unit4 real life skill
九年级下册译林版unit4知识点大全
九年级下册译林版unit4知识点大全九年级下册译林版英语教材的Unit 4涵盖了许多重要的英语知识点。
本文将整理这些知识点，并进行详细讨论，以帮助同学们更好地理解和掌握课程内容。
一、课文内容回顾Unit 4的课文主题是“Great inventions that changed our lives”，介绍了几项重要的发明，包括互联网、手机和电视。
课文内容对这些发明的功能、起源和影响进行了探讨。
二、课文中的主要词汇1. invention: 发明2. communication: 交流3. access: 接入4. global: 全球的5. connect: 连接6. worldwide: 全世界的7. handy: 方便的8. revolution: 革命9. broadcast: 广播10. entertainment: 娱乐这些词汇是理解课文内容的关键部分，同学们在复习时要着重记忆和巩固。
三、重点句型分析1. The internet has changed the way we live.这句话强调了互联网对我们生活方式的改变。
我们可以根据这个句型描述其他发明对生活的影响，例如“The invention of smartphones has revolutionized the way we communicate.”2. Without the internet, we can't get access to a lot of information.本句中的“without”表示没有某样东西，我们无法得到某种结果。
这个句型可以用来表达其他事物的重要性。
3. The radio is still a popular way of entertainment.这句话说明了广播的受欢迎程度。
我们可以利用这个句型来描述其他娱乐方式的流行程度，例如“Books are still a popular way of entertainment among young people.”四、重点语法知识1. 现在进行时课文中有许多动词是使用现在进行时来描述动作，例如“are changing”，“is using”。
新课标人教版英语九年级unit4
新课标人教版英语九年级unit4
新课标人教版英语九年级Unit 4的主题是“青少年问题”。
在这个单
元中，学生将学习如何表达和讨论青少年面临的各种问题，以及如何
寻求帮助和解决问题。
以下是这个单元的主要内容和学习目标：
1. 词汇学习：学生将学习与青少年问题相关的词汇，如“stress”
（压力）、“pressure”（压力）、“worry”（担忧）、“support”（支持）、“balance”（平衡）等。
2. 语法重点：本单元将复习和巩固一般现在时和一般过去时的使用，
同时引入一些新的语法结构，如条件句和比较级。
3. 阅读理解：通过阅读关于青少年问题的文章和故事，学生将提高他
们的阅读理解能力，并学习如何从文本中提取关键信息。
4. 听力理解：学生将通过听关于青少年问题的故事和对话来提高他们
的听力技能，同时学习如何从听力材料中获取信息。
5. 口语表达：通过角色扮演和小组讨论，学生将练习如何用英语表达
自己的感受和想法，以及如何就青少年问题进行有效的沟通。
6. 写作技巧：学生将学习如何写一封信或电子邮件来表达自己的问题
和寻求帮助，同时练习使用恰当的语言和格式。
7. 文化意识：通过探讨不同文化中青少年问题的处理方式，学生将增
强对多元文化的理解和尊重。
8. 学习策略：学生将学习如何有效地组织和规划学习时间，以及如何
利用各种资源来提高学习效率。
通过本单元的学习，学生不仅能够提高英语语言技能，还能够更好地理解和应对青少年时期可能遇到的问题，为他们的个人成长和社交技能打下坚实的基础。
初中英语九年级下册(牛津译林版)Unit4Studyskills教学设计
师：Next, we will learn some reading strategies. By using these strategies, we can improve our reading efficiency and understanding.
2.学生在小组内分享阅读心得，讨论文章的主旨大意和支撑细节，并选取一名代表进行汇报。
师：After discussing, each group should share your reading experiences and tell us the main idea and supporting details of the passage.
1.培养学生正确的学习态度，使他们认识到学习英语的重要性，激发他们学习英语的内在动力。
2.通过学习本章节内容，使学生认识到良好的学习习惯和技巧对于提高学习效率的重要性，从而培养他们自觉养成良好的学习习惯。
3.引导学生学会合作与分享，培养他们的团队精神，让他们在合作中体验到学习的乐趣，增强自信心。
4.培养学生热爱生活、积极向上的价值观，使他们能够将所学知识运用到实际生活中，提高他们的生活质量。
师：Please hand in your exercises, and I will give you feedback later.
