语言概括文章内容。朗读、勾画

3组织讨论交流讨论交流

二、阅读课文，体验作者情感

教学步骤教师活动学生活动备注

1指导学生带着问题朗读文章主体部分，在学生自由朗读的基础上，请个别同学读，并对他们的朗读作出评价。

问题：作者从小溪在林中冲破重重障碍奋然前行中，感悟到人生哲理。请说出两者之间的相似之处。朗读、勾画、批注

2组织讨论交流讨论交流

三、语文活动

教学步骤教师活动学生活动备注

1创新思维小练习：

1、由涓涓溪流你有何独特感

悟？2、生活中还有哪些美景会给你联想？学生选择喜爱的段落反复诵读，感作者所感，生自己所悟。

引导学生交流、评价交流、评价

课后学习：1、收集众多名家对普里什文的评价，并阅读《大地的眼睛》

篇19：冀教版九年级英语上期末试题及答案

听力部分(第一节)

I.听句子，选出句子中所包含的信息。

( )1. A. eleven B. enough C. even

( )2. A. match B. matter C. minute

( )3. A. mistook B. missed the bus C. Mrs King’s bus

( )4. A. wide used B. widely used C. used widely

( )5. A. path of travel B. pass of travel C. part of traveler

II.听句子，选出该句的最佳答语。

( )6. A. Yes, I had better do. B. Yes, I have. C. No, I won’t.

( )7. A. He likes me. B. He is every kind. C. He is much better now.

( )8. A. He is leaving for Beijing for a meeting.

B. I don’t know where he is.

C. He gave a talk on the WTO in our school.

( )9. A. Wood, I think. B. It’s cheap, but useful. C. A factory in Wuhan.

( )10. A. In the classroom. B. After our English class was over.

C. It was about the sports meeting.

III.听对话和问题，选择适当的选项。

( )11. A. Something B. The shoes C. To pay for the shoes.

( )12. A. At seven. B. At six. C. At eight.

( )13. A. In a hotel. B. In a hospital. C. At a train station.

( )14. A. Ten minutes B. Twenty minutes. C. Fifteen minutes.

( )15. A. The girl in a red coat. B. The girl in a yellow sweater. C. Linda’s sister.

IV.听短文，对话和问题，选择正确答案。

( )16. A. Tom’s uncle. B. Tom’s brother. C. Tom’s sister.

( )17. A. At Tom’s house. B. At Tom’s sister’s house. C. At Tom’s uncle’s house.

( )18. A. At about 2 o’clock this morning.

B. At about 3 o’clock this morning.

C. At about 1 o’clock this morning.

( )19. A. The front of the house. B. The back of the house.

C. The outside of the house.

( )20. A. They wanted to spend less money. B. The house is very easy to paint

C. No one else could do the work well.

V.单项选择

( )21.Wu peng won the girls race in the schoolsports meeting last week.

A. 100 metres B. 100-metres C. 100 metre D. 100-metre

( )22. Paris is one of cities in the world.

A. more beautifully B. more beautiful C. the most beautifully D. the most beautifully

( )23. ---- Peter, do you visit your grandparents? ------twice a month.

A. how long B. how soon C. how often D. how far

( )24. woman in a purple skirt is Betty’s mother.

A. The B. A C. An D 不填

( )25、--How do you go to the zoo tomorrow?

---If it ____ tomorrow, I’ll go there by car.

A rains B rain C raining D will rain

( )26、______ film it is!

A How funny B What funny C How a funny D What a funny

( )27. Tom speaks English very well. He in China since 2002.

A. stays B. stayed C. is staying D. has stayed

( )28. He has failed a few times, but he won’t .

A. get on B. come on C. give up D. get up

( )29. ----- Is the environment good around your city ?

----- Yes. Many trees here every year.

A. are planted B. plant C. planted D. be planted

( )30. Hi, Kate. What made you the sad news again?

A. think of B. think about C. think over D. think out

( ) 31.---What are you going to do this afternoon?

---I’m not sure. I go swimming with my friend.

A. may B. can C. may be D. must

( )32.Tom, together with his parents the yard when I saw him.

A. is cleaning B. was cleaning C. are cleaning D. were cleaning

( )33.It will about half an hour to get to the zoo by bus.

A. spend B. take C. pay D. cost

( ) 34.Remember ______ the book in time when you have finished _____ it .

A, to return…reading B, returning…reading

C, returning…to read D, to return…to read

( )35. You had better _____ home at once . Don’t keep your mother _____ .

A, to…wait B, going…waiting C, to go…to wait D, go…waiting

( )36.We believe scientists will a way to solve the problem of air pollution.

