第一篇：人教版九年級(jí)上冊(cè)英語(yǔ)作文

1.怎樣學(xué)好英語(yǔ)

I think English is very important.I study it hard.So I’m good at it.Now let me tell you how to learn English well.First, open your mouth.Don’t be afraid of speaking English in front of other people.It is a language.We should speak it as much as possible.Second, we must listen to our teacher carefully in class.We make lots of notes.We should finish our homework on time.Third, practice makes perfect.It’s best way to learn English by using it.We should do more English exercises , read more English books and so on.Finally, I wish everybody can learn English well

2.變化

We are very glad that Li Hua has made great progress.He used to often quarrel with other people, but now he gets on well with them, he always helps them.He used to throw litter about and make our classroom dirty.Now he takes care of our environment.He used to spend lots of time playing computer games.Now he takes an active part in all kinds of activities.How large he’s changed!

3.與父母的煩惱

Hi, Emily..I think it’s lucky for you to have such good parents.I think they’re right.It’s responsible for me to do such simple housework.The independence is very important for you.They hope you become an excellent man.We should understand and respect them.They have rich experience.Their demands are good for your growing up.If we have some worries , we should ask them for help.We should communicate with them.4.與朋友的煩惱（借錢）

I’m glad to hear from you.Don’t worry, let me help you.I think you should lend money to her.She is your good friend.Good friends should help each other.You don’t need worry too much.She’ll probably pay you back when she has money.If you don’t help her, you maybe lose a good friend.I think everyone may have trouble in life, so I always try my best to help my friends.I hope what I said can help you.5.猜測(cè)主人

The toy car must be Jane’s little brother’s, because he is the only kid at the picnic.The new bag must be Carol’s because she just bought a new one.The French book might be Ii Lin’s.she’s the only one who’s studying French.The owner of the earrings can’t be a boy because boys don’t like wearing earrings at all.期中 與朋友的煩惱（玩電腦）

Thank you for your email.I’m sorry to hear that.I think he’s not right.First, as a good friend, you should tell him it’s not right to be late for class.Second, you should tell him the importance of study.As student, we should concentrate more on our studies than computer games, because they’re not only bad for studies but also bad for our health.I’m sure he will understand you.6.食品安全

Now food safety is a serious problem.It’s important to us.How can we make food safe? First we should eat at home, we don’t eat at restaurant often..Second , we should make food clean before cooking.Remember to boil food..Third , we should buy food carefully.If the food is in bags, we should read instructions and dates carefully.Make sure the food is safe.7.旅行計(jì)劃

Our winter vacation is coming.I would like to go on vacation.I’m going to take a trip to Beijing.I will go there by train.Iwant to visit the Great Wall， the Palace Museum, Tian’anmen Square and other places.I will take lots of photos.I will eat Beijing duck.I will buy some souvenirs.I think it must be interesting.Would you like go with me? Please tell me soon.8． 志愿者

I’m Wang Ping.I want to be a volunteer of protecting animals.I’m very kind.I’m good with animals.I’m hardworking.I like singing and dancing.I have organized raising money for Save China’s Tigers.I think animals are our good friends.We should care about them.In fact , protecting animals are protecting ourselves.If I can be a volunteer ,I will work harder and do more meaning things to protect animals.I must try my best to make our world more beautiful.計(jì)算機(jī)的發(fā)明

Do you know the history of computers? The computer was invented in 1946.at that time, the machine was huge and heavy.It’s a very useful tool in our life.Computers can send some messages to friends.The computer can open our eyes.I think it’s the most helpful invention in the world.It’s hard to imagine what our life would be like if we had no computers in our daily life.And in my opinion, computers are going to change our life completely in the near future.一個(gè)不幸的上午

I had an unlucky morning.Because yesterday night I stayed up, I overslept this morning.By the time I rushed to the bus stop, the bus had already left.By the time I got to the school, my teacher had already started his class.And I realized I left my Chinese book at home.After class, my teacher asked why I was late and told me not to be late next time.期末 對(duì)作業(yè)看法

My teachers always give me lots of homework every day.I often do my homework after school.It takes me about two hours to finish it.I dislike it.It makes me very tired.However ,I have to do it.I know doing homework helps me to review what I study at school.But sometimes I don’t think our homework is helpful.It takes up most of my spare time, I can’t spend my time on my hobby.What should I do?