（五）总结归纳（500字）
1.教师引导学生回顾本节课所学内容，总结学习技巧和阅读策略的重要性。
师：Today, we have learned some study skills and reading strategies. Can you tell me why they are important in our learning process?
凤凰职教中职英语book4 unit3 reallife skills
I hadn’t realized she was foreigner until she spoke.
People do not know the value of freedom ____ they lose it.
A.untilB. when C. since D. as
(1)What types of people often suffer from prejudice?
(2)What kinds of things are people often prejudiced about?
(3)In what way can we stop prejudice in society?
If引导的条件状语从句，主将从现
I don’t know if he ____ tommorrow, if he _____ tommorrow, I will call you.
A.will come; comes
es; will come
C.will come; will come
es; comes
useful expressions Language points
教学环节
教学内容
教学活动过程
Step 1: Brainstorm
What does “minute” mean in the following sentence?
Q:We ares of the last meeting.
A.something enough interesting
B.enough interesting something
C.something interesting enough
Unit4 Study skills 教案2020-2021学年牛津译林版英语九年级下册
Unit 4 Life on Mars
Study skills
I. 教学目标和学习目标
在课程结束时，学生应该能够：
1. 了解自我评估的用法；
2.完成自己的自我评估；
3.根据自我评估制定学习计划。
II. 课程重点和预测的难点
制定学生自己的学习计划。
III.教学程序
Step 1 Lead-in
1. 畅谈
T：你对你的英语学习满意吗？
如果你的回答是“是”，你能告诉我为什么吗？
如果您的答案是“否”，那么您在学习英语、听、说、读或写方面的弱点是什么？
2. 什么是自我评估？
T：做自我评估就是思考自己的学习，找出自己的长处和短处。
这可以帮助您制定计划以改善您的学习方式。
Step 2 Presentation
1.阅读Kitty的自我评估
T：阅读Kitty的自我评估并回答以下问题。
(1) Kitty 经常在课堂上说英语吗？
(2) 她在英语学习中经常犯哪些错误？
(3) Kitty 英语听力好吗？
(4) 她在英语学习上有什么问题？
2.阅读Kitty的学习计划
T：Kitty根据自我评估制定了学习计划。
你怎么看她的想法？你对她有什么更好的想法吗？
Step 3 Production
1. 填写您自己的自我评估表
2. 制定自己的英语学习计划
T：然后写下你自己的英语学习计划。
如果你有任何困难，你可以向你的伴侣或我寻求帮助。
IV. Homework
完成学习计划。
凤凰职教中职英语book4 unit2 reallife skills
系部
财经商贸系
课程
英语
任课教师
陆
教材
江苏省职业学校文化课教材第四册
章节
Unit2 That Must be Hard on You
课题
Real life skills（2课时）
课型
New
修改日志
创建时间：
创建人：
备注：
修改情况：
教学目标
Students are able to :
know how to deal with the relationships with the others.
A.to B. for C. aboutD. of
6.It depends upon their experiences, ability and personality.
(1)depend on/upon依赖，依靠
(2)experience n.体验（不可数）；经历（可数）
experience sth v.体验
People do not know the value of freedom ____ they lose it.
A.untilB. when C. since D. as
4.Itmakes no differenceto you at all.不起作用，不产生影响
They are now in great need of help, so your support will certainly make a ____.
Based on what you have discussed, anwer the following questions.
(1)What types of people often suffer from prejudice?
