something about grammar 余金鑫

合集下载

胡灿奎初中英语语法讲义

胡灿奎初中英语语法讲义全文共3篇示例，供读者参考篇1Hu Cankui's Junior High School English Grammar NotesParts of SpeechNounsProper nouns: Capitalize names of people, places, companies etc. Like John, London, McDonald'sCommon nouns: General names for people, places, things Like student, city, bookCountable/uncountable: Some can be plural (books) some can't (water)PronounsSubject pronouns: I, you, he, she, it, we, theyObject pronouns: me, you, him, her, it, us, themPossessive pronouns: my/mine, your/yours, his, her/hers, its, our/ours, their/theirsVerbsAction verbs: Show an action like run, jump, thinkBeing verbs: Forms of the verb to be like am, is, are, was, wereHelping verbs: Verbs that help make tenses and question like will, can, might, does, didAdjectivesDescribe a noun: Words like big, small, happy, sadTypes: Demonstrative (this, that), possessive (my, your), numbers (one, first)AdverbsModify a verb, adjective or other adverb: Slowly, unfortunately, veryTypes: Manner (slowly), time (tomorrow), place (here), degree (very)ArticlesIndefinite (a, an) for general/unspecified thingsDefinite (the) for specific thingsPrepositionsShow relation between words: in, on, at, under, overConjunctionsConnect words/clauses: and, but, or, so, becauseSentence StructureSubjects/PredicatesSubject = noun/pronoun the sentence is aboutPredicate = verb part that says something about the subjectSimple sentencesHave one subject and predicate: The student studied English grammar.Compound sentencesTwo independent clauses joined by and, but, or: I went to school, but my friend was sick.Complex sentencesOne independent clause and one dependent clause: Because I was sick, I missed school yesterday.PhrasesGroups of related words without subject/verb:Prepositional phrase: With a big smileVerb phrase: Should have studiedClausesGroups of words with subject/verbDependent clause: That I studied hardIndependent clause: I did well on the testVerb TensesSimple present:Use for habits, facts: I walk to school. Grass is green.Form with subject + base verb (walk, is)Present progressive:Use for actions happening now: She is studying grammar right now.Form with subject + to be + present participle (-ing form of verb)Simple past:Use for completed actions in the past: I studied hard last night.Form with subject + past tense verb (studied, went, saw)Past progressive:Use for ongoing action in the past: He was taking notes during class.Form with subject + was/were + present participleSimple future:Use for events that will happen: I will study grammar tomorrow.Form with subject + will + base verbPerfect tenses:Present perfect: Have/has + past participle (I have studied)Past perfect: Had + past participle (I had studied)Future perfect: Will have + past participle (I will have studied)Other Important ConceptsSubject-verb agreementSingular subjects need singular verbs: The student writes neatly.Plural subjects need plural verbs: The students write neatly.ModalsAuxiliary verbs like can, could, should, might, must, mayShow ability, possibility, permission, obligationPassive voiceBe + past participle: Homework was assigned.Used when focus is on action, not performerGerunds/InfinitivesGerund = verb + ing used as noun: Swimming is fun.Infinitive = to + base verb: I want to swim.Well, those are the key English grammar concepts we've covered so far in junior high! Let me know if you need any examples or have additional questions.篇2Mr. Hu Cankui's Junior High English Grammar NotesHey everyone! For those who don't know me, I'm Michael, a student in Mr. Hu's 8th grade English class. I've been taking really detailed notes on all the grammar points he's been teaching us,and I wanted to share them with you all in case they can help you too. Getting a solid grasp on English grammar has been so key for improving my writing, reading comprehension, and even speaking abilities.Let's start with some basics - parts of speech. We've got nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, and interjections. Nouns are person, place, thing, or idea. Verbs are action words. Adjectives describe nouns. Adverbs describe verbs, adjectives, and other adverbs. Pronouns take the place of nouns. Prepositions show the relationship between words in a sentence. Conjunctions connect words, phrases, and clauses. And interjections are words that express strong emotion.Now for sentence structure. You've got simple sentences with just one independent clause. Then you've got compound sentences joined by a conjunction like "and" or "but". Complex sentences have an independent clause and one or more dependent clauses. The dependent clauses can't stand alone as full sentences.Let's talk about the different types of clauses. An adjective clause modifies a noun or pronoun. It starts with relative pronouns like "that", "which", or "who". Adverb clauses modifywhy, under what condition, etc. They start with subordinating conjunctions like "because", "when", "if", "although", etc. Noun clauses act as nouns and can be subjects, direct objects, subject complements, and more.On to verb tenses! The simple present tense is for habits and general truths. The present progressive is for ongoing actions right now. The simple past is for completed actions in the past. The past progressive describes an action in progress at a certain past time. Future tenses look at actions that haven't happened yet. There's simple future, future progressive, and more complex forms too.Now let's cover some other verb concepts. The active voice shows the subject performing the verb's action. The passive voice shows the subject being acted upon. Verbs have different forms when combined with modal auxiliary verbs like "can", "should", "might", etc. That changes their meaning. There are also verb tenses for completed actions, like the present perfect ("I have studied") and past perfect ("I had studied").Switching to modifiers - these are words or phrases that describe other words. Adjectives modify nouns and pronouns by telling which one, what kind, how many, etc. Adverbs modifywhy, to what degree. Things like "angrily", "yesterday", "extremely", "fortunately", etc.Watch out for double negatives! In English you can't have two negative words in the same sentence or it becomes a positive. So instead of "I didn't do nothing", it would be "I didn't do anything."Speaking of negatives, here are some ways to make sentences negative: Use "not" after the helping verb, use negative words like "never", "no one", "hardly", etc. Or use negative prefixes like "un-", "dis-", "im-", "in-", "ir-", "non-".Now let's cover some of the trickier grammar concepts. Parallel structure means using the same pattern of words when listing two or more ideas. For example: "I like playing soccer, running, and swimming." All the verbs are in the -ing form. Subject-verb agreement is when the subject and verb agree in number. Like "The boy runs" not "The boy run."Pay attention to pronoun usage too. Don't switch pronouns referring to the same antecedent (the noun a pronoun renames). Same with clear pronoun reference - always make sure it's obvious what noun each pronoun is referring to.I really hope these notes on all the grammar we've covered are helpful! Let me know if you need any clarification or have additional questions. Mastering this stuff has been so valuable for improving my overall English skills. Keep grinding and see you in class!篇3Mr. Hu's English Grammar NotesParts of SpeechThere are 8 main parts of speech in English: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections.NounsA noun is a word that names a person, place, thing or idea. There are proper nouns which name specific people/places (e.g. John, London) and common nouns for general things (e.g. boy, city).Nouns have singular and plural forms. We add -s to make most nouns plural (dog -> dogs). But some irregular nouns have unique plural forms (child -> children).PronounsPronouns are words that take the place of nouns (he, she, it, they, etc). Subject pronouns do the action (I, you, he, she, it, we, they). Object pronouns receive the action (me, you, him, her, it, us, them).Possessive pronouns show ownership (my, your, his, her, its, our, their). We also have reflexive pronouns like myself, yourself, etc.VerbsVerbs are words that describe an action or state of being. The main verb types:Action verbs: show physical or mental action (run, think)Linking verbs: connect the subject to more info (be, seem, appear)Helping verbs: used with main verbs to show tense (will go, has gone)Verbs change form to show different tenses (present, past, future) and subject-verb agreement. For example:I go, You go, He/She/It goesI went, You went, He/She/It wentAdjectivesAdjectives modify or describe nouns and pronouns. For example: a red ball, those delicious cookies.Adjectives can show degree through forms like: big, bigger, biggest. Some have irregular forms like good, better, best.AdverbsAdverbs modify verbs, adjectives or other adverbs. They often end in -ly (slowly, carefully, extremely).Adverbs describe the manner, place, time, frequency, degree or reason of an action. For example:She spoke softly. (manner)The book is downstairs. (place)I seldom watch TV. (frequency)He performed extremely well. (degree)PrepositionsPrepositions show the relationship between a noun/pronoun and other words in a sentence. Some common ones:in, on, at, by, with, from, for, of, to, etc.For example:The cat is on the mat.I'm going to the store for milk.ConjunctionsConjunctions are linking words that join parts of sentences. Some common types:Coordinating (and, but, or, so)Subordinating (because, although, unless)Correlative (either/or, neither/nor, not only/but also)Example: I took my umbrella because it was raining, but the sun came out later.InterjectionsInterjections are words that express emotion and are punctuated differently from other sentences.Examples: Ouch! Hooray! Wow, that's amazing!Sentence StructureEvery complete sentence needs a subject and a verb. Sentences come in 4 main structures:Simple sentence: One independent clauseE.g. The boy jumped.Compound sentence: Two independent clauses joined by a conjunctionE.g. The boy jumped, and the dog barked.Complex sentence: One independent clause and one or more dependent clausesE.g. The boy jumped when the dog barked.Compound-complex sentence: Two or more independent clauses and one or more dependent clausesE.g. The boy jumped when the dog barked, but he was not hurt.Other Key Grammar Rules:Subject-verb agreement: Singular subjects need singular verbsE.g. He walks. They walk.Pronoun-antecedent agreement: Pronouns must agree with their noun antecedentsE.g. The girl lost her ball.Verb tenses: Verbs change form to indicate when the action happenedE.g. I am studying (present), I studied (past), I will study (future)Active vs passive voice: Active voice is "subject + verb + object"Passive voice is "object + was/were + past participle"E.g. Active: He kicked the ball.Passive: The ball was kicked by him.Parallel structure: List items must be in the same grammatical formE.g. I like swimming, reading, and playing tennis.I hope these detailed notes on the fundamentals of English grammar from Mr. Hu's class are helpful for reviewing the key concepts! Let me know if any part needs further explanation.。