第二篇：九年級(jí)英語(yǔ)上冊(cè) 詞組 人教新目標(biāo)版

Unit 1 Topic 1短語(yǔ)

1.come back from 回來(lái)

2.feel sorry for 為……感到遺憾 3.by the way 順便問(wèn)一下 4.take photos 照相 5.do farm work 干農(nóng)活 6.for a long time 長(zhǎng)時(shí)間 7.tell stories 講故事

8.have summer classes 上暑期班 9.at present 現(xiàn)在；目前

10.live a hard life 過(guò)困難的生活 11.in order to 為了

12.give support to 支持

13.keep in touch with 保持聯(lián)系 14.see sth oneself 親眼目睹 15.far away 遙遠(yuǎn)的

16.in the open air 在戶外 17.sorts of 各種

18.succeed in doing sth 成功做某事 19.check over 檢查

20.draw up an outline 擬訂提綱 21.thanks to 多虧

22.make progress 取得進(jìn)展 23.take part in 參加 24.in detail 詳細(xì)地 25.in the past 在過(guò)去 26.have no chance 沒(méi)機(jī)會(huì) 27.after class 課后

28.day and night 日日夜夜 29.more than 超過(guò)

30.learn … from 向……學(xué)習(xí)31.in the future 在將來(lái) 32.dream about 夢(mèng)想

Unit 1 Topic 2短語(yǔ)

1.get lost 迷路 2.each other 互相

3.call sb up 打電話給某人 4.go shopping 購(gòu)物 5.at least 至少 6.take place 發(fā)生

7.because of 因?yàn)?；由?/p>

8.be strict with sb 對(duì)某人要求嚴(yán)格 9.increase by 增加了 10.carry out 執(zhí)行 11.be short of 缺少 12.so far 到目前為止

13.take measures to 采取措施 14.a couple of 一些；幾個(gè) 15.keep up with 趕上

16.have fun 獲得樂(lè)趣；玩得開(kāi)心

17.offer a good education 提供一個(gè)良好的教育

18.work well in 在……有成效

19.be known as 將……稱為；把……叫做 20.the only child 獨(dú)生子 21.write down 寫下 22.less than 少于

Unit 1 Topic 3短語(yǔ)

1.get used to習(xí)慣于

2.as a matter of fact 事實(shí)上 3.break out 爆發(fā) 4.in need 在困難時(shí)

5.decide on sth 就某事做出決定 6.feel good about oneself 自我感覺(jué)良好

7.provide sb with sth 向某人提供某物

8.live a normal life 過(guò)正常的生活 9.according to 根據(jù) 10.be away from 遠(yuǎn)離

11.be famous for 以……而聞名 12.so that 為了；以便 13.at the same time 同時(shí) 14.take drugs 服毒

15.obey the rules 遵守規(guī)則 16.aim to do sth 目的是…… 17.at home and abroad 國(guó)內(nèi)外

18.in the past few years 在過(guò)去的幾年中

19.pay for 付款 20.belong to 屬于 Unit 2 Topic 1短語(yǔ) 1.at present 目前 2.have a picnic 野餐

用心

愛(ài)心

專心

3.of course 當(dāng)做

4.be harmful to 對(duì)……是有害的 5.in a bad mood 處于壞情緒 6.manage to do sth 設(shè)法做某事 7.at midnight 在午夜 8.do harm to 有害于 9.go deaf 變聾

10.quite a few 相當(dāng)多

11.no better than 與……一樣（差、壞）12.in public 在公共場(chǎng)合

13.cause sb to do sth 導(dǎo)致某人做某事 14.all sorts of 各種各樣的 15.in many ways 在許多方面 16.for example 舉個(gè)例子

17.have an effect on sth 對(duì)某事有影響 18.two days later 兩天后 19.in the past 在過(guò)去

20.at the end of 在……的末尾

Unit 2 Topic 2短語(yǔ)

1.as a result 結(jié)果 2.here and there 到處 3.walk on grass 踐踏草坪 4.care for 關(guān)心；照顧 5.pick flowers 摘花