译林版九年级下册英语Unit4Studyskills部分课文翻译
译林版九年级下册英语Unit4 Study skills部分课文翻译在译林版九年级下册英语Unit4 Study skills的课文即将学习之际，同学们要准备哪些部分课文翻译呢?接下来是店铺为大家带来的关于译林版九年级下册英语Unit4 Study skills部分课文翻译，希望会给大家带来帮助。
译林版九年级下册英语Unit4 Study skills部分课文翻译(一) To do self-assessment means to think about your studies in order to find out your strengths and weaknesses. This can help you make a plan to improve the way you study.自我评价指反思你的学习，从而找出你的强项和弱项。
这能够帮助你制订一个计划，改进你的学习方法。
Kitty is completing a self-assessment form to find out how she is doing with her English study. Read her results in the table below. 基蒂正在完成一个自我评价表，以便找出她的英语学习如何。
阅读下表中她的结果。
译林版九年级下册英语Unit4 Study skills部分课文翻译(二) After doing the self-assessment,Kitty is making a plan for studying English Read her plan Do you think she has some good ideas?做完自我评价后，基蒂正在制订英语学习计划。
阅读她的计划，你认为她有一些好的想法吗?I often speak English well in class，but I still need to practise more.在课堂上，我通常说英语说得很好，但我仍然需要多练习。
译林版9年级英语上册优质教案优质课件第4课Unit4
译林版9年级英语上册优质教案优质课件第4课Unit4一、教学内容本节课我们将学习译林版九年级英语上册第四单元，主题为“生活乐趣”。
具体涉及章节为Unit 4 Reading，详细内容为理解并运用描述个人兴趣和业余活动相关词汇和句型。
二、教学目标1. 让学生掌握描述个人兴趣和业余活动词汇和句型。
2. 培养学生阅读理解能力，提高他们听说读写技能。
3. 鼓励学生积极参与课堂活动，主动与他人分享自己兴趣爱好。
三、教学难点与重点1. 教学难点：正确运用词汇和句型描述个人兴趣和业余活动。
2. 教学重点：理解文章内容，掌握相关词汇和句型。
四、教具与学具准备1. 教具：PPT、黑板、录音机、磁带。
2. 学具：教材、练习本、彩色笔。
五、教学过程1. 导入：通过展示一组图片，让学生猜测图片中人物业余生活，引发学生对本节课主题兴趣。
2. 阅读前：引导学生复习与兴趣爱好相关词汇，为新课学习做好准备。
3. 阅读中：a. 学生自主阅读文章，理解文章大意。
b. 学生回答教师提出问题，检查阅读理解。
c. 教师引导学生关注文章中重点词汇和句型，并让学生进行实际操作。
4. 阅读后：a. 学生进行小组讨论，用所学词汇和句型描述自己兴趣爱好。
b. 各小组进行展示，全班分享。
5. 例题讲解：针对学生易错词汇和句型，进行讲解和举例。
6. 随堂练习：设计相关练习，让学生巩固所学内容。
六、板书设计1. Unit 4 Life Fun2. 重点词汇和句型3. 学生展示环节示例七、作业设计1. 作业题目：a. 用所学词汇和句型描述自己兴趣爱好，不少于80词。
b. 根据文章内容，回答相关问题。
2. 答案：b. 文章问题答案。
八、课后反思及拓展延伸1. 反思：关注学生在课堂上参与度，解他们学习需求，调整教学方法。
2. 拓展延伸：a. 鼓励学生在课后收集有关兴趣爱好方面资料，进行分享。
b. 布置小组任务，让学生合作完成一篇关于业余活动短文。
重点和难点解析：一、教学内容选择与组织1. 紧扣教材章节：我选择Unit 4 Reading部分，因为它涵盖描述个人兴趣和业余活动核心词汇和句型，有利于学生掌握实际生活中英语应用。
牛津译林版英语九年级下册《Unit4LifeonMarsIntegratedskills》说课稿2
牛津译林版英语九年级下册《Unit 4 Life on Mars Integrated skills》说课稿2一. 教材分析《牛津译林版英语九年级下册》Unit 4的主题是“Life on Mars Integrated skills”，本课的主要内容是讨论火星上的生活以及人类对火星探索的期待。
教材通过丰富的图片、图表、阅读材料等形式，引导学生了解火星的基本情况，以及科学家们对火星生命存在的猜测和研究。
本课旨在提高学生对科普文章的理解能力，培养学生运用英语进行信息获取和交流的能力。
二. 学情分析九年级的学生已经掌握了基本的英语语法和词汇，具有较好的英语阅读和写作能力。
他们对未知事物充满好奇，对科技话题感兴趣，但同时也存在一定的阅读难度和科学背景知识缺乏的问题。
因此，在教学过程中，需要关注学生的个体差异，调动他们的学习积极性，帮助他们理解和掌握课文内容。
三. 说教学目标1.知识目标：学生能理解火星的基本情况，掌握与火星探索相关的词汇和表达方式。
2.能力目标：学生能运用英语进行阅读、听力、口语和写作，提高信息获取和交流的能力。
3.情感目标：学生通过对火星探索的学习，培养对科学的热爱和好奇心，增强环保意识。
四. 说教学重难点1.重点：学生能理解课文内容，掌握相关的词汇和表达方式。
2.难点：学生能运用英语进行信息获取和交流，理解科学家们对火星生命存在的猜测和研究。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，提高英语应用能力。
2.教学手段：利用多媒体课件、网络资源、小组讨论等手段，激发学生的学习兴趣，提高课堂参与度。
六. 说教学过程1.导入：通过展示火星的图片和视频，引导学生关注火星，激发学习兴趣。
2.读前活动：学生预览课文标题和图片，猜测课文内容，激发阅读欲望。
3.读中活动：学生阅读课文，回答问题，讨论课文内容，巩固知识点。
4.读后活动：学生进行小组讨论，探讨火星探索的意义和自己的看法，进行口头报告。
牛津译林版英语九年级下册Unit4Integratedskills教学设计
难点：如何帮助学生克服听力过程中的焦虑情绪，提高听力理解水平，特别是在长对话和复杂语境中。
3.重点：通过口语交流，培养学生的英语思维和表达能力。
难点：如何引导学生进行高质量的口语互动，提高口语表达的准确性和流利性。
4.重点：通过写作训练，提升学生的篇章组织能力和句子构建技巧。
接着，我会解释这两个时态的用法，并结合实际语境，让学生进行例句仿写。此外，针对本节课的重点词汇和短语，如“achieve one's goal”, “set an example”, “make a difference”等，我会通过图片、例句和语境，帮助学生理解和记忆。
（三）学生小组讨论
在学生掌握了新知识后，我会组织他们进行小组讨论。将学生分成若干小组，每组选择一个成功人士的案例，讨论以下问题：
