英语：Unit-2-《DNA》Lesson-9课件(1)(冀教版九年级下)

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Unit+2+Lesson+10+课件2023-2024学年冀教版英语九年级全一册

2. Where can you read the passage? Newspaper. (THE PLANETARY POST)
While-reading
Read the lesson and answer the questions.
1. Who is Helen Keller? Helen Keller is a well-known writer and educator.
Post-reading
Fill in the blanks with the words in the box.
ability community writer progress illness
1. Mo Yan is a famous __w__ri_te_r__ who received the Nobel Prize in 2012. 2. The medicine did not help, and her __i_ll_n_e_s_s_ got worse. 3. She is excellent, and we trust her ___a_b_il_it_y_. 4. Keep on trying and you will make __p_r_o_g_re_s_s__. 5. My aunt is a nurse and works in the _c_o_m_m__u_n_it_y_ clinic.
冀教版英语九年级全一册
Unit 2 Great People
Lesson 10 Touch the World
Have a free talk
Warming-up
1. Have you heard of Helen Keller? What can you learn from her? 2. Do you know any sign language?

初中英语九年级Unit2第1课时SectionA(1a-2d)(说课稿)

初中英语九年级 Unit 2 第1课时 Section A (1a-2d)（说课稿）一. 教材分析本次说课的教材是中国教育部审定的小学英语教材，九年义务教育课程标准实验教科书《英语》（人教版），九年级上册，Unit 2。

本节课的教学内容是Section A (1a-2d)。

这一部分主要介绍了关于学校活动的内容，通过听力、口语、阅读和写作等多种形式，让学生掌握日常生活中的一些基本表达方式。

教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。

二. 学情分析九年级的学生已经掌握了基本的英语语法和词汇，具备一定的听、说、读、写能力。

但部分学生在实际运用英语进行交流时，还存在一定的困难。

针对这一情况，教师应注重培养学生的实际运用能力，提高他们的英语水平。

在教学过程中，要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。

三. 说教学目标1.知识目标：（1）能听懂、会说、会读、会写本课的生词和重点句子。

（2）了解日常生活中的学校活动表达方式。

2.能力目标：（1）能用英语进行简单的日常交流，提高实际运用英语的能力。

（2）培养学生的团队合作精神，提高他们的自主学习能力。

3.情感目标：激发学生对学校活动的兴趣，培养他们积极参与学校活动的意识。

四. 说教学重难点1.教学重点：（1）掌握本课的生词和重点句子。

（2）学会用英语描述日常生活中的学校活动。

2.教学难点：（1）正确运用情态动词“can”进行疑问句和否定句的表达。

（2）灵活运用所学知识进行实际交流。

五. 说教学方法与手段1.教学方法：（1）任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养他们的实践能力。