6.give some advice to 給……一些建議

7.in the beginning 在開(kāi)端 8.cut down 砍伐

9.prevent sb from doing sth 阻止某人做某事

10.in danger of 處于……的危險(xiǎn)中 11.come to do sth 開(kāi)始做某事 12.day by day 一天天

13.follow the rules 遵守規(guī)則 14.come into being 形成 15.cut off 切斷

16.change into 變成…… 17.take away 帶走

18.pass through 通過(guò)；穿過(guò)

19.be helpful to 對(duì)……是有幫助的；有助于……

20.refer to 指的是…… 21.deal with 處理 22.at the same time 同時(shí) 23.take up 占據(jù)

24.stop sb from doing sth 阻止某人做某事

25.wash away 沖走

Unit 2 Topic 3短語(yǔ)

1.interview sb about sth 采訪某人某事

2.spread the message 傳遞信息

3.encourage sb to do sth 鼓勵(lì)某人做某事

4.protect the environment 保護(hù)環(huán)境 5.save money 省錢

6.be supposed to 理應(yīng)；應(yīng)該 7.ought to 應(yīng)該

8.travel a short distance 短途旅行 9.make sure 確保 10.on time 準(zhǔn)時(shí)

11.make an announcement 發(fā)個(gè)口頭通知 12.turn off 關(guān)掉

13.work hard 努力工作（學(xué)習(xí)）14.hurry up 快點(diǎn)；趕快 15.instead of 代替 16.of course 當(dāng)然

17.fail the exam 考試失敗 18.take part in 參加

19.be used for 被用作…… 20.turn green 變綠；變得環(huán)保

Unit 3 Topic 1短語(yǔ)

1.stick on 粘在……上 2.be able to 有能力；能夠 3.be ready for 為……準(zhǔn)備好 4.can’t wait to 迫不及待要…… 5.from now on 從今以后 6.one day 有一天；某一天

7.throughout the world 全世界 8.on business 出差

9.be similar to 與……相近

10.be pleased with 對(duì)……感到滿意 11.translate into 翻譯成…… 12.once in a while 偶爾；有時(shí)

用心

愛(ài)心

專心

13.in general 通常；大體上 14.even though 即使 15.as a result 結(jié)果

16.be regarded as 被當(dāng)做……

17.take the leading position 占據(jù)領(lǐng)先地位

18.be required to 被要求…… 19.the rest of 剩余的

20.make progress in 在……取得進(jìn)展 21.take a swimming course 上游泳課程 22.be popular with 在……中受歡迎 23.change with 隨……而變化 24.as well as 也

25.have trouble doing sth 做某事有麻煩

Unit 3 Topic 2短語(yǔ)

1.instead of 代替

2.say hello to 向……問(wèn)好 3.by the way 順便說(shuō) 4.see sb off 給……送行 5.depend on 依靠

6.be worried about 擔(dān)心…… 7.leave for 動(dòng)身往… 8.put out 伸出；熄滅

9.on one’s way to 在某人去……的路上

10.make oneself understood 使（自己）被聽(tīng)懂

11.in the future 在將來(lái) 12.as for 至于

13.in a word 一句話；總之 14.take in 吸收

15.in the beginning 在開(kāi)頭；初期 16.little by little 一點(diǎn)點(diǎn)地 17.come about 發(fā)生；產(chǎn)生

18.be forced to do sth 被迫去做某事 19.in person 親自 20.be fond of 喜歡

Unit 3 Topic 3短語(yǔ)

1.get into trouble 陷入麻煩；惹麻煩 2.agree with 同意 3.give up 放棄 4.work hard at 努力于 5.be afraid of 害怕 6.keep a diary 寫日記 7.be weak in 在……弱

8.give some advice sth 就某事給些建議

9.have a try 嘗試一下 10.take a breath 吸口氣

11.share sth with sb 與某人分享某物 12.as often as possible 盡可能經(jīng)常地 13.advise sb to do sth 建議某人做某事 14.make mistakes 犯錯(cuò)

15.make great progress 取得巨大進(jìn)步 16.insist on sth 堅(jiān)持某事

17.feel like doing sth 想要做某事 18.laugh at 嘲笑

19.last but not least 最后但同樣重要的 20.in public 在公共場(chǎng)合

Unit 4 Topic 1短語(yǔ)

