九年级英语UNIT 6The First Period

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人教版九年级英语unit6英文版说课稿

人教版九年级英语unit6英文版说课稿Unit6 I like music that I can dance to Good morning,ladies and gentlemen,nice to meet you here!I am Zou Yannifrom Qili Middle School, It’s my great honor to stand here to share myteaching ideas with you. Today I am going to talk about the first periodin Section A of Unit 6I like music that I can dance to, which is takenfrom Go for it, Book 5. My presentation consists of six parts: analysis ofthe teaching material, analysis of the students, teaching methods, guide ofstudying ways, teaching procedures and teaching reflections. I. Analysis of the teaching materiali)Status and functionIn this unit, Ss learn to express preferences with the relative clause.The topicis about music, which is popular among Ss. It will arouse Ss’great interest.The first period mainly provides target language with relative clauses to express preferences on music. It gives Ss much practice in speaking and listening the target language.ii) Teaching aims and demands1. Knowledge ObjectsIn this lesso n, Ss should master the new words “prefer and lyric”. At the same time,they should know how to use the target language:What kind of music do you like?I like music that I can sing along with,What about you?I prefer music that has great lyrics,2. Ability ObjectsIn this lesson, I’ll mainly train the Ss listening and speaking abilities and develop the Ss’ abilities of communication by express -ing their preferences onmusic,3. Moral ObjectsLet’s enjoy music, It always brings us happiness,4.Teaching keys and difficultiesTeaching Key Points1), Key Vocabulary prefer, lyric2), Target LanguageTeaching Difficult Points1), Relative clauses with that2), The listening practice5(Teaching aidsA tape recorder and a computerII.Analysis of the studentsThe Ss have learned English for two and a half years, they can express theirthought and communicate with each other with English well. And all the Sswill be interested in the topic, which is related to their real life.. It’s helpful for our study of this lesson.III.Teaching methodsIn this lesson, I’ll mainly use the following teaching methods:1, Chain drill2, Pairwork3. Task-based teaching methodIV(Guide of studying waysIn order to guide the Ss better, develop the Ss’ abili ties, in this lesson, the Sswill learn how to be a good language learner, and how to communicate with others. It will be very helpful for their learn-ing in the future.I think good studying ways can help the Ss to be good language learners. V(Teaching proceduresStep1. Revision,1， Invite different pairs of students to say the conversations learned in preceding classes with books closed,,2，Check the answers to the exercises of the workbook by asking different students to say their answers to the Class,,3， Dictate some of the key vocabulary words presented in units 1-5, Purpose of my designing: I think it is important to review the knowledge we have learned.Step 2 PresentationWrite“that are red ”on the blackboard,Point to it and say a sentence with it, I like flowers that are red, Ask who can makeanother sentence with it, They may say, I like gloves that are red,I like shoes thatare red, Write another phrase on the blackboard, …that is big, Help the students tomake sentences with it,Play the tapes of different kinds of music for the students, only a short piece of each tape, Say, I like music that makes me relaxed, Write these four groups ofwords on the blackboard,…that has great lyrics,…that I can singalong with,…that isn’t too loud,…that I can dance to, Tell the students lyrics means the contents of the songs, Ask the students, What kind of music do you like?Say, You can answer with I like music…, I love music…, I prefer music… Explain prefer=like…better to them, Get one of the ch ildren toanswer the question, then let this child ask the one next to him/her the same question, Set off a chaindrill,Purpose of my designing: This activity introduces the key vocabulary and trains the students to express preferences with the relative clause, Step 3 Practice: Looking and circlingAsk the students to open their textbooks now( Read the instructionsof Activity 1a tothe students( Make sure they understand everything(First have them look at the pictures and circle the sentences they agree with( Readeach sentence to the class and ask the students to raise their hands to see if they agree( Make a survey to find out how the class feelsabout each item( Discuss theresult of the survey with the class(Get the students to complete the sentence to tell what kind of music they enjoy( Asksome of the students to share their sentences( Write any new wordsor phrases on theboard to help them if necessary(Help them make their own sentences like this: I like music that…Purpose of my designing: This step is employed to make the Ss getthe general idea of the target language. At the same time let the Ss have a chance to practice their listening and spoken ability.Step 4 Listening practiceSay, we will hear Tony and Betty talking about the kinds of music each one likes(Let’s see the instructions first( Read the instructions to the students( Tell them totick (?) the right statements while they are listening( Read the three headingsbefore playing the tape(Play the tape the first time and the students only listen( Then play it for a secondtime( The students tick in the right answer boxes(Cheek the answers(Purpose of my designing: It gives Ss practice in understanding the target language in spoken conversations.Step 5. Pairwork 1cRead the instructions to the students(First ask a pair of the students to read the example in the box, S: What kind of music do you like? AS: I like music that I can sing along with( What about you? BS:I prefer music that has great lyrics( AThen get them to work in pairs( Answer the questions with their own preferences(As the students do the practice, move around the classroom and give them somehelp( Ask several pairs of students to perform their conversations before the class(Purpose of my designing: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.Step6. SummarySIn this class, we’ve learned two new key words, prefer and lyrics. And we’ve learnedhow to express preferences by talking about music, using relative clause with that(Purpose of my designing: At the end of the class, we should help the Ss to summarize what we have learned in this lesson.Step7.HomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…Purpose of my designing: It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard designUnit 6 I like music I can dance to(Section A The First Period1( sample phrases2( Express references…that are red( I like music that…I love music that… …that is big( I prefer music that…SentencesI like flowers that are red(I like the house that is big(Relative cl ause with that(…that has great lyrics(…that I can sing along with(…that isn’t too loud(V. Teaching reflectionThere are only two new words in this lesson “prefer andlyric”.During my preparation,I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. In terms of my organization of the class, there were six steps in detail. They were revision, presentation, practice, listening, pairwork and summary. Revision occupied about 6 minutes; presentation occupied 8 minutes; practice and pairwork accounted for half of the class; listening lasted about 6 minutes.I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point. Meanwhile, I was not satisfied with the listening part. If I had five more minutes, I would play the tape recorder for another time and let them repeat what they heard. Because of the limited time, I just let them listen and check the answers, I think it’s not enough if I want to develop their listening and speaking abilities.That’s all about my class. Thank you for listening.下面是赠送的保安部制度范本,不需要的可以编辑删除!!!!谢谢!保安部工作制度一、认真贯彻党的路线、方针政策和国家的法津法觃,按照####年度目标的要求,做好####的安全保卫工作,保护全体人员和公私财物的安全,保持####正常的经营秩序和工作秩序。