（2）交际型教学法：创设真实的交际情境，提高学生的英语交际能力。

（3）合作学习法：分组讨论，培养学生的团队合作精神。

2.教学手段：（1）多媒体教学：运用课件、视频等手段，丰富教学内容，提高学生的学习兴趣。

（2）实物教学：运用实物道具，帮助学生更好地理解和学习。

unit2《dna》整单元教案(冀教版初三下)doc初中英语

unit2《dna》整单元教案（冀教版初三下）doc初中英语Lesson 9: What’s a 〝Horkey〞?Teaching Content:Mastery words and expressions: helpful, at the same timeOral words and expressions: DNA, combine, juicy, mule, donkeyTeaching Aims:1. Know more about cloning.2. How to combine two different things.Teaching Important Points:1. Talk about the ability and inability.2. The use of coordinating conjunctions.3. Combine two different things.Teaching Difficult Points:Talk about the ability and inability.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Lead in the class by showing some pictures about combining to the students. They may be about different things, such as food, fruit, animals and other things.Step2. Listen to the tape and answer the following questions:1. Can Danny combine a donut and a pizza?2. Who wants to combine a cow and a chick?Let the students answer the questions with the help of the pictures. Finish the task in oral in class. Step3. Read the text and fill in the blanks with the correct words.1. We can combine two different ______ or two different ______.2. Brian would combine ______ and ______.Look through the whole text quickly and answer the questions in class in oral.Step4. Encourage the students find the new words in this lesson. Give more examples and let the students understand more about the words.I would combine a donut and a pizza.Then I could have breakfast and lunch together.Then I would have little, juicy bananas.Do you know what a mule is?It has a horse as mother and a donkey as a father.Step5. Read the text again and encourage them to find more questions about the text. One student stands up and asks a question. The others who want to answer can stand up and answer it as quickly as he can. For example:1. What would you combine?2. What about combining a duck and a deer?3. Can we combine apples and bananas?Step6. Come to 〝PROJECT〞.Finish the task in groups of three or four students.Think about something that is combined by two different things. Each of the group writes his answer down and shows it to others. Then choose the most meaningful one to study.What will your group combine? What if you combine the two things? What can it do for us? What’s its advantage?Talk about the questions above, then sum their ideas.Give a report in front of the class. Demonstrate your ideas. Describe the thing that you combine in detail. Describe its advantages and disadvantages.Step7.Homework1. Finish off the exercises in activity book.2. Go on the next reading in the student book.SummaryIn this lesson, we learn to combine two different things together. In order to get new living things, we must make full use of our imagination. What can the things that we combine are used for? It is important for us to discuss. During the discussion, we practice our spoken English.Lesson 10: What is DNA?Teaching Content:Mastery words and expressions: generally, twin, clone, not only…but alsoOral words and expressions: blueprint, identical, egg, identifyTeaching Aims:1. Know how to write a passage on science.2. Learn something about DNA.3. Know more about our body.Teaching Important Point:1. Master the words and expressions of this lesson.2. The ability and inability.3. The use of coordinating conjunctions.Teaching Difficult Point:The use of DNA.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1.Lead in the text by discussing what DNA is. Divide the class into several groups. Then talk about the subject for several minutes. Then one of the groups presents their opinions in front of the class.Step2. Listening task:Listen to the tape and fill in the blanks with the correct words you hear.1. Generally speaking, a ______ is a drawing.2. ______ for identical twins, each living thing has its own unique DNA.Play the tape once. Then let the students try to finish the task in class in oral.Step3. Reading task:Read the text quickly and answer the following questions:1. Where does your DNA come from?2. Is your DNA in every part of your body?Finish the reading task in class in oral. Try to get more information about the text at the same time. Step4. Read the text again. Find the sentences with the new words. Try to create situation about the new words. Then make sentences with the new words. If someone can make a whole story with the new words that we learn in this lesson, the teacher must encourage her.The sentences with the new words:Generally speaking, a blueprint is a drawing.Identical twins are two children that grew from the same egg.They are clones.From your DNA, scientists can identify not only you, but also people related to you.Step5.Let some students tell some details about the text.What is DNA?Where is your DNA from?What is DNA used for?Step6. Come to 〝LET’S DO IT〞.Finish t he task with a partner. Find