1.dream of 夢(mèng)想

2.point to 指向…… 3.send up 發(fā)射

4.no doubt 毫無(wú)疑問(wèn) 5.for instance 舉個(gè)例子 6.click on 點(diǎn)擊

7.connect to 與…….連接 8.in the future 在未來(lái) 9.in space 在太空

10.at the same time 同時(shí) 11.come into being 形成 12.thanks to 多虧；由于 13.chat on line 在線聊天

14.a list of 一列的；一份……清單 15.instead of 代替 16.of course 當(dāng)然

17.study hard 努力學(xué)習(xí)

18.with the help of 在……的幫助下 19.do business 做生意 20.land on 登陸

Unit 4 Topic 2短語(yǔ)

用心

愛(ài)心

專心

1.for certain 確定

2.make a contribution to 為……做貢獻(xiàn)

3.as long as 只要 4.in short 總之 5.run away 跑開(kāi)

6.be allowed to do sth 被允許 7.be made of 由……制成 8.come true 成為現(xiàn)實(shí)；實(shí)現(xiàn) 9.be made from 由……制成 10.be used for 被用作 11.take photos 照相

12.during one’s life 在某人一生中 13.so far 到目前為止

14.be similar to 與……相近15.all the time 一直 16.no longer 不再

17.have effects on 對(duì)……產(chǎn)生影響 18.the rest of 剩余的

19.to one’s surprise 令人驚訝的是 20.be meant to do sth 應(yīng)該做某事

Unit 4 Topic 3短語(yǔ)

1.base on 基于 2.hand in 上交

3.be full of 充滿…… 4.in order to 為了

5.know about 知道；了解 6.a group of 一群 7.go wrong 走錯(cuò)路

8.on the earth 在地球上 9.in the future 在未來(lái) 10.be able to 有能力 11.come true 實(shí)現(xiàn) 12.grow up 長(zhǎng)大

13.search for 搜索…… 14.be on show 展覽

15.make up one’s mind 下定決心 16.side by side 肩并肩地 17.look forward to 盼望 18.be close to 靠近19.each other 互相

20.do experiments 做實(shí)驗(yàn)

用心

愛(ài)心

專心4

第三篇：九年級(jí)英語(yǔ)上冊(cè) 單詞教案 人教新目標(biāo)版

單詞教案

Airplane n.飛機(jī) Coach n.長(zhǎng)途公共汽車，客車

Departure n.出發(fā)；啟程；航班；車次 Lounge n.(機(jī)場(chǎng)等的)等候室

departure lounge(機(jī)場(chǎng)的)候機(jī)廳 transport n.交通方式；交通 set off 動(dòng)身，出發(fā) Nod v.點(diǎn)頭

Tear n.眼淚；淚珠 Towards prep.往；向；朝...的方向 cigarette n.香煙 though conj.雖然；盡管 get off 下車 step n.步;步驟 geography n.地理學(xué) physical a.身體的;體力的 PE n.體育；體育課 really adv.非常；很；實(shí)在；確實(shí)

neither pron.兩者都不 a.(兩者)均無(wú)的

secondary school 中學(xué) present a.在場(chǎng)的；出席的 absent a.不在的,缺乏的 speech n.演講;演說(shuō) biology n.生物學(xué) lead a...life safety n.安全 過(guò)(某種生活)fortunately Disease n.??；疾ad.幸運(yùn)地 病

drug n.毒品 Dress n.連衣裙 Spanish

Fit v.適合,合身 a.西班牙的；西班Glove n.手套 牙語(yǔ)的 n.西班牙have on 語(yǔ) 穿著；戴著 French

overcoat a.法國(guó)的；法語(yǔ)的 n.外套；大衣 n.法語(yǔ)

scarf involve vt.牽涉；n.圍巾；頭巾 牽連；影響

thick adj.厚的 training n.訓(xùn)練 size n.尺碼；號(hào) athletics n.田徑shop assistant 運(yùn)動(dòng)

n.店員 society n.社會(huì)；cool 協(xié)會(huì) a.時(shí)髦的；酷的 disco

fashionable n.迪斯科舞廳；迪a.流行的；時(shí)髦的；斯科舞會(huì)