人教版九年级英语Unit 6 When was it invented 全单元教案

Unit 6When was it invented?Language Goal【语言目标】Talk about the history of inventions Knowledge Goals【知识目标】Key Wordsstyle，project，pleasure，daily，website，pioneer，list，mention，ruler，boil，remain，smell，national，trade，doubt，fridge，low，somebody，translate，lock，ring，earthquake，sudden，bell，biscuit，cookie，musical，instrument，sour，customer，Canadian，divide，basket，hero，nearlyKey Phrases have a point，by accident，take place，without doubt，all of a sudden，divide…into，not only…but also…，look up to，the Olympics，by mistakeKey Sentences1.—When was the telephone invented?—I think it was invented in 1876.2．—I think the TV was invented before the car.—Well，I think the TV was invented after the car.3．—Who was it invented by?—It was invented by Whitcomb Judson.4．—What is the hot ice－cream scoop used for?—It's used for serving really cold ice－cream. 5．The telephone was invented by Alexander Graham Bellin 1876.Key Grammar Learn to use passive voice in past tense to talk about inventions.Learn the special questions and answers.Ability Goals 【能力目标】1.Develop listening，speaking，reading and writing skillsby using the target languages.2．Learn to talk about the history of inventions and ask when，who and what questions about the famousinventions and answer them.Moral Goals 【情感目标】1.With the help of this unit's study，students can learn about the important inventions and how they have changed the world and the life of human beings. 2．Learn from the inventors and work hard at our lessons.Teaching Time【课时】Five periodsPeriod 1Section A(1a－2d) Period 2Section A(3a－4c)Period 3Section B(1a－1e)Period 4Section B(2a－2e)Period 5Section B(3a－3b) & Self Check本单元围绕“发明”这一话题，学习了解一些重要发明的历史，教学一般过去时的被动语态。

人教版英语课件九年级Unit-6whenwasitinvented课件SectionA4a-4c

注意：这里be的形式决定了被动语态的时态，其后的过去分词没有变化。
时态肯定形式否定形式疑问形式
一般过去
S+ was/were
+done
S+ was/were +not+done
Was/Were +S+done?
时
让我们看一看各种句型的主动语态变为被动语态时，到底发生了什么变化？ Mariaboughtthebooklastyear.(主动句)
4.translatethebookintodifferentlangua ge
把书翻译成不同种类的语言 5.allofsudden突然 6.workon从事，进行
用所给词的适当形式填空。
1.Thisinstrumentisusedfor(playp)lmayuisnigcinclas s. wereborrowe
Whenwasteabroughtt ItwasbroughttoKore
oKorea?
aduringthe6thand7th
centuries.
Whatisthehotice-
It’susedforservingr
creamscoopusedfor? eallycoldice-cream.
Thepassivevoice 被动语态
—Whyistheclassroomsodirty? —Sorry,sir.It_______yesterday． Weforgottodoit． A.don’tclean B.didn’tclean C.weren’tcleanedD.wasn’tcleaned
再次阅读翻译语法句子
Whenwasthezipperinvented?

人教版七年级英语下册Unit7It’sraining!(Thefirstperiod)说课稿

人教版七年级英语下册Unit7It’sraining!（Thefirstperiod）说课稿
一、教材分析
（一）内容概述
人教版七年级英语下册Unit 7 It’s raining!（The first period）的主要内容涉及到天气主题的对话交流。本节课在整个课程体系中，处于Unit 7的首个课时，承担着引入和奠定单元基调的作用。学生将通过本节课的学习，掌握关于天气的基本词汇，如rain, sunny, cloudy等，同时学会使用现在进行时表达正在发生的动作。
4.对学生进行积极评价和鼓励，关注他们的学习进步，并在课堂上给予他们展示自己的机会，以增强他们的自信心。通过这些策略，我希望能够激发学生的学习兴趣，帮助他们克服学习障碍，并促进他们的英语能力全面发展。
三、教学方法与手段
（一）教学策略
在本节课的教学中，我计划采用情境教学法和交际法相结合的策略。情境教学法通过创建真实或接近真实的学习情境，让学生在特定的语境中学习和使用语言。交际法则强调在实际交际中培养学生的语言运用能力。这两种方法都基于constructivism学习理论，即学习者通过积极参与和构建自己的知识来获得更深入的理解。选择这些方法的理论依据在于它们能够促进学生的主动学习，提高他们的语言实践能力，并使他们能够在真实的社交环境中有效地使用英语。
（四）总结反馈
在总结反馈阶段，我会引导学生进行自我评价，并提供有效的反馈和建议。首先，我会让学生回顾本节课所学的知识点，提问他们是否能够用自己的语言进行天气描述。接着，我会根据学生的回答，给予积极的反馈和鼓励，并提出一些建议，如如何在句子中正确使用现在进行时等。通过这样的总结反馈，学生能够对自身的进步有所认识，并得到进一步改进的方向。
（三）互动方式
在设计师生互动和生生互动环节时，我计划采取以下方式：