2.学生能够掌握一般过去时和现在完成时的用法，运用这两种时态描述过去发生的事情以及对现在造成的影响。
3.学生能够在听力活动中，抓住关键信息，提高听力技巧，如：预测、关键词识别等。
4.学生能够在口语交流中，用英语表达自己的目标和计划，以及为实现目标所采取的行动。
5.学生能够在写作中，运用所学知识，描述一个成功的案例，并表达自己的观点和感悟。
1.写作作业：请学生结合课堂讨论的成功人士案例，运用一般过去时和现在完成时，写一篇关于自己目标的英语短文。要求短文结构清晰，观点明确，不少于80词。
2.口语作业：学生与家长或朋友合作，进行一次关于“achieve one's goal”的英语对话。要求双方分别扮演成功人士和采访者，用英语进行提问和回答，录音后提交。
3.针对听力训练，设计不同难度的听力任务，逐步提高学生的听力水平。在听力过程中，引导学生运用预测、关键词识别等听力策略，提高听力效果。
人教版高中英语必修四-Unit-4-Body-L精选全文完整版
可编辑修改精选全文完整版高中英语教学设计教学过程设计活动内容StepII导入A. Group Discussion The Different Ways of Communication ( 3 min )Hold an activity of group discussion among the class on the question “What are the different ways of ofcommunicating in daily life?”Divide the class in to 8 groups, and give them 2 minutes for discussion about the above question. After discussion, several students will be asked to express their ideas. The teacher will add their answers around the circle.Blackboard Design (板书设计)In the center of the circle ,there will be the words “different ways of communicating …” and the teacher will aid their answers around the circle. They are also supposed to give an example for their answers.Possible Answers AreBy talking, speaking, phoning, writing letters, sending e-mails, using gestures, etcB. The Teacher ’s Categorizing of The Students ’ Answers ( 1 min )In this step, the teacher will try to help the students to categorize their answers, making them know that body language is as important a way as spoken or written language in communication.Blackboard Design (板书设计)Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors for her success in her life?”writingtypi ngSpoken languageWritten languageBody language gesturingspeakingringingverballanguageNon-verballanguageThe life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language, Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shapeof our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C. Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by usinggestures.D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.Victory! Ok !Be quiet! You!Threatening No. sixThank you ！ Congratulations!E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sorrown ess…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I give up!OK!You are asking help from this woman…You are saying “Will you give up!”…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteers will make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。
新版牛津版2020-2021学年九年级英语下册Unit4LifeonMarsIntegratedskillandStudyskills教案
Unit4 Integrated skill and Study skills一、教学目标1. 听一段电视节目广告，从中获取信息，完成笔记。
2. 补全一段对话。
3. 讨论火星生活的利弊并表达个人见解。
4. 学会略读和寻读一篇文章，找到重要信息。
二、教学内容1. 单词：carry out, percentage disadvantage, risk。
短语：live on another planet, be worried about, be afraid of, after all, get ill, a different kind of, make a plan to, enjoy doing, make mistakes, keep an English diary, new grammar rules, get good grades, keep doing, write down, listening skills。