時(shí)尚的

either...or...logo n.標(biāo)志,商標(biāo) 要么...要么...；well-known adj.眾不是...而是...所周知的；著名的 Debate n.辯論 designer Illness n.?。患瞐.由著名設(shè)計(jì)師病

設(shè)計(jì)的 n.設(shè)計(jì)師，prevent

設(shè)計(jì)者

vt.防止；預(yù)防 advertising n.廣medicine n.醫(yī)學(xué) 告

suppose vt.猜想；dollar n.美元 假設(shè) succeed relaxed

v.成功；做到 a.放松的；松弛的 show off eldest

顯示；炫耀 a.年齡最大的 personality married

n.個(gè)性；性格

a.已婚的；結(jié)婚的 rule n.規(guī)則；規(guī)章 fall off suggestion n.建議(從...)跌落

keep to get married 結(jié)婚 沿著...走 couple n.夫妻 Rope n.繩子

diet n.日常飲食 Stream n.小河；溪 用心

愛(ài)心

專心

clear

adj.明白清楚的 starving

adj.非常俄的；饑餓難忍的 lead the way 領(lǐng)路，帶路

fall asleep 入睡 valley n.山谷 peaceful

adj.安靜的；平靜的

site n.場(chǎng)所 gesture

n.示意動(dòng)作；手勢(shì) stick

n.枝條；枯枝 reach out 伸手去摸 still

a.靜止的；不動(dòng)的 woods n.樹(shù)林 hillside n.小山坡 sudden adj.突然的 blood n.血

damage n.&vt.損害 cause v.造成；引起 n.原因,起因 effort n.努力 fifth num.第五 order n.順序；命令 vt.命令 in order to 為了

Director n.主任 Smell n.氣味

Discuss vt.討論；談?wù)?/p>

Fever n.發(fā)熱

Flu n.流行性感冒 Knee n.膝蓋

Wound n.傷，傷口 Miss v.不在 Trip v.絆；絆倒 improvement n.改善；改進(jìn) oncoming adj.迎面而來(lái)的 couch n.長(zhǎng)沙發(fā) expert n.專家 require v.需要 fit adj.健康的 amount n.數(shù)量 weight n.重量 effect n.影響 cooker n.廚灶 shock n.電擊 hit vt.打；擊 glad adj.高興的 breathe v.呼吸 cancer n.癌癥 fix vt.修理 finger n.手指 basket n.籃子 bread n.面包 fork n.叉子 knife n.刀

lemonade n.檸檬味汽水；檸檬飲料 pancake n.烙餅薄餅

serve vt.端上；服務(wù)；招待

spoon n.勺；匙 hold vt.舉辦；召開(kāi)

hot adj.辣的 roll n.小圓面包 Roman n.羅馬人 Saying n.格言諺語(yǔ)

Cheers int.干杯 Plate n.盤子 explanation n.解釋,說(shuō)明 cross adj.惱怒的；生氣的

generally adv.一法

般地；通常 Level n.水平over adv.結(jié)束 Certain blind adj.瞎的 adv.某些；一些 sensen.感覺(jué)官能 however taste n.味道

adv.不管怎樣

owner n.所有權(quán)人；fairly adv.相當(dāng)?shù)?主人

no matter bee n.蜜蜂 無(wú)論… officer n.官員 wherever course n.一道菜 adv.無(wú)論在哪里 dialogue n.對(duì)話 own v.擁有 line

everyday n.臺(tái)詞，對(duì)白；線 adj.每天的,日常nurse 的

n.保姆；護(hù)士 essential recite v.背誦 adj.極其重要的 role n.角色 tourism n.旅游業(yè) row n.一排座位 quarter n.四分之servant n.仆人 一

bit n.一部分，一industrial 段

adj.工業(yè)的

play the role of recent adj.近來(lái)的 v.扮演...角色 Arabic n.阿拉伯superb adj.極佳的 語(yǔ)

impressed

Typhoon n.臺(tái)風(fēng) adj.印象深刻的 Importance front adj.前面的 n.重要性 nightlife in place of 夜生活 代替