2024年人教版新教材七年级英语上册Unit7单词精讲课件

2. surprise [səˈpraɪz] n. 惊奇；惊讶; v. 使感到意外 p69 ➢ 固定搭配：in surprise惊讶地 to one's surprise令某人惊讶的是 What a big surprise! 多么大的一个惊喜啊！ His words surprised me. 他的话让我感到惊讶。 She looked at me in surprise. 她惊讶地看着我。 ➢ 趁热打铁： ①令我惊讶的是，他通过了考试 To my surprise , he passed the exam. ②为他举办一个惊喜派对怎么样(课文原句)
14. example [ɪɡˈzɑːmpl] n. 例子；范例 ➢ 固定搭配：15. for example例如 Here is an example. 这儿有一个例子。 For example, he is very kind.例如，他非常善良。 ➢ 趁热打铁： ①她给出了很多例子。 She gave many examples .
7. total [ˈtəʊtl] n .总数；合计adj .总的；全体的 p69 ➢ 固定搭配：in total 总共 The total of these numbers is 50. 这些数字的总和是 50。 The total cost is very high.总花费非常高。 In total, there are five books on the table.总共桌子上有五本书。 ➢ 趁热打铁： ①总共是多少？（课文原句） What's the total?
9. balloon [bəˈluːn] n. 气球 The children are playing with balloons. 孩子们在玩气球。 She tied a balloon to the chair. 她把一个气球系在椅子上。

2024年秋外研三年级英语上册Unit 2 My school things 第3课时(课件)

Learning to put away one’s own things is the basic skill for primary school students. 学会整理自己的东西是小学生必备的技能。
Let’s take action and develop the good habit of taking care of our school things! 让我们行动起来，养成整理学习用品的好习惯吧！
It’s a ruler.
4 What’s that?
It’s an eraser.
What does Ms Olivia find?
She finds a _p_e_n__, a__ru__le_r_ and an _e_r_a_s_e_r__.
5 Read and match their names.
Lost and found
Whose pen/ruler/ eraser is this?
Whose pen is this?
It is Yoyo’s pen.
Is this your pen, Yoyo?
Yes, it is. Thank you.
Yoyo
Is this Lulu’s ruler?
Watch & Check
Fast reading
再见，拜拜
It’s time to say goodbye.
Bye, kids. What does they say?
Bye, Ms Olivia.
Let’s answer
Who is the octopus? She is Ms Olivia. She is a teacher.
Summary

