九年级英语下册 general revision lesson 3( 第一课时 )教学设计上海新世纪版

合集下载

九年级英语下册 Unit 1 Lesson 3 George Washington and The

Unit 1 One ValuesLesson3 George Washington and The Cherry Tree（第1课时）一、教学目标：本课时的主要话题是讨论：诚实，责任，合作，尊敬和谦虚；(一)基础目标:1. 认识、掌握vocabulary中的单词：leaf，branch，believe in，honest，truth，what if，punish, go around, pause, breath, draw a deep breath, hold out;2. 学会用正确使用：动名词做表语的结构；3.讨论个人的品质；（二）发展目标：1．能读懂Text的内容，结合注释，找出动名词做表语的句子；2. 根据课文内容，完成对话内容；3.具体学习动名词做表语；（三）能力目标：1. 阅读方面的训练并与之相关的练习；2. 掌握动名词做表语这一结构；情感、策略和文化等有关目标：1. 情感态度：正确的世界观，学会诚实，诚实，责任，合作，尊敬和谦虚；2. 学习策略：在开展小组活动，编排小对话的时候要善于学习别的同学好的方法；二、教学资源:Student’s bookpage27~30；三、教学重点：1. 本课出现的重点词汇，短语；2. 动名词做表语的结构；教学难点：1. 动名词做表语的结构；四：|教前准备：录音机，课件，学生分组；五、教学过程：PreparationContents:①Warming –up②Revision(2) Methods:Teacher leads the students to say the important words and some sentences.(3) Purpose:复习前面学习的重点单词与句型，创造英语学习氛围；Let’s look at page27，Lesson 3 George Washington and The Cherry Tree乔治和樱桃树Tuning inLook at the following pictures and answer the questions below. Use the word and information cues.For this part, ask one student to read the phrases about the pictures, swinging a hatchet, 抡起斧头；chopping a tree，在砍树；And then let the students look at the questions below, and talk about them in pairs, and ask six students to answer one of them.The answers are:1). He is chopping a tree.2). There are five cherries on the tree.3). Because George Washington cut the tree.4).His name is George Washington.5).He was born on February 22, 1732.6). He is the first present of the United States.2. Text.Now let’s learn the text about George Washington. First ask the students try to read the text, and then the teacher read it and change it into Chinese, and explain some sentences and phrases and words.What if I do something wrong and tell the truth?如果我做错了事又讲了实话，那会怎么样？同义句为：What will happen if I do something wrong and tell the truth?What’s important is being honest. 重要的是诚实.主语系动词表语（动名词）Comprehension Check.Wang Hua and Anna are chatting about George Washington in the classroom. Complete the dialogue according to the text.For this part, first ask the students to read the text again, and then complete the dialogue. When they complete the dialogue ask two students to read their dialogues to the class. And then the teacher gives the right answers.The answers are:Wang Hua: cherry, tree, garden, kept, cuts, leaves, hung , down, truth, prized, truth;Anna: Present, United States, who, punish, father;DISCOVERING LANGUAGEThe gerund as predicative, 动名词做表语；Read the following sentences and then answer the questions below.1). (1)In this volunteer project, Fang Fang’s job is teaching the children how to surf the Internet.（2） Linda’s favorite free time interest is volunteering her services in a home for aged.In these sentences, the gerund is used as predicative.Now let’s look at the questions below. Ask three students to answer one of them. The answers are:1). Yes, I can. In the first sentences, the gerund is teaching; in the second sentence, the gerund is volunteering.2). Yes, they are.3). Yes, I can.For example: (1) What’s important is being honest. 重要的是诚实.主语系动词表语（动名词）（2）He thought honesty was telling the truth.动名词做表语In these sentences, the gerund is used as predicative. 在这些句子中，动名词被用作表语.六、板书设计：Lesson3 George Washington andThe Cherry TreeWhat’s important is being honest.主语系动词表语（动名词）2．He thought honesty was telling the truth.动名词做表语七、Homework：Write the words in the vocabulary.八、教学反思：本课时的内容同学们很感兴趣，对于需要掌握是知识动名词做表语，也能较好地掌握.。

人教版新目标九年级全一册Revision of Unit3课件(共63张PPT)