A. set off B. put off C. come up with D. catch up with

( )37.He’s been to the Great Wall, ?

A. is he B. does he C. hasn’t he D. has he

( )38.Kunming is famous its nice weather. I will go there to spend the summer holiday.

A. in B. as C. for D. with

( ) 39.---Whose desk is that?

---It’s desk.

A. Tom and Kate’s B. Tom’s and Kate’s C. Tom’s and Kate D. Tom and Kate

( )40. When I went to say goodbye to Anna, she the piano.

A. is playing B. plays C. was playing D. played

VI.完形填空(本大题共10分，每小题1分)

Jody was ten years old when he decided he needed a job. He thought it might be 41 to raise (养) worms. He could sell them to farmers and people who fished. So in 42 , he bought many worms. But that winter the cold weather killed all the worms because he had not 43 them in a warm place.

The next spring Jody 44 again. He bought more worms, which he took good care of. When winter came, he took them inside 45 they would stay warm. Many people bought his worms.

One day when Jody was twelve, he got a letter. It was frome state (州) of New York. The letter said, “ Everyone who 46 things has to pay taxs (税)!” Jody made only one dollar selling worms. But he still 47 to pay part of that money to the state. He told many people in his town what had 4 8 . Soon some people from a television station 49 with Jody. Many people saw it and they began to write letters to the state. The letters now said that the law was 50 . Finally the law was changed. Children like Jody can now sell things without paying money to the state.

41. A. boring B.lucky C. fun D. impossible

42. A. autumn B. spring C. winter D. summer

43 A. caught B. found C. hidden D. put

44. A. tried B. waited C. failed D. practised

45. A. before B. until C. though D. so

46 A. buys B. sells C. keeps D. presents

47. A. hoped B. wanted C. had D. remembered

48. A. followed B. appeared C. happened D. continued

49. A. talk B.visit C. quarrel D. work

50. A. common B. unfair C. different D. useless

VII.阅读理解(本大题共40分，每小题2分)

A

HAVE you ever thought of being able to fly around the world in a few hours though it is about 40,000 kilometers? Now, maybe you can. Last Saturday, the American X-43A airplane made its first flight. It reached a speed of 8,000 kilometers an hour. This makes it the fastest plane in the world. X-43A is only three to four meters long, but it’s very heavy: it weighs 1,270 kilos.

HOW old can an insect be? 400 million years! Last Wednesday, scientists found the world’s oldest insect fossil(化石) in Britain. The fossil shows that the body of the insect was as big as a piece of rice and had wings(翅膀). In the past, people thought the earliest insect was 380 million years old.

THERE will be a new “star” in the sky soon. China plans to send a satellite(卫星) into space be September 2009. It will stay in space for one year. It will go around the moon and take pictures. It must be very expensive, right? That’s for sure -1.4 billion yuan!

YUAN Longping, the father of hybrid rice (杂交水稻), won the World Food Prize on Monday. Yuan developed the world’s first popular and widely grown hybrid rice. Hybrid rice plants can make more rice than the ones people grew before.

51. If the X-43A goes round the Eath, it will take about _______ hours to finish the trip.

A.3 B.5 C.8 D.12

52. The newly-found insect fossil showed that the earliest insect was _______ years older than believed.

A.10 million B.400 million C.20 million D.380 million

53. Which of the following about the new star is NOT true?

A. It will go into space by September 2008.

B. It will stay in space for twelve months.

C. It costs a lot. D. It will go around the moon.

54.Yuan Longping won the World Food Prize because he ______.

A. is the father of his children B. likes to eat hybrid rice

C. developed the world’s first popular and widely grown hybrid rice

D. grows more rice than others

55. The above paragraphs are taken from _______.

A. a story B. an advertisement C. an explaining writing D. a newspaper

B

We,ve Moved!

Please come to the party in our new house.

8:00pm.on November 5

Betty and Jack

Add:31 Station Street

Tel:342-1525

E-mail:betty12@email.net Must Sell $275

Best washing machine

Only 6 months old

Owner going abroad

Call Mike Green

Add:10 Park Street

Tel:342-2691

E-mail:mikegreen@hotmail Smith,s Book Club

New and old books

Over 1,000 kinds

Good coffee and tea

Open every day 10:00 to 22:00

Add:15 North Street

Tel:342-7391 or 342-7350

E-mail:smith15@yahoo

( )56. If you want to go to Betty and Jack,s party, you can call .

A.342-1525 B.342-7391 C.342-2691 D.342-7350

( ).57 Mike Green has to sell his washing machine because .

A. he wants to buy a new one B. he will go abroad

C. he wants to buy a new house D. There,s something wrong with it

( ).58. Smith,s Book Club is open a day.