句型：(1)It started with a discussion about a guide to living on Mars.(2)Some students said living on another planet such as Mars would be very interesting.(3)However, some other students were worried about living there.(4)I’m not sure if it’s worth the risk. It worries me.(5)I need to work harder to learn new words and grammar rules. I plan to copy the new words in my notebook and read them every morning.(6)Grammar rules are difficult, so I will keep an English diary and try to use the new grammar rules I have learnt.三、重点难点1. 掌握相关的词汇。
牛津译林版英语九年级下册《Unit 4 Life on Mars Integrated skills
牛津译林版英语九年级下册《Unit 4 Life on Mars Integrated skills》说课稿5一. 教材分析《Unit 4 Life on Mars Integrated skills》是人教版牛津译林九年级下册的一篇课文。
本节课的主要内容是讨论火星上的生活，通过阅读文本，学生将了解到科学家们对火星上是否存在生命的探索和研究。
文本主要包括火星探测器的发现、火星环境的特点以及人类在火星上生活的可能性。
本节课的学习将帮助学生拓展视野，了解科学前沿，提高学生对科普文章的理解能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语词汇和句型。
然而，对于一些专业科学术语和复杂的句子结构，学生可能存在理解困难。
因此，在教学过程中，教师需要关注学生的个体差异，针对不同学生的学习需求进行教学设计。
三. 说教学目标1.知识目标：学生能够理解课文的主要内容，掌握相关的科学术语和句型结构。
2.能力目标：学生能够运用所学的词汇和句型，进行相关的口语表达和写作练习。
3.情感目标：通过学习课文，学生能够激发对科学的兴趣，培养对未知的探索精神。
四. 说教学重难点1.重点：学生能够理解课文的主要内容，掌握相关的科学术语和句型结构。
2.难点：学生能够运用所学的词汇和句型，进行相关的口语表达和写作练习。
五. 说教学方法与手段1.教学方法：采用任务驱动法，让学生在完成具体任务的过程中，理解和掌握课文内容。
2.教学手段：利用多媒体课件，展示相关的科学图像和视频，帮助学生更好地理解课文内容。
六. 说教学过程1.导入：通过展示火星探测器的图片，引导学生思考火星上的生活，激发学生的学习兴趣。
2.阅读理解：学生自主阅读课文，回答相关问题，检查学生对课文内容的理解程度。
3.词汇学习：教师引导学生学习课文中的科学术语和句型结构，帮助学生掌握相关知识点。
4.口语表达：学生分组讨论，运用所学的词汇和句型，进行相关的口语表达练习。
牛津译林版英语九年级下册《Unit 4 Life on Mars Integrated skills
牛津译林版英语九年级下册《Unit 4 Life on Mars Integrated skills》教学设计5一. 教材分析《Unit 4 Life on Mars Integrated skills》是人教版牛津译林英语九年级下册的一篇课文。
本节课的主要内容是讨论火星上的生活，通过阅读和听力练习，让学生了解科学家对火星生命的探索和研究。
教材内容丰富，插图生动，激发了学生对未知世界的好奇心，同时也培养了学生的科学素养。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语语法和词汇。
然而，对于一些专业术语和复杂的句子结构，学生可能还有一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，尽量用简单明了的方式进行讲解，同时激发学生的学习兴趣，让他们在轻松愉快的氛围中学习。
三. 教学目标1.知识目标：学生能够掌握相关词汇和短语，如“life on Mars”，“extraterrestrial life”，“robotic probe”等；能够理解并运用一般现在时和现在进行时描述科学家对火星的探索和研究。
2.能力目标：学生能够听懂、读懂关于火星生活的文章，并能够运用所学知识进行口头和书面表达。
3.情感目标：培养学生对科学的热爱和好奇心，鼓励他们勇于探索未知世界。
四. 教学重难点1.重点：学生能够掌握相关词汇和短语，理解文章大意，运用一般现在时和现在进行时描述火星生活。
2.难点：学生能够理解文章中的一些专业术语和复杂的句子结构，如“The probe, which was launched in 2004, has sent back a large amount of data that scientists ar e studying carefully.”五. 教学方法1.任务型教学法：通过设置各种任务，让学生在实践中学习和运用语言。
2.情境教学法：创设生动、有趣的情境，激发学生的学习兴趣。
中职英语高教版基础模块一 Unit 4 School Life 说课课件
二 整体介绍
三 教学环节
四 板书设计
五 教学反思
Teaching
1Material
Analysis
教学 材料 分析
2Students
Analysis
学生 分析
3Teaching
Objectives 教学目标
Important
4 and Difficult Points
重难点
Teaching and
5Learning
have fun
一 理论基础
二 整体介绍
三 教学环节
四 板书设计
五 教学反思
教材分析 学生分析 教学目标
重难点 教学方法
职场语言 沟通
思维差异
跨文化理 解
自主学习
2.在学校生活语境中，能够获取职 业高中的日常学习、实践、兴趣的 相关信息。
3. 运用以下核心句型与同伴交流并 介绍日常学校生活。
We study/learn/practice/get… We prepare ourselves for… We have all kinds of activities… We choose … from…
• 整合本文的表述与逻辑结构； • 引导学生积极看待学校生活。
反 对
5作业
评价
• 学生能分析、总结文章逻辑； • 学生能根据所学知识，表述自己的看法。
一 理论基础 1导入
二 整体介绍
三 教学环节
四 板书设计
五 教学反思
2读前
想象 创造
Imagine Create
3读中
4读后 5作业
目的 评价
• 引导学生对今后三年的职高生活作出计划； • 加深对宣传单结构的记忆并使用。
译林版英语九年级下册Unit4知识点