5
convenient corner politely request
direction correct polite
adj. 便利的；方便的 n. 拐角；角落 adv. 礼貌地；客气地 n. & v. 要求；请求 n. 方向；方位 adj. 正确的；恰当的 adj. 有礼貌的；客气的
6
direct speaker
简单句
主s 谓v 宾o
We know he likes English. 复合句
主s
主s 谓v
谓v
宾o
宾o
宾语从句就是用一个句子来构成主句的宾语。
主请语分别找出句中的主语、谓语、宾语从句。
I know that the Water Festival is really
fun. 谓语
宾语从句
M宾a语ry从th句ink(sotbhjaetcttihveetcelaamussews)ere fantastic. I wonder if they will have the races again n在ex复t y合ea句r. 中，由一个_句__子__充当_宾__语__， I这w个on句de子r w叫h做eth宾er语J从un句e i。s a引g导oo宾d t语im从e t句o v的isi常t H见o关ng联K词on有g._th_a_t_, _i_f_, w__h_e_t_h_e_r, I_wb_he_la_iet_v, e_w_th_ha_yt_A, w_p_hr_iel_ri_es, t_h_he_oh_w_o_tt等es。t month in
if/whether 引导宾语从句表示“是否” if/whether可互换。
I want to know if/whether she is right. They didn’t know whether Tom could come back or not.

九年级英语下册M3 Unit 1

Now choose the correct answer. 1. People live longer today because _____a___.
a) we know more about medicine b) they do not work as hard as they did c) they take more exercise 2. There is less fear of getting ill _____b___. a) so people live longer b) because people know how to deal with the ordinary diseases c) so people work harder than before
as much exercise as they used to. ③ 原因状语从句（how to deal... 作know 的宾语）
谓语
Betty: I suppose that's because more people have cars, and they
主语 walk or use their bikes less.
Write about life in the past and life today. 2. What is the question they need to answer?
The question is “Is life today better than it was in the past? ”. 3. What does Betty ask?
4. Complete the questions with the words or expression in the box.

译林版初中九年级下册 Unit 3 Revision ppt课件

My computer
. What should I do with it?
4. 扫地机器人中病毒了，他的主人发现公寓彻底乱了。
The vacuum cleaning robot has caught a virus. His master finds
5. 机器人可以使人们的生活更便捷，但有时也会是大麻烦。
• 7. 这只大蛋糕不足以让他解饿。The big cake was not enough to satisfy his hunger. • 8. 丹尼尔对他的机器人一点都不满意。 Daniel is not satisfied with his robot at all. • 9. 当他们搬到市中心后，问题出现了。Things started to go wrong when they
Mr Jiang plans to buy a robot in order to have more free time.
将以下复合句转化为简单句。 Please tell me where I can find the book. Please tell me where to find the book. It’s so boring! I don’t know what I can do. It’s so boring! I don’t know what to do.
Mr Jiang plans to buy a robot so that he can have more free time.
Mr Jiang is always so busy that he does not have any time for hobbies. Mr Jiang is always too busy to have any time for hobbies.

人教英语九年级全册 Unit3 Revision (共28张PPT)

Could you give me some suggestions ?
(suggest)
（2 points ）
The teacher asked the students _____. A. why the earth went around the sun B. why does the earth go around the sun C. why the earth goes around the sun D. why does the earth goes around the sun
that shop. The shoes were beautiful. The
owner was kind.
Object Clause宾语从句
Do you know why the owner told me the way? Because I asked the way politely. Do you know how I asked the way politely?
（3 points）
Twinkle, twinkle, little star H_o__w___I_w__o__n_d__e_r__w__h_a__t_y__ou are
（4 points）
Did you know ________________? A. who he was looking after B. who was he looking for C. who he is looking for D. who he is looking after
shop, and asked the owner for help. The
owner spoke too quickly to catch the meaning. I said “ Pardon me ”. She

牛津译林版英语九年级下册Unit 3 Revision(24PPT)