the things about you that show your parents’ DNA. Talk about if for a while. Then let some volunteers come to the front to talk about the subject.Step7.Homework1. Finish off the exercises in the activity book.2. Go on the next reading in the student book.Summary:You look like your father or your mother. That identifies the DNA of your body from your parents. DNA is very fascinating. Each living thing has its own unique DNA. Try to find more ways to use the DNA in many fields. Discuss the use of DNA in this class. Make full use of it to help more people in the world in more fieldsLesson 11: Cloning People?Teaching Content:Mastery words and expressions: exactly, divide, crazyOral words and expressions: human being, original, adult, Dolly, insectTeaching Aims:1. Know more about cloning.2. Create the students’ spirit of cooperation.Teaching Important Points:1. The advantages and disadvantages of cloning.2. The expression of ability and disability.3. The use of coordinating conjunctions.Teaching Difficult Points:The advantages and disadvantages of cloning.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1: Show a picture of Dolly. Then let the students discuss what our life will be if we make a clone of ourselves.Divide the class into groups of three or four. Discuss for five minutes. Then present their results to the class.Step2. Listening task:Listen to the tape and fill in the blanks with the correct words you hear.1. The clones are the ______ height.2. There are ______ ways to clone people.Finish the task in class in oral.Step3. Reading task:Read the text and decide whether the following statements are true (T) or false(F).1. We can make clones from dead animals.2. Each clone would be a different person.3. We can combine the DNA of pigs and dogs.Finish the task in class in oral.Step4. Pair work:Read the text again and find more details about the text. Try to solve the following problems. Talk about them with your partner. At the same time, encourage them to ask more questions about the text.How many ways are there to clone people? What are they?Do you want a clone of your self? Why?What is the use of cloning?Try to finish it in a limited time in order to improve their comprehension ability.Step5. Read the text by the students. Give the students time to listen to the tape again. Then make a chance for them to practice in front of the class.Step6. A debateDivide the class into two groups. One group is for the advantages of cloning. The other is for the disadvantages of cloning.The teacher designs the task in order to find out the meanings of cloning.Step e to 〝LET’S DO IT’.This task is similar to the one is step6. This topic is about the food. The students can use their imaginations. Of course the best way is to search on the Internet for more information about the subject.Step8. Homework1. Search more information about cloning on the Internet or in the newspaper.2. Finish off the exercises in the activity book.Summary:Cloning is a popular subject in the modern society. It is good for the students to know more about that. Encourage the students to find out more information on the Internet. They can use other tools to get more. Give them chances to present their results in the next lesson.Lesson 12: Did You Ever See a 〝Chorse〞?Teaching Content:There are no new words and expressions in this lesson.Teaching Aims:1. Know more about combining.2. Find the differences between the Chinese and foreign songs.Teaching Important Points:1. The expression of ability and disability.2. The use of coordinating conjunctions.3. Sing the song fluently.Teaching Difficult Points:Combine two different living things.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1.Show some pictures of animals to the students. Let them imagine what animals what animals they would like to combine.What would they look like?What are they used for?Divide the class into groups of three or four. Then discuss the questions for five minutes. After a while, show their results to the class in front of the class.Step2. Listen to the song and repeat after it. Play the tape for several times. Let the students to be familiar to the rhythm of the song.Step3. Read the song as a lyric. Then let the students make up other similar songs according to their imagination.Let some volunteers present their song to the class.Step4. Let the students try to sing the song together. Play the tape again. Ask them to sing after it for several times again.Step5. Ask some volunteers to sing in front of the class.Step6. Come to 〝LET’S DO IT〞.Work in a small group to finish the task.Use the pattern in the song to tell customers about your new animals. Describe the new animals in the following ways.What animals will you combine?What is the new animal look like?What are they used for?What will you name them?At last, they can present their result in words or in pictures.Let the students talk about