九年级英语Unit6原文及翻译

九年级英语Unit6原文及翻译九年级英语Unit6原文及翻译在九年级的教学中，积极的情感态度促发初三学生英语的主动性，直观形象的东西容易引起他们的注意，激发他们的兴趣。

以下是店铺整理的九年级英语Unit6原文及翻译，欢迎阅读。

Section AHow time flies! We’ll graduate from Beijing International School this weekend! 时间过得真快！这个周末我们将从北京国际学校毕业了！Yes, and there’s going to be a graduation ceremony. 是的，并且将有一场毕业典礼。

What should we do to get ready for it? 我们应该为毕业典礼做准备？I think we should prepare some gifts. 我认为我们应该准备一些礼品。

But, first of all, we must pass our final examination. 但是，首先，我们必须通过我们的期末考试。

Take it easy. We have worked so hard that we will be able to pass it easily. 别紧张。

我们学习如此的努力，会轻松通过的。

Shall we give speeches at the ceremony? 我们需要在典礼上演讲吗？Perhaps. If so, what are you going to say? 也许吧。

如果是这样，你打算说些什么?I’ll say I have learned not only how to study, but how to be a man. 我会说我学到的不仅仅是学习，也学会了怎样做人。

Thinking back on the past three years, I have learned that if I want to succeed, I must study hard. 回想过去的三年，我领悟到：如果想成功，必须努力学习。

2020九年级英语全册 Unit 10 You’re supposed to shake hands教案

Unit 10 You’re supposed to shake hands.The First PeriodSection A(1a-2d)Ⅰ.Teaching aims1.Knowledge aims：(1)Key words:custom,bow,kiss,greet(2)Key phrases:be supposed to do,shake hands,be expected to do,hold out,to one’s surprise,assoon as,on both sides of(3)Important sentences：①—What are you supposed to do when you meet someone for the first time?—You’re supposed to shake hands.②I held out my hand and to my surprise,she kissed me on both sides of my face.2.Ability aims:Learn to talk about good manners when we meet in different countries.3.Emotion aims:To be interested in different cultures.Ⅱ.Important points:Learn to express some sentences using“be supposed to do”.Ⅲ.Difficult points:Grasp the usage of “be supposed to do”.Ⅳ.Teaching processStep 1 Warming upShow students some pictures about “shake hands”, “bow” or “kiss”.Answer some questions.T:In Brazil,what are you supposed to do when you meet someone for the first time?S:You’re supposed to shake hands.Teacher can ask five students about different countries,such as the United States,Japan,Mexico or Korea. Step 2 Listening1b Listen and check your answer in 1a.2a Maria is an exchange st night she had dinner at an American friend’s house.Listen and check (√) the mistakes Maria made.2b Listen again.Fill in the blanks.Step 2 Pairwork1c Make conversations using the information in 1a.Role-play the conversation.2c Make conversations using the information in 2a and 2b.Role-play the conversation between Maria and Dan.Dan:How was the dinner at Paul’s house last night?Maria:Well,it was OK,but I made some mistakes.I was supposed to arrive at 7:00,but...Step 4 Read and act2d Ask students to read the conversation in 2d by themselves.Listen to the tape and repeat after it.Work in pairs and act it out.Language points1.In your country,what are you supposed to do when you meet someone for the first time?在你们国家，当你初次与某人见面时你应该做什么？（教材第73页）be supposed to 意为“应该”，后接动词原形，相当于should 或 ought to，用来表示劝告、建议、义务、责任等。

人教版九年级英语全一册教案

Unit1 How do you study for a test?教材分析本单元主要通过谈论不同的英语学习方法引出话题，接着说出各种学习方法的优缺点和产生的效果。

同时指出学生学习英语过程中遇到的为标题，并提出解决问题的方法。

最后，让学生谈谈自身学习英语的方法并在课堂上进行交流。

在本单元教学过程中，安排了大量的听、说、读、写练习，以此训练学生的综合能力，了解做好的英语学习方法。

在语法方面，让学生学会v. + by + v. ing”的表达方式，进一步掌握新的目标语言和英语学习的信息。

教学目标见《鼎尖》P1之“单元要目标”下红框中。

重点难点重点：掌握新的单词和词组；掌握“v. + by + v. ing”的表达方式；掌握新的目标语言。

难点：培养学生的听、说、读、写能力和交流能力。

教学方法多媒体辅助教学（必要时）、分组活动、课堂讨论、听力回答教学时间本单元用5个课时进行教学The First Period: Section A (1a-2c)The Second Period: Section A (3a-4)The Third Period: Section B (1a-3a, 3c)The Fourth Period: Section B (3b-self check)The Fifth Period: Reading---How do we deal with our problems?语法先导1.介词by 的用法表示通过…方法或途径的意思，译成“靠，通过”，后面可加名词或名词短语。

e.g.（1）The house was destroyed by fire. 房屋被火烧毁了。

（2）travel by air /land/sea. 航空（陆路，航海）旅行（3）go by train /boat/ bus 乘火车（船，公共汽车）去（4）shake sb. by the hand 和某人握手（5）I study English by watching English movies. 我通过看英文电影学英语。