陕西省石泉县池河中学人教版英语九年级第三单元集体备课

二、话题思维导图
Amusement park, bookstore, flower store, supermarket, mall, library, museum, restroom, restaurant, subway Getting around Pubic places Big, interesting, clean, fascinating, Quiet, uncrowded, beautiful, safe, convenient
池河中学单元（章节）集体备课记录表
九年年级级
中心发言人刘子艳李翠萍蒋杰
科目
英语
时间
201 5 年 9 月 21 日（第四周）
标题
Unit 3
成员
本单元话题为得体礼貌地运用语言索取信息及提供信息。Section A 以购物和去游乐园游玩等日常生活为切入口，通过问路及指路引入语言操练及学习，让学生通过模拟日常真实场景体会、感受及领悟目标语言内容。这一阶段教学结束时学生应当重点掌握并能够熟练、正确运用的内容包括： 1、功能及句型结构方面：（1）得体地运用礼貌语句问路及咨询信息，例如： Excuse me ,do you know where I can buy……？Could you please tell me how to get to ……？Can you tell me when……？I wonder where we should……；（2）礼貌、得体地指路及提供信息，如：Sure. There’s a supermarket down the street .或得体地进行否定回答：Sorry, I’m not sure how get there. 2、词汇方面：教材所呈现的有关日常生活活动短语（如 get some money ,buy some stamps 等）和相关处所名词（如 bookstore, restroom 等），以及与问路、指路及询问、提供信息相关的短语等； 3、语法方面：带有 wh-疑问结构的宾语从句。从编写特征和相关语言内容来看，活动 la-lc 在语境中复现和呈现动词短语，侧重 get,buy 等动词引起的日常生活活动短语，同时呈现本单元重点句型结构。教师应注意利用书本主题图等媒介加强语境设置，为学生模拟日常生活情景进行问一、路、指路创设条件；活动 2a-2d 通过听说活动将相关语言知识和听说技能相结合，教材加强综合性语言输入；活动本单元语法为含有 wh-疑问词的宾语从句，此结构强烈因此在开展分析表现出语言的功能特征——礼貌地在公共场合索取信息时的语言结构。本单元语法教学时，建议教师一要想办法让学生意识到礼貌语文结构特征；二要帮助学生突破含有 Wh-疑问词宾语从句的难点（易错点）。在实际语言运用中，人们往往将这些句型视为一个整体进行记忆和运用，若教师在教学中注意关注这一特征，并得当地引导学生有意识地对它们进行整体识记和运用，可有效降低学生语言运用的错误率，也使相关内容变得轻松易学。从相关的训练活动上看，4a 主旨在于训练学生宾主从句的造句能力，关注语言结构；4b 给出不同的情境，让学生运用宾语从句礼貌地询问信息：4c 则更加突出本单元语法内容的交际性运用，使学生通过语言交流活动运用、内化相关语言知识。在含有 Wh-疑问词的宾语从句方面，我国学生较多地存在语序方面的错误，表现为在从句部分仍然使用倒装的疑问结构。教师可继续采用一单元建议的对比主语法，即将某一特殊疑问句与含有该问题的宾语从句利用板书或媒体课件成对呈现，让学生观察对比、探究异同，教师归纳总结。同样教师还可以结合具体学情，在完成书本练习的基础上补充一定量的相关语句进行操练，以达到熟练及巩固的目的。这一部分主题仍为 section A 部分的继续，但侧重点有所不同。从语言层面上看，这一部分突出帮助学生扩充自己的描述性词汇语库，训练他们运用形容词描述

英语书信作文万能句子

英语书信作文万能句子English Letter Writing: Versatile Sentences for Varied Expressions。

Hey there! Long time no see. How's life been treating you lately? I've been missing our chats and wanted to catch up.Remember the trip we took last summer? That was so much fun! The views were breathtaking, and the food was to die for. We should definitely plan something similar this year.By the way, I've been reading a lot of books lately. Do you have any recommendations? I'm always looking for something new and exciting to read.Also, I've been thinking about taking up a new hobby. Maybe learning a new instrument or trying out painting. What do you think? Any suggestions on what I should try?And speaking of hobbies, how's your cooking going? I remember you were really getting into it last time we talked. Any new dishes you've mastered? I'd love to hear about it.Lastly, I wanted to ask if you're free anytime soon?It'd be great to meet up for a coffee or lunch and catch up on everything. Let me know when you're available!That's all for now, my friend. Take care and hope to hear from you soon!。

牛津译林版英语九年级上册Unit3《Teenageproblems.》说课稿2

牛津译林版英语九年级上册 Unit 3 《Teenage problems.》说课稿2一. 教材分析《牛津译林版英语九年级上册 Unit 3 Teenage problems》是人教版初中英语教材的一个单元，主题是关于青少年问题的讨论。

本单元主要围绕青少年的日常生活中的问题展开，包括学习压力、与父母沟通、网络安全等方面。

通过本单元的学习，学生能够提高自己在现实生活中解决问题的能力，同时增强自己的英语听说读写技能。

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句型和语法知识。

然而，他们在词汇量和语言表达能力方面还有待提高。

此外，由于本单元涉及到一些敏感话题，如网络安全等，学生可能对此有一定的抵触情绪，需要教师进行适当的引导。

三. 说教学目标1.知识目标：学生能够掌握本单元的核心词汇和句型，理解文章的主旨大意。

2.能力目标：学生能够运用所学的词汇和句型，进行日常交流和讨论，提高自己的口语表达能力。

3.情感目标：学生能够认识到青少年问题的严重性，提高自我保护意识，培养积极健康的生活态度。

四. 说教学重难点1.重点：学生能够掌握本单元的核心词汇和句型，理解文章的主旨大意。

2.难点：学生能够运用所学的词汇和句型，就青少年问题展开讨论，提高自己的口语表达能力。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成具体任务的过程中，提高自己的英语听说读写技能。

2.教学手段：利用多媒体课件、网络资源等，为学生提供丰富的学习资源，激发学生的学习兴趣。

六. 说教学过程1.导入：教师通过提问方式，引导学生谈论青少年问题，激发学生的学习兴趣。

2.阅读理解：学生通过阅读文章，回答相关问题，理解文章的主旨大意。

3.小组讨论：学生分成小组，就文章中的问题进行讨论，提高自己的口语表达能力。

4.写作练习：学生根据所学内容，写一篇关于青少年问题的短文。

5.课堂展示：学生展示自己的写作成果，其他学生进行评价。

译林版英语九年级(上)Unit 3 Teenage problems 知识点

译林版英语九年级（上）Unit3Teenage problems知识点一．重点词组1.吃的太多/很多e at too much/a lot2.征求意见a sk for advice/suggestions3.怎样解决他们的问题how to solve/deal with their problems4.亲密的/真正的朋友c lose/true friends5.在考试中得高\低分get h igh\low marks i n e xams6.更好地规划你的时间manage your time better7.怎样处理...how to deal with...=what to do with...8.熬夜晚stay up late9.呆在外面晚stay out late10.有空余时间进行业余爱好have some spare time for my hobbies11.值得做某事b e worth doing sth.12.给我提供一些建议offer me s ome s uggestions13.收到某人的来信h ear from sb.14.痴迷于做某事b e crazy about doing sth.15.陷入困境get into trouble/be in trouble16.在……之间取得/保持平衡achieve/keep a balance between...and...17.允许某人做某事a llow sb.to do sth.18.对某人某事严格b e strict with sb.in sth.19.发展兴趣爱好d evelop hobbies20.列一张...的清单m ake a list of...21.表达自己的观点e xpress oneself22.不注意...pay no attention to(sth./doing sth.) 23.在某事上没有进步make little progress in sth.24.与某人分担焦虑s hare worries with s b.25.将担心放在自己心里keep worries to oneself26.对你的体重不满意be unhappy with your weight27.对……感到有压力f eel stressed about...二、重点句型1.W hy not/Why don’t you eat less and exercise more?为什么不少吃多锻炼呢？2.I don’t get enough sleep.我得不到足够的睡眠。