译林版英语九年级下册Unit4知识点Unit 4 Knowledge Points in English Textbook for Grade NineIn the ninth grade of the Yilin English textbook, Unit 4 covers a wide range of knowledge points that are essential for students to master. This unit primarily focuses on topics related to geography, weather, and environmental protection. In this article, we will explore these knowledge points in depth, providing a comprehensive understanding for students.One of the first key concepts discussed in this unit is topography. Topography refers to the physical features of a certain area, such as mountains, rivers, and plateaus. Understanding topography is crucial as it allows students to comprehend geographical maps and evaluate the characteristics of a particular region. In order to enhance learning, teachers can guide students to analyze various topographic maps and identify different landforms. This will not only improve their observation skills but also provide them with practical knowledge about the world.Moving on, weather is another essential topic in this unit. Students are introduced to various weather conditions and different types of climates. By studying weather patterns and climate zones, students cangain a deeper understanding of meteorological phenomena and climate changes. They will learn how to read weather forecasts and comprehend the factors that contribute to weather conditions. For instance, students can explore the impact of geographical location, elevation, and wind patterns on weather variations. This knowledge helps students to appreciate the complexity and diversity of the Earth's climate systems.The unit also covers the theme of environmental protection, raising awareness about the importance of preserving our planet. Students learn about sustainable development and the consequences of environmental degradation. They are encouraged to reflect on their own behaviors and actively participate in environmental protection activities. Through case studies and class discussions, students can gain insights into global environmental issues, such as deforestation, air pollution, and climate change. It is imperative to foster a sense of environmental responsibility in our students, as they are the future guardians of our planet.In addition, Unit 4 incorporates the study of energy resources. Students explore different types of energy and their impact on the environment. They learn about renewable and non-renewable energy sources, such as solar power, wind energy, fossil fuels, and nuclear energy. By understanding the advantages and disadvantages of theseenergy sources, students can make informed choices and advocate for the use of sustainable energy. In this unit, students are also introduced to innovative solutions for energy conservation, such as smart grids and energy-efficient technologies.Lastly, the unit emphasizes the importance of critical thinking and problem-solving skills. Students are encouraged to analyze real-life situations related to geography, weather, and environmental protection. Through interactive activities and group discussions, they develop their analytical and creative thinking abilities. For example, students can engage in debates about the pros and cons of constructing a dam in a specific region, considering both the economic benefits and potential environmental impacts.In conclusion, Unit 4 of the ninth-grade English textbook provides students with a comprehensive understanding of