the subject for five minutes. Then let one of the members come to the front and present their result.Step7. Homework1. Finish off the exercises in activity book.2. Practice the song after class.Summary:This song is about combining. Combine two different things together by changing their DNA. It is a new technique. We must make full use of it in many ways. The students today are the future scientists and engineers. So let them know more about coming is good for them. Give them more chance to search after class. Help them to use many tools to teach themselves.Lesson 13: Clones Are the SameTeaching Content:Oral words and expressions: laboratoryTeaching Aims:1. Practice the students’ spoken English.2. Create the students’ imaginations.Teaching Important Points:1. Know more about cloning.2. The expression of ability and inability.3. The use of coordinating conjunctions.Teaching Difficult Points:The expression of ability and inability.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Talk about the question 〝What would you like to clone?〞in groups. They can use the following patterns:What would you like to clone? Why?Give the students five minutes. Then let them act their dialogues out in front of the class.Step2. Listening task:Listen to the tape and answer the following questions:1. Jenny would like to clone a dog.2. Danny would clone himself.Finish the task in class in oral.Step3. Reading task:Scan the text and answer the following questions:1. What would Jenny like to clone?2. What would Brian like to clone?3. Why would Danny like to clone himself?Finish the task in class in oral.Step4. Read the text again and find the main idea of the text. Ask some students to say it in front of the class.Step5. A GameMake up a similar dialogue according to the text. Finish the task in groups of three or four. Give them five minutes. And then ask the students to present their dialogues in front of the class.Step6. DiscussionDiscuss the use of the clones of yourself. If you have a clone of yourself, what would you like him to do for you? Do you think it is very useful?Step7. Come to 〝PROJECT〞.Divide the class into groups of three or four. Talk about the subject 〝Have you heard of cloned animals?〞The next is 〝If you are a scientist, what would you like to clone? Why?〞Talk about the subjects in groups. The students may have five minutes to finish the task. Then try to present your result to the class in front of the class.Step8. Homework1. Finish off the exercises in activity book.2. Go on the next reading in the student book.Summary:Cloning is new to some students. It is useful to give them more time to talk about the subject. They can find more information about cloning on the Internet or with other tools. Encourage them to know more after class by themselvesLesson 14: A Clone of My OwnTeaching Content:Mastery words and expressions: secret, copy, doubt, stupid, chess, robotOral words and expres sions: foolish, flute, closet, prefer, play chess, prefer…to…Teaching Aims:1. Improve the students’ written ability.2. Create the students’ imaginations.Teaching Important Points:1. Imagine the use of cloning in our daily life.2. The expression of ability and inability.3. The use of coordinating conjunctions.Teaching Difficult Points:The use of coordinating conjunctions.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1. Talk about the question:Would you like to have a clone of yourselves? Why?Finish the task in groups. Give the students five minutes to discuss the subject. Then let the students present it in front of the class.Step2. Listening task:Listen to the tape and answer the flowing questions:1. How old is Kate?2. What does 〝foolish〞mean?Finish the task in class in oral.Step3. Scan the text and decide the following statements are True or False:1. Katie would like a secret clone.2. Katie already has three sisters.3. Katie’s clone would live the living room with Katie.Finish the task in class in oral.Step4. Read the text again and try to find the sentences with the new words.What does Katie mean by 〝a secret clone〞?I doubt what she says!〝Foolish〞means 〝silly or stupid〞.Also, she would play chess with me.Maybe I need a robot!She would feed my tow cats, clean my room and practise my flute.Step5. Ask some students to tell the main idea of the text. Let some students say it in front of the class.Step6. Group WorkTalk about the subject in groups. Talk for about five minutes. If you have a clone of yourself, what would you like her or him to do for you?Write what you think of down on a piece of paper. Then exchange their ideas in groups. One of the members sum what they think of. Then present it in front of the class.Step7. Come to 〝LET’S DO IT〞.Finish the task in pairs. Make up a dialogue with a partner and act it out in front of the class. Encourage them to make the story funny.Make the ending surprising.Step8. Homework1. Finish off the exercises in activity book.2. Go on the next reading in the student book.Summary:It is fun to give the students chances to speak in front of the class. Sometimes they think they are not happy in their daily life. They don’t want to do something sometimes, so they want someone else to do it for him or her. Maybe some students think clones of themselves are useful to them.Lesson 15: Cloning QuestionsTeaching Content:Mastery words and expressions: neither, nor, neither…nor…, deadOral words and expressions: mammothTeaching Aims:1. Be familiar to the e-mail.2. Know more about cloning.Teaching Important Points:1. The expressions of ability and inability.2. The use of coordinating conjunction.Teaching Difficult Points:The use of coordinating conjunction.