初中英语九年级Unit1Howdoyoustudyforatest？第一课时英文教案

Unit1 How do you study for a tes？tI . Analysis of the Teaching MaterialsIn this unit, students learn to talk about how to study. Such topic is very useful to students. It ' s helpful to raise learning interest of all the students. Either more orless advanced students will benefit a lot.1. The first period mainly gives students listening and oral practice using the targetIanguage "How do you study for a text? I study by doing . …"2. The second period gives students more listening and oral practice using moretarget Ianguages. They are heIpfuI to improve students ' Iistening and speakingskiIIs.3. In the third period, students Iearn to get detaiIed information from an articIe. Itis a basic reading skiII and is a great heIp to improve students iIIs. ' reading sk4. The fourth period not onIy introduces some new words but aIso providesstudents with many different kinds of activities. In this cIass, students Iearn to give advice to those who have difficuIty in studying .5. The fifth period is designed to train students ' reading and writing skiIIs. n . Language Function TaIk about how to study.川.Target Language1. How do you study for a test?I study by working with friends.2. Have you ever studied with a group?Yes, I have. I 've Iearned a Iot that way.3. I don 't have a partner to pracEtinsgeIish with.Maybe you shouId join an EngIish Ianguage cIub.IV. Structureverb + by\ with gerundV . VocabularyfIashcard, take notes, frustrating, memorize, aIoud, comma, make mistakes, pronunciation, be afraid to,What about … ? Why don 't you … ?W. Teaching TimeFive periodsThe First PeriodI . Teaching Aims1. Key VocabuIary: fIashcard2. Target Language: How do you study for a test?I study by working with a group.n . Teaching key PointTaIk about how to study foa a test.川.Teaching MethodTask-based approachV . Teaching Aids1. A tape recorder2. Real objectsV. Teaching ProceduresStep I GreetingsT: Did you have a good time during the summer holidays?Where did you go? What did you do?Ask some students to describe their summer holidays.Step n Lead-inT: Is today a special day?( Lead the students to answer: It's the first day of the new term)T: What are your new term's resolutions?( Lead the students to answer: I'm going to get good grades.)T: Last term,Wang Linyuan and Zhao Ting got good grades in English; 'lsetask them how to study English well.T: Wang Linyuan, how do you study for an English test?( With the short conversations between the teacher and the students,the teacher lead in the new text ------------------------ h ow to study for a text. )Step 山 Teach 1aT: How do you study for a test? (Write on the blackboard)S: I study for a test read the textbook.Teacher correct the answer: Oh, you study by reading the textbook.(Let students give different answers,and emphasizeverb+by\with gerund. )1. Show some real things, like flashcards,tapes, the textbook and vocabulary lists,to introduce theways in 1a.2. Ask the students to tell other ways of learning English.Sample answersa. by joining a study groupb. by practising conversations with my friendsc. by reading aloud every morningd. by watching English-language TVNote:A flashcard is a piece of paper or card which students write a word on and use it to memorizeinformation.Step IV 1bThis activity provides students practice in understanding the target language in spokenconversation.1. Let the students look at the pictures in 1b,ask them to tell the ways of learning:by making flashcards, by listening to tapes,by asking the teacher for help2. listen to the tape, let students write the correct letters.(Combine the listening task and speaking task.)T: You will hear one conversation. You are asked to write the letter of each picture in front of the name of the person who studies that way.Point out the sample answer to the class.T: Mei says, "I study by making flashcards. "so the answer to number 1 is a.Play the recording for the first time.Students only listen. Play the recording a second time. Students write down their answers. Check the answers with the whole class.Answers1. a2. c3. bStep V 1cThis activity gives students oral practice using the target language.Read the instructions to the class.1. Invite a pair of students to read the conversation to the class, S1: How do you study for a test?S2: I study by working with a group.2.Write the conversation on the blackboard. Then demonstrate a new conversation with anotherstudent.T: How do you study for a test?S3: I study by making flashcards.3. Students work in pairs ,and exchange the ways of studying.As students work, teacher walks around and helps with pronunciation as needed.4. Ask pairs of students to come to the front of the classroom and act out their conversations. Step W SummaryT: In this class, we ' ve learned some key vocabularyrdws,osuch as flashcard.And we've also learned the target languasge How do you study for a test? I study by working with a group.Step VD HomeworkAsk students to interview students in other classes, family members, and friendsto try to discover some new ways of studying that haven ' t been introduced in the book or in class. Step Vffl Blackboard DesignUnit 1 How do you study for a test?Section AThe First Period1. Target languagesA: How do you study for a test?B: I study by working with a group.2. Ways of studying:by working with Friendsby making flashcardsby reading the textbookby making vocabulary listsby listening to tapesby asking the teacher for help。

新目标英语九年级上人教版Unit6period1说课稿

Unit 6 When was it invented?第一课时说课稿尊敬的各位领导老师们，大家好。

我是青云中学的尹珍妮老师。

很高兴能在这里和大家一起分享自己对这套人教版教材的教学思路和感想。

今天我说课的内容是新目标九年级英语第六单元。

Unit6 When was it invented?第一课时。

本课的中心话题是发明物和发明家，通过谈论发明，使大家开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。

我将从教材分析、教学方法、教学过程和教学效果四个方面说课。

一、教材分析1、教材的地位和作用Unit 6的中心话题是发明，而发明与我们的生活密切相关，通过本单元的学习，要求学生能够用英语谈论自己喜欢的发明，和发明家，并说明为什么，他们在生活中的作用。