musical

Indian n.印度人 n.音樂(lè)??；音樂(lè)電speaker 影

n.說(shuō)某種語(yǔ)言的in the open air 人；發(fā)言者；演講在露天(或戶外)者

Japanese adj.日本period n.階段；時(shí)的日語(yǔ)的；日本人期 的 n.日語(yǔ)；日本人 express Industry n.工業(yè) vt.表示；表達(dá) Trade n.貿(mào)易 beat n.強(qiáng)節(jié)奏 Achieve v.完成達(dá)ceiling n.天花板 到

fetch vt.拿來(lái) Bright adj.聰明的 pardon Handwriting n.書(shū)int.請(qǐng)?jiān)僬f(shuō)一遍

用心

愛(ài)心

專心 raise v.舉起 forgive vt.原諒 treasure vt.珍視；珍愛(ài) stay in touch 保持聯(lián)系 owe

vt.歸因于；歸功于 pay back 償還 kindness n.體貼 patience n.耐心 gift n.恩賜 禮物 fair

adj.公平的；公正的

model n.模范;典型 role model 楷模；行為榜樣 Value

n.價(jià)值；行為準(zhǔn)則 decision n.決定 graduate n.畢業(yè)生 shock v.使震驚 inside adv.在（或向）里面 prep.在（或向）…里 cow n.奶牛；母牛 dentist n.牙醫(yī) tooth n.牙齒 robot n.機(jī)器人

第四篇：九年級(jí)英語(yǔ)上冊(cè)Unit_11英語(yǔ)教案_人教新目標(biāo)版

Unit 11 教案

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the

class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task individually or in pairs．

As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．

Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．

Check the answers:

Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．

Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．

2． Revise the target language in this unit．

第五篇：人教九年級(jí)英語(yǔ)6頁(yè)翻譯

第14頁(yè)The Spirit of Christmas圣誕精神

很多人同意這種觀點(diǎn):當(dāng)我們想到圣誕節(jié)時(shí)，我們可能想到禮物、圣誕樹(shù)和圣誕老人。但隱藏在這一切背后的是(lie存在)圣誕節(jié)的真諦:分享與給予我們周圍的人愛(ài)與歡樂(lè)的重要性。《圣誕歡歌》的故事或許是這一點(diǎn)最好的例子。

圣誕歡歌》是查爾斯·狄更斯寫的著名短篇小說(shuō)。這篇小說(shuō)講述的是一位叫斯克魯奇的從來(lái)不笑的老人的事。他吝嗇自私，從不與人為善。他只關(guān)心能否掙到更多的錢，并且厭惡圣誕節(jié)。一個(gè)圣誕前夕，斯克魯奇看到了他死去的生意伙伴雅各布·馬利的鬼魂。馬利過(guò)去曾經(jīng)就像斯克魯奇一樣，所以在他死后受到了懲罰。他告誡斯克魯奇，如果他不想最終像他一樣，就要改變他的癖性。他還告訴斯克魯奇將有三個(gè)(圣誕)精靈年拜訪他。那天夜里，三個(gè)鬼魂拜訪了斯克魯奇。首先，“圣誕節(jié)的過(guò)去之靈”帶他回到了他的童年時(shí)代，使斯克魯奇回想起孩提時(shí)代的歡樂(lè)時(shí)光。

然后，第二個(gè)精靈“圣誕節(jié)的現(xiàn)在之靈”，帶他去看其他人是如何度過(guò)今年的圣誕節(jié)的。每個(gè)人，甚至窮人都很幸福。最后一個(gè)，“圣誕節(jié)的未來(lái)之靈”帶他去了未來(lái)。斯克魯奇看到他死了，但沒(méi)人在意他。他驚恐萬(wàn)分地在他的床上醒來(lái)，發(fā)現(xiàn)正是第二天早晨圣誕節(jié)了。

他決定改變他的生活，承諾做個(gè)更好的人。他開(kāi)心地同親戚們一起慶祝圣誕節(jié)。他還送給需要幫助的人禮物?，F(xiàn)在無(wú)論走到哪里，他都用善良與熱情待人，傳播著愛(ài)與歡樂(lè)。那就是真正的圣誕精神!