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Lead in by showing some pictures of cloning. Let the students talk about the use of cloning. What is cloning?What is cloning used for?What can we do with cloning?Step2. Listening task:Listen to the tape and answer the following questions:1. What did Li Ming study this week in school?2. What’s the name of the first cloned animal?Ask the students to answer the questions in class in oral.Step3. Reading task:Read the text and decide the statements are True or False.1. Li Ming doesn’t think cloning is interesting.2. Li Ming knew how the sheep Dolly cloned.3. Jenny has ever studied cloning.Finish the task in class in oral.Step4.Read the text again and find the sentences with the new words. Let the students guess the meanings of the new words. Give more examples with the new words.I knew that English scientists had cloned a sheep, but I knew neither how nor why.I chose mammoths.Ask the students to make sentences with neither…nor…He is neither a teacher nor a doctor.Neither he nor I am thirteen years old.Step5. Sum the main idea of the two e-mails. Let the students tell them in their own words, not word by word according to the content of the e-mails.Step6. Come to 〝LET’S DO IT〞.Divide the class into groups of three or four. Use the Internet or other tools to find more information about cloning.Talk about what, where, when, why and how cloning is taking place.Everyone writes down a short passage, then exchange it with the others. Next one of the members of the group gives a report in front of the class.Step7. Homework1. Finish off the exercises in the activity book.2. Ask your parents for some information about cloning.Summary:Cloning is new to the students. Let them get more information on the Internet. That is helpful for them. It is helpful for them to use the Internet for some important information. On th the coordination conjunctions are important in this unit. So make more practice in class.Lesson 16: Unit ReviewTeaching Content:Mastery words and expressions in this unit.Oral words and expressions in this unit.Teaching Aims:1. Learn to use the Internet and other tools to search more information.2. Know more about cloning.Teaching Important Points:1. The expression of ability and inability.2. The use of coordinating conjunction.Teaching Difficult Points:The use of coordinating conjunction.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: review lessonTeaching Procedure:Step1.Group workTalk about the question in groups. 〝What do you like to clone the most? Why?〞Let the students write their opinions down on a piece of paper. Then exchange their opinions. At last, one of the members sums the opinions and gives a report in front of the class.Step2. Finish the exercises in this lesson. Find out the problems and write them down on the blackboard.Discuss the problem together and find out the correct way to solve the problems.Step3. Do with 〝Grammar in Use〞.Let the students finish the exercises. Then ask the students to make some sentences with neither…nor…, not only…but also….Not only he but also his father is handsome.Neither my mother nor my father likes this kind of fruit.Step4. Come to 〝Speaking the Language〞.Complete the dialogue. Then ask the students to make a similar dialogue with his partner. Then present it in front of the class.Step5. Play the game 〝Stop-Go〞Play the game in front of the class. Start the game with 10 volunteers from the class. Play the game to practice the 〝ability and inability〞expressions on this page.Change the students to play the game if the time is enough.Step6. Group workDivide the class into several groups. Ask them to introduce themselves in the group. Then choose two best ones to present in front of the class.Step7. Homework1. Finish off the exercises in activity book.2. Find out more information about cloning on the Internet.Summary:This unit is designed to review the main language points in this unit. It is used to build the vocabulary of the unit. Practice the grammars and spoken English in this unit. All those are put in a situation of cloning. Cloning is a new subject for the students. It is very interesting to discuss.。