在谈论这个话题的同时，学习并掌握被动语态结构。

被动语态结构在初中教材中是一个很重要的知识点，学好这一单元对后面的学习很有帮助，起着承上启下的作用。

在中考考试中，不但选择题中要涉及这方面的内容，而且在阅读理解中也有大量的被动语态出现，如果不能够很好地掌握它，势必影响学生今后对阅读文章的理解。

因此，本单元不仅是本册书的重点，在整个初中教学中，他都占着非常重要的地位。

2、教学目标1)知识目标扩容新单词，提高阅读能力。

理解和良好运用被动语态。

2)技能目标能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。

3)情感目标使学生懂得人类的科学发明创造了丰富的物质文明。

培养学生的创造发明的能力和愿望。

3、教学重点掌握一般过去时的被动语态。

4、教学难点弄清主动语态与被动语态的差异，通过练习和运用加以巩固。

二、教法学法1、教法：采取”任务型”教学法。

教师根据本节课内容，安排合适的任务，让学生在完成任务的过程中达到本节课所拟定的目标。

2、学法：任务型。

让学生通过完成课前找资料、上课积极参与、讨论，课后进行巩固和迁移等任务，来达到拟定的目标。

人教版新目标九年级英语Unit-6-when-was-it--invented-Section-A-3a-3c

• 《茶经》，是中国乃至世界现存最早、最完整、最全面介绍茶的第一部专著，被誉为“茶叶百科全书”，由中国茶道的奠基人陆羽所著。此书是一部关于茶叶生产的历史、源流、现状、生产技术以及饮茶技艺、茶道原理的综合性论著，是一部划时代的茶学专著。它是中国古代专门论述茶叶的一部重要著作，推动了中国汉族茶文化的发展。
Lu Yu and Cha Jing
• 5. When was tea brought to other countries?
Tea was brought to Korea and Japan during the 6th and 7th centuries. In England, tea didn’t appear until
• by accident • 偶然；无意中： • I met Jacob by accident in the cinema. • 我偶然在电影院遇到了雅各布。 • He found his bag by accident. • 他意外地找到了自己的包。
短语
• traffic accident 交通事故 • by accident 偶然;意外地 • car accident 车祸;交通事故
What is tea used for?
It is used for drinking.\
It is used as a drink.
Read the 3rd passage and fill in the country and time to England to Korea The year of 1660 . to Japan tea to Western During the 6th countries and 7th centurie 19th century . 5000 discovered in China nearly years ago .

高中英语 Unit 6 Earth first Period Two Starting out U

Period Two Starting out, Understanding ideas & Usinglanguage—Language pointsⅠ.重点单词1．shark n．鲨(鱼)2．dive v．(通常指使用呼吸设备的)潜水3．target v．把……作为目标4．attitude n．(尤指通过行为表现出的对某事的一般)看法，态度5．ocean n．海洋，大海6．highlight v．使……突出，使注意力集中于7．reserve n．(野生生物)保护区8．staff n．员工9．establish v．建立，设立10．damage v．破损，损害，损伤11．flood n．洪水，水灾12．supply n．煤气、电力、自来水等供应(系统)13．restore v．使恢复14．adopt v．采取(某种方法)15．scare v．使(某人)惊恐，吓唬→scared adj.害怕的；惊恐的16．fortunately adv.幸运地→fortunate adj.幸运的→fortune n．运气17．extinction n．灭绝，绝种→extinct adj.灭绝的18．devote v．致力，献身，倾注→devoted adj.挚爱的；投入的→devotion n．致力；献身19．cruelty n．残忍，残酷，残暴→cruel adj.残忍的；残酷的→cruelly adv.残忍地；残酷地20．affect v．影响→effect n．影响掌握规律巧记单词以字母e结尾的形容词变副词的方法：(1)直接在后面加ly，无需去字母e，如：immediately，politely，widely。

(2)去掉字母e，再加ly，只有一个单词：true→truly。

(3)以le结尾的单词把e换为y，如：able→ably，possible→possibly。

Ⅱ.核心短语1．referto参考；涉及；指的是2．infear害怕地；恐惧地3．dueto由于，因为4．bescaredof害怕……5．haveaneffectupon对……有影响6．bebasedon以……为根据7．eacross偶然遇到8．ratherthan而不是9．bymistake弄错10．protect...from...保护……免遭……Ⅲ.经典句式1．not only...but also...不但……而且……This was notonly due to fear of sharks，butalso finning.这不仅是因为害怕鲨鱼，而且还是因为切去鱼鳍。

高中英语 Unit 6 Earth first Period Five Writing—Writin

Period Five Writing—Writing a persuasive letter本单元的写作目标是“劝说信〞。

劝说信要求就有关问题进行分析并针对这些问题劝说某人采纳自己的建议或看法。

可以通过以下三个部分来进行写作：第一部分：引入话题。

写信人首先需要说明写信的主要目的。

如果需要的话，也可以大致作一下自我介绍。

第二部分：阐述理由。

这是劝说信的主体和核心部分。

写信人需要在这部分有条理地列出自己的理由。

理由要客观，真实，有说服力，要重点突出，层次分明。

同时，要注意适当提高语言的力度，发挥语言的功力，以便更好地展现自己的立场。

第三部分：总结全文。

重申自己的核心观点，提出希望。

这部分要注意语言的简练和冲击力，切记冗杂拖拉的表达。

1．引入：(1)I am writing to...(2)These days we are often told that...But is this really the case...(3)Faced with...，quite a few people argue that...(4)Currently there is a widespread concern that...(5)Now people in growing numbers are ing to realize that...(6)I was very worried when I heard that...2．阐述：(1)Here are my reasons.First of all，I think it would be better if...(2)On the one hand...，on the other hand...(3)Moreover.../What’s more...(4)However.../Instead...(5)Here I’d like to give my advice on...(6)I would like to suggest that.../If I were you，I would...3．总结：(1)All things considered...(2)As far as I’m concerned...(3)Please take my advice into consideration and make a final decision.(4)I do hope that...假如你是李华，请你给你校所有学生写一封80词左右的说服性信函，说明环境的重要性，现在存在的问题并提出合理建议，希望同学们行动起来保护环境。