various knowledge points related to geography, weather, and environmental protection. Through the exploration of topography, weather patterns, and climate zones, students enhance their geographical knowledge. They also gain insights into environmental issues and renewable energy resources, fostering their sense of environmental responsibility. Furthermore, the emphasis on critical thinking and problem-solving skills equips students with the necessary tools to analyze complex situations. As students engage in these topics, they become more informed globalcitizens who are capable of making positive contributions to society and the environment.。
Unit 4 第4课时 skills九年级英语上册(牛津译林版)
这H是av一e y个ou犹e太ver少r女ea的d t独hi白s 。 只bo要ok我—还—活T着he，d能iar看y o到f a这 阳yo光un，g 这gir无l (云《的安天妮空日，我 就记不》可)?能不幸福。 安世H妮界ow用上d独的o y特每ou的个t美人hin丽都k文感of字动it?使。
Born: June 1929 Died: March 1945 Nationality: German
World War Ⅱ broke out in Europe in 1939 and ended in 1945. life changed for everybody,
including women and (1) _c_h_i_ld_r_e_n_ because of the war. About (2)7_2_m__il_l_io_n_ people lost their
lives during the war. The Diary of a Young Girl was written by a girl named Anne Frank. It was published in (3)
__1_9_4_7____ and has been translated into (4) ____6_7___ languages since then. The diary has
的观点；训练学生听说的技能，逐步掌握听力技巧。
3 通过听说练习，培养学生在成长过程中无论遇到什么困难都永不言弃的精神。
Words: record victory spirit German thought courage symbol Jew survive admire
Phrases: break out lose one’s lives translate into a record of that time write down… die of/ from a symbol of… in fear of… get away from… survive the war
九年级下册(初三下期)英语 Unit 4 Integrated skills(教案)
9下Unit 4 Life on Mars教学过程【预学探标】一、预学成果翻译下列短语1．搬到地球上去2．害怕见到外星人3．由于生活在那儿生病4．与地球上的情形不同5．在太空中旅游6．打开电视二、预学检查1. 根据预学，预测: What will we learn today?2. 出示学习目标。
三、在预习过程中你遇到困难了吗？相信你在学习过程中一定能解决的！【互学析标】Lead in : Ask students to talk about life on Mars.Task 1: Pre-listeniing1.Explain Part. A1 to students. Daniel is going to watch a TV programme. On the programmepeople will discuss what it might be like to live on Mars. Tell students that they should find all the information they need to complete Daniel’s notes by listening carefully.2.Play the recording of Part A1 for the students to listen. It can be played twice, The first timefor them to listen carefully and find the information that they need，the second for them to check the answers. Discuss the answers in pairs. Then ask five students to present their answers to the whole class for them to point out the mistakes if there is any.Task 2: While-listening1.Explain Part A2 to students. Daniel is watching the TV program，and it is a discussion aboutthe advantages and disadvantages of living on Mars. Students should listen carefully and complete the notes.2.Play the recording for the students to listen. Play twice for them to get information and checkthe answers.Task 3: Post-listeningAsk students to do Exercise Part A3 on their own. Then have them practice the conversation in pairs. Ask two groups to act out the conversation in front of the class. For stronger students，they are expected to close the books and act out the conversation.【促学化标】Speak upTask 5: Daniel and Sandy are talking about living on Mars. Work in pairs and discuss whether you would like to live on Mars. Use the conversation below as a model.Task 6: Make up new conversations in pairs. Ask some pairs to show their conversations. Task 7: Group work : What have we learnt this class?【回学验标】小结（Summary）思考：What have we learned from this class today?__________________________________________________________________【评学测标】翻译句子。