(冀教版)五年级英语上册《unit2 Lesson9》说课稿1

（冀教版）五年级英语上册 Unit 2 Lesson 9 说课稿一. 教学内容本节课是冀教版五年级英语上册的 Unit 2 Lesson 9，主要内容包括在学生生活中经常用到的时间以及时间表达方式等。

本课时的教学重点是时间的表达方法，教学难点是对一些时间的语法运用和表达进行深入的探讨。

二. 教学目标1. 知识与技能1.学生可以熟练掌握数字和时间的表达方式。

2.学生可以熟练运用时间词汇，在日常生活中使用时间表达方式，如 What time is it? It’s 10 o’clock.2. 过程与方法1.培养学生合作学习的意识和能力。

2.培养学生积极参与课堂讨论的能力，增强学习主动性3.培养学生独立思考的能力，加强学习习惯和自我评价的能力。

3. 情感、态度与价值观1.让学生体会成功的喜悦。

2.通过课堂练习和任务完成，培养学生的自信心和自学能力。

三. 教学重难点1. 教学重点1.理解时间的表达方式。

2.运用时间词汇。

2. 教学难点1.熟练掌握时间表达和运用方式。

2.理解时间词汇后面所带的语法运用。

四. 教学方法1.采用任务型教学方式，让学生在课堂上完成课文的练习和活动。

2.引导学生将所学知识说出来，积极参与讨论和互动。

五. 教学过程1. 导入1.利用课前准备的图片，让学生观察图片中的时间和数字，并让学生回忆他们在生活中刚刚做过的事情。

2.引导学生看图说话，谈论图片中的时间和数字。

2. 新课讲解1.向学生介绍时间的表达方法。

教师通过把时间点写在黑板上，让学生进行时间对话，引导学生感知时间的流逝。

2.出示时间的拼音和图片，介绍一些数字和时间的英文表达方式，掌握数字和时间点的表达方式。

3. 练习1.进行相互讨论，问时间并用数字和时间点进行回答。

2.进行时间表达的练习，组织学生进行小组活动，让学生编写一份时间表，并就时间表的编写进行相互讨论。

4. 作业布置1.设计学生反思性思考的作业，让学生在完成本周的作业之后，进行一次学习反思，并总结自己这周所学到的内容。

冀教版英语九《Unit2 DNA》(Lesson10)ppt课件-教育资料

Lesson 10
What Is DNA?
Fill in each blank with the proper word from the brackets: 1. What is _t_h_e_b_i_g_g_e_s_t _(big) animal in the world? 2. These oranges are ___j_u_i_c_y___(juice). Please have some. 3. A horse is a __h_e_l_p_f_u_l__(help) animal. 4. Look! My computer doesn’t work. I need _t_o_r_e_p_a_i_r__
Read carefully and answer the following questions:
1. What is DNA?
pattern
the blueprint of life
2. What is a blueprint?
3. What are identical twins?
Identical twins are two children that grew from the
is the same? Are there differences between you and them? 2. What you know “DNA”? What can scientists do with “DNA”?
“DNA” is short for deoxyribonucleic acid.
Write down your ideas. Talk about them with your group. Draw a picture of your new animal or plant. Have fun!

+Lesson+23+课件+2024-2025学年冀教版九年级英语全册

Unit 4Stories and Poems
Lesson 23 The Giant (Ⅱ)
What did the giant see when he jumped out of his bed?
New Words
The wind blows the branches softly.
softly adv. 轻轻地 soft adj. 轻轻的，温柔的
neck n. 颈；脖子
The giant is selfish and he doesn't aow the children play in his garden.
selfish adj. 自私的 selfless adj. 无私的
The thief is peeking through the window.
A. artist
B. dancer
C. musician
D. scientist
3.--- The fire ___ at 3:00 when people were
celebrating with fireworks.
--- I'm sorry to hear it.
A. broke out B. ran out C. went out D. put out
peek v. 偷看；窥视
Words
peek softly scene crawl selfish knock spread neck wicked
v. 偷看；窥视 adv. 轻轻地 n. 场景；景色；风景 v. 爬行；匍匐行进 adj. 自私的 v. 敲；敲打；碰撞 v. 张开；扩展 n. 颈；脖子 adj. 邪恶的
伸出；伸开；伸直；

冀教初中英语九年级全册Lesson 9课件

Writing:
My invention
Task tips: • What is it? • How does it make life better?

Homework:
*Finish off the exercises in the lesson. *Copy your passage on the exercise book.
enough rice to feed its people every year. He
also has many other interests. He loves
playing the __v_i_o_li_n__, listening to music,
reading and swimming.
He dreamed of g. rowing a new kind of rice that was as big as peanut when he was a child.
Think About It!
*Did you have a dream when you were a child? What was it?
Thank you! See you!
感谢聆听
1. He grew a new type of rice as a child. (F)
A scientist in China had a dream when he was a child. In the dream, he grew a new type of rice that was as big as a peanut. The plant allowed farmers to rest in its shade. That child was Yuan Longping. Yuan grew up and became the “Father of Hybrid Rice”.

英语：Unit-2-《DNA》Lesson-15课件(1)(冀教版九年级下)

Language notes: neither … nor …
“既不……也不……”
Neither he nor I am right. The old man can neither see nor hear. Peter has neither brothers nor sisters. He is neither a teacher nor a doctor. The driver drives neither slowly nor quickly.
Fill in each blank with the proper word from the brackets:
1. We can’t clone _________(die) animals. dead
2. His grandparents have been _____(die) for many years. dead 3. How would you feel if a scientist designed someone ___________(identify) to you? identical 4. I didn’t know much about ___________(clone). cloning 5. She is __________ surprised at the __________ surprising news. (surprise) 6. Neither Lucy nor her mother ________(be) able to speak is German. 7. Both Mom and Dad _______(be) going to have a are meeting in the hall. 8. Either he or I ________ right. am 9. Not only he but also she ________(like) pop music. likes 10. If I _______ to the sky. were a bird, I ____________(fly) would fly

英语：Unit-2-《On-the-Train》Lesson9课件(1)(冀教版七年级下)