全品学练考英语九年级全一册答案

全品学练考英语九年级全一册答案课题名称unit9 when was it invented? (the first period)科目english年级grade nine教学时间one period ( 45 minutes )学习者分析students in grade nine have mastered some vocabulary and grammar knowledge, some students can use simple english to express their own thoughts,but it is difficult for a small part of students to communicate in english. so i put the students of different levels in a group, let them help each other, try to make every student get different levels of harvest.教学目标一、情感态度与价值观emotion & attitude goals:1.form good study habits.2.know history of inventions and be proud of our country. encourage students to be a little inventor3. help students to study actively.二、过程与方法1. through the inventions that we can see everywhere to introduce the topic, stimulate students interest.2. design various activities, organize students to discuss, so that every student can get different levels of harvest .3. work in pairs and groups.三、科学知识与技能knowledge goals:1. key words : invent invention inventor calculator2.target language : --when was it invented ?-- it was invented in ….3. grammar : the passive voice : was /were + doneam /is /are + doneability goals:1.read the key words correctly and understand their meanings.2.improve listening skills.3.make up conversations with the target language and try to improve speaking skills.4.learn to communicate with others in english.教学重点、难点1. key words and target language.2. the passive voice.3. help the students to improve cooperation ability.教学资源a recorder、multimedia教学过程教学活动1一[u1] 、lead-int: i get to school by e-bike every day. how do you get to school ?s1: i get to school by bike.s2: i get to school by bus.….t: bus, car, taxi, bike, they are all useful inventions. what do you think of inventions?（ss answer then teacher have a summary：）t: now we live in a world of inventions. these inventions make our life easier and more comfortable. in this unit, we will learn some inventions and their history.教学活动2二[u2] 、presentationshow the picture to teach new words:invent /light bulb/inventor inventionthis is edison. he invented the light bulb. he was a great inventor.he invented about inventions all his life.make sure the students read the new words correctly and understand their meanings.show pictures in 1at: do you know these inventions? can you say them in english? what’s this in english?ss: it’s a telephone/computer/television/ calculator/ car.teach the new word: calculator教学活动3三[u3] 、groupwork 1at：there are five inventions in this part . which one was invented the earliest and which one was invented the last ? guess the dates and discuss in what order they were invented.help them to discuss by using the following sentences:i think the television was invented after/before the telephone.i agree/ disagree.let each group choose one student to write their result on the blackboard.教学活动4四[u4] 、listening practice 1bt: which group has the correct result ? we’ll listen to a girl and a woman talking about the five inventions.first, review the expression of the year.then, play the recording the first time, ss only listen and try to catch the main idea..next, play the recording a second time. say, listen to the recording and match the inventions with the dates.finally, check the answers:d ae c bclap for the groups that have correct results.教学活动5五[u5] 、pairworkpractice conversations in pairs using the information in 1b like this:a: when was ithe car invented ?b: it was invented in ….then ask some pairs to display their conversations in front of the class.教学活动6六[u6] summaryt: in this class we’ve learned to talk about the history of inventions with passive voice. now let’s have a discussion about the passive voice in groups.make sure students can master the structures of the passive voice and then each group writes five sentenses about the passive voice.教学活动7七[u7] 、practiceshow the excercises:1、edison was an _______(invent), he_______ (invent) many useful and important _______(invent) all his life.2、he is calculating a math problem with a _______ (calculate).3、stamps _____ for sending letters.a. usedb. are usingc. are used4、chinese ____ by more and more people in the world now.a. is spokenb. is speakingc. spoke5 the factory ____ in .a. is builtb. was builtc. built。