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nickel [ˈnik əl] n.镍； cube [kjuːb] n. 立方体
nickel cube handles 镍的立方体的手柄
What is probably happening?
A Peter is unhappy with the quality of the handles he received today. He requires Jay to send him the correct items right away. B Peter is complaining about his most recent order. He is unhappy because this is not the first time he has received products with mistakes.
In such a situation,it was the assistant's duty either to do what she was requested to or to explain why she was unable to comply.
• 相反地，她无礼地装作没听见，走开了， 边走边嘟哝着一些难听的话。
1.我的丈夫，我和我们的一位女士朋友去你的店 里打算买些纪念品。
My husband and I,and a lady friend of ours,came to your shop with the intention of buying some souvenirs.
2.在这样的情况下，这名店员的职责要么按照顾 客的要求去做，要么她为什么不能遵从（顾客的 要求）。
Immediate action taken:
(021)55579988
Order date:
Nature of complaint(reason for dissatisfaction):
Peter is unhappy with the quality of the handles he received today Giving him a call right away Further action required: Improving the quality of service and the quality of the products
We will send you the right products right away. We have dispatched the new item. We assure you that this will not happen again.
Customer Complaint Record
Unit 4
If You Receive a Complaint
• • • • • • • • •
get a fax 拿到一份传真 L1 receive our latest order 收到我们最近的订单 L2 for your reference 供您参考 L4 scratch [skræ tʃ] vt.擦，刮 a scratched drawer 一个被刮坏的抽屉 brass [brɑ:s] n.黄铜； L5 handle [ˈhændl] n. 手柄；V.处理 brass round handles 黄铜的圆的手柄
Instead,she rudely turned a deaf ear to the request and walked away murmuring sth unpleasant.
• 我们要求你调查此事，并让这名店员向我 们的朋友道歉。
we require you look into this matter and have the shop assistant apologize to our friend.
Work in group to brainstorm possible responses for Jay. Apology I'm really sorry about the mistakes. I can't tell you how sorry I am.
I apology for the error made by our company.
√
The following are possible excuses and explanations Jay can provide to Peter. Decide whether they are appropriate. 1. It was't my fault ; it's the new staff in shipping（运货）. NO 2. There is no excuse, but it looks like your order was recorded incorrectly. YES 3. Alex must have entered（输入）the order incorrectly. He's always doing that! NO 4. We should have double-checked before we sent you the products, but it looks the product number and the description on your order didn't match. YES
Date received:
March
Received by:
Jay
How received:ห้องสมุดไป่ตู้( ) visit ( ) phone ( ) letter (√) other
Fax
Client name:
Peter Felix Fine Furniture Company name:
Phone: Company address: Fax:
Excuse/Explanation
We have had problems with our computers. This was caused by an malfunction. This was caused by an unexpected malfuction.
Offer to Improve the Situation