Who is not here today? 今天谁没来？
Who teaches you Chinese? 谁教你们语文？
Who is the man in the car? 小汽车里的那个男人是谁？
Who are you waiting for? 你在等谁？
；商标转让商标转让；
Unit 2
Lesson 9 Getting on the
train
New words
Think about it
Text
Let’s do it
get v. 获得；拿到 New words
get on 登上 very adv. 很；非常 stop v. 停止；阻止 onto prep. 到……上去 ready adj. 准备好的 stand v. 站立 where adv. 哪里 see v. (saw, seen) 看见 first num. 第一 man n. 男人 excuse v. n. 原谅 move v. 移动；搬动 problem n. 问题；难题
(Danny runs onto the train and sits in the first seat he seas.)
M: (He speaks in Chinese.) Excuse me, but you are in my seat.
D: Pardon me? Can you please speak English? Jenny, what did that man say?
15.是提问频度；one Germany,girl。Straits take study the 在中国，School. in+大地点；to hear Fudan Tower anyon

Unit 2 Lesson 1 课件冀教版(2024)英语七年级上册

Let’s Do It!
1. Listen to the sentences and tick the proper responses.
Let’s Do It!
2. Join two words to make a new one.
Group work
3. Make up a conversation about learning English.
Expressions
Same here. 我也一样。 long time no see. 好久不见 How do you like...? 你认为……怎么样?
look for 寻找 give an example 举个例子
I got it! 我明白了! Good for you. 你真了不起。
Warm up
How do you like English? Here is a tip. English is difficult/easy/boring/fun for me. Listen to English songs./Write an English diary./Practice English with you partner. ......
meaning [ˈmiːnɪŋ]
n.意义;含义
Which of the picture means “go straight on”?
mean[mi:n]
v.意思是;意味着
The box is full, so you can’t put anything more in it.
more [mɔː(r)]
adj.确实的;真正的
Mum gives me some tips for making a fruit salad.

冀教版英语九下《Unit 2 DNA》(lesson9)ppt课件

26. It’s easy for me ____________(repair) the bike. to repair
27. There is nothing ___________(worry) about. to worry
28. I am rich enough ____________(buy) a car. to buy
whale
dolphin
Maybe we can call it“whalphin ” or “ dolale ”.
horse→ donkey→
mule→
(horkey donse)
Think about it! 1. What is a mule? A mule is a special animal. It has a horse as a mother and a donkey as a father. 2. What do you think of mules? Mules are very helpful animals. They are big like horses and strong like donkeys. 3. Can you give them other names? donses/horkeys
Danny: I know what I would choose! I would combine a donut and a pizza. Then I could have breakfast and lunch at the same time. Jenny: No,no,Danny! You need to choose two living things: two different plants or two different animals. Brian: I think I would combine grapes and bananas. Then I would have little, juicy bananas. I would call them “grananas.” Jenny:Have you ever seen a “cowchick,”Brian? That’s what I would make. It’s a cow and a chicken. My new animal would make the biggest eggs in the world! Danny: I might combine a dinosaur and a rabbit. Jenny: Why, Danny?

冀教版初三下册_Unit_2_DNA___Lesson_9_What's_a_Horkey

3. 这ears ________ _________ the rabbit’s. are/look like 4. 他们把不同的零件放在一起。 They _________ these different parts __________. put together 5. 我可能会把恐龙和兔子结合起来。
Language notes: 7. That’s what I would make. 8. I would call them “grananas.” call + 宾语 + 宾补(名词) “把……称呼为/叫做……” 我们把他叫作小张。 We call him Xiao Zhang. 9. I might combine a dinosaur and a rabbit. might “也许，或许，可能”
同的目的而结合为一。 connect v. 指通过某种媒介物把事物连接起来，被联系者仍保持着自己的特性。 mix v. “混合，掺和，调配”
Language notes: 3. Then I could have breakfast and lunch at the same time. at the same time “同时”
4. You need to choose two living things: two different plants or two different animals. living things “生物” living adj. “活着的”
5. Then I would have little, juicy bananas. juice n juicy adj. “多汁的”
共
_______ the cornstarch and water together. Mix We use the phone line to ________the computer to the connect Internet. I would combine a cock and a dog to make a new animal. _______