【英语周报】人教版选修六教案：UnitTheFirstPeriodReading

The First Period ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语cigarette, alcohol, stress, adolescent, addicted, mentally, lung, quit, due to, accustomed tob. 重点句式It’s amazing that ... P18... how easy it is to begin smoking and how hard it is to stop. P18..., I knew it was time to quit smoking. P18It isn’t easy to stop smoking, but millions have managed to quit ... P192. Ability goals 能力目标Enable the Ss to learn how people usually get addicted to cigarettes and how they can quit smoking.3. Learning ability goals 学能目标Enable the Ss to learn how to give advice on stopping smoking.Teaching important points 教学重点Learn the bad effects of smoking and how to give advice on stopping smoking.Teaching difficult points 教学难点Learn in what ways people get addicted to cigarettes.Teaching methods 教学方法Discussion, cooperative learning and oral practice.Teaching aids 教具准备A computer and a projector.Teaching procedures & ways 教学过程与方式Step ⅠLead-inThis step is to lead the Ss to the topic of this unit ― A Healthy Life.T: Recently, I read a report —Healthy China, 2005, which is about ten health issues concerning Chinese people the most in the year 2005. According to your understanding, what a healthy life is like? And can you guess what the ten issues are? Work in pairs and have a discussion.After about 3 minutes.T: OK, who would like to present your discussions?S1: Let me try. In our opinion, a healthy life should include two aspects, physical health and mental health. So a person who lacks either is not a healthy person. We think of several issues that may concern people most, they are: food security, medical service problems, AIDS and effects of environmental pollution on health.T: Good points. Other issues concerning people most are: nutrition and health condition, medical emergency treatment, mental illness, false medical ads, medicine security and birth defects. If you are interested in any of these issues, you may search on the Internet for more information. Now turn to page 17, Warming Up. Here is a list of health issues that concern young people the most. Can you think of other issues that are also important? Work with your partners, and try to make the list longer.A sample list:AIDS and infections, parenting, relationships, food and nutrition, family issues, environmental health, domestic violence, air pollution, cancer, anxiety, birth control, dental health, divorceLet the Ss write the list on the blackboard and have a discussion on the health issues listed.T: Now, look at the issues on the blackboard and the issues listed in the textbook on page 17. Which issue do you think is the most important one? Why? Work in groups and have a discussion.After discussion.T: Which group would like to share your opinions with the class?S1: We think that drug taking is particularly important. As we all know, drug taking does great harm to people’s health; it will gradually kill a person if he gets addicted to it. Buying drug costs a lot of money, so many drug takers sell out their fortune to afford the drug they need. And as a result, many families break up in this way. We also know that our government has to spend a lot of money on drug addicts’ treatment.S2: We think parenting is the most important issue, because many issues arise as a result of bad parenting or lack of care and love. If children grow up in happy and healthy families, they will form good habits and keep away from those bad habits such as using drugs and smoking.S3: Our group takes smoking as the most important issue. The reasons are: smoking does great harm to people’s health, it causes damage to people’s lung and heart; smoking shortens people’s life-span; smoking not only does harm to people who smoke, but also affect the health of people around them, especially their family members.Step Ⅱ Pre-readingT: I agree with you all. All these issues are important and need to be concerned. I am wondering if any of you smoke. Anyone? ... OK. It seems nobody in our class smokes, that’s really good. I think you are all clear that smoking is harmful to health. But we know that some adolescents started smoking at very early years. Why do you think they smoke? Discuss in pairs.2 minutes later.T: OK. I’d like two pairs to present your opinions. Volunteer?S4: I think some adolescents smoke because they are not well aware of the harm of smoking. Many adults around them smoke, so they may think it is cool to smoke. So I think it is parents’ duty to tell their kids about the harm of smoking before they get addicted to it.S5: In my opinion, some adolescents smoke because they are falsely influenced by some media such as TV series and movies. So I think public media should give adolescents correct guidance.T: Very good points. Suppose some of them realized the harm of smoking and wanted to stop it. What advice would you give to them? Do you know any scientific ways of stopping smoking?S6: My advice is that let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on. If they show interest in some activities and they can devote themselves to them, gradually they will keep away from cigarettes and finally quit smoking.Step Ⅲ Reading and ComprehensionT: Good advice. Now we are going to read a letter from grandad to James. In this letter, grandad gives James some advice on stopping smoking. Let’s read and see if his advice is similar to yours. 5 minutes for you.After 5 minutes.T: OK. Time is up. After reading this letter, what kind of person do you think the grandad is?S7: Fr om his words, I think he is very kind and considerate. He doesn’t give direct advice on stopping smoking. Instead, firstly he tells James how about his present life and what the healthy lifemeans to him; then he relates James’ smoking to his similar exper ience as a teenager, which implies James that he doesn’t need to worry about it. So I think he is very careful about the way of talking to his grandson about smoking.T: You are right. So suppose you were his grandson, would you love to take his advice?S7: Yes, I would love to be his grandson and take his advice. I would feel confident to give up smoking.T: OK. Now let’s read the letter again and try to find out the answers to the following statements. Show the following on the screen.1. different ways people can become addicted to cigarettes2. harmful physical effects for smokers3. effects that a person’s smoking can have on other people4. effects that smoking can have on sporting performanceAfter the Ss read the letter again, let them give their answers orally and then let them fill in the chart on page 20 with brief phrases and sentences.T: Up to now, we have known how people usually get addicted to cigarettes and harmful effects of smoking on smokers and nonsmokers. But how can people stop smoki ng? Does James’ grandad tell him how to stop smoking?S8: Yes, he tells James how to stop smoking by sending him some advice he found on the Internet. T: Good. Now, let’s read the article from Internet. And then we will do an oral practice. You will have to work in pairs. Suppose James paid a visit to his grandad, and his grandad told him some advice on how to stop smoking face to face. Let’s act out this situation according to information from the article.A sample dialogue: (J = James; G = grandad)J: Grandad, I really want to give up smoking. I tried hard, but failed. Can you give me some advice on how to stop smoking?G: I am very glad that you have realized the harm of smoking and make up your mind to stop it. Here I have a few suggestions for you. First, make a list of all the benefits you will get from stopping smoking. Second, decide on a day to quit and throw away all your cigarettes at the end of the day before you plan to quit. Third, every time you feel like smoking, reread the list of benefits you wrote. Fourth, develop some other good habits that will keep your mind and hands busy such as going for a walk, cleaning your house and so on.J: What should I do if I feel stressed?G: You can do some deep breathing. You may also learn some relaxation exercises and do them every time you feel stressed.J: Is it a good idea to join a stop-smoking group?G: Yeah, it is also a good way. You can talk to a doctor or chemist if you feel really bad, they would love to help you. The most important thing is to keep trying. Be aware that some have to try several times before they finally stop smoking. So you just try again and I am sure you will succeed finally.Step Ⅳ Text AnalysisAsk the Ss to analyze the text on its writing purpose, writing style and main idea.T: After reading the text, who can summarize the main idea of each paragraph? Volunteers?S1: In the first paragraph, the writer tells about the life he is leading and the importance of healthy life.S2: In the second paragraph, the writer leads t o the topic of his letter by talking about James’ problem of smoking.S3: The third paragraph introduces the three different ways of becoming addicted.S4: The fourth paragraph is about the harmful effects of smoking.S5: The fifth paragraph is about th e writer’s hope for his grandson and his advice on stopping smoking.T: How about the writing style and purpose of the text?S6: This text is in the form of a letter, the purpose is to explain how people get addicted to cigarettes and how smoking affects p eople’s health. It also provides some advice on how to stop smoking.T: Next, who can summarize the article: How Can I Stop Smoking?A sample summary:Choose a day that is not stressful to quit smoking. Make a list of all the benefits you will get from stopping smoking. Throw away all your cigarettes at the end of the day before you plan to quit. Reread the list of benefits you wrote when you feel like smoking. Develop some other habits like walking, drinking some water, cleaning the house and so on to keep yourself busy. If you feel nervous or stressed, try to do some relaxation exercises like deep breathing. You can stop smoking with a friend or join a group. If you feel really bad, ask a doctor or chemist for help. The most important thing is to keep tryi ng. Don’t feel ashamed if you weaken because some people have to try many times before they finally quit smoking. Never give up and you will succeed.Step V Vocabulary LearningHelp the Ss learn some words and phrases in the text. And let them do some practice.Show the following sentences on the screen.1. I think my long and active life must be due to the healthy life I live.2. ... I became addicted to cigarettes.3. ... your body becomes accustomed to having nicotine in it ...4. You can become mentally addicted.5. But I did finally manage.6. I knew it was time to quit smoking.T: Now let’s deal with some new words and phrases in the text. Look at the first sentence, what does “due to” mean? Can you rewrite the sentence using other words except “due to”?S1: “Due to” here means “because of / owing to”. We may also say: Because of the healthy life I live, I can live long and actively.T: Good. Number two. “Addicted” means “unable to stop taking or using something as a habit”, it is usually followe d by “to”. According to this definition, what else can people become addicted to?S2: People can become addicted to drugs, alcohol, sweets and so on.T: You are right. We call those who are unable to stop taking or using sth addicts. So addict here is a noun, indicating a kind of person. Tom, are you a cigarette addict?S3: No, I am not. I am not addicted to cigarettes.T: OK. In sentence 3, which phrase you have learnt can be used to replace “accustomed to”? Anyone?S4: We may use “used to” to replace it. So this sentence can be rewritten as: ... your body becomes used to having nicotine in it ...T: I’d like one sentence from you by using this phrase. Volunteer?S5: Having stayed in the basement for several minutes, I finally became accustomed to the darkness.T: Next, what is the opposite of “mentally”?S6: Physically.T: “Manage” in sentence 5 can be used in many ways. What does it mean here?S7: Here it refers to “give up smoking”.T: Good. Here it means “succeed in doing sth; cope / deal with sth”. e.g. This is a complicated job, I can’t manage it without any help. Let’s look at the next sentence. We can see “quit” is followed by -ing form. Do you know any other words that can be used in the same way?S8: Yes, for example, stop, start and enjoy. “Quit” here means “stop, give up sth / doing sth”. e.g. My mother quitted her job recently because she feels tired and wants a long vacation.Step ⅥHomework1. Make sentences with the six words and phrases: due to, addicted to, accustomed to, mentally, manage, quit2. Search on the Internet or other sources for information about how to stop smoking.。