《圣誕歡歌》這本書(shū)真的很好看，可以去看看哦~ 第11頁(yè)

Full Moon, Full Feelings 滿月,圓滿的感情

中國(guó)人慶祝中秋節(jié)和吃月餅的習(xí)俗已經(jīng)有幾百年了.月餅有著中秋之夜里滿月的的形狀,它包含著人們對(duì)家庭的愛(ài)和思念.關(guān)于這個(gè)節(jié)日,有許多民間的故事.然而,大多數(shù)人認(rèn)為其中有關(guān)嫦娥的是最感人的.嫦娥是后羿的美麗妻子,在后羿射下9個(gè)太陽(yáng)后,一個(gè)女神給了他一種魔藥表示感謝.無(wú)論是誰(shuí)喝了它都將獲得永生,而且后羿準(zhǔn)備和嫦娥一起喝了它.可是一個(gè)壞人,逢蒙,試圖在后羿不在家的時(shí)候去偷藥.嫦娥不肯給他喝,于是就自己一個(gè)人喝完了.她開(kāi)始變得特別輕,居然飛到了月亮上面.后羿非常傷心以至于他每天晚上對(duì)對(duì)著月亮大聲呼喚她的名字.一天晚上,他發(fā)現(xiàn)月亮又亮又圓,并且看到了他的妻子在那里.他很快的在花園準(zhǔn)備了把她最喜歡的水果和甜點(diǎn).他是多么希望嫦娥能回來(lái)啊!在這之后,人們開(kāi)始了賞月并且與家人分享月餅的習(xí)俗.第24頁(yè) could you please...的課文翻譯

當(dāng)你在外國(guó)旅游時(shí),知道如何禮貌地尋求幫助是很重 要的.例如：“休息室在哪里?”或者“請(qǐng)問(wèn)能告訴我 休息室在哪里嗎?”是問(wèn)一個(gè)地方在哪里的相似問(wèn)法.兩種說(shuō)法語(yǔ)法都正確,但是第一種沒(méi)有第二種聽(tīng)起來(lái)禮 貌.那是因?yàn)榈谝环N問(wèn)法太直接.只是正確地提問(wèn)還不 夠.當(dāng)我們?cè)趯で髱椭臅r(shí)候,我們還需要學(xué)會(huì)如何在尋 求幫助時(shí)表現(xiàn)禮貌而且用不那么直接或者更間接的方法.就像中文里,在英語(yǔ)中我們會(huì)和不同的人交談改變不 同的說(shuō)話方式.你使用的短語(yǔ)可能取決于你說(shuō)話的 對(duì)象或者你了解他們的程度.如果你對(duì)老師說(shuō)“哪天去 校游?”,這可能聽(tīng)起來(lái)不太禮貌.但是如果你說(shuō)“韋斯特先 生,打擾一下,你知道哪天去校游嗎?”,這樣聽(tīng)起來(lái)會(huì)禮 貌得多.但是,在某些情況下直接提問(wèn)是沒(méi)有關(guān)系的,比 如和你的同學(xué)們?cè)谝黄?禮貌的問(wèn)題通常比較長(zhǎng),而且包含例如“請(qǐng)問(wèn)你 能???”或“我可以問(wèn)一下???”等更多的語(yǔ)言.“彼得,請(qǐng)問(wèn)你能告訴我你的郵箱地址嗎?”比“彼得,告訴我你 的郵箱地址.”聽(tīng)起來(lái)更禮貌.有時(shí)候我們甚至需要花時(shí)間 來(lái)引到請(qǐng)求上.例如,和陌生人在街上,我們可能會(huì)在尋 求幫助前先開(kāi)始說(shuō)：“打擾一下,不知道你是否可以幫我”或 者“很抱歉打擾你,但是??”