冀教版九年级下Unit2 DNA Lesson 9课件(共23张PPT)

animal would make the biggest eggs in the world!
Danny: I might combine a dinosaur and a rabbit.
Jenny: Why, Danny?
Read carefully and answer the following questions:
Think about:
1. What is a mule? A mule is a special animal. It has a horse as a mother and
a donkey as a father. 2. What do you think of mules? Mules are very helpful animals. They are big like horses
something new?
假若你能将其他动物杂交成其他新的动物，或将植物嫁接成
and strong like donkeys.
3. Can you give them other names? donses/ horkeys
A mule is a special animal. It has a horse as a mother and a donkey as a father. Mules are very
1. What fruits would Brian combine? Why? 2. What animals would Jenny combine? Why? 3. What about Danny? And why?
Language Points:
1. I would combine a donut and a pizza .Then I could have breakfast and lunch at the same time! 我会将炸面包圈和比萨饼混合在一起。那样早餐和午餐我就可以一起吃了! (1) combine…and/with…（使物件）结合或混合形成一个整体，联合，组和，合并 eg. 我们经常把面包和奶酪混合着吃。 We often combine bread and/with cheese . (2) at the same time在同一时间，同时 eg. 我认为你同时不可能做好两件事。 I don’t think you can do two things well at the same time.

2025年译林版九年级下册英语Unit1 Part 1 Comic strip

二空考查“keep doing”，一直/ 坚持做某事。故选D。
返回
1 ( D ) 15. _______ it’s starting to rain outside, why _______
you take _______ umbrella with you?
A. Because; don’t; a
C. Pottery has a much shorter history than porcelain.
D. Pottery and porcelain use the same kind of clay. 【点拨】细节理解题。根据“And porcelain is fired at a temperature above 1, 200℃ ; pottery below 1,000℃ .” 可知瓷器的烧制温度是1200 度以上。故选B。
B. As; not; the
C. Since; not; a
D. Since; don’t; an
【点拨】根据语境可知，第一空表示“既然”，用since;
提建议用“Why don’t you do...? =Why not do...?”, 表示
“何不……呢？”；umbrella 是以元音音素开头的单词，
返回
1 13. Although China has made great progress since 1949, there’s still a long way _t_o__g_o___(go) before becoming a developed country.
返回
1 三、单项选择
( D ) 14. [2024泰州三模改编] Life is like riding a bicycle.

英语：Unit-2-《DNA》Lesson-14课件(1)(冀教版九年级下)

Fill in each blank with the proper word from the brackets: meaning 1. What’s the _________(mean) of the new word? 2. You’d better _________ finish (finish) your homework first. 3. You’d better ________(not go) out. It’s raining outside. not go 4. How many times do you brush your _________(tooth)? teeth 5. He came into the room very _________(quiet). quietly 6. The boy always goes to play computer games ________ secretly (secret).
Language notes: 5. Wouldn’t that be great?
此句是修饰疑问句，它是为了取得一种修饰上的效果而提出的，实际上相当于陈述句，一般不需要回答，但肯定结构表否定，否定结构表肯定。这种疑问句如属一般疑问句，用升调；如属特殊疑问句，则用降调。
Is it important? 这件事对你重要吗？ Haven’t you got anything better to do? 你难道没有值得做的事吗？ What more do you want? 你还想要什么？ Isn’t he a teacher? 难道他不是教师吗？ --Yes, he is. 不，他是。 (No, he isn’t. 对，他不是。)
Warming up

冀教版九年级英语 Unit 2 Lesson 9China's Most Famous Farmer(共29张PPT)

9. because of : 意为“由于，因为”，后接名词、代词或v-ing形式(相当于with和 thanks to)，而because引导原因状语从句。 eg: Jerry didn’t come to school on time ___ ___ ___(get )up late.
Jerry didn’t come to school on time ____ he got up late.
Mao Zedong
Yang Liwei
Lang Ping
Albert Einstein
Norman Bethune
Helen Keller
Yuan Longping
China`s most famous
“farmer” “Father” of Hybrid Rice
--------- Yuan Longping
Homework
• Finish exercise books. • Preview Lesson 10.
7) The technology for hybrid rice was introduced to the United States.
8) Because of Dr.Yuan’s hard work ,China now produces…
9) He reads for half an hour before he goes to sleep.
Rice. The ______of this new product made China a leader in rice production. Because of Dr. Yuan’s hard work, China now _____enough rice to feed its people . He also has many other interests.He loves