牛津译林版九年级英语上册 Unit 3 《Teenage problems.》Lesson 3教学设

牛津译林版九年级英语上册 Unit 3 《Teenage problems.》Lesson 3教学设计一. 教材分析《牛津译林版九年级英语上册 Unit 3 Teenage problems. Lesson 3》主要讲述了青少年面临的一些普遍问题，如学习压力、与父母沟通、早恋等，并通过对话形式展示了如何在面对这些问题时进行积极的沟通和解决。

本课内容贴近学生生活，有利于激发学生的学习兴趣，提高他们的语言运用能力。

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句型和词汇。

但同时，他们在学习过程中仍存在一些问题，如：部分学生对英语学习缺乏兴趣，课堂参与度不高；部分学生英语口语表达能力较弱，不敢开口说英语；部分学生对一些英语语法和词汇掌握不扎实，影响阅读和听力理解。

三. 教学目标1.知识目标：学生能够掌握本课中的关键词汇和句型，理解对话内容，能够运用所学知识进行简单的日常交流。

2.能力目标：通过听力、口语、阅读和写作等实践活动，提高学生的英语运用能力。

3.情感目标：培养学生积极面对生活中问题的态度，学会与父母、朋友有效沟通，促进全面发展。

四. 教学重难点1.重点：关键词汇和句型的掌握，对话内容的理解。

2.难点：情态动词 could 的用法，以及如何在实际情境中运用本课所学知识。

五. 教学方法1.情境教学法：通过设定真实的生活情境，让学生在实际语境中学习和运用英语。

2.交际法：鼓励学生积极参与课堂对话，提高他们的口语表达能力。

3.任务型教学法：通过完成各种任务，培养学生运用英语解决问题的能力。

六. 教学准备1.教学课件：制作课件，包括图片、视频、音频等素材，以便于教学展示。

2.教学道具：准备相关的生活用品，如书包、手机等，用于模拟生活情境。

3.作业布置：提前布置预习任务，让学生预习本课内容，为课堂学习做好准备。

七. 教学过程1.导入（5分钟）利用图片和视频展示青少年面临的一些问题，如学习压力、与父母沟通等，引导学生思考并讨论这些问题。

九年级下英语全解

九年级下英语全解
《中学教材全解:9年级英语(下)(外语教研版)》主要内容：光阴似箭，日月如梭，不知不觉《新课标》、《新教材》已伴随我们进入了九年义务教育的最后一年。初中三年级是人生道路上的关键一年，更是无数学子拼搏、冲刺、收获的时节。那么，怎样才能快速地提高英语成绩、信心十足地笑对中考呢？以下几招不妨一试。
“删繁就简三秋木，领异标新二月花。”风雨历程，春华秋实。《中学教材全解》系列丛书，自2000年上市以来，年年修订，年年出新，年年销量创新高！它开创了教辅图书的新形态，在神州大地独树一帜，为广大师生增添了新的选择，给图书市场增加了新的亮点，创造了教辅图书的新神话！
“会当凌绝顶，一览众山小。”只有出乎其类，方能拔乎其萃。目前同类产品已不下百种，但金星书业的《中学教材全解》在市场上独占鳌头。走进全国各地中学，你会发现：学生购买薛金星主编的《中学教材全解》已成为一种学习的新时尚。徜徉全国大大小小的书店，你会赞叹：金星书业的《中学教材全解》已成为全国零售化图书的最优品牌之一！
关注中考动向
新课标注重了“三维目标”，它将直接影响着对教师教学和对学生学习的评价。因此，今后的中考试题将会提高难度，会加大“知识的综合运用、文化意识、情景交际、能力提高”等这几个方面的题量与分值；试题的结构会慢慢趋向于“英语能力竞赛”。同学们要有这方面的意识和思想准备，随时关注中考动向，把握中考脉搏，做好应战准备。
一亿二千万学子的益友：热烈祝贺薛金星总主编的《中学教材全解》最新改进版隆重上市，向全国一亿二千万中学生真诚致谢！
“千淘万漉虽辛苦，吹尽黄沙始到金。”一路坎坷走来，一路阳光相伴。《中学教材全解》系列丛书最新改进版终于隆重上市了，在此，衷心感谢广大师生多年的呵护与关注，衷心感谢广大师生坚定的选择与信赖！
“宝剑锋从磨砺出，梅花香自苦寒来。”金星书业能够取得这样骄人的业绩，首先得益于“全心全意，解疑解难”的编写理念，其次得益于“全、细、精、透、新、实、活、巧”的编写原则，再次得益于“想学生所想，急教师所急，忧家长所忧”的服务宗旨，更得益于强烈的责任意识和质量意识。对学生、对老师、对家长、对教育事业负责是追求高质量的不竭动力！

Unit 11 Grammmar Focus-4c 语法课九年级英语全一册课件(人教版新目标)

“make + 宾语 + 宾语补足语” 结构
3、“make+ 宾语 + 名词（短语）” 让某人成为…；使…当…
“make + 宾语 + 名词”意为“使......成为……”，名词前通常不加冠词，且名词通常是表示官职或头衔的词。
Many people make singing their career. 很多人把唱歌当他们的职业。 Bill Gates' Microsoft makes him a genius in the business world. 比尔·盖茨的微软公司使他成为商界的一个天才。
But I found out that I didn’t do too badly. That made me very _g_l_a_d_\s_u_r_p_ri_s_e_d_. Then things got
even better. Holly bought me my favorite lemon juice and turkey sandwich for lunch, and we
make构成的短语
make + it make + it + 时间”意为“时间约定在……”。
make it (及时）到达（尤指来得及做某事）；及时赶上参加；（经历艰难困苦后）成功
被动语态中常用 be made of / from, be made in, be made by等短语来表示“……是由…… 制成的”，“……是在……制成的”和“……是被……制成的”
make oneself at home使别人理解 make oneself understood
make progress