禮貌地說(shuō)話比起直接說(shuō)話可能看上去更難.但是,學(xué) 會(huì)如何使用正確的語(yǔ)言很重要.這還會(huì)有助于你把 英語(yǔ)學(xué)得更好,或者其他任何你想說(shuō)的語(yǔ)言.第3頁(yè)我是怎樣學(xué)習(xí)英語(yǔ)的

去年,英語(yǔ)課很難.首先,老師講話的時(shí)候我很難聽(tīng)懂.開(kāi)始的時(shí)候,她講的太快,我聽(tīng)不清每一個(gè)單詞.之后,我才意識(shí)到聽(tīng)不清每一個(gè)單詞這并不重要.我也很害怕在課堂上發(fā)言,因?yàn)槲液ε峦瑢W(xué)們會(huì)取笑我.因?yàn)槲疫€不能造完整的句子,我就開(kāi)始看英語(yǔ)電視節(jié)目,這很有用.我認(rèn)為大量的做聽(tīng)力練習(xí)是成為一名成功學(xué)習(xí)者的秘訣.另外,我還發(fā)現(xiàn)英語(yǔ)語(yǔ)法很難,于是我決定在每一堂課上做些筆記.然后用學(xué)到的語(yǔ)法知識(shí)點(diǎn)來(lái)造句,讓人驚訝.現(xiàn)在我很樂(lè)意學(xué)習(xí)英語(yǔ),這學(xué)期考試還得了一個(gè)A.老師對(duì)我印象很深刻.第6頁(yè)

How Can You Become a Successful Learner?怎么樣你才能成為一名成功的學(xué)習(xí)者? 每一個(gè)人天生都有學(xué)習(xí)的能力.但是否你能學(xué)得好取決于你的學(xué)習(xí)習(xí)慣.研究顯示,成功的學(xué)習(xí)者一般都具有某些好習(xí)慣.對(duì)所學(xué)習(xí)內(nèi)容產(chǎn)生興趣

研究顯示,如果你對(duì)某物有興趣,你的大腦就更活躍,而且對(duì)于你長(zhǎng)時(shí)間關(guān)注它也會(huì)更容易一些.優(yōu)秀的學(xué)習(xí)者經(jīng)常把他們需要學(xué)習(xí)的東西與某些有趣的東西聯(lián)系起來(lái).例如,如果他們需要學(xué)習(xí)英語(yǔ),而且他們喜歡音樂(lè)或者體育,他們就會(huì)聽(tīng)英文歌或者觀看英語(yǔ)體育節(jié)目.通過(guò)這種方法,他們不會(huì)覺(jué)得（學(xué)習(xí)英語(yǔ)）枯燥無(wú)聊.練習(xí)并從錯(cuò)誤中學(xué)習(xí)

優(yōu)秀的學(xué)習(xí)者會(huì)考慮他們擅長(zhǎng)什么和他們更加需要練習(xí)什么.切記,“不用則廢.”即使你某些東西學(xué)好了,也會(huì)忘記它,除非你使用它.“熟能生巧.”優(yōu)秀的學(xué)習(xí)者會(huì)不斷練習(xí)他們已經(jīng)學(xué)會(huì)了的東西,而且他們無(wú)懼于犯錯(cuò)誤.亞歷山大格拉姆貝爾可不是一夜就發(fā)明了電話機(jī)的.通過(guò)許多次的嘗試和從錯(cuò)誤中學(xué)習(xí),他成功了.發(fā)展他們的學(xué)習(xí)才能

僅有學(xué)習(xí)是不夠的.優(yōu)秀的學(xué)習(xí)者知道他們學(xué)習(xí)的最佳途徑.比如說(shuō),他們可能通過(guò)寫下關(guān)鍵詞或者繪制思維導(dǎo)圖來(lái)做筆記.他們還會(huì)尋找方法來(lái)復(fù)習(xí)他們已經(jīng)學(xué)會(huì)了的東西.他們可能是通過(guò)每天閱讀筆記或者通過(guò)向別的同學(xué)解釋信息而做到這一點(diǎn)的.不恥下問(wèn)（勤學(xué)多問(wèn)）

優(yōu)秀的學(xué)習(xí)者經(jīng)常課堂上或者課后提問(wèn).他們甚至互相提問(wèn)并努力尋找答案.學(xué)問(wèn)源于提問(wèn).學(xué)習(xí)是一生的旅程,因?yàn)槊恳惶於紩?huì)帶來(lái)新的東西.你所學(xué)到的一切,會(huì)成為你的一部分并改變著你.所以,聰明地學(xué)習(xí)并好好學(xué)習(xí)吧.