Further thinking
① Have you seen robots in the films? ② What kind of robots do you know? ③ What do you think robots can do for you?
1. If you are the owner of the broken robot in the text, what will you do?
Unit 3 Revision
译林版九年级下册英语
An interview with Mr. Jiang
1.You are the first person to have a robot in your town,aren’t you? 2.Why did you want to buy a robot? 3.Where did you buy the robot? 4.How can a robot help you in the morning? 5.What will the robot do while you are at work? 6.Do robots sometimes have problems? 7.What will the robot do if it has problems? 8.What did you do with it at last?
Mr Jiang plans to buy a robot in order to have more free time.
将以下复合句转化为简单句。 Please tell me where I can find the book. Please tell me where to find the book. It’s so boring! I don’t know what I can do. It’s so boring! I don’t know what to do.

九年级英语下译林unit3知识点

九年级英语下译林unit3知识点Unit 3 Knowledge Points in Yilin English Textbook for Ninth GradersIntroductionIn the ninth grade English curriculum, students explore various themes and topics to enhance their language skills. Unit 3 of the Yilin English textbook covers a range of knowledge points that help students strengthen their understanding and application of the English language. This article will delve into the key knowledge points in Unit 3, providing insights and examples.Vocabulary ExpansionOne of the fundamental aspects of language learning is vocabulary. Unit 3 introduces students to a host of new words, increasing their vocabulary repertoire. Some key words include "mysterious," "traditional," "beliefs," "customs," and "superstitious." Understanding these words not only aids in comprehension but also allows students to express themselves more precisely.Idioms and PhrasesIn addition to expanding vocabulary, Unit 3 provides students with a glimpse into the world of idioms and phrases. This figurative language adds flair to one's spoken and written English. Some idioms covered in this unit are "the ball is in your court," "cross that bridge when you come to it," and "let the cat out of the bag." By understanding and using these idioms appropriately, students can enhance their communication skills and fluency.Grammar FocusUnit 3 of the Yilin English textbook places emphasis on certain grammar points, which are crucial for forming grammatically correct sentences and conveying meaning accurately. Some key grammar points covered in this unit include the usage of "used to" and "be/get used to," the present perfect tense, modal verbs to express prohibition or permission, and the passive voice. By mastering these grammar concepts, students can construct more sophisticated and nuanced sentences.Listening SkillsListening skills form an integral part of language acquisition. Unit 3 offers various listening activities to enhance students' ability to comprehend spoken English. These activities may include listening for specific information, understanding conversations, and following instructions. By attentively listening to native speakers, students can improve their pronunciation, vocabulary, and overall comprehension abilities.Reading ComprehensionUnit 3 provides students with engaging reading materials that allow them to practice their comprehension skills while expanding their knowledge on different topics. The texts cover a range of themes, such as cultural customs, historical events, and personal anecdotes. By analyzing and understanding the texts, students develop their reading strategies, such as skimming, scanning, and inference.Speaking ActivitiesSpeaking activities in Unit 3 encourage students to communicate in English both individually and in groups. These activities aim to improve students' fluency, pronunciation, and overall confidence in using English for communication. Some activities may involve givingshort presentations, participating in debates, or discussing thought-provoking topics. Through these activities, students develop their critical thinking skills and practice expressing their opinions effectively.Writing TasksUnit 3 also provides opportunities for students to hone their writing skills. Writing tasks may include composing formal letters, personal narratives, persuasive essays, or descriptive passages. These tasks not only improve students' written expression but also foster their creativity and organization of ideas. By practicing these writing tasks, students learn to effectively structure their thoughts and convey their messages to different audiences.ConclusionUnit 3 of the Yilin English textbook for ninth graders encompasses a wide range of knowledge points, including vocabulary expansion, idioms and phrases, grammar focus, listening skills, reading comprehension, speaking activities, and writing tasks. By engaging with these knowledge points, students can enhance their language skills holistically. The various activities and exercises in this unit promoteactive learning and provide opportunities for students to apply their knowledge in meaningful and practical ways.。