2022年九年级英语全册教案人教新目标版

Read the instructions to the class.
Point to the list of sentences. Invite a student to read them to the class.
Play the recording again. Students listen and check the things.
After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.
Step Ⅴ Summary
Check the answers：1,2,4,5
Step Ⅳ 2c
This activity provides oral practice using the target language.
Point to the list of Larry's worries in the box. Invite a student to read them to the class.
If you had a large amount of money, e. g. 100 , 000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow.
Look. This girl won a million dollars in the lottery.

九年级unit6六单元学案表格备课

2013-2014
科目
English
班级
9.2
设计者
浪花abc
时间
课题
Unit 6 I like music that I can dance to. The first period
学
习
目
标
1. Learn the new words:prefer, lyric, gentle
2. Express preferences：like，love，prefer，
What about you?
I prefer music that has great lyrics.
Difficulties: Attributive clause with that and who
学
习
过
程
设
计
1. Greeting:
2. Reviewing the knowledge learned last lesson.
T: I like snacks that are really delicious.
S: I like weather that isn’t too hot because I don’t like hot weather.
Ask students to finish the sentence to tell what kind of music they enjoy.
6. 2a. This activity provides listening practice using the target language.
▪ Read the instructions and point to the four true / false items.

2A Unit6 Let's count(The first period)

Fun with English

5+5= ten 4+8= twelve 3+6= nine 1+10= eleven 17-9= eight 18-6= twelve 10-3= seven 16-5= eleven
Practice
A: Let’s count the … How many? B: …
Practice
A: Let’s count the … How many? B: …
Practice
A: Let’s count the … How many? B: …
Practice
A: Let’s count the … How many? B: …
ten pen
Let’s count
three two
four
five six
What’s Look and missing? say
seven
one
ten
nine
eight
Practice
A: Let’s count the … How many? B: …
Practice
A: Let’s count the … How many? B: …
Magic eyes
A: Let’s count the . . . How many? B: … eight
cars
Magic eyes
pencils
A: Let’s count the . . . How many? B: … nine
Magic eyes
apples
A: Let’s count the . . . How many? B: …