人教版九年级英语全册教学设计：Unit3SectionB

2.教师讲解一般现在时和一般过去时的用法，结合实例句型，让学生在实际语境中感受时态的变化。
3.学生跟随教师朗读课文，注意语音语调，理解文章内容。
4.教师引导学生关注文章中关于人物描述的表达方式，总结句型和语法结构，提高学生的阅读理解能力。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个人物，讨论并记录该人物的成就、经历和特点。
1.部分学生对英语学习缺乏兴趣，课堂参与度不高，影响学习效果。
2.学生的阅读理解能力有待提高，对文章深层含义的把握和推理判断能力不足。
3.口语表达能力有限，缺乏自信，不敢在公共场合用英语表达自己的观点。
4.写作能力较弱，句子结构单一，篇章组织能力不足。
针对以上学情，本章节的教学应注重激发学生的学习兴趣，提高课堂参与度；加强阅读训练，提高学生的阅读理解能力；创设口语表达机会，培养学生的自信心；设计多样化的写作任务，提高学生的篇章组织能力。同时，关注学生的个体差异，因材施教，使每个学生都能在原有基础上得到提高。
4.针对写作能力的提高，采用以下教学策略：
a.设计不同类型的写作任务，如日记、书信、故事等，让学生在实践中提高写作能力。
b.引导学生关注篇章结构，学会使用过渡词和连接词，使文章条理清晰。
c.举办写作讲座，教授写作技巧，提学生的写作水平。
d.开展互评、小组评等活动，让学生在评价他人作品的过程中，学习借鉴优点，改进自身不足。
3.教师播放一段与本节课主题相关的短视频，激发学生的兴趣，引导学生关注本节课的核心词汇和句型。
4.通过提问方式，引导学生预测本节课的学习内容，为新课的学习做好铺垫。
（二）讲授新知
1.教师带领学生学习和复习与本节课相关的词汇和短语，如confident, perform, talented, achieve, overcome等，通过图片、实物等辅助教学，帮助学生形象记忆。

初中英语教研组集备活动记录

初中英语教研组集备活动记录篇一：英语教研组集备活动记录九年级英语组集备活动记录时间：2016-2-8出席人员：唐理欢、黄丽珠、李少琴发言记录：主题：九年级课题：网络环境下初中研究性学习实施与管理研究话题：Unit3 Topic1 English is widely used throughout the world. Section A开课时间：2016-3-10 第6节开课教师：马殿明教材分析：本单元围绕着世界语言---英语展开。

谈到了英语的广泛运用，英语学习的重要性，不同国家应用英语的差异，英语的发展，手势语及英语学习策略等问题。

这些话题与学生的英语学习息息相关，本单元主要呈现的语法为一般现在时的被动语态。

我所讲的是本单元的一个话题中的一篇阅读文章：English around the World(Ⅰ)。

用数据来论证“English is the most widely used.”统一意见：上课流程如下：1. Review: The countries where English is spoken as the first language.2. Warm up. Show a funny video“A cat can speak English”3. Pre-reading question: 1) Is English spoken by the largest number of people in the world? 2) When and where do you use English?4. Fast reading: 1) How many languages are spoken in the world?2) In which countries is English learned as a foreign language?5. Careful reading: Read the text carefully and mark True ( T)or False(F).6. Sum up.7. Students practice reading.8. Listen to the statements and fill out the table.9. Discuss: Where is English spoken in your life.10. Homework: 1.Retell the text.2. Preview the next period.3.Try to find out more places where English is used.初中英语教研组第10周集备活动记录第10 周星期四（20XX年11月10日）出席人员：初中组全体英语教师发言记录：主题; 八年级上学期Lesson 39课公开课评课李志月：公开课反思对于初中英语教材来说，主要以对话为主。

牛津译林版九年级上册Unit3《Teenageproblems》说课稿5

牛津译林版九年级上册Unit 3《Teenage problems》说课稿5一. 教材分析《牛津译林版九年级上册Unit 3 Teenage problems》是一篇关于青少年问题的文章，主要讨论了青少年在成长过程中所面临的各种问题，如学业压力、与父母关系、交友问题等。

通过阅读文章，学生可以了解青少年阶段的困惑和挑战，并学会如何应对这些问题。

本节课的教学内容主要包括阅读理解、词汇学习、语法讲解和口语表达等方面。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的阅读、听力和口语交流。

然而，他们在阅读理解、词汇量和语法知识方面还存在一定的不足。

因此，在教学过程中，教师需要关注学生的个体差异，合理安排教学内容，调动学生的积极性，提高他们的英语水平。

三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和短语，理解文章的主旨大意；2.能力目标：学生能够运用所学知识进行阅读理解，提高自己的英语阅读能力；3.情感目标：学生能够认识到青少年阶段的问题，学会正确面对和解决这些问题，培养健康的心理素质。

四. 说教学重难点1.重点：文章中的关键词汇和短语，以及阅读理解能力的培养；2.难点：文章的深层含义理解，以及如何运用所学知识解决实际问题。

五. 说教学方法与手段1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中学习英语，提高他们的实践能力；2.情境教学法：创设真实的情境，让学生在实际情境中感受和运用英语；3.小组合作学习：鼓励学生之间进行合作交流，培养他们的团队意识和沟通能力；4.多媒体教学手段：利用多媒体课件、视频等资源，丰富教学内容，提高学生的学习兴趣。

六. 说教学过程1.导入：通过提问方式引导学生思考青少年阶段的问题，激发学生的学习兴趣；2.阅读理解：学生自主阅读文章，完成相关练习，教师进行讲解和指导；3.词汇学习：学生学习文章中的关键词汇和短语，教师进行讲解和举例；4.语法讲解：教师讲解文章中的语法知识，学生进行练习；5.口语表达：学生根据文章内容进行口语表达，教师进行评价和指导；6.总结与反思：学生总结所学内容，教师进行点评和鼓励。

初中英语九年级Unit3第2课时SectionA(3a-3b)(说课稿)

初中英语九年级 Unit 3 第2课时 Section A (3a-3b) （说课稿）一. 教材分析本文选自人教版初中英语九年级Unit 3 第二课时 Section A (3a-3b)，本节课主要围绕“第三单元的主题： Life is full of challenges(生活充满挑战)”。

通过讲述一个关于坚持不懈、努力实现梦想的故事，引导学生学会面对生活中的困难和挑战，勇敢追求自己的梦想。

3a部分是一篇阅读材料，讲述了一个叫Jim的小男孩，在父亲的鼓励下，坚持每天练习乒乓球，最终实现了成为世界乒乓球冠军的梦想。

3b 部分是针对3a部分的阅读材料进行讨论和思考。

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。

但他们在阅读理解、词汇运用和口语表达等方面还存在一定的困难。

因此，在教学过程中，我们需要关注学生的个体差异，因材施教，引导他们通过自主学习、合作学习和探究学习的方式，提高他们的英语综合运用能力。

三. 说教学目标1.知识目标：学生能够掌握本节课的重点词汇和句型，能够理解和运用课文内容。

2.能力目标：学生能够通过阅读理解，提高他们的阅读能力；学生能够通过讨论和思考，提高他们的口语表达和思维能力。

3.情感目标：学生能够学会面对生活中的困难和挑战，勇敢追求自己的梦想。

四. 说教学重难点1.重点：学生能够掌握本节课的重点词汇和句型，能够理解和运用课文内容。

2.难点：学生能够通过阅读理解，提高他们的阅读能力；学生能够通过讨论和思考，提高他们的口语表达和思维能力。

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，提高他们的英语运用能力。

2.教学手段：利用多媒体课件，为学生提供丰富的教学资源，激发他们的学习兴趣。

六. 说教学过程1.导入：通过展示一些世界冠军的照片，引导学生谈论他们的梦想，引出本节课的主题。

2.呈现：教师通过课件展示3a部分的课文内容，引导学生整体理解课文。

牛津译林版英语九年级上册Unit3《Teenageproblems.》说课稿8

牛津译林版英语九年级上册 Unit 3 《Teenage problems.》说课稿8一. 教材分析《牛津译林版英语九年级上册》Unit 3 《Teenage problems》主要讨论了青少年面临的一些普遍问题，如学习压力、与父母沟通、健康饮食和锻炼等。

本节课通过阅读一篇关于青少年问题的文章，让学生了解并认识到青少年时期所面临的各种问题，并学会如何解决这些问题。

教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣，提高他们的英语阅读和表达能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。

然而，他们在阅读理解、词汇运用和写作方面还存在一定的困难。

此外，由于年龄特点，学生可能对一些青少年问题有自己的看法和经历，这为课堂讨论提供了良好的基础。

三. 说教学目标1.知识目标：学生能够掌握本节课的生词和短语，理解文章的主旨大意，以及作者对待青少年问题的态度。

2.能力目标：学生能够运用所学知识，进行阅读理解、词汇运用和写作练习。

3.情感目标：学生能够认识到青少年时期所面临的各种问题，学会正确面对和解决这些问题，培养积极健康的心态。

四. 说教学重难点1.重点：学生能够熟练运用本节课的生词和短语，理解文章的主旨大意。

2.难点：学生能够针对青少年问题，提出自己的观点和解决方案，并能够用英语进行表达。

五. 说教学方法与手段本节课采用任务型教学法，通过自主学习、小组讨论、课堂展示等形式，激发学生的学习兴趣，提高他们的阅读理解和表达能力。

同时，运用多媒体教学手段，如PPT、视频等，丰富教学内容，增强课堂氛围。

六. 说教学过程1.导入：教师通过提问，引导学生谈论青少年时期所面临的问题，激发学生的学习兴趣。

2.阅读理解：学生阅读文章，回答相关问题，教师引导学生分析文章结构，理解作者观点。

3.词汇学习：学生学习本节课的生词和短语，教师通过例句、游戏等方式，帮助学生巩固记忆。

4.小组讨论：学生分组讨论青少年问题，并提出自己的观点和解决方案。

山东省临沂市英语小学四年级上学期试题与参考答案(2024-2025学年)

2024-2025学年山东省临沂市英语小学四年级上学期复习试题与参考答案一、听力部分（本大题有12小题，每小题2分，共24分）1、What does the girl say about her favorite animal?A. It is a cat.B. It is a dog.C. It is a fish.Answer: BExplanation: The girl mentions that her favorite animal is a dog, so the correct answer is B.2、How old is the boy’s brother?A. He is 10 years old.B. He is 12 years old.C. He is 14 years old.Answer: BExplanation: The boy states that his brother is twelve years old, making B the correct answer.3、Question: What is the name of the boy who likes to play soccer?A. TomC. MikeAnswer: AExplanation: In the listening passage, the speaker mentioned that Tom is the boy who loves playing soccer.4、Question: What are the animals doing in the park according to the conversation?A. They are eating grass.B. They are swimming in the lake.C. They are flying in the sky.Answer: CExplanation: The conversation described the birds flying around in the park, so the correct answer is option C.5、Listen to the dialogue between two friends and choose the correct answer to complete the sentence.A: Hey, do you know what we are doing for our science project this semester? B: Yeah, we are going to plant some seeds and observe how they grow.Question: What are they going to do for their science project?A) They are going to watch a movie.B) They are going to plant seeds and observe their growth.C) They are going to read a book.D) They are going to draw pictures.Explanation: The dialogue clearly mentions that they are going to plant some seeds and observe their growth, which matches option B.6、Listen to the following conversation and answer the question.Teacher: Alright, class, I want you to tell me what the weather is like today.Student 1: It’s sunny.Student 2: But it’s also windy.Question: What is the weather like today?A) It’s sunny and windy.B) It’s rainy.C) It’s snowy.D) It’s foggy.Answer: AExplanation: The conversation includes information about the weather being sunny and windy, which matches option A.7.Listen to the conversation and answer the question.W: Hi, John. How was your science project?M: It was great, but I had to work really hard on it.W: Did you enjoy learning about the solar system?M: Yeah, it was fascinating. I learned so much about the planets and their moons.Question: What topic did John’s science project focus on?A) The solar systemB) Animal biologyC) Weather patternsD) EarthquakesAnswer: A) The solar systemExplanation: The question asks about the focus of John’s science project. The conversation clearly states that John enjoyed learning about the solar system, which is the topic of his project.8.Listen to the dialogue and complete the sentence.M: Excuse me, Miss Green. Can you help me find the math section?W: Sure, it’s over there, next to the science books.M: Oh, thanks! By the way, how many math books are there in total?W: There are 32 books in that section, but some of them are for middle school students.Question: How many math books are there for elementary school students in that section?A) 32B) 20C) 12D) Not enough informationAnswer: D) Not enough informationExplanation: The question asks for the number of math books for elementaryschool students. While the total number of math books in the section is given as 32, the conversation does not specify how many of those books are for elementary school students, so the answer is not enough information.9.Listen to the conversation and choose the correct answer.A. The boy wants to borrow a book.B. The girl needs help with her homework.C. The teacher is asking about the weekend.Answer: BExplanation: In the conversation, the girl is asking for help with her math homework, indicating that option B is the correct answer. The other options do not align with the content of the conversation.10.Listen to the dialogue and fill in the blanks with the correct words.A. What time is it?B. I think it’s time toC. We shouldDialogue: A: (Looking at his watch) __________?B:__________the movie starts in 15 minutes.Answer: A, B, CExplanation: The dialogue suggests that the first speaker is checking the time (What time is it?), the second speaker is acknowledging the time and suggesting what should be done (I think it’s time to), and the third speaker is reinforcing the action that needs to be taken (We should).11.You hear a conversation between a teacher and a student.Teacher: How was your weekend, Tom?Student: It was quite good, thanks. I went to the park with my family.What did Tom do on his weekend?A)He went to school.B)He visited his grandparents.C)He went to the park with his family.Answer: CExplanation: The student explicitly mentions that he went to the park with his family, so the correct answer is C.12.You hear a short dialogue between two students discussing their favorite subject.Student A: I really enjoy science class. It’s so interesting.Student B: Me too! I love learning about animals and the natural world.What is the favorite subject of both students?A)MathB)ScienceC)LiteratureAnswer: BExplanation: Both students express their enjoyment of science, making it their common favorite subject. Therefore, the correct answer is B.二、选择题（本大题有12小题，每小题2分，共24分）1、What is the correct plural form of the word “child”?A. childsB. childrenC. childesD. childenAnswer: B. childrenExplanation: The plural form of “child” is “children,” which is a regular plural noun ending in -en.2、Which word means “to give a gift”?A. takeB. offerC. receiveD. demandAnswer: B. offerExplanation: The word “offer” means to give something as a gift, especially something that is offered to someone with the hope that they will accept it.3.Which of the following sentences is a correct question?A. I like apples.B. What color is your cat?C. She is a teacher.D. They are eating ice cream.Answer: BExplanation: The correct question is B because it is phrased as a question, asking for information about the color of the cat. The other sentences are statements, not questions.4.Choose the word that best completes the sentence.The children are playing____________in the park.A. joyfullyB. carefullyC. heavilyD. loudlyAnswer: AExplanation: The correct word to complete the sentence is “joyfully” because it describes the manner in which the children are playing, suggesting they are doing so with happiness or pleasure. The other options do not fit the context as well.5.What is the plural form of the word “child”?A. childrenB. childersC. childsD. childesAnswer: A. childrenExplanation: The plural form of “child” is “children,” which is used for more than one child.6.Which sentence is correct?A. She has three cats and two dogs.B. She has three cats, and two dogs.C. She has three cats; two dogs.D. She has three cats: two dogs.Answer: B. She has three cats, and two dogs.Explanation: In English, when listing items in a sentence, a comma is used before the conjunction “and” to separate the items. The correct usage is “three cats, and two dogs.”7.What is the capital city of France?A. LondonB. ParisC. BerlinD. RomeAnswer: BExplanation: Paris is the capital city of France. London is the capital of the United Kingdom, Berlin is the capital of Germany, and Rome is the capital of Italy.8.Which of the following animals is known for its ability to fly?A. ElephantB. BatC. KangarooD. GiraffeAnswer: BExplanation: Bats are known for their ability to fly. Elephants are large land mammals and cannot fly. Kangaroos are known for their hopping ability on land, and giraffes are the tallest mammals but do not have the ability to fly.9、Which of the following words belongs to the category of “common nouns”?A. appleB. theC. haveD. deliciousAnswer: AExplanation: “Apple” is a common noun beca use it refers to a type of fruit and can be used in the plural form (apples). The other options are either articles(B. the) or a verb (C. have) and an adjective (D. delicious).10、Choose the correct past tense form of the verb “do” for the sentence “I_______my homework yesterday.”A. doB. didC. doesD. am doingAnswer: BExplanation: The correct past tense form of the verb “do” is “did.” Therefore, the sentence should be “I did my homework yesterday.” The other options are present tense forms (A. do and C. does) or present continuous tense(D. am doing), which are not suitable for the past context of the sentence.11.What is the capital city of France?A)LondonB)ParisC)RomeD)MadridAnswer: B) ParisExplanation: Paris is the capital city of France. London is the capital of the United Kingdom, Rome is the capital of Italy, and Madrid is the capital of Spain.12.Which of the following is a type of bird?A)FishB)TreeC)PenguinD)MushroomAnswer: C) PenguinExplanation: A penguin is a type of bird, specifically a flightless aquatic bird that lives in the Southern Hemisphere. Fish are aquatic animals, trees are plants, and mushrooms are fungi.三、完型填空（10分）Three, Cloze TestRead the following passage and choose the best word for each blank from the options given.The sun was setting over the horizon, casting a golden glow over the peaceful village. The children of (1)___________Village were enjoying a(2)___________evening with their (3) ___________.1.A. Little B. Large C. Busy D. Beautiful2.A. boring B. exciting C. quiet D. sunny3.A. parents B. friends C. animals D. teachers4.The children were (4)___________a game of tag in the (5)___________field.4.A. playing B. watching C. learning D. practicing5.A. old B. empty C. grassy D. noisyAnswers:1.A2.C3.B4.A5.C四、阅读理解（26分）Reading ComprehensionPassage:The school library was a magical place for young Tom. Every afternoon, after school, he would rush to the library to explore the many shelves filled with books. Tom loved reading about adventures and learning new things. One day, he came across a book about the Amazon Rainforest, which sparked his curiosity. He read about the diverse plants, animals, and the importance of preserving this ecosystem.The book described how the rainforest was home to thousands of species, many of which were not found anywhere else in the world. It also mentioned the challenges faced by the rainforest, such as deforestation and climate change. Tom was deeply concerned about the future of the Amazon and decided to do something to help.The next day, he gathered his friends and discussed their ideas. They decided to create a school project aimed at raising awareness about the Amazon Rainforest. They made posters, wrote essays, and even organized a small fundraising event. The school community was touched by their efforts, and many students began to understand the importance of conservation.Questions:1.Why did Tom love going to the school library?A. He enjoyed playing games there.B. He loved reading books about adventures and learning.C. He wanted to meet new friends there.D. He found it too noisy and preferred to study alone.2.What was Tom’s main concern after reading the book about the Amazon Rainforest?A. He wanted to visit the rainforest himself.B. He was fascinated by the animals he read about.C. He was worried about the future of the Amazon.D. He wanted to become a scientist studying rainforests.3.What did Tom and his friends do to raise awareness about the Amazon Rainforest?A. They started a protest outside the school.B. They organized a charity run to raise money.C. They planted trees around the school campus.D. They created posters and essays and held a fundraising event.Answers:1.B. He loved reading books about adventures and learning.2.C. He was worried about the future of the Amazon.3.D. They created posters and essays and held a fundraising event.五、写作题（16分）Writing Task:Imagine you are the principal of a new elementary school in your town. You have noticed that many students are not getting enough exercise during theirschool day. Write a letter to the parents of the students, addressing the importance of physical activity for children and suggesting a few ways the school can help promote more active lifestyles. Include the following points in your letter:1.The benefits of regular physical activity for children.2.Specific activities that can be offered at school.3.Suggestions for parents to encourage exercise at home.Sample Writing:Dear Parents,I hope this letter finds you well. I am writing to you as the principal of [School Name], a new and vibrant elementary school in our community. One of the aspects I am particularly passionate about is ensuring that all our students have a well-rounded education, which includes not only academic excellence but also physical health.It has come to my attention that many of our students are not engaging in enough physical activity during the school day. Regular physical activity is crucial for children’s development, both physically and mentally. Here are some of the benefits:1.Physical Health: Exercise helps in maintaining a healthy weight, strengthens bones and muscles, and improves cardiovascular health.2.Mental Health: Physical activity can reduce stress, anxiety, and depression, and it also enhances cognitive function and concentration.3.Social Skills: Engaging in group activities can improve teamwork,communication, and social interaction skills.To address this concern, I would like to propose the following initiatives:1.Incorporate Physical Activity into the Curriculum: We can include short physical activity breaks during lessons to help students stay alert and focused.2.Offer After-School Sports Clubs: We can organize sports clubs such as soccer, basketball, or yoga to provide opportunities for students to engage in physical activities with their peers.3.Create a Safe Playground: We are planning to invest in a new playground that will encourage children to play outside during their recess and lunch breaks.I kindly ask for your support in promoting a more active lifestyle for our children. Here are a few suggestions you can implement at home:1.Encourage Daily Exercise: Set aside time each day for your child to participate in physical activities they enjoy.2.Limit Screen Time: Reduce the amount of time your child spends in front of screens to free up time for physical activity.3.Be a Role Model: Children often mim ic their parents’ behavior, so let’s lead by example and be active together.Together, we can ensure that our students lead healthy, active lives. If you have any ideas or concerns, please do not hesitate to contact me.Thank you for your attention and cooperation.Warm regards,[Your Name]Principal[School Name]Writing Analysis:The sample letter effectively addresses the importance of physical activity for children, offering clear and practical suggestions for both the school and the parents. It includes a personal touch by addressing the issue from the principal’s perspective, which can help build trust and rapport with the parents. The letter is well-structured, with a clear introduction, body, and conclusion, and it successfully incorporates all the required points.。