九年级英语下册 Unit 1 You Can Write Poetry Lesson 3教案冀教版

Lesson 3: Say It in ThreeTeaching Content:Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feelingOral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, adverbTeaching Aims:1. Cultivate the students’ reading prehension.2. Know more about the foreign culture.3. pare the differences between the Chinese and Japanese poems.Teaching Important Points:1. Learn about an old style of Japanese poem: Haiku.2. Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points:The old form of Japanese poetry: Haiku.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1: Show pictures of Japanese poets and poems. Then introduce Haiku to the students. The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in class in oral.Step3: Read the text and guess the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.If the students bring some pictures about nature to the class, let them show them in front of the class.Step4: Read the text and find the answers to the questions:1. Do Haikus tell a story?2. What’s a syllable?Step5: e to “PROJECT”.1. Divide the class into groups to finish the task.2. Finish the three poems in the text. Use the sentence: I need a ______. Let the others give the answers, one student write the words down.3. After finishing the poems, read it to the class. All the groups have different poems. Do they sound funny?4. Decide a subject by each group. Then make a pattern according to the subject. Then finish the poem as the models in the text.5. Read the poem to the class.Step6: Homework1. Finish off the exercises in activity book.2. Go on the next reading in the student book.Summary:Some students may think the foreign poems are funny and easy. The teacher may also think so. It is possible for the students to create poems like those we have learned in the class. Give them more chances to create their minds. The teacher can try some poems, too. The class and the teacher can find much fun in learning foreign poems.。

九年级英语Unit3 Revision课件

finish allow choose need clean up
allowed
1. You have to be 18 years old before you are to drive a car.
2. What time do you finish basay?
8. 他的工作是给校报写稿与回复读者.
His job is to write for the school newspaper and reply to the readers.
9. 我每年回两次家乡.
I go to my hometown twice a year.
10. 上个月我们放了5天假.
We had 5 days off last month.
7. Why do many students are sleepy on Friday afternoon? They are sleepy after a long week of classes.
8. What should they be allowed to do?
They should be allowed to have Friday afternoon off to volunteer and help others.
Dear Editor， I would like to reply to the article “Helping and
learning” in your last newsletter. I agree with most of your ideas.
The article said that students should be allowed to volunteer more often. I think it’s a good idea. Because volunteering is good for future jobs. However, I don’t agree to the suggestion that students should visit primary schools and help teach young students. I think we are just students. We have no experience in teaching. We should do something we can.

新目标九年级Unit3 Revision课件

3.足够......做某事 enough...to do
4.扎耳眼
get one’s ears pierced
5.需要做某事
need to do sth.
6.停下来做某事
stop to do sth.
7.代替
instead of
8.选择我自己的衣服 choose my own clothes
9.有个兼职工作 10.我们也是
A: What are the school rules, Alex?
B: Well, we are not __a_l_l_o_w_e__d_to talk in the
根据学校的规定补全对话 School rules
library. A: I _a_g_r_e_e_. I don’t think anybody can talk in the library. B: we must wear school uniforms.
Revision of Unit 3 Teenagers should be allowed to choose their
own clothes.
Go for it J9
Important phrases
1.允许某人做某事 allow sb to do sth
2 .十六岁的人
sixteen-year-olds
• 11.We have nothing against running. 我们没有理由反对他跑步.
定义:表示主语是动作的承受者.
构成:助动词be+及物动词的过去分词。be 有人称、时态和数的变化。
含有情态动词的被动语态：情态动词＋be ＋及物动词的过去分词。
用法：当我们不知道谁是动作的执行者，或者没有必要指出谁是动作的执行者，或者只强调动作的承受者时，要用被动语态。

初三英语revision(unit 1—unit 3)知识精讲冀教版

初三英语Revision（Unit 1—Unit 3）知识精讲冀教版【本讲教育信息】一. 教学内容：Revision（Unit 1—Unit 3）1. 重点单词。

n. poetry poem descriptionhappiness hill warmthtopic direction Haikuform poet patternsyllable interruption middlefriendship fur thoughtlimerick blank motiontwin clone egginsect closet mammothlaboratory secret flutepardon mistake greetingcustom society culturemanner peppermint troubletraditionv. decide express wishcreate stretch discusscombine identify clonedivide design damagepardon giggle forgivepraiseadj. clear tiny bravepale golden relatednoisy particular setsleepy single awakejuicy helpful identicaloriginal adult unusualsecret dead confusingconfused formal politerudeadv. just softly simplyclearly exactlypron. neitherconj. nor2. 重点短语。