A.8 hours B.10 hours C.12 hours D.20 hours

( ).59 If you want to read some books, you can go to .

A.31 Station Street B.15 North Street

C.10 park Street D.15 Apple Street

( ).60 You can use the e-mail mikegreen@hotmail. com if you want to .

A. read some books B. go to a family party

C. drink some good coffee D. buy a washing machine

C

Yesterday and Today

Life in the twenty-first century will be different from life today. Between then and now many changes will take place, but what will the changes be?

The population is growing fast. There will be many people in world and most of them will live longer than people live now.

Computers will be much smaller and more useful, and there will be at least one in every home. And computer studies will be one of the important subjects in schools then.

People will work fewer hours than they do now and they will have more free time for sports, watching TV and travel. Traveling will be much cheaper and easier. And many more people will go to other countries for holidays.

There will be changes in our food, too. More land will be used for building new towns and houses for all the people. Then there will be less room for cows and sheep, so meat will be more expensive. Maybe no one will eat it every day. Instead they will eat more fruit and vegetable. Maybe people will be healthier.

Work in the future will be different, too. Dangerous and hard work will be done by robots. Because of this, many people will not have enough work to do. This will be a problem.

根据短文内容选择最佳答案：(10%)

( ) 61. In the next century people don’t’ have to ______________.

A. work long hours B. work fast

C. walk on foot D. eat meat

( )6 2. People may not eat _____________as much as they do today.

A. fruit B. fish C. meat D. rice

( )6 3. One big problem in the future is that __________.

A . many people don’t have to work

B. many people will not be able to find work

C. people won’t have enough food to eat

D. all the work will be done by robots

( )6 4. Every family will have at least one ________ in the next century.

A. robot B. cow C. TV set D. computer

( ) 65. In the future _________________.

A. traveling will be more expensive

B. computers will be less important

C. people will be too busy to do sports.

D. computers will be much smaller.

D

If someone says to you “give me five”, you do not really search your pocket to get five yuan! ___66____ The person is not asking for your money, but your fingers.

____67___ You can see it often in films or on TV. It means the slapping(拍) of each other’s raised (举起的) right hands together.

__68____ For example, a student has got high scores分数 in exams or a person wins a lottery ticket(彩票). If a football team wins a game, the players will give the high five to everyone around to celebrate.

This gesture手势 may come from the old Roman gesture of raising the right arm for the emperor(皇帝). This showed that the person raising his arm did not have a sword (匕首) in his hand.

69

A. In the US, “give me five” or “give me the high five” is a popular gesture.

B. People do it when they meet for the first time or something happy happens

C. It will make others laugh!

D. .Why not try to give the high five to your friends?

70. The passage mainly tells us that “give me five” is a gesture to _______.

A. ask for money B. make people laugh

C. celebrate success D. invite your friends to dinner

听力部分(第二节)

VIII.听短文填写表格。

你将听到一段短文，请根据短文内容，完成中的有关信息。

City Weather Temperature(℃)

Beijing 71. 1 to 6

Tianjin fine 72.

Shanghai 73. 7 to 13

Fuzhou Rainy 74.

Guangzhou 75. 12 to 20

IX.词语运用(共5小题，每小题1分)

根据下列句子的意思及所给的汉语提示，写出空缺处单词，固定短语或固定搭配的正确形式。

76. Mrs. Smith smiled 幸福 when he received a present .

77. Alice is so nice that everyone likes to 交朋友with her.

78. Keep 微笑and have a happier, healthier, and better life.

79.Thank you for ________(借) me your bike.

80.We _______ ( 自豪) being Chinese.

X.基础写作 A 连词成句

1. is, new, where, library, the (?)

__________________________________________________

2. the, they, Internet, searching, are (.)

__________________________________________________

3. him, weekdays, see, to, I, on, often, ride, school (.)

__________________________________________________

4. please , pass , a , book , you , will , me ,?

5. me , computer , a , grandpa , my , yesterday , bought ,.

B.写作. (10分)

在你成长过程中，家人(父母、祖父母等)倾注了大量的心血。他们对你的生活和学习除了给与关心帮助，也会提出一些建议。

请根据你的情况，用简短的文字谈谈你的家人给予你的关心、帮助或建议以及你的想法。

要求： ① 词数60左右(不包括文中第一句话所给出的词)。

② 条理清楚，语意连贯，句式规范，字迹工整。

③ 文中不得出现真实的人名、校名等相关信息。

参考词汇：be strict with sb. 对某人严格要求 allow sb. to do sth. 允许某人干某事

________is/are very kind and helpful.

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