牛津译林版英语九上Unit3《Teenageproblems》(Task)说课稿

牛津译林版英语九上Unit 3《Teenage problems》（Task）说课稿一. 教材分析《牛津译林版英语九上Unit 3 Teenage problems》是一篇关于青少年问题的文章，通过讲述青少年在日常生活中所面临的问题，引导学生关注自身成长过程中所遇到的困难，并学会如何应对。

本节课的主要内容包括：1. 学习青少年常见的心理问题，如焦虑、压力等；2. 学会表达自己观点的技巧，如agree with, disagree with 等；3. 学会寻求帮助和给予建议的方法。

二. 学情分析九年级的学生已经具备一定的英语基础，能够理解和表达日常生活中的一些现象和观点。

但同时，他们面临着中考的压力，可能在心理上有一定的焦虑。

因此，在教学过程中，教师需要关注学生的心理状况，帮助他们学会正确面对和处理问题。

三. 说教学目标1.知识目标：学生能够掌握本节课的生词和短语，理解文章内容，了解青少年常见的问题及解决方法。

2.能力目标：学生能够运用所学知识，表达自己的观点，学会与他人交流和讨论。

3.情感目标：学生能够认识到成长过程中的困难是正常的，学会积极面对和解决问题。

四. 说教学重难点1.重点：学生能够理解文章内容，运用所学知识表达自己的观点。

2.难点：学生能够学会寻求帮助和给予建议的方法，以及如何在讨论中表达自己的观点。

五. 说教学方法与手段1.任务型教学法：通过完成各种任务，引导学生积极参与课堂活动，提高学生的实践能力。

2.合作学习：学生分组讨论，培养学生的团队协作能力和沟通能力。

3.情感教学：关注学生的心理状况，引导学生正确面对成长过程中的困难。

六. 说教学过程1.导入：教师通过提问方式引导学生谈论成长过程中的问题，激发学生兴趣。

2.阅读理解：学生自主阅读文章，回答相关问题，了解青少年常见问题及解决方法。

3.讨论：学生分组讨论，分享自己的观点和经历，学会与他人交流和讨论。

4.表达观点：学生运用所学知识，表达自己的观点，学会不同意和给予建议的方法。

新概念三第21课ppt课件

Tom. 公众把赌注押在汤姆的身上。 bet somebody that 和某人打赌 -- I bet her I would
win the march. bet one's bottom dollar on… 孤注一掷在…上 -- He
bet his bottom dollar on his last attempt. bet on the wrong horse [口]判断或估计错误 I bet. 我打赌, 我肯定。 You bet. [俗]当然, 真的, 的确（= certainly）
理学家）
为深入学习习近平新时代中国特色社会主义思想和党的十九大精神,贯彻全国教育大会精神,充分发挥中小学图书室育人功能
Key words
bitterly adv.厉害地 -- It is blowing bitterly. Bitter adj.苦的, 辛酸的, 刺骨的 -- During cold
known as 'prize-fighters'. However, boxing was very crude, for there were no
rules and a prize-fighter could be seriously injured or even killed during a match.
为深入学习习近平新时代中国特色社会主义思想和党的十九大精神,贯彻全国教育大会精神,充分发挥中小学图书室育人功能
Key words
alike adv.一样地 = similarly adv.同样地, 类似于 = equally adv.同样地, 相等地, 平等地 = as well 也, 又, 同样 = in the same way adv.同样地 -- He was adored by rich and poor alike. -- The teacher is adored by boy and girl alike.