learn / know …by heart记住……；背诵……(be) related to…和……有关；涉及a set number of固定数量的；一定数量的in the middle of 在……中间both … and…既……又……；不但……而且……fill in the blanks填空decide to do …决定做……human being人类except for 除……之外not only…but also…不但……而且……at the same time同时What if…?如果……将会怎么样？for example例如neither…nor…既不……也不……say hello to s b.向某人问好make a mistake犯错误eat up吃光as soon as一……就……again and again再三地；反复地given name名family name姓praise … for…因为（某事）表扬（某人）face to face面对面have trouble with在某方面有麻烦/困难at the end of…在……的结尾in good Chinese tradition按照中国的好传统3. 交际用语。

译林版九年级下册英语Unit3部分课文翻译译林版九年级上册英语

译林版九年级下册英语Unit3部分课文翻译译林版九年级上册英语英语的学习需要翻译辅助，译林版九年级下册英语Unit3的部分课文翻译有哪些呢?接下来是WTT为大家带来的关于译林版九年级下册英语Unit3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Unit3部分课文翻译：Sentences 部分翻译AUsing object clauses or objects+object plements运用宾语从句或者宾语十宾语补足语Sometimes we use objects+object plements to有时我们用宾语十宾语补足语来代replace object clauses.替宾语从句。

He saw that the robot was making breakfast.他看见机器人正在做早餐。

- He saw the robot making breakfast.他看见机器人正在做早餐。

He found that his flat was in a plete mess.他发现他的公寓乱作一团。

- He found his flat in a plete mess.他发现他的公寓乱作一团。

He thinks that it is too much trouble to own a robot.他认为拥有一个机器人麻烦太多。

- He thinks it too much trouble to own a robot.他认为拥有一个机器人麻烦太多。

Talking about the robot谈论机器人Before the robot went wrong，Mr Jiang was talking on the phone with his mother about e an object clause to rewrite each of his sentences.在机器人出问题之前，江先生正和他母亲在电话中谈论它。

人教精通版六年级英语下册Unit6《GeneralRevision3》(Part1)教学设计

Unit6 Part1(Task1-4) 教学设计一、教学内容与分析1. Task 1: Listen, read and talk.本部分通过Yang Ming介绍自己的旅行计划引出要复习的目标语言和词汇，通过整个语篇的描述来对旅行计划这个话题进行系统的梳理。

在学习过程中，教师引导学生对语言进行复习、模仿、学习和体验，最终使学生能够运用目标语言进行交际或书面表达。

2. Task 2: Write your travel plan.学生通过任务1的学习，对旅行计划这个话题的已有知识进行激活。

教师引导学生两人之间谈论自己的旅行计划，然后试着写一写自己今年暑假的旅行计划。

此环节是对任务1的后续活动。

教师引导学生写出自己心目中的旅行计划，然后与同学进行交流，通过与同伴之间进行分享信息来实现交际的目的。

3. Task 3: Read, number and talk.学生通过读四段文字描述来对图片进行标序号。

此环节为学生们呈现了四个国家的标志性景点以及名胜古迹。

通过读后标号的方式来检测学生对文字内容的理解情况。

在此基础上，教师可通过引导学生通过观察简图来猜测文字内容。

教师引导学生在生活中会使用这些文字对这些国家的景点进行简单的描述。

4. Task 4: Let’s do a survey.本部分通过学生之间做调查的方式，以What places are you going to visit this summer holiday?主要功能句来展开调查。

引导学生通过对countries, cities, places等几个方面进行询问，了解4位小伙伴的旅行意愿，最后通过与更多同学的交流，找到和自己暑期旅游计划相同的朋友。

二、课前准备1. 教师准备音频或电脑，任务1的音频文件。

在课上相应环节给学生播放音频材料。

2. 准备世界知名景点的图片，在课堂上进行评价时作为奖励物品使用。

三、教学步骤与建议1. 热身/复习(Warm-up / Revision)1) 引出话题，激活背景知识师生互相问好，然后教师自然地询问学生家庭的暑期旅行计划，激发学生关于旅游这一